北京市第三十五中学2026-2027学年第一学期10月月考高三英语试题

北京市第三十五中学2026-2027学年第一学期10月月考 高三英语2026.10 行政班______教学班______姓名______学号______ 试卷说明：试卷分值100，考试时间90分钟。 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） I never thought I could be a writer. I didn’t come from a family connected to the literary world, which I perceived as a major ____1____. After my undergraduate degree, convinced that writing wasn’t for me, I ____2____ to study teaching. Then came an afternoon that changed everything. I was teaching poetry, encouraging students to write about their ____3____. And then, at the end of the lesson, one child asked me a question: “Have you always wanted to be a teacher, Miss?” I explained that when I was his age, I actually wanted to be a writer, but I didn’t think I quite had what it ____4____. The boy replied with a ____5____ look, “Well you are telling us to live our dreams when you haven’t even done it yourself. Have you even ____6____?” I was struck speechless — he was right. Who was I to ____7____ them on bravery and risk when I had never taken myself nor my own ____8____ seriously? On the basis of that ____9____ I applied to go back to university and study creative writing. There were times when I found myself wondering if I should pack it all in, but the boy’s words kept ringing in my ears. I knew I needed nothing else to succeed but a bit of ____10____ and hard work. I managed to find a way out of my shame and into a pattern of work that I loved. 1. A. subject B. problem C. event D. breakthrough 2. A. stepped aside B. got up C. went off D. turned back 3. A. hobbies B. families C. dreams D. lessons 4. A. kept B. left C. held D. took 5. A. satisfied B. guilty C. grateful D. disapproving 6. A. tried B. saw C. asked D. waited 7. A. examine B. congratulate C. lecture D. consult 8. A. values B. imagination C. inspiration D. desires 9. A. cooperation B. conversation C. administration D. explanation 10. A. self-belief B. know-how C. brainstorming D. teamwork 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一个适当的词，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 语法填空 Rapa Nui, widely ____11____ (know) as Easter Island, is a Chilean territory in the Pacific Ocean. The island is home ____12____ a French-born artist. The artist, Delphine Poulain, was born in Paris 52 years ago and has been in love with Rapa Nui since she first visited in 1994. She smiles at the memory. “I ____13____ (ride) a horse through the beach when I first thought I want to live here.” she said. Then, Poulain worked as a professional sailor. One trip to Rapa Nui was enough to envision a future home in this tranquil land, though almost three decades passed before that dream ____14____ (come) true. B 语法填空 For too long, pop-science ____15____ (see) as a tool to better teach science to schoolchildren, but not adults. It is absolutely necessary to teach pop-science to children, ____16____ sense of science has a bearing on the nation’s scientific development. However, the adults’ need to study science should not be neglected. There are so many scientific developments adults will need to keep abreast of, especially during a pandemic. How do masks protect one from the virus? What other measures must one take to stay healthy? The more adults ____17____ (sharp) their scientific temper, the more attention they can pay to their children’s knowledge too. C 语法填空 Age is no criterion when it comes to ____18____ (change) your life. In fact, it might be just the opposite. The older we get, the more we must change. Change is ____19____ keeps us fresh and innovative. When we are young, it’s easy to experiment with different things. The older we get, the more set in our ways we become. We’ve found out what our comfort level is, and we all want to stay in it. We must fight through this. We must tell ____20____ (us) to look fear straight in the eye and take it on. 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） A In maths, the sequence is defined as an ordered list of numbers that follow a specific pattern. The numbers presented in the sequence are called the terms. The Fibonacci sequence (斐波那契数列) is one of its type where each number is the sum of the two that precede it. It starts from 1 and 1, given by 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144, and so on. Its general formula is: Humans have probably known about this numerical sequence for millennia: it can be first found in medieval Indian mathematics. In the 13th century, the Italian mathematician Leonardo of Pisa, also known as Fibonacci, introduced the Arabic Numerals which replaced Roman Numerals and carried out a thought experiment: he wanted to figure out the growth of an idealized (biologically unrealistic) rabbit population, assuming that a single newly born pair of rabbits (one male, one female) are put in a field, and that each pair produces one new pair (one male, one female) every month from the second month onwards. The result of this experiment is shown in Picture 1. Is there a magic equation to the universe? Probably not, but there are some pretty common ones that we find over and over in the natural world. The