2026年山东菏泽市高三下学期二模英语试题（无答案）

这是一份2026年山东菏泽市高三下学期二模英语试题（无答案），共13页。试卷主要包含了听力选择题，阅读理解，未知，语法填空等内容，欢迎下载使用。

一、听力选择题
1．What des the man mean?
A．He sent the suit ut.
B．He has cllected the suit.
C．He has called the dry-cleaner’s.
2．What are the speakers talking abut?
A．The bright mn.B．The shrt winter.C．The snwy scenery.
3．What is the man ging t d?
A．Attend a family reunin.
B．Visit his cusins abrad.
C．Hst a wedding anniversary party.
4．Where des the cnversatin take place?
A．At a restaurant.B．At a supermarket.C．At the wman’s huse.
5．What are the speakers talking abut?
A．Their daily activities.B．Their persnal qualities.C．Their career plans.
听下面一段对话，回答以下小题。
6．Wh is prbably the man?
A．A bilgist.B．A rainfrest explrer.C．A tur guide.
7．What can participants d every few days?
A．Telephne their family.
B．Cntact peple by email.
C．Learn t deal with emergencies.
听下面一段对话，回答以下小题。
8．What cntributes the mst t Echke’s leaving?
A．Her heavy wrklad.B．Her tugh manager.C．Her lw salary.
9．What des the man prmise t d?
A．Reprt the cmment.
B．Cntact ther departing emplyees.
C．Mve Echke t anther department.
听下面一段对话，回答以下小题。
10．What did Harry think f having a credit card?
A．Useful.B．Expensive.C．Unnecessary.
11．What did the bank clerk prmise Harry?
A．A lw interest rate.B．A student special.C．A high credit limit.
12．What will the wman prbably d next?
A．Cntact the bank.B．Write a letter.C．Read the terms.
听下面一段对话，回答以下小题。
13．What des the wman d befre starting the survey?
A．She asks abut the man’s emplyer.
B．She cmments n sme cmpanies.
C．She shares her shpping preferences.
14．What is the purpse f the man’s survey?
A．T prmte fd fr children.
B．T publicize ec-friendly shpping.
C．T reduce the cst f sme prducts.
15．What kind f prduct packaging des the wman supprt?
A．Luxurius.B．Bright.C．Simple.
16．What is the wman’s pinin n buying ec-friendly prducts?
A．It’s trublesme.B．It’s cmmn.C．It’s necessary.
听下面一段独白，回答以下小题。
17．What has the z recently dne?
A．It has expanded its grunds.
B．It has built mre parking lts.
C．It has intrduced new regulatins.
18．Why did the z give up the dg-walking area?
A．There was nt enugh space.
B．It shuld priritize wild animals.
C．Dgs wuld be scared by ther animals.
19．What animal may be the mst ppular at the z?
A．The lin.B．The bear.C．The kangar.
20．What can visitrs get fr a fee f five dllars?
A．A guided tur f the z.
B．A picture taken with Frisbee.
C．Admissin t the exhibitin center.
二、阅读理解
Life Skills fr Teens t Thrive
Spring 2026 Registratin is pen!
The Thrive prgram, launched by Live Like Sam and WeBeWell, is a preventative mental health initiative that empwers and strengthens yuth well-being. Our dynamic rganizatins have partnered t help address the grwing natinwide mental health crisis. Thrive delivers an evidence-based curriculum frm the fields f psitive and clinical psychlgy that prmtes well-being, happiness, and resilience (韧性)in students.
21．What d we knw abut the curriculum?
A．It is evidence-based.B．It is usually free.
C．It is given ffline.D．It is pen all the year.
22．What d the three graduates think f the prgram?
A．Eye-pening.B．Rewarding.
C．Challenging.D．Refreshing.
23．What is the main purpse f the text?
A．T encurage teens t sign up.B．T reprt the mental health crisis.
C．T explain clinical knwledge.D．T share graduates’ grwth stries.
