2025年北京英语高考真题（含答案解析）

这是一份2025年北京英语高考真题（含答案解析），共38页。试卷主要包含了5 分,共 15 分）， 建议的理由等内容，欢迎下载使用。
第一节（共 10 小题;每小题 1.5 分,共 15 分）
一 、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。
At 15, I excelled academically yet felt vershadwed and unnticed. The (1) t stand ut cnsumed me, pushing me twards a regrettable decisin.
One day, during a class in the IT lab with my classmates, ur teacher mentined missing cmputer parts. (2) lks exchanged, everyne wndered hw it culd happen in a（n） (3) lab. "It's pssible t pen that lck with anther key," I said. Instantly, eyes turned t me with newfund interest and curisity. It was a rush I had never experienced befre. Enjying all the eyes n me, I (4) hw t pen the lck.
Little did I realize that single mment wuld ruin everything.
The fllwing day, called t the headmaster's ffice, I fund myself accused f stealing the missing parts. "I didn't d it, sir," I argued, but suspicin (5) his eyes. His repeated (6) intensified, pushing me t the edge f fear and tears. In a desperate attempt t escape the munting pressure, I (7) cnfessed（承认）.
The headmaster asked my father t cme t schl, whse shaky faith in me brught a mix f relief and (8) . My father gently asked me ifI understd the gravity f my actins. (9) , I cnfessed my misguided lnging fr recgnitin. In the headmaster's ffice, my father listened
attentively, and then spke with quiet authrity: "I trust my sn. He is nt a thief."
With my father`s supprt, I learned a valuable lessn: (10) cannt be frced; true recgnitin cmes frm hnurable acts.
(1)A. prmise
B. cmpetitin
C. desire
D. hesitatin
(2) A. Curius
B. Hpeful
C. Distant
D. Envius
(3) A. expensive
B. lcked
C. mdern
D. abandned
(4) A. discvered
B. recmmended
C. demnstrated
D. imagined
(5) A. caught
B. cluded
C. hurt
D. brightened
(6) A. questining
B. reminding
C. cmplaining
D. requesting
(7) A. warmly
B. readily
C. randmly
D. falsely
(8) A. pride
B. patience
C. shame
D. surprise
(9) A. Generusly
B. Tearfully
C. Carelessly
D. Strangely
(10) A. tlerance
B. gratitude
C. sympathy
D. attentin
【答案】(1)C (2)A (3)B (4)C (5)B (6)A (7)D (8)C (9)B (10)D 【解析】 文章大意
本文讲述了 15 岁的“我”因渴望被关注，在 IT 实验室向同学展示如何打开锁， 却因此被指控 偷窃电脑零件，最终在父亲的信任下明白 “真正的认可源于正直行为” 的故事。
(1)考查名词词义辨析。 根据前文 “ felt vershadwed and unnticed”（感觉被忽视） ， 可知 “我” 有强烈的 “渴望” 脱颖而出。“the desire t d sth.” 表示 “做某事的渴望”， 符合 语境。A 选项 “ prmise”（承诺） ；B 选项 “ cmpetitin”（竞争） ；C 选项 “ desire”（渴 望）；D 选项 “ hesitatin”（犹豫）。故选 C
(2)考查形容词词义辨析。 根据前文“ ur teacher mentined missing cmputer parts”（ 老师提到 电脑零件丢失了） 可知，老师提到电脑零件丢失后，同学们交换的是 “好奇的” 眼神，因为 大 家 想 知 道 在 实 验 室 怎 么 会 发 生 这 种 事 。 A 选 项 “ Curius” （好 奇 的 ） ； B 选 项 “ Hpeful”（充满希望的） ；C 选项 “ Distant”（遥远的；冷漠的） ；D 选项 “ Envius”（羡 慕的；嫉妒的）。故选 A
(3)考查形容词词义辨析。 从后文校长怀疑 “我” 是小偷可推测， 物品应该是 “锁着的”， “我” 打开了它才被怀疑。A 选项 “ expensive”（昂贵的）；B 选项 “ lcked”（锁着的）； C 选项 “ mdern”（现代的）；D 选项 “ abandned”（被遗弃的）。故选 B
(4) 考 查 动 词 词 义 辨 析 。“ 我 ” 享 受 被 关 注 ， 所 以 “ 演 示 ” 了 如 何 开 锁 。 A 选 项 “ discvered”（发现） ；B 选项 “ recmmended”（推荐） ；C 选项 “ demnstrated”（展示； 证明）；D 选项 “ imagined”（想象）。故选 C
(5)考查动词词义辨析。 校长的眼中 “充满” 怀疑。“cluded” 在此处表示 “被 … … 笼 罩”， 体现怀疑的情绪； A 选项 “ caught”（抓住） ； B 选项 “ cluded”（ 被 … … 笼 罩 ） ； C 选 项 “ hurt” （伤 害 ） ； D 选 项 “ brightened” （使 变 亮 ； 使 愉 快 ） 。 “ caught”、“hurt”、“brightened”均与 “ suspicin” 搭配不当。故选 B
(6)考查动词词义辨析。 校长反复的 “询问” 让 “我” 濒临恐惧 。A 选项 “ questining” （质问； 询问） ； B 选项 “ reminding”（提醒） ； C 选项 “ cmplaining”（抱怨） ；D 选项 “requesting”（请求）。“questining” 指 “ 质问、询问”，符合被指控时的场景 。故选 A
(7)考查副词词义辨析。“我” 在压力下 “ 虚假地 ” 承认了指控， 因为后文提到 “我” 并
非 小 偷 。“falsely” 表 示 “ 错 误 地 、 虚 假 地 ” ， 与 “ cnfessed” 搭 配 正 确 。 A 选 项 “ warmly”（热情地） ；B 选项 “ readily”（乐意地； 容易地） ； C 选项 “ randmly”（随机 地）；D 选项 “ falsely”（错误地 ；虚假地）。故选 D
