高考英语一模提分卷03（广东专用）（考试版A3）

这是一份高考英语一模提分卷03（广东专用）（考试版A3），共7页。
（考试时间：120分钟 试卷满分：120分）
注意事项：
1．答卷前，考生务必将自己的姓名、准考证号等填写在答题卡和试卷指定位置上。
2．回答选择题时，选出每小题答案后，用铅笔把答题卡上对应题目的答案标号涂黑。如需改动，用橡皮擦干净后，再选涂其他答案标号。回答非选择题时，将答案写在答题卡上。写在本试卷上无效。
3．考试结束后，将本试卷和答题卡一并交回
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和D四个选项中选出最佳选项。
A
Sprts are nt a mdern inventin. Peple arund the wrld have enjyed exciting and meaningful sprts since ancient times. Here are sme examples f ancient sprts frm different cultures.
Egyptian Pharahs’ Running Race
In ancient Egypt, kings demnstrated their physical strength by running during the Sed Festival. This special event tk place when a king had ruled fr 30 years. Fr example, Pharah Djser ran arund the temple fr a lng time t prve he was still healthy and strng.
Minan Bull-Leaping
The Minan peple created a very dangerus sprt called bull-leaping. In this event, athletes wuld run directly at a charging bull, grab its hrns (角) and leap ver its back. Wall paintings frm the Palace f Knsss shw these exciting scenes.
Mesptamian Wrestling
Ancient Mesptamians practiced wrestling and bxing. Stne carvings shw strng fighters wearing skirts during matches. These matches were intense, with fighters wrestling like wild animals. They shwed fighters’ curage and strength.
Ancient Chinese Archery
In the Zhu Dynasty’s ryal educatin, archery was a required skill fr men. Cmpetitins, called “sheyi”, were held with strict rules and ceremnies. T win, a persn needed bth physical skill and qualities such as grace, self-cntrl and respect. These cntests ften tk place in temples and served t prmte mral values and scial rder.
Althugh ancient sprts varied widely in frm and intent, they universally highlighted the value f skill. Beynd mere cmpetitin, these activities were deeply integrated int their scieties, reflecting cultural beliefs and shaping a sense f cmmunity.
21．What d Minan bull-leaping and Mesptamian wrestling have in cmmn?
A．They fllwed strict ceremnies.B．They were physically demanding.
C．They were created t hnr kings.D．They included fighting against animals.
22．What makes ancient Chinese archery unique?
A．It had flexible rules.B．It encuraged self-expressin.
C．It helped build character.D．It served as public entertainment.
23．What is the purpse f the text?
A．T stress the imprtance f sprts and its practical rles.
B．T infrm readers f mdern sprts and their basic features.
C．T shw readers sme ancient sprts and their cultural value.
D．T discuss the pssible rigins and related theries f sprts.
B
Everyne relies n bias — therwise knwn as cgnitive (认知的) shrtcuts — in their daily lives. Fr example, imagine yu’re scrlling thrugh yur scial media feed and immediately dismiss a news article because it cmes frm a surce yu dn’t typically trust. This scenari highlights hw autmatic and uncnscius the mental prcess can be.
These biases aren’t character flaws. Thusands f years ag, this type f quick decisin-making ensured the safety f ancient humans. Althugh these mental shrtcuts served us well lng ag, they dn’t always translate well t ur cmplex mdern wrld. Fr several decades, psychlgy researchers have been testing interventins t help peple becme aware f and minimize their biases.
A new systematic review published in Nature Human Behaviur ffers the mst cmprehensive analysis f bias training t date. Researchers cmbined results frm 54 randmized cntrlled trials invlving nearly 11,000 students t determine whether educatinal interventins can reduce cgnitive biases. The studies used a wide range f appraches, including games, nline simulatins, classrm instructin, vide-based training, and grup discussins. The analysis fund that these interventins led t a small but significant reductin in biased thinking.
The mst successful interventins frm the studies fcused n teaching specific cgnitive strategies t neutralize (中立化) particular biases. These strategies include actively seeking ut cntradictry evidence when evaluating a claim and using structured checklists t avid jumping t cnclusins.
