广东省广州市2025届高三下学期3月综合测试（一）英语试题（Word版附解析）

这是一份广东省广州市2025届高三下学期3月综合测试（一）英语试题（Word版附解析），文件包含2025届广东省广州市普通高中毕业班综合检测一英语试题Word版含解析docx、2025届广东省广州市普通高中毕业班综合检测一英语试题Word版无答案docx等2份试卷配套教学资源，其中试卷共31页， 欢迎下载使用。
2025年广州市普通高中毕业班综合测试(一)
英语
本试卷共10页，满分120分。考试用时120分钟。
注意事项:
1.答卷前，考生务必将自己的姓名、考生号、试室号和座位号填写在答题卡上。用2B铅笔将试卷类型(A)填涂在答题卡相应位置上。并在答题卡相应位置上填涂考生号。因笔试不考听力，试卷从第二部分开始，试题序号从“21”开始。
2.作答选择题时，选出每小题答案后，用2B铅笔把答题卡对应题目选项的答案信息点涂黑:如需改动，用橡皮擦干净后，再选涂其他答案。答案不能答在试卷上。
3.非选择题必须用黑色字迹的钢笔或签字笔作答，答案必须写在答题卡各题目指定区域内相应位置上:如需改动，先划掉原来的答案，然后再写上新答案;不准使用铅笔和涂改液。不按以上要求作答无效。
4.考生必须保持答题卡的整洁。考试结束后，将试卷和答题卡一并交回。
第二部分阅读(共两节，满分50分)
第一节(共15小题:每小题2.5分，满分37.5分)
阅读下列短文，从每题所给的A、B、C、D四个选项中选出最佳选项。
A
The Museum f Classical Archaelgy is an ideal destinatin fr schl trips. We ffer a free educatin service tailred fr students f all ages.
Our Cambridge museum is a great place t bring primary schl grups, especially thse studying the Ancient Greeks r Rmans. We can als supprt bth the Classics and the Art curriculum (课程) at secndary level: students studying the ancient wrld will benefit frm student turs, while thse studying art can imprve their drawing skills.
Our Educatin Crdinatr is happy t wrk with yu t plan yur schl trip. We can lead the grup r, if yu prefer, yu can self-lead.
Planning Yur Visit
The museum is cnveniently lcated fr Cambridge schls, but thse traveling frm farther away can cmbine their trip with visits t ther Cambridge museums. Fr schls unable t visit in persn, the museum nw ffers virtual sessins led by the Educatin Crdinatr, available fr bth primary and secndary levels.
T bk an in-persn r virtual visit, please use ur nline bking request frm. Our Educatin Crdinatr will cntact yu t discuss yur ptins. Please nte: we ask that all schl trips are bked at least seven days in advance.
Resurces and Services
Dwnlad the Teacher’s Pack fr helpful guidelines t maximize yur visit. We have accessibility slutins in place fr anyne with truble getting arund. Please infrm us at museum@ in advance.
Fr queries abut free educatin service, cntact the Educatin Crdinatr at (01223) 767044
1. What is the aim f the museum’s educatin service?
A. T train turist guides.
B. T prmte schl trips.
C. T supprt curriculum studies.
D. T intrduce the museum’s histry.
2. What must schls d befre their museum visit?
A. Infrm the museum f their plans by email.
B Fill the bking request frm a week ahead.
C Cntact the museum fr accessibility slutins.
D. Reserve their visits t ther Cambridge museums.
3. Wh are the intended readers f this text?
A. Schl teachers.B. Cambridge students.
C. Turist guides.D. Histrical researchers.
B
When Martin Rth started as a frest ranger in the 1980s, his jb was t care fr the frest t ensure cntinuity fr decades, even centuries. Nw, with climate change, it’s mre abut planning fr an uncertain future. “It’s disaster management,” says Rth, fr whm the 3,000 acres f frest serve as testing grund fr high-tech slutins, earning him the nickname “digital frest ranger.”
After a severe strm, the clck starts ticking: Damaged trees shuld be remved befre the arrival f bark beetles, which grw in dead trees and can destry entire frests. While it nce tk Rth abut 2.5 hurs t cver an acre n ft, drnes (无人机) nw let him survey the entire 3,000 acres in several days, s he can quickly lcate damaged trees, infrm wners f affected plts, and send updates t wrkers.
Rth’s explratin ges beynd drnes. His recent prject is cmbining bdy camera with AL. “Usually yu mark the trees, they’re cut dwn, and yu have n idea hw much wd yu’ll get, what quality, and which species,” he explains. AI nw “sees” thrugh his bdy cam, recgnizes tree species, estimates wd prductin, and sends real-time infrmatin t his phne.
