资源简介

高二英语
第一部分听力（共两节，满分 30分）
第一节（共 5小题；每小题 1.5分，满分 7.5分）
听下面 5段录音。每段录音后有一个小题，从题中所给的 A、B、C三个选项中选出最佳选
项。听完每段录音后，你都有 10秒钟的时间来回答有关小题和阅读下一小题。每段录音播
放两遍。
1. Whose package is it
A. Mrs Brown’s. B. Mrs White’s. C. Mrs Green’s.
2. What kind of job does the woman like
A. Taking orders. B. Clearing tables. C. Preparing food.
3. What does the man probably do
A. A driver. B. A hairdresser. C. A policeman.
4. Where does the conversation probably take place
A. In a store. B. In a clinic. C. In a restaurant.
5. What are the speakers mainly discussing
A. A concert. B. A piano. C. A music class.
第二节（共 15小题；每小题 1.5分，满分 22.5分）
听下面 5段录音。每段录音后有几个小题，从题中所给的 A、B、C三个选项中选出最佳选
项。听每段录音前，你将有时间阅读各个小题，每小题 5秒钟；听完后，每小题都有 5秒钟
的作答时间。每段录音播放两遍。
听第 6段录音，回答第 6、7题。
6. What does the woman miss most about the old place
A. The red walls.
B. The black and white floor.
C. The painting at the entrance.
7. What will the speakers do next
A. Enjoy the painting.
B. Have dinner.
C. Clean the dining room.
听第 7段录音，回答第 8、9题。
8. Why does the company make chocolate clothing
A. To organize a science show in Paris.
B. To attract people to buy clothes.
C. To advertise its chocolate.
9. When is Dave going to France
A. Next Thursday. B. Next Friday. C. Next Saturday.
听第 8段录音，回答第 10至 12题。
10. What is the program about
A. The history of the Earth.
B. The ways to save the ocean.
C. The reconstruction of forests.
11. What is the woman’s attitude to the environment of the Earth
A. Curious. B. Worried. C. Appreciative.
12. Where will the speakers start from to protect the Earth
A. Their school. B. Their home. C. Their company.
听第 9段录音，回答第 13至 16题。
13. What does the woman think of her trip to the West Coast
A. Terrible. B. Wonderful. C. Tiring.
14. What does the woman say about Los Angeles
A. The weather is hot.
B. The street is narrow.
C. The bus service is terrible.
15. How does the man feel about the weather in San Francisco
A. Surprised. B. Confused. C. Annoyed.
16. Why is it easy to go around in San Francisco according to the woman
A. Because of few houses there.
B. Because of good transportation there.
C. Because of the comfortable weather there.
听第 10段录音，回答第 17至 20题。
17. What is the speech mainly about
A. A summer camp. B. A language class. C. A Chinese play.
18. What did the speaker do in the first week to practice Chinese
A. She told stories.
B. She did market shopping.
C. She attended calligraphy classes.
19. In which week did the speaker enjoy the local traditional food
A. The first one. B. The second one. C. The third one.
20. What did the students mainly describe in the sharing session
A. Their future plans for learning art.
B. Their next travel destination.
C. Their favorite camping part.
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
Join a Library Program This Fall
Welcome researchers! Students will have the opportunity to explore a selection of the millions of objects at
the Library of Congress while building their research and primary sources analysis skills.
Self-guided Exploration
It includes a Source Orientation, self-guided experience handouts, and free exploration of the space. Groups
booking a self-guided experience are guaranteed access to The Source although exclusive (独有的) access is not
provided. You may share the space with other visitors during your scheduled time.
Participants: 10-100 students
Length: 30-60 minutes
Facilitated Workshops
●Exploring the World
For Grades 3-5
During this workshop, students will have the opportunity to practice research skills such as reading a map,
closely looking at historical pictures, and analyzing primary source. The workshop will help students develop
investigative skills.
●Discovering Storytelling
For Grades 5-8
Students will think about the question: Why do we make and watch films While learning about the early film
industry and the importance of copyright, students will gain primary source analysis skills, and strengthen
connections between past and present. Students will understand films and pictures, build storytelling skills, write
their own stories, and act them out.
