上海复旦大学附属中学2025-2026学年第二学期高二年级英语学科5月第三次阶段性教学质量评估试卷

复旦大学附属中学2025学年第二学期 高二年级英语学科5月第三次阶段性教学质量评估试卷 I. Grammar and Vocabulary Section A Directions: After reading the passage below, fill in the blanks to make the passage coherent and grammatically correct. For the blanks with a given word, fill in each blank with the proper form of the given word; for the other blanks, use one word that best fits each blank. Vision of Hope Molly Burke was not born blind. She started losing her sight when she was four years old. Doctors said that she had a rare eye disease that 1          (take) away her vision gradually. In first grade, she learned to read Braille (布莱叶盲文), although she could still see. Life was pretty normal for the next few years. However, in seventh grade, things got worse. Black turned to grey. Yellow turned to white. Soon, Molly couldn't see the blackboard. "I just started to cry," remembers Molly. Her parents told her everything would be OK. "But I knew it wouldn't." As her vision faded, Molly started using a stick to help her walk. This embarrassed her friends, and people stopped 2          (invite) her to do things. Then the bullying began. Molly once broke her ankle and had to use crutches (拐杖) to help her walk. A group of girls-girls 3          were once her friends--committed a terrible act of bullying. They were usually responsible for walking Molly to the cafeteria. Instead, they took 4          blind 14-year-old outside and ran away. "I was alone," remembers Molly."I couldn't see. I couldn't walk." Luckily, Molly had her cell phone and was able to call her mother for help. After she finished high school, Molly thought about 5          she wanted her future to be like before going to college. Her brother was working in a children's home in Africa, and she wanted to do something that would be 6          help to others, too. Then, she found out about Me to We, an organization 7          (establish) to help people through volunteering and developing leadership skills. She joined the organization on a youth trip to Kenya to help build a school. While there, she spoke at a local girls' school. Molly now knew what should 8          (do) next--to be one of the motivational speakers at Me to We. Molly has been speaking to schools all over the United States and Canada about bullying. Her advice? Be strong 9          happens! During a speech in Toronto, she spoke to about 20,000 people. They stood up and clapped wildly after her speech. Her father said, "Molly has a real ability 10          (inspire) people and help others who are going through something, whether it's a disability, or bullying, or a different set of challenges." Section B Directions: Complete the following passage by using the words in the box. Each word can only be used once. Note that there is one word more than you need. A. active B. challenges C. drowned D. endure E. founded F. matches G. old-fashioned H. philosophy I. purify J. tested K. time-consuming Survival School Southern Utah in the United States is a land of extremes. The normally dry desert is occasionally 11          in summer rainstorms. The days are very hot and the nights very cold. It is also a beautiful place with a long history of human habitation. Perhaps it's no surprise that modern outdoor adventurers come to southern Utah to go hiking, camping, and horseback riding in the area's national forests, or to see the fantastic rock formations in Bryce Canyon National Park. What might surprise you is that some of the adventurers choose to spend their time outdoors with little food or water and no modern camping equipment. Instead, they're learning to live in the wilderness in the 12          way. The Boulder Outdoor Survival School (BOSS), 13          in 1968, is the world' s oldest survival school. With its 14          of "Know more; carry less", BOSS teaches its students techniques for surviving outdoors without tents, backpacks, or sleeping bags. Participants learn to make shelters from leaves or snow, to find and 15          water for drinking, and to eat what they can find in the wild. The students and instructors end their day around a crackling campfire, but the fire is made using stones and brush from the area, not 16         . The school's courses are not for everyone. Students must arrive in excellent physical health in order to 17          hikes of up to 30 miles through Utah's deserts and canyons. They must be 18          learners because they'll need all the skills the BOSS instructors teach them in order to survive a field course, which can last from one week to one month. The field course also includes "solo" time, when students are 19          in a very real way on everything they've learned. For the people who take BOSS's courses, there is nothing better. If they wanted to spend time outdoors in comfort, they would pack their camping equipment and perhaps their GPS system and join the rest of Utah's outdoor enthusiasts. Instead, these campers love the way BOSS 20          their minds and bodies. And the confidence they gain from knowing how to survive without a lot of technology is the reward these brave people are looking