江苏省仪征中学2025-2026学年度第一学期高三英语限时（一）

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）

A

Coastal Cleanup Crew

Help preserve Marin’s stunning coastlines from Ocean Cove to Drake’s Beach. Join us in removing marine debris, recycling plastics, and documenting pollution data. Coastal Cleanup Crew volunteers are essential in safeguarding marine habitats and protecting vulnerable species like seabirds and sea turtles.

GROUPS

Groups of six or more must make arrangements ahead of time. Check the Project Availability Calendar and submit a Group Registration Form to secure your spot.

AGE, SKILLS, WHAT TO BRING

Volunteers must be 10 or older. Review the Youth Safety Guidelines for participants under 16.

Bring a signed Volunteer Waiver Form. Minors need a parent/guardian’s signature.

Dress in sturdy, weather-appropriate clothing that can withstand sand and saltwater. Bring a hat, sunscreen, and a reusable water bottle. Pack a lunch and waterproof boots if possible.

Work continues in light rain—bring a waterproof jacket! No prior experience needed. Training, gloves, and equipment provided. Counts toward community service hours.

UPCOMING EVENTS

21. What is the primary goal of the Coastal Cleanup Crew?

A. To promote local tourism.   B. To study ocean currents.

C. To protect marine ecosystems.   D. To build recreational facilities.

22. What is the minimum age requirement for volunteers?

A. 8. B. 10. C. 16. D. 18.

23. What must volunteers be prepared for?

A. Bring specialized tools.    B. Work in light rain.

C. Wear provided uniforms.    D. Attend all three events.

B

One Sunday in 2021, when my son, Leo, was six, we ran into one of his friends, Izzie. They decided to play — but what? “I have a great idea,” Leo said. “Let’s fall in love! OK?” Izzie took a half-second to consider this proposal, then replied “No.” She wanted to play tag.

Leo has always been the kind of child who looks for close connections, often in the wrong places. It sometimes feels as though he’s been looking for a soulmate since he was a toddler (学步孩童).

One day, he came home from school and immediately grabbed his iPad to ask Siri: “Can you fall in love when you’re just a kid?”

Siri, Apple’s voice-controlled personal assistant, is great at opening apps or setting alarms, but I was unfamiliar with her philosophies on love.

“What did Siri say?” I asked him.

“She said, ‘Here’s what I found on the web!’” Leo reported.

This was hardly the first time I’d heard Leo in conversation with Siri. Over the years, he’s relied on Siri as a source of comfort, advice, emotional support, and guidance. Their relationship blossomed when the pandemic forced us all to shelter in place.

At first, Leo mostly asked Siri factual questions, then the personal ones. As time passed, he began to engage on more existential matters. Siri has, in some ways, been able to absorb some of Leo’s concerns — in a way that, as his mother, I can’t, at least not with the same coolness.

Children are overwhelmed with emotions such as grief fear, love, and a desire for connection. If Leo’s talks with Siri confronted me with the unknowable and unanswerable, they also made me frustrated at my own limitations as a parent.

There are many challenges to parenthood, among which the biggest is the desire to shelter our children from the painfulness of reality. But helping our children navigate reality is surely more helpful than sheltering them from it. Perhaps the best we can do is give them a tablet?

I’m afraid I don’t have the answer. Maybe I should ask Siri.

24. Why did Leo ask Siri about love?

A. He was curious about adult relationships.

B. He wanted to test Siri’s knowledge.

C. He sought emotional connection and understanding.

D. He was bored and wanted to play a game.

25. What would Leo ask Siri when they first talked?

A. Siri, have you ever been in love?

B. Siri, what is your favorite hobby?

C. Siri, what does it mean to be alive?

D. Siri, how many stars are in the Milky Way?

26. Which word best describes the author’s attitude to Siri?

A. Curious.           B. Disappointed.       C. Appreciative.   D. Worried.

27. What does the author suggest parents do when raising children?

A Be a good role model.    B. Promote independence.

C. Communicate effectively.    D. Practice positive discipline.

C

Is learning equally effective whether students study in a classroom, at home, or in a café? And do virtual classrooms provide the same educational benefits as traditional in-person settings? Research increasingly suggests the answer is “no.” These differences stem from factors like environmental distractions, psychological engagement, and the social dynamics of physical spaces.

Studies indicate that for complex tasks requiring deep focus — such as mastering mathematical concepts or analyzing literature — students perform better in structured environments like classrooms or libraries compared to casual settings. Neuroscientists attribute this to “environmental anchoring,” where physical surroundings subconsciously signal the brain to prioritize sustained attention. A 2022 meta-analysis of 50 studies found that students retained 25% more information when learning in dedicated academic spaces versus informal locations.

The advantages of traditional classrooms extend beyond mere quietness. Physical classrooms provide consistent sensory cues — the arrangement of desks, wall-mounted educational posters, and even classroom lighting — that create neural pathways associated with academic focus. Students often unconsciously link specific knowledge to where they learned it, a phenomenon called “context-dependent memory.”

Cognitive scientists propose the “engagement threshold theory (参与度阈值理论)” to explain why virtual learning often under-performs. This theory assumes that digital environments condition users to adopt a “consumption mindset” similar to browsing social media, reducing willingness to engage in demanding cognitive tasks. While video lectures allow pause-and-review functions, brain scans reveal lower activity in critical thinking regions compared to live discussions.

