专题01 阅读理解细节理解题（复习讲义）（天津专用）2026年高考英语二轮复习讲练测

该高中英语高考复习讲义聚焦细节理解题四大核心考点，按“考点精解-知能架构-攻坚突破”逻辑分层，涵盖具体信息定位、是非判断、因果关系、数字时间等题型，通过考点梳理、方法指导、真题训练等环节，帮助学生构建从信息提取到逻辑辨析的解题体系，体现复习的系统性和针对性。 资料以真实情境文本为载体，创新采用“命题解读-真题示例-分层练习”模式，如考点一通过“高校植物园指南”训练关键词定位与同义替换，培养语言能力与思维品质。设置基础巩固到综合应用的分层练习，配合即时反馈，确保高效突破难点，助力学生提升应考能力，为教师把控复习节奏提供精准指导。

专题01 细节理解题 01 析·考点精解 1 02 构·知能架构 2 03 破·考点攻坚 2 考点一 具体信息定位与匹配 2 考点二 是非判断与细节辨析 20 考点三 因果 / 目的关系识别 36 考点四 数字与时间细节考查 53 01 析·考点精解 命题轨迹透视 细节理解题是天津高考英语阅读理解的核心题型，占比高、难度中等，主要考查考生对文章中具体事实、数据、逻辑关系等细节信息的筛选、定位与理解能力。题目答案多直接或间接源于原文，需精准匹配信息，避免主观臆断。 考点频次总结 考点 2025 首考 2025 二考 2024 首考 2024 二考 2023 首考 2023 二考 2022 首考 2022 二考 2021 首考 2021 二考 A篇 36-39 36-40 36-39 36-40 36-39 36-40 36-39 37-40 36-39 36-38 B篇 40,43 41-43 41-43 41-44 42-44 41,43, 44 40-41 42,44 40,41 41-43 C篇 46,48, 49 46-49 46,49 47-49 47,49 46-49 45-48 47 45-47,50 46-47,49 D篇 51-52 52-53,55 51,53 52-54 51-53 51-54 51,53 51,52,55 52-53 51-54 2026命题预测 结合近年天津高考真题，此类题目常围绕 “具体信息查询”“是非判断”“因果关系”“数字计算” 等核心考点展开。 02 构·知能架构 03 破·考点攻坚 考点一 具体信息定位与匹配 （2025年天津6月考） Welcome to our university’s Botanic Garden — plan your visit, and find out about what we do! You can either pay at the Ticket Office on arrival, or book your tickets online. Please note: Tickets cannot be used on any date other than the one they were booked for and are non- refundable (不可退款的). Guidelines for Visitors The Garden is an active research facility and a living museum with a collection of over 8,000 plants. Please bear in mind some simple rules for your visit: Only trained working dogs are permitted to enter the Garden. Children must stay with a grown-up at all times. Stick strictly to the paths and lawns (草坪). Do not climb the trees. Please do not pick any part of a growing plant. Cycling and ball games are not permitted in the Garden. Guided Tours in the Garden With over 8,000 plant species and a wonderful range of gardens and plantings to enjoy, there is something for everyone at the Garden, and many different aspects to appeal to a wide variety of interest groups. ◆ Free Drop-in Weekend Tours Enjoy a free-of-charge Garden tour with one of our expert guides, taking in the seasonal highlights of the Garden. Our weekend tours are available every Sunday at 11:30 a. m. and 2p. m. throughout the year. During the months of January and February these tours focus on the Winter Garden, Snowdrops and general winter interest. The free tours last one hour and start from the Fountain, near the MainLawn. Group Tours Our experienced volunteer guides will help you enjoy the highlights and provide some of the background history and development of this amazing garden. These 90-minute, pre-bookable tours are ideal for adult groups wishing to make the most of their visit to our 40-acre site. Please visit the Group Guided Tours page for more details. 36．What should a potential visitor take note of before booking a ticket to the Garden? A．Whether one can afford the visit. B．Whether the Garden website is accessible. C．Whether one can accept the ticket-booking policy. D．Whether the tickets are still available at the Ticket Office. 37．A kid is allowed to visit the Garden when they are . A．well trained B．with a bicycle C．accompanied by an adult D．guided by their working dog 38．What behaviour is acceptable in the Garden? A．Picking a flower. B．Climbing a tree. C．Playing a ball game. D．Walking on the lawns. 39．Where do the free drop-in weekend tours start? A．Snowdrops. B．The Fountain. C．The Main Lawn. D．The Winter Garden. 40．What special service can visitors enjoy on the group tour? A．The company of professional guides. B．The explanation of how the Garden works. C．The extended visit in and around the Garden. D．The introduction to the birth and growth of the Garden. 命题解读 新情境：真实场景下的实用文本，贴合高考命题导向 1. 