北京市第八十中学2025-2026学年第二学期4月阶段测高一英语试卷

这是一份北京市第八十中学2025-2026学年第二学期4月阶段测高一英语试卷，共16页。试卷主要包含了选词填空-句子，阅读理解，完形填空，单句语法填空，任务型读写等内容，欢迎下载使用。
1.阅读下面句子，根据句意，从方框中选择恰当的词组并用其正确形式填空。
(1) She was s excellent that she frm dzens f applicants fr the jb.
(2) pr field cnditins, Yuan Lngping kept researching rice all his life.
(3) When enjying elegant symphnies, we can feel a peaceful and artistic everywhere arund us.
(4) What makes it is that graffiti, a unique street art, can turn rdinary walls int vivid wrks full f creativity.
(5) Van Ggh ne f the greatest and mst influential artists in the histry f Western painting.
(6) Decades ag, facing pr cnditins and huge pressure, Qian Xuesen bravely the natin’s tp aerspace research team.
(7) He dzens f films in the past 3 years, which makes him a wrld-famus actr.
(8) She is a much-lved and highly teacher wh devtes herself t every student.
(9) The reprt issued last mnth that all the buildings shuld be fitted with smke detectrs.
(10) Yu can’t fully freign literature simply thrugh translated versins.
二、阅读理解：本大题共14小题，共35分。
A
Odyssey f the Mind (OM) prmtes creativity, prblem slving, teamwrk, and mre. It is a creative prblem-slving cmpetitin that gives kids the cnfidence t think fr themselves and t create slutins t any challenge. Independent study, riginal ideas, and critical thinking skills are rewarded ver getting the “ne right answer” thanks t ur unique pen-ended prblems that are backed by educatrs and experts in STE(A)M fields. Perfrmance, art & cultural studies are als incrprated, creating a well-runded prgram that has impacted lives fr ver 40 years. OM benefits all types f students as they learn t think utside the bx.Participatin
● Students wrk in teams f up t seven members and spend weeks r mnths wrking tgether and creating slutins t lng-term prblems. Every year, there are six lng-term prblems designed fr them t chse frm.
● Teams are frmed by divisin and cmpete against teams in the same divisin and prblem. Grade level determines the divisin fr teams.
● In the cmpetitin, teams have eight minutes t present their lng-term prblem slutin. They will be scred fr hw well they meet the requirements f the prblem (Lng-Term scre) and fr their creativity in categries specific t that prblem (Style scre).
Cst
Yearly memberships are required t participate in OM. Each membership supprts ne team per prblem per divisin.● Standard Membership $290: Individual schls/ Multiple schls sharing a principal.
● Additinal Membership $190: Only fr schls wh enter tw teams in the same prblem and divisin in cmpetitin.
Awards
● Ranatra Fusca Creativity Award: It represents the essence f OM. It is presented t teams r individuals wh exhibit exceptinal creativity, either thrugh sme aspect f their prblem slutin, r an extrardinary idea beynd the prblem slutin.
● OMER’s Award: It recgnizes individuals r teams wh demnstrate utstanding sprtsmanship, excellent behavir, r exceptinal talent.
● Odyssey f the Mind Creativity Award: It recgnizes an individual and/ r rganizatin fr extrardinary creative achievement r exceptinal effrt.
● Odyssey f the Mind Spirit Award: It recgnizes an individual invlved in the prgram wh demnstrates the encuragement and develpment f cperatin, self-respect, and the appreciatin and understanding f thers.
2.What des Odyssey f the Mind value mst?
A. Having innvative slutins.B. Getting the right answer.
C. Impacting thers’ daily lives.D. Facing mre challenges.
3.In Odyssey f the Mind, students will ________.
A. wrk in grups f at least seven
B. be scred frm tw different aspects
C. address six prblems at the same time
D. prepare their slutins within eight minutes
4.The participant with the strngest sense f teamwrk is mst likely t be awarded ________.
