湖南省婁底市2025屆高三下學(xué)期第二次模擬考試英語(yǔ)試卷（含答案）

第一部分聽力(每小題1.5分,共20題,滿分30分)1~5CACAA6~10ABABA11~15CBCBA16~20CBBCC第二部分閱讀(共兩節(jié),滿分50分)第一節(jié)(共15小題;每小題2.5分,滿分37.5分)21~23CBB24~27CABC28~31BADD32~35BDAB第二節(jié)(共5小題;每小題2.5分,滿分12.5分)36~40CEDFA第三部分語(yǔ)言運(yùn)用(共兩節(jié),滿分30分)第一節(jié)(共15小題;每小題1分,滿分15分)41~45DABCB46~50CADBD51~55AACDB第二節(jié)(共10小題;每小題1.5分,滿分15分)閱讀理解A【語(yǔ)篇導(dǎo)讀】本文是一篇應(yīng)用文.主題語(yǔ)境為人與社會(huì).文章介紹了杜克大學(xué)海洋實(shí)驗(yàn)室預(yù)科項(xiàng)目的相關(guān)信息.21.C細(xì)節(jié)理解題.根據(jù)文中的“DukePreGCollegedoesnotoffertransportationtoBeaufort,NCortotheMarineLab．Thisincludestoandfromairports,busstations,andothertransportationoptions．”可知,杜克大學(xué)預(yù)科項(xiàng)目不提供前往北卡羅來(lái)納州博福特或海洋實(shí)驗(yàn)室的交通服務(wù),包括往返機(jī)場(chǎng)、汽車站和其他交通方式的接送.故選C.22.B細(xì)節(jié)理解題.對(duì)于中學(xué)項(xiàng)目,時(shí)間是June29-July5,共7天,費(fèi)用是$3,720,那么每天費(fèi)用約為$3720÷7≈$530;對(duì)于高中項(xiàng)目,時(shí)間是June21-27,共7天,費(fèi)用也是$3,720,每天費(fèi)用約為$3720÷7≈$530,所以兩個(gè)項(xiàng)目的費(fèi)用都大約是每天$530.切忌誤選D項(xiàng),最后一個(gè)表格中的課程限定了時(shí)間為June29-July5,也就是說(shuō),這是中學(xué)課程,不是高中課程,只能從文中看出中學(xué)課程提供了候補(bǔ)列表.故選B.23.B推理判斷題.通過(guò)通讀第一段可知,位于北卡羅來(lái)納州海岸,杜克海洋實(shí)驗(yàn)室為大學(xué)前的參與者提供了獨(dú)特的互動(dòng)體驗(yàn).學(xué)生在現(xiàn)場(chǎng)生活和學(xué)習(xí),課程由經(jīng)驗(yàn)豐富的教師和行業(yè)專業(yè)人員教授,同時(shí)訪問(wèn)實(shí)驗(yàn)室、船只和其他海洋實(shí)驗(yàn)室資源.課程將包括可持續(xù)發(fā)展、保護(hù)、海洋生物學(xué)等方面知識(shí),說(shuō)明這個(gè)項(xiàng)目可以給學(xué)生提供許多的親身體驗(yàn).故選B.B【語(yǔ)篇導(dǎo)讀】本文是一篇記敘文.主題語(yǔ)境是人與自我.本文記敘了作者是如何愛上古典音樂的.24.C細(xì)節(jié)理解題.根據(jù)第二段的“Thinkingthatitwouldn’tbeabadideatogetmesomemusictolistento,myparentsorderedthemwithoutanyambitionofdevelopinganinterestinclassicalmusicorwhatsoever．”可知,作者的父母給作者訂購(gòu)古典音樂CD只是覺得讓作者聽點(diǎn)音樂不是壞事,并沒有培養(yǎng)作者對(duì)古典音樂興趣的意圖,也就是他們從未強(qiáng)迫作者去熱愛音樂.其他選項(xiàng)均與原文不符:A(父母不懂音樂)錯(cuò)誤,因父母未學(xué)古典音樂不代表完全不懂音樂;B(被迫購(gòu)買CD)錯(cuò)誤,因父母是主動(dòng)購(gòu)買;D(很少重視作曲天賦)未提及.故選C.【高三英語(yǔ)試題參考答案第1頁(yè)(共10頁(yè))】號(hào)可以加強(qiáng)話語(yǔ)表達(dá)的效果.故選D.【高三英語(yǔ)試題參考答案第2頁(yè)(共10頁(yè))】25.A推理判斷題.根據(jù)第三段的“ThankstoYouTube,Iwasabletoexploremorethanwhatmyfirstpianoteacheroffered—frompianotoorchestralmusic,fromBachtoScriabin．Veryoften,Ididn’tpractisethepiecesmyteacherassigned,butthepiecesItrulyloved!It’salsothroughtheInternetthatIdiscoveredoneofmypianoidolslater,GrigorySokolov．”可知,作者通過(guò)YouTube探索到了比老師教的更多的音樂,還通過(guò)網(wǎng)絡(luò)發(fā)現(xiàn)了自己的鋼琴偶像,這說(shuō)明在線資源使作者收益頗豐.故選A.26.B推理判斷題.根據(jù)第四段可知,在不能用手機(jī)且沒有鋼琴的情況下,作者只能反復(fù)回憶肖邦的前奏曲,這表明了作者對(duì)音樂的熱愛,即使在這樣的環(huán)境下也想著音樂.故選B.27.C細(xì)節(jié)理解題.根據(jù)最后一段的“Tome,classicalmusicexploresthedeepestemotionsofhumanitybutcanbesohumorousaswell．Themagicofitliesinitsabilitytocastlightonaspectsofhumanconditionsand,atthesametime,togobeyondthereality．”可知,作者認(rèn)為古典音樂探索了人類最深層的情感,還能揭示人類生存狀況的各個(gè)方面,這意味著它能讓人洞察生活.故選C.C【語(yǔ)篇導(dǎo)讀】本文是一篇說(shuō)明文.主題語(yǔ)境為人與自然.文章介紹了谷歌使用人工智能預(yù)測(cè)洪水.28.B詞義猜測(cè)題.根據(jù)第一段的“InanewpaperpublishedinthescientificjournalNature,Google’sresearchersdescribethisasanearlywarningsystemthatcouldbeusedthroughouttheworld,notonlytopredictorrecognizenaturaldisastersbutalsotobuffertheworsteffectsofwhatisoneofthemostcommontypesofnaturaldisasters．”可知,谷歌的這個(gè)人工智能天氣預(yù)報(bào)工具是一個(gè)早期預(yù)警系統(tǒng),這個(gè)可以用于世界各地,不僅能預(yù)測(cè)或識(shí)別自然災(zāi)害,也緩解自然災(zāi)害中最常見類型之一的最嚴(yán)重后果.“relieve29.A細(xì)節(jié)理解題.根據(jù)第二段的“Floodingcanbedifficulttoaccuratelypredict,particularlyriverinefloods,duetoalackofresourcesanddatarelatedtofloodhistory,waterlevels,andterrain．”可知,洪水難以預(yù)測(cè),特別是河流洪水,是因?yàn)槿狈εc洪水歷史、水位和地形相關(guān)的資源和數(shù)據(jù),所以相關(guān)記錄是不足的.故選A.30.D推理判斷題.根據(jù)第三段,尤其是最后兩句“GoogleresearchersgatheredasmuchglobaldataastheycouldaccessandtrainednewAImodelstoanalyzethem．