2025年高考英语真题上海卷

One morning, Sally Dalton, a speechwriter, was walking down a path when she heard the bark of a dog. She thought nothing of it until she came upon a baby hare1seemed to be struggling. The animal, no longer than the width of her hand,2(lie) on its stomach with its eyes open and its short, silky ears held tightly against its back. The most likely explanation for its3(expose) position was that it had been chased, picked up and dropped by the dog she’d heard, and had ended up lost on the track. Dalton was at a crossroads. She knew that4(pick) up the animal might do more harm than good, but leaving it there might lead to an equally unwelcome outcome. She picked it up.

Dalton thought she would tend to the animal’s immediate needs and then release5outside. But once the hare6(bring) inside her house, she became first its caretaker and later its protector. Hares are not meant to be pets. And Dalton never forced this hare to become one. When the hare was well enough to return to the outside world. Dalton let it go.

The hare kept coming back. Dalton left her door open7the animal could come and go like an adult child with a driver’s license. The loose arrangement created an unusual bond: the hare became so comfortable in Dalton’s home that it gave birth8baby hares behind a curtain in her study.

Dalton and the hare learned to respect each other’s boundaries, which allowed them9(coexist) peacefully. And it was difficult for Dalton not to see admirable human qualities in her woolly housemate: patience, dignity, calm and strength among them.
These qualities are in conflict with10the hare is typically described in children’s literature. Think, for instance, if the animal’s overconfidence in Aesop’s The Tortoise and the Hare. Dalton’s story is a deep dive into the biology of the animal and an insightful look at its role in the animal-human world.

Complete the following passage by using the words in the box. Each word can only be used once. Note that there is one word more than you need.

Solar panels won’t go beyond golf courses
One of the UK’s green targets is to cover 0.4% of its land in solar panels by the end of the decade — less than the area covered by golf courses, known for their high water usage and chemical-intensive maintenance practices.
An analysis by researchers at the University of Lancaster showed solar farms occupy about 0.06% of land today. The vast majority have been built on former farmland. The previous government considered_11_solar power on the richest agricultural land. It proposed land use guidelines that would discourage solar panel_12_on the best soils. A study of satellite images revealed that 65% of solar farms were built on former arable (可耕种的) land and 30% on grassland. The rest was former landfill, mines and other uses.
However, Hollie Blay, a senior research associate at Lancaster, said that in absolute terms the area occupied by solar farms was very small. “We’ve worked out that 0.06%, or 15,580 hectares (公顷), is roughly_13_to a tenth of the area of Greater London,” she said.
There are about a thousand solar farms in the UK, with the current target of_14_capacity three times by 2030. If all the panels to meet this goal are mounted on the ground, the researchers found solar farms would require a(n)_15_80,920 hectares. That would take solar’s share of UK land to 0.4%, or 0.83% of farmland. Estimates_16_but golf courses are believed to cover about 0.5% of land.
In reality, some of the panels are likely to be installed on the rooftops of large industrial facilities, and some could even be_17_on vast waters. This means the true share of land is likely to be even lower. Based on current_18_of where panels are installed, solar would occupy 0.22% of land. “Solar farms are likely to occupy a small land area compared to primary land uses, such as agriculture, and could combine_19_land uses,” the researchers wrote.
Sheep can be raised between rows of panels and solar farms can help with nature recovery; they can, according to a recent study by a University of Cambridge team,__20__more birds than nearby arable fields.

