常州市2025-2026学年第一学期高三期末质量调研英语试题（含答案及听力原文听力音频）

这是一份常州市2025-2026学年第一学期高三期末质量调研英语试题（含答案及听力原文听力音频），文件包含英语试卷-江苏省常州市2025-2026学年第一学期高三年级期末质量调研127-129docx、英语答案-江苏省常州市2025-2026学年第一学期高三年级期末质量调研127-129docx、英语听力-江苏省常州市2025-2026学年第一学期高三年级期末质量调研127-129mp3等3份试卷配套教学资源，其中试卷共27页， 欢迎下载使用。
第一部分 听力 (共两节，满分 30分)
做题时，先将答案标在试卷上。录音内容结束后，你将有两分钟的时间将试卷上的答案 转涂到答题卡上。
第一节 (共5小题; 每小题15分，满分75分)
听下面5段录音。每段录音后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项。听完每段录音后，你都有10秒钟的时间来回答有关小题和阅读下一小题。
1. What des the wman usually d when bred?
A. She runs.
B. She plays basketball.
C. She des the husecleaning.
2. What is the man describing t the wman?
A. A natural prcess.B. A histric event.C. A persnal experience.
3. What d we knw abut the piece f clthing?
A. It lks beautiful n the man.
B. There are sme mistakes n it.
C. It fits the wman well.
4. What is the wman wrried abut?
A. She desn’t have enugh schl supplies.
B. The exam will be t difficult.
C. She hasn’t studied enugh.
5. What has the man prbably been trying t d?
A. Watch a new shw.
B. Review a new shw.
C. Recmmend a new shw.
听第6段材料，回答第6、7题。
6. What is the main tpic f the cnversatin?
A. The wrries abut getting ld.
B. The cncerns abut taking a driving test.
C. The age limit fr drivers.
7. Why didn’t the wman take her driving test in her 20s?
A. She wasn’t patient.B. She wasn’t cnfident.C. She wasn’t interested.
听第7段材料，回答第8至10题。
8. What is the main challenge fr the man?
A. Finding bands.
B. Chsing music.
C. Cnfirming the event lcatin.
9. What will the speakers d next?
A. Talk t the nearby university.
B. Study at a university.
C. Run in the park.
10. Where are the speakers prbably?
A. In the hspital.B. At a restaurant.C. In the stadium.
听第8段材料，回答第11至13题。
11. What is the prbable relatinship between the speakers?
A. Decratr and huse wner.B. Father and daughter.C. Friends.
12. What clr des the man suggest?
A. A plain clr.B. A light clr.C. A dark clr.
13. What might the wman d abut decrating her new place?
A. Hire a hme designer.
B. Change the decratin style.
C. Get inspiratin frm magazines.
听第9段材料，回答第14至17题。
14. What des the wman want the man t d?
A. Upgrade his package.
B. Cancel his TV subscriptin.
C. Keep his current package.
15. Hw much will it cst t get the Premium Package and equipment nw?
A. Fifty dllars.B. Sixty dllars.C. Sixty-five dllars.
16. What des the Premium Package ffer?
A. Extra mvies.B. Extra TV series. C. Replaying functins.
17. What will the wman d next?
A. Watch a film.B. Send ver details.C. Read the infrmatin.
听第10段材料，回答第18至20题。
18. What is the man ding?
A. Guiding a racing experience tur.
B. Bradcasting a racing cmpetitin.
C. Teaching peple hw t d car racing.
19. What will the audience be ding at nn?
A. Checking ut the cntrl center.
B. Sitting in the VIP stands.
C. Warming up their cars.
20. Hw des the speaker feel?
A. Excited.B. Nervus. C. Curius.
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
Definitin and Characteristics
Classical music refers t a lng-standing traditin f music rted in the traditins f Eurpe. It is characterized by its cmplexity,frmal structure,and the use f ntatin t guide perfrmance. Unlike ppular r flk music, classical music ften invlves cmpsitins that require a high level f technical skill frm perfrmers.
Histrical Cntext
Classical music has its rts in the Middle Ages (apprximately 450-1450 AD) and has evlved thrugh several distinct perids, including the Renaissance, Barque, Classical, Rmantic, and Mdern eras.
Key Perids
● Renaissance Perid (1450-1600) is distinguished by plyphnic (复调的) textures and humanistic musical expressins, with representative cmpsers including Thmas Tallis, Jsquin des Prez and Claudi Mnteverdi.
● Barque Era (1600-1750) is marked by splendid musical frms, with cmpsers like Jhann Sebastian Bach and Gerge Frideric Handel.
