2025-2026学年江浙县域高中发展联盟高三上学期1月学情监测英语试题（无答案）

这是一份2025-2026学年江浙县域高中发展联盟高三上学期1月学情监测英语试题（无答案），共15页。试卷主要包含了听力选择题，未知，阅读理解，书信写作等内容，欢迎下载使用。

一、听力选择题
1．What hbby des the wman plan t develp?
A．Rck climbing.B．Watching mvies.C．Building blcks.
2．Hw des the man describe Eric?
A．Humrus.B．Observant.C．Curius.
3．What are the speakers mainly talking abut?
A．A painting.B．The gallery staff.C．The painter’s name.
二、未知
4．Why des Jhn feel blue?
A．He failed the exams.
B．His exam results are lwer than expected.
C．He can’t keep the balance f his study.
5．Where are the speakers?
A．In a cnvenience stre.
B．In a cake shp.
C．At hme.
三、听力选择题
听下面一段对话，完成下面小题。
6．Why des the wman want t mve huse?
A．T save mney n rent.
B．T avid cld weather.
C．T change living envirnment.
7．Hw des the wman’s sister keep warm?
A．By wearing thick dwn cat.
B．By wearing wlen glves.
C．By heating her feet.
听下面一段对话，完成下面小题。
8．What des the man like abut rainy days?
A．Carrying an umbrella.
B．Listening t the raindrps.
C．Reading n rainy days.
9．What des the man wrry abut?
A．The bay windw needs cleaning.
B．The curtain might get dirty.
C．The bks might get wet.
10．Why des the man read everyday?
A．He reads stries t his kid.
B．He enjys reading himself.
C．He needs t imprve himself fr wrk.
四、未知
听下面一段对话，完成下面小题。
11．Which places des the man’s family prefer t g t?
A．Beijing and Guilin.
B．Beijing and Xi’an.
C．Shanghai and Guilin.
12．Which f the fllwing is the mst attractive t the man’s sn?
A．The Great Wall.
B．The Frbidden City.
C．The hutngs.
13．When will the man’s family prbably see the Big Wild Gse Pagda?
A．On the secnd day.
B．On the furth day.
C．On the sixth day.
五、听力选择题
听下面一段对话，完成下面小题。
14．What was the blgger’s initial state like?
A．Fit and energetic.
B．Unfit and lazy.
C．Mtivated and disciplined.
15．Hw did the blgger start his jurney?
A．By running lng distances.
B．By chsing healthier snacks.
C．By starting a strict diet.
16．What mtivated the blgger t keep ging n?
A．Family’s encuragement.
B．His friends’ supprt.
C．Physical changes.
17．What is the mst remarkable achievement f the blgger accrding t the man?
A．Lsing weight.
B．Gaining muscle.
C．Building a cmmunity.
听下面一段独白，完成下面小题。
18．What des Rich Merritt think f bird watching?
A．It’s an accessible activity.
B．It requires sme experience.
C．It invlves special equipment.
19．Wh is Sharn Stiteler?
A．A bird expert.B．A directr.C．A writer.
20．When is cnsidered a gd time fr bird watching?
A．At dawn.B．At nn.C．At dusk.
六、未知
The Wrld Intellectual Prperty Organizatin (WIPO) launched its 2026 Wrld IP Day Yuth Vide Cmpetitin n January 8, 2026 (9:00 CET), as annunced in the latest press release frm WIPO’s fficial media platfrm. Centered n the theme “Game Changers: IP Pwering Sprts Innvatin”, the glbal cntest invites yung creatrs t explre hw intellectual prperty (IP) rights fuel innvatin and creativity in the sprts industry—frm patented athletic equipment designs t ed sprts event bradcasts.
