|非常教育|高考英语|2027届上海市高考英语第一次模拟考试试卷

2027年高考第一次模拟考试（上海卷）

英语

（考试时间：90分钟 试卷满分：115分）

注意事项：

1．本试卷分第Ⅰ卷（选择题）和第Ⅱ卷（非选择题）两部分。答卷前，考生务必将自己的姓名、准考证号填写在答题卡上。

2．回答第Ⅰ卷时，选出每小题答案后，用2B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。写在本试卷上无效。

3．回答第Ⅱ卷时，将答案写在答题卡上。写在本试卷上无效。

4．考试结束后，将本试卷和答题卡一并交回。

I. Grammar and Vocabulary   （每题1分；共20分）

SectionA

Directions:After reading the passage below, fill in the blanks to make the passage coherent and grammatically correct. For the blanks with a given word, fill in each blank with the proper form of the given word; for the other blanks, use one word that best fits each blank.

Facing Danger

It was a warm winter’s day in South Africa and I planned to go surfing. The area of beach I went to is famous among surfers for its powerful waves and popularity with sharks.

After a while my brother and some of my friends got out of the water 1   they felt uneasy. There was the smell of fish in the air, 2   can attract sharks. A few of us stayed. Finally, I saw my first big wave, but as I was about to hit it, two great white sharks 3   (attack) me.

It happened so quickly. One shark hit me, 4   (throw) me into the air; in a split second, it dragged me under the water. The shock stopped me from feeling pain. Under the water, 5   shark went for my head and shoulders but missed. Perhaps6   (surprise) by the competition, the first shark lost its grasp on me and the next thing I knew was 7   I was staring a shark straight in the face. It stared back at me for a few moments. Its mouth was wide open; I could see huge teeth and dark black eyes. After it passed, I swam to the surface as fast as I could.

When I got there, I saw my surfboard lying in front of me. As I climbed on, I saw that my right hand was hanging off. I 8   (lose) blood quickly. When surfing, there is always the fear in the back of your mind of sharks. Now it was real. I was shaking, crying and panicking, realizing that I could die. I tried all my hardest to swim back to the shore.

Eventually, I made it to dry land. I felt relief. Someone tied my arm 9   (slow) the bleeding and my brother rushed me to the hospital. The surgeon managed to save my fingers.

That day changed my life, but it hasn’t stopped me from surfing. I started a surfing school to teach the sport to others. I was 10    (afraid) of sharks before my attack. Now I’m just grateful to be alive.

Section B

Directions: Complete the following passage by using the words in the box. Each word can only be used once. Note that there is one word more than you need.

Cool Schools in Burkina Faso

If architects are people who like to think their way around challenges, building schools in Burkina Faso must be the dream job. The challenges are many: high temperatures, limited funds, scarce materials, and 11    young and in need of protection. Architect Diébédo Francis Kéré, who grew up in the village of Gando, knows these difficulties well. He and others, such as Albert Faus, have found innovative ways to use cheap, local materials to make schools and orphanage(孤儿院) cool and welcoming places without air conditioning.

Kéré, who won the Pritzker Prize in 2022, has often said that his work is 12    by his community, which once raised money to support his education. His first major project, Gando Primary School, completed in 2001, combined local clay and traditional techniques with modern ideas. The villagers themselves took part in 13    , creating a structure that was comfortable even under the hot sun.

Another of Kéré’s works, the Noomdo Orphanage near Koudougou,14    his creative approach. The building provides temperature comfort — cool in heat and warm in cold — without needing air conditioning. Its design uses thick walls and light roofs so cool air flows in and hot air escapes. One key innovation is the raised and extended metal roof, which 15    the structure and lets hot air out, inspired by Persian Gulf architecture but given a modern form. The orphanage’s semicircular design also ensures 16    and safety, separating dormitories for boys and girls and creating calm, protected spaces for children.

Architect Albert Faus’s Bangre Veenem school complex in Youlou follows a similar 17    . Built with locally sourced stone, the buildings remain cool while 18    traditional beliefs and sacred sites. The red bricks are strong, beautiful, and made by local workers. The school runs from nursery to high school, and students enjoy a comfortable environment that enhances concentration and learning. Solar panels provide electricity, allowing students to study and charge their phones at night — no small 19    in a country where only 22.5% of the population has electricity.

