2023届高考英语金榜猜题卷-全国卷【配套新教材】.docx

2023届高考英语金榜猜题卷 全国卷【配套新教材】
第一部分 阅读理解（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
The Peer Education Project
The Peer Education Project is a school-based programme that aims to give young people the skills and knowledge they need to safeguard their mental health, and that of their peers(同龄人). By training older pupils to deliver mental health lessons to younger students, we intend to include the programme in the school course as a key source of support to young people experiencing mental health problem.
Why is peer education helpful?
·Young people always turn a deaf ear to adults and are more willing to listen to their schoolmates.
·Young people may feel more comfortable asking questions of their fellows.
·Peer-delivered programmes can provide accessible role-models and advisers.
·The Peer Education Project uses existing social networks to exercise influence and maintain the influence beyond the classroom.
What does the project teach?
·It introduces mental health as something that we all have, like physical health.
·It encourages students to think about ways to stay well, how to seek help and support friends.
·It introduces some common wrong opinions about mental health, and deals with the discrimination(歧视) against people with mental problems.
Our new PEP platform
The PEP platform is designed to be a one-stop shop for The Peer Education Project. Register now to access the resources you will need to introduce mental health into your school course.
Contact us
We are currently working to bring the project to more schools. Call or email us if you'd like to take part, or to find out more about what's involved.
1. What's the purpose of The Peer Education Project?
A. Give lessons to older pupils.
B. Help the young with their mental health.
C. Teach skills and knowledge of study.
D. Provide key support to schools.
2. Why is the project beneficial?
A. It creates useful social networks.
B. It hires professional advisers to help.
C. It helps young people communicate with their parents.
D. It helps the young communicate with their fellows.
3. To know more about the project, you can _________.
A. register now B. pay a visit in person
C. make a phone call D. send a short message
B
From two-time winner on the Ladies European Tour(LET) to Wales' first ever Sondheim Cup player, there were many ways for onlookers to label Becky Brewer-ton in 2012, but none got close to the way she was describing herself.
In January 2012, Brewer-ton was enjoying a peaceful Sunday afternoon in Spain before deciding to venture out on a bike ride. One small stone on a corner later got the 29-year-old flying headfirst over the handlebars, cutting her head and tearing half the skin on her right hand. The crash was so severe that it left a cut around her hip joint(髋关节) big enough to fit her entire thumb into. Suddenly becoming near-disabled, she was always feeling genuinely scared on the golf course, but could do little to get rid of such feelings. After shooting 88 on the opening day at the Ladies European Masters in 2016, she was told by officials that she could not return for the second round. Then, almost overnight, her game disappeared. In Brewer-ton's own words, she had hit rock bottom.
As Brewer-ton's ranking fell downwards, so too did her income. She worked for Amazon, Deliveroo, and then in the professional shop of a golf club. Without a place to live, she stayed with a friend and former physical trainer for two and a half years. Working other jobs acted as a "reality check", offering a perspective of how lucky she felt to be a professional sportsperson. She began journaling and meditating. Despite her struggles, Brewer-ton never fell out of love with golf. After returning to LET qualifying school to regain her Tour card, by the end of 2021, Brewer-ton found herself again enjoying golf.
While she dreams of a return to silverware, the 39-year-old is targeting a success beyond wins. "I've absolutely, hand on heart, promised myself that I'm not going to interpret those days as bad things, because this is what we live for." she said.
4. What did the cycling experience mean to Brewer-ton's career?
A. A starting line. B. A tough challenge.
C. A breakthrough. D. A turning point.
5. Why did Brewer-ton work different jobs in paragraph 3?
A. To make ends meet. B. To gain work experience.
C. To change her perspective. D. To make golf her passion.
6. Which of the following can best describe Brewer-ton?
A. Consistent and positive. B. Determined and reliable.
C. Inventive and independent. D. Adventurous and responsible.
7. What does Brewer-ton's story tell us?
A. Constant dropping wears the stone.
B. Every man is his own worst enemy.
C. Difficult circumstances serve as a textbook of life.
D. When a man is going down-hill, everyone will give him a push.
C
One way to prevent anxiety from getting out of control is to recognize its benefits. It is a mistake to think that we'd make better decisions if only we keep our feelings under control. Instead, a mix of feelings like anxiety and logical thinking leads to sound decision-making. It's true that there is plenty of research showing that higher levels of anxiety can make us more likely to avoid risks in our decision-making. There is also evidence that anxiety can increase the attention you pay to relevant information.
