天津市第二新华中学2025-2026学年第二学期高一年级学科练习二英语试题

答一、单选 1. A 2. B 3. D 4. B 5. B 6. D 7. D 8. C 9. B 10. C 11. C 12. D 13. D 14. A 15. B 二、完形 16. B 17. D 18. A 19. C 20. B 21. A 22. C 23. B 24. D 25. C 26. C 27. B 28. A 29. D 30. B 31. A 32. B 33. A 34. C 35. D 三、阅读理解 A 【答案】31. B 32. D 33. B 34. B 35. C B 【答案】36. A 37. B 38. B 39. D 40. A C 【答案】41. A 42. B 43. C 44. B 45. C 四、阅读表达 46.【答案】 (His) learning disability. Or: Having a learning disability. Or: That he was learning disabled. Or: He had a learning disability. 57.【答案】He could be smart and express himself with clay. Or: Art could help him express himself without words. Or: He could well express himself with clay/art. 58.【答案】If you enjoy something and keep doing it, you will get better at it. Or: The more you practice something, the better at it you will become. Or: Practice makes perfect. Or: Practice leads to success. 59.【答案】I could read and write. 60.【答案】We should not lose heart in face of difficulties. If we work hard, we will find a way out. Or: We should overcome our weaknesses and fears with courage and determination. 学科网（北京）股份有限公司 $ 2025—2026学年度第二学期高一年级学科练习二 英语学科（共5页）  2026年6月 一、单项选择 1. _____ it is true that a student’s most important goal is to do well in her or his studies, it doesn’t need to be the only goal. A. While B. As C. When D. Since 2. In the dark street, there wasn’t a single person ______, in such a desperate situation, he could turn for help. A. that B. to whom C. who D. from whom 3. — What do you think of your journey to the seaside town? — Everything is very fantastic, especially its fresh air, which is pleasant ______. A. breathed B. being breathed C. to be breathed D. to breathe 4. The team referred to their ______ accomplishment as a source of motivation when facing new challenges. A. natural B. previous C. comprehensive D. indigenous 5. You will know what a great bike is like if you ______ John’s new bicycle. A. come up with B. get a load of C. sing high praise for D. focus yourself on 6. Large quantities of oil ______ to Japan since one year ago. A. was shipped B. has been shipped C. were shipped D. have been shipped 7. We choose this hotel because the price for a night here is down to $ 30, half of ______ it used to charge. A. that B. which C. how D. what 8. Jim’s brother looked at him angrily, with his arms ______ across his chest. A. folding B. having folded C. folded D. to fold 9. Tom has been preparing carefully for the English examination so that he can be sure of passing it at his first ______. A. request B. attempt C. promise D. purpose 10. It was her dedication to helping others ______ impressed everyone at the event. A. who B. whom C. that D. which 11. We hoped that by the end of the year we ______ the job. A. had finished B. finished C. would have finished D. will finish 12. She is the only one of those who ______ a winner of the scholarship for three years. A. is B. are C. have been D. has been 13. Drug use is now thought to ______ about three-quarters of all ______ cases of HIV in that country. A. make for; reported B. account for; reporting C. make for; reporting D. account for; reported 14. Unusual animal behaviour ______ indicate whether it’s cold, wet weather that’s on the way or a hot, dry period. A. can B. need C. must D. should 15. —You seem to be in a really good mood. — I finished my last test today. ______! Now I’m free. A. What a pity B. What a relief C. I’ve got it D. I’ve missed the point 二、完形填空 I’d just gotten out of hospital myself. Five days after my mother 16 , a tire of my car blew. I was going 50mph when I completely lost 17 : my car 18 head — on into a concrete barrier. I should have been    19    but fortunately I survived. Physically I healed quickly, but the 20 injuries and fear of my own death stayed on. Soon even 21 activities, like driving a car or visiting my doctor, filled me with great fear. Eventually I fell into a state of 22 and stopped seeing friends. I even didn’t want to go anywhere and feel anything. Then, last February, I was invited by my friends to go 23 in Colorado. My first response was to 24 . I didn’t want to get on a plane, attach sticks 25 my feet or slide down a mountain. The mere thought of meeting new people 26 me. But I had a sense that this journey might be the brilliant sunlight I 27 needed. I finally agreed. The first day, I was 28 with Peter, an experienced coach. He sensed my fear, patiently removing it with a smile and jokes. I was absolutely terrified of 29 myself, but his gentle encouragement kept me going. Then he said something that made me nod in recognition, “Jill, fear 30 everything.” Peter was talking about skiing, about how your muscles 31 when you are afraid, often causing you to fall. And it’s particularly true in life as well. When you permit fear to 32 you from doing what you love, life stops. With Peter’s words in mind, I kept practicing. By the end of the day, I’d improved enough to fly down hills that had 33 me, a bright smile on my face and tears in my eyes. Tears were not from the cold but from 34 . I’d faced my fears on the mountain, and I knew    35    the rest wouldn’t be far behind. 