资源简介

2025-2026学年高二下学期6月诊断性测试英语试题
一、阅读理解
A
Reading shouldn’t be a one-way street. With this Smart Annotation (批注) Kit, you move from being a passive reader to an active thinker.This kit helps you:
● Capture your thoughts — write down questions, connections, and ideas as they come to you.
● Remember more — research shows that handwriting improves memory and comprehension.
● Read with purpose — use colors and notes to track themes, characters, or key arguments.
● Make books yours — turn every book you read into a personal record of your thinking journey.
Whether you’re studying for an exam, preparing for a book club, or just reading for pleasure, this kit gives you the tools to engage deeply with every page.
What’s Included
● 3 color-coded highlighters (yellow, pink, blue)
● 2 fine-tip pens (black, red)
● 50 repositionable sticky notes
● 1 quick-start guide
How to Use
Step 1: Read actively. As you read, underline key sentences or put question marks next to confusing parts.
Step 2: Add your marks. Use different colors for different purposes. For example: yellow indicates main ideas; pink marks surprising or important facts; blue records personal reflections or unresolved questions.
Step 3: Write short notes. Brief phrases such as “definition,” “contrast,” or “see page 23” are written next to relevant passages.
Step 4: Review your notes. After each chapter, revisit annotations to strengthen long-term memory and identify patterns across the text.
Limitations
Permanent markers should not be used on borrowed or library copies. For those unwilling to write directly on pages, repositionable sticky notes offer an alternative. The kit contains small parts and must be kept away from children under three years of age.
1. What is the Smart Annotation Kit designed for
A．Fast reading skills.
B．Library book care.
C．Colourful expression.
D．Active reading habits.
2. What should users do after marking puzzling parts
A．Review each chapter.
B．Write short notes nearby.
C．Skip to the next page.
D．Change highlighter colors.
3. Who are most likely to use sticky notes
A．Book collectors.
B．Library users.
C．Literature explorers.
D．Art learners.
B
Throwing oneself in native plants may not seem like a recipe for success as a social media influencer. But meet Kyle Lybarger.
It all started with what Lybarger now recognizes as a terrible mistake. About a decade ago, he was managing a private forest where the owner let him hunt. The land included an open area, where he decided to plant food for wildlife. He sprayed (喷洒) it with herbicide (除草剂), put down seeds and cut down some trees to let in more light. In the dry, shallow soil, the seeds didn’t take. But around the edges of the area, where he hadn’t sprayed or seeded, the additional sunlight released a beautiful surprise. “I came back up the next summer and it was just like color everywhere, really crazy-looking plants,” says Lybarger. “I feel like I should know what this plant is.”
After he posted photos of the flowers on Facebook, an expert pointed out some rare and endangered species. Lybarger realized that he had killed off an area with a wild seed bank of countless species that were ideal for attracting wildlife, all in order to plant two or three species that weren’t part of the native ecosystem.
Lybarger, a forester by training, found a mission: to save these native species. In a state where more than 90% of the land is privately owned, that has meant knocking on doors to speak with landowners who are unknowing hosts to rare plants. One morning last spring found Lybarger chatting with Pat Eaton, who has a spot of endangered glade cress growing on her family’s property. A few miles away, Lybarger pointed out another endangered species that his social media followers had been instrumental in protecting.
Lybarger thinks his biggest contribution comes through education on social media, influencing people to grow the native plants that best support declining pollinators (传粉昆虫) and other insects. “One person, one yard, one-tenth of an acre can make a bigger difference than you think,” he says.
4. What was Lybarger’s mistake
A．He mixed seeds up.
B．He removed the soil.
C．He posted photos online.
D．He killed native species.
5. Why did Lybarger visit landowners
A．To purchase their properties.
B．To protect private land plants.
C．To teach planting skills.
D．To seek hunting permission.
6. What does Lybarger do through social media
A．Keep track of his daily work.
B．Build up his reputation.
C．Educate people about local plants.
D．Offer professional training.
7. What is the text about
A．A forester’s mission shift.
B．A herbicide spraying method.
C．Endangered plant species.
D．Tips for becoming an influencer.
C
Fish genetically engineered to glow blue, green, or red under blacklight have been a big hit among aquarium lovers for years. But the fluorescent (发荧光的) pet is not restricted to glass displays anymore. The red-and-green-glowing versions, more vivid than normal zebrafish even in natural light, have escaped fish farms in southeastern Brazil and are multiplying (繁殖) in creeks in the Atlantic Forest, a new study shows. It is a rare example of a transgenic animal accidentally becoming established in nature, and a concern for biologists, who worry the transgenic fish could threaten the local fauna (动物群) in one of the most bio-diverse spots on the planet.
