焦点 03 阅读理解之记叙文-备考2026年中考英语新课标（核心素养）同步大师课堂之题型特训面面到（江苏南京）

焦点03 阅读理解之记叙文 备考2026年中考英语新课标（核心素养）同步大师课堂之题型特训面面到 【题型解析】 趋势维度 具体特点与方向 备考关注点 语篇选材 话题集中：个人成长、亲情友情、社会关怀、文化体验（如非遗传承）是高频主题。素材新颖：可能涉及新媒体（如网页、博客）形式的记叙文本，贴近现实生活 多阅读与上述话题相关的、时代性强的英文短篇故事或新闻报道。 命题形式 “主线+情境”创新：几篇阅读理解可能围绕一个共同的主线或情境展开，增加趣味性和连贯性。 练习时注意文章之间的关联，培养在特定情境下进行阅读的思维。 能力考查 减少纯细节查找：直接从文中找到答案的题目比例呈下降趋势。加强深度思辨：推理判断题比重上升，注重对隐含意义、写作意图、观点态度的分析 改变“只找信息”的阅读习惯，重视理解文章内涵、作者情感和逻辑关系。 一、四大题型的解题要点 了解了整体趋势后，我们来看看如何应对具体的题型。中考记叙文阅读主要考查四类题型，其解题关键点如下： 细节理解题 解题关键：这是基础题型，需要准确定位。先读题干，找出关键词（如人名、地名、时间、特定名词），然后快速寻读文章，找到相关信息所在句子，仔细比对选项。 避坑提示：注意干扰项常采用“张冠李戴”（把A做的事说成B做的）或“正误参半”（部分信息正确，部分错误）的手法。 推理判断题 解题关键：这是拉开分差的关键。答案并非直接陈述在文中，需要你根据上下文线索进行合理推断。解答时务必立足原文，避免主观臆断和过度推理。 进阶考查：此类题可能要求推断作者的写作意图（如：分享经历、说明一个道理）或人物/作者的观点态度（如：感激、遗憾、乐观）。关注表达感情色彩的形容词、副词以及文章结尾的议论抒情部分。 词义猜测题 解题关键：不要慌张，也不要望文生义。利用上下文线索是关键，比如： 定义或释义：线索词如 that is, in other words等。 同义或反义关系：线索词如 similarly, but, however等。 举例说明：线索词如 for example, such as等。 主旨大意题 解题关键：问文章主旨或选择最佳标题。此类题要求有较强的概括能力。主题句常出现在文章开头或结尾，要特别留意。确保正确选项能全面覆盖文章主要内容，而非只涉及某个细节。 避坑提示：警惕范围过大（过于空泛）或过小（仅是局部细节）的干扰项。 二、高效备考建议 掌握方法后，平时的积累和训练至关重要。 广泛阅读，积累素材：可以有意识地多读一些涉及个人成长、友情、社会文化等主题的英语简版小说、短篇故事或新闻报道，这不仅能增加词汇量，也能帮助你熟悉记叙文的叙事逻辑和常见主题。 强化思维训练：在平时练习时，要有意识地去分析文章的深层含义。每读完一篇文章，可以问自己几个问题：作者通过这个故事想表达什么？主人公的情感发生了怎样的变化？这件事说明了什么道理？这种思维习惯能有效应对日益增加的推理判断题。 夯实语言基础：词汇和语法是理解的基础。在记忆单词时，最好能结合句子和上下文，而不仅仅是孤立地背诵列表。 A “The road to Shu is difficult, even more difficult than climbing to the blue sky,” as Li Bai’s poem goes. For over two thousand years, the ancient road system has been a treasure of Chinese culture. But for American scholar Hope Justman, it is even more than that. She sees it as a living record of history worthy of UNESCO World Heritage status. She visited an exhibition in Boston when she was in college, where a painting drew her attention. Huge mountains, verdant trees, and mountain streams made that painting look deep and gorgeous, with a certain sense of mystery. Fascinated by the mystery, Justman’s journey with the Shu Road system began in 2001. Since then, she has hiked the “greatest road” in China 24 times in 24 years. “It is a timeless experience for me,” she says. She can’t forget walking on the ancient flagstones under the shade of the centuries-old cypresses (柏树). In 2007, Justman published her book, Guide to Hiking China’s Old Road to Shu. She still remembers the biggest challenge in writing it: finding the real road. When she finally found a section of the road system with the help of the locals, she was very excited. That gave her hope that “more sections of the road to Shu might have survived.” Justman believes that readers will find her book very helpful, as most of them do not know the ancient road still exists and can be hiked for many hours. In October this year, the Chinese version of her book was published. The Three Kingdoms period is Justman’s favorite part of the road’s history. Many of the battles between Shu and Wei took place here. Many towns along the road still have temples to honor the heroes of that time. Justman’s love for the ancient road system never fades, and she is pleased to see that China has worked hard to protect it. Big projects have been carried out to improve its condition. For example, damaged stones have been repaired and benches have been added for hikers. But this raises an interesting question. Li Bai and Du Fu described in their poems how dangerous it could be to travel along the road. But if both great poets were alive today, would they be inspired to write any new poems? Justman says, “No.” 1．What is paragraph 3 mainly about? A．The source of inspiration. B．The influence of the book on readers. C．The difficulties in publishing. D．The process and challenges in writing. 2．What will we probably see when walking along the Shu Road system now? ①Several long lifts that are newly-built.    ②Trees that are hundreds of years old. ③Temples to honor heroes of Shu.    ④Gift shops that are added for tourists. A．①② B．①④ C．②③ D．②④ 3．Why does Justman say “No” at the end of the article? A．Because the Shu Road system needs to be rebuilt. B．Because the Shu Road system has lost its historical value. C．Because the Shu Road system is not as dangerous as it used to be. D．Because the protection project destroyed the beauty of the road. B When I was twelve, our school announced a project to help the community. Each student should come up with an idea to make our neighborhood a better place. At first, I wasn’t sure what to do. But one day, while walking home, I noticed something: there were no places for children to read outside of school. That’s when I decided to build a little free library. I shared my idea with my parents, and they backed me every step of the way. My dad helped me find some old wood in the garage, and my mom donated a few books. At first, I was excited, but as I started building, I realized it wasn’t as easy as I thought. The wood was heavy, and I didn’t know how to use the tools properly. I felt discouraged and wanted to give up. But my dad encouraged me. “Take it one step at a time,” he said. “You’ll figure it out.” After weeks of hard work, the little library was finally ready. It was a small wooden box with a door, painted bright blue. I filled it with books and placed it in the park near my house. On the first day, I stood nearby to see if anyone would use it. Hours passed, and no one came. I felt disappointed and wondered if my idea had been a waste of time. The next morning, I walked by the park and saw something that made me stop. A little girl was sitting on a bench, holding one of the books from the library. She was smiling and completely lost in the story. My heart swelled with pride. Over the next few days, more children and even some adults visited the library. They borrowed books, left notes, and even donated some of their own. By the end of the project, my little library had become a beloved part of the neighborhood, proving that even small efforts can lead to something truly meaningful. Seeing others enjoy the library made all the hard work feel completely worthwhile. 