2025-2026学年湖北荆州市沙市区某中学度上学期高二期末考试(学生版) 英语试卷

这是一份2025-2026学年湖北荆州市沙市区某中学度上学期高二期末考试(学生版) 英语试卷，共10页。试卷主要包含了5分，满分37， B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、D四个选项中选出最佳选项。
A
F. Sct Fitzgerald’s influential nvel The Great Gatsby is nw a Bradway musical fr the first time! It is part f Kids’ Night n Bradway (KNOB), a prgram designed t intrduce yung audiences t the magic f live theatre.
What t Expect at The Great Gatsby during KNOB?
Despite its deep themes f lve, wealth, and ambitin, the shw engages yung audiences with striking cstumes, grand sets, lively jazz music, and dynamic dance.
Pst-shw-meet and greets with the cast (全体演员) and crew fr kids’ Q&A abut the perfrmance.
Fun educatinal materials with infrmative cntent t help kids understand the stry.
Tickets
06/25/2025-09/07/2025, Bradway Theater | 1681 Bradway
Knw Befre Yu G:
Outside fd and drinks are nt allwed in the theater. Any bag brught int the theater must fit cmfrtably under yur seat.
The use f cameras, cell phnes, and ther recrding devices during the shw is strictly prhibited. Handheld devices with captins (字幕) are available upn request t assist individuals wh are deaf r hard f hearing.
Avid talking, whispering, r singing alng during the perfrmance, unless encuraged by the perfrmers. Yu can applaud at the end f sngs, scenes, r acts; if unsure, fllw the audience.
1. What can yung audiences enjy at The Great Gatsby during KNOB?
A. Pst-shw celebratins. B. Interactins with perfrmers.
C. Fun and infrmative lectures.D. Cstume design cmpetitin.
2. Hw much shuld a cuple and their 16-year-ld sn pay t bk the clsest seats?
A. $190. B. $220. C. $242. D. $330.
3. Which f the fllwing behavirs is allwed in the theater?
A. Discussing with friends. B. Enjying takeut fd.
C. Recrding the perfrmance.D. Applauding between scenes.
B
A graduating senir frm Waunakee High Schl in Wiscnsin quietly clsed ut her high schl years with a deeply persnal gesture that mved an entire cmmunity. Mlly Shafer,18. spent hundreds f hurs painting prtraits f her classmates, many f whm she had barely spken t in years, hping t recnnect befre parting ways fr gd.
Shafer had nce been utging in elementary and middle schl, but as she entered high schl, scial anxiety made in harder t maintain friendships. A 2013 review in the Jurnal f Anxiety Disrders fund that scial anxiety ften leads t a felt lack f cnnectin, nt necessarily because peers are rejecting the individual, but because anxiety can distrt hw scial signals are interpreted Classmates admitted they hadn’t spken t Shafer in years, nr had they hung ut at all. But instead f withdrawing further, Shafer tk it upn herself t reach ut in an unusual way. She turned her garage lft int an art studi and cmmitted t painting a prtrait f every student she remembered frm earlier schl years. Wrking abut fur hurs each day, she cmpleted 44 painting ver 600 hurs, averaging 13 hurs per prtrait.
At the end f the schl year, Shafer gifted the paintings t the students as a parting gesture. The respnse was emtinal. “It’s truly unbelievable,” ne classmate said. Sme classmates were tuched, while thers admitted they felt a deep regret fr nt staying cnnected r making mre effrt t include her. “We did have that friendship, and I didn’t put frth the wrk t keep it,” ne student cnfessed. Anther added, “All f us prbably feel a little regret fr nt paying mre attentin.
Fr Shafer, the prject was abut healing fr herself and thers. She hped that by making herself vulnerable, her classmates might see her mre clearly and reflect n their wn assumptins. “Yu can’t g thrugh life thinking that yu dn’t have friends because they dn’t like yu, because that’s nt the case. Peple aren’t thinking that hard abut yu. It’s all in yur head. Yu just have t try,” she said.
