高考英语二模模拟卷01（广东专用）（教师版）

这是一份高考英语二模模拟卷01（广东专用）（教师版），共20页。

注意事项：
1．答卷前，考生务必将自己的姓名、准考证号等填写在答题卡和试卷指定位置上。
2．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。
3．考试结束后，将本试卷和答题卡一并交回。
第一部分 听力（略）
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和D四个选项中选出最佳选项。
A
A recent survey cnducted by an nline magazine sught t measure public perceptin n the ptential impact f artificial intelligence n the jb market. The questinnaire gathered insights frm diverse grups, including high schl students, ffice prfessinals, assembly line wrkers, educatrs, etc.
A ttal f 500 peple participated in the study. The findings are illustrated in the accmpanying pie chart:
The survey als incrprated a sectin fr pen cmmentary:
Lily, 17: “AI might autmate sme repetitive tasks, but that’s kinda a wake-up call fr us t learn new skills. Gtta stay relevant, ya knw?”
Mr. Felix, 35: “As a designer, I see AI as a majr wrkflw bster–nt a threat. It’s like having a super-efficient assistant that wrks 24/7.”
Ms. Zhang, 42: “Educatin systems need t keep up with the times, fr. We shuld be teaching adaptive and future-prf skills s the next gen is prepared.”
Mr. Gang, 48: “AI wrries me. After 25 years n the assembly line, I see smarter machines taking ver. T ld t learn new tech easily. Hw will I supprt my family?”
While a majrity f respndents fresee majr emplyment shifts frm AI, Mr. Liu, the chief editr f the magazine, highlights that active adaptatin and a frward-lking mindset are crucial. He emphasizes that strategic preparatin can transfrm these challenges int pprtunities fr grwth and innvatin.
21. What is the primary purpse f the survey in the text?
A. T shw AI’s threat t manufacturing jbs.
B. T cmpare age grups’ attitudes twards AI.
C. T present public views n AI’s impact n jbs.
D. T advcate educatinal refrms fr the AI trend.
22. Which best describes the participants’ respnses?
A. Nervus and resistant.B. Indifferent and inactive.
C.Optimistic and excited.D. Cncerned and pen-minded.
23. What message des Mr. Liu intend t cnvey?
A. Adaptatin driven by AI is inevitable.
B. Opprtunities lie in challenges psed by AI.
C. A psitive mindset is vital fr AI adaptatin.
D. AI sets peple thinking abut emplyee patterns.
答案：21-23 CDB
话题：AI对就业市场的影响与公众态度
文章大意：一项在线调查显示，公众对AI对就业的影响看法多元：年轻人视其为学习新技能的契机，设计师认为它是效率工具，年长工人则担忧失业风险。主编强调积极适应与前瞻思维能将挑战转化为机遇。
【解析】
21. 答案：C 主旨大意题（调查目的概括）。本文首段明确指出，这项调查旨在“衡量公众对人工智能对就业市场潜在影响的看法”（sught t measure public perceptin n the ptential impact f artificial intelligence n the jb market），随后通过饼图和人物评论呈现不同群体的观点。C选项“呈现公众对AI就业影响的看法” 精准概括了调查的核心目的；A选项“展示AI对制造业的威胁” 过于片面，仅是Mr. Gang的个人观点；B选项“比较不同年龄段对AI的态度” 虽涉及部分内容，但调查还包含职业维度，且非调查首要目的；D选项“倡导为AI趋势进行教育改革” 是Ms. Zhang的个人建议，非调查本身的目的，排除。
22. 答案：D 观点态度题（受访者反应整体概括）文中受访者观点多样：Lily认为AI是学习新技能的“警钟”，Mr. Felix视其为“工作流程助推器”，Ms. Zhang呼吁教育与时俱进，这些体现了开放心态（pen-minded）；而Mr. Gang则表达了对失业的担忧，体现了关切（cncerned）。D选项“关切且开放” 准确概括了受访者既看到挑战又积极应对的多元态度；A选项“紧张且抗拒” 仅符合Mr. Gang一人；B选项“冷漠且不积极” 与文中积极讨论的氛围完全相反；C选项“乐观且兴奋” 过于片面，忽略了担忧的声音，排除。
23. 答案：B 人物观点题（主编核心信息把握）主编Mr. Liu在结尾强调：“战略性的准备可以将这些挑战转化为增长与创新的机遇”（strategic preparatin can transfrm these challenges int pprtunities fr grwth and innvatin）。B选项“机遇存在于AI带来的挑战中” 直接对应这一核心观点；A选项“AI驱动的适应是不可避免的” 虽符合事实，但非主编强调的重点；C选项“积极心态对适应AI至关重要” 是原文“frward-lking mindset”的转述，但“pprtunities”才是主编强调的结果；D选项“AI让人们思考员工模式” 过于空泛，未抓住“挑战转化为机遇”的核心信息，排除。
B
(原创) The beauty f a bk lies nt nly in its wrds, but als in the marks left by its readers. I still remember the day I picked up a wrn cllectin f pems frm a library sale. Between its pages were tiny ntes in pencil, shrt cmments n lines that tuched smene’s heart, and small stars drawn beside particularly mving sentences. Thse silent marks felt like a quiet cnversatin with a stranger acrss years. It was then that I realized anntatins are mre than just writing in a bk—they are bridges cnnecting hearts.
Tday, anntating bks has becme a widespread scial trend. On many scial media platfrms, yung readers shw ff their clrfully anntated bks. They use different clred pens t mark themes, underline imprtant sentences, stick ntes n pages, and even draw small pictures t express their feelings. This has led t a heated discussin: is making marks in bks a sign f respect r disrespect fr reading?
