2025屆廣東省廣州市普通高中畢業(yè)班綜合檢測(cè)（一）英語(yǔ)試題

一、閱讀理解(★★★)TheMuseumofClassicalArchaeologyisanidealdestinationforschooltrips.Weofferafreeeducationservicetailoredforstudentsofallages.OurCambridgemuseumisagreatplacetobringprimaryschoolgroups,especiallythosestudyingtheAncientGreeksorRomans.WecanalsosupportboththeClassicsandtheArtcurriculum(課程)atsecondarylevel:studentsstudyingtheancientworldwillbenefitfromstudenttours,whilethosestudyingartcanimprovetheirdrawingskills.OurEducationCoordinatorishappytoworkwithyoutoplanyourschooltrip.Wecanleadthegroupor,ifyouprefer,youcanself-lead.PlanningYourVisitThemuseumisconvenientlylocatedforCambridgeschools,butthosetravelingfromfartherawaycancombinetheirtripwithvisitstootherCambridgemuseums.Forschoolsunabletovisitinperson,themuseumnowoffersvirtualsessionsledbytheEducationCoordinator,availableforbothprimaryandsecondarylevels.Tobookanin-personorvirtualvisit,pleaseuseouronlinebookingrequestform.OurEducationCoordinatorwillcontactyoutodiscussyouroptions.Pleasenote:weaskthatallschooltripsarebookedatleastsevendaysinadvance.ResourcesandServicesDownloadtheTeacher’sPackforhelpfulguidelinestomaximizeyourvisit.Wehaveaccessibilitysolutionsinplaceforanyonewithtroublegettingaround.Pleaseinformusatmuseum@classics.cam.ac.ukinadvance.Forqueriesaboutfreeeducationservice,contacttheEducationCoordinatorat(01223)7670441.Whatistheaimofthemuseum’seducationservice?

A．Totraintouristguides.B．Topromoteschooltrips.C．Tosupportcurriculumstudies.D．Tointroducethemuseum’shistory.2.Whatmustschoolsdobeforetheirmuseumvisit?

A．Informthemuseumoftheirplansbyemail.B．Fillthebookingrequestformaweekahead.C．Contactthemuseumforaccessibilitysolutions.D．ReservetheirvisitstootherCambridgemuseums.3.Whoaretheintendedreadersofthistext?

A．Schoolteachers.B．Cambridgestudents.C．Touristguides.D．Historicalresearchers.(★★★)WhenMartinRothstartedasaforestrangerinthe1980s,hisjobwastocarefortheforesttoensurecontinuityfordecades,evencenturies.Now,withclimatechange,it’smoreaboutplanningforanuncertainfuture.“It’sdisastermanagement,”saysRoth,forwhomthe3,000acresofforestserveastestinggroundforhigh-techsolutions,earninghimthenickname“digitalforestranger.”Afteraseverestorm,theclockstartsticking:Damagedtreesshouldberemovedbeforethearrivalofbarkbeetles,whichgrowindeadtreesandcandestroyentireforests.WhileitoncetookRothabout2.5hourstocoveranacreonfoot,drones(無(wú)人機(jī))nowlethimsurveytheentire3,000acresinseveraldays,sohecanquicklylocatedamagedtrees,informownersofaffectedplots,andsendupdatestoworkers.Roth’sexplorationgoesbeyonddrones.HisrecentprojectiscombiningbodycamerawithAL.“Usuallyyoumarkthetrees,they’recutdown,andyouhavenoideahowmuchwoodyou’llget,whatquality,andwhichspecies,”heexplains.AInow“sees”throughhisbodycam,recognizestreespecies,estimateswoodproduction,andsendsreal-timeinformationtohisphone.SinceuptohalfofEuropeantreespeciesareunsuitedtorisingtemperaturesandextendeddryperiods,Rothhasalsobegunexperimentingwithnewspecies,plantingtheminsmallgroupsandkeepingtrackoftheminhissystem.Asforestareasexpand,interventionsareneeded,buttherearen’tenoughemployeestokeepitallstraight.“EitherIknowit,orthecomputerknowsit,ornooneknowsitandit’slost,”hesays.Roth’sexpertiseintacklingthechallengesofmodernforestrywithtechnologyisincreasinglysoughtafter—colleaguesreachoutforadvice,andhelecturesonthetopicatuniversities.Buthewarnsthattechnologycanneverreplaceawanderthroughtheforest:“Ishouldneverbelievethatthedigitaltwinisreality.Ialwayshavetodoarealitycheck.”4.WhatwasRoth’sjobwhenhestartedhiscareer?

