2025年高考押题预测卷：英语（北京卷01）（考试版）

这是一份2025年高考押题预测卷：英语（北京卷01）（考试版），共10页。
（考试时间：90分钟 试卷满分：100分）
注意事项：
1、考生务必在答题卡指定区域作答，在试卷上作答无效。
2、考试结束后，将本试卷和答题卡一并交回。
第一部分 知识运用(共两节，30 分)
第一节 (共 10 小题；每小题 1.5 分，共 15 分)
阅读下面短文，掌握其大意，从每题所给的 A 、B 、C 、D 四个选项中，选出 最佳选项，并在答题卡上将该项涂黑。
Last year, five hmeless cats lived in the shadws in ur neighbrhd, silently asking fr help. Every day, I saw them huddled tgether, their fur matted and eyes filled with hpe and 1 . As I watched them, I culdn’t shake the feeling that I needed t take actin.
Every mrning, I put cat fd near ur building. The cats appeared, 2 at first, then rushing tward me as if they had been waiting all alng. Feeding them became a ritual that strengthened ur bnd. As winter apprached, my 3 grew. I culdn’t bear the thught f thse 4 creatures suffering in the biting cld. I then set up czy crners fr them in the damp basement f ur building.
Hwever, nt everyne shared my cmpassin. One neighbr insisted n getting rid f the cats. He called Animal Cntrl t have them 5 . Our debates were heated, but I advcated fr them as I knew they had n ne else t defend them.
As weeks passed, I felt an urge t find lving hmes fr the cats. I 6 friends and psted n scial media. T my delight, fur f them fund new families. Each 7 felt like a victry in my missin t make a difference. Then there was ne cat, Jy, wh stle my heart cmpletely. When I tk him in, it was as if he had always 8 in my hme. His playful and silly behaviur brught laughter t my days, and his gentle purring at night brught me peace.
Thrugh this experience, I’ve fund 9 in my vice, learning t advcate fr the viceless. I’ve learned we all have the pwer t make the wrld a better place fr all beings, n matter hw small ur actins may seem. Whether it’s feeding a stray, advcating fr animal welfare, r merely 10 kindness in ur cmmunities, every effrt cunts.
1．A．jyB．fearC．curisityD．anger
2．A．quietlyB．aimlesslyC．bravelyD．cautiusly
3．A．cncernB．depressinC．excitementD．expectatin
4．A．smellyB．energeticC．inncentD．nisy
5．A．fedB．remvedC．examinedD．cleaned
6．A．reached ut tB．lked up tC．caught up withD．gt n with
7．A．devtinB．decisinC．admissinD．adptin
8．A．sleptB．hiddenC．belngedD．waited
9．A．strengthB．truthC．cmfrtD．secret
10．A．repayingB．spreadingC．receivingD．teaching
第二节(共 10 小题；每小题 1.5 分，共 15 分)
阅读下列短文，根据短文内容填空。在未给提示词的空白处仅填写 1 个恰当 的单词，在给出提示词的空白处用括号内所给词的正确形式填空。请在答题卡指 定区域作答。
A
Researchers have discvered that dgs can identify the vices f different members f their human family. The research team tested 31 pet dgs. Three human caretakers f each dg 11 (ask) t recrd their vices. Then they sat quietly in frnt f the dg while the recrding played. The dgs usually apprached — r at least spent mre time lking at — the persn 12 vice they heard. Experts hpe t study whether ther mammals have this skill, s they can better understand 13 different species learn t cmmunicate with each ther.
B
When her 14 (edit), Dave Ellis, saw the pht f the cuple, he suggested they g back and restre damaged phts fr even mre peple. S in January 2006, with 15 (pay) time ff frm the paper, the tw set up shp in Pass Christian. After psting a ntice in the cmmunity newsletter, Rebecca and Dave received 500 phts in fur days. Fr each, the pair 16 (take) a new digital picture, then used high-tech sftware t erase water spts and restre clrs. It just s happened that a ppular website linked t Dave’s blg abut the experience, and sn Operatin Pht Rescue, 17 we all knw, had emails frm hundreds f vlunteers, including phtgraphers and restratin experts, eager t help.
