资源描述
2
024-2025 年度河南省高三年级联考（二）
英语
注意事项:
1
2
. 答题前, 考生务必将自己的姓名、考生号、考场号、座位号填写在答题卡上。
. 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。
第一部分 听力（共两节, 满分 30 分）
做题时, 先将答案标在试卷上。录音内容结束后, 你将有两分钟的时间将试卷上的答案转涂到
答题卡上。
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
. Which subject does the man like best?
A. English.
B. History.
C. Science.
2
. Why does the woman give up buying a coffee table?
A. She dislikes it.
B. She has no enough money.
C. She has had one in her home.
3
. What will the woman do tomorrow?
A. She will go swimming
B. She will play tennis.
C. She will go to the gym.
4
. What time is it now?
A.10:15. B.10:30.
. What are the two speakers talking about?
A. A study plan. B. A work plan.
C.11:00.
5
C. A vacation plan.
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
. Why does the woman want to buy a computer?
A. To help her with her lessons.
B. To help her to write a book.
C. To read more on the Internet.
7
. Why does the woman ask the man for help?
A. The man knows more about computers.
B. The man works in a computer company.
C. The man sells computers.
听第 7 段材料, 回答第 8、9 题。
8
. How long has the woman kept the shirt?
A. For three days. B. For seven days.
. How does the woman feel in the end?
A. Satisfied. B. Relieved.
听第 8 段材料, 回答第 10 至 12 题。
0. What does the woman probably do?
A. She is a secretary. B. She is a boss.
1. What's the man's purpose of seeing Mr Stone?
C. For ten days.
9
C. Annoyed.
1
C. She is a manager.
1
A. To discuss a program.
B. To make a travel plan.
C. To ask for sick leave.
1
2. When will the man meet Mr Stone this afternoon?
A. At 3:00.
B. At 3:30.
C. At 3:45.
听第 9 段材料, 回答第 13 至 16 题。
1
3. What does the man come here for?
A. Giving a lecture.
B. Visiting the company.
C. Attending a meeting.
C. Going to buy flowers.
1
4. What's urgent for the man now?
A. Sending an email.
B. Reading a magazine.
1
5. Why does the man need some flowers?
A. To send some flowers to the woman.
B. To celebrate his wedding anniversary.
C. To decorate his own room.
1
6. How will the man go to his hotel?
A. By car. B. By taxi.
听第 10 段材料, 回答第 17 至 20 题。
7. What kind of city is Peter's hometown?
A. A mountain city. B. A coastal city.
8. What is the usual rainfall of the whole month of June in Peter's hometown?
A. About 16 inches. B. About 17 inches. C. About 70 inches.
9. How many people died in this flood?
C. On foot.
1
C. An island city.
1
1
A. 17.
B. 64.
C. 2,500.
2
0. What is the speaker mainly talking about?
A. A rescue attempt. B. A traffic accident.
C. A natural disaster.
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
Join a Zion National Park ranger（护林人）to learn about what makes Zion National Park unique. Programs are
free and created for classrooms and individuals. We connect to your school or home through a free web-based
program. You will be provided with a link to the video conference ahead of time via an email invite. Registration is
open! Click on the program below for more information.
Program 1—Chat with a Ranger
In Chat with a Ranger, students learn about Zion National Park, the park service, and the life of a ranger.
Students prepare and send questions ahead of time. This program can be adapted to fit different curriculum objectives,
and is appropriate for any age group.
Program 2—Pollination Investigation
In this distance learning program, students will discover what pollination is and how important it is to all
ecosystems. Looking at the relationship between plants and pollinators, participants will see how they have influenced
each other and will be challenged to create their own perfect pollinator.
Program 3—Whooo's in the Canyon?
Who left these clues behind here in the high canyons of Zion National Park? A feather, small bones, and hoot
hooting in the trees can be heard as your classroom goes on a virtual hike of Zion to discover the Mexican spotted
owl. Learn it about how the owl uses its special adaptations to survive in this desert environment.
Program 4—The Forests, Wetlands, and Deserts of Zion
This distance learning program focuses on the plants and animals that live in Zion's varying ecosystems. Students
will learn about their adaptations and relationships to each other in this interactive lesson with a creative and critical
thinking activity.
