【深圳一模】一套因为设计独特而被“误解”的优质模考试题(深度分析+教考衔接的思考)

2026年深圳市高三年级第一次调研考试

英语

试卷共8页，卷面满分120分，折算成130分计入总分。考试用时120分钟。

注意事项：

1. 答卷前，考生务必用黑色字迹钢笔或签字笔将自己的姓名、班级、准考证号填写在答题卡上。用2B铅笔将试卷类型 (A) 填涂在答题卡相应位置上。将条形码横贴在答题卡右上角“条形码粘贴处”。

2. 作答选择题时，选出每小题答案后，用2B铅笔把答题卡上对应题目选项的答案信息点涂黑；如需改动，用橡皮擦干净后，再选涂其他答案，答案不能答在试卷上。

3. 非选择题必须用黑色字迹钢笔或签字笔作答，答案必须写在答题卡各题目指定区域内相应位置上；如需改动，先划掉原来的答案，然后再写上新的答案；不准使用铅笔和涂改液。不按以上要求作答的答案无效。

4. 考生必须保持答题卡的整洁。考试结束后，留存试卷，交回答题卡。

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

The International Linguistics Olympiad (IOL) is a competition for pre-university students, held in a different country each year since 2003. It challenges participants, both individually and in teams, to solve linguistic (语言学的) puzzles. To compete at the IOL, no special knowledge is required, only basic language concepts, logic, patience, and creative thinking. Try this beginner sample to see if the IOL is right for you. 

Contest Rules

●  Each individual contestant or team must choose a working language for their problems and solutions, a choice that cannot be changed less than two weeks before the Olympiad begins. 

● The individual contest involves solving five problems in six hours, whereas the team contest features one problem with two hours less. 

● Unless instructed, giving multiple answers will receive zero marks. Besides, a detailed explanation is required for each answer; failure to provide one will result in a lower score. 

Awards

The team contest will award up to one gold, two silver, and three bronze medals. In the individual contest, the number of gold, silver, and bronze medals awarded shall be in the ratio 1: 2: 3, with the total number of medals being between one quarter and one third of the contestants. Click here to find out other awards.

1. Which is essential to solve the sample puzzle?

A. Linguistic fluency.       

B. Reasoning ability.

C. Geographic knowledge.       

D. Mathematical calculation.

2. What is different about the rules for the individual and team contest?

A. The duration of the competition.       

B. The deadline for language choice.

C. The result of giving multiple answers.       

D. The requirement for answer explanations.

3. If there are 240 individual contestants, how many medals could be awarded in total?

A. 40.       B. 54.       C. 72.       D. 84.

试题分析

A 篇（国际语言学奥林匹克竞赛）

• 主题语境
  人与社会 —— 社会文化、国际竞赛与语言探索
• 对应教材
  选择性必修 2 Unit 5 First Aid（学科竞赛类文本结构）、必修 1 Unit 2 Travelling Around（国际活动类话题）
• 衔接点
  均涉及国际活动规则解读、细节信息提取，与教材单元的阅读题型（细节理解、数字计算、推理判断）高度契合。

B

This summer I came face-to-face with three deep-rooted fears: heights, bears, and ageing. 

Two friends joined me on a four-day wilderness getaway, and since we were all in our seventies, we decided we’d better go while we still could. Our adventure began with a scary drive up a winding mountain road. 

On one hike, I found myself hanging onto a wire on a bridge made of two partly rotten (腐烂的) logs, suspended high above rushing rapids. I would never have attempted it without our guide ahead, mouthing encouraging words. Fixing my eyes on her boots, I inched along the shaky logs. Somehow, I made it across, flooded with a rush of intense excitement and huge relief. 

Later, after spotting bear tracks, we were told to make loud noises, which soon became a game once the tension faded. 

Until suddenly, time stood still. 

We had just crossed a stream when the guide whispered, “There’s a bear.” I looked up in disbelief and saw not one, but two, about ten meters above us— the brown mother in front, her cub behind. 

Though scared speechless, I couldn’t help noticing how beautiful they looked in their natural setting. I wondered if it would be my last memory. As they started towards us, we recovered enough to shout and wave our hiking poles. Taken aback, they stopped, and then slowly turned away. Another fear was overcome! 