(8)考查名词词义辨析。 父亲对 “我” 的信任动摇 ，让 “我” 感到一丝解脱， 但更多的是 “ 羞愧 ”。“ shame”（羞愧） 符合因误解而失望的心理 A 选项 “ pride”（骄傲） ；B 选项 “patience”（耐心）；C 选项 “ shame”（羞愧）；D 选项 “ surprise”（惊讶）。故选 C
(9)考查副词词义辨析。“我”“含泪地 ” 坦白了自己对认可的错误渴望。前文提到 “ fear and tears”， 此处呼应情绪， 用 “ Tearfully”（含泪地） 最合适 。A 选项 “ Generusly”（慷慨 地） ； B 选项 “ Tearfully”（泪流满面地） ； C 选项 “ Carelessly”（粗心地） ； D 选项
“ Strangely”（奇怪地）。故选 B
(10)考查名词词义辨析。 根据前文 “ my misguided lnging fr recgnitin” 可知， 这里说 “关 注” 不能被强迫，真正的认可来自可敬的行为。A 选项 “ tlerance”（宽容；容忍）；B 选项 “ gratitude”（感激） ； C 选项 “ sympathy”（同情） ； D 选项 “ attentin”（关注； 注意 力）。故选 D
【分值】 15
第二节（共 10 小题;每小题 1.5 分,共 15 分）
二 、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
Mst days after schl, I lve walking in the frest with my dg Nick. It`s (1) （peace）,
especially arund sunset. Nick has a fun time smelling the leaves and running after rabbits. When Nick runs ahead, I hear him barking excitedly. I smetimes call him back, wrried that he might have
smene (2) （ scare）. The truth, thugh, is (3) culd be guessed—there's never anyne else here. Just me, Nick, and the quiet frest.
B
When was the last time yu tk n a tugh chice? Maybe this mrning yu debated whether t get up r stay in bed slightly (4) （lng）. Making chices is part f life. By the time yu brushed yur teeth, yu (5) （make）several decisins even withut nticing. Sme chices are quick,
while thers take mre thught. Usually, better utcmes (6) （achieve）thrugh a thrugh understanding f strategies like risk tlerance.
C
When (7) （travel）, we engage with cultures and experiences. Hwever, accrding t a
reprt by the Wrld Wildlife Fund, turists (8) （leave）ver 1.3 billin tns f fd waste last year, (9) accunted fr abut 8% f the ttal glbal gas release in 2024. T reduce ur impact, we can take simple steps: empty the fridge befre heading ut, and chse sustainable dining ptins.
These effrts help us travel mre respnsibly. After all, explring the wrld shuldn't cme (10) the planet's expense.
【 答 案 】 (1)peaceful (2)scared (3)what (4)lnger (5)had made (6)are achieved (7)traveling (8)left (9)which (10)at
【解析】 (1) 考查形容词。 系动词 “ is” 后接形容词作表语， “peace” 的形容词形式为 “peaceful”，表示 “ 宁静的”。故填 peaceful
(2)考查非谓语动词。“ have sb. + 过去分词” 表示 “使某人被……”， 此处指 “ 担心他可能 吓到别人”，“scare” 的过去分词为 “ scared” 。故填scared
(3)考查表语从句引导词。分析句子结构可知， 此空引导的是表语从句， 从句中缺少主语， 用 “what” 引导，指代 “可以被猜到的事情”。故填what
(4)考查形容词比较级 。“ stay in bed slightly ______” 表示 “在床上多待一会儿”， 根据语境可 知用比较级 “ lnger”（更长时间）。故填lnger
(5)考查过去完成时 。“ by the time + 一般过去时 ” 主句用过去完成时，表示 “到刷牙时， 已 经做出了几个决定”，过去完成时结构为 “ had + 过去分词”。故填 had made
(6)are achieved
解析 ：考查动词的时态和语态 。achieve 在句中作谓语，“ utcmes”（结果）与 “ achieve”（实 现） 为被动关系 ，且描述一般情况， 用一般现在时的被动语态 ，结构为 ：am/is/are+动词的过去 分词，主语是复数。故填 are achieved
(7)考查状语从句的省略 。when 引导的时间状语从句中， 主语与主句一致（ we ）且从句中含有 be 动词，可省略主语和 be 动词，用现在分词 “ traveling” 表主动。故填 traveling
(8)考查动词的时态 。“ last year” 为过去的时间， 句子用一般过去时，“leave” 的过去式为 “left” 。故填 left
(9)考查非限制性定语从句。分析句子结构可知，此空是非限制性定语从句引导词， 非限制性定 语从句修饰 “ 1.3 billin tns f fd waste”，用 “ which” 引导，在从句中作主语。故填 which
(10)考查固定搭配 。 “ at the expense f” 表示 “以 … … 为代价”， 是固定搭配 。此处指 “ 探
索世界不应以牺牲地球为代价”。故填 at 【分值】 15
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）
三 、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
Jin us fr TransFrm, the interactive summer camp that helps yu teens find yur passin by participating in varius activities and cnnecting with thers.
Experience TransFrm
TransFrm allws yu t get t fcus n yur chsen track thrugh subject matter talks, hands-n wrkshps, and ff-site experiences. Hwever, if yu are unsure what track yu want, yu still get t explre any wrkshp yu want as part f ur Explre Wrkshps. Besides, yur parents will als be able t participate in wrkshps selected just fr them t learn abut cutting-edge science.
