四川省安岳中学2026-2027学年高一上学期期中考试英语试题

高2026级第一学期半期学情诊断

英 语 试 卷

全卷满分150分，考试时间150分钟。

注意事项：

1.答题前考生务必把自己的姓名、座位号、准考证号填写在答题卡上，并将条形码贴在答题卡上对应的虚线框内。

2.答选择题时，必须使用2B铅笔将答题卡上对应题目的答案标号涂黑，如需改动，用橡皮擦擦干净后，再选涂其他答案标号。

3.答非选择题时，必须使用0.5毫米黑色墨迹签字笔，将答案书写在答题卡规定的位置上。

4.所有题目必须在答题卡上作答，在试题卷上答题无效。

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段录音。每段录音后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项。听完每段录音后，你都有10秒钟的时间来回答有关小题和阅读下一小题。每段录音播放两遍。

1. Who likes the music?

A. The man. B. The woman. C. The woman’s friend.

2. How much will the man pay?

A. $24. B. $30. C. $56.

3. What do we know about the man?

A. He was late for school.

B. He had nothing for breakfast.

C. He wore the wrong trousers to school.

4. Why does the woman like February?

A. She has a birthday then. B. She prefers cold weather. C. She has a break from school.

5. What is the relationship between the speakers?

A. Workmates. B. Husband and wife. C. Brother and sister.

第二节  (共15小题；每小题1.5分，满分22.5分)

听下面5段录音。每段录音后有几个小题，从题中所给的 A、B、C 三个选项中选出最佳选项。听每段录音前，你将有时间阅读各个小题，每小题 5 秒钟；听完后，每小题都有 5 秒钟的作答时间。每段录音播放两遍。

听第 段录音，回答第6、7题。

6. What does the man want to do during the vacation?

A. Go skiing. B. Swim in the lake. C. Stay on the beach.

7. What will the woman do first?

A. Book a place. B. Find a destination. C. Check the weather report.

听第7段录音，回答第 8、9 题。

8. What does the woman say about her sports ability?

A. She isn’t very athletic.  B. She plays sports a lot. C. She can run fast.

9. What do the speakers have in common?

A. They performed well in math in high school.

B. They help their children with math.

C. They are math teachers.

听第 8 段录音，回答第 10 至 12 题。

10. What has replaced the man’s old house?

A. A school. B. A stadium. C. A park.

11. What is the man’s attitude to the changes to his hometown?

A. Negative.  B. Uninterested. C. Positive.  

12. What will the speakers do next?

A. Talk about the man’s past.  

B. Visit the old school. 

C. Go to the park.

听第 9 段录音，回答第 13 至 16 题。

13. What does a doctor’s assistant help with?

A. Major operations. B. Basic tasks. C. Hospital management.

14. How long might Jessica’s on-the-job training take?

A. Two or four years.  B. Four or six years. C. Six or ten years.

15. What does Jessica hope to do eventually?

A. Become a doctor. B. Work at a big hospital. C. Open her own clinic.

16. What does the man think of Jessica’s career goal?

A. Impractical. B. Challenging.  C. Easy.

听第 10 段录音，回答第 17 至 20 题。

17. What is the speaker mainly talking about?

A. How reading shaped her life.

B. How much she loves reading.

C. How she developed a reading habit.

18. How did the speaker feel when she first went to the library?

A. Confused. B. Curious. C. Upset.

19. Who helped the speaker get through the difficulties with words?

A. A librarian. B. Her grandmother. C. Her classmates.

20. Why did the library become an emotional shelter for the speaker?

A. It made her escape from school.

B. It allowed her to meet more people.

C. It was a place of comfort and learning.

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

If you are a high school student wanting to earn some meaningful volunteer hours over the summer break, this is a perfect chance. The Milton Public Library is looking for youth for its Garden Volunteer Program, running all summer long at the Main Branch.

Instead of being stuck indoors, you get to work outside in the fresh air with other students, helping with seasonal planting, weeding, watering and harvesting. You will get close to nature and work with other students while taking part in different tasks that have something to do with gardening.

What to Expect

Free Choice of Working Periods: Activities run on Wednesday afternoons and Saturday mornings throughout June, and change to more daytime hours through July and August. You pick the dates that work for you.

Hands-on Skill Building: Learn the basics of urban agriculture (城市农业), environmentally friendly planting and local food harvesting.

