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2025-2026学年湖南长沙市第一中学高三英语3月月考（7）试卷
注意事项：
1.答卷前，考生务必将自己的姓名、考生号、考场号、座位号填写在答题卡上。
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。如答动，用橡皮擦干净后，再选涂其他答案标号。回答非选择题时，将答案写在答题卡上，写在本占上无效。
3.考试结束后，将本试卷和答题卡一并交回。
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]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. What caused the delay of the woman's flight
A. Bad weather. B. Heavy traffic. C. Technical problems.
2. What does the man imply
A. He's too busy to prepare his work.
B. He has already handed in his work.
C. He is unsure about entering the exhibition.
3. What will the man suggest the woman do
A. Buy an expensive laptop.
B. Choose a basic model.
C. Learn video editing.
4. What does the man think of the current sales performance
A. It is impressively high.
B. It is fairly satisfactory.
C. It is still disappointing.
5. Why did the woman decide not to move to the suburbs
A. They couldn't find a suitable house.
B. The travel to work would be too difficult.
C. Her husband lost his job downtown.
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. What was Sarah's original plan for the summer
A. To travel to Europe.
B. To work at a library.
C. To visit her grandparents.
7. What will Sarah probably do next Monday
A. Meet Mr. Johnson.
B. Submit a college application.
C. Help organize a trip.
听第7段材料，回答第8、9题。
8. When will the woman give her presentation
A. On Friday. B. Next Monday. C. On the weekend.
9. Why does the woman decline the man's invitation
A. She puts her work responsibilities first.
B. She is not interested in classical music.
C. She has already planned to visit a client.
听第8段材料，回答第10至 12题。
10. Why is the man shopping today
A. To buy clothes for himself.
B. To prepare a gift for his father.
C. To return a jacket he bought earlier.
11. How much is the jacket now
A.85 dollars. B.100 dollars. C.120 dollars。
12. What will the woman probably do next
A. Help the man find a scarf.
B Show the man more jackets.
C. Wrap the jacket as a gift.
听第9段材料，回答第13至 16题。
13. What is David's main problem
A. He is having trouble with his professor.
B. He has missed an important deadline.
C. He is struggling to balance his tasks.
14 Why did Lisa quit her part-time job
A. The salary was too low.
B. Her grades were dropping.
C. She settled her debt.
15. What will David probably do next
A. Ask for more time from his professor
B. Cancel his conference presentation.
C. Quit the research program.
16. What can we learn about David
A. He often asks Tom for advice.
B. He likes to depend on others.
C. He prefers to work independently.
听第10段材料，回答第17 至 20题。
17. When is the best time to see the Northern Lights in Iceland
A. From September to March.
B. From June to August.
C. From March to June.
18. How long does it usually take to complete the Golden Circle tour
A. Half a day. B. One day. C. Two days.
19. What does the speaker say about the cost of traveling in Iceland
A. Food is quite affordable.
B Prices are relatively high.
C. High prices don't guarantee good service.
20. What does the speaker suggest bringing to Iceland
A. Cooking equipment.
B. Sunglasses and sunscreen:
C. Warm and waterproof clothes.
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
Venue: Paris, France
Date: 12-14 October 2026
Application Deadline: 31 July 2026
Cost: ?500 (includes accommodation, meals, and materials; scholarships available for students from developing countries, with an application deadline of 15 June 2026)
Contact: youthforum@unesco.org
Building on the great success of the 2025 Samarkand forum. UNESCO’s 15th YouthForum will gather 200 youth representatives from more than 150 countries to focus on the social dimensions of climate change. It places great emphasis on inter-generational dialogue and youth empowerment, aiming to ensure that global climate policies attach top priority to equity, education, and cultural preservation — especially in regions that are most vulnerable to the adverse effects of climate change. This forum serves as a vital global platform for young people to voice their opinions and promote collaborative solutions.
Target participants include youth activists, educators, and artists aged 18-32 who are deeply committed to climate action and sustainable development. The well-organized three-day program features a variety of interactive activities, which are detailed as follows:
Activity Types Details
Plenary Sessions Led by UNESCO experts, focusing on integrating climate education into daily teaching and protecting cultural heritage in climate-vulnerable regions.
