广东省珠海市第二中学2025届高三下学期4月考前冲刺英语试题（Word版附解析）

这是一份广东省珠海市第二中学2025届高三下学期4月考前冲刺英语试题（Word版附解析），文件包含高二数学学考模拟三pdf、高二数学学考模拟三答案pdf等2份试卷配套教学资源，其中试卷共5页， 欢迎下载使用。
英语学科
2025年4月
本试卷共10页，满分120分。考试用时120分钟。
注意事项：
答卷前，考生务必将自己的姓名、准考证号填写在答题卡上。
回答选择题时，选出每小题答案后，用铅笔把答题卡上对应题目的答案标号涂黑。如需改动，用橡皮擦干净后，再选涂其他答案标号。回答非选择题时，将答案写在答题卡上，写在本试卷上无效。
考试结束后，将本试卷和答题卡一并交回。
第二部分 阅读理解 (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 和D 四个选项中，选出最佳答案。
A
American YuTuber IShwSpeed, with 37 millin subscribers, ignited glbal interest by launching his China tur n March 24, streaming unfiltered experiences acrss Shanghai and Beijing. His Shanghai livestream, lasting six hurs, featured a Xiami SU7 Ultra test drive (1,526 hrsepwer), a table tennis match with Jacksn Wang, and awe at Sichuan’s “Bian Lian” face-changing art. Culinary highlights included KFC and traditinal dumplings.
In Beijing, he explred the Great Wall and Frbidden City in traditinal attire, tasted sweet-sur “Tanghulu,” and praised China’s high-speed rail WiFi. The Shanghai stream drew 5.4 millin YuTube views, while the Beijing bradcast hit 3.21 millin views within tw hurs, shwcasing yuth engagement.
Prfessr Li Haidng emphasized the tur’s rle in cuntering Western steretypes by revealing China’s mdernity and cultural richness. This aligns with China’s turism push amid geplitical tensins. Li nted digital influencers’ pwer t fster grassrts understanding, cntrasting China’s stability with U.S. plarizatin. Fans hailed the streams as antidtes t biased narratives, with ne stating, “He’s dispelling Western prpaganda in 6 hurs.”
21. Hw quickly did IShwSpeed’s Beijing livestream reach 3.21 millin views?
A. By March 24.
B. After six hurs.
C. Within tw hurs.
D. During the bradcast.
22. What is the primary significance f IShwSpeed’s tur accrding t experts?
A. Prmting Chinese electric vehicles glbally.
B. Reducing cultural misunderstandings.
C. Highlighting China’s plitical plicies.
D. Cmpeting with traditinal media.
23. Which title best captures the article’s central idea?
A. “IShwSpeed’s Culinary Adventures in China”
B. “China’s Turism Strategy Gains Mmentum”
C. “Digital Influencers Reshaping Glbal Perceptins f China”
D. “Jacksn Wang’s Rle in Cultural Diplmacy”
B
China’s 2021 plicy giving high schl students tw-day weekends has caused natinwide discussin. While city students jin science wrkshps and university prgrams, rural students face grwing challenges. Reprts shw city schls ffer 4.7 times mre weekend activities than rural schls.
In Shanghai, students like Lin Ha build drnes in university labs. Hwever, in Hebei, Wang Yiming studies thrugh nline classes with pr internet. Althugh the plicy aims t encurage creativity, 72% f tp universities still fcus n exam scres, leading t secret tutring. Fr example, sme parents in Chengdu hld “fake birthday parties” t hide tutring sessins.
Tp schls use weekends fr cllege applicatins, such as internships at tech cmpanies. But rural schls use ld science tls, and 68% f their teachers feel unsure abut new prgrams. Online curses fr rural students cannt replace real labs. A teacher in Yunnan said, “My students watch 3D printing vides but have n printers.”
Cmpanies like ByteDance hire teens wh create apps n weekends. Yet mst pprtunities are in big cities—nly 3% f awards g t nn-castal areas. Fudan University nw accepts rbt cmpetitin awards, but its 2024 cmputer science entry scre jumped 11 pints, requiring bth high grades and extracurricular skills.
Emtinally, weekends bring mixed utcmes: Shenzhen’s Zha Min finds slace (慰藉) in hiking, yet Wuhan reprts a 40% rise in “weekend guilt syndrme”. Teachers als face challenges, transitining frm exam drills t experimental wrkshps withut guidance.
Cmpared t Finland (which trained teachers) and Suth Krea (which imprved creativity thrugh activities), China’s refrm lacks supprt. Hwever, signs f change exist, like exam questins abut AI. Still, 57% f parents wrry the plicy weakens academic fcus.
On weekends, Shanghai teens design future cities r study with translatin pens. The weekend has becme China’s new educatin frntier—a labratry f pssibility and risk, where every Saturday mrning hlds the weight f a generatin’s dreams.
24. What is the main purpse f the article?
A. T criticize China’s weekend plicy fr adding schl stress.
B. T analyze the mixed impacts f the tw-day weekend plicy.
C. T prmte tech innvatin in many rural schls.
D. T cmpare China’s educatin system with Finland’s.
25. What can be inferred abut the undergrund tutring industry?
A. It has been cmpletely eliminated by the plicy.
B. It is nly ppular in castal prvinces.
C. It fcuses n imprving students’ mental health.
D. Parents think f ways t disguise tutring.
26. The bld phrase “weekend guilt syndrme” in Paragraph 5 refers t ________.
A. stress frm unprductive free time
B. jy frm jining weekend clubs
C. excitement abut new hbbies
D. pride in academic achievements
27. What is the authr’s attitude tward the plicy’s future?
A. Entirely ptimistic.
B. Indifferent.
C. Strngly ppsed.
D. Hpeful yet cncerned.
C
On Eurpe’s largest artificial lake near Alqueva, Prtugal, a remarkable slar energy prject is prving that clean technlgy and nature can wrk hand in hand. Develped by energy cmpany EDP, this flating slar plant—nce questined fr its high csts—nw demnstrates hw renewable energy can adapt t mdern challenges while prtecting the envirnment.
