山东省聊城市2026届高三下学期模拟（一）英语试卷（不含音频及听力原文，答案不全）
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| 名称 | 山东省聊城市2026届高三下学期模拟（一）英语试卷（不含音频及听力原文，答案不全） |
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| 格式 | docx | ||
| 文件大小 | 38.1KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 通用版 | ||
| 科目 | 英语 | ||
| 更新时间 | 2026-03-12 00:00:00 | ||
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聊城市2026年高考模拟试题
英语（一）
本试卷分四部分，共10页，满分150分，考试用时120分钟。
注意事项：
1. 答卷前，考生务必将自己的姓名、考生号等填写在答题卡指定位置上。
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。
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段录音。每段录音后有一个小题，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。听完每段录音后，你都有10秒钟的时间来回答有关小题和阅读下一小题，每段录音播放两遍。
1. What is the woman required to do
A. Place drinks by her seat. B. Finish her drinks quickly. C. Enter the theater without drinks.
2. What does the man suggest for tonight’s dinner
A. Eating out. B. Cooking at home. C. Calling for takeout.
3. Why did the woman get wet
A She fell into a pool. B. She was hit by road water. C. She was caught in the rain.
4. What time is it now
A. 9:10. B. 9:00. C. 8:50.
5. What’s the probable relationship between the speakers
A. Co-workers. B. Repairer and customer. C. Taxi driver and passenger.
第二节（共15小题；每小题1.5分，满分22.5分）
听下面5段录音。每段录音后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项。听每段录音前，你将有时间阅读各个小题，每小题5秒钟；听完后，每小题都有5秒钟的作答时间。每段录音播放两遍。
听第6段材料，回答第6、7题。
6. Why does the woman need to use her computer now
A. To answer a work message.
B. To download a film online.
C. To test the Wi-Fi connection.
7. What is the woman’s problem with her computer
A. Its airplane mode was turned on.
B. Its password got changed.
C. Its system has crashed.
听第7段材料，回答第8至10题。
8. Where does the conversation probably take place
A. In a library. B. In a science lab. C. In a university office.
9. How will the woman discuss her project with Professor Brown
A. In person. B. By email. C. By text.
10. What is the man like
A. Helpful. B. Curious. C. Knowledgeable.
听第8段材料，回答第11至13题。
11. Who are the speakers
A. Policy makers. B. Teachers. C. School administrators.
12. What benefit of an all-English classroom does the man put forward
A. It helps with cultural understanding.
B. It improves students’ listening skills.
C. It builds students’ confidence.
13. What does the man think should be paid attention to
A. The training and support for teachers.
B. Students with poor academic performance.
C. Students’ native language.
听第9段材料，回答第14至17题。
14. What is the conversation mainly about
A. A new type of robot.
B. A false advertisement for a robot.
C. The future of robot development.
15. How did the woman know about the new robot
A. From a news report. B. From the man’s video. C. From the NextGen Company.
16. What will probably happen to NextGen Company according to the woman
A. It might go broke.
B. It might produce more robots.
C. It might lead the robot industry.
17. Why does the man feel angry with some tech companies
A. They made empty apologies.
B. They placed profit above honesty.
C. They always set unachievable goals.
听第10段材料，回答第18至20题。
18. What is the speaker doing
A. Conducting a seminar. B. Hosting a program. C. Preparing a lecture.
19. Why should the activity “What’s in Your Schoolbag ” be held
A. To help students get to know each other.
B. To assign homework to students on the first day.
C. To let the group guess the significance of each object.
20. How does debating class rules benefit students
A. It makes them more successful in the future.
B. It improves their debating skills.
C. It makes them more likely to follow the rules.
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
Summer Schools in the University of Oxford
Our 2025 summer schools are now closed to new enrollments. To stay informed of when our 2026 summer schools open to registrations, please sign up to receive email updates.
Immerse Yourself in the Oxford Experience
Join us for a study holiday in Oxford — for personal enrichment, academic progression or professional development. You’ll live and study at one of the historic colleges in the University of Oxford or at Rewley House, experience dining in the hall, and explore the world’s most famous university city.
Choose from more than 100 one-week introductory courses; or opt for a longer, specialist summer school in a single topic. Many classes can be taken for credits; others require no coursework and are non-assessed.
For those aged 18 and above only.
Summer Courses for Adult Learners
·Introductory Level
These week-long non-assessed summer programmes all take place at one of the historic colleges in the University of Oxford. All courses are designed at an introductory level for non-specialists, and no prior knowledge is necessary.
Inspiring Oxford The Oxford Experience
·Undergraduate Level
The Oxford University Summer School for Adults (OUSSA) programme offers accredited week-long courses at Rewley House. Credits earned from OUSSA are transferable towards our flexible and part-time Undergraduate Certificate of Higher Education.
Oxford University Summer School for Adults
·Senior Level
These intensive summer programmes are for those who want in-depth learning on a subject they are passionate about for personal, academic or professional advancement.
