山东省菏泽市2025-2026学年高二下学期期末考试英语试卷

这是一份山东省菏泽市2025-2026学年高二下学期期末考试英语试卷试卷主要包含了07，5 分，满分 7， A等内容，欢迎下载使用。

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高二英语试题
2026.07
本试卷满分 150 分，考试时间 120 分钟。
答题前，考生务必将姓名、班级等个人信息填写在答题卡指定位置。
考生作答时，请将答案答在答题卡上。选择题每小题选出答案后，用 2B 铅笔把答题卡上对应题目的答案标号涂黑；非选择题请用直径 0.5 毫米黑色墨水签字笔在答题卡上各题的答题区域内作答。超出答题区域书写的答案无效，在试题卷、草稿纸上作答无效。
第一部分 听力（共两节，满分 30 分）
做题时，先将答案标在试卷上。录音内容结束后，你将有两分钟的时间将试卷上的答案转涂到答题卡上。
第一节（共 5 小题；每小题 1.5 分，满分 7.5 分）
听下面 5 段录音。每段录音后有一个小题，从题中所给的 A、B、C 三个选项中选出最佳选项。听完每段录音后，你都有 10 秒钟的时间来回答有关小题和阅读下一小题。每段录音播放两遍。
When des the cmputer rm clse?
At 6 pm.B. At 7 pm.C. At 8 pm.
What is the man’s verall pinin f the film?
He was uninterested in it.
He thught it was fantastic.
He had mixed feelings abut it.
What will the wman prbably rder?
A salad.B. A pizza.C. A steak.
Hw much des the girl pay fr the ticket?
2 dllars.B. 8 dllars.C. 10 dllars.
What des Mary say is her greatest strength?
English.B. Teamwrk.C. Hard wrk.
第二节（共 15 小题；每小题 1.5 分，满分 22.5 分）
听下面 5 段录音。每段录音后有几个小题，从题中所给的 A、B、C 三个选项中选出最佳选项。听每段录音前，你将有时间阅读各个小题，每小题 5 秒钟；听完后，每小题都有 5 秒钟的作 答时间。每段录音播放两遍。
听下面的录音，回答第 6、7 题。
What made David stay up late last night?
Preparing fr a debate.
Practicing a speech fr his class.
Ding research n smart phnes.
Which side des David supprt in the debate?
Students shuld use smart phnes in class.
Students shuldn’t use smart phnes in class.
He hasn’t decided yet.
听下面的录音，回答第 8 至 10 题。
What will the vlunteer d at the city library?
Read stries t ld peple.
Guide visitrs in the library.
Teach children t read bks.
Hw many hurs a week des the vlunteer need t wrk?
Abut 2 hurs.B. Abut 4 hurs.C. Abut 10 hurs.
What is the mst prbable relatinship between the tw speakers?
Student and teacher.B. Librarian and visitr.C. Emplyer and emplyee.
听下面的录音，回答第 11 至 13 题。
Where did Lisa g with her classmates n the weekend?
The city gallery.B. The city museum.C. The mvie theater.
What did Lisa d fr her histry prject during the museum visit?
Tk a lt f ntes.
Tk phts f the sculptures.
Recrded a film abut pyramids.
Hw des Lisa feel abut her trip t the museum?
It’s tiring.B. It’s bring.C. It’s interesting.
听下面的录音，回答第 14 至 16 题。
Where did the camp take place?
By the seaside.B. Near a lake.C. In the muntains.
What activity did the students participate in at the camp?
Clearing plastic waste.B. Treating diseased trees.C. Testing water quality.
What imprtant lessn did Jane learn frm the camp?
The value f recycling.
Hw t build cnfidence.
The impact f small actins.
听下面的录音，回答第 17 至 20 题。
What was the main purpse f the festival?
T celebrate cultural diversity.
T prmte the schl’s traditins.
T mark an imprtant anniversary.
What was the highlight f the cultural festival?
The exhibitins.B. The fd tasting.C. The stage perfrmances.
What did the festival teach visitrs?
Hw t perfrm n stage.
Hw t ck freign fd.
Hw t greet in different languages.
What will be added t the festival next year?