The prject’s first phase uses 12,000 slar panels fixed n flating platfrms made partly frm recycled plastic and lcal wd. These platfrms cnnect t a smart energy system linked t a nearby hydrelectric (水力发电的) dam. This cnnectin allws the slar plant t skip the lengthy prcess f jining traditinal slar farms t pwer grids, speeding up clean energy delivery t cmmunities.
Building slar farms n water, hwever, cmes with unique difficulties. Engineers must design structures strng enugh t survive strms, waves, and cnstant water expsure, which increases csts. Nature itself adds anther challenge: fish in the lake attract birds, whse drppings cver the panels and blck sunlight. T slve this, the team uses remte-cntrlled cleaning rbts and is testing mdels that perate independently.
Despite these challenges, flating slar ffers clear benefits. By using space n dam reservirs, it avids taking up valuable land needed fr farming r husing. Water naturally cls the panels, making them 5%–15% mre efficient than land-based systems—a key advantage fr energy prductin. Additinally, the shade frm the panels reduces water evapratin by up t 70%, helping cnserve resurces in dry regins.
EDP has big plans fr the technlgy. While the current prject prduces 5 megawatts (MW) f pwer—enugh fr abut 1,500 hmes—a secnd phase will expand this t 70 MW by 2025. Experts predict flating slar culd reach 60,000 MW glbally by 2031. Thugh minr cmpared t the wrld’s ttal slar capacity (1.6 millin MW), its rle is vital. As ne reprt ntes, “Every slutin matters in the fight against climate change.”
By cmbining slar pwer with hydrpwer, this prject ffers a practical blueprint fr a sustainable future—ne where technlgy and nature cexist t light up ur wrld.
28. What is the key feature f the Alqueva prject’s design?
A. Cmplete use f recycled materials fr platfrms.
B. Full autmatin f energy strage prcesses.
C. Cnnectin t a nearby hydrelectric system.
D. Largest slar panels ever used in Eurpe.
29. What prblem is caused by birds near the flating slar panels?
A. Reduced sunlight reaching the panels.
B. Damage t the platfrms during strms.
C. Harm t the lake’s fish ppulatins.
D. Interference with rbt peratins.
30. The underlined phrase “minr cmpared t” suggests that flating slar’s capacity is ______.
A. underestimated by energy experts
B. visually smaller than land systems
C. grwing faster than expected
D. much less than current slar ttals
31. What is the authr’s attitude tward flating slar technlgy?
A. Supprtive f its rle in climate effrts.
B. Overly ptimistic abut its glbal impact.
C. Critical due t high maintenance csts.
D. Neutral abut its envirnmental benefits.
D
The human brain tends t play favrites. Its prejudices, well demnstrated by psychlgical studies, include the “hal effect”: if we like a certain quality in a persn, we’re mre likely t perceive their unrelated traits psitively as well. There’s als “affinity bias,” which refers t hw we tend t favr peple with backgrunds r characteristics similar t ur wn.
Nw a study shws hw cgnitive biases (认知偏见) culd prfundly affect ur mst basic learning and memry prcesses. “What we shw is nt that peple are biased; that we already kind f knw,” says Inês Bramã, a psychlgist at Sweden’s Lund University and c-authr f the new study, published in Cmmunicatins Psychlgy. “We give an explanatin f why peple are biased. The fundamental mechanism may be that we are mre likely t expand ur knwledge based n infrmatin prvided by peple we like.” Such bias culd help explain hw peple develp strngly plarized views.
Study participants first chse “teammates” and “ppnents” frm amng images f randm faces based n their like r dislike f the faces. Then they created imaginary persnas fr each chsen face, giving characteristics and identities they liked t teammates and nes they disliked t ppnents.
Next, participants viewed images f faces in varius backgrunds alngside husehld bjects, simulating smene “shwing” the item. Later, they matched bjects that shared backgrunds (withut faces) t test “memry integratin”—linking past memries t frm new inferences. They perfrmed better when linking bjects initially “presented” by liked persnas, revealing a bias in assciating prir knwledge with “partially related” new events.
Researchers suggest this explains pinin plarizatin: relying heavily n infrmatin frm likeminded individuals (due t similarities) allws unchallenged beliefs t narrw perspectives.
Psychlgist Charles Stne f the City University f New Yrk says that this study is just the beginning and that further research culd mve beynd images t test learning with real-wrld events. “This culd have imprtant implicatins fr hw peple make inferences and cnnect dts abut their beliefs that then match their wrldviews,” he says.
