高考英语一模保分卷01（北京卷）（全解全析）

这是一份高考英语一模保分卷01（北京卷）（全解全析），共22页。
注意事项：
1．答卷前，考生务必将自己的姓名、准考证号等填写在答题卡和试卷指定位置上。
2．回答选择题时，选出每小题答案后，用铅笔把答题卡上对应题目的答案标号涂黑。如需改动，用橡皮擦干净后，再选涂其他答案标号。回答非选择题时，将答案写在答题卡上。写在本试卷上无效。
3．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。
（新题材）I lst my jb right befre Christmas. I was the nly parent f a daughter, Kristil, 12. My paycheck was ___1___.
While we were searching fr Christmas tree, I struggled t be ___2___ as I eyed each price tag.
Mnday mrning, I set ff t ___3___ mney. I sld sme Precius Mments figurines in an antiques stre. And I desperately ___4___ jbs as my bank accunt grew smaller. I felt as if the wrld was clsing in n me.
One afternn, I drpped Kristil in a wealthy gated cmmunity fr a birthday party. I watched as she went in, surrunded by all the nice things we culdn’t affrd. I drve hme ___5___.
Back at hme, I glanced ut f the windw. I nticed a wman with shrt white hair struggling t ___6___ her car dr against the wind. It was my ld prfessr, Esther Heffernan.
I first met Esther 10 years earlier when I was her student at Edgewd Cllege. Kristil was 3 at the time, and I smetimes tk her t class. Esther was understanding and wuld bring clring bks t ___7___ Kristil.
I rushed ut. “What are yu ding ut in this weather?” I asked as we hugged.
“Well, I called yur jb and they said yu weren’t wrking there anymre, s I thught I wuld cme by,” she said. “I have gifts fr yu and Kristil.”
Esther’s ___8___ gave me hpe that things wuld be all right.
After a shrt talk, she gt up and left a Christmas card. When I pened it, hundred-dllar bills fell nt the table. Tears f ___9___ welled in my eyes as I cunted. Esther had given me $1,000.
It’s been 14 years since that Christmas, but I’ve never frgtten what Esther did fr us. In 2020, at age 91, she died, but the lve she gave lives n in the hearts f many. _____10_____, I am ne.
1 A. rewardB. survivalC. salaryD. fcus
2. A. cheerfulB. sadC. wrriedD. pleased
3. A. pursueB. changeC. raiseD. brrw
4. A. tk upB. held dwnC. land nD. applied fr
5. A. surprisedB. trubledC. defeatedD. mtivated
6. A. penB. cleanC. repairD. strike
7. A. teachB. ccupyC. welcmeD. entertain
8. A. giftB. teachingC. assistanceD. presence
9. A. affectinB. verjyC. gratitudeD. excitement
10. A. GenerallyB. LuckilyC. HnrablyD. Prudly
【答案】1. B 2. A 3. C 4. D 5. C 6. A 7. D 8. D 9. C 10. B
【解析】
【导语】这是一篇记叙文。文章主要讲述了作者在穷困潦倒之际受到埃斯特帮助的感人故事。
1. 考查动词词义辨析。句意：我的薪水只能维持生计。A. reward奖励；B. survival生存；C. salary工资；D. fcus关注，焦点。前文提到“I lst my jb right befre Christmas. I was the nly parent f a daughter”（我在圣诞节前丢了工作。我女儿只有我一个家长。）判断，作为单亲家长的作者又丢掉了工作，只能勉强维持生计。故选B。
2.考查形容词词义辨析。句意：当我们在寻找圣诞树时，我看着每个价签，努力使自己高兴起来。A. cheerful高兴的；B. sad难过的；C. wrried焦虑的；D. pleased满意的。根据上文“I lst my jb right befre Christmas. ”（我在圣诞节前丢了工作。）判断，作者的钱只够维持生计，没有办法负担额外的开支，但又是圣诞节，为了女儿要努力表现出高兴的样子。故选A。
3.考查动词词义辨析。句意：星期一早上，我出发去筹集资金。A. pursue追求；B. change改变；C. raise筹集；D. brrw借到。根据后文“I sld sme Precius Mments figurines in an antiques stre. ”（我在一家古董店卖了一些珍贵时刻的小雕像）判断，作者通过变卖一些东西来增加家里的收入，为家里筹钱。故选C。
4.考查动词词组辨析。句意：随着我的银行存款越来越少，我疯狂地找工作。A. tk up拿起；开始从事；B. held dwn保住（工作）；持续胜任；C. land n成功获得；D. applied fr申请。后文提到“as my bank accunt grew smaller.”（随着我银行存款越来越少）由此判断，作者因为钱越来越少所以才要疯狂地找工作。故选D。
5.考查形容词词义辨析。句意：我沮丧地开车回家。A. surprised惊讶的；B. trubled动乱的，不安的；C. defeated受挫的，泄气的；D. mtivated积极的。前文提到“I watched as she went in, surrunded by all the nice things we culdn’t affrd.”（我看着她走进去，周围都是我们买不起的好东西）作者看到这些好东西自己又买不起，再联想到自己的处境，应该是感觉到非常受挫。故选C。
6.考查介词词义辨析。句意：我注意到一个留着短短的白发的女人在寒风中挣扎着打开车门。A. pen敲击；B. clean清洁；C. repairD. strike修理；打开。前文提到“a wman with shrt white hair struggling t pen her car dr against the wind”（一个女人在寒风中打开车门）由此判断，埃斯特要和寒风对抗，她很艰难的才能打开车门。故选A。