Schedule f Prgramming
Prgramming Tracks
·Agricultural Science: Intrducing yu t areas such as bilgy, urban farming, and
envirnmental science s that yu can explre the field f agriculture
·Cmmunity Bster: Guiding yu t develp innvative slutins fr real-wrld challenges and
create transfrmative prgress t benefit all cmmunities
·Healthy Living: Empwering yu t make healthy decisins in such areas as nutritin and emtinal well-being, and lead healthy lifestyles
·Science Lab: Leading yu t explre the skills yu need t succeed in life in key areas like cmputer science, rbtics, and physics
(1) TransFrm allws the teens t____________.
A. select wrkshps fr their parents
B. prepare track tpics fr the camp
C. design prgramme activities
D. attend hands-n sessins
(2) Accrding t the schedule, which activity can the teens participate in?
A. Keynte Speech n 17 July.
B. Yuth Panel n 18 July.
C. Celebratin n 19 July.
D. Prgramme Shwcase n 20 July.
(3) What can the teens d in the prgramming tracks?
A. Build urban cmmunities.
B. Serve as guides n a farm.
C. Learn abut healthy living.
D. Vlunteer in a science lab.
B
Thrughut ur Junir year, my classmates and I have been wrried abut what clleges will see when they lk at ur whle life stry reduced t a single 200-wrd essay. Will the glden wrd
"success” frm in their minds when they review ur achievements? Or will they see the big wrd “fail” in red? The shadw f this mysterius （神秘的）institutin steals away what success means t us.
My first step f redefining success began with curse registratins. It is a well-knwn fact,
especially in my schl, that Junir year is the time f packing many AP classes int the schedule. When asked why they chse s many AP classes, my friends respnded: "I dn't knw." They
themselves dn't knw why they are fllwing the crwd and lnging fr the pressures f academic difficulty. Therefre, they d nt feel the satisfactin f being academically challenged.
Cmpleting many curses n lnger brings ut the feeling f success because mre than fur AP classes per year is a nrm set by tp universities. Determined t fllw my instincts（本能）n what I felt success means, I nly chse tw classes that I knew I wuld enjy. The feeling f success was n lnger attached t what grade I received but t the pure jy f learning.
Even my failures are attached t a feeling f success; after I take a step back and lk at the big picture, I see them as a launching pad（平台）fr my next big achievement. In the ninth grade, I went in fr my first grup interview fr a leadership psitin as a shy girl. Nt standing a chance against
cmpetitive applicants, I came ut f the interview with an upset lk. Nevertheless, this interview wasn't a wasted pprtunity. I talked t ne f the senir applicants wh answered questins in a way that reflected the faith she had in herself.
This year, with an pen mind and new knwledge in mind, I walked int anther grup interview while telling myself I was that cl senir. I managed t secure a leadership psitin. Ultimately,
success came little by little.
(4) Thrughut the Junir year, what was the authr's majr cncern?
A. Pressure frm chsing AP classes.
B. Perfrmance in grup interviews.
C. Cmpetitin with senirs.
D. Recgnitin by clleges.
(5) The authr chse fewer AP classes because f________.
A. her wn understanding f success
B. her desire fr academic challenges
C. her strng urge t fllw the crwd
D. her dream f entering a tp university
(6)Which wuld best describe the authr's first grup interview?
A. Dignifying.
B. Rewarding.
C. Engaging.
D. Relaxing.
(7)What can we learn frm this passage?
A. Everyne is the maker f their wn success.
B. Success favurs thse with a glden heart.
C. Success kncks at yur dr nly nce.
D. A cllege hlds the key t success.
C
Nt t lng ag, n a cld winter night, there was a teenager wh wanted mre screen time and a parent wh said n. The teenager was advcating fr her right t scrll（翻屏）fr an extra 30
minutes. The parent argued that nne f her friends' parents let them have screens after 9 'clck. "I
thught, in this family, we dn't cmpare urselves with ther peple, Dad?" the teenager replied. The parent—wh was me, by the way—just gt served. Since they were yung, I have tld my kids nt t cmpare themselves with ther peple. I have argued cuntless times that cmparisns are the "thief f jy”.
Althugh my daughter didn't win, she did help expse ne f the wrst pieces f advice I have ever given. In my defence, I did what we've all dne befre, which is repeat received wisdm withut explring the nuances. But nw is the time t set the recrd straight, which starts with questining the idea that all scial cmparisn is unhealthy.
Scial cmparisns d, f curse, ften get us int emtinal truble. But they can be harnessed （利用）fr ur betterment if we understand hw they wrk. The scial cmparisns we make—nes that lead us t feel gd r bad abut urselves—are vital t ur ability t thrive（成长）. Science
prvides a guide we can use t harness the way we perfrm these cmparisns t reduce their negative emtinal impacts.
Cmparing yurself with smene wh is utperfrming yu culd result in feelings f envy if yu fcus n the things they have and yu dn't, r it can be energizing and inspiring if yu use these cmparisns as a surce f mtivatin, fr example, "If they can achieve that, s can I." Cmparing yurself with smene wh is ding wrse than yu culd result in fear and wrry if yu think abut hw yu culd fall int similar circumstances, r it can draw ut feelings f gratitude and appreciatin if yu use that cmparisn t braden yur views—fr example, "Ww, things culd be much wrse; I'm ding great."
What I wish I taught my daughter earlier are these nuances. Hw we feel abut urselves rests nt just n whm we cmpare urselves with but als n hw we think abut that cmparisn. That's
smething we all have cntrl ver.
(8)Hw did the authr feel abut his daughter's argument?
A. Excited.
B. Inspired.
C. Energized.
D. Relieved.
(9)What des the wrd "nuances” underlined in Paragraph 2 mst prbably mean?
A. Majr achievements.
B. Cmplex feelings.
C. Significant impacts.
D. Fine differences.
(10) Which wuld be the best title fr the passage?
