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2025屆高考英語模擬卷一
（考試時間：120分鐘 試卷滿分：150分）
注意事項：
1. 答卷前，考生務(wù)必將自己的考生號、姓名、考點學校、考場號及座位號填寫在答題卡上。
2. 回答選擇題時，選出每小題答案后，用鉛筆把答題卡上對應(yīng)題目的答案標號涂黑。如需要改動，用橡皮擦干凈后，再選涂其他答案標號。回答非選擇題時，將答案寫在答題卡上。寫在本試卷上無效。
3. 考試結(jié)束后，將本試卷和答題卡一并交回。
第一部分 聽力(共兩節(jié)，滿分30分)
做題時，先將答案標在試卷上。錄音內(nèi)容結(jié)束后，你將有兩分鐘的時間將試卷上的答案轉(zhuǎn)涂到答題卡上。
第一節(jié)(共5小題;每小題1. 5分，滿分 7. 5分)
聽下面5 段對話。每段對話后有一個小題，從題中所給的 A、B、C三個選項中選出最佳選項。聽完每段對話后，你都有10秒鐘的時間來回答有關(guān)小題和閱讀下一小題。每段對話僅讀一遍。
1. What does the woman advise the man to buy
A. A teacup. B. A teapot. C. Some tea bags.
2. What will John do tonight
A. Watch a movie. B. Read reviews online. C. Do some shopping.
3. How does the woman feel
A. Worried. B. Excited. C. Surprised.
4. What is the relationship between the speakers
A. Interviewer and applicant. B. Teacher and student. C. Boss and clerk.
5. What are the speakers mainly talking about
A. A foreign language. B. A rescue center. C. A travel plan.
第二節(jié)（共15小題；每小題1.5分，滿分22.5分）
聽下面5段對話或獨白。每段對話或獨白后有幾個小題，從題中所給的A、B、C三個選項中選出最佳選項。聽每段對話或獨白前，你將有時間閱讀各個小題，每小題5秒鐘；聽完后，各小題將給出5秒鐘的作答時間。每段對話或獨白讀兩遍。
聽第6段材料，回答第6、7題。
6. Which country won the second place in the game
A. Morocco. B. Zambia. C. South Africa.
7. Where did the man learn about the news
A. Over the radio. B. On TV C. From the newspaper.
聽第7段材料，回答第8至10題。
8. What is the man doing
A. Hosting a program. B. Introducing a book. C. Conducting a survey.
9. What category of books does the woman like best
A. Science fictions. B. Detective novels. C. Biographies.
10. Why did the woman buy the book by Grisham
A. She’d expected to get it all the time.
B. Her friends recommended it.
C. It was on sale.
聽第8段材料，回答第11至13題。
11. What does the woman think of the volunteer work
A. Meaningful. B. Tough. C. Interesting.
12. Why does the man want to work with wildlife
A. To cultivate an interest.
B. To get a special experience.
C. To prepare for future work.
13. When will the program end
A. On July 15th. B. On August 3rd C.On July 29th.
聽第9段材料，回答第14至17題。
14. Where are the speakers
A. At a travel agency B. At a clothing store. C. At their house.
15. How long will the trip be
A. Seven days. B. Five days. C. Two days.
16. Where will the speakers spend their vacation this time
A. Cabo San Lucas. B. The Bahamas. C. The Swiss Alps.
17. What does the woman suggest the man do
A. Take two suitcases. B. Pack his things. C. Buy warm clothes.
聽第10段材料，回答第18至20題。
18. Why does the speaker give the talk
A. To share the latest technology.
B. To introduce learning skills.
C. To provide information on the textbooks.
19. What should the listeners do when taking notes
A. Take down the main points.
B. Remember the examples.
C. Write down the exact words.
20. What is the speaker’s last suggestion
A. Get the lecturer’s permission before recording.
B. Read through the textbooks regularly.
C. Create as many symbols as possible in the notes.
第二部分 閱讀（共兩節(jié)，滿分50分）
第一節(jié) （共15小題；每小題2.5分，滿分37.5分）
閱讀下列短文，從每題所給的A、B、C、D四個選項中選出最佳選項。
A
Language-Art Project 2025: Events And Online Exhibition Now Live
The annual Language-Art Project brings international students of our university together to share and discuss all things about language and create language-themed art. Our online exhibition for 2025 is now available, with the artworks divided into 4 interrelated themes.
18 Works in various styles:
·Mother-tongue by Alice Ji-Won Kim digs deep into the relationship between language and identity.
·In her digital painting The Journey of Numbers, Shuhan (Linda) Wang illustrates the evolution of numbers in Chinese culture.
·An Ode to Reverie Valley by Noorisha Singh combines calligraphy with the Newar heritage of Nepal.
·In A Dialogue Between Machines, Natthasit Suksangpleng uses video to explore the limits of Al in imitating real, delicate human conversation.
Besides links to our 2025 galleries categorised by theme, the web page also has an archive (存檔)of Language-Art exhibitions from previous years.
From 27 July to 26 August, the exhibition of Language-Art Project will also be open to the public at our Window Galleries.
Related events:
29 July: An online seminar, where some of the students who took part in this year's project will talk about their works.Find out more and apply online.
31 July: An informal "find out more" event at High Holborn, where you can learn more about the project and interact face to face with students who have taken part. Find out more and book a ticket.
21. What is a feature of the exhibition
A. It displays 18 related themes. B. It shows Chinese calligraphy culture.
C. It integrates language with art. D. It presents previous works with videos.
22. For a tech enthusiast, which piece of work is worth recommending
A. Mother-tongue. B. The Journey of Numbers.
C. An Ode to Reverie Valley. D. A Dialogue Between Machines.
23. How can visitors meet the project participants in person
A. Attending the event on 31 July. B. Visiting the Window Galleries.
C. Applying through web page. D.Engaging in the seminar.
B
On a warm and damp June morning,Emily Bick winds through a field of knee-high corn. It feels like that quiet, expectation-filled moment before a concert: Tech people are setting up microphones, connecting wires. The star of this particular show is the microphone itself. Research assistants are attaching it to the corn stalks, an innovation that Bick named the Insect Eavesdropper(竊聽器).
Bick, an insect scientist, researches ways to better detect the agricultural pests that drive serious economic losses worldwide. She says improving these methods could result in using pesticides more strategically----less often, at just the right time. Corn rootworm, also known as the "billion-dollar bug," feeds on corn roots, limiting the plant's nutrient supply and making stalks fall over. As a result, 20% of the crop is lost to the insect every year. Worse still, climate change is bringing new challenges, such as the multiplication of insects in warmer temperatures. In our global society, experts say rapid pest detection will be critical to food production.
Bick's solution to the problem of pest detection is sound: Eavesdropping on the unique vibrations(震動)that an insect makes when chewing on a plant to identify the insect itself. The Insect Eavesdropper uses a contact microphone, an affordable device that musicians often use on instruments. A little disc sits on a solid object---like corn --- and captures the vibrations moving through it, registering each one with an electrical signal. "When corn rootworm feeds on the roots, the vibration translates from the root system to the stalk,"Bick says. "That's where we're picking it up.We're using the plant as the musical instrument,as essentially the outside of a guitar."
Bick and her colleagues' findings aren't published yet, but as of now, their detection method is anywhere from 80% to 96% accurate. The team are still working on the data-processing pipeline, but hope they can get the Insect Eavesdropper on the shelf in a couple of years. Their goal is to advance pest detection — and maybe inspire people to listen to everything a little closer.
24.What is Bick's purpose in working in the corn field
A. To prepare for a concert . B. To arrange for a study.
C. To make the show special. D. To innovate planting ways.
25. Why is corn rootworm named "billion-dolar bug"
A. Its nutrient is rich. B. It causes great loss.
C. Its number is limited . D. It brings huge profits.
26. What does the underlined word "it" in paragraph 3 refer to
A. The corn B. The signal C. The system D.The vibration.
27. Which of the following words can best describe the Insect Eavesdropper
A. Perfect. B.Inspiring. C. Promising. D.Purchasable.
C
There is such a thing as a free lunch, it turns out, as long as you don’t mind too much what it is. Tamara Wilson found hers a few streets away from her west London home — and as well as picking up some unwanted bread and fruit that would otherwise be thrown away, she made a new friend.
Wilson is one of 3.4 million people around the world using an app designed to encourage people to give away rather than throw away surplus (剩余的) food. “It’s such a small thing, but it makes me feel good and my neighbour feel good. And a lot of small acts can end up making a big difference,” she said.
The last few years have seen an explosion in creative ways to tackle food waste by linking supermarkets, cafes, restaurants and individual households to local communities. Olio, the app used by Wilson, saw a fivefold increase in listings during 2022, and the signs are that this rapid growth is continuing into 2023, said Tessa Clarke, its CEO and co-founder.
About a third of all food produced globally is wasted, according to the UN’s Food and Agriculture Organisation (FAO). Almost 1.4 billion hectares of land — close to 30% of the world’s agricultural land — is dedicated to producing food that is never eaten, and the carbon footprint of food wastage makes it the third contributor of CO2. Reducing food waste is one of the most effective ways of tackling the global climate crisis.
Olio, Clarke said, was an attempt to change this on a small, local scale. “The app connects people with others who have surplus food but don’t have anyone to give it to because so many people are disconnected from their communities.” Users of Olio post images of surplus food that others in the neighbourhood might want. Olio also has a network of 24,000 volunteers who collect surplus food from local supermarkets and stores for app users to claim.
Despite the success of the app, it was hard to make a difference to the huge scale of food waste, Clarke added. “Even though we’re doing well, we’ve only scratched the surface. But if everyone makes small changes in the world, we’d dramatically reduce the amount of food that ends up in bins.”
28．What does the author want to show by telling Wilson’s story
A．People tend to use apps to order food. B．People prefer to make friends on apps.
C．People find a high-tech fix to food waste. D．People show more concern for each other.
29．What’s the consequence of food waste according to the text
A．Global warming. B．Loss of land. C．World hunger. D．Poverty and inequality.
30．What does Olio do to help tackle food waste
A．It sells surplus food to those in need.
B．It allows volunteers to stay connected.
C．It provides a platform for people to promote food.
D．It fills the information gap between green communities.
31．What does Clarke think of the work on reducing food waste globally
A．It is a great success. B．It requires joint efforts.
C．It is beyond human power. D．It has won public support.
D
When preparing for a test, most students assume it’s best to simply study the material and try to memorize as much of it as possible. Many tests seemingly reward rote (死記硬背) memorization. But what if students trained by testing themselves instead Usually, studying is considered a safer bet; why risk producing wrong answers when you can just memorize the right one Yet it turns out making errors early on can be more helpful for remembering information over time.
Cognitive psychologists Henry Roddy Roediger and Jeff Karpicke conducted a study where they had hundreds of students memorize passages from a test-preparation book for the Test of English as a Foreign Language (TOEFL). One group memorized these passages by reading them repeatedly, while another group read the passages several times and then completed three tests. The results were surprising: the students who repeatedly studied the material initially performed better, but when they were tested again a week later, the students who tested themselves recalled over 60% of what they had learned, compared to only 40% for the group who repeatedly studied.
The testing effect has since been confirmed in many studies under a range of conditions. Its value remains undoubted, but scientists are still debating why it has such a powerful effect on memory. The simplest explanation is that testing exposes our weaknesses. When we test our memories, we expose the weaknesses of existing neuronal (神經(jīng)元的) connections in a way that ultimately strengthens what’s useful and removes what’s not, making the information we attempt to memorize more lasting and easier to recall.
To maximize the benefits of the testing effect, it’s important to return to the same information in shorter sessions over several days instead of cramming (塞進) everything into a single night of intense studying. This allows your brain to consolidate the information and create stronger memories.
In conclusion, testing is not just a tool for assessing your knowledge but also a powerful learning tool. By embracing errors and actively testing yourself, you can improve your learning and memory. So, instead of avoiding mistakes, embrace them as opportunities for growth and mastery.
32．What do we know about Henry and Jeff’s study
A. Self-testing works only in tasks of memorizing things.
B. Those who repeatedly studied performed better later.
C. Rote memorization doesn’t work well in the long run.
D. The study focused mainly on how to prepare for TOFEL.
33．What happens to the brain when people test their memories
A. Additional neuronal connections in the brain are created.
B. The brain processes new information at a higher speed.
C. The weak connections between neurons are removed.
D. Weak but useful neuronal connections become stronger.
34．What is an effective way to study according to paragraph 4
A. Avoiding making the same mistakes in tests.
B .Reviewing in shorter sessions over several days.
C.Studying everything intensely on a single night
D.Focusing on what is most likely to be on the test.
35．Which of the following is the best title for the text
A. The Power of Testing: An Effective Approach to Learning.
B. The Testing Effect: Why Practice Makes Perfect.
C. Cramming for Exams: A Safer Bet for Success.
D. The Secret of Learning: How Brains Process Information.
第二節(jié)：（共5小題，每小題2.5分，滿分12.5分）
閱讀下面短文，從短文后的選項中選出可以填入空白處的最佳選項。選項中有兩項為多余選項。
The desire to be noticed by peers is a natural tendency. Your style – the way you dress up, the way you carry yourself, the trends you follow – plays a key role in helping your stand out from the others. 36 The following tips can help you.
1. Be yourself.
Why be a second-rate version of anybody else when you can be the first –rate version of yourself Nothing will help you stand out of the crowd more than your own features because there can be only one you. Everyone has their own belief, their own way of thinking, their own experiences that shape their styles. However, self-doubt and fear of disapproval drive many to abandon their own ways and follow what everyone else is doing. 37
2. Keep an open mind.
Open-mindedness helps you see things from a different perspective, understand others, find opportunities, and learn from others. 38 There are several styles that you should explore and determine which suits your own personality. Nobody knows what fashion your are enthusiastic about. But you should be clearly aware of your own true feelings about it.
3. Keep up with the recent trends.
Fashion is always changing. 39 As society changes, so does fashion. Changing trends reflect the changes in people’s taste. Similarly, your sense of fashion changes as you gain more experiences in life. Keeping track of the latest fashion will help you redefine your style.
4. Wear your confidence.
Your attitude towards dressing can make a significant difference to how you look. You can wear a very beautiful dress, but if you can’t carry it with confidence, it will not look good on you. 40 Don’t wear an uncomfortable dress just because everyone or your friend is wearing it. Remember, it’s okay to have your own style as long as you are confident with it.
A．Also, it tells a lot about your personality.
B．What worked yesterday may not work today.
C．Copying others will make you just another face in a crowd.
D．Having an open mind can be very helpful in defining your style.
E．On the other hand, even an average dress looks great on people who wear it confidently.
F．It is not absolutely necessary to follow every new trend, and you can enjoy the ones you like.
G．Simply following the fashion trends or wearing expensive clothes will not help you get a distinct style.
第二部分 語言運用(共兩節(jié)，滿分30分)
第一節(jié)(共15小題；每小題1分，滿分15分)
閱讀下面短文，從每題所給的 A、B、C、D四個選項中選出可以填入空白處的最佳選項。
With the college entrance exams approaching, Sarah struggled with English, especially understanding complex texts. Despite her utmost efforts, her scores remained 41 , leaving her on the brink of giving up.
Observing her daughter’s frustration, Sarah’s mother shared a story of a renowned author who overcame writing struggles through 42 . Inspired, Sarah decided to 43 her challenges.
44 to overcome her obstacles, Sarah created a plan. She 45 an hour each morning to reading classic English literature, highlighting unfamiliar words and looking them up in the 46 . In the evenings, she practiced summarizing the texts to 47 a thorough understanding.
Over months, her hard work 48 . Her comprehension improved and confidence 49 . Her teachers praised her for her 50 and perseverance.
On exam day, Sarah felt 51 prepared. She found herself understanding and analyzing the passages with 52 . When the results were announced, her score 53 her wildest expectations.
Sarah learned that progress speed didn’t matter; what mattered was that she never 54 moving forward. With this newfound wisdom, she 55 on her college journey, ready to face whatever obstacles came her way, knowing she possessed the strength and determination to overcome them all.
