资源简介

高三英语
考生注意：
1. 本试卷分选择题和非选择题两部分。满分150分，考试时间120分钟。
2. 答题前，考生务必用直径0.5毫米黑色墨水签字笔将密封线内项目填写清楚。
3. 考生作答时，请将答案答在答题卡上。选择题每小题选出答案后，用2B铅笔把答题卡上对应题目的答案标号涂黑；非选择题请用直径0.5毫米黑色墨水签字笔在答题卡上各题的答题区域内作答，超出答题区域书写的答案无效，在试题卷、草稿纸上作答无效。
第一部分 听力（共两节，满分30分）
第一节（共5小题；每小题1.5分，满分7.5分）
听下面5段对话。每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项。听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。每段对话仅读一遍。
例: How much is the shirt
A. 19.15. B. 9.18. C. 9.15.
答案是C。
1. What does Esther most probably do
A. A director. B. An athlete. C. A singer.
2. What did Sarah emphasize just now
A. Team efforts. B. Shared responsibility. C. Creative thinking.
3. How is the weather
A. Hot. B. Warm. C. Cold.
4. What is the probable relationship between the speakers
A. Coworkers. B. Doctor and patient. C. Interviewer and interviewee.
5. What are the speakers going to do
A. Close the soup kitchen.
B. Volunteer in their community.
C. Hire more volunteers.
第二节（共15小题；每小题1.5分，满分22.5分）
听下面5段对话或独白。每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项。听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。每段对话或独白读两遍。
听第6段材料，回答第6、7题。
6. When will the man probably meet Ms. Carey tomorrow
A. At 10:00 am. B. At 12:00 pm. C. At 3:00 pm.
7. What will the man do tomorrow afternoon
A. Pick up international partners.
B. Attend a budget review meeting.
C. Talk about marketing strategies.
听第7段材料，回答第8至10题。
8. Where does the conversation take place
A. On a plane. B. In a library. C. At a market.
9. Why does the woman go to France
A. To start a business. B. To look after her friends. C. To go traveling.
10. Where does the man come from
A. The Netherlands. B. Thailand. C. Britain.
听第8段材料，回答第11至13题。
11. What can be learned about the car
A. A serious accident happened to it.
B. Its air conditioning system is new.
C. It has run more than 40,000 miles.
12. What is the woman dissatisfied with about the car
A. The engine. B. The suspensions. C. The brakes.
13. How much does the woman want to pay for the car at last
A. $ 5,500. B. $ 6,000. C. $ 6,500.
听第9段材料，回答第14至16题。
14. Which of the following is the woman’s favorite
A. Wing Chun. B. Tai chi. C. Shaolin kung fu.
15. What does the man like about drunken boxing
A. Its funny elements. B. Its health benefits. C. Its predictable movements.
16. What do the speakers mainly talk about in the end
A. The techniques of effective self-defense.
B. The significance of Chinese martial arts.
C. The new concept of Chinese philosophy.
听第10段材料，回答第17至20题。
17. Which class does Rosenthal teach
A. Environmental Literature. B. Organic Chemistry. C. Climate Change.
18. What was Djukic’s initial attitude toward Rosenthal’s board game idea
A. Unconcerned. B. Doubtful. C. Intolerant.
19. What are the players of the board game “Solutions” expected to do
A. Compete against each other.
B. Copy the idea of “Monopoly”.
C. Cooperate for a common goal.
20. What did Djukic say about the board game “Solutions” at last
A. It required students to be determined.
B. It involved excellent storytelling skills.
C. It could make a serious subject enjoyable.
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、D四个选项中选出最佳选项。
A
Meet Trailblazer: A New Language Program for Young Learners
Join us for an overview of Trailblazer, National Geographic Learning’s new program for young learners of English! With Kristen Keating and Susannah Reed as your guides, you’ll learn how this program prepares your young learners with the language support and literacy (读写) skills they need in a multicultural, media-rich world. We’ll review the exciting features of this program, including a three-inquiry approach in each unit, real-life stories of National Geographic Explorers and a multi-literacy framework (框架) for each lesson.
