2025年廣東廣州市高三二模高考英語試卷試題（含答案詳解）

試卷第=page11頁，共=sectionpages33頁試卷第=page11頁，共=sectionpages33頁★啟用前注意保密試卷類型：B2025年廣州市普通高中畢業(yè)班綜合測試（二）英語本試卷共10頁，滿分120分?？荚囉脮r120分鐘。注意事項：1.答卷前，考生務(wù)必將自己的姓名、考生號、試室號和座位號填寫在答題卡上。用2B鉛筆將試卷類型（B）填涂在答題卡相應(yīng)位置上。并在答題卡相應(yīng)位置上填涂考生號。因筆試不考聽力，試卷從第二部分開始，試題序號從“21”開始。2.作答選擇題時，選出每小題答案后，用2B鉛筆把答題卡對應(yīng)題目選項的答案信息點涂黑；如需改動，用橡皮擦干凈后，再選涂其他答案。答案不能答在試卷上。3.非選擇題必須用黑色字跡的鋼筆或簽字筆作答，答案必須寫在答題卡各題目指定區(qū)域內(nèi)相應(yīng)位置上；如需改動，先劃掉原來的答案，然后再寫上新答案；不準使用鉛筆和涂改液。不按以上要求作答無效。4.考生必須保持答題卡的整潔。考試結(jié)束后，將試卷和答題卡一并交回。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四個選項中選出最佳選項。AInordertohelpinternationalstudentsimproveChineseproficiency(水平)andbetterunderstandChineseculture,ourcollegeislaunchingthe2025-2026non-degreeChinesecourseprogram.GENERALREQUIREMENTSTargetgroup:non-Chinesecitizenswithup-to-dateordinarypassports,havingstudiedthelanguageinChinaforupto2yearsAge:18-55APPLICATIONDOCUMENTSHighesteducationqualification,originalorcertified,inChineseorEnglishAprofile(personalinformation,educationalexperiences,etc.)inChinesePassportcopy(validformorethan6months)AllvisacopyColourphotowithoutahat,samesizeastheoneonthepassportOfficialChineseProficiencyTest(HSK)ReportifavailableOFFLINECURRICULUMProgramduration·Longterm:onesemester(學(xué)期)oroneacademicyear(twosemesters)·Shortterm:3monthsCoursetype·Generalcoursesincludedifferentlanguagelevels,fromelementarytoadvanced.·CharacteristiccoursesarecategorizedintointensiveChineseandbusinessChinese.REGISTRATIONDEADLINEFallsemester:August15th,2025Springsemester:January15th,2026FEESApplicantsarerequiredtopay:Registration:420yuanInsurance:400yuan/semesterTuition:GeneralcoursesCharacteristiccoursesThreemonthsRMB7,500OnesemesterRMB8,900ThreemonthsRMB13,800OnesemesterRMB16,5001．Whatisthepurposeoftheprogram?A．ToprovideHSKtraining. B．Tosupportpre-collegestudies.C．ToofferChinesedegreecourses. D．TodevelopChineselanguagecapability.2．Whatmustanapplicantsubmit?A．Collegeeducationqualifications. B．Aself-introductioninChinese.C．Originalpassport. D．AcopyofHSKReport.3．Whatisthetotalcostofaone-semestergeneralcourse?A．RMB8,900. B．RMB9,720. C．RMB14,620. D．RMB17,320.BAsanartistworkingatCambridgeUniversityBotanicGarden,Iamleadingaspecial14-monthprojectcalledDYE.Mymissionistodiscoverplant-baseddyes(染料)andsharethemwithvisitors,researchersandartiststhroughevents,performances,acolourdatabaseandprojectslinkedtotheGarden’splantcollections.Therearesome8,000plantspeciesintheGarden.Guidedbymedievalrecipes,Iexperimentwithberries,flowers,andbark(樹皮)touncovercolourshiddeninnature.Forexample,I’vetransformedrosesintovividreddyesandturnedJadeVineintopinkpaint.Oneofmyproudestachievementsiscreating“Newton’sGold”—agolden-yellowinkmadefromthebarkofIsaacNewton’shistoricappletree.IthoughtI’dendupwithblackbutit’sadarkgoldenyellow—unlikemodernmethodsthatchemicallyforcepredictableresults.Thesediscoveriesremindmethatnatureholdsendlesssurprises,buttheydemandpatienceandrespect.Myworkisn’tjustaboutmixingcolours—it’saboutstorytelling.Collaborationswithhistoriansanddancersconnectmydyestobroaderthemes.Idyedfeathersforhistorianstostudyancientcostumesandcreatedfabricsreflectingnature’scyclesforadanceperformance.Byrevivingforgottentechniques,suchasa15th-centuryinkrecipe,Ibridgethepastandpresent,showinghowancientmethodscaninspiresustainablesolutionstotoday’senvironmentalissues.Nature’scoloursareever-changing.Thefadingofdyesrevealsthetemporarybeautyofnaturalmaterials,justasecosystems’delicatebalancewhichdemandsprotection.IntheBotanicGarden,coloursfromplantsandeverydaymaterialsteachmetoacceptchange.Thesecoloursaren’tjustartsupplies;theysymbolizenature’sstrengthandremindustorethinkourrelationshipwiththeenvironment.Throughworkshopsandacolourdatabase,Iinvitepeopletoviewnaturedifferently.Myworkisareturntotheoldwaysofmakingcolourfrommygardenherbs,establishingadeeperconnectionbetweenartandnature.4．WhatdoestheauthordoontheDYEproject?A．Organizeandguidegardentours.B．Collectandclassifyplantspecies.C．Designandrunadatabaseofartworks.D．Developandspreadplant-baseddyes.5．Whyis“Newton’sGold”inksignificant?A．IthonorsNewton’sgreatcontributions.B．Itshowsnature’sunpredictablepotentials.C．Itlinksappletreestoscientificinspirations.D．Itexposeslimitationsofmoderninkproduction.6．Whatdoestheunderlinedword“reviving”meaninparagraph3?A．Bringingback. B．Puttingaway.C．Searchingfor. D．Reflectingon.7．WhatistheultimategoaloftheDYEproject?A．Toimprovenaturaldyestability.B．Toprotectnature’secologicalbalance.C．Tostrengthensustainableart-naturebonds.D．Tobridgenatureandartthroughgardening.COnahotsummerafternoon,achildeagerlywatchedastheirgrandmotherslicedasun-ripenedtomatotoppedwithsugar—arefreshingsummertreat.Thesandy,sweet-sourjuicewithmeltedsugaralwaysmadeonelickplatesclean.Decadeslater,thatsamechild,nowanadult,findsdisappointedlysupermarkettomatoesfirmtothetouch,paleincolour,andtotallylackingintherichflavor.Beyondamerelossinourchildhoodmemory,theshiftisameasurabledeclinerootedinthefarmingchangesandmodernneeds.Thedeclineinmoderntomatoflavorresultsfromdisturbedsugar-acidbalance.Traditionalvarietieshadhighersugarlevelsbalancedwithmoderateacidity.ArecentstudybyShanghaiAcademyofAgriculturalSciences(SAAS)showsalarmingtrends:pinktomatoeslostover26%sugar-acidratio,whileredtypesdropped22%,coupledwithrisingorganicacids.Thisimbalancecreatessour-dominatedflavorswithweakenedsweetness.Thesituationismadeworsebythelossofspecialtastecomponents.Theseelementsworktogethertocreatearichflavor.Theycanmakeourbrainsensemoresweetnessevenwhenthesugarlevelstaysthesame.However,inmodernfarming,peoplehaveaccidentallyremovedthegenes(基因)forthesetastecomponentswhilefocusingonhigheroutputanddiseaseresistance.Commercialpressuresalsoplayarole.Foreasiershipping,tomatoesareharvestedbeforetheyarematureandsubjectedtocoldstorage.Thesepracticesunintentionallyaffecthowflavor-givingchemicalsarereleased,leavingtomatoesstructurallyundamagedbutflavorless.Hope,however,liesinthegenepooloftraditionalandwildtomatovarieties.A2019comprehensivestudyongenes,analyzingover700tomatotypes,identified4,873previouslyundocumentedgenes,includingraregeneticvariationsthatimproveflavors.Byreintroducingthese“l(fā)ost”geneticelementsthroughscientificmethods,scientistsaimtobalancemarketabilityandtastequality.Thechallengeremainscomplex,yetthesolutionisclear：torediscovertheflavorsinourchildhoodmemory,wemustfirstunderstandthegeneticcodes(密碼)leftbehindinthedriveforprogress.8．Whydoestheauthormentionthetomatoexperienceinparagraph1?A．Toexplainthehealthbenefitsoffreshtomatoes.B．Toshowthechangeintomatoflavorovertime.C．Tohighlightthesignificanceofafamilytradition.D．Toillustratethedisappearanceofasummerdelight.9．WhatdoesSAAS’srecentstudyfind?A．Highersugarlevelsinmoderntomatoes.B．Moreorganicacidsintraditionaltomatoes.C．Thelossofsweet-sourbalanceintomatoes.D．Tastedifferencebetweenpinkandredtomatoes.10．Whatisparagraph3mainlyabout?A．Theadvantagesofgeneselections.B．Therolescommercialpracticesplay.C．Thechallengestomatofarmingfaces.D．Thereasonsbehindless-flavoredtomatoes.11．Whichisapotentialsolutiontothecoreproblemdiscussedinthetext?A．Discoveringhighlyproductivegenes. B．Analyzingdifferenttypesoftomatoes.C．Introducingdisease-resistantelements. D．Usingraregenesinwildtomatovarieties.DNewresearchrevealsthat“intensivedomain-specifictraining”likemathematicsfundamentallyreshapesbrainactivityduringcomplexproblemsolving,offeringinsightsintothecognitiveneuroscience(認知神經(jīng)科學(xué))ofconcentration.AstudypublishedinCognitiveNeurosciencecomparedgraduatestudentsinmath-relatedfieldswithpeersinnon-mathematicalfieldstoinvestigatehowlong-termspecializedpracticeinfluencesthinkingprocesses.Participantswatchedvideodemonstrationsofmulti-stepmathematicalproblemswhilewearingbrain-wave-monitoringcapstotrackbrainactivity.Thestudyfoundcleardifferences:non-mathstudents’frontbrainareas(linkedtomemoryandfocus)workedharderastheystruggledtofollowlogicalsteps.Incontrast,math-intensivestudentsdisplayedsynchronized(同步的)slowbrainwavesconnectingthefrontalandupper-backbrainareas,whichareresponsibleforabstractreasoningandspatialprocessing.Theseslowbrainrhythms,typicallyobservedduringdeepsleep,appearedtofacilitateefficientcommunicationbetweendistantneuralnetworksduringintensefocus.Thesefindingsindicatethatrepeatedexposuretocomplexproblemsolvingallowsmath-trainedstudentstoautomatebasiclogicalsteps(e.g.formulaapplication),whichsavesmentalenergyforcomplexanalysis.This“neuralefficiency”—thebrain’sadaptabilitythroughtraining—mirrorspatternsinotherexperts:experiencedmusicians’brainsshowsimilarslowwaveswhencomposingandathletesentersimilar“flowstates”duringcompetitions.Mostimportantly,researchersconfirmsuchneuralefficiencyisn’tinbornbutdevelopsthroughdeliberatepractice.StudentswithequalIQsbutlessmathtraininglackedthesedistinctivewavepatterns.However,thosewhoengagedinrepetitionandintentionalstudyeventuallydevelopedsuchpatterns,becomingmoreefficientinsolvingproblems.Bythesamelogic,thesefindingshintatatrade-offthatpeopleshouldkeepinmindparticularlyasartificialintelligence(AI)andothertoolsoffertemptingshortcutsforvariousformsofproblemsolving.Dr.ElenaTorres,leadresearcherofthestudy,furtherwarnsthatover-relianceonAImightweakenourbrain’snaturalproblem-solvingabilities.