江西省景德镇一中2025-2026学年高二上学期期中考试英语（20班）试题（Word版附答案）

这是一份江西省景德镇一中2025-2026学年高二上学期期中考试英语（20班）试题（Word版附答案），共11页。试卷主要包含了阅读理解，语法填空，完形填空，书信写作，书面表达等内容，欢迎下载使用。
英语试题（20班）
一、阅读理解
Climate change culd have large impacts n fd prductin acrss the wrld. Rising temperatures might bst crp prductin in cld regins but negatively impact prductin in warmer areas. Wheat and rice — which benefit frm mre CO2 in the atmsphere — culd see grwing utput, while crn and srghum (高粱) culd see a decline with warmer temperatures.
Farmers can adjust their practices t a warmer climate in fur key ways:
A recent study by experts mdeled three adaptatin methds — changing WHAT, changing WHEN and changing bth f them. The chart belw shws their impact n the utput f crn, rice, srghum, sybean (大豆) and wheat.
These three adaptatin methds can already g sme way t relieve climate pressures in sme cuntries. But, f curse, we dn’t nly care abut crp prductin at the glbal level! If farmers in particular regins — especially thse that are mst fd-insecure — cannt adapt t climate change, this is still a majr prblem. S there is mre we can d in the future
1．What shuld farmers change if they are shrt f mney and labur?
A．WHAT.B．WHERE.C．WHEN.D．HOW.
2．Which crp may benefit mst if farmers plant imprved varieties?
A．Crn.B．Rice.C．Srghum.D．Wheat.
3．What shuld be dne in the future?
A．T help the farmers in need.B．T adpt the three methds.
C．T fcus n crp prductin.D．T mve t clder regins.
Each mrning, the sft sund f slicing fills the air at a prcessing wrkshp in Zhangshu, Jiangxi prvince. Yuan Xiaping, 69, stands by his wrkbench, skillfully slicing white peny rt int pieces. The technique may seem effrtless, but it is the result f mre than 50 years f disciplined practice.
Yuan is a natinally recgnized inheritr (继承人) f the Zhangshu traditinal Chinese medicine prcessing technique, a frm f craftsmanship named as natinal intangible cultural heritage in 2018. Fr ver 1,800 years, Zhangshu, China’s medicine capital, has perfected the art f traditinal herb prcessing, transfrming raw plants int precise medicine. This craft relies n fur signature tls: sharp knives fr paper-thin slicing, cpper pts fr cntrlled heating, mineral-rich lcal water, and secret methds passed frm master t apprentice.
Brn int a family with a traditin in Chinese medicine, Yuan began wrking as an apprentice at the ld Tiangitang pharmacy at the age f 16. He later studied under master craftsman Yu Shuxiang, wh was renwned fr his expertise in medicinal (药用的) cutting. Yuan devted decades t mastering cre skills f the craft, including sme specialized methds. Fr him, the heart f the craft lies in tw skills: cutting and prcessing.
“Every step demands precisin, but it’s the knife wrk that truly stands ut: each slice cut t perfect thickness, almst like art. “Yuan said. “Prcessing is nt just abut preparing herbs. It demands reverence fr the natural prperties f medicinal herbs and the applicatin f precise methds t unlck their medical value.”
Despite mdern prductin technlgies, Yuan believes many essential steps remain dependent n experience. “Machines can cut, but they can’t read the clr, smell r texture f herbs,” Yuan said. “Sme techniques are simple in appearance, but they require years f repetitin t d well.”
4．What can be learned abut the technique?
A．It features simplicityB．It is dismissed as impractical.
C．It remains unchanged.D．It requires effrt and accuracy.
5．What des the underlined wrd “reverence” (Para. 4) mean?
A．Awe.B．Lve.C．Talent.D．Blame.
6．Which f the fllwing can best describe Yuan?
A．Disciplined and energetic.B．Cmmitted and highly-skilled.
