2025高考北京卷英語真題（解析卷，含聽力音頻）

這是一份2025高考北京卷英語真題（解析卷，含聽力音頻），文件包含2025高考北京卷英語解析版docx、音頻3mp3等2份試卷配套教學(xué)資源，其中試卷共26頁， 歡迎下載使用。
英語
共100分。考試時(shí)長(zhǎng)90分鐘。
考生務(wù)必在答題卡指定區(qū)域作答, 在試卷上作答無效。
考試結(jié)束后, 將本試卷和答題卡一并交回。
第一部分知識(shí)運(yùn)用(共兩節(jié),30分)
第一節(jié)(共10小題;每小題1.5分,共15分)
閱讀下面短文, 掌握其大意, 從每題所給的A、B、C、D四個(gè)選項(xiàng)中, 選出最佳選項(xiàng), 并在答題卡上將該項(xiàng)涂黑。
At 15, I excelled academically yet felt vershadwed and unnticed. The ____1____ t stand ut cnsumed me, pushing me twards a regrettable decisin.
One day, during a class in the IT lab with my classmates, ur teacher mentined missing cmputer parts. ____2____ lks exchanged, everyne wndered hw it culd happen in a(n) ____3____ lab. “It’s pssible t pen that lck with anther key,” I said. Instantly, eyes turned t me with newfund interest and curisity. It was a rush I had never experienced befre. Enjying all the eyes n me, I ____4____ hw t pen the lck.
Little did I realize that single mment wuld ruin everything.
The fllwing day, called t the headmaster’s ffice, I fund myself accused f stealing the missing parts. “I didn’t d it, sir,” I argued, but suspicin ____5____ his eyes. His repeated ____6____ intensified, pushing me t the edge f fear and tears. In a desperate attempt t escape the munting pressure, I ____7____ cnfessed (承認(rèn)).
The headmaster asked my father t cme t schl, whse shaky faith in me brught a mix f relief and ____8____. My father gently asked me if I understd the gravity f my actins. ____9____, I cnfessed my misguided lnging fr recgnitin. In the headmaster’s ffice, my father listened attentively, and then spke with quiet authrity: “I trust my sn. He is nt a thief.”
With my father’s supprt, I learned a valuable lessn: ____10____ cannt be frced; true recgnitin cmes frm hnurable acts.
1. A. prmiseB. cmpetitinC. desireD. hesitatin
2. A. CuriusB. HpefulC. DistantD. Envius
3. A. expensiveB. lckedC. mdernD. abandned
4. A. discveredB. recmmendedC. demnstratedD. imagined
5. A. caughtB. cludedC. hurtD. brightened
6. A. questiningB. remindingC. cmplainingD. requesting
7 A. warmlyB. readilyC. randmlyD. falsely
8. A. prideB. patienceC. shameD. surprise
9. A. GeneruslyB. TearfullyC. CarelesslyD. Strangely
10. A. tleranceB. gratitudeC. sympathyD. attentin
【答案】1. C 2. A 3. B 4. C 5. B 6. A 7. D 8. C 9. B 10. D
【解析】
【導(dǎo)語】本文是一篇夾敘夾議文。文章講述了15歲的作者為了引起關(guān)注分享開鎖方法，卻被懷疑偷電腦零件，在校長(zhǎng)逼問下作者被迫承認(rèn)，最后父親表示相信作者，作者也明白了真正的認(rèn)可來自高尚行為的道理。
【詳解】
1.前文提到 “15 歲時(shí)學(xué)業(yè)優(yōu)秀，但感到被忽視（vershadwed and unnticed）”，因此這里指 “想要脫穎而出的渴望”。A. prmise（承諾）、B. cmpetitin（競(jìng)爭(zhēng)）、D. hesitatin（猶豫）均不符合 “內(nèi)心渴望被關(guān)注” 的語境。C. desire（欲望、渴望）符合主人公因渴望被注意而做出錯(cuò)誤決定的邏輯。故選C。
2.老師提到電腦零件丟失，同學(xué)們互相交換眼神，對(duì) “如何在某個(gè)環(huán)境下發(fā)生此事” 感到疑惑。B. Hpeful（充滿希望的）、C. Distant（遙遠(yuǎn)的）、D. Envius（嫉妒的）與 “困惑、好奇” 的情緒無關(guān)。A. Curius（好奇的）體現(xiàn)了同學(xué)們對(duì)事件的疑惑，符合上下文。故選A。
3.后文主人公提到 “可以用另一把鑰匙打開鎖（pen that lck with anther key）”，暗示實(shí)驗(yàn)室是上鎖的。A. expensive（昂貴的）、C. mdern（現(xiàn)代的）、D. abandned（廢棄的）均與 “鎖” 的提示無關(guān)。B. lcked（上鎖的）與后文 “開鎖” 形成呼應(yīng)，邏輯連貫。故選B。
4.主人公享受被關(guān)注的感覺，因此 “演示” 如何打開鎖，以吸引他人注意。A. discvered（發(fā)現(xiàn)）指首次找到方法，而文中主人公是主動(dòng)展示已知技巧；B. recmmended（推薦）與 “展示操作” 無關(guān)；D. imagined（想象）不符合實(shí)際動(dòng)作。C. demnstrated（演示、展示）符合 “通過實(shí)際操作吸引目光” 的場(chǎng)景。故選C。
5.校長(zhǎng)的眼中充滿懷疑，“懷疑” 如同烏云籠罩，使眼神變得模糊或被遮蔽。A. caught（抓?。?、C. hurt（傷害）、D. brightened（使明亮）均無法體現(xiàn) “懷疑籠罩眼神” 的意象。B. cluded（使模糊、籠罩）用比喻手法表達(dá)校長(zhǎng)的不信任，符合語境。故選B。
6.校長(zhǎng)反復(fù) “提問”，加劇了主人公的恐懼。B. reminding（提醒）、C. cmplaining（抱怨）、D. requesting（請(qǐng)求）均與 “指責(zé)、質(zhì)問” 的場(chǎng)景不符。A. questining（提問、質(zhì)問）體現(xiàn)了校長(zhǎng)對(duì)主人公的懷疑和追問。故選A。