4. Why did Shafer paint prtraits f her classmates?
A. T shw her gratitude fr their aid
B. T help classmates remember their ld days.
C. T win praise frm the whle cmmunity.
D. T recnnect with them befre graduatin.
5. What des the underlined wrd “distrt” in paragraph 2 mean?
A. Imprve.B. RecrdC. Accept.D. Misunderstand.
6. Hw did Shafer’s classmates feel after receiving the prtraits?
A. Jealus and anxiusB. Mved and regretful.
C. Indifferent and bred.D. Angry and disappinted.
7. What des Shafer’s experience shw?
A. Silence is gld
B. It’s never t late t reach ut.
C. Others’ pinins decide ne’s self-wrth.
D. Anxiety stps peple frm making friends.
C
Analytical reading is defined as a high-level cgnitive (认知的) skill and a systematic reading strategy that serves the cre purpse f explring texts mre deeply t fully cmprehend bth the message and the underlying purpse r ultimate gal f the text at hand. Whether yu apply analytical reading t academic schl assignments, daily leisure reading, r prfessinal wrk-related materials — such as reprts, prpsals, r research papers — this skill is undubtedly ne f the mst essential and valuable cmpetencies fr readers acrss all cntexts.
The imprtance f analytical thinking in bth reading and writing has much deeper rts than many peple might initially expect. Engaging in analytical reading allws readers t gain a far mre prfund understanding f the text in questin, efficiently extract its key cre ideas and supprting details, carefully recgnize and analyze its inbuilt structural lgic — such as argumentative framewrks r narrative sequences — and cnduct bjective critical analysis f the authr’s claims, evidence, and reasning. Thrugh this cmprehensive prcess, readers are able t draw sund, well-funded cnclusins abut the text’s value and meaning.
Needless t say, this entire deliberate and thughtful prcess ffers several ntable benefits fr thse wh make the cnscius effrt t apply it t their regular reading sessins. Fr starters, it serves as an effective way t ensure that yu attain the mst rewarding and insightful reading experience, as it encurages active engagement rather than passive skimming.
Anther key benefit f reading analytically is the fact that yu will achieve much better cmprehensin and lnger-lasting memry levels by the end f yur reading sessin. Admittedly, the analytical reading prcess des require mre time and mental fcus, s yu will inevitably get thrugh far fewer pages in the same time frame than yu wuld with casual, passive reading. Hwever, the depth f understanding and practical value yu extract frm thse pages will undeniably be much higher, making the investment f time well wrthwhile.
The analytical reading definitin des mentin that it is a high-level cgnitive skill, but what des this descriptin actually mean in practice? Well, it means that this skill can nly be truly mastered by readers with a high degree f reading prficiency, including strng vcabulary, critical thinking abilities, and text interpretatin skills. Furthermre, there is actually a clear causal relatinship between reading prficiency and analytical reading skills: the nly reliable way t becme a prficient reader is thrugh cnsistent practice f analytical reading, and in turn, the higher ne’s existing reading prficiency, the mre accurate, and effective their analytical reading will be.
