四川省成都市第七中学2026届高三下学期二诊模拟考试英语试卷（Word版附解析）含听力音频

这是一份四川省成都市第七中学2026届高三下学期二诊模拟考试英语试卷（Word版附解析）含听力音频，文件包含四川省成都市第七中学2025-2026学年度下学期二诊模拟考试高三英语试题原卷版docx、四川省成都市第七中学2025-2026学年度下学期二诊模拟考试高三英语试题Word版含解析docx、四川成都市第七中学2025-2026学年度下学期二诊模拟考试高三英语听力mp3等3份试卷配套教学资源，其中试卷共39页， 欢迎下载使用。
注意事项：
1. 答题前，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，再选涂其它答案标号。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，只将答题卡交回。
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，你将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，并标在试卷的相应位置。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. 【此处可播放相关音频，请去附件查看】
Hw will the wman g t the Grand Htel?
A. On ft.B. By taxi.C. By car.
2. 【此处可播放相关音频，请去附件查看】
Hw much were the cat and the glves in ttal?
A. $150.B. $125.C. $75.
3. 【此处可播放相关音频，请去附件查看】
What is the man ding?
A. Ding shpping.B. Checking in.C. Huse hunting.
4. 【此处可播放相关音频，请去附件查看】
What is the wman cncerned abut?
A. Jim’s suit was ruined.B. Jim’s laptp culd be damaged.C. The table needed cleaning.
5. 【此处可播放相关音频，请去附件查看】
Which sprt will the man d?
A. Diving.B. Sailing.C. Swimming.
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，并标在试卷的相应位置。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。
听下面一段对话，回答以下小题。【此处可播放相关音频，请去附件查看】
6. What des the man cmplain abut?
A His purchases are t expensive.B. His hme is t far away.C. His bag is t heavy.
7. What d we knw abut the wman?
A. She desn’t like t travel.
B. She has been t Hng Kng befre.
C. She bught many presents fr her kids.
听下面一段对话，回答以下小题。【此处可播放相关音频，请去附件查看】
8. What are the speakers talking abut?
A. Travel destinatins.B. Transprtatin.C. Travel experience.
9. What des the man want t d in Califrnia?
A. Visit Disneyland.B. See mvie stars.C. Ride n a car.
听下面一段对话，回答以下小题【此处可播放相关音频，请去附件查看】
。
10. What did the man spend a lng time ding?
A. Making pizzas.B. Waiting in line.C. Finding the canteen.
11 When des the cnversatin prbably take place?
A. At the start f a term.B. After the examinatin week.C. Befre the examinatin week.
12. Where will the speakers g first after lunch?
A. The library.B. The Main Building.C. The Admin Building.
听下面一段对话，回答以下小题。【此处可播放相关音频，请去附件查看】
13. What did Nick and Mel d when they were yung?
A. They put n shws in a park.
B They went t live cncerts with their father.
C. They were encuraged t play music by their mther.
14. When was the band started?
A. After Nick began studying at a music schl.
B. After Nick and Mel played in a cncert at schl.
C. After tw musicians heard Nick and Mel playing.
15. What is said abut the band in the first year?
A. They jined a music cmpany.
B. They were welcme at the cncert.
C. They recrded three singles.
16. What disappints the band?
A. They haven’t had a number-ne single.
B. Their first album hasn’t met their expectatins.
C. A health prblem has delayed their secnd album.
听下面一段独白，回答以下小题。【此处可播放相关音频，请去附件查看】
17 What did the speaker d tw years ag?
A. She gt prmted.
B. She became a weather frecaster.
C. She managed t balance wrk and life.
18. What is the speaker’s wrk rutine like?
A. She gets up early n weekdays.
B. She wrks ten r twelve hurs a day.
C. She smetimes has t d night shifts.
19. What des the speaker mainly d befre ding a weather frecast?
A. She studies data.B. She tries t keep calm.C. She remembers her wrds.
20. Which wrd can best describe the prgram the speaker hsts?
A. Interesting.B. Helpful.C. Ppular.
第二部分 阅读理解 (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
Part f STEM learning is seeing and ding, and then recrding and analysing the results. But nt all nline r hmeschl prgrammes are set up t accmmdate science experiments r ther STEM learning activities. Let’s take a lk at a few mind-blwing labs that can help bring STEM tpics alive fr yur child’s nline schl experience.
