河南省开封市高级中学2026届高三下学期学情调研（一）英语试卷（Word版附解析）

这是一份河南省开封市高级中学2026届高三下学期学情调研（一）英语试卷（Word版附解析），共10页。
注意事项：
1．答卷前，考生务必将自己的姓名、班级、考场号、座位号、考生号填写在答题卡上。
2．回答选择题时，选出每小题答案后，用铅笔把答题卡上对应题目的答案标号涂黑。如需改
动，用橡皮擦干净后，再选涂其他答案标号。回答非选择题时，将答案写在答题卡上，写在
本试卷上无效。
3．考试结束后，将本试卷和答题卡一并交回。
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。
例：Hw much is the shirt?
A. £19.15. B. £9.18. C. £9.15.
答案是 C。
1. What is the man’s majr?
A. English. B. Cmputer. C. Architecture.
2. What’s the prbable relatinship between the speakers?
A. Cwrkers. B. Friends. C. Husband and wife.
3. When will the shw start?
A. At 5:30 p.m. B. At 6:30 p.m. C. At 7:30 p.m.
4. What is the wman prbably?
A. A custms fficer. B. A salesgirl. C. A secretary.
5. What des Jane think f Jack’s new way?
A. Refreshing. B. Wrkable. C. Extrardinary.
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. Why des Mark need t study this weekend?
A. He has a histry test. B. He has a bk reprt t write. C. He needs t finish a science prject.
7. What d the speakers finally decide t d tgether?
A. Study fr the test. B. G t the cinema n Sunday. C. Meet fr a break n Mnday.
听第 7 段材料，回答第 8 至 10 题。
8. Which part f the museum impressed Jenny mst?
A. The mdel f the Mars Rver. B. The virtual reality experience. C. The space exhibitin in general.
9. Which field interested Jenny during the trip?
A. Cmputer science. B. Space science. C. Envirnmental science.
10. What advice des Jenny give t Jhn?
A. T avid the VR statin. B. T visit n a weekday. C. T bk tickets nline.
听第 8 段材料，回答第 11 至 13 题。
11. What is the main purpse f the vlunteer event?
A. T plant trees in the park. B. T raise mney fr wildlife. C. T tidy up the riverbank.
12. What des Jack think f the activity?
A. It’s very rganized. B. It will be quite easy and fun. C. It’s imprtant fr the envirnment.
13. What will Emma prepare regarding the weather?
A. Raincats. B. Sunscreen. C. Glves.
听第 9 段材料，回答第 14 至 17 题。
14. What psitin is the man applying fr?
A. A marketing assistant. B. A sales manager. C. A prject leader.
15. What challenge did the man face at university?
A. Failing a difficult exam.
B. A team member leaving a prject.
C. Disagreeing with a prfessr’s feedback.
16. What quality des Ms. Evans say the man pssesses?
A. Creativity. B. Language capacity. C. Qualified leadership.
17. Where are the speakers prbably?
A. In a university. B. In a cmpany. C. At a jb fair.
听第 10 段材料，回答第 18 至 20 题。
18. Wh is the speaker talking t?
A. A grup f students. B. A grup f z keepers. C. A grup f climate scientists.
19. Hw many plar bears will be left if n actin is taken?
A. Abut 13,000. B. Abut 26,000. C. Abut 39,000.
20. What is the speech mainly abut?
A. The threats plar bears face.
B. The effects f climate change.
C. The interactins between humans and plar bears.
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
Have yu dreamed f traveling arund t enrich yur life? Here are sme destinatins where yu can pen the
dr t sme wnders.
Athens Riviera, Greece
Flying r bating t a Greek island is a great treat. But yu can have a similar experience n the Athens
Riviera. Here yu can enjy the beautiful Mediterranean Sea, fresh seafd and quiet seaside villages. And all f
this is just a shrt walk away frm Athens, a lively Eurpean city full f culture and histry, including stries frm
ancient Greek myths (传说).
Mrcc
As rebuilding effrts cntinue fllwing the September 2023 earthquake in the Atlas Muntains, turism in
Mrcc is mre imprtant than ever in 2026, cnsidering its influence n the natinal ecnmy and the lcal
cmmunities it supprts. Mst sites in Marrakech are welcming travelers back, while guests at the recently
repened Virgin Limited Editin Kasbah Tamadt in the Atlas Muntains can cntinue t dnate t rebuilding lcal
cmmunities.