Creative Writing Summer School English Language Teachers’ Summer Seminar
English Literature Summer School History, Politics and Society Summer School
1. What can participants experience during the summer schools
A. Working with professors. B. Exploring the famous country.
C. Studying in historic colleges. D. Conducting academic research.
2. Which course is designed for beginners
A. Inspiring Oxford. B. The OUSSA.
C. English Literature Summer School. D. Creative Writing Summer School.
3. What is special about the OUSSA programme
A. It is shorter than a week. B. It offers transferable credits.
C. It has flexible arrangements. D. It is designed for specialists.
【答案】1. C 2. A 3. B
B
It was back in 1990, and I was on the east coast of Spitsbergen, the largest island of Svalbard, a Norwegian archipelago. Svalbard has a high concentration of polar bears in the spring, gathering for the mating season. When a bear is hungry, it essentially becomes a meat-seeking missile — it can smell you from many miles away. If you’re unwashed in a dark tent out on the floating sea ice, you can look and smell like an oversized walrus (海象).
For several nights, I stayed alert and kept waking up to what I thought was the sound of a bear in the snow. Checking was tough — my tent was coated in ice, which would fall when I moved. Touching the outside of my sleeping bag too long could cause frostbite. The easiest way to check was to unzip the tent, stay in my sleeping bag, and peek out for a 360-degree view. It was cold, uncomfortable — and often pointless.
I made porridge in my mother’s old saucepan and left the camping stove on to melt snow for my Thermos. When I unzipped the tent, I was shocked to see a full-grown polar bear just an arm’s length away, I had a loaded gun, but it was behind me — reaching for it risked an attack. So my hand instinctively reached for the nearest combat-ready thing I could see: the porridge encrusted saucepan. I hit the bear hard on the head with the pan. It flinched, tilted its head, and seemed confused — the loud bang startled us both. Then it turned and ran off into the distance.
As a young adventurer I used to feel it was me against my surroundings, but then I realized I could work with nature and bears have more of a right to be there than me. There have been times, alone in the Arctic, when I have felt more in tune with the world than anywhere else. It breaks my heart that, because of the rapidly melting sea ice, I have witnessed a wilderness habitat that others may never see.
4. What does “a meat-seeking missile” suggest about polar bears
A. Their explosive physical power. B. Their deadly hunting accuracy.
C. Their ability to see prey clearly. D. Their seasonal migration instincts.
5. Why did the author detail the tent-checking procedure
A. To show his survival skills. B. To explain his fear of bears.
C. To illustrate his sleeping problems. D. To highlight an unexpected encounter.
6. Why did the author choose the saucepan to fight the bear
A. It was within easy reach. B. It could make loud noises.
C. It wouldn’t hurt the bear. D. It could surprise the bear.
7. What transformation did the author undergo over time
A. From fearing bears to protecting them. B. From hating adventures to loving them.
C. From opposing nature to cooperating with it. D. From a beginner to a famous explorer.
【答案】4. B 5. D 6. A 7. C
C
In the age of large language models (LLMs) and generative AI, we are witnessing an unprecedented transformation in how knowledge is produced, spread and consumed.
LLMs, we are told, make us more efficient, simplify complex work, automate boring tasks and allow us to focus on what matters. But as we feel surprised at their capabilities, a pressing concern emerges: Are these models genuinely boosting efficiency, or are they eroding our capacity for independent thought, judgment and critical reflection
Efficiency is not a neutral term. The current narrative around generative AI treats efficiency as progress. It suggests that the faster something is done, the better. But faster is not always better. And not everything that can be automated should be.
The popular belief is that LLMs allow humans to assign repetitive work to machines and reserve their energy for more reflective tasks, but the opposite is often true. As the more intellectual labor — writing, summarizing and decision-making, for example — is handed over to AI, the less we will engage with it ourselves. Instead of reserving our thoughtfulness for higher tasks, we will increasingly lose the opportunities, and perhaps even the ability, to think critically.
So what do we really mean by “efficiency” If it means shortening the time it takes to write a report, perhaps we have succeeded. But if it means replacing the intellectual effort that creates depth, coherence and reflection, then it’s not a gain; it’s a loss. The moment we accept LLMs as thought substitutes, rather than thought aids, we begin to worsen the very conditions under which human reasoning thrives: questioning, dialogue, uncertainty and contradiction.
There is no turning back the presence of LLMs in our lives. But we can choose how to live with them. The question is not whether they will think for us, but whether we will let them define what it means to think at all. Efficiency, in the true sense, should not be about doing more with less thought. It should be about doing better, with deeper attention, stronger ethics and sustained human insight.
8. What does the underlined word “eroding” in paragraph 2 mean
A. Changing. B. Improving. C. Destroying. D. Expanding.
9. What do LLMs lead to, according to paragraph 4
A. We get more reflective labor. B. We do independent thinking less.
C. We engage in more repetitive tasks. D. We reduce our work efficiency indeed.
10. What does the author advocate about our using LLMs
A. Putting efficiency first. B. Reducing intellectual effort.
C. Achieving more with less time. D. Increasing human engagement.
11. What is the author’s purpose in writing the text
A. To describe the fast development of LLMs.
B. To reflect on the negative effects of LLMs.
C. To question the necessity of pursuing efficiency.
D. To challenge the traditional definition of efficiency.
【答案】8. C 9. B 10. D 11. B
D
Many people who spot a rubber duck on a programmer’s desk might assume it is just a toy or a simple decoration. In fact, the rubber duck serves as a practical tool to help solve problems. Programmers explain code or problems in detail to the rubber duck. By describing the problem aloud step by step, they gain a clearer understanding of the code’s flow and structure, leading to better problem-solving. This method is called “rubber duck debugging (调试)”.
