资源简介

参考答案：
1~5 BBACA 6~10 CAABC 11~15 BCACB 16~20 CBBCA
21. D
22. C
23. C
24. D
25. A
26. C
27. A
28. A
29. B
30. B
D
32. A
33. B
34. D
35. C
36. G
37. A
38. D
39. E
40. F
41. A
42. C
43. A
44. B
45. D
46. C
47. A
48. B
49. C
50. B
51. B
52. D
53. A
54. C
55. D
56. the
57. spoken
58. to represent
59. original
60. and
61. grew
62. closely
63. amazing
64. to
65.
One possible version:
My English Learning Journey
My journey with learning English began when I was a third-grader. In the beginning, I found it hard to understand the rules of grammar and remember vocabulary. However, with the help of teachers, books, and online resources, I’ve gradually improved. My reading and writing skills have developed significantly, but I still face challenges with listening and speaking.
Now, my goal is to become fluent in speaking and improve my listening skills. I hope to engage in conversations with confidence and understand native speakers better. In the future, I want to use English naturally and comfortably in various situations, both in school and beyond. (103 words)
One possible version:
Taking a deep breath, Eliza knocked on the door. “Come in,” Ms. White called from inside. “Ah, Eliza! Have you thought about the bulletin board ” Ms. White asked. Eliza expressed her concerns about her messy handwriting. Ms. White reassured her, saying it wasn’t about perfection but about doing her best. She encouraged Eliza to focus on her creativity and positive energy. Eliza hesitated, still unsure, but Ms. White reminded her that trying, even with doubts, was what mattered most. Eliza felt her nerves slowly calm down. After some thought, she nodded, “OK, I’ll do it. I’ll give it a try.” (91 words)
Ms. White’s face lit up with a big smile as Eliza nodded. “That’s the spirit, Eliza! I knew you’d come around. I’ll give you everything you need, and if you ever need help, I’m here.” “Thanks, Ms. White,” Eliza said, feeling much lighter. “I’ll do my best!” As she left the office, Eliza felt a new sense of pride. She wasn’t sure how the bulletin board would turn out, but she knew one thing for sure: she was going to give it her best effort. It wasn’t about being perfect. It was about learning, growing, and trying new things. (87 words)2025~2026学年度第二学期高一年测试
英 语
（总分150分，考试时间120分钟）
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。
1. Who does the man want to buy a gift for
A. His mother. B. His brother. C. His children.
2. What does the woman’s mother look like
A. She wears glasses. B. She has white hair. C. She has dark eyes.
3. How often does Wendy call her friends
A. Once a week. B. Once a month. C. Twice a month.
4. What will the woman probably take to Tony tomorrow
A. A birthday cake. B. A history textbook. C. A science magazine.
5. What are the speakers talking about
A. The weather. B. A TV program. C. A survey report.
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. How does the woman sound at first