Interestingly, the research revealed that sme biases are harder t avid than thers. Fr example, peple are mre likely t cling t steretypes (成见), such as assuming that smene wh wears glasses and reads a lt is a librarian. It remains unclear whether these lessns transfer beynd the classrm; just because smene can avid cnfirmatin bias in an nline test desn’t mean they will use thse skills in the real wrld. Researchers said this gap between labratry perfrmance and real-wrld applicatin represents the next frntier in bias research.
This field is imprtant because cgnitive biases can have far-reaching cnsequences in mdern sciety, influencing medical diagnses, public plicy decisins, electins, and mre. The take-hme message: This review prvides slid evidence that bias reductin is pssible.
24．Hw did bias help ancient humans?
A．Strengthen mental prcess.B．Make quick and safe decisins.
C．Imprve uncnscius learning.D．Enhance scial cmmunicatin.
25．Which methd is mst effective fr lessening specific biases?
A．Having grup discussins.B．Watching an instructinal vide.
C．Thinking critically abut an event.D．Cnducting vide-based experiments.
26．What remains a majr challenge in bias research accrding t the text?
A．The lack f research funding.B．The absence f effective tls.
C．The gap between lab and reality.D．The unwillingness f participants.
27．What is the best title fr the text?
A．Scientists Find New Ways t Train Our Brains
B．Bias Training Prves Ineffective in New Study
C．Steretypes Remain the Biggest Challenge fr Sciety
D．Evidence Grws That Cgnitive Bias Can Be Reduced
C
（原创题）Meditatin apps have becme a ppular tl fr mental wellness, dwnladed millins f times wrldwide. Studies shw that even shrt perids f use can bring benefits, such as reducing stress, anxiety, and imprving sleep. These digital platfrms are changing hw peple access mental health supprt, ffering a new level f cnvenience that was nce unimaginable. They dminate the mental health app market, engaging a huge number f users daily and creating new pprtunities fr bth individuals and the scientific cmmunity.
One f the greatest advantages f these apps is their accessibility. Fr smene living far frm cities r unable t attend grup classes, an app prvides immediate, 24/7 guidance right n their phne. This cnvenience als pens drs fr researchers. Previusly, a study might invlve a few hundred peple in a lab. Nw, scientists can use these apps t study the effects f meditatin n tens f thusands f users acrss the glbe, greatly speeding up research and discvery.
Unlike traditinal meditatin prgrams that require lng, daily sessins, apps ffer a mre flexible apprach. They intrduce mindfulness and breathing exercises in small, manageable dses. Research suggests that just 10 t 20 minutes f practice, three times a week, can lead t nticeable imprvements. This n-demand mdel is perfect fr busy peple wh can squeeze in a brief sessin while waiting in line r during a wrk break, making mental training fit int a mdern lifestyle.
Hwever, the industry faces a majr challenge: keeping users engaged ver time. It is reprted that a very high percentage f users stp using the apps within the first mnth. While the market demand fr such tls is clearly huge due t rising stress levels, develpers must find ways t maintain lng-term interest, much like successful apps in ther fields d. Overcming this engagement prblem is key t the apps' lng-term success and impact.
Lking ahead, the future f these apps may invlve mre persnalizatin thrugh AI, ffering guidance tailred t individual needs. Despite their challenges and the fact they cannt fully replace human teachers, meditatin apps are cnsidered an excellent starting pint. They prvide an easy first step fr anyne curius abut mindfulness, helping t relieve symptms and build valuable mental skills in an accessible way.