for. II. Reading Comprehension Section A Directions: For each blank in the following passage there are four words or phrases marked A, B, C and D. Fill in each blank with the word or phrase that best fits the context. People often praise the virtue of honesty. However, total absolute honesty is not always wise in real-life social situations. White lies, or harmless untruths, are commonly used by people to 21          other people’s feelings and keep harmonious relationships. Psychologists point out that most white lies are told out of 22         , rather than out of selfish purposes. For example, when your friend shows you his newly painted picture which is not really goodlooking, you may tell him it looks wonderful. You are not trying to 23          him; you just want to encourage him and avoid hurting his self-confidence. Nevertheless, white lies can bring hidden risks. Once people get 24          to telling small untruths, they may gradually cross the boundary and tell bigger lies. A small white-lie habit may 25          people’s moral standards little by little. Besides, white-lies may be 26          if the truth finally comes out. If your friend later finds out you have been praising his painting out of politeness, he may feel more 27          than if you had told the gentle truth in the first place. Then how should we 28          between being honest and telling white lies? There is no universal rule. We need to judge each specific 29          carefully. We should think about what the long-term influence will be. If the truth will cause unnecessary pain and brings no 30          benefit, a gentle white-lie might be acceptable. But if important interests or safety are involved, complete honesty must 31         . Some people argue that we should always stick to absolute honesty, and that true friendship should 32          the truth no matter how unpleasant it is. However, absolute honesty may 33          the possibility of maintaining social bonds. The skill of social communication lies not in always telling the truth, but in knowing 34          to tell the truth and how to deliver it in a 35          and thoughtful way. 21. A. injure B. protect C. arouse D. express 22. A. consideration B. curiosity C. ambition D. hesitation 23. A. deceive B. cheat C. abandon D. tease 24. A. devoted B. exposed C. accustomed D. addicted 25. A. raise B. lift C. lower D. erode 26. A. risky B. rewarding C. backfiring D. convincing 27. A. relieved B. offended C. inspired D. relaxed 28. A. distinguish B. compromise C. switch D. hesitate 29. A. theory B. phenomenon C. situation D. principle 30. A. long-term B. potential C. immediate D. practical 31. A. apply B. survive C. dominate D. prevail 32. A. reject B. tolerate C. bear D. overlook 33. A. rule out B. take over C. bring about D. wipe out 34. A. whether B. why C. when D. where 35. A. frank B. gentle C. firm D. direct Section B Directions: Read the following three passages. Each passage is followed by several questions or unfinished statements. For each of them there are four choices marked A, B, C and D. Choose the one that fits best according to the information given in the passage you have just read. （A） You were interested in how your face and hair looked. We were interested in honesty, courage and lack of self-consciousness. And on Monday our mutual concerns met. A group of judges that included a professor of drawing, Stephen Farthing; the Turner Prize-winning artist Grayson Perry; and myself, an art critic, assembled to assess the entries for the Tate Times Drawing Challenge. The competition invited anyone from 1 to 18 to pick up their pencils and submit (递交) a self-portrait, the best of which would be displayed in the Tate. There were more than 1,000 entries. A self-portrait can be about honesty. But, equally, it can be all about ways of deceiving. Artists can rival actors when it comes to making themselves look better. Think of the difference between that public face that you practise in the mirror and that embarrassing grimace (做鬼脸) in the camera snap. The construction of an image involves dozens of decisions. To study a self-portrait is to understand how an artist wants to be seen. In the case of young people it would seem that for every pretty-faced teenager who would like to imagine themselves as some soft-focus fashion model, there is another who is keen for the world to know that they are alone and misunderstood in their rooms. Despite all the worst intentions, a self-portrait reveals how its sitter sees the world. The judges were looking for a vision that seemed enlivening or truthful, courageous or unselfconsciously fresh. There were pictures of young people doing anything from brushing their teeth, to wearing funny hats, to listening to iPods. But the most interesting images were less self-consciously presented: it was as if the sitters had been caught unprepared. The judges tended to prefer the pictures in which the artist had really tried to look in a mirror rather than copy the surface of a photograph. The best images, says Stephen Farthing, professor of drawing at University of the Arts, London, 'are those done by someone who has