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天津河北区2025-2026学年度高三年级总复习质量检测（二）英语试题
一、单项选择
1．— I’ve failed the coding test for the third time. Maybe I should just give up on being a programmer.
— Come on! You’ve come so far.________ .
A．Turn over a new leaf B．Don’t be a wet blanket
C．Tick all the right boxes D．Don’t throw in the towel
2．Despite the vast knowledge we have accumulated, the unsolved mysteries we face today are far more complex than ________ of the past.
A．that B．one C．those D．ones
3．We have checked your hotel room reservation. ________ your request for an airport pick-up, we will send you the driver’s phone number shortly.
A．By virtue of B．On account of C．With regard to D．By comparison to
4．As a new chapter begins, reflecting on past experiences can help________ your goals and plans for the future.
A．shape B．switch C．stretch D．sharpen
5．— Digital Dunhuang is an amazing way to protect the ancient site! But do you remember exactly when it went online
—________ . I’m not sure. Let me check the article again.
A．You bet B．I see C．You got me D．I’m all ears
6．Driven by innate curiosity, Tu Youyou, along with other scientists,________ scientific breakthroughs for decades, with no end in sight.
A．has been pursued B．has been pursuing
C．have been pursued D．have been pursuing
7．He wrote an email to Catherine________ he shared his extraordinary experiences of being an MSF doctor in Liberia.
A．in whom B．in which C．to whom D．to which
8．If one of your teammates isn’t ________ , the whole experiment could be delayed.
A．losing his temper B．taking his time
C．pulling his weight D．dragging his feet
9．________ football matches are highly unpredictable keeps fans on the edge of their seats.
A．That B．What C．Why D．Which
10．During the self-management program, the participant was observed________ healthier habits and complete the 30-day challenge successfully.
A．form B．to form C．forming D．formed
11．By analysing recent emissions data, scientists have identified a significant drop in nationwide gasoline ________ .
A．consumption B．satisfaction C．immigration D．qualification
12．________ the Yan’an Revolutionary Memorial Hall has a rich collection of historical records, you can learn a lot about our heroes’ great efforts there.
A．In case B．Given that C．As if D．Even though
13．________ the school in the early 1900s, the educators continued to inspire children’s passion for art through innovative teaching.
A．Established B．Establishing C．To establish D．Having established
14．Despite his best efforts to rest, he ________ sleep until he had caught the idea he was hunting for.
A．wouldn’t B．mustn’t C．couldn’t D．shouldn’t
15．Far from being silent objects, artworks are highly ________ , powerfully conveying complex thoughts and emotions.
A．conservative B．expressive C．accidental D．permanent
二、完形填空
The Oklahoma Academy girls’ basketball team had just secured what seemed like a historic championship. The locker room was 16 with the smell of sweat and the sound of wild cheers. However, in the middle of the loud celebration, Coach Brendan King couldn’t escape a growing 17 of worry. Deep down, he had a bad feeling that something wasn’t quite right.
That night, while the rest of the town slept, King sat alone in his quiet house, watching the game video over and over. His eyes were 18 on the screen as he carefully started 19 every point with a heavy heart. Soon, his worst fear was painfully 20 : they had actually lost by a single point. In the chaos of the final quarter, a shot that clearly missed the hoop was 21 recorded as a basket by the scorekeeper.
The sun rose on a difficult morning. The players arrived at the school gym still 22 , their faces bright with pride from the 23 night, completely unaware of what was coming until King 24 the news. The gym fell from laughter into shocked silence — a hard moment to watch. Admitting they weren’t the rightful winners was a bitter pill to 25 , because it meant giving up their big moment. Yet, honesty 26 more than the prize. Within minutes, the team reached a consensus (共识) that they would 27 the trophy (奖杯) and medals to Apache High School, the true winners.
With the gold trophy sitting silently in his passenger seat, King began the long drive to Apache to set things 28 . When he arrived, Coach Amy admitted she had 29 the error during the game but was told the score was final. However, moved by King’s proof and his team’s amazing honesty, the league made a rare 30 to the rules. In the Apache gym, King finally 31 the medals. The Apache players, finally getting what they earned, were 32 for real this time, their faces wet with genuine tears of joy.
We often think a 33 is something you can hold in your hands or see on the scoreboard. But the Academy team proved that the greatest win is the one you carry in your heart. It takes a special kind of 34 to admit mistakes and the grace to do what’s right, even when it 35 them the trophy. The Academy team lost the game, but by doing the right thing, they remained true to themselves and won something far greater than a trophy.
