重庆市第十八中学2026届高三上学期期中英语试卷（Word版附解析）

这是一份重庆市第十八中学2026届高三上学期期中英语试卷（Word版附解析），文件包含重庆市第十八中学2026届高三上学期期中考试英语试卷原卷版docx、重庆市第十八中学2026届高三上学期期中考试英语试卷Word版含解析docx等2份试卷配套教学资源，其中试卷共38页， 欢迎下载使用。
1.开始作答前，请先在答题卡上填写好自己的个人信息。
2.选择题部分请用 2B 铅笔填涂，非选择题部分用 0.5mm 黑色墨迹签字笔书写。
3.考试结束后，将试卷，答题卡，草稿纸一并交回。
一.听力。(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 will the wman d this afternn?
A. G shpping. B. Visit her grandmther. C. Finish her hmewrk.
2.Where des the cnversatin prbably take place?
A. In a restaurant. B. In a schl. C. In a car.
3.Hw will the man g t the airprt?
A. By bus. B. By taxi. C. By car.
4.What time will the meeting start?
A. At 15:00. B. At 15:15. C. At 15:30.
5.What is the man’s attitude twards the plan?
A. Supprtive. B. Dubtful. C. Oppsed.
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 did the man miss the train?
A. He gt up late. B. The traffic was heavy. C. He lst his ticket.
7.When will the next train leave?
A. At 10:30. B. At 11:00. C. At 11:50.
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听第 7 段材料，回答第 8、9 题。
8.What is the wman lking fr?
A bk. B. A pen. C. A ntebk.
9.Where did the wman last see it?
A. In the classrm. B. In the library. C. In the ffice.
听第 8 段材料，回答第 10 至 12 题。
10.What is the relatinship between the speakers?
A. Teacher and student. B. Parent and child. C. Bss and emplyee.
11.What prblem des the man have?
A. He failed an exam. B. He can’t finish his prject. C. He has n time t exercise.
12.What advice des the wman give?
A. T ask fr help frm classmates. B. T make a time - management plan.
C. T take a break and relax.
听第 9 段材料，回答第 13 至 16 题。
13.What are the speakers talking abut?
A. A schl trip. B. A weekend plan. C. A family vacatin.
14.Where will they g first?
A. A museum. B. A park. C. A z.
15.Hw will they g there?
A. By bike. B. On ft. C. By bus.
16.What will they take with them?
A. Snacks and water. B. Cameras and umbrellas. C. Bks and ntebks.
听第 10 段材料，回答第 17 至 20 题。
17.What is the purpse f the speech?
A. T intrduce a new club. B. T annunce a sprts event.
C T invite students t a lecture.
18.When will the event be held?
A. Next Mnday. B. Next Wednesday. C. Next Friday.
19.Where will the event take place?
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A. In the schl hall. B. On the playgrund. C. In the science lab.
20.What d students need t d t jin?
A. Fill in an applicatin frm. B. Pay a small fee. C. Sign up at the teacher’s ffice.
二.阅读。(37.5 分)
A
Welcme t UCLA Exchange Prgram! Let’s get started by checking ut Student Guide fr yur academic
jurney!
Signing up fr ESL(English as a Secnd Language)
ESL curses are designed t help internatinal students imprve academic English language skills.
Enrllment(课程注册) pririty is given t degree students. If space is available, yu may enrll. Yu will then be
asked t take an ESL Placement Test. The test results will help yu chse the class that is apprpriate fr yu.
Changing Yur Curse Enrllment List
Yu may change yur class schedule during the first tw weeks f the term by adding r drpping curses
frm yur enrllment list. After the secnd week f classes, there will be a charge fr each schedule change.
Students ften attend classes in which they are nt enrlled n the first day f instructin t try adding this new
curse t the list, as ther students may have drpped it.
Withdrawing frm Curses
If yu chse t drp a curse, yu must fllw the UCLA prcedures fr remving it frm yur schedule. If
yu frget t fficially drp that curse, a“F”(Fail) grade will be registered n yur recrd at the end f the term. If,
at a later date, yu wish t apply fr a jb r graduate schl where an fficial cpy f yur UCLA recrd is
needed, it will be t yur advantage t prvide an impressive academic recrd.
Taking Exams
Sme instructrs chse t put previus test papers n library reserve, making them available t all students.