1．What made the writer decide to build a little free library? A．To earn a prize from the school project. B．To help children have a place to read. C．To use some old wood in the garage. D．To make the community more beautiful. 2．How did the writer feel about building the library? A．Confident and excited from start to finish. B．Disappointed at first and felt sad later. C．Nervous at first but stopped trying later. D．Upset at first but very proud in the end. 3．What lesson can we learn from the writer’s experience? A．Sharing books can bring happiness to others. B．Small efforts can truly make a big difference. C．School projects can be challenging but satisfying. D．Asking for help can sometimes make things easier. C One August afternoon, Richard Allen dropped off his last passenger, Mrs. Carey. Lifting two shopping bags, he followed her across the yard and stood on the step of her house. Looking up, he saw a large wasp nest (黄蜂巢穴) above the door. Allen had heard that wasps can become more likely to sting (刺，蛰)  in summer. He mentioned this to Mrs. Carey, who had opened the door. “Oh, they don’t trouble me,” she said. “I go in and out all the time.” Nervously, Allen looked at the nest again—to see the wasps flying straight at him. “Hurry,” he shouted to Mrs. Carey. “Get in!” She stepped quickly inside. Allen ran for his mini-bus. Too late. They were upon him. Just as he jumped aboard, several red stings showed on his arm, and he felt more on his back and shoulders. As he was driving down the road, Allen felt as if something was burning at the back of his neck, and the “fire” was spreading forward toward his face. And immediate worry and fear took hold of him. Allen knew that stings could cause some persons to die. But he had been stung last summer and the after-effects soon passed. However, what he didn’t know was that the first sting had made his body a hidden risk, waiting for the next sting to cause a serious reaction. Miles from the nearest medical help, Allen began to feel his tongue (舌头) thick and heavy and his heartbeat louder. Most terribly, he felt his breathing more and more difficult. He reached for the radio mike (话筒), trying to call the mini-bus center, but his words were hardly understandable. Signals were also poor that far out. He knew an emergency team was on 24-hour duty at the north Amherst Fire Station. So his best chance was to make a run for it. Rushing down the mountain, Allen tried not to be afraid, focusing his mind on each quick turn. He was almost through the last of them when he felt sure he was going into shock. Just then he reached for the radio mike again. “Call fire station,” he shouted, trying hard to form the words. “Emergency. Bee sting. Emergency. There in ten minutes.” “Ok. Stay calm. We’ll help you,” the center replied. Hold on, Allen thought. Keep your eyes open. Breathe. Keep awake. At last, he reached the station. Two firemen ran out. Allen felt their hands catch him before he hit the ground. “You made it,” he thought. 1．How did Allen feel when he saw the wasps flying straight at him? A．Nervous B．Calm C．Excited D．Angry 2．Which of the following is true according to the story? A．Allen stopped his mini-bus to ask another driver for help. B．Allen’s call for help was clearly understood by the mini-bus center. C．Allen was stung for the first time when he helped Mrs. Carey that afternoon. D．Allen managed to reach the fire station and was saved just before he fell down. 3．What is the main idea of the passage? A．Helping others can sometimes bring us trouble. B．Knowing the danger of wasp stings is important. C．Staying calm and acting quickly helps in danger. D．Calling a fire station is the best way to get help. D One Monday morning, Paul and his classmates were in the science laboratory for their Chemistry lesson. The students were going to do an experiment. Before they began, the teacher gave them this description of the different stages of the experiment. Stage 1: Prepare the equipment (器械): a test tube (试管), a crucible (坩埚), a Bunsen burner (煤气灯) and a pair of tongs (钳子). Stage 2: Weigh 5 grams of baking soda and put it in a crucible. Stage 3: Heat 10 ml of hydrochloric acid (盐酸) in a test tube. Stage 4: Pour the warm acid onto the baking soda and continue to heat the mixture. Result: The acid reacts (反应) with NaHCO₃ to form water and CO₂. The hotter the mixture, the quicker the reaction. Continue to heat the mixture until the water evaporates (蒸发), leaving the salt in the crucible. Paul and his partner followed the instructions and set up their equipment. Paul went to the cupboard to get a bottle of hydrochloric acid. He found that there was only one bottle in the cupboard, so he took that. There was no label (标签) on the bottle and Paul didn’t check with the teacher if it was the right solution (溶液). He measured (量) the liquid (液体) and poured it into a test tube. Using tongs to hold the test tube, he heated it over the Bunsen burner. That’s when things started to go wrong. The liquid in the test tube was not hydrochloric acid. When it was heated, it formed a thick cloud of white gas. Soon the room was full of this strong-smelling white gas. All the students started coughing and their eyes hurt. The teacher opened the windows right away and ordered the students to leave the laboratory at once. She realized that the liquid was acrylamide (丙烯酰胺) and that it is poisonous (有毒的). Luckily, nobody was hurt in the accident. However, it taught the students and the teacher a good lesson. 1．The teacher and her students planned to make ________ in the experiment. A．water B．salt C．acrylamide D．CO₂ 2．What happened when Paul heated the liquid? A．His teacher ordered him to stop it at once. B．