2025-2026学年福建连城县某中学高二下学期3月阶段(月考)检测英语试卷（学生版）

这是一份2025-2026学年福建连城县某中学高二下学期3月阶段(月考)检测英语试卷（学生版），共18页。试卷主要包含了5分，满分37等内容，欢迎下载使用。
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，选出最佳答案。
A
NYPL James Baldwin Teen Creative Cntest
T mark the 100th anniversary f the birth f writer James Baldwin (1924-1987), The New Yrk Public Library (NYPL) invites NYC teens t submit riginal creative wrk fr a chance t be published and win up t $250.
Participant Rules:
●U. S. residents wh live, wrk, r study in the five NYC brughs (行政区) (Manhattan, Brnx, Staten Island, Brklyn, Queens), aged 13-19 at the time f entry.
●Library staff, fficers, and their family members are nt allwed t jin the cntest.
Entry requirements:
●Written Wrk: an essay/ shrt stry/ letter f 500-2,000 wrds (in a frmat readable by Micrsft Wrd).
●Art Wrk: Cmic art f up t five letter-sized pages.
●Yur wrk must be riginal. Generative AI may be used nly fr research, image editing, r spelling r grammar checking — and must be stated n the entry frm. AI- generated cntent may nt be submitted as yur wn.
Submissin Guidelines:
●Limit: ne entry per persn.
●Entries must be submitted nline via the cntest website at nypl.rg/baldwincntest.
Deadline:
●Online submissins are accepted frm Jan. 21, 2025 (12:00 a.m. EST) t Mar. 23, 2025 (11:59p.m. EDT).
Awards & Publicatin:
●Prizes(tw age grups: 13-15; 16-19): 1 winner ($250), 1 runner- up ($100), and 3 hnrable mentins ($50) per grup.
●All winners appear in an NYPL publicatin.
Judging Criteria:
Entries will be judged by an NYPL staff cmmittee (arund May 1, 2025) n the basis f three criteria:
●Relevance t the theme.
●Creativity and nvelty.
●Literary and artistic quality.
1. Wh can participate in the cntest?
A. Internatinal literature lvers.B. Family members f NYPL staff.
C. Kindergarteners frm Brnx.D. Teen residents f New Yrk City.
2. What are participants required t d?
A. Write entries lnger than 2,000 wrds.B. Indicate any use f AI n the entry frm.
C. Send entries t the rganizer by email.D. Submit mre than ne riginal wrk nline.
3. Which factr cunts in the evaluatin?
A. The riginality f the ideas.B. The ppularity f the theme.
C. The number f literary devices.D. The cmplexity f the structure.
B
I never liked rings. I d nt wear a high schl ring; I d nt wear a cllege ring, and I did nt want t wear a wedding ring. This was nt because I did nt want peple t knw that I was married, but because I just did nt feel cmfrtable with a ring n my finger.
After graduating frm cllege, I finally was abut t “pp the questin” t my sweetheart, Sharn GailWeingartn, wh was at my side cntinually after I was seriusly injured during a rbbery.
Sharn was the best — pretty, kind, sweet, and gdhearted. Hwever, what wuld she say when I prpsed and said that I did nt want t wear a wedding ring? I practiced what I was ging t say t her. I thught lng and hard. I finally decided that there was n answer t my prblem. I wuld simply tell her, and then wait five minutes fr the explsin.
S that night I prpsed, and afterwards I tld Sharn that I was nt ging t wear a ring. I simply said: “I just dn't like rings. I dn't wear a high schl ” I expected Sharn t becme enraged: “WHAT DO YOU MEAN YOU’RE NOT GOING TO WEAR A WEDDING RING?”
Hwever, instead, I merely heard silence. After what in my mind seemed like an age, Sharn quietly remarked: “Fine. If yu dn't want t wear a wedding ring, I wn't change my name. I will nt call myself Sharn Segal.”
On ur fifteenth anniversary (周年纪念日), I remembered the first lessn f marriage that was taught t me by my wife Sharn Gail Segal as I lked dwn upn the ring n my ring finger — COMPROMISE (妥协).
