福建省泉州市部分学校2025-2026学年高一上学期第一次月考英语试题（学生版）

这是一份福建省泉州市部分学校2025-2026学年高一上学期第一次月考英语试题（学生版），共9页。试卷主要包含了5分，满分37等内容，欢迎下载使用。
第一部分 听力（略）
第二部分 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
Campus Resurces
Bkstre
The bkstres supply required and recmmended textbks, reference materials, and cllege sprtswear. Yu can buy r rent textbks. Access mre details abut the bkstre n My Macmb.
Lcatins:
Suth Campus K Building
Center Campus P Building
Library
Macmb Cmmunity Cllege’s Library cllectins cntain print and multimedia materials cvering a wide range f tpics. Each campus library features resurces in the prgram areas ffered at that lcatin. Center Campus fcuses n Nursing, Public Safety, and Early Childhd Educatin. The Suth Campus Library highlights Applied Technlgy, Media and Cmmunicatin Arts, and Engineering Technlgy.
Lcatins:
Suth Campus J Building
Center Campus C Building
Cllege Success Skills-CSSK-1200
CSSK is a three-credit-hur curse that is pen t all students. Yu will learn what it takes t be a successful cllege student, explre campus resurces, and cnnect with ther students. Yu will als learn gal setting, study strategies, time management and educatinal planning.
Career (职业) Develpment and Decisin Making-LIFE-1010
LIFE is a three-credit-hur curse. It will guide yu t explre yur interests, persnality and values as they’re late t the wrld f wrk. This curse is suggested if yu are undecided n a jb path, r have ideas abut what yu want t d but are unsure hw t get there. In this class yu will tur cmpanies and talk t prfessinals in different industries.
1. Where can yu get multimedia materials in Engineering Technlgy?
A. Suth Campus K Building B. Center Campus P Building
C. Suth Campus J Building D. Center Campus C Building
2. Why is the curse LIFE established?
A. T guide students t explre campus resurces.B. T inspire students t develp research interests.
C. T encurage students t set educatinal plans.D. T help students make suitable career chices.
3. Where is this text prbably taken frm?
A. A curse plan.B. A student guide.
C. An academic article.D. A cllege newspaper.
B
Imagine a lively setting, full f laughter and curisity. That was the scene and sunds f my classrm as I guided yung minds thrugh different adventures.
At ur schl’s learning center, I led a prgram that ranged frm simple art prjects and sprts games t hands-n science experiments. We painted clrful pictures, kicked sccer balls acrss the field, and watched vinegar and baking sda fizz in clear cups. Every activity turned ur classrm int a place fr discvery and fun.
I enjyed spending time with the kids I was helping and learning alngside. That was my favrite part abut the prgram. One memrable class invlved making bubbles (肥皂泡). The children ran after the flating bubbles, shuting with delight, and I felt like a child again, caught up in their wnder. That simple game shwed me hw small jys can turn a nrmal day int smething special.
The psitive effect f ur classes rippled thrughut the schl. Other students nticed hw happy ur classrm sunded. They began t jin in, and sn the entire learning center felt warmer and mre welcming.
Hwever, as I started this jurney, I fund it hard t stay calm when the children became nisy. But as I spent mre time with them, I learned patience, kindness, and hw t shw empathy (同理心). I discvered that gentle wrds and clear instructins culd turn disrder int rder. My “little friends” taught me as much as I taught them.
The energy and jy that filled the rm nt nly impacted the children but left a lng-lasting mark n me. They made me realize that educatin ges beynd textbks. It’s abut caring fr each student, fanning their curisity, and discvering the wnders f the wrld, ne activity at a time.
4. What is a feature f the prgram?
A. It fcuses n appreciating art.B. It leads students t lve nature.
C. It hlds varius fun activities.D. It teaches students hw t ck.
5. Why des the authr mentin the class abut making bubbles?
A. T remind us hw t act like a child.
B. T recall the mment in her childhd.
C. T highlight the jy f teaching kids.
D. T explain the imprtance f teamwrk.
6. What des the underlined wrd “rippled” in paragraph 4 mean?
A. Shk.B. Spread.C. Differed.D. Ended.
7. What can we learn frm the authr’s stry?
A. Teaching is learning.B. Think twice befre yu act.
C. Hard wrk pays ff.D. A miss is as gd as. a mile.
C
While yu might find it hard t believe, many experienced educatrs are vicing supprt fr shrter schl days. Lking arund the glbe, yu’ll quickly see natins with leading academic results practicing it
Prfessr Michael Baker f the University f Trnt cnducted a study n schl hurs. His research, invlving 18 cuntries and ver a millin students, suggested that increased studying hurs resulted in nly slightly imprved academic results. He argues fr fewer schl hurs, believing that a reductin culd lead t less burnut in students.