文本选材：聚焦生活化、功能性场景 本文选取 “高校植物园参观指南” 这一真实场景文本，属于 “公共服务类说明文体”，完全契合高考英语 “语篇选材贴近学生生活、社会实际和时代发展” 的命题原则。文本涵盖购票规则、游客须知、导览服务等实用信息，模拟了学生在校园生活、社会实践中可能接触到的真实情境，打破了传统阅读理解中单纯的记叙文、议论文选材局限，突出语言的 “工具性” 和 “实用性”。 2. 情境价值：强化语言应用的真实意义 该文本的核心功能是 “指导游客规范参观、选择合适服务”，学生阅读的过程本质上是 “解决实际问题” 的过程 —— 如如何购票、带儿童参观需注意什么、选择哪种导览服务等。这种情境设置彻底摒弃了 “为做题而阅读” 的应试导向，转向 “用阅读解决真实问题” 的能力考查，呼应了高考 “培养学生语言运用能力，服务终身发展” 的核心目标。 新考法：从细节定位到高阶思维，凸显能力分层考查 1. 基础考法：细节定位的 “精准化” 升级 传统细节题多为 “点对点” 的简单匹配，而本文题目在细节考查上更注重 “精准理解”。如第 37 题考查 “儿童入园条件”，原文表述为 “Children must stay with a grown-up at all times”，选项 C “accompanied by an adult” 是同义替换，而干扰项 A 将 “工作犬需训练” 的规则偷换为 “儿童需训练”，要求学生不仅能找到对应句，还需精准区分规则适用对象，避免概念混淆。 2. 进阶考法：从 “信息提取” 到 “信息加工” 本文题目跳出单纯的细节查找，侧重对信息的加工处理，体现高考对高阶思维的考查： 规则理解与应用：第 36 题 “预订门票前需注意什么”，并非直接定位某一句细节，而是要求学生整合 “门票仅限预订日期使用、不可退款” 的规则，归纳为 “购票政策”，考查学生对规则的整体理解和归纳能力。 反向筛选与判断：第 38 题 “园内可接受的行为”，需要学生逐一排除 “采摘、爬树、球类运动” 等禁止行为，锁定 “在草坪行走” 这一允许行为，属于 “反向推理” 考法，要求学生具备对文本信息的反向甄别能力。 对比分析与差异识别：第 40 题 “团体导览的专属服务”，需要学生对比 “免费导览” 和 “团体导览” 的服务内容，排除两者共有的 “导游陪同”，锁定团体导览特有的 “历史与发展讲解”，考查学生的信息对比和逻辑判断能力。 3. 考法本质：指向 “语言运用能力” 的核心考查 所有题目均围绕 “游客在参观过程中可能遇到的实际问题” 展开，如购票、带娃参观、选择导览服务等，学生做题的过程就是 “模拟解决实际问题” 的过程。这种考法彻底摆脱了对文本字面意思的机械考查，转向对语言实用功能的考查，符合高考 “从知识立意到能力立意” 的转型方向。 新角度：干扰项设置与考查维度的创新 1. 干扰项设置：更具迷惑性，侧重逻辑误导 本文题目干扰项的设置不再是简单的 “与原文不符”，而是采用更隐蔽的逻辑误导方式，精准击中学生的思维漏洞。 2. 考查维度：从 “语言知识” 到 “思维品质” 的延伸 本文题目不仅考查学生的语言理解能力，更渗透对思维品质的考查： 逻辑思维：第 38 题的反向筛选、第 40 题的服务对比，均需学生进行清晰的逻辑推理，排除干扰，锁定正确答案。 批判性思维：干扰项的设置要求学生不轻易相信选项表述，而是回归原文进行验证，避免 “想当然” 的主观判断，培养严谨的批判性思维。 实用思维：题目均围绕真实参观场景中的实际问题，引导学生用 “实用视角” 阅读文本，提取对自己有用的信息，体现 “学以致用” 的思维导向。 （2023年天津3月考） STUDENT EMPLOYMENT ON CAMPUS All students may apply to work on campus. Getting started Before starting any position, all students need to complete required taforms and show identification. International students also need: *Social Security card        *Bank  account *Valid  passport          *Official work permit *Letter of support from the office of International Student Life Looking for a job on Handshake Handshake is an online job search platform for college students. With a Handshake account, students can receive information about career events and personalized job recommendations. To use Handshake, just follow these steps: *Log in to Handshake using your email address already provided by the college. *Complete personalization of your profile. *Start your job search by clicking “Jobs” button. *Fill out desired information:location, job type, etc. *Apply directly by clicking “Apply Now” button. You can also make appointments to meet with a career coach, access career resources, and explore careers that interest you. On-campus jobs available for students *Academic department assistant (Flexible working hours on Monday/Thursday) *Dining services (Lunchtime on weekdays) *Library assistant (Flexible working hours on Monday/Wednesday/Friday) *Bookstore/mailroom(9:00-12:00 at weekends) *Athletic department (18:00-22:00 on weekdays) Maximum working hours *During the semester (学期), domestic students can work a maximum of 10 hours a week; international students can work a maximum of 20 hours a week. *During the summer break,a student may not work more than 30 hours a week. *The total number of hours may not exceed (超过) the maximum hours allowed even if a student has more than one job. For more information, find us at Career Development Office, 211Hughes Hall; careerdevelopment@dreamcollege.edu, 555-520-1314 34．What documents are necessary for an international student to seek employment? A．Passport and Insurance Certificate. B．Work permit and Academic report. C．Bank account and Letter of support. D．Health Certificate and Social Security card. 35．Before searching for a job on Handshake, you need to_________. A．consult a career coach B．personalize your profile C．