2025-2026学年山西省太原市小店区某中学高三上学期1月月考英语试卷（学生版）

这是一份2025-2026学年山西省太原市小店区某中学高三上学期1月月考英语试卷（学生版），共11页。
第一部分 听力 (略)
第二部分 阅读理解 (共两节，满分60分)
第一节 (共15小题；每小题3分，满分45分)
阅读下列短文，从每题所给的A、B、C和D四个选项中，选出最佳选项。
A
Welcme t the Lectric eBikes family! Here’s sme imprtant infrmatin yu need t knw t get started.
Rider’s Respnsibility
It is the rider’s respnsibility t bey the regulatins (条例) that apply t yur Lectric eBike. The regulatins cvering the use f yur Lectric eBike vary by state. Yu must bey the lcal regulatins related t the minimum age f the rider, driver’s license, insurance, license plate, traffic, and maximum speed regulatins, and any ther regulatins.
Intended Use
The intended use f yur Lectric eBike is t be ridden by ne adult rider (age 18 and up) at an apprpriate time and place fr general transprtatin and/r recreatinal use. Any ther use is frbidden and may result in SERIOUS INJURY r DEATH.
Yur bicycle is NOT INTENDED fr ff-rad r muntain bicycle use, r fr any kind f jumping. Sme f these bicycles have suspensin features, but these features are designed nly t add cmfrt, nt ff-rad capabilities.
Safety Messages
T prevent serius injury r death:
•Read all safety warnings and all instructins.
•Always ride within yur limits and the limits f yur Lectric eBike.
•Never ride under the influence f drugs and/r alchl.
•Cnsult a dctr befre using the device if yu have any medical cnditin r issue that affects yur ability t safely perfrm physical activities.
•Always use prper lifting techniques t prevent injury. Yur eBike may be significantly heavier than a bicycle withut a battery pack and a mtr.
•Take respnsibility fr yur wn SAFETY. If yu have any questins r d nt understand any aspect f using r maintaining yur bicycle, cntact Lectric eBikes at cntact@lectricebikes.cm r call (602) 715-0907
1. What is the intended use f a Lectric eBike?
A. Bike racing.B. Muntain explratin.
C. Off-rad cycling.D. General transprtatin.
2. What are Lectric eBike riders advised t d t ensure safe riding?
A. Avid lifting the bike.B. Ride within yur abilities.
C. Take sme drugs befre riding the bike.D. D physical activities regularly.
3. Where is this text prbably taken frm?
A. A legal dcument.B. A user handbk.
C. An academic article.D. A prduct advertisement.
B
When I was seven, my father drve ur ld car t the edge f a cliff in Califrnia. The salt mist frm the Pacific fgged the windshield. He pinted t the hrizn and said, “This is where the wrld ends.” I believed him. The gray water seemed endless, blending sea and sky. Sea birds circled, their cries lst in the wind. I held the seat tightly, fearing the cliff wuld cllapse. Fr weeks, I dreamt f falling, nt a terrifying dive, but a gentle drift int the cean’s embrace.
At twelve, I std in a bright classrm learning abut gegraphy. Mrs. Wilkins shwed us satellite images f Earth, a perfect blue planet. “There are n edges,” she assured us, tapping the glbe. But that night, I dreamt f the cliff again, the waves raring like a hungry beast beneath my hanging feet.
Nw at thirty-seven, I understand my father wasn’t lying. Every generatin needs its wn edge f the wrld, a place where certainty fades int wnder. Mine came when I held my newbrn at 2: 17 AM and realized I knew nthing abut lve. My brther fund his edge when the surgen said “stage fur.” The cliff still waits fr thers — the newly divrced, the recently bankrupt, the suddenly alne.