In the scientific field, just as important as raising our voices is how we come together. Progress doesn’t happen21; it’s fueled by cooperation. Like a music band where every instrument plays its part, scientists from different backgrounds harmonize their expertise (专门技术) to create something greater than the22of its parts.
I’ve witnessed that cooperative power firsthand through an initiative called Native Plant Hub. This initiative brings together local governments, tribal communities, academic institutions, and private landowners. Their23mission? Addressing critical shortages in native plant materials to support fire reduction, foreign species control, and habitat restoration across the western United States.
It couldn’t have succeeded without the combined expertise of these24groups. Each contributes something essential, proving that large-scale conservation efforts don’t happen25; they require long-term investment, cooperation, and commitment. It’s a model for how we should26solutions that encourage innovation and transform the world. That’s why I’m so passionate about the CES network — it’s right there in the name: Cooperative Ecosystem Studies. Exchanging knowledge and expertise is the foundation of scientific progress. Through partnerships, improvements emerge that might27remain difficult to achieve. For example, a project highlight I’m currently writing looks at the cooperation between University of Oregon researchers and the Park Service to study the cultural landscape of Carlsbad Caverns. When the Service suggested bringing in a cave microbiologist, the university team28hadn’t considered the role of microscopic life in preservation. But once involved, the microbiologist’s advice proved29.
One key moment came when the team faced the30of a worsening historic wooden staircase, which had become a habitat for microorganisms. Without precautions(预防措施,), disturbing the structure could have31the cave’s delicate ecosystem. Before removing it, the microbiologist proposed covering the staircase to32unintended harm. After the successful relocation, the team proposed using projected images to illustrate its former33, enabling visitors to appreciate its historical significance.
This cooperation — combining scientific expertise with cultural preservation — safeguarded both the cave’s ecological34and historical significance. The result is an approach that35environmental conservation and cultural preservation, ensuring the long-term protection of our national parks.
Too often, scientific research operates separately. But real progress doesn’t come from opposition; it comes from cooperation.

Directions: Read the following three passages. Each passage is followed by several questions or unfinished statements. For each of them there are four choices marked A, B, C, and D. Choose the one that fits best according to the information given in the passage you have just read.
Andreas Schleicher sat down quietly toward the back of the room, trying not to attract attention. He did this sometimes, wandering into classes he had no intention of taking.
It was the mid-1980s, and he was studying physics at the University of Hamburg, one of Germany’s leading universities. In his free time, however, he slipped into lectures the way other people watched television. This class was taught by Thomas Neville Postlethwaite, who called himself an “educational scientist.” Schleicher found the title curious.
Schleicher’s father was an education professor at the university and had always talked about education as a kind of mysterious art. “You cannot measure what matters in education — the human qualities,” his father liked to say. From what Schleicher could tell, there was nothing scientific about education, which was why he preferred physics. But this British fellow whose last name he could not pronounce seemed to think the other way around. Postlethwaite was part of a new group of researchers who were trying to analyze a soft subject in a hard way, much like a physicist might study education if he could.
Schleicher listened carefully to the debate about statistics and sampling. In his mind, he started imagining what might happen if one really could compare what kids knew around the world, while controlling for factors like race or poverty in the analysis. He found himself raising his hand and joining the discussion.
In Schleicher’s experience, German schools had not been as exceptional as German educators seemed to think. As a boy, he’d felt bored much of the time and earned ordinary grades. But, as a teenager, several teachers had encouraged his fascination with science and numbers, and his grades had improved. In high school, he’d won a national science prize, which meant he was more or less guaranteed a well-paying job in a private company after college. That was exactly what he’d planned to do, until he stepped into Postlethwaite’s lecture.
At the end of class, the professor asked Schleicher to stay behind. He could tell that there was something different about this young man.
“Would you like to help me with this research?”
Schleicher stared back at him, shocked. “I know nothing about education.”
“Oh, that doesn’t matter,” Postlethwaite said, smiling.
After that, the two men began to team up, eventually creating the first international reading test, a test that measured reading ability globally.

The Louis Department of Education (LDOE)’s AI integration framework (框架) is a comprehensive, responsible approach to maximizing AI’s benefits. Adopting a continuous cycle of exploration and improvement, it empowers schools to adopt AI responsibly while prioritizing student safety and future readiness. The framework aims to create a sustainable environment that improves teaching, learning, and outcomes through research, policy, community involvement, and ongoing evaluation.