The Finnish apprach is ften cnsidered grundbreaking, with their students nrmally utperfrming thse f the same age wrldwide. The cuntry s secret trick includes shrter schl days cupled with mre creative learning ways. Dr. Pasi Sahlberg, a Finnish educatr and authr, cnnects Finland’s academic success t these practices. He states that children shuld have sufficient time fr play, rest, and family, cntributing t a balanced life.
Japan is anther cuntry n the high perfrming list, with its students regularly tpping internatinal academic levels. They t perate with fewer schl hurs, chsing a mre cntent-rich, cncentrated curriculum (课程). Dr. Yshihik Baba, an educatin plicy adviser fr the Japanese gvernment, argues that this cncentratin f rich cntent ver lnger hurs is a valuable cntributr t their success.
Still, many educatrs disagree, stating cncerns abut wrking parents, child management, and access t meals fr lwer-incme (低收入) families. Yet, in a perid when flexibility is key, these prblems culd be addressed by creative cmmunity slutins.
As infrmatin cntinues t pur in, schls shuld remain pen t changing their schedules fr the imprvement f student well-being and academic perfrmance.
Yu’ve seen hw shrter schl days culd be the key t imprving student well-being and academic perfrmance. It’s abut making the hurs cunt rather than cunting the hurs. S, it’s time t reflect: Shuldn’t we be rethinking the schl day length? After all, if the gal is t educate well-runded, happy students wh stand ut academically, a shrter schl day might just be the slutin we’ve been searching fr.
8. What did Michael Baker find in his research?
A. Students cncentrate mre n philsphy.
B. Studying lnger makes little difference.
C. 18 cuntries supprt lnger schl hurs.
D. Many students are suffering frm burnut.
9. Which is the key t the great perfrmance f Japanese students?
A. The subjects they are taught.B. The lnger time they spend.
C. The balanced life they have.D. The mney their families make.
10. Why are sme educatrs against shrter schl days?
A. It may be mre challenging t parent.B. Cmmunities may nt ffer the supprt.
C. Schls can’t change their schedules.D. Parents can’t affrd the educatin fee.
11. What is the passage mainly abut?
A. Sme reasns fr shrtening schl days.
B. Different cuntries have varied schl days.
C. Experts’ psitive attitude t shrter schl days.
D. The necessity f increasing the schl day length.
D
Sme students get s nervus befre a test. They d prly even if they knw the material Sian Beilck, a prfessr at the University f Chicag in Illinis, has studied these highly anxius test-takers. The students start wrrying abut the results. And when they wrry, it actually uses up attentin and memry resurces (资源).
Prfessr Beilck and anther researcher, Gerard Ramirez, have develped a pssible slutin. Just befre an exam, highly anxius test-takers spend ten minutes writing abut their wrries abut the test.
The researchers tested the idea n a grup f twenty anxius cllege students. They gave them tw shrt maths tests. After the first ne, they asked the students t either sit quietly r write abut their feelings abut the upcming secnd test.
Prfessr Beilck says thse wh sat quietly scred an average f 12% wrse n the secnd test. Hwever, the students wh had written abut their fears imprved their perfrmance by an average f 5%. Next, the researchers used yunger students in a bilgy class. They tld them befre final exams either t write abut their feelings r t think abut things unrelated t the test. Prfessr Beilck says highly anxius students wh did the writing gt an average grade f B+, cmpared t a B- fr thse wh did nt.
“What we shwed is that fr students wh are highly test-anxius, wh’d dne ur writing interventin (干预), all f a sudden there was n relatinship between test anxiety and perfrmance. They were perfrming just as well as their classmates wh dn’t nrmally get nervus in these tests.”
But what if students d nt have a chance t write abut their fears immediately befre an exam? Prfessr Beilck says students can try it themselves at hme r in the library and still imprve their perfrmance.
