2025屆高三英語高考模擬風(fēng)向標(biāo)卷01(新高考II卷)(學(xué)生版+解析)-試卷下載-教習(xí)網(wǎng)

注意事項(xiàng)：
1．答卷前，考生務(wù)必將自己的姓名、考生號(hào)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(duì)應(yīng)題目的答案標(biāo)號(hào)涂黑。如需改動(dòng)，用橡皮擦干凈后，再選涂其他答案標(biāo)號(hào)?；卮鸱沁x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。
第一部分聽力（共兩節(jié)，滿分 30 分）
第一節(jié)（共5小題；每小題1分，滿分5分）
聽下面5段對(duì)話。每段對(duì)話后有一個(gè)小題，從題中所給的A、B、C三個(gè)選項(xiàng)中選出最佳選項(xiàng)。聽完每段對(duì)話后，你都有10秒鐘的時(shí)間來回答有關(guān)小題和閱讀下一小題。每段對(duì)話僅讀一遍。
1．When will the wman meet the staff manager?
A．At 9: 30.B．At 11: 00.C．At 12: 40.
2．What is the man ding?
A．Asking the wman fr advice.
B．Expressing his dissatisfactin.
C．Trying t make an appintment.
3．Where are the speakers prbably?
A．At a cinema.B．At a science museum.C．At a z.
4．What is Susan busy ding nw?
A．Reading a nvel.B．Writing an essay.C．Preparing fr a test.
5．Why hasn’t the wman seen the man fr a lng time?
A．He went traveling.B．He mved t Glasgw.C．He was ill.
第二節(jié)（共15小題；每小題1分，滿分15分）
聽下面5段對(duì)話或獨(dú)白。每段對(duì)話或獨(dú)白后有幾個(gè)小題，從題中所給的A、B、C三個(gè)選項(xiàng)中選出最佳選項(xiàng)。聽每段對(duì)話或獨(dú)白前，你將有時(shí)間閱讀各個(gè)小題，每小題5秒鐘；聽完后，各小題將給出5秒鐘的作答時(shí)間。每段對(duì)話或獨(dú)白讀兩遍。
聽第6段材料，回答6~7小題。
6．What des the sprts center fail t d?
A．Plan water games fr children.
B．Ensure essential security.
C．Match their advertisements.
7．Hw wuld the lifeguard cme t rescue?
A．By taking a bat.
B．By swimming.
C．By thrwing a life jacket.
聽第7段材料，回答8~10小題。
8．Wh is the man prbably?
A．An actr.B．An editr.C．A cmpany wner.
9．Where des the cnversatin take place?
A．At a cinema.B．At a bkshp.C．At a newspaper ffice.
10．What will happen t the wman’s stry?
A．It will be published n the frnt page.
B．It will be read by Tm Cruise.
C．It will be turned int a mvie.
聽第8段材料，回答11~13小題。
11．Which f the fllwing appeals t the wman mst?
A．Shalin kung fu.
B．Wing Chun.
C．Tai chi.
12．What des the man appreciate abut drunken bxing?
A．Its health benefits.
B．Its interesting effects.
C．Its graceful mvements.
13．What d the speakers talk abut in the end?
A．The significance f Chinese martial arts.
B．The new cncept f Chinese philsphy.
C．Different frms f self-defense.
聽第9段材料，回答14~17小題。
14．Why did the girl fail t attend tday’s English class?
A．She was badly ill.
B．She had an peratin.
C．She had t accmpany her father.
15．What did the students d at the beginning f the class?
A．They talked abut their weekend plans.
B．They fixed mistakes in their writing.
C．They watched a mvie abut English.
16．What did the teacher give t the students in the last five minutes?
A．An English test paper.
B．A bk with reading exercises.
C．A frm abut hw they are learning.
17．Hw will the by help the girl?
A．He will teach her the lessn again.
B．He will let her brrw his ntes.
C．He will send her a vide f the class.
聽第10段材料，回答18~20小題。
18．What is the speaker mainly talking abut?
A．The benefits f reading.
B．Ways t increase ne’s vcabulary.
C．The sense f achievement frm reading.
19．Hw des the speaker feel abut finishing reading smething?
A．Astnished.B．Mtivated.C．Significant.
20．What des the speaker want t d eventually?
A．Have an interactin with the listeners.
B．Recmmend reading websites t the listeners.
C．Prmte a bk abut reading t the listeners.
