北京朝阳区2025-2026学年高二下学期7月期末英语试题

**基本信息** 试卷通过真实生活与前沿话题融合的情境设计，以多元题型考查高二学生语言运用能力与思维品质，如完形填空社区服务情境、阅读理解基因编辑等科技议题，兼具基础性与应用性。 **题型特征** |题型|题量/分值|知识覆盖|命题特色| |----|-----------|----------|----------| |完形填空|10题/10分|词汇辨析、上下文逻辑|社区服务情境，渗透社会责任感（文化意识）| |选词填空|10题/10分|动词短语、语法搭配|语境化词汇运用，强化语言表达准确性（语言能力）| |语法填空|10题/10分|时态、非谓语等语法点|语篇中语法应用，培养规则运用能力（学习能力）| |阅读理解|19题/38分|细节理解、推理判断等|涵盖科技（基因编辑）、心理（社交折扣）等前沿话题，提升批判性思维（思维品质）| |书面表达|5题/32分|观点表达、情境写作|结合个人经历（即兴喜剧），考查跨文化沟通与反思能力（语言能力）|

2025 ~2026学年度第二学期期末检测 高二英语试卷 （考试时间100分钟 满分100分） 本试卷共10页。考生务必在答题卡指定区域作答，在试卷上作答无效。 第一部分 知识运用（共三节，30分） 第一节 完形填空（共10小题；每小题1分，共10分） 阅读下面短文，掌握其大意，从每题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。 I was eleven when I spotted my elderly neighbour, Julie, gardening on a sunny day. After chatting over the fence, she invited me to help cut back an overgrown hedge(灌木丛)   1    a nearby pathway. I loved the idea of helping Julie and our community, so we worked together to    2    the hedge and posted photos of our handiwork in our local online group. The community reaction was    3   . One wheelchair user was grateful because he didn't have to go on the road anymore to pass the hedge. The whole town felt motivated to follow our    4   . Many residents volunteered to do more to keep our town    5   , from cleaning up flower beds to collecting litter. With many willing hands, our town has gradually    6   . Before, the town looked a bit run - down, but now, it looks cleaner and more organized. When we first launched a clean - up campaign, we had almost nothing and relied on equipment borrowed from my parents' garage. But as time went on, donations from the local community    7   . Our garage got filled up so    8    with gardening tools that we had to move all of this to Julie's spare garage. I also created an online page and website to support the campaign, allowing hundreds of volunteers to    9    their efforts and organize clean - up activities. I'm so pleased that 6 years later, the campaign is still in full swing. Our    10    will not stop. We hope our story will inspire other communities around the world to do the same. 1.A. decorating B. facing C. blocking D. shading 2.A. clear B. hide C. cover D. empty 3.A. objective B. amazing C. negative D. confusing 4.A. advice B. rule C. instruction D. lead 5.A. tidy B. safe C. quiet D. wealthy 6.A. settled B. transformed C. expanded D. diversified 7.A. dried up B. levelled out C. came in D. dropped off 8.A. easily B. secretly C. suddenly D. slowly 9.A. reward B. increase C. appreciate D. share 10.A. struggle B. mission C. commitment D. reaction 第二节 选词填空（共10小题；每小题1分，共10分） 阅读下面句子，根据句意，从方框中选择恰当的词或词组，并用其正确形式填空。 Inquire Wander Slip away Reflect on Be capable of Preserve Reveal Motivate Appeal to Apologize for 11. My parents always ______ me to follow my dreams. 12. Without proper planning, success may easily ______. 13. The broken window ______ how strong the wind had been. 14. The AI system ______ analyzing complex data within seconds. 15. The movie strongly ______ audiences of all ages upon its release. 16. It is important to ______ cultural traditions for future generations. 17. After finishing the hook, she sat quietly and ______ its deeper meaning. 18. He enjoys ______ on the city streets to find inspiration for his paintings. 19. Visitors can ______ at the front desk for more information about the museum. 20. She realized her mistake and ______ interrupting the teacher during the lecture. （请务必将第11至20题的答案写在答题卡指定区域内） 第三节 语法填空（共10小题；每小题1分，共10分） 阅读下面句子，根据句子内容填空。在未给提示词的空白处仅填写1个恰当的单词，在给出提示词的空白处用括号内所给词的正确形式填空。 21. I ______ (finish) all my tasks before we sat down for dinner. 22. She opened the window, ______ (let) fresh air into the room. 23. Students should focus on ______ the teacher emphasized in class. 24. We live in a time ______ technology is changing everything rapidly. 25. ______ (give) enough time, the project can be successfully carried out. 26. The library ______ (decorate) for the reading festival when I walked in. 27. Scientists rely on ______ (accuracy) evidence to draw reliable conclusions. 28. Tom is an ______ (intelligence) boy who always solves problems efficiently. 29. They ______ (discuss) new rules for the school club since the meeting began. 30. The Tianshan Tunnel, ______ (complete) last year, has greatly improved transportation. （请务必将第21至30题的答案写在答题卡指定区域内） 第二部分 阅读理解（共两节，38分） 第一节（共14小题；每小题2分，共28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，并在答题卡上将该项涂黑。 A The English Pathways programme, offered at Dukes Cambridge Summer School for teens, gives you two weeks to improve your language skills through engaging, practical work. Programme Features • Academic Content: 20 hours of subject - specific academic content per week with experienced teachers, delivered through interactive and hands - on practical workshops. • Fieldwork: Taking learning beyond the classroom and into the city, where you can carry out research on site and test ideas through practical experiments that connect theory with real - world contexts. • Time to Shine: Opportunities to apply and share knowledge with your peers through group projects. In week one, gather short reports, interviews, and reflections on your learning, and then edit them into a magazine. In week two, deliver a group presentation. • Committed Academic Coaching: Designed to support you in applying for a UK university, whether that's writing a personal statement or preparing for a presentation. Our Approach to Your Learning The programme balances