Since up t half f Eurpean tree species are unsuited t rising temperatures and extended dry perids, Rth has als begun experimenting with new species, planting them in small grups and keeping track f them in his system. As frest areas expand, interventins are needed, but there aren’t enugh emplyees t keep it all straight. “Either I knw it, r the cmputer knws it, r n ne knws it and it’s lst,” he says.
Rth’s expertise in tackling the challenges f mdern frestry with technlgy is increasingly sught after—clleagues reach ut fr advice, and he lectures n the tpic at universities. But he warns that technlgy can never replace a wander thrugh the frest: “I shuld never believe that the digital twin is reality. I always have t d a reality check.”
4. What was Rth’s jb when he started his career?
A. Sustaining frest health.B. Predicting the frest’s future.
C Managing disasters.D. Seeking high-tech slutins.
5. What des Rth use drnes t d?
A. Identify dead tree species.B. Remve harmful insects.
C. Cllect data f frest damage.D. Infrm wners f their lss.
6. What pint is Rth trying t make with his wrds in paragraph 4?
A. Frests are a cure fr climate change.
B. Experienced wrkers are in great need.
C. Frest expansin is successfully cntrlled.
D. Technlgy is key t tracking frest infrmatin.
7. Why des Rth warn abut the use f technlgy in frestry?
A. It may replace human wrkers.
B. It may need t much checking.
C. It may prvide false infrmatin.
D. It may deny chances f frest walks.
C
If yu ever wndered what yur child’s drawings might reveal, keep n reading.
Imagine hw yu wuld feel when lking at Earth frm uter space. That feeling f awe is what we call the Overview Effect, a feeling mst astrnauts reprt when they return t Earth, described as a transfrmative experience that changes their view f ur planet and humanity — an experience that builds a sense f unity, intercnnectedness, and respnsibility fr Earth’s well-being. Recently, 40,000 children experienced a virtual reality (VR) space jurney, becming a unique grup t have a chance t underg this awesme feeling withut leaving Earth.
T find ut whether they had experienced the Overview Effect, we asked 100 children frm this special grup t draw self-images befre and after the VR jurney. In previus studies n adults, we fund that after viewing a vide t bring abut the Overview Effect, participants tended t draw a smaller self. Apparently, ging thrugh the experience f awe and wnder makes ne feel smaller, with a smaller drawing as the result. Hwever, when we applied this methd t children, we encuntered unexpected results. The size f their drawings remained unchanged after the VR experience. This discrepancy led us t questin: Were drawings by children simply nt a gd way t measure the Overview Effect? Did what wrked fr adults simply nt wrk fr children?
Upn clser analysis, we discvered that the key t measuring transfrmative experiences in children lies mt in the size f their drawings but in the richness f their cntent. Befre the VR jurney, the children’s drawings were simple, ften shwing familiar elements frm their daily lives. After the jurney, their drawings became far mre insightful, filled with vivid descriptins indicative f what they had learned during the VR jurney — fr example, the Earth’s eclgy. This discvery gave us a new way t understand children’s respnses t transfrmative experiences.
I’m nt prpsing that we replace tests in schls with children’s drawings. But when it cmes t transfrmative experiences, I’d recmmend paying mre attentin t what children actually draw.
8. Hw can we describe the Overview Effect?
A. It expresses man’s view f Earth and humanity.
B. It helps peple get deeper insights int the wrld.
C. It brings abut awesme feelings f the uter space.
D. It is a transfrmative experience unique t astrnauts.
9. What des the underlined wrd “discrepancy” mean in paragraph 3?
A. Prblem.B. Prgress.C. Dubt.D. Difference.
10. Hw did the children’s drawings change after the VR jurney?
A. The self-images became larger.B. They described mre details.
C. There were mre familiar elements.D. They expressed richer emtins.
11. What is the authr’s purpse in writing the text?
A. T suggest a way f measuring children’s learning.
B. T cmpare adults’ and children’s Overview Effect.
C. T analyse the rle f VR technlgy in child educatin.
D. T describe the psychlgical experience f space travels.
D
Getting int arguments, whether with family r strangers nline, can feel like debating with a wall. We are prbably all guilty f thinking we’re right, even if we dn’t have all the facts. This phenmenn called the “illusin f infrmatin adequacy” is detailed in a recent psychlgy study.
“Interpersnal cnflict is n the rise, driving increases in anger, anxiety and stress,” said Angus Fletcher, a neurphysilgist at the Ohi State University. “We wanted t lk int thse misunderstandings and see if they culd be reduced.”
Fletcher’s team surveyed 1,261 Americans nline.Participants were divided int grups and given articles abut a fictinal factry. One grup read nly reasns fr the factry t merge (合并) with anther factry, anther nly reasns fr staying separate, and a Cntrl grup read all the arguments.