LAUNCH & KEY DATES
Launch Date: January 8, 2026 (9:00 CET)
Submissin Deadline: March 15, 2026 (23:59 CET)
Public Vting Perid: April 6–19, 2026
Winner Annuncement: April 24, 2026 (cinciding with Wrld IP Day)
ELIGIBILITY CRITERIA
Individual Participants: Aged 18–35 at the time f applicatin
Grup Entries: Up t 10 members per grup, with at least ne member aged ≤35
Glbal Access: Open t participants frm all WIPO member states, n entry fee required
SUBMISSION REQUIREMENTS
Frmat: 60–90 secnd vide (narrative, inventin shwcase, r idea sharing)
Language: English, with ptinal subtitles in ther UN fficial languages
Cntent Fcus: Must address IP’s rle in sprts innvatin (e.g., sustainable sprtswear patents, AI-driven training technlgy IP, r sprts brand prtectin)
Submissin Channel: Official WIPO cmpetitin prtal, with required entry frm and creatr cnsent frm
AWARDS & INCENTIVES
First Prize: Digital equipment valued up t CHF 3,000
Secnd Prize: Digital equipment valued up t CHF 2,000
Third Prize: Digital equipment valued up t CHF 1,000
Peple’s Chice Prize: Digital equipment valued at CHF 500 (selected via public vte)
Tp 20 Entries: Exclusive training pprtunities frm the WIPO Academy
ENTRY GUIDELINES
All vides must be riginal wrks (n infringement) and nt previusly published cmmercially. Participants retain IP rights t their entries but grant WIPO nn-exclusive permissin t use submissins fr prmtinal and educatinal purpses. Late r incmplete entries will nt be cnsidered.
21．Wh is qualified fr the cmpetitin?
A．17-year-ld slB．12-member team
C．30-year-ld individualD．Tw 36-year-lds
22．What is the cre theme f the 2026 Wrld IP Day Yuth Vide Cmpetitin?
A．Cpyright prtectin fr sprts eventsB．IP’s rle in sprts innvatin
C．Sustainable sprtswear designD．Internatinal sprts cperatin
23．Where is this passage mst likely frm?
A．A gvernment-published textbkB．A gverning bdy’s fficial bulletin page
C．An fficial sprts magazine clumnD．A gvernment-linked travel blg
As an independent marketing strategist, my wrkflw in early 2026 had becme dminated by AI cntent tls like ChatGPT 5 and MidJurney 7. A January 2026 survey frm MIT Technlgy Review fund that 62% f glbal creative prfessinals relied n AI fr ver 10 hurs weekly, with 48% reprting “creative fatigue” frm ver-reliance n algrithm-generated cntent. Fr me, this meant drafting scial media cpy and campaign visuals in half the time—but clients began t nte that my wrk felt generic, lacking the unique brand vice I’d built my reputatin n. I’d fallen int a cycle f AI autpilt: inputting prmpts, tweaking utputs, and lsing the time t brainstrm riginal ideas that truly resnated with audiences.
In mid-January 2026, I read a study in the Jurnal f Business and Psychlgy that fund “hybrid creative wrkflws” (cmbining AI tls with unassisted creative time) bsted client satisfactin by 29% cmpared t full AI reliance. Inspired, I restructured my days: I blcked 2-hur “AI-free” windws each mrning fr manual brainstrming and hand-drafted utlines, then used AI nly t refine and scale thse ideas. At first, I wrried abut missing deadlines, but within tw weeks, my clients praised the return f “authentic, tailred” cntent—and I regained my sense f creative purpse. A fllw-up analysis f my prjects shwed that this hybrid apprach als cut revisin requests by 34%, saving me mre time in the lng run.
This shift taught me that in 2026’s AI-driven wrkplace, “speed” desn’t equal “value.” By setting bundaries arund AI use and prtecting my riginal creative prcess, I didn’t just imprve my wrk quality—I recnnected with the reasn I’d chsen freelance wrk in the first place.
24．Hw did ver-reliance n AI tls affect the authr?
A．It made his wrk mre unique
B．It reduced the quality f his utput
C．It helped him finish tasks later
D．It increased client trust
25．Why did the authr adpt a “hybrid creative wrkflw”?
