2025-2026学年天津市北京师范大学天津生态城附属学校联考高三上学期1月月考英语试题
1、本试卷满分150分，考试时间120分钟;
2、答卷前，考生务必将自己的姓名、准考证号、考试科目涂写在答题卡上，只交答题卡，试卷学生带走，以备讲评。
第Ⅰ卷 听力(20分)
第一节
听下面五段对话，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成，并标在试卷的相应位置。听完每段对话后，你将有10秒钟的时间来回答有关小题和圆读下一小题。每段对话仅读一遍。
1.What will the temperature most probably be today
A.Minus30 degrees. B.Minus 13 degrees. C.Minus 3degrees.
2What are the speakers mainly talking about
A.A teacher. B.A speech. C.A class
3. What did the girl’s father buy for her
A.A dress. B.A laptop C.A birthday cake.
4.Why is the woman anxious
A. She forgot to buy orange juice.
B. She can’t finish her work.
C.Her computer is broken.
5. What will the man do next
A. Do his homework B.Prepare for an exam. C.Go to sleep at once.
第二节
听下面几段材料。每段材料后有几个小题，从题中所给的A,B,C三个选项中选出最佳选项，并标在试卷的相应位置。听每段材料前，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。每段材料读两遍。
听下面一段对话，回答第6至第8小题。
6.When will the speakers probably arrive at the party
A.At 7:15 p.m. B.At 7:45 p.m. C.At8:00 p.m.
7.Why is the boy unwilling to go to the party
A. He thinks it is quite boring.
B.He doesn’t want to see his cousins.
C.It will take too much time to get there.
8.What does the woman promise to do in the end
A. Invite the boy’s uncle over. B.Refuse the invitation. C.Return home early.
听下面一段对话，回答第9至第11小题。
9.Where did Malina probably lose her laptop
A.On the plane. B.At the airport. C. In a car.
10.What bothered Malina when she reached the community
A. The elevator didn’t work.
B. She lost her luggage.
C.Her cellphone was out of service.
11.How does the man sound in the end
A.Curious B.Caring. C.Exhausted.
听下面一段独白，回答第12至第15小题。
12. When did the speaker go snowshoeing
A. Last week. B.Two weeks ago. C.Two months ago.
13.What did the speaker think of snowshoeing at first
A. It was hard. B. It was simple. C. It was worth trying.
14.How high was the mountain that the speaker climbed
A.1,055 meters. B.1,085 meters. C.1,292 meters.
15. What can we learn from the talk
A. Skiing is more expensive than snowshoeing.
B.The speaker loves skiing in Wales.
C. Snowdon is higher than Le Tanet.
完形填空(共20 小题, 每题1.5分, 满分30分)
It was 12: 00 noon on a Monday. As I ___16___ a local fast food restaurant and parked, I noticed an old truck with a trailer (拖车) attached. The driver had pulled into the narrow parking lot and ___17___
to exit through the road. But he was going the wrong way and ___18___ the road.
To get it out of everyone’s ___19___, he was trying to turn it around. ___20___, the trailer jackknifed (弯成V字形). There were a lot of people watching but no one ___21___ to help. I walked over to the driver’s window and asked if he needed help.
The driver was an old man and looked very___22___. I could tell that he didn’t know how to
___23___.After stopping all the traffic and asking everyone to be___24___ for a few minutes, I ___25___ him back and forth until he finally got the truck and trailer turned around.
He told me that he had just got out of the ___26___ and that he was so ___27___; he thought he was going to have another heart attack on the spot. He said, “You’re a good man and I can never thank you enough.” I could ___28___ that his thank-you to me was ___29___ from the heart. He then drove away.
Working in construction all my life, I have been often ___30___ to drive vehicles with a trailer behind them. To me this was a fairly ___31___ situation to deal with. But to a(n) ___32___ driver it can be very difficult. A simple thank-you was certainly enough for such a little act of ___33___.
But what happened next was a total ___34___. As I opened the door and walked into the restaurant, everyone stood up, clapped and shouted “good job”.
No words can ever explain how ___35___ I felt.