Fibonacci numbers must be a typical example. When we take any two successive (one after the other) Fibonacci numbers, their ratio is very close to the Golden Ratio, which is approximately 0.618, as shown in Table 1. In fact, the bigger the pair of Fibonacci numbers, the closer the approximation. Let us try a few: When we make squares with those widths and make a quarter turn in each of the square, we get a nice spiral (as shown in Picture 2), which we call Fibonacci spiral. Look at the array of seeds in the center of a sunflower and you’ll notice what looks like spiral patterns curving left and right. Amazingly, if you count these spirals, your total will be a series of Fibonacci numbers. You can decipher spiral patterns in pine-cones, pineapples and cauliflower that also reflect the Fibonacci sequence in this manner. Such a spiral can actually be found in more places in nature, from the curve of a nautilus shell to the twist of a typhoon or hurricane. What a coincidence! The Fibonacci sequence and the Golden Ratio are not just mathematical curiosities — they offer a fascinating connection between figures and reality. Sometimes a coincidence is just a coincidence, but coincidence is really beautiful! 21. Which of the following statements about the Fibonacci sequence is TRUE? A. It begins with the number 0 and 1. B. It is defined as an unordered list of number. C. The general formula was created by mathematician Leonardo of Pisa D. Each term is generated by adding the two terms immediately before it. 22. What can we learn about the Fibonacci sequence? A. It originated from ancient India. B. More examples are needed to prove it. C. No flower’s petal number breaks the sequence. D. Fibonacci found it via an experiment on rabbits. 23. Which statement is the author probably in favor of? A. There is absolutely no magic equation to the universe. B. The natural world is dominated by mathematical patterns. C. Mathematics is one of the windows into the beauty of nature. D. A chain of evidence can prove the laws in this objective world. B Sophie became friends with the gray squirrels during her first week at Penn State, after spotting them running around and wondering what they would look like with tiny hats on their heads. Today, everyone at the university knows her as the “Squirrel Girl”. Sophie tried bringing them food, and gradually they began to trust her. She managed to put a hat on a squirrel and take a picture. Thinking that her colleagues could do something to lift their spirits, she started posting similar photos on Facebook. The response was greatly positive, and before long Sophie and her squirrels became an Internet sensation (轰动). Growing up in a neighborhood outside of State College, Sophie was always fond of birds and animals around her home, but she didn’t interact with people very much. She was later diagnosed (诊断) with Asperger's syndrome, but the squirrels changed that. “The squirrels help me break the ice, because I’ll be sitting here patting a squirrel and other people will come over and well just start like feeding the squirrels together and chatting about them,” she said, “I am a lot more outgoing.” And in case you’re wondering how Sophie is able to get the squirrels to do what she wants for her photos, it has a lot to do with food. For example, whenever she wants them to hold or play with something, she puts peanut butter on the prop (道具), and they’ll grab it. In the beginning, she would throw peanuts up the trees on campus and invite the squirrels to come down and get them, but they hesitated to approach her. She had the patience to earn their trust, though. This year, Sophie is graduating with a degree in English and wildlife sciences. She wants to be a science writer and educate people on how to preserve the environment. As for her furry friends, Sophie plans to stay in the area and visit them as often as she can. 24. What can we infer from the passage? A. Sophie was fonder of squirrels than any other animals. B. Sophie is known as the “Squirrel Girl” in the community. C. Sophie and squirrels received great attention on the Internet. D. Sophie wishes to educate people on how to protect the animals. 25. What can we learn about Sophie according to paragraph 3? A. She was more outgoing than before. B. She got lots of friends due to squirrels. C. She lived in the far countryside when young. D. She used to be a popular girl in her childhood. 