2023年新課標(biāo)I卷英語(yǔ)高考真題及答案
高考英語(yǔ)備考要積極記憶高中課本中出現(xiàn)的生詞及詞組，理解其用法，并適當(dāng)運(yùn)用一些正、反義詞對(duì)比，相似詞對(duì)比等方式加強(qiáng)記憶。下面小編為大家?guī)?023年新課標(biāo)I卷英語(yǔ)高考真題及答案，希望對(duì)您有所幫助!
2023年新課標(biāo)I卷英語(yǔ)高考真題
英語(yǔ)試題
注意事項(xiàng):
1.答卷前，考生務(wù)必將自己的姓名、準(zhǔn)考證號(hào)填寫在答題卡上。
2.回答選擇題時(shí)，選出每小題答案后，用鉛筆把答題卡上對(duì)應(yīng)題目的答案標(biāo)號(hào)涂黑。如需改動(dòng)，用橡皮擦干凈后，再選涂其他答案標(biāo)號(hào)?；卮鸱沁x擇題時(shí)，將答案寫在答題卡上，寫在本試卷上無(wú)效。
3.考試結(jié)束后，將本試卷和答題卡一并交回。
第一部分聽力(共兩節(jié)，滿分30分)
做題時(shí)，先將答案標(biāo)在試卷上。錄音內(nèi)容結(jié)束后，你將有兩分鐘的時(shí)間將試卷上的答案轉(zhuǎn)涂到答題卡上。
2023年高考英語(yǔ)新課標(biāo)1
24:56
第一節(jié)(共5小題;每小題1.5分， 滿分7.5分)
聽下面5段對(duì)話。每段對(duì)話后有一個(gè)小題，從題中所給的A、B、C三個(gè)選項(xiàng)中選出最佳選項(xiàng)，并標(biāo)在試卷的相應(yīng)位置。聽完每段對(duì)話后，你都有10秒鐘的時(shí)間來回答有關(guān)小題和閱讀下一-小題。每段對(duì)話僅讀一遍。
例: How much is the shirt?
A. ? 19.15. B. ? 9.18. C. ? 9.15.
答案是C。
1. What will Jack probably do this weekend?
A. Go camping. B. Visit a friend. C. Watch a film.
2. What does the woman ask the man to do?
A. Take care of her bags.B. Pack the food for her. C. Check the train schedule.
3. When will the man see Bob?
A. This Friday. B. This Saturday. C. Next Monday.
4. Why does the man apologize?
A. For the terrible food. B. For the overcharge. C. For the waiter's rudeness.
5. What are the speakers talking about?
A. Writing a book. B. Holding a celebration. C. Buying a present.
第二節(jié)(共15小題;每小題1.5 分，滿分22.5分)
聽下面5段對(duì)話或獨(dú)白。每段對(duì)話或獨(dú)白后有幾個(gè)小題，從題中所給的A、B、C三個(gè)選項(xiàng)中選出最佳
選項(xiàng)，并標(biāo)在試卷的相應(yīng)位置。聽每段對(duì)話或獨(dú)白前，你將有時(shí)間閱讀各個(gè)小題，每小題5秒鐘;聽完后,