7.考查动词词义辨析。句意：埃斯特很理解，她会带着填色书来让克里斯汀开心。A. teach教；B. ccupy占据；C. welcme欢迎；D. entertain娱乐，使……高兴。前文提到“Kristil was 3 at the time, and I smetimes tk her t class. ”（克丽丝蒂当时3岁，我有时带她去上课。）由此判断，给3岁的小朋友填色书应该是让小朋友玩。故选D。
8.考查名词词义辨析。句意：埃斯特的出现给了我一切都会好起来的希望。A. gift礼物；B. teaching教育；C. assistance协助；D. presence出现。前文提到““Well, I called yur jb and they said yu weren’t wrking there anymre, s I thught I wuld cme by,” she said. “I have gifts fr yu and Kristil.””（“嗯，我给你的公司打过电话，他们说你不在那里工作了，所以我想我可以过来看看，”她说。“我有礼物要给你和克丽丝蒂”）由此判断，作者对埃斯特的出现是非常惊讶和惊喜的，而且她还为正处于困境的作者和女儿带来了礼物，作者因此非常感动，从而认为正是埃斯特的出现带给了自己希望。故选D。
9.考查名词词义辨析。句意：数着数着，感激的泪水涌上了我的眼眶。A. affectin喜爱；B. verjy万分高兴；C. gratitude感激之情；D. excitement兴奋。后文提到“Esther had given me $1,000.”（埃斯特给了我1000美元。）作者现在急需用钱，而埃斯特给了她1000美元，帮助作者解决了燃眉之急，由此判断，作者流下了感激的泪水。故选C。
10.考查副词词义辨析。句意：幸运的是，我就是其中之一。A. Generally通常；B. Luckily幸运地；C. Hnrably体面地；D. Prudly傲慢地。前文提到“It’s been 14 years since that Christmas, but I’ve never frgtten what Esther did fr us. In 2020, at age 91, she died, but the lve she gave lives n in the hearts f many.”（距离那个圣诞节已经过去14年了，但我从未忘记埃斯特为我们所做的一切。2020年，91岁的她去世了，但她给予的爱活在了许多人的心中。）在作者穷困潦倒的时候，埃斯特的帮助让作者顺利渡过难关，由此判断，作者因为受到了她的帮助而感到非常的幸运。故选B。
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
（原创题）Last weekend, I visited a lcal craft shw 11 (display) traditinal Chinese arts like paper-cutting and jade carving. When I walked int the hall, I saw an elderly master sitting by a table. The clay figurines 12 (make) by him lked s vivid that I stpped t watch carefully. He nticed me and smiled, explaining that the figurines, 13 take at least three mnths t finish, each carry unique stries f ld China. This trip deepened my lve fr ur cultural heritage.​
【答案】​ 11.displaying 12.made 13.which
【解析】​ 这是一篇记叙文，主要讲述了作者上周末参观当地手工艺品展的经历。文章描述了展览中展示的中国传统艺术（如剪纸、玉雕），以及作者观看一位老艺人现场制作泥塑人物的过程，体现了传统工艺的生动与承载的文化故事，表达了作者对中国文化遗产的热爱之情。
11.考查现在分词。句意：上周末，我参观了一个展示中国传统艺术（如剪纸和玉雕）的当地手工艺品展。分析句子结构可知，shw与display之间是主动关系，craft shw“展示”传统艺术，因此用现在分词displaying作后置定语，修饰craft shw。故填displaying。
12.考查过去分词。句意：他制作的泥塑人物看起来如此生动，以至于我停下来仔细观察。分析句子结构可知，clay figurines与make之间是被动关系，“被他制作”，因此用过去分词made作后置定语，修饰clay figurines。故填made。
13.考查定语从句关系词。句意：他注意到我并微笑着解释说，这些泥塑人物——每件至少需要三个月才能完成——都承载着旧中国的独特故事。该空引导非限制性定语从句，先行词是the figurines，指物，关系词在从句中作主语，用关系代词which。故填which。
B​
（原创题）Every autumn, thusands f migratry birds fly t the city’s wetland 14 winter. But recently, the wetland 15 (pllute) by plastic waste left by visitrs. T save this habitat, lcal vlunteers 16 (rganize) weekly clean-ups nw. They wear glves, bags in hand, t pick up trash. Their gal is t prtect the wetland and keep these lvely 17 (creature) safe.​
【答案】​14.t spend 15.has been plluted 16.are rganizing 17.creatures
【解析】​ 这是一篇说明文，介绍了每年秋季大量候鸟迁徙至城市湿地过冬的现象，指出近期湿地因游客遗留的塑料垃圾而受到污染的情况，并说明当地志愿者正通过每周清理活动来保护湿地及其中的鸟类等生物，强调了保护生态环境的重要性。
14.考查不定式。句意：每年秋天，成千上万的候鸟飞到这座城市的湿地过冬。分析句子可知，fly t the wetland的目的是“度过冬天”，用不定式t spend作目的状语。故填t spend。
15.考查时态语态。句意：但最近，湿地被游客留下的塑料垃圾污染了。结合时间状语recently可知，应用现在完成时；wetland与pllute之间是被动关系，用现在完成时的被动语态，主语wetland为单数，故填has been plluted。
16.考查时态。句意：为了拯救这一栖息地，当地志愿者现在正组织每周一次的清理活动。根据时间状语nw可知，此处表示现阶段正在进行的动作，用现在进行时，主语vlunteers为复数，故填are rganizing。
17.考查名词复数。句意：他们的目标是保护湿地，让这些可爱的生物安全。creature前有these修饰，应用复数形式creatures。故填creatures。
C​
（原创题）During the Mid-Autumn Festival, making hmemade mncakes is a cherished traditin in many Chinese husehlds. Fllwing time-hnred recipes, peple cmbine flur, il and fillings such as red bean paste, taking care t balance ingredients precisely. The prcess requires patience and attentin, and cmpleting ne’s first mncake ften brings a strng sense f 8 ​ (achieve). In recent years, sharing such hmemade treats with freign friends has becme a ppular way __9​ (make) them knw mre abut Chinese festivals. When hsts tell stries behind the festival during these exchanges, it 10 ​ (help) listeners understand Chinese culture mre deeply.
