2024~2025学年佛山市普通高中教学质量检测 (二) 英语试卷（附参考答案）

这是一份2024~2025学年佛山市普通高中教学质量检测 (二) 英语试卷（附参考答案），文件包含2025届广东省佛山市高三下学期普通高中教学质量检测二英语试卷1docx、2025年4月佛山市高三教学质量检测二英语临时参考答案与评分标准pdf等2份试卷配套教学资源，其中试卷共10页， 欢迎下载使用。
本试卷共8页，满分120分，考试用时120分钟。
注意事项：1. 答题前，考生务必用黑色钢笔或签字笔将自己的姓名和考生号填写在答题卡上，将条形码横贴在答题卡右上角“条形码粘贴处”。因本次笔试不包含听力测试，选择题从第二部分的“阅读”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铅笔把答题卡上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。回答非选择题时，将答案写在答题卡上，写在本试卷上无效。
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
Frequently Asked Questins abut Lndn Theatres
Lndn has a wrld-leading theatre scene, and it’s particularly strng when it cmes t family shws. Read the FAQ t make yur family theatre trip a pleasant ne.
Can children g t all theatres?
Mst shws are suitable fr peple aged 12 r lder. Sme prductins might have material that is t mature fr yunger theatregers. Hwever, there are als fantastic family shws which are apprpriate fr all ages, r which are specifically aimed at kids.
Are children bster seats available?
Sme theatres, thugh nt all, prvide bster seats-fr example, Nederlander theatres rent height-adjustable seats fr £1 if yu ask a member f staff. They are available n a first-cme, first-served basis. Sme venues will als have height restrictins s that audience sitting behind yu can still see.
Are there frequent breaks thrughut the duratin f a perfrmance?
If it’s a shw fr a general audience, there will usually be ne r tw intervals based n the running time. Mst shws designed specifically fr yunger audiences will have shrt running times, like an hur r less.
Can I bring my wn snacks and drinks int the theatre?
Mst theatres wn’t allw yu t bring yur wn snacks and drinks. They sell fd and drink in the theatre and that’s part f hw they bring in prfit. If yu have cncerns abut dietary requirements, yu can cntact the theatre befrehand t make arrangements.
Find all the latest recmmendatins and mre infrmatin abut the rules n Telegraph Tickets, r check with the bx ffice.
21. Where is the text prbably frm?
A. A theatre guide.B. A drama review.
C. A shw advertisement.D. A perfrmance schedule.
22. Which best describes bster seats?
A. Fund in every theatre.B. Prvided free f charge.
C. Required by safety rules.D. Offered in limited number.
23. What are the theatres’ cncerns behind their fd plicies?
A. Financial gain.B. Fd safety. C. Cleaning cst.D. Audience experience.
B
If yu are an enthusiastic reader, yu may nt have enugh rm t stre all the bks yu read. And the cst f buying bks keeps rising. Nw there is a perfect slutin in the UK: Bklp. It is an nline buy-back prject in partnership with existing bksellers, where readers can trade bks they have already read fr credit r mre pre-wned bks.
Readers can scan (扫描) and uplad their bks t an nline valuatin system, and then drp them ff at a cllectin pint r have them picked up frm their wn hme, in exchange fr credit t be used n ther bks. Readers must sell at least £5 wrth f bks t take part. Eric Gagnaire, c-funder f Bklp, said, “By giving bks a secnd life, we are nt nly reducing waste but als building a cmmunity f readers wh value sustainability and supprt bkshps.”
Bkbag, a bkseller that has jined the prgram, describes it as “a scial space” that gathers a glbal range f fictin and nn-fictin writing. “We’re glad t see this prgram, which feels well-thught-thrugh and a great way f repurpsing bks and helping sustain bkshps and new bk purchase,” they said. Authrs will als benefit frm the prgram, as ryalties frm these secndhand bk sales will be redistributed thrugh a shared authr fund.
Receptin t the launch f Bklp hasn’t been universally psitive, hwever. Sme secndhand bksellers like Patrick Kelly, wner f Bkmngers in Brixtn, raise cncerns abut hw many bks will actually be sld n t readers. Kelly argued that mst secndhand bks shuld be recycled. “They are either n lnger relevant, verly prduced, r are left in bad cnditin,” he said.
In respnse, Bklp stated that nly 2% f cllected bks end up nt being resld-mst f the unsld bks are dnated t lcal charities, with less than 0.5% recycled. “Getting pre-wned bks t new readers while benefiting bth bkshps and authrs feels extremely psitive,” said Gagnaire. “It’s a really sustainable way f getting bks int the hands f mre peple, withut cst being a barrier.”