A．Sustainingforesthealth.B．Predictingtheforest’sfuture.C．Managingdisasters.D．Seekinghigh-techsolutions.5.WhatdoesRothusedronestodo?

A．Identifydeadtreespecies.B．Removeharmfulinsects.C．Collectdataofforestdamage.D．Informownersoftheirloss.6.WhatpointisRothtryingtomakewithhiswordsinparagraph4?

A．Forestsareacureforclimatechange.B．Experiencedworkersareingreatneed.C．Forestexpansionissuccessfullycontrolled.D．Technologyiskeytotrackingforestinformation.7.WhydoesRothwarnabouttheuseoftechnologyinforestry?

A．Itmayreplacehumanworkers.B．Itmayneedtoomuchchecking.C．Itmayprovidefalseinformation.D．Itmaydenychancesofforestwalks.(★★★)Ifyoueverwonderedwhatyourchild’sdrawingsmightreveal,keeponreading.ImaginehowyouwouldfeelwhenlookingatEarthfromouterspace.ThatfeelingofaweiswhatwecalltheOverviewEffect,afeelingmostastronautsreportwhentheyreturntoEarth,describedasatransformativeexperiencethatchangestheirviewofourplanetandhumanity—anexperiencethatbuildsasenseofunity,interconnectedness,andresponsibilityforEarth’swell-being.Recently,40,000childrenexperiencedavirtualreality(VR)spacejourney,becomingauniquegrouptohaveachancetoundergothisawesomefeelingwithoutleavingEarth.TofindoutwhethertheyhadexperiencedtheOverviewEffect,weasked100childrenfromthisspecialgrouptodrawself-imagesbeforeandaftertheVRjourney.Inpreviousstudiesonadults,wefoundthatafterviewingavideotobringabouttheOverviewEffect,participantstendedtodrawasmallerself.Apparently,goingthroughtheexperienceofaweandwondermakesonefeelsmaller,withasmallerdrawingastheresult.However,whenweappliedthismethodtochildren,weencounteredunexpectedresults.ThesizeoftheirdrawingsremainedunchangedaftertheVRexperience.Thisdiscrepancyledustoquestion:WeredrawingsbychildrensimplynotagoodwaytomeasuretheOverviewEffect?Didwhatworkedforadultssimplynotworkforchildren?Uponcloseranalysis,wediscoveredthatthekeytomeasuringtransformativeexperiencesinchildrenliesmotinthesizeoftheirdrawingsbutintherichnessoftheircontent.BeforetheVRjourney,thechildren’sdrawingsweresimple,oftenshowingfamiliarelementsfromtheirdailylives.Afterthejourney,theirdrawingsbecamefarmoreinsightful,filledwithvividdescriptionsindicativeofwhattheyhadlearnedduringtheVRjourney—forexample,theEarth’secology.Thisdiscoverygaveusanewwaytounderstandchildren’sresponsestotransformativeexperiences.I’mnotproposingthatwereplacetestsinschoolswithchildren’sdrawings.Butwhenitcomestotransformativeexperiences,I’drecommendpayingmoreattentiontowhatchildrenactuallydraw.8.HowcanwedescribetheOverviewEffect?