Afterwards,thosemodelscouldthenmakepredictionsforthoseregionswheredatamightbeconsiderablylimitedorevennonexistent．”可知,谷歌的研究人員收集了盡可能多地獲取的全球數(shù)據(jù),并訓(xùn)練了新的人工智能模型來(lái)分析它們.然后,這些模型可以對(duì)那些數(shù)據(jù)可能相當(dāng)有限甚至不存在的區(qū)域進(jìn)行預(yù)測(cè),說(shuō)明人工智能模型的獨(dú)特之處可以用已有的數(shù)據(jù)去預(yù)測(cè)其他數(shù)據(jù)缺乏的地區(qū),進(jìn)而說(shuō)明AI模型可以打破地理的界限.故選D.31.D推理判斷題.通過(guò)通讀第四段可知,該平臺(tái)將本地可獲得的任何看似不相關(guān)的信息,將其輸入人工智能系統(tǒng)作為提醒,并命令人工智能填補(bǔ)空白,然后對(duì)數(shù)據(jù)進(jìn)行分類.它的運(yùn)用已經(jīng)發(fā)展到非洲、亞太、歐洲和美洲的80個(gè)國(guó)家,覆蓋了全球超過(guò)4.6億人,特別是那些遭受洪水的社區(qū).該段關(guān)于FloodHubplatform的關(guān)注點(diǎn)在于它的機(jī)制原理和受歡迎程度.故選D.D【語(yǔ)篇導(dǎo)讀】本文是一篇說(shuō)明文.主題語(yǔ)境為人與社會(huì).文章介紹了社會(huì)學(xué)中的符號(hào)互動(dòng)論.32.B推理判斷題.通過(guò)通讀第一段可知,該段講的是符號(hào)互動(dòng)論是一種社會(huì)學(xué)視角,研究個(gè)人如何使用符號(hào)來(lái)交流和創(chuàng)造社會(huì)現(xiàn)實(shí).該理論由喬治.赫伯特.米德和查爾斯.霍頓.庫(kù)利等社會(huì)學(xué)家創(chuàng)立,專注于個(gè)體之間的微觀層面的互動(dòng),強(qiáng)調(diào)符號(hào)在這些交流中的重要性.與其他關(guān)注更大結(jié)構(gòu)的社會(huì)學(xué)觀點(diǎn)不同,符號(hào)互動(dòng)論關(guān)注的是個(gè)體行為如何通過(guò)意義形成過(guò)程來(lái)塑造社會(huì)結(jié)構(gòu),因此是在給符號(hào)互動(dòng)論下定義.故選B.33.D推理判斷題.根據(jù)第三段的“Forexample,ahandshakeisnotjustaphysicalactbutasymbolofgreeting,agreement,orfriendshipinmanycultures．Comparedwithsayinghello,shakinghandshasmoreunexpectedeffects．”可知,握手也是一個(gè)符號(hào),比起說(shuō)“你好”,握手有更多意想不到的效果,這說(shuō)明符【高三英語(yǔ)試題參考答案第3頁(yè)(共10頁(yè))】34.A細(xì)節(jié)理解題。根據(jù)第四段可知,符號(hào)對(duì)于人類交流和互動(dòng)至關(guān)重要,語(yǔ)言作為符號(hào)系統(tǒng)能傳達(dá)抽象概念,沒有符號(hào),人類互動(dòng)將局限于直接的、可觸知的體驗(yàn),那么理解成本會(huì)增加,因?yàn)殡y以傳達(dá)和理解抽象概念。B項(xiàng)“社會(huì)正義將不再存在”過(guò)于絕對(duì),原文只是說(shuō)符號(hào)能傳達(dá)正義等概念,沒有符號(hào)不代表社會(huì)正義不存在;C項(xiàng)“人類互動(dòng)將被停止”不可能發(fā)生,因?yàn)榈谒亩沃芯驼f(shuō)明,人類互動(dòng)將局限于直接的、可觸知的體驗(yàn);D項(xiàng)“人會(huì)成為籠中鳥,比喻失去自由”錯(cuò)誤,文中只是提到符號(hào)系統(tǒng)能讓人談?wù)撽P(guān)于愛、公平和自由等抽象概念。故選A。35.B推理判斷題。通讀最后一段尤其是第二句的“Individualsemploysymbolstoexpresswhotheyareandhowtheyrelatetotheworldaroundthem．Theclothesonewearsaresymbols,whichsignalone’sprofession,socialstatus,orevenpersonalbeliefsandpreferences．”可知,個(gè)人使用符號(hào)來(lái)表達(dá)他們是誰(shuí),以及他們?nèi)绾闻c周圍的世界建立聯(lián)系。人們穿的衣服是象征,象征著他的職業(yè)、社會(huì)地位,甚至個(gè)人信仰和偏好。所以選項(xiàng)B中“交警用手勢(shì)指揮交通”的現(xiàn)象是能體現(xiàn)符號(hào)的社會(huì)功能。故選B。七選五【語(yǔ)篇導(dǎo)讀】本文是一篇說(shuō)明文。主題語(yǔ)境為人與社會(huì)。文章介紹了如何讓孩子把學(xué)習(xí)視作一種學(xué)習(xí)新東西的方式。36.C細(xì)節(jié)句。前文提到家長(zhǎng)通常會(huì)給孩子施壓讓他們更聰明,C項(xiàng)(你可能會(huì)給他們報(bào)名各種課外課程)進(jìn)一步說(shuō)明了家長(zhǎng)給孩子施壓的具體做法,與前文邏輯連貫。故選C。37.E細(xì)節(jié)句。前文說(shuō)家長(zhǎng)不應(yīng)該幫孩子做作業(yè),不然孩子就不能自己解決問(wèn)題,總是依賴別人,E項(xiàng)(相反,給他們提供工具讓他們自己去探索)給出了正確的做法,與前文形成對(duì)比和承接關(guān)系。故選E。38.D細(xì)節(jié)句。前文說(shuō)孩子通過(guò)考試時(shí)要表?yè)P(yáng)他們,后文說(shuō)這樣他們會(huì)把錯(cuò)誤當(dāng)作進(jìn)步的機(jī)會(huì),D項(xiàng)(如果沒考好,耐心地告訴他們下次如何做得更好)符合語(yǔ)境,與前文形成不同情況的對(duì)比。故選D。39.F主旨句。后文說(shuō)如果只強(qiáng)迫孩子學(xué)習(xí),家長(zhǎng)和孩子都會(huì)很沮喪,還提到要重視讓孩子花時(shí)間在其他活動(dòng)上,F項(xiàng)(盡管學(xué)習(xí)很重要,但它不是孩子必須唯一關(guān)注的事情)能夠引出后文內(nèi)容,是對(duì)后文觀點(diǎn)的概括性表述。故選F。40.A細(xì)節(jié)句。后文說(shuō)“一些家長(zhǎng)認(rèn)為精神障礙導(dǎo)致孩子對(duì)學(xué)習(xí)缺乏興趣”,A項(xiàng)(事實(shí)并不一定是這樣)承上啟下,后文是對(duì)該觀點(diǎn)的反駁和解釋。故選A。完形填空【語(yǔ)篇導(dǎo)讀】本文是一篇記敘文。主題語(yǔ)境為人與自我。文章講述作者在調(diào)整對(duì)成功的定義后,在職業(yè)和個(gè)人生活中知道平衡,最終獲得職業(yè)滿足感。41.D根據(jù)后文“madeitdifficulttopursuemyowngrowth”可知,在埃塞俄比亞很難追求自身的成長(zhǎng),由此推斷是那里的機(jī)會(huì)和資源稀缺。故選D。42.A“assumedsuccessmean作者原以為成功就是在一個(gè)高度與研究相關(guān)的機(jī)構(gòu)獲得一個(gè)職位,符合語(yǔ)境。故選A。43.B根據(jù)后文描述,作者因?yàn)榧彝デ闆r(有兩個(gè)女兒,其中一個(gè)需要長(zhǎng)期醫(yī)療護(hù)理)而面臨經(jīng)濟(jì)和情感上的困境,從而開始重新考慮自己的職業(yè)道路,可知作者意識(shí)到需要改變自己的“觀點(diǎn)、看法”。故選B。44.C根據(jù)“andlimitedbenefitsbroughtmefinancialinstability”可知,是有限的福利帶來(lái)了經(jīng)濟(jì)上的不穩(wěn)定,與之并列的應(yīng)該是“微薄的薪水”,故選C。