“Eachtimeweoff-loadaproblemtoacalculatororaskAItosummarizeanessay,wearelosinganopportunitytoimproveourownskillsandpractisedeepconcentrationforourselves.”Torresurges“astrategicbalance—useAIforrepetitivelabor,thankstoitsfastdataprocessingandcontinuousoperation,butreservecomplexchallengesfordeep,tech-freefocus.”12．Whatwasthemainpurposeofthenewresearch?A．Tostudyhowspecializedtrainingaffectsbrains.B．ToinvestigatehowAItoolsinfluencelearning.C．Tocomparebrainactivityamongmathexperts.D．TomeasureIQlevelsacrossdifferentspecialists.13．Howdidnon-mathstudents’brainsdifferfromthoseofmathstudentsincomplexproblemsolving?A．Theirfront-toppartsworkedtogether.B．Theyshowedrandomsleep-likewaves.C．Theirfrontareaworkedwithextraeffort.D．Theyprocessedinformationautomatically.14．Whatiscrucialtodeveloping“neuralefficiency”accordingtothetext?A．Long-termfocusedpractice.B．Inbornabstractreasoningtalent.C．Randomexposuretocomplexproblems.D．Trainingonmemorizingbasiclogicalsteps.15．WhatdoDr.ElenaTorres’quoteshighlightinthelastparagraph?A．AItoolslimitindependentlearningopportunities.B．Technologyimprovesefficiencyincomplextasks.C．Overusingshortcutsharmscognitivedevelopment.D．AItoolsreducemotivationfordeepconcentration.第二節(jié)（共5小題：每小題2.5分，滿分12.5分）閱讀下面短文，從短文后的選項中選出可以填入空白處的最佳選項。選項中有兩項為多余選項。Haveyoueverthoughtthattakingshortbreaksduringawalkcouldactuallyhelpyouburnmorecalories?Scientistshavediscoveredthatshortburstsofactivitycanburnmoreenergythancontinuousexercise.Forexample,severalgroupsofquickwalksorstairclimbsforjust10to30secondsuse20%to60%moreenergythanwalkingnonstopforthesamedistance.16Similartoacarusingmorefuelwhenstartingajourney,ourbodyworksharderatthebeginningofanymovement.Thisisbecauseitneedstowarmupourmusclesandgetintoarhythm.Theseshortburstsofactivitymightnotlastlong,buttheyrequirealotofenergy.17Assomeonewhositsmostoftheday,Iusedtothinkexercisemeanthoursatthegym.ButwhenItriedreplacingmyafternooncoffeebreakswiththree90-secondstairclimbs,somethingsurprisinghappened.18Mybodyadjustedtotheactivity,andwhatoncefeltlikeastrugglegraduallyturnedintoamanageableroutine.Asthishappened,Iunexpectedlyfeltmorefocusedandenergizedthroughouttheday.These“exercisesnacks”fitwellintomybusyschedule,provingthatworkingoutdoesn’trequirelargeblocksoftime.19Everystairclimborshortwalkwakesupthebody.Healthisn’tbuiltinadayatthegym—it’smadethroughsmall,consistentactions.Simplyreplaceoneofyourusualsittingbreakswithjustasingleminuteofwalking,andyou’llbeamazedathowsmallactionscanreshapeyourphysicalvitality.20A．NowIseefitnessdifferently.B．Everystepcounts,nomatterhowshortitis!C．