2026北京西城高三一模英语（教师版）试卷

这是一份2026北京西城高三一模英语（教师版）试卷，文件包含广东省2026年普通高等学校招生全国统一考试模拟测试二数学试题pdf、广东省2026年普通高等学校招生全国统一考试模拟测试二数学试题答案解析pdf等2份试卷配套教学资源，其中试卷共14页， 欢迎下载使用。
第一部分：知识运用（共两节，30分）
第一节（共10小题；每小题1.5分，共15分）
阅读下面短文，掌握其大意，从每题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。
We are tld never t judge a bk by its cver, but few f us actually fllw that advice. I used t think I had a gd 1 n peple. Quiet meant cld, and cnfident meant arrgant (自大的). I was especially sure f this when it came t Marcus Greene, wh sat behind me in chemistry class. He was the type f persn wh never raised his hand and rarely made eye cntact. 2 , I assumed he thught he was t gd fr the rest f us. Distant. Maybe even rude.
One day in class, we were paired up fr a grup prject. When the teacher annunced ur names tgether, I 3 heavily. He lked ver and gave me a small nd. N smile, n greeting, just that. I rlled my eyes.
Our first meeting was in the library after schl. I expected it t be 4 , maybe even annying, but t my surprise, Marcus came prepared. He had ntes and questins. Nt nly that, but he even had suggestins fr hw we culd divide the wrk fairly. I asked “Are yu always this 5 ?” He said, “Only when I care abut smething.”
Over the next tw weeks, we wrked side by side. He wasn't the persn I thught he was. He didn't lk dwn n thers; he was just shy. He didn't avid peple; he just didn't knw hw t 6 . Slwly, I learned mre abut him. Nne f that arrgance I'd 7 t him was real. It had been nthing mre than my assumptin, wrapped up in his silence.
The day we presented ur prject, ur teacher praised us fr ur 8 . I turned t Marcus and said, "I'm glad we gt paired up." He lked dwn, smiled faintly, and replied, "Me t."
That was the day I realized I was wrng abut him. And mre imprtantly, it was the day I realized hw easy it is t 9 smene when yu dn't bther t lk deeper. Since then, I've tried t listen mre clsely, judge mre slwly, and give peple the 10 t shw me wh they are.
1.A. read B. fcusC. cmment D. impressin
2.A. Luckily B. NaturallyC. Hpefully D. Suddenly
3.A. cried B. sighed C. prtested D. sweated
4.A. frmalB. smth C. urgent D. awkward
5.A. relaxed B. critical C. rganized D. cnfident
6.A. hang n B. shw ff C. reach ut D. make up
7.A. assigned B. wed C. explained D. presented
8.A. ambitin B. curisity C. tlerance D. cperatin
9.A. ignre B. describe C. recgnize D. misunderstand
10.A. space B. reasn C. guidance D. pressure
第二节（共10小题；每小题1.5分，共15分）
阅读下列短文，根据短文内容填空。在未给提示词的空白处仅填写1个恰当的单词，在给出提示词的空白处用括号内所给词的正确形式填空。请在答题卡指定区域作答。
A
I sat in my prfessr's ffice and spke ut everything that had been trubling me fr mnths: the stress and the self-dubt. He EQ \L( 11 ) (calm) listened and said, “Yu are here t learn t ride a bicycle, nt t invent a bicycle.” That sentence pened smething up. This experience marked a turning pint, EQ \L( 12 ) I realized the need t refcus n my initial purpse. I EQ \L( 13 ) (seek) t wrry less, and every prject became a meaningful step frward and a stry wrth sharing, whether it failed r succeeded.
B
D yu ever struggle t stay fcused and get tasks EQ \L( 14 ) (d)? If s, yu can try the Pmdr Technique, a time management tl. It invlves dividing wrk tasks int 25-minute perids, knwn as pmdrs, with breaks scheduled EQ \L( 15 ) perids. Intrduced in the 1980s, the Pmdr Technique EQ \L( 16 ) (gain) greater ppularity ver the past years thanks t its ability t help prevent burnut and bredm. Cmbining fcused wrk with brief breaks EQ \L( 17 ) (allw) peple t achieve mre withut lsing cncentratin r getting stressed.