2
1. Which program requires participants to make preparations in advance?
A. Chat with a Ranger.
B. Pollination Investigation.
C. Whooo's in the Canyon?
D. The Forests, Wetlands, and Deserts of Zion.
2
2. What can participants learn from program 3?
A. Survival strategies taken by owls in the park.
B. Ways to prepare a hike tour in the park.
C. Threats brought by the desert environment.
D. A variety of ecosystems in Zion National Park.
2
3. What do the listed programs have in common?
A. They involve interactive activities.
B. They include a virtual tour of different trails.
C. They are accessible through web-based program.
D. They require participants to visit the park in person.
B
On a hot June day in 2015, I retired after 34 years of teaching high school. Then, I drove to meet my new piano
teacher, Mark.
I had worked for more than three decades as a busy English teacher with an endless stream of papers to mark and
precious little time to experiment or learn new skills. I was determined to make up for all I had been missing. I wanted
to finally master the piano and learn how to make music.
I told Mark I had a specific concrete goal: to play Clair de lune by Claude Debussy, a piece I remember hearing
from early childhood.
Determined that there would be a day when I would totally master this piece, I set myself a deadline: I would
perform before a gathering of friends on my 60th birthday. For months I did nothing but practise continuously. When
the day came, around 30 friends and relatives crowded into my dining room to hear me play, and aside from a few
minor slips, I managed to pull it off without embarrassing myself. People clapped warmly. I made it. I had risen to a
challenge, but I still didn't feel that I was really "making music".
After that, my progress was painfully slow. I had come to hate hearing myself play music badly. I got no pleasure
from the act of missing notes.
I began focusing on what few things I could do: gardening and cycling. I came to understand that I didn't have to
be that man I'd always thought I ought to be. I could just do what feels good, So, after nearly five years of lessons, I
quit.
I still love music; I regularly go out to concerts. But now my piano does nothing more than sit silently in my
dining room, displaying family photos and collecting dust. And I'm perfectly happy with that.
2
4. Why did the author learn the piano after retiring from teaching?
A. To impress his friends and relatives.
B. To avoid the boredom of retirement.
C. To start a new career as a concert pianist.
D. To pursue a long-time passion for music.
2
5. What can be inferred from paragraph 4?
A. The author attended a concert of piano music.
B. The author performed successfully despite a few errors.
C. The author felt embarrassed about his piano performance.
D. The author quit his piano immediately after his 60th birthday.
2
6. What does the author do with his piano now?
A. He uses it for music lessons.
B. He uses it for performance.
C. He uses it for something unrelated to music.
D. He plays it for personal enjoyment occasionally.
2
7. Which of the following can best describe the author?
A. Lazy and pessimistic.
B. Conventional and careless.
C. Ambitious and kind-hearted.
D. inner-directed and hardworking.
C
When it comes to diatoms（硅藻类）that live in the ocean, new research suggests that photosynthesis（光合作
用）is not the only strategy for accumulating carbon. Instead, these single-celled are also building biomass by feeding
directly on organic carbon in the ocean.
These new findings could lead researchers to reduce their estimate of how much carbon dioxide diatoms pull out
of the air via photosynthesis, which in turn, could take a much closer look at the understanding of the global carbon
cycle, which is especially relevant given the changing climate. The new findings were published in Science Advances
on July 17, 2024.
The team showed that the diatom Cylindrotheca closterium, which is found in oceans around the world, regularly
performs a mix of both photosynthesis and direct eating of carbon from organic sources such as plankton（浮游生
物）. In more than 70% of the water samples the researchers analyzed from oceans around the world, the team found
signs of simultaneous photosynthesis and direct organic carbon consumption from Cylindrotheca closterium. The
team also showed that this diatom species can grow much faster when consuming organic carbon in addition to
photosynthesis. Furthermore, the new research hinted at the possibility that specific species of bacteria are feeding
organic carbon directly to a large percentage of these diatoms living all across the global ocean. This work is based on
a genome-scale metabolic modeling approach that the team used to reveal the metabolism of the diatom Cylindrotheca
closterium.