Thisfindingmatchesperfectlywithmyownexperience.D．Thishappensbecausethebodyneedsextraenergytostartmoving.E．Actually,shortexercisebreakscanincreaseyourenergyconsumption.F．Atfirst,even20secondsleftmebreathless,butovertime,itbecameeasier.G．Themoretimeandeffortyouputintoexercise,themorecaloriesyouwillburn.第三部分語言運用（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）閱讀下面短文，從每題所給的A、B、C、D四個選項中選出可以填入空白處的最佳選項。Lastspring,ClaraandIteamedupforaschoolgeologyprojectstudyingunusualrockformationsonPineHill.withnotebooksandbasictools,wesetoffeagerly,thatthisadventurewouldteachusmorethanjustaboutrocks.Thefirsttwodayswentsmoothly.Wedrewstonepatternsandrecordedcolourvariations.Clara’sartisticabilitieswellwithmysystematicdatacollectionskills.However,onWednesdaymorning,struck.Whileclimbingtoourusualobservationspot,Itripped,sendingourmeasurementrollingdownthehillside.Myheartsankaswewatchedouronlycompass(指南針)disappearintothickbushes.“Withoutthosetools...”Isaid,frustrationchokingmyvoice.“Wait,”Clarainterrupted,theafternoonshadowsstretchingacrosstherocks.“RememberwhatMr.Evanstaughtaboutusingnaturalmarkers?”Hereyeslitupwitha(n).WespenttheafternoonClaratrackedshadowlengthswhileIcomparedrocklayers.Whenshadowsproved,weusedfern(蕨類植物)growthpatternsasdirectionalguides.Sometimeswearguedaboutmethods,butourapproachescametogetherlikebuildingblocks.ByFriday,we’dcreateda(n)mappingsystemusingnature’sclues.Ourfinalpresentationsurprisedeveryone.Theteachersourcreativemethod,buttherealrewardwasdiscoveringhowdifferentideascombinedtocreate.Thatevening,Clarashowedmeherprojectjournal.Besiderocksketches,she’dwritten:“Stonessurvivestormsthrough.Sodogoodteams.”Ismiled,realizingourrockychallengehadtaughtusavaluablelesson:thestrongestdoesn’tlieinmountains,butinteamwork.21．A．Armed B．Burdened C．Linked D．Rewarded22．A．proud B．doubtful C．unaware D．worried23．A．developed B．balanced C．replaced D．competed24．A．conflict B．disaster C．chance D．inspiration25．A．ropes B．books C．notes D．tools26．A．pointingat B．markingdown C．runningafter D．blockingout27．A．idea B．surprise C．secret D．promise28．A．reflecting B．experimenting C．planning D．wandering29．A．helpful B．dangerous C．unreliable D．interesting30．A．suddenly B．occasionally C．frequently D．gradually31．A．interactive B．imaginary C．a(chǎn)lternative D．a(chǎn)dvanced32．A．tested B．improved C．selected D．praised33．A．connections B．stories C．solutions D．presentations34．A．luck B．unity C．silence D．speed35．A．foundation B．a(chǎn)rgument C．desire D．system第二節(jié)（共10小題；每小題1.5分，滿分15分）閱讀下面短文，在空白處填入1個適當?shù)膯卧~或括號內(nèi)單詞的正確形式。Oncealittle-knowndishfromChina’snorthwest,Lanzhoubeefnoodlesoupisnowwinningheartsglobally.Arecentarticledescribes36thissurprisinglysimplemealhasbecomepopularin37(city)likeNewYork,London,andSydney.Appealingonlinephotosandvideosofthedishstimulatelocalpeople’sappetiteandarousetheircuriosity,drivingthemtogive38atry.Dinersappreciatebothitstasteandtheexperienceitoffers.InaManhattaneatery,cooksstretchdough(面團)intonoodlesright39customerseyes.