Last summer, I tk my daughter t that same verlk. The side rail had faded, but she peered ver the edge, her small hand hlding mine. “Daddy,” she whispered, “what’s n the ther side?” I thught f all the answers I culd give — the science f cean currents, the gegraphy f distant shres, even Clumbus’s certainty. Instead, I knelt beside her and said, “N ne knws fr sure. That’s why we keep lking.” The wind carried ur vices ut t sea as the waves cntinued their endless wrk belw, carving new edges fr new generatins. Sme truths aren’t meant t be taught, but discvered — ften at the cliff edge f what we think we knw. When my daughter eventually stands at her wn cliff edge, I hpe she remembers this mment nt as an ending, but as the first real questin.
4. The underlined sentence in the first paragraph refers t a particular place where _________.
A. peple enjy the circling sea birdsB. the by underwent a terrifying falling
C. the sea and sky mix int ne far awayD. the father parked t let the by feel the mist
5. Why did the authr dream f the cliff again at twelve after the gegraphy class?
A. The glbe cnvinced him that cliffs were just harmless natural landscape.
B. The perfect blue satellite images triggered his memry f the cliff scenery.
C. The absence f edges f the Earth made him decide t visit the waves again.
D. The knwledge f brderless Earth went against his earlier belief f the cliff.
6. What des the “cliff” refer t in the authr’s pinin?
A. Imprtant life mments that break certainty.
B. Quality time yu share with family members.
C. A gegraphic edge t recall childhd memry.
D. All the miserable failures yu have experienced.
7. What did the authr imply when he replied t his daughter’s questin in that way?
A. The waves were s nisy that they made any further cnversatin impssible.
B. His daughter was t yung t understand the facts abut currents r Clumbus.
C. He wanted his daughter t keep explring rather than accept ready-made answers.
D. Cntemprary science has nt prvided reliable data abut the cean and the cliff.
C
Paris is full f cultural significance. Yet, despite its wealth f cultural htspts and architectural delights, sme turists wh explre the City f Light experience “Paris syndrme (巴黎综合征), a psychlgical cnditin that ften results in nausea (恶心) and increased heart rates. An interesting phenmenn is that Paris syndrme is “mst cmmn amng Japanese turists”. Why?
Many Japanese visitrs g with a deeply rmantic picture f Paris — the beauty f French wmen, the high culture and art. But when the reality f the mdern city f Paris sets in, with its seemingly unfriendly service and cnfusing public transprt, sme turists simply find their hpe falling thrugh.
“An encunter with a Parisian waiter wh shuts at custmers might be laughed ff by thse frm ther Western cultures. But fr the Japanese — used t a sciety where pliteness is valued and vices are rarely raised in anger — the experience f their dream city turning int a nightmare can simply be t much,” said Rdanthi Tzanelli, a prfessr f cultural scilgy.
S Paris syndrme shuld be regarded as an extreme frm f culture shck, which is an illness resulting frm the lss f meaning when peple find themselves in a different symblic reality, accrding t Rachel Irwin, a senir researcher. The symptms assciated with culture shck are similar t thse experienced by smene wh is feeling anxius. Accrding t the analysis f Calm Clinic, a mental health resurce platfrm, when smene is experiencing anxiety, signals that are related t the fight r flight respnse will be sent t the stmach. The signals change the way the bdy prcesses fd, causing nausea.
Besides, Tzanelli pints ut that the syndrme is nt specific t Paris and nbdy can be free f culture shck as lng as they g t new places. The syndrme is likely a “general phenmenn”, as yunger generatins tend t travel t different cuntries, and are likely t be mre aware f what they’ll encunter at a destinatin. Therefre, they’re unlikely t be bitterly disappinted when they’re there.
