2025年高考押题预测卷：英语（北京专用03）（考试版）

这是一份2025年高考押题预测卷：英语（北京专用03）（考试版），共12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。
New-brn babies aren’t afraid f the dark. They dn’t have a 1 f the dark yet; that cmes later. One day, my 2-year-ld daughter suddenly said, “T dark!” after we turned ut the light. She believed smething was under the bed. T 2 her tears, I plugged in the desk lamp t prve there were n mnsters.
When I first started writing, I didn’t wrry abut the dark as I culd create all kinds f stries. After graduatin, I became a busy parent. My writing 3 . Nights that I wuld spend reading r thinking were gne. I wrte at 5 am befre the 4 f the everyday husewrk—laundry, playdates and feedings—but sn ndded ff. I was s 5 . Writing anxiety grew slwly.
Wrn ut, I frgt t buy a nightlight. The desk lamp was t bright. A nightlight was enugh t help my daughter see the utline f the bed. It wuld burn thrugh the night, calming her fears. She didn’t need it t see; she needed it t feel 6 . In the basement I fund an ld plastic Christmas tree and tk it up t her rm. My daughter saw it and clapped 7 , “Light! My light!” It sits there year-rund. A Christmas tree in July is dd, but perfect desn’t 8 , and besides, it casts the ideal amunt f light.
In being a parent and a writer, there is n fixed 9 , n ne way f ding things that is right; sme things that we must d are dd. Many things bring the light. Sme bring just enugh light that yu are n lnger afraid. The shadwy light that says, Dn’t be scared, write it! It is a light t 10 yu, t keep yu ging. And it burns thrugh the night, keeping the mnsters at bay.
1．A．secretB．hpeC．fearD．habit
2．A．wipeB．hideC．stpD．draw
3．A．slwedB．ceasedC．imprvedD．increased
4．A．trainingB．divisinC．mvementD．repetitin
5．A．lnelyB．tiredC．fcusedD．energetic
6．A．safeB．quietC．prudD．cnfident
7．A．shylyB．sftlyC．plitelyD．excitedly
8．A．lastB．existC．wrkD．arrive
9．A．needB．termC．bndD．rutine
10．A．guideB．blindC．attractD．fllw
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
Scrlling thrugh the phne, Zhang Yang nticed Chngqing subway-thrugh-building vides were gaining massive attentin. Curius, he searched the data and fund that the freign turist arrivals 11 (keep) rising steadily even befre these vides OSS surfaced. 12 (inspire) by this upward trend, he jined a travel startup and set abut designing persnalised cultural trips. As a result, his 13 (bking) have dubled these days, prving that such trips are attracting mre freign travelers than crwded turist spts when they lk fr meaningful cnnectins with lcal culture.
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。
B
Lcated in Lancang River basin, Jingmai Muntain 14 (list) as the first Wrld Heritage (遗产) f tea culture in 2023. With nearly 2,000 years f tea plantatin histry, the heritage site cnsists f five ld tea frests 15 (cver) an area f 1,180 hectares. The landscape 16 (integrate) vast tea plantatins, ancient villages and diverse ethnic (民族的) cultures. It’s cnsidered a harmnius cexistence between humans and nature, 17 als shws lcal peple’s wisdm t respect and make use f nature.
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。
C
It’s difficult 18 (understand) jargn-filled (充满行话的) writing that academics have lng been accused f. T track academic writing ver time, The Ecnmist analyzed 347,000 PhD abstracts 19 (publish) between 1812 and 2023. They fund that the abstracts have becme harder t read. Thugh specializatin and advances in technlgy require mre precise terms, the trend f unreadable academic writing 20 (grw) strnger. Clear and simple writing wuld be a breath f fresh air.
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
AI Schlars Live Online is a 10-sessin (25-hur) artificial intelligence bt camp fr high schl students, teaching fundamental AI cncepts and guiding them t build a scially impactful prject. Taught by graduate students frm well-knwn universities, participants receive persnalized instructin in small grups with 5 students per teacher.
Requirements
· High Schl Students (Grades 9-12) r equivalent.
