北京丰台区2026-2027学年高三上学期期中英语试题

2026 ~ 2027学年度第一学期期中练习

高三英语

第一部分 知识运用（共两节，30分）

第一节（共10小题；每小题1.5分，共15分）

阅读下面短文，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，并在答题卡上将该项涂黑。

As a teenager, I treated school as a contest: be the best or don’t bother. I liked history and kept up with the class, yet after a few weeks I nearly    1    because I feared I might not get an A. Anything short of top marks felt like a failure. The teacher responsible for my academic guidance saw how extreme my    2    had become. Knowing I loved art and debate, he suggested I enter an art-themed public-speaking competition.

At the regional round, the other speakers sounded more polished. When the results were announced, I came third. As a teenager who put almost all my self-worth on achievement, this would usually have been a very    3    result for me.

But my teacher didn’t mention the ranking at all. Instead, he asked me one simple question: “Did your words reach anyone today?” Memories of the full-room laughter when I told my joke flooded back instantly. Had my words reached anyone today? Yes — they had. Though I had not won, I felt    4    satisfied. That small moment pushed me to finally question my old belief that only first place    5   .

Later, I was invited to speak again at a major museum. I no longer spoke to    6   . I spoke to share. Though not the most polished speaker, I could express my ideas in my own way and connect with listeners. I began to trust my own voice. This growing confidence led me to pursue opportunities I    7    would have avoided.

Years later, I returned as a judge. I had stopped chasing    8   . Watching young speakers, I could now    9    the effort behind each performance rather than only see the ranking. They reminded me of my own journey, from which I had learnt to prefer being    10    to myself over being perfect. What matters, after all, is expressing myself honestly.

1. A. gave up B. fell behind C. showed up D. carried on

2. A. preparation B. reasoning C. thinking D. determination

3. A. painful B. unfair C. rewarding D. surprising

4. A. briefly B. immediately C. gradually D. unexpectedly

5. A. celebrated B. counted C. survived D. participated

6. A. impress B. compete C. escape D. perform

7. A. once B. still C. even D. never

8. A. attention B. challenge C. perfection D. certainty

9. A. justify B. compare C. appreciate D. spare

10. A. unique B. true C. fair D. generous

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。请在答题卡指定区域作答。

A

When I first    11    (start) running in high school, I loved its mathematical precision. I used to focus on every number and track my pace closely. In last week’s race, at 30 miles, I suddenly felt dizzy, but I didn’t quit — I turned off the screen    12    I monitored my pace and I lifted my head,    13    (admire) the views along the path. With every heavy step behind me, I let go of    14    had always pressured me and just ran freely to feel the simple joy of moving forward.

B

   15    (investigate) whether “micro acts” can affect happiness in life, researchers launched an online resource called the Big Joy Project. People who signed up    16    (ask) to do an everyday micro act. Each micro act,    17    (define) as a brief and simple activity like doing something kind, took very little time. After collecting and analyzing data, the result showed that the more micro acts participants completed, the greater their improvement in happiness.

C

3 in 4 people now live in water-short countries, largely caused by serious water consumption and    18    (pollute). This crisis is already visible in many regions. Iran had its driest autumn in 50 years, and the flow of the Colorado River    19    (decrease) by 20 percent over the past 20 years. Now more and more countries are taking action to ensure that the world will not be    20    an era of “water bankruptcy”.

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，并在答题卡上将该项涂黑。

A

STUDENT SUPPORT AND ADVICE

For all your student support and advice needs, the Student Centre is your dedicated primary point of contact throughout your studies.

As your first port of call for guidance and practical help, the Student Centre handles everything from quick daily queries (疑问) to in-depth support — including money management advice, private housing issues, and disability or mental health-related assistance. Two specialist teams are based at the Student Centre to deliver these services: Student Support Team and Open Door.

> Student Support Team

The Student Support Team can direct you to support around money management, student finance questions, information on private housing and academic progress issues.

How to contact our Student Support Team?

Open 10am – 4pm, Monday – Friday

In person: The Student Centre is in Sally Baldwin Block D on Campus West.

Phone us: +44 (0) 19 324 140

Email us: student-centre@york.ac.uk (the team will respond within five working days)

For out-of-hours support:

In an emergency, call 999.

If it’s urgent but not dangerous, contact Campus Safety on 019 323 333.

For general security and safety questions, contact Campus Safety on 019 043 244.

> Open Door

Open Door is a team of Mental Health Practitioners and Student Wellbeing Officers providing free support to registered students experiencing psychological or mental health difficulties.

How to access Open Door support?

To make an appointment with Open Door, complete the Open Door form online, and we will try to contact you within two working days.

21. What can we know about the Student Centre?

A. It replies emails within two working days.

B. It is located on the east side of the campus.

C. It offers help covering a wide range of areas.

D. It charges students fees for its support.

22. A student who has an urgent but non-dangerous issue at 8 pm should ________.

A. call 999 for emergency help

B. email student-centre@york.ac.uk

C. reach Campus Safety on 019 323 333

D. submit an online request to Open Door

23. The text is mainly written to ________.

A. promote campus mental health programmes

B. guide students on handling emergency situations

C. compare different welfare management approaches

D. inform students of support services and access methods

B

When our son Eddie was 12, my husband and I made a strict rule: no video games for him until he turned 18. We stuck firmly to the ban, determined to shield Eddie from aggression, addiction and even clinically recognized “gaming disorder”. But the worst problem for our child, is one I didn’t anticipate: alienation (疏远).

Eddie struggled to make friends at school. In fourth grade, he finally formed some bonds, mostly through sports. Yet all his peers played video games in their free time while he could not, leaving him feeling like an outsider. Later, I found he played at friends’ homes. I was initially annoyed, until he came home happy to fit in. “Now I can play with everyone,” he said.

Growing unsure of our rule, I turned to a fellow parent for advice. “Don’t do to him what my parents did to me,” she said. Rigid TV bans in her childhood had made her feel like a “weirdo” (异类). Her words further deepened my self-doubt: Had I ignored gaming’s social value? Could my well-intentioned ban be too harsh for Eddie’s growth?