8. What can we learn abut analytical reading frm the first tw paragraphs?
A. It has a rather narrw range f applicatin.
B. It helps readers better grasp the text’s purpse.
C. It intends t develp readers’ critical thinking.
D. It hlds greater imprtance in reading than in writing.
9. Hw des the authr mainly present the benefit in the furth paragraph?
A. By making a cmparisn.
B. By defining a cncept.
C. By citing typical examples.
D. By presenting specific data.
10. What is the prbable relatinship between analytical reading and reading prficiency?
A. High prficiency is key t effective analytical reading.
B. Analytical reading barely relates t reading prficiency.
C. Reading prficiency imprves withut analytical reading.
D. Analytical reading matters mre than reading prficiency.
11. What tpic will the authr mst likely discuss next in the text?
A. Examples f analytical reading in daily life.
B. Challenges in practicing analytical reading.
C. Steps t develp analytical reading skills.
D. Applicatins f analytical reading in different fields.
D
The Himalayan wlf and snw lepard are tp predatrs (捕食者) in alpine ecsystems. Acrss the diverse landscapes f the Asian highlands, herding (放牧) cmmunities exhibit varying attitudes tward snw lepards and wlves. Althugh snw lepards cause greater livestck lss, these cmmunities generally shw greater tlerance and acceptance tward snw lepards. This illustrates the predatr paradx, where the mre damaging predatr is cntradictrily mre tlerated.
Attitude tward snw lepards and wlves in the Himalayas are shaped by factrs like religin and culture. Snw lepards hld significant cultural and spiritual value, especially in Buddhism. Lcal flk tales bst snw lepards’ awe, prtraying them as hly beings linked t spiritual beliefs f the cmmunities. In cntrast t the awe fr snw lepards, wlves are widely disliked and feared. This negative view stems frm flklre, where wlves are prtrayed as sly (狡猾的) and merciless predatrs. These tales shape public view, fstering hstility (敌意) and fear tward wlves.
Cnservatin effrts in the Himalayas primarily cncentrate n snw lepards, ften verlking ther sympatric carnivres (食肉动物), like wlves. Cnsequently, prgrams fr ppulatin mnitring, habitat preservatin, and livestck insurance mainly benefit snw lepards, leaving wlves with minimal attentin r resurces. Additinally, key plicy dcuments priritize snw lepard cnservatin effrts, neglecting the eclgical significance f wlves. This mistake slws dwn carnivre prtectin and makes lcal cmmunities feel bitter tward wlves.
Interestingly, this difference exists despite bth snw lepard and Himalayan wlf being glbally classified as Vulnerable n the IUCN Red List.
Bth snw lepards and wlves are crucial t the Himalayan ecsystem, but cnservatin has verwhelmingly favred snw lepards. This imbalance in attentin and resurces wrsens the challenges faced by wlves, highlighting the need fr a balanced apprach t cnserve bth species effectively.
12. What phenmenn des the “predatr paradx” describe in paragraph 1?
A. Tp predatrs always cause livestck lss.
B. Mre harmful predatrs are mre accepted lcally.
C. Lcals tlerate different tp predatrs equally.
D. Cnservatin fcuses n mre tlerated predatrs.
13. Hw d Himalayan herding cmmunities view wlves?
A. As sacred Buddhist beings.
B. As tricky, fearsme hunters.
C. Less threatening than snw lepards.
D. As necessary cntributrs t the ecsystem.
14. What effect may the verlk f wlf cnservatin have?
A. It puts snw lepards in danger.
B. It wrsens lcals’ bitterness f wlves.
C. It imprves the alpine ecsystem balance.
D. It slws the prtectin f carnivres verall.
15. What can be a suitable title fr the text?
A. Why Prtect Snw Lepards Mre?
B. Wh’s Mre Tlerated?
C. Hw t Save Wlves?
D. Where’s the Balance?
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。
Whether they’re a member f yur husehld r a visitr arund the hlidays, difficult family members can take a tll n yur mental and emtinal well-being. ___16___
Express yur needs using “I” statements.
Starting a statement with “yu”tends t sund mre like an accusatin, while “T” statements allw the fcus t be n yur wn thughts and feelings. A difficult family member might be mre respnsive if yu speak t them using an “T” statement. Fr instance, yu culd say, “___17___”
___18___
Draw sme clear lines in the sand t help make yur ptential interactins mre cmfrtable and manageable. This might invlve limiting the amunt f time yu spend tgether, refusing t discuss certain tpics, r refusing t be spken t in a certain way. When smething is vilated, say smething like: “I dn’t like it when yu use pet names with me. Please use my name when we’re speaking.”
Apply cnflict reslutin strategies when necessary.
