2025-2026学年福建莆田市多校联考高二上学期期末联考英语试卷（学生版）

这是一份2025-2026学年福建莆田市多校联考高二上学期期末联考英语试卷（学生版），共9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（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
Fr music lvers in Leeds, here are 4 music festivals t knw.
Leeds Indie Festival June 15 — 16
This small festival has 15 — 20 lcal and small UK bands. Last year, bands like The Lathums and Sea Girls played. If yu like alternative pp, it’s yur best chice. Tickets cst £35 fr tw days (students get a £5 discunt with a student ID). There are fd shps selling burgers and fries fr £8 — £10. Yu can bring a small bag but n utside drinks.
Brudenell Scial Club Summer Sessins Every Saturday in July
It’s dminated by flk sngs and f a small size. Each week, 3 — 4 flk artists play. This year, artists like Laura Marling and Ben Hward will perfrm. Tickets are £18 per night. The venue has a small shp with sft drinks(£2). It’s a small space, s tickets sell ut fast.
Leeds Flk Festival August 8 — 10
This festival fr all ages has live music n tw stages. Cme here t enjy flk rck and Celtic music! Thugh n a small scale, there’re wrkshps where yu can learn t play the vilin r dance flk dances. Kids under 12 get in free. Fd stres sell lcal specialties: Scttish haggis rlls (£7) and Irish stew (£9). Yu can bring a picnic blanket but n chairs.
Headrw Huse Live Weekends September 21 — 22
It perates n a small scale in a frmer factry. It’s famus fr indie pp and electrnic independent. It has three flrs, each with a different stage. Bands like Wet Leg and Fntaines D. C. are set t play. Tickets are £25 per day. There’s a rftp area where yu can get fresh air and see part f Leeds.
1. What d we knw abut Leeds Independent Festival?
A. It lasts the lngest.B. It is held in the evening.
C. It allws utside drinks.D. It features alternative pp.
2. Which festival is the mst family-friendly?
A. Leeds Indie Festival.B. Headrw Huse Live Weekends.
C. Leeds Flk Festival.D. Brudenell Scial Club Summer Sessins.
3. What d the fur festivals have in cmmn?
A. They are mdest in size.B. They prvide student discunts.
C. They ffer lcal specialties.D. They require advance bking.
B
As a child, Brian Fisher dreamed f becming a btanist. While n btany jurneys, Fisher began t ask questins abut the ants that he discvered n the plants he was researching. Since the ther btanists were unable t identify thse ants, Fisher reached ut t an ant scientist t gain further knwledge. Then he became an entmlgist, r a scientist wh studies insects. Sn, Fisher set himself the gal f identifying every species f ant in the wrld, and he aims t cnstruct a tree f ant species. Fisher, alng with his team, has already succeeded in identifying a cmplete subfamily f ants.
It was his ant species tree that led Fisher t Madagascar, an island ff the cast f Africa. During his research in Madagascar’s six-mnth rainy seasn — which is ideal fr bserving ants — he endured (忍受) severe illnesses, and he and his team faced frequent rainstrms, brken bridges, rugh rads, and such challenges as pushing cars free f mud. Yet his wrk in that regin has extended far beynd the study f ants.
“Yu cannt preserve a frest when the peple living nearby are hungry,” he states, s he sught ut methds t assist thse individuals. He develped a new methd fr farming eatable insects, which he then taught t the peple f Madagascar.
Fisher understands what is required t build a career in the field f science. “T survive as a scientist,” he explains, “yu must be mtivated, driven, and fully fcused.” He als emphasizes that being a gd writer is essential, as it allws yu t “share yur stry in an engaging way that will make peple want t read yur wrk.” Once Fisher’s species tree is fully cmpleted, it may unlck an entirely new wrld f ant research. Hwever, tw majr challenges stand in the way: climate change and human interventin. Hw can we study ants if their natural habitats are disappearing? Fisher hpes he can interest peple in the significance f Earth’s bidiversity.
4. What initially cntributed t Fisher’s changing his career?
A. His childhd dream f saving ants.B. The aim f creating ant species tree.
C. His experience f studying plants.D. The ant scientist’s encuragement.
5. Which wrd best describes Fisher’s jurney in Madagascar?
A. Eventful.B. Debatable.C. Unsuccessful.D. Cstly.
6. What des Fisher intend t d?
A. Fcus n scientific writing.B. Prtect the natural eclgy.
C. Imprve farming techniques.D. Learn abut ant species’ habitats.
7. What is the authr’s main purpse in writing the text?
A. T prmte Fisher’s ant species tree.B. T explain Fisher’s research methds.
C. T intrduce Fisher’s career philsphy.D. T utline Fisher’s scientific research.
C
Year after year, Richmnd-area schls have been getting greener by the square ft. Garden beds filled with blming vegetables have taken the place f side yards and ther unused utdr spaces, thanks t dzens f plts planted by the Richmnd-based nnprfit Fit4Kids.
