新高考新教材廣西專版2025屆高考英語二輪總復(fù)習(xí)50分閱讀限時滿分練一

50分閱讀限時滿分練50分閱讀限時滿分練(一)(限時35分鐘)Ⅰ.閱讀理解(共15小題;每小題2.5分,滿分37.5分)A(2024·新高考Ⅰ卷)BikeRental&GuidedToursWelcometoAmsterdam,welcometoMacBike.Youseemuchmorefromtheseatofabike!Cyclingisthemosteconomical,sustainableandfunwaytoexplorethecity,withitsbeautifulcanals,parks,squaresandcountlesslights.YoucanalsobikealonglovelylandscapesoutsideofAmsterdam.WhyMacBikeMacBikehasbeenaroundforalmost30yearsandisthebiggestbicyclerentalcompanyinAmsterdam.Withover2,500bikesstoredinourfiverentalshopsatstrategiclocations,wemakesurethereisalwaysabikeavailableforyou.Weofferthenewestbicyclesinawidevariety,includingbasicbikeswithfootbrake(剎車),bikeswithhandbrakeandgears(排擋),bikeswithchildseats,andchildren’sbikes.PricesHandBrake,ThreeGearsFootBrake,NoGears1hour7.505.003hours11.007.50續(xù)表1day(24hours)14.759.75Eachadditionalday8.006.00GuidedCityToursThe2.5-hourtourcoverstheGooyerWindmill,theSkinnyBridge,theRijksmuseum,HeinekenBreweryandmuchmore.ThetourdepartsfromDamSquareeveryhouronthehour,startingat1:00pmeveryday.YoucanbuyyourticketinaMacBikeshoporbookonline.1.WhatisanadvantageofMacBike?A.Itgiveschildrenadiscount.B.Itoffersmanytypesofbikes.C.Itorganizesfreecycletours.D.Ithasover2,500rentalshops.2.Howmuchdoyoupayforrentingabikewithhandbrakeandthreegearsfortwodays?A.15.75.B.19.50.C.22.75. D.29.50.3.Wheredoestheguidedcitytourstart?A.TheGooyer,Windmill.B.TheSkinnyBridge.C.HeinekenBrewery.D.DamSquare.B(2024·四川攀枝花二模)Sleep,consideredaluxurybymany,isessentialforaperson’shealthandhappiness.Researchershavefoundthatinadequatesleepandtirednessincreaseaperson’sriskofdevelopingseveremedicalconditions,suchasobesity,highbloodsugarlevels,andheartdisease.Now,anewstudyhasfoundthatgettingenoughsleepisalsothekeytoimprovingacademicperformance.JeffreyGross,theuniversityscienceprofessorwholedtheresearch,wasnottryingtofindtherelationshipbetweensleepandgradeswhenhehandedoutsmartwatchestothe100studentsinhischemistryclass.Instead,theprofessorhopedthewrist-worndevices,whichtrackaperson’sphysicalactivity,wouldshowaconnectionbetweenexerciseandtheacademicachievement.WhileGross’sdatashowednorelationshipbetweenthesetwofactors,thestudyfoundsomethingsurprising.Astheresearcherswereanalysingtheirdata,theynoticedthattherewasastraight-linerelationshipbetweentheaverageamountofsleepstudentsgotandtheirresultsinthecourse’s11quizzes,threemidtermtests,andthefinalexam.Evenmoreinteresting,itwasnotenoughforstudentstojustheadtobedearlythenightbeforeatest.Instead,itwasthesleepyougotduringthedayswhenlearningwashappeningthatmatteredmost.Thetimestudentswenttobedeachnightwassimilarlyimportant.Thosewhowenttobedinearlyhoursofthemorningperformedpoorly,evenifthetotalsleeptimewasthesameasahigher-performingstudent.“Whenyougotobedmatters,”Grosssays.