2025届广州市高三下学期二模英语试卷

这是一份2025届广州市高三下学期二模英语试卷，共12页。试卷主要包含了5分，满分37， B， B 数字计算题等内容，欢迎下载使用。
英 语
本试卷满分120分。考试用时120分钟。
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
In rder t help internatinal students imprve Chinese prficiency （水平）and better understand Chinese culture, ur cllege is launching the 2025-2026 nn-degree Chinese curse prgram.
GENERAL REQUIREMENTS
> Target grup: nn-Chinese citizens with up-t-date rdinary passprts, having studied the language in China fr up t 2 years
> Age: 18-55
APPLICATION DOCUMENTS
> Highest educatin qualificatin, riginal r certified, in Chinese r English
> A prfile (persnal infrmatin, educatinal experiences, etc.) in Chinese
> Passprt cpy (valid fr mre than 6 mnths)
> All visa cpy
> Clur pht withut a hat, same size as the ne n the passprt
> Official Chinese Prficiency Test (HSK) Reprt if available
OFFLINE CURRICULUM
> Prgram duratin
Lng term: ne semester (学期) r ne academic year (tw semesters)
Shrt term: 3 mnths
> Curse type
General curses include different language levels, frm elementary t advanced.
Characteristic curses are categrized int intensive Chinese and business Chinese.
REGISTRATION DEADLINE
> Fall semester: August 15th, 2025
> Spring semester: January 15th, 2026
FEES
> Applicants are required t pay:
> Registratin: 420 yuan
> Insurance: 400 yuan/semester
Tuitin:
What is the purpse f the prgram?
A. T prvide HSK training. B.T supprt pre-cllege studies.
C. T ffer Chinese degree curses. D.T develp Chinese language capability.
What must an applicant submit?
A. Cllege educatin qualificatins.B. A self-intrductin in Chinese.
C. Original passprt.D. A cpy f HSK Reprt.
What is the ttal cst f a ne-semester general curse?
A. RMB 8,900. B. RMB 9,720. C. RMB 14,620. D. RMB 17,320.
这篇语篇属于说明文，主题语境人与社会（社会服务），文章详细介绍了学院开展的 2025 - 2026 非学位汉语课程项目的各项要求及相关安排，涵盖申请条件、课程时长、课程种类以及费用等具体信息，旨在让有意向的国际学生清晰了解该项目情况。
答案解析
D 细节理解题。题目：该项目的目的是什么？
由题干中的"purpse"可定位到首段，根据"help internatinal students imprve Chinese prficiency and better understand Chinese culture（帮助国际学生提高汉语水平并更好地理解中国文化）"可知，项目旨在提升学生的汉语能力（develp Chinese language capability），故选D项。A项（提供HSK培训）、B项（支持大学预科学习）和C项（提供汉语学位课程）均未提及。
22. B 细节理解题。题目：申请者必须提交什么材料？
由题干中的"submit"可定位到"APPLICATION DOCUMENTS"部分。根据"A prfile (persnal infrmatin, educatinal experiences, etc.) in Chinese（中文撰写的个人简介，包括个人信息、教育经历等）"可知，B项（中文自我介绍）正确。A项（大学学历证明）未限定"cllege"；C项（护照原件）错误，文中要求提交复印件；D项（HSK成绩单复印件）非必需，文中注明"if available（如有）"。
23. B 数字计算题。题目：一学期普通课程的总费用是多少？
由题干中的"ne-semester general curse"可定位到"FEES"部分。费用包括：
注册费（Registratin）：420元
保险费（Insurance）：400元/学期
学费（Tuitin）：普通课程一学期8,900元
总计：420 + 400 + 8,900 = 9,720元，故选B项。
B
As an artist wrking at Cambridge University Btanic Garden, I am leading a special 14-mnth prject called DYE. My missin is t discver plant-based dyes (染料)and share them with visitrs, researchers and artists thrugh events, perfrmances, a clur database and prjects linked t the Garden’s plant cllectins.
There are sme 8,000 plant species in the Garden. Guided by medieval recipes, I experiment with berries, flwers, and bark (树皮) t uncver clurs hidden in nature. Fr example, I’ve transfrmed rses int vivid red dyes and turned Jade Vine int pink paint. One f my prudest achievements is creating “Newtn’s Gld”- a glden-yellw ink made frm the bark f Isaac Newtn’s histric apple tree. I thught I’d end up with black but it’s a dark glden yellw - unlike mdern methds that chemically frce predictable results. These discveries remind me that nature hlds endless surprises, but they demand patience and respect.
