高考英语一模突破卷01（北京卷）（考试版A3）

这是一份高考英语一模突破卷01（北京卷）（考试版A3），共7页。
（考试时间：90分钟 试卷满分：100分）
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）Yesterday, my brther, Max, and I were playing arund, hitting each ther with pillws, when ne slipped and ___1___ the glass dme; shattering it int pieces!
Hearing the crash and the sund f glass hitting the flr, my mm came flying int the rm t find ut what had happened. I was sure she was ging t start yelling at us. ____2____, she just knelt by the pieces and began t cry.
This made Max and me feel pretty ____3____. We went ver and put ur arms arund her and she explained there was a white prcelain rse under the glass dme. Dad had____4____the rse t her n their first wedding anniversary. The prcelain rse was like their lve — it wuld last a lifetime. Nw it was brken, ne petal gne.
As mm began t pick up the mess, we tried everything we culd t cheer her up, but even ur best funny faces didn’t ____5____. The tears kept cming dwn her cheeks.
After everything was ___6___ and mm was n her way t the bath I stpped her in the hall. I put bth hands n her shulders and tld her, “All things can be brken, mm. But lve is the nly thing that can never be brken.” Mm ___7___ me very tightly then and finally smiled.
After dinner that night, we had a family meeting. We discussed ____8____, and the imprtance f learning frm them. Mm ___9___ the petal back nt the rse. The tiny petal nw had a thin, almst invisible line f glue. Then Mm sftly said, “This tiny flaw f the rse reminds me f smething mre imprtant: the realizatin that nly _____10_____ lasts frever.”
1. A. kickedB. brkeC. raisedD. held
2. A. TherefreB. MreverC. MeanwhileD. Instead
3. A. awfulB. relaxedC. annyedD. excited
4. A. shwnB. presentedC. lentD. sld
5. A. reactB. matterC. wrkD. appear
6. A. cleaned upB. used upC. washed upD. cut up
7. A. fllwedB. pulledC. draggedD. hugged
8. A. slutinsB. ideasC. questinsD. mistakes
9 A. sewedB. gluedC. putD. tied
10. A. friendshipB. gratitudeC. lveD. frgiveness
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）One day last summer, I 11.______ (take) a walk in the park near my hme when I nticed an ld man sitting alne n a bench. He seemed lst in thught, his eyes fixed n the flwers 12.______ (blm) alng the path. I stpped and greeted him, hping t ffer sme cmfrt. We talked fr a while, and he tld me stries f his yuth, 13.______ tuched me deeply.
B
（原创题）The Internet has becme an essential part f ur daily life, cnnecting peple acrss the glbe in ways never imagined befre. It prvides us with instant access 14.______ infrmatin and allws us t share ideas freely. Hwever, we must be aware that nt all cntent nline is reliable; sme may be misleading r even harmful. T use it wisely, ne shuld learn t judge surces with care and develp the ability t think 15.______ (critical). Mrever, the Internet ffers pprtunities fr learning new skills, helping users gain the knwledge that can enrich their 16.______(life). In this sense, it serves as a pwerful tl fr 17.______ (grw) and discvery, which is cnstantly updated by millins f peple arund the wrld, making it a living surce f fresh ideas.
C
（原创题）Sme peple argue that technlgy islates us frm real human interactin, but I firmly believe it brings us clser tgether. The ability t cmmunicate instantly enables families 18.______ (separate) by distance t stay in tuch. Besides, technlgy 19._______(inspire) creativity, encuraging yung minds t explre and create things they might nt have imagined therwise. It is ur respnsibility t guide its use s that it benefits sciety as a whle, rather than letting it cntrl us. In fact, the future depends n hw wisely we apply it 20.______ (build) a mre inclusive wrld.
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）Dear Teachers and Parents,
This June, during Financial Literacy Mnth, we have sme t share.
In 2015, a free nline financial educatin curse named FutureSmart was intrduced t middle schl students, specifically targeting this grup at a time in their lives when financial habits take hld and grw.
Fast frward t tday, FutureSmart, available in English and Spanish, has reached ver 13,000 schls acrss all 50 states. Mre than tw millin students have cmpleted the curse, with almst half cming frm lw-t-mderate incme families.
But we aren’t stpping there. We prmise t reach fur millin mre students by the end f 2025.
Why? Because this mment calls fr brave actin. Never befre have mney management and investment decisins been s easy t cnduct at any time r place thrugh the use f a smartphne. It is time t ffer students mre critical financial literacy educatin t encurage them t make gd financial decisins n a daily basis as they make their way thrugh a cmplex wrld.
