精品解析：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 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, 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 Required Mar 15—16 Chinese Paper Cutting Workshop Room 1 Yes Mar 17—18 Traditional Handwriting Workshop Room 2 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 AM. C. March 21, 3:00 PM. D. March 22, 7:00 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. 【答案】1. C 2. C 3. B 【解析】 【导语】本文是一篇应用文。文章介绍了国际文化遗产展的票价、活动和时间表等内容。 【1题详解】 细节理解题。根据Special Events表格，开幕式为3月15日上午9点，文化体验活动为每日下午2点至4点，闭幕演出为3月22日晚上7点。逐一核对选项可知，C选项3月21日下午3点属于每日文化体验活动时段，故选C。 【2题详解】 细节理解题。根据Cultural Experience Activities Schedule表格，活动包括Chinese Paper Cutting(中国剪纸)、Traditional Handwriting(传统书法)、Clay Sculpture Making(泥塑制作)、Folk Music Instrument Making(民间乐器制作)，这些都属于动手参与的工作坊活动，故选C。 【3题详解】 细节理解题。根据Ticket Information Details表格，全价票为每人80元，10人及以上可购买团体票，享受8折优惠，15名成年人属于团体票范畴，计算为15×80×(1-20%)=15×80×0.8=960元，所以总共需要支付960元，故选B。 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 way in the middle of the semester, trading a traditional research report for a story-writing task. He asked his students to pick a historical figure and write a 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, making up a tale of her love for learning being held back by social rules. The thorough research and creative care for how the figure felt that the students showed was amazing. Mr. Johnson was surprised by the big change in his students. The essays he got were not just correct; they were full of real feelings and a clear understanding of people’s thoughts. The students had stopped just repeating facts and truly connected with history, seeing historical figures as people with many different sides instead of just names from a long time ago. In later class talks, their questions changed from “What happened?” to “Why did they feel that way?” and “What would I have done?”. This story-writing method didn’t just help them remember facts better; it built up their ability to think deeply and their real care for how others felt. Inspired by this success, Mr. Johnson has now made story-telling a regular part of his lessons. He believes that when students learn to experience history through story-telling, they do more than just remember it — they start to understand its long-lasting effects on their own lives and what it means to be human in general. In his classroom, history is no longer just a subject about the past; it has become a talk with the past. 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. 【答案】4. D 5. B 6. C 7. A 【解析】 【导语】本文是一篇说明文。文章主要介绍约翰逊老师发现学生对历史缺乏情感联结，通过让学生写历史人物故事改变教学方式，帮助学生理解历史的人文意义。 【4题详解】 细节理解题。根据第一段中的“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.(虽然他的学生能为了考试认真记住日期、姓名和事件，但他们总是无法理解历史的人文层面。对他们来说，过去似乎是一系列固定的事实，没有情感、挣扎或个人意义)”可知，约翰逊老师最初的问题是学生对历史缺乏情感联结。故选D项。 【5题详解】 细节理解题。根据第一段中的“Wanting to fix this gap, Mr. Johnson decided to completely change his teaching way in the middle of the semester, trading a traditional research report for a story-writing task.(为了弥补这一差距，约翰逊老师决定在学期中彻底改变他的教学方式，用传统的研究报告换成故事写作任务)”和第二段中的“He asked his students to pick a historical figure and write a detailed story from that person’s own point of view.(他让学生挑选一个历史人物，并从该人物自己的视角写一个详细的故事)”可知，约翰逊老师通过让学生从历史人物的视角写作来改变教学方法。故选B项。 【6题详解】 细节理解题。