江苏省苏锡常镇四市2026届高三下学期教学情况调研（一）英语试卷（Word版附答案）含听力音频

这是一份江苏省苏锡常镇四市2026届高三下学期教学情况调研（一）英语试卷（Word版附答案）含听力音频，文件包含试卷江苏苏锡常镇四市2026届高三下学期教学情况调研一英语试卷docx、江苏苏锡常镇四市2026届高三下学期教学情况调研一英语试卷扫描件_江苏苏锡常镇四市2026届高三下学期教学pdf、2025-2026学年度苏锡常镇四市高三教学情况调研一mp4等3份试卷配套教学资源，其中试卷共17页， 欢迎下载使用。
2026.03
注意：本试卷分第一卷（选择题）和第二卷（非选择题）两部分。两部分答案都做在答题卡
上。总分为 150 分。考试时间 120 分钟。
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 1.5 分，满分 7.5 分）
听下面 5 段对话。每段对话后有一个小题，从题中所给的 A、B、C 三个选项中选出最佳选项。
听完每段对话后，你都有 10 秒钟的时间来回答有关小题和阅读下一小题。每段对话读两遍。
1. What will the speakers d next?
A. Give up the prject. B. G ver the prject. C. Cmplain abut the prject.
2. Hw much will the wman pay fr her bking?
A. £215. B. £350. C. £430.
3. What are the speakers talking abut?
A. Fixing the kitchen windw.
B. Replacing the brken glass.
C. Mnitring strmy weather.
4. What des the man ask the wman t d?
A. Share her experience. B. Change a schedule. C. Attend a wrkshp.
5. What made the wman surprised?
A. The length f the trip.
B. The arrangement f rutes.
C. The number f rainy days.
第二节（共 15 小题；每小题 1.5 分，满分 22.5 分）
听下面 5 段对话或独白。每段对话或独白后有几个小题，从题中所给的 A、B、C 三个选项中
选出最佳选项。听每段对话或独白前，你将有时间阅读各个小题，每小题 5 秒钟；听完后，
各小题将给出 5 秒钟的作答时间。每段对话或独白读两遍。
听第 6 段材料，回答第 6、7 题。
6. Which bike will the man rent?
A. The classic bicycle. B. The muntain bicycle. C. The crss bicycle.
7. What will the man prbably d?
A. Ride n hills. B. G t the shp. C. Pay in advance.
听第 7 段材料，回答第 8 至 10 题。
8. What are the tw speakers ding?
A. Discussing a travel plan.
B. Teaching the kids swimming skills.
C. Lking fr a desirable swimming pl.
9. What is a prblem f Happy Summer?
A. N café. B. N parking lt. C. N changing rms.
10. Which swimming pl is pen in the evening?
A. Water Bay. B. Blue Ocean. C. Happy Summer.
听第 8 段材料，回答第 11 至 14 题。
11. Where are the speakers prbably?
A. In the wman’s hme. B. At a jb center. C. At a htel’s frnt desk.
12. Why did Ms. Lin quit her previus jb?
A. The need f childcare. B. The lack f rest. C. The burden f wrklad.
13. What is the Parkview Htel’s requirement?
A. Wrking vernight.
B. Cking traditinal dishes.
C. Mastering multiple languages.
14. What can we learn abut the Lakeside Htel ptin?
A. It ensures prmtin. B. It ffers free meals. C. It prvides generus salaries.
听第 9 段材料，回答第 15 至 17 题。
15. What is the man ding?
A. Hsting a prgram. B. Chatting with his friend. C. Intrducing this year’s City Fair.
16. Where will this year’s City Fair be held?
A. In a park. B. In a schl. C. At the amusement grund.
17. Which f the fllwing is intended fr all the family members at the fair?
A. A magic shw. B. A cartn film. C. A lakeside cncert.
听第 10 段材料，回答第 18 至 20 题。
18. What was last year’s winning film abut?
A. Lcal business. B. Sprting Natin. C. Green transprtatin.
19. What is the prize f the cmpetitin this year?
A. A sum f mney.
B. A film-making device.
C. A free ne-night stay in a htel.
20. What is the deadline fr entering the film cmpetitin?
A. March 31. B. April 30. C. May 31.
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
UNICEF is launching the Yuth Climate Actin Challenge 2026, inviting yu t make yur vice heard, drive
psitive change, and win exciting rewards! Here’s everything yu need t knw t jin:
1. Eligibility (资格)
Open t students wrldwide aged 13-18 (as f May 1, 2026).