三、未知
A few years ag, teenager Mia Heller came acrss an article in her lcal newspaper abut nging water quality issues in her neighbrhd in Warrentn, Virginia. Tests had revealed that the water available fr daily cnsumptin was highly plluted by micrplastics. Nt lng after that, Heller’s parents invested in a water filtratin system at her hme. The system, hwever, cmes with high price tags and cnstant upkeep. Seeing her mther replace the water filter membranes（膜）time and again, Heller set ut t find a better slutin.
By early January f 2025, after testing in her garage and kitchen and vercming bstacles, she had a wrking prttype（原型）. “It was essentially just a cntainer,” she says. Within the cntainer was her filtratin system, Heller chse a reusable magnetic（磁性的）il called ferrfluid t selectively bind t micrplastics as water flws thrugh her filtratin system. While her mdel successfully filtered ut the micrplastics frm the water in tw simple steps, the system still required cnstant maintenance, as it did nt self-recycle the ferrfluid.
Determined t find an answer, Heller cntinued experimenting. Abut five trials later, she fund the perfect slutin. Her current prttype, which is abut the size f a standard bag f flur, cnsists f three mdules. The first unit, abut a liter in vlume, hlds the plluted water inside it, while the secnd stres the magnetic il-based ferrfluid. The cre prcess takes place in the third mdule, which is much smaller. “A magnetic field pulls the micrplastics ut f the water, and the ferrfluid is recvered and reused in a clsed circle,” explains Heller.
Accrding t her tests, her prttype successfully remved 95.52 percent f micrplastics frm the water and recycled 87.15 percent f the ferrfluid. Traditinal drinking-water treatment plants remve abut 70 t mre than 90 percent f micrplastic cmpnents. “The result is an affrdable, lw-waste filtratin system withut the use f a slid membrane,” says Heller.
Fr her innvatin, Heller was a finalist in the 2025 Regenern Internatinal Science and Engineering Fair, the wrld’s largest glbal science cmpetitin fr high schl students.
24．What directly drve Heller t seek a better slutin?
A．Lcal water pllutin.B．High husehld expenses.
C．Frequent maintenance.D．Inspiratin frm a newspaper.
25．What is the key fr the current prttype?
A．Its special cntainer.B．Its tw-step filtratin.
C．Its three-mdule structure.D．Its clsed-circle recyeling.
26．Which f the fllwing best describes Heller accrding t the text?
A．Careful and cnsiderate.B．Curius and cautius.
C．Respnsible and creative.D．Ambitius and cperative.
27．What can we learn frm Heller’s stry?
A．A change is as gd as a rest.B．Great minds think alike.
C．April shwers bring May flwers.D．Small savings can add up.
四、阅读理解
Breakfast is the mst imprtant meal f the day, and hw it is served matters, t. When peple d, they take much mre than they eat. Cmpared with rdering frm the menu, buffet breakfasts waste mre fd — up t twice as much, accrding t ne study.
Experts have puzzled fr years ver hw t encurage eaters t shw a little cntrl. Previus research has fund that factrs which influence hw much ends up in the bin range frm natinality t the size f the plates. The passive-aggressive signs n sme buffet tables asking guests t take nly what they knw they will plish ff have been shwn t increase the piles f leftvers.
Nw researchers in Nrway and Italy have cked up a new idea. They have built a virtual breakfast buffet ppulated with virtual guests and are using it t find the best strategies t make buffet-gers leave behind fewer leftvers.
The team settled n fur main mtivatins guiding their mdel’s buffet gers: peckishness (饥饿), the desire t live sustainably, scial pressure and self-cntrl. They then verlaid external drivers that turned thse mtives int behaviur. These altered variables such as the duratin f the buffet, the size f plates and the diversity f fd n ffer.
The result suggested the mst imprtant influence in limiting waste was, unsurprisingly, smene’s attitude t sustainability. Plate size was the mst imprtant f the external drivers: althugh the peple in the mdel with bth small and large plates went back fr mre, thse with smaller plates tended t finish what they tk. Hw lng guests were allwed t stick arund and what fd they culd enjy had less f an impact.
Htels culd use the virtual buffet t minimise fd waste. They culd see what happens if plates were 20% smaller, fr example. They culd als wrk ut exactly hw thse annying signs culd be rewritten t have the mst useful effect given a htelier’s typical custmers.
28．What is the prblem fr buffets?