spent time drawing from life, not just trying to make pictures that look as if they are finished. The imperfections are where the subconscious leaks out,' Grayson Perry says. It was notable how many entrants mapped out the spots on their faces. Clearly this matters a lot to a teenager. Hair was another obsession, though several got so caught up that their images were more like advertisements for L'Oréal. They weren't worth it. Most judges preferred the bad-hair days of entrants such as 13-year-old Daniel Adkins, in whose self-portrait the hair took on a character all of its own. 36. In the first paragraph, the writer says the judges discovered that ______. A. they shared the same objectives as the competitors B. both entrants and judges were equally satisfied with the results C. the entrants' and the judges' differing objectives were achieved D. the winning entries combined good looks with other positive qualities 37. According to the writer, what do all self-portraits have in common? A. They show exactly what the artist sees in the mirror. B. They reflect the artist's attitudes and concerns. C. They are used to improve the artist's image. D. They deceive both the artist and the viewer. 38. What kind of pictures did the judges tend to prefer? A. The ones that were perfect. B. The ones that were more honest. C. The ones that were more ridiculous. D. The ones that showed more self-awareness. 39. How does the writer feel about the way competitors drew their hair? A. It was more attractive than their spots. B. It suited them better when it was untidy. C. It deserved more attention from the artists. D. It took up too much time for some artists. （B） In our globalized world, we often take it for granted that the things that surround us are universal, sensible and normal. So when we travel or live abroad and discover new objects-or the absence of ones we expected to find--it can be surprising. IN-HA, SOUTH KOREA I've more or less got used to most of the odd things I've encountered in Britain-the houses that are old and draughty, the fitted carpets on the stairs and even in the bathrooms; the presence of kettles and toasters in every single kitchen. One thing I still struggle to understand, though, is why so many places still have separate hot and cold taps at the sink rather than a mixer tap. It's much better with a mixer tap because you can wash with running water. JIM, NORTHERN IRELAND There are loads of things I've noticed here in Spain that are different to back home. For example, in Belfast I used to live in a basement flat, which people here find really weird as basements are mainly used for storing things! Then there's all the kitchen equipment: we've got a jamonero, which is a kind of clamp that holds meat in place while you slice it and a paellera, which is this flat, round, shallow pan with two handles for cooking paella (西班牙海鲜饭) in. A lot of the time, folk cook on gas burners to ensure the heat is evenly distributed, so of course we have one of those as well. KASIA, POLAND I'm Polish, my husband is Brazilian and we met in Sweden! We've been living in his hometown of Belo Horizonte for the last four years now and life is different here. For example, back in Lublin, I used to love soaking in a nice hot bath, but here we don't even have a tub! It's much more of a shower culture here--usually both before and after work as it's so hot and wet. Oh, and I mustn't forget that must-have in Brazilian kitchens: the pressure cooker. We use ours all the time, especially when cooking black beans--feijao. ED, CANADA I spent two years living and working in Qingdao, on the east coast of China, and found the homes there quite fascinating. Most people I knew there live in apartments in high-rise blocks and though they do have some modern appliances, dryers were unusual and you'd often see washing hung out to dry on the balconies. My place didn't have an oven either, which somewhat reduced the scope of my cooking. though I got pretty good at using a wok--a big, round Chinese frying pan on just a single gas ring. 40. Which of the following might be the best title of the passage? A. Overseas Study B. Foreign Objects C. Global Travelling D. Unusual Cooking 41. Which of the following statements is true according to the passage? A. British people like mixer taps more than separate ones. B. Spanish people think it is all right to live in basements. C. Brazilian people prefer showers to hot baths. D. Chinese people enjoy cooking food in ovens. 