Participatin frmat:
Teams f 2-4 students (n age restrictin within the 13-18 range).
Individual participatin is nly allwed fr students aged 13-14 (n team required).
2. Key Timeline
Registratin (February 1 — April 15): Cmplete nline registratin with persnal/team inf (schl name,
age, cntact details).
Submissin (March 1 — May 1): Uplad pdcasts (播客) t the fficial platfrm; submit a 100-wrd English
summary f the pdcast cntent.
3. Pdcast Guidelines
Duratin: 2-5 minutes (submissins shrter than 2 minutes r lnger than 5 minutes will be disqualified).
Language: English (with ptinal English subtitles fr clarity).
Cntent fcus: Intrduce a specific lcal climate issue (e.g. air pllutin, water scarcity, defrestatin) with
real-life examples r data. Prpse creative and wrkable slutins (individual, cmmunity, r schl-level
actins).
Frmat: MP3 r WAV frmat; backgrund music is allwed but must nt vershadw the speaker’s vice.
4. Rewards
Tp 10 teams/individuals:
A $500 prject fund t carry ut their prpsed climate actin in their cmmunity.
One-n-ne mentr (导师) supprt frm UNICEF climate experts fr 3 mnths.
Their pdcasts will be featured n UNICEF’s glbal yuth platfrm, reaching audiences wrldwide.
Tp 50 shrtlisted (入围的) teams/individuals:
Official UNICEF certificatin f participatin.
Free access t UNICEF’s climate educatin nline curses.
Fr mre details r t register, visit the fficial website:
21. What is the maximum age fr students t participate in the challenge alne?
A. 13. B. 14. C. 16. D. 18.
22. Which f the fllwing is a qualified pdcast?
A. One with Chinese subtitles. B. One abut lcal pllutin.
C. One f mre than 5 minutes. D. One abut backgrund music.
23. What is nly awarded t a Tp 10 winner?
A. A dnatin t his/her cmmunity. B. Free curses n climate change.
C. Prfessinal mentr guidance. D. UNICEF-issued participatin certificatin.
B
Christpher C. Grinter has spent much f his life surrunded by insects, thugh nt in the way mst peple
imagine. His wrk helps supprt the Califrnia All-Taxa Bidiversity Inventry (CalATBI), an effrt t dcument
every species in the state befre they disappear.
Grinter’s fascinatin began far frm Califrnia. Grwing up in suburban Chicag, he watched butterflies
dance thrugh his backyard and wanted t knw their names. “It all started with butterflies,” he says. His parents
tk him t a members’ night at the Field Museum, where he saw an insect cllectin fr the first time. “I had my
mind blwn.” He began vlunteering there, labeling and databasing specimens (标本), and eventually started his
career in the field.
When CalATBI started, Grinter’s team cllected hundreds f thusands f insects, cvering tens f thusands
f miles. Their fieldwrk was unlike anything seen in a generatin. It prduced scientific treasure and als the
ccasinal misadventure — like the time their vehicle sank int Mjave Desert sand. They waited fr rescue in
100-degree heat, but, as he recalls, “culdn’t stp the sampling.”
Tday, genetic sequencing (排 序 ) is rutine. “DNA barcding as a technique isn’t n the cutting edge
anymre, and in the best way — it has becme rutine,” Grinter says. His team integrates genmic (基因组的)
analysis int specimen digitizatin, creating a DNA reference library fr insects.
Still, Grinter insists that data alne is nt enugh. “The next key step is t cllect and keep specimens in a
prper way, which makes scientific research pssible.” Museums, he says, are like “strehuses f life” — they
keep scientific evidence safe ver time and ensure that experiments can be repeated and cnfirmed.
What gives him hpe are the peple jining the effrt. “Mdern science desn’t happen alne in basements,”
he says. “It’s teams f peple wrking and supprting each ther.” Fr Grinter, that cllabratin, and the interest
that drives it, may be as vital t bidiversity as the species themselves.
24. Why is the authr’s childhd experience mentined in paragraph 2?
A. T explain his career rts. B. T stress his family backgrund.
C. T shw his early interest. D. T highlight the uniqueness f insects.
25. What did Grinter’s team d when CalATBI started?
A. They visited special insect libraries. B. They sught brad recgnitin.
C. They cnducted extensive fieldwrk. D. They learnt frm cntemprary scientists.
26. What is the main idea f paragraph 5?
A. The cultural functin f museums. B. The imprtance f string specimens.
C. Specimens’ safety prblems. D. Research’s reliance n museums.
27. Which f the fllwing is true f Grinter’s stry?
A. Practice makes perfect. B. A friend in need in a friend indeed.
C. Every dg has its day. D. Curisity is the mther f success.
C
Culd yu imagine being able t “feel” the images n yur screen? UCSB researchers have made this
sci-fi-like idea a reality. They’ve develped a display where pixels (像素) physically rise ff the surface when
activated by laser light (激光) .
