菏泽市2026年高三一模考试
英语试题
2026.03
第一部分 听力（共两节，满分30分）
第一节（共5小题；每小题1.5分，满分7.5分）
听下面5段对话。每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项。听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。每段对话读两遍。
1. What will the speakers probably do this weekend?
A. Play a ball game. B. Appreciate artworks. C. Make a meal together.
2. What will Ben do at lunchtime?
A. Attend a meeting. B. Play chess. C. Practice singing.
3. What does the woman think of the man’s action?
A. Unnecessary. B. Dangerous. C. Wise.
4. What do the speakers plan to do?
A. Clear up the fallen leaves.
B. Cut back an overgrown plant.
C. Grow some plants along the path.
5. Why did the woman choose the new major?
A. To work in sales.
B. To improve her writing skills.
C. To help solve people’s personal problems.
第二节（共15小题；每小题1.5 分，满分22.5分）
听下面5段对话或独白。每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项。听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。每段对话或独白读两遍。
听第6段材料，回答第6、7题。
6. What is the probable relationship between the speakers?
A. Mother and son. B. Teacher and student. C. Manager and employee.
7. Why does the woman mention the old saying?
A. To stress the share of housework.
B. To encourage the man to act now.
C. To teach the man about responsibility.
听第7段材料，回答第8至10题。
8. What did Paul bring for Debbie?
A. A fitness equipment. B. A bag of books. C. A full bag of candy.
9. What change does Paul notice in Debbie?
A. She looks tired. B. She has lost weight. C. She dresses differently.
10. What type of exercise does Paul probably prefer?
A. Swimming. B. Running. C. Weightlifting.
听第8段材料，回答第11至13题。
11. What did the man think of his museum trip at first?
A. It was worth expecting. B. It was a bit scary. C. It was boring.
12. Which part did the man enjoy most?
A. The virtual tour. B. The touch tables. C. The moving dinosaurs.
13. How long can the man use the VR system per week at school?
A. 30 minutes. B. 60 minutes. C. 90 minutes.
听第9段材料，回答第14至17题。
14. Where does the conversation probably take place?
A. In the library. B. On a beach. C. At a café.
15. What would the woman like to be in the future?
A. A doctor. B. A lawyer. C. An actress.
16. What did the man’s cousin do as a volunteer?
A. She joined in the clean-ups.
B. She worked at a charity shop.
C. She helped in the drama club.
17. What does the man offer to do for the woman?
A. Introduce her to a new friend.
B. Give her a drive at the weekend.
C. Text her volunteering information.
听第10段材料，回答第18至20题。
18. What will parents first do on Wednesday?
A. Give lessons on careers. B. Talk to the headmaster. C. Attend regular classes.
19. How will the school organize the final small group sessions?
A. By subject. B. By grade. C. By class.
20. What can the listeners do if they want more information?
A. Ask their class teachers.
B. Visit the student government office.
C. Listen to tomorrow’s announcement.
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
Leading digital learning platforms Libby and Kanopy conducted a comprehensive 2025 survey of 3,500 undergraduate students across 50 universities in the United States and Canada. The survey, completed in January 2026, set out to identify the dominant learning styles of today’s undergraduates, measure student demand for different types of multimodal (多模态) course materials, and explore the link between multimodal learning and academic performance and engagement.
Learning Style Preference
This shift in learning styles has directly translated into a growing demand for course materials, as students seek out content that not only conveys information but also engages them in ways that match how they best process and internalize knowledge.
The following data quantifies student demand for different types of multimodal course materials accordingly.
Demand for Multimodal Course Materials
The survey also uncovered a clear link between the use of multimodal learning materials and key educational outcomes, including academic performance and classroom engagement. “This survey confirms that undergraduate learning has entered a new multimodal era — students no longer want to be passive consumers of text-based content. Educators and institutions that adapt to this shift by providing diverse, visual and interactive materials will see significant improvements in student success and engagement, and will better prepare students for the diverse, digital world they will enter upon graduation,” said Overdrive CEO Steve Potash.
