专题03 阅读理解之记叙文（复习讲义）（河北专用）2026年中考英语一轮复习讲练测

该初中英语中考复习讲义聚焦阅读理解记叙文专题，覆盖中考十大核心题型及河北命题规律，以“考情剖析-考点突破-题型通关-优题精选”为架构，通过命题规律深度剖析、分题型解题策略指导及真题模拟训练，帮助学生系统构建知识网络，精准突破细节理解、推理判断等难点。 亮点在于融合语言能力与思维品质培养，如人物品质推断题通过“言行评”证据整合策略，词义猜测题借助上下文逻辑线索分析法，提升学生文本解读与逻辑推理能力。特设分层训练与即时反馈机制，教师可依托考情预测与题型靶向突破设计教学，有效提升学生应考能力，把控复习节奏。

专题03 阅读理解之记叙文 目 录 01·考情剖析·命题前瞻 2 02·时空导航·网络构建 6 03·题型通关·靶向突破 7 考点一 文章选材与命题规律深度剖析 7 一、文章选材的“河北特色” 7 二、篇章长度与结构模型 7 三、问题设计类型特点 7 考点二 解题要点 10 题型一：细节理解题 10 题型二：词义猜测题 11 题型三：推理判断题 12 题型四：主旨大意题 13 题型五：观点态度题 14 题型六：人物性格/品质推断题 15 题型七：事件排序题 16 题型八：文章结构/句际逻辑题 18 题型九：写作目的/作者意图题 20 题型十：篇章出处题 22 04·优题精选·练能提分 23 题型 考查形式 2025年 2024年 2023年 阅读理解之记叙文 ☑选择题 □非选择题 B 篇（描述个人的行动和影响）：Tim发起“图书拯救计划”，践行社区服务精神。 D篇（个人经历的描述）：Amy通过养殖牡蛎来净化海水，并获得了“牡蛎养殖大师”奖的故事。 C 篇（叙事性故事）：12 岁男孩Mike发现恐龙化石，体现好奇心与坚持的价值。 B篇（叙事性故事）：Bill的故事：分享绿色蛋糕，利用西瓜皮帮助环境。 三大主题 ‌人与社会‌（社会服务） 人与自然（环境保护） 人与社会‌（科学探索） 人与自然‌（环境保护） 考情分析 一、命题特点 1. 题材选用：三大主题，立德树人 记叙文选材严格遵循课程标准，聚焦“人与自我”“人与社会”“人与自然”三大范畴。题材多取材于青少年真实生活经历、新闻事件报道或经典故事改编。主人公通常是普通学生、社区居民或具有典型意义的青少年。每个故事都蕴含明确的正面价值观，最终都指向成长、责任、善良、创新等积极品质。 2. 语篇长度及难度：标准稳定，适度挑战 近三年真题及2025年各地市模拟题的记叙文，词数控制在250-350词之间。词汇以课标常用词为主，关键生词会附带中文注释。超纲词不影响核心理解。句式以简单句和并列复合句为主，复杂长句（如宾语从句、定语从句）出现频率适中，不会造成理解障碍。叙事脉络清晰，普遍采用“背景-问题-行动-结果-感悟”的线性结构，逻辑顺畅。 3. 题型设计：基础为主，稳中有新 核心题型稳定：细节理解、词义猜测、推理判断、主旨大意、观点态度五大题型是绝对主体，约占题目总数的90%以上。其中，细节理解和推理判断是考查的重中之重，合计占比常超过70%。 创新题型在模拟题中探索：2025年各地市模拟题呈现出更丰富的考查维度。例如： 事件排序题（如唐山二模）：直接考查对叙事顺序的把握。 人物品质推断题（如石家庄三模-乔治）：要求综合言行概括人物内核。 文章结构/句际逻辑题（如带图表的旗袍题）：考查对文本内在衔接的理解。 篇章出处题（如保定一模）：考查语篇体裁意识。 4. 选项特点：干扰精巧，区分度显 正确选项：绝大多数是原文信息的同义转述（Paraphrasing）。例如将“was able to ride”转化为“to ride”，将人物的具体行为概括为一种品质。 干扰项设置：极具迷惑性，主要手法有： 信息错位：使用原文词汇，但拼接错误信息。如2025年模拟题问“露西为何去公园”，干扰项“发现赛道好玩”用的是文中“discovered”一词，但这是结果而非目的。 过度推断：基于原文进行不合理或过度的延伸。如从“蒂姆发现了新兴趣”推断出“他将成为一名教师”。 以偏概全：用某个细节作为整体答案。如将艾米故事的最佳标题误选为“一个大师奖”，忽略了其长期行动的过程。 绝对化表述：使用“all”, “never”, “must”等绝对化词语，通常与文中温和的表述不符。 二、命题思路：素养立意，能力导向 1. 立意与导向：服务于“立德树人”根本任务 河北中考记叙文命题的深层逻辑，始终围绕“培养什么人、怎样培养人、为谁培养人”这一核心。 以文化人：通过哪吒、旗袍、书法（模拟题中提及）等文化符号的故事，引导学生增进文化认同，树立文化自信。 以事启人：通过青少年参与环保（艾米）、社区服务（蒂姆）、科技助人（阿瑞夫的智能勺）等叙事，培育学生的社会责任感和实践创新精神。 以情动人：通过乔治与草莓、马克与祖母的厨房回忆等亲情故事，熏陶道德情感，强化家庭伦理教育。 2. 考查重点：从“语言能力”到“核心素养”的进阶 命题不仅考查学生“是否读懂”，更考查“如何读懂”和“读出了什么”。 基础层：信息提取与整合能力 通过细节理解题，考查学生定位、筛选、比对基本信息的能力。这是所有能力的基础。 进阶层：逻辑分析与推理能力 通过推理判断题和词义猜测题，考查学生利用上下文线索、分析因果关系、进行合理推断的逻辑思维品质。如推断人物未来行为、猜测“spoil”的词义。 高阶层：批判性思维与价值判断能力 通过主旨大意、观点态度、人物品质等题型，考查学生概括核心、评价观点、辨识价值的能力。这要求学生能跳出文本细节，把握作者意图和文本的深层意义。例如，理解《智能勺子》一文不仅是讲发明，更是讲“科技的人文关怀”。 命题预测 综合近三年河北中考真题的稳定性、2025年本省各地市模拟题的探索性，以及2025年全国其他教育发达省市（如江苏、浙江等地）中考英语阅读的共性趋势，对2026年河北中考记叙文阅读做出如下预测： 1. 主题内容：“中国故事”与“时代脉搏”结合更紧密 文化传承故事将更具体、更深入：可能不再限于神话传说，而会涉及非物质文化遗产传承、传统技艺在青少年中的创新实践、优良家风的故事等。 时代精神融入更自然：故事背景将更贴近“乡村振兴”“绿色发展”“科技自强”等时代主题。核心仍是个人成长叙事，但时代背景更加鲜明。 2. 文本特征：稳中有变，考查维度更丰富 长度与难度保持绝对稳定：300-400词的标准不会突破，这是保证考试公平性和可操作性的基础。 叙事视角可能更多元：除了常见的第三人称叙述，第一人称回忆体、书信体等形式出现的可能性增大（模拟题中已出现书信体），以增强代入感，更细腻地考查情感理解。 非连续性文本元素可能渗入：纯记叙文主体不变，但可能在文章中自然融入简短的图表、示意图或短信对话截屏（如2025年模拟题中已出现图表），考查学生在多模态语篇中获取信息的能力。 3. 题型设计：巩固基础，探索高阶思维考查 五大核心题型地位不变：细节与推理仍是主力。 模拟题中成熟的创新题型“转正”可能性高： 事件排序题和人物品质推断题，因能有效考查叙事逻辑和综合分析能力，未来出现的概率会增加。 句际逻辑/段落功能题（如选择句子还原文章），因其能深刻考查语篇连贯性理解，也值得重点准备。 设问表述更灵活：可能出现如“Which of the following is the key factor leading to the final success?”（以下哪项是导致最终成功的关键因素？）这类需要权衡比较多个信息才能作答的题目，对思维深度要求更高。 4. 能力要求：更加强调“融会贯通”与“价值内化” 跨学科阅读能力：文章可能涉及简单的生态学原理（如牡蛎净化海水）、物理学应用（如智能勺的传感器）或历史背景，考查学生用英语学习其他学科知识的初步能力。 批判性思维与评价能力：可能出现开放式设问的雏形，或在选项设计中，需要学生判断不同解决方案的合理性，或评价人物行为的得失。这要求考生不仅能理解故事，还能进行初步的思辨。 价值认同与行为导向：故事的结尾将更加强调“行动”和“改变”，不仅让读者“感动”，更暗示读者可以“行动”。命题也将通过考查对主旨的理解，引导学生将故事中的正能量内化为自身的价值追求。 考点一 文章选材与命题规律深度剖析 一、文章选材的“河北特色” 纵观真题与模拟题，河北中考记叙文选材有其鲜明特点： 主角普通而具代表性：主角往往是学生（如露西、迈克）、普通村民（如吴文忠）、有爱心的青少年（如艾米、阿瑞夫），他们的故事易于引发同龄考生共鸣。 情节聚焦“一件小事”：故事不追求宏大叙事，而是聚焦于一个具体的挑战或目标（骑完赛道、找到恐龙骨、净化海水、发明勺子），过程描写具体，转折清晰。 结构呈现“起承转合”：开端（背景与问题）→发展（努力与波折）→转折（关键行动或发现）→结局（成功与感悟）。这种经典结构使得文章脉络清晰，便于命题和解题。 语言注重描写与对话：文中常通过动作描写（“She kept picking herself up”）、直接引语（“He said, ‘Wow! I like those bright colors!’”）来推进情节和塑造人物，使故事生动。 二、篇章长度与结构模型 篇章长度：控制在250-350词，对应考纲要求的中等篇幅。考生应在7-8分钟内完成单篇阅读和答题。 结构模型： 第一段： 交代背景 (When, Who, Where)，引出核心事件或初始状态。 第二/三段： 详述过程 (What happened)，包括遇到的困难、人物的反应和具体行动。这是细节题的主要出题区域。 第四段（或末段后半部分）： 呈现结果 (Result)，并常常通过人物感想或作者议论点明故事意义 (Significance)。这里是主旨题和推理题的高频出题点。 三、问题设计类型特点 1. 细节理解题 提问标志：以5W1H (Who, What, When, Where, Why, How) 开头的特殊疑问句，或包含“according to the passage”的陈述句。 考查本质：寻找文中明确写出的信息。答案通常是原文信息的同义转述。 典型问法： Why did George go to the field? (2025模拟题) How did Taiyi Zhenren help Nezha after his death? (2025模拟题) What did Bill share with his classmates one day? (2023真题) 2. 词义猜测题 提问标志：“What does the underlined word ‘…’ mean/probably mean?” 考查本质：利用上下文逻辑关系（解释、举例、对比、因果）推断生词或熟词生义。 典型问法： What does the underlined word “spoil” probably mean? (2025模拟题) Which word is close to the underlined word “setbacks”? (2023真题) 3. 推理判断题 提问标志：含有“infer”, “learn”, “probably”, “most likely”等词。 考查本质：基于文中多个信息点，进行合乎逻辑的推导，得出文中未直接说明的结论。 典型问法： What can we infer about Tim’s future? (2025模拟题) What do we know about today’s Hutuo River? (2024真题，需综合多句信息) What will most probably happen next? (2024真题) 4. 主旨大意题 提问标志：询问“best title”, “main idea”, “purpose of writing”或“What is the text mainly about?”。 考查本质：跳出细节，把握文章整体内容和写作意图。 典型问法： What is the best title for the text? (2025真题，关于艾米) What is paragraph 3 mainly about? (2025真题C篇，关于太阳能项目) 5. 观点态度题 提问标志：询问“attitude”, “feeling”, “think of”或“Why did the writer write this text?” 考查本质：通过人物言行、作者用词揣摩情感倾向和写作目的。 典型问法： What’s Vince’s attitude towards his cancer? (2025模拟题) What does Amy think of oysters? (2025真题) How did the writer begin the text? (2023真题，问引入方式，隐含对作者写作策略的理解) 6. 人物性格/品质推断题 提问标志：“Which of the following words best describes...?” “What can we know about ...’s character?” 考查本质：要求学生综合人物的语言、行为和他人评价，推断其稳定的内在品质（如善良、勇敢、有毅力）。这是“人与自我”主题下的深度考查。 典型问法： Which of the following words best describes George?（2025模拟题-乔治的故事） 7. 事件排序题 提问标志：“Which is the right order of the events?” 或给出含有a, b, c, d事件的句子进行排序。 考查本质：考查学生对叙事逻辑顺序和情节发展脉络的清晰把握。要求学生厘清“起因-经过-结果”中的关键节点。 典型问法（2025模拟题-露西学骑车）： a. Lucy fell and got up lots of times. b. Lucy picked up speed on a flat ground. c. Lucy found her bike was too low for the bumps. d. Lucy rode her bike around the whole track without falling once. 解题关键：必须回到原文，标记每个事件发生的先后。顺序为：先发现问题(c)，然后多次摔倒爬起(a)，接着到平地练习提速(b)，最后成功骑行一圈(d)。正确答案为C (c-a-b-d)。 8. 文章结构/段落功能题 提问标志：“Why does the writer mention...?” “What is the purpose of Paragraph X?” 或给出图表，要求填入合适的句子。 考查本质：考查学生对作者写作策略和篇章逻辑的理解。某个段落或细节是为了举例、解释、对比还是引出下文？ 典型例题（2025模拟题-《我欠父亲一声感谢》文末）： 题目要求补全句子：“I realized what a d... influence fathers have on their daughters’ lives.” 选项：A. Deep. B. Dark. C. Double. D. Direct. 解题关键：这既是词义猜测，也涉及对文章结构的理解。前文几个段落分别论述了父亲在“信任我”“树立榜样”“婚姻观”方面的影响，这些都是深刻而深远的影响。因此，此处总结应选A. Deep（深刻的）。这要求理解末段是对前文论述的总结升华。 9. 写作目的/作者意图题 提问标志：“Why did the writer write this text?” “What does the writer want to tell us?” 考查本质：比主旨大意题更进一步，要求推断作者通过这个故事希望传达给读者的深层意图或启示。答案往往与故事蕴含的“道理”或“倡导的价值观”直接相关。 典型问法（2025模拟题-姚科一的故事）： What does the writer want to tell us through Yao’s story? 10. 篇章出处题 提问标志：“Where is the text most probably from?” 选项常为：A newspaper, A storybook, A diary, A science report等。 考查本质：考查学生的语篇体裁意识。需要根据文章的语言风格（客观报道、生动叙事、个人化倾诉）、内容和格式来判断其来源。 典型问法（2025模拟题-学校花园项目）： Which website is the text most likely taken from? A. https://friendship.com. B. https://schooleducation.com. C. https://localmarket.com. D. https://wonderfulanimals.com. 解题关键：文章讲述了学校开设花园课程，学生劳作、收获并决定捐款的故事，内容聚焦学校教育与实践活动。因此最可能出自学校教育类网站(B)。 考点二 解题要点 题型一：细节理解题 【核心技巧】定位与比对 解题不是靠模糊印象，而是精准的“寻读”（Scanning）。关键在于：题干关键词 → 原文定位句 → 选项对比。 步骤分解： 1.审题划关键词：在题干中圈出名词（人名、地名、事物名）、动词（核心动作）和数字等无法被轻易替换的实词。 2.原文快速定位：像查字典一样，目光迅速掠过文章，寻找包含关键词或与其明显同义的句子。记叙文题目顺序与行文顺序大多一致，可帮助缩小搜索范围。 3.精细比对选项：将定位句与四个选项逐一对比。正确答案往往是原文的“同义句改写”，可能更换了表达方式（如主动变被动），但核心意思不变。要警惕那些“半对半错”、混淆细节或添加文中没有的绝对化词语（如all, everyone, never）的选项。 【典例】（2025年石家庄三模）：...... Last weekend, I took Lucy to a park, where she discovered a track with large bumps... At first, I thought Lucy was able to ride her bike along the track, but she quickly found that her bike was too low.... Q：Why was Lucy taken to the park last weekend? A. To play with other kids. B. To discover a track for fun. C. To find her speed was too slow. D. To ride her bike along the track. 【解析】 1.审题划词：本题问原因（Why），关键词是“Lucy”、“park”、“last weekend”。 2.原文定位：根据顺序原则，在开头找到包含所有关键词的句子。紧接着的“At first, I thought...”是描述“带她去时”最初的想法，即目的。 3.比对选项：定位句的核心意思是“（我）认为露西能够沿着赛道骑她的车”。选项D “To ride her bike along the track” 完全对应此意，是标准的同义转述（将“was able to”转化为目的“To”）。其他选项：A是去了之后可能发生的事，不是带她去的目的；B是她到公园后的发现（discovered），不是带她去的原因；C是她在过程中遇到的困难。 4.答案：D 答案：D。A (give up) 完美契合此语境。B、C、D均与“解决问题”的语境相悖，故选A。 题型二：词义猜测题 【核心技巧】上下文即答案 生词的意思就藏在它周围的文字里。需要像一个侦探一样，分析划线词与前后文的逻辑关系。 步骤分解： 1.扩大阅读范围：不要只看划线的那个词，至少读完它所在的完整句子，并兼顾前一句和后一句。 2.寻找逻辑线索： 解释说明：找逗号、破折号、括号，或“that is”, “meaning”, “called”等信号词。 举例：找“for example”, “such as”后的内容。 对比/转折：找“but”, “however”, “instead”，反义信息能帮你锁定词义范围。 因果：找“because”, “so”，原因或结果能解释词义。 3.代入验证：将你认为最可能的中文意思放回原句，看是否能使句子和上下文通顺、逻辑连贯。 【典例】（2025年唐山二模）：...... He looked up, “Ah, young Alex! Come closer and I’ll tell you a secret.” ... “Water is like easy answers—too much makes roots lazy... Watering trees will spoil them,” He added, If you water the trees, each baby tree will grow weaker and weaker...” Q：What does the underlined word “spoil” probably mean? A. Be bad for. B. Be famous for. C. Be similar to. D. Be thankful to. 【解析】 1. 扩大阅读：看划线词所在的句子及其后一句。 2. 分析逻辑：后一句“If you water the trees, each baby tree will grow weaker and weaker...”是对前一句“Watering trees will spoil them”的直接解释和后果说明。浇水会导致树变弱，那“spoil”必然是产生这种负面结果的动作。 3. 代入验证：将选项A “Be bad for”（对……有害）代入：“浇水会对它们有害”，紧接着解释“（因为）每棵树会变弱”。因果关系成立，语义通顺。其他选项代入后逻辑荒谬。 4. 答案：A。 题型三：推理判断题 【核心技巧】立足原文，合理推导 推理不等于瞎猜。它的公式是：已知信息A +已知信息B +常识逻辑=合理结论C。C在文中没有直接说，但通过A和B一定能推出来。 步骤分解： 1. 定位相关句群：根据题干关键词，找到文中所有与之相关的句子，而不是单独一句。 2. 串联信息点：像拼图一样，把这些信息点之间的逻辑关系（因果、先后、对比）理清楚。 3. 向前推一步：基于这些信息，思考“这说明了什么？”“接下来很可能会怎样？”。这个推断必须是唯一最合理的，不能跳跃太大。 4. 警惕过度推断：选项如果出现了文中完全未提及的人、事、物，或者过于绝对的结论，通常是错误的。 【典例】（2025年廊坊二模）：...... From that day on, Tim’s life was no longer boring. Tim’s after-school hours became a time of happiness, growth,and discovering new interests. Q：What can we infer about Tim’s future? A. He’ll become a Chinese teacher. B. He’ll be afraid to try new things. C. He’ll continue to explore new activities. D. He’ll never take part in baseball games. 【解析】 1. 定位相关句：题干问Tim的未来，应重点关注文章结尾的总结性描述。 2. 提取关键信息：文中描述他现状的关键信息是：生活不再无聊，课余时间充满快乐、成长和“发现新兴趣”。 3. 合理推导：“发现新兴趣”是一个持续性的、进行中的行为描述（discovering）。从一个人当前乐于并正在“发现新兴趣”，可以最合理地推断他将来会继续探索新活动。选项C正是这一当前行为趋势的自然延伸。 4. 排除干扰：A项（职业预测）无任何依据。B项与文中他尝试后获得快乐的经历完全相反。D项“never”太绝对，且文章并未将他未来的活动与“棒球”这个具体项目绑定。 5. 答案：C。 题型四：主旨大意题 【核心技巧】抓大放小，聚焦核心 主旨是文章的“灵魂”，它往往不在某个细节里，而隐藏在反复出现的概念和故事的落脚点中。 步骤分解（以选择标题为例）： 1. 通观全文，确定主角与核心事件：用一句话概括：这篇文章主要讲了“谁”的关于“什么”的事？ 2 特别关注首尾段：开头可能引出话题，结尾常常点明意义或升华主题。故事的“寓意”是标题的重要参考。 3. 检查标题选项： 概括性：是否覆盖了全文的主要内容，而非某个细节？ 准确性：是否准确反映了主角和核心事件？ 吸引力：是否简洁、醒目？（作为次要考虑） 4. 排除法：首先排除那些只提及局部细节、无关信息或范围过大的选项。 【典例】（2025年河北真题）：...... From that day on, Tim’s life was no longer boring. Tim’s after-school hours became a time of happiness, growth,and discovering new interests. Q：What is the best title for the text? A. A Cage Maker B. A Master Prize C. An Oyster Festival D. An Oyster Gardener 【解析】 （文章大意：少女艾米学习并从事牡蛎养殖以净化海水，她细心照料，最终获奖。） 1. 概括核心：主人公：艾米（一个女孩）。核心事件/身份：从事“牡蛎养殖”（oyster gardening）。 核心目的：帮助净化环境。 2. 分析选项： A. 一个造笼子的人：养殖牡蛎需要笼子，但这只是她工作中使用的工具，绝非文章核心。 B. 一个大师奖：这是她故事的一个结果和高光时刻，但文章大部分篇幅在描述她如何做、为何做，而非领奖本身。标题若用结果代替过程，则以偏概全。 C. 一个牡蛎节：文中完全没有提到。 D. 一位牡蛎园丁：这个标题精准地概括了主人公艾米的身份和她所做的核心工作。“园丁”一词本身就包含了照料、培育的含义，与文章主旨高度契合。 3. 最终抉择：在B（结果）和D（人物与核心行动）之间，记叙文的标题应优先选择能概括故事主体过程的选项。 4. 答案：D。 题型五：观点态度题 【核心技巧】听其言，观其行，品其味 态度和观点不会直接贴标签，而是渗透在具体的描写中。 步骤分解： 1.明确对象：看清题目问的是作者的态度，还是文中某个人物的态度。 2.寻找直接证据： 引语：人物说的话是最直接的内心流露。 行为描写：人物做了什么，怎么做的，能反映其态度。 情感形容词/副词：文中直接用来描述人物的词，如happy, proud, sadly。 3.进行综合判断：将找到的言语、行为证据综合起来，推断出人物稳定的情感倾向（积极、消极、中立等）。 4.体会作者意图：如果是问作者态度或写作目的，需整体把握文章的情感基调和结尾的议论部分。 【典例】（2025年唐山二模）：......“I’ve had cancer for six years,” said Vince. “Every second means more to me than most people’s days or years. I see things I didn’t see before. I think about things I didn’t think about before.” Q：What’s Vince’s attitude towards his cancer? A. Unworried. B. Negative. C. Careful. D. Positive. 【解析】 1.明确对象：本题问人物Vince对他自身癌症的态度。 2.寻找直接证据：这里给出了Vince的直接引语，是判断的第一手材料。 3.分析言语：他没有抱怨病痛，而是说“每一秒都更有意义”、“看到了以前没看到的”、“思考了以前没思考的”。这些表述充满了珍惜、感悟和获得新视角的意味，这是一种化挑战为成长的积极心态。 4.匹配选项：这种从苦难中汲取积极意义的心态，最准确的概括是D. Positive（积极的）。A项“不担忧”可能部分正确，但未能抓住其“积极转变”的核心；B项“消极”完全相反；C项“谨慎”未体现。 5.答案：D 题型六：人物性格/品质推断题 【核心技巧】言为心声，行见其人。 人物的内在品质通过其外部的语言、行动和选择得以彰显。解题需要像拼图一样，将分散在文中的言行证据收集起来，拼凑出人物完整的品质画像。 步骤分解： 1.锁定目标人物：明确题目要求分析的是谁。 2.全面收集证据： 言 (Words)：找出人物关键的对话或内心独白，尤其是表达价值观、情感或抉择的句子。 行 (Actions)：标记人物在矛盾、压力或诱惑下的具体行为。行动往往比语言更具说服力。 评 (Comments)：留意叙述者或其他角色对该人物的直接或间接评价。 3.综合归纳：将所有证据整合分析，找出它们共同指向的一种或几种核心品质（如：克制私欲→无私；坚持尝试→坚韧）。 