2025高考北京卷英语.docx

绝密★本科目考试启用前
2025年普通高等学校招生全国统一考试(北京卷)
英语
共100分。考试时长90分钟。
考生务必在答题卡指定区域作答, 在试卷上作答无效。
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。
At 15, I excelled academically yet felt overshadowed and unnoticed. The ____1____ to stand out consumed me, pushing me towards a regrettable decision.
One day, during a class in the IT lab with my classmates, our teacher mentioned missing computer parts. ____2____ looks exchanged, everyone wondered how it could happen in a(n) ____3____ lab. “It’s possible to open that lock with another key,” I said. Instantly, eyes turned to me with newfound interest and curiosity. It was a rush I had never experienced before. Enjoying all the eyes on me, I ____4____ how to open the lock.
Little did I realize that single moment would ruin everything.
The following day, called to the headmaster’s office, I found myself accused of stealing the missing parts. “I didn’t do it, sir,” I argued, but suspicion ____5____ his eyes. His repeated ____6____ intensified, pushing me to the edge of fear and tears. In a desperate attempt to escape the mounting pressure, I ____7____ confessed (承认).
The headmaster asked my father to come to school, whose shaky faith in me brought a mix of relief and ____8____. My father gently asked me if I understood the gravity of my actions. ____9____, I confessed my misguided longing for recognition. In the headmaster’s office, my father listened attentively, and then spoke with quiet authority: “I trust my son. He is not a thief.”
With my father’s support, I learned a valuable lesson: ____10____ cannot be forced; true recognition comes from honourable acts.
1. A. promise B. competition C. desire D. hesitation
2. A. Curious B. Hopeful C. Distant D. Envious
3. A. expensive B. locked C. modern D. abandoned
4. A. discovered B. recommended C. demonstrated D. imagined
5. A. caught B. clouded C. hurt D. brightened
6. A. questioning B. reminding C. complaining D. requesting
7. A. warmly B. readily C. randomly D. falsely
8. A. pride B. patience C. shame D. surprise
9. A. Generously B. Tearfully C. Carelessly D. Strangely
10. A. tolerance B. gratitude C. sympathy D. attention
第二节(共10小题;每小题1.5分,共15分)
A
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。
Most days after school, I love walking in the forest with my dog Nick. It’s ____11____ (peace), especially around sunset. Nick has a fun time smelling the leaves and running after rabbits. When Nick runs ahead, I hear him barking excitedly. I sometimes call him back, worried that he might have someone ____12____ (scare). The truth, though, is ____13____ could be guessed — there’s never anyone else here. Just me, Nick, and the quiet forest.
B
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。
When was the last time you took on a tough choice? Maybe this morning you debated whether to get up or stay in bed slightly ____14____ long). Making choices is part of life. By the time you brushed your teeth, you ____15____ (make) several decisions even without noticing. Some choices are quick, while others take more thought. Usually, better outcomes ____16____ (achieve) through a thorough understanding of strategies like risk tolerance.
C
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。
When ____17____ (travel), we engage with cultures and experiences. However, according to a report by the World Wildlife Fund, tourists ____18____ (leave) over 1.3 billion tons of food waste last year, ____19____ accounted for about 8% of the total global gas release in 2024. To reduce our impact, we can take simple steps: empty the fridge before heading out, and choose sustainable dining options. These efforts help us travel more responsibly. After all, exploring the world shouldn’t come ____20____ the planet’s expense.
第二部分 阅读理解(共两节, 38分)
第一节(共14小题; 每小题2分, 共28分)
阅读下列短文, 从每题所给的A、B、C、D四个选项中, 选出最佳选项, 并在答题卡上将该项涂黑。
A
Join us for TransForm, the interactive summer camp that helps you teens find your passion by participating in various activities and connecting with others.
Experience TransForm
TransForm allows you to get to focus on your chosen track through subject matter talks, hands-on workshops, and off-site experiences. However, if you are unsure what track you want, you still get to explore any workshop you want as part of our Explore Workshops. Besides, your parents will also be able to participate in workshops selected just for them to learn about cutting-edge science.