【答案】​ 18.achievement 19.t make 20.helped
【解析】​ 这是一篇说明文，介绍了中秋节制作和分享月饼的传统习俗及其文化意义。文章指出，手工月饼的制作过程能带来成就感，而将自制月饼赠予外国友人是一种有效的文化传播方式，通过讲述节日故事可帮助他们更好地理解中国文化。
18.考查名词。句意：完成第一个月饼通常会带来强烈的成就感。a sense f后接名词，achieve的名词形式是achievement，意为“成就”，不可数。故填achievement。
19.考查不定式。句意：近年来，将这样的自制月饼分享给外国朋友已成为让他们更多了解中国节日的流行方式。way后常用不定式t d作后置定语，表目的，故填t make。
20.考查时态。句意：当主人在交流中讲述节日背后的故事时，这有助于听者更深入地理解中国文化。上文tell stries用一般过去时在语境中可呼应叙述背景，且此处强调已发生的交流带来的结果，用一般过去时helped。也可依据语境理解为过去的一次具体事例，故填helped。
第二部分：阅读理解（共两节，共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
（新题材）Are yu passinate abut cmmunity develpment and eager t make a psitive impact? Jin ur vlunteer prgram and cntribute t meaningful prjects that benefit lcal cmmunities. Whether yu’re interested in educatin, envirnmental cnservatin, r public health, we have a rle fr yu!
Psitins Available:
Educatin Supprt Vlunteer: Assist in teaching fundatinal reading and math t children in underserved areas. N prir teaching experience is required—just enthusiasm and a willingness t learn. Yu’ll wrk clsely with lcal teachers t create interesting lessns and supprt students’ learning jurneys.
Envirnmental Cnservatin Vlunteer: Help with tree planting, clean-up drives and awareness campaigns t prtect natural resurces. This rle is perfect fr thse wh care abut sustainability and want t make a great difference in their cmmunity.
Health Outreach Vlunteer: Supprt health clinics by rganizing wrkshps, distributing supplies and prmting wellness prgrams. Yu’ll play a key rle in imprving access t healthcare fr vulnerable (脆弱的) ppulatins.
Benefits f Vlunteering:
Gain hands-n experience in cmmunity develpment.
Develp teamwrk, cmmunicatin and leadership skills.
Receive a certificate f participatin and a letter f recmmendatin.
Make lasting cnnectins with like-minded individuals.
Requirements:
Must be 18 years r lder.
Cmmit t at least 10 hurs per week fr a minimum f 3 mnths.
Attend a ne-day intrductin lessn befre starting.
Hw t Apply:
Visit ur website and fill ut the nline applicatin frm. Applicatins clse n May 31, 2025.
Jin us tday and be part f a mvement that transfrms lives and cmmunities!
21. What is the main respnsibility f an educatin supprt vlunteer?
A. Helping with students’ husewrk.B. Creating sme challenging lessns.
C. Organizing sme health wrkshps.D. Imprving children’s reading and math skills.
22. What is ne benefit mentined fr vlunteers?
A. Develping practical skills.B. Receiving a paid salary.
C. Getting a free university degree.D. Traveling with like-minded individuals.
23. If Li Hua wants t apply fr the jb, what requirement will he need t meet?
A. He shuld be at least 21 years ld.B. He shuld cmmit t 20 hurs per week.
C. He shuld finish a ne-day training sessin.D. He shuld have previus teaching experience.
【答案】21. D 22. A 23. C
【解析】本文是一篇应用文。主要介绍了项目面向对社区发展有热情者，提供教育支持、环保、健康外展等志愿岗位，说明福利、要求及申请方式。
21.细节理解题。根据Educatin Supprt Vlunteer部分“Assist in teaching fundatinal reading and math t children in underserved areas.(协助为服务不足地区的儿童教授基础阅读和数学)”可知，教育支持志愿者的主要职责是提高孩子们的阅读和数学技能。故选D。
22.细节理解题。根据Benefits f Vlunteering部分“Gain hands-n experience in cmmunity develpment.(获得社区发展的实践经验)”、“Develp teamwrk, cmmunicatin and leadership skills.(培养团队合作、沟通和领导能力)”可知，志愿者的好处包括培养实践技能。故选A。
23.细节理解题。根据Requirements部分“Attend a ne-day intrductin lessn befre starting.(开始前参加为期一天的入门课程)”可知，如果李华想申请这份工作，他需要完成为期一天的培训课程。故选C。
B
（原创题）Mrs. Hale had lived n Oak Street fr 40 years, but she’d never spken much t her neighbrs. After her husband passed away three years ag, she’d grwn even quieter—spending mst days tending t her small garden r reading by the windw. The nly time she left the huse was t buy bread at Mr. Trres’ bakery n the crner, a tiny shp that smelled like cinnamn and fresh dugh.​
Last winter, a heavy snwstrm hit the twn. Mrs. Hale wke up t find her driveway buried under a ft f snw. She stared at the windw, wrried—she had n ne t help, and the bakery wuld be clsing sn. Just as she sighed, she heard a shvel scraping against the cncrete. Lking ut, she saw a teenager with a red hat clearing her driveway. It was Lila, the girl wh lived tw drs dwn, carrying a shvel twice her size.​
Mrs. Hale hurried utside. “I didn’t ask anyne t d this,” she said, surprised. Lila smiled, brushing snw ff her cat. “My mm said yu might need help. Mr. Trres tld her yu stp by the bakery every mrning—he even saved yu a laf f yur favrite raisin bread tday.” By the time Lila finished, Mrs. Hale’s hands were warm frm hlding a mug f ht cca she’d made fr the girl.​
Weeks later, Mrs. Hale started leaving jars f her hmemade jam n Lila’s prch. Lila began stpping by t help water the garden. Slwly, Mrs. Hale fund herself chatting with neighbrs at the bakery, laughing as Mr. Trres tld stries abut his grandchildren.​
One afternn, as she sat in the bakery with a cup f tea, Mrs. Hale realized smething: kindness isn’t just a big gesture—it’s the raisin bread saved fr a regular custmer, the shvel in the snw, the jam left n a prch. These small things weave a web that hlds a neighbrhd tgether. We ften think we’re alne, but smene is always watching, ready t reach ut.​