A. Excited. B. Nervous. C. Regretful.
7. Which of the following impressed the woman
A. The tasty food. B. The busy street. C. The free drinks.
听第7段材料，回答第8、9题。
8. What is the relationship between the man and Jim
A. Cousins. B. Neighbors. C. Classmates.
9. What is the woman
A. A salesperson. B. An art director. C. A film actress.
听第8段材料，回答第10至12题。
10. What does the woman think is difficult about learning English
A. Writing. B. Reading. C. Speaking.
11. What does Colin value most in studying a language
A. Talent. B. Patience. C. Curiosity.
12. What does Colin advise Tina to do
A. Talk to foreign friends. B. Get up early every day. C. Listen to English news.
听第9段材料，回答第13至16题。
13. Where will the speakers go first
A. To the art museum. B. To the zoo nearby. C. To an Indian restaurant.
14. What does the woman seem uninterested in
A. Living in a block. B. Meeting the guide. C. Watching animals.
15. What does the woman want to do
A. Find a bank. B. Go shopping. C. Travel alone.
16. How will the speakers go to the seashore
A. By car. B. By taxi. C. By subway.
听第10段材料，回答第17至20题。
17. What is the weather like today
A. Foggy. B. Sunny. C. Stormy.
18. When will the first storm arrive
A. Today. B. This weekend. C. Next week.
19. Which city will see heavy snow later in the week
A. Boston. B. Chicago. C. Saint Paul.
20. What does the speaker remind people to do
A. Be careful of icy roads. B. Be mindful of travelers. C. Be ready for a big dinner.
第二部分 阅读（共两节，满分50分）
第一节（共15小题；每题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
Dragon Day
Dragon Day is one of the best-known traditions at Cornell University, with a history of more than a century. Every year, first-year architecture students create a large dragon and parade it across campus. Dressed in imaginative costumes, they lead the dragon to the Arts Quad, where it symbolically battles a phoenix built by engineering students. This ceremony of spring is one of Cornell’s best-known traditions..
The tradition can be dated back to Willard Dickerman Straight(1901), who believed the College of Architecture should have its own special day. Initially, the celebration was held on St. Patrick’s Day. Students decorated Lincoln Hall with orange and green banners, shamrocks, and other themed items. Over time, the idea of St. Patrick driving serpents out of Ireland became part of the celebration, helping shape later developments.
Although the exact evolution (演变) of the parade is unclear, the modern version of Dragon Day began to take shape in the 1950s. Earlier serpent figures gradually developed into the large dragon seen today. Around the same time, the name “Dragon Day” likely came into use, replacing the earlier focus on College of Architecture Day. In the past, the celebration ended with the burning of the dragon, though this practice has since been abandoned (弃置).
The rivalry between architecture and engineering students also grew naturally over time. It is now expressed through the symbolic battle between the dragon and the phoenix, adding excitement and creativity to the event.
For several decades, Dragon Day was celebrated either on St. Patrick’s Day or immediately before Spring Break—whichever date happened first. When a new academic calendar was introduced in 2013, Spring Break moved later into the month of March, and Dragon Day is now routinely celebrated the day before students leave campus for a weeklong break.
21. What was the original purpose of Dragon Day
A. To unite all the departments. B. To celebrate west European culture.
C. To mark the arrival of spring. D. To establish an architecture festival.
22. What changed in Dragon Day in the 1950s
A. Professors led the event. B. A new location was chosen.
C. A dragon became central. D. Indoor shows replaced parades.
23. Why is Dragon Day now held before Spring Break
A. To extend the holiday. B. To follow old tradition.
C. To fit the new calendar. D. To attract more visitors.
B
In June 2024, McFarland, Brune and a group of Penn State meteorology and atmospheric science researchers set out to drive on a road trip along the East Coast of Florida. The van was outfitted with a custom-built telescopic weather instrument extending from the roof. Their goal was to track down Florida’s near-daily summer thunderstorms and observe a phenomenon that had never been confirmed outside a laboratory.
That phenomenon, known as corona (日冕) discharge, involves tiny bursts of electricity forming at the tips of leaves. These slight electrical pulses can cause treetops to send out a subtle glow in the ultraviolet (UV) range. Scientists had suspected for more than 70 years that forests might produce these effects during storms because of unusual electric field activity, but direct evidence in nature had remained elusive. Their objective was to document corona discharges occurring naturally for the first time.
Florida was chosen because of its frequent thunderstorms, which seemed ideal for the study. However, the weather did not cooperate as expected. For three weeks, McFarland and Brune followed short-lived storms that disappeared quickly, leaving them without useful data.
As the team began heading back to Pennsylvania, conditions changed. Large, long-lasting storms developed just west of Interstate 95. Seizing the opportunity, the researchers stopped at the University of North Carolina at Pembroke and set up their equipment in a parking lot. They aimed their instruments at the upper branches of a sweetgum tree about 100 feet from their van.
