广东深圳市龙华区深圳市龙华区2025-2026学年第二学期中试卷高二英语试题

深圳市龙华区2025-2026学年第二学期期中试卷 高二英语 本试卷共8页，47小题，卷面满分120分。考试用时120分钟。 注意事项： 1．答题前，考生务必将自己的姓名、考生号填写在答题卡上，并填涂9位数学号。 2．作答选择题时，选出每小题答案后，用2B铅笔在答题卡上将对应题目选项的答案信息点涂黑；如需改动，用橡皮擦干净后，再选涂其它答案。 3．非选择题必须用黑色字迹的钢笔或签字笔作答，答案必须写在答题卡各题目指定区域内相应位置上：不准使用铅笔和涂改液。不按以上要求作答无效。 4．考生必须保持答题卡的整洁。考试结束后，留存试卷，交回答题卡。 第一部分 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 The International Cultural Heritage Exhibition is set to highlight the rich diversity of global cultural traditions, with a special focus on China’s cultural heritage. This year’s exhibition features over 300 exhibits from more than 40 countries, highlighting traditional crafts, performing arts, and social practices that have been passed down through generations. Date: March 15 — 22, 2026 Venue: National Museum of China, Beijing Exhibition Highlights: Chinese shadow puppetry (皮影戏), Japanese tea ceremony, Indian yoga demonstrations and Mexican folk dances. Special Events Opening Ceremony March 15, 9:00 AM Cultural Experience Activities Daily 2:00 — 4:00 PM Closing Performance March 22, 7:00 PM Cultural Experience Activities Schedule Date Activity Location Reservation Mar 15 — 16 Chinese Paper Cutting Workshop Room 1 Yes Mar 17 — 18 Traditional Handwriting Workshop Room2 Yes Mar 19 — 20 Clay Sculpture Making Workshop Room 3 Yes Mar 21 — 22 Folk Music Instrument Making Workshop Room 4 No Ticket Information Details Full Price ¥80 Students (with ID card) ¥40 Seniors (65+) Free Children (under 12) Free Group Discount (10+ people) 20% off 1. When can a visitor enjoy a special event? A. March 15, 9:00 PM. B. March 19, 7:00 PM C. March 21, 3:00 PM. D. March 22, 9:00 AM 2. What can visitors do during the Cultural Experience Activities? A. Watch stage performances. B. Purchase traditional crafts. C. Participate in hands-on workshops D. Meet many international celebrities. 3. How much should a team of 15 adults in their twenties pay altogether? A. ¥800. B. ¥960 C. ¥1,200. D. ¥1,440. B Mr Johnson, a high school history teacher, had long 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 method 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 detailed story from that person’s own point of view 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 (文艺复兴), making up a tale of her love for learning being held back by social rules. The thorough research and creative care that the students showed for how the figure felt were 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, the ir 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. 4. 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. 5. How did Mr Johnson change his teaching method? A. He gave more tests on dates and names in history class. B. He asked students to write from a historical person’s view. C. He showed more historical documentaries with facts. D. He invited historians to give lectures in his classroom. 6. 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 reflected emotional understanding and personal insight. D. They were shorter but more accurate than previous work. 7. What is the main message of the text? A. History is more than facts — it’s human stories. B. Teachers should use more technology in class. C. Students prefer creative writing to exams. D. Storytelling is only useful in English class. C Historically, education has always been a human-operated process. Teachers were responsible for delivering lessons, checking students’ grades, and managing classroom environments. However, the rise of digital technology led to the development of online learning platforms, digital classrooms, and online courses. And the combination of AI promises to take these advances to an entirely new level. Every student has a unique learning style, speed, and set of strengths and weaknesses. Traditional education systems often struggle to meet these individual needs due to class size, limited resources, and the one-size-fits-all approach. AI could change that. With AI-driven learning platforms, students can work through material at their own speed. For example, platforms like Coursera, Khan Academy, and Duolingo use AI to analyze student progress and offer content, quizzes, and exercises made for them. Traditionally, teachers are often busy with tasks such as grading, lesson planning, and tracking student progress. AI can ease this burden by automating (使自动化) many of these tasks, freeing up valuable time for teachers to focus on student engagement and instruction. For example, AI tools can grade homework, exams, and