Even ur mst advanced screens tday have a limitatin: they’re flat. We never quite feel what we see.
In 2021, UCSB prfessr Yn Visell investigated this very questin: culd light be made t create a sensatin
that culd be felt thrugh tuch? He saw a breakthrugh in late 2022. A single pixel rse upward under a flash f
laser light, sending a pulse (脉冲) that was very much nticeable t Prfessr Visell’s fingertips.
At the heart f this inventin are tiny pixels, which are tiny cells built with a thin film stretched abve a small
air cavity (腔) . When a quick pulse f laser light hits a pixel, the film heats up, causing the trapped air t expand,
making the surface swell upward in just 2 t 100 millisecnds, by abut a millimeter (0.04 inch) .
As a sighted persn, it des initially feel like smething new and unusual. But the mre I think abut it, the
mre it feels like it culd have the mst significant benefit t peple wh explre the wrld thrugh tuch. This
begins t lk like a srt f “animated Braille (动画盲文)” and tells a stry in real-time. It culd make digital
learning faster and richer fr blind users.
Tuch and sight have always lived in separate digital wrlds. We input with tuch, and cnsume utputs with
sight. With this new inventin, this separatin may just be narrwing. As the UCSB researchers put it, smeday
sn, anything yu see, yu may als feel.
28. What makes the new display different frm the screens tday?
A. It sends ut laser light. B. Its pixels can expand upward.
C. It rises ff fingertips. D. Its pulses are unnticeable.
29. Which aspect f the inventin is talked abut in paragraph 4?
A. Its wrking principle. B. Its daily applicatin.
C. Its bvius advantages. D. Its ptential challenges.
30. Wh will benefit mst frm the new display accrding t the authr?
A. UCSB researchers. B. Adventurus sighted peple.
C. The visually disabled. D. The digital enthusiasts.
31. What des the authr imply abut the inventin in the last paragraph?
A. It may help replace sight with tuch. B. It may separate input frm utput.
C. It may help feel what is usually seen. D. It may enlarge gaps between senses.
D
The ty industry is pushing frward with AI chatbts built int stuffed animals and mini rbts. These tys are
flexible enugh t cnduct limited cnversatins with children and t respnd t them just as they finish talking.
Are these interactins enugh t prvide the “persnalized educatin” ne cmpany claimed? Will tys like Curi’
s Grem help r harm children’s language develpment?
The mre language that is addressed t children, the bigger their vcabulary will be. But these vcabulary
wrds are nt learned because they were spken ut f cntext, as current AI-infused tys d, but frm caregivers
wh make the wrds cme alive. Research shws that chatbt talk is unlikely t imprve yung children’s
language utcmes. In fact, if allwed t replace cnversatins with caregivers, these tys may impede children’s
language learning.
When a caregiver describes smething that a child is interested in, children can learn its name. A chatbt is
less able t teach children abut their envirnments because it cannt see and describe a ty the child is hlding.
Even if it culd see, it des nt have prir knwledge abut the tys a child wns. Language skills d nt grw
frm simply hearing lts f wrds — they grw frm hearing wrds in cnversatins that capture the child’s
attentin.
Finally, children are als seeking further infrmatin abut the sunds f their language. The caregivers’
repetitin f the wrd emphasizes its name while als giving the child mre infrmatin abut the sund f the
wrd. If the child misprnunces the wrd, the caregiver will likely emphasize the crrect prnunciatin.
Cmmercially available chatbts can’t reliably d this.
Quality language expands n what tddlers (学步的儿童) knw, takes the child’s perspective and past histry
int cnsideratin, and respnds t children’s questins. We have seen sme wrk that shws scial rbts can help
preschl children learn vcabulary, and that cnversatinal agents wh ask lder children t respnd t
educatinal televisin prgrams can help children learn. Hwever, we need mre research t knw the effects these
rbts have n babies’ and tddlers’ language learning. Until that happens, we believe that the humans in tddlers’
lives are respnsible fr cnducting the cnversatins that grw children’s language. As a researcher and his
teammates state, “Our babies shuldn’t be lab mice fr ty cmpanies.”
