2025年6月上海高考英语试题

年6月上海高考英语试题I.GrammarandVocabularySectionADirections:Afterreadingthepassagebelow,fillintheblankstomakethepassagecoherentandgrammaticallycorrect.Fortheblankswithagivenword,fillineachblankwiththeproperformofthegivenword;fortheotherblanks,useonewordthatbestfitseachblank.Sherescueda

hare(野兔)andthentheybondedOnemorning,SallyDalton,aspeechwriter,waswalkingdownapathwhensheheardthebarkofadog.Shethoughtnothingofituntilshecameuponababyhare

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seemedtobestruggling.Theanimal,nolongerthanthewidthofherhand,

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(lie)onitsstomachwithitseyesopenanditsshort,silkyearsheldtightlyagainstitsback.Themostlikelyexplanationforits

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(expose)positionwasthatithadbeenchased,pickedupanddroppedbythedogshe’dheard,andhadendeduplostonthetrack.Daltonwasatacrossroads.Sheknewthat

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(pick)uptheanimalmightdomoreharmthangood,butleavingittheremightleadtoanequallyunwelcomeoutcome.Shepickeditup.Daltonthoughtshewouldtendtotheanimal’simmediateneedsandthenrelease

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outside.Butoncethehare

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(bring)insideherhouse,shebecamefirstitscaretakerandlateritsprotector.Haresarenotmeanttobepets.AndDaltonneverforcedthisharetobecomeone.Whentheharewaswellenoughtoreturntotheoutsideworld.Daltonletitgo.Theharekeptcomingback.Daltonleftherdooropen____7____

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____7____theanimalcouldcomeandgolikeanadultchildwithadriver’slicense.Theloosearrangementcreatedanunusualbond:theharebecamesocomfortableinDalton’shomethatitgavebirth

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babyharesbehindacurtaininherstudy.Daltonandtheharelearnedtorespecteachother’sboundaries,whichallowedthem

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(coexist)peacefully.AnditwasdifficultforDaltonnottoseeadmirablehumanqualitiesinherwoollyhousemate:patience,dignity,calmandstrengthamongthem.

Thesequalitiesareinconflictwith

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thehareistypicallydescribedinchildren’sliterature.Think,forinstance,iftheanimal’soverconfidenceinAesop’sTheTortoiseandtheHare.Dalton’sstoryisadeepdiveintothebiologyoftheanimalandaninsightfullookatitsroleintheanimal-humanworld.SectionBDirections:

Completethefollowingpassagebyusingthewordsinthebox.Eachwordcanonlybeusedonce.Notethatthereisonewordmorethanyouneed.A.banning

B.contact

C.equivalent

D.expanding

E.

extra

F.floatingG.host

H.installations

I.multiple

J.proportions

K.

varySolarpanelswon’tgobeyondgolfcoursesOneoftheUK’sgreentargetsistocover0.4%ofitslandinsolarpanelsbytheendofthedecade—lessthantheareacoveredbygolfcourses,knownfortheirhighwaterusageandchemical-intensivemaintenancepractices.AnanalysisbyresearchersattheUniversityofLancastershowedsolarfarmsoccupyabout0.06%oflandtoday.Thevastmajorityhavebeenbuiltonformerfarmland.Thepreviousgovernmentconsidered

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solarpowerontherichestagriculturalland.Itproposedlanduseguidelinesthatwoulddiscouragesolarpanel

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onthebestsoils.Astudyofsatelliteimagesrevealedthat65%ofsolarfarmswerebuiltonformerarable(可耕种的)landand30%ongrassland.Therestwasformerlandfill,minesandotheruses.However,HollieBlay,aseniorresearchassociateatLancaster,saidthatinabsolutetermstheareaoccupiedbysolarfarmswasverysmall.“We’veworkedoutthat0.06%,or15,580hectares(公顷),isroughly

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toatenthoftheareaofGreaterLondon,”shesaid.ThereareaboutathousandsolarfarmsintheUK,withthecurrenttargetof

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capacitythreetimesby2030.Ifallthepanelstomeetthisgoalaremountedontheground,theresearchersfoundsolarfarmswouldrequirea(n)

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80,920hectares.Thatwouldtakesolar’sshareofUKlandto0.4%,or0.83%offarmland.Estimates

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butgolfcoursesarebelievedtocoverabout0.5%ofland.Inreality,someofthepanelsarelikelytobeinstalledontherooftopsoflargeindustrialfacilities,andsomecouldevenbe

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onvastwaters.Thismeansthetrueshareoflandislikelytobeevenlower.Basedoncurrent