A．T fllw a new industry trendB．T reduce his wrking hurs
C．T imprve his creative qualityD．T test the latest AI tls
26．What des “AI autpilt” in paragraph 1 refer t?
A．Letting AI generate cntent withut riginal input
B．Using AI t fly a plane fr business trips
C．Letting AI manage his entire wrk schedule
D．Using AI t reply t client emails autmatically
27．What lessn did the authr learn frm his experience?
A．AI tls shuld never be used in creative wrk
B．Hybrid wrkflws are less efficient than full AI use
C．Prtecting riginal creativity imprves wrk value
D．Speed is the mst imprtant factr in marketing
On December 6, 2025, the Metrplitan Museum f Art in New Yrk launched its AR Ancient Egyptian Art Immersive Exhibitin, a prject designed t let visitrs “interact” with 3D-rendered relics like the Rsetta Stne replica via mbile devices. A December 2025 research brief frm Museum Management and Curatrship pinted ut that while glbal museums have rushed t adpt AR technlgy since 2025, few have studied hw different age grups respnd t such digital experiences.
T fill this gap, the Met teamed up with researchers t cnduct a 10-day trial frm January 8 t 17. They divided 300 visitrs int tw grups: Grup A (18–25 years ld, digital natives) and Grup B (60+ years ld, traditinal museum-gers). Each visitr was given a pre-installed AR device and asked t cmplete three tasks: “tuch” a virtual papyrus scrll, “assemble” a brken statue, and “listen” t a simulated ancient priest’s narratin. Researchers recrded their peratin time, errr rates, and pst-visit satisfactin scres.
The results shwed stark differences between the tw grups. Grup A finished all tasks in an average f 8 minutes with a 5% errr rate, and 92% f them rated the experience “highly satisfying”, saying the AR feature made “dry histrical facts cme alive”. In cntrast, Grup B tk an average f 22 minutes with a 41% errr rate; 67% f them cmplained that the device’s peratin steps were t cmplicated, and sme even abandned the tasks halfway. The biggest pain pint fr lder visitrs was the lack f vice guidance—they had t rely n text instructins that were hard t read n small screens.
On January 10, 2026, the museum revised the AR system based n the feedback: it added ne-click activatin, vice prmpts in multiple languages, and enlarged text ptins. A fllw-up survey f 50 Grup B visitrs wh re-experienced the exhibitin fund that their average task time drpped t 12 minutes, errr rate fell t 12%, and satisfactin jumped t 89%. Dr. Lisa Carter, the lead researcher, nted, “Digitalizatin in museums shuldn’t just cater t yung peple. The key t success is t design inclusive experiences that bridge the tech gap between generatins.”
28．What is the main cntent f Paragraph 2?
A．The purpse f the AR exhibitin
B．The design f the research trial
C．The prblems f the AR device
D．The results f the satisfactin survey
29．What des the underlined wrd “stark” in Paragraph 3 prbably mean?
A．SlightB．SubtleC．GradualD．Obvius
30．What was the main difficulty fr Grup B visitrs in the initial trial?
A．They had n interest in ancient Egyptian art
B．They did nt get vice guidance fr the device
C．They did nt knw hw t dwnlad the AR app
D．They were nt familiar with the museum’s layut
31．What can we infer frm Dr. Lisa Carter’s wrds?
A．Yung peple are nt the target audience f museum AR exhibitins
B．Inclusive digital design can help all visitrs enjy museum experiences
C．The Met’s AR exhibitin will nt be pen t yung visitrs anymre
D．Traditinal museum experiences are mre ppular than digital nes
七、阅读理解
Since 2015, China’s cllege entrance examinatin (Gaka) has undergne prfund refrms driven by mdern technlgy, shifting frm “ability-riented” t “cmpetency-riented” evaluatin. This transfrmatin, guided by the China Gaka Evaluatin Framewrk, has been strngly supprted by technlgical innvatins such as artificial intelligence (AI) and big data, reshaping bth questin design and cmprehensive assessment systems.