42. All of the four people mention A. kitchen appliances B. cleaning appliances C. climate control appliances D. entertainment appliances （C） The human sense of smell is weaker than sight. And the relative weakness of smell extends to language, too. Humans have no difficulty putting names to colours but are bad at putting names to odours (气味). Some people suggest it is very likely a consequence of the tendency of languages to contain words useful to their speakers. A study by Asifa Majid at Radboud University in the Netherlands supports this. Dr Majid knew from previous work she had done that the Jahai, a group of hunter-gatherers who live in western Malaysia, are remarkably good at naming odours. For example, when she asked some Jahai, and also a comparable group of American volunteers, to name colours and odours they were presented with, the Americans generally agreed with one another when it came to naming colours but agreed much less when putting names to odours. Jahai answers, in contrast, were in equal agreement about both odours and colours. Dr Majid suggested that it might, in part, be because the Jahai have a dozen words dedicated to describing different sorts of smells in the abstract. To test how important someone's way of life is to his or her use of abstract words for smells, Dr Majid looked at how two other groups of people used terms for colours and odours. These were the Semaq Beri, who also hunt and gather for a living, and the Semelai, who cultivate rice. Crucially, although these two peoples make their livings in different ways, their languages are closely related and they both live in the rainforest. Dr Majid asked 20 Semaq Beri and 21 Semelai to name odours and colours presented to them at random. The colours were on 80 differently colored cards; the odours on 16 variously scented (有香味的) sticks. The researcher found that the Semaq Beri used abstract terms for odours 85% of the time—about as often as they did for colours, which was 80%. The Semelai also used abstract colour descriptions at a similar rate, namely 78% of the time. But when it came to describing odours they relied on abstraction on only 44% of occasions, while resorting to analogies, such as "banana-like" and "chocolate-like", 56% of the time. Moreover, as with Dr Majid's earlier study with the Jahai, the Semaq Beri more frequently agreed with one another about naming odours than did the Semelai. Given these findings, Dr Majid argues that it is the hunting-and-gathering way of life, rather than the use of a particular language, that is crucial to applying abstract names to odours. The business of surviving by eating what the forest has to offer requires more use of the nose than is needed for farming. 43. What does the pronoun "this" (in the last sentence of paragraph 1) refer to? A. More words should be coined to name odours. B. Human beings have a weaker sense of smell than sight. C. Languages tend to contain fewer words unrelated to culture. D. As smells matter little, most languages have few words for them. 44. It can be inferred from paragraph 2 that the Americans agreed less on the names of odours partly because A. they had not been given proper training before the test B. colours are in most cases easier to tell apart than odours C. there are not many English words distinctively for odours D. they were too sensitive to odours to name them correctly 45. What can be learned about the Semaq Beri and the Semelai concerning their performance in the study? A. The former used fewer terms for odours than for colours. B. The latter often turned to other items to describe odours precisely. C. The former seldom agreed with each other about naming odours. D. The latter revealed a less advanced language system. 46. What is the conclusion that Dr Majid drew from her research involving the Semaq Beri and the Semelai? A. The use of abstract terms for odours is related to people's lifestyle. B. Living in the forest requires more use of the nose than living on the farm. C. The business of surviving varies greatly from one tribe to another. D. It is people's way of life that decide what language they speak. Section C Directions: Complete the following passage by using the sentences given below. Each sentence can be used only once. Note that there are two more sentences than you need. A. It's a little embarrassing, but I do it. B. I started taking him to the office when he was 4 months old. C. Scamp is a certified emotional support animal. D. Scamp is a therapy dog. E. I think he's the best dog in the world. F. I was going through a divorce, and I was very sick. I have a nonprofit called Pet Peace of Mind, and Scamp is my emotional support animal. 47          He's also my office mate. 48          At first, I thought I was going to have to put him in a crate, but he just curled up under my desk and went to sleep. Now he's there every day, and everyone loves him. What kind of work does he do? He helps me with my nonprofit. 49          When I'm stressed, he puts his head on my lap. When I'm sad, he licks my tears. He's a great listener. What do you do for fun together? We go to the dog park, we go for walks, and we go to the beach. 