16．A．crowded B．associated C．equipped D．filled
17．A．dream B．sense C．chance D．picture
18．A．repaired B．glanced C．reflected D．fixed
19．A．collecting B．counting C．regulating D．achieving
20．A．confirmed B．acknowledged C．contradicted D．resolved
21．A．automatically B．regularly C．mistakenly D．informally
22．A．overjoyed B．relaxed C．embarrassed D．ashamed
23．A．following B．previous C．precious D．former
24．A．exchanged B．gathered C．broke D．invented
25．A．taste B．choose C．digest D．swallow
26．A．mattered B．benefited C．devoted D．required
27．A．gain B．return C．receive D．keep
28．A．direct B．correct C．straight D．plain
29．A．explained B．believed C．imagined D．noticed
30．A．attempt B．appointment C．exception D．appeal
31．A．put away B．took over C．handed over D．showed off
32．A．celebrating B．performing C．competing D．interviewing
33．A．victory B．reputation C．responsibility D．ambition
34．A．opportunity B．courage C．strength D．interest
35．A．pays B．values C．helps D．costs
三、阅读理解
This assessment task is designed for Year 11 History students studying Understanding the Modern World. Over the past eight weeks, students have explored two major periods of historical transformation: the Industrial Revolution from about 1750 to the 1890s, and the Information Revolution of the late twentieth-century. In class, students have examined how these movements began, the ideas that supported them, and the reasons they spread so widely across different societies.
For this task, students are required to write an analytical essay that compares the two revolutions. The essay must demonstrate clear historical understanding, effective use of evidence, and the ability to explain change over time.Task Requirements
Students must address both historical movements in their essay and include discussion of the following areas:
★ the main causes of each revolution
★ the key ideas or beliefs that supported their development
★ important milestones and stages of progress
★ major figures who contributed to change
★ immediate positive and negative effects on society, the economy, and the environment
★ possible long-term impacts on the modern world
The essay should be written in a formal academic style and be between 1,000 and 1,500 words in length. Students may use class notes, textbooks, and other relevant open-access resources to support their research.Submission Timeline
Task issued: Week 4 Draft due: Friday, Week 7
Final submission due: Friday, Week 9
All work must be submitted by 4:00 pm on the due date.
Submission Instructions
Draft submission Students must submit: ● one electronic copy by email in Word format ● one printed hard copy to the teacher
Final submission Students must submit: ● one electronic copy by email in Word format ● one printed hard copy to the teacher ● the printed hard copy of the teacher’s comments on the draft ● a signed Declaration of Authenticity form
Notes on Originality and Feedback
This essay must be the student’s own original work. Time for preparation will be provided both in class and at home. Students will receive formal teacher feedback on one draft, one week before the final due date. All sources used must be properly acknowledged.Late Work and Extensions
Extensions are granted only by the Head of History. Application forms are available from the classroom teacher or the Head of History. Work submitted late without an approved extension may be treated as a non-submission and may receive a grade of Fail.
36．What is the main task students are required to complete
A．To sign a declaration of originality.
B．To compare two major historical shifts.
C．To list external sources in a bibliography.
D．To record milestones in chronological order.
37．What do students need to include in their analytical essay
A．The detailed biographies of key historical figures.
B．The exact number of sources used in the research.
C．The specific political systems that shaped both revolutions.
D．The lasting impacts of both revolutions on the modern world.
38．Which of the following is required for the final hand-in
A．An electronic copy in PDF format.
B．A printed copy of the feedback on the draft.
C．A separate bibliography attached to the essay.
D．A signed approval form from the Head of History.
39．When will students receive their reviewed drafts
A．Right after the initial draft is emailed.
B．Seven days prior to the submission date.
C．Within one week of the task announcement.
D．Following the submission of the final hard copy.
40．What can be inferred from the passage
A．The classroom teacher can approve an extension.
B．Students may freely submit work after the deadline.
C．The school places importance on academic integrity.
D．Students will receive feedback on more than one draft.
Ms. Gupta’s eighth-grade history class feared the annual “Living History” project. This year’s theme was “The Industrial Revolution: Human Cost”. Students typically recycled Wikipedia facts for a poster. But Ms. Gupta raised a different requirement: each student would spend a week performing the dull, minute-by-minute task of a specific historical worker, logging their physical and emotional responses.