In the field f prpsitin develpment, large language mdels (LLMs) (大语言模型) have emerged as a key tl since 2020. A 2025 study published in educatinal technlgy jurnals shwed that LLMs can generate basic subject questins with an accuracy rate f ver 87% fr subjects like mathematics and Chinese, and have been pilted in reginal mck exams. Fr example, a prvincial educatinal research center used AI t generate 30% f the test questins fr a 2025 spring mck exam, shrtening the prpsitin cycle by 42% while maintaining high quality after expert revisin. Beynd efficiency, technlgy has facilitated the design f innvative questin types. Researchers like Ren Zicha and Chen Ang develped five new questin types (including multiple-select questins and ill-structured prblems) thrugh large-scale trials invlving 4,205 students between 2015 and 2019, which effectively assess critical thinking and practical applicatin abilities. These questins, such as ill-structured math prblems that require students t select their wn slutin cnditins, have been fficially included in Gaka papers since 2020.
In terms f exam evaluatin, technlgy has prmted the shift frm “result-nly” assessment t prcess-riented evaluatin (过程性评价). Zhejiang Prvince, a natinal educatin evaluatin refrm pilt, has built a “three-dimensinal evaluatin system” integrating structural, prcess, and result quality since 2013. Supprted by big data analytics, prcess-riented evaluatin tracks indicatrs like hmewrk burden, class participatin, and sleep quality thrugh regular surveys, prviding schls with targeted imprvement suggestins. Fr instance, Hangzhu’s Jianggan District cnducts semesterly mnitring f students’ learning prcesses, and data analysis has helped reduce excessive hmewrk and imprve teaching effectiveness. Meanwhile, AI has been embedded in Gaka’s cmpetency assessment — 2025 Gaka Chinese papers, thugh nt explicitly mentining AI, tested lgical thinking and infrmatin integratin abilities essential fr AI-era learning by simulating AI training scenaris.
Experts emphasize that technlgy’s rle in Gaka refrm is nt t replace human judgment but t enhance scientificity and equity. The China Gaka Evaluatin Framewrk highlights that technlgical applicatins shuld align with curriculum standards and talent selectin gals, ensuring that evaluatins truly reflect students’ cmprehensive cmpetencies. Frm AI-assisted prpsitin t data-driven prcess evaluatin, technlgy has becme a crnerstne f Gaka’s transfrmatin tward mre inclusive and quality-riented educatin.
32．What is the main gal f applying mdern technlgy t Gaka refrm?
A．T replace human experts in questin design entirely
B．T make Gaka mre scientific and inclusive
C．T reduce the difficulty f Gaka questins
D．T fcus nly n students’ final test scres
33．What was the initial purpse f large language mdels (LLMs) in educatin befre being used fr Gaka prpsitin?
A．T develp AI tutring systems fr students
B．T generate basic subject questins efficiently
C．T analyze students’ daily learning data
D．T design nline curse framewrks
34．Hw des prcess-riented evaluatin help schls imprve teaching quality?
A．By ranking schls based n Gaka admissin rates
B．By tracking students’ learning prcesses and prviding targeted suggestins
C．By reducing the number f exams students take each semester
D．By fcusing nly n students’ hmewrk cmpletin rates
35．What can be inferred frm experts’ pinins n technlgy in Gaka refrm?
A．Technlgy shuld take pririty ver educatinal principles.
B．Technlgy will cmpletely replace human judgment in Gaka.
C．Traditinal questin types will be eliminated in future Gaka papers.
D．Tech and human expertise imprve Gaka prpsitin’s scientificity.
八、未知
Winter blew cld that year, and the wind cut thrugh my ld scarf like a knife. I’d been begging Mm fr a new ne—sft, wlen, with a plaid pattern that all my classmates seemed t have. 36 ”They’re sld ut everywhere,” she sighed, patting my head. “Maybe we can try again next mnth.”
