江苏省南京市六校联合体2025届高三上学期11月联考英语试卷（Word版附答案）

这是一份江苏省南京市六校联合体2025届高三上学期11月联考英语试卷（Word版附答案），文件包含英语试卷docx、英语答案及评分标准pdf、英语答题卡pdf、2025江苏省南京市六校联合体高三上学期11月联考英语听力mp3等4份试卷配套教学资源，其中试卷共18页， 欢迎下载使用。
（试卷满分150分，考试时间120分钟）
第一部分 听力（共两节，满分30分）
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。
1. What is the wman ding?
A. Repairing a cmputer. B. Making a payment. C. Requesting a refund.
2. Why des the man cme t the wman?
A. T invite her t dinner. B. T give her a present. C. T seek sme advice.
3. What is the man ging t d first?
A. Make reservatins. B. Check with his wife. C. Wrk ut a plan.
4. What is the wman’s pinin n the new building?
A. Unattractive. B. Pretty. C. Unique.
5. What is the prbable relatinship between the speakers?
A. Salesman and custmer. B. Husehlder and renter. C. Clleagues.
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. What are the speakers discussing?
A. The accmmdatins. B. The destinatin. C. The activities.
7. What is the man’s attitude twards the wman’s wrds?
A. Supprtive. B. Disapprving. C. Unclear.
听第 7 段材料，回答第 8、9 题。
8. When will the presentatin take place?
A. On the 15th. B. On the 16th. C. On the 22nd.
9. Hw can we describe Mr. Sadik?
A. Bssy. B. Frgetful. C. Changeable.
听第 8 段材料，回答第 10 至 12 题。
10. What was the speakers’ riginal plan fr the day?
A. Attending a meeting. B. Visiting Ethan’s huse. C. Watching a mvie.
11. Why didn’t Ethan answer his cellphne?
A. He had an accident n the rad.
B. He did nt have it with him.
C. He left it in the car.
12. What will the wman d tnight?
A. Cmplete her reprt.
B. Wrk vertime at the ffice.
C. Eat at a new Spanish restaurant.
听第 9 段材料，回答第 13 至 16 题。
13. Hw did the man knw abut the wman?
A. Frm the Internet. B. Frm his parents. C. Frm his friend.
14. Why des the wman recmmend Jack Shin?
A. She has a time cnflict.
B. She lives far frm Halifax.
C. She wants t help the man save mney.
15. What can we learn abut Jack Shin?
A. His charges are lw.
B. His schedule is very tight.
C. His style is similar t the wman’s.
16. Hw will Jack Shin present the phts t the man at first?
A. By uplading them nline. B. By printing them ut. C. By exhibiting them.
听第 10 段材料，回答第 17 至 20 题。
17. Wh prbably are the listeners?
A. Cmpany emplyees. B. High schl students. C. University senirs.
18. What des the speaker say abut interviewing?
A. It requires a little talent.
B. It needs sme practice.
C. It can imprve skills.
19. What is the speaker’s first suggestin?
A. Being cnfident.
B. Cntacting ptential emplyers.
C. Writing a slid résumé.
20. What des the speaker ask the listeners t bring?
A. A list f pssible questins.
B. A ntebk with interview skills.
C. An utline f their backgrund.
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
Pems fr high schlers
If
The pem is written by Rudyard Kipling. In this pem, a father talks f several values and advises his sn t live with mderatin and cnstraint（克制） t cntinuusly maintain calm and avid verreacting. The pem is full f psitivity fr persnal grwth in difficult times. Anyne struggling with a lack f desire in life can still benefit frm it.
The Laughing Heart
The pem advises readers t take cntrl f their wn life and make the mst f their time. At the beginning f the pem, Charles Bukwski talks abut hw ne shuldn’t let thers take their “light” ut f them. Bukwski says that nce yu begin t shw up fr yur wn life, “amazing” things will begin t happen t yu. The Laughing Heart, which fcuses n risk and making decisins in life, is attractive t yuth as it serves as an encuragement t them t stand up fr themselves in difficult times.
Fifth Grade Autbigraphy
Thrugh the pem, Rita Dve discusses the gd memries f her mst significant life influences as a child. By using language and pictures, she recalls hw great and significant her family is as she lks at a phtgraph. Based n Dve’s petry, an excellent activity wuld be t ask children t select a pht that’s significant t them and write their wn Fifth Grade Autbigraphy.
