河南省创新发展联盟2025届高三下学期一模英语试卷（学生版）

这是一份河南省创新发展联盟2025届高三下学期一模英语试卷（学生版），共10页。试卷主要包含了5分，满分37等内容，欢迎下载使用。
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，并在答题卡上将该项涂黑。
A
The Gardner Museum is a wnderful and family-friendly place t visit. The fllwing is sme infrmatin yu shuld knw befre yu g.
Admissin Prices
Adults: $20
Senirs (65 and up): $18
Students: $13
Children (5 and under): Free
·Anyne f 5 and under receives free general admissin year-rund; every day we’re pen. We’ve ffered this prgram fr decades, ur recrds indicating that Bstn Public Schls (BPS) students were first ffered free admissin in 1935.
·Thinking Thrugh Art (TTA): The Gardner Museum’s TTA prgram is a partnership with 34 BPS, which includes free general admissin fr students and teachers, subsidized (受补助的) bus transprtatin, and free family passes fr TTA students.
·Free First Thursdays: After 3 pm, the first Thursday f each mnth, the Gardner Museum is free fr all t enjy.
What Can I See And D During My Visit?
The Museum created its installatins t call up an emtinal respnse in visitrs. That’s why, unlike ther institutins, there aren’t cnventinal labels in this museum. It wants yu t find yur wn meanings. T learn mre abut the cllectin, yu can use ur digital guides and maps n yur phne r mbile device.
What Can I Bring With Me?
·Yur wn headphnes t listen t ur audi guides n yur smart phne
·Bags smaller than 12 in. × 12 in.
What Can’t I Bring With Me?
·Outside fd and/ r drink
·Bags, backpacks, and luggage larger than 12 in. × 12 in.
1. Hw much shuld a TTA student pay t visit the Gardner Museum with his parents?
A. $20.B. $49.C. $53.D. Free.
2. What makes the Gardner Museum different frm thers?
A. It is all digitally cntrlled.B. Traditinal labels are absent there.
C. It ffers visitrs hands-n experiences.D. Interactin is encuraged amng visitrs.
3. What can we knw abut the Gardner Museum?
A. It was established in 1935.B. It gets financial supprt frm 34 BPS.
C. It prvides digital guides t visitrs.D. It desn’t allw visitrs t bring bags.
B
I was staying n the island f Ks and the friend I have there wanted t shw me a nice beach n the island f Telends. T visit Telends, we had t take the bat t Kalymns, drive thrugh the island t the ther side and take the bat t Telends frm there. This shrt drive thrugh Kalymns was enugh fr me t appreciate the island’s beauty.
Kalymns is wrld-famus fr its spnge (海绵) divers, s I wanted t meet at least ne. I had been tld that they were suppsed t be difficult-t-reach peple. In fact, my experience was ut f kilter with this widely-held view. Five minutes after I arrived, I met Antnis, wh was selling his spnges n his bat by the harbur. Thrugh a brief exchange, I learned he used t be a spnge diver, but nw he has retired.
I asked him whether he had a warehuse (货仓) where we culd g tgether. He was surprised and tld me that there was nt much t see r phtgraph in his warehuse. He gave me directins t mre mdern nes. When peple say things like that t me, I knw that this is the place I will prbably be phtgraphing. Hwever, I tk the time t g and see the mdern warehuses, which I didn’t care fr t much, phtgraphically speaking. Just by chance, I saw Antnis wandering arund. I asked him again if we culd g t his warehuse. It was nt far away, s he agreed.
As I had expected, his warehuse was a feast fr my eyes. It was just what I had in my mind. I wasted n time and asked t take his pht.
As I traversed the island, the sight f traditinally clthed wmen gt psitive reactins, even frm lcals nt accustmed t such dresses. A vluntary visit t an elderly villager’s hme, warmly welcmed, added a clse tuch t my cultural jurney.
4. What des the underlined part “was ut f kilter with” mean in paragraph 2?
A. Was cntrary t.B. Cast light n.
C. Was cnsistent with.D. Had smething t d with.
5. Hw did Antnis react t the authr’s request t visit his warehuse at first?
A. Excitedly.B. Unwillingly.C. Impatiently.D. Anxiusly.
6. Why did the authr shw little interest in mdern warehuses?
A. They were nt easy t reach.
B. He didn’t find them well-equipped.
C. They were nt appealing fr phtgraphy.
D. He didn’t trust what Antnis had recmmended.
7. What is the authr’s purpse in writing the text?
A. T display the natural beauty n Kalymns.
B. T shw the daily life f the lcals n Kalymns.
C. T share his persnal travel experience n Kalymns.
D. T intrduce the unique prfessin f spnge divers n Kalymns.
C
Sme bird species are knwn fr their vcal learning (声音学习) abilities. T get a better grasp f vcal learning and cgnitin (认知), the study authrs turned t sngbirds, the majrity f whm pssess the vcal learning ability. “Of all the bird species in the wrld, sngbirds make up half that number. They live well n every cntinent except Antarctica,” explains Erich Jarvis, a prfessr at Rckefeller University wh studies the neurbilgy f vcal learning. “It seems like nce vcal learning evlved, there was a lt f speciatin and diversity.”