●Investigating Audio (声音)
For Grades 5-8
Activities in this workshop introduce students to the ways in which researchers use sound recordings available
at the Library of Congress. Participants will explore a wide array of sound recordings and discuss what kind of
information can be uniquely got from audio. Students will build their understanding of the variety of primary
sources available at the Library of Congress, the ways those sources are both created and used, and how sound
recordings compare to other primary source types.
21. What should be noted about a self-guided experience
A. Sharing the space with others. B. Bringing fewer than 10 students.
C. Staying for more than two hours. D. Choosing your own schedule.
22. How can the students benefit from Exploring the World
A. Learn about the library’s history. B. Improve storytelling ability.
C. Build research skills. D. Raise interest in map-designing activities.
23. What do the last two workshops have in common
A. Both explore how to make films.
B. Both center on sound recordings.
C. Both require basic performance skills.
D. Both are suitable for students in grades 5-8.
B
I grew up in a modest village and faced physical challenges from an early age that affected my mobility (易于
行走的能力). Even so, I pushed forward with determination, completed my education, and dreamed of a stable (稳
定的) livelihood.
For some time, I ran a small grocery shop, but it collapsed due to limited capital and unpaid dues. When that
business fell apart, my only source of income disappeared. Supporting my wife and our young daughter became
increasingly uncertain, and the future felt clouded with worry.
During this difficult period, I found hope through the Bangladesh Agro Processor Association (BAPA), which
was implementing an apprenticeship (学徒工作) programme under the ILO ProGRESS project. The programme
aimed to train 500 apprentices across eight industries while promoting equal opportunities. When a neighbour told
me about an opening at one of the participating agri-processing companies, I gathered my courage and applied.
Luckily, I made it.
The company that focused on employing persons with disabilities saw potential in me. They welcomed me as
an apprentice and even improved my work environment to support my needs. This inclusive approach ensured that
I could learn, contribute, and grow.
I was placed in the packaging department. At first, the work was challenging, but with guidance from my
supervisors and my own determination, I adapted quickly. Soon, I proved that capability is not defined by physical
limitations but by opportunity and support. The company provided a safe and encouraging workplace with daily
meals, access to a doctor, and weekly leave. The support systems gave me dignity (尊严) and motivation.
I began my career there earning about ，
， 90 per month.
This stability has eased my family’s worries. Although I currently stay in a dormitory because my village is far
from the workplace, my weekly visits home are filled with joy and renewed purpose.
I am thankful for this opportunity to work and build a better life. I dream of advancing my career and securing
a brighter future for my family.
24. Why did the author apply for the apprenticeship
A. To support his family. B. To run a grocery shop.
C. To launch a programme. D. To leave his village.
25. How did the company treat the author
A. It gave high pay at first. B. It offered support for him.
C. It changed his workplace. D. It provided free daily meals.
26. What kind of person is the author
A. Humble and cautious. B. Brilliant and outgoing.
C. Generous and independent. D. Responsible and determined.
27. What does the author think of his present life
A. It is busy and colorful. B. It is stable and hopeful.
C. It is simple and ordinary. D. It is hard and discouraging.
C
Mention cultural heritage, and people may picture grand buildings or valuable paintings. Yet some traditions
survive not behind glass, but around a kitchen table. What matters is not only the food that appears there, but also
the relationships and knowledge created while people prepare and share it.
In Tajikistan, oshi palav is a rice dish made with ingredients such as vegetables, meat and spices. Its many
versions are served at ordinary meals as well as celebrations. People prepare it together, often talking, singing or
playing music. Learning also has a social form: Skills are passed down through families or from experienced cooks
to learners. When a learner has mastered the dish, a special meal marks the achievement. The teacher receives gifts,
and the learner receives a cooking tool called a skimmer, a sign of readiness to work independently.
A different food tradition in the Republic of Korea makes a similar point. Kimjang is the shared practice of
preparing kimchi (泡菜). Preparation follows the seasons, with large amounts made and shared in late autumn for
the winter ahead. Families exchange not just food but ideas and practical skills. Methods vary between regions and
households, and this variety is itself part of the heritage.
UNESCO recognizes both traditions as intangible cultural heritage: practices and knowledge that communities
keep alive. Their value cannot be reduced to a list of ingredients. People learn how to cooperate, offer hospitality
and take responsibility for others. A recipe may describe what goes into a pot; it does not fully describe what
happens between the people standing around it.
