广东省广州市天河区2026届高三下学期二模英语试卷（Word版附解析）

这是一份广东省广州市天河区2026届高三下学期二模英语试卷（Word版附解析），共12页。
满分120分，考试时间120分钟。
注意事项：
1．答卷前，考生必须用黑色字迹的钢笔或签字笔将自己的学校、班级、姓名、座位号和考号填写在答题卡相应的位置上，再用2B铅笔把考号的对应数宇涂黑。
2．选择题每小题选出答案后，用2B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；不能答在试卷上。
3．非选择题必须用黑色字迹的钢笔或签字笔作答，答案必须写在答题卡各题目指定区域内的相应位置上；如需改动，先划掉原来的答案，然后再写上新的答案；不准使用铅笔或涂改液。不按以上要求作答的答案无效。
4．考生必须保证答题卡的整洁，考试结束后，将试卷和答题卡一并交回。
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
Deciding n a cllege majr is a significant step after high schl. Befre diving int specific fields, cnsider these practical aspects:
Academic Strengths: Fcus n subjects yu were gd at in schl. A majr based n yur natural abilities ften leads t success.
Career Prspects: Research the current jb market trends glbally t understand future pprtunities.
Further Educatin: Sme careers, like medicine, require further studies (Master’s r Ph.D.) after a bachelr’s degree.
Flexibility: Sme majrs train skills useful fr different industries, prviding mre career chices later.
Here are insights int sme majrs highly sught after by students
Cmputer Science (CS): It is a dynamic field cnstantly changing with technlgical advancements. Graduates with a Cmputer Science degree are in high demand acrss nearly all sectrs.
Engineering: This field applies scientific and mathematical principles t design, build, and maintain structures, machines, and systems. Engineers are crucial fr innvatin and develpment in varius sectrs.
Business: It emphasizes leadership, teamwrk and planning, preparing graduates fr management rles in finance r marketing.
Fine Arts: This field includes disciplines like painting, sculpture, phtgraphy, music perfrmance and acting. Graduates develp highly valuable skills in creativity, prblem-slving and cmmunicatin.
Chsing yur majr is an imprtant decisin, but it is als a prcess f discvery. Many clleges allw students t enter as “undeclared.” This prvides time t explre subjects befre making a final decisin.
1 What shuld students cnsider when chsing a majr?
A. Their flexibility.B. The stability f the career.
C. Their academic perfrmance.D. The ppularity f the majr.
2. Which majrs are gd fr imprving interpersnal skills?
A. Business and Fine Arts.B. Engineering and Business.
C. Cmputer Science and Engineering.D. Engineering and Fine Arts.
3. Where is the text mst prbably taken frm?
A. A jb advertisement.B. A plan fr majr selectin.
C. A career develpment brchure.D. A cllege admissin guide.
B
There’s always ne nnexistent friend in the grup chat, litering in the backgrund, whse cntributin t the chat remains minimal, if nt extinct. That friend is me.
As lng as I can remember having a phne, I’ve been a terrible replier. The phrase “Srry I missed this” became my g-t line. When a new grup chat is created, the members will always cme t laugh at my inability t respnd t a simple questin within hurs.
But I’m nt terrible at replying t everyne. I pride myself n quick respnses t wrk emails, my manager, and my mm — she even says, “I feel privileged t be n my daughter’s quick list.” T friends, I say, “Call me instead.” They knw if it’s urgent, I’ll pick up right away. But if I mark a message as “nn-urgent,” it’s a different stry.
Grup chats are even harder: cnversatins mve s fast that missing just five minutes means I’m behind n 67 messages abut parties, mvies r dates. Once, I set aside 15 minutes t respnd t friends’ texts. But by the time I respnded, they had messaged back. And I filed thse new messages as nn-urgent again. All f this was like message quicksand.
Recently, I asked Billy abut my bad texting. He’s that ne friend yu can always rely n t give yu the nn-sugarcated truth: “Yu take 3-5 days t reply if we’re lucky.” Ouch — but prbably nt wrng. Then he added, “But yu always shw up, never cancel, and drive 40 minutes t see us.”
Nw I think abut ur grup rles — the chatty ne, the caller, the nn-respnder. All cntribute and express lve in different ways.
As I write this article I wnder if my terrible texting culd be a sign f my ld age? Or I’m just bad at replying t messages? There’s a lt t think abut — and I can prmise yu this thinking will take my attentin away frm the 219 messages I haven’t answered yet.