7.主人公為了逃避壓力，“虛假地” 承認(rèn)了偷竊，而實(shí)際上他并未做此事。A. warmly（熱情地）、B. readily（樂意地）、C. randmly（隨機(jī)地）均與 “被迫撒謊” 的語境矛盾。D. falsely（虛假地）符合 “無奈之下做虛假坦白” 的邏輯。故選D。
8.父親對(duì)主人公的信任動(dòng)搖，這讓主人公感到既 relief（解脫）又 “羞愧”（因讓父親失望）。A. pride（驕傲）、B. patience（耐心）、D. surprise（驚訝）均不符合 “因錯(cuò)誤行為感到愧疚” 的情緒。C. shame（羞愧）體現(xiàn)了主人公對(duì)自己行為的懊悔。故選C。
9.主人公在父親的引導(dǎo)下，“含淚地” 坦白了自己渴望被認(rèn)可的錯(cuò)誤心態(tài)。A. Generusly（慷慨地）、C. Carelessly（粗心地）、D. Strangely（奇怪地）與 “情緒激動(dòng)、淚流滿面” 的場(chǎng)景不符。B. Tearfully（含淚地）呼應(yīng)前文 “pushing me t the edge f fear and tears”，體現(xiàn)情緒的釋放。故選B。
10.文章結(jié)尾點(diǎn)明主旨：關(guān)注不能被強(qiáng)迫，真正的認(rèn)可來自可敬的行為。A. tlerance（寬容）、B. gratitude（感激）、C. sympathy（同情）均與前文 “stand ut”“recgnitin” 的主題無關(guān)。D. attentin（關(guān)注）與開頭 “felt unnticed” 和中間 “enjying all the eyes n me” 形成呼應(yīng)，總結(jié)全文核心。故選D。
第二節(jié)(共10小題;每小題1.5分,共15分)
A
閱讀下列短文，根據(jù)短文內(nèi)容填空。在未給提示詞的空白處僅填寫1個(gè)恰當(dāng)?shù)膯卧~，在給出提示詞的空白處用括號(hào)內(nèi)所給詞的正確形式填空。請(qǐng)?jiān)诖痤}卡指定區(qū)域作答。
Mst days after schl, I lve walking in the frest with my dg Nick. It’s ____11____ (peace), especially arund sunset. Nick has a fun time smelling the leaves and running after rabbits. When Nick runs ahead, I hear him barking excitedly. I smetimes call him back, wrried that he might have smene ____12____ (scare). The truth, thugh, is ____13____ culd be guessed — there’s never anyne else here. Just me, Nick, and the quiet frest.
【答案】11. peaceful
12. scared 13. what
【解析】
【導(dǎo)語】這是一篇記敘文。文章講述了作者大多數(shù)放學(xué)后的時(shí)光。
【詳解】
11. 空格處需填入形容詞作表語，描述在森林中散步的感受。括號(hào)內(nèi)的 “peace” 為名詞，意為 “和平；平靜”，其形容詞形式 “peaceful”（平靜的）符合語境，用于說明日落時(shí)分的森林氛圍。故答案為peaceful。
12. 此處考查 “have sb. + 過去分詞” 結(jié)構(gòu)，表示 “使某人被……”?！皊care” 為動(dòng)詞，意為 “使害怕”，過去分詞 “scared” 作賓語補(bǔ)足語，指 “擔(dān)心尼克可能會(huì)讓別人受到驚嚇”。 故答案為scared。
13. 空格處引導(dǎo)表語從句，且在從句中作主語?！皐hat” 在此處相當(dāng)于 “the thing that”，指代 “可以被猜到的事情”，即 “這里從沒有其他人”。從句結(jié)構(gòu)為 “what culd be guessed”，意為 “可以被猜到的（情況）”。故答案為What。
B
閱讀下列短文,根據(jù)短文內(nèi)容填空。在未給提示詞的空白處僅填寫1個(gè)恰當(dāng)?shù)膯卧~,在給出提示詞的空白處用括號(hào)內(nèi)所給詞的正確形式填空。請(qǐng)?jiān)诖痤}卡指定區(qū)域作答。
When was the last time yu tk n a tugh chice? Maybe this mrning yu debated whether t get up r stay in bed slightly ____14____ (lng). Making chices is part f life. By the time yu brushed yur teeth, yu ____15____ (make) several decisins even withut nticing. Sme chices are quick, while thers take mre thught. Usually, better utcmes ____16____ (achieve) thrugh a thrugh understanding f strategies like risk tlerance.
【答案】14. lnger
15. had made
16. are achieved
【解析】
【導(dǎo)語】本文是一篇說明文。文章主要講述了做選擇是生活的一部分及如何做出更好的選擇。
【詳解】
14. 考查形容詞比較級(jí)。句意為 “今天早上你在糾結(jié)是起床還是稍微多躺一會(huì)兒”，“slightly” 修飾比較級(jí)，強(qiáng)調(diào) “更長(zhǎng)時(shí)間”，故用 “l(fā)ng” 的比較級(jí) “l(fā)nger”。 故答案為lnger。
15. 考查過去完成時(shí)。時(shí)間狀語 “By the time yu brushed yur teeth”（到你刷牙的時(shí)候）中，“brushed” 為一般過去時(shí)，而 “做出決定” 發(fā)生在 “刷牙” 之前，即 “過去的過去”，需用過去完成時(shí) “had + 過去分詞”，故填 “had made”。 故答案為had made。
16. 考查一般現(xiàn)在時(shí)的被動(dòng)語態(tài)。句子主語 “better utcmes”（更好的結(jié)果）與謂語 “achieve” 之間為被動(dòng)關(guān)系（結(jié)果被達(dá)成），且句子陳述客觀事實(shí)，用一般現(xiàn)在時(shí)的被動(dòng)語態(tài) “am/is/are + 過去分詞”，主語為復(fù)數(shù)，故填 “are achieved”。 故答案為are achieved。
C
閱讀下列短文，根據(jù)短文內(nèi)容填空。在未給提示詞的空白處僅填寫1個(gè)恰當(dāng)?shù)膯卧~，在給出提示詞的空白處用括號(hào)內(nèi)所給詞的正確形式填空。請(qǐng)?jiān)诖痤}卡指定區(qū)域作答。
When ____17____ (travel), we engage with cultures and experiences. Hwever, accrding t a reprt by the Wrld Wildlife Fund, turists ____18____ (leave) ver 1.3 billin tns f fd waste last year, ____19____ accunted fr abut 8% f the ttal glbal gas release in 2024. T reduce ur impact, we can take simple steps: empty the fridge befre heading ut, and chse sustainable dining ptins. These effrts help us travel mre respnsibly. After all, explring the wrld shuldn’t cme ____20____ the planet’s expense.