C
Prfessr Zha Haiying leads a team cmbining AI, big data and archaelgy (考古学) EQ \L( 18 ) (build) a “digital gene bank f Chinese civilizatin”. Her inspiratin came thrugh carpets while she was studying EQ \L( 19 ) ne art frm cnnects cuntries and regins. Her team has designed six cre categries f cultural genes, which is essential fr revealing patterns f evlutin thrugh time and space. EQ \L( 20 ) (partner) with varius museums, they have intercnnected millins f digital artifacts. “Our missin is cnnectin, nt just cllectin,” Zha says.
第二部分：阅读理解（共两节，38分）
第一节（共14小题；每小题2分，共28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，并在答题卡上将该项涂黑。
A
Lved Befre
The first ec-friendly, fully sustainable sft ty adptin agency
“Several years back, during my time as a vlunteer at a charity shp, I bserved the arrival f secnd-hand tys at the stre. These pre-lved tys, ften handed ver with cherished memries and emtinal significance, were carelessly cast aside, smetimes became dg tys r, even mre dishearteningly, destined fr the landfill.”
It became evident t me hw the lve, lively life, and stries f these ec-tys were at risk f being lst and frgtten in an instant. That was when Lved Befre was brn with the missin t revlutinize ur perspective n sustainable tys.”
—Charltte, Funder
What we d
Yur pre-lved tys arrive at ur headquarter where they fficially becme Lved Befres and have a tailred and thrugh “Spa” treatment t make them clean.
Each ty will have its wn phtsht, be added t the stre alng with the stry f their previus lives and adventures, and be re-hmed t their new family!
At least half f the prfit frm every ne f ur sustainable tys nce adpted ges t Make-A-Wish, a nn-prfit rganizatin wh creates and fulfils life-changing wishes fr children living with critical illnesses.
What we believe
Imperfect I’m perfect: Our cllectins shwcase tys that have weathered the jurney f life—wrn and beautifully imperfect. Lved Befre believes that in the wrld f lve and acceptance, “imperfectins” hld n weight. True beauty lies in the individuality f each ty, and there’s n such thing as “perfect”.
Saving the wrld, ne teddy at a time: While ur passin fr teddies is undeniable, at Lved Befre, we view ur missin as a driving frce fr a brader shift in mindset—ne where sustainable tys, particularly ur ec-friendly teddies, mark just the beginning! We passinately believe that the wrld is already filled with enugh sft tys t last a lifetime, eliminating (消除) the necessity t prduce mre. By shifting perceptins f pre-lved items, we’re n a missin t revlutinize the ty industry frever. Our cllectin is a mvement twards a greener, mre cnscius playtime.
21. What inspired Charltte t start Lved Befre?
A. The imprper treatment f ld tys.
B. The new attitude tward dg tys.
C. The prfits frm charities.
D. The dnatins frm kids.
22. Accrding t the passage, Lved Befre ______.
A. fulfils ty wners’ wishes
B. helps t cure sick children
C. shares the tys’ life stries
D. buys thrughly cleaned tys
23. What is the significance f Lved Befre?
A. Achieving perfectin in life.
B. Stressing the impact f teddies.
C. Prmting the prductin f tys.
D. Raising envirnmental awareness.
B
I have always felt mst cmfrtable in the classrm, and I enjy the recgnitin frm family and teachers fr accmplishing a jb well. Althugh I was a high achiever, I was nt a student wh jined every club. Thrughut my life, I wanted t learn mre than I wanted t be in a bunch f extracurriculars (课外活动).