4.选择本质概括：从选项中挑选出能最本质、最全面地涵盖人物主要表现的那个品质形容词。 【典例】（2025年石家庄三模）：Little George lived in a poor village. One summer day, his mother sent him to the field to pick up dried wood for the fire. George searched hard. When the sun was high, he was hot and wanted a cool place to rest and eat. While walking, he found some shade, near which were some delicious wild strawberries. “How nice these would be with my bread and butter,” George thought. He picked all the strawberries. As he was about to eat the first one, he remembered his sick mother in the dark, cold room in the village. He put the strawberries back, asking himself, “Shall I save them for her?” He thought they would refresh his mother, yet he still looked at them longingly (渴望地). He decided to eat half and take the other half to her. But when he divided them, each heap (堆) seemed too small, so he put them together again. He thought, “I will only eat one.” But when he lifted it, he put it back as it was the finest. When the sun started to set, George went home. He was happy to have all the strawberries for his mother. His mother, hearing him come in, said she was thirsty. George joyfully gave her the strawberries. His mother, with tears in her eyes, knew he had saved them for her. George felt great happiness at that moment. Q：Which of the following words best describes George? A. Hardworking. B. Honesty. C. Creative. D. Kind-hearted. 【解题痕迹与思路点拨】 思路点拨： 1.他人反应：母亲眼含泪水。 2.锁定目标：分析对象是乔治。 3.收集证据：故事高潮并非拾柴的“勤劳”，而是发现草莓后，其一系列心理斗争和最终选择全部围绕“自己吃”与“留给母亲”的矛盾展开。 4.综合归纳：贯穿始终的行为驱动力是克服强烈的个人欲望，将最好的东西留给生病的母亲。这体现的是关爱、体贴与自我牺牲。 5.本质概括：上述所有证据共同指向的核心品质是 善良/有爱心 (Kind-hearted)。A项仅为开头细节，B、C两项文中均无充分体现。 6.答案：D 原文分析： 背景：乔治去拾柴。“He searched hard.” (体现A“勤劳”，但非故事核心)。 核心情节：他发现野草莓后。 内心活动：“How nice these would be with my bread and butter... As he was about to eat the first one, he remembered his sick mother...” (由自我满足转向想到母亲)。 心理斗争：“He put the strawberries back, asking himself, ‘Shall I save them for her?’ ... He decided to eat half... each heap seemed too small, so he put them together again. He thought, ‘I will only eat one.’ But when he lifted it, he put it back as it was the finest.” (详尽的克制过程，展现牺牲与关爱)。 最终行动：“he was happy to have all the strawberries for his mother.” (行为落地)。 题型七：事件排序题 【核心技巧】定位时序，还原链条。 这类题目直接考查对故事发展顺序的把握。解题关键在于严格忠于原文，为每个事件找到其在时间线上的唯一坐标，从而重建情节发展的全过程。 步骤分解： 1.拆解事件：将选项中的每个事件描述（如a, b, c, d）看作独立的“信息点”。 2.回文定位：快速扫描全文，为每个事件找到文中描述它的具体语句。 3.标记先后：在找到的原文位置旁，按其出现的自然顺序，用数字进行临时标记（如①、②、③、④）。 4.比对选项：根据标记出的数字顺序，找出选项中字母排列（如c-a-b-d）与之完全一致的一项。 5.逻辑验证：将选出的顺序连起来读一遍，检查是否符合“起因—经过—结果”的常识逻辑。 【典例】（2025年石家庄三模）：Last weekend, I took Lucy to a park, where she discovered a track with large bumps (凸块) and sharp turns. At first, I thought Lucy was able to ride her bike along the track, but she quickly found that her bike was too low to the ground and kept getting stuck on top of the bumps. Lucy looked at me with fear because she was still a biking newbie. I tried to encourage her, too, but really, I was thinking—this is going to be a disaster. Not because I thought she would get hurt. More because I thought she wouldn’t be able to pick up enough speed to balance, then get really discouraged, and give up quickly. I imagined her throwing her bicycle to the ground and then crying all the way home. But I was only half right. Lucy did have a lot of trouble riding the bike. She couldn’t find her balance. She fell many times. At one point, she almost started crying because younger kids were getting angry that she was slowing everyone else down. But she did not give up. She kept picking herself up and trying again. She even took the bike off the track and into the main park to practice pushing off and picking up speed on a flat ground. When she felt more confident, she came back. Then she did it over and over again until she finally reached her goal of going around the whole track without falling once. Then she didn’t want to leave and everyone was cheering her on. This was not a day that ended in a disaster. It was a day when Lucy learned that perseverance (毅力) pays off. Q：Which is the right order of the events? a. Lucy fell and got up lots of times. b. Lucy picked up speed on a flat ground. c. Lucy found her bike was too low for the bumps. d. Lucy rode her bike around the whole track without falling once. A．a-b-c-d. B．c-b-a-d. C．c-a-b-d. D．a-c-b-d. 【解题痕迹与思路点拨】 思路点拨： 1.拆解与定位：在原文中分别定位到描述“车矮”、“摔倒”、“平地练”、“成功”的四个句子。 2.标记顺序：依据叙述的先后，确认四个事件的顺序为：c, a, b, d。 3.比对选项：与选项C (c-a-b-d) 完全吻合。 4.逻辑验证：该顺序呈现了完整的“遇到问题→直接受挫→调整方法→达成目标”的叙事逻辑，合理。 5.答案：C 原文定位与标记： 1.“she quickly found that her bike was too low to the ground and kept getting stuck on top of the bumps.” → 此句描述 “发现车辆问题” ，标记为 ① (对应事件c)。 2.“She fell many times. ... She kept picking herself up and trying again.” → 此句描述 “尝试并多次失败” ，标记为 ② (对应事件a)。 3.“She even took the bike off the track and into the main park to practice pushing off and picking up speed on a flat ground.” → 此句描述 “改变策略进行练习” ，标记为 ③ (对应事件b)。 4.“she finally reached her goal of going around the whole track without falling once.” → 此句描述 “最终成功” ，标记为 ④ (对应事件d)。 由此，客观事件顺序为：①c → ②a → ③b → ④d 题型八：文章结构/句际逻辑题 【核心技巧】分析上下文，判断功能角色。 此类题目考查对语篇内部逻辑衔接关系的理解。你需要判断在文章的特定位置（如空格处），缺少了什么功能的句子，才能使文意连贯、逻辑通顺。 步骤分解： 1.精读前后文：仔细阅读设空处或题干指定部分的前后句子，准确理解其意思。 2.判断逻辑关系：分析前后文之间的逻辑联系。是因果？举例？转折？递进？还是总结？找到逻辑“缺口”。 3.定义所需功能：明确需要填入的句子应该起到什么作用（例如：提供一个例子来证明前文观点；给出一个原因来解释前述现象；进行转折引出不同情况）。 4.匹配功能选项：逐一审视各选项，找出能完美扮演你所定义的角色、填补逻辑缺口的那个句子。 【典例】（2025年秦皇岛一模）：Last summer, our school held a Traditional Culture Festival. Everyone was asked to show their understanding of traditional culture. I was worried and didn’t know what to do. Then my grandma helped me out. She took out a beautiful qipao which she wore when she got married. The qipao is dark blue. There are many flowers on it. Grandma treasured it deeply and kept it in great shape for many years. As a kid, I often listened to Grandma’s stories about her young days. I could always imagine her wearing it, looking like a lady in an old painting. I decided to wear this special qipao for the event. When I walked onto the stage, all the people looked surprised. I talked about the history of it bravely. I told them how it began, how it changed and the symbol of it. I said it isn’t just a dress. It shows the beauty of Chinese women and is an important part of Chinese culture. After I finished, the people in the hall all clapped (鼓掌) loudly. At that moment, I felt really proud. Wearing my grandma’s qi pao, I felt like I travelled back in time and was right beside her. I finally realized that our cultural pride comes from these old things and family stories. And I’m glad to help pass on this great culture. Q：Which sentence could be added to the “?” part of the chart? (2025模拟题-传统文化节) A. I felt really proud after finishing the talk. B. I finally realized what our cultural pride is. C. After I finished, everyone clapped loudly. D. I decided to wear this special qipao for the event. 【解题痕迹与思路点拨】 思路点拨： 1.精读前后文：前面是“旗袍被拿出来”，后面是“勇敢地讲述历史”。 2.判断关系：此处需要填入描述 “我穿上旗袍并站上舞台开始演讲” 的句子，这是一个承上启下的动作描述，将静态的物品与动态的演讲行为连接起来。 3.定义功能：所需句子应起到“描述核心行动，引出后续事件”的作用。 4.匹配选项： A项“演讲后我感到自豪”是最终的情感结果，与后文的“felt proud”重复，且位置靠后，无法连接“拿出旗袍”和“开始演讲”。 B项“我终于明白…”是事后的认知领悟，同样位置靠后，且属于内心活动，而非连接前后动作的行为。 C项“结束之后，大家掌声热烈。” 完美填补缺口： D项“我决定穿旗袍参加这次活动”“stood on the stage in the qipao”承接了“奶奶拿出旗袍”，是“穿戴并准备”的动作；“began to speak”直接引出了后文的“talked about the history bravely”。这是一个自然的动作链条。 5.验证逻辑链：担心→奶奶拿出旗袍→我穿上它上台开始讲话(D)→勇敢讲述旗袍历史→从而感到自豪并领悟。 6.答案：D 分析上下文逻辑： “?” 前环节：grandma took out the qipao. (这是一个物品的呈现)。 “?” 后环节：talked about the history of the qipao bravely.(这是一个具体的行为动作，即“演讲”)。 逻辑缺口判断：从“物品被拿出”到“开始演讲”，中间缺失了人物与物品结合并进入演讲状态的关键动作环节。这个环节应描述“我”如何从“拥有旗袍”过渡到“进行演讲”。 题型九：写作目的/作者意图题 【核心技巧】分析上下文，判断功能角色。 此类题目考查对语篇内部逻辑衔接关系的理解。你需要判断在文章的特定位置（如空格处），缺少了什么功能的句子，才能使文意连贯、逻辑通顺。 步骤分解： 1.区分“内容”与“目的”：先概括文章主要“讲了什么”（故事内容），再思考作者“为什么讲这个故事”（写作目的）。目的是内容的升华。 2.聚焦关键部位：特别关注文章的开头（引子）、结尾（总结、感悟、呼吁）以及文中直接的议论性句子。作者意图常在此显性表达。 3.判断文本功能：思考这是一篇单纯的叙述，还是用一个具体事例来证明某个普遍观点、倡导某种行为或态度的文本。 4.用“旨在…”检验：将各选项代入“作者写这篇文章，旨在……”的句式，看哪个最能贴合全文的导向和最终落脚点。 【典例】（2025年秦皇岛一模）：①Our planet is facing many problems, like pollution and climate change. But don’t worry! Even young people like you can make a big difference. Let’s learn from a boy named Yao Keyi. ②Yao is a high school student who loves our planet and wants to protect it. He joined the “Carbon (碳) Discovery Plan”—a project aimed at creating a greener and cleaner world. Yao visited factories and learned that many factories released (释放) lots of CO₂ into the air. So, he looked for projects that used clean energy, like wind power. “They come from nature and produce electricity without polluting the air,” Yao said. ③Yao didn’t stop there. He worked with experts to study how to store CO₂ safely in rocks. This way, the gas won’t go into the air. He even organized discussions and shared ideas with experts. Because of his efforts and creative spirit, he got praise from his teachers. ④Yao’s story shows us that even teenagers can help protect the environment. You might think, “What can I do as a student?” But every little action is important! You can start by learning about the environment, like Yao did. You can also save energy by turning off lights and using less water. Maybe you can plant trees or recycle more. Remember, our planet is our home. We need to take care of it so that humans and nature can live together in peace. Q：What does the writer want to tell us through Yao’s story? A. Young people should join his study. B. Our planet is facing many problems. C. Factories are the main reason for CO₂. D. Young people can help protect our planet. 【解题痕迹与思路点拨】 思路点拨： 1.区分内容与目的：文章“内容”是姚科一的事迹，但“目的”是借这个事迹来说明一个更大的道理。 2.聚焦关键句：开头和结尾句反复强调“年轻人/青少年也能做出改变/提供帮助”。 3.判断功能：这是一篇用典型案例来论证一个乐观观点，并激励读者的文本。其主要目的是论证观点，而非单纯陈述问题(B、C)或招募人员(A)。 4.检验选项：作者旨在论证并让读者相信“年轻人有能力参与环保保护(D)”。这与首尾呼应的核心论点完全一致。其他选项均停留在事实陈述层面，未触及文章的论证核心。 5.答案：D 原文脉络与意图分析： 开头(第①段)：在指出环境问题后，立即转向核心观点——“Even young people like you can make a big difference.”然后引出姚科一的例子。 主体(第②③段)：详细叙述高中生姚科一的个人环保行动（用具体事例作为证据）。 结尾(第④段)：总结“Yao’s story shows us that even teenagers can help protect the environment.” 并鼓励读者“You can start by…”。（回扣观点，发出倡导） 题型十：篇章出处题 【核心技巧】分析文体特征，推断发布媒介。 此题考查语篇体裁意识。你需要根据文章的语言风格、内容焦点、格式特点等，判断其最有可能出自何种类型的出版物或媒体平台。 步骤分解： 1.分析语言风格：语言是正式客观（如新闻报道），还是亲切主观（如个人博客、日记）？是带有宣传鼓动性（如广告），还是平实说明性（如科普短文）？ 2.审视内容与目的：文章主要内容是什么？是为了报道新闻、讲述故事、分享个人经历、介绍知识，还是推广产品/活动？ 3.关注格式线索：是否有标题、作者、日期、网址等特定格式？行文结构如何？ 4.匹配可能来源：将以上特征与选项（如A. newspaper, B. storybook, C. science report, D. travel guide）进行匹配，选择最贴合的一项。 【典例】（2025年保定一模）：In recent years, a special garden has been set up in Leo’s school. There are not only lots of vegetables growing there, but also some lovely animals. The geography and biology teachers teach the students about the life cycles (周期). …… When the students started to plant vegetables, they faced many difficulties. …… Finally, all their hard work paid off. The students carefully picked the vegetables. Their eyes shone with pride when they saw so many fresh vegetables. …… Q：Which website is the text most likely taken from? A. https://friendship.com. B. https://schooleducation.com. C. https://localmarket.com. D. https://wonderfulanimals.com. 【解题痕迹与思路点拨】 思路点拨： 1.语言与目的：采用叙述和说明相结合的方式，旨在展示一项有意义的学校教育活动及其成果，而非单纯讲述友谊(A)、买卖(C)或动物(D)。 2.隐含读者：对学校教育、实践活动感兴趣的人群。 3.分析风格与内容：文章是叙事性介绍，焦点是一个学校内的教育实践项目。 4.判断目的：目的是分享一个学校教育案例，可能用于校际交流、经验介绍或展示办学特色。 5.匹配来源：此类关于学校课程设置、实践活动的文章，最有可能发布在学校教育类网站(B) 上。其他选项的网站主题与文章核心内容不符。 6.答案：B 原文特征分析： 内容：全文描述一所学校开展“校园花园”项目，学生参与种植、学习知识、克服困难、收获蔬菜并决定出售捐款。核心围绕学校教育中的实践课程与德育活动。 Passage 1 （2025·四川雅安·一模） Young Heroes for the Planet Nowadays, people around the world are working to help our planet. Check out how the four young adults made a difference. Saving Pandas When Jack was 11, he started a group to teach kids about pandas. He also sold toy pandas to raise money to protect pandas in danger. “I hope to encourage more people to care about pandas,” Jack says. Growing Right Kathy, 14, set up an organization to educate people about growing right plants in right places. She also wrote a book to help people learn what plants are native (本土的) to their area. Creating Energy At the age of 12, Linda invented a machine called Super E. It collects heat from fields to make electricity (电). Linda says her invention creates electricity in a way that is less harmful to the environment. Cleaning Up Patrick, 13, joined the Ocean Heroes Camp last year. He started a project and picked up plastic waste around nearby lakes with his friends. The goal of the project was to fight plastic pollution. 1．How many people are mentioned in the passage? A．