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(gè)選項(xiàng)中選出最佳選項(xiàng)。
A
First-Year Learning Cmmunity
Making the jump frm high schl t university is exciting but smetimes a little challenging. T make university life easier, all first-year Rtman Cmmerce students are autmatically invlved in a First-Year Learning Cmmunity, r FYLC fr shrt.
Learning Cmmunity Structure
FYLC is a c-curricular prgram—meaning that it’s nt fr credits. There’s n hmewrk and n pressure. It’s just a way fr us t supprt yur success in first year by helping yu develp skills and make cnnectins. Even thugh it’s nt fr credits, it is an essential part f yur first year at Rtman Cmmerce and yu will receive a ntatin (評(píng)注) n yur academic recrd upn cmpletin!
Each FYLC has between 25 t 30 members and is a great way t meet yur classmates, staff and external experts, make friends, frm study grups and develp academic and persnal skills. Yu’ll als get an intrductin t the resurces, pprtunities, culture and benefits f the campus and its surrunding cmmunity—all in a relaxed, student-led atmsphere.
The mentrs (導(dǎo)師) lead the FYLC — they’re third and furth-year Rtman Cmmerce students wh have been in yur shes and knw what it’s like t be in first year. They want t help yu make friends in yur classes, s yu’ll always knw peple wh can supprt yu in yur studies!
Schedule
Yur FYLC grup will meet every ther week. After yu’ve registered fr yur curses in July, we will arrange a FYLC grup fr yu that des nt cnflict with any f yur chsen curses. We’ll send yu yur schedule n 15th August. Mst FYLCs take place n Tuesday/ Thursday/ Friday frm 2:00-3:30 pm.
Have questins? Email us at rtmancmmerce.flc@utrnt.ca.
21．What is the purpse f the First-Year Learning Cmmunity?
A．T prvide academic credits.
B．T ffer extracurricular activities.
C．T help students adjust t university life.
D．T replace traditinal classrm learning.
22．Wh are in charge f the FYLC prgram?
A．University staff.
B．External experts.
C．Cllege graduates.
D．Upper-year students.
23．When will students receive their FYLC grup schedule?
A．In mid-August.
B．Upn registratin in July.
C．At the start f each semester.
D．After they cmplete their first year.
B
I used t be anrexic (厭食的). I was skeletal, each f my rib bnes jutted ut, like ridges n my bdy; my head, which lked abnrmally huge, was barely supprted by my backbne.
It wuld take an hur fr me t eat a spn f fd. Shuld I attempt t eat t please my parents n teachers, I wuld lck myself in the tilet and thrw up the fd. I lked pale and weak all the time because f the lack f fd. My family members were distressed. They cried a lt.
It all started when a by in my class called me “fat” I was devastated. I adpted an extremely strict diet and exercise rutine. I lst 10kg within three mnths and cntinued t lse mre weight. I was abslutely bsessed abut lsing even mre weight. One day, my heart rate drpped and I was breathless. I almst lst my life. That was when I decided t turn my life arund.
Lking gd is extremely imprtant t a teenager. We want t lk a certain way s we can be ppular and accepted. We are attracted by well-tned and sculpted bdies. Nw, with scial media, we have access t a pl f phtgraphs f peple, whse bdies and appearances we admire. Thse images make us envius. We lng t be like them.
We're in danger when we start t hate the way we lk and take drastic measures t attain the bdy we dream f having. These measures can lead t eating disrders, unrealistic and unhealthy exercise habits, lw self-esteem and depressin. Besides affecting the physical health, teenagers wh are bdy cnscius can als suffer frm mental instability. They may plunge int despair, guilt and hpelessness if they are unable t keep up with their rigid exercise rutines r eating habits. They can be emtinally fragile t. They becme sensitive t cmments made by thers. They are ashamed f the way they lk. If yu are currently experiencing these feelings, seek help befre itis t late.
It is imprtant t feel cnfident and psitive abut yur image and nt subscribe t man-made standards f beauty, which will change with time. Yu are unique.
24．What can we infer abut the authr frm the first tw paragraphs?
A．He develped a deadly disease.
B．He was n an exceptinally strict diet.
C．He was upset because f nt achieving the gal.
D．He was in bad cnditin due t fd shrtage.
25．Why did the authr decide t turn his life arund?
A．T lk gd.B．T stay healthy.
C．T satisfy his parents.D．T disappint the by.
26．What des the underlined wrd “drastic” in paragraph 5 mean?
A．Extreme.B．Immediate.C．Temprary.D．Preventive.
27．What is the best title f this passage?
A．Be unique.B．Seek beauty.
C．Build yur bdy.D．Accept yur bdy.
