上海市2025-2026学年高二年级英语第二学期期末冲刺卷B

上海市2025-2026学年高二年级第二学期英语期末冲刺卷B I. Vocabulary (1*10=10 points) Directions: After reading the passage below, fill in each blank with a proper word given in the box. Each word can be used only once. Note that there is one more word than you need. A. barrier B. claimed C. crucial D. generated E. launched F. limited G. outdated H. replaced I. spreading J. surprisingly K. unequal The Digital Divide in Modern Education The rapid shift to online learning during recent years has highlighted a persistent problem: the digital divide. This term refers to the gap between those who have easy access to computers and the internet and those who do not. For many students, this divide has become a major ___1___ to academic progress. Some experts have ___2___ that the problem is simply about the cost of devices. However, the reality is more complex. Even when schools ___3___ programs to provide laptops, many students in rural areas struggle with poor internet connectivity. This creates a(n) ___4___ situation where a student’s address can determine their educational opportunities. The consequences are significant. A report from the Alliance for Excellent Education found that students without home internet access score 20% lower on standardized tests. One might think that public libraries can bridge the gap, but their ___5___ hours and seating capacity make them an ___6___ solution for today’s needs. Interestingly, the issue is not ___7___ to developing nations. In some of the wealthiest cities, thousands of families remain unconnected. The problem is ___8___ by the fact that homework now often requires online research. Students without access are forced to rely on ___9___ textbooks and printed materials. What is ___10___ is that fixing this problem requires cooperation between governments, tech companies, and local communities. Simply providing devices is not enough; we must ensure that every student has a reliable connection to the digital world. II. Reading Comprehension (1*15 + 2*15 = 45 points) Section A (1*15=15 points) Directions: For each blank in the following passage there are four words or phrases marked A, B, C and D. Fill in each blank with the word or phrase that best fits the context. Why do some people always seem to have great ideas, while others struggle to think creatively? The answer may lie in a simple but powerful habit: boredom. In our modern world, we are constantly ___11___ with information. We fill every spare moment by scrolling through social media, watching videos, or listening to podcasts. As a result, we have ___12___ the mental space needed for deep thought. Experts argue that boredom is ___13___ for creativity. When your mind has nothing external to focus on, it begins to ___14___. It makes connections between seemingly unrelated ideas. It solves problems that have been ___15___ in the background. This is why so many people report having their best ideas while showering, walking, or daydreaming. To use boredom as a ___16___, you need to actively resist the urge to reach for your phone. Start with just five minutes a day. Sit quietly without any ___17___. Let your mind wander. At first, you may feel anxious or restless. This is normal; it is a sign that your brain is ___18___ to a new state. The next step is to ___19___ these periods of boredom into your daily routine. Leave your phone in another room when you eat a meal. Take a walk without headphones. While waiting in line, simply ___20___ your surroundings instead of checking your messages. These small changes can have a ___21___ impact. Companies like Google and 3M have long recognized this ___22___. They give employees “free time” to work on personal projects. This unstructured time has led to the creation of Post-it Notes, Gmail, and many other ___23___ products. The key is that creativity cannot be ___24___. It emerges when the mind is allowed to be idle. So the next time you feel bored, do not ___25___ it. Embrace it. Your next great idea might be just a moment of boredom away. 11. A. satisfied B. flooded C. compared D. provided 12. A. created B. found C. eliminated D. increased 13. A. harmful B. optional C. essential D. irrelevant 14. A. shut down B. wander C. crash D. focus 15. A. cooking B. sleeping C. shouting D. jumping 16. A. punishment B. reward C. tool D. threat 17. A. thoughts B. phones C. books D. distractions 18. A. adding B. adjusting C. contributing D. leading 19. A. break B. remove C. integrate D. separate 20. A. ignore B. observe C. change D. create 21. A. minor B. dramatic C. negative D. temporary 22. A. principle B. excuse C. mistake D. risk 23. A. ordinary B. expensive C. innovative D. complex 24. A. bought B. learned C. forced D. taught 25. A. fight B. enjoy C. understand D. forget Section B (2*12=24 points) Directions: Read the following three passages. Each