Weather Labratries
T make learning abut weather accessible and fun, the Natinal Oceanic and Atmspheric Administratin (NOAA) created a lt f infrmative weather activities and virtual labs they recmmend fr students and educatrs. In fact, their weather science cntent fr kids features a Weather Lab applicatin that allws middle schl students t predict weather patterns, and learn what happens when cean currents and air masses interact.
Simulatins fr Science and Math
It is a prject f the University f Clrad Bulder and ne f the richest single databases f nline science interactives and virtual labs. Investigate mre than 150 physics, chemistry, math, bilgy, and Earth science tpics. Available in dzens f languages, the interactives are searchable by grade level, subject, and accessibility.
Space Explratin Simulatins
The Natinal Aernautics and Space Administratin (NASA) features many STEM learning activities fr students in grades K-12. The interactive simulatins are als gamified and make learning engaging and fun fr yur child. The app allws users t explre the universe and unlck stries f trailblazing scientists and their cntributins t space explratin and science.
Space Chemistry Wrkshp
Hw d different substances react in special space cnditins? Space Chemistry Wrkshp is the best place t bserve hw metals rust under space- like radiatin. It is fun! The chemical principles cme alive in Space Chemistry Wrkshp!
21. Wh is the text intended fr?
A. Parents.B. Students.C. Teachers.D. Researchers.
22. What makes Simulatins fr Science and Math different frm the ther labs?
A. It cvers the mst subjects.B. It allws users t interact nline.
C. It ffers gamified learning experiences.D. It prvides multiple tls fr searching.
23. Which lab allws visitrs t learn abut space scientists?
A. Weather Labratries.B. Space Chemistry Wrkshp.
C. Space Explratin Simulatins.D. Simulatins fr Science and Math.
B
The mment Daniel Swain wakes up, he gets whipped abut (猛烈吹袭) by hurricane-frce winds. “A Categry 5, literally vernight, hits Acapulc,” says the 34-year-ld climate scientist and self-described weather enthusiast, wh is hit daily by the fld f catastrphic weather headlines: wildfires, megaflds, habbs (an intense dust strm) , atmspheric rivers, bmb cyclnes. Everyne’s asking: Did climate change cause these disasters? And, mre and mre, they want Swain t answer.
Swain is at the same time 1,600 miles away frm the hurricane and at the eye f strm. His ability t explain science t the masses has made him ne f the media’s g-t climate experts. He’s a staff research scientist at UCLA’s Institute f the Envirnment and Sustainability wh spends mre than 1,100 hurs each year n public-facing climate and weather cmmunicatin, explaining whether (ften, yes) and hw climate change is raising the number and intensifying the fierceness f weather disasters.
“Climate change is an increasingly big part f what’s driving weather extremes tday,” Swain says. “I cnnect the dts between the tw. There’s a lt f misunderstanding abut hw a warming climate affects day-t-day variatins in weather, but my gal is t push public perceptin tward what the science actually says.” S, when reprters call him, he des his best t call them back.
“Daniel had a very clear visin abut hw he wanted t cntribute t science and the wrld, using scial media and his website,” says Kareiva, a research prfessr at UCLA. “We will nt slve climate change withut a mvement, and cmmunicatin and scial media are key t that. Mst science papers are never even read. What we d as scientists nly matters if it has an impact n the wrld. We need at least 100 mre Daniels.”
As glbal warming cntinues t wrsen, it’s easy t get pulled int verly dramatic ways f lking at where the wrld is ging amid catastrphic weather headlines. Daniel Swain helps peple knw hw we can better face thse fears with the use f scientific accuracy, which makes his rle incredibly valuable.
24. Why d peple want Daniel Swain t answer their disaster-related questins?
A. He makes specialised knwledge accessible.
B. He is widely recgnised by the public and the media.
C. He is an expert in envirnmental sustainability research.
D. He wrks at the eye f strm with first-hand infrmatin.
25. What can we learn frm Kareiva’s wrds?
A. Climate change is widely misunderstd.B. The public shuld value scientific wrk mre.
C. Scientists shuld engage the public like Swain.D. Scial media has a direct impact n climate change.
26. Hw can Daniel Swain be described?
A. Helpful and ptimistic.B. Easy-ging and humrus.
C. Respnsible and serius.D. Purpseful and knwledgeable.
27. What is the suitable title fr the text?
A. The Weather Man: Appraching Fear with Science
B. A Valuable Jb: Cnnecting Science with Scial Media
C. An Inspiring Figure: Cnfrnting Climate Change Bravely
D. A Distinctive Scientist: Interpreting Climate frm a Unique Perspective
C
Years ag, as a yung business reprter, I interviewed James Pattersn, an advertising executive wh ran a fast-fd chain accunt, and yet dreamed f being a nvelist instead. I remember thinking: Sure, yu and everybdy else. A decade r s later, hwever, I was surprised t see the adman n TV, hlding up his new bk. He has since published mre than 100 New Yrk Times best sellers and c-authred bks with the likes f Bill Clintn and Dlly Partn.
