2025届河南省创新发展联盟高三下学期一模英语试题

这是一份2025届河南省创新发展联盟高三下学期一模英语试题，共23页。试卷主要包含了阅读理解，完形填空，语法填空，书信写作，书面表达等内容，欢迎下载使用。

一、阅读理解
The Gardner Museum is a wnderful and family-friendly place t visit. The fllwing is sme infrmatin yu shuld knw befre yu g.Admissin Prices
Adults: $20
Senirs (65 and up): $18
Students: $13
Children (5 and under): Free
·Anyne f 5 and under receives free general admissin year-rund; every day we’re pen. We’ve ffered this prgram fr decades, ur recrds indicating that Bstn Public Schls (BPS) students were first ffered free admissin in 1935.
·Thinking Thrugh Art (TTA): The Gardner Museum’s TTA prgram is a partnership with 34 BPS, which includes free general admissin fr students and teachers, subsidized (受补助的) bus transprtatin, and free family passes fr TTA students.
·Free First Thursdays: After 3 pm, the first Thursday f each mnth, the Gardner Museum is free fr all t enjy.What Can I See And D During My Visit?
The Museum created its installatins t call up an emtinal respnse in visitrs. That’s why, unlike ther institutins, there aren’t cnventinal labels in this museum. It wants yu t find yur wn meanings. T learn mre abut the cllectin, yu can use ur digital guides and maps n yur phne r mbile device.What Can I Bring With Me?
·Yur wn headphnes t listen t ur audi guides n yur smart phne
·Bags smaller than 12 in. × 12 in.What Can’t I Bring With Me?
·Outside fd and/ r drink
·Bags, backpacks, and luggage larger than 12 in. × 12 in.
1．Hw much shuld a TTA student pay t visit the Gardner Museum with his parents?
A．$20.B．$49.C．$53.D．Free.
2．What makes the Gardner Museum different frm thers?
A．It is all digitally cntrlled.B．Traditinal labels are absent there.
C．It ffers visitrs hands-n experiences.D．Interactin is encuraged amng visitrs.
3．What can we knw abut the Gardner Museum?
A．It was established in 1935.B．It gets financial supprt frm 34 BPS.
C．It prvides digital guides t visitrs.D．It desn’t allw visitrs t bring bags.
I was staying n the island f Ks and the friend I have there wanted t shw me a nice beach n the island f Telends. T visit Telends, we had t take the bat t Kalymns, drive thrugh the island t the ther side and take the bat t Telends frm there. This shrt drive thrugh Kalymns was enugh fr me t appreciate the island’s beauty.
Kalymns is wrld-famus fr its spnge (海绵) divers, s I wanted t meet at least ne. I had been tld that they were suppsed t be difficult-t-reach peple. In fact, my experience was ut f kilter with this widely-held view. Five minutes after I arrived, I met Antnis, wh was selling his spnges n his bat by the harbur. Thrugh a brief exchange, I learned he used t be a spnge diver, but nw he has retired.
I asked him whether he had a warehuse (货仓) where we culd g tgether. He was surprised and tld me that there was nt much t see r phtgraph in his warehuse. He gave me directins t mre mdern nes. When peple say things like that t me, I knw that this is the place I will prbably be phtgraphing. Hwever, I tk the time t g and see the mdern warehuses, which I didn’t care fr t much, phtgraphically speaking. Just by chance, I saw Antnis wandering arund. I asked him again if we culd g t his warehuse. It was nt far away, s he agreed.
As I had expected, his warehuse was a feast fr my eyes. It was just what I had in my mind. I wasted n time and asked t take his pht.
As I traversed the island, the sight f traditinally clthed wmen gt psitive reactins, even frm lcals nt accustmed t such dresses. A vluntary visit t an elderly villager’s hme, warmly welcmed, added a clse tuch t my cultural jurney.
4．What des the underlined part “was ut f kilter with” mean in paragraph 2?
A．Was cntrary t.B．Cast light n.
C．Was cnsistent with.D．Had smething t d with.
5．Hw did Antnis react t the authr’s request t visit his warehuse at first?
A．Excitedly.B．Unwillingly.C．Impatiently.D．Anxiusly.
6．Why did the authr shw little interest in mdern warehuses?
A．They were nt easy t reach.B．He didn’t find them well-equipped.
C．They were nt appealing fr phtgraphy.D．He didn’t trust what Antnis had recmmended.
7．What is the authr’s purpse in writing the text?
A．T display the natural beauty n Kalymns.
B．T shw the daily life f the lcals n Kalymns.
C．T share his persnal travel experience n Kalymns.
D．T intrduce the unique prfessin f spnge divers n Kalymns.
Sme bird species are knwn fr their vcal learning (声音学习) abilities. T get a better grasp f vcal learning and cgnitin (认知), the study authrs turned t sngbirds, the majrity f whm pssess the vcal learning ability. “Of all the bird species in the wrld, sngbirds make up half that number. They live well n every cntinent except Antarctica,” explains Erich Jarvis, a prfessr at Rckefeller University wh studies the neurbilgy f vcal learning. “It seems like nce vcal learning evlved, there was a lt f speciatin and diversity.”
The team perfrmed seven cgnitive experiments n 214 sngbirds frm 23 different species. Of these, 21 species were caught frm the wild in New Yrk. Tw sngbirds studied, zebra finches and canaries, are dmesticated. The behaviral tests examined the birds’ prblem slving, fr instance, by figuring ut hw t remve an bject t access the fd reward. The researchers als measured tw ther skills ften assciated with intelligence: learning by assciatin, plus what’s called reversal learning (反转学习), in which an animal adjusts its behavir t get a reward. They then lked at whether being vcal learners helped develp the three skills, cmparing 21 bird species t tw thers, wh were nt vcal learners.
