2026届安徽马鞍山市下学期高三第二次教学质量监测英语试卷 无答案

这是一份2026届安徽马鞍山市下学期高三第二次教学质量监测英语试卷 无答案，文件包含十年2015-2024高考语文真题分类汇编全国通用专题16语言文字运用病句类教师版docx、十年2015-2024高考语文真题分类汇编全国通用专题16语言文字运用病句类学生版docx等2份试卷配套教学资源，其中试卷共69页， 欢迎下载使用。
注意事项：
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第一部分 听力（共两节，满分 30 分）
第一节（共 5 小题；每小题 1.5 分，满分 7.5 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。每段录音播放两遍。
1. Wh is ging t Canada tmrrw?
A. Jhn. B. Steven. C. Alicia.
2. What are the speakers mainly talking abut?
A. A cmputer. B. A hst. C. A shw.
3. Why des the man talk t Mary?
A. T say gdbye. B. T ask fr advice. C. T send an invitatin.
4. What d the speakers agree n?
A. Fcusing n their lessns. B. Majring in histry. C. Frgetting the past.
5. Why will Sally be rewarded?
A. She created a useful app. B. She increased bk sales. C. She helped the team win.
第二节（共 15 小题；每小题 1.5 分，满分 22.5 分）
听下面 5 段录音。每段录音后有几个小题，从题中所给的 A 、B 、C 三个选项中选出最佳选项。听每段录音前，你将有时间阅读各个小题，每小题 5 秒钟；听完后，每小题都有 5 秒钟的作答时间。每段录音播放两遍。
听第 6 段录音，回答第 6 、7 题。
6. What des the wman suggest?
A. Analyzing cmpetitrs’ strategies.
B. Develping new skincare prducts.
C. Prmting prducts n scial media.
7. What is the man’s attitude twards the wman’s suggestin?
A. Dubtful. B. Interested. C. Oppsed.
听第 7 段录音，回答第 8 至 10 题。
8. Where are the speakers?
A. At a party. B. At a cnference. C. At an interview.
9. What is Greg famus fr?
A. Playing Y-Y. B. Training snakes. C. Ding magic tricks.
10. What is Brad wearing?
A. A yellw shirt. B. A purple jacket. C. A black cat.
听第 8 段录音，回答第 11 至 13 题。
11. What subject are the speakers discussing?
A. English. B. Spanish. C. French.
12. What can we learn abut the wman?
A. She is satisfied with her study.
B. She shws n interest in class.
C. She is chsy abut teachers.
13. What des Ms. Parks think f the wman’s learning?
A. Her language is hard t fllw.
B. She has a gd prnunciatin.
C. She has an extensive vcabulary.
听第 9 段录音，回答第 14 至 17 题。
14. What are the speakers ding?
A. Making a vide call. B. Setting ff firewrks. C. Ging ut fr supper.
15. What will Emma d t celebrate the New Year?
A. Meet her friends. B. Deal with sme wrk. C. Visit her parents.
16. What des Jhn ask Emma t d?
A. Open the dr. B. Eat ndles. C. Take phts.
17. What is the relatinship between the speakers?
A. Brther and sister. B. Custmer and waitress. C. Teacher and student.
听第 10 段录音，回答第 18 至 20 题。
18. What is the speaker?
A. A strawberry farmer. B. A tech researcher. C. A greenhuse builder.
19. What is special abut smart greenhuses?
A. They use n glass. B. They are tested by phnes. C. They have sensrs.
20. Hw did smart greenhuses help the farmer?
A. Bsting the yield. B. Replacing human labr. C. Saving water.
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
Textbks dn’t always get the appreciatin they deserve. Often lked ver
quickly fr assignments r used nly when exams apprach, many are quickly
frgtten nce a curse ends. Hwever, sme textbks stand ut fr their clearness, usefulness, and ability t make difficult ideas easier t understand. The fllwing
selectins highlight textbks that Stanfrd students fund especially memrable — nt because they were required, but because they genuinely helped learning click int place.
Grad Schl Essentials by Zachary Shre — Emmett Chung
Shre’s technique f reading the cnclusin and intrductin befre strategically glancing thrugh chapters makes what wuld therwise be
time-cnsuming research much easier.
