湖北省荆州市沙市区某中学2025-2026学年高二上学期11月期中英语试卷（学生版）

这是一份湖北省荆州市沙市区某中学2025-2026学年高二上学期11月期中英语试卷（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A、B、C和D四个选项中，选出最佳选项。
A
The Natinal Gallery
Descriptin:
The Natinal Gallery is the British natinal art museum built n the nrth side f Trafalgar Square in Lndn. It huses a diverse cllectin f mre than 2,300 examples f Eurpean art ranging frm 13th-century religius paintings t mre mdern nes by Renir and Van Ggh. The lder cllectins f the gallery are reached thrugh the main entrance while the mre mdern wrks in the East Wing are mst easily reached frm Trafalgar Square by a grund flr entrance.
Layut:
The mdern Sainsbury Wing n the western side f the building huses 13th-t15th-century paintings, and artists include Ducci, Uccell, Van Eyck, Lippi, Mantegna, Btticelli and Memling.
The main West Wing huses 16th-century paintings, and artists include Lenard da Vinci, Cranach, Michelangel, Raphael, Bruegel, Brnzin, Titan and Vernese.
The Nrth Wing huses 17th-century paintings, and artists include Caravaggi, Rubens, Pussin, Van Dyck, Velazquez, Claude and Vermeer.
The East Wing huses 18th-t early 20th-century paintings, and artists include Canalett, Gya, Turner, Cnstable, Renir and Van Ggh.
Opening Hurs:
The Gallery is pen every day frm 10 am t 6 pm (Fridays 10 am t 9 pm) and is free, but charges apply t sme special exhibitins.
Getting There:
Nearest undergrund statins: Charing Crss (2-minute walk), Leicester Square (3-minute walk), Embankment (7-minute walk), and Piccadilly Circus (8-minute walk).
1. In which century’s cllectin can yu see religius paintings?
A. The 20thB. The 17th
C. The 18thD. The 13th
2. Where are Lenard da Vinci’s wrks shwn?
A. In the East Wing.B. In the main West Wing.
C. In the Sainsbury Wing.D. In the Nrth Wing.
3. Which undergrund statin is clsest t the Natinal Gallery?
A. Charing Crss.B. Leicester Square.
C. Embankment.D. Piccadilly Circus.
B
Baggy has becme the first dg in the UK—and ptentially the wrld—t jin the fight against air pllutin by recrding pllutant levels near the grund.
Baggy wears a pllutin mnitr n her cllar s she can take data measurements clse t the grund. Her mnitr has shwn that air pllutin levels are higher clser t grund level, which has helped highlight cncerns that babies and yung kids may be at higher risk f develping lung prblems.
Cnventinal air pllutin mnitrs are nrmally fixed n lamppsts at abut nine feet in the air. Hwever, since Baggy stands at abut the same height as a child in a pushchair（婴儿车）, she frequently recrds pllutin levels which are much higher than the data gathered by the Envirnment Agency.
The dggy data research was the idea f Baggy's 13-year-ld wner Tm Hunt and his dad Matt. The English yungster nticed that pllutin levels are arund tw-thirds higher clse t the grund than they are in the air at the height where they are recrded by the agency. Tm has since reprted the shcking findings t the gvernment in an attempt t emphasise that babies are at higher risk f develping asthma（哮喘）.
Matt Hunt said he was "very prud" f his sn because “when the by gets an idea, he keeps his head dwn and gets n with it, and he really des want t d sme gd and stp yung kids frm getting asthma."
“Tm built up a passin fr envirnmental prtectin at a very early age," Matt added. “He became very interested in gadgets（小装置）. Abut ne year ag, he gt this new piece f tech which is like a test tube. One Sunday afternn, we went ut t d sme mnitring, and he said, why dn't we put it n Baggy's cllar and let her mnitr the pllutin？'S we did it."
Tm said, "Mst f the time, Baggy is just like any ther dg. But fr the rest f the time she is a super dg, and we are all really prud f her."