“Ifyougotobedat10,or12,or1atnight,andsleepforsevenhours,yourperformanceisthesame.Butifyougotobedafter2,yourperformancestartstogodownevenifyougetthesamesevenhours.So,quantityisn’teverything.”Perhapsthemostinterestingwasthehugeeffectthatsmalldifferencesinsleeppatternshadonstudents’grades.Theentirecoursegradesforstudentsaveragingsixandahalfhoursofsleepeachnightwere25%lowerthanstudentswhoaveragedjustonehourmoresleep.Similarly,studentswhochangedtheirbedtimebyevenonehoureachnighthadgradesthatdropped45%belowthosewithmoreregularbedtime.4.Basedonhisoriginalgoals,whichwordbestdescribesProfessorGross’sresearchfindings?A.Complete.B.Accidental.C.Convincing. D.Doubtful.5.Whowerethepeopletakingpartinthestudy?A.Universitystudentathletes.B.ProfessorGross’sownstudents.C.Middleschoolchemistrystudents.D.Volunteersfromdifferentuniversities.6.HowdidProfessorGross’steammeasureacademicperformance?A.Makingthestudentswearaspecialwatch.B.Givingthestudentsregularafter-classquizzes.C.Usingstudents’universityentrancetestresults.D.Usingthestudents’normaltestandquizgrades.7.Basedonthestudy’sfindings,whoislikelytoperformbestacademically?A.Apersonwhosleepsforatotalof7hourseachnight.B.Apersonwhosleepsfrom11p.m.to6a.m.eachday.C.Apersonwhosenormalbedtimechangesbetween9p.m.and12p.m.D.Apersonwhohasagoodnight’ssleepthenightbeforeanimportanttest.C(2024·安徽安慶高三二模)Mentalhealthandhappinessareimportanttostudents’successinhighereducationbutrarelygettheattentiontheyneed.CollegesanduniversitiesintheUnitedStateshavebeenseeingincreasesinmentalillnessamongstudentsfordecades.Promotingstudents’mentalhealthandemotionalhappinessoncampusrequiresmorethanawell-functioningcounsellingcentre.Itcallsforacampus-widecommitmentactionplan.Americanundergraduatestudentshavebeenreportingincreasingratesofanxietyanddepressionfordecades.Inthe2024-2025HealthyMindsStudy(HMS)survey,40%ofabout300,000studentsatsome300collegesanduniversitiesreportedexperiencingamentalhealthproblem,and60%saidtheywerehavingdifficultyaccessingmentalhealthcareoncampusorinthecommunity.OtherstudiesestimatethatthedropoutrateforUSundergraduatestudentswithmentalhealthproblemsisover40%,andthatthepopularityofmentalhealthproblemsamonggraduatestudentsissixtimesthatofthegeneralpopulation.Mostacademicinstitutionsprovidesomementalhealthservices,oftenthroughacounsellingcentre.Butnomatterhowgoodthatcentreis,italonecannotsolvetheproblems.Animportantearlystepisforeachinstitutiontoassesstheextentofthecrisisonitscampusandwhetherthereareenoughtreatmentserviceseitherattheinstitutionorinthelocalcommunity.Anotherimportantquestioniswhetherthereareelementsoftheinstitution’sownenvironmentorculturethatcontributetotheproblemsthatstudentsareexperiencing,likeunreasonableworkloadsordeadlinesforassignments.Everycollegeanduniversityshouldcarryoutacomprehensiveactionplantoachievethisgoal.Thismayrequireadditionalresourcesduringatryingtimeforinstitutionalbudgets.Butsupportingallstudentsissoimportantthatfinancialprioritiesshouldberearranged.8.WhathappenstoundergraduatestudentsinAmerica?A.Theypaylittleattentiontohighereducation.B.Increasingstudentssufferfrommentalillness.C.Theyarelackinginasenseofhappiness.D.Theyloseconfidenceinthefuturecareers.9.Whatarethestatisticsinparagraph2about?A.Terribledropoutrates.B.Decreasinggeneralpopulation.C.Emotionalhappiness.D.Mentallyhealthyproblems.10.Whatisthekeysolutiontofixingtheproblems?A.Analysingthepresentsituation.B.Openingmorecounsellingcentres.C.Offeringfreementalhealthservices.D.Reducingunreasonableworkloads.11.Howcanweputacomprehensiveactionplanintopractice?A.Bygivingsomeusefuladvice.B.Byofferingfinancialsupport.C.Byturningtothegovernment.D.Bygettingenoughtryingtime.D(2024·廣東深圳高三第一次調(diào)研)“You’resosmart!”Thisencouragingresponsetochildren’smathsperformanceiscommonlyheard.Recently,anewstudy,conductedbytheUniversityofGeorgia,foundthatencouragingchildrenwithresponsesrelatedtotheirpersonalcharacteristicsorinbornabilitiesmightweakentheirmathsmotivationandachievementovertime.Parentswhomakecommentslinkingtheirchildren’sperformancetopersonalcharacteristicslikeintelligenceareusingwhat’sreferredtoaspersonresponses.Incontrast,parentswholinktheirchildren’sactions,suchaseffortsorstrategyuse,totheirperformanceareusingprocessresponses.Forthestudy,researchersaskedmorethan500parentstoreportonhowtheyrespondedtotheirchildren’smathsperformanceandtheirmathsbeliefsandgoals.Childrenwereassessedintwowavesacrossayeartomeasuretheirmathsmotivationandachievement.Theresultsshowthatparentswhoviewmathsabilityaschangeablearemorelikelytogiveprocessresponsesfocusedontheirchildren’sstrategyuseandeffortsratherthantheirintelligenceorotherpersonalcharacteristics.Incontrast,parentswhobelievemathsabilityisunchangeableandthatmathsfailurecan’tbeconstructivegivemorepersonresponses.Parentswithhighexpectationsfortheirchildrengiveacombinationofbothresponses.Whileresponseshighlightingstrategyandeffortsarenotrelatedtoanyachievementoutcomes,childrenwhoreceivemoreresponsesabouttheirpersonalcharacteristics—inparticular,relatedtofailure—aremorelikelytoavoidhardermathsproblems,exhibithigherlevelsofmathsanxiety,andscoreloweronmathsachievementtests.Becausepersonresponsespredictpoormathsadjustmentinchildrenovertime,researcherssuggestparentslimitthistypeofresponsesathome.Anotherrecommendationforparentsistothinkabouttheirownbeliefsandgoalsfortheirkidsandexaminehowthesemightleadthemtorespondinpersonorprocessways.Simplytellingparentstoavoidtalkingaboutmathsabilitymaynotbeenough.Focusinglessonhowchildrenperformandmoreontheirstrategyandenjoymentofmathsmightbeamoreeffectivewaytoenhancemotivation.12.Whichofthefollowingisanexampleofprocessresponse?A.Youarealuckydog.B.Runningisinyourblood.C.Whatworkswellforyourstudy?D.Whyareyousuchamathsgenius?13.Whatcanbeinferredfromthestudyresults?A.Parentsprefertogivemoreprocessresponses.B.Childrenaremorelikelytobeaffectedbymathsanxiety.C.Processresponseshelpwithchildren’smathsachievement.D.Personresponsescandiscouragechildrenfromlearningmaths.14.Whatdoresearchersadviseparentstodo?A.Restrictpersonresponses.B.Defendtheirownbeliefs.C.Stresschildren’sperformance.D.Ignorechildren’smathsproblems.15.Whichcanbeasuitabletitleforthetext?A.TheStrategyChildrenAdopttoLearnMathsHelpsB.TheWayParentsTalktoChildrenonMathsMattersC.ResponsestoEnhanceChildren’sMathsPerformanceD.SuggestionsforParentstoTeachTheirChildrenMathsⅡ.七選五(共5小題;每小題2.5分,滿分12.5分)(2024·山東濟(jì)南高三適應(yīng)性考試)HowtoReduceGiftWrapWasteWrappingpapermayhave“paper”initsname,butthatdoesn’tautomaticallymeanitcanberecycled.16Trythesesuggestionsforcuttingdowntheamountofwrappingpaperyouthrowaway.

Reusewhatyouhave.17It’sestimatedthattheUSproduces4.6millionpoundsofwrappingpaperannually,and2.3millionpoundsofthatstaysinpeople’shomes,awaitingreuse.