attend job training D．set up a new email account 36．Where could you work on Tuesday evenings? A．In the athletic department. B．In the dining hall. C．In the library. D．In the bookstore. 37．Which working arrangement is allowed for a domestic student? A．40 hours per week during the summer break. B．20 hours per week during the semester. C．2 jobs, each with 16 hours per week. D．3 jobs, each with 2 hours per week. 考点解读 要求考生根据题干中的关键词（如人名、地名、时间、数字、核心名词 / 动词等），快速在原文中找到对应信息句，再对比选项与原文细节，选出一致答案。天津高考中此类题目占比最高，答案多为原文信息的同义改写或直接提取。 真题示例 1（2025 年天津 3 月考） 36．How many words are required for the entries to the competition sponsored by Moniack Mhor Centre? A．Up to 300. B．2,500 to 5,000. C．15,000 to 20,000. D．At least 50,000. 原文定位：“The Caledonia Novel Award” 部分：“All entries must be original manuscripts at least 50,000 words long by unpublished writers. There is a special prize of a free place on a creative writing course at Moniack Mhor Centre, the sponsor of the competition.” 解析：题干关键词：“Moniack Mhor Centre”“words required”。定位原文后发现，该中心赞助的比赛要求参赛作品 “至少 5 万字”，直接匹配选项 D。 真题示例 2（2025 年天津 6 月考） 39．Where do the free drop-in weekend tours start? A．Snowdrops. B．The Fountain. C．The Main Lawn. D．The Winter Garden. 原文定位：“Free Drop-in Weekend Tours” 部分：“The free tours last one hour and start from the Fountain, near the Main Lawn.” 解析：题干关键词 “free drop-in weekend tours”“start”，定位原文后直接找到起点为 “The Fountain”，对应选项 B。 真题示例 3（2023 年天津 6 月考） 41．What fascinated Tara during her school orchestra's demonstration? A．The tune of the flutes. B．The beat of the drums. C．The sound of the violin. D．The manner of the musicians. 原文定位：第六段最后两句 “But the violin…ah, the violin. It made the sweetest sound I'd ever heard! My heart was dancing along with its flowing tune. For the first time in my life, I went so wild with joy.” 解析：题干关键词 “fascinated”“school orchestra's demonstration”，定位原文可知小提琴的声音让作者痴迷，对应选项 C。 （25-26高三上·天津静海·期中）Summer programs are available to students upon application. Please consult individual course descriptions for restrictions and requirements. ★Intensive Beginning Swahili Intensive Beginning Swahili is summer abroad course for students who have no prior proficiency (熟练) in the Swahili language. The course is taught m Swahili and focuses on acquiring beginner-level skills to perform basic communication functions in the culture of Swahili speakers. Open to current first year undergraduates, sophomores and juniors. Days: 25 June — 20 August ★Intermediate Chinese This course is a four-week summer intensive language course, conducted in person at Princeton Theological Seminary. Students work on developing a strong foundation for modern spoken and written Chinese, with emphasis on the reading of contemporary Chinese dialogue. Enrollment by application or interview. Days: 10 July — 6 August ★Studies in Spanish Language and Style This is an intensive, full immerse course in Spanish language and Argentine history, culture and art. Students develop advanced language skills while studying language in context, through the exploration of the city of Buenos Aires, its architecture, museums, and culture and political life. Open to students who have completed the Spanish language requirement. Days: 18 July — 20 August ★Accelerated Summer Study Taught at the Scuola Normale Superiore Pisa, Italy, the course will be team-taught by a resident Princeton faculty and an SNS faculty member. The course is designed to increase students’ writing and speaking language ability proficiency levels and enable students to understand Italian culture, history and literature while exploring the foreign city. Not open to seniors. Days: 24 July — 24 August 1．If you submit the application for summer programs, what should you do? A．