2026 年高考英语临考冲刺卷01（江苏专用）
高三英语
（考试时间：120 分钟 试卷满分：150 分）
注意事项：
1．答卷前，考生务必将自己的姓名、准考证号等填写在答题卡和试卷指定位置上。
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。
3．考试结束后，将本试卷和答题卡一并交回。
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 does the woman advise the man to do?
A. Sell his MP3 player.
B. Borrow an MP3 player.
C. Buy a new MP3 player.
2.What does the woman imply about Jeff?
A. He is smart.
B. He is outgoing.
C. He is shy.
3.What are the speakers talking about?
A. How to celebrate a birthday.
B. What birthday gift to get.
C. Where to hold a party.
4.Why is Matt leaving the company?
A. He’s retiring.
B. He’s starting his own business.
C. He’s moving to a different country.
5. How does the man find Jack?
A. He lacks related experience.
B. He isn’t a good team player.
C. He doesn’t have technical skills.
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 段录音，回答第6、7 题。
6. What does the woman’s husband want to drink?
A. Orange juice.
B. Hot milk.
C. Lemon tea.
7. When does the woman want the drinks?
A. At about 7: 30 am.
B. At about 8: 00 am.
C. At about 8: 30 am.
听第7 段录音，回答第8 至10 题。
8. What is a feature of the swimming class?
A. It is designed for babies only.
B. It has outdoor swimming lessons.
C. It offers a particularly relaxing atmosphere.
9. When is the swimming class unavailable?
A. Monday.
B. Saturday.
C. Sunday.
10. What is the probable relationship between the speakers?
A. Husband and wife.
B. Brother and sister.
C. Fellow workers.
听第8 段录音，回答第11 至13 题。
11. Where did the woman spend Mother’s Day morning?
A. At a cinema.
B. At a cafe.
C. At home.
12. Why is the café special?
A. It shows classic movies.
B. Its servers’ costumes.
C. It offers many famous books.
13. How does the woman feel?
A. Pleased.
B. Confused.
C. Worried.
听第9 段录音，回答第14 至17 题。
14. What does the man ask Alice?
A. How to apply for a job.
B. How to research a company.
C. How to prepare for an interview.
15. What should the man do to deal with behavioral questions?
A. Apply the SMART principle.
B. Put into use the STAR method.
C. Showcase his unique skills and qualities.
16. What’s Alice’s last suggestion?
A. Be honest and sincere.
B. Talk about the past experience.
C. Focus on future contributions to the company.
17. How does the man like Alice’s advice?
A. Simple.
B. Helpful.
C. Confusing.
听第10 段录音，回答第18 至20 题。
18. What did the couple lose at the beach restaurant?
A. A gold coin.
B. Some money.
C. A silver ring.
19. Why did the waitress post a message on the Internet?
A. To find the owner.
B. To report the news.
C. To draw attention.
20. How much was the gold coin probably worth?
A. $100.
B. $2,000.
C. $5,000.
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 和D 四个选项中选出最佳选项。
A
In today’s rapidly evolving world, early exposure to technology is essential for future success.
Robotics, a core element of STEM education, introduces young learners to programming and
technological concepts, preparing them for the dynamic job markets of tomorrow. Moonpreneur
offers specialized online robotics classes for students aged 7 to 18, designed by industry experts to
make learning both effective and engaging through a project-based approach that develops technical,
soft, and entrepreneurial skills.
Future-oriented curriculum
The course focuses on equipping students with vital technological competence and innovative
thinking needed for emerging professions. By applying robotics knowledge to address contemporary
challenges, learners develop the ability to connect technical skills with creative solutions, preparing
them to become active contributors in technology-driven fields.
Interactive learning approach
The curriculum employs an interactive approach that presents students with real-world
challenges, stimulating critical thinking and innovative problem-solving. This approach not only
deepens their understanding of robotics principles but also cultivates creativity and intellectual
adaptability, essential traits for future innovators.
Integrated skill development
This program uniquely combines technical robotics knowledge with essential soft skills and
business fundamentals. Students learn teamwork, communication, and basic entrepreneurial concepts
alongside programming and electronics, developing a comprehensive mindset that prepares them for
diverse academic and professional paths.
Practical project-based experience
Learning is driven by hands-on experimentation through carefully designed projects that
reinforce theoretical concepts. Students build functional prototypes, program robotic systems, and
test their creations, gaining practical experience that ensures deep, lasting understanding of both
engineering principles and their real-world applications.