Both Kéré and Faus prove that architecture in Burkina Faso can 20    through community engagement, local materials, and sustainable design. Their buildings not only meet environmental and economic challenges but also inspire pride and hope in education and community life.

II. Reading Comprehension   (21 – 35题，每题1分；36 – 50题，每题2分；共45分)

SectionA

Directions: For each blank in the following passage there are four words or phrases marked A, B, C and D. Fill in each blank with the word or phrase that best fits thecontext.

The widespread use of noise-cancelling headphones has revolutionized how people experience sound, offering a sense of peace in an increasingly noisy world. However, concerns are 21   about whether prolonged use of these devices may be linked to auditory(听觉的) processing issues, particularly among young people. 

One such case is Sophie, a 25-year-old assistant from London, who was diagnosed with auditory processing disorder (APD) after 22   to comprehend sounds in everyday environments. Despite having normal hearing, she often found herself unable to 23   the source of a noise in crowded places. Sophie, like many young people, regularly wears noise-cancelling headphones for up to five hours a day, leading her audiologist to question whether 24   reliance on these devices may have contributed to her condition.

APD is a neurological(神经的) disorder in which the brain finds it hard to 25   sound, even when hearing function is normal. It is commonly found in individuals who have suffered a brain injury, or experienced middle-ear infections as children. 26   , a growing number of cases do not fit these traditional categories, causing audiologists to investigate whether 27   factors, such as noise-cancelling headphones, could be influencing auditory development. The issue is becoming more 28   , with multiple NHS audiology departments in the UK reporting an increase in young people seeking help for hearing difficulties.

Experts suggest that prolonged use of noise-cancelling headphones may create a “false auditory environment”, conditioning the brain to 29   background noise entirely rather than learning to manage and process it. This can make it difficult for individuals to distinguish relevant sounds in real-world 30    , such as conversations in crowded rooms or alarms in public spaces. Claire Benton, vice-president of the British Academy of Audiology, warns that high-level listening skills continue developing into the late teens, and if young people primarily rely on noise isolation during this critical period, it could potentially 31    their ability to process speech and noise effectively.

Despite these concerns, noise-cancelling headphones are not without 32    . Their ability to reduce 33    to harmful high-frequency sounds can protect long-term hearing health, and they are particularly valuable for individuals who experience anxiety in noisy environments. However, experts recommend limiting headphone usage, combining background noise into daily life, and 34    auditory training exercises to strengthen the brain’s natural sound-processing abilities.

While noise-cancelling headphones are not 35    proven to cause APD, their overuse may contribute to weakened auditory processing skills, making it harder for individuals to adapt to real-world sound environments. As technology continues to shape the way people interact with sound, striking a balance between noise control and auditory stimulation will be essential in maintaining healthy hearing and cognitive processing.

21．A．persistingB．growingC．fadingD．varying

22．A．pretendingB．managingC．strugglingD．learning

23．A．rateB．reviseC．employD．identify

24．A．unreasonableB．uncriticalC．medicalD．mental

25．A．perceiveB．releaseC．balanceD．reflect

26．A．ThereforeB．HoweverC．FurthermoreD．Otherwise

27．A．structuralB．externalC．moralD．historical

28．A．technicalB．minorC．apparentD．systemic

29．A．filter outB．adapt toC．rely onD．turn into

30．A．schedulesB．settingsC．devicesD．diagrams

31．A．postponeB．restoreC．improveD．measure

32．A．optionsB．risksC．standardsD．benefits

33．A．resistanceB．reactionC．exposureD．sensitivity

34．A．calling offB．sorting outC．engaging inD．applying for

35．A．awkwardlyB．hesitantlyC．flexiblyD．conclusively

Section B

Directions: Read the following three passages. Each passage is followed by several questions or unfinished statements. For each of them there are four choices marked A, B, C and D. Choose the one that fits best according to the information given in the passage you have just read.

A

All Miss Price had been told about the new boy was that he’d spent most of his life in some kind of orphanage, and that the gray-haired “aunt and uncle” with whom he now lived were really foster parents (养父母), paid by the Welfare Department of the City of New York. A less devoted teacher might have pressed for more details, but Miss Price was content with the rough outline. It was enough to fill her with a sense of mission that shone from her eyes, from the first morning he joined the fourth grade.

He arrived early and sat in the back row, his backbone very straight, his ankles crossed precisely under the desk and his hands folded on the center of its top, and while the other children were filling in, he received a long, expressionless stare from each of them.