The team perfrmed seven cgnitive experiments n 214 sngbirds frm 23 different species. Of these, 21 species were caught frm the wild in New Yrk. Tw sngbirds studied, zebra finches and canaries, are dmesticated. The behaviral tests examined the birds’ prblem slving, fr instance, by figuring ut hw t remve an bject t access the fd reward. The researchers als measured tw ther skills ften assciated with intelligence: learning by assciatin, plus what’s called reversal learning (反转学习), in which an animal adjusts its behavir t get a reward. They then lked at whether being vcal learners helped develp the three skills, cmparing 21 bird species t tw thers, wh were nt vcal learners.
The bilgists nticed a strng relatinship between vcal learning and prblem-slving skills. Vcal learning bird species culd cme up with innvative ideas, such as getting seeds r a wrm (虫子) trapped under a cup by remving the bstacle, piercing it, r pulling it apart. But at the same time, the ther tw sngbirds, zebra finches and canaries, didn’t shw this ability. “It’ s pretty surprising that these tw skills are related t intelligence but nt the ther characteristics we measured,” explains Jarvis. All three abilities — prblem slving, assciative learning, and reversal learning — are typically cnsidered cmpnents f intelligence,” he says.
This desn’t mean that the tw bird species wh were nt vcal learners were stupid. Instead, it shws they did nt evlve this ne particular frm f intelligence. “We have t be careful and very specific when we talk abut intelligence because it really depends n which characteristics we are talking abut,” Jarvis explains.
8. Why were the sngbirds chsen as subjects f the study?
A. They shw an ability in vcal learning.B. They exist in large quantities in nature.
C. They have relatively high intelligence.D. They enjy a great diversity in species.
9. What des the secnd paragraph mainly describe?
A. The cgnitive ability f the sngbirds.B. The prcedure f the experiments.
C. The thery behind the experiments.D. The perfrmance f the sngbirds.
10. Hw did the dmesticated sngbirds prbably behave in the experiments?
A. They shwed excellent prblem-slving skills.
B. They failed t get the wrm by remving a cup.
C. They paid n attentin t the seeds under a cup.
D. They adjusted their behavir well in assciative learning.
11. What message des the last paragraph imply?
A. Birds can be trained t be gd vcal learners.
B. Intelligence can be imprved thrugh learning.
C. Sngbirds pssess a much higher level f intelligence.
D. Intelligence has t be defined based n specific characteristics.
D
Histrically, a university’s primary rle has been t ensure students’ utstanding perfrmance academically, but higher educatin can als change lives by supprting their well-being. Despite grwing evidence f the imprtance f students’ well-being and an abundance f best practices, mst institutins have yet t priritize it as much as they d with enrllment (入学), graduatin and grades.
A new study led by University f Maine researchers prvides guidance n hw institutins can supprt and imprve students’ well-being, and breaks dwn the varius benefits fr learners during and beynd their university career.
The study defines well-being as a cmbined sense f belnging, agency, purpse, identity, citizen engagement and financial stability. Quting a lng-term investigatin, researchers identified key student experiences that result in imprved well-being later in life: wrking at a jb r internship (实习); cnducting a prject that takes a semester r lnger t cmplete; extensively participating in extracurricular (课外的) activities; having at least ne prfessr wh either persnally cares abut their students, and encurages them t pursue their gals r makes them excited t learn.
“There is a grwing recgnitin f the imprtance f affective student utcmes such as a sense f belnging and agency, as well as a wealth f evidence shwing that student-centered practices can meaningfully supprt these. We hpe that this will encurage ther educatrs t cnsider hw t supprt well-being in their wn learning cntext,” said Hlly White, lead researcher.
Researchers identified six guiding principles fr imprving students’ well-being, amng which are Research Learning Experiences (RLEs). Accrding t researchers, RLEs encurage “partner relatinships and a sense f belnging, as well as develping agency, purpse and identity thrugh enriching research experiences.” “A unique feature f ur RLEs is that they are pen t all entering first-year students, n matter what prir experiences students may have had. Our early results n the psitive impact f RLEs n students’ verall well-being are very encuraging.” said Jhn Vlin, study c-authr.
“I think it’s really imprtant t recgnize that we can supprt students’ well-being and learning. These tw aspects are nt cntradictry r in a zer-sum situatin. It als desn’t have t be ne r the ther.” White said.
