泰安一中新校区2025-2026学年高一第二学期6 月阶段性检测英语试题

2025-2026学年高一第二学期6月阶段性检测 英语试卷 2026年6月 注意事项： 1．答题前填写好自己的姓名、班级、考号等信息 2．请将答案正确填写在答题卡上 第Ⅰ卷（选择题） 第一节（共5小题；每小题1.5分，满分7.5分） 听下面5段对话。每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项。听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。每段对话读两遍。 1. What course will the woman take? A. Spanish. B. Photography. C. Art. 2. What is the relationship between Alex and Lisa? A. Brother and sister. B. Husband and wife. C. Colleagues. 3. What is the woman doing? A. Making a payment. B. Applying for a card. C. Repairing a computer. 4. What are the speakers mainly talking about? A. The indoor temperature. B. The house facilities. C. The greenhouse effect. 5. What is the man excited about? A. Receiving some great grades. B. Being able to meet the president. C. Becoming the student union leader. 第二节（共15小题；每小题1.5分，满分22.5分） 听下面5段对话或独白。每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项。听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。每段对话或独白读两遍。 听第6段材料，回答第6、7题。 6. What did the woman just do? A. She read her emails. B. She set up an account. C. She watched a program online. 7. What prevented the woman from accessing the website? A. The Wi-Fi network failure. B. The antivirus software. C. The wrong password. 听第7段材料，回答第8至10题。 8. Where is the man going hiking next month? A. In the mountains. B. In a forest. C. In a desert. 9. How can the woman join the hiking club? A. By going to the office. B. By writing a letter. C. By applying online. 10. What will the woman probably do next? A. Participate in an activity. B. Buy hiking equipment. C. Contact a friend. 听第8段材料，回答第11至14题。 11. Where is the man probably? A. At the office. B. At home. C. At a travel agency. 12. What are the speakers going to do? A. Travel abroad. B. Go to the theater. C. Meet their friends. 13. When will the speakers meet? A. At 4:00 p.m. B. At 6:15 p.m. C. At 7:00 p.m. 14. How can the man be described? A. Sensitive. B. Dishonest. C. Romantic. 听第9段材料，回答第15至17题。 15. What is the occupation of the celebrity Linda admires? A. Actor. B. Singer. C. Writer. 16. What does the man think about celebrities? A. Creative. B. Influential. C. Modest. 17. What is the woman going to do next? A. Deliver a contract. B. Visit a client. C. Answer an email. 听第10段材料，回答第18至20题。 18. What does the speaker say about the replanted trees? A. They are used for food and medicine. B. They might harm the environment. C. They can deal with climate change better. 19. What is Heilmayr? A. A landowner. B. A reporter. C. A teacher. 20. What is Heilmayr’s attitude to the measures taken by Chile’s government? A. Supportive. B. Ambiguous. C. Disapproving. 第二部分 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 AI Teaching in Louisa Schools: A Mixed Picture While less than half of the teachers nationwide have received AI training, Louisa County schools are embracing artificial intelligence in education. According to district data, 70% of Louisa teachers now use AI tools at least weekly-far above the national average reported in a recent EdWeek Research Center survey. (A report carried out nationwide released by the Center for Democracy and Technology) Tools and Guidance in Action The district has actively supported this growth. After teacher feedback called for clearer direction, Louisa developed practical AI guidelines and adopted SchoolAI, a platform designed for lesson planning and student activities. Trainings and a shared AI resource center have helped teachers integrate technology into classrooms. Challenges Remain Still, challenges remain. Some Louisa teachers do not use AI at all. Surveys show the main reasons include lack of training time, concerns about reliability, and limited access to tools. As one Trevilians Elementary teacher noted, practicing alone is very different from using AI with students. Student reactions are also mixed. Some worry AI could “take over the world,” while others appreciate its help as a learning assistant. Teachers like Marcia Flora are addressing fears by explaining that “AI is just one tool” and encouraging critical thinking. Looking Ahead Louisa continues to adjust its approach. One example is the AI “traffic light” that teachers could share with students to help make it clear on which parts of a particular assignment students could turn to AI for help. Green means students may use AI with citation; yellow means limited use; and red means no AI allowed. These tools help integrate AI into daily learning while encouraging proper use. As the technology develops, Louisa’s experience offers a real-time model of how schools can prepare students for a tech-driven future. 21. What percentage of the teachers nationwide are using AI in the classroom? A. 70%. B. 63%. C. 61%. D. 24%. 22. Why do some Louisa teachers avoid using AI? A. They believe it will take over the world. B. They find the students depend too much on AI. C. They feel uncomfortable to adopt AI fully. D. They feel unprepared to integrate AI effectively. 