“We have a new classmate this morning,” Miss Price said, “His name is Vincent Sabella, and he comes from New York City. I know we’ll all do our best to make him feel at home.”

This time they all swung around to stare at once, which caused him to duck his head slightly and shift his weight from one side to the other. Ordinarily, the fact of someone’s coming from New York might have held a certain status, for to most of the children the city was a frightening, adult place that swallowed up their fathers every day. But anyone could see at a glance that Vincent Sabella had nothing to do with it. Even if you could ignore his twisted black hair and gray skin, his clothes would have given him away: ridiculously new pants, ridiculously old sports shoes and a yellow sweatshirt, much too small, with the faded remains of a Mickey Mouse design stamped on its chest.

The girls decided that he wasn’t very nice and turned away, but the boys remained in their inspection, looking him up and down with faint smiles. This was the kind of kid they were accustomed to thinking of as “tough,” the kind whose stare has made all of them uncomfortable at one time or another in unfamiliar neighborhoods; here was a unique chance for revenge.

36．What can you learn about Miss Price and Vincent from the first two paragraphs?

A．Since nobody had ever seen Vincent’s parents, he now lived all by himself.

B．Miss Price knew Vincent so well that she’d like to focus every bit of attention on him.

C．Miss Price didn’t know much about Vincent, but that didn’t stop her wanting to care about him.

D．Vincent sat in the back row so as not to arouse any unnecessary attention caused by his late arrival.

37．Why does the author mention “New York” in the third and the fourth paragraphs?

A．To illustrate Vincent’s distant origin.

B．To demonstrate children’s desire to go to see their fathers.

C．To emphasize Vincent’s low social status from his shabby clothes.

D．To state a certain distinction between Vincent and people’s imagination.

38．Which of the following words can best describe Vincent?

A．Devoted but shy.B．Nervous and uneasy.

C．Untalkative and tough.D．Sensitive but unfortunate.

39．What can you infer from the text about Vincent’s new classmates?

A．They were either unconcerned or unfriendly toward him.

B．They used to consider people like Vincent to be very tough.

C．They barely noticed the new boy sitting in the back of the classroom.

D．They were very curious about the newcomer in a kind and considerate manner.

B

Spark your imagination

Creative writing can help your mental health.

Most of us enjoy stories — whether it's reading an interesting book, listening to a friend tell a joke or watching a plot unfold on television. Did you know that writing stories is actually good for you, too? On 23 June it is National Writing Day, an annual celebration of creative writing. It's also a chance to understand the benefits of creative writing and using your imagination.What is creative writing?

Creative writing is based on your imagination — fiction and poetry are good examples. Fiction is written work that describes imaginary events and people. Fiction can include novels and short stories. However, these aren't the only forms of creative writing. Scripts (for a play, film or TV show); fan fiction (when readers write stories inspired by their favourite characters); and song lyrics count.

Is it really good for me?

Many people find creative writing cathartic, which means they feel relief because they're releasing thoughts and emotions that they've kept bottled up. According to the Anna Freud Centre for Children and Families, writing about a character's feelings can make it easier to understand your own feelings. They also say that creative writing can be useful tool for self-care. Another benefit of creative writing is that it can boost your self-esteem (how positive you feel about yourself). It can help you realize that your voice is important and powerful. Children's author Mark Haddon says,”It's more than learning a skill. It's about learning that you, your family, your culture and your view of the world are rich and interesting and important.”The power of imagination

For many people, creative writing offers a “time out”or escape from real life, including their problems and worries. This space can help you to think more positively about a problem you might have, or simply allow you to escape to a magical, make-believe world.

National Writing Day:How do I take part?

Antonla Byatt from First Story, the charity behind National Writing Day, explains, “This year's National Writing Day activity challenges everyone to fill a box with a piece of creative writing, such as a poem, a letter or story, exploring the theme of connection. Once you've finished writing, share your words with another person to create a thread of connection. Your voice is powerful. Use it on National Writing Day, and beyond.” You can find ideas and free resources at firststory.org.uk/writeday

Need some ideas?

On National Writing Day 2023 the #247 Challenge asked people to write a 24-word story on poem starting with the phrase “One day”. Here are two entries from schools.

One day, on the outskirts of town.

a cardboard box was shrouded in an eerie mist.

I waited for the untold horrors to unravel.