The term “rubber duck debugging” was first introduced in the 1999 book The Pragmatic Programmer by Andrew Hunt and David Thomas. It originated in a practice among programmers of explaining their code problems to objects to find mistakes more easily. Since then, the concept has become widely recognized in programming culture, inspiring similar debugging techniques and discussions in software development communities.
While rubber duck debugging originated for programmers, the concept can be applied in many different contexts. Research by US scholars Logan Fiorella and Richard Meyer shows that when students learn the material in a lesson as if they were going to teach it to others, they develop a deeper and more persistent understanding of the material. Teaching others forces us to break the material down into conceptual pieces, integrate it with our existing knowledge, and organize it in logical ways. That’s why our little yellow friend is so helpful: In explaining the problem aloud to your rubber duck, you are teaching it as well.
Though the term “rubber duck debugging” specifically refers to explaining the code to a rubber duck the actual presence of a rubber duck is not crucial to the process — any object or even a person can serve as a substitute for it. What matters is externalizing your thoughts and clearly explaining the problem aloud. By adopting the technique, you can gain new insights and perspectives, improve your problem-solving abilities, and overcome challenges more effectively.
So, next time you’re stuck on a problem, try turning to a little yellow duck.
12. Why do programmers use rubber ducks
A. To decorate their workplace. B. To relieve their work pressure.
C. To help fix coding issues efficiently. D. To assist in simplifying coding tasks.
13. What does paragraph 2 mainly tell us about rubber duck debugging
A. Its major limitations. B. Its broad applications.
C. Its background information. D. Its operational procedures.
14. What principle does “rubber duck debugging” indicate
A. Analyzing mistakes is a great way to improve.
B. Externalizing thoughts can enhance our learning.
C. Detailed explanations can improve concentration.
D. Logical thinking can help solve problems effectively.
15. Which of the following would be the best title
A. Rubber Duck Debugging: A Programmer’s Trick
B. To Teach Is to Learn: The Secret of a Little Rubber Duck
C. The History and Application of a Programming Method
D. The Importance of a Rubber Duck in Teaching
【答案】12. C 13. C 14. B 15. B
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。
Reading can improve literacy and language skills. However, research shows that reading fiction books might have several other benefits for teens.
Reading fiction books might help teenagers develop their understanding of “who they are”. ___16___ Our identities are made up of our personalities, experiences, values, goals, thoughts, and beliefs, and help us understand why we think, feel, and behave in certain ways. When we emotionally connect with a character in a book and feel immersed in a story, our own identities temporarily expand to include the thoughts, feelings, and experiences of the characters we are connecting with. In this way, fiction books provide an opportunity to explore different possibilities for ourselves, and to reflect upon the parts of our identities which are important to us. ___17___
Fiction books might also help teenagers to develop their understanding of other people and their ability to take others’ perspectives. ___18___ It develops throughout our teenage years as our social worlds become increasingly complex. Connecting with fictional characters might help readers to strengthen their perspective taking skills.
Connections with texts can also help readers navigate difficult emotions and understand their experiences. ___19___ Teens have to navigate the transition to high school, changing relationships with their peers, increased extra-curricular commitments, and are generally becoming more aware of the social and political world around them. Teens say reading gives them an opportunity to escape from their everyday lives.
___20___ While we often focus on attainment outcomes, reading also helps teens develop their self-understanding and understanding of others, and can support their emotional well-being at a particularly unrestful period of life. With the teen years being a particularly vulnerable time for reading habits, it’s important we support teens in finding and accessing books they enjoy to help them experience all these benefits.
A. Perspective taking is an important social skill.
B. Reading is a process of personal growth.
C. Fictional stories present identities vastly different from our own.
D. Reading can have numerous benefits for teenagers.
E. The teenage years are often a period of great change.
F. This process is important for teens to learn who they are.
G. Fictional characters help readers explore their own identities.
【答案】16. G 17. F 18. A 19. E 20. D
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。
Like many people, I decided to get a new iPhone about a month ago. My old phone was clearly outdated. Its battery life was terrible. I made an ___21___ at Verizon, expecting a quick visit. It wasn’t. The salesgirl’s ___22___ of plans and pricing lasted longer than many of my lectures — and was ten times harder to follow. Still, I placed the ___23___ .
When I returned three days later to ___24___ my old phone for the new one, a 60-minute data transfer took over three hours. Then came days of emails and texts with the salesgirl to ___25___ remaining issues. Ah, the contradictions of progress. The very tools meant to ___26___ life often complicate it.
Apps demand downloads, uploads, photo scans, password resets— each ___27___ requiring time and patience. I’m older, and younger people adapt more easily. But everyone ___28___ with today’s endless passwords, QR codes, and confusing interfaces (界面). These ___29___ accompany innovations that do make some tasks ____30____ like navigation or ticket purchase— but ____31____ fulfill their promises fully.
Today, even ____32____ tasks like arranging digital documents or understanding workplace apps ____33____ time. And good luck reaching real customer service through the voice-mail maze. Sometimes, I envy those who unplug entirely— though I’d ____34____ short videos. But dealing with my sound system makes “going wild” tempting. Nature’s sounds might be more ____35____ than battling Siri or malfunctioning apps.