21. What is Moonpreneur’s main purpose in offering the classes?
A. To monitor teenagers’ programming.
B.To provide entertainment for students.
C. To replace traditional technology education.
D. To equip learners with skills for future careers.
22. How does the interactive learning approach benefit students?
A. By combining theory with practice.
B. By deepening their memory of principles.
C. By avoiding conceptual research on robotics.
D. By exposing them to virtual- world challenges.
23. Which statement properly describes the classes of Moonpreneur?
A. They aim to train students to win robotic contests.
B. They focus on students’ well-rounded development.
C. They are designed for currently popular professions.
D. They separate technical learning from personal qualities.
B
For as long as he could remember, Ben’s world had been defined by straight lines and precise
angles. His dream was to become an architect, and his sketchbook was filled with drawings of
modern-looking buildings and complex bridges. The messy, unpredictable world of living things held
little interest for him. That was, until his high school required a semester of community service.
Reluctantly, Ben signed up for “Green Guardians”, a program that involved tending to the
community garden. He was assigned to work with Mr. Henderson, a retired carpenter in his seventies
whose hands were rough and marked with years of labor, but whose eyes held a surprising
gentleness.
Their first task was to repair a broken brick path. Ben, eager to apply his “expertise”,
immediately pulled out a tape measure and began calculating. “The bricks need to be evenly spaced,
exactly 5 centimeters apart for structural integrity and visual appeal,” he announced.
Mr. Henderson laughed softly, wiping his brow with a handkerchief. “Son,” he said, “in a
garden, nothing is ever perfectly even. Look.” He pointed to a nearby oak tree. “See how its roots
have gently pushed these bricks up over the years? That’s not a mistake; it’s a story. Our job isn’t to
fight that story, but to work with it.”
Ben was puzzled. In his designs, irregularity was a flaw to be corrected. Yet, as the weeks
passed, he watched Mr. Henderson work. He didn’t just replace bricks; he observed how the sunlight
fell, where the rainwater pooled, and which plants were struggling for space. He repaired the path,
but also widened a curve to give a rose bush more room, and used slightly different colored bricks to
create a gentle pattern that guided the eye toward a beautiful, old bench.
One afternoon, as they were planting new young plants, a heavy rain suddenly began to fall. Ben
rushed to cover the plants with a plastic sheet, but Mr. Henderson stopped him. “Let them feel the
rain,” he said. “A little struggle makes the roots grow stronger.” They sat under the small building,
watching the rain nourish the earth. In that quiet moment, surrounded by the sound of rain and the
smell of wet soil, Ben felt a shift within himself. He realized that Mr. Henderson wasn’t just building
a path or tending plants; he was fostering a living, breathing ecosystem where every imperfection
had a purpose.
On the last day of the program, Ben looked at the garden — not as a collection of individual
plants and structures, but as a whole. The winding path, the uneven flower beds, the trees of different
heights — it all worked together in a harmonious, beautiful way. He opened his sketchbook to a new
page. This time, he didn’t draw a towering skyscraper. Instead, he began sketching a design for a
small, sustainable community library, one with lots of natural light, green walls, and pathways that
adapted to the existing trees.
He showed it to Mr. Henderson. The old man studied it for a long moment, then nodded, a slow
smile spreading across his face. “Now you’re not just drawing buildings,” he said. “You’re designing
a home for life.”
Ben finally understood. True design wasn’t about forcing order on the world. It was about
listening to it, learning from it, and creating spaces where both people and nature could thrive,
imperfectly and beautifully together.
24. Why did Ben initially feel uninterested in the community garden program?
A. He thought gardening was too physically demanding.
B. He believed it had nothing to do with his career goal.
C. He was afraid of getting his hands dirty.
D. He disliked working with elderly people.
25. What can be inferred about Mr. Henderson’s view of irregularities in the garden from his words
“That’s not a mistake; it’s a story.” ?