23. What does the AI “traffic light” system do? A. It limits teachers’ use of AI in lessons. B. It guides students on proper AI use. C. It is used to teach students about road safety. D. It controls the Internet speed in classrooms. B Born in Zambia and raised in Portland, 25-year-old Asùkùlù Songolo is the son of Congolese refugees — a background that, as he says, has deeply shaped his life choices. In the beginning, Songolo planned to study international relations at Stanford University with a focus on Africa, followed by law school and a potential career as a professor of African history. However, his career path took an unexpected turn after spending the summer of 2023 as an intern (实习生) at Marché Noir Lomé-Paris, a French fashion boutique (时装店) in Paris during the Haute Couture Week. “I’ve always been interested in clothes. I admired how my parents, aunts, and uncles dressed, and I observed how people combined and matched different pieces,” Songolo explains. “But I never really saw fashion as a possible career. During Haute Couture Week, though, seeing people from diverse backgrounds all drawn to the same brand and viewing fashion as a unifying force made me reconsider.” Fast-forward three years, Songolo, who has launched his own brand, Luùndo, has fully committed to his fashion career. The brand combines traditional cultural clothing with modern designs, ranging from casual wear to tailored suits and dresses. Many of his creations are inspired by Congolese aesthetics (美学), and he aims to create more opportunities for people to engage with African culture through fashion, describing Luùndo not just as a brand but as a celebration where people can express their identity and heritage with love. “My dream is to develop creative industries, starting in Congo and then expanding across Africa. By 2050, Africa is expected to have the largest youth population in the world, but I don’t think enough is being done to create jobs for them.” His vision is to establish manufacturing in Congo and generate employment opportunities. 24. What initially influenced Asùkùlù Songolo’s career planning? A. His experience at Paris Haute Couture Week. B. His Congolese refugee family background. C. His research on immigrant youth engagement. D. His interest in clothes and fashion from a young age. 25. What made Songolo consider fashion as a career during his Paris internship? A. The chance to attend Haute Couture Week. B. Observing how his family members dressed. C. Seeing fashion bond people from diverse backgrounds. D. The opportunity to work at a fashion boutique. 26. What is the main goal of Songolo’s brand, Luùndo? A. To focus only on traditional Congolese clothing. B. To become the most popular fashion brand globally. C. To involve people in African culture through fashion. D. To compete with major international fashion brands. 27. Which of the following can best describe Songolo? A. Nothing is impossible to a willing heart. B. Honesty is the best policy. C. One good turn deserves another. D. Still waters run deep. C There’s a cat-and-mouse game between those using generative AI chatbots to produce text undiscovered and those trying to catch them. Many believe the giveaway signs do exist, but they don’t know exactly what the differences are. Researchers at four U.S. universities, however, have taken a better approach, identifying linguistic (语言学的) fingerprints that reveal which large language model (LLM) produced a given text. “All these chatbots are coming out every day, and we interact with them, but we don’t really understand the differences between them,” says Mingjie Sun, a researcher at Carnegie Mellon University and lead author of the study.” By training a machine learning classifier do this task, and by looking at the performance of that classifier, we can then tell the difference between different LLMs.” Sun and his colleagues developed a machine learning model that analyzed the outputs of five popular LLMs, and was able to tell them apart with 97.1% accuracy. Their machine learning model uncovered distinct speech patterns unique to each LLM. ChatGPT’s GPT — 4 model, for instance, tends to use “utilize” more than other models. DeepSeek is partial to saying “certainly”. Google’s Gemini often begins its conclusions with the word “essentially”, while Anthropic’s Claude overuses phrases like “according to” and “according to the text” when referring to its sources. XAI’s Grok stands out as more talkative, often reminding users to “remember” key points while guiding them through arguments with “not only” and “but also”. “The writing and the word choices are different,” says Yida Yin, a researcher at the University of California, Berkeley, and a coauthor of the paper. These findings can assist users in selecting the best model for specific writing tasks — or aid those trying to catch AI-generated text pretending to be human work. So, remember: according to this study, if a model uses certain words, it’s certainly possible to identify it. 28. What is the purpose of the study? A. To improve different LLMs. B. To tell different LLMs apart. C. To identify which LLM is better. D. To produce undiscovered AI texts. 29. What tool did the researchers use to conduct the study? A. AI chatbots. B. Linguistic fingerprints. C. Five popular LLMs. D. A machine learning classifier. 30. What is paragraph 4 mainly about? A. Supportive examples of the research results. B. Further explanation of the research methods. C. Detailed description of the research process. D. Potential application of the research findings. 