The white poisonous gas was formed. C．All the students left the lab at once. D．Someone was hurt in the accident. 3．What lesson did the accident teach the students and the teacher? A．Never leave a bottle without a label in the Chemistry lab. B．Obey your teacher’s instructions in the Chemistry lab. C．Acrylamide can’t take the place of hydrochloric acid. D．When something unusual happened, leave the lab at once. （2024·江苏南京·中考真题）In a little town, there was a clock tower that had stood for centuries. The clock tower was known for its perfect timekeeping, and was looked after by Mr. Pendulum, the town’s timekeeper. One day, Mr. Pendulum decided to take on an apprentice (学徒). He chose a young boy named Oliver who had always been attracted by the clock tower. Oliver was excited but also nervous, knowing that keeping time was a responsibility (责任) of great importance. Mr. Pendulum taught Oliver everything he knew about the clock. As Oliver worked alongside Mr. Pendulum, he learned that time was not just about numbers and minutes—it was about moments and memories. The clock tower had a special characteristic: It could show little bits of the past and future. Mr. Pendulum showed Oliver how to use this characteristic to help people in need. One day, a young woman named Emily came to the clock tower for help. She was feeling lost and uncertain of her future. Mr. Pendulum and Oliver let her see a piece of her past, where she had faced challenges but had also experienced moments of joy and growth. They then showed her a possible future, where she could achieve her dreams and find happiness. Emily was moved by the experience and left the clock tower with renewed hope. Oliver realized that the true power of the clock tower was not in keeping time, but in helping people find their way. He also learned that time was not something to be controlled, but something to be treasured. Years later, Oliver became a smart timekeeper, using the clock tower’s magic to guide people through difficult times. He taught others that time was a gift, and that every moment was a chance to create a better future. 1．What was the clock tower known for? A．Its attractive color. B．Its long history. C．Its perfect timekeeping. D．Its smart timekeeper. 2．How did Mr. Pendulum and Oliver help Emily? A．They sent her a special gift. B．They showed moments of her life. C．They offered her a job as a timekeeper. D．They invited people in the town to encourage her. 3．Which words can best describe Oliver? A．Responsible and wise. B．Brave and curious. C．Careful and creative. D．Kind and confident. A （2025·江苏南京·三模） Turning soil, pulling weeds, and harvesting cabbage sound like tough work for middle and high school kids. And at first it is, says Abby Jaramillo, who with another teacher started Urban Sprouts, a school garden program at four low-income schools. The program aims to help students develop science skills, environmental awareness, and healthy lifestyles. Jaramillo’s students live in neighborhoods where fresh food and green space are not easy to find and fast food restaurants outnumber grocery stores. “The kids literally come to school with bags of snacks and large bottles of soft drinks,” she says. “They come to us thinking vegetables are awful, dirt is awful, insects are awful.” Though some are scared of the insects and turned off by the dirt in the beginning, most are eager to try something new. Urban Sprouts’ classes, at two middle schools and two high schools, include hands-on experiments such as soil testing, flower-and-seed dissection, testing of fresh or dried produce, and work in the garden. Several times a year, students cook the vegetables they grow, and they occasionally make salads for their entire schools. Program evaluations show that kids eat more vegetables as a result of the classes. “We have students who say they went home and talked to their parents and now they’re eating differently,” Jaramillo says. She adds that the program’s benefits go beyond nutrition. Some students get so interested in gardening that they bring home seeds to start their own vegetable gardens. Besides, working in the garden seems to have a calming effect on Jaramillo’s special education students, many of whom have emotional control issues. “They get outside,” she says, “and they feel successful.” 1．What do we know about Abby Jaramillo? A．She used to be a health worker. B．She grew up in a low-income family. C．She owns a fast food restaurant. D．She is a creator of Urban Sprouts. 2．What was a problem facing Jaramillo at the start of the program? A．The kids’ parents distrusted her. B．Students had little time for her classes. C．Some kids disliked garden work. D．There was no space for school gardens. 3．What can be a suitable title for the text? A．Saving School Gardens B．Experiencing Country Life C．Growing Vegetable Lovers D．Changing Local Landscape B （2025·江苏南京·二模） I often read about children living in the mountains of China. They don’t have enough learning resources, especially for English. I believe English is not just a language—it also gives people the chance to see the world differently. So I started thinking about what I could do for these children. Then, I came up with an idea: to make special English learning material! More than 10 classmates joined me, and we started a club called “Out of Mountains”. Our English materials have three parts: listening, reading and writing. We decided to publish them every month and send them to children by email. We also built a website so children could get information more easily. Each of us worked on one part, such as writing content, designing layouts making illustrations and developing the website. To make the learning process more fun, we chose interesting topics for kids, like holidays. The hardest part was finding the children. I contacted schools in Liangshan, Sichuan. I also reached out to children through some WeChat official accounts (官方账号). I felt nervous talking to them and was afraid of being turned down, but I did my best to share our ideas. In the end, we got the readers we had hoped for. Every time a parent emailed us saying “my child really liked the story”, it gave us the strength to keep going. I hope our small acts can help give these kids a better future. 