精品解析：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

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. As B. While C. When D. Since 【答案】B 【解析】 【详解】考查让步状语从句。句意：尽管学生最重要的目标确实是在她或他的学习中取得好成绩，但这并不需要是唯一的目标。A. As尽管；B. While尽管；C. When当……的时候；D. Since自从。根据句中“a student’s most important goal is to do well in her or his studies(学生最重要的目标确实是在她或他的学习中取得好成绩)”及“it doesn’t need to be the only goal.(这并不需要是唯一的目标)”可知，两者之间是让步关系，应用while引导让步状语从句，as引导让步状语从句时，需要使用倒装结构。故选B。 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 【答案】B 【解析】 【详解】句意：在黑暗的街道上，没有一个人在如此绝望的情况下他可以向其求助。空处引导定语从句，修饰先行词person。短语turn to sb. for help意为“向某人求助”，关系代词在从句中作介词to的宾语，且介词to提前，构成“介词+关系代词”引导的定语从句。因为先行词指人，所以应使用to whom引导从句（in such a desperate situation为插入语）。 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 【答案】D 【解析】 【详解】考查动词不定式。句意：——你觉得你去海滨小镇的旅行怎么样？——一切都很美妙，尤其是它的新鲜空气，呼吸起来很舒服。which引导非限制性定语从句指代先行词its fresh air，sth. be adj. + to do，breathe用动词不定式（to do）主动形式表被动形式。故选D项。 4. The team referred to their _________ accomplishment as a source of motivation when facing new challenges. A. natural B. previous C. comprehensive D. indigenous 【答案】B 【解析】 【详解】考查形容词词义辨析。句意：这支队伍在面对新挑战时，把他们之前的成就作为动力的来源。A. natural自然的；天生的；B. previous先前的；以前的；C. comprehensive综合的；全面的；D. indigenous本土的；土著的。结合“面对新挑战时，以之前的成就为动力”的语境，previous最符合语义，故选B。 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 【答案】B 【解析】 【详解】考查动词短语辨析。句意：如果你仔细看看约翰的新自行车，你就会知道什么是很棒的自行车。A. come up with提出，想出；B. get a load of仔细看看，打量；C. sing high praise for高度赞扬；D. focus yourself on专注于。根据“You will know what a great bike is like”可知，是要仔细看约翰的新自行车才能知道好自行车是什么样的，“get a load of”符合语境。故选B。 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 【答案】D 【解析】 【详解】考查主谓一致与语态。句意：自一年前以来，大量的石油已被运往日本。quantities of无论修饰可数还是不可数名词、谓语动词都用复数；根据since可知时态要用完成时，且主语为oil，要用被动语态。故选D项。 【点睛】本题考查了quantities of的用法。quantities of无论修饰可数还是不可数名词、谓语动词都用复数。例如： Quantities of food (nuts) were on the table. 桌子上有许多食品(坚果)。 但a quantity of+可数名词复数，谓语动词用复数；+不可数名词，谓语动词用单数。即修饰可数或不可数名词均可，作主语时采取就近一致的原则,其谓语动词通常与短语中of后面的名词的数保持一致。例如： A large quantity of beer was sold out. 大量的啤酒被售出。 A large quantity of blouses were on sale. 大量罩衫有售。 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 【答案】D 【解析】 【详解】考查宾语从句。句意：我们选择这家旅馆因为每晚的价格降到30美元，这是过去价格的一半。分析可知，half 是30美元的同位语，空格后是宾语从句，缺少连接词，而且charge缺少宾语，因此要用what引导宾语从句。故填D。 8. Jim’s brother looked at him angrily, with his arms ____ across his chest. A. folding B. having folded C. folded D. to fold 【答案】C 【解析】 【详解】考查非谓语动词。句意：吉姆的哥哥愤怒地看着他，双臂交叉在胸前。此处是with复合结构，arms和fold之间是逻辑动宾关系，因此空格处用过去分词表被动，作宾语补足语，故选C。 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 【答案】B 【解析】 【详解】考查名词词义辨析。句意：汤姆一直在认真准备英语考试，所以他确信第一次就能通过。A. request要求；B. attempt尝试，企图；C. promise承诺；D. purpose目的。根据Tom has been preparing carefully for the English examination可知，Tom确定第一次尝试就能通过考试。故选B。 