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ofwherepanelsareinstalled,solarwouldoccupy0.22%ofland.“Solarfarmsarelikelytooccupyasmalllandareacomparedtoprimarylanduses,suchasagriculture,andcouldcombine

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landuses,”theresearcherswrote.Sheepcanberaisedbetweenrowsofpanelsandsolarfarmscanhelpwithnaturerecovery;theycan,accordingtoarecentstudybyaUniversityofCambridgeteam,

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morebirdsthannearbyarablefields.II.ReadingComprehensionSectionAInthescientificfield,justasimportantasraisingourvoicesishowwecometogether.Progressdoesn’thappen

____21____;it’sfueledbycooperation.Likeamusicbandwhereeveryinstrumentplaysitspart,scientistsfromdifferentbackgroundsharmonizetheirexpertise(专门技术)tocreatesomethinggreaterthanthe

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ofitsparts.I’vewitnessedthatcooperativepowerfirsthandthroughaninitiativecalledNativePlantHub.Thisinitiativebringstogetherlocalgovernments,tribalcommunities,academicinstitutions,andprivatelandowners.Their

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mission?Addressingcriticalshortagesinnativeplantmaterialstosupportfirereduction,foreignspeciescontrol,andhabitatrestorationacrossthewesternUnitedStates.Itcouldn’thavesucceededwithoutthecombinedexpertiseofthese

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groups.Eachcontributessomethingessential,provingthatlarge-scaleconservationeffortsdon’thappen

___25___;theyrequirelong-terminvestment,cooperation,andcommitment.It’samodelforhowweshould

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solutionsthatencourageinnovationandtransformtheworld.That’swhyI’msopassionateabouttheCESnetwork—it’srightthereinthename:CooperativeEcosystemStudies.Exchangingknowledgeandexpertiseisthefoundationofscientificprogress.Throughpartnerships,improvementsemergethatmight

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remaindifficulttoachieve.Forexample,aprojecthighlightI’mcurrentlywritinglooksatthecooperationbetweenUniversityofOregonresearchersandtheParkServicetostudytheculturallandscapeofCarlsbadCaverns.WhentheServicesuggestedbringinginacavemicrobiologist,theuniversityteam

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hadn’tconsideredtheroleofmicroscopiclifeinpreservation.Butonceinvolved,themicrobiologist’sadviceproved

____29____.Onekeymomentcamewhentheteamfacedthe

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ofaworseninghistoricwoodenstaircase,whichhadbecomeahabitatformicroorganisms.Withoutprecautions(预防措施,),disturbingthestructurecouldhave

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thecave’sdelicateecosystem.Beforeremovingit,themicrobiologistproposedcoveringthestaircaseto

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unintendedharm.Afterthesuccessfulrelocation,theteamproposedusingprojectedimagestoillustrateitsformer

____33____,enablingvisitorstoappreciateitshistoricalsignificance.Thiscooperation—combiningscientificexpertisewithculturalpreservation—safeguardedboththecave’secological

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andhistoricalsignificance.Theresultisanapproachthat

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environmentalconservationandculturalpreservation,ensuringthelong-termprotectionofournationalparks.Toooften,scientificresearchoperatesseparately.Butrealprogressdoesn’tcomefromopposition;itcomesfromcooperation.21.A.intimeB.underdiscussionC.forgoodD.inisolation22.A.differenceB.changeC.sumD.management23.A.respectiveB.desertedC.transitionalD.shared24.

