福建省龙岩市2025-2026学年高二上学期10月月考英语试卷（学生版）

这是一份福建省龙岩市2025-2026学年高二上学期10月月考英语试卷（学生版），共10页。试卷主要包含了5分，满分37等内容，欢迎下载使用。
第一部分 听力（略）
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。
A
Z Teen Prgram — Brevard Z
Our Summer VlunTEEN Prgram is a 10-week-, 10-day-minimum pprtunity that runs frm May thrugh early August. We welcme Z Teens t vlunteer mre than nce per mnth if they are available. All Z Teens must be between the ages f 13 and 16 n January 1 f the year f their prgram and have an interest in animals, the envirnment, and wrking with guests.
ZOO TEEN COMMITMENT (承诺)
Once accepted, Z Teens must:
*cmplete the initial training prgram and pass a backgrund check
*pass a final exam with a scre f at least 80%
*vlunteer at least 20 hurs during May and August, and an additinal five hurs during June and July
*attend 7 ut f 10 assigned (指定的) Saturday r Sunday vlunteer days (weekend assignments are nt required in June and July)
*attend at least ne prtectin event per year
*assist with at least ne special event per year
HOW TO APPLY
Teens interested in this prgram must cmplete and present an applicatin. Incmplete applicatins will nt be reviewed. Applicatins are scred equally using a rubric (说明) — this is a tl that allws the applicants t knw hw each answer will be scred, and teens are encuraged t turn t the rubric n the applicatin while prducing their respnses. The tp 50-55 applicants are interviewed in Nvember; f these, abut 40 teens are invited t jin the Z Teen prgram. All applicants are cntacted in Nvember regarding their applicatin result.
1. What is required f a Z Teen?
A. He must be at least 18 years ld.
B. He must have vlunteering experience.
C. He must finish the initial training prgram.
D. He must vlunteer n weekends in June and July.
2. Hw lng is a Z Teen expected t wrk during June and July at least?
A. 5 hurs.B. 15 hurs.C. 20 hurs.D. 25 hurs.
3. What are applicants recmmended t d?
A. Present additinal letters f recmmendatin.
B. Include a detailed intrductin f their past wrk.
C. Prvide a list f all previus vlunteering experiences.
D. Refer t the rubric while filling in the applicatin frm.
B
“Tell me yur names and which year f graduate schl yu’re in,” the visiting speaker asked. My discmfrt grew as everyne else gave their answers. When my turn came, I swallwed and said I was in my sixth year. “I think it is the student’s prblem if she spends ver 5 years finishing a PhD,” the speaker replied. His cmment was the final sht.
Right frm the start f graduate schl, I had been aware that the requirements f my department and my adviser might make my PhD take lnger than average. Students need t publish tw first-authr papers t graduate and my adviser requires his students t take the lead in all experiments s we can have full wnership f ur wrk and develp varius scientific techniques.
I was cmfrtable with taking lnger t becme an independent scientist. My adviser had sme prjects he wanted t handle and I chse ne t wrk n, knwing I culd draw n his expertise (专业知识) and gain supprt frm lab mates. Hwever, I investigated 10 different hyptheses (假说) — just t prve each a dead end. Each time the nly chice was t make the next likely hypthesis and start ver in a different directin. The lack f prgress was wearing me dwn.
Then came the speaker’s cmment. I brke dwn and went t my adviser. He pinted ut that ver the past 6 years I had mastered many difficult techniques. My grwing expertise was cmparable with the very best. If I didn’t have the answer t my research questin yet, it was because f the cmplexity (复杂性) f the answer, nt because f persnal weaknesses. This viewpint calmed me. It helped me push frward with determinatin and willpwer. Under my adviser’s cntinued guidance and supprt, I hit n a hypthesis that wrked ut and I graduated finally.
Lking back n my PhD life, I realized many graduate students were in the same bat as I was. I wish I culd tell them what I came t learn: N ne’s PhD jurney is the same; all we need t d is stick t it.
4. What cntributed t the authr’s lnger-than-average PhD jurney?
A. The cmplex prject she’d wrked n.
B. Her lack f desire t cmplete the research.
C. Her pr understanding f scientific techniques and skills.
D. The high standards set by the department and the adviser.
5. What can we learn abut the authr thrughut the research prcess?
A. She turned a deaf ear t thers’ advice.
B. She lacked talent fr scientific research.
C. She met with many struggles and failures.
D. She easily gave up when faced with challenges.
6. Which f the fllwing wrds can best describe the authr’s adviser?
A. Unhelpful.B. Supprtive.C. Thughtful.D. Demanding.
7. What lessn can we draw frm the authr’s experience?
A. All the rads lead t Rme.B. Well begun is half dne.
C. Slw and steady wins the race.D. Actins speak luder than wrds.
C
Fllwing its mve int pdcasting (播客) tw years ag, streaming platfrm Sptify started an audibk (有声书) business. Thugh it has yet t start making its wn recrdings, last autumn it made a deal fr 200,000 audibks t be available t its VIP users.
