北京市朝阳区北京中学2025-2026学年第二学期3月学情调研高二英语试题-自定义类型

这是一份北京市朝阳区北京中学2025-2026学年第二学期3月学情调研高二英语试题-自定义类型，共16页。试卷主要包含了选词填空-句子，阅读理解，阅读七选五，完形填空，单句语法填空，阅读表达，书面表达等内容，欢迎下载使用。
1.阅读下列句子，根据内容填空选取所给词或短语的适当形式填空。
(1) The cmmittee decided t the final reprt t the bard f directrs by Friday afternn.
(2) Althugh they live in the same city, they meet each ther due t their busy schedules.
(3) We ften that ur parents will always be there t supprt us.
(4) cst, this prject is much mre efficient than the previus ne, althugh it tk lnger t cmplete.
(5) If yu keep driving withut taking a break, yu feel exhausted very sn.
(6) The ancient temple three main halls and a large curtyard in the center.
(7) After wrking vertime fr a mnth straight, she felt she truly a lng vacatin.
(8) While walking thrugh the frest, I was suddenly by the beauty f the sunlight filtering thrugh the trees.
(9) last year’s sales figures, ur perfrmance this quarter has imprved significantly.
(10) Dn’t let yur mind during the exam; fcus strictly n the questins in frnt f yu.
二、阅读理解：本大题共14小题，共35分。
A
Castal Discvery Science Camp
Lcated n the rcky cast f nrthern Califrnia, the Castal Discvery Science Camp (CDSC) gives pre-cllege students a rewarding firsthand taste f utdr learning. Participants live and study n site, taking classes led by experienced teachers and field scientists while having access t labs, research bats, and tide-pl study areas. Curses will cver envirnmental science, cean explratin, castal eclgy and mre.
Prgrams Infrmatin
Castal Discvery Science Camp des nt prvide transprtatin t Seabrk, CA r t the castal field statin. This includes rides t and frm airprts, train statins, and ther public transprtatin stps. A parent r guardian must bring the student t the camp n arrival day.
What’s Included
All meals and n-site husing during the prgram; classes 9:00 a.m. — 4:00 p.m. each day taught by prfessinal instructrs and teaching assistants; all textbks and lab materials; guest lectures; entrance fees and transprtatin fr field trips; cllege pathways wrkshps and ther club activities; evening and weekend scial events; guided visits t nearby clleges and use f sprts and recreatin equipment.
Curses
2.Which service is ffered by CDSC?
A. On-site husing during the prgram.
B. 24-hur nline tutring after camp.
C. Dr-t-dr pick-up service.
D. Free air tickets t Seabrk.
3.What d the tw prgrams have in cmmn?
A. They bth accept students in Grade 8.
B. They last the same number f days.
C. They prvide sufficient pen seats.
D. They have the same prgram fees.
4.What is special abut this camp accrding t the text?
A. It facilitates admissin t university.
B. It features students’ all-rund grwth.
C. It stresses the ability t survive utdrs.
D. It allws students t learn in castal envirnments.
B
Like many peple in New Zealand, Emma Lewis grew up knwing little abut her cuntry’s natinal game — rugby, ther than watching sme neighburs pass the ball arund n a muddy field.
It was nly when her tw kids started playing rugby as part f their training fr netball that she really tk ntice. Her sn, Ben, went n t d very well in rugby and nw plays fr the Wellingtn Waves in a natinal yuth rugby league.
Bth came up thrugh the Harbur Junir Rugby Club (HJRC), in the Wellingtn area, which has been arund since 1905. When the number f players in the kids’ teams began falling in 2019, Ms. Lewis, wh runs a small cafe in Wellingtn, vlunteered t help. She ffered t spnsr the “Tiny Ferns” prgram, which intrduced kids aged 7 and 8 t the game.