These exams, which students cmmnly use fr practice, can give yu an idea f hw instructrs ask questins and
what they regard as relevant material. Yu can als access the exams nline.
1. Wh might be the first t get a seat in an ESL curse?
A. An internatinal freshman seeking a degree.
B. A visiting schlar frm an Asian cuntry.
C. An American student frm a lcal cllege.
D. A language lver in the exchange prgram.
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2. What is a cmmn strategy fr adding a new curse after the term has started?
A. Paying an extra fee fr the schedule change.
B. Asking the instructr fr special permissin.
C. Taking a placement test t prve ne’s ability.
D. Attending the class first withut being enrlled.
3. What culd be a direct result if a student frgets t drp a curse fficially?
A. He will have t take an extra exam t pass it.
B. He will be charged a certain amunt f mney.
C. A failing grade will appear n his academic recrd.
D. He will lse the chance t apply fr graduate schl.
B
When yu think f a schl cafeteria, what cmes t mind? Plate sunds, lunch lines, and the ccasinal fd
fight, right? Fr years, my schl’s cafeteria was just a space with shining lighting, plastic tables, and dull
yellwish-brwn walls. But last semester, smething magical happened. A student-led art prject made the
cafeteria a creative center, which stimulated cnversatins, develped a sense f cmmunity, and even made
lunchtime feel mre special.
It all started with a simple idea during an art club meeting. A student named Maya pinted ut that the
cafeteria felt like a hspital waiting rm and suggested wrking with the schl t imprve the space. With
apprval frm the headmaster and a small budget, students acrss grades 9-12 began brainstrming themes and
sketches.
The gal was nt nly t decrate walls, but t create a space that reflected diversity, celebrated talent, and
sparked curisity. After weeks f planning, teams f students wrked in shifts after schl, transfrming blank
walls int murals (壁画), replacing ld furniture with painted designs, and hanging student-made sculptures frm
the ceiling. Tday, stepping int the cafeteria feels like entering an interactive art exhibit.
The artwrk nt nly brightened the space but als shifted the cafeteria’s rle in ur schl culture. Teachers
nticed students staying after lunch t discuss the murals. Shy freshmen bnded thrugh painting sessins. Even
the lunch staff gt invlved, suggesting themes like “gratitude fr fd”. The transfrmatin als had ripple (涟漪)
effects, like reducing littering.
Ms. Rivera, the art teacher wh advised the prject, shared, “This wasn’t abut perfectin. It was abut giving
students wnership f their envirnment. It builds cnfidence and pride when students see their wrk valued in a
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shared space.” “Art in the cafeteria isn’t just abut making things lk nice. It reminds us that ur schl is nt just
a building. It’s ur space, and we have the pwer t change it,” she added.
4. Hw des the authr intrduce the tpic in paragraph 1?
A. By prviding advice.
B. By giving examples.
C. By presenting changes.
D. By listing daily rutines.
5. Hw can we describe students in the authr’s schl?
A. Adaptable and diligent.
B. Kind-hearted and intelligent.
C. Imaginative and Cperative.
D Ambitius and self-disciplined.
6. What des paragraph 4 center n?
A. The impact f the prject.
B. Teacher-student relatinship.
C. Different rles f the schl culture.
D. Ripple effects f the transfrmatin.
7. What did Ms. Rivera emphasize abut this prject?
A. The artistic skills invlved in it.
B. The challenges she faced during it.
C. Its future expansin and imprvements.
D. Its deeper purpse beynd visual effects.
C
Getting rid f ld tyres (轮胎) has lng been a prblem. Mst are thrwn int landfills r piled up in strage.
Energy recvery is anther cmmn methd. This invlves burning tyres t generate electricity r heat fr
industries, but that prduces planet warming pllutin; r we use them t repair rads, but chemicals frm them
might pllute the grund.
Sme firms, therefre, have begun explring an alternative. One such firm is Wastefrnt, which wns a big
tyre-recycling plant in nrth-east England. In a cuple f years, it will be able t turn 8 millin ld tyres int new
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prducts, including a black liquid called TDO (轮胎衍生油).
The prcess wrks by decnstructing a tyre int steel, rubber, and carbn black. After tearing dwn the steel,
the remaining material is expsed t high temperatures in the absence f air t make the rubber change int a mix
f hydrcarbn gases, and then they’re remved. What is left behind is pure carbn black. Once the remved gases
cl dwn, a part f them liquefies (液化) int TDO. The remaining gases are t be burned t fuel the prcess. This
creates a clsed-cycle system that prevents emissins.
