资源简介

广东广雅中学2025-2026学年高一第二学期期末英语试卷
第一部分 单项选择（共10小题，每小题1分，满分10分）
1. When ___ with unexpected challenges in our life, we ___ lose confidence but keep moving forward.
A. to face; won’t B. facing; can’t C. faced; shouldn’t D. being faced; mustn’t
2. I will never forget my teachers, in ___ lessons I found the courage to follow my dreams, nor ___ forget their encouragement, for ___ I am forever grateful.
A. whose; will I; which B. their; I can; that
C. whose; shall I; them D. their; I can; them
3. On the wall ___ old yet treasured photographs of my grandfather, the second in our family ___ our country as a soldier.
A. hangs; to have served B. hang; to serve
C. is hanging; to be serving D. hanging; serving
4. — Jack ___ his homework at home. That’s why he looked so worried.
— Really Last night he told me that he ___ it in the next day.
A. could have left; handed B. must have left; would hand
C. would have left; should hand D. should have left; could hand
5. Only after I arrived at the university ___ the welcome letter ___ to the admission notice.
A. did I find; attaching B. I did find; attached
C. I did find; attaching D. did I find; attached
6. It was not until we checked into the hotel ___ my father had visited before ___ we discovered the excellent services provided there, free breakfast ___.
A. /; where; included B. that; when; to be included
C. which; that; included D. where; that; to be included
7. ___ the first prize in the English speech contest, the boy stood calmly on the stage as people cheered, and it was surprising that he ___ so little excitement.
A. Winning; must show B. Winning; shall show
C. Having won; could show D. Having won; should show
8. ___ by the smiles ___ on the students’ faces, the school festival was a great success.
A. Judged; to spot B. Judging; spotted
C. To judge; spotting D. Judging; having been spotted
9. The new software, after ___, will give designers a powerful tool ___ they can create 3D models easily.
A. is launched; which B. launched; on which
C. being launched; with which D. to be launched; that
10. When ___ Olivia set the goal that ___ her career
A. was it that; was to change B. is it that; will change
C. was it that; was changing D. is it that; would change
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
WHAT IS WIND CHILL
When you check the predicted temperature, you may sometimes be greeted with two values: the air temperature and the “feels like” temperature. The main temperature value represents how hot or cold the air is, but the second temperature takes the strength of the wind into account. Called wind chill, this value indicates how the air temperature will feel on your skin when you step outside. When there is more wind, heat escapes from you more quickly, lowering the wind chill temperature.
Displaying this value on forecasts means that people can make a more informed decision on what to wear and even whether to go outside. When wind chill reduces the temperature far into negative values, skin temperature will decrease rapidly, followed by your internal body temperature. This increases the chances of developing hypothermia (体温过低) and frostbite.
Wind chill not only impacts humans, but other animals and plants as well. In plants, wind chill stresses don’t come from heat loss. Rather, wind chill increases the moisture (水分) loss from leaves and dries out the plant. Whether it’s in the form of drying or freezing, wind chill calculations show the great influence of the wind on the temperature of your environment.
Check this chart to see how the wind alters the temperature your body feels.
1 WIND IMPACT When wind reaches 62 miles per hour (100kph), an air temperature of five degrees Celsius will begin felt by the skin as -3 degrees Celsius. 2 30 MINUTES Skin exposed to wind chill temperatures needs to be at least as low as -20 degrees Celsius to experience frostbite after just half an hour. 3 TEN MINUTES For frostbite to set in within ten minutes, the air temperature reaches at least -50 degrees. 4 HIGH RISK In extreme climates, just five minutes of skin exposure can cause frostbite.
11. What does including wind chill in forecasts help to do
A. Track frostbite cases.
B. Predict road safety.
C. Guide clothing choices.
D. Judge wind direction.
12. Which situation falls into the “5 minutes” frostbite zone
A. -30°C with a 60 km/h wind.
B. -35°C with a 20 km/h wind.
C. -15°C with a 70 km/h wind.
D. -10°C with a 100 km/h wind.
13. Where does the text most probably appear
A. In a physics textbook.
B. In a plant-care brochure.
C. In a daily weather forecast.
D. In a popular science magazine.
B
Mr. Johnson, a high school history teacher, had noticed a worrying trend in his classroom. While his students could carefully remember dates, names and events for exams, they always failed to understand the human side of history. To them, the past seemed a fixed set of facts, without emotion, struggle or personal meaning. Wanting to fix this gap, Mr. Johnson decided to completely change his teaching way in the middle of the semester, trading a traditional research report for a story-writing task.