Recent studies have shown that people who are anxious about their relationship (for example, they fear to be abandoned) tend to be better at recognizing people who tell lies and are more likely to raise the alarm when danger is present.
In the real world though, it's worth realizing that feeling anxious once in a while is extremely common. It communicates to others that you care, and what's more, it's probably a sign that you are intelligent. At least two published studies have identified that people who score higher on measures of anxiety also tend to perform better on intelligence tests. This seems reasonable: if you're a thinker, you are sure to be always thinking about the future and imagine possible plots, including bad ones.
The important thing, if you are a worrywart, is not to let your fear destroy your dreams. And don't bury your head in the sand Instead, act on your fears—do the research as well as preparation, so rather than walking blindly into that which you fear, you meet the challenge in full readiness.
When anxiety beats you, or casts a shadow over your life, this is a serious problem. No one is denying that. But like everyday anxiety of this kind that you feel before a presentation or an interview, you needn't see it as your enemy. Anxiety is an important feeling, developed through evolution. As for people who are fairly anxious by nature, there is reason for cheer, too. Your nerves are a sign of your watchfulness.
Listen to them and act on them. Then you can turn your nervousness you're your advantage.
8. What can we infer from the first paragraph about anxiety?
A. It can be the only reason for all bad decisions.
B. It can make us more willing to take risks.
C. It can enable us to be more focused.
D. It can stop us from thinking logically.
9. What can we learn from the passage?
A. Feeling anxious is more likely to put people at risk.
B. Anxious people are less sensitive to danger.
C. Feeling anxious occasionally is a sign of intelligence.
D. Anxious people have difficulty discovering liars.
10. How should we deal with anxiety in the author's opinion?
A. Treat it as a minor feeling. B. Avoid being defeated by it.
C. Regard it as our enemy. D. Take action to control it.
11. What is the theme of the passage?
A. Tips on how to keep a good mood.
B. Effective ways to prevent anxiety.
C. Common misunderstandings about anxiety.
D. Unexpected benefits of anxiety.
D
Quite often, no matter how good you are, your success is dependent on how other people such as your boss, peers, clients and customers perceive(感知) your communication and responses.
So when you come to people who make the key difference between helping you or holding you back, how can you influence and persuade them to give what you want?
Psychological research repeatedly shows that people generally make up their minds whether to help or hinder(阻碍) you, based on whether they like you or not. It is human nature. What can you do about it? You need to make a good impression on others to ensure they like you and give you what you want. Research again shows that people give opportunities to the people they like best. In fact, most people make up their minds about other people in the first five minutes or less of meeting someone. These are called first impressions or "moments of truth".
Once they make up their minds, they tend to be very reluctant to change their opinions. You hardly have room for error when making a first impression on a new acquaintance. Therefore, whether you are applying for a job, going for an interview, attending a meeting with your boss or peers, or serving a customer, you need to prepare yourself mentally and rehearse how you will manage the first few minutes of your interaction. This includes doing your homework to gather information and researching all possible issues so you will know how to address them if the other party should raise them unexpectedly.
It is amazing how poorly some people can come across at the beginning. The worst thing is that they do not even seem to realize it. Despite having good qualifications and excellent work performance, the candidates cannot be excused from trying to make good first impressions.