Schedule of Programming
17 July
Time Activities
14:00-15:00 Lead to Change Kick-off
15:00-16:30 Programme Showcase
16:30-18:00 Track Workshops
18 July
Time Activities
9:30-11:00 Career Fireside Chats
13:00-14:15 Youth Panel
14:15-16:20 Track Keynotes
19 July
Time Activities
8:00-12:00 Off-site Experiences
13:00-15:00 Gallery Viewing
15:15-16:45 Adult Workshops
20 July
Time Activities
9:00-11:15 Explore Workshops
13:30-16:00 Keynote Speech
16:15-17:00 Celebration
Programming Tracks
·Agricultural Science: Introducing you to areas such as biology, urban farming, and environmental science so that you can explore the field of agriculture
·Community Booster: Guiding you to develop innovative solutions for real-world challenges and create transformative progress to benefit all communities
·Healthy Living: Empowering you to make healthy decisions in such areas as nutrition and emotional well-being, and lead healthy lifestyles
·Science Lab: Leading you to explore the skills you need to succeed in life in key areas like computer science, robotics, and physics
21. TransForm allows the teens to____________.
A. select workshops for their parents B. prepare track topics for the camp
C design programme activities D. attend hands-on sessions
22. According to the schedule, which activity can the teens participate in?
A. Keynote Speech on 17 July. B. Youth Panel on 18 July.
C. Celebration on 19 July. D. Programme Showcase on 20 July.
23. What can the teens do in the Programming Tracks?
A. Build urban communities. B. Serve as guides on a farm.
C. Learn about healthy living. D. Volunteer in a science lab.
B
Throughout our Junior year, my classmates and I have been worried about what colleges will see when they look at our whole life story reduced to a single 200-word essay. Will the golden word “success” form in their minds when they review our achievements? Or will they see the big word “fail” in red? The shadow of this mysterious (神秘的) institution steals away what success means to us.
My first step of redefining success began with course registrations. It is a well-known fact, especially in my school, that Junior year is the time of packing many AP classes into the schedule. When asked why they chose so many AP classes, my friends responded: “I don’t know.” They themselves don’t know why they are following the crowd and longing for the pressures of academic difficulty. Therefore, they do not feel the satisfaction of being academically challenged.
Completing many courses no longer brings out the feeling of success because more than four AP classes per year is a norm set by top universities. Determined to follow my instincts (本能) on what I felt success means, I only chose two classes that I knew I would enjoy. The feeling of success was no longer attached to what grade I received but to the pure joy of learning.
Even my failures are attached to a feeling of success; after I take a step back and look at the big picture, I see them as a launching pad (平台) for my next big achievement. In the ninth grade, I went in for my first group interview for a leadership position as a shy girl. Not standing a chance against competitive applicants, I came out of the interview with an upset look. Nevertheless, this interview wasn’t a wasted opportunity. I talked to one of the senior applicants who answered questions in a way that reflected the faith she had in herself.
This year, with an open mind and new knowledge in mind, I walked into another group interview while telling myself I was that cool senior. I managed to secure a leadership position. Ultimately, success came little by little.
24. Throughout the Junior year, what was the author’s major concern?
A. Pressure from choosing AP classes. B. Performance in group interviews.
C. Competition with seniors. D. Recognition by colleges.
25. The author chose fewer AP classes because of _______.
A. her own understanding of success B. her desire for academic challenges
C. her strong urge to follow the crowd D. her dream of entering a top university
26. Which would best describe the author’s first group interview?
A. Dignifying. B. Rewarding. C. Engaging. D. Relaxing.
27. What can we learn from this passage?
A. Everyone is the maker of their own success.
B. Success favours those with a golden heart.
C. Success knocks at your door only once.
D. A college holds the key to success.
C
Not too long ago, on a cold winter night, there was a teenager who wanted more screen time and a parent who said no. The teenager was advocating for her right to scroll (翻屏) for an extra 30 minutes. The parent argued that none of her friends’ parents let them have screens after 9 o’clock. “I thought, in this family, we don’t compare ourselves with other people, Dad?” the teenager replied. The parent — who was me, by the way — just got served Since they were young, I have told my kids not to compare themselves with other people. I have argued countless times that comparisons are the “thief of joy”.
