命题大赛 新疆2025-2026学年高二英语第二学期期末试卷练习卷

**基本信息** 融合艺术活动、科学研究、个人成长等多元主题，通过真实情境考查语言理解与表达能力，兼顾文化传承与思维品质培养，适配高二期末综合测评需求。 **题型特征** |题型|题量/分值|知识覆盖|命题特色| |----|-----------|----------|----------| |阅读|20题/50分|细节理解、推理判断、词义猜测|A篇艺术活动信息匹配考查语言能力，C篇生物多样性研究题设引导分析数据与结论，体现思维品质| |语言运用|25题/30分|完形填空、语法填空|完形填空以师生互动故事渗透情感教育，语法填空结合唐诗歌音乐会场景，强化文化意识| |写作|2题/40分|应用文、读后续写|摄影大赛书信写作考查情境表达，读后续写通过兄弟矛盾升级创新思维，提升学习能力|

高二英语第二学期期末试卷解析及双向细目表 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 Celebrate the season with the Art Institute of Chicago! Whether you are planning an outing with family and friends or looking for ways to reflect or recharge, we’ve got just what you need to reconnect with art, yourself and each other. Canova and ancient art Antonio Canova carved a modern portrait of the ancient past in stone. Inspired by classical antiques and the birth of archeology (考古学), he created works that brought mythic characters of Greece and Rome to life in the 18th century Europe. On July 18 at 6:00 pm. curators Emerson Bowyer and Lisa Ayla Cakmak will share how Canova sought to compete with the beauty of ancient art even as he fought to preserve it. Expression through dance In four performances, each created for and presented in a specific gallery, the local dance company, the Seldoms, shows the power of dance to interpret and appreciate art across different types. Stop by on July 30 from 1:00 to 2:30 to see your favorite artworks from the collection in a dynamic new light. James Johnson on carving, design and fashion Glad to know artist James Johnson, who with works like Lakt, carves and paints imagery (意象) in wood using a Northwest Coast style called “formline”. On July 23 at 6:00 pm, Johnson and associate curator Andrew Hamilton will discuss the artist’s work and how it informs his recent design cooperation with Lib Tech Snowboards and Vans. Holiday art-making Head to Griffin Court for holiday-themed art making. On July 20 from 5:00 to 7:00 pm, create your own holiday card inspired by the work of Ray Johnson using a series of collage (拼贴画) materials. And on July 22 from 5:00 to 6:30 pm, look to our textiles (纺织品) collection for ideas as you build a festive folding star from paper. All ages are welcome to drop by! 1. What can we know about Antonio Canova? A. He painted on stones. B. He created vivid works. C. He collected classical antiques. D. He preserved modern artworks. 2. Which involves creating something with paper? A. Holiday art-making. B. Canova and ancient art. C. Expression through dance. D. James Johnson on carving, design and fashion. 3. What is the aim of the text? A. To show the artworks of the Art Institute of Chicago. B. To introduce the history of the Art Institute of Chicago. C. To describe the structure of the Art Institute of Chicago. D. To encourage people to visit the Art Institute of Chicago. 【答案】1. B 2. A 3. D 【解析】 【导语】这是一篇应用文。文章讲述了芝加哥艺术学院四个可供你欣赏和体验艺术的活动。 【1题详解】 细节理解题。由* Canova and ancient art中“Inspired by classical antiques and the birth of archeology (考古学), he created works that brought mythic characters of Greece and Rome to life in the 18th century Europe. (受古典古董和考古学诞生的启发，他创作的作品使18世纪欧洲的希腊和罗马神话人物栩栩如生)”可知，Antonio Canova创作了逼真的作品。故选B项。 【2题详解】 细节理解题。由* Holiday art-making中“And on July 22 from 5:00 to 6:30 pm, look to our textiles (纺织品) collection for ideas as you build a festive folding star from paper. (7月22日下午5点至6点30分，当你用纸制作一个节日折叠星时，请查看我们的纺织品系列)”可知，Holiday art-making涉及到用纸创造东西。故选A项。 【3题详解】 推理判断题。由第一段“Celebrate the season with the Art Institute of Chicago! Whether you are planning an outing with family and friends or looking for ways to reflect or recharge, we’ve got just what you need to reconnect with art, yourself and each other. (与芝加哥艺术学院一起庆祝这个季节！无论你是计划与家人和朋友外出，还是寻找反思或充电的方式，我们都为你提供了与艺术、你自己和彼此重新联系所需的东西)”和下文4个艺术活动可知，文章讲述了芝加哥艺术学院四个可供你欣赏和体验艺术的活动，目的在于鼓励人们参观芝加哥艺术学院。故选D项。 阅读理解A篇 双向细目表 对接教材：人教版高中英语选择性必修三 Unit 1 Art（艺术主题） 语篇题材：应用文·艺术场馆活动推介 题型定位：高考阅读理解A篇基础题型 题号 题型 考查知识点 能力层级 分值 难度 原文定位 对接Unit1 Art核心元素 易错点 1 细节理解 人物艺术创作风格、作品特点辨析 信息检索理解 2.5 易 古典雕塑艺术板块 1. 古典欧式雕塑艺术创作2. 古希腊罗马神话艺术题材3. 考古艺术与古典艺术传承，贴合单元西方传统艺术流派内容 混淆雕刻与绘画艺术形式，分不清古典艺术与现代艺术范畴 2 细节理解 艺术手工活动形式、创作载体匹配 信息筛选比对 2.5 易 假日艺术创作板块 1. 拼贴画、纸质造型等手工艺术创作形式2. 纺织品艺术、创意美术实践，契合单元多元艺术表现形式 混淆舞蹈、雕刻、手工不同艺术门类，遗漏创作材料关键信息 3 主旨推理 文本写作意图、艺术场馆宣传目的 归纳推理判断 2.5 易 开篇总起+全文活动板块 1. 艺术欣赏、艺术体验的价值意义2. 艺术熏陶、大众艺术普及理念，呼应单元艺术鉴赏人文内涵 片面理解为单纯陈列艺术品，忽略单元倡导的沉浸式艺术体验内核 命题细目汇总 1. 题型分布：细节理解2题、主旨推断1题，符合高考A篇命题结构。 2. 能力考查：以快速定位、基础理解为主，推理难度低，适配卷首送分功能。 3. 文本特点：词汇常规、句式简单、话题贴近生活艺术，全面覆盖选择性必修三 Unit 1 西方古典艺术、多元艺术形式、艺术创作实践、艺术鉴赏四大单元核心范畴，是完全匹配单元主题的课外拓展高考语篇。 B My day was ruined before I even got out of bed. I rubbed my sleepy eyes and stretched out my hand for the cellphone on the bedside table. As usual, I began to check my emails right away. I had long waited for the book comment from a famous media press, hoping my newly-published work would win high praise. Yet the comment totally ruined my nice expectations. Critic words such as "lack careful thinking" and "too flowery expressions" struck me hard. Great disappointment flooded my mind, making me feel all my hard work had gone to waste. I lay huddled in bed, doubting whether I was qualified to be a writer. Did my devotion and enthusiasm mean nothing to those critics? I was trapped in self-doubt for a whole morning. Later, inspired by encouraging words from a famous book, I pulled myself together. Rather than being beaten by the bad comment, I chose to take practical action. I collected accounts of numerous book lovers online and mailed my book to them, attaching letters telling my real writing experiences. The road ahead was rough. Most people paid no attention to my messages, while a few politely turned me down. Still, I never lost heart. I kept contacting others patiently day by day, and replies gradually came. Quite a few readers spoke highly of my sincere storylines and even shared my book with their fans. In the end, my book became popular beyond my imagination. Looking back, I understood top praise was never the standard of real success. True success lies in picking myself up from failure and sticking to my dream despite negative remarks. This tough experience brought me a valuable truth: success never means making no mistakes, but turning setbacks into progress. 4. What can we learn about the author from Paragraph 1? A. She frequently uses her mobile phone. B. She earns money by writing reviews. C. She hoped to get favorable comments. D. She feared to miss vital daily emails. 5. The underlined word "ruined" in Paragraph 2 is closest in meaning to ______. A. broke B. accepted C. updated D. reserved 6. How did the author get out of low spirits? A. She changed public reading preferences. B. She took active moves to fight back. C. She asked friends to defend her work. D. She argued with critics face to face. 7. What message does the author intend to convey? A. Success stays away from outside opinions. B. Success results from endless devotion. C. Success consists in growing from failure. D. Success needs escaping bad comments. 