My academic jurney cntinued at a cmmunity cllege, where I jined the student newspaper. In the newsrm, I discvered an engaging, fast-paced wrld that allwed me t never stp learning. It was just what I had expected. Nw my transfer (转学) t Drake University fr a jurnalism degree was a n-brainer. It was exciting t see my future becme clear, but I never pictured the shck waves headed my way.
The campus phenmenn knwn as “Drake Busy” was cmpletely unexpected. The term describes the idea that cnstant busyness is the main indicatr f cllege success. Within the first week, I felt heavy pressure t be active in all the ways my peers (同伴) were. I saw students trying t balance multiple jbs and rganizatins alngside schlwrk. As a student used t having cnfidence in the classrm, I felt this new standard threatened my identity and wrsened my anxiety. I spent my first term struggling with dubts abut my wrthiness. My anxius thughts tricked my mind int believing lies like “Yu’re nt gd enugh.” A part f my mind realized thse thughts were nt true, but that sensible vice was a whisper cmpared t the shuts f dubt. As a witness t this battle every day, I have learned that smetimes it just takes time t chip away at my mind’s inventins.
In time, I recgnized that my experience as a transfer student was different but valuable. The utsider perspective helped me tackle “Drake Busy”. I watched peple trying t d t much at the expense f their well-being. I wanted t shake them and say, “Why d this t yurself?”
Instead f fighting the current, I eventually learned t swim in my wn lane. The pressure didn’t disappear, but my need t give in t it did. I realized that my wrth wasn’t calculated by the number f meetings n my calendar, but by the real satisfactin I felt in my wrk. On the days I managed t balance my ambitin with my peace f mind, I felt mst mtivated. I discvered that: true success is defined internally, nt by the nise arund yu.
24. Befre entering Drake University, the authr ______.
A. adpted a relaxing lifestyle
B. lnged t becme a teacher
C. struggled t chse a majr
D. perfrmed well academically
25. Hw did the authr feel within the first week at Drake University?
A. Unaccustmed. B. Relieved.
C. Regretful. D. Expectant.
26. What des the authr think f the “Drake Busy” lifestyle?
A. It lwers students’ learning efficiency.
B. It indicates students’ future success.
C. It threatens students’ well-being.
D. It erases students’ self-dubt.
27. What message des the passage deliver?
A. Outsiders rarely win.
B. Yur wn pace matters.
C. Busyness equals wrthiness.
D. Yur anxiety drives yu frward.
C
Intelligence is changing. Fr mst f mdern histry, IQ was treated as the gld standard fr ptential, and later, EQ became the best way t succeed in relatinship-driven spaces. Nw, bth are being challenged because AI mdels can cmplete cgnitive (认知的) tasks with superir speed and accuracy while simulating (模拟) emtinal cnnectins with users in ways that feel increasingly realistic.
Many f the abilities we nce relied n t stand ut are n lnger exclusively human. Once, being the smartest in the rm ensured success. Tday, this advantage weakens—AI drafts cmplex strategies and prcesses infrmatin at a range and speed n human can match. The differentiatr shifts frm accessing infrmatin t interpreting it wisely, leaving many questining their place as human skills are easily autmated.
One capacity gaining attentin is spiritual intelligence (SQ). Althugh the term is ften misunderstd as religius, mst researchers use it in a wrldly way t describe hw peple find meaning and directin in their lives. The cmmn thread is that SQ can influence hw we rient（标定方向）urselves when familiar strategies fail, encuraging us t questin whether prductivity alne can sustain a meaningful life.
SQ can serve as a framewrk t exercise ur agency and stay cnnected t what matters during perids f rapid change and uncertainty. Unlike IQ and EQ, SQ resists autmatin because it develps thrugh lived experience and the nging prcess f making meaning in ur lives. It helps us perceive nt nly what we can d, but why it matters.
Current research has assciated higher levels f SQ with greater resilience（韧性）, mre mral leadership behavirs, higher well-being, and strnger interpersnal trust. One incredible explanatin is that SQ strengthens ur sense f agency: when we rt ur decisins in meaning, we apprach cmplexity with intentinality instead f urgency. Such value is reflected in its key qualities.