The team's new metabolic modeling data support recent lab experiments suggesting that some diatoms may rely
on strategies other than photosynthesis to intake the carbon they need to survive, thrive and build biomass.
The UC San Diego led team is in the process of expanding the scope of the project to determine how widespread
this non-photosynthetic activity is among other diatom species.
2
8. What's new according to the research?
A. The way of the diatom's carbon accumulation.
B. The impact of climate on diverse sea plants.
C. The procedure of exploring carbon.
D. The system of building biomass.
2
9. What do the new findings make researchers more focus on?
A. The causes of climate change.
B. The grasp of the carbon cycle.
C. The bad effect of photosynthesis on diatoms.
D. A rough estimate of the amount of carbon dioxide.
3
0. What do we know from paragraph 3?
A. A large number of diatoms may feed on bacteria.
B. The diatom lives on plankton.
C. Water samples are key factors for the research.
D. Diatom species grow faster with sufficient sunlight.
3
1. Which is the most suitable title for the text?
A. Photosynthesis in Diatoms
B. Plankton's Role in Oceans
D. Advances in Modeling Data
C. New Carbon Strategies in Diatoms
D
According to a report in 2023, the World Health Organization（WHO）recommended that non-sugar sweeteners
not be used as a means of achieving weight control or reducing the risk of diseases. The guideline came as a surprise.
After all, the very purpose of non-sugar sweeteners—which contain little to no calories—is to help consumers control
their weight and reduce their risk of disease by replacing sugar.
In its report, the WHO cited evidence that long-term use of non-sugar sweeteners is associated with an increased
risk of diabetes（糖尿病）and death. How is it that non-sugar sweeteners are linked to the negative health effects
they're supposed to fend off?
The WHO made its recommendation after reviewing hundreds of published studies. The problem is that the
overwhelming majority of these studies are observational. In such studies, subjects tend to self-report their food
intake, which might not guarantee inaccuracy. More importantly, observational studies cannot determine cause and
effect. Are non-sugar sweeteners causing diabetes, or are people at risk of diabetes simply more likely to consume
them? Lastly, there are numerous variables that researchers can't possibly control for in these studies that could
influence the results.
Randomized controlled trials（RCTs）tell a different story about non-sugar sweeteners. d These studies control
for variables by randomly assigning people to either a treatment or control group, and they can determine cause and
effect. They show that sweeteners modestly benefit weight loss and help control blood sugar, without the negative
effects seen in observational research. The downside of RCTs is that they are shorter in duration, often lasting just a
few months. So negative effects could appear after longer use and we wouldn't be able to tell from these RCTs.
But we also can't tell from observational studies, which only measure correlation and not causality（因果关
系）. Changing the current situation might be hard, though. RCTs are expensive and require recruiting participants,
setting up diet plans, and regularly measuring subjects' health outcomes.
For change to happen, it might need to start at the top, where science is funded. Government agencies, which
appropriate billions for research, should start prioritizing RCTs.
3
2. What do the underlined phrase "fend off" probably mean in paragraph 2?
A. Put out. B. Defend against. C. Keep up.
3. What does paragraph 3 mainly talk about?
A. The WHO's suggestions on observational studies.
D. Count on.
3
B. The strategies to decide cause and effect in conducting studies.
C. The significance of controlling variables in observational studies.
D. The limitations of the observational studies in the WHO report.
3
4. What is a feature of RCTs according to the text?
A. They cost little.
B. They tend to last long.
C. They can control variables and determine causality.
D. They require participants to self-report related data.
3
5. How should the government help RCTs?
A. By making appropriate plans.
B. By providing financial support.
C. By raising people's awareness of health.
D. By founding more related government agencies.
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。
To make science's stories more concrete and engaging, it's important to use some effective strategies. Here are
four of them.
Put people in the story
Science's stories often lack human characters.
36
. Characters can be also people affected by a scientific
topic, or interested in learning more about it, Besides, they can be storytellers who are sharing their personal
experiences.
3
7
People often think of science as objective and fair. But science is actually a human practice that continuously
involves choices, missteps and biases（偏见）. If you explain science as a course, you can walk people through the
sequence of how science is done and why researchers reach certain conclusions. 38 . And they can also stress
the reason why people shou
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