A. Cmparing Ourselves with Others Can Becme a Healthy Habit
B. Cmparing Ourselves with Others Can Strengthen Family Ties
C. Scial Cmparisns Can Get Us int Emtinal Truble
D. Scial Cmparisns Can Be Cntrlled by Science
D
The call t “knw yurself” has been there since ancient times, but ur sense f self desn't always match what thers perceive. Cnsidering the stries we tell abut urselves can help us t change ur minds fr better.
Fr many years, psychlgists saw identity as a cmbinatin f smene's values, beliefs, gals and scial rles. Then, in the 1980s, Bb Jhnsn created the life stry mdel f identity, in which he prpses that, as we g thrugh life, these cre features are built in with ur memries t create a
persnal stry thrugh which we understand ur lives.
Our life stry is smething that starts cming tgether in ur teenage years, when we begin t
rganise ur lives int chapters arund key events r life changes, and begin t see urselves as bth the central character and, t a varying extent, the stry's authr. Peple with mre cnsistent stries
tend t have a strnger sense f identity, and they feel their life has mre meaning, directin and sense f purpse. Such peple shw greater verall life satisfactin, t.
Jhnsn has als investigated the link between well-being and certain stry themes. He discvered that whether smene describes having had sme cntrl ver events in their past is an imprtant
predictr f a persn's mental health. Anther key theme invlves finding sme kind f psitive
meaning after stressful events. "Peple culd talk abut gaining knwledge r persnal grwth," says Jhnsn. His research shws that this is ften missing fr peple with mental health cnditins. The gd news is that there is evidence we can learn t change ur wn stry.
Lisa Green, anther researcher, sunds a few ntes f cautin（谨慎）. Fr instance, hearing abut the pwer f redemptive（拯救性的）stries, many peple may feel frced t find a psitive angle n hrrible events. She says that Western culture already pushes peple t lk fr the silver lining behind every clud.
If yu want t turn ver a new leaf, thugh, ne tp tip is that it helps t chse a significant date that signals the start f a new "chapter". Cntrary t ppular dubt, reslutins made n I January are mre effective fr this reasn. S, whether yur gal is saving mney r getting fit, there is n better time t becme the authr f ur wn destiny（命运）.
(11)What can be inferred abut persnal stries?
A. They are unrelated t health.
B. Cnsistent nes lead t stress.
C. They are relevant t happiness.
D. Thematic nes hld back change.
(12) What can we learn frm this passage?
A. Talking abut gains frm failure is negative.
B. New Year reslutins are well received.
C. The West tends t vervalue ptimism.
D. Scial rles fail t be highlighted.
(13) What des the authr mainly d in this passage?
A. Clarify a gal.
B. Analyse an event.
C. Make a cmparisn.
D. Illustrate an apprach.
(14)What is the passage mainly abut?
A. Hw self-identity wrks.
B. Hw stry-tellers are made.
C. Hw persnal stries raise dubts.
D. Hw timing affects persnal identity.
【答案】(1)D (2)B (3)C (4)D (5)A (6)B (7)A (8)B (9)D (10)A (11)C
(12)C (13)D (14)A
【解析】 A
文章大意 ：本文是关于 TransFrm 这个夏令营的信息。
(1) 考 查 细 节 理 解 。 题 干 句 意 ： TransFrm 这 个 夏 令 营 允 许 青 少 年 做 什 么 ？ 根 据 文 中 “ TransFrm allws yu t get t fcus n yur chsen track thrugh subject matter talks, hands-n wrkshps, and ff-site experiences.” 可知， 青少年可以参加 “动手实践的工作坊（hands-n wrkshps） ”。选项 D “attend hands-n sessins” 与原文表述一致。其他选项中，A（为父母 选择工作坊）、B（准备营地的轨道主题）、C（设计项目活动）均未在文中提及。故选 D