根据第三段中的“The essays he got were not just correct; they were full of real feelings and a clear understanding of people’s thoughts.(他收到的作文不仅准确，而且充满了真实的情感和对人们思想的清晰理解)”可知，新任务后学生的作文体现了情感理解和个人见解。故选C项。 【7题详解】 主旨大意题。根据最后一段中的“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.(他认为，当学生学会通过讲故事来体验历史时，他们不仅仅是记住历史——他们开始理解历史对自己生活的长远影响，以及作为人本身意味着什么。在他的课堂上，历史不再仅仅是一门关于过去的学科；它变成了与过去的对话)”可知，文章的核心主旨是历史不仅仅是事实，更是人类的故事。故选A项。 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 infer about AI-powered tools according to the text? A. They help lessen (减少) cultural differences. B. They make education more accessible. 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 discuss the impact of AI on education. D. To list the advantages of digital technology. 【答案】8. C 9. A 10. B 11. C 【解析】 【导语】本文是一篇说明文。文章主要讲述了人工智能对教育领域产生的多方面影响。 【8题详解】 推理判断题。根据第二段中“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.(在人工智能驱动的学习平台上，学生可以按照自己的速度学习材料。例如，Coursera、可汗学院和多邻国等平台使用人工智能来分析学生的进度，并为他们提供定制的内容、测验和练习。)”可知，第二段提到的人工智能平台是为了展示人工智能在个性化学习资源方面的作用。故选C。 【9题详解】 主旨大意题。根据第三段中“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.(传统上，教师经常忙于评分、课程规划和跟踪学生进度等任务。人工智能可以通过使这些任务中的许多自动化来减轻这种负担，为教师腾出宝贵的时间，让他们专注于学生的参与和指导。)”可知，第三段主要讲的是人工智能对教育工作者的帮助。故选A。 【10题详解】 推理判断题。根据第四段中“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.(有了人工智能，在语言、残疾或社会经济方面有困难的学生有更多机会接受教育。谷歌教室和微软Word等人工智能工具的开发是为了支持有学习障碍的学生，如阅读障碍、多动症和自闭症。此外，人工智能工具让视力或听力不佳的学生更容易学习。文本转语音、实时翻译和手语识别技术可以为在传统教育环境中面临挑战的学生打破障碍。)”可知，我们可以推断出人工智能工具使教育更容易获得。故选B。 【11题详解】 推理判断题。根据第一段中“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.(然而，数字技术的兴起导致了在线学习平台、数字教室和在线课程的发展。人工智能的结合有望将这些进步提升到一个全新的水平。)”以及最后一段“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.(展望未来，人工智能在教育中的作用将继续发展。随着技术的进步，我们可以期待人工智能成为学习平台的一部分，使教育更加有趣和引人入胜。)”可知，文章主要说明了人工智能对教育领域产生的多方面影响，包括个性化学习资源、减轻教师负担、帮助特殊学生等，且这种影响还将继续发展。可推知，文章的目的是讨论人工智能对教育的影响。故选C。 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 opt for 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, 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, framing 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 neutral 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 neutral 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 is the problem with person-first language about body size? A. It fails to reflect people’s real needs. B. It is rejected by medical professionals. C. It regards larger build as a disease. D. It is too formal for daily communication. 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 neutral 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 【答案】12. C 13. D 14. B 15. D 【解析】 【导语】本文是一篇议论文。文章主要讲述了体型相关词汇的选择并非中立，应采用灵活、尊重个体且适应具体情境的表述方式。 【12题详解】 细节理解题。根据第三段中“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.(后来，以患者为先的表述（如“一个肥胖的人”）开始出现，旨在突出个体而非单一特征。这种做法沿用了其他医学领域的模式 —— 比如使用“一位患癌症的人”，而不是“一个癌症患者”。然而，这种转变仍然将较大体型视为“生病”，并且已被证明效果不佳)”可知，以个人为先的语言将较大的体型看作一种疾病。故选C。 【13题详解】 推理判断题。根据第四段中“Within fat acceptance communities, “fat” can function as a neutral 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.(在接纳肥胖的群体内部，“胖”可以作为中性描述，但这个含义并不适用于医疗或主流环境。事实上，在某些医疗场景中，“脂肪”仅指脂肪组织，根本不是形容词)”可推知，“fat”这个词的社会意义在一些群体中发生了变化。故选D。 【14题详解】 推理判断题。根据最后一段中“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.(因此，采用灵活而非僵化的方法是关键。这包括优先考虑个人偏好的术语，避免道德评判语言，并适应特定语境)”可知，作者支持使用适合语境的表达。故选B。 【15题详解】 主旨大意题。