A thunderstorm persisted for nearly two hours, bringing heavy rain and frequent lightning. During this time, the team recorded corona discharges on the sweetgum tree and also observed similar activity on a nearby long needle loblolly pine as the storm weakened. These observations marked the first confirmed detection of corona discharges in a natural setting.
24. What drove the researchers to Florida
A. Testing their custom vehicle. B. Forecasting local thunderstorms.
C. Examining native tree species. D. Catching a hidden electrical glow.
25. What does the underlined word “elusive” in paragraph 2 probably mean
A. Hard to find. B. Easy to prove. C. Widely known. D. Clearly shown.
26. What can we infer from the text
A. The team failed their mission. B. Corona discharge is dangerous.
C. Nature studies often face luck. D. The instrument was badly built.
27. How is the text mainly developed
A. In order of time. B. By making comparisons.
C. By giving examples. D. Through cause and effect.
C
Beavers may be far more important to the climate than previously thought. A new international study led by researchers at the University of Birmingham suggests these animals can turn river systems into powerful carbon dioxide (CO2) sinks by reshaping wetlands and waterways.
The study is the first to measure both the carbon released and captured by beavers in wetlands. It focused on a stream in northern Switzerland where beavers have lived for more than ten years. Researchers found that wetlands made by beavers stored carbon at a much higher rate than nearby areas without beavers. In thirteen years, the wetland collected about 1,194 tonnes of carbon, equal to 10.1 tonnes of CO2 per hectare each year.
Beavers build dams (水坝) that slow down water, trap soil, and create new wet areas. These changes help streams store more carbon. Dr. Joshua Larsen, the main author, said that beavers not only change the land but also control how CO2 moves in these areas. This study shows a new way nature itself can help fight climate change.
Over recent decades, beavers have returned to rivers across Europe. By making dams, they flood stream sides, create wetlands, change the flow of water, and trap both natural and human materials, including carbon. This reshapes the ecosystem and increases the carbon stored in the land.
The study also looked at seasonal changes. In summer, low water levels can expose (暴露) soil and release more CO2 temporarily. However, over the whole year, the wetland stores a large amount of carbon in soil, plants, and deadwood. Deadwood alone accounts for almost half of all carbon stored in the area.
Researchers estimate (估计) that if beavers return to all suitable floodplains in Switzerland, their wetlands could reduce 1.2–1.8% of the country’s yearly carbon emissions. As beaver populations grow, more research will help us understand how these animals can affect future ecosystems and long-term carbon storage.
28. What did the study in Switzerland show about beavers
A. They can help rivers store more carbon.
B. They increase the number of fish in rivers.
C. They reduce rainfall in surrounding areas.
D. They change the temperature of the water.
How do beavers affect the amount of carbon in wetlands
A. They prevent floods from reaching forests.
B. They change water flow and block materials.
C. They remove plants to let more carbon escape.
D. They reduce soil in wetlands to lower carbon.
30. What can be inferred about beavers from the text
A. They are in need of human help. B. They benefit the local ecosystem.
C. They mostly harms other animals. D. They have a side effect on the land.
31. Which would be the most suitable title for the text
A. How Beavers Build Dams and Wetlands
B. How Seasonal Changes Happen in Swiss
C. The Life and Habits of European Beavers
D. Beavers and Carbon Storage in Wetlands
D
Sorry exercise addicts--all those intense (剧烈的) workouts might not be helping you lose as much weight as you thought. People who are the most physically active seem to become more efficient (高效的) at using energy, according to a recent study.
“This isn’t an argument for not exercising,” says David Stensel, a professor who studies exercise at Loughborough University in the UK. “Exercise is still good for you in a host of other ways. But it helps us understand why not everyone gets the weight loss they expect with exercise.”
In the study, researchers used wearable tracking devices to measure the activity levels of 332 people with a wide range of lifestyles. They also measured how much energy people used each day by having them drink special water that can be traced. As expected, those who were moderately active burned more energy than those who were inactive. However, those who were the most active burned the same amount of calories as those who were moderately active.