【答案】17 traveling
18. left 19. which
20. at
【解析】
【導(dǎo)語】這是一篇說明文。文章指出旅行時(shí)人們會(huì)接觸不同文化和經(jīng)歷，但據(jù)世界野生動(dòng)物基金會(huì)報(bào)告，去年游客產(chǎn)生大量食物垃圾，對(duì)全球氣體排放有影響。為減少影響，人們可采取如出發(fā)前清空冰箱、選擇可持續(xù)餐飲等簡(jiǎn)單措施，強(qiáng)調(diào)探索世界不應(yīng)以犧牲地球?yàn)榇鷥r(jià)。
【詳解】
17.考查省略句（狀語從句中的主語和 be 動(dòng)詞省略）。完整句子為 “When we are traveling, we engage with cultures and experiences.”，當(dāng)狀語從句的主語與主句主語一致，且從句包含 “be 動(dòng)詞” 時(shí)，可省略主語和 be 動(dòng)詞，故填 “traveling”。 故答案為traveling。
18.考查一般過去時(shí)。時(shí)間狀語 “l(fā)ast year”（去年）表明動(dòng)作發(fā)生在過去，需用一般過去時(shí)，“l(fā)eave” 的過去式為 “l(fā)eft”，故填 “l(fā)eft”。 故答案為 left。
19.考查非限制性定語從句的關(guān)系代詞。逗號(hào)后為非限制性定語從句，修飾先行詞 “1.3 billin tns f fd waste”，關(guān)系詞在從句中作主語，指代物，故用 “which” 引導(dǎo)。故答案為which。
20.考查固定搭配。“at the expense f...” 為固定短語，意為 “以…… 為代價(jià)”，句意為 “探索世界不應(yīng)以地球?yàn)榇鷥r(jià)”，故填 “at”。 故答案為 at。
第二部分 閱讀理解(共兩節(jié), 38分)
第一節(jié)(共14小題; 每小題2分, 共28分)
閱讀下列短文, 從每題所給的A、B、C、D四個(gè)選項(xiàng)中, 選出最佳選項(xiàng), 并在答題卡上將該項(xiàng)涂黑。
A
Jin us fr TransFrm, the interactive summer camp that helps yu teens find yur passin by participating in varius activities and cnnecting with thers.
Experience TransFrm
TransFrm allws yu t get t fcus n yur chsen track thrugh subject matter talks, hands-n wrkshps, and ff-site experiences. Hwever, if yu are unsure what track yu want, yu still get t explre any wrkshp yu want as part f ur Explre Wrkshps. Besides, yur parents will als be able t participate in wrkshps selected just fr them t learn abut cutting-edge science.
Schedule f Prgramming
Prgramming Tracks
·Agricultural Science: Intrducing yu t areas such as bilgy, urban farming, and envirnmental science s that yu can explre the field f agriculture
·Cmmunity Bster: Guiding yu t develp innvative slutins fr real-wrld challenges and create transfrmative prgress t benefit all cmmunities
·Healthy Living: Empwering yu t make healthy decisins in such areas as nutritin and emtinal well-being, and lead healthy lifestyles
·Science Lab: Leading yu t explre the skills yu need t succeed in life in key areas like cmputer science, rbtics, and physics
21. TransFrm allws the teens t____________.
A. select wrkshps fr their parentsB. prepare track tpics fr the camp
C. design prgramme activitiesD. attend hands-n sessins
22. Accrding t the schedule, which activity can the teens participate in?
A. Keynte Speech n 17 July.B. Yuth Panel n 18 July.
C. Celebratin n 19 July.D. Prgramme Shwcase n 20 July.
23. What can the teens d in the Prgramming Tracks?
A. Build urban cmmunities.B. Serve as guides n a farm.
C. Learn abut healthy living.D. Vlunteer in a science lab.
【答案】21. D 22. B 23. C
【解析】
【導(dǎo)語】本文是一篇應(yīng)用文，介紹了青少年互動(dòng)夏令營(yíng) TransFrm 的相關(guān)信息，包括活動(dòng)體驗(yàn)、日程安排以及課程方向等內(nèi)容。
【詳解】
21.根據(jù) “Experience TransFrm” 部分第一句 “TransFrm allws yu t get t fcus n yur chsen track thrugh subject matter talks, hands-n wrkshps, and ff-site experiences.” 可知，青少年可以參加 “實(shí)踐工作坊（hands-n wrkshps）”。A. 為父母選擇工作坊（文中僅提到父母可參加專為他們?cè)O(shè)計(jì)的工作坊，而非青少年選擇）；B. 準(zhǔn)備營(yíng)地的軌道主題（文中未提及青少年需準(zhǔn)備主題）；C. 設(shè)計(jì)項(xiàng)目活動(dòng)（活動(dòng)由營(yíng)地安排，非青少年設(shè)計(jì)）；D. 參加實(shí)踐課程（與原文 “hands-n wrkshps” 對(duì)應(yīng)，正確）。故選D.
22.查看 “Schedule f Prgramming” 部分：
18 July 的活動(dòng)包括 “13:00-14:15 Yuth Panel”，即 “青年小組討論”。A. 17 July 的 “Keynte Speech”（原文 17 日無該活動(dòng)， keynte speech 在 20 日）；B. 18 July 的 “Yuth Panel”（與原文一致，正確）；C. 19 July 的 “Celebratin”（慶祝活動(dòng)在 20 日）；D. 20 July 的 “Prgramme Shwcase”（展示活動(dòng)在 17 日）。故選B.
23.根據(jù) “Prgramming Tracks” 部分：“Healthy Living” 板塊提到 “Empwering yu t make healthy decisins in such areas as nutritin and emtinal well-being, and lead healthy lifestyles”，即學(xué)習(xí)健康生活相關(guān)知識(shí)。A. 建設(shè)城市社區(qū)（“Cmmunity Bster” 板塊強(qiáng)調(diào)解決社區(qū)挑戰(zhàn)，而非建設(shè)社區(qū)）；B. 在農(nóng)場(chǎng)擔(dān)任向?qū)Вā癆gricultural Science” 板塊未提及擔(dān)任向?qū)В籆. 學(xué)習(xí)健康生活（與 “Healthy Living” 內(nèi)容一致，正確）；D. 在科學(xué)實(shí)驗(yàn)室做志愿者（“Science Lab” 板塊側(cè)重學(xué)習(xí)技能，而非志愿服務(wù)）。故選C.
B
Thrughut ur Junir year, my classmates and I have been wrried abut what clleges will see when they lk at ur whle life stry reduced t a single 200-wrd essay. Will the glden wrd “success” frm in their minds when they review ur achievements? Or will they see the big wrd “fail” in red? The shadw f this mysterius (神秘的) institutin steals away what success means t us.
