2025年邵陽市高三第三次聯(lián)考英語第一部分聽力(共兩節(jié)，滿分30分)第一節(jié)(共5小題；每小題1.5分，滿分7.5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.Wheredoestheconversationprobablytakeplace?A.aaclassroom.C.abookstore.2.Whatisthemanbusydoing?A.MakingDealingwithwork.C.physics.3.WhydidJackquithisA.studyanewskill.furtherhiseducation.C.abetterposition.4.Whatdoesthewomanwanttodo?A.apicnic.out.C.Dosomesunbathing.5.WhatdidMarydoonFridaynight?A.SheaShewenttotheconcert.C.Shevisitedgrandma.第二節(jié)(共15小題；每小題1.5分，滿分22.5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，回答第6、7題。6.Wheredoesthewomangettingthegroceries?A.afarm.onlinestore.C.aphysicalstore.C.Makealist.7.WhatwillAnniedo?A.theHavearest.2025年邵陽市高三第三次聯(lián)考(英語)第1頁(yè)(共11頁(yè))聽第7段材料，回答第8至10題。8.WhendoesthemanplantotoPhiladelphia?A.9.Howmuchdoesthemanhavetopaynow?A.$100.$180.OnC.OnC.$280.10.WhatisthemanaskedtodobeforehereturnstheA.FilluptheCleantheC.outinsurance.聽第8段材料，回答第11至13題。Whatthespeakersmainlytalkingabout?A.Atrip.Avacationplan.C.ChildhoodmemoryC.SanDiego.12.Wheredoesthewomanlivenow?A.SanFrancisco.Angeles.13.Whichofthefollowingisthefirstmentionedspot?A.NationalPark.GoldenGateC.Fisherman'sWharf.聽第9段材料，回答第14至17題。14.WhydoesthewomancometotalktoCarl?A.askforadvice.applyforajob.C.sharesomeexperience.15.WhatdidCarldothefoodbank?A.handedoutfood.Hesortedoutfood.C.Heboughtthefood.16.HowdidCarlfeelaboutworkingthefoodbankintheend?A.Proud.C.17.WhatdoesCarlsuggestthewomandotheendoftheconversation?A.Startwithashortterm.Chooseherfavorite.C.Domoreoutdoorexercise.2025年邵陽市高三第三次聯(lián)考(英語)第2頁(yè)(共11頁(yè))聽第10段材料，回答第18至20題。18.Whatdoesthespeakerprobablydo?A.AAC.Aradiohost.19.WhatwelearnfromArthurStone'sA.People18-22feelstressedthemost.feelmorenegativethanmen.C.Stresslevelsdropsharply70.20.Whatistobediscussednext?A.ThereasonsthathappinessriseswithThethatageinfluenceshappiness.C.Theotherfactorsthathappiness.第二部分閱讀理解(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)ASportsSummerCamps:AGreatChoiceforateenagerlookingforameaningfulandfunsummer?Sportssummercampsareexcellentoptionsthatbothexcitementandnumerousbenefits.Herearesomehighlyrecommendedones.TheAll-StarSoccerCampisatoppickforsoccerenthusiasts.Experiencedcoachesthiscampfocusonenhancingindividualskillslikedribblingandshooting,wellteamstrategies.Throughintensetrainingsessionsandfriendlymatches,campersnotonlyimprovetheirtechniquesbutalsolearntheimportanceofteamworkandcommunicationonthefield.basketballlovers,theDynamicBasketballCampisachoice.providescomprehensivetrainingonshooting,ball-handling,andgame-understanding.one-on-onecoachingandgroupcompetitions,participantsboosttheirconfidenceandrefinetheirskills.analyzingprofessionalbasketballgameshelpscampersadeeperinsightintothesport.TheProCampisperfectforthosewhoarepassionateabouttennis.campersreceiveprofessionalguidanceonstrokes,footwork,andmatchtactics.Thewell-equippedtenniscourtsandexperiencedinstructorsensurethateverycampermakesignificantprogressintheirtennisskills.Participatinginthesesportssummercampsbringsseveraladvantages.itallowsteenagerstoimprovetheirsportsskillsunderprofessionalguidance,whichcanbebeneficialforfuturecompetitionsorjustforpersonalitpromotesphysicalhealth.Regularsportsactivitiesthecampshelpbuildstrength,endurance,anditachancetomakenewfriendswiththesameinterests.Campersfromplacescomesharetheirexperiences,andbuildlastingfriendshipswhileenjoyingsports.misstheopportunitytojointheseamazingsportssummercampsandhaveunforgettablesummer!2025年邵陽市高三第三次聯(lián)考(英語)第3頁(yè)(共11頁(yè))21.WhatparticipantsdotheDynamicBasketballCamp?A.Onlyparticipateingroupcompetitions.one-on-onecoachingandanalyzeprofessionalgames.C.basketballskillstogetherwithtennisstrokes.D.Playbasketballwithoutanytraining.22.WhatisspecialabouttheProCamp?A.hasnoprofessionalinstructors.trainingonallsports.C.merelyprovidesguidanceontennisstrokes.D.haswell-equippedtenniscourts.23.Whatweinferfromthepassageaboutthepurposeofthesesportssummercamps?A.makealotofhelpteenagersbecomeprofessionalathletes.C.provideteenagerswithameaningfulenjoyableD.letteenagerscompetewitheachotherBIn“OvercomingtheShadowofFailure”,wefollowaworkerwhosecareerabigsetbackaago.Astheleaderofimportant>project,shemetunexpectedproblemsandmistakesthatledtoThisbadeventleftherinself-doubt,guilt,andafearoftakingonnewtasks.Shestartedavoidingworkchances,thinkinganychallengewouldendinfailure,andfinallyaskedaforhelp.Acoach'sjob,thestoryshows,isnottosolveproblemsdirectlybuttobuildinnerstrength.Over10months,coachworkedwithhertotomanagestressandrebuildherconfidenceinherskills.Theymadecarefulanswerstohurtfulcommentsprojectreallyfailed,didn'tit?”tohelpherfacesuchwordswithoutbreakingdown.Duringakeymeeting,Lilystillfocusedtoomuchonhermistakes,seeingthemasignofherlackofThethentoldapersonalonce,afterpreparingalotforapublicspeech,theymademistakesinsomepartsbutwerestillpraisedfortheirThistoshowthatblamingoneselfoftenexaggerateserrors—mistakesinwhatdodecidevalue.Lilystoppedandthensaidshehadbeenbeingtoohardonherselffornoreason.Sherealizedfailurealesson,nottheendofeverything.shestartedtotakeonprojects,eachtimetellingherselfaboutherprogress.worryreduced,andhercourageback.monthsthereceivedemailwithinvitationtopromotionTheinvitationshowedherchange:fromawomandefeatedbyonesetbacktoaconfidentworkerwhosawchallengesopportunitiestoprovedthatcoachingismainlyaboutguidingthewaytoself-acceptance—turningtheshadowoffailureintoastepforsuccess.2025年邵陽市高三第三次聯(lián)考(英語)第4頁(yè)(共11頁(yè))24.WhydidLilytoaA.Aprojectfailurecausedhermentalstruggle.ShewantedtogetapromotionC.Shehadconflictswithherboss.D.Sheexperienceinteamwork.25.HowmightLilyfeelwhencolleaguesmentionedthefailedprojectatfirst?A.Dismissive.Heartbroken.C.Unconcerned.D.26.WhatweinferfrominvitingthecoachtoherpromotionA.Shewantedtoshowpromotion.Thecoachbecameherclosefriend.C.Thecoachhelpedherprofessionalconfidence.D.Shethecoach'sadviceforhernewposition.27.Whatisthepurposeinwritingthepassage?A.describetheprocessofcoaching.criticizetheharmofself-blame.C.introduceasuccessfulmethods.D.encouragereaderstofailurewithself-empowerment.Cthecurrenteducationallandscape,cooperativelearninghasapopularteachingmethod.ofstudyingalone,studentsaretogethertocompletetasks,exchangeideas,andlearnfromoneWhilemanyeducatorsbelieveitnumerousbenefits,therearealsochallengesthatcomewiththisapproach.LauraHarris,arenownededucationstates,“Cooperativelearningisnotjustaboutwork;adynamicprocessthatsignificantlyenhancestudents'socialskills,criticalthinking,andoverallacademicperformance.createsenvironmentwherestudentsactivelyengagewithwhichisessentialfortheirgrowth.”shealsoacknowledgesthatproperguidanceandorganizationarecrucialforitssuccess.Oneofthekeyadvantagesofcooperativelearningliesinabilitytofostersocialinteraction.Whenstudentsworkingroups,theylearntocommunicatelistentodifferentperspectives,andresolveconflicts.example,inaliteraturediscussiongroup,studentsmayhavevaryinginterpretationsofanovel.dialogue,theyexpandtheirunderstanding,learntoothers’viewpoints,andimprovetheiranalyticalskills.Cognitivepsychologistsexplainthatcooperativelearningalsopromotesdeeperlearning.AccordingtotheSocialConstructivismknowledgeisconstructedthroughsocialinteraction.2025年邵陽市高三第三次聯(lián)考(英語)第5頁(yè)(共11頁(yè))Whenstudentscollaborate,theybuildoneachother'sideas,challengeassumptions,andconstructnewknowledgeThisprocessencouragesactivethinking,ratherthanpassiveabsorptionofinformation.Despitethesebenefits,cooperativelearningisnotwithoutitsproblems.Somestudentsmaybecomefreeriders,relyingontheirmemberstodomostofthework.Othersmightstruggletoexpresstheiropinionsinagroupsetting,especiallyifthegroupdynamicsarenotwell-teacherstocarefullydesigngrouptasksandmonitorthetoensurethateverystudentisactivelyinvolved.addressthesechallenges,educatorscanadoptstrategies.instance,clearlydefiningindividualresponsibilitieswithinthecanpreventfree-ridingEncouragingequalparticipationthroughrotatingleadershiprolesandcreatingasafeandinclusiveatmospherecanhelpshystudentsfeelmorecomfortablesharingtheirthoughts.conclusion,cooperativelearninghasthepotentialtotransformtheexperience.Byunderstandingitsbenefitsandchallenges,andimplementingappropriatestrategies,educatorscanharnessitspowertocreateamoreengagingandlearningenvironment.Afterall,learningisnotasolitarybutacollaborativeadventure.28.WhatisHarris'sattitudetowardscooperativelearning?A.Critical.D.Neutral.C.Supportive.29.Howdoescooperativelearningpromotedeeperlearningaccordingtothetext?A.Byincreasingtheamountofinformationstudentsreceive.Byenablingstudentstoconstructknowledgethroughsocialinteraction.C.Byreducingthetimestudentsspendonpassivelearning.D.Byforcingstudentstoacceptviewpoints.30.Whyareproblemsincooperativelearningmentionedinthetext?A.provethatcooperativelearningisnotsuitableforallstudents.showthatitismoretoimplementthanexpected.C.emphasizetheimportanceofaddressingtheseissuesforitssuccess.D.compareitwithotherteachingmethods.31.Whatdoestheauthorimplyinthelastparagraph?A.CooperativelearningshouldreplacetraditionalindividuallearningStudentsshouldbelefttomanagetasksontheirown.C.playaminorroleinthesuccessofcooperativelearning.D.properhandling,cooperativelearningcangreatlybenefitstudents.2025年邵陽市高三第三次聯(lián)考(英語)第6頁(yè)(共11頁(yè))DAstudypublishedonJuly3inthejournalONEouttoexplorewhetherGPTcouldoutshinehumansinthefieldofjoke-telling.DrewGorenz,asocialpsychologydoctoralcandidate,explainedthattheresearchaimedtodetermineifartificialintelligencecouldoutwithumanswhenittomakingpeoplelaugh.Inthe105participantsandGPTwereeachgiventhreewiththreepromptseachtask.Theywereaskedtocreatehumorousphrasesforcommonacronyms,comeupwithfunnyanswersfill-in-the-blankphrases,andcomposejokes.”The105participantsgeneratedover945jokes,whileGPTproduced180.Anothergroupofparticipantsthenratedthefunninessofthesejokeswithoutknowingtheirauthors.nearly70%ofthemfoundjokesfunnierthanthosebyhumans.Onlyabout25%thoughthuman-craftedjokeswereandaround5%consideredbothequallyfurtherGPT'shumor-generatingresearchersconductedasecondTheyaskedGPTtocreatenewheadlinesinthesatiricalstyleofTheOnion,usingtheoriginalTheOnionheadlinesasreferences.Then,200participantsratedthefunninessofboththeoriginalTheOnionheadlinesandtheones.TheresultshowedthatGPT'sheadlineswereregardedasequallyfunnyastheoriginalones.Gorenz,anamateurstand-upcomedian,gottheideathisstudyfromtheongoingdebateintheentertainmentworldabouttheoflanguagemodelslikeChatHollywoodwritersandactorsstrikingduetoconcernsthatmodelsthreatentheirjobs,art,andstudyhassignificantimplications.Forordinarypeople,Ch?tGPTaddhumortodailyconversations.professionalcomedywriters,languagemodelsposeaseriousemploymentthreat.AIwillhavethelaughinthefieldofhumorcreationremainsanopenquestion.32.InthehowmanypromptsdidChatGPTreceiveintotal?A.9.3.6.D.20.33.didtheauthortheHollywoodstrikes?A.thepopularityofChatGPTintheentertainmentexplainthebackgroundandsignificanceoftheprovethatAIhasnonegativeimpactontheentertainmentD.encouragepeopletosupportthestrikingwritersandactors.34.doesthephrase“havethelastlaugh”intheparagraphmean?A.theultimateLaughothersStoplaughingD.thefunniestjoke.2025年邵陽市高三第三次聯(lián)考(英語)第7頁(yè)(共11頁(yè))35.Whichofthefollowingcanbestsummarizethepassage?A.HollywoodstrikesarebythedevelopmentofChatGPTisappliedindailycommunication.C.TherearedifferencesbetweenChatGPTandprofessionalcomedywriters.D.AstudyfindsChatGPTfunnierthanhumansinhumorcreationanditsimplications.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，從短文后的選項(xiàng)中選出能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)。coverabout30%oftheplanet,andtheecosystemstheycreateplayanessentialroleinsupportinglifeonearth.Thedeforestationisclearingearthforestonamassivescale.Andtherateofdestruction,theworld'srainforestcouldcompletelydisappearwithin10036forestryandagricultureareresponsiblefor24%ofgreenhousegasemissions,makingdeforestationasignificantcontributortoclimatechange.Deforestationimpactsamountofgreenhouseintheatmosphereintwo37Second,playacriticalroleinabsorbingthegreenhousegasesthatfuelglobalwarming.Fewerforestsmeanamountsofgreenhouse.gasesenteringtheatmosphereandincreasedspeedandseverityofglobalwarming.additiontohelpingregulatetheearth'sclimate,forestsprovidehabitatsforover80%oftheplantsandanimalsthatliveonland,butdeforestationdestroysthesehabitats,diminishing38Thisalsothemorethan2billionpeoplerelyingonforestassourcesoffoodandThebiggestdriverofdeforestationisagriculture.Farmers.choppeddowninordertoplantcropslikesoybeans,palmandcoco,ortomakeroomtoraiselivestockforbeef.Loggingoperations,whichprovidetheworld'swoodandpaperproducts,alsocutcountlesseach39landisdevelopedfordwellings.40suchmanagingforestresources,eliminatingclearcutting,andplantingnewtoreplacethoseremovedarealreadybeingmadetoreducedeforestationenvironmentalimpactonourplanet.AndwhilesomeplantsandanimalspeciesarecombatingdeforestationhelppreventfurtherlossofA.Whyshouldwecareaboutdeforestation?Manyanimalsandplantswilltoextinction.C.arealsodestroyedaresultofgrowth,D.Theofdeforestationaregravebutnotirreversible.E.Asaresult,manyrainforestspeciesextinctForestsareveryimportantfortheexpansionofurbanareas.G.First,whentreesarecut,theyreleasethecarbontheyarestoringintotheatmosphere.2025年邵陽市高三第三次聯(lián)考(英語)第8頁(yè)(共11頁(yè))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)。