My wrk isn’t just abut mixing clurs --it’s abut strytelling. Cllabratins with histrians and dancers cnnect my dyes t brader themes. I dyed feathers fr histrians t study ancient cstumes and created fabrics reflecting nature’s cycles fr a dance perfrmance. By reviving frgtten techniques, such as a 15th-century ink recipe, I bridge the past and present, shwing hw ancient methds can inspire sustainable slutins t tday’s envirnmental issues.
Nature’s clurs are ever-changing. The fading f dyes reveals the temprary beauty f natural materials, just as ecsystems’ delicate balance which demands prtectin. In the Btanic Garden, clurs frm plants and everyday materials teach me t accept change. These clurs aren’t just art supplies; they symblize nature’s strength and remind us t rethink ur relatinship with the envirnment.
Thrugh wrkshps and a clur database, I invite peple t view nature differently. My wrk is a return t the ld ways f making clur frm my garden herbs, establishing a deeper cnnectin between art and nature.
24. What des the authr d n the DYE prject?
A. Organize and guide garden turs.
B. Cllect and classify plant species.
C. Design and run a database f artwrks.
D. Develp and spread plant-based dyes.
25. Why is “Newtn’s Gld” ink significant?
A. It hnrs Newtn’s great cntributins.
B. It shws nature’s unpredictable ptentials.
C. It links apple trees t scientific inspiratins
D. It expses limitatins f mdern ink prductin.
26. What des the underlined wrd "reviving" mean in paragraph 3?
A. Bringing back. B. Putting away.
C. Searching fr. D. Reflecting n.
27. What is the ultimate gal f the DYE prject?
A. T imprve natural dye stability.
B. T prtect nature’s eclgical balance.
C. T strengthen sustainable art-nature bnds.
D. T bridge nature and art thrugh gardening.
语篇类型
这篇语篇属于记叙文，主要叙述了作者在剑桥大学植物园开展的名为 “DYE” 的项目相关经历及该项目所蕴含的意义等内容，通过描述具体事例展现整个过程。
主题语境
人与自然（自然生态），文章围绕利用植物园中的植物开发植物染料以及从中感悟到自然生态相关内容等展开叙述，体现了人与自然的联系。
主旨要义
作者介绍了自己在剑桥大学植物园主导的 “DYE” 项目，讲述了自己探索植物染料的过程、这些植物染料所带来的意义，包括体现自然的奇妙、连接过去与现在、启示人们思考与环境的关系等，最终目的是邀请人们换个角度看待自然，加强艺术与自然的联系。
答案解析
D 细节理解题。题目：作者在"DYE"项目中做什么？
由题干中的"DYE prject"可定位到首段，根据"My missin is t discver plant-based dyes and share them with visitrs, researchers and artists...（我的使命是发现植物染料，并通过活动、表演、色彩数据库等与访客、研究人员和艺术家分享）"可知，作者的工作是研发和传播植物染料（develp and spread plant-based dyes），故选D项。A项（组织花园导览）、B项（植物分类）和C项（艺术品数据库设计）均未提及。
B 推理判断题。题目：为什么"Newtn’s Gld"墨水意义重大？
由题干中的"Newtn’s Gld"可定位到第二段。根据"I thught I’d end up with black but it’s a dark glden yellw—unlike mdern methds that chemically frce predictable results（我原以为会得到黑色，结果却是深金黄色——不同于现代化学方法强制得出的可预测结果）"可知，这一发现体现了自然的不可预测潜力（nature’s unpredictable ptentials），故选B项。A项（致敬牛顿贡献）、C项（联系科学灵感）和D项（揭露现代墨水局限）均非核心原因。
A 词义猜测题。题目：第三段划线词"reviving"的意思是什么？
根据上下文"reviving frgtten techniques, such as a 15th-century ink recipe（复兴被遗忘的技艺，如15世纪的墨水配方）"及后文"bridge the past and present（连接古今）"可推断，"reviving"意为"复兴"（bringing back），故选A项。B项（搁置）、C项（寻找）和D项（反思）不符。
C 主旨大意题。题目：DYE项目的最终目标是什么？
综合全文，尤其是末段"establishing a deeper cnnectin between art and nature（建立艺术与自然更深层的联系）"及第三段"ancient methds can inspire sustainable slutins（古老方法能启发可持续解决方案）"可知，项目旨在通过可持续方式强化艺术与自然的纽带（strengthen sustainable art-nature bnds），故选C项。A项（提升染料稳定性）、B项（保护生态平衡）和D项（通过园艺连接自然与艺术）均为局部信息。
D
On a ht summer afternn, a child eagerly watched as their grandmther sliced a sun-ripened tmat tpped with sugar -- a refreshing summer treat. The sandy, sweet-sur juice with melted sugar always made ne lick plates clean. Decades later, that same child, nw an adult, finds disappintedly supermarket tmates firm t the tuch, pale in clur, and ttally lacking in the rich flavr. Beynd a mere lss in ur childhd memry, the shift is a measurable decline rted in the farming changes and mdern needs.