41．A．high B．a(chǎn)verage C．stable D．low
42．A．a(chǎn)ssistance B．perseverance C．inspiration D．resolution
43．A．confront B．initiate C．ignore D．a(chǎn)void
44．A．Amazed B．Discouraged C．Determined D．Intended
45．A．made B．dedicated C．spent D．spared
46．A．textbook B．notebook C．dictionary D．journal
47．A．clarify B．outline C．confirm D．ensure
48．A．showed off B．showed up C．paid off D．paid back
49．A．remained B．dropped C．stayed D．rose
50．A．progress B．solution C．plan D．method
51．A．unusually B．commonly C．typically D．normally
52．A．difficulty B．ease C．caution D．worry
53．A．met B．a(chǎn)chieved C．fulfilled D．exceeded
54．A．ceased B．resisted C．rejected D．refused
55．A．set B．embarked C．kept D．took
第二節(jié) (共10小題;每小題1.5分，滿分15分)
閱讀下面短文，在空白處填入1個適當?shù)膯卧~或括號內(nèi)單詞的正確形式。
The UNESCO added the Spring Festival, social practices of the Chinese people in celebration of the traditional New Year to the Representative List of the Intangible Cultural Heritage (ICH) of Humanity on December 4, 2024.
The Spring Festival, a signature part of Chinese culture, is one of the most important festivals 56 (practice) in China and around the world. The listing of the Spring Festival as an ICH is an acknowledgment of not only its Chinese roots but also the ideas it carries 57 connect all humanity.
The Spring Festival bears Chinese people’s pursuit of peace and harmony, 58 (promote) best wishes for the future and proves the common values of humanity such as social 59 (include) and a sound relationship between man and nature.
Spring Festival puts family 60 its core. The Chinese cherish family and the strong bonds among family members, and extend this 61 (affect) to the community and the nation and beyond. That’s 62 each Spring Festival, millions of people start the journey home, creating the greatest human migration on Earth.
63 (give) full play to family gatherings, feasts, and various cultural activities, celebrations for the Spring Festival last for 15 days, ending with the Lantern Festival. Spring Festival food traditions contribute a great deal to the culture of Chinese cuisine. From dumplings to sticky rice cakes, from fried meatballs to braised fish, and 64 (geographic) from north to the south, all dishes carry the best blessings for people’s loved ones during the Spring Festival. Many of the celebrations and events that 65 (pass) down from generation to generation so far are kept in China, Asia and beyond.
第四部分 寫作（共兩節(jié)，滿分40分）
第一節(jié) （滿分15分）
2025年1月20日，國產(chǎn)人工智能大模型DeepSeek正式發(fā)布。假定你是李華，你校的科創(chuàng)社團打算在今年第一次活動中就這一話題進行研討。請你寫一封郵件給英國朋友Frank，邀請他參加這次活動。內(nèi)容包括：
1. 活動目的；
2. 活動安排。
要求：
1. 詞數(shù)80左右；
2. 可以適當增加細節(jié)，以使行文連貫；
3. 開頭和結(jié)尾已給出，不計入總詞數(shù)。
Dear Frank,
Yours,
Li Hua
第二節(jié)(滿分25分)
閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
Mustafa had just moved from Turkey to the United States, starting fresh as a sixth-grader. Everything felt unfamiliar. On his first day, he stood nervously beside Ms.Ramos as she introduced him to the class. Mustafa smiled politely, though his hands were tight at his sides.
"This is Mustafa Korkmaz," Ms.Ramos said warmly. "He's just arrived from Turkey. I hope you'll make him feel welcome." Some students greeted him kindly, but Brodie, sitting at the back, made a strange noise:"Gobble-gobble!"
Some students laughed. Mustafa's smile slipped for a moment, but he stayed quiet. Ms.Ramos gave Brodie a sharp look, and the room quickly quieted down. Yet Brodie's teasing didn't stop there. Whenever Mustafa passed him in the hallway. Brodie made the same turkey noise, hoping to get a reaction. Mustafa ignored him, though inside, he felt lonely and left out.
That evening, Mustafa told his mother about the teasing. She listened kindly and suggested, "Why not invite your classmates over for baklava It might help you feel more connected." Mustafa's mother loved to make the Turkish dessert baklava. But Mustafa felt he wasn't ready to invite anyone yet.
A few days later, in gym class, the students were divided into two teams to play soccer. Mustafa and Brodie ended up on the same team. Brodie didn't expect much from Mustafa, thinking the quiet new kid wouldn't make a difference. But as the game began, Mustafa surprised everyone with how well he played. He moved quickly, dribbling past defenders and passing the ball smoothly to his teammates. Even Brodie was impressed by how well Mustafa played.
"Pass it over here!" Brodie called during one play. Mustafa did, and the two started working together like a great team. With only minutes left, the score was tied. Mustafa dribbled past defenders and faked out the goalkeeper, sending the ball into the net just before the final whistle.
"Goal! Red team wins!" the coach shouted. Mustafa's teammates cheered, clapping him on the back. Brodie, catching his breath, gave Mustafa a nod, his face showing respect for the first time.
注意：
1、續(xù)寫詞數(shù)應(yīng)為150左右；
2、請按如下格式在答題卡的相應(yīng)位置作答。
Paragraph 1:
As they headed back to the classroom, Brodie quietly walked over to Mustafa.______________________
______________________________________________________________________________________________________________________________________________________________________________________
Paragraph 2:
Back in the classroom, Mustafa looked around and asked, "Would you like to try baklava at my house "___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2025年高考模擬卷一命題英語學科多維細目表
題項 題塊分值 題號 單個分值 試題來源 考試內(nèi)容 考察要求 難度 情境素材
必備知識 關(guān)鍵能力 學科素養(yǎng) 核心價值 （預測）
聽力 30分 1 1.5
https://www./soft/44712805.html 情景對話 信息推理能力 語言能力 基礎(chǔ)性 易 談?wù)撡I禮物
2 信息捕捉能力 語言能力 基礎(chǔ)性 易 談?wù)摽措娪?br/>3 信息推理能力 語言能力與思維品質(zhì) 基礎(chǔ)性 難 了解情況
4 信息捕捉能力 語言能力 基礎(chǔ)性 易 招聘人員
5 信息推理能力 語言能力與思維品質(zhì) 基礎(chǔ)性 中 旅行安排
6 信息捕捉能力 語言能力 基礎(chǔ)性 易 討論足球
7 信息捕捉能力 語言能力與思維品質(zhì) 基礎(chǔ)性 中
8 信息捕捉能力 語言能力 基礎(chǔ)性 易 問卷調(diào)查
9 信息捕捉能力 語言能力 基礎(chǔ)性 易
10 信息捕捉能力 語言能力與思維品質(zhì) 基礎(chǔ)性 中 討論假期活動
11 信息推理能力 語言能力與思維品質(zhì) 基礎(chǔ)性 中
12 信息捕捉能力 語言能力 基礎(chǔ)性 易
13 信息捕捉能力 語言能力 基礎(chǔ)性 難 談?wù)撔欣畲虬?br/>14 信息推理能力 語言能力與思維品質(zhì) 基礎(chǔ)性 中
15 信息捕捉能力 語言能力 基礎(chǔ)性 中
16 信息捕捉能力 語言能力 基礎(chǔ)性 易
17 信息推理能力 語言能力 基礎(chǔ)性 難 講座通知
18 信息推理能力 語言能力與思維品質(zhì) 基礎(chǔ)性 中
19 信息捕捉能力 語言能力 基礎(chǔ)性 易
20 信息捕捉能力 語言能力與思維品質(zhì) 基礎(chǔ)性 易
A篇閱讀 7.5分 21 2.5 https://max./html/2025/0206/7146046201010032.shtm 應(yīng)用文
人與社會 細節(jié)理解能力 語言能力與思維品質(zhì) 基礎(chǔ)性 中 語言藝術(shù)項目展覽介紹
22 細節(jié)理解能力 語言能力與思維品質(zhì) 基礎(chǔ)性 易
23 細節(jié)理解能力 思維品質(zhì)與學習能力 綜合性 易
B篇閱讀 10分 24 2.5 https:///2023/06/eavesdropping-on-insects-to-save-crops/ 說明文
人與自然 細節(jié)理解能力 語言能力與思維品質(zhì) 基礎(chǔ)性 中 介紹創(chuàng)新設(shè)備
25 細節(jié)理解能力 語言能力與學習能力 基礎(chǔ)性 易
26 詞句猜測能力 語言能力與學習能力 綜合性 難
27 推理判斷能力 語言能力與思維品質(zhì) 綜合性 易
C篇閱讀 10分 28 2.5 https:/// 說明文
人與社會 細節(jié)理解能力 語言能力與思維品質(zhì) 基礎(chǔ)性 易 利用應(yīng)用程序減少浪費
29 細節(jié)理解能力 語言能力與學習能力 基礎(chǔ)性 易
30 細節(jié)理解能力 語言能力與思維品質(zhì) 綜合性 中
31 推理判斷能力 語言能力與思維品質(zhì) 綜合性 中
D篇閱讀 10分 32 2.5 https://journal.psych.ac.cn/detail/10.3724/SP.J.1041.2023.00164 說明文
人與社會 細節(jié)理解能力 語言能力與思維品質(zhì) 基礎(chǔ)性 中 有效的學習方法測試效應(yīng)
33 細節(jié)理解能力 語言能力與思維品質(zhì) 綜合性 中
34 推理判斷能力 語言能力與學習能力 應(yīng)用性 難
35 主旨大意能力 語言能力與思維品質(zhì) 基礎(chǔ)性 中
七選五 12.5分 36 2.5 https://www.renrendoc.com/paper/156553100.html 說明文 人與社會 語境銜接能力 語言能力與思維品質(zhì) 綜合性 中 一個人怎樣變得出類拔萃
37 語境銜接能力 語言能力與思維品質(zhì) 綜合性 中
38 語境銜接能力 語言能力與思維品質(zhì) 綜合性 中
39 語境銜接能力 語言能力與思維品質(zhì) 綜合性 中
40 語境銜接能力 語言能力與思維品質(zhì) 綜合性 中
完形填空 15分 41 1 https://zujuan./12q26102993.html 記敘文
人與自我 句意理解能力 語言能力與學習能力 基礎(chǔ)性 易 克服困難最終取得進步
42 句意理解能力 語言能力與學習能力 基礎(chǔ)性 易
43 詞義辨析能力 語言能力與思維品質(zhì) 綜合性 難
44 句意理解能力 語言能力與學習能力 基礎(chǔ)性 易
45 詞義辨析能力 語言能力與學習能力 基礎(chǔ)性 中
46 句意理解能力 語言能力與學習能力 基礎(chǔ)性 易
47 詞義辨析能力 語言能力與思維品質(zhì) 綜合性 中
48 短語應(yīng)用能力 語言能力與思維品質(zhì) 綜合性 中
49 詞義辨析能力 語言能力與思維品質(zhì) 綜合性 中
50 句意理解能力 語言能力與學習能力 基礎(chǔ)性 易
51 語境銜接能力 語言能力與思維品質(zhì) 綜合性 中
52 詞義辨析能力 語言能力與思維品質(zhì) 綜合性 中
53 句意理解能力 語言能力與學習能力 基礎(chǔ)性 中
54 句意理解能力 語言能力與學習能力 基礎(chǔ)性 中
55 詞義辨析能力 語言能力與思維品質(zhì) 綜合性 中
語法填空 15分 56 1.5 https://easylearn./edu-page/tiangong/questiondetail id=1820546293361116224&fr=search 說明文
人與社會 過去分詞應(yīng)用能力 語言能力與學習能力 基礎(chǔ)性 中 春節(jié)被聯(lián)合國教科文組織列入遺產(chǎn)代表作名錄
57 關(guān)系代詞應(yīng)用能力 語言能力與學習能力 基礎(chǔ)性 中
58 時態(tài)語態(tài)應(yīng)用能力 語言能力與學習能力 基礎(chǔ)性 中
59 名詞應(yīng)用能力 語言能力與思維品質(zhì) 基礎(chǔ)性 易
60 介詞應(yīng)用能力 語言能力與學習能力 基礎(chǔ)性 難
61 詞性轉(zhuǎn)換應(yīng)用能力 語言能力與學習能力 基礎(chǔ)性 易
62 連詞應(yīng)用能力 語言能力與學習能力 基礎(chǔ)性 中
63 動詞不定式應(yīng)用能力 語言能力與學習能力 基礎(chǔ)性 易
64 詞性轉(zhuǎn)換應(yīng)用能力 語言能力與學習能力 基礎(chǔ)性 易
65 時態(tài)語態(tài)應(yīng)用能力 語言能力與學習能力 綜合性 中
書面表達 40分 應(yīng)用文
寫作 15 應(yīng)用文
人與自我/人與社會 書面表達能力 語言能力與學習能力
思維品質(zhì)與文化意識 綜合性 中 邀請信
讀后續(xù)寫 25分 https://m./html/2025/0320/8030056054007044.shtm 記敘文
人與自我/人與社會 書面表達能力 語言能力與學習能力
思維品質(zhì)與文化意識 綜合性 難 足球與甜點融化傲慢與偏見2025屆高考英語模擬卷一
參考答案
1-5 BCAAC 6-10 ABCAC 11-15 BBCCA 16-20 CBBAA
21C 22D 23 A
本文介紹了2025年語言藝術(shù)項目展覽的特色、作品和活動安排。
21.細節(jié)理解題。根據(jù)第一段的The annual Language-Art Project brings international students of our university together to share and discuss all things about language and create language-themed art.Our online exhibition for2025 is now available,with the artworks divided into 4 interrelated themes （一年一度的語言藝術(shù)項目將我們大學的國際學生聚集在一起，分享和討論有關(guān)語言的所有事情，并創(chuàng)作語言主題的藝術(shù)。我們2025年的在線展覽現(xiàn)已開放，藝術(shù)品分為4個相互關(guān)聯(lián)的主題），可知這個展覽將語言與藝術(shù)融為一體。故選C。
22．細節(jié)理解題。根據(jù)18 Works in various styles部分的第四段In A Dialogue Between Machines,Natthasit Suksangpleng uses video to explore the limits of Al in imitating real,delicate human conversation（在《機器之間的對話》中，Natthasit Suksangpleng使用視頻探索了人工智能在模仿真實、微妙的人類對話方面的局限性），可知對于一個技術(shù)愛好者來說，《機器之間的對話》是值得推薦的。故選D。
23．細節(jié)理解題。根據(jù)Related events部份的第二段31 July:An informal"find out more"event at High Holborn,where you can learn more about the project and interact face to face with students who have taken part(7月31日：在High Holborn舉行的非正式"了解更多"活動，您可以在那里了解更多關(guān)于該項目的信息，并與參與其中的學生面對面交流）,可知如果訪客出席7月31日的活動那么他們會親眼見到項目參與者。故選A。
24B 25B 26D 27C
【導語】這是一篇說明文。文章主要介紹了一種檢測農(nóng)業(yè)害蟲的創(chuàng)新設(shè)備"昆蟲竊聽器"，解釋了其工作原理和發(fā)展前景。
24．細節(jié)理解題。根據(jù)第一段"On a warm and damp June morning, Emily Bick winds through a field of knee-high corn.It feels like that quiet, expectation-filled moment before a concert: Tech people are setting up microphones, connecting wires. The star of this particular show is the microphone itself. Research assistants are attaching it to the corn stalks （莖）, an innovation that Bick named the Insect Eavesdropper（竊聽器）.(6月一個溫暖潮濕的早晨，艾米麗．比克蜿蜒穿過一片及膝高的玉米地。這感覺就像音樂會前那種安靜、充滿期待的時刻：技術(shù)人員正在安裝麥克風、連接電線。這個節(jié)目的主角是麥克風本身。研究助理正在將它附著在玉米秸稈上，比克將這項創(chuàng)新命名為"昆蟲竊聽器')'以及第二段中"Bick, an insect scientist, researches ways to better detect the agricultural pests that drive serious economic losses worldwide.(比克是一名昆蟲學家，研究如何更好地檢測造成全球嚴重經(jīng)濟損失的農(nóng)業(yè)害蟲。)"可知，比克在玉米地里工作的目的是為一項研究做安排。故選B。
25．細節(jié)理解題。根據(jù)第二段Bick, an insect scientist, researches ways to better detect the agricultural pests that drive serious economic losses worldwide.（比克是一名昆蟲科學家，他研究如何更好地檢測造成全球嚴重經(jīng)濟損失的農(nóng)業(yè)害蟲）"以及"Com rootworm, also knowathillo-ol , limiting the plants ntrient supply and making stalks fall over. As a result, 20% of the crop is lost to the insect every year.（玉米根蟲，也被稱為'十億美元蟲"，以玉米根為食，限制了植物的營養(yǎng)供應(yīng)，使秸稈倒下。結(jié)果，每年有20%的作物被昆蟲吞噬）"可知，玉米根蟲被命名為"十億美元蟲"因為它造成巨大損失。故選B。