12. What may the students start wrrying abut befre an exam?
A. Whether they can pass the exams.
B. What ther students d during the test.
C. Whether they have remembered the materials.
D. What kind f prblems they will meet n the test paper.
13. What is the slutin develped by the tw researchers?
A. Asking the students t think nthing f the test.
B. Asking the students t fcus n the test.
C. Asking the students t sit quietly befre the test.
D. Asking the students t write abut their wrries befre the test.
14. Accrding t Prfessr Beilck, thse wh thught abut things unrelated t the test ________.
A. became less nervus befre the test.
B. were better at cntrlling their feelings.
C. did wrse than thse wh wrte abut their feelings.
D. did better than thse wh tk tw tests.
15. What can be learned frm the last paragraph?
A. Writing abut wrries befre an exam can wrk a bit.
B. Studying in the library can imprve students’ perfrmance.
C. Students can nly write abut wrries right befre an exam.
D. It desn’t matter where t write abut wrries befre an exam.
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。
The transitin (过渡) frm middle schl t high schl is different fr each student. ____16____ Hwever, mving frm middle schl t high schl is nt that frightening. As lng as yu’re prepared, it can be an enjyable experience. Here are sme tips fr a smth transitin frm middle schl t high schl!
Practice time-management skills. Mst high schl curses have mre hmewrk than middle-schl students are used t. ____17____ Learning t manage yur time effectively will help yu balance yur studies, after-schl activities, and scial life.
____18____ If yu have lder brthers, sisters, r cusins wh have already transitined frm middle schl t high schl, they can be a great resurce as yu start t prepare fr high schl. S feel free t reach ut t them. Their advice can make yur transitin a lt easier and mre enjyable.
Build gd study habits. In high schl, yu need t study mre n yur wn and it needs mre self-discipline (自律). Try t find a quiet place t study and stick t a regular schedule. Break yur tasks int smaller parts s they dn’t seem s stressful. And always review yur ntes after class. ____19____
Stay psitive and pen-minded. ____20____ Yu need t welcme new challenges and pprtunities with a psitive attitude (态度). Remember that it’s kay t make mistakes and learn frm them.
A. Lk fr advice frm thers.
B. It’s nrmal fr adults t experience stress.
C. Find a prper persn t be yur rle mdel.
D. High schl is a time f grwth and change.
E. This way, yu can remember what yu learned better.
F. It may be exciting fr ne but frightening fr the ther.
G. What’s mre, the wrk is ften mre challenging and in-depth.
第三部分 语言运用（共五节，满分55分）
第一节 完形填空（共15小题；每小题1分，满分15分）
阅读下面短文，从各题所给的A、B、C和D四个选项中选出可以填入空白处的最佳选项。
I was a pretty average (普通的) child in my schl life. Even thugh I studied ___21___. I never ranked (排名) first in class r ___22___ in cmpetitins.
But then, ne day in my first year f high schl, my English teacher asked each ___23___ t pick a tpic (话题) n which we wuld write a pem if we culd. One chse “cluds,” anther ___24___ “flwer,” and s n. I was the last persn t ___25___, and I was nervus. S I lked int my schlbag, saw a highlighter (荧光笔) and mentined it withut ___26___ much.
The fllwing week, I decided t write my first-ever pem, nt fr hmewrk, but ___27___ and fr myself. I wrte the pem during ur free classes and then ___28___ it t my English teacher, Mrs. Leena. I was very ___29___ because at that time, I even had difficulty with basic grammar and was afraid t ___30___ anything.
But smething ___31___ happened. One mrning, Mrs. Leena walked int the class and, after asking me if I was kay with it, ___32___ my pem titled “Highlighter” t the whle class, and by the end f it, the whle class ___33___. I was n tp f the wrld. Mrs. Leena ___34___ it, and that was it! Then I started ___35___ during lunch hurs and at hme.
S, thank yu, Mrs. Leena. I hpe I can smeday get published (出版) and make yu prud.
21. A. hardB. alneC. frmallyD. awkwardly
22. A. revisedB. cncentratedC. sleptD. wn
23. A. studentB. teacherC. friendD. player
24. A. rderedB. understdC. pickedD. avided
25. A. rememberB. answerC. helpD. refuse
26. A. changingB. askingC. mvingD. thinking
27. A. in publicB. by chiceC. as usualD. at nce
28. A. addedB. mentinedC. handedD. explained
29. A. nervusB. famusC. cnfidentD. different
30. A. exchangeB. findC. knwD. express
31. A. traditinalB. unexpectedC. unnecessaryD. imprtant
32. A. returnedB. readC. leftD. reprted
33. A. jumpedB. frgtC. cheeredD. cried
34. A. lvedB. trustedC. discveredD. kept
35. A. exercisingB. drawingC. studyingD. writing
第二节 语法填空（共10小题；每小题1.5分，满分15分）
阅读下面短文，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。
Ging t high schl is bth ____36____ (excite) and scary. Knwing hw t relax can make a big ____37____ (different).