(2)考查细节理解。 题干句意 ：根据时间表， 青少年能参加哪个活动？ 查看日程安排： 17 日 （ 17 July ） 的 活 动 包 括 “ Lead t Change Kick-ff”“Prgramme Shwcase” 和 “ Track Wrkshps” ， 无 “ Keynte Speech” ， 故 A 错误 。 18 日（ 18 July ） 的活动中有 “ Yuth Panel” （ 13:00-14:15 ） ， 故 B 正 确 。 19 日 （ 19 July ） 的 活 动 包 括 “ Off-site Experiences”“Gallery Viewing” 和 “ Adult Wrkshps”，“Celebratin” 在 20 日（20 July） ， 故 C 错误 。20 日（20 July）的 “ Prgramme Shwcase” 未在日程中出现，该活动在 17 日 ， 故 D 错误。故选 B
(3)考查细节理解。题干句意：青少年在课程轨道（prgramming tracks）中能做什么？A 选项： 建设城市社区。根据“ Cmmunity Bster” 可知，这个轨道是引导青少年为现实世界挑战开发 创新解决方案， 造福社区， 不是建立城市社区 ，A 错误 。B 选项： 在农场担任向导。根据
“Agricultural Science” 可知，这个轨道介绍农业领域知识，但没说青少年在农场当导游 ，B 错 误 。C 选项：健康生活。在 “ Healthy Living” 轨道中， 青少年可以学习在营养和情感健康等 方面做出健康决策 ，过上健康生活 ，也就是可以学习健康生活知识，C 正确 。D 选项 ：在科学 实验室做志愿者。根据“Science Lab” 可知，这个轨道引导青少年探索计算机科学、机器人技 术和物理等关键领域的技能，不是在科学实验室做志愿者，D 错误。故选 C
B
文章大意 ：文章讲述作者没有像同学一样盲目追求很多 AP 课程，而是按照自己对成功的理解 选择课程， 并且从第一次面试失败中学习， 最终获得成功， 强调了每个人对成功有自己的定 义，并且可以通过自己的方式获得成功。
(4)考查细节理解与判断 。题干句意 ：在整个高三学年，作者主要关心的是什么？根据文章第一 段 “ Thrughut ur Junir year, my classmates and I have been wrried abut what clleges will see when they lk at ur whle life stry reduced t a single 200 - wrd essay. Will the glden wrd "success” frm in their minds when they review ur achievements? Or will they see the big wrd “fail” in red?（在整个高三学年， 我和我的同学们一直担心， 当大学把我们的人生故事浓缩成一篇 200 字的短文来看时 ，他们会看到什么。当他们审视我们的成就时 ，他们脑海中会浮现出 “ 成 功 ” 这个金光闪闪的词吗？还是会看到醒目的红色大字 “失败 ” 呢？ ）” 可知，作者和同 学们担心大学在看他们浓缩成 200 字短文的人生故事时的看法 ，担心大学对他们成就的评价
。即担心大学通过短文对自己的评价 。D 选项 “ Recgnitin by clleges.”（大学的认可）， 与原文中作者担心大学对自己的看法相符。A 选项 “ Pressure frm chsing AP classes.”（选择 AP 课程的压力） ， 文中虽提到 AP 课程 ， 但这不是作者主要关心的， 排除 。 B 选项 “ Perfrmance in grup interviews.”（小组面试中的表现） ，小组面试是后文举例内容， 不是主 要关心的，排除 。C 选项 “ Cmpetitin with senirs.”（与高年级学生的竞争），文中未提及此 内容，排除。故选 D
(5)考查细节理解与判断 。题干句意：作者选择较少 AP 课程的原因是什么？根据第三段第二行 “ Determined t fllw my instincts（本能） n what I felt success means, I nly chse tw classes that I knew I wuld enjy. The feeling f success was n lnger attached t what grade I received but t the pure jy f learning.（我决心遵循自己对成功的本能理解， 只选择了两门我知道自己会喜欢 的课程 。成功的感觉不再与我获得的成绩相关，而是与学习带来的纯粹快乐联系在一起。） ” 可知，作者按照自己对成功的理解，遵循本能选择了两门自己喜欢的课程，觉得成功不再取决 于成绩， 而是学习的纯粹乐趣 。A 选项 “ her wn understanding f success”（她自己对成功的 理解） ， 符合原文表述。 B 选项 “ her desire fr academic challenges”（她对学术挑战的渴 望），文中说选择很多 AP 课程的同学没有感受到学术挑战带来的满足 ，作者也不是因为这个 选少的 AP 课程 ，排除 。C 选项 “ her strng urge t fllw the crwd”（她强烈的从众心理）， 作 者 没 有 从 众 ， 而 是 按 自 己 想 法 选 课 程 ， 排 除 。 D 选 项 “ her dream f entering a tp university”（她进入顶尖大学的梦想） ，文中未提及选少 AP 课程与进顶尖大学梦想的关系 ， 排除 。故选 A
(6)考查细节理解与判断 。题干句意： 以下哪个词最能描述作者的第一次小组面试？根据第四段 倒数第二行 “ Nevertheless, this interview wasn't a wasted pprtunity. I talked t ne f the senir
applicants wh answered questins in a way that reflected the faith she had in herself.（然而，这次面
试并非是一次浪费时间的机会。我和其中一位高年级的申请者交谈 ，她回答问题的方式体现出 她对自己的信心。）” 可知，作者认为第一次面试不是浪费时间的机会，还和一位高年级申请 者交流并有所收获 。B 选项 “ Rewarding.”（有收获的） ，与原文中面试不是浪费机会且有收 获相符，符合语境 。A 选项 “ Dignifying.”（有尊严的） ，原文未体现这一点 ，排除 。C 选项 “ Engaging.”（引人入胜的） ，原文未提及面试引人入胜 ，排除 。D 选项 “ Relaxing.”（放松 的），文中作者第一次面试是害羞的，没说放松 ，排除 。故选 B
(7)考查主旨大意。题干句意 ：我们能从这篇文章中学到什么？分析文章主旨 ：文章讲述作者没 有像同学一样盲目追求很多 AP 课程，而是按照自己对成功的理解选择课程，并且从第一次面 试失败中学习，最终获得成功， 强调了每个人对成功有自己的定义，并且可以通过自己的方式 获得成功 。A 选项 “ Everyne is the maker f their wn success.”（每个人都是自己成功的创造 者） ，符合文章主旨 ，符合语境 。B 选项 “ Success favurs thse with a glden heart.”（成功青 睐有一颗金子般心灵的人） ，文章未提及成功与心灵的关系 ，排除 。C 选项 “ Success kncks at yur dr nly nce.”（成功只会敲一次门） ，文章未表达此观点 ，排除 。D 选项 “ A cllege hlds the key t success.”（大学是成功的关键），文章强调的是个人对成功的定义和追求，不是 大学对成功的关键作用，排除。故选 A
C
文章大意 ：本文以作者与女儿的一次争论为切入点 ，探讨了社会比较的复杂性 。作者原本告诫 孩子 “不要和他人比较”， 认为 比较是 “快乐的小偷”， 但女儿的反驳让他意识到这一观点 的片面性 。作者指出，社会比较并非全然有害，若能理解其运作机制 ，便可将其转化为成长的 动力。文章最终强调，我们对比较的认知而非比较对象本身，才是决定其影响的关键 ，社会比 较完全可以成为一种健康的习惯。