The Magdalena River, Clmbia
Flwing nrthward acrss Clmbia between tw Andean muntains, the Magdalena River is ne f Suth
America’s mst attractive waterways. It is a gateway t histric twns frm the Spanish Clnial Age and jungles
full f wild birds and ther wildlife. Even as the rest f the cuntry has pened t turism, thugh, the Magdalena
River has remained nearly untuched until nw.
Calabria, Italy
Calabria, the “te (脚尖)” f Italy’s “bt”, may be ne f the cuntry’s mst less-visited regins, but it
presents culture, traditinal fd, histry and natural beauty in unexpected ways. Traveling in its wild spaces, yu
can still see shepherds (牧羊人) walking muntain rads in grups; visit families making silk, live il, wine and
cheese the way that has been used fr generatins; and explre centuries-ld villages like Badlat. Yu can als
visit ancient ruins, sme f which date back t Magna Graecia when the Greeks arrived in the 8th century B.C.
21. Which destinatin cmbines seaside relaxatin with legendary stries?
A. Athens Riviera, Greece. B. Mrcc.
C. The Magdalena River, Clmbia. D. Calabria, Italy.
22. Why is turism imprtant t Mrcc nw?
A. It fcuses n repening luxury htels. B. It aims t prmte cultural exchanges glbally.
C. It helps attract freign investment fr rebuilding. D. It plays a key rle in recvery and lcal ecnmy.
23. What d the last tw destinatins have in cmmn?
A. They ffer a variety f water sprts. B. They are bth less-traveled destinatins.
C. They are lcated n the same cntinent. D. They are famus fr their mdern cities.
B
Li Wei never expected that his childhd lve fr traditinal Chinese architecture wuld be linked t his
career. Raised in Beijing’s hutngs, he was deeply attracted by centuries-ld wden structures and curtyard
designs, spending weekends drawing ancient buildings and studying traditinal cnstructin techniques — while
his peers (同龄人) pursued careers in tech r finance.
His grandfather, a retired wdwrker, ften emphasized: “Architecture preserves ur cultural identity fr
future generatins.” These wrds deeply influenced Li Wei, wh pursued a degree in civil engineering at his
parents’ urging. “We wanted smething practical fr him,” his mther recalled. “Traditinal architecture seemed
like a specialized field with limited prspects.”
In his secnd year f university, a gvernment “Cultural Heritage Revival Prgram” changed his path. The
initiative, aiming t restre histrical sites and create jbs fr yung prfessinals, let him cnnect persnal
interests with natinal needs. He switched t architectural cnservatin and jined restratin prjects.
The change was tugh: traditinalists dubted his mdern engineering apprach, and classmates questined
his fcus n “ld buildings”. Yet his unique mix f engineering accuracy and artistic sensibility prved invaluable.
His innvative methds t strengthen ancient structures withut lsing histrical value caught senir architects’
attentin.
After graduatin, Li Wei jined a state team restring less knwn buildings in the Frbidden City. His
sustainable restratin techniques earned recgnitin frm the Natinal Cultural Heritage Administratin. Nw 28,
he leads a yung team balancing preservatin with mdern functinality.
“I never thught my hbby culd matter s much,” Li Wei reflected. “Persnal passin and natinal
develpment aren’t separate — their intersectin builds meaningful careers.” His stry inspires mre yung
Chinese t link their interests clsely with natinal gals, fstering (培 育 ) a new generatin f prfessinals
serving bth passin and cuntry.
24. What first inspired Li Wei in traditinal Chinese architecture?
A. His parents’ practical career advice. B. His wish t be different frm thers.
C. A gvernment prgram at university. D. The hutng life and his grandfather’s wrds.
25. What was the “Cultural Heritage Revival Prgram”?
A. A private prgram Li Wei jined. B. An fficial prject fr ld buildings.
C. A university research pprtunity. D. An upcming architectural cmpetitin.
26. What made Li Wei’s restratin special?
A. His tendency t wrk independently. B. Rebuilding structures cmpletely new.
C. His fcus n mdern building methds. D. Integrating engineering skills with art sense.
27. What is Li Wei’s main message t yung peple?
A. Gvernment jbs ensure security. B. Listen t yur parents’ career advice.
C. Cmbine persnal interests with natinal needs. D. Traditinal architecture is better than engineering.
C
D yu ften feel anxius after searching symptms f illnesses nline? Chances are that yu are nt alne.
Many thers have reprted t have had similar experiences. A study frm Saudi Arabia explres a mdern health
issue knwn as cyberchndria, r “Dr. Ggle”. This is a term that is used t describe the increased health anxiety
that can gradually develp frm ver searching fr health infrmatin n the Internet. Cncerns have been raised
abut a grwing verdependence n Internet platfrms fr health infrmatin, which may lead t increased health
fears.
