高考英语模拟题（北京卷03）（考试版）

这是一份高考英语模拟题（北京卷03）（考试版），共13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。
（原创题）I’d just sat dwn at my desk, getting ready t review my lessns. I was rganizing my ntebks when there was a sudden __1__. “This Friday afternn, we’ll hld a class talent shw — anyne can sign up t perfrm!” My best friend tapped my shulder and asked eagerly, “Will yu jin, Lily?” “Of curse,” I said. I had n __2__ in perfrming, but I wanted t jin her and give it a sht.
By Friday afternn, there was a lively __3__ arund the classrm stage. Everyne was chatting and practicing their acts. I hadn’t thught I’d actually be there, standing beside the stage. But as I waited fr my turn, I __4__ felt my hands shaking. What if I messed up in frnt f the whle class?
When my name was called, I walked nt the stage. The teacher asked me t sing a sng I liked and shw a little dance mve. They then __5__ my vice and rhythm, ndding with a smile. I felt like I had a __6__, s I said I wanted t perfrm a full sng. They encuraged me t g fr it, but I started t panic — what if I frgt the lyrics?
After all the perfrmances ended, the teacher annunced the mst ppular act. My friend ran ver t me, cheering, “Lily, yu wn first place!” I stared at the teacher in surprise, and tears started t __7__ in my eyes. I was s excited that I culd hardly speak.
That day, perfrming in frnt f my classmates was scary but amazing. When they started __8__ ludly, I felt a surge f cnfidence I’d never had befre. That feeling stayed with me lng after the shw, and it made me feel __9__. I realized that trying smething I’d never dne befre culd be wnderful — even if it means stepping ut f my cmfrt zne and facing my fears, and this experience als helped me build greater __10__.
1．A．nise B．annuncement C．argument D．cnversatin
2．A．experience B．interest C．cnfidence D．difficulty
3．A．crwd B．game C．perfrmance D．meeting
4．A．slwly B．suddenly C．hardly D．regularly
5．A．imprved B．tested C．recrded D． praised
6．A．rule B．dream C．task D． chance
7．A．dry up B．well up C．turn up D．wake up
8．A．whispering B．laughing C．clapping D．shuting
9．A．braver B．calmer C．happier D．smarter
10．A. trubleB. pressure C. cnfidence D. patience
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
One day when a grup f bees ____11____ (land) n a primary schl, nt surprisingly, there was panic amng the teachers. Thugh, mst f the children watched excitedly as a bee catcher runded up the uninvited visitrs. This unexpected event led t the schl integrating beekeeping int the curse, ____12____ has resulted in ntable benefits. The children study the dance f the bees t decide ____13____ hney surce is. They use hney in cking lessns. They have even pened a schl shp that ____14____ (feature) hney. Mst f all, the children have becme mre respnsible t thers.
B
（新题材）Spacesuits are imprtant if yu leave Earth’s prtective atmsphere. Spacesuits shuld allw excellent ____15____ (free) f mvement fr the wearers, wh may ften g n spacewalks utside their ship t perfrm delicate equipment repairs all by ____16____ (they). It als helps that the spacesuit is quick t put n in case f an emergency. And it shuld prvide a full life-supprt system t maintain internal air and temperature as well as attend t the needs f fd, water and ther bdily functins. Over the years, varius spacesuits ____17____ (design) t meet these criteria.
C
____18____ (lead) a satisfying life, it’s nt necessary fr me t pursue grand experiences; instead, the small, everyday jys hld the mst value. Whether it’s enjying a cup f tea r sharing a laugh with friends, these mments cntribute t my sense f well-being. Thrugh ____19____ (appreciate) these small pleasures I feel mre cnnected t the wrld and enhance my sense f happiness. These simple pleasures can be fund in ur daily rutines, frm the sights and sunds f nature t the warmth f human cnnectin. If we integrate these small jys int ur life, we will develp greater enthusiasm ____20____ the present.
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
（新语境）
Vlunteer with Us
Yu Can Make Our Great Places Better.