4. Why didn't the authr want t wear a wedding ring?
A. He hated letting thers knw he was married.
B. Rings just made him feel uncmfrtable.
C. He thught wedding rings were unnecessary.
D. He frgt t prepare a ring fr the prpsal.
5. What can we infer abut Sharn frm the text?
A. She was angry with the authr's decisin at first.
B. She chse t end the relatinship a bit later.
C. She was calm and willing t meet halfway.
D. She cared mre abut her name than the ring.
6. What des the underlined wrd “enraged” in paragraph 4 prbably mean?
A. Excited.B. Disappinted.C. Cnfused.D. Angry.
7. What is the main idea f the text?
A. The first imprtant lessn f marriage the authr learned.
B. The authr's experience f prpsing t his girlfriend.
C. Hw a wedding ring disagreement tested the cuple's lve.
D. Why the authr finally changed his attitude twards rings.
C
Tday, with the help f AI tls, anyne can instantly generate impressive architectural images. Yet this raises a serius questin fr architects: if technlgy lwers the technical barrier, what remains the true value f design? The answer, many experts believe, lies in deeper philsphical thinking.
Architecture is nt nly abut structure. It als reflects hw humans understand life. This understanding begins with the individual — hw a building can shape peple’s emtins. It then extends t the cmmunity — whether a neighbrhd design brings peple tgether r drives them apart. Ultimately, it tuches upn time itself — hw t balance the preservatin f histrical identity with the need fr change. In many cities, preserving every ld structure, n matter its functin r relevance, has becme smething f a sacred cw, admired by all but discussed by few. Yet true architectural philsphy requires us t ask whether preserving everything always serves the cmmunity’s best interest.
AI can cpy thusands f design styles, but it cannt make value judgments. It des nt knw why, fr instance, a library in Clmbia places its reading rms — nt ffices — in the brightest and highest spaces: a design chice symblizing equality. As schlar Nayef Al-Rdhan pints ut, “gd design shuld pssess valuable qualities, including fairness, inclusin, and safety, which cannt be utsurced t AI.”
In the future, the best architects may nt be thse wh master AI tls, but thse wh master philsphical reflectin. Saudi Arabia’s planned city “The Line” is ne such example. Its design is nt nly technlgical but als philsphical — it asks whether humans can create a sustainable city that allws peple t live in harmny with nature. By turning a traditinal city int a single vertical (垂直的) line, it challenges ur deepest assumptins abut urban life.
Freed frm repetitive drafting wrk, architects in the age f AI must think mre deeply abut humanity, cmmunity, and sustainability. The great designs f the future will emerge where technlgy meets philsphy, nt where ne replaces the ther.
8. What is the main functin f paragraph 2 in the passage?
A. T intrduce examples f mdern cities.
B. T cmpare architecture with philsphy.
C. T describe hw AI will change cnstructin.
D. T present architecture frm a philsphical view.
9. What can we learn frm the example f the library in Clmbia?
A. Great design is human-centered.B. AI will reshape public buildings.
C. The best design feels almst invisible.D. Equality is the cre f mdern design.
10. Which f the fllwing best describes the nature f “The Line”?
A. A philsphy-guided thery.B. An ec-friendly city prject.
C. A scial-welfare husing plan.D. An ecnmically-driven design.
11. Accrding t the passage, what shuld architects d in the age f AI?
A. Shift frm drawing t building.B. Bring sul and meaning t designs.
C. Emply AI as a pwerful c-pilt.D. Priritize philsphy ver functin.
D
Have yu ever struggled t fllw a cnversatin in a crwded café, with clattering dishes and chattering vices drwning ut yur friend? Yu might think it’s a sign f hearing prblems, but new research published in PLOS One tells a different stry — this difficulty ften lies in hw yur brain prcesses sund, nt yur ears themselves.
Led by Bnnie Lau frm the University f Washingtn Schl f Medicine, the study tested 49 participants divided int three grups: thse with autism (自闭症), thse with fetal alchl syndrme (胎儿酒精综合症), and neurtypical (神经正常的) individuals. All had nrmal hearing, but their ability t understand speech in nisy settings varied greatly. The key finding was that cgnitive ability strngly influenced their perfrmance, and this link held true acrss all three grups, regardless f diagnsis.