The research, which was riginally published in 2025, invlved 422 participants cming frm primary
healthcare centers. It fund that certain factrs such as age, gender, and educatin level were significantly linked t
this behavir. The study used structural equatin (方程) mdeling t reveal that cyberchndria nt nly directly
increases health anxiety but als perates thrugh the mediatr (中介物) f health literacy.
This means that individuals wh frequently turn t the Internet t search symptms may experience
heightened anxiety. This relatinship is particularly nticeable in peple with lwer levels f health literacy, which
is the ability t access, understand, and use health infrmatin t make infrmed decisins. When health literacy is
lw, the impact f nline searches n anxiety is greater.
The researchers cncluded that this is a cmplex phenmenn intercnnected with demgraphic (人口统计的)
and behaviral patterns. Slving such cmplex prblems requires a cmprehensive strategy supprted by thrugh
lgical reasning and in-depth cmprehensin. They highlighted the imprtance f develping interventins t
address the challenges assciated with the veruse f nline health infrmatin-seeking and imprving verall
health utcmes, especially health literacy, which culd help reduce cyberchndria and its assciated health anxiety.
Empwering individuals with better skills t evaluate nline health infrmatin is crucial, making them active
partners in their wn care rather than passive recipients f alarming search results.
28. What des the underlined wrd “cyberchndria” in paragraph 1 refer t?
A. A dctr prviding treatments nline.
B. Health anxiety fueled by nline searches.
C. A lack f access t reliable health infrmatin.
D. Physical illnesses caused by using cmputers t ften.
29. Which factr is strngly assciated with cyberchndria?
A. Incme level. B. Educatinal backgrund.
C. Dietary preferences. D. Favrite scial media.
30. What rle des “health literacy” play accrding t the study?
A. It directly reduces health anxiety. B. It mtivates peple t search mre nline.
C. It impacts the anxiety frm nline searches. D. It is the primary gal f healthcare educatin.
31. What is suggested in the last paragraph?
A. Ignring all nline search results. B. Imprving nline infrmatin quality.
C. Trusting health advice n scial media. D. Empwering peple t evaluate nline infrmatin.
D
All wh write simple rhymes knw: rhyming wrds must be matched befre starting a new line. Otherwise,
yu might get stuck with ill-chsen wrds like “purple” r “range” that have n rhymes. New research shws AI
shares this understanding. When Claude, an AI system develped by Anthrpic, is asked t write a rhyming pair f
lines, it starts thinking abut the secnd rhyming wrd as sn as the first wrd is written. Given the first line “he
saw a carrt and had t grab it”, the AI immediately thinks abut rabbits and ends the next sentence with a prper
rhyming wrd.
This planning ahead surprised researcher Jsh Batsn. AI usually writes text ne wrd r part f a wrd at a
time, and Batsn expected a simple linear prcess: write the next sentence and nly cnsider rhymes at the line’s
end. Hwever, Batsn’s team built a digital “micrscpe” t explre the AI’s internal structure, discvering
unexpected cmplexity.
The tl tracks which parts f the AI activate when it “thinks”. Fr example, if a sectin lights up whenever
wrds like “bunny” r “rabbit” appear, it is linked t rabbits. This has answered key questins in AI research. Fr
instance, when a chatbt speaks multiple languages, des it stre separate knwledge fr each, r grasp ideas
beynd language? Asking fr the ppsite f “big” (English), “grand” (French) r the Chinese character fr the
same cncept leads t the same AI sectin first, befre language-specific parts translate the idea f “small” int the
right wrd.
This suggests AI is mre capable than believed. While “reasning AI” that shares its thinking prcess makes
rdinary AI seem instinct-driven (本能驱动的), the “micrscpe” reveals planning and thinking in simpler mdels
— nt just pattern matching.
But ther findings are less psitive. When Claude slves math prblems and writes its reasning, its stated
prcess ften differs frm actual thinking. Faced with a hard math questin it cannt answer, the AI makes up an
answer with randm numbers. Wrse still, given a leading questin (e.g., “might the answer be 4?”), it still makes
up cntent and chses numbers t agree with the wrng suggestin.
Batsn ntes that seeing when AI generates answers ffers clues t fix this. The ultimate gal is t avid
cmplex AI adjustments; if we can trust the AI’s stated thinking prcess, understanding its thughts shuld be as
simple as reading its wrds.