The carbn black can be reused t make new tyres. That is f interest t tyre-makers because it helps effrts t
becme carbn neutral — achieving a balance between the amunts f carbn dixide prduced and the carbn
dixide remved frm the atmsphere. Prducing new carbn black requires burning heavy il r cal, which lets
ff plenty f greenhuse gases.
The recvered TDO is well-suited fr making diesel (柴油). While nt cmpletely carbn-neutral, it des
prduce an 80-90% reductin in emissins f carbn dixide, cmpared with the cnventinal fuel. The future
market fr such cleaner fuels will remain large, even thugh electric vehicles are n the rise. Fssil-fueled vehicles
will exist fr decades, particularly the big burners f diesel — trucks, which are harder t electrify. The fuel is
als needed by trains and ships. S, anything that helps clean up verall emissins is useful — especially if it als
eases a muntainus waste prblem.
8. What’s the purpse f the first paragraph?
A. T analyze causes. B. T present prblems.
C. T reach slutins. D. T make cmparisns.
9. What can be inferred abut the tyre-recycling prcess?
A. Air bsts the burning f the ld tyres.
B. The remaining gases are emitted int the air.
C Pure carbn black is an unprcessed substance.
D. TDO cmes frm the remved hydrcarbn gases.
10. Why are tyre-makers interested in tyre-recycling?
A. They hpe t gain financial rewards. B. It helps reduce greenhuse emissins.
C. It helps imprve prductin efficiency. D. They hpe t expand the future market.
11. What des the underlined wrd “it” in the last paragraph refer t?
A. Diesel made frm TDO. B. Clean electric energy.
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C. Carbn-neutral prcess. D. Recvered TDO frm ld tyres.
D
Precisin agriculture (精准农业) represents a crucial advancement in cntemprary farming. One innvative
applicatin emplys real-time imaging t visualize (使显现) hw tiny drps f liquid are frming n plant surfaces.
Different frm cnventinal agriculture where farmers ften rely n general estimates and applicatin f pesticides
(杀虫剂) acrss the entire field, this technlgy helps farmers maximize prductivity while minimizing inputs.
This develpment riginated frm the wrk f Vishnu Jayaprakash, wh had sme family expsure t the
prcess f spraying (喷 洒 ) crps and recgnized that the main challenge in that prcess is hw t make
water-based sprays interact effectively with surfaces f plants, which is influenced by varius factrs including the
design f the device, the temperature, wind and ther cnditins at the time f spraying.
T effectively address this issue, Jayaprakash develped a tw-camera system. It can be cnnected t typical
spraying equipment and use imaging f the spraying slutin n the target plants t determine what adjustments are
needed. The system can be used t make changes in rder t get the spray cverage “just right.” This allws
farmers t use nly 20-30% f the prduct per acre while maintaining key functins like pest cntrl, fertilizatin,
and grwth regulatin. The advancement in precisin agriculture is helping farmers reduce csts while maintaining
crp prtectin.
Susan Scheufele, a researcher at the University f Massachusetts, has cnducted field trials with this
technlgy n vegetable crps. In trials fr remving cttn leaves, it has shwn psitive results even when used at
50% f the minimum applicatin rate that is recmmended n the prduct label.
The primary benefit f precisin agriculture methds lies beynd cst savings. Despite the fact that this
technlgy still has a lng way t g, its adptin ensures that chemical remains in crps are well belw harmful
levels, safeguarding ecsystems and fd safety.
12. What can be learned abut precisin agriculture in paragraph 1?
A. It visualizes plants mre clearly. B. It uses pesticides mre accurately.
C. It cntinuusly mnitrs plant grwth. D. It estimates the need f the entire field.
13. Hw des Jayaprakash’s tw-camera system address the challenge?
A. By chsing varius spraying equipment.
B. By calculating the amunt f pesticide required.
C. By making adjustments t enhance spray efficiency.
D. By using imaging t mnitr the temperature and wind.
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14. What can be the cnclusin f Susan Scheufele’s field trials?