32. What is the “hal effect” as described in the passage?
A. A bias where we assciate a persn’s traits based n their appearance.
B. A tendency t dislike peple with backgrunds similar t ur wn.
C. A situatin where we perceive thers’ traits psitively if we like them.
D. A psychlgical phenmenn where we remember faces better if we like them.
33. What des the study by Inês Bramã and clleagues aim t explain?
A. The existence f cgnitive biases in peple.
B. The fundamental mechanism behind cgnitive biases.
C. Hw peple’s pinins becme plarized.
D. The relatinship between cgnitive biases and memry.
34. In the study, what did participants d when they were asked t create imaginary persnas?
A. They related characteristics t randmly chsen faces.
B. They matched faces with cmmn husehld bjects.
C. They linked bjects with backgrunds withut faces.
D. They assigned traits t faces based n their impressins.
35. What des Charles Stne suggest fr future research in this area?
A. It shuld fcus n cgnitive biases in real-wrld applicatin.
B. It shuld nly cnsider the effects f the hal effect.
C. It shuld disregard the findings f the current study.
D. It shuld explre the impact f memry integratin n learning.
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能填入空白处的最佳选项。选项中有两项为多余选项。
ADDIN CNKISM.UserStyleMake Me-time a Must-d
When did yu last take a mment t breathe deeply r truly enjy yur mrning tea between tasks? Scial media ften prmtes the idea that cnstant hustle is the nly path t success, making self-care feel like an unattainable luxury fr many. 36 Here are tips yu can use t create yur me-time during yur hustle and bustle life.
A simple yet effective way t carve ut a mment f self-care is t rub scented ltin int yur palms while waiting fr the bus. 37 Yur hands relax, and yur mind sharpens thrugh this simple ritual.
If time permits and yu find yurself with a few extra minutes, cnsider indulging in a pwer nap. A 15-minute rest reduces anxiety and bsts memry, while lnger sleep may leave yu exhausted. Keep a pillw in yur desk drawer and set an alarm. Can’t nap? 38 Just chse yur favurite fr yur lunch break.
D yu find yurself tempted t spend yur free afternns, particularly ver the weekends, catching up n that ever-grwing email backlg? Stp right there. 39 We are scial creatures and we need relatinships like we need air and water, which will be better fr yur health and happiness.
As psychlgist Suzy Reading bserves, “Yur mind, like a phne, needs recharging t functin fully.” The busier life feels, the mre vital these pauses becme. Remember, self-care isn’t a luxury. 40
See a friend instead.
A walk r yga sessin als wrks wnders.
Lavender’s scent alne eased anxiety by 22% in trials.
They believe true prductivity grws frm restless wrk.
It’s hw we sustain ur energy and pursue ur best selves.
This tiny act can sften tensin in stiff fingers and calm racing thughts.
Hwever, even ne minute f mindful breathing can bring a refreshed mind.
第三部分 语言知识运用 (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，从短文后各题所给的A 、B 、C 和D 四个选项中，选出可以填入空白处的最佳选项。
There was an ld bkstre n the crner f my street. I discvered it ne sunny afternn when I was 1 41 the neighbrhd. The mment I pushed pen the dr, a unique arma (芳香) embraced me. The shelves were stuffed with bks f every 42 and age. I culd see the spines (书脊) f the classic nvels f the rare first editin, tp cmmercial bestsellers, and picture bks fr tddlers. The wner, a middle-aged man with glasses and a warm smile, was busy tidying up. He greeted me and tld me t feel free t 43 . I started brwsing and was immediately 44 by a cllectin f ld travelgues that seemed t hld the secrets f far-ff lands.
Over the fllwing weeks, I became a 45 . I wuld spend hurs there, lsing myself in the pages f different bks. 46 , the wner wuld recmmend a particular bk based n ur cnversatins. His knwledge and passin fr literature were truly 47 .
Hwever, change was n the 48 . The city was develping rapidly, and new, mdern shps were replacing the ld nes. One day, I nticed a sense f 49 in the bkstre. The wner infrmed me that 50 the skyrcketing rent and the cmpetitin frm nline bkstres, he was struggling t keep the drs pen. It seemed that this little shelter f literature might sn disappear.
I was determined nt t let that happen. I reached ut t my schlmates and cmmunity-based grups. We rganized a bk 51 in frnt f the bkstre, inviting lcal authrs and artists t participate. We als set up an nline crwdfunding page t cllect dnatins. Peple frm all ver the neighbrhd came t shw their 52 . They bught bks, dnated mney, and shared their wn memries f the bkstre.
Thanks t the cllective effrts, we managed t raise enugh funds t 53 the rent fr a while. The bkstre survived this crisis. A cmmunity’s lve and supprt can 54 smething truly valuable. The ld bkstre was nt just a place t buy bks; it was a crnerstne f ur cmmunity’s cultural and emtinal heritage, and it was wrth every bit f the 55 t save it.
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。
A riverside cliff alng China’s Yangtze River has recently becme an nline sensatin and a ppular turspt, after a Shanghai-based designer Gu Qingshan shared a vacatin pht cmparing its shape 1 56 a dg.
The muntain, called “puppy muntain”, 57 (lcate) in Yichang, Central China’s Hubei Prvince. It was first discvered in late January by Gu while reviewing hiking phts. “The puppy’s psture is like it’s drinking water, r it’s lking at sme fish. It als lks like it’s 58 (simple) prtecting the Yangtze River,” Gu said.
After Gu psted the pht n Xiahngshu, it quickly went viral, gaining 120,000 59 (like) within 10 days. The hashtag PuppyMuntain als became a trending tpic n Weib, amassing millins f views. Dg wners jined in the fun, sharing phts f their pets 60 (match) the muntain’s shape. Many turists visited Yichang fr phtshts, sme even 61 (bring) their dgs.