26．詞句猜測題。根據(jù)劃線詞上文"A little disc sits on a solid object-like corm-and captures the vibrations moving through it, registering each one with an electrical signal. "When corn rootworm feeds on the roots, the vibration translates from the root system to the stalk,Bick says. (一個小圓盤放在一個固體物體上---比如玉米﹣并捕捉穿過它的振動，用電信號記錄每一個振動。當玉米根蟲以根為食時，振動從根系統(tǒng)傳遞到莖，比克說）以及后文"We're using the plant as the musical instrument, as essentially the outside of a guitar.（我們把植物當作樂器，就像吉他的外面一樣）"可知，比克主要通過玉米根蟲啃食根部的震動來發(fā)現(xiàn)這種蟲子，故劃線詞it指代前文中的the vibration"振動"，故選D。
27．推理判斷題。根據(jù)最后一段"The team are still working on the data-processing pipeline, but hope they can get the Insect Eavesdropper on the shelf in a couple of years. Their goal is to advance pest detection-and maybe inspire people to listen to everything a little closer.（該團隊仍在研究數(shù)據(jù)處理管道，但希望他們能在幾年內(nèi)將昆蟲竊聽器上架。他們的目標是推進害蟲檢測﹣﹣也許還能激勵人們更近距離地傾聽一切）"可知，昆蟲竊聽器有潛力提升病蟲害監(jiān)測，由此可知InsectEavesdropper"昆蟲竊聽器"很有前景。故選C。
C 29．A 30．D 31．B 【導語】本文是一篇說明文。文章介紹了一款名為Olio的App，該應(yīng)用程序主要是將有多余食物的人與需要食物的人在社區(qū)中聯(lián)系起來，充分的利用過度生產(chǎn)未被使用的食物，減少浪費。
28．細節(jié)理解題。根據(jù)第二段中“Wilson is one of 3.4 million people around the world using an app designed to encourage people to give away rather than throw away surplus (剩余的) food. (威爾遜是全球340萬使用該應(yīng)用程序的人之一，該應(yīng)用程序旨在鼓勵人們放棄而不是扔掉多余的食物。)”可知，威爾遜使用應(yīng)用程序來撿到一些面包和水果之外，還交了一個新朋友，即通過她的故事展示人們找到了解決食物浪費的高科技方法。故選C。
29．細節(jié)理解題。根據(jù)第四段中“Almost 1.4 billion hectares of land — close to 30% of the world’s agricultural land — is dedicated to producing food that is never eaten, and the carbon footprint of food wastage makes it the third contributor of CO2. Reducing food waste is one of the most effective ways of tackling the global climate crisis.( 近14億公頃土地(接近世界農(nóng)業(yè)用地的30%)用于生產(chǎn)從未食用的食物，而食物浪費的碳足跡使其成為二氧化碳的第三個來源。減少食物浪費是應(yīng)對全球氣候危機最有效的方法之一。)”可知，過度的未食用食物的生產(chǎn)會導致增加碳排放，由此造成全球氣候危機即全球變暖。故選A。
30．細節(jié)理解題。根據(jù)倒數(shù)第二段中“The app connects people with others who have surplus food but don’t have anyone to give it to because so many people are disconnected from their communities.( 這款應(yīng)用程序?qū)⑷藗兣c其他有多余食物但沒有人可以施舍的人聯(lián)系起來，因為很多人與他們的社區(qū)脫節(jié)。)”可知，Olio作為一款app其主要是將有多余食物的人與需要食物的人在社區(qū)中聯(lián)系起來，充分的利用過度生產(chǎn)未被使用的食物，減少浪費。由此該應(yīng)用程序填補了綠色社區(qū)之間的信息鴻溝。故選D。
31．推理判斷題。根據(jù)最后一段中“But if everyone makes small changes in the world, we’d dramatically reduce the amount of food that ends up in bins (但如果每個人都能對這個世界做出小小的改變，我們就能大幅減少垃圾桶里的食物數(shù)量。)”可知，Clarke認為減少食物浪費需要每個人的努力付出，即需要共同努力。故選B。
C 33．D 34．B 35．A
【導語】這是一篇說明文。本文主要講述了測試效應(yīng)作為一種有效的學習方法，通過自我測試可以提高記憶和學習效果。
32．細節(jié)理解題。根據(jù)第二段中“The results were surprising: the students who repeatedly studied the material initially performed better, but when they were tested again a week later, the students who tested themselves recalled over 60% of what they had learned, compared to only 40% for the group who repeatedly studied.”（結(jié)果是令人驚訝的：那些反復學習材料的學生一開始表現(xiàn)更好，但當他們一周后再次接受測試時，那些自我測試的學生回憶起了60%以上所學的內(nèi)容，而反復學習的學生只回憶起了40%。）可知，死記硬背從長遠來看效果并不好。故選C。
33．細節(jié)理解題。根據(jù)第三段的“When we test our memories, we expose the weaknesses of existing neuronal (神經(jīng)元的) connections in a way that ultimately strengthens what’s useful and removes what’s not, making the information we attempt to memorize more lasting and easier to recall. (當我們測試自己的記憶力時，我們會以一種方式暴露現(xiàn)有神經(jīng)元連接的弱點，這種方式最終會強化有用的連接，去除無用的連接，從而使我們試圖記住的信息更加持久，也更容易回想起來。)”可知，測試記憶時，大腦會暴露并強化有用的神經(jīng)元連接，同時去除無用的連接，由此可知，弱但有用的神經(jīng)元連接被暴露并得到加強。故選D。
34．推理判斷題。根據(jù)第四段的“To maximize the benefits of the testing effect, it’s important to return to the same information in shorter sessions over several days instead of cramming (塞進) everything into a single night of intense studying. (為了最大限度地發(fā)揮測試效果的益處，重要的是在幾天內(nèi)分多個較短的時段來復習同樣的知識內(nèi)容，而不是把所有東西都集中在一個晚上進行高強度的學習。)”可知，有效的學習方法是分幾天進行短時間復習，而不是一晚上突擊學習，由此可推知，在幾天內(nèi)分多次短時段復習材料是有效的學習方法。故選B。
35.主旨大意題。通讀全文，尤其是第一段的“Yet it turns out making errors early on can be more helpful for remembering information over time. (然而，事實證明，早期犯錯從長遠來看可能更有助于記憶信息。)”以及第三段中的“The testing effect has since been confirmed in many studies under a range of conditions. (測試效應(yīng)已經(jīng)在多種條件下通過許多研究得到了證實。)”可知，本文的核心在于探討測試作為一種有效的學習工具的力量，而且測試對學習和記憶的強大效果，所以“測試的力量：一種有效的學習方法。概括了全文的主題，是最佳標題。故選A。
36-40：GCDBE
【分析】這是一篇說明文。文章主要介紹了一個人可以怎樣變得出類拔萃，與眾不同。
36．根據(jù)上文“Your style – the way you dress up, the way you carry yourself, the trends you follow – plays a key role in helping your stand out from the others.（你的風格——你打扮的方式，你表現(xiàn)自己的方式，你追隨的潮流——在幫助你脫穎而出方面起著關(guān)鍵作用。）”可知下文可接G項內(nèi)容“緊跟時尚潮流或穿昂貴的衣服，并不能幫你獲得一種獨特的風格”，連接下一句“那么以下的建議可以幫助到你。”做到承上啟下的作用，故選G。
37．根據(jù)上文“However, self-doubt and fear of disapproval drive many to abandon their own ways and follow what everyone else is doing. （然而，自我懷疑和對否定的恐懼驅(qū)使許多人放棄自己的方式，跟隨別人的做法。）”結(jié)合主題“Be yourself（做自己）”可知，模仿別人只會讓你在人群中變成另一張臉，C項內(nèi)容切題，故選C。
38．根據(jù)上文“Open-mindedness helps you see things from a different perspective, understand others, find opportunities, and learn from others.（開放的心態(tài)可以幫助你從不同的角度看問題，理解他人，發(fā)現(xiàn)機會，并向他人學習。）”結(jié)合本段主題“Keep an open mind.（保持思維的開發(fā)）”可知保持開放的心態(tài)對定義你的風格很有幫助，D項內(nèi)容切題，故選D。
39．根據(jù)下文“As society changes, so does fashion. Changing trends reflect the changes in people’s taste. Similarly, your sense of fashion changes as you gain more experiences in life.（社會在變，時尚也在變。變化的趨勢反映了人們品味的變化。同樣的，你的時尚感也會隨著你生活經(jīng)驗的增加而改變。）”可推出昨天起作用的今天可能行不通，B項內(nèi)容切題，故選B。
40.根據(jù)上文“You can wear a very beautiful dress, but if can’t carry it with confidence, it will not look good on you.（你可以穿一件非常漂亮的裙子，但是如果你不能自信地穿著它，它就不會在你身上好看）”可知本段強調(diào)了如果沒有自信，即使華美的服飾也不一定能讓你與眾不同，由此可以推出另一方面，即使是一件普通的連衣裙，自信的人穿上也會氣場十足，故選E。
41-45.DBACB 46-50.CDCDA 51-55.ABDAB
【導語】這是一篇記敘文，文章主要講述作者在高考前英語分數(shù)很低，聽了母親講述的關(guān)于堅持的故事后她備受鼓舞，決心克服自己的困難，最終取得進步的故事。
41．考查形容詞詞義辨析。句意：盡管她盡了最大的努力，她的分數(shù)仍然很低，使她處于放棄的邊緣。A. high高的；B. average平均的； C. stable穩(wěn)定的；D. low低的。根據(jù)上文“Sarah struggled with English”和空后“l(fā)eaving her on the brink of giving up”可知，她的英語分數(shù)很低，故選D。
42．考查名詞詞義辨析。句意：看到女兒的沮喪，Sarah的母親分享了一個著名作家的故事，他通過堅持不懈克服了寫作上的困難。A. assistance幫助；B. perseverance堅持；C. inspiration靈感；D. resolution決心。根據(jù)下文“Her teachers praised her for her ____50____ and perseverance.”可知，老師表揚她堅持不懈的精神，推知她的母親給她分享的是關(guān)于堅持的故事，故選B。
43．考查動詞詞義辨析。句意：受到鼓舞的Sarah決定直面挑戰(zhàn)。A. confront直面，面對；B. initiate開始，發(fā)起；C. ignore忽視；D. avoid避免。根據(jù)下文“____4____ to overcome her obstacles, Sarah created a plan.”可知，她想出計劃來克服困難，推知她直面挑戰(zhàn)，故選A。
44．考查形容詞詞義辨析。句意：Sarah決心克服她的障礙，于是想出了一個主意。A. Amazed吃驚的；B. Discouraged泄氣的；C. Determined決心的；D. Intended打算的，計劃的。根據(jù)上文“Sarah decided to ____3____ her challenges”可知，她決心克服困難，故選C。
45．考查動詞詞義辨析。句意：她每天早上花一個小時閱讀經(jīng)典英語文學作品，標出不熟悉的單詞并查字典。A. made制作；B. dedicated奉獻給；C. spent花費；D. spared抽出。根據(jù)下文“an hour each morning to reading classic English literature”可知，此處指花時間閱讀經(jīng)典英語文學作品，dedicate…to doing“把……奉獻給”，spend和spare無此搭配，故選B。
46．考查名詞詞義辨析。句意：同上。A. textbook課本；B. notebook筆記本；C. dictionary字典；D. journal日記。根據(jù)上文“unfamiliar words”可知，應(yīng)是在字典中查閱不熟悉的單詞，故選C。
47.考查動詞詞義辨析。句意：晚上，她練習總結(jié)課文，以確保理解透徹。A. clarify闡明；B. outline概述；C. confirm證實；D. ensure確保。根據(jù)句中“she practiced summarizing the texts”以及“a thorough understanding”可知，她練習總結(jié)課文，是為了確保自己理解透徹，故選D。
48．考查動詞短語辨析。句意：幾個月后，她的努力奏效了。A. showed off炫耀；B. showed up出現(xiàn)；C. paid off成功，奏效；D. paid back還錢。根據(jù)下文“Her comprehension improved”可知，她的理解力提高了，說明她的努力奏效了，故選C。
49．考查動詞詞義辨析。句意：她的理解力提高了，信心也增強了。A. remained仍然是，保持不變；B. dropped下降；C. stayed逗留；D. rose提高，增強。根據(jù)上文“Her comprehension improved”可知，此處是描述她的進步，故自信心增強了，故選D。
50．考查名詞詞義辨析。句意：她的老師稱贊她的進步和毅力。A. progress進步；B. solution解決辦法；C. plan計劃；D. method方法。根據(jù)上文“Her comprehension improved”可知，老師表揚她取得的進步，故選A。
51．考查副詞詞義辨析。句意：考試那天，Sarah覺得自己準備得異常充分。A. unusually不尋常地，非常；B. commonly通常地，常常；C. typically典型地；D. normally正常地。根據(jù)上文提到她取得進步以及下文“She found herself understanding and analyzing the passages…”可知，她考試時應(yīng)是感覺準備充分，故選A。
52．考查名詞詞義辨析。句意：她發(fā)現(xiàn)自己能輕松地理解和分析這些段落。A. difficulty困難；B. ease容易；C. caution小心；D. worry擔憂。根據(jù)上文“Sarah felt ____11____ prepared”可知，她感覺準備充足，推知能輕松理解和分析，故選B。
53．考查動詞詞義辨析。句意：當結(jié)果公布時，她的分數(shù)超出了她最大的預期。A. met遇見；B. achieve實現(xiàn)；C. fulfilled旅行，完成；D. exceeded超過。結(jié)合上文語境準備充分以及輕松理解和分析可知，她的分數(shù)超出了預期，故選D。
54．考查動詞詞義辨析。句意：Sarah明白了進步的速度并不重要；重要的是，她從未停止前進。A. ceased停止；B. resisted抵制；C. rejected拒絕；D. refused拒絕。根據(jù)下文“moving forward”和語境可知，要克服困難，應(yīng)是從不停止前進，故選A。
55.考查動詞詞義辨析。句意：帶著這些新發(fā)現(xiàn)的智慧，她踏上了她的大學之旅，準備好面對路上的任何障礙，因為她知道自己擁有克服一切障礙的力量和決心。A. set設(shè)置；B.embarked開始，上船；C. kept保持；D. took取，拿。根據(jù)下文“ready to face whatever obstacles came her way”可知，她做好了準備面對任何困難，故此處指踏上大學之旅，故選B。
語法填空
【導語】本文是一篇說明文。文章介紹了2024年12月4日春節(jié)被聯(lián)合國教科文組織列入人類非物質(zhì)文化遺產(chǎn)代表作名錄，闡述了春節(jié)的意義、核心等相關(guān)內(nèi)容。
56．考查非謂語動詞。句意：春節(jié)是中國文化的標志性組成部分，是在中國和世界各地慶祝的最重要的節(jié)日之一。“(practice) in China and around the world”作后置定語，practice(實行；從事某種活動)是非謂語動詞，與其邏輯主語festivals之間是被動關(guān)系，用過去分詞表被動。故填practiced。
57．考查關(guān)系代詞.句意：春節(jié)被列為非物質(zhì)文化遺產(chǎn)，不僅是對其中國根源的認可，也是對它所承載的連接全人類的理念的認可。“it carries”是限制性定語從句，修飾先行詞the ideas，指物，“ 57 connect all humanity”也是定語從句，同樣修飾the ideas，故用which/that。
58．考查時態(tài)語態(tài)和主謂一致。句意：春節(jié)承載著中國人民對和平與和諧的追求，傳遞著對未來的美好祝愿，證明了人類的共同價值觀，如社會包容以及人與自然的和諧關(guān)系。提示詞promote(推廣；推動)和謂語動詞bears、proves是并列關(guān)系，作謂語，與主語The Spring Festival謂語之間是主動關(guān)系，描述客觀事實用一般現(xiàn)在時態(tài)，主語是專有名詞，謂語動詞用單數(shù)形式。故填promotes。
59．考查名詞。句意：春節(jié)承載著中國人民對和平與和諧的追求，傳遞著對未來的美好祝愿，證明了人類的共同價值觀，如社會包容以及人與自然的和諧關(guān)系。提示詞在such as后，和名詞短語“a sound relationship between man and nature”并列，用名詞inclusion作賓語，意為“包容”，不可數(shù)名詞。故填inclusion。
60．考查介詞。句意：春節(jié)以家庭為核心。put...at one’s core是固定短語，意為“以……為核心”。故填at。
61．考查名詞。句意：中國人珍視家庭和家庭成員之間的緊密聯(lián)系，并將這種情感延伸到社區(qū)、國家乃至更廣泛的范圍。提示詞在動詞extend后作賓語，用名詞affection，意為“情感”，不可數(shù)名詞。故填affection。
62．考查表語從句。句意：這就是為什么每年春節(jié)，數(shù)百萬人踏上回家的旅程，創(chuàng)造了地球上最大規(guī)模的人類遷徙。“ each Spring Festival, millions of people start the journey home”是表語從句，結(jié)合句意，表示“這就是為什么……”，應(yīng)用連接副詞why引導該表語從句，在從句中作原因狀語。故填why。
63．考查非謂語動詞。句意：為了充分發(fā)揮家庭聚會、盛宴和各種文化活動的作用，春節(jié)慶祝活動持續(xù)15天，以元宵節(jié)結(jié)束。“(give) full play to family gatherings, feasts, and various cultural activities”是“celebrations for the Spring Festival last for 15 days...”的目的，give full play(充分發(fā)揮)是非謂語動詞，用不定式作目的狀語。故填To give。
64．考查副詞。句意：從餃子到年糕，從炸肉丸到紅燒魚，從地理上來說從北到南，所有的菜肴都承載著人們在春節(jié)期間對親人最美好的祝福。提示詞修飾介詞短語“from north to the south”，用副詞geographically作狀語，意為“在地理上”。故填geographically。
65．考查時態(tài)語態(tài)和主謂一致。句意：到目前為止，許多代代相傳的慶祝活動和事件在中國、亞洲以及其他地區(qū)都得以保留。pass是定語從句中謂語動詞，與主語that(即先行詞Many of the celebrations and events)之間是被動關(guān)系，結(jié)合時間狀語“so far”可知，講述從過去持續(xù)到現(xiàn)在的動作，應(yīng)用現(xiàn)在完成時的被動語態(tài)，主語是復數(shù)名詞，助動詞使用have。故填have been passed。
寫作
第一節(jié)參考范文：
Dear Frank,
Our school’s science and technology innovation club is planning its first activity this year, which focuses on the newly released domestic AI large model DeepSeek on January 20, 2025. The purpose is to explore its features and potential impacts, and we believe it will offer a great chance to understand the latest advancements in AI technology.