Workshop Tracks Covering youth-led climate advocacy, community-based adaptation projects, and digital tools for effective climate communication.
Youth Innovation Fair Showcasing scalable, youth-driven solutions to pressing climate challenges.
Successfully completing the forum grants participants an official UNESCO Climate Action Certificate (widely recognized in the global climate and education fields), permanent membership in the Global Youth Climate Network, and potential funding for top projects selected by the organizing committee. Outstanding participants will also get the chance to present their recommendations to the UNESCO General Conference, influencing global education and culture policies related to climate action. Additionally, participants will have the opportunity to take part in cultural exchange activities in Paris, deepening their understanding of global diversity and fostering cross-cultural friendships.
1. When is the application deadline for the scholarships of the forum
A. 15 June 2026. B. 31 July 2026.
C. 15 January 2026. D. 12 October 2026.
2. What can participants do during the forum
A. Secure funding for all climate projects.
B. Present youth-driven-solutions at the Youth Innovation Fair.
C. Directly make policies for the UNESCO General Conference.
D. Attend workshops on heritage protection in developed countries.
3. What is the main purpose of this text
A. To introduce the history of UNESCO youth events.
B. To call on young people to fight against climate change.
C. To recruit applicants for the 2026 UNESCO Youth Forum.
D. To explain how to protect cultural heritage from climate change.
B
At the age of 7, Suzanne Heywood, formerly known as Suzanne Cook, embarked on a yacht (游艇) called Wavewalker with her parents and younger brother Jonathan, beneath an endless stretch of blue ocean. What was intended to be a 3-year voyage to retrace Captain Cook’s third circumnavigation evolved into a nearly 10-year harrowing ordeal that would permanently shape her life. This extraordinary, tough experience later became the subject of her best-selling memoir (回忆录) Wavewalker: Breaking Free, published in 2023.
The journey set off from Plymouth, England, in 1976. Her parents, determined to mark the 200th anniversary of Captain Cook’s third voyage, resigned from their jobs, sold their house, and took their children on the recreated journey. Yet catastrophe struck unexpectedly — the voyage turned out far more dangerous than expected. One terrible morning, 13-meter-high waves slammed into the yacht, destroying the deck and flooding the cabin with seawater. Stranded (使滞留) and short of supplies, Suzanne was injured several times; instead of receiving a normal education, she was compelled to work as a nanny and laborer, caring for her brother and attending to daily cabin chores. For nearly 10 years, she was cut off from the outside world, longing desperately for a normal childhood and schooling.
Despite constant hardships and repeated moments of despair, Suzanne never abandoned her desire for education. At 17, she seized a rare chance to earn money by taking odd jobs,saving every penny to buy a one-way ticket back to England. Through relentless self-study, she overcame countless barriers, secured an interview with the University of Oxford, and was eventually admitted. She later went on to earn a doctoral degree from Cambridge University. Today she serves as Chief Operating Officer of Exor Group and actively advocates for educational equality to support disadvantaged children.
Suzanne’s memoir documents her desperate struggle at sea, her unshakable hunger for education, and her tough journey to break free from adversity. It has touched millions of readers worldwide and become an international bestseller.
4. What can be inferred about Suzanne from her sea experience
A. She lost all hope for a normal life.
B. She held anger against her parents.
C. She eventually abandoned her schooling.
D. She was desperate to break free from hardships.
5. Why did Suzanne fail to have a normal childhood
A. She refused to return to England.
B. She became a popular writer at an early age.
C. She lived isolated at sea for nearly 10 years.
D. She received excellent education on the yacht.
6. What does Suzanne call for according to the text
A. More attention to children in difficult situations.
B. Quitting jobs to realize personal travel dreams.
C. Writing memoirs to record unusual experiences.
D. Taking sea voyages to build survival skills.
7. What is the genre of the text
A. A news report. B. A book review.
C. A fictional story. D. An academic essay.
C
While AI-driven technologies have revolutionized professional workflows and academic research in recent years, authoritative surveys reveal a disturbing loss of core qualities among young professionals — particularly in logical reasoning, independent problem-solving, and critical judgment of information. A growing number of young adults admit they depend on AI to draft proposals or confirm conclusions, so they rarely take part in the careful mental work needed to develop these basic skills.