28. What new pprtunity d meditatin apps ffer t scientific research?
A. They prvide funding fr glbal mental health studies.
B. They allw scientists t cllect data frm a larger ppulatin.
C. They train researchers t becme better meditatin practitiners.
D. They replace the need fr traditinal labratry experiments.
29. What can be inferred abut the shrt training sessins prvided by the apps?
A. They are designed t fit int users' busy schedules.
B. They are less effective than lnger, traditinal classes.
C. They are the nly type f meditatin available n the market.
D. They require users t have prir meditatin experience.
30. What is the primary challenge facing the meditatin app industry accrding t the text?
A. A lack f scientific prf f their benefits.
B. High cmpetitin frm ther mental health services.
C. Difficulty in keeping users active in the lng run.
D. The high cst f develping advanced app features.
31. What is the authr's verall attitude tward the future f meditatin apps?
A. Dubtful abut their ability t replace traditinal methds.
B. Wrried that the technlgy is develping t quickly.
C. Hpeful but aware f the existing challenges.
D. Certain that they will slve the wrld's mental health crisis.
D
（原创题）Artificial intelligence (AI) is bringing great changes t the wrkplace, and research suggests that nearly half f tday's jbs culd be replaced in the cming decades. Hwever, this challenge als creates new pprtunities. Many new jbs will appear, requiring a wrkfrce equipped with AI-related skills. Imprtantly, certain human abilities, ften called "sft skills" like creativity and cmmunicatin, cannt be replaced by machines and will becme mre valuable than ever.
T understand hw different natins are preparing, a recent study examined the AI strategies f 50 cuntries. The findings shw a clear difference in hw seriusly they take wrkfrce preparatin. Only a small number f cuntries, mstly in Eurpe, have placed a high pririty n training their current emplyees and imprving AI educatin in schls. Researchers suggest this may be because these natins have a strng culture f cntinuus learning. Many ther cuntries, including the United States, were classified as having a medium pririty, with plans that are less detailed.
Despite these differences, sme cmmn appraches exist. Almst every cuntry aims t strengthen AI-fcused prgrams in their universities. Furthermre, a majrity f natins are als prmting AI educatin fr yunger students and ffering n-the-jb training prgrams t help wrkers adapt. Hwever, the study als fund a significant gap: very few cuntries have specific prgrams t teach basic AI skills t vulnerable grups, such as the elderly r the unemplyed.
Interestingly, a lwer pririty n educatin des nt mean a cuntry is ignring AI. Sme natins, fr instance, chse t fcus their effrts n applying AI t areas like natinal security r healthcare. Yet, the researcher highlights a critical versight acrss many strategies: the develpment f sft skills is ften mentined but nt given enugh fcus. T ensure that students and wrkers remain essential in the future wrkfrce, develping these uniquely human abilities is key.
32. Why d many Eurpean cuntries highly priritize AI educatin?
A. They have mre advanced AI technlgy.
B. They value cntinuus learning and develpment.
C. They face a greater risk f jb lsses.
D. They want t cmpete with Asian cuntries.
33. What is a cmmn weakness fund in many natinal AI strategies?
A. Lack f university AI prgrams.
B. Ignring the imprtance f jb training.
C. Failing t supprt vulnerable grups and sft skills.
D. Paying t much attentin t natinal security.
34. What can be inferred abut the U.S. AI strategy frm the passage?
A. It is nt as detailed as tp-pririty cuntries.
B. It fcuses mainly n healthcare and security.
C. It has failed t prepare its wrkfrce.
D. It is the mst advanced in the wrld.
35. What is the authr's main warning in the passage?
A. AI will cause widespread unemplyment.
B. Cuntries are nt investing enugh in AI.
C. Human sft skills are crucial fr the future.
D. Eurpean cuntries are leading in AI develpment.
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。
The Digital Reshaping f Human Attentin
Human attentin, nce cmpared t a steady beam f light, is underging a prfund transfrmatin in the digital age. Unlike any ther perid in histry, ur cgnitive resurces are nw cnstantly divided and pulled in multiple directins by a stream f ntificatins, updates, and infinite scrlls. 36 The deeper prblem is that the very structure f ur attentin is being altered.
Digital platfrms are designed t capture and retain ur fcus fr as lng as pssible. Features like autplay and push ntificatins are engineered t create a cycle f rewards. Each cmment r new piece f cntent triggers a small release f dpamine(多巴胺), training ur brains t seek cnstant nvelty and instant satisfactin. 37
The cnsequences are significant. Academically, students may find it harder t immerse themselves in cmplex texts r lengthy lectures withut the urge t check their devices. 38 On a scial level, cntinuus partial attentin—where we are physically present but mentally elsewhere—can degrade the quality f ur interpersnal relatinships, making genuine cnnectin hard.
39 The key lies in develping cnscius digital literacy. This invlves intentinal practices such as setting tech-free times fr deep wrk, turning ff nn-essential ntificatins, and practicing “single-tasking.” By understanding the mechanisms designed t capture ur attentin, we can reclaim cntrl.