Consult the teachers in charge of the different courses. B．Improve your language proficiency and cultural awareness. C．Acquire more detailed information about the courses. D．Refer to the limitations and qualifications of each course. 2．What can the students taking Intermediate Chinese do? A．Learn classical Chinese. B．Sharpen students’ skills. C．Practice spoken Chinese. D．Attend online lectures. 3．What do the last two courses have in common? A．They last for the whole month of July. B．They are open to any college student. C．They follow the idea of learning by doing. D．They are taught in the same target language. 4．Where can you probably find the passage? A．In a geographical magazine. B．Ina travel brochure. C．In an academic journal. D．On a college website. （20-21高三下·天津·阶段练习）While flat bread has a history that dates back to ancient Egypt, real pizza—pizza with tomato sauce—was invented in Naples, Italy. Legend holds that pizza margherita—filled with tomato, cheese, and basil, in the red white and green of Italy’s flag—was first created by Naples’ Pizzeria Brandi to honor Queen Margherita of Italy during an 1886 visit. Today, of course, there are all kinds of pizza shapes, sizes and flavors around the world, but the original Neapolitan pizza is round, with a soft, thin center and thinker, crunchier sides. You should be able to fold it in four and eat it like a crepe. And that's the delicious treat that's now up for protection as an irreplaceable piece of global human heritage: This year, Italy is putting "the art of the Neopolitan pizza maker" on the list of candidates to become treasures of world heritage recognized by the United Nations Educational, Scientific and Cultural Organization Universally recognizable, "pizza" happens to to the Italian language's best-known word, but that doesn't mean it's a shoo-in. "UNESCO has never listed a cultural tradition linked to food production," Peirluigi Petrillo, who prepared the documents to be discussed at UNESCO, told The Local. The European Union included pizza in its official list of “guaranteed traditional specialities” in 2016. The list specifies that any pizza called “Neapolitan” must be no more than 35 cm wide, with crust of up to 2 cm high, topped with canned tomatoes, cheese from Naples, Campania region, oil and basil. The pizza must be cooked in a wooden oven, and be elastic and soft. Italy also says that it has more UNESCO-recognized cultural treasures than any other country. The final decision on whether pizza-making makes one more will be announced in 2022, after discussion with all 193 UN member-states. 5．Pizza margherita got such a name because________. A．Queen Margherita gave it the name B．it was specially created for Queen Margherita C．it was created in Queen Margherita’s time D．Queen Margherita liked eating it very much 6．This year Italy is going to make________. A．Neapolitan pizza known in the world B．Neapolitan pizza sold all over the world C．the pizza-making art become a world heritage D．Neapolitan pizza be thought highly of 7．What conclusion can be drawn according to what Pierluigi Petrillo said? A．Neapolitan pizza is only well-known in Italy B．Neapolitan pizza will be recognized in the world. C．The dream of Italy is sure to come true in 2022. D．Neapolitan pizza might be refused by UNESCO. 8．Pizza included in the list of “guaranteed traditional specialities”________. A．has specific requirements B．will become popular next year C．must be admitted by UNESCO D．must be created by Naples’ Pizzeria Brandi 9．In which part of a magazine can you probably find the passage? A．Travel and Sightseeing B．Food and Culture C．Economy and Finance D．