24. What is a requirement fr readers t participate in Bklp?
A. Trading their credit fr new bks.
B. Selling used bks wrth £5 r mre.
C. Drpping ff their bks at a lcal library.
D. Uplading persnal infrmatin t the system.
25. What des Bkbag think f Bklp?
A. It is a win-win initiative.
B. It bsts interest in reading.
C. It is a well-planned bk fair.
D. It encurages authrs t write.
26. Why is Patrick Kelly mentined?
A. T clarify a misunderstanding.
B. T suggest a brand-new reslutin.
C. T present a cntrasting viewpint.
D. T highlight an unusual phenmenn.
27. What can be the best title fr the text?
A. The Rise f Secndhand Bk Trading
B. Reducing Waste, Building a Reputatin
C. Bklp: A Secnd Life fr Used Bks
D. Innvating Reading: The Bklp Initiative
C
Wildfires are getting wrse acrss the wrld. Twenty-ne years f satellite data shws severe fires have mre than dubled in frequency since 2003 and the six mst extreme years since recrds began have cme since 2017, causing mre deaths and destructin.
One Eurpean Unin (EU) pilt prgram, the Life Landscape Fire Prject (LLFP), is nw using hungry muntain gats t prevent wildfires befre they start. It invlves a cmbinatin f cntrlled fires and hungry gats grazing (吃草) t reduce plant cver that can dry up in summer and fuel the rapid spread f fires. Cntrlled fires help burn lder plants that gats dn’t eat, allwing fresh green vegetatin t grw which grazers like gats and cws d eat. The experimental prject pays shepherds (牧羊人) t guide their gats t areas where they want the plant cver reduced, and they als build shelters and watering areas t attract free grazers t the desired spts. That’s hw muntain gats and cws becme mbile fire preventin units.
LLFP directr Andre Mta versees this EU-funded prject. “We are in ne f the mst affected regins by wildfires, histrically speaking,” said Mta. “Last September we had a wildfire with extreme behavir that burned almst everything in its path. But ur parcels managed t keep green.” A vide frm Mta shwed that ne half f the muntain was black and burned and the ther green, the parts which cntrlled fires and hungry gats had made unlikely t burn. “We believe this prves that, when scaled up frm a pilt prject t a full slutin, it wrks,” he added.
The sund f gat bells rings ut as the gats mve peacefully n their way, ffering hpe in a regin directly in the path f climate chas.
28. What d we knw abut the LLFP?
A. It prtects muntain gats.
B. It emplys integrated methds.
C. It has been cnducted acrss Eurpe.
D. It wins shepherds’ uncnditinal supprt.
29. What des the underlined wrds “the desired spts” refer t?
A. Free grazers’ favrite destinatins.
B. Places far frm shepherds’ activities.
C. Spts with abundant water resurces.
D. Areas in need f vegetatin reductin.
30. What is paragraph 3 mainly abut?
A. The influence f wildfires.
B. The effectiveness f the LLFP.
C. The challenges faced by the LLFP.
D. The imprtance f preventing fires.
31. What message is cnveyed in the last paragraph?
A. Gats stand as a symbl f peace.
B. Gats ring the alarm fr quick actin.
C. Gats prvide hpe fr wildfire preventin.
D. Gats ffer an ideal slutin t climate change.
D
Hw individuals describe their experiences plays a crucial rle in shaping emtins and decisin-making. Hwever, little research has examined whether language can impact hw peple experience time alne. T find it ut, researchers studied hw different terms used t describe time alne affect individuals’ understanding f it and their emtins and behavirs.
In the first study, 500 adults were randmly assigned t evaluate ne f five labels describing time alne: me-time, time alne, slitude (孤单), being alne, r islatin (孤独). They rated their assigned term n several dimensins, including hw psitive r negative it felt, its perceived impact n well-being, and whether they actively sught r avided that type f experience.
This study revealed that “me-time” was cnsistently rated as the mst psitive, with participants cnsidering it as beneficial t well-being and smething they actively sught ut. In cntrast, “islatin” was viewed as the least desirable. The ther three labels fell smewhere in between.
In the secnd study, 176 undergraduate students were randmly assigned t a 30-minute slitude perid described as either me-time r islatin. Befre the sessin, they cmpleted a survey measuring baseline beliefs abut being alne. During the sessin, they avided all scial interactins, but culd engage in nn-scial activities like reading r writing. Afterward, they rated their emtins, described their thughts and behavirs, and reassessed their beliefs abut being alne.
Thse wh spent 30 minutes alne after being tld they were having “me-time” reprted an increase in psitive effect, while thse wh were tld they were in “islatin” experienced a decline in psitive emtins. Additinally, participants in the “me-time” cnditin reprted mre psitive beliefs abut being alne after the sessin cmpared t their baseline beliefs, while thse in the “islatin” cnditin shwed n significant change.
