2025-2026学年天津市河北区天津市第十四中学高一上学期12月月考英语试题2025.12
一、听力（每题1分，共15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项，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阅读下一小题。每段对话仅读一遍。
1 What will the man do for the woman
A. Prepare dinner. B. Park the car. C. Get her car washed.
2. What is the man’s destination
A. Russia. B. China. C. America.
3. What does Mr. Smith suggest the woman do
A. Change a topic. B. Be relaxed on stage. C. Increase the length of her speech.
4. Why does the man come here
A. To take a break. B. To open an account. C. To get some information.
5. How does the woman find the pizza
A. Wonderful. B. Terrible. C. Average.
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. What are the speakers mainly talking about
A. A local hospital. B. A fitness plan. C. A charity event.
7. How will the woman go to the park
A. By subway. B. By car. C. On foot.
8. When will the speakers meet
A. At 8:30 am. B. At 9:00 am. C. At 9:30 am.
听下面一段对话，回答第9至第11小题。
9. What is the relationship between the speakers
A. Husband and wife. B. Good friends. C. Driver and passenger.
10. Why do the speakers take a different way
A. The road is too narrow.
B. The road is under repair.
C. The road hasn’t got a sign.
11. Why do the speakers take the journey
A. To attend a meeting. B. To attend a party. C. To attend a wedding.
听下面一段独白，回答第12至第15小题。
12. Where does the speaker work
A In the hospital. B. In the parking lot. C. In the supermarket.
13. What is the old woman
A. A composer. B. A dancer. C. A singer.
14. Why did the old woman ask for help
A. She was weak. B. She was lonely. C. She was scared.
15. What does the speaker think of their talk
A. Disappointing. B. Meaningful. C. Boring.
完形填空（每题1分，共20分）
Four years into my undergraduate degree (学位), a heavy rain flooded our area. The chaotic (混乱的) and painful scene was ___16___, which drove me toward a new career path. I had studied civil engineering at college, hoping to design buildings myself someday. However, as my degree ___17___, I became interested in research and wanted to ___18___ my academic (学业的; 学术的) journey. I wasn’t sure what to study. Then the disastrous flood came, and it all became ___19___ .
After spending much of my summer volunteering in ___20___ communities, I decided to focus my career on natural disasters, ___21___ the various factors (因素) behind them, as well as their ___22___ on society. I applied for a master’s program in development studies. This decision ___23___ my friends and family, who thought leaving engineering to study social science would hurt my job prospects. However, I was determined to ___24___ what I thought was right.
The program ____25____ me I was on the right path. I decided to apply for a PhD (博士学位). During ____26____, I was often asked about why I was risking my career by changing fields (领域). I received many ____27____, but one program agreed to accept me. I was excited to start the program and be surrounded by some of the brightest ____28____ in the country. Most of my fellow PhD students had followed a ____29____ path, without jumping around between fields. Therefore, I had trouble connecting with them ____30____, leaving me feeling lonely.
However, my feelings of isolation (孤独) began to ____31____ with the arrival of a new PhD student who also had the same academic background and a similar family situation. Meeting him was a (n) ____32____. Meanwhile, sharing what I’ve learned with people in my community has also given me ____33____.
Now, 3 years into my program, I am confident in my decision to ____34____ a PhD. My journey has taught me that it’s OK to follow your heart, ____35____ when the path seems nontraditional.