3. B．4. C．5. D．6. 2．How old was Jack when he started a group to teach kids about pandas? A．11. B．12. C．13. D．14. 3．Which of the following is true about Kathy? A．She is a 16-year-old girl. B．She wrote a book about the organization. C．She wrote a book about right plants. D．She educated people about growing right plants in right places. 4．What did Linda invent? A．Electricity. B．Energy. C．Heat. D．A machine. 5．What’s the purpose of Patrick’s project? A．Fight plastic pollution. B．Join the Ocean Heroes. C．Pick up plastic waste. D．Protect nearby lake. 【答案】1．B 2．A 3．D 4．D 5．A 【导语】本文介绍了四位为保护地球做出贡献的青少年及其具体行动。 1．细节理解题。根据表格可知，文章提到四个人，分别是Jack、Kathy、Linda和Patrick。故选B。 2．细节理解题。根据“When Jack was 11, he started a group to teach kids about pandas.”可知，那时杰克11岁。故选A。 3．细节理解题。根据“Kathy, 14, set up an organization to educate people about growing right plants in right places. She also wrote a book to help people learn what plants are native (本土的) to their area.”可知，14岁的凯西成立了一个组织，教育人们在正确的地方种植正确的植物。故选D。 4．细节理解题。根据“At the age of 12, Linda invented a machine called Super E.”可知，Linda发明了名为Super E的机器。故选D。 5．细节理解题。根据“Patrick, 13, joined the Ocean Heroes Camp last year. He started a project and picked up plastic waste around nearby lakes with his friends. The goal of the project was to fight plastic pollution.”可知，该项目的目标是对抗塑料污染。故选A。 【问题设计亮点】以细节题为主，聚焦人物行动与项目目标，情境贴合全球环保热点，无新考法但实用性强。 Passage 2 （2025·河南洛阳·一模）Sandra opened her eyes and jumped out of bed. Most days she hated getting up early. But today was different. Sandra was wide awake and excited. Her family was going on a hike (徒步旅行)! This was Sandra’s first hike. She put on her new shoes and was ready to go. After two hours’ driving, Sandra’s family came to the hiking trail (路径). It was a dirt trail that went into the forest. Sandra, her mother, and her brother James began to walk. Butterflies and bees flew over the flowers. At first the bees made Sandra nervous, but soon she saw that they were more interested in the flowers than they were in her. James had hiked this trail before. He talked about his last hiking experience. Sandra wanted to talk, but she felt out of breath. The trail was steep (陡峭的). They had been walking up the hill for an hour by now. “I’m tired,” Sandra said. “Come on, Sandra,” said James. “You can do it! You’re fifteen years old. That’s old enough to hike.” Sandra kept going. If her brother said she could do it, Sandra knew she could. They kept walking. Sandra looked around at the plants to keep her mind off of how tired she felt. There was green everywhere. There were trees with long leaves that Sandra had never seen before. She even saw a small rabbit by the side of the trail. “Look, Sandra!” her brother called suddenly. The trail ended. They were at a pool at the bottom of a waterfall. Sandra looked up at the water rushing down. How amazing! “Congratulations, Sandra!” said her mother. “You’ve just finished your first hike!” Sandra smiled. She decided that she liked hiking. 1．What do we know about Sandra from? A．She had a big family. B．She often stayed up late. C．She wanted a new pair of shoes. D．She got up early in excitement for the hike. 2．What does the underlined word “they” refer to? A．The bees. B．The trees. C．The flowers. D．The butterflies. 3．How did James’ words in Paragraph 5 work on Sandra? A．They surprised her. B．They encouraged her. C．They made her feel proud of herself. D．They made her think of some good memories. 4．How did Sandra keep her mind off of her tiredness? A．By singing songs. B．By playing with a small rabbit. C．By enjoying beautiful scenes around her. D．By talking with her mother and brother all the way. 5．What do you learn from the passage? A．Sandra made new friends. B．Sandra has a special hiking trail. C．There’s a dream, it comes true soon. D．Sticking to doing anything can bring success. 【答案】1．D 2．A 3．B 4．C 5．D 【导语】本文是一篇记叙文，讲述了Sandra第一次和家人一起去徒步旅行的经历。虽然一开始她感到疲惫和紧张，但在哥哥的鼓励下，她坚持了下来，并最终欣赏到了美丽的风景，完成了徒步旅行。 1．细节理解题。根据文章第一段“But today was different. Sandra was wide awake and excited. Her family was going on a hike!...She put on her new shoes and was ready to go.”可知，Sandra因为要去徒步旅行而兴奋得早早起床。故选D。 2．词句猜测题。根据文章第二段“At first the bees made Sandra nervous, but soon she saw that they were more interested in the flowers than they were in her.”可知，一开始蜜蜂让Sandra感到紧张，但很快她发现它们对花比对她更感兴趣。因此，“they”指的是蜜蜂。故选A。 3．推理判断题。根据文章第五段“‘Come on, Sandra,’ said James. ‘You can do it! You’re fifteen years old. That’s old enough to hike.’”以及第六段“Sandra kept going. If her brother said she could do it, Sandra knew she could.”可知，James的话鼓励了Sandra，让她坚持走下去。故选B。 4．细节理解题。根据文章第六段“Sandra looked around at the plants to keep her mind off of how tired she felt. There was green everywhere. There were trees with long leaves that Sandra had never seen before. She even saw a small rabbit by the side of the trail.”可知，Sandra通过欣赏周围的美丽景色来分散注意力，减轻疲惫感。故选C。 5．主旨大意题。根据文章内容可知，Sandra在徒步旅行中虽然感到疲惫和紧张，但在哥哥的鼓励下坚持了下来，并最终欣赏到了美丽的风景。这告诉我们，坚持做任何事情都能带来成功。虽然文章中没有直接提到“坚持做任何事情都能带来成功”这句话，但通过Sandra的经历可以推断出这个道理。故选D。 【问题设计亮点】包含指代猜测题（推断 “they” 指代蜜蜂），结合人物语言推断鼓励作用，情境贴近青少年户外成长。 Passage 3 （2025·福建三明·三模）When Lily was 10, she dreamed of becoming a doctor to help sick children. However, her family couldn’t afford medical school. Instead of giving up, she studied hard, won scholarships, and became a nurse. Later, she volunteered at a free clinic, where she met Dr. Chen, a retired doctor who encouraged her to keep chasing her dream. At 25, Lily became a doctor. She didn’t stop there. She started a charity called “Healing Hands” to provide free medical care for poor families. “Success isn’t just about a job title,” she said. “It’s about using your skills to make the world better.” Lily’s journey shows that dreams require effort and kindness. She worked at night to raise money to continued her studies and spent weekends organizing charity events. Her story teaches us that even small acts—like teaching a class or donating old books—can create big changes. Today, Lily trains young volunteers and gives speeches at schools. “Your career (职业) should align with your heart,” she advises. “Whether you’re a student, teacher, engineer, or artist, find ways to help others.” 1．What did Lily do before becoming a doctor? A．She started a charity. B．She studied at a medical school. C．She worked at a clinic as a volunteer. D．She helped sick children. 2．How did Dr. Chen influence Lily? A．He offered her a hospital job. B．He gave her money for school. C．He taught her engineering skills. D．He encouraged her to keep trying. 3．What is the main purpose of the third paragraph? A．To list Lily’s hobbies. B．To talk about her challenges and beliefs. C．To compare different careers. D．To criticize modern education. 4．What does the underlined word “align” mean (last paragraph)? A．matches B．fight C．focus D．pray 5．Which title best fits the passage? A．From Nurse to Helper B．Small Acts, Big Change C．Helping While Working D．Career Meets Charity 【答案】1．C 2．D 3．B 4．A 5．B 【导语】本文讲述了Lily从小立志成为医生，尽管家庭经济困难，但她通过努力获得奖学金成为护士，并在志愿活动中受到退休医生Dr. Chen的鼓励，最终实现梦想成为医生并创办慈善组织“Healing Hands”的故事。 1．细节理解题。根据“Later, she volunteered at a free clinic, where she met Dr. Chen, a retired doctor who encouraged her to keep chasing her dream...At 25, Lily became a doctor.”可知，在成为一名医生之前，她在一家免费诊所当志愿者。故选C。 2．细节理解题。根据“Later, she volunteered at a free clinic, where she met Dr. Chen, a retired doctor who encouraged her to keep chasing her dream.”可知，Dr. Chen鼓励Lily坚持追求自己的梦想。故选D。 3．段落大意题。根据第三段“Lily’s journey shows that dreams require effort and kindness. She worked at night to raise money to continued her studies and spent weekends organizing charity events. Her story teaches us that even small acts—like teaching a class or donating old books—can create big changes.”可知，该段落主要讲述了Lily在逐梦过程中遇到的挑战以及她所坚持的信念。故选B。 4．词义猜测题。根据“Your career (职业) should align with your heart”可知，你的职业应该与你的内心相符。划线词汇align意为“使一致”，与matches近义。故选A。 5．最佳标题题。通读全文可知，本文讲述了Lily从小立志成为医生，尽管家庭经济困难，但她通过努力获得奖学金成为护士，并在志愿活动中受到退休医生Dr. Chen的鼓励，最终实现梦想成为医生并创办慈善组织“Healing Hands”的故事，强调了努力、善良和小行动能带来大改变的道理。因此选项B“小行动，大改变”符合文意，为最佳标题。故选B。 【问题设计亮点】涉及词义猜测题（“align” 表 “匹配”）、段落大意题，聚焦 “职业与初心” 的新角度，关联梦想与社会责任。 Passage 4 （2025·河北邯郸·三模）I was never a big fan of rain and I always hated wet roads. However, one day, while I was climbing Whitestone Mountain, I had a different feeling about rain. It was unpleasant at first. The blue sky suddenly turned dark, and I just knew that my trip to Whitestone Mountain would be put off when the raindrops fell on my face. As I had expected, the weather became so awful that all the tourists stopped on the way up or down the mountain. When I was thinking about how unlucky everyone was, a voice suddenly appeared behind me. “Isn’t it a special experience?” a girl said. I was surprised by this question. “How can such terrible weather be special?” I thought. “It hasn’t rained here for several days,” she explained, “which means the heavy rain on the mountain is only enjoyed by a few people. Luckily, they are us. Try to feel it, and you will find that the air is so fresh.” Her words were like the sun shining straight into my heart. I noticed how different and pretty everything was in the rain. I kept climbing. This time I didn’t pay attention to the rain itself but to the special scenery (风景) along the way. It was better than what I had thought it would be. That experience changed my opinion about rain forever. And now rain is considered a gift in my life. That girl’s words are still in my mind. They remind me to keep positive in my life. 1．What was the writer’s opinion about rain at the beginning? A．He found it special. B．He was not a great fan of it. C．He considered it as a gift in his life. D．He had a different feeling about it. 2．Which italic (斜体的) word has the same meaning as the underlined word “awful” in Paragraph 2? A．You are awful pretty. B．I’ve got an awful lot of work to do. C．It’s going to cost an awful lot of money. D．I don’t want to read this book because it is so awful. 3．What is the girl’s attitude towards life? A．Hopeful. B．Serious. C．Careful. D．Brave. 【答案】1．B 2．D 3．A 【导语】本文主要讲述了作者在攀登一座山的过程中，因一场突如其来的雨改变了对雨的看法。 1．细节理解题。根据“I was never a big fan of rain and I always hated wet roads.”可知，作者一开始对雨并不喜欢。故选B。 2．词句猜测题。根据“As I had expected, the weather became so awful that all the tourists stopped on the way up or down the mountain.”可知，此处表达天气变得如此糟糕，以至于所有的游客都在上山或下山的路上停下了脚步，因此awful意为“糟糕的”。选项D“我不想读这本书，因为它太糟糕了。”符合题意。故选D。 3．观点态度题。根据“Her words were like the sun shining straight into my heart.”可知，她是一个持有乐观态度的人。故选A。 【问题设计亮点】包含近义词替换题（辨析 “awful” 的同义表达），人物态度推断题，以 “雨中登山” 为新颖情境，聚焦心态转变。 Passage 5 （2025·河北石家庄·三模）①Delivery (外卖) service plays an important part in our daily lives. However, delivery drivers meet many problems. Entering buildings and finding parking and rest areas have long been headaches for them. Now they are being dealt with by governments and companies. ②In Chongqing, Shapingba District does a lot of things to solve delivery drivers problems. It has set up delivery driver-friendly communities where driver-friendly maps are put up and parking areas are marked. And local companies are encouraged to offer drivers drinking water and places to rest and charge (给……充电) mobile phones. “These services are very thoughtful and can save me a lot of time,” said Zhang Daru, a local food delivery worker. ③Besides Chongqing, Beijing also has service stations and delivery driver-friendly communities. Su Weidong, a delivery driver, often visits a nearly service station. There he can drink water, charge his phone and take breaks. “If riders get sick, they can find medicine here. There is also a bookshelf, and a read the books inside when I take a break,” he said, “Getting in and out of communities and shopping malls has become easier as security guards are ready to guide us in the right direction. Maps and signs have also, been put, up un the. communities, making it easier for us to find our destinations (目的地)” said another rider Zhang Haiyang. ④Now a growing number of cities are building délivery driver-friendly communities. In the near future, delivery drivers’ work in other cities will become much easier and more c...... 1．Who helps delivery drivers deal with the headaches? A．The taxi drivers. B．Governments and companies. C．Shopping malls. D．The police and security guards. 2．What can Su Weidong do in the service station? ①Take breaks. ②Find medicine. ③Read books. ④Cook’s meal A．①②③ B．①②④ C．①③④ D．①②③④ 3．Which is the right structure (结构) of the passage? A．①/②/③④ B．①②/③④ C．①②③/④ D．①/②③/④ 4．