Nt t be beaten, Amazn-wned Audible, which had been used t being the market leader, upped its game, hiring Oscar-winning directr Sam Mendes t recrd multi-vice versins (版本 ) f Dickens’ nvels Oliver Twist and David Cpperfield, and annuncing last mnth that it had reached an agreement fr a recrding f J. K. Rwling’s Harry Ptter series, viced by mre than 100 actrs and featuring a “grundbreaking new sundscape”.
Dramatised audibks are nt an entirely new phenmenn. The use f multiple vices made them accessible t readers wh might nt have had the patience fr the written versins. Fr example, Gerge Saunders’s Lincln in the Bard, which surrunded the dead sn f Abraham Lincln with a grup f spirit vices, became a great game f “spt the big name”.
Even single-vice readings can significantly change literature in which style is at the heart. Lucy Ellmann’s hit Ducks, Newburyprt, is a case in pint: a thusand-page stream f an Ohi wman’s thughts, written in a single sentence. It unflds n audi as a 45-hur mnlgue (独白), which is nt the same thing at all, if nly because an actr needs t breathe.
T say that audi versins are different des nt mean they are nt as gd as printed texts, as brain scans (扫描) have shwn that they excite the same parts f the brain. Additinally, listening t stries makes hearts beat strnger than watching them, accrding t a latest study. Fr peple with dyslexia (阅读障碍), they can even be a lifeline — as they can be fr thse wh d nt have time fr, r the habit f, reading bks.
S while we celebrate what audibks have in cmmn with their printed versins — bth enable the brain t create its wn pictures in a wrld where pre-prduced images t ften d all the wrk fr us — we shuld als recgnize that they are translatins int a different medium, even when read by the authrs themselves. What is certain is that there is rm fr bth.
8. What strategy did Audible use t maintain its market leader psitin?
A. Creating its wn prize-winning audibk cntent.
B. Fcusing n single-vice audibk prductins.
C. Offering lw-priced audibks t its new custmers.
D. Inviting a well-knwn directr t recrd classic nvels.
9. Hw des the authr present the effects f different versins f audibks?
A. By giving examples.B. By sharing readers’ experiences.
C. By presenting data.D. By referring t experts’ wrds.
10. What is the purpse f the last but ne paragraph?
A. T shw the advantages f audibks.
B. T cmpare audibks with printed texts.
C. T infrm readers f findings abut audibks.
D. T stress audibks’ value in treating dyslexia.
11. What is the authr’s view n the future f audibks and printed texts?
A. It depends n the chices f readers.
B. Bth f them hld the future f reading.
C. Audibk ppularity is nt expected t last.
D. Audibks will eventually replace printed texts.
D
The pleasure peple get frm a piece f music has been linked t its effects n ur emtinal respnses and ability t frm scial cnnectins. The degree f enjyment differs frm persn t persn, but little is knwn abut why. T see if genetics (遗传学) can accunt fr it, Giacm Bignardi at the Max Planck Institute fr Psychlinguistics in the Netherlands and his clleagues cnducted a new study.
The researchers lked at mre than 9,000 twins frm the Swedish Twin Registry. Abut 3,400 were identical (同卵的) and 5,600 nn-identical. The frmer share the same genme (基因组), while nn-identical twins share nly half their genmes, which enabled the researchers t determine the effects f genes thrugh cmparisn. Besides, all the twins in the study were raised in the same husehlds and s grew up with similar envirnmental influences. This made it easier t srt ut genetic cntributins.
The researchers gt the twins t cmplete the Barcelna Music Reward Questinnaire, which fcused n hw much pleasure they get frm music. Fr example, they were asked the extent t which they agreed with statements such as “when I share music with smene I feel a special cnnectin with that persn” and “in my free time I hardly listen t music”. The result shwed that genes seem t play a significant rle in influencing hw much pleasure music brings, with the identical twins being mre than twice as similar in this feature as the nn-identical nes.