T cnfirm their assumptin, researchers designed a cmputer-based task. Participants listened t a male speaker’s cmmands (e.g., “Ready, Eagle, g t Green Five nw”) while tw backgrund vices grew gradually luder. They had t fcus n the main speaker and select the matching clred and numbered bx. Afterward, they tk standardized intelligence tests cvering verbal skills, nnverbal ability, and mental reasning. The results shwed a clear cnnectin between intellectual ability and speech perceptin in nisy envirnments.
Lau explained that listening in cmplex settings requires heavy cgnitive wrk. The brain must separate different speech streams, fcus n the target speaker, blck backgrund nise, decde language, and even use scial skills like smiling r ndding — all f which increase cgnitive lad. This challenges the cmmn miscnceptin that listening difficulties always mean hearing lss. “Yu dn’t have t have a hearing lss t struggle in nisy places,” Lau nted.
While acknwledging that the study’s small sample size means its results require further applicatin, Lau emphasized that the findings ffer practical insights. Fr example, in classrms, having students seated clser t the teacher r prviding hearing-assistive tls can help, especially fr neurdivergent (神经多样化的) individuals r thse with lwer cgnitive ability.
S, next time yu find it hard t hear in a crwd, dn’t blame yur ears. Yur cgnitive ability plays a key rle, and small changes t yur surrundings can make a big difference.
12. Why des the authr mentin a crwded cafe at the beginning f the passage?
A. T share a persnal annyance.
B. T intrduce a new research finding.
C. T explre the underlying causes f nise.
D. T warn abut hearing damage frm lud nise.
13. What BEST explains the link between cgnitive ability and listening difficulties in cmplex settings?
A. Hearing lss increases the difficulty f prcessing speech.
B. The brain fails t recgnize different types f backgrund nise.
C. The brain priritizes emplying scial skills ver decding language.
D. Multiple cgnitive tasks perfrmed at the same time burden the brain.
14. What is Bnnie Lau’s attitude twards the implicatin f the study’s findings?
A. Dubtful.B. CautiusC. Supprtive.D. Critical.
15. What is the main idea f the passage?
A. Hearing lss is the main reasn fr difficulty fllwing cnversatins in nisy places.
B. Neurdivergent peple have prer speech perceptin than neurtypical nes in nise.
C. Envirnmental adjustments can significantly imprve cmmunicatin in nisy settings.
D. Cgnitive prcessing is the primary surce f difficulty in understanding speech in crwds.
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能填入空白处的最佳选项。选项中有两项为多余选项。
Hw Sleep Enhances Emtinal Intelligence
Getting enugh sleep nt nly makes us feel better but als plays a key rle in develping emtinal intelligence. Here's hw a full night’s rest supprts this imprtant ability.
Sleep supprts emtinal cntrl.
___16___ Fr example, a tired teacher might speak sharply t students, r a sleepy cwrker may react prly t simple requests. Such behavir can harm relatinships. Sleep helps the part f ur brain that manages feelings wrk better. Learning t cntrl ur emtins is a key skill fr emtinal intelligence, and gd sleep makes this pssible.
Sleep imprves understanding f thers.
During deep sleep, the brain areas that recgnize emtins in faces are refreshed. If we miss this sleep, we may misread expressins. ___17___ Crrectly understanding facial expressins allws us t cnnect with thers better and share their feelings. This ability is the base f empathy and strng scial cnnectins.
___18___
Being able t slve prblems in new ways is imprtant fr emtinal grwth. A full night f sleep, rich in dreams, bsts ur prblem-slving skills. Studies shw that after gd sleep, peple can slve prblems mre easily and cme up with fresh ideas. During sleep, ur brain safely prcesses infrmatin and finds different answers t difficult prblems. ___19___
Sleep aids scial judgment.
Enugh sleep sharpens ur skills fr scial situatins. Well-rested peple are better at nticing small signals in cnversatins, like a change in smene’s vice r face, and respnding in the right way. ___20___ Sleep als helps cntrl ur emtinal reactins, allwing fr wiser and mre thughtful chices in bth wrk and persnal relatinships.