4. With a mnitr n her cllar, Baggy can ____________.
A. take pllutant readingsB. recrd pllutant levels
C. prcess cllected dataD. reduce air pllutin
5. What can we learn frm the Baggy data?
A. High places are free f air pllutin.
B. Higher pushchairs are mre risky fr kids.
C. Cnventinal mnitrs are mre reliable.
D. Air is mre plluted clser t the grund.
6. What is Tm's purpse f ding the research?
A. T warn f a health risk.B. T find ut pllutin surces.
C. T test his new mnitr.D. T prve Baggy's abilities.
7. Accrding t the passage, which wrd can best describe Tm Hunt?
A. Mdest.B. Generus.C. Creative.D. Outging.
C
In recent years, the integratin f artificial intelligence (AI) int language learning has sparked bth enthusiasm and debate amng educatrs and learners. A 2023 study published in Jurnal f Educatinal Technlgy tracked 1,200 cllege students ver a six-mnth perid, cmparing traditinal language curses with AI-assisted learning prgrams. The results revealed that students using AI tls shwed a 25% faster imprvement in vcabulary and an 18% higher accuracy in grammar exercises, thugh their perfrmance in face-t-face cnversatin remained n par with (水平相当) the cntrl grup.
Researchers credit this discrepancy t the AI’s strength in repetitive, rule-based tasks. “AI is gd at prviding instant, persnalized feedback n grammar and vcabulary,” explained Dr. Li Mei, lead authr f the study. “But human interactin is irreplaceable fr subtle differences like intnatin, cultural cntext, and emtinal expressin.” This finding aligns with (相一致) a survey by the Internatinal Language Teaching Assciatin, where 68% f teachers nted that while AI reduced their wrklad in grading and drill sessins, it failed t replicate (复制) the mtivatinal impact f a teacher’s encuragement.
Critics argue that ver-reliance n AI might weaken students’ ability t think critically. A fllw-up survey f the 1,200 participants fund that 32% f AI users admitted t relying n the tl’s suggestins withut fully understanding the underlying rules, cmpared t just 11% in the traditinal grup. “Technlgy shuld be a scaffld (脚手架), nt a crutch (拐杖),” warned Prfessr Zhang Wei frm Beijing Nrmal University. “Educatrs must guide students t use AI mindfully, cmbining its efficiency with human-led deep learning.”
Despite these cncerns, the adptin f AI in language classrms cntinues t rise. A 2024 reprt by EdTech Insights predicts that by 2025, 70% f higher educatin institutins will bring AI language tls int their curricula (课程), driven by student demand fr flexible, self-paced learning ptins. “Students tday grew up with technlgy; they expect learning t be interactive and adaptive,” said Laura Chen, a senir at Shanghai University wh uses an AI language app daily. “It’s nt abut replacing teachers — it’s abut creating a mre dynamic learning ecsystem.”
8. What is the main finding f the 2023 study mentined in the first paragraph?
A. AI tls significantly imprved students’ cnversatinal skills.
B. Traditinal curses were mre effective in lng-term language retentin.
C. Students using AI shwed faster prgress in vcabulary and grammar.
D. AI-assisted learning reduced the wrklad f all language teachers.
9. What des the underlined wrd “discrepancy” (Para. 2) prbably mean?
A. ImprvementB. SimilarityC. DifferenceD. Advantage
10. What cncern d critics express abut AI in language learning?
A. It may reduce the number f teaching psitins.
B. It fails t prvide instant feedback n grammar.
C. AI tls are t expensive fr mst institutins.
D. Students might depend n it withut understanding rules.
11. What des the 2024 EdTech Insights reprt suggest abut AI adptin?
A. Student demand is a key driver fr integrating AI int curricula.
B. Mst universities will stp using traditinal language curses by 2025.
C. AI will replace human teachers in 70% f language classrms.
D. Educatrs are resistant t AI due t jb security cncerns.
D
Peple wh multitask all the time may be the wrst at ding tw things at nce, a new research suggests. The findings, based n perfrmances and self-evaluatin by abut 275 cllege students, indicate that many peple multitask nt ut f a desire t increase prductivity, but because they are easily distracted and can’t fcus n ne activity. And “thse peple turn ut t be the wrst at handling different things,” said David Sanbnmatsu, a psychlgist at the University f Utah.
Sanbnmatsu and his clleagues gave the students a set f tests and asked them t reprt hw ften they multitasked, hw gd they thught they were at it, and hw sensatin-seeking (寻求刺激) r imperative (冲动) they were. They then evaluated the participants’ multitasking ability with a tricky mental task that required the students t d simple mathematical calculatins while remembering a set f letters.