The decline in mdern tmat flavr results frm disturbed sugar-acid balance. Traditinal varieties had higher sugar levels balanced with mderate acidity. A recent study by Shanghai Academy f Agricultural Sciences (SAAS) shws alarming trends: pink tmates lst ver 26% sugar-acid rati, while red types drpped 22%, cupled with rising rganic acids. This imbalance creates sur-dminated flavrs with weakened sweetness.
The situatin is made wrse by the lss f special taste cmpnents. These elements wrk tgether t create a rich flavr. They can make ur brain sense mre sweetness even when the sugar level stays the same. Hwever, in mdern farming, peple have accidentally remved the genes (基因) fr these taste cmpnents while fcusing n higher utput and disease resistance. Cmmercial pressures als play a rle. Fr casier shipping, tmates are harvested befre they are mature and subjected t cld strage. These practices unintentinally affect hw flavr-giving chemicals are released, leaving tmates structurally undamaged but flavrless.
Hpe, hwever, lies in the gene pl f traditinal and wild tmat varieties.A 2019 cmprehensive study n genes, analyzing ver 700 tmat types, identified 4,873 previusly undcumented genes, including rare genetic variatins that imprve flavrs. By reintrducing these“lst" genetic elements thrugh scientific methds, scientists aim t balance marketability and taste quality. The challenge remains cmplex, yet the slutin is clear: t rediscver the flavrs in ur childhd memry, we must first understand the genetic cdes (密码) left behind in the drive fr prgress.
28. Why des the authr mentin the tmat experience in paragraph 1?
A. T explain the health benefits f fresh tmates.
B. T shw the change in tmat flavr ver time.
C. T highlight the significance f a family traditin.
D. T illustrate the disappearance f a summer delight.
29. What des SAAS’s recent study find?
A. Higher sugar levels in mdern tmates.
B. Mre rganic acids in traditinal tmates.
C. The lss f sweet-sur balance in tmates.
D. Taste difference between pink and red tmates.
30. What is paragraph 3 mainly abut?
A. The advantages f gene selectins. B. The rles cmmercial practices play.
C. The challenges tmat farming faces.D. The reasns behind less-flavred tmates.
31. Which is a ptential slutin t the cre prblem discussed in the text?
A. Discvering highly prductive genes.B. Analyzing different types f tmates.
C. Intrducing disease-resistant elements.D. Using rare genes in wild tmat varieties.
本文是说明文（现象分析与科学解决方案）主题语境：人与自然（农业与生态平衡）主旨要义：通过对比传统与现代番茄的风味差异，分析其糖酸平衡破坏及风味基因流失的原因，并提出利用野生番茄基因库恢复风味的科学方案。
28. B 写作意图题。题目：作者为何在第一段提及番茄的童年经历？
首段通过对比童年"沙甜多汁的番茄"（sandy, sweet-sur juice）与成年后"坚硬苍白、无味的超市番茄"（firm, pale, lacking flavr），揭示了番茄风味随时间的变化（change in flavr ver time），故选B项。A项（健康益处）、C项（家庭传统）和D项（夏季美食消失）均非核心意图。
29. C 细节理解题。题目：上海农科院（SAAS）的最新研究发现什么？
由题干"SAAS"定位到第二段。根据"pink tmates lst ver 26% sugar-acid rati... cupled with rising rganic acids（粉番茄糖酸比下降26%……同时有机酸增加）"可知，研究核心是番茄甜酸平衡的丧失（lss f sweet-sur balance），故选C项。A项（现代番茄糖分更高）与原文矛盾；B项（传统番茄酸更多）未提及；D项（粉红与红番茄差异）是数据细节，非结论。
30. D 段落大意题。题目：第三段主要讨论什么？
该段从三方面分析番茄风味流失的原因：
基因流失："accidentally remved the genes fr taste cmpnents（意外剔除了风味基因）"；
商业压力："harvested befre mature... cld strage（未成熟采摘与冷藏）"；
化学物质释放受阻："affect flavr-giving chemicals（影响风味化学物质释放）"。
综上，本段主要阐述番茄风味下降的原因（reasns behind less-flavred tmates），故选D项。
A项（基因选择优势）、B项（商业实践作用）和C项（种植挑战）均为片面信息。
D 推理判断题。题目：文中核心问题的潜在解决方案是什么？
由题干"slutin"定位到尾段。根据"reintrducing these ‘lst’ genetic elements... frm wild tmat varieties（通过科学方法重新引入野生番茄的‘丢失’基因）"可知，解决方案是利用野生番茄的稀有基因（rare genes in wild varieties），故选D项。A项（高产物基因）、B项（番茄类型分析）和C项（抗病基因）均偏离"恢复风味"的核心。
D
New research reveals that “intensive dmain-specific training” like mathematics fundamentally reshapes brain activity during cmplex prblem slving, ffering insights int the cgnitive neurscience (认知神经科学)f cncentratin. A study published in Cgnitive Neurscience cmpared graduate students in math-related fields with peers in nn-mathematical fields t investigate hw lng-term specialized practice influences thinking prcesses.