Clara Bennett and Oliver Hale, technology analysts at The Economist, analyze this contradiction in their latest feature “AI’s Convenience Trap: Trading Skill for Efficiency”. They argue that the smooth use of AI in daily work and study has created a “skill decline” phenomenon, urging societies to keep a balance between making use of technological progress and protecting necessary human abilities.
Over the past decade, AI-powered writing assistants, data analysis software, and decision-support programs have spread through workplaces, universities, and even basic education. A small number of far-sighted institutions have taken action: most notably, several Ivy League universities in the US started a“Human-Centric Learning” activity in 2021,requiring that students finish core coursework without AI help, with AI only allowed for improving work after it is drafted. They stressed that AI should support not replace mental development, as passive dependence weakens in-depth learning. Similar changes have been tried in top Chinese universities, though on a small scale.
Despite these separate efforts, the whole situation remains largely unchanged: AI’s efficiency benefits continue to cause uncontrolled over-reliance. Statistical data from the OECD(Organisation for Economic Co-operation and Development) shows that the percentage of young graduates unable to solve open-ended problems — those needing creative thinking rather than fixed answers — has risen sharply by 37% over the past five years. Employers in all fields complain that new workers often lack the ability to solve sudden errors or adjust to unexpected challenges, linking the gap to over-reliance on AI’s ready-made solutions.
We spend billions on advancing Al to make productivity more efficient, yet we often ignore the long-term social costs. Do we fully understand what is lost when critical thinking and careful analysis are set aside for immediate technological solutions Bennett and Hale’s opinion is well-timed: it is necessary to re-examine our relationship with AI, making sure that human potential is developed rather than reduced.
8. What phenomenon is highlighted in paragraph 1
A. The misuse of AI in academic fields.
B. Young adults' over-reliance on AI tools.
C. Declining thinking capacities of young working people.
D. The impact of AI-driven technologies on workflows.
9. What is the core. requirement of the “Human-Centric Learning” activity
A. Training students to use AI tools critically.
B. Prioritizing human thinking over AI assistance.
C. Raising the efficiency of coursework completion.
D. Mastering basic operation of mainstream AI tools.
10. What can be inferred about the reforms mentioned in paragraph 3
A. They lack long-term sustainable effects.
B. They proved to be effective in top universities.
C. They have greatly cut down dependence on AI.
D. They have not addressed the problem on a large scale.
11. Which one is the most suitable title for the text
A. AI’s Negative Influence on Us
B. Decline in Problem-Solving Skills
C. Some Solutions to AI Dependency
D. AI Overuse Causes Core Skill Decline
D
Reading The Overview Effect is an exercise in mind expansion. Not only does author Frank White invite us to visualize the Earth from space, but he challenges us to envision(in our mind's eye) our home planet as an essential part of the solar system and even as an element of the entire universe.
At first sight, picturing those images seems simple. We have all seen pictures of the Earth from the ISS and even from the Moon. But White puts those abstract images into perspective in terms of humanity, its social and political expressions, and its evolutionary future. He believes that seeing the Earth from a different physical perspective produces a different philosophical point of view that can benefit human society.
In the first third of his book, White massages readers’ minds, stretching their capacity to comprehend the human effects of that perspective. A powerful analogy (类比) he refers to at various times is to imagine a fish venturing forth onto dry land.“If you were a fish, you would have no idea what land was like,” he writes,“and only the very unclear idea of what water was like, because water would be the medium in which you lived. The idea of ‘sky’ would be far beyond your comprehension.” So. it is when humans venture into space.
White supports his own indirect perception of the Overview Effect with quotes from numerous astronauts who have directly experienced both the view and the significant effect it produces. Without exception, they report feeling a stronger, more protective connection with the Earth and a deepened awareness of the commonality of all human beings. The borders between countries disappear in the view from space; and the differences of cultures disappear along with them.