An art fair.B. A cultural wrkshp.C. A sprts cmpetitin.
第二部分 阅读（共两节，满分 40 分）
第一节（共 15 小题；每小题 2 分，满分 30 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
Call fr Artists: Peria Pinnacle Peak Safety Facility
Peria has launched a natinwide Call fr Artists t create a signature public art installatin at the Pinnacle Peak Safety Facility, 23100 N. Lake Pleasant Parkway. The artwrk will be set at the square utside Peria Plice’s Nrth Precinct. The piece will be highly visible t drivers and pedestrians alng Lake Pleasant Parkway by day and shne light n at night.
Artwrk Criteria
The selected wrk shuld enhance the site’s architecture and civic identity, engage the cmmunity and invite reflectin. It must integrate light r slar-pwered elements, endure desert cnditins and emphasize sustainability and durability. It shuld aruse pride, hnr, and jy, reflecting Peria’s spirit. While nt required, interpretatins tied t public safety r civic service are welcme.
Applicant Requirements
Applicants must demnstrate experience cmpleting at least ne large-scale public art prject valued at
$100,000 r mre, preferablyinanutdrsetting.Thechsenartistrartistteamwillbeawarded $225,000, cvering design, prductin, installatin, and ther related csts.
Selectin Prcess
A Public Art Advisry Panel f City staff, arts prfessinals, and cmmunity representatives will review submissins and recmmend finalists. The Peria Arts & Culture Cmmissin will make a final selectin fr City apprval.
Hw t Apply
Submit applicatins at
Fr mre infrmatin n Peria’s public art cllectin and cultural prgrams, visit periaaz.gv/arts.
What is the purpse f Peria’s Call fr Artists?
T create an ideal artwrk.B. T intrduce Peria.
C. T reward excellent artists.D. T imprve public safety.
What is essential fr the selected wrk?
It’s internatinally stylish.B. It’s priceless.
C. It’s envirnmentally friendly.D. It’s spiritless.
Wh will have the last wrd fr the applicants?
Website vters.B. Art & Culture Cmmissin.
C. Arts prfessinals.D. Cmmunity representatives.
B
I never planned t becme an envirnmental scientist. I just fllwed what interested me. As a kid, I cllected rcks, kept jurnals f bird sightings, and asked endless questins abut tides. I didn’t knw there was a name fr that curisity — I just knew I culdn’t stp.
In cllege, I chse envirnmental science because it felt clsest t what I lved. But the majr was huge, cvering chemistry, plicy, and eclgy. I wasn’t sure where I belnged until I tk a class n Gegraphic Infrmatin Systems (GIS) — mapping sftware that visualizes spatial data. I gt fascinated right away. Fr the first time, the questins I had always asked — where des water g r hw des land change — had a tl t figure ut.
Later, that passin led me t take part in tw summer internships ( 实习) n climate prjects, helping lcal cmmunities fight against sea-level rise and strm tides. Gradually, I realized envirnmental science is abut helping peple live with its unpredictability.
The mst transfrmative experience was my cral reef research in Mzambique. I’d never been t Africa, never dne scientific diving and never studied reefs. But I fllwed my curisity. I spent my days underwater, dcumenting the slw recvery f a reef that had been damaged by trpical strms. I learned that ecsystems can bunce back, but recvery takes time.
I als gained a new understanding f envirnmental wrk. It is nt merely data analysis, but building bnds with peple arund and with the wildlife we t ften ignre. True lve fr nature is what kept me ging when the wrk was hard, the water was cld, and the data didn’t make sense.
Nw I wrk in eclgical restratin — repairing wetlands, castlines, and damaged landscapes. It’s slw, cstly, and smetimes it fails. But when it wrks, there’s n mre satisfying thing than seeing a landscape heal.
I ften tell students wh ask abut my path: dn’t start with a jb title. Start with what fascinates yu.
What was the authr like as a child?
A. A why kid.B. A diary lver.C. A playful pupil.D. A truble maker.
What was prbably the mst helpful fr the authr’s career?
A class n GIS.B. Childhd experience.
C. Cral reef research.D. The summer internship.
Hw did the authr feel abut eclgical restratin?