C．Hardwrking and friendly.D．Frward-thinking and devted.
7．What des Yuan’s stry mainly shw?
A．Lk befre yu leap.B．Hnesty is the best plicy.
C．Practice makes perfect.D．Strike while the irn is ht.
Children are brn with the curisity t explre. Yet ver time they are becming less curius abut science. Why? This lss f interest may be partly the result f language cues (提示) children hear. And these cues dn’t cme just frm parents; they can als cme frm schl teachers wh treat science as an identity rather than actins.
When talking t children, many adults might say things like “Let’s be scientists tday!” r “Yu’re such a gd scientist!”. But this kind f identity-fcused language, which fcuses n science as an identity rather than activities and actins that peple d, can be demralizing fr yung children. One study shwed that children as yung as fur, especially girls, kept their interest lnger when their cue t participate in science activities was “Let’s d science” rather than “Let’s be scientists.”
One pssibility is that when thinking f a scientist, children might picture a white man. If they dn’t share that identity, they lse interest in an activity designed “fr scientists.” This steretypical (刻板印象的) belief that science is reserved fr nly certain-kinds f peple emerges surprisingly early. By the first grade, when asked t draw a scientist, children tend t draw a white man.
The gd news is that language cues can als be directed t prmte engagement with science. Describing science as actins that we take, fr example, seems t prtect yung children’s interest in science ver time. But it’s als true that teenagers are actively trying n and ultimately frming different identities fr themselves. S in cntrast t its demralizing effects n yung children, identity-fcused language may help teens stay interested in science. In anther study, cueing a future identity based n science (such as “scientist” r “dctr”) mtivated middle schlers t d mre hmewrk and was assciated with higher grades.
Cnsequently, adults had better use different language cues fr children f different age grups t maintain their curisity abut science.
8．What des the underlined wrd “demralizing” in paragraph 2 mean?
A．Inapprpriate.B．Implite.C．Uncnvincing.D．Discuraging.
9．Why was actin-fcused language especially effective t yung girls?
A．Because it avids identity cnflict in girls’ mind.
B．Because steretypical belief is reserved fr girls.
C．Because it enhances girls’ engagement in science.
D．Because it shws the activity is designed fr girls.
10．What may be the authr’s suggestin fr parents and teachers?
A．T treat language as cues.B．T use identity-fcused language.
C．T adpt flexible strategies.D．T help teenagers frm identities.
11．What can be a suitable title fr the text?
A．Why Is Actin Better than Identity?B．Hw D Parents Raise Yung Scientists?
C．Hw Des Age Affect Science Learning?D．What Affects Children’s Interest in Science?
Give a grup f scientists the same data and the same research questin, and they shuld cme up with similar answers in thery. But they dn’t, accrding t a paper published in BMC Bilgy, which finds that 246 eclgists analyzing the same data sets reached widely varying cnclusins, with sme finding effects in ttally ppsite directins.
The paper is the latest in a line f “many-analyst” prjects that examine hw results can vary because f scientists’ decisins during data analysis — and the first t study the effects in eclgy. T find ut hw much thse decisins affect the results, Ellit Guld, a Ph.D．student at the University f Melburne, and their clleagues recruited 246 eclgists, wrking in 174 teams, t answer tw different research questins, each based n a single data set.
The findings match up with the results f previus many-analyst studies, and shw “the pwerful rle f subjective researcher chices in scientific prjects,” says Eric Uhlmann, an rganizatinal psychlgist. Guld says: Researchers have t decide which variables t cntrl fr, fr example, and hw t deal with missing data. “And thse different chices that we make can kind f multiply.”
It’s impssible t knw whether the prblem affects an entire field frm just ne r tw examples, says Eötvös Lránd University metascientist Balazs Aczel. T find ut, he is running a prject t have multiple analysts each tackle a questin frm 100 randmly chsen scial science papers. But similar findings have ppped up in a range f fields — including neurscience and ecnmics — and suggest “we are facing a very serius issue,” he says.