C
Japanese, Italian, Ukrainian and dzens f ther spken languages cause the same “universal language netwrk” t light up in the brains f native speakers. This center f language prcessing has been studied extensively in English speakers, but nw neurscientists have cnfirmed that the exact same netwrk is activated (激活) in speakers f 45 different languages representing 12 distinct language families, including speakers f “tnal” languages, such as Mandarin, which cnveys different wrd meanings thrugh shifts in their tnes.
The study included tw native speakers f each language wh underwent brain scans. Specifically, the team scanned the participants’ brains using a technique called fMRI. Using fMRI, the researchers tracked xygenated bld (氧合血) flw t indirectly measure brain activity. During the scans, the participants listened t passages frm “Alice in Wnderland” read in their native languages. In thery, all f the listeners shuld use the same language netwrk t prcess stries read in their native tngues, the researchers assumed.
The participants als listened t several recrdings that, theretically, wuldn’t activate this language netwrk. Fr example, they listened t recrdings in which the native speaker’s wrds were twisted beynd recgnitin. In additin t cmpleting these language-related tests, the participants were asked t d math prblems and perfrm memry tasks; like the chatic recrdings, neither the math nr the memry tests shuld activate the language netwrk, the team therized.
In native English speakers, the brain areas that are activated during language prcessing appear mstly in the left hemisphere f the brain. By cnstructing “maps” f brain activity frm all their subjects, the researchers revealed that these same brain areas are activated regardless f the language being heard. The team did bserve slight differences in brain activity amng the individual speakers f different languages. Hwever, the same, small degree f variatin has als been seen amng native English speakers.
These results aren’t surprising, but they lay a critical fundatin fr future studies. “Althugh we expected this t be the case, this demnstratin is an essential fundatin fr future systematic, in-depth and crss-linguistic cmparisns,” the team wrte.
28．Hw did participants activate the language netwrk during the scans?
A．They read passages frm a nvel.
B．They were asked t slve math prblems.
C．They were expsed t unfamiliar languages.
D．They listened t stries in their native languages.
29．Why were the chatic recrdings used in the study?
A．T stimulate alternative brain netwrks.
B．T cmpare familiarity with different languages.
C．T prvide evidence fr brain netwrks’ respnse.
D．T bserve brain activity within the disrderly sunds.
30．Accrding t paragraph 4, which ne is NOT true?
A．The variatin was mre bvius in nn-native language speakers.
B．The brain’s activated regins remain identical regardless f languages.
C．Small variatin was nticed in bth English and nn-English speakers.
D．Mapping brain activity is an effective way t analyze language prcessing.
31．What’s the writing purpse f the text?
A．T argue language prcessing differs in varius cultures.
B．T explre the brain activity variatin amng languages.
C．T discuss hw language families influence brain activity.
D．T demnstrate cmmn brain parts fr language prcessing.
D
There are abut 537 millin peple living with diabetes (糖尿病) tday. It’s predicted that by 2045, 700 millin peple will have the disease wrldwide. Type l and type 2 diabetes are bth cnditins that affect hw the bdy regulates bld sugar, but they have different causes and treatments. In type 1 diabetes, the bdy prduces little r n insulin (胰島素). This means that patients have t btain insulin externally t regulate their bld sugar levels. Nwadays, this is mstly dne via insulin pumps that are attached directly t the bdy. These bimedical devices require a reliable energy supply, which at present is met primarily by pwer frm either single-use r rechargeable batteries.
Nw, a team f researchers led by Martin Fussenegger have put a new idea int practice. They develped an implantable fuel cell that uses excess bld sugar frm tissue t generate electrical energy. They cmbined the fuel cell with Artificial Beta Cells (ABCs) develped by their grup years ag. These help prduce insulin at the tuch f a buttn and effectively lwer bld sugar levels much like their natural rle mdels in the pancreas (胰腺).
“Many peple, especially in the Western industrialized natins, cnsume mre carbhydrates (碳水化合物) than they need in everyday life,” Fussenegger explains. This leads t diseases such as diabetes, fatness, etc. “This gave us the idea f using this excess energy t prduce electricity t pwer these devices,” he says.
The system cmbines sustained pwer generatin and cntrlled insulin delivery. Once the fuel cell indicates excess sugar, it starts t generate pwer. This electrical energy is then used t stimulate ABCs t prduce and release insulin int the bld. As a result, bld sugar drps t a nrmal level. Once it falls belw a certain level, the prductin f electricity and insulin stps.