● Classical Perid (1750-1820) is defined by clarity and balance, with famus figures such as Jseph Haydn, Wlfgang Amadeus Mzart, and Ludwig van Beethven, ften referred t as the “Viennese Classical Schl”.
● Rmantic Perid (1820-1900) fcuses n emtinal expressin and individualism, featuring cmpsers like Franz Schubert and Jhannes Brahms.
● 20th Century and Beynd saw the emergence f varius styles, including Mdernism and Impressinism, with influential cmpsers like Igr Stravinsky and Claude Debussy.
Influence and Legacy
Classical music has significantly influenced many mdern music genres and cntinues t be a vital part f cultural and intellectual life. Its emphasis n frmal cmpsitin and expressive depth has shaped nt nly the develpment f music but als brader artistic and cultural mvements thrughut histry.
In summary, classical music is a rich and diverse traditin that has evlved ver centuries, characterized by its frmal structure and expressive depth, making it a crnerstne f Western musical heritage.
21. What d we knw abut the Renaissance perid?
A. It riginates in Eurpe.
B. It is the shrtest perid.
C. It crsses ver the Middle Ages.
D. It features emtin and individualism.
22. Whse music mst prbably displays clear and balanced structures?
A. Bach and Handel.B. Haydn and Mzart.
C. Beethven and Debussy.D. Schubert and Brahms.
23. Which f the fllwing abut Classical music is true accrding t the authr?
A. It has lasted ver 2000 years.
B. It can be bth frmal and infrmal.
C. It is mre ppular than mdern music.
D. It has a lng-lasting cultural significance.
B
It all began at an unusual engineering class where nn-engineers were challenged t cmbine art and science t help the wrld. Tw students — Julia Silverman and Jessica Matthews — decided t give it a try. The pair discussed issues faced by many peple arund the wrld t see which they culd help slve. Access t cheap electricity was ne that came t mind right away.
That’s when Julia, wh used t play lts f sprts in high schl, had a sudden idea: what if they were able t capture (捕获) sme f the energy that is generated when peple play sprts? Maybe they culd turn it int electricity. Given its ppularity amng bth yung and ld all ver the wrld, sccer seemed t be the natural chice, and the ball the perfect thing t d it with!
They tried their ideas ut first by sticking a shake-t-charge flashlight they had bught inside a small, hllw ball. Then they kicked it arund t see if the flashlight wuld pick up the charge (电荷). The versin they prduced after that was an imprved ne. A mechanism inside the ball captured the energy created as the ball mved, which culd then be turned int electricity. They made a number f these balls which were tested by delighted kids at the Wrld Cup Sccer Champinships. Just under 150g heavier than a regulatin sccer ball, the Sccket ftball had the capacity t stre enugh energy t pwer up a small lamp fr three hurs fllwing just 30 minutes f play.
They then wrked n the first Sccket ftball t be prduced in large numbers. The latest mdel is said t be six t seven times mre energy efficient than the riginal.
And the Sccket is nt their nly idea-having succeeded with the Sccket, they have many similar ideas cmbining fun and functin. Of curse, they plan t develp these. As Silverman says: “Just because we get lder desn’t mean we have t stp playing, and just because we need imprtant things in life, like electricity, desn’t mean we can’t have fun prducing them.”
24. The unusual engineering class mentined in the first paragraph ______.
A. is related t sccer
B. is designed fr electrical engineers
C. admits nn-engineers s lng as they lve sprts
D. encurages learning t slve real-wrld prblems
25. What is the primary purpse f this article?
A. T explain hw t charge sccer balls with electricity.
B. T intrduce an amazing inventin with sccer balls.
C. T discuss the glbal shrtage f electricity.
D. T shw hw sccer changes tw students’ life.
26. What d we knw abut the Sccket ftball?
A. It can flash when kicked arund.
B. It is being used in prfessinal sccer matches.
C. It is the cmbined prduct f lve and imaginatin.
D. It is created t turn electrical energy int ther energy.
27. Why des the authr qute Silverman at the end f the passage?
A. T praise Julia and Jessica’s cntributin t the wrld.
B. T explain the functin f Julia and Jessica’s prduct.
C. T highlight Julia and Jessica’s persnal character f helpfulness.
D. T demnstrate the philsphy behind Julia and Jessica’s practice.
C
Until recently, scientists thught animals’ mind was limited t assciative memries: recllectins f the relatinships between experiences r events, but nt the episdic memries (情景化记忆) f the experience itself.
