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2025 学年第二学期高三命题指导研诊
英语样卷考生注意：
1 ．考试时间 105 分钟，试卷满分 115 分。
2 ．本次考试设试卷和答题纸两部分。所有答题必须涂(选择题)或写(非选择题，左答题纸上，做在试卷上一律不得分。
3 ．答题前，务必在答题纸上填写准考证号和姓名，并将核对后的条形码贴在指定位置上。在答题纸反面清楚地填写姓名。
I. Grammar and vocabulary
Section A
Directions: After reading the passage below, fill in the blanks to make the passage
esinerent and grammatically correct. For the blanks with a given word, fill in each
blank with the proper form of the given work. for the other blanks, use one word that best fit s each blank.
Seeing is Believing
Have you ever looked up at clouds on a summer’s day and seen a face looking back at you Or spotted the” man in the moon” smiling down at you at night Or
noticed eyes and a smile on the front of a car If you have, you’re 1 good
company. The name for this phenomenon — our ability to see meaningful images in random places or things — is paredolia. Seeing faces in everyday objects is one ofits most common forms.
Several theories have tried to explain pareidolia. One is that it is a survival
mechanism. The lives of our ancestors often turned to 2 (atstingnish) quickly between friends and enemies. so our brains adapted to detect faces everywhere.
In 2014, Dr. Kang Lee, a scientist at the University of Toronto in Canada who
studies how young people’s brains work, 3 (propose) a different theory. He
said that seeing faces in everyday objects is the result of the brain communicating that information back to 4 . The brain, in fact, imagines a face and” tells” the eyes to see it. Dr Lee scanned the people’s brains write showing them a series of grainy
images, some of 5 contained hidden faces. He them asked the participants,” Do you see a face ” Once they were asked the question, people answered yes 34% of the time, 6 the re was no face. What’s more, if participants reported seeing a face, the visual cortex of their brain-the part of the brain which functions 7
(process) information from the eyes-lit up. Dr. Lee concluded that”a lot of things we see in the world 8 ． (create) not by our sight but by our minds.”
9 you know some of the tricks your mind can play, why not take
another look up at the clouds and see what you can find Perhaps a camel or a fox will emerge-or maybe you’ ll see someone you know, 10 (recognize) in the soft,
floating shapes above. And who knows Maybe you’ ll come up with something entirely new.
Section B
Directions: Fill in each blank with a proper word chosen from the box. Each word can be used only once. that there is one word more than you need.
A. access B. address C. competence D. considerable E. exposure F. hazardous G. idealized H. normalize I. safeguard J. prioritize K. vital
Social media: A double-edged Sword for Adolescents
Social media is offering significant opportunities alongside critical challenges. On the positive side, social platforms provide spaces for self-expression and
meaningful connections. Adolescents can 11 mental health resources online, engage in supportive communities, and share personal stories. These interactions
12 conversations around mental health, reduce unfair labels, and encourage help-seeking behaviors.
However, these advantages are counterbalanced by 13 risks.
Cyberbullying, social comparison, and the fear of missing out are widespread issues on most platforms. They often lead to heightened anxiety, depression, and weakened self-esteem among teenagers. The 14 lifestyle images shown online
frequently make adolescents feel excluded from their social circles. Too much screen time and 15 to harmful content further worsen the situation, damaging their
sleep quality, academic performance, and face-to-face social interactions. Adolescents with existing mental health conditions face even greater risks due to online
discrimination and a lack of proper guidance.
To 16 these problems, a collective effort from policymakers, educators, parents and platform designers is greatly needed. Policymakers should establish clear regulations to 17 adolescents online, including stricter age checks and limits on harmful content. International cooperation is also necessary to create unified rules for global social platforms.
Educational institutions play a(n) 18 role in helping adolescents use
social media responsibly. Schools can empower students to critically evaluate online content and manage screen time by integrating digital 19 and mental health education into school curricula. Schools can also set up peer support groups and offer counselling services to deal with related challenges early.
Parents should stay actively involved in their children’s digital lives by setting clear boundaries and communicating openly. Most importantly, social media
platforms must 20 user well-being in their designs. They can provide mental health support tools, content reminders and balanced usage guidance to protect young users. With joint efforts from all sides, society can make social media a positive force for the healthy mental development of adolescents.