In the 2000s, companies saw the potential of the fish as pets. Trademarked as Glofish, they became the world’s first genetically engineered species to be commercially available. Now, they are one of the first to escape and thrive in nature. Early on, environmentalists worried about the possibility, and Glofish sales were banned in some U. S. states such as California and several countries-including Brazil. In 2014, a single Glofish was spotted in canals of Florida. But it had not multiplied, probably because native predators such as the eastern mosquitofish and the largemouth bass ate the intruder, said the biologist who spotted the fish, Quenton Tuckett. Unlike Florida, Glofish thrived in the Brazilian creeks. In 2017 he and colleagues began to survey five creeks in three cities, finding transgenic zebrafish in all of them.
The Glofish are reproducing all year round, with a peak during the rainy season — just as native zebrafish do in Asia. But the transgenic fish seem to achieve sexual maturity earlier than their forebears, which allows them to reproduce more and spread faster. The invaders are also eating well: a diversified diet of native insects, algae, and zooplankton.
Despite Brazil’s ban on sales of the fish, stores all over the country sell them as pets. They may soon colonize other parts of the country. Tuckett says it should be “a wake-up call”. For now, the glowing fish “could be considered little weeds growing up out of the concrete”, Tuckett says, but points out that even little weeds can grow to cause a lot of damage.
8. What is the concern of the biologists
A．The ecological impacts are unpredictable.
B．The transgenic fish could do harm to the local animals.
C．The transgenic fish accidentally became established in nature.
D．The transgenic fish are more vivid than normal zebrafish in natural light.
9. According to paragraph 2, what can be inferred about Glofish
A．They were kept as pets before the 2000s.
B．They were prohibited from sales throughout the U. S.
C．They didn’t thrive in Florida probably due to the local enemies.
D．They were found in all of the Brazilian creeks in 2017.
10. What does the underlined phrase “The invaders” in paragraph 3 refer to
A．The Glofish.
B．The native zebrafish.
C．The largemouth bass.
D．The eastern mosquitofish.
11. What is Tuckett’s attitude towards Glofish
A．Indifferent.
B．Ambiguous.
C．Cautious.
D．Supportive.
D
Parasitic weeds known as “plant life-stealers”, have long troubled global agriculture, taking nutrients from crops and causing massive yield losses. Among them, Striga, a harmful parasite weed, attacks over 70 million hectares of farmland annually, threatening the food security of 300 million people, particularly in Asia and Africa. Traditional control methods, such as chemical pesticides and crop rotation, are either inefficient, costly, or harmful to the environment, leaving an urgent demand for innovative solutions.
In a major scientific breakthrough, Chinese scientists from the Chinese Academy of Sciences and China Agricultural University have identified two key genes, SbSLT1 and SbSLT2, in sorghum (高粱) that govern resistance to Striga attacks. These genes encode strigolactone transporters, which push strigolactones — chemicals that start Striga seed growth — out of plant roots. By precisely editing these genes, researchers significantly reduced strigolactone secretion, thereby stopping Striga growth and infection. Field trials revealed that edited sorghum plants exhibited a 67%-94% reduction in Striga parasitism, with yield losses cut by nearly 50%.
This discovery marks a huge shift in crop protection. Unlike chemical pesticides, which pollute soil and water, gene-edited crops offer a sustainable, eco-friendly alternative. Moreover, the findings are not limited to sorghum; similar genes exist in other major crops like corn and rice, paving the way for broad application in global agriculture. As climate change worsens pest pressures, such biotechnological innovations will be crucial for ensuring food security while reducing humanity’s ecological footprint.
12. Why does the author mention traditional control methods
A．To show their popularity in Asian countries.
B．To stress the importance of crop rotation.
C．To explain how parasitic weeds are formed.
D．To highlight the need for new solutions.
13. How do edited sorghum plants survive Striga attacks
A．By killing the parasitic weeds directly.
B．By absorbing more nutrients from the soil.
C．By reducing the release of specific chemicals.
D．By producing more strigolactones in roots.
14. What can we infer about the gene-editing technique
A．It completely reverses global climate change.
B．It relies heavily on chemical pesticides.
C．It is only effective for sorghum protection.
D．It holds promise for broader agricultural use.