通读全文，尤其是根据第一段中“In medical settings, the terms “obese (肥胖的)” or “person with obesity” are commonly used, while body-image researchers tend to opt for expressions like “higher weight.” This often makes me wonder which term to choose across settings.(在医疗环境中，“肥胖”或“肥胖者”这样的术语经常被使用，而身体形象研究人员倾向于选择“体重较高”这样的表达。这常常让我想知道在不同的环境中该选择哪个术语)”以及最后一段中“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.(因此，采用灵活而非僵化的方法是关键。这包括优先考虑个人偏好的术语，避免道德评判语言，并适应特定语境)”可知，文章主要说明了体型相关词汇的选择并非中立，它们会深刻影响人们的自尊、内化的体重偏见和临床交流，文章讨论了不同术语的使用及其影响，并强调了采用灵活、尊重个体且适应具体情境的表述方式的重要性。故D选项“词汇选择：尊重体型的描述”最符合文章标题。故选D。 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 humour on heart health. Reduces Physical Pain Let’s say we have a severe headache but are watching an extremely funny show. As we watch and laugh, we may become at least somewhat distracted (使分心) from the headache and discomfort. ____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. But the distraction alone isn’t what reduces our pain perception. G. Moments of loud laughter also relieve tension in our muscles. 【答案】16. G 17. D 18. F 19. A 20. E 【解析】 【导语】本文是一篇说明文。笑声是我们保持身体健康的战斗中经常被忽视的工具。我们不仅能从幽默中得到娱乐，而且还能增强我们的身心健康。 【16题详解】 由上文“At its most basic level, laughter affects our physical body. It enables us to take in more oxygenated air and stimulate our lungs.(从最基本的层面来说，笑会影响我们的身体。它能让我们吸入更多的含氧空气并刺激我们的肺部)”可知，这里阐述了笑对身体的一些基础影响。G选项Moments of loud laughter also relieve tension in our muscles.(大声笑的时刻也能缓解我们肌肉的紧张)符合语境，also表明与上文并列，进一步说明笑对身体的影响。故选G项。 【17题详解】 由上文“Laughter provides this benefit by increasing our heart rate and lowering our blood pressure.(笑通过提高我们的心率和降低血压来提供这种益处)”可知，这里说明笑对心脏健康的益处方式，D选项This is much like how our body responds to exercise.(这很像我们的身体对锻炼的反应)符合语境，This指代笑对心脏健康的益处方式，将其与身体对锻炼的反应作类比，符合逻辑。故选D项。 【18题详解】 由上文 “Let’s say we have a severe headache but are watching an extremely funny show. As we watch and laugh, we may become at least somewhat distracted from the headache and discomfort.(假设我们头痛得厉害，但正在看一场非常有趣的节目。当我们观看并大笑时，我们可能至少会从头痛和不适中稍微分心)”可知，这里说明看有趣节目大笑时会分心；下文“Established mechanisms are operating internally to enhance our ability to resist pain.(体内有既定的机制在运行，以增强我们抵抗疼痛的能力)”则表明还有其他因素减轻疼痛，F选项But the distraction alone isn’t what reduces our pain perception.(但仅仅分心并不能减轻我们对疼痛的感知)符合语境，but表转折，引出下文对减轻疼痛真正原因的阐述。故选F项。 【19题详解】 由下文“Laughing offers another physical benefit: it can help us sleep better.(笑提供了另一个身体上的好处：它可以帮助我们睡得更好)”可知，此段围绕笑能改善睡眠展开。A选项Improves sleep.(改善睡眠)作为小标题，准确概括了该段内容。故选A项。 【20题详解】 由上文“By laughing, we increase antibody - producing cells and enhance the effectiveness of T cells in our body.(通过笑，我们增加了产生抗体的细胞，并增强了我们体内 T 细胞的效力)”可知，这里说明了笑对免疫系统的积极影响。E选项These tiny things act like a defense army to fight illness.(这些微小的东西就像一支抵御疾病的防御部队)符合语境，其中These tiny things指代上文的antibody-producing cells和T cells，进一步阐述它们对抵抗疾病的作用。故选E项。 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. regained 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. reclaim C. need D. understand 【答案】21. D 22. A 23. C 24. B 25. A 26. C 27. C 28. D 29. A 30. B 31. B 32. D 33. A 34. C 35. B 【解析】 【导语】本文是一篇记叙文。文章主要讲述了作者大学求职时面试失败，后参加研讨会意识到要对自己负责，努力改进后在下一次面试中成功获得更好职位，明白了失败是更有力的老师，停止责怪世界、承担失败才能塑造更好的自己。 【21题详解】 考查名词词义辨析。句意：那时，我只有一个梦想：加入我国一家汽车制造巨头公司。A. option选择；B. appointment约会；C. assignment任务；D. dream梦想。根据后文“I performed far better and ____ a position in a company even better than the one I had originally dreamed of.”可知，此处表示加入我国一家汽车制造巨头公司是作者的梦想。