广东省广州市执信中学、 肇庆市高要区第一中学、德庆县香山中学2024-2025学年高二下学期第一次教学质量检测英语试卷（含答案）

2024-2025 学年第二学期高二年级第一次教学质量检测英
语科试题
（考试时间： 120分钟 试卷满分：120分）
考生注意：
1 ．答题前，请务必将自己的姓名、准考证号用黑色字迹的签字笔或钢笔分别填 写在试题卷和答题纸规定的位置上。
2. 答题时，请按照答题纸上 “ 注意事项” 的要求，在答题纸相应的位置上规范 作答，在本试题卷上的作答一律无效。
3 ．考试结束后，将答题卡交回。 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
The Museum of Classical Archaeology is an ideal destination for school trips. We offer a free education service tailored(专门定制的) for students of all ages.
Our Cambridge museum is a great place to bring primary school groups, especially those studying the Ancient Greeks or Romans. We can also support both the Classics and the Art curriculum(课程) at secondary level: students studying the ancient world will benefit from student tours, while those studying art can improve their drawing skills.
Our Education Coordinator is happy to work with you to plan your school trip. We can lead the group or, if you prefer, you can self-lead.
Planning Your Visit
The museum is conveniently located for Cambridge schools, but those traveling from farther away can combine their trip with visits to other Cambridge museums. For schools unable to visit in person, the museum now offers virtual sessions led by the Education Coordinator, available for both primary and secondary levels.
To book an in-person or virtual visit, please use our online booking request form. Our Education Coordinator will contact you to discuss your options. Please note: we ask that all school trips are booked at least seven days in advance.
Resources and Services
Download the Teacher's Pack for helpful guidelines to maximize your visit. We have accessibility solutions in place for anyone with trouble getting around. Please inform us at museum@ classics.cam.ac.uk in advance.
For queries about free education service, contact the Education Coordinator at (01223) 767044.
1. What is the aim of the museum's education service
A. To train tourist guides. B. To promote school trips.
C. To support curriculum studies. D. To introduce the museum's history.
2. What must schools do before their museum visit A. Inform the museum of their plans by email.
B. Fill the booking request form a week ahead.
C. Contact the museum for accessibility solutions.
D. Reserve their visits to other Cambridge museums.
3. Who are the intended readers of this text
A. School teachers. B. Cambridge students.
C. Tourist guides. D. Historical researchers.
B
I grew up in a large family where disorder often spread throughout the house. I was the quiet one, walking around the house cleaning up and taking care of their needs. So when I started to have negative thoughts about my body and my abilities, I didn’t know how to speak up over all the noise. Gradually I began to starve myself, eating less and less.
I didn’t want to admit that my health problems were being caused by my eating disorder behaviors. Every time my low weight was brought up by someone who loved me, I blamed it on my stomach illness.
The turning point was during a heated conversation I had with my therapist (治疗师). Our conversation was about the harm I was doing to my body and why food was good for my body. I felt frustrated. I already knew everything he was saying—I have a degree in exercise science. But what I didn’t know was how to apply what I had learnt to my disorder and how to help my brain overcome its own thoughts. We eventually got past my frustration and discussed specific memories that contributed to why I was afraid of food. He started teaching me about mindfulness （正念） and I slowly started to make progress.
My therapist helped me understand how the body and mind were connected. So I began to accept my thoughts and feelings without thinking there’s a right or wrong response, and tune into (关 注 ) what’s happening in the present moment rather than repeating the past. Regularly I practiced mindfulness, focusing on my moment-to-moment experiences. Moreover, I took up mindful eating—when eating, I just focused on the food I was eating and how it tasted. Mindfulness gave me a sense of control over my thoughts and actions. Thanks to it, I finally recovered.
4. What resulted in the author’s eating disorders
A. Her lifestyle. B. Her busyness.
C. Her pessimistic ideas. D. Her stomach illness.
5. What made the author feel upset
A. Her mental sufferings from her weight. B. Her unwillingness to challenge herself. C. Her inability to look on the bright side.
D. Her inability to put her knowledge to use.
6. How should we deal with negative thoughts according to the author’s story
A. Admitting them without judging them. B. Sharing them with a trusted person.
C. Forgetting them by eating mindfully. D. Trying to keep them in mind.
7. Which is the most suitable title for the text A. How I brought forward mindfulness
B. How mindfulness changed my life
C. How I formed the habit of mindful eating
D. How eating disorders damaged my health
C
Plastic is widely used and long-lasting, finding its way into every corner of our lives. But the very qualities that make plastic so useful also make it a huge problem. Cheap and disposable (一次性的), plastic has been a symbol of our throwaway culture. As a result, vast quantities of plastic pollute our world. A truckload of plastic enters the ocean every single minute and UK supermarkets produce 800,000 tons every year. With production increasing, that’s set to rise.