· N prir prgramming r cmputer science experience is required, but an interest in AI is appreciated.
· Advanced grups are available fr students with prir experience.
Hw Live Online Sessins Wrk
Persnalized Instructin: Students will receive persnalized guidance, engage in AI discussins, wrk n prgramming exercises, and pet feedback thrugh live screen share.
Team Learning: Students will wrk tgether n AI demnstratins, activities, and interact with multiple instructrs. They will als attend instructr research sptlights and present at a final event.
AI Learning Online Platfrm: Students will get access t materials n ppular prgramming languages, cding assignments, and mre than five AI prjects in healthcare, ecnmics, and media t cntinue their AI jurney.
First Half f Prgram (Sessins 1-5): Students will explre AI applicatins, fundatinal cncepts, and develp prgramming skills. They will participate in grup discussins, wrk n hands-n cding assignments individually, and demnstrate their effrts using screen share.
Secnd Half f Prgram (Sessins 6-10): Students will apply their AI skills t a mentr-led scial gd prject and attend cllege and career preparatin wrkshps. They will als discuss AI mral issues, jin an AI panel, and present their wrk at a final prject fair.
21．What des the AI Schlars Live Online prgram mainly fcus n?
A．AI knwledge fr cllege entrance examinatin.
B．Basic cmputer knwledge and peratins.
C．AI cncepts and prject building.
D．Advanced prgramming skills.
22．Accrding t this passage, applicants are required t _______.
A．have a backgrund in cmputer science r Al educatin
B．be in grades 9 t 12 r at a similar educatin level
C．have previus experience in advanced AI curses
D．be graduate students frm famus universities
23．During the prgram, students will _______
A．cnduct practical cding assignments independently
B．get respnses thrugh face-t-face cmmunicatin
C．watch AI demnstratins ffered by instructrs
D．create an Al-driven rute fr a glbal jurney
B
When Sarah was 12 years ld, she was diagnsed with a rare cnditin that affected her ability t walk. Dctrs tld her she might never run again. But Sarah refused t accept this. She had always lved running, and the thught f lsing it was unbearable. With determinatin and the supprt f her family, she began a lng and difficult jurney t regain her strength.
Fr mnths, Sarah underwent physical therapy, spending hurs each day relearning hw t mve her legs. Prgress was slw, and there were days when she felt like giving up. But her mther always reminded her, “Every step frward, n matter hw small, is a victry.” These wrds became Sarah’s mtt, pushing her t keep ging. She started by taking a few steps with a walker, then prgressed t walking shrt distances n her wn. Each milestne, n matter hw small, filled her with hpe.
By the time she turned 15, Sarah had made significant prgress. She culd walk shrt distances withut assistance, but running still seemed like a distant dream. That’s when she met Cach Miller, a frmer marathn runner wh believed in her ptential. He designed a special training prgram fr Sarah, fcusing n building her endurance and cnfidence. “Yu have the heart f a runner,” he tld her. “Nw we just need t train yur bdy t keep up.”
The first time Sarah tried t run, she nly managed a few steps befre cllapsing in tears. But Cach Miller was there, encuraging her t try again. “Failure is just a step n the path t success,” he said. Over the next year, Sarah trained tirelessly, gradually increasing her distance and speed. She faced setbacks, including muscle pain and mments f self-dubt, but she never gave up.
At 17, Sarah entered her first race — a lcal 5K. She didn’t win, but she crssed the finish line with a smile n her face. Fr Sarah, it wasn’t abut winning; it was abut prving t herself that she culd d it. Tday, Sarah is a cmpetitive runner and an inspiratin t thers facing challenges. Her stry reminds us that with persistence and supprt, even the tughest bstacles can be vercme.
24．What was Sarah’s initial reactin t her disease?
A．She accepted it immediately.
B．She felt relieved t stp running.
C．She decided t fcus n ther hbbies.
D．She didn’t believe she culdn’t run again.
25．Which wrd wuld best describe Sarah’s mther’s wrds?
A．Imaginative.B．Encuraging.
C．Cnstructive.D．Entertaining.
26．Why did Cach Miller’s training prgram fcus n endurance and cnfidence?