The Rse That Grew Frm Cncrete
The pem is abut achieving ur life gals despite the challenges we experience alng the rad. In this pem, Tupac Shakur cmpares himself t a neglected rse wh went frm being a marginalized (被边缘化的) teenager t ne f the mst influential singers the wrld has ever knwn. The pem will inspire readers t fcus and realize their dreams.
21. What is the Rudyard Kipling’s pem abut?
A. Difficulties in life.B. Teenager educatin.
C. Emtinal expressin. D. Parental advice.
22. Hw des the pet start The Laughing Heart?
A. By describing a scene.
B. By making cmparisns.
C. By ffering suggestins.
D. By explaining a prblem.
23. What d the last tw pems have in cmmn?
A. They share gd memries f the pets.
B. They are based n the pets’ wn life.
C. They are abut imprtant life skills.
D. They stress the imprtance f dreams.
B
My initial explratin f the wrld f cmic bks happened thrugh the cmic strips in newspapers. It began with a fndness fr Garfield and his adventures, and led t the discvery f a range f cmic bks like Champak, Tintin, and Archie. They enabled me t enjy myself in a wrld withut iPads and the Internet―just like s many f my friends wh were fnd f reading.
While my access t cmics as a child was limited t what was printed in the newspaper, this changed nce I grew lder and started visiting bkstres t buy the bks that I wanted t read. Having grwn up n a diet f image-heavy bks, I fund the idea f reading text-nly nvels quite frmidable. As I searched fr bks that lay smewhere in between, I came acrss a cpy f Bhimayana―a graphic nvel. It felt familiar due t its cmic-like theme and design. Plus, understanding cmplex narratives thrugh pictures was relatively easier and mre fun. And s, as I grew lder, I fund myself transitining twards graphic nvels frm childish cmic bks.
Graphic nvels dealt with serius tpics in a mre engaging manner. They wuld literally shw me what was ging n. Fr example, when I was reading Je Sacc’s Palestine, I didn’t have t imagine the ruin caused by the Israeli-Palestinian cnflict. I culd actually see it while reading abut it.
Fast-frward a few years t when I was given a cpy f Jnathan Blmfield’s Palestine: A Nvel. Thugh I was impressed by the cmpelling (扣人心弦的) nature f strytelling in his bk, I am nt sure if I wuld have been able t visualize and enjy his text-nly versin s much had I nt read Sacc’s Palestine first. Thanks t the graphic nvel, I had a “picture” f whatever had happened, and that made it easier and mre fun t understand the details f the verall stry.
Frm black and white strips and clrful cmic bks t illustrated graphic nvels, this type f strytelling has cme a lng way. While my rmance with cmic bks is still nging, in the lng run, my lve fr graphic nvels is mre substantial and here t stay.
24. Why did the authr turn t cmic bks as a child?
A. He fund cmic bks interesting.
B. He had limited access t ther bks.
C. He wanted t be different frm his friends.
D. He culd relax frm reading text-nly bks.
25. Which wrd can best explain the underlined wrd “frmidable” in paragraph 2?
A. Acceptable.B. Natural.
C. Scary.D. Appealing.
26. What des the authr say abut reading Sacc’s Palestine?
A. It encuraged him t read mre text-nly nvels.
B. It imprved his understanding f Blmfield’s bk.
C. It intrduced him t a cmpelling style f strytelling.
D. It changed his attitude t the Israeli-Palestinian cnflict.
27. What des the authr mainly talk abut in the passage?
A. Cmic bks are mre than cmic.
B. Why he lves reading graphic nvels.
C. Why he turned t serius nvels eventually.
D. Picture bks are here t stay fr many reasns.
C
Picture this: yu’re at the grcery stre, feeling satisfied as yu reach fr the lw-fat ygurt. But then, yu find yurself grabbing a pack f sugary ckies. If this sunds familiar, yu’re nt alne. T study the cmplex dance f healthy and unhealthy chices, a research team cnducted tw studies.
In Study 1, they analyzed real-wrld purchase data frm ver 5,000 shpping trips at a large Dutch supermarket chain. Using handheld scanners, shppers scanned each prduct as they selected it, allwing the researchers t track the exact sequence f their chices. In Study 2, they invited 504 shppers in the U.S. t participate in an nline grcery shpping simulatin (模拟). Participants made 25 prduct chices acrss varius categries.
Acrss bth studies, a clear “balancing act” pattern appeared: the relative healthiness f an initial prduct chice was inversely (成反比地) related t the relative healthiness f the next chice. In ther wrds, a healthier chice was typically fllwed by an unhealthier ne, and vice versa (反之亦然).