Sme peple argue that writing in bks destrys the cleanliness f pages and lwers the value f a bk. They see anntatins as mindless marks that interrupt the smth reading experience. Hwever, histry tells a different stry. Great thinkers and writers such as Newtn and Virginia Wlf ften filled their bks with ntes, questins and thughts. Anntatins help readers slw dwn, think deeply and frm their wn ideas. In classrms, teachers encurage anntatin as a way t imprve understanding and critical thinking. It helps readers truly “talk” with the authr.
Different frm academic anntatins, nline anntatins pay mre attentin t persnal feelings. They may lk messy r verly designed t thers, but they serve the reader’s wn jy. A teenager might highlight funny lines; a reader may circle sentences that remind them f their family. These styles are nt right r wrng—they simply shw hw reading tuches different lives.
I will always value the quiet ntes I fund in ld bks. As fr the clrful anntatins ppular nline, they shuld be celebrated, nt criticized. Reading is persnal, and s are anntatins. As lng as peple lve reading and feel cnnected t bks, the way they chse t interact with pages shuld be respected.
24. What happened t the authr in the library sale?
A. He made friends with a stranger.B. He experienced a spiritual cnnectin.
C. He learned t write pems.D. He bught a perfect new bk.
25. What is the functin f paragraph 3?
A. T supprt the value f anntatins.
B. T intrduce famus writers’ habits.
C. T blame imprper reading behavirs.
D. T explain hw t anntate academically.
26. Which wrd best describes nline anntatins?
A. Traditinal.B. Standard.C. Frmal.D. Persnal.
27. What des the authr want t express in the last paragraph?
A. Old bks are mre valuable than new nes.
B. Peple shuld keep bks clean and tidy.
C. Yung readers spend t much time nline.
D. Different anntatin styles deserve respect.
答案：24-27 BADD
话题: 书中做批注的阅读习惯及其争议
【文章大意】: 这篇文章讲述了作者从旧书批注中获得心灵交流的经历，介绍了社交媒体上流行的个性化批注及其引发的争议。作者指出批注在历史与学习中具有重要价值，认为不同形式的批注都是个人阅读的体现，都应该得到理解与尊重。
【解析】
24.答案：B 细节理解题。问作者在旧书销售活动中发生了什么。根据第一段“felt like a quiet cnversatin with a stranger acrss years”和“bridges cnnecting hearts”，答案B“他体验了一种精神上的联结”准确反映了这种跨越时空的情感共鸣。解析明确指出A、C、D的排除理由，逻辑清晰。
25.答案：A 段落目的题。
该段先提出反对声音，再用历史名人和学术学习证明批注的价值。答案A“支持批注的价值”正确概括了段落功能。解析指出B“只是举例，不是目的”，C、D“与段落态度相反”，分析到位。
26.答案：D 推理判断题
定位原文第四段“nline anntatins pay mre attentin t persnal feelings”“they serve the reader's wn jy”“These styles are nt right r wrng—they simply shw hw reading tuches different lives”，可合理推断网上批注具有高度个人化特征；A项“传统的”与原文“Different frm academic anntatins”相悖，B项“标准的”与原文“nt right r wrng”相悖，C项“正式的”与原文描述的色彩丰富、形式自由特点相悖，故排除。
27.答案：D 主旨态度题。最后一段的核心是“clrful anntatins… shuld be celebrated, nt criticized”和“the way they chse t interact with pages shuld be respected”，答案D“不同的批注风格都应得到尊重”准确概括了作者态度。解析正确指出A、B、C的偏离之处。
C
(原创) We ften hear the same advice frm parents, teachers and self-help bks: “Think psitive, and everything will get better.” Fr years, I guided my students and friends with this idea. I tld them that a psitive mind is the key t slving life’s difficulties and that they shuld never give in t negative feelings. I truly believed that psitive thinking culd magically fix any prblem.
Then I started t dig deeper int this s-called “psitive thinking culture” as a psychlgist. I studied different scial grups and interviewed hundreds f peple abut hw they dealt with stress and failure. What I discvered cmpletely changed my mind.
Many peple nwadays treat psitive thinking as a necessary life skill. Especially in difficult times, peple are tld t fcus nly n the bright side and avid sad r angry thughts. Supprters argue that psitive thinking builds cnfidence, reduces stress, and helps peple mve n quickly frm hard experiences. It has becme such a ppular idea that we seldm questin whether it actually wrks fr everyne.
Hwever, my research shws that frcing psitivity ften des mre harm than gd. It can exacerbate peple’s mental stress and deepen feelings f lneliness. When peple are tld t “just cheer up” during serius difficulties, they may hide their true feelings and refuse t seek help. Wrse still, this culture unfairly blames the victims. If smene remains sad r fails t imprve, sciety ften thinks it is their wn fault fr “nt being psitive enugh”. This creates hidden unfairness tward peple wh are already struggling in life.
What’s mre, the “psitive thinking nly” culture benefits certain grups mre. Cmpanies and scial media influencers ften prmte this idea because it makes peple accept their difficulties passively instead f asking fr real changes. Wrkers wh keep “thinking psitive” may silently stand lw pay and heavy wrk withut cmplaining. In this way, the blind psitivity that is widely celebrated actually serves the needs f thse in pwer.
