2026届高考英语一轮复习 主题：学习（乐于学习，善于学习，终身学习）阅读理解练习+课件+导学案

2026高考英语一轮复习 阅读理解练习 主题：学习（乐于学习，善于学习，终身学习） In my ninth-grade writing class last year, I met a cowboy who saved his town, a strict father who demanded his son earn straight A’s, and a modern-day Juliet who died of heartbreak after her parents rejected the love of her young life. More than once, I found myself wondering just how my students, who’d created these people, knew their subjects so well. But things were different for their first essay, which was about the question: “Why is writing important?” Most of the essays filled less than one page, and few contained a sentence that could be interpreted as a thesis (论点) statement. I was shocked. Then I realized that the problem was the question itself. They could have written pages on the necessity of computers, but writing, in and of itself, simply didn’t strike them as important. This would have to change. As a new unit started, I asked everyone to write a persuasive piece on a health-related topic of their choice. This time they found the exercise much more interesting. For the next two assignments, a personal-narrative unit followed by a creative-writing workshop, I only required that the piece meet the specifications of its genre (体裁) and that it contain a thesis. The results were staggering. The students took on diverse topics and turned in stories,10 to 20 pages each, with characters that broadened my view and touched my heart. I walked into class believing that writing is important as a means of communication. However, my students demonstrated something more important to me. When the final bell rang in June, I walked away with a yearbook full of messages about writing’s most powerful significance — the ability to connect people, to put us in another’s skin, to teach us what it means to be human. 1. Who are the people mentioned at the beginning of paragraph 1? A. Ninth graders. B. Students’ parents. C. Modern writers. D. Fictional characters. 2. Why did the students perform poorly in writing their first essay? A. They were not given enough time. B. They had a very limited vocabulary. C. They misunderstood the question. D. They had little interest in the topic. 3. What does the underlined word “staggering” in paragraph 3 mean? A. Mixed. B. Amazing. C. Similar. D. Disturbing. 4. What does the author’s experience show? A. Teaching is learning. B. Still waters run deep. C. Knowledge is power. D. Practice makes perfect. Keys: 1-4 DDBA 学科网（北京）股份有限公司 $$ 2026高考英语一轮复习 阅读理解练习 主题：学习（乐于学习，善于学习，终身学习） 语篇分析 学习（乐于学习，善于学习，终身学习） What 作者在九年级写作课上通过调整教学策略激发了学生的写作兴趣，并由此领悟到写作的重要意义。 How 本文旨在通过作者的教学经历，展现教学方法调整对学生学习效果的影响；同时也揭示了写作的深层价值，引发读者对教育方式和写作意义的思考。 Why 本文是记叙文，以时间顺序展开叙事。首先通过对比引出问题（学生们的人物创作新颖奇特但首篇议论文却表现不佳），接下来给出解决方案（作者调整话题和写作要求），最后呈现结果并表达感悟（学生作文进步很大及作者对写作意义的新认知）。文中运用对比手法（将学生前后的写作状态和作品质量进行对比），突出教学策略调整的成效；通过具体的课堂实例和学生作品细节描述（如10到20页的故事、触动人心的角色等）增强叙事的真实性和感染力；结尾以作者的感悟升华主题，使文章兼具故事性与思想深度。 精彩表达 In my ninth-grade writing class last year, I met a cowboy who saved his town, a strict father who demanded his son earn straight A’s, and a modern-day Juliet who died of heartbreak after her parents rejected the love of her young life. (para. 1) 句意：我去年在九年级写作课上遇见一位拯救小镇的牛仔，一位要求儿子门门 功课都得A的严厉父亲和一位因父母反对她的青春挚爱心碎而死的现代版朱丽叶。 赏析：通过排比生动展现了学生笔下创作的各种鲜活的角色形象。 2. Then I realized that the problem was the question itself. They could have written pages on the necessity of computers, but writing, in and of itself, simply didn’t strike them as important. (para. 2) 句意：我意识到问题出在命题本身。就电脑的必要性而言，他们能写好几页，但写作本身没让他们觉得重要。 赏析：通过对比突显作文命题方向与学生真实写作体验之间的偏差，为下文教学策略的调整作出铺垫。 语块积累 earn straight A’s 所有功课都得A be interpreted as a thesis statement 可被视为论点的陈述 in and of itself 本身，就其本身而言 strike sb. as important 让某人觉得重要 write a persuasive piece 写一篇议论文 a personal-narrative unit 一个个人叙事单元 a creative-writing workshop 一个创意写作坊 meet the specifications of its genre 符合它的体裁要求 take on diverse topics 选择各种话题 turn in 上交 broaden one’s view 拓宽某人的视野 touch one’s heart 触动某人的心灵 as a means of communication 作为一种交流工具 put us in another’s skin 让我们换位思考 问题分析 1. Who are the people mentioned at the beginning of paragraph 1? A. Ninth graders. B. Students’ parents. C. Modern writers. D. Fictional characters. 