注意事項(xiàng)：
1．答卷前，考生務(wù)必將自己的姓名、考生號等填寫在答題卡和試卷指定位置上。
2．回答選擇題時(shí)，選出每小題答案后，用鉛筆把答題卡對應(yīng)題目的答案標(biāo)號涂黑。如需改動，用橡皮擦干凈后，再選涂其他答案標(biāo)號。回答非選擇題時(shí)，將答案寫在答題卡上。寫在本試卷上無效。
3．考試結(jié)束后，將本試卷和答題卡一并交回。
第二部分 閱讀(共兩節(jié), 滿分50分)
第一節(jié)(共15小題:每小題2.5分, 滿分37.5分)
閱讀下列短文, 從每題所給的A、B、C、D四個選項(xiàng)中選出最佳選項(xiàng)。
A
Belw are stries f kids wh saw a need in the wrld and set ut t fix it. Hearing the stries will inspire genersity and charity in yur wn kids.
Janine Licare and Aislin Livingstne — Kids Saving the Rainfrest: Janine and Aislin were 9 when they saw the rainfrest disappearing in Csta Rica. Dissatisfied with hw their dnatins were being spent by ther rainfrest charities, they began their wn rganizatin—Kids Saving the Rainfrest.
Austin Gutwein — Hps f Hpe: At 9, Austin watched a vide f children wh had lst their parents due t AIDS. Mved by this, Austin decided t rganize a charity called Hps f Hpe. Thrugh spnsrships, the participants have raised ver $2.5 millin t prvide thse kids with access t fd, clthing and shelter. Hwever, Hps f Hpe is nw clsed.
Mackenzie Bearup — Sheltering Bks: Mackenzie was 13 when she began cllecting children’s bks fr shelters in and arund Alpharetta, Gergia. It sn became a family prject with her tw brthers wrking alngside her. In ttal, they have cllected and dnated ver 360,000 bks fr shelters acrss the wrld.
Annie Wignall — Care Bags Fundatin: At 11, Annie began the Care Bags Fundatin when she discvered there were many kids in crisis situatins wh had t leave their hmes with very few belngings. Annie’s rganizatin creates and distributes fabric care bags filled with essential and cmfrting items fr needy children.
1．What mtivated Janine and Aislin t start their rganizatin?
A．Ideas fr visiting the rainfrest in Csta Rica.
B．Dissatisfactin with hw dnatins were used.
C．Inspiratin frm ther rainfrest rganizatins.
D．Determinatin t raise mney fr the rainfrest.
2．What is special abut Austin Gutwein’s charity rganizatin?
A．It is shut dwn nw.B．It is in the charge f kids.
C．It has cllected millins f bks.D．It ffers help t all children.
3．Wh might be the text intended fr?
A．Students.B．Parents.C．Dnrs.D．Teachers.
B
In 2019, Plly Greenblatt set a prfessinal gal t integrate the design thinking prcess int classrm curriculums. This apprach fcuses n creating effective slutins fr thers thrugh deep understanding, rather than emphasizing success r mney.
“I think it’s imprtant t include understanding thers in curriculums because we’ve becme such a glbal sciety, but we all still kind f live in ur wn little bubble. Sme f ur kids dn’t really g utside f ur twn,” said Greenblatt.
Greenblatt decided the best prduct t develp with this prcess wuld be a pair f shes. She nticed when first graders tried designing a backpack fr a friend, they wuld fcus n their wn needs. “Shes weren’t t far ut f the wrld f their wn little reality, but they were cmpletely remved frm themselves,” she said.
The cncept was that students wuld research the jurney t schl children frm different regins f the wrld experienced, then create a she design fr them.
The students watched dcumentaries, researched and even walked n Legs withut shes t better understand the challenges children in ther regins faced.
T help deepen the learning n a scientific level, Greenblatt encuraged kids t use animal adaptability features. “Elementary kids dn’t have the limitatins in their brain f, ‘Oh, that’ s nt pssible, ‘r’ That’s gnna cst t much mney,” Greenblatt said. “One student came up with the idea that like, starfish grw and if we made shes ut f a starfish type skin, that it culd grw with the kid as their ft was grwing. Ideas like that might nt be pssible nw, but they’re ging t be.”
Once their ideas were generated, the students were able t put them t the test. If an idea didn’t wrk tward their gal, they were encuraged nt t give up, but instead t g back in the prcess and adjust, r try a new idea.