Whether you’re ready to teach with Trailblazer or interested in learning what this program can bring to your classrooms, we hope you’ll join us to help your young learners start learning English!
ABOUT THE PRESENTERS
Kristen Keating is a Senior Development Editor at National Geographic Learning and lives in Vermont. She has taught both English and Spanish at the primary school level, and she has developed materials for bilingual (双语的) education in the US. At National Geographic Learning, Kristen has contributed to the development of several primary and preprimary English language learning programs, including Welcome to Our World 2nd Edition and, most recently, Trailblazer.
Susannah Reed is an author and educational consultant, specializing in ELT materials for young learners of English. After teaching in Spain and the United Kingdom, Susannah has worked in educational publishing for over 25 years as a publisher as well as a writer of ELT course books and readers for children around the mitted to exciting, caring and multi-disciplinary materials which inspire children’s natural curiosity and creativity, Susannah has developed learning materials with many of the top ELT publishers, including Look and See for National Geographic Learning. She is now proud to be an author on the innovative series Trailblazer.
21. What is special about the program
A. It includes real-life stories. B. It focuses on social media.
C. It doesn’t have frameworks. D. It offers one-on-one lessons.
22. Who does “you” in the text most probably refer to
A. Writers. B. Teachers. C. Travelers. D. Publishers.
23. What can be known about Susannah Reed
A. Her books are intended for adult readers. B. Her career in the UK was a little disappointing.
C. She launched Welcome to Our World 2nd Edition. D. She is experienced in developing learning materials.
B
After years spent running and dieting, Casey Johnston came across a post about weightlifting.
“I don’t lift to be attractive. I lift to be strong,” Johnston recalls one devoted powerlift er posting.
“Liar,” Johnston thought to herself. “After all, isn’t attractiveness the reason why most people work out ”
Johnston wanted to look attractive in college. She tried, at first, just dieting. That didn’t get her all the way to where she thought she should be— weight wise. Then she started running. She was running more and more and eating less and less, but sort of staying in the same place. She just had the impression that she should always be losing weight.
Then she learned that what had happened through all of this weight-loss pursuit was that she had dieted and exercised away all of her lean body mass (去脂体重). She thought her muscles were just there waiting to be uncovered if she lost enough weight. It turned out that, actually, if you aren’t protecting your muscles actively, they can go away.
While running, Johnston found it punishing, but it was a way to achieve one goal that consumed her: not being fat. She had absorbed the cultural message that the purpose of exercise was to make her as small as possible.
Johnston admits that she was first drawn to weightlifting for the same reason. But gradually, she discovered strength training could offer more,
She says lifting weights helped repair her disordered eating and allowed her to enjoy food. “When I gave it a chance, with these basic elements, I found it transformative. That work of looking closer and listening to myself is worth the time,” she shares. “Most importantly, it changed my attitude about my own body, from one centered on denial of pleasure to a relationship that now embraces movement, rest and eating equally. My body could feel good, even powerful.”
24. How did Johnston find the post at first
A. Inspiring. B. Ordinary. C. Innovative. D. Unconvincing.
25. What was the outcome of Johnston’s dieting and running in college
A. She became too weak to study. B. She gained more lean body mass.
C. She didn’t look the way she had expected. D. She lost more weight than planned.
26. Why did Johnston start to learn to lift weights
A. For weight loss. B. For education. C. For entertainment. D. For cultural exchange.
27. What is the focus of the last paragraph
A. How Johnston became more attractive. B. How weightlifting benefited Johnston.
C. How Johnston trained for weightlifting. D. How exercise pressure affected Johnston.
C
Intellectually humble people are able to recognize and admit to the limitations of their knowledge. They tend to be more open-minded, discerning, and respectful of others. This suggests that intellectual humility (谦卑) could be a virtue worth developing, especially in children. In fact, a new study discovered that they already do, from quite a young age.
In this study, a diverse group of over 100 four-to eleven-year-old children were asked how they felt about a humble versus an over-confident adult figure. The children were presented with an ambiguous (模棱两可的) object or word. Then, the children heard two adults answer questions regarding the object or word, including what it was, how sure they were about their identification, and if they were open to it possibly being something else. Each adult initially identified the object or word in the same way. But the humble person said they were “pretty sure” they were right but that the word or object could be something else, while the over-confident person said they were “definitely sure” they were right and it couldn’t be otherwise.