45.B前文提到經(jīng)濟(jì)不穩(wěn)定,結(jié)合emotional可知,這里應(yīng)該是情感上的“疲憊”。故選B。46.C根據(jù)前文提到作者是兩個(gè)女兒的父親,其中一個(gè)需要長(zhǎng)期醫(yī)療護(hù)理,這是作者的個(gè)人“責(zé)任”,這些責(zé)任帶來(lái)的壓力使得職業(yè)上的挫折更具災(zāi)難性。故選C。47.A前文描述了職業(yè)壓力影響家庭生活,家庭責(zé)任又使職業(yè)挫折更嚴(yán)重,這是一個(gè)相互影響的循環(huán)。故選A?！靖呷⒄Z(yǔ)試題參考答案第4頁(yè)(共10頁(yè))】49.B根據(jù)“researchintoastudent-centeredenvironment”可知,是要將研究“融入”以學(xué)生為中心的環(huán)境中。故選B。50.D根據(jù)前文可知,這些要求雖然有挑戰(zhàn)性,但讓人耳目一新,可以幫助作者確定朝著正確的方向努力。故選D。51.A學(xué)生的參與和好奇心讓作者對(duì)指導(dǎo)學(xué)生的熱情重新燃起。refueled有“使(感情、情緒或想法)更強(qiáng)烈”的意思,符合語(yǔ)境。切忌誤選C項(xiàng),第一段已經(jīng)告知作者在前單位就從指導(dǎo)學(xué)生中找到了滿足感,develop強(qiáng)調(diào)是從無(wú)到有。故選A。52.A研究并沒有消失,而是演變、發(fā)展了,由前后文可知,研究融入到了以學(xué)生為中心的發(fā)展中,這說(shuō)明研究更有意義了。故選A。53.C原詞復(fù)現(xiàn),根據(jù)前文作者對(duì)成功的原有看法以及后來(lái)經(jīng)歷的事情,作者學(xué)會(huì)了重新定義成功。故選C。54.D根據(jù)后文“It’saboutaskingmeaningfulresearchquestions…,成功不只是狹隘地關(guān)于高影響力的出版物或撥款。故選D。55.B“openingupopportunitiesforstudentstogrow”意為“為學(xué)生創(chuàng)造成長(zhǎng)的機(jī)會(huì)”,符合語(yǔ)境。故選B。語(yǔ)法填空【語(yǔ)篇導(dǎo)讀】本文是一篇記敘文。主題語(yǔ)境為人與社會(huì)。文章講述了62歲的德國(guó)面包師在中國(guó)呈現(xiàn)傳統(tǒng)面包技藝。56.nor考查連詞。考查固定搭配neither…nor…,表示“既不……也不……”,這里表示他在北京的面包店既不華麗,也不位于繁忙的市中心區(qū)域。故填nor。57.the考查冠詞。這里特指他烘焙的正宗德國(guó)面包,用定冠詞the表示特指。故填the。58.means考查時(shí)態(tài)、語(yǔ)態(tài)、主謂一致。句子主語(yǔ)“Beingabaker”是動(dòng)名詞短語(yǔ)作主語(yǔ),動(dòng)名詞作主語(yǔ)時(shí),謂語(yǔ)動(dòng)詞用單數(shù)形式,且這里是陳述一般事實(shí),用一般現(xiàn)在時(shí)。故填means。59.with考查介詞。意思是“用你自己的雙手勞作;親自動(dòng)手工作”。故填with。resolutely。61.needed考查非謂語(yǔ)動(dòng)詞?？疾椤皐ith＋賓語(yǔ)＋賓語(yǔ)補(bǔ)足語(yǔ)”。這里skills與need之間是被動(dòng)關(guān)系,即“技能被需要”,所以用過(guò)去分詞needed作賓語(yǔ)補(bǔ)足語(yǔ)。故填needed。62.theoretical考查詞形變換。修飾名詞“knowledge”要用形容詞。故填theoretical。63.before考查狀語(yǔ)從句。根據(jù)語(yǔ)境可知,“學(xué)徒們需要參加考試”是在“他們能成為面包店工人”之前。故填before。64.rigidness/rigidity考查詞形變換。this是形容詞性物主代詞,后面要接名詞,rigid的名rigidness,意思是“頑固;倔強(qiáng)”,故填rigidness或rigidity。65.having考查非謂語(yǔ)動(dòng)詞。分析句子結(jié)構(gòu),“attractedmanyfaithfulChinesecustomers”已經(jīng)有了謂語(yǔ)動(dòng)主動(dòng)關(guān)系,所以用現(xiàn)在分詞having作后置定語(yǔ),故填having。第四部分寫作(共兩節(jié),滿分40分)第一節(jié)應(yīng)用文寫作(滿分15分)OurTeam’sViewsonNicknamingOtherStudentsHello,everyone!Onbehalfofourteam,I’dliketoshareourviewsonthephenomenonofsomestudentsgivingnicknamestoothersoncampus．【高三英語(yǔ)試題參考答案第5頁(yè)(共10頁(yè))】behurtful,evenifyoudon’tdoitintentionally．Second,thosewhoareunwillingtogetsuchnicknamescanfeelembarrassedoruncomfortableinpublic,leavingsomeemotionalscarsintheirhearts．Moreimportantly,itmaydisrupttheharmoniousclassatmosphere,leadingtoconflictsamongclassmates．Inconclusion,weshouldrespecteveryclassmateandceasegivingimpolitenicknames．Onlyinthiswaycanwebuildafriendlyandharmoniousenvironment．Thankyouforyourlistening!【評(píng)分原則】1.本題總分為15分,按五個(gè)檔次進(jìn)行評(píng)分.2.評(píng)分時(shí),應(yīng)主要從內(nèi)容、詞匯語(yǔ)法和篇章結(jié)構(gòu)三個(gè)方面考慮,具體為:(1)對(duì)內(nèi)容要點(diǎn)的覆蓋情況以及表述的清楚程度和合理性.(2)使用詞匯和語(yǔ)法結(jié)構(gòu)的準(zhǔn)確性、恰當(dāng)性和多樣性.(3)上下文的銜接和全文的連貫性.3.評(píng)分時(shí),先根據(jù)作答的整體情況初步確定其所屬檔次,然后以該檔次的要求來(lái)綜合衡量,確定或調(diào)整檔次,最后給分.4.評(píng)分時(shí)還應(yīng)注意:(1)詞數(shù)少于60的,酌情給分.(2)單詞拼寫和標(biāo)點(diǎn)符號(hào)是寫作規(guī)范的重要方面,評(píng)分時(shí)應(yīng)視其對(duì)交際的影響程度予以考慮.英、美拼寫及詞匯用法均可接受.(3)書寫較差以致影響交際的,酌情扣分.【各檔次給分范圍和要求】第五檔(13-15分)覆蓋了所有內(nèi)容要點(diǎn),表述清楚、合理.使用了多樣并且恰當(dāng)?shù)脑~匯和語(yǔ)法結(jié)構(gòu),可能有個(gè)別小錯(cuò),但完全不影響理解.有效地使用了語(yǔ)句銜接手段、全文結(jié)構(gòu)清晰,意義連貫.完全達(dá)到了預(yù)期的寫作目的.第四檔(10-12分)覆蓋了所有內(nèi)容要點(diǎn),表述比較清楚、合理.使用了比較多樣并且恰當(dāng)?shù)脑~匯和語(yǔ)法結(jié)構(gòu),可能有些許錯(cuò)誤,但不影響理解.比較有效地使用了語(yǔ)句銜接手段、全文結(jié)構(gòu)比較清晰,意義比較連貫.達(dá)到了預(yù)期的寫作目的.第三檔(7-9分)覆蓋大部分內(nèi)容要點(diǎn),有個(gè)別地方表述不夠清楚、合理.使用了簡(jiǎn)單的詞匯和語(yǔ)法結(jié)構(gòu),有一些錯(cuò)誤或不恰當(dāng)之處,但基本不影響理解.基本有效地使用了語(yǔ)句銜接手段、全文結(jié)構(gòu)基本清晰,意義基本連貫.基本達(dá)到了預(yù)期的寫作目的.