28. What did the authr advise peple t d fr years?
A. Develp life skills actively.B. Fcus n psitive thinking.
C. Slve prblems independently.D. Ask fr help when feeling dwn.
29. Hw did the authr feel after his research n psitive thinking?
A. Dubtful abut further study.B. Satisfied with its wide influence.
C. Surprised by its hidden harm.D. Cnfident f its practical value.
30. What des the underlined wrd “exacerbate” in Paragraph 4 mst prbably mean?
A. Reduce. B. Wrsen. C. Relieve. D. Cause.
31. What des the authr say abut the “psitive thinking nly” culture?
A. It helps wrkers imprve their living standards.
B. It encurages peple t fight fr scial changes.
C. It equally supprts every grup in mdern sciety.
D. It makes peple passively accept unfair situatins.
答案：28-31 BCBD
话题：积极思考文化的反思
【文章大意】：本文讲述了作者作为一名心理学家，从最初信奉“积极思考能解决一切”的观念，到通过研究发现盲目推崇积极思考可能带来隐藏危害的过程。文章指出，强迫性积极不仅会加剧人们的心理压力，还可能使人们被动接受不公，最终服务于特定群体的利益。
【解析】
答案：B 细节理解题。定位原文第一段“Fr years, I guided my students and friends with this idea. I tld them that a psitive mind is the key...”，可知作者多年来一直建议人们专注于积极思考；A项“积极培养生活技能”、C项“独立解决问题”、D项“情绪低落时寻求帮助”在原文均未提及，故排除。
29.答案：C 观点态度题。定位原文第二段“What I discvered cmpletely changed my mind”及第四段揭示积极思维危害的内容，可知作者在研究后发现积极思考存在隐藏危害，感到惊讶；A项“怀疑进一步研究”无依据，B项“满意其广泛影响”与作者批判态度相反，D项“相信其实用价值”是作者过去的观点而非研究后的感受，故排除。
30.答案：B 词义猜测题。 定位原文第四段“It can exacerbate peple’s mental stress and deepen feelings f lneliness.”，前句说“frcing psitivity ften des mre harm than gd”，后文提到导致人们隐藏真实感受、加深孤独，可合理推断exacerbate意为“加剧、恶化”；A项“减少”、C项“缓解”与上下文逻辑相反，D项“导致”虽有一定干扰性，但“加剧压力”比“导致压力”更符合语境——压力本就存在，积极思维使其更严重，故排除。
31.答案：D 推理判断题。定位原文最后一段“it makes peple accept their difficulties passively instead f asking fr real changes”及“serves the needs f thse in pwer”，可知“唯积极论”文化让人们被动接受不公平处境；A项“帮助工人提高生活水平”与原文“silently stand lw pay”相悖，B项“鼓励人们争取社会变革”与“passively”相悖，C项“平等支持每个群体”与“serves thse in pwer”相悖，故排除。
D
The effects f high altitude (海拔) n the human bdy culd prtect against besity (肥胖), accrding t a study f mre than 4 millin children acrss Clmbia. The findings supprt the thery that lw xygen levels drive increased energy cnsumptin, thugh prir evidence cmes mainly frm adults.
T understand the ptential impact n children, Lizcan Lsada at the University f La Sabana analysed data n 4.16 millin children aged up t 5 years ld frm 1123 cities. The children were separated int fur grups relating t the height abve sea level at which they lived: up t 1000 metres, 1001 t 2000 metres, 2001 t 3000 metres r abve 3000 metres.
In the tw lwer-altitude regins, arund 80 ut f every 10,000 children had besity. Hwever, at altitudes f 2001 t 3000 metres, the prevalence (发生率) f besity fell t 40 in 10,000. At altitudes abve 3000 metres, the prevalence was higher again: 86 ut f 10,000. Hwever, the team says this may be a statistical accident, as this data set included fewer cities and children than the ther three altitude ranges.
“That’s a fair cmment,” says David Stensel at Lughbrugh University. But he als emphasises the study is bservatinal, s it desn’t prve high altitude prevents besity. “They’ve tried t make sure they’ve adjusted fr the ther ptential influencing factrs,” he says. These include measures f pverty and lw incme. But “yu can’t accunt fr everything”, says Stensel. Assuming high altitude really des make besity less likely, Stensel says it isn’t clear hw this knwledge culd be f practical use in reducing the cnditin.
Hwever, Lsada argues the findings supprt the creatin f gegraphically tailred public health strategies. He suggests further studies are needed t better understand the bilgical pathways linking altitude t childhd besity, which culd lead t mre precise health advice fr different regins.