16. A. unavoidable B. fundamental C. unforgettable D. adventurous
17. A. acquired B. progressed C. mattered D. determined
18. A. capture B. celebrate C. shorten D. continue
19. A. real B. clear C. complicated D. advanced
20. A. controlled B. appointed C. organized D. affected
21. A. ignoring B. imagining C. exploring D. denying
22. A. impacts B. comments C. concentration D. dependence
23. A. embarrassed B. shocked C. struck D. inspired
24. A. look out for B. do away with C. make up for D. go ahead with
25. A. advised B. persuaded C. convinced D. maintained
26. A. interviews B. assumptions C. illustrations D. appointments
27 A. offers B. accommodations C. mysteries D. rejections
28. A. thoughts B. minds C. celebrities D. journalists
29. A. traditional B. risky C. creative D. amazing
30. A. as usual B. by mistake C. at times D. on purpose
31. A. repeat B. increase C. follow D. change
32. A. relief B. success C. accident D. wonder
33. A. elements B. satisfaction C. relationships D. responsibility
34. A. reconsider B. postpone C. pursue D. correspond
35. A. even B. only C. just D. thus
四、阅读理解（每题2分，共30分）
A
Living History Interpreters
Living History Interpreters help bring Sherbrooke Village to life by adopting the role of a period character in order to demonstrate rural village life of the 19th century. Working with other site staff, Living History Interpreters programs, events, workshops, food preparation and serving, and off-site will deliver interpretive programs and services such as house tours. school S activities.
Position: This is a full-time seasonal position
Salary: $20/ hour, plus 10% weekend pay and double pay for public holidays
Closing Date: May 26
Qualifications: The successful candidate must
·have a high school completion certificate
·be dependable and adaptable and exhibit time management skills
·work independently and as a part of a team
·accept and support change
·exhibit strong positive customer service skills
Skills that would be considered a plus, are:
·knowledge of historic trades such as blacksmithing (铁器加工), wood turning, leather working, candle making, etc
·knowledge of local, Nova Scotian and / or Canadian history
·a second language
Sherbrooke Village, a part of the Nova Scotia Museum, is committed to diversity and equal access to employment opportunities based on ability — your unique contributions and talents will be valued and respected here. We encourage applications from traditionally underrepresented groups such as women, visible minorities, indigenous peoples (原住民), and people with disabilities.
Application Process: Cover letter and resume (简历) may be sent to svillage@novascotia.ca by 4 pm, May 26.
36. What is the main role of an interpreter
A. To manage museum finances.
B. To teach university-level history courses.
C. To act as a period character to show 19th-century rural life.
D. To maintain the museum’s computer systems.
37. How much can an interpreter get for working 5 hours on a normal Sunday
A. $100. B. $110. C. $200. D. $220.
38. What is required of an interpreter
A. Serving clients enthusiastically. B. Having team management skills.
C. Knowing Canadian history well. D. Grasping at least one historic trade.
39. Which describes Sherbrooke Village’s employment policy
A. Favoring those highly educated. B. Hiring Nova Scotians primarily.
C. Seeking diversity and inclusion. D. Valuing former experience much.
40. How should applications be submitted
A. By post. B. By email.
C. In person at the museum. D. Through the museum’s website form.
B
When Kelly was twelve, she started taking classes at Miss Grace’s School for Art. She didn’t like it at first: the “novice artists” — the kids who hadn’t really done art before — worked mostly with clay, while Kelly was a terrible sculptor.
It wasn’t until her third year that Kelly found something she was really good at — charcoal drawing (素描). She loved watching the lines spread unevenly across the page as she moved the bits of charcoal back and forth over the paper.
One day, Sophia, the best artist in her class, sat down and set up her easel (画架) next to Kelly. Kelly felt a sinking feeling in her stomach. She’d actually found an art form that she enjoyed — and was good at — and now Sophia was going to outshine her again Kelly fought back tears when Miss Grace entered the room.
“Hello class,” Miss Grace said, “We’ll continue to work on the project today.”
What masterpiece would Sophia have come up with
Kelly looked at Sophia’s easel and she couldn’t believe it — it was a mess! For a brief moment, Kelly couldn’t actually believe her drawing was better than Sophia’s. But then she looked at Sophia, who was watching Kelly with an anxious expression.
“I — I couldn’t decide what to do,” Sophia said. “And you’re so good. Sometimes I feel like my stuff is just so bad in comparison.”
Kelly looked to see if Sophia was joking, but she seemed completely serious. Now Kelly was shocked. “I’m not talented — Miss Grace seldom praises me. You’re the best one in our class!”