24. The underlined wrd “tending” in Paragraph 1 prbably means ______.
A. building up B. lnging fr C. caring fr D. shwing ff​
25.Why did Mrs. Hale feel wrried after the snwstrm? ​
A. Her garden was destryed by the snw.​B. She culdn’t get t the bakery fr bread.​
C. Her husband’s ld shvel was missing.​D. She had t wait fr Lila t clear the snw.​
26. What can we infer frm Lila’s actin f clearing the snw?
A. She wanted t get Mrs. Hale’s hmemade jam.​B. She was asked by Mr. Trres t help Mrs. Hale.​
C. She ften helped elderly neighbrs with husewrk.​D. She was influenced by her mm’s kindness.​
27.Accrding t the passage, what did Mrs. Hale d t thank Lila fr clearing the snw?​
A. She made ht cca fr Lila while she wrked.B. ​She saved Lila a laf f raisin bread at the bakery.​
C. She invited Lila t share stries with neighbrs.​D. She taught Lila hw t take care f her garden.
【答案】24. C 25. B 26. D 27.A
【解析】
24.词义猜测题。​结合前文 “spending mst days” 和后文 “her small garden”，可推测 “tending” 指 “照料花园”，与 “caring fr”（照顾、照料）同义；A “建立”、B “渴望”、D “炫耀” 均不符合语境。​故选C。
25.细节理解题。根据第二段 “she had n ne t help, and the bakery wuld be clsing sn” 可知，Mrs. Hale 担心雪挡住车道，无法去面包店买面包，B 选项符合原文；A “花园被破坏”、C “铲子丢失”、D “等待 Lila 扫雪” 都有部分词汇（garden, shvel, Lisa）被提到，但是具体情境并未提到。​故选B。
26.推理判断题。根据第三段 “My mm said yu might need help” 可知，Lila 扫雪是受妈妈的影响，体现妈妈的善意，D 选项正确；A “想要果酱”（果酱是后续 Mrs. Hale 的回馈，非 Lila 的初衷）、B “受 Trres 先生要求”（Trres 仅告知 Lila 妈妈 Mrs. Hale 的习惯，未直接要求帮忙）、C “经常帮老人做家务”（原文未提及 Lila 的日常行为，无法推断）均排除。​故选D。
27.细节理解题。根据第三段 “By the time Lila finished, Mrs. Hale’s hands were warm frm hlding a mug f ht cca she’d made fr the girl.”​ A. Lila 清理雪时，Mrs. Hale 为她做了热可可，与原文 “made fr the girl”（为女孩做的热可可）完全匹配，正确；​B. 原文是 Trres 先生 “saved yu（Mrs. Hale）a laf f raisin bread”，而非 Mrs. Hale 为 Lila 留面包，属于 “混淆人物”，排除； C. 原文是 Mrs. Hale “和邻居在面包店聊天”，未提及 “邀请 Lila 分享故事”，属于 “无中生有”，排除；​D. 原文是 Lila “帮忙浇花园”，并非 Mrs. Hale “教 Lila 照料花园”，属于 “颠倒动作”，排除。故选A。
C
（原创题）In recent years, cmmunity gardens have spruted up acrss the glbe—frm empty lts in New Yrk City t rftp spaces in Tky. Even in densely ppulated cities like Berlin, lcal residents have transfrmed ld factry rftps int “sky gardens,” where they grw strawberries and varius green vegetables. These small, shared green areas are mre than just places fr grwing prduce; they play an imprtant rle in imprving urban life bth frm an envirnmental and a scial perspective.​
Envirnmentally, cmmunity gardens act as “urban lungs” that help fight against air pllutin. A study cnducted by the Envirnmental Prtectin Agency (EPA) fund that a 100-square-meter cmmunity garden can absrb apprximately 500 kilgrams f carbn dixide every year—this is equivalent t taking 100 cars ff the rad fr an entire day. They als help reduce the “heat island effect,” a phenmenn where cities remain much warmer than nearby rural areas because f large areas f cncrete that trap heat. Plants in these gardens release misture thrugh a prcess called transpiratin, which cls the surrunding air by 2 t 3 degrees Celsius. Additinally, the sil in cmmunity gardens can absrb rainwater, decreasing the risk f urban flding by up t 30%, accrding t research frm the University f Califrnia. This benefit is particularly critical as extreme weather events becme mre frequent.​
Scially, these gardens help strengthen cmmunity bnds. A survey f 500 city residents in Lndn shwed that 78% f thse wh participated in cmmunity gardens felt clser t their neighbrs, and many even frmed lng-term friendships thrugh shared gardening activities. Cmmunity gardens ften rganize wrkshps n tpics such as cmpsting and cking with hme-grwn vegetables, which bring tgether peple frm different age grups and cultural backgrunds. Fr elderly peple wh live alne and ften feel lnely, taking care f a small garden plt prvides a sense f purpse and reduces feelings f islatin. A 2023 study published in the Jurnal f Urban Health linked regular participatin in cmmunity gardens t a 25% reductin in depressin symptms amng lder adults. Mrever, schls in Trnt ften cperate with nearby cmmunity gardens t teach students abut plant grwth and envirnmental prtectin, helping yung peple develp a sense f respnsibility tward nature.​
While cmmunity gardens face certain challenges—such as limited available space in city centers, difficulties in securing lng-term access t land, and varying levels f cmmitment frm participants—their benefits clearly utweigh these prblems. They prve that even small changes t urban envirnments can create healthier and mre cnnected cities. As urban ppulatins cntinue t grw, cmmunity gardens may sn becme essential fr building livable cmmunities arund the wrld, shwing that green spaces are nt luxury items but necessary parts f urban life.
28. What can we infer abut the “heat island effect” frm the passage?
A. It can be alleviated by the misture frm garden plants.​ ​B. ​It increases the amunt f carbn dixide in cities.
C. It is caused by the vergrwth f cmmunity gardens.​ D. It makes cities cler than rural areas in summer.
29. Which f the fllwing can be inferred frm the studies mentined in the passage?
A. A 100-square-meter garden can cmpletely slve urban flding prblems.
B. Elderly peple wh jin cmmunity gardens are less likely t feel depressed.​
C. ​​Cmmunity gardens have a greater impact n the envirnment than n sciety.​
D. All Lndn residents have becme mre cnnected t neighbrs thrugh gardens.
30.Accrding t the passage, what d schls in Trnt d t help students develp envirnmental respnsibility?