passage is followed by several questions or unfinished statements. For each of them there are four choices marked A, B, C and D. Choose the one that fits best according to the information given in the passage you have read. (A) The old man, Enzo, had been a fisherman for sixty years. His hands were rough as tree bark, and his eyes held the distant look of someone who had spent a lifetime staring at the horizon. Each morning, before the sun painted the sky, he would walk to his small boat, the *Serena*, and push it into the dark waters of the bay. The younger fishermen used GPS, sonar, and modern gear. They laughed at Enzo, who relied on a wooden pole to measure depth and a worn compass that was missing its north-pointing mark. “The fish are gone, old man,” they shouted. “Your time is finished.” Enzo would just smile, light his pipe, and row out to a spot that looked no different from any other. One Tuesday, the fleet returned with empty nets. The sonar screens showed nothing but blank blue. Enzo, however, did not return at sunset. The younger men shook their heads, muttering that he had finally gotten lost. But just as the last light was fading, the *Serena* appeared, moving slowly under the weight of its catch. Enzo had hauled in more fish than the entire fleet had caught all week. That night, at the tavern, they demanded to know his secret. Enzo took a long drink from his glass and said, “You look at a screen that tells you where the fish were yesterday. I look at the gulls, the color of the water, and the way the wind touches my neck. The sea has a language. You have just forgotten how to listen.” 26. What does the description of Enzo’s hands and eyes in paragraph 1 suggest? A. He was a poor and uneducated fisherman. B. He was an experienced and weathered fisherman. C. He was physically weak from old age. D. He was tired of his fishing life. 27. Why did the younger fishermen laugh at Enzo? A. Because his boat was very old and small. B. Because he used traditional methods instead of modern technology. C. Because he never caught any fish. D. Because he talked to himself. 28. The fact that the fleet returned with empty nets on Tuesday serves to ______. A. prove that the younger fishermen were unlucky B. show that the fish population had disappeared C. highlight the value of Enzo’s traditional knowledge D. explain why Enzo got lost at sea 29. What is the central message of this story? A. Modern technology is always reliable. B. Experience and observation are valuable skills. C. Old people should retire and stop working. D. Luck plays the biggest role in success. (B) The History of the Umbrella The umbrella is a comm on sight on rainy days, but its history stretches back over 3,000 years. The basic design—a canopy supported by ribs—has changed surprisingly little, but its symbolism and social meaning have shifted dramatically across cultures and centuries. Period / Culture Primary Use Social Meaning Material Ancient Egypt (c. 1200 BCE) Sun protection for royalty A symbol of divine status; only pharaohs could use them. Palm leaves, feathers Ancient China (c. 100 CE) Sun and rain protection Sign of rank; elaborate umbrellas for emperors with 4 tiers. Oiled silk, bamboo Ancient Greece & Rome (c. 400 BCE) Ceremonial and sunshade for women Used primarily by upper-class women; men saw it as an “effeminate” luxury. Leather, wood Medieval Europe (c. 500-1400 CE) Almost disappeared Associated with the corrupt, decadent Roman Empire; considered unnecessary. (Rare use) 17th Century France Rain protection for both sexes A fashionable accessory; seen as a symbol of refinement and wealth. Whalebone, heavy cloth Mid-19th Century England Everyday rain protection Democratized; a standard item for all social classes after the invention of the steel-ribbed design. Steel, cotton, linen The modern collapsible umbrella was invented in 1928 by Hans Haupt, a German inventor. His “Knirps” design became the standard for portable umbrellas. Since then, materials have improved—nylon replaced cotton, and fiberglass replaced steel—but the fundamental challenge remains: keeping the user dry without poking anyone in the eye. 30. According to the table, in which two cultures was the umbrella strictly a symbol of high status and royalty? A. Ancient Egypt and Ancient China B. Ancient Greece and Medieval Europe C. 17th Century France and Mid-19th Century England D. Ancient Rome and Ancient China 31. Why were umbrellas rarely used in Medieval Europe? A. Because it did not rain very much during that period. B. Because the technology to make them was lost. C. Because they were associated with a previous, disliked empire. D. Because the common people could not afford them. 32. What significant change happened to the umbrella in the mid-19th century? A. It became a fashionable accessory for women only. B. It became