2025~2026学年江西吉安市省重点中学高二下学期4月份阶段性检测英语试卷

2025~2026学年江西吉安市省重点中学高二下学期4月份阶段性检测英语试卷一、阅读理解TheStudentConservationAssociation(SCA)isthelargestproviderofhands-onenvironmentalconservationprogramsforyouthandadults.ItsUrbanGreenPhiladelphiaYouthConservationCrew,basedatJohnHeinzNationalWildlifeRefuge(保护区),ishiringFieldLeadersforspringandsummer2026.KeydutiesTheprogramconnectsyoungpeoplewithnaturethroughconservationworkandenvironmentaleducation.FieldLeaderswillbeinchargeof10—15highschoolers,guidetheminteamworkandconservationskills,andworkalongsiderefugestaffinthedepartmentsofmaintenance,education,and/orbiology.Theymustalsocompleteadministrativetasks,ensuresafety,andmanagetoolsandequipment.ScheduleFebruary23toAugust21,2026.Leaderswork40hoursperweek—TuesdaytoSaturdayinspring,MondaytoFridayinsummer.LocationPhiladelphia,PAQualificationsApplicantsmustbeatleast21yearsold,haveavaliddriver’slicensefor3+years,andbeabletoperformphysicallabor(lift40+pounds,workoutdoors).CPRcertification&WildernessFirstAidcertificationarerequired.CertificationopportunitiesareprovidedbySCAatleadertraining.Preferredskillsincludeconservationworkexperience,projectmanagement,leadership,andcommunication.Compensation(待遇)$750/week,paideverytwoweeks.Benefitsincludehealthinsuranceandtrainingindefensivedriving,FirstAid/CPR,andWildernessFirstAid.WorkchallengesWorkinvolvescontactwithextremeweather,poisonousplantsorinsectsetc.,andphysicaldemandssuchascarryingabackpackupto30%ofbodyweightfor5—15miles.Leadersmustinteractpositivelywithdiversegroupsandadapttochangingschedules.1.WhatareFieldLeaderssupposedtodo?

A．Teachenvironmentalsciencecourses.B．Organizeweekendcampingtrips.C．Managetheprogram’snationalbudget.D．Leadateamofhighschoolstudents.2.Whatisrequiredforapplicants?

A．Aminimumageof18.B．Overthreeyearsoflicenseddriving.C．Workingonweekends.D．Experiencewithconservationprograms.3.Whatisachallengefortheposition?

A．Stayingprimarilyindoors.B．Arrangingflexibleschedules.C．Exposuretonaturaldangers.D．Dailyhikingatleast15miles.TwomonthsintomyPh.D.,Iwasonthevergeofquitting.MybrokenEnglishmadeithardtokeepupwithcolleagues.Atlabmeetings,theconversationprogressedsoquicklythatbythetimeIunderstoodaquestion,thediscussionhadalreadymovedon.Ionceruinedanexperimentduetomisunderstandinginstructions.Inapresentation,Iembarrassedmyselfbyconfusing“genedilution”with“genedeletion”.Ifeltoutofplace,uncertainaboutmyfutureinscience.IhadmovedtoHongKongfromtheChinesemainland,excitedtobecomeascientist,butquicklyfeltoverwhelmed.ThelabwasfullofcomplexinstrumentsIhadonlyeverseenintextbooks,andIhadnoideahowtousethem.Mostofall,thelanguagebarriermadeeverythingharder.ClassesweretaughtinEnglish,andIstruggledtofollowthediscussions.Afteraparticularlyembarrassingpresentation,aseniorlabmemberpulledmeasideandsaid,“YouarenotherebecauseofyourEnglish.Youareherebecauseyoucanthink.”Hiswordsgavemethestrengthtocontinue.Ibeganrecordingeveryclassandreplayingthediscussionsatnight.Slowly,myEnglishimproved,andIgrewmoreconfidentinexpressingmyideas.Yearslater,aftertraininginHongKong,Canada,andtheUnitedStates,Ireturnedtomyhometowntorunmyownlab.MystudentsallspokeMandarin,andIassumedtheywouldn’tstruggleasmuchasIhadbecausetheydidn’tfacethesamelanguagebarrier.ButIsoonrealizedtheytoobattleddoubtsabouttheircareersandabilities.Irealizedmyjobwastoteachthemtothinkcriticallyandsolveproblemscreatively,justasIhadbeentaught.WhenIsawastudentstrugglingwithanexperiment,Itoldher,“Youarenotherebecauseyourexperimentsalwayswork.Youareherebecauseyoucanthink.”Hersmiletoldmeshewasencouragedbythesewords.Today,whatIvaluemostinmyjobisthetransformationIseeinthestudentswhoarriveuncertain,butwholeavewithenoughconfidencetochallengeme,theirprofessor.Forme,helpingotherscrossthebridgeisthetruerewardofscientificlife.4.WhydidtheauthoralmostquitherPh.D.accordingtoparagraph1?