A．Offering prper service.B．Satisfying eaters’ tastes.
C．Cntrlling prtin size.D．Adjusting eating duratin.
29．What affects buffet-gers mst accrding t the mdel?
A．Peer pressure.B．Green mindset.C．Plate size.D．Natinality.
30．Hw des the virtual buffet benefit htels?
A．It enriches the menu.B．It changes service hurs.
C．It rearranges table signs.D．It prvides practical data.
31．What is a suitable title fr the text?
A．A Shift in Breakfast Buffet Habits.B．Virtual Mdel Lwers Breakfast Waste.
C．Live Yur Day with Sustainable Fd.D．A Cmputer Mdule fr Buffet Breakfasts.
Large language mdels (LLMs) are trained n the written wrd, frm textbks t scial media psts, and ur speech as captured in mvies and n televisin. These mdels have minimal access t the unscripted (即兴) cnversatins we have face-t-face r vice-t-vice. This is the vast majrity f speech, and a vital cmpnent f human culture.
There’s a risk t this. The increased use f LLMs means we humans will encunter much mre AI-generated text. We humans, in turn, will begin t adpt the linguistic patterns and behavirs f these mdels. This will affect nt just hw we cmmunicate with ne anther, but als hw we think abut urselves and what ges n arund us.
One f the first effects we culd see is in simple expressin, much as texting and scial media have resulted in us using shrter sentences, emjis instead f wrds, and much less punctuatin. But with AI, the impacts may be mre harmful. A 2022 study fund that children in husehlds that used vice cmmands with tls like Siri and Alexa became curt when speaking with humans, ften calling ut “Hey, d X” and expecting bedience.
Additinally, LLMs may nt learn hw t emulate (模仿)the free-wheeling nature f live, natural speech. When tld “I hate Beth!”, ChatGPT replies with an uninterrupted three-part frmula f cnfirmatin (“That’s cmpletely valid”), invitatin (“I’m here t listen”) and invitatin (“What’ s ging n?”), far lnger than any reply in face-t-face dialg. “What’s Beth’s deal?” sets ff a bullet pint list f queries that reads like a multiple chice exam questin (“Is Beth a celebrity?” “a friend frm schl?” “a fictinal character?”). N human speaks that way, at least nt yet.
We dn’t pretend t knw what the best slutins might be. But ne has t imagine: if there’s ingenuity (才能)t develp AI mdels, then surely there’s ingenuity t cme up with a way t train them n infrmal human speech. Peple talk, fully and naturally, t each ther — these mdels are being trained t mirrr everything but us at ur mst authentically human.
32．What is the first paragraph mainly abut?
A．The diverse surces fr LLM training.
B．The value f face-t-face cnversatins.
C．The ways humans access LLMs.
D．The inadequacy f LLM training.
33．What des the underlined wrd “curt” in paragraph 3 prbably mean?
A．Rude.B．Excited.C．Anxius.D．Cnfused.
34．Hw des ChatGPT respnd t persnal remarks?
A．In a fixed pattern.B．With casual cmments.
C．In a way human thinks.D．With fllw-up questins.
35．What des the authr want t cnvey in the last paragraph?
A．The best slutin is easily available.B．LLMs need unscripted cnversatins.
C．AI mdels reflect true human feelings.D．AI ges far ahead f human intelligence.
五、未知
In an age f digital distractin, speed is celebrated. We skim news headlines, scrll scial media, and jump between texts, treating reading as a task t finish quickly rather than an experience t enjy. ____36____ Yet a quiet mvement called slw reading is encuraging peple t rediscver the depth and jy f reading at a gentle pace.
Slw reading is the practice f engaging with a text mindfully, taking time t understand ideas, appreciate language, and reflect n meaning. It cntrasts sharply with speed reading, which priritizes quantity ver quality, and digital reading, which encurages skimming and multitasking. ____37____ It is a richer, mre meaningful way t interact with written wrds. When we read slwly, we activate deeper parts f the brain invlved in analysis, empathy, and reflectin.
The rise f digital media has made slw reading harder t practice. Screens are designed fr quick cnsumptin, with hyperlinks, ntificatins, and shrt paragraphs that discurage deep fcus. ____38____ This “digital attentin defieit（缺失）” affects learning, wrk, and mental well-being.
