广东深圳市龙华区深圳市龙华区2025-2026学年第二学期中试卷高二英语试题

这是一份广东深圳市龙华区深圳市龙华区2025-2026学年第二学期中试卷高二英语试题，共12页。试卷主要包含了阅读理解，阅读七选五，完形填空，语法填空，任务型读写，书面表达等内容，欢迎下载使用。
A
The Internatinal Cultural Heritage Exhibitin is set t highlight the rich diversity f glbal cultural traditins, with a special fcus n Chinaˈs cultural heritage. This yearˈs exhibitin features ver 300 exhibits frm mre than 40 cuntries, highlighting traditinal crafts, perfrming arts, and scial practices that have been passed dwn thrugh generatins.
Date: March 15—22, 2026
Venue: Natinal Museum f China, Beijing
Exhibitin Highlights: Chinese shadw puppetry (皮影戏), Japanese tea ceremny, Indian yga demnstratins, Mexican flk dances
Special Events
Cultural Experience Activities Schedule
Ticket Infrmatin Details
1.When can a visitr enjy a special event?
A. March 15, 9:00 PM.B. March 19, 7:00 AM.
C. March 21, 3:00 PM.D. March 22, 7:00 AM.
2.What can visitrs d during the Cultural Experience Activities?
A. Watch stage perfrmances.
B. Purchase traditinal crafts.
C. Participate in hands-n wrkshps.
D. Meet many internatinal celebrities.
3.Hw much shuld a team f 15 adults in their twenties pay altgether?
A. ¥800.B. ¥960.C. ¥1,200.D. ¥1,440.
B
Mr. Jhnsn, a high schl histry teacher, had lng nticed a wrrying trend in his classrm. While his students culd carefully remember dates, names and events fr exams, they always failed t understand the human side f histry. T them, the past seemed a fixed set f facts, withut emtin, struggle r persnal meaning. Wanting t fix this gap, Mr. Jhnsn decided t cmpletely change his teaching way in the middle f the semester, trading a traditinal research reprt fr a stry-writing task.
He asked his students t pick a histrical figure and write a detailed stry frm that persn’s wn pint f view. The task was cnfusing at first, but sn the classrm was full f active questins and discussin. One student learned deeply abut the life f a yung sldier in Wrld War I, writing a sad and mving stry f the mud, fear and fragile friendship in the trench lines. Anther tld the stry f a female schlar frm the Renaissance, making up a tale f her lve fr learning being held back by scial rules. The thrugh research and creative care fr hw the figure felt that the students shwed was amazing.
Mr. Jhnsn was surprised by the big change in his students. The essays he gt were nt just crrect; they were full f real feelings and a clear understanding f peple’s thughts. The students had stpped just repeating facts and truly cnnected with histry, seeing histrical figures as peple with many different sides instead f just names frm a lng time ag. In later class talks, their questins changed frm “What happened?” t “Why did they feel that way?” and “What wuld I have dne?”. This stry-writing methd didn’t just help them remember facts better; it built up their ability t think deeply and their real care fr hw thers felt.
Inspired by this success, Mr. Jhnsn has nw made stry-telling a regular part f his lessns. He believes that when students learn t experience histry thrugh stry-telling, they d mre than just remember it — they start t understand its lng-lasting effects n their wn lives and what it means t be human in general. In his classrm, histry is n lnger just a subject abut the past; it has becme a talk with the past.
4.What was Mr. Jhnsn’s initial prblem with his students?
A. They preferred science ver histry.
B. They were nt interested in histry at all.
C. They culd nt memrize histrical facts.
D. They lacked emtinal cnnectin t histry.
5.Hw did Mr. Jhnsn change his teaching methd?
A. He gave mre tests n dates and names in histry class.
B. He asked students t write frm a histrical persn’s view.
C. He shwed mre histrical dcumentaries with facts.
D. He invited histrians t give lectures in his classrm.
6.What did the students’ essays demnstrate after the new assignment?
A. They cntained mre dates and facts than befre.
B. They shwed better memrizatin f histrical events.
C. They reflected emtinal understanding and persnal insight.
D. They were shrter but mre accurate than previus wrk.
7.What is the main message f the text?