21. A. application B. appointment C. impression D. attempt
22. A. explanation B. negotiation C. confirmation D. assessment
23. A. emphasis B. call C. limit D. order
24. A. exchange B. return C. pay D. charge
25. A. describe B. clarify C. fix D. report
26. A. simplify B. disturb C. change D. record
27. A. goal B. feature C. stage D. step
28. A. struggles B. mixes C. varies D. interferes
29. A. limitations B. errors C. annoyances D. chances
30. A. tougher B. easier C. clearer D. fairer
31. A. obviously B. completely C. purposefully D. rarely
32. A. boring B. simple C. important D. urgent
33. A. set aside B. put off C. bring back D. eat away
34. A. miss B. resist C. quit D. review
35. A. available B. passionate C. peaceful D. familiar
【答案】21. B 22. A 23. D 24. A 25. C 26. A 27. D 28. A 29. C 30. B 31. D 32. B 33. D 34. A 35. C
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。
Two years after its launch, the Jakarta-Bandung High-Speed Railway, the first in Indonesia and Southeast Asia, has safely transported more than 12 million passengers, ____36____ (mark) a milestone in the country’s modern transit development.
A total of 11 sets of bullet trains and an inspection train, all adopting Chinese standards, were showcased in Qingdao, Shandong Province in August, 2022. Then they ____37____ (ship) to Indonesia.
According to China Railway International, a subsidiary (子公司) of China State Railway Group, ____38____ oversaw (监管) the project, the trains, designed and developed by CRRC Qingdao Sifang Co., Ltd., were based on ____39____ (advance) and mature technologies of China-made Fuxing bullet trains which operate at the speed of 350 km per hour. The CRRC had also made ____40____ (change) to adapt to the local environment and routes, and containing Indonesia’s cultural elements made passengers travel ____41____ (comfortable).
The 142.3-kilometer line, ____42____ landmark project of the China-proposed Belt and Road Initiative, ____43____ (begin) construction in 2018 and was opened to traffic in June, 2023. With trains capable of ____44____ (reach) speeds of up to 350 km per hour, the line cut the journey between Jakarta and the capital of Indonesia’s West Java Province from over three hours ____45____ just 40 minutes.
【答案】36. marking
37. were shipped
38. which 39. advanced
40. changes
41. comfortably
42. a 43. began
44. reaching
45. to
第四部分 写作（共两节，满分40分）
第一节 （满分15分）
46. 假设你是李华，你市外事办正在招募志愿者，在暑期接待外国游客，要求用英语写应聘信。请你写信应聘，内容包括：
1 提出申请；
2. 个人优势；
3. 希望获准。
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 Sir/ Madam,
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yours,
Li Hua
【答案】Dear Sir/ Madam,
I’m Li Hua, a senior high school student. I’m writing to apply for the volunteer position to receive foreign tourists during the summer vacation.
I have a good command of English and can communicate fluently with foreigners. Besides, I’m familiar with our city’s places of interest and culture, which enables me to introduce our city well. I’m also patient and friendly, good at getting along with people from different countries.
I sincerely hope I can be admitted as a volunteer. I will try my best to do the job well and leave a good impression on foreign tourists.
Yours faithfully,
Li Hua
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。
Lucy turned on the TV. The house was quiet because her son, Patrick, was on a school camping trip. She was surfing through TV channels when Patrick’s teacher phoned her.
“Hi, Mr Randall,” Lucy said. “Is everything okay ”
“I’m so sorry, Miss Stevens,” Mr Randall wept. “I don’t know how this happened, but Patrick is lost!”
Lucy’s heart thumped like a drum.
“What...” Lucy nervously asked. “What do you mean, Mr Randall How could he get lost ”
“I’m not sure. I already called the police, and they’re currently out there, searching the woods.”
Lucy stood. “I’m heading out there right now!”
She fetched one of the old hiking backpacks, climbed into her car and then set off.
By the time she arrived at the campsite, the sun was setting. “When did Patrick get lost ” Lucy asked as she strode toward Mr Randall.
“I know Patrick was still with us when we stopped for lunch.” Mr Randal sighed. “But I’ m not sure when he got separated from the group. When we returned to the campsite, he was missing.” Lucy looked at the children moving among the tents. Thinking of her son out in the forest by himself brought tears to her eyes.
Lucy hiked and camped frequently when she was younger. She returned to her car and fetched the supplies she’d packed. She had brought a flashlight, food, and water, in addition to the multi-tool and a basic first-aid kit in her backpack.
It was very dark. Lucy didn’t want to go in there alone, but Patrick’s safety depended on her. She turned on her flashlight and set off along a narrow path leading through the trees.
The deeper Lucy walked into the forest, the more anxious she became. Lucy shivered with cold as she searched. What’s worse, her flashlight ran out of batteries hours later. She realized now that it was safer to wait for dawn and continue then. Lucy drank water and ate some food while she made a fire to warm up.
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
As soon as the dawn broke, Lucy continued to search the dark forest.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
The smoke was coming from an old cabin (小木屋) by a still lake.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】 As soon as the dawn broke, Lucy continued to search the dark forest. She called out Patrick’s name loudly, her voice trembling with worry and love. She stepped carefully over branches and rocks, following the small path she had discovered the night before. Tired and hungry as she was, she never stopped moving. The hope of finding her son kept her going. Suddenly, a thin wisp of smoke rising in the distance caught her attention. Her eyes lit up immediately, and she rushed towards it as fast as she could.