After viewing these interviews, the children rated whom they liked more and would rather learn from. By analyzing their responses, the researchers found that children aged five and a half years and older preferred humble people to over-confident people.
“This suggests that children as young as five and a half recognize the value of intellectual humility,” says researcher Shauna Bowes of Vanderbilt University.
Bowes’s finding suggests that children could benefit from adults modeling intellectual humility at younger ages. For example, elementary school teachers could express uncertainty in situations where the answer isn’t clear, nudging kids toward staying open and digging deeper into ambiguous topics. Similarly, parents could model humility with their young children, encouraging them to tackle complex problems.
Bowes hopes that when adults model intellectual humility, children learn that no one has all of the answers. “There is power in saying ‘I’ m not entirely sure and my knowledge is fallible, and so is yours. But we can come together and talk’,” says Bowes. “I think the earlier kids learn to do this, the better.”
28. What is a difference between the two adult figures
A. The kids viewing their interviews. B. The object or word they identified.
C. Their initial way to identify an object. D. Their attitude to their identification.
29. What might be concluded according to the new study
A. Over-confidence gives rise to misunderstandings.
B. Young children prefer people acting with humility.
C. Humble people are bound to learn more from others.
D. Children are fairly insensitive to intellectual humility.
30. What does the word “nudging” underlined in paragraph 5 most probably mean
A. Controlling. B. Following. C. Motivating. D. Judging.
31. What message does Bowes deliver in the last paragraph
A. Discussion doesn’t always lead to certainty.
B. Hiding one’s ignorance helps maintain authority.
C. Knowledgeable people are eager to share resources.
D. It’s necessary to admit to one’s knowledge limitations.
D
In recent years, the sharp increase in global rocket launches has transformed the sky, fueled by the rapid growth of the space industry. This creates major opportunities but also raises environmental challenges. Pollutants released during rocket launches and re-entry are left in the middle atmosphere, where they can damage the ozone layer (臭氧层) which protects Earth against harmful ultraviolet radiation.
Investigations into how rocket emissions (排放) affect ozone began more than three decades ago, but for many years the impact was considered minimal. As the frequency of launches continues to rise, this view is shifting. In 2019, only 97 orbital launches were recorded worldwide, but by 2024, the figure had climbed to 258, with projections pointing to continued rapid growth.
Unlike ground-level pollutants, emissions from rockets and re-entering satellites can stay in the middle and upper atmosphere up to 100 times longer, since removal processes such as precipitation do not occur at those heights. While most launches take place in the Northern Hemisphere, the atmospheric flow eventually distributes the pollutants globally.
Recently, researchers from ETH Zurich and the Physical Meteorological Observatory in Davos, in cooperation with Laura Revell’s international team at the University of Canterbury, used a chemistry-climate model to see how future emissions might impact the ozone layer by 2030.
With 2,040 annual launches by 2030— roughly eight times the 2024 total— the model predicts that global average ozone thickness would decrease by nearly 0.3%. Seasonal losses could reach as much as 4% over Antarctica, where the ozone hole continues to reappear each spring.
While these reductions may appear small, the context is critical. The ozone layer is still recovering from the earlier loss caused by long-lived chlorofluorocarbons (CFCs), which were banned under the 1989 Montreal Protocol. Even today, global ozone thickness remains about 2% below pre-industrial levels, and the full recovery is not expected until around 2066.
But we believe a launch industry that avoids ozone-damaging effects is entirely possible: Monitoring rocket emissions and carrying out necessary and appropriate regulations are all key to ensuring that the ozone layer continues its recovery. This requires scientists, policymakers, and industry to work together.