Recreation and Relaxation （2026·天津·一模）The 20th century was a famously fruitful time for visions of the future, but the 21st century has failed to inspire them in the same way. Science fiction writer William Gibson has called this “future fatigue”, pointing out that we barely ever make reference to the 22nd century. One reason is that most of the ideas of the future that captured people’s imaginations in the 20th century have mutated since then. Plastic, for example, once billed as the material of the future, has become an environmental and health crisis — its durability and abundance turned downsides. The dominant images of the future that we are presented with at the moment all have long histories to them. They include space colonization, dystopian artificial intelligence and a longing to bring back the past — but a past that never was. This makes sense given the climate anxiety and dread about the future felt by many people. The future has started to feel like it is closing off rather than opening out. Jean-Louis Missika, a former deputy mayor of Paris, has written that “when the future is dark, people turn to an idealised past, a lost golden age. Nostalgia (怀旧) becomes a refuge against dangers, a cocoon against the announced declines.” It’s not that absolutely no new future visions have emerged this century. But it is notable that no major, forward-looking future visions have taken root in our collective imagination since smartphones came to dominate our way of communicating. I think about the future for a living and it is my experience that unified visions of desirable futures can inspire people to bring about change. They act as motivators and imagination engines. We can use them to visualise the society we want and then commit to work towards that future. Unifying visions of the future are also effectively used in architectural pictures, ads and TV shows; Star Trek has inspired technologists for decades. We’re in a crucial transition — from fossil fuels to renewables. This can feel terrifying, but also motivating. There are plenty of hotspots of innovation today: look at the rise of rooftop solar energy in Pakistan, where households and small businesses are energetically embarking on the shift to renewables. But we lack integration: future thinking that assembles these innovations together into unified visions, puts them in a social context and then constructs from the present into the future. In my new book, I look at four future visions being developed today: more-than-human futures reimagines our relationship with nature; degrowth redesigns the role of the economy; solarpunk recharges cultural innovation; and the metaverse immerses us in vivid digital worlds. But the future doesn’t stop with these — there should be many more visions emerging. We need to seed them, grow them and see what shape they take when we tell stories of the future once again. 10．Why does future fail to attract people in the 21st century? A．Because nostalgia replaces hope for tomorrow. B．Because it repeats old dreams in the 20th century. C．Because 20th-century visions have turned problematic. D．Because climate fear has destroyed people’s confidence. 11．What can be learned from the passage? A．The energy shift plays a key role in future thinking. B．Looking backward helps build stronger communities. C．The absence of shared visions holds back future progress. D．Rapid technological growth has restored people’s optimism. 12．What does the author think of unified future visions? A．They are mainly reflected in science fiction works. B．They can encourage people to work for social change. C．They have been replaced by digital world experiences. D．They are less effective than individual innovative ideas. 13．Regarding the “future fatigue”, the author is ________. A．concerned B．critical C．doubtful D．