湖南省长沙市长郡中学2026届高三月考试卷(二)
英语试题
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。每段对话仅读一遍。
1. What are the speakers talking about?
A. A fun game. B. An amusing novel. C. A wonderful movie.
2. What is the man doing?
A. Improving his chess skills.
B. Developing software.
C. Learning a foreign language.
3. How will the speakers get to their destination?
A. By taxi. B. On foot. C. By subway.
4. What does the woman mean?
A. She has seen the show before.
B. She regrets missing the show.
C. She was disappointed at the show.
5. How much more does John need for the new computer?
A.$300. B.$500. C.$1,200.
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. Why is the woman calling?
A. To cancel an order. B. To change an order. C. To place an order.
7. What does the man offer to do?
A. Give more extra paper.
B. Provide a favorable price.
C. Negotiate with Super House.
听第7段材料，回答第8至10题。
8. Where did the woman get the vegetables?
A. From her father.
B. From her garden.
C. From the supermarket.
9. What is the woman’s tip mainly about?
A. The container size.
B. The soil and water.
C. The amount of sunlight.
10. What does the woman think of her gardening work?
A. Boring. B. Tiring. C. Enjoyable.
听第8段材料，回答第11至13题。
11. What is the probable relationship between the speakers?
A. Classmates.
B. Fellow workers.
C. Teacher and student.
12. How does the man feel about AI use at first?
A. Slightly doubtful. B. Rather disappointed. C. Pretty satisfied.
13. What does AI help the woman to do?
A. Write drafts. B. Grade essays. C. Generate ideas.
听第9段材料，回答第14至17题。
14. Where are the speakers probably?
A. In the teachers’ office. B. In a classroom. C. At home.
15. What is the main goal of the Let Grow program?
A. To develop well-structured lessons.
B. To help kids develop life skills.
C. To let children grow up safely.
16. How do the parents react to the Let Grow program?
A. They are always hesitant and doubtful.
B. They find the program too difficult to follow.
C. They notice improvements in their kids behavior.
17. What will the woman do next?
A. End a speech. B. Teach a class. C. Start a program.
听第10段材料，回答第18至20题。
18. How many levels do the swimming lessons include?
A. Five. B. Four. C. Three.
19. What is taught in the Foundation lessons?
A. Water rescue skills.
B. Knowledge of water safety.
C. Basics of swimming movements.
20. What is the reward for the recommended friends?
A. A reduction in price. B. Extra lessons. C. A free swimsuit.
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
Teen Creative Writing
Release your creativity as a writer, while learning the tricks of the trade. You have the freedom to write what you want, but you also need to gain the discipline of writing. There are no grades, no exams, and no wrong answers — just creative writing. Each class is taught by a teacher experienced in helping young writers discover and develop their unique voices. This course is offered as a 6-week online class (with a 3-hour session per week). It’s open to students aged from 13 to 17.
Upcoming Classes
Start on Tuesday, October 14th
Online, anytime
Price: Registration fee $25, paid once per term
The Syllabus (教学大纲)
The syllabus varies from teacher to teacher, term to term. Many topics will be similar to those covered in the online classes.
Course Components
Week 1
(OIL)
|
Realizing the importance of having fun with writing, and exploring essential elements of creative writing — observation, imagination, and language
|
Week 2
(Show& Tell)
|
Understanding the difference between showing and telling, as well as techniques for showing — sensory description, specificity, and scenes
|
Week 3
(Fiction)
|
Learning the types and forms of fiction, where to find fiction ideas, and the basics of creating a story — characters, plots, and points of view
|
Week 4
(Nonfiction)
|
Exploring three types of creative nonfiction writing — memoirs (传记), personal essays, and narrative (叙述的) nonfiction, as well as learning where to find nonfiction ideas
|
Note:Content may vary among individual classes.