The researchers als fund that, in the real-wrld shpping data, healthier chices were balanced ut mre than unhealthier nes. Hwever, in the nline experiment, the ppsite was true―unhealthier chices led t mre bvius balancing.
The studies did nt accunt fr hw much f each prduct shppers purchased r cnsumed. It’s pssible that the balancing f healthy and unhealthy chices extends beynd just prduct selectin t serving sizes and cnsumptin quantities as well. Additinally, the studies were limited t Dutch and American cnsumers. The generalizability f the findings t ther cultures and fd envirnments remains t be tested.
This research is a reminder that ur fd chices dn’t happen in islatin. They’re influenced by ur previus decisins in ways we may nt even realize. Being aware f this balancing tendency culd help shppers make mre cnsistently healthy chices.
Yu can run yur wn versin f the study by paying attentin t yur shpping habits next time yu make a grcery run. Being mre mindful f yur habit may lead yu t make greater effrts t make healthier chices mre cnsistently.
28. What is the new study mainly abut?
A. A general rule when shppers make fd chices.
B. The strategy f grcery stres t get custmers t spend.
C. Factrs that influence peple’s chice f fd when shpping.
D. The difference between nline shpping and ffline shpping.
29. What can be learned frm the new study?
A. Peple are mre likely t spend mre when shpping nline.
B. Peple are mre likely t chse healthy fds when shpping nline.
C. Peple are easily affected by the rder in which fd is placed in stres.
D. Peple buy a rugh balance f healthy and unhealthy fds when shpping.
30. What is the authr’s attitude twards the studies?
A. Critical.B. Objective.C. Supprtive. D. Dubtful.
31. What is the authr’s advice in the last paragraph?
A. Be mre aware f ur wn shpping habits.
B. Make a shpping list befre we g shpping.
C. Cut dwn n shpping time as much as pssible.
D. D sme research n healthy and unhealthy fds.
D
One day, my 11-year-ld daughter tld me that she wanted t return a pair f pants n Amazn. “Yu need t keep clicking the ‘smething else’ buttn if yu want t talk t a real persn,” I tld her. She fllwed my wrd, and after a bit f clicking, she managed t talk t a real persn and get the pants returned. In the prcess, I had the chance t think abut what this everyday interactin was teaching my daughter.
I thught abut what it meant t cnstantly ask fr “smething else”. It’s nt nly abut having a real persn t talk with. It’s equally abut the quality f ur cmmunicatin. It’s abut thinking smething, then saying it, and then having anther persn think and say smething back t yu. It seems simple and yet it may becme the exceptin, nt the rule. In many cases, it already has.
With the “quick respnses” at the bttm f Gmail, ptential respnses ften appear right in frnt f us. “Yes, sure.” “Of curse!” r “I gt it.” The respnses, I’ve nticed, are mstly kay. Smetimes, they’re exactly what I want t say. Occasinally, they’re wildly wrng. At first, I tld myself I wuldn’t use thse pre-made respnses. Sn enugh, thugh, I gt in a rush and fund they were gd.
What wuld happen if ur language gt autmated in general in this way? What if, instead f generating respnses, we simply pinted and clicked? Chsing a respnse is a kind f thinking, but it’s far less accurate than the kind needed t generate cntent. It has t d mre with recgnizing a “gd enugh” respnse. Instead f starting with a blank bard, we critique (评判) things. That’s nt useless, but it desn’t replace thinking in a generative way. If kids nly critique smething, they wn’t have riginal thughts. They may becme great editrs, but they’ll likely struggle t create ideas in fresh ways.
There’s n simple slutin and certainly n way t turn back the clck n autmated talk. Yet, as we mve frward, we need t cnsider carefully hw simple changes in cmmunicatin can have serius effects. If we want t help ur kids, the “smething else” we searched fr―authentic human cnversatin―shuld nt be the exceptin, but the rule.