Demanding and dull.B. Easy but time-cnsuming.
C. Smth and successful.D. Challenging but rewarding.
What can we learn frm the text?
Fascinatin guides life jurney.B. Opprtunity favrs the prepared.
C. Knwledge cmes frm practice.D. Human is in harmny with nature.
C
Petry has served as a descriptr f human experience, a cmfrt fr a wunded wrld, and a humanizing frce that mirrrs ur struggles, resilience (弹性), and glries.
There is emerging neurscience t supprt the idea that petry has a significant psitive effect n the brain. Accrding t a study, petry is capable f stirring up peak emtinal experiences, including subjectively reprted chills and bjectively measured gsebumps. Thse chills and gsebumps that yu feel when a line f verse resnates (共鸣) reveal hw meaningfulness and persnal insight can be fund in a pem.
Much like music, petry represents an ancient, crss-cultural, and emtinally pwerful variety within the human cmmunicative and expressive cllectin. All this t say that the pwer f petry stretches far beynd being a pleasing string f rhyming wrds. Petry lights up ur brain’s pleasure centers, allws fr a feeling f humanizatin and cmmnality, and prvides deeply emtinal respnses.
In the furth century B.C., Aristtle may have been n t smething when he explained the verwhelming impact f tragic drama as the “purging (清除) f emtins f pity and fear”. In ther wrds, the impact f these wrks may be their ability t help us prcess difficult emtins r experiences, cpe with verwhelming r frightening feelings, and release the psychlgical burden f emtins like shame and fear.
While mdern psychlgy des nt seek t “purge” emtins, it des aim t nrmalize and humanize thse difficult emtins, and petry can help with that prcess. In therapeutic settings, perhaps the mst cmmn “presenting issues” are anxiety, depressin, fear, discmfrt related t transitin, lss and grief, amng thers. Petry speaks t all f these. Cnsider the final verse f the pem Invictus by William Ernest Henley:
It matters nt hw strait the gate, Hw charged with punishments the scrll,
I am the master f my fate, I am the captain f my sul.
What effect des petry have n the brain in the study?
It reduces the risk f brain diseases.
It activates the brain’s pleasure centers.
It makes peple mre creative in writing.
It helps enhance memry and reading speed.
Why des the authr cmpare petry with music?
T prve bth can cure mental illnesses.
T explain why petry is becming ppular.
T shw bth share similar emtinal functins.
T suggest petry is mre imprtant than music.
What des the authr want t cnvey by quting the pem Invictus?
Tragedies rid emtins.B. Petry lights up ur spirits.
C. The gate f fate is narrw.D. Stay strng in all hardships.
What is the best title fr the text?
Why Reading Petry is Better Than Listening t Music
Hw Petry Becme a Majr Frm f Human Expressin
The Lng Histry f Pem: Frm Aristtle t Mdern Times
The Healing Pwer f Petry: Frm Aristtle t Neurscience
D
A new study has fund that the size f a fish grup affects their cllective and individual behaviur. When cean acidificatin (酸化) makes reef habitat less cmplex, the fish living there gather in smaller grups that ffer less scial prtectin. “Fish in bigger grups tend t be blder, as they search fr fd mre efficiently, stay ut in the pen mre, and spend less time hiding,” said lead authr Dr Mitchell, frm Adelaide University, Australia.
Imprtantly, the study fund that these changes in behaviur were nt the direct result f higher temperatures and lwer pH. “The direct effects f warming, acidificatin, and heat wave stress n individual fish behaviur were mstly minimal,” said prject leader Prfessr Ivan. “Acrss all reef types, even during a heat wave, the fish behaved in much the same way. They kept feeding. They did nt suddenly becme mre active.”
Dr Mitchell said while studies lking int direct impacts f climate change n the envirnment are imprtant, the brader cntext shuld als be cnsidered when assessing climate change impacts. In the real wrld, fish d nt experience climate change individually; they experience it as members f cmmunities, shaped by the habitat arund them and the ther individuals they live alngside.