各小題將給出5秒鐘的作答時(shí)間。每段對(duì)話或獨(dú)白讀兩遍。
聽第6段材料，回答第6、7題。
6. Why does Sara make the phone call?
A. To ask for advice. B. To arrange an outing. C. To cancel an appointment.
7. What does David want to do?
A. Go to a dinner party. B. Talk to Sara in person. C. Work on the new case.
聽第7段材料，回答第8至9題。
8. Where is Jim now?
A. In a taxi. B. On a bus. C. In his office.
9. What is the woman's suggestion?
A. Going to the city center. B. Taking a short cut home. C. Meeting Jim in the park.
聽第8段材料，回答第10至13題。
10. What did Clara do at the weekend?
A. She planted vegetables. B. She went to a yard sale. C. She visited her grandpa.
11. What did Mark find inside one of the books he bought?
A. A plane ticket. B. A family photo. C. A post card.
12. Where does Mark live?
A. Los Angeles. B. Chicago. C. Philadelphia.
13. What is the relationship between Mark and Ashley?
A. Brother and sister. B. Husband and wife. C. Father and daughter.
聽第9段材料，回答第14至17題。
14. What is probably the woman?
A. A teacher. B. A journalist. C. An athlete.
15. What does Victor find difficult as a member of the basketball team?
A. Adapting himself to the intense training.
B. Dealing with the pressure from the coach.
C. Regaining the skills learned in high school.
16. What does Victor say about the players on the team?
A. They are of the same age.B. They are similar in character. C. They are from different countries.
17. How does Victor feel about his team now?
A. It's about to break up. B. It's the best in Indiana. C. It's getting stronger.
聽第10段材料，回答第18至20題。
18. Who is Tom Hokinson?
A. Founder of a magazine. B. Publisher of a novel. C. Editor of a newspaper.
19. What do we know about the content of The Idler?
A. It's old-fashioned. B. It's wide -ranging. C. It's student-targeted.
20. Why does the speaker give the talk?
A. To do a promotion. B. To discuss an issue. C. To introduce a lecturer.
第二部分 閱讀(共兩節(jié)，滿分50分)
第一節(jié) (共15小題;每小題2.5分，滿分37.5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)。
A
Bike Rental & Guided Tours
Welcome to Amsterdam, welcome to MacBike. You see much more from the seat of a bike! Cycling is the most economical, sustainable and fun way to explore the city, with its beautiful canals, parks, squares and countless lights. You can also bike along lovely landscapes outside of Amsterdam.
Why MacBike
MacBike has been around for almost 30 years and is the biggest bicycle rental company in Amsterdam. With over 2,500 bikes stored in our five rental shops at strategic locations, we make sure there is always a bike available for you. We offer the newest bicycles in a wide variety, including basic bikes with foot brake (剎車), bikes with hand brake and gears (排擋), bikes with child seats, and children’s bikes.
Prices
HandBrake,ThreeGears | FootBrake,NoGears | |
1hour | ?7.50 | ?5.00 |
3hours | ?11.00 | ?7.50 |
1day(24hours) | ?14.75 | ?9.75 |
Eachadditionalday | ?8.00 | ?6.00 |
Guided City Tours
The 2.5-hour tour covers the Gooyer Windmill, the Skinny Bridge, the Rijksmuseum, Heineken Brewery and much more. The tour departs from Dam Square every hour on the hour, starting at 1:00 pm every day. You can buy your ticket in a MacBike shop or book online.
21. What is an advantage of MacBike?
A. It gives children a discount. B. It of offers many types of bikes.
C. It organizes free cycle tours. D. It has over 2,500 rental shops.
22. How much do you pay for renting a bike with hand brake and three gears for two days?
A. ?15.75. B. ?19.50. C. ?22.75. D. ?29.50.
23. Where does the guided city tour start?
A. The Gooyer, Windmill. B. The Skinny Bridge.
C. Heineken Brewery. D. Dam Square.
B
When John Todd was a child, he loved to explore the woods around his house, observing how nature solved problems. A ditry stream, for example, often became clear after flowing through plants and along rocks where tiny creatures lived. When he got older, John started to wonder if this process could be used to clean up the messes people were making.
After studying agriculture, medicine, and fisheries in college, John went back to observing nature and asking questions. Why can certain plants trap harmful bacteria (細(xì)菌)? Which kinds of fish can eat cancer-causing chemicals? With the right combination of animals and plants, he figured, maybe he could clean up waste the way nature did. He decided to build what he would later call an eco-machine.
The task John set for himself was to remove harmful substances from some sludge (污泥). First, he constructed a series of clear fiberglass tanks connected to each other. Then he went around to local ponds and streams and brought back some plants and animals. He placed them in the tanks and waited. Little by little, these different kinds of life got used to one another and formed their own ecosystem. After a few weeks, John added the sludge.
