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湖南长沙市名校联盟2026届高三4月二模考试英语试卷
第一部分 听力（共两节，满分30分）
第一节（共5小题；每小题1.5分，满分7.5分）
听下面5段对话。每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项。听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。每段对话读两遍。
例：How much is the shirt
A. 19.15. B. 9.18. C. 9.15.
答案是C。
1. What will the man probably do next
A. Fix his flat tire.
B. Ask Ben for direction.
C. Check the yard for a bike.
2. What does the woman mean
A. She doesn’t want to cook.
B. She isn’t that hungry.
C. She hasn’t finished her work.
3. Why did the man buy the lemon tree
A. To produce fruit.
B. To purify the air.
C. To decorate his room.
4. What do we know about Mrs. Black
A. She’s from Germany.
B. She has a British accent.
C. She taught science before.
5. What is the man’s suggestion
A. Chat online.
B. Send an email.
C. Make a phone call.
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 has changed the man’s views on sports
A. The need to stay fit.
B. A soccer game experience.
C. A coach’s encouragement.
7. Which sport has the man mainly been playing recently
A. Tennis. B. Soccer. C. Baseball.
听第7段材料，回答第8至10题。
8. What is the woman’s weekend plan
A. To go on an outing.
B. To watch the sunset.
C. To read a new book.
9. What does the man advise the woman to bring
A. Some snacks. B. A light jacket. C. A picnic blanket.
10. What does the man agree to do
A. Pick the woman up.
B. Bring an airplane model.
C. Join the woman.
听第8段材料，回答第11至13题。
11. Where does Sally want to go
A. The zoo. B. The London Eye. C. The Covent Garden.
12. What is Billy interested in
A. Operas. B. Boats. C. Paintings.
13. What is the probable relationship between the speakers
A. Husband and wife. B. Guide and tourist. C. Father and daughter.
听第9段材料，回答第14至17题。
14. What is the woman doing
A. Hosting a program.
B. Testing a new tool.
C. Conducting a survey.
15. Why are the scientists developing the tool
A. To prevent accidents from happening.
B. To help the blind see again.
C. To treat near-sightedness.
16. What is inside the glasses
A. A video camera. B. A special picture. C. A computer chip.
17. What does the man say about the tool
A. It’s perfect.
B. It’s affordable.
C. It’s life-changing.
听第10段材料，回答第18至20题。
18. What is the speaker mainly talking about
A. The joy of performing at a festival.
B. Efforts behind organizing a festival.
C. Measures to improve music education.
19. What is the first step after planning with the teacher
A. Contacting relevant teams.
B. Testing the sound equipment.
C. Detailing the event schedule.
20. What does the speaker consider as the hardest part
A. Setting all the preparations.
B. Cleaning up quickly after the event.
C. Making sure the event goes as planned.
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和D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。
A
When the valley turns gold and the air carries the cool promise of autumn, Green Valley Learning Farm opens its gates to high school students for a seasonal field trip.
Featured Activities
Harvest Lab: Check how healthy the soil is, learn how food waste can turn into plant food, and see how different seasons change the way plants grow.
Hayride History Tour: Ride on tractors through old parts of the farm and hear stories about how farmers water their fields and grow food for the community.
Orchard Exploration: Walk through apple and pear trees, watch how bees and other insects help flowers turn into fruit, and enjoy a snack picked right from the trees.
Autumn Market Challenge: Work with friends to set up a small market table, selling fruit and vegetables you pick from the farm.
Trip Details
Dates: Tuesdays to Fridays, October 2 — 25, with sessions lasting from 9:30 a.m. to 1:30 p.m.
Student Package: $15 per participant (includes all activities)
Adult Package: $10 per adult (only those who have been registered by the group can attend the trip)
One teacher for each group of over 20 students joins for free.
Guidelines
Visitors are recommended to dress in layers. No leather shoes are allowed. Bringing sunscreen and a water bottle is also a good idea.
Farm tools are not needed, but students will take part in hands-on activities. Printed maps will be given after your arrival. But remember there is no registration at the farm.
If anyone requires special help in getting around, their family or teachers should email info@greenvalleyfarm.org at least two days before the visit.
21. Which activity allows students to have a taste of fresh produce
A. Harvest Lab. B. Hayride History Tour. C. Orchard Exploration. D. Autumn Market Challenge.
22. How much will a group of 21 students and 2 teachers be charged
A. $315. B. $325. C. $335. D. $345.
23. What is advised for those joining the field trip
A. Wearing proper shoes. B. Registering on the spot.
C. Bringing farm equipment. D. Purchasing a printed map.
B
For more than thirty years, Vickie Hardin Woods organized streets, balanced budgets, and turned complicated plans into workable maps. When she retired at 61, she feared the hard-earned identity of “city planner” would disappear the moment she stepped away from her office and co-workers. What would she be without deadlines and department meetings However, she did not remain in fear, but sought renewal in action.