He asked his students to pick a historical figure and write a story from his or her perspective. The task was confusing at first, but soon the classroom was full of active questions and discussion. One student learned deeply about the life of a young soldier in World War I, writing a sad and moving story of the mud, fear and fragile friendship in the trench lines. Another told the story of a female scholar from the Renaissance, making up a tale of her love for learning being held back by social rules. The thorough research and creative care for how the figure felt that the students showed was amazing.
Mr. Johnson was surprised by the big change in his students. The essays he got were not just correct; they were full of real feelings and a clear understanding of people’s thoughts. The students had stopped just repeating facts and truly connected with history, seeing historical figures as people with many different sides instead of just names from a long time ago. In later class talks, their questions changed from “What happened ” to “Why did they feel that way ” and “What would I have done ”. This story-writing method didn’t just help them remember facts better; it built up their ability to think deeply and their real care for how others felt.
Inspired by this success, Mr. Johnson has now made story-telling a regular part of his lessons. He believes that when students learn to experience history through story-telling, they do more than just remember it — they start to understand its long-lasting effects on their own lives and what it means to be human in general. In his classroom, history is no longer just a subject about the past; it has become a talk with the past.
14. What was Mr. Johnson’s initial problem with his students
A. They preferred science over history.
B. They were not interested in history at all.
C. They could not memorize historical facts.
D. They lacked emotional connection to history.
15. How did Mr. Johnson change his teaching method
A. He gave students more fact-based research papers.
B. He guided students to write in past figures’ voice.
C. He showed more historical documentaries with facts.
D. He invited historians to give lectures in his classroom.
16. What did the students’ essays demonstrate after the new assignment
A. They contained more dates and facts than before.
B. They showed better memorization of historical events.
C. They were shorter but more accurate than previous work.
D. They reflected emotional understanding and personal insight.
17. What is the main message of the text
A. History should value facts over emotions.
B. History should be taught through story writing.
C. History is more than facts — it’s human stories.
D. Students should ask questions when learning history.
C
From an airplane, cars moving slowly on the highway closely are like a line of ants. Unlike these human-driven vehicles, however, ants are able to avoid the disappointing stop-and-go traffic that troubles daily commutes (通勤). Researchers have therefore turned their attention to studying the ants’ teamwork-based behaviors, hoping to apply these ideas to programming self-driving cars that can prevent traffic jams.
As the number of cars on highways keeps growing, the traffic flow gradually slows down. Studies show that when the density (密度) reaches 15 vehicles per mile per lane (车道), a single driver’s sudden stop can give rise to long-lasting and widespread traffic jams. Scientist Katsuhiro Nishinari, a mathematical physicist studying traffic transitions, compares this phenomenon to a phase transition, such as water turning into ice. Even small individual actions in such situations can quickly develop into major traffic issues.
Katsuhiro Nishinari’s previous research has already shown that food-seeking ants can keep smooth movement even when their population density is very high. A recent follow-up study has uncovered they usually travel in groups of 3 to 20 individuals, moving at steady speeds with proper gaps between each other and never attempting to overtake. Their behavior depends on their teamwork rather than individual preferences.
This collective intelligence offers a lesson for human drivers today. One key takeaway is to avoid tailgating. Keeping a safe distance from the vehicle ahead helps absorb the shock waves caused by sudden braking in dense traffic — a simple practice that considers the smooth flow of the whole first instead of individual hurry. Of course, ants have the natural advantage of creating flexible paths, while cars are bound to fixed lanes. But the principle of keeping proper spacing remains important for safety and efficiency — on our roads.
Looking ahead, the real change may come from technology. As Katsuhiro Nishinari points out, “Unlike human drivers who often act independently, future self-driving cars could be designed to share real-time data and function as an integrated system.” Inspired by ants, these vehicles can upgrade traffic flow as a cooperative system, potentially requiring updates to existing rules to fully realize their benefits.