My first step f redefining success began with curse registratins. It is a well-knwn fact, especially in my schl, that Junir year is the time f packing many AP classes int the schedule. When asked why they chse s many AP classes, my friends respnded: “I dn’t knw.” They themselves dn’t knw why they are fllwing the crwd and lnging fr the pressures f academic difficulty. Therefre, they d nt feel the satisfactin f being academically challenged.
Cmpleting many curses n lnger brings ut the feeling f success because mre than fur AP classes per year is a nrm set by tp universities. Determined t fllw my instincts (本能) n what I felt success means, I nly chse tw classes that I knew I wuld enjy. The feeling f success was n lnger attached t what grade I received but t the pure jy f learning.
Even my failures are attached t a feeling f success; after I take a step back and lk at the big picture, I see them as a launching pad (平臺(tái)) fr my next big achievement. In the ninth grade, I went in fr my first grup interview fr a leadership psitin as a shy girl. Nt standing a chance against cmpetitive applicants, I came ut f the interview with an upset lk. Nevertheless, this interview wasn’t a wasted pprtunity. I talked t ne f the senir applicants wh answered questins in a way that reflected the faith she had in herself.
This year, with an pen mind and new knwledge in mind, I walked int anther grup interview while telling myself I was that cl senir. I managed t secure a leadership psitin. Ultimately, success came little by little.
24. Thrughut the Junir year, what was the authr’s majr cncern?
A. Pressure frm chsing AP classes.B. Perfrmance in grup interviews.
C. Cmpetitin with senirs.D. Recgnitin by clleges.
25. The authr chse fewer AP classes because f _______.
A. her wn understanding f successB. her desire fr academic challenges
C. her strng urge t fllw the crwdD. her dream f entering a tp university
26. Which wuld best describe the authr’s first grup interview?
A. Dignifying.B. Rewarding.C. Engaging.D. Relaxing.
27. What can we learn frm this passage?
A. Everyne is the maker f their wn success.
B. Success favurs thse with a glden heart.
C. Success kncks at yur dr nly nce.
D. A cllege hlds the key t success.
【答案】24. D 25. A 26. B 27. A
【解析】
【導(dǎo)語】本文是一篇夾敘夾議文。文章主要講述了作者在高三時(shí)對(duì)大學(xué)申請(qǐng)和成功定義的反思，不再盲目追隨他人選擇大量AP課程，而是基于個(gè)人興趣選課，并從失敗的小組面試中學(xué)習(xí)，通過自我調(diào)整最終獲得領(lǐng)導(dǎo)職位。
【詳解】
24. 第一段第一句 “my classmates and I have been wrried abut what clleges will see when they lk at ur whle life stry reduced t a single 200-wrd essay”（我和同學(xué)們擔(dān)心大學(xué)在審閱我們被濃縮成 200 字短文的人生經(jīng)歷時(shí)會(huì)如何看待我們）。D. Recgnitin by clleges（被大學(xué)認(rèn)可） 與原文中 “擔(dān)心大學(xué)如何看待自己” 的核心意思一致，屬于同義替換。A. 選擇 AP 課程的壓力、B. 小組面試表現(xiàn)、C. 與學(xué)長(zhǎng)的競(jìng)爭(zhēng)均為后文提及的細(xì)節(jié)，而非高三期間的 “主要擔(dān)憂”，故排除。故選D
25. 第三段 “Determined t fllw my instincts n what I felt success means, I nly chse tw classes that I knew I wuld enjy”（決心遵循自己對(duì)成功的本能理解，我只選了兩門我知道自己會(huì)喜歡的課程）。A. her wn understanding f success（她對(duì)成功的自我理解） 與原文中 “遵循自己對(duì)成功的定義” 完全對(duì)應(yīng)，為正確答案。B. 對(duì)學(xué)術(shù)挑戰(zhàn)的渴望與原文中 “they d nt feel the satisfactin f being academically challenged”（他人選擇多門 AP 課卻未感受到挑戰(zhàn)的滿足感）矛盾；C. 隨波逐流的沖動(dòng)和D. 進(jìn)入頂尖大學(xué)的夢(mèng)想均與作者 “拒絕盲目跟風(fēng)” 的行為相悖，故排除。故選A。
26. 第四段 “this interview wasn’t a wasted pprtunity. I talked t ne f the senir applicants... this year, with an pen mind and new knwledge in mind, I walked int anther grup interview... secured a leadership psitin”（第一次面試并非浪費(fèi)時(shí)間，作者從學(xué)長(zhǎng)身上學(xué)習(xí)到經(jīng)驗(yàn)，為下次面試成功奠定基礎(chǔ)）。B. Rewarding（有回報(bào)的） 體現(xiàn)了第一次面試雖失敗但帶來后續(xù)成長(zhǎng)的意義，符合原文描述。A. Dignifying（有尊嚴(yán)的）、C. Engaging（引人入勝的）、D. Relaxing（放松的） 均與原文中 “upset lk（沮喪的表情）” 及 “從失敗中學(xué)習(xí)” 的核心內(nèi)容無關(guān)，故排除。故選B。
27. 作者通過拒絕盲目追求 AP 課程數(shù)量、重新定義成功，以及從面試失敗中積累經(jīng)驗(yàn)最終成功的經(jīng)歷，強(qiáng)調(diào) “成功源于自我認(rèn)知和主動(dòng)實(shí)踐”。
選項(xiàng)分析：A. Everyne is the maker f their wn success（每個(gè)人都是自己成功的締造者） 符合文章 “通過自我選擇和努力定義成功” 的主旨。B. 成功青睞有黃金心靈的人、C. 成功只敲一次門、D. 大學(xué)是成功的鑰匙均與文章中 “打破大學(xué)定義的成功標(biāo)準(zhǔn)”“失敗是成功的跳板” 等核心觀點(diǎn)不符，故排除。故選A。
C
Nt t lng ag, n a cld winter night, there was a teenager wh wanted mre screen time and a parent wh said n. The teenager was advcating fr her right t scrll (翻屏) fr an extra 30 minutes. The parent argued that nne f her friends’ parents let them have screens after 9 ’clck. “I thught, in this family, we dn’t cmpare urselves with ther peple, Dad?” the teenager replied. The parent — wh was me, by the way — just gt served. Since they were yung, I have tld my kids nt t cmpare themselves with ther peple. I have argued cuntless times that cmparisns are the “thief f jy”.