Sam, who was initially sceptical, drew the role of “Linen Mill Doffer (落纱工), aged 12”. His task: during his after-school time, every 45 minutes, he had to stop whatever he was doing and spend ten minutes performing rapid, repetitive motions — by acting out the replacement of bobbins (线轴) on a spinning machine. He set a timer on his phone. The first interruption came during an engaging video game. Annoyed, he hit hard at the air. The next during homework. Frustration grew. The timer’s sharp ring, once a mere signal, began to sound like a factory bell, dragging him back from his world into a clockwork nightmare. By day three, a deep sense of powerlessness set in. He couldn’t immerse himself in anything, anticipating the next interruption. His log entry read: “I feel overwhelmed. I can’t think a full thought.”
His research into actual child workers revealed more hardships: lung diseases from dust, deafening noise, 14-hour days. A statistic — the average life expectancy of a mill worker in 1830 was just 42 — stopped him cold. It was no longer an abstract “loss”. It was stolen time, stolen focus, stolen childhoods. For his final project, Sam didn’t make a poster. He created a simple computer program called “The Interruption”. When activated, it would freeze the screen every 45 minutes and display an image of a child worker for exactly ten minutes.
When he presented it, the class was silent. The heavy silence in the room wasn’t just a lack of noise; it was the collective weight of ghosts they had finally learned to see. A girl who had taken on the role of a “matchbox seller” spoke through tears about chemical poisoning. A boy who had simulated the work of a coal carrier described the severe ache in his back.
Ms. Gupta’s goal of bridging the gap between historical data and human suffering was achieved. The students had moved from memorising facts to feeling their consequences. The project’s real lesson was that empathy (同感) isn’t just a feeling, but the courageous act of voluntarily surrendering one’s own control, even for a moment, in order to understand another person’s misery.
41．What made this year’s Living History project special
A．It featured experiential learning. B．It took facts from Wikipedia.
C．It involved detailed posters. D．It had different themes.
42．How did Sam’s feelings change during the task
A．Annoyed → calm → excited → relieved.
B．Doubtful → bothered → upset → helpless.
C．Annoyed → indifferent → curious → satisfied.
D．Doubtful → frustrated → exhausted → disappointed.
43．Why did Sam design the program “The Interruption”
A．To convey his experience to others.
B．To amuse his classmates with a practical joke.
C．To keep a record of the facts he had discovered.
D．To improve his understanding of computer history.
44．Why are the matchbox seller and coal carrier mentioned in the passage
A．To compare industrial jobs by income.
B．To show students shared similar feelings.
C．To prove students preferred physical tasks.
D．To describe similar projects in other classes.
45．What message does the author want to convey in the passage
A．Suffering builds character. B．History always repeats itself.
C．Every cloud has a silver lining. D．Walk a mile in someone’s shoes.
Engineers at the Massachusetts Institute of Technology (MIT) have developed an innovative ultrasonic (超声) system that can extract water from an atmospheric (大气层的) water harvester in just minutes. The new approach could help ease global water shortages, especially in dry regions where clean water is hard to obtain.
Scientists have long explored atmospheric water harvesting, a method that collects water directly from the air, even in desert environments. The idea is promising because air contains water vapour almost everywhere. Traditional systems, however, usually depend on solar heat to release the water held by a special absorbent material. As team leader Boriskina explained, materials that are effective at capturing water are often reluctant to release it. As a result, the process can take hours, making it difficult to respond to urgent needs in water-scarce areas.
To solve this problem, Boriskina brought in Ikra Shuvo, an MIT graduate student whose research focuses on ultrasound technology for wearable medical devices. Boriskina believed that combining Shuvo’s knowledge of ultrasound with the team’s experience in water-harvesting materials might lead to a faster and more practical way of recovering water.
Ultrasound consists of high-frequency sound waves that can create tiny vibrations (震动) in a substance. Based on this principle, the team proposed a simple solution: use ultrasound to break the weak bonds between the captured water molecules and the material. Once those bonds are loosened, the water quickly separates and falls out as pared with heat-based methods, this process is much faster and wastes less energy.
The researchers then built an ultrasonic water-harvesting device. The system does not rely on heat, though it does require an external power source. A solar cell can power the device and also serve as a sensor, signalling when the absorbent material has reached capacity. The system is programmed to switch on automatically when enough water has been pared with heat-based methods, it is 45 times more energy-efficient, works without direct sunlight, and can operate repeatedly throughout the day to produce more water. These advantages make it suitable for remote dry regions, where it could provide a steady supply of clean water and offer a greener alternative to energy-intensive methods such as seawater desalination (脱盐).
More broadly, this work highlights the value of combining ultrasound technology, materials science, and environmental engineering. Such cross-disciplinary cooperation may open up new ways to solve water shortages in some of the world’s driest regions. Ultimately, this breakthrough could one day bring clean water to millions living in arid regions.