He was amazed at the results. The plants and animals in the eco-machine took the sludge as food and began to eat it! Within weeks, it had all been digested, and all that was left was pure water.
Over the years, John has taken on many big jobs. He developed a greenhouse-like facility that treated sewage (污水) from 1,600 homes in South Burlington. He also designed an eco-machine to clean canal water in Fuzhou, a city in southeast China.
“Ecological design” is the name John gives to what he does. “Life on Earth is kind of a box of spare parts for the inventor,” he says. “You put organisms in new relationships and observe what’s happening. Then you let these new systems develop their own ways to self-repair.”
24. What can we learn about John from the first two paragraphs?
A. He was fond of traveling. B. He enjoyed being alone.
C. He had an inquiring mind. D. He longed to be a doctor.
25. Why did John put the sludge into the tanks?
A. To feed the animals. B. To build an ecosystem.
C. To protect the plants. D. To test the eco-machine.
26. What is the author’s purpose in mentioning Fuzhou?
A. To review John’s research plans.
B. To show an application of John’s idea.
C. To compare John’s different jobs.
D. To erase doubts about John’s invention.
27. What is the basis for John’s work?
A. Nature can repair itself. B. Organisms need water to survive.
C. Life on Earth is diverse. D. Most tiny creatures live in groups.
C
The goal of this book is to make the case for digital minimalism, including a detailed exploration of what it asks and why it works, and then to teach you how to adopt this philosophy if you decide it’s right for you.
To do so, I divided the book into two parts. In part one, I describe the philosophical foundations of digital minimalism, starting with an examination of the forces that are making so many people’s digital lives increasingly intolerable, before moving on to a detailed discussion of the digital minimalism philosophy.
Part one concludes by introducing my suggested method for adopting this philosophy: the digital declutter. This process requires you to step away from optional online activities for thirty days. At the end of the thirty days, you will then add back a small number of carefully chosen online activities that you believe will provide massive benefits to the things you value.
In the final chapter of part one, I’ll guide you through carrying out your own digital declutter. In doing so, I’ll draw on an experiment I ran in 2018 in which over 1,600 people agreed to perform a digital declutter. You’ll hear these participants’ stories and learn what strategies worked well for them, and what traps they encountered that you should avoid.
The second part of this book takes a closer look at some ideas that will help you cultivate (培養(yǎng)) a sustainable digital minimalism lifestyle. In these chapters, I examine issues such as the importance of solitude (獨(dú)處) and the necessity of cultivating high-quality leisure to replace the time most now spend on mindless device use. Each chapter concludes with a collection of practices, which are designed to help you act on the big ideas of the chapter. You can view these practices as a toolbox meant to aid your efforts to build a minimalist lifestyle that words for your particular circumstances.
28. What is the book aimed at?
A. Teaching critical thinking skills. B. Advocating a simple digital lifestyle.
C. Solving philosophical problems. D. Promoting the use of a digital device.
29. What does the underlined word “declutter” in paragraph 3 mean?
A. Clear-up. B. Add-on. C. Check-in. D. Take-over.
30. What is presented in the final chapter of part one?
A. Theoretical models. B. Statistical methods.
C. Practical examples. D. Historical analyses.
31. What does the author suggest readers do with the practices offered in part two?
A. Use them as needed.
B. Recommend them to friends.
C. Evaluate their effects.
D. Identify the ideas behind them.
D
On March 7, 1907, the English statistician Francis Galton published a paper which illustrated what has come to be known as the “wisdom of crowds” effect. The experiment of estimation he conducted showed that in some cases, the average of a large number of independent estimates could be quite accurate.
This effect capitalizes on the fact that when people make errors, those errors aren’t always the same. Some people will tend to overestimate, and some to underestimate. When enough of these errors are averaged together, they cancel each other out, resulting in a more accurate estimate. If people are similar and tend to make the same errors, then their errors won’t cancel each other out. In more technical terms, the wisdom of crowds requires that people’s estimates be independent. If for whaterer reasons, people’s errors become correlated or dependent, the accuracy of the estimate will go down.