参考答案 4.C 5.A 6.B 7.C 【解析】 【导语】文章主要讲述作者满怀期待新书书评，却迎来负面评价陷入自我怀疑，之后振作主动推广书籍收获认可，从中领悟成功在于将失败转化为成长基石的道理。 【4题详解】 推理判断题。根据原文第一段“I had long waited for the book comment from a famous media press, hoping my newly-published work would win high praise.”可知，作者期盼自己的作品能够收获好评。A项文中无频繁使用手机的依据；B项作者是创作者，并非以写书评谋生；D项查看邮件只为等候书评，并非担心遗漏日常邮件。故选C。 【5题详解】 词义猜测题。结合上下文可知，满怀期待的书评与预想截然相反，这份评价彻底打破了作者的美好期许。ruined此处表示摧毁、打破，与broke含义相近。accepted意为接受，updated意为更新，reserved意为保留，均不符合语境。故选A。 【6题详解】 细节理解题。作者深陷自我怀疑后没有消沉，主动收集读者联系方式、寄送书籍并分享创作历程，以实际行动改变现状、证明自身作品价值。A、C、D三项文中均无相关表述。故选B。 【7题详解】 主旨大意题。文章结尾点明主旨，成功并非从不遭遇失败，而是能够把挫折转变为助力自身成长的阶梯。A项无视外界评价表述错误；B项侧重付出，偏离核心感悟；D项规避差评理解片面。故选C。 双向细目表 对接教材：人教版高中英语 选必修模块（成长励志、挫折教育）； 语篇题材：记叙文・作者面对负面书评重新振作； 题型定位：阅读理解 B 篇，基础中档题。 题号 题型 考查知识点 能力层级 分值 难度 原文定位 对接教材核心元素 易错点 4 细节理解 作者期待心理、情感态度辨析 信息检索理解 2.5 易 第一段 人物心理描写；期待与愿望表达 过度推断 “频繁用手机”；混淆作者写书与写书评 5 词义猜测 语境中动词含义推断（ruined） 语境逻辑判断 2.5 易 第二段 词义在语境中的运用；近义词替换 只记本义，不结合 “期望破灭” 语境 6 细节理解 作者应对挫折的行为方式概括 信息筛选比对 2.5 易 第三、四段 面对困难的态度与行动策略 无中生有：改变读者喜好、找人辩护、与评论家争论 7 主旨大意 文章中心思想、人生启示提炼 归纳推理判断 2.5 中 最后一段 成功与失败；挫折转化为成长 片面理解为 “努力” 或 “无视评价”，偏离核心 命题细目汇总 题型分布：细节理解 2 题、词义猜测 1 题、主旨大意 1 题，符合高考阅读 B 篇结构。 能力考查：以信息定位、语境理解、简单归纳为主，难度贴合高二期末。 文本特点：记叙文脉络清晰，主题正向励志，全面考查基础阅读能力。 C Tropical forests are vital to Earth’s climate—they pull enormous amounts of carbon dioxide out of the atmosphere and store it. Scientists have long recognized that trees do this work. But a new study reveals an often overlooked partner in this process: animals. Evan Fricke at MIT and his colleagues analyzed more than 3,000 plots of regrowing tropical forests. They estimated the extent of disruption to seed-dispersing animals—creatures like monkeys, birds and rodents that carry seeds across wide areas. The findings were striking. Forests with the most intact animal populations grew back four times as fast as those with the most disrupted animal communities. On average, disruptions to seed-dispersing animals reduced carbon accumulation by half. “This shows a linkage between animal biodiversity loss and a process that worsens climate change,” says Fricke. “We’re losing the regrowth potential of tropical forests.” The negative effect of losing seed-dispersing animals was actually greater than that of other threats like fires or livestock grazing. Remarkably, forests with minimal disturbance to their animals accumulated carbon even faster than tree plantations grown as monocultures. Previously, ecological models had suggested seed dispersers could have a substantial effect on carbon. But this study provides hard evidence. “It improves our understanding of just how important these animals could be,” says Oswald Schmitz at Yale University. “And it shows that they’re going to be important.” Fricke emphasizes that natural regrowth amplified by animals offers a low-cost and biodiversity-friendly restoration strategy. The message is clear: protecting not just trees but the animals that move through them is essential to fighting climate change. Conserving biodiversity isn’t just about saving species—it’s about saving the planet’s ability to heal itself. 8. What does the new study focus on? A. The rapid growth of tree plantations. B. The link between animal diversity and forest carbon storage. C. The destructive effects of fires on tropical forests. D. The role of climate change in forest regrowth. 9. According to the passage, how did the researchers conduct their study? A. They conducted experiments on monkeys in the wild. B. They measured carbon levels in tree plantations. C. They analyzed thousands of regrowing forest plots. D. They compared forests before and after fires. 10. The underlined word “substantial” in paragraph 4 most likely means _____. A. harmful B. slight C. significant D. immediate 11. What is the main message of the last paragraph? A. Protecting trees is more important than saving animals. B. Planting more trees is the only solution to climate change. C. Restoring forests is a low-cost strategy for fighting climate change. D. Conserving biodiversity helps the planet recover from climate change. 【答案解析】 8. B。 细节理解题。文章第二段和第四段明确指出，Fricke的研究目的是探究动物生物多样性丧失与森林碳储存能力之间的关系，原文表述为“This shows a linkage between animal biodiversity loss and a process that worsens climate change”。其他选项与主要研究内容不符。 9. C。 细节理解题。文章第二段第一句明确提到“Fricke and his colleagues analyzed more than 3,000 plots of regrowing tropical forests”，说明研究方法是通过分析数千个再生森林样地。 10. C。 词义猜测题。原文语境为“Previously, ecological models had suggested seed dispersers could have a substantial effect on carbon”，下文提到“But this study provides hard evidence”，表明substantial与“显著的/重大的”意义相近。结合全文强调动物对碳储存的重要影响，substantial意为significant（重大的）。 11. D。 主旨大意题。文章末段升华主题：保护动物多样性不仅是为了拯救物种，更是为了恢复地球自我修复的能力，这与D项“保护生物多样性有助于地球从气候变化中恢复”完全一致。A、B项均过于绝对且与原文相悖；C项仅提及森林恢复是低成本策略，但未能涵盖末段的深层含义。 阅读理解C篇 双向细目表 对接教材：人教版高中英语选择性必修三 Unit 3 Environmental Protection（环境保护主题） 语篇题材：说明文·科学研究报告 题型定位：高考阅读理解C篇（中等难度） 题号 题型 考查知识点 能力层级 分值 难度 原文定位 对接Unit3 环境保护元素 易错点 8 细节理解 新研究的主要焦点：动物多样性与森林碳储存的关系 信息检索理解 2.5 易 第2段开头“This shows a linkage between animal biodiversity loss and a process that worsens climate change”及第4段 1. 生态系统服务功能（森林碳汇） 2. 生物多样性丧失对气候变化的反馈效应 3. 人与自然和谐共生的科学依据 误将研究焦点理解为单纯的树木生长或气候变化本身，忽略“动物多样性”这一关键变量 9 细节理解 研究方法：科学家如何开展该研究 信息筛选比对 2.5 易 第2段首句“Fricke and his colleagues analyzed more than 3,000 plots of regrowing tropical forests” 1. 科学研究方法与生态监测 2. 基于数据的环保决策逻辑 3. 热带森林保护的重要性 混淆研究方法（数据分析）与实验操作（野外控制实验），或忽略“再生林”这一限定条件 10 词义猜测 根据语境推断“substantial”的含义（重大的/显著的） 语境推理 2.5 中 第4段“Previous models had suggested a substantial effect…But this study provides hard evidence.” 1. 科学术语在环保文本中的语义推断 2. 学术语言与日常用语的转换 误将substantial理解为“少量的”“有害的”或“立即的”，未结合上下文的对比逻辑（前有suggest，后有hard evidence） 11 主旨大意 末段的核心观点：保护生物多样性有助于地球从气候变化中恢复 归纳概括 2.5 较难 第5段全文 1. 生物多样性的内在价值与工具价值 2. 环境保护的全球意义 3. 单元核心议题：人与自然关系的再思考 只看到“保护树木”或“低成本策略”等局部信息，未能上升到“生物多样性帮助地球自我修复”的宏观立意 命题细目汇总 题型分布：细节理解2题、词义猜测1题、主旨大意1题，符合高考C篇说明文常见搭配。 能力考查：以信息定位、语境推理、主旨归纳为主，难度梯度由易到难，区分度合理。 文本特点：约350词，涉及生态学术语但通过语境可推断，结构与高考真题一致。 单元对接：全面覆盖选择性必修三 Unit 3 中“环境挑战”“生态平衡”“气候行动”“科学保护”等核心概念，是匹配单元主题的课外拓展阅读素材。 