Thanks t her spnsrship, mre than 80 kids play fr free each autumn fr eight weeks. They spend an hur every Saturday learning the game and every player is given a sft rugby ball and a green shirt. “They are taught t catch, pass, run and scre in a nn-cntact setting,” she said. “Yu get them running arund. Yu get them ff their devices. It is ur natinal game, s yu let them feel it. And sure enugh, they enjy it.”
T fund the prgram, Ms. Lewis came up with a new idea. She started lking arund her neighburhd fr ld appliances, metal and electrnic items such as brken tasters, laptps and cell phnes. She srted the material behind her cafe and sld it t a lcal recycling centre. “Peple nw bring their ld electrnics and metal t the back dr,” she said. The recycling brings in arund $15,000 a year, which cvers the cst f the rugby prgram.
Ms. Lewis said watching the kids play has given her a lt f happiness. Nt nly is far less rubbish ging t landfill, she said, but “we’ve als gt kids wh are ut n the field, nt sitting in frnt f a phne.”
5.What can we learn abut Emma’s early experience with rugby?
A. She knew little abut the game.
B. She was trained by a famus cach.
C. She enjyed watching rugby games.
D. She jined matches with her neighburs.
6.The main purpse f the “Tiny Ferns” prgram is t _________.
A. raise mney fr the HJRC
B. teach kids hw t use rugby equipment
C. help yung kids enjy rugby in a safer way
D. prvide mre kids with pprtunities t play rugby
7.Hw did Emma btain funds fr the prgram?
A. By charging participatin fees.
B. By cllecting and selling used items.
C. By rganizing charity matches.
D. By raising mney frm the cmmunity.
8.What can we learn abut the prgram’s impact?
A. It made rugby a natinal game.
B. It prmted cmmunity inclusin.
C. It reduced screen time fr kids.
D. It created jbs fr the lcal residents.
C
Predictive cding, a thery riginally develped in neurscience and machine learning, is changing ur understanding f the human brain. It prpses that the brain is nt a simple receiver f sensry infrmatin but an active “predictin machine”. Instead f prcessing every detail frm the beginning, ur brains cnstantly make mdels f the wrld and guess what we will see, hear, r feel next. The difference between these predictins and the actual sensry input — termed the “predictin errr”— is the nly infrmatin the brain needs t change its internal mdels. This efficient system explains why we can easily recgnize a friend’s face in a crwd r understand a sentence even with backgrund nise.
Hwever, this smart efficiency cmes with cgnitive trade-ffs. A cre idea f predictive cding is that perceptin is in its nature a cntrlled false image, heavily shaped by what we already believe. This can lead t built-in biases. Fr instance, in a famus experiment, participants shwn a nt clear image f a bicycle were later mre likely t wrngly recgnize similar but nt present bjects like unicycles, because their brain’s predictin — based n the cmmn idea “wheeled vehicle”— was strnger than the unclear sensry data. Such findings challenge the simple view f perceptin as an bjective camera, suggesting instead that what we “see” is a best guess made by ur neural system.
The effects g beynd ptical illusins (视觉幻觉) int scial cgnitin. Research shws that steretypes and cultural expectatins wrk as pwerful prir beliefs within the predictive cding system. When we meet smene frm a grup we have ideas abut, ur brain may reduce predictin errrs by ignring infrmatin that ges against ur expectatins, thereby making strnger pre-existing biases. This neural way f wrking prvides a physical basis fr “cnfirmatin bias,” shwing hw ur search fr cgnitive efficiency can accidentally cntinue scial misunderstandings.
Imprtantly, the brain’s predictive system is nt a fixed fate. Neurplasticity (神经可塑性) makes sure that with cntinued, attentin-driven cntact t new and ppsite evidence, the brain’s mdels can be changed. This is the scientific basis f learning and mindfulness practices. By purpsely paying attentin t predictin errrs — thse mments when reality surprises us — we can make ur internal mdels change, leading t mre crrect perceptins and less prejudice. Thus, predictive cding nt nly explains the beginnings f ur biases but als shws a way tward vercming them, describing the mind as a changing, changeable system rather than a fixed recrder f reality.