A．Shedislikedlabdiscussions.B．Shelackedfutureplansinscience.C．Shemessedupherpresentation.D．Shestruggledwithlanguagebarriers.5.WhatwastheturningpointfortheauthorduringherPh.D.studies?

A．Herembarrassingpresentation.B．Returningtoherhometowntorunalab.C．Theseniorlabmember’ssupportiveremark.D．MovingtoHongKongfromtheChinesemainland.6.Whichwordwouldbestdescribetheauthorasateacher?

A．Inspirational.B．Strict.C．Humorous.D．Authoritative.7.Whatdoestheunderlinedphrase“crossthebridge”inthelastparagraphreferto?

A．Travelbetweencountriesforeducation.B．Changefromastudenttoaprofessor.C．Growfromuncertaintytoconfidence.D．Buildbondsbetweenprofessorsandstudents.Yearsago,asayoungbusinessreporter,IinterviewedJamesPatterson,anadvertisingexecutivewhoranafast-foodchainaccount,andyetdreamedofbeinganovelistinstead.Irememberthinking:Sure,youandeverybodyelse.Adecadeorsolater,however,IwassurprisedtoseetheadmanonTV,holdinguphisnewbook.Hehassincepublishedmorethan100NewYorkTimesbestsellersandco-authoredbookswiththelikesofBillClintonandDollyParton.Mr.Patterson’sabilitytoseehimselfasawriterillustratesaconceptknownas“possibleselves”.Itdescribeshowpeopleenvisiontheirfutures:whattheymaybecome,orwanttobecome,orevenfearbecoming.Theterm,coinedin1986bythesocialpsychologistsHazelMarkusandPaulaNurius,grewoutofresearchonself-conceptandself-perception.Whileself-concepts—“Iamakindperson”or“Iamagoodparent”—arerootedinthepresent,theresearchersfoundthatpeoplearealsoinformedbyideasaboutwhattheymightbecomeandhowtheymightchange.Thesepossibleselves,bothpositiveandnegative,arecloselyrelatedtomotivation.Aviolinstudentwhoenvisionslifeasaprofessionalmusicianmightbemotivatedtopractice.Apersonwhosefearedpossibleselfisanalcoholicmaybecomeanon-drinker.Inasmallstudy,whenyoungadultswereencouragedtoenvisionthemselvesaseitherregularexercisers(hoped-forselves)orinactive(fearedselves),bothgroupsexercisedmoreintheweeksafterward.Andresearchershavefoundthatconstructingpositivepossibleselvescanimprovewell-beingandrelievesymptomsofdepressionbyholdingoutthepotentialforabetterfuture.Apossibleselfcantakeyoubeyonddaydreams,whichareoftenfleetingandnotnecessarilygroundedinreality.Itcantakeshape“ifyoubuildabridgefromyour‘now’selftothepossibleself,”Dr.Markussaid.Buthowdoweconstructthatbridge?8.WhyisJamesPattersonmentionedinthefirstparagraph?