language study with real - world use, encouraging you to practise reading, writing, speaking, and listening in both academic and everyday contexts. Through interactive classes, cooperative projects, and guided discussion, you'll strengthen grammar, expand vocabulary, and refine pronunciation. With small group teaching, teachers provide individual support, helping you use English more effectively and with greater clarity across different contexts. Key Learning Outcomes • Strengthen core English skills for both academic and practical use. • Apply English in real - world contexts through projects, discussions, and presentations. • Develop analytical and critical thinking in English by interpreting texts, structuring arguments, and evaluating information. • Build communication skills and confidence through group projects and cross - cultural cooperation. • Get a Certificate of Achievement from Dukes Cambridge and a personalized letter of reference on request. 31. What will the teens do in the programme? A. Finish a UK university application. B. Conduct research in real - world settings. C. Take a twenty - hour course every two weeks. D. Produce a magazine about language development. 32. In the programme, teachers support teens' learning by ______. A. encouraging independent study B. providing courses on communication skills C. offering personalized support in small groups D. focusing on memorizing grammar and vocabulary 33. The programme enables teens to ______. A. work in English - related professions B. get recommended by Dukes Cambridge C. lead cross - cultural collaborative projects D. strengthen the ability to think critically in English B My first year of high school is over and I have an enormous amount of free time. Over the school year, I have complained of being too busy. Now that I have that time, I don't know how to use it. I miss going to school, doing group assignments and laughing with my friends. School filled me with purpose and a sense of achievement. I find that I, as well as my friends, feel sad about school coming to an end. I went on a journey to find out how to free myself from "Summer Blues". To get to the root of "Summer Blues," I tried to visualize it through my inner eye, by painting it. I added different shades of blue and stormy clouds to express my thoughts through creativity. Art always helps me sort out my emotions and understand them. Plus, art is fun, and I can do it with any materials I have! After finishing my first painting, my brain was awake, and my imagination was ticking. I knew that artists couldn't just stay in their room, though. To discover a paintbrush's potential, you need to take it out of its box. I then stepped into my yard. I noticed little things I had previously overlooked—the vines climbing up to reach for sunlight and the clouds shaped like bunnies and hippos. I initially didn't notice the ant hill which I unfortunately stepped on. My sister and I burst out laughing and did a funny little dance to get the ants off our shoes. Connecting with nature allowed me to clear my head and stop worrying for a minute. Now that I have taken action to care for myself, it is time to care for others as well. I started with something simple by donating clothes, books, and food. I also researched a cause I am passionate about—protecting the environment—and found ways to contribute. I found that using my time productively while doing good for others is another step in overcoming "Summer Blues". I went from feeling down to finding a new purpose in life; a purpose to find happiness for myself. I didn't have to create happiness; I had to find it. 34. What does "Summer Blues" most probably refer to in the passage? A. The anxiety about summer studies. B. The fear of spending summer alone. C. The feeling of emptiness during summer. D. The dislike of outdoor summer activities. 35. The author believes that "artists couldn't stay in their room" because ______. A. painting outside brings people closer B. staying indoors is bad for their health C. going outside opens up new possibilities D. painting indoors cannot express emotions 36. Which of following would best describe the author's personality? A. Proactive and reflective. B. Sensitive and serious. C. Adventurous and sociable. D. Determined and ambitious. 37. What can we learn from this passage? A. Nature is the only cure for sadness. B. Happiness depends on school success. C. Free time results in negative feelings. D. Happiness comes from taking meaningful action. C Why does the same request for help get an automatic "of course" for a best friend but hesitation for a stranger? Psychologists call this "social discounting": we give up more for those we feel close to, and generosity declines as social distance grows. But what happens in the brain when we make these decisions? The amygdala—a tiny brain region—is traditionally linked to emotion, yet its basolateral (基底外侧的) part serves as a social center. By studying a rare population with selective damage to this structure, my colleagues and I found it essential for calibrating generosity based on social distance. One possibility is that it balances prosocial motives against self - interest: you prioritize a friend's benefit over personal cost, while for strangers the calculation shifts. To test this, we invited five women with damage to the basolateral amygdala and 16 controls to complete a social discounting task. Each participant listed eight people from close friends to