2025年1月浙江高考英语真题及答案解析

1. A.Look for a job.
2. B.Move to a new place.
3. C.Rearrange the furniture.

1. A.A new book.
2. B.A morning paper.
3. C.An African teacher.

1. A.Regretful.
2. B.Anxious.
3. C.Confused.

1. A.In a restaurant.
2. B.In a police station.
3. C.In a car.

1. A.Pay the bill.
2. B.Check the mailbox.
3. C.Fix the gas cooker.

1. A.Disappointing.
2. B.Acceptable.
3. C.Excellent.

1. A.Three hours.
2. B.Five hours.
3. C.Ten hours.

1. A.It’s enjoyable.
2. B.It’s stressful.
3. C.It’s creative.

1. A.Magazines.
2. B.Diaries.
3. C.Maps.

1. A.His dreams.
2. B.His parents.
3. C.His travels.

1. A.Window cleaner.
2. B.Shop assistant.
3. C.Fitness coach.

1. A.A company car.
2. B.A smartphone.
3. C.A video recorder.

1. A.Computer skills.
2. B.Physical strength.
3. C.Work experience.

1. A.He’s a receptionist.
2. B.He’s a secretary.
3. C.He’s a waiter.

1. A.He showed her the wrong way.
2. B.There is no reservation for her.
3. C.Her name has been misspelled.

1. A.Come back later.
2. B.Talk to the manager.
3. C.Postpone the meeting.

1. A.Tidy up a room.
2. B.Make a phone call.
3. C.Go for a coffee.

1. A.They can obtain food easily.
2. B.They enjoy human company.
3. C.They lost their natural habitat.

1. A.The birds are facing serious dangers.
2. B.Different kinds of birds live together.
3. C.Some birds are attracted to the poles.

1. A.Drive them away.
2. B.Feed them regularly.
3. C.Do research on them.

1. A.Former students.
2. B.Guest borrowers.
3. C.Retired teachers.
4. D.Fee-card holders.

1. A.Pay an extra fee for delivery.
2. B.Renew it before the due date.
3. C.Pick it up at the lending library.
4. D.Return it when it is recalled.

1. A.$15.
2. B.$20.
3. C.$24.
4. D.$30. B When I was a child I was often told what not to eat. “You don’t want to get fat” was on constant repeat throughout my childhood. It really messed up my relationship with food — something that took me years to overcome. Because of this, I’m careful not to connect what my kids weigh with their worth as people. I encourage my daughter to make healthy snack choices and often dissuade (劝阻) her from a second dessert. But one day when I heard her saying “I think I’m too fat,” my heart sank. It made me wonder if giving her advice on snacks was having an unintentionally negative impact. According to Charlotte Markey, a professor of psychology, food is one of the rare subjects where, as parents, saying less is more. “There are so many things in parenting that are good to talk through, but I’m not convinced that food is one of them,” she says. “It just creates some worries and insecurities in kids that aren’t necessarily healthy.” Instead, she recommends applying a well-known concept among nutrition experts called the “Division of Responsibility,” where parents provide a variety of mostly healthy foods to their kids at fixed times, and the kids themselves decide what and how much they want to consume — even if that means occasionally eating more cookies than carrots. Allowing kids to eat what they want also exposes them to the natural consequences of their decisions. “When your child says, ‘My stomach hurts,’ you can say, ‘Well you had a lot of sugary foods and you might feel better if you made some other choices,’” says Markey. “Let them feel like they have some control over it.” I’ve been trying out these strategies and I’ve found that when I’m less restrictive, they do make better decisions. “Feeding is a long game,” says Markey. “The food you have available makes a huge difference. Even if they don’t eat it, they’ re seeing it. And then all of a sudden it clicks.”

1. A.She is upset by her kids’ weight.
2. B.She is critical of the way she was fed.
3. C.She is interested in making food.
4. D.She is particular about what she eats.

1. A.Allowing kids to eat cookies occasionally.
2. B.Offering various foods to kids at fixed times.
3. C.Explaining to kids the risks of taking snacks.
4. D.Talking with kids about school at mealtimes.

1. A.Make diet decisions on their own.
2. B.Share their food with other kids.
3. C.Eat up what is provided for them.
4. D.Help their parents do the dishes.