The smoke was coming from an old cabin by a still lake. She pushed the door open gently and found Patrick sitting quietly by a small fire, safe and unhurt. He had found the cabin and stayed there to keep warm. The moment Patrick saw Lucy, he jumped up and ran into her arms, crying happily. Lucy held him tightly, tears of relief running down her face. She gave him food and water, and then they walked back to the campsite together. Everyone was overjoyed to see Patrick return safely.
英语（一）
本试卷分四部分，共10页，满分150分，考试用时120分钟。
注意事项：
1. 答卷前，考生务必将自己的姓名、考生号等填写在答题卡指定位置上。
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。
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段录音。每段录音后有一个小题，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。听完每段录音后，你都有10秒钟的时间来回答有关小题和阅读下一小题，每段录音播放两遍。
1. What is the woman required to do
A. Place drinks by her seat. B. Finish her drinks quickly. C. Enter the theater without drinks.
2. What does the man suggest for tonight’s dinner
A. Eating out. B. Cooking at home. C. Calling for takeout.
3. Why did the woman get wet
A She fell into a pool. B. She was hit by road water. C. She was caught in the rain.
4. What time is it now
A. 9:10. B. 9:00. C. 8:50.
5. What’s the probable relationship between the speakers
A. Co-workers. B. Repairer and customer. C. Taxi driver and passenger.
第二节（共15小题；每小题1.5分，满分22.5分）
听下面5段录音。每段录音后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项。听每段录音前，你将有时间阅读各个小题，每小题5秒钟；听完后，每小题都有5秒钟的作答时间。每段录音播放两遍。
听第6段材料，回答第6、7题。
6. Why does the woman need to use her computer now
A. To answer a work message.
B. To download a film online.
C. To test the Wi-Fi connection.
7. What is the woman’s problem with her computer
A. Its airplane mode was turned on.
B. Its password got changed.
C. Its system has crashed.
听第7段材料，回答第8至10题。
8. Where does the conversation probably take place
A. In a library. B. In a science lab. C. In a university office.
9. How will the woman discuss her project with Professor Brown
A. In person. B. By email. C. By text.
10. What is the man like
A. Helpful. B. Curious. C. Knowledgeable.
听第8段材料，回答第11至13题。
11. Who are the speakers
A. Policy makers. B. Teachers. C. School administrators.
12. What benefit of an all-English classroom does the man put forward
A. It helps with cultural understanding.
B. It improves students’ listening skills.
C. It builds students’ confidence.
13. What does the man think should be paid attention to
A. The training and support for teachers.
B. Students with poor academic performance.
C. Students’ native language.
听第9段材料，回答第14至17题。
14. What is the conversation mainly about
A. A new type of robot.
B. A false advertisement for a robot.
C. The future of robot development.
15. How did the woman know about the new robot
A. From a news report. B. From the man’s video. C. From the NextGen Company.
16. What will probably happen to NextGen Company according to the woman
A. It might go broke.
B. It might produce more robots.
C. It might lead the robot industry.
17. Why does the man feel angry with some tech companies
A. They made empty apologies.
B. They placed profit above honesty.
C. They always set unachievable goals.
听第10段材料，回答第18至20题。
18. What is the speaker doing
A. Conducting a seminar. B. Hosting a program. C. Preparing a lecture.
19. Why should the activity “What’s in Your Schoolbag ” be held
A. To help students get to know each other.
B. To assign homework to students on the first day.
C. To let the group guess the significance of each object.
20. How does debating class rules benefit students
A. It makes them more successful in the future.
B. It improves their debating skills.
C. It makes them more likely to follow the rules.
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
Summer Schools in the University of Oxford
Our 2025 summer schools are now closed to new enrollments. To stay informed of when our 2026 summer schools open to registrations, please sign up to receive email updates.
Immerse Yourself in the Oxford Experience
Join us for a study holiday in Oxford — for personal enrichment, academic progression or professional development. You’ll live and study at one of the historic colleges in the University of Oxford or at Rewley House, experience dining in the hall, and explore the world’s most famous university city.
Choose from more than 100 one-week introductory courses; or opt for a longer, specialist summer school in a single topic. Many classes can be taken for credits; others require no coursework and are non-assessed.
For those aged 18 and above only.
Summer Courses for Adult Learners
·Introductory Level
These week-long non-assessed summer programmes all take place at one of the historic colleges in the University of Oxford. All courses are designed at an introductory level for non-specialists, and no prior knowledge is necessary.
Inspiring Oxford The Oxford Experience
·Undergraduate Level
The Oxford University Summer School for Adults (OUSSA) programme offers accredited week-long courses at Rewley House. Credits earned from OUSSA are transferable towards our flexible and part-time Undergraduate Certificate of Higher Education.
Oxford University Summer School for Adults
·Senior Level
These intensive summer programmes are for those who want in-depth learning on a subject they are passionate about for personal, academic or professional advancement.
Creative Writing Summer School English Language Teachers’ Summer Seminar
English Literature Summer School History, Politics and Society Summer School
1. What can participants experience during the summer schools
A. Working with professors. B. Exploring the famous country.
C. Studying in historic colleges. D. Conducting academic research.
2. Which course is designed for beginners
A. Inspiring Oxford. B. The OUSSA.
C. English Literature Summer School. D. Creative Writing Summer School.
3. What is special about the OUSSA programme
A. It is shorter than a week. B. It offers transferable credits.
C. It has flexible arrangements. D. It is designed for specialists.
【答案】1. C 2. A 3. B
B
It was back in 1990, and I was on the east coast of Spitsbergen, the largest island of Svalbard, a Norwegian archipelago. Svalbard has a high concentration of polar bears in the spring, gathering for the mating season. When a bear is hungry, it essentially becomes a meat-seeking missile — it can smell you from many miles away. If you’re unwashed in a dark tent out on the floating sea ice, you can look and smell like an oversized walrus (海象).