This distinction matters when food knowledge can be found online in seconds. A video can introduce the steps,
but knowing the steps is not the whole experience. To keep a food tradition living, younger people need
opportunities to join in, contribute and eventually teach someone else. The meal ends; the relationships and skills
can continue.
28. Why does the author mention buildings and paintings at the beginning
A. To attract readers with grand images.
B. To compare food traditions with fine art.
C. To show the richness of cultural heritage.
D. To introduce a broader view of cultural heritage.
29. What does the skimmer symbolize for oshi palav learners
A. The duty to cook for family members.
B. The wish to update traditional recipes.
C. The ambition to run a cooking school.
D. The ability to cook the dish on their own.
30. Why are oshi palav and kimjang discussed together
A. Both stress strict rules for choosing ingredients.
B. Both require learners to follow one fixed recipe.
C. Both show how shared food practices carry social values.
D. Both depend on family efforts to pass down traditions.
31. What can we infer from the last paragraph
A. Food traditions need personal participation to survive.
B. Online videos will replace traditional cooking lessons.
C. Recipes are the most important part of food heritage.
D. Young people show little interest in old food culture.
D
This summer, wildfires swept across Europe, with France and Spain particularly hard hit. In France alone,
more than 200,000 people had to flee their homes, and 4 firefighters died. At least 13 people died in Spain when
they were unable to escape the flames.
It’s a clear tragedy, but horrors were playing out for wildlife too. “Just like humans, wild animals were also
fleeing the flames — but many weren’t able to escape in time, and millions of animals were predicted to have died,”
says Céline Sissler-Bienvenu, an expert in wildlife disaster. “It’s an ecological disaster.”
Climate change is the main contributor: Hotter air holds more moisture, drying out soil and plants, which then
become easy to burn. For animals who survived the fires near Bordeaux, France, their habitat is now 42,000
hectares of burnt wasteland. “It’s like Pompeii,” says naturalist Grégoire Lo s. “It’s a desert of ashes.”
For survivors, the suffering continues. Small creatures like hedgehogs, having lost their forest homes and
shelter, struggle to hide from hunters. The insects they relied on for food may have been wiped out by the disaster,
leaving them with nothing to eat. Hungry and confused, many move into urban areas, resulting in more accidents
with cars. Worse still, ash and poisonous substances released during the fires pollute water and soil, causing
lifelong health issues including breeding problems that threaten future generations.
Not all species are equally affected. Deer can run and birds can fly away, but that’s not the case for reptiles
and amphibians. The Western spadefoot toad, listed as endangered, is a particular concern. This slow-moving,
ground-living creature already faced threats from habitat loss and rising traffic accidents. Its population had
declined by over a third in the past two decades, and the wildfires now threaten to push it closer to extinction. As
Sissler-Bienvenu points out, “Vegetation (植被) will come back with the next rain. Nature can be very resilient.
But for the animals, it will take a long, long time to recover.”
32. How does the author present the issue in the first paragraph
A. By explaining causes. B. By defining a concept.
C. By making comparisons. D. By providing statistics.
33. What is paragraph 4 mainly about
A. Which species are most affected.
B. What challenges the survivors face.
C. Where the animals find new shelter.
D. How animals adapt to the burnt land.
34. What does the underlined word “resilient” in the last paragraph mean
A. Able to bounce back. B. Easy to be damaged.
C. Full of living creatures. D. Slow to adapt to change.
35. Which can be a suitable title for the text
A. Europe’s Wildfires: Nature’s Silent Reaction
B. Europe’s Wildfires: A Disaster for Wildlife
C. Climate Change: The Main Cause of Wildfires
D. Surviving the Flames: A Long Road to Recovery
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。
Building a Phone-Free Study Routine
Phones help us study, but they also distract us. A successful study routine therefore depends less on strong
willpower than on arranging the environment wisely. Here are a few practical ways to do that.
Start by making distraction inconvenient. Put the phone in a bag, a drawer or another room, rather than face
down beside your book. 36 A short walk to check a message gives you time to notice the impulse and return
to the task.
Next, decide what will fill the space the phone leaves behind. Keep printed notes, a clock and water nearby.
During breaks, stretch, talk to someone or look outside instead of opening social media. 37
Shared rules can also help. When friends study together, agree on a time block and a place for everyone’s
phones. 38 It turns a private battle into a group habit.