A. Histry is mre than facts — it’s human stries.
B. Teachers shuld use mre technlgy in class.
C. Students prefer creative writing t exams.
D. Strytelling is nly useful in English class.
C
Histrically, educatin has always been a human-perated prcess. Teachers were respnsible fr delivering lessns, checking students’ grades, and managing classrm envirnments. Hwever, the rise f digital technlgy led t the develpment f nline learning platfrms, digital classrms, and nline curses. And the cmbinatin f AI prmises t take these advances t an entirely new level.
Every student has a unique learning style, speed, and set f strengths and weaknesses. Traditinal educatin systems ften struggle t meet these individual needs due t class size, limited resurces, and the ne-size-fits-all apprach. AI culd change that. With AI-driven learning platfrms, students can wrk thrugh material at their wn speed. Fr example, platfrms like Cursera, Khan Academy, and Duling use AI t analyze student prgress and ffer cntent, quizzes, and exercises made fr them.
Traditinally, teachers are ften busy with tasks such as grading, lessn planning, and tracking student prgress. AI can ease this burden by autmating (使自动化) many f these tasks, freeing up valuable time fr teachers t fcus n student engagement and instructin. Fr example, AI tls can grade hmewrk, exams, and quizzes much faster than a human educatr. This is especially valuable fr large classes where individual grading might take days r even weeks. Mrever, AI can help teachers with lessn planning by analyzing vast amunts f educatinal cntent and suggesting resurces that best match student learning needs.
With AI, students wh have truble with language, disabilities, r sci-ecnmic challenges have mre pprtunities t receive educatin. AI-pwered tls, such as Ggle Classrm and Micrsft Wrd, are develped t supprt students with learning disabilities such as dyslexia, ADHD, and autism. Mrever, AI tls are making it easier fr students wh can’t see r hear well. Text-t-speech, real-time translatin, and sign language identificatin technlgies can break dwn barriers fr students wh face challenges in traditinal educatinal envirnments.
Lking ahead, AI’s rle in educatin will cntinue t develp. As technlgy advances, we can expect AI t becme part f learning platfrms, making educatin mre interesting and engaging.
8.What are AI platfrms in paragraph 2 mentined t shw?
A. AI’s aid in setting learning gals.
B. The rapid develpment f AI technlgy.
C. AI’s rle in persnalizing learning resurces.
D. The cmparative advantage f traditinal educatin.
9.What des paragraph 3 mainly talk abut?
A. AI’s assistance t educatrs.
B. AI’s pssibility f replacing teachers.
C. The imprtance f student engagement.
D. Teaching challenges in large classrms.
10.What can we infer abut AI-pwered tls accrding t the text?
A. They help lessen (减少) cultural differences.
B. They make educatin mre accessible.
C. They need further technical imprvements.
D. They make students’ schl life mre clurful.
11.What is the purpse f the text?
A. T recmmend AI tls and platfrms.
B. T remind students f AI’s weaknesses.
C. T discuss the impact f AI n educatin.
D. T list the advantages f digital technlgy.
D
As a psychlgist studying bdy image fr nearly 30 years, I have nticed distinct differences in terms fr bdy size acrss different fields. In medical settings, the terms "bese (肥胖的)" r "persn with besity" are cmmnly used, while bdy-image researchers tend t pt fr expressins like "higher weight." This ften makes me wnder which term t chse acrss settings.
The cre issue is that bdy size terms are never neutral; they prfundly affect pepleˈs self-respect, internalized weight bias, and clinical cmmunicatin. Mrever, there is ften a gap between the recmmendatins in prfessinal guidelines and individualsˈ actual preferences.
Back in the 1990s, "the besity epidemic (流行病)" dminated the public health cntext, framing higher weight as a disease needing crrectin. Later, persn-first language such as "a persn with besity" emerged, aiming t sptlight the individual rather than a single characteristic. This apprach fllws the pattern used in ther medical fields—as with "a persn with cancer," rather than "a cancer patient." Hwever, this shift still cnsiders larger bdy size as "being ill" and has prven ineffective.
In recent years, researchers have finally asked: what terms d peple in larger bdies prefer? The answer depends. Studies indicate that medical terms like "bese" are least favred, while mre neutral descriptins such as "in a larger bdy," "unhealthy weight," and "verweight" find greater acceptance amng certain ppulatins. Imprtantly, cntext matters. Within fat acceptance cmmunities, "fat" can functin as a neutral descriptin, a meaning that des nt transfer t medical r mainstream cntexts. In fact, in sme medical settings, "fat" refers strictly t fat tissue and isnˈt an adjective at all.
