四川省成都石室中学2026届高三下学期4月专项训练英语试卷（Word版附答案）含听力音频

这是一份四川省成都石室中学2026届高三下学期4月专项训练英语试卷（Word版附答案）含听力音频，共16页。试卷主要包含了5分，满分7等内容，欢迎下载使用。
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，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. Why des the man feel srry fr the wman?
A. Her mther was ill.
B. She failed t meet Emma.
C. She missed the picnic.
2. What will Sam prbably d tmrrw afternn?
A. Have a painting class.B. Take sme exercise.C. Attend a meeting.
3. What’s the mst prbable relatinship between Paul and Dra?
A. Landlrd and gardener.B. Gd friends.C. A cuple.
4. What d we knw abut Alice?
A. She has an eye disease.
B. She dislikes her current rle.
C. She just tk up a new psitin.
5. What are the speakers mainly talking abut?
A. Handling an accident.B. Imprving driving skills.C. Repairing a car.
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2至4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5秒钟的时间阅读各个小题；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 des Linda talk t Andrew?
A. T invite him.B. T cngratulate him.C. T encurage him.
7. What will Andrew d n Saturday?
A. Visit a recycling statin.B. Cllect rubbish.C. Hld an art exhibitin.
听第7段材料，回答第8至10题。
8. What des the man think f Avatar 2?
A. Average.B. Impressive.C. Disappinting.
9. Which part f Avatar attracted the man mst?
A. The plt.B. The special effects.C. The characters.
10. What des the wman suggest the man d in the end?
A. Cmpare the tw mvies.
B. Explain his lve fr Avatar.
C. Appreciate Avatar 2 again.
听第8段材料，回答第11至13题。
11. What des the man find exciting abut diving?
A. Discvering unknwn sea life.
B. Explring histric sites.
C. Diving int the depths.
12. What des the man stress abut special training fr scuba diving?
A. Knwing hw t use scuba equipment.
B. Understanding underwater signs.
C. Mastering swimming skills.
13. What des the wman mean in the end?
A. She has encuntered many new species.
B. She has a strng desire t dive.
C. She will g t a diving schl.
听第9段材料，回答第14至16题。
14. Where are the speakers?
A. In a library.B. In a studi.C. In a museum.
15. Wh des the man admire mst?
A. Kristal.B. Ansel.C. Rnald.
16. What did the man d in the summer?
A. He met a phtgrapher.
B. He tk pictures f the rcks.
C. He went fishing with his friends.
17. What’s the mst prbable relatinship between the man and the wman?
A. Interviewer and interviewee.
B. Emplyer and emplyee.
C. Fashin designer and supprter.
听第10段材料，回答第17至20题。
18. What is the talk mainly abut?
A. Dgs and humans make sunds in a similar way.
B. Dgs and humans have a different ancestr.
C. Dgs respnd t calls like humans.
19. What can be learned abut the dgs in Attila Andics’ experiment?
A. They listened t as many human nises as dg nises.
B. They were as sensitive t human sunds as t dg sunds.
C. Sme f them were awake while they were being scanned.
20. Hw des Clive Wynne explain Attila Andics’ finding?
A. It prvides evidence fr dgs’ attachment t humans.
B. It may nt have anything t d with evlutin.
C. It may nt be supprted by ther experiments.
第二部分 阅读理解（共两节，满分60分）
第一节 （共19小题；每小题2.5分，满分47.5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
Ready t make smething beautiful? Padlet is a valuable educatin tl specifically created fr teachers t uplad, rganize, and share cntent, keeping it all in ne place with virtual bards called “padlets”.
Padlets and traditinal nticebards serve identical purpses in sharing infrmatin, but they differ significantly in features.
“○” signifies “yes”, “●” fr “n”, “○/●” fr “bth”.
Teacher Wrkflw
21. Wh is mst likely t use Padlet as a pwerful tl?
A. Examiners wh wrk in heavily mnitred surrundings.
B. Beginners whse wrk calls fr deep, uninterrupted fcus.
C. Students wh prefer hands-n interactin with infrmatin.
D. Learners engaging with audi, vides and interactive tasks.
22. At the beginning f the class, several students are unable t access the Padlet. What culd be the pssible cause?
A. Users are lgged ut when Padlet is verladed.
B. Mnitrs blck their access due t hw cntributins.
C. Students enter incrrect passwrds fr the link in class.
D. Evaluatins are set t be invisible fr privacy reasns.
23. Based n the teacher wrkflw, in what rder d learners respnd t the creatin f the Padlet?
A. ②①④③B. ①②④③C. ②①③④D. ①②③④
B
At my first lessn in Chinese calligraphy, my teacher tld me plainly: “Nw I will teach yu hw t write yur name. And t make it beautiful.” I felt my breath catch. I was curius.