Her choice was unexpected for someone diagnosed with mild memory loss the year before: She would bake one pie and give it away every day for a year. She needed to prove she was still mentally capable. Using fruit from local markets, she filled her kitchen with the smell of cinnamon and warm butter. Measuring flour, folding dough (面团), and timing the oven became her quiet proof that her mind was still sharp.
After making full preparations, she boarded a plane to California and baked a lemon pie in her brother’s kitchen. It was for her 88-year-old aunt, who had once taken her in during a painful chapter of her youth. “The perfect first pie,” she later said. Soon peach pies were delivered to old classmates, chocolate cream pies to a niece with newborn twins, and apple pies to former co-workers. Once, she even handed a pie to a homeless man outside a mall, which he shared with his friends, laughing in disbelief.
Word spread quickly. Strangers began greeting her as “the pie lady”. Some recipients whispered, “How did you know I need this today ” In those moments, she discovered something sweeter than dessert: connection.
Just as city planning had once brought order to chaos, baking did the same. Twelve years later, she still creates — writing daily letters, painting the changing sky, teaching her grandchildren to roll dough. Through flour and fruit, she learned a lasting truth: Identity is not a title but the courage to keep creating, giving, and beginning again.
24. What initially troubled Woods about retirement
A. Identity loss. B. Economic uncertainty.
C. Work-life imbalance. D. Social disconnection.
25. Why did Woods choose to bake pies
A. To relieve her physical pain. B. To reach her extended family.
C. To confirm her mental ability. D. To earn community recognition.
26. What effect did giving away pies have on Woods
A. It connected her with charity. B. It strengthened her social ties.
C. It enhanced her public reputation. D. It secured her financial stability.
27. What message does Woods’ story deliver
A. Love makes the world warmer.
B. Action helps rebuild self-worth.
C. Hard work leads to good luck.
D. It’s never too late to pursue a dream.
C
For decades, scientists assumed that the human brain followed a simple path: rapid development in childhood followed by a slow decline with age. Yet recent research suggests a far more complex story. Rather than aging steadily, the brain appears to pass through five distinct stages, each marked by changes in how its internal connections are organized. So striking are these transitions that researchers have identified several key turning points — around the ages of 9, 32, 66 and 83 — when patterns of neural (神经的) communication shift significantly.
To uncover this pattern, scientists analyzed nearly 4,000 brain scans from participants in the US and Britain, ranging from newborn babies to the elderly in their nineties. By examining white matter — the fatty tissue linking different brain regions, researchers traced how communication pathways develop across the lifetime. With the help of machine-learning algorithms (算法), they identified moments when these networks changed most dramatically.
The first stage, from birth to about age 9, is marked by rapid growth. Yet growth alone does not define it. Equally important is the brain’s ability to prune away unused connections, strengthening efficient pathways. At around 9 begins the adolescent phase, lasting until roughly 32, during which neural wiring becomes more efficient and communication across brain regions speeds up.
Not until the early thirties does the brain enter what scientists call the adult stage, a relatively stable period that continues until about 66. Cognitive abilities often level off, while brain regions operate in more specialized groups. After this point, early aging gradually emerges. Connections between neural networks weaken as white matter slowly declines, and beyond 83, the brain relies more heavily on a limited number of well-used pathways.
Although individuals may experience these shifts at different times, the study highlights a key idea: The brain is not fixed but constantly reorganizing throughout life. Understanding this timeline may help explain why certain mental-health conditions appear at particular ages and may guide efforts to promote healthier aging.
28. How does the author develop paragraph 1
A. By challenging an old assumption.
B. By displaying comprehensive evidence.
C. By explaining brain connection changes.
D. By presenting the key turning points in brain aging.
29. What does the underlined phrase “prune away” in paragraph 3 probably mean
A. Turn to. B. Mix up. C. Dig into. D. Cut out.
30. What characterizes the adult stage
A. Cognitive abilities witness rapid growth.
B. Neural connections gradually weaken.
C. The brain pathways in use are limited.
D. Brain activity remains relatively stable.
31. What is the purpose of the text
A. To warn about the risks of brain aging.
B. To detail the stages of brain development.
C. To compare different views on brain development.
D. To introduce new technology used in brain research.
D
Scientists have known that sperm whales communicate through patterns of clicks known as codas. These sounds are not random. Instead, they form complex sequences that whales use when interacting with members of their family groups. Yet the real meaning of these signals has long remained a mystery. Hidden within the ocean’s depths is a communication system far more complicated than researchers once imagined. Many experts believe that such a system may even include something similar to a basic language, but no one has been able to fully figure it out so far.