“While it’s fairly understandable that musical ability might have a genetic basis, which prvides an easy explanatin fr why sme peple seem t have a talent fr music, it’s bscure that the degree f pleasure frm listening t music is influenced by genes, s it is inspiring that the study finds this effect,” says Peter Harrisn at the University f Cambridge.
Hwever, Nick Cllins at Durham University, UK thinks differently. “Certain musical abilities and preferences may be influenced by genetics, but there are a large number f cultural elements in music develpment that are nt addressed by genetics alne,” he says.
12. What can we learn frm paragraph 2?
A. Hw twins cntribute t the prgress f genetic research.
B. Why the researchers chse the twins as research subjects.
C. What makes the new study different frm previus nes.
D. What inspired the researchers t cnduct the new study.
13. What is the finding f the new study?
A. The secret f musical talent lies in ur genes.
B. Our genes determine what kind f music we like.
C. Our genes can influence hw much we enjy music.
D. The pleasure that different peple get frm music varies greatly.
14. Which can best replace the underlined wrd “bscure” in paragraph 4?
A. easy t cnclude.B. reasnable t assume.
C. impssible t prve.D. difficult t see.
15. What is Nick Cllins’ attitude twards the research finding?
A. Unclear.B. Dubtful.C. Supprtive.D. Uncncerned.
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。
Smetimes, it’s gd t be bred
“I am dying f bredm,” cmplains the yung wife Yelena in Chekhv’s 1897 play Uncle Vanya. Of curse, if Yelena were arund tday, we knw what she wuld d: pull ut her smartphne and find smething fun. Tday it is easy t get rid f bredm.____16____
That is the finding f tw fascinating recent studies. In ne, researchers asked subjects t d smething bring, like cpying ut numbers frm a phne bk, and then take tests f creative thinkings. The result? ____17____ In the secnd study, subjects gave mre answers t a wrd test than a nn-bred cntrl grup after being frced t watch a dull screensaver.
“An restless mind hungers fr stimulatin, s bredm becmes a seeking state,” says Sandi Mann, the psychlgist at the University f Central Lancashire. “____18____” Parents will tell yu that kids with “nthing t d” will eventually invent sme fun games t play — with a cardbard bx, a light switch, whatever.
The prblem, the researchers wrry, is that these days we dn’t struggle t vercme these slw mments. “___19___” Mann says. “This might relieve us temprarily, but it shuts dwn the deeper thinking.” S here is an idea: Instead f always aviding bredm, embrace and face it. Smetimes, anyway. Mann has fund she gets sme f her best thinking dne when she is driving her car and therefre can’t be distracted by her phne.
____20____ The gd type inspires yu t see what can cme f it. The bad type, in cntrast, tires yu and makes yu feel like yu can’t be bthered t d anything. An imprtant part f ur mdern task, then, is learning t evaluate these different types f bredm — t distinguish the useful kind frm the harmful ne.
A. And there is, f curse, bad bredm.
B. Bred subjects came up with mre creative ideas.
C. But what if bredm is a meaningful experience?
D. These mments are a lt mre valuable than expected.
E. Actually, tips n getting away frm bredm are cuntless.
F. We try t kill every mment f bredm with mbile devices.
G. When nt satisfied with yur state, yu’re seeking and engaged.
第三部分 语言运用（共两节，满分30分）
第一节 完形填空（共15小题；每小题1分，满分15分）
阅读下面的短文，从短文后各题所给的四个选项（A、B、C和D）中，选出可以填入空白处的最佳选项，并在答题卡上将该项涂黑。
Edmnd was a schl bus driver fr 22 years. One mrning, the rain puring dwn, he and the bus mnitr Valentine were called t ____21____ a student wh missed the bus. What ____22____ them was that the student didn’t appear when they reached the specified place.
Edmnd and Valentine didn’t expect they had a larger ____23____ t achieve. Just arund the crner, they fund tw children ____24____ in the rushing fldwaters. The by and the girl were struggling t hld nt a ____25____ t avid being swept away.
Edmnd and Valentine culdn’t ____26____ t save them, but neither culd swim. Jumping int actin meant putting their wn ____27____ n the line. Since the bus was fr special needs children, it was ____28____ with remvable seat belts. They gt a (n) ____29____. Immediately they tied the seat belts tgether s as t _____30_____ the children.
Clse-by neighbrs additinally gt here t _____31_____, and the grup made cmbined effrts t _____32_____ the by and the girl frm the tree. They created a human chain and _____33_____ the tied belts ut until Edmnd gt a firm hld n the children and pulled them t safety.
The tw children were _____34_____ t Edmnd, giving him a big hug. Surrunding them, everyne present was filled with happiness, thugh wet all ver. This great rescue peratin went viral (走红) n scial media and drew praise fr their _____35_____ frm all quarters.