Dixons McMilan Academy, Bradford

One day, Schools will be open.

hearts that were broken, normality will be awoken.

all that was broken, one day, all will be solved.

Nonsuch High School, Sutton

40．The passage is mainly intended to

A．introduce the founder of National Writing Day

B．highlight the influence of National Writing Day

C．explain the theme of this year's National Writing Day

D．encourage people to take part in National Writing Day

41．According to the passage, which of the following statements is true of creative writing?

A．It involves just fiction and poem writing.

B．It leads to a deep insight into your feelings.

C．It gives you solutions to real-life problems

D．It enables you to respect other people's work.

42．What can be found at the website of firststory.org.uk/writeday?

A．The inspiration for your own work.

B．The works of previous prize winners.

C．The person you can share your writing with.

D．The introduction to some creative writing courses.

C

If you know someone with borderline personality disorder (BPD), you’re aware of how quickly they can step up from mild annoyance to outbursts of anger. However, Sonya Varma, a professor from York University, wondered, do people with BPD have problems in all aspects of this process? Could they have an as-yet-undiscovered set of emotional strengths?

According to new research by Varma and her colleagues, emotion regulation involves both the internal reactions of the body and the conscious efforts people make to label those bodily feelings. This labeling process, they maintain, could make all the difference when it comes to settling back down and putting the mind back at rest.

To tease apartthese features of emotion regulation, Varma designed an experimental situation in which they put participants into an “emotion induction (引导)” treatment. Participants read a story that was intended to cause a negative emotion such as a hit-and-run car accident or the death of your dog. The sample included 29 participants with diagnosed BPD who were age- and sex-matched with healthy controls, and they ranged in age from 18 to 60. To examine the effect of labeling, Varma asked their participants to type their current emotional states into a computer, choosing from a set they saw on the screen. They could use the same word multiple times if they wished.

If indeed people with BPD have difficulty labeling their emotions, then this fault should have been reflected in their ability to return to baseline (起点) after the negative emotion induction. However, the findings surprisingly ran counter to the research team’s expectations: People with BPD were equal to the control participants in the negativity of their expressed emotion, the intensity of that emotion, and even the words they used to describe their emotions. Although using a wider range of words following the emotion induction helped to bring about greater physiological control for all participants, there were no differences between groups in this effect.

Given its role in helping restore physiological peace, it appears that regardless of whether someone has BPD or not, it can be beneficial to learn to label your emotions. When you’re starting down the pathway of experiencing a negative emotion, you can benefit by applying an accurate label to that emotion as opposed to holding it back or calling it something else. This can potentially prevent engagement in destructive behaviors that may function to downregulate emotion such as self-harm.

To sum up, this new information about BPD can offer hope that at least one key element of the emotion regulation process appears to function effectively. Building on this strength could very well provide a new and unexplored pathway for their satisfaction.

43．According to paragraph 1 and 2, people with BPD _________.

A．may be good at labeling bodily feelings

B．may lose their temper easily and suddenly

C．encounter problems in every aspect of their life

D．have emotional strengths like emotion regulation

44．The underlined phrase “tease apart” (Para 3, Line 1) is closest in meaning to _________.

A．identifyB．combineC．emphasizeD．dominate

45．What can be inferred from Varma’s experiment?

A．Negative emotions affect the ability to reflect.

B．Healthy controls excel at regulating their mental state.

C．Rich expressions contribute to psychological stability.

D．People with BPD met the research team’s expectations.

46．What is the passage mainly about?

A．A new pathway of regulating emotions.

B．A method of consciously labeling emotions.

C．An unexpected strength of people with BPD．

D．An involuntary reaction to people with BPD．

Section C

Directions: Read the following passages. Fill in each blank with a proper sentence given in the box. Each sentence can be used only once. Note that there are two more sentences than you need.

Can You Really Live One Day at a Time?

This summer, I reread the novel “Aurora”, by Kim Stanley Robinson. Robinson has an ecological orientation, and “Aurora” is basically a book about how we fit into nature. It ends on a beach, with an extended description of swimming in big waves.

It’s early morning, and the waves, as they rise, “turn a deep translucent green.” 47    . Freya discovers that she can dive under an approaching wave and shoot up when it has passed; that she can swim fast up waves that are about to break; and that she can surf.