Grwing up in Singapre, I had an unusual relatinship with my Chinese name. My parents are ethnically Chinese, s they asked frtune tellers t decide my name, aiming fr maximum luck. As a result, I ended up with a nnsense and embarrassing name: Chen Yiwen, meaning, rughly, “ld”, “barley (薏米)” and “warm”.
When I arrived in America fr cllege at 18, I put n an American accent and abandned my Chinese name. When I mved t Hng Kng in 2021, after 14 years in the States, I decided t learn calligraphy. Why nt get back in tuch with my heritage? I thught.
In calligraphy, the idea is t cpy the ld masters’ techniques, thereby refining yur wn. Every week, thugh, my teacher wuld give uncmfrtably n-the-nse assessments f my persn. “Yu need t be braver,” he nce bserved. “Have cnfidence. Try t prduce a bld strke(笔画).” Fr years, I had prided myself n presenting an image f cnfidence, but my writing betrayed me.
I was trying t make sense f this practice. Yu must visualize the wrd as it is t be written and leave a trace f yurself in it. As a bdily practice, calligraphy culd g beynd its wn cultural restrictins. Culd it help me g beynd mine? My teacher nce said t me, “When yu lk at the wrd, yu see the bdy. Thugh a wrd n the page is tw-dimensinal, it cntains multitudes, cnveying the frce yu’ve applied, the energy f yur grip, the arch f yur spine.” I had been learning calligraphy t get in tuch with my cultural rts, but what I was really seeking was a return t myself. Nw I have sensed that the pleasure ut f calligraphy allws me t knw myself mre fully.
During a recent lessn, my teacher pinted at the wrd I had just finished, telling me: “This wrd is much better. I can see the chices yu made, yur calculatins, yur flw. Trust yurself. This wrd is yurs.” He might as well have said, “This wrd is yu.”
24. What did the authr initially think f her name “Chen Yiwen”?
A. It was lucky s she gladly accepted it.
B. She understd the intentin but disliked it.
C. She felt prud f its symblic meaning.
D. Its strange prnunciatin made her embarrassed.
25. Why did the authr decide t learn calligraphy?
A. T pick up a new hbby.
B. T fit in with lcal cmmunity.
C. T gain insights int a new culture.
D. T recnnect with her rigin.
26. What des the authr learn abut calligraphy frm the teacher’s wrds?
A. It facilitates understanding neself.
B. It cmes frm creative energy.
C. It reflects the creatr’s spirits.
D. It depends n cntinuus practice.
27. What des the authr intend t tell us?
A. We are the sum f what we create.B. Find beauty frm yur inner self.
C. Appreciate what ur culture ffers.D. A great teacher leads yu t truth.
C
As we enter a perid f prfund ecnmic uncertainty, presaged (预示) by recent high-prfile layffs and a culture f “quiet quitting”, thinking abut the future f wrk might well seem a daunting (令人生畏的) prspect.
Indeed, an ever-increasing digital skills gap threatens t stp businesses adpting the game-changing technlgies that will help t pwer grwth in the mnths and years ahead. Fr instance, with each exciting new technlgy cmes a grwing cncern abut whether we have a digitally savvy (精明的) wrkfrce ready t take advantage f it. After all, keeping the wrkfrce up t speed with the latest advances is a key element f the digital transfrmatin prcess, which will prve essential if we hpe t imprve business prductivity and efficiency alngside ur effrts t achieve sustained grwth.
Likewise, at the Wrld Ecnmic Frum’s annual meeting in Davs, the cybersecurity skills gap was named as ne particular area f cncern. There’s gd reasn fr this fcus: if businesses can’t prtect themselves against external threats, they risk ging backwards. And that’s befre they even start thinking abut achieving grwth. This is why we need t address the digital skills gap urgently.
Well, we shuld start by changing the narrative t help us recruit and retain frm a mre diverse pl f talent, giving businesses a far better chance f finding the up-t-date digital skills they need. And, when it cmes t engaging and empwering the current wrkfrce, learning and develpment pprtunities will be key, helping emplyees t imprve their skills fr the benefit f bth themselves and their emplyers.
T make this all happen, leaders and emplyers must demnstrate a cmmitment t teaching their wrkfrces digital skills by setting clear expectatins and prviding all the resurces required. One apprach, fr example, wuld be t fcus n the ptential in the existing talent pl by identifying thse already skilled in digital capabilities and supprting them t upskill their clleagues. Creating a culture f learning, with an emphasis n persnal grwth, can be an impressive mtivatr in the wrkplace.