故选D。 【22题详解】 考查动词词义辨析。句意：我放弃了其他机会，把所有的精力都投入到了这家公司。A. dismissed解散；B. compared比较；C. seized抓住；D. lacked缺乏。根据下文“poured all my energy into this company”可知，作者为了这个梦想放弃了其他机会。故选A。 【23题详解】 考查形容词词义辨析。句意：我通过了笔试，对自己的面试表现感到自信，但结果却让我很受打击——我被拒绝了。A. anxious焦虑的；B. concerned关心的；C. confident自信的；D. curious好奇的。根据上文“I cleared the written test”以及下文“but the results hit me hard”可知，作者通过了笔试，但是之后的结果打击作者，所以此处表示作者对面试表现感到很自信。故选C。 【24题详解】 考查动词词义辨析。句意同上。A. ignored忽视；B. rejected拒绝；C. evaluated评估；D. promoted提升。根据上文“but the results hit me hard”可知，作者被结果打击，所以此处表示作者被拒绝了。故选B。 【25题详解】 考查动词词义辨析。句意：好几天，我都无法振作起来，我责怪面试官、我的运气、其他人，就是不怪自己。A. blamed责怪；B. forgave原谅；C. analyzed分析；D. challenged挑战。根据下文“the interviewers, my luck, everyone else but myself”以及“learning that when you ____ blaming the world and start owning your failures, you ____ the power to build a better version of yourself.”可知，此处表示作者责怪其他人，之后了解到需要停止责备其他人、承认自己的失败。故选A。 【26题详解】 考查动词词义辨析。句意：当我参加了一个关于控制源的研讨会时，一切都改变了——控制源的概念是，无论发生好事还是坏事，你都要对其负责。A. happened发生；B. worked工作；C. changed改变；D. failed失败。根据后文“This ____ me deeply and pushed me to look inward.”可知，作者的思想发生了改变。故选C。 【27题详解】 考查形容词词义辨析。句意同上。A. ready准备好的；B. grateful感激的；C. responsible负责的；D. qualified合格的。根据上文“I attended a seminar on the locus of control (控制源)”可知，控制源的概念是，无论发生好事还是坏事，你都要对其负责。故选C。 【28题详解】 考查动词词义辨析。句意：这深深触动了我，促使我向内反思。A. terrified使害怕；B. moved感动；C. confused使困惑；D. struck打动、使顿悟。根据下文“pushed me to look inward”可知，作者内向反思，所以此处表示这深深触动了作者。故选D。 【29题详解】 考查名词词义辨析。句意：当我诚实地回顾我的面试时，我看到了真相：我有知识空白和沟通弱点。A. truth真相；B. hope希望；C. consequence结果；D. excuse借口。根据上文“When I reviewed my interview honestly,”以及下文“I had knowledge gaps and communication weaknesses”可知，作者诚实地回顾自己的面试，看到了自己面试失败的真相。故选A。 【30题详解】 考查动词短语辨析。句意：所以我努力改进它们。A. looked for寻找；B. worked on努力改进；C. hid from躲避；D. lived with忍受。根据上文“I had knowledge gaps and communication weaknesses”以及下文“In the next interview, with better ____ and real self-awareness, I performed far better and ____ a position in a company even better than the one I had originally dreamed of.”可知，作者改进自己的知识空白和沟通弱点，在下一次面试中表现得好。故选B。 【31题详解】 考查名词词义辨析。句意：在下一次面试中，有了更好的准备和真正的自我意识，我表现得更好，并在一家甚至比我最初梦想的还要好的公司获得了一个职位。A. payment支付；B. preparation准备；C. reason原因；D. relation关系。根据上文“When I reviewed my interview honestly, I saw the ____: I had knowledge gaps and communication weaknesses.”可知，作者看到了自己面试失败的真相，所以此处表示作者有了更好的准备和自我意识，之后表现得好。故选B。 【32题详解】 考查动词词义辨析。句意同上。A. regained重新获得；B. discovered发现；C. occupied占据；D. secured获得。根据下文“a position in a company even better than the one I had originally dreamed of.”以及语境可知，作者获得了一个职位。故选D。 【33题详解】 考查形容词词义辨析。句意：他们说失败是一位苛刻但比成功更有力的老师。A. powerful有力的；B. patient耐心的；C. creative有创造力的；D. devoted忠诚的。根据上文“failure is a harsh (苛刻的) but”以及语境可知，失败虽然苛刻，但比成功更有力。故选A。 【34题详解】 考查动词词义辨析。句意：那个季节，我不仅以工程师的身份毕业，还以生活学生的身份毕业，我学到了当你停止责怪世界，开始承认自己的失败时，你就夺回了塑造更好自己的力量。A. delay延迟；B. regret后悔；C. stop停止；D. mind介意。根据下文“and start owning your failures,”可知，作者停止责怪世界，开始承认自己的失败。故选C。 【35题详解】 考查动词词义辨析。句意同上。A. prove证明；B. reclaim夺回；C. need需要；D. understand理解。根据下文“the power to build a better version of yourself”以及语境可知，作者不再责备其他人，承认自己的失败，由此夺回了塑造更好自己的力量。故选B。 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. 【答案】36. extremely 37. Directed 38. has achieved 39. What 40. seeing 41. against 42. deeper 43. cruelty 44. the 45. but 【解析】 【导语】主要介绍电影《南京照相馆》的故事背景、主创阵容、上映反响、核心人物形象以及影片承载的铭记历史、珍爱和平的深刻意义。 【36题详解】 考查副词。