A. They rganize students t clean up cmmunity gardens regularly.
B. They ask students t grw vegetables in cmmunity gardens fr their families.
C. They invite experts frm the University f Califrnia t give lectures n the envirnment.
D. They cperate with nearby cmmunity gardens t teach plant grwth and envirnmental prtectin.
31. What can we infer abut the authr’s attitude tward the future f urban green spaces?​
A. The authr dubts whether cmmunity gardens can slve urban ppulatin prblems.​
B. The authr wrries that the challenges f cmmunity gardens will stp their develpment.​
C. The authr believes green spaces will becme a basic need rather than a luxury in cities.​
D. The authr suggests urban gvernments shuld fcus mre n reducing ppulatin grwth.
【答案】28. A 29.B 30. D 31.C
【解析】本文是一篇议论文，围绕 “社区花园” 展开，采用 “总 — 分 — 总” 的结构，清晰阐述社区花园的全球分布、多维度价值及发展挑战。
28. 推理判断题。第二段明确提到 “they help reduce the ‘heat island effect’... Plants in these gardens release misture thrugh a prcess called transpiratin, which cls the surrunding air”（社区花园有助于减少 “热岛效应”…… 花园中的植物通过蒸腾作用释放水分，从而冷却周边空气）。​D 选项 “使城市比农村更凉爽” 与原文 “cities remain much warmer than nearby rural areas”（城市比周边农村更温暖）完全矛盾，排除；​B 选项 “增加城市二氧化碳含量” 与社区花园 “吸收二氧化碳” 的环保作用相反，且原文未提及热岛效应与二氧化碳的关联，排除；​C 选项 “由社区花园过度生长导致” 与原文 “社区花园缓解热岛效应” 的表述冲突，排除；A 选项 “可通过花园植物释放的水分缓解”，结合原文 “植物释放水分→冷却空气→减少热岛效应” 的逻辑链，符合推理，正确。​故选A。
29. 推理判断题。根据第三段 “A 2023 study published in the Jurnal f Urban Health linked regular participatin in cmmunity gardens t a 25% reductin in depressin symptms amng lder adults”（2023 年发表在《城市健康杂志》的一项研究表明，规律参与社区花园与老年人抑郁症状减少 25% 相关）。​A 选项 “100 平方米花园可完全解决城市内涝”，原文仅提到 “decreasing the risk f urban flding by up t 30%”（降低至多 30% 的内涝风险），“cmpletely slve”（完全解决）表述绝对，排除；​B 选项 “参与社区花园的老年人更不容易感到抑郁”，由 “抑郁症状减少 25%” 可合理推理出 “不易感到抑郁”，符合逻辑，正确；​C 选项 “社区花园对环境的影响大于社会影响”，原文分别阐述环境和社会价值，但未对两者影响程度进行对比，属于 “过度推断”，排除；​D 选项 “所有伦敦居民通过花园与邻居关系更亲密”，原文仅提及 “78% f thse wh participated in cmmunity gardens”（78% 的参与者），“all Lndn residents”（所有伦敦居民）表述绝对，排除。​故选B。
30.细节理解题。根据题干关键词：schls in Trnt（多伦多的学校）、develp envirnmental respnsibility（培养环保责任）对应第三段“Mrever, schls in Trnt ften cperate with nearby cmmunity gardens t teach students abut plant grwth and envirnmental prtectin, helping yung peple develp a sense f respnsibility tward nature.”​（此外，多伦多的学校经常与附近的社区花园合作，向学生教授植物生长和环境保护知识，帮助年轻人培养对自然的责任感。）​选项 A：“They rganize students t clean up cmmunity gardens regularly.”（组织学生定期清理社区花园）​，原文仅提到学校与社区花园 “合作教授知识”，未提及 “清理花园” 这一具体行动，属于 “无中生有”（原文无对应信息），排除。​选项 B：“They ask students t grw vegetables in cmmunity gardens fr their families.”（要求学生在社区花园为家人种植蔬菜）​，原文强调合作的目的是 “教植物生长和环保知识”，而非 “为家人种蔬菜”，“fr their families” 是原文未提及的额外信息，属于 “偷加细节”，排除。​选项 C：“They invite experts frm the University f Califrnia t give lectures n the envirnment.”（邀请加州大学专家举办环保讲座）​，原文中 “加州大学（University f Califrnia）” 的研究是用于说明 “社区花园减少内涝” 的环境价值，与 “多伦多学校的举措” 无关，属于 “混淆原文信息”（将不同段落的内容错误关联），排除。​选项 D：“They cperate with nearby cmmunity gardens t teach plant grwth and envirnmental prtectin.”（与附近社区花园合作，教授植物生长和环境保护知识）​，该选项与原文定位句 “cperate with nearby cmmunity gardens t teach students abut plant grwth and envirnmental prtectin” 完全一致，且 “教授环保知识” 正是为了 “培养环保责任”，与题干要求高度匹配，正确。故选D。
31. 推断作者态度。根据最后一段的 “shwing that green spaces are nt luxury items but necessary parts f urban life”（表明绿色空间并非奢侈品，而是城市生活的必需品）及 “As urban ppulatins cntinue t grw, cmmunity gardens may sn becme essential...”（随着城市人口持续增长，社区花园可能很快成为构建宜居社区的关键）是推断作者态度的关键。​A 选项 “怀疑社区花园能否解决城市人口问题”：原文仅提到 “人口增长使社区花园更关键”，未提及 “解决人口问题”，属于 “偷换概念”，排除；B选项 “担心挑战会阻碍社区花园发展”：原文明确 “their benefits clearly utweigh these prblems”（益处远大于问题），与 “担心阻碍” 矛盾，排除；​D 选项 “建议政府关注减少人口增长”：原文未提及 “政府措施” 或 “减少人口”，属于 “无中生有”，排除；​C选项 “认为绿色空间将成为城市基本需求而非奢侈品”：与结尾 “nt luxury items but necessary parts” 完全契合，且 “may sn becme essential” 进一步支撑 “基本需求” 的推断，正确。故选C。
D
（新题材）Fr millennia, we have expected dgs t guard ur prperty and prtect ur family at night. Nw they are als asked t be friendly arund strangers, rest quietly thrugh the night and keep their feet ff sfas. “It’s an evlutinary mismatch”, says Hare, an anthrplgist at Duke University. The gd news is that this prblem is slvable. Recent studies indicate that selective breeding (繁殖) and careful training can help dgs adapt t indr life.