The activity will start with a brief introduction, followed by group discussions. Finally, we’ll share conclusions.
We sincerely invite you to join us. Looking forward to your reply.
Yours,
Li Hua
【導語】本篇書面表達屬于邀請信。要求考生給美國朋友Frank寫郵件，邀請他參加學校科創(chuàng)社團關(guān)于國產(chǎn)人工智能大模型DeepSeek的研討活動。
【詳解】1. 詞匯積累
專注于：focus on → concentrate on
新發(fā)布的：newly released → newly launched
機會：chance → opportunity
真誠地：sincerely → earnestly
2. 句式拓展
簡單句變復合句
原句：The activity will start with a brief introduction, followed by group discussions.
拓展句：The activity will start with a brief introduction, which is followed by group discussions.
【點睛】【高分句型1】Our school’s science and technology innovation club is planning its first activity this year, which focuses on the newly released domestic AI large model DeepSeek on January 20, 2025. (運用了which引導的非限定性定語從句)
【高分句型2】The purpose is to explore its features and potential impacts, and we believe it will offer a great chance to understand the latest advancements in AI technology. (運用了省略連接詞that的賓語從句)
【高分句型3】The activity will start with a brief introduction, followed by group discussions. (運用了過去分詞作伴隨狀語)
寫作評分細則
(一)評分原則
1. 本題總分為15分，按5個檔次給分。
2. 評分時，先根據(jù)文章的內(nèi)容和語言初步確定其所屬檔次，然后以該檔次的要求來衡量、確定或調(diào)整檔次，最后給分。 3. 詞數(shù)少于60或多于120的，從總分中減去2分。
4. 評分時，應(yīng)注意主要內(nèi)容為：內(nèi)容要點、應(yīng)用詞匯和語法結(jié)構(gòu)的豐富性和準確性及上下文的連貫性。
5. 拼寫與標點符號是語言準確性的一個方面，評分時，應(yīng)視其對交際的影響程度予以考慮。英、美拼寫及詞匯用法均 可接受。
6. 若書寫較差以至影響交際，將分數(shù)降低一個檔次。
(二)各檔次的給分范圍和要求
檔次 描述
第五檔 (13～15分) 完全完成試題規(guī)定的任務(wù)。 一覆蓋所有內(nèi)容要點。 一應(yīng)用較多的語法結(jié)構(gòu)和詞匯。 -語法結(jié)構(gòu)或詞匯方面有些許錯誤，但為盡力使用較復雜結(jié)構(gòu)或較高級詞匯所致。具備較強的語言運 用能力。 —有效地使用語句間的連接成分，使全文結(jié)構(gòu)緊湊。 完全達到預期的寫作目的。
第四檔 (10～12分) 完全完成試題規(guī)定的任務(wù)。 —雖漏掉1～2個次重點，但覆蓋所有主要內(nèi)容。 一應(yīng)用的語法結(jié)構(gòu)和詞匯能滿足任務(wù)的要求。 語法結(jié)構(gòu)或詞匯方面應(yīng)用基本準確，些許錯誤主要是因嘗試較復雜的語法結(jié)構(gòu)或詞匯所致。 一使用簡單的語句間連接成分，使全文結(jié)構(gòu)緊湊。 達到預期的寫作目的。
第三檔 (7～9分) 基本完成試題規(guī)定的任務(wù)。 —雖漏掉一些內(nèi)容，但覆蓋所有主要內(nèi)容。 一應(yīng)用的語法結(jié)構(gòu)和詞匯能滿足任務(wù)的要求。 -有一些語法結(jié)構(gòu)或詞匯方面的錯誤，但不影響理解。 一使用簡單的語句間連接成分，使全文內(nèi)容連貫。 整體而言，基本達到預期的寫作目的。
檔次 描述
第二檔 (4～6分) 未適當完成試題規(guī)定的任務(wù)。 —漏掉或未描述清楚一些主要內(nèi)容，寫了一些無關(guān)內(nèi)容。 一語法結(jié)構(gòu)單調(diào)，詞匯項目有限。 有一些語法結(jié)構(gòu)或詞匯方面的錯誤，且影響對寫作內(nèi)容的理解。 —較少使用語句間的連接成分，內(nèi)容缺乏連貫性。 信息未能清楚地傳達給讀者。
第一檔 (1～3分) 未完成試題規(guī)定的任務(wù)。 明顯漏掉主要內(nèi)容，寫了一些無關(guān)內(nèi)容，原因可能是未理解試題的要求。 語法結(jié)構(gòu)單調(diào)，詞匯項目有限。 較多語法結(jié)構(gòu)或詞匯方面的錯誤，且影響對寫作內(nèi)容的理解。 缺乏語句間的連接成分，內(nèi)容不連貫。 —信息未能清楚地傳達給讀者。
0分 未能傳達給讀者任何信息：內(nèi)容太少，無法評判；所寫內(nèi)容均與所要求內(nèi)容無關(guān)或所寫內(nèi)容無法看清。
第二節(jié)參考范文:
.Paragraph 1:
As they headed back to the classroom, Brodie quietly walked over to Mustafa.He hesitated for a moment before speaking."You are really cool at soccer. Straight-up GOAT!" His tone was casual but sincere. "I...I'm sorry. I wish I could take back the silly Turkey noise." Mustafa glanced at him, a boy who now seemed different, and a small smile tugged at the corners of his mouth as he tried to contain his excitement. "Thanks," he replied calmly. "No worries." Brodie chuckled, and Mustafa added modestly that it was a team effort. The tension between them eased as they continued walking side by side, chatting about their next soccer game. By the time they reached the classroom, the air felt lighter.
Paragraph 2:
Back in the classroom, Mustafa looked around and asked,"Would you like to try baklava at my house " His classmates' eyes lit up. Brodie was the first to respond."Baklava That sounds awesome!"he exclaimed enthusiastically. Mustafa felt a wave of pride. Ms. Ramos, who had been observing quietly, stepped forward with a relieved smile. "What a wonderful idea, Mustafa!" she remarked. "Sharing food is a great way to share your culture and bring friends together." "Mom was so right!" Mustafa joyfully thought to himself. The class murmured in agreement, and soon they settled on the date for the baklaa party. Ms. Ramos felt a surge of warmth at the scene, knowing that this was the beginning of something special-a friendship that had overcome misunderstandings and crossed cultures.
一、評卷要求
1、本題總分為25分，按5個檔次給分，每個檔次5分。評分時先根據(jù)作答的具體情況初步確定其所屬檔次，然后以該檔次的要求來綜合衡量、確定或調(diào)整檔次，最后給分。詞數(shù)少于130的，從總分中減去2分。
2、評分時，從故事內(nèi)容，詞匯語法和篇章結(jié)構(gòu)三個方面考慮，具體為
（1）創(chuàng)造內(nèi)容的質(zhì)量，續(xù)寫的完整性以及與原文情境的融洽度。
（2）使用詞匯和語法結(jié)構(gòu)的準確性，恰當性和多樣性。
（3）上下文的銜接和全文的連貫性 。
閱卷應(yīng)整體評分，從主題是否明確、內(nèi)容是否完整、內(nèi)容和原文銜接度高不高、語言是否符合原文風格、語言使用是否正確等方面綜合考慮檔次。先確定檔次，再具體給分。
3、 續(xù)寫內(nèi)容必須符合故事主線。不符合的一律不及格（15分以下）。抄襲原文或不相干的內(nèi)容達到1/3 的（連著抄，間隔著抄都算）、充滿負能量或不道德的內(nèi)容，均判零分。
4、閱讀材料的語言：主要以第三人稱敘事為主，因此續(xù)寫部分的語言也應(yīng)是敘事風格，否則分數(shù)降低一個檔次或扣5分。
5、語法：文章時態(tài)為一般過去時。使用時態(tài)錯誤，扣3分。 詞匯、語法錯誤：一般大錯扣1分，如出現(xiàn)1個小錯，從總分中減去半分。相同的錯誤不重復扣分。如書寫較差，以至影響交際，將分數(shù)降低一個檔次。
二、評分標準
第五檔 （21~25分） 1.創(chuàng)造了豐富合理的內(nèi)容，富有邏輯性，續(xù)寫完整與原文情境融洽度高。 2.使用了多樣并且恰當?shù)脑~匯和語法結(jié)構(gòu)，可能有個別小錯，但完全不影響理解 3.有效地使用了語句間的銜接手段。全文結(jié)構(gòu)清晰，意義連貫。
第四檔 （16~20分） 1.創(chuàng)造了比較豐富合理的內(nèi)容，比較有邏輯性，續(xù)寫比較完整，與原文情境融洽度高。 2.使用了比較多樣并且恰當?shù)脑~匯和語法結(jié)構(gòu)。可能有些許錯誤，但不影響理解。 3.比較有效地使用了語句間的銜接手段，全文結(jié)構(gòu)比較清晰，意義比較連貫。
第三檔 （11~15分） 1.創(chuàng)造了基本合理的內(nèi)容，有一定的邏輯性，續(xù)寫基本完整，與原文情境相關(guān)。 2.使用了簡單的詞匯和語法結(jié)構(gòu)，有一些錯誤或不恰當之處，但基本不影響理解。 3.基本有效地使用了語句間銜接手段，全文結(jié)構(gòu)基本清晰，意義基本連貫。
第二檔 （6~10分） 1.內(nèi)容或邏輯上有一些重大問題，續(xù)寫不夠完整，與原文情境有一定程度脫節(jié)。 2.所使用的詞匯有限，語法結(jié)構(gòu)單調(diào)，錯誤較多，影響理解。 3.未能有效地使用語句間的銜接手段，全文結(jié)構(gòu)不夠清晰，意義不夠連貫。
第一檔 （1~5分） 1.內(nèi)容或邏輯上有較多重大問題，或有部分內(nèi)容抄自原文，續(xù)寫不完整，與原文情境基本脫節(jié)。 2.所使用的詞匯有限，語法結(jié)構(gòu)單調(diào)，錯誤很多，嚴重影響理解。 3.幾乎沒有使用語句間的銜接手段，全文結(jié)構(gòu)不清晰，意不連貫。 零分 未作答，所寫內(nèi)容太少或無法看清，以致無法評判。所寫內(nèi)容全部抄自原文或與題目要求完全不相關(guān)。
聽力原材料
Text 1
M: I’m looking for a present for my mom. She loves drinking tea, so I was thinking of a gift bag with some different flavors.
W: Or you could get her a delicate teapot. My friend makes them. I can get you a good price.
Text 2
W: John, have you seen the new Godzilla movie
M: No. I’ve read some good reviews about it online.
W: Would you like to watch it with me tonight
M: Thanks, Jenny, but I’ve agreed to go with Alice to buy some clothes.
Text 3
W: How’s your day at school, Bobby
M: Pretty good. Except for one thing ...
W: Why do I have a bad hunch Failed an exam Your teacher wants to talk to me Or ...
Text 4
W: The office is in Cordoba, Spain and the salary is 1,800 a month. We’re looking for people who can speak Spanish and have experience and qualifications in teaching English as a foreign language.
M: Oh, I’ve taught English before, but I don’t have any qualifications.
W: I’m sorry, but qualifications are a must.
Text 5
M: Cathy, I hear you’re going on a trip next week.
W: Yes. I’m going to Sri Lanka and India. I’d like to visit the elephant rescue center there.
M: Are you studying the languages they speak there
W: You know me well. I did learn some Tamil, but they speak English there, too!
Text 6
M: Do you know that The South Africa’s women’s soccer team won its first award at the 2022 Women’s Africa Cup of Nations.
W: I listened to the news over the radio. That’s amazing. After all, the team was a runner-up five times since 2018.
M: Yes. It won against Morocco after one player scored two times in eight minutes. The win also allowed the team to go to the 2023 World Cup along with Morocco, Zambia, and Nigeria.
W: Their fans must be very happy.
M: You said it. I watched it on TV that hundreds of excited fans met the soccer players to celebrate their historic win with the president.
Text 7
M: Excuse me, ma’am. I work for the Regal Bookstore. Could you spare a couple of minutes to help with my survey about your reading habits
W: No problem.
M: How often do you read fiction books
W: I usually read about one book a week, sometimes more if I’m away on vacation.