(8)考查观点态度。题干句意：作者对女儿的论点有何看法？ 首先，文章中提到作者一直告诉孩 子们不要和别人比较 ，说比较是 “快乐小偷”。 但女儿用作者自己说过的话反驳了作者（“I thught, in this family, we dn't cmpare urselves with ther peple, Dad?” ） 。 接着， 作者说 “ Althugh my daughter didn't win, she did help expse ne f the wrst pieces f advice I have ever given.” 以及 “ But nw is the time t set the recrd straight, which starts with questining the idea that all scial cmparisn is unhealthy.” 这表明女儿的话让作者受到启发，开始反思自己之前的观 点 。B 选项 Inspired（受启发的） ： 与作者开始反思自己观点的描述相符 。A 选项 Excited （兴奋的） ：文中未体现作者因女儿的话而兴奋， 不符合语境。 C 选项 Energized（精力充沛 的） ：文章没有提及女儿的话让作者精力充沛，不符合文意。 D 选项 Relieved（宽慰的） ：文
中没有信息表明作者感到宽慰，不符合。故选B
(9)考查词义猜测。题干句意 ：第二段划线单词“nuances”最可能的意思是什么？ 作者说自己之 前 像 其 他 人 一 样 ， 重 复 那 些 大 家 普 遍 接 受 的 智 慧（received wisdm ）， 却 没 有 去 探 索 “ nuances” 。之后作者开始阐述社会比较并非全是不健康的， 不同的比较方式会有不同的结 果， 比如和表现比自己好的人比较， 关注的点不同， 感受也不同（可能嫉妒， 也可能受激 励） ；和表现不如自己的人比较也是如此（可能恐惧 ，也可能感恩） 。这说明社会比较存在很 多细微的差别（fine differences ）， 而作者之前没有深入探究这些 。D 选项 Fine differences （细微差别） ：符合文章语境 。A 选项 Majr achievements（重大成就） ：与文章讨论的社会 比较的细微差别无关， 不符合。 B 选项 Cmplex feelings（复杂的感情） ：虽然比较会带来复 杂感情，但这里 “ nuances” 强调的是比较方式等方面的细微差异， 而非感情本身复杂， 不符 合。C 选项 Significant impacts（重大影响） ：文章重点不是说比较的重大影响，而是其细微差 别，不符合。故选D
(10)考查文章标题。题干句意 ：这篇文章最好的标题是哪个？ 文章开篇通过作者和女儿的故事 引出对 “ 社会比较 ” 的讨论，指出之前认为所有社会比较都不健康的观点有误 。接着阐述社 会比较虽然常带来情感问题， 但如果了解其运作方式， 是可以为我们所用， 促进自我提升的 （“But they can be harnessed（利用） fr ur betterment if we understand hw they wrk.” ） 。还 举例说明了和不同的人比较在不同思考方式下会有不同的、 或积极或消极的结果。最后强调我 们对自己的感觉不仅取决于和 谁比较 ， 还取决于如何看待这种比较 。A 选项 Cmparing Ourselves with Others Can Becme a Healthy Habit（与他人比较可以成为一种健康的习惯） ：很 好地概括了文章主旨， 即正确看待社会比较，它可以是有益的， 符合语境 。B 选项 Cmparing Ourselves with Others Can Strengthen Family Ties（与他人比较可以加强家庭关系） ：文章重点不 是说比较与家庭关系的加强， 偏离主旨 。C 选项 Scial Cmparisns Can Get Us int Emtinal Truble（社会比较会让我们陷入情感困境）： 只提及负面影响，与文章强调的两面性不符 。选 项 D “Cntrlled by Science” 曲解文意， 文章仅提到科学提供指导， 而非 “控制 ” 比较 。 故 选A
D
文章大意 ：本文围绕 “ 自我认知” 与 “个人故事” 的关系展开，核心观点是 ：个人通过构 建 “ 人生故事” 来理解自我，而这类故事对幸福感和心理健康有重要影响。
(11)考查细节判断。题干句意： 关于个人故事可以推断出什么？ 根据第三段最后两句 “ Peple
with mre cnsistent stries tend t have a strnger sense f identity, and they feel their life has mre
meaning, directin and sense f purpse. Such peple shw greater verall life - satisfactin, t.” 可 知，拥有更连贯个人故事的人往往有更强的身份认同感，觉得生活更有意义、 方向和目标感， 也表现出更高的整体生活满意度。生活满意度与幸福相关，所以可以推断出个人故事与幸福相 关。C 选项个人故事与幸福感相关，符合语境。A 选项说个人故事与健康无关，与第四段中个 人故事和心理健康的关系不符；B 选项说连贯的个人故事会导致压力 ，原文未提及且与文意相 悖；D 选项说有主题的个人故事会阻碍改变，原文未提及 。故选 C
(12) 考查细节判断。题干句意： 从本文可以学到什么？ 根据第五段第三句 “ She says that Western culture already pushes peple t lk fr the silver lining behind every clud.” 可知， Lisa Green 说西方文化已经促使人们在每一片乌云后寻找一线希望， 即西方文化过度推崇乐观主 义。C 选项说西方文化对乐观主义的过度推崇符合语境。A 选项说谈论从失败中获得的收获是 消极的， 与原文不符； B 选项说新年决心很受欢迎 ，原文只是说 1 月 1 日制定的决心更有 效 ，没说受欢迎程度；；D 选项说社会角色没有被突出，原文未提及相关内容。故选 C
(13)考查文章核心。题干句意 ：作者在本文中主要做了什么？作者先介绍 “ 人生故事模型”， 分析其对自我认知和幸福的影响 ，再通过 Jhnsn 和 Green 的研究补充细节，最后给出 “选 择重要日期开启新章节” 的具体方法 。全文围绕 “ 通过构建人生故事来理解和改变自我” 这 一方法展开，对应 D 选项Illustrate an apprach.（阐述一种方法）。A “澄清目标”、B “分析事 件”、C “做比较 ” 均未体现文章核心——阐述通过故事塑造自我的路径 。故选D
(14)考查主旨大意。题干句意： 本文主要讲了什么？文章以 Jhnsn 的 “ 人生故事模型 ” 为 核心 ，探讨自我身份（self-identity） 如何通过记忆 、价值观与叙事结构形成， 以及故事对身份 认同感和幸福感的作用， 本质上是在解释 “ 自我身份的运作机制”， 对应 A 选项Hw self- identity wrks. 。B “如何成为讲故事的人 ” 偏离主题， 文章重点是个人叙事对自我的影响， 而 非讲故事的技巧 。C “个人故事如何引发质疑” 仅为 Lisa Green 的部分观点 ，非全文主旨 。D “时机如何影响个人身份” 是文末的细节（如新年决心），非核心话题。故选 A
【分值】28
第二节（共 5 小题;每小题 2 分,共 10 分）
四、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。
What is adulthd? Scieties all ver the wrld view the cncept f an adult as self-supprting and self-directed, because it identifies a pint in the life cycle.