Which word is proper in the sentence in the near future, delivery drivers’ work in other cities will become much easier and more c...... A．Careful. B．Creative. C．Common. D．Convenient. 【答案】1．B 2．A 3．D 4．D 【导语】本文是一篇说明文，讲述了外卖服务在我们日常生活中起着重要作用，但外卖司机面临许多问题，如进入建筑物、寻找停车位和休息区等。现在政府和公司正在努力解决这些问题，许多城市正在建设对外卖司机友好的社区，以改善他们的工作条件。 1．细节理解题。根据第一段中“Entering buildings and finding parking and rest areas have long been headaches for them. Now they are being dealt with by governments and companies.”可知，政府和公司帮助送货司机解决难题。故选B。 2．细节理解题。根据第三段中“Su Weidong, a delivery driver, often visits a nearly service station. There he can drink water, charge his phone and take breaks.‘If riders get sick, they can find medicine here. There is also a bookshelf, and a read the books inside when I take a break,’ he said”可知，苏卫东可以休息，找药和看书。故选A。 3．篇章结构题。通读全文可知，文章第一段描述了外卖司机面临的问题，并指出政府和公司正在努力解决这些问题；第二段和第三段分别介绍了重庆和北京为外卖司机所做的努力；第四段总结了越来越多的城市正在建设对外卖司机友好的社区，并展望了未来外卖司机的工作将变得更加容易和方便。所以文章的结构是总分总结构，即①/②③/④。故选D。 4．推理判断题。根据“Now a growing number of cities are building délivery driver-friendly communities. In the near future, delivery drivers’ work in other cities will become much easier and more c......”可知，现在，越来越多的城市正在建设送货司机友好型社区。由此可推测出，在不久的将来，其他城市的送货司机的工作将变得更加容易和方便。故选D。 【问题设计亮点】新增篇章结构题（①/②③/④总分总结构），信息整合多选题（选择服务站可提供的功能），贴合外卖行业热点情境。 Passage 6 （2025·江西吉安·二模）Lila was a 14-year-old girl who loved painting. Her dream was to win the school art competition. Every day after school, she painted the ocean—her favorite: waves (浪) crashing against rocks. One morning, Lila fell off her bike and hurt her right arm. The doctor said she couldn’t hold a paintbrush for three months. “The competition is in two months!” she cried, looking at her blank canvas (油画布). That afternoon, Mr. Chen, an old painter who lived next door, visited. “I broke my wrist (腕) once too,” he said, showing her a sunflower painting he made with his left hand. “Art isn’t about which hand you use—it’s about wanting to create.” Lila took his advice and tried painting with her left hand. At first, her lines were shaky (不稳的) and colors were mixed messy. But she practiced daily, even when her arm hurt. Mr. Chen helped her, and soon her paintings got better. Two weeks before the competition, Lila painted the ocean again. This time, she added a small boat in the waves, like herself fighting through hard times. The painting wasn’t perfect, but it showed a stormy sea with a boat moving forward. On competition day, Lila handed in her painting. A week later, she won second place! The judge wrote, “Your art shows courage and the will to keep trying.” After that, Lila started a class for kids who had trouble painting. She taught them to use their left hands or other ways. “Art is for everyone,” she said. “It’s not about how you paint, but how much you try.” Years later, Lila became a famous artist. Her studio (工作室) always had a sign: “Every try brings you closer.” 1．What’s the theme of the passage? A．Courage. B．Science. C．Prediction. D．Health. 2．How did Mr. Chen encourage Lila after she hurt her arm? A．He gave her a new paintbrush. B．He told her to give up the competition. C．He helped her practice painting every day. D．He shared his own story of painting with his left hand. 3．What did Lila’s competition painting show? A．A great calm beach at sunset. B．A sunflower in a beautiful garden. C．A girl riding a bike carefully. D．A boat moving through stormy waves. 4．Put the events into the correct order according to the passage. a. Lila started a class for kids. b. Lila fell and hurt her arm. c. Lila won second place in the competition. d. Mr. Chen shared his painting experience. A．d-b-a-c. B．b-d-c-a. C．b-a-d-c. D．d-c-b-a. 5．What is the main idea of this passage? A．My bike accident is terrible. B．How I won the art competition. C．A story of painting with courage. D．Mr. Chen and his sunflower. 【答案】1．A 2．D 3．D 4．B 5．C 【导语】本文是一篇记叙文，讲述了14岁女孩Lila在手臂受伤后，通过邻居画家Chen先生的鼓励，用左手坚持绘画并最终在比赛中获奖的故事，传递了“艺术重在尝试与勇气”的主题。 1．主旨大意题。通读全文并根据“Art isn’t about which hand you use—it’s about wanting to create.”和“It’s not about how you paint, but how much you try.”可知，全文围绕Lila克服手臂受伤的困难，用左手坚持绘画并获奖的经历展开，强调“勇气与尝试”的意义。文章的主题是勇气。故选A。 2．细节理解题。根据“Mr. Chen, an old painter who lives next door, visited. ‘I broke my wrist (腕) once too,’ he said, showing her a sunflower painting he made with his left hand. ‘Art isn’t about which hand you use—it’s about wanting to create.’”可知，陈先生向她展示了自己用左手画的向日葵并分享自己的经历，即他通过自身经历鼓励Lila。故选D。 3．细节理解题。根据“This time, she added a small boat in the waves, like herself fighting through hard times. The painting wasn’t perfect, but it showed a stormy sea with a boat moving forward.”可知，画作内容是风暴中前行的小船。故选D。 4．细节理解题。文章是按照事情发展的顺序来讲述的，根据第二段的“One morning, Lila fell off her bike and hurt her right arm.”、第三段的“Mr. Chen, an old painter who lives next door, visited. ‘I broke my wrist (腕) once too,’ he said, showing her a sunflower painting he made with his left hand. ‘Art isn’t about which hand you use—it’s about wanting to create.’”、第六段的“On competition day, Lila handed in her painting. A week later, she won second place!”和第七段的“After that, Lila started a class for kids who had trouble painting.”可知，事件顺序为：Lila摔伤手臂→陈先生分享经历→Lila比赛获奖→Lila开设绘画班。正确顺序为b-d-c-a。故选B。 5．主旨大意题。通读全文可知，全文围绕Lila克服手臂受伤的困难，用左手坚持绘画并获奖的经历展开，强调“勇气与尝试”的意义。选项C“一个关于绘画勇气的故事”最贴合主旨。故选C。 【问题设计亮点】包含事件排序题（b-d-c-a），主题归纳题聚焦 “艺术与勇气”，以 “左手绘画” 为独特情境，突出挫折中的成长。 Passage 7 （2025·河北石家庄·二模）On December 4, 2024, “Spring Festival, social practices of the Chinese people in celebration of the traditional New Year” was listed as intangible cultural heritage (非物质文化遗产) by UNESCO*. That’s to say, this Year of the Snake marks the first intangible cultural heritage Spring Festival. China now has 44 items on the intangible cultural heritage list of UNESCO, continuing to be the country with the most items worldwide. The Spring Festival puts family first. The Chinese value family and the strong bonds among family members. Each Spring Festival, millions of people from all corners of the world set out on the journey home to enjoy the celebration of culture and traditions The Spring Festival celebrations last for 15 days, starting at the dining table and ending with the Lantern Festival, which bring much joy to family gatherings (聚会) and different cultural activities. Spring Festival food traditions have much to do with the culture of Chinese food. From dumplings to sticky rice cakes, from fried meatballs to braised fish, all dishes carry the best wishes for loved ones. People also carry on the traditions of hanging red lanterns, setting off fireworks and putting up couplets (对联), hoping to keep bad luck away and bring good luck. As part of Chinese culture, the Spring Festival is one of the most important festivals in China and around the world. Being on the list shows it’s recognized not only for its Chinese roots but also for the idea it carries-connecting all humans. Human unity (团结) has always played an important part in reaching common goals and a better future. *UNESCO refers to the United Nations Educational, Scientific and Cultural Organization. 1．How does the writer start the passage? A．By listing some examples. B．By making a comparison. C．By sharing a piece of news. D．By telling an ancient story. 2．The underlined word “bonds” in the second paragraph means ______. A．differences B．connections C．traditions D．celebrations 3．What traditions are mentioned in the passage? a．hanging red lanterns        b．enjoying rice cakes c．putting up paper-cuts        d．setting off fireworks A．abd B．bcd C．acd D．abc 4．From the last paragraph, we learn ______. A．how to celebrate the Spring Festival B．how to set goals for a better future C．the importance of family members D．the importance of human unity 5．What’s the best title for the passage? A．The popularity of family gatherings B．Year of the Snake, a meaningful year C．A celebration of culture and unity D．A journey through time and space 【答案】1．C 2．B 3．A 4．D 5．C 【导语】本文主要介绍了中国最重要的传统节日之一——春节。 1．细节理解题。根据“On December 4, 2024, “Spring Festival, social practices of the Chinese people in celebration of the traditional New Year” was listed as intangible cultural heritage (非物质文化遗产) by UNESCO.”可知，作者是通过分享一条新闻开始这篇文章的。故选C。 2．词句猜测题。根据“The Chinese value family and the strong bonds among family members.”可知，中国人重视家庭，“bonds”应用来描述家人间紧密的关系，“connections”意为“联系”，符合语境。故选B。 3．细节理解题。根据“From dumplings to sticky rice cakes, from fried meatballs to braised fish, all dishes carry the best wishes for loved ones.”和“People also carry on the traditions of hanging red lanterns, setting off fireworks and putting up couplets...”可知，人们吃饺子、年糕等美食，也传承了挂红灯笼、放烟花和贴春联的传统。故选A。 4．细节理解题。根据“Human unity (团结) has always played an important part in reaching common goals and a better future.”可知，作者强调的是人类团结的重要性。故选D。 5．最佳标题题。通读全文可知，本文主要介绍了中国的传统节日——春节。故本文的最佳标题应是“对文化和团结的庆祝。”故选C。 【问题设计亮点】包含开篇方式判断题（通过新闻引入），传统习俗多选题，结合非遗文化热点，角度关联 “传统文化与人类共性”。 Passage 8 （2025·广东广州·二模）Jim Martin walked slowly on his way to Thomas Jefferson Middle School. Filled with excitement, he was still nervous. After all, it was his first day of school as a teacher. As Jim passed through the school gate, a memory hit him. It was about Mrs. Peabody’s English class. Mrs. Peabody gave the class a writing task. Students were asked to write about their summer vacation. Jim didn’t want to write a stupid essay about his vacation: a water park, two weeks of camp, and his homework. It was boring. He chose to write a science fiction short story instead. It was about a planet that didn’t have summer—it was spring all the time. He handed in his story but was worried that he would get an F. When he got to class the next morning, to his surprise, Mrs. Peabody praised him for his creativity and imagination. She said, “Just one of you had the courage to be as imaginative as I asked you to be. Jim Martin is the only one who got an A on the task. Now I’m going to ask him to come up here and read his story to you, though he should have paid a little more attention to proper spelling and grammar.” Hands shaking, Jim walked to the front of the classroom gleefully, as if he were the first person to step onto the surface of Mars. Though it sounded like a small thing, that moment made a great difference to him. As Jim walked through the crowded hallway, similar memories came flooding back. Coach LaBell taught him how to control his anger before he wanted to fight with another boy. Mr. Carter taught him to love the process of learning, not just the subject itself. Jim hoped that he would make a difference to his students like what his teachers had done. The bell rang. He took a deep breath and walked into the classroom. “Good morning, everyone,” he said. 1．What did Mrs. Peabody think of Jim’s story? A．It was a little boring. B．It was a little strange. C．It was full of imagination. D．It had many grammar mistakes. 2．How did Coach LaBell and Mr. Carter influence Jim? A．They helped him control anger. B．They taught him important life lessons. C．They encouraged him to become a teacher. D．They helped him improve his writing skills. 3．What does the underlined word “gleefully” in Paragraph 4 mean? A．Cheerfully. B．Calmly. C．Tiredly. D．Angrily. 4．According to the story, what will Jim probably do in his first class? A．Jim will lose his temper for the noisy students. B．Jim will allow students to express their opinions freely. C．Jim will focus on correcting students’ spelling mistakes. D．Jim will teach students how to get high marks in exams. 【答案】1．C 2．B 3．A 4．B 【导语】本文主要讲述吉姆・马丁第一天当老师时，回忆起学生时代几位老师对他的影响，并希望自己也能像老师们一样对学生产生积极影响的故事。 1．细节理解题。根据“Mrs. Peabody praised him for his creativity and imagination”可知，皮博迪老师认为吉姆的故事充满了想象力。故选C。 2．推理判断题。根据“Coach LaBell taught him how to control his anger before he wanted to fight with another boy. Mr. Carter taught him to love the process of learning, not just the subject itself.”可知，他们教给了吉姆重要的人生课程。故选B。 3．词句猜测题。根据“Jim Martin is the only one who got an A on the task.”可知，吉姆得了A，因此是高兴地走向教室前面，cheerfully“高兴地”。故选A。 4．推理判断题。根据“Jim hoped that he would make a difference to his students like what his teachers had done.”可知，吉姆希望像他的老师一样对学生产生影响，结合上文可知，吉姆的老师都尊重并鼓励学生表达与成长，所以他可能会允许学生自由表达观点。故选B。 【问题设计亮点】包含词义猜测题（“gleefully” 表 “高兴地”），推理未来教学行为题，聚焦 “教育传承” 新角度，情境贴近教师入职初心。 