4. What can be inferred abut the authr as a respnder frm paragraphs 2 and 3?
A. She feels stressed t reply.B. She puts the vital first.
C. She prefers calling t texting.D. She fails t reply t friends.
5. What des the underlined wrd “quicksand” in paragraph 4 refer t?
A. A list ften ignred.B. An endless cycle.
C. A game f rapid replies.D. A tl fr classificatin.
6. Why des the authr mentin Billy in paragraph 5?
A. T praise her friends are tlerant.B. T stress she’s made erfrts in texting.
C. T prve her texting habit causes prblems.D. T shw her texting desn’t hurt her friendship.
7. What is the authr’s tne?
A. Humrus.B. Frmal.C. Dubtful.D. Cncerned.
C
Yu might have seen it — maybe sitting n a desk, r lking at yu frm a clear bx like a curius little creature — The Labubu dll. As a family therapist and mm f teens, I ntice these funny-lking cllectible tys actually help us understand yung peple’s feelings. If we pay attentin, we’ll see smething imprtant: Our kids are ging thrugh the tugh but amazing jurney f grwing up.
Labubu’s charm isn’t abut lks, but what it represents. It’s dd but interesting — just like being a teenager. At this age, kids are pulled between ppsites: independence and dependence, fitting in and standing ut, childlike play and teenage cmplexity. Labubu’s design shws these struggles. Its big eyes, wild smile, and crazy expressin mirrr the emtinal chas teens feel while figuring ut wh they are.
During develpment, yung peple ften prefer unusual r striking things, nt because they’re trubled, but because they’re learning t balance cmplicated emtins. Psychlgists call this “symblic mastery” — a prcess where individuals gain cntrl ver cnfusin r fear by wning related bjects. When smething catches yur eye but isn’t t scary, it’s perfect fr practicing emtinal strength.
Anther key aspect is blind bxes. Labubu’s sealed packaging ffers ccasinal rewards thrugh uncertainty. Beynd excitement, it prvides a safe cntext fr teens t embrace surprises. This strengthens symblic mastery: “I can handle nt knwing. I can bear tensin. I accept uncertainty.”
Of curse, it’s nt just abut pleasure. It’s als abut cnnectin. Labubu acts as a scial signal: “Lk, I gt the rare ne!” Such items cnvey belnging, shwing that ne understands the trend and fits in. While ften seen negatively, peer pressure here marks a key develpmental step. Learning t read scial rules and bnd with friends are signs f grwing up. Thus, when yur child wants a Labubu because “thers have it”, it is a healthy desire fr inclusin. Yu need nt agree, but understanding the psychlgy behind matters.
8. What des Labubu’s design reflect?
A. Fancy trend f cllectible tys.B. The inner cnflict f teenagers.
C. Daily uncertainties teens face.D. The desire f teens fr freedm.
9. Which f the fllwing best demnstrates “symblic mastery”?
A. A persn with stage fright refuses t perfrm.
B. A child plays with a ty fire engine after a fire.
C. A nervus student stays up late fr a final exam.
D. An emplyee takes nline curses t get prmted.
10. What might the authr advise parents t d n teens’ cllectible purchases?
A. Teach them hw t fit in.B. Fllw the scial trend.
C. Decline them immediately.D. Value their inner needs.
11. What des the text mainly discuss abut the Labubu dll?
A. Its varius designs.B. The secret f its success.
C. Its psychlgical value.D. Cncerns abut its impact.
D
Yu might be leaving sme happiness n the table by ding yur everyday activities all by yurself. Happiness, it seems, is nt just a state f mind — it’s a shared enterprise. A new study has fund that almst any activity, frm the rdinary t the prfund, becmes mre enjyable when dne with thers. Whether pumping gas, r cking dinner, the cmpany f anther persn appears t make life’s rutines a little brighter.
The study, published in Scial Psychlgical and Persnality Science, drew n data frm mre than 40,000 Americans wh cllectively reprted ver 100,000 daily activities. “Participants cnsistently rate every cmmn daily activity as mre enjyable when they’re interacting with smebdy else,” said Elizabeth Dunn, the study’s senir authr. Even seasned experts n scial behavir were taken aback by the cnsistency f the findings. “I was surprised by the extent and extremity f the effects,” admitted Nichlas Epley, a behaviral scientist wh was nt invlved in the research.
Unsurprisingly, the biggest bsts were linked t activities already scial by nature — eating, drinking, walking, running, and playing games. Yet even slitary (独自的) pursuits such as reading, r crafting als saw a happiness bump when shared. While in-persn interactins prvided the strngest benefits, even phne calls prduced measurable md imprvements. Dunn ntes that if it can’t be in-persn, having sme element f vice seems t be imprtant.