8. Why d Japanese turists experience great discmfrt in Paris?
A. Paris lacks real histrical and cultural htspts.
B. Paris fails t meet their rmantic expectatins.
C. They find Paris’ public transprt less mdern.
D. They cannt adapt t the lcal climate.
9. What des Rdanthi Tzanelli aim t explain in paragraph 3?
A. Hw culture influences the behavir f turists.
B. Hw Japanese turists react t Paris syndrme.
C. Why Paris syndrme particularly strikes the Japanese.
D. Why the Japanese value pliteness and avid cnflicts.
10. What cnclusin abut culture shck can be drawn frm Rachel Irwin’s wrds?
A. It can be seen everywhere.
B. It leads t peple’s mental illness.
C. It damages peple’s sense f self-identity.
D. It’s due t cnflicts between different cultural cntexts.
11. What will be the authr’s advice n vercming Paris syndrme?
A. T be prepared fr new encunters in advance.
B. T fcus n the psitive aspects f a destinatin.
C. T visit new places tgether with yung peple.
D. T avid ging t unfamiliar destinatins.
D
Studying literature allws us t explre universal truths, which may deliver a lifetime sense f wellbeing. Hwever, such benefits were sadly nt enugh t persuade Sheffield Hallam University t cntinue t ffer an English literature degree t undergraduates. Amid falling demand fr arts and humanities curses, the university is suspending the curse. It fllws a similar mve by the University f Cumbria last year and cuts in humanities funding elsewhere.
This depressing trend is part f a wider pattern. The deliberate cmmercialisatin f higher educatin is steadily reducing the value f a degree t the bttm line f what jb and salary it unlcks. With dramatically increasing graduates wing ver £100,000 in student lans, it is understandable that yung peple frm lwer-incme backgrunds might think twice abut taking a nn-vcatinal (非职业的) curse. Applicatins fr English studies have fallen steadily since 2012, when the cap n tuitin fees was lifted t £9,000.
Meanwhile, suppsedly “dead end” university curses — thse which fail t deliver an instant graduatin premium in the jb market — are cming under increasingly aggressive inspectin. This year, the Office fr Students set ut plans t remve funding fr “lw quality” curses, defined as thse where less than 60% f participants g int gd jbs r further study sn after graduating.
The verall apprach is bth wrng-headed and shrtsighted. As Mr. Graham pints ut, the arts and entertainment industry has becme ne f the few bming areas f the ecnmy in which Britain can claim t be wrld-leading. Narrwing the humanities talent pl t a privileged grup f students may be self-defeating. Mre imprtantly, it will sharply shrink the cultural hrizns and ptins f thse utside that elite (精英) grup.
After a decade f marketisatin, a seriusly utilitarian (功利主义的) wrldview is beginning t sweep ver England’s higher educatin sectr. But the inner quality and wrth f a curse cannt be fairly judged by reference t emplyment statistics and labur market utcmes. Sheffield Hallam’s decisin must be a wake-up call fr thse cncerned t preserve the future f the arts and humanities in ur universities.
12. Why d underprivileged students hesitate at Arts and Humanities majrs?
A. They enjy taking vcatinal curses.
B. They may nt make ends meet after graduatin.
C. They dn’t understand the value f literature.
D. They prefer a deliberate learning atmsphere.
13. What des the underlined wrd “premium” mean in paragraph 3?
A. Degree.B. Psitin.C. Reward.D. Prcedure.
14. What utcme may the cut f Arts and Humanities curses bring t the nn-elite?
A. Self-defeating qualities.B. A depressing jb market.
C. Wrld-leading talent pls.D. A narrwed cultural perspective.
15. Which f the fllwing is a suitable title fr the text?
A. Higher Educatin Sectr: An Elite Game
B. Majr Adjustment Plicy: An Urgent Call
C. Arts and Humanities: A Must-keep Majr
D. Vcatin and Marketisatin: A Fcused Trend
第二节 (共5小题；每小题3分，满分15分)
根据短文内容，从短文后的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。
Every day, we speak t and spend time with the peple wh mean the mst t us. Hwever, think abut hw many peple yu interact with in a typical week are the nes yu wuldn’t cnsider as clse cnnectins. ____16____. In scilgy, these are knwn as ur “weak ties”, referred t as such t differentiate them frm ur strng ties, like clse friends and family members.