A. OMER’s Award
B. Ranatra Fusca Creativity Award
C. Odyssey f the Mind Spirit Award
D. Odyssey f the Mind Creativity Award
B
At my first lessn in Chinese calligraphy, my teacher tld me plainly: "Nw I will teach yu hw t write yur name. And t make it beautiful. " I felt my breath catch. I was curius.
Grwing up in Singapre, I had an unusual relatinship with my Chinese name. My parents are ethnically Chinese, s they asked frtune tellers t decide my name, aiming fr maximum luck. As a result, I ended up with a nnsense and embarrassing name: Chen Yiwen, meaning, rughly, "ld", "barley (薏米)" and "warm".
When I arrived in America fr cllege at 18, I put n an American accent and abandned my Chinese name. When I mved t Hng Kng in 2021, after 14 years in the States, I decided t learn calligraphy. Why nt get back in tuch with my heritage? I thught.
In calligraphy, the idea is t cpy the ld masters' techniques, thereby refining yur wn. Every week, thugh, my teacher wuld give uncmfrtably n-the-nse assessments f my persn. "Yu need t be braver, " he nce bserved. "Have cnfidence. Try t prduce a bld strke(笔画). " Fr years, I had prided myself n presenting an image f cnfidence, but my writing betrayed me.
I was trying t make sense f this practice. Yu must visualize the wrd as it is t be written and leave a trace f yurself in it. As a bdily practice, calligraphy culd g beynd its wn cultural restrictins. Culd it help me g beynd mine? My teacher nce said t me, "When yu lk at the wrd, yu see the bdy. Thugh a wrd n the page is tw-dimensinal, it cntains multitudes, cnveying the frce yu've applied, the energy f yur grip, the arch f yur spine. " I had been learning calligraphy t get in tuch with my cultural rts, but what I was really seeking was a return t myself. Nw I have sensed that the pleasure ut f calligraphy allws me t knw myself mre fully.
During a recent lessn, my teacher pinted at the wrd I had just finished, telling me: "This wrd is much better. I can see the chices yu made, yur calculatins, yur flw. Trust yurself. This wrd is yurs. " He might as well have said, "This wrd is yu. "
5.What did the authr initially think f her name "Chen Yiwen"?
A. It was lucky s she gladly accepted it.
B. She felt prud f its symblic meaning.
C. She understd the intentin but still disliked it.
D. Its strange prnunciatin made her embarrassed.
6.The authr decided t learn calligraphy t ______.
A. pick up a new hbbyB. recnnect with her rigin
C. gain insights int a new cultureD. fit in with lcal cmmunity
7.Frm the teacher's wrds, the authr learns that calligraphy ______.
A. reflects the creatr's spiritsB. cmes frm creative energy
C. highlights the design f strkesD. depends n cntinuus practice
8.What des the authr intend t tell us?
A. Appreciate what ur culture ffers.
B. Find beauty frm yur inner self.
C. A great teacher leads yu t truth.
D. We are the sum f what we create.
C
If the great dinsaurs hadn’t gne extinct, wuld they have dminated Earth tday? There has been a debate abut this pssibility fr decades. Recently tw analyses have put the surprising cgnitive (认知) abilities f dinsaurs — and their ptential limitatins — in a new light.
In ne study, Suzana Herculan-Huzel at Vanderbilt University calculated the likely number f neurns (神经细胞) in dinsaurs’ pallium, a brain structure that is respnsible fr advanced cgnitive functins. Research suggests that it is the number f neurns in these areas, rather than the brain size, that indicates an animal’s cgnitive ptential. Fr example, despite having a very small head, birds have mre densely packed brain cells than many mammals (哺乳动物) and s can pssess rughly as many neurns as mnkeys. The result is that sme birds shw great cgnitive abilities, cmparable t the smartest nn-human mammals. And it is precisely birds, being the nly surviving lineage (宗系) f dinsaurs, that are Herculan-Huzel’s fundatin. By cmparing the relatinship between brain size, number f neurns and bdy size in numerus existing birds and available fssils f dinsaurs, Herculan-Huzel cncludes that a large dinsaur such as T. rex culd have hused tw billin t three billin neurns in its pallium. If s, dinsaurs culd have had the capacity fr tl use and planning fr the future.