Intr t Prbability by Ellen Vitercik — Allie Skalnik
It’s everything a textbk shuld be: easy t understand, precise, and full f
figures that actually help the cncepts click int place like building blcks instead f merely crwding the page.
The Laws f Thermdynamics by Peter Atkins — Chris Prcaccin
Despite its name, Thermdynamics seems t be mre f an exercise in prfs than an exercise in thermdynamics. What’s great abut the textbk is that it spends
pages defining cncepts like temperature and heat that mst ther textbks ignre. What’s nt-s-great abut it is that it makes a cncept seem mre cmplicated than it needs t be fr mst general chemistry curses.
Sensatin & Perceptin by Jeremy Wlfe — Chle Shannn Wng
Curius abut what a nerve cell in the eye is? Or why the back f the eye is rganized backwards? Check ut Sensatin & Perceptin. In my pinin, this
textbk was definitely challenging in sme parts, but its clear list f terms and explanatry diagrams save the day.
1 ．Why d the fur textbks stand ut?
A ．They make learning easier. B ．They are designed fr examinatins.
C ．They include assignments. D ．They are used thrughut the curse.
2 ．What des Prcaccin say abut The Laws f Thermdynamics?
A ．It suits bth beginners and specialists. B ．It prvides theretical prfs.
C ．It has bth strengths and weaknesses. D ．It ffers alternative definitins.
3 ．Whse bk primarily deals with the tpic related t bilgy?
A ．Zachary Shre. B ．Ellen Vitercik. C ．Peter Atkins. D ．Jeremy Wlfe.
B
I nly became a regular bike rider several years ag, and it has becme ne f the jys f my life.
When it came t maintenance, thugh, I was quite hesitant. Strange nises were things I figured wuld either g away n their wn r get wrse until I’d hand ff t an expert. I’m nt prud t admit I’ve walked my bike half an hur t a bike shp t fix a puncture (爆胎) mre than nce; my chain was always caked in dirt because I
thught even lking at it the wrng way might break smething.
When a crash left my bike a write-ff, I bught a late-70s bike fr $ 50, and I
instantly lved hw it rde. Maybe it was hw little mney I’d spent, r lw-tech
parts, but I suddenly felt the urge t tinker. Guided by little mre than YuTube
vides and phne calls t my dad, I fitted new handlebars, a new chain and a frnt
basket, all with secnd-hand parts. The ability t figure ut hw each part infrms the
whle generated a sense f self-satisfactin.
Last summer I gt even mre ambitius; wanting a prject t get stuck int
withut taking apart my bike then in use, I bught an ld steel frame, built it up and finally gt a wrking machine. I learned a lt — nt least that when it cmes t ld bikes, parts are a lt less interchangeable than they might lk.
There have been plenty f ccasins where I prbably shuld have relied n my ld philsphy f leaving well enugh alne. An ld bike can be easy enugh t make rideable, but making that ride pleasurable can be difficult — parts wear ut, and
replacing ne thing can smetimes break anther. But even that’s part fthe jy f it — I knw there’ll be anther pprtunity t dive back int the parts bin just arund the crner.
4 ．What was the authr unwilling t d accrding t paragraph 2?
A ．Walk his bike. B ．Hear bike nises.
C ．Lend his bike. D ．Fix his bike himself.
5 ．What des the underlined wrd “tinker” in paragraph 3 mean?
A ．Practice riding tricks. B ．Pst n scial media.
C ．Make small changes. D ．Catch up with thers.
6 ．Why did the authr buy the ld steel frame?
A ．T learn mechanic physics. B ．T make a bike ut f it.
C ．T start his schl prject. D ．T use the ld parts f his bike.
7 ．What has the authr learned frm his experience?
A ．Challenges can be rewarding. B ．Enjyment calls fr free time.
C ．Planning ahead prevents prblems. D ．Hands-n skills are hard acquired.
C
Cities have adpted different appraches when it cmes t street lighting, but all appraches have priritized bright unifrm street lighting fr safety. Hwever,
evidence shws that this artificial lighting can change the behavir f ncturnal (夜行的) wildlife. T address this prblem, Gladsaxe, a suburb f Cpenhagen, intrduced
a new lighting apprach by installing red-spectrum (安装红色光谱) LED street lighting alng a 700-meter stretch f Frederiksbrgvej and the Farum cycle
superhighway.