____39____ It applies t any text, frm articles t pems. Simple techniques can help anyne adpt the practice: setting aside dedicated time withut devices, reading alud, taking ntes, and pausing t reflect n key pints. These small changes turn reading frm a hurried chre int a calming, rewarding activity.
The slw reading mvement is nt against technlgy r prgress. It simply reminds us that reading is a human experience, nt a perfrmance criterin. By slwing dwn, we recnnect with the pwer f wrds t inspire, challenge, and transfrm us. In a fast-paced wrld, slw reading is nt just a skill. ____40____.
A．It is a frm f self-care.
B．Slw reading is nt just fr bks.
C．It reduces stress and imprves mental clarity.
D．Advcates argue that slw reading is nt inefficient.
E．A wide range f cntent is easily accessible n digital devices.
F．This rushed apprach weakens cmprehensin, memry, and critical thinking.
G．Many peple admit failing t read a lng article r bk withut feeling restless.
When I was a sphmre at Westbrk High Schl, Cach Carter tk ver ur basketball team, which had lng been a ttal laughingstck. Fr years, we had ________ far mre games than we culd cunt; ur practices were ________ and disrganized; and the lcker rm was always filled with indifference and endless ________. At 1.93 meters with a lw vice and a cnstant frwn, he ________ a frightening figure. We all expected him t strm in, yell at us, and demand instant wins, but what he gave us was a precius lessn in character, perseverance, and the true ________ f winning.
Instead f starting with basketball drills, his first ________ began with a lud speech: winning is abut effrt, respect and self-imprvement, nt just ________. He set strict rules, made us run until exhausted t build mental ________, and asked us t learn frm ur lsses. We lst ur first ten games, facing deafening lud cmplaints and cruel insults（辱骂）, and wanted t ________, but he calmly encuraged us t keep ________ with all ur hearts.
Slwly, we ________ — shwing up early fr practice, ________ each ther instead f blaming, and playing with passin. Halfway thrugh the seasn, we wn a ________ game. Thugh we ________ with 8 wins and 16 lsses, we became better peple. Years later, I still remember his wrds: that seasn, we didn’t win many games, but we wn the game f ________, the nly victry that truly matters.
41．A．sweptB．wnC．createdD．lst
42．A．messyB．busyC．emptyD．smth
43．A．dubtsB．quarrelsC．cmmentsD．cries
44．A．drewB．hitC．cutD．gave
45．A．meaningB．endingC．thinkingD．suffering
46．A．matchB．practiceC．actinD．missin
47．A．recrdsB．tasksC．rewardsD．scres
48．A．illnessB．pennessC．tughnessD．tiredness
49．A．give upB．set ffC．pass dwnD．try ut
50．A．runningB．fightingC．learningD．watching
51．A．changedB．struggledC．agreedD．realized
52．A．chasingB．disturbingC．supprtingD．hugging
53．A．wide-spreadB．well-preparedC．newly-fundD．hard-fught
54．A．startedB．finishedC．handledD．cnnected
55．A．teamB．futureC．lifeD．wrld
六、语法填空
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。
A Chinese culture-themed exhibitin made its debut (首次亮相)at the Paris Bk Festival, 56 ran thrugh Sunday, ffering French and Eurpean audiences a windw int cntemprary China thrugh bks, art and cultural prducts. This exhibitin ffers French readers and publishing prfessinals a valuable pprtunity 57 (understand) mdern China and appreciate the richness f Chinese culture.
Mre than 260 items are 58 display at the Chinese stand, including ver 210 bks and peridicals, as well as cultural prducts, illustratins and handicrafts. Highlights include knwledge series such as China Keywrds and Decding China’s Discurse. French-language editins f literary classics, including wrks by Lu Xun, ne f the mst 59 (wide) read Chinese authrs ever, are als featured.
This year’s festival 60 (attract) abut 450 publishers, mre than 1,200 authrs and ver 114,000 visitrs frm France and acrss Eurpe, highlighting 61 (it) rle as a glbal platfrm fr cultural exchange. French President als visited the event, where the exhibitin areas saw a steady flw f visitrs, 62 (reflect) strng public interest.
