阅读理解27-北京市部分地区近两年（2024-2025）高三英语期末真题汇编

2 阅读理解-阅读单选27 试题基本信息 。题型：阅读理解-阅读单选(4题，全文约370词) 。体裁：记叙文生活故事 ·考查重点：细节理解、推理判断、主旨大意、情感态度 材料剖析 。人物发展线索：牙买加农村贫困童年→上学后阅读困难→老师缺乏耐心导致沮丧→实 习老师鼓励→阅读能力提升→学业成功→成为作家→寻找恩师表达感谢 ·情感发展线索：困难沮丧→无价值感→希望重燃→自信建立→感恩回报 阅读理解短文 Juleus Ghunta is a published children's author and award-winning poet.But growing up,he could barely read.Raised in a rural part of Western Jamaica,Ghunta and his brothers had limited resources to learn and play."Life was very difficult for us,"he recalled.When Ghunta finally went to school,he couldn't catch up on his reading skills.Since not only had he been kept home from school as a child,he had not been exposed to books.By the time he entered Grade Six,he could only spell his own name,but couldn't make out words or read with understanding.The situation was made worse by a series of impatient teachers who made him feel worthless and upset.He struggled in school with a deep sense of loss. When Ghunta was about 12,a young teacher-in-training,whose name he does not recall, started a reading program for struggling students.Ghunta was the first to sign up."The teacher was incredibly kind to me,"he said."She was patient and creative,but did not ask anything of me except that I work hard and believe in myself." Under her guidance,Ghunta's reading skills started to improve and his sense of insufficiency began to lift.He graduated from elementary school with a number of academic awards.He went on to college,and later,graduate school.Today,he is the author of two children's books,including Rohan Bullkin and the Shadows:A Story about ACEs and Hope,about overcoming difficult experiences in childhood.He's now working on his first full-length collection of poetry. In 2010,Ghunta went back to his elementary school,inquiring the principal and teachers if the young teacher was still there,but failed.He hoped to meet her and thank her for seeing his potential."I would love her to see the significant impact she has made on my life,and the ways in which I have carried this memory of her-the hope,the light,with me-and how it continues to be a source of joy.” 3 题目列表 1.How did Ghunta feel in Grade Six? A.Astonished. B.Delighted. C.Relaxed. D.Depressed. 2.The young teacher influenced Ghunta mainly by A.encouraging his independence B.building up his confidence C.inspiring his imagination D.developing his creativity 3.Ghunta went back to his elementary school in 2010 to A.find inspirations for his books B.recall his pleasant time there C.thank his teacher face to face D.show off his achievements 4.What can we learn from this passage? A.Where there is a will,there is a way. B.Everything comes to those who wait. C.Encouragement can transform a life. D.Diligence is the mother of success. 核心词汇详解 1.insufficiency 核心词性 名词(.，高频核心)：不足；缺乏（指数量或程度上不够，可用于抽象概念 如能力、资源) 例：a sense of insufficiency（不足感) 词性转换 形容词：insuff伍cient(不足的；不充分的) 例：insufficient time（时间不够) 高频搭配 insufficiency of resources(资源不足)、mental insuff伍ciency(心智不足) 易混辨析 insufficiency vs deficiency:前者侧重”数量或程度上未达到需求”，后者 侧重”本质上的缺陷或缺乏必要元素” 2.significant 核心词性 形容词(adj.,高频核心)：重要的；显著的（强调影响或意义重大） 例：a significant impact（重大影响） 词性转换 名词：significance（重要性；意义) 例：the significance of education（教育的意义) 高频搭配 significant changes(显著变化)、play a significant role(扮演重要角色) 易混辨析 significant vs important:前者强调”影响深远或有特殊意义”，后者侧重” 普遍认为重要” 3.potential 核心词性 名词(n,高频核心)：潜力：潜能 例：realize one's potential（发挥某人的潜力) 形容词(adj,高频核心)：潜在的；可能的 例：potential danger(潜在危险) 词性转换 副词：potentially(潜在地；可能地) 高频搭配 develop one's potential(开发潜力)、potential risks(潜在风险) 易混辨析 potential vs capacity:前者侧重”未被开发的潜力”，后者侧重”现有能 力或容量” 4.incredibly 核心词性 副词(adv.,高频核心)：极其；非常（修饰形容词或副词，表程度） 例：incredibly kind(极其善良) 词性转换 形容词：incredible(难以置信的；极好的) 例：an incredible story（一个难以置信的故事) 高频搭配 incredibly difficult(极其困难)、incredibly successful(非常成功) 易混辨析 incredibly vs extremely:前者语气更强，带有”惊讶、难以置信”的情感 色彩 答案与逐题解析 正确答案：24-27DBCC 1.D (Depressed) 考点：情感态度推断 语境逻辑：文中提到"By the time he entered Grade Six...The situation was made worse by a 5 series of impatient teachers who made him feel worthless and upset.He struggled in school with a deep sense of loss.”可知他因阅读困难和老师的态度感到”无价值、沮丧和深深的失落感”。 选项辨析：A.Astonished(惊讶的)；B.Delighted(高兴的)；C.Relaxed(放松的)；D.Depressed (沮丧的)。”worthless and upset”deep sense of loss”直接指向负面情绪，D符合语境。 2.B (building up his confidence) 考点：细节理解与推理 语境逻辑：老师对他说”did not ask anything of me except that I work hard and believe in myself”(只要求他努力并相信自己)，后文提到his sense of insu伍ciency began to lift'”(不足感 开始消除)。 选项辨析：A.encouraging his independence(鼓励独立)；B.building up his confidence(建立 自信)：C.inspiring his imagination(激发想象力)；D.developing his creativity(培养创造力)。 believe in myself'”和”sense of insuff伍ciency lift”表明核心是建立自信，B正确。 3.C (thank his teacher face to face) 考点：细节信息提取 语境逻辑：文中明确说"He hoped to meet her and thank her for seeing his potential,”(他希望 见到她并感谢她看到了他的潜力)。 选项辨析：A.find inspirations(寻找灵感)；B.recall pleasant time(回忆美好时光)：C.thank his teacher face to face(当面感谢老师)；D.show off achievements(炫耀成就)。”thank her'”直 接对应C选项，其他选项无原文依据。 4.C(Encouragement can transform a life) 考点：主旨大意归纳 语境逻辑：全文核心是年轻教师的耐心和鼓励(”kind,patient,believe in myself')改变了Ghunta 的人生轨迹，从几乎不能阅读到成为作家。 选项辨析：A.Where there is a wil,there is a way(有志者事竟成)；B.Everything comes to those who wait(耐心等待终有收获)；C.Encouragement can transform a life(鼓励能改变人 生)；D.Diligence is the mother of success(勤奋是成功之母)。教师的鼓励是关键转折点，C最 契合主旨，A、D强调个人意志和勤奋，B强调等待，均偏离核心。