strangers. Across rounds, they received a fixed sum of money and decided how much to share with each, measuring willingness to share based on social distance. As expected, generosity declined as social distance increased. But participants with basolateral amygdala damage were less generous and showed sharper discounting: helping the closest, yet far less to slightly more distant others. The basolateral amygdala damage disrupts the fine - tuning of generosity without eliminating altruism (利他主义). Personality and empathy did not explain this; rather, those with damage could not flexibly vary generosity. At first glance, our findings contradict earlier studies: in the trust game, people with the basolateral amygdala damage gave more even to untrustworthy partners; in moral dilemmas, they refused to give up one to save many—a pattern named "pathological (病态的) altruism". Yet in our task, they showed sharper discounting. How to explain these opposite patterns? We argue the basolateral amygdala builds a model of the social world—enabling decisions that weigh context and norms. When this system fails, people fall back on rigid, revision - resistant rules: "others are trustworthy" in the trust game, "never harm anyone" in moral dilemmas, and "maximize one's own payoff unless emotionally close" in our task. Admittedly, our study had only a few participants, yet the unique basolateral damage pattern, consistent with a growing body of evidence, confirms that amygdala function is central to social behavior. This calculus plays out daily: helping a friend is automatic, but helping a stranger demands flexible weighing of norms, empathy, and self - care—precisely the gray area where the basolateral amygdala does its most important work. Generosity is not all - or - nothing but a model - based behavior shaped by social distance, and the amygdala helps perform that calculation. 38. What does the word "calibrating" underlined in Paragraph 2 probably mean? A. Appreciating. B. Monitoring. C. Increasing. D. Adjusting. 39. What can be inferred about people with basolateral amygdala damage? A. They are as generous to strangers as to close friends. B. Their personality differences account for their behaviors. C. They cannot tailor their generosity to emotional distance. D. They show a gradual decline in generosity as distance grows. 40. Why does the author mention the contradictory findings? A. To question the credibility of the earlier studies. B. To reveal a common mechanism in different contexts. C. To compare the amygdala's effects across different tasks. D. To stress the differences between the current and earlier studies. 41. What does the author mainly intend to tell us? A. People should follow fixed rules when deciding to help. B. The basolateral amygdala supports model - based generosity. C. Social discounting is determined by personality and empathy. D. Damage to the basolateral amygdala eliminates altruistic behavior. D It is hardly fair that only the tall have access to tall genes, nor that only the smart have access to smart genes. A start - up company argues that genetics should not be left to chance. Its goal is to give parents the option to choose genes for their children, rather than accept inborn inequality. A more immediate question, however, is whether genetic enhancement of children is actually possible. To assess what might be achievable, we can turn to the list of “protective and enhancing” gene variants maintained by biologist George Church. Among over 100 items, Church has picked out gene variants that might have an unusually large “positive effect” like protecting against certain diseases. A closer look at Church's list reveals that some “genetic enhancements” are far from desirable. One example is a gene variant that could give a person six fingers per hand to improve hand control, but it would also bring everyday inconveniences, such as difficulty buying gloves. Also listed are two gene deletions that result in insensitivity to pain. However, children who cannot feel pain often end up with serious injuries. Genetic enhancement is not opposed in principle. However, the idea that humans can safely edit their way to “super - babies” is far from proven. It is true that a few gene variants on the list are linked to broadly appealing traits like longer life or higher intelligence. But there is still great uncertainty about whether engineering them into children would actually work. Some may work only in combination with other certain genes. Worse, trade - offs are common. One gene variant associated with higher intelligence may increase the risk of blindness later in life. A reasonable person might prefer being slightly less intelligent. That said, genetic enhancement may be preferable to leaving it to chance. Yet there is little reason to believe it should be attempted anytime soon. To reach a point where serious consideration is possible, long - term studies need to be expanded to gain a much clearer understanding of the pros and cons of genetic variants like those on Church's list. As for the company's fairness claim, it is questionable. A fifth of children are shorter and less smart simply because they are not fed properly. Anyone concerned about genetic fairness should focus on helping those children reach their existing potential, rather than boosting a few rich children's genes. 