18. What can cause widespread highway traffic jams directly
A. A total of 15 cars per mile.
B. The speed-up of the cars.
C. Ant behaviors affecting driving.
D. A sudden stop at a certain density.
19. What is the purpose of mentioning the recent follow-up study in paragraph 3
A. To compare ants with human drivers.
B. To point a finger at present traffic rules.
C. To explain the math behind traffic jams.
D. To detail how ants achieve smooth movement.
20. What does the underlined word “tailgating” probably mean in paragraph 4
A. Driving too close to the front.
B. Keeping a proper distance.
C. Trying to overtake cars in front.
D. Changing lanes too frequently.
21. What is Katsuhiro Nishinari’s suggestion for ant-inspired self-driving cars
A. Redesigning rules for all self-driving vehicles.
B. Acting as one unit to manage traffic flows well.
C. Gathering data to analyze road conditions fully.
D. Upgrading roads to ensure overall driving safety.
D
The potato: Mash it, bake it, fry it… No matter how you deal with it, the potato is the very example of all that is ordinary. And yet it has long harbored a mystery. Scientists find that certain genes (基因) suggested that potatoes were more closely related to tomatoes, while other genes gave the impression that potatoes and Etuberosum (茄科植物) had the closer relationship. Which one was it
A new study in Cell offers the answer. Researchers led by botanist Sandy Knapp discovered that the potato genes originated in the Americas where an ancient hybridizing event between the ancestors of tomatoes and Etuberosum took place around 9 million years ago. This is when the Andes Mountains were forming. This rare hybridization created a new plant with a unique ability that neither of its parent plants has: forming underground tubers (the part we eat). “They’re a way for a plant to store starch (淀粉),” Knapp says, “and, in a way, survive seasons which are not good for growing.”
Understanding the potato’s origins, specifically the key genes received from each parent group that control tuber formation, opens new possibilities. “We can use the tomato or Etuberosum to perhaps do some genetic engineering to improve the potato,” Knapp says. One such improvement would enable farmers to grow potatoes resistant to pests, a changing climate, and other environmental challenges. Simply put, “The tomato can be the future of the potato,” says Zhiyang Zhang, a plant genetics Ph.D. student and a lead researcher on the study.
The origin of potatoes offers much food for thought. You had two things and something completely different emerged. Through hybridization, you can generate many new combinations in a short time. And you can generate more species to adapt to changeable environments. “Hybridization is a real force in evolution that allows for the release of variation,” Knapp explains. “Of course, not all hybridizing events have produced results as wildly successful as the potato. But we’re quite lucky in this case that this one worked.”
22. What remained uncertain about potatoes at first
A. Their genetic origin.
B. Their plain look.
C. Their various relatives.
D. Their serving methods.
23. What can underground tubers function as
A. The plant holder.
B. A new parent plant.
C. A nutrition provider.
D. The season indicator.
24. What can be inferred from paragraph 3
A. Potatoes would be in greater need.
B. Potatoes would be more adaptable.
C. The farming approach goes greener.
D. The genetic engineering is improving.
25. What does Knapp think of hybridization
A. It helps create diverse species.
B. Its success relies on luck.
C. Its operation is easy to learn.
D. It is worth applying worldwide.
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。
Books often struggle to engage modern readers, and this can be especially true for nonfiction. For many people, it’s less exciting and less emotional than fiction. However, the problem may not be with nonfiction, but how they read it.
Some people start a nonfiction book but quit after reading a few chapters. They read probably because someone gives them the book or everyone is reading it. That’s not helpful to stay in a committed relationship with nonfiction. ___26___ No matter what yours is, write it down before starting to read. It’ll prepare your mind on what to look for in that book.
If you’re already a fiction reader, start with narrative nonfiction, which carries a strong storytelling element. This kind of writing is so engaging that you may almost forget the story being told is factual. ___27___ However, if you still feel burdened by an entire book, an anthology (选集) might be a perfect solution. As collections of shorter pieces, anthologies aim to bring together the best writing on a particular subject. ___28___ Once you’re drawn in, you’ll find more to read.