Mr. Pattersn’s ability t see himself as a writer illustrates a cncept knwn as “pssible selves”. It describes hw peple envisin their futures: what they may becme, r want t becme, r even fear becming.
The term, cined in 1986 by the scial psychlgists Hazel Markus and Paula Nurius, grew ut f research n self-cncept and self-perceptin. While self-cncepts — “I am a kind persn” r “I am a gd parent” — are rted in the present, the researchers fund that peple are als infrmed by ideas abut what they might becme and hw they might change.
These pssible selves, bth psitive and negative, are clsely related t mtivatin. A vilin student wh envisins life as a prfessinal musician might be mtivated t practice. A persn whse feared pssible self is an alchlic may becme a nn-drinker. In a small study, when yung adults were encuraged t envisin themselves as either regular exercisers (hped-fr selves) r inactive (feared selves), bth grups exercised mre in the weeks afterward. And researchers have fund that cnstructing psitive pssible selves can imprve well-being and relieve symptms f depressin by hlding ut the ptential fr a better future.
A pssible self can take yu beynd daydreams, which are ften fleeting and nt necessarily grunded in reality. It can take shape “if yu build a bridge frm yur ‘nw’ self t the pssible self,” Dr. Markus said. But hw d we cnstruct that bridge?
28. Why is James Pattersn mentined in the first paragraph?
A. T tell a stry.B. T inspire the readers.
C. T reveal the tpic.D. T intrduce the figure.
29. Which f the fllwing is an example f ne’s “pssible selves”?
A. I am a diligent student.B. I want t travel abrad.
C. I culd have becme a dentist.D. I wrry abut being lnely.
30. What can be inferred frm paragraph 4?
A. Thse wh fear failure may end up being a lser.
B. Knwing what can be achieved benefits mental health.
C. A clear ambitin guarantees ne’s success in the future.
D. A psitive pssible self is mre mtivating than a negative ne.
31. What might be mentined in the fllwing paragraph?
A. Hw t create mre pssibilities.B. Hw t realise ne’s ptential.
C. Hw t build spiritual cnnectins.D. Hw t cultivate self-awareness.
D
Hwever much we learn frm things ging wrng, we will never becme the best decisin- makers. This finding cmes frm a mathematical game that simulates (模拟) a large ecnmy, and suggests we may need t rethink assumptins built int ecnmic theries. In such theries, peple are typically represented as reasnable agents wh learn frm past experiences t enhance their perfrmance, eventually reaching a stable state in which they knw hw t maximise their earnings.
T test whether ecnmists are crrect in assuming that learning frm the past experience enables individuals t avid chas, Garnier- Brun and his clleagues develped a mathematical mdel fr a game featuring hundreds f simulated players, each capable f chsing between tw actins — such as buying r selling a stck — and interacting with ne anther ver multiple runds, s each player’s decisins were influenced by their previus experiences, meaning they culd learn frm them.
In different game scenaris (设想) , the researchers expected that the game wuld always result in chas, with players unable t learn hw t ptimise their perfrmance. Ecnmic thery wuld suggest that, given the right set f parameters (参数) , the players wuld settle int a stable state where they had mastered the game — but the researchers fund this wasn’t really the case. The mst likely utcme was a state that never settled.
Team member Jean- Philippe Buchaud says that, in the absence f ne centralised, all-pwerful player wh culd crdinate everyne, regular players culd nly learn hw t reach “satisficing” states. That is a level that satisfied minimum expectatins but nt much mre. Players gained mre than they wuld have dne by playing at randm, s learning wasn’t useless, but they still gained less than they wuld have if past experience had allwed them t truly ptimise their perfrmance.
Buchaud says the game mdel is t simple t be immediately adpted fr making real- wrld predictins, but he sees the study as a challenge t ecnmists t drp many assumptins that currently g int therising prcesses, like merchants chsing suppliers r banks setting interest rates.