46．What can we learn about traditional water harvesting methods according to Boriskina
A．They use waterproof materials. B．They require complex facilities.
C．They are difficult to manufacture. D．They have low efficiency in water output.
47．What can be learned about Shuvo from Paragraph 3
A．He took over the project from Boriskina.
B．He developed a new water-harvesting material.
C．His professional knowledge led to a breakthrough in the research.
D．His solid background in environmental engineering made a difference.
48．The team developed the solution by taking advantage of .
A．the improved strength of materials
B．ultrasound’s medical applications
C．ultrasound’s physical properties
D．the rapid release of water
49．The new device is suitable for remote dry regions partly because it can .
A．work without direct sunlight B．store rainwater for dry seasons
C．operate without external power D．produce fresh water from seawater
50．What mainly accounts for the team’s technological breakthrough
A．Pressing water demand.
B．Interschool academic exchanges.
C．Boriskina’s exceptional leadership.
D．Integration of multiple scientific fields.
Nature words like river, moss, and blossom are slowly disappearing from our books. However, this change in language is more than just a literary trend — it is a serious warning sign. We are facing a severe disconnection from the natural world. To prevent a complete “extinction of experience” with nature, society must move beyond simple environmental fixes and radically redesign both our urban landscapes and our early education systems.
The primary cause of this disconnection is urbanisation. As cities grow, green spaces and wildlife in our neighbourhoods continue to vanish. According to a study by Professor Miles Richardson of the University of Derby, the problem is far larger than we realise. His research suggests that, to stop the decline in our connection to nature, a city might need to be ten times greener than it is today. Simple changes cannot reverse over 200 years of urbanisation and wildlife loss. If we want real change, we must first accept the massive scale of the challenge.
Furthermore, the most effective way to address this crisis is through early childhood education. The connection to nature is often passed down through generations. When parents lose this bond, their children are less likely to develop it. Therefore, efforts that target only adults are often insufficient. Government initiatives must actively support early actions, such as “forest schools” for young children. Building this connection from an early age is the most reliable predictor of whether a person will value the environment as an adult. We must make nature an essential part of growing up, not just an occasional hobby.
Admittedly, completely transforming our cities and education systems over the next few decades sounds like an impossible task. Critics may argue that modern life is too fast-paced for such dramatic shifts. However, this assumption is flawed. Rebuilding our relationship with nature does not require us to abandon modern civilisation. Studies show that people currently spend an average of less than five minutes a day in nature. Increasing this to just 40 minutes a day is an achievable goal for most citizens.
In conclusion, the disappearance of nature words from our pages reflects a fading of nature from our hearts. We cannot afford to let the natural world become a mere abstract concept for future generations. By increasing biodiversity in our cities and bringing nature back into early education, we can secure a lasting connection to nature. The time for minor adjustments is over; the time for systemic change is now.
51．Why does the author mention disappearing nature words
A．To question modern reading habits. B．To note a passing language shift.
C．To praise changes in literature. D．To signal a deeper social loss.
52．What does Professor Richardson’s study suggest about urban greening
A．Mild adjustments lack real impacts.
B．Simple measures worsen urban crises.
C．Modern lifestyles destroy green spaces.
D．Massive efforts are needed to limit city growth.
53．Why are adult-focused efforts seen as insufficient
A．Adults resist official green programs.
B．Adults rarely have an influence on family values.
C．Nature learning depends on government initiative.
D．Nature bonding becomes harder to pass down once adults lose it.
54．Why does the author mention the “40 minutes” daily goal
A．To prove the suggested change possible. B．To question the given research data.
C．To criticise the fast modern rhythm. D．To stress the heavy life pressure.
55．What could be the best title for the passage
A．Rebuilding Our Bond with Nature
B．Greening Cities for Future Generations
C．Bringing Nature Back into Children’s Lives
D．Understanding the Disappearance of Nature Words
阅读短文，按照题目要求用英语回答问题。
Troubled by scoliosis (脊柱侧弯) since the age of four — a condition causing the spine (脊柱) to curve abnormally — Anne’s childhood was far from ordinary. To prevent her condition from worsening, she was required to wear a rigid plastic brace for up to 22 hours every day. This “plastic shell” was more than just a physical inconvenience; it was a constant, itchy, and irritating burden that made even taking a deep breath or tying her shoes extremely difficult.
Although her classmates were generally kind, the brace became an invisible social barrier. During humid summer afternoons, when the plastic pressed against her skin, Anne felt painfully conspicuous (明显的). A heavy sense of isolation would often wash over her in quiet moments. She grew weary of curious stares, feeling like a puzzle piece that didn’t fit into the lively world of her peers. She often wondered whether anyone truly understood what she was carrying beneath her clothes.