Gelgical experts explained that the unique frmatin is 62 result f Karst (喀斯特) prcesses. The “eyes” and “muth” are likely disslved cave exits, while the “frehead” area may be a cllapsed sectin f the cliff. The “ears” are actually vegetatin, creating an illusin f a dg’s ears, 1 63 the “teeth” are the white safety fence.
This natural wnder highlights 64 scial media can turn rdinary landscapes int cultural phenmena, blending gelgy with 65 (creative).
第四部分 写作 (共两节，满分40分)
第一节 (满分15分)
假设你是校学生会主席李华，请你以学生会名义写一封倡议书，号召全校师生参加将于4月21-25日举办的“中国传统文化周”活动。内容包括：
发出活动倡议；
介绍活动亮点。
注意：
开头结尾已给出，写作词数为80左右；
可以增加适当细节，以使行文连贯。
Call fr Participatin: Embrace Our Cultural Heritage
Dear Teachers and Schlmates,
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Sincerely,
Li Hua
Student Unin President
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。
Finding My Vice
When Ms. Thrne annunced the schl’s annual Shakespearean Mnlgue (莎士比亚戏剧独白) Cmpetitin, I secretly hped I’d win. After years f being verlked in schl plays, I lnged fr the sptlight. Abve all, I hped the arrgant Ethan, wh always gt the leading rles and apparently had a direct line t Ms. Thrne’s favr, wuldn’t chse my favrite mnlgue, Hamlet’s “T be r nt t be.” As fate wuld have it, Ms. Thrne, seemingly unaware f my disappintment, annunced Ethan was indeed perfrming “T be r nt t be.”
I went up t Ms. Thrne t vice my frustratin, but she just patted my shulder casually. I felt she treated me as thugh I wuld hld the entire class back if I gt t much attentin. She wasn’t mean r abusive, but she just gave me the impressin the entire schl was built fr Ethan t succeed, and the rest f us were extras.
Needless t say, I didn’t lk frward t weeks f rehearsal watching Ethan effrtlessly practising his mnlgue, but I decided t prve Ms. Thrne wrng. The cmpetitin required us t nt nly memrize the mnlgue but als develp an understanding f the character’s mtivatin, explain the text, and deliver a perfrmance that was bth emtinally mving and intellectually insightful. The judges grade wuld be shared with Ms. Thrne.
When I realized that my new mnlgue f Rme’s (罗密欧的) “O, she dth teach the trches t burn bright!” wuld directly cmpete with Ethan’s “T be r nt t be”, I was uneasy. Here was this talented student wh had a reputatin fr acting, the exact ppsite f me. I was utmatched. I actually wanted t give up t avid an embarrassing failure.
Hwever, after days f thinking, I made up my mind t write a new mnlgue t nt nly include Shakespeare’s spirit but als authentic me! I had n idea if I culd succeed r nt, but at least I had a new purpse t strive fr.
注意：
续写词数应为150左右；
请按如下格式在答题卡的相应位置作答。
ADDIN CNKISM.UserStyle珠海市第二中学2025届高三年级考前冲刺卷英语试题
答案详解
21-23 C B C 24-27 B D A D 28-31 C A D A 32-35 C B D A
36-40 G F B A E 41-45 D B C A D 46-50 C B B C D 51-55 A C A D B
56. t57.is lcated58. simply59. likes60. t match
61. bringin62. the63. and64. hw65. creativity

A
【导语】美国网红IShwSpeed通过中国旅行直播打破西方偏见，展现真实、现代的中国形象，凸显数字博主在跨文化传播中的桥梁作用。
21. C 考查点：对文中具体时间数据的定位能力。关键句： while the Beijing bradcast hit 3.21 millin views within tw hurs, 选项C直接对应这一表述，其他选项（如D“直播过程中”）与“after ending”矛盾。
22. B 考查点: 理解专家观点与文章核心意图。依据： Prfessr Li Haidng emphasized the tur’s rle in cuntering Western steretypes by revealing China’s mdernity and cultural richness.选项B概括了这一核心，干扰项A/C/D均偏离主题（如A仅提及单一事件）。
C 考查点: 综合归纳文章核心论点。分析： 选项C既涵盖“数字博主”主体，又点明“重塑全球
认知”的宏观意义，呼应文中“文化桥梁”“打破偏见”等关键词；选项A/B/D仅聚焦局部细节或次要人物。
B
【导语】介绍了双休带来的影响和作者的态度。
B 解析： 文章全面分析了双休日政策对不同学生群体的影响，既提到了城市学生能参与更多
有益活动，也指出了农村学生面临的困难，以及政策执行中出现的问题和积极变化，因此主要目的是分析该政策的综合影响。其他选项，A 项 “批评双休日政策增加了学业压力” 偏于片面；C 项 “推广农村学校的科技创新” 和 D 项 “比较中国和芬兰的教育体系” 都不是文章的核心目的。
D 文章第二段提到“sme parents in Chengdu hld “fake birthday parties’t hide tutring sessins”，
说明家长想办法伪装补课行为，从而推断地下补习行业存在这种现象。其他选项，A 项 “该行业已被政策完全消除”、C 项 “它专注于改善学生的心理健康”、B 项 “它仅在沿海省份流行” 都不符合文意。
A 解析： 根据第五段 Shenzhen’s Zha Min finds slace in hiking, yet Wuhan reprts a 40% rise
in “weekend guilt syndrme”，尤其是yet的转折作用，可以推断“weekend guilt syndrme”指的是学生因未能有效利用空闲时间而产生的压力或内疚感。其他选项，B项 “参加周末俱乐部的快乐”、C 项 “对新爱好的兴奋”、D 项 “为学业成就感到自豪” 都不符合该短语的含义。
D 解析： 作者在文中既提到了政策的积极变化（如考试涉及人工智能等），也指出了存在的
问题（如城乡差距、家长担忧等），因此对政策未来的态度是抱有希望但同时也存在担忧，即 D 项
“Hpeful yet cncerned”。A 项 “完全乐观”、C 项 “强烈反对”、B 项 “漠不关心” 都不能准确反映作者的态度。
C
【导语】介绍了一个水力发电站的基本情况和带来的影响。
C (细节理解题) 定位句：第二段 “These platfrms cnnect t a smart energy system linked t a
nearby hydrelectric dam.” 解析：项目设计的核心特点是与水电站的直接连接（B）。A项“完全回收材料”与“partly frm recycled”矛盾；B项“全自动化”未提及；D项“欧洲最大面板”无依据。
A (因果推断题) 定位句：第三段 “birds, whse drppings cver the panels and blck sunlight.”