A．Itexpressesman’sviewofEarthandhumanity.B．Ithelpspeoplegetdeeperinsightsintotheworld.C．Itbringsaboutawesomefeelingsoftheouterspace.D．Itisatransformativeexperienceuniquetoastronauts.9.Whatdoestheunderlinedword“discrepancy”meaninparagraph3?

A．Problem.B．Progress.C．Doubt.D．Difference.10.Howdidthechildren’sdrawingschangeaftertheVRjourney?

A．Theself-imagesbecamelarger.B．Theydescribedmoredetails.C．Thereweremorefamiliarelements.D．Theyexpressedricheremotions.11.Whatistheauthor’spurposeinwritingthetext?

A．Tosuggestawayofmeasuringchildren’slearning.B．Tocompareadults’andchildren’sOverviewEffect.C．ToanalysetheroleofVRtechnologyinchildeducation.D．Todescribethepsychologicalexperienceofspacetravels.(★★★)Gettingintoarguments,whetherwithfamilyorstrangersonline,canfeellikedebatingwithawall.Weareprobablyallguiltyofthinkingwe’reright,evenifwedon’thaveallthefacts.Thisphenomenoncalledthe“illusionofinformationadequacy”isdetailedinarecentpsychologystudy.“Interpersonalconflictisontherise,drivingincreasesinanger,anxietyandstress,”saidAngusFletcher,aneurophysiologistattheOhioStateUniversity.“Wewantedtolookintothosemisunderstandingsandseeiftheycouldbereduced.”Fletcher’steamsurveyed1,261Americansonline.Participantsweredividedintogroupsandgivenarticlesaboutafictionalfactory.Onegroupreadonlyreasonsforthefactorytomerge(合并)withanotherfactory,anotheronlyreasonsforstayingseparate,andaControlgroupreadallthearguments.Theyfoundthatthemajorityofthegroupswhoonlyreadthepro-oranti-mergingargumentsbelievedtheyhadenoughinformationtomakeagooddecision,andwouldfollowthearticle’srecommendation,whileabout55and45percentofthecontrolgrouprecommendedthefactoriesmergeorseparate.Theparticipantswiththeone-sidedinformationalsoassumedthatotherswouldmakethesamedecisiontheydid.Theteamcallsthisbelieftheillusionofinformationadequacy,asFletcherdescribesit,“Thelessourbrainknows,themoreconfidentitisthatitknowsallitneeds.”Thesefindingsaddtoresearchonnaiverealism,thebeliefthatone’ssubjectiveunderstandingisobjectivetruth.Whilenaiverealismstudiesfocusondifferentunderstandingsofthesamesituation,Fletcher’sresearchshowspeoplemaysharethesameunderstanding,ifgivensufficientinformation.Whentheparticipantsfromtheone-sidedgroupswereaskedtoreadallthearguments,somewouldchangetheirminds.Themixofopinionswascomparabletothecontrolgroup-about55to45percent.“Oneofthebestwaystofighttheillusionofinformationadequacywhendisagreeingwithsomeoneistostopandask,“IstheresomethingI’mmissingthatwouldhelpmeseetheirpointsbetter?’Thiscanhelpavoidunnecessaryinterpersonalconflict,allowingustofocusonworkingthroughkeydifferencesbetweenourselvesandothers,”saidFletcher.12.Whatisparagraph2mainlyabout?

A．TheacademicbackgroundofAngusFletcher.B．Thecauseandeffectofinterpersonalconflicts.C．Theimportanceofreducingmisunderstandings.D．ThesignificanceandpurposeofFletcher’sstudy.13.Whatwereallthreegroupsaskedtododuringthestudy?

A．Defendtheirownviews.B．Discussbeforemakingdecisions.C．Readtheassignedarguments.D．Recommendthebestarticle.14.WhatdoesFletcher’sresearchfind?