D Rewilding—restoring land to its natural state—is often celebrated as a powerful tool for protecting biodiversity. But could well-meaning conservation projects sometimes cause more harm than good? A surprising phenomenon suggests the answer may be yes. Between 1990 and 2014, forests in Europe expanded by 13 million hectares, an area roughly the size of Greece. This seemed like an environmental victory. However, there was a hidden cost. Crops that Europeans continued to consume had to be grown somewhere else. So, mainly in tropical countries, about 11 million hectares of forest was chopped down to make up for the drop in European food production. This phenomenon is known as biodiversity “leakage”. Conservation projects in wealthy, industrialized countries that have already lost much of their biodiversity can cause food and timber production to “leak” into poorer, biodiverse nations. The net result? While one area gains protection, another—often richer in wildlife—suffers greater destruction. Professor Andrew Balmford at the University of Cambridge calls this a “major blind spot” in conservation planning. “When a wealthy country protects its own land, the demand for food and wood doesn’t disappear,” he explains. “It simply shifts elsewhere, often to nations with less strict environmental laws and more valuable ecosystems.” The solution, researchers argue, is not to stop rewilding but to think globally. Conservation efforts must be accompanied by international cooperation to reduce consumption of land-intensive products and to provide financial support for poorer countries to protect their forests. Without such measures, protecting nature in one place may unintentionally destroy it in another. 12. Between 1990 and 2014, what was the hidden cost of Europe’s forest expansion? A. European consumption of crops increased rapidly. B. About 11 million hectares of tropical forest were lost. C. Rewilding projects were stopped in wealthy countries. D. Food production in Europe was completely abandoned. 13. What does the underlined phrase “leakage” in paragraph 3 refer to? A. The accidental release of pollutants into the environment. B. The transfer of environmental damage from one region to another. C. The loss of water resources due to agricultural expansion. D. The movement of wild animals across protected areas. 14. According to Professor Balmford, why does biodiversity leakage occur when wealthy countries protect their land? A. Wealthy countries have too much food to export to poorer nations. B. Poorer countries have more advanced farming technologies. C. The demand for food and wood simply shifts to other places. D. International cooperation already prevents such problems effectively. 15.What is the author’s attitude towards rewilding as expressed in the last paragraph? A. The author believes rewilding should be abandoned completely. B. The author thinks rewilding needs international cooperation to be effective. C. The author is uncertain about the future of conservation projects. D. The author argues that wealthy countries should focus on tree planting. 【答案解析】 12. B。 细节理解题。文章第二段明确指出，“mainly in tropical countries, about 11 million hectares of forest was chopped down”，这是欧洲森林扩张背后隐藏的代价。其他选项与原文信息不符。 13. B。 词义猜测题。文章第二段和第三段解释了“leakage”：富裕国家保护土地后，粮食和木材需求转移到生物多样性更丰富的贫穷国家，导致环境破坏从一个地区转移到另一个地区。B项准确地概括了这一内涵。 14. C。 细节理解题。文章第四段Balmford直接说明：“When a wealthy country protects its own land, the demand for food and wood doesn’t disappear. It simply shifts elsewhere”，C项是对这一表述的同义转述。 15. B。 推理判断题/作者态度题。文章末段明确指出，解决方法是“to think globally”，保护努力必须伴随国际合作，否则“protecting nature in one place may unintentionally destroy it in another”。这表明作者认为再野化需要国际合作才真正有效，而非完全放弃。A项与原文“not to stop rewilding”相悖；C项作者并非不确定；D项缩小了合作的范围。 阅读理解D篇 双向细目表 对接教材：人教版高中英语选择性必修三 Unit 3 Environmental Protection（环境保护主题） 语篇题材：说明文·现象分析报告 题型定位：高考阅读理解D篇（中等偏难） 题号 题型 考查知识点 能力层级 分值 难度 原文定位 对接Unit3 环境保护元素 易错点 12 细节理解 欧洲森林扩张的隐藏代价：约1100万公顷热带森林被砍伐 信息检索理解 2.5 易 第2段结尾“about 11 million hectares of forest was chopped down to make up for the drop in European food production” 1. 环境保护措施的“意外后果” 2. 全球生态关联性与责任转移 3. 发达国家的消费模式对发展中地区的影响 忽略“hidden cost”的定位词，误选其他选项（如“欧洲消费增加”或“再野化项目被叫停”） 13 词义猜测 根据上下文推断“leakage”在环保语境中的含义（环境损害的区域转移） 语境推理 2.5 中 第3段“Conservation projects…can cause food and timber production to ‘leak’ into poorer, biodiverse nations.” 1. 环保术语的隐喻理解（leakage = 泄漏/转移） 2. 生物多样性保护中的国际公平问题 仅理解leakage的字面义（泄漏），未能结合上下文推断出“生产与破坏向别国转移”这一核心内涵 14 细节理解 生物多样性泄漏发生的原因：粮食和木材需求只是转移到其他地方 信息比对 2.5 中易 第4段Balmford教授原话“The demand for food and wood doesn’t disappear. It simply shifts elsewhere.” 1. 消费需求与环境影响的解耦 2. 环境保护需要系统性思维而非局部行动 3. 单元中“adversity”的复杂表现 将原因错误归为“富裕国家食物太多”或“贫穷国家技术更先进”，忽略了“需求转移”这一核心机制 15 推理判断（作者态度） 作者对再野化的态度：需要国际合作才能有效，而非完全放弃 观点推断 2.5 较难 第5段“The solution…is not to stop rewilding but to think globally. Conservation efforts must be accompanied by international cooperation.” 1. 环境保护的全球治理思维 2. 在“保护”与“发展”之间寻求平衡 3. 单元的人文内核：面对环境困境所需的智慧与勇气 误以为作者否定再野化（选A），或认为作者态度不确定（选C），未能把握“not to stop…but to…”这一转折后的核心立场 命题细目汇总 题型分布：细节理解2题、词义猜测1题、推理判断（态度）1题，符合高考C/D篇对高阶思维能力的考查要求。 能力考查：信息定位、语境推断、原因分析、作者立场判断，难度呈阶梯分布。 文本特点：约330词，结构清晰（现象→原因→专家观点→解决方案），富含思辨价值。 单元对接：深度契合选择性必修三 Unit 3 中“环境问题的复杂性”“保护与发展的矛盾”“国际合作”“系统性解决方案”等进阶议题，能有效提升学生的批判性思维。 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。 When we feel threatened or stressed, our brain produces chemicals which raise energy and sharpen focus, helping us react quickly to danger. 16 For example, the pressure of an upcoming performance might motivate you to practice harder. Studies also show that mild stress can improve memory by activating parts of the brain involved in learning. 17 Normally when we experience a stressful event, stress hormones (激素) are released for about 15 to 30 minutes. But if we face multiple or persistent stress day after day, we will suffer from problems like sleeplessness, brain fog, digestive issues, and even heart disease. So how much stress is too much stress? 18 Different factors like your genetics, environment, and even your age, can influence the way your body responds. But no matter what your situation is, there are tools that can make dealing with stress a bit easier. Physical activity is a powerful stress reducer. Exercise creates new brain cells, making it easier to recover. A run through the park or a basketball game with friends can be a great distraction (分心事) from whatever is stressing you out. 19 Interacting with friends or family can lower stress hormone levels. Simple mindfulness practices, like deep breathing or journaling, build awareness of our emotions and keep us focused on the present. While we can't avoid life's challenges, understanding our stress response and using these tools can help us face them more calmly and effectively. By managing stress wisely, we can turn it from an enemy into a friend. 20 A．Social connection also helps. B．Small amounts of stress can even be helpful. C．It may help us grow stronger and live healthier. D．However, problems arise when stress becomes constant. E．Today, though, we initiate this response in many situations. F．Doctors recommend regular check-ups to monitor stress levels. G．It's difficult to say, as not everyone experiences stress in the same way. 【答案】16．B 17．D 18．G 19．A 20．C 【语篇导读】本文是一篇说明文，介绍了压力对人的影响，适度的压力有益，而持续的压力会带来问题，同时还介绍了应对压力的方法，以及合理管理压力能带来的好处。 16．根据上文“When we feel threatened or stressed, our brain produces chemicals which raise energy and sharpen focus, helping us react quickly to danger.(当我们感到受到威胁或有压力时，我们的大脑会产生化学物质，这些物质会提高能量并增强注意力，帮助我们快速对危险做出反应)”以及下文“For example, the pressure of an upcoming performance might motivate you to practice harder. Studies also show that mild stress can improve memory by activating parts of the brain involved in learning.