第二檔(4-6分)遺漏或未清楚表述一些內(nèi)容要點(diǎn),或一些內(nèi)容與寫作目的不相關(guān).所使用的詞匯有限,語(yǔ)法結(jié)構(gòu)單調(diào),錯(cuò)誤較多,影響理解.幾乎不能有效地使用語(yǔ)句銜接手段、全文結(jié)構(gòu)不夠清晰,意義不夠連貫.未能達(dá)到預(yù)期的寫作目的.【高三英語(yǔ)試題參考答案第6頁(yè)(共10頁(yè))】第一檔(1-3分)遺漏或未清楚表述大部分內(nèi)容要點(diǎn),或大部分內(nèi)容與寫作目的不相關(guān).所使用的詞匯有限,語(yǔ)法結(jié)構(gòu)單調(diào),錯(cuò)誤很多,嚴(yán)重影響理解.幾乎沒有使用語(yǔ)句銜接手段、全文結(jié)構(gòu)不清晰,意義不連貫.完全未達(dá)到預(yù)期的寫作目的.零分未作答:所寫內(nèi)容太少或無(wú)法看清以致無(wú)法評(píng)判;所寫內(nèi)容與題目要求完全不相關(guān).說(shuō)明:1.內(nèi)容要點(diǎn)可用不同方式表達(dá),達(dá)意即可.2.應(yīng)緊扣主題,可適當(dāng)發(fā)揮.第二節(jié)讀后續(xù)寫(滿分25分)【參考范文】Itseemedthathewasabouttodropit．Ihesitatedforamoment,recallingalltheunpleasantexperiencesIhadwithhim．Apartofmefeltthathedeservedtostruggleafterhowrudelyhehadtreatedme．ButasIwatchedhimwobbleundertheweightofthebox,hisfacetensewitheffort,anotherpartofmefeltguiltyforjuststandingthere．Ihadalwaysbelievedinkindness,yethereIwas,debatingwhethertohelpaneighborinneed．Takingadeepbreath,Isetasidemyprideandwalkedover．“Letmehelpyou．”Isaid,reachingforthebox．Helookedatme,surprised,butafterabriefpause,henoddedsilently,andtogetherwecarrieditinside．Aswewerestandinginhislivingroom,Mr．Thompsonbroketheice．Heletoutasighand,inasoftertonethanIhadeverheardfromhim,admittedthathehadn’tmeanttoberudebefore．RecoveringfromsurgeryhadlefthimfrustratedandshortGtempered,andherealizednowhowinconsideratehehadbeen．Hearingthis,myfrustrationmeltedaway．IadmittedthatIhadjudgedhimtooquickly．Aswetalked,thetensionbetweenusfaded,replacedbyaquietunderstanding．Fromthatdayon,ourrelationshipchanged—weweren’tjustneighborsanymorebuttwopeoplewillingtogiveeachotherasecondchance．【三個(gè)承接點(diǎn)】第一段:承接點(diǎn)1:“我”的反應(yīng).(承接第一句話)承接點(diǎn)2:(直接指向第二句話)“我”幫助湯普森把箱子搬到客廳.第二段:承接點(diǎn)3:湯普森說(shuō)了什么,以及“我”的感想.【寫作思路】一、材料核心:鄰里矛盾因誤解產(chǎn)生,通過(guò)偶然事件(搬箱子)化解,體現(xiàn)“寬容與溝通”的主題.二、續(xù)寫方向:從沖突轉(zhuǎn)向和解,需完成情感轉(zhuǎn)折(從敵意到理解)和人物動(dòng)機(jī)補(bǔ)全(Thompson的行為原因).三、第一段續(xù)寫思路(承接點(diǎn)1+2)開頭句:Itseemedthathewasabouttodropit．核心任務(wù):刻畫“我”的心理掙扎與行為轉(zhuǎn)變,為和解鋪墊.承接點(diǎn)1:“我”的反應(yīng)對(duì)比沖突:回憶矛盾(停車、狗吠、爭(zhēng)吵)→本能不想幫忙(hedeservedtostruggle).刻畫細(xì)節(jié):Thompson的身體語(yǔ)言(wobble,facetense)激發(fā)同情心.價(jià)值觀沖突:Ihadalwaysbelievedinkindness→打破偏見的契機(jī).【高三英語(yǔ)試題參考答案第7頁(yè)(共10頁(yè))】承接點(diǎn)2:“我”幫助Thompson動(dòng)作描寫:setasidepride,walkedover,reachedfor→體現(xiàn)主動(dòng)破冰.神態(tài)描寫:surprised,noddedsilently→暗示Thompson的意外與默認(rèn).場(chǎng)景過(guò)渡:從室外(driveway)轉(zhuǎn)移到室內(nèi)(livingroom),為第二段對(duì)話做空間鋪墊.四、第二段續(xù)寫思路(承接點(diǎn)3)開頭句:Aswewerestandinginhislivingroom,Mr．Thompsonbroketheice．核心任務(wù):通過(guò)對(duì)話揭示真相,完成情感和解.承接點(diǎn)3:Thompson的解釋與“我”的感想交代背景:recoveringfromsurgery→解釋怪癖(易怒、冷漠)的原因.情感表達(dá):softertone,sighed→展現(xiàn)脆弱一面,消解敵意.“我”的反思:“judgedhimtooquickly”→呼應(yīng)前文“strangelifestyle”的主觀偏見.象征意義:“tensionfaded”象征隔閡消除,“secondchance”點(diǎn)明主題五、高分技巧總結(jié)細(xì)節(jié)呼應(yīng):前文“strangelifestyle”在后文用“recoveringfromsurgery”解釋,邏輯閉環(huán).情感層次:敵意→掙扎→同情→理解,層層遞進(jìn),避免突兀和解.主題升華:從“鄰里矛盾”上升到“人性寬容”,結(jié)尾“secon六、學(xué)生易錯(cuò)題點(diǎn)提醒避免片面化:Thompson并非單純“壞人”,需體現(xiàn)其行為的合理性(如病痛).拒絕“降維和解”:不能讓“我”單方面忍讓,需雙方共同反思(如“我”承認(rèn)急于評(píng)判).場(chǎng)景聚焦:兩段續(xù)寫集中在“搬箱子”和“客廳對(duì)話”,避免旁生枝節(jié).【評(píng)分原則】1.本題總分為25分,按五個(gè)檔次進(jìn)行評(píng)分.2.評(píng)分時(shí),從以下四個(gè)方面考慮:1)內(nèi)容:內(nèi)容的豐富性、故事發(fā)展的合理性,續(xù)寫的完整性及與原文語(yǔ)境的融合程度;2)詞匯語(yǔ)法:使用語(yǔ)言的多樣性、準(zhǔn)確性和恰當(dāng)性;(語(yǔ)言為交際服務(wù),不可一味使用所謂“高級(jí)”語(yǔ)言,要與原文語(yǔ)言特點(diǎn)保持一致.)3)篇章結(jié)構(gòu):上下文的銜接(包括續(xù)寫段落之間的銜接)和全文的連貫性;4)寫作規(guī)范:②拼寫和標(biāo)點(diǎn)符號(hào)是寫作規(guī)范的一個(gè)方面,應(yīng)視其對(duì)交際的影響程度予以考慮,英、美拼寫及詞匯用法均可接受;③如書寫較差,以至影響交際,將分?jǐn)?shù)降低一個(gè)檔次;3.評(píng)分時(shí),先根據(jù)作答的整體情況初步確定其所屬檔次,然后以該檔次的要求來(lái)綜合衡量,確定或調(diào)整檔次,最后給分.【各檔次給分范圍和要求】第五檔(21-25分)完全達(dá)到了預(yù)期的寫作目的.