On our final morning, after a quiet, thoughtful walk through the forest, we were asked to bring back a “meaningful” stick, rock, and leaf to share what would “stick” with us, what “rocked,” and what we would “leaf” behind. The bond of friendship would stick with me. Women supporting one another truly rocked. And I hoped to leave some fears behind. 

Our guide ended by expressing her admiration, praising not only our fitness but also our positive attitude, and saying she hoped to be like us in another thirty or forty years. Those unexpected words warmed my heart and eased my fear of being “over the hill.” Being valued for what we had accomplished felt like winning an Olympic medal — even if just for participation.

4. How did the author cross the bridge?

A. By taking mindful steps.       

B. By rushing across it bravely.

C. By using her sense of direction.       

D. By having the guide drag her over.

5. Why did the bears leave?

A. They were attracted by the natural setting.      B. They were afraid of the noise of the rapids.

C. They were surprised at the group’s actions.       D. They were threatened by the guide’s rocks.

6. Why did the guide ask them for a stick, rock, and leaf?

A. To pick up some souvenirs.       

B. To reflect on the journey.

C. To symbolize their teamwork.       

D. To check their observation skills.

7. What does the underlined phrase “over the hill” in the last paragraph mean?

A. Past the peak of youth.       

B. Too high to go down.

C. Out of place in society.       

D. Beyond physical limits.

B 篇（七十岁老人的野外探险）

• 主题语境
  人与自我 —— 个人经历、挑战自我、人生感悟
• 对应教材
  选择性必修 1 Unit 1 People of Achievement（人物经历与品质）、必修 3 Unit 1 Festivals and Celebrations（个人体验类叙事）
• 衔接点
  教材中大量叙事类文本均以 “个人经历 + 情感升华” 为结构，考点（词义猜测、细节理解、推理判断）与教材课后阅读题一致。

试题分析：

C

Researchers from the University of Buenos Aires have successfully used a robotic tutor to teach the male chingolo, a kind of small bird in South America, a song that was once part of the species’ culture but had been lost for more than half a century. 

Male chingolos learn their unique, two-second melody from adult males. “It is a distinctive song — like a fingerprint, but learned,” says one of the researchers. “It serves to attract females and protect territory. It is the bird’s way of saying, “This is me, and here I am.” However, urbanization and habitat loss have broken this learning chain, causing local song “dialects” to disappear. 

Driven by this problem, researchers took on a pioneering task: bringing back a song that had disappeared from the wild — known only from a musical record made in the 1960s — to a population of chingolos. 

Using physics-based modeling of the bird’s vocal tract (声道) , the team first created an accurate artificial version of the lost song. They then engineered this model into a physical device designed to broadcast the forgotten melody — a “robotic tutor.” This artificial song was introduced to the chingolos in the park during their critical learning period from October to February. The sessions took place during peak singing hours and were limited to a maximum of eight hours. There were random pauses (停顿) in between so that the birds interpreted the playback from the three devices placed in the area as a real exchange, as if these devices were responding to each other. This stimulated the birds’ vocal responses. 

The results were impressive. Young  chingolos  learned and adopted the song, though they added their own population’s “accent” to the final trill (颤音) , which showed that their singing is shaped by learned behaviors and inborn characteristics. 

“This is about preserving not just genetic, but cultural biodiversity,” says another researcher. The team is now developing AI systems to automatically identify individual bird songs and planning to study cultural spread in bird populations to ensure that bird culture is not lost again.

8. Why did the researchers teach the birds the song?

A. To save an endangered species.       

B. To study the birds’ brain structure.

C. To develop new robotic devices.       

D. To preserve the birds’ cultural heritage.

9. What is a role of chingolos’ song?

A.It keeps hunters away from them.       

B. It helps them adapt to urban growth.

C. It functions as their social identity.       

D. It makes them remember their habitat.

10. What is the purpose of the random pauses?

A. To protect the birds’ vocal tract.       

B. To test the birds’ reaction speed.

C. To push the birds to catch the beat.       

D. To trick the birds into interaction.

11. What can we learn from chingolos’ learning results?

A. The song has spread to other bird species.       

B. Their singing shows special vocal features.

C. Their response to the song needs improving.       

D. The effectiveness depends on their population.

C 篇（机器人导师教鸟类唱失传歌曲）

• 主题语境
  人与自然 —— 生物多样性、科技保护自然；人与科技 —— 科技在生态保护中的应用
• 对应教材
  选择性必修 2 Unit 2 Wildlife Protection（野生动物保护）、选择性必修 4 Unit 3 Science and Technology（科技应用）
• 衔接点
  贴合教材 “科技助力生态保护” 的核心话题，涉及实验过程、研究目的、结果分析，与教材阅读文本的说明性文体特征一致。

试题分析

D

When you rub (摩擦) a balloon on your skin, it produces electricity — a familiar example of charge separation (电荷分离), a process in which opposite charges are separated, creating electric potential. Similarly, raindrops striking a narrow tube create a tiny yet significant burst of energy. Now, researchers from the National University of Singapore (NUS) have tapped into this effect to generate electricity using rain-like droplets. 