21. What is the purpose of the Teen Creative Writing program?
A. To seek for talented young writers.
B. To prepare students for writing exams.
C. To enhance teachers’ educational skills.
D. To guide young students to write creatively.
22. On which week of the program can you learn how to write a fantasy novel?
A. Week 1. B. Week 2. C. Week 3. D. Week 4.
23. Where is the text probably taken from?
A. A course plan. B. A textbook.
C. An exam paper. D. An academic article.
B
When Tina Farr visits the year 2 classroom at her Oxford primary school, she can feel the changed atmosphere since play was put firmly back on the curriculum (课程). “The children come running up with things they have made. There is always a shop on the go so they will be pricing up something or finding change,” the headteacher says.
Play-based learning — letting children move around, make up games and explore within loosely guided activities — usually stops when they attend primary school. Lessons then become desk-based, focused on reading and writing.
Farr had long championed the value of play, working hard to bring it into breaktimes. “Teachers would recognize what we do and it doesn’t take any more planning than the standard approach.” With play-based learning in place for her year 1 and 2 children, Farr then looked at where else she could change any practices that weren’t working. “If a practice isn’t in line with healthy child development, why are we doing it?”
The school’s year 5 children — aged 9 and 10 — were struggling to sit still in a tight space so she removed all the furniture. “The impact was immediate and impressive. Children now choose where and how to learn. A class once struggling with attention is now calm and engaged.” A teacher noted: “Their self-regulation has improved greatly. They settle down to work much more readily.”
Farr believes the outdated system needs urgent change. “We have neuroscience (神经科学) tell us children learn through play.” In June the school sailed through its Ofsted inspection. “The inspector really understood our play-based learning.” Farr’s message is that her approach can be rolled out. “It’s blown my mind how engaged the children are. It’s phenomenal,” she says.
24. What change does Farr bring to her school?
A. Additional income. B. Flexible environments.
C. Upgraded equipment D. Diverse outdoor games.
25. Why did Farr decide to change other ineffective practices?
A. To reduce teachers’ workload.
B. To enhance the school’s reputation.
C. To improve students’ academic results.
D. To promote kids’ well-being and growth.
26. Which of the following can best describe Farr according to the last paragraph?
A. Firm and confident. B. Mild and cooperative.
C. Humble and grounded. D. Merciful and generous.
27. What message does the text mainly convey?
A. Actions speak louder than words.
B. Keep your play clean until the last whistle.
C. All work and no play makes Jack a dull boy.
D. By learning to obey, you learn to command.
C
Have you ever heard some children screaming with irritation (怒) on an airplane and complained “Can’t their parents take a little control?” Read on.
Irritability is a high likelihood of becoming frustrated or angry. This hair-trigger temper may influence children’s relationships and school performances. Experts used to see it as an early symptom of bipolar disorder (双相情感障碍). But by tracking such children over many years, clinical child psychologist Spencer Evans, a researcher directing the University of Miami’s Child Affect and Behavior Lab, found that they actually develop depression and anxiety, the symptoms of Disruptive Mood Dysregulation Disorder (DMDD破坏性心境失调障碍).
One study confirmed severely irritable children’s different response to frustration (沮丧). It involved 134 children between 8 and 18 who had irritability and a diagnosis of DMDD, with 61 non-irritable volunteers. Lying in the MRI scanner, the children played a game, earning 50 cents for every target they hit — until the researchers intentionally frustrated them by reducing winnings.
Though irritable and non-irritable kids reported similar levels of frustration, the brains of the irritable group showed heightened activity in the striatum (脑纹状体), a brain region important for processing rewards, and in the prefrontal cortex (前额叶皮层), key to administrating emotions and performing tasks. The latter suggests that irritable kids need more effort to concentrate. “It’s unclear why children come down with DMDD, yet if possibly involves genes, hard experiences and parenting ways.” Evans says.
Recently, clinicians are trying to help by creating anger-provoking situations like asking patients to stop video games, meanwhile instructing them to cope with their frustrations. They also trained parents to ignore irritation at home and reward constructive coping behaviors. While drugging children sounds awful, Evans says medications can help make them more receptive to therapy. Evans also adds that kids with DMDD need more empathy and understanding in general.
So, next time in a child-screaming situation, just be nice to your fellow human.