●與所給短文融合度高,與所提供各段落開頭語(yǔ)銜接合理;●內(nèi)容豐富,故事發(fā)展合理、邏輯性強(qiáng),續(xù)寫完整,符合寫作目的與情境;●所使用語(yǔ)法結(jié)構(gòu)和詞匯多樣、準(zhǔn)確和恰當(dāng),可能有個(gè)別錯(cuò)誤,但完全不影響意義表達(dá);●有效地使用了語(yǔ)句間的連接手段,結(jié)構(gòu)清晰,意義連貫.【高三英語(yǔ)試題參考答案第8頁(yè)(共10頁(yè))】第四檔(16-20分)達(dá)到了預(yù)期的寫作目的.●與所給短文融合度較高,與所提供各段落開頭語(yǔ)銜接較為合理;●內(nèi)容比較豐富,故事發(fā)展比較合理、有邏輯性,續(xù)寫比較完整,比較符合寫作目的與情境;●所使用語(yǔ)法結(jié)構(gòu)和詞匯較為豐富、準(zhǔn)確,可能有些許錯(cuò)誤,但完全不影響意義表達(dá);●比較有效地使用了語(yǔ)句間的連接手段,結(jié)構(gòu)比較清晰,意義比較連貫.第三檔(11-15分)整體而言,基本達(dá)到了預(yù)期的寫作目的.●與所給短文關(guān)系較為密切,與所提供各段落開頭語(yǔ)有一定程度的銜接;●寫出了若干有關(guān)內(nèi)容,故事發(fā)展有合理之處、有一定的邏輯性,續(xù)寫基本完整,基本符合寫作目的與情境;●應(yīng)用的語(yǔ)法結(jié)構(gòu)和詞匯能滿足任務(wù)的要求,雖有一些錯(cuò)誤,但不影響意義的表達(dá);●應(yīng)用簡(jiǎn)單的語(yǔ)句間的連接手段,結(jié)構(gòu)基本清晰,意義基本連貫.第二檔(6-10分)未能達(dá)到預(yù)期的寫作目的.●與所給短文有一定的關(guān)系,與所提供各段落開頭語(yǔ)有一定程度的銜接;●寫出了一些有關(guān)內(nèi)容,故事發(fā)展不太合理、邏輯性差,不太符合寫作目的與情境;●語(yǔ)法結(jié)構(gòu)單調(diào)、詞匯項(xiàng)目有限,錯(cuò)誤較多,影響了意義的表達(dá);●較少使用語(yǔ)句間的連接手段,全文結(jié)構(gòu)不夠清晰,意義不夠連貫.第一檔(1-5分)完全未達(dá)到預(yù)期的寫作目的.●與所給短文和開頭語(yǔ)的銜接較差;●產(chǎn)出無(wú)關(guān)內(nèi)容太多,故事發(fā)展不合理、不合邏輯,續(xù)寫不完整,不符合寫作目的與情境;●語(yǔ)法結(jié)構(gòu)單調(diào)、詞匯項(xiàng)目很有限,錯(cuò)誤很多,嚴(yán)重影響了意義的表達(dá);●缺乏語(yǔ)句間的連接手段,全文結(jié)構(gòu)不清晰,意義不連貫.●未能傳達(dá)給讀者任何信息:內(nèi)容太少,無(wú)法評(píng)判;所寫內(nèi)容均與所要求內(nèi)容無(wú)關(guān)或所寫內(nèi)容無(wú)法看清.聽力原文Text1W:I’vesavedenoughmoney!ShouldIgetabrandnewcameraorabike?M:IfIwereyou,Iwouldchoosetogetridoftheslowlaptop．W:Yeah,that’sright．Itisreallyawkward．Text2M:Ikeepcheckingmywatch．Ourplaneleavesin30minutes!W:Noworries!Weareabouttostartuptheengineandyourluggageisalreadyloadedinthetrunk．M:Ihopethetrafficisn’tbad．Text3W:Ineedtomailthepackagetomydaughterlivingoverseas．M:Youcanreservethedeliveryonlineandthecarrierwillcometoyourhousetofetchyourparcel．W:Wow,itissoconvenientandpleasetellmehowtooperateonthephone．Text4W:Sir,couldIsignupfortheAmericanSignLanguageClass?Iwanttogetthreecredits．M:Sorry,mycutegirl．Actually,thecapacityofmyclassisrestrictedto100people．Sothereisnospaceleft．Text5M:Excuseme,Iamlost．Couldyoutellmehowtofindthenearestbustt試io?公眾號(hào)：凹凸學(xué)長(zhǎng)【高三英語(yǔ)試題參考答案第9頁(yè)(共10頁(yè))】W:Don’tpanic．Itisnotfarawayfromhere．Justgodownthestreetthroughthreeblocks．Whenyouseeamini-park,turnleft．ThebusstopisnexttotheNationalBank．M:Thankyousomuchforyourkindness．Text6W:Hi,Tom!How’syourpart-timejobasatutor?M:It’sokay,butpreparingfortheteachingmaterialsiskindoftoughforme．W:Youcanhandleit,Ithink．Anyinterestingexperiences?M:Yeah,oneofmystudentssentmeapostcardfullofgoodwishes．W:Wow,doyouplantokeepthisjob?M:Maybeforanothermonthsinceitisdemanding．W:Soforwhat?M:Ineedmoneyformytrip．Text7W:Withnewtermapproaching,whatkindofsportwillyouchooseasyourelectivecourse?M:Ihaveabentforbasketball．Whataboutyou?W:Lastsemester,Ichosebadminton,butIwouldprefertabletennisthistime．M:Whydoyoufancytabletennis?W:Duringthesummervacation,IwatchednumerouscompetitionsofPingPongonlineandIhavewitnessedmanyvictoriesofChineseplayers．Theyaresoawesome,especiallySunYinsha．Sheismyidolnow．M:ButIhavewatchedoneonthescenelastsummervacation．Herperformancebroughtthewholehousedown．W:Ireallyenvyyou!Oops,let’sbequick,orwewillbelateforMr．Johnson’slesson．M:Yeah,hurryup!Text8W:Goodmorning,SunshineApartments．WhatcanIdoforyou?M:There’swaterleakingfrommybathroomceiling!Incaseofshortcircuit,Ipullalltheplugs．Ihavecalledthetechnician,buthehasn’tyetcometomyhouse．W:I’msorrytohearthat．Letmecheck．Atechnicianwillarriveintwohours．M:Twohours?Iaminahurry,sohowaboutonehourandahalf?W:Noproblem．Iwilltellthetechniciantohelpyoufirst．Bytheway,wouldyoulikeustoprovideanotherroomuntilit’sfixed?M:Thatwouldbegreat．Isthereanyextracost?W:No,it’sincludedinyourservicepackage．I’llsendyoutheroomnumbershortly．M:Soconsiderateofyou．