But a new study led by Joaquin Navajas offered an interesting twist (轉(zhuǎn)折) on this classic phenomenon. The key finding of the study was that when crowds were further divided into smaller groups that were allowed to have a discussion, the averages from these groups were more accurate than those from an equal number of independent individuals. For instance, the average obtained from the estimates of four discussion groups of five was significantly more accurate than the average obtained from 20 independent individuals.
In a follow-up study with 100 university students, the researchers tried to get a better sense of what the group members actually did in their discussion. Did they tend to go with those most confident about their estimates? Did they follow those least willing to change their minds? This happened some of the time, but it wasn’t the dominant response. Most frequently, the groups reported that they “shared arguments and reasoned together.” Somehow, these arguments and reasoning resulted in a global reduction in error. Although the studies led by Navajas have limitations and many questions remain the potential implications for group discussion and decision-making are enormous.
32. What is paragraph 2 of the text mainly about?
A. The methods of estimation. B. The underlying logic of the effect.
C. The causes of people’s errors. D. The design of Galton’s experiment.
33. Navajas’ study found that the average accuracy could increase even if ________.
A. the crowds were relatively small
B. there were occasional underestimates
C. individuals did not communicate
D. estimates were not fully independent
34. What did the follow-up study focus on?
A. The size of the groups.
B. The dominant members.
C. The discussion process.
D. The individual estimates.
35. What is the author’s attitude toward Navajas’ studies?
A. Unclear. B. Dismissive. C. Doubtful. D. Approving.
2023年新課標(biāo)I卷英語(yǔ)高考真題及答案
第一部分 聽力(共兩節(jié);滿分30分)
1-5:CABBC 6-10:CBABC 11-15:ACABA 16-20:CCABC
第二部分 閱讀(共兩節(jié);滿分50分)
第一節(jié)(共15小題，每小題1.5分;滿分37.5分)
21-23:BCD 24-27:CDBA 28-31:BACA 32-35:BDCD
第二節(jié)(共5小題，每小題2.5分;滿分12.5分)
36-40:DEFCG
第三部分 語(yǔ)言運(yùn)用(共兩節(jié);滿分30分)
第一節(jié)(共15小題，每小題1分;滿分15分)
41-45:DADAC 46-50:BDABB 51-55:CDACB
第二節(jié)(共10小題，每小題1.5分;滿分15分)
56.tasty 57.to bite 58.or 59.recognized 60.by
61.to be lifted 62.their 63.a 64.rarely 65.wanting
第四部分 寫作(共兩節(jié);滿分40分)
第一節(jié)(滿分15分)
Dear foreign teacher,
I am Li Hua, one of your students. Regarding the grouping method for the oral training course, I would like to raise some concerns and suggestions. While it is true that randomly mixing up students can encourage more communication and interaction, there may also be some potential issues to consider.
Firstly, random grouping can result in students with vastly different speaking abilities being paired together. This may make some students with stronger communication skills feel inhibited, while those with weaker speaking skills may feel overwhelmed. Additionally, some students may feel uneasy and uncomfortable having to work with unfamiliar classmates.
Therefore, I suggest that a more thoughtful grouping method be adopted, such as grouping students according to their exam grades, verbal performance, or interests. This would allow each student to practice their spoken English with peers who are of a similar proficiency level, and ones with similar interests, which would serve to enhance student motivation and confidence. This approach also ensures that students with varying abilities have opportunities to develop their language skills.
I hope that my suggestions will be considered. Thank you for your attention.
Sincerely,
Li Hua
第二節(jié)(滿分25分)
Weeks passed, I forgot the competition. Thoughts of winning — a pipe dream to begin with — gave way to the enticements of a Georgia spring. Then came the news. There were two winners from each grade. A lanky, sweet-natured redhead in my class won second place. I won first place. That may have been the first time in my chatty life I was struck dumb, in any language. Our teacher hooted with delight, my classmates stared at me in open disbelief, and Second-Place Red gamely shook my hand.