approving 14．What is the author’s main purpose in writing this article? A．To explain why “future fatigue” exists. B．To promote her new book about future visions. C．To warn against widespread fatigue towards future. D．To inspire collective imagination of future narratives. （25-26高三上·天津北辰·月考）People from East Asia tend to have more difficulty than those from Europe in distinguishing facial expressions — and a new report published online in Current Biology explains why. Rachael Jack, University of Glasgow researcher, said that rather than scanning evenly (均匀的) across a face as Westerners do, Easterners fix their attention on the eyes. “We show that Easterners and Westerners look at different face features to read facial expressions,” Jack said. “Westerners look at the eyes and the mouth in equal measure, whereas Easterners favor the eyes and neglect (忽略) the mouth.” According to Jack and her colleagues, the discovery shows that human communication of emotion is more complex than previously believed. As a result, facial expressions that had been considered universally recognizable cannot be used to reliably convey emotion in cross-cultural situations. The researchers studied cultural differences in the recognition of facial expressions by recording the eye movements of 13 Western Caucasian and 13 East Asian people while they observed pictures of expressive faces and put them into categories: happy, sad, surprised, fearful, disgusted, angry, or neutral. They compared how accurately participants read those facial expressions using their particular eye movement strategies. It turned out that Easterners focused much greater attention on the eyes and made significantly more errors than did Westerners. “The cultural difference in eye movements that they show is probably a reflection of cultural difference in facial expressions,” Jack said. “Our data suggest that whereas Westerners use the whole face to convey emotion, Easterners use the eyes more and mouth less.” In short, the data show that facial expressions are not universal signals of human emotion. From here on, examining how cultural factors have diversified these basic social skills will help our understanding of human emotion. Otherwise, when it comes to communicating emotions across cultures, Easterners and Westerners will find themselves lost in translation. 15．The discovery shows that Westerners ________ A．consider facial expressions universally reliable. B．pay equal attention to the eyes and the mouth C．observe the eyes and the mouth in different ways D．have more difficulty in recognizing facial expressions 16．What were the people asked to do in the study? A．To classify some face pictures. B．To get their faces impressive. C．To make a face at each other. D．To observe the researchers’ faces. 17．What does the underlined word “they” in Paragraph 6 refer to? A．The researchers of the study. B．The participants in the study. C．The errors made during the study. D．The data collected from the study. 18．In comparison with Westerners, Easterners are likely to ________. A．do translation more successfully B．study the mouth more frequently C．examine the eyes more attentively D．read facial expressions more correctly 19．According to the passage, we can infer that the researcher, Rachael Jack ________. A．is a student in University of Glasgow B．studies the fields related to biology or cultures C．has published a new report on human rights D．