But in recent years, research cnducted by Miklósi and his clleague Claudia Fugazza has shaken the idea that dgs are restricted t such Pavlvian (巴甫洛夫式的) recall. In 2016 they cnfirmed, by way f an experiment in which they asked dgs t imitate actins mdeled by a human minutes earlier, that the dgs did remember specific elements f what they’d experienced. In fllw-up experiments, dgs repeated their wn actins lng after they first perfrmed them, a finding that added a self-fcused layer t their episdic memries. Their thughts didn’t just cntain a mess f separate details, but were integrated tgether by a sense f self.
As fr cats, tests f whether they returned t cntainers where they were previusly fed lend scientific supprt t their versin f episdic memry. “Cat memry is prbably very much like dg memry,” says Miklósi.
Still, he ntes that this kind f reminiscence (回忆) might differ frm ur wn. Humans can reflect n their memries in natural, self-directed ways:Humans can think abut the first cncert they ever attended, withut needing t see the ticket t remind them f it. Hw cats and dgs guide their wn recall — if they need reminders t activate it — is a mystery.
It’s als less clear hw ur furry cmpanins relive their distant memries. Ours play like a mvie in ur mind’s eye, which fits, as cntemprary humans are a visually engaged species. But cats and dgs are far mre reliant n ther senses, especially smell. Culd their recall cme tgether as smells rather than images? Tw studies — f dgs in a dark rm finding familiar bjects with their nses, and f kittens recgnizing their mthers by smell after years f separatin — suggest as much.
28. What is the main idea f the passage?
A. The differences between human memry and animal memry.
B. New research methds used t test episdic memry in animals.
C. The imprtant rle f smell in the memry f furry cmpanins.
D. New research findings abut the memry abilities f dgs and cats.
29. What can we knw frm Miklósi and Fugazza’s 2016 experiment?
A. Dgs can carry ut Pavlvian recall effectively.
B. Dgs can remember specific details f past experiences.
C. Dgs need human reminders t recall their wn past actins.
D. Dgs’ memries are cmpletely different frm human memries.
30. What mystery d scientists still need t slve abut animal memry?
A. Whether cats and dgs have assciative memries.
B. Whether cats and dgs rely n smell t memrize.
C. Hw cats and dgs reflect n their memries.
D. Hw cats and dgs use reminders t relive memries.
31. What des the authr mainly want t say in the last paragraph?
A. Dgs have similar episdic memry t cats.
B. Humans tend t relive memries thrugh images.
C. Cats and dgs mst prbably memrize by smell.
D. It is unclear hw humans memrize better than animals.
D
Cgnitive (认知的) fflading, the act f delegating mental wrk t external tls, shuld cncern anyne wh values their wn intelligence. When given the chice between thinking thrugh a prblem r letting technlgy handle it, will we chse the tl, even when we’re perfectly capable f succeeding n ur wn?
Sam Gilbert nticed in his experiments smething he calls “reminder bias.” This is the tendency t use external memry aids even when yur wn memry wuld serve yu better. Participants chse t set digital reminders fr tasks they culd easily remember unaided. Even when ffered mney t encurage peple t rely n their wn memry, they still culdn’t vercme it.
The rt reasn seems t be that peple underestimate their wn cgnitive abilities. They think they’ll frget, s they set a reminder. They think they can’t slve the prblem, s they ask AI. Over time, by cnsistently chsing the external tl, they never exercise the internal capability.
If the prblem were limited t memry, it might nt matter much. After all, what’s the prblem with setting a reminder n yur phne? But research suggests the cgnitive csts extend far beynd remembering appintments.
Nathaniel Barr claimed that individuals wh scre lwer n the Cgnitive Reflectin Test shw greater smartphne dependence when btaining infrmatin. These are peple wh, when faced with a prblem, instinctively (本能地) reach fr the quickest slutin.
AI hasn’t created this tendency. Humans have ften preferred mental shrtcuts. But AI has remved nearly all difficulties. Yu dn’t have t g t a library r even type a search questin. Yu just ask, and the answer appears, exactly as yu need it.
My cncern is that peple may begin using AI in ways that prevent the develpment f analytical skills. Fr a cllege student wh cnsistently uses AI t wrk thrugh prblems, I questin whether they’re building the neural infrastructure (神经基础结构) t handle similar prblems independently later in life.