quizzes much faster than a human educator. This is especially valuable for large classes where individual grading might take days or even weeks. Moreover, AI can help teachers with lesson planning by analyzing vast amounts of educational content and suggesting resources that best match student learning needs. With AI, students who have trouble with language, disabilities, or socio-economic challenges have more opportunities to receive education. AI-powered tools, such as Google Classroom and Microsoft Word, are developed to support students with learning disabilities such as dyslexia, ADHD, and autism. Moreover, AI tools are making it easier for students who can’t see or hear well. Text-to-speech, real-time translation, and sign language identification technologies can break down barriers for students who face challenges in traditional educational environments. Looking ahead, AI’s role in education will continue to develop. As technology advances, we can expect AI to become part of learning platforms, making education more interesting and engaging. 8. What are AI platforms in paragraph 2 mentioned to show? A. AI’s aid in setting learning goals. B. The rapid development of AI technology. C. AI’s role in personalizing learning resources. D. The comparative advantage of traditional education. 9. What does paragraph 3 mainly talk about? A. AI’s assistance to educators B. AI’s possibility of replacing teachers C. The importance of student engagement D. Teaching challenges in large classrooms 10. What can we conclude from AI-powered tools according to the text? A. They make education more accessible B. They help reduce cultural differences C. They need further technical improvements D. They make students’ school life more colourful 11. What is the purpose of the text? A. To recommend AI tools and platforms. B. To remind students of AI’s weaknesses C. To list the advantages of digital technology D. To discuss the impact of AI on education D As a psychologist studying body image for nearly 30 years, I have noticed distinct differences in terms for body size across different fields. In medical settings, the terms “obese” (肥胖的) or “person with obesity” are commonly used, while body-image researchers tend to choose expressions like “higher weight.” This often makes me wonder which term to choose across settings. The core issue is that body size terms are never neutral, they profoundly affect people’s self-respect, internalized weight bias (偏见), and clinical communication. Moreover, there is often a gap between the recommendations in professional guidelines and individuals’ actual preferences. Back in the 1990s, “the obesity epidemic (流行病)” dominated the public health context, regarding higher weight as a disease needing correction. Later, person-first language such as “a person with obesity” emerged, aiming to spotlight the individual rather than a single characteristic. This approach follows the pattern used in other medical fields — as with “a person with cancer,” rather than “a cancer patient.” However, this shift still considers larger body size as “being ill” and has proven ineffective. In recent years, researchers have finally asked: what terms do people in larger bodies prefer? The answer depends. Studies indicate that medical terms like “obese” are least favored, while more common descriptions such as “in a larger body,” “unhealthy weight,” and “overweight” find greater acceptance among certain populations. Importantly, context matters. Within fat acceptance communities, “fat” can function as a common description, a meaning that does not transfer to medical or mainstream contexts. In fact, in some medical settings, “fat” refers strictly to fat tissue and isn’t an adjective at all. Some may dismiss all these as unnecessary complaints about language, yet evidence shows that disrespectful terms can prevent individuals from seeking medical care and reduce trust in healthcare providers. Therefore, adopting a flexible, rather than rigid, approach is key. This involves prioritizing individuals’ preferred terms, avoiding morally judgmental language, and adapting to specific contexts. For healthcare workers, balancing guidelines with personal experiences matters, as there is no universal “correct” term. 12. What does the underlined word “neutral” in Paragraph 2 probably mean? A. easy to understand B. not good or bad C. having no magic power D. related to medicine 13. What can be inferred about the term “fat”? A. It is widely used by researchers instead of “obese”. B. Its use may boost trust between patients and doctors C. It is considered the most polite term in medical settings D. Its social meaning has changed in some groups of people 14. What is the author’s attitude towards the use of body size terms? A. Supportive of fixed medical terms. B. In favor of context-fit expressions C. Objective with no personal opinions. D. Critical of common body-image terms. 