The bilgists nticed a strng relatinship between vcal learning and prblem-slving skills. Vcal learning bird species culd cme up with innvative ideas, such as getting seeds r a wrm (虫子) trapped under a cup by remving the bstacle, piercing it, r pulling it apart. But at the same time, the ther tw sngbirds, zebra finches and canaries, didn’t shw this ability. “It’ s pretty surprising that these tw skills are related t intelligence but nt the ther characteristics we measured,” explains Jarvis. All three abilities — prblem slving, assciative learning, and reversal learning — are typically cnsidered cmpnents f intelligence,” he says.
This desn’t mean that the tw bird species wh were nt vcal learners were stupid. Instead, it shws they did nt evlve this ne particular frm f intelligence. “We have t be careful and very specific when we talk abut intelligence because it really depends n which characteristics we are talking abut,” Jarvis explains.
8．Why were the sngbirds chsen as subjects f the study?
A．They shw an ability in vcal learning.B．They exist in large quantities in nature.
C．They have relatively high intelligence.D．They enjy a great diversity in species.
9．What des the secnd paragraph mainly describe?
A．The cgnitive ability f the sngbirds.B．The prcedure f the experiments.
C．The thery behind the experiments.D．The perfrmance f the sngbirds.
10．Hw did the dmesticated sngbirds prbably behave in the experiments?
A．They shwed excellent prblem-slving skills.
B．They failed t get the wrm by remving a cup.
C．They paid n attentin t the seeds under a cup.
D．They adjusted their behavir well in assciative learning.
11．What message des the last paragraph imply?
A．Birds can be trained t be gd vcal learners.
B．Intelligence can be imprved thrugh learning.
C．Sngbirds pssess a much higher level f intelligence.
D．Intelligence has t be defined based n specific characteristics.
Histrically, a university’s primary rle has been t ensure students’ utstanding perfrmance academically, but higher educatin can als change lives by supprting their well-being. Despite grwing evidence f the imprtance f students’ well-being and an abundance f best practices, mst institutins have yet t priritize it as much as they d with enrllment (入学), graduatin and grades.
A new study led by University f Maine researchers prvides guidance n hw institutins can supprt and imprve students’ well-being, and breaks dwn the varius benefits fr learners during and beynd their university career.
The study defines well-being as a cmbined sense f belnging, agency, purpse, identity, citizen engagement and financial stability. Quting a lng-term investigatin, researchers identified key student experiences that result in imprved well-being later in life: wrking at a jb r internship (实习); cnducting a prject that takes a semester r lnger t cmplete; extensively participating in extracurricular (课外的) activities; having at least ne prfessr wh either persnally cares abut their students, and encurages them t pursue their gals r makes them excited t learn.
“There is a grwing recgnitin f the imprtance f affective student utcmes such as a sense f belnging and agency, as well as a wealth f evidence shwing that student-centered practices can meaningfully supprt these. We hpe that this will encurage ther educatrs t cnsider hw t supprt well-being in their wn learning cntext,” said Hlly White, lead researcher.
Researchers identified six guiding principles fr imprving students’ well-being, amng which are Research Learning Experiences (RLEs). Accrding t researchers, RLEs encurage “partner relatinships and a sense f belnging, as well as develping agency, purpse and identity thrugh enriching research experiences.” “A unique feature f ur RLEs is that they are pen t all entering first-year students, n matter what prir experiences students may have had. Our early results n the psitive impact f RLEs n students’ verall well-being are very encuraging.” said Jhn Vlin, study c-authr.
“I think it’s really imprtant t recgnize that we can supprt students’ well-being and learning. These tw aspects are nt cntradictry r in a zer-sum situatin. It als desn’t have t be ne r the ther.” White said.
12．Which may fail t imprve students’ well-being accrding t the text?
A．Gaining an internship pprtunity.B．Engaging in after-class activities widely.
C．Carrying ut a lng-term prject with thers.D．Having a prfessr wh is strict abut their study.
13．What can we knw abut RLEs?
A．They have been practiced in many universities.
B．They are mainly targeted at students lacking in experience.
C．They play a psitive rle in enhancing students’ well-being.
D．They are the best methd amng the guiding principles identified.
14．What d White’s wrds in the last paragraph suggest?
A．Student learning is mre imprtant than well-being.
B．Universities shuld take students’ well-being mre seriusly.
C．It is difficult t supprt students’ well-being in many universities.
D．Universities can help with students’ well-being and studies at the same time.
15．What is the best title fr the text?
A．Research n Imprving Students’ Well-Being
B．Challenges in Supprting Students’ Well-Being
C．The Rle f Research Learning Experiences in Universities
D．The Imprtance f Students’ Well-Being in Higher Educatin
Yu’re prbably familiar with the term “zer waste”. It gets mentined frequently alngside climate change and glbal warming. The energy used in incinerating (焚烧) waste is quickly warming the earth. S, maybe it’s time t cnsider it seriusly. Starting yur jurney t a zer-waste lifestyle may be difficult. 16 . The sner yu can start making even small changes, the better. The fllwing are tips fr wrking yur way int a zer-waste lifestyle.
☆Reduce packaging
One step yu can take is t reduce the amunt f packaging yu’ re purchasing. Sure, thse snack packs f chips may be great fr prtin cntrl, but the same effect can be achieved by buying them in bulk (散装) and separating them int separate, reusable cntainers. 17 . Nt nly are yu supprting the small businesses in yur cmmunity, but yu’ re als reducing the amunt f trash yu’ re prducing. Yu can even bring yur wn bags!
☆Use reusable bags
On the tpic f bags, it’s time t stp using plastic grcery bags as well. In fact, since many grcery stres have started charging fr bags, there’s been a decrease in bags bught. Oftentimes, the mney spent n thse bags has been funneled int cmmunity recycling resurces. 18 , which is great news fr the envirnment.