12. Which may fail t imprve students’ well-being accrding t the text?
A. Gaining an internship pprtunity.
B. Engaging in after-class activities widely.
C. Carrying ut a lng-term prject with thers.
D. Having a prfessr wh is strict abut their study.
13. What can we knw abut RLEs?
A. They have been practiced in many universities.
B. They are mainly targeted at students lacking in experience.
C. They play a psitive rle in enhancing students’ well-being.
D. They are the best methd amng the guiding principles identified.
14. What d White’s wrds in the last paragraph suggest?
A. Student learning is mre imprtant than well-being.
B. Universities shuld take students’ well-being mre seriusly.
C. It is difficult t supprt students’ well-being in many universities.
D. Universities can help with students’ well-being and studies at the same time.
15. What is the best title fr the text?
A. Research n Imprving Students’ Well-Being
B. Challenges in Supprting Students’ Well-Being
C. The Rle f Research Learning Experiences in Universities
D. The Imprtance f Students’ Well-Being in Higher Educatin
第二节(共5小题;每小题2.5分，满分12.5分)
根据短文内容，从短文后的选项中选出能填入空白处的最佳选项，并在答题卡上将该项涂黑。选项中有两项为多余选项。
Yu’re prbably familiar with the term “zer waste”. It gets mentined frequently alngside climate change and glbal warming. The energy used in incinerating (焚烧) waste is quickly warming the earth. S, maybe it’s time t cnsider it seriusly. Starting yur jurney t a zer-waste lifestyle may be difficult. ____16____. The sner yu can start making even small changes, the better. The fllwing are tips fr wrking yur way int a zer-waste lifestyle.
☆Reduce packaging
One step yu can take is t reduce the amunt f packaging yu’ re purchasing. Sure, thse snack packs f chips may be great fr prtin cntrl, but the same effect can be achieved by buying them in bulk (散装) and separating them int separate, reusable cntainers. ____17____. Nt nly are yu supprting the small businesses in yur cmmunity, but yu’ re als reducing the amunt f trash yu’ re prducing. Yu can even bring yur wn bags!
☆Use reusable bags
On the tpic f bags, it’s time t stp using plastic grcery bags as well. In fact, since many grcery stres have started charging fr bags, there’s been a decrease in bags bught. Oftentimes, the mney spent n thse bags has been funneled int cmmunity recycling resurces. ____18____, which is great news fr the envirnment.
☆____19____
Yu can buy reusable bags in a lt f shps nw, and yu dn’t even have t g fr the branded nes. If yu’ re feeling mre fashin-frward, there are a lt f grgeus grcery bags n the market. And if yu’re handy, yu can even crchet (编织) ne using the plastic bags yu already have n hand.
☆G t yur lcal thrift stre (旧货店)
Thrift stres are als great fr husehld items like dishes, linens, and tys fr children. Instead f buying a cheap sweater frm ne f the many fast fashin brands ut there, try checking ut a lcal r nline thrift stre. ____20____.
A. Stay away frm single-use items
B. Avid items with a single functin
C. Plenty f high-quality clthing ends up there
D. Hwever, every persn matters in this situatin
E. Sme cities have even gne s far as t ban them
F. Yu can shp fr items made frm natural materials
G. Try shpping at yur lcal fd stres fr yur essentials
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，并在答题卡上将该项涂黑。
Hannah White’s mther was in hspital fr pneumnia (肺炎). After sme ____21____, she was ding well in the beginning. Hwever, she suddenly went int a terrible cnditin. Dctrs were unsure f her safety, ____22____ her relatives t cme t the hspital as sn as pssible.
Hannah, wh was in Dallas, bked the first flight the next day with a (n) ____23____ in Minneaplis Airprt. When Hannah was waiting ____24____ at the airprt, an annuncement frm the wrkers almst ____25____ her plan. Due t mechanical issues, her flight was delayed at Dallas Frt Wrth Internatinal Airprt, which meant she wuldn’t arrive at Minneaplis Airprt ____26____, and there was a pssibility that she wuldn’t be able t ____27____ her mther fr the last time.
Thugh Hannah accepted the fact, she didn’t ____28____. Hannah apprached a wrker, wh ____29____ she culd re-bk fr the next day. ____30____, she began t cry, explaining her stry t the wrker, wh was emtinal and ____31____ her stry. T Hannah’s great relief, they cntacted Minneaplis Airprt, asking them t wait fr her. A passenger even gave her a map abut the airprt t let her get ff the plane ____32____.
Finally, Hannah made it thanks t the strangers’ ____33____. Hannah’s mther passed away the next day. Hannah expressed her thankfulness t the tw airprts, saying that they gave her the gift f ____34____.