Three key qualities f peple wh have develped SQ are ften identified in research. First is systems awareness. Schlars believe SQ enables a brader perspective t spt event patterns and cnnectins, with qualitative studies shwing high SQ scrers ften think interdependently. Besides, individuals with strng SQ tend t exhibit a purpse-driven rientatin. Cambridge research suggests that having a sense f purpse is linked t mtivatin, creativity and well-being. SQ centers n crrelatinal rather than definitive. Equally imprtant is the quality f presence. Practices like mindfulness tied t SQ reduce reactivity and bst attentin regulatin, helping individuals stay grunded under stress fr intentinal actins.
Perhaps SQ's mst ntable trait is its gradual grwth, with n dramatic reinventin needed. It emerges thrugh hnest reflectin and a willingness t revisit lng-held beliefs, accessible t anyne willing t engage with themselves intentinally and curiusly. As AI advances, human uniqueness may shift frm what we can prduce t hw we interpret, make chices, and live ut ur values. IQ and EQ will remain valuable, but n lnger define ur uniqueness. SQ—the ability t find cnsistence amid rapid change—may becme ur mst essential human skill.
28. What are the first tw paragraphs mainly abut?
A. Why new cmpetitive skills are challenged.
B. When traditinal human advantages will fail.
C. Hw human uniqueness is shifting in the AI era.
D. What makes AI superir in infrmatin prcessing.
29. What can be inferred abut spiritual intelligence?
A. It prves t be the cause f purpse.
B. It grws by abandning lng-held beliefs.
C. It helps peple stay rted amid uncertainty.
D. It facilitates urgent decisins in cmplex situatins.
30. Which wuld be the best title fr the passage?
A. SQ’s Advantages Over IQ & EQ
B. The Rise f Spiritual Intelligence
C. The Develpment f Human Intelligence
D. Hw Human Intelligence Outperfrms AI
D
Pictures and vides f all srts f animals regularly g viral these days because peple cnnect with the apparent jy, friendship and playfulness f these animals. Unfrtunately, the initial enthusiasm f these psts is ften squashed by smene rightly nting that the animal’s reactin is nt jy r pleasure, but fear, anger r pain.
The reasn we ften get cases like this wrng is that we interpret the emtinal cntent f many behavirs autmatically and uncnsciusly. This is a versin f anthrpmrphism: interpreting animals as we wuld interpret anther human. The standard view has been that anthrpmrphism is primarily an errr f verestimating the intelligence f animals. In recent decades, many authrs have pushed back against this attitude twards anthrpmrphism, arguing animals are a lt like us and that many “anthrpmrphic” claims abut animals are actually true.
Instead f getting caught in a black-and-white debate, hwever, I want a mre cmplicated, infrmed discussin f cmpeting ideas. Once we agree that animals d, in fact, have emtins, we can acknwledge that the anthrpmrphic mistake is nt seeing emtin where there is nne—it is seeing the wrng emtin.
Each f us has a set f perceptual, emtinal and cgnitive capacities that allw us t engage and understand ne anther scially. These capacities help guide and structure all srts f interactins, and we are generally nt even aware we are using them. They are generally, but nt perfectly, tuned fr human interactin. Things can get messy, thugh, when we use them t interpret animals. Perhaps the best-studied versin f this is the primate “grin” (灵长类动物的咧嘴笑). The animal is nt happy, it turns ut. The exact signaling functin varies by species, but it usually signals smething mre like fear r anxiety, ften by a submissive individual in a tense scial situatin. This is, in fact, anthrpmrphism, because yu are interpreting an animal’s behavir in the same way we wuld interpret human behavir. This kind f anthrpmrphism is a frm f cgnitive bias (偏见) resulting frm shrtcuts taken by ur reasning prcesses, usually withut ur awareness.