I dragged my feet t schl the next day, my neck buried in my arms t keep warm. When I gt hme that afternn, Grandma was sitting n the sfa, her ld knitting basket at her feet. 37 Her eyes lit up when she saw me, and she held up a ball f red wl—bright and warm, like sunlight n snw.
“Yur mm tld me yu want a new scarf,” she said, gesturing fr me t sit beside her. “I haven’t knitted in years, but I think I still remember hw.”
Fr the next tw weeks, Grandma sat by the windw every evening, her hands mving quickly with the needles. 38 I’d watch her, smetimes, as she squinted at her wrk, her glasses slipping dwn her nse. Once, I saw her rub her hands gently, her knuckles red and sre frm the cld.
Then came the day when she held up the finished scarf. It wasn’t plaid, like I’d wanted. 39 But when she wrapped it arund my neck, it was sfter than any scarf I’d ever felt—warm, like a hug frm Grandma herself. I ran my fingers ver the small, lpsided stitch near the end, and Grandma laughed. “That’s my signature,” she said.
Nw, years later, that red scarf is flded neatly in my drawer. I’ve utgrwn it, and it’s faded a little ver time 40 Every time I tuch it, I can feel Grandma’s hands, busy and warm, and hear the click f her knitting needles in the quiet evening.
A．It was a simple, slid red, with a small tassel at each end.
B．I frwned, feeling a little disappinted but nt wanting t say anything.
C．She’d brrwed the wl frm Mrs. Li next dr, wh lved knitting t.
D．Instead f ging ut t play, I’d stay with her, chatting abut my schl days.
E．I’d lked everywhere in the stres, but I culdn’t find that plaid pattern either.
F．It reminds me f the lve that desn’t need t be fancy t be perfect.
G．My friends nticed my new scarf and asked where I’d bught such a beautiful ne.
Mia and Ze had been inseparable since middle schl, bund by a shared f launching a tutring prgram fr kids frm lw-incme families. Bth tp students, they’d spent mnths lessn plans, cnvinced their prject culd light up yung minds starved fr resurces. But turning that visin int actin far sner than they’d imagined.
First, they faced a funding crisis—their savings were nwhere near enugh fr textbks r rent. Then, the lcal cmmunity center their applicatin fr a free venue, claiming it was reserved fr “urgent public services”. Discuragement hung ver them; even sme friends them, saying the prject was t ambitius fr teens.
“We can’t let ‘n’s kill what we care abut,” Ze said, vice steady despite the in her eyes. “Instead f waiting fr thers t us, we must find ur wn way.” Mia ndded, and the f a skill-sharing fair ppped int their heads—charge small fees fr artisan wrkshps and dnate all prfits.
They spent weeks the fair, psting flyers and speaking at neighbrhd meetings. Sme artisans hesitated, wrried abut a event, but the girls’ passin wn them ver. On fair day, a thunderstrm kncked ut pwer. Panic flickered n Ze’s face, but Mia grabbed her: “Mve indrs—we’ve cme t far t .”
, the fair was a huge success, raising three times their target. Three mnths later, their “Bright Future Prgram” pened, quickly becming ne f the mst in the area.
Fr Mia and Ze, the jurney prved true friendship isn’t just sharing jys, but when the ging gets tugh. Fr the whle neighbrhd, it was a that rdinary peple with grit can d extrardinary things.