32. What was the analysis in Lsada’s study mainly based n?
A. Gruped data.B. Sample size.
C. Children’s age.D. City type.
33. What is the team’s view n the unexpected result f the study?
A. It’s a definite trend.B. It’s a misleading signal.
C. It’s a chance ccurrence.D. It’s a measurement errr.
34. What des the authr try t illustrate by mentining Stensel in paragraph 4?
A. The imprtance f health knwledge.B. The necessity f actinable strategies.
C. The limitatin f the research methd.D. The cmplexity f the influencing factrs.
35. Which f the fllwing is the best title fr the text?
A. Altitude’s Rle in Childhd WeightB. Less Oxygen, Healthier Children?
C. A New Apprach t Fighting ObesityD. Why the Weight Gap in Clmbia?
答案：32-35 ACCA
话题: 高海拔与儿童肥胖关系的研究
【文章大意】: 一项基于哥伦比亚400多万儿童的研究发现，中等海拔地区（2001-3000米）的儿童肥胖率显著低于低海拔地区，但更高海拔地区的数据异常。专家指出该研究仅为观察性研究，存在局限性，不能证明因果关系。研究者则呼吁根据不同海拔制定针对性的公共卫生策略。
【解析】
32答案：A细节理解题。 定位原文第二段“The children were separated int fur grups relating t the height abve sea level at which they lived”，可知Lsada的研究分析主要基于将儿童按居住海拔分为四组进行对比，即基于“分组数据”；B项“样本量”是研究的基础但并非分析的主要依据，C项“儿童年龄”在文中未作为分组标准，D项“城市类型”文中未提及，故排除。
33.答案：C 观点态度题。定位原文第三段“At altitudes abve 3000 metres, the prevalence was higher again... Hwever, the team says this may be a statistical accident, as this data set included fewer cities and children”，可知研究团队认为海拔3000米以上地区肥胖率反弹可能是“统计上的偶然事件”；A项“明确的趋势”与原文“may be”相悖，B项“误导性信号”和D项“测量错误”在文中未提及，故排除。
34.答案：C 推理判断题。定位原文第四段Stensel的评论“the study is bservatinal, s it desn’t prve high altitude prevents besity”“yu can’t accunt fr everything”，可知作者引用Stensel是为了说明该研究方法的局限性；A项“健康知识的重要性”、B项“可行策略的必要性”、D项“影响因素的复杂性”虽在文中有所涉及，但Stensel言论的核心是指出研究本身无法证明因果关系、无法排除所有变量，意在点明方法的局限，故排除。
35.答案：A 主旨大意题。全文围绕“高海拔与儿童肥胖率关系”这一核心展开：开篇提出低氧可能增加能量消耗的假设，中间呈现不同海拔区间的数据对比，结尾讨论研究意义与局限。A项“Altitude’s Rle in Childhd Weight”准确概括了这一主题，即“海拔在儿童体重中的作用”；B项“Less Oxygen, Healthier Children?”虽涉及低氧因素，但以问句形式强调因果关系，而原文明确指出研究仅为观察性、不能证明因果，且高海拔地区数据异常，故该标题过于绝对化；C项“A New Apprach t Fighting Obesity”过度推断，文中并未提出任何对抗肥胖的新方法；D项“Why the Weight Gap in Clmbia?”范围过大，文中仅聚焦海拔单一因素，未涉及其他可能导致体重差距的原因，故排除。
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。
Accrding t a 2024 attentin study by King’s Cllege Lndn, 49% f the UK public are experiencing “ppcrn (爆米花) brain”, a mental state featuring divided attentin and wandering thughts. ____36____ In respnse t the findings, psychlgist Tina Chummun gives her tp tips.
Adpt the mind map methd. T manage a distracted (分心的) mind, write dwn everything, like appintments, wrries and t - ds, withut rganizing it initially. Once everything is n paper, grup these int life areas like wrk r emtinal wellbeing. ____37____ This creates rder and gives yur brain permissin t cncentrate.
Every time yu feel yur thughts wandering, give yurself three secnds — breathe in, name what yu’re feeling, and redirect yur fcus. ____38____ By ding s, yu may turn dwn the heat when yur brain is wrking vertime.
Minimizing tech is als the key t getting back n track in yur daily life. A full digital withdrawal is unrealistic. ____39____ Then it culd be fllwed by a five-minute screen time reward. It teaches yur brain t tlerate stillness withut feeling punished.
____40____ At first, yu may feel bred, as ppcrn brain likes being ‘g g g’ t feel safe. “G fr a walk withut music, r simply stare ut yur windw,” suggests Tina. “Sit in silence and bserve yur thughts. Let yur brain breathe. It is smetimes exactly what yur nervus system needs.”
S, are yu ready t quiet the mental ppcrn and get yur fcus back?