C
Ne Zha 2, 18 (base) n a Chinese flk character, earned mre than 8 billin yuan during the week-lng Chinese New Year hliday. It brke the recrd set by 2021’s The Battle f Lake Changjin. Ht ff its dmestic success, it 19 (shw) verseas next week, including in the US, Canada and Australia. “It nt nly shws the strng pwer f Chinese animatin, but als 20 (demnstrate) the endless pssibilities f traditinal Chinese stries in the mdern cntext,” reads ne review.
第二部分 阅读理解(共两节，38 分)
第一节(共 14 小题；每小题 2 分，共 28 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，并 在答题卡上将该项涂黑。
A
Part f STEM learning is seeing and ding, and then recrding and analyzing the results. But nt all nline r hmeschl prgrams are set up t accmmdate science experiments r ther STEM learning activities. Let’s take a lk at a few mind-blwing labs that can help bring STEM tpics alive fr yur child’s nline schl experience.Weather Labratries
T make learning abut weather accessible and fun, the Natinal Oceanic and Atmspheric Administratin (NOAA) created a lt f infrmative weather activities and virtual labs they recmmend fr students and educatrs. In fact, their weather science cntent fr kids features a Weather Lab applicatin that allws middle schl students t predict weather patterns, and learn what happens when cean currents and air masses interact.Simulatins (模拟) fr Science and Math
It is a prject f the University f Clrad Bulder and ne f the richest single databases f nline science interactives and virtual labs. Investigate mre than 150 physics, chemistry, math, bilgy, and Earth science tpics. Available in dzens f languages, the interactives are searchable by grade level, subject, and accessibility.Space Explratin Simulatins
The Natinal Aernautics and Space Administratin (NASA) features many STEM learning activities fr students in grades K-12. The interactive simulatins are als gamified and make learning engaging and fun fr yur child. The app allws users t explre the universe and unlck stries f trailblazing scientists and their cntributins t space explratin and science.
21．Wh are the intended readers?
A．Parents.B．Students.C．Teachers.D．Researchers.
22．What makes Simulatins fr Science and Math different frm the ther labs?
A．It cvers the mst subjects.B．It has a translatin centre.
C．It ffers gamified learning experiences.D．It prvides multiple tls fr recrding.
23．What d all the three labs have in cmmn?
A．They centre n prblem slving skills.
B．They facilitate advanced scientific research.
C．They prvide virtual scientific explratin.
D．They help students with STEM prjects frm schl.
B
In my early frties, I began painting with waterclurs. Each brushstrke n paper turned int a persnal language, allwing me t express the inexpressible. The feeling f clur being absrbed int the paper was calming, yet it left me lnging fr smething deeper. Over time, I became mre interested in il paints. Althugh they tk lnger t dry, they ffered me a sense f cntrl. Layers f paints cmbined smthly, creating a three-dimensinal effect that waterclurs culdn’t cpy. Oil paints granted me the precius pprtunity t take a few steps back, as if I were a curius explrer appraching a hidden landscape.
Hwever, wrking with il paints wasn’t easy. Getting the right shine r thickness required patience, and at times, I felt annyed by my lack f prgress. Clurs didn’t always behave as expected, and I struggled t achieve the visin in my mind. But the mre I persisted, the mre I understd il paints. They balanced sftness with depth, giving me the chance t create bth delicate and grand images. The prcess f painting became reflective, a practice f explring clurs, textures (纹理) and emtins — smetimes rugh, smetimes peaceful, but always rewarding.
One evening, I nticed a strange shade f blue n my canvas (画布). It seemed ut f place, as if it didn’t belng. My heart skipped a beat, and I stared at it, uncertain if it was part f my recent wrk r a trick f the eye. As I stepped back t examine the canvas, the blue shade slwly began t make sense. It was nt an errr but an invitatin — an unplanned element that added depth t the piece in a way I hadn’t expected. At that mment, I realised that painting, much like life, was nt abut cmplete cntrl but abut embracing the unexpected.
Frm then n, I apprached my wrk with a new sense f curisity. I let clurs blend mre freely, allwed accidental mistakes t becme part f the cmpsitin, and accepted that every brushstrke carried its wn stry. Oil painting nt nly gave me a medium t express myself but als taught me patience, resilience, and the beauty f discvery.