15. Which of the following is the best title for the text? A. Body Image: A Focus of Long-Term Research B. Medical Terms: A History of Obesity Labeling C. Weight Bias: A Reduction in Healthcare Settings D. Word Choice: Respectful Body Size Description 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。 At its most basic level, laughter affects our physical body. It enables us to take in more oxygenated air and stimulate our lungs. 16 This leads to several benefits. Increases Heart Health As we laugh at funny events, our cardiac (心脏的) health improves. Laughter provides this benefit by increasing our heart rate and lowering our blood pressure. 17 One study found that people who rarely or never laughed were 1.21 times more likely to have heart disease than those who laughed daily. This helps reinforce (加强) the benefits of humor on heart health. Reduces Physical Pain Let’s say we have a severe headache but are watching a funny show. As we watch and laugh, we may become at least somewhat distracted (使分心) from the headache. 18 Established mechanisms are operating internally to enhance our ability to resist pain. Naturally occurring hormones called endorphins, for example, get to work. Because we’re laughing up a storm, our body produces these natural painkillers. 19 Laughing offers another physical benefit: it can help us sleep better. In one small-scale study, residents at a long-term care hospital engaged in 40-minute laughter therapy sessions twice a week for four weeks. Their sleep quality improved during this time, as did their feelings of depression. Combining laughter with yoga, called laughing yoga, has also been found to improve sleep quality and help us fall asleep faster. This form of yoga involves movements that make us want to laugh. Boosts Immunity (免疫力) Overall, extensive laughter supports the immune system, which makes us more resistant to disease. By laughing, we increase antibody-producing cells and enhance the effectiveness of T cells in our body. 20 . Physicians and mental health professionals can use laughter to help patients achieve positive health outcomes. A. Improves Sleep. B. Gets Good Relationships. C. You may find it hard to stay humorous. D. This is much like how our body responds to exercise. E. These tiny things act like a defense army to fight illness F. Moments of loud laughter also relieve tension in our muscles G. But the distraction alone isn’t what reduces our pain perception. 第二部分 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。 I majored in Mechanical Engineering in college and what I experienced during the job-hunting season in my final year changed my life completely. At that time, I only had one 21 to join an automaker giant in my country. I 22 other opportunities and poured all my energy into this company. I cleared the written test and felt 23 about my interview performance, but the results hit me hard — I was 24 . For days, I couldn’t pull myself together, and I 25 the interviewers, my luck, everyone else but myself. Everything 26 when I attended a seminar on the locus of control (控制源) — the idea that you are 27 for whatever happens to you, whether good or bad. This 28 me deeply and pushed me to look inward. I realized I had always shifted responsibility outward — My parents’ fault, my school’s issue — never mine. When I reviewed my interview honestly, I saw the 29 I had knowledge gaps and communication weaknesses. So I 30 them. In the next interview, with better 31 and real self-awareness, I performed far better and 32 a position in a company even better than the one I had originally dreamed of. They say failure is a harsh (苛刻的) but far more 33 teacher than success. That season, I graduated not just as an engineer, but as a student of life, learning that when you 34 blaming the world and start owning your failures, you 35 the power to build a better version of yourself. 