解析：鸟粪遮挡阳光导致发电效率下降（A）。B项“平台损坏”未提及；C项“危害鱼类”和D项“干扰机器人”均偏离文意。
D (词义猜测题) 上下文：末段对比浮动太阳能2031年预期产能（60,000 MW）与全球总装机
量（1.6 millin MW）。 解析：“minr cmpared t”意为“远小于”，强调规模差距（D）。A项“低估”与客观数据矛盾；C项“增长快”与原文预测无关；B项“视觉小”为字面干扰。
31. A (观点态度题) 线索：末句引用“Every slutin matters”，结合结尾“practical blueprint”表明作者支持其环保价值（A）。C项“批评成本”与文内肯定态度矛盾；B项“过度乐观”与数据对比不符；D项“中立”忽略明确评价。
D
【导语】这篇文章介绍了瑞典隆德大学的一项心理学研究，该研究揭示了认知偏见如何深刻影响我们的学习和记忆过程。研究显示，人们倾向于基于对某些人的喜好来扩展知识，这种偏见可能导致观点的极化和极端化。通过实验，研究者发现参与者更擅长将喜欢的人物呈现的物体进行记忆整合。文章指出，这种基于相似性和喜好的学习方式可能导致人们的信念体系变得封闭和狭隘。心理学家查尔斯.斯通认为，这一发现为未来研究人们如何基于现实世界事件进行学习和推理提供了重要启示。
32. C 一种认知偏差，如果我们喜欢一个人，我们就更可能积极地感知他们的其他不相关特征。第一段中提到：Its prejudices, well demnstrated by psychlgical studies, include the “hal effect”: if we like a certain quality in a persn, we’re mre likely t perceive their unrelated traits psitively as well.”解析：文章中提到，“hal effect”是指如果我们喜欢某人的某个特质，我们就更有可能也积极地感知他们的无关特征。
33. B 认知偏差背后的基本机制。第二段中提到：“We give an explanatin f why peple are biased. The fundamental mechanism may be that we are mre likely t expand ur knwledge based n infrmatin prvided by peple we like.” 解析：Bramã在文章中说，“我们给出了为什么人们会有偏见的解释。基本机制可能是我们更有可能根据我们喜欢的人提供的信息来扩展我们的知识。”
34. D 他们基于最初对面孔的喜好或不喜欢，给面孔赋予了正面或负面特征。第三段中提到：Then they created imaginary persnas fr each chsen face, giving characteristics and identities they liked t teammates and nes they disliked t ppnents. 解析：文章中描述了参与者如何为每个选择的面孔创造虚构的人物，给予他们喜欢的特征给队友，给予他们不喜欢的特征给对手。
35. A Stne提到，这项研究只是一个开始，未来的研究可以超越图像，测试现实世界事件中的学习情况。第六段中提到：... this study is just the beginning and that further research culd mve beynd images t test learning with real-wrld events. 解析：“这可能对人们如何做出推断以及如何将他们的信念与他们的世界观相匹配具有重要意义。”
七选五
36. G 逻辑转折：前文强调“社交媒体鼓吹忙碌”，G项通过“Hwever”引出“短暂呼吸的重要性”，形成对比，衔接后文建议。
37. F 因果衔接：F项描述涂护手霜的动作效果（软化手指、镇定思绪），直接解释后文“手更舒服、思维敏锐”的结果。
38. B 替代关系：B项提出“散步或瑜伽”作为午睡的替代方案，与后文“选择喜欢的活动”逻辑一致。
39. A 直接建议：A项“见朋友”回应前文“停止处理邮件”，后文“社交需求”验证此选择。
40. E 升华主题：E项总结自我关怀的意义（维持能量、追求自我），呼应心理学家比喻，点明主旨。
干扰项分析： C项（薰衣草）：利用“香味”关联护手霜，选项scent和文章的scented构成同词根复现的干扰，但段落未提具体香味，属表面关联陷阱。 D项（无休工作）：反向干扰，与主旨矛盾，需通过语境排除。
完形填空
41. D. explring
A. searching：寻找 B. cleaning：清洁 C. visiting：参观 D. explring：探索
解题策略：文章开头提到“我”在一个阳光明媚的下午发现了这家书店，这里强调的是“我”在偶然探索附近时发现了书店，而不是有目的的“寻找”（searching）或“参观”（visiting）。因此，“探索”（explring）更符合语境。
42. B. categry
A. image：形象B. categry：类别C. versin：版本D. clumn：栏目
解题策略：句子描述书架上摆满了各种类型的书籍，这里需要一个词来表示书籍的分类。因此，“类别”（categry）是最合适的选项，而“形象”（image）或“版本”（versin）不符合语境。
43. C. lk arund
A. pick ut：挑选B. clean up：清理C. lk arund：四处看看D. think ver：仔细考虑
解题策略：店主告诉“我”可以自由地在书店里活动，这里需要一个词来表示“自由地查看”。因此，“四处看看”（lk arund）是最合适的选项，而不是“挑选”（pick ut）或“清理”（clean up）。
44. A. fascinated
A. fascinated：着迷B. cnfused：困惑C. astnished：惊讶D. frustrated：沮丧
解题策略：句子描述“我”被一本关于旅行的书吸引住了，这里需要一个词来表示“我”对这本书的兴趣。因此，“着迷”（fascinated）是最合适的选项，而不是“困惑”（cnfused）或“沮丧”（frustrated）。
45. D. regular
A. funder：资助者B. guide：向导C. client：客户D. regular：常客