32. What is the functin f the first paragraph?
A. T pint ut a prblem. B. T present a phenmenn.
C. T put frward the viewpint. D. T intrduce the tpic.
33. What des the underlined wrd “impede” in paragraph 2 mean?
A. Prevent. B. Facilitate. C. Secure. D. Maintain.
34. What can a caregiver d t help children learn a language?
A. Prvide interactin in cntext. B. Emphasize their names.
C. Weaken their attentin. D. Repeat grammar rules.
35. Which f the fllwing is the best title f the passage?
A. Is It Necessary t Interact with Caregivers?
B. Will AI-Pwered Tys Be a New Ty Trend?
C. Are Caregivers the Secret t Kids’ Overall Develpment?
D. Can AI-Pwered Tys Help Tddlers Learn Language?
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。
StryTree is a website fr sharing, encuraging, and recrding persnal and family memries and histry. It
can be dne nline r ffline, in real-time, r in yur wn time, all in a fun and simple new way. 36 All f
them wrk well tgether t supprt each ther.
37 StryTree is different. It lets yu “tap” thse phts and stries int yur digital jurnal and tpical
memry bks. Everyne belnging t yur StryTree can add and read the entries in real time, r at any time!
Additinally, nce a week StryTree sends everyne in a StryTree grup an interesting prmpt (提示) int
their StryChat as well as t their emails, t help bring back memries and encurage reflectin and discussin.
38 (But if yur brther tells a big fish stry, yu will surely want t crrect it with the true versin!)
And if yu prefer t save yur stries and memries in an additinal “private jurnal”, yu can simply create a
synchrnized (同步的) persnal StryTree that nly yu can see. 39 In fact, create as many StryTrees as
yu like, and synchrnize as many as yu like t!
40 It’s like having a kind and curius authr cme t yur hme whenever yu want and have her
interview yu t cmpse yur persnal r family bigraphy. Wh desn’t want t have a persnal histry bk
written fr them? There are ver 700 questins in five categries the StryBk interviewer can ask yu, all abut
yur life and family, at yur leisure.
The furth and final key tl is StryBx. It can hld all yur ld phts, vides, memrable dcuments, talks,
artwrk, schlwrk t either stre r t srt ut later.
A. StryTree des all f this thrugh fur key tls.
B. Memries can nly be shared and preserved alne.
C. Each persn can read it and respnd, r nt, as they like.
D. StryTree can als serve as an “autmated life-stry writer”.
E. Or just use StryTree as a private jurnal withut any grup Tree at all.
F. It can recrd whatever yu put int yur grup StryTree — autmatically!
G. Mst apps let shared phts and life experiences be “Here tday, gne tmrrw.”
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。
Last week, my decades-ld fiddle leaf ficus tree (琴叶榕) was dying. I texted my neighbr Karen. She texted
me back 41 t teach me hw t make the yellw return t green. I was 42 t have a neighbr wh
cared abut my plants.
When my family mved here in 2017, Karen created a detailed map f the hmes surrunding us, s I culd
becme 43 with the ther neighbrs. Karen wanted t help create a sense f 44 , and she wasn’t
ging t leave it up t 45 .
Sn after we mved in, Karen began 46 when I was in the yard. I lved flwers as much as Karen
did. I was a gardener befre I became a caregiver t my 10-year-ld daughter, wh had a rare 47 . I didn’t
have much time fr 48 at that time. Karen 49 what it tk t care fr a persn with disabilities.
Yet Karen went even further — she helped us 50 an uplifting landscape. Nw, my hme is flanked
(两侧环绕) with deep-pink rses that climb up almst as tall as the rf. It was Karen and I wh planted them
tgether several years ag. When I lk at thse lng-lasting flwers, I knw I am nt 51 .
Smetimes, my husband and I think abut 52 t a bigger huse, especially during the lng Minnesta
winters. Having a neighbr like Karen is ne gd reasn t 53 where we are. She makes me want t be a
better neighbr. Mst imprtantly, a better 54 . She makes me want t be like thse 55 that climb
up the frnt f my hme, displaying smething beautiful.