Hybrid model — combining technology and traditional methods — show promise. For instance, a Stanford experiment found that students using augmented reality (AR) textbooks in classroom settings outperformed peers using either physical books alone or fully digital courses. Yet when the same AR tools were used at home, performance dropped by 18%, suggesting that technology’s benefits depend on environmental support.

While digital tools enable access to global resources, educators should recognize that learning spaces themselves are educational instruments. For cultivating analytical depth, the traditional classroom’s intentional design — often refined over centuries — remains surprisingly irreplaceable.

28. What does the underlined term “environmental anchoring” in paragraph 2 refer to?

A. Physical spaces triggering focused mental states.

B. The brain’s ability to multitask in various settings.

C. Students’ preference for visually appealing classrooms.

D. The use of technology to enhance learning environments.

29. According to the “engagement threshold theory,” why might virtual learning be less effective?

A. Digital content is oversimplified.

B. Students approach it with lower mental effort.

C. Technical faults interrupt concentration.

D. It lacks structured assessment methods.

30. What did the Stanford AR experiment demonstrate?

A. Physical textbooks are becoming outdated.

B. AR requires expensive classroom upgrades.

C. Students dislike mixing physical and digital tools.

D. Technology’s effectiveness relies on context.

31. What conclusion does the author draw about traditional classrooms?

A. They waste resources on unnecessary design.

B. Their structure discourages creative thinking.

C. Their educational value is partially irreplaceable.

D. They should adopt more digital technologies.

第二节 (共5小题；每小题2.5分，满分12.5分)

You may have seen them standing alone in a farmer’s field. With thin arms and a strange smile, they stand guard over the crops day and night. ____32____

Scarecrows have been around since at least the time of the ancient Egyptians. Back then, farmers covered wooden frames with nets to protect wheat fields. ____33____ Around 2500 BCE, the Greeks made the first human-like scarecrows. They added a face which was similar to that of the Greek god Priapus. ____34____ The Romans later copied this design and brought it to Europe.

Centuries after the Romans marched through Europe, people around the world were creating their own scarecrows. In Japan, scarecrows were shaped like people in raincoats and straw hats. In Germany, scarecrows were made to look like witches.

____35____ In the oldest book of Japanese literature, The Kojiki, a scarecrow named Kuebiko appears. Though he can’t walk, Kuebiko is a kind of all-knowing god. In the mid-19th century, writer Nathaniel Hawthorne brought scarecrows into literature with the short story “Feathertop.” In this tale, a witch who prays to the Devil brings a scarecrow to life.

Then there is the most famous scarecrow. His name is simply “Scarecrow,” and he appears in The Wonderful Wizard of Oz. In the children’s novel, Scarecrow joins Dorothy, Tin Man and the Cowardly Lion on an adventure to meet the wizard of the magical land of Oz. ____36____

Aside from these examples, scarecrows have featured in rock songs and as characters in comic books. On Halloween, they are brought out as scary decorations. Both practical and creepy, scarecrows continue to capture our imagination.

A. Scarecrows appear everywhere in the world.

B. We can never ignore the influence of stories about scarecrow.

C. They are scarecrows, whose job has gone unchanged for thousands of years.

D. They would hide in the wheat, and then jump out to scare birds into their nets.

E. This was thought to be scary enough to keep birds away from their precious fields.

F. Throughout the years, scarecrows have made many appearances in popular culture.

G. Scarecrow has appeared in films and plays around the world since the release of the book.

第三部分  语言运用（共四节，满分50分）

第一节（共15小题；每小题1分，满分15分）

In 2020, when Angela was just 10 years old, she entered her first piano competition. On the day of the ___37___, each participant had to go to the stage one by one and ___ 38_ __ their piece. At first, Angela was excited. But when she was next up to play, ___39___ began to flood her mind.

“What if I play the wrong notes? What if I forget the notes? What if I just ___40___?” Angela remembered thinking.

As these doubts ___41___ through her mind, Angela watched another girl perform. Once the girl finished, she walked off the stage to where Angela was waiting and did something ___42___.

“She ___43___ me and smiled with a thumb (大拇指) up,” Angela said. “Her smile made me think that the stage is just ___44___ for me. Most importantly, that smile made me feel ___45___ that today I can perform on the stage.”

Angela walked to the piano and performed her piece. When she ____46____, she saw her ____47____ clapping for her. The show of her ____48____ has stuck with Angela over the years.

“That day, she gave me the courage to ____49____ the stage.” Angela said. “Her kind smile remained in my ____50____ for years. And I still take that smile as a ____51____ gift.”

37. A. celebration B. event C. ceremony D. test

38. A. read B. recite C. write D. perform

39. A. doubts B. pictures C. fantasies D. clouds

40. A. fall down B. walk away C. mess up D. set off

41. A. raced B. pulled C. wandered D. saw

42. A. annoying B. funny C. unexpected D. wise

43. A. relied on B. looked at C. laughed at D. stepped on

44. A. unsafe B. certain C. unlucky D. right

45. A. confident B. scared C. amused D. uncomfortable

46. A. started B. finished C. agreed D. disappeared

47. A. friend B. conductor C. competitor. D. coach

48. A. cruelty B. patience C. cooperation D. kindness

49. A. design B. face C. leave D. decorate

50. A. memory B. account C. bank D. home

51. A. formal B. cheap C. precious D. selfish