For several nights, I stayed alert and kept waking up to what I thought was the sound of a bear in the snow. Checking was tough — my tent was coated in ice, which would fall when I moved. Touching the outside of my sleeping bag too long could cause frostbite. The easiest way to check was to unzip the tent, stay in my sleeping bag, and peek out for a 360-degree view. It was cold, uncomfortable — and often pointless.
I made porridge in my mother’s old saucepan and left the camping stove on to melt snow for my Thermos. When I unzipped the tent, I was shocked to see a full-grown polar bear just an arm’s length away, I had a loaded gun, but it was behind me — reaching for it risked an attack. So my hand instinctively reached for the nearest combat-ready thing I could see: the porridge encrusted saucepan. I hit the bear hard on the head with the pan. It flinched, tilted its head, and seemed confused — the loud bang startled us both. Then it turned and ran off into the distance.
As a young adventurer I used to feel it was me against my surroundings, but then I realized I could work with nature and bears have more of a right to be there than me. There have been times, alone in the Arctic, when I have felt more in tune with the world than anywhere else. It breaks my heart that, because of the rapidly melting sea ice, I have witnessed a wilderness habitat that others may never see.
4. What does “a meat-seeking missile” suggest about polar bears
A. Their explosive physical power. B. Their deadly hunting accuracy.
C. Their ability to see prey clearly. D. Their seasonal migration instincts.
5. Why did the author detail the tent-checking procedure
A. To show his survival skills. B. To explain his fear of bears.
C. To illustrate his sleeping problems. D. To highlight an unexpected encounter.
6. Why did the author choose the saucepan to fight the bear
A. It was within easy reach. B. It could make loud noises.
C. It wouldn’t hurt the bear. D. It could surprise the bear.
7. What transformation did the author undergo over time
A. From fearing bears to protecting them. B. From hating adventures to loving them.
C. From opposing nature to cooperating with it. D. From a beginner to a famous explorer.
【答案】4. B 5. D 6. A 7. C
C
In the age of large language models (LLMs) and generative AI, we are witnessing an unprecedented transformation in how knowledge is produced, spread and consumed.
LLMs, we are told, make us more efficient, simplify complex work, automate boring tasks and allow us to focus on what matters. But as we feel surprised at their capabilities, a pressing concern emerges: Are these models genuinely boosting efficiency, or are they eroding our capacity for independent thought, judgment and critical reflection
Efficiency is not a neutral term. The current narrative around generative AI treats efficiency as progress. It suggests that the faster something is done, the better. But faster is not always better. And not everything that can be automated should be.
The popular belief is that LLMs allow humans to assign repetitive work to machines and reserve their energy for more reflective tasks, but the opposite is often true. As the more intellectual labor — writing, summarizing and decision-making, for example — is handed over to AI, the less we will engage with it ourselves. Instead of reserving our thoughtfulness for higher tasks, we will increasingly lose the opportunities, and perhaps even the ability, to think critically.
So what do we really mean by “efficiency” If it means shortening the time it takes to write a report, perhaps we have succeeded. But if it means replacing the intellectual effort that creates depth, coherence and reflection, then it’s not a gain; it’s a loss. The moment we accept LLMs as thought substitutes, rather than thought aids, we begin to worsen the very conditions under which human reasoning thrives: questioning, dialogue, uncertainty and contradiction.
There is no turning back the presence of LLMs in our lives. But we can choose how to live with them. The question is not whether they will think for us, but whether we will let them define what it means to think at all. Efficiency, in the true sense, should not be about doing more with less thought. It should be about doing better, with deeper attention, stronger ethics and sustained human insight.
8. What does the underlined word “eroding” in paragraph 2 mean
A. Changing. B. Improving. C. Destroying. D. Expanding.
9. What do LLMs lead to, according to paragraph 4
A. We get more reflective labor. B. We do independent thinking less.
C. We engage in more repetitive tasks. D. We reduce our work efficiency indeed.
10. What does the author advocate about our using LLMs
A. Putting efficiency first. B. Reducing intellectual effort.
C. Achieving more with less time. D. Increasing human engagement.
11. What is the author’s purpose in writing the text
A. To describe the fast development of LLMs.
B. To reflect on the negative effects of LLMs.
C. To question the necessity of pursuing efficiency.
D. To challenge the traditional definition of efficiency.
【答案】8. C 9. B 10. D 11. B
D
Many people who spot a rubber duck on a programmer’s desk might assume it is just a toy or a simple decoration. In fact, the rubber duck serves as a practical tool to help solve problems. Programmers explain code or problems in detail to the rubber duck. By describing the problem aloud step by step, they gain a clearer understanding of the code’s flow and structure, leading to better problem-solving. This method is called “rubber duck debugging (调试)”.
The term “rubber duck debugging” was first introduced in the 1999 book The Pragmatic Programmer by Andrew Hunt and David Thomas. It originated in a practice among programmers of explaining their code problems to objects to find mistakes more easily. Since then, the concept has become widely recognized in programming culture, inspiring similar debugging techniques and discussions in software development communities.