Fcusing n technlgical 63 (innvate), knwledge disseminatin (传播)and crss-cultural cmmunicatin in the age f AI, the event featured a panel explring new pprtunities and challenges fr peple-t-peple exchanges. Participants shared insights n 64 (tpic) including digital publishing, AI-driven cultural interactin and the glbal cmmunicatin f Chinese narratives, reflecting the 65 (grw) rle f emerging technlgies in shaping future cultural dialgue between the tw cuntries.
七、未知
66．假设你是李华，你校正开展“DIY”主题项目式学习活动。请你给外教Mr. Smith写一封电子邮件，介绍你的作品，内容包括：
1.作品的名称与制作过程；
2.你的收获与感悟。
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。
Dear Smith,
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yurs,
Li Hua
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。
I was the village “bad” by. At least I was labelled that way because I had n interest in schl r studies. I used bad language, hung arund with ther “bad” bys, skipped schl and ran thrugh the fields. When I wasn’t playing, I’d help my parents n ur cashew（腰果树）farm. Our cashew farm was like a big frest garden.
When a cashew apple fully ripens, it turns sticky and juicy. The fragrance（香味）is a mild crss between an verripe banana and jackfruit. The air is scented by cashew fruit, and if yu fllw yur nse, it will eventually lead yu t a tree heavy with fruit. At the end f each day, I’d sit with my grandmther. Tgether we’d talk and rast cashew nuts ver the fire. She’d give me a few raw cashew nuts which I sld at lcal stres t make sme mney. I’d spend the mney n eatables like lemn-favured chclates, Parle-G biscuits, which I tk with tea, mang-flavured frti, Pepsi, and famus brand chclates like Kitkat.
Wh’d want t g t schl anyway? N ne thught I wuld d anything wrthwhile with my life. And I’d heard many peple in ur village talking, “Why bther ging t schl? These kids end up back n the farms anyway. He’ll never amunt t anything.”
My mther visualised a different future. She was illiterate（文盲）and knew the value f educatin t create a better life. When I refused t g t schl, she beat me until I dressed and put n my shes. She’d fllw me right up t the dr f the classrm and watch me enter.
This bad by image trubled me. I didn’t believe I was a bad by, and I didn’t want t be a bad by. These thughts stayed buzzing in my mind. They were always with me, like msquites buzzing arund ur cashew apples. By the time I entered the 12th grade, I had taken a gd lk at myself and realised the life I was creating…
My parents and teachers were disappinted with my average marks. I did nt have any mney. N ne in the village gave me respect.
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。
Paragraph 1:
These realisatins frced me t acknwledge that my mther was right — educatin was my nly way ut.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2:
University was an cean f new peple, new ideas and new life, pening my eyes t a bigger wrld.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
What the prgram isT learn abut the prgram, srt thrugh the chart with detailed infrmatin.
Thrive Prgram
Preventative Mental Health Initiative fr Teens
Prgram Cre
•6-week nline prgram (Zm)
•1 hur per week, same day & time
•Grades 6‒8 and 9‒12 chrts
•Evidence-based curriculum (psitive + clinical psychlgy)
Cst: Free (regularly $500, cvered by grants & dnatins)
Research Award: S60 fr cmpleting 5 f 6 sessins
What Teens Learn
√Well-being & happiness √Healthy relatinships
√Happiness behavirs √Stress cping strategies
√Strengths & values identificatin √Mindfulness & attentin
√Gal-setting fr well-being
Spring 2026: April 20‒May 29 (Register by April 16)
What Thrive graduates have t say“Overall I had a super fun time in Thrive because f the pprtunity t learn abut a tpic that isn’t nrmally discussed arund my friends, family, r schl.”
— Eimee
“After we finished ur last sessin I was able t see myself in a much mre cnfident way knwing I culd find ways t calm dwn and pen up.”
— Olivia
“In Thrive, we learned hw t manage stress, healthy relatinships, strengths, gals, and much mre. These tpics are nt nly imprtant but they are very necessary fr a persn’s wellbeing.”
— Jessica