Although my daughter didn’t win, she did help expose one of the worst pieces of advice I have ever given. In my defence, I did what we’ve all done before, which is repeat received wisdom without exploring the nuances. But now is the time to set the record straight, which starts with questioning the idea that all social comparison is unhealthy.
Social comparisons do, of course, often get us into emotional trouble. But they can be harnessed (利用) for our betterment if we understand how they work. The social comparisons we make — ones that lead us to feel good or bad about ourselves — are vital to our ability to thrive (成长). Science provides a guide we can use to harness the way we perform these comparisons to reduce their negative emotional impacts.
Comparing yourself with someone who is outperforming you could result in feelings of envy if you focus on the things they have and you don’t, or it can be energizing and inspiring if you use these comparisons as a source of motivation, for example, “If they can achieve that, so can I.” Comparing yourself with someone who is doing worse than you could result in fear and worry if you think about how you could fall into similar circumstances, or it can draw out feelings of gratitude and appreciation if you use that comparison to broaden your views — for example, “Wow, things could be much worse; I’m doing great.”
What I wish I taught my daughter earlier are these nuances. How we feel about ourselves rests not just on whom we compare ourselves with but also on how we think about that comparison. That’s something we all have control over.
28. How did the author feel about his daughter’s argument?
A. Excited. B. Inspired. C. Energized. D. Relieved.
29. What does the word “nuances” underlined in Paragraph 2 most probably mean?
A. Major achievements. B. Complex feelings.
C. Significant impacts. D. Fine differences.
30. Which would be the best title for the passage?
A. Comparing Ourselves with Others Can Become a Healthy Habit
B. Comparing Ourselves with Others Can Strengthen Family Ties
C. Social Comparisons Can Get Us into Emotional Trouble
D. Social Comparisons Can Be Controlled by Science
D
The call to “know yourself” has been there since ancient times, but our sense of self doesn’t always match what others perceive. Considering the stories we tell about ourselves can help us to change our minds for better.
For many years, psychologists saw identity as a combination of someone’s values, beliefs, goals and social roles. Then, in the 1980s, Bob Johnson created the life story model of identity, in which he proposes that, as we go through life, these core features are built in with our memories to create a personal story through which we understand our lives.
Our life story is something that starts coming together in our teenage years when we begin to organise our lives into chapters around key events or life changes, and begin to see ourselves as both the central character and, to a varying extent, the story’s author. People with more consistent stories tend to have a stronger sense of identity, and they feel their life has more meaning, direction and sense of purpose. Such people show greater overall life satisfaction, too.
Johnson has also investigated the link between well-being and certain story themes. He discovered that whether someone describes having had some control over events in their past is an important predictor of a person’s mental health. Another key theme involves finding some kind of positive meaning after stressful events. “People could talk about gaining knowledge or personal growth,” says Johnson. His research shows that this is often missing for people with mental health conditions. The good news is that there is evidence we can learn to change our own story.
Lisa Green, another researcher, sounds a few notes of caution (谨慎). For instance, hearing about the power of redemptive (拯救性的) stories, many people may feel forced to find a positive angle on horrible events. She says that Western culture already pushes people to look for the silver lining behind every cloud.
If you want to turn over a new leaf, though, one top tip is that it helps to choose a significant date that signals the start of a new “chapter”. Contrary to popular doubt, resolutions made on I January are more effective for this reason. So, whether your goal is saving money or getting fit, there is no better time to become the author of our own destiny (命运).
31. What can be inferred about personal stories?
A. They are unrelated to health. B. Consistent ones lead to stress.
C. They are relevant to happiness. D. Thematic ones hold back change.
32. What can we learn from this passage?
A. Talking about gains from failure is negative. B. New Year resolutions are well received.
C. The West tends to overvalue optimism. D. Social roles fail to be highlighted.
33. What does the author mainly do in this passage?
A. Clarify a goal. B. Analyse an event.
C. Make a comparison. D. Illustrate an approach.
34. What is the passage mainly about?
A. How self-identity works. B. How story-tellers are made.
C. How personal stories raise doubts. D. How timing affects personal identity.
第二节(共5小题;每小题2分,共10分)