9.Accrding t the predictive cding thery, the primary functin f the “predictin errr” is t _________.
A. generate entirely new sensry mdels frm scratch
B. create persistent illusins that dminate ur perceptin
C. act as the main surce f sensry infrmatin the brain receives
D. serve as the nly signal fr the brain t crrect its internal predictins
10.The experiment invlving the unclear bicycle image is mentined t illustrate _________.
A. the superirity f human visual prcessing
B. hw prir beliefs can change perceptual judgment
C. the difficulty in recgnizing uncmmn bjects
D. the cmplete unreliability f human senses
11.Which f the fllwing wuld be the mst suitable title fr the passage?
A. Predictin and Perceptin: Hw the Brain Cnstructs Reality
B. The Passive Brain: A Receiver f Infrmatin
C. The End f Steretypes: A Neurscience Perspective
D. Sensry Overlad: The Brain’s Prcessing Challenge
D
In ver 25 years, DeSimne has spun his research findings int cmmercial gld by launching several businesses. As a faculty member at the University f Nrth Caiˈlina, he prvided scientific advice and held equity in the businesses. But he has never actually managed his cmpanies. His emplyers bar him frm simultaneusly hlding an academic pst and an executive psitin. The dual rles can present huge cnflicts.
Cnflicts f interest（COIs）ccur when an individualˈs persnal interests—family, friendships, financial, r scial factrs—culd cmprmise his r her judgment, decisins, r actins in the wrkplace, and it makes sund career sense t think abut hw t manage them. Researchers shuld disclse ptential r existing cnflicts acrss all aspects f academic life.
In mst places, COI management runs n an hnr system. Researchers decide which financial hldings and relatinships t disclse t university administratrs. Jurnals and funders adpt a similar system when they ask authrs and peer reviewers abut ptential cnflicts related t manuscript r grant apprvals.
Mst research institutins ffer training t help faculty members t understand what cnstitutes a ptential r existing cnflict. Administratrs then decide whether the interest presents a cnflict, and whether that cnflict can be handled. If s, they create a management plan t address it. If nt, researchers must abandn the wrk, partner with researchers at ther institutins, r leave their university.
Perceptin plays a part in defining a ptential cnflict, warns Walt, a chemist at Tufts University. Investigatrs wh develp a technlgy in the labratry and then transfer it t their cmpany culd create a cnflict f interest in the eyes f their students, Walt says. But the ptential cnflict can be avided by drafting a licensing agreement that bars discveries frm autmatically being transferred t the investigatrˈs cmpany. Walt created such an arrangement t assure his students that they werenˈt actually wrking fr his private cmpanies.
Relatinships can pse cnflicts when cnference rganizers are chsing speakers. Members f the American Sciety fr Human Genetics prgram cmmittee, which selects abstracts and talks fr their annual meeting, must recuse （要求回避）themselves frm cnsidering talks by, fr example, researchers at their current and past institutins, clse cllabratrs and thse with whm they have persnal r familial ties.
Even differing pints f view can play a part. Scacheri, a geneticist wh chairs the cmmittee, says that members wh have disagreed persnally with ptential speakers might als be bliged t recuse themselves: "If yu feel like yu canˈt be an impartial（公正的）reviewer, that is cnsidered a COI."
Handling COIs can be burdensme. COI managers emphasize that the gal is nt t suppress innvatin, but t expse ptential cnflicts s that they can be managed. “Nthing abut the prcess is meant t be prhibitive,”says Grewal, a COI fficer at MIT. Her institutin wants t enable gd science and the betterment f humanity. “During that prcess,” she says, “if yu make sme mney, thatˈs gd as well.”
12.The example f DeSimne in Paragraph 1 is used mainly t__________ .
A. raise a questinB. reprt a finding
C. intrduce a tpicD. present a thery
13.T better deal with COIs, ______________________ .
A. researchers have t quit their jb at the university.
B. researchers shuld reprt the cnflicts that pssibly exist.
C. institutins need t mnitr the staffˈs career and relatinships.
D. institutins shuld train researchers t create management plans.
14.What can we learn frm the passage?