A．Totellastory.B．Toinspirethereaders.C．Torevealthetopic.D．Tointroducethefigure.9.Whichofthefollowingisanexampleofone’s“possibleselves”?

A．Iamadiligentstudent.B．Iwanttotravelabroad.C．Icouldhavebecomeadentist.D．Iworryaboutbeinglonely.10.Whatcanbeinferredfromparagraph4?

A．Thosewhofearfailuremayendupbeingaloser.B．Knowingwhatcanbeachievedbenefitsmentalhealth.C．Aclearambitionguaranteesone’ssuccessinthefuture.D．Apositivepossibleselfismoremotivatingthananegativeone.11.Whatmightbementionedinthefollowingparagraph?

A．Howtocreatemorepossibilities.B．Howtorealiseone’spotential.C．Howtobuildspiritualconnections.D．Howtocultivateself-awareness.Theoceanishometonumeroussmallfloatingorganismscalledzooplankton(浮游动物),somemeasuringastinyas0.04incheslong.Theyspendmostoftheirlivesasleep,deepintheocean.Newresearchhasshinedalightonhowtheselittlecreaturesareimportantforhelpingtoprotecttheplanetagainstglobalwarming.LedbyscientistsfromChina,theUKandCanada,theresearchfocusedontheSouthernOcean,alsoknownastheAntarcticOcean,whichisaboutonesixteenthofEarth’stotaloceanarea.Theteamstudiedzooplanktonlikekrill(磷虾),whicheattinyplant-likeorganismscalledphytoplankton(浮游植物)nearthesea’ssurface.Thesephytoplanktonabsorbcarbondioxide,agreenhousegasthattrapstheSun’sheatintheatmosphereandcontributestoclimatechange.Inwinter,thezooplanktonsinkabout1,600feetbelowtheoceansurfaceandslowlybreatheoutthecarbondioxidefromthephytoplanktontheyhaveeaten,releasingitintothewater.Thisprocess,calledthe“seasonalmigrantpump”,transportsmorethan70milliontonsofcarbontoareasfarbelowtheocean’ssurfaceannually.Becausethezooplanktonaresodeepdown,thegastheyreleasetakesmanyyears—sometimesevencenturies—torisetothesurfaceandenterEarth’satmosphere.AngusAtkinson,whoworkedonthestudy,explainedthatwithouttheseasonalmigrantpump,thelevelsofcarbondioxideintheatmospherewouldbedoublewhattheyarenow.GuangYang,anotherresearcher,saidzooplanktonare“unsungheroes”ofcarbonstorage.Theteamhopesthestudywillencouragescientiststoincludezooplanktonintheircalculationsofhowmuchcarbonisstoredaroundtheworld.ItalsohighlightstheimportanceofprotectingtheSouthernOcean,wherekrillareunderthreatfromfishing.Companiesfishforkrillastheyareusedinproductslikehealthsupplementsandfishfood.Activistsareconcernedthatoverharvestingcouldaffectthefoodchainintheocean,notingthatkrillarenotonlyafoodsourceforwhales,sealsandseabirdsbutalsohelpfightclimatechange.12.Whatisthefocusoftheresearch?

A．ThethreatofkrillfishingtoAntarctica’sfoodchain.B．ThelivinghabitsofzooplanktonintheSouthernOcean.C．Thenewmethodofmeasuringcarbonstorageinoceans.D．Theroleoftinyoceancreaturesinslowingglobalwarming.13.Whatcanweknowaboutthe“seasonalmigrantpump”process?

A．Thewholeprocesshappensonlyinwinter.B．Carbonistakenfarbelowtheocean’ssurface.C．Zooplanktonabsorbcarbonfromtheatmosphere.D．Phytoplanktonreleasecarbondioxideintheocean.14.Whydoescarbondioxidestayintheoceanforalongtime?