___29___ For those who prefer highlighting and taking notes, a physical book may be a nice choice. In contrast, e-books are ideal if portability (便携性) or the ability to adjust the text are your priorities. However, if you’re already a listener to nonfiction recorded programs, audio books might be the perfect fit for you.
Reading nonfiction can be challenging, but remember there’s always a book on the topic that interests you. It may be about historical events that shape our lives or stories where truth outshines fiction. ___30___
A. So it requires a personal insight into the book.
B. Some of the pieces are sure to grab your interest.
C. It’s a natural bridge between fiction and nonfiction.
D. Instead, you should have a clear objective of reading.
E. Reading habits affect our selections of nonfiction topics.
F. Choosing suitable forms is also key to enjoying nonfiction.
G. Whichever it is, the time spent on nonfiction can be rewarding.
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。
As a talkative tour guide, I always seem to have something to say, enjoying sharing my own experiences. I take notes no matter where I go — museums, lectures, tours — collecting all the facts to ___31___ later. So when I cruised to Greenland, I arrived with my usual ___32___ for collecting stories, completely unprepared for the lesson I would receive on ___33___.
In Nuuk, I met Tina, an Inuit culturalist. She spoke with purpose and compassion, intentionally, but not ___34___. Through Tina, I learned that Inuit people don’t simply ___35___ silence — they embrace it. She recalled her large family sitting together for hours, wordlessly enjoying each other’s ___36___, or summers spent absorbing the sounds of birds and creeks without feeling the need to ___37___.
Until then, I had been constantly ___38___ facts, talking to everyone and ___39___ my reputation as a chatterbox. I couldn’t stop asking Tina questions, which seemed to ___40___ her patience. Gradually, as I listened to Tina, I started to wonder what I had been missing. For the first time, I began to pay attention — not just to words, but to what was not being said. In the following days on the cruise, I attempted to ___41___ invitations to talk. Sometimes a smile and nod would work as a(n) ___42___ response.
Later, while leading my own tours, I still occasionally relied on my title of tour leader as an excuse to ___43___ a conversation. But, sometimes, before I spoke, I asked myself, “What would Tina do ” and carefully took in what was said before offering a response. I didn’t become a brand-new person overnight, but the Greenland experience did ___44___ how I engage with the world, thanks to Tina, who taught me to treasure the newfound value of silence and ___45___.
31. A. share B. create C. publish D. memorize
32. A. methods B. passion C. requirement D. arrangement
33. A. recording B. touring C. heritage D. silence
34. A. quickly B. loudly C. frequently D. casually
35. A. avoid B. reduce C. tolerate D. select
36. A. presence B. appearance C. performance D. ignorance
37. A. appreciate B. comment C. reflect D. leave
38. A. documenting B. viewing C. downloading D. confirming
39. A. making up for B. getting rid of C. looking down on D. living up to
40. A. waste B. hold C. try D. reward
41. A. welcome B. refuse C. extend D. postpone
42. A. effective B. potential C. formal D. distinctive
43. A. recall B. interrupt C. encourage D. control
44. A. imply B. address C. decide D. change
45. A. observing B. speaking C. listening D. thinking
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。
A short soft brush connected to a long hard handle, both vigorous and gentle — a simple Chinese writing brush can express the most complex ideas. It takes generations of craftsmen’s devotion ___46___ (create) such exquisite tools that achieve both technical excellence and spiritual ___47___ (free), allowing for limitless creativity and endless variation.
A brush can reveal a dot, a line, the sun, mountains, rivers and everything people can sense in the world, ___48___ thin or thick, big or small, concrete or abstract.
Perhaps it is one of the few tools invented by humans ___49___ are both practical and rich in symbolic meanings over millennia (数千年). It not only conveyed common people’s care and emotions but also recorded history. ___50___ (express) thoughts and created the finest art and literature, greatly ___51___ (influence) the development of Chinese civilization.
In his book Huzhou Writing Brush and Chinese Culture, ___52___ (publish) by Peking University Press in 2010, Ma Qingyun quotes Zhou Ruchang (1918-2012), ___53___ respected scholar, poet and calligrapher, as saying: “___54___ the writing brush, Chinese characters could not have undergone their evolution, not to mention the art of painting. Their forms, structures, writing methods, functions and artistic effects would not possibly have reached the current state. ___55___ (ultimate), the writing brush determines the various forms of documents, such as books, records, letters, and files.”