句意：英文名为《Dead to Rights》的《南京照相馆》是一部极具力量且内涵深刻的影片，故事设定在1937年南京大屠杀这一残酷背景之下，在那时日本侵略者给南京人民带来了巨大的苦难。此处用来修饰形容词powerful，需用副词作状语，extreme的副词形式为extremely意为“极其”。 【37题详解】 考查非谓语动词。句意：这部影片由申奥执导，刘昊然、王传君、高叶、王骁等一众实力派演员参演。此处为非谓语动词作状语，逻辑主语it与direct之间为被动关系，所以用过去分词directed，位于句首，首字母需大写。故填Directed。 【38题详解】 考查动词时态。句意：该片自七月二十五日全国上映以来，已经取得了不俗的成绩，不仅收获高额票房，还斩获豆瓣高分。此处为谓语动词，根据时间状语Since its nationwide release可知，此处要用现在完成时，主语it是第三人称单数，所以谓语动词为has achieved。 【39题详解】 考查主语从句。句意：最让观众印象深刻的便是由刘昊然饰演的‌苏柳昌这一角色。此处引导主语从句，从句中缺少主语，指代事物内容，所以用连接词what，位于句首，首字母需大写。 【40题详解】 考查非谓语动词。句意：起初他只求安稳活下去，在目睹日军让他冲洗的照片里那些惨无人道的罪行后，他渐渐鼓起勇气，决心反抗侵略者并揭露真相。此处介词after后接动名词形式作宾语，所以此处为seeing。 【41题详解】 考查介词。句意：起初他只求安稳活下去，在目睹日军让他冲洗的照片里那些惨无人道的罪行后，他渐渐鼓起勇气，决心反抗侵略者并揭露真相。固定搭配fight against意为“反抗”，所以此处为介词against。 【42题详解】 考查形容词比较级。句意：这类影片让历史变得生动易懂，让人们对过往拥有更为深刻的认知。由前面的more可知，此处暗含对比含义，需用形容词比较级，deep的比较级为deeper。 【43题详解】 考查名词。句意：通过对历史的准确还原和生动诠释，这部影片让观众深切地感受到了南京大屠杀那段痛苦历史的残酷与沉重，同时也展现了在绝境中普通民众的顽强抗争所展现出的巨大力量。定冠词the后接名词作宾语，cruel对应的名词形式为cruelty意为“残酷”。 【44题详解】 考查冠词。句意：通过对历史的准确还原和生动诠释，这部影片让观众深切地感受到了南京大屠杀那段痛苦历史的残酷与沉重，同时也展现了在绝境中普通民众的顽强抗争所展现出的巨大力量。power后有后置定语修饰，此处特指普通人反抗的力量，所以用定冠词the。 【45题详解】 考查连词。句意：它不只是一部电影，更是一堂庄重的历史课，时刻提醒人们铭记历史、珍爱和平。固定搭配not just...but...意为“不仅……而且……”，所以此处为连词but。 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.陈述理由。 注意： 1.写作词数应为80左右； 2.请按如下格式在答题卡的相应位置作答。 Hello, everyone. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Thank you for listening. 【答案】Version 1: Hello, everyone. I’m glad to share our group’s view on the topic. We recommend doing sports during breaktime, especially group activities like running or playing basketball. First of all, physical movement outdoors helps us refresh our minds. Additionally, while playing with others, we build stronger teamwork and enjoy freedom from academic pressure. Better yet, compared to music, sports symbolize vigour and connection, which allow us to keep a positive attitude throughout the day. All in all, not only do sports improve our physical health, but they also bring us closer as a group. Thank you for listening. Version 2: Hello, everyone. I’d like to share our group’s opinion on the topic. Our group prefers music, especially gentle and calming tunes. Initially, soft music relaxes us and refreshes our minds, temporarily freeing us from academic stress. Meanwhile, focusing on beautiful melodies offers an escape from textbooks. Also of primary note, enjoying music together encourages emotional expression, which not only strengthens connections among classmates but also reduces feelings of pressure and isolation. Briefly, not only does music ease our stress, but it also brings creativity and calm into our school day. Thank you for listening. 【解析】 【导语】本文是一篇应用文。要求考生代表小组就“Music or sports: which do you prefer for break time?”为主题发表自己的观点。 【详解】1.词汇积累 高兴的：glad→delighted 此外：additionally→in addition 压力：pressure→stress 总之：all in all→in summary 2.句式拓展 简单句变复合句 原句：We recommend doing sports during breaktime, especially group activities like running or playing basketball. 拓展句：We recommend that students should do sports during breaktime, especially group activities like running or playing basketball. 【点睛】【高分句型1】Additionally, while playing with others, we build stronger teamwork and enjoy freedom from academic pressure. (运用了while引导的状语从句的省略) 【高分句型2】Better yet, compared to music, sports symbolize vigour and connection, which allow us to keep a positive attitude throughout the day.