32. What des the example f Claude writing rhyming lines shw?
A. AI plans the rhyming wrd in advance. B. AI writes rhymes mre easily than humans.
C. AI ften gets stuck with wrds like “purple”. D. AI writes rhyming lines by randm matching.
33. Why did Batsn’s team develp the digital “micrscpe”?
A. T help AI imprve rhyming ability. B. T translate ideas between languages.
C. T bserve the internal wrking f AI. D. T teach AI t slve difficult math prblems.
34. What can be inferred frm the AI’s perfrmance in different languages?
A. AI is better at English than French r Chinese.
B. AI stres separate knwledge fr each language.
C. AI understands cncepts beynd specific languages.
D. AI translates wrds befre grasping their meanings.
35. What is the text mainly abut?
A. AI utperfrming humans in language. B. AI’s surprising ability t write rhymes.
C. A new methd fr slving AI math prblems. D. A tl revealing AI’s intelligence and limitatins.
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。
Parents and teachers, recgnizing the benefits f multilingualism (多语言能力), are intrducing children t
multiple languages at an early age. 36 It’s abut reshaping their cgnitive (认知的) and neural (神经的)
develpment. Let’s explre hw learning mre languages can benefit a child.
Enhanced memry.
37 This cmes frm the cnstant practice f string and switching between different linguistic systems.
The brain is cntinuusly learning new vcabulary, grammatical rules and meanings, which strengthens memry.
This mental act strengthens wrking memry, the system respnsible fr hlding infrmatin temprarily.
Prblem-slving skills.
Intrducing a new language t children is like giving their brain a cmplex puzzle t slve. They must
recgnize new sunds, grammatical structures and cultural cntexts, training the brain t srt freign data and find
patterns. 38 Children wh learn tw languages becme better at identifying prblems, analyzing situatins
frm different angles and develping creative slutins.
39
Managerial functin is the brain’s cmmand center, managing tasks like planning, fcusing, and multitasking.
Multilingual educatin gives this system a significant bst. Managing multiple language systems requires cnstant
cgnitive cntrl, as children must cntinuusly mnitr which language t use and prevent interference frm ther
languages. This mental discipline strengthens their attentin, task-switching abilities and cgnitive adaptability,
skills that are crucial in every aspect f life.
Critical thinking.
The cncentratin and fcus needed t becme multilingual effectively supprt the develpment f critical
thinking. Multilingual individuals ften shw a heightened ability t analyze their surrundings and ntice
misleading infrmatin. This ability cmes frm the practice f distinguishing between tw r mre language
systems. 40
A. Imprved mental pwer.
B. Earlier scial develpment.
C. This prcess bsts their prblem-slving abilities.
D. It isn’t just abut giving kids a skill fr a glbalized wrld.
E. Multilingual children ften develp superir memry capabilities.
F. The benefits are mst prnunced when it begins befre the teenage years.
G. It trains the brain t evaluate carefully, laying the fundatin fr critical thinking.
第三部分 语言运用（共两节，满分 30 分）
第一节 完形填空（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 四个选项中选出最佳选项。
Gary Vaynerchuk was in his mid - twenties when he felt a deep sense f restlessness. He was running his
family’s wine stre then. He wuld spend nights 41 the Internet, attracted by the rising e-cmmerce and
cntent creatin. He realized that the future f business was nt just n the sidewalk but nline.
He decided t 42 the stre’s traditinal business mdel and launch an nline wine business, Wine
Library. T educate custmers, he started a daily vide blg called “Wine Library TV”. He knew that t stand ut,
he culdn’t be 43 . He had t be energetic and passinate.
His father and ther 44 advisrs were dubtful. “Spending hurs talking abut wine n the Internet? It’
s a waste f time,” they said. 45 , Gary was cnfident. He 46 their cncerns, believing the Internet
was the key t success in the new digital age.
Day after day, he recrded himself, sharing his knwledge with 47 . The initial audience was small, but
he was 48 . He replied t every cmment and 49 with every viewer. Slwly, the shw 50
a lyal fllwing.
His reslve 51 . The nline business explded. Mre imprtantly, Gary had 52 himself nt
just as a stre wner, but als as a visinary and a media persnality. This jurney f 53 taught him that
true success cmes frm integrating yur wrk with bth yur passin and the 54 f the times. He ften
says that the decisin t 55 the Internet and be his true self was the mst crucial step he ever tk.