Anne Scheel, a metascientist at Utrecht University, says the many-analyst findings dn’t mean fields like eclgy and psychlgy can’t ensure reliable results. Such fields tend t ask brad questins that leave a lt f chices up t researchers. “The harder sciences seem t have mre success cming t agreement n difficult questins,” she says. “I think that has smething t d with hw precisely things are defined.”
12．What did the BMC Bilgy paper fcus n?
A．The cllectin f data in eclgy.B．The cause f cntradictry results.
C．The effect f chices n cnclusins.D．The cmparisn f different methds.
13．What cntributes t the varying cnclusins accrding t paragraph 3?
A．Research preference.B．Unifrm data.C．Team divisin.D．Training gaps.
14．What has led Balazs Aczel t say “we are facing a very serius issue”?
A．The uncertainty f eclgical studies.B．The challenge in chsing questins.
C．The restrictin in research appraches.D．The evidence frm multiple disciplines.
15．What is Anne Scheel’s suggestin n ensuring reliable results?
A．Bradening scale.B．Deepening research.C．Increasing difficulty.D．Imprving precisin
Are yu as gd at things as yu think yu are? Hw gd are yu at managing mney? Are yu better than average at grammar? Psychlgical research suggests that we’re nt very gd at evaluating urselves accurately. 16 . This phenmenn is called the Dunning-Kruger effect.
17 . On average, peple tend t rate themselves better than mst in health, leadership skills, and beynd. What’s particularly interesting is that thse with the least ability ften verrate their skills t the greatest extent.
When psychlgists Dunning and Kruger first described the effect in 1999, they argued that peple lacking knwledge and skill in particular areas suffer a duble curse (祸根). They make mistakes and reach pr decisins. 18 In ther wrds, pr perfrmers lack the knwledge needed t recgnize hw badly they’re ding.
The effect shws peple usually d admit their weaknesses nce they can spt them. This may be why peple with average knwledge r skill ften have less cnfidence in their abilities. 19
Meanwhile, experts tend t be aware f just hw knwledgeable they are. But they ften make a different mistake: they assume that everyne else is knwledgeable, t. 20 When they’re unskilled, they can’t see their wn faults. When they’re extremely cmpetent, they dn’t perceive hw unusual their abilities are.
S what can we d? First, ask fr feedback frm thers. Secnd, keep learning. The mre knwledgeable we becme, the less likely we are t have invisible hles in ur cmpetence.
A．Actually, we ften verestimate ur wn abilities.
B．They all have incmpetence they dn’t recgnize.
C．In shrt, peple are ften caught in inaccurate self-perceptin.
D．They knw enugh t knw that there’s a lt they dn’t knw.
E．This effect explains why peple display imaginary superirity.
F．Knwing hw cmpetent we are is mre than a self-cnfidence bst.
G．But thse knwledge gaps als prevent them frm catching their errrs.
二、语法填空
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。
Chu Shu, r the End f Heat, is the 14th slar term in the traditinal Chinese slar calendar, 21 (mark) an imprtant seasnal transitin. This term, 22 riginal meaning was “taking a break”, has evlved t indicate the end f the ht summer and the beginning f cler autumn days. This perid f time 23 (typical) lasts frm late August t early September.
Knwn fr a variety f cultural and agricultural activities, the End f Heat is deeply rted in Chinese traditin and lifestyle and symblizes 24 shift in weather patterns and agricultural practices. Althugh autumn is appraching, regins, particularly in Suthern China, may still experience ccasinal summer heat 25 (refer) t as “autumn tigers”.
Agriculturally, farmers acrss China prepare fr harvesting crps 26 rice and srghum, which becme ripe during this time. This perid als cincides (重合) with diverse 27 (ceremny) and expressins f gratitude t the land.
