广东广雅中学2025-2026学年高一第二学期期末英语试卷

2025学年第二学期高一年级期末考试 英 语 命题者：广雅中学高一英语备课组 本试卷共11页，满分150分，考试用时120分钟。 注意事项： 1．答卷前，考生务必用黑色字迹的钢笔或签字笔将自己的姓名和考生号等信息填写在答题卡上并用2B铅笔填涂相应位置。 2．选择题每小题选出答案后，用2B铅笔把答题卡上对应题目选项的答案信息点涂黑，如需改动，用橡皮擦干净后，再选涂其他答案，答案不能答在试卷上。 3．非选择题必须用黑色字迹钢笔或签字笔作答，答案必须写在答题卡各题目指定区域内相应位置上；不准使用铅笔和涂改液。不按以上要求作答的答案无效。 4．考生必须保持答题卡的平整，请勿折叠。 第一部分 听力（共两节，满分20分） 第一节 听力理解（共15小题；每小题1分，满分15分） 听下面5段对话。每段对话后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项。听每段对话前，你将有时间阅读各个小题。听完后，各小题将给出5秒钟的作答时间。每段对话读两遍。 听第1段材料，回答以下小题。 1. What did Emma do during her trip in Lijiang? A. She attended a music festival. B. She taught Dongba characters. C. She joined a traditional dance. 2. What did Emma think of the Naxi people? A. Nice. B. Special. C. Helpful. 3. What gift did Tom buy? A. A notebook. B. A bronze bell. C. A beautiful scarf. 听第2段材料，回答以下小题。 4. Which course does the woman plan to take this term? A. Spanish. B. French. C. English. 5. What makes the man concerned? A. Failing to fix the website. B. Learning Spanish too slowly. C. Missing out on a popular course. 听第3段材料，回答以下小题。 6. Where are the speakers probably? A. In a hospital. B. In a nursing home. C. In a community center. 7. What does the man want to do? A. Visit his family. B. Take a class. C. Play a game. 8. Which place will the man probably head next? A. Room 18. B. The game room. C. The activities hall. 听第4段材料，回答以下小题。 9. How does the woman sound at the beginning of the conversation? A. Anxious. B. Relieved. C. Angry. 10. What does the woman still need to find out? A. Where she can wash clothes. B. How much the monthly rent is. C. If the rent includes the Internet. 11. How will the woman contact the owner again? A. By text. B. By email. C. By phone call. 听第5段材料，回答以下小题。 12. What is the probable relationship between the speakers? A. Event organizer and volunteer. B. Schoolmates. C. Friends. 13. What is the man excited about next week? A. He will meet the woman. B. He will read famous writers’ works. C. He will join a school exchange program. 14. What did the woman give the man’s sister? A. A Shakespearean storybook. B. A book from an American writer. C. A picture book with Chinese stories. 15. What will older students do for World Book and Copyright Day? A. Create stories. B. Dress in fancy clothes. C. Meet a Chinese author. 第二节 听取信息（共5格；每格1分，满分5分） 听下面一段独白。请根据题目要求，从所听到的内容中获取必要的信息，填入空格中，每空填1词。 听录音前，你将有10秒钟的阅题时间。录音读两遍。 Global Flavors: Coffee History It likely began in the continent of 16 . By the 17 coffeehouses opened in London, Paris, and Vienna. Americans turned to coffee after the Boston Tea Party. Process Methods The dry method: dry the red berries 18 in the sun The wet method (better) Roasting usually happens in 19 countries. Coffee Plants Arabica: grows high up; tastes rich Robusta: grows lower; has more of the stimulating 20 第二部分 单项选择 （共10小题，每小题1分，满分10分） 21. When ______ with unexpected challenges in our life, we ______ lose confidence but keep moving forward. A. to face; won’t B. facing; can’t C. faced; shouldn’t D. being faced; mustn’t 22. I will never forget my teachers, in ______ lessons I found the courage to follow my dreams, nor ______ forget their encouragement, for ______ I am forever grateful. A. whose; will I; which B. their; I can; that C. whose; shall I; them D. their; I can; them 23. On the wall ______ old yet treasured photographs of my grandfather, the second in our family ______ our country as a soldier. A. hangs; to have served B. hang; to serve C. is hanging; to be serving D. hanging; serving 24. — Jack ______ his homework at home. That’s why he looked so worried. — Really? Last night he told me that he ______ it in the next day. A. could have left; handed B. must have left; would hand C. would have left; should hand D. should have left; could hand 25. Only after I arrived at the university ______ the welcome letter ______ to the admission notice. A. did I find; attaching B. I did find; attached C. I did find; attaching D. did I find; attached 26. It was not until we checked into the hotel ______ my father had visited before ______ we discovered the excellent services provided there, free breakfast ______. A. /; where; included B. that; when; to be included C. which; that; included D. where; that; to be included 27. ______ the first prize in the English speech contest, the boy stood calmly on the stage as people cheered, and it was surprising that he ______ so little excitement. A. Winning; must show B. Winning; shall show C. Having won; could show D. Having won; should show 28. ______ by the smiles ______ on the students’ faces, the school festival was a great success. A. Judged; to spot B. Judging; spotted C. To judge; spotting D. Judging; having been spotted 29. The new software, after ______, will give designers a powerful tool ______ they can create 3D models easily. A. is launched; which B. launched; on which C. being launched; with which D. to be launched; that 30. When ______ Olivia set the goal that ______ her career? A was it that; was to change B. is it that; will change C. was it