available and common for all people. C. It was no longer used for sun protection. D. It was invented for the first time. 33. The main purpose of the passage and the table is to ______. A. advertise a new kind of portable umbrella B. explain how to make an umbrella C. describe the social and historical changes of the umbrella D. argue that the umbrella has never been a useful tool (C) Most people believe that their memories are a reliable recording of the past. However, decades of cognitive psychology research have proven this is dangerously wrong. Human memory is not like a video camera; it is more like a Wikipedia page. You can go in and edit it, but so can other people, and the information is not always verified before it is added. This phenomenon is known as the “misinformation effect.” In a classic study by psychologist Elizabeth Loftus, participants watched a video of a car accident. Later, they were asked either, “How fast were the cars going when they *hit* each other?” or “How fast were the cars going when they *smashed into* each other?” Those who heard the word “smashed” estimated a significantly higher speed. A week later, these same participants were more likely to report seeing broken glass in the video, even though there was none. The single word had altered their memory. This effect has serious real-world consequences, particularly in the legal system. Eyewitness testimony, once considered the gold standard of evidence, is now known to be highly unreliable. The way police ask questions, the photos they show, and even conversations with other witnesses can unconsciously reshape a witness’s memory. The Innocence Project, an organization that uses DNA evidence to prove wrongful convictions, has found that mistaken eyewitness identification played a role in nearly 70% of convictions that were later overturned. Understanding the fallibility of memory does not mean we should trust no one. However, it does call for caution. Recording important events, corroborating stories with physical evidence, and understanding that confidence does not equal accuracy are all crucial steps in mitigating the problem. The past is not a fixed point, but a story we retell to ourselves, and each retelling changes it just a little. 34. What is the “misinformation effect” as described in the passage? A. The tendency to remember things that never happened. B. The process by which false information is deliberately spread. C. The creation of false memories by a single word or suggestion. D. The inability to recall details from a long time ago. 35. In Loftus’s study, why did some participants report seeing broken glass? A. Because they had actually seen it. B. Because the word “smashed” led them to assume the crash was severe. C. Because the researcher told them they should have seen it. D. Because they wanted to appear more observant. 36. The Innocence Project’s finding (in paragraph 3) is used to show ______. A. that DNA evidence is the only reliable form of evidence B. how the unreliability of memory has led to serious legal errors C. that most police officers are dishonest D. how to improve eyewitness identification techniques 37. What does the author imply in the last sentence “the past is … a story we retell to ourselves”? A. We should not try to remember the past at all. B. Our memories of the past are actively constructed and can change. C. The only true version of the past exists in written records. D. Telling stories is the best way to preserve history. Section C (2*4=8 points) Directions: Read the following passage. Fill in each blank with a proper sentence given in the box. Each sentence can be used only once. Note that there are two more sentences than you need. A. This is why complex tasks often feel easier after a break, a phenomenon known as “incubation.” B. Therefore, multitasking is considered a highly efficient way to work. C. Recent research suggests that the sleeping brain actively reorganizes information to solve problems. D. The key is to allow the mind to wander without a specific goal. E. Most people believe that creativity requires intense, continuous focus. F. However, taking a break does not mean scrolling through social media. The Science of Taking a Break For many years, “powering through” was seen as the best way to solve a difficult problem. The common belief was that the harder you stared at an issue, the faster a solution would appear. ___38___ While focus is useful, the most creative solutions often appear when we step away from the problem entirely. History is full of examples: Archimedes had his “Eureka!” moment in a bath, and Isaac Newton developed his theories on gravity while walking away from his work. So what happens in the brain during a break? When you are focused on a problem, you are using a specific set of mental pathways. These pathways can become like