Sme may dismiss all these as unnecessary cmplaints abut language, yet evidence shws that disrespectful terms can prevent individuals frm seeking medical care and reduce trust in healthcare prviders. Therefre, adpting a flexible, rather than rigid, apprach is key. This invlves priritizing individualsˈ preferred terms, aviding mrally judgmental language, and adapting t specific cntexts. Fr healthcare wrkers, balancing guidelines with persnal experiences matters, as there is n universal "crrect" term.
12.What is the prblem with persn-first language abut bdy size?
A. It fails t reflect pepleˈs real needs.
B. It is rejected by medical prfessinals.
C. It regards larger build as a disease.
D. It is t frmal fr daily cmmunicatin.
13.What can be inferred abut the term "fat"?
A. It is widely used by researchers instead f "bese".
B. Its use may bst trust between patients and dctrs.
C. It is cnsidered the mst plite term in medical settings.
D. Its scial meaning has changed in sme grups f peple.
14.What is the authr's attitude twards the use f bdy size terms?
A. Supprtive f fixed medical terms.
B. In favr f cntext-fit expressins.
C. Objective with n persnal pinins.
D. Critical f neutral bdy-image terms.
15.Which f the fllwing is the best title fr the text?
A. Bdy Image: A Fcus f Lng-Term Research
B. Medical Terms: A Histry f Obesity Labeling
C. Weight Bias: A Reductin in Healthcare Settings
D. Wrd Chice: Respectful Bdy Size Descriptin
二、阅读七选五：本大题共5小题，共12.5分。
At its mst basic level, laughter affects ur physical bdy. It enables us t take in mre xygenated air and stimulate ur lungs. (16) This leads t several benefits.
Increases Heart Health
As we laugh at funny events, ur cardiac (心脏的) health imprves. Laughter prvides this benefit by increasing ur heart rate and lwering ur bld pressure. (17) One study fund that peple wh rarely r never laughed were 1.21 times mre likely t have heart disease than thse wh laughed daily. This helps reinfrce (加强) the benefits f humur n heart health.
Reduces Physical Pain
Letˈs say we have a severe headache but are watching an extremely funny shw. As we watch and laugh, we may becme at least smewhat distracted (使分心) frm the headache and discmfrt. (18)
Established mechanisms are perating internally t enhance ur ability t resist pain. Naturally ccurring hrmnes called endrphins, fr example, get t wrk. Because weˈre laughing up a strm, ur bdy prduces these natural painkillers.
(19)
Laughing ffers anther physical benefit: it can help us sleep better. In ne small-scale study, residents at a lng-term care hspital engaged in 40-minute laughter therapy sessins twice a week fr fur weeks. Their sleep quality imprved during this time, as did their feelings f depressin.
Cmbining laughter with yga, called laughing yga, has als been fund t imprve sleep quality and help us fall asleep faster. This frm f yga invlves mvements that make us want t laugh.
Bsts Immunity (免疫力)
Overall, extensive laughter supprts the immune system, which makes us mre resistant t disease. By laughing, we increase antibdy-prducing cells and enhance the effectiveness f T cells in ur bdy. (20) Physicians and mental health prfessinals can use laughter t help patients achieve psitive health utcmes.
A．Imprves sleep.
B．Gets gd relatinships.
C．Yu may find it hard t stay humrus.
D．This is much like hw ur bdy respnds t exercise.
E．These tiny things act like a defense army t fight illness
F．But the distractin alne isnˈt what reduces ur pain perceptin.
G．Mments f lud laughter als relieve tensin in ur muscles.
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
三、完形填空：本大题共15小题，共15分。
I majred in Mechanical Engineering in cllege and what I experienced during the jb-hunting seasn in my final year changed my life cmpletely. At that time, I nly had ne (21) : t jin an autmaker giant in my cuntry. I (22) ther pprtunities and pured all my energy int this cmpany. I cleared the written test and felt (23) abut my interview perfrmance, but the results hit me hard—I was (24) .
Fr days, I culdn't pull myself tgether, and I (25) the interviewers, my luck, everyne else but myself. Everything (26) when I attended a seminar n the lcus f cntrl(控制源)—the idea that yu are (27) fr whatever happens t yu, whether gd r bad. This (28) me deeply and pushed me t lk inward.
I realized I had always shifted respnsibility utward—My parents' fault, my schl's issue—never mine. When I reviewed my interview hnestly, I saw the (29) : I had knwledge gaps and cmmunicatin weaknesses. S I (30) them. In the next interview, with better (31) and real self-awareness, I perfrmed far better and (32) a psitin in a cmpany even better than the ne I had riginally dreamed f.