Ultimately, in the digital age, managing ur attentin is a fundamental ethical and plitical task. 40 Cultivating deep cncentratin is nt just a skill but a necessary frm f cgnitive self-defense.
A．S, what is t be dne?
B．But the issue is nt merely distractin.
C．Human attentin is a skill t manage daily cncerns.
D．It is abut what kind f selves and sciety we wish t shape.
E．It makes ur brains mre accustmed t this shallw-prcessing mde.
F．This can damage critical thinking and the ability t frm sensible arguments.
G．Students can devte themselves t develping their wn hbbies and interests.
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和D四个选项中选出可以填入空白处的最佳选项。
My sister Lily decided t take up cycling t get fit after years f a sedentary ffice jb. I whleheartedly 41 her decisin, knwing hw imprtant it was fr her well-being. T shw my supprt, I bught her a nice pair f cycling glves and signed up fr a lcal 20-mile cycling event with her.
As we gathered at the starting pint n that sunny but breezy mrning, we 42 ur bikes nervusly, checking the gears and brakes ne last time. “Are yu sure yu wn’t get annyed if I 43 a bit slwer?” she asked, her eyes filled with a mix f excitement and wrry. She had nly started 44 n weekends a mnth ag. “Of curse nt,” I reassured her with a smile.
When the starting hrn (号角) 45 , Lily pedaled ff steadily. At first, I stayed right beside her, chatting and enjying the scenery. But as the rad pened up and the wind seemed t push me frward, my cmpetitive side tk ver. I gradually 46 my speed, thinking she wuld catch up. After a few miles, I lked back, and Lily was n lnger in my line f sight. I kept ging, pushing myself harder, and crssed the finish line in a 47 time f just under an hur. I felt a rush f pride, despite nt having trained intensively.
Lily arrived at the finish line almst twenty minutes later, her face red and tired. She was clearly 48 , feeling that she had let me dwn. I culdn’t believe she thught that way. I gave her a big hug and tld her hw prud I was f her fr even finishing the race.
Determined t imprve, Lily made a plan. She decided t cycle t wrk three times a week and 49 t participate in mre cycling events. I watched her 50 early in the mrning, even when it was fggy r drizzling. I saw her face strng headwinds and deal with flat tires n the 51 cuntry rads. There were times when she was 52 by steep hills and wanted t give up, but she never did.
Finally, the day f the big reginal cycling race came. This time, I made up my mind t stay with her. We pedaled side by side, encuraging each ther. When we were abut t reach the finish line, Lily fund sme extra strength and 53 ahead. She crssed the line just a few secnds befre me, her eyes shining with jy and 54 . She had nt nly vercme her wn self-dubt but als achieved a gal she nce thught was impssible. Her 55 legs frm hurs f cycling didn’t seem t bther her at all; all that mattered was the sense f accmplishment she felt.
41．A．questined B．understdC．backedD．ignred
42．A．examinedB．cleanedC．rdeD．parked
43．A．runB．cycleC．driveD．walk
44．A．practicingB．cmpetingC．travelingD．resting
45．A．blewB．echedC．whisperedD．explded
46．A．maintainedB．reducedC．increasedD．measured
47．A．disappintingB．averageC．rdinaryD．remarkable
48．A．happyB．embarrassedC．angryD．relaxed
49．A．aimedB．agreedC．pretendedD．happened
50．A．set utB．turn backC．give upD．slw dwn
51．A．crwdedB．smthC．lnelyD．busy
52．A．frightenedB．challengedC．attractedD．guided
53．A．lkedB．fellC．rushedD．stayed
54．A．prideB．triumphC．reliefD．admiratin
55．A．lngB．thinC．strngD．sre
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。
（原创题）The Leshan Giant Buddha, 56 largest cliff-carved statue in China, is drawing a grwing number f verseas visitrs. Carved int a hillside ver 1,300 years ag, the 71-meter-tall seated Buddha 57 (name) a UNESCO Wrld Heritage site in 1996. Thanks t easier visa plicies and rich cultural activities, "China Travel" cntinues 58 (gain) ppularity amng internatinal turists. In respnse, the Leshan Giant Buddha Scenic Area is wrking harder t attract them.