解题策略：句子描述“我”在接下来的几周里经常去书店，这里需要一个词来表示“我”成了书店的常客。因此，“常客”（regular）是最合适的选项，而不是“资助者”（funder）或“客户”（client）。
46. C. Occasinally
A. Gradually：逐渐地B. Additinally：此外C. Occasinally：偶尔D. Cnsequently：因此
解题策略：句子描述店主偶尔会根据与“我”的对话推荐一本书，这里需要一个词来表示这种推荐是偶尔发生的。因此，“偶尔”（Occasinally）是最合适的选项，而不是“逐渐地”（Gradually）或“因此”（Cnsequently）。
47. B. inspiring
A. cnvincing：令人信服的B. inspiring：激励人心的C. shcking：令人震惊的D. tuching：感人的
解题策略：句子描述店主对文学的热情和知识，这里需要一个词来表示这种热情和知识对“我”的影响。因此，“激励人心的”（inspiring）是最合适的选项，而不是“令人信服的”（cnvincing）或“感人的”（tuching）。
48. B. hrizn
A. edge：边缘（引申为“紧张，不稳定状态”） B. hrizn：地平线（引申为“即将发生”）
C. shelf：架子 D. decline：下降
解题策略：句子描述城市快速发展，新的现代商店正在取代旧的商店，这里需要一个词来表示变化即将到来。因此，“地平线”（hrizn）引申为“即将发生”，是最合适的选项。
49. C. depressin
A. jy：喜悦 B. dubt：怀疑C. depressin：沮丧 D. expectatin：期待
解题策略：句子描述书店面临困境，店主感到沮丧。这里需要一个词来表示这种情绪。因此，“沮丧”（depressin）是最合适的选项。
50. D. due t
A. but fr：要不是B. apart frm：除了C. in spite f：尽管D. due t：由于
解题策略：句子描述书店面临困境的原因是租金上涨和网络书店的竞争。这里需要一个词来表示因果关系。因此，“由于”（due t）是最合适的选项，而不是“除了”（apart frm）或“尽管”（in spite f）。
51. A. fair
A. fair：集市B. stand：摊位C. club：俱乐部D. seminar：研讨会
解题策略：句子描述社区组织了一场活动来支持书店，这里需要一个词来表示这种活动。因此，“集市”（fair）是最合适的选项，而不是“摊位”（stand）或“研讨会”（seminar）。
52. C. supprt
A. cncern：关心B. sympathy：同情C. supprt：支持D. respect：尊重
解题策略：句子描述社区居民来支持书店，这里需要一个词来表示这种行为。因此，“支持”（supprt）是最合适的选项，而不是“关心”（cncern）或“同情”（sympathy）。
53. A. cver
A. cver：支付B. increase：增加C. dnate：捐赠D. cllect：收集
解题策略：句子描述社区筹集资金来支付书店的租金，这里需要一个词来表示这种行为。因此，“支付”（cver）是最合适的选项，而不是“增加”（increase）或“捐赠”（dnate）。
54. D. preserve
A. distinguish：区分B. bring：带来C. seek：寻找D. preserve：保存
解题策略：句子描述社区的支持可以保存书店，这里需要一个词来表示这种行为。因此，“保存”（preserve）是最合适的选项，而不是“区分”（distinguish）或“寻找”（seek）。
55. B. fight
A. bk：书B. fight：斗争C. cmpetitin：竞争 D. value：价值
解题策略：句子描述社区为了拯救书店而努力，这里需要一个词来表示这种努力。因此，“斗争”（fight）是最合适的选项，而不是“书”（bk）或“价值”（value）。
语法填空
56. t 考察介词 把比作
57. is lcated 谓语 被动形式
58. simply 考察词形变化 形容词变副词
59. likes 考察名词的单复数
60. t match 考察非谓语动词
61. bringing 考察 非谓语动词
62. the 考察冠词
63. and 考察并列句连词
64. hw 考察宾语从句连词
65. creativity 动词变形为名词
应用文
Call fr Participatin: Embrace Our Cultural Heritage
Dear Teachers and Schlmates,
We are thrilled t annunce the upcming "Chinese Traditinal Culture Week" frm April 21st t 25th, rganized by the Student Unin. This event aims t celebrate ur cultural heritage and fster a deeper understanding f traditinal values amng all members f ur schl cmmunity.（发出倡议）
The highlights f this event include interactive wrkshps n calligraphy and paper-cutting, a traditinal cstume exhibitin, and a cultural lecture series by renwned schlars. Additinally, a grand Chinese flk music perfrmance will be held n the clsing day, shwcasing the beauty f ancient meldies.（活动亮点）
Let’s jin hands t preserve and prmte ur cultural rts! Yur participatin will make this event a memrable jurney int the essence f Chinese traditin.（号召行动）
Sincerely,
Li Hua
Student Unin President
应用文评分标准（“中国传统文化周”倡议书）