One 28 (nte) cultural practice during the End f Heat is ancestr wrship (祭祖), which is clsely tied t the Zhngyuan Festival. This festival 29 (fall) n the 15th day f the Chinese lunar calendar. It is a time t pay respects t ancestrs thrugh varius rituals, including the flating f water lanterns. These lanterns in the shape f ltus flwers are set t flw in rivers 30 (hnr) the spirits and guide them in the afterlife.
三、完形填空
When Appa passed away, he left behind a wealth f memries. Part f my priceless inheritance (继承物) frm him is a bx f 31 . Sme barely used, sme wrn-dwn, but each cnsistently 32 . They remind me f his lve f crsswrd puzzles and f him sitting by the windw, carefully 33 their tiny bxes. The pencils were always sharp, and the eraser and sharpener always clse at hand
In his 80s, Appa wuld read the day’s newspaper t remind himself f 34 wrds that might help him slve the crsswrd. An 35 in his mind, and bing! He’d get the wrd t cmplete the puzzle
While my father read fr wrds, I did the same fr a living. In my wn mind, I 36 because I lved wrd-craft and creating stries, ften fr r abut n 37 — that is until recently. When an editr 38 me with a lwer rate f pay fr a piece they chse t publish nline rather than in print, as was 39 prpsed, I was shcked... and hurt! While I was 40 fr many years, a certain anxiety wuld at times 41 — shuld I make my wrds cunt fr mre?
Tday, when dubts 42 my mind, I think f Appa’s sharpened pencil: its 43 may have been t slve a crsswrd, but it was als there fr anyne t write.
Nw I 44 assignments, sme that pay well, sme that dn’t, but tgether, and mst imprtantly, they fill me with 45
31．A．rulersB．pencilsC．erasersD．sharpeners
32．A．affrdableB．classicalC．flexibleD．functinal
33．A．filling inB．setting dwnC．ging thrughD．emptying ut
34．A．revisedB．infrmedC．frgttenD．created
35．A．illustratinB．inspiratinC．applicatinD．impressin
36．A．readB．wrkedC．wrteD．edited
37．A．prfitsB．cntributinsC．permissinsD．results
38．A．threatenedB．satisfiedC．cnfusedD．surprised
39．A．riginallyB．virtuallyC．particularlyD．regularly
40．A．rdinaryB．independentC．cntentD．faithful
41．A．expldeB．emergeC．explreD．engage
42．A．buryB．castC．cludD．draw
43．A．directinB．prirityC．symblD．purpse
44．A．take upB．break dwnC．pull thrughD．carry ut
45．A．galB．memryC．hpeD．jy
四、书信写作
46．假定你是李华，你所在学校最近举行了一场主题为“Hw t use DeepSeek t enhance English learning?”的演讲比赛，请你为校英语报撰写一篇报道，内容包括：
1. 比赛流程；
2. 精彩瞬间。
注意：写作词数应为80左右；
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五、书面表达
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。
A Lunchbx Stitched with Lve
Michael had watched it all unfld. Fr twelve lng mnths, the silence between his father Jack and uncle Sam hung heavier than the winter fg clinging t their small twn. It started with their late (已故的) father’s ld wrkbench (工作台) — hand-carved by their grandfather, a piece they’d bth cherished. When their dad passed away, Uncle Sam tk it t restre, but his father Jack thught he’d taken it fr himself frever. “Yu always gt first pick,” Jack snapped; Sam sht back, “At least I’m nt letting it rt.” Drs slammed, and they’d nt spken since.
Jack, nce a man wh laughed s lud that the neighbrs kncked t cmplain, nw mved like a ghst: mrnings withut the clatter (哐啷声) f his favrite cffee mug, evenings staring at the unlit fireplace in dead silence.