Jin Vlunteers-In-Parks (VIP) t supprt the Natinal Park Service in preserving and prtecting natinal parks, with flexible vlunteer arrangements — yu can take part fr a day r year-rund, individually r with friends and family, and chse spts clse t hme r dream destinatins, as pprtunities are ffered natinwide.
What Can Vlunteers D?
The pssibilities are as diverse as the natinal parks themselves Here are sme example vlunteer activities:
◆Lead r supprt educatin and public-facing prgrams
◆Maintain r rebuild trails r histric buildings
◆Cnduct research r mnitr wildlife t preserve ur natural resurces
◆Help families make memries happen as a campgrund hst
◆Supprt libraries, archives, and museums in parks t preserve ur cultural resurces
◆Educate train travelers n the natural and cultural heritage f a regin thrugh the Trails & Rails prgram
Find a Vlunteer Opprtunity
◆Visit Vlunteer.gv t search pprtunities by lcatin, specific site r activity, r just brwse freely.
◆Check the vlunteer webpage f a specific park (find by state, click Get Invlved then Vlunteer), thugh nt all parks have such pages.
◆Explre special prgrams like citizen science t find activities matching yur interests.
◆Jin single r multi-day vlunteer events t try vlunteering easily.
Becme a Vlunteer
Apply fr an pprtunity via Vlunteer.gv, with ffline Vlunteer Service Applicatin (OF301) in Mandarin and Spanish available if needed; a supervisr will then cnfirm yur psitin and discuss duties, duratin and schedule with yu. Next, cmplete and sign pre-start paperwrk with yur supervisr and get yur duty descriptin. After finishing nbarding (including training and receiving necessary items), reprt yur vlunteer hurs and accmplishments t yur supervisr regularly.
Devte yur spare time and make a big difference t natinal parks thrugh VIP!
21. Which activity prtects cultural resurces?
A. Assisting libraries and archives in parks.B. Building trails r histric buildings.
C. Mnitring wildlife fr natural resurces.D. Teaching travelers reginal cultural heritage.
22. What can we learn abut vlunteer prcedures?
A. Applicatin frms are nly in ne language.
B. Duties and time are discussed with supervisrs.
C. Pre-start paperwrk and randm reprts are required.
D. Onbarding includes training and prfessinal skill tests.
23. What is the purpse f the passage?
A. T intrduce main park vlunteer tasks.B. T ffer detailed vlunteer applicatin steps.
C. T advcate participatin in park vlunteering.D. T stress the imprtance f park resurce prtectin.
B
Fr as lng as I can remember, I have been ding gymnastics. I started gymnastics at a very yung age. I was nly three years ld when my mther first put me in a mmmy-and-me class. My mm never expected me t lve it as much as I did, r even cntinue it fr twelve years and becme cmpetitive in it. We went t cmpetitins all ver the state f Flrida. Occasinally we wuld cmpete ut f state.
My favrite event in gymnastics was the balance beam. I lved the challenge f flipping n a fur-inch piece f wd. I was always referred t as “beam queen” because I had a natural talent fr it. Ding skills n the balance beam always came easy t me, and my lve fr this event shwed when I scred well in cmpetitins.
Althugh I am n lnger able t d gymnastics because f a defect that was fund in my spine, I still lve it as much as I wuld if I were still ding it. It was really tugh trying t accept the fact that my life f gymnastics, after eleven years, was ver. But after all the sad mments, I picked up a new hbby — vlleyball. It helped me pass the time. Yet wrds cannt explain hw much I lve gymnastics r hw I wuld give anything fr my back t be healed and t g back t the gym. The gd news is that I haven’t lst all f my skills. Whenever I visit the gym, I still like t flip arund and see what I can d. I dn’t knw why I lved the sprt s much. I just did. I mean it culd have been fr many reasns.