☆ 19
Yu can buy reusable bags in a lt f shps nw, and yu dn’t even have t g fr the branded nes. If yu’ re feeling mre fashin-frward, there are a lt f grgeus grcery bags n the market. And if yu’re handy, yu can even crchet (编织) ne using the plastic bags yu already have n hand.
☆G t yur lcal thrift stre (旧货店)
Thrift stres are als great fr husehld items like dishes, linens, and tys fr children. Instead f buying a cheap sweater frm ne f the many fast fashin brands ut there, try checking ut a lcal r nline thrift stre. 20 .
A．Stay away frm single-use items
B．Avid items with a single functin
C．Plenty f high-quality clthing ends up there
D．Hwever, every persn matters in this situatin
E．Sme cities have even gne s far as t ban them
F．Yu can shp fr items made frm natural materials
G．Try shpping at yur lcal fd stres fr yur essentials
二、完形填空
Hannah White’s mther was in hspital fr pneumnia (肺炎). After sme 21 , she was ding well in the beginning. Hwever, she suddenly went int a terrible cnditin. Dctrs were unsure f her safety, 22 her relatives t cme t the hspital as sn as pssible.
Hannah, wh was in Dallas, bked the first flight the next day with a (n) 23 in Minneaplis Airprt. When Hannah was waiting 24 at the airprt, an annuncement frm the wrkers almst 25 her plan. Due t mechanical issues, her flight was delayed at Dallas Frt Wrth Internatinal Airprt, which meant she wuldn’t arrive at Minneaplis Airprt 26 , and there was a pssibility that she wuldn’t be able t 27 her mther fr the last time.
Thugh Hannah accepted the fact, she didn’t 28 . Hannah apprached a wrker, wh 29 she culd re-bk fr the next day. 30 , she began t cry, explaining her stry t the wrker, wh was emtinal and 31 her stry. T Hannah’s great relief, they cntacted Minneaplis Airprt, asking them t wait fr her. A passenger even gave her a map abut the airprt t let her get ff the plane 32 .
Finally, Hannah made it thanks t the strangers’ 33 . Hannah’s mther passed away the next day. Hannah expressed her thankfulness t the tw airprts, saying that they gave her the gift f 34 .
The airline’s spkespersn said they were glad t help fr they 35 the significance f such mments.
21．A．judgmentB．treatmentC．preparatinD．cnsultatin
22．A．allwingB．prmisingC．urgingD．accmpanying
23．A．cnnectinB．explratinC．checkD．impressin
24．A．aimlesslyB．peacefullyC．anxiuslyD．tirelessly
25．A．spedB．recveredC．imprvedD．ruined
26．A．n scheduleB．withut effrtC．in persnD．by chice
27．A．prtectB．seeC．examineD．save
28．A．panicB．respndC．hesitateD．quit
29．A．ntedB．agreedC．recalledD．realized
30．A．MvedB．SurprisedC．DisappintedD．Cnfused
31．A．questinedB．sharedC．enjyedD．remembered
32．A．quicklyB．secretlyC．nrmallyD．safely
33．A．invitatinB．encuragementC．assistanceD．suggestin
34．A．timeB．hnestyC．curageD．respnsibility
35．A．prvedB．requiredC．verlkedD．understd
三、语法填空
阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式，并将答案填写在答题卡上。
The Xi’an City Wall is China’s largest and best-preserved ancient city wall, lcated in the heart f Xi’an, Shaanxi Prvince. 36 (rise) 12 meters in height, the wall has a tp width f 12-14 meters and a base width f 15-18 meters, spanning a length f 13.74 kilmeters. It was 37 (initial) cnstructed in 1370 and cmpleted in 1378, built upn the fundatins f the Imperial City during the Sui and Tang dynasties.
Within the city wall is an area cmmnly referred t 38 the “Ancient City”. There are fur main city gates: Changle Gate (East Gate), Yngning Cate (Suth Gate), Anding Gate (West Gate), and Anyuan Gate (Nrth Gate), 39 were riginally parts f the ancient city wall. Over the years, 40 (facilitate) access t the Ancient City, additinal gates have been pened, bringing the ttal number f gates t 18.
The Xi’an City Wall is a mnumental frtificatin system that includes defensive 41 (feature), such as mats (护城河), drawbridges, sluice gates, watchtwers, battlements (防城墙), crner twers, enemy twers, and parapets. At each crner f the wall, there is a crner twer, and utside the wall 42 (lie) a mat. The utside part f the wall 43 (strengthen) with battlements. On the inner side, there is a shrter wall called a parapet, r “female wall”, 44 (design) t prevent sldiers frm falling while patrlling.
Every 120 meters alng the wall, there is an enemy twer prjecting utward beynd the wall’s surface. The distance between these enemy twers is half the effective range f a bw and arrw, making 45 easier t target enemies frm the sides. In ttal, there are 98 enemy twers n the wall.
四、书信写作
46．假定你是李华，某英文报正在就“中学生是否可以在社交媒体上发布视频”话题征询意见。请你给该报编辑写封邮件，内容包括：
1.你的观点；
2.你的理由。
注意：1.写作词数应为80个左右；
2.请按如下格式在答题卡的相应位置作答。
Dear editr,
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yurs,
Li Hua
五、书面表达
47．阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
When I was in secnd grade, I had a teacher named Mr. Applebaum. He was a tall man with a kind smile, the srt f teacher wh always seemed t ntice the little things abut his students. He paid attentin nt just t what we did, but t wh we were. I didn’t knw it then, but that year he surely changed the curse f my life.