But plastic isn’t just a problem for wildlife. The UK produces huge plastic waste per person, and a huge amount of it is sent to countries that aren’t equipped to deal with it. Greenpeace investigators found plastic waste being put and burned on the roadside, near waterways, and in the open air, and people nearby have reported serious health problems.
Bottles, pots, and food bowls are immediately obvious, but other types of plastic pollution can be harder to discern. When plastic breaks down, it doesn’t disappear. Instead, it gets smaller, creating microplastics. Even clothes made from man-made materials leave microplastic fibers when they’re washed.
Bits of plastic have been found in the oceans, on islands, and even in Antarctica. Turtles,
dolphins, and seabirds can be injured by large pieces of plastic. It can even be mistaken for food. Microplastics are just as damaging. Eaten by everything from zooplankton (浮游动物) to giant blue whales, they enter the food chain and carry harmful substances. Moreover, microplastics have even been found in human waste.
We’re just beginning to realize the scale (程度) of the problem. People around the world have come together to end plastic pollution, and it’s working. Greenpeace supporters have challenged Coca-Cola to use less plastic packaging, while countries like the UK have banned certain microplastics. Supermarkets are starting to talk about what they need to do. Most of them are trying hard to share their responsibility for reducing plastic waste.
8. What can we learn about plastic from paragraph 1
A. It mostly ends up in the oceans. B. It has a bad influence on our culture.
C. It will be produced less in the future. D. It has both beneficial and harmful effects. 9. What does the example of British plastic waste in paragraph 2 mainly show
A. It is challenging to deal with plastic waste.
B. Plastic waste is a big problem for wildlife.
C. Dealing with plastic waste improperly threatens human health. D. Most countries have rich experience in handling plastic waste.
10. What does the underlined word “discern” in paragraph 3 probably mean
A. Avoid. B. Follow. C. Notice. D. Control.
11. What are people doing to reduce plastic pollution
A. Banning microplastics worldwide. B. Reducing the use of plastic products.
C. Making more reusable plastic products. D. Changing their behavior in supermarkets.
D
At top universities, there’s a phenomenon known as “Stanford Duck Syndrome（综合征）”. Like ducks, students appear to move gracefully（优雅地）.However, beneath the surface, they're kicking desperately to keep up.
Experts from Stanford's Health Services uncovered this troubling trend: during the day, many Stanford students are seen socializing in cafés, seemingly without any stress or the need to study. However, at night, they start studying, sometimes for the entire night,trying to maintain the image of effortless success. This comes at a high price:tiredness and anxiety are widespread. Furthermore, it leads to a common misconception:true geniuses achieve success with ease, while those working hard are less capable.
In an effort to challenge this misconception, researchers designed an experiment. Participants were asked to observe a series of colors carefully while scientists tracked their brain activity throughout the process. The experiment was divided into two parts:one with easily distinguishable colors and the other with colors that were quite similar, requiring more effort to differentiate. As the difficulty of the task increased, there was a noticeable increase in brain activity, particularly in areas linked to memory and abstract reasoning.
The study reveals that as tasks require more effort, more areas of the brain become engaged. Growth doesn't come from talent alone but from the consistent application of effort. Our brain functions like a muscle. Without effort, even our inborn talents will fade over time.
This pushes us to reconsider the underlying culture that might lead to this phenomenon. Instead of focusing too much on outcomes or singing high praise for inborn talents, we should emphasize the learning process and continuous improvement. By encouraging a culture that values effort, we can help students realize that intelligence is not fixed but grows through hard work. Such a shift would not only reduce the pressures associated with the “Stanford Duck Syndrome”, but also have a profound impact on personal development and the future of education.
12. What phenomenon does the “Stanford Duck Syndrome” probably describe
A. Prioritizing effort over well-being.
B. Relieving stress through social activities.
C. Displaying graceful images to attract others.
D. Hiding hard work to appear naturally gifted.
13. How does the experiment in paragraph 3 challenge the misconception
A. By showing effort fuels the brain activity.
B. By proving focus enhances brain function.
C. By linking color recognition to intelligence.
D. By associating careful observation with talent.
14. What is the author's main concern about “Stanford Duck Syndrome”
A. It values the learning process over outcomes.
B. It causes stress and false ideas about success.
C. It prevents students from recognizing their talents.
D. It makes students prioritize socializing over studying.
15. Which of the following might the author agree with
A. Fortune favors those with a clear vision.
B. Sweat is the ink that writes a masterpiece.
C. Work in silence and let success make the noise.
D. Keep moving forward even when no one sees it. 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。
If you’re looking for ways to improve your productivity, chances are, you’ve come across a term called timeboxing(时 间 定 量 法 ). 16 This is the opposite of the “normal” way of working, which is to just work on a task until it’s done. Timeboxing can increase your productivity in many ways.