that; was changing D. is it that; would change 第三部分 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 WHAT IS WIND CHILL? When you check the predicted temperature, you may sometimes be greeted with two values: the air temperature and the “feels like” temperature. The main temperature value represents how hot or cold the air is, but the second temperature takes the strength of the wind into account. Called wind chill, this value indicates how the air temperature will feel on your skin when you step outside When there is more wind, heat escapes from you more quickly, lowering the wind chill temperature. Displaying this value on forecasts means that people can make a more informed decision on what to wear and even whether to go outside. When wind chill reduces the temperature far into negative values, skin temperature will decrease rapidly, followed by your internal body temperature. This increases the chances of developing hypothermia (体温过低) and frostbite. Wind chill not only impacts humans, but other animals and plants as well. In plants, wind chill stresses don’t come from heat loss. Rather, wind chill increases the moisture (水分) loss from leaves and dries out the plant. Whether it’s in the form of drying or freezing, wind chill calculations show the great influence of the wind on the temperature of your environment. Check this chart to see how the wind alters the temperature your body feels. 1 WIND IMPACT When wind reaches 62 miles per hour (100kph), an air temperature of five degrees Celsius is felt by the skin as -3 degrees Celsius. 2 30 MINUTES Skin exposed to wind chill temperatures as low as -30 degrees Celsius will begin to experience frostbite after just half an hour. 3 TEN MINUTES For frostbite to set in within ten minutes, the air temperature needs to be at least as low as -20 degrees Celsius. 4 HIGH RISK In extreme climates, where the wind chill temperature reaches at least -50 degrees, just five minutes of skin exposure can cause frostbite. 31. What does including wind chill in forecasts help to do? A. Track frostbite cases. B. Predict road safety. C. Guide clothing choices. D. Judge wind direction. 32. Which situation falls into the “5 minutes” frostbite zone? A. -30℃ with a 60 km/h wind. B. -35℃ with a 20 km/h wind. C. -15℃ with a 70 km/h wind. D. -10℃ with a 100 km/h wind. 33. Where does the text most probably appear? A. In a physics textbook. B. In a plant-care brochure. C. In a daily weather forecast. D. In a popular science magazine. B Mr. Johnson, a high school history teacher, had long noticed a worrying trend in his classroom. While his students could carefully remember dates, names and events for exams, they always failed to understand the human side of history. To them, the past seemed a fixed set of facts, without emotion, struggle or personal meaning. Wanting to fix this gap, Mr. Johnson decided to completely change his teaching way in the middle of the semester, trading a traditional research report for a story-writing task. He asked his students to pick a historical figure and write a story from his or her perspective. The task was confusing at first, but soon the classroom was full of active questions and discussion. One student learned deeply about the life of a young soldier in World War I, writing a sad and moving story of the mud, fear and fragile friendship in the trench lines. Another told the story of a female scholar from the Renaissance, making up a tale of her love for learning being held back by social rules. The thorough research and creative care for how the figure felt that the students showed was amazing. Mr. Johnson was surprised by the big change in his students. The essays he got were not just correct; they were full of real feelings and a clear understanding of people’s thoughts. The students had stopped just repeating facts and truly connected with history, seeing historical figures as people with many different sides instead of just names from a long time ago. In later class talks, their questions changed from “What happened?” to “Why did they feel that way?” and “What would I have done?”. This story-writing method didn’t just help them remember facts better; it built up their ability to think deeply and their real care for how others felt. Inspired by this success, Mr. Johnson has now made story-telling a regular part of his lessons. He believes that when students learn to experience history through story-telling, they do more than just remember it — they start to understand its long-lasting effects on their own lives and what it means to be human in general. In his classroom, history is no longer just a subject about the past; it has become a talk with the past. 34. What was Mr. Johnson’s initial problem with his students? A. They preferred science over history. B. They were not interested in history at all. C. They could not memorize historical facts. D. They lacked emotional connection to history. 