This suggests that someone who already walks to work and runs a bit may not burn more calories by doing longer runs, says Herman Pontzer, one of the authors of the study. Pontzer explains that we might adjust to exercise in two ways. One is that we start moving around less. The other is that lowering our resting metabolic rate (代谢率) by cutting energy use in a range of bodily functions.
Earlier studies that suggested exercise increases people’s resting metabolic rate may have been wrong by testing people too soon after exercise, when their metabolism had not fully settled.
“Even though gym machines show how many calories you burn during a workout, active people make up for it by burning fewer calories during the rest of the day,” says Pontzer, pointing out that even with intense exercise, most of the calories burned during the day come from our bodies maintaining basic physiological functions.
32. What is a misunderstanding of exercise according to the text
A. It helps us lose weight. B. It requires a high-calorie diet.
C. It leads to intense pain. D. It must be done on a daily basis.
33. What can be learned about the finding from David Stensel’s words
A. It shows weight loss is achievable. B. It gives us new insights into workouts.
C. It is an argument for not exercising. D. It proves exercise is harmful to the old.
34. What is the main purpose of the new study
A. To determine the impact of diet on exercise.
B. To find the best exercise habit for weight loss.
C. To measure the weight loss effects of running.
D. To understand how exercise affects calorie burn.
35. What does Pontzer think of highly active people
A. They lose weight more easily than others.
B. They eat more to maintain bodily functions.
C. They burn fewer calories outside of exercise.
D. They should have a rest shortly after exercise.
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。选项中有两项为多余选项。
The key to encouraging kids to read at home is to make it an enjoyable experience, not a task. 36 . Here are some helpful tips to share with your students’ families to make reading more exciting.
37 . Giving children the freedom to pick books that match their interests and reading levels can make a huge difference. Whether it’s a story about adventure, animals, or superheroes, letting them pick what they want to read keeps them engaged (参与) and motivated to read more.
Incorporate (融合) technology. Many kids today are drawn to digital reading platforms like e-books and audiobooks. 38 . These tools offer a wide range of books that can be read on a phone, tablet, or computer. For kids who struggle with reading, these platforms can be particularly helpful, as they often provide features like text-to-speech or adjustable settings.
Read together as a family. Make reading a family activity by setting aside time each day to read together. Not only does this help children improve their reading skills, but it also strengthens family bonds. Parents can model good reading habits, and children can share their thoughts on what they are reading. 39 .
Celebrate reading milestones. 40 . You can give them a small reward or simply acknowledge their hard work. Positive reinforcement (强化) helps build their confidence and encourages them to continue reading.
A. Let children choose their own books
B. They make it easy to find like-minded people
C. Invite family members to engage in reading activities
D. Using apps and websites can make reading interactive and fun
E. It’s a great way to make reading a social activity that everyone enjoys
F. Whether children finish a book or learn a new word, praise their effort
G. When reading is fun, they are likely to develop a lifelong love for books
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四个选项中选出最佳选项。
Holly Cooke didn’t look forward to weekends. Every Friday, she felt the 41 of having no one to spend her free time with.
At 22, she moved from Stoke-on-Trent to London, longing for a 42 start, but she didn’t know anyone. She had high 43 of going to restaurants, bars and the theater as she had done before, but she didn’t want to do these things alone.
As the weekends passed, she grew increasingly 44 for company. She even searched online for 45 on how to make friends in London, but didn’t find much help. However, she 46 a few other lonely women on social media. So, she decided to 47 an online group called “The London Lonely Girls Club” and invited the women she had met online to 48 . She then planned a brunch for them to meet in person. “I was so nervous,” Cooke said. “Fearing no one would 49 , I even asked a friend from out of town to come.”
50 , five women attended, and they all got along well. This proved that she wasn’t the only one feeling lonely. 51 by the success, Cooke continued to 52 meetups every few weeks. Slowly, the group grew. Now, five years later, the club has over 35,000 members.
Cooke said many women have 53 lasting friendships through the group. “It’s 54 ,” she added. “As long as there’s a 55 , we will be here.”