deep ruts in a road, preventing you from seeing alternative routes. ___39___ Your brain enters a state of “default mode,” where different neural networks begin to communicate. This allows for unusual connections and distant associations that were previously blocked. For a break to be effective, how you spend it matters. ___40___ It is essentially just another form of focus that can leave you feeling more drained. Effective breaks are “low-cognition” activities: taking a walk in nature, doing simple chores, listening to instrumental music, or just sitting quietly. These activities give your executive functions a rest. ___41___ During the non-REM (Rapid Eye Movement) stages of sleep, the brain re-plays memories and information from the day, but it does so selectively, strengthening important connections and weakening unimportant ones. This process often leads to insights. A famous study found that people who slept after learning a new rule for a task were twice as likely to discover a hidden shortcut the next day. The answer was not found by trying harder, but by taking a long break. III. Productive Grammar (1*10=10 points) Directions: After reading the passage below, fill in the blanks to make the passage coherent and grammatically correct. For the blanks with a given word, fill in each blank with the proper form of the given word; for the other blanks, use one word that best fits each blank. Why You Forget Your Passwords It happens to everyone. You sit down at your computer, ready to work, and suddenly realize you cannot remember your password. You try a few combinations. ____42_____ works. Finally, after your account ___43___ (lock), you are forced to click “Forgot Password.” The problem is not your memory. The problem is that passwords are designed to be forgettable. A good password must be complex, using a mix of letters, numbers, and symbols. It must not be a real word. It ___44___ be changed every 90 days. And most importantly, you cannot reuse it on different sites. Your brain, however, ___45___ (evolve) to remember things that are meaningful, repetitive, and connected to real-world experiences. It easily remembers the way home from school, the face of an old friend, or the lyrics to a favorite song. ___46___ you ask it to remember a random string like “G7#kL2!q,” it struggles. This is like asking a marathon runner ___47___ (lift) a heavy weight—it is a different skill entirely. Psychologists call this “interference.” When you have twenty different passwords for twenty different sites, each new password interferes with your memory of the old ones. The situation gets even ___48___ (bad) when a site forces you to update your password. Now you have to remember that for Site A, your password is “Summer2023!”, not the old one, “Winter2022.” The solution is not to try harder to remember. The solution is to change your system. Password managers are apps ___49___ store all your passwords in one secure, encrypted vault. You only need to remember one single, very strong “master password.” Another method is to use passphrases. Instead of “P@55w0rd,” try a sentence like “My blue cat loves to eat fish!” This is much ___50___ (easy) for your brain to encode as a memory. Until you adopt one of these systems, you will continue to be locked out of your own accounts. So next time you find yourself staring at a “password incorrect” message, do not blame your brain. Blame the system. Your memory is not broken; it is just ___51___ (ask) to do a job it was never designed for. IV. Summary Writing (10 points) 52. Directions: Read the following passage. Summarize the main idea and the main point(s) of the passage in no more than 60 words. Use your own words as far as possible. The Unexpected Benefits of Bilingualism For decades, parents and educators worried that raising a child to be bilingual might be confusing. Some feared that learning two languages would delay a child’s speech or harm their academic development. However, a growing body of research in cognitive science has completely overturned this view. Far from being a disadvantage, bilingualism provides a powerful set of mental benefits that last a lifetime. One of the most significant findings is that bilingualism strengthens the brain’s “executive function.” This is the command-and-control system that manages attention, problem-solving, and the ability to switch between tasks. A bilingual person is constantly using this system to suppress one language while using the other. This mental “workout” makes the executive function system more efficient and robust. In tests, bilingual children and adults consistently outperform monolinguals (people who speak only one language) in tasks that require ignoring irrelevant information or shifting attention. Perhaps the most compelling benefit is that bilingualism may protect against the effects of