15. What is the best title for the text
A．Striga: The Deadliest Plant Life-Stealer
B．Gene Editing: A Weapon Against Parasitic Weeds
C．The History of Global Agricultural Development
D．How to Increase Sorghum Production in Africa
七选五
Divergent (发散性) thinking is an ability to generate multiple approaches to solving a problem. The divergent thinkers typically answer simple questions like “What are the uses for a flower pot ” in many ways. ____16____ A genius of divergent thinking would come up with a hundred possible answers, and they do this by changing the concepts of already existing thinking.
Research shows that divergent thinking is mostly found among people who know how to ask questions. Divergent thinking is not so much about finding answers as it is about asking the question to get to those answers. ____17____ The more you ask clear questions that explore the differences, the better your chance of succeeding.
____18____ This technique is a tool that builds upon ideas. Allow everyone to think more freely in the group atmosphere. Don’t pursue a practical solution. Instead, gather ideas relevant to the problem itself. Besides brainstorming, you can also keep a journal. Using a journal enables you to capture and record various ideas that people can have during unusual times and places. ____19____
Another effective way is to create a subject or mind-mapping visual. ____20____ And make sure the visuals show the relationships among these ideas. Take “Start a Charity” for e up with necessary subtopics, and use lines and circles to visualize the topic. After generating ideas in these ways, you can arrange your ideas in an innovative manner.
A．This method is used to exchange ideas.
B．It helps find the answers to the questions.
C．Put the related ideas in the form of a chart or a picture.
D．Asking the right questions will get what you are seeking.
E．Brainstorming is one way to improve your divergent thinking.
F．An average person would have 10 to 15 answers to this question.
G．Later, it can become a source book of ideas to develop and organize.
二、完形填空
It was a weekend in May 2018 and my partner, Gabe Rosescu, and I were taking a road trip to visit friends in Nelson, British Columbia.
At around 5:30 pm, we were driving on a ____21____ mountain road. I was ____22____ updates to my family and enjoying the view. We weren’t aware there’d recently been ____23____ in the area. When I looked up from my phone, I saw a wave of mud and an enormous tree rushing down the mountain. We tried to ____24____ the car, but it was too late.
The mudslide ____25____ our car dropping nearly 300 metres down a rocky cliff. It landed on its side among some trees. I don’t know how long I was ____26____ , but I woke up to the painful sound of Gabe. He ____27____ over the steering wheel (方向盘), and there was blood everywhere. Outside my passenger window there was a steep cliff.
We were both injured. We had no phone ____28____ , so all we could think to do was yell for help. We were ____29____ when, after just a few minutes, we heard someone call back. Four bystanders had ____30____ us and waded (涉水) through waist-deep mud to rescue us. We couldn’t walk, so the men took turns ____31____ us up the rock face and helping us make our way up to the road. They took us to the closest ____32____ . All along the way, they kept ____33____ Gabe to keep him awake. We were saved finally.
We’re even more ____34____ now. We look at everything differently. ____35____ the injuries we sustained, we’re grateful that we’re still living a pretty good life.
21. A．crowded B．smooth C．steep D．straight
22. A．texting B．copying C．exhibiting D．advertising
23. A．drought B．flooding C．earthquake D．typhoon
24. A．start B．repair C．push D．brake
25. A．caught B．ignored C．kept D．prevented
26. A．dizzy B．asleep C．frightened D．unconscious
27. A．lay down B．fell down C．sat down D．hung up
28. A．sign B．image C．sound D．signal
29. A．calm B．disappointed C．shocked D．thankful
30. A．spotted B．sent C．recognized D．inspected
31. A．shifting B．rushing C．dragging D．bringing
32. A．community B．restaurant C．hotel D．hospital
33. A．disturbing B．scaring C．shaking D．walking
34. A．generous B．proud C．sensitive D．positive
35. A．With B．Despite C．Due to D．Because of
三、语法填空
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。
Recent archaeological (考古的) discoveries have revealed the Chinese bayberry, or yangmei, ____36____ is a summer treat in southern China, was popular among the ancient people of China as well — in fact, for much longer than ____37____ (initial) believed.
Two branches, measuring 2 and 2.2 meters in length, respectively, ____38____ (discover) on the southwest side of the Shi’ao site in Zhejiang province. Carbon dating of samples ____39____ (take) from the wood and studies of the tree rings showed that they were about 4,500 years old.
____40____ (prove) that the two branches were indeed yangmei ancestors, researchers used a series of high-tech methods, such as gas chromatography and mass spectrometry, ____41____ found that the ancient tree remains were almost identical to living Chinese bayberry trees in the region: out of the total of 13 major ____42____ (chemistry) substances identified in the ancient wood, 12 can be found in today’s living trees as well.