A．Peoplewiththesameinformationmakesimilardecisions.B．Peoplefromthecontrolgrouparebetterdecision-makers.C．Peoplelessinformedaremorelikelytochangetheirminds.D．Peoplewithpartialinformationoverestimatetheirjudgments.15.WhatdoesFletchersuggestpeopledowhendisagreeingwithothers?

A．Workthroughkeydifferencestogether.B．Checkforextrafactstounderstandothers.C．Stoparguingtoavoidinterpersonalconflict.D．D.Getmoreevidencetosupporttheirownpoint.(★★★)Asanexperiencedteacher,I’vecometounderstandthegreatvalueofhands-onactivities.16NoothercreatureonEarth,notevenourclosestprimate(靈長(zhǎng)類)relatives,hashandsstructuredquitelikeours,capableofsuchprecisegraspingandcontrol.17Alotofmodernlifeinvolvessimplemovements,suchastouchingscreensandpushingbuttons,andsomeexpertsbelieveourshiftawayfrommorecomplexhandactivitiescouldhaveconsequencesforhowwethinkandfeel.Thinkaboutit:you'regluedtoyourscreen,typingoutassignmentsorchattingwithfriends.Sure,that'sabigpartofhowwelivenow.18Ourbrainsareactuallywiredtorespondtohandmovements.Whenyoudothingslikecookingorknitting,itgivesyouahugesenseofachievement.Researchbacksthisup.Studieshaveshownthatwhenpeople—andevenrats—dothingsthatrequireeffort,theyhandlestressbetter,solveproblemsfaster,andevenrememberthingsbetter.Forexample,ratsthathadtodigfortheirfoodwerelessstressedandbetteratsolvingproblemsthanthosethatgotfoodhandedtothem.19Activitieslikegardeningandcraftingcanhelpreduceanxietyanddepression,makingyoufeelawholelotbetter.Inmyclassroom,Imakesuremystudentsgetamixoftraditionalanddigitalactivities.Iencouragethemtodothingsusingtheirhands.Thismakeslearningmorefunandhelpsthemfeelemotionallyandmentalbetter.20Andyourbrainandhandswillthankyou!