A．Because Sarah needed t vercme physical and mental barriers.
B．Because Sarah had little ptential in running lng distances.
C．Because Sarah wanted t win races quickly.
D．Because Sarah suffered frm muscle pain.
27．What did Sarah’s participatin in the 5K race shw?
A．Her need t impress thers.
B．Her determinatin t win at all csts.
C．Her desire t prve her ability t herself.
D．Her acceptance f her physical limitatins.
C
During WW II, mathematician Alan Turing gathered a team f lgic experts t decde enemy messages, a key step tward victry. If there was ne branch f mathematics which culd be said they were using systematically, it was symblic lgic. Hwever, the curriculum designs that methdically develp students’ symblic lgic abilities are relatively rare.
Symblic lgic is a frm f mathematics that lets us check whether certain cnclusins crrectly fllw frm a set f facts. Cnsider a library bk-theft case. If a suspect wasn’t in the library n the day the theft happened, they can’t be the thief. If present, they may r may nt be. Being in the library desn’t mean they stle the bk. Symblic lgic turns this kind f argument int algebra (代数学), readily shared, slved and generalized fr slving mysteries.
Fr careers such as electrical engineering and cmputer science, the value f symblic lgic is undeniable. The fundamental building blcks f mdern digital cmputers are circuits representing “AND” and “OR”, which are cmmn in symblic lgic. Almst every cmputer prgram cntains similar “if-then-else” lgical cnditins. Prfessinal prgrammers must rutinely write and trublesht such statements.
But symblic lgic is nt slely limited t technical fields. Rutgers University mathematician Gray Wenger argues that teaching respnsible citizenship requires prviding students with mathematical reasning skills. Fr example, cnsider a debate ver a study finding that mst adults withut high-schl certificates earn less. A respnsible citizen must think thrugh the implicatins alng the lines f the bk-theft case example abve. N certificate likely means lwer incme, but lw incme desn’t mean n certificate. Training in symblic lgic makes these srts f reasnings sink int their cgnitive prcesses and becme secnd nature t citizens.
In additin, symblic lgic equips individuals t cunter false claims by distinguishing between separate incidents and systematic evidence. The mst effective strategy fr this lies in preventive educatin — teaching peple t recgnize faulty reasning at its surce. Cnsider, fr instance, sme glbal-warming dubters use ne day f cld weather as prf that glbal warming is a hax (骗局). But a lgical thinker can quickly spt that weather is shrt-term, while climate is lng-term change.
Sme dubt the need fr a separate symblic lgic curse, believing ther classes can d the jb. In writing curses, fr example, students learn hw t spt illgical arguments, and elementary prfs are cvered in trignmetry (三角学). Much can be gained by teaching peple lgical thinking withut using any symbls. But nly symblic lgic ensures lgical strictness. A piecemeal apprach isn’t enugh; a full-semester curse is needed fr cmprehensive learning.
Symblic lgic is essential fr intellectual develpment. By integrating symblic lgic int educatinal framewrks, we equip future generatins with the intellectual tls t navigate cmplex challenges. Training fr it must be included in the curriculum and cannt be left t chance.
28．Accrding t the passage, symblic lgic can play a primary rle when ________.
A．a chef is creating a new recipe by cmbining different materials
B．a student is deciding which club t jin based n persnal interests
C．a dctr is identifying ne’s illness by using signs and test findings
D．a jurnalist is writing a feature article by interviewing lcal peple
29．What des the phrase “secnd nature” underlined in Paragraph 4 prbably mean?
A．A rutine practice.
B．An autmatic ability.
C．An essential tl.
D．A necessary quality.
30．Frm the passage, we learn that symblic lgic ________.
A．tells the difference between separate incidents
B．is mainly applied in slving mathematical puzzles
C．questins the basic principles f mdern cmputers
D．enables peple t detect and challenge false arguments
31．The authr may agree that current symblic lgic educatin is ________.