1．What is the most difficult part of the project? A．Writing content. B．Designing layouts. C．Making illustrations. D．Finding the children. 2．What does the underlined words “turned down” in this passage mean? A．Refused. B．Communicated. C．Reduced. D．Praised. 3．What encouraged the writer to keep going? A．Making new friends. B．Getting money from parents. C．Winning a competition. D．Hearing that children liked their stories. C （2025·江苏南京·模拟预测） I’m rather good at using maps. But I forgot the maps and here we were, late afternoon, last day of vacation, my daughter, my cousin and I, driving along a two-lane highway in Oregon. No other car in sight, and the sun had just gone down. Where was that sweet little village? It should be right along this river. We drove on, farther into the unknown, river always at left as our guide. We kept passing farms and fields and now a few lights were coming out. In my head, I was doing a lot of self-criticisms (自我批评): Why didn’t we start earlier, bring the map and on and on? My cousin and I were both impatient and stressed. My daughter, at least, was happy in the back seat, text messaging a friend. I pulled up on the shoulder of the road to think. Just then—WOW! Amazing! A new scene had appeared. Where did it come from? Right there, out of nowhere, a magical misty landscape. Fields stretched in silent purples, with rows of tall trees, darkening in the dusk (黄昏). I turned the car engine off. All was silent in the hot summer air. Beside us, a plum-colored river hardly moved between a border of trees, its dark lazy water reflecting the last light of day. How breathtaking! Where had it been? If had seen even a bit of this beauty while driving along, I could have stopped and taken a look. I had missed it all. We miss a lot, almost everything, in fact, in our world. Our task-focused filters (过滤器) take care of that, choose only what we need. We need to get to work. Have some lunch. We see what we need to see, often for purposes of survival. Gregory Bateson, speaking of beauty, said the judgment is selection (选择) of a fact. In our daily lives, who or what is doing the selecting? Can we make a change? Can we see further? 1．What made the author keep criticizing herself in the beginning? A．That the vacation was below her expectations. B．That she wasn’t as good at using maps as before. C．That her cousin and daughter couldn’t get along. D．That lack of full preparations got her to lose her way. 2．The author felt really surprised because ________. A．she discovered a tourist attraction unknown to the public. B．her carelessness brought an unexpected pleasure. C．she reached what she had planned to. D．the right way to the little village came out of nowhere. 3．What does the story mean to tell us? A．Stay cool when you are trapped in trouble. B．Make a change for the purpose of survival. C．Be hopeful because there’s always a choice. D．Slow down to enjoy beauty in life. 学科网（北京）股份有限公司 $ 焦点03 阅读理解之记叙文 备考2026年中考英语新课标（核心素养）同步大师课堂之题型特训面面到 【题型解析】 趋势维度 具体特点与方向 备考关注点 语篇选材 话题集中：个人成长、亲情友情、社会关怀、文化体验（如非遗传承）是高频主题。素材新颖：可能涉及新媒体（如网页、博客）形式的记叙文本，贴近现实生活 多阅读与上述话题相关的、时代性强的英文短篇故事或新闻报道。 命题形式 “主线+情境”创新：几篇阅读理解可能围绕一个共同的主线或情境展开，增加趣味性和连贯性。 练习时注意文章之间的关联，培养在特定情境下进行阅读的思维。 能力考查 减少纯细节查找：直接从文中找到答案的题目比例呈下降趋势。加强深度思辨：推理判断题比重上升，注重对隐含意义、写作意图、观点态度的分析 改变“只找信息”的阅读习惯，重视理解文章内涵、作者情感和逻辑关系。 一、四大题型的解题要点 了解了整体趋势后，我们来看看如何应对具体的题型。中考记叙文阅读主要考查四类题型，其解题关键点如下： 细节理解题 解题关键：这是基础题型，需要准确定位。先读题干，找出关键词（如人名、地名、时间、特定名词），然后快速寻读文章，找到相关信息所在句子，仔细比对选项。 避坑提示：注意干扰项常采用“张冠李戴”（把A做的事说成B做的）或“正误参半”（部分信息正确，部分错误）的手法。 推理判断题 解题关键：这是拉开分差的关键。答案并非直接陈述在文中，需要你根据上下文线索进行合理推断。解答时务必立足原文，避免主观臆断和过度推理。 进阶考查：此类题可能要求推断作者的写作意图（如：分享经历、说明一个道理）或人物/作者的观点态度（如：感激、遗憾、乐观）。关注表达感情色彩的形容词、副词以及文章结尾的议论抒情部分。 词义猜测题 解题关键：不要慌张，也不要望文生义。利用上下文线索是关键，比如： 定义或释义：线索词如 that is, in other words等。 同义或反义关系：线索词如 similarly, but, however等。 举例说明：线索词如 for example, such as等。 主旨大意题 解题关键：问文章主旨或选择最佳标题。此类题要求有较强的概括能力。主题句常出现在文章开头或结尾，要特别留意。确保正确选项能全面覆盖文章主要内容，而非只涉及某个细节。 避坑提示：警惕范围过大（过于空泛）或过小（仅是局部细节）的干扰项。 二、高效备考建议 掌握方法后，平时的积累和训练至关重要。 广泛阅读，积累素材：可以有意识地多读一些涉及个人成长、友情、社会文化等主题的英语简版小说、短篇故事或新闻报道，这不仅能增加词汇量，也能帮助你熟悉记叙文的叙事逻辑和常见主题。 强化思维训练：在平时练习时，要有意识地去分析文章的深层含义。每读完一篇文章，可以问自己几个问题：作者通过这个故事想表达什么？主人公的情感发生了怎样的变化？这件事说明了什么道理？这种思维习惯能有效应对日益增加的推理判断题。 夯实语言基础：词汇和语法是理解的基础。在记忆单词时，最好能结合句子和上下文，而不仅仅是孤立地背诵列表。 A “The road to Shu is difficult, even more difficult than climbing to the blue sky,” as Li Bai’s poem goes. For over two thousand years, the ancient road system has been a treasure of Chinese culture. But for American scholar Hope Justman, it is even more than that. She sees it as a living record of history worthy of UNESCO World Heritage status. She visited an exhibition in Boston when she was in college, where a painting drew her attention. Huge mountains, verdant trees, and mountain streams made that painting look deep and gorgeous, with a certain sense of mystery. Fascinated by the mystery, Justman’s journey with the Shu Road system began in 2001. Since then, she has hiked the “greatest road” in China 24 times in 24 years. “It is a timeless experience for me,” she says. She can’t forget walking on the ancient flagstones under the shade of the centuries-old cypresses (柏树). In 2007, Justman published her book, Guide to Hiking China’s Old Road to Shu. She still remembers the biggest challenge in writing it: finding the real road. When she finally found a section of the road system with the help of the locals, she was very excited. That gave her hope that “more sections of the road to Shu might have survived.” Justman believes that readers will find her book very helpful, as most of them do not know the ancient road still exists and can be hiked for many hours. In October this year, the Chinese version of her book was published. The Three Kingdoms period is Justman’s favorite part of the road’s history. Many of the battles between Shu and Wei took place here. Many towns along the road still have temples to honor the heroes of that time. Justman’s love for the ancient road system never fades, and she is pleased to see that China has worked hard to protect it. Big projects have been carried out to improve its condition. For example, damaged stones have been repaired and benches have been added for hikers. But this raises an interesting question. Li Bai and Du Fu described in their poems how dangerous it could be to travel along the road. But if both great poets were alive today, would they be inspired to write any new poems? Justman says, “No.” 1．