“Nw, ur kids are able t care abut kids arund the wrld, and literally put them in their shes, we think ur kids will make better glbal citizens fr ur wrld.” Greenblatt said prudly.
4．What did Greenblatt intend t d?
A．Distinguish her prfessin.B．Teach mney-making methds.
C．Prmte the schl beynd the twn.D．Develp students’ glbal awareness.
5．Why did Greenblatt chse shes fr her students t design?
A．T relate them t thers.
B．T challenge them mentally.
C．T imprve their design ability.
D．T draw their attentin t real life.
6．Hw did the starfish idea sund t Greenblatt?
A．Absurd.B．Creative.C．Practical.D．Cstly.
7．What were the students encuraged t d during testing?
A．Cncentrate.B．Supervise.C．Persevere.D．Cmpete.
C
In 1993, a ship sailed int the Pacific Ocean carrying nearly 1,000 punds f irn, then dumped it all int the waves. The next mrning, the water turned a little greenish due t newly emerged phytplanktn (浮游生物). The micrrganisms, which need irn t grw, draw CO? ut f the air.
Fertilizing the cean with irn is a frm f geengineering, a set f technlgies fascinating fr their ptential t meaningfully impact Earth’s systems, and cntrversial fr the same reasn. As the planet heats, geengineering is emplyed t manipulate (控制) it in nvel ways, whether researchers mist the skies with sea salt t increase hw much sunlight cluds reflect r invent machines t suck greenhuse gases ut f the atmsphere. Engineering hme-grwn planktn sunds like a less dramatic apprach. But the field is s new that scientists dn’t yet knw whether geengineering with micrrganisms wuld really be a gentler frm f climate interventin. Micrbes, after all, play enrmusly cnsequential rles in the wrld arund us and within us. Fr the best chance f keeping Earth liveable, scientists need t understand exactly hw the micrscpic creatures might be useful, and perhaps even preferable t the mre sci-fi appraches t cling ff the wrld.
One favred apprach centers n methane, a greenhuse gas accunting fr 30% f the rise in glbal temperature. Mary Lidstrm, a prfessr, is wrking n genetically mdifying bacteria that naturally cnsume methane, s that the micrbes pull even mre gas frm the air. The bacteria wuld live inside facilities knwn as bireactrs. They culd be psitined near knwn methane surces — landfills and wetlands — t minimize the amunt f methane that makes it int the air.
Scaling up any kind f climate engineering is tricky. Significantly slwing warming caused by methane wuld require abut 300,000 bireactrs t be active fr 20 years. And the dwnstream effects are difficult t predict, let alne cntain. Fr example, the irn put int the Pacific Ocean culd have cnsequences fr ther regins f the wrld’s seas.
Als, there’s nearly as much uncertainty abut intended effects. Scientists dn’t knw fr sure hw effective these cncepts will prve t be. The 1993 ship expeditins, fr example, didn’t stick arund very lng; the jurneys were expensive, and scientists culdn’t remain at sea t determine what exactly was happening in the depths. Carbn stlen ut f the atmsphere shuld remain buried fr at least a century fr maximum impact Yet it’s entirely pssible that if the phytplanktn desn’t sink t deep enugh waters, it just gets eaten by the rganisms in the surface cean, and that CO? just returns t the atmsphere.
The htter the planet gets, the mre attractive geengineering will likely seem. Shrt f large-scale behaviral changes glbally, we d seem t be cmmitting urselves t an engineered slutin n ur current rutes. We might have t decide, sner than we think, which levers we need t pull, large r small.
8．What can we learn abut geengineering?
A．Ocean irn-fertilizatin is n the hrizn.B．Sunlight-reflectin methd is cst-effective.
C．Methane-eating bacteria are being imprved.D．Gas-sucking machine is a theretical cncept.
9．What can we infer frm Paragraph 4 abut the geengineering appraches?
A．Their impact n the ecsystem is verlked.B．Their implicatins are hard t anticipate.
C．They call fr decades f preparatin.D．They are mnitred cntinuusly.
10．The irn-fertilizatin experiment may achieve its intended effects if __________.
A．the target micrbes surviveB．carbn is stred separately
C．the phytplanktn grws fasterD．mre deep-sea rganisms are tested
11．What might be the best title fr the passage?
A．Hw Will Geengineering Better Earth’s Systems?
B．Hw t Cl the Wrld Withut Blcking the Sun?
C．Hw t Steal Carbn with Sci-fi Appraches?
D．Hw Can the Engineered Slutin Deliver?