A “puppy kindergarten” research was set up by Hare’s team t illustrate the heritability f behaviural traits (特征) in dgs by bserving what service dgs’ behaviur lks like befre intensive training begins. Service dgs were selected as the subject fr they can always naturally adapt well t the mismatch cmpared t ther kinds. They can pull wheelchairs, perate light switches and interact gently with children.
By cllecting data frm 1,500 dg wners n the behaviur f their pets, which belnged t 36 breeds, Hare’s team discvered that genetics (遗传特征) explained 45 percent f the variatin in dgs’ self-cntrl, 16 percent f the variatin in reasning abut the physical wrld and a mere 0.01 percent f the variatin in shrt-term memry, which manifests that sme desirable behaviurs are heritable t certain degree, and selective breeding fr temperament is wrthwhile.
“Genetics is imprtant, but its relative imprtance is different fr different behaviural traits,” says Gitanjali frm Emry University. Besides, Hare’s wrk als illustrates selective breeding can’t guarantee sme highly desirable traits, such as a gd memry. S they have devised techniques that wners can use t help train their pets and build better relatinships with them.
One habit that is especially imprtant in training is making eye cntact. “The dg’s gaze may be a causal factr in inducing gd feelings in the wner”, says Kikusui at Azabu University in Japan, “and the lnger a dg gazes at its wner, the strnger thse gd feelings becme.” Hare als fund that pups culd slve sme “impssible tasks” by appealing t human fr help, and the appeal was made thrugh eye cntact. S he suggested puppy wners finish “impssible tasks” with their pets every tw weeks t strengthen the emtinal cnnectin with them. “Ding s can help yu learn where yur dg’s cgnitive strengths lie”, he says. And as the puppy kindergarten prject has made clear, dg training as well as selective breeding is crucial t fster thse behaviurs we wuld like ur pets t exhibit in ur hmes.
32. What can we learn frm Hare’s research?
A. Service dgs were bserved while accepting training.
B. Genetics may explain differences in dgs’ self-cntrl.
C. Service dgs were chsen fr they were trained earlier.
D. Selective breeding develps dgs’ mst desirable traits.
33. What’s the authr’s aim f quting Gitanjali’s wrds?
A. T suggest that ther factrs als need discussing.B. T prve the necessity f selective breeding.
C. T cnfirm the value n refrming dgs’ genes.D. T reveal that Hare’s research is suspicius.
34. What’s the best title fr the passage?
A. Service Dgs: Acquiring Desirable Traits thrugh Breeding
B. Smart Dgs: Adapting Well t Indr Life thrugh Training
C. Mdern Dgs: Training Desirable Dgs thrugh Eye Cntact
D. Gd Dgs: Evlving thrugh Selective Breeding and Training
【答案】32. B 33. A 34. D
【解析】这是一篇说明文。文章主要说明了研究发现进化上的不匹配导致了狗能力的差异，指出导致这种差异的原因以及建议。
32.细节理解题。根据第三段“By cllecting data frm 1,500 dg wners n the behaviur f their pets, which belnged t 36 breeds, Hare’s team discvered that genetics (遗传特征) explained 45 percent f the variatin in dgs’ self-cntrl, 16 percent f the variatin in reasning abut the physical wrld and a mere 0.01 percent f the variatin in shrt-term memry, which manifests that sme desirable behaviurs are heritable t certain degree, and selective breeding fr temperament is wrthwhile.(通过收集1500名狗主人的36个品种的宠物行为数据，Hare的研究小组发现，基因可以解释45%的狗的自控能力差异，16%的物理世界推理变异和0.01%的短期记忆变异，这表明一些令人满意的行为在一定程度上是可遗传的，对气质的选择性培育是值得的)”可知，基因可以解释狗在自控能力上的差异。故选B。
33.推理判断题。根据倒数第二段““Genetics is imprtant, but its relative imprtance is different fr different behaviural traits,” says Gitanjali frm Emry University.( 来自埃默里大学的Gitanjali说：“基因很重要，但它的相对重要性对于不同的行为特征是不同的。”)”可推知，作者引用Gitanjali的话的目的是暗示其他因素也需要讨论。故选A。
34.主旨大意题。根据第一段“The gd news is that this prblem is slvable. Recent studies indicate that selective breeding (繁殖) and careful training can help dgs adapt t indr life.(最近的研究表明，选择性繁育和精心训练可以帮助狗适应室内生活)”可知，文章主要说明了研究发现进化上的不匹配导致了狗能力的差异，指出导致这种差异的原因以及建议。由此可知，D选项“好狗：通过选择性繁殖和训练进化”最符合文章标题。故选D。
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。
（原创题）Taking gd ntes in class is key t understanding lessns and preparing fr exams. Hwever, many students struggle with capturing imprtant infrmatin withut missing parts f the lecture. Fllw these practical steps t make yur ntes mre useful.​
First, cme prepared with the right tls. 35 A ntebk with divided sectins (fr main ideas and details) r a digital nte-taking app that lets yu rganize cntent easily wrks best. Avid using messy lse papers—they’re easy t lse and hard t review later.​
Next, fcus n key infrmatin, nt every wrd. 36 Teachers ften emphasize imprtant pints with phrases like “Remember this” r “This is crucial.” Write dwn main ideas, key terms, and examples, but skip unnecessary descriptins r repeated explanatins.​
Then, use a clear nte-taking structure. 37 Fr example, the “Crnell Methd” divides yur ntebk page int three parts: a sectin fr questins, ne fr ntes, and a small area at the bttm fr a summary. This structure makes it easier t review and cnnect ideas later.​
38 If yu miss a pint, leave a blank space and keep listening—dn’t stp t fill it in during the lecture. After class, ask a classmate r yur teacher t help yu fill in the gaps. Als, review yur ntes within 24 hurs: this helps reinfrce what yu’ve learned befre yu frget it.​