Instead f appraching arguments and tense cnversatins frm an “nly ne f us can be right” perspective, fcus n finding peaceful and respectful ways t reslve the cnflict, like saying “We’ll have t agree t disagree n this. ” ___19___ Sme family members are a magnet fr cnflict, and sme fights just aren’t wrth picking.
Avid sensitive cntent in cnversatin.
___20___Thus, it’s best t keep them in the “d nt discuss” zne. If yu’re wrried abut uncmfrtable tpics being brught up, try t jin the cnversatin with smene wh shares yur viewpints s yu dn’t feel islated.
A. Create clear bundaries with relatives.
B. It als helps t chse yur battles wisely.
C. Restrict the time yu spend with relatives.
D. Yu need t stp pking yur nse int my persnal life.
E. I feel a bit judged when assumptins are made abut my persnal life.
F. Tpics like plitics and religin definitely have the ptential t get peple annyed.
G. Thankfully, simple strategies can g a lng way when yu're dealing with negative relatives.
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。
My husband, ur children and I have had wnderful camping experiences ver the past ten years.
Sme f ur ___21___ are funny, especially frm the early years when ur children were little. Once, we ___22___ alng Chalk Creek. I was ___23___ that ur 15-mnth-ld by wuld fall int the creek (小溪). I tied a rpe arund his waist t keep him near t ur spt. That lasted abut ten minutes. He was ___24___, and his crying let the whle campgrund knw it. S ___25___ tying him up, I just kept a clse eye n him. It ___26___ — he didn’t end up in the creek. My three-year-ld, hwever, did.
Anther time, we rented a bat in Vallecit Lake. The sky was clear when we ___27___, but strms mve in fast in the muntains, and this ne quickly ___28___ ur peaceful mrning trip. The ___29___ picked up and thunder rlled. My husband stpped fishing t ______30______ the mtr. Nthing. He tried again. N ______31______. We were stuck in the middle f the lake with a dead mtr. As we all sat there ______32______, a fisherman pulled up, threw us a rpe and twed (拖) us back. We were ______33______.
Nw, every year when my husband pulls ur camper ut f the garage, we are filled with a sense f ______34______, wndering what camping fun and ______35______ we will experience next.
21. A. ideasB. jkesC. memriesD. discveries
22. A. campedB. drveC. walkedD. cycled
23. A. annyedB. surprisedC. disappintedD. wrried
24. A. unhurtB. unfrtunateC. uncmfrtableD. unafraid
25. A. due tB. instead fC. apart frmD. as fr
26. A. wrkedB. happenedC. matteredD. changed
27. A. signed upB. calmed dwnC. checked utD. headed ff
28. A. arrangedB. interruptedC. cmpletedD. recrded
29. A. windB. niseC. temperatureD. speed
30. A. findB. hideC. startD. fix
31. A. luckB. answerC. wnderD. signal
32. A. patientlyB. tirelesslyC. dubtfullyD. helplessly
33. A. srryB. braveC. safeD. right
34. A. reliefB. dutyC. prideD. excitement
35. A. failureB. adventureC. perfrmanceD. cnflict
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。
Lndn’s fd scene has witnessed an inrush nt nly f traditinal Cantnese (广东的) restaurants but als a diverse range f reginal Chinese cuisines. Fr decades, Lndn’s Chinatwn has been clsely assciated with classic dishes ___36___ (rt) in Guangdng prvince, while Lndn’s Chinese fd has expanded far beynd that, reflecting a much ___37___ (brad) cultural shift.
While Cantnese-centric fferings have laid the fundatin f familiarity with Chinese culinary (烹饪的) culture, the increasing variety makes it ___38___ big challenge fr restaurants t meet lcal British tastes. T adapt t the trend, they manage t intrduce new dishes and enhance existing nes ___39___ (cntinuus) fr bettering the menu. Additinally, larger culinary schls cmmit t teaching authentic (地道的) Chinese cking, ___40___ (strengthen) greater appreciatin and mastery f the cuisine.