ArrivingintheU.K.forIwaseagertojoinpoliticalsciencedebates.myfirsttutorial,I41ideasonglobalbutmystumblingspeechandthickaccentleftothers42—nooneunderstoodmypoints.Ifeltinvisible,myvoicelostinahazeofmispronunciationsandawkward43.Thisexperienceslowly44myconfidence.Istoppedspeakinginclass,convincedmy“brokenEnglish”was45ofattention.Then,aquotebyChimamandaNgoziAdichiestruckme:stayingsilentallowedothersto“definemystory”.Ivowedto46myvoice——notbymaskingmyaccent,butbymasteringI47recordedeachpracticespeech,adjustingtoneandpaceuntilmymeaning48,andsoughtfeedbacktoprioritizestructureoverperfection.signsof49aclassmateleaninginwithanod,andatutorscribbling“excellentpoint”besidemyname.The50pointduringadebateonrefugeepolicies.Handstrembling,I51tosharemylivingexperienceinLagos.Theroomfellsilent.WhenIfinished,thetutorsaid,“That'sthe52we'vebeenmissing.”thefirsttime,mywordsfeltnotlike53,butconnectingdiverseminds.ThisjourneytaughtmetoownmynarrativeMyaccentisapartofmyaflawtoerase.Language,verealized,requiresthe54tosharetruth,evenwhenitsoundsaworldhungryfor55voices,believinginthevalueofourownvoicesistheboldest41.hadpresentedunfavorableapplauseweakenedunawareliftC.spokeC.unsupportiveC.pausesC.builtannouncedunbelievablewhispersdoubled42.unresponsive43.laughter44.boosted45.incapable46.reclaim47.nervously48.cutinC.unworthysilenceC.randomlycutC.carefullyC.cutupC.priorityC.keyreluctantlycutthroughexcellencemain49.progress50.51.fearedperfectionturningrefusedwisdomtoolsC.hesitatedperspectivehighlightsencouragementloud52.lessonC.C.weaponsC.courageC.similar53.barriers54.patience55.identicalintentiondiverse2025年邵陽市高三第三次聯(lián)考(英語)第9頁(yè)(共11頁(yè))第二節(jié)(共10小題；每小題1.5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。Socialincreasinglycriticizedspreadingfakenewsandenablingcyberbullying,posesoneofourgreatestdilemmas:balancingitsbenefitsagainstriskstochildren'shealth.Ararely56(issueischildren'sbeingexposedtosocialadvertising,particularly57(ethic)problematicjunkfoodpromotions.childrenstruggletodifferentiateadsfromregularcontent,58evenolderones,thoughawareofmarketingintent,remainunconsciouslyinfluenced.Junkfoodads,linkedtomoralconcerns.Despitegovernments’dutytoprotectchildren,fewnations59(regulate)suchadvertisingeffectivelyRegulatorstraditionallyonespeciallyat”children,60aretobillboardsschools.WHOemphasizesreducingchildren'soverallindirectadsduringfamilyTVprogramsorsportsevents.61(expose)tojunkfoodincludingInsocialera,platformsexploitdatalocation,psychologicaltraits—62thechildreninterestedinunhealthyproducts.precisionnowregulatorsatool.Ireland'sHealthDepartmentintroducedacode63(state)HFSS(highsalt)foodadsonsocialnottarget15s.”64codeisvoluntaryverificationremainsuncertain,itprogressbycoveringallsocialmedia.protectchildren,globalcooperation65(require).initiativehighlightsapathforward.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，你校英文報(bào)正在征集關(guān)于“健康生活”的文章，請(qǐng)你寫一篇短文投稿，內(nèi)容包括：1.健康生活的重要性；2.你保持健康生活的方式；3.呼吁大家養(yǎng)成健康生活習(xí)慣。