Sme challenges came with the sprt thugh. Fr instance, I had a tugh schedule t keep. I trained fr fur hurs a day, five days a week, three hundred and sixty-five days a year, and when yu threw schl and hmewrk in there, it gt pretty cmplicated. I was cnstantly tired frm ging t bed late because f the gym and having t wake up early fr schl. I barely even gt t rest n the weekends because that’s when all the cmpetitins were. As I lk back n it nw, I really miss the late nights and the busy schedule.
Frm this sprt, I have learned s many things that will help me later in life. I will never frget the memries that were made. Gymnastics will always be a part f me.
24. What can we learn abut the authr’s childhd?
A. She develped an enthusiasm fr gymnastics.B. She cmpeted frequently utside Flrida.
C. She learned gymnastics frm her mm.D. She dreamed f participating in internatinal cmpetitins.
25. Knwing she culd n lnger d gymnastics the authr ______.
A. stayed away frm gyms and lst interest in sprts
B. started a new hbby but still missed ding gymnastics
C. felt relieved t be free frm the tiring training schedule
D. frgt gymnastics quickly and devted herself t vlleyball
26.What was ne f the challenges the writer faced when ding gymnastics?
A. She had n natural talent fr gymnastics at first.B. She culd nt get alng well with her teammates.
C. She was laughed at by thers during training.D. Her busy training schedule made her life tiring.
27. What can we cnclude frm this passage?
A. Everything cmes t thse wh wait.B. When ne dr clses, anther pens.
C. True passin leaves a lasting mark n ne’s life.D. Success in sprts demands hard wrk and determinatin.
C
（新热点）Fr half a century, psychlgist Keith Hlyak has studied analgy — the capacity t see relatinal similarities between superficially dissimilar things — as a crnerstne f human intelligence. His new bk, The Human Edge, takes a fresh lk at analgy as a defining feature f human thught.
At its cre, analgy enables us t apply prir knwledge t nvel situatins. Unlike simple perceptual similarity, analgy maps relatinal patterns acrss different dmains. The prverb abut tw dgs fighting ver a bne while a third runs away, fr instance, illuminates a business scenari where cmpeting crpratins weaken each ther, allwing a rival t take advantage. This capacity fr relatinal mapping underpins fluid intelligence — the ability t reasn abut new prblems — and strngly predicts perfrmance n intelligence tests.
Analgy als drives creativity. Hlyak’s classic research n the “radiatin prblem” illustrates this: participants struggled t destry a tumr (肿瘤) with rays withut harming healthy tissue. But thse first expsed t a stry abut a general attacking a castle frm multiple sides readily devised the cnvergent (会聚的) ray slutin. While we ften fail t retrieve useful analgies independently, expsure t structurally similar but superficially different situatins can spark breakthrugh thinking.
This cgnitive capacity develps early and naturally. Children begin reasning analgically arund age three and the capacity cntinues t develp until adulthd. Hlyak identifies this as a “Late System” — a uniquely human, evlutinarily recent ability fr general relatinal reasning. It builds upn and cperates with lder, specialized “Early Systems” we share with ther animals. While nnhuman species perfrm tasks that resemble analgical reasning, these successes remain dmain-specific. Humans alne can map relatins acrss any cntent, frm fairy tales t physics.
This special ability, hwever, grants neither wisdm nr mrality. Abstract thught has yielded bth medical cures and weapns f mass destructin. As Hlyak ntes, if Earth becmes uninhabitable, it wn’t be the chimpanzees’ fault.
The rise f AI presents a new frntier. Large language mdels (LLMs) nw slve analgy prblems at a cllege-student level, and their cmputatinal pwer culd eventually prduce superhuman intelligence. Yet they lack autnmy and, crucially, the ability t spntaneusly ntice a meaningful analgy. In art, this limitatin may prve difficult t vercme. AI, lacking emtin, cnsciusness, and individuality, prduces wrk many find sulless.
Human uniqueness stems frm the evlutin f cperative systems: a “Late System” that enables cmplex relatinal reasning and the “Early Systems” that reflect ur vast bilgical heritage. Their integratin is the very essence f the human edge.