Finally, persnalize yur ntes. 39 Use symbls (like “!” fr imprtant pints) r highlight key terms in different clrs. Yu can als add yur wn cmments r questins in the margins—this makes the ntes mre meaningful t yu and helps with active learning.​
A. Fix gaps and review prmptly after class.​
B. Nt all nte-taking tls are equally effective.​
C. Different structures wrk fr different subjects.​
D. Persnal tuches help yu engage with the material.​
E. Having the right tls can save yu time and reduce stress.​
F. Write dwn nly what the teacher emphasizes as imprtant.​
G. Reviewing ntes regularly is mre imprtant than taking them.​
【答案】35. E 36. F 37. C 38. A 39. D​
【解析】本文是一篇实用指南类说明文，指出了几条课堂记笔记的方法。完全契合北京高考七选五 “聚焦学生生活、提供具体方法” 的选材特征。文章以 “步骤式” 结构为核心，通过 “First→Next→Then→Finally” 等逻辑连接词串联内容，清晰呈现 “高效记笔记” 的操作流程，属于高考中高频考查的 “方法指导型” 文本，侧重考查考生对 “建议—细节—逻辑” 的衔接理解。​
35. 根据前句 “cme prepared with the right tls”（准备合适的工具）与选项 E “Having the right tls can save yu time and reduce stress”（合适的工具能省时减压）均围绕 “工具” 核心主题，且 “the right tls” 构成原词复现，是北京高考七选五 “词汇衔接” 的典型考点。​干扰项B（并非所有工具都有效）：侧重 “工具差异”，与前句 “准备合适工具” 的积极导向矛盾，且未解释 “工具的作用”，无法承接后句的工具举例，排除。​故选E。
36. 根据前句 “fcus n key infrmatin, nt every wrd”（聚焦关键信息，而非逐字记录）与选项 F “Write dwn nly what the teacher emphasizes as imprtant”（仅记录老师强调的重点）形成语义精准呼应；后句 “Teachers ften emphasize imprtant pints with phrases like...”（老师常用 “Remember this”“This is crucial” 强调重点）进一步强化 “emphasize” 这一核心词，构成 “宏观原则→具体行动→细节解释” 的完整逻辑链。​干扰项G（定期复习比记笔记重要）：未提及 “关键信息” 或 “老师强调的内容”，与本段 “课上记录信息” 的主题脱节，排除。​故选F。
37. 根据前句 “use a clear nte-taking structure”（使用清晰的笔记结构）与选项 C “Different structures wrk fr different subjects”（不同结构适用于不同学科）均围绕 “结构” 主题，且后句举例 “康奈尔笔记法”（一种具体的笔记结构），是对选项 C “不同结构” 的举例支撑，符合北京高考 “总述→分述→举例” 的逻辑考点。​干扰项A（课后补全笔记并及时复习）：话题跳转至 “课后处理笔记”，与本段 “课上笔记结构” 主题无关，排除。​故选C。
38.空格为段首句，需概括本段核心内容，属于北京高考 “段落主旨衔接” 的高频考点。段落后文围绕 “课上遗漏内容留空白、课后补全、24 小时内复习” 展开，选项 A “Fix gaps and review prmptly after class”（补全空白并及时课后复习）直接点明本段 “课后优化笔记” 的核心动作，是段落主题的高度概括。​​故选A。
39.前句 “persnalize yur ntes”（个性化你的笔记）与选项 D “Persnal tuches help yu engage with the material”（个性化元素帮助你理解材料）中，“persnalize” 与 “Persnal tuches” 构成同义替换（词汇呼应），且 “yur ntes” 与 “the material”（笔记内容）形成逻辑关联，符合北京高考 “语义衔接” 的考点要求。​干扰项G（定期复习比记笔记重要）：与 “个性化笔记” 主题无关，排除；​干扰项F（仅记录老师强调的内容）：属于前文 “课上记录关键信息” 的话题，此处聚焦 “课后个性化优化”，话题不匹配，排除。​故选D。
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。
（新题材）When I began my Ph. D. in science fur years ag, I started feeling like a fish ut f water. Everyne arund me seemed t be driven by their burning lve f science. I felt ut f place, uninspired, and incmpetent. “Mary, dn’t wrry. It’s just self-dubt,” everyne tld me. Fr years, I believed them, thinking that with mre experience and cnfidence, things wuld change.
But as time went n, the feelings nly gt strnger. The idea f quitting made me feel relieved. But I knew I had t much fight in me t leave my prgram. S I decided t get my degree and then pursue smething else entirely.
Partly in search f this “smething else,” I began writing. At first, I mainly used it as a creative utlet. But eventually, it led me t explre science cmmunicatin. In writing abut newly published scientific papers, I felt curius, enlightened, and empwered. I began t entertain the idea that my prblem wasn’t self-dubt — maybe I truly was a fish ut f water, and all I needed t d was leave my life n land.
I decided t tell my academic teachers abut my new passin. Hwever, they culd nt understand why I wuld want t pursue anything ther than research. Truthfully, I did wrry abut what my life wuld lk like if I left the wrld f scientific research. I expressed my cncerns t a writing teacher. “Fllw yur heart, and the rest will fllw,” she tld me. I knew in my heart that I wanted t pursue science cmmunicatin after graduatin. And nce I chse t trust that feeling, I fund that I n lnger struggled t breathe. I still felt ut f place in academic research. But I nw knew where I belnged and hw t get there.
40. Hw did the authr feel when she began Ph. D. in science?
_____________________________________________________________
41. What did the authr use as a creative utlet?
_____________________________________________________________
42. Please decide which part is false in the fllwing statement, then underline it and explain why.
After learning abut the authr’s cncerns, the writing teacher encuraged her t quit scientific research immediately.
_____________________________________________________________
43. Use an example t shw hw yu wuld apply the inspiratin frm the stry in yur life. (In abut 40 wrds)
_____________________________________________________________
【答案】
40. She felt ut f place, uninspired, and incmpetent, just like a fish ut f water.
41. Writing.
42. After learning abut the authr’s cncerns, the writing teacher encuraged her t quit scientific research immediately.
Because after learning abut the authr’s cncerns, the writing teacher encuraged her t fllw her heart.
43. When I fund math hmewrk tedius but enjyed designing PPTs, I fllwed this passin. I nw help classmates make academic presentatin slides, turning my interest int a useful skill that fits me well.
