2025-2026学年福建泉州某中学高二下学期5月期中英语试卷（学生版）

这是一份2025-2026学年福建泉州某中学高二下学期5月期中英语试卷（学生版），共15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、D 四个选项中选出最佳选项。
A
In tday’s glbal trade, prduct safety is extremely imprtant. Therefre, labels n prducts help cnsumers make infrmed chices.
The primary functin f these marks is t ensure the safety f users and prperty. Fr instance, electrical equipment sld in the Eurpean Unin must carry the “CE” mark, which prves that the prduct meets all relevant EU standards. Unlike an fficial apprval, it is based n the cmpany’s wn evaluatin. In cntrast, the Chinese “CCC” mark requires testing by an fficial rganizatin, and a certificate must be btained. Prducts withut the “CCC” mark cannt be sld in China.
Other marks are als imprtant. The French “FR” sign instructs cnsumers t separate packaging fr recycling. The “RHS” mark shws a prduct limits harmful materials under EU rules, but as it is merely ne part f the CE standard, it des nt ensure full cmpliance (遵守). Cdes like “SKC/SKU” are simply used by cmpanies t manage their prduct strage. Mst imprtantly, prducts must have clear safety warnings n their labels, r they will be banned frm the market.
Belw is a prduct label:
1. Which mark is required fr a digital camera t be sld in Eurpe?
A. FR.
B. CE.
C. SKC.
D. RHS.
2. Which risk is least likely t ccur accrding t this prduct label?
A. Cuts.
B. Pisning.
C. Burns.
D. Chking.
3. What can be learned abut this prduct frm the label?
A. It is allwed t be sld in China.
B. Its packaging cannt be recycled.
C. It can be pened by children alne.
D. It restricts certain harmful substances.
B
All alne, the small brwn cin lay n the windwsill. Occasinally, a spider r a fly came by; he wre spider webs, and a light layer f dust. The mrning sun warmed him, then mved away. He had been placed there “in case”, and s he waited.
N ne needed him fr much f anything, these days. Plicymakers kept remarking, wundingly, that it cst mre t make each penny (in 2024, 3.69 cents) than it was wrth. That was why, they explained, they wuld be ending prductin in 2026.
Fr sme time nw, peple had sured n him. When he was handed ver in change, shppers waved him away with “Keep the penny”. Increasingly, they simply waved a card and ignred him. He had spent lnger and lnger simply lying arund.
In ecnmic terms, hwever, he liked t think he was still imprtant, encuraging careful budgeting. The price was calculated dwn t the smallest detail (namely, him). When a prduct was priced at $19.99, rather than $20, peple were mre willing t buy it, bsting the ecnmy.
Then there was the matter f charity. Where wuld all thse bxes be, withut the likes f him? In several cities cents were harvested fr gd causes; schl children cllected them in clth bags. Thusands f dllars were raised that way, little by little.
Such arguments, hwever, plainly did nt persuade plicymakers. What, then, was his future, and that f any ther penny? As an accessry, perhaps. After all, pennies were lucky. A gd-lking cent, as cents went, he culd becme a buttn. Glued t a leg, he culd stp a chair frm wbbling (摇晃). There were wrse fates, such as being thrwn in a funtain.
Nne f this was what he had been made fr. And s, with humility (谦卑), he accepted his new purpse in natinal life. Perhaps, sme day, he wuld hear his wner say: “Glad I kept that penny.” In the far future he might becme rare and valuable. This was his chief cmfrt that sme peple, at least, wuld still appreciate that face value and true wrth are nt at all the same thing.
4. Which paragraph presents an argument against plicymakers’ decisin?
A. Paragraph 1.B. Paragraph 2.C. Paragraph 3.D. Paragraph 4.
5. Why is charity mentined in Paragraph 5?
A. T intrduce new prblems in charity wrk.
B. T raise cncerns abut wasting small cins.
C. T give further evidence f the penny’s value.
D. T make a cntrast between giving and spending.
6. What wuld the penny imagine as its best pssible future?
A. Becming a cllectible.B. Ending up in a funtain.
C. Being used as a decratin.D. Being remade int a new cin.
7. What is the verall tne f the text?
A. Very frmal but a bit dry.B. Mildly humrus but a bit sad.
C. Seemingly calm but a bit distant.D. Highly rmantic but a bit unreal.
C
An internatinal research team has discvered that wild chimps (黑猩猩) in Tanzania’s Gmbe Natinal Park demnstrate basic engineering skills when making tls. They deliberately select flexible plant materials t create effective “fishing rds” fr catching termites (白蚁), shwing advanced understanding f material prperties.