Passage 9 （2025·河北邯郸·三模）It was a Friday afternoon, and our biology class started. We were learning about the human body. Our teacher, Mrs. Adams, was explaining the structure of the human heart. Suddenly, Bill raised his hand. “I have a question. The adult’s heart is much bigger than the hand closed tightly (紧紧地), right?” Bill asked, his voice shaking a bit. “Bill, you’re wrong! The heart is about the size of the fist (拳头)!” Someone said from the back of the class. Some students started to laugh loudly. Bill looked embarrassed and put his hand down, feeling uncomfortable. Mrs. Adams noticed this and spoke up. “Class, that is not how we should act here,” she said in a serious voice. “Bill made a mistake, and that’s perfectly OK. Many scientists achieved success because they found things unexpectedly while doing experiments. Mistakes can also lead to great discoveries. We all make mistakes, and it’s part of learning.” She turned to Bill and smiled kindly. “Bill, if an adult’s heart is much larger than his or her fist, he or she may be ill. Don’t let anyone make you feel bad for asking questions or getting something wrong. That’s how we improve ourselves and learn.” The class became quiet, and the students who had laughed at Bill realized they were wrong and felt sorry. I could see them looking at Bill with regret, and I felt the same. After class, I came towards Bill and said, “I’m so sorry for laughing at you. You asked questions bravely. You’re my role model.” 1．What was Mrs. Adams doing when Bill raised his hand? A．Asking a question. B．Showing a human body model. C．Doing an experiment. D．Explaining the structure of the human heart. 2．What does the underlined word “that” refer to in Paragraph 3? A．Speaking in class. B．Making mistakes. C．Laughing at others. D．Feeling regretful. 3．What does the text mainly talk about? A．Making mistakes is part of learning. B．Making mistakes is necessary for everyone. C．Making mistakes can make us more careful. D．Making mistakes can lead to great discoveries. 【答案】1．D 2．C 3．A 【导语】本文讲述了生物课上Bill因提问出错被同学嘲笑，老师Mrs. Adams借此教育全班“犯错是学习的一部分”的故事。 1．细节理解题。根据“Our teacher, Mrs. Adams, was explaining the structure of the human heart. Suddenly, Bill raised his hand.”可知，当时老师Mrs. Adams正在讲解人类心脏的结构。故选D。 2．词义猜测题。根据上文“Some students started to laugh loudly. Bill looked embarrassed and put his hand down, feeling uncomfortable.”和“Mrs. Adams noticed this and spoke up. “Class, that is not how we should act here,” she said in a serious voice.”可知，同学嘲笑Bill，老师批评这种行为。此处的划线单词that应是指代“嘲笑他人”的这种行为。故选C。 3．主旨大意题。本文讲述了生物课上Bill因提问出错被同学嘲笑，老师Mrs. Adams借此教育全班“犯错是学习的一部分”的故事。故选A。 【问题设计亮点】包含指代猜测题（“that” 指代嘲笑行为），主旨题聚焦 “犯错的教育意义”，以课堂真实情境为载体，角度贴近校园生活。 Passage 10 （2025·陕西咸阳·三模）Volunteering is becoming more and more popular among people, especially the young. It’s a great way to contribute to society while also developing oneself. Last summer, I joined a volunteer program at an old people’s home. On the first day, when we arrived, the elderly people welcomed us warmly. We were divided into groups to do different tasks. Some of us cleaned the rooms and swept the floors. Others chatted with the old people, listening to their stories about the past. These stories were full of wisdom and life experiences. One of the most meaningful activities was organizing a performance for them. We prepared some simple songs and dances. The old people enjoyed every minute of it. Their bright smiles and applause made all our hard work worthwhile. It was a wonderful feeling to bring joy to others. However, volunteering is not always easy. Sometimes, we faced difficulties. For example, communicating with some elderly people who had hearing problems was a challenge. But we didn’t give up. We used gestures and wrote down words on paper to communicate with them. Through these experiences, I learned patience and how to solve problems in different situations. Volunteering has changed me a lot. It has made me more responsible and empathetic. I realize that everyone can make a difference in the world, no matter how small the act may be. It’s not only about giving but also about receiving. 1．The writer volunteered in a(n) ________ last year. A．pet hospital B．children’s home C．country school D．old people’s home 2．What is the main idea of the passage? A．The difficulties of volunteering. B．The ways to find volunteer opportunities. C．What the writer has learned from the volunteering experience. D．The importance of respecting the elderly in volunteering. 3．Which of the following shows the structure (结构) of the passage? A． B． C． D． 【答案】1．D 2．C 3．B 【导语】本文主要讲述了作者去年夏天在养老院参与志愿者活动的经历，包括所做的工作、遇到的困难以及从中获得的成长与感悟。 1．细节理解题。根据“Last summer, I joined a volunteer program at an old people’s home”可知作者去年在养老院做志愿者。故选D。 2．主旨大意题。本文主要讲述了作者去年夏天在养老院参与志愿者活动的经历，包括所做的工作、遇到的困难以及从中获得的成长与感悟。故选C。 3．篇章结构题。通读全文可知，第一段总述志愿服务的流行及其意义；第二、三和四段具体描述作者在养老院的志愿活动内容、遇到的困难及应对方式；第五段总结志愿服务对自己的改变和感悟。因此结构为“总分总”。故选B。 【问题设计亮点】包含篇章结构题（总分总），主旨题聚焦 “志愿服务的双向收获”，情境真实，问题设计突出 “困难与成长” 的关联。 1 / 18 学科网（北京）股份有限公司 $ 专题03 阅读理解之记叙文 目 录 01·考情剖析·命题前瞻 2 02·时空导航·网络构建 6 03·题型通关·靶向突破 7 考点一 文章选材与命题规律深度剖析 7 一、文章选材的“河北特色” 7 二、篇章长度与结构模型 7 三、问题设计类型特点 7 考点二 解题要点 10 题型一：细节理解题 10 题型二：词义猜测题 11 题型三：推理判断题 12 题型四：主旨大意题 13 题型五：观点态度题 14 题型六：人物性格/品质推断题 15 题型七：事件排序题 16 题型八：文章结构/句际逻辑题 18 题型九：写作目的/作者意图题 20 题型十：篇章出处题 22 04·优题精选·练能提分 23 题型 考查形式 2025年 2024年 2023年 阅读理解之记叙文 ☑选择题 □非选择题 B 篇（描述个人的行动和影响）：Tim发起“图书拯救计划”，践行社区服务精神。 D篇（个人经历的描述）：Amy通过养殖牡蛎来净化海水，并获得了“牡蛎养殖大师”奖的故事。 C 篇（叙事性故事）：12 岁男孩Mike发现恐龙化石，体现好奇心与坚持的价值。 B篇（叙事性故事）：Bill的故事：分享绿色蛋糕，利用西瓜皮帮助环境。 三大主题 ‌人与社会‌（社会服务） 人与自然（环境保护） 人与社会‌（科学探索） 人与自然‌（环境保护） 考情分析 一、命题特点 1. 题材选用：三大主题，立德树人 记叙文选材严格遵循课程标准，聚焦“人与自我”“人与社会”“人与自然”三大范畴。题材多取材于青少年真实生活经历、新闻事件报道或经典故事改编。主人公通常是普通学生、社区居民或具有典型意义的青少年。每个故事都蕴含明确的正面价值观，最终都指向成长、责任、善良、创新等积极品质。 2. 语篇长度及难度：标准稳定，适度挑战 近三年真题及2025年各地市模拟题的记叙文，词数控制在250-350词之间。词汇以课标常用词为主，关键生词会附带中文注释。超纲词不影响核心理解。句式以简单句和并列复合句为主，复杂长句（如宾语从句、定语从句）出现频率适中，不会造成理解障碍。叙事脉络清晰，普遍采用“背景-问题-行动-结果-感悟”的线性结构，逻辑顺畅。 3. 题型设计：基础为主，稳中有新 核心题型稳定：细节理解、词义猜测、推理判断、主旨大意、观点态度五大题型是绝对主体，约占题目总数的90%以上。其中，细节理解和推理判断是考查的重中之重，合计占比常超过70%。 创新题型在模拟题中探索：2025年各地市模拟题呈现出更丰富的考查维度。例如： 事件排序题（如唐山二模）：直接考查对叙事顺序的把握。 人物品质推断题（如石家庄三模-乔治）：要求综合言行概括人物内核。 文章结构/句际逻辑题（如带图表的旗袍题）：考查对文本内在衔接的理解。 篇章出处题（如保定一模）：考查语篇体裁意识。 4. 选项特点：干扰精巧，区分度显 正确选项：绝大多数是原文信息的同义转述（Paraphrasing）。例如将“was able to ride”转化为“to ride”，将人物的具体行为概括为一种品质。 干扰项设置：极具迷惑性，主要手法有： 信息错位：使用原文词汇，但拼接错误信息。如2025年模拟题问“露西为何去公园”，干扰项“发现赛道好玩”用的是文中“discovered”一词，但这是结果而非目的。 过度推断：基于原文进行不合理或过度的延伸。如从“蒂姆发现了新兴趣”推断出“他将成为一名教师”。 以偏概全：用某个细节作为整体答案。如将艾米故事的最佳标题误选为“一个大师奖”，忽略了其长期行动的过程。 绝对化表述：使用“all”, “never”, “must”等绝对化词语，通常与文中温和的表述不符。 二、命题思路：素养立意，能力导向 1. 立意与导向：服务于“立德树人”根本任务 河北中考记叙文命题的深层逻辑，始终围绕“培养什么人、怎样培养人、为谁培养人”这一核心。 以文化人：通过哪吒、旗袍、书法（模拟题中提及）等文化符号的故事，引导学生增进文化认同，树立文化自信。 以事启人：通过青少年参与环保（艾米）、社区服务（蒂姆）、科技助人（阿瑞夫的智能勺）等叙事，培育学生的社会责任感和实践创新精神。 以情动人：通过乔治与草莓、马克与祖母的厨房回忆等亲情故事，熏陶道德情感，强化家庭伦理教育。 2. 考查重点：从“语言能力”到“核心素养”的进阶 命题不仅考查学生“是否读懂”，更考查“如何读懂”和“读出了什么”。 基础层：信息提取与整合能力 通过细节理解题，考查学生定位、筛选、比对基本信息的能力。这是所有能力的基础。 进阶层：逻辑分析与推理能力 通过推理判断题和词义猜测题，考查学生利用上下文线索、分析因果关系、进行合理推断的逻辑思维品质。如推断人物未来行为、猜测“spoil”的词义。 高阶层：批判性思维与价值判断能力 通过主旨大意、观点态度、人物品质等题型，考查学生概括核心、评价观点、辨识价值的能力。这要求学生能跳出文本细节，把握作者意图和文本的深层意义。例如，理解《智能勺子》一文不仅是讲发明，更是讲“科技的人文关怀”。 命题预测 综合近三年河北中考真题的稳定性、2025年本省各地市模拟题的探索性，以及2025年全国其他教育发达省市（如江苏、浙江等地）中考英语阅读的共性趋势，对2026年河北中考记叙文阅读做出如下预测： 1. 主题内容：“中国故事”与“时代脉搏”结合更紧密 文化传承故事将更具体、更深入：可能不再限于神话传说，而会涉及非物质文化遗产传承、传统技艺在青少年中的创新实践、优良家风的故事等。 时代精神融入更自然：故事背景将更贴近“乡村振兴”“绿色发展”“科技自强”等时代主题。核心仍是个人成长叙事，但时代背景更加鲜明。 2. 文本特征：稳中有变，考查维度更丰富 长度与难度保持绝对稳定：300-400词的标准不会突破，这是保证考试公平性和可操作性的基础。 叙事视角可能更多元：除了常见的第三人称叙述，第一人称回忆体、书信体等形式出现的可能性增大（模拟题中已出现书信体），以增强代入感，更细腻地考查情感理解。 非连续性文本元素可能渗入：纯记叙文主体不变，但可能在文章中自然融入简短的图表、示意图或短信对话截屏（如2025年模拟题中已出现图表），考查学生在多模态语篇中获取信息的能力。 3. 题型设计：巩固基础，探索高阶思维考查 五大核心题型地位不变：细节与推理仍是主力。 模拟题中成熟的创新题型“转正”可能性高： 事件排序题和人物品质推断题，因能有效考查叙事逻辑和综合分析能力，未来出现的概率会增加。 句际逻辑/段落功能题（如选择句子还原文章），因其能深刻考查语篇连贯性理解，也值得重点准备。 设问表述更灵活：可能出现如“Which of the following is the key factor leading to the final success?”（以下哪项是导致最终成功的关键因素？）这类需要权衡比较多个信息才能作答的题目，对思维深度要求更高。 4. 能力要求：更加强调“融会贯通”与“价值内化” 跨学科阅读能力：文章可能涉及简单的生态学原理（如牡蛎净化海水）、物理学应用（如智能勺的传感器）或历史背景，考查学生用英语学习其他学科知识的初步能力。 批判性思维与评价能力：可能出现开放式设问的雏形，或在选项设计中，需要学生判断不同解决方案的合理性，或评价人物行为的得失。这要求考生不仅能理解故事，还能进行初步的思辨。 价值认同与行为导向：故事的结尾将更加强调“行动”和“改变”，不仅让读者“感动”，更暗示读者可以“行动”。命题也将通过考查对主旨的理解，引导学生将故事中的正能量内化为自身的价值追求。 考点一 文章选材与命题规律深度剖析 一、文章选材的“河北特色” 纵观真题与模拟题，河北中考记叙文选材有其鲜明特点： 主角普通而具代表性：主角往往是学生（如露西、迈克）、普通村民（如吴文忠）、有爱心的青少年（如艾米、阿瑞夫），他们的故事易于引发同龄考生共鸣。 情节聚焦“一件小事”：故事不追求宏大叙事，而是聚焦于一个具体的挑战或目标（骑完赛道、找到恐龙骨、净化海水、发明勺子），过程描写具体，转折清晰。 结构呈现“起承转合”：开端（背景与问题）→发展（努力与波折）→转折（关键行动或发现）→结局（成功与感悟）。这种经典结构使得文章脉络清晰，便于命题和解题。 语言注重描写与对话：文中常通过动作描写（“She kept picking herself up”）、直接引语（“He said, ‘Wow! I like those bright colors!’”）来推进情节和塑造人物，使故事生动。 二、篇章长度与结构模型 篇章长度：控制在250-350词，对应考纲要求的中等篇幅。考生应在7-8分钟内完成单篇阅读和答题。 结构模型： 第一段： 交代背景 (When, Who, Where)，引出核心事件或初始状态。 第二/三段： 详述过程 (What happened)，包括遇到的困难、人物的反应和具体行动。这是细节题的主要出题区域。 第四段（或末段后半部分）： 呈现结果 (Result)，并常常通过人物感想或作者议论点明故事意义 (Significance)。这里是主旨题和推理题的高频出题点。 三、问题设计类型特点 1. 细节理解题 提问标志：以5W1H (Who, What, When, Where, Why, How) 开头的特殊疑问句，或包含“according to the passage”的陈述句。 考查本质：寻找文中明确写出的信息。答案通常是原文信息的同义转述。 典型问法： Why did George go to the field? (2025模拟题) How did Taiyi Zhenren help Nezha after his death? (2025模拟题) What did Bill share with his classmates one day? (2023真题) 2. 词义猜测题 提问标志：“What does the underlined word ‘…’ mean/probably mean?” 考查本质：利用上下文逻辑关系（解释、举例、对比、因果）推断生词或熟词生义。 典型问法： What does the underlined word “spoil” probably mean? (2025模拟题) Which word is close to the underlined word “setbacks”? (2023真题) 3. 推理判断题 提问标志：含有“infer”, “learn”, “probably”, “most likely”等词。 考查本质：基于文中多个信息点，进行合乎逻辑的推导，得出文中未直接说明的结论。 典型问法： What can we infer about Tim’s future? (2025模拟题) What do we know about today’s Hutuo River? (2024真题，需综合多句信息) What will most probably happen next? (2024真题) 4. 主旨大意题 提问标志：询问“best title”, “main idea”, “purpose of writing”或“What is the text mainly about?”。 考查本质：跳出细节，把握文章整体内容和写作意图。 典型问法： What is the best title for the text? (2025真题，关于艾米) What is paragraph 3 mainly about? (2025真题C篇，关于太阳能项目) 5. 观点态度题 提问标志：询问“attitude”, “feeling”, “think of”或“Why did the writer write this text?” 考查本质：通过人物言行、作者用词揣摩情感倾向和写作目的。 典型问法： What’s Vince’s attitude towards his cancer? (2025模拟题) What does Amy think of oysters? (2025真题) How did the writer begin the text? (2023真题，问引入方式，隐含对作者写作策略的理解) 6. 人物性格/品质推断题 提问标志：“Which of the following words best describes...?” “What can we know about ...’s character?” 考查本质：要求学生综合人物的语言、行为和他人评价，推断其稳定的内在品质（如善良、勇敢、有毅力）。这是“人与自我”主题下的深度考查。 典型问法： Which of the following words best describes George?（2025模拟题-乔治的故事） 7. 事件排序题 提问标志：“Which is the right order of the events?” 或给出含有a, b, c, d事件的句子进行排序。 考查本质：考查学生对叙事逻辑顺序和情节发展脉络的清晰把握。要求学生厘清“起因-经过-结果”中的关键节点。 典型问法（2025模拟题-露西学骑车）： a. Lucy fell and got up lots of times. b. Lucy picked up speed on a flat ground. c. Lucy found her bike was too low for the bumps. d. Lucy rode her bike around the whole track without falling once. 解题关键：必须回到原文，标记每个事件发生的先后。顺序为：先发现问题(c)，然后多次摔倒爬起(a)，接着到平地练习提速(b)，最后成功骑行一圈(d)。正确答案为C (c-a-b-d)。 8. 文章结构/段落功能题 提问标志：“Why does the writer mention...?” “What is the purpose of Paragraph X?” 或给出图表，要求填入合适的句子。 考查本质：考查学生对作者写作策略和篇章逻辑的理解。某个段落或细节是为了举例、解释、对比还是引出下文？ 典型例题（2025模拟题-《我欠父亲一声感谢》文末）： 题目要求补全句子：“I realized what a d... influence fathers have on their daughters’ lives.” 选项：A. Deep. B. Dark. C. Double. D. Direct. 解题关键：这既是词义猜测，也涉及对文章结构的理解。前文几个段落分别论述了父亲在“信任我”“树立榜样”“婚姻观”方面的影响，这些都是深刻而深远的影响。因此，此处总结应选A. Deep（深刻的）。这要求理解末段是对前文论述的总结升华。 9. 写作目的/作者意图题 提问标志：“Why did the writer write this text?” “What does the writer want to tell us?” 考查本质：比主旨大意题更进一步，要求推断作者通过这个故事希望传达给读者的深层意图或启示。答案往往与故事蕴含的“道理”或“倡导的价值观”直接相关。 典型问法（2025模拟题-姚科一的故事）： What does the writer want to tell us through Yao’s story? 10. 篇章出处题 提问标志：“Where is the text most probably from?” 选项常为：A newspaper, A storybook, A diary, A science report等。 考查本质：考查学生的语篇体裁意识。需要根据文章的语言风格（客观报道、生动叙事、个人化倾诉）、内容和格式来判断其来源。 典型问法（2025模拟题-学校花园项目）： Which website is the text most likely taken from? A. https://friendship.com. B. https://schooleducation.com. C. https://localmarket.com. D. https://wonderfulanimals.com. 解题关键：文章讲述了学校开设花园课程，学生劳作、收获并决定捐款的故事，内容聚焦学校教育与实践活动。因此最可能出自学校教育类网站(B)。 考点二 解题要点 题型一：细节理解题 【核心技巧】定位与比对 解题不是靠模糊印象，而是精准的“寻读”（Scanning）。关键在于：题干关键词 → 原文定位句 → 选项对比。 步骤分解： 1.审题划关键词：在题干中圈出名词（人名、地名、事物名）、动词（核心动作）和数字等无法被轻易替换的实词。 2.原文快速定位：像查字典一样，目光迅速掠过文章，寻找包含关键词或与其明显同义的句子。记叙文题目顺序与行文顺序大多一致，可帮助缩小搜索范围。 3.精细比对选项：将定位句与四个选项逐一对比。正确答案往往是原文的“同义句改写”，可能更换了表达方式（如主动变被动），但核心意思不变。要警惕那些“半对半错”、混淆细节或添加文中没有的绝对化词语（如all, everyone, never）的选项。 【典例】（2025年石家庄三模）：...... Last weekend, I took Lucy to a park, where she discovered a track with large bumps... At first, I thought Lucy was able to ride her bike along the track, but she quickly found that her bike was too low.... Q：Why was Lucy taken to the park last weekend? A. To play with other kids. B. To discover a track for fun. C. To find her speed was too slow. D. To ride her bike along the track. 【解析】 1.审题划词：本题问原因（Why），关键词是“Lucy”、“park”、“last weekend”。 2.原文定位：根据顺序原则，在开头找到包含所有关键词的句子。