Interestingly, chice f terms did nt significantly influence the activities participants engaged in. But it did appear t shape thught cntent, with thse in the “islatin” cnditin being mre likely t think abut schlwrk, while thse in the “me-time” cnditin were mre likely t reflect n persnal grwth.
The studies, hwever, invlved individuals that cnsisted primarily f adults and undergraduate students, limiting the generalizability f the findings acrss diverse ppulatins.
32. One f the research purpses is t explre ________.
A. the benefits f psitive emtins
B. peple’s preferences fr time alne
C. hw peple make decisins while alne
D. hw language shapes peple’s perceptins
33. What can be cncluded frm the first study?
A. Peple treasure their time f being alne.
B. Label selectin reflects peple’s persnality.
C. Peple prefer being alne t scial interactin.
D. Terms fr time alne affect emtinal respnses.
34. Why were the baseline beliefs abut being alne rated?
A. T predict future utcmes.B. T ensure accurate understanding.
C. T track ptential pinin shifts,D. T grup the participants accrdingly.
35. What is the limitatin f the research?
A. Cntradictry results.B. Restricted participant range.
C. Cntrlled research duratin.D. Unreliable research methds.
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。
In a cnversatin, it’s ften nt just what we say but what we’re asked that makes the difference. The right questin can unlck thughts and feelings we didn’t even knw we wanted t share.
Imagine yu’re at a party making small talk. Instead f the usual “Hw’s wrk?” smene asks, “What’s been inspiring yu lately?” 36 Yu find yurself sharing thughts abut a bk that changed yur views r a recent experience that mved yu. The interactin transfrms frm plite little chat t genuine engagement. 37 In prfessinal settings, thughtful questins can lead t better prblem-slving and strnger teams. During brainstrming, rather than asking “Any ideas?” try “What wuld we d if resurces were unlimited?” Thughtful questins like these spark creativity and innvatin.
What makes a questin “gd”? The best questins cme frm pure curisity and a desire t understand, nt t cnfirm existing beliefs r direct cnversatins tward predetermined cnclusins.
38 Befre asking smething, cnsider what yu really want t learn abut the persn r tpic. It’s the difference between asking “Hw’s the new jb?” ut f pliteness and “What’s been mst surprising abut yur new rle?” frm real interest.
Open-ended questins invite richer respnses. Instead f “Did yu enjy yur vacatin?” ask “What mment frm yur trip will yu remember mst vividly?” 39
Cntext matters t. Questins apprpriate fr clse friends might be t persnal fr new acquaintances. Being mindful f relatinships and situatins helps create cmfrtable and meaningful exchanges.
The art f asking questins and establishing deeper cnnectins is an nging jurney. 40 Each ne is an invitatin t understand smene better, t see the wrld thrugh their eyes, and t create mments f clse human cnnectin. Yur next questin might unlck an in-depth cnversatin, a new understanding, r even a life-changing relatinship.
A. Suddenly, the cnversatin shifts.
B. Yu might nt knw hw t respnd.
C. This pwer extends beynd scial situatins.
D. Creating pwerful questins starts with genuine curisity.
E. A gd questin makes the ther persn feel psitive and uplifted.
F. This way, yu’re encuraging specific experiences and emtins sharing.
G. As yu mve frward, challenge yurself t ask mre meaningful questins.
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。
A 12-year-ld girl’s playgrund dream has cme true, thanks t the kindness f Clearfield City fficials wh supprted her creativity and passin fr inclusive play.
Several mnths ag, yung Rsili nticed that a new playgrund at Thrnck Park f the city was being built, but the 41 seemed mre suitable fr lder kids. 42 that she wuldn’t be able t enjy it with her yunger sisters, Rsili decided t 43 .
Armed with creativity and a passin fr play, she mapped ut a(n) 44 playgrund, cmplete with detailed descriptins and labels.
With supprt frm her mm, Rsili tk her 45 t the city hall, where she met with Eric Hwes, the city’s cmmunity services directr. Impressed by her drawings, Hwes tk time t 46 each f them. “She put a lt f thught int that, and she 47 it frm fur different angles,” Hwes explained.
Althugh the Thrnck Park playgrund was already 48 , the city had plans t build a new playgrund at Bicentennial Park, and Rsili’s designs were included in the 49 .
Rsili 50 every step f the prcess, wrking alngside city fficials and playgrund equipment sellers t realize her visin. “Every day I wuld have t g there fr anther 51 , and I wuld tell my friends and be like, ‘Ah, I get t g again, wh!’” she 52 in scial media.