A．unsatisfying fr the lack f symblic lgic curses
B．prblematic and ignres lgical reasning practice
C．acceptable if alternative curses are available
D．manageable and will imprve naturally
D
A Space-based Farmhand fr Hire
EOS Data Analytics is a Califrnia-based prvider f satellite imagery and data fr precisin farming. The cmpany uses wavelengths f light, which passes thrugh plant crwns and can be used t measure a range f variables, including misture level and element cntent.
EOS’s mdels and algrithms (算法) deliver insights n crps’ health weekly thrugh an nline platfrm that farmers can use t make infrmed decisins abut issues such as when t plant, hw much agricultural chemicals t use, and hw t schedule fertilizer use, weeding, r watering.
Last year the cmpany launched EOS SAT-1, a satellite designed and perated nly fr agriculture. Fees t use the crp-mnitring platfrm nw start at $1.90 per hectare per year fr small areas and drp as the farm gets larger.
In many develping cuntries, farming is blcked by lack f data. Fr centuries, farmers relied n native intelligence rted in experience and hpe, says Daramla Jhn, a prfessr f agriculture and agricultural technlgy at Bells University f Technlgy in suthwest Nigeria. “Africa is way behind in the race fr mdernizing farming,” he says. “And a lt f farmers suffer huge lsses because f it.”
In the spring f 2024, when the new planting seasn was t start, a cmpany, Carmi Agr Fds, had used GPS enabled sftware t map the bundaries f its farm. Its setup n the EOS crp mnitring platfrm was als cmpleted. The cmpany used the platfrm t determine the apprpriate spacing fr the shts and seeds. The risks f manual mnitring had disappeared. Field-mnitring fficers needed nly t peer at their phnes t knw where r when specific spts needed attentin n varius farms. They were able t pursue weed breakuts quickly and efficiently.
This technlgy is gaining attractin amng farmers in ther parts f Nigeria and the rest f Africa. Mre than 242, 000 peple in Africa, Sutheast Asia, Latin America, the United States, and Eurpe use the EOS crp-mnitring platfrm. In 2024 alne, 53, 000 mre farmers subscribed t the service.
One f them is Adewale Adegke, the CEO f Agr Xchange Technlgy Services, a cmpany dedicated t bsting crp prductin using technlgy and gd agricultural practices. Adegke used the platfrm n half a millin hectares (arund 1.25 millin acres) wned by 63, 000 farmers. He says the yield f maize farmers using the platfrm, fr instance, grew t tw tns per acre, at least twice the natinal average.
Adegke adds that lcal farmers, wh have been struggling with fluctuating cnditins as a result f climate change, have been especially drawn t the platfrm’s early warning system fr weather.
“S far, the result has been cnvincing,” says Adegke. “We are n lnger subjecting the perfrmance f ur farms t chance. This time, we are in charge.”
32．What is the main purpse f the cmpany’s technlgy as described in the passage?
A．T develp new agricultural chemicals fr enhanced crp grwth.
B．T prvide histrical data n crp prductin fr research purpses.
C．T enable farmers t make data-driven decisins in their farming practices.
D．T ffer a platfrm fr farmers t share their experiences and knwledge easily.
33．Hw did the EOS crp mnitring platfrm help field-mnitring fficers at Carmi Agr Fds?
A．By prviding them with physical maps f the farm.
B．By training them t use new agricultural techniques.
C．By allwing them t track weed breakuts efficiently.
D．By supplying them with weather updates fr planning.
34．What is the main theme f the passage?
A．The histry and develpment f satellite technlgy in agriculture.
B．The glbal distractin f EOS Data Analytics’ services n farming practices.
C．The challenges faced by farmers in develping cuntries due t lack f data.
D．The benefits and applicatin f EOS Data Analytics’ crp-mnitring platfrm.
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 yu spend time with clse friends, hw d yu feel? Yu may feel like yu belng. Accrding t the Oxfrd dictinary, belnging is defined as a “deep sense f acceptance, inclusin, and identificatin within a grup, place, r cntext.” 35
Since the beginning f human evlutin, peple have cnnected with thers in rder t survive. This desire t frm and grw relatinships is rted in the human brain. 36 In 1943, Abraham Maslw was the first psychlgist t write abut belnging as a human need. His thery, the Hierarchy (等级) f Needs, states that humans must acquire their basic needs, such as physilgical (生理上的) needs and needs related t safety, befre they can begin fulfilling ther higher, mre cmplex needs, like belnging r develping self-esteem.