21. A. lk afterB. send frC. pick upD. call n
22. A. discuragedB. amusedC. excitedD. impressed
23. A. dreamB. galC. successD. task
24. A. divingB. playingC. stuckD. prepared
25. A. treeB. beltC. seatD. bus
26. A. fferB. waitC. pretendD. lng
27. A. livesB. futureC. jbsD. family
28. A. cveredB. decratedC. filledD. equipped
29. A. suggestinB. ideaC. beliefD. cnclusin
30. A. lckB. searchC. reachD. hang
31. A. helpB. cheerC. respndD. watch
32. A. prtectB. tellC. freeD. tear
33. A. extendedB. pushedC. threwD. kicked
34. A. appealingB. gratefulC. imprtantD. clse
35. A. attitudeB. descriptinC. actinD. frtune
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。
Every cuntry has its wn intangible cultural heritage. In terms f Chinese intangible cultural heritage, traditinal fan making is ____36____ remarkable craftsmanship that cmbines practicality with artistry. With a histry ____37____ (span) ver 3,000 years, fans have served as mre than just cling devices; they are symbls f status, carriers f literature, and canvases fr art.
The art f fan making ____38____ (date) back t the Shang Dynasty, ____39____ primitive fans made frm bird feathers r bamb ____40____ (use) in rituals and ryal ceremnies. During the Han Dynasty, fans evlved int decrative items, with silk and lace becming ppular materials. The Tang and Sng Dynasties saw fans blm as cultural icns — schlars carried flding fans written with pems, while nble ladies waved rund silk fans ____41____ (paint) with delicate landscapes. By the Ming and Qing Dynasties, regins like Suzhu and Hangzhu became renwned fr ____42____ (they) exquisite fan craftsmanship, turning fans int treasures f daily life.
Fans are ____43____ (true) rted in Chinese culture, indicating scial status, expressing emtins thrugh art, and playing imprtant rles in festivals. In mdern times, despite challenges, traditinal fan making thrives. Listed as natinal intangible cultural heritage in 2006, it benefits ____44____ training prgrams. Fan elements als inspire mdern fashin and decratin, and Chinese fans gain glbal _____45_____ (ppular) thrugh cultural exchanges.
第四部分 写作（共两节，满分40分）
第一节（满分20分）
46. 假如你校《英语报刊》人物专栏正在征稿，请你用英语介绍一位你敬仰的人物。内容包括：
1. 对该人物的简单介绍； 2. 敬仰该人物的理由；3. 从该人物身上得到的启示。
注意：1. 词数80左右；
2. 可以适当增加细节，以使行文连贯。
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第二节读后续写（满分20分）
47. 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
I am a high schl student, and I’ve always been shy and quiet. Speaking up, especially in frnt f my classmates, has always been difficult fr me. In class, I tend t avid the teacher’s lk and rarely vlunteer answers. I find myself mre cmfrtable bserving frm the sidelines, quietly taking ntes and participating nly when abslutely necessary.
S, when ur teacher assigned a grup prject t create a mind map (思维导图) fr a travel jurnal, I felt cmpletely lst. It seemed like a huge task, and I had n idea where t begin. The thught f wrking with a grup and cntributing my ideas was difficult.
We were suppsed t wrk in grups f fur, and I wasn’t sure if I culd cntribute enugh t make it a success. I was stressed by the idea f cperating with thers, especially since I wasn’t sure whether I had the creative skills they wuld expect fr smething like a mind map.
My friend Alice nticed my hesitatin and immediately invited me t jin her grup. She said, “Yu shuld jin Chris, Ryan, and me. Yu’re s creative, and I knw that yu’ll bring smething great t the table.” She even mentined hw I had helped her befre by creating small stries t memrize wrds, and hw my creativity always surprised her.
I was tuched by her faith in me, but despite her encuragement, I was still unsure. I didn’t feel cnfident abut my ability t cntribute t the grup, especially when it came t smething as creative as a mind map. I feared that my ideas might nt be gd enugh r that I wuld let the team dwn. The thught f standing ut in frnt f everyne with my cntributins felt challenging. But Alice insisted, gently encuraging me t give it a try, prmising me that we culd wrk tgether and that my creativity wuld be valuable.
注意：
1．续写词数应为150个左右;
2．请按如下格式在答题卡的相应位置作答。
After a bit f hesitatin, I finally agreed t jin.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
The next class, Alice and I presented ur grup’s mind map t the class.
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