To solve this long-standing puzzle, scientists have turned to AI for help. By feeding thousands of whale recordings into advanced computer models, scientists have begun to detect patterns that human ears alone could never recognize. Similar to the way large language models learn patterns in human speech, AI systems can analyze enormous collections of whale codas and identify repeating structures within them. In early experiments, these systems were able to predict the type of coda and even identify which whale produced it with remarkable accuracy.
Inspired by these results, researchers launched Project CETI (Cetacean Translation Initiative), an international collaboration bringing together marine biologists, linguists, engineers and computer scientists to interpret the communication system of sperm whales. By combining underwater recording devices with powerful AI models, the team hopes to map the hidden structure of whale sounds and eventually understand how whales exchange information.
If successful, the project could transform how humans understand animal intelligence. Not only might it reveal that whales possess a complicated communication system, but it could also show that language-like structures exist far beyond the human world. In this sense, AI may become more than a technological tool. Properly used, it could help humans listen, perhaps for the first time, to the voices of another species.
32. What can we learn about sperm whales’ codas from paragraph 1
A. They can only be heard in the deep ocean.
B. They are simple signals for daily communication.
C. They carry meanings that are waiting to be explained.
D. They differ greatly from other sea animals’ sound patterns.
33. What does paragraph 2 mainly focus on
A. The importance of large language models.
B. The process of collecting whale recordings.
C. The role AI plays in studying whale codas.
D. The achievements in whale protection research.
34. What does the author say about Project CETI
A. It has solved the mystery of animal intelligence.
B. It aims to make whale research a separate discipline.
C. It helps develop advanced underwater recording devices.
D. It may improve human understanding of animal language.
35. Which of the following is the best title for the text
A. AI: A Bridge to Sperm Whales’ Hidden Communication
B. Sperm Whales: Creatures with Special Languages
C. New Discoveries in Ocean Ecosystem Protection
D. International Efforts to Study Ocean Animals
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，并在答题卡上将该项涂黑。选项中有两项为多余选项。
Every day, students move through school carrying not just textbooks but a collection of different identities. In one moment, a student may be a responsible class leader. 36 Each role demands a different tone, attitude, and level of confidence. Challenges emerge when these identities conflict. However, what many teenagers don’t realize is that the constant switch between these roles shapes much of their emotional experience at school.
37 For example, a student who enjoys helping others may feel comfortable acting as a group organizer during projects, yet the same student may feel uncertain when stepping into a role that requires public speaking or taking the lead in a debate. This contrast can be confusing, making students wonder which version of themselves is real.
But teenagers should bear in mind that identity is not a fixed label. 38 The ability to shift roles is a skill that grows stronger with practice. Each role presents a different piece of who they are becoming.
Learning to navigate the challenging transitions begins with self-awareness. Students who take time to reflect — asking themselves why a particular role feels easy or difficult — often develop greater emotional resilience (韧性). 39 They recognize when to step forward, when to step back, and when to simply observe.
Eventually, students come to understand that they are not defined by a single identity. Instead, they are shaped by all the roles they play. Mastering the art of switching roles is not about performing for others. 40
A. Later, she becomes a supportive friend.
B. Indeed, it is more like a flexible framework.
C. They gain clearer insight into their classmates.
D. Some roles come naturally, while others require effort.
E. Shifting roles isn’t necessarily challenging for everyone.
F. Over time, they learn to adjust without losing themselves.
G. Instead, it is about discovering a complete version of oneself.
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，从短文后各题所给的A、B、C和D四个选项中，选出可以填入空白处的最佳选项，并在答题卡上将该项涂黑。
For years, my life centered around the pool. The routine practices and the constant pursuit of 41 were my whole world. My brother’s old camera, 42 when he left for college, was nothing but a forgotten object gathering dust on his desk.
However, that situation 43 on the day when my season fell apart. A single wrong step sent a sharp pain through my 44 , and everything that had once 45 me seemed to disappear at once. While my teammates kept training and competing, I was 46 to stay behind, quiet and unmoving, watching life continue without me.
One quiet afternoon, a ray of sunlight landed on the camera. Out of 47 , I picked it up. It felt concrete and solid in my hands, a remarkable contrast to the 48 that had followed me for weeks. Since then, I began to 49 the slow rise and fall of my injured leg during physical therapy. 50 , the world that once had felt 51 began to draw closer, shaping itself through color and shadow.
