高考英语二模模拟卷01（广东专用）（考试版）

这是一份高考英语二模模拟卷01（广东专用）（考试版），共11页。
（考试时间：120分钟 试卷满分：150分）
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.
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.
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.
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?
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.
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
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.
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
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.