A.diverseB.educationalC.foreignD.regional25.A.slowlyB.alongsideC.overnightD.properly26.A.unlockB.skipC.interpretD.classify27.A.similarlyB.otherwiseC.altogetherD.eventually28.A.consequentlyB.regretfullyC.fortunatelyD.initially29.A.unrealisticB.invaluableC.misleadingD.conventional30.A.establishmentB.decorationC.removalD.coverage31.A.sustainedB.replacedC.reformedD.ruined32.A.causeB.maskC.preventD.suffer33.A.presenceB.expressionC.pollutionD.strategy34.A.supervisionB.integrityC.guidanceD.occupation35.A.accessesB.balancesC.evaluatesD.tracesSectionB(A)AndreasSchleichersatdownquietlytowardthebackoftheroom,tryingnottoattractattention.Hedidthissometimes,wanderingintoclasseshehadnointentionoftaking.Itwasthemid-1980s,andhewasstudyingphysicsattheUniversityofHamburg,oneofGermany’sleadinguniversities.Inhisfreetime,however,heslippedintolecturesthewayotherpeoplewatchedtelevision.ThisclasswastaughtbyThomasNevillePostlethwaite,whocalledhimselfan“educationalscientist.”Schleicherfoundthetitlecurious.Schleicher’sfatherwasaneducationprofessorattheuniversityandhadalwaystalkedabouteducationasakindofmysteriousart.“Youcannotmeasurewhatmattersineducation—thehumanqualities,”hisfatherlikedtosay.FromwhatSchleichercouldtell,therewasnothingscientificabouteducation,whichwaswhyhepreferredphysics.ButthisBritishfellowwhoselastnamehecouldnotpronounceseemedtothinktheotherwayaround.Postlethwaitewaspartofanewgroupofresearcherswhoweretryingtoanalyzeasoftsubjectinahardway,muchlikeaphysicistmightstudyeducationifhecould.Schleicherlistenedcarefullytothedebateaboutstatisticsandsampling.Inhismind,hestartedimaginingwhatmighthappenifonereallycouldcomparewhatkidsknewaroundtheworld,whilecontrollingforfactorslikeraceorpovertyintheanalysis.Hefoundhimselfraisinghishandandjoiningthediscussion.InSchleicher’sexperience,GermanschoolshadnotbeenasexceptionalasGermaneducatorsseemedtothink.Asaboy,he’dfeltboredmuchofthetimeandearnedordinarygrades.But,asateenager,severalteachershadencouragedhisfascinationwithscienceandnumbers,andhisgradeshadimproved.Inhighschool,he’dwonanationalscienceprize,whichmeanthewasmoreorlessguaranteedawell-payingjobinaprivatecompanyaftercollege.Thatwasexactlywhathe’dplannedtodo,untilhesteppedintoPostlethwaite’slecture.Attheendofclass,theprofessoraskedSchleichertostaybehind.Hecouldtellthattherewassomethingdifferentaboutthisyoungman.“Wouldyouliketohelpmewiththisresearch?”Schleicherstaredbackathim,shocked.“Iknownothingabouteducation.”“Oh,thatdoesn’tmatter,”Postlethwaitesaid,smiling.Afterthat,thetwomenbegantoteamup,eventuallycreatingthefirstinternationalreadingtest,atestthatmeasuredreadingabilityglobally.36.WhichofthefollowingistrueofSchleicherinhisuniversityyears?A.HebenefitedfromwatchingTV.

B.Heoftendebatedwithhisclassmates.C.Hedroppedinatdifferentlectures.

D.Hefeltdissatisfiedwithhisgrades.37.WhatcanbelearnedaboutSchleicher’sfatherfromthepassage?A.Hemeasuredhumanqualitiesinahardway.

B.HehadconflictingideaswithPostlethwaite.C.Heconsiderededucationbothartandscience.

D.Hehadapreferenceforphysicsovereducation.38.Whatdoestheword“That”(para.5)probablyreferto?A.Obtainingadecentjob.

B.Winninganationalprize.C.Joiningheateddiscussions.

D.Designingareadingtest.39.WhywasSchleicherdifferentinPostlethwaite’seyes?A.Hewasrecommendedbyhishighschoolteachers.B.Hehadthepotentialforquantitativeeducationalresearch.C.Hehadgoodacademicrecordsduringhisschoolyears.D.Hewasinfluencedbyhisfather’sresearchapproach.(B)TheLouisDepartmentofEducation(LDOE)’sAIintegration

framework

(框架)isacomprehensive,responsibleapproachtomaximizingAI’sbenefits.Adoptingacontinuouscycleofexplorationandimprovement,itempowersschoolstoadoptAIresponsiblywhileprioritizingstudentsafetyandfuturereadiness.Theframeworkaimstocreateasustainableenvironmentthatimprovesteaching,learning,andoutcomesthroughresearch,policy,communityinvolvement,andongoingevaluation.

Purpose&Research:

ThiscomponentstressessettingcleargoalsforAIintegration.Itinvolvesresearchingevidence-basedpractices,assessingAI’sbenefitsandchallenges,andidentifyingtoolsinlinewiththecity’seducationalobjectivestoensurepurposefulandinformedapplication.

Evaluation&Monitoring:

ThiscomponentcentersonassessingtheimpactofAIapplicationineducationalsettings.Itinvolvestrackingstudentprogress,measuringtheeffectivenessofAItoolsandresources,andidentifyingareasforimprovement.RegularmonitoringensuresthatAIinitiativesareinlinewitheducationalgoalsandadapttothechangingneedsofstudentsandeducators.