50          He loves the water, and he loves to chase balls. He's a lot of fun. What's the best part about having Scamp? He's my best friend. He's always there for me, and he always makes me laugh. I don't know what I'd do without him. III. Summary Writing Directions: Read the following passage. Summarize the main idea and the main point(s) of the passage in no more than 60 words. Use your own words as far as possible. Why it's so hard to take advice The funny thing about advice: We overvalue the advice of experts while undervaluing the input of regular folk. One reason taking advice is problematic for many of us is that status matters. Something called optimism bias gives most of us a general hopefulness that things will work out even when the odds suggest otherwise. And optimism bias increases, researchers have found, when the person offering advice is seen as an expert. The expert's reputation boosts the expectation of success if we listen to them--even though our confidence often proves wrong. So it requires a massive leap of modesty to listen to advice from humbler sources. A couple of years ago, filmmaker M. Night Shyamalan benefited from advice from a humble source. After the huge commercial and critical success of The Sixth Sense, Shyamalan's fortunes had grown cloudier. Box office for his later movies was decent, but the critics had turned on him. Instead of shrugging off this critic, Shyamalan wondered whether there might be something to the pan. His signature as a filmmaker was a kind of genre-bending twist: You think you're watching one kind of film, and then it turns into something different. Each transition shifts the intensity. But for the technique to work, the intensity must escalate. In The Village, it didn't. Shyamalan took the criticism to heart. "Don't pretend you're not hurt by what that dude just said" was what Shyamalan took away from the experience. Instead, he decided to go with it. The director doubled down on his signature shape-shifting style for his next film, Split, which told the story of a man with 24 personalities. It made more than $270 million and became one of the most profitable pictures of 2017. It also won back his critics. The required leap of modesty, which Shyamalan had, is a big ask. One useful trick comes from Eastern philosophy: When someone's coming at you with criticism, that's when you need to lower your defenses, not raise them. Those who give you a hard time, they are your teachers. IV. Translation Directions: Translate the following sentences into English, using the words given in the brackets. 52. 他们在这个项目中表现出色，值得赞扬。(worthy) 53. 输入电子邮件地址，你就可以订阅我们的时事通讯。(subscribe) 54. 这几天，天气变幻莫测，高温叠加暴雨，常常让外出的市民措手不及。(combine) 55. 如果需要在强阳光下长时间逗留，要做好防晒措施，如戴遮阳帽、墨镜等。(If) V. Guided Writing Directions: Write an English composition in 120-150 words according to the instructions given below in Chinese. 56. 假设你是明启中学高三学生李明，最近收到好友王林的邮件。在邮件中，他提到希望自己可以合理管理手机使用，但是发现自己在手机使用上缺乏自制力，希望你可以给他一点这方面的建议。回复他一封邮件，内容须包括：1)你的建议； 2)你的理由。 第 1 页 / 共 1 页 学科网（北京）股份有限公司 $ 复旦大学附属中学2025学年第二学期 高二年级英语学科5月第三次阶段性教学质量评估试卷　答案 I. Grammar and Vocabulary Section A 1. would take 2. inviting 3. who 4. the 5. what 6. of 7. established 8. be done 9. whatever 10. to inspire Section B 11. C 12. G 13. E 14. H 15. I 16. F 17. D 18. A 19. J 20. B II. Reading Comprehension Section A 21. B 22. A 23. A 24. C 25. D 26. C 27. B 28. A 29. C 30. D 31. D 32. C 33. A 34. C 35. B Section B 36. C 37. B 38. B 39. D 40. B 41. C 42. A 43. D 44. C 45. B 46. A Section C 47. F 48. B 49. D 50. E III. Summary Writing 51. We often take experts’ advice more than that from humbler sources, as the former enhances our belief that things will improve even if they actually don’t. It takes modesty to follow advice from regular folk. Shyamalan, whose film Split succeeded because he listened to the critics, was a case in point. So we should be modest when facing criticism. IV. Translation 52. Their outstanding performance in the project made them worthy of praise. 53. By entering your email address, you can subscribe to our newsletter. 54. These days, the weather has been unpredictable, with extreme heat combined with heavy rainfall, often catching citizens off guard when they go out. 55. If you need to stay in strong sunlight for a long time, take sun protection measures such as wearing a sun hat, sunglasses, and so on. V. Guided Writing 56. Dear Wang Lin, I hope this email finds you well. It’s great to hear from you, and I completely understand your concerns about managing smartphone usage. It’s something many of us struggle with, especially during our busy high school years. I’d be happy to offer some advice to help you gain better self-control over your smartphone usage. First and foremost, consider setting specific boundaries for your phone usage. Allocate certain hours for important tasks like studying and sleeping when you should keep your phone away. This will help you avoid distractions and improve your focus. You can also utilize features like screen time limits and app usage trackers to keep yourself in check. Secondly, try to identify the time-wasting apps or activities on your phone. Recognize the apps that consume most of your time without offering significant benefits. Once you identify them, consider deleting or limiting your use of these apps. This will free up more of your time for productive activities. Lastly, find alternative hobbies or interests that don’t involve your phone. Engaging in physical activities, reading books, or pursuing creative hobbies can help reduce your dependence on your smartphone. Remember, it’s all about balance. By implementing these strategies, you can regain control over your smartphone usage and make the most of your time. I believe you can do it! Let’s catch up soon. Yours, Li Ming 第 1 页 / 共 1 页 学科网（北京）股份有限公司 $