The study did nt include persnality data, leaving unanswered hw individual characteristics might influence utcmes. Previus studies, hwever, suggest that scial cnnectin reliably enhances wellbeing acrss persnality types. Researchers identify “undersciality” — the tendency t underestimate hw warmly thers will respnd t scial initiatives — as a primary barrier t seeking cnnectin.
The practical implicatins are clear; we shuld intentinally create mre pprtunities fr scial engagement. Simple strategies such as wrking alngside friends at cffee shps r cnversing by phne while cmpleting chres can transfrm rdinary activities int surces f jy. Ultimately, the research cnvincingly demnstrates that happiness arises nt merely frm what we d, but fundamentally frm wh we d it with.
12. Hw was the research mainly cnducted?
A. By analyzing massive activity reprts.B. By cnducting labratry experiments.
C. By cmparing different persnality types.D. By interviewing experts in scial behavir.
13. What did the study find abut scial interactins?
A. They require face-t-face cmmunicatin.B. Their effects vary greatly amng individuals.
C. They enhance enjyment f varius activities.D. They bring greater jy in independent activities.
14. Why des the authr mentin previus studies in paragraph 4?
A. T stress the limitatin f the new study.B. T intrduce a different research methd.
C. T prvide supprting evidence fr a claim.D. T questin the findings f the new study.
15. What can be a suitable title fr the text?
A. Alne r Tgether: A Scial Dilemma.B. Scial Activities: Relatinship Builder.
C. Persnality Differences: A Factr in Scial Jy.D. Shared Mments: The Scial Key t Happiness.
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。
An impact study is a research dne n a certain tpic t determine if a certain actin wuld, r is having sme srt f effect n its envirnment r ther related issues. The mst cmmn type f this study may be an envirnmental impact study, but there are many ther types as well. ____16____
In an envirnmental impact study, extensive research may be dne befre building a rad in a certain area. One f the steps may include determining hw water runff may be affected and if there are any vulnerable (脆弱的) streams arund. ____17____ Any fund t be in danger culd affect the prject. While it may seem like a small task, this ften nt nly includes mammals and birds, but insects as well.
____18____ There have been cases where the unlikeliest f things have held up majr develpments. Fr example, the entire highway prjects have been put n hld because f a certain species f endangered butterflies in an area. This demnstrates hw thrugh sme f these studies can be.
Anther type f impact study can als be used t judge an educatinal prgram. Fr example, the impact f the Head Start preschl prgram in the United States was analyzed t determine if Head Start students d any better than students f similar circumstances wh d nt have access t the same prgram. ____19____
____20____ In sme cases where the negative impact can be reduced by benefits, there may be a net gain t the area. In ther cases, the study may indicate ways the negative effects can be minimized.
A. A prject may still cntinue despite what an impact study finds.
B. An impact study culd determine whether r nt a prject is cmpleted.
C. Anther aspect culd be a survey f plant and animal species in the area.
D. It ges withut saying that a thrugh impact study helps t slve a prblem.
E. The study will prvide evidence fr decisin-makers t cntinue the prgrams.
F. The results may be used t decide hw much funding such prgrams will deserve.
G. These studies pull data frm multiple surces and examine different aspects f the issue.
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。
Fr years, I’ve struggled with Impster Syndrme, a feeling that yu dn’t deserve yur success, r yu ____21____ yur abilities. And scial media ften makes it even mre ____22____.
In 2006, I was between jbs and began blgging n my passin, marketing. Back then, it was ____23____ t build a name. Sn, writing requests came in and I made a decent side incme. As pprtunities grew, speaking requests ____24____. S I began wrking as a full-time cnsultant. But I felt I was nt ____25____ cmpared t my peers with extensive crprate experience, while I was nce just a marketing ____26____.
My cnsulting wrk needed self-prmtin, yet it ____27____ me due t my shyness. The first tw years stayed ____28____: gd incme fr six mnths, then almst nthing fr three, which ____29____ my self-dubt. And scial media was n help — I always saw peers sharing phts f themselves speaking at big events.
I finally ____30____ tw trusted friends in the field, thugh I hated asking fr help. Their wrds ____31____ me. One said he’d relied n his wife’s incme fr years as he gt little wrk. The ther explained that business ups and dwns were nrmal in cnsulting and taught me t ____32____ the cycles.