41. A. loneliness B. excitement C. convenience D. mystery
42. A. busy B. quiet C. fresh D. hard
43. A. hopes B. senses C. positions D. characters
44. A. noted B. eager C. safe D. useful
45. A. effects B. attacks C. checks D. tips
46. A. picked up B. complained about C. came across D. depended on
47. A. found B. decorate C. track D. cover
48. A. apologize B. participate C. exercise D. survive
49. A. wake up B. calm down C. turn up D. stand down
50. A. Naturally B. Eventually C. Similarly D. Typically
51. A. Stressed B. Inspired C. Cheated D. Alarmed
52. A. monitor B. prevent C. survey D. organize
53. A. formed B. ended C. ignored D. suffered
54. A. unequal B. painful C. satisfying D. humorous
55. A. master B. style C. partner D. need
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。
In one of 56 earliest texts written in Marathi, a language 57 (speak) by millions in India, a 13th-century poet named Cakradhara used an acacia tree 58 (represent) the cycle of life and death. He could not have expected that this image would later help scientists study the environmental history of India.
Today, researchers believe that ancient stories and texts can offer an 59 (origin) description of how India’s large grasslands developed. These ecosystems cover nearly 10% of India. Scientists now argue that grasslands are not just the remains of destroyed forests. Recognizing this is important for deciding where tree planting 60 forest restoration (修复) efforts should take place in the future.
Researchers studied traditional songs and stories from western India, which describe the plants that once 61 (grow) there. By analyzing these texts, they were able to learn about the types of vegetation that existed in the past.
Ashish Nerlekar, one of the researchers, was surprised by how 62 (close) the plants described in these ancient texts matched those found today. He said, “It’s 63 (amaze) that something written hundreds of years ago can be so similar 64 what we see now, yet so different from the way people imagine the past.”
The idea for the study first came from a casual (随意的) conversation among researchers 65 were discussing their different areas of work.
第四部分 写作 (共两节，满分40分)
第一节 (满分15分)
你校英文网站开通了一个在线英语学习交流平台，请你在留言区发布一则贴文，内容包括：
1. 回顾英语学习历程；
2. 分享你的学习目标。
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。
My English Learning Journey
_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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，使之构成篇完整的短文。
The final class of the day was PE, and Eliza was having a great time skipping rope on the sports field. Her classmates gathered around, cheering her on. Skipping rope was her best sport, and she was fast. The rope spun quickly as she jumped, and when the timer went off, the counter showed 201 skips. Smiling, Eliza raised her hand in a victory sign to the crowd. Just then, the school bell rang, signaling the end of the day.
Eliza packed up her skipping rope, but her mind was focused on something else—she had to make a decision. That morning, Ms. White had asked her if she would take charge of the class bulletin board (布告栏) for an upcoming competition. Anna, the student who usually did it, was sick, and someone needed to step in. Eliza was surprised that Ms. White had chosen her. She was nervous and said that her handwriting wasn’t good enough. But Ms. White encouraged her to think it over and promised to let her make the final decision by the end of the day.
Now, as Eliza walked toward the teachers’ office, her heart raced. The thought of her handwriting being displayed on the bulletin board for everyone to see made her stomach turn. She had already decided she would say no. With that decision in mind, she quickened her pace (步伐), almost running across the sports field.
When Eliza reached the office, she still felt nervous. She stood outside the door for a moment, trying to calm herself. The idea of saying no to Ms. White made her feel guilty (愧疚). Ms. White had been so kind, and now she was putting all her trust in Eliza. But the thought of her messy handwriting being on display weighed on her. She wasn’t sure if she was ready for such a big responsibility.
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。
Taking a deep breath, Eliza knocked on the door. ___________________________________
______________________________________________________________________________________________________________________________________________________________
Ms. White’s face lit up with a big smile as Eliza nodded. _____________________________
______________________________________________________________________________________________________________________________________________________________

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