16. A. stared at B. thought of C. pulled into D. pointed at
17. A. tried B. refused C. forgot D. happened
18. A. crossed B. left C. missed D. blocked
19. A. control B. way C. reach D. doubt
20. A. As a result B. In other words C. After all D. For example
21. A. continued B. afforded C. offered D. learned
22. A. funny B. worried C. annoyed D. proud
23. A. give up B. set out C. get out D. get off
24. A. patient B. calm C. polite D. happy
25. A. pushed B. shook C. protected D. guided
26. A. restaurant B. hospital C. company D. office
27. A. lucky B. sorry C. afraid D. active
28. A. tell B. explain C. admit D. predict
29. A. briefly B. slightly C. regularly D. truly
30. A. supported B. required C. reminded D. warned
31. A. real B. easy C. safe D. hard
32. A. careless B. young C. unlicensed D. inexperienced
33. A. courage B. creation C. kindness D. madness
34. A. risk B. change C. regret D. surprise
35. A. good B. tired C. curious D. fair
第三节 阅读理解(共20小题, 每题2.5分, 满分50分)
A
Tianjin Travel Must-Sees: A Guide for Visitors
Welcome to Tianjin! This dynamic port city offers a unique blend of history, culture, and modern charm. To help you plan your trip, here is a quick guide to some of its most famous attractions.
Ancient Culture Street
Step back in time on this bustling street located near the Haihe River. Lined with traditional Qing and Ming-style architecture, it’s the perfect place to experience old Tianjin. You can shop for traditional crafts like Yangliuqing New Year paintings, enjoy local snacks such as Goubuli steamed buns, and admire the magnificent Tianhou Palace, a temple dedicated to the sea goddess. This street serves as a living museum of the city’s folk culture and mercantile past.
The Five Great Avenues
For a taste of European elegance, head to the Five Great Avenues area. This historic district is renowned for its collection of over 2,000 well-preserved villas built in various architectural styles (British, French, Italian) during the concession era. The best way to explore is by bicycle or a guided pedicab tour, which allows you to appreciate the tranquil atmosphere and learn about the stories behind these beautiful buildings. It’s an open-air exhibition of Western architecture, reflecting a unique period in Tianjin’s history.
Tianjin Eye
Experience modern Tianjin on the Tianjin Eye, a giant Ferris wheel dramatically built over the Yongle Bridge. It is one of the few such wheels in the world constructed over a bridge. As you ride in one of its capsules, you are rewarded with a breathtaking bird’s-eye view of the entire city and the Haihe River winding through it, especially stunning at night when the city lights up. The Tianjin Eye has become an iconic symbol of the city’s contemporary urban landscape.
Porcelain House
Don’t miss the unique and dazzling Porcelain House. This extraordinary building is a private museum adorned with ancient porcelain crystals, and ceramic pieces. Its walls, ceilings, and even decorative sculptures are covered with millions of porcelain fragments, creating a vibrant and unforgettable artistic spectacle. It stands as a testament to one man’s artistic obsession and has become a unique landmark, challenging conventional museum design.
36. What is the primary purpose of the “Ancient Culture Street” paragraph
A. To introduce a place representing traditional folk culture and history.
B. To recommend the best local restaurants.
C. To explain the religious practices in ancient Tianjin.
D. To describe the modern development of the Haihe River area.
37. According to the text, what is the most significant historical implication of the Five Great Avenues
A. It marks the birthplace of Tianjin’s industrial revolution.
B. It was the first commercial district in Tianjin.
C. It showcases Western architectural styles from the concession era.
D. It is the political center of modern Tianjin.
38. Why is the Tianjin Eye considered “architecturally special”
A. It is the tallest Ferris wheel in the world.
B. Its location on a bridge is a rare engineering feat.
C. It was the first building constructed in Binhai New Area.
D. It uses eco-friendly energy sources for operation.
39. What is the defining characteristic of the Porcelain House’s collection
A. It focuses on digital interactive art.
B. Its artworks are made from recycled industrial materials.
C. It integrates ancient ceramic pieces into its very structure.
D. It exclusively displays paintings from the Ming and Qing dynasties.
40. Which of the following best summarizes the overall tone and purpose of this passage
A. A critical analysis of Tianjin’s urban planning.
B. A historical report on Tianjin’s economic changes.
C. A personal narrative of traveling through Tianjin.
D. An informative guide to culturally significant attractions.
B
My great grandmother received the dollhouse (玩具小屋) from a family friend back in the late 1800s. It was then passed down from generation to generation. I was seven when I discovered it underneath the tree on Christmas morning.