32. What cntributes t high-quality cmmunicatin accrding t paragraph 2?
A. The clear gals.
B. The exact expressins.
C. The prcess f thinking.
D. The immediate respnse.
33. Hw des the authr feel abut using the pre-made respnses?
A. Excited and eager t try them ut.
B. Annyed and nt interested in them.
C. Disappinted by their inaccurate suggestins.
D. Unwilling but finally aware f their cnvenience.
34. What wuld happen t kids with the autmatin f language?
A. Their creativity will suffer.
B. Their critical thinking ability will increase.
C. Their editing skills will hardly imprve.
D. Their expressins will be mre accurate and efficient.
35. What can be the best title fr the text?
A. My Reflectins n Autmated Talk
B. My Unfrgettable Online Return Experience
C. The Art f Guiding Children’s Creativity
D. The Benefits f Using Autmatin in Cmmunicatin
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。
We all need t give and receive feedback fr ur wrk, which smetimes can be tricky. In fact, Cnfucius, way back in 500 BC, talked abut the imprtance f expressing difficult messages well. Hwever, a recent survey fund that nly 26 percent f subjects strngly agree that the feedback they get is effective and useful t their wrk. Either the feedback is s indirect and sft that the brain desn’t even recgnize it r it’s just t direct that it makes the ther persn unhappy and defensive. 36
Ask micr-yes questins.
Prpse yur feedback by asking a questin that is shrt but imprtant. Fr instance, yu can ask “D yu have five minutes fr a brief discussin?” 37 First, it lets the ther persn knw that feedback is abut t be given. Secnd, it ffers sme space fr the ther t refuse.
Avid blur(模糊) wrds.
38 T change this, try t say “Yu said yu’d get that email t me by 11 a.m, and I still dn’t have it yet 4 p.m.” instead f “Yu aren’t reliable.” The reasn fr that is that yu want t specify exactly what yu want the ther persn t d.
State the impact.
39 Fr example, yu might say, “Because I didn’t get the message, I was blcked n my wrk and culdn’t mve frward” r “I really liked hw yu added thse stries, because it helped me grasp the cncepts faster.” It gives thers a sense f purpse and meaning and lgic between the pints.
Wrap the feedback with a questin.
Great feedback givers tend t ask smething like, “Well, hw d yu see it?” Or “This is what I’m thinking, but what are yur thughts n it?”. 40 Instead, try t make it a jint prblem-slving situatin.
Nw that yu knw this apprach, yu can mix and match it t make it wrk fr any difficult cnversatin.
This can d tw things fr yu.
This makes yur feedback effective.
Make the cnversatin n lnger a mnlgue (独白).
Name exactly hw the ther persn has influenced yu.
The fllwing fur methds can be emplyed t make yur feedback direct.
There’s a mistaken tendency that we use vague, r nt specific wrds fr feedback.
Here cmes a fur-part apprach that yu can adpt t say any difficult message well.
第三部分 语言运用（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，从每题所给的A、B、C、D四个选项中选出可以填入空白处的最佳选项。
Everyne needs cmfrt when they are in the prcess f recvering frm a majr health crisis. Patients wh have their families arund can get access t sme 41 supprt when they ask fr it. But when a kid wke up frm surgery and asked t get a hug, a nurse 42 . This incident tk place in Pennsylvania where 5-year-ld Thmpsn was getting 43 at the hspital.
44 , Hager was n duty during Thmpsn’s treatment and surgery. When she went t attend t the little by, he had a(n) 45 fr her. The by just wanted a warm hug frm his mther. But she culdn’t be there, s Hager 46 his mther and cmfrted the little by.
“We had been in the children’s hspital. We were kind f nervus,” Thmpsn’s mther Layla said. After the peratin was 47 , Layla was tld that her sn was awake. But befre they culd allw the mther t 48 her sn, the nurses had t check Thmpsn’s vital signs. “When I tld him Mm culdn’t be there, he 49 if I’d hug him and I said, ‘Sure,’” Hager said.
Witnessing Hager’s act f kindness, Layla’s 50 fr her sn disappeared. Hager nt nly did her duty but als set an example t thers in her 51 t g beynd their call f duty. 52 , Hager was mdest, just saying, “Anyne wrking there wuld have dne the same thing.”
The hspital left a pst nline t 53 this sweet mment between Thmpsn and Hager. “As a nurse, prviding care is ne thing, but ensuring ur patients are calm and cmfrtable 54 just as much. We thank ur nurses fr taking time t make persnal 55 with patients,” the pst read.