The airline’s spkespersn said they were glad t help fr they ____35____ the significance f such mments.
21. A. judgmentB. treatmentC. preparatinD. cnsultatin
22. A. allwingB. prmisingC. urgingD. accmpanying
23. A. cnnectinB. explratinC. checkD. impressin
24. A. aimlesslyB. peacefullyC. anxiuslyD. tirelessly
25. A. spedB. recveredC. imprvedD. ruined
26. A. n scheduleB. withut effrtC. in persnD. by chice
27. A. prtectB. seeC. examineD. save
28. A. panicB. respndC. hesitateD. quit
29. A. ntedB. agreedC. recalledD. realized
30. A. MvedB. SurprisedC. DisappintedD. Cnfused
31. A. questinedB. sharedC. enjyedD. remembered
32. A. quicklyB. secretlyC. nrmallyD. safely
33. A. invitatinB. encuragementC. assistanceD. suggestin
34. A. timeB. hnestyC. curageD. respnsibility
35. A. prvedB. requiredC. verlkedD. understd
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，并将答案填写在答题卡上。
The Xi’an City Wall is China’s largest and best-preserved ancient city wall, lcated in the heart f Xi’an, Shaanxi Prvince. ____36____(rise) 12 meters in height, the wall has a tp width f 12-14 meters and a base width f 15-18 meters, spanning a length f 13.74 kilmeters. It was ____37____(initial) cnstructed in 1370 and cmpleted in 1378, built upn the fundatins f the Imperial City during the Sui and Tang dynasties.
Within the city wall is an area cmmnly referred t ____38____ the “Ancient City”. There are fur main city gates: Changle Gate (East Gate), Yngning Cate (Suth Gate), Anding Gate (West Gate), and Anyuan Gate (Nrth Gate), ____39____ were riginally parts f the ancient city wall. Over the years, ____40____ (facilitate) access t the Ancient City, additinal gates have been pened, bringing the ttal number f gates t 18.
The Xi’an City Wall is a mnumental frtificatin system that includes defensive ____41____(feature), such as mats (护城河), drawbridges, sluice gates, watchtwers, battlements (防城墙), crner twers, enemy twers, and parapets. At each crner f the wall, there is a crner twer, and utside the wall ____42____ (lie) a mat. The utside part f the wall ____43____ (strengthen) with battlements. On the inner side, there is a shrter wall called a parapet, r “female wall”, ____44____ (design) t prevent sldiers frm falling while patrlling.
Every 120 meters alng the wall, there is an enemy twer prjecting utward beynd the wall’s surface. The distance between these enemy twers is half the effective range f a bw and arrw, making _____45_____ easier t target enemies frm the sides. In ttal, there are 98 enemy twers n the wall.
第四部分 写作(共两节，满分40分)
第一节(满分15分)
46. 假定你是李华，某英文报正在就“中学生是否可以在社交媒体上发布视频”话题征询意见。请你给该报编辑写封邮件，内容包括：
1.你的观点；
2.你的理由。
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。
Dear editr,
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yurs,
Li Hua
第二节(满分25分)
47. 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
When I was in secnd grade, I had a teacher named Mr. Applebaum. He was a tall man with a kind smile, the srt f teacher wh always seemed t ntice the little things abut his students. He paid attentin nt just t what we did, but t wh we were. I didn’t knw it then, but that year he surely changed the curse f my life.
I wasn’t particularly gd at math r spelling. My handwriting was messy, and I was terrible at staying in the lines when we did clr painting. But I lved t draw. Whether it was the break, snack time, r during lessns, I was always ddling (涂鸦). My ntebks were filled with animals, smiling suns, and superheres with ddly shaped capes. I didn’t think much f it at the time; drawing was just smething I lved t d.
One afternn, as we were packing up t g hme, Mr. Applebaum called me ver t his desk. I remember feeling a pang f nervusness — had I dne smething wrng? But when I gt there, he wasn’t hlding a stack f unfinished math wrksheets r pinting t the classrm rules. Instead, he held ut a blue three-ring binder (活页夹) filled with blank lse-leaf paper.
“This is fr yu,” he said, placing it in my hands. I stared at it, puzzled. “I ntice yu like t draw,” he cntinued. “I thught yu might need a place t keep all yur wrks.”
I dn’t think I fully understd what he was giving me at that mment. It wasn’t just paper and a binder. It was the idea that my passin fr drawing wasn’t just a pastime but smething wrth encuraging. T an eight-year-ld, it felt like magic — like being handed a key t a secret dr.
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。
Frm that day n, the blue binder was by my side at all times.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Nticing my prgress, Mr. Applebaum encuraged me t take part in a cmpetitin.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________