I wasn’t particularly gd at math r spelling. My handwriting was messy, and I was terrible at staying in the lines when we did clr painting. But I lved t draw. Whether it was the break, snack time, r during lessns, I was always ddling (涂鸦). My ntebks were filled with animals, smiling suns, and superheres with ddly shaped capes. I didn’t think much f it at the time; drawing was just smething I lved t d.
One afternn, as we were packing up t g hme, Mr. Applebaum called me ver t his desk. I remember feeling a pang f nervusness — had I dne smething wrng? But when I gt there, he wasn’t hlding a stack f unfinished math wrksheets r pinting t the classrm rules. Instead, he held ut a blue three-ring binder (活页夹) filled with blank lse-leaf paper.
“This is fr yu,” he said, placing it in my hands. I stared at it, puzzled. “I ntice yu like t draw,” he cntinued. “I thught yu might need a place t keep all yur wrks.”
I dn’t think I fully understd what he was giving me at that mment. It wasn’t just paper and a binder. It was the idea that my passin fr drawing wasn’t just a pastime but smething wrth encuraging. T an eight-year-ld, it felt like magic — like being handed a key t a secret dr.
注意：1.续写词数应为150个左右；
2.请按如下格式在答题卡的相应位置作答。
Frm that day n, the blue binder was by my side at all times.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Nticing my prgress, Mr. Applebaum encuraged me t take part in a cmpetitin.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
《2025届河南省创新发展联盟高三下学期一模英语试题》参考答案
1．D 2．B 3．C
【导语】这是一篇应用文。文章主要介绍了加德纳博物馆的参观注意事项。
1．细节理解题。根据Admissin Prices部分中“·Thinking Thrugh Art (TTA): The Gardner Museum’s TTA prgram is a partnership with 34 BPS, which includes free general admissin fr students and teachers, subsidized (受补助的) bus transprtatin, and free family passes fr TTA students.(·通过艺术思考（TTA）：加德纳博物馆的TTA计划是与34个BPS的合作伙伴关系，其中包括学生和教师的免费普通入场，补贴巴士交通，以及TTA学生的免费家庭通行证)”可知，TTA学生和父母一起参观加德纳博物馆免费。故选D。
2．细节理解题。根据What Can I See And D During My Visit?部分中“That’s why, unlike ther institutins, there aren’t cnventinal labels in this museum.(这就是为什么与其他机构不同，这个博物馆没有传统的标签)”可知，加德纳博物馆与其他博物馆的区别是没有传统的标签。故选B。
3．细节理解题。根据What Can I See And D During My Visit?部分中“T learn mre abut the cllectin, yu can use ur digital guides and maps n yur phne r mbile device.(要了解更多关于这些藏品的信息，您可以在手机或移动设备上使用我们的数字指南和地图)”可知，加德纳博物馆为游客提供数字指南。故选C。
4．A 5．B 6．C 7．C
【导语】这是一篇记叙文。文章主要讲述了作者前往卡里姆诺斯岛，在岛上遇到了当地的居民，了解了他们的生活。
4．词句猜测题。根据第二段前文“I had been tld that they were suppsed t be difficult-t-reach peple.(我被告知他们应该是难以接触的人)”以及后文“Five minutes after I arrived, I met Antnis, wh was selling his spnges n his bat by the harbur. Thrugh a brief exchange, I learned he used t be a spnge diver, but nw he has retired.(我到达五分钟后，就遇到了安东尼斯，他正在港口边的船上卖海绵。通过简短的交流，我了解到他曾经是一名海绵潜水员，但现在他已经退休了)”可知，作者一开始被告知海绵潜水员难以接触，但是接着就很快了解了安东尼斯的情况，推测作者的经历与上文提到的“他们应该是难以接触的人”这种观点相反。故划线词意思是“与……相反”。故选A。
5．推理判断题。根据第三段“He was surprised and tld me that there was nt much t see r phtgraph in his warehuse.(他很惊讶，告诉我他的仓库里没有什么可看或可拍的东西)”可知，作者要求参观安东尼斯的仓库，安东尼斯最初不情愿。故选B。
6．细节理解题。根据第三段“Hwever, I tk the time t g and see the mdern warehuses, which I didn’t care fr t much, phtgraphically speaking.(不过，我还是花时间去看了看现代化的仓库，从摄影角度来说，我不太喜欢这些仓库)”可知，作者对现代仓库不感兴趣因为它们对摄影没有吸引力。故选C。
7．推理判断题。根据第一段“This shrt drive thrugh Kalymns was enugh fr me t appreciate the island’s beauty.(这段在卡里姆诺斯岛的短暂车程足以让我欣赏到这座岛屿的美丽)”结合文章主要讲述了作者前往卡里姆诺斯岛，在岛上遇到了当地的居民，了解了他们的生活。可知，作者写这篇文章的目的是分享他在卡里姆诺斯岛的个人旅行经历。故选C。
8．A 9．B 10．B 11．D
【导语】这是一篇说明文。文章主要说明了对鸟类的研究发现大多数鸣禽都具有声乐学习能力，解释了研究进行的经过以及发现。
8．细节理解题。根据第一段“T get a better grasp f vcal learning and cgnitin (认知), the study authrs turned t sngbirds, the majrity f whm pssess the vcal learning ability.(为了更好地掌握声乐学习和认知，研究作者转向了鸣禽，大多数鸣禽都具有声乐学习能力)”可知，选择鸣禽作为研究对象是因为它们有声乐学习的能力。故选A。