A．Becauseitisbreathedoutslowly.B．Becauseitistransportedtoodeep.C．Becauseitisreleasedintothewater.D．Becauseitisabsorbedbyphytoplankton.15.Whatcanbeasuitabletitleforthetext?

A．Zooplankton:victimsofglobalwarmingB．Phytoplankton:silentmigrantheroesC．Zooplankton:unnoticedclimateregulatorsD．Phytoplankton:signsofseasonalmigrationPeoplefavorhumor,asitlightsupdailymoments,easesawkwardnessandmakeseveryinteractionwarmandenjoyable.Thismagicofhumordoesn’tjustworkindailylife;italsoshinesinthefieldofscience,especiallyonline.16Firstly,humorsimplifiestoughscientificknowledge.17Forexample,explainingAIinself-drivingcarswithafunnyanalogyabout“machineslearninglikeclumsytoddlers”makesabstractideaseasyfornon-professionalgroupstounderstand.18Scientistssharingcleverandhumorousstoriesaboutlaboratoryexperimentsonsocialmediaoftenattractmoreinteractionsthandryacademicposts.Additionally,humorhumanizesscientists,asseeninpopularsciencelectureswherelight-heartedjokeshelpaudiencesfeelclosertoresearchers.19Thehiddenrisksdeserveourattention.Ifthecontentitselfisuntrue,humorcanevenreplacefacts,leadingtheaudiencetoformwrongopinionsaboutscientificknowledgejustbasedontheamusingpoststheysee.Overusingsarcasmornegativehumoralsohastheoppositeeffect,asitwillquicklymakescientistslosethepublic’strustanddamagetheircredibility.Properhumoruserequiresabalancebetweenvividexpressionandprofessionalprecision.Itshouldneitherovershadowthecorescientificinformationnorbesoshallowthatitlosesseriousness.20Scientistswhomasterthisbalancecaneffectivelynarrowthedividewiththepublic,makingsciencemorewelcomingandpopular.