Published in the jurnal iScience, these findings prvide new insights int hw animals develp tls using easily damaged materials — a prly understd aspect f human technlgical evlutin. Termites serve as an imprtant fd surce fr chimps, rich in prtein and nutrients. T extract these insects frm their cmplicated undergrund nests, chimps require thin, bendable sticks that can navigate winding tunnels.
Researchers tested plant materials using prtable equipment t measure flexibility. They fund that plants ignred by chimps were 175% stiffer than thse regularly chsen. Even amng plants grwing near termite nests, thse shwing chimp bite marks prduced mre flexible tls than untuched nes.
Lead researcher Dr. Alejandra Pascual-Garrid, wh has studied chimp tls fr ver ten years, stated: “This is the first clear evidence that wild chimps select tl materials based n mechanical perfrmance.” Remarkably, similar plant chices appear in chimp grups living up t 5,000 km frm Gmbe, suggesting shared engineering principles in their tl-making culture.
This indicates chimps may pssess “flk physics” — an instinctive understanding f material prperties that guides their tl selectin. Their engineering skills invlve careful material testing rather than randm chices. “By cmbining animal behavir studies with material science, we better understand hw chimps evaluate tl effectiveness,” explained Dr. Pascual-Garrid.
The research raises questins abut hw such knwledge is passed between generatins, such as yung chimps learning by bserving their mthers. It als helps scientists understand early human tl-making skills that left n physical evidence. Dr. Adam van Casteren, a bimechanics expert, nted: “Thugh wden tls rarely survive in ancient sites, the mechanical rules behind effective tls remain cnsistent acrss species.” This cmparative apprach helps recnstruct physical requirements that shaped early human technlgy, ffering clues abut prehistric tl use that archaelgy cannt preserve.
8. Why are specific plant materials ften chsen by chimps as tls?
A. They are mre plentiful.B. They are cmmnly used.
C. They fit int termite nests.D. They attract many termites.
9. What des the underlined wrd “stiffer” prbably mean in paragraph 3?
A. Lighter t carry.B. Easier t shape.C. Slwer t dry.D. Harder t bend.
10. What des the study reveal abut chimp tl-making?
A. It fllws an intentinal prcess.B. It is passed dwn thrugh genes.
C. It prves chimps are as wise as humans.D. It is an ability limited t a specific grup.
11. What is highlighted in the last paragraph?
A. Ptential criticism.B. Study significance.
C. Supprting evidence.D. Research backgrund.
D
The 18th century German philspher Immanuel Kant lived very firmly in a wrld f time. He was s strict abut rutine that his fellw citizens f Kcnigsberg culd set their watches by his afternn walk. Hwever, in his philsphical wrk, Kant was dubtful abut time. He believed time is created by the human mind. Out there beynd ur minds, there is n time. It’s simply a “categry” f ur minds that helps us t perceive bjects and rder ur experience.
The flexibility f ur time perceptin (感知) supprts Kant’s dubt. We all knw time is nt a fixed phenmenn but seems t pass at different speeds in different situatins. Fr example, it seems t g slwly when we travel t unfamiliar places, r when we are bred r in pain. It seems t speed up when we’re absrbed, such as when we play music r paint.
Our perceptin f time can change in a dramatic way. Perhaps, at least nce in yur life, yu’ve had what is called a “Time Expansin Experience (TEE),” when secnds have stretched ut int minutes. TEEs happen mst frequently in accidents where perceptin becmes mre intense than nrmal and thus peple ntice mre details.
In accident situatins, peple are ften surprised by the amunt f time they have t think and act. In fact, many peple are cnvinced that time expansin spared them frm their serius injury, r even death. Fr example, a wman wh reprted a TEE in which she avided a metal barrier falling n t her car said, “Fr me the slwing dwn f the mment allwed me t decide hw t escape the falling metal n us.”
All f this suggests that Kant was right. Perhaps the reasn why time is variable is because it desn’t really exist—at least, utside ur minds. There is n bjective time ut there in the universe. What we experience as time is filtered (过滤) thrugh ur minds, and s varies accrding t ur state f mind.