42. What can we learn from the passage? A. Pain - insensitivity genes are generally beneficial. B. Genetic intervention has broad scientific support. C. The six - finger trait brings more benefits than drawbacks. D. Some genetic variants rely on other genes to work as intended. 43. What can be inferred from the passage? A. Unlocking children's potential is the priority. B. All gene variants on Church's list are desirable. C. Genetic enhancement will replace natural selection. D. The benefits of genetic enhancement outweigh the risks. 44. What would be the best title for the passage? A. Feeding Children First: Does It Ensure Fairness? B. A Risky Genetic Choice: Is Fairness Achievable? C. Editing Children's Genes: Weighing the Pros and Cons D. Genetic Enhancement: A Promising Fix to Inborn Inequality 第二节（共5小题；每小题2分，共10分） 根据短文内容，从短文后的七个选项中选出能填入空白处的最佳选项，并在答题卡上将该项涂黑。选项中有两项为多余选项。 What if we could obtain the memory and perception benefits of brief naps (打盹)? A recent study published in Science suggests that at least some of our primate cousins can.    45    They then reproduced this boost by stimulating the brains of awake monkeys in a way that imitated sleep activity. The process, if effective in humans, might one day help boost cognition and treat sleep disorders. The team first trained five monkeys on a task evaluating image directions and tested them twice. During a 30 - minute gap between tests, the monkeys either had brief naps or merely rested. Those that slept performed significantly better on the second test.    46    In monkeys that slept between tests, neural activity was, oddly, less synchronized (同步的) during the second test than during the first. Sleep is a synchronizing phenomenon in which neurons fire together. But the level of synchrony after sleep is reduced compared with before. Moreover, the size of this "desynchronizing" correlated with the performance boost.    47    What is actually behind the performance boost? Since the sleeping monkey's brain activity is known to be dominated by low - frequency "delta" brain waves, the researchers wondered whether they are responsible. To test it, they conducted the experiment again.    48    This "artificial brief nap" also led to both reduced neural synchrony and better performance. The results in primates strongly suggest "artificial brief nap" effects will translate to humans.    49    This research further demonstrates that stimulating the brain when awake at delta frequency can imitate sleep's benefits. The researchers used electrodes placed in the monkeys' brains for stimulation, but they plan to test noninvasive techniques in people with sleep disorders in the near future. A. The researchers then recorded thousands of neurons' activity in the monkeys' brains. B. This suggests that more independent firing among neurons may drive the improvement. C. Evidence already exists that electrical stimulation during sleep can benefit humans' memory. D. This time they observed how the monkeys' delta brain waves changed naturally during sleep. E. Researchers found that brief naps enhanced monkeys' performance on a visual - perception task. F. The findings show that the performance boost results from a higher level of synchrony among neurons. G. Instead of letting the monkeys sleep, researchers stimulated their brains with an electrical signal imitating delta waves. 第三部分 书面表达（共两节，32 分） 第一节（共4小题；第50、51题各2分，第52题3分，第53题5分，共12分） 阅读下面短文，根据题目要求用英文回答问题。请在答题卡指定区域作答。 People always think that the loudest have the most important things to say, especially in a competitive society where they talk over one another. I enjoy expressing my thoughts by painting, singing or writing, but not always through words. Just because I don't voice my ideas doesn't mean I don't have any. My English teacher once said it's better to write a strong sentence in fewer words than a long run - on sentence. I didn't believe it at first, but now I realize she was right. Introverts, often quiet and reflective, have the capability to change the world without words. They just don't put their capabilities in the spotlight, which leads to people thinking that they don't have any capabilities. Last year, I tried out improv(即兴喜剧). When I told my friends, they were surprised, “But you're so quiet!” The next night during the show, I set aside all of their doubts about me being in improv and I made people laugh. I didn't become a different person, but I still made it. In society, introverts are often labeled as shy or unsociable while extroverts are seen as friendly and enthusiastic. But we need both. In group projects, the natural leader is always the one who talks the most; it's an unspoken understanding. Whenever an outside observer watches group discussions, all they see is the group leader pouring out ideas, but not the person behind the curtain - the introvert who considers everyone's opinions. To all introverts: you don't have to change yourself to be heard. People should change themselves to listen. Your traits are not weaknesses - they make you wonderful. You are making a bigger difference than you will ever give yourself credit for. 50. What does the author enjoy doing to express thoughts? 51. How are introverts and extroverts generally viewed in society? 52. Please decide which part is false in the following statement, then underline it and explain why. Introverts should work on their weaknesses to make a difference. 53. Are you more introverted or extroverted, and how do you contribute to group projects? (In about 40 words) （请务必将第50至53题的答案写在答题卡指定区域内） 第二节（20分） （请务必将作文写在答题卡指定区域内） 学科网（北京）股份有限公司 $