EngageStakeholders:

RecognizingthatAIintegrationimpactsvariouskeyparticipants,thiscomponentemphasizesactiveengagementandcooperation.Stakeholderslikeeducators,administrators,students,parents,policymakers,andcommunitymembersareinvolvedintheprocesstogatherdifferentperspectives,addressconcerns,andbuildsupportforAIinitiatives.Thisapproachpromotestrust,ownership,andjointresponsibilityinshapingthefutureofAIineducation.

Policy&Guidance:

ThiscomponentaddressestheneedforclearguidelinesandpoliciesthatgovernAI’sresponsibleuseineducationalsettings.Itinvolvesdevelopingframeworksfordataprivacy,ensuringaccesstoAIresources,andestablishingstandardsfordesigningandusingAItools.PolicyandguidanceprovideastructuredapproachtohandlingthecomplexitiesofAIintegrationandensuringthatitfollowslegalandeducationalprinciples.40.Whatistheframeworkmainlyintendedtodo?A.EncouragestudentstoexploreAItools.B.PrepareschoolsforresponsibleAIuse.C.ImproveteachingbyincreasingAIuse.D.GuaranteestudentsafetywithAItools.41.Whatdoesthecomponent“Evaluation&Monitoring”focuson?A.ExaminingtheeffectsofAIuse.B.Monitoringstudents’useofAI.C.AssessingstudentdevelopmentinAI.D.LocatingtheweaknessofAItools.42.AschoolinthecityofLouisisplanningtointroduceanAItooltohelpstudentswithlearning.Theteacherinchargeislookingforwaystoavoidthemisuseofstudents’personaldata.Whichcomponentshouldtheteachermainlyreferto?A.Purpose&Research

B.Policy&GuidanceC.EngageStakeholders

D.Evaluation&Monitoring(C)Thepetfoodindustryhasreceivedunkindremarksastothetrueoriginofitsingredients(原料)fordecades.Nowtheindustryfacesanothersourceofcriticismasanewbookstartsadebateabouttheenvironmentalimpactofowningawell-fedpet.TheNewScientistmagazine,inarecenteditorial,largelyagreedwiththebook’sfindingsthatsomepets,duetothefoodtheyeat,haveasurprisinglyhigh“ecologicalfootprint”,whichisawayofquantifyinghumandemandontheplanet’secosystemsusingameasurecalled“globalhectares”.Accordingtotheauthorsofthebook,“Ashockingcomparisonisthatin2004,theaveragecitizenofsomepoorcountrieshadaneco-footprintof0.76hectares.Theeco-footprintofacatisabout0.15hectares,almostthesameaswhatisneededtorunasmallcar.Inaworldwhereresourcesarealreadylimited,canpeoplereallyjustifykeepingpetsthatrequiremorethansomepeople?”Theauthorsofthebooksaythattheywere“genuinelysurprised”whencalculatingtheenvironmentalimpactofpets.Andsomeoftheideastheyputforwardto

attenuate

thisarelikelytoshocksomepetowners.Forexample,thebooksuggestscatchingpestssuchasfieldmiceandprocessingthemintoa“natural”catfood,orraisingpetslikechickensthatprovidebothcompanyandfresheggs.Whenfeedingapet,however,theadviceistofavourpetfoodsmadefromchickenmeat,whichislessdamagingtotheenvironmentthanredmeatandfish.Asyoumightexpect,thePetFoodManufacturersAssociation(PFMA)putsupaspiriteddefence,arguingthatthevastmajorityofmeatandfishusedinpetfoodsisofsufficientqualityforhumanconsumptionbutmorethanhumansneed.“Ifwedidn’trecycleanimalby-productstosell,theymightinsteadbeabandonedandburiedundertheearth,whichisnotverygreen,”saysthedirector.Inaddition,hepointsoutthatpetsshouldnotbeviewedjustontheircarbonfootprint.“Ourenvironmentisgreatlyenrichedbytheparttheyplayinourlives.Petsinthehomeinspireresponsibility,encouragesocialawarenessandhavepositivehealthbenefits.”43.Whatissuggestedinthebooktomakepetfoodproductiongreener?A.MakingprocessedpetfoodsoutofpestsB.Feedingpetsprimarilywithfishandmeat.C.Increasingtheuseofredmeatinpetfoods.D.Avoidingusinganimalby-productsinpetfoods.44.Theword“attenuate”(para4)isclosestinmeaningto“_______”.A.assessB.blameC.driveD.reduce45.WhichargumentdoesPFMAmaketodefendtheindustry?A.Theuseofmeatandfishinpetfoodscanpreventwaste.B.Petfoodproductionisbothsustainableandcost-efficient.C.Petfoodingredientsareasnutritiousasthoseforhumans.D.Theeco-footprintsofhumansfaroutnumberthoseofpets.46.Whatisthemainfocusofthepassage?A.Theoriginofpetfoodingredients.B.Calculationofpetcarbonfootprint.C.Environmentalimpactofpetfoods.D.Aspiriteddebateoverpetownership.SectionCA.Aftermeasuringshadeinschoolyards,researchershavefoundthatmosthavenexttonone.B.Butthosethingscan’treplacethetypeofunstructuredplaythatchildrenneedastheygrow.C.Financingtheseprojectsimprovesthequalityofoutdoorrecess.D.Still,thesefundsareoneofthefewoutsidesourcesoffinancingtheseprojects.E.Thedevelopmentofsuchanabilityrequiressupportfromalllevels.F.Thequickestwaytokeepplaygroundsopenthroughextremeheatistogetthemoutofdirectsunlight.HowtoSaveOutdoor