Gladsaxe’s red lighting helps limit the eclgical impact that ften cmes with white light while still preserving visibility fr rad users. As far as a trade-ff arund light pllutin ges, the Gladsaxe prject prvides a ptential mdel fr ther cities.
During the initial installatin in 2022, the lighting design used 30
ne-meter-high bllards (桩) spaced30 meters apart t prject red light that leaves
spaces f cmplete darkness between them, which the designers said allw light-shy bats t crss withut expsure while still prviding lighting cntinuity fr the bicycle path. At lcatins where cyclists and pedestrians crss the rad, the prject added 12 ples at 3.5 meters t create a distinct visual envirnment and imprve safety at thse pints.
Partnering design cmpany Light Bureau reprted the installatin met required lighting and unifrmity levels in selected sectins t supprt Danish rad and
cycle-path standards, and the prject received a Build Back Better GREEN Award in 2022 fr minimizing negative impacts n bidiversity while prviding safe passage fr rad users. Light Bureau stated it intended t cntinue wrking with bilgists t
evaluate whether the red-spectrum apprach achieved its intended eclgical
utcmes, indicating pst-installatin mnitring and assessment wuld infrm future installatins r adjustments.
The prject is nw being viewed as a ptential mdel fr ther cities wrldwide dealing with light pllutin and its effects n wildlife, while demnstrating hw urban design can be adapted t meet bth human safety needs and envirnmental gals.
8 ．What is the purpse f the Gladsaxe prject?
A ．T reduce energy cnsumptin. B ．T make the streets mre pleasing.
C ．T imprve visibility fr residents. D ．T minimize disturbance t wildlife. 9 ．What can be learnt abut the bllards and the ples?
A ．They are intended t ensure the safety f installers.
B ．They balance the needs f animals and path users.
C ．They serve as special decratins alng the rute.
D ．They are f similar heights and evenly spaced.
10 ．What can we say abut the prject based n Light Bureau’s reprt?
A ．It’s received recgnitin. B ．It’s pstpned intended utcmes.
C ．It’s secured partnerships. D ．It’s stpped light pllutin wrldwide.
11 ．What can be a suitable title fr the text?
A ．White Light, Bright Night B ．Light Pllutin in the City
C ．Red Light, Safe Night D ．Lighting fr the Wildlife
D
American kids ate very dd things in the 19th century. In histrical dcuments f all kinds, frm medical studies t diaries t schl recrds, Americans described
children as curius eaters wh appreciated strng flavrs and interesting textures (口感). A grup f children in 1830s Bstn spent their pcket mney n raw ysters (牡蛎).
The mre I researched, the clearer it became that American children’s
experiences with fd in the past were full f pleasure. But tday, appreciatin f sharp and varied flavrs can be hard t find amng American kids.
Many adults assume that pickiness is a hard-wired stage and that kids naturally dislike many fds. But mass childhd pickiness is a mdern phenmenn created largely by junk fd cmpanies that prmted prducts like sugary cereals (谷物) as fd specifically fr children, cnvincing Americans that kids need different, easily likable fds. This created a culture f pickiness that is harming children’s health and taking away pleasures and flavrs they enjyed in the past — all while adding
unnecessary anxiety t dinner tables acrss the cuntry.
Fd cmpanies like General Fds and Nestlé pured mney int designing prducts in labratries t target humans’ natural preferences and make their fds very hard t refuse. By the mid-20th century, thusands f their sweet, salty and
crunchy (脆的) fds crwded grcery shelves, and many f them were marketed t children. One 1960 Kraft advertisement featured an therwise “picky” girl wh
“never turns up that buttn nse at mild, glden Velveeta cheese!”
Nwadays, many parents wrry abut their kids’ prcessed diets, increasing weight prblems, and the stress f picky eating. But it desn’t have t be this way. Parents can warmly encurage children t eat family fds and avid ffering
alternatives. They can als fight against crprate marketing with their wn enthusiastic messages abut the fds they lve t eat.
12 ．Hw did the American children in the 19th century differ frm thse at present? A ．They were given less pcket mney. B ．They enjyed mre diverse flavrs.