根据第一段中的More than once, I found myself wondering just how my students, who’d created these people, knew their subjects so well可知，前面所提到的a cowboy who saved his town、a strict father who demanded his son earn straight A’s和a modern-day Juliet who died of heartbreak after her parents rejected the love of her young life都是学生创作的故事中的角色，属于虚构人物（Fictional characters）；其中的created these people是解题的关键信息，Fictional characters是对它的同义转述。 2. Why did the students perform poorly in writing their first essay? A. They were not given enough time. B. They had a very limited vocabulary. C. They misunderstood the question. D. They had little interest in the topic. 根据第二段中的their first essay, which was about the question: “Why is writing important?”和I realized that the problem was the question itself … but writing, in and of itself, simply didn’t strike them as important可知，首篇议论文的题目是“写作为何重要？”学生们写得并不好，作者意识到这是因为他们并不认为写作本身很重要；再根据第三段中的This time they found the exercise much more interesting可知，首篇议论文的题目没能激发学生们的写作兴趣。D项中的had little interest是对文中didn’t strike them的同义转述。 3. What does the underlined word “staggering” in paragraph 3 mean? A. Mixed. B. Amazing. C. Similar. D. Disturbing. 根据第三段中的The students took on diverse topics and turned in stories, 10 to 20 pages each, with characters that broadened my view and touched my heart可知，学生们选择了各种话题，交上来的故事每篇都有10到20页长，故事中的人物开拓了作者的视野，也触动了作者的心。由此可知，结果令人惊讶。staggering此处意为“惊人的（amazing）”。解答此题的关键在于理解上下文语境，通过对比之前（less than one page, and few contained a sentence）和这次学生的写作成果（10 to 20 pages each）可推测出作者很惊讶。Mixed（混杂的），文中没有这方面的描述，排除；Similar（相似的），与diverse topics矛盾，排除；Disturbing（令人不安的），与积极的结果不符，排除。 4. What does the author’s experience show? A. Teaching is learning. B. Still waters run deep. C. Knowledge is power. D. Practice makes perfect. 根据最后一段中的首句和接下来的However及I walked away with a yearbook full of messages about writing’s most powerful significance — the ability to connect people, to put us in another’s skin, to teach us what it means to be human可知，作者最初走进教室时，相信写作是一种重要的沟通方式。然而，学生们却让作者看到了写作深层次的东西，即：它能让人们建立联系，能让人们换位思考，还教会人们做人的真谛。也就是作者在调整教学的同时，也从中悟到了写作的深层意义，体现了“教学相长（Teaching is learning）”的道理。解答本题需梳理作者在教学过程中的“跌宕”经历以及最后一段作者表达的全新感悟，然后将其与各个选项所表达的含义进行对照分析，即可选出答案。B项“静水流深（外表平静内藏深度）”，与文章内容无关；C项“知识就是力量”，不是文章强调的方面；D项“熟能生巧”，学生写作进步源于兴趣激发，并非重复练习，故排除。 拓展练习 I. Translate the following sentences as a preparation for the guided writing task. 1. 他们的作文篇幅短小且缺乏清晰的论点陈述。 ________________________________________________________________ 2. 我鼓励学生们撰写与健康话题相关的议论文。________________________________________________________________ 3. 写作不只是一种交流方式，更是建立联系的强大工具。__________________________________________________________________________ II. Guided writing. 假定你是一位英语老师，受邀在某活动中用英语分享你在写作教学过程中的经历及感悟。请你写一篇发言稿，内容包括： 1. 学生最初存在的问题； 2. 教学方法的改变及效果； 3. 自己的新认识。 注意： 1. 写作词数应为80个左右； 2. 请按如下格式在相应位置作答。 Ladies and gentlemen, ____________________________________________________________________________________________________________________________________________________ Thank you. Keys： 文本结构 1. first essay 2. topics 3. significance 拓展练习 1. I. Their essays were short and lacked clear thesis statements. 2. I encouraged students to write persuasive pieces on health-related topics. 3. Writing is not just a means of communication but a powerful tool for connection. II. 写作范文 Ladies and gentlemen, As an English teacher, I’ve witnessed the challenges my students faced initially. Their essays on “Why is writing important?” were short and lacked clear thesis statements, reflecting a disconnection from the subject. To address this, I shifted my approach, encouraging them to write persuasive pieces on health-related topics. This change sparked their interest, leading to diverse, engaging narratives in subsequent assignments. Through this journey, I realized that writing is not just a means of communication; it’s a powerful tool for connection. My students taught me that writing helps us understand each other and what it truly means to be human. Thank you. 