The study’s findings have significant implicatins fr hw we understand climate change impacts n marine life. Traditinal appraches t assessing climate sensitivity have fcused n individual physilgical tlerances — hw much heat a fish can stand, r hw much acidity its bld can bear. But Mitchell’s wrk suggests that this individual-centric view may miss the bigger picture. A fish that is physilgically capable f surviving in acidified water may still be eclgically in danger if the scial netwrks it depends n fr survival have cllapsed.
“We tend t think f climate change impacts as smething that happens t individuals,” says Mitchell. “But what we’re seeing here is a cascade. The habitat changes, the scial structure changes, and the behaviur changes
— all withut the individual fish shwing any bvius signs f pain.”
What des the study shw regarding reef fish?
Smaller grups make fish mre active.
Grup size affects their individual behaviur.
Heat waves greatly change their feeding habits.
Ocean acidificatin fsters their scial prtectin.
What is the limitatin f the traditinal apprach?
It leaves ut cean changes.B. It ignres fish scial cmmunities.
C. It misjudges climate sensitivity.D. It verestimates fish tlerance.
What des the underlined wrd “cascade” in paragraph 5 refer t?
A. Chain effect.B. Sharp pain.C. Sudden crash.D. Reef structure.
What is the text mainly abut?
Hw fish find fd in reefs.
A new way t prtect cean life.
A silent climate threat t fish.
Fish grups and scial behaviur.
第二节（共 5 小题；每小题 2 分，满分 10 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。
The digital divide between the elderly and yung peple has becme a widespread scial prblem. Many elderly residents struggle with paying bills nline, checking health cdes and even rdering daily grceries n mbile apps. 36 .
As a cmmunity vlunteer, I jined the digital assistance team last winter. Hwever, the traditinal classrm teaching mde prved imprper fr the elderly. With a fast teaching pace and cmplicated perating steps, mst elders failed t keep up and sn frgt what they had learned withut daily guidance. 37 . Sme even feared and refused t learn digital skills, leaving cmmunity wrkers’ effrts in vain.
After cmmunicating with mre than 30 elderly peple, I fund the cre shrtcmings f the traditinal training mdel. It ignred elderly persnalized needs, failed t adapt t their slw learning rhythm and created a tense learning atmsphere. 38 . Our team created a flexible “ne-t-ne accmpanying teaching” mdel.
We divided all yung vlunteers int grups, and each vlunteer was paired with tw t three elderly residents, respnsible fr lng-term accmpanying guidance. We als simplified peratin steps, tailred teaching cntent fr individual needs and adpted relaxed leisure-time teaching. 39 . In additin t skill teaching, we als chatted with them abut daily chres during the accmpanying prcess.
Three mnths later, ver 80% f participating elders mastered basic digital skills, and sme active learners even vlunteered t explre new functins. This practice prves that t slve the digital dilemma f the elderly, we must stand in the elders’ perspective, respect their learning rhythm and persnalized needs. 40 . Only by breaking the rigid wrking mde and using humanized thinking can we truly bring practical help t peple in need.
Traditinal training enriched elders’ life.
Mst elderly picked up digital skills effrtlessly.
The thughtful changes made the elders feel at ease.
They felt frustrated and almst lst cnfidence in learning.
T address the issue, the cmmunity held digital skill training curses.
Therefre, we decided t refrm the previus training methd cmpletely.
It is nt merely technical skills but human warmth that matters in public service.
第三部分 语言运用（共三节，满分 40 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。
I recently visited the Bstn Museum f Fine Arts — my first visit t an art museum in several years. When I left the museum, I felt my 41 fr fine art — frm painting t sculpting t sketching — grw ten times.
42 , with the increasing use f AI, the field f art has lst sme f its authenticity. I find artists n the Internet wh use generative AI t create drawings but 43 the art as their wn.
While AI art can smetimes lk 44 and can ccasinally even trick skilled artists, it’s all a hllw
45 f human creativity. The fact is that feeding instructins int a cmputer and watching a rbt spit ut images isn’t the same as being an 46 .
Knwing that a real human placed every 47 with a specific stry in mind is what makes wrks like Lenard DaVinci’s 48 “Mna Lisa” s memrable. Mna Lisa was a real wman with a real stry. And AI can never 49 art that tells a stry. Art shuld be a labr f lve. Its stry and 50 are as much a part f the artwrk as the art piece itself.