17 Choose a short period of time and then work without distractions for this amount of time. Twenty-five minutes isn’t much, and even if you feel a strong desire to do something distracting, just push through this short time period. And you’ll be surprised about how much you can get done in 25 minutes if you don’t allow any distractions to take away your attention.
It also gives you control over your time. This means that you’re in charge of your own work and life, not the other way around. 18 Instead of just working on any given task until it’s done, you decide how much time you’ll give it in advance.
Given so many benefits of timeboxing, why not use it to increase productivity To achieve it, you need to determine how much time you need for a task. To track the time you really need for a task, you obviously need a timer(计时器). Chances are that you’ll take longer if you don’t use a timer. 19
Don’t allow any distractions during a timebox. 20 So, close your email inbox, and put your phone in a different room when you’re working. Trust me; this will improve your productivity greatly.
A. For example, it helps to stay focused.
B. In the beginning, this will just be a guess.
C. This means that you should take control of your space.
D. It’s simply because you don’t realize how fast time passes.
E. If you stick to that, you’ll get your tasks done faster than ever before.
F. Timeboxing means giving yourself a certain amount of time for a certain task.
G. Instead of not knowing what to expect on any given day, you arrange it the way you need. 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。
I was going through acute anxiety, which caused my body to respond in a frightening way. I feared something was wrong with my heart, so I turned to 21 for help.
With a 29-year-old patient at the office, the cardiologist (心脏病科专家) seemed 22 as I was probably not his usual type of patient. He frankly told me, “I can't tell you what the little thing you feel in your chest is.” He 23 my concerns, offered no sympathy, and sent me home. I felt 24 that I'd wasted his valuable time and I was more anxious than I'd been before.
With tears in my eyes, I told the second doctor that I felt“messed up” . The doctor listened 25 pulled his chair up beside me and gently 26 me. He said, “We're going to do everything we can to check you and make sure nothing is 27 , and I think what you're most probably experiencing is anxiety.
He spoke to me compassionately, and with full 28 of my concerns. The way he communicated with me never 29 me to feel guilty or foolish. He cared for me, listened to me, and understood me. Most importantly, I felt he had my best 30 in mind and he was 31 helping me sort out what was bothering me. After that, I felt like most of my symptoms and discomfort 32 .
Years later, I recognized the 33 of Doctor 2's sympathetic response and Doctor 1's inaction. And I think our medical 34 should go beyond the pure physical, and sometimes we should 35 the psychological one, too.
21. A. colleagues B. relatives C. friends D. professionals
22. A. embarrassed B. confused C. worried D.disappointed
23. A. figured out B. brushed aside C. got across D. put forward
24. A. dissatisfied B. astonished C. ashamed D. annoyed
25. A. selectively B. automatically C. desperately D. attentively
26. A. comforted B. judged C. observed D. amused
27. A. approaching B. blaming C. waiting D. happening
28. A. imagination B. description C. comprehension D. expectation
29. A. required B. caused C. reminded D. prepared
30. A. interests B. lessons C. beliefs D. suggestions
31. A. addicted to B. accustomed to C. grateful for D. committed to
32. A. disappeared B. worsened C. developed D. counted
33. A. relationship B. profit C. impact D. attempt
34. A. choice B. treatment C. skill D. supply
35. A. value B. adapt C. share D. benefit
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。
Since the holding of the 2022 Beijing Winter Olympic Games, teenagers and young children 36 (show) a greater interest in skiing-related activities. Chinese people born in the 1990s and after the year 2000 are the main groups of skiers, according to Ministry of Culture and Tourism of the People’s Republic of China, 37 (base) the result on data from a renowned travel agency.
“During the winter that just ended, the number of bookings for skiing-related services made by these two age groups accounted 38 60 percent of the total, and the number of children who had gone skiing with their parents was on the rise.” the travel agency said.
With the trend of Chinese consumers’ higher enthusiasm for skiing 39 (notice), a Swiss luxury watchmaker organized a day on the slopes for young skiers in early winter last year. “This reflected the company’s 40 (commit) to helping children believe in themselves through sports.” it said.
“We 41 (firm) believe that sport is important for the integration of children. So 42 means a lot to us to be able to create environments 43 children can experience the fun and joy of sport,” said Franziska Gsell, chief marketing officer of the company. China had become one of the most dynamic markets for the company and they were 44 (confidence) about their operations in the country.
The widespread popularity of ice and the emergence of indoor ski resorts and snow parks have enabled people from the southern regions of China 45 (experience) skiing-related activities at any time of the year.