28. What does the underlined word “hair-trigger” in paragraph 2 mean?
A. Related to hair. B. Extremely sensitive.
C. Of little significance. D. Particularly stable.
29. What can we learn about the study?
A. The findings were totally unexpected by the researchers.
B. The process went naturally without any human intervention.
C. The subjects differed in real-time brain activities across groups.
D. The method turned out too primitive to serve scientific research.
30. How does the author present the potential causes of DMDD?
A. By listing statistics. B. By drawing a flow chart.
C. By quoting a researcher. D. By citing an example.
31. What can we infer about the treatment of DMDD?
A. It requires collective efforts.
B. It is an entirely mental practice.
C. It bans patients from digital devices.
D. It consumes large amounts of money.
D
A new study mapping the planetary boundary of “functional biosphere (生物圈) integrity” in spatial detail and over centuries finds that human activity has pushed most of Earth’s land beyond safe biosphere limits. The study was led by the Potsdam Institute for Climate Impact Research (PIK) together with BOKU University in Vienna and published in the journal One Earth.
Functional biosphere integrity refers to the plant world’s ability to co-regulate (共调) the state of the Earth system. It requires the plant world to acquire enough energy through photosynthesis (光合作用) to maintain the material flows of carbon, water and nitrogen (氮) that support the ecosystems and their networked processes. Energy flows drive all of life, but humans are disturbing nature’s dynamic processes.
Based on the global biosphere model LPJmL, which simulates water, carbon and nitrogen flows on a daily basis, the study provides a detailed image for each year since the 1600. The research team also evaluated two indicators (stress indicator and risk indicator) by comparing with other measures from the literature for which “critical thresholds (阈)” are known. This resulted in each global land area being assigned a status: Safe Operating Space, Zone of Increasing Risk or High Risk Zone.
The model calculation shows that worrying developments began as early as 1600 in the mid-latitudes (纬度). By 1900, the Increasing-Risk Zone and the High-Risk Zone accounted for 37% and 14% respectively, compared to 60% and 38% today. Industrialization was beginning to take its toll; land use affected the state of the Earth system much earlier than climate warming. At present, this biosphere boundary has been broken on almost all land surface — primarily in Europe, Asia and North America — that underwent strong land cover changes, mainly due to agriculture.
“This is a breakthrough from a scientific perspective, offering a better overall understanding of planetary boundaries,” says Johan Rockstrōm, one of the co-authors of the study. “It also inspires further development of international climate policy.”
32. What is functional biosphere integrity mainly about?
A. The smoothness of material flows within the plant world.
B. The stability of plant species covering lands of the Earth.
C. The harmony between the plant world and life-supporting systems.
D. The diversity of materials produced by the plant world on the Earth.
33. What does paragraph 3 mainly talk about?
A. What challenges the researchers met with.
B. How the research was scientifically conducted.
C. When the stress and risk came up for the first time.
D. Why global land areas were at different risk levels.
34. Which of the following probably shows the broken biosphere in 1900?
A.
C.
A. Skeptical. B. Objective. C. Unclear. D. Favorable.
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。
Have you ever walked away from a conversation with the sinking feeling that you said too much? Not because you were impolite or inconsiderate — but because you tried to explain yourself to someone who didn’t really want to understand? 36
Over-explaining happens often in our daily life. This behavior originated in early survival strategies. For those raised in emotionally unpredictable households, clarity may be a form of self-protection. Anticipating others’ reactions, smoothing things over, or presenting a “bulletproof” reason may prevent punishment or emotional fallout. 37 People who have ever undergone trauma (创伤) tend to explain a lot to avoid conflict or rejection.
Regardless of origin, the pattern is the same: We spend unnecessary energy trying to justify our right to take up space, to say no or to make choices others might not like. 38 Clear language like “I’ve made my decision.” and “Let’s shift the conversation.” can actually do the trick. These direct statements prioritize emotional honesty without over-disclosure. And they don’t leave space for negotiation where none is guaranteed.
39 You spend less of it in practicing, defending, or recovering, and you needn’t always react to others’ discomfort. You also start attracting a different kind of relationship. It is based not on performance or submission, but on mutual respect. 40 You begin healing the part of you that believed love had to be earned through explanation. The version of you who felt unsafe being misunderstood learns a new truth: Your worth was never conditional or dependent on being agreeable or persuasive.