一、试题原题
假设你是校学生会主席李华，请你以学生会名义写一封倡议书，号召全校师生参加将于4月21-25日举办的“中国传统文化周”活动。内容包括：
1.发出活动倡议；
2.介绍活动亮点。
二、试题解读与评分说明
（一）考查目标
考查学生能否根据特定情境完成应用文写作任务，重点评价以下能力：
1、切题性：围绕“倡议书”核心任务，明确发出号召并介绍活动亮点。
2、完整性：涵盖“倡议”与“亮点”两大要点，逻辑清晰，无遗漏。
3、准确性：语言规范，信息准确（如时间、活动形式）。
4、得体性：符合倡议书文体特征，语言兼具正式性与感染力。
5、连贯性：段落衔接自然，内容层次分明。
（二）试题分析
1. 写作情境
身份设定：学生会主席李华，代表学生会发出倡议。
交际目的：号召全校师生参与“中国传统文化周”，激发对传统文化的兴趣与认同。
核心任务：通过倡议书传递活动价值，吸引受众参与。
2. 任务解读
考生需完成以下内容：
倡议部分：以简洁有力的语言阐明活动意义（如传承文化、增强文化自信），呼吁师生支持与参与。
亮点介绍：列举2-3项特色活动（如传统艺术体验、讲座、展览、表演等），突出活动的创新性与吸引力。
格式要求：符合倡议书基本格式（称呼、正文、结尾、署名）。
（三）结构与内容维度
1. 引言（开头段）
明确活动名称、时间及主办方。
简要说明活动宗旨（如“弘扬传统文化”“增强文化认同”）。
2. 正文（主体段）
倡议部分：通过情感号召（如“Let’s jin hands...”）或理性论述（如“Cultural heritage is ur shared treasure...”），强调参与的重要性。
亮点介绍：分点或分段描述活动亮点，结合具体细节（如“Hanfu fashin shw”“tea ceremny demnstratin”）增强说服力。
3. 结尾（号召与展望）
重申倡议，鼓励积极参与（如“Yur presence will light up the event!”）。
可表达对活动成功的期待或对传统文化的赞美。
（四）试题价值与启示
1、文化传承意识：引导学生关注传统文化，增强文化自信。
2、实践能力培养：锻炼学生在真实场景中运用英语进行宣传与号召的能力。
3、跨学科融合：结合文化、艺术与语言表达，体现英语学习的实用性。
三、评分标准
（一）评分原则
1. 本题总分为 15 分，按 5 个档次进行评分。
2. 评分时，先根据文章的内容和语言的整体情况初步确定其所属档次，然后以该档次的要 求来综合衡量，确定或调整档次，最后给分。
3. 评分时，应主要从内容、词汇语法和篇章结构三个方面考虑，具体为： （1）对内容要点的覆盖情况以及表述的清楚程度和合理性。
（2）应用词汇和语法结构的丰富性、准确性和恰当性。
（3）上下文的衔接和全文的连贯性。
4. 评分时还应注意：
（1）词数少于 60 的，酌情扣分。
（2）单词拼写和标点符号是写作规范的重要方面，评分时，应视其对交际的影响程度予 以考虑。英、美拼写及词汇用法均可接受。
（3）如书写较差以致影响理解的，将分数降低一个档次。
（二）各档次的给分范围和要求
第五档（13-15 分）
完全完成了试题规定的任务。
— 覆盖了所有内容要点，表述清楚、合理。
— 使用了多样并且恰当的词汇和语法结构，可能有个别小错，但完全不影响理解。 — 有效地使用了语句间衔接手段，全文结构清晰，意义连贯。
完全达到了预期的写作目的。
第四档（10-12 分）
完成了试题规定的任务。
— 覆盖了所有内容要点，表述比较清楚、合理。
— 使用了比较多样并且恰当的词汇和语法结构，可能有些许错误，但不影响理解。 — 比较有效地使用了语句间衔接手段，全文结构比较清晰，意义比较连贯。
达到了预期的写作目的。
第三档（7-9 分）
基本完成了试题规定的任务。
— 覆盖了大部分内容要点，有个别地方表述不够清楚、合理。
— 使用了简单的词汇和语法结构，有一些错误或不恰当之处，但基本不影响理解。 — 基本有效地使用了语句间衔接手段，全文结构基本清晰，意义基本连贯。
整体而言，基本达到了预期的写作目的。
第二档（4-6 分）
未适当完成试题规定的任务。
— 遗漏或未清楚表述一些内容要点，或一些内容与写作目的不相关。
— 所使用的词汇有限，语法结构单调，错误较多，影响理解。
— 几乎不能有效地使用语句间衔接手段，全文结构不够清晰，意义不够连贯。 信息未能清楚地传达给读者。
第一档（1-3 分）
未完成试题规定的任务。
— 遗漏或未清楚表述大部分内容要点，或大部分内容与写作目的不相关。
— 所使用的词汇有限，语法结构单调，错误较多，严重影响理解。
— 几乎没有使用语句间衔接手段，全文结构不清晰，意义不连贯。
信息未能传达给读者。
0 分
— 未作答；
— 未能传达给读者任何信息；
— 内容太少，无法评判；
— 写的内容均与所要求内容无关或所写内容无法看清。
读后续写
参考范文：
The next few days saw me immersed in the schl library. Surrunded by dusty bks and the sft sunds f turning pages, I struggled with wrds, trying t build smething new frm the pieces f Shakespeare I had studied. Hwever, finding my wn vice felt impssibly difficult. T my surprise, Ms. Thrne, aware f my difficulty, tk the initiative t ffer advice. She said with cncern, “Yu need t cnnect it t yur wn experiences." Her wrds eched in my mind, guiding me t dig deep, t unearth the feelings f frustratin and lnging that had always hidden beneath the surface. I crafted a new stry abut Rme, puring int it all my feelings f this cmpetitin. I wrte, rewrte, and refined cuntless lines, fueled by determinatin and a fear f failure.