21. A. option B. appointment C. assignment D. dream 22. A. dismissed B. compared C. seized D. lacked 23. A. anxious B. concerned C. confident D. curious 24. A. ignored B. rejected C. evaluated D. promoted 25. A. blamed B. forgave C. analyzed D. challenged 26. A. happened B. worked C. changed D. failed 27. A. ready B. grateful C. responsible D. qualified 28. A. terrified B. moved C. confused D. struck 29. A. truth B. hope C. consequence D. excuse 30. A. looked for B. worked on C. hid from D. lived with 31. A. payment B. preparation C. reason D. relation 32. A. recovered B. discovered C. occupied D. secured 33. A. powerful B. patient C. creative D. devoted 34. A. delay B. regret C. stop D. mind 35. A. prove B. regain C. need D. understand 第二节（共10小题；每小题1.5分，满分15分） 阅读下面短文，在空白处填入一个适当的单词或括号内单词的正确形式。 Introduction to The Nanjing Photography Studio The Nanjing Photography Studio, whose English name is “Dead to Rights”, is an 36 (extreme) powerful and profound film, set against the brutal (凶残的) background of the 1937 Nanjing Massacre, when the Japanese invaders brought great suffering to the people in Nanjing. 37 (direct) by Shen Ao, it stars a cast of talented actors including Liu Haoran, Wang Chuanjun, Gao Ye, and Wang Xiao. Since its nationwide release on July 25th, it 38 (achieve) remarkable results, not only garnering high box office earnings but also receiving high scores on Douban. 39 impressed the audience most is the character of Su Liuchang, played by Liu Haoran. At first, he was just trying to survive, but after 40 (see) the inhumane crimes of the Japanese army in the photos they asked him to develop, he gradually found his courage and decided to fight 41 the invaders to expose the truth. Movies like this are of great significance. They make history more vivid and accessible, allowing people to have a 42 (deep) understanding of the past. They also remind us to cherish peace and never forget the sacrifices of our predecessors. Through the true restoration and vivid interpretation of history, the film makes the audience deeply feel the 43 (cruel) and heaviness of the painful history of the Nanjing Massacre, and also shows 44 great power of ordinary people’s resistance in desperate situations It is not just a movie 45 a serious history lesson, constantly reminding people to remember history and cherish peace. 第三部分 写作（共两节，满分40分） 第一节（满分15分） 46．你的外教Mary在口语课上组织同学们以“Music or sports: which do you prefer for break time?”为主题，讨论大家喜欢的课间活动形式，请你代表小组发言，内容包括： （1）小组观点； （2）选择理由。 注意： （1）写作词数应为80左右； （2）请在答题卡的相应位置作答。 Hello, everyone! Thank you for listening! 第二节（满分25分） 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。 Emily White was born seventeen years ago with so many birth problems in her body. Some of her organs, bones and muscles were out of shape. No one expected her to survive. She did make it but with her strange body figure, everyone could recognize her, even from a distance. In Emily White’s hometown, there was a yearly performance in the school auditorium (大礼堂). It had been performed for so many years and actually had become one of the most important events of the Christmas season for many of people in the town. Many people tried out each year for it, but so many were turned away. It could only include the most excellent people in the field. Emily had a beautiful singing voice Last year she went to Mrs. Owens — her music teacher to ask to join in the performance. Without letting her sing, Mrs Owens took a look at Emily’s body and said, “Child, you just don’t fit. Everyone would stare at you and that would make you uncomfortable. It would make them uncomfortable, too.” Without singing a single note, Emily was sent back through the door of the choral room. Hurt and upset, she decided never to try out again. But Mrs Owens then retired This year, there came a new music teacher, Mr Buttler. He heard about Emily and suggested that she have a try. Emily didn’t want to be rejected again, so she hesitated a little about it As Emily struggled, the door was pushed open and Mr. Buttler called, “Emily, you’re next.” Although kind of nervous, Emily did as Mr. Buttler told her to do. Mr. Buttler sat by the piano to keep Emily company. When Emily finished her testing performance, she thanked Mr Buttler and knew the result would be posted on the door of the choral room the next day. Emily couldn’t sleep that night. She was suffering from the feelings that she didn’t fit and the great need to be accepted. By the next morning, her stomach was even in pain because of stress. 注意： 1．续写词数应为150左右； 2．请按如下格式在答题卡的相应位置作答。 The next day, Emily nervously glanced at the list on the door of the choral room. Finally, the day of performance came. 学科网（北京）股份有限公司 $