The new opportunities of commercial spaceflight mean that more people will have a chance to look at the Earth from outside, however briefly. And White’s own writings and his work with the Overview Institute are bringing an understanding of these insights indirectly to an increasing number of people. As more people experience the Overview Effect, directly or indirectly, White says,“We would hope to see people become more interested in preserving the environment, preventing war, and promoting other life-sustaining efforts.”
12. What is the book The Overview Effect intended to achieve
A. Gaining a deeper insight into space.
B. Shifting people’s perception of the world.
C. Exploring the evolutionary future of humanity.
D. Enlarging the intellectual potential of human beings.
13. Which of the following can replace the underlined word “massages” in paragraph 3
A. calms down B. takes up C. fires up D. focuses on
14. What effect does seeing the Earth from space have on astronauts
A. Realization of human insignificance.
B. Better understanding of cultural diversity.
C. Desire to conduct further space exploration.
D. Acknowledgment of interconnected humanity.
15. What does White anticipate people will do after reading his book
A. Attempt to take commercial space trips.
B. Narrow the gaps between different cultures.
C. Advocate for the cause of space exploration.
D. Contribute to the collective welfare of humanity.
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。选项中有两项为多选项。
Why Walking Meetings Can Be Better Than Sitting Down
The modern workplace is constantly evolving, and one notable shift is the rising interest in walking meetings.___16___. Advocates, however, champion them as a powerful tool that can unlock creativity, improve well-being, and foster better communication among team members. This practice involves conducting discussions while walking, either indoors or outdoors, instead of sitting around a table.
___17___Walking increases blood circulation, including to the brain. This enhanced flow provides the brain with more resources. Studies, such as one from Stanford University, have shown that this physiological state can boost creative ideas significantly. People often generate more novel ideas when walking compared to sitting in an unchanging environment.
Secondly, the format naturally alters group dynamics. The side-by-side walking position as opposed to facing each other across a table, reduces perceived hierarchy (等级) and formality.___18___. The changing scenery and physical activity can also lower stress levels making participants feet more at ease and open to sharing honest opinions.
However, walking meetings are not a universal fix. They are poorly suited for high technical discussions that require constant reference to detailed charts, data, or complex documents on a screen. They are ideal for initial project discussions where free-flowing thought is the goal.___19___
Carrying walking meetings out successfully requires some forethought. Choose a quiet route with a smooth path to avoid interruptions and ensure safety. Limit the group size three or four people for clear conversation.___20___The objective is to stimulate thinking through movement, not to conduct a tough hike. In an era valuing innovation and employ health, the walking meeting presents a simple yet effective strategy to enhance both.
A The primary benefit lies in mental abilities.
B. This activity directly prevents the dangers of sitting.
C. The walking speed should be comfortable for talking.
D. Some critics dismiss them as a brief management trend.
E. Many employees appreciate the break from screen time.
F. It encourages a more casual and collaborative conversation style.
G. Therefore, selecting the appropriate meeting agenda is crucial.
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。
Emma felt lonely in her new school. The busy hallways were overwhelming, and she found it hard to ____21____ with others. One afternoon, a violin melody caught her ear. Driven by curiosity, she ____22____ it to a practice room.
Inside, a girl named Maria was practicing. Emma ____23____ to leave quietly, but Maria saw her and smiled. “Hello,” Maria said. Emma felt ____24____ but smiled back. That small moment started a special ____25____.
Maria played in the school orchestra and invited Emma to watch. Emma was ____26____ at first. “I’m not musical,” she said. But Maria was kind and encouraging. Emma decided to give it a shot. With Maria’s help, she began to learn. Slowly, she ____27____ her skills. They practiced together often, and their time was filled with ____28____ and shared stories.
Through this friendship, Emma learned that good things often come in____29____ ways. The orchestra became a place where she felt she ____30____. She was no longer just the new girl; she was part of a team.
Emma’s heart grew lighter. She started to believe in taking ____31____.“Seize opportunities to be kind,” she now tells others. “Don’t be scared to start a talk with someone. A simple ‘hello’ can ____32____ a great friendship.”