Conventional hydropower (水力发电) relies on large water flows, which only work in places like rivers. For smaller, slower flows, researchers have explored charge separation. They use a tube to let water flow through it continuously. Charges gather on the surface that the water touches. In this way, researchers can collect charges, but it is far from effective. 

To solve this problem, the NUS team built a special device. At both ends of the device — the top of the newly-designed tube (about 2 millimeters in width), and the water-collecting cup at the bottom — electrical wires were placed to harvest charges. First, water is released from a metal needle, forming rain-like droplets. When these droplets enter the tube, their impacts create “plug flow,” in which the water forms mini columns separated by air gaps. This flow is crucial because it allows more surface contact and more time for charges to build up, generating up to 100, 000times more charge separation than continuous flow. As charged droplets exit the tube and fall into the cup, charges build up in the water, creating an electric current. In tests, four tubes produced enough electricity to power 12 LED lights continuously for 20 seconds. 

According to the study’s lead author, this model shows how rain can be used to generate clean electricity effectively and sustainably, especially in rainy places such as Singapore. Its potential is enormous, as it offers an alternative energy source even in cities. Imagine a rain collection device on your roof, producing small amounts of electricity whenever it rains — a small step for a raindrop, but a giant leap for sustainable energy technology.

12. What problem do the NUS researchers aim to solve?

A.The difficulty of separating charges.       

B. The lack of clean electricity sources.

C. The inefficiency of charge harvesting.       

D. The damage of traditional hydropower.

13. Which of the following best illustrates “plug flow”?

14. What is the last paragraph mainly about concerning the model?

A. Its potential cost in urban areas.       

B. Its promising use in green energy.

C.Its complex design for rain power.       

D. Its practical need for more devices.

15. What is a suitable title for the text?

A. Revolutionary Energy from Raindrops       

B. Urgent Demand for Sustainable Energy

C. Capturing Raindrops through Innovation       

D. Turning Charge Separation into Electricity

D 篇（雨滴发电的创新技术）

• 主题语境
  人与科技 —— 新能源开发、科技创新与可持续发展
• 对应教材
  选择性必修 4 Unit 3 Science and Technology（科技发明与创新）、必修 2 Unit 4 Wildlife Protection（可持续发展延伸）
• 衔接点
  教材重点讲解 “科技解决现实问题”，本文的发明原理、装置设计、应用前景与教材单元的说明性文本考点（主旨大意、细节理解、推理判断）完全匹配。

试题分析

12.细节理解题；考点：定位研究团队要解决的问题；答案：C；分析：原文 “it is far from effective” 表明传统电荷收集方式效率低，这是核心问题；A（电荷分离困难）、B（清洁能源短缺）、D（传统水力发电的破坏）均非研究的切入点。

13.推理判断题；考点：根据 “plug flow” 的定义（水形成由气隙分隔的微型水柱）判断图示；答案：（因无图示，核心为识别 “水段 + 气隙” 交替的流型）；分析：关键抓住原文 “mini columns separated by air gaps” 的特征。

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。

I put on a headset, and within seconds I am somewhere else. Ice sheets float on dark water. Wind brushes past my ears, sharp and restless. In the distance, mountains glow (发光) under the moonlight. Moments later, I find myself inside a museum, leaning close to a painting I have never seen in real life. ___16___ This is the promise of virtual reality (VR): a world delivered to us without leaving home. 

There is much to appreciate in this form of travel. ___17___ There is no need to consider weather conditions, health issues or financial pressure. You may enter distant places at any moment and leave just as freely. For those restricted by schedule, health, or income, VR quietly removes barriers that traditional travel often sets in place. 