第四部分 课本基础知识（共两节，满分25分）
第一节 单词填空（共15小题；每小题1分，满分15分）
根据括号内的提示（中文意思/原形），用B3U3-U5, XB1U1及Global Reading合刊单词的正确形式填空。
56. People don’t like to ask questions for fear of appearing ______(ignore).
57. Their ______(argue) sounds reasonable, but it needs more evidence to support it.
58. The company cannot use customers’ personal information without their ______(permit).
59. He has ______(regular) working hours, so it’s hard to plan dinners together.
60. The biggest ______(limit) of this study is the small number of participants.
61. He has not ______(seek) medical treatment for his condition.
62. The actors designed a new scene ______(以……为基础) on an audience suggestion.
63. The museum ______(建立) in the early twentieth century attracts millions of visitors every year.
64. Great changes have ______(发生) in people’s lifestyles with the development of technology.
65. Environmental groups are expressing ______(谨慎的) optimism the area can be protected.
66. ______(缺乏) in confidence, she was afraid to speak in public.
67. American English is ______(有区别的) from British English in pronunciation and vocabulary.
68. A notice was ______(发布) to remind students of the importance of campus safety.
69. Hopes of ______(解决) the conflict peacefully are fading.
70. She made it clear that under no ______(情况) would she cancel the trip.
第二节 完成句子（共10空，每空1分，满分10分）
● 请根据中文意思填空。一词一空，全对才能得分。用B3U3-U5, XB1U1短语。
● 该公司始终坚持对所有产品进行严格的质量控制。
The company has always ___71___ ___72___ strict quality control for all products.
● 许多重要的科学发现都源于偶然，例如青霉素的发现。
Many important scientific discoveries were made ___73___ ___74___, including the discovery of penicillin.
● 随着时间所剩无几，工程师们昼夜不停地抢修卫星。
With time ___75___ ___76___, the engineers worked around the clock to fix the satellite.
● 在当今快速变化的世界中，致力于终身学习至关重要。
___77___ yourself ___78___ lifelong learning is essential in today’s fast-changing world.
● 被顶尖大学录取不是学习的终点，而是新旅程的开始。
Being ___79___ ___80___ a top university is not the end of learning but the beginning of a new journey.
第五部分 写作（满分15分）
近期，校英文报Teens’ Voices栏目面向全体学生征稿，探讨高中生在校使用智能翻译笔（intelligent translation pens）的现象。请你写一篇文章投稿，内容包括：
（1）你的观点；
（2）阐述理由。
注意：
（1）写作词数应为100个左右；
（2）请按如下格式在答题卡的相应位置作答。
My View on the Use of Intelligent Translation Pens on Campus
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
参考答案
1.C 2.A 3.B 4.B 5.D 6.C 7.D 8.B 9.C 10.A
11.C 12.A 13.D 14.D 15.B 16.D 17.C 18.D 19.D 20.A 21.B 22.A 23.C 24.B 25.A
26.D 27.C 28.B 29.F 30.G
31.A 32.B 33.D 34.C 35.A 36.A 37.B 38.A 39.D 40.A 41.B 42.A 43.D 44.D 45.C
46.to create 47.freedom 48.whether 49.that 50.expressed
51.influencing 52.published 53.a 54.Without 55.Ultimately
56.ignorant 57.argument 58.permission 59.irregular 60.limitation
61.sought 62.based 63.founded/established 64.occurred/happened/taken place
65.cautious 66.Lacking 67.distinct 68.issued/released 69.settling/solving 70.circumstances
71. stuck 72. to 73. by 74. chance/accident 75. running
76. out 77. Devoting 78. to 79. admitted 80. to
写作
My View on the Use of Intelligent Translation Pens on Campus
In my opinion, intelligent translation pens are helpful learning tools for senior high students if used properly.
These pens allow us to look up new words quickly while reading English materials, saving much time and keeping us focused. However, we should avoid over-relying on them. If we scan every unknown word without thinking, we will lose the chance to guess meanings from context, which weakens our reading ability.
Therefore, we should use translation pens wisely. Try to figure out words first and turn to the pen only when necessary.

展开更多......

收起↑