II. Reading Comprehension
Section A
Directions: For each blank in the following passage there are four words or
phrases marked A, B, C and in each blank with the word or phrase that best fits the context.
As the holiday season draws near, one category on people’s gift lists is causing increasing concern: products with artificial intelligence. The development has raised
new concerns about the dangers smart toys could pose to , as consumer advocacy groups say AI could harm kids’ safety and development. The trend has calls for increased testing of such products and governmental oversight.
Last month, those fear s were given disturbing when an AI-equipped teddy bear started discussing topics inappropriate for children. The product,
FoloToy’s Kumma, ran on an AI model and suggested role play as ways to enhance a relationship, according to the Public Interest Research Group (PIRG), the consumer protection organization behind the study. “It took very little effort to get it to go into all kinds of topics; and probably a lot of content that parents would not want their children to ,” said Teresa Murray, PIRG director.”
Murray said AI toys could be particularly dangerous because whereas earlier smart toys provided children-programmed responses, a bot can “have a free-flowing conversation with a child and there are no “ .
Companies also use the AI toys to collect from children and have not been open about what they are doing with that information. That potentially puts users because of a lack of security around such data.
such concerns, the Public Interest Research Group is not calling for a ba n on AI toys. Some could have value, such as helping children learn a
second language or state capitals.
There needs to be more independent research conducted to ensure the products are safe for children and, until that is done, they should be shelves, Murray said.
AI toys are being marketed to families as safe and even beneficial to learning
before their impact has been by independent research. By contrast, teddy bears and toys have been proven to benefit children’s development with none of the risks of AI toys.
Mattel, a toy company, stated that they are concerned about “the impact of AI
toys on mental health” and that “its first products with AI are not intended
for users under 13”, adding: “AI enhances — not — traditional play, and we are emphasizing safety, privacy, creativity and responsible innovation.”
21 ．A ．companies B ．schools C ．seniors D ．children
22 ．A ．generated B ．answered C ．avoided D ．delayed
23 ．A ．imagination B．justification C ．hesitation D ．assumption
24 ．A ．academic B ．attractive C ．sensitive D ．technical
25 ．A ．be opposed to B ．be exposed to C ．be related to
D ．be applied to
26 ．A ．advantages B ．connections C ．boundaries D ．resources
27 ．A ．data B ．feedback C ．prizes D ．opinions
28 ．A ．at ease B ．at length C ．at risk D ．at fault
29 ．A ．Beyond B ．Besides C ．Despite D ．Unlike
30 ．A ．commercial B ．educational C ．geometric D ．geographic
31 ．A ．taken on B ．sent off C ．pulled from D ．wiped off
32 ．A ．assessed B ．witnessed C ．replaced D ．overlooked
33 ．A ．antique B ．expensive C ．electronic D ．offline
34 ．A ．masses’ B ．minors’ C ．majors’ D ．majorities’
35 ．A ．replaces B ．reserves C ．resolves D ．reverses
Section B
Directions: Read the following three passages. Each passage is followed by
several questions or unfinished statements. For each of them there are four choices marked A, B, C and D. Choose the one that fits best according to the information given in the passage you have just read.
(A)
A new study has revealed that the Greenland ice cap is melting far faster than
previously thought, as satellite data show widespread ice loss over the past four
decades. Using artificial intelligence to analyse satellite photos from 1985 to 2022,
researchers mapped the end positions of more than 235,000 glaciers(冰川) around the island. This unusual dataset showed that almost every glacier has become smaller in recent decades, losing an area of about 5,000 sq km of ice-equivalent to a trillion
tonnes.
The study, published in Nature, adds significant new insight to earlier
measurements based on ice height or gravity data, which could only detect losses that ended up in the ocean. By identifying the withdrawal of glaciers lying mostly below
sea level in Greenland’s narrow fjords (峡湾), the researchers uncovered an additional and previously unaccounted source of ice loss. Dr Chad Greene, at Nasa’s Jet
Propulsion Laboratory, who led the research, described the changes as”tremendous and happening everywhere.”