1. A.Costly.
2. B.Complex.
3. C.Workable.
4. D.Contradictory. C A novel design approach to gardening has been gaining in popularity worldwide. Referred to as matrix planting, this approach aims for nature to do a lot more of the heavy lifting in the garden, and even some of the designing. Eschewing fertilizers (化肥) and power tools, it’s based on an elegantly simple principle: to garden more like nature does. The concept was born when German city planners sought to plant large areas of parkland after World War II in a reproducible way that would need minimal maintenance. Planners created planting mixes that could be used modularly (模块化). In a matrix garden, plants with similar cultural needs are grouped so that they will grow together above and below ground, forming a cooperative ecosystem that conserves water and discourages weeds. Dutch plantsman and designer Piet Oudolf’s gardens popularized this style, adding artistic flavors to the planting mixes while playing with color and form, including four-season interest and serving the needs of wildlife. Beautiful year-round, they invite you to enjoy the smallest detail, from the sound of grasses in the gentle wind to the sculpture of odd-looking seed heads. It takes a lot of thought to look this natural. While matrix gardens appear wild, they are carefully planned, with cultural needs the first consideration. Led by the concept of “right plant, right place,” they match plants that enjoy the same soil, sun and weather conditions, and arrange them according to their patterns of growth. The benefits are substantial for both gardener and planet. With human inputs dramatically reduced, the garden’s ecology can develop well. Established matrix gardens should not need the life support we give most gardens: fertilizer, dividing, regular watering. Compared to traditional garden plots, they increase carbon absorption, reduce stormwater runoff and boost habitat and biodiversity significantly.

1. A.Running out of.
2. B.Keeping away from.
3. C.Putting up with.
4. D.Taking advantage of.

1. A.To control weeds in large gardens.
2. B.To bring in foreign species of plants.
3. C.To conserve soil and water resources.
4. D.To develop low-maintenance parkland.

1. A.Traditional.
2. B.Odd-looking.
3. C.Tasteful.
4. D.Well-protected.

1. A.The future of gardening is WILD.
2. B.Nature treats all lives as EQUALS.
3. C.Matrix gardens need more CARE.
4. D.Old garden plots work WONDERS. D As new technologies take on increasingly humanlike qualities, there’s been a push to make them genderless. “People are stereotyping (形成刻板印象) their gendered objects in very traditional ways,” says Ashley Martin, a Stanford associate professor of organizational behavior. Removing gender from the picture altogether seems like a simple way to fix this. Yet as Martin has found in her work, gender is one of the fundamental ways people form connections with objects, particularly those designed with human characteristics. In her study, Martin asked participants to rate their attachment to male, female, and genderless versions of a digital voice assistant and a self-driving car known as “Miuu.” It was found that gender increased users’ feelings of attachment to these devices and their interest in purchasing them. For example, participants said they would be less likely to buy a genderless voice assistant than versions with male or female voices. While gendering a product may be good marketing, it may also strengthen outdated or harmful ideas about power and identity. The stereotypes commonly associated with men, such as competitiveness and dominance, are more valued than those associated with women. These qualities, in turn, are mapped onto products that have been assigned a gender. Martin’s study also found that creating a genderless object was difficult. For instance, if an object’s name was meant to sound genderless, like Miuu, participants would still assign a gender to it — they would assume Miuu was a “he” or “she.” Martin sees a silver lining however: She believes that anthropomorphism (拟人化) “provides an opportunity to change stereotypes.” When women are put into positions of leadership like running companies, it reduces negative stereotypes about women. Similarly, anthropomorphized products could be created to take on stereotype-inconsistent roles — a male robot that assists with nursing or a female robot that helps do calculations, for instance.

1. A.To reduce stereotypes.
2. B.To meet public demand.
3. C.To cut production costs.
4. D.To encourage competition.

1. A.Design a product.
2. B.Respond to a survey.
3. C.Work as assistants.
4. D.Take a language test.

1. A.They cannot be mass-produced.
2. B.Naming them is a challenging task.
3. C.People assume they are unreliable.
4. D.Gender is rooted in people’s mind.

1. A.The quality of genderless products.
2. B.The upside of gendering a product.
3. C.The meaning of anthropomorphism.
4. D.The stereotypes of men and women.

第二节 七选五

A. Be patient.B. Get the audience involved.C. The best messages are often simple.D. Speak directly to what matters to them.E. You may be surprised by what your listeners offer.F. It will also give them a handy record to refer back to.G. As the speaker, you already know what you’re going to say.

从每空所给的四个选项中选出最佳答案。

第二节 语法填空

词数要求：词数以题目要求为准 · 15 分

词数要求：词数以题目要求为准 · 25 分