32. What is the current view on rocket emissions
A. Their impact will become severe. B. Their distribution is location-limited.
C. They will decrease at a faster speed. D. They can be removed by precipitation.
33. Why was the recent research on rocket emissions conducted
A. To seek potential solutions. B. To look into their future effect.
C. To address climate change challenges. D. To figure out the leading contributors.
34. What is the function of paragraph 6
A. To show protecting the ozone layer is possible. B. To indicate the dark future of the space industry.
C. To argue that the model predictions are worrying. D. To set standards for global average ozone thickness.
35. What can be a suitable title for the text
A. Global Rocket Launches Are Rocketing B. Can the Ozone Layer Still Protect Earth
C. Rockets Could Eat Away at the Ozone Layer D. Can Ozone-damaging Effects Be Avoided
第二节（共5小题；每小题2.5分，满分12.5分）
阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。
Years ago, I visited a trade school and was so inspired by the introduction to the plumbing (管道) courses that I enrolled then and there. I completed a plumbing program, earning a certification of competency and was determined to take up an apprenticeship (学徒期).
However, securing my first apprenticeship seemed impossible in New York City. 36 The only response I received was that I didn’t have enough hands-on experience. I found myself asking, “How can I get experience if I need experience before being considered for my first job ”
Then I spent six months on the Hurricane Harvey Relief Program in Rockport, Texas. During that time, as a volunteer, I was involved in setting up plumbing systems while fitting kitchens and bathrooms. I was able to learn from qualified contractors working on more technical issues. I also learned much about constructing homes, from hanging drywall to fitting doors, windows and flooring. 37 That was because volunteers needed to deal with various unusual problems.
When I returned home and updated my resume (简历), I was impressed by the list of skills I’d gathered in that short space of time. 38 It was encouraging to be offered many interviews. Eventually, I was hired as an apprentice plumber by the first company I interviewed with.
39 I wouldn’t have got the job if it hadn’t been for what I had learned on the program. If you are currently being told you need hands-on experience before you’ll be considered for an entry-level position, consider volunteering on programs. 40 My story is proof.
A. Many people are eager to be volunteers.
B. I really feel I owe that all to my volunteering experience.
C. With my newfound passion, I chose to get a different position.
D. You’ll learn a variety of skills that can be translated to suit many jobs.
E. I started applying for jobs again and I noticed a shift in responses from employers.
F. So many candidates were competing for the same role and I couldn’t land an interview.
G. There were also plenty of opportunities for me to pick up creative problem-solving skills.
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，从每题所给的A、B、C、D四个选项中选出可以填入空白处的最佳选项。
My son brought Kaya home one evening. Her beautiful eyes won him over, but I wasn’t easy to 41 . Imade a few 42 : The dog needed to have a bath and had better not sleep on our sofa.
Unfortunately, I hadn’t 43 “no barking”. For the first few nights, Kaya kept barking and no one got any 44 . Thankfully, after about a week, Kaya 45 and stopped barking throughout the night.
Kaya had been living with us for nearly three months when, one day at 4:00 am, she 46 barking like crazy. I looked outside and saw her running up and down along the fence we 47 with our neighbors.
It was 48 enough to wake up the neighbors. After about a minute, the neighbors’ lights were turned on. Then came a shout, followed by the 49 of glass breaking and a door slammed (砰地关上). 50 , more shouts and pounding followed, all against the 51 background noise of our dog.
My son went outside to 52 and I attempted to quiet down the dog. It turned out that Kaya had heard unusual noises from the neighbors’ 53 . She began barking and wouldn’t 54 until the neighbors woke up just in time to catch a burglar (窃贼) trying to break in through their back door and send him to the police The only 55 they could report was a broken pane of glass.
41. A. please B. defeat C. award D. replace
42. A. promises B. demands C. adjustments D. impressions
43. A. understood B. tracked C. mentioned D. permitted
44. A. strength B. response C. assignment D. sleep
45. A. pulled over B. settled in C. broke down D. woke up
46. A. started B. practiced C. postponed D. finished
47. A. threw B. avoided C. hid D. shared
48. A. shiny B. trendy C. noisy D. heavy
49. A. plot B. sound C. demonstration D. cause
50. A. Subsequently B. Regretfully C. Fortunately D. Ultimately
51. A. unheard B. dangerous C. constant D. illegal
52. A. withdraw B. fight C. bounce D. investigate
53. A. house B. office C. store D. community
54. A. emerge B. stop C. intervene D. move
55. A. bonus B. clue C. conflict D. loss
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。
Agriculture ministers from Shanghai Cooperation Organization (SCO) member states gathered on Wednesday in Kunming, Yunnan Province, for the 10th Meeting of Agriculture Ministers, 56 (desire) to deepen agricultural cooperation and policy coordination across the region.