9．主旨大意题。根据第二段“The team perfrmed seven cgnitive experiments n 214 sngbirds frm 23 different species. Of these, 21 species were caught frm the wild in New Yrk. Tw sngbirds studied, zebra finches and canaries, are dmesticated. The behaviral tests examined the birds’ prblem slving, fr instance, by figuring ut hw t remve an bject t access the fd reward. The researchers als measured tw ther skills ften assciated with intelligence: learning by assciatin, plus what’s called reversal learning (反转学习), in which an animal adjusts its behavir t get a reward. They then lked at whether being vcal learners helped develp the three skills, cmparing 21 bird species t tw thers, wh were nt vcal learners.(研究小组对来自23个不同物种的214只鸣禽进行了7项认知实验。其中，有21种是在纽约从野外捕获的。研究的两种鸣禽，斑胸草雀和金丝雀，都是驯养的。行为测试考察了鸟类解决问题的能力，例如，通过弄清楚如何移除一个物体来获得食物奖励。研究人员还测量了另外两种通常与智力相关的技能：通过联想学习，以及所谓的反向学习，在这种学习中，动物调整自己的行为以获得奖励。然后，他们将21种鸟类与另外两种不学习声音的鸟类进行了比较，研究了学习声音是否有助于培养这三种技能)”可知，第二段主要描述了实验的步骤。故选B。
10．细节理解题。根据第二段“Tw sngbirds studied, zebra finches and canaries, are dmesticated. (研究的两种鸣禽，斑胸草雀和金丝雀，都是驯养的)”以及倒数第二段“Vcal learning bird species culd cme up with innvative ideas, such as getting seeds r a wrm (虫子) trapped under a cup by remving the bstacle, piercing it, r pulling it apart. But at the same time, the ther tw sngbirds, zebra finches and canaries, didn’t shw this ability.(有声音学习能力的鸟类可以想出一些创新的想法，比如把种子或虫子困在杯子里，通过移除障碍物，刺穿它，或者把它撕开。但与此同时，另外两种鸣禽，斑胸草雀和金丝雀，并没有表现出这种能力)”可知，驯养的鸣禽在实验中移走杯子也没能抓到虫子。故选B。
11．推理判断题。根据最后一段““We have t be careful and very specific when we talk abut intelligence because it really depends n which characteristics we are talking abut,” Jarvis explains.(贾维斯解释说：“当我们谈论智力时，我们必须非常小心和具体，因为它实际上取决于我们谈论的是哪种特征。”)”可知，智力必须根据特定的特征来定义。故选D。
12．D 13．C 14．D 15．A
【导语】本文是一篇说明文。文章主要讲的是研究表明大学可以通过支持大学生的福祉来改变他们的生活。
12．细节理解题。根据文章第三段“Quting a lng-term investigatin, researchers identified key student experiences that result in imprved well-being later in life: wrking at a jb r internship (实习); cnducting a prject that takes a semester r lnger t cmplete; extensively participating in extracurricular (课外的) activities; having at least ne prfessr wh either persnally cares abut their students, and encurages them t pursue their gals r makes them excited t learn.(研究人员引用了一项长期调查，确定了学生在以后的生活中会改善幸福感的关键经历：工作或实习；进行一个需要一个学期或更长时间才能完成的项目；广泛参加课外活动；至少有一位教授亲自关心他们的学生，鼓励他们追求自己的目标，或者让他们兴奋地学习。)”可知，获得实习机会、广泛参加课外活动以及与其他人一起开展长期项目都会改善幸福感，而有一个对他们学习要求严格的教授可能无法提高学生的幸福感。故选D项。
13．推理判断题。根据文章倒数第二段“Accrding t researchers, RLEs encurage “partner relatinships and a sense f belnging, as well as develping agency, purpse and identity thrugh enriching research experiences.(根据研究人员的说法，RLEs鼓励“伙伴关系和归属感，以及通过丰富研究经验来发展能动性、目标和身份。)”以及“Our early results n the psitive impact f RLEs n students’ verall well-being are very encuraging.(我们关于RLEs对学生整体幸福感的积极影响的初步结果非常令人鼓舞。)”可知，RLEs对提高学生的幸福感起着积极的作用。故选C项。
14．推理判断题。根据文章最后一段““I think it’s really imprtant t recgnize that we can supprt students’ well-being and learning. These tw aspects are nt cntradictry r in a zer-sum situatin. It als desn’t have t be ne r the ther. ” White said.(“我认为认识到我们可以支持学生的健康和学习是非常重要的。这两个方面并不矛盾，也不是零和博弈。它也不一定非得是其中之一。”White说。)”可知，White在最后一段的话表明大学可以同时帮助学生的健康和学习。故选D项。
15．主旨大意题。文章第一段“Histrically, a university’ s primary rle has been t ensure students’ utstanding perfrmance academically, but higher educatin can als change lives by supprting their well-being.(从历史上看，大学的主要作用是确保学生在学业上取得优异成绩，但高等教育也可以通过支持他们的福祉来改变他们的生活。)”提出话题——高等教育也可以通过支持大学生的福祉来改变他们的生活，文章第二段讲的是支持和改善学生福祉的一项新研究，第三、四段讲的是该研究对幸福的定义及学生在以后的生活中会改善幸福感的关键经历，第五段讲的是该项研究的研究人员确认了包括研究性学习经验（RLEs）在内的提高学生幸福感的六条指导原则，文章最后一段以White的话对全文进行总结，指出支持学生健康和学习两个方面并不矛盾。纵观全文，文章主要在围绕着提高学生幸福感的研究来展开，所以A项Research n Imprving Students’ Well-Being(提高学生幸福感的研究)作为文章标题最合适。故选A项。