41. A. creating B. designing C. fixing D. surfing
42. A. preserve B. defend C. abandn D. criticize
43. A. rdinary B. respnsible C. knwledgeable D. serius
44. A. prfessinal B. digital C. financial D. traditinal
45. A. Therefre B. Hwever C. Meanwhile D. Besides
46. A. shared B. strengthened C. ignred D. answered
47. A. dubt B. enthusiasm C. anger D. fear
48. A. patient B. disappinted C. unwilling D. desperate
49. A. cperated B. engaged C. argued D. agreed
50. A. balanced B. recgnized C. gained D. affected
51. A. paid ff B. tk ver C. came ut D. picked up
52. A. taught B. enjyed C. reinvented D. calmed
53. A. self-discvery B. investment C. prmtin D. self-reflectin
54. A. challenges B. pprtunities C. weaknesses D. warnings
55. A. build B. regulate C. fund D. use
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。
Fr directr Lin Mei, staging Cavalleria Rusticana in the twn f Tarmina — which has a rich histry and
amazing landscapes — meant mre than a gegraphical return t the pera’s Sicilian rts. It was als a spiritual
ech (合奏) f the ancient themes 56 run thrugh Mascagni’s 19th-century tragedy (悲剧).
“The pera’s fcus — its burning passins — cnnects 57 (direct) t the universal themes f Greek
tragedy,” Lin says. She used the theater 58 (create) an engaging experience. In the pening, Alessandr
Fantni sang beside the audience with nly an instrument fr accmpaniment, his vice cmbined with the mnlit
sea beynd.
Later, during the famus Intermezz Sinfnic, christers 59 (carry) candles slwly lighted the
darkness as spran (女高音) Leyla Martinucci, wh plays the rle f Santuzza, prcessed thrugh the ancient
ruins. Traditinally, Santuzza 60 (describe) as an abandned lver. Lin rejected this, instead grunding her
actins in Sicily’s 19th-century scial and 61 (religin) cntext. She guided Martinucci t act Santuzza nt
nly as suffering but als as nce jyfully in lve, with mments f delicate tenderness surfacing deep hpelessness.
Wrking with 62 all-Italian cast, rchestra and chrus, Lin faces the challenge f cultural 63
(barrier) and the rigid framewrk f pera itself. Unlike spken drama, pera leaves little 64 (flexible). “An
pera directr is like an interpreter dancing in chains,” she says. “All inventins must begin with respect 65
the music’s structure.” Her cperatin with cnductr Salv Miraglia achieved this balance.
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，你校英语报正在进行“人工智能与艺术：是实用工具还是威胁？”的征文活动。请你给校
报写一篇英语短文投稿，内容包括：
1．你的选择；
2．你的看法。
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。
AI and Art: a Helpful Tl r a Threat?
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________
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。
“Hamish, I’m ging t the shps t buy wrkbks fr the kids,” Nra said. Hamish rlled his eyes. “They’d
rather catch insects in the park. We nly have them fr a week. Let them be kids.” “But we can’t let them fall
behind at schl,” Nra insisted. Hamish was puzzled that Nra felt the need t educate the grandchildren during
their stay, when he felt the urge t give them a happy hliday.
Millie and Le arrived, greeted their grandparents, and gathered arund Hamish. Le asked if Hamish had set
up the prmised swing. Hamish, with a twinkle (闪烁) in his eye, said he culdn’t remember. The children rushed
utside and fund a rpe swing in the back garden. “Hey, cl, Grandpa!” Le shuted as he swung high.
Nra watched frm the kitchen windw. She saw Hamish making the children laugh and then heading t his
rm. Maybe Hamish was right, and nw he was the favrite grandparent as he did all the fun things. “Still, they
need their educatin,” she thught ut lud.
At dinner, the children talked excitedly abut the kite Grandpa was helping them make. “Grandpa’s ging t
take us t the hills t fly it,” Le said. Nra then annunced that they had maths t d after dinner t keep up with
schlwrk. The children cmplained abut their math exercises.
Later, Hamish slipped in and whispered that he had smething t shw them after they finished their
hmewrk. This inspired the children and they cmpleted the wrk quickly. Hamish was at his wrktable repairing
an ld ukulele (尤克里里). He used t be in a ukulele band and let the children try t play. “Hmewrk will be less
f a prblem with smething t lk frward t!” he thught. After sme practice, Millie managed t play a
recgnizable tune, and Le was starting t master it t. Hamish prmised t find anther ukulele s they culd
start a band.
The week flew by, and bth grandparents tried their best t give the kids a nice hliday. They flew the kite,
went n a picnic, played the ukulele and did their hmewrk. Grandma cked delicius fd and snacks fr them.
At the end f the week, as they waited fr their parents, Millie said it had been great fun staying there.
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。
Watching them talk happily with Hamish, Nra felt unnticed, remembered nly fr wrkbks. ___________
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Nra smiled and realized she and Hamish had different rles t play.
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