It’s nrmal (正常的) t feel nervus abut yur first day f high schl. Keep ____38____ mind that yur new classmates are nervus, t. When yu feel anxius, take a deep breath and try t think abut smething yu find relaxing. Yu can als talk t either a parent ____39____ a friend. They can give yu sme suggestins.
Yur schl’s website can help yu get familiar (熟悉的) with yur new schl envirnment befre schl ____40____ (start). S check ut yur schl nline. Lk fr maps f yur new campus, infrmatin abut schl activities, and ____41____ (picture) f yur new teachers.
Try t make new friends. It can be difficult t talk t new peple, especially if yu’ re ____42____(natural) shy. Try starting t talk t the persn ____43____sits next t yu. Yu culd ask them questins like where they went t middle schl and what activities they want t jin.
High schl teachers might seems ____44____ (strict) than middle schl teachers. But remember that yur teachers are there ____45____ (help) yu, s try nt t be afraid f them. If yu pay attentin in class, put an effrt in yur schlwrk, and d yur hmewrk, yu’ll have n prblem with yur teachers.
第三节 选词填空（共10小题；每小题1分，满分10分）
选词填空
In high schl, Jake was just anther student trying t find his place. He ften felt nervus speaking in class, which made it hard fr him t ____46____. Hwever, he knew he had t change that. One day, he ____47____ fr himself: t speak up at least nce in every class fr a mnth.
At first, it was tugh. Jake ____48____ verthink his answers and wrried abut what thers wuld think. But ____49____ he had supprtive friends wh encuraged him. They wuld always ____50____ in classes, which helped him fcus and persevere.
As the weeks went by, he started t feel mre cmfrtable. He realized that everyne was there t learn, and they all faced their wn challenges. Frm time t time, he met with his teacher ____51____ fr extra help, which allwed him t ____52____ he had with the material.
One day, during a grup prject, Jake had t ____53____ abut hw t present their wrk. He suggested using a vide, which was different frm what the thers had in mind. But they agreed t give it a g. Wrking tgether, they develped a presentatin that shwcased ____54____ ideas. By the end f the term, Jake felt prud f what he had accmplished. He had made new friends, gained cnfidence, and even helped his classmates _____55_____.
Lking back, he realized that taking small steps and facing his fears had changed his high schl experience fr the better.
第四节 单句语法填空（共5小题；每小题1分，满分5分）
56. My new schl is much different frm my p________ schl in my hmetwn. (根据首字母单词拼写)
57. Much ut f her ________ (expect), things didn’t g smthly as she had hped. (所给词的适当形式填空)
58. Fllw the dctr’s advice, and I’m sure yu’ll sn recver frm yur ________(injure). (所给词的适当形式填空)
59. Yu can see a ________(vary) f bks n sale in this bkshp. (所给词的适当形式填空)
60. Mike is always the last persn ________(leave) the ffice. (所给词的适当形式填空)
第五节 素材积累（共5小题；每小题2分，满分10分）
61. _________________________________, yu shuld seek prfessinal help.
如果你压力太大以至于不能正常工作，你应该寻求专业帮助。
62. ____________________________ traveling with n advance bking was far less difficult than I had imagined.
事实证明，不提前预订的旅行远比我想象的要容易。
63. Spending mre time in ne place___________________________.
在一个地方多待些时间，能让你更好地感受当地生活。
64. A crwd abard the train had surrunded the scene, ___________________________.
火车上的乘客围在周围，开始欢呼并鼓励维博尔特（Wiebldt）坚持下去。
65. It is wrth saying ___________________________.
值得一提的是，科里（Crrie）注意到了那个男子的失望，羞愧地低下了头。
第四部分 写作（满分25分）
66. 假定你是李华，你的英国朋友Jeff来信说他感觉学习压力大，通过短视频（shrt vide）才能感觉到放松。现在请你给他写回信。内容包括：
1.说明问题；2.提出建议；3.表达祝愿。
注意：
1.写作词数应为80左右；
2.开头和结尾已给出，不计入总词数；
3.可适当增加细节使内容连贯。
Dear Jeff,
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
Yurs,
Li Hua46 — 50 A. tended t B. set a gal C. n the plus side D. be attentive E. develp cnfidence
51 — 55 A. get ahead B. slve prblems C. in persn D. make a decisin E. a wide range f