12. Which of the following is the way people tend to decide whether to like other people or not?
A. They make quick decisions.
B. They change their opinions frequently.
C. They prefer people who are experienced.
D. They pay much attention to good qualifications.

13. Which of the following strategies might help in an interview according to the author?
A. Show your friendliness and confidence.
B. Ask the interviewers for homework to do.
C. Know as much as possible about the situation.
D. Do something unexpected to impress the interviewers.
14. What is the passage mainly about?
A. Making a good first impression.
B. Approaches to applying for a job.
C. People making the key difference.
D. Winning strategies for a job interview.
15. What will probably be talked about in the next part of the passage?
A. Questions that might be asked by the interviewers.
B. How to win over people who don't like you at first.
C. Examples of how good first impressions help people succeed.
D. Some specific advice on how to make a good first impression.
第二节 （共5小题；每小题2.5分，满分12.5分）
根据短文内容，从短文后的选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。
Many of us use longer words in place of shorter ones. People think, if I can show that I have a good vocabulary, I'll sound smarter. 16._______ So what can you do to sound smarter? Speak clearly and directly. And follow these tips.
17._______ If you're interviewing for a job, review the posting and take advantage of the whole information on the Internet about your potential company. If you're attending a staff meeting, check the agenda. Going on a date? Plan some talking points, even if they're just about some favorite TV shows or movies. Feeling prepared will put you at ease, and that will boost your confidence.
Make eye contact. If someone looks at you while you're talking, you're more likely to think he or she is smart. Good eye contact means the other person is responsive to what you are doing or saying. 18._______
Strike a power pose. How open or closed your posture is conveys how open or closed you are to others. Openness can convey confidence. 19._______ Research has shown that holding these postures for just two minutes can lower stress and increase feelings of power.
Avoid pauses. Confidence is as noticeable in your voice as it is in your body language. As you have probably noticed from watching any public event or business meeting, the "winner" of the talk is usually the person who speaks most energetically and fluently. 20._______ If you are unconvinced by your own ideas, why should the rest of the room be convinced?
A. Plan ahead.
B. Feel prepared.
C. Too many pauses make you sound unsure of yourself.
D. The problem with this plan is that it can easily go wrong.
E. The confidence displayed on a person is the key to his success.
F. If he is not responsive, that means that either you are dull or he is dumb.
G. Sit up straight and leave your arms widely spread on the table or at your sides.
第二部分 语言知识运用（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，从短文后各题所给的A、B、C、D四个选项中，选出可以填入空白处的最佳选项。
We humans love to make comparisons. On the market, we ____21____ to find the best ones. In the classroom teachers compare their students to the model. And parents compare their child to his or her peers to ____22____ an idea of what is normal.
____23____, comparisons of any kind come with a sting(剧痛) for everyone. When parents make it clear to anyone that their child is ____24____ to all other children in all ways, they put their child under pressure. Some children will obey when they are pressured to ____25____ their parents' need for perfection; others may ____26____, trying to be just like any other kid, or, better still, to be just who they are. In other cases, parents who compare their child to other children might end up ____27____ their child is somehow "deficient(有缺点的)". And, again, they pressure their child to be ____28____ enough.
A most disturbing ____29____ of all this comparing is that it pushes children into the destructive world of competition. "In a competitive culture, a child is told that it isn't enough to be good—he or she must ____30____ others," writes Alfie Kohn, a parenting expert.
According to Kohn, research doesn't support the theory that competition brings success. One after another, researchers have concluded that children don't learn better ____31____ education is changed into a competitive struggle. Competition prevents a child's ability ____32____ not only educationally but socially, too.
So, ____33____ competition, cooperation! Instead of ____34____ other people's children, parents need to pay close attention to their own, learn who they are, discover their interests and talents, and teach them how to cooperate with others. They will need role models to ____35____ them.
21. A. see B. touch C. sell D. compare
22. A. get B. use C. share D. explain
23. A. Therefore B. Otherwise C. However D. Besides
24. A. harmful B. superior C. responsible D. thankful
25. A. express B. prove C. create D. satisfy
26. A. disappear B. wait C. resist D. rest
27. A. denying B. deciding C. predicting D. concluding
28. A. honest B. good C. patient D. polite
29. A. process B. result C. purpose D. method
30. A. defeat B. accept C. recognize D. choose
31. A. since B. until C. when D. unless
32. A. losing B. progressing C. showing