Lking at my finished wrk, I n lnger saw just layers f paints. I saw mments f struggle, jy, and grwth wven int the canvas — a reminder that art, like any, is as much abut the prcess as it is abut the final masterpiece.
24．Why did the authr turn t il paints?
A．T enhance creativity.B．T save painting time.
C．T seek deeper artistic cntrl.D．T imprve painting skills.
25．What challenge did the authr face when wrking with il paints?
A．Balancing sftness and sharpness.B．Creating a three-dimensinal effect.
C．Achieving the right shine and thickness.D．Cntrlling the drying time f the paints.
26．What message des the authr want t cnvey?
A．Art is a jurney f welcming imperfectins.
B．A gd picture is wrth a thusand wrds.
C．Beauty is the ultimate gal f fine art.
D．Creating is abut explring ideal self.
C
Researchers frm the NeurMind Institute have develped a new system that uses predatr (捕食者) rbts t chase (追逐) larval (幼体的) zebrafish in an pen water. This innvative apprach is helping scientists study hw the yung fish rapidly learn and adapt in real-wrld cnditins.
Larval zebrafish are a valuable tl fr neurscientists because their transparency enables easy study f the brain and behaviur. Hwever, it’s been difficult fr scientists t study learning in these develping vertebrates (脊椎动物) — an imprtant part f understanding hw the brain wrks. Previus research fund yung zebrafish culd learn simple assciatins. But this type f learning happens slwly and ften unreliably, and it was still unclear whether days-ld zebrafish can learn fast enugh t use their memry in natural situatins, like recgnizing and aviding new predatrs.
The researchers thught that traditinal ways f testing learning in larval zebrafish in the lab, where the cnditins were far frm what the fish wuld encunter in the wild, might nt be effective fr uncvering hw the fish learn. T mdel a real-life situatin, the researchers used small rbtic cylinders (圆柱体), with sme prgrammed t shw predatr-like characteristics.
The researchers created the dynamics: they first placed a rbt that stayed still with a free-swimming zebrafish; after the rbt chased the fish fr a minute, the fish began aviding the rbt’s area fr mre than an hur — a big change frm the nn-avidant behaviur befre the chase experience. When a secnd rbt was intrduced that did nt chase the fish, the zebrafish nly avided the chasing rbt, shwing that they culd distinguish between a threat and a nn-threat.
Using this system, the researchers made an unexpected discvery that nt nly culd larval zebrafish learn extremely quickly in a mre natural cntext, but they culd als d s just five days after beginning their lives as single cells. This was particularly surprising given the fact that a develping zebrafish larva cntains just ne percent r s f the neurns (神经元) in its adult frm. The findings suggest that sme essential learning abilities, like recgnizing predatrs, emerge early in life and are critical fr survival.
Further brain imaging reveals that different regins f the zebrafish brain are invlved in this rapid learning: the hindbrain, a regin cntrlling essential functins, respnds t the appraching predatr; the frebrain, a regin assciated with learning and planning, encdes the presence f the predatr rbt; and the habenula, anther brain area, signals avidance utcmes. All these regins are necessary fr learning, and silencing any f them remves the ability f the fish t learn. It is believed that the new wrk culd ffer insights int hw ther brains prcess real-wrld threats.
27．Why did the researchers develp a new system with larval zebrafish?
A．T bserve their hunting behaviurs.B．T identify their simple assciatins.
C．T examine their brain characteristics.D．T uncver their learning in natural settings.
28．What des the underlined wrd “dynamics” in Paragraph 4 prbably mean?
A．Interactin.B．Functin.C．Structure.D．Standard.
29．What can we learn abut larval zebrafish?
A．They can distinguish between rbts and fish.
B．They learn fast thrugh a multi-reginal brain netwrk.
C．They develp learning abilities when reaching adulthd.
D．They can recgnise predatrs with much neurns needed.
30．What will the authr mst prbably discuss in the paragraph that fllws?
A．Explaining the rbt design used in the experiment.
B．Explring danger prcessing in ther species’ brains.
C．Analysing the cnnectin between learning and planning.
D．Describing zebrafish behaviurs in different surrundings.