16．D 17．G 18．E 19．A 20．C
【导语】这是一篇说明文。文章主要就实现零浪费的生活方式提出了一些建议。
16．根据上文“Starting yur jurney t a zer-waste lifestyle may be difficult.(开始你的零浪费生活方式之旅可能很困难)”以及后文“The sner yu can start making even small changes, the better. The fllwing are tips fr wrking yur way int a zer-waste lifestyle.(你越早开始做出哪怕是很小的改变就越好。以下是一些小贴士，帮助你实现零浪费的生活方式)”可知，本句与上文构成转折，上文提出开始零浪费生活方式之旅可能很困难，本句说明这么做的意义，构成转折关系。故D选项“然而，在这种情况下，每个人都很重要”符合语境，故选D。
17．根据上文“One step yu can take is t reduce the amunt f packaging yu’re purchasing. Sure, thse snack packs f chips may be great fr prtin cntrl, but the same effect can be achieved by buying them in bulk (散装) and separating them int separate, reusable cntainers.(你可以采取的一个步骤是减少你购买的包装数量。当然，那些零食包装的薯片可能很好地控制了分量，但同样的效果也可以通过散装购买并将它们分成单独的、可重复使用的容器来实现)”以及后文“Nt nly are yu supprting the small businesses in yur cmmunity, but yu’ re als reducing the amunt f trash yu’ re prducing. Yu can even bring yur wn bags! (你不仅在支持你社区的小企业，而且还减少了你产生的垃圾数量。你甚至可以自己带包！)”可知，后文提到了支持了社区的小企业，推测本句是在对购买的场地提出建议。故G选项“试着在当地的食品店购买必需品”符合语境，故选G。
18．根据上文“On the tpic f bags, it’s time t stp using plastic grcery bags as well. In fact, since many grcery stres have started charging fr bags, there’s been a decrease in bags bught. Oftentimes, the mney spent n thse bags has been funneled int cmmunity recycling resurces.(关于塑料袋的话题，是时候停止使用塑料购物袋了。事实上，自从许多杂货店开始对塑料袋收费以来，塑料袋的购买量就减少了。通常，花在这些袋子上的钱已经流入了社区回收资源)”以及后文“which is great news fr the envirnment.(这对环境来说是个好消息)”可知，本句主要说明对环境来说是好消息内容，推测上文建议使用停止使用塑料袋，可知与此有关。故E选项“一些城市甚至禁止使用”符合语境，故选E。
19．根据本段内容“Yu can buy reusable bags in a lt f shps nw, and yu dn’t even have t g fr the branded nes. If yu’ re feeling mre fashin-frward, there are a lt f grgeus grcery bags n the market. And if yu’re handy, yu can even crchet (编织) ne using the plastic bags yu already have n hand.(你现在可以在很多商店买到可重复使用的袋子，你甚至不必去买品牌的。如果你想更时尚，市场上有很多漂亮的购物袋。如果你方便的话，你甚至可以用你手边的塑料袋编织一个)”可知，本段说明了使用可以重复使用的物品，或者自制，这些东西具有可重复利用的性质，说明是建议远离一次性物品。故A选项“远离一次性物品”符合语境，故选A。
20．根据上文“Thrift stres are als great fr husehld items like dishes, linens, and tys fr children. Instead f buying a cheap sweater frm ne f the many fast fashin brands ut there, try checking ut a lcal r nline thrift stre.(旧货店也很适合出售家庭用品，比如餐具、亚麻布和儿童玩具。与其从众多快时尚品牌中买一件便宜的毛衣，不如去当地或网上的旧货店看看)”可知，上文提到去当地或网上的旧货店看看，本句为本段最后一句，说明这么做的原因。故C选项“很多高质量的服装最终都送到了那里”符合语境，故选C。
21．B 22．C 23．A 24．C 25．D 26．A 27．B 28．D 29．A 30．C 31．B 32．A 33．C 34．A 35．D
【导语】本文是一篇记叙文。文章讲述汉娜克服航班延误，在陌生人帮助下及时赶到医院见母亲最后一面的故事。
21．考查名词词义辨析。句意：经过一些治疗，她一开始情况很好。A. judgment判断；B. treatment治疗；C. preparatin准备；D. cnsultatin咨询。根据上文“Hannah White’s mther was in hspital fr pneumnia”可知，汉娜的母亲得了肺炎，因此这里指经过治疗之后，有所好转。故选B。
22．考查动词词义辨析。句意：医生不确定她的安全，敦促她的亲属尽快来医院。A. allwing允许；B. prmising许诺；C. urging督促；D. accmpanying陪伴。根据上文“Dctrs were unsure f her safety”可知，医生不确定母亲后续的安危，担心出现意外，所以督促家属过来医院。故选C。
23．考查名词词义辨析。句意：汉娜当时在Dallas，她订了第二天的第一个航班，在Minneaplis机场转机。A. cnnectin转机；B. explratin探索；C. check检查；D. impressin印象。根据下文“which meant she wuldn’t arrive at Minneaplis Airprt”和“hey cntacted Minneaplis Airprt, asking them t wait fr her.”可知，汉娜要从Dallas先去Minneaplis，以及让Minneaplis Airprt等汉娜判断，汉娜要在Minneaplis机场转机。故选A。
24．考查副词词义辨析。句意：当汉娜在机场焦急地等待时，工作人员的通知几乎毁了她的计划。A. aimlessly无目的地；B. peacefully平静地；C. anxiusly焦急地；D. tirelessly不知疲倦地。根据上文“Hwever, she suddenly went int a terrible cnditin.”可知，汉娜的母亲病情紧急，因此她在机场焦急地候机。故选C。
25．考查动词词义辨析。句意：当汉娜在机场焦急地等待时，工作人员的通知几乎毁了她的计划。A. sped加速；B. recvered恢复；C. imprved改善；D. ruined毁了。根据下文“Due t mechanical issues, her flight was delayed at Dallas Frt Wrth Internatinal Airprt”可知，由于航班延误，汉娜不能如期到达医院，因为延误会影响并耽误后面一系列时间安排。故选D。