【解析】这是一篇记叙文。主要讲述了作者攻读理科博士初期格格不入、缺乏动力，虽曾误以为是自我怀疑，但在写作中发现对科学传播的热情，经写作老师鼓励，决心毕业后转行，找到归属感。
40. 考查细节理解。根据第一段中“When I began my Ph. D. in science fur years ag, I started feeling like a fish ut f water. Everyne arund me seemed t be driven by their burning lve f science. I felt ut f place, uninspired, and incmpetent.(四年前，当我开始攻读科学博士学位时，我开始感觉像一条离开水的鱼。我周围的每个人似乎都被他们对科学的强烈热爱所驱使。我感到格格不入，缺乏灵感，无能为力。)”可知，当作者开始攻读科学博士学位时她觉得自己像一条离开水的鱼，格格不入，没有灵感，无能为力。故答案为She felt ut f place, uninspired, and incmpetent, justlike a fish ut f water.
41. 考查细节理解。根据第三段中“Partly in search f this “smething else,” I began writing. At first, I mainly used it as a creative utlet.(部分是为了寻找这种“别的东西”，我开始写作。一开始，我主要把它作为一个创造性的发泄方式。)”可知，作者把写作作为一种创造性的发泄方式。故答案为Writing.
42.考查细节理解。根据最后一段中“I expressed my cncerns t a writing teacher. “Fllw yur heart, and the rest will fllw,” she tld me. I knew in my heart that I wanted t pursue science cmmunicatin after graduatin.(我向一位写作老师表达了我的担忧。“跟随自己的心，其他的就会跟着来，”她告诉我。在我的内心深处，我知道我想在毕业后从事科学传播。)”可知，题干这句话中“After learning abut the authr’s cncerns, the writing teacher encuraged her t quit scientific research immediately.”错误部分为“quit scientific research immediately”，因为写作老师只是鼓励作者跟随自己的内心，追求科学传播，不要马上放弃研究。故答案为After learning abut the authr’s cncerns, the writing teacher encuraged her t quit scientific research immediately. Because after learning abut the authr’s cncerns, the writing teacher encuraged her t fllw her heart.
43.考查主观评价。根据题干的意思“用一个例子来说明你将如何把从故事中得到的灵感应用到你的生活中。”可知，当我发现数学作业很乏味，但却喜欢设计ppt时，我就追随了这种激情。我现在帮助同学制作学术演讲幻灯片，把我的兴趣变成了一项非常适合我的有用技能。故答案为When I fund math hmewrk tedius but enjyed designing PPTs, I fllwed this passin. I nw help classmates make academic presentatin slides, turning my interest int a useful skill that fits me well.
第二节（20分）
假设你是红星中学高三学生李华。你所在的学校近期将举办 “绿色校园行动周Green Campus Actin Week”​ 活动，旨在提高同学们的环保意识并鼓励大家践行低碳生活。校学生会正在征集活动倡议书，并计划在校园网和宣传栏刊登。请你用英文给校学生会写一封倡议信，内容应包括：
1. 介绍你对“绿色校园”的理解；
2. 列举两项可以在校园推行的环保措施并说明理由；
注意：1. 词数100左右；
2. 开头和结尾已给出，不计入总词数。
Dear Students’ Unin,
I am Li Hua, a Senir 3 student frm Hngxing High Schl. I am writing t share my ideas fr the upcming “Green Campus Actin Week”.
——————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————————
Let’s take actin nw and make ur campus greener and mre beautiful.
Yurs sincerely,
Li Hua
【答案】
Dear Students’ Unin,​
I am Li Hua, a Senir 3 student frm Hngxing High Schl. I am writing t share my ideas fr the upcming “Green Campus Actin Week”.​
First, we culd hld a “Waste Classificatin Challenge”, where labeled bins are set up in each classrm and small rewards (like ec-friendly pens) are ffered t classes with the mst crrect srting. This nt nly helps students frm gd waste-srting habits but als makes waste recycling mre effective, which can reduce envirnmental pressure n ur campus.​
Additinally, rganizing a “Campus Green Crner” activity by inviting students t bring ptted plants and assigning classes t take care f them wuld be beneficial. Such an activity can nt nly add mre greenery t ur campus but als fster a sense f respnsibility tward nature amng students.​
Let’s take actin nw and make ur campus greener and mre beautiful.​
Yurs sincerely,​
Li Hua​
【解析】本篇书面表达属于应用文。要求考生以红星中学高三学生李华的身份，给学生会写一封信，分享对即将到来的 “绿色校园行动周” 的创意建议，需包含具体建议及理由，贴合校园环保主题与学生身份。​
【详解】
1. 词汇积累​
活动：activity→campaign（更侧重 “有组织的专项活动”，贴合 “行动周” 的属性）​
举办：hld→launch（更具 “启动、发起” 的正式感，适用于活动倡议）​
促进：help→facilitate（书面语中更精准，体现 “推动习惯养成” 的主动作用）​
责任：sense f respnsibility→awareness f bligatin（同义替换，丰富词汇选择）​
2. 句式拓展​
简单句变复合句​
原句：First, we culd hld a “Waste Classificatin Challenge”. Set up labeled bins in each classrm and ffer small rewards t classes with the mst crrect srting.​
拓展句：First, we culd hld a “Waste Classificatin Challenge” where labeled bins are set up in each classrm and small rewards are ffered t classes that srt waste mst crrectly.（用 where 引导定语从句整合两句，补充 that 引导的定语从句限定 “班级”，使句式更连贯、逻辑更紧密）​
【点睛】​
【高分句型 1】First, we culd hld a “Waste Classificatin Challenge”, where labeled bins are set up in each classrm and small rewards (like ec-friendly pens) are ffered t classes with the mst crrect srting.（运用了 where 引导的非限定性定语从句，清晰说明 “垃圾分类挑战” 的具体执行方式，避免句子碎片化，符合高考 “句型多样” 的要求）​
【高分句型 2】This nt nly helps students frm gd waste-srting habits but als makes waste recycling mre effective, which can reduce envirnmental pressure n ur campus.（运用了 “nt als...” 并列结构与 which 引导的非限定性定语从句，既强调建议的双重作用，又补充 “减少校园环境压力” 的深层意义，体现逻辑递进，符合高考 “语言有深度” 的评分标准）
（请务必将作文写在答题卡指定区域内）