16. A. passed on B. passed away C. got over D. got through 17. A. sense B. sight C. memory D. control 18. A. crashed B. struck C. folded D. flew 19. A. injured B. relaxed C. killed D. frightened 20. A. hurtful B. emotional C. severe D. brain 21. A. basic B. special C. personal D. meaningful 22. A. dullness B. thrill C. anxiety D. sympathy 23. A. climbing B. skiing C. hiking D. camping 24. A. escape B. consider C. accept D. refuse 25. A. on B. in C. to D. with 26. A. puzzled B. delighted C. tired D. surprised 27. A. accurately B. desperately C. accidentally D. finally 28. A. paired B. familiar C. bored D. angry 29. A. losing B. changing C. upsetting D. hurting 30. A. scares B. stops C. follows D. conquers 31. A. tense up B. give up C. wake up D. turn up 32. A. press B. prevent C. stimulate D. inspire 33. A. scared B. attracted C. bored D. interested 34. A. bitterness B. toughness C. gratefulness D. peacefulness 35. A. embracing B. quitting C. challenging D. overcoming 三、阅读理解 A This assessment task is designed for Year 11 History students studying Understanding the Modern World. Over the past eight weeks, students have explored two major periods of historical transformation: the Industrial Revolution from about 1750 to the 1890s, and the Information Revolution of the late twentieth-century. In class, students have examined how these movements began, the ideas that supported them, and the reasons they spread so widely across different societies. For this task, students are required to write an analytical essay that compares the two revolutions. The essay must demonstrate clear historical understanding, effective use of evidence, and the ability to explain change over time. Task Requirements Students must address both historical movements in their essay and include discussion of the following areas: ★ the main causes of each revolution ★ the key ideas or beliefs that supported their development ★ important milestones (里程碑) and stages of progress ★ major figures who contributed to change ★ immediate positive and negative effects on society, the economy, and the environment ★ possible long-term impacts on the modern world The essay should be written in a formal academic style and be between 1,000 and 1,500 words in length. Students may use class notes, textbooks, and other relevant open - access resources to support their research. Submission (提交) Timeline Task issued: Week 4 Draft due: Friday, Week 7 Final submission due: Friday, Week 9 All work must be submitted by 4:00 pm on the due date. Submission Instructions Draft submission Students must submit: ● one electronic copy by email in Word format ● one printed hard copy to the teacher Final submission Students must submit: ● one electronic copy by email in Word format ● one printed hard copy to the teacher ● the printed hard copy of the teacher’s comments on the draft ● a signed Declaration of Authenticity form Notes on Originality and Feedback This essay must be the student’s own original work. Time for preparation will be provided both in class and at home. Students will receive formal teacher feedback on one draft, one week before the final due date. All sources used must be properly acknowledged. Late Work and Extensions Extensions are granted only by the Head of History. Application forms are available from the classroom teacher or the Head of History. Work submitted late without an approved extension may be treated as a non-submission and may receive a grade of Fail. 36. What is the main task students are required to complete? A. To sign a declaration of originality. B. To compare two major historical transformations. C. To list external sources in a reference. D. To record milestones in chronological order. 37. What do students need to include in their analytical essay? A. The detailed account of key historical figures. B. The exact number of sources used in the research. C. The specific political systems that shaped both revolutions. D. The lasting impacts of both revolutions on the modern world. 38. Which of the following is required for the final hand-in? A. An electronic copy in PDF format. B. A printed copy of the feedback on the draft. C. A separate reference attached to the essay. D. A signed approval form from the Head of History. 