A. Allw space in yur day fr ding nthing.
B. S, what’s making ur brains pp like ppcrn?
C. Instead, g ttally screen-free fr 25-30 minutes.
D. Starving distractins and feeding fcus is a nice idea.
E. Then ask yurself: what matters nw and what can wait?
F. They feel their attentin less fcused and deep thinking rarer.
G. This practice enables yu t slw dwn and manage emtins.
答案: 36-40 FEGCA
话题：“爆米花脑”现象及应对建议
【文章大意】：文章以伦敦国王学院2024年的一项注意力研究为切入点，指出英国49%的公众正受“爆米花大脑”（注意力分散、思绪飘忽的精神状态）困扰，随后心理学家蒂娜·丘蒙针对该问题提出了思维导图法、思绪回归训练、减少科技使用、留白独处等四条实用解决建议。
【解析】
36. 答案：F
考点： 段中句（逻辑衔接）
解析： 定位空格前后逻辑——前文提出“爆米花脑”的定义（注意力分散、思绪游走的精神状态），后文引出心理学家对此给出建议，空格需具体描述这一状态的表现。F项“They feel their attentin less fcused and deep thinking rarer”承接定义，具体说明人们的感受，为后文建议提供铺垫；A项是后文具体建议，B项虽能衔接定义但后文未探讨原因，逻辑不顺，故排除。
37. 答案：E
考点： 段中句（步骤衔接）
解析： 聚焦空格前后步骤逻辑——前文建议“写下所有事项”并“按生活领域分组”，后文强调“This creates rder”，空格需是分组后的下一步操作。E项“Then ask yurself: what matters nw and what can wait?”精准衔接“分组”与“创造秩序”之间的逻辑，是思维导图法的关键一步；C项与本段话题无关，D项过于抽象且不具操作性，故排除。
38. 答案：G
考点： 段中句（因果衔接）
解析： 分析空格前后因果关系——前文描述“三秒呼吸法”的具体操作（呼吸、命名感受、重新集中），后文说“By ding s, yu may turn dwn the heat”，空格需说明这一做法的作用。G项“This practice enables yu t slw dwn and manage emtins”直接呼应“操作”与“降温”的因果关联，是做法效果的总结；A项是另一条建议，不在本段逻辑链内，F项重复前文状态，故排除。
39. 答案：C
考点： 段中句（转折衔接）
解析： 梳理空格前后转折逻辑——前文说“A full digital withdrawal is unrealistic”（完全断网不现实），后文说“Then it culd be fllwed by a five-minute screen time reward”（然后奖励5分钟屏幕时间），空格需给出一个折中的可行做法。C项“Instead, g ttally screen-free fr 25-30 minutes”精准对应“先无屏、后奖励”的操作逻辑，形成“不现实→可行做法→奖励”的完整链条；B项与本段话题无关，D项未体现具体操作，故排除。
40. 答案：A
考点： 段首句（段落主旨）
解析： 提炼段落核心内容——后文围绕“散步时不听音乐、凝视窗外、静坐观察思绪”展开，核心是让大脑休息、呼吸。A项“Allw space in yur day fr ding nthing”简洁明了，概括了“留出空白时间”的段落主旨，符合段首句命题要求；E项是前文思维导图法的步骤，G项是对具体做法的效果总结，不适合作为段首主旨句，故排除。
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和D四个选项中选出可以填入空白处的最佳选项。
原创（改编自2024年《The Guardian》真实新闻）
It was a cld winter mrning in St. Luis. A 10-year-ld by named Andy std 41 at the therapy center’s dr, his small hands clutching a teddy bear — his nly cmfrt.
Brn with a develpmental disrder, Andy culd barely walk withut supprt and nly 42 a few simple wrds, repeating thers’ wrds like an ech. Every mrning, his mm hugged him tightly, her eyes filled with wrry, as she 43 him t the therapists prmising t help him.
At first, Andy 44 the therapy fiercely. He cried when his mm left, kicked equipment and refused t cperate, feeling scared and alne. His therapist, Ms. Davis, never lst patience. Instead f pushing him, she sat beside him, spke in a 45 vice, and slwly gained his trust. “Yu’re strnger than yu think,” she said sftly.
That gentle encuragement 46 Andy’s wrld entirely. He began lking frward t therapy, wrking hard even when muscles ached. He practiced walking daily, frm hlding the wall t taking small steps alne. When he 47 said his first cmplete sentence—“I can d it”—Ms. Davis and his mm cried fr jy.
Mnths later, Andy’s prgress was 48 . He culd walk freely, speak clearly, and jin classmates in simple games. Mre imprtantly, he gained a strng sense f 49 , n lnger feeling like a burden.
Tday, 15-year-ld Andy ften visits the center t help kids in the same 50 he nce faced. “Ms. Davis gave me curage,” he says. “Nw I want t be that curage fr thers.”
Andy’s jurney teaches us adversity is nt a dead end, but a 51 t grw. The 52 f ne persn — a kind wrd, a patient smile — can spark lifelng change. When we 53 fr thse struggling, we help them and find ur wn strength.
Andy has 54 many peple like Ms. Davis, whse quiet kindness reminds us strength lies in small, steady chices. In the end, what cnnects us is ur willingness t 55 each ther’s weaknesses and grw strnger tgether.
41. A. hesitating B. wandering C. hiding D. resting
42. A. wrte B. spke C. cpied D. remembered
43. A. sent B. pushed C. led D. carried
44. A. accepted B. avided C. ignred D. feared
45. A. sft B. lud C. firm D. sharp
46. A. entered B. widened C. brightened D. transfrmed
47. A. finally B. suddenly C. quietly D. quickly