Earn Hours: Each duty that you finish counts toward your high school graduation requirements.

The Main Information

When: June through October 2026

Where: Milton Public Library Main Branch (1010 Main St E, Milton)

Who Can Join: High school students aged 14 and older

How to Sign Up: With your library card, you are able to sign up online for free garden places. Write down your full name, and the library team can offer you the official hour record letter at the end of the season.

You don’t need to have gardening experience. The library team gives you all the necessary tools, gloves, and basic training when you start your duty.

21. What can we know about the Garden Volunteer Program?

A. It lasts for a period of three months.

B. It provides activities organized by experts.

C. Volunteers can choose their work dates freely.

D. Volunteers should hand in training reports online.

22. What is required to join the program?

A. Reaching a certain age. B. Bringing necessary tools.

C. Rich gardening experience. D. An interview with a librarian.

23. What is the main purpose of the text?

A. To share a volunteering experience.

B. To advertise a youth volunteer program.

C. To get kids to spend more time outdoors.

D. To explain the importance of urban agriculture.

B

At thirteen, I was diagnosed (诊断) with kind of attention disorder. It made school difficult for me. When everyone else in the class was focusing on tasks, I could not.

In my first literature class, Mrs. Smith asked us to read a story and then write on it, all within 45 minutes. I raised my hand right away and said, “Mrs. Smith, you see, the doctor said I have attention problems. I might not be able to do it.”

She glanced down at me through her glasses, “You are not different from your classmates, young man.” I tried, but I didn’t finish the reading when the bell rang. I had to take it home.

In the quietness of my bedroom, the story suddenly all became clear to me. It was about a blind person, Louis Braille. He lived in a time when the blind couldn’t get much education. But Louis didn’t give up. Instead, he invented a reading system of raised dots (点), which opened up a whole new world of knowledge to the blind.

Wasn’t I the “blind” in my class, being made to learn like the “sighted” students? My thoughts spilled out and my pen started to dance. I completed the task within 40 minutes. Indeed, I was not different from others; I just needed a quieter place. If Louis could find his way out of his problem, why should I ever give up?

I didn’t expect anything when I handed in my paper to Mrs. Smith, so it was quite a surprise when it came back to me the next day — with an “A” on it. At the bottom of the paper were these words, “See what you can do when you keep trying?”

24. What problem did the author meet when he was in class?

A. He didn’t like the teacher. B. He was not fond of literature.

C. The classroom was too noisy. D. He couldn’t focus his attention in class.

25. What’s Mrs. Smith’s attitude to the author in the classroom?

A. She encouraged him. B. She looked down on him.

C. She hurt him. D. She was angry with him.

26. What can we learn about Louis Braille from the passage?

A. He managed to cure his blindness.

B. He got a good education at school.

C. He made an invention which helped the blind.

D. He couldn’t see and read for the whole life.

27. What can we learn from the passage?

A. How to be a great teacher. B. Keep trying, and you can do it.

C. What should you do as a blind. D. Ways to overcome attention disorder.

C

What kind of people can become scientists? When a group of researchers posed that question to ninth-and 10th-graders, almost every student gave such responses as “People who work hard” or “Anyone who seems interested in the field of science.”

Many of these same students struggled to imagine themselves as scientists, citing concerns such as “I’m not good at science” and “Even if I work hard, I will not do well.” It’s easy for them to see a scientist’s work as arising from an inborn talent.

But for high school students, learning more about some struggles of scientists can help students feel more motivated to learn science. Researchers at Teachers College, Columbia University and the University of Washington designed an intervention to change students’ beliefs that scientific achievement reflects ability rather than effort by exposing students to stories of how accomplished scientists struggled and overcame challenges in their scientific efforts.

During the study, the students read one of three types of stories about Albert Einstein, Marie Curie and Michael Faraday. Intellectual struggle stories: stories about how scientists “struggled intellectually,” such as making mistakes while tackling a scientific problem and learning from them. Life struggle stories: stories about how scientists struggled in their personal lives, such as not giving up in the face of poverty or lack of family support. Achievement stories: stories about how scientists made great discoveries, without any discussion of coexisting challenges.

Researchers found that students who heard either type of “struggle stories” improved their science performance post-intervention, relative to students in the control group. The effect was especially pronounced for lower performing students, for whom exposure to struggling stories led to