A. Sleep leads t prblem-slving.
B. Sleep encurages creative thinking.
C. Withut enugh sleep, peple ften becme easily upset.
D. This leads t clearer cmmunicatin with fewer mistakes.
E. Fr example, we might see a friendly face as an angry ne.
F. As a result, we can better handle change and new situatins.
G. T many angry expressins by day can disrupt sleep at night.
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。
It was the end f my wrk fr the day, and I pushed pen the dr t the patient’s rm t see if any relatives r friends had cme t ____21____. Nne had. She was such a slight little lady and several strkes (中风) had ____22____ her with difficulty speaking.
I ____23____ up a chair and sat beside her bed. She did nt mve. Knwing that she had been an English teacher, I spke f the ____24____ she must have had ver her students thrugh the years.
She did nt answer any f my gentle questins. But I sensed she was aware f my ____25____, s I cntinued talking abut what her days ____26____ English must have been like. I tld her that I ____27____ remembered ne f my English teachers and hw I enjyed petry at that time.
____28____ n reactin.
I started reciting Wrdswrth’s famus ____29____: “I wandered lnely as a clud that flats n high ’er vales and hills.” I cntinued ____30____ the pem, and when almst t the ____31____, I paused.
This sweet lady ____32____ her head and as clearly as a bell said, “And then my heart with pleasure fills, and dances with the daffdils.”
She fell ____33____, and I ____34____ left her rm, gratefully tuched by the ____35____ that Gd gives us memries t recall when he feels we need them mst.
21. A. payB. visitC. helpD. check
22. A. leftB. blessedC. prvidedD. equipped
23. A. fixedB. dressedC. pulledD. held
24. A. cntrlB. pwerC. wrryD. influence
25. A. presenceB. srrwC. angryD. attentin
26. A. speakingB. understandingC. teachingD. learning
27. A. barelyB. regretfullyC. unwillinglyD. clearly
28. A. EvenB. StillC. SurelyD. Therefre
29. A. sayingB. theryC. stryD. pem
30. A. explainingB. recitingC. translatingD. reading
31. A. endB. limitC. pintD. start
32. A. tuchedB. clearedC. turnedD. shk
33. A. illB. asleepC. depressedD. nervus
34. A. suddenlyB. quicklyC. quietlyD. secretly
35. A. factB. newsC. thughtD. hpe
第二节：（共10小题；每小题1.5分，满分15分）
阅读下面材料，在空白处填入适当的内容 (1个单词) 或括号内单词的正确形式。
The 2025 China Culture and Turism Industries Exp, hsted by the Ministry f Culture and Turism in Wuhan, tk center stage with the theme “deepening ____36____ (integrate) f culture and turism, enjying a better life”. Attracting ver 225,000 visits, half f ____37____ were frm turists utside Wuhan, the event featured striking tech-cultural innvatins, ____38____ cstumed humanid rbts perfrming dances t AI-pwered rbtics aiding muntain climbing.
Virtual reality experiences enabled visitrs t “rw” n Tianjin’s Haihe River r “strll” thrugh Hubei’s Wudang Muntain, while intangible cultural heritage wrkshps, ____39____ (regin) shws, snacks, and best-selling cultural and creative prducts — like Xinjiang nang-shaped tys — held great appeal fr visitrs. Trade bmed ____40____ (remarkable) billins in prject investments and spt trades ____41____ (secure), and the lcal htel bkings surged — all reflecting the exp’s far-reaching impact.
____42____ (partner) with the China Turism Assciatin n digital museums and AI-guided turs, the exp shwcased the achievements f the new era. Experts f Guangdng Rbtics Assciatin emphasized that rbts play ____43____ essential rle in nt nly delivering persnalized experiences ____44____ easing staff shrtages as well. As nearly 1,000 perfrmers prepare ____45____ (parade) with 20 themed flats during upcming hlidays, the exp cntinues t catalyze diverse cultural and turism cnsumptin.
第四部分 写作 (共两节，满分40分)
第一节 (满分15分)
46. 假设你是校学生会主席李华，请根据以下提示，以学校名义拟一则通知，号召全校同学参加校园“急救知识宣传周”活动。
要点：
1. 活动时间及地点；
2. 活动内容（如讲座、实操演示等）；
3. 活动意义及参加要求。
词数： 80词左右。
Ntice
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________
The Student Unin
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.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________