C ．They shwed mre interest in histry. D ．They had fewer cnflicts with parents. 13 ．What des the authr think f childhd pickiness?
A ．An unnecessary risk. B ．A cultural phenmenn.
C ．An unavidable stage. D ．A prduct f educatin.
14 ．What can be inferred frm paragraph 4?
A．Fd cmpanies achieved big success. B．Peple tended t buy slightly prcessed fds.
C ．Fd advertisements gt less creative. D ．Peple preferred sweet fds t salty nes.
15 ．In what way des the authr try t relieve parents’ anxiety?
A ．By praising their effrts. B ．By giving pssible explanatins.
C ．By defending their chices. D ．By ffering practical suggestins.
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。
Ordinary and universal, the act f writing changes the brain. In my wrk as a prfessr f writing studies, I research hw peple use writing t practice resilience
(迅速恢复的能力). I have witnessed thusands f students turn t the written wrd t wrk thrugh emtins and find a sense f belnging. 16 Nw I share my
research-backed tips in the hpe that they can help yu develp a writing practice.
Write by hand whenever pssible. In cntrast t typing r tapping n a device, handwriting requires greater mental effrt. 17 It als allws yu t prcess infrmatin, frm cnnectins and make meaning.
Write daily. 18 Even writing brief ntes abut yur day — what
happened, what yu’re feeling, what yu’re planning r intending — can help yu get thughts ut f yur head and clear yur mind.
19 When strng feelings cme up, write them dwn first. Keep a ntebk within reach and make it a habit t write befre yu say. Ding s can supprt reflective thinking, helping yu act with purpse.
Write a letter yu never send. Dn’t just write dwn yur feelings. 20 Even writing a letter t yurself can prvide a safe space fr release withut the
pressure f smene else’s reactin.
I want t remind yu that writing takes time. Each draft yu make and each piece f advice yu receive helps yu lk at things frm a different perspective. When yu revise yur wrk, yu build self-awareness and cnfidence.
A ．Write befre acting.
B ．It slws yur thinking.
C ．Write after discussing.
D ．Yu can start small and make it regular.
E ．Hwever, illustrate yur feelings if yu can.
F ．Their writing habits suggest writing builds their capacity t adapt.
G ．Instead, address them t the persn r situatin that’s trubling yu.
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。
On a much-needed walk utside Bstn’s Symphny Hall, I felt the distance frm my hme in Califrnia mre than ever.
Surrunded by and unfamiliar rutines, I felt unsettled. That’s when I
saw her standing alne at the crsswalk, the street.
As I crssed the street, ur eyes . She lked at me s directly that I
smiled back. “Hi, I dn’t speak Chinese, but hw can I help?” I asked the lder Chinese wman.
She shwed me a picture n her phne: Trader Je’s grcery stre. I
my best impressin f a mime (哑剧) trying t shw the way. , she shwed
me the picture again. I realized my were getting us nwhere. “OK, I’ll take
yu there myself,” I said t her, fr her t cme alng. Walking dwn
Massachusetts Avenue, she said “xiè xie” every few mments.
When we arrived, she shwed me a picture f bread, with an lk. I
gt what she meant and led her int the . She smiled at me as thugh I was
her and this was ur weekly ________ run. My new aunt handed me a bag
with a single laf (条) f bread inside. I tried t refuse, but she insisted until I it.
As I carried that laf hme, I realized smething had . In helping her find her , I fund sme grunding f my wn, feeling settled. And, as it
turned ut, even withut a language, we understd each ther just fine.
21 ．A ．friends B ．relatives C ．strangers D ．applicants
22 ．A ．painting B ．scanning C ．building D ．blcking
23 ．A ．lcked B ．misted C ．clsed D ．burned
24 ．A ．imprved B ．created C ．perfrmed D ．crrected
25 ．A ．Tuched B ．Relieved C ．Frightened D ．Cnfused
26 ．A ．inventins B ．cllectins C ．selectins D ．directins
27 ．A ．gesturing B ．writing C ．advertising D ．praying
28 ．A ．alert B ．impatient C ．expectant D ．annyed
29 ．A ．fair B ．stre C ．park D ．exhibitin
30 ．A ．nephew B ．partner C ．client D ．cusin
31 ．A ．business B ．charity C ．canteen D ．grcery
32 ．A ．sld B ．accepted C ．tasted D ．sampled
33 ．A ．slwed B ．faded C ．survived D ．shifted
34 ．A ．way B ．prblem C ．apprach D ．apartment
35 ．A ．written B ．legal C ．shared D ．dminant
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。
China has made significant prgress tward 36 (realize) its visin f “space farming”, with a grundbreaking experiment cnducted by Chngqing
University prviding crucial supprt fr this effrt.