紧接着的“At first, I thought...”是描述“带她去时”最初的想法，即目的。 3.比对选项：定位句的核心意思是“（我）认为露西能够沿着赛道骑她的车”。选项D “To ride her bike along the track” 完全对应此意，是标准的同义转述（将“was able to”转化为目的“To”）。其他选项：A是去了之后可能发生的事，不是带她去的目的；B是她到公园后的发现（discovered），不是带她去的原因；C是她在过程中遇到的困难。 4.答案：D 答案：D。A (give up) 完美契合此语境。B、C、D均与“解决问题”的语境相悖，故选A。 题型二：词义猜测题 【核心技巧】上下文即答案 生词的意思就藏在它周围的文字里。需要像一个侦探一样，分析划线词与前后文的逻辑关系。 步骤分解： 1.扩大阅读范围：不要只看划线的那个词，至少读完它所在的完整句子，并兼顾前一句和后一句。 2.寻找逻辑线索： 解释说明：找逗号、破折号、括号，或“that is”, “meaning”, “called”等信号词。 举例：找“for example”, “such as”后的内容。 对比/转折：找“but”, “however”, “instead”，反义信息能帮你锁定词义范围。 因果：找“because”, “so”，原因或结果能解释词义。 3.代入验证：将你认为最可能的中文意思放回原句，看是否能使句子和上下文通顺、逻辑连贯。 【典例】（2025年唐山二模）：...... He looked up, “Ah, young Alex! Come closer and I’ll tell you a secret.” ... “Water is like easy answers—too much makes roots lazy... Watering trees will spoil them,” He added, If you water the trees, each baby tree will grow weaker and weaker...” Q：What does the underlined word “spoil” probably mean? A. Be bad for. B. Be famous for. C. Be similar to. D. Be thankful to. 【解析】 1. 扩大阅读：看划线词所在的句子及其后一句。 2. 分析逻辑：后一句“If you water the trees, each baby tree will grow weaker and weaker...”是对前一句“Watering trees will spoil them”的直接解释和后果说明。浇水会导致树变弱，那“spoil”必然是产生这种负面结果的动作。 3. 代入验证：将选项A “Be bad for”（对……有害）代入：“浇水会对它们有害”，紧接着解释“（因为）每棵树会变弱”。因果关系成立，语义通顺。其他选项代入后逻辑荒谬。 4. 答案：A。 题型三：推理判断题 【核心技巧】立足原文，合理推导 推理不等于瞎猜。它的公式是：已知信息A +已知信息B +常识逻辑=合理结论C。C在文中没有直接说，但通过A和B一定能推出来。 步骤分解： 1. 定位相关句群：根据题干关键词，找到文中所有与之相关的句子，而不是单独一句。 2. 串联信息点：像拼图一样，把这些信息点之间的逻辑关系（因果、先后、对比）理清楚。 3. 向前推一步：基于这些信息，思考“这说明了什么？”“接下来很可能会怎样？”。这个推断必须是唯一最合理的，不能跳跃太大。 4. 警惕过度推断：选项如果出现了文中完全未提及的人、事、物，或者过于绝对的结论，通常是错误的。 【典例】（2025年廊坊二模）：...... From that day on, Tim’s life was no longer boring. Tim’s after-school hours became a time of happiness, growth,and discovering new interests. Q：What can we infer about Tim’s future? A. He’ll become a Chinese teacher. B. He’ll be afraid to try new things. C. He’ll continue to explore new activities. D. He’ll never take part in baseball games. 【解析】 1. 定位相关句：题干问Tim的未来，应重点关注文章结尾的总结性描述。 2. 提取关键信息：文中描述他现状的关键信息是：生活不再无聊，课余时间充满快乐、成长和“发现新兴趣”。 3. 合理推导：“发现新兴趣”是一个持续性的、进行中的行为描述（discovering）。从一个人当前乐于并正在“发现新兴趣”，可以最合理地推断他将来会继续探索新活动。选项C正是这一当前行为趋势的自然延伸。 4. 排除干扰：A项（职业预测）无任何依据。B项与文中他尝试后获得快乐的经历完全相反。D项“never”太绝对，且文章并未将他未来的活动与“棒球”这个具体项目绑定。 5. 答案：C。 题型四：主旨大意题 【核心技巧】抓大放小，聚焦核心 主旨是文章的“灵魂”，它往往不在某个细节里，而隐藏在反复出现的概念和故事的落脚点中。 步骤分解（以选择标题为例）： 1. 通观全文，确定主角与核心事件：用一句话概括：这篇文章主要讲了“谁”的关于“什么”的事？ 2 特别关注首尾段：开头可能引出话题，结尾常常点明意义或升华主题。故事的“寓意”是标题的重要参考。 3. 检查标题选项： 概括性：是否覆盖了全文的主要内容，而非某个细节？ 准确性：是否准确反映了主角和核心事件？ 吸引力：是否简洁、醒目？（作为次要考虑） 4. 排除法：首先排除那些只提及局部细节、无关信息或范围过大的选项。 【典例】（2025年河北真题）：...... From that day on, Tim’s life was no longer boring. Tim’s after-school hours became a time of happiness, growth,and discovering new interests. Q：What is the best title for the text? A. A Cage Maker B. A Master Prize C. An Oyster Festival D. An Oyster Gardener 【解析】 （文章大意：少女艾米学习并从事牡蛎养殖以净化海水，她细心照料，最终获奖。） 1. 概括核心：主人公：艾米（一个女孩）。核心事件/身份：从事“牡蛎养殖”（oyster gardening）。 核心目的：帮助净化环境。 2. 分析选项： A. 一个造笼子的人：养殖牡蛎需要笼子，但这只是她工作中使用的工具，绝非文章核心。 B. 一个大师奖：这是她故事的一个结果和高光时刻，但文章大部分篇幅在描述她如何做、为何做，而非领奖本身。标题若用结果代替过程，则以偏概全。 C. 一个牡蛎节：文中完全没有提到。 D. 一位牡蛎园丁：这个标题精准地概括了主人公艾米的身份和她所做的核心工作。“园丁”一词本身就包含了照料、培育的含义，与文章主旨高度契合。 3. 最终抉择：在B（结果）和D（人物与核心行动）之间，记叙文的标题应优先选择能概括故事主体过程的选项。 4. 答案：D。 题型五：观点态度题 【核心技巧】听其言，观其行，品其味 态度和观点不会直接贴标签，而是渗透在具体的描写中。 步骤分解： 1.明确对象：看清题目问的是作者的态度，还是文中某个人物的态度。 2.寻找直接证据： 引语：人物说的话是最直接的内心流露。 行为描写：人物做了什么，怎么做的，能反映其态度。 情感形容词/副词：文中直接用来描述人物的词，如happy, proud, sadly。 3.进行综合判断：将找到的言语、行为证据综合起来，推断出人物稳定的情感倾向（积极、消极、中立等）。 4.体会作者意图：如果是问作者态度或写作目的，需整体把握文章的情感基调和结尾的议论部分。 【典例】（2025年唐山二模）：......“I’ve had cancer for six years,” said Vince. “Every second means more to me than most people’s days or years. I see things I didn’t see before. I think about things I didn’t think about before.” Q：What’s Vince’s attitude towards his cancer? A. Unworried. B. Negative. C. Careful. D. Positive. 【解析】 1.明确对象：本题问人物Vince对他自身癌症的态度。 2.寻找直接证据：这里给出了Vince的直接引语，是判断的第一手材料。 3.分析言语：他没有抱怨病痛，而是说“每一秒都更有意义”、“看到了以前没看到的”、“思考了以前没思考的”。这些表述充满了珍惜、感悟和获得新视角的意味，这是一种化挑战为成长的积极心态。 4.匹配选项：这种从苦难中汲取积极意义的心态，最准确的概括是D. Positive（积极的）。A项“不担忧”可能部分正确，但未能抓住其“积极转变”的核心；B项“消极”完全相反；C项“谨慎”未体现。 5.答案：D 题型六：人物性格/品质推断题 【核心技巧】言为心声，行见其人。 人物的内在品质通过其外部的语言、行动和选择得以彰显。解题需要像拼图一样，将分散在文中的言行证据收集起来，拼凑出人物完整的品质画像。 步骤分解： 1.锁定目标人物：明确题目要求分析的是谁。 2.全面收集证据： 言 (Words)：找出人物关键的对话或内心独白，尤其是表达价值观、情感或抉择的句子。 行 (Actions)：标记人物在矛盾、压力或诱惑下的具体行为。行动往往比语言更具说服力。 评 (Comments)：留意叙述者或其他角色对该人物的直接或间接评价。 3.综合归纳：将所有证据整合分析，找出它们共同指向的一种或几种核心品质（如：克制私欲→无私；坚持尝试→坚韧）。 4.选择本质概括：从选项中挑选出能最本质、最全面地涵盖人物主要表现的那个品质形容词。 【典例】（2025年石家庄三模）：Little George lived in a poor village. One summer day, his mother sent him to the field to pick up dried wood for the fire. George searched hard. When the sun was high, he was hot and wanted a cool place to rest and eat. While walking, he found some shade, near which were some delicious wild strawberries. “How nice these would be with my bread and butter,” George thought. He picked all the strawberries. As he was about to eat the first one, he remembered his sick mother in the dark, cold room in the village. He put the strawberries back, asking himself, “Shall I save them for her?” He thought they would refresh his mother, yet he still looked at them longingly (渴望地). He decided to eat half and take the other half to her. But when he divided them, each heap (堆) seemed too small, so he put them together again. He thought, “I will only eat one.” But when he lifted it, he put it back as it was the finest. When the sun started to set, George went home. He was happy to have all the strawberries for his mother. His mother, hearing him come in, said she was thirsty. George joyfully gave her the strawberries. His mother, with tears in her eyes, knew he had saved them for her. George felt great happiness at that moment. Q：Which of the following words best describes George? A. Hardworking. B. Honesty. C. Creative. D. Kind-hearted. 【解题痕迹与思路点拨】 思路点拨： 1.他人反应：母亲眼含泪水。 2.锁定目标：分析对象是乔治。 3.收集证据：故事高潮并非拾柴的“勤劳”，而是发现草莓后，其一系列心理斗争和最终选择全部围绕“自己吃”与“留给母亲”的矛盾展开。 4.综合归纳：贯穿始终的行为驱动力是克服强烈的个人欲望，将最好的东西留给生病的母亲。这体现的是关爱、体贴与自我牺牲。 5.本质概括：上述所有证据共同指向的核心品质是 善良/有爱心 (Kind-hearted)。A项仅为开头细节，B、C两项文中均无充分体现。 6.答案：D 原文分析： 背景：乔治去拾柴。“He searched hard.” (体现A“勤劳”，但非故事核心)。 核心情节：他发现野草莓后。 内心活动：“How nice these would be with my bread and butter... As he was about to eat the first one, he remembered his sick mother...” (由自我满足转向想到母亲)。 心理斗争：“He put the strawberries back, asking himself, ‘Shall I save them for her?’ ... He decided to eat half... each heap seemed too small, so he put them together again. He thought, ‘I will only eat one.’ But when he lifted it, he put it back as it was the finest.” (详尽的克制过程，展现牺牲与关爱)。 最终行动：“he was happy to have all the strawberries for his mother.” (行为落地)。 题型七：事件排序题 【核心技巧】定位时序，还原链条。 这类题目直接考查对故事发展顺序的把握。解题关键在于严格忠于原文，为每个事件找到其在时间线上的唯一坐标，从而重建情节发展的全过程。 步骤分解： 1.拆解事件：将选项中的每个事件描述（如a, b, c, d）看作独立的“信息点”。 2.回文定位：快速扫描全文，为每个事件找到文中描述它的具体语句。 3.标记先后：在找到的原文位置旁，按其出现的自然顺序，用数字进行临时标记（如①、②、③、④）。 4.比对选项：根据标记出的数字顺序，找出选项中字母排列（如c-a-b-d）与之完全一致的一项。 5.逻辑验证：将选出的顺序连起来读一遍，检查是否符合“起因—经过—结果”的常识逻辑。 【典例】（2025年石家庄三模）：Last weekend, I took Lucy to a park, where she discovered a track with large bumps (凸块) and sharp turns. At first, I thought Lucy was able to ride her bike along the track, but she quickly found that her bike was too low to the ground and kept getting stuck on top of the bumps. Lucy looked at me with fear because she was still a biking newbie. I tried to encourage her, too, but really, I was thinking—this is going to be a disaster. Not because I thought she would get hurt. More because I thought she wouldn’t be able to pick up enough speed to balance, then get really discouraged, and give up quickly. I imagined her throwing her bicycle to the ground and then crying all the way home. But I was only half right. Lucy did have a lot of trouble riding the bike. She couldn’t find her balance. She fell many times. At one point, she almost started crying because younger kids were getting angry that she was slowing everyone else down. But she did not give up. She kept picking herself up and trying again. She even took the bike off the track and into the main park to practice pushing off and picking up speed on a flat ground. When she felt more confident, she came back. Then she did it over and over again until she finally reached her goal of going around the whole track without falling once. Then she didn’t want to leave and everyone was cheering her on. This was not a day that ended in a disaster. It was a day when Lucy learned that perseverance (毅力) pays off. Q：Which is the right order of the events? a. Lucy fell and got up lots of times. b. Lucy picked up speed on a flat ground. c. Lucy found her bike was too low for the bumps. d. Lucy rode her bike around the whole track without falling once. A．a-b-c-d. B．c-b-a-d. C．c-a-b-d. D．a-c-b-d. 【解题痕迹与思路点拨】 思路点拨： 1.拆解与定位：在原文中分别定位到描述“车矮”、“摔倒”、“平地练”、“成功”的四个句子。 2.标记顺序：依据叙述的先后，确认四个事件的顺序为：c, a, b, d。 3.比对选项：与选项C (c-a-b-d) 完全吻合。 4.逻辑验证：该顺序呈现了完整的“遇到问题→直接受挫→调整方法→达成目标”的叙事逻辑，合理。 5.答案：C 原文定位与标记： 1.“she quickly found that her bike was too low to the ground and kept getting stuck on top of the bumps.” → 此句描述 “发现车辆问题” ，标记为 ① (对应事件c)。 2.“She fell many times. ... She kept picking herself up and trying again.” → 此句描述 “尝试并多次失败” ，标记为 ② (对应事件a)。 3.“She even took the bike off the track and into the main park to practice pushing off and picking up speed on a flat ground.” → 此句描述 “改变策略进行练习” ，标记为 ③ (对应事件b)。 4.“she finally reached her goal of going around the whole track without falling once.” → 此句描述 “最终成功” ，标记为 ④ (对应事件d)。 由此，客观事件顺序为：①c → ②a → ③b → ④d 题型八：文章结构/句际逻辑题 【核心技巧】分析上下文，判断功能角色。 此类题目考查对语篇内部逻辑衔接关系的理解。你需要判断在文章的特定位置（如空格处），缺少了什么功能的句子，才能使文意连贯、逻辑通顺。 步骤分解： 1.精读前后文：仔细阅读设空处或题干指定部分的前后句子，准确理解其意思。 2.判断逻辑关系：分析前后文之间的逻辑联系。是因果？举例？转折？递进？还是总结？找到逻辑“缺口”。 3.定义所需功能：明确需要填入的句子应该起到什么作用（例如：提供一个例子来证明前文观点；给出一个原因来解释前述现象；进行转折引出不同情况）。 4.匹配功能选项：逐一审视各选项，找出能完美扮演你所定义的角色、填补逻辑缺口的那个句子。 【典例】（2025年秦皇岛一模）：Last summer, our school held a Traditional Culture Festival. Everyone was asked to show their understanding of traditional culture. I was worried and didn’t know what to do. Then my grandma helped me out. She took out a beautiful qipao which she wore when she got married. The qipao is dark blue. There are many flowers on it. Grandma treasured it deeply and kept it in great shape for many years. As a kid, I often listened to Grandma’s stories about her young days. I could always imagine her wearing it, looking like a lady in an old painting. I decided to wear this special qipao for the event. When I walked onto the stage, all the people looked surprised. I talked about the history of it bravely. I told them how it began, how it changed and the symbol of it. I said it isn’t just a dress. It shows the beauty of Chinese women and is an important part of Chinese culture. After I finished, the people in the hall all clapped (鼓掌) loudly. At that moment, I felt really proud. Wearing my grandma’s qi pao, I felt like I travelled back in time and was right beside her. I finally realized that our cultural pride comes from these old things and family stories. And I’m glad to help pass on this great culture. Q：Which sentence could be added to the “?” part of the chart? (2025模拟题-传统文化节) A. I felt really proud after finishing the talk. B. I finally realized what our cultural pride is. C. After I finished, everyone clapped loudly. D. I decided to wear this special qipao for the event. 【解题痕迹与思路点拨】 思路点拨： 1.精读前后文：前面是“旗袍被拿出来”，后面是“勇敢地讲述历史”。 2.判断关系：此处需要填入描述 “我穿上旗袍并站上舞台开始演讲” 的句子，这是一个承上启下的动作描述，将静态的物品与动态的演讲行为连接起来。 3.定义功能：所需句子应起到“描述核心行动，引出后续事件”的作用。 4.匹配选项： A项“演讲后我感到自豪”是最终的情感结果，与后文的“felt proud”重复，且位置靠后，无法连接“拿出旗袍”和“开始演讲”。 B项“我终于明白…”是事后的认知领悟，同样位置靠后，且属于内心活动，而非连接前后动作的行为。 C项“结束之后，大家掌声热烈。” 完美填补缺口： D项“我决定穿旗袍参加这次活动”“stood on the stage in the qipao”承接了“奶奶拿出旗袍”，是“穿戴并准备”的动作；“began to speak”直接引出了后文的“talked about the history bravely”。这是一个自然的动作链条。 5.验证逻辑链：担心→奶奶拿出旗袍→我穿上它上台开始讲话(D)→勇敢讲述旗袍历史→从而感到自豪并领悟。 6.答案：D 分析上下文逻辑： “?” 前环节：grandma took out the qipao. (这是一个物品的呈现)。 “?” 后环节：talked about the history of the qipao bravely.(这是一个具体的行为动作，即“演讲”)。 逻辑缺口判断：从“物品被拿出”到“开始演讲”，中间缺失了人物与物品结合并进入演讲状态的关键动作环节。这个环节应描述“我”如何从“拥有旗袍”过渡到“进行演讲”。 题型九：写作目的/作者意图题 【核心技巧】分析上下文，判断功能角色。 此类题目考查对语篇内部逻辑衔接关系的理解。你需要判断在文章的特定位置（如空格处），缺少了什么功能的句子，才能使文意连贯、逻辑通顺。 步骤分解： 1.区分“内容”与“目的”：先概括文章主要“讲了什么”（故事内容），再思考作者“为什么讲这个故事”（写作目的）。目的是内容的升华。 2.聚焦关键部位：特别关注文章的开头（引子）、结尾（总结、感悟、呼吁）以及文中直接的议论性句子。作者意图常在此显性表达。 3.判断文本功能：思考这是一篇单纯的叙述，还是用一个具体事例来证明某个普遍观点、倡导某种行为或态度的文本。 4.用“旨在…”检验：将各选项代入“作者写这篇文章，旨在……”的句式，看哪个最能贴合全文的导向和最终落脚点。 