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Purpose & Research: This component stresses setting clear goals for AI integration. It involves researching evidence-based practices, assessing AI’s benefits and challenges, and identifying tools in line with the city’s educational objectives to ensure purposeful and informed application.	Evaluation & Monitoring: This component centers on assessing the impact of AI application in educational settings. It involves tracking student progress, measuring the effectiveness of AI tools and resources, and identifying areas for improvement. Regular monitoring ensures that AI initiatives are in line with educational goals and adapt to the changing needs of students and educators.
Engage Stakeholders: Recognizing that AI integration impacts various key participants, this component emphasizes active engagement and cooperation. Stakeholders like educators, administrators, students, parents, policymakers, and community members are involved in the process to gather different perspectives, address concerns, and build support for AI initiatives. This approach promotes trust, ownership, and joint responsibility in shaping the future of AI in education.	Policy & Guidance: This component addresses the need for clear guidelines and policies that govern AI’s responsible use in educational settings. It involves developing frameworks for data privacy, ensuring access to AI resources, and establishing standards for designing and using AI tools. Policy and guidance provide a structured approach to handling the complexities of AI integration and ensuring that it follows legal and educational principles.

The pet food industry has received unkind remarks as to the true origin of its ingredients (原料) for decades. Now the industry faces another source of criticism as a new book starts a debate about the environmental impact of owning a well-fed pet.
The New Scientist magazine, in a recent editorial, largely agreed with the book’s findings that some pets, due to the food they eat, have a surprisingly high “ecological footprint”, which is a way of quantifying human demand on the planet’s ecosystems using a measure called “global hectares”.
According to the authors of the book, “A shocking comparison is that in 2004, the average citizen of some poor countries had an eco-footprint of 0.76 hectares. The eco-footprint of a cat is about 0.15 hectares, almost the same as what is needed to run a small car. In a world where resources are already limited, can people really justify keeping pets that require more than some people?”
The authors of the book say that they were “genuinely surprised” when calculating the environmental impact of pets. And some of the ideas they put forward to attenuate this are likely to shock some pet owners. For example, the book suggests catching pests such as field mice and processing them into a “natural” cat food, or raising pets like chickens that provide both company and fresh eggs. When feeding a pet, however, the advice is to favour pet foods made from chicken meat, which is less damaging to the environment than red meat and fish.
As you might expect, the Pet Food Manufacturers Association (PFMA) puts up a spirited defence, arguing that the vast majority of meat and fish used in pet foods is of sufficient quality for human consumption but more than humans need. “If we didn’t recycle animal by-products to sell, they might instead be abandoned and buried under the earth, which is not very green,” says the director. In addition, he points out that pets should not be viewed just on their carbon footprint. “Our environment is greatly enriched by the part they play in our lives. Pets in the home inspire responsibility, encourage social awareness and have positive health benefits.”

Directions: Read the passage carefully. Fill in each blank with a proper sentence given in the box. Each sentence can be used only once. Note that there are two more sentences than you need.
How to Save Outdoor Recess (课间休息)

As the first and last weeks of school keep getting hotter in some places in the US, recess might be moved indoors day after day. Recess can improve grades and is where children learn how to problem-solve and cooperate.47
Shade can make a person feel much cooler. In the next few years, schools’ ability to install structures that provide artificial shade could determine whether recess survives June, August, and September.48
In Cheston, on average, the city’s primary-school playgrounds are almost entirely exposed to direct sunlight. Some schools have no shade at all. In California, 91 percent of the average schoolyard has zero tree cover.
Shade structures can take just days to put up, but installing shade can cost thousands, even tens of thousands, of dollars. Public schools and nonprofits can apply to the American Academy of Dermatology (皮肤病学) for up to $8,000 in funding for shade structures, which won’t cover the full cost of many projects.49
This is largely due to the fact that most government programs intended to help schools adapt to climate change right now focus on energy efficiency, or cover the cost of planning, but do not fund the actual changes to buildings. Unless more resources emerge to support shade construction, in many parts of the country, school districts will spend the first two weeks — even up to a month — with indoor recess.
If children do spend recess indoors, they’ll probably stay in the classroom, doing things like watching movies. Some teachers will use the additional classroom time to pack in more instruction, while others may put on dance videos that help children burn off energy.50They run freely and chase each other on the playground, playing games and making friends. Those moments may endure in their memory.

Directions: Translate the following sentences into English, using the words given in the brackets.