A. He sees them as problems that must be fixed immediately.
B. He considers them evidence of poor past maintenance.
C. He values them as meaningful parts of the garden’s history and character.
D. He views them as artistic decorations that should be highlighted to attract visitors.
26. How did Mr. Henderson’s philosophy influence Ben’s work on the path?
A. Ben insisted on using more precise measurements.
B. Ben learned to include natural elements and stories into his work.
C. Ben decided to remove the old tree roots completely.
D. Ben convinced Mr. Henderson to follow his original design.
27. Which of the following best summarizes the main theme of the story?
A. True design originates from collaborating with nature.
B. Elderly people possess invaluable wisdom that the young often ignore.
C. Community service is a compulsory requirement for personal growth.
D. Academic knowledge is always superior to practical experience.
C
(原创)When a patient controls a robotic arm with thought alone, the future transforms from
science fiction into reality. Brain-computer interfaces (BCIs), once the realm of neuroscience labs,
are rapidly becoming central to national technology strategies. While clinical breakthroughs and
investment are driving the field forward, a more urgent question emerges: Do we have the talent to
match this moment?
BCIs are by nature interdisciplinary, merging neuroscience, electrical engineering, artificial
intelligence, clinical medicine and materials science. However, specialists who master a single
domain are no longer sufficient. The industry urgently needs “boundary-spanners” — hybrid
professionals who can translate neuroscience into robust hardware, who understand regulatory
pathways as well as algorithms, and who know a hospital ward as well as a clean room. Technical
fluency alone is not enough; engineers must learn clinical workflows, and clinicians should be fluent
in data science.
Meeting this challenge requires a redesign of talent pipelines. First, higher education must stop
operating in disciplinary silos. Universities should offer integrated degree tracks that deliberately
blend neuroscience, computing and clinical practice. Second, the real proving ground for BCI
expertise is industry. Deeper university-industry partnerships, such as joint research centers and co-
supervised doctoral projects, will allow students to work on market-facing problems. Finally, talent
assessment must change. Traditional metrics like single-discipline publications fail to reward
translational, cross-disciplinary work. Evaluation systems should recognize team science and
regulatory accomplishments.
Throughout all this, ethics cannot be an afterthought. Training must include rigorous coursework
on medical ethics, data protection and the societal implications of cognitive interfaces. The technical
bricks for an industrial BCI ecosystem have been laid. The missing mortar is talent shaped for
translation and scale. The task now is to pour that mortar by redesigning curricula and deepening
industry ties. Do it right, and a new generation of hybrid experts will carry BCIs from high-tech
demo rooms into everyday clinics and services.
28.What does the author say about the current development of BCIs?
A. It faces no major technical problems.
B. It relies entirely on government investment.
C. It has shifted from labs to industrial application.
D. It is still merely a concept in science fiction.
29. The underlined word "boundary-spanners" in paragraph 2 refers to people who ______.
A. work across different disciplinary fields
B. set regulations for medical devices
C. focus solely on theoretical research
D. specialize in a single area of science
30. What can be inferred about the traditional way of training talent?
A. It is highly effective for the BCI industry.
B. It emphasizes interdisciplinary cooperation.
C. It relies too heavily on industry partnerships.
D. It fails to produce professionals with broad expertise.
31. What is the main idea of the passage?
A. The future of BCIs depends on international cooperation.
B. BCIs have evolved from a lab curiosity into a mature industry.
C. Cultivating cross-disciplinary talent is key to BCI advancement.
D. Ethical concerns are the biggest challenge for BCI development.
D
(改编)Most of us were raised to think that smart people always know the right answers. From
gold stars in school to performance reviews in the office, we’re rewarded for certainty.
Yet as Bidhan Parmar, professor at the UVA Darden School of Business, argues in his new book,
Radical Doubt, “Certainty somehow blinds us. The only thing that spoon-feeding teaches us is the
shape of a spoon”. His point is unsettling: The very habits we rely on to feel smart — rushing toward
the final goals, simplifying complex problems, sugar-coating our initial reactions — are the ones that
keep us from making wise choices.
The hardest problems we face in life, whether in careers, relationships, or society, rarely come
with single right answers. They’re what Parmar calls “moments of unease”: multi-criteria choices
that involve competing goals, high risks, and deep uncertainty. The old playbook of being a “right-
answer getter” not only fails here, but backfires. As Parmar explains, “We often treat complex
problems like simple ones until we are faced with the reality.”
Our personal and professional environments are more uncertain than ever. Technology evolves
faster than regulation, workplaces are more diverse, and social standards are shifting. I’ve watched
firsthand that seasoned leaders ignore warning signs because they were addicted to “feeling right.”
They simplified the situation when they should have paused or explored, and missed the opportunity
that doubt was pointing them toward.