Thanks t Ms. Thrne’ advice, my mnlgue was finished, but it was just the beginning. Then came the rehearsals, t which I pured my heart and sul. I struggled t cnvey my inner emtin and cnstantly wrried that I was falling shrt. Ethan, meanwhile, seemed effrtlessly cnfident, gliding thrugh his Hamlet speech with ease. The day f the cmpetitin finally arrived. As I std backstage in anxiety, listening t Ethan's flawless perfrmance, a wave f dubt washed ver me. But then, as I stepped nt the stage, a sense f calmness settled in. It didn't matter if I wn r lst; what mattered was that I had fund my wn vice, dared t create smething uniquely mine, and prved my wn value. The result shwed that I did nt have t cmpete with Ethan; this was never abut him, but abut me.
命题分析：
故事情节分析
主题分析
自我发现与成长： 故事的主题是主人公通过创作独白、挑战自我，最终找到自己的声音，实现自我成长。
挑战权威与偏见： 主人公对Ms. Thrne的偏见和对Ethan的嫉妒，最终转化为自我激励，并通过自己的努力证明了自己。
竞争与合作： 故事探讨了竞争的意义，强调了竞争不是为了打败他人，而是为了更好地认识自己，实现自我价值。
真实与表达： 故事强调了真实表达的重要性，鼓励人们勇敢地表达自己的情感和想法，而不是一味地模仿或迎合他人。
41. A. searching
B. cleaning
C. visiting
D. explring
42. A. image
B. categry
C. versin
D. clumn
43. A. pick ut
B. clean up
C. lk arund
D. think ver
44. A. fascinated
B. cnfused
C. astnished
D. frustrated
45. A. funder
B. guide
C. client
D. regular
46. A. Gradually
B. Additinally
C. Occasinally
D. Cnsequently
47. A. cnvincing
B. inspiring
C. shcking
D. tuching
48. A. edge
B. hrizn
C. shelf
D. decline
49. A. jy
B. dubt
C. depressin
D. expectatin
50. A. but fr
B. apart frm
C. in spite f
D. due t
51. A. fair
B. stand
C. club
D. seminar
52. A. cncern
B. sympathy
C. supprt
D. respect
53. A. cver
B. increase
C. dnate
D. cllect
54. A. distinguish
B. bring
C. seek
D. preserve
55. A. bk
B. fight
C. cmpetitin
D. value
The next few days saw me immersed in the schl library.
Thanks t Ms. Thrne’ advice, my mnlgue was finished, but it was just the beginning.
段落
作用
主要内容
情感变化 &
突出品质
Paragraph 1
故事背景与人物介绍
本文主要讲述了“我”因在学校戏剧中长期被忽视而渴望在莎士比亚独白比赛中获得认可。但Ethan选择了"我"最喜欢的独白，"我"对此感到不满。
disappinted
cmpetitive
Paragraph 2
矛盾冲突的激化
老师偏爱Ethan令我感动沮丧。"我"决定通过比赛证明自己，对抗这种不公平的待遇。
frustrated
Paragraph 3
比赛规则的说明与心态的变化
不仅要背诵独白，还要理解角色动机，解读文本，并进行富有感染力和洞察力的表演。这为后续的故事发展奠定了基础。
determined
Paragraph 4
挑战的升级与内心的挣扎
"我"的新独白需要与Ethan的经典独白直接竞争，压力巨大。"我"认为自己不如Ethan，想要放弃。
jealus and desperate self-dubted
Paragraph 5
解决内心冲突和矛盾的方式--自创独白
经过思考，"我"最终决定创作新的独白，寻找属于自己的声音。这标志着主人公心态的转变和目标的确定。
curageus
creative
续写1
解决问题的过程及受到的帮助
“我”在图书馆努力创作新独白，但感到困难重重。Ms. Thrne主动提供建议，鼓励主人公表达自己的真实情感。主人公创作了关于罗密欧的独白，借此表达自己对被认可的渴望。
frustrated
encuraged
determined
hnest
续写2
比赛前、中、后的情节及情感变化。最后结局主题升华。
主人公努力练习独白，并在比赛前感到紧张和不安。主人公在比赛中意识到，重要的是找到自己的声音，而不是与他人竞争。
hard-wrking
anxius
calm & brave
cnfident