39 Boredom or restlessness may appear because quick digital rewards are missing. Treat that
discomfort as part of retraining your attention, not as failure. Begin with twenty minutes and increase the period
gradually.
Finally, review what happened. Ask which arrangement helped, when concentration failed and what should
change next time. 40 The goal is not to prove that phones are bad, but to make sure that you — not an alert
— choose where your attention goes.
A. Do not expect the first attempt to feel comfortable.
B. Avoid feeling upset whenever your concentration fails.
C. Small experiments are easier to improve than rigid rules.
D. One should cut down study time to avoid mental tiredness.
E. This extra distance creates a useful pause between desire and action.
F. Seeing others follow the agreement reduces the feeling of missing out.
G. In other words, removal works better when it is followed by replacement.
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四个选项中选出可以填入空白处的最佳选项。
When Susan was a high school senior, her English teacher, Mr. DiMeo, asked her to recite a poem in front of
the whole class. It was a terrifying 41 for her.
Susan had a mild stutter (口吃 ). So the 42 of getting up in front of her classmates and stuttering
through the poem was too much to 43 . Susan went home and 44 her deep anxiety to her mother, who
agreed to write a formal note asking that Susan be permitted to 45 the classroom performance.
When the 46 day finally arrived, Susan recited the poem one-on-one for Mr. DiMeo. Once she was
done, he said something she’d never heard before: that he liked listening to her 47 . For the first time, she
considered the possibility that public speaking didn’t have to be a source of 48 .
After 49 high school, Susan went to college. Some years later, she 50 a job as a corporate
trainer. The new 51 made her realize how big an impact Mr. DiMeo had had on her 52 .
“I stand up in front of people and I speak all the time. And if I do stutter 53 — So what ” Susan said.
One day, she found a way to 54 her former teacher, and she wrote a heartfelt letter, expressing her
55 .
41. A. registration B. experiment C. presentation D. assignment
42. A. thought B. pride C. curiosity D. honor
43. A. believe B. bear C. describe D. grasp
44. A. revealed B. praised C. made D. denied
45. A. watch B. skip C. conduct D. complete
46. A. historical B. critical C. appointed D. tired
47. A. suggestion B. information C. announcement D. voice
48. A. fear B. happiness C. noise D. shame
49. A. applying for B. getting into C. graduating from D. dropping from
50. A. offered B. complained C. designed D. landed
51. A. progress B. position C. proposal D. column
52. A. decision B. conclusion C. confidence D. comment
53. A. occasionally B. unwillingly C. calmly D. eagerly
54. A. help B. treat C. contact D. welcome
55. A. relief B. challenge C. satisfaction D. gratitude
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。
City walk, which means walking freely through urban landscapes, has emerged 56 a massive trend
across China recently. Trending on social media platforms, the activity allows people 57 (experience) local
culture and lifestyle in a relaxed manner.
Unlike traditional tourism, city walk consumption is free and casual. For example, Zhu, a young man from
Beijing, went on a tour with his friends. Starting from the Beijing Lu Xun Museum, they wandered through historic
alleys and called 58 a day at the Guangji Temple. Along the way, Zhu bought refrigerator magnets, mailed
59 (postcard) to friends, and drank coffee. The group spent 60 average of 200 yuan per person. “I am
willing to pay when I find something 61 (attract) along the way,” Zhu said.
62 (recognize) this popularity, culture and tourism department in many cities have introduced official
routes. Simultaneously, tourism providers 63 (launch) guided tour groups over the past few months. These
groups provide professional guides for historical architecture, along with extra services like photography.
Experts suggest that city walking is an effective way to spread urban culture. To ensure it becomes a lasting
force for consumption rather than a fleeting trend, cities must provide better basic services than before and 64
(continuous) innovate to meet consumer’s diverse needs, 65 will eventually contribute to the recovery of the
local market.
第四部分写作（共两节，满分 40分）
第一节（满分 15分）
假定你是李华，上周你校举办了劳动实践周（Labor Practice Week）系列活动。请你为校英文报写一
篇报道，内容包括：
（1）活动目的；
（2）活动内容；
（3）活动反响。
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。
A Rewarding Labor Practice Week
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，使之构成一篇完整的短文。
Last term, our school held an annual English speech competition, a highly-expected event for all students. Top
winners would receive honor awards and an opportunity to speak before the whole school at the weekly assembly.