What is paragraph 3 mainly about? A．The source of inspiration. B．The influence of the book on readers. C．The difficulties in publishing. D．The process and challenges in writing. 2．What will we probably see when walking along the Shu Road system now? ①Several long lifts that are newly-built.    ②Trees that are hundreds of years old. ③Temples to honor heroes of Shu.    ④Gift shops that are added for tourists. A．①② B．①④ C．②③ D．②④ 3．Why does Justman say “No” at the end of the article? A．Because the Shu Road system needs to be rebuilt. B．Because the Shu Road system has lost its historical value. C．Because the Shu Road system is not as dangerous as it used to be. D．Because the protection project destroyed the beauty of the road. 【答案】1．D 2．C 3．C 【难度】0.4 【知识点】中华文化、记叙文、文化保护 【导语】本文是一篇记叙文，讲述了美国学者Hope Justman对蜀道的热爱与研究，以及她为推广和保护蜀道所做的努力。 1．主旨大意题。根据全段可知，第三段主要讲述了Hope Justman在写作《中国古蜀道行走指南》一书时的过程和挑战，包括寻找真实的蜀道路段和帮助读者了解蜀道的存在。故选D。 2．细节理解题。根据文章“She can’t forget walking on the ancient flagstones under the shade of the centuries-old cypresses.”可知，蜀道旁有数百年历史的柏树；根据“Many towns along the road still have temples to honor the heroes of that time.”可知，蜀道沿途还有供奉那个时期的英雄的庙宇。故选C。 3．推理判断题。根据文章“Big projects have been carried out to improve its condition. For example, damaged stones have been repaired and benches have been added for hikers...Li Bai and Du Fu described in their poems how dangerous it could be to travel along the road.”可以推断，已经实施了一些大型工程来改善蜀道的状况，蜀道如今不再像过去那样危险，因此诗人可能不会受到启发创作新诗。故选C。 B When I was twelve, our school announced a project to help the community. Each student should come up with an idea to make our neighborhood a better place. At first, I wasn’t sure what to do. But one day, while walking home, I noticed something: there were no places for children to read outside of school. That’s when I decided to build a little free library. I shared my idea with my parents, and they backed me every step of the way. My dad helped me find some old wood in the garage, and my mom donated a few books. At first, I was excited, but as I started building, I realized it wasn’t as easy as I thought. The wood was heavy, and I didn’t know how to use the tools properly. I felt discouraged and wanted to give up. But my dad encouraged me. “Take it one step at a time,” he said. “You’ll figure it out.” After weeks of hard work, the little library was finally ready. It was a small wooden box with a door, painted bright blue. I filled it with books and placed it in the park near my house. On the first day, I stood nearby to see if anyone would use it. Hours passed, and no one came. I felt disappointed and wondered if my idea had been a waste of time. The next morning, I walked by the park and saw something that made me stop. A little girl was sitting on a bench, holding one of the books from the library. She was smiling and completely lost in the story. My heart swelled with pride. Over the next few days, more children and even some adults visited the library. They borrowed books, left notes, and even donated some of their own. By the end of the project, my little library had become a beloved part of the neighborhood, proving that even small efforts can lead to something truly meaningful. Seeing others enjoy the library made all the hard work feel completely worthwhile. 1．What made the writer decide to build a little free library? A．To earn a prize from the school project. B．To help children have a place to read. C．To use some old wood in the garage. D．To make the community more beautiful. 2．How did the writer feel about building the library? A．Confident and excited from start to finish. B．Disappointed at first and felt sad later. C．Nervous at first but stopped trying later. D．Upset at first but very proud in the end. 3．What lesson can we learn from the writer’s experience? A．Sharing books can bring happiness to others. B．Small efforts can truly make a big difference. C．School projects can be challenging but satisfying. D．Asking for help can sometimes make things easier. 【答案】1．B 2．D 3．B 【难度】0.4 【知识点】志愿服务、记叙文 【导语】本文讲述作者为社区孩子建造免费小图书馆的经历。 1．细节理解题。根据第一段“But one day, while walking home, I noticed something: there were no places for children to read outside of school. That’s when I decided to build a little free library.”可知，作者决定建造免费小图书馆是为了让孩子们有校外阅读的地方。故选B。 2．细节理解题。根据第二段“At first, I was excited, but as I started building, I realized it wasn’t as easy as I thought. The wood was heavy, and I didn’t know how to use the tools properly. I felt discouraged and wanted to give up.” 以及第四段“My heart swelled with pride.”可知，作者最初因建造困难感到沮丧，最终因图书馆受喜爱而自豪。故选D。 3．细节理解题。根据最后一段“By the end of the project, my little library had become a beloved part of the neighborhood, proving that even small efforts can lead to something truly meaningful.”可知，我们能学到，小小的努力也能带来真正有意义的事。故选B。 