shows that facial expressions are universal signals of human emotion （2021·天津河西·二模）The National Association of Teachers of Singing(NATS) celebrates the art of singing through a series of competitions and programs. They are designed to showcase the talented singers and performers who are soon to be rising stars in the profession. National Student Auditions Students of NATS members will begin by performing during their regional auditions. Five singers from each regional category will advance lo a national online screening round, where entrants will submit a video of their performances for judgment by a group of national judges. Entry Fee: $75 per category Prizes: S35,000 for 1st, 2nd and 3rd places in total. Deadline for Applications: April 13, 2021(applications by emailed invitation only; following regional auditions) NATS Artist Awards(NATSAA) Preliminary competitions are held at the regional level, with one winner picked out of each of the 14 NATS regions. The 14 semifinalists then gather at the site or the NATS Winter Workshop for the final two rounds of the competition. Entry Fee: $75 Prizes: The winner is awarded $13,000; the 2nd place, $6,000. Deadline for Applications: September 5,2021 Art Song Composition Award The competition is open to any composer whose submined work meets the requirements. The winning composer will receive a cash award and a performance of the winning composition at the next scheduled NATS National Conference. Entry Fee: $30 Prizes: The winner is awarded $5,000; the 2nd place, $2,500. Deadline for Applications: December 1, 2021 National Music Theater Competition The competition is seeking the best rising music theater soloists, those who just need one break to move their careers forward. Applicants must be between ages 20-28. Preliminary rounds of the competition are scheduled to take place in fall 2021 and about 24 singers advance to the semifinal and final rounds. Entry Fee: $90. Prizes: The first prize is awarded 55,000; the 2nd place, $52,000. Deadline for Applications: May 15, 2021 20．What is the purpose of these NATS competitions? A．To decide who can join NATS. B．To celebrate important music festivals. C．To test and grade NATS teachers' professional skills. D．To let NATS members and their students show musical talent. 21．An emailed invitation is a must for those who want to attend . A．NATS Artist Awards B．National Student Auditions C．An Song Composition Award D．National Music Theater Competition 22．If you came second after the two NATSAA final rounds, how much could you get? A．1,7500 dollars. B．6,000 dollars. C．2,500 dollars. D．2,000 dollars. 23．Applications for Art Song Composition Award should be submitted before which day? A．April 13,2021. B．May 15,2021. C．Septembers,2021. D．December 1,2021. 24．Which kind of people is National Music Theater Competition seeking? A．The best music theater managers. B．Senior artists who have live concert experiences. C．Solo performers aged 20-28. D．Those who are good at playing musical instruments. 考点二 是非判断与细节辨析 （2025年天津6月考） My great grandmother received the dollhouse (玩具小屋) from a family friend back in the late 1800s. It was then passed down from generation to generation. I was seven when I discovered it underneath the tree on Christmas morning. In our house, Mom set up a sewing area. I sat at her sewing machine, my feet barely reaching the presser foot. Mom bent over me, her hands on mine, gently guiding small bits of cloth under the needle to create dollhouse bedding. She also taught me to make mini-blankets. With a little paint and glue, Mom demonstrated that anything could be turned into dollhouse furniture. I learnt to view the world as a place of possibility. I spent hours of my girlhood sitting before my dollhouse, telling made-up stories, and creating miniatures (缩微模型). But eventually school activities took over, and the dollhouse was moved to the attic (阁楼). Over the next 40 years, the storytelling skills I’d practiced with the dollhouse grew into novel writing skills, and I developed