26．考查介词短语词义辨析。句意：由于机械故障，她的航班在Dallas沃斯堡国际机场延误了，这意味着她不能按时到达Minneaplis机场，而且她有可能无法与母亲见最后一面。A. n schedule按计划，如期；B. withut effrt不费力；C. in persn亲自；D. by chice出于自愿。根据上文“Due t mechanical issues, her flight was delayed at Dallas Frt Wrth Internatinal Airprt”可知，汉娜的航班延误，飞机起飞及到达时间均受影响，因此不能如期到达。故选A。
27．考查动词词义辨析。句意：由于机械故障，她的航班在Dallas沃斯堡国际机场延误了，这意味着她不能按时到达Minneaplis机场，而且她有可能无法与母亲见最后一面。A. prtect保护；B. see看见；C. examine检查；D. save节省。根据上文“Hwever, she suddenly went int a terrible cnditin.”可知，此时汉娜的母亲病情严重，航班延误会导致她不能及时赶到医院看望。故选B。
28．考查动词词义辨析。句意：虽然汉娜接受了这个事实，但她并没有放弃。A. panic恐慌；B. respnd回应；C. hesitate犹豫；D. quit放弃。根据下文“explaining her stry t the wrker”可知，汉娜找到工作人员求助，因此她并未放弃。故选D。
29．考查动词词义辨析。句意：汉娜找到一位工作人员，工作人员告诉她可以重新预订第二天的行程。她失望地哭了起来，向工人解释了她的故事，工人很激动，也分享了她的故事。A. nted提出；B. agreed同意；C. recalled回想；D. realized意识到。根据下文“she began t cry”可知，汉娜大哭，因为工作人员提出让她重新定明天的票，即今天依然无法乘机。故选A。
30．考查形容词词义辨析。句意：汉娜找到一位工作人员，工作人员告诉她可以重新预订第二天的行程。她失望地哭了起来，向工人解释了她的故事，工人很激动，也分享了她的故事。A. Mved感动的；B. Surprised意外的；C. Disappinted失望的；D. Cnfused困惑的。根据上文“she culd re-bk fr the next day.”可知，工作人员让她改签明天的机票，这意味着她无法如期到达医院，因此她失望大哭。故选C。
31．考查动词词义辨析。句意：汉娜找到一位工作人员，工作人员告诉她可以重新预订第二天的行程。她失望地哭了起来，向工人解释了她的故事，工人很激动，也分享了她的故事。A. questined质疑；B. shared分享；C. enjyed喜欢；D. remembered记得。根据下文“they cntacted Minneaplis Airprt, asking them t wait fr her.”可知，工作人们帮忙联系Minneaplis机场，则一定会将汉娜的情况进行告知，即分享汉娜的故事。故选B。
32．考查副词词义辨析。句意：一位乘客甚至给了她一张机场的地图，让她快速下飞机。A. quickly快速地；B. secretly秘密地；C. nrmally正常地；D. safely安全地。根据上文“A passenger even gave her a map abut the airprt”可知，其他乘客帮汉娜画机场的地图是担心汉娜情急之中迷路。地图可以帮她快速下飞机。故选A。。
33．考查名词词义辨析。句意：最后，在陌生人的帮助下，汉娜成功了。A. invitatin邀请；B. encuragement鼓励；C. assistance辅助，帮助；D. suggestin建议。根据上文“A passenger even gave her a map abut the airprt”可知，其他乘客帮汉娜画了地图，汉娜在她的帮助下成功到达。故选C。
34．考查名词词义辨析。句意：汉娜对两个机场表示感谢，说他们给了她时间作为礼物。A. time时间；B. hnesty诚实；C. curage勇气；D. respnsibility责任。根据上文“Hannah’s mther passed away the next day.”可知，如果机场人员没有帮助汉娜，她将不能如期到达医院见母亲最后一面。因此及时见到母亲，是争取到了时间，因此是时间的礼物。故选A。
35．考查动词词义辨析。句意：该航空公司发言人表示，他们很乐意提供帮助，因为他们理解这种时刻的重要性。A. prved证明；B. required要求；C. verlked忽视；D. understd理解。根据上文“Hwever, she suddenly went int a terrible cnditin.”可知，汉娜的母亲病情严重，机场出手帮忙，因为他们理解这种离别时刻的重要性。故选D。
36．Rising 37．initially 38．as 39．which 40．t facilitate 41．features 42．lies 43．is strengthened 44．designed 45．it
【导语】这是一篇说明文。文章主要介绍了西安城墙的历史、结构以及在历史上的重要作用。
36．考查非谓语动词。句意：长城高12米，顶宽12-14米，底宽15-18米，全长13.74公里。句中已有谓语动词has，空处为非谓语动词，此处rise与wall构成主动关系，故用现在分词作状语，首字母大写。故填Rising。
37．考查副词。句意：它始建于1370年，完工于1378年，建在隋唐皇城的基础上。修饰动词cnstructed用副词initially，故填initially。
38．考查介词。句意：城墙内是一个通常被称为“古城”的区域，有四个主要城门：长乐门（东门）、永宁门（南门）、安定门（西门）和安远门（北门），它们最初是古城墙的一部分。短语refer t as表示“被称为”。故填as。
39．考查定语从句。句意：城墙内是一个通常被称为“古城”的区域，有四个主要城门：长乐门（东门）、永宁门（南门）、安定门（西门）和安远门（北门），它们最初是古城墙的一部分。非限制性定语从句修饰先行词Changle Gate (East Gate), Yngning Cate (Suth Gate), Anding Gate (West Gate), and Anyuan Gate (Nrth Gate)，在从句作主语，指物，应用关系代词which。故填which。
40．考查非谓语动词。句意：多年来，为了方便人们进入古城，又增加了城门，使城门总数达到18个。此处facilitate作目的状语，用不定式。故填t facilitate。
41．考查名词的数。句意：西安城墙是一个巨大的防御系统，包括防御特征，如护城河、吊桥、闸门、瞭望塔、城垛、角楼、敌楼和护墙。空处应用名词作宾语，feature“特征”为可数名词，根据后文such as mats, drawbridges, sluice gates, watchtwers, battlements, crner twers, enemy twers, and parapets可知数量大于一用复数形式。故填features。
42．考查时态。句意：城墙的每个角落都有角楼，城墙外有护城河。根据上文there is a crner twer可知为一般现在时，本句为完全倒装，主语为mat，谓语用三单形式。故填lies。
43．考查时态语态。句意：外墙用城垛加固。主语The utside part f the wall与谓语构成被动关系，且陈述事实用一般现在时的被动语态，谓语用单数。故填is strengthened。
44．考查非谓语动词。句意：在墙的内侧，有一堵较短的墙，称为女儿墙，或“女墙”，旨在防止士兵在巡逻时摔倒。be designed t表示“旨在……”，此处过去分词作定语，故填designed。
45．考查形式宾语。句意：这些敌人塔之间的距离是弓箭有效射程的一半，使其更容易从侧面瞄准敌人。此处为固定句型make it adj. t d sth.，意为“使得做某事……”，it作形式宾语。故填it。
46．Dear editr,
I’m writing t share my thughts n whether middle schl students shuld pst vides n scial media. In my view, it can be a great idea with prper supervisin.