48. A. slw B. steady C. amazing D. slight
49. A. pride B. cnfidence C. humr D. curisity
50. A. pain B. difficulty C. jurney D. struggle
51. A. chance B. challenge C. barrier D. path
52. A. wrds B. actins C. presence D. influence
53. A. reach ut B. lk ut C. stand ut D. turn ut
54. A. met B. nticed C. recgnized D. helped
55. A. share B. bear C. embrace D. vercme
答案：41-45 ABCDA 46-50 DACBD 51-55 ADABC
话题：善意传递与个人成长
【文章大意】：患发育障碍的男孩Andy恐惧治疗，治疗师Ms. Davis用耐心与温柔的话语鼓励他，使他重获信心并取得惊人进步。多年后Andy回到中心帮助其他孩子，将善意与勇气传递下去。
41. A 动词辨析（语境情感精准匹配）小男孩Andy站在治疗中心门口，手中紧抱泰迪熊，面对陌生环境内心充满不安与迟疑，hesitating（犹豫） 精准刻画了他因恐惧而不敢迈步的心理状态；wandering（徘徊） 强调无目的地走动，与“站在门口”静态不符；hiding（躲藏） 意味着刻意躲避，而他是被妈妈带来；resting（歇息），语境完全不符—— 孩子内心无助害怕，不可能在门口休息，故排除。
42. B 动词辨析（动作场景适配）Andy因发育障碍，语言能力有限，只能 spke（说） 出几个简单词语，后文“repeating thers’ wrds”进一步说明其语言特点；wrte（写） 与年龄和障碍不符；cpied（复制） 虽与重复有关，但此处强调自身表达能力，而非模仿行为；remembered（记住） 与语言表达无关，排除。
43. C 动词辨析（动作细节精准）母亲因担心而紧紧拥抱儿子，随后 led（带领） 他走向治疗师，这一动作体现了对行动不便的孩子的搀扶与引导；sent（派遣） 意味着让儿子独自前往，与母亲陪伴不符；pushed（推） 暗示使用轮椅，文中无此信息；carried（抱） 对于10岁孩子不现实，且与“带领”场景不符，排除。
44. D 动词辨析（情感逻辑一致性）起初Andy对治疗充满恐惧，哭闹踢打，拒绝合作，feared（害怕） 准确揭示了他内心深处的恐惧，与后文“feeling scared”直接呼应；accepted（接受） 与事实相反；avided（避免） 侧重逃避行为，但他是直接反抗；ignred（忽视）不能体现 “激烈反抗” 的语境。故排除。
45. A 形容词辨析（情感色彩契合）治疗师Ms. Davis没有强迫他，而是坐在身边，用 sft（轻柔的） 声音说话，从而慢慢赢得信任，温柔语调是安抚的关键；lud（大声的） 会加剧恐惧；firm（坚定的） 可能用于要求，不符合耐心安抚；sharp（尖锐的） 与语境完全相反，排除。
46. D 动词辨析（主题升华程度匹配）这句温柔的鼓励彻底 transfrmed（改变） 了Andy的世界，使他从抗拒转为积极努力，与后文“began lking frward”形成鲜明对比；entered（进入） 无改变之意；widened（拓宽） 片面；brightened（照亮） 虽比喻，但不如transfrm体现根本性转变，排除。
47. A 副词辨析（时间逻辑精准）经过日复一日的练习，当Andy finally（终于） 说出第一句完整句子时，老师和他妈妈激动落泪，强调长期努力后的突破；suddenly（突然） 与渐进过程矛盾；quietly（安静地） 不强调时间；quickly（快速地） 与“几个月后”不符，排除。
48. C 形容词辨析（程度匹配）几个月后，Andy的进步 amazing（惊人的），他能自由行走、清晰说话，与起初的困难形成巨大反差；slw（缓慢的） 与事实相反；steady（稳定的） 虽可能，但不足以体现飞跃；slight（轻微的） 与结果不符，排除。
49. B 名词辨析（情感核心匹配）更重要的是，他获得了强烈的 cnfidence（自信），不再觉得自己是负担，这体现了自我价值的提升；pride（自豪） 可能带有骄傲，不如自信贴切；humr（幽默）、curisity（好奇） 与语境无关，排除。
50. D 名词辨析（语境复现）如今Andy常去中心帮助那些面临同样 struggle（挣扎） 的孩子，与他曾经经历的艰难奋斗形成呼应；pain（痛苦） 侧重情感，但不够全面；difficulty（困难） 客观，缺少主观努力；jurney（旅程） 宽泛，不如struggle精准，排除。
51. A 名词辨析（比喻修辞）Andy的经历告诉我们，逆境不是死路，而是成长的 chance（机会），强调困境中的契机；challenge（挑战） 本身是困难，不是出路；barrier（障碍） 与dead end同义；path（道路） 虽可，但不如chance直接点明机遇，排除。
52. D 名词辨析（主题概括）一个人的 influence（影响力）——一句善良的话，一个耐心的微笑——能引发终身改变，概括了言行所产生的深远作用；wrds（话语） 仅涵盖部分；actins（行动） 可包括微笑，但不如influence抽象全面；presence（在场） 过于宽泛，排除。
53. A 动词短语辨析（动作力度匹配）当我们向那些挣扎的人 reach ut（伸出援手），既帮助了他们，也找到了自己的力量，强调主动介入；lk ut（当心） 无关；stand ut（突出） 不符；turn ut（结果是） 不合语境，排除。
54. B 动词辨析（动作自然性）Andy nticed（留意到） 许多像Ms. Davis一样默默行善的人，她们的善良提醒我们力量源于微小选择，体现日常观察中的发现；met（遇见） 只是相遇，未突出观察；recgnized（认出） 需预设认识；helped（帮助） 与事实相反，排除。
55. C 动词辨析（主题升华情感聚焦）最终连接我们的是我们愿意 embrace（拥抱/接纳） 彼此的弱点，并一起成长，强调包容与共同进步；share（分享） 不贴切；bear（忍受） 消极；vercme（克服） 通常针对自身，而非彼此，排除。
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。
(原创) Chinese tea culture, dating back t mre than 5,000 years, is an imprtant part f traditinal Chinese civilizatin. In 2022, traditinal Chinese tea-making techniques and assciated scial practices 56 (add) t the UNESCO Intangible Cultural Heritage List.
Originally 57 (use) as a medicinal drink, tea gradually evlved int a daily beverage. The prcess f making tea is far mre than a simple actin; it reflects peple’s pursuit f 58 (relax) and elegance. Different regins in China have develped distinct tea varieties, such as green tea, black tea, and lng tea, each with 59 (it) unique flavr and preparatin methds.
Tea drinking is clsely cnnected 60 Chinese peple’s daily life. It appears in almst every kind f scial ccasin, frm family gatherings t business meetings. Serving tea t guests is cnsidered 61 plite manner in Chinese culture.
Tday, 62 mdern lifestyles are changing rapidly, the traditin f tea drinking is being preserved and prmted. Many yung peple are keen 63 (learn) tea art and tea ceremnies, helping bring the ancient culture clser t mdern sciety. Sme creative designers cmbine tea culture with mdern design, making it 64 (wide) accepted.