The following week, the winners met with the head of the sponsoring organization. We stood in the office, clutching our plaques and tittering to one another, when a small, birdlike woman entered. She spoke to the adults, then made her way down the line of winners, congratulating each of us and shaking hands. Red and I were last. We introduced ourselves. She looked from one to the other. She didn’t speak. She didn’t extend her hand. After a few awkward seconds, she cleared her throat and explained that there had been an embarrassing mistake. Then she gently reached down and took our plaques — hands crossing at the wrists, she re-assigned them---- and apologized for the error. I was now the second-place winner.
2023年普通高等學(xué)校招生全國(guó)統(tǒng)一考試(新高考I卷)
英語(yǔ)聽力部分
Text 1周末計(jì)劃
W: Jack, are you going camping with your friends this weekend?
M:It depends. If it’s sunny, we’ll go.
W: The weatherman says it’s going to rain.
M: In that case, we’ll go to the cinema instead.
?It depends. 視情況而定。
Text 2求助
W: Excuse me, could youmind my bags for a moment? I want to buy some food at the convenience store.
M: No problem. But be quick. It was announced that my train will arrive in 10 minutes.
?mind 照看;留心(某人/某事物)
?convenience store 便利店
Text 3計(jì)劃與安排
W: Mark came out of hospital last Friday. Have you got a chance to visit him?
M: I plan to see him this Saturday.
W: Aren’t you going to the conference then?
M: No. It has beenrescheduled for next Monday.
?reschedule 重新安排
Text 4因算錯(cuò)賬退顧客錢
M: Sorry, Miss. Wemade a terrible mistake adding up the bill. Here is the ten dollars we have to return to you.
W: Oh, I didn’t notice that. It’s OK. Don’t blame the waiter. He’s been really nice.
?make a mistake (in) doing sth. 在做某事時(shí)犯錯(cuò)誤
?add up the bill 算賬
Text 5新年禮物
W: Do you think we should get Steve a book for the New Year?
M: Books are good. But Steve wouldn’t take just any book. He has had this particular one on geography.
Text 6相約見面
M: Hello, Sarah.
W: Hello, David. I can’t come for dinner tonight. Sorry.
M: Oh, what happened?
W: We’ve got a new case and things get pretty crazy here in the office.
M: Well, then I’ll come to you.
W: No, no, not tonight. Let me see ifI can arrange another night.
M: Sarah, please. We need to talk. It’s about my job.
W: Then tell me on the phone.
M: No, it’s better if we do itin person. How about tomorrow night?
W: I’m not sure. You cangive me a call tomorrow afternoon.
M: OK.
高考英語(yǔ)的答題技巧有哪些
(一)英語(yǔ)聽力：
聽力的難點(diǎn)在于第一節(jié)只放一遍聽力材料，只有一次機(jī)會(huì)抓取關(guān)鍵信息;同時(shí)，聽力第二節(jié)會(huì)存在陷阱，一定要在聽完整段材料以后再選答案，不能只聽一半就想當(dāng)然。
(二)英語(yǔ)閱讀：
閱讀的難點(diǎn)主要在于主旨大意題非常考察學(xué)生的總結(jié)歸納能力，其混淆選項(xiàng)也是考生失分的重災(zāi)區(qū);閱讀的細(xì)節(jié)理解題也非?？疾鞂W(xué)生的信息定位和查找能力，考生需要注意用時(shí)和定位的準(zhǔn)確性。
(三)英語(yǔ)七選五：
七選五非?？疾炜忌目焖贇w納和信息甄辨能力，回顧檢查的難度也較大，而且一道題錯(cuò)的話就至少會(huì)有兩道題錯(cuò)
(四)英語(yǔ)完形填空：
綜合能力要求較高，考察詞匯量和語(yǔ)法知識(shí)較多，需要從語(yǔ)境中推斷關(guān)鍵信息
(五)英語(yǔ)語(yǔ)法填空：
考察的語(yǔ)法知識(shí)較多，需要考生自己從上下文找到相關(guān)的線索，同時(shí)，短文填空需要自己填寫單詞/單詞變體，考察考生的單詞拼寫
(六)英語(yǔ)寫作：
近年新高考改革，作文變成了兩道題，題量變大，同時(shí)增加了話題的靈活性，增加了續(xù)寫的新題型，寫作難度提升
英語(yǔ)各知識(shí)點(diǎn)該如何學(xué)習(xí)
1.單詞，有的人說，學(xué)英語(yǔ)不用背單詞，我的看法正好相反，單詞就想一塊磚頭，你連磚頭都準(zhǔn)備不好，怎么才能建成高樓呢?所以，高中時(shí)候一定要多記多背單詞，詞匯量到了，其他的就好說了?，F(xiàn)在有很多背單詞軟件，可以下載一個(gè)用用
2.語(yǔ)法，英語(yǔ)語(yǔ)法其實(shí)不多，主謂賓，賓語(yǔ)從句，定語(yǔ)從句啥的，多做幾套題就可以搞定了。整理一個(gè)錯(cuò)題集，把所有的錯(cuò)題都記下來，歸納整理同類型的語(yǔ)法題目不要錯(cuò)2遍.