Our brains run on interconnected systems: the Pursue system (seek rewards), the Protect system
(avoid threats), and the Pause-and-Piece-Together system (engage doubt and reframe). Prior
evidence-based studies report that most of us let the first two dominate, charging ahead or
withdrawing in fear. Grounded in behavioral science, the wiser move is to take enough time to notice
complexity, question assumptions, and treat our intuition (直觉) not as the only decision but as an
alternative. In practice, this means holding competing goals side by side, and learning to say not “I
know,” but “I’m learning.”
32. What does the author mean by mentioning “spoon-feeding” in paragraph 2?
A. It provides essential knowledge for decision-making.
B. It limits our understanding to superficial appearances.
C. It helps simplify complex problems effectively.
D. It encourages us to question our initial reactions.
33. According to the passage, what mistake do seasoned leaders tend to make?
A. They rely too heavily on their intuition.
B. They withdraw in fear when facing risks.
C. They overlook the value of doubt and pause.
D. They adapt too slowly to shifting standards.
34. What can be inferred about the “Pause-and-Piece-Together” system?
A. It is the most dominant system in most people.
B. It helps us avoid threats and seek rewards.
C. It enables us to handle complexity wisely.
D. It conflicts with the other two brain systems.
35. What is the main idea of the passage?
A. The pursuit of certainty often leads to wiser choices.
B. Modern environments require faster decision-making.
C. Brain systems determine our success in careers and relationships.
D. Embracing doubt is essential for tackling complex problems.
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。
Last night, I heard a story that left me thinking: a friend was driving home late on a rainy day
when a cat suddenly dashed out from the shadows. Before he could put on the brakes, he hit the cat.
As he stood by the side of the road, shaken, his first thought was: “It was just an accident — I didn’t
mean it.” 3
6
The question has stuck with me like a fish bone in the throat.
Neuroscience offers a clue: our brains are wired to protect our sense of being a “good person.”
3 7 . A similar phrase is “I had no choice”, which also allows us to avoid facing the complexity of
our decisions.
3
8
. In the days that followed, he couldn’t shake the guilt. He replayed the drive
endlessly in his mind, and gradually, a different truth emerged: he had been tired, he’d taken a
shortcut that he knew was poorly lit, and he had been checking a text message just moments before.
3 9
In the end, he posted about the incident online, no longer calling it an “accident”, and even
made a donation to a local animal rescue.
His story reveals a crucial truth: accidents are often the result of a series of choices we make
rather than pure randomness. In our daily life, we use “it is an accident” constantly.
40
More often than not, we cannot blame the rain, the cat’s sudden dash, or any other external factor —
there are no real excuses. Instead, we must separate choices from accidents. True responsibility
A. These set the stage for the tragedy.
B. How can we lighten our moral load?
C. We truly bear no responsibility for the outcome.
D. But the label “accident” offered him no real comfort.
E. Life may happen to us, but it doesn’t fully excuse us.
F. Why do we reach for the word “accident” so quickly?
G. Calling something an “accident” often serves this purpose.
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 和D 四个选项中选出可以填入空白处的最佳选项。
At 44, I never thought I’d dive headfirst — literally — into learning to swim. Yet, here I was. I
showed up for my first lesson, feeling 4
1
in my son’s old goggles (泳镜) and a bathing
suit more suitable for hanging around. It turned out that the coach and my classmates were
4 2
. They told me by breaking the process down into 4
3
steps: first floating, then gliding, then
kicking. By the end of my first class, I had not only learned the basics but also 4
4
something else: the beauty of the water.
It was the first time for me to 4
5
the length of the pool. In the process, the sense of
4 6
was beyond words. With every cheer from my coach and classmates, I 4
7
that I
wasn’t just learning to swim — I was proving to myself that I could face a lifelong fear and come out
4 8
.
Long after the lesson ended, that feeling
49
me. I found myself 5
0
replaying it in my head: the cool water wrapping me, my arms and legs moving in a rhythm ( 节奏)
I’d never thought I’d master, and the 5
1
I felt when I finally touched the opposite wall. For
years, I’d 5
2
pools — even beach trips — because the fear of not knowing how to swim
made me feel small, like I was 5
3
something everyone else took for granted. But that day,
my life was 5
4
.
So, to other adults hesitant to try something new, my advice is to start small. Begin in the
shallow end and take it one step at a time — you just might give yourself a 5
5
.