M: What three categories of books do you prefer to read
W: I absolutely love science fiction books. I am also keen on detective stories. And then, recently I’ve read a lot of biographies.
M: Fine. How much do you spend on books every month
W: Not very much, because I get a lot of books from my friends when they have finished reading them. Probably around $50.
M: And have you ever been to the Regal Bookstore
W: Yes, I bought a new book by Grisham from that store only two weeks ago. It was on special offer that day, so I came in.
M: That’s great. Thank you for your time, ma’am.
Text 8
W: Finally, the exams are over ... What’s your plan for the summer holiday
M: I want to do some volunteer work. Last year, I helped at the nursing home, and this year I want to do something completely different.
W: Nice. What kind of volunteer work will you do then
M: I will work at a privately-owned zoo in Australia. I need to take care of native wildlife at their natural habitat. I think that must be very interesting and meaningful.
W: Seems it will be difficult work. If I were you, I wouldn’t bear hardships there.
M: But imagine that you will see different animals — koalas, crocodiles, kangaroos, lizards and so many more! You know, I’m a nature lover.This program will enable me to experience wildlife in person. That’s why I want to join it.
W: Sounds great. How long will you stay there
M: Well, the program will begin on July 15th and last two weeks. I plan to stay there for another five days to travel around the place, though.
Text 9
M: Why are you packing all your things so early There are still five days to go before the travel.
W: I know, but we’re staying there for a whole week. I just want to make sure I pack enough. Last time we went to the Bahamas, I didn’t pack enough. I wore the same shirt for two days in a row.
M: Well, it won’t be hot like our normal vacations to the Bahamas or Cabo San Lucas. Since it’s going to be cold in the Swiss Alps, you will have warm clothes on.
W: I’m just making sure I bring the warmest clothes, so I won’t be cold. You should do the same thing. Most warm clothes are always thick and they may not fit in your suitcase.
M: What should I do then
W: You should pack now to see if there’s enough room.
M: If I don’t have sufficient room for everything, I will get another suitcase onto the plane.
Text 10
M: Good morning, everyone. My name is Maxwell, and I’m the student advisor. First of all, welcome you to this school. I suppose you all had a relaxing vacation. And now I’ll be giving you an introduction to study skills so that you’ll have some ideas on how to do your own studies and research. In college, lectures will provide you with the latest information that you may not get in the textbooks on your reading list. Now, when you attend lectures, you’ll need to take notes. But do remember that you don’t need to write down everything the lecturer says. Try to focus on the main points and important details. Most of the lectures use examples, stories, and even jokes to explain a point. It’s a good idea to use symbols instead of the exact words for some common terms when making notes, but remember to use ones that you’ll understand later. Get into the habit of reading through them regularly. This will certainly help you with revision before exams of the term. And one final point, several of our students use recorders to record their lectures. But mind your manners and be polite enough to ask the lecturer’s permission before making your recording. Now, any questions before we finish the first meeting 2025屆高考英語模擬卷一
英語參考答案
聽力答案
1-5 CBAAA 6-10BBBAC 11-15 AAACA 16-20 ABBBC
閱讀、七選五答案
21-25 BCBBD 26-30 BABCA 31-35 ABDAC 36-40：FCAEB
完形填空答案：
41-45 ABCAD 46-50 BADCC 51-55 DCABD
語法填空答案：
has made；57. topped；58. an；59. restrictions；60. to；61. showing；62. What；63. strength；64. reduced；65. eagerly
閱讀理解詳解：
A篇
21.B 22.C 23.B
21.B細節(jié)理解題。根據(jù)第二段“The Institute's work addresses global issues for human development, shaping policy and research needs central to the 2030 Sustainable Development Agenda. 故選B。
22.C細節(jié)理解題。根據(jù)The Position: UNU is seeking a dynamic Director to lead UNU-WIDER. The Director will be responsible for setting the strategic direction, overseeing management and administration, and driving resource mobilization for the Institute. 故選C。
23.B細節(jié)理解題。Qualifications & Experience: PhD in Economics or a related field, with at least 15 years of progressively responsible experience in economics or a relevant area, including at least 5 years in a managerial role is required. A、C、D在細節(jié)表述上都與原文有出入，故選B。
B篇
24.B 25.D 26.B 27.A
[語篇分析]徐州徐海路幼兒園把廚房當作課堂開展實踐教育，讓孩子參與烹飪等活動，這種教育形式取得很好的效果，備受認可。
24.B 推理判斷題。文章第一段“In the city of Xuzhou, an unconventional symphony was produced by Xuhai Road Kindergarten featuring the rhythmic chopping of vegetables, the comforting sizzle of baking buns, and the gentle grind of the soybean milk milling process.” 在徐州市，徐海路幼兒園制作了一曲非傳統(tǒng)的交響樂，其中有節(jié)奏的切菜聲，烤面包的滋滋聲，還有豆?jié){碾磨過程中輕柔的研磨聲。由此可知，作者描繪了徐海路幼兒園里孩子們做菜的熱鬧場景，這是一個生動和諧的烹飪場景。故選B。
25.D 綜合信息題。從第三段第三句話 “Inspired to bridge the gap between learning and living, the kindergarten ...and introduced a lesson on how to make sugarcoated hawthorns.”可以體現(xiàn)出教學生做冰糖葫蘆只是起初的一個具體做法，而不是目的，故A排除。從第六段“Although this focus on practical learning has reduced traditional classroom time, the children have not suffered academically...”可知學生并沒有為此受到影響，故B排除。從第四段第一句話“We are mindful of safety, but we worry more about the possibility of depriving children of a joyful childhood.” 可知，學校更擔心剝奪孩子愉快的同年，故C排除。從第四段第二句話 “Most of the time, we teachers are observers and guides...”可知，老師只是觀察者和引領(lǐng)者，而不是提供手把手的指導(hands-on instruction)，故選D。
26.B 推理判斷題。由第五段第一句話 “The novel form of practical education has transformed the personalities of some young students.”可知,這種新穎的實踐教育形式改變了一些青年學生的性格。而這個內(nèi)向的小男孩的例子印證了這一觀點，故選B。
27.A 主旨大意題。本文講述的是徐州徐海路幼兒園把廚房當作課堂開展實踐教育，讓孩子參與烹飪等活動，取得很好的效果。同時，在最后一段Yin Fei的話“Kindergarten’s moving the classroom to the ‘kitchen’ reflects the fact that “Education and teaching should not be confined to campuses, and knowledge extends beyond books.” 能得知教育和教學不應(yīng)局限于校園，知識應(yīng)延伸到書本之外，故答案選A。
C篇
28.B 29.C 30.A 31.A
這是一篇說明文。主要介紹了246位生態(tài)學家在分析同一數(shù)據(jù)集時，由于統(tǒng)計方法和決策的不同，導致了結(jié)論的差異。
28.B細節(jié)理解題。根據(jù)第1段中的“according to a paper published last month in BMC Biology, which finds that 246 ecologists analyzing the same data sets reached widely varying conclusions, with some finding effects in totally opposite directions.”（據(jù)上個月發(fā)表在《BMC 生物學》雜志上的一篇論文所述，該論文指出 246 名生態(tài)學家對相同的數(shù)據(jù)集進行分析時得出了大相徑庭的結(jié)論，其中一些人的結(jié)論甚至在方向上完全相反。）可知，246名生態(tài)學家對于同一個數(shù)據(jù)集進行分析時產(chǎn)生了不同的結(jié)論。故選B項。
29.C推理判斷題。第 3 段的“The analysis teams, who were all given the same data from 452 blue tit broods in an Oxfordshire woodland, came up with a wide range of answers.” （分析小組從奧克尼郡一處林地的 452 個藍鴉雛鳥窩中獲取了相同的數(shù)據(jù)，得出的答案卻大相徑庭。）和第 4 段的“The spread of results for the second research question was even more dramatic. ”（第二個研究問題的結(jié)果呈現(xiàn)情況變化之大更是令人吃驚。）強調(diào)生態(tài)學家在統(tǒng)計分析中對于相同數(shù)據(jù)做出了不同的研究選擇，這導致了不同的結(jié)果。文中明確指出這些“不同選擇”會增多并影響結(jié)果，這支持選項 C。選項 A、B 和 D 在段落中未被直接提及或暗示。
30.A詞義猜測題。原文提到，在分析草覆蓋對桉樹幼苗生存的影響時，18個團隊認為更多的草覆蓋“hampered”了桉樹的生存，而6個團隊認為改善了生存，31個團隊認為沒有影響。根據(jù)對比，可以推斷“hampered”應(yīng)與“improved”形成對比，即表示負面影響。故答案選A。
31.A主旨大意題。這篇文章著重講述了生態(tài)學家在分析相同的數(shù)據(jù)集時，由于在分析決策上的差異而得出了大相徑庭的結(jié)論。選項A直接抓住了這一核心觀點。選項 C 與文章內(nèi)容相悖。選項 B 提到了生態(tài)系統(tǒng)的復雜性，但沒有抓住分析決策這一重點。選項 D 討論的是改進實踐，這并非文章的主要主題。
D篇
32.B 33.D 34.A 35.C
[語篇導讀]日本基金會支持的“藍色聯(lián)盟”聯(lián)合企業(yè)將海洋塑料廢棄物回收轉(zhuǎn)化為經(jīng)濟資源，促進環(huán)保與可持續(xù)發(fā)展，并通過消費者參與激勵更多企業(yè)投資循環(huán)經(jīng)濟，實現(xiàn)海洋生態(tài)保護。
B 細節(jié)理解題。根據(jù)題干，信息定位于第一段。由第二句話“...the Alliance for the Blue, uniting companies to speed up the rate at which plastic waste can be recycled and turned into a valuable economic resource.” 可知，藍色聯(lián)盟（Alliance for the Blue）聯(lián)合各家公司，加快塑料垃圾的回收利用速度，并將其轉(zhuǎn)化為寶貴的經(jīng)濟資源。故答案選B。
D 段落大意題。第二段前兩句 “Some forms of plastic,... take over 600 years to break down.”“ Meanwhile, plastics..., which can cause serious health issues when consumed by humans.”提到了塑料廢棄物的問題，即：有些塑料降解很慢，而有快速降解的塑料通常會分解成微小的顆粒，可以被魚類攝入，當這些魚被人類食用時可能會導致嚴重的健康問題。第三句話“..., building the systems means engaging a wide range of organizations from different sectors, each with different roles and responsibilities.”指出構(gòu)建實現(xiàn)循環(huán)利用塑料廢棄物的系統(tǒng)需要不同部門的廣泛組織合作。綜上，可以得出塑料廢棄物的挑戰(zhàn)是多方面的，故答案選D。
A 細節(jié)理解題。根據(jù)題干可定位到第三段最后一句話 “This approach ... , but benefits companies, as consumers are increasingly drawn to recycled products and to the alliance’s values.” 因為消費者越來越被回收利用的產(chǎn)品和聯(lián)盟的價值觀所吸引，所以這種方法對公司有利。故答案選A。B. Revenue funds new recycled products：文中提到收入可用于恢復海洋資源，但未明確用于“資助新回收產(chǎn)品”，因此不直接。C. Collaboration networks grow stronger：這是聯(lián)盟的整體效果，但非公司受益的直接原因。D. Products show environmental values：雖然產(chǎn)品體現(xiàn)環(huán)保價值，但文章更強調(diào)消費者因“產(chǎn)品和價值觀”本身被吸引，而非單純展示價值。
C 觀點態(tài)度題。根據(jù)最后一段Mr. Unno的觀點 “‘Our support has helped increase the number of member companies, expand the supply chain and strengthen the organization’s collaborative network.’”我們的支持幫助增加了成員公司的數(shù)量，擴大了供應(yīng)鏈，加強了組織的協(xié)作網(wǎng)絡(luò)。以及“He holds the firm belief that, ... , The Nippon Foundation can help to ... that benefits consumers and companies while protecting ....”日本基金會可以幫助建立一個新的循環(huán)價值鏈，使消費者和公司受益，同時為子孫后代保護豐富的海洋資源。說明作者認可日本基金會支持藍色聯(lián)盟。