They say failure is a harsh(苛刻的) but far mre (33) teacher than success. That seasn, I graduated nt just as an engineer, but as a student f life, learning that when yu (34) blaming the wrld and start wning yur failures, yu (35) the pwer t build a better versin f yurself.
21.A. ptinB. appintmentC. assignmentD. dream
22.A. dismissedB. cmparedC. seizedD. lacked
23.A. anxiusB. cncernedC. cnfidentD. curius
24.A. ignredB. rejectedC. evaluatedD. prmted
25.A. blamedB. frgaveC. analyzedD. challenged
26.A. happenedB. wrkedC. changedD. failed
27.A. readyB. gratefulC. respnsibleD. qualified
28.A. terrifiedB. mvedC. cnfusedD. struck
29.A. truthB. hpeC. cnsequenceD. excuse
30.A. lked frB. wrked nC. hid frmD. lived with
31.A. paymentB. preparatinC. reasnD. relatin
32.A. regainedB. discveredC. ccupiedD. secured
33.A. pwerfulB. patientC. creativeD. devted
34.A. delayB. regretC. stpD. mind
35.A. prveB. reclaimC. needD. understand
四、语法填空：本大题共1小题，共15分。
36.Intrductin t The Nanjing Phtgraphy Studi
The Nanjing Phtgraphy Studi, whse English name is "Dead t Rights", is an (1) (extreme) pwerful and prfund film, set against the brutal (凶残的) backgrund f the 1937 Nanjing Massacre, when the Japanese invaders brught great suffering t the peple in Nanjing.
(2) (direct) by Shen A, it stars a cast f talented actrs including Liu Haran, Wang Chuanjun, Ga Ye, and Wang Xia. Since its natinwide release n July 25th, it (3) (achieve) remarkable results, nt nly garnering high bx ffice earnings but als receiving high scres n Duban.
(4) impressed the audience mst is the character f Su Liuchang, played by Liu Haran. At first, he was just trying t survive, but after (5) (see) the inhumane crimes f the Japanese army in the phts they asked him t develp, he gradually fund his curage and decided t fight (6) the invaders t expse the truth.
Mvies like this are f great significance. They make histry mre vivid and accessible, allwing peple t have a (7) (deep) understanding f the past. They als remind us t cherish peace and never frget the sacrifices f ur predecessrs.
Thrugh the true restratin and vivid interpretatin f histry, the film makes the audience deeply feel the (8) (cruel) and heaviness f the painful histry f the Nanjing Massacre, and als shws (9) great pwer f rdinary peple's resistance in desperate situatins It is nt just a mvie, (10) a serius histry lessn, cnstantly reminding peple t remember histry and cherish peace.
(1)
(2)
(3)
(4)
(5)
(6)
(7)
(8)
(9)
(10)
五、任务型读写：本大题共1小题，共25分。
37.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。
Emily White was brn seventeen years ag with s many birth prblems in her bdy. Sme f her rgans, bnes and muscles were ut f shape. N ne expected her t survive. She did make it but with her strange bdy figure, everyne culd recgnize her, even frm a distance.
In Emily Whiteˈs hmetwn, there was a yearly perfrmance in the schl hall. It had been perfrmed fr s many years and actually had becme ne f the mst imprtant events f the Christmas seasn fr many f the twnˈs peple.
Many peple tried ut each year fr it, but s many were turned away. It can nly include the mst excellent peple in the field.
Emily had a beautiful singing vice. Last year she went t Mrs. Owens—her music teacher t ask t jin in the perfrmance. Withut letting her sing , Mrs. Owens tk a lk at Emilyˈs bdy and said, “Child, yu just dnˈt fit. Everyne wuld stare at yu and that wuld make yu uncmfrtable, It wuld make them uncmfrtable, t.”
Withut singing a single nte, Emily was sent back thrugh the dr f the chral rm. Hurt and upset, she decided never t try ut again. But Mrs. Owens then retired.
This year, there came a new music teacher, Mr. Buttler. He heard abut Emily and suggested that she have a try.
Emily didnˈt want t be rejected again, s she hesitated a little abut it. As Emily struggled, the dr was pushed pen and Mr. Buttler called, “Emily, yuˈre next.” Althugh kind f nervus, Emily did as Mr. Buttler tld her t d. Mr. Buttler sat by the pian t keep Emily cmpany. When Emily finished her testing perfrmance, she thanked Mr. Buttler and knew the result wuld be psted n the dr f the chral rm the next day.