(例如，即将到来的表演的压力可能会激励你更努力地练习。研究还表明，轻微的压力可以通过激活大脑中参与学习的部分来提高记忆力)”可知，此处在说少量压力是有帮助的，与B项“Small amounts of stress can even be helpful.(少量的压力甚至可能是有益的)”表达的含义一致，故选B项。 17．根据下文“Normally when we experience a stressful event, stress hormones (激素) are released for about 15 to 30 minutes. But if we face multiple or persistent stress day after day, we will suffer from problems like sleeplessness, brain fog, digestive issues, and even heart disease.(通常，当我们经历一个压力事件时，压力激素会释放大约15到30分钟。但如果我们日复一日地面临多重或持续的压力，我们将遭受失眠、脑雾、消化问题，甚至心脏病等问题)”可知，此处在说当压力持续时就会出现问题，与D项“However, problems arise when stress becomes constant.(然而，当压力持续时，问题就会出现)”表达的意思一致，故选D项。 18．根据上文“So how much stress is too much stress? (那么，多少压力算压力过大呢？)”可知上文提出了“多少压力算压力过大”这么一个问题，再根据下文“Different factors like your genetics, environment, and even your age, can influence the way your body responds.(不同的因素，如你的基因、环境，甚至你的年龄，都会影响你的身体反应方式)”可知，下文说的是因为每个人情况不同，所以每个人的身体反应不同，可推理出空白处说的是因人而异导致很难说多少压力算过大，与G项“It's difficult to say, as not everyone experiences stress in the same way.(很难说，因为不是每个人经历压力的方式都一样)”表达的意思一致，故选G项。 19．根据上文“Physical activity is a powerful stress reducer. Exercise creates new brain cells, making it easier to recover. A run through the park or a basketball game with friends can be a great distraction (分心事) from whatever is stressing you out.(体育活动是一种强大的减压方式。锻炼会产生新的脑细胞，使恢复更容易。在公园跑步或和朋友打篮球可以很好地分散你对任何让你感到压力的事情的注意力)”可知上文说的是体育活动能减压，再根据下文“Interacting with friends or family can lower stress hormone levels.(与朋友或家人互动可以降低压力激素水平)”可知，下文说的是与朋友或家人互动可以降低压力激素水平，可知此处说的是有助于减压的方式，A项“Social connection also helps.(社交联系也有帮助)”中提到了“社交联系”，这也是一种有助于减压的方式，符合语境，故选A项。 20．根据上文“By managing stress wisely, we can turn it from an enemy into a friend. (通过明智地管理压力，我们可以把它从敌人变成朋友)”可知，上文说的是要明智地管理压力，化敌为友，可推理出此处在说合理管理压力能带来的好处，与C项“It may help us grow stronger and live healthier.(它可能帮助我们变得更强壮，生活得更健康)”表达的意思一致，进一步说明了好处，故选C。 七选五双向细目表 1. 题型：高考七选五 2. 体裁：健康生活类说明文 3. 主题：压力认知与健康情绪管理 单元对接：选择性必修三 Unit 2 Healthy Lifestyle（健康生活方式、身心调节、习惯管理、心理健康素养） 题号 考查位置 核心题型 考查能力层级 分值 难度 句间逻辑考点 对接单元Healthy Lifestyle核心元素 易错点 16 段首 段落主旨概括 语篇主旨提炼 2.5 易 总分、例证关系 单元核心理念：辩证认知生活对应单元“健康生活并非零压力，适度压力有益身心、助力成长与高效学习”的辩证健康观，贴合单元积极生活态度素养。 误判压力为完全负面，无法理解“良性压力”的单元核心概念 17 段首 转折过渡衔接 逻辑对比分析 2.5 易 转折对立关系 单元重难点：不良生活状态与对接单元“不良习惯、持续负面状态引发失眠、精神疲惫、身体疾病”的健康危害知识点，匹配课本身心失衡话题。 忽略 however 转折逻辑，混淆良性压力与慢性压力的不同影响 18 段中 问答承启衔接 语境推理阐释 2.5 中 因果、问答逻辑 单元素养：对接单元健康理念：健康状态因人而异，受基因、环境、年龄等综合因素影响，拒绝单一化健康标准。 只回答问题、忽略后文多因素解释，逻辑衔接断裂 19 段中 并列递进衔接 信息归纳拓展 2.5 易 并列补充关系 单元核心策略：多元健康调节方式覆盖单元两大健康解压途径：运动健身+社交调节，匹配课本身心放松、积极生活的健康管理方法。 只看到运动减压，忽略单元“社交陪伴、情绪疏导”的健康维度 20 段尾 全文主旨升华 语篇总结建构 2.5 易 总结升华、首尾呼应 单元育人目标：主动落实单元终极素养：主动调控身心状态、化消极因素为积极力量，养成可持续的健康生活方式。 无法升华主题，停留在表层减压方法，未关联健康生活育人内核 命题细目汇总： 1. 题型分布：涵盖段首主旨、转折过渡、问答承接、并列补充、结尾总结五类典型设空形式，贴合高考命题规律。 2. 能力考查：侧重主旨提炼、逻辑分析、语境推理、信息归纳与全篇总结能力。 3. 难度梯度：以基础题目为主，搭配一道中等难度试题，难度设置合理。完全覆盖本单元课堂核心：健康问题成因、身心危害、科学调节方法、积极健康生活观。 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 Liam fell into extreme loneliness at fourteen, he changed totally. He 21 himself in the classroom corner daily, staring at his desk. He often failed to hand in homework on time and 22 joining group activities. He 23 communicated with classmates or teachers. His teacher Ms. Reed 24 his bad state, feeling anxious but 25 how to help him get rid of loneliness. One afternoon after school, all other students had 26 . Ms. Reed invited Liam to take a walk together. He raised his head, hesitated briefly and finally 27 . They wandered slowly 28 , with no pressing questions or heavy pressure from the teacher. As time went by, Liam slowly 29 his defense. Occasionally he whispered about his interests, and Ms. Reed always listened carefully without 30 him. Even if Liam refused to walk sometimes, the teacher never felt 31 and would invite him again the next day. Several months later, Liam 32 his old love for drawing. He grew active in class and gradually made new friends. One day, Liam 33 Ms. Reed a painting showing two people walking beneath a sunny tree. “This is you and me,” he said gently. He understood that Ms. Reed’s 34 was far more than simple walks; it was warm light pulling him out of isolation. To Ms. Reed, Liam’s smile and progress were the best 35 , which proved patience and kindness can warm a lonely soul and lead lost teenagers back to happiness. 31. A. tricked B. withdrew C. talked D. committed 32. A. preferring B. longing C. pretending D. declining 33. A. eagerly B. rarely C. suddenly D. confidently 34. A. worsened B. recorded C. noticed D. concluded 35. A. uncertain B. uneasy C. unmotivated D. unaccustomed 36. A. returned B. escaped C. departed D. succeeded 37. A. refused B. cried C. collapsed D. nodded 38. A. silence B. relief C. regret D. horror 39. A. built up B. let down C. depended on D. referred to 40. A. following B. approaching C. training D. interrupting 41. A. frightened B. unaffected C. discouraged D. exposed 42. A. clarified B. challenged C. confirmed D. recovered 43. A. presented B. equipped C. assisted D. changed 44. A. company B. hobby C. reflection D. responsibility 45. A. ambition B. discovery C. reward D. restriction 参考答案 31-35 BDBCA 36-40 CDABD 41-45 CDAAC 完形填空答案与解析： 【导语】本文讲述少年利亚姆陷入孤僻状态，里德老师耐心陪伴开导，最终帮助他走出孤独、重拾爱好、变得开朗的暖心故事。 31题 词义辨析。withdraw oneself 固定搭配，意为**蜷缩、退缩**。男孩整日缩在教室角落，符合孤僻状态。trick欺骗；talk交谈；commit投入，均不符。选B。 32题 动词辨析。decline doing sth 拒绝做某事。他不交作业，也拒绝参加集体活动。prefer偏爱；long渴望；pretend假装。选D。 33题 副词辨析。rarely极少地。性格孤僻，几乎不和师生说话。eagerly急切地；suddenly突然；confidently自信地。选B。 34题 动词辨析。notice注意到。老师察觉到他异常低落的状态。worsen恶化；record记录；conclude推断。选C。 35题 形容词辨析。uncertain不确定的。老师满心担忧，却不知如何帮他走出阴霾。uneasy不安的；unmotivated消极的；unaccustomed不习惯的。选A。 36题 动词辨析。depart离开。放学后其他同学都已离校。return返回；escape逃离；succeed成功。选C。 37题 动词辨析。nod点头。利亚姆思索片刻，最终点头答应散步邀约。refuse拒绝；cry哭泣；collapse倒下。选D。 38题 名词辨析。in silence沉默地。二人并肩慢行，全程安静无言。relief宽慰；regret遗憾；horror恐惧。选A。 39题 短语辨析。let down one’s guard放下戒备。日久天长，男孩渐渐卸下心理防备。build up建立；depend on依靠；refer to提及。选B。 40题 动词辨析。interrupt打断。男孩低声诉说爱好，老师静静倾听从不打断。follow跟随；approach靠近；train训练。选D。 41题 形容词辨析。discouraged气馁的。即便男孩偶尔拒绝同行，老师也毫不灰心。frightened害怕的；unaffected无动于衷的；exposed暴露的。选C。 42题 动词辨析。recover重拾、恢复。几个月后，他重拾搁置已久的绘画爱好。clarify阐明；challenge挑战；confirm确认。选D。 43题 动词辨析。present赠送。利亚姆将画作送给老师。equip配备；assist协助；change改变。选A。 44题 名词辨析。company陪伴。他明白老师的陪伴不只是散步，更是照亮孤独的光。hobby爱好；reflection反思；responsibility责任。选A。 45题 名词辨析。reward回报。男孩的笑容与成长，是老师最好的收获与回报。ambition抱负；discovery发现；restriction限制。选C。 对接教材：人教版高中英语 选必修模块（校园生活、师生情谊、心理健康）； 语篇题材：记叙文・教师耐心陪伴孤僻学生走出孤独； 题型定位：完形填空，基础中档题。 