C One August afternoon, Richard Allen dropped off his last passenger, Mrs. Carey. Lifting two shopping bags, he followed her across the yard and stood on the step of her house. Looking up, he saw a large wasp nest (黄蜂巢穴) above the door. Allen had heard that wasps can become more likely to sting (刺，蛰)  in summer. He mentioned this to Mrs. Carey, who had opened the door. “Oh, they don’t trouble me,” she said. “I go in and out all the time.” Nervously, Allen looked at the nest again—to see the wasps flying straight at him. “Hurry,” he shouted to Mrs. Carey. “Get in!” She stepped quickly inside. Allen ran for his mini-bus. Too late. They were upon him. Just as he jumped aboard, several red stings showed on his arm, and he felt more on his back and shoulders. As he was driving down the road, Allen felt as if something was burning at the back of his neck, and the “fire” was spreading forward toward his face. And immediate worry and fear took hold of him. Allen knew that stings could cause some persons to die. But he had been stung last summer and the after-effects soon passed. However, what he didn’t know was that the first sting had made his body a hidden risk, waiting for the next sting to cause a serious reaction. Miles from the nearest medical help, Allen began to feel his tongue (舌头) thick and heavy and his heartbeat louder. Most terribly, he felt his breathing more and more difficult. He reached for the radio mike (话筒), trying to call the mini-bus center, but his words were hardly understandable. Signals were also poor that far out. He knew an emergency team was on 24-hour duty at the north Amherst Fire Station. So his best chance was to make a run for it. Rushing down the mountain, Allen tried not to be afraid, focusing his mind on each quick turn. He was almost through the last of them when he felt sure he was going into shock. Just then he reached for the radio mike again. “Call fire station,” he shouted, trying hard to form the words. “Emergency. Bee sting. Emergency. There in ten minutes.” “Ok. Stay calm. We’ll help you,” the center replied. Hold on, Allen thought. Keep your eyes open. Breathe. Keep awake. At last, he reached the station. Two firemen ran out. Allen felt their hands catch him before he hit the ground. “You made it,” he thought. 1．How did Allen feel when he saw the wasps flying straight at him? A．Nervous B．Calm C．Excited D．Angry 2．Which of the following is true according to the story? A．Allen stopped his mini-bus to ask another driver for help. B．Allen’s call for help was clearly understood by the mini-bus center. C．Allen was stung for the first time when he helped Mrs. Carey that afternoon. D．Allen managed to reach the fire station and was saved just before he fell down. 3．What is the main idea of the passage? A．Helping others can sometimes bring us trouble. B．Knowing the danger of wasp stings is important. C．Staying calm and acting quickly helps in danger. D．Calling a fire station is the best way to get help. 【答案】1．A 2．D 3．C 【难度】0.4 【知识点】自我保护、记叙文、个人经历 【导语】本文讲述了Allen在送乘客回家时被黄蜂蜇伤，出现严重过敏反应，最终冷静自救的故事。 1．细节理解题。根据“Nervously, Allen looked at the nest again—to see the wasps flying straight at him. ‘Hurry,’ he shouted to Mrs. Carey. ‘Get in!’”可知，当黄蜂朝他飞来时，他感到紧张。故选A。 2．细节理解题。根据“Allen felt their hands caught him before he hit the ground.”可知，Allen在倒下前被消防员接住并获救。D项表述正确。A项与“He reached for the radio mike”矛盾；B项与“his words were hardly understandable”矛盾；C项与“he had been stung last summer”矛盾。故选D。 3．主旨大意题。文章通过Allen在危险中保持冷静、迅速行动并成功自救的经历，说明了在危险中保持冷静和快速行动的重要性。故选C。 D One Monday morning, Paul and his classmates were in the science laboratory for their Chemistry lesson. The students were going to do an experiment. Before they began, the teacher gave them this description of the different stages of the experiment. Stage 1: Prepare the equipment (器械): a test tube (试管), a crucible (坩埚), a Bunsen burner (煤气灯) and a pair of tongs (钳子). Stage 2: Weigh 5 grams of baking soda and put it in a crucible. Stage 3: Heat 10 ml of hydrochloric acid (盐酸) in a test tube. Stage 4: Pour the warm acid onto the baking soda and continue to heat the mixture. Result: The acid reacts (反应) with NaHCO₃ to form water and CO₂. The hotter the mixture, the quicker the reaction. Continue to heat the mixture until the water evaporates (蒸发), leaving the salt in the crucible. Paul and his partner followed the instructions and set up their equipment. Paul went to the cupboard to get a bottle of hydrochloric acid. He found that there was only one bottle in the cupboard, so he took that. There was no label (标签) on the bottle and Paul didn’t check with the teacher if it was the right solution (溶液). He measured (量) the liquid (液体) and poured it into a test tube. Using tongs to hold the test tube, he heated it over the Bunsen burner. That’s when things started to go wrong. The liquid in the test tube was not hydrochloric acid. When it was heated, it formed a thick cloud of white gas. Soon the room was full of this strong-smelling white gas. All the students started coughing and their eyes hurt. The teacher opened the windows right away and ordered the students to leave the laboratory at once. She realized that the liquid was acrylamide (丙烯酰胺) and that it is poisonous (有毒的). Luckily, nobody was hurt in the accident. However, it taught the students and the teacher a good lesson. 1．The teacher and her students planned to make ________ in the experiment. A．water B．salt C．acrylamide D．CO₂ 2．What happened when Paul heated the liquid? A．His teacher ordered him to stop it at once. B．The white poisonous gas was formed. C．All the students left the lab at once. D．Someone was hurt in the accident. 3．What lesson did the accident teach the students and the teacher? A．Never leave a bottle without a label in the Chemistry lab. B．Obey your teacher’s instructions in the Chemistry lab. C．Acrylamide can’t take the place of hydrochloric acid. D．When something unusual happened, leave the lab at once. 【答案】1．B 2．B 3．A 【难度】0.4 【知识点】事故、教育、记叙文 【导语】本文是一篇记叙文，讲述了保罗和同学在化学实验课上，因未检查试剂瓶标签，误将有毒的丙烯酰胺当作盐酸加热，导致有毒气体扩散，所幸无人受伤。这一事故给师生们上了一堂深刻的安全教育课。 1．细节理解题。