3.高中英語(yǔ)的試卷上，大部分的題都是閱讀類的，比如考卷上一般都會(huì)出4道左右的閱讀題還有完形填空，從分值的比重上看，高中英語(yǔ)閱讀也占了大部分，所以建議學(xué)生可以先從這部分入手，選擇題的話可以稍微延后一些練習(xí)。完形填空，記得上高三那年，每天都要做一套試卷，然后還要單據(jù)做一篇完形填空，刷題刷多的好處就是，有時(shí)候考試可能會(huì)遇到原題。
4.聽力，聽力對(duì)大部分人來說是個(gè)難題，所以，平時(shí)要多積累，可以多看一些英語(yǔ)電影，這個(gè)對(duì)提高英語(yǔ)聽力幫助挺大。
5.英語(yǔ)其實(shí)是注意日常積累，只要有心肯定能學(xué)好，當(dāng)然，如果有條件，你可以去參加英語(yǔ)補(bǔ)習(xí)班去專門補(bǔ)習(xí)。
新高考英語(yǔ)試卷題型
2023年新高考英語(yǔ)題型主要包括聽力、閱讀理解、完形填空、語(yǔ)法填空、短文改錯(cuò)、寫作等六大題型。
2023年新高考英語(yǔ)題型主要考察考生的英語(yǔ)聽、說、讀、寫能力，要求考生具備扎實(shí)的英語(yǔ)語(yǔ)言基礎(chǔ)和良好的語(yǔ)言運(yùn)用能力。
聽力：聽力部分主要考察考生對(duì)英語(yǔ)聽力的理解能力，包括聽力材料的聽懂、聽懂后的問題回答、聽力材料的主旨概括等。
閱讀理解：閱讀理解部分主要考察考生對(duì)英語(yǔ)閱讀的理解能力，包括閱讀材料的理解、問題回答、文章主旨概括等。
完形填空：完形填空部分主要考察考生對(duì)英語(yǔ)語(yǔ)言的理解能力，包括對(duì)文章的整體理解、對(duì)單詞和短語(yǔ)的理解、對(duì)語(yǔ)法和語(yǔ)義的理解等。
語(yǔ)法填空：語(yǔ)法填空部分主要考察考生對(duì)英語(yǔ)語(yǔ)法的掌握程度，包括對(duì)單詞和短語(yǔ)的用法、對(duì)語(yǔ)法規(guī)則的掌握等。
短文改錯(cuò)：短文改錯(cuò)部分主要考察考生對(duì)英語(yǔ)語(yǔ)言的掌握程度，包括對(duì)單詞和短語(yǔ)的用法、對(duì)語(yǔ)法規(guī)則的掌握等。
寫作：寫作部分主要考察考生對(duì)英語(yǔ)寫作的能力，包括對(duì)寫作結(jié)構(gòu)的掌握、對(duì)語(yǔ)言表達(dá)的準(zhǔn)確性和流暢性等。