12. Which f the fllwing wuld Immanuel Kant apprve f?
A. Time is a basic quality f the wrld.
B. Time is a recrd f human experience.
C. Time is a situatin measured by daily rutine.
D. Time is a mental cncept generated by humans.
13. What is the main idea f paragraph 2?
A. Time prgresses at a cnstant speed.
B. Full attentin affects peple’s sense f time.
C. Time perceptin varies depending n cntext.
D. Peple feel time slws dwn n special ccasins.
14. What d peple think f TEEs in accidents?
A. Inspiring.B. Beneficial.C. Temprary.D. Painful.
15. What can be a suitable title fr the text?
A. The Secret f Time: A State f Mind
B. Time Expansin: Real r Imaginary?
C. Time Perceptin: A Philsphical Explratin
D. The Clckwrk f the Mind: Hw t Measure Time?
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。
It’s a jyful and stressful time f year in the United States fr students and their families as they make decisins abut where t attend cllege. Families ften turn t rankings systems t help make a decisin. ____16____
When I talk t families as a schlar f higher educatin, they’re ften surprised that teaching excellence is nt cunted in rankings. ____17____
Emerging research suggests that curses in lwer-ranked universities, n average, scred higher n teaching than curses in higher-ranked universities. ____18____ The absence f teaching excellence frm the rankings is surprising given the link between high-quality teaching and student success. Quality teaching is ne f the mst imprtant predictrs f a wide range f cllege utcmes.
Rankings, hwever, are nly ne reasn why a lw value is placed n teaching in higher educatin. Administratrs ften dn’t view teaching excellence as a way t increase enrlment (注册) r funding. ____19____ Research shws that the mre time instructrs spend n teaching, the lwer their salary. What is the result? Many instructrs cntinue t teach using traditinal lectures, which lead t lwer success rates.
____20____ Nevertheless, nt much will change until schls with high-quality teaching are rewarded with mre resurces, higher rankings and increased enrlments. In the lng term, universities, rganisatins that rank schls, and thers shuld wrk t make teaching a valued, cre part f the missin.
What shuld students and their families d? They shuld give strng cnsideratin t universities where high-quality teaching is valued, even thugh the schls may be ranked lwer.
A. Higher educatin has achieved its true ptential.
B. Therefre, it’s nt highly valued in hiring r prmtin.
C. Quality teaching has been an imprtant reputatin-building factr.
D. Hwever, the rankings ignre a critical factr: the quality f teaching.
E. Effrts t imprve teaching at the university level have recently emerged.
F. They’re even mre surprised at hw teaching is undervalued by universities.
G. In fact, universities ften shift emphasis frm teaching t ther ranking factrs.
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 四个选项中选出最佳选项。
My father’s thrift (节俭) philsphy shaped my yuth. Unlike peers receiving pcket mney, I never gt a penny — nt ut f cruelty, but t build ____21____. Each mrning, he’d nte, “Mrs. Wilsn needs her garden ____22____; Mr. Catter requires help srting bttles.” I earned cins thrugh ____23____ wrk in the neighbrhd: sweeping leaves, clearing snw and planting trees.
Savings filled my tin, its weight shwing my grwing ____24____. Thugh he ccasinally brrwed frm it fr emergencies (a flat tire r a medical bill), ____25____ was exact and timely. When I lst tw mnths’ earnings in a(n) ____26____ lemnade business, his nly wrds were, “Live and learn.” At twelve, I cnsidered this cruel; at thirty, I ____27____ its wisdm — true lessns grw thrugh ding.
Mdern thrift educatin ____28____ saving, but ignres its key pint: earning. Father believed “Earned cins teach value; given cins generate greed” — a truth many families verlk while ____29____ thrift. By delivering papers at dawn and washing cars at dusk, I learned that true thrift is a triad (三位一体): earn thrugh _____30_____, save with intentin, spend with care. This tri, _____31_____ in classrms, rts in blistered (起水泡的) hands and difficult situatins.
_____32_____, the thrift I was brught up with stands in sharp cntrast t what I see in the wider wrld. 1.3 billin tns f fd are thrwn away annually while 800 millin starve. This phenmenn _____33_____ my Fd Rescue prject — redirecting leftver bakery gds t fd banks and training yuth t _____34_____ deserted furniture fr schls. Thrugh such acts, thrift becmes scial justice. As Father said, “Earning teaches respect fr resurces.” In ur wasteful era, thrift transfrms frm a _____35_____ discipline t cllective duty.