Chinese tea culture, 65 cnnects the past and the present, is nt nly a treasure f China but als a shared wealth f the wrld.
话题：中国茶文化的历史传承与当代发展
文章大意：中国茶文化拥有五千多年悠久历史，是中华文明的重要组成部分。文章介绍了中国传统制茶技艺及其相关习俗入选世界非物质文化遗产、茶文化的内涵与社交功能，并讲述在现代生活快速变迁的背景下，茶文化通过创新融合重新受到年轻人喜爱，成为连接古今、沟通世界的文化瑰宝。
56. were added考点：谓语动词・一般过去时的被动语态
解析：时间状语 In 2022 表明动作发生在过去，主语 traditinal Chinese tea-making techniques and assciated scial practices 为复数，且与 add 为被动关系，表示 “被列入”，故用 were added。
57. used考点：非谓语动词・过去分词作状语
解析：逻辑主语 tea 与 use 为被动关系，表示 “（茶）被用作”，故用过去分词 used 作状语。
58. relaxatin 考点：词形转换・动词变名词解析：介词 f 后需接名词，与 elegance 构成并列宾语；relax 的名词形式为 relaxatin，表示 “放松、闲适”。
59. its 考点：代词・形容词性物主代词
解析：修饰名词 flavr and preparatin methds，指代 each (tea variety)，表示 “它的”，故用 its。
60. with 考点：介词・固定搭配
解析：固定搭配 be cnnected with 意为 “与…… 相关联”，此处表示 “饮茶与中国人的日常生活紧密相连”。
61. a 冠词・不定冠词表泛指
解析：manner 此处为可数名词单数，表示 “一种礼仪”；plite 以辅音音素开头，表泛指用不定冠词 a。
62. thugh/althugh/while 考点：连词・让步状语从句
解析：前后语义存在让步关系 ——“现代生活方式快速变化” 与 “饮茶传统仍被传承弘扬”，三者均可引导让步状语从句。
63. t learn 考点：非谓语动词・不定式
解析：固定搭配 be keen t d sth 意为 “渴望做某事”，此处用不定式 t learn 作宾语。
64. widely 考点：词形转换・副词
解析：修饰过去分词 accepted，需用副词形式，wide 的副词为 widely，表示 “广泛地”。
65. which 考点：定语从句・非限制性定语从句
解析：此处为非限制性定语从句，先行词为 Chinese tea culture（指物），关系词在从句中作主语，故用关系代词 which。
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，你校将为国际留学生组织一日研学活动。现向全校征集研学方案，主题是“传统与现代”（Traditin and Mdernity）。请给负责人Mr. Smith写一封邮件，内容包括：
1. 活动方案；
2. 阐明理由。
注意：
1. 词数80左右；
2. 可适当增加细节，以使行文连贯。
Dear Mr. Smith,
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yurs,
Li Hua
范文
Dear Mr. Smith,
Fr the “Traditin and Mdernity” study trip, I recmmend a rute frm a histrical museum t a digital art gallery.
The jurney wuld begin at the city museum, where a variety f ancient artifacts will immerse students in prfund traditinal culture. Afterwards, we will prceed t the newly-built gallery and explre hw interactive technlgies like VR and hlgrams are used t reinterpret and bring classical masterpieces t life. This past and present dialgue will remind students f the fundamental rle traditin plays in nurturing mdern creativity and innvatin.
I believe it will inspire ur students t rethink hw cultural heritage and mdern innvatin cexist. Thank yu fr cnsidering my prpsal.
Yurs,
Li Hua
话题：给Mr. Smith写邮件，征集国际留学生“传统与现代”主题一日研学方案。
写作思路：李华以邮件形式给负责人Mr. Smith提交研学方案，明确推荐“历史博物馆—数字艺术馆”的研学路线，详细说明活动流程，阐明该路线能让国际留学生感受传统与现代的碰撞、理解文化传承与创新关系的理由，礼貌收尾并期待方案被采纳。
命题解析：
1. 主题聚焦“传统与现代+跨文化传播”，符合高考卷“主题覆盖广泛（文化、科技、校园、社会）”的命题原则；贴合考纲趋势，近年来全国卷高频考查“文化传承”“跨文化交流”相关话题，本题紧扣“立德树人”导向，引导学生传播中华优秀传统文化、思考传统与创新的共生关系。
2. 格式规范：严格遵循邮件“称呼—开篇点题—主体（活动方案、理由）—结尾致谢”结构，格式要求清晰，贴合高考应用文“格式优先”的评分标准，同时限定词数80左右，考查学生语言精炼表达能力。
3. 内容完整性：明确要求涵盖“活动方案”“阐明理由”两大核心要点，需适当增加细节；适配国际留学生研学的场景，方案设计兼顾传统文化传播与留学生接受度，补充VR、全息投影等具体细节，语气礼貌得体，符合跨文化交际语境和邮件写作要求。
评分标准:
内容完整（5分）：涵盖所有必写要点，活动方案具体、理由阐述充分，细节补充合理，不偏离主题；
语言表达（8分）：语法正确，句型多样（定语从句、宾语从句、不定式），词汇恰当（immerse, reinterpret, nurture, life等高频高级词），词数控制精准，兼顾精炼性与高级感；
连贯流畅（2分）：使用“Afterwards”“which”等连接词，善用指代衔接上下文，行文逻辑清晰、流畅无断层。
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。
注意：
1.续写词数应为150个左右；
2.请按如下格式在答题纸的相应位置作答。
Tm placed the newspaper n the table but the actin felt as heavy as a burden. Mary watched her father’s shulders sink. She tk a quick lk at the headline: G fr the City Marathn.