七選五詳解
這是一篇說明文，主題語境是“人與社會”。文章主要討論了如何在交際中停止過度分享。
36. F. 空后是完整句子we've got you covered(我們會幫你搞定).說明前面缺少一個從句，根據(jù)選項和句意，故選F.
37. C. 句首空，根據(jù)小標題的內(nèi)容“Pause”這個詞和空后的表達語義，C項“當我們不假思索地說話時，有時我們會分享超出我們本意的內(nèi)容”。 符合語境。故選C.
38. A. 小標題，分析段落大意，再結(jié)合文中“,casually change the subject by giving them a compliment or pointing out something about your environment.”故選D。
39. E. 上文中的 When you find yourself drifting toward those subjects, use the methods above to avoid them. 這是具體的措施，選項E“這樣，你從一開始就能避免過度分享”是結(jié)果，前后語義相呼應(yīng)，故選E。
40. B. 考查句首。本段主要談到當你有情緒時，避免實用社交媒體。B“過度分享并不總是發(fā)生在面對面(in person)交流中”。故選B。
完形填空詳解：
41. A. cherished
解析：根據(jù)后文"filled with...memories"可知獎牌承載情感價值，"cherished（珍視的）"最貼切。B. valueless（不值錢的），C. lost（丟失的）與語境矛盾，D. rare（稀有的）未體現(xiàn)情感紐帶。
42. B. basically
解析：強調(diào)15年生活"從根本上"被摧毀。A. rarely（罕見地）不符，C. recently（最近）時間維度不匹配，D. suddenly（突然地）雖符合火災特性，但此處更強調(diào)毀滅的徹底性。
43. C. triumph
解析：馬拉松獎牌象征"勝利"。A. effort（努力）程度不足，B. failure（失敗）矛盾，D. loss（失去）與積極意象沖突。
44. A. relied on
解析：災后"依靠"跑步維持心理平衡。B. gave up（放棄）與后文堅持訓練矛盾，C. looked into（調(diào)查）不合邏輯，D. put off（推遲）與"keep calm"無關(guān)。
45. D. paused
解析：因煙霧"暫停"訓練。A. changed（改變）未明確方向，B. continued（繼續(xù)）與后文"hit the track again"重復，C. intensified（加強）與"smoky skies"矛盾。
46. B. perseverance
解析：災難中堅持訓練體現(xiàn)"毅力"與下文It's true perseverance原詞復現(xiàn)。A. courage（勇氣）側(cè)重心理品質(zhì)，C. strength（力量）較泛化，D. wisdom（智慧）不相關(guān)。
47. A. but
解析：前后語義轉(zhuǎn)折：雖遭受重大損失，"但"團隊更團結(jié)。C. and表順承會弱化轉(zhuǎn)折關(guān)系。
48. D. challenging
解析：后文"Mile 11-12 will be tough"直接對應(yīng)"挑戰(zhàn)性"。A. short（短）與26.2英里矛盾，B. exciting（刺激）未體現(xiàn)，C. familiar（熟悉）與地標描述不符。
49. C. unbearable
解析：20-24英里"難以忍受"。A. unavoidable（不可避免）程度不足，B. unexpected（意外）未強調(diào)痛苦程度，D. uncontrollable（失控）與主觀努力矛盾。
50. C. emotional
解析：與身體痛苦對比的是"情感創(chuàng)傷"。A. affective（情感的）屬心理學術(shù)語，B. motional“運動的；由運動引起的”D. passionate（激情的）均不符語境。
51. D. pain
解析：腿部"疼痛"與后文"pushed on"形成對抗關(guān)系。A. sorrow（悲傷）屬心理層面，B. tiredness（疲勞）程度不足，C. sweat（汗水）為生理現(xiàn)象。
52. C. fight
解析："選擇對抗"痛苦體現(xiàn)主動精神。A. avoid（避免）與后文行動矛盾，B. fear（恐懼）削弱人物形象，D. ignore（忽視）不符合語境。
53. A. second
解析：從下文Abel's replacement medal-gifted by the marathon organizers-felt ...than the first one he lost.中的the first one可知應(yīng)該選A
54. B. brighter
解析：新獎牌象征"更光明"的希望。A. heavier（更重）不合邏輯，C. newer（更新）僅強調(diào)時間，D. lighter（更輕）與心理重量矛盾。
55. D. tragedy
解析：從"災難"到勝利形成完整敘事。A. failure（失敗）程度不足，B. plainness（平淡）無關(guān)，C. fire（火災）僅為具體事件，未升華主題。
語法填空詳解：
has made
詳解：考查謂語動詞。根據(jù)時間狀語 “In recent days”（最近幾天），常與現(xiàn)在完成時連用，其結(jié)構(gòu)為 “have/has + 過去分詞”，主語 DeepSeek 是單數(shù)，所以用 has made，表示 “已經(jīng)在人工智能領(lǐng)域掀起了巨大的波瀾” 。
topped
詳解：考查謂語動詞。根據(jù)時間狀語 “On Monday”，可知這里描述過去發(fā)生的事情，用一般過去時，top 的過去式是 topped，意為 “位居…… 之首；排名第一”，即 “DeepSeek 的人工智能助手在周一登上了蘋果 iPhone 應(yīng)用商店免費應(yīng)用下載榜首”。
an
詳解：考查冠詞。team 是可數(shù)名詞單數(shù)，這里表示 “一個有經(jīng)驗的團隊”，且 experienced 是以元音音素開頭的單詞，所以用不定冠詞 an 修飾。
restrictions
詳解：考查名詞。face 是及物動詞，后接名詞作賓語，restrict 的名詞形式是 restriction，且 “芯片限制” 不止一個，所以用復數(shù)形式 restrictions。
to
詳解：考查介詞。“comparable to” 是固定短語，意為 “與…… 相當；比得上……”，所以這里用 to，表示 “它發(fā)布的新模型可與美國頂尖公司如 OpenAI 的模型相媲美”。
showing
詳解：考查非謂語動詞。分析句子結(jié)構(gòu)可知，“A recent research on its R1 model” 是句子的主語，“really impressed” 是謂語，這里 show 是非謂語動詞，research 與 show 之間是主動關(guān)系，所以用現(xiàn)在分詞 showing 作后置定語，修飾 research，表示 “一項關(guān)于其 R1 模型的展示了出色推理能力和成本效益的最新研究”。
What
詳解：考查名詞性從句的從屬連詞。分析句子結(jié)構(gòu)，“____ sets DeepSeek apart” 是主語從句，從句中缺少主語，且指事物，所以用 what 引導，意為 “使 DeepSeek 與眾不同的（東西）”。
strength
詳解：考查詞性轉(zhuǎn)換。根據(jù) China’s 可知，這里需要名詞形式，strong 的名詞是 strength，意為 “實力；力量”，“China’s strength in AI” 表示 “中國在人工智能領(lǐng)域的實力”。
reduced
詳解：考查非謂語動詞。這里 cost 是名詞，前面需要用形容詞修飾，reduce 的形容詞形式是 reduced，意為 “減少的；降低的”，“the reduced cost” 表示 “降低了的成本”。
eagerly
詳解：考查形容詞副詞。“make us eagerly anticipate”表示“使我們熱切地期待”，這里“eager”是形容詞，需要變成副詞形式“eagerly”來修飾動詞“anticipate”。
寫作
第一節(jié)參考范文：
A Successful Big Break Competition
Last week, our school held a highly anticipated Big Break Competition during the morning break, which brought together students from all grades to showcase their teamwork and enthusiasm. （概括新聞事件）
When the competition kicked off, each class, dressed in neat uniforms, entered the playground with high spirits. The students performed a series of exercises precisely, following the rhythm of the music. From the stretching movements to the dynamic aerobic parts, every gesture was executed with great enthusiasm and precision. Some classes added creative elements to their performances, such as unique formations and colorful props, which made their shows more appealing.（比賽過程）
Overall, the event was a great success, which was not only a display of physical fitness but also a celebration of school spirit and unity. It also provided a much-needed break from academic pressures, allowing everyone to relax.（活動意義）
寫作評分細則
(一)評分原則
1. 本題總分為15分，按5個檔次給分。
2. 評分時，先根據(jù)文章的內(nèi)容和語言初步確定其所屬檔次，然后以該檔次的要求來衡量、確定或調(diào)整檔次，最后給分。
3. 詞數(shù)少于60，從總分中減去2分。
4. 評分時，應(yīng)注意主要內(nèi)容為：內(nèi)容要點、應(yīng)用詞匯和語法結(jié)構(gòu)的豐富性和準確性及上下文的連貫性。
5. 拼寫與標點符號是語言準確性的一個方面，評分時，應(yīng)視其對交際的影響程度予以考慮。英、美拼寫及詞匯用法均 可接受。
6. 若書寫較差以至影響交際，將分數(shù)降低一個檔次。
(二)各檔次的給分范圍和要求
檔次 描述
第五檔 (13～15分) 完全完成試題規(guī)定的任務(wù)。 一覆蓋所有內(nèi)容要點。 一應(yīng)用較多的語法結(jié)構(gòu)和詞匯。 -語法結(jié)構(gòu)或詞匯方面有些許錯誤，但為盡力使用較復雜結(jié)構(gòu)或較高級詞匯所致。具備較強的語言運 用能力。 —有效地使用語句間的連接成分，使全文結(jié)構(gòu)緊湊。 完全達到預期的寫作目的。
第四檔 (10～12分) 完全完成試題規(guī)定的任務(wù)。 —雖漏掉1～2個次重點，但覆蓋所有主要內(nèi)容。 一應(yīng)用的語法結(jié)構(gòu)和詞匯能滿足任務(wù)的要求。 語法結(jié)構(gòu)或詞匯方面應(yīng)用基本準確，些許錯誤主要是因嘗試較復雜的語法結(jié)構(gòu)或詞匯所致。 一使用簡單的語句間連接成分，使全文結(jié)構(gòu)緊湊。 達到預期的寫作目的。
第三檔 (7～9分) 基本完成試題規(guī)定的任務(wù)。 —雖漏掉一些內(nèi)容，但覆蓋所有主要內(nèi)容。 一應(yīng)用的語法結(jié)構(gòu)和詞匯能滿足任務(wù)的要求。 -有一些語法結(jié)構(gòu)或詞匯方面的錯誤，但不影響理解。 一使用簡單的語句間連接成分，使全文內(nèi)容連貫。 整體而言，基本達到預期的寫作目的。
檔次 描述
第二檔 (4～6分) 未適當完成試題規(guī)定的任務(wù)。 —漏掉或未描述清楚一些主要內(nèi)容，寫了一些無關(guān)內(nèi)容。 一語法結(jié)構(gòu)單調(diào)，詞匯項目有限。 有一些語法結(jié)構(gòu)或詞匯方面的錯誤，且影響對寫作內(nèi)容的理解。 —較少使用語句間的連接成分，內(nèi)容缺乏連貫性。 信息未能清楚地傳達給讀者。
第一檔 (1～3分) 未完成試題規(guī)定的任務(wù)。 明顯漏掉主要內(nèi)容，寫了一些無關(guān)內(nèi)容，原因可能是未理解試題的要求。 語法結(jié)構(gòu)單調(diào)，詞匯項目有限。 較多語法結(jié)構(gòu)或詞匯方面的錯誤，且影響對寫作內(nèi)容的理解。 缺乏語句間的連接成分，內(nèi)容不連貫。 —信息未能清楚地傳達給讀者。
0分 未能傳達給讀者任何信息：內(nèi)容太少，無法評判；所寫內(nèi)容均與所要求內(nèi)容無關(guān)或所寫內(nèi)容無法看清。
讀后續(xù)寫
參考范文1
Later in the afternoon, Camille led Albert to feed the young sheep. She showed him how to gently hold out the hay and speak softly to them. Albert followed her instructions, his movements slow and deliberate. To his delight, the sheep began to approach, nibbling at the hay in his hand. He felt a warm sense of connection, realizing that patience and gentleness could bridge the gap between him and the animals. Camille smiled, seeing the change in Albert. "See, it just takes a little time and understanding," she said.
That evening, Albert's parents entered the barn, surprised by what they saw. There was Albert, sitting among the sheep, petting one gently while it lay at his feet. The cows, too, seemed more at ease with him, no longer ignoring his presence. Albert's face was lit up with a newfound sense of responsibility and joy. His parents exchanged a knowing glance, relieved and proud. They knew that this trip to the farm had truly changed their son, teaching him the value of patience, care, and kindness to every kind.
參考范文2
Later in the afternoon, Camille led Albert to feed the young sheep. She handed him a handful of grass and demonstrated how to approach the animals quietly and slowly. Albert followed her instructions, moving carefully and extending his hand, One sheep carefully stepped forward and smelled the food in his hand. A sense of achievement filled Albert's heart as he remained calm and continued offering the grass. Camille smiled, watching him. “'It's about kindness," she said gently. “When you respect their space, they'll trust you.”
That evening, Albert's parents entered the barn, surprised by what they saw. Albert sat on the grass-covered floor, surrounded by the lambs, who were now comfortable with him. He was talking to them softly and petting them. His parents stood in the doorway, watching him with interest. Albert looked up and noticed their surprised expressions, “Animals aren't just here for us to play with," he said. “They have feelings too. I think I understand now.” His mother smiled, realizing that Albert had grasped the importance of kindness and respect for all living beings.
附聽力部分錄音原文:
Text 1
M: Last time we met, you were going to start running to help you get fit, So how's it going
W: A friend told me about having trouble with her knees when she started running, so I changed my mind and bought a bike instead.
Text 2
M: Hello, I’d like to register as a patient, please. I'm a student from Germany.
W: Right, well, first you need to fill in this registration form. Do you live locally
M: Yes. Just round the corner.
Text 3
M: Have you decided what you are going to major in at the college
W: Yes, I want to learn history but my parents prefer me to learn something with business.
M: I think that depends on your own interest.
Text 4
W: Can you and your dad take the trousers back to the shop, Oliver
M: But I love these. Look at the big pockets. They are great for school. And they are comfortable.
W: I know, but they cost too much.
Text 5
W: Have you seen my book
M: I remember you had it in your hand when you left the library.
W: But then we had lunch in the dining hall and went to the classroom. We've been here for hours.
Text 6
W: What a wonderful day! I'm glad you called me.
M: Indeed! When I woke up, 1 looked out of the window and saw all the snow, I immediately thought of you. It's great that we live near the big hill.
W: Yes. It was very difficult climbing to the top, but it was fun sliding down very fast.
M: I laughed a lot when you nearly hit those two children. That dog also ran away quickly.
W: I was screaming at them to move but I ended up going into the bush.
Text 7
M: So did you join a gym
W: Yes. I did.
MM: ls it the gym next to the library
W: No. It’s the building next to the park, opposite the museum.
M: Oh yes. I know it. I heard it was expensive. Forty pounds a month.
W: Yes. But you can go there every day if you want. I go there three times a week, so that's about 3 every time I go. And there's a great swimming pool.
M: Ooh.I love swimming.
W: So do you think you'll join the gym
M: I'm not sure. I do push-ups every day at home. I go jogging in the park on Saturdays and I play ping-pong at the sports center twice a week.
W: Wow! You have a busy schedule!
Text 8
W: Oh, Peter! How are you How was your first day with the team
M: Oh, it's been fine, Mom. I can't believe my eyes though. The hurricane has destroyed so many houses and a lot of people are injured.
W: Yes, I've seen the pictures on TV. It's awful. So what did you do today
M: Well, we've been really busy. We have set up some tents. There were volunteers helping to clear some roads because a lot of trees have fallen down. Some teams have brought lots of supplies in, too, like medical supplies and food.
W: Have you helped any of the injured people
M: No, actually there were other teams of medical workers and they were doing that. We wanted to collect some money in the next town to help the villagers, too, but we didn't have time today. I think we're going to do that tomorrow.
W: Well, stay safe, Peter. And remember to take some photos!
M: OK, Mom. I have to go now. I'll call you again in a few days.
Text 9
M: So here we are today in the artist Sophie Axel’s amazingly colorful home!
W: Do you mean shockingly colorful
M: Well, it was quite a surprise when you opened the front door.
W: That's how it's meant to be. Shallow pink for the hallway, brilliant blue for the sitting room, and white for the bathroom and all are different colors. It's so stimulating.
M: I noticed that you've even got rainbow stairs.
W: Oh, the children adore them-it's their favorite place to play.
M: They're quite small, aren't they You're not worried about them falling
W: No! Life is never without danger, I just leave them to it and they develop confidence at their own rate. They need to find themselves-especially if they're going to follow the family's artistic tradition.
M: You mean your family are artists too
W: Not as such, but we're all very creative. My grandmother was an actress-she's still alive; my mother and aunt are furniture designers. We're all very expressive in words, in clothes, in the environment we create in our homes.
Text 10
Are you interested in art and wildlife Why not enter our special competition for schools I'm sure you know how valuable many wild animals are to us, from birds to fish. Well, we want to create more interest in butterflies, and that's why we want postcard designs of them for the competition. They must be hand-drawn and any schoolchild can enter. Prizes this year are great. First-prize winners will take a trip to our wildlife center in London. Second-prize winners will receive a printed T-shirt with the winning design on it and third-place artists will receive a cap. There are two great judges. We've got the young actor Toby Shore and John Smith, the scientist who's been working with our photographers and the rest of the team on our projects. You've got over a month to work on your ideas and create your artwork. Judges will make their final decision on March 10th, so your work must be in before the 7th. If you want to check the results, see our website on March 12th.(
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屆湘西州高考模擬卷
英語模擬測試
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座位號。無誤后將本人姓名、考生號和座位號填寫在相應(yīng)
位置。
2.
答題時 ,須使用
0.5
毫米的黑色墨水簽字筆書寫 ;選擇題
填涂時 ,須用涂卡(
2B
)鉛筆按
圖示規(guī)范填涂。
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必須在題目所指示的答題區(qū)域內(nèi)作答 ,超出答題區(qū)
域的
答案無效 ;在草稿紙、試題卷上答題無效。
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保持答題卡清潔
、完整 ,嚴禁折疊 ,嚴禁在答題卡
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何標記 ,嚴禁使用涂改液和修正帶。
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此欄考生禁填
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缺考考
生 由
監(jiān)
考
員
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并用 2B 鉛筆
填涂上邊的缺考標記。
)按秘密級事項管理★啟用前
第四部分 寫作(共兩節(jié) ,滿分 40 分) 第一節(jié) (滿分 15 分) A Successful Big Break Competition
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非選擇題
(請使用
0.5
mm
黑色字跡的簽字筆書寫)
第三部分
語言運用
(
共兩節(jié)
,滿分
30
分
)
第二節(jié) (共
10
小題
;每小題
1.5
分
,滿分
15
分)
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2024屆湘西州高考信息卷
模擬示卷答題卡
第
1
頁（共 4 頁）
)
2024屆湘西州高考信息卷模擬示卷答題卡 第 2 頁（共 4 頁）
(
請在各題的答題區(qū)域內(nèi)作答,超出黑色矩形邊框限定區(qū)域的答案無效
第二節(jié) (滿分
25
分)
Later in the afte
rn
oon, Camille led A
l
bert to feed the young sheep.
空白區(qū)域
請勿答題
請在各題的答題區(qū)域內(nèi)作答,超出黑色矩形邊框限定區(qū)域的答案無效
)
請在各題的答題區(qū)域內(nèi)作答,超出黑色矩形邊框限定區(qū)域的答案無效
That evening, Albert's parents entered the barn, surprised by what they saw.