A. If so, you are not alone.
B. But maybe the biggest shift is internal.
C. Like any behavioral change, this takes practice.
D. But it’s not impossible to rid ourselves of the trouble.
E. When you stop over-explaining, you reclaim emotional energy.
F. Have you ever explained to show your politeness and consideration?
G. Over-explaining can also come from the way your brain is wired by past experiences.
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。
As Bell, the distinguished violinist and the symphony performed, a little boy in the audience seat occasionally accompanied them with his own spontaneous (自发的), sweet sounds. Every now and then, his 41 to the music was full of excitement and abandon.
I felt 42 that evening to have such particular sounds. Listening to him also 43 me of my own adult son, Ezra who is autistic (自闭症的) too. But when Ezra was a child, my wife and I sometimes 44 to bring him along to concerts or movies for fear he might not behave himself. How I wish we’d done the same as the boy’s parents 45 the little boy.
That’s why I was so 46 to see the boy leave his seat before Bell finished his performance. A few minutes earlier, I had 47 an audience member sitting near him get up to approach a staff member, who then stepped over to him. Shortly after that, the boy and his parents made a quick 48 . The audience must have assumed his sounds were 49 and that someone should have done something to 50 him.
What upsets me is that the evening could have ended so 51 .
When people are open-minded and compassionate (有同情心的), they can engage themselves in the pleasure of 52 the diverse beauty of the world. I hope the boy’s 53 that night won’t make him unwilling to express his 54 towards the outside world. I also hope he will continue to 55 his heartfelt joy and appreciation of the world’s glories.
41. A. comparison B. formation C. objection D. response
42. A. annoyed B. awkward C. grateful D. worried
43. A. informed B. reminded C. relieved D. convinced
44. A. expected B. managed C. hesitated D. arranged
45. A. representing B. criticizing C. instructing D. accompanying
46. A. disappointed B. encouraged C. satisfied D. confused
47. A. observed B. demanded C. proposed D. remembered
48. A. decision B. exit C. calculation D. call
49. A. traditional B. rewarding C. intentional D. impressive
50. A. introduce B. silence C. involve D. stimulate
51. A. disastrously B. suddenly C. efficiently D. differently
52. A. handing over B. referring to C. taking in D. commenting on
53. A. encounter B. mistake C. defence D. choice
54. A. purpose B. wonder C. account D. sympathy
55. A. record B. control C. review D. share
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。
In the quiet hills of Italy’s Marche region, the city of Macerata carries a legacy that extends far beyond its modest streets.
Macerata is the hometown of Italian missionary Matteo Ricci. At its heart 56 (lie) “Li Ma Dou” Square, named in Chinese pinyin to reflect Ricci’s multiple 57 (tie) to China. Its centerpiece is the bronze (青铜) sculpture Ricci and Xu Talk about the Way, 58 presents Ricci alongside Chinese scientist Xu Guangqi of the Ming Dynasty. A plaque (匾牌) beneath describes them 59 “two wise men of the 17th century and pioneers of the 60 (fruit) encounter between Chinese and European civilizations”. The artistic style comprises elements of Chinese culture, 61 (aim) to show the essence of friendship and dialogue.
In Shanghai, Xu’s hometown, a corresponding sculpture stands in Guangqi Park. As a matter of fact, the city of Macerata and Shanghai’s Xuhui district 62 (exchange) statues of Ricci and Xu since 2014, formalizing a gesture of cultural integration.
Ricci and Xu first met in China in the early 1600s and their friendship highlighted 63 (equal), respect and mutual (双方的) admiration. Their partnership, 64 (build) on friendship with intellectual collaboration, led to the Chinese translation of Euclid’s Elements and the introduction of Confucian texts to Europe. They set a good example for today’s further exchanges between 65 two peoples.