31. In what aspect might users benefit from these findings? A. Model selection. B. Text writing. C. Model building. D. Text production. D Some people think they are immune (免疫) to ads. They might not have heard of the mere exposure effect—a psychological phenomenon where we tend to like things the more we are exposed to them. When we plot the mere exposure effect on a graph with preferences on one axis (轴) and repetitions on the other, we will see that it takes about 15 repeats for the effect to reach its full potential. If the exposure is too excessive (过度), people get annoyed. And if they didn’t like the thing initially, repeating it can make it worse. There are two main explanations for the phenomenon. The first is certainty. Our minds naturally learn to be careful around new things that could potentially harm us. If we see something repeatedly without bad consequences, we are led to believe it is safe. The second is perceptual fluency. We are also hardwired to prefer simple things that take little mental load. Difficult tasks like figuring out something new take lots of attention and time, which is why we try to avoid them. Known for discovering the effect was psychologist Robert Zajonc, who tested how subjects responded to specific symbols. A group of people were shown a series of random shapes which changed so quickly that it was impossible to notice that some were repeated. When the subjects were asked which shapes they found most pleasing, they chose those to which they had been exposed the most often, even though they had no conscious awareness of that. The results showed that changes in preferences caused by repeated exposures depend not on any prior subjective and conscious evaluations of the stimulus but rather on results from the objective history of exposures alone. Now tell us what you think about ads. If mere exposure to them makes us like things we otherwise wouldn’t, should billboards (广告牌) be banned from the public area? 32. Which of the following graphs best illustrates the mere exposure effect? A. B. C. D. 33. According to Zajonc’s experiment, what drives changes in preferences ? A. Random variation. B. Objective analysis. C. Subjective judgment. D. unaware familiarity. 34. Which promotional activity shows the application of the mere exposure effect? A. A novelist organizes a book signing event . B. A game studio develops a challenging mode. C. A singer buys hot recommendations on a music app. D. A fashion brand reintroduces certain classic designs. 35. Why does the author mention ads at the end of the text? A. To criticize fake advertising. B. To oppose outdoor advertising. C. To point out the drawbacks of ads. D. To caution against the influence of ads. 第二节（共5小题；每小题2.5分，满分12.5分） 阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。 Closing your eyes to hear better might be a big mistake When people try to focus on a faint sound, many instinctively (本能地) shut their eyes. The common belief is that removing visual distractions allows the brain to concentrate more fully on hearing, boosting sensitivity. 36 A study published in JASA set out to test whether closing the eyes truly improves hearing under noisy conditions. 37 They wanted to find out how visual input affects the ability to detect sounds. In the experiment, participants listened to sounds through headphones while background noise played. Their task was to adjust the volume until each sound was just barely audible over the noise. 38 First, they closed their eyes; then they opened their eyes to look at a blank screen, a still image related to the sound, and finally a matching video. The results went against a widely held assumption. 39 On the contrary, seeing a dynamic video corresponding to the sound significantly improved hearing sensitivity. Closing the eyes made it harder to pick out faint sounds in noisy settings, while relevant visual input provided a clear advantage. To understand why this happens, researchers used EEG to track brain activity. They found that closing the eyes shifts the brain into a state that increases how strongly it filters incoming information. 40 It can also suppress the target sounds participants are trying to hear. A. However, this approach does not always work, especially in noisy environments. B. This heightened filtering does not just reduce background noise. C. The experiment included several different visual conditions. D. Researchers from Shanghai Jiao Tong University led the study. E. They found that closing one’s eyes actually impairs the ability to detect these sounds. F. Many people think closing eyes can help them hear better in daily life. G. Visual input can always improve people’s hearing ability in any situation. 第Ⅱ卷（非选择题） 第三部分 语言运用（共两节，满分30分） 第一节（共15小题；每小题1分，满分15分） 阅读下面短文，从每题所给的A、B、C、D四个选项中选出最佳选项。 In a remote village in Zambia, where gravel (碎石) roads seem to stretch endlessly before reaching the nearest town, a classroom hums with the energy of its young learners. The desks are basic, the books are scarce, and the room is 41 beyond capacity — but something 42 is happening here. Andrew, a 38-year-old teacher, has 43 his under-resourced and overcrowded classroom into a place where learning flourishes. Students in Andrew’s class travel 5 to 15 kilometers each way to attend his lessons. The daily 44 reflect the broader barriers to 45 in Zambia, where over 800,000 primary school-aged children are out of school. Andrew 46 to let these barriers limit the potential of the determined young learners. Before any additional support arrived, he was already taking the 47 to make learning meaningful. Drawing from local culture, he introduced traditional 48 — like Nsolo, Ichienga, and skipping rope — to help children understand numbers and develop foundational skills in 49 , playful ways. At the same time, he 50 support from the school administration and fellow teachers, even using his own funds to obtain essential teaching materials. 