题号 题型 考查知识点 能力层级 分值 难度 原文定位 对接教材核心元素 易错点 31 动词辨析 动词词义与固定搭配（withdraw） 词义 + 语境 1 易 第一段 人物性格、孤僻行为描写 不理解 “退缩” 语境，错选其他动词 32 动词辨析 动词搭配（decline doing） 词义 + 搭配 1 易 第一段 拒绝、回避类行为表达 混淆 prefer/long/pretend/decline 33 副词辨析 频度副词（rarely） 词义 + 语境 1 易 第一段 人物交流状态描写 误解为 “突然不说话” 34 动词辨析 动词词义（notice） 词义 + 语境 1 易 第一段 观察、察觉他人状态 错用 record/conclude/worsen 35 形容词辨析 情感形容词（uncertain） 词义 + 逻辑 1 易 第一段 担忧无助的心理 混淆 uncertain/uneasy/unmotivated 36 动词辨析 动词词义（depart） 词义 + 语境 1 易 第二段 放学后离开场景 混淆 return/escape/succeed 37 动词辨析 动作动词（nod） 词义 + 情节 1 易 第二段 接受邀请的行为 忽略 finally 表同意 38 名词辨析 名词词义（silence） 词义 + 语境 1 易 第二段 无声陪伴氛围 不理解温情沉默 39 短语辨析 动词短语（let down one’s guard） 短语 + 语境 1 中 第三段 放下心理防备 混淆 build up/depend on/refer to 40 动词辨析 动词词义（interrupt） 词义 + 语境 1 易 第三段 倾听、不打断的礼貌 错选 follow/approach/train 41 形容词辨析 情感形容词（discouraged） 词义 + 逻辑 1 中 第三段 坚持不气馁 错选 unaffected 不受影响 42 动词辨析 动词词义（recover） 词义 + 语境 1 中 第三段 重拾爱好、恢复状态 混淆 clarify/challenge/confirm 43 动词辨析 动词词义（present） 词义 + 语境 1 易 第四段 赠送礼物、表达感谢 错用 equip/assist/change 44 名词辨析 名词词义（company） 词义 + 主旨 1 中 第四段 陪伴、关怀的意义 错选 hobby/reflection/responsibility 45 名词辨析 名词词义（reward） 词义 + 主旨 1 易 第四段 付出与回报、心灵成长 混淆 ambition/discovery/restriction 命题细目汇总 考点分布：动词 8 个、名词 3 个、形容词 2 个、副词 1 个、短语 1 个，符合高考完形考点比例。 能力考查：词义辨析、固定搭配、语境逻辑、情感态度判断。 文本特点：故事温暖正向，贴合校园与心理健康主题，难度适中。 第二节 (共10小题；每小题1.5分，满分15分) LONDON — The opening melody of Jasmine Flower floated through the hall, delicate and lyrical. It immediately set a poetic tone for the evening, 46 ___________(invite) the audience to follow each note. The concert 47.__________ (title) Nihao! China — Echoes of Ancient Tang Poems was organized by the China Association for International Cultural Exchange at King‘s Place in London. It brought together young 48.___________ (musician) to perform works pairing Tang dynasty (618-907) verse with modern musical arrangements, with 49.___________ stated aim of presenting Chinese literary heritage in forms accessible to international audiences. Chinese Ambassador to the UK Zheng Zeguang attended 50.____________ extended Chinese New Year greetings, quoting Tang poet Wang Bo — “Though miles apart, close friends feel like neighbors” — alongside a line from British poet Percy Bysshe Shelley: “If winter 51.___________ (come), can spring be far behind?” Several international vocalists performed Chinese poems, including Li Bai’s Drink to Me, Luo Binwang’s Singing of the Goose, and Gao Shi’s Farewell to Dong Da, 52.___________ brought the evening to a peak, with the audience clearly swept up in the performance. The evening reached 53.__________ (it) peak with the closing piece, From Jasmine Flower to Turandot, when all performers returned to the stage and the audience rose 54.____________ (join) in a communal rendition of both songs. Nearly 400 people attended the concert, 55.______________ included Ambassador Zheng and his wife, counsellors, and distinguished figures from the music world. 【命题说明】 本文选自China Daily（2026年2月27日）题为“Tang poem performance builds bridge between cultures”的新闻报道，聚焦中国古诗词在英国伦敦的一场跨文化艺术表演。语篇以“唐诗国际传播” 为核心，将中国古典诗歌艺术置于全球化文化互鉴的框架之下，契合新课标“讲好中国故事、传播中华文化”的育人导向，紧密呼应选择性必修三Unit 5 Poems的诗歌鉴赏与文化传承主题，有助于学生在语言学习中涵养家国情怀、坚定文化自信。 文章词数约220词，篇幅精炼且逻辑清晰，符合近年高考语法填空语篇长度标准。全篇设空10处（给出提示词与不给出提示词各5空），覆盖谓语动词时态语态与主谓一致综合考查、非谓语动词、名词复数、形容词/副词转换、介词、冠词、从句引导词、连词等八类核心语法考点。设空遵循“同一句尽量只设一空” 的原则，在必要的长句经拆分处理后最多设两空，避免选项过于密集干扰对语篇整体逻辑的理解。 【答案解析】 46. inviting。 考查非谓语动词（现在分词作伴随状语） 。句中已有谓语动词“set”，动词“invite”与主语“It”之间是主动关系，表示自然而然的结果或伴随状态，故用现在分词形式“inviting”。 47. titled。 考查非谓语动词（过去分词作定语） 。动词“title”意为“命名、定名为”，与逻辑主语“concert”之间是被动关系，过去分词短语“titled *** ”相当于省略了“which was”的定语从句，修饰“concert”。 48. musicians。 考查名词复数。“young”为形容词后接可数名词，结合上下文可知表演者不止一人，故“musician”需用复数形式“musicians”。 49. the。 考查冠词（定冠词的特指用法） 。“stated aim”指前文已经明确的“with the aim of presenting…”这一特定目标，表示特指。同义转述可知此处为固定表达“with the stated aim of…”（以明确的目标……）。 50. and。 考查并列连词。“attended”与“extended”是两个先后发生的动作，且逻辑主语均为“Zheng Zeguang”，用并列连词“and”连接构成并列谓语。 51. comes。 考查谓语动词（一般现在时·主谓一致） 。“if winter comes”出自雪莱名句，在状语从句中用一般现在时表示将来意义。主语“winter”为第三人称单数，谓语动词用“comes”。 52. which。 考查从句引导词（非限制性定语从句） 。逗号后从句中“brought”缺少主语，先行词为前文整个表演内容（多首诗歌的演唱），在非限制性定语从句中作主语，故用关系代词“which”。 53. its。 考查代词（形容词性物主代词） 。“reached its peak”为固定搭配（达到巅峰），需要形容词性物主代词“its”修饰名词“peak”，注意无撇号。 54. to join。 考查非谓语动词（不定式作目的状语） 。“rose to join”意为“起身去加入”，“rose”后使用不定式“to join”表示行动的目的。 55. including。 考查介词（包括） 。“including”是介词，用于列举示例，引出具体包含的人员名单，表示“……，其中包括……”。设空前已有谓语动词“attended”，故不能填入谓语形式。 语法填空命题双向细目表 题号 考点内容 考查形式 能力层级 难度系数 学科核心素养 46 非谓语动词（现在分词作伴随状语） 给出提示词 理解应用 0.7 语言能力——理解非谓语动词在语篇中的语用功能 47 非谓语动词（过去分词作定语） 给出提示词 理解应用 0.65 语言能力——区分主动与被动逻辑关系 48 名词复数 给出提示词 识记理解 0.85 语言能力——掌握名词单复数基本变化 49 冠词（定冠词特指） 不给出提示词 理解应用 0.75 语言能力——在语篇语境中使用定冠词 50 并列连词 不给出提示词 理解分析 0.8 语言能力——识别并列结构的逻辑衔接 51 谓语动词时态语态主谓一致 给出提示词 理解应用 0.65 语言能力·思维品质——主从句时间呼应判断 52 非限制性定语从句引导词 不给出提示词 分析综合 0.6 思维品质——分析复杂从句结构与先行词 53 代词形容词性物主代词 给出提示词 理解应用 0.75 语言能力——掌握形容词性物主代词用法 54 非谓语动词（不定式作目的状语） 给出提示词 理解应用 0.7 语言能力——识别动词不定式的表意功能 55 介词（including） 不给出提示词 理解应用 0.65 语言能力——在复杂语境中选用恰当介词 第四部分 写作(共两节；满分40分) 第一节 (满分15分) 56.假定你是李华，在上周学校举行的“定格校园美景（Capture Beauty on Campus）”摄影大赛中获得一等奖，请向英国笔友Chris写信介绍此事。内容包括： 1. 活动目的； 2. 照片描述； 3. 参赛感受。 注意：1.词数100左右 2.开头和结尾已给出。 Dear Chris, ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Hua 【答案】范文： Dear Chris, I am thrilled to share some exciting news with you. Last week, I won first prize in the campus photography competition themed “Capture Beauty on Campus”. The event aimed to encourage students to discover and appreciate the beauty hidden in everyday school life. My winning photo captured a quiet corner of the school garden at sunrise, where golden light filtered through the leaves, creating a peaceful and magical atmosphere. I felt it truly reflected the unique charm of our campus. Taking part in the competition was a deeply rewarding experience. It taught me to observe the world with a more artistic eye and made me realize that beauty exists all around us — we just need to slow down and notice it. Hope to hear from you soon! Yours, Li Hua 【解析】 【导语】要求考生以李华的名义给英国笔友Chris写一封信，介绍学校上周举行的“定格校园美景”摄影活动。 【详解】1.词汇积累 目的是：aim to do→be designed to do 独特的：unique→distinctive 意识到：realize→be aware of 以……为主题：theme→center on 2.句式拓展 合并句子 原句：Taking part in the competition was a deeply rewarding experience. It taught me to observe the world with a more artistic eye and made me realize that beauty exists all around us — we just need to slow down and notice it. 拓展句：Taking part in the competition was a deeply rewarding experience, which taught me to observe the world with a more artistic eye and made me realize that beauty exists all around us — we just need to slow down and notice it. 【点睛】【高分句型1】I won first prize in the campus photography competition themed “Capture Beauty on Campus”.（运用了过去分词themed作后置定语） 【高分句型2】It taught me to observe the world with a more artistic eye and made me realize that beauty exists all around us — we just need to slow down and notice it.（运用了that引导的宾语从句） 书面表达双向细目表 适配单元：人教版选择性必修三 Unit 1 Art 考查题型：书信类书面表达 试题主题：校园摄影大赛、发现美与艺术审美 题型 题号 考查知识点 能力层级 分值 难度 对接单元核心主题 易错点 书面表达 应用文写作 活动介绍、场景描写、个人感受抒发、书信语篇建构 综合运用 15 易 1. 艺术源于生活2. 摄影艺术的3. 培养艺术观察力与审美素养 1. 照片描写空洞，无2. 活动目的、个人感受3. 句式单调，缺乏艺术审美类表达 命题细目汇总： 1.单元贴合度紧：选必三unit1艺术审美主题，以校园摄影为载体，考查学生发现生活之美、感知艺术、审美表达的单元核心能力。 2.能力考查：考查叙事介绍、场景细节描写、情感升华、地道书信交际语言的综合输出能力。 3.素养目标:：落实艺术感知、生活观察、审美鉴赏的学科素养，贴合单元美育育人目标。 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。 