Frm weighing pprtunity csts t delaying instant satisfactin fr lng-term financial gain, FutureSmart educates ur yuth using hands-n simulatins (模拟) t intrduce cncepts like daily financial decisins and the rewards f lng-term planning. Teaching yung learners hw t build slid financial fundatins is an imprtant step in building financially healthy cmmunities.
Althugh ur wrk is far frm cmplete, we knw that FutureSmart wrks. And it wrks exceptinally well.
In the largest study f its kind, supprted by the MassMutual Fundatin and EVERFI, the University f Massachusetts Dnahue Institute (UMDI) recently cncluded that 90% f students saw a statistically significant and educatinally meaningful increase in knwledge after taking the FutureSmart curse.
What’s mre, these results were cnsistent acrss all student demgraphics including race, age, gender, schl year, and sciecnmic status.
We have a lng way t g t reach every single middle schl student, but we welcme the challenge. Tgether, ur teams have started a mvement t prvide equal access t financial educatin, and we invite thers t jin us.
Visit getfuturesmart. cm t learn mre and see hw yu can bring FutureSmart t the yung peple in yur life.
MICHAEL FANNING RAY MARTINEZ
Head f MassMutual US President and C-Funder f EVERFI
21. The curse FutureSmart .
A. is ffered in tw different languagesB. requires skillful smartphne peratin
C. has been bught by a large number f schlsD. targets students frm lw-t-mderate incme families
22. Hw des FutureSmart intrduce financial cncepts?
A. By establishing financially healthy cmmunities.B. By managing pprtunities and rewards.
C. By simulating real-life situatins.D. By delaying financial gain.
23. After taking the curse, the students shuld be able t .
A imprve their academic perfrmanceB. accept financial challenges at any time
C. understand peple frm varius backgrundsD. build a stable financial fundatin fr the future
B
“N,” Mama Lil said it plain and simple. “I ain’t never heard f n girls t be ding that. Bebe, yu need t be getting yurself a real summer jb, smething civilized.”
I’d been living with Mama Lil since I was six, when my wn mama and daddy were killed in an apartment building fire. Lillian Jhns was my mm’s mther. Everybdy n ur street called her Mama Lil and that was what I called her t. I had been butting heads with her ever since I culd remember. And the lder I gt, the mre at dds we were and the mre cnflicts we experienced.
Fr weeks I’d been asking Mama Lil t let me jin the yuth renvatin (修缮) team. It was a grup f kids wh had been chsen by city fficials t wrk with engineers t help repair the Brklyn Bridge. The prject wuld last the summer and pay gd mney. It wuld help me get t cllege, where I wanted t study engineering.
But fr Mama Lil, the thing that made her the mst stubbrn this time, was exactly my dream f becming an engineer. In sme respects, Mama Lil was right. It was true that there weren’t many black wmen engineers. But I wanted t build bridges mre than anything.
“Let me g, Mama Lil,” I begged sftly.
Mama Lil sat as still as a statue. “Mama Lil,” I said carefully, “if yu dn’t sign the bridge prject permissin frm, I will sign it myself. Nbdy will knw the difference.”
The next mrning, Mama Lil’s eyes lked red-tired. “I’m ging t the bridge,” I said firmly. “I knw, Bebe,” she said. Frm her husedress pcket, she tk ut a pen and signed the frm. “Bebe, that bridge is lucky t have yu,” she said.
I hugged Mama Lil gd and hard, smiling big, right at her.
…
Ahead, in the distance, std the Brklyn Bridge. This was the best spt t see the bridge. I’d cme t this crner and studied the bridge a millin times. And n every ne f thse times, I was taken with what I’d cme t call Brklyn Belle.
At night, Belle was dressed in tiny light. On a cludless night like this ne, she was a sight like n ther in the whle city. Jeweled in light. Beautiful.
I had drawn Belle in the high-nn light, at sunset, n snwy days, and n fggy twilight mrnings... I was prud f my drawings, but with each page they shwed a sad truth abut Belle: She needed repair. That bridge renvatin prject needed me; and I needed it, in mre ways than I culd cunt.