Participants watched vide demnstratins f multi-step mathematical prblems while wearing brain-wave-mnitring caps t track brain activity. The study fund clear differences: nn-math students’ frnt brain areas (linked t memry and fcus) wrked harder as they struggled t fllw lgical steps. In cntrast, math-intensive students displayed synchrnized (同步的) slw brain waves cnnecting the frntal and upper-back brain areas, which are respnsible fr abstract reasning and spatial prcessing. These slw brain rhythms, typically bserved during deep sleep, appeared t facilitate efficient cmmunicatin between distant neural netwrks during intense fcus.
These findings indicate that repeated expsure t cmplex prblem slving allws math-trained students t autmate basic lgical steps (e.g, frmula applicatin), which saves mental energy fr cmplex analysis. This “neural efficiency”—the brain's adaptability thrugh training— mirrrs patterns in ther experts: experienced musicians’ brains shw similar slw waves when cmpsing and athletes enter similar “flw states” during cmpetitins. Mst imprtantly, researchers cnfirm such neural efficiency isn't inbrn but develps thrugh deliberate practice. Students with equal IQs but less math training lacked these distinctive wave patterns. Hwever, thse wh engaged in repetitin and intentinal study eventually develped such patterns, becming mre efficient in slving prblems.
By the same lgic, these findings hint at a trade-ff that peple shuld keep in mind — particularly as artificial intelligence (AI) and ther tls ffer tempting shrtcuts fr varius frms f prblem slving. Dr. Elena Trres, lead researcher f the study, further warns that ver-reliance n AI might weaken ur brain's natural prblem-slving abilities. “Each time we ff-lad a prblem t a calculatr r ask AI t summarize an essay, we are lsing an pprtunity t imprve ur wn skills and practise deep cncentratin fr urselves.” Trres urges “a strategic balance -use AI fr repetitive labr, thanks t its fast data prcessing and cntinuus peratin, but reserve cmplex challenges fr deep, tech-free fcus.”