10. It was her dedication to helping others ______ impressed everyone at the event. A. who B. whom C. that D. which 【答案】C 【解析】 【详解】考查强调句型。句意：正是她致力于帮助他人的精神让活动现场的所有人都印象深刻。去掉it was和空处句子依然完整，故此处考查强调句；强调句结构为：It is/was+被强调部分+that/who+其他部分，当被强调部分是人时，可用who或that；被强调部分是物或情况时，只能用that，本句中强调句子的主语her dedication to helping others。故选C。 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 【答案】C 【解析】 【详解】考查时态。句意：我们希望到今年年底我们能完成这项工作。由 by the end of the year可知，这里时态应用完成时态，且由hoped可知，从句时态应用过去相关时态，综上所述，这里时态应用过去完成将来时表示从过去看将来某时某刻动作已经完成。故选C项。 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 【答案】D 【解析】 【详解】考查现在完成时和主谓一致。句意：她是这些人中唯一一个连续三年获得奖学金的人。根据for three years可知，who引导的定语从句用现在完成时，且the only one是先行词，为单数第三人称形式，在后面的定语从句中作主语，所以who引导的定语从句的谓语动词用第三人称单数形式。故选D。 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 【答案】D 【解析】 【详解】考查动词短语辨析及非谓语动词。句意：现在人们认为，在那个国家，所有已报告的艾滋病病例中，约有四分之三是由吸毒引起的。第一空，make for意为“走向；有助于；促进”；account for意为“（数量或比例上）占；解释；是……的原因”。根据语境可知，此处表示“药物使用是导致……的原因”，应用account for。第二空，分析句子结构可知，空处修饰名词cases，且report与cases之间为逻辑上的动宾关系，应用过去分词作定语，表示被动和完成。故选D项。 14. Unusual animal behaviour ______ indicate whether it’s cold, wet weather that’s on the way or a hot, dry period. A. should B. need C. must D. can 【答案】D 【解析】 【详解】考查情态动词辨析。句意：异常的动物行为可能表明即将到来的是寒冷潮湿的天气还是炎热干燥时期。A. should应该，本当；B. need需要；C. must必须，一定；D. can能，可以，（表示可能性）可能，会。根据句意可知，此处表示“可能”，can表示客观的逻辑上的可能性,意为“可能会”,多用于肯定句，故选D。 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 【答案】B 【解析】 【详解】考查交际用语。句意：——你看起来心情很好。——我今天完成了最后一次考试。我总算松了一口气!现在我自由了。A. What a pity真遗憾；B. What a relief 总算松了一口气；C. I’ve got it我明白了；D. I’ve missed the point我错过了重点。根据“I finished my last test today.”可知，完成最后一场考试后终于松了一口气。故选B。 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. embarrassment 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 【答案】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 【解析】 【导语】本文是一篇记叙文。主要讲述了作者因为车祸，从而对很多事感到恐惧，最后在滑雪教练Peter的帮助下克服恐惧的故事。 【16题详解】 考查动词短语辨析。句意：我母亲去世五天后，我的车胎爆了。A. passed on传递下去；B. passed away去世；C. got over克服；D. got through完成。根据上文“I’d just gotten out of hospital myself”可知，作者独自一人出院，作者的妈妈去世了。故选B。 【17题详解】 考查名词词义辨析。句意：我以每小时50英里的速度行驶，突然完全失去了控制:我的车迎头撞上了一个混凝土障碍物。A. sense感觉；B. sight景象；C. memory记忆；D. control控制。根据后文“my car__3__head-on into a concrete barrier.”可知，作者的车撞上了混凝土屏障，所以是作者失去了对车的控制，导致车撞了。故选D。 【18题详解】 考查动词词义辨析。句意：我以每小时50英里的速度行驶，突然完全失去了控制:我的车迎头撞上了一个混凝土障碍物。A. crashed撞车；B. struck打；C. folded折叠；D. flew飞。根据下文“into a concrete barrier”可知，作者的车撞上了障碍物。故选A。 【19题详解】 考查动词词义辨析。句意：我本该被杀死，但幸运的是我活了下来。A. injured伤害；B. relaxed放松；C. killed杀死；D. frightened使惊吓。根据后文“but fortunately I survived”可知，此处表转折，作者活了下来，所以前句应表示作者本该被杀死。故选C。 【20题详解】 考查形容词词义辨析。句意：身体上我很快就痊愈了，但精神上的创伤和对死亡的恐惧依然存在。A. hurtful伤感情的；B. emotional感情的；C. severe严重的；D. brain脑。根据前文“Physically I healed quickly”可知，作者身体很快就痊愈，再根据前文的but表转折可知，作者精神上的创伤仍然存在，空格处用emotional。故选B。 