The electrical energy prvided by the fuel cell can als enable the implanted system t cmmunicate with external devices. This allws ptential users t adjust the system via a certain app. A dctr culd als access it remtely and make adjustments. “The new system culd be used t treat diabetes. Hwever, bringing such a device t the market is far beynd ur financial and human resurces. S there is still a lng way t g,” Fussenegger says.
32．What d the team f researchers aim t d?
A．T find an alternative pwer surce fr bimedical devices.
B．T make a kind f effective insulin fr diabetes sufferers.
C．T wrk ut a way t prevent the spread f diabetes.
D．T investigate the exact cause f type 1 diabetes.
33．What des Fussenegger want t tell us in paragraph 3?
A．Why peple in the industrialized natins enjy carbhydrates.
B．What inspired his team t develp the inventin.
C．What can easily result in diabetes and fatness.
D．Why ABCs can functin effectively.
34．What is special abut the new system?
A．It is pwered by an artificial pancreas.
B．It requires dctrs’ real-time mnitring.
C．It cnstantly releases insulin in the bld.
D．It can autmatically adjust bld sugar levels.
35．What can be inferred abut the future f the new system?
A．It has the ptential t rt ut diabetes.
B．It has gained recgnitin frm clinical experts.
C．It takes time t becme cmmercially available.
D．It needs little investment when mass-prduced.
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)。
With all the new findings n the effects f bad lifestyles, it is n wnder that s many peple are eager t start changing their lifestyles fr the better. 36 Once yu get int the habit f maintaining a healthy rutine, yu will be able t experience the benefits f a healthy lifestyle.
Imprve yur physical appearance. Leading a healthy lifestyle can make yu bring ut the best versin f yurself. T be specific, it helps yu develp gd habits and these habits make it easier fr yu t participate in healthy activities. 37
Prmte better mental health. When yu enjy a healthy lifestyle, yu d several activities which have sme direct r indirect effects n imprving yur md r emtinal side. 38 These types f activities will als help yu have mre scial interactins and interesting cnversatins with peple wh share similar interests.
39 Having a healthy lifestyle can act as prtectin against illnesses. Accrding t research, it reduces the risks f chrnic diseases like diabetes and heart disease. Nevertheless, when risk factrs are present and yu’re leading a bad lifestyle, it dramatically increases the likelihd that yu’ll eventually develp ne f any pssible illnesses.
Quite literally, there are infinite benefits ne will receive by pursuing a healthy lifestyle. 40 Hwever, having a healthy lifestyle will cntribute significantly t a mre fulfilling life ver time. S drink water, eat well, mve the bdy and chse t be grateful fr the gift f life!
A．Slw ageing prcess.
B．These benefits may nt be seen immediately.
C．Lwer the risk f develping health prblems.
D．A healthy lifestyle can imprve yur sleep quality.
E．Activities like swimming help yur mind t relax and refresh.
F．In return, yu will be fit and yur bdy psture will als imprve.
G．A healthy lifestyle shuld be a way f living instead f a temprary fix.
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(gè)選項(xiàng)中選出可以填入空白處的最佳選項(xiàng)。
Finding the Gd
Days ag, my 91-year-ld grandfather called me t test his new hearing aid. Fr the first time in years, he culd hear my vice clearly again. It 41 us bth.
I sn fund ut there was anther reasn 42 my grandfather being s happy— the new hearing aid service prvider, Anna. As a senir, my grandfather became anxius easily whenever his device brke dwn. Hwever, Anna gave time and attentin and visited 43 t ensure that the new hearing aid 44 prperly. She went beynd the call f 45 and refused t accept any reward but wrds as thanks.
Living in a wrld flded with negative news, such kindness might sund 46 nwadays, and I wndered whether it’s mre cmmn than we think. Then I came acrss a study suggesting peple ften underestimate the 47 f strangers t engage with, r even befriend them. It explains that news cverage f current affairs tends t 48 mre n the negative because humans give negative events mre attentin and becme mre 49 f the wrld and less hpeful than we need t be.
Frm my grandfather’s experience, I find smetimes what we hear, see r even knw might nt be the 50 picture. The truth might be hidden frm us, requiring us t ntice and 51 it. We culd start by asking urselves whether we’re laying t much 52 n negative news and letting them 53 us. We’re suppsed t shift ur attentin and engage urselves in sharing gd news. S, why nt 54 urselves, fr all f the bad in news, behind the scenes, in peple’s rdinary lives, lie untld stries f extrardinary 55 ?