But neurns’ number may nt be enugh. Fr intelligence, brain architecture als matters. And this culd be the weakness f dinsaurs, argues Antn Reiner frm the University f Tennessee. Over 350 millin years f separate evlutin, mammals and dinsaurs fund tw rather different ways t rganize cgnitive functins. The mammalian neurns are rganized in a relatively thin layer frmed by cmpact clumns. In each clumn, different parts can cmmunicate with ne anther ver shrt distances. In cntrast, in the dinsaurs that survive tday, namely birds, the rganizatin is less cmpact. Accrding t Reiner, expanding brain capabilities beynd a certain pint culd make the structure far mre cmplex and less efficient than it is in humans. If this were the case, an increase in brain size wuld crrespnd t a greater distance between different parts f the brain, slwing dwn their cmmunicatin.
The issue remains pen t debate. Herculan-Huzel and Reiner each published a paper with rejectins t the ther’s argument. Meanwhile, ther scientists have entered the fight. Fr example, neurbilgist Girgi Vallrtigara assumes that speed in transmitting infrmatin between netwrks f neurns is prbably ne f dinsaurs’ strengths.
Whatever the truth is, understanding hw and if brain architecture impses limits n the develpment f cgnitin culd reveal much abut the evlutin f abilities and behavirs f varius animals. Als, this debate may tell us mre abut ur wn species than abut dinsaurs.
9.Why d Herculan-Huzel and Reiner study birds?
A. Because birds are mre intelligent than dinsaurs.
B. Because birds’ brain structures are the same as dinsaurs’.
C. Because birds are the nly survivrs f the dinsaur family.
D. Because birds have the same cgnitive abilities as dinsaurs.
10.What can be inferred frm the passage?
A. Dinsaurs’ ability fr tl use wes t bigger brains.
B. The number f neurns has little t d with brain architecture.
C. Greater inter-brain distance causes higher cgnitive efficiency.
D. The factrs behind dinsaur intelligence remain t be identified.
11.Which wuld be the best title fr the passage?
A. Are Dinsaurs Cmparable t Humans in Intelligence?
B. Are Dinsaurs with Bigger Brains the Ultimate Geniuses?
C. Hw Smart Were Dinsaurs? New Studies Fuel the Debate
D. Can Dinsaurs Outsmart Birds? Researches Cast a New Light
D
Art and science are ften seen as distinct appraches t understanding the wrld. Artists ask subjective, pen-ended questins. Scientists seek a cmmn, bjective view f reality.
Csmic Titans: Art, science and the quantum (量子) universe, an absrbing exhibitin in UK, challenges this entirely. The exhibits came frm years f cperatin between nine artists and leading quantum research labs. They dn’t just reflect scientific ideas but als ffer new understandings that directly cntribute t research.
The exhibitin riginated in physicist Silke Weinfurtner’s “Gravity Labratry”, where she uses water r superfluid helium (超流氦) t mdel black hles and the early universe — systems t distant fr direct experiments. Explring similar systems gives Weinfurtner cncrete insights int their behaviur as the underlying mathematics is the same.
In ne artwrk, An Early Universe, artist Alistair McClymnt takes similar fluid systems and makes them even mre palpable. A large bass (低音) speaker placed in a dark rm disturbs a dish f water as it sweeps thrugh lw frequencies. Next, a flashing light prjects mathematical patterns created by the sund waves nt a wall. Because ur bdies are mstly water, the bass shakes inside us, t. As the patterns shift frm rder t chas, yu feel an unusual sensatin mirrring the sight. Mrever, cperating with McClymnt led Weinfurtner t find new light-based methds that use flashing lights t measure fluid systems.
Other wrks n display als seek t make the hard-t-grasp perceivable. The Quantum Lens, fr example, a mixed-reality experience, explres quantum ideas that g against cmmn sense. Prjectins inside a VR headset allw users t make sense f hw many pssible wrlds may cllapse int the ne we experience. Anther wrk, Ringdwn by Cnrad Shawcrss, explres tw black hles’ final mments using brnze bells and shaking metal bars. The mysterius sunds bring us clser t these events, mirrring hw scientists nw study gravitatinal wave data.