Sophia raised her eyebrows. “I might be a really good copier of the stuff, but I have no idea what to do when it comes to making up my own images. You are so great at making new things out of the old stuff. I’ve loved your works.”
“I’ve loved yours, too,” Kelly said.
“Well, definitely not this one,” Sophia said.
Kelly smiled. “Maybe not right now. But if you move these lines up…” she said, pointing her finger on Sophia’s paper.
Sophia was quiet for a moment. “That’s a great idea!” she said finally.
Kelly smiled and turned back to her drawing, looking every so often at Sophia’s work to see that she was taking her advice, down to the last line.
41. When Kelly started classes at the art school, she ________.
A. lacked confidence in drawing B. was not good at the course
C. was often pushed by Miss Grace D. did not get along with the other kids
42. How did Kelly feel when Sophia sat beside her
A. Frustrated. B. Bored. C. Excited. D. Relieved.
43. What did Kelly do in the art class
A. She praised Sophia’s creativity. B. She inspired Sophia.
C. She decided to outshine Sophia. D. She finished the drawing for Sophia.
44. What can we learn from the passage
A. Interest is the best teacher.
B. You are what you believe to be.
C. Everyone has their own strengths.
D. Hard work will eventually pay off.
45. Which of the following is the best title for the passage
A. Kelly’s Journey to Becoming an Artist.
B. A Surprising Talk Between Two Artists.
C. Finding Strengths in Each Other.
D. Miss Grace’s Art Class.
C
One recent research found that 92% of university students use AI, and 20% have used AI for all or part of a task given by their teachers.
With the spread of generative AI came new promises that it could change education, bring in an era of personalized student learning and reduce (减少) the work pressure for teachers. But many teachers were “rightly skeptical” about the advantages of introducing more technology into the classroom.
A global OECD study found, for instance, that the more students use tech in schools, the worse their results. What worries the teachers is not only that their students are always distracted (分心) by the apps, but that they will not develop critical (批判性的) thinking skills and deep knowledge when quick answers are only a click away.
Where once teacher Clement would ask his class a question such as, “Where do you think the US stands in terms of GDP per capita ” and guide his students as they puzzled over the solution, now some student will have Googled the answer before the teacher has even finished his question. They know students use ChatGPT all the time and get annoyed if they aren’t provided with a digital copy of their task, because then they must type rather than copy and paste the questions into an AI assistant or the Google search bar.
“Being able to Google something and providing the right answer isn’t knowledge,” Clement says. The internet is already full of misdirection and misinformation, something that will only become worse as AI approaches and produces seemingly reasonable fakes, and he worries that young people are poorly equipped to discover it.
Our brains love shortcut; it’s in our nature. But your brain also needs friction to learn. It needs to have a challenge. We know that once you are used to the digital world, the friction-filled real world feels harder to deal with. By the time we agree that our minds are no longer our own, that we simply cannot think clearly without tech assistance, how much of us will be left to fight
46. What is the main idea of the passage
A. How students use AI to complete tasks.
B. The advantages of AI in modern education.
C. The development of AI technology in universities.
D. Teachers’ worries about AI’s impact on students’ learning abilities.
47. What does the word ‘skeptical’ mean in the second paragraph
A. Angry and opposed B. Doubtful and questioning
C. Curious and interested D. Enthusiastic and supportive
48. According to the OECD study, what is the relationship between technology use and student performance
A. Technology only helps in certain subjects.
B Technology use has no clear effect on student results.
C. Increased technology use leads to worse learning performance.
D. The more students use technology, the better their results become.
49. What happens now when Clement asks students a question in class, according to the passage
A. They argue about the topic using their knowledge.
B. Many feel annoyed and ask for digital task copies.
C. Students think deeply about the answer with his guide.
D. Some students may search online for answers even before he finishes asking.
50. What can we infer from the last paragraph
A. Overuse of technology may harm our thinking ability.
B. Our brains prefer digital shortcuts to real challenges.
C. People should return to the real world completely.
D. The digital world can provide enough challenge for deep learning.