39. When will students receive their reviewed drafts? A. Right after the initial draft is emailed. B. Seven days prior to the submission date. C. Within one week of the task announcement. D. Following the submission of the final hard copy. 40. What can be inferred from the passage? A. The classroom teacher can approve an extension. B. Students may freely submit work after the deadline. C. The school places importance on academic honesty. D. Students will receive feedback on more than one draft. B I first encountered Mr. Henderson in the spring of 2018, while volunteering at the local community garden. A retired schoolteacher with a weather-beaten face and a gentle smile, he was known among neighbors as the “Garden Sage (智者)”. At that time, I was struggling with my studies and felt overwhelmed by the pressure of college applications. Mr. Henderson noticed my restlessness as I stared helplessly at the patch (一小块土地) of dry, barren soil assigned (分派) to me. “Soil needs patience, just like life,” he said, handing me a small trowel. “Water it, wait for the rain, and let nature take its course.” His words were simple, but they struck a chord deep within me. I began to visit his plot regularly, watching as he raised fresh vegetables from the earth with an almost magical ease. He taught me to read the soil — its texture, its moisture, its scent — and to listen to the whispers of the seasons: the sigh of wind through leaves, the patter of early spring rain, the quiet hum of bees at dawn. Months passed, and our unlikely friendship blossomed. During one particularly difficult week, when I received disappointing news about my grades, I found myself at the garden, ready to give up. Instead of offering empty sympathy, Mr. Henderson handed me a ripe tomato still warm from the sun. “Taste it,” he said. “This grew from a seed that once looked just as dead as yours.” That moment of simple wisdom changed my perspective. I realized that growth isn’t always visible; sometimes it happens beneath the surface, unseen and unmeasured. I started keeping a small journal, sketching the plants I tended and noting their subtle changes — the first green shoot, the curl of a new leaf, the slow deepening of color. As the seasons turned, I not only harvested vegetables but also a sense of inner peace. Mr. Henderson’s quiet devotion reminded me that resilience is not about avoiding storms, but about learning to grow in the rain. He didn’t preach or lecture; he simply lived his truth, one seed at a time. When he moved away last year, his lessons remained rooted in my heart. Now, whenever I face setbacks — whether in academics, relationships, or personal goals — I return to the garden, or to the memory of it, and remember: growth takes time. It requires patience, attention, and faith in the unseen. Mr. Henderson didn’t just teach me to dig in the garden; he taught me to live — slowly, deeply, and with grace. 41. What does the underlined phrase “struck a chord” in Paragraph 2 probably mean? A. Touched his heart deeply. B. Brought immediate relief. C. Made him feel extremely anxious. D. Awakened his curiosity about gardening. 42. Why did Mr. Henderson give the author a tomato? A. To share the joy of harvest from his long-term gardening efforts. B. To prove that poor conditions don’t limit the potential of life. C. To push the author to devote more attention to gardening practice. D. To reveal that real improvement often takes place unseen and gradually. 43. What can be inferred about the author from Paragraph 3? A. He regretted giving up his college applications easily. B. He gained a new understanding of personal growth. C. He lost confidence due to disappointing academic news. D. He became expert at observing plants’ natural changes. 44. What can we learn from the last paragraph? A. Life lessons come from daily experiences. B. Patience helps people overcome difficulties. C. Nature can comfort people’s inner worries. D. Resilience means growing through hard times. 45. What is the author’s purpose in writing the passage? A. To share a life-changing experience and its lasting influence. B. To encourage readers to take up gardening as a hobby. C. To stress the importance of patience in academic success. D. To introduce the benefits of community service work. C Social media can be a powerful communication tool for employees, helping them to collaborate, share ideas and solve problems. Research has shown that 82% of employees think social media can improve work relationships and 35% believe it can support decision-making processes. These beliefs contribute to a majority of workers connecting with colleagues on social media, even during work hours. Employers typically worry that social media is a productivity killer; more than half of U.S. employers reportedly block access to social media at work. In my research with 277 employees of a healthcare organization, I found these concerns to be misguided. Social media doesn’t reduce productivity nearly as much as it kills employee retention (保留). In