“China remains 57 (commit) to high-level agricultural opening up and will work with SCO partners to 58 (joint) expand trade and investment, strengthen scientific collaboration and deepen exchanges in agricultural talent,” said Chinese Minister of Agriculture and Rural Affairs.
China proposed 59 (priority) for future SCO agricultural cooperation, including advancing agricultural technology cooperation through shared platforms and talent exchanges, and enhancing trade channels to ease the flow of agricultural products across borders.
The meeting, 60 almost all participants highlighted opportunities in areas such as agricultural machinery, processing, disaster prevention and crop breeding, concluded with the 61 (adopt) of a joint statement, emphasizing the need for greater cooperation and timely action in addressing regional agricultural challenges.
Iranian Agriculture Minister Gholamreza Nouri Ghezeljeh regarded the meeting as a vital step toward unlocking the region's vast agricultural potential. “We have strong partnerships with most SCO members, particularly China. Our agricultural trade with China 62 (reach) $1 billion so far, and we hope 63 (double) that figure in the coming years,” said Ghezeljeh.
A spokesperson of Yunnan's Agriculture and Rural Affairs Department noted 64 province's exports of flowers, fruits, vegetables, tea, coffee and traditional Chinese medicine 65 over 40 countries and regions, including many SCO member states. “There is huge potential for further cooperation,” the spokesperson added.
第四部分 写作（共两节，满分40分）
第一节（满分15分）
校英语报新增设的Music and Me专栏正在征文，请你以How I Fell in Love with“_________”为题写一篇短文。内容包括：
1. 简介你喜欢的一首歌；
2. 讲述你是如何爱上这首歌的。
注意：1. 写作词数应为80个左右；
2. 请将题目补充完整后，按如下格式在答题卡的相应位置作答。
How I Fell in Love with “_________”
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
第二节（满分25分）
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。
As my husband Bill and I drove to what was supposed to be our romantic anniversary (周年纪念日) getaway— an early autumn overnighter at a peaceful shore destination, an unexpected storm hit.
The Maple with its Olympic-size pool and award-winning restaurant was a perfect destination. Located stop a hill overlooking an ocean, it was within walking distance of a nearby town. At the other end of the road was a lighthouse where sightseers could climb the winding staircase to the observation spot.
This trip promised to be fantastic— until the rain poured down. The more I prayed, the harder it rained. We had to find a shelter to wait for the rain to stop. When we managed to get to The Maple, it was late at night.
The door of the indoor pool was locked. And it wouldn’t be open the next day, for it needed upgrading that day. I felt tears in my eyes.
Bill comforted, “We can have dinner in the restaurant you like.” So, we walked to the hotel restaurant, but were greeted by a sign: Closed on Mondays.
“Oh, I just studied the introduction to its delicious food! I thought it was open all the time,” I said to Bill. “I’m so sorry.”
“Relax, honey,” Bill said, “There must be something open in the nearby town.”
Soon, Bill and I found an old-fashioned restaurant in the town. There, we enjoyed our dinner while recalling our happy memories. When we considered having some dessert, the flash of a sign caught my attention. “Homemade ice cream,” it read. “Thirty flavors.” We ran to the corner shop, ordered several flavors and ate the whole thing. We felt like carefree teenagers!
When we returned to The Maple, Bill said, “Well, things didn’t go as expected. But tomorrow morning we can still climb to the top of the lighthouse before we drive back home. I know how much you want to do that.”
The following morning, as we approached the lighthouse, we saw another sign: CLOSED FOR REPAIRS. The storm must have damaged the lighthouse!
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。
“Look! The beach ahead is still open. We can go there,” I said to Bill cheerfully. _______________________
________________________________________________________________________________________________________________________________________________________________________________________
As we drove home, Bill said to me, “This trip certainly didn’t go as planned, did it ” ____________________
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