When the team combined their findings with existing measurements ofthe
Greenland ice sheet, they found the total annual loss of ice since 2003 reached about 264bn tonnes-roughly 30m tonnes every hour. The new data show an increase of 43bn tonnes a year compared with earlier estimates, or about 20% more than previously
thought. The implications, scientists warn, are alarming.
As Greenland’s glaciers withdraw and release vast quantities of freshwater into the North Atlantic, they may speed up the weakening of the Atlantic Meridional
Overturning Circulation (AMOC) — a system of ocean currents that regulates global climate. The AMOC is already at its weakest point in 1,600 years, and recent research has indicated it could collapse as soon as 2027 in a worst-case situation. Such a
collapse would disrupt global weather patterns, damage ecosystems, and threaten food security worldwide.
“There is some concern that any small source of freshwater may serve as
a’tipping point’ that could trigger a full-scale collapse of the AMOC,” the scientists said. Yet freshwater from Greenland’s glacier withdrawal is not currently included in oceanographic models. The inflow of less salty freshwater slows the normal sinking of heavier, saltier water in the polar region-the engine that drives the AMOC. The
findings suggest that Greenland’s hidden ice loss may play a far greater role in the stability of Earth’s climate system than once imagined.
36 ．What is the main purpose of the article
A ．To promote the growing use of AI in environmental science research.
B ．To report a study revealing faster Greenland ice loss and its global impact.
C ．To criticize the inaccuracy of previous ice loss measurements in Greenland.
D ．To describe how scientists discovered a new form of glacier below sea level
37 ．What can be inferred about previous methods of measuring ice loss
A ．They ignored surface melting entirely.
B ．They overestimated Greenland’s total ice loss.
C ．They were more accurate than satellite imagery.
D ．They underestimated losses occurring below sea level.
38 ．The underlined word”implications” in the 3rd paragraph refers to .
A ．the new measurements ofthe Greenland ice sheet
B ．the consequences of faster Greenland ice loss
C ．the methods used to analyze satellite data
D ．the warnings from scientists about climate change
39 ．Which diagram best illustrates the process of AMOC weakening described in the passage
A ．Glacier melting → Freshwater inflow → Ocean temperature↑ → AMOC weakening
B ．Glacial freshwater input→ Ocean saltiness↓—Sinking of salty water↓→ AMOC weakening
C ．Ocean saltiness↓ → Ice loss data ↑→ Scientist warnings → AMOC weakening
D ．Ice height measurement↓ → Gravity data↑ → Ocean model error → AMOC weakening
(B)
This research examines what makes ideas creative across country-language groups, what cognitive processes lead to more creative ideas, and how successfully students can think creatively in multiple tasks, as well as the characteristics of
high-performing students.
* What makes”creative ideas” creative
Creative ideas tend to be highly appropriate, original and valuable across
country-language contexts. However, judges’ appropriateness, originality and value scores don’t fully explain their overall evaluations ofthe creativity of students’
responses, accounting for around 66% of the variation in overall creativity scores on average.
* Which tasks led to more creative ideas on the test
Some of the tasks in the test asked students to come up with two or three ideas
for a given situation that were as different as possible. Although the task instructions did not instruct students to think of creative ideas in these tasks, around 1 in 2
students managed to come up with at least one creative idea in their response. In fact, students were more successful in thinking of creative ideas in the open-ended thinking tasks than when asked to generate a single original idea, with only 1 in 4 student
responses evaluated as creative in those tasks. Such tasks can thus encourage creative idea generation and help students practice their thinking skills.
Cultural norms and expectations can influence students’ capacity to engage in creative work. Unsurprisingly, across all country-language groups in the study,
students found it relatively easier to come up with appropriate ideas across tasks than original and valuable ideas. Students also consistently demonstrated a relative
weakness in coming up with original ideas, which was particularly evident in some countries.
* Are girls really better than boys in creative thinking
Girls consistently scored higher than boys in the creative thinking tasks —
across country-language groups, task types and scoring method — suggesting it is a
relatively reliable finding that is not driven by any single scoring method, task feature, or abnormal sample. Girls’ greater engagement with the test, in general, may go some way to explain this result.
40 ．This passage would most probably be taken from .