It began 15 years ag with the missin t imprve the well-being f lcal yuth thrugh physical activity and healthy eating. The grup’s prgrams include mvement-based lessn plans fr teachers t intrduce physical activity int the classrm and an after-schl prgram fr yung girls t try ut active hbbies. Its mst visible effrt, thugh, is a series f Learning Gardens, which brings gardening and cking activities t schl-aged children in the Richmnd metr area.
“They cnnect the students t fresh, nutritius fds thrugh planting, grwing and harvesting fresh vegetables and herbs,” says Mary Dunne Stewart, Fit4Kids’ CEO. Built n the grunds f participating schls, Learning Gardens typically includes fur raised garden beds that act as utdr classrms where students plant, nurture and harvest their wn fd with Fit4Kids gardening specialists thrughut the schl year. T ensure students can witness the life cycle frm seed t harvest, Stewart ntes, they mstly plant fast-grwing prduce such as carrts; they als add herbs t diversify the garden. “These chices als help students learn abut different parts f the plant we eat,” she says. “Sme are rt vegetables, while thers prvide edible leaves.”
Besides imparting plant-grwing skills, Learning Gardens als engages students thrugh tastings f fresh fruits and vegetables, discussins abut healthy diets, and activities such as cking cntests, where students are given surprise ingredients and encuraged t experiment. The prgram als has the benefit f encuraging discussins beynd the classrm.
“It increases the students’ interest in fresh fruits and vegetables,” says Renesha Parks, chief student wellness fficer at Richmnd Public Schls. “I’ve even seen the kids try fresh brccli with seasning, and they abslutely lved it.”
Lking frward, Stewart says, “We really believe that active, well-nurished (营养良好的) children learn mre in schl, have greater self-esteem and g n t lead healthier, happier lives.”
8. What can be learned abut Fit4kids?
A. It turns ut largely valueless.B. It replaces traditinal classrms.
C. It is a health-fcused rganizatin.D. It aims t imprve teachers’ ability.
9. What is paragraph 3 mainly talking abut?
A. The significance f physical activity.B. The severity f fd shrtage.
C. The difficulty in chsing prduce.D. The design f Learning Gardens.
10. What des the underlined wrd “imparting” in paragraph 4 mean?
A. Teaching.B. Imprving.C. Assessing.D. Mastering.
11. What des Renesha Parks imply in paragraph 5?
A. Schls shuld expand Learning Gardens.
B. Learning Gardens has a psitive effect.
C. Students develp an interest in nutritius fd.
D. Educatin utside classrms is mre imprtant.
D
Screens are steadily taking ver mre and mre f ur life, leading sme researchers t wrry abut the effect f lng-term use n lder adults’ brain. It has been suggested that this might lead t s-called “digital dementia” — that depending n digital technlgy thrughut ur life might harm cgnitive (认知的) functining in ur later years.
But new research indicates this view desn’t appear t be true, at least fr the “digital pineer” generatin wh first rutinely used smartphnes, cmputers and the Internet — and wh are nw reaching the age when cgnitive decline ften starts t appear.
In a paper published n Mnday in Nature Human Behaviur, researchers analyzed 57 studies f digital technlgy use and cgnitive functin in mre than 400,000 lder adults acrss the wrld. They fund that peple in the “digital pineer” generatin wh engaged mre with digital technlgy did nt have higher rates f cgnitive decline. In fact, technlgy use was assciated with lwer rates f cgnitive decline.
One reasn sme researchers wrried abut “digital dementia” was previus research that linked televisin viewing, a passive activity, with negative utcmes such as an increased risk f Alzheimer’s disease (阿尔茨海默症). “On the surface, mst cmputer r smartphne screentime might seem similarly passive,” says the new paper’s c-authr Michael Scullin, a neurscience researcher at Baylr University. “But fr this grup f middle-aged and lder adults, phnes and cmputers have been used fr mentally stimulating activities and fr scial cnnectins, such as slving puzzles, engaging with the news, chatting with friends, r using reminders and alarms t help with daily activities.”