The statue's appeal is reflected in the numbers. Accrding t fficial data, by Nvember 11, the area 59 （receive）ver 300,000 internatinal turists, a 44.74 percent year-n-year increase. A manager attributes this success t special ffers fr travel agencies and high-quality services that ensure a gd travel experience fr visitrs.
T better serve verseas turists, the scenic area has made many imprvements. In the ticket hall, visitrs can cmmunicate with staff using an AI translatin screen. They can als lg in t a multilingual nline platfrm 60 they can buy tickets and seek assistance. Mrever, the area has prvided 100 prtable AI translatin devices t its staff t help cmmunicatin and gather 61 (visit) feedback.
The scenic area is als actively prmting itself. It invited internatinal influencers t explre the Buddha and share their experiences nline, 62 (believe) this makes the city a mre 63 (friend) destinatin. Representatives jin travel shws t prmte cultural resurces and seek partnerships. They have already built relatinships with 24 verseas travel agencies and are negtiating with partners in Egypt.
Zhu Lili, the manager, says it's imprtant t understand visitrs' preferences and shw the cultural elements f the Buddha in a mre interesting way. The gal is t let verseas visitrs gain a deeper 64 (understand) f China's traditinal culture thrugh a fresh experience. They can pay smthly 65 credit cards, cash, r Chinese e-payment systems, making their visit cnvenient and cmfrtable. This tw-way effrt will surely bring mre inbund visitrs.
第四部分 写作（共两节, 满分40分）
第一节（满分15分）
假定你是李华，你从网上得知联合国教科文组织（UNESCO）将在你的家乡举办“一带一路”茶文化交流活动。请你写一封英文信申请做志愿者。内容包括：
1. 对活动的认识；
2. 个人优势。
注意：
1.写作词数应为80词左右；
2.可适当增加细节，以使行文连贯。
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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。
Mm sat at the kitchen table. Thrugh the windw blinds, sunlight cast thin striped shadws n the schl list, with Rlf Schl tpping the “fame” ranking. Fr years, she’d dreamed f Ott, her eleven-year-ld sn, ging there. But her eyes kept drifting t anther schl’s name, Caulfield Schl, written in Ott’s messy handwriting with a tiny star: his favrite schl.
Ott had talked abut Caulfield Schl fr weeks: the utdr pl t swim in after class, French lessns that weren’t just textbks, and the histry club’s fun ancient histry rle-plays. Mst f all, he’d talked excitedly abut the rbtics prgram, hlding a crumpled cardbard rbt he’d made: “Mm, they let students build frm the very beginning. Real mtrs, real wires! I culd jin the city rbt cntest!”
Mm stirred her tea slwly, the spn tapping the mug. She recalled her teenage years when she culdn’t g t her dream art schl. Her mther tld her that it wasn’t practical, and she persuaded her int giving up the idea. Nw, her heart ached. She als thught f Ott’s teacher’s nte last week: “He’s brilliant with his hands. Let him create, nt just memrize.” She remembered last weekend, when Ott was spreading Caulfield Schl’s pster n the flr, tracing rle-play phts, eyes shining like he was already there. She decided t give Ott the pwer t shape his wn future. In the meantime, she wuld try t gradually lsen her cntrl ver Ott and give him a bit mre independence. Because if there was ne thing she culd be abslutely certain f, it’s this: Ott wuld d best at the schl he wanted t g.
That night, Ott apprached his mm, hlding a DIY rbt ty in his hand. “Mm, yu’ll like this — nt all their hmewrk is n a screen,” he said quietly. Mm met his wide hpeful eyes. “I just want what’s best fr yu,” she said, thugh the “best” didn’t mean the same fr her and Ott. Ott stepped clser, small hands wrapping her arm. “Caulfield Schl is best fr me. I can make rbts, learn histry by acting and swim there. Please, Mm.”
注意：
1. 所续写短文的词数应为150个左右;
2. 请按如下格式在答题卡的相应位置作答。
Mm fixed her eyes n Ott fr a mment.
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A mnth later, Mm attended Ott’s first schl activity fr parents at Caulfield Schl.
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