Recess

(课间休息)AsthefirstandlastweeksofschoolkeepgettinghotterinsomeplacesintheUS,recessmightbemovedindoorsdayafterday.Recesscanimprovegradesandiswherechildrenlearnhowtoproblem-solveandcooperate.

____47____Shadecanmakeapersonfeelmuchcooler.Inthenextfewyears,schools’abilitytoinstallstructuresthatprovideartificialshadecoulddeterminewhetherrecesssurvivesJune,August,andSeptember.

____48____InCheston,onaverage,thecity’sprimary-schoolplaygroundsarealmostentirelyexposedtodirectsunlight.Someschoolshavenoshadeatall.InCalifornia,91percentoftheaverageschoolyardhaszerotreecover.Shadestructurescantakejustdaystoputup,butinstallingshadecancostthousands,eventensofthousands,ofdollars.PublicschoolsandnonprofitscanapplytotheAmericanAcademyof

Dermatology

(皮肤病学)forupto$8,000infundingforshadestructures,whichwon’tcoverthefullcostofmanyprojects.

____49____Thisislargelyduetothefactthatmostgovernmentprogramsintendedtohelpschoolsadapttoclimatechangerightnowfocusonenergyefficiency,orcoverthecostofplanning,butdonotfundtheactualchangestobuildings.Unlessmoreresourcesemergetosupportshadeconstruction,inmanypartsofthecountry,schooldistrictswillspendthefirsttwoweeks—evenuptoamonth—withindoorrecess.Ifchildrendospendrecessindoors,they’llprobablystayintheclassroom,doingthingslikewatchingmovies.Someteacherswillusetheadditionalclassroomtimetopackinmoreinstruction,whileothersmayputondancevideosthathelpchildrenburnoffenergy.

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Theyrunfreelyandchaseeachotherontheplayground,playinggamesandmakingfriends.Thosemomentsmayendureintheirmemory.III.SummaryWritingArtGalleryVisitsThelastingrainywinterisaseasonthatfeelsheavywithdepression.Luckily,Ihaveawaytoescapefromthewinterblues—visitingartgalleries.Engagingwithartclosely,particularlyinwinter,isalifeenhancerandarelieffromloneliness,sadness,andfrustration.Whenviewingthingswefindbeautiful,activityinthepleasureandrewardcentresofthebraingoesup.SowhenIdon'thavethetime,orenergytotakeonchallengingnewthemesinthegallery,Ireturntothecomfortofmyfavourites:theblueinDavidHockney'sswimmingpool,AgnesMartin'sfaint,delicatelines,orJohnConstable'scloudyBrightonsummers.Thecomfortingpropertiesoftheseartworksarebestexperiencedduringwinter.Anddidyouknowthatevenonthebusiestofdays,inthebusiestgalleries,thereispotentialformindfulness?Mindfulnessishardtocatchforme—myheadfeelslikeamixofshoppinglists,decade-oldangers,andrandomsongbitsIcan'tname,buttimespentinagalleryistheclosestIgettobeingtrulypresent.Partofthisisdownto"slowlooking”,thepracticeoftakingtimetoreallyabsorbanartworkratherthangivingitaglance,readingtheaccompanyingdescription,havinganotherquicklookandmovingon.Theexperiencecanbepowerfulandinformative.Often,Ivisitgalleriesalonetogathermythoughts.Ijustwantthecompanyofform,colour,material.ButsometimesI'lltakemydaughter.Tome,joywaswalkingherandwatchingashereyeswidenedincuriosity,tinyfingerspointing:"DoyouseewhatIsee?”Tellingher:"Yes...butalsono.”Thatweallseethesethingsinadifferentwayissuchanimportantlessonthatreachesintoeverypartofourlives.Rememberingthatperceptionispersonalispreciousforme.Thisknowledgekeepsmeinagoodstate.

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