D
Imagine a nt-t-distant future, where we each inhabit ur wn AI-driven digital filter (过滤) bubble, crafted fr us alne and designed t serve crprate interests. This future resembles 1998’s mvie The Truman Shw, where the main character unknwingly lived his entire life within a reality TV shw designed by a prductin studi.
One subset f AI, large language mdels (LLM), wn’t turn ur lives int reality TV shws. Instead, persnalized AI agents threaten t cage each f us in an individualized and illusry (虚假的) unreality, prfiting frm ur digital activities and walling us ff frm genuine cnnectins. Many cmpanies are develping individualized LLM. The underlying principle is that AI will learn abut the individual user and adapt accrdingly. Fr example, if yu’re a super fan f a ftball team, yu’ll be fed updates, ads, and vides tailred t yur interests 24 hurs a day. Sme algrithms may even learn yur schedule, pushing infrmatin at yu during precisely thse times when yu’re mst likely t be lking.
This may sund harmless. But the next step is t use LLM t create memes, r even fake articles,feeding yu cnspiracy theries abut rival teams. This is a miserable reality fr at least tw reasns.Fr ne, there are neither cmputatinal methds r ethical incentives (激励) in place t ensure that the infrmatin yu receive is true. But just as frightening as the lack f regard fr the truth is an even scarier element. Yu will n lnger live with an accurate understanding f ftball team that is fully cmpatible with anyne else’s. Yu will run n infrmatin generated nly fr yurself. This visin is unsettling, even in sprts and entertainment. But what f institutins that have mre direct scial cnsequences?Educatin? Plitics?
With the fall f the press and plarizatin f everything,cnversatins arund hliday table have already becme impssible fr many extended families. Bad as the status qu might be, stranger times lie ahead that make us lng fr tday’s ech chambers (信息茧房). Sn, ur bubbles will shrink further and further,until ur digital wrlds invlve nly urselves. In an Al-mediated future,everyne will live in a private Truman Shw. As a sciety, we will be cmpletely incapable f making fruitful cllective decisins because we will have n shared understanding f the wrld.
What’s the way ut? Find yur entertainment in spaces with actual peple, exchanging thughts and creatins with each ther. Even nline, we must keep ur understanding f the wrld grunded in human-authred dcuments and artifacts. Valuing what humans create is nt merely a matter f authenticity; it als ensures we fcus n arguments that an authr cared enugh t make, n cnservatins that speakers cared enugh t have.
Otherwise,The Truman Shw’s premise becmes ur reality, unknwingly inhabiting a fake wrld where ur every experience is designed fr prfit. Even mre existentially alienating? Living in a Truman Shw where the directr, prducer and the nly ne watching is an AI.
31．The authr mentins The Truman Shw in Paragraph 1 t .
A．make a cmparisnB．illustrate a situatin
C．supprt an argumentD．prpse a suggestin
32．Accrding t the passage, persnalized AI agents may .
A．islate individuals in false realities
B．cnfirm the credibility f the cntent
C．discurage the cmpanies’ ethical incentives
D．imprve user behavir by feeding targeted ads
33．What can be inferred frm the passage?
A．Algrithms have raised cncerns ver privacy.
B．LLMs are in great need f cmputatinal upgrade.
C．Ech chambers weaken cllective decisin-making.
D．Technlgy develpment results in plarized sciety.
34．Which wuld be the best title fr this passage?
A．AI and the Future f Human Interactin
B．AI Will Turn Our Lives int The Truman Shw
C．The Truman Shw Predicts AI’s Impact n Media
D．Algrithmic Bubbles and the Value f Human Creatins
第二节(共 5 小题；每小题 2 分，共 10 分)
根据短文内容，从短文后的七个选项中选出能填入空白处的最佳选项，并在答题卡上将该项涂黑。选项中有两项为多余选项。
When I think f my friends, I am mstly filled with lve and warmth: I simply can’t wait t see them again fr their affectin and supprt. 35 In the right md, these individuals can deliver a fun-filled evening, but at the wrng mment, they can drain (耗尽) all my gdwill.
If this sunds familiar, then yu t have frenemies, wh psychlgists call “ambivalent relatinships”. These lve-hate relatinships culd include a friend, a parent, a clleague r even a husband r wife. Their ambivalence can cme in many frms. 36 It culd be a partner lve-bmbing yu ne day, but fiercely critical the next, leaving yu unsure abut their true feelings.