Inspired by my English teacher, I gathered all my courage and signed up for the contest. In fact, public speaking
had long been my biggest weakness. As a quiet boy, I hardly voiced opinions in class. Even answering simple
questions in public would make my palms sweat. The thought of standing on a huge stage and facing hundreds of
eyes filled me with fear. Yet I longed to break away from my shyness and take on this tough challenge to rebuild
my self-confidence.
For nearly two weeks, I buried myself in preparation after school every day. I searched for inspiring stories,
revised my draft again and again, and recited the speech late into night in my bedroom. I was full of hope that my
hard work would pay off. However, everything fell apart during the class rehearsal (排练). When I stood before my
classmates, my mind suddenly went blank. My hands shook uncontrollably, and I stumbled over sentences. Several
minutes passed before I could finish. Some classmates sighed, and a few even suggested I drop out, saying the
competition was too competitive for a shy person like me. Heavy frustration flooded my mind. Doubt crowded in. I
wondered whether I was foolish to push myself into such trouble. I even planned to give up taking part in the
contest.
Luckily, my English teacher spotted my terrible state. She pulled me aside after class and comforted me
patiently. She said setbacks were unavoidable on the road of growth, and what mattered most was our attitude
towards trouble instead of perfect performance. She told me not to be defeated by temporary failure. Her sincere
words touched my heart. After struggling with my inner conflict, I made up my mind not to give up.
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。
Encouraged by her words, I threw myself into continuous practice.
Soon came the big day of the speech competition.
高二英语参考答案
听力（共 20小题；每小题 1.5分，满分 30分）
1 — 5 ACCBA 6 — 10 CBCAA 11 — 15 BABCA 16 — 20 BABBC
阅读（共 20小题；每小题 2.5分，满分 50分）
21 — 23 ACD 24 — 27 ABDB 28 — 31 DDCA 32 — 35 DBAB
36 — 40 EGFAC
语言运用第一节（共 15小题；每小题 1分，满分 15分）
41 — 45 DABAB 46 — 50 CDACD 51 — 55 BCACD
第二节（共 10小题；每小题 1.5分，满分 15分）
56. as 57. to experience 58. it 59. postcards 60. an
61. attractive 62. Recognizing 63. have launched 64. continuously 65. which
写作：
第一节（满分 15分）
参考范文：
A Rewarding Labor Practice Week
To enrich students campus life and cultivate a positive attitude towards labor, our school held its Labor
Practice Week last week, which turned out to be a huge success.
During the week, students participated in a variety of practical activities. Some took responsibility for
watering and maintaining campus green plants to beautify our school environment. Others assisted canteen staff in
preparing meals and tidying up tables. Additionally, a number of students gained precious experience in making
simple farm tools with their own hands.
Deeply impressed by the experience, all students benefited greatly. Not only did they realize that labor is
never easy, but they also learned to respect ordinary workers. Undoubtedly, the activity has effectively shaped our
values and brought us genuine growth.
第二节（满分 25分）
参考范文：
Encouraged by her words, I threw myself into continuous practice. I turned to my deskmate for help, asking
him to act as my audience and point out my mistakes. Still, nervousness would strike now and then. There were
moments when I messed up lines and wanted to abandon everything. But I kept reminding myself to hold a positive
attitude. I practiced in the empty lecture hall after school, simulating the real competition scene. I adjusted my
speed, corrected my awkward gestures and repeated tricky paragraphs countless times. Gradually, panic faded. My
confidence grew little by little. I no longer dreamed of winning prizes, but focused on defeating my inner fear and
finishing this challenge.
Soon came the big day of the speech competition. Backstage, hearing warm cheers from the audience, I felt
my heart beat wildly. Waiting for my turn, I almost wanted to run away. When my name was announced, I took a
deep breath and stepped onto the bright stage. At the beginning, I nearly forgot one key sentence. Quickly calming
myself down, I recovered and carried on. My voice turned steady, and my speech flowed smoothly. Loud applause
burst out the moment I finished. Though I only got third prize, joy welled up inside me. I learned that setbacks are
necessary in our growth. Real success lies in bravely fighting against our weaknesses.

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