41. A．proud
B．inspired
C．awkward D．bored
42. A．relaxed
B．demanding
C．cheerful D．supportive
43. A．familiar
B．changeable
C．necessary D．manageable
44. A．discovered
B．investigated C．selected D．anticipated
45. A．record
B．cover
C．measure D．forget
46. A．belonging
B．Responsibility C．urgency
D．accomplishment
47. A．insisted
B．realized
C．imagined D．signaled
48. A．quieter
B．healthier
C．stronger D．younger
49. A．protected
B．stopped
C．disturbed D．seized
50. A．randomly
B．eventually
C．Constantly
D．temporarily
51. A．relief
B．freedom
C．tiredness D．curiosity
52. A．avoided
B．designed
C．stressed
D．explored
53. A．going through B．missing out on C．setting down
D．making up for
54. A．scheduled
B．transformed C．exposed D．mirrored
55. A．goal
B．choice
C．surprise
D．promise
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。
Douglas, a tourist from the US, spent a leisurely day in Shanghai's ancient water town of
Zhujiajiao. “Around every corner, it seemed like a landscape painting
56
(come) to life for
me,” he said. Like Douglas, many overseas tourists are adding this water town to
57
(they)
itinerary.
Located in Qingpu district, it takes only about 40 minutes
58
(get) there from the
Shanghai Hongqiao transportation hub. In 2025, inbound tourists to Zhujiajiao surged to 2.27
million,
a number that
59
(increase) by nearly 25 percent. In fact, it was the only
ancient town from Shanghai
60
made the national top 10 list for inbound tourists.
Foreign tourists love it not only for its streets, but also because it is a living historical site with
over 2,500 native residents. Neighbors can
61
(see) chatting on the streets,
62
visitors can hear locals sing centuries-old folk songs. Italian visitor Alessandro Conti tried on hanfu
and enjoyed Kunqu Opera there. “I
63
(true) felt the deep lasting historical culture,” he
said.
The town has initiated quality enhancement work, which
64
(include) an ecological
water circulation system. Now, the water is clearer with fish often visible. As more inbound travelers
visit during layovers, the town is planning
65
(revive) traditional rituals to showcase its
charm.
第四部分 写作（共两节, 满分40 分）
第一节（满分15 分）
(热门话题)假如你是李华，上周参加了学校举办的关于“防范网络安全风险”的主题讲座。
请你给校英文报写一篇短文投稿。内容要求如下：
（1）讲座内容；
（2）你的感想。
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。
Guarding Against Cybersecurity Risks
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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。
(新情景)In a small town in Ohio, there was a middle school next to a vacant ( 空的) lot —
overgrown with weeds, filled with old trash, and ignored by most people. Among the school’s
students were four friends: Ella, who loved growing houseplants; Tyler, who helped his grandpa with
woodwork; Zoe, who liked drawing plans; and Jax, who was good at asking neighbors for help. They
often passed the lot and wished it could be something useful — until one day, their art teacher
suggested they turn it into a community garden for the town. The four jumped at the idea, eager to
make the empty space a place everyone could enjoy.
They started by making a plan: Zoe drew beds for vegetables and flowers, Tyler said he could
build wooden fences, Ella listed the seeds they needed, and Jax offered to ask local stores for free
tools. But challenges came fast: the lot’s soil was hard and full of rocks, they had only a few old
shovels ( 铲子), and a neighbor joked, “You kids will never fix this mess.” Worse, each faced
personal trouble: Ella had to take care of her little sister after school, leaving less time to work; Tyler
worried his fences would look messy; Zoe feared her plan was too big to finish; Jax felt discouraged
when a store said no to free tools. But they supported each other — Ella brought her sister to help
pull weeds, Tyler practiced fence-building with his grandpa, Zoe simplified the plan, and Jax found a
hardware store that donated old gloves and rakes.
After weeks of work, the garden started to take shape: they turned over the soil, built small
fences, and planted tomato and sunflower seeds. Then, a heavy rainstorm hit the town overnight. The
next morning, they rushed to the lot — only to find their newly built wooden fence knocked over by
strong winds, and some seed beds flooded. They stood there, staring at the mess, before Jax said,
“We’ve fixed hard things before. Let’s start again.”
注意：
(1)续写词数应为150 左右;
(2)请按如下格式在答题纸的相应位置作答。
Unfortunately, when they tried to rebuild the fence, some wooden boards were broken.
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This time, with more neighbors helping, the garden looked better than ever.
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