Nt surprisingly, the scientists said, mst peple thught they were better than average at multitasking, and thse wh thught they were better at it were mre likely t reprt using a cellphne while driving r viewing multiple kinds f media at nce. But thse wh frequently deal with many things at the same time were fund t perfrm the wrst at the actual multitasking test. They als were mre likely t admit t sensatin-seeking and impulsive behavir, which cnnects with hw easily peple get bred and distracted.
“Peple multitask nt because it’s ging t lead t greater prductivity, but because they’re distractible, and they get sucked int things that are nt as imprtant.” Sanbnmatsu said.
Adam Gazzaley, a researcher at the University f Califrnia, San Francisc, wh was nt a member f the research grup, said ne limitatin f the study was that it culdn’t find ut whether peple wh start ut less fcused tend tward multitasking r whether peple’s recgnizing and understanding abilities change as a result f multitasking.
The findings d suggest, hwever, why the sensatin-seeker wh multitask the mst may enjy risky distracted driving. “Peple wh are multitasking are generally less sensitive t risky situatins.” said Paul Atchley, anther researcher nt in the grup. “This may partly explain why peple g in fr these situatins even thugh they’re dangerus.”
12. The research led by Sanbnmatsu indicates that peple wh multitask __________.
A. seek high prductivity cnstantly
B. prefer handling different things when getting bred
C. are mre fcused when ding many things at a time
D. have the prest results in ding varius things at the same time
13. When Sanbnmatsu and his clleagues cnducted their research, they __________.
A. assessed the multitasking ability f the students
B. evaluated the academic achievements f the students
C. analyzed the effects f the participants’ tricky mental tasks
D. measured the changes f the students’ understanding ability
14. Accrding t Sanbnmatsu, peple multitask because f their __________.
A. limited pwer in calculatin
B. interests in ding things differently
C. inability t cncentrate n ne task
D. impulsive desire t try new things
15. Frm the last paragraph, we can learn that multitaskers usually __________.
A. drive very skillfully
B. g in fr different tasks
C. fail t react quickly t ptential dangers
D. refuse t explain the reasns fr their behavir
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。
Secret cdes (密码) keep messages private. Banks, cmpanies, and gvernment agencies use secret cdes in ding business, especially when infrmatin is sent by cmputer.
Peple have used secret cdes fr thusands f years. ____16____Cde breaking never lags (落后) far behind cde making. The science f creating and reading cded messages is called cryptgraphy.
There are three main types f cryptgraphy. ____17____Fr example, the first letters f “My elephant eats t many eels” spell ut the hidden message “Meet me.”
___18___Yu might represent each letter with a number, fr example. Let’s number the letters f the alphabet, in rder, frm 1 t 26. If we substitute a number fr each letter, the message “Meet me” wuld read “13 5 5 20 13 5.”
A cde uses symbls t replace wrds, phrases, r sentences. T read the message f a real cde, yu must have a cde bk. ___19___Fr example, “bridge” might stand fr “meet” and “ut” might stand fr “me.” The message “Bridge ut” wuld actually mean “Meet me.” ___20___Hwever, it is als hard t keep a cde bk secret fr lng. S cdes must be changed frequently.
A. It is very hard t break a cde withut the cde bk.
B. In any language, sme letters are used mre than thers.
C. Only peple wh knw the keywrd can read the message.
D. As lng as there have been cdes, peple have tried t break them.
E. Yu can hide a message by having the first letters f each wrd spell it ut.
F. With a cde bk, yu might write dwn wrds that wuld stand fr ther wrds.
G. Anther way t hide a message is t use symbls t stand fr specific letters f the alphabet.
第三部分 语言知识运用(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。
While high schl des nt generally encurage students t explre new aspects f life, cllege sets the stage fr that explratin. I myself went thrugh this ___21___ prcess and fund smething that has changed my ___22___ at cllege fr the better: I discvered ASL— American Sign Language.
I never felt an urge t learn any sign language befre. My entire family is hearing, and s are all my friends. The ___23___ languages were enugh in all my interactins. Little did I knw that I wuld discver my ___24___ fr ASL.
The ___25___ began during my first week at cllege. I watched as the ASL Club ___26___ their translatin f a sng. Bth the hand mvements and the very idea f cmmunicating withut speaking ___27___ me. What I saw was cmpletely unlike anything I had experienced in the past. This newness just left me ___28___ mre.