(运用了which引导的非限制性定语从句) 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 hall. 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 the town’s people. Many people tried out each year for it, but so many were turned away. It can 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个左右; (2)请按如下格式在答题卡的相应位置作答。 Paragraph l: The next day, Emily nervously glanced at the list on the door of the choral room. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Paragraph 2: Finally, the day of performance came. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】 The next day, Emily nervously glanced at the list on the door of the choral room. She was not rejected this time. Her name was posted at the top of the list. She, Emily White, was chosen to be the leading singer! She would sing alone in the performance. Emily couldn’t believe her eyes. There must be some mistake. But Mr. Buttler said to her with determined eyes, “Emily, I choose you because you should perform the part—your voice is unusual. Believe in yourself.” Greatly encouraged, Emily practiced really hard. Finally, the day of performance came. Standing in front of the line, Emily felt her throat tight and her palms sweating. When the curtain opened up, the eyes of the whole audience fell upon Emily. “Emily White!” Someone whispered. Then, along with the first note of music, Emily began to sing her heart out. Her voice was like a nightingale ringing in the auditorium. Applause! Emily felt so happy and comfortable. She was shining on the stage. Emily White, with so many birth problems in her body, was an angel! 【解析】 【导语】本文以人物为线索展开，讲述了艾米丽出生时身体存在诸多问题，她家乡学校每年圣诞节期间有重要演出，很多人想参与但选拔严格。艾米丽有美妙歌喉，去年向音乐老师欧文斯夫人申请参加却被直接拒绝，这让她深受打击并决定不再尝试。今年新音乐老师巴特勒先生听闻她的事后，鼓励她尝试，艾米丽虽犹豫但还是进行了测试表演。表演结束后她等待结果，当晚因担心不被接纳而难以入眠，次日早晨甚至因压力胃痛 。 【详解】1.段落续写： ①由第一段首句内容“第二天，艾米丽紧张地看了一眼合唱室门上的名单。”可知，第一段可描写艾米丽第二天查看合唱室门上的名单后的反应及在巴特勒先生的鼓励下开始努力练习的情景 。 ②由第二段首句内容“终于，演出的日子到来了。”可知，第二段可描写艾米丽的表演引起的反响。 2.续写线索：被选中——将要独唱——Mr. Buttler鼓励艾米丽——艾米丽努力练习——艾米丽演唱——观众鼓掌——艾米丽高兴 3.词汇激活 行为类 ①选择：choose/select ②鼓励：encourage/inspire ③尽情歌唱：sing her heart out/pour her heart into singing 情绪类 ①坚定的：determined/resolute ②高兴：happy/delighted 【点睛】[高分句型1] Emily, I choose you because you should perform the part—your voice is unusual. (运用了because引导的原因状语从句) [高分句型2]. Standing in front of the line, Emily felt her throat tight and her palms sweating. (运用了现在分词作状语和宾语补足语) 第1页/共1页 学科网（北京）股份有限公司 $ 深圳市龙华区2025-2026学年第二学期期中试卷 高二英语 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, 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 Required Mar 15—16 Chinese Paper Cutting Workshop Room 1 Yes Mar 17—18 Traditional Handwriting Workshop Room 2 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 AM. C. March 21, 3:00 PM. D. March 22, 7:00 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 way in the middle of the semester, trading a traditional research report for a story-writing task. He asked his students to pick a historical figure and write a 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, making up a tale of her love for learning being held back by social rules. The thorough research and creative care for how the figure felt that the students showed was amazing. Mr. Johnson was surprised by the big change in his students. The essays he got were not just correct; they were full of real feelings and a clear understanding of people’s thoughts. The students had stopped just repeating facts and truly connected with history, seeing historical figures as people with many different sides instead of just names from a long time ago. In later class talks, their questions changed from “What happened?” to “Why did they feel that way?” and “What would I have done?”