云南民族大学附属高级中学2026-2027学年秋季学期期中学科素养调研高二年级英语试题

[考试时间：2026 年 11 月 5 日 19:30 至 21:30]

2026—2027 学年秋季学期期中学科素养调研

高二年级英语

（考试时间 120 分钟，满分 150 分）

命题人：李　雁

注意事项：

1. 答题前，考生务必用黑色碳素笔将自己的姓名、班级、考场/座位号在答题卡上填写清楚。并认真核准条形码上的准考证号、姓名、考场号、座位号及科目，在规定的位置贴好条形码。

2. 回答选择题时，选出每小题答案后，用 2B 铅笔把答题卡上对应题目的答案标号涂黑。如需改动，用橡皮擦干净后，再选涂其他答案标号。回答非选择题时，将答案写在答题卡上。写在本试卷上无效。

第一部分　听力（共 20 小题；每小题 1.5 分，满分 30 分）

第一节

听下面 5 段录音。每段录音后有一个小题，从题中所给的 A、B、C 三个选项中选出最佳选项。听完每段录音后，你都有 10 秒钟的时间来回答有关小题和阅读下一小题。每段录音播放两遍。

1. What is the weather like now?

A. Rainy. B. Sunny. C. Cloudy.

2. What are the speakers mainly talking about?

A. A newly opened bakery. B. A busy shopping street. C. A delicious strawberry cake.

3. What is the probable relationship between the speakers?

A. Teacher and student. B. Classmates. C. Mother and son.

4. What will Amy do tonight?

A. Prepare for a conference. B. Meet some clients. C. Go to a concert.

5. What is the man doing?

A. Washing a coat. B. Drawing a picture. C. Painting a wall.

第二节

听下面 5 段录音。每段录音后有几个小题，从题中所给的 A、B、C 三个选项中选出最佳选项。听每段录音前，你将有时间阅读各个小题，每小题 5 秒钟；听完后，每小题都有 5 秒钟的作答时间。每段录音播放两遍。

听第 6 段录音，回答第 6、7 题。

6. What is inside the man's package?

A. Thick clothes. B. Medicine. C. Cups.

7. How much should the man pay?

A. $12. B. $20. C. $32.

听第 7 段录音，回答第 8 至 10 题。

8. What major did the woman choose?

A. Business. B. Education. C. Design.

9. Who is Jenny?

A. The woman's aunt. B. The woman's friend. C. The woman's cousin.

10. What does the woman offer to do for the man?

A. Talk to his father. B. Put him in touch with Jenny. C. Give him professional advice.

听第 8 段录音，回答第 11 至 13 题。

11. When does the man meet his photography clubmates every week?

A. On Monday. B. On Thursday. C. On Sunday.

12. What do we know about the weekend activity?

A. It lasts for nine hours. B. It is open to the public. C. It is held at the man's school.

13. What does the man suggest the woman do?

A. Avoid wearing leather shoes. B. Download an application. C. Borrow a camera.

听第 9 段录音，回答第 14 至 17 题。

14. What is special about the paintings in the café?

A. They are created by the café owner. B. They are works by famous artists.

C. They are available for sale.

15. What has the man wanted to buy?

A. A book. B. A painting. C. A doll.

16. Why does the café attract many student customers?

A. They can meet some well-known painters. B. They can make cakes themselves.

C. They can get a big discount.

17. What does the man mean at the end of the conversation?

A. He really likes the café's policy. B. He will come to the café every day.

C. He will recommend this café to his students.

听第 10 段录音，回答第 18 至 20 题。

18. What was the theme of the Reading Week in 2025?

A. Different cultures. B. Historical stories. C. Travel diaries.

19. Where will the Reading Week be held this year?

A. In the library. B. In the lecture hall. C. In Sunrise Square.

20. What does the speaker remind students to do in the end?

A. Take notebooks. B. Return books on time. C. Share books with others.

第二部分　阅读理解（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，从每题所给的四个选项（A、B、C 和 D）中，选出最佳选项，并在答题卡上将该项涂黑。

A

Three Ways to Make Roads Safer for Wildlife

Every year, wildlife-vehicle crashes threaten many endangered species, injure people, and cause costly car damage in the U.S. Fortunately, several practical solutions have significantly reduced such accidents.

Green Bridges

These bridges are built over highways and covered with soil, grass, and native plants. They're especially useful for large animals such as deer and bears, which generally prefer wide, open spaces. Beyond saving individual animals, green bridges also help ensure species survival. On Washington's I-90, a major east-west highway, animals trying to move north-south are trapped between the highway and the Columbia River. This causes a risk of "localized extinction". The overpasses reconnect these separated populations, allowing them to find each other and maintain healthy genetic diversity.

Safe Underpasses

These undercrossings run beneath roads and are often better for smaller or shyer animals. Black bears, for example, often prefer these darker, more covered passages. Even fish can use them when streams or wetlands are connected. On I-90, underpasses connecting wetlands to the Yakima River have allowed threatened bull trout (鳟鱼) to return to tributaries (支流) they hadn't used in years. In this way, undercrossings not only help animals cross roads safely, but also reconnect waterways and habitats that were once blocked.

Guiding Fences

Fences are another key part of wildlife-crossing systems. In Wyoming, for example, fences direct migrating antelope toward overpasses instead of allowing them to step directly onto the highway. In Banff National Park, fences work together with crossings to reduce wildlife-vehicle crashes by up to 80 percent. Without fences, animals might still try to cross dangerous roads at the wrong places.

21. What problem can the green bridges on Washington's I-90 solve for animals?

A. Food shortage. B. Wrong direction. C. Loss of diversity. D. River separation.

22. How do underpasses help fish species at risk?

A. By keeping threats away. B. By creating darker passages. C. By providing new habitats.

D. By linking separated waterways.

23. What is the role of the fences in the wildlife-crossing system?

A. Routes to open spaces. B. Guides to safe crossings. C. Barriers to animal migration.

D. Borders to national parks.

B

I still remembered that autumn afternoon when I stepped into Mrs. Hale's literature class. As a quiet boy with little confidence, I seldom raised my voice in discussion. Literature seemed distant to me — those characters in old novels belonged to another world that I could hardly relate to.

One day Mrs. Hale handed out copies of a short story. Instead of assigning standard comprehension questions, she asked us to rewrite one scene from the perspective of a minor character. At first I hesitated. I feared my writing would sound awkward. Yet I poured my inner feelings into the lines, imagining how that unnoticed supporting role might think and suffer.

When homework was returned, my paper bore no red correction marks. In the margin was her note: "Your imagination breathes life into this character." She invited me to read my rewritten paragraph in front of the whole class. My hands shook, but I finished reading. Soft applause rose around me.

That small praise did not turn me into a top writer overnight. But it unlocked a door. Gradually I realized that literature was not only about famous authors. It was also about ordinary people's feelings, including mine. Years later, whenever I meet difficulties in self-expression, I will think of that encouraging note.

24. What can we learn about the author at first?

A. He was active in class discussion. B. He had no interest in any reading.

C. He felt distant from literary works. D. He used to be a top student in writing.

25. What task did Mrs. Hale give the students?

A. To analyze the main character. B. To rewrite a scene from another character's view.

C. To correct mistakes in short stories. D. To finish standard comprehension exercises.

26. Which of the following can best describe Mrs. Hale?

A. Strict and serious. B. Humorous and talkative. C. Insightful and encouraging.

D. Cautious and conservative.