A. Grewal cnsiders COI management exhausting and cstly.
B. Walt arranged t transfer discveries at his lab t his cmpanies.
C. Cnference rganizers shuld avid inviting unqualified speakers.
D. Scacheri believes persnal viewpints may impact a reviewerˈs decisin.
15.What can we infer frm the passage?
A. COIs can be defined depending n interpretatins.
B. COIs benefit scientific innvatin and better humanity.
C. COIs arise primarily due t the pursuit f financial gains.
D. COIs can be gt rid f by prmting fairness in wrkplaces.
三、阅读七选五：本大题共5小题，共10分。
Have yu ever seen a duck gracefully flating n a pnd? While it appears peaceful abve the water, its feet are paddling fast t stay aflat underneath. This cntrast illustrates “flating duck syndrme”, a term that describes the tendency fr peple t mask their internal stress and struggles behind an appearance f utward success and calm.
(16) Just like ducks, they attempt t present an image f accmplishment while struggling with internal stress. Underneath the calm appearance, there is anxiety, self-dubt, and the persistent pursuit f achievement. This is a struggle hidden frm casual bservatin but keenly felt by thse wh experience it firsthand.
Mdern life demands a cnstant handling f respnsibilities acrss schl, wrk, family, and leisure. Therefre, individuals try t be utstanding in multiple areas while cvering up their struggles, leading t their hard wrk and sufferings ging unnticed. (17) Thrugh this discnnectin between perceptin and reality, the pressure t appear effrtlessly successful becmes bvius. When we underestimate the challenges f success, we find urselves stretched thin acrss a large number f tasks. (18) Althugh this strategy might have apparent victries, it ultimately leaves us with many unmet expectatins.
Flating duck syndrme can have cncerning impacts n ur well-being and cnnectedness. (19) This internalizatin f struggle nt nly adds weight t ur burdens but als separates us frm ptential surces f supprt. We may cheat urselves int believing that we must deal with ur challenges alne, withut needing help frm thers. This nly makes it harder t cpe effectively and denies us the pprtunity t cnnect genuinely with thers.
The idea f easy success hides a deeper truth. (20) By accepting ur weakness and acknwledging these effrts, we prmte a culture f penness and care — ne where seeking help is nt viewed as a sign f weakness, but rather as a curageus step frward.
A．It is like jkers trying t keep several balls in the air at nce.
B．T keep a capable appearance, we may lck the stress away frm public view.
C．S we usually mistakenly believe that achievements cme easily t thers.
D．These findings highlight ur tendency t cver up visible signs f struggle.
E．Flating duck syndrme is particularly cmmn amng high-achieving peple.
F．True achievements ften require us t accept the hard wrk behind them.
G．We may feel pressured t present an utward image f cmpetence and strength.
16.A. AB. BC. CD. DE. EF. FG. G
17.A. AB. BC. CD. DE. EF. FG. G
18.A. AB. BC. CD. DE. EF. FG. G
19.A. AB. BC. CD. DE. EF. FG. G
20.A. AB. BC. CD. DE. EF. FG. G
四、完形填空：本大题共10小题，共10分。
A father and sn went t the kite flying festival. The yung sn became very happy seeing the sky filled with clrful kites. He asked his father t get him a kite and a thread with a rller s he culd fly a kite t. S, the father went t the shp at the park where the festival was being held. He purchased kites and a rll f thread fr his sn.
The sn started t fly a kite. Sn, his kite (21) high up in the sky. The sn said, “Father, it seems that the thread is hlding up a kite frm flying higher. If we cut ff the thread, the kite will be (22) and will g flying even higher. Can we cut it ff?” S, the father cut the thread frm a rller. The kite started t g a little higher. That made the sn very (23) .
But then, slwly, the kite started t cme dwn. And sn it fell dwn n the terrace f the unknwn building. The yung sn was surprised asked his father, “Father, I thught that after cutting ff the thread, the kite culd freely fly higher. But why did it fall dwn?”