Anther grundbreaking research abut belnging emerged in 1995. Mark Leary and Ry Baumeister fund that humans have a universal drive t belng, which mtivates their thughts and actins. In fact, this drive is s imprtant that they argued it was a fundamental human need-nt a secndary need in a hierarchy. Their later research explred the cnnectin between self-esteem and belnging. Accrding t their research, self-esteem is nt just abut hw peple feel abut themselves internally. 37
Althugh feeling cnnected t peple is imprtant in many settings, it becmes especially critical in schls. A 2020 research analysis fund that students wh d nt feel a sense f belnging at schl are ften searching fr threats in their envirnment that signal whether they are welcme r nt. 38 This, in turn, can cause prer academic perfrmance. It can als discurage students frm frming deeper relatinships. S, a student’s feeling f belnging is vital fr their learning.
39 Researchers will cntinue t analyze hw persnality, culture, and even scial media shape hw cnnected we feel t thers. With this knwledge, peple can create schls and cmmunities where mre peple feel included. That way, we can develp a sciety that is verall healthier, happier, and mre cnnected.
A．They may d things t increase their self-esteem.
B．This stress can use up cgnitive resurces needed fr learning.
C．Belnging is a cmplex thing because it is influenced by many factrs.
D．Over the years, researchers have been explring this subjective feeling.
E．Feeling like yu belng can actually imprve many aspects f yur life.
F．It actually serves as a warning signal that measures hw much peple feel accepted.
G．When yu see yurself well suited t a specific envirnment, yu feel valued and respected.
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。
Have yu ever taken the time t stp and listen t nature? Deeply, quietly and patiently? If nt, dn’t wrry. Deep listening is a skill that can be develped. T listen deeply t nature means recgnizing behavirs, relatinships, and interactin patterns between species and gaining insights.
If yu’d like t try deep listening, visit a quiet natural place, turn ff yur devices, and clse yur eyes. Extend yur hearing int the landscape, fcusing in all directins. At first, yu’ll hear individual creatures, but sn yu may ntice interactins and patterns, helping yu cmprehend the living system as a whle.
We can learn valuable lessns abut cperatin and cmpetitin by deeply listening t nature. Peple ften simplify relatinships int cperatin r cmpetitin, but nature shws that cperatin plays a greater rle than we think. Many species, like birds in mixed flcks (群), wrk tgether by sharing infrmatin abut fd and threats. This cperatin, especially when embracing diversity, is key t addressing humanity’s existential threats, which are intercnnected and require cllabrative (合作的) slutins. Similarly, in cmpetitive interactins, many animals use specialized behavirs, like singing r play fighting, t negtiate rather than engage in direct cmpetitin, highlighting the imprtance f cmmunicatin and shared respect in cnflict reslutin.
In sme cuntries, deep listening is even part f the educatin system, teaching children t understand and live with the eclgical cmmunities arund them. In this educatin system, plants and animals are bth central knwledge hlders and teachers. Humans prvide supprt fr children’s learning frm these knwledge hlders. In this way, children cme t knw, understand, and care fr the land.
Deep listening t nature helps us appreciate and care fr Earth’s eclgical cmmunities. It teaches hw species adapt, survive, and thrive (茁壮成长), ffering guidance fr ur wn cultures as we face grwing scial and envirnmental uncertainty.
40．What is deep listening t nature?

41．Why d many animals use specialized behavirs?

42．Please decide which part is false in the fllwing statement, then underline it and explain why.
In the deep listening educatin system, humans are the central knwledge hlders and teachers.
43．Apart frm what is mentined in this passage, what ther lessns can yu learn frm nature? (In abut 40 wrds)


第二节 (20 分)假设你是红星中学高三学生李华。你的外国好友Jim因使用AI工具完成写作作业而受到批评。他写信询问你对这件事的看法，请你用英文给他回复，内容包括：
1 你的看法；
2.你的建议和理由。
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,
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yurs,
Li Hua