As Alice Black pints ut, tday's parents' fear f letting kids d mre husewrk has added t
their inability t feel cmpetent and, thus, cnfident in themselves. Psychlgist Rbert Turner wrte abut this in his bk, The Life Cycle, mentining a stage when kids learn self-directin and mastery. (1)
But Turner's ther cycles are just as imprtant. (2) If these life cycles are delayed, interrupted, r denied, yu feel incapable f accessing yur states f self, cntrlling unpleasant feelings, and
manipulating（操控）the energy that puts tgether the fabric f yur inner wrld.
Turner wisely said that "ding well” psychlgically is being able t rll with the flw f
emtins, manage them, cmmunicate clearly and well with thers, and master varius skills. This
requires an internal lcus（核心）f cntrl, which implies self-cntrl f yur thughts, feelings, and actins. (3) Yu're self-directed and nt reliant n the wrld t tell yu wh yu are. And yu
knw wh yu are within all this.
S, being an adult isn't just hlding a jb. Being an adult is abut having a rted sense f self while being capable f identifying and managing yur emtins and actins. (4) We are a scial species, s this is imprtant.
While raising an adult is a parent's jb, it's als ur respnsibility as a sciety t ensure that we supprt schls that nurture（培养）emtinal and identity develpment. (5)
A. It's als ur jb t supprt adults wh need help repairing incmplete life cycles.
B. They talk abut smene's inability t supprt themselves thrugh wrk.
C. It's being able t shw understanding when cmmunicating with thers.
D. In ther wrds, yu're playing the game f life—life isn`t playing yu.
E. They teach emtinal awareness and management as well as identity.
F. Yu feel like an 18-year ld, especially when playing 80s music.
G. When this stage is denied it creates a sense f insecurity.
【答案】(1)B (2)E (3)D (4)C (5)A
【解析】 文章大意 ：本文围绕 “ 成年” 的定义展开，指出社会普遍认为成年人需具备自给自 足和自我指导的能力 。心理学家罗伯特 ・ 特纳（Rbert Turner） 在《生命周期》 中提出， 孩子 需经历学习自我指导和掌控的阶段 ，若该阶段或其他生命周期被干扰，会导致个体无法管理情 绪和内在状态 。心理成熟的核心是具备内在控制能力 ，能自主管理情绪、与他人沟通 。成年不 仅指拥有工作 ，更意味着建立自我认知、管理情感行为， 同时社会和父母需共同支持个体的情 感与身份发展。
(1)考查上下文语境衔接能力。根据前文Psychlgist Rbert Turner wrte abut this in his bk, The Life Cycle, mentining a stage when kids learn self-directin and mastery.可知，心里学家 Rbert Turner 在书中提及孩子学习自我指导和掌控的阶段， B 选项中的 “ They talk abut smene's inability t supprt themselves thrugh wrk.” 可衔接上文，其中 “ They” 指代 Turner 及前文提 到的观点 ，且 “ inability t supprt themselves” 与前文 “ self-supprting” 形成呼应，且指出缺 乏自我支持能力的问题。故选 B
(2)考查上下文语境衔接能力 。 空前一句But Turner's ther cycles are just as imprtant. 此处强调 Turner 的其他周期同样重要 ，E 选项 “ They teach emtinal awareness and management as well as identity.” 具体说明这些周期的作用，“They” 指代 “ ther cycles”，符合上下文逻辑 。故选 E
(3)考查上下文语境衔接能力 。空前一句This requires an internal lcus（核心） f cntrl, which implies self-cntrl f yur thughts, feelings, and actins. 阐述心理上的 “做得好” 需要内在控 制核心， 即自我控制思想、情感和行为。 以及空后一句 Yu're self-directed and nt reliant n the wrld t tell yu wh yu are.你是自我指导的， 不依赖外界定义自我。D 选项 “ In ther wrds, yu're playing the game f life—life isn`t playing yu.” 通过类比进一步解释自我掌控的状态， 与
“self-directed” 形成语义呼应。故选D
(4)考查上下文语境衔接能力 。 空格前一句Being an adult is abut having a rted sense f self while being capable f identifying and managing yur emtins and actins.（成年意味着拥有自我 认知，并能识别和管理情绪行为。） 指出成年意味着具备自我意识并能管理情绪行为， 以及空 后一句We are a scial species, s this is imprtant.（人类是社会物种， 沟通很重要 。）强调社交 属性的重要性 ，C 选项 “ It's being able t shw understanding when cmmunicating with thers.” 强调沟通中的理解能力，与后文 “ scial species” 形成关联 ，衔接社交属性的论述。故选 C
(5)考查上下文语境衔接能力 。前文句子 's als ur respnsibility as a sciety t ensure that we supprt schls that nurture（培养） emtinal and identity develpment.提到社会有责任支持学校 培 养 情 感 与 身 份 发 展 ， A 选 项 “ It's als ur jb t supprt adults wh need help repairing incmplete life cycles.” 以 “ als ur jb” 延续 “ 社会责任” 的话题， 与前文 “ it's als ur respnsibility” 形成并列结构 ，逻辑连贯 。故选 A
【分值】 10
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）
五 、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。
There's smething magical abut the way imaginatin wrks. Arund the wrld, kids are using imaginatin in ways that were nce nly fund in science fictin.