学科网（北京）股份有限公司 $$2026届高考英语一轮复习 阅读理解练习 In my ninth-grade writing class last year, I met a cowboy who saved his town, a strict father who demanded his son earn straight A’s, and a modern-day Juliet who died of heartbreak after her parents rejected the love of her young life. More than once, I found myself wondering just how my students, who’d created these people, knew their subjects so well. 阅读原文 But things were different for their first essay, which was about the question: “Why is writing important?” Most of the essays filled less than one page, and few contained a sentence that could be interpreted as a thesis (论点) statement. I was shocked. Then I realized that the problem was the question itself. They could have written pages on the necessity of computers, but writing, in and of itself, simply didn’t strike them as important. This would have to change. As a new unit started, I asked everyone to write a persuasive piece on a health-related topic of their choice. This time they found the exercise much more interesting. For the next two assignments, a personal-narrative unit followed by a creative-writing workshop, I only required that the piece meet the specifications of its genre (体裁) and that it contain a thesis. The results were staggering. The students took on diverse topics and turned in stories,10 to 20 pages each, with characters that broadened my view and touched my heart. I walked into class believing that writing is important as a means of communication. However, my students demonstrated something more important to me. When the final bell rang in June, I walked away with a yearbook full of messages about writing’s most powerful significance — the ability to connect people, to put us in another’s skin, to teach us what it means to be human. 1. Who are the people mentioned at the beginning of paragraph 1? A. Ninth graders. B. Students’ parents. C. Modern writers. D. Fictional characters. 2. Why did the students perform poorly in writing their first essay? A. They were not given enough time. B. They had a very limited vocabulary. C. They misunderstood the question. D. They had little interest in the topic. 原文问题 3. What does the underlined word “staggering” in paragraph 3 mean? A. Mixed. B. Amazing. C. Similar. D. Disturbing. 4. What does the author’s experience show? A. Teaching is learning. B. Still waters run deep. C. Knowledge is power. D. Practice makes perfect. 学习（乐于学习，善于学习，终身学习） What Why How 作者在九年级写作课上通过调整教学策略激发了学生的写作兴趣，并由此领悟到写作的重要意义。 本文旨在通过作者的教学经历，展现教学方法调整对学生学习效果的影响；同时也揭示了写作的深层价值，引发读者对教育方式和写作意义的思考。 本文是记叙文，以时间顺序展开叙事。首先通过对比引出问题（学生们的人物创作新颖奇特但首篇议论文却表现不佳），接下来给出解决方案（作者调整话题和写作要求），最后呈现结果并表达感悟（学生作文进步很大及作者对写作意义的新认知）。文中运用对比手法（将学生前后的写作状态和作品质量进行对比），突出教学策略调整的成效；通过具体的课堂实例和学生作品细节描述（如10到20页的故事、触动人心的角色等）增强叙事的真实性和感染力；结尾以作者的感悟升华主题，使文章兼具故事性与思想深度。 语篇分析 first essay topics significance 【精彩表达】 1. In my ninth-grade writing class last year, I met a cowboy who saved his town, a strict father who demanded his son earn straight A’s, and a modern-day Juliet who died of heartbreak after her parents rejected the love of her young life. (para. 1) 句意：我去年在九年级写作课上遇见一位拯救小镇的牛仔，一位要求儿子门门 功课都得A的严厉父亲和一位因父母反对她的青春挚爱心碎而死的现代版朱丽叶。 赏析：通过排比生动展现了学生笔下创作的各种鲜活的角色形象。 2. Then I realized that the problem was the question itself. They could have written pages on the necessity of computers, but writing, in and of itself, simply didn’t strike them as important. (para. 2) 句意：我意识到问题出在命题本身。就电脑的必要性而言，他们能写好几页，但写作本身没让他们觉得重要。 赏析：通过对比突显作文命题方向与学生真实写作体验之间的偏差，为下文教学策略的调整作出铺垫。 earn straight A’s 所有功课都得A be interpreted as a thesis statement 可被视为论点的陈述 in and of itself 本身，就其本身而言 strike sb. as important 让某人觉得重要 write a persuasive piece 写一篇议论文 a personal-narrative unit 一个个人叙事单元 a creative-writing workshop 一个创意写作坊 meet the specifications of its genre 符合它的体裁要求 take on diverse topics 选择各种话题 turn in 上交 broaden one’s view 拓宽某人的视野 touch one’s heart 触动某人的心灵 as a means of communication 作为一种交流工具 put us in another’s skin 让我们换位思考 根据第一段中的More than once, I found myself wondering just how my students, who’d created these people, knew their subjects so well可知，前面所提到的a cowboy who saved his town、a strict father who demanded his son earn straight A’s和a modern-day Juliet who died of heartbreak after her parents rejected the love of her young life都是学生创作的故事中的角色，属于虚构人物（Fictional characters）；其中的created these people是解题的关键信息，Fictional characters是对它的同义转述。 