【21题详解】 考查形容词词义辨析。句意：很快，即使是最基本的活动，比如开车或看医生，也会让我充满巨大的恐惧。A. basic基本的；B. special特别的；C. personal个人的；D. meaningful有意义的。根据后文“like driving a car or visiting my doctor”可知，开车和看医生都属于基本活动。故选A。 【22题详解】 考查名词词义辨析。句意：最终，我陷入了焦虑的状态，不再见朋友。A. dullness迟钝；B. thrill激动；C. anxiety焦虑；D. embarrassment尴尬。根据后文“I even didn’t want to go anywhere and feel anything.”可知，作者甚至不想去任何地方，也不想有任何感觉，因此作者是陷入了焦虑的状态。故选C。 【23题详解】 考查名词词义辨析。句意：然后，去年二月，我的朋友邀请我去Colorado滑雪。A. climbing登山运动；B. skiing滑雪；C. hiking远足；D. camping露营。根据下一段“Peter was talking about skiing”可知，Peter在和作者谈论滑雪的事，所以朋友邀请作者去滑雪。故选B。 【24题详解】 考查动词词义辨析。句意：我的第一反应是拒绝。A. escape逃跑；B. consider考虑；C. accept接受；D. refuse拒绝。根据后文“I finally agreed.”可知，作者最后是同意了，所以作者一开始是拒绝的。故选D。 【25题详解】 考查介词词义辨析。句意：我不想坐飞机，不想在脚上绑棍子，也不想从山上滑下来。A. on在……上面；B. in在……里面；C. to到某处；D. with和。根据上文“attach sticks”和下文“my feet”和常识可知，滑雪要在脚上绑棍状物，作者是不想那样，attach sth. to...意为“把某物附在……上”。故选C。 【26题详解】 考查动词词义辨析。句意：一想到要认识新朋友，我就感到厌烦。A. puzzled迷惑；B. delighted使高兴；C. tired（使）厌烦；D. surprised使惊讶。根据前文“Eventually I fell into a state of__7__and stopped seeing friends. I even didn’t want to go anywhere and feel anything.”可知，作者目前很焦虑，作者不想去任何地方，所以认识新朋友会感到厌烦。故选C。 【27题详解】 考查副词词义辨析。句意：但我有一种感觉，这段旅程可能就是我迫切需要的灿烂阳光。A. accurately准确地；B. desperately极度地；C. accidentally意外地；D. finally最后。根据上文“Eventually I fell into a state of___7__”和“the brilliant sunlight”可知，作者陷入了焦虑的状态，所以急需灿烂阳光，空格处意为“极度地”，故选B。 【28题详解】 考查形容词词义辨析。句意：第一天，我和彼得搭档，他是一位经验丰富的教练。A. paired配对的；B. familiar熟悉的；C. bored无聊的；D. angry生气的。根据后文“an experienced coach”可知，Peter是一位经验丰富的教练，他在教作者，所以是和作者配对。故选A。 【29题详解】 考查动词词义辨析。句意：我非常害怕伤害自己，但他温柔的鼓励让我坚持下去。A. losing遗失；B. changing改变；C. upsetting使烦恼；D. hurting伤害。根据前文“Then, last February, I was invited by my friends to go__8___in Colorado.”可知，朋友邀请作者去滑雪，而滑雪是有危险的，作者怕伤害到自己。故选D。 【30题详解】 考查动词词义辨析。句意：吉尔，恐惧阻止一切。A. scares惊吓；B. stops（使）停止；C. follows跟随；D. conquers征服。根据后文“When you permit fear to __17__you from doing what you love, life stops”可知，恐惧阻止一切。故选B。 【31题详解】 考查动词短语辨析。句意：彼得在说滑雪，说当你害怕时，你的肌肉会紧张，经常导致你摔倒。A. tense up（使）（肌肉）紧张；B. give up放弃；C. wake up醒来；D. turn up出现。根据空前的“muscles”以及空后的“when you are afraid, often causing you to fall”可知，此处表达当你害怕时，你的肌肉会紧张，经常导致你摔倒，故选A。 【32题详解】 考查动词词义辨析。句意：当你允许恐惧阻止你去做你喜欢的事情时，生命就停止了。A. press压；B. prevent阻止；C. stimulate刺激；D. inspire鼓励。根据上文“fear__15___everything”可知，恐惧阻止一切，也会阻止你去做你喜欢的事情。故选B。 【33题详解】 考查动词词义辨析。句意：在一天结束的时候，我已经进步到可以飞下那些曾经让我害怕的山了，脸上挂着灿烂的微笑，眼里噙着泪水。A. scared使害怕；B. attracted吸引；C. bored使厌烦；D. interested使感兴趣。根据上文“I didn’t want to get on a plane, attach sticks__10__ my feet or slide down a mountain”可知，作者刚开始不想从山上滑下去，是因为作者害怕，此处表示飞下那些曾经让作者害怕的山。故选A。 【34题详解】 考查名词词义辨析。句意：眼泪不是因为寒冷，而是因为感激。A. bitterness苦味；B. toughness韧性；C. gratefulness感恩；D. peacefulness平静。根据上文“By the end of the day, I’d improved enough to fly down hills that had __18__me, a bright smile on my face and tears in my eyes”可知，作者流泪是因为作者滑雪技术进步很大，作者克服了恐惧，所以作者流泪是感激Peter。