Emily culdnˈt sleep that night. She was suffering frm the feelings that she didnˈt fit and the great need t be accepted. By the next mrning, her stmach was even in pain because f stress.
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。

Paragraph l:
The next day, Emily nervusly glanced at the list n the dr f the chral rm. ______________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2:
Finally, the day f perfrmance came. _______________________________________________________
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
六、书面表达：本大题共1小题，共15分。
38.你的外教Mary在口语课上组织同学们以“Music r sprts: which d yu prefer fr break time? "为主题，讨论大家喜欢的课间活动形式，请你代表小组发言，内容包括：
(1)小组观点；
(2)陈述理由。
注意：
(1)写作词数应为80左右；
(2)请按如下格式在相应位置作答。
1~3.【答案】C、C、B
4~7.【答案】D、B、C、A
8~11.【答案】C、A、B、C
12~15.【答案】C、D、B、D
16~20.【答案】G、D、F、A、E
21~35.【答案】D、A、C、B、A、C、C、D、A、B、B、D、A、C、B
36.【答案】【小题1】
extremely
【小题2】
Directed
【小题3】
has achieved
【小题4】
What
【小题5】
seeing
【小题6】
against
【小题7】
deeper
【小题8】
cruelty
【小题9】
the
【小题10】
but
37.【答案】The next day, Emily nervusly glanced at the list n the dr f the chral rm. She was nt rejected this time. Her name was psted at the tp f the list. She, Emily White, was chsen t be the leading singer! She wuld sing alne in the perfrmance. Emily culdn't believe her eyes. There must be sme mistake. But Mr. Buttler said t her with determined eyes, "Emily, I chse yu because yu shuld perfrm the part—yur vice is unusual. Believe in yurself. " Greatly encuraged, Emily practiced really hard.
Finally, the day f perfrmance came. Standing in frnt f the line, Emily felt her thrat tight and her palms sweating. When the curtain pened up, the eyes f the whle audience fell upn Emily. "Emily White! " Smene whispered. Then, alng with the first nte f music, Emily began t sing her heart ut. Her vice was like a nightingale ringing in the auditrium. Applause! Emily felt s happy and cmfrtable. She was shining n the stage. Emily White, with s many birth prblems in her bdy, was an angel!
38.【答案】Hell, everyne. Iˈm glad t share ur grupˈs view n the tpic. We recmmend ding sprts during break time, especially grup activities like running r playing basketball.
First f all, physical mvement utdrs helps us refresh ur minds.
Additinally, while playing with thers, we build strnger teamwrk and enjy freedm frm academic pressure. ①Better yet, cmpared t music, sprts symblize vigur and cnnectin, which allw us t keep a psitive attitude thrughut the day.
②All in all, nt nly d sprts imprve ur physical health, but they als bring us clser as a grup.
Thank yu fr listening.
Versin 2:
Hell, everyne. Iˈd like t share ur grupˈs pinin n the tpic. Our grup prefers music, especially gentle and calming tunes(曲调).
Initially, sft music relaxes us and refreshes ur minds, temprarily freeing us frm academic stress. Meanwhile, fcusing n beautiful meldies(旋律) ffers an escape frm textbks. Als f primary nte ,enjying music tgether encurages emtinal expressin, which nt nly strengthens cnnectins amng classmates but als reduces feelings f pressure and islatin(孤独).
Briefly, nt nly des music ease ur stress, but it als brings creativity and calm int ur schl day.
Thank yu fr listening.

Opening Ceremny
March 15, 9:00 AM
Cultural Experience Activities
Daily 2:00—4:00 PM
Clsing Perfrmance
March 22, 7:00 PM
Date
Activity
Lcatin
Reservatin Required
Mar 15—16
Chinese Paper Cutting
Wrkshp Rm 1
Yes
Mar 17—18
Traditinal Handwriting
Wrkshp Rm 2
Yes
Mar 19—20
Clay Sculpture Making
Wrkshp Rm 3
Yes
Mar 21—22
Flk Music Instrument Making
Wrkshp Rm 4
N
Full Price
¥80
Students (with ID card)
¥40
Senirs (65+)
Free
Children (under 12)
Free
Grup Discunt (10+ peple)
20% ff
Hell, everyne.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Thank yu fr listening.