A．Thesamegoesforushumans.B．Thehumanhandisawonderofnature.C．Now,whydon'tyoujoinmeinanexcitingcardgame?D．Technologyisconstantlybringingnewchallengestoourhands.E．However,wearedoinglesscomplicatedhands-onworkthanweusedto.F．Butnothingbeatsthesatisfactionyougetfromdoingsomethingwithyourhands.G．Sonexttimeyoureachforascreen,considerpickingupapen,someclayorfabric.二、完形填空(★★★)Today,Ivisitedmybanktoputachequeintomyaccount.Theprocesswasstraightforward,butIdecidedto_______thedetailswiththetellertoavoidanyissues.Theteller,apparentlyanewemployee,was_______aboutthesteps.Hecalledhismanagerforassistance.Themanagerpatientlyexplainedeverythingtome,whichItruly_______.However,duringtheexplanation,Inoticedthatthetellerwas_______withsomethingelseanddidn’tpayattentiontohismanager’s_______.Themanageralsodidn’turgehimtolistencarefullyandunderstandthe_______._______onthesituation,Irealizedthatthemanagerfailedtouseapreventivemethod.Thismight_______theteller’saskingforhelpagaininthefuture,causingthemanagerto_______leavehisdesktomanagethesameissues.Thiswould________hisroutineworkandwastehisprecioustime,whichcould________bebetterspentonhiscoreduties.Iftherootcauseoftheproblemisnotsolved,itwillpotentiallyaffectcustomer________.Thissituationremindedmeofasaying,“Teachamantofish,andyoufeedhimforalifetime.”Itemphasizesthesignificanceofenablingpeopletohandletasks________ofexternalassistance.The________ofhavingaclearvisionisevidentinthiscase.Itinvolvesanticipatingfutureneedsandmakingtherightmovestoaddressthem.Thus,weshouldbeginwiththe________inmind,planningforlong-termsuccess.21.A．negotiateB．confirmC．describeD．share22.A．unsureB．concernedC．curiousD．careful23.A．caredB．believedC．respectedD．a(chǎn)ppreciated24.A．confusedB．satisfiedC．occupiedD．excited25.A．requirementsB．warningsC．suggestionsD．instructions26.A．lessonB．a(chǎn)rrangementC．procedureD．conversation27.A．FocusingB．CountingC．WorkingD．Reflecting28.A．refertoB．leadtoC．resultfromD．benefitfrom29.A．repeatedlyB．patientlyC．quicklyD．regularly30.A．complicateB．interruptC．reduceD．control31.A．otherwiseB．stillC．thereforeD．merely32.A．imageB．responseC．satisfactionD．engagement33.A．hesitantB．ignorantC．tolerantD．independent34.A．importanceB．desireC．principleD．a(chǎn)mbition35.A．caseB．taskC．endD．saying三、語(yǔ)法填空(★★★)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。TheChinaWildlifeImageandVideoCompetition,hostedbytheChineseNationalGeography,haslongbeen36eventofgreatsignificanceinthefieldofwildlifedocumentation.AtanawardsceremonyrecentlyheldinBeijing,17remarkableimagesandvideos,which37(select)fromover37,600submissionsglobally,deeplyattractedtheaudience.Thecompetition,38(theme)“SpiritualityofMountainsandSeas”thisyear,aimstoenhancepublicawarenessofwildlifeandecologicalconservation.Amongtheaward-winning39(entry),theworkofJiaHaining’steamonOrientalstorks(東方白鸛)intheYellowRiverDeltastoodout40(noticeable).Theirdelicatepieceofartbeautifullydemonstratedtheregion’secologicalharmonyandspecies41(diverse).Tofilmthedynamicmoment42thebirdslefttheirnests,theyarrivedatthefilmingsiteasearlyas4:30am.Andtheywaitedpatientlyforalmosttwomonths43theyoungstorks’firstflight!Thejudgespraisedtheirworkasabreathtakingsymphonyoflife.Additionally,specialawardsformobilephotographyandsocialmediaengagementwereintroducedtoencourage44(broad)publicparticipation.Thecompetition,asDr.JaneGoodallnoted,hasthepowertoinspirepeople,especiallythosewhorarelyhavetheopportunitytoexperiencenaturefirsthand,45(reconnect)withthenaturalworld.四、書信寫作(★★★)46.學(xué)校英語(yǔ)俱樂(lè)部計(jì)劃在“世界讀書日”舉行英文演講比賽，主題是“實(shí)體書店是否會(huì)消失?”請(qǐng)你寫一篇英文演講稿，內(nèi)容包括：1.你的看法；2.你的理由。注意：1.寫作詞數(shù)應(yīng)為80個(gè)左右；2.請(qǐng)按如下格式在答題卡的相應(yīng)位置作答。WillPhysicalBookstoresDisappear?_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________五、書面表達(dá)(★★★)47.閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語(yǔ)續(xù)寫兩段，使之構(gòu)成一篇完整的短文。LiMingwasa17-year-oldexchangestudentfromChina.Withaheartfullofdreamsandalittlebitofnervousness,heflewtotheUnitedKingdomtostartanewadventure.HehadalwaysimaginedwhatitwouldbeliketowalkthroughthehistoricstreetsofEnglandandmeetpeoplefromdifferentpartsoftheworld.Butassoonashearrivedathisnewschool,hefeltalittleunsure.Inhisnewclass,LiMingstruggledtostartconversationswithhisBritishclassmates.Theyspokesoquicklyandusedwordsandphraseshedidn'tunderstand.Whenhetriedtojointheirconversations,hefeltshyabouthisaccentandworriedthathemightsaysomethingwrong.Healsonotic