故选C。 【35题详解】 考查动词词义辨析。句意：我在山上面对过我的恐惧，我知道克服其他的也不远了。A. embracing拥抱；B. quitting离开；C. challenging挑战；D. overcoming克服。根据前文“I’d faced my fears on the mountain”可知，作者能面对山上的恐惧，所以作者也能克服其他的恐惧。故选D。 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 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 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 shifts. C. To list external sources in a bibliography. D. To record milestones in chronological order. 37. What do students need to include in their analytical essay? A. The detailed biographies 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 bibliography 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 integrity. D. Students will receive feedback on more than one draft. 【答案】36. B 37. D 38. B 39. B 40. C 【解析】 【导语】此文介绍11年级历史作业，要求学生对比工业与信息两大革命，明确写作要求、提交安排、原创规范及迟交与反馈相关规定。 【36题详解】 细节理解题。根据第二段“For this task, students are required to write an analytical essay that compares the two revolutions.(本次任务要求学生撰写一篇分析性文章，对两次革命进行对比。)”可知，学生的主要任务是对比两次重大历史变革。 【37题详解】 细节理解题。根据Task Requirements里“possible long-term impacts on the modern world (对现代世界可能产生的长期影响)”可知，论文需要包含两次革命对现代世界的持久影响。 【38题详解】 细节理解题。根据Submission Instructions部分Final submission中 “the printed hard copy of the teacher’s comments on the draft (教师对初稿评语的纸质打印版)”可知，最终提交需要附上初稿的反馈打印件。 【39题详解】 细节理解题。根据Notes on Originality and Feedback部分“Students will receive formal teacher feedback on one draft, one week before the final due date.(学生将在最终截止日期前一周，收到老师对初稿的正式反馈。)”可知，学生会在终稿截止前七天收到批改后的初稿。 【40题详解】 推理判断题。根据Notes on Originality and Feedback部分“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.(本文必须为学生独立原创。课堂及家中均会安排准备时间。最终截止日期一周前，老师将对一份草稿给出正式反馈。所有引用来源必须恰当注明。)”可知，学校十分重视学术诚信。 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”. 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 of dry, barren soil assigned 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 coaxed vibrant 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 dedication reminded me that resilience (韧性) 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 1 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 2? 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. 【答案】41. A 42. B 43. B 44. D 45. A 【解析】 【导语】作者在社区花园结识亨德森先生，受其园艺哲理启发，领悟到成长需要耐心与沉淀，这段经历深刻影响了自己面对人生挫折的心态。 【41题详解】 词句猜测题。根据第一段““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 coaxed vibrant vegetables from the earth with an almost magical ease. (“土壤需要耐心，就像人生一样。”他边说边递给我一把小铲子。“浇水、等待降雨，顺其自然就好。”他的话很朴素，却在我内心深处struck a chord。我开始常去他的菜地，看着他近乎神奇般轻松地从土里种出长势旺盛的蔬菜。)”可知，亨德森先生对作者说完那些话后，作者经常去他的菜地看那些长势旺盛的蔬菜，这说明亨德森先生的话触动了作者，所以才会有后续的行动，故猜测struck a chord意为“触动内心、引发共鸣”。 【42题详解】 推理判断题。根据第二段“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.”(亨德森先生没有说空洞的安慰话，而是递给我一颗还带着阳光温度的熟透番茄。