21. What percentage do visual and kinesthetic learners account for in 2025?
A. 40%. B. 49%. C. 51%. D. 73%.
22. Which multimodal course materials do undergraduate students like most?
A. Audio podcasts. B. Video lectures.
C. Interactive infographics. D. Traditional print textbooks.
23. What does Steve think of the shift of learning style preference?
A. It is worthy to be accepted. B. It relies on text-based materials.
C. It is a short-lived tendency. D. It lowers classroom engagement.
B
Ms. Gupta’s eighth-grade history class were afraid of the annual “Living History” project. This year’s theme was “The Industrial Revolution: Human Cost”. Students typically recycled Wikipedia facts for a poster. But Ms. Gupta raised a different requirement: each student would spend a week performing the dull, minute-by-minute task of a specific historical worker, logging their physical and emotional responses.
Skeptical Sam drew “Linen Mill Doffer (落纱工), age 12”. His task：every 45 minutes, for an hour after school, he must stop whatever he was doing and perform ten minutes of rapid, repetitive motion — acting out replacing bobbins (纱线筒) on a spinning machine. He set a phone timer. The first interruption came during an engaging video game. Annoyed, he hit hard at the air. The next during homework. Frustration grew. By day three, a deep sense of powerlessness set in. He couldn’t immerse in anything, anticipating the next interruption. His log entry read: “I feel overwhelmed. I can’t think a full thought.”
His research into actual doffers revealed more: lung diseases from dust, deafening noise, 14-hour days. A statistic — the average life expectancy of a mill worker in 1830 was just 42 — stopped him cold. It was no longer an abstract “cost”. It was stolen time, stolen focus, stolen childhoods. For his final project, Sam didn’t make a poster. He wrote a simple program called “The Interruption”. When activated, it would freeze the screen every 45 minutes with an image of a child worker for exactly ten minutes.
When he presented it, the class was silent. A girl who had embodied a “matchbox seller” spoke through tears about chemical poisoning. A boy who had simulated a coal carrier described the severe ache in his back.
Ms. Gupta’s goal to bridge the gap between historical data and human ache was achieved. The students had moved from memorizing facts to feeling consequence. The project’s real lesson was that empathy isn’t just feeling but the courageous act of voluntarily giving up your own control, even for a moment, to understand another’s misery.
24. What made this year’s Living History project special?
A. It featured role play. B. It created fine posters.
C. It referred to Wikipedia. D. It had different themes.
25. How did Sam’s emotional change during the task?
A. Curious → calm → excited. B. Doubtful → upset → shocked.
C. Frightened → nervous → relieved. D. Uninterested → anxious → disappointed.
26. Why did Sam design the program “The Interruption”?
A. To play a trick. B. To share his feeling.
C. To learn history. D. To record his discovery.
27. What lesson might Sam and his classmates learn from the project?
A. History is a mirror. B. Suffering builds character.
C. Walk a mile in someone’s shoes. D. Every cloud has a silver lining.
C
Ethics (伦理) in Cybersecurity by Marquez, a former cybersecurity analyst for a global tech firm, is a timely exploration of the moral dilemmas that define modern digital life.
The book is organized around six “ethical crossroads”, each illustrated with a detailed case study. One of the most striking chapters focuses on the 2025 “SecureData” case, where a major tech company discovered weakness in its popular messaging app — one that could expose users’ private conversations. The company faced a choice: tell users the problem immediately or fix it quietly over six months. Marquez walks readers through the arguments on both sides: the “duty to protect users” versus the “duty to avoid bad reputation”. She doesn’t offer a simple answer — instead, she teaches readers to weigh conflicting values, a skill she calls “ethical reasoning for the digital age”.
Marquez also challenges common myths about cybersecurity ethics. She argues against the idea that “the end justifies the means” when it comes to fighting cybercrime, citing a 2024 case where a government accessed a criminal group’s servers to recover stolen data, but in doing so, accidentally obtained the private emails of 10,000 innocent people. “Security without ethics isn’t security — it’s just control,” she writes. This focus on balancing security and ethics makes the book stand out in a field often dominated by technical solutions.