28. What des the wrd “underpins” underlined in Paragraph 2 mst prbably mean?
A. Supprts.B. Evaluates.C. Replaces.D. Frames.
29. What can we learn frm the passage?
A. The “Late System” is develped in adulthd.B. The “tw dgs” prverb encurages cmpetitins.
C. The cnvergent ray slutin arse frm an analgy.D. LLMs can’t frm analgies due t lack f autnmy.
30. Which wuld be the best title fr the passage?
A. Develping Analgy: The Cre f Human Creativity
B. Decding Analgy: A Capacity Setting Humans Apart
C. Defining Analgy: The Frce Driving Human Evlutin
D. Defending Analgy: A Mechanism f Human Perceptin
D
（新题材）Fr a lng perid, many parents have assumed that additinal mathematics exercises and an increased number f after-schl classes represent the mst reliable rute t imprving a child’s prspects. Mre recently, hwever, a research team at the University f Melburne has directed attentin t a different type f educatinal experience: sustained participatin in schl-based arts prgrammes. Their ten-year lngitudinal study indicates that regular engagement in the arts is assciated with enhanced emtinal well-being, greater scial cnfidence and higher levels f engagement with academic wrk.
The researchers tracked nearly 8,500 students frm Grade 3 thrugh Grade 12. At tw-year intervals, the students reprted the frequency with which they jined schl bands, tk part in theatrical perfrmances, cntributed t designing stage sets r psters, r attended art clubs after schl. At the same time, teachers systematically dcumented bservable changes in classrm behaviur, including whether students cmpleted hmewrk n time, participated in grup discussins r displayed disruptive cnduct during lessns.
When the team cmpared students frm bradly similar family backgrunds, a cnsistent pattern emerged. Thse wh participated in arts activities at least nce a week were, n average, less anxius and mre ptimistic abut their future than peers wh rarely tk part. Students in the arts-participatin grup were als mre likely t remain in schl thrugh t graduatin and t reprt that “schl is a place where I belng.”
The researchers then sught t explre ptential mechanisms underlying these utcmes. Interviews with students pinted t several cntributry factrs. Rehearsing (排练) fr a cncert r a play, fr instance, required them t manage their time carefully, attend t the views f thers and tlerate feedback in the presence f their peers. Sme quieter students reprted discvering that they culd cmmunicate strng emtins thrugh a rle n stage r thrugh the use f clur and frm n a canvas (画布).
The study stps shrt f presenting arts educatin as a simple guarantee f success. Even s, the authrs cntend that when schls reduce prvisin in music r art in rder t create additinal time fr test preparatin, they may unintentinally remve ne f the few envirnments in which certain students feel recgnised and valued. On this basis, the researchers recmmend that schls maintain a basic level f arts prvisin, particularly in cmmunities experiencing ecnmic pressure.
31. What can be inferred abut schl arts activities?
A. It leads t higher marks in schl subjects.B. It gives students a strnger sense f belnging.
C. It takes the place f academic supprt after class.D. It is designed fr students frm well-ff families.
32. What can we learn frm this passage?
A. Arts educatin has limited value in exam-driven systems.
B. Test practice changes when schls increase arts activities.
C. Parents are the frce behind the reductin f arts prgrammes.
D. Cutting arts prvisin has side effects that are easy t verlk.
33. What des the authr mainly d in Paragraphs 3 and 4?
A. Present a research prject and its implicatins.
B. Cmpare different types f after-schl classes.
C. Highlight a viewpint with varius after-schl activities.
D. Challenge a cmmn belief thrugh interviews with students.
34. What is the passage mainly abut?
A. Hw schl arts educatin aids students’ develpment.
B. Hw exam pressure changes parents’ assumptins fr educatin.
C. Hw students gradually lse their mtivatin fr cmmunicatin.
D. Hw researchers recrd and assess students’ after-schl behaviurs.
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。
（新热点）Organic agriculture is ften thught f as green and gd fr nature. Cnventinal agriculture, in cntrast, is cast as big and bad. ____35____
A widespread shift t rganic wuld leave billins hungry, researchers predict. ____36____ Organic utput is typically 25 percent lwer than cnventinal farming utput. Switching all the wrld t rganic wuld mean turning 24 percent mre natural habitats int agricultural land t meet future demands, ding mre harm than gd t nature.