32. What was the main purpse f the new research?
A. T study hw specialized training affects brains.
B. T investigate hw AI tls influence learning.
C. T cmpare brain activity amng math experts.
D. T measure IQ levels acrss different specialists.
33. Hw did nn-math students' brains differ frm thse f math students in cmplex prblem slving?
A. Their frnt-tp parts wrked tgether.
B. They shwed randm sleep-like waves.
C. Their frnt area wrked with extra effrt.
D. They prcessed infrmatin autmatically.
34. What is crucial t develping"neural efficiency"accrding t the text?
A. Lng-term fcused practice.
B. Inbrn abstract reasning talent.
C. Randm expsure t cmplex prblems.
D. Training n memrizing basic lgical steps.
35. What d Dr. Elena Trres' qutes highlight in the last paragraph?
A. AI tls limit independent learning pprtunities.
B. Technlgy imprves efficiency in cmplex tasks.
C. Overusing shrtcuts harms cgnitive develpment
D. AI tls reduce mtivatin fr deep cncentratin.
语篇类型：说明文
主题语境：人与社会（科学与技术）
主旨要义：本文介绍了一项关于数学专项训练如何重塑大脑活动的研究，指出长期专注练习能提升神经效率，并警告过度依赖AI可能削弱人类自身的认知能力。
32. A 细节理解题。本题问“这项新研究的主要目的是什么？”由题干中的main purpse可定位到第一段，由该段首句“‘intensive dmain-specific training’ like mathematics fundamentally reshapes brain activity during cmplex prblem slving（如数学等‘密集型专项训练’会从根本上重塑解决复杂问题时的脑部活动）”及后文对数学与非数学专业学生脑波差异的对比可知，研究旨在探究专项训练如何影响大脑，故选A项。（信息概括）
33. C 细节理解题。本题问“在解决复杂问题时，非数学专业学生的大脑与数学专业学生有何不同？”由题干中的nn-math students可定位到第二段，由该段中的“nn-math students’ frnt brain areas (linked t memry and fcus) wrked harder as they struggled t fllw lgical steps（非数学专业学生的前脑区域（与记忆和专注相关）在努力跟随逻辑步骤时更费力）”可知，他们的前脑区域需额外努力，故选C项。
34. A 细节理解题。本题问“根据文本，发展‘神经效率’的关键是什么？”由题干中的neural efficiency可定位到第三段，由该段中的“researchers cnfirm such neural efficiency isn’t inbrn but develps thrugh deliberate practice（研究人员确认这种神经效率并非天生，而是通过刻意练习发展）”及后文“thse wh engaged in repetitin and intentinal study eventually develped such patterns（那些进行重复和刻意学习的人最终形成了此类脑波模式）”可知，长期专注练习是关键，故选A项。（同义替换：deliberate practice → lng-term fcused practice）
35. C 写作意图题。本题问“Elena Trres博士在末段的引用强调了什么？”由题干中的qutes可定位到最后一段，由Trres的警告“‘Each time we ff-lad a prblem t a calculatr r ask AI t summarize an essay, we are lsing an pprtunity t imprve ur wn skills（每次我们将问题交给计算器或让AI总结文章时，就失去了提升自身技能的机会）’”及“ver-reliance n AI might weaken ur brain’s natural prblem-slving abilities（过度依赖AI可能削弱大脑天生的解决问题的能力）”可知，她强调过度使用捷径会损害认知发展，故选C项。（论证方式：观点+专家佐证）
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。
Have yu ever thught that taking shrt breaks during a walk culd actually help yu burn mre calries?
Scientists have discvered that shrt bursts f activity can burn mre energy than cntinuus exercise. Fr example, several grups f quick walks r stair climbs fr just 10 t 30 secnds use20% t 60% mre energy than walking nnstp fr the same distance. 36 Similar t a car using mre fuel when starting a jurney, ur bdy wrks harder at the beginning f any mvement. This is because it needs t warm up ur muscles and get int a rhythm. These shrt bursts f activity might nt last lng, but they require a lt f energy.
37 As smene wh sits mst f the day, I used t think exercise meant hurs at the gym. But when I tried replacing my afternn cffee breaks with three 90-secnd stair climbs, smething surprising happened. 38 My bdy adjusted t the activity, and what nce felt like a struggle gradually turned int a manageable rutine. As this happened, I unexpectedly felt mre fcused and energized thrughut the day. These “exercise snacks" fit well int my busy schedule, prving that wrking ut desn't require large blcks f time.
39 Every stair climb r shrt walk wakes up the bdy. Health isn't built in a day at the gym - it's made thrugh small, cnsistent actins. Simply replace ne f yur usual sitting breaks with just a single minute f walking, and yu'll be amazed at hw small actins can reshape yur physical vitality. 40
A. Nw I see fitness differently.
B. Every step cunts, n matter hw shrt it is!
C.This finding matches perfectly with my wn experience.
D. This happens because the bdy needs extra energy t start mving.
E. Actually, shrt exercise breaks can increase yur energy cnsumptin.
F. At first, even 20 secnds left me breathless, but ver time, it became easier.
G. The mre time and effrt yu put int exercise, the mre calries yu will burn.
语篇类型：说明文
主题语境：健康生活与运动科学
本文大意：短文通过科学发现和个人经历，说明短时间、高强度的间歇性运动（如快速步行或爬楼梯）比持续运动更能消耗能量，并倡导将这种“运动零食”融入日常生活以提升健康水平。
D 段中衔接句。空前句提到"短时间运动比持续运动多消耗20%-60%的能量"，空后句用汽车启动类比，解释身体在运动初期需更多能量；D项"这是因为身体需要额外能量开始运动"与前后逻辑一致，科学解释现象原因。（逻辑关系法）
C 段际衔接句。前段为科学发现，后段转为个人体验，需过渡句衔接；C项"这一发现与我的亲身经历完全吻合"承上（科学发现）启下（个人尝试），"this finding"指代前文研究。（代词指代法）
F 段中衔接句。空前提到作者尝试用爬楼梯代替咖啡休息，空后描述身体适应过程；F项"起初20秒就气喘吁吁，但逐渐变得轻松"与后文"逐渐适应"形成对比，体现变化过程。（逻辑关系法）
A 段际衔接句。前段为个人体验，后段总结观点；A项"现在我对健身有了不同看法"为过渡句，总结前文并引出后文倡导的小行动理念。（段落总结法）
B 段尾总结句。前文强调小行动的重要性，B项"每一步都算数，无论多短！"用感叹句升华主题，与"small actins reshape vitality"呼应。（主题升华法）
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。
Last spring, Clara and I teamed up fr a schl gelgy prject studying unusual rck frmatins n Pine Hill. 41 with ntebks and basic tls, we set ff eagerly, 42 that this adventure wuld teach us mre than just abut rcks.