Marquez’s engaging style makes the book accessible. She, for instance, compares a company’s decision to hide a software problem to “a teacher knowing a classroom door is broken but not fixing it because he doesn’t want to stop class.” She also includes “Ethical Checklists” at the end of each chapter, which guide readers to apply the book’s lessons to their own lives, for example, should you report a friend who shares your password with others?
Overall, Ethics in Cybersecurity is more than a book — it’s a tool for thinking critically about daily digital choices. As Marquez puts it: “In cyberspace, every click is a choice — and every choice has an ethical cost.”
28. What can be inferred from the 2025 “SecureData” case?
A. Companies prioritize user privacy. B. User data is hard to protect.
C. Cyber ethics involves tough choices. D. Messaging apps are easy to access.
29. Which of the following is Marques probably against according to paragraph 3?
A. Download papers on the CNKI. B. Polish an article by DeepSeek App.
C. Give a thump-up on a friend’s Moments. D. Disclose a friend’s address on the internet.
30. What is a feature of Ethics in Cybersecurity according to the text?
A. It is packed with complex theories. B. It provides step-by-step instructions.
C. It is intended for cyber professionals. D. It adopts a down-to-earth writing style.
31. What is the author’s purpose in writing the text?
A. To publicize cybercrime prevention. B. To honor a talented technical expert.
C. To introduce a book on Cybersecurity. D. To recommend an essay on digital life.
D
Modern society relies heavily on refrigeration technology, from preserving food to cooling data centers. However, widely used vapor-compression (蒸汽压缩) cooling consumes vast amounts of electricity and generates 7.8 percent of the country’s carbon emissions (排放). Solid-state cooling has been considered cleaner, but the solid materials struggle with heat transmission efficiency, restricting their practical use in large-scale applications.
The research team, led by Li Bing, a professor at the Chinese Academy of Sciences’ Institute of Metal Research, discovered a way to bypass this limitation by integrating solid cooling effects with liquid flow.
In their study, they observed ammonium thiocyanate, a widely-used industrial salt, absorbs massive amounts of heat when it dissolves (溶解) in water. By applying pressure, the process goes backward, separating the salt out and releasing a large amount of heat. This two-way cycle enables continuous cooling as pressure is applied and released in turn, making it an ideal one for refrigeration systems. “Unlike traditional cooling methods, the approach integrates the cooling material and heat-carrying material into a single liquid, facilitating heat conductivity.” Li said. This approach solves what scientists described as the “impossible triangle”, achieving low emissions, high cooling power, and efficient heat transmission all at once.
Laboratory experiments demonstrated excellent results. At room temperature, the method achieved a temperature drop of nearly 30℃ in just 20 seconds, while at higher temperatures the cooling reached as high as 54℃, far exceeding that of existing methods. Another experiment proved the process’ stability and instant response to pressure changes — key requirements for practical refrigeration systems.
Li emphasized that this technology lays foundation for the commercialization of powerful, zero-emission refrigeration systems for industrial and home use, especially the next-generation artificial intelligence computing centers. He added, however, further efforts are needed for practical application, such as breakthroughs in engineering pressure-tuned changes.
32. What is one problem of traditional cooling systems?
A. They consume much energy. B. They’re used in small scale.
C. They depend on solid materials. D. They have low cooling efficiency.
33. What plays a key role in solving the “impossible triangle”?
A. The solid-state materials. B. The two-way liquid cycle.
C. The pressure-tuned changes. D. The traditional cooling method.
34. What is the purpose of listing the data in paragraph 4?
A. To illustrate the principle of solid cooling.
B. To explain the need for low carbon emission.
C. To show impressive effects of the new method.
D. To compare the differences of two experiments.
35. Which would be the best title for the passage?
A. Salt-based Methods Work Wonders B. Traditional Cooling Meets its Limits
C. A Report on Eco-refrigeration Industry D. A Breakthrough in Cooling Technology
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。
My daughter had just returned from a school camp where smart phones were banned, and she couldn’t stop talking about how peaceful it felt. “You should try it, Mom,” she said. “Just a month. See what happens.” 36
I bought a basic phone that could only call and text, and put my smart phone in a drawer. The first few days were difficult. I reached for my phone constantly — waiting for coffee, sitting at a red light, standing in line at the grocery store. 37 I felt empty, oddly anxious. What was I supposed to do with these moments?