. This story-writing method didn’t just help them remember facts better; it built up their ability to think deeply and their real care for how others felt. Inspired by this success, Mr. Johnson has now made story-telling a regular part of his lessons. He believes that when students learn to experience history through story-telling, they do more than just remember it — they start to understand its long-lasting effects on their own lives and what it means to be human in general. In his classroom, history is no longer just a subject about the past; it has become a talk with the past. 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 infer about AI-powered tools according to the text? A. They help lessen (减少) cultural differences. B. They make education more accessible. 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 discuss the impact of AI on education. D. To list the advantages of digital technology. 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 opt for 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, 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, framing 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 neutral 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 neutral 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 is the problem with person-first language about body size? A. It fails to reflect people’s real needs. B. It is rejected by medical professionals. C. It regards larger build as a disease. D. It is too formal for daily communication. 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 neutral 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 humour on heart health. Reduces Physical Pain Let’s say we have a severe headache but are watching an extremely funny show. As we watch and laugh, we may become at least somewhat distracted (使分心) from the headache and discomfort. ____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. But the distraction alone isn’t what reduces our pain perception. G. Moments of loud laughter also relieve tension in our muscles. 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. regained 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. reclaim 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.陈述理由。 注意： 1.写作词数应为80左右； 2.请按如下格式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 hall. 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 the town’s people. Many people tried out each year for it, but so many were turned away. It can 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个左右; (2)请按如下格式在答题卡的相应位置作答。 Paragraph l: The next day, Emily nervously glanced at the list on the door of the choral room. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Paragraph 2: Finally, the day of performance came. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 第1页/共1页 学科网（北京）股份有限公司 $