32. What des the underlined wrd “delegating” mst prbably mean?
A. Assigning.B. Cmparing.C. Applying.D. Linking.
33. Why did participants in Gilbert’s experiment set unnecessary digital reminders?
A. They lacked cnfidence in their wn memry.
B. They were nt ffered enugh mney.
C. They were pr in cgnitive abilities.
D. They never exercised their internal capability.
34. The authr mentins the Cgnitive Reflectin Test t shw ______.
A. peple rely t much n smartphnes
B. AI wrks better than human memry
C. reminder bias causes harm t mre than just memry
D. smartphnes are the quickest slutin t many prblems
35. What is the best title f the article?
A. Cgnitive Offlading: The Cause f AI Reliance
B. Hw External Aids Like AI Enhance Reminder Bias
C. External Tls r Internal Tl,Which Causes Mre Harm
D. Over-reliance n External AI Tls May Weaken Cgnitive Abilities
第二节（共5小题；每小题2.5分，满分125,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。
A lt f parents think kids want t spend all their time n scial media, and that’s why it’s s hard t take away.
But here’s the truth: __36__ The reasn they can’t decide nt t use these apps fr themselves is because they’re afraid f missing ut n scial pprtunities, since s many yung peple maintain their friendships n these platfrms. If parents all made the same decisin nt t let ur kids use scial media, we’d slve the prblem fr them. Even if nly sme parents restrict their kids’ use, it will be enugh t frce teens t find ther ways f cmmunicating.
When I talk t parents and teachers abut this, I like t start by telling them abut a 2023 study in which cllege students were asked hw much mney researchers wuld have t pay them nt t use scial media accunts fr a mnth. __37__
Actually, the average amunt they wanted was $50, and the median (中位数), $30, was even lwer. Then the researchers asked the students hw much they’d have t pay them t deactivate their accunts if their friends did the same thing. The answer is: __38__ N audience member f mine has ever crrectly guessed the result.
In situatins like this, ur jb as parents is t step in and help ur kids. If parents all tld ur kids they’re nt allwed t use scial media until they’re 16 years ld, nne f them wuld face the dilemma (窘境) f lsing scial pprtunities in the first place. Even if nly a few f their friends dn’t have scial media, they wn’t be pariahs (被遗弃的人). __39__
Instead f seeing pictures f the parties t which they weren’t invited n scial apps, they culd text with their friends n flip (老式翻盖) phnes t make plans — r call and chat. __40__ Instead f fllwing the plished versins f ne anther’s lives, they culd get tgether in persn and talk abut hw they’re really ding.
A. Kids will prbably wrry abut it.
B. Our respnsibility here is n different.
C. Many teenagers recgnize that scial media is unhealthy.
D. The students were willing t pay the researchers t make this happen.
E. S talk t the parents f yur kids’ friends and get them t d the same thing.
F. My audience typically guesses that the students demanded tens f thusands f dllars.
G. Chat grups with peple kids knw are a gd alternative t cnversatins n scial apps.
第三部分 语言运用（共两节，满分30分)
第一节(共15小题；每小题1分，满分15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。
Eight years ag, then in my mid-40s, I verheard an lder man ask a yung girl: “What d yu want t be when yu grw up?”
She cheerfully listed a(n) __41__ range f dreams: vet, painter, cmputer cder. I listened with __42__, but sn it changed int unease. She still had time t becme any f thse things. Yet at my age, n ne was asking me that questin anymre. Mre imprtantly, I had __43__ asking myself that questin.
That cnversatin stayed in my mind, and I wke up the next mrning still feeling __44__. There are many reasns midlife ften gets __45__ as a perid f “crisis,” sitting at the bttm f a U-shaped curve (曲线) f life happiness, but “as yu begin t stp making decisins, it wn’t be lng befre yu have __46__ actually making decisins,” ne researcher said. I decided t __47__. A(n) __48__ Ggle search f “What are the hardest things yu can d” led me t bstacle curse racing (OCR, 障碍赛).
Grwing up as a skinny kid, I had always wanted t be __49__. In reality, thugh, I was mstly picked last fr teams and __50__ the bench. OCR became my answer t the lder man’s questin. Fr the last six years, I’ve __51__ almst every day t becme smething I always wanted t be as a little girl but never thught __52__. As a cmpetitive athlete, I’ve raced mre than 50 times and __53__ ften in my age grup.
Nthing in my yunger years __54__ I culd develp such abilities. Hwever, by drawing n the perspective (思维方式), experience and wisdm I nw pssess as an adult, I made it happen. Yur __55__ may differ frm mine, but yu, t, can bring it t life.