All f this highlights the rle that bservers play in bth art and science. The rganizer f Csmic Titans Ulrike Kuchner said, “Art challenges yu t take a psitin. As an audience, yu cmplete the artwrk with yur wn memries, yur wn emtins, and yur wn persnal cntext — smething science rarely des.”
Fundamental physics especially tries t remve away the persnal and ffer an bjective perspective. Yet recent advances int the fundatins f quantum physics suggest that reality isn’t abslute and bjective, but rather cmes abut thrugh negtiating the perspectives f different bservers.
Ultimately, as Csmic Titans reminds us, there are deeper truths underlying science and art. Nt least that bjective reality is a false belief.
12.What des the wrd “palpable” underlined in Paragraph 4 prbably mean?
A. Predictable.B. Adaptable.C. Manageable.D. Observable.
13.What can we learn frmCsmic Titans?
A. Art is key t scientific discveries.
B. Art can help clarify cmplex scientific ideas.
C. Science plays a guiding rle in artistic creatin.
D. Scientific research is mre reliable than artistic explratin.
14.What can be inferred frm the passage?
A. What we call bjective reality may nt exist.
B. Scientists view art as a visual tl fr testing theries.
C. Observers’ rles are fully cnsidered in scientific prgress.
D. Quantum physics values persnal experience ver scientific data.
15.What des the authr mainly d in this passage?
A. Make a cmparisn.B. Predict a trend.
C. Prmte an event.D. Illustrate an idea.
三、完形填空：本大题共10小题，共15分。
I grew up in a small village where dreams weren’t always encuraged. Watching my mther push frward despite great difficulties, I knew it early n that I had t keep ging t. When I graduated frm high schl with hnur, I thught my (16) was clear. But sn reality hit me that it wasn’t as (17) as I had imagined. My family culdn’t affrd my further study and my applicatins fr schlarships weren’t even reviewed. I was left struggling with a cycle f (18) . Each ne felt like an end t my dreams.
Prbably sensing my desperatin, my mther gave me a ntebk fr my birthday that year. On the cver it read, “Strength isnˈt smething yu can pretend. Itˈs smething yu earn thrugh (19) and mments when the wrld tells yu ‘nˈ.” Thse wrds spke directly t my heart. N ne was ging t cme and (20) my life. I had t fight fr my future.
The fllwing tw years saw me wrking as a babysitter t make mney fr my dream f (21) medical schl. I als signed up fr six nline curses t grw knwledge. I stayed (22) in my pursuit f funding. After years f struggle, I wn the Mastercard Fundatin Schlarship t study Medicine. My dream (23) came true.
But it didn’t end there. I knew my jurney wasn’t just abut me. I had t (24) . This led t the birth f the Stirring Hpe, a prject aimed at prviding rural children with clthes — but als with hpe. Thrugh the prject, I give these children the message that they are seen, that they are lved, and that they t can (25) .
16.A. messageB. mindC. futureD. excuse
17.A. cruelB. simpleC. bitterD. practical
18.A. rejectinsB. argumentsC. permissinsD. criticisms
19.A. talentB. luckC. hardshipD. wisdm
20.A. wasteB. celebrateC. riskD. live
21.A. visitingB. attendingC. establishingD. skipping
22.A. determinedB. relievedC. passiveD. calm
23.A. hardlyB. immediatelyC. finallyD. suddenly
24.A. give inB. give utC. give upD. give back
25.A. waitB. riseC. settleD. behave
四、单句语法填空：本大题共10小题，共20分。
26.It’s helpful t put children in a situatin they can see themselves differently. (用适当的词填空)
27.We believe that thse wh are (passin) will achieve their dreams. (所给词的适当形式填空)
28.We shuld take it int cnsideratin great achievements require lifelng effrt. （用适当的词填空）
29.Many lessns are nw available nline, frm students can chse fr free. (用适当的词填空)
30. I really admire is that he never gives up in difficulty. （用适当的词填空）
31. we understand things has a lt t d with what we feel. (用适当的词填空)
32.My (prfessin) training has taught me t lk at things lgically.(所给词的适当形式填空)
33.Steven is a designer ________ wrks have wn internatinal praise. (用适当的词填空)
34.Can yu tell me sme students are crazy abut rck music? (用适当的词填空)
35.Scientists are researching ur brain will be affected r nt after using AI fr a lng time. （用适当的词填空）
五、任务型读写：本大题共1小题，共15分。
36.阅读下面短文，根据题目要求回答问题。
Lenard Da Vinci was a genius: wildly imaginative, passinately curius and creative acrss multiple disciplines — painting, architecture, aernautics, and engineering. Yet ddly the wrd “genius” minimizes him by making it seem as if he were tuched by lightning. His early bigrapher made this mistake: “Smetimes, in a supernatural fashin, a single persn is gifted by heaven with beauty, grace, and talent in such abundance that seems that his every act is divine (天赐的)”. In fact, the self-taught Lenard’s genius was shaped by his wn will and ambitin. It did nt cme frm being the divine recipient, like Newtn r Einstein.