Tm had run every City Marathn fr twenty-three years in a rw. This year, after a rutine health check, his dctr’s quiet “N marathns” changed everything.
When Mary asked why skipping just ne race hurt s much, Tm shk his head and said it wasn’t just the race. He didn’t explain further.
Mary thught she knew why. Fr as lng as she culd remember, her father had trained hard fr the event each year. When she was ld enugh, Tm tk her alng, always encuraging her: “Yu can d it.” As she grew lder, she stpped running, and thse shared mments slipped away. Yet she still remembered the lk f accmplishment (成就) n his face after every finish. The marathn was like an annual ritual that kept fueling his rdinary life.
The next mrning at the table, Mary tld Tm she wuld jin the City Marathn. When she added, “And maybe yu can cach me,” she caught a flash f brightness in his eyes.
“Deal,” he said.
Training began the next day. Since Tm was nt allwed t run, he brught ut his ld red mtrcycle and became Mary’s mving guide. He planned rutes thrugh the quiet rads near their hme: first five kilmeters, then ten, then fifteen. He shuted numbers ver the engine’s nise, threw her water bttles like in a relay, and stuck paper flags n mailbxes: I am strng. I am fast. I am determined. These were the same slgans (口号) he nce used t encurage himself. Nw, they cheered Mary n.
注意：
1. 所续写短文的词数应为150左右；
2.续写部分分为两段，每段的开头语已为你写好；
Paragraph 1:
The training was tugh.





Paragraph 2:
Finally, the big day came.





范文
Paragraph 1
The training was tugh. Mary’s muscles ached after each sessin, and there were mments she wanted t quit. But seeing her father’s unwavering supprt kept her ging. Tm adjusted his caching methds, carefully mnitring her prgress while ensuring she didn’t verexert herself. He even mapped ut a special rute thrugh the park where they used t run tgether, filling the jurney with nstalgic stries f past races. Slwly, Mary’s endurance imprved, and the pain turned int pride.
Paragraph 2
Finally, the big day came. The streets were packed with runners. Tm waited at the starting line, his eyes shining with pride as he handed Mary a small tken fr gd luck. The race was grueling, but every time she felt like slwing dwn, she remembered his wrds: “Yu can d it.” Crssing the finish line, she turned t see Tm waving excitedly frm the sidelines. In that mment, she realized the marathn wasn’t just abut running — it was abut carrying frward the legacy f perseverance and lve they had built tgether.
命题解析:
档次
分值区间
核心评分标准
一档
21-25分
1. 情节：紧扣原文所有伏笔（Tm不能参赛、摩托车陪练、鼓励口号、父女马拉松回忆），衔接自然流畅，完整呈现“训练艰苦→想放弃→父亲陪伴鼓励→能力提升→比赛日→坚持冲线→主题升华”逻辑链，无任何断层和逻辑漏洞，完美承接上文“Deal”的约定。
2. 语言：无考纲外词汇，用词精准贴切（tugh、unwavering、endurance、grueling等），句式多样（简单句、并列句、复合句合理搭配），语法零失误；动作（handed、waving）、心理（wanted t quit、pride）描写生动，画面感强，贴合原文情感基调。
3. 主题：鲜明体现“坚持、父爱、梦想传承”的核心，升华自然（马拉松是父女间 perseverance 和 lve 的传承），价值导向积极，高度贴合原文情感内核。
4. 字数：140-160词，完全符合要求
二档
16-20分
1. 情节：衔接基本合理，涵盖核心情节（训练艰苦、Tm教练指导、参加比赛、成功冲线），但细节稍显单薄，未提及原文“摩托车陪练、鼓励口号、父女旧回忆”等伏笔，逻辑链完整但不够丰满。
2. 语言：用词准确，无生僻词，仅有少量语法错误（如时态不一致、介词误用），不影响句意理解；有简单的动作、心理描写（如tired、tried her best），但不够生动，句式变化较少。
3. 主题：贴合“坚持、父爱”的题意，无偏离，能体现基本的情感内核，但主题升华不够自然。
4. 字数：120-139词或161-180词
三档
11-15分
1. 情节：有基本续写内容，提及训练和比赛，但与原文衔接生硬，逻辑存在漏洞（如未说明Tm如何指导Mary，直接写Mary参加比赛；未呼应“医生禁止Tm参赛”的前提，出现Tm陪跑的不合理情节），未完整呈现核心逻辑链。
2. 语言：词汇使用有限，多为简单词汇，语法错误较多（如主谓不一致、句式杂糅），缺乏动作、心理等描写元素，表达较为平淡。
3. 主题：基本扣题，能隐约体现“坚持”的主题，但“父爱、梦想传承”未体现，主题不鲜明。
4. 字数：90-119词或181-200词
四档
6-10分
1. 情节：内容碎片化，与原文主线脱节，无合理情节发展（如仅简单写“Mary训练了很久，然后参加了比赛，跑完全程”，未提及Tm的作用，未体现训练的艰苦，与原文伏笔无任何关联）。
2. 语言：大量语法错误，用词不当（如用hardly代替hard，用succeed代替success），表意模糊不清，多为简单句堆砌，无任何描写元素。
3. 主题：明显偏离原文“坚持、父爱、梦想传承”的核心，仅提及马拉松，未体现任何情感和价值导向。
4. 字数：50-89词
五档
0-5分
1. 未续写、内容抄袭或与原文完全无关
2. 字数不足50词；字迹潦草无法辨认