In our house, Mom set up a sewing area. I sat at her sewing machine, my feet barely reaching the presser foot. Mom bent over me, her hands on mine, gently guiding small bits of cloth under the needle to create dollhouse bedding. She also taught me to make mini-blankets. With a little paint and glue, Mom demonstrated that anything could be turned into dollhouse furniture. I learnt to view the world as a place of possibility. I spent hours of my girlhood sitting before my dollhouse, telling made-up stories, and creating miniatures (缩微模型). But eventually school activities took over, and the dollhouse was moved to the attic (阁楼).
Over the next 40 years, the storytelling skills I’d practiced with the dollhouse grew into novel writing skills, and I developed a career as an author. One day, after hours of working on my fourth book, I took a break by surfing the Internet and happened to notice the beautiful dollhouses people posted on social media. They reminded me of mine. I went to the attic, brought it back to my room and started updating it.
During the mindless hours of sewing and furnishing (布置家具), I listened to audiobooks about the history of dollhouses, learning that they were not invented for play. There’s a long, rich history of people in hardship turning to dollhouses to find comfort. They weren’t produced as toys until mass production became standard after 1945. This inspired me to create a novel where art saves the day.
The truth was I myself needed art to save the day Mom was then slipping away from me owing to progressive memory loss. The only topic we could discuss with any genuine joy was the update of the dollhouse. She loved retelling its history — those old memories. Mom didn’t find it strange at all that her 50-year-old daughter was updating the dollhouse. She just thought it fun and beautiful. And it was. It was a world where Mom and I were at our best together.
41. What did the author’s mother teach her to do
A. To sew and create miniatures.
B. To add imaginary figures to the dollhouse.
C. To make up fairy tales set in the dollhouse.
D. To do oil paintings and glue them onto the little walls.
42. Why did the author decide to update the dollhouse decades later
A. She intended to follow the trend on social media.
B. She was eager to start a new career as a toy designer.
C. She felt the urge to compete with other dollhouse makers.
D. She was inspired by people sharing their dollhouses online.
43. What did the author learn about dollhouses from the audiobooks
A They were initially created for play.
B. People once sought comfort in them.
C. Rich people sold them for money during difficult times.
D. A uniform standard for their production was set in 1945.
44. What role did the dollhouse play in strengthening the emotional ties between the author and her aging mother
A A reminder of their childhood dreams. B. A mirror of the eventful family history.
C. A tool to bring back good old memories. D. A means to improve her mother’s memory.
45. What would be the best title for the passage
A. The Dollhouse: A Lifelong Toy B. Growing up with the Dollhouse
C. The Dollhouse: More Than Just a Toy D. Dollhouse Making and Novel Writing
C
For decades, social scientists have debated the link between income and happiness. A 2025 cross-country study published in the Journal of Positive Psychology — involving 120,000 participants from 45 countries across North America, Europe, and Asia — offers new insights into this complex relationship, challenging some long-held assumptions.
The research team, led by Dr. Elena Marquez from the University of Zurich, first analyzed the connection between “absolute income” (total annual earnings) and self-reported happiness scores (measured on a 10-point scale). They found that for individuals with annual incomes below 75,000, there was a strong positive correlation: each 10,000 increase in income was associated with a 0.8-point rise in happiness. However, above 75,000, the correlation weakened dramatically — an additional 10,000 only led to a 0.1-point increase. Dr. Marquez labeled this $75,000 figure the “happiness threshold” (幸福阈值): beyond this point, more money did not significantly boost happiness.
What surprised researchers even more was the impact of “relative income” (income compared to peers in the same social group, such as colleagues or neighbors). For participants earning above the 75,000 threshold, relative income became a key factor. Those who earned 20% more than their peers reported happiness scores 1.2 points higher than those who earned 20% less — even if both groups had annual incomes above 100,000. “It’s not just how much you have,” Dr. Marquez explained, “but how much you have compared to people around you. This ‘social comparison effect’ often overrides the influence of absolute income once basic needs are met.”