注意：(1)寫作詞數(shù)應(yīng)為80左右；(2)請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。2025年邵陽市高三第三次聯(lián)考(英語)第10頁(yè)(共11頁(yè))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。wasasunnyandtheskyabrilliantblue.aten-year-oldwithwildcurls,skippeddownthepathtothelocalfarmers'market,herpinksneakersbouncingwithstep.Sheclutchedacarefullysavedfive-dollarbill,itsedgeswornfromcountlessfolds.goalwassimple:buyfreshstrawberriesforhermom,whohadfeelingdownalongweekwork.Emilyrememberedhowhermomusedtolovemakingstrawberrypies,andthearoma(香味)alwaysbrightenedhermood.Asshereachedthemarket,colorfulstallsandamedleyofscentsgreetedher—theearthysmellofvegetables,thesweetfragranceofflowers,andthewarmaromaofbakedgoods.calledouttheirbestdeals,theirvoicesrisingandfallinginalivelychorus.Agroupofchildrenlaughednearbytheyeachotheraroundastallsellinghandmadetoys.Thesoundofcoinsclinkinginregistersmixedwiththecheerfulchatterofshoppers.Emily'ssparkledtheplump,strawberries.Justsheabouttoapproachastand,asoftwhimpering(哀鳴)caughtherattention.Followingthesoundtoashefoundasmall,dirtypuppywithsadthinbodytrembled,atightropeleavingamarkarounditsneck.Thepuppy'sfurwasmatted,itsribsshowedthroughitsskin.heartmelted.Sheknewshe.hadtohelp.thefive-dollarbillinherhand,sheconsideringhowtothebestofbothworlds.Thinkingofhermom,unabletoignorethepuppy'sEmilymadeuphermind.Sheboughtaloafofandfedthetailwaggedasternvoiceinterruptedthem.“Whataredoingwiththatstraydog?”Thompson,themarketsecurityapproachedherwithaseriousexpression.注意：(1)續(xù)寫詞數(shù)應(yīng)為150個(gè)左右；(2)請(qǐng)按如下格式在答題紙的相應(yīng)位置作答。Paragraph1Emily'swidenedbutshestoodhergroundParagraph2AsEmilylistenedThompson'swords,hopefilledherheart.2025年邵陽市高三第三次聯(lián)考(英語)第11頁(yè)(共11頁(yè))2025年邵陽市高三第三次聯(lián)考參考答案與評(píng)分標(biāo)準(zhǔn)英語Ⅰ.參考答案與解析第一部分聽力(共兩節(jié)，滿分30分)1—5CBBAC6—10—15BCBAA16—20BBCBA第二部分閱讀理解(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)A篇:21-2321.B細(xì)節(jié)理解題。從文中providescomprehensivetrainingonball-handling,game-understanding.one-on-onecoachinggroupcompetitions,participantsboosttheirconfidenceandrefinetheirskills.analyzingprofessionalbasketballhelpscampersgainainsightintothesport.”可知,在活力籃球營(yíng),參與者可以接受一對(duì)一指導(dǎo)并分析專業(yè)比賽，所以選B。22.D細(xì)節(jié)理解題。依據(jù)“Theisperfectforthosearepassionateabouttennis.Here,campersreceiveprofessionalguidanceonstrokes,footwork,andmatchtactics.Thewell-equippedtenniscourtsandexperiencedinstructorsensurethateverycampercansignificantprogresstheirtennisskills.”可知,網(wǎng)球?qū)I(yè)營(yíng)的特別之處在于擁有設(shè)備齊全的網(wǎng)球場(chǎng)，所以選D。23.C推理判斷題。文章開頭“Areateenagerlookingforameaningfulfunsummer?Sportssummercampsareexcellentoptionsthatbothexcitementandnumerousbenefits.”以及結(jié)尾theopportunitytojointheseamazingsportsandhaveanunforgettablesummer！”表明，這些體育夏令營(yíng)的目的是為青少年提供一個(gè)有意義且愉快的夏天，所以選。B篇:24-27ABCD【語篇導(dǎo)讀】本文講述了職場(chǎng)新人Lily因項(xiàng)目失敗陷入自我懷疑，在教練幫助下通過制定壓力管理策略、重建自信、學(xué)會(huì)自我接納，最終克服失敗陰影并獲得晉升的故事。文章強(qiáng)調(diào)教練的核心作用是引導(dǎo)客戶培養(yǎng)韌性和自我效能感，而非直接解決問題，體現(xiàn)了“失敗是成長(zhǎng)契機(jī)”的主題。24.A細(xì)節(jié)理解題。根據(jù)第一段第二、三句，Lily因項(xiàng)目失敗陷入自我懷疑、愧疚和恐懼，因此尋求教練幫助。出處:Para.1“sufferedabigsetback…ledtofailure…leftindeepself-doubt……”所以選A。25.B推理判斷題。出處:Para.2“hurtfulcomments…withoutbreakingdown”所以選B。26.C推理判斷題。