The practice room, once just another door in the hallway, became her favorite place. It was where she found not just music, but courage and a friend. Emma and Maria’s story shows us that connection and happiness can ____33____ anywhere. You just need to listen, be open, and sometimes, be brave enough to walk through an open ____34____ when you hear a beautiful sound. Life’s best moments are often waiting just on the other side of a ____35____ step.
21. A. study B. compete C. connect D. agree
22. A. followed B. channeled C. adapted D. applied
23. A. refused B. pretended C. forgot D. decided
24. A. calm B. shy C. proud D. honored
25. A. friendship B. adventure C. memory D. tradition
26. A. confident B. curious C. hesitant D. eager
27. A. showed B. improved C. remembered D. tested
28. A. secrets B. courage C. dreams D. music
29. A. unbelievable B. indirect C. unexpected D. insensitive
30. A. failed B. belonged C. struggled D. rested
31. A. chances B. classes C. risks D. duties
32. A. rely on B. bring in C. result from D. lead to
33. A. hide B. leave C. grow D. change
34. A. garden B. door C. orchestra D. concert
35. A. first B. heavy C. last D. quiet
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。
For many years, psychologists saw identity as a ____36____ (combine) of someone’s values, beliefs, goals and social roles. Then, in the 1980s, Bob Johnson created the life story model of identity, in which he explains that these core features ____37____ (build) in with our memories to create a personal story through which we understand our lives.
Our life story is something that starts coming together in our teenage years, when we begin to organise our lives into chapters ____38____ (root) in key events or life changes, and begin to regard ourselves ____39____the central character. People with more consistent stories tend to have a ____40____ (strong) sense of identity, and they feel their life has more meaning, direction and sense of purpose.
Johnson has also investigated the link between well-being and certain story themes. He discovers that whether someone describes having had some control over events in their past is ____41____ important predictor of a person’s mental health. Another key theme involves finding some kind of positive meaning after ____42____ (stress) events. “People could talk about gaining knowledge or personal growth,” says Johnson. His research shows that this is often missing for people with mental health conditions. The good news is that there is evidence we can learn ____43____ (change) our own story.
If you want to turn over a new leaf, though, one top tip is ____44____ it helps to choose a significant date that signals the start of a new “chapter”. So, whether your goal is saving money ____45____ getting fit, there is no better time to become the author of your own destiny.
第四部分 写作(共两节，满分40分)
第一节(满分15分)
46. 假定你是李华，你校图书馆新设了小组学习室。请你给留学生同学Michael写邮件邀请他同去体验。内容包括：1. 位置和开放时间；2. 室内设施和功能。
注意：
1. 写作词数应为80左右；
2. 请按如下格式在答题纸的相应位置作答。
Dear Michael
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yours,
Li Hua
第二节(满分25分)
47. 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。
“I want a friend!” my five-year-old’s clear blue eyes showed the pain of rejection. Noah was deaf, and the past couple of years began to show what the future held for my little guy.
The first few years of his life, Noah had many friends in our neighborhood. Small children don’t talk a lot and are content to simply play. As time passed and Noah got to the age where speech and hearing were a noticeable part of “hanging out”, his friends started realizing he was different. Soon, no one came to play with my tiny son, and he too began to understand he was different. My heart ached, and I spent endless hours in tears, begging God to send him a friend. But the children at school came from everywhere, and none lived near enough to “hang out”.
Noah recently began the heartbreaking hobby of writing and leaving mail on the porch (门廊) for his “friends”. He stuck his own toys to the notes, thinking that he could somehow make friends this way. I often had to retrieve (取回) his notes so that he thought someone was getting his messages of friendship. His excited trips to the front porch the next morning would sometimes bring him a feeling of having an unseen pen pal. It broke my heart.
But today was different. I got a miracle — in fact, three kids.
My phone rang, and I was distracted with a long-distance friend, catching up with each other’s lives without noticing Noah slipping out the front door. It wasn’t until Nick, my sixteen-year-old son came home for lunch that Noah’s absence was known. Panic-stricken, Nick and I searched the house, yard, and garage... no Noah.
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。
Trembling, I searched the house again.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
I let them play until lunchtime, before finally walking down the street to pick up my child.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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