We shuld apprach the tpic f anthrpmrphism frm the angle f bias. Traditinally, assumptins abut hw and when peple anthrpmrphise have been s fixed that the psychlgy did nt seem wrth investigating. Slightly different attitudes can be fund. Fr example, even thugh they advcate fr anthrpmrphic views f animals, the zlgists Jesús Rivas and Grdn Burghardt memrably nte that it can be tricky: “Anthrpmrphism cmes in many frms and can catch yu ff guard!” While the recgnitin f “many frms” is prgress, it makes the need fr evidence-based research nly mre pressing. By fcusing n implicit (隐性的) anthrpmrphism, we shift attentin frm debating specific “humanlike” features t examining the deeper psychlgical mechanisms that make anthrpmrphism s slippery. This, I believe, is the mst challenging and mst significant dimensin f the prblem.
31. What des the wrd “squashed” underlined in Paragraph 1 prbably mean?
A. Awakened. B. Dampened.
C. Misguided. D. Underestimated.
32. What can we learn abut anthrpmrphism?
A. It turns animals’ negative emtins int psitive nes.
B. It underrates the emtinal capacities f animal species.
C. It cntributes t the shrtcuts f ur reasning prcesses.
D. It reflects the prjectin f human qualities nt animals.
33. The authr qutes Jesús and Grdn t ______.
A. cnfirm the value f anthrpmrphism
B. highlight the cmplexity f anthrpmrphism
C. warn us f the limitatins f anthrpmrphism
D. remind us t view anthrpmrphism psitively
34. What des the authr intend t d by writing this passage?
A. Prpse a fresh perspective.
B. Analyze a wrrying tendency.
C. Evaluate the credibility f a thery.
D. Explre the rigin f a phenmenn.
第二节（共5小题；每小题2分，共10分）
根据短文内容，从短文后的七个选项中选出能填入空白处的最佳选项,并在答题卡上将该项涂黑。选项中有两项为多余选项。
Cut yur sugar, get sme exercise, eat yur vegetables, sleep well. Every day, we are surrunded by infrmatin abut hw t live lnger, healthier, happier lives. 35 It is t engage in the arts.
Over the past few decades, evidence has been increasing t suggest that being mre creative wrks wnders fr ur health. 36 And the results are astnishing, frm music in surgery reducing the amunt f painkillers and anti-anxiety medicines needed, t dance prgrams helping peple with Parkinsn’s disease t walk.
But the arts aren’t just there fr us when we are sick. As a public health scientist, I spend my days lking at data frm studies—massive datasets that cntain thusands f individuals wh have cmpleted questinnaires, had nurse interviews, dnated bld samples and undergne brain imaging every few years f their lives.
37 Using cmplex statistical methds, we can lk at the lng-term relatinship between everyday arts engagement and dzens f health utcmes.
The results are remarkable. Children wh engage mre with the arts have a reduced risk f develping prblems like depressin later in life. Adults wh participate mre frequently in the arts and visit cultural venues are happier and feel mre satisfied with their lives ver the years and decades that fllw.
38 Kindergarteners wh engage in music activities have increased prscial skills as they head int primary schl. Teenagers wh are invlved in bands, dance and editing schl newspapers are less likely t get invlved in antiscial behavirs r crime.
I want t be clear: I am nt suggesting the arts can slve all prblems. 39 But the evidence remains that engaging regularly in creative activities that yu enjy is an investment in yur health that is wrth making.
The benefits aren’t just psychlgical either.
Regular arts engagement ges beynd bsting physical health.
But there is ne piece f advice I bet yu have never been given.
Many f these studies cntain buried questins n arts engagement.
Arts can be inaccessible t peple because f cst and ther reasns.
Crafts, singing, theatre and writing are gd fr us as part f ur daily lives.
Prgrams being develped arund the wrld are starting t integrate the arts int healthcare.