“It’slikemagic,”saidonediner.Dinersarealsoamazedbytheuniqueand40(impressive)chewytextureofLanzhounoodles,whichoffersadistinctmouthfeelunlikeanyother.Thesoup,41(cook)forhourswithbeefbonesandspices,hasarichflavor.InQueens,arestaurantpreparesaversion42respectsthedishes’culturalrootsandcombines20spicestoproduceaheartysoup.Theownerevenvideo-callshergrandparentsinChinaforrecipes.InFlushing,theownerofanoodleshopadaptsthesoupbasedoncustomerfeedback,makingitthickerandspicier43(suit)localpreferences.AsfoodexpertC.Doylenotes,“There’snosingle‘correct’version—itkeepsevolving.”Fromstreetfoodtoglobalstar,Lanzhoubeefnoodlesoupshowsthatsharingfood44(bridge)culturaldifferences,witheachbowl45(tell)astoryoftradition,creativity,andthedelightofflavordiscovery.第四部分寫作（共兩節(jié)，滿分40分）第一節(jié)（滿分15分）46．假定你是李華。畢業(yè)在即，你班計劃向母校贈送一份禮物。請你給英國朋友David寫一封郵件，分享你們的設(shè)想，并咨詢他的建議。注意：1.寫作詞數(shù)應(yīng)為80個左右；2.請按如下格式在答題卡的相應(yīng)位置作答。DearDavid,I’mwritingtoshareaplanwithyou._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Yours,LiHua第二節(jié)（滿分25分）47．閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。MikewasthemonitorofClassASenior3,andhewasaverypopularstudentamonghisteachersandclassmates.Hewasalwaysfullofcreativeideas.Once,whentheEnglishteacheraskedtheclasstomakeapresentationonatopicthatallstudentsfoundabitboring,Mikecameupwithafunidea.Hesuggestedturningthepresentationintoashortplay.Eventually,heandhisclassmatesactedoutthekeypointsofthetopic,andeveryonewasinterestedinit.TheteacherwasverysurprisedandpraisedMikeforhiscreativity.Mikewasalsoaveryhelpfulperson.Lastterm,hisclassmateTomfellillandhadtostayathomeforaweek.MikevoluntarilywenttoTom’shouseafterschooleverydaytohelphimwithhishomework.FollowingFeynman’sfamouslearningapproach,hetriedhisbesttoexplainthelessonstoTominhisownwords,withpatienceandclarity.Asaresult,Tomwasabletocatchupwiththeclass.WhenTomandhisparentsexpressedtheirthanks,Mikesmiledandsaid,“Weallneedtolookoutforeachother.HelpingTomishelpingmyselftoo.”Asthefinalexamwasapproaching,Mike’sheadteacherMrs.Blakegavehimachallengingtask.SheaskedMiketoleadtheclasscommitteetoorganizeaspecialclassmeeting.Mikeknewthatthestudentswereallbusypreparingfortheexam,andtheymightnotbeinterested.Hethoughthard,butnothingthatcametomindseemedtomeethisexpectations.Hethendecidedtoseekadvicefromhisclassmatesandaskedthemwhattheywouldliketodointheclassmeeting.Somesaidtheyactuallypreferredtoreviewthelessons,andothersexpressedtheirwishestorelax.“Can’tweplaysomegames?”Susansaidjokingly.Mikelistenedattentivelytoeveryoneandbegantoconsiderhowtosatisfytheirneeds.注意：1.續(xù)寫詞數(shù)應(yīng)為150個左右；2.請按如下格式在答題卡的相應(yīng)位置作答。Finally,Mikehadacleverideafortheclasscommitteetodiscuss._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Whenthemeetingstarted,thewholeclasswasveryhappywithitsarrangements._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________答案第=page11頁，共=sectionpages22頁答案第=page11頁，共=sectionpages22頁1．