41. A. devtin
B. hesitatin
C. admiratin
D. expectatin
42. A. Hwever
B. Therefre
C. Otherwise
D. Besides
43. A. reprt
B. claim
C. keep
D. recgnize
44. A. strange
B. cheap
C. passable
D. simple
45. A. fruit
B. limit
C. pwer
D. cpy
46. A. editr
B. actr
C. artist
D. authr
47. A. sign
B. tuch
C. wrd
D. site
48. A. cmmn
B. lnely
C. lgical
D. icnic
49. A. discver
B. draw
C. replace
D. write
50. A. prcess
B. meaning
C. picture
D. setting
51. A. watch
B. realize
C. remind
D. decide
52. A. Changing
B. Witnessing
C. Creating
D. Valuing
53. A. sulless
B. careless
C. clrless
D. useless
54. A. right
B. chance
C. chice
D. dream
55. A. cnclusins
B. gals
C. agreements
D. heights
My visit t the Bstn Museum f Fine Arts helped me 51 that art museums are nw mre imprtant than ever. 52 the rich histry f human-created artwrk is essential in a wrld where it is becming increasingly filled with 53 , machine-created wrks. S whenever yu have the 54 , g visit yur lcal art museum. Yu’ll appreciate the 55 that human creativity can reach.
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 1 个适当的单词或括号内单词的正确形式。
Althugh air cnditiners acrss China are wrking as the summer heat begins t climb, the flding fan that was nce pushed t the edges f daily life 56 (reappear). Once assciated mainly 57 a traditinal art, the bamb-and-silk flding fan is again being picked up by yunger cnsumers as a 58 (functin) accessry and a frm f cultural expressin.
A traditinal Chinese flding fan 59 (cnsist) f tw sectins: the ribs (扇骨), typically carved frm bamb, and the fan surface, ften 60 (make) f silk r mulberry bark paper ( 桑皮纸). Unlike mass-prduced plastic fans, each piece is hand-assembled, with ribs radiating frm a single rivet (铆钉), 61 (allw) the fan t fld flat r pen quickly. Its surface, painted with landscapes r calligraphy, turns it int a handy wrk f art.
Sun Yaqing, chairwman f Wangxingji, 62 fund cultural depth in the fans’ physical cnstructin, said that the fan brings yu a natural breeze as well as spiritual cmfrt. Bamb represents humility, integrity and
(persevere) in Chinese culture. Fr ancient schlars, hlding a flding fan reminded themselves f thse
(virtue).
There is als life wisdm in pening and clsing a flding fan — knwing when t expand, when t withdraw. The flding fan is nt just a seasnal tl 65 a message — flded, carved, painted and ready t be pened.第三节（共 10 小题；每小题 1 分，满分 10 分）
根据句中汉语和首字母提示写出相应单词的正确形式。
Amng all c(当代的) female writers, she is wrthy f respect.
T reach the target, a persn must shw d(自制力).
Mst vehicles are required t pass a safety i(检查) befre sale.
Everyne e(羡慕) me when I came back.
They are usually the f(民间的) sngs.
Sme scientists have an u(欲望) t explre these themes.
After this p(阶段), they g ut t try their legs.
Merchants frm China and ther places met t n(商定) trade deals here.
I r(辞职) frm my jb and wrked as a vlunteer fr an rganisatin.
The knwledge yu a(获得) in high schl will be invaluable in the real wrld.
第四部分 写作（共两节，满分 40 分）第一节（满分 15 分）
假定你是李华，针对你班“Skipping Breakfasts”的调查结果，请根据图中的数据写一篇短文向你校英文报投稿，内容包括：
描述现象并分析原因；
指出危害并提出建议。注意：
写作字数应为 80 左右；
请按如下格式在答题卡的相应位置作答。
Hw Often Breakfasts Are Skipped
第二节（满分 25 分）
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。
In the secnd year f senir high schl, ur math class split int tw clear grups: students wh grasped advanced algebra ( 代数) effrtlessly, and thse f us trapped in endless cnfusin, ur test scres sinking lwer every mnth. I belnged t the secnd crwd, alngside my clsest friend Lila.