空白區(qū)域 請勿答題
請在各題的答題區(qū)域內(nèi)作答,超出黑色矩形邊框限定區(qū)域的答案無效
2024屆湘西州高考信息卷模擬示卷答題卡 第 3 頁（共 4 頁）
2024屆湘西州高考信息卷模擬示卷答題卡 第 4 頁（共 4 頁）2025屆高考英語模擬卷一
（考試時間：120分鐘 試卷滿分：150分）
注意事項：
1. 答卷前，考生務(wù)必將自己的考生號、姓名、考點學校、考場號及座位號填寫在答題卡上。
2. 回答選擇題時，選出每小題答案后，用鉛筆把答題卡上對應(yīng)題目的答案標號涂黑。如需要改動，用橡皮擦干凈后，再選涂其他答案標號。回答非選擇題時，將答案寫在答題卡上。寫在本試卷上無效。
3. 考試結(jié)束后，將本試卷和答題卡一并交回。
第一部分 聽力（共兩節(jié)，滿分30分）
做題時，先將答案標在試卷上。錄音內(nèi)容結(jié)束后，你將有兩分鐘的時間將試卷上的答案轉(zhuǎn)涂到答題卡上。
第一節(jié)（共5 小題；每小題1.5分，滿分7.5分）
聽下面5段對話。每段對話后有一個小題，從題中所給的A、B、C三個選項中選出最佳選項，并標在試卷的相應(yīng)位置。聽完每段對話后，你都有10秒鐘的時間來回答有關(guān)小題和閱讀下一小題。每段對話僅讀一遍。
1. How does the woman get exercise
A. By walking. B. By running. C. By riding a bike.
2. What is the probable relationship between the speakers
A. Student and teacher. B. Patient and clerk. C. Visitor and guide.
3. What are the speakers mainly talking about
A. Majors. B. Business. C. Interests.
4. Why does the woman want to return the trousers
A. They are too expensive.
B. Their pockets are too big.
C. They are uncomfortable.
5. Where does the conversation probably take place
A. In the classroom. B. In the dining hall. C. In the library.
第二節(jié)（共15 小題；每小題1.5分，滿分22.5分）
聽下面5段對話或獨白。每段對話或獨白后有幾個小題，從題中所給的A、B、C三個選項中選出最佳選項，并標在試卷的相應(yīng)位置。聽每段對話或獨白前你將有時間閱讀各小題，每小題5秒鐘；聽完后，各小題將給出5秒鐘的作答時間。每段對話或獨白讀兩遍。
聽第6段材料，回答第6至7題
6. Why did the man call the woman
A. To walk the dog outside.
B. To play in the snow.
C. To camp in the mountain.
7. How did the woman avoid crashing the two children
A. By frightening the dog away.
B. By shouting at the children.
C. By sliding into the water.
聽第7段材料，回答第8至9題
8. Where is the gym the woman joined
A. Next to the library. B. Next to the park. C. Next to the museum.
9. What does the man do at the sports center regularly
A. Play ping-pong. B. Do push-ups. C. Go jogging.
聽第8段材料，回答第10至12題。
10. What do the speakers mainly talk about
A. A team. B. A TV show. C. A hurricane.
11. What did the man do today
A. Put up some tents.
B. Cleared some roads.
C. Helped the injured people.
12.What does the woman tell the man to do
A. Take some photos. B. Keep enough food. C. Call her again.
聽第9段材料，回答第13至16題。
13. What color is Sophie's sitting room
A. Blue. B. Pink. C. White.
14. Where do children like playing most
A. In the hallway.
B. Outside the front door.
C. At the rainbow stairs.
15. What does Sophie expect her children to do
A. To become confident.
B. To engage in activities.
C. To find their fortune.
16. What did Sophie's grandmother do
A. An actress. B. A furniture maker. C. A fashion designer.
聽第10段材料，回答第17至20題
17. What's the main purpose of the text
A. To arouse the awareness of protecting wildlife.
B. To encourage schoolchildren to enter a competition.
C. To make more people interested in butterflies.
18. What can second-prize winners get
A. A visit to the wildlife center.
B. A printed T-shirt.
C. A cap with the winning design.
19. What does John Smith do
A. A young actor. B. A scientist. C. A photographer.
20. When will the competition results be shown
A. Before March 7. B. On March 10. C. On March 12.
第二部分 閱讀理解 （共兩節(jié)，滿分50分）
第一節(jié)（共15小題； 每小題2.5分，滿分37.5分）
閱讀下列短文，從每題所給的A、B、C、D四個選項中選出最佳選項。
A
UNU DIRECTOR (D-1)
United Nations University Helsinki, Finland
The United Nations University (UNU) is a global think tank within the UN system engaged in policy-oriented research, capacity development, and spread of knowledge in order to achieve the purpose and principles of the United Nations.
UNU-WIDER, located in Helsinki, Finland, is a leading global platform for development economics. The Institute's work addresses global issues for human development, shaping policy and research needs central to the 2030 Sustainable Development Agenda.
The Position: UNU is seeking a dynamic Director to lead UNU-WIDER. The Director will be responsible for setting the strategic direction, overseeing management and administration, and driving resource mobilization（資源調(diào)動） for the Institute. This leadership position includes fostering collaboration（協(xié)作） and managing key partnerships while representing UNU-WIDER in global forums to enhance visibility, impact, and reach. The Director will also ensure the successful execution of UNU-WIDER's programmes and objectives, ensuring high-quality outputs.
Qualifications & Experience: PhD in Economics or a related field, with at least 15 years of progressively responsible experience in economics or a relevant area, including at least 5 years in a managerial role is required. English fluency is required; knowledge of Finnish or another UN language is an asset. The ideal candidate would have a distinguished profile of research and policy engagement in economics or relevant fields. Experience in fundraising is essential and leadership a significant asset.
Application deadline: 15 April 2025
How to apply:https://careers.unu.edu/o/director-unu-wider-d1
21. What is the main function of UNU-WIDER
A. Providing financial aid to developing nations
B. Tackling global human development challenges
C. Hosting global economic forums
D. Promoting cultural exchanges among UN states
22. Which is NOT a Director’s responsibility
A. Setting strategic direction
B. Managing vital partnerships
C. Handling daily UN headquarters administrative tasks
D. Representing UNU-WIDER globally
23. What qualifications are required for the Director
A. A Master's degree in Economics and 10 years of experience.
B. A PhD in Economics and 15 years of experience, including 5 years in management.
C. Fluency in Finnish and experience in cultural studies.
D. Knowledge of Finnish or another UN language is a must.
B
In the city of Xuzhou, an unconventional symphony（交響樂） was produced by Xuhai Road Kindergarten featuring the rhythmic chopping of vegetables, the comforting sizzle of baking buns, and the gentle grind of the soybean milk milling process.
“These activities have become a part of our daily routine, with children from various grades participating,” said Zhang Qian, principal of the kindergarten.
The initiative began when the children collected hawthorn（山楂） during an outdoor activity in autumn but were initially discouraged from tasting them due to health concerns.“Why shouldn’t they taste the fruits of autumn on an autumn day ” Zhang decided to shift the school’s approach. Inspired to bridge the gap between learning and living, the kindergarten promptly constructed a clay stove（泥爐） and introduced a lesson on how to make sugarcoated hawthorns. That unlocked the golden learning opportunities, such as cooking, dyeing, gardening and feeding animals that have become much loved "subjects".
“We are mindful of safety, but we worry more about the possibility of depriving children of a joyful childhood.” Zhang Tian, the kindergarten’s vice-principal, said, “Most of the time, we teachers are observers and guides, fostering an environment that encourages children to confront and resolve their own issues and conflicts.”
The novel form of practical education has transformed the personalities of some young students. Once an introverted（內(nèi)向的） student at the kindergarten, a boy found his gift in cooking, earning him the nickname "chef" among his peers. His teachers describes him as now being a radiant and confident boy who often sings contentedly while cooking.
Although this focus on practical learning has reduced traditional classroom time, the children have not suffered academically. Educational experts say that upon entering primary school, such children are very likely to impress teachers with their heightened concentration levels, problem-solving skills and strong learning capabilities.
Kindergarten’s moving the classroom to the “kitchen” reflects the fact that “education and teaching should not be confined to campuses, and knowledge extends beyond books.” said Yin Fei, deputy head of Nanjing Normal University’s home education research institute.
How does the author introduce the topic
A. By comparing professional kitchens with kids' cooking.
B. By describing the kindergarten cooking scene.
C. By presenting an unconventional symphony played by professionals.
D. By explaining the full cooking process.
25. What do we know about cooking activities in Xuhai Road Kindergarten
A. They focus only on making sugarcoated hawthorns.
B. They harm academic performance.
C. Safety is ranked first over children's joy .
D. Teachers avoid direct instruction.
26. Why does the author mention the introverted boy in Paragraph 5
A. To explain his nickname's origin.
B. To highlight positive educational outcomes.
C. To emphasize the novelty of the approach.
D. To showcase teacher support for shy students.
27. What can we learn from the passage
A. You can not learn well by books only.
B. All work and no play makes Jack a dull boy.
C. Too many cooks spoil the broth.
D. Life is a journey, not destination.
C
Give a group of scientists the same data and the same research question, and they should come up with similar answers—in theory. But they don’t, according to a paper published last month in BMC Biology, which finds that 246 ecologists analyzing the same data sets reached widely varying conclusions, with some finding effects in totally opposite directions.
Ecologist Elliot Gould questioned the reliability of ecological analyses due to natural variability in complex systems and diverse statistical choices. He collaborated with 246 researchers across 174 teams to analyze two questions using the same dataset, testing how analytical decisions shape results.
The first question asked how the growth of blue tit chicks（藍山雀雛鳥） is influenced by competition with siblings in the nest. The analysis teams, who were all given the same data from 452 blue tit broods in an Oxford shire woodland, came up with a wide range of answers. Five found no relationship between brood size and chick size, five found mixed results, and 64 found that chicks grew more slowly if they had more siblings, but with different levels of certainty and effect sizes.
The spread of results for the second research question was even more dramatic. Gould and their colleagues gave the analysis teams data from 18 sites in Australia that were taking part in a project to restore various species of Eucalyptus（桉樹） on agricultural land, and asked them to determine whether the amount of grass cover affected the success and survival of the seedlings. The teams who analyzed this data set did not agree at all: Eighteen concluded that more grass cover hampered Eucalyptus survival, six said it improved survival, and 31 found the grass had no effect.
In some cases, there is established best practice to guide analysts—but other choices are more random. Gould says, “Researchers have to decide which variables to control for and how to deal with missing data. And those different choices that we make can kind of multiply.”
28. What does the paper reveal about ecologists analyzing the same data
A. Scientists always agree on conclusions.
B. Ecologists reach very different conclusions.
C. Ecosystem complexity doesn’t affect results.
D. Statistical analysis isn’t important.
29. According to paragraphs 3 and 4, what is the most likely reason for the varying conclusions
A. The datasets provided were incomplete or of poor quality.
B. Ecologists lacked sufficient expertise in statistical analysis.
C. Differences in decisions about variables and data handling methods.
D. The research questions were too complex to answer definitively.
30. The underlined word "hampered" most likely means______.
A. blocked B. attempted C. helped D. ignored
31. Which of the following is the most suitable title for the passage
A. Same Data, Different Conclusions: Analytical Choices Matter
B. Nature’s Complexity Challenges Research
C. Ecologists Agree on Data Analysis Methods
D. Improving Statistical Practices in Ecological Studies
D
Based in Japan, whose climate is heavily influenced by the ocean, the Nippon Foundation is keenly aware of the problem of marine plastic waste, responsible for about 80% of the pollution in the world’s oceans. Now it is supporting the Alliance（聯(lián)盟） for the Blue, uniting companies to speed up the rate at which plastic waste can be recycled and turned into a valuable economic resource.
Some forms of plastic, such as fishing nets--which entangle, injure or drown marine animals--take over 600 years to break down. Meanwhile, plastics that degrade quickly often break down into tiny particles that can be ingested by fish, which can cause serious health issues when consumed by humans. Moreover, although plastic waste can be recycled and turned into a valuable economic resource, building the systems means engaging a wide range of organizations from different sectors, each with different roles and responsibilities.
Members in the Alliance have been taking a collaborative approach to address the problem. With more than 80 member companies, the Alliance for the Blue enables waste such as nylon fishing nets to be collected and used to manufacture new products ranging from business bags to dog leashes. And nets made from other materials, as well as other fishing gear are also included to enhance the virtuous circle（良性循環(huán)）. This approach not only generates earnings, some of which can be used to restore and preserve ocean resources, but also benefits companies, as consumers are increasingly drawn to recycled products and to the alliance’s values.
The Alliance for the Blue is now working to engage consumers, including studying the prices they would be prepared to pay for recycled products--something that will encourage more companies to invest in turning plastic waste into consumer goods. “Our support has helped increase the number of member companies, expand the supply chain and strengthen the organization’s collaborative network.” says Mr Unno. He holds the firm belief that, by supporting the Alliance for the Blue, the Nippon Foundation can help to build a new circular value chain that benefits consumers and companies while protecting rich ocean resources for future generations.
What is the purpose of the Alliance for the Blue
A. To fight ocean-related climate change
B. To foster collaboration among companies to recycle plastic waste.
C. To eliminate marine plastic waste through teamwork
D. To unite companies to boost the marine economy for businesses
What does the second paragraph mainly talk about
A. Plastics harm human health
B. Companies must act on plastic waste
C. Oceans are polluted by plastic waste
D. Marine plastic waste challenges are complex
The Alliance for the Blue’s approach helps companies because _______.
A. Customers like their products and values
B. Revenue funds new recycled products
C. Collaboration networks grow stronger
D. Products show environmental values
35. What is Mr. Unno’s attitude toward supporting the Alliance for the Blue’s future
A. Objective B. Indifferent C. Approving D. Critical
第二節(jié)（共5小題；每小題2.5分，滿分12.5分）
閱讀下面短文，從短文后的選項中選出可以填入空白處的最佳選項。選項中有兩項為多余選項。
Do you find yourself sharing intimate details about your life with a total stranger Or, maybe you look back on a conversation with a coworker and realize you were talking the entire time. Oversharing is easy to do, and it's a problem that many of us deal with. ___36___, we've got you covered: we've compiled the best conversation tips to avoid oversharing and learn more about who you're talking to instead.
Pause for 1 to 2 seconds before speaking.
___37___. Before you launch into a story, take a moment to pause and think about what you're going to say. That way, you can think about what you'd like to say and avoid anything you don't want to talk about.
___38____.
Maybe a conversation is headed in a direction that carries a lot of emotional weight for you. If you don't want to talk about something (relationship problems, past trauma, grief, etc.), casually change the subject by giving them a compliment or pointing out something about your environment.
Set clear boundaries for yourself before you start talking.
In your head, make a list of topics that you don't want to talk about with an acquaintance or a stranger. When you find yourself drifting toward those subjects, use the methods above to avoid them. ___39___. For instance, you might avoid talking about your own relationship or any family drama that's happening with you right now.
Avoid social media when you're feeling emotional.
___40____. When you're upset, you might find that you post things you normally wouldn't on your social media accounts. To avoid oversharing on social media, log out of your accounts any time you're feeling overwhelmed or distraught. That way, you won't be tempted to tell people things online that you don't actually want to share.
A. Change the topic of conversation
B. Oversharing doesn't always happen in person
C. When we talk without thinking, sometimes we end up sharing more than we meant to
D. Ask questions about the people you're with
E. That way, you can stop yourself from oversharing from the beginning
F. Whether you overshare to fill awkward silences or just because you're at a loss for words.
G. Social media is a perfect platform to avoid oversharing
第三部分 英語知識運用（共兩節(jié)，滿分30分）
第一節(jié)（共15小題；每小題1分，滿分15分）
閱讀下面短文，從短文后各題所給的A、B、C和D四個選項中，選出可以填入空白處的最佳選項。
Abel Rivera's world turned to ashes in January when wildfires swept through Los Angeles. His home, filled with belongings, his 41 medal and memories, was completely destroyed. "Fifteen years of my life is 42 gone," he told NPR, his voice trembling with loss. Among the losses was his prized LA Marathon medal, a symbol of last year's 43 .