根据“Result: The acid reacts (反应) with NaHCO₃ to form water and CO₂. The hotter the mixture, the quicker the reaction. Continue to heat the mixture until the water evaporates (蒸发), leaving the salt in the crucible.”可知，实验的最终结果是得到盐。故选B。 2．细节理解题。根据“When it was heated, it formed a thick cloud of white gas. Soon the room was full of this strong-smelling white gas.”以及“She realized that the liquid was acrylamide (丙烯酰胺) and that it is poisonous (有毒的).”可知，保罗加热液体后，产生了有毒的白色气体。故选B。 3．推理判断题。根据“There was no label (标签) on the bottle and Paul didn’t check with the teacher if it was the right solution (溶液).”以及“Luckily, nobody was hurt in the accident. However, it taught the students and the teacher a good lesson.”可知，事故的原因是保罗做实验时误拿了无标签的丙烯酰胺，导致实验失败并产生危险。因此事故给师生们的教训是：化学实验室里不能留有没贴标签的瓶子。故选A。 （2024·江苏南京·中考真题）In a little town, there was a clock tower that had stood for centuries. The clock tower was known for its perfect timekeeping, and was looked after by Mr. Pendulum, the town’s timekeeper. One day, Mr. Pendulum decided to take on an apprentice (学徒). He chose a young boy named Oliver who had always been attracted by the clock tower. Oliver was excited but also nervous, knowing that keeping time was a responsibility (责任) of great importance. Mr. Pendulum taught Oliver everything he knew about the clock. As Oliver worked alongside Mr. Pendulum, he learned that time was not just about numbers and minutes—it was about moments and memories. The clock tower had a special characteristic: It could show little bits of the past and future. Mr. Pendulum showed Oliver how to use this characteristic to help people in need. One day, a young woman named Emily came to the clock tower for help. She was feeling lost and uncertain of her future. Mr. Pendulum and Oliver let her see a piece of her past, where she had faced challenges but had also experienced moments of joy and growth. They then showed her a possible future, where she could achieve her dreams and find happiness. Emily was moved by the experience and left the clock tower with renewed hope. Oliver realized that the true power of the clock tower was not in keeping time, but in helping people find their way. He also learned that time was not something to be controlled, but something to be treasured. Years later, Oliver became a smart timekeeper, using the clock tower’s magic to guide people through difficult times. He taught others that time was a gift, and that every moment was a chance to create a better future. 1．What was the clock tower known for? A．Its attractive color. B．Its long history. C．Its perfect timekeeping. D．Its smart timekeeper. 2．How did Mr. Pendulum and Oliver help Emily? A．They sent her a special gift. B．They showed moments of her life. C．They offered her a job as a timekeeper. D．They invited people in the town to encourage her. 3．Which words can best describe Oliver? A．Responsible and wise. B．Brave and curious. C．Careful and creative. D．Kind and confident. 【答案】1．C 2．B 3．A 【难度】0.4 【知识点】哲理感悟、记叙文、叙事忆旧 【导语】本文通过一个关于钟楼和时间守护者的故事，时间不仅仅是用来计量的，更是用来珍惜和帮助他人的。 1．细节理解题。根据“The clock tower was known for its perfect timekeeping”可知钟楼以精准的时间闻名。故选C。 2．细节理解题。根据“Mr. Pendulum and Oliver let her see a piece of her past, where she had faced challenges but had also experienced moments of joy and growth. They then showed her a possible future, where she could achieve her dreams and find happiness.”可知他们让她看到了她过去的片段以及可能的未来，即展示了她生命中的时刻。故选B。 3．推理判断题。根据文章描述可知，Oliver在学习过程中意识到时间的重要性，并通过钟楼的魔法帮助人们找到方向，他最终成为了一位聪明的时间管理者，教导人们珍惜时间，这表明他既负责又明智。故选A。 A （2025·江苏南京·三模） Turning soil, pulling weeds, and harvesting cabbage sound like tough work for middle and high school kids. And at first it is, says Abby Jaramillo, who with another teacher started Urban Sprouts, a school garden program at four low-income schools. The program aims to help students develop science skills, environmental awareness, and healthy lifestyles. Jaramillo’s students live in neighborhoods where fresh food and green space are not easy to find and fast food restaurants outnumber grocery stores. “The kids literally come to school with bags of snacks and large bottles of soft drinks,” she says. “They come to us thinking vegetables are awful, dirt is awful, insects are awful.” Though some are scared of the insects and turned off by the dirt in the beginning, most are eager to try something new. Urban Sprouts’ classes, at two middle schools and two high schools, include hands-on experiments such as soil testing, flower-and-seed dissection, testing of fresh or dried produce, and work in the garden. Several times a year, students cook the vegetables they grow, and they occasionally make salads for their entire schools. Program evaluations show that kids eat more vegetables as a result of the classes. “We have students who say they went home and talked to their parents and now they’re eating differently,” Jaramillo says. She adds that the program’s benefits go beyond nutrition. Some students get so interested in gardening that they bring home seeds to start their own vegetable gardens. Besides, working in the garden seems to have a calming effect on Jaramillo’s special education students, many of whom have emotional control issues. “They get outside,” she says, “and they feel successful.” 1．What do we know about Abby Jaramillo? A．She used to be a health worker. B．She grew up in a low-income family. C．She owns a fast food restaurant. D．She is a creator of Urban Sprouts. 2．What was a problem facing Jaramillo at the start of the program? A．The kids’ parents distrusted her. B．Students had little time for her classes. C．Some kids disliked garden work. D．There was no space for school gardens. 3．What can be a suitable title for the text? A．Saving School Gardens B．Experiencing Country Life C．Growing Vegetable Lovers D．Changing Local Landscape 【答案】1．D 2．C 3．C 【难度】0.4 【知识点】健康饮食、教育、记叙文 【导语】本文主要介绍了Urban Sprouts项目通过学校花园让学生对蔬菜产生兴趣，并改善他们的饮食习惯。 1．细节理解题。