21. A. self-cntrlB. self-defenseC. self-relianceD. self-imprvement
22. A. remvedB. stamped nC. weededD. laid ut
23. A. vluntaryB. permanentC. dangerusD. seasnal
24. A. prideB. fearC. dubtD. respect
25. A. punishmentB. investmentC. repaymentD. dnatin
26. A. expandingB. failedC. illegalD. prfitable
27. A. ignreB. recallC. questinD. value
28. A. fcuses nB. departs frmC. mves beyndD. benefits frm
29. A. ppsingB. advcatingC. ignringD. realizing
30. A. creativityB. skillsC. labrD. talents
31. A. incmparableB. ppularC. unteachableD. bring
32. A. AccidentallyB. HweverC. CnsequentlyD. Instead
33. A. cmplicatesB. delaysC. replacesD. fuels
34. A. reuseB. remakeC. rearrangeD. regain
35. A. strictB. persnalC. strngD. internal
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。
China’s technlgical breakthrughs, accelerating rapidly in the past decade, have reshaped the landscapes f glbal ____36____ (innvate). The successful launch f the Chang’e-6 lunar prbe in 2024, which cllected samples frm the mn’s far side, ____37____ (demnstrate) extrardinary space explratin capabilities f China already.
Quantum (量子) cmputing represents anther frntier ____38____ China leads. The Jiuzhang 3.0 prttype (原型), ____39____ (develp) by Chinese scientists, slved cmplex prblems in secnds that wuld take supercmputers years. Such prgress arises ____40____ sufficient investment in basic research, with natinal research spending rising by 10% annually since 2020.
In green technlgy, ____41____ China dminates are slar panel prductin and wind turbine installatin (涡轮机装置). By 2026, ____42____ (renew) energy will accunt fr 37% f its ttal electricity cnsumptin, significantly reducing carbn emissins. This cmmitment is reflected in the natin’s prmise ____43____ (achieve) carbn neutrality (碳中和) by 2060.
Artificial intelligence als thrives here. Shenzhen-based Huawei’s Ascend chips pwer AI systems are widely used in smart cities, ____44____ (make) urban management mre efficient. Internatinal partnerships, like the China-Eurpe jint Mars missin, ____45____ (far) prve that technlgical advancement knws n bundaries.
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，你校部分学生常以各种理由请假，不参加课间跑活动，为此，请写一篇短文向校英文报投稿，内容包括：
1. 陈述现象；
2. 提出劝告和建议。
注意：
1. 写作词数应为 80 左右；
2. 请在答题卡的相应位置作答。
Shw up fr Inter-class Running
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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。
Bear was nt a bear. She was a big dg n the Perkinses’ family farm, a wlly creature with flppy ears and paws like bedrm slippers. She prtected the ducks and chickens frm being eaten by fxes and raccns (浣熊) .
She guarded the children as well, watching ver them as clsely as she did the chickens and ducks. In winter the dg ran alngside the children as they sledded (滑雪橇) dwn snwy hills. In summer she swam with them in a nearby river.
Bear belnged t a breed (品种) that had lng been used by Atlantic fishermen t help with their wrk, and it had a keen instinct fr water rescue. When the children were in the river, the dg wuld swim in circles arund them, barking when she felt they went ut t far. She was the perfect farm dg — cmpanin, guardian, prtectr.
The dg’s favrite amng the three children was three-year-ld little Mike. They ften curled up tgether. Smetimes Bear wuld dze while Mike pretended t read t her. Often bth were sund asleep, a tangle f dark fur, blnd hair, small hands and huge paws. At bedtime, Mike saved his last hug fr Bear, his “best friend”.
On a cld winter day, when their parents went ut t send a parcel, eight-year-ld Martha, seven-year-ld Sara and Mike, went t slide n the frzen pnd f their farm. Shuting happily, they slid back and frth, their bts gliding easily acrss the ice. They laughed as they watched Bear’s attempts t stp suddenly, which wuld instead send her skidding beynd them. Then, tired, the three sat dwn n the ice, with Bear beside them. Suddenly the ice gave way under their cmbined weight.
As Bear jumped fr shre, the three children fell int the freezing cld water. Screaming, Martha and Sarah struggled t find fting n rcks underwater. Branches frm a tree nearby prvided handhlds, and using every bit f their strength, the tw girls pulled themselves t shre.
注意：1. 续写词数应为150左右；
2. 请按如下格式在答题卷的相应位置作答。
Paragraph 1: Lking back, they saw little Mike hlding n t a brken chunk (大块) f ice, unable t crawl nt it.
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Paragraph 2: Seeing that, Bear let ut a series f wfs and jumped int the water, heading straight fr Mike.
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