26. How did Sophie manage to take photos of squirrels wearing hats? A. By dressing like squirrels. B. By putting them in cages. C. By playing music to them. D. By attracting them with food. 27. What do you think of Sophie? A. Patient and caring. B. Tolerant and strong. C. Sociable and healthy. D. Traditional and hard-working. C In our information-driven society, shaping our worldview through the media is similar to forming an opinion about someone solely based on a picture of their foot. While the media might not deliberately deceive us, it often fails to provide a comprehensive view of reality. Consequently, the question arises: Where, then, shall we get our information from if not from the media? Who can we trust? How about experts—people who devote their working lives to understanding their chosen slice of the world? However, even experts can fall prey to the allure of oversimplification, leading to the “single perspective instinct” that hampers(阻碍)our ability to grasp the intricacies of the world. Simple ideas can be appealing because they offer a sense of understanding and certainty. And it is easy to take off down a slippery slope, from one attention-grabbing simple idea to a feeling that this idea beautifully explains, or is the beautiful solution for, lots of other things. The world becomes simple that way. Yet, when we embrace a singular cause or solution for all problems, we risk oversimplifying complex issues. For instance, championing the concept of equality may lead us to view all problems through the lens of inequality and see resource distribution as the sole panacea. However, such rigidity prevents us from seeing the multidimensional nature of challenges and hinders true comprehension of reality. This “single perspective instinct” ultimately clouds our judgment and restricts our capacity to tackle complex issues effectively. It saves a lot of time to think like this. You can have opinions and answers without having to learn about a problem from scratch and you can get on with using your brain for other tasks. But it’s not so useful if you like to understand the world. Being always in favor of or always against any particular idea makes you blind to information that doesn’t fit your perspective. This is usually a bad approach if you would like to understand reality. Instead, constantly test your favorite ideas for weaknesses. Be humble about the extent of your expertise. Be curious about new information that doesn’t fit, and information from other fields. And rather than talking only to people who agree with you, or collecting examples that fit your ideas, consult people who contradict you, disagree with you, and put forward different ideas as a great resource for understanding the world. I have been wrong about the world so many times. Sometimes, coming up against reality is what helps me see my mistakes, but often it is talking to, and trying to understand, someone with different ideas. If this means you don’t have time to form so many opinions, so what? Wouldn’t you rather have few opinions that are right than many that are wrong? 28. What does the underlined word “allure” in Para.2 probably mean? A. Temptation. B. Tradition. C. Convenience. D. Consequence. 29. Why are simple ideas appealing according to the passage? A. They meet people’s demand for high efficiency. B. They generate a sense of complete understanding. C. They are raised and supported by multiple experts. D. They reflect the opinions of like-minded individuals. 30. What will the author probably agree with? A. Simplifying matters releases energy for human brains. B. Constant tests on our ideas help make up for our weakness. C. A well-founded opinion counts more than many shallow ones. D. People who disagree with us often have comprehensive views. 31. Which of the following can be the best title of the passage? A. Embracing Disagreement: Refusing Overcomplexity B. Simplifying Information: Enhancing Comprehension C. Understanding Differences: Establishing Relationships D. Navigating Complexity: Challenging Oversimplification D In college, I was taught an elegant theory of chemical combination based on excess electrons going into holes in the orbital shell of a neighbouring atom. But what about diatomic compounds like oxygen gas? Don't ask; students aren't ready to know. In physics, in biology, in any other science classes, students frequently get that answer too. It’s time to trust students to handle doubt and diversity in science. Actually, students are starting to act. They have shamed their seniors into including more diverse contributors as faculty members and role models. Young scholars rudely ask their superiors why they fail to address the extinction crises clarified by their research. The inherited authoritarian political structures of science education are becoming lame—but still remain largely unchanged from the old school days. A narrow, rigid education does not prepare anyone for the complexities of scientific research, applications and policy. If we discourage students from inquiring into the real nature of scientific truths, or exploring how society shapes the questions that researchers ask how can we prepare them to maintain public trust in science in our “post-truth” world? Diversity and doubt produce creativity: we must make room for them, and stop guiding future scientists into narrow specialties that value technique over thought. In science, even foundational building blocks can be questioned. The unifying patterns of the periodic table are now questioned under closer examination. Some scientists now wonder whether the concept of biological “species” contributes more confusion than insight, and whether it should therefore be abandoned. However, such a decision would affect conservation policy, in which identification of endangered