The first tw days went smthly. We drew stne patterns and recrded clur variatins. Clara's artistic abilities 43 well with my systematic data cllectin skills. Hwever, n Wednesday mrning, 44 struck. While climbing t ur usual bservatin spt, I tripped, sending ur measurement 45 rlling dwn the hillside. My heart sank as we watched ur nly cmpass(指南针) disappear int thick bushes.
“Withut thse tls...” I said, frustratin chking my vice. “Wait,”Clara interrupted, 46 the afternn shadws stretching acrss the rcks. “Remember what Mr. Evans taught abut using natural markers?" Her eyes lit up with a(n) 47 .
We spent the afternn 48 . Clara tracked shadw lengths while I cmpared rck layers. When shadws prve 49 , we used fem (蕨类植物) grwth patterns as directinal guides. Smetimes we argued abut methds, but 50 ur appraches came tgether like building blcks. By Friday, we'd created a(n) 51 mapping system using nature's clues.
Our final presentatin surprised everyne. The teachers 52 ur creative methd, but the real reward was discvering hw different ideas cmbined t create 53 .
That evening, Clara shwed me her prject jurnal. Beside rck sketches, she'd written: “Stnes survive strms thrugh 54 . S d gd teams.” I smiled, realizing ur rcky challenge had taught us a valuable lessn: the strngest 55 desn't lie in muntains, but in teamwrk.
41. A. ArmedB. BurdenedC. LinkedD. Rewarded
42. A. prudB.dubtfulC.unaware D. wrried
43. A.develped B. balanced C. replacedD. cmpeted
44. A.cnflict B. disaster C. chance D. inspiratin
45. A.rpes B. bks C. ntes D. tls
46. A.pinting at B. marking dwn C. running after D. blcking ut
47. A.idea B. surprise C. secret D. prmise
48. A.reflecting B. experimenting C. planning D. wandering
49. A.helpful B. dangerus C. unreliable D. interesting
50. A.suddenly B. ccasinally C. frequently D. gradually
51. A.interactive B. imaginary C. alternative D. advanced
52. A.tested B. imprved C. selected D. praised
53. A.cnnectins B. stries C. slutins D. presentatins
54. A.luck B. unity C. silence D. speed
55. A.fundatin B. argument C. desire D. system
语篇类型：叙事文
主题语境：人与社会（团队合作与问题解决）
大意：本文通过Clara和“我”在地质项目中克服工具丢失的困难，利用自然标记合作完成任务的经历，揭示了团队协作的重要性。
答案与解析
A 选项：Armed武装；Burdened负担；Linked连接；Rewarded奖励。
由后文“with ntebks and basic tls”可知，两人携带工具出发，Armed with（配备）符合语境，表示“带着笔记本和基础工具”，故选A。
A 选项：prud自豪；dubtful怀疑；unaware未意识到；wrried担心。
后文“this adventure wuld teach us mre”体现积极预期，且首段基调为“充满热情”，prud（自豪地认为）更贴合，暗示对项目的信心，故选A。
B 选项：develped发展；balanced平衡；replaced替代；cmpeted竞争。
前文提到Clara的艺术能力与“我”的系统数据收集技能，两者balanced（互补）形成协作关系，故选B。
B 选项：cnflict冲突；disaster灾难；chance机会；inspiratin灵感。
后文描述工具丢失的意外，属于突发disaster（灾难），与“My heart sank”呼应，故选B。
D 选项：rpes绳子；bks书；ntes笔记；tls工具。
后文“ur nly cmpass disappeared”提示丢失的是tls（工具），且与首段“basic tls”呼应，故选D。
A 选项：pinting at指向；marking dwn记录；running after追赶；blcking ut阻挡。
Clara通过pinting at（指向）岩石上的影子提出解决方案，动作描写生动，故选A。
A 选项：idea想法；surprise惊讶；secret秘密；prmise承诺。
“Her eyes lit up”体现灵光一现，提出用自然标记的idea（想法），故选A。
B 选项：reflecting反思；experimenting实验；planning计划；wandering闲逛。
后文描述两人尝试不同方法，experimenting（实验）符合“尝试影子与蕨类植物”的语境，故选B。
C 选项：helpful有用；dangerus危险；unreliable不可靠；interesting有趣。
由“used fern grwth patterns as替代”可知，影子有时unreliable（不可靠），故选C。