D
Penguins swim with speed and grace, but n land, they’re an adrable mess, lifting their fat bdies t and fr t mve ne little leg in frnt f the ther. Hwever, the cartnish walk is amng the mst efficient in the animal kingdm.
Back in 2000, Timthy M. Griffin f the University f Califrnia at Berkeley and Rdger Kram f the University f Clrad studied the bimechanics f the penguin’s classic waddle (搖擺地行走). They persuaded five emperr penguins t waddle acrss a special platfrm designed t measure the frce f each step, alng with the directin f that frce and the speed at which each bird was mving. They fund penguins’ shrt legs and big feet might nt be the best tls fr getting arund n land, but waddling is the best way t use the tls they’ve gt.
Walking efficiency desn’t just cme dwn t bnes and muscles—it’s als abut the way we use them. The human gait (步態(tài)) is impressively efficient, mstly because we fall frward, using the help f gravity t push us frward. That extra help saves us 65 percent f the energy ur muscles wuld need if we relied n their frce alne. That 65 percent figure is knwn as ur energy recvery rate. Griffin and Kram measured emperr penguins’ energy recvery rate. It was 80 percent- -amng the highest f any land animal.
Hwever, that desn’t mean penguins dn’t use much energy t get arund n land. They expend twice as much energy as any ther land animal their size n dry lands. Having shrt legs and big feet that are difficult t mve alng the grund is the steep price they pay fr being gd swimmers. Still, with their regular lng and hard jurney t nesting grunds and the ease with which they hp ver bstacles and climb ver slpes, they’re nt ding t badly fr themselves.
In fact, penguins may help humans ut in the lng run. “Our knwledge gained frm penguins prvides nvel insight int the gait mechanics f humans with increased lateral (橫向的) mvements, such as in pregnant wmen r fat individuals,” Griffin said. “This infrmatin may lead t imprved understanding, evaluatin and treatment f individuals with gait disabilities.”
12．What’s the primary fcus f the study cnducted in 2000?
A．The energy efficiency f penguins’ walking gait.
B．The frce used when penguins swim and waddle.
C．The parts f the bdy invlved in penguins’ mvement.
D．The reasns why penguins swim faster than they walk.
13．Why is the human gait cnsidered efficient accrding t the text?
A．It minimizes lateral mvement.B．It relies heavily n muscle frce.
C．It requires less energy than penguins.D．It uses gravity t assist frward mvement.
14．Why d penguins cnsume mre energy than ther land animals f similar size?
A．It’s difficult fr them t adapt t land envirnments.
B．Their legs are t shrt t supprt efficient mvement.
C．Sme f their physical features make mvement hard.
D．Their unique waddling style requires mre muscle effrt.
15．Hw might the study f penguins’ gait benefit humans?
A．It helps humans cnserve energy while walking.
B．It increases humans’ speed f lateral mvement.
C．It prvides insights int gait mechanics fr certain individuals.
D．It helps design better shes fr pregnant wmen and fat individuals.
第二節(jié)(共5小題:每小題2. 5分, 滿分12. 5分)
閱讀下面短文, 從短文后選項(xiàng)中選出可以填入空白處的最佳選項(xiàng)。選項(xiàng)中有兩項(xiàng)為多余選項(xiàng)。
Hw t Imprve Debating Skills
Debating is a subjective judgment, s debaters may apply different methds at different times. 16 . They can help yu get yur pints acrss clearly and effectively, leaving little rm fr yur ppnents t questin and inspiring respnses and participatin f the audience.
Strategic Arguments
Organize yur thughts befre yu speak. Befre yu start, think thrugh the chrnlgical rder (時(shí)間順序) in which yu want t present yur statements. Then, start with a pwerful statement and supprt yur cmments with research and viewpints frm prfessinals in the field. 17 . S the listeners and ppnents will examine what might happen if they chse nt t supprt yur arguments.
18
Fcus n ways yu might imprve yur bdy language. Signs f cnfidence might include a firm standing psture with few mvements. Make eye cntact with yur ppnent when pssible, but dn’t stare him dwn. Stand straight, s yur ppnent desn’t think yu’re bred r lazy. Signs f nncnfidence might include running yur hands thrugh yur hair, tuching yur face and staring at yur ntes withut lking up r tapping yur pencil n the pdium.
Respectful Tnes
19 . Always avid whispering, cmplaining and yelling since they infrm thers yu’re verwhelmed by emtin and can’t present lgical arguments. Increase yur vlume slightly t stress extremely imprtant details. When respnding t yur ppnent’s arguments, use a firm, respectful tne.