Althugh my daughter didn’t win, she did help expse ne f the wrst pieces f advice I have ever given. In my defence, I did what we’ve all dne befre, which is repeat received wisdm withut explring the nuances. But nw is the time t set the recrd straight, which starts with questining the idea that all scial cmparisn is unhealthy.
Scial cmparisns d, f curse, ften get us int emtinal truble. But they can be harnessed (利用) fr ur betterment if we understand hw they wrk. The scial cmparisns we make — nes that lead us t feel gd r bad abut urselves — are vital t ur ability t thrive (成長(zhǎng)). Science prvides a guide we can use t harness the way we perfrm these cmparisns t reduce their negative emtinal impacts.
Cmparing yurself with smene wh is utperfrming yu culd result in feelings f envy if yu fcus n the things they have and yu dn’t, r it can be energizing and inspiring if yu use these cmparisns as a surce f mtivatin, fr example, “If they can achieve that, s can I.” Cmparing yurself with smene wh is ding wrse than yu culd result in fear and wrry if yu think abut hw yu culd fall int similar circumstances, r it can draw ut feelings f gratitude and appreciatin if yu use that cmparisn t braden yur views — fr example, “Ww, things culd be much wrse; I’m ding great.”
What I wish I taught my daughter earlier are these nuances. Hw we feel abut urselves rests nt just n whm we cmpare urselves with but als n hw we think abut that cmparisn. That’s smething we all have cntrl ver.
28. Hw did the authr feel abut his daughter’s argument?
A. Excited.B. Inspired.C. Energized.D. Relieved.
29. What des the wrd “nuances” underlined in Paragraph 2 mst prbably mean?
A. Majr achievements.B. Cmplex feelings.
C. Significant impacts.D. Fine differences.
30. Which wuld be the best title fr the passage?
A. Cmparing Ourselves with Others Can Becme a Healthy Habit
B. Cmparing Ourselves with Others Can Strengthen Family Ties
C. Scial Cmparisns Can Get Us int Emtinal Truble
D. Scial Cmparisns Can Be Cntrlled by Science
【答案】28. B 29. D 30. A
【解析】
【導(dǎo)語】本文是一篇夾敘夾議文。作者通過講述自己和女兒關(guān)于能否延長(zhǎng)看屏幕時(shí)間的爭(zhēng)論，引出對(duì)社會(huì)比較這一觀念的思考，指出并非所有社會(huì)比較都不健康，若理解其原理，可加以利用促進(jìn)自我提升。
【詳解】
28.作者在與女兒的爭(zhēng)論中，女兒指出 “我們家從不和別人比較”，這讓作者意識(shí)到自己之前給出的建議存在問題。從文中 “she did help expse ne f the wrst pieces f advice I have ever given” 和 “nw is the time t set the recrd straight” 可知，女兒的話促使作者重新思考，產(chǎn)生了啟發(fā)。
關(guān)鍵細(xì)節(jié)：作者承認(rèn)自己之前重復(fù)了 “公認(rèn)的智慧” 卻未探究其細(xì)微差別，而女兒的反駁讓他意識(shí)到需要糾正錯(cuò)誤，這種反應(yīng)屬于 “受到啟發(fā)”，而非興奮（A）、充滿能量（C）或如釋重負(fù)（D）。故選B。
29.文中 “nuances” 出現(xiàn)在 “repeat received wisdm withut explring the nuances”，結(jié)合上下文，作者此前認(rèn)為 “所有社會(huì)比較都不健康”，但后來發(fā)現(xiàn)這種觀點(diǎn)過于絕對(duì)，忽略了比較的不同情況。后文提到社會(huì)比較可能帶來負(fù)面情緒，也可能成為動(dòng)力，說明其中存在 “細(xì)微差別”。A. Majr achievements（重大成就）與語境無關(guān)；B. Cmplex feelings（復(fù)雜情感）側(cè)重情緒，而非比較的性質(zhì)差異；C. Significant impacts（重大影響）強(qiáng)調(diào)結(jié)果，而非過程中的細(xì)微區(qū)別；D. Fine differences（細(xì)微差別）符合 “比較的不同方式和影響” 的語境。故選D。
30.文章核心觀點(diǎn)是：社會(huì)比較并非全為負(fù)面，若正確理解其運(yùn)作方式，可轉(zhuǎn)化為積極力量。
作者通過自身經(jīng)歷和科學(xué)分析，指出比較的關(guān)鍵在于 “如何思考比較”，而非避免比較。B. “Strengthen Family Ties”（加強(qiáng)家庭聯(lián)系）非文章主題；C. “Get Us int Emtinal Truble”（帶來情感問題）僅提及負(fù)面，未涵蓋積極面；D. “Cntrlled by Science”（由科學(xué)控制）偏離重點(diǎn)，文章強(qiáng)調(diào) “合理利用” 而非 “科學(xué)控制”；A. 準(zhǔn)確概括了 “比較可以成為健康習(xí)慣” 的核心觀點(diǎn)。故選A。
D
The call t “knw yurself” has been there since ancient times, but ur sense f self desn’t always match what thers perceive. Cnsidering the stries we tell abut urselves can help us t change ur minds fr better.
Fr many years, psychlgists saw identity as a cmbinatin f smene’s values, beliefs, gals and scial rles. Then, in the 1980s, Bb Jhnsn created the life stry mdel f identity, in which he prpses that, as we g thrugh life, these cre features are built in with ur memries t create a persnal stry thrugh which we understand ur lives.
Our life stry is smething that starts cming tgether in ur teenage years, when we begin t rganise ur lives int chapters arund key events r life changes, and begin t see urselves as bth the central character and, t a varying extent, the stry’s authr. Peple with mre cnsistent stries tend t have a strnger sense f identity, and they feel their life has mre meaning, directin and sense f purpse. Such peple shw greater verall life satisfactin, t.
Jhnsn has als investigated the link between well-being and certain stry themes. He discvered that whether smene describes having had sme cntrl ver events in their past is an imprtant predictr f a persn’s mental health. Anther key theme invlves finding sme kind f psitive meaning after stressful events. “Peple culd talk abut gaining knwledge r persnal grwth,” says Jhnsn. His research shws that this is ften missing fr peple with mental health cnditins. The gd news is that there is evidence we can learn t change ur wn stry.
Lisa Green, anther researcher, sunds a few ntes f cautin (謹(jǐn)慎). Fr instance, hearing abut the pwer f redemptive (拯救性的) stries, many peple may feel frced t find a psitive angle n hrrible events. She says that Western culture already pushes peple t lk fr the silver lining behind every clud.