____17____. Fr example, if yu spke abut yur jb hunt t a grup f clse friends, they might nly be aware f the same jb pprtunities as yu because yu mve in the same circles. Hwever, mentining it t an acquaintance, like a regular waiter, cnnects yu t peple utside yur wn scial circle, which can prvide unexpected jb pprtunities.
“Weak ties can serve special functins nt served by clse ties, including prviding access t unique infrmatin and resurces,” says Susan Sprecher, distinguished prfessr at Illinis State University. “Additinally, many peple interact with mre weak ties thrughut a day than they d with clse ties. ____18____.”
Indeed, weak ties can give us a real mental health bst. A recent study dne by Sprecher indicated peple with wider cnnectins f weak ties tend t be happier. ____19____. They reprted feeling mre happiness and greater feelings f belnging n days when they interacted with mre classmates than usual.
Given they have such a strng impact n ur lives, why nt create weak ties? ____20____. Often, this will mean ging utside and speaking t peple, whether it’s thse yu pass in the street, wh serve yu in shps, r with whm yu share a class.
A. The research invlved students
B. Yu find yurself in a better md
C. We just need t engage with ther peple
D. Weak ties can have a smaller effect than yu might think
E. This diverse scial netwrk is related with gd health and well-being
F. Fr example, yu chat with the guys wh regularly serve yu at the stre
G. Strng ties tend t frm clsed scial grups with limited new infrmatin
第三部分 语言知识运用 (共两节，满分50分)
第一节 (共15小题；每小题2分，满分30分)
阅读下面短文，从每题所给的A、B、C、D四个选项中，选出可以填入空白处的最佳选项。
One day, Jessica Harris started her wrk as usual at the 188 diner. She was wrking the night ___21___. It was an easy night until arund 5:00 a.m. tw firefighters entered the diner. They had just returned frm a rugh night and never anticipated that their exhaustin wuld be ___22___ an unexpected act f kindness. Overhearing that it was their ___23___ meal in ver 12 hurs, Jessica decided t d smething. Having served them with a warm smile, she secretly paid fr their meal, leaving a heartfelt nte thanking them fr their bravery and sacrifice.
Tuched by her ___24___, the firefighters decided t thank Jessica persnally, but she had gne ff ___25___. Curius, they inquired abut her, nly t find a ___26___ truth. Jessica, a full-time student, was wrking ___27___ jbs t supprt her seriusly sick father, wh was whlly unable t mve arund and in desperate need f a wheelchair.
Struck by her ___28___ t her father, the firefighters ___29___ a fundraiser, and within days, generus dnatins ____30____ in. But the stry didn’t end there. A lcal medical equipment cmpany, inspired by Jessica’s deeds, ____31____ with an incredible ffer — they wuld dnate a brand-new wheelchair.
This chain f kindness, ____32____ by a simple act f gratitude, transfrmed lives. As fr Jessica, a gd heart vercame ____33____ frtune. Her father ____34____ his mbility, and she culd fcus n her studies. The firefighters, reminded f the pwer f human cnnectin, cntinued t pay it frward, ____35____ that even in the darkest mments, hpe and sympathy can light the way.
21. A. shiftB. sceneC. lightD. spt
22. A. assciated withB. met withC. filled withD. satisfied with
23. A. deliciusB. finalC. nutritiusD. first
24. A. kindnessB. passinC. desireD. urge
25. A. missinB. dutyC. taskD. pint
26. A. heartwarmingB. breathtakingC. heartbreakingD. heartfelt
27. A. multipleB. flexibleC. stableD. challenging
28. A. admiratinB. devtinC. respectD. inspiratin
29. A. attendedB. advcatedC. markedD. launched
30. A. checkedB. puredC. brkeD. stepped
31. A. gave utB. ended upC. reached utD. came up
32. A. sparkedB. tuchedC. seizedD. embraced
33. A. illB. pureC. gdD. small
34. A. maintainedB. regainedC. enhancedD. perfected
35. A. prvingB. turningC. receivingD. understanding
第二节 (共10小题；每小题2分，满分20分)
阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。
China’s “mrning tea,” r zacha, is a scial traditin where peple gather ver tea and dim sum (点心) ____36____ (scialize), d business, r simply relax.