Oppsing Viewpints
Address yur ppnent’s viewpints head-n and dn’t beat arund the bush. Prve t the judges and the audience that yu are willing t analyze viewpints frm all angles. Yu might plitely mentin flaws in yur ppnent’s line f reasning r address factual errrs. Yu can als agree with part f yur ppnent’s argument. 20 .
On the whle, hw t persuade the audience, invking intelligent respnses and enthusiastic participatin are debating skills wrth mastering.
A．Apprpriate Gestures.
B．Cnfident Bdy Language.
C．Cnclude yur argument with cnvincing details.
D．An effective debate is rganized, strategic and persuasive.
E．Hwever, sme skills generally apply t all frms f debate.
F．Meanwhile, shw ways that the argument desn’t hld up as a whle.
G．Create and maintain a tne that is respectful and easy t listeners’ ears.
第三部分語言運(yùn)用(共兩節(jié)，滿分30分)
第一節(jié)(共15小題:每小題1分，滿分15分)
閱讀下面短文, 從每題所給的A、B、C、D四個選項(xiàng)中選出可以填入空白處的最佳選項(xiàng)。
Over 200 residents f Beckenham, sutheast Lndn, had raised nearly ￡ 3 000 t send Paul Spiers, a well-liked street cleaner, n a summer break t Prtugal. Hwever, he culdn’t g n a crwdfunded (眾籌) hliday because his 21 , Velia, had rules against accepting gifts. But then, the travel cmpany On the Beach 22 a special “cmpetitin” with very 23 entry requirements: Yu must be 64 years ld, have the last name Spiers, be a street cleaner in Beckenham, and be 24 by yur cmmunity. Nt surprisingly, Paul wn. Finally, Velia 25 him t accept the￡ 3 000 hliday vucher (代金券) as a“prize”.
Paul’s 26 t his jb was evident in the little things he did every day. Fr instance, he nce fund a lst wallet while 27 the streets and went ut f his way t return it t its wner, wh then expressed great 28 . His friendly greetings and cheerful spirits 29 brught smiles t the residents he served.
A cmpany 30 said, “We have n bjectin t him accepting his win. We are very thankful fr the supprt and 31 shwn by the cmmunity t Paul, wh, alng with a hardwrking street cleaning team, 32 in keeping Brmley’s streets clean.”
Paul’s stry is an example t the 33 ne persn can have n a cmmunity thrugh devtin. The residents’ 34 t reward him shw hw much they 35 his hard wrk and psitive attitude.
21．A．clleagueB．a(chǎn)ssistantC．emplyerD．partner
22．A．canceledB．createdC．cnveyedD．cmpleted
23．A．secretB．essentialC．specificD．familiar
24．A．respectedB．a(chǎn)ccmpaniedC．evaluatedD．declared
25．A．a(chǎn)dvisedB．directedC．a(chǎn)ppealedD．permitted
26．A．dedicatinB．cmbinatinC．preferenceD．a(chǎn)ppetite
27．A．wanderingB．sweepingC．a(chǎn)ppreciatingD．intrducing
28．A．impressinB．prmtinC．gratitudeD．cperatin
29．A．bviuslyB．cnstantlyC．a(chǎn)pprximatelyD．exactly
30．A．schlarB．participantC．cmmitteeD．representative
31．A．a(chǎn)chievementB．recgnitinC．cmmitmentD．reputatin
32．A．cmes t lightB．has a gd timeC．gives a handD．cuts abve the rest
33．A．impactB．favrC．justiceD．pwer
34．A．tendenciesB．requestsC．effrtsD．struggles
35．A．persuadeB．encurageC．a(chǎn)nalyzeD．a(chǎn)ppreciate
第三部分語言運(yùn)用(共兩節(jié)，滿分30分)
第二節(jié)(共15小題:每小題1分，滿分15分)
閱讀下面短文，在空白處填入1個適當(dāng)?shù)膯卧~或括號內(nèi)單詞的正確形式。
Due t visa-free plicies and ptimized (優(yōu)化的) measures, mre and mre internatinal travelers are cming t China. Anna Bndarenk, frm Russia, had a blast (狂歡) in Tianjin. 36 (study) business administratin in Shanghai fr almst tw years, Bndarenk has traveled t several places arund China. “I lve traveling t big cities like Beijing and Shanghai and smaller destinatins like Zhuzhu and Changsha in China. I think every city has its 37 (distinct) atmsphere,” she says. As she shares her travels arund China n ppular scial media platfrms like Instagram, she finds that many f her 30 000 fllwers are amazed by the 38 (diverse) f the cuntry’s turism resurces. “They leave cmments saying that Suzhu, in Jiangsu Prvince, lks like Venice 39 has unique characteristics,” says Bndarenk.