If yu want t turn ver a new leaf, thugh, ne tp tip is that it helps t chse a significant date that signals the start f a new “chapter”. Cntrary t ppular dubt, reslutins made n I January are mre effective fr this reasn. S, whether yur gal is saving mney r getting fit, there is n better time t becme the authr f ur wn destiny (命運(yùn)).
31. What can be inferred abut persnal stries?
A. They are unrelated t health.B. Cnsistent nes lead t stress.
C. They are relevant t happiness.D. Thematic nes hld back change.
32. What can we learn frm this passage?
A. Talking abut gains frm failure is negative.B. New Year reslutins are well received.
C. The West tends t vervalue ptimism.D. Scial rles fail t be highlighted.
33. What des the authr mainly d in this passage?
A. Clarify a gal.B. Analyse an event.
C. Make a cmparisn.D. Illustrate an apprach.
34. What is the passage mainly abut?
A. Hw self-identity wrks.B. Hw stry-tellers are made.
C. Hw persnal stries raise dubts.D. Hw timing affects persnal identity.
【答案】31. C 32. C 33. D 34. A
【解析】
【導(dǎo)語】本文是一篇說明文。文章主要講述了個(gè)人故事與自我認(rèn)同、幸福感之間的關(guān)系及如何改變個(gè)人故事。
【詳解】
31.文章第三段明確指出，擁有更連貫個(gè)人故事的人 “往往具有更強(qiáng)的身份認(rèn)同感，覺得生活更有意義、方向和目標(biāo)，整體生活滿意度也更高”。這直接表明個(gè)人故事與幸福感（happiness）相關(guān)，故 C 正確。第四段提到 Bb Jhnsn 的研究，發(fā)現(xiàn)對(duì)過去事件的掌控感是心理健康的重要預(yù)測(cè)因素，說明個(gè)人故事與健康有關(guān)，A 選項(xiàng) “與健康無關(guān)” 錯(cuò)誤。原文說連貫的故事帶來更高的生活滿意度，而非壓力（stress），B 選項(xiàng)與原文矛盾。第四段最后提到 “有證據(jù)表明我們可以學(xué)習(xí)改變自己的故事”，說明主題故事并非阻礙改變（hld back change），D 錯(cuò)誤。故選C。
32.第五段中 Lisa Green 提到，西方文化 “已經(jīng)推動(dòng)人們?cè)诿恳黄撇屎髮ふ毅y邊”，甚至強(qiáng)迫人們?cè)诳膳率录袑ふ曳e極角度，這表明西方過度重視樂觀（vervalue ptimism），故 C 正確。第四段強(qiáng)調(diào)在壓力事件后尋找積極意義（如知識(shí)獲取或個(gè)人成長(zhǎng)）是心理健康的重要因素，A 選項(xiàng) “談?wù)撌≈械氖斋@是消極的” 與原文相悖。最后一段提到 “與普遍的懷疑相反，1 月 1 日的決心更有效”，說明新年決心并未被廣泛接受（well received），B 錯(cuò)誤。第二段提到心理學(xué)家曾將身份視為 “價(jià)值觀、信仰、目標(biāo)和社會(huì)角色的組合”，說明社會(huì)角色曾被強(qiáng)調(diào)，D 選項(xiàng) “社會(huì)角色未被突出” 錯(cuò)誤。故選C。
33.文章圍繞 Bb Jhnsn 的 “生活故事模型” 展開，詳細(xì)闡述了個(gè)人故事如何構(gòu)成自我身份、影響幸福感，以及如何通過選擇重要日期等方式改變故事，本質(zhì)上是在 “闡述一種方法（apprach）”，故 D 正確。文章未明確 “澄清目標(biāo)（Clarify a gal）”，主要是介紹理論和方法。文中未具體 “分析事件（Analyse an event）”，而是探討抽象的理論模型。雖然提到 Lisa Green 的謹(jǐn)慎觀點(diǎn)，但主要目的不是 “做比較（Make a cmparisn）”，而是全面說明方法的應(yīng)用和注意事項(xiàng)。故選D。
34.文章從古代 “認(rèn)識(shí)自己” 的呼吁出發(fā)，介紹了心理學(xué)家對(duì)身份的定義，重點(diǎn)通過 Bb Jhnsn 的模型解釋個(gè)人故事如何與記憶結(jié)合形成自我身份，并影響心理健康和生活滿意度，核心是探討 “自我身份如何運(yùn)作（Hw self-identity wrks）”，故 A 正確。文章未涉及 “如何成為講故事的人（Hw stry-tellers are made）”，講故事是理解身份的方式，而非主題?！皞€(gè)人故事引發(fā)懷疑” 僅在第五段作為補(bǔ)充內(nèi)容提及，并非全文主旨。最后一段提到 “時(shí)間（如新年）” 對(duì)開啟新故事章節(jié)的作用，但這是方法的一部分，而非主要討論 “時(shí)間如何影響個(gè)人身份”。 故選A。
第二節(jié)(共5小題;每小題2分,共10分)
根據(jù)短文內(nèi)容, 從短文后的七個(gè)選項(xiàng)中選出能填入空白處的最佳選項(xiàng), 并在答題卡上將該項(xiàng)涂黑。選項(xiàng)中有兩項(xiàng)為多余選項(xiàng)。
What is adulthd? Scieties all ver the wrld view the cncept f an adult as self-supprting and self-directed, because it identifies a pint in the life cycle.
As Alice Black pints ut, tday’s parents’ fear f letting kids d mre husewrk has added t their inability t feel cmpetent and, thus, cnfident in themselves. Psychlgist Rbert Turner wrte abut this in his bk, The Life Cycle, mentining a stage when kids learn self-directin and mastery. ____35____
But Turner’s ther cycles are just as imprtant. ____36____ If these life cycles are delayed, interrupted, r denied, yu feel incapable f accessing yur states f self, cntrlling unpleasant feelings, and manipulating (操控) the energy that puts tgether the fabric f yur inner wrld.
Turner wisely said that “ding well” psychlgically is being able t rll with the flw f emtins, manage them, cmmunicate clearly and well with thers, and master varius skills. This requires an internal lcus (核心) f cntrl, which implies self-cntrl f yur thughts, feelings, and actins. ____37____ Yu’re self-directed and nt reliant n the wrld t tell yu wh yu are. And yu knw wh yu are within all this.
S, being an adult isn’t just hlding a jb. Being an adult is abut having a rted sense f self while being capable f identifying and managing yur emtins and actins. ____38____ We are a scial species, s this is imprtant.