Researchers wh cnclude that rganic agriculture culd nt feed the glbe’s grwing ppulatin als recgnize that cnventinal agriculture can’t carry n as it is, either. ____37____ In experiments, they are testing integrated appraches that cmbine the green tuch f rganic farming with a small amunt f chemical fertilizer and strictly targeted chemical treatments applied when needed — an apprach knwn as lw-input agriculture.
Studies shw that lw-input integrated farming is successful fr bth utput and the envirnment. After an eight-year experiment, scientists reprted prmising results frm multi-year crp rtatin (轮作) systems. Crps were switched every tw t fur years and assessed fr utput. Output rse as the number f rtatins increased. ____38____ The ptential harm t freshwater ecsystems frm weed killer was 99.9 percent lwer in the lw-input crn plts than in the cnventinal crn plts.
____39____ Organic farming is imprtant n lcal scales, but the wrld wn’t ever be fed by just rganic. A mre realistic gal is t expand rganic farmland while putting the rest n a mre sustainable fting. Fr nw, research is advancing by deepening ur understanding f what ec-friendly farming really means.
A. This strategy als had envirnmental benefits.
B. S scientists are dubling dwn n the middle rad.
C. Organic fields are an experimental grund fr bsting prfits.
D. Nne f this means that peple shuld stp buying rganic prduce.
E. Therefre, sme crps grw better than thers under rganic cnditins.
F. Yet scientists are finding that rganic farming is nt as green as it seems.
G. Specifically, utput is the ne crucial feature where rganic farming falls shrt.
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。
（新热点）In tday’s fast-paced, achievement-riented sciety, prductivity is ften assciated with time management. We ften think that t be prductive, we need t master time-management techniques. But have yu ever nticed that when yu’re emtinally wrn ut, yu struggle t stay rganized r mtivated? Or when yu’re verwhelmed, tasks like answering emails r ding laundry pile up?
Unreslved emtins, such as fears f disappinting thers r missing ut n pprtunities, ften drive peple t ver-cmmit. Even with a well-rganized calendar, yu may find yurself squeezing in extra tasks, nly t feel verwhelmed and rushed, which can lead t anxiety r even depressin. The prblem is nt yur time-management skills, but emtinal verlad.
True prductivity isn’t abut ding mre in less time; it’s abut managing yur energy, emtins, and well-being ver the lng term. Research shws that emplyees wh practice emtinal regulatin experience 20-30% higher prductivity than thse wh rely nly n time management.
The gd news is that emtinal management isn’t abut grand gestures — it grws in small, intentinal shifts. Start by pausing befre agreeing t new cmmitments. When smene asks yu t take n an additinal task, dn’t immediately agree. Ask fr sme time t cnsider it and review yur ther bligatins. Besides, separate yur wrk utcmes frm yur self-wrth. By shifting frm a perfectinist mindset t a grwth-riented ne, yu will fcus n learning rather than nly n achieving perfect utcmes.
T get ut f a seemingly cruel cycle, it takes patience and sensibility within yurself. Change is hard, but every step, n matter hw small, is a step tward reclaiming yur well-being.
40．What ften make peple ver-cmmit?

41．What is true prductivity abut?

42．Please decide which part is false in the fllwing statement, then underline it and explain why.
By shifting frm a perfectinist mindset t a grwth-riented ne, yu will cncentrate n managing emtins rather than nly n achieving perfect utcmes.

43．Besides what is mentined in the passage, what else can yu d t better manage yur emtins? (In abut 40 wrds)

第二节（20分）
假设你是红星中学高三学生李华。你的外国好友Jim想策划一场中国传统文化体验活动，他发来邮件询问你的建议。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。
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
（请务必将作文写在答题卡指定区域内）