D 选项：suddenly突然；ccasinally偶尔；frequently频繁；gradually逐渐。
后文“like building blcks”暗示方法逐步融合，gradually（逐渐）体现过程性，故选D。
C 选项：interactive互动；imaginary虚构；alternative替代；advanced先进。
用自然标记代替工具属于alternative（替代性）方案，与“nature's clues”呼应，故选C。
D 选项：tested测试；imprved改进；selected选择；praised表扬。
后文“surprised everyne”和“real reward”表明老师praised（称赞）其创意，故选D。
C 选项：cnnectins联系；stries故事；slutins解决方案；presentatins展示。
不同想法结合的目的是找到slutins（解决方案），与项目目标一致，故选C。
54.B 选项：luck运气；unity团结；silence沉默；speed速度。
类比“石头经受风暴”与“团队合作”，unity（团结）是共同核心，故选B。
55.A 选项：fundatin基础；argument争论；desire欲望；system系统。
全文主旨强调团队是成功的fundatin（基础），与“muntains”对比突出其重要性，故选A。
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。
Once a little-knwn dish frm China's nrthwest, Lanzhu beef ndle sup is nw winning hearts glbally. A recent article describes 56 this surprisingly simple meal has becme ppular in 57 (city) like New Yrk, Lndn, and Sydney.
Appealing nline phts and vides f the dish stimulate lcal peple's appetite and aruse their curisity, driving them t give 58 a try. Diners appreciate bth its taste and the experience it ffers. In a Manhattan eatery, cks stretch dugh (面团) int ndles right 59 custmers' eyes. “It's like magic,” said ne diner. Diners are als amazed by the unique and 60 (impressive) chewy texture f Lanzhu ndles, which ffers a distinct muthfeel unlike any ther.
The sup, 61 (ck) fr hurs with beef bnes and spices, has a rich flavr. In Queens, a restaurant prepares a versin 62 respects the dishes' cultural rts and cmbines 20 spices t prduce a hearty sup. The wner even vide-calls her grandparents in China fr recipes. In Flushing, the wner f a ndle shp adapts the sup based n custmer feedback, making it thicker and spicier 63 (suit) lcal preferences. As fd expert C. Dyle ntes, “There's n single ‘crrect’ versin—it keeps evlving.”
Frm street fd t glbal star,Lanzhu beef ndle sup shws that sharing fd. 64 (bridge) cultural differences, with each bwl 65 (tell) a stry f traditin, creativity, and the delight f flavr discvery.
答案与解析
本文是一篇说明文，主题语境是“人与社会——历史、社会与文化”，主要介绍了兰州牛肉面从中国西北的地方美食发展为全球受欢迎食品的过程，展现了食物在跨文化交流中的作用。
hw /why考查宾语从句。空格后为完整句子，且描述“这一简单餐食如何变得流行”，需用连接副词hw引导宾语从句，作describes的宾语。
cities 考查名词复数。介词like后列举多个城市名称，表示泛指“纽约、伦敦、悉尼等城市”，故用复数形式cities。
it 考查代词。指代前文提到的“兰州牛肉面”，用代词it作give的宾语，构成短语give it a try（尝试一下）。
befre 考查介词。根据句意“厨师在顾客眼前将面团拉成面条”，强调“在……面前”，用介词befre。
impressively 考查词性转换。修饰形容词chewy需用副词，表示“令人印象深刻的有嚼劲的口感”，故填impressively。
cked 考查非谓语动词。动词ck与主语the sup构成被动关系，且作后置定语，表示“用牛骨和香料熬煮数小时的汤”，用过去分词cked。
that/which 考查定语从句。引导定语从句修饰先行词a versin，且在从句中作主语，指物，用关系代词that或which。
t suit 考查非谓语动词。动词不定式作目的状语，表示“为了使汤更浓更辣以适应本地口味”，故填t suit。
bridges 考查动词时态。主语sharing fd为单数概念，且陈述客观事实，用一般现在时，故填bridges。
telling 考查非谓语动词。with复合结构中，each bwl与tell为主动关系，用现在分词telling作宾语补足语，表示“每一碗面都在讲述一个故事”。
第四部分写作(共两节，满分40分)
第一节(满分15分)
假定你是李华。毕业在即，你班计划向母校赠送一份礼物。请你给英国朋友David 写一 封邮件，分享你们的设想，并咨询他的建议。
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。
Versin 1
Dear David,
I'm writing t share a plan with yu. As graduatin appraches, ur class wants t give a meaningful gift t ur schl. We're cnsidering planting a tree r creating a memry bk with phts and messages frm all students. Hwever, we’re unsure which idea is better.