41．A．dreamB．reslveC．regretD．aspiratin
42．A．revisingB．devisingC．duplicatingD．verifying
43．A．ran int snagsB．came t fruitinC．hit the hayD．made ends meet
44．A．deliberatedB．endrsedC．rejectedD．suspended
45．A．cnsledB．disparagedC．acclaimedD．ignred
46．A．furyB．uncertaintyC．mistD．glisten
47．A．subsidizeB．emulateC．assistD．supervise
48．A．prpsitinB．ntinC．aftermathD．secret
49．A．publicizingB．liaisingC．cntrastingD．affiliating
50．A．prevalentB．mundaneC．futileD．trivial
51．A．hld fastB．thrw in the twelC．speed upD．break dwn
52．A．EvidentlyB．FrtuituslyC．CnceivablyD．Spntaneusly
53．A．exactingB．intricateC．prmisingD．acclaimed
54．A．sticking tgetherB．splitting upC．drifting apartD．falling ut
55．A．testimnyB．admnitinC．prerequisiteD．criterin
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。
At the Palace Museum’s Cultural Relic Hspital, 56 (restre) a 19th-century imperial enamel vase is a task that demands bth skill and reverence. Each vase, nce 57 symbl f imperial craftsmanship, bears the marks f time—faded glazes and tiny chips that have accumulated ver centuries. Befre any wrk starts, cnservatrs cnduct a 58 (cmprehend) assessment, using X-ray scans t examine the vase’s internal structure. Many f these delicate pieces 59 (stre) in climate-cntrlled vaults fr decades, untuched since their last inspectin. 60 the prcess is fraught with risks, cnservatrs like Zhang Wei find slace in breathing new life int these relics.
They wrk 61 (meticulus), mixing traditinal enamel pwders t match the riginal clrs. Sme sectins, 62 (crack) by temperature changes, require hurs f careful filling with epxy resin that mimics the vase’s texture. Patience is nt just a virtue here—it is a 63 (require) fr anyne wh hpes t preserve the vase’s riginal beauty. Every time a cnservatr applies a new layer f glaze, it 64 (tell) a stry f bth the imperial artisans wh made it and the mdern hands saving it.
When the vase is finally reintrduced t the public, it becmes mre than a relic; it is a bridge 65 cnnects visitrs t the elegance f the Qing Dynasty curt. These restred artifacts remind us that heritage is nt just smething t be admired frm afar, but a living legacy that requires cnstant care and dedicatin.
九、书信写作
66．假定你是李华，近期校园里开展了丰富多彩的实践活动，请你给校英文报“Campus Vice”栏目写一篇短文分享相关情况。内容包括：
1. 分享你参加的经历；
2. 这次活动带给你的感受。
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十、未知
67．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。
In Qingxi Ancient Twn’s deep lanes, the fresh scent f bamb strips lingered. Sixteen-year-ld Le lingered utside Master Chen’s ld shp after schl, watching the elder turn flexible bamb int delicate birdcages. Obsessed with bamb weaving, he filled ntebks with pattern sketches and practiced plaiting dry grass int small baskets n weekends, brushing ff neighbrhd kids’ teasing that it was a “futile hbby.”
A bright red pster caught Le’s eye—a prvincial intangible heritage yuth bamb-weaving cmpetitin. The champin wuld win 5,000 yuan and apprentice with a renwned master, his lng-awaited chance t turn passin int a career. But excitement faded fast: his family lived in a cramped cttage, parents barely affrding his textbks, let alne quality bamb strips r sharp weaving knives. “Stick t yur studies,” his mther sighed. “Weaving can’t put fd n the table.”
Determined nt t give up, Le saved every penny f his breakfast mney fr six mnths and rummaged a rusty bamb-splitting knife frm the scrap yard. Every night, he snuck int the dim attic, practicing by a flickering desk lamp until his fingers were cvered in cuts and blisters. Master Chen nticed his callused hands, asked abut his plan, and ndded gently. “Cme back tmrrw—I’ll teach yu hw t treat bamb t make it flexible.” With the elder’s guidance, Le’s bamb-wven starry sky lamp frame tk beautiful shape.
Disaster struck vernight: a vilent thunderstrm saked the attic thrugh the ld rf. At dawn, Le climbed up t find his bamb strips cated in fuzzy green mld—brittle, disclred, cmpletely unusable. The cmpetitin deadline was just three days away, and he had n mney fr new materials. Ht tears blurred his visin as he knelt in despair, all hard wrk seeming wasted—until a sft knck eched frm the attic’s trapdr.
Paragraph 1Le frze, wiping his eyes as the trapdr creaked pen.
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Paragraph 2When Le carried his finished wrk nt the cmpetitin stage, whispers rippled thrugh the crwd.
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