24. Mama Lil refused t sign the permissin frm mainly because ______.
A. she had becme stubbrn in her ld ageB. she wuldn’t allw Bebe t have a summer jb
C. she thught the bridge prject was t dangerusD. she didn’t supprt Bebe’s desire t be an engineer
25. What can we learn frm the stry?
A. Bebe lst her parents in the bridge prject.
B. Bebe liked t draw the bridge n winter mrnings.
C. Bebe and Mama Lil ften gt int arguments with each ther.
D. Bebe called her grandma Mama Lil because she was her mm’s mther.
26. By mentining the name “Brklyn Belle”, the authr intends t help readers ______.
A. recall the histry f the bridgeB. appreciate the bridge’s beauty
C. ignre the damage t the bridgeD. imagine the bridge’s future lk
27. Which f the fllwing culd be the theme f this stry?
A. Dreams knw n clr r gender.B. Elders always make the best decisins.
C. Cnflict usually reslves itself in the end.D. Pride wins ut but makes things mre difficult.
C
（新话题）Will there ever be anther Einstein? This is the undercurrent f cnversatin at Einstein memrial meetings thrughut the year. A new Einstein will emerge, scientists say. But it may take a lng time. After all, mre than 200 years separated Einstein frm his nearest rival, Isaac Newtn.
Many physicists say the next Einstein hasn’t been brn yet, r is a baby nw. That’s because the quest fr a unified thery that wuld accunt fr all the frces f nature has pushed current mathematics t its limits. New math must be created befre the prblem can be slved.
But researchers say there are many ther factrs wrking against anther Einstein emerging anytime sn.
Fr ne thing, physics is a much different field tday. In Einstein’s day, there were nly a few thusand physicists wrldwide, and the thereticians wh culd intellectually rival Einstein prbably wuld fit int a streetcar with seats t spare.
Educatin is different, t. One crucial aspect f Einstein’s training that is verlked is the years f philsphy he read as a teenager — Kant, Schpenhauer and Spinza, amng thers. It taught him hw t think independently and abstractly abut space and time, and it wasn’t lng befre he became a philspher himself.
“The independence created by philsphical insight is — in my pinin — the mark f distinctin between a mere artisan (工匠) r specialist and a real seeker after truth,” Einstein wrte in 1944.
And he was an accmplished musician. The interplay between music and math is well knwn. Einstein wuld furiusly play his vilin as a way t think thrugh a kntty physics prblem.
Tday, universities have prduced millins f physicist s. There aren’t many jbs in science fr them, s they g t Wall Street and Silicn Valley t apply their analytical skills t mre practical — and rewarding — effrts.
“Maybe there is an Einstein ut there tday,” said Clumbia University physicist Brian Greene “but it wuld be a lt harder fr him t be heard.”
Especially cnsidering what Einstein was prpsing.
“The actual fabric f space and time curving? My Gd, what an idea!” Greene said at a recent gathering at the Aspen Institute. “It takes a certain type f persn wh will bang his head against the wall because yu believe yu’ll find the slutin.”
Perhaps the best examples are the five scientific papers Einstein wrte in his “miracle year” f1905. These “thught experiments” were pages f calculatins signed and submitted t the prestigius jurnal Annalen der Physik by a virtual unknwn. There were n ftntes r citatins.
What might happen t such a submissin tday?
“We all get papers like thse in the mail,” Greene said. “We put them in the junk file.”
28. What d scientists seem t agree upn, judging frm the first tw paragraphs?
A. Einstein pushed mathematics almst t its limits.
B. It will be sme time befre a new Einstein emerges.
C. It will take anther Einstein t build a unified thery.
D. N physicist is likely t surpass Einstein in the next 200 years.
29. What was critical t Einstein’s success?
A. His slid fundatin in math thery.B. His independent and abstract thinking.
C. His talent as an accmplished musician.D. His untiring effrt t fulfill his ptential.
30. What des the authr tell us abut physicist s tday?
A. They tend t neglect training in analytical skills.
B. They are very gd at slving practical prblems.
C. They ften g int fields yielding greater financial benefits.
D. They attach great imprtance t publishing academic papers.
D
（新热点）In the 20th century, the definitin f prgress seemed clear. It was grwth, measured in terms f natinal incme, r grss dmestic prduct (GDP). And that grwth was t be endless, an ever-rising curve. N matter hw rich a natin already was, its pliticians and ecnmists wuld cnsistently claim that the slutins t its prblems — frm pverty t pllutin — depended n yet mre grwth. But unfrtunately, this prmise has nt been delivered n.
First, it’s useful t recgnize that grwth, after all, is a wnderful, healthy phase f life, which is why peple the wrld ver lve t see children, gardens and trees grw. N wnder the western mind s readily accepted it as the shape f ecnmic prgress, t, and simultaneusly adpted the very 20th-century mantra that “mre is better”, bth persnally and natinally.