“This study prvides a strng challenge t the widespread fears abut ‘digital dementia’ and highlights the ptential f technlgy as a tl fr cgnitive enrichment,” says Chiara Scarampi, a neurscientist at the University f Geneva, wh was nt invlved with the study. “‘Digital dementia’ has always felt like a catchy but verstated cncept t me,” she adds. “Cgnitive fflading — using tls like reminders r GPS — is nt harmful by nature. In fact, it can free up cgnitive resurces fr mre cmplex tasks.”
12. What d we knw abut the “digital pineer” generatin?
A. They are addicted t digital technlgy.
B. They start using digital tls at an ld age.
C. They are the first t use digital tls regularly.
D. They start suffering frm sharp cgnitive decline.
13. What is paragraph 4 mainly abut?
A. The widespread use f digital tls.
B. The analysis f the new research finding.
C. The great cmplexity f mental activities.
D. The implicatin f the previus research finding.
14. What is Scarampi’s attitude tward “digital dementia”?
A. Apprving.B. Tlerant.C. Critical.D. Unclear.
15. Which f the fllwing can be a suitable title fr the text?
A. Respnsible Technlgy Use Matters.
B. Cgnitive Decline Isn’t Just abut Aging.
C. Digital Tls May Actually Enhance Our Life.
D. Tech Use Isn’t Driving Dementia in Older Adults.
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。
Every day, we are bmbarded by advertisements — frm billbard advertisements t advertisements n the radi, pdcasts, televisin and scial media apps. ____16____ Here are three things we can d t resist the temptatin t make an unnecessary purchase.
1. Educate Ourselves
Understand cmmn advertising tricks. ____17____ Fr instance, they shw friends having fun at a restaurant t suggest it’s the key t happiness. Assciating the restaurant with happiness is the strategy that is used in that advertisement. Recgnizing such strategies helps us avid being swayed.
2. Questin the Message
____18____ If a restaurant ad implies dining there guarantees happiness, we wuld need t ask: What is it abut the place that makes yu happy? Is having fun with friends at the eatery the nly way t gain happiness? We will then be frced t distinguish between facts and pinins, and resist the temptatin t blindly fllw the message f the advertisement.
3.Avid Impulsive Buys
When we cme acrss an advertisement fr smething that appeals t us, we may feel cmpelled t buy it immediately especially if it is an nline purchase that invlves a quick click and a cashless transactin. ____19____ It wuld be best t give urselves sme time t cnsider if we really need the item r experience, and if it is wise t spend ur mney in this way.
Let us remember that advertisers are well aware f the way ur minds wrk, and they can easily persuade us int making purchases we may later regret. ____20____
A. Frequently, this purchase wuld be unnecessary.
B. Ads ften use emtinal and psychlgical appeal.
C. Hwever, it’s crucial t resist the urge t be impulsive.
D. Strive always t see thrugh the smkescreen by fllwing these steps.
E. It is always prmted as a great bargain r prmises t enhance ur scial image.
F. The next step is t assess whether the advertisement’s cre message is reasnable.
G. These ads can subtly shape ur behavir, making us buy smething we dn’t truly need.
第三部分 语言运用（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四个选项中选出可以填入空白处的最佳选项。
Nichlas learns at a different pace than his peers. He ____21____ with schlwrk and never wins a schl race. Hwever, he always wears a smile and his enthusiasm fr life is ____22____, winning everyne’s heart. When the cmmunity was frming a basketball team, thugh nt athletic, he begged t jin.
Basketball became Nichlas’s ____23____ and he trained tirelessly after schl. He always std near the free-thrw line t ____24____ baskets ne after anther until the ball finally flew thrugh the net. “Lk at me, Cach!” he’d shut, jumping with ____25____. The day befre their first game, Nichlas’s eyes ____26____ when he was given the number “23” n his sprtswear, a number he had always wanted.
That seasn was ____27____ and their team lst nearly every game. The last match was against the undefeated first-place team, and by the furth quarter, they had been 30 pints behind. During a time-ut, “Nichlas has never scred. Let’s help him,” a teammate ____28____ and everyne agreed.
Frm then n, every time Nichlas’s team had the ball, it fund him. Nichlas’s first thrw missed, then the secnd ____29____, and the third failed by inches. But sn smething ____30____ ccurred. The ppsing team seemed t realize what was happening and slwed dwn the pace, nt pressing t hard.
Nichlas kept trying, again and again, until the ball ____31____ went in. “I make it!” he ____32____, arms utstretched. The audience rse and ____33____, “Nichlas! Nichlas!” eching thrughut the gym.