Hearing their struggles, I realized I wasn’t ____33____. It was a huge help in fighting Impster Syndrme: stp ____34____ yurself t thers, accept necessary self-prmtin and lean n trusted friends. Mst imprtantly, keep ging — every barrier yu ____35____ makes yu strnger.
21. A. dubtB. limitC. wasteD. hide
22. A. cmplexB. seriusC. familiarD. urgent
23. A. easyB. cmmnC. luckyD. appealing
24. A. fllwedB. dubledC. returnedD. shifted
25. A. ppularB. frtunateC. qualifiedD. trusted
26. A. blggerB. managerC. cnsultantD. directr
27. A. bredB. scaredC. disappintedD. puzzled
28. A. prfitableB. incnsistentC. prmisingD. inactive
29. A. prvedB. changedC. fueledD. shwed
30. A. sided withB. came acrssC. tk advantage fD. reached ut t
31. A. mvedB. embarrassedC. surprisedD. upset
32. A. startB. valueC. avidD. manage
33. A. alneB. perfectC. wrngD. lst
34. A. devtingB. relatingC. expsingD. cmparing
35 A. faceB. buildC. predictD. vercme
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。
At Jiayuguan Pass, Li Sen, dressed in a traditinal dragn-patterned rbe, is busy issuing guanzha — ____36____ ancient travel permit similar t tday’s passprt — t turists. The guanzha, ____37____ cpies a passing ritual (仪式) ____38____ (date) back hundreds f years, gives turists a rle-play experience.
As turists annunce their hmetwns and names, Li calls ut the crrespnding histrical names, uses a brush t write the ancient name n the guanzha ____39____ stamps it with a seal (印章). The ritual is s ppular that lng queues frm in frnt f the gate at the Jiayuguan Pass almst every day.
“I hpe the guanzha ritual bridges the gap between ___40___ (visit) and the heritage, particularly the culture and stries f the ancient pass,” says Li, wh ___41___ (play) the rle f “pass chief” fr ver a decade.
____42____ (rugh) a 15-minute drive frm the city f Jiayuguan, the ancient pass ____43____ (build) during the Ming Dynasty served as a vital military strnghld and a crucial gateway ___44___ trade and cultural exchange alng the ancient Silk Rad. Businessmen and messengers needed the guanzha issued by lcal authrities ___45___ (pass) thrugh checkpints alng the rute.
第四部分 写作（共两节，满分40分）
第一节（满分15分）
46. 假定你参加了学校举办的“跟着书本去旅行”的主题活动，请你写一篇短文向学校英文报投稿，内容包括：
1．主要经历；
2．你的感悟。
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。
Jurney with Bks
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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。
One day I entered an antiques shp and saw an irn bed cvered with beautiful handmade pieced quilts (被子). Abve the bed hung a sign: Find the Stry in Every Stitch (针). The scene pulled me in like a gd stry.
My family had wned beautiful quilts like these — nce. I never knew my Grandmther, but I knew all abut her quilts. Back in the days, peple talked abut thse quilts fr miles arund. She created quilts in the way she lived her life, with lve in every detail, piece by piece, stitch by stitch. Mm ften shared the stry f her making quilts with Grandma. T us, Grandma’s quilts symblized hme itself, wrapped in lve. I’d even imagined wrapping my daughter in a quilt, telling her the stry f the Great-grandmther r teaching her the art f quilting.
But the quilts had been gne fr years. Grandma passed away when my mther was ten leaving Grandpa t raise his little girl alne. Desperate, he turned t a kind neighbr named Mabel fr help. As he had n extra mney, he gave Grandma’s quilts t Mabel as a reward.
Later, my family mved away and slwly lst tuch with Mabel. Admittedly, I was grateful t her, but culdn’t help but wish we hadn’t given up thse quilts. Lking at the display in the stre, I felt the lss mre sharply than ever.
At lunch the next day, I tld my mther all abut it. “Just t see thse quilts again wuld make me happy,” I said.
“Maybe we culd buy them back,” Mm replied. “I’d lve nthing mre than t have smething my mther made with her wn hands.”
We called every ld neighbr we culd find and tracked dwn their children fr mre leads. Finally, we reached a clse friend f Mabel’s. “She’s in a nursing hme nw,” he tld us. “She ften spke f yur family. And she’d like t give thse quilts back ne day.” We thanked him and made ur way t the nursing hme at nce.
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。
Mabel happily greeted us, and then brught ut a bx with great care.
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That night, I spread the quilts with my daughter beside me.
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