【典例】（2025年秦皇岛一模）：①Our planet is facing many problems, like pollution and climate change. But don’t worry! Even young people like you can make a big difference. Let’s learn from a boy named Yao Keyi. ②Yao is a high school student who loves our planet and wants to protect it. He joined the “Carbon (碳) Discovery Plan”—a project aimed at creating a greener and cleaner world. Yao visited factories and learned that many factories released (释放) lots of CO₂ into the air. So, he looked for projects that used clean energy, like wind power. “They come from nature and produce electricity without polluting the air,” Yao said. ③Yao didn’t stop there. He worked with experts to study how to store CO₂ safely in rocks. This way, the gas won’t go into the air. He even organized discussions and shared ideas with experts. Because of his efforts and creative spirit, he got praise from his teachers. ④Yao’s story shows us that even teenagers can help protect the environment. You might think, “What can I do as a student?” But every little action is important! You can start by learning about the environment, like Yao did. You can also save energy by turning off lights and using less water. Maybe you can plant trees or recycle more. Remember, our planet is our home. We need to take care of it so that humans and nature can live together in peace. Q：What does the writer want to tell us through Yao’s story? A. Young people should join his study. B. Our planet is facing many problems. C. Factories are the main reason for CO₂. D. Young people can help protect our planet. 【解题痕迹与思路点拨】 思路点拨： 1.区分内容与目的：文章“内容”是姚科一的事迹，但“目的”是借这个事迹来说明一个更大的道理。 2.聚焦关键句：开头和结尾句反复强调“年轻人/青少年也能做出改变/提供帮助”。 3.判断功能：这是一篇用典型案例来论证一个乐观观点，并激励读者的文本。其主要目的是论证观点，而非单纯陈述问题(B、C)或招募人员(A)。 4.检验选项：作者旨在论证并让读者相信“年轻人有能力参与环保保护(D)”。这与首尾呼应的核心论点完全一致。其他选项均停留在事实陈述层面，未触及文章的论证核心。 5.答案：D 原文脉络与意图分析： 开头(第①段)：在指出环境问题后，立即转向核心观点——“Even young people like you can make a big difference.”然后引出姚科一的例子。 主体(第②③段)：详细叙述高中生姚科一的个人环保行动（用具体事例作为证据）。 结尾(第④段)：总结“Yao’s story shows us that even teenagers can help protect the environment.” 并鼓励读者“You can start by…”。（回扣观点，发出倡导） 题型十：篇章出处题 【核心技巧】分析文体特征，推断发布媒介。 此题考查语篇体裁意识。你需要根据文章的语言风格、内容焦点、格式特点等，判断其最有可能出自何种类型的出版物或媒体平台。 步骤分解： 1.分析语言风格：语言是正式客观（如新闻报道），还是亲切主观（如个人博客、日记）？是带有宣传鼓动性（如广告），还是平实说明性（如科普短文）？ 2.审视内容与目的：文章主要内容是什么？是为了报道新闻、讲述故事、分享个人经历、介绍知识，还是推广产品/活动？ 3.关注格式线索：是否有标题、作者、日期、网址等特定格式？行文结构如何？ 4.匹配可能来源：将以上特征与选项（如A. newspaper, B. storybook, C. science report, D. travel guide）进行匹配，选择最贴合的一项。 【典例】（2025年保定一模）：In recent years, a special garden has been set up in Leo’s school. There are not only lots of vegetables growing there, but also some lovely animals. The geography and biology teachers teach the students about the life cycles (周期). …… When the students started to plant vegetables, they faced many difficulties. …… Finally, all their hard work paid off. The students carefully picked the vegetables. Their eyes shone with pride when they saw so many fresh vegetables. …… Q：Which website is the text most likely taken from? A. https://friendship.com. B. https://schooleducation.com. C. https://localmarket.com. D. https://wonderfulanimals.com. 【解题痕迹与思路点拨】 思路点拨： 1.语言与目的：采用叙述和说明相结合的方式，旨在展示一项有意义的学校教育活动及其成果，而非单纯讲述友谊(A)、买卖(C)或动物(D)。 2.隐含读者：对学校教育、实践活动感兴趣的人群。 3.分析风格与内容：文章是叙事性介绍，焦点是一个学校内的教育实践项目。 4.判断目的：目的是分享一个学校教育案例，可能用于校际交流、经验介绍或展示办学特色。 5.匹配来源：此类关于学校课程设置、实践活动的文章，最有可能发布在学校教育类网站(B) 上。其他选项的网站主题与文章核心内容不符。 6.答案：B 原文特征分析： 内容：全文描述一所学校开展“校园花园”项目，学生参与种植、学习知识、克服困难、收获蔬菜并决定出售捐款。核心围绕学校教育中的实践课程与德育活动。 Passage 1 （2025·四川雅安·一模） Young Heroes for the Planet Nowadays, people around the world are working to help our planet. Check out how the four young adults made a difference. Saving Pandas When Jack was 11, he started a group to teach kids about pandas. He also sold toy pandas to raise money to protect pandas in danger. “I hope to encourage more people to care about pandas,” Jack says. Growing Right Kathy, 14, set up an organization to educate people about growing right plants in right places. She also wrote a book to help people learn what plants are native (本土的) to their area. Creating Energy At the age of 12, Linda invented a machine called Super E. It collects heat from fields to make electricity (电). Linda says her invention creates electricity in a way that is less harmful to the environment. Cleaning Up Patrick, 13, joined the Ocean Heroes Camp last year. He started a project and picked up plastic waste around nearby lakes with his friends. The goal of the project was to fight plastic pollution. 1．How many people are mentioned in the passage? A．3. B．4. C．5. D．6. 2．How old was Jack when he started a group to teach kids about pandas? A．11. B．12. C．13. D．14. 3．Which of the following is true about Kathy? A．She is a 16-year-old girl. B．She wrote a book about the organization. C．She wrote a book about right plants. D．She educated people about growing right plants in right places. 4．What did Linda invent? A．Electricity. B．Energy. C．Heat. D．A machine. 5．What’s the purpose of Patrick’s project? A．Fight plastic pollution. B．Join the Ocean Heroes. C．Pick up plastic waste. D．Protect nearby lake. Passage 2 （2025·河南洛阳·一模）Sandra opened her eyes and jumped out of bed. Most days she hated getting up early. But today was different. Sandra was wide awake and excited. Her family was going on a hike (徒步旅行)! This was Sandra’s first hike. She put on her new shoes and was ready to go. After two hours’ driving, Sandra’s family came to the hiking trail (路径). It was a dirt trail that went into the forest. Sandra, her mother, and her brother James began to walk. Butterflies and bees flew over the flowers. At first the bees made Sandra nervous, but soon she saw that they were more interested in the flowers than they were in her. James had hiked this trail before. He talked about his last hiking experience. Sandra wanted to talk, but she felt out of breath. The trail was steep (陡峭的). They had been walking up the hill for an hour by now. “I’m tired,” Sandra said. “Come on, Sandra,” said James. “You can do it! You’re fifteen years old. That’s old enough to hike.” Sandra kept going. If her brother said she could do it, Sandra knew she could. They kept walking. Sandra looked around at the plants to keep her mind off of how tired she felt. There was green everywhere. There were trees with long leaves that Sandra had never seen before. She even saw a small rabbit by the side of the trail. “Look, Sandra!” her brother called suddenly. The trail ended. They were at a pool at the bottom of a waterfall. Sandra looked up at the water rushing down. How amazing! “Congratulations, Sandra!” said her mother. “You’ve just finished your first hike!” Sandra smiled. She decided that she liked hiking. 1．What do we know about Sandra from? A．She had a big family. B．She often stayed up late. C．She wanted a new pair of shoes. D．She got up early in excitement for the hike. 2．What does the underlined word “they” refer to? A．The bees. B．The trees. C．The flowers. D．The butterflies. 3．How did James’ words in Paragraph 5 work on Sandra? A．They surprised her. B．They encouraged her. C．They made her feel proud of herself. D．They made her think of some good memories. 4．How did Sandra keep her mind off of her tiredness? A．By singing songs. B．By playing with a small rabbit. C．By enjoying beautiful scenes around her. D．By talking with her mother and brother all the way. 5．What do you learn from the passage? A．Sandra made new friends. B．Sandra has a special hiking trail. C．There’s a dream, it comes true soon. D．Sticking to doing anything can bring success. Passage 3 （2025·福建三明·三模）When Lily was 10, she dreamed of becoming a doctor to help sick children. However, her family couldn’t afford medical school. Instead of giving up, she studied hard, won scholarships, and became a nurse. Later, she volunteered at a free clinic, where she met Dr. Chen, a retired doctor who encouraged her to keep chasing her dream. At 25, Lily became a doctor. She didn’t stop there. She started a charity called “Healing Hands” to provide free medical care for poor families. “Success isn’t just about a job title,” she said. “It’s about using your skills to make the world better.” Lily’s journey shows that dreams require effort and kindness. She worked at night to raise money to continued her studies and spent weekends organizing charity events. Her story teaches us that even small acts—like teaching a class or donating old books—can create big changes. Today, Lily trains young volunteers and gives speeches at schools. “Your career (职业) should align with your heart,” she advises. “Whether you’re a student, teacher, engineer, or artist, find ways to help others.” 1．What did Lily do before becoming a doctor? A．She started a charity. B．She studied at a medical school. C．She worked at a clinic as a volunteer. D．She helped sick children. 2．How did Dr. Chen influence Lily? A．He offered her a hospital job. B．He gave her money for school. C．He taught her engineering skills. D．He encouraged her to keep trying. 3．What is the main purpose of the third paragraph? A．To list Lily’s hobbies. B．To talk about her challenges and beliefs. C．To compare different careers. D．To criticize modern education. 4．What does the underlined word “align” mean (last paragraph)? A．matches B．fight C．focus D．pray 5．Which title best fits the passage? A．From Nurse to Helper B．Small Acts, Big Change C．Helping While Working D．Career Meets Charity Passage 4 （2025·河北邯郸·三模）I was never a big fan of rain and I always hated wet roads. However, one day, while I was climbing Whitestone Mountain, I had a different feeling about rain. It was unpleasant at first. The blue sky suddenly turned dark, and I just knew that my trip to Whitestone Mountain would be put off when the raindrops fell on my face. As I had expected, the weather became so awful that all the tourists stopped on the way up or down the mountain. When I was thinking about how unlucky everyone was, a voice suddenly appeared behind me. “Isn’t it a special experience?” a girl said. I was surprised by this question. “How can such terrible weather be special?” I thought. “It hasn’t rained here for several days,” she explained, “which means the heavy rain on the mountain is only enjoyed by a few people. Luckily, they are us. Try to feel it, and you will find that the air is so fresh.” Her words were like the sun shining straight into my heart. I noticed how different and pretty everything was in the rain. I kept climbing. This time I didn’t pay attention to the rain itself but to the special scenery (风景) along the way. It was better than what I had thought it would be. That experience changed my opinion about rain forever. And now rain is considered a gift in my life. That girl’s words are still in my mind. They remind me to keep positive in my life. 1．What was the writer’s opinion about rain at the beginning? A．He found it special. B．He was not a great fan of it. C．He considered it as a gift in his life. D．He had a different feeling about it. 2．Which italic (斜体的) word has the same meaning as the underlined word “awful” in Paragraph 2? A．You are awful pretty. B．I’ve got an awful lot of work to do. C．It’s going to cost an awful lot of money. D．I don’t want to read this book because it is so awful. 3．What is the girl’s attitude towards life? A．Hopeful. B．Serious. C．Careful. D．Brave. Passage 5 （2025·河北石家庄·三模）①Delivery (外卖) service plays an important part in our daily lives. However, delivery drivers meet many problems. Entering buildings and finding parking and rest areas have long been headaches for them. Now they are being dealt with by governments and companies. ②In Chongqing, Shapingba District does a lot of things to solve delivery drivers problems. It has set up delivery driver-friendly communities where driver-friendly maps are put up and parking areas are marked. And local companies are encouraged to offer drivers drinking water and places to rest and charge (给……充电) mobile phones. “These services are very thoughtful and can save me a lot of time,” said Zhang Daru, a local food delivery worker. ③Besides Chongqing, Beijing also has service stations and delivery driver-friendly communities. Su Weidong, a delivery driver, often visits a nearly service station. There he can drink water, charge his phone and take breaks. “If riders get sick, they can find medicine here. There is also a bookshelf, and a read the books inside when I take a break,” he said, “Getting in and out of communities and shopping malls has become easier as security guards are ready to guide us in the right direction. Maps and signs have also, been put, up un the. communities, making it easier for us to find our destinations (目的地)” said another rider Zhang Haiyang. ④Now a growing number of cities are building délivery driver-friendly communities. In the near future, delivery drivers’ work in other cities will become much easier and more c...... 1．