After that, feeling the need t explre further, I decided t drp in n ne f ASL club’s meetings. I nly learned hw t ___29___ the alphabet (字母) that day. Yet instead f being ____30____ by my slw prgress, I was excited. I then made it a pint t ____31____ thse meetings and learn all I culd.
The fllwing term, I ____32____ an ASL class. The prfessr was deaf and any talking was ____33____. I sn realized that the silence was nt unpleasant. ____34____, if there had been any talking, it wuld have caused us t learn less. Nw, I appreciate the silence and the ____35____ way f cmmunicatin it pens.
21. A. searchingB. planningC. evaluatingD. funding
22. A. prgressB. experienceC. majrD. rute
23. A. fficialB. freignC. bdyD. spken
24. A. passinB. cncernC. bjectiveD. request
25. A. meetingB. tripC. stryD. task
26. A. recrdedB. perfrmedC. adptedD. discussed
27. A. btheredB. supprtedC. embarrassedD. attracted
28. A. displayingB. actingC. sayingD. wanting
29. A. printB. writeC. signD. cunt
30. A. inspiredB. discuragedC. acknwledgedD. distracted
31. A. chairB. scheduleC. attendD. rganize
32. A. called ffB. tk verC. gave upD. registered fr
33. A. prhibitedB. advcatedC. ignredD. repeated
34. A. LastlyB. CnsequentlyC. InsteadD. Nevertheless
35. A. easyB. ptentialC. quickD. new
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。
TCM, shrt fr traditinal Chinese medicine, is a system f medicine, which ____36____(practise) in China fr ver 3,000 years. It is largely related t Chinese histry and culture. Shennng, ____37____ figure in ancient myth, is believed as the father f Chinese medicine. Accrding t the legend, he tested hundreds f herbs t find anything ____38____culd be used as medicine.
Generally, TCM is much mre abut achieving the balance f human bdy. It has gradually develped int a medical science in the daily life f the peple and in the prcess f them ____39____(fight) against diseases. Prfessinals regard TCM as ____40____(effective) in preventing diseases and curing chrnic(慢性的) illness than western medicine.
Under the thery f “treat pre-disease”, peple believe sme medicine and fd share the same rigin ____41____ that the same kind f material can be part f the recipes f bth medicine and fd.
In 2015, Chinese scientist Tu Yuyu wn the Nbel Prize ____42____ the discvery f artemisinin. Her discvery ____43____(rt)in ancient Chinese herbal medicine has brught traditinal Chinese medicine t the wrld. Nw it is ____44____(wide) applied in ther Asian natins. Many freigners including Olympic athletes, are getting fascinated by varius _____45_____(treat), such as Cupping, Guasha, tui-na.
第四部分 写作(共两节，满分40分)
第一节(满分15分)
46. 假定你是李华，你的新西兰朋友Terry将去中国朋友家做客，发邮件向你询问有关习俗。请你回复邮件。内容包括：
（1）到达时间；
（2）合适的礼物；
（3）餐桌礼仪。
注意：
1. 词数100左右；
2. 可以适当增加细节，以使行文连贯。
第二节 读后续写(满分25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。
Theresa had always lked frward t the first day f schl, but this year was different. Due t her father’s recent jb change, she and her family had mved acrss the cuntry t a new twn and a new neighbrhd.
She didn’t even want t get ut f bed. Getting up meant ging t schl. She didn’t knw a sul. She had n friends here. Wh wuld she talk t? Wh wuld she hang ut with? This wuld nt be a gd day, she thught t herself.
After a quick breakfast, she grabbed her things and headed dwn the street t the crner where the bus wuld pick her up.
In the distance, she culd see tw girls laughing abut smething. As Theresa gt clser, the girls sht a brief lk at her way and then cntinued n with their cnversatin. Finally the bus arrived. Theresa stepped n and sat alne. The ride seemed rather lng until the bus pulled up in frnt f the schl.
Theresa climbed ff the bus with n idea where t g. The schl was much bigger than her ld ne. She had made it thrugh the whle mrning. But nw it’s lunch time, and she was keenly aware f the fact that she had n ne t sit and dine with.
She fund a place alne in the crner and sat dwn with lunch. Just as she started t eat, she saw tw girls appraching. They were the girls frm the bus stp.
“D yu mind if we jin yu?” said the ne in frnt.
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。
“Mind? Please sit with me!” Theresa thught and quickly replied, “nt at all.”
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Fr Theresa, the ride hme was quite a bit different frm the bus trip that mrning.
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