species is crucial—so it is not just an issue for basic science. Science students generally remain unaware that concepts such as elements and species are contested or are even contestable. In school, college and beyond, curricula highlight the technical and hide the reflective. Public arguments among scientists often presume that every problem has just one solution. Nonetheless, uncertain advice on complex issues should be a warning that, from a future perspective, today's total scientific consensus on some policy issue might have been the result of stubbornness, a conflict of interest or worse. Just as a healthy democracy accommodates dissent and dissonance, the collective consciousness of science would do well to embrace doubt and diversity. This could start with teaching science as a great, flawed, ongoing human achievement, rather than as a collection of cut-and-dried eternal （永久的）truths. I recall a legendary chemistry professor who was not skilful at getting classroom demonstrations to work—but discussing what went wrong helped his students to thrive. A mathematician friend let pupils discuss every statement in the textbook until all were satisfied. They did very well in exams, and taught themselves when he was absent. Treating people at all levels as committed thinkers, whose asking teaches us all, is the key to tackling the challenges to science in the post-trust age. 32. The problem of current science training is that ______. A. students cannot become specialists B. it goes against established science education C. students lose trust in their teachers and professors D. it fails to provide students with what they need in future 33. The periodic table is mentioned to prove that ______. A. even the widely accepted can be challenged B. students are generally ignorant of science C. most previous researches are out of date D. science has been developing with time 34. It can be learnt from the passage that ______. A. students may be more innovative if they are allowed to doubt B. science students do not contest elements or species C. students should not trust established science D. diversity prevents progress in science 35. Which of the following statements best represents the writer’s opinion? A. Our curricula highlight the technical and hide the reflective. B. Science should be a collection of cut-and-dried eternal truths. C. Teachers should treat people at all levels as committed thinkers. D. The concept of biological species brings more confusion than insight. 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。 Is there a link between social media and depression? Do social media have a negative impact on your mental health? It’s complicated. In a recent study, the investigators compared social media use and depression between teens. ___36___Specifically, for every hour per day that one teen spent on social media more than her peers, she likely had a 0.64 point higher depression score. A different study published in 2018 identified five distinct types of social media users. The finding was that "problematic social media use" was one of the main themes for people whose mental health was affected by social media. You can have alcohol in your life without it being a problem, or your alcohol use may become problematic. ___37___ There's one important thing to remember about survey research just because two things happen together, it's not necessarily true that one causes the other. ___38___For all we know, it could be that people who are already more depressed choose to spend more time on social media. ___39___If you think that we shouldn't paint social media with one broad brush, you're on the right track. On the one hand, participants often described social media as a valuable way to cope with stress. On the other hand, cyberbullying via social media was also a common experience for participants. Some also said that constantly checking their own social media profile was stressful. It’s certainly possible that experiences like cyberbullying, comparing yourself to idealized images, and constantly monitoring your profile, are bad for your mood. It's also true for many that social media offer community support and positive messages. Given the inconclusive research, it's safe to say that at least we shouldn't write off social media altogether. ___40___Anyway, you cannot use it as a crutch for coping with other stressors and mental health problems. A. It's the same with social media. B. Social media can be a double-edged sword. C. People get more opinionated about the potential problems of social media. D. They found that those who used social media more had higher depression scores. E. They reviewed all existing research and found that there were both benefits and drawbacks. F. The key to benefiting from social media may lie in using it in moderation and staying socially connected. G. For example, just because higher social media use co-occurs with higher levels of depression doesn't mean social media use causes depression. 第三部分 书面表达（共两节，32分） 第一节 阅读表达（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。 