While rubber duck debugging originated for programmers, the concept can be applied in many different contexts. Research by US scholars Logan Fiorella and Richard Meyer shows that when students learn the material in a lesson as if they were going to teach it to others, they develop a deeper and more persistent understanding of the material. Teaching others forces us to break the material down into conceptual pieces, integrate it with our existing knowledge, and organize it in logical ways. That’s why our little yellow friend is so helpful: In explaining the problem aloud to your rubber duck, you are teaching it as well.
Though the term “rubber duck debugging” specifically refers to explaining the code to a rubber duck the actual presence of a rubber duck is not crucial to the process — any object or even a person can serve as a substitute for it. What matters is externalizing your thoughts and clearly explaining the problem aloud. By adopting the technique, you can gain new insights and perspectives, improve your problem-solving abilities, and overcome challenges more effectively.
So, next time you’re stuck on a problem, try turning to a little yellow duck.
12. Why do programmers use rubber ducks
A. To decorate their workplace. B. To relieve their work pressure.
C. To help fix coding issues efficiently. D. To assist in simplifying coding tasks.
13. What does paragraph 2 mainly tell us about rubber duck debugging
A. Its major limitations. B. Its broad applications.
C. Its background information. D. Its operational procedures.
14. What principle does “rubber duck debugging” indicate
A. Analyzing mistakes is a great way to improve.
B. Externalizing thoughts can enhance our learning.
C. Detailed explanations can improve concentration.
D. Logical thinking can help solve problems effectively.
15. Which of the following would be the best title
A. Rubber Duck Debugging: A Programmer’s Trick
B. To Teach Is to Learn: The Secret of a Little Rubber Duck
C. The History and Application of a Programming Method
D. The Importance of a Rubber Duck in Teaching
【答案】12. C 13. C 14. B 15. B
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。
Reading can improve literacy and language skills. However, research shows that reading fiction books might have several other benefits for teens.
Reading fiction books might help teenagers develop their understanding of “who they are”. ___16___ Our identities are made up of our personalities, experiences, values, goals, thoughts, and beliefs, and help us understand why we think, feel, and behave in certain ways. When we emotionally connect with a character in a book and feel immersed in a story, our own identities temporarily expand to include the thoughts, feelings, and experiences of the characters we are connecting with. In this way, fiction books provide an opportunity to explore different possibilities for ourselves, and to reflect upon the parts of our identities which are important to us. ___17___
Fiction books might also help teenagers to develop their understanding of other people and their ability to take others’ perspectives. ___18___ It develops throughout our teenage years as our social worlds become increasingly complex. Connecting with fictional characters might help readers to strengthen their perspective taking skills.
Connections with texts can also help readers navigate difficult emotions and understand their experiences. ___19___ Teens have to navigate the transition to high school, changing relationships with their peers, increased extra-curricular commitments, and are generally becoming more aware of the social and political world around them. Teens say reading gives them an opportunity to escape from their everyday lives.
___20___ While we often focus on attainment outcomes, reading also helps teens develop their self-understanding and understanding of others, and can support their emotional well-being at a particularly unrestful period of life. With the teen years being a particularly vulnerable time for reading habits, it’s important we support teens in finding and accessing books they enjoy to help them experience all these benefits.
A. Perspective taking is an important social skill.
B. Reading is a process of personal growth.
C. Fictional stories present identities vastly different from our own.
D. Reading can have numerous benefits for teenagers.
E. The teenage years are often a period of great change.
F. This process is important for teens to learn who they are.
G. Fictional characters help readers explore their own identities.
【答案】16. G 17. F 18. A 19. E 20. D
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。
Like many people, I decided to get a new iPhone about a month ago. My old phone was clearly outdated. Its battery life was terrible. I made an ___21___ at Verizon, expecting a quick visit. It wasn’t. The salesgirl’s ___22___ of plans and pricing lasted longer than many of my lectures — and was ten times harder to follow. Still, I placed the ___23___ .
When I returned three days later to ___24___ my old phone for the new one, a 60-minute data transfer took over three hours. Then came days of emails and texts with the salesgirl to ___25___ remaining issues. Ah, the contradictions of progress. The very tools meant to ___26___ life often complicate it.
Apps demand downloads, uploads, photo scans, password resets— each ___27___ requiring time and patience. I’m older, and younger people adapt more easily. But everyone ___28___ with today’s endless passwords, QR codes, and confusing interfaces (界面). These ___29___ accompany innovations that do make some tasks ____30____ like navigation or ticket purchase— but ____31____ fulfill their promises fully.
Today, even ____32____ tasks like arranging digital documents or understanding workplace apps ____33____ time. And good luck reaching real customer service through the voice-mail maze. Sometimes, I envy those who unplug entirely— though I’d ____34____ short videos. But dealing with my sound system makes “going wild” tempting. Nature’s sounds might be more ____35____ than battling Siri or malfunctioning apps.