Take the stry f Mark Lee. He lved biking arund his neighburhd but grew upset seeing that many plastic bttles littered the parks and sidewalks. Instead f simply cmplaining, he decided t d smething abut it.
Using an ld 3D printer, Mark started experimenting. He melted（熔化）plastic bttles dwn and tried shaping them int small bricks. At first, everything went wrng—the plastic brke, the printer
jammed, and the pieces didn't fit tgether. Friends laughed a little, and even Mark's parents thught he shuld just give up.
But Mark had a different idea. He redesigned the bricks t lck tgether like puzzle（拼
图）pieces and adjusted the heating temperature carefully. After mnths f trial and errr, he
succeeded. With a little help frm his schl and the lcal cmmunity centre, Mark used his bricks t build a small bike shelter fr his neighburhd.
And he's nt alne. Thirteen-year-ld Sally Carter lved reading fantasy bks. Inspired by
magical maps in her stries, she wndered: what if we culd build a real-wrld app that helps peple explre hidden places in their wn cities? She gathered friends, learned sme basic prgramming, and tgether they created an app that maps small lcal parks and gardens few peple knew abut. Their app quickly grew ppular in twn and even wn a lcal yuth innvatin award.
Next time yu see a yung persn lst in thught, dn't rush t pull them back. They might just be imagining the next great idea.
(1) What upset Mark when he was biking arund his neighburhd?
(2)Hw des the app created by Sally and her friends help?
(3) Please decide which part is false in the fllwing statement, then underline it and explain why. > With encuragement frm his friends and parents, Mark built a small bike shelter fr his
neighburhd after mnths f trial and errr.
(4) Hw can yu put yur imaginatin int practice as Mark and Sally did?（In abut 40 wrds） 【答案】(1)He grew upset seeing that many plastic bttles littered the parks and sidewalks.
(2)It maps small lcal parks and gardens few peple knew abut.
(3) 划 出 ： With encuragement frm his friends and parents ； Because friends laughed a little, and
even Mark's parents thught he shuld just give up.
(4)First, find a prblem yu care abut. Then, use available resurces and keep trying thrugh trial - and - errr t find slutins （答案不唯一，合理即可）
【解析】 文章大意
本文通过两个青少年运用想象力解决实际问题的案例，展现了想象力的力量 。 Mark Lee 看到社 区的塑料瓶垃圾后， 利用3D 打印机将塑料瓶熔制成砖块 ，历经多次尝试后成功为社区建造了 自行车棚； 13 岁的 Sally Carter 受奇幻故事启发， 与朋友开发了一款地图应用， 帮助人们探索 城市中隐藏的公园和花园。文章呼吁人们珍视年轻人的想象力， 因为他们可能正在构思改变世 界的创意。
(1)考查细节理解。题目问 ：Mark 在社区骑车时是什么让他感到不安？ 根据第二段第二句 “ He lved biking arund his neighburhd but grew upset seeing that many plastic bttles littered the parks and sidewalks.” ，可知， 看到公园和人行道上有很多塑料瓶让他感到不安 。故填He grew upset seeing that many plastic bttles littered the parks and sidewalks.
(2)考查细节理解。 题目问 Sally 和她朋友创建的应用程序如何提供帮助？ 根据第五段第四句 “ She gathered friends, learned sme basic prgramming, and tgether they created an app that maps small lcal parks and gardens few peple knew abut.” ，可知，这个应用程序绘制出当地鲜为人知 的小公园和花园的地图 。故填：It maps small lcal parks and gardens few peple knew abut.
(3)考查细节理解。题干句意：请判断以下陈述中哪一部分是错误的，然后划线并解释原因。根 据文章第三段最后一句“ Friends laughed a little, and even Mark's parents thught he shuld just give up.” ，说明朋友和父母并没有鼓励他， 反而朋友嘲笑他， 父母认为他应该放弃。故划出With encuragement frm his friends and parents ；Because friends laughed a little, and even Mark's parents thught he shuld just give up.
(4)考查归纳总结能力。题干句意 ：你如何像 M ark 和 Sall 那样把你的想象力付诸实践？（约 40 字）。Mark 因为看到塑料瓶垃圾问题，利用 3D 打印机不断尝试解决； Sally 受幻想书中魔法 地图启发，和朋友利用编程知识创建应用程序。所以可以先找到自己关心的问题， 然后利用现 有资源，通过不断尝试错误来找到解决办法。
故填：First, find a prblem yu care abut. Then, use available resurces and keep trying thrugh trial
- and - errr t find slutins （答案不唯一，合理即可） 【分值】 12
第二节（20 分）
六 、假设你是红星中学高三学生李华 。联合国正面向全球青少年开展倡议征集活动。你的外国 好友 Jim 打算参加, 为此发来邮件, 就倡议内容询问你的建议 。请你用英文给他回复, 内容包括:
1. 提出的建议;
2. 建议的理由。
提示词: 倡议 prpsal
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
【答案】Dear Jim,
Hearing that yu are ging t participate in the creative prpsal-cllecting activity which is rganized by the United Natins,I’m writing t share sme suggestins. Here are my recmmendatins.
I suggest setting up glbal yuth mental health supprt netwrks, with nline cunseling, peer- supprt grups and mental-health educatin campaigns. The reasns are as fllws. T start with, mental health issues have a great effect n teens arund the wrld. What’s mre, this supprt netwrk ffers help t teens in time. Peer supprt is especially relatable, and educatin raises awareness.Last but nt least, as teens, we understand each ther’s struggles and feelings, which can make it easy fr teens t cmmunicate. Therefre, I d recmmend this prpsal.
I will be glad if my advice culd be taken int cnsideratin.
Yurs,
Li Hua
【分值】20