While raising an adult is a parent’s jb, it’s als ur respnsibility as a sciety t ensure that we supprt schls that nurture (培養(yǎng)) emtinal and identity develpment. ____39____
A. It’s als ur jb t supprt adults wh need help repairing incmplete life cycles.
B. They talk abut smene’s inability t supprt themselves thrugh wrk.
C. It’s being able t shw understanding when cmmunicating with thers.
D. In ther wrds, yu’re playing the game f life — life isn’t playing yu.
E. They teach emtinal awareness and management as well as identity.
F. Yu feel like an 18-year ld, especially when playing 80s music.
G. When this stage is denied it creates a sense f insecurity.
【答案】35. G 36. E 37. D 38. C 39. A
【解析】
【導(dǎo)語】本文是一篇議論文，文章主要探討了成年人的定義及其所需具備的特質(zhì)，并強(qiáng)調(diào)了社會(huì)在培養(yǎng)成年人方面的責(zé)任。
【詳解】
35.前一句提到 Turner 書中關(guān)于孩子學(xué)習(xí)自我指導(dǎo)和掌握能力的階段，此空需銜接該階段被否定的后果。G 項(xiàng)中的this stage指代前文中的 “a stage when kids learn self - directin and mastery”，且 “creates a sense f insecurity” 與后文 “if these life cycles are delayed, interrupted, r denied” 形成邏輯呼應(yīng)，說明階段被否定會(huì)導(dǎo)致不安全感。故選G。
36.前句指出 Turner 的其他周期同樣重要，此空需解釋其他周期的具體內(nèi)容。E 項(xiàng)中的they指代 “ther cycles”，“teach emtinal awareness and management as well as identity” 具體說明了其他周期在情感認(rèn)知、管理和身份認(rèn)同方面的作用，與后文 “these life cycles are delayed...” 形成連貫論述。故選E。
37.前句強(qiáng)調(diào)心理上 “做得好” 需要自我控制，此空需進(jìn)一步解釋 “internal lcus f cntrl” 的含義。D 項(xiàng)通過In ther wrds進(jìn)行同義轉(zhuǎn)換，用 “yu’re playing the game f life — life isn’t playing yu” 形象地表達(dá)了自我主導(dǎo)而非被生活支配的概念，與前句 “self - cntrl f yur thughts, feelings, and actins” 形成解釋關(guān)系。故選D。
38.前句指出成年意味著具備自我認(rèn)知和管理情緒行動(dòng)的能力，后文提到人類是社會(huì)物種，此空需銜接社交相關(guān)內(nèi)容。C 項(xiàng)中的 “being able t shw understanding when cmmunicating with thers” 體現(xiàn)了社交中的理解能力，與后文 “We are a scial species” 形成因果邏輯，強(qiáng)調(diào)溝通理解的重要性。故選C。
39. 前句提到社會(huì)有責(zé)任支持學(xué)校培養(yǎng)學(xué)生的情感和身份發(fā)展，此空需補(bǔ)充另一個(gè)社會(huì)責(zé)任。A 項(xiàng)通過als與前句形成并列，“supprt adults wh need help repairing incmplete life cycles” 進(jìn)一步說明社會(huì)在支持成年人修復(fù)不完整生命周期方面的責(zé)任，符合段落邏輯。故選A。
第三部分 書面表達(dá)(共兩節(jié), 32分)
第一節(jié)(共4小題; 第40、41題各2分, 第42題3分, 第43題5分, 共12分)
閱讀下面短文, 根據(jù)題目要求用英文回答問題。請(qǐng)?jiān)诖痤}卡指定區(qū)域作答。
There’s smething magical abut the way imaginatin wrks. Arund the wrld, kids are using imaginatin in ways that were nce nly fund in science fictin.
Take the stry f Mark Lee. He lved biking arund his neighburhd but grew upset seeing that many plastic bttles littered the parks and sidewalks. Instead f simply cmplaining, he decided t d smething abut it.
Using an ld 3D printer, Mark started experimenting. He melted (熔化) plastic bttles dwn and tried shaping them int small bricks. At first, everything went wrng — the plastic brke, the printer jammed, and the pieces didn’t fit tgether. Friends laughed a little, and even Mark’s parents thught he shuld just give up.
But Mark had a different idea. He redesigned the bricks t lck tgether like puzzle (拼圖) pieces and adjusted the heating temperature carefully. After mnths f trial and errr, he succeeded. With a little help frm his schl and the lcal cmmunity centre, Mark used his bricks t build a small bike shelter fr his neighburhd.
And he’s nt alne. Thirteen-year-ld Sally Carter lved reading fantasy bks. Inspired by magical maps in her stries, she wndered: what if we culd build a real-wrld app that helps peple explre hidden places in their wn cities? She gathered friends, learned sme basic prgramming, and tgether they created an app that maps small lcal parks and gardens few peple knew abut. Their app quickly grew ppular in twn and even wn a lcal yuth innvatin award.
Next time yu see a yung persn lst in thught, dn’t rush t pull them back. They might just be imagining the next great idea.
40. What upset Mark when he was biking arund his neighburhd?
_____________________________________________________________
41. Hw des the app created by Sally and her friends help?
_____________________________________________________________
42. Please decide which part is false in the fllwing statement, then underline it and explain why.
> With encuragement frm his friends and parents, Mark built a small bike shelter fr his neighburhd after mnths f trial and errr.
_____________________________________________________________
43. Hw can yu put yur imaginatin int practice as Mark and Sally did?(In abut 40 wrds)
_____________________________________________________________
【答案】40. Seeing that many plastic bttles littered the parks and sidewalks.
41. It helps peple explre hidden places like small lcal parks and gardens in their wn cities.
42.
Accrding t the passage, friends laughed a little, and even Mark’s parents thught he shuld just give up；s this part With encuragement frm his friends and parents is false.
43. First, identify a prblem r an idea. Then, experiment bravely, learn relevant skills if needed, and keep trying despite difficulties.
【解析】
【導(dǎo)語】本文是一篇記敘文，主要講述了 Mark Lee 和 Sally Carter 兩位青少年發(fā)揮想象力并付諸實(shí)踐的故事，鼓勵(lì)年輕人積極發(fā)揮想象力。
【詳解】
40.根據(jù)文章第二段第二句 “He lved biking arund his neighburhd but grew upset seeing that many plastic bttles littered the parks and sidewalks.” 可知，Mark 因看到公園和人行道上散落著許多塑料瓶而感到沮喪。題干直接考查對(duì)具體細(xì)節(jié)的定位與提取，答案需準(zhǔn)確對(duì)應(yīng)原文描述。故答案為：Seeing that many plastic bttles littered the parks and sidewalks.