The undefeated team still wn but that night, everyne left feeling like a ____34____, tuched by the extrardinary kindness and ____35____ they’d witnessed.
21. A. dealsB. experimentsC. playsD. struggles
22. A. infectiusB. naturalC. cmmnD. temprary
23. A. pssessinB. memryC. passinD. duty
24. A. kickB. catchC. shtD. pass
25. A. curageB. jyC. reliefD. cmfrt
26. A. clsedB. hurtC. narrwedD. shne
27. A. tughB. bringC. shrtD. smth
28. A. requiredB. prpsedC. cmplainedD. explained
29. A. slid awayB. bunced utC. rlled verD. brke ff
30. A. awkwardB. amusingC. urgentD. heartwarming
31. A. eventuallyB. graduallyC. unexpectedlyD. instantly
32. A. whisperedB. yelledC. sighedD. replied
33. A. cheeredB. prtestedC. whisperedD. respnded
34. A. captainB. fanC. champinD. vlunteer
35. A. strengthB. cmpetitinC. inclusinD. admiratin
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。
Prir t cming t China, my nly experience with Chinese cking was in America, with Chinese fd that ____36____ (change) t suit American tastes. When my family and I had just arrived in Beijing, we went t a Sichuan restaurant, ____37____ had been recmmended t us by a friend. There, we had the pleasure f experiencing an ____38____ (entire) new taste: Sichuan peppercrns. We sn went t Shandng Prvince in the eastern part f Nrth China. My favurite dish there was biled dumplings ____39____ (serve) with vinegar. I fund ____40____ (make) dumplings has always been a family affair. Besides, the mst famus fd in Shandng is pancake rlls stuffed ____41____ sliced Chinese green nins. Then we went t nrthern Xinjiang, where we tasted the ____42____ (traditin) fds usually biled r rasted meat, such as lamb kebab. Then ur travels tk ____43____ (we) t Suth China, and then n t central China. Everywhere we went, we experienced wnderful lcal ____44____ (dish). Thugh the fd was as varied as the peple, Chinese peple in each place all shwed friendship ______45______ kindness thrugh fd.
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，你的英国笔友Tm即将作为交换生来中国学习，他担心文化适应问题。请你写一封建议信，内容包括：
1. 分析可能遇到的文化差异；
2. 提出具体适应建议；
3. 表达鼓励与期待。
注意：1. 写作词数应为80个左右；
2. 请按如下格式在答题纸的相应位置作答。
Dear Tm,
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Best wishes,
Li Hua
第二节（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。
Li Wei, a high schl senir, had always felt cnfused between her mther’s expectatin and her wn dream. Her mther, a traditinal Chinese medicine dctr, ran a small clinic in their twn. The air inside was always filled with the earthy smell f dried herbs. Her mther had lng hped Li Wei wuld take ver the family business. “A career in medicine is a gd chice, and it cnnects us t ur rts,” her mther ften said, pinting t the ld bks lining n the shelves.
But Li Wei’ s heart belnged t classical dance. She spent hurs practicing in secret, and her rm was full f psters f internatinal dance grups. One evening, while helping her mther prepare herbs, Li Wei accidentally kncked ver a jar f ginseng (人参). As she hurried t clean up, her mther’s vice cut thrugh the silence, “Yu’ re t distracted. This is why yu can’t fcus n yur studies— and the clinic.”
Li Wei’ s cheeks turned red. “I dn’ t want t be a dctr!” she shuted. “I want t dance!” Befre her mther culd answer, Li Wei grabbed her bag and ran ut, leaving the clinic dr mving.
Weeks passed, and the tensin between them reached biling pint. Li Wei avided the clinic, spending lng hurs at dance practices even thugh her knees had becme swllen and red. When she did cme hme, the huse was full f cld silence, brken nly by the ccasinal nise f her mther’s tl grinding (研磨) herbs. But Li Wei culdn’t miss the way her mther’s eyes lked at her dance shes, r the sft sighs that came frm her during their rare talks. She was eager fr her mther’s supprt.
Then came a big chance: a natinal dance cmpetitin. Li Wei’ s hands shk as she filled ut the applicatin frm, her heart beating fast. But when she lked at the bttm f the page, she felt scared. The frm needed a parent’s signature, a sad reminder f the gap between her and her mther.
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。
That evening, Li Wei arrived at the clinic, with the applicatin frm in hand.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Befre stepping nt stage, Li Wei held her mther’s lucky sachet (香囊) in her pcket.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________