In the aftermath of the tragedy, Rivera 44 running as a way to keep calm and centered. While training 45 briefly due to smoky skies, he and his Blair High School teammates hit the track again. Their coach, Mr. Glenn, called their efforts "a testament to 46 ." Half the team had been evacuated, two had lost homes entirely, 47 they united under a simple motto: "Run for our city."
Race day arrived. The course, starting at Dodger Stadium and passing landmarks like City Hall and Rodeo Drive, proved 48 . Abel predicted pain: "Mile 11-12 will be tough; 20-24, 49 ." But physical stress, he said, was a "choice" compared to 50 scars. The first 10 miles flew by, but at mile 20, 51 shot through his legs. Memories of the fire—the smoky skies, the rush to escape—flashed through his mind. Yet he pushed on. "This pain is my challenge," he thought. "I choose to 52 it." Six hours later, he crossed the finish line, winning his 53 medal. "It's a milestone. It reminds me of better times." he said, smiling as tears mixed with sweat. "He faced one hardship while enduring another," Glenn said. "It's true perseverance."
All participants completed the race, their medals shining like symbols of hope. Abel's replacement medal—gifted by the marathon organizers—felt 54 than the first one he lost. It represented not just 26.2 miles, but the journey from 55 to triumph.
41 A. cherished B. valueless C. lost D. rare
42 A. rarely B. basically C. recently D. suddenly
43 A. effort B. failure C. triumph D. loss
44 A. relied on B. gave up C. looked into D. put off
45 A. changed B. continued C. intensified D. paused
46 A. courage B. perseverance C. strength D. wisdom
47 A. but B. so C. and D. or
48 A. short B. exciting C. familiar D. challenging
49 A. unavoidable B. unexpected C. unbearable D. uncontrollable
50 A. affective B. motional C. emotional D. passionate
51 A. sorrow B. tiredness C. sweat D. pain
52 A. avoid B. fear C. fight D. ignore
53 A. second B. replacement C. new D. last
54 A. heavier B. brighter C. newer D. lighter
55 A. failure B. plainness C. fire D. tragedy
第二節(jié)（共10小題；每小題1. 5分，滿分15分）
閱讀下面短文，在空白處填入1個適當?shù)膯卧~或括號內(nèi)單詞的正確形式。
In recent days, DeepSeek, a Chinese tech startup, 56 (make) remarkable waves in the AI world. Its AI chatbot frenzy has even rocked the stock markets. On March 1st, DeepSeek’s AI assistant 57 (top) the free app downloads on Apple’s iPhone store, sparking global attention.
DeepSeek, founded in 2023 in Hangzhou, is led by 58 experienced team. Their CEO co-founded a leading hedge（對沖） fund before. Despite facing chip 59 (restrict ) from the U.S., DeepSeek managed to build advanced models. Last month, it released a new model comparable 60 those of top U.S. firms like OpenAI, and at a better cost. A recent research on its R1 model, 61 (show) outstanding reasoning skills and cost-efficiency, really impressed.
62 sets DeepSeek apart is its open-source nature, allowing wider innovation. The R1 model’s "Test Time Scaling" is also a marvel. While U.S. companies have similar capabilities, DeepSeek’s rapid progress shows China’s 63 (strong) in AI. Trump even praised it, highlighting the 64 (reduce) cost and great outcome.
In conclusion, DeepSeek is a testament to China’s growing prowess in AI, making us 65
(eager) anticipate more Chinese tech breakthroughs.
第四部分 寫作（共兩節(jié)；滿分 40 分）
第一節(jié) 應(yīng)用文寫作（滿分 15 分）
假設(shè)你是李華，上周你校舉行了大課間比賽活動，請你為校英語報寫一篇報道，介紹這次活動，內(nèi)容包括：
比賽過程
2. 活動意義：
注意：
1. 詞數(shù)80詞左右；
2. 可以適當增加細節(jié)，以使行文連貫。
A Successful Big Break Competition
第二節(jié) 讀后續(xù)寫（滿分 25 分）
閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
Be Kind to Every Kind
Growing up in a city, surrounded by tall buildings, Albert found animals to be a rare and attractive presence. However, while he loved animals, he never truly understood how to treat them with the respect they deserved.
His parents had noticed Albert's lack of responsibility. They had long tried to teach him the value of patience and care, but city life seemed to fuel his impatience. They knew something had to change.
This winter break, Albert's parents took him to visit his cousin Camille, who lived on a farm far from the city. Camille had learned from a young age how to care for animals. Albert's parents hoped the trip would help him develop a deeper sense of responsibility and kindness— not just toward animals, but toward the world around him.
When they arrived at Camille’s farm, Camille greeted them warmly, her face shining with the satisfaction of farm life. "Ready to meet the animals in the barn （畜棚）？" she asked Albert.
Albert nodded eagerly. Albert saw the sheep first, He bent down to get a closer look, his hand reaching out toward them. However, as soon as he moved, the sheep scattered （散開）， their eyes wide with unease. Albert was confused, “Why did they run away "
Camille smiled but explained gently, “They're not used to sudden movements. Animals can get scared just like people. It's important to be calm and patient with them."
Next, they visited the cows. Albert thought they would be easy to approach, but when he tried to wave a carrot in front of one, it barely reacted. He impatiently moved closer, trying to get its attention, but the cow simply ignored him.
“It's not a game, Albert," Camille said, noticing his frustration. “They're not toys. You have to earn their trust. It's just like being with people. If we rush or ignore their boundaries, they'll keep their distance.”
注意：1. 續(xù)寫詞數(shù)應(yīng)為150左右；
2. 請按如下格式在答題卡的相應(yīng)位置作答。
Paragraph 1:
Later in the afternoon, Camille led Albert to feed the young sheep.
Paragraph 2:
That evening, Albert's parents entered the barn, surprised by what they saw.2025年高考模擬卷一命題英語學科多維細目表
題項 題塊分值 題號 單個分值 試題來源 考試內(nèi)容 考察要求 難度 情境素材
必備知識 關(guān)鍵能力 學科素養(yǎng) 核心價值 （預測）
聽力 30分 1 1.5 http://www.fcbgr.com/20415869 情景對話 信息推理能力 語言能力 基礎(chǔ)性 中 談?wù)撳憻捒祻?br/>2 信息捕捉能力 語言能力與思維品質(zhì) 基礎(chǔ)性 易 談?wù)摽床〉怯?br/>3 信息推理能力 語言能力 基礎(chǔ)性 易 學校學習
4 信息捕捉能力 語言能力 基礎(chǔ)性 易 商品退貨
5 信息推理能力 語言能力與思維品質(zhì) 基礎(chǔ)性 易 談?wù)搶ふ視?br/>6 信息捕捉能力 語言能力 基礎(chǔ)性 易 談?wù)撆郎浇?jīng)歷
7 信息捕捉能力 語言能力與思維品質(zhì) 基礎(chǔ)性 中
8 信息捕捉能力 語言能力 基礎(chǔ)性 易 談?wù)摻∩?br/>9 信息捕捉能力 語言能力 基礎(chǔ)性 易
10 信息捕捉能力 語言能力與思維品質(zhì) 基礎(chǔ)性 難 談?wù)摓暮髤f(xié)助
11 信息推理能力 語言能力與思維品質(zhì) 基礎(chǔ)性 中
12 信息捕捉能力 語言能力 基礎(chǔ)性 易
13 信息捕捉能力 語言能力 基礎(chǔ)性 易 談?wù)摷揖釉O(shè)計
14 信息推理能力 語言能力與思維品質(zhì) 基礎(chǔ)性 中
15 信息捕捉能力 語言能力 基礎(chǔ)性 中
16 信息捕捉能力 語言能力 基礎(chǔ)性 易
17 信息推理能力 語言能力 基礎(chǔ)性 易 講述設(shè)計比賽
18 信息推理能力 語言能力與思維品質(zhì) 基礎(chǔ)性 易
19 信息捕捉能力 語言能力 基礎(chǔ)性 易
20 信息捕捉能力 語言能力與思維品質(zhì) 基礎(chǔ)性 易
A篇閱讀 7.5分 21 2.5 2025年3月8日期刊The Economist 應(yīng)用文
人與社會 細節(jié)理解能力 語言能力與思維品質(zhì) 基礎(chǔ)性 中 招聘
22 細節(jié)理解能力 語言能力與思維品質(zhì) 應(yīng)用性 中
23 細節(jié)理解能力 思維品質(zhì)與學習能力 綜合性 易
B篇閱讀 10分 24 2.5 https://www.chinadaily./a/202406/05/WS665fbde7a31082fc043caf23.html 記敘文
人與自我 推理判斷能力 語言能力與思維品質(zhì) 綜合性 中 幼兒園把廚房當作課堂開展實踐教
25 細節(jié)理解能力 語言能力與學習能力 綜合性 中
26 推理判斷能力 語言能力與思維品質(zhì) 綜合性 易
27 歸納概括能力 語言能力與思維品質(zhì) 綜合性 中
C篇閱讀 10分 28 2.5 2025年3月7日期刊Science 說明文
人與社會 細節(jié)理解題 語言能力與思維品質(zhì) 基礎(chǔ)性 易 決策差異影響分析結(jié)論
29 推理判斷題 語言能力與學習能力 基礎(chǔ)性 中
30 詞義猜測題 語言能力與思維品質(zhì) 應(yīng)用性 中
31 主旨大意題 語言能力與思維品質(zhì) 綜合性 中
D篇閱讀 10分 32 2.5 2025年3月8日期刊The Economist 說明文
人與社會 信息捕捉能力 語言能力與思維品質(zhì) 基礎(chǔ)性 中 日本基金會推動“藍色聯(lián)盟”回收海洋塑料促進環(huán)保與經(jīng)濟
33 歸納概括能力 語言能力與思維品質(zhì) 基礎(chǔ)性 難
34 細節(jié)理解能力 語言能力與思維品質(zhì) 應(yīng)用性 中
35 推理判斷能力 語言能力與思維品質(zhì) 綜合性 易
七選五 12.5分 36 2.5 wikuhow.APP 說明文 人與社會 語境銜接能力 語言能力與思維品質(zhì) 綜合性 中 何如避免過度分享
37 語境銜接能力 語言能力與思維品質(zhì) 綜合性 中
38 語境銜接能力 語言能力與思維品質(zhì) 綜合性 中
39 語境銜接能力 語言能力與思維品質(zhì) 綜合性 中
40 語境銜接能力 語言能力與思維品質(zhì) 綜合性 中
完形填空 15分 41 1 LA teen completes marathon despite fires interrupting training : NPR https://www.npr.org/2025/03/17/nx-s1-5330911/los-angeles-marathon-fire-survivors 記敘文
人與自我 句意理解能力 語言能力與學習能力 基礎(chǔ)性 易 火災后重新訓練參加馬拉松比賽
42 句意理解能力 語言能力與學習能力 基礎(chǔ)性 易
43 短語應(yīng)用能力 語言能力與思維品質(zhì) 綜合性 中
44 句意理解能力 語言能力與學習能力 基礎(chǔ)性 易
45 句意理解能力 語言能力與學習能力 基礎(chǔ)性 易
46 句意理解能力 語言能力與學習能力 基礎(chǔ)性 易
47 詞義辨析能力 語言能力與思維品質(zhì) 綜合性 中
48 語境銜接能力 語言能力與思維品質(zhì) 綜合性 中
49 詞義辨析能力 語言能力與思維品質(zhì) 綜合性 中
50 句意理解能力 語言能力與學習能力 基礎(chǔ)性 易
51 語境銜接能力 語言能力與思維品質(zhì) 綜合性 中
52 詞義辨析能力 語言能力與思維品質(zhì) 綜合性 中
53 句意理解能力 語言能力與學習能力 基礎(chǔ)性 易
54 句意理解能力 語言能力與學習能力 基礎(chǔ)性 易
55 詞義辨析能力 語言能力與思維品質(zhì) 綜合性 中
語法填空 15分 56 1.5 What is DeepSeek, the Chinese AI company upending the stock market | AP News https:///article/deepseek-ai-china-f4908eaca221d601e31e7e3368778030 說明文
人與社會 動詞應(yīng)用能力 語言能力與學習能力 基礎(chǔ)性 易 DeepSeek的介紹
57 動詞應(yīng)用能力 語言能力與學習能力 應(yīng)用性 中
58 冠詞應(yīng)用能力 語言能力與學習能力 基礎(chǔ)性 易
60 詞性轉(zhuǎn)換應(yīng)用能力 語言能力與思維品質(zhì) 基礎(chǔ)性 易
61 介詞應(yīng)用能力 語言能力與學習能力 綜合性 中
63 非謂語動詞應(yīng)用能力 語言能力與學習能力 基礎(chǔ)性 易
64 名詞性從句應(yīng)用能力 語言能力與學習能力 基礎(chǔ)性 易
64 詞性轉(zhuǎn)換應(yīng)用能力 語言能力與學習能力 基礎(chǔ)性 易
64 非謂語動詞應(yīng)用能力 語言能力與學習能力 基礎(chǔ)性 易
65 副詞應(yīng)用能力 語言能力與學習能力 基礎(chǔ)性 易
書面表達 40分 應(yīng)用文
寫作 15 原創(chuàng) 應(yīng)用文
人與自我/人與社會 書面表達能力 語言能力與學習能力
思維品質(zhì)與文化意識 綜合性 中 大課間比賽活動報道
讀后續(xù)寫 25分 AI生成 記敘文
人與社會 書面表達能力 語言能力與學習能力
思維品質(zhì)與文化意識 綜合性 中 通過與動物共處促進自我成長(
2025屆湘西州高考信息卷
英語模擬測試
卷（一）
答題卡
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座位號。無誤后將本人姓名、考生號和座位號填寫在相應(yīng)
位置。
2.
答題時 ,須使用
0.5
毫米的黑色墨水簽字筆書寫 ;選擇題
填涂時 ,須用涂卡(
2B
)鉛筆按
圖示規(guī)范填涂。
3.
必須在題目所指示的答題區(qū)域內(nèi)作答 ,超出答題區(qū)
域的
答案無效 ;在草稿紙、試題卷上答題無效。
4.
保持答題卡清潔
、完整 ,嚴禁折疊 ,嚴禁在答題卡
上作任
何標記 ,嚴禁使用涂改液和修正帶。
) (
正
確填
涂
錯誤填涂
) (
此欄考生禁填
缺考標記
缺考考
生 由
監(jiān)
考
員
貼
條形碼 ,
并用 2B 鉛筆
填涂上邊的缺考標記。
)按秘密級事項管理★啟用前
第四部分 寫作(共兩節(jié) ,滿分 40 分) 第一節(jié) (滿分 15 分)
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(請使用
0.5
mm
黑色字跡的簽字筆書寫)
第三部分
語言運用
(
共兩節(jié)
,滿分
30
分
)
第二節(jié) (共
10
小題
;每小題
1.5
分
,滿分
15
分)
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2024屆湘西州高考信息卷
模擬示卷答題卡
第
1
頁（共 4 頁）
)
2024屆湘西州高考信息卷模擬示卷答題卡 第 2 頁（共 4 頁）
(
請在各題的答題區(qū)域內(nèi)作答,超出黑色矩形邊框限定區(qū)域的答案無效
第二節(jié) (滿分
25
分)
As they headed back to the classroom, Brodie quietly walked over to Mustafa
.
空白區(qū)域
請勿答題
請在各題的答題區(qū)域內(nèi)作答,超出黑色矩形邊框限定區(qū)域的答案無效
)
請在各題的答題區(qū)域內(nèi)作答,超出黑色矩形邊框限定區(qū)域的答案無效
Back in the classroom, Mustafa looked around and asked, "Would you like to try baklava at my house ".
空白區(qū)域 請勿答題
請在各題的答題區(qū)域內(nèi)作答,超出黑色矩形邊框限定區(qū)域的答案無效
2024屆湘西州高考信息卷模擬示卷答題卡 第 3 頁（共 4 頁）
2024屆湘西州高考信息卷模擬示卷答題卡 第 4 頁（共 4 頁）

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