41．A．terrifiedB．a(chǎn)musedC．thrilledD．puzzled
42．A．a(chǎn)ccunting frB．pinting utC．making upD．turning t
43．A．regularlyB．frmallyC．ccasinallyD．secretly
44．A．playedB．wrkedC．sundedD．develped
45．A．dutyB．freedmC．spiritD．a(chǎn)dventure
46．A．reasnableB．nrmalC．rareD．interesting
47．A．cmplexityB．willingnessC．a(chǎn)bilityD．risk
48．A．insistB．dependC．fcusD．research
49．A．criticalB．emptyC．cnfidentD．psitive
50．A．idealB．whleC．similarD．relevant
51．A．changeB．a(chǎn)cknwledgeC．sptD．believe
52．A．burdenB．dubtC．demandD．emphasis
53．A．embarrassB．serveC．leaveD．surrund
54．A．mtivateB．remindC．warnD．challenge
55．A．giftB．visinC．insightD．gd
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(gè)適當(dāng)?shù)膯卧~或括號(hào)內(nèi)單詞的正確形式。
The fruit fly is a majr pest species that reduces the yield f cmmercial fruits, vegetables and nuts. Passin fruit, native t Suth America, 56 (intrduce) t Suth China in 2012 fr large-scale cmmercial 57 (plant).The scientists bserved that passin fruit attracted native fruit flies t lay eggs in the fruits, 58 mst f the eggs did nt hatch.
Accrding t Wu Weijian at Suth China Agricultural University, the lead researcher f the study, when a fruit fly penetrates int (刺入) the middle layer f the fruit wall t lay eggs, 59 causes the plant tissue t break dwn and release hydrgen cyanide, 60 kills mst f the eggs.Wu said this is the first instance f finding a living plant which can 61 (direct) kill the eggs f pests in the study f interactin between plants and herbivrus insects.
Passin fruit can be recmmended as a pest trap crp t plant at the brder f an rchard r meln field 62 (cntrl) fruit flies, said Lia Ynglin at Guangdng Academy f Agricultural Sciences, ne f the researchers.Althugh 63 (eclgy) traps can usually be ffset (抵消) by the learning ability r evlutin f herbivrus insects, these particular traps 64 (prvide) by passin fruit may be permanent 65 the case f fruit flies, accrding t the study which was published in the jurnal Pest Management Science.
第四部分寫作(共兩節(jié), 滿分40分)
第一節(jié)(滿分15分)
66．假定你是李華，你校外教 Ryan 經(jīng)常幫助你練習(xí)口語，請(qǐng)你給 Ryan老師寫封電子郵件表示感謝，同時(shí)，你親手制作了一套中國剪紙送他以表謝意。郵件內(nèi)容包括：
(1) 對(duì) Ryan 老師表示感謝；
(2) 介紹你即將送他的剪紙。
注意：
(1) 詞數(shù)80左右；
(2) 請(qǐng)按如下格式在答題紙的相應(yīng)位置作答。
Dear Ryan,
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yurs,
Li Hua
第二節(jié)(滿分25分)
67．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。
Ten years ag, I was a primary schl student and we started t learn t swim in the new semester. One day, we packed tgether n a schl bus and headed fr the dwntwn t g swimming. There were fifty 10-year-ld bys in the mid-winter cld. Thugh we had just learned t swim fr a few mnths, we all wanted t prve urselves and eagerly anticipated the arrival at ur destinatin. The atmsphere n the bus was charged with excitement, an energy that culd hardly be cntained.
Sn, we arrived at the swimming pl, and ut f the bus, we ran thrugh the cld, keeping up with each ther’s speed, int the sunds and wet warmth f the building. We culd smell the pl and hear it ech t us as we entered the building. Hw excited we were!
Befre jumping int the water, the cach, Mr. Black tk us thrugh a 10-minute warm-up. Then he warned us that ne culd surface three times befre they wuld lse cnsciusness (意識(shí)), reminding us t shut fr help if smething was wrng. Hwever, I had n plan t d that, fr I was quite cnfident with my swimming skills and ften basted (吹噓) abut them in frnt f my classmates. If I did that, what a shame it wuld be fr smene like me.
I still remember that feeling f excitement, as if it were yesterday. It had been five weeks since Mr. Black had annunced the pl swim sessin, and all we culd d then was run and jump int the water. And run we did. We actually flew int the water, eager t test ur swimming skills. But as I hit the deep end, I felt the weight f the water pull me dwn. I knew I was drwning (溺水). Oh, hw scared I was!
注意：
（1）續(xù)寫詞數(shù)應(yīng)為150左右；
（2）請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。
I surfaced fr the first time.
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On the third rise, I finally cmmitted t shuting fr help.
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