51 to developing a sense of professionalism and 52 among teachers, Andrew and his colleagues 53 their resources to print T-shirts bearing “Catch-Up Teacher”. It was a small but powerful 54 that reinforced their identity as teachers dedicated to transforming learning outcomes. One of his students 55 Andrew’s impact best: “My mother asked me why I go to school. I replied, to become just like my teacher when I grow up.” 41. A. dusty B. untidy C. empty D. packed 42. A. extraordinary B. shocking C. urgent D. amusing 43. A. decorated B. equipped C. transformed D. occupied 44. A. struggles B. exercises C. schedules D. choices 45. A. transportation B. education C. communication D. accommodation 46. A. refused B. tended C. managed D. threatened 47. A. initiative B. chance C. risk D. advice 48. A. festivals B. games C. methods D. customs 49. A. abstract B. complex C. typical D. engaging 50. A. secured B. strengthened C. confirmed D. declined 51. A. Contrary B. Committed C. Sensitive D. Addicted 52. A. humour B. relief C. justice D. pride 53. A. wasted B. invested C. pooled D. divided 54. A. lesson B. organization C. routine D. gesture 55. A. got over B. benefited from C. brought about D. summed up 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1个适当的单词或括号内单词的正确形式。 The Dragon Boat Festival is often recognized for its 56 (thrill) boat races and sticky rice dumplings (zongzi), but its roots run much deeper. Beyond the splash of paddles and the cheers of spectators 57 (lie) a festival rich in meaning — one that integrates ancient legends with timeless practices for 58 (well) and protection. At its heart is the story of Qu Yuan, the exiled poet 59 loyalty and despair gave rise to the dragon boat tradition. Yet the festival also reflects something more practical and universal: the way ancient Chinese communities 60 (respond) to the challenges of the summer season. The fifth lunar month was once considered the most dangerous time of year — a period when disease, insects, and bad luck seemed to multiply. 61 (protect) themselves and their families, people turned to the natural world: hanging mugwort (艾草) and calamus (菖蒲) at their doors, 62 (wear) scented sachets, and preparing food not only for taste, but for health. Today, many of these traditions continue — in different forms, and in different places. From herbal customs 63 symbolic rituals, the Dragon Boat Festival is a 64 (remind) of how collective cultural memory and seasonal wisdom can offer comfort, healing, and a connection to those who came before us. This is Dragon Boat Festival is not merely a memory, 65 a moment to reconnect with nature, heritage, and ourselves. 第四部分 写作（共两节，满分40分） 第一节（满分15分） 66. 假定你是李华，发现近期课堂上同学们学习状态欠佳。请你以“Treasure Our Class Time”为主题，给学校报社《校园之声》栏目投稿。内容包括： (1) 陈述具体现象； (2) 给出建议。 第二节（满分25分） 67. 阅读下面短文，根据所给情节进行续写，使之构成一个完整的故事。 I frowned at myself in the dressing-room mirror. I was wearing white tights, a white leotard (紧身连衣裤), and a white cap that hid most of my hair. I was one of 10 snowflakes in my dance school’s Winter Wonderland show. “Grandma, I really don’t feel like being in the show,” I said. Grandma Lani looked at me gently, “Why, mo’opuna?” Mo’opuna means “grandchild” in Hawaiian. Grandma Lani has always lived in Hawaii. “You love to dance.” I used to love to dance. Then Ms. Tuttle gave the part of the Snow Queen to Christine Abrams. Christine got to wear a blue leotard and a feathery skirt that drifted out like a cloud every time she twirled. And she got to do a dance once all by herself. The snowflakes just had to run and spin to look like a snowstorm. I sighed. “I don’t like our dance. And no one would notice if I weren’t there. There are so many of us,” “I would notice,” she reassured me softly. As Christine walked toward us, Grandma paused and smiled at her. “What a beautiful costume!” Christine glided away, her skirt waving behind her. I hung my head. Grandma took my hand, “What’s bothering my Avery?” “And you won’t be able to tell me apart from the other snowflakes,” I whispered. Grandma was about to speak. Then something outside the window caught her eye. She grabbed my hand and my coat and pulled me out of the dressing room and through the doors to the outside. It was snowing. Grandma held her breath and I suddenly thought of something, “Grandma, have you ever seen snow before?” “No, mo’opuna. In Hawaii, it snows only on the very tops of mountains.” I had seen snow lots of times, but now I tried to see it differently, as if it was new. I saw snowflakes twisting through the air in different directions, sparkling and shining at us. So many snowflakes came together to create something magical. “Aloha,” Grandma whispered to the sky. Aloha can mean many things, including “love”, “hello”, and “good-bye”. “I don’t know when I’ll see something like that again,” “I do,” I said. 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。 Back in the dressing room, I knew something within me had quietly changed. As the curtain fell, I heard Grandma’s applause rising above the rest. 学科网（北京）股份有限公司 $