根据“And at first it is, says Abby Jaramillo, who with another teacher started Urban Sprouts”可知她和另外一名老师开创了Urban Sprouts，是Urban Sprouts项目的创始人之一。故选D。 2．推理判断题。根据“Though some are scared of the insects and turned off by the dirt in the beginning, most are eager to try something new.”可知一些孩子最初对昆虫感到害怕，对泥土感到反感，这表明他们不喜欢花园工作。故选C。 3．最佳标题题。本文主要介绍了Urban Sprouts项目通过学校花园让学生对蔬菜产生兴趣，并改善他们的饮食习惯，以选项C“培养蔬菜爱好者”为标题最合适。故选C。 B （2025·江苏南京·二模） I often read about children living in the mountains of China. They don’t have enough learning resources, especially for English. I believe English is not just a language—it also gives people the chance to see the world differently. So I started thinking about what I could do for these children. Then, I came up with an idea: to make special English learning material! More than 10 classmates joined me, and we started a club called “Out of Mountains”. Our English materials have three parts: listening, reading and writing. We decided to publish them every month and send them to children by email. We also built a website so children could get information more easily. Each of us worked on one part, such as writing content, designing layouts making illustrations and developing the website. To make the learning process more fun, we chose interesting topics for kids, like holidays. The hardest part was finding the children. I contacted schools in Liangshan, Sichuan. I also reached out to children through some WeChat official accounts (官方账号). I felt nervous talking to them and was afraid of being turned down, but I did my best to share our ideas. In the end, we got the readers we had hoped for. Every time a parent emailed us saying “my child really liked the story”, it gave us the strength to keep going. I hope our small acts can help give these kids a better future. 1．What is the most difficult part of the project? A．Writing content. B．Designing layouts. C．Making illustrations. D．Finding the children. 2．What does the underlined words “turned down” in this passage mean? A．Refused. B．Communicated. C．Reduced. D．Praised. 3．What encouraged the writer to keep going? A．Making new friends. B．Getting money from parents. C．Winning a competition. D．Hearing that children liked their stories. 【答案】1．D 2．A 3．D 【难度】0.4 【知识点】志愿服务、记叙文 【导语】本文讲述作者了解到中国山区孩子缺乏英语学习资源后，和同学成立俱乐部制作英语学习资料，过程中克服困难，希望能帮助孩子们拥有更好未来。 1．细节理解题。根据“The hardest part was finding the children.”可知，项目最困难的部分是找到孩子。故选D。 2．词句猜测题。根据“I felt nervous talking to them and was afraid of being turned down, but I did my best to share our ideas.”可知，作者和他们交流时紧张，害怕的事情应该是不好的结果，结合语境，“turned down”意思是“拒绝”。故选A。 3．细节理解题。根据“Every time a parent emailed us saying ‘my child really liked the story’, it gave us the strength to keep going.”可知，听到孩子喜欢他们的故事鼓励作者继续坚持。故选D。 C （2025·江苏南京·模拟预测） I’m rather good at using maps. But I forgot the maps and here we were, late afternoon, last day of vacation, my daughter, my cousin and I, driving along a two-lane highway in Oregon. No other car in sight, and the sun had just gone down. Where was that sweet little village? It should be right along this river. We drove on, farther into the unknown, river always at left as our guide. We kept passing farms and fields and now a few lights were coming out. In my head, I was doing a lot of self-criticisms (自我批评): Why didn’t we start earlier, bring the map and on and on? My cousin and I were both impatient and stressed. My daughter, at least, was happy in the back seat, text messaging a friend. I pulled up on the shoulder of the road to think. Just then—WOW! Amazing! A new scene had appeared. Where did it come from? Right there, out of nowhere, a magical misty landscape. Fields stretched in silent purples, with rows of tall trees, darkening in the dusk (黄昏). I turned the car engine off. All was silent in the hot summer air. Beside us, a plum-colored river hardly moved between a border of trees, its dark lazy water reflecting the last light of day. How breathtaking! Where had it been? If had seen even a bit of this beauty while driving along, I could have stopped and taken a look. I had missed it all. We miss a lot, almost everything, in fact, in our world. Our task-focused filters (过滤器) take care of that, choose only what we need. We need to get to work. Have some lunch. We see what we need to see, often for purposes of survival. Gregory Bateson, speaking of beauty, said the judgment is selection (选择) of a fact. In our daily lives, who or what is doing the selecting? Can we make a change? Can we see further? 1．What made the author keep criticizing herself in the beginning? A．That the vacation was below her expectations. B．That she wasn’t as good at using maps as before. C．That her cousin and daughter couldn’t get along. D．That lack of full preparations got her to lose her way. 2．The author felt really surprised because ________. A．she discovered a tourist attraction unknown to the public. B．her carelessness brought an unexpected pleasure. C．she reached what she had planned to. D．the right way to the little village came out of nowhere. 3．What does the story mean to tell us? A．Stay cool when you are trapped in trouble. B．Make a change for the purpose of survival. C．Be hopeful because there’s always a choice. D．Slow down to enjoy beauty in life. 【答案】1．D 2．B 3．D 【难度】0.4 【知识点】假日活动、记叙文 【导语】本文讲述了作者在度假的最后一天，因忘记带地图而与女儿和表亲在俄勒冈州的乡村公路上迷路，却在黄昏时分意外发现了一片美丽的景致，从而引发了对生活中常常忽略美好事物的反思。 1．细节理解题。根据“I was doing a lot of self-criticisms (自我批评): Why didn’t we start earlier, bring the map and on and on?”可知，作者因为准备不充分而迷路，所以一直在自我批评。故选D。 2．细节理解题。根据“Just then-WOW! Amazing! A new scene had appeared. Where did it come from? Right there, out of nowhere, a magical misty landscape.”以及“I had missed it all.”可知，作者因粗心却收获了意外的美景和愉悦，感到十分惊讶。故选B。 3．主旨大意题。根据“We miss a lot, almost everything, in fact, in our world. Our task-focused filters (过滤器) take care of that, choose only what we need.”以及文中作者因迷路偶然发现美景的经历可知，文章意在告诉我们要放慢脚步，去享受生活中的美。故选D。 学科网（北京）股份有限公司 $