第四部分 写作（共两节，满分 40 分） 第一节（满分 15 分）
为了增进我们对环境保护的理解并倡导绿色生活方式，我校将举办一场主题为 ” Sustainable Living: Small Steps, Big Impact”环保讲座。假如你是学生会主席李华，请你代表 学生会向全校学生发布相关通知，内容要包括：
1.讲座的时间和地点；
2.讲座的亮点；
3. 参加讲座的注意事项。
注意：1、写作词数应为 80 词左右；
2、请按如下格式在答题卡的相应位置作答。
Notice
Dear fellow students,
_______________________________________________________________________
_______________________________________________________________________
Student Union Li Hua
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。
When Mary entered the south Pole Penguin Research Lab, she saw her friend Tom gently stroking a penguin in his arms. As children of the lab scientists, Mary and Tom often observed the emperor penguins that were studied to understand how they adapted to extreme temperatures— insights that could aid human survival.
"We're thirteen, Tom. It's time to grow up and stop playing with the lab penguins," said Mary as she started cleaning. "They're research animals, not pets."
"But the birds listen to me!" insisted Tom, his breath forming a cloud in the freezing air. "You're just trying to be a penguin whisperer again," Mary replied, shaking her head with a gentle smile. The penguins seemed playful as they walked, dove, swam and chased their live fish for sport before eating.
Suddenly, an alarm rang out and red lights flashed, signaling a problem. The kids rushed over to look into it."It's colder than before—there's ice forming on the water," noted Tom. Though always cold, Mary had never seen ice here before. She checked the habitat monitor and found that the temperature had gone down a lot. "The heater must be broken!"
Mary quickly sent a message to their parents' research team, who were conducting outdoor studies. With the adults away, the kids would have to deal with the freezing conditions until help arrived.
Time dragged as Mary and Tom anxiously waited. The increasing cold caused them to shake. "I wonder what emperor penguins do in extreme cold, since they stay in the Pole all winter instead of going somewhere warmer," asked Mary. "They huddle (挤 作 一 团 )," Tom answered. "They huddle together tightly so that the birds in the middle will be warm enough." "What about the ones on the edge " Mary asked. "They push their way towards the center, and then move back out to the edge, and struggle back again. Scientists in the early 21st century recorded it." He replied as he stared at the large crowd of the penguins in the lab.
注意：1、续写词数应为 150 词。
2、请按如下格式在答题卡的相应位置作答。
“I have an idea to stay warm!” Tom shouted excitedly.
Two and a half hours later, the parents returned with help.
语科试题
阅读
1-3 CBB 4-7 CDAB 8-11 DCCB 12-15 DABB
七选五 16-20 FAGDE 完形填空
21. D 22. B 23. B 24. C 25. D 26. A 27. D 28. C 29. B 30. A 31. D
32. A 33. C 34. B 35. A 语法填空
36. have shown/have showed 37. basing 38. for
39. noticed mitment 41. firmly 42. it
43. where 44. confident 45. to experience 基础写作
Possible version:
Notice
Dear fellow students,
To deepen our understanding of environmental protection and encourage a green lifestyle, our school is set to host an environmental protection lecture.
The lecture, with the theme “Sustainable Living: Small Steps, Big Impact”, will be held in the school lecture hall at 3 p.m. this Friday. Given by a distinguished
environmental expert, it will offer valuable insights into sustainable living. A major highlight is the interactive Questions and Answers session, where we can directly
raise our concerns and get professional advice.
Not only are you required to arrive 10 minutes in advance, but you should also keep your mobile phones on silent. Don't forget to bring a pen and notebook for taking note. Let's join hands and contribute to a sustainable future.
Student Union Li Hua
读后续写
Possible version:
“I have an idea to stay warm!” Tom shouted excitedly. Spreading his arms, he
suggested joining the penguin huddles. Worried that the penguins wouldn't let them,
Mary hesitated but was soon persuaded by Tom's assuring grin. He slowly approached the crowded penguins, crouching down. Gently stroking them with care, he whispered softly. Though startled at first, the penguins recognized Tom and let him into their
group. Mary quickly followed. The children squeezed into the huddle's edge with the penguins. Just as the birds did, they moved toward the middle and back out as the
group shifted.
Two and a half hours later, the parents returned with help. Rushing in, calling for the kids, they were surprised. The children were safely surrounded by penguins in a large bundle. When asked how they stayed warm, the kids looked at each other
proudly. “We copied what the emperor penguins do,” they told their parents. Mary patted Tom's shoulder with admiration, calling him a penguin whisperer. With a big smile, Tom gave credit to the penguins who taught him a lot. Their teamwork had
seen them through the difficult cold with the penguins’aid.