41.文章第五段提到 “ an app that maps small lcal parks and gardens few peple knew abut.”，即該應(yīng)用程序通過繪制當(dāng)?shù)仵r為人知的小公園和花園的地圖，幫助人們探索城市中的隱蔽地點(diǎn)。答案需概括應(yīng)用程序的功能，并用 “help sb. d sth.” 結(jié)構(gòu)表述。故答案為：It helps peple explre hidden places like small lcal parks and gardens in their wn cities.
42. 根據(jù)文章第三段最后一句 “Friends laughed a little, and even Mark’s parents thught he shuld just give up.” 可知，Mark 的朋友和父母并未鼓勵(lì)他，反而朋友嘲笑他，父母勸他放棄。因此，“encuragement” 與原文描述矛盾，需下劃線標(biāo)注該部分并說明原因。故答案為：Accrding t the passage, friends laughed a little, and even Mark’s parents thught he shuld just give up；s this part With encuragement frm his friends and parents is false.
43. 結(jié)合 Mark 和 Sally 的經(jīng)歷，實(shí)踐想象力的關(guān)鍵步驟包括：發(fā)現(xiàn)問題 / 產(chǎn)生想法（如 Mark 關(guān)注塑料垃圾，Sally 受奇幻地圖啟發(fā)）；勇敢嘗試與實(shí)驗(yàn)（Mark 用 3D 打印機(jī)制作磚塊，Sally 學(xué)習(xí)編程）；學(xué)習(xí)必要技能（若有需求）；克服困難，持續(xù)努力（Mark 經(jīng)歷多次失敗后成功）。故答案為：First, identify a prblem r an idea. Then, experiment bravely, learn relevant skills if needed, and keep trying despite difficulties
第二節(jié)(20分)
44. 假設(shè)你是紅星中學(xué)高三學(xué)生李華。聯(lián)合國(guó)正面向全球青少年開展倡議征集活動(dòng)。你的外國(guó)好友Jim打算參加，為此發(fā)來郵件，就倡議內(nèi)容詢問你的建議。請(qǐng)你用英文給他回復(fù)，內(nèi)容包括：
1. 提出的建議；
2. 建議的理由。
提示詞：倡議 prpsal
注意：1. 詞數(shù)100左右；
2. 開頭和結(jié)尾已給出，不計(jì)入總詞數(shù)。
Dear Jim,
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yurs,
Li Hua
【答案】
Dear Jim,
I’m glad t hear that yu want t take part in the UN’s initiative fr glbal teenagers. Here’s my advice.
I suggest fcusing n envirnmental prtectin. As we knw, the envirnment is facing serius prblems, which affect everyne’s life. If we can raise awareness abut it and encurage mre peple t take actin, it will make a big difference. Anther idea is t prmte cultural exchange. We live in a wrld where different cultures cexist. By sharing ur cultures and learning frm each ther, we can build a mre harmnius glbal cmmunity.
I hpe these suggestins help! Let me knw if yu need mre ideas.
Best wishes!
Yurs,
Li Hua
【解析】
【導(dǎo)語】本篇書面表達(dá)屬于應(yīng)用文。要求考生針對(duì)外國(guó)好友Jim關(guān)于聯(lián)合國(guó)全球青少年倡議征集活動(dòng)的詢問進(jìn)行回復(fù)，給出倡議內(nèi)容的建議及理由。
【詳解】
開頭段以 “I’m glad t hear...” 表達(dá)對(duì) Jim 參與倡議的支持，迅速切入建議主題，體現(xiàn)友好與鼓勵(lì)的語氣。
建議一：環(huán)境保護(hù)
問題闡述：指出環(huán)境面臨嚴(yán)重問題，且影響所有人的生活（“the envirnment is facing serius prblems, which affect everyne’s life”），強(qiáng)調(diào)行動(dòng)的緊迫性。
解決方案：建議通過提高環(huán)保意識(shí)（“raise awareness”）和鼓勵(lì)更多人行動(dòng)（“encurage mre peple t take actin”）改善現(xiàn)狀，邏輯上從認(rèn)知到實(shí)踐層層遞進(jìn)。
建議二：文化交流
背景鋪墊：以 “different cultures cexist” 說明世界多元文化共存的現(xiàn)狀，為建議提供合理性。
積極意義：通過分享文化（“sharing ur cultures”）和相互學(xué)習(xí)（“l(fā)earning frm each ther”），推動(dòng)構(gòu)建更和諧的全球社區(qū)（“mre harmnius glbal cmmunity”），突出文化交流的價(jià)值。
結(jié)尾段以 “I hpe these suggestins help!” 表達(dá)期望，并開放進(jìn)一步溝通的可能（“Let me knw if yu need mre ideas”），體現(xiàn)體貼與支持。
重點(diǎn)詞匯:
take part in – 參加
initiative – 倡議，行動(dòng)計(jì)劃
glbal teenagers – 全球青少年
envirnmental prtectin – 環(huán)境保護(hù)
face serius prblems – 面臨嚴(yán)重問題
raise awareness – 提高意識(shí)
take actin – 采取行動(dòng)
高分句型:
I’m glad t hear that yu are interested in this prject. 用于表達(dá)高興的心情。
"Here’s my advice."（這是我的建議。）→ 直接引出建議，簡(jiǎn)潔明了。
As we knw, climate change is a majr challenge tday. 用于引入普遍認(rèn)可的事實(shí)。
If we can reduce plastic waste, it will make a big difference t the cean. 強(qiáng)調(diào)行動(dòng)的重要性。
"I hpe these suggestins help!"（希望這些建議對(duì)你有幫助?。?禮貌結(jié)尾。
"Let me knw if yu need mre ideas."（如果需要更多建議，請(qǐng)告訴我。）→ 表示愿意進(jìn)一步幫助。
17 July
Time Activities
14:00-15:00 Lead t Change Kick-ff
15:00-16:30 Prgramme Shwcase
16:30-18:00 Track Wrkshps
18 July
Time Activities
9:30-11:00 Career Fireside Chats
13:00-14:15 Yuth Panel
14:15-16:20 Track Keyntes
19 July
Time Activities
8:00-12:00 Off-site Experiences
13:00-15:00 Gallery Viewing
15:15-16:45 Adult Wrkshps
20 July
Time Activities
9:00-11:15 Explre Wrkshps
13:30-16:00 Keynte Speech
16:15-17:00 Celebratin