Htpt, a typical Chinese dish, has taken centre stage in Lndn, described as an “adventure” ___41___ lcals culd enjy genuine Sichuan cuisine and unfamiliar cultural experiences. Meanwhile, hearty hand-pulled ndles f Xi’an are als making waves, driven by the grwing ___42___ (present) f Chinese custmers and Lndners’ appetite fr authentic reginal flavrs.
Chen Xin, the chief rganizer f the 2024 Lndn Chinese Cuisine Internatinal Develpment Cnventin, ___43___ (emphasize) that Lndn was becming a true glbal centre f Chinese cuisine, staying true ___44___ ne single missin — prviding Chinese custmers with a taste f hme and shwcasing the depth f Chinese culinary culture t internatinal ____45____(diner).
第四部分 写作(共两节，满分40分)
第一节(满分15分)
46. 你将参加英语课上的“一分钟演讲”活动。请你针对部分同学在校园内用手机拍摄短视频的现象写一篇演讲稿，内容包括：(1)陈述看法(2)提出建议
注意：(1)写作词数应为80左右；(2)请按如下格式在答题卡的相应位置作答。
My Views n Filming Shrt Vides n Campus
Gd mrning, bys and girls!
Recently, there has been a grwing trend f students filming shrt vides n campus.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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，续写的词数应为 150 左右
Christmas Day was cming. I was just a kid then, and my big sister tld me there was n Santa Claus. I fled t my Grandma because she wuld be straight with me. l knew Grandma always tld me the truth. Grandma was hme, and I tld her everything. She was ready fr me. “N Santa Claus!” She shuted. “Ridiculus! Dn’t believe it. That rumr has been ging arund fr years, and it makes me mad, plain mad.”
“Nw, put n yur cat, and let’s g.”
“G where, Grandma?” l asked. “Where” turned ut t be Kerby’s General Stre. the ne stre in twn that had a little bit f just abut everything. As we walked thrugh its drs, Grandma handed me ten dllars. “Take this mney.” she said, “and buy smething fr smene wh needs it. I’ll wait fr yu in the car.” Then she turned and walked ut f Kerby’s.
l was nly eight years ld. I’d ften gne shpping with my mther, but never had I shpped fr anything all by myself. The stre seemed big and crwded, full f peple cmpeting t finish their Christmas shpping. Fr a few mments I just std there, cnfused, hlding that ten-dllar bill, wndering what t buy and wh t buy it fr. I suddenly thught f Bbby Decker, wh was a kid with bad breath and messy hair. He sat right behind me in Mrs. Pllck’s grade-tw class.
Bbby Decker didn’t have a cat. l knew that because he never went ut fr recess(休息) during the winter. His mther always wrte a nte, telling the teacher that he had a cugh, but we kids knew that Bbby Decker didn’t have a cugh, and he didn’t have a cat. I fingered the ten dllar bill with grwing excitement. I wuld buy Bbby Decker a cat! I settled n a red ne, which lked really warm, and he wuld like that.
“Is this a Christmas present fr smene?” the lady behind the cunter asked kindly, as I laid my ten dllars dwn. “Yes.”
The nice lady smiled at me, put the cat in a bag and wished me a Merry Christmas.
注意:
1.续写词数应为 150 左右;
2.请按如下格式在答题卡的相应位置作答。
That evening, Grandma helped me wrap the cat in Christmas paper.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Grandma and I waited breathlessly in the bush fr Bbby Decker’s frnt dr t pen.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Seat
Price
View
Upper Level Rear
$70
Distant but clear view f the stage
Upper Level Frnt
$85
Full and bird’s-eye view f the stage
Main Flr
$110
Clse-up view f the stage
Buy 1 adult ticket, get 1 free kid’s ticket (aged 18& under).
An additinal 10% service fee will be added t each ticket.