Since yu have experience with such traditins in the UK, culd yu share yur thughts? Which ptin d yu think wuld be mre special? Lking frward t yur advice!
Yurs,
Li Hua
Versin 2
Dear David,
I hpe yu're ding well! I’m excited t tell yu abut ur class’s plan t give a farewell gift t ur schl befre graduatin. We’ve brainstrmed a few ideas, such as dnating a piece f artwrk made by all f us r setting up a schlarship fund fr future students. Hwever, we’re still debating which wuld be mre meaningful.
Since schls in the UK ften have unique traditins, I’d lve t hear yur suggestins. What kind f gifts d students usually give there? Any advice wuld be greatly appreciated!
Best wishes,
Li Hua
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。
Mike was the mnitr f Class A Senir 3, and he was a very ppular student amng his teachers and classmates.
He was always full f creative ideas. Once, when the English teacher asked the class t make a presentatin n a tpic that all students fund a bit bring. Mike came up with a fun idea. He suggested turning the presentatin int a shrt play. Eventually, he and his classmates acted ut the key pints f the tpic, and everyne was interested in it. The teacher was very surprised and praised Mike fr his creativity.
Mike was als a very helpful persn. Last term, his classmate Tm fell ill and had t stay at hme fr a week. Mike vluntarily went t Tm's huse after schl every day t help him with his hmewrk. Fllwing Feynman's famus learning apprach, he tried his best t explain the lessns t Tm in his wn wrds, with patience and clarity. As a result, Tm was able t catch up with the class. When Tm and his parents expressed their thanks, Mike smiled and said, "We all need t lk ut fr each ther. Helping Tm is helping myself t."
As the final exam was appraching, Mike's headteacher Mrs. Blake gave him a challenging task. She asked Mike t lead the class cmmittee t rganize a special class meeting. Mike knew that the students were all busy preparing fr the exam, and they might nt be interested. He thught hard, but nthing that came t mind seemed t meet his expectatins.
He then decided t seek advice frm his classmates and asked them what they wuld like t d in the class meeting. Sme said they actually preferred t review the lessns, and thers expressed their wishes t relax. “Can't we play sme games?” Susan said jkingly.
Mike listened attentively t everyne and began t cnsider hw t satisfy their needs.
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。
参考范文：
Finally, Mike had a clever idea fr the class cmmittee t discuss. He prpsed cmbining review and relaxatin by rganizing a “Knwledge Relay Race.” The class wuld be divided int teams, answering questins frm their lessns in a fun, cmpetitive frmat. Crrect answers wuld earn pints, and the winning team wuld receive small prizes. Additinally, shrt breaks between runds wuld include quick, entertaining games t lighten the md. The cmmittee lved the idea, and tgether they prepared questins and planned the activities.
When the meeting started, the whle class was very happy with its arrangements. The cmpetitive spirit made reviewing exciting, and the games brught laughter, easing exam stress. Even Mrs. Blake was impressed by hw engaged everyne was. By the end, the class felt bth refreshed and mre cnfident abut their studies. Mike smiled, seeing his classmates energized. Once again, his creativity and care had brught everyne tgether.
最终，迈克想出了一个绝妙的主意供班委会讨论。他提议将复习和放松结合起来，组织一场"知识接力赛"。全班分成若干小组，以趣味竞赛的形式回答课程相关问题。答对题目可以得分，获胜小组还能获得小奖品。此外，在每轮比赛间隙会穿插一些轻松有趣的小游戏活跃气氛。班委会成员都很喜欢这个创意，大家齐心协力准备题目、设计活动环节。
班会开始时，全班同学都对这样的安排感到惊喜。竞赛机制让复习变得趣味盎然，小游戏带来的欢声笑语有效缓解了考试压力。就连布莱克老师也为学生们的专注度感到惊讶。活动结束时，同学们不仅精神焕发，对学业也更有信心了。看着重焕活力的同学们，迈克露出了微笑。又一次，他的巧思与关怀把大家紧密团结在了一起。General curses
Characteristic curses
Three mnths RMB 7,500
One semester
RMB &900
Three mnths
RMB 13,800
One semester
RMB 16,500
Dear David,
I'm writing t share a plan with yu.
Yurs,
Li Hua
Finally, Mike had a clever idea fr the class cmmittee t discuss.
When the meeting started, the whle class was very happy with its arrangements.