37 At the very least, yu wuld expect them t be better fr us than ur aversive (令人厌恶的) relatinships. Unfrtunately, research suggests things aren’t s simple. A team at the University f Utah asked peple t take a reactin-time test and they fund that rapidly flashing the name f an ambivalent cnnectin n a screen intensified stress respnse f participants. Anther study at Brigham Yung University fund that simply knwing an ambivalent cnnectin was nearby as participants prepared t give a speech was enugh t send their bld pressure rcketing. 38
Cutting ties with ur ambivalent cnnectins isn’t always pssible r desirable if they are deeply mixed int ur scial netwrk. S, what can be dne? Simply being aware f the ambivalent nature f a relatinship might ffer sme prtectin. We can manage ur expectatins and mentally prepare urselves fr the mixed feelings when interacting with frenemies. 39 As imprtantly, be a little mre mindful f any interactins with all ur ties. Shw thers the appreciatin and respect we feel fr them, fr accidental neglect culd be taken as a sign f indifference.
A．It might be a friend wh is ften unavailable when yu need his supprt.
B．We might hpe that in such relatinships, the gd wuld utweigh the bad.
C．In fact, even uncnscius reminders f a frenemy can break ur peace f mind.
D．This allws us t fcus n their gd qualities and shw empathy fr the unpleasant nes.
E．If yu feel smene t negative a presence in yur life, yu may decide t cut ff cntact.
F．A handful, hwever, stimulate quite different emtins—a mixture f eagerness and anxiety.
G．After all, the benefits f scial cnnectin cme frm feeling well understd and supprted.
第三部分 书面表达(共两节，32 分)
第一节 (共 4 小题； 第 40、41 题各 2 分， 第 42 题 3 分， 第 43 题 5 分， 共 12 分)
阅读下面短文，根据题目要求用英文回答问题。请在答题卡指定区域作答。
The famus marshmallw (棉花糖) test, where children were given the chice between eating ne marshmallw immediately r waiting fr tw later, may have revealed mre than just willpwer — it might help explain why sme peple maintain sharper cgnitive functin as they age. A recent research suggests that the ability t delay satisfactin culd help prtect peple frm develping memry r thinking prblems.
Think f yur brain as a muscle that gets strnger with practice. Every time yu chse a lng-term benefit ver immediate pleasure, yu’re essentially ding a mental wrkut. This wrkut engages particularly the brain area that is respnsible fr planning, reasning, and cntrlling urges. Regularly exercising self-cntrl may help maintain cgnitive functin.
The science behind this cnnectin is fascinating. When we resist immediate rewards, we stimulate “cl” regulatin strategies in the ratinal (理性的) reasning center f decisin-making. In cntrast, giving in t immediate satisfactin typically invlves “ht” strategies in the brain areas assciated with emtinal decisin-making. The mre we practice using these “cl” strategies, the strnger ur brain pathways becme. This culd help delay r prevent memry lss r thinking prblems.
The gd news is that these skills can be develped at any age. Simple strategies like setting specific gals, creating detailed actin plans, and using mnitring techniques can help. Als, physical activity plays a particularly imprtant rle.
Remember, it’s never t late t start building these prtective cgnitive skills. The key is cnsistent practice and a cnscius (有意识的) effrt t make chices that priritize lng-term benefits ver immediate rewards.
40．Accrding t the recent research, what culd the ability t delay satisfactin help?

41．Which brain area des delayed satisfactin particularly wrk ut?

42．Please decide which part is false in the fllwing statement, then underline it and explain why.
As we grw lder, we can strengthen ur brain pathways that culd help delay r prevent memry lss r thinking prblems.
43．Please share ne f yur experiences f delayed satisfactin. （In abut 40wrds）

第二节 (20 分)假设你是红星中学高三学生李华。你校正在举办以“美丽校园”为主题的原创作品征集活动，交换生Jim打算参加，发来邮件询问你的建议。请你用英文给他回复，内容包括：
1. 建议创作内容；
2. 就以上建议简要说明理由。
注意：1. 词数100左右；
2. 开头和结尾已给出，不计入总词数。
Dear Jim,
________________________________________________________________________________________________________________________________________________________________________________________
Yurs,
Li Hua