I’llwaitforyourmessage．Text9W:Theseweddingphotosaresoamazing!Butwhyaresomelowinclarity?M:Yeah,thatisthepointIwanttoreportyou．Thecamerasuddenlyhadaproblemduringtheceremony．W:Thisisunacceptable．Wepaidforprofessionalquality!M:I’llretakealltheunfavorablephotosforfree．Howabouttomorrowmorning?【高三英語(yǔ)試題參考答案第10頁(yè)(共10頁(yè))】M:Wecanshootindoorsatthestudio．I’lladjustthelighting．W:Alright．Let’smeetattheentranceofCommunityParkorCatCafenearmyhouseandsetoffforthestudiotogether．IsitOKforyou?M:Sure．Thelatterisbetter．AndI’llbringthenewequipmenttoensureperfectshots．W:Thanks．Ihopethistimeitworksout．Text10M:Hello,everyone．Iamfeelingsoprivilegedtostandhere,voicingmyideas．Iguessmanyofyouareherebecauseyou’veexperiencedproblemswithanger,right?Yeah,metoo!Myangerusedtocontrolme．Iwasachefbeforebecomingalifecoach．Youknow,topchefsarealmostexpectedtohavehottempers,soIgotawaywithmybadattitudeforyears．Iwassuccessfulandadmired,butIhavenobodytosharemysuccesswith．Nobodywantedtobearoundme!EverythingchangedwhenIdiscoveredthe“90-SecondRule”．Thistheorysuggeststhatbigemotionssuchjoyorangeronlylastinthebodyfor90seconds．Whathappensnextdependsonhowwethinkandrespond．IlearnedthatifIcouldjustholdmybreathandwait90secondsbeforereacting,theneedtoscreamandshoutusuallyfadedaway,andIcouldexpressmyselfcalmly．It’ssimplebutsoeffective!2025屆高三4月教學(xué)質(zhì)量檢測(cè)科目:英語(yǔ)(試題卷)注意事項(xiàng):1.答卷前,考生務(wù)必將自己的姓名、準(zhǔn)考證號(hào)填寫在答題卡上。2.回答選擇題時(shí),選出每小題答案后,用鉛筆把答題卡上對(duì)應(yīng)題目的答案標(biāo)號(hào)涂黑。如需改動(dòng),用橡皮擦干凈后,再選涂其他答案標(biāo)號(hào)?；卮鸱沁x擇題時(shí),將答案寫在答題卡上。寫在本試題卷上無(wú)效。3.本試題卷共11頁(yè),67小題,滿分150分,考試用時(shí)120分鐘。如缺頁(yè),考生須及時(shí)報(bào)告監(jiān)考老師,否則后果自負(fù)。4.考試結(jié)束后,將本試題卷和答題卡一并交回。姓名準(zhǔn)考證號(hào)機(jī)密★啟用前2025屆高三4月教學(xué)質(zhì)量檢測(cè)第一部分聽力(共兩節(jié),滿分30分)第一節(jié)(共5小題;每小題1.5分,滿分7.5分)聽下面5段對(duì)話.每段對(duì)話后有一個(gè)小題,從題中所給的A、B、C三個(gè)選項(xiàng)中選出最佳選項(xiàng).聽完每段對(duì)話后,你都有10秒鐘的時(shí)間來(lái)回答有關(guān)小題和閱讀下一小題.每段對(duì)話僅讀一遍.例:Howmuchistheshirt?答案是C.1.Whatwillthewomanprobablybuy?2.Whyisthemanfeelingworried?A．Hemightmisstheflight．B．Hehaslosthisluggage．C．Hefailedtostartthecar．3.Whatdoesthemansuggestthewomando?A．Giveherdaughteranonlinecall．B．Gotothepostofficefordelivery．C．Orderthedeliveryserviceonline．4.Whatistheprobablerelationshipbetweenthespeakers?5.Whatisthewomandoing?A．Givingdirections．B．Lookingforabusstop．C．Askingtheway．第二節(jié)(共15小題;每小題1.5分,滿分22.5分)聽下面5段對(duì)話或獨(dú)白.每段對(duì)話或獨(dú)白后有幾個(gè)小題,從題中所給的A、B、C三個(gè)選項(xiàng)中選出最佳選項(xiàng).聽每段對(duì)話或獨(dú)白前,你將有時(shí)間閱讀各個(gè)小題,每小題5秒鐘;聽完后,各小題將給出5秒鐘的作答時(shí)間.每段對(duì)話或獨(dú)白讀兩遍.7.Howdoesthemanfeelabouthisjob?【高三英語(yǔ)試題第1頁(yè)(共11頁(yè))】C．Peopledislikedtostaywithhim．【高三英語(yǔ)試題聽第7段材料,回答第8至10題。8.Whichsportdidthewomanchooselastterm?9.Whatdidthemandolastsummervacation?A．HeplayedPingPongveryoften．B．HewatchedPingPongmatchlive．C．HelearnedPingPongskillsonline．10.Whatwillthespeakersdonext?A．Takeaclass．B．Visitaprofessor．C．Workout．聽第8段材料,回答第11至13題。11.Whatproblemdoesthemanreport?A．Abrokenplug．B．Apoweroff．C．Awaterleak．12.Whenwillthetechnicianarrive?A．Inhalfanhour．B．Inonehourandahalf．C．Intwohours．13.Whatdoesthewomanoffertodo?15.Whatisthewomancomplainingabout?16.Howmightbetheweathertomorrow?17.Wherewillthespeakersgathertomorrow?A．Attheparkentrance．B．Atthecafé.C．Atthestudio．聽第10段材料,回答第18至20題。18.Whatisthemaintopicofthespeech?B．Howtodealwithbigemotions．19.Whatproblemdidthespeakerhaveasachef?A．Noonerecognizedhissuccess．B．Guestsoftencriticizedhisdishes．【高三英語(yǔ)試題第3頁(yè)(共11頁(yè))】20.Whatisthespeaker’ssuggestiontoA．Shiftingthethinkingpatterns．B．Takingadeepbreathbeforeacting．C．Learningtowaitpriortoresponse．