41. A. hesitantly B. instantly C. eventually D. gradually
42. A. cautius B. lucky C. curius D. ptimistic
43. A. strict B. patient C. cntent D. familiar
44. A. achievement B. humr C. belnging D. satisfactin
45. A. chance B. expectatin C. standard D. challenge
46. A. shwing ff B. drpping by C. standing by D. putting ff
47. A. habit B. disease C. talent D. pprtunity
48. A. reading B. cleaning C. chatting D. gardening
49. A. understd B. predicted C. frgt D. cmplained
50. A. create B. imagine C. preserve D. assess
51. A. busy B. ready C. lazy D. alne
52. A. adapting B. returning C. mving D. sticking
53. A. rest B. wait C. stay D. recgnize
54. A. human B. gardener C. caregiver D. mther
55. A. leaves B. rses C. trees D. weeds
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。
Frm the misty hills f Guizhu emerges a meldy (旋律) shaped by earth, water and fire. Dating back ver
600 years, clay whistles nce were blwn thrugh rural festivals and family gatherings. Made frm clay 56
(entire) by hand, the whistles are frmed int animal figures typically. A small air hle 57 (leave) at the
base, allwing the whistle t prduce a clear sund when blwn. 58 (cmbine) functinality with
visual appeal, the clay whistle is bth a playable bject 59 a frm f flk art that integrates sund with
sculpture. Lcals ften say 60 blwing a clay whistle brings is mre than just the sund f wind — it als
carries the eches f time and memry f childhd in Guizhu’s muntain landscapes.
Beynd artistry, these whistles are driving 61 (sustain) turism in the regin. Wrkshps led by
inheritrs (传承人) welcme travelers all ver the wrld and ffer hands-n lessns 62 cmbine traditin
with mdern strytelling. Accrding t lcal turism bards, visits t heritage sites in Guizhu 63 (rise) by
25% in the last tw years — prf that culture and cmmunity can fuel ecnmic grwth.
64 business and tech enthusiasts, Guizhu’s singing clay is a case study in preserving traditin
thrugh 65 (innvate). Thught leaders see lessns in cmmunity-led preservatin, while yung glbal
citizens find a fresh way t cnnect acrss brders thrugh sng.
第四部分 写作（共两节，满分 40 分）
第一节（满分 15 分）
假定你是校英语俱乐部主席李华，俱乐部将从成员中选拔“双语校园导览员（bilingual campus guide）”， 旨
在向来访的外宾介绍校园文化，助力跨文化交流。请你代表俱乐部用英文写一则通知，内容包括：
1．报名条件；
2．其他事项。
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。
Ntice
____________________________________________________________________________________________________________
____________________________________________________________________________________________________________
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The English Club
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。
Eddie valued his family’s accrdin (手风琴) — a treasure passed dwn frm his grandfather t his father,
representing his Mexican-American family’s Tejan music traditin. Raised in San Antni neighbrhd filled
with Tejan rhythms, Eddie learned the instrument frm his father and frmed the band Las Estrellas (“The Stars”)
with childhd friends: Luis n drums and Ruben n guitar.
Each day, Eddie hurried t Luis’s huse fr practice, struggling with the heavy accrdin case while wrrying
abut Ruben. Thugh a gifted guitarist wh picked up sngs quickly and lved playing with the band, Ruben hated
practicing alne. He was always late, and his lack f sl (单独的) practice led t cnstant mistakes — a grwing
prblem fr the tri (三重奏).
Their lives changed when Luis handed Eddie an envelpe frm the Tejan Festival: an invitatin t perfrm in
just tw mnths. The bys celebrated wildly, but Eddie’s jy was mixed with anxiety, hping the pprtunity
wuld mtivate Ruben t practice. That night, Eddie shared the news with his family. His father, a frmer festival
winner, presented a trphy (奖杯) with “First Place” written n it and encuraged him, “Yu belng there and will
shine.” Eddie admitted his wrry abut Ruben, wh was t talented and dear a friend t replace. His father
advised, “Find ut why he wn’t practice alne and help him.”
At their next practice, Ruben messed up the festival sng at the very beginning. He claimed sre fingers frm
building a hut (简陋的小屋), but Luis accused him f skipping practice. Ruben gt annyed, and Eddie was angry.
Fllwing his father’s advice, Eddie asked Ruben why he didn’t play at hme as he shuld. Ruben admitted, “My
guitar sunds lnely alne, and I can’t fcus.”
Upn learning where Ruben’s prblem lay, Eddie decided t take immediate actin t make practice fun fr
Ruben. On the way t Luis’s, Eddie came up with a plan: practice tgether at Ruben’s huse daily. Luis agreed and
they rdered Ruben’s favrite pizza fr a surprise.
注意：
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。
With pizza in hand, Eddie and Luis arrived at Ruben’s dr.________________________________________
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Finally the big day came.____________________________________________________________________
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