1. Who are the people mentioned at the beginning of paragraph 1? A. Ninth graders. B. Students’ parents. C. Modern writers. D. Fictional characters. √ 问题分析 2. Why did the students perform poorly in writing their first essay? A. They were not given enough time. B. They had a very limited vocabulary. C. They misunderstood the question. D. They had little interest in the topic. 根据第二段中的their first essay, which was about the question: “Why is writing important?”和I realized that the problem was the question itself … but writing, in and of itself, simply didn’t strike them as important可知，首篇议论文的题目是“写作为何重要？”学生们写得并不好，作者意识到这是因为他们并不认为写作本身很重要；再根据第三段中的This time they found the exercise much more interesting可知，首篇议论文的题目没能激发学生们的写作兴趣。D项中的had little interest是对文中didn’t strike them的同义转述。 √ 3. What does the underlined word “staggering” in paragraph 3 mean? A. Mixed. B. Amazing. C. Similar. D. Disturbing. 根据第三段中的The students took on diverse topics and turned in stories, 10 to 20 pages each, with characters that broadened my view and touched my heart可知，学生们选择了各种话题，交上来的故事每篇都有10到20页长，故事中的人物开拓了作者的视野，也触动了作者的心。由此可知，结果令人惊讶。staggering此处意为“惊人的（amazing）”。解答此题的关键在于理解上下文语境，通过对比之前（less than one page, and few contained a sentence）和这次学生的写作成果（10 to 20 pages each）可推测出作者很惊讶。Mixed（混杂的），文中没有这方面的描述，排除；Similar（相似的），与diverse topics矛盾，排除；Disturbing（令人不安的），与积极的结果不符，排除。 √ 根据最后一段中的首句和接下来的However及I walked away with a yearbook full of messages about writing’s most powerful significance — the ability to connect people, to put us in another’s skin, to teach us what it means to be human可知，作者最初走进教室时，相信写作是一种重要的沟通方式。然而，学生们却让作者看到了写作深层次的东西，即：它能让人们建立联系，能让人们换位思考，还教会人们做人的真谛。也就是作者在调整教学的同时，也从中悟到了写作的深层意义，体现了“教学相长（Teaching is learning）”的道理。解答本题需梳理作者在教学过程中的“跌宕”经历以及最后一段作者表达的全新感悟，然后将其与各个选项所表达的含义进行对照分析，即可选出答案。B项“静水流深（外表平静内藏深度）”，与文章内容无关；C项“知识就是力量”，不是文章强调的方面；D项“熟能生巧”，学生写作进步源于兴趣激发，并非重复练习，故排除。 4. What does the author’s experience show? A. Teaching is learning. B. Still waters run deep. C. Knowledge is power. D. Practice makes perfect. √ I. Translate the following sentences as a preparation for the guided writing task. 1. 他们的作文篇幅短小且缺乏清晰的论点陈述。 ________________________________________________________________ 2. 我鼓励学生们撰写与健康话题相关的议论文。________________________________________________________________3. 写作不只是一种交流方式，更是建立联系的强大工具。________________________________________________________________________________________________________________________________ I encouraged students to write persuasive pieces on health-related topics. Their essays were short and lacked clear thesis statements. Writing is not just a means of communication but a powerful tool for connection. 拓展练习 假定你是一位英语老师，受邀在某活动中用英语分享你在写作教学过程中的经历及感悟。请你写一篇发言稿，内容包括： 1. 学生最初存在的问题； 2. 教学方法的改变及效果； 3. 自己的新认识。 注意： 1. 写作词数应为80个左右； 2. 请按如下格式在相应位置作答。 Ladies and gentlemen, ________________________________________________________________________________________________________________________ Thank you. II. Guided writing. Ladies and gentlemen, As an English teacher, I’ve witnessed the challenges my students faced initially. Their essays on “Why is writing important?” were short and lacked clear thesis statements, reflecting a disconnection from the subject. To address this, I shifted my approach, encouraging them to write persuasive pieces on health-related topics. This change sparked their interest, leading to diverse, engaging narratives in subsequent assignments. Through this journey, I realized that writing is not just a means of communication; it’s a powerful tool for connection. My students taught me that writing helps us understand each other and what it truly means to be human. Thank you. 写作范文 $$