Usedifferentmaterials.18Selectbasicbrownthickpaperthatcanbemadeupwithabow,ribbons,leaves,pineconesormarkers.Repurposenewspapers,oldpostersandchildren’sschoolartworksaswrappingpaper.Thereareplentyofothereco-friendlyalternativestowrappingpaperthatarejustdelightfulandcelebratory.

19Usebaskets,fabric,giftboxesorbags,teatowels,andmoretocontainanddisplayyourpresents.LearntheJapaneseartofwrapping,usingbeautifulknots(繩結(jié))tofastencolourful,reusablefabricinattractiveways.Thisway,you’llhavenowrappingpaperwastetodealwith.

Askforbetterpaper.Shopsstorewhatcustomerswant,andrecyclabilityshouldbeatoppriority,soletthatbeknownwhenyou’reoutshopping.AsexplainedbySimonEllin,CEOoftheRecyclingAssociation,atradebodythatrepresentsabout90wastemanagementcompaniesandpapermerchantsintheUnitedKingdom,“It’sacampaignwe’vebeenonallyear—doyoureallyneedtodesignnon-paperwrappingpaper?Makepaperwithrecyclinginmind!”20

A.Tryzerowaste.B.Shopwiththatinmind,too.C.Youdon’thavetochooseshiningpapertodecorateapresent.D.Infact,manytypesofwrappingpapercannotduetotheirmaterials.E.Whenwrappingpaperisextremelythin,ithasfewgoodqualityfibresforrecycling.F.Wrappingpapercanbeusedmanytimesifcareistakentounwrapitwithouttearing.G.Havingamixofrecyclableandnon-recyclablepaperisarealproblemforcompanies.

參考答案50分閱讀限時滿分練(一)【語篇導(dǎo)讀】本文是一篇應(yīng)用文。文章主要介紹了阿姆斯特丹最大的自行車租賃公司——MacBike以及它推出的“城市之旅”項目。1.B解析微小環(huán)節(jié)理解題。依據(jù)WhyMacBike部分中的“...includingbasicbikeswithfootbrake,bikeswithhandbrakeandgears,bikeswithchildseats,andchildren’sbikes.”可知,該公司的優(yōu)勢是它能供應(yīng)多種款式的自行車。故選B項。2.C解析微小環(huán)節(jié)理解題。依據(jù)Prices表格中的“HandBrake,ThreeGears”可知,租用一天價格是14.75歐元,每增加一天收費(fèi)8歐元,因此租一輛帶手動剎車和三個擋位的自行車兩天須要支付22.75歐元。故選C項。3.D解析微小環(huán)節(jié)理解題。依據(jù)GuidedCityTours部分中的“ThetourdepartsfromDamSquareeveryhouronthehour...”可知,有導(dǎo)游的城市觀光是從達(dá)姆廣場動身的。故選D項。【語篇導(dǎo)讀】本文是一篇說明文。一項探討表明,睡眠除了對身體健康造成影響之外,也會對學(xué)習(xí)成果產(chǎn)生影響。4.B解析推理推斷題。依據(jù)第三段的“WhileGross’sdatashowednorelationshipbetweenthesetwofactors,thestudyfoundsomethingsurprising.”可知,格羅斯教授的探討發(fā)覺是偶然的。故選B項。5.B解析微小環(huán)節(jié)理解題。依據(jù)其次段中的“JeffreyGross,theuniversityscienceprofessorwholedtheresearch,wasnottryingtofindtherelationshipbetweensleepandgradeswhenhehandedoutsmartwatchestothe100studentsinhischemistryclass.”可知,參加探討的人是他自己的學(xué)生。故選B項。6.D解析微小環(huán)節(jié)理解題。依據(jù)第三段中的“Astheresearcherswereanalysingtheirdata,theynoticedthattherewasastraight-linerelationshipbetweentheaverageamountofsleepstudentsgotandtheirresultsinthecourse’s11quizzes,threemidtermtests,andthefinalexam.”