Yet if we lk t nature, it’s clear that nthing succeeds by grwing frever: anything that seeks t d s will, in the prcess, destry itself r the system n which it depends. Things that succeed grw until they are grwn up, at which pint they mature, enabling them t thrive, smetimes fr hundreds f years. As the bimimicry (仿生学) pineer Janine Benyus reminds us, a tree keeps grwing nly up t the pint that it is still capable f sending nutrients t the leaves at the utermst tips f its branches, at which pint it stps. Its pursuit f grwth is bunded by a greater gal f distributing and circulating the resurces that nurture and sustain the health f its whle being.
Althugh we can easily appreciate the limits f grwth in the living wrld, when it cmes t ur ecnmies, we have a harder time. Thanks t the availability f cheap fssil fuel-based energy in the 20th century, rapid ecnmic grwth came t be seen as nrmal and natural, indeed as essential. Its cntinuatin ver many decades led t the creatin f institutinal designs and plicies that are dependent n grwth withut end. In ther wrds, we have inherited ecnmies that need t grw, whether r nt they make us thrive.
This requirement has becme s lcked int ecnmic theries, plitical narratives and public expectatins that, ver recent decades, we’ve witnessed desperate and ften destructive measures designed t rebt grwth when it becmes elusive.
Instead f excessively pursuing grwth, it is time t pursue well-being fr all peple as part f a thriving wrld, with plicymaking that is designed in the service f this gal. This results in a very different cnceptin f prgress: in the place f endless grwth we seek a dynamic balance, ne that aims t meet the essential needs f every persn while prtecting the life-supprting systems f ur planetary hme.
Tackling inequality needs t be at the heart f a new ec-scial cntract. Nt nly des this bring benefits in terms f imprving life satisfactin; it helps us reduce the size f ur natinal eclgical ftprints, via the well-dcumented links between greater fairness and mre mderate cnsumptin. It can als help t blck the cncentratin f wealth and ecnmic pwer in the hands f a few, therefre aviding a system that advantages the already wealthy.
When we turn away frm grwth as the gal, we can fcus directly n asking what it wuld take t deliver scial and eclgical well-being, thrugh an ecnmy that is regenerative and distributive by design. There are many pssibilities — such as driving a lw-carbn, zer-waste industrial transfrmatin, with a green jbs guarantee, alngside persnal carbn allwances and prgressive wealth taxes. Plicies like these were, nly a decade ag, cnsidered t radical t be realistic. Tday they lk nthing less than essential.
31. The authr cites Janine Benyus t illustrate that .
A. grwth shuld be limited t prtect the resurces B. unlimited grwth is nt necessarily sustainable
C. the view that “mre is better” als applies t natureD. nature prvides a perfect mdel fr ecnmic grwth
32. What des the underlined wrd “elusive” in Paragraph 5 prbably mean?
A. Hard t tell.B. Tricky t tackle.C. Difficult t understand.D. Tugh t achieve.
33. It can be inferred frm the passage that .
A. peple tend t use resurces mre reasnably with imprved equality
B. wealth and pwer shuld be distributed t the advantage f rich peple
C. the requirement fr grwth is easily adaptable t changing ecnmic cnditins
D. a balance between scial and eclgical well-being can be reached within endless grwth
34. Which f the fllwing best describes the rganizatin f this article?
A. Identifying a pressing prblem, ffering varius slutins, and evaluating their effectiveness.
B. Explaining a natural prcess, relating it t human activities, and suggesting a change in view.
C. Presenting a traditinal view, discussing its appeal and limitatins, and prpsing a new apprach.
D. Intrducing a well-knwn thery, cmparing it with anther thery, and suggesting imprvements.
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。
（新语境）Walking is becming a ht research tpic amng health scientists. It’s arguably the mst accessible frm f exercise available t us and munting research shws it’s gd fr health. Walking three times a week nearly halves the recurrence f back pain accrding t research published in 2024, while anther study frm that year fund that hitting 10,000 steps a day lwers yur risk f heart disease.
____35____ In terms f burning calries and weight lss mre generally, the research unsurprisingly shws that walking is less effective than mre intense frms f exercise, like running r weightlifting. The amunt f calries yu can burn depends n a number f factrs, but the average persn gets thrugh a mdest 250 calries walking fr an hur at a mderate, unstrained pace.