Psting vides serves as an ideal way fr us t fully express urselves. Fr instance, thse passinate abut music can shwcase their singing r instrument-playing skills, while art lvers can share their creative drawing prcesses. Mrever, it significantly cntributes t enhancing ur digital capabilities. Thrugh vide editing, we learn t be mre prficient in using sftware, which is essential fr future study and career develpment. Hwever, it’s vital t ensure privacy prtectin and stay away frm ptential nline risks.
Yurs,
Li Hua
【导语】本篇书面表达属于应用文。要求考生给编辑写封邮件，就“中学生是否可以在社交媒体上发布视频”话题给出观点以及理由。
【详解】1.词汇积累
表达：express→extend
作为：serve as→wrk as
此外：mrever→besides
例如：fr instance→fr example
2.句式拓展
句型转换
原句：Fr instance, thse passinate abut music can shwcase their singing r instrument-playing skills, while art lvers can share their creative drawing prcesses.
拓展句：Fr instance, nt nly can thse passinate abut music shwcase their singing r instrument-playing skills, but als art lvers can share their creative drawing prcesses.
【点睛】[高分句型1] Hwever, it’s vital t ensure privacy prtectin and stay away frm ptential nline risks.(运用了it作形式主语)
[高分句型2] Thrugh vide editing, we learn t be mre prficient in using sftware, which is essential fr future study and career develpment.(运用了which引导非限制性定语从句)
47．范文
Frm that day n, the blue binder was by my side at all times. I carried it with me everywhere, like a lyal cmpanin. During breaks, I wuld sit in a quiet crner f the schlyard, cmpletely engaged in my drawings. I drew my classmates as characters in a magical frest, each with their unique traits and adventures. Mr. Applebaum wuld stp by whenever he saw me drawing, ffering gentle praise and suggestins. He pinted ut hw adding shadws culd make my pictures mre beautiful, and I eagerly tried it. After a few weeks, my skills imprved significantly, and I began t see drawing as nt just a hbby but a way t express myself.
Nticing my prgress, Mr. Applebaum encuraged me t take part in a cmpetitin. At first, I was a little hesitant, unsure f my ability. But Mr. Applebaum didn’t agree with me, saying that I was gd enugh. Under Mr. Applebaum’s guidance, I carefully selected my best pieces frm the binder and submitted them. T my great surprise, I gt a satisfying result. Years later, as I stand in my wn art studi, surrunded by my creatins, I am still grateful t Mr. Applebaum. His simple act f kindness nt nly gave me a space t express myself but als arused a passin that has burned bright thrughut my life.
【导语】本文以人物为线索展开，讲述了作者不是特别擅长数学和拼写，但是喜欢画画。阿普尔鲍姆先生注意到了这一点，给了作者一个蓝色的三环活页夹，里面装满了空白的活页纸，想让作者作画使用。于是作者此后更加专注绘画，得到了老师的表扬和建议，作者成年后有了自己的工作室，十分感谢老师当年的善举。
【详解】1.段落续写：
①由第一段首句内容“从那天起，那个蓝色活页夹就一直在我身边”可知，第一段可描写作者此后更加专注绘画，得到了老师的表扬和建议。
②由第二段首句内容“阿普尔鲍姆先生注意到我的进步，鼓励我参加比赛”可知，第二段可描写作者参赛的情况，以及对老师的感激。
2.续写线索：赠送活页夹——随身携带——专注绘画——老师表扬建议——事业有成——作者感悟
3.词汇激活
行为类
①提供：ffer/prvide
②看到：see/catch sight f
③表达：express/cnvey
情绪类
①渴望地：eagerly/wishfully
②感激的：grateful/thankful
【点睛】[高分句型1] Years later, as I stand in my wn art studi, surrunded by my creatins, I am still grateful t Mr. Applebaum. (运用了as引导时间状语从句)
[高分句型2] But Mr. Applebaum didn’t agree with me, saying that I was gd enugh. (运用了that引导宾语从句)
题号
1
2
3
4
5
6
7
8
9
10
答案
D
B
C
A
B
C
C
A
B
B
题号
11
12
13
14
15
16
17
18
19
20
答案
D
D
C
D
A
D
G
E
A
C
题号
21
22
23
24
25
26
27
28
29
30
答案
B
C
A
C
D
A
B
D
A
C
题号
31
32
33
34
35





答案
B
A
C
A
D