A ．a college teaching journal B ．a daily educational newspaper
C ．a psychology research website D ．a guidebook for creative writing
41 ．Which of the following might be the missing subtitle
A ．Are there cross-cultural differences in creativity
B ．What type of creativity are students poor at
C ．Are some types of ideas easier to generate than others
D ．What shapes students’ capability to create ideas
42 ．Which of the following may account for girls’ higher performance in the test
A ．A stable in-born edge in basic creative thinking.
B ．A generally higher level of active test participation.
C ．A clearer personal grasp of official marked rules.
D ．A richer practical background in designed grouped drills
(C)
One of the children, probably inspired by a movie, used a stick to draw a
“treasure map” in the sand pit (沙坑). Other children gathered around as he told the story of what “treasure” is, what a “map” is, and the adventure on which they were about to go.
The treasure, he explained, was a chest full of gold and jewels. Some of the kids wanted to know what a chest was. Others wondered, knowing it was all imaginary,
why the treasure couldn’t be ice cream or toys. The concept of the map was difficult. Although he assured the crew that treasure was buried somewhere on the playground, the map included a coconut tree and giant rocks.
“Let’s pick some coconuts when we get there,” shouted one pirate. “Pirate,” in this case, had been defined as “guys who go around and find treasure.”
These scenes are the gold standard of play-based learning. I’m sure there are
many preschool educators who would have felt forced, in the name of learning, to step in with corrections and clarifications, or worse. In a moment, we see the children turn away from one another, away from their own questions, explorations, assumptions,
and conclusions based on dialogue and agreement. They are now relying on the adult for questions and answers, rather than continuing to engage in the highest pursuit of human intellectual effort.
There are those who would argue that this game is, at best, a waste of time, that
these children playing their fantastical games of imagination, getting the facts wrong, playing with wrong ideas, and even spreading them amongst themselves, may be
learning, but that it’s false knowledge that will somehow have to be undone. But that, I think, is a misunderstanding of what play is all about, and, for that matter, what
learning is all about.
The birth of the universe and the nature of space and time are every bit as much mysteries to physicists as treasure maps and pirates are to these preschoolers. What
drives scientists is the same thing that drives playing children: they are motivated by the mystery, by their own questions, and by the freedom to seek answers. Too often,
educators, in our commitment to facts, truth and teaching, take over the learning by
providing shortcuts to answers, eliminating the mystery that has driven humans since the beginning of time. We forget that getting it wrong is every bit as important to this process as being right. The job in life is not to know stuff, but rather to figure stuff out so that we will then know. And we get there through play.
43 ．Why does the writer mention the”treasure map” in the 1st paragraph
A ．To present a typical example of play-based learning.
B ．To introduce a popular game among young children.
C ．To show kids’ creative ideas about treasure and pirates.
D ．To explain different kinds of outdoor playground activities.
44 ．According to the passage, what is a possible result of the stepping in of the preschool teachers
A ．A deeper understanding offacts and a more efficient learning process.
B ．The successful integration of imagination-based games into formal curricula.
C ．A shift from self-directed exploration to adult-dependent knowledge acquisition
D ．The immediate correction of false concepts and elimination of misunderstandings. 45 ．What can be inferred about the author’s attitude toward traditional educators
A ．He hopes they are as motivated as physicists are.
B ．He admires their commitment to providing correct facts.
C ．He thinks they should participate more in children’s games.
D ．He worries they might unintentionally kill children’s curiosity.
46 ．Which of the following would be the best title for this passage
A ．How to Draw a Perfect Treasure Map
B ．Play: The Highest Pursuit of Learning
C ．Why Facts Matter Most in Preschools
D ．Insight: The Myth of Games in Education
Section C
Directions: Read the passage carefully. Fill in each blank with a proper sentence given in the box. Each sentence can be used only once. Note that there are two
more sentences than you need.
Dancing into Middle Age
By my early 40s, I had exhausted all the hobbies that were supposed to make me feel better about entering middle age. I had started learning a new language, launched myself into an unsuccessful pursuit of a craft only to collect a pile of handmade
books, and given yoga a second chance. And then, at the height of my low-grade desperation, I decided to sign up for a ballet class.