最后一段提到“邀請(qǐng)”，象征她從被挫折擊敗到自信面對(duì)挑戰(zhàn)的轉(zhuǎn)變，說明教練幫助她重建職業(yè)信心。出處:Para.5“fromawomandefeated…toaconfidentworker”所以選C。27.D主旨大意題。作者通過Lily的故事，傳達(dá)面對(duì)失敗時(shí)自我賦能和接納的重要性，鼓勵(lì)讀者積極應(yīng)對(duì)挫折。所以選。2025年邵陽市高三第三次聯(lián)考參考答案與評(píng)分標(biāo)準(zhǔn)(英語)第1頁(yè)(共10頁(yè))C篇:28-31CBCD【語篇導(dǎo)讀】本文是一篇說明文。文章主要介紹了合作學(xué)習(xí)的教學(xué)方法，闡述了其優(yōu)勢(shì)、面臨的問題，并提出了解決問題的策略。28.C推理判斷題。根據(jù)第二段LauraHarris所說“Cooperativelearningisnotjustaboutgroupwork;adynamicprocessthatcansignificantlyenhancestudents’socialskills,criticalthinking,andoverallacademicperformance.”可知她認(rèn)可合作學(xué)習(xí)的積極作用。由此可推知，她對(duì)合作學(xué)習(xí)的態(tài)度是支持的，所以選C。29.B細(xì)節(jié)理解題。由第四段“AccordingtotheSocialConstructivismTheoknowledgeisconstructedthroughsocialinteraction.Whenstudentscollaborate,theybuildoneachother'sideas,challengeassumptions,constructnewknowledge可知,合作學(xué)習(xí)通過讓學(xué)生在社交互動(dòng)中構(gòu)建知識(shí)，從而促進(jìn)深度學(xué)習(xí)，所以選B。30.C推理判斷題。文章提到合作學(xué)習(xí)存在的問題，如學(xué)生搭便車、不敢表達(dá)觀點(diǎn)等，緊接著在第五段提出了解決這些問題的策略。由此可推知，提及這些問題是為了強(qiáng)調(diào)解決這些問題對(duì)合作學(xué)習(xí)成功的重要性，所以選C。31.D推理判斷題。最后··段指出“Byunderstandingitsbenefitsandchallenges,andimplementingappropriatestrategies,educatorscanharnessitspowertocreateaengagingandeffectivelearningenvironment.”,即通過了解合作學(xué)習(xí)的利弊并采取合適策略,教育者能發(fā)揮其作用創(chuàng)造更好的學(xué)習(xí)環(huán)境。由此可推知，作者暗示如果處理得當(dāng)，合作學(xué)習(xí)能讓學(xué)生受益匪淺，所以選D。D篇:32-35ABAD【語篇導(dǎo)讀】7月3日發(fā)表于《公共科學(xué)圖書館·綜合》雜志的一項(xiàng)研究探究了ChatGPT在講笑話方面是否能超越人類，兩項(xiàng)研究分別讓ChatGPT和參與者完成不同幽默任務(wù)并由其他參與者評(píng)分，結(jié)果顯示ChatGPT生成的笑話更受歡迎、其創(chuàng)作的諷刺性標(biāo)題與《洋蔥報(bào)》原標(biāo)題一樣有趣，該研究靈感源于娛樂界對(duì)大型語言模型使用的爭(zhēng)論，這對(duì)普通人與職業(yè)喜劇作家影響不同，人工智能在幽默創(chuàng)作領(lǐng)域最終能否占上風(fēng)仍是未知數(shù)。32.A細(xì)節(jié)理解題。文中提到第一項(xiàng)研究中，ChatGPT和105名參與者都要完成三個(gè)任務(wù)，每個(gè)任務(wù)包含三個(gè)提示，即個(gè)提示，所以選A。33.B推理判斷題。文章提到好萊塢罷工是因?yàn)榫巹『脱輪T擔(dān)心大語言模型威脅到他們的職業(yè)、藝術(shù)和創(chuàng)造力，而該研究靈感源于娛樂界對(duì)使用Chat等大語言模型的爭(zhēng)議，所以提及好萊塢罷工是為了解釋研究的背景和意義，所以選B。34.A詞義猜測(cè)題。文章討論AI和人類在幽默創(chuàng)作領(lǐng)域的競(jìng)爭(zhēng),“WhetherAIwillultimately‘havethelastlaugh’remainsuncertain”意思是AI是否最終會(huì)成為贏家還不確定,所以“havethelaugh”意為“成為最終的贏家”,所以選A。35.D主旨大意題。文章不僅闡述了研究發(fā)現(xiàn)Chat在幽默創(chuàng)作上比人類更有趣，還討論了這一結(jié)果對(duì)普通人以及專業(yè)喜劇作家的影響，D選項(xiàng)最能概括文章內(nèi)容；A選項(xiàng)只是文中提及的背景，B、C選項(xiàng)表述片面，所以選D。第二節(jié)(共5小題；每小題2.5分，滿分12.5分)36—40AGECD2025年邵陽市高三第三次聯(lián)考參考答案與評(píng)分標(biāo)準(zhǔn)(英語)第2頁(yè)(共10頁(yè))【語篇導(dǎo)讀】森林覆蓋了地球約30%的面積，其形成的生態(tài)系統(tǒng)對(duì)維持地球上的生命起著至關(guān)重要的作用。然而，大規(guī)模的森林砍伐正以驚人的速度進(jìn)行著，這不僅嚴(yán)重威脅著眾多動(dòng)植物的生存，還對(duì)全球氣候造成了巨大影響。本文圍繞森林砍伐的現(xiàn)狀、原因、危害及應(yīng)對(duì)措施展開論述。36.A前文描述了森林砍伐的現(xiàn)狀(大規(guī)?？撤?，雨林可能)，后文開始闡述森林砍伐導(dǎo)致溫室氣體排放,進(jìn)而影響氣候變化。A選項(xiàng)“Whyshouldweaboutdeforestation?”(我們?yōu)槭裁匆P(guān)注森林砍伐?)起到了承上啟下的作用，引出下文對(duì)森林砍伐危害的具體說明，符合語境。37.G該段首句“Deforestationimpactstheamountofgreenhousegasesinatmosphereintwo表明將從兩個(gè)方面闡述森林砍伐對(duì)大氣中溫室氣體的影響。后文提到“Second，treesplayacriticalroleinabsorbingthegreenhousegases...”,所以此處應(yīng)是第一個(gè)方面的闡述,G選項(xiàng)whentreescut,theyreleasethecarbontheyarestoringintotheatmosphere”(首先，當(dāng)樹木被砍伐時(shí)，它們會(huì)將儲(chǔ)存的碳釋放到大氣中)與之對(duì)應(yīng)，符合段落邏輯。38.E前文指出森林砍伐破壞棲息地,導(dǎo)致生物多樣性減少,E選項(xiàng)“Asaresult,manyrainforestspeciesgoextincteachyear.”