I began to bear dislike toward my little brother Brogan when I was four. As a newborn baby, he cried nonstop all day long. All the love and care that once belonged only to me now focused on him alone. Filled with jealousy, I tried to quiet his cry, which made Mum blame me sharply. From then on, I believed my brother had taken away my position in the family. We argued and fought constantly while growing up. Many small conflicts happened between us. He once knocked out two of my front teeth by accident. In return, I played a trick on him and caused a small accident. We quarreled over remote controls, snacks and seats. I was a quiet, well-behaved top student, while Brogan was naughty and fond of making trouble. Our relationship changed unexpectedly when we visited Warwick Castle at 11. A huge catapult threw candies all over the grassland. For the first time, we forgot our conflicts and ran happily together. However, the happy time didn’t last long. Suddenly, two elder boys rushed up, pushed Brogan down hard and took all his candies away. 注意： 1. 续写词数150左右； 2. 两段开头已给出，不计入总词数； Helpless in the grass, something in me shifted. Having seen everything unfold, Mum and Dad rushed over. 续写范文 Helpless in the grass, something in me shifted. All past quarrels and hatred faded away instantly. Staring at my brother’s disappointed and hurt face, I felt a strong urge to protect him. Without hesitation, I stepped forward bravely and shouted at the two boys to give back the candies. Though I felt nervous inside, I stood firmly beside Brogan. Surprised by my courage, the two boys hesitated and finally left reluctantly. I knelt down and comforted my brother gently. Having seen everything unfold, Mum and Dad rushed over. They checked if we got hurt and learned what had happened. Instead of blaming anyone, they praised me for standing up for my brother. Brogan looked at me gratefully with watery eyes. From that day on, we no longer fought over trivial things. I realized siblings were the closest family companions. Those silly childhood conflicts vanished, and we grew up caring for and supporting each other sincerely. 第一段思路：情绪转变：往日矛盾瞬间消散，内心萌生保护弟弟的念头 行为动作：鼓起勇气上前制止高年级男孩，守护弟弟 细节刻画：安抚受伤失落的弟弟，体现心态彻底改观。 第二段思路：家人反应：父母赶来查看伤势，了解事情经过 情感升华：父母肯定守护手足的行为，兄弟二人心生暖意 主旨收尾：化解过往隔阂，领悟手足亲情的珍贵，彼此相伴成长。 对接教材：人教版高中英语 选必修模块（家庭关系、手足情、品格成长）； 语篇题材：记叙文・兄弟从敌对到守护； 题型定位：读后续写，中档题。 项目 题型 考查知识点 能力层级 分值 难度 原文定位 对接教材核心元素 易错点 读后续写 书面表达 情节连贯、情感转变、动作描写、对话合理、主旨升华 读写综合、想象表达 25 中 全文故事 + 两段开头 亲情成长、冲突化解、勇气担当、保护弱者 情节不合理；情感转变突兀；偏离 “守护弟弟” 主线 命题细目汇总 考查重点：情节逻辑、动作细节、心理描写、主旨升华。 能力要求：衔接自然、语言准确、情感真实，符合高二写作水平。 育人导向：理解亲情、学会包容、承担责任。 学科网（北京）股份有限公司 $ 高二英语第二学期期末试卷问卷 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 Celebrate the season with the Art Institute of Chicago! Whether you are planning an outing with family and friends or looking for ways to reflect or recharge, we’ve got just what you need to reconnect with art, yourself and each other. Canova and ancient art Antonio Canova carved a modern portrait of the ancient past in stone. Inspired by classical antiques and the birth of archeology (考古学), he created works that brought mythic characters of Greece and Rome to life in the 18th century Europe. On July 18 at 6:00 pm. curators Emerson Bowyer and Lisa Ayla Cakmak will share how Canova sought to compete with the beauty of ancient art even as he fought to preserve it. Expression through dance In four performances, each created for and presented in a specific gallery, the local dance company, the Seldoms, shows the power of dance to interpret and appreciate art across different types. Stop by on July 30 from 1:00 to 2:30 to see your favorite artworks from the collection in a dynamic new light. James Johnson on carving, design and fashion Glad to know artist James Johnson, who with works like Lakt, carves and paints imagery (意象) in wood using a Northwest Coast style called “formline”. On July 23 at 6:00 pm, Johnson and associate curator Andrew Hamilton will discuss the artist’s work and how it informs his recent design cooperation with Lib Tech Snowboards and Vans. Holiday art-making Head to Griffin Court for holiday-themed art making. On July 20 from 5:00 to 7:00 pm, create your own holiday card inspired by the work of Ray Johnson using a series of collage (拼贴画) materials. And on July 22 from 5:00 to 6:30 pm, look to our textiles (纺织品) collection for ideas as you build a festive folding star from paper. All ages are welcome to drop by! 1. What can we know about Antonio Canova? A. He painted on stones. B. He created vivid works. C. He collected classical antiques. D. He preserved modern artworks. 2. Which involves creating something with paper? A. Holiday art-making. B. Canova and ancient art. C. Expression through dance. D. James Johnson on carving, design and fashion. 3. What is the aim of the text? A. To show the artworks of the Art Institute of Chicago. B. To introduce the history of the Art Institute of Chicago. C. To describe the structure of the Art Institute of Chicago. D. To encourage people to visit the Art Institute of Chicago. B My day was ruined before I even got out of bed. I rubbed my sleepy eyes and stretched out my hand for the cellphone on the bedside table. As usual, I began to check my emails right away. I had long waited for the book comment from a famous media press, hoping my newly-published work would win high praise. Yet the comment totally ruined my nice expectations. Critic words such as "lack careful thinking" and "too flowery expressions" struck me hard. Great disappointment flooded my mind, making me feel all my hard work had gone to waste. I lay huddled in bed, doubting whether I was qualified to be a writer. Did my devotion and enthusiasm mean nothing to those critics? I was trapped in self-doubt for a whole morning. Later, inspired by encouraging words from a famous book, I pulled myself together. Rather than being beaten by the bad comment, I chose to take practical action. I collected accounts of numerous book lovers online and mailed my book to them, attaching letters telling my real writing experiences. The road ahead was rough. Most people paid no attention to my messages, while a few politely turned me down. Still, I never lost heart. I kept contacting others patiently day by day, and replies gradually came. Quite a few readers spoke highly of my sincere storylines and even shared my book with their fans. In the end, my book became popular beyond my imagination. Looking back, I understood top praise was never the standard of real success. True success lies in picking myself up from failure and sticking to my dream despite negative remarks. This tough experience brought me a valuable truth: success never means making no mistakes, but turning setbacks into progress. 4.What can we learn about the author from Paragraph 1? A.She frequently uses her mobile phone. B.She earns money by writing reviews. C.She hoped to get favorable comments. D.She feared to miss vital daily emails. 