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，你校英文报“Technology&Life” 专栏近期发起主题征文活动。请你写一篇短文投稿，内容包括：
(1)介绍一项科技成果；
(2)谈谈你的感想。
注意：
(1)写作词数应为 80个左右；
(2)可适当增加细节，以使行文连贯。
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。
Wendy grew up in a small and remote village in Wyoming, America. Her world was one of wild mountains and endless fields, but she had a strong passion for sports, especially long running. Wendy always dreamt to be an Olympic marathon runner. Yet poverty was her biggest hurdle. Her first “running shoes” were worn-out sneakers (胶鞋). She trained alone, on rough, unpaved paths, with no coach to guide her. Her only pacemaker was the rhythm of her own breath, and her only training plan was to run farther each day than the last. People shook their heads, dismissing her ambition as a naive fantasy. “How could a girl like her, with nothing, ever compete with the professionally trained athletes from the cities?”
Yet, Wendy’s resolve only hardened. Witnessing her talents and painstaking practice, her parents, though poor, supported her in their own silent ways — a hearty meal after a long run, a pat on the back, and the precious savings they gathered together to buy her a single pair of proper running shoes. When she finally saved enough for the entry fee to a city marathon, it felt like a miracle.
The big day did come. Wendy and her parents arrived at the spot with uncontrollable excitement. There were seas of people — volunteers, news reporters and well-equipped athletes. Wendy wanted to perform well to prove that determination could overcome any obstacle. It was super-hot that day, but Wendy managed to come to the last 400 meters Behind her lay 41 kilometers and 795 meters of Los Angeles asphalt (沥青), but every step forward cost more than the last ten kilometers combined. She had missed the last water station — the cup had slipped through her trembling fingers. The heat had grown teeth, chewing the strength from her legs, and clouded her mind. Suddenly, darkness flashed across her eyes, she lost her balance and crashed to the ground.
注意：
(1)续写词数应为150个左右；
(2)请按如下格式在答题卡的相应位置作答。
At this time, two orange-shirted medical volunteers jogged toward her.
Finally, the finish line was just 10 meters away.
湖南省长沙市长郡中学2026届高三月考试卷(二)
英语试题答案
听力
1-5 CCABA 6-10 CBBCC 11-15 AACAB 16-20 CBCCA
阅读理解
21-23 DCA 24-27 BDAC 28-31 BCCA 32-35 CBBD
七选五
36-40 AGDEB
完形填空
41-45 DCBCD 46-50 AABCB 51-55 DCABD
语法填空
56. lies 57. ties 58. which 59 as 60. fruitful 61. aiming
62. have exchanged/have been exchanging 63. equality 64. built 65. The
应用文写作
Among China's game-changing tech achievements，high-speed rail (HSR) shines brightest for its impact on daily travel and connections.
These bullet-nosed trains，hitting 350 km/h，have spacious，well-equipped carriages and strict punctuality, turning tiring long trips into effortless, relaxing journeys. China’s HSR isn’t just transport—it's a testament to the nation's innovation and perseverance. This “World Standard” facility eases family reunions, bridges regional gaps and shows China's strength in turning ambitious blueprints into real-life benefits.
Every time I board an HSR，I feel proud of this homegrown achievement that keeps improving our lives and connecting our hearts.
读后续写
At this time, two orange-shirted medical volunteers jogged toward her. Seeing the red crosses on their shirts, Wendy lifted her arm in refusal, “No help. Not yet.” The volunteers then withdrew halfway, as if there were a cliff they might accidentally push her over. With painstaking efforts, Wendy struggled to her feet, swaying unsteadily. Other runners sprinting past for place and pride, she managed to move at her own rhythm. In the chaotic stands, her parents, knowing their daughter’s determination, just prayed silently. Wendy trudged on, each footfall like a stitch sewing the dream to reality. The crowd blurred, but the finish line grew clearer —200, 100, and 50 meters.
Finally, the finish line was just 10 meters away. With her breath coming in sobs, she made a desperate push and crossed the line at 2:48:42. Though twenty minutes slower than her training runs, it was a timeless proof that dreams can outrun poverty. Medical teams swarmed, providing oxygen and water. When interviewed later, Wendy smiled through cracked lips. “I didn’t just fight for myself, but for every dreamer who starts with nothing but worn-out shoes and determination.” The next year, she did stand at the start line of the Olympics — no longer defined by poverty, but by limitless possibility — waiting for the gun previously inaccessible to the underprivileged.
点击在看，开开心心卷起来