(因此,每年都有許多雨林物種滅絕)是對(duì)前文生物多樣性減少的進(jìn)一步具體說明,同時(shí)也與后文“Thisalsoaffectsthemore2billionpeoplerelyingonforestassourcesoffoodshelter.”(這也影響了超過20億依賴森林作為食物和住所來源的人)在邏輯上連貫，所以選上。39.C前文介紹了森林砍伐的主要驅(qū)動(dòng)因素是農(nóng)業(yè)和伐木作業(yè)，后文提到“aslanddevelopeddwellings”(隨著土地被開發(fā)用于住宅建設(shè));C選項(xiàng)“Forestsarealsoasaresultofurbangrowth，”(森林也因城市擴(kuò)張而遭到破壞)能夠很好地銜接上下文，補(bǔ)充說明了森林被破壞的另一個(gè)原因，因此C正確。40.D后文提到suchasmanagingforestresources,eliminatingclearcutting,andplantingnewtreestoreplacethosearealreadybeingmadetoreducedeforestationenvironmentalimpactonourplanet.”(已經(jīng)在采取諸如管理森林資源、消除砍伐以及種植新樹來替代被砍伐樹木等措施，以減少森林砍伐對(duì)地球環(huán)境的影響)，同時(shí)還提到對(duì)抗森林砍伐有助于防止生物多樣性進(jìn)一步喪失，說明森林砍伐的影響雖嚴(yán)重但并非不可改變。D選項(xiàng)“Theeffectsofdeforestationaregravebutnotirreversible.”(森林砍伐的影響是嚴(yán)重的,但并非不可逆轉(zhuǎn))概括了這部分內(nèi)容，符合語境。第三部分語言運(yùn)用(共兩節(jié)，滿分50分)第一節(jié)(共15小題；每小題1分，滿分15分)完形填空:41——45BACBD46—50ACDAB51—55CDACB【語篇導(dǎo)讀】本文講述了一位非英語母語者在跨文化學(xué)術(shù)環(huán)境中，從語言自卑到自我認(rèn)同的蛻變歷程。通過克服口音帶來的交流障礙，作者最終領(lǐng)悟到：語言不僅是溝通工具，更是文化身份的載體。41.B根據(jù)語境，作者在第一次輔導(dǎo)課上是“展示”關(guān)于全球不平等的觀點(diǎn)?！癶ad”只是表示擁有想法，沒有“展示出來”的意思；“spoke”側(cè)重于說話這個(gè)動(dòng)作，在這里用“presented”更能體現(xiàn)出在課堂上向他人展示觀點(diǎn)的意思；“announced”一般用于宣布重大消息等，語境不2025年邵陽市高三第三次聯(lián)考參考答案與評(píng)分標(biāo)準(zhǔn)(英語)第3頁(yè)(共10頁(yè))符。所以選B。42.A從破折號(hào)后面“nooneunderstoodmypoints”(沒人理解我的觀點(diǎn))可知,其他人對(duì)作者的表現(xiàn)沒有反應(yīng)?！皍nfavorable”表示不利的、不喜歡的;“unsupportive”表示不支持的;“unbelievable”表示難以置信的,都不符合沒人理解作者觀點(diǎn)導(dǎo)致的反應(yīng),“unresponsive”表示無反應(yīng)的，所以選。43.C作者說話結(jié)巴(stumblingspeech),有濃重的口音,所以會(huì)有尷尬的停頓(awkwardpauses)。“l(fā)aughter”(笑聲)、“applause”(掌聲)、“whispers”(低語)都不符合因說話不流暢產(chǎn)生的場(chǎng)景，所以選C。44.B前面提到作者的發(fā)言不被理解，這種經(jīng)歷應(yīng)該是慢慢“削弱”了作者的信心。“boosted”(增強(qiáng))和“built”(建立)與語境不符；“doubled”(加倍)也不符合這種負(fù)面經(jīng)歷帶來的影響,“weakened”表示削弱,B。45.D作者停止在課堂上發(fā)言，是因?yàn)橛X得自己“蹩腳的英語”不值得(unworthy)被關(guān)注?！癷ncapable”表示無能力的;“unaware”表示未意識(shí)到的;“free”表示自由的、免費(fèi)的,都不符合作者認(rèn)為自己英語不好不配被關(guān)注的想法，所以選D。46.A從后面作者說“不是掩蓋口音而是掌握清晰表達(dá)”，可知作者發(fā)誓要“reclaim”(收回、重新獲得)自己的聲音，即重新在課堂上表達(dá)自己。“l(fā)ift”(舉起、提升)、“gain”(獲得，更側(cè)重于得到原本沒有的東西)、“silence”(使沉默)都不符合語境，所以選A。47.C作者為了掌握清晰表達(dá)，應(yīng)該是“仔細(xì)地(carefully)”錄制每次練習(xí)演講，以便調(diào)整語調(diào)(tone)和節(jié)奏(pace)。“nervously”(緊張地)、“randomly”(隨機(jī)地)、“reluctantly”(不情愿地)都不符合認(rèn)真練習(xí)的態(tài)度，所以選C。48.D作者調(diào)整語調(diào)、節(jié)奏直到自己的意思“cutthrough”(被理解、穿透)?！癱utin”表示插嘴;“cutoff”表示切斷；“cutup”表示切碎，都不符合讓意思被理解的語境，所以選。49.A后面提到同學(xué)點(diǎn)頭、導(dǎo)師寫“excellentpoint”,這都是進(jìn)步(progress)的小跡象。“perfection”(完美)程度過高;“priority”(優(yōu)先)、“excellence”(卓越)不符合這里小跡象的描述，所以選。50.B根據(jù)語境,關(guān)于難民政策的辯論是一個(gè)“轉(zhuǎn)折點(diǎn)(turningpoint)”,所以選B。51.C作者手顫抖著,“敢于(dared)”分享自己在拉各斯的生活經(jīng)歷?！癴eared”(害怕)、“refused”(拒絕、“hesitated”(猶豫都不符合后面作者完成分享的語境,所以選C。52.D導(dǎo)師說這是“我們一直缺失的視角(perspective)”?！發(fā)esson”(教訓(xùn)、課程)、“wisdom”(智慧)、“chance”(機(jī)會(huì))都不如“perspective”能體現(xiàn)作者分享的獨(dú)特經(jīng)歷帶來的新視角，所以選。53.A作者的話第一次感覺不像“障礙(barriers)”,而是連接不同思想的“橋梁”?！皌ools”(工具)、“weapons”(武器)、“highlights”(亮點(diǎn))都不符合與橋梁相對(duì)的、阻礙交流的意思,所以選。54.C根據(jù)語境,即使語言聽起來不同,也需要“勇氣(courage)”去分享真相?！皃atience”(耐心)、“intention”(意圖)、“encouragement”(鼓勵(lì))都不符合在語言有差異時(shí)分享真相所需的品質(zhì)，所以選。55.B在一個(gè)渴望“多樣(diverse)”聲音的世界里，相信自己聲音的價(jià)值是最勇敢的行為?！癷denti