Part f what made Lenard a genius, what set him apart frm peple wh are merely extrardinarily smart, was creativity. His talent fr cmbining bservatin with fantasy allwed him t make unexpected leaps that related things seen t things unseen.
Lenard was als a very human genius. He made mistakes. He left a trail f unfinished prjects, flying machines that never flew, tanks that never rlled. “Tell me if ever I did a thing…Tell me if anything was ever made.”
His flawed humanity makes Lenard mre accessible. Even thugh we may never be able t match his talents, we can learn frm him and try t be mre like him. His life ffers a wealth f lessns.
Seek knwledge fr its wn sake. Nt all knwledge needs t be useful. Smetimes it shuld be pursued fr pure pleasure. Lenard did nt need t knw hw heart valves wrk t paint the Mna Lisa, nr did he need t figure ut hw fssils gt t the tp f muntains t prduce Virgin f the Rcks. By allwing himself t be driven by pure curisity, he gt t explre mre hrizns and see mre cnnectins.
Keep a childlike sense f wnder. At a certain pint in life, mst f us quit puzzling ver everyday phenmena. We might savr the beauty f a blue sky, but we n lnger bther t wnder why it is that clr. Lenard did.
Be curius, bserve things, see things unseen, respect facts, be pen t mystery... We can never learn enugh frm Lenard.
(1) What set Da Vinci apart frm peple wh are merely extrardinarily smart?___________________________________________________________________________________________
(2) Why was Da Vinci regarded as a very human genius?____________________________________________________________________________________________
(3) Please decide which part is false in the fllwing statement, then underline it and explain why.
Da Vinci’s life ffers us a wealth f lessns, ne f which is t seek useful knwledge.
____________________________________________________________________________________________
1.【答案】【小题1】
was picked ut
【小题2】
In spite f
【小题3】
atmsphere
【小题4】
striking
【小题5】
is regarded as
【小题6】
tk charge f
【小题7】
has starred in
【小题8】
respected
【小题9】
advcated
【小题10】
appreciate
2~4.【答案】A、B、C
5~8.【答案】C、B、A、D
9~11.【答案】C、D、C
12~15.【答案】D、B、A、D
16~25.【答案】C、B、A、C、D、B、A、C、D、B
26.【答案】where
27.【答案】passinate
28.【答案】that
29.【答案】which
30.【答案】What
31.【答案】Hw
32.【答案】prfessinal
33.【答案】whse
34.【答案】why
35.【答案】whether
36.【答案】【小题1】
Creativity./Creativity sets him apart frm peple wh are merely extrardinarily smart.
【小题2】
Because he made mistakes and he left a trail f unfinished prjects, such as flying machines that never flew and tanks that never rlled.
【小题3】
Da Vinci's life ffers us a wealth f lessns, ne f which is t seek useful knwledge. Because nt all knwledge needs t be useful. Smetimes it shuld be pursued fr pure pleasure.
appreciate
advcate
striking
atmsphere
respect
star in
take charge f
be regarded as
in spite f
pick ut