By spring, I had filled the camera with images of my 52 . I recorded tiny steps, turning my struggle into quiet stories. I started to 53 the light on the water, the cheers from the poolside, and the warmth in my teammates’ eyes.
Photography did not give me back the old life, but it helped me 54 a new one — founded on patience and gratitude. Healing (康复) is not 55 the past; it is learning to see the present more clearly, and to love the person I am becoming.
41. A. speed B. justice C. truth D. knowledge
42. A. purchased B. hidden C. prepared D. abandoned
43. A. occurred B. worked C. changed D. remained
44. A. stomach B. leg C. arm D. back
45. A. defined B. embarrassed C. frightened D. confused
46. A. permitted B. selected C. promised D. forced
47. A. sympathy B. love C. envy D. curiosity
48. A. uncertainty B. misunderstanding C. unfairness D. dishonesty
49. A. check B. photograph C. mention D. remember
50. A. Unexpectedly B. Unavoidably C. Equally D. Normally
51. A. busy B. cold C. competitive D. distant
52. A. experiment B. coach C. recovery D. family
53. A. miss B. copy C. notice D. assess
54. A. share B. construct C. leave D. balance
55. A. complaining about B. returning to C. accounting for D. giving up
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，并将答案填写在答题卡上。
As the seasons turn, nature follows a rhythm that has shaped Chinese life for thousands of years. So 56 (fundamental) has Chinese civilization been guided by this rhythm that even time itself 57 (measure) through the 24 solar terms. It was from this tradition that young composer Wen Ziyang created The Four Seasons of China, a violin concerto (协奏曲) dedicated 58 the celebrated violinist Lyu Siqing.
Earlier this year, Lyu brought his work to Europe, including countries such as Hungary and Italy. Not only did he present a new Chinese composition, but he also shared a musical vision rooted in China’s cultural heritage. 59 (structure) around spring, summer, autumn, and winter, the piece mirrors the agricultural wisdom 60 has long connected Chinese people to the land. Beginning in spring and returning to it, the music reflects the renewal of all living things — 61 theme central to the classical Chinese philosophy.
Inspired by Vivaldi yet determined 62 (move) beyond imitation, Wen crafted melodies of distinct Chinese scenes: the quiet rain of Qingming, cicadas (蝉) singing in the summer heat, the glorious harvest moon, 63 the stillness of winter fields. What emerges is more than a 64 (describe) of nature; it is a cultural memory shaped by harmony between humanity and the natural world.
Through this concerto, Chinese classical music steps confidently onto the global stage, 65 (carry) forward both its ancient roots and its modern voice.
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，你设计的机器人在你校举办的 Tech Lights Up Life 创新设计大赛中获奖。请给你的英国好友 Alex 写封邮件，内容包括：
1．作品介绍；
2．参赛感受。
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 Alex,
_________________________________________________________________________________
Yours,
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。
Ms. Rivera had taught math long enough to recognize the look on a student’s face when numbers stopped meaning anything. It wasn’t boredom exactly. It was a quiet withdrawal, as if the mind had stepped back and closed a door. She saw that look on Jonah in the second week of the semester.
Jonah sat near the back, his notebook crowded not with notes, but with dinosaurs. Long-necked giants marched across the blank areas. Sharp-toothed hunters filled the whole pages. When Ms. Rivera explained math problems, Jonah’s pencil slowed, and then drifted back to drawing scales and claws. On quizzes, he left problems unfinished, as if he had started a sentence in a language he no longer trusted himself to speak.
Instead of reminding Jonah, Ms. Rivera began to watch. She noticed how he stayed after the bell to add shadows to a tail, how he carefully labeled bones, and how his backpack was decorated with a small, worn dinosaur keychain. A student frozen by numbers, yet completely alive when his world had teeth and tails.
One afternoon, Ms. Rivera found Jonah in the empty classroom, erasing and redrawing the same creature. When Jonah saw Ms. Rivera, he stiffened, ready for a warning. But she only asked, “How many species have you drawn so far ” Jonah hesitated, and then started counting softly. “Twelve...no, thirteen.” She nodded. “And if five of them are meat-eaters and the rest eat plants, how many plant-eaters do you have ” He answered without realizing it and then looked up, surprised.
That evening, a smart idea hit Ms. Rivera for her next lesson. The next day, instead of a list of exercises, the board showed a simple sketch of a group of dinosaurs and a pile of food. “If three dinosaurs share nine fish,” she asked, “how many does each dinosaur get ” A few students laughed, but Jonah didn’t. He leaned forward, counting with his fingers.
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。
Then, for the first time, Jonah raised his hand. ________________________________________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________
After that class, Ms. Rivera noticed a change in Jonah. ________________________________________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________

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