the first part of the study, I surveyed the employees about why and how they used platforms like Facebook, Twitter, or LinkedIn. Respondents were then asked about their work behaviors, including whether they felt motivated in their jobs and showed initiative at work. I found employees who engage in online social interactions with co-workers through social media blogs tend to be more motivated and come up with innovative ideas. But when employees interact with individuals outside the organization, they are less motivated and show less initiative. In the second part of the study, I found 76% of employees using social media for work took an interest in other organizations they found on social media. When I examined how respondents express to new careers and employers, I found that they engaged in some key activities including researching new organizations and making new work connection. These findings present a dilemma for managers: employees using social media at work are more engaged and more productive, but they are also more likely to leave your company. Managers should implement solutions that neutralize the retention risk caused by social media. They can create social media groups in which employees will be more likely to collaborate and less likely to share withdrawal intentions or discussions about external job opportunities. Managers can also use social media to directly reduce turnover (跳槽) intentions, by recognizing employees’ accomplishments and giving visibility to employees’ success stories. 46. What does previous research about social media reveal? A. Most employees think positively of it. B. It improves employees’ work efficiency. C. It enables employees to form connections. D. Employees spend much of their work time on it. 47. What did the author’s own research find about social media? A. It influences employees’ work negatively. B. It does much harm to employee loyalty. C. It kills employees’ motivation for work. D. It affects employers’ decision-making. 48. What did the author find in his study about the effect of online social interactions? A. It differs from employee to employee. B. It tends to vary with the platform used. C. It has much to do with whom employees interact with. D. It is hard to measure when employees interact with outsiders. 49. What problem was found with employees using social media for work? A. They seldom expressed their inner thoughts. B. Most of them explored new job opportunities. C. They were unwilling to collaborate with others. D. Many of them ended with lower productivity. 50. What does the author suggest managers do to neutralize the retention risk? A. Give promotions to employees for their accomplishments. B. Create opportunities for employees to share success stories. C. Acknowledge employees’ achievements through social media D. Encourage employees to increase their visibility on social media. 四、阅读表达 I’m a 34-year-old man, married, lived in a nice house, and have a successful career as an educational consultant. But my life was not always so great. I had a learning disability from an early age. I went to a special school where I got plenty of extra help. Still, I suffered the rest of my school days in public schools. My life improved remarkably when I discovered art. The art world gave me a chance to express myself without words. I went to a workshop and gradually got good at making things with clay (黏土). Here I learned my first important lesson: disabled as I was in language, I could still be smart and well express myself with clay. And my confidence came along. I got my next lesson from rock climbing. It was a fun thing but I was scared from the start. I soon noticed it wasn’t a talent thing; it was practice. So I did it more. After about five years of climbing, I found myself in Yosemite Valley on a big wall. I learned that if you fall in love with something and do it all the time, you will get better at it. Later I decided to apply my previous experience to learning how to read and write. Every day I practiced reading and writing, which I used to avoid as much as possible. After two hard years, I was literate. Having gone through the long process with art, rock climbing, and reading and writing, now I’ve got to a point in my life where I know I am smart enough to dive into an area that is totally unknown, hard, but interesting. 51. What made the author’s school days difficult? (No more than 5 words) 52. Why did art give the author confidence? (No more than 10 words) 53. What lesson did the author learn from rock climbing? (No more than 15 words) 54. What is the meaning of the underlined part in Paragraph 4? (No more than 5 words) 55. How does the author’s story inspire you to overcome difficulties in life? Put it in your own words. (No more than 20 words) 学科网（北京）股份有限公司 $