Fr many Chinese families, mrning tea is mre ____37____ a meal — it’s a way t make family ties strnger. Yang Huan, a visiting schlar at the University f Cambridge, explains that the rts f mrning tea can ____38____(trace) back t the Ming and Qing dynasties. It served as a ____39____ (cmbine) f tea drinking with breakfast, using teahuses and small eateries as places t eat, rest and scialize, ____40____ was a mrning habit that carried bth culinary (烹饪) and scial significance.
As Chinese ____41____ (cmmunity) settled abrad, mrning tea traveled with them. Overseas restaurants reprduced the ritual (仪式) f gathering arund steaming bamb baskets f dim sum, ften ____42____ (adapt) flavrs t lcal tastes — fr example, ffering cheese-filled har gau (虾饺) tgether with traditinal prawn dumplings. By the early 21st century, mrning tea ____43____ (mve) well beynd Chinatwns and entered Lndn’s mdern dining scene. High-end Chinese restaurants nw present dim sum in an internatinally ____44____ (influence) style: black-truffle siu mai, pan-fried fie-gras rice rlls, and ther creative dishes sit cmfrtably tgether with traditinal favrites, attracting ____45____ ever-grwing number f British diners.
第四部分 写作 (共两节，满分40分)
第一节 (满分15分)
46. 假定你是李华，你因向校报英文版积极投稿，且稿件质量高，被学校评为优秀小记者。校报特邀你撰写一篇获奖感言，并将其刊登在新一期报纸上，内容包括：
1. 分享收获；2. 未来计划。
注意：
1. 写作词数应为80左右；
2. 请按如下格式在答题卡的相应位置作答。
I’m Li Hua. It is a great hnr fr me t be named Star reprter.
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第二节 (满分25分)
47. 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
My Best Teaching Experience
Tyler was nly in my senir class fr a semester. He had been suspended (使停学) many times in previus years because f his anger issues. When he entered my class, I thught the wrst.
Tyler sat in the back rw. Every time I talked t the class, I wuld ask students questins, calling them by name. Unfrtunately, every time I called n Tyler, he wuld respnd with a jke. If he gt an answer wrng, he wuld becme angry.
Abut a mnth int the year, I was still trying t cnnect with Tyler. I can usually get students invlved in class discussins r at least have them sit quietly and attentively (专心地). By cntrast, Tyler was ften lud and smetimes rude.
He had been in s much truble ver the years. He expected his teachers t knw abut his past; abut hw many times he had been sent t the ffice r suspended frm schl. I had fund that these srts f referrals (移交) were nt very effective and that students wuld return frm the ffice behaving wrse than befre.
One day, Tyler was talking ver me while I was teaching. I stpped my lessn and said, “Tyler, why dn’t yu jin in ur discussin instead f having ne f yur wn?” With that, he gt up frm his chair, pushed it ver and yelled smething. I can’t remember what he said ther than that he included sme implite wrds. I sent Tyler straight t the ffice, and he received a week’s suspensin.
T this pint, this was ne f my wrst teaching experiences. Tyler’s anger was almst t much fr me. The week Tyler was suspended frm schl was a wnderful time, and we gt a lt accmplished as a class. Hwever, the suspensin week wuld sn cme t an end, and I was fearful f his return.
续写要求：
1. 续写词数应为150左右；
2. 请按如下格式在答题卡的相应位置作答。
On the day f Tyler’s return, I std at the dr awaiting him.
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A spark f surprise flashed acrss his face.
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