Lila’s mther wrked duble shifts at a hspital, leaving her t care fr her tw yunger brthers each evening; she rarely fund quiet time t finish hmewrk, let alne master abstract frmulas. My wn parents ran a struggling small bakery, and I spent every weekend kneading ( 揉) dugh and serving custmers instead f reviewing textbks. Bth f us carried invisible academic pressure layered n tp f heavy family respnsibilities, t embarrassed t admit hw far behind we had fallen t ur strict math teacher.
Our teacher assigned after-schl tutring led by tw tp-perfrming senirs, Ethan and Clara. I anticipated judgment, and mcking (轻视) glances frm students wh never understd the chas f ur hme lives. But later I knew they were nt the privileged, carefree learners we had assumed them t be. Ethan’s father had lst his cnstructin business, and he wrked every weekend t pay husehld bills; Clara balanced schlwrk with daily caregiving fr her elderly grandmther, wh culd n lnger walk unassisted. They had nce sat exactly where Lila and I sat, drwning under great burdens, ashamed t ask fr help.
Instead f rushing thrugh textbk prblems, they restructured ur tutring sessins arund shared respnsibility. We split int pairs: Ethan paired with me, Clara paired with Lila. Each pair tk turns cvering ne anther’s family chres s the ther culd fcus fully n algebra practice. On days I needed t stay late at the bakery, Ethan finished my wrksheet explanatins and recrded vice ntes walking me thrugh tricky frmulas; when Clara had t stay hme t assist her grandmther, Lila cpied all classrm ntes and delivered them t her frnt dr befre dawn. We shared hmemade meals, and stayed late at schl tgether t finish assignments when hme envirnments were t nisy fr cncentratin.
注意：
续写词数应为 150 左右；
请按如下格式在答题卡的相应位置作答。
Paragraph 1
One Mnday mrning, Lila came t schl, exhausted and with tears.
Paragraph 2
When the midterm exam results came ut, ur math teacher was shcked.
2026 年高二第二学期英语试题参考答案
第一部分 听力（共 20 小题；每小题 1.5 分，满分 30 分）
1—5 ACABB6—10 ABBCA11—15 BACCA16—20 CACCB
第二部分 阅读（共 20 小题；每小题 2 分，满分 40 分）
21—25 ACBAC26—30 DABCB31—35 DBBAC36—40 EDFCG
第三部分 语言运用（共三节，满分 40 分）
第一节 完形填空（共 15 小题；每小题 1 分，满分 15 分）
41—45 CABCD46—50 CBDCA51—55 BDABD
第二节 语法填空（共 10 小题；每小题 1.5 分，满分 15 分）
第三节 单词填空（共 10 小题；每小题 1 分，满分 10 分）
66. cntemprary67. discipline68. inspectin69. envied70. flk71. urge
72. phase/perid73. negtiate74. resigned75. acquired/attained/acquire/attain
第四部分 写作（共两节，满分 40 分）第一节（满分 15 分）
略
第二节（满分 25 分）
略
附：听力录音稿录音稿
(Text 1) 校园图书馆开放时间
M: Hi, culd yu tell me when the library clses tday? W: At 7 pm, but the cmputer rm clses an hur earlier. (Text 2) 影评
W: Have yu seen that new science fictin film? I heard it’s fantastic.
M: Oh, I saw it last night. The stry was a bit cnfusing, but the special effects were innvative. (Text 3) 餐厅点餐
M: This menu is huge! What are yu thinking f getting? The pizza here is really gd. W: I knw. But I’m trying t eat healthier these days.
M: What abut a steak then?
W: N, I think I’ll stick with my first chice and just get a salad. (Text 4) 电影购票、学生咨询优惠
W: Gd afternn. One ticket fr the 3 pm mvie, please.
56. is reappearing/ reappears 57. with
58. functinal
59. cnsists
60. made
61. allwing62. wh
63. perseverance
64. virtues
65. but
M: That’ll be 10 dllars.
W: Oh, wait. D yu ffer any discunts fr students? Here’s my student ID card. M: Yes, students get a 20 percent discunt. Yur new ttal is 8 dllars.