Slowly, I started to figure it out. 38 For example, the way light fell through the windows in my kitchen, the sound of birds outside my office, the faces of strangers on the street. I also had conversations — real ones — with people I would otherwise have ignored while scrolling.
The month ended, and I took my smart phone from the drawer. 39 That’s not realistic, and it’s not the point. The point is to use it intentionally rather than habitually. Therefore, I made changes. I turned off all unnecessary alerts. I deleted social media apps from my home screen. Small things, but they add up.
40 I learned that boredom is not an emergency. Those empty moments — waiting, walking, sitting — are not problems to be solved. They are opportunities to be present. They are the spaces where creativity happens, where thoughts form, where we connect with ourselves and the world around us.
A. I noticed things I had been missing for years.
B. Whether to give it a try or not became a question.
C. I didn’t throw it away or promise to give it up forever.
D. I missed the happy moments I had experienced before.
E. I found only the phone’s tiny screen and limited functions.
F. More important than the changes, though, is what I learned.
G. I laughed it off at first but decided to go without mine for a month.
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。
I moved to Portland last spring, knowing no one. To relieve the 41 that filled my quiet apartment, I did what many newcomers do: I searched online for a local 42 group. “Forest & Friends” promised weekly activities in the Columbia River Gorge. It sounded like a perfect 43 .
On our first group 44 — a moderate trail (小径) to a waterfall viewpoint — my enthusiasm outweighed my caution. Halfway up, I 45 on a loose rock and hurt my ankle. A sharp pain shot through me, and I 46 to the ground, embarrassed and frustrated.
What happened next was far from what I had expected. The group’s leader, a woman named Sam, 47 the hike immediately. But more 48 , not a single person turned back toward the trailhead. Instead, the dozen 49 I had met only an hour earlier gathered around. Someone 50 a medical bandage. Another offered water and snacks. As we waited for help, we sat on the forest floor. We shared 51 — not just about hiking, but about our reasons for moving here, our jobs, our hopes. Laughter 52 under the tree, my aching ankle momentarily forgotten.
I had joined the group 53 beautiful scenery and perhaps a polite acquaintance or two. I left that day with something far more 54 . The physical trail was steep, but the human impulse (冲动) to connect, to stay beside someone in difficulty, was a powerful, leveling force. It was a vivid 55 that we are never truly alone, even on the most difficult paths life sets before us.
41. A. panic B. sadness C. loneliness D. anxiety
42. A. running B. climbing C. jumping D. hiking
43. A. solution B. situation C. invitation D. explanation
44. A. picnic B. outing C. camp D. journey
45. A. stepped B. slept C. swung D. handed
46. A. bent B. jumped C. lay D. sank
47. A. put off B. called off C. ran into D. looked into
48. A. naturally B. quietly C. strikingly D. horribly
49. A. visitors B. assistants C. organizers D. strangers
50. A. bought B. produced C. borrowed D. carried
51. A. stories B. goals C. secrets D. joys
52. A. paused B. faded C. resounded D. dropped
53. A. seeking B. developing C. chasing D. making
54. A. promising B. necessary C. valuable D. popular
55. A. memory B. symbol C. sign D. reminder
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。
Forty-nine young professionals from different countries recently completed a 10-day training program in China, 56 (explore) rural revitalization practices in Yunnan. The program, co-launched by China Agricultural University and Tencent, aimed to share China’s experience in rural development with global 57 (young).
During their visit to Mengla County, Yunnan, the 58 (participant) were impressed by the “agri-tourism integration” model in Hebian Village. They learned how Yao ethnic group’s wooden houses 59 (transform) into cozy guesthouses, and how villagers now earn income from rubber tapping, beekeeping, and home-stay management. “We used to think rural areas could only rely on farming,” said Mirembe from Uganda. “But here, culture and nature become treasures — this gives us new ideas 60 our villages.”