21. A. application B. appointment C. impression D. attempt
22. A. explanation B. negotiation C. confirmation D. assessment
23. A. emphasis B. call C. limit D. order
24. A. exchange B. return C. pay D. charge
25. A. describe B. clarify C. fix D. report
26. A. simplify B. disturb C. change D. record
27. A. goal B. feature C. stage D. step
28. A. struggles B. mixes C. varies D. interferes
29. A. limitations B. errors C. annoyances D. chances
30. A. tougher B. easier C. clearer D. fairer
31. A. obviously B. completely C. purposefully D. rarely
32. A. boring B. simple C. important D. urgent
33. A. set aside B. put off C. bring back D. eat away
34. A. miss B. resist C. quit D. review
35. A. available B. passionate C. peaceful D. familiar
【答案】21. B 22. A 23. D 24. A 25. C 26. A 27. D 28. A 29. C 30. B 31. D 32. B 33. D 34. A 35. C
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。
Two years after its launch, the Jakarta-Bandung High-Speed Railway, the first in Indonesia and Southeast Asia, has safely transported more than 12 million passengers, ____36____ (mark) a milestone in the country’s modern transit development.
A total of 11 sets of bullet trains and an inspection train, all adopting Chinese standards, were showcased in Qingdao, Shandong Province in August, 2022. Then they ____37____ (ship) to Indonesia.
According to China Railway International, a subsidiary (子公司) of China State Railway Group, ____38____ oversaw (监管) the project, the trains, designed and developed by CRRC Qingdao Sifang Co., Ltd., were based on ____39____ (advance) and mature technologies of China-made Fuxing bullet trains which operate at the speed of 350 km per hour. The CRRC had also made ____40____ (change) to adapt to the local environment and routes, and containing Indonesia’s cultural elements made passengers travel ____41____ (comfortable).
The 142.3-kilometer line, ____42____ landmark project of the China-proposed Belt and Road Initiative, ____43____ (begin) construction in 2018 and was opened to traffic in June, 2023. With trains capable of ____44____ (reach) speeds of up to 350 km per hour, the line cut the journey between Jakarta and the capital of Indonesia’s West Java Province from over three hours ____45____ just 40 minutes.
【答案】36. marking
37. were shipped
38. which 39. advanced
40. changes
41. comfortably
42. a 43. began
44. reaching
45. to
第四部分 写作（共两节，满分40分）
第一节 （满分15分）
46. 假设你是李华，你市外事办正在招募志愿者，在暑期接待外国游客，要求用英语写应聘信。请你写信应聘，内容包括：
1 提出申请；
2. 个人优势；
3. 希望获准。
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 Sir/ Madam,
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yours,
Li Hua
【答案】Dear Sir/ Madam,
I’m Li Hua, a senior high school student. I’m writing to apply for the volunteer position to receive foreign tourists during the summer vacation.
I have a good command of English and can communicate fluently with foreigners. Besides, I’m familiar with our city’s places of interest and culture, which enables me to introduce our city well. I’m also patient and friendly, good at getting along with people from different countries.
I sincerely hope I can be admitted as a volunteer. I will try my best to do the job well and leave a good impression on foreign tourists.
Yours faithfully,
Li Hua
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。
Lucy turned on the TV. The house was quiet because her son, Patrick, was on a school camping trip. She was surfing through TV channels when Patrick’s teacher phoned her.
“Hi, Mr Randall,” Lucy said. “Is everything okay ”
“I’m so sorry, Miss Stevens,” Mr Randall wept. “I don’t know how this happened, but Patrick is lost!”
Lucy’s heart thumped like a drum.
“What...” Lucy nervously asked. “What do you mean, Mr Randall How could he get lost ”
“I’m not sure. I already called the police, and they’re currently out there, searching the woods.”
Lucy stood. “I’m heading out there right now!”
She fetched one of the old hiking backpacks, climbed into her car and then set off.
By the time she arrived at the campsite, the sun was setting. “When did Patrick get lost ” Lucy asked as she strode toward Mr Randall.
“I know Patrick was still with us when we stopped for lunch.” Mr Randal sighed. “But I’ m not sure when he got separated from the group. When we returned to the campsite, he was missing.” Lucy looked at the children moving among the tents. Thinking of her son out in the forest by himself brought tears to her eyes.
Lucy hiked and camped frequently when she was younger. She returned to her car and fetched the supplies she’d packed. She had brought a flashlight, food, and water, in addition to the multi-tool and a basic first-aid kit in her backpack.
It was very dark. Lucy didn’t want to go in there alone, but Patrick’s safety depended on her. She turned on her flashlight and set off along a narrow path leading through the trees.
The deeper Lucy walked into the forest, the more anxious she became. Lucy shivered with cold as she searched. What’s worse, her flashlight ran out of batteries hours later. She realized now that it was safer to wait for dawn and continue then. Lucy drank water and ate some food while she made a fire to warm up.
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
As soon as the dawn broke, Lucy continued to search the dark forest.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
The smoke was coming from an old cabin (小木屋) by a still lake.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
【答案】 As soon as the dawn broke, Lucy continued to search the dark forest. She called out Patrick’s name loudly, her voice trembling with worry and love. She stepped carefully over branches and rocks, following the small path she had discovered the night before. Tired and hungry as she was, she never stopped moving. The hope of finding her son kept her going. Suddenly, a thin wisp of smoke rising in the distance caught her attention. Her eyes lit up immediately, and she rushed towards it as fast as she could.
The smoke was coming from an old cabin by a still lake. She pushed the door open gently and found Patrick sitting quietly by a small fire, safe and unhurt. He had found the cabin and stayed there to keep warm. The moment Patrick saw Lucy, he jumped up and ran into her arms, crying happily. Lucy held him tightly, tears of relief running down her face. She gave him food and water, and then they walked back to the campsite together. Everyone was overjoyed to see Patrick return safely.
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