41. A. mralB. emtinalC. technicalD. ecnmic
42. A. agreedB. hesitatedC. avidedD. checked
43. A. invlvedB. caughtC. treatedD. injured
44. A. Regularly B. Generally C. Apparently D. Thankfully
45. A. suggestin B. request C. ffer D. chice
46. A. replacedB. infrmedC. engagedD. visited
47. A. taken utB. picked utC. carried utD. lcked ut
48. A. helpB. prtectC. findD. meet
49. A. knewB. asked C. felt D. guessed
50. A. cncern B. fear C. angerD. dubt
51. A. lifeB. mind C. prfessin D. future
52. A. MreverB. TherefreC. OtherwiseD. Hwever
53. A. enjy B. dcument C. recall D. predict
54. A. matters B. dubles C. pays D. exists
55. A. prmisesB. decisinsC. cnnectinsD. cmments
第二节 (共10小题;每小题1.5分，满分15分)
阅读下面材料，在空白处填入1个适当的单词或括号内单词的正确形式。
A “3D rendering (渲染) cmpetitin” is a cntest 56 participants engage in the prcess f creating three-dimensinal animatins 57 means f cmputer prgrams. Thrugh techniques such as adding textures, lighting effects, and clrs, 58 (cmpete) are required t freely display their creativity based n a pre-prvided vide. Hwever, they are nt allwed t change the structure f the riginal vide 59 the psitin f the main character.
The 9th Wrld Rendering Cmpetitin, themed “kinetic rush”, challenged participants t create unique animatins, based n the 60 (give) vide. It has attracted thusands f 3D artists frm arund the wrld, receiving a diverse cllectin f 61 (imagine) entries that are masterfully created.
Amng these, the wrk f Karak, a 3D artist frm Chengdu China std ut and 62
(award) the runner-up. Inspired by 63 Egyptian Paralympic table tennis player, his animatin tells the stry f an armless by, wh 64 (enthusiastic) pursues his dream f playing ping-png despite his disabilities. Karak’s wrk successfully made it t the tp cmpetitin, shwcasing extrardinary technical cmpetence as well as emtinal descriptins. The judges have highly praised this piece, 65 (refer) t it as “a wrk where every pixel (像素) is perfectly cmpleted, withut a single flaw.”
第四部分 写作（共两节；满分40分）
第一节 （满分15分）
66. 假如你是李华，你校英语俱乐部将选举新一届副主席，负责组织俱乐部的相关活动。请按以下提示，写一篇竞选演讲稿。内容包括：
1. 个人优势。
2. 组织活动的设想。
3. 表达当选的愿望。
参考词汇：副主席vice president 竞选run fr
注意：1. 写作词数为80左右。
2. 可适当增加细节以使行文连贯。
Gd afternn, my dear friends,
My name is Li Hua. __________________________________________________________
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Thank yu!
第二节 （满分25分）
67. 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
Nita’s Beautiful Bag
“What is that black smke?” Nita asked her mther as they were flding the clthes.
“Yur father is burning sme things. G see what he is up t,” she replied.
Nita apprached her father, wh was tending t a small fire in the yard. As she drew clser, she nticed a bunch f plastic bags burning. Cnfusin mixed with wrry filled her yung mind. She culdn’t help but questin her father’s actin.
“Why are yu burning thse plastic bags, Dad?” she asked, her vice full f cncern.
“These bags wuld last an incredibly lng time if we buried them. Plastic desn’t break dwn in the earth. Burning is the nly way t remve them, Nita,” he replied.
Nita’s frehead wrinkled. She felt a wave f sadness fr the earth and culdn’t help but vice her discntent. “But burning isn’t gd fr the earth either, Dad. And the smke ... it smells terrible,” she cmplained sftly.
Her father let ut a heavy sigh, understanding her cncern. He knelt dwn t her level and spke with a tuch f regret in his vice, “I knw, Nita, but I haven’t fund anther way t keep these bags frm plluting the earth.”
That afternn, as Nita’s mther returned frm the market with mre plastic bags, Nita felt a grwing sense f unease. The cycle f using and burning plastic bags seemed endless, and she lnged fr a slutin.
Later that day, Nita fund herself watching her father wrk n cutting shirts fr his clthing business. Her mind wandered, thinking abut the prblem at hand. Suddenly, an idea ccurred t her. “Maybe I can create smething useful with the leftver fabric scraps (碎布)!” she thught excitedly.
Determined t make a difference, Nita brrwed her father’s scissrs, thread (线), and a needle. Her father, cncerned fr her safety, tried t stp her. Hwever, her determinatin shne thrugh, and he sn fund himself assisting her in making a beautiful bag.
注意：1．续写词数应为150左右；
2．请按如下格式在相应位置作答。
Days later, Nita accmpanied her mther t the market with the newly-made clth bag.
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Wrd f Nita’s bags spread rapidly thrughut the village.___________________________
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