5.The underlined word "ruined" in Paragraph 2 is closest in meaning to ______. A.broke B. accepted C. updated D. reserved 6.How did the author get out of low spirits? A.She changed public reading preferences. B.She took active moves to fight back. C.She asked friends to defend her work. D.She argued with critics face to face. 7.What message does the author intend to convey? A.Success stays away from outside opinions. B.Success results from endless devotion. C.Success consists in growing from failure. D.Success needs escaping bad comments. C Tropical forests are vital to Earth’s climate—they pull enormous amounts of carbon dioxide out of the atmosphere and store it. Scientists have long recognized that trees do this work. But a new study reveals an often overlooked partner in this process: animals. Evan Fricke at MIT and his colleagues analyzed more than 3,000 plots of regrowing tropical forests. They estimated the extent of disruption to seed-dispersing animals—creatures like monkeys, birds and rodents that carry seeds across wide areas. The findings were striking. Forests with the most intact animal populations grew back four times as fast as those with the most disrupted animal communities. On average, disruptions to seed-dispersing animals reduced carbon accumulation by half. “This shows a linkage between animal biodiversity loss and a process that worsens climate change,” says Fricke. “We’re losing the regrowth potential of tropical forests.” The negative effect of losing seed-dispersing animals was actually greater than that of other threats like fires or livestock grazing. Remarkably, forests with minimal disturbance to their animals accumulated carbon even faster than tree plantations grown as monocultures. Previously, ecological models had suggested seed dispersers could have a substantial effect on carbon. But this study provides hard evidence. “It improves our understanding of just how important these animals could be,” says Oswald Schmitz at Yale University. “And it shows that they’re going to be important.” Fricke emphasizes that natural regrowth amplified by animals offers a low-cost and biodiversity-friendly restoration strategy. The message is clear: protecting not just trees but the animals that move through them is essential to fighting climate change. Conserving biodiversity isn’t just about saving species—it’s about saving the planet’s ability to heal itself. 8. What does the new study focus on? A. The rapid growth of tree plantations. B. The link between animal diversity and forest carbon storage. C. The destructive effects of fires on tropical forests. D. The role of climate change in forest regrowth. 9. According to the passage, how did the researchers conduct their study? A. They conducted experiments on monkeys in the wild. B. They measured carbon levels in tree plantations. C. They analyzed thousands of regrowing forest plots. D. They compared forests before and after fires. 10. The underlined word “substantial” in paragraph 4 most likely means _____. A. harmful B. slight C. significant D. immediate 11. What is the main message of the last paragraph? A. Protecting trees is more important than saving animals. B. Planting more trees is the only solution to climate change. C. Restoring forests is a low-cost strategy for fighting climate change. D. Conserving biodiversity helps the planet recover from climate change. D Rewilding—restoring land to its natural state—is often celebrated as a powerful tool for protecting biodiversity. But could well-meaning conservation projects sometimes cause more harm than good? A surprising phenomenon suggests the answer may be yes. Between 1990 and 2014, forests in Europe expanded by 13 million hectares, an area roughly the size of Greece. This seemed like an environmental victory. However, there was a hidden cost. Crops that Europeans continued to consume had to be grown somewhere else. So, mainly in tropical countries, about 11 million hectares of forest was chopped down to make up for the drop in European food production. This phenomenon is known as biodiversity “leakage”. Conservation projects in wealthy, industrialized countries that have already lost much of their biodiversity can cause food and timber production to “leak” into poorer, biodiverse nations. The net result? While one area gains protection, another—often richer in wildlife—suffers greater destruction. Professor Andrew Balmford at the University of Cambridge calls this a “major blind spot” in conservation planning. “When a wealthy country protects its own land, the demand for food and wood doesn’t disappear,” he explains. “It simply shifts elsewhere, often to nations with less strict environmental laws and more valuable ecosystems.” The solution, researchers argue, is not to stop rewilding but to think globally. Conservation efforts must be accompanied by international cooperation to reduce consumption of land-intensive products and to provide financial support for poorer countries to protect their forests. Without such measures, protecting nature in one place may unintentionally destroy it in another. 12. Between 1990 and 2014, what was the hidden cost of Europe’s forest expansion? A. European consumption of crops increased rapidly. B. About 11 million hectares of tropical forest were lost. C. Rewilding projects were stopped in wealthy countries. D. Food production in Europe was completely abandoned. 13. What does the underlined phrase “leakage” in paragraph 3 refer to? A. The accidental release of pollutants into the environment. B. The transfer of environmental damage from one region to another. C. The loss of water resources due to agricultural expansion. D. The movement of wild animals across protected areas. 14. According to Professor Balmford, why does biodiversity leakage occur when wealthy countries protect their land? A. Wealthy countries have too much food to export to poorer nations. B. Poorer countries have more advanced farming technologies. C. The demand for food and wood simply shifts to other places. D. International cooperation already prevents such problems effectively. 15.What is the author’s attitude towards rewilding as expressed in the last paragraph? A. The author believes rewilding should be abandoned completely. B. The author thinks rewilding needs international cooperation to be effective. C. The author is uncertain about the future of conservation projects. D. The author argues that wealthy countries should focus on tree planting. 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。 When we feel threatened or stressed, our brain produces chemicals which raise energy and sharpen focus, helping us react quickly to danger. 16 For example, the pressure of an upcoming performance might motivate you to practice harder. Studies also show that mild stress can improve memory by activating parts of the brain involved in learning. 