Who helps delivery drivers deal with the headaches? A．The taxi drivers. B．Governments and companies. C．Shopping malls. D．The police and security guards. 2．What can Su Weidong do in the service station? ①Take breaks. ②Find medicine. ③Read books. ④Cook’s meal A．①②③ B．①②④ C．①③④ D．①②③④ 3．Which is the right structure (结构) of the passage? A．①/②/③④ B．①②/③④ C．①②③/④ D．①/②③/④ 4．Which word is proper in the sentence in the near future, delivery drivers’ work in other cities will become much easier and more c...... A．Careful. B．Creative. C．Common. D．Convenient. Passage 6 （2025·江西吉安·二模）Lila was a 14-year-old girl who loved painting. Her dream was to win the school art competition. Every day after school, she painted the ocean—her favorite: waves (浪) crashing against rocks. One morning, Lila fell off her bike and hurt her right arm. The doctor said she couldn’t hold a paintbrush for three months. “The competition is in two months!” she cried, looking at her blank canvas (油画布). That afternoon, Mr. Chen, an old painter who lived next door, visited. “I broke my wrist (腕) once too,” he said, showing her a sunflower painting he made with his left hand. “Art isn’t about which hand you use—it’s about wanting to create.” Lila took his advice and tried painting with her left hand. At first, her lines were shaky (不稳的) and colors were mixed messy. But she practiced daily, even when her arm hurt. Mr. Chen helped her, and soon her paintings got better. Two weeks before the competition, Lila painted the ocean again. This time, she added a small boat in the waves, like herself fighting through hard times. The painting wasn’t perfect, but it showed a stormy sea with a boat moving forward. On competition day, Lila handed in her painting. A week later, she won second place! The judge wrote, “Your art shows courage and the will to keep trying.” After that, Lila started a class for kids who had trouble painting. She taught them to use their left hands or other ways. “Art is for everyone,” she said. “It’s not about how you paint, but how much you try.” Years later, Lila became a famous artist. Her studio (工作室) always had a sign: “Every try brings you closer.” 1．What’s the theme of the passage? A．Courage. B．Science. C．Prediction. D．Health. 2．How did Mr. Chen encourage Lila after she hurt her arm? A．He gave her a new paintbrush. B．He told her to give up the competition. C．He helped her practice painting every day. D．He shared his own story of painting with his left hand. 3．What did Lila’s competition painting show? A．A great calm beach at sunset. B．A sunflower in a beautiful garden. C．A girl riding a bike carefully. D．A boat moving through stormy waves. 4．Put the events into the correct order according to the passage. a. Lila started a class for kids. b. Lila fell and hurt her arm. c. Lila won second place in the competition. d. Mr. Chen shared his painting experience. A．d-b-a-c. B．b-d-c-a. C．b-a-d-c. D．d-c-b-a. 5．What is the main idea of this passage? A．My bike accident is terrible. B．How I won the art competition. C．A story of painting with courage. D．Mr. Chen and his sunflower. Passage 7 （2025·河北石家庄·二模）On December 4, 2024, “Spring Festival, social practices of the Chinese people in celebration of the traditional New Year” was listed as intangible cultural heritage (非物质文化遗产) by UNESCO*. That’s to say, this Year of the Snake marks the first intangible cultural heritage Spring Festival. China now has 44 items on the intangible cultural heritage list of UNESCO, continuing to be the country with the most items worldwide. The Spring Festival puts family first. The Chinese value family and the strong bonds among family members. Each Spring Festival, millions of people from all corners of the world set out on the journey home to enjoy the celebration of culture and traditions The Spring Festival celebrations last for 15 days, starting at the dining table and ending with the Lantern Festival, which bring much joy to family gatherings (聚会) and different cultural activities. Spring Festival food traditions have much to do with the culture of Chinese food. From dumplings to sticky rice cakes, from fried meatballs to braised fish, all dishes carry the best wishes for loved ones. People also carry on the traditions of hanging red lanterns, setting off fireworks and putting up couplets (对联), hoping to keep bad luck away and bring good luck. As part of Chinese culture, the Spring Festival is one of the most important festivals in China and around the world. Being on the list shows it’s recognized not only for its Chinese roots but also for the idea it carries-connecting all humans. Human unity (团结) has always played an important part in reaching common goals and a better future. *UNESCO refers to the United Nations Educational, Scientific and Cultural Organization. 1．How does the writer start the passage? A．By listing some examples. B．By making a comparison. C．By sharing a piece of news. D．By telling an ancient story. 2．The underlined word “bonds” in the second paragraph means ______. A．differences B．connections C．traditions D．celebrations 3．What traditions are mentioned in the passage? a．hanging red lanterns        b．enjoying rice cakes c．putting up paper-cuts        d．setting off fireworks A．abd B．bcd C．acd D．abc 4．From the last paragraph, we learn ______. A．how to celebrate the Spring Festival B．how to set goals for a better future C．the importance of family members D．the importance of human unity 5．What’s the best title for the passage? A．The popularity of family gatherings B．Year of the Snake, a meaningful year C．A celebration of culture and unity D．A journey through time and space Passage 8 （2025·广东广州·二模）Jim Martin walked slowly on his way to Thomas Jefferson Middle School. Filled with excitement, he was still nervous. After all, it was his first day of school as a teacher. As Jim passed through the school gate, a memory hit him. It was about Mrs. Peabody’s English class. Mrs. Peabody gave the class a writing task. Students were asked to write about their summer vacation. Jim didn’t want to write a stupid essay about his vacation: a water park, two weeks of camp, and his homework. It was boring. He chose to write a science fiction short story instead. It was about a planet that didn’t have summer—it was spring all the time. He handed in his story but was worried that he would get an F. When he got to class the next morning, to his surprise, Mrs. Peabody praised him for his creativity and imagination. She said, “Just one of you had the courage to be as imaginative as I asked you to be. Jim Martin is the only one who got an A on the task. Now I’m going to ask him to come up here and read his story to you, though he should have paid a little more attention to proper spelling and grammar.” Hands shaking, Jim walked to the front of the classroom gleefully, as if he were the first person to step onto the surface of Mars. Though it sounded like a small thing, that moment made a great difference to him. As Jim walked through the crowded hallway, similar memories came flooding back. Coach LaBell taught him how to control his anger before he wanted to fight with another boy. Mr. Carter taught him to love the process of learning, not just the subject itself. Jim hoped that he would make a difference to his students like what his teachers had done. The bell rang. He took a deep breath and walked into the classroom. “Good morning, everyone,” he said. 1．What did Mrs. Peabody think of Jim’s story? A．It was a little boring. B．It was a little strange. C．It was full of imagination. D．It had many grammar mistakes. 2．How did Coach LaBell and Mr. Carter influence Jim? A．They helped him control anger. B．They taught him important life lessons. C．They encouraged him to become a teacher. D．They helped him improve his writing skills. 3．What does the underlined word “gleefully” in Paragraph 4 mean? A．Cheerfully. B．Calmly. C．Tiredly. D．Angrily. 4．According to the story, what will Jim probably do in his first class? A．Jim will lose his temper for the noisy students. B．Jim will allow students to express their opinions freely. C．Jim will focus on correcting students’ spelling mistakes. D．Jim will teach students how to get high marks in exams. Passage 9 （2025·河北邯郸·三模）It was a Friday afternoon, and our biology class started. We were learning about the human body. Our teacher, Mrs. Adams, was explaining the structure of the human heart. Suddenly, Bill raised his hand. “I have a question. The adult’s heart is much bigger than the hand closed tightly (紧紧地), right?” Bill asked, his voice shaking a bit. “Bill, you’re wrong! The heart is about the size of the fist (拳头)!” Someone said from the back of the class. Some students started to laugh loudly. Bill looked embarrassed and put his hand down, feeling uncomfortable. Mrs. Adams noticed this and spoke up. “Class, that is not how we should act here,” she said in a serious voice. “Bill made a mistake, and that’s perfectly OK. Many scientists achieved success because they found things unexpectedly while doing experiments. Mistakes can also lead to great discoveries. We all make mistakes, and it’s part of learning.” She turned to Bill and smiled kindly. “Bill, if an adult’s heart is much larger than his or her fist, he or she may be ill. Don’t let anyone make you feel bad for asking questions or getting something wrong. That’s how we improve ourselves and learn.” The class became quiet, and the students who had laughed at Bill realized they were wrong and felt sorry. I could see them looking at Bill with regret, and I felt the same. After class, I came towards Bill and said, “I’m so sorry for laughing at you. You asked questions bravely. You’re my role model.” 1．What was Mrs. Adams doing when Bill raised his hand? A．Asking a question. B．Showing a human body model. C．Doing an experiment. D．Explaining the structure of the human heart. 2．What does the underlined word “that” refer to in Paragraph 3? A．Speaking in class. B．Making mistakes. C．Laughing at others. D．Feeling regretful. 3．What does the text mainly talk about? A．Making mistakes is part of learning. B．Making mistakes is necessary for everyone. C．Making mistakes can make us more careful. D．Making mistakes can lead to great discoveries. Passage 10 （2025·陕西咸阳·三模）Volunteering is becoming more and more popular among people, especially the young. It’s a great way to contribute to society while also developing oneself. Last summer, I joined a volunteer program at an old people’s home. On the first day, when we arrived, the elderly people welcomed us warmly. We were divided into groups to do different tasks. Some of us cleaned the rooms and swept the floors. Others chatted with the old people, listening to their stories about the past. These stories were full of wisdom and life experiences. One of the most meaningful activities was organizing a performance for them. We prepared some simple songs and dances. The old people enjoyed every minute of it. Their bright smiles and applause made all our hard work worthwhile. It was a wonderful feeling to bring joy to others. However, volunteering is not always easy. Sometimes, we faced difficulties. For example, communicating with some elderly people who had hearing problems was a challenge. But we didn’t give up. We used gestures and wrote down words on paper to communicate with them. Through these experiences, I learned patience and how to solve problems in different situations. Volunteering has changed me a lot. It has made me more responsible and empathetic. I realize that everyone can make a difference in the world, no matter how small the act may be. It’s not only about giving but also about receiving. 1．The writer volunteered in a(n) ________ last year. A．pet hospital B．children’s home C．country school D．old people’s home 2．What is the main idea of the passage? A．The difficulties of volunteering. B．The ways to find volunteer opportunities. C．What the writer has learned from the volunteering experience. D．The importance of respecting the elderly in volunteering. 3．Which of the following shows the structure (结构) of the passage? A． B． C． D． 1 / 18 学科网（北京）股份有限公司 $