D2．B3．B【導(dǎo)語】本文是一篇應(yīng)用文。文章介紹了學(xué)院2025-2026非學(xué)位中文課程項目。1．細節(jié)理解題。根據(jù)第一段“InordertohelpinternationalstudentsimproveChineseproficiency(水平)andbetterunderstandChineseculture,ourcollegeislaunchingthe2025-2026nondegreeChinesecourseprogram.(為了幫助國際學(xué)生提高中文水平并更好地了解中國文化，我們學(xué)院正在推出2025-2026非學(xué)位中文課程項目)”可知，該項目的目的是培養(yǎng)學(xué)生的中文能力。故選D項。2．細節(jié)理解題。根據(jù)APPLICATIONDOCUMENTS部分中“Aprofile(personalinformation,educationalexperiences,etc.)inChinese(一份中文的個人簡介(個人信息、教育經(jīng)歷等))”可知，申請者必須提交一份中文的個人簡介，也就是中文的自我介紹。故選B項。3．細節(jié)理解題。根據(jù)FEES部分中“Registration:420yuan；Insurance:400yuan/semester(注冊費：420元；保險費：每學(xué)期400元)”和Tuition表格中“Generalcourses

OnesemesterRMB8,900(學(xué)費：普通課程一學(xué)期8900元)”可知，一學(xué)期普通課程的總費用為420+400+8900=9720元。故選B項。4．D5．B6．A7．C【導(dǎo)語】本文是一篇說明文。文章主要講述作者在劍橋大學(xué)植物園開展DYE項目，探索和傳播植物染料。4．細節(jié)理解題。根據(jù)第一段中“Mymissionistodiscoverplant-baseddyes(染料)andsharethemwithvisitors,researchersandartiststhroughevents,performances,acolourdatabaseandprojectslinkedtotheGarden’splantcollections.(我的任務(wù)是發(fā)現(xiàn)植物染料，并通過活動、表演、一個顏色數(shù)據(jù)庫以及與植物園植物收藏相關(guān)的項目，與游客、研究人員和藝術(shù)家分享這些染料。)”可知，作者在DYE項目中開發(fā)并傳播基于植物的染料。故選D。5．細節(jié)理解題。根據(jù)第二段中“Oneofmyproudestachievementsiscreating“Newton’sGold”—agolden-yellowinkmadefromthebarkofIsaacNewton’shistoricappletree.IthoughtI’dendupwithblackbutit’sadarkgoldenyellow—unlikemodernmethodsthatchemicallyforcepredictableresults.Thesediscoveriesremindmethatnatureholdsendlesssurprises,buttheydemandpatienceandrespect.(我最引以為豪的成就之一是創(chuàng)造了“牛頓金”——一種由艾薩克?牛頓那棵具有歷史意義的蘋果樹的樹皮制成的金黃色墨水。我原以為最后會得到黑色，但它卻是深金黃色——這與現(xiàn)代方法不同，現(xiàn)代方法通過化學(xué)手段強制得出可預(yù)測的結(jié)果。這些發(fā)現(xiàn)提醒我，大自然蘊藏著無盡的驚喜，但它們需要耐心和尊重。)”可知，“牛頓金”墨水意義重大是因為它展示了大自然不可預(yù)測的潛力。故選B。6．詞句猜測題。根據(jù)第三段中“Byrevivingforgottentechniques,suchasa15th-centuryinkrecipe,Ibridgethepastandpresent,showinghowancientmethodscaninspiresustainablesolutionstotoday’senvironmentalissues.(通過reviving那些被遺忘的技藝，比如一種15世紀的墨水制作配方，我架起了連接過去與現(xiàn)在的橋梁，展示了古老的方法是如何能夠為當今的環(huán)境問題帶來可持續(xù)的解決方案的。)”可知，作者通過“恢復(fù)”被遺忘的技術(shù)，連接過去和現(xiàn)在，所以reviving意思是“恢復(fù)，使……重新流行”，與Bringingback意思相近。故選A。7．細節(jié)理解題。根據(jù)最后一段中“Throughworkshopsandacolourdatabase,Iinvitepeopletoviewnaturedifferently.Myworkisareturntotheoldwaysofmakingcolourfrommygardenherbs,establishingadeeperconnectionbetweenartandnature.(通過工作室和一個顏色數(shù)據(jù)庫，我邀請人們以不同的方式看待自然。我的工作是回歸到用我花園里的藥草制作顏色的古老方式，在藝術(shù)和自然之間建立更深刻的聯(lián)系。)”可推斷，DYE項目的最終目標是加強可持續(xù)的藝術(shù)與自然的聯(lián)系。故選C。8．B9．C10．D11．D【導(dǎo)語】本文是一篇說明文。文章主要說明了現(xiàn)代番茄風(fēng)味下降的原因，包括糖酸平衡被打破、特殊風(fēng)味成分的喪失，以及現(xiàn)代種植和儲存方式對番茄風(fēng)味的影響。8．推理判斷題。根據(jù)文章第一段“Onahotsummerafternoon,achildeagerlywatchedastheirgrandmotherslicedasun-ripenedtomatotoppedwithsugar—arefreshingsummertreat.Thesandy,sweet-sourjuicewithmeltedsugaralwaysmadeonelickplatesclean.Decadeslater,thatsamechild,nowanadult,findsdisappointedlysupermarkettomatoesfirmtothetouch,paleincolour,andtotallylackingintherichflavor.Beyondamerelossinourchildhoodmemory,theshiftisameasurabledeclinerootedinthefarmingchangesandmodernneeds.