If walking is the nly thing yu’re ding, it’s unlikely t mve the needle very far n the weighing scales. ____36____ A 2017 study in the Jurnal f Nutritin fund bese and verweight peple wh walked 2.5 hurs a week, alng with fllwing a diet, lst mre weight and fat mass than peple wh just fllwed the diet.
There are ways t step up yur walking, f curse. ____37____ The jurnal Obesity reprts that ut f peple n a lng-term weight-lss prgramme, the nes wh lst mre than 10 percent f their starting weight were clcking 10,000 steps a day at the 6-, 12-and 18-mnth intervals. Yu have t keep it up, in ther wrds.
Next, pick up the pace. ____38____ Exercise scientists class slw walking as light exercise, but increase yur effrts and it becmes mderate exercise, which is better fr yur heart, lungs and-muscles. Experts usually suggest that a pace f 5 km/h is mderate.
Anything else yu can d t make the walk harder will als increase the number f calries yu burn. Swinging r pumping yur arms is a gd example. ____39____ Walking up hills r n an incline (斜坡) can als dramatically increase the number f calries yu burn because it ramps up yur heart rate and the muscle activatin in yur legs. One study suggests that an incline f five percent increases the metablic cst f walking by 17 percent, while a 10-percent incline increases it by 32 percent.
A. S is walking n uneven land r int a headwind.
B. Yu can als walk ff excess bdy weight — t an extent.
C. Adding shrt jgging bursts during walks may bst calrie burning.
D. The mst bvius is distance — walk further and yu’ll burn mre calries.
E. Apparently, there’s a big difference between a gentle strll and a purpseful walk.
F. Wearing a smartwatch t track incline intensity culd ptimize walking efficiency.
G. Research shws that it can imprve the effects f a calrie-restricted diet, hwever.
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）We all lve t criticize, but unfrtunately, we als hate being criticized. We freely pst and cmment n thers, but feel annyed at the way thers assess us, bth nline and in persn. The wrld seems unlikely t change anytime sn. Frtunately, thugh, each f us can change hw we give and take criticism, which will make us less likely t harm thers, mre resistant t being angry, and better able t benefit frm feedback — even when it is negative.
Criticism is defined as judgment f the merits (优点) and faults f smething r smene in written r spken frm. Technically, criticism can include praise, but that isn’t what cncerns us here. What annys us is criticism f the negative variety, even when well-intentined — s-called cnstructive criticism, which means t prvide guidance s we can imprve. Wrst f all is destructive criticism, which aims t cause hurt r damage.
The culture f criticism isn’t ging away. The nly way t flurish (繁荣) in it, and despite it, is t adpt new habits f getting and giving critical feedback. One rule is t assume that criticism, even when it seems persnal, is nt actually abut yu persnally. When we receive criticism, we make it persnal in tw ways. First, we may naturally analyze the critic rather than the criticism. Secnd, we tend t cnsider the criticism a judgment n ur natural abilities, rather than n ur perfrmance. Interestingly, even amng yung children, research shws that viewing criticism as a judgment n ne’s abilities can lead t lwer self-wrth, lwer psitive md, and less persistence at tasks.
If taking criticism is particularly hard fr yu, yu are nt alne. Hwever, taking criticism badly is mre embarrassing, ultimately, than the criticism itself. If we d the wrk t learn t accept negative feedback, we will be much better ff.
40. What will be the results f changing the way we give and take criticism?
____________________________________________________________________________________
41. What is the difference between cnstructive and destructive criticism?
____________________________________________________________________________________
42. Please decide which part is false in the fllwing statement, then underline it and explain why.
Children wh receive criticism have lwer self-wrth because they take criticism as a judgment n their perfrmance.
____________________________________________________________________________________
43. What benefit(s) wuld yu gain frm learning t accept negative feedback? (In abut 40 wrds)
____________________________________________________________________________________
第二节（20分）
假设你是红星中学高三学生李华。你的英国好友Jim对你校即将开展的“青春创意，温暖邻里”的社区公益活动很感兴趣，发来邮件向你询问。请你用英文给他回复邮件，内容包括：
1. 活动内容；
2. 活动意义。
注意：
1. 词数100左右；
2. 开头和结尾已给出，不计入总词数。
社区公益活动：cmmunity vlunteer activity
青春创意，温暖邻里： Yuth Creativity, Warm Neighbrhds
Dear Jim,
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yurs,
Li Hua
（请务必将作文写在答题卡指定区域内）