A．Overuseharmsprofessionalism.B．Italsoboostsaudienceengagementeffectively.C．Ithelpsbreaktheimpressionofscientistsbeingcoldanddistant.D．Alittlehumorcangreatlyenhancescientists’communicationeffect.E．Humorinscientificcommunicationisadouble-edgedsword,though.F．It’sahelperinmakingcomplexconceptsunderstandabletoordinarypeople.G．Itisbelievedhumorneedstobeusedwithgreatcareinsuchcommunication.二、完形填空Onacoldwintermorning,Gelinne,60,wasgazingoutthebackwindowsofhishomeatBeardsCreekwhenhespottedsomethingterrible.Asmallaircraftafewhundredyardsawaywaslosing21.Astheplane22behindthetrees,Gelinnerealizeditwasgoingtofallinthecreek(小河).Gelinnedidn’t23andrandowntothewaterfront.Theplanehadskiddedtoastoponthe24creek,farfromshore.Itwasnowsinkingandthe25wasstandingonthewing.Gelinneknewthatevenafewminutesintheicywatercould26him.Gelinne27theicewithhisfootanddecidednottotakeanychanceswalkingonit.Soheandhisson,JohnJr.,pulledtwokayaks(皮划艇)outfromundertheirbackdeck.Thekayaks’paddlesprovedtoo28,sothepairtriedusingshovels(铲子)tomovealong.Theirfirstattemptsleftthemspinningincircles.Butwithsome29,theymadeprogress.Thetwomensetoff,pushingtheir30acrosstheice.Itwas31work.Soontheywereoutofstrength.Now,onlythetailwas32andthepilotwascrouchingonatailwing.Gelinnepushedhiskayakofftheiceandintothewater,33towardthemanandthinking,“Whatifhepanics?WhatifIflip?”Gelinnefocusedonkeepinghim34,joking,“Just35theboatasifyouwerehuggingyourwife.”Finally,thepilotwaspulledoutofthewaterandsenttothehospitalimmediately.21.A．contactB．pressureC．altitudeD．direction22.A．disappearedB．departedC．landedD．floated23.A．mournB．quitC．surrenderD．hesitate24.A．rockyB．frozenC．swiftD．mysterious25.A．attendantB．pilotC．rescuerD．passenger26.A．coolB．trapC．distractD．kill27.A．brokeB．testedC．pushedD．melted28.A．sharpB．fragileC．oldD．expensive29.A．muscleB．creativityC．assistanceD．warning30.A．bodiesB．boatsC．shovelsD．feet31.A．dangerousB．rewardingC．repetitiveD．exhausting32.A．underwaterB．undamagedC．visibleD．stable33.A．paddlingB．swimmingC．driftingD．charging34.A．contentB．energeticC．calmD．alert35.A．takechargeofB．getonboardC．catchupwithD．hangonto三、语法填空阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。Jiangxistir-fry,atypicaldishofJiangxicuisine,is36extremelypopularhome-styledishinJiangxiProvince,southernChina.Itisalsoknownas“JiangxiLocalStir-Fry”,37uniquetastehasconqueredtheheartsoflocalsandtouristsalike.38(originate)fromthedailymealsofordinaryJiangxipeople,thisdishfeaturessimpleandfreshingredients,suchasseasonalvegetables,pork,chilipeppersandgarlic.It39(distinguish)itselfbyitsheavyuseofspicyandsavoryflavors,makingeverybitefullofstrongtaste.40otherChinesestir-frydishes,Jiangxistir-frystressesquickcookingoverhighheat.Thecookingskillkeepstheingredientstenderandlocksintheiroriginalnutrients.Thestrongspicyflavorcomesfromfreshlocalchilipeppers41(grow)inthewarmandhumidclimateofJiangxi.Nowadays,Jiangxistir-fryisnotjustacommondishonfamilydinnertables,42appearsonthemenusofmanylocalrestaurants.It43(recognize)asoneofthemostrepresentativedishesofJiangxicuisineinrecentyears.Asoneofthemost44(influence)symbolsoflocalfoodculture,thisdishreflectsthesimpleandstraightforwardcharactersofJiangxipeople.Itcarriesthelocalfoodcultureandchildhoodmemoriesofmanylocals.Additionally,itpromotestourismandbringswidercharmtoJiangxi,attractingcountless45(visit)fromallovertheworld.四、书信写作46.假定你是高中生李华，你班计划举办一场英语演讲比赛。外教Jenny提供了“TheBeautyofArt”和“TheCharmofSports”两个话题，征求大家的意见。请给她写一封邮件，内容包括：1．说明你支持的话题；2．阐述理由。注意：1．写作词数应为80个左右；2．请按如下格式在答题卡的相应位置作答。DearJenny,__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Yours,LiHua五、书面表达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。Jane’sfamilyusedtoliveinamodestbutcozyhouseonaquietstreetinNewYork.Awhitewoodendoorstoodattheentrance,slightlywornfromyearsofuse,andtwowidewindowsfacedthestreet,lettinginsoftmorninglight.Infrontofthehousegrewanoldmapletree,whoseshadecoveredtheyardeverysummerandwhoseredleavesalwaysannouncedthearrivalofautumn.Itwasnotthesizeofthehousethatmattered,butthesenseofbelongingitgavetoeveryonewholivedthere.Everythingwastakenawayinasinglenight.Asuddenwildfiresweptthroughthearea,movingfasterthananyonehadexpected.Janeandherparentsescapedwithonlyafewpersonalbelongings.Whentheywerefinallyallowedtoreturn,nothingremainedbutashesandbrokenwalls.Theirhome,alongwitheverythinginsideit,wasgoneforever.Sincethen,thefamilyhadbeenstayinginagovernment-arrangedtemporaryshelter.Theroomwascleanbutcold,anditnevertrulyfeltlikehome.Janenoticedthatherparentsspoke