The study also highlighted regional differences. In high-cost-of-living regions like New York or Tokyo, the happiness threshold was slightly higher — around 95,000 — due to increased expenses for housing and daily necessities. In contrast, in areas with lower living costs, such as parts of rural India or Vietnam, the threshold dropped to 50,000. Notably, the social comparison effect was more pronounced in individualistic cultures (e.g., the U.S., Germany) than in collectivist cultures (e.g., Japan, Thailand), where community well-being is often prioritized over personal income status.
Critics of the study point out its limitations: it relied on self-reported happiness scores, which may be influenced by temporary mood swings, and it did not account for non-financial factors like health, family relationships, or work-life balance — all of which affect happiness. Dr. Marquez acknowledged these gaps but emphasized the study’s value: “Our findings help clarify when money matters for happiness and when it doesn’t. For policymakers, this means focusing on reducing poverty (to lift people above the threshold) rather than just boosting overall economic growth. For individuals, it’s a reminder that chasing more money beyond a certain point may not lead to greater fulfillment.”
46. What can we learn about the “happiness threshold” from the study
A. It is a fixed figure of $75,000 applicable to all regions.
B. Below this threshold, more money has little impact on happiness.
C. Above it, more income doesn’t lead to much greater happiness.
D. It is determined solely by an individual’s annual absolute income.
47. What does the underlined word “overrides” mean in paragraph 3
A. Weakens the impact of B. Becomes more important than C. Balances the effect of D. Depends entirely on
48. Which of the following is a limitation of the 2025 study
A. It ignored the influence of relative income on happiness.
B. It only included participants from individualistic cultures.
C. It failed to consider non-financial factors affecting happiness.
D. It used an inaccurate 10-point scale to measure happiness.
49. According to the study’s findings on regional and cultural differences, which of the following statements is true
A. The happiness threshold remains consistent worldwide.
B. Collectivist cultures show a stronger social comparison effect than individualistic cultures.
C. The happiness threshold is higher in high-cost-of-living areas.
D. Community well-being in individualistic cultures reduces the impact of relative income on happiness.
50. What does Dr. Marquez suggest policymakers do based on the study’s findings
A. Focus on increasing the overall economic growth rate.
B. Set a unified happiness threshold for all regions.
C. Prioritize reducing poverty to help people exceed the threshold.
D. Encourage people to compare their income with peers less frequently.
D
Ask most people what “the good life” involves, and they will likely draw up a rapid list of goods — money, friendship, a rewarding career, etc. Even Aristotle, who believed that the key to happiness is the cultivation (培养) and exercise of virtue, still thought certain goods were either necessary conditions for happiness or were goods that came to virtuous people.
If we’re comparing how happy various people’s lives are, it seems natural to look for certain goods, and compare who has more of them. Let’s imagine the lives of two actors, Toby and Ybot. Toby struggles to get work for many years, suffering all sorts of difficulties. He becomes a famous and wealthy actor, and wins an Oscar for his final movie before retiring. Ybot, however, wins an Oscar for his very first film role. But over time he becomes less famous and less well paid, and he begins to suffer difficulties. In the end, he retires as a nobody.
These two actors’ lives, like their names, are mirror-images. Toby and Ybot both seem to lead lives of equal net worth. Yet most of us would think that the ordering of these goods does make a decisive difference to how we compare Toby and Ybot’s careers. Someone who climbs a mountain will experience more struggle than someone who gets carried to the peak by bus, but the climber will also have a sense of accomplishment the other person may well envy. In that sense, we might think Toby’s life is better because his highs seem more well-earned than Ybot’s do.
But that’s not the whole story. The narrative (叙述) itself seems to make a difference. A life of early success followed by decline seems like a less overall successful life than one where success comes later in the day. Where the story ends seems to matter in itself. We value happy endings, not just happy moments.
This immediate judgment finds expression in what’s been called the “shape of life” hypothesis (假说). On this view, living a good life is not simply about having the right kind of experiences or life-events, but of having them in the right order. The hypothesis suggests that our lives are not simply bags into which we stuff good things and bad things. The type of life — the narrative of that life-story — matters too. Without the right shape, even a life full of wondrous things can end up as a tale we’d prefer not to live out.