(在一個炎熱的夏日午后，一個孩子眼巴巴地看著祖母切開一顆在陽光下成熟的西紅柿，上面還撒了些糖——這可是夏日里令人神清氣爽的美味。那帶著沙粒感、酸甜可口且混著融化的糖的汁水，總是讓人把盤子舔得干干凈凈。幾十年后，當年的那個孩子如今已長大成人，卻失望地發(fā)現(xiàn)超市里的西紅柿摸起來硬邦邦的，顏色蒼白，而且完全沒有那種濃郁的味道。這可不只是我們童年記憶的缺失，這種變化背后是源于農(nóng)業(yè)生產(chǎn)的變革和現(xiàn)代需求的可衡量的品質(zhì)下降。)”可知，第一段先描述了小時候吃的西紅柿的美味，接著對比了長大后在超市看到的西紅柿，最后指出這種變化。由此可知，作者在第一段提到西紅柿的經(jīng)歷是為了展示隨著時間推移西紅柿味道的變化。故選B。9．細節(jié)理解題。根據(jù)文章第二段“ArecentstudybyShanghaiAcademyofAgriculturalSciences(SAAS)showsalarmingtrends:pinktomatoeslostover26%sugar-acidratio,whileredtypesdropped22%,coupledwithrisingorganicacids.Thisimbalancecreatessour-dominatedflavorswithweakenedsweetness.(上海農(nóng)業(yè)科學(xué)院最近的一項研究顯示出了令人擔(dān)憂的趨勢：粉色西紅柿的糖酸比下降了超過26%，而紅色西紅柿的糖酸比下降了22%，同時有機酸含量卻在上升。這種失衡導(dǎo)致了以酸味為主、甜味減弱的口感。)”可知，上海農(nóng)業(yè)科學(xué)院的研究顯示粉色西紅柿的糖酸比下降超過26%，紅色西紅柿下降22%，且有機酸含量上升，這種失衡導(dǎo)致以酸味為主、甜味減弱的口感，即西紅柿失去了原本的酸甜平衡。故選C。10．主旨大意題。根據(jù)文章第三段“Thesituationismadeworsebythelossofspecialtastecomponents.Theseelementsworktogethertocreatearichflavor.Theycanmakeourbrainsensemoresweetnessevenwhenthesugarlevelstaysthesame.However,inmodernfarming,peoplehaveaccidentallyremovedthegenes(基因)forthesetastecomponentswhilefocusingonhigheroutputanddiseaseresistance.Commercialpressuresalsoplayarole.Foreasiershipping,tomatoesareharvestedbeforetheyarematureandsubjectedtocoldstorage.Thesepracticesunintentionallyaffecthowflavor-givingchemicalsarereleased,leavingtomatoesstructurallyundamagedbutflavorless.(特殊風(fēng)味成分的缺失讓情況變得更糟。這些成分共同作用，營造出了豐富的風(fēng)味。它們甚至能在糖分水平不變的情況下，讓我們的大腦感覺到更多的甜味。然而，在現(xiàn)代的農(nóng)業(yè)種植中，人們在追求更高產(chǎn)量和更強抗病性的同時，不經(jīng)意間去除了決定這些風(fēng)味成分的基因。商業(yè)壓力也起到了一定作用。為了便于運輸，西紅柿在還未成熟時就被采摘下來，然后進行冷藏。這些做法在無意中影響了產(chǎn)生風(fēng)味的化學(xué)物質(zhì)的釋放，使得西紅柿雖然在外觀結(jié)構(gòu)上沒有受損，但卻沒了味道。)”可知，第三段首句指出特殊風(fēng)味成分的缺失讓情況更糟，接著解釋了這些成分對風(fēng)味的作用以及現(xiàn)代種植中因追求產(chǎn)量和抗病性而無意中去除了相關(guān)基因；隨后提到商業(yè)壓力下的采摘和儲存方式也影響了西紅柿風(fēng)味化學(xué)物質(zhì)的釋放，導(dǎo)致西紅柿沒味道。所以整段主要是在闡述現(xiàn)代西紅柿味道變差的原因。故選D。11．細節(jié)理解題。根據(jù)文章最后一段“A2019comprehensivestudyongenes,analyzingover700tomatotypes,identified4,873previouslyundocumentedgenes,includingraregeneticvariationsthatimproveflavors.Byreintroducingthese“l(fā)ost”geneticelementsthroughscientificmethods,scientistsaimtobalancemarketabilityandtastequality.(2019年一項關(guān)于基因的全面研究，分析了700多種西紅柿品種，發(fā)現(xiàn)了4873個此前未被記錄的基因，其中包括能提升風(fēng)味的罕見遺傳變異。通過科學(xué)的方法重新引入這些“失傳”的遺傳元素，科學(xué)家們的目標是在可銷售性和口感品質(zhì)之間找到平衡。)”可知，2019年的基因研究發(fā)現(xiàn)了包括能提升風(fēng)味的罕見遺傳變異在內(nèi)的未記錄基因，通過科學(xué)方法重新引入這些“失傳”的遺傳元素，有望平衡西紅柿的可銷售性和口感質(zhì)量，即利用野生西紅柿品種中的罕見基因是潛在解決方案。故選D。12．A13．C14．A15．C【導(dǎo)語】本文是一篇說明文。文章主要介紹了新的研究揭示“特定領(lǐng)域的強化訓(xùn)練”（如數(shù)學(xué)）如何從根本上重塑大腦在解決復(fù)雜問題時的活動，提供了對集中注意力的認知神經(jīng)科學(xué)的見解。12．細節(jié)理解題。根據(jù)文章第一段“AstudypublishedinCognitiveNeurosciencecomparedgraduatestudentsinmath-relatedfieldswithpeersinnon-mathematical