aging on the brain. Recent studies have shown that bilingual people develop symptoms of dementia, including Alzheimer’s disease, an average of four to five years later than monolingual people. It is believed that the constant mental exercise of managing two languages builds a “cognitive reserve.” This reserve acts as a buffer, allowing the brain to compensate for the damage caused by the disease for longer before symptoms appear. While speaking two languages cannot prevent dementia entirely, it appears to delay its arrival significantly. _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ V. Translation (3+3+4+5 = 15 points) Directions: Translate the following sentences into English, using the words given in the brackets. 53. 这位年轻的探险家终于明白，失败不是旅程的终点，而是一个宝贵的教训，可以引导他走向未来的成功。(destination) ______________________________________________________________________________________________________________________________________________________________ 54. 尽管雨下得很大，孩子们还是坚持完成了他们的志愿者工作，因为承诺就是承诺。(despite; keep one’s word) ______________________________________________________________________________________________________________________________________________________________ 55. 养成一个简单的日常习惯，比如每天晚上收拾你的书桌，可能会对你的整体情绪和效率产生令人惊讶的积极影响。(tidy up) ______________________________________________________________________________________________________________________________________________________________ 56. 听说他的家乡被选为环保示范城市，那位离乡多年的教授感到一种极大的自豪感，他的眼睛闪闪发光，就像它们突然被点亮了一样。(be selected as; using an absolute structure with “with” or independently) ______________________________________________________________________________________________________________________________________________________________ VI. Guided Writing (25 points) 57. Directions: Write an English composition in 120-150 words according to the instructions given below in Chinese. 你是明启中学高二学生李华。学校英文报正在举办以“The Power of One Small Act”为主题的征文活动。请写一篇短文投稿。 你的文章必须包括： 1. 描述一个你亲身经历或目睹的“小善举”的具体事例。 2. 解释这个小善举带来的影响（对你、对他人或对社区）。 3. 号召读者在日常生活中采取类似的微小行动。 要点提示 (Mind Map): - What was the small act? (e.g., helping a classmate with a problem, picking up litter, comforting a sad friend, opening a door for someone) - Who was involved? - How did it make people feel? (e.g., warm, encouraged, less lonely) - What is the message you want to send? _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Answer Key: I. 1A, 2B, 3E, 4K, 5F, 6G, 7H, 8I, 9J, 10C. II. Reading Section A (Cloze): 11B, 12C, 13C, 14B, 15A, 16C, 17D, 18B, 19C, 20B, 21B, 22A, 23C, 24C, 25A Section B (Reading): (A) 26B, 27B, 28C, 29B; (B) 30A, 31C, 32B, 33C; (C) 34C, 35B, 36B, 37B Section C (6选4): 38E, 39A, 40F, 41C III. Grammar: 42-51: Nothing; is locked; must/should; has evolved; When/If; to lift; worse; that/which; easier; being asked IV. Summary (Sample Answer - 55 words): The popular belief that bilingualism confuses children is wrong. Research shows it strengthens the brain’s executive function, improving attention and task-switching. Furthermore, managing two languages builds a cognitive reserve that delays the symptoms of dementia, including Alzheimer’s, by an average of four to five years compared to monolinguals. V. Translation: 53. The young explorer finally understood that failure is not the destination of the journey, but a valuable lesson that can guide him towards future success. 54. Despite the heavy rain, the children insisted on finishing their volunteer work, because a promise is a promise. 55. Developing a simple daily habit, such as tidying up your desk every evening, may have a surprisingly positive effect on your overall mood and efficiency. 56. Having heard that his hometown was selected as a model city for environmental protection, the professor who had been away from home for many years felt an immense sense of pride, his eyes sparkling as if they had suddenly been lit up. 作文范文 (Sample for reference): Dear Editor, The Power of One Small Act often goes unnoticed, but I have personally seen how a tiny gesture can change everything. Last semester, a new student named Zhang Wei joined our class. He was extremely quiet and always sat alone during lunch, looking very lonely. One day, my deskmate, Lin Tao, simply walked over to Zhang Wei’s table, sat down, and shared his apple. He didn’t say anything grand; he just asked, “Hey, do you want to play chess after school?” That was it. That one, tiny invitation broke the ice. From that day on, Zhang Wei started smiling more. He joined our study group and by the end of the term, he had become an active member of our class. This small act of including someone taught me that you don’t need to do something huge to be a hero. So, I encourage everyone to look around. A simple “hello” or “do you need help?” can be the light in someone’s dark day. Let’s start a chain reaction of kindness, one small act at a time. Sincerely, Li Hua 学科网（北京）股份有限公司 $