51. What can be learned about Aristotle’s view on happiness
A. Goods contribute to happiness. B. Virtuous people may not be happy.
C. Too many goods reduce happiness. D. Happy people care less about goods.
52. According to the author, what do both Toby and Ybot experience
A. They start from a humble beginning. B. They reach the same height in career.
C. They recover from the same sufferings. D. They retire with honour from the film industry.
53. What does the author try to convey with the example of mountain climbing
A. Easy success is often envied. B. There are various paths to success.
C. Fierce struggle is vital to success. D. Hard-earned success is treasured more.
54. In writing Paragraph 4, the author tries to________.
A. introduce another topic B. draw a conclusion
C. further an argument D. provide new evidence
55. What could be the best title for the passage
A. To Shape Your Life with Good Deeds. B. Defining the Shape of a Good Life.
C. The Essential Components of Good Life. D. How We Can Have a Good Shape of Life.
II卷(非选择题，满分35分)
第一节：阅读表达(共5小题;每小题2分，满分10分)
阅读下面短文，并根据短文内容完成下列各题。
When Tom transferred from his rural middle school to a bustling city high school, he faced a crushing academic gap. Raised in a village where math lessons focused on basic addition and subtraction, Tom felt utterly unprepared for the city school’s rigorous curriculum. Algebra equations and geometric theorems seemed like a foreign language. His first math test — a humiliating 42/100 — left him paralyzed with shame. “I’ll never catch up,” he thought, feeling overwhelmed and avoiding eye contact with classmates who scored effortlessly in the 90s.
Ms. Liu, a patient and observant math teacher, recognized Tom’s silent struggle. After class, she handed him a neatly printed practice sheet. “Let’s tackle this step by step,” she said. For the next three months, Ms. Liu dedicated two afternoons weekly to one-on-one tutoring. She broke complex problems into visual diagrams, comparing algebraic variables to “missing puzzle pieces” and geometric angles to “folded paper edges.” To help him memorize formulas, she created catchy mnemonics (助记符，顺口溜), like “All Students Take Coffee” for trigonometric (三角函数) ratios. Additionally, she invited Tom to join her after-school study group, where peers shared problem-solving shortcuts in a judgment-free zone.
Tom’s determination matched his teacher’s effort. He transformed every spare moment into a learning opportunity: reviewing flashcards during his hour-long bus commute, solving practice problems during lunch breaks, and rewriting notes until his hands cramped. Each evening, he emailed Ms. Liu his homework drafts, and she responded with detailed corrections by dawn. Progress was painfully slow—his next test climbed to 65, then 78 — but Tom clung to Ms. Liu’s mantra: “Small steps still move mountains.”
The turning point arrived when Ms. Liu surprised him with an application for the Regional Math Olympiad. “You’re ready,” she insisted, though Tom doubted himself. For weeks, he drilled past competition papers, often working past midnight. On the day of the event, his palms sweat as he faced the first algebra problem, but Ms. Liu’s voice echoed in his mind: “Focus on what you know.” When results were announced, Tom’s name appeared under “Honorable Mentions” — an achievement he’d never imagined possible.
At the award ceremony, Tom clutched (紧握，抱紧) his certificate, tears blurring the stage lights. “Ms. Liu didn’t just teach me math,” he told the crowd, his voice trembling. “She showed me that failure is just the first draft of success.” The applause from classmates and teachers cemented a truth Tom now embraced: perseverance could bridge even the widest gaps.
56. What was Tom’s biggest problem after transferring to the city high school (No more than 8 words)
_____________________________________________________________________________________
57. Explain the meaning of the word “overwhelmed” in Paragraph 1. (No more than 2 words)
______________________________________________________________________________________
58. List two specific ways Ms. Liu helped Tom improve his math skills. (No more than 15 words)
_______________________________________________________________________________________
59. What does Tom’s participation in the math competition show about his growth (No more than 20 words)
______________________________________________________________________________________
60. What lesson can students learn from this story (No more than 25 words)
______________________________________________________________________________________
76. 第二节：书面表达(满分25分)
61. 假设你是晨光中学高三学生李津。离英语首考不到一百天了，而你在学习上遇到了很多的困难，现在你写一封给朋友的求助信，内容包括：
(1) 发出求助，请求帮忙
(2) 阐述求助的原因 (比如英语学习的困难)
(3) 表达感激之情
注意：
(1) 词数不少于100;
(2) 可适当加入细节，使内容充实，行文连贯;
(3) 开头已给出，不计入总词数。
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