32. What effect f past experiences d ecnmists suppse?
A. A stable way f handling issues.B. A state f cnfusin and disrder.
C. Better decisins and higher incme.D. Decreased interactins between peple.
33. What was the cre mechanism f the mathematical game?
A. Players traded stcks t maximise their earnings.
B. Players develped a mdel t reach a stable state.
C. Players shared experiences t make better chices.
D. Players reflected n prir decisins t adjust strategies.
34. What des the underlined wrd “satisficing” in paragraph 4 mst prbably mean?
A. Highly satisfying.B. Cnstantly imprving.
C. Barely acceptable.D. Disappintingly fruitless.
35 Which f the fllwing is the best title fr the text?
A. Reevaluating Ecnmic Assumptins thrugh a Game Mdel.
B. The Impssibility f Learning frm Experience in Ecnmics.
C. A Mathematical Game Mdel fr Simulating Large Ecnmies.
D. Challenges in Predicting Ecnmic Perfrmance thrugh Games.
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。选项中有两项多余选项。
The dwnside f creating gd habits
Habits create the fundatin fr mastery. In chess, it is nly after the basic mvements f the pieces have becme autmatic that a player can fcus n the next level f the game. Each unit f infrmatin that is memrized pens up the mental space fr mre effrtful thinking. ____36____ When yu knw the simple mvements s well that yu can perfrm them withut thinking, yu are free t pay attentin t mre advanced details. In this way, habits are the backbne f any pursuit f excellence.
Hwever, the benefits f habits cme at a cst. At first, each repetitin develps fluency, speed, and skill. ____37____ Yu fall int mindless repetitin. It becmes easier t let mistakes slide. When yu can d it well enugh n autpilt, yu stp thinking abut hw t d it better.
The upside f habits is that we can d things withut thinking. The dwnside f habits is that yu get used t ding things a certain way and stp paying attentin t little errrs. ____38____ In reality, yu are merely reinfrcing yur current habits — nt imprving them. In fact, sme research has shwn that nce a skill has been mastered there is usually a slight decline in perfrmance ver time.
____39____ T achieve tp levels f perfrmance, yu need a refined apprach. Yu can’t repeat the same things blindly and expect t becme exceptinal. What yu need is a cmbinatin f autmatic habits and deliberate practice. After ne habit has been mastered, yu have t return t the effrtful part f the wrk.
Old tasks becme easier the secnd time arund, but it desn’t get easier verall because nw yu’re puring yur energy int the next challenge. Each habit unlcks the next level f perfrmance. ____40____
A. It’s an endless cycle.
B. This is true fr any attempt.
C. Next, yu will get mre psitive feedback.
D. Habits are necessary, but nt sufficient fr mastery.
E. With habits like these, gd enugh is usually gd enugh.
F. Yu assume yu’re getting better because yu’re gaining experience.
G. But then, as a habit becmes autmatic, yu becme less sensitive t feedback.
第三部分 英语知识运用 (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。
When I was a yung man, I wrked fr several years in a sawmill (锯木厂) t supprt my family. It was hard, ___41___ labur in a building that wasn’t prperly heated r cled. We ___42___ thrugh the ht summer and suffered bitterly in winter. During the cld mnths, even with glves, the skin n my fingers wuld crack and split; I nce ___43___ an entire pack f band-aids within just a few weeks. At lunchtime, we ___44___ t the parking lt — seeking fresh air in the heat r the ___45___ warmth f ur cars in winter.
One snwy afternn, my friend and I sat in my ld car, eating sandwiches and drinking cans f Cke. The heater ___46___ t keep us warm, but the radi played a sng we lved. Gazing at the falling snw, my friend said smething that ___47___ in my mind: “My dad used t say life was ne thing after anther, s yu’d better enjy the ___48___ in between.” We laughed, clinked ur cans, and sat in cmfrtable silence until the whistle called us back.
Fr years, I tried t fllw that advice. I did my best t lve thers and ___49___ thse prblem-free times we all get every s ften. Yet after almst sixty years here, I am finally als starting t ___50___ the ne thing after anther. I am learning t draw strength frm life’s challenges, t grw mre ___51___ thrugh hardships, and t lve mre deeply because f them.
The “ne thing after anther” is nt an ___52___ f life; it is life itself. And each “thing” is an invitatin — t becme wiser instead f bitter, kinder instead f ___53___, and braver instead f afraid. When we stp waiting fr easier days and begin ___54___ each mment, we discver that we already pssess enugh t appreciate every ___55___ life ffers.