“尝尝看，”他说，“它是从一颗种子长出来的，那粒种子曾经看起来和你的一样毫无生机。”)”可知，亨德森先生递给他番茄，是想证明恶劣的初始条件并不能限制生命本身的潜能。 【43题详解】 推理判断题。根据第二段“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.(这份朴素的智慧改变了我的看法，我领悟到成长往往潜藏在表象之下。)”可知，作者对个人成长有了全新的理解。 【44题详解】 推理判断题。根据最后一段“Mr. Henderson’s quiet dedication reminded me that resilience(韧性) is not about avoiding storms, but about learning to grow in the rain.(亨德森先生默默的坚守让我明白：韧性并非避开风雨，而是学会在雨中成长。)”可知，韧性意味着在困境中历练成长。 【45题详解】 推理判断题。通读全文特别是根据最后一段“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.(去年他搬走时，他教给我的道理已深深扎根在我心中。如今，每当我遭遇挫折 —— 无论在学业、人际关系还是个人目标上 —— 我都会回到那座花园，或是想起它，然后记起：成长需要时间。它需要耐心、用心，以及对看不见的未来抱有信心。亨德森先生不只是教我在园子里耕耘，他教会我如何生活 —— 缓慢、深沉、优雅地生活。)”可知，作者写作目的是分享一段改变人生的经历及其带来的深远影响。 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 60% 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 277employees 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 reluctant 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. 【答案】46. A 47. B 48. C 49. B 50. C 【解析】 【导语】文章探讨了社交媒体在工作场所的双重影响，并基于实证研究为管理者提供建议。 【46题详解】 细节理解题。根据文章第一段中的句子“Research has shown that 82% of employees think social media can improve work relationships and 60% believe it can support decision-making processes.(研究表明，82%的员工认为社交媒体可以改善工作关系，60%的员工认为它可以支持决策过程。)”可知，大多数员工对社交媒体持积极态度。 【47题详解】 细节理解题。根据文章第二段中的句子“Social media doesn’t reduce productivity nearly as much as it kills employee retention (保留).(。社交媒体对生产力的降低作用远不如它对员工留任率的破坏作用大)”可知，作者的研究发现社交媒体对员工忠诚度危害很大。 【48题详解】 细节理解题。根据文章第三段中的句子“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.(我发现，通过社交媒体博客与同事进行在线社交互动的员工往往更有动力，能提出创新想法。但当员工与组织外的人互动时，他们的动力就会减弱，主动性也会降低。)”可知，在线社交互动的效果与员工互动的对象有关。 【49题详解】 细节理解题。根据文章第四段中的句子“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.(在研究的第二部分，我发现76%使用社交媒体工作的员工对他们在社交媒体上发现的其他组织感兴趣。)”可知，使用社交媒体工作的员工大多在探索新的工作机会。 【50题详解】 细节理解题。根据文章最后一段中的句子“Managers can also use social media to directly reduce turnover (跳槽) intentions, by recognizing employees’ accomplishments and giving visibility to employees’ success stories.(管理者还可以通过认可员工的成就和宣传员工的成功故事，利用社交媒体直接降低员工的跳槽意愿。)”可知，作者建议管理者通过社交媒体认可员工的成就来降低离职风险。 四、阅读表达 阅读短文，并按照题目要求用英语回答问题。 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) 【答案】51. （His）learning disability. Or:Having a learning disability. Or:That he was learning disabled. Or:He had a learning disability. 52. 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. 53. 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:Pracitce leads to success. 54. I could read and write. 55. We should not lose heart in face of difficulties. If we work hard, we will find a way out. Or:The author’s story tells me that I should be confident and practice hard overcome difficulties in my life. Or:We should overcome our weaknesses and fears with courage and dertermination. 【解析】 【分析】这是一篇记叙文。