 ___18___ Travelers wander through unfamiliar streets, sample local dishes, and engage face-to-face with people shaped by different traditions. Such encounters awaken the senses and create lasting memories. More importantly, they change how places feel to us, not just how we understand them. 

This distinction is clear, because learning about a destination is not the same as being there. Virtual travel offers designed scenes and programmed sensations, but it remains carefully controlled. Real travel, by contrast, is shaped by unpredictability. ___19___ In those unplanned moments, understanding becomes lived rather than recorded. 

Virtual reality will undoubtedly continue to evolve, enriching how we preview journeys and imagine distant worlds. Still, it cannot replace actual presence. Travel is not simply about seeing farther; it is also about feeling where you stand. ___20___

A. I am not moving, yet I am traveling.

B. Yet real travel leaves a deeper mark.

C. My feet ache as my journey stretches across the day.

D. Virtual journeys are convenient, time-saving, and widely accessible.

E. Some knowledge, it seems, only arrives when your feet are on the ground.

F. It demands choices, adaptation, and constant awareness of the unexpected.

G. But the convenience may gradually weaken our desire to explore the real world.

阅读（第二节）（七选五：虚拟现实旅行与真实旅行）

• 主题语境
  ：人与社会 —— 现代科技、文化体验、旅行方式
• 对应教材
  ：选择性必修 3 Unit 2 Healthy Lifestyle（生活方式选择）、必修 1 Unit 2 Travelling Around（旅行话题）、选择性必修 4 Unit 1 Cultural Heritage（文化体验方式）
• 衔接点
  ：教材中多次出现 “对比类” 七选五文本（如科技与传统、不同生活方式），考查逻辑衔接（转折、因果、总分），与本题的 “VR 旅行 vs 真实旅行” 对比结构高度契合。

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 still remember the day I bought my “nice” notebook. It was a leather-bound journal with cream-colored pages. I was sure it would make me the type of person who journals regularly, and who ___21___ beautiful thoughts. But it didn’t work. 

That gorgeous notebook sat ___22___ for months. When I finally opened it, I hesitated. The pages felt too delicate and too ___23___ to waste on my messy handwriting and ideas. So I ___24___ it. Instead, I grabbed an old, ugly composition notebook with a ___25___ cover and dog-eared corners. I started to ___26___ it with everything: morning pages, random thoughts and reminders. This is surprisingly ___27___. I actually wrote. Every day. Without exception. 

The psychology is real. When we ___28___ something too much, we place limits around it, feeling it is “too good”. But the ugly notebook carries no such ___29___ . It has been used. It tells me, “This is a ____30____ for thinking and living, not a museum piece.”

Here’s the thing: ____31____ notebooks are idea incubators (孵化器) . With the pressure off, you experiment more. You try things that might ____32____ . And in that freedom, bad ideas I was ____33____ embarrassed about gradually evolved into work I’m proud of. And that’s where the real work of creation happens. 

The best notebook is never the most beautiful one. It’s the one you’ll actually ____34____ . Because the magic happens in the ____35____ , not in perfect pages. 

Your ugly notebook is waiting.

21. A. changes  B. captures  C. follows D. lacks

22. A. unfinished B. unclaimed  C. undiscovered      D. untouched

23. A. secret       B. smart       C. precious       D. personal

24. A. closed      B. decorated       C. delivered       D. fixed

25. A. torn    B. hard       C. hidden       D. fancy

26. A. guard     B. surround       C. fill       D. serve

27. A. annoying    B. freeing    C. demanding       D. convincing

28. A. plan      B. doubt     C. control    D. admire

29. A. luck      B. warning    C. promise   D. pressure

30. A. tool     B. test       C. guide    D. reason

31. A. incomplete   B. impractical    C. imperfect  D. irregular

32. A. cheat       B. fail       C. hurt       D. disappear

33. A. slightly       B. initially       C. hardly       D. consequently

34. A. run into       B. refer to       C. look at       D. reach for

35. A. preparing       B. thinking       C. writing       D. reading

完形填空：丑笔记本的创作启示

• 主题语境
  人与自我 —— 个人成长、创作思维、心理感悟
• 对应教材
  必修 1 Unit 1 Teenage Life（个人成长与感悟）、选择性必修 3 Unit 1 Art（创作与表达）
• 衔接点
  教材完形填空多以 “个人经历 + 哲理感悟” 为主题，考查动词、名词、形容词的语境辨析，与本题的心理描写、动作描写类词汇考查一致。