They fund that the majrity f the grups wh nly read the pr- r anti-merging arguments believed they had enugh infrmatin t make a gd decisin, and wuld fllw the article’s recmmendatin, while abut 55 and 45 percent f the cntrl grup recmmended the factries merge r separate. The participants with the ne-sided infrmatin als assumed that thers wuld make the same decisin they did.
The team calls this belief the illusin f infrmatin adequacy, as Fletcher describes it, “The less ur brain knws, the mre cnfident it is that it knws all it needs.” These findings add t research n naive realism, the belief that ne’s subjective understanding is bjective truth.
While naive realism studies fcus n different understandings f the same situatin, Fletcher’s research shws peple may share the same understanding, if given sufficient infrmatin.When the participants frm the ne-sided grups were asked t read all the arguments, sme wuld change their minds. The mix f pinins was cmparable t the cntrl grup - abut 55 t 45 percent.
“One f the best ways t fight the illusin f infrmatin adequacy when disagreeing with smene is t stp and ask, “Is there smething I’m missing that wuld help me see their pints better?’ This can help avid unnecessary interpersnal cnflict, allwing us t fcus n wrking thrugh key differences between urselves and thers,” said Fletcher.
12. What is paragraph 2 mainly abut?
A. The academic backgrund f Angus Fletcher.
B. The cause and effect f interpersnal cnflicts.
C. The imprtance f reducing misunderstandings.
D. The significance and purpse f Fletcher’s study.
13. What were all three grups asked t d during the study?
A. Defend their wn views.B. Discuss befre making decisins.
C. Read the assigned arguments.D. Recmmend the best article.
14. What des Fletcher’s research find?
A. Peple with the same infrmatin make similar decisins.
B. Peple frm the cntrl grup are better decisin-makers.
C. Peple less infrmed are mre likely t change their minds.
D. Peple with partial infrmatin verestimate their judgments.
15. What des Fletcher suggest peple d when disagreeing with thers?
A. Wrk thrugh key differences tgether.
B. Check fr extra facts t understand thers.
C. Stp arguing t avid interpersnal cnflict.
D. D. Get mre evidence t supprt their wn pint.
第二节(共5小题:每小题2.5分，满分12.5分)
阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。
As an experienced teacher, I’ve cme t understand the great value f hands-n activities. _____16_____N ther creature n Earth, nt even ur clsest primate (灵长类) relatives, has hands structured quite like urs, capable f such precise grasping and cntrl.
_____17_____A lt f mdern life invlves simple mvements such as tuching screens and pushing buttns, and sme experts believe ur shift away frm mre cmplex hand activities culd have cnsequences fr hw we think and feel.
Think abut it: yu're glued t yur screen, typing ut assignments r chatting with friends. Sure, that's a big part f hw we live nw. _____18_____ Our brains are actually wired t respnd t hand mvements. When yu d things like cking r knitting, it gives yu a huge sense f achievement.
Research backs this up. Studies have shwn that when peple — and even rats — d things that require effrt, they handle stress better, slve prblems faster, and even remember things better. Fr example, rats that had t dig fr their fd were less stressed and better at slving prblems than thse that gt fd handed t them. _____19_____Activities like gardening and crafting can help reduce anxiety and depressin, making yu feel a whle lt better.
In my classrm, I make sure my students get a mix f traditinal and digital activities. I encurage them t d things using their hands. This makes learning mre fun and helps them feel emtinally and mental better._____20_____And yur brain and hands will thank yu!
A. The same ges fr us humans.
B. The human hand is a wnder f nature.
C. Nw, why dn't yu jin me in an exciting card game?
D. Technlgy is cnstantly bringing new challenges t ur hands.
E. Hwever, we are ding less cmplicated hands-n wrk than we used t.
F. But nthing beats the satisfactin yu get frm ding smething with yur hands.
G. S next time yu reach fr a screen, cnsider picking up a pen, sme clay r fabric.
第三部分语言运用(共两节，满分30分)
第一节(共15小题;每小题1分，满分15分)
阅读下面短文，从每题所给的A、B、C、D四个选项中选出可以填入空白处的最佳选项。
Tday, I visited my bank t put a cheque int my accunt. The prcess was straightfrward, but I decided t ___21___ the details with the teller t avid any issues. The teller, apparently a new emplyee, was ___22___ abut the steps. He called his manager fr assistance. The manager patiently explained everything t me, which I truly ___23___.
Hwever, during the explanatin, I nticed that the teller was ___24___ with smething else and didn’t pay attentin t his manager’s ___25___. The manager als didn’t urge him t listen carefully and understand the ___26___.