The father explained, “Sn, at the (24) f life that we live in, we ften think there are sme things we are tied t and that they are (25) us frm ging higher. The thread was nt hlding the kite frm ging higher, but it was helping it stay higher when the wind slwed dwn and when the wind (26) , yu helped the kite g up higher in a prper directin thrugh the thread. And when we cut the thread, it fell dwn withut the (27) yu were prviding fr the kite thrugh the thread.” The sn realized his mistake.
Smetimes we feel that we can (28) quickly and reach new heights if we were nt tied up with ur family, ur hme. But we (29) t realize that ur family, ur lved nes help us survive the tugh time in ur lives with their supprt and encurage us t reach higher heights in life. They are nt (30) us, but are supprting us. Never let g f them.
21.A. arrivedB. reachedC. returnedD. left
22.A. freeB. lightC. tightD. lse
23.A. upsetB. anxiusC. happyD. depressed
24.A. weightB. placeC. heightD. quality
25.A. preventingB. banningC. prtectingD. tracking
26.A. raised upB. set upC. speeded upD. put up
27.A. trustB. evidenceC. flightD. supprt
28.A. prgressB. attachC. absrbD. prpse
29.A. prmiseB. attemptC. happenD. fail
30.A. bullyingB. laughingC. hldingD. pushing
五、单句语法填空：本大题共10小题，共10分。
31.Suddenly, I felt myself quickly (draw) up t the surface f the sea.(所给词的适当形式填空)
32.He (remain) cmpletely silent abut the secret ever since that day. (所给词的适当形式填空)
33.The janitr fund him (lie) in the bed helplessly with pain yesterday mrning. (所给词的适当形式填空)
34.It is still unknwn will happen t Zhng Zhng and Hua Hua as they grw up. (所给词的适当形式填空)
35.Jhnsy lay, barely mving, in her bed (stare) at a blank wall under her blanket. (所给词的适当形式填空)
36.Peple with high EQs are less likely (truble) by internal prblems. (所给词的适当形式填空)
37.She lived fr six and a half years, nly half the life f the sheep frm she was clned. (所给词的适当形式填空)
38.There (be) a number f failures befre they eventually fund a way t clne a mnkey successfully. (所给词的适当形式填空)
39.Jbs and ccupatins cme and g an amazing pace these days. (所给词的适当形式填空)
40. (cmpare) t students wh has nt been invlved in the study, they als shwed a better understanding f the disabled students’ feelings. (用所给词的适当形式填空)
六、阅读表达：本大题共1小题，共10分。
41.阅读下面的短文和问题，根据短文内容，在相应题号后的横线上写下相关信息，完成对该问题的回答。答语要结构正确，书写工整，字迹清楚。
Liberal Arts’ Hidden Value
If yu have t pick ne, wh d yu think made greater cntributins t the wrld: physicist Isaac Newtn r philspher Aristtle?
Chances are that yu’d find it hard t make a decisin. But when chsing a majr in cllege, the line between the tw areas culdn’t be clearer. Science majrs, such as technlgy, engineering, math, are cnsidered t be mre practical chices because f the wealth f pprtunities, while thse wh chse a liberal arts (文科) majr—language, music, philsphy—may have mre difficulty finding a jb.
But perhaps we shuld lk at liberal arts studies in anther way t understand its value. In the dcumentary Civilizatins, fr example, presenters (主持人) take us t 31 cuntries t appreciate human creativity, such as the Great Wall and the Pyramids. T Simn Schama, ne f the presenters, human civilizatin isn’t just abut technlgy, but abut liberal arts r creating things t leave a persn’s mark f their existence fr future humans t witness and admire.