第二部分閱讀(共兩節(jié),滿分50分)第一節(jié)(共15小題;每小題2.5分,滿分37.5分)閱讀下列短文,從每題所給的A、B、C、D四個(gè)選項(xiàng)中選出最佳選項(xiàng).ADukeUniversityMarine(海洋的)LabLocatedonthecoastofNorthCarolina,theDukeMarineLaboffersauniqueinteractiveexperienceforpreGcollegeparticipants．Studentsliveandlearnonsite,withclassestaughtbyexperiencedinstructorsandindustryprofessionalswhilehavingaccesstolabs,boats,andotherMarineLabresources．Courseswillincludesustainability,conservation,marinebiologyandmore．MiddleschoolprogramHighschoolprogramMinimumAgeGrades6-89-11DatesJune29-July5June21-27ProgramfeeDukePreGCollegedoesnotoffertransportationtoBeaufort,NCortotheMarineLab．Thisincludestoandfromairports,busstations,andothertransportationoptions．Aparent/guardianmusttransporttheparticipanttotheDukeUniversityMarineLabonthearrivalday．Allboardandlodging(宿舍)duringtheprogram;Classes9a．mprofessional,seasonedinstructorsandteachingassociates;allbooksandsupplies;guestspeakers;entrancechargesandtransportationtotours;CollegeConnectionsseminars(研討會(huì))andotherclubactivities;eveningandweekendsocialevents;guidedvisitstomaincampusandCourseTimeLocationReal-timeStatusMarineEcology:AFineArtsStudyofBiodiversitywithinMarineHabitatsJun29,2025-Jul5,20259:00AM-4:00PMDukeUniversityMarineLabWaitGlistavailable【高三英語(yǔ)試題第4頁(yè)(共11頁(yè))】21.WhichserviceoractivitydoesDukePre-Collegeexclude?A．Ticketstotours．B．Mealsanddorms．22.Whatdothetwoprogramshaveincommon?A．Theyendinthesamemonth．B．Theycostabout$530perday．C．Theyacceptstudentsaged13.D．Theyprovidewait-listcolumns．23.Whatisspecialaboutthissummerprogram?A．Itfacilitatesadmissiontouniversity．B．Itoffersmanyhands-onexperiences．C．Itfeaturesstudents’all-roundgrowth．D．Itstressestheabilitytosurviveatsea．BIhavetosayitisratheruncommonformalesofmyagetobeclassicalmusicenthusiasts．Iwasnotbornintoamusicalfamilyandneitherofmyparentslearnedclassicalmusic．Therewasn’tmuchmusicinmyhomeeither．So,howdiditallstart?ThestorydatesbacktothetimeswhenIwasinkindergarten,whichhasclassicalmusicCDstoofferparents．Thinkingthatitwouldn’tbeabadideatogetmesomemusictolistento,myparentsorderedthemwithoutanyambitionofdevelopinganinterestinclassicalmusicorwhatsoever．WithoutknowingwhoBach,VivaldiandChopinwereorwhattoexpect,IjustplayedtheCDsoneafteroneandgrewincreasinglyfondofthem．Whattookplacemeanwhilewasmypianostudies,whichagainexposedmetoclassicalmusic．ButIhavetoadmitthebeginnerpiecessoundedratheruninspiredanddulltome．ThankstoYouTube,Iwasabletoexploremorethanwhatmyfirstpianoteacheroffered—frompianotoorchestralmusic,fromBachtoScriabin．Veryoften,Ididn’tpractisethepiecesmyteacherassigned,butthepiecesItrulyloved!It’salsothroughtheInternetthatIdiscoveredoneofmypianoidolslater,GrigorySokolov．Lateron,Ibecameinterestedinnotonlythemusicitself,butalsocomposersandmusichistory．Istillrememberina28-dayoutdoorprograminAustraliaorganizedbymyhighschool,weweren’tallowedtouseourmobilephonesandtherewasn’tanypianoeither．WhatIcouldonlydowastorepeatedlyrecallChopin’sPreludes(前奏曲)Op．28whenwalkingupthehills．Ifeltpeacefulasusual,butevenhappierwithgrowingenthusiasmformusic．Tome,classicalmusicexploresthedeepestemotionsofhumanitybutcanbesohumorousaswell．Themagicofitliesinitsabilitytocastlightonaspectsofhumanconditionsand,atthesametime,togobeyondthereality．A．Theyknewnothingaboutmusic．B．TheyhadtopurchasemusicCDs．ii【高三英語(yǔ)試題第5頁(yè)(共11頁(yè))】25.WhatcanbeinferredfA．Onlineresourcesbenefitedhimalot．B．Musichistoryseemedmoreinviting．26.WhydoestheauthormentiA．Tostresshiseagernesstosing．B．Toshowhispassionformusic．C．Tocomplainaboutitsstrictrules．D．Toprovemusic’sroleincalming．27.Whatdoestheauthorthinkofclassicalmusic?A．Itfocusesonpoeticlyrics．B．Itescapesfromthereality．C．Itgivesinsightsintolife．D．Itisapeace-seekingart．CGoogleuseditsartificialintelligence-poweredweatherforecastingtoolstopreciselypredictfloodsuptoaweekinadvanceofthemhappening．