___27___ n the situatin, I realized that the manager failed t use a preventive methd. This might ___28___ the teller’s asking fr help again in the future, causing the manager t ___29___ leave his desk t manage the same issues. This wuld ____30____ his rutine wrk and waste his precius time, which culd ____31____ be better spent n his cre duties. If the rt cause f the prblem is nt slved, it will ptentially affect custmer ____32____.
This situatin reminded me f a saying, “Teach a man t fish, and yu feed him fr a lifetime.” It emphasizes the significance f enabling peple t handle tasks ____33____ f external assistance. The ____34____ f having a clear visin is evident in this case. It invlves anticipating future needs and making the right mves t address them. Thus, we shuld begin with the ____35____ in mind, planning fr lng-term success.
21. A. negtiateB. cnfirmC. describeD. share
22. A. unsureB. cncernedC. curiusD. careful
23. A. caredB. believedC. respectedD. appreciated
24. A. cnfusedB. satisfiedC. ccupiedD. excited
25. A. requirementsB. warningsC. suggestinsD. instructins
26. A. lessnB. arrangementC. prcedureD. cnversatin
27. A. FcusingB. CuntingC. WrkingD. Reflecting
28 A. refer tB. lead tC. result frmD. benefit frm
29. A. repeatedlyB. patientlyC. quicklyD. regularly
30. A. cmplicateB. interruptC. reduceD. cntrl
31. A. therwiseB. stillC. therefreD. merely
32. A. imageB. respnseC. satisfactinD. engagement
33. A. hesitantB. ignrantC. tlerantD. independent
34. A. imprtanceB. desireC. principleD. ambitin
35. A. caseB. taskC. endD. saying
第二节(共10小题:每小题1.5分，满分15分)
阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。
The China Wildlife Image and Vide Cmpetitin, hsted by the Chinese Natinal Gegraphy, has lng been ____36____ event f great significance in the field f wildlife dcumentatin. At an awards ceremny recently held in Beijing, 17 remarkable images and vides, which ____37____ (select) frm ver 37,600 submissins glbally, deeply attracted the audience.
The cmpetitin, ____38____ (theme) “Spirituality f Muntains and Seas” this year, aims t enhance public awareness f wildlife and eclgical cnservatin. Amng the award-winning ____39____ (entry), the wrk f Jia Haining’s team n Oriental strks (东方白鹳) in the Yellw River Delta std ut ____40____ (nticeable). Their delicate piece f art beautifully demnstrated the regin’s eclgical harmny and species ____41____ (diverse).
T film the dynamic mment ____42____ the birds left their nests, they arrived at the filming site as early as 4:30 am. And they waited patiently fr almst tw mnths ____43____ the yung strks’ first flight! The judges praised their wrk as a breathtaking symphny f life.
Additinally, special awards fr mbile phtgraphy and scial media engagement were intrduced t encurage ____44____ (brad) public participatin. The cmpetitin, as Dr. Jane Gdall nted, has the pwer t inspire peple, especially thse wh rarely have the pprtunity t experience nature firsthand, ____45____ (recnnect) with the natural wrld.
第四部分 写作(共两节，满分40分)
第一节(满分15分)
46. 学校英语俱乐部计划在“世界读书日”举行英文演讲比赛，主题是“实体书店是否会消失?”请你写一篇英文演讲稿，内容包括：
1.你的看法；
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。
Will Physical Bkstres Disappear?
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
第二节(满分25分)
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。
Li Ming was a 17-year-ld exchange student frm China. With a heart full f dreams and a little bit f nervusness, he flew t the United Kingdm t start a new adventure. He had always imagined what it wuld be like t walk thrugh the histric streets f England and meet peple frm different parts f the wrld. But as sn as he arrived at his new schl, he felt a little unsure.
In his new class, Li Ming struggled t start cnversatins with his British classmates. They spke s quickly and used wrds and phrases he didn't understand. When he tried t jin their cnversatins, he felt shy abut his accent and wrried that he might say smething wrng. He als nticed that British students seemed t value their persnal space mre than he was used t, which made it even harder fr him t find the right mment t start a meaningful talk.
Grup wrk was even harder. During a grup prject in literature class, Li Ming had truble explaining his ideas clearly, feeling like his ideas were getting lst in translatin. And he started t
dubt himself.
Scial events utside f class were just as difficult. At a schl party, Li Ming watched his classmates laugh, dance, and sing alng t the latest pp sngs. He felt left ut, nt knwing the sngs r the dance mves. He wanted t jin the fun, but the fear f lking silly kept him n the sidelines.
One day, the schl annunced a talent shw, Li Ming, wh practiced traditinal Chinese kung fu, really wanted t try. While he was hesitating, a grup f British students interested in cultural perfrmances invited him t jin them. Li Ming agreed.
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。
During their practice, the grup was amazed by Li Ming’s Chinese kung fu.
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
After the shw, Li Ming nticed sme changes happening.
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