Freya swims under, over, and along the waves, one after another. Each wave is its own event, difficult or ideal, but collectively they chain together in a soothing rhythm. Sometimes she has to rush to handle a fast set of waves, but such moments are rare. 48    . It’s a little miraculous that something as powerful as the sea can be, in some sense, predictable.

49    . At painful moments, time can drag with painful slowness; when the pressure rises, it accelerates. I find that the end of summer is a period in which time seems to go faster.

There are strategies for regularizing time, all of which are familiar. One possibility is to control it through planning, using calendars, lists, and so on, which encourage us to see the march of time objectively. Another is to try “living in the moment” — a way of giving every unit of time its due.

Over the past few years, I’ve discovered that my preferred solution is to live one day at a time. A day is wavelike. 50    . You can dive beneath it, or struggle up its face, or try to surf it, or get slammed by it, but then another day comes, and another. We can usefully organize our experience by approaching it in terms of days.

Take it a day at a time — the thought alone does something.

A．Each one comes forward with its own particular character.

B．The color seems to be a gentle whisper from the ocean depths, a secret message carried by the morning tide.

C．Freya, the novel’s heroine, has never swum in the ocean, and over the course of the morning. She learns how.

D．In ordinary life, by contrast, the flow of time often feels irregular.

E．Just like in life, where difficulties may suddenly arise at unexpected moments.

F．Most of the time, she can navigate the wave in front of her, and then turn to the next.

III. Summary Writing   (10分)

51．Directions: Read the following passage. Summarize the main idea and the main point(s) of the passage in no more than 60 words. Use your own words as far as possible.

Ice Cream Innovation

Is there anything nicer than a cooling ice cream on a hot summer’s day? This traditional treat is centuries old, but our tastes and consumer habits are evolving. How is the ice cream production process changing, and who is driving this change?

Making ice cream is a time-consuming process. While the recipe is simple, getting the balance right between ice, fat and air is important if the ice cream is to have the right texture. To achieve this, the ingredients need to be mixed and heated, then cooled and frozen-a process that takes time and uses a lot of energy. Designers and engineers are working to improve the production process with new specialized equipment to make it increasingly automated. For now, however, even with the help of robots and 3D printers, it can take up to two years from testing a new frozen dessert product to it being available to consumers.

And demand is only going up. According to statistics, more than 25 billion litres of ice cream were eaten worldwide in 2021. While the US and China are the biggest consumers, data shows that people in the UK bought 28%more ice cream during the UK’s record-breaking summer compared to a year earlier. Clearly, rising temperatures can explain why some people are buying more ice cream, but it’s not the only explanation. The pandemic has seen people reaching for pleasures they can enjoy at home, which include eating indulgent(纵容的) foods.

So, what new things can we expect? Dairy still dominates, but plant-based ice cream and low-calorie choices are a growing part of the frozen dessert market. But, according to Elsebeth Baungaard, the next global trend will be less about innovation and more about portion size “I’m sorry to say it’s simply shrinking”, she says. “But the quality will be higher.”

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IV. Translation  (第1-2句，每句3分；第3句，4分；第4句5分；共15分)

Directions: Translate the following sentences into English, using the words given in the brackets.

52．你大兴土木纪念亡母没有必要。（point）（汉译英）

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53．需要什么能进入下一轮面试？（qualify）（汉译英）

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54．旅行的意义不在于朋友圈(Moments) 有多少点赞，而在于从每日常规中挣脱出来，重新掌控自己生活的节奏。(not...but...) (汉译英)

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55．机器人与人类选手肩并肩冲过半程马拉松终点线，在那一瞬间，人们欢呼雀跃，庆祝这一象征科技进步的历史性突破。(The instant) (汉译英)

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七、书信写作

56．Directions: Write an English composition in 120-150 words according to the instructions given below in Chinese. 

假设你是风华中学高三学生李华。你所在的学校“创意社团(the Creative Society)”正在策划一项面向大宁社区青年的推广活动(a promotion campaign)，现有三个备选项目：

①推广一个城市漫步主题路线(a Citywalk theme route)；

②推广一个“旧物改造”环保工作坊(an “Upcycling” environmental workshop)；

③推广一个社区“技能交换”平台(a community “Skill Swap” platform)。

请你给社团委员会(the Society Board)写一封信，提交你的想法。信中必须包含：

1. 你选择推广的一个项目；

2. 你选择该项目的理由；

3. 你的详细推广计划。

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