第三部分：书面表达（共两节，32分）
第一节（共4小题；第40、41题各2分，第42题3分，第43题5分，共12 分）
阅读下面短文，根据题目要求用英文回答问题。请在答题卡指定区域作答。
It ften tk me weeks r even mnths t begin writing smething. I tended t put it ff, reasning that at sme pint I wuld land in that perfect mment where my thughts wuld flw. But that mment didn’t always arrive, and I ended up putting tgether a hurriedly written piece nly when the deadline became dangerusly clse.
It was 10 p.m. n a winter night and I was sitting at my laptp, staring at a blank Wrd dcument. My thesis prpsal deadline apprached. I hadn’t written a wrd despite weeks f thinking. Earlier that evening, when I met anther Ph.D. student, Sachin, fr ur regular mnthly dinner, he was equally stuck—buried under the weight f a fellwship applicatin. We set ut t make a change. S, we made a pact (约定): After dinner, we wuld sit tgether, laptps pen, phnes away, n excuses. It was the fuel I needed t finally start writing.
Our infrmal pact sn became a habit. We scheduled weekly 90-minute sessins, which gave us a distractin-free space t write smething, hwever imperfect. We began each sessin by naming a small gal. That 5-minute planning made the rest f the sessin surprisingly prductive. Instead f wrrying abut writing an entire prpsal, we nly had t finish a tiny piece f it. Thse small wins built cnfidence. A few sentences grew int paragraphs, then int cmplete prpsals with enugh time befre the deadline t get feedback frm prfessrs. Writing never gt easy, as I’d hped, but it became less islating and mre prductive. Sachin and I had bth seen ur mates face similar challenges and wanted t bring this experience t a brader grup. S we launched c-wrking sessins fr the students in ur department. We started with 5 minutes f gal setting, fllwed by 75 minutes f silent, fcused writing, and ended with a shrt reflectin perid.
Nw dzens f students have attended. What began as tw anxius students staring at blank screens has grwn int a small cmmunity that makes writing less lnely. Our experience shwed us that accuntability and a shared sense f purpse can lwer the barriers that make writing s scary. N ne shuld have t write alne.
40. What was the pact between the authr and Sachin fr writing?
41. Why did the authr and Sachin start c-wrking sessins fr their mates?
42. Please decide which part is false in the fllwing statement, then underline it and explain why.
The c-wrking sessins helped t remve the blck that made writing frightening.
43. Apart frm making a pact, what ther way(s) wuld yu use t imprve prductivity? (In abut 40 wrds)
第二节（20分）
假设你是红星中学高三学生李华。你的英国好友 Jim 听说你参加了全球青少年机器人设计大赛，想了解相关情况。请你用英文给他发邮件，内容包括:
1. 介绍你的参赛作品；
2. 分享参赛感想。
注意：1.词数100左右；
2.开头和结尾已给出，不计入总词数。
Dear Jim,



Yurs,
Li Hua
（请务必将作文写在答题卡指定区域内）
参考答案
第一部分：知识运用(共两节，30分)
第一节(共10小题；每小题1.5分，共15分)
1. A 2. B 3. B 4. D 5. C
6. C 7. A 8. D 9. D 10. A
第二节(共10小题；每小题1.5分，共15分)
11. calmly 12. where/ when 13. Sught 14. Dne 15. between
16. has gained 17. Allws 18. t build 19. Hw 20. Partnering
第二部分：阅读理解(共两节，38分)
第一节(共14小题；每小题2分，共28分)
21. A 22. C 23. D 24. D 25. A
26. C 27. B 28. C 29. C 30. B
31. B 32. D 33. B 34. A
第二节(共5小题；每小题2分，共10分)
35. C 36. G 37. D 38. A 39. E
第三部分：书面表达(共两节，32分)
第一节(共4小题;第40、41题各2分,第42题3分,第43题5分,共12分)
40. After dinner, they wuld sit tgether, laptps pen, phnes away, n excuses.
41. Because they had bth seen their mates face similar challenges and wanted t bring this experience t a brader grup.
42. The c-writing sessins helped t remve the blck that made writing frightening. The c-writing sessins helped t lwer the barriers that made writing frightening.
43.略