41. A. familiarB. creativeC. annyingD. impressive
42. A. admiratinB. reliefC. regretD. pride
43. A. delayedB. stppedC. riskedD. finished
44. A. unsettledB. wrngedC. cmmittedD. inspired
45. A. mistakenB. labeledC. cnfirmedD. selected
46. A. advantageB. pprtunityC. difficultyD. danger
47. A. quitB. seekC. actD. learn
48. A. rutineB. frighteningC. unexpectedD. randm
49. A. energetic B. athleticC. realisticD. rmantic
50. A. warmedB. repairedC. cheeredD. watched
51. A. perated B. trained C. cmpeted D. wrked
52. A. simple B. reliableC. pssibleD. sustainable
53. A. medaled B. struggledC. cachedD. exercised
54. A. ppsedB. insistedC. deniedD. suggested
55. A. age B. prblemC. ambitinD. cnditin
第二节(共10小题；每小题1.5分，满分15 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。
Lithium-in (锂离子) batteries are fund in everything frm smartphnes t cars. While they are generally very safe if stred and charged crrectly, there are thusands f dcumented cases f them 56.__________ (catch) fire-smetimes with deadly cnsequences.
Researchers all ver the wrld 57.__________ (wrk) t slve the prblem by develping safer batteries, fr example by replacing the liquid electrlyt (电解质) with a mre fire-resistant slid r gel. Hwever, such slutins require significant changes t current prductin lines, a barrier 58.__________ widespread adptin.
Nw, a team f researchers frm The Chinese University f Hng Kng has prpsed a change in lithium-in battery design 59.__________ culd rapidly integrate int current manufacturing methds, because it 60.__________ (simple) invlves swapping chemicals in the existing electrlyte slutin.
The methd 61.__________ (detail) earlier this year in a study led by Yue Sun, nw a pstdctral fellw at Virginia Tech: “I think the mst difficult thing fr peple t realize abut batteries is that 62.__________ yu try t maximize perfrmance, smetimes yu reduce safety, “she said, explaining that increasing perfrmance 63.__________ (require) a fcus n chemical reactins that happen at rm temperature, while increasing safety fcuses n reactins that happen at high temperatures.
“S we came up with an idea 64.__________ (break) this trade-ff by designing a temperature-sensitive material, which can prvide a gd perfrmance at rm temperature, but can als ffer gd 65.__________ (stable) at high temperatures.”
第四部分写作（共两节，满分40分)
第一节（满分15分)
假定你是李华，你校英语报最近开设了“A Letter t the Principal（校长）”栏目，助力缓解高中学生心理压力。请你向该栏目投稿，内容包括：
1. 心理压力形成的原因；
2. 学校可采取的措施。
注意：
1. 词数80左右；
2. 请在答题卡的相应位置作答。
Dear Principal,
Yurs sincerely,
Li Hua
第二节（满分25 分)
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。
I still remember the Prvincial Handicraft (手工艺) Wrks Cmpetitin like it was yesterday. That day, I wke up with my heart punding,hlding my backpack tightly t my back as I rde t the venue. Inside were the materials fr a hmemade hand-wven bamb birdcage with a separable feeding wden dish. I had practised fr mnths:splitting bamb strips (竹条) t unifrm thickness, weaving (编织) them int delicate patterns, and plishing every surface t a smth finish. I nly needed t repeat the prcess in the cmpetitin. It was my nly sht at prving myself — until my bike tripped ver a stne halfway there.
The case fell t the rad,unfrtunately run ver by a passing car. When I pened it, my stmach drpped: bamb strips brken, the rattan crd (藤条) in a mess, the carved wden feeding disk split int tw pieces. I sank nt the sidewalk, ht tears burning my eyes. All the hpe was gne in an instant. By the time I dragged myself int the cmpetitin hall, I was a mess, seating myself in a crner, feeling helpless and frustrated.
That’s when Liam fund me. I’d always knwn him as the quiet guy in the back f the handicraft class, the ne wh never missed a deadline and excelled every wdcarving and weaving prject. His family’s situatin wasn’t a secret — his dad’s leg injury, his mm wrking tw jbs — and I knew hw badly he needed the schlarship frm this cmpetitin. S when he knelt dwn beside me, his vice sft, I thught he was just here t ffer a few cmfrting wrds.
I was wrng. He pulled ut frm his case sme bamb strips, sme rattan crd, and a small blck f plished wd. “When Prfessr Hayes helped me ut f truble during the preparatin a few days ag, he tld me t pay kindness frward.” he said.
注意：
1. 续写词数应为150个左右；
2. 请在答题卡的相应位置作答。
Paragraph 1: I stared at him, disbelief washing ver me.
Paragraph 2: Thankful and als curius, I went t see Liam the secnd day.