17 Normally when we experience a stressful event, stress hormones (激素) are released for about 15 to 30 minutes. But if we face multiple or persistent stress day after day, we will suffer from problems like sleeplessness, brain fog, digestive issues, and even heart disease. So how much stress is too much stress? 18 Different factors like your genetics, environment, and even your age, can influence the way your body responds. But no matter what your situation is, there are tools that can make dealing with stress a bit easier. Physical activity is a powerful stress reducer. Exercise creates new brain cells, making it easier to recover. A run through the park or a basketball game with friends can be a great distraction (分心事) from whatever is stressing you out. 19 Interacting with friends or family can lower stress hormone levels. Simple mindfulness practices, like deep breathing or journaling, build awareness of our emotions and keep us focused on the present. While we can't avoid life's challenges, understanding our stress response and using these tools can help us face them more calmly and effectively. By managing stress wisely, we can turn it from an enemy into a friend. 20 A．Social connection also helps. B．Small amounts of stress can even be helpful. C．It may help us grow stronger and live healthier. D．However, problems arise when stress becomes constant. E．Today, though, we initiate this response in many situations. F．Doctors recommend regular check-ups to monitor stress levels. G．It's difficult to say, as not everyone experiences stress in the same way. 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 Liam fell into extreme loneliness at fourteen, he changed totally. He 21 himself in the classroom corner daily, staring at his desk. He often failed to hand in homework on time and 22 joining group activities. He 23 communicated with classmates or teachers. His teacher Ms. Reed 24 his bad state, feeling anxious but 25 how to help him get rid of loneliness. One afternoon after school, all other students had 26 . Ms. Reed invited Liam to take a walk together. He raised his head, hesitated briefly and finally 27 . They wandered slowly 28 , with no pressing questions or heavy pressure from the teacher. As time went by, Liam slowly 29 his defense. Occasionally he whispered about his interests, and Ms. Reed always listened carefully without 30 him. Even if Liam refused to walk sometimes, the teacher never felt 31 and would invite him again the next day. Several months later, Liam 32 his old love for drawing. He grew active in class and gradually made new friends. One day, Liam 33 Ms. Reed a painting showing two people walking beneath a sunny tree. “This is you and me,” he said gently. He understood that Ms. Reed’s 34 was far more than simple walks; it was warm light pulling him out of isolation. To Ms. Reed, Liam’s smile and progress were the best 35 , which proved patience and kindness can warm a lonely soul and lead lost teenagers back to happiness. 31. A. tricked B. withdrew C. talked D. committed 32. A. preferring B. longing C. pretending D. declining 33. A. eagerly B. rarely C. suddenly D. confidently 34. A. worsened B. recorded C. noticed D. concluded 35. A. uncertain B. uneasy C. unmotivated D. unaccustomed 36. A. returned B. escaped C. departed D. succeeded 37. A. refused B. cried C. collapsed D. nodded 38. A. silence B. relief C. regret D. horror 39. A. built up B. let down C. depended on D. referred to 40. A. following B. approaching C. training D. interrupting 41. A. frightened B. unaffected C. discouraged D. exposed 42. A. clarified B. challenged C. confirmed D. recovered 43. A. presented B. equipped C. assisted D. changed 44. A. company B. hobby C. reflection D. responsibility 45. A. ambition B. discovery C. reward D. restriction 第二节 (共10小题；每小题1.5分，满分15分) LONDON — The opening melody of Jasmine Flower floated through the hall, delicate and lyrical. It immediately set a poetic tone for the evening, 46 ___________(invite) the audience to follow each note. The concert 47.__________ (title) Nihao! China — Echoes of Ancient Tang Poems was organized by the China Association for International Cultural Exchange at King‘s Place in London. It brought together young 48.___________ (musician) to perform works pairing Tang dynasty (618-907) verse with modern musical arrangements, with 49.___________ stated aim of presenting Chinese literary heritage in forms accessible to international audiences. Chinese Ambassador to the UK Zheng Zeguang attended 50.____________ extended Chinese New Year greetings, quoting Tang poet Wang Bo — “Though miles apart, close friends feel like neighbors” — alongside a line from British poet Percy Bysshe Shelley: “If winter 51.___________ (come), can spring be far behind?” Several international vocalists performed Chinese poems, including Li Bai’s Drink to Me, Luo Binwang’s Singing of the Goose, and Gao Shi’s Farewell to Dong Da, 52.___________ brought the evening to a peak, with the audience clearly swept up in the performance. The evening reached 53.__________ (it) peak with the closing piece, From Jasmine Flower to Turandot, when all performers returned to the stage and the audience rose 54.____________ (join) in a communal rendition of both songs. Nearly 400 people attended the concert, 55.______________ included Ambassador Zheng and his wife, counsellors, and distinguished figures from the music world. 第四部分 写作(共两节；满分40分) 第一节 (满分15分) 56.假定你是李华，在上周学校举行的“定格校园美景（Capture Beauty on Campus）”摄影大赛中获得一等奖，请向英国笔友Chris写信介绍此事。内容包括： 1. 活动目的； 2. 照片描述； 3. 参赛感受。 注意：1.词数100左右 2.开头和结尾已给出。 Dear Chris, ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Hua 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。 I began to bear dislike toward my little brother Brogan when I was four. As a newborn baby, he cried nonstop all day long. All the love and care that once belonged only to me now focused on him alone. Filled with jealousy, I tried to quiet his cry, which made Mum blame me sharply. From then on, I believed my brother had taken away my position in the family. We argued and fought constantly while growing up. Many small conflicts happened between us. He once knocked out two of my front teeth by accident. In return, I played a trick on him and caused a small accident. We quarreled over remote controls, snacks and seats. I was a quiet, well-behaved top student, while Brogan was naughty and fond of making trouble. Our relationship changed unexpectedly when we visited Warwick Castle at 11. A huge catapult threw candies all over the grassland. For the first time, we forgot our conflicts and ran happily together. However, the happy time didn’t last long. Suddenly, two elder boys rushed up, pushed Brogan down hard and took all his candies away. 注意： 1. 续写词数150左右； 2. 两段开头已给出，不计入总词数； Para1.Helpless in the grass, something in me shifted. Para2.Having seen everything unfold, Mum and Dad rushed over. 学科网（北京）股份有限公司 $