35. How did Mr. Johnson change his teaching method? A. He gave students more fact-based research papers. B. He guided students to write in past figures’ voice. C. He showed more historical documentaries with facts. D. He invited historians to give lectures in his classroom. 36. What did the students’ essays demonstrate after the new assignment? A. They contained more dates and facts than before. B. They showed better memorization of historical events. C. They were shorter but more accurate than previous work. D. They reflected emotional understanding and personal insight. 37. What is the main message of the text? A. History should value facts over emotions. B. History should be taught through story writing. C. History is more than facts — it’s human stories. D. Students should ask questions when learning history. C From an airplane, cars moving slowly on the highway closely are like a line of ants. Unlike these human-driven vehicles, however, ants are able to avoid the disappointing stop-and-go traffic that troubles daily commutes (通勤). Researchers have therefore turned their attention to studying the ants’ teamwork-based behaviors, hoping to apply these ideas to programming self-driving cars that can prevent traffic jams. As the number of cars on highways keeps growing, the traffic flow gradually slows down. Studies show that when the density (密度) reaches 15 vehicles per mile per lane (车道), a single driver’s sudden stop can give rise to long-lasting and widespread traffic jams. Scientist Katsuhiro Nishinari, a mathematical physicist studying traffic transitions, compares this phenomenon to a phase transition, such as water turning into ice. Even small individual actions in such situations can quickly develop into major traffic issues. Katsuhiro Nishinari’s previous research has already shown that food-seeking ants can keep smooth movement even when their population density is very high. A recent follow-up study has uncovered they usually travel in groups of 3 to 20 individuals, moving at steady speeds with proper gaps between each other and never attempting to overtake. Their behavior depends on their teamwork rather than individual preferences. This collective intelligence offers a lesson for human drivers today. One key takeaway is to avoid tailgating. Keeping a safe distance from the vehicle ahead helps absorb the shock waves caused by sudden braking in dense traffic — a simple practice that considers the smooth flow of the whole first instead of individual hurry. Of course, ants have the natural advantage of creating flexible paths, while cars are bound to fixed lanes. But the principle of keeping proper spacing remains important for safety and efficiency — on our roads. Looking ahead, the real change may come from technology. As Katsuhiro Nishinari points out, “Unlike human drivers who often act independently, future self-driving cars could be designed to share real-time data and function as an integrated system.” Inspired by ants, these vehicles can upgrade traffic flow as a cooperative system, potentially requiring updates to existing rules to fully realize their benefits. 38. What can cause widespread highway traffic jams directly? A. A total of 15 cars per mile. B. The speed-up of the cars. C. Ant behaviors affecting driving. D. A sudden stop at a certain density. 39. What is the purpose of mentioning the recent follow-up study in paragraph 3? A. To compare ants with human drivers. B. To point a finger at present traffic rules. C. To explain the math behind traffic jams. D. To detail how ants achieve smooth movement. 40. What does the underlined word “tailgating” probably mean in paragraph 4? A. Driving too close to the front. B. Keeping a proper distance. C. Trying to overtake cars in front. D. Changing lanes too frequently. 41. What is Katsuhiro Nishinari’s suggestion for ant-inspired self-driving cars? A. Redesigning rules for all self-driving vehicles. B. Acting as one unit to manage traffic flows well. C. Gathering data to analyze road conditions fully. D. Upgrading roads to ensure overall driving safety. D The potato: Mash it, bake it, fry it… No matter how you deal with it, the potato is the very example of all that is ordinary. And yet it has long harbored a mystery. Scientists find that certain genes (基因) suggested that potatoes were more closely related to tomatoes, while other genes gave the impression that potatoes and Etuberosum (茄科植物) had the closer relationship. Which one was it? A new study in Cell offers the answer. Researchers led by botanist Sandy Knapp discovered that the potato genes originated in the Americas where an ancient hybridizing event between the ancestors of tomatoes and Etuberosum took place around 9 million years ago. This is when the Andes Mountains were forming. This rare hybridization created a new plant with a unique ability that neither of its parent plants has: forming underground tubers (the part we eat). “They’re a way for a plant to store starch (淀粉),” Knapp says, “and, in a way, survive seasons which are not good for growing.” Understanding the potato’s origins, specifically