Finally, Rsili’s dream playgrund was fficially pened. Rsili, alngside her family, 53 cut the ribbn (彩带) at the ceremny, creating a new play space fr children f all ages t enjy-a space that was 54 but brught t life by a yung girl wh believed she culd 55 .
41. A. parkB. cityC. cmmunityD. equipment
42. A. CncernedB. WarnedC. SurprisedD. Cnfused
43. A. back utB. step inC. take chargeD. make a cmplaint
44. A. livelyB. traditinalC. lcalD. ideal
45. A. phtsB. designsC. ntesD. mdels
46. A. praiseB. pstC. reviewD. rate
47. A. recrdedB. understdC. shwedD. simplified
48. A. in prgressB. ut f serviceC. n displayD. at capacity
49. A. cntractB. reprtC. prjectD. research
50. A. tk verB. participated inC. wrked utD. left behind
51. A. meetingB. dealC. gameD. challenge
52. A. predictedB. prtestedC. advertisedD. shared
53. A. prudlyB. calmlyC. gratefullyD. skillfully
54. A. reservedB. imaginedC. ccupiedD. misused
55. A. have a dreamB. make a chiceC. make a differenceD. take a risk
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。
Macau draws turists frm every crner f the wrld with its excellent fd, utstanding architecture, histry and dynamic culture. This small city in sutheast China, recgnized as a “Creative City f Gastrnmy” by UNESCO, 56 (ffer) a lt fr visitrs t experience.
If yu are unsure abut what sightseeing spts t explre, start with the St. Paul Ruins and Senad Square, 57 are the mst famus landmarks and the mst phtgraphed places in the city and must-sees fr thse 58 (visit) Macau fr the first time. Frm there, fllw yur inner sense and be adventurus, and Macau will reward yu 59 its true beauty and hidden spts. And dn’t hesitate t taste the lcal street fd yu will find n the way.
Macau’s integratin f diverse cultures 60 (reflect) in its numerus churches and temples, which, like mst f the landmarks in twn, dn’t charge fr the 61 (enter). S, feel free t walk in and discver.
N trip t Macau wuld be cmplete withut taking 62 tur f the histrical Taipa. The picturesque 63 (street) f Taipa Village are filled with 64 (vivid) clred huses, stunning churches, ancient temples and traditinal Chinese shps. 65 (experience) a taste f Macanese bites and treats, just eat and drink yur way arund. Yu’ll never get stuck fr ideas n where t dine at Taipa Village!
第四部分 写作 (共两节，满分40分)
第一节 (满分15分)
你校组织全体学生每天上午大课间集体跑步，你认为这样的安排不合理。请你写一篇短文向校英语报“Yur Say”栏目投稿，内容包括：
1. 说明你的顾虑；
2. 提出建议。
注意：
1. 写作词数应为80左右：
2. 请按如下格式在答题卡的相应位置作答。
第二节 (满分25分)
阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
When Jane taught the sixth-grade class at Mrris Schl, all 34 f her students were dear t her, while Mark was truly special. He had that happy-t-be-alive attitude that made even his ccasinal tricks delightful.
Mark talked all the time. Jane reminded him again and again that talking withut permissin was unacceptable, and his respnse always sunded sincere: “Thank yu fr crrecting me, Sister!”
One mrning, Jane’s patience was grwing thin when Mark talked nce t ften. She lked at Mark and said, “If yu say ne mre wrd, I’m ging t tape yur muth shut!” Nt even ten secnds passed befre smene said, “Mark is talking again.” Having stated the punishment in frnt f the class, Jane decided she had t act n it. She walked t Mark’s desk, tre ff tw pieces f tape, made a big X with them ver his muth, and then returned t the frnt f the classrm.
As Jane glanced at Mark t see hw he was ding, he winked (眨眼) at her. That did it! Jane started laughing. The entire class cheered as she shk her head and walked back t remve the tape. His first wrds were, “Thank yu fr crrecting me, Sister.”
One Friday afternn, after wrking hard n a new idea all week, the students were getting discuraged and starting t get annyed with each ther. T help lift their spirits and encurage a psitive atmsphere, Jane asked them t write dwn the nicest things abut the ther students n a piece f paper and hand them in. Mark appeared nervus as if he was wrrying his classmates wuld frget anything nice abut him. That Saturday, Jane wrte dwn each student’s name n a separate sheet f paper and listed what everyne else had said abut them.
On Mnday, Jane gave each student their lists. As the children read them, the classrm was filled with quiet excitement and sft laughter.
注意：
1. 续写词数应为150左右；
2. 请按如下格式在答题卡的相应位置作答。
Time t Rethink Our Lng Break Rutine
Mark’s eyes widened as he read his paper.
Jane was verjyed t see Mark again at schl after s many years.