Of curse, it’s all well and gd saying that digital skills are vital, but a wrkfrce with purely hard skills will nt future-prf a business. There’s a need fr sft skills that supprt the brader gal, s as nt t neglect the ther cmpetencies required in a digital transfrmatin: cmmunicatin, critical thinking, creative design skills, and leadership. T explit the technlgy t its full ptential, such qualities are equally imprtant.
Fundamentally, getting the interactin right between humans and technlgy will be paramunt if businesses are t succeed. As a result, human skills must nt be underestimated. Every business will need a range f peple with a variety f skills — nt nly thse well-versed in math, engineering, and science, but als thse with creative minds and leadership qualities.
28. What is the writer’s main cncern in the digital transfrmatin prcess?
A. The threats frm technlgy.
B. The shrtage f experienced wrkers.
C. The culture f quiet quitting.
D. The challenge f upskilling wrkfrces.
29. What can be learnt frm paragraph 4 and 5?
A. Emplyers shuld develp a learning culture inside their wrkfrces.
B. High requirements f recruitment ensure a sund wrkfrce.
C. Replacing current wrkfrces with digital talents is the key.
D. Business leaders shuld fcus n the training f the existing talent pl.
30. What des the underlined wrd “paramunt” in the last paragraph prbably mean?
A. Challenging.B. Inspiring.
C. Crucial.D. Beneficial.
31. What might be the writing purpse f the passage?
A. T advcate the necessity f imprving digital skills.
B. T stress the imprtance f cmbining hard skills with sft skills.
C. T draw peple’s attentin t the ever-increasing digital skills gap.
D. T warn humans f the ptential prblems with technlgy.
D
Have yu ever nticed peple arund yu wh always seem t be “creating drama”? Jhn always turns minr wrkplace disagreements int intense cnflicts, describing them as if they were plt twists in a hrrr mvie. Emily n scial media carefully selects every pht t present her life as a series f idealized mments, each pst framed as an essential scene in her persnal stry. Or cnsider Mark, wh ften expects special treatment in grup settings and reacts with visible disappintment when he isn’t given pririty. In ding s, they ften struggle t genuinely understand r empathize with the experiences f thse arund them. Such behavir is characteristic f what is cmmnly referred t as “main character syndrme (综合征).”
What causes this syndrme? Cultural and media influences, such as mvies, bks and TV shws centered n a single character, shape peple’s perceptin f their wn life rles. Scial media platfrms like Instagram, Facebk and TikTk further facilitate this tendency by rewarding self-presentatin and attentin-seeking behavirs. Additinally, persnalities like narcissistic (自恋的) tendencies r emtinal struggles such as insecurity and lw self-esteem, as well as self-fcused family upbringing, can increase the likelihd f develping such a mindset.
This mindset is nt entirely negative, as framing neself as life’s leading rle can develp a strng sense f purpse and mtivatin, encuraging individuals t pursue their gals with greater cnfidence and determinatin. Hwever, its ptential dwnsides ften utweigh these benefits: It breeds mre than enugh self-centeredness, weakens interpersnal empathy, and ruins genuine relatinships by reducing thers t mere “supprting rles” rather than equals in mutual interactins.
Since main character syndrme is nt a frmally recgnized psychlgical disrder, there is n targeted medical treatment fr it. Nevertheless, practical appraches can effectively address its underlying issues: Cgnitive behaviral therapy (CBT) helps individuals adjust self-centered behavirs and address interpersnal relatinships; empathy training enhances the ability t understand and appreciate thers’ feelings; mindfulness practices prmte a mre grunded and less self-fcused perspective; and scial skills wrkshps develp cllabrative and empathetic interpersnal relatinships. Tgether, these practices cultivate balanced self-awareness and fuel meaningful persnal grwth.
32. Hw des the authr illustrate the term “main character syndrme”?
A. By giving examples.B. By defining a cncept.
C. By quting an expert.D. By prviding statistics.
33. Wh is mst likely t have the main character syndrme?
A. Students absrbed in scial media.
B. Teenagers mdelling rles in the mvies.
C. Peple struggling with physical disabilities.
D. Children priritized by verprtective parents.
34. What is the authr’s attitude tward the main character syndrme?
A. Unclear.B. Critical.C. Favrable. D. Dismissive.
35. What can be a suitable title fr the passage?
A. Star f Yur Own Stry?
B. T Fcus n Yurself r Others?
C. Acting in the Way Yu Wish?
D. Right t Be the Main Character?
第二节（共5小题; 每小题2.5分，满分12.5分）
根据短文内容，从短文后的选项中选出能填入空白处的最佳选项，选项中有两项为多余选项。请将答案写在答题卷上。
Vice ntes are a highly divisive medium f cmmunicatin. There are thse, like me, wh enjy bth leaving and listening t them; and then there are thse wh dislike them and feel very strngly abut that. 36 A pll fund that 62% f Americans have sent vice ntes, and abut 30% cmmunicate this way n a regular basis. But even the vice nte lvers amng us have ur limits. All f us knw a vice nte bre. And it is time t establish sme grund rules.