Bndarenk is amng mre than 100 travel influencers frm 40 the wrld wh were invited t attend the Glbal Traveler (Tianjin) Cnference in mid-September. The event 41 (hst) by majr dmestic travel agency Trip.cm Grup and glbal travel review platfrm TripAdvisr, 42 sught t bst the cuntry’s culture and turism industries. The gal was 43 (have) the attendees recrd and share what they saw in the cuntry. This was intended t cntinue t fuel the “China Travel” craze, which has becme 44 buzzwrd (流行詞) n verseas scial media where an increasing number f internatinal travelers have psted phts and vides that ffer fresh 45 (perspective) f the cuntry.
第四部分 寫作(共兩節(jié), 滿分40分)
第一節(jié)(滿分15分)
46．假定你是李華，就讀于某國際學(xué)校。你校圖書館招募志愿者，需要協(xié)助管理員完成圖書館日常工作。請你給負(fù)責(zé)人Mr. Harris寫一封郵件申請?jiān)撀毼唬瑑?nèi)容包括：
（1）自我介紹與個人優(yōu)勢；
（2）希望獲得職位。
注意：
（1）寫作詞數(shù)應(yīng)為80個左右；
（2）請按如下格式在答題卡的相應(yīng)位置作答。
Dear Mr. Harris,
I’m Li Hua, a student in Grade 10.
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yurs,
Li Hua
第二節(jié)(滿分25分)
47．閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
Sphia, a cllege student, had always been clse t her grandmther, Lily. They shared a special bnd, and despite the distance, they remained in cnstant cmmunicatin thrugh letters and phne calls. Lily had been a cnstant surce f inspiratin and encuragement fr Sphia, guiding her thrugh the challenges f her academic jurney. As Sphia was busy preparing fr her final exams, she received a letter frm her mther, infrming her that Lily had been hspitalized due t a sudden illness. The news struck Sphia with a mixture f cncern and sadness, as she had always lked up t her grandmther as a surce f strength.
Feeling cncerned and anxius, Sphia decided t make the lng jurney back hme t visit her grandmther. She knew that her exams were imprtant, but she als understd that her family needed her supprt during this difficult time. When she arrived at the hspital, she was relieved t see Lily in stable cnditin but visibly weakened. Over the next few days, Sphia spent every spare mment at her grandmther’s bedside, ffering her supprt and cmfrt. The hspital staff and ther family members were amazed at the strng bnd between them, which seemed t transcend (超越) their generatinal differences.
As they spent time tgether, Lily shared stries frm her yuth, recunting her wn experiences in cllege and the challenges she had faced. She spke f her passin fr learning, the friendships she had established, and the imprtance f resilience (韌性) in vercming bstacles. She als ffered valuable life lessns and wisdm, reminding Sphia f the imprtance f maintaining a balance between her academic pursuits and persnal relatinships. Their cnversatins deepened the cnnectin between them, and Sphia felt grateful fr the pprtunity t learn frm her grandmther’s experiences.
Thrughut her stay, Sphia als tk n the respnsibility f helping her mther care fr Lily, assisting with her medical appintments and ensuring that her needs were met. The experience allwed her t develp a newfund appreciatin fr the sacrifices her mther and grandmther had made fr their family. As she returned t cllege, she carried with her a deep sense f gratitude and determinatin t make them prud.
注意：
1.續(xù)寫詞數(shù)應(yīng)為150左右；
2.請按如下格式在相應(yīng)位置作答。
Inspired by her grandmther’s wrds, Sphia made a prmise t herself.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
A few weeks after returning t cllege, Sphia received a package frm her grandmther.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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這是一份2025屆高三英語高考模擬風(fēng)向標(biāo)卷01（廣東專用)-2025年高考英語二輪題型歸納與演練，文件包含2025屆高三英語高考模擬風(fēng)向標(biāo)卷01廣東專用解析版docx、2025屆高三英語高考模擬風(fēng)向標(biāo)卷01廣東專用原題版docx等2份試卷配套教學(xué)資源，其中試卷共24頁， 歡迎下載使用。

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