One afternn, Michael fund his dad n the prch (门廊), staring at a pht — Jack and Sam, arms slung ver each ther’s shulders at the wrkbench, bth grinning wide. “Why dn’t yu call him?” Michael asked. Jack’s jaw tightened. “Sme things can’t be fixed, kidd.” But Michael shk his head. He’d watched his mm mend his favrite sweater with a needle and thread, turning a hle int smething stitched with care. Michael als nticed that Aunt Clara, Uncle Sam’s wife, still called Mm, asking gently hw his dad was ding. Maybe brken things just needed the right hands t fix them.
That night, Michael slid a list f Uncle Sam’s favrite fds int his pcket — the nes Dad had always bught at the market n weekends, the tw f them laughing ver plates tgether. By mrning, Michael had cme up with a plan: smething sweet might fix. With his allwance, he set ut t fill his dad’s ld lunchbx with what was n the list. Michael hit the market: Mrs. Hernandez’s warm meat pies; Mr. Patel’s spicy mang sauce and buttery ckies. Althugh his shirt was stained with jam, and his shes were cated in dirt, Michael smiled, seeing the lunchbx was full.
(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。
When Michael finally std n Uncle Sam’s prch, his heart punded like a drum.
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A few minutes after Aunt Clara’s phne call, the frnt drbell rang again.
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参考答案
1．C 2．B 3．A
4．D 5．A 6．B 7．C
8．D 9．A 10．C 11．D
12．C 13．A 14．D 15．D
16．A 17．E 18．G 19．D 20．C
21．marking 22．whse 23．typically 24．a 25．referred 26．like 27．ceremnies 28．ntable 29．falls 30．t hnr
31．B 32．D 33．A 34．C 35．B 36．C 37．A 38．D 39．A 40．C 41．B 42．C 43．D 44．A 45．D
46．A Pssible Versin:
Last Friday witnessed ur schl’s much-anticipated speech cntest themed “Hw t Use DeepSeek t Enhance English Learning?”, which prved a great success.
The cntest, aiming t explre AI’s ptential in language learning, attracted a large number f students. After initial selectins, 10 finalists tk the stage, shwcasing their prfund insights with cnfidence. The cntest unflded in three parts: pening remarks by ur principal, 3-minute speeches by cntestants, and a Q&A sessin with judges. What impressed the audience was the diversity f perspectives. One cntestant shared hw DeepSeek’s persnalized vcabulary lists bsted his memry, while anther highlighted its rle in simulating real-life cnversatins, a practice significantly imprving her fluency.
The event received psitive feedback frm ur students, wh expressed it reshaped ur attitude twards technlgy. We expected mre f activities abut cutting-edge technlgies.
47．A Pssible Versin:
When Michael finally std n Uncle Sam’s prch, his heart punded like a drum. A surge f shyness and nervusness engulfing him, his ears burned as he paced fr a mment befre ringing the drbell. The dr creaked pen. Uncle Sam frze at the sight f him, frwning in cnfusin. He asked sftly, “Kidd? What brings yu here?” Ducking Uncle’s gaze, Michael hung his head, stammering. “Uncle, I brught yur favrites. Dad’s really sad. He misses the ld time with yu.” The man’s eyes fell n the lunchbx. Memries crashed ver him like a wave: shared meals, laughter eching thrugh the backyard. His expressin sftened, eyes glistening. Uncle Sam squatted dwn, tk the lunchbx, and pulled the by int a warm hug. In the kitchen drway, Aunt Clara had been watching, a smile playing n her lips. She tipted t make a call, her eyes nw sparkling with hpe.Farmers can change WHAT they plant.
This culd be an entirely different type f crp: crn instead f wheat. Or a different variety f a specific crp.
FOUR
KEY
WAYS
Farmers can change WHERE crps are planted. If temperatures rise in fall, crp prductin can shift nrth r suthwards twards mre suitable temperatures.
Farmers can change HOW crps are managed. Giving crps the right amunt f water, nutritin, and prtectin frm insects and disease can help reduce sme impacts f climate change.
Farmers can change WHEN they plant. Farmers can plant earlier r later in the year, depending n when spring arrives. Adjusting planting dates requires n additinal cst r wrk.