A. The technlgy is wrkable with less csts.
B. The technlgy is useless fr remving leaves.
C. The technlgy is nly suitable fr sme plants.
D. The technlgy needs t be imprved fr better results.
15. What’s the purpse f the passage?
A. T slve pesticide spraying prblems. B. T help farmers reduce their csts.
C. T intrduce a new agricultural technlgy. D. T explain a technlgy’s wrking principle.
三.七选五。(12.5 分)
Are yu an “I persn” r an “E persn”? These tw persnality labels in particular are widely discussed nline.
They are part f a ppular persnality test called the Myers-Briggs Type Indicatr, r MBTI. ____16____ “I” and
“E” refer t “intrverted” and “extrverted”， respectively.
___17___ This is a cmmn pint in many nline discussins. Fr example, when an intrverted persn is
with a grup f intrverted friends, they might becme mre scial like an “E” persn.
Accrding t psychlgists, this idea f temprarily switching persnalities is called “masking”. ____18____
“Human beings want t feel they belng, and they might becme peple-pleasers t d s,” wrte the MasterClass
website.
Using the MBTI result t identify and describe smene’s persnality seems fun. ____19____ My sister was
excitedly making a day-t-day travel plan when I remembered frm an article that “P peple” dn’t like t make r
stick t plans, s I said t her, “Yu dn’t seem like a ‘P persn’.” “Why?” she asked back. “Since when d I need
t fllw what my persnality test tells me t d?” It was then I realized I’d taken the result t seriusly.
The MBTI persnality test may shw smething yu dn’t knw abut yurself and can even be a fun
ice-breaker questin when meeting new friends. ____20____ Knwing smene’s MBTI result desn’t mean yu
really knw this persn. And thse fur letters f yurs dn’t define wh yu are.
A. And that’s all it is — fr fun.
B. Hwever, I went t far at ne time.
C. Unfrtunately, I was nce misled by it myself.
D. That is hiding yur true persnality in specific situatins.
E. Even smene wh is typically quiet can act utging at times.
F. There are 16 results in ttal, all f which cnsist f fur letters.
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G. Therefre, it is essential t remember that these labels are nt abslute.
四.语法填空。(15 分)
Mid-Autumn Festival, a typical agricultural harvest and get-tgether festival, falls n lunar August 15. I
disliked it nt because it’s _____21_____ cmmercialized but because I’m an rphan (孤儿). Hwever, a(n)
____22____ in my cllege changed my view.
Last year, finding I had little in cmmn with my classmates, I felt ____23____. With Mid-Autumn Festival
____24____, my class decided t hld a Middle-Autumn Festival Eve Party. After all, this was a(n) _____25_____
ccasin fr them. On that day, we dressed up in beautiful custume, setting ff t the _____26_____ tgether. T
be frank, seeing the classrm _____27_____ with fancy lanterns, everyne seemed happy except me. After having
mn-cakes, puddings and rast turkey, many activities ranging frm singing t guessing riddles, went ff.
Everyne _____28_____ and clapped when the perfrmers perfrmed wnderfully.
Later, in spite f my unwillingness, I was still invited t ____29____ my grup t jin in the wrestling match.
Unbelievably, I wn. Given ______30______, I was abslutely pleased. I was grateful t the rganizers, taking
advantage f this chance t express my _____31_____ t them. Frm then n, I began t make friends with thers.
As time ______32______, I had mre faith in myself.
In brief, I ______33______ Mid-Autumn Festival nw. I always _____34_____ n jyful mments and
merry atmsphere f that night, hlding the belief that life’s _______35_______.
21. A. riginally B. immediately C. previusly D. hrribly
22. A. experience B. atmsphere C. belief D. jy
23. A. rmantic B. lnely C. capable D. selfish
24. A. disappearing B. harvesting C. passing D. appraching
25 A. significant B. inner C. medium D. autnmus
26. A. church B. wedding C. classrm D. branch
27. A. awarded B. decrated C. remved D. bserved
28. A. rlled B. battled C. surfed D. cheered
29. A. represent B. greet C. figure D. prve
30. A. features B. envelpes C. regins D. cngratulatins
31. A. talent B. impact C. respect D. philsphy
32. A. settled dwn B. marched n C. brke away D. gave up
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33 A. charge B. cure C. enjy D. defend
34. A. click B. reflect C. press D. depend
35. A. beautiful B. effective C. generus D. legal
五.语法填空。(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 Temple f Guan Yu in the city f Yuncheng, nrth China’s Shanxi Prvince, twering cypresses (柏树)
and Chinese schlar trees have lived thrugh ____36____ (hundred) f years.