Dumb phones are making a comeback It is hard to imagine life without a smartphone these days. Leave yours at home and you may find yourself lost, moneyless and cut off from social contact. Yet a market is also emerging for phones that are deliberately pea-brained. These dumb phones — confusingly called “feature phones” — account for just 2% of phone sales in America. But demand is growing.  In 2016, a Finnish firm, bought the rights to relaunch the devices of Nokia, whose basic phones once dominated the market. It says it is now selling “tens of thousands” of flip-phones a month in America. In May it re-released the Nokia 3210, a mainstay of many millennials’ teenage years, in Europe. It even has Snake, a classic mobile game. Dumb phones today do not merely copy those of the past, though. Startups offer minimalist devices of their own. One example is the Light Phone, which is shaped like an iPod and has an e-ink screen like a Kindle. It also allows users to add optional “tools” including a podcast-player and a directions app. What explains the return of the dumb phone? One factor is anxiety over the impact of smartphones — and social-media apps in particular — on young people’s mental health. That is why a first-class British school, announced in July that it would bar its students from bringing smartphones to school, and would provide them with Nokia phones instead. But plenty of grownups are also choosing dumb phones out of their own will. Jose Briones, who moderates a forum dedicated to dumb phones on a social-media site, switched to the Light Phone after growing alarmed at his soaring screen-time record. Other smartphone addicts are instead cutting down the use of their devices either by deleting apps or downloading ones that control screen time. Giving up the supercharged connectivity of a smartphone can lead to panic at first. Christina Dinur, another dumb-phone convert, remembers wondering what to do with herself when waiting in a queue without her smartphone. But, she says, she “settled into it really quickly”. For some, it seems, a dumb phone can be a smart choice. 41. How will people feel if they leave their smartphones at home? ________________________________________________________________ 42. What contributes to the return of the dump phone? ________________________________________________________________ 43. Please decide which part is false in the following statement, then underline it and explain why. Dump phones are making a comeback, yet startups are just reproducing the old phones. ________________________________________________________________ 44. Will you choose a dump phone? Why or why not? ________________________________________________________________ 第二节 45. 假如你是红星中学高三学生李华，你校外籍老师Jim计划不久回国，他想从中国带回一份礼物送给妈妈，写信向你求助，请你给他回复邮件，向他推荐一份有中国文化特色的礼物。内容包括： 1. 礼物名称； 2. 推荐原因。 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 北京市第三十五中学2026-2027学年第一学期10月月考 高三英语2026.10 行政班______教学班______姓名______学号______ 试卷说明：试卷分值100，考试时间90分钟。 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） 【1~10题答案】 【答案】1. B 2. C 3. C 4. D 5. D 6. A 7. C 8. D 9. B 10. A 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一个适当的词，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 【11~14题答案】 【答案】11. known 12. to 13. was riding 14. came B 【15~17题答案】 【答案】15. has been seen 16. whose 17. sharpen C 【18~20题答案】 【答案】18. changing 19. what 20. ourselves 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） A 【21~23题答案】 【答案】21. D 22. A 23. C B 【24~27题答案】 【答案】24. C 25. A 26. D 27. A C 【28~31题答案】 【答案】28. A 29. B 30. C 31. D D 【32~35题答案】 【答案】32. D 33. A 34. A 35. C 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。 【36~40题答案】 【答案】36. D 37. A 38. G 39. B 40. F 第三部分 书面表达（共两节，32分） 第一节 阅读表达（共4小题；第40、41题各2分，第42题3分，第43题5分，共12分）。 【41~44题答案】 【答案】41. They may feel lost, moneyless, and cut off from social contact. 42. Concerns about smartphones’ impact on mental health (especially social media) and adults’ voluntary choice to reduce screen time. 43. Dump phones are making a comeback, yet startups are just reproducing the old phones. According to the passage, “Dumb phones today do not merely copy those of the past, though. Startups offer minimalist devices of their own.” So startups are not just reproducing the old phones, but offering their own new minimalist devices. 44. Yes. A dumb phone helps avoid distractions from social media and reduces screen time, allowing me to focus on real-life interactions. 第二节 【45题答案】 【答案】One possible version: Dear Jim, Knowing that you’d like to select a Chinese gift for your mother before returning home soon, I’m happy to recommend you a silk dress as a gift. As is known, silk is one of China’s greatest treasures and Chinese silk industry has the longest history with the famous Silk Road as an indication. Therefore, Chinese beautiful soft silk is one of the most popular handcrafts representing China. Besides, with strong Chinese cultural characteristics, Chinese silk dresses are comfortable and elegant to wear. They are a favorite choice for ladies of your mother’s age. I’m sure your mother will definitely like one. Best wishes to your family. Yours, Li Hua 第1页/共1页 学科网（北京）股份有限公司 $