Not being flexible, I could see how I didn’t exactly look like prospective
ballerina (芭蕾舞女演员) material 47 I needed confirmation that my body was capable of movement and grace.
And though I’d expected my classes to be physically demanding and my
muscles to ache, I hadn’t anticipated that my teacher’s command to”take up more space” would change my way of being in the world. My teacher reminded me that ballet isn’t about perfection. 48
Slowly, I started becoming more comfortable with the body I saw staring back at me in the mirror. My posture still needs improving and my jumps are never as high as they feel. But the idea that my body hasn’t become fixed and that it’s still a work in progress encourages me. 49 Instead of noticing only the beginnings of older age arriving, I now marvel at the changes I’ve seen as I’ve learned to stand with more
confidence and courage.
As for the imperfections They’ re part of being alive. Eight years into my ballet classes, I’m what you would call a lifelong advanced beginner. 50 Why do I continue Because when I do my daily ballet class, I focus on my breathing and move my body in ways that always challenge me and remind me of everything that is
possible.
Recently, my teacher taught us a beginner-appropriate version of the dance from Sleeping Beauty. As I stood in my living room, balancing unsteadily on my toes and dancing for nobody but myself, I felt every inch a ballerina.
A ．Every move made by me then invited my teacher’s critical evaluation.
B ．If anything, ballet is forcing me to rethink my relationship with my body.
C ．But I was determined to give it a try.
D ．Rather, he said, it’s about striving for perfection.
E．I nearly injured myself the one time I tried to lift my leg onto the desk in an attempt to stretch.
F ．At the age of 50, I am finally a ballerina, though not the kind that anybody would pay money to see on stage.
III. Summary Writing
51 ．Directions: Read the following passage. Summarize the main idea and the main point(s) of the passage in no more than 60 words. Use your own words as far as
possible.
Neighbourly Strangers
The traditional British”community spirit” was once the foundation of local life, but today it is in a steady decline. A recent survey shows a cold picture of modern
residential streets, where nearly 70% of respondents view their neighbours as virtual strangers. Although people live close by, sharing fences and walls, this no longer
translates into real social connection. We are sharing the same space, yet we have never been further apart in our hearts.
These statistics highlight a calculated social avoidance. While sharing
environments, over 70% of us stay unsure of neighbours’ names, with even fewer
identifying their children. In the rush of modern life, two-thirds of people purposely ensure they go entire days without catching a glimpse of the person next door. In fact, many have become experts at timing their departures specifically to avoid the
awkwardness of a brief“hello” in the hallway.
Furthermore, meaningful interaction has become rare in modern society. Only a small number of people still socialize through dinner dates or communal barbecues. Despite the clear need for human connection, fewer than one in ten would consider
organizing a street party. Instead, our interactions have become purely transactional; we might ask a neighbour to water our plants, but we often have no intention of
returning the favor or building a lasting friendship.
This social withdrawal has serious consequences, as collective disinterest is a
primary driver of the loneliness epidemic in the UK. Isolation is no longer just a
personal struggle; it has become a public health crisis that affects mental well-being. To bridge this gap, we desperately need innovative urban strategies and local
initiatives to restore a sense of belonging. Only by turning back into true “neighbours" can we hope to cure the modern ache of being alone together.
IV. Translation
Directions: Translate the following sentences into English, using the words given in the brackets.
52 ．公园的管理方张贴了新告示，呼吁人们文明遛狗。(notice)(汉译英)
53．他打小就对海洋充满好奇，长大后竟真的成为了一名水手。(curious)(汉译英)
54 ．推进市区老旧小区改造，既要扮靓城市“面子”，更要夯实民生“里子”。 (upgrade)(汉译英)
55．随着全球经济一体化的加深，许多企业发现自己正陷入一种境地：过度扩张的风险往往超过了潜在的获利空间。(where)(汉译英)
V. Guided Writing 56 ．Directions: Write an English composition in 120-150 words according to the instructions given below in Chinese. 学校英语报“成长与选择”专栏举办征文活动，请学生谈谈对“Live more; fear less.”这句话的理解。写一篇征文稿，在文中你必须： 1)简述你对这句话的理解; 2)结合一个具体事例加以说明; 注：文中不得出现考生姓名、学校等真实个人信息。
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