41. A. back-breakingB. breath-takingC. heart-breakingD. hair-raising
42. A. swelledB. sweatedC. trembledD. chked
43. A. wastedB. savedC. packedD. used
44. A. wanderedB. marchedC. escapedD. slid
45. A. strngB. steadyC. pureD. faint
46. A. struggledB. attemptedC. wrkedD. paused
47. A. stuckB. fadedC. struckD. ccurred
48. A. gapsB. eventsC. breaksD. stps
49. A. rely nB. delight inC. live nD. jin in
50. A. avidB. fearC. adptD. enjy
51. A. mdestB. cautiusC. resilientD. patient
52. A. intentinB. interruptinC. explanatinD. expectatin
53. A. ashamedB. disappintedC. hardenedD. vain
54. A. bservingB. embracingC. imaginingD. reviewing
55. A. changeB. caseC. pprtunityD. chapter
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。
Nt lng ag, traveling in China meant racing against the clck. Overnight trains, sunrise hikes, and five scenic spts befre lunch ___56___ (wear) like badges f hnur. The faster and mre exhausting the itinerary (行程), the better the stry sunded afterward. In the past few years, that lgic ___57___ (give) way t a new belief quietly amng yung peple that vacatins shuld feel less like bt camp.
Accrding t a 2025 survey released by China Yuth Daily, 55.3 percent f yung respndents nw prefer “immersive slw travel”, while mre than half favur flexible independent trips ___58___ tightly rganised turs.
The shift is visible in bth behaviur and business. Once-ppular “special-frces-style turism” — where travellers sprint thrugh cities t maximise check-ins — has evlved int ___59___ scial media jkingly calls “lw-cnsumptin travel”. The idea is simple: minimal physical strain, maximum emtinal return. At scenic sites acrss Guangdng, Zhejiang and Hubei prvinces, peratrs have redesigned ___60___ (attract) t match the new pace. On Fshan’s Xiqia Muntain, fr instance, visitrs can try an ___61___ (adapt) bungee jump that lwers participants ___62___ (gentle) instead f drpping them at full speed.
Travel, increasingly, is n lnger abut hw far yu g — but hw deeply yu arrive. “When yu rush, every city ends up ___63___ (lk) like the same pht. When yu stay, yu begin t ntice the small things- the way shp wners talk, the rhythm f the streets.” said Pan Yuchen, a university student visiting Chengdu, ___64___ city ften seen as a symbl f slw travel fr its famusly unhurried pace, ___65___ lcals linger ver htpt at all hurs, and spend their afternns in teahuses.
第四部分 写作 (共两节，满分40分)
第一节 (满分15分)
66. 你校 New Babel英语杂志社正在举办主题为“Mdern Life in Cartns”的征文活动。请你根据这幅漫画，写一篇短文投稿，内容包括：
1. 描述漫画内容及反映的社会现象；
2. 谈谈你的看法或建议。
注意：
1. 写作词数为80个左右；
2. 请按照如下格式在答题卡的相应位置作答。

Mdern Life in Cartns
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
第二节 (满分25分)
67. 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。
Studying abrad in Canada, I never thught that the small chpsticks wuld becme a unique barrier in my crss-cultural adaptatin.
Fr a Chinese student, using chpsticks t eat is the mst natural thing. But here, every time I ate in the cafeteria and skillfully picked up fd with chpsticks, the freign classmates arund me always cast curius and slightly cnfused lks, and frm time t time, there were whispers: “Hw d they d that?” At first, I wuld smile and briefly explain hw t use chpsticks t them. But as the number f times increased, the sense f strangeness brught abut by cultural differences gradually made me feel uncmfrtable. Even fr a mment, I hesitated t switch t a knife and frk t eat in rder t fit in.
During a grup dinner, everyne sat arund the restaurant. I habitually reached ut fr chpsticks. Jack, wh was in the same grup, saw this and exclaimed excitedly: “Hey, let’s see yur magic with chpsticks!” As he spke, he als picked up a pair f chpsticks and clumsily imitated. But befre he culd pick up anything, the chpsticks slipped frm his hand. The ther classmates laughed, and my face burned. I lwered my head t eat awkwardly, but my heart was in a mess. I realized that in their eyes, chpsticks were just a nvel “perfrmance prp (道具)”, and I, as a “freigner” using chpsticks, seemed t have becme an bject f bservatin.
After that, when facing thers’ curisity abut chpsticks, I lst the initial enthusiasm t share and just casually smiled. I was afraid f this excessive attentin, afraid that my cultural habits wuld becme an “utsider label” in the eyes f thers. I even began t deliberately reduce the number f times I used chpsticks in public, trying t make myself “fit in” with the lcal dining style.
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Until ne day, the schl held an internatinal cultural festival.
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I started t patiently explain hw t hld chpsticks and what they symblize.
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