可知,格羅斯教授的團(tuán)隊是運(yùn)用學(xué)生常規(guī)的測試和測驗成果來衡量學(xué)業(yè)表現(xiàn)的。故選D項。7.B解析推理推斷題。依據(jù)第五段中的“Thetimestudentswenttobedeachnightwassimilarlyimportant.Thosewhowenttobedinearlyhoursofthemorningperformedpoorly,evenifthetotalsleeptimewasthesameasahigher-performingstudent.”以及最終一段中的“Similarly,studentswhochangedtheirbedtimebyevenonehoureachnighthadgradesthatdropped45%belowthosewithmoreregularbedtime.”可知,依據(jù)這項探討可知,睡得較早、睡眠時間足夠并且規(guī)律的學(xué)生表現(xiàn)好。結(jié)合選項可推知,每天的睡眠時間從晚上11點(diǎn)到早上6點(diǎn)的人可能在學(xué)業(yè)上表現(xiàn)最好。故選B項?！菊Z篇導(dǎo)讀】本文是一篇說明文。如今越來越多的美國高校生患有精神方面的疾病,文章列舉了高校生心理健康問題的詳細(xì)數(shù)據(jù)和要解決這一問題應(yīng)當(dāng)實(shí)行的措施。8.B解析微小環(huán)節(jié)理解題。依據(jù)第一段中的“CollegesanduniversitiesintheUnitedStateshavebeenseeingincreasesinmentalillnessamongstudentsfordecades.”可知,越來越多的美國高校生患有精神疾病。故選B項。9.D解析微小環(huán)節(jié)理解題。依據(jù)其次段中的“...40%ofabout300,000studentsatsome300collegesanduniversitiesreportedexperiencingamentalhealthproblem,and60%saidtheywerehavingdifficulty...withmentalhealthproblemsisover40%,andthatthepopularityofmentalhealthproblemsamonggraduatestudentsissixtimesthatofthegeneralpopulation.”可知,本段中的統(tǒng)計數(shù)據(jù)都是有關(guān)切理健康問題的。故選D項。10.A解析微小環(huán)節(jié)理解題。依據(jù)第三段中的“Animportantearlystepisforeachinstitutiontoassesstheextentofthecrisisonitscampusandwhetherthereareenoughtreatmentserviceseitherattheinstitutionorinthelocalcommunity.”可知,解決問題的關(guān)鍵是分析現(xiàn)狀。故選A項。11.B解析微小環(huán)節(jié)理解題。依據(jù)最終一段中的“Thismayrequireadditionalresourcesduringatryingtimeforinstitutionalbudgets.Butsupportingallstudentsissoimportantthatfinancialprioritiesshouldberearranged.”可知,可以通過供應(yīng)資金支持來實(shí)施一項全面的行動支配。故選B項?！菊Z篇導(dǎo)讀】本文是一篇說明文。這篇文章主要內(nèi)容是說父母對孩子的數(shù)學(xué)學(xué)習(xí)做出的不同反應(yīng),會對孩子產(chǎn)生不同的作用;用與個人特征或天生實(shí)力相關(guān)的反應(yīng)來激勵孩子,可能會減弱他們的數(shù)學(xué)動機(jī)和成果,所以建議家長在家里限制這種類型的反應(yīng)。12.C解析推理推斷題。依據(jù)其次段中的“Parentswhomakecommentslinkingtheirchildren’sperformancetopersonalcharacteristicslikeintelligenceareusingwhat’sreferredtoaspersonresponses.Incontrast,parentswholinktheirchildren’sactions,suchaseffortsorstrategyuse,totheirperformanceareusingprocessresponses.”可知,運(yùn)用“過程反應(yīng)”的父母,將孩子的行為(如努力或策略的運(yùn)用)與他們的表現(xiàn)聯(lián)系起來,而C項“Whatworkswellforyourstudy?”談?wù)摰氖呛⒆拥膶W(xué)習(xí)策略,屬于“過程反應(yīng)”。故選C項。13.D解析推理推斷題。依據(jù)第一段中的“Recently,anewstudy,conductedb