InanewpaperpublishedinthescientificjournalNature,Google’sresearchersdescribethisasanearlywarningsystemthatcouldbeusedthroughouttheworld,notonlytopredictorrecognizenaturaldisastersbutalsotobuffertheworsteffectsofwhatisoneofthemostcommontypesofnaturaldisasters．Floodingcanbedifficulttoaccuratelypredict,particularlyriverinefloods,duetoalackofresourcesanddatarelatedtofloodhistory,waterlevels,andterrain(地形)．AIuseinweatherforecastingisnothingnew．Still,theriseofmorepowerfulprocessorsandlargerdatasetsisallowingfornewscalesofprediction,includinganewNvidiadigitalEarth．Asmallpercentageofglobalrivershavestreamflowgauges(測(cè)量?jī)x)whichcanbeusedtowarnpeopleifthevolumeofwaterflowingthroughtheriverchanges．Whencombinedwithotherpointssuchasthelocalterrain,settlementsneartheriver,weatherforecasting,andhistoricaleventsonthesameriver,datacanbeusedtopredictflooding．GoogleresearchersgatheredasmuchglobaldataastheycouldaccessandtrainednewAImodelstoanalyzethem．Afterwards,thosemodelscouldthenmakepredictionsforthoseregionswheredatamightbeconsiderablylimitedorevennonexistent．TheteamlaunchedaFloodHubplatform,whichprovidedaccesstoforecastsin20countrieswherefloodforecastinghadbeendifficultinthepast．Theplatformcollectedseeminglyunrelatedinformationwhichwasavailablelocally,feditintotheAIsystemasareminder,andorderedtheAItofillinthegapsandthenclassifydata．SofarFloodHubhasbeenexpandedto80countriesinAfrica,Asia-Pacific,Europea,andtheAmericas,coveringover460millionpeopleglobally,particularlythoseincommunitiesalsoprovideforecastsinGoogleSearchandGoogleMapsandviaAndroidwarnings．”theGoogle【高三英語(yǔ)試題第6頁(yè)(共11頁(yè))】28.WhatdoestheunderlinedwordmeaninParagraph1?29.Whyisithardtopredictflooding?A．Relevantrecordsareabsent．B．Gaugesarefarfromprecise．C．AIisnewtoweatherforecasting．D．Formerstudiesareoflittleworth．30.Whatcanweknowaboutflooding-forecastingAImodels?A．Theyareaccessibletoglobaldata．B．Theyareveryquickindataanalysis．C．Theycanensurethereliabilityofdata．D．Theycanbreakgeographicallimitations．31.WhatdoesParagraph4focusonaboutFloodHubplatform?A．Itsdesigningprinciples．B．ItsoperatingdifficultieDSymbolicinteractionismisasociologicalperspectivethatexamineshowindividualsusesymbolstocommunicateandcreatesocialreality．FoundedbysociologistslikeGeorgeHerbertMeadandCharlesHortonCooley,thetheoryfocusesonmicro-levelinteractionsbetweenindividuals,emphasizingtheimportanceofsymbolsintheseexchanges．Unlikeothersociologicalperspectivesthatfocusonlargerstructures,symbolicinteractionismlooksathowindividualactionsshapesocialstructuresthroughmeaning-makingprocessItsuggeststhatindividualsactbasedonthemeaningstheyattachtoobjects,people,andsituations．ThesemeaningsSymbols,suchaslanguage,gestures,andobjects,arecentraltothisprocess,astheyprovidethemediumthroughwhichindividualsunderstandandinterpretthesocialworld．Asymbol,inthecontextofsymbolicinteractionism,isanythingthatcarriesmeaningbeyonditsliteralform．Itcouldbeaword,gesture,object,orevenasocialrole．Symbolsarenotnaturallymeaningful;rather,theirmeaningsaresociallyconstructedandlearnedthroughinteraction．Forexample,ahandshakeisnotjustaphysicalactbutasymbolofgreeting,agreement,orfriendshipinmanycultures．Comparedwithsayinghello,shakinghandshasmoreSymbolsareessentialforhumancommunicationandinteraction．Theyallowindividualstoconveycomplexideas,emotions,andintentionsinawaythatisunderstoodbyothers．Language,forinstance,isasystemofsymbolsthatallowspeopletocommunicateabstractconceptslikelove,justice,andfreedom．Withoutsymbols,humaninteractionwouldbelimitedtoimmediate,visiblee【高三英語(yǔ)試題第7頁(yè)(共11頁(yè))】Oneofthemostimportantwayssymbolsfunctioninsocialinteractionisthroughtheconstructionofidentity．Individualsemploysymbolstoexpressw