作者小的时候有学习障碍，但是他不放弃，通过做黏土来表达自己，通过不断练习，使自己学会读书写字。 【51题详解】 细节理解题。根据文章第一段的句子I had a learning disability from an early age,可知作者学校的日子很难，因为他有学习障碍。故填（His）learning disability. Or: Having a learning disability.Or: That he was learning disabled. Or: He had a learning disability. 【52题详解】 细节理解题。根据文章第二段的句子disabled as I was in language, I could still be smart and well express myself with clay可知艺术给了作者自信因为艺术可以帮助他不用语言表达自己。故填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. 【53题详解】 细节理解题。根据文章第三段的句子I soon noticed it wasn’t a talent thing; it was practice.可知作者从爬山学到如果你喜欢做一件事，就一直做，你会更好的。故填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: Pracitce leads to success. 【54题详解】 句意猜测题。根据文章第四段的句子Every day I practiced reading and writing, which I used to avoid as much as possible. After two hard years, I was literate.可知,这句话的意思是：我会读书写字。故填I could read and write. 【55题详解】 推理判断题。根据文章的内容和最后一段的句子Having gone through the long process with…，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.可知，从作者的故事中我们学会，面对失败我们不应该灰心。故填We should not lose heart in face of difficulties. If we work hard, we will find a way out. Or: The author’s story tells me that I should be confident and practice hard overcome difficulties in my life. Or: We should overcome our weaknesses and fears with courage and determination. 第1页/共1页 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. As B. While 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. should B. need C. must D. can 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. embarrassment 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 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 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 shifts. C. To list external sources in a bibliography. D. To record milestones in chronological order. 37. What do students need to include in their analytical essay? A. The detailed biographies 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 bibliography 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 integrity. 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”. 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 of dry, barren soil assigned 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 coaxed vibrant 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 dedication reminded me that resilience (韧性) 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 1 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 2? 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 60% 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 277employees 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 reluctant 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 阅读短文，并按照题目要求用英语回答问题。 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) 第1页/共1页 学科网（北京）股份有限公司 $