This research is thus a breakthrough in using ____43____ scientific approach to solve archaeological puzzles. “The finding provides key references ____44____ a comprehensive understanding of the economic activities and dietary ____45____ (compose) in the ancient time,” said Zhao Zhijun, an archaeology professor at Shandong University.
四、应用文写作
46. 假定你是李华，你校英文报正在开展以“Embracing Senior3”为主题的征文活动。请你面向全体高二同学写一篇短文投稿，呼吁大家为即将到来的高三生活做好准备。内容包括:
1. 学业规划；2. 体能锻炼；3. 心态调节。
注意:
1.写作词数应为100左右;
2.请按如下格式在答题卡的相应位置作答。
Ready for Senior 3
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
五、读后续写
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 was the “Queen Bee” at school. Every morning, as soon as I walked through the school gates, my friends would rush over to greet me. Someone would carry my bag, while others would sit beside me or share their stories with me. I was always the center of attention, and I loved that feeling. In my mind, nothing at school could ever change my place.
But not today — the first day of the new school year. As I walked toward my classroom, I found everyone gathered around a bike, talking excitedly and laughing together.
“Whose is this ” I asked.
“It’s mine,” a voice replied. I turned and saw a girl with bright eyes and a sweet smile. “I’m the new girl-Colette Durand. I designed the decorations on the bike myself.” The bike was covered with colorful ribbons (丝带) and small handmade decorations, and everyone seemed deeply impressed. Some of my friends even bent down to take a closer look, asking her questions.
I hated her instantly. She had shown up and taken all my friends on my very first day back.
The bell rang and I dashed inside. I headed straight for my usual seat at the front, expecting my friends to crowd around and sit next to me as usual. But to my surprise, my closest friends Jill and Molly sat beside Colette. Soon the three of them were deep in conversation.
Mrs Melville came in, welcoming us back to school, and the first thing she did after that was to introduce Colette. Colette turned around and waved at us all, smiling confidently.
Then lunch-time came. Yes, today, nobody was interested in what my lunchbox was.
“Everything OK, Kellie ” Mrs Melville asked me when I was sitting by myself. “I don’t often see you on your own.” “I’m fine! I just fancied a bit of peace and quiet.” I forced a smile. Mrs Melville nodded, looking unconvinced, though. It was the longest lunch-break ever.
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。
Later in the hands-on design class, Mrs Melville announced a seat rearrangement.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
As we worked together for a paper lantern, I began to see Colette in a different light.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
参考答案
一、阅读理解
1.D 2.B 3.B
4.D 5.B 6.C 7.A
8.B 9.C 10.A 11.C
12.D 13.C 14.D 15.B
16.F 17.D 18.E 19.G 20.C
二、完形填空
21.C 22.A 23.B 24.D 25.A 26.D 27.B 28.D 29.C 30.A 31.C 32.D 33.C 34.D 35.B
三、语法填空
36.which 37.initially 38.were discovered 39.taken 40.To prove 41.which 42.chemical 43.a 44.for position
四、应用文范文
Ready for Senior 3
Dear fellow Grade Two students,
Senior 3 is approaching fast, so we should get fully prepared from now on.
First, make practical study plans. Sort out weak subjects and spare extra time to review key knowledge every day. Second, keep regular exercise. Proper sports like jogging help us stay energetic under heavy study pressure. Most importantly, learn to adjust our mood. Don’t fear difficulties; stay calm and positive whenever we meet failures.
Let’s make full preparations and welcome Senior 3 confidently.
五、读后续写范文
Later in the hands-on design class, Mrs Melville announced a seat rearrangement. Unexpectedly, I was paired with Colette. I froze and sat silently beside her, not willing to say a word. She sensed my cold attitude but didn’t blame me. Instead, she gently pushed a box of colorful paper and ribbons toward me, asking whether I preferred warm or cool colours for our lantern. I hesitated for a moment and told her I liked soft yellow. She nodded happily and shared her design ideas patiently.
As we worked together for a paper lantern, I began to see Colette in a different light. She was warm, modest and always ready to share her creative ideas instead of showing off. I realized I felt jealous just because I feared losing attention. I apologized to her for my unfriendliness at the start of the term. Colette smiled and said she hoped we could be good friends. By the end of class, our beautiful lantern drew praise from classmates, and I finally understood that true popularity comes from kindness rather than being the center of crowds.

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