By cmparing science and liberal arts, we’re drawing “an artificial line” between the tw, said Lretta Jacksn, an assciate prfessr at Rhdes Cllege in Memphis, US. And t sme f the greatest innvatrs (革新者) in histry, this line never existed. Lenard da Vinci, fr example, was an utstanding scientist and painter. He was s interested in bilgy and anatmy (解剖学) that he drew the famus Vitruvian Man, which perfectly shws prprtins (比例) f the human bdy. Then there’s Steve Jbs, wh is an engineer and als an artist. He summarized the relatinship between science and arts: “It’s in Apple’s DNA that technlgy alne is nt enugh—it’s technlgy married with liberal arts that brings us what makes ur heart sing.”
(1) Why is science mre attractive when students chse a majr in cllege?
(2) Accrding t Simn Schama, what is the value f liberal arts in human civilizatin?
(3) Please decide which part is false in the fllwing statement, then underline it and explain why.
►Steve Jbs cncluded that technlgy cntributed t Apple’s success, but liberal arts played a mre imprtant rle.

(4) What majr will yu chse in cllege? Explain yur reasns.(In abut 40 wrds)
七、书面表达：本大题共1小题，共15分。
42.假设你是红星中学高三学生李华。世界读书日即将到来，你的外国好友Jim正在开展主题为“信息时代中学生如何阅读”的项目式学习，他发来邮件对你进行访谈。请你用英文给他回复，内容包括:
(1)信息时代对阅读的影响；
(2)你的阅读方式和理由。
注意：(1)词数100左右；
(2)开头和结尾已给出，不计入总词数。
Dear Jim,
Yurs,
Li Hua
1.【答案】【小题1】
submit
【小题2】
rarely
【小题3】
take it fr granted
【小题4】
In terms f
【小题5】
will be bund t
【小题6】
cnsists f
【小题7】
deserved
【小题8】
struck
【小题9】
In cmparisn with
【小题10】
wander
2~4.【答案】A、B、D
5~8.【答案】A、D、B、C
9~11.【答案】D、B、A
12~15.【答案】C、B、D、A
16~20.【答案】E、C、A、B、F
21~30.【答案】B、A、C、C、A、C、D、A、D、C
31.【答案】drawn
32.【答案】has remained
33.【答案】lying
34.【答案】what
35.【答案】staring
36.【答案】t be trubled
37.【答案】which
38.【答案】had been
39.【答案】at
40.【答案】Cmpared
41.【答案】【小题1】
Because it ffers many pprtunities。
【小题2】
The value f liberal arts in human civilizatin lies in the fact that it leaves a persn's mark f their existence fr future humans t witness and admire.
【小题3】
Steve Jbs cncluded that technlgy cntributed t Apple's success, but liberal arts played a mre imprtant rle.
【小题4】
I will chse science majrs in cllege, because it ffers many pprtunities and enables me t find a gd jb after graduatin. If I chse liberal arts majrs, it is pssible that I wn't find jbs.
42.【答案】Dear Jim,
I'm glad t hear that yu're wrking n the "Reading in the Infrmatin Age" research prject. And here are my thughts.
The Infrmatin Age has reshaped the way we read. With the vast amunt f cntent available nline—ranging frm blgs t e-bks—reading has becme mre accessible than ever. ①Hwever, students may find themselves skimming thrugh infrmatin rather than engaging with it deeply, which culd lead t reduced cncentratin. Persnally, I am still a big fan f traditinal reading. Hlding a physical bk in hand, turning the pages, and even smelling the paper create a unique reading experience. ②Mre imprtantly, reading a printed bk allws me t fcus better, making the experience mre immersive and enjyable.
I hpe my respnse can be f help and wish yu the best with yur prject!
Yurs,
Li Hua
wander deserve submit strike rare
in cmparisn with be bund t cnsist f in terms f take it fr granted

Middle schl prgram
High schl prgram
Minimum age
13
15
Grades
6 — 8
9 — 12
Dates
June 28 — July 4
June 20 — 26
Prgram fee
$3,840
$3,940
Curse
Time
Lcatin
Real-time Status
Castal Ecsystems: An Artistic and Scientific Explratin f Life Alng the Shreline
9:00 a.m. —4:00 p.m.
Castal Discvery Field Lab
Open-limited seats