the key genes received from each parent group that control tuber formation, opens new possibilities. “We can use the tomato or Etuberosum to perhaps do some genetic engineering to improve the potato,” Knapp says. One such improvement would enable farmers to grow potatoes resistant to pests, a changing climate, and other environmental challenges. Simply put, “The tomato can be the future of the potato,” says Zhiyang Zhang, a plant genetics Ph.D. student and a lead researcher on the study. The origin of potatoes offers much food for thought. You had two things and something completely different emerged. Through hybridization, you can generate many new combinations in a short time. And you can generate more species to adapt to changeable environments. “Hybridization is a real force in evolution that allows for the release of variation,” Knapp explains. “Of course, not all hybridizing events have produced results as wildly successful as the potato. But we’re quite lucky in this case that this one worked.” 42. What remained uncertain about potatoes at first? A. Their genetic origin. B. Their plain look. C. Their various relatives. D. Their serving methods. 43. What can underground tubers function as? A. The plant holder. B. A new parent plant. C. A nutrition provider. D. The season indicator. 44. What can be inferred from paragraph 3? A. Potatoes would be in greater need. B. Potatoes would be more adaptable. C. The farming approach goes greener. D. The genetic engineering is improving. 45. What does Knapp think of hybridization? A. It helps create diverse species. B. Its success relies on luck. C. Its operation is easy to learn. D. It is worth applying worldwide. 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。 Books often struggle to engage modern readers, and this can be especially true for nonfiction. For many people, it’s less exciting and less emotional than fiction. However, the problem may not be with nonfiction, but how they read it. Some people start a nonfiction book but quit after reading a few chapters. They read probably because someone gives them the book or everyone is reading it. That’s not helpful to stay in a committed relationship with nonfiction. 46 No matter what yours is, write it down before starting to read. It’ll prepare your mind on what to look for in that book. If you’re already a fiction reader, start with narrative nonfiction, which carries a strong storytelling element. This kind of writing is so engaging that you may almost forget the story being told is factual. 47 However, if you still feel burdened by an entire book, an anthology (选集) might be a perfect solution. As collections of shorter pieces, anthologies aim to bring together the best writing on a particular subject. 48 Once you’re drawn in, you’ll find more to read. 49 For those who prefer highlighting and taking notes, a physical book may be a nice choice. In contrast, e-books are ideal if portability (便携性) or the ability to adjust the text are your priorities. However, if you’re already a listener to nonfiction recorded programs, audio books might be the perfect fit for you. Reading nonfiction can be challenging, but remember there’s always a book on the topic that interests you. It may be about historical events that shape our lives or stories where truth outshines fiction. 50 A. So it requires a personal insight into the book. B. Some of the pieces are sure to grab your interest. C. It’s a natural bridge between fiction and nonfiction. D. Instead, you should have a clear objective of reading. E. Reading habits affect our selections of nonfiction topics. F. Choosing suitable forms is also key to enjoying nonfiction. G. Whichever it is, the time spent on nonfiction can be rewarding. 第四部分 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。 As a talkative tour guide, I always seem to have something to say, enjoying sharing my own experiences. I take notes no matter where I go — museums, lectures, tours — collecting all the facts to 51 later. So when I cruised to Greenland, I arrived with my usual 52 for collecting stories, completely unprepared for the lesson I would receive on 53 . In Nuuk, I met Tina, an Inuit culturalist. She spoke with purpose and compassion, intentionally, but not 54 . Through Tina, I learned that Inuit people don’t simply 55 silence — they embrace it. She recalled her large family sitting together for hours, wordlessly enjoying each other’s 56 , or summers spent absorbing the sounds of birds and creeks without feeling the need to 57 . Until then, I had been constantly 58 facts, talking to everyone and 59 my reputation as a chatterbox. I couldn’t stop asking Tina questions, which seemed to 60 her patience. Gradually, as I listened to Tina, I started to wonder what I had been missing. For the first time, I began to pay attention — not just to words, but to what was not being said. In the following days on the cruise, I attempted to 61 invitations to talk. Sometimes a smile and nod would work as a(n) 62 response. Later, while leading my own tours, I still occasionally relied on my title of tour leader as an excuse to 63 a conversation. But, sometimes, before I spoke, I asked myself, “What would Tina do?” and carefully took in what was said before offering a response. I didn’t become a brand-new person overnight, but the Greenland experience did 64 how I engage with the world, thanks to Tina, who taught me to treasure the newfound value of silence and 65 . 