Recently, a team led by Prfessr Xie Gengxin, 37 was the directr f the Space Science and Technlgy Research Institute at Chngqing University,
successfully hatched a butterfly pupa (蛹) 38 an unmanned, micrgravity space envirnment.
During a news cnference n Mnday, the university annunced the success f the “ShennngKaiwu 2” Space Ecsystem Experiment, which 39 (carry) by AZSPACE’s Dier-5 Space Experimenter and launched abard the Kuaizhu-11 Y8 carrier rcket frm the Jiuquan Satellite Launch Center in Nrthwest China n Dec
13, 2025. After 40 launch, the paylad entered lw Earth rbit, marking the beginning fthe in-rbit bi-test missin. “The space butterfly has successfully
cmpleted 41 (it) critical life stage transfrmatin, frm pupa t adult,” Xie said.
Phts 42 (take) in space shw the butterfly mving inside the capsule, demnstrating ntable 43 (adapt) t the micrgravity envirnment. The
butterfly lived fr several days, either flying freely 44 ccasinally resting n
plant leaves within a cntainer.
Xie envisins a future where space farming culd use space resurces fr
agricultural prductin, with butterflies 45 (ptential) playing a rle in
pllinatin (传粉). This visin extends t the pssibility f establishing farms n the Mn and Mars, pening the way fr lng-term human presence in space.
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，你班外教 Thmas 准备组织一场户外活动，现就活动内容向大家征求意见。请给 Thmas 写一封邮件，内容包括：
1 ．你的建议；
2 ．说明理由。
注意：
1 ．写作词数应为 80 个左右；
2 ．请按如下格式在答题卡的相应位置作答。
Dear Thmas,
Yurs sincerely,
Li Hua
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。
Terry jumped fr jy! Her schl was ging t have a dance talent shw. Terry lved dancing, but the rules were clear — it required grups f three r mre t
prmte teamwrk. Terry gathered her friends, Liz and Stephanie. With nly tw weeks t g, the girls had t jump int actin.
When chsing the music, Liz’s suggestin received Stephanie’s supprt, but
Terry pushed fr her wn idea. Terry insisted that her sng ffered better chances fr fantastic steps. Bth the girls accepted, thugh nt entirely happy with the sng. Next, they had t decide n pening dance steps. Liz liked Stephanie’s idea, but Terry
bjected and said that smething was missing and that they needed smething like her steps. Again, the ther tw agreed, excited just t dance tgether.
The girls gathered every afternn after schl and tried their best t practice
the difficult dance mves. But with the shw appraching, Terry gt increasingly
dissatisfied with the prgress. “Get serius! We have nly ne mre week t practice, and we’ve cmpleted the rutine nly three times!” Terry shuted. “We’ll never win this way!”
“We’re all trying hard,” Liz said.
But Terry didn’t think s. She said that they mved t fast and kept frgetting the steps, and that Stephanie had missed three days.
“I had the flu,” Stephanie said. “I jined yu as sn as I gt better.”
Terry cmplained that she was the nly ne trying and then declared that she
was quitting. Bth the girls were shcked. In fact, they were giving up their
afternns t practice. Additinally, Liz always brught snacks, and put tgether all the music; Stephanie helped chregraph (编舞) the mves, and wrked n cstumes.
Liz and Stephanie kept practicing that day withut Terry. They hped that Terry wuld calm dwn and rejin the grup. But Terry didn’t shw up the next day, r the next. They needed three members t cmpete, and the shw was getting s clse.
注意：
1 ．续写词数应为 150 个左右；
2 ．请按如下格式在答题卡的相应位置作答。
“We need t talk t her,” Liz said t Stephanie.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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On the talent shw day, all the girls felt ready and cnfident.