The turning point arrived on a bright Easter morning, when she discovered a special doll in her basket. The doll, named Chelsea, was Barbie’s sister, and to Anne’s disbelief, the doll wore a back brace identical to her own. “She’s just like me!” Anne exclaimed, her voice trembling with shock and joy. As she traced the doll’s tiny, curved spine, she realised her “flaw” was now represented in a celebrated toy. Anne became inseparable from Chelsea, finding in the doll a quiet solidarity that no words from adults could provide.
Weeks later, a spark of empathy turned into a selfless vision. “Mom,” Anne voiced a heartfelt wish, “I want every girl with scoliosis to have this doll so they never have to feel alone.” Seeing a newfound determination in her daughter’s eyes, Nicole helped turn this dream into a family mission. They started small, running lemonade stands in the neighbourhood, before launching an online fundraising page to reach a wider audience.
The situation shifted when a local news station broadcasted their story. Touched by Anne’s advocacy, the doll’s manufacturer stepped in, pledging to supply the dolls needed for their cause. Now 11, Anne has delivered over 870 dolls to hospitals, helping countless children replace fear with a sense of strength and belonging. Anne chose to turn her brace into a bridge, proving that even a small gift can comfort a wounded spirit.
56．Why did Anne have to wear a plastic brace every day (no more than 10 words)
57．How did the brace affect Anne socially (no more than 10 words)
58．What does the underlined word in Paragraph 3 probably mean (1 word)
59．What did Nicole do to help Anne make her wish come true (no more than 15 words)
60．What can we learn from Anne’s story Please explain in your own words. (no more than 20 words)
四、书面表达
61．假如你是晨光中学学生李津。毕业季将至，面对未来的人生抉择，同学们都在认真思考。下周，你校将与英国友好学校举办主题为“Voices Behind Our Choices”的线上交流活动。请结合下面图片内容，用英语撰写一篇发言稿。
内容包括：
(1)简要描述图片内容，并从中做出你的一个选择;
(2)结合自身实际，说明你做出该选择的理由(至少写出两点);
(3)邀请友好校的学生分享他们的看法。
注意：
(1)词数不少于100;
(2)可适当加入细节，使内容充实、行文连贯;
(3)开头和结尾已给出，不计入总词数。
试题词汇：十字路口crossroads
Good morning, dear friends. My name is Li Jin.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Thank you.
参考答案
1．D
2．C
3．C
4．A
5．C
6．B
7．B
8．C
9．A
10．B
11．A
12．B
13．D
14．C
15．B
16．D 17．B 18．D 19．B 20．A 21．C 22．A 23．B 24．C 25．D 26．A 27．B 28．C 29．D 30．C 31．C 32．A 33．A 34．B 35．D
36．B 37．D 38．B 39．B 40．C
41．A 42．B 43．A 44．B 45．D
46．D 47．C 48．C 49．A 50．D
51．D 52．A 53．D 54．A 55．A
56．To prevent her scoliosis from worsening. /To stop her scoliosis from getting worse. 57．It created an invisible wall, making her feel isolated. / It made her feel isolated from her
peers./ It made her feel conspicuous and isolated. 58．Support/Companionship/Unity/Understanding. 59．She helped Anne raise money through lemonade stands and an online fundraising page./
She helped run lemonade stands and started an online fundraising page. 60．开放性试题，言之有理即可。答案可以为：We should turn our pain into strength and help others.
61．Good morning, dear friends. My name is Li Jin.
As the picture vividly shows, a student stands at a crossroads, with four signs pointing in different directions: Parents’ Advice, Peer Influence, Social Trends and Inner Voice. Each represents a different force shaping our life choices. Faced with these options, I choose to follow my Inner Voice.
There are two main reasons behind my decision. First, my inner voice reflects my true passions and strengths. Ever since I was a child, I have been fascinated by environmental science. Though my parents suggested I study finance, and my peers often talk about popular majors like computer science, I know that protecting nature is what truly drives me. Choosing my passion means I will stay motivated even when challenges arise. Second, following my inner voice helps me take responsibility for my own life. If I choose a path based on others’ expectations, I might end up feeling unfulfilled and regretful. Taking charge of my choices allows me to grow as an independent person, learning from both successes and mistakes along the way.
I’m curious to hear about your experiences. What voices do you listen to when making big decisions Do you have any stories about choosing your own path I would love to hear your thoughts!
Thank you.

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