W: Perfect, here yu g. (Text 5) 英语俱乐部面试
M: Mary, yur applicatin is quite impressive Why d yu want t jin ur English club? W: I lve English, and I think the club will help me practice mre and wrk with thers. M: Gd. Then what d yu think is yur greatest strength?
W: I am gd at cperating with thers. (Text 6) 校园辩论讨论
W: Hi, David. Yu lk tired. What kept yu up last night?
M: I was preparing fr the schl debate cmpetitin. Our tpic is whether students shuld be allwed t use smartphnes in class.
W: That sunds interesting. Which side are yu n?
M: I’m n the “against” side. I believe smartphnes can be a distractin frm learning, thugh I must admit they can be useful fr research.
W: That’s true. Finding a balance is imprtant. By the way, when is the cmpetitin? M: This Friday afternn in the schl hall. I hpe yu’ll cme and supprt me.
W: Of curse!
(Text 7) 暑期志愿者招募咨询
W: Excuse me, Mr Li. Culd yu give me mre details abut the vlunteer prgram this summer?
M: Of curse. We’re currently lking fr students t help at the city library we cperate with. Yur respnsibilities wuld include guiding visitrs, rganizing bks, and smetimes reading stries t children during special events.
W: That sunds fun. Hw many hurs a week d we need t wrk?
M: Abut 2 hurs every weekday, and there’s n need t wrk n weekends. W: Great. I have ne mre questin — will we get a certificate fr ur service?
M: Yes, indeed. Once the prgram ends, yu will receive a certificate f participatin. It culd be useful fr yur future applicatins, whether fr cllege r jbs.
W: That’s perfect! Then I’ll sign up tday. (Text 8) 博物馆研学、历史课外实践 M: Hey, Lisa! Hw was yur weekend?
W: Way better than I expected! I went t the museum with my classmates t see an exhibitin abut ancient Egypt. I thught it wuld be bring at first, but I enjyed it s much that I even frgt t take pictures. I spent almst fur hurs there!
M: That sunds fascinating. What did yu like mst abut it?
W: The sculptures! They lked s real. We als watched a shrt film abut hw the pyramids were built. M: Ww, did yu take any ntes fr yur histry prject?
W: Yeah, I tk lts f ntes. Our teacher said we culd include the museum visit in ur prject reprt. M: Great! Are yu ging there again?
W: Definitely. Next mnth they’ll have an exhibitin abut ancient China, and I really dn’t want t miss it. (Text 9) 环保夏令营，生态保护志愿活动
M: Mrning Jane! I heard yu just gt back frm the envirnmental camp. Hw was it?
W: It was fantastic! We stayed up in the muntains fr five days, learning abut wildlife prtectin and ways t save water.
M: That’s cl. Did yu d any hands-n activities?
W: Yeah! We planted ver a hundred trees, cleaned up plastic waste alng the river and even designed psters t encurage peple t reduce waste. I als gave a shrt speech abut recycling.
M: Ww, that must have been challenging. What did yu get mst ut f the experience?
W: I realized that prtecting nature isn’t just abut big prjects. Small actins like using less plastic r saving electricity really make a difference. And wrking in a team really bsted my cnfidence.
M: That sunds really meaningful. I think mre students shuld jin activities like that. Are they hlding the camp again next year?
W: Yes, and I’m planning t apply as a grup leader next time! (Text 10) 校园文化节、多元文化交流
W: This year, ur schl held a cultural festival t celebrate diversity. Students frm different grades prepared exhibitins n varius cuntries. Sme brught traditinal clthes, while thers cked special dishes. The highlight f the festival was the stage perfrmances. We had music, dances and even a shrt play in English. Visitrs culd walk arund, taste fd and learn simple greetings in different languages. What made the event even mre meaningful was that we als invited lcal residents. They were impressed by the students’ creativity and enthusiasm. The festival was nt nly fun but als educatinal. It gave us a chance t understand different cultures and respect ne anther’s traditins. Many students said it was the best schl activity they had ever taken part in. Next year, we plan t include mre cuntries and invite parents t perfrm as well. We’ll als rganize a cultural wrkshp fr students t experience different traditins firsthand. I believe this festival will becme a lasting traditin at ur schl.