This year, experts gave mre than 20 f them a fresh rund f care by inspecting fr pests, cleaning the
hle-trunks ____37____ filling decayed (腐烂的) spts with ec-friendly materials, all in an effrt t help these
huge trees stand firm ____38____ the face f the test f time. With pests and extreme weather ____39____ (harm)
them, sme ancient trees at the temple have shwn signs f decline. “Prtecting these precius ‘living cultural
relics’ relies n scientific care and prfessinal ____40____ (restre),” said Gu B, an fficial f the temple’s
cultural heritage cnservatin ffice. Gu said the temple and tw clse sites, all set up fr Guan Yu, ____41____
is a much-lved her frm the Three-Kingdm days (220-280 A. D.), hld 159 ld and special trees—the
____42____ (ld) f them has std fr abut 1,800 years.
T safeguard these trees mre ____43____ (effective), lcal caretakers have registered and labeled each tree,
and applied tailred prtective measures such as giving them extra trunk supprt and fd fr the rts. These
effrts reflect a brader campaign acrss China t better preserve ancient and ntable trees. The frmer
____44____ (define) as thse that are ver 100years ld, and the latter as thse with histrical, cultural r
eclgical imprtance.
A natinal survey _____45_____ (cnduct) between 2015 and 2021 identified 5.08 millin ancient and
ntable trees in China.
六.写作。(40 分)
(一)应用文写作(15 分)
46. 假如你是蒋辉，你的数学老师李太泉让你设计一封对班级数学学习存在的问题改进的建议书(Prpsal)，
请你完成这个任务。(存在的问题以及对应的解决方案请自拟，至少两点)词数要求 80-100。开头和结语请自
行拟写，要算入词数，且要计分。
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(二)读后续写。(25 分)
47. 12-year-ld Le had hidden his lve fr ballet fr nearly a year. It started n a rainy Saturday when his
grandma — nce a ballet teacher — shwed him a dcumentary. The dancers’ grace, especially their pinte
wrk, left him amazed. “Anyne wh lves it can learn — even bys,” his grandma said. Le began sneaking
glances at her ld pinte shes and watching ballet clips secretly, scared his classmates wuld call him “weird.”
When his schl added a beginner ballet class, Le signed up withut telling anyne. He lied t his parents
abut “math practice” and bught a cheap pair f pink pinte shes (he’d asked fr neutral, but they were the nly
ptin). On the first day, he hesitated utside the studi befre pushing in—and frze. Six girls in black letards
and pinte shes stared at him. His ears burned, and he hid behind his backpack.
“Hi, I’m Le,” he mumbled. Ms. Clara, the teacher, smiled and pinted t a spt next t a braided girl. “We’
re starting pinte preparatin,” she explained. “Lift heels slwly — wbbling’s nrmal.”
Le fumbled with his pinte shes’ ribbns. When he std, the shes felt like blcks f wd. He grabbed
the ballet bar, but his legs shk s hard he stumbled. A giggle came frm the braided girl. Le’s face turned red. “I
can’t d this,” he thught, watching the girls stand steadily n their tes.
After class, he stuffed his shes int his bag and rushed ut. Ms. Clara stpped him: “Yu did great — dn’
t be hard n yurself.” But embarrassment weighed n him. “Maybe I shuld quit,” he whispered.
The next mrning, Le debated packing his shes. He thught f the dcumentary and his grandma’s
wrds, then slipped them in. At the studi, the braided girl waited with tw water bttles. “I’m Mia,” she said.
“Srry fr laughing — my first time, I fell and kncked ver dance bks. Embarrassing, right?”
Le tk the water, surprised by her kindness. The embarrassment lightened. “Thanks. I’m Le.” Mia
grinned. “Ms. Clara’s having us practice pinte stands again. I need a partner t mess up with — tgether, we’ll
be better.” Le lked at the studi dr, then her smile. Maybe he didn’t have t quit after all.
Paragraph1：
Le fllwed Mia int the studi, his grip n the water bttle lsening a little. When Ms. Clara called
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everyne t the ballet bar t practice the pinte stand again, he std next t Mia, still a little nervus but nt as
scared as yesterday.
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Paragraph2：
Weeks passed, and Le and Mia’s after-class practice became a rutine. They’d stay in the studi fr an hur
each day, taking turns hlding the bar t steady each ther, laughing when ne f them tripped ver their wn feet.
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