The first rule: nly ever leave vice ntes fr smene that yu are cnfident likes yu. 37 It is als smewhat self-indulgent (我行我素)．While a spt f self-indulgence can be healthy, it is unreasnable t expect smene wh dislikes yu t indulge yu.
Never give cmplicated instructins in a vice nte. 38 If yu end up leaving a lng vice nte that cntains a mixture f key infrmatin and ther bits, fllw it up with a text that gives the ther persn the imprtant stuff, s they’re nt frced t listen straight away.
39 Leaving a vice nte that is under 10 secnds lng—unless yu are funny r the ther persn likes yu—is annying. Type it ut instead.
Fllw the ther persn’s cues. If they are respnding t yur eight-minute specials with ne-minute vice messages, take the hint. Als, if yur message is lnger than abut fur minutes, yu shuld be pen t the pssibility that the ther persn is ging t take a lng time t listen and respnd. If yur message is upwards f 10 minutes, they might never listen t it. 40 .
All yu need d, really, is remember t use a bit f cmmn sense. Mdern innvatins need nt negate gd ld-fashined manners.
A. Be at peace with that.
B. Be respnsive and infrmative.
C. Yu need nt keep yur messages t shrt.
D. It seems the haters are lsing the battle, thugh.
E. A vice nte is a demand n smene else’s time.
F. It suggests limiting vice ntes t less than tw minutes.
G. These shuld be typed ut s the ther persn can refer back.
第三部分 语言运用（共两节，满分30分）
第一节 完形填空（共15小题，每小题1分，满分15分）
Gerge White, 77, may lk like an rdinary grandfather at a family reunin—until yu learn he calls 200 peple his “children.” “They’re nt bilgically my kids, but 41 they surely are,” White tld the lcal news utlet.
That is hw 42 he became and still is t the students wh 43 his schl bus, a jb he held fr 27 years befre he retired. Yet, driving a bus was never his 44 plan. In 1990, he fell ff a rf while wrking utdrs. After that, he intended t 45 a jb clser t the grund. Hwever, he said n jb has ever 46 him higher. “It’s the children,” White said. “And being in a psitin where yu can lve kids every single day is a 47 psitin t be in.”
The psitive feeling was 48 by s many f the kids n his bus ver the years. One f his frmer students, Kaitlyn Hare, cited that he just made everybdy feel safe, lved and cared fr. It is a 49 s strng that even thugh Gerge retired years ag, frmer students 50 recently fr ne last ride. “They’re finding their 51 that they had 20 years ag,” White said. “And nw even their children are sitting n their laps. And that kind f feeling is a wnderful thing.”
What was White’s secret t develping this 52 ? “He nly had tw 53 n the bus,” anther frmer student, Luis Castell, said. “Shw everyne lve, and shw respect.” It’s a lessn many f them nw 54 with them.
“I’m cnvinced that when yu lve and respect peple, that’s what yu’re ging t get back.” White said. That is hw ne man’s unexpected path became 200 lives’ 55 .
41. A. persnally B. emtinally C. mentally D. scially
42. A. expsed B. cmmitted C. attached D. accustmed
43. A. drve B. missed C. repaired D. rde
44. A. realistic B. riginal C. alternative D. previus
45. A. ffer B. perfrm C. seek D. quit
46. A. held B. pushed C. prmted D. lifted
47. A. lvely B. tricky C. suitable D. challenging
48. A. returned B. inspired C. judged D. hidden
49. A. symbl B. character C. bnd D. tne
50. A. graduated B. gathered C. cmmunicated D. develped
51. A. seats B. wallets C. puzzles D. jbs
52. A. strategy B. skill C. affectin D. curisity
53. A. bans B. ptins C. recrds D. rules
54. A. turn t B. carry thrugh C. keep up D. search fr
55. A. career B. dream C. psitin D. cmpass
第二节 语法填空（共10小题，每小题1.5分，满分15分）
A Jurney Back t Each Other
Inspired by my daughter’s tales f backpacking adventures and my desire t hang ut with my yungest sn utside the huse, I bked tw tickets t Shanghai fr the September schl hlidays, surprising us bth. We, 56 (arm) with a budget, sme travel insurance, and a rugh plan built arund sme last-minute internet searches, headed t the airprt.