51. A. share B. create C. publish D. memorize 52. A. methods B. passion C. requirement D. arrangement 53. A. recording B. touring C. heritage D. silence 54. A. quickly B. loudly C. frequently D. casually 55. A. avoid B. reduce C. tolerate D. select 56. A. presence B. appearance C. performance D. ignorance 57. A. appreciate B. comment C. reflect D. leave 58. A. documenting B. viewing C. downloading D. confirming 59. A. making up for B. getting rid of C. looking down on D. living up to 60. A. hold B. waste C. try D. reward 61. A. welcome B. refuse C. extend D. postpone 62. A. effective B. potential C. formal D. distinctive 63. A. recall B. interrupt C. encourage D. control 64. A. imply B. address C. decide D. change 65. A. observing B. speaking C. listening D. thinking 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。 A short soft brush connected to a long hard handle, both vigorous and gentle — a simple Chinese writing brush can express the most complex ideas. It takes generations of craftsmen’s devotion 66 (create) such exquisite tools that achieve both technical excellence and spiritual 67 (free), allowing for limitless creativity and endless variation. A brush can reveal a dot. a line, the sun, mountains, rivers and everything people can sense in the world, 68 thin or thick, big or small, concrete or abstract. Perhaps it is one of the few tools invented by humans 69 are both practical and rich in symbolic meanings over millennia (数千年). It not only conveyed common people’s care and emotions but also recorded history. 70 (express) thoughts and created the finest art and literature, greatly 71 (influence) the development of Chinese civilization. In his book Huzhou Writing Brush and Chinese Culture, 72 (publish) by Peking University Press in 2010, Ma Qingyun quotes Zhou Ruchang (1918-2012), 73 respected scholar, poet and calligrapher, as saying: “ 74 the writing brush, Chinese characters could not have undergone their evolution, not to mention the art of painting. Their forms, structures, writing methods, functions and artistic effects would not possibly have reached the current state. 75 (ultimate), the writing brush determines the various forms of documents, such as books, records, letters, and files.” 第五部分 课本基础知识（共两节，满分25分） 第一节 单词填空（共15小题；每小题1分，满分15分） 根据括号内的提示（中文意思/原形），用B3U3-U5, XB1U1及Global Reading合刊10单词的正确形式填空。 76. People don’t like to ask questions for fear of appearing ________ (ignore). 77. Their ________ (argue) sounds reasonable, but it needs more evidence to support it. 78. The company cannot use customers’ personal information without their ________ (permit). 79. He has ________ (regular) working hours, so it’s hard to plan dinners together. 80. The biggest ________ (limit) of this study is the small number of participants. 81. He has not ________ (seek) medical treatment for his condition. 82. The actors designed a new scene ________ (以……为基础) on an audience suggestion. 83. The museum ________ (建立) in the early twentieth century attracts millions of visitors every year. 84. Great changes have ________ (发生) in people’s lifestyles with the development of technology. 85. Environmental groups are expressing ________ (谨慎的) optimism protect the area can be reached. 86. ________ (缺乏) in confidence, she was afraid to speak in public. 87. American English is ________ (有区别的) from British English in pronunciation and vocabulary. 88. A notice was ________ (发布) to remind students of the importance of campus safety. 89. Hopes of ________ (解决) the conflict peacefully are fading. 90. She made it clear that under no ________ (情况) would she cancel the trip. 第二节 完成句子（共 10 空，每空 1 分，满分 10 分） ● 请根据中文意思填空。一词一空，全对才能得分。用 B3U3-U5, XB1U1 短语。 ● 该公司始终坚持对所有产品进行严格的质量控制。 The company has always 91. ________ 92. ________ strict quality control for all products. ● 许多重要的科学发现都源于偶然，例如青霉素的发现。 Many important scientific discoveries were made 93. ________ 94. ________, including the discovery of penicillin. ● 随着时间所剩无几，工程师们昼夜不停地抢修卫星。 With time 95. ________ 96. ________, the engineers worked around the clock to fix the satellite. ● 在当今快速变化的世界中，致力于终身学习至关重要。 97. ________ yourself 98. ________ lifelong learning is essential in today’s fast-changing world. ● 被顶尖大学录取不是学习的终点，而是新旅程的开始。 Being 99. ________ 100. ________ a top university is not the end of learning but the beginning of a new journey. 第六部分 写作（满分 15 分） 近期，校英文报Teens’ Voices栏目面向全体学生征稿，探讨高中生在校使用智能翻译笔（intelligent translation pens）的现象。请你写一篇文章投稿，内容包括： （1）你的观点； （2）阐述理由。 注意： （1）写作词数应为 100 个左右； （2）请按如下格式在答题卡的相应位置作答。 My View on the Use of Intelligent Translation Pens on Campus 学科网（北京）股份有限公司 $