They also visited a smart coffee estate in Jinghong, 61 AI and drones are used for pest control and yield prediction. Hakim from Indonesia, who runs a coffee workshop, noted: “China’s way of connecting small farmers to big markets via live-streaming is eye-opening. We can adapt this to sell our Indonesian coffee 62 (global).”
A key takeaway was China’s focus on “farmer-centered development”. In Manluanzhan Village, the group saw how 63 (abandon) water towers were turned into cafes, and how local villagers lead decision-making for tourism projects. “China doesn’t just build pretty villages — it empowers people to own the development,” said Mumbi from Kenya.
The program ended with a 64 (commit) to apply these lessons at home. As Tanzanian participant Aboli put it: “China’s rural revitalization isn’t a copy-paste model, 65 a mindset of using local strengths. That’s what we need to take back.”
第四部分 写作（共两节，满分40分）
第一节（满分15分）
假定你是李华，外教 Lisa 计划下周六上午在学校操场举行英语角活动，但是同学们参与积极性不高。请你给她写一封邮件，内容包括：
1．分析问题；2．提出建议。
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 Lisa,
I’m Li Hua from Class 1. I’m writing to talk about our campus English Corner next Saturday morning.
___________________________________________________________________________________
___________________________________________________________________________________
Yours,
Li Hua
第二节（满分25分）
阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
Jake was 12, and words had always been his worst enemy. In class, he stuttered (口吃) over sentences when called on; his worksheets came back covered in red marks for misspellings. The joking was constant — kids called him “slow” or “stupid” in the hallway.
Jake stopped trying to keep up, skipping homework after school. His only escape was taking apart old toy cars and remote controls, then putting them back together — sometimes even better than before. It was the only thing that made him feel smart, even if no one else noticed.
One afternoon, as he sat on the sidewalk outside his school, fixing a neighbor’s broken drone, a voice interrupted his focus. “That’s some impressive work you’ve got there.”
Jake looked up to see Mrs. Henderson, the fifth-grade teacher who lived next to the school. He tensed up, ready to grab the drone and run — he didn’t need another person to laugh at him. But Mrs. Henderson sat down beside him, her eyes soft, and asked him to explain how he’d fixed the drone’s motor.
For the first time in years, Jake talked without feeling self-conscious. He chatted about how he could “feel” what was wrong with a machine just by touching it. Mrs. Henderson listened carefully, nodding along, then she smiled. “You’re not a slow learner, Jake,” she said. “You’re a different kind of learner. Your gift is in your hands — you’re a born engineer.”
She told him about the regional robotics competition in three months, where teams built robots to complete tasks. Jake shook his head immediately. “I can’t,” he said. “I can’t read the rules, and I’ll let the team down.”
But Mrs. Henderson refused to let him quit. She offered to read the competition guidelines aloud to him, translating the technical jargon (行话) into simple terms. She talked the school into letting him use the science lab after hours to build his robot. And she even recruited (招募) two classmates — Mia, who loved coding, and Leo, who was good at building structures — to join his team.
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。
Paragraph 1:
The road to the competition was filled with obstacles.
______________________________________________________________________________________________________________________________________________________________________
Paragraph 2:
When the final scores were announced, the room went quiet.
______________________________________________________________________________________________________________________________________________________________________
菏泽市2026年高三一模考试
英语参考答案
第一部分 听力（共20小题；每小题1.5分，满分30分）
1—5 BACBC 6—10 ABCBA 11—15 CABCA 16—20 ABCAB
第二部分 阅读（共20小题；每小题2.5分，满分50分）
21—25 DBAAB 26—30 BCCDD 31—35 CABCD 36—40 GEACF
第三部分 语言运用（共二节，满分30分）
第一节 完形填空（共15小题；每小题1分，满分15分）
41—45 CDABA 46—50 DBCDB 51—55 ACACD
第二节 语法填空（共10小题；每小题1.5分，满分15分）
56. exploring 57. youth 58. participants 59. were transformed 60. for
61. where 62. globally 63. abandoned 64. commitment 65. but
第四部分 写作（共两节，满分40分）
第一节（满分15分）
略