We arrived in Shanghai, sleepy and excited, at 5: 30 a.m. Despite the early start, the air was already ht and supy, 57 my sn used as an excuse t head straight fr a cnvenience stre and buy ne f the many drinks he 58 (remember) frm all thse years befre. There is smething very freeing abut arriving in a place where yu have n plans. And we didn’t.
I discvered that he culd find his way 59 remembering landmarks. Within a day he’d becme 60 navigatr, and I was the lst ne, fllwing behind. As turists, we were expsed t everything tgether, giving us back a cnnectin we dn’t always have in ur daily lives.
He was the ne wh said we shuld hire bikes. He was the ne wh shwed me hw t speed up and led me thrugh the streets dwntwn, laughing 61 I screamed in delight. He dragged me shpping fr jeans in stres and made me catch buses 62 (take) us in the wrng directin entirely. He was just as likely as I was 63 (knw) what train t catch, r find the right street t turn dwn, r stand in awe at the ft f a giant temple, r queue fr hurs fr a steaming bwl f Xialngba.
I saw him differently in Shanghai. Travelling meant we were mre like 64 (equal) — partners in adventure. And instead f missing the child versin f him, I saw the adult he 65 (becme).
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，你班的英语报要增设一个栏目。外教Jenny提出“Fun at my schl”和“Guess wh I am”两个选项供大家选择。请给Jenny写一封邮件，内容包括：
(1) 你的选择；
(2) 说明理由。
注意：
(1) 写作词数应为80个左右；
(2) 请按如下格式在答题卡的相应位置作答。
Dear Jenny,
I really like the idea f adding a new clumn t ur English newspaper.
Yurs,
Li Hua
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。
This was nly Amy’s first year at SunRay Tech, yet she already felt like an ld hand.
She read market reprts n the subway, ate salad at her desk, and even practised her presentatin while brushing her hair. Her small apartment, a thusand miles frm hme, witnessed all her effrts: ntes, charts and presentatin drafts cvered the living-rm table.
“Amy, yu’re n fire!” her manager laughed ne Mnday. The wrds kept Amy smiling all afternn. Then a cmpany e-mail arrived:
Amy, cngratulatins! Yu are this year’s Outstanding New Emplyee. Please give an eight-minute speech at the cmpany’s annual meeting n Sunday mrning.
Amy’s heart jumped. She read the message again and again. That night she sat at her desk and wrte abut the cffee that grew cld, the cde that finally wrked at 2 a.m., and the pride she felt when her first prject helped the team win a new client.
Yet, frm time t time, a faint guilt brushed her heart. She remembered her mther’s sft vice in their last vide call: “Dn’t wrk t hard, sweetheart. Yu’re already great. Cme hme fr a rest.” Each time Amy whispered t herself, “Next mnth, Mum — n yur birthday.”
She spent the next evenings perfecting every wrd and gesture. On Saturday evening she felt ready. Then the phne rang. It was Dad.
“Amy, tmrrw’s yur mum’s fiftieth birthday. We’re planning a simple lunch. When are yu cming hme?”
Mum’s birthday! Hw culd I frget? Shame washed ver Amy. She pened her muth, but n wrds came ut. The meeting, the carefully prepared speech and her clleagues’ prud smiles all suddenly felt heavy in her chest.
“Dad, the cmpany’s annual meeting is als tmrrw... I was suppsed t give a speech as the Outstanding New Emplyee...” Her vice was tight with cnflict.
“Oh, cngratulatins, sweetie. I understand — it’s a big day. Yur mum will be s prud...”
Amy remained frzen fr a mment, nt knwing hw the call ended. Then her eye fell n her family pht n the desk, with her parents n either side.
注意：
1. 续写词数应为150左右；
2. 请按如下格式在答题卡的相应位置作答。
Padlet
Traditinal nticebard
Multimedia integratin
○
●
Interactivity
○
○/●
Immediate respnses
○
●
Physical engagement
●
○
Risk f technical issues
○
●
① Click the “+” buttn r duble-click n the bard t add a pst as instructed.
②Sign up and jin the bard thrugh the shared link r QR cde.
③ Plish yur submissins based n reviews. Organize entries if necessary.
④ Cmment n thers’ psts t share ideas, give feedback, r ask questins.
Seeing the happy smiles n their faces, she knew what she had t d.
With a light heart, Amy bked the earliest flight hme.