a career as an author. One day, after hours of working on my fourth book, I took a break by surfing the Internet and happened to notice the beautiful dollhouses people posted on social media. They reminded me of mine. I went to the attic, brought it back to my room and started updating it. During the mindless hours of sewing and furnishing (布置家具), I listened to audiobooks about the history of dollhouses, learning that they were not invented for play. There’s a long, rich history of people in hardship turning to dollhouses to find comfort. They weren’t produced as toys until mass production became standard after 1945. This inspired me to create a novel where art saves the day. The truth was I myself needed art to save the day. Mom was then slipping away from me owing to progressive memory loss. The only topic we could discuss with any genuine joy was the update of the dollhouse. She loved retelling its history — those old memories. Mom didn’t find it strange at all that her 50-year-old daughter was updating the dollhouse. She just thought it fun and beautiful. And it was. It was a world where Mom and I were at our best together. 41．What did the author’s mother teach her to do? A．To sew and create miniatures. B．To add imaginary figures to the dollhouse. C．To make up fairy tales set in the dollhouse. D．To do oil paintings and glue them onto the little walls. 42．Why did the author decide to update the dollhouse decades later? A．She intended to follow the trend on social media. B．She was eager to start a new career as a toy designer. C．She felt the urge to compete with other dollhouse makers. D．She was inspired by people sharing their dollhouses online. 43．What did the author learn about dollhouses from the audiobooks? A．They were initially created for play. B．People once sought comfort in them. C．Rich people sold them for money during difficult times. D．A uniform standard for their production was set in 1945. 命题解读 新情境：以 “个人成长 + 情感联结” 为核心的叙事文本 本文选取 “玩具小屋伴随作者成长、联结母女情感” 的个人叙事，属于 “生活化情感类文本”，贴合高考 “选材贴近个人体验、注重情感价值引领” 的导向。文本不仅讲述玩具小屋的传承，更串联起 “童年回忆、职业成长、亲情陪伴” 等多重情感，要求学生在理解文本的同时，体会背后的情感内核，体现 “语言学习与情感教育” 的融合。 新考法：从 “细节提取” 到 “逻辑辨析与情感感知” 细节考查的精细化：不再是简单的 “点对点” 匹配，而是要求区分动作主体、精准辨析时间和概念，如 41 题的 “妈妈教授内容” 与 “作者自主行为”、43 题的 “1945 年后” 与 “1945 年” 的差异，考查学生对文本细节的精准把握。 深层动机与情感的挖掘：42 题考查 “翻新玩具小屋的动机”，不仅需要定位表面原因，还需结合上下文体会作者 “唤起童年回忆、寻求情感寄托” 的深层情感，体现高考对 “情感感知能力” 的考查。 新角度：干扰项设置贴合学生思维误区 干扰项多基于学生的 “主观臆断” 和 “常识误区”，如 42 题的 “追随潮流”、41 题的 “编写童话故事”，都是学生容易根据生活经验做出的错误判断，而正确答案严格依据文本信息。这种设置要求学生摒弃 “脱离文本的猜测”，养成 “回归原文、精准比对” 的解题习惯，培养严谨的逻辑思维。 考点解读 题目要求考生判断选项表述是否与原文一致，常以 “Which of the following is true/false?”“Which competition involves...?” 等形式呈现。需逐一核对选项与原文细节，注意偷换概念、扩大范围、颠倒逻辑等干扰项特征。 真题示例 1（2025 年天津 3 月考） 39．What do the four competitions have in common? A．Entries must not be previously published. B．They all fund low-income writers. C．All competitions are entry free. D．Participants should write on particular themes. 原文定位： The Caledonia Novel Award：“All entries must be original manuscripts... by unpublished writers.” The Deborah Rogers Foundation Writers Award：“Writers must not previously have published any work.” Imagine 2100 Climate Fiction Competition：“Stories should be unpublished.” New Writers Flash Fiction Competition：“All entries must be original and unpublished.” 解析：逐一分析选项：A 项 “参赛作品未出版” 与四项比赛要求一致；B 项 “均资助低收入作家” 仅前两项提及，排除；C 项 “均免费参赛” 与 The Caledonia Novel Award（£28）、New Writers Flash Fiction Competition（£10）矛盾，排除；D 项 “需特定主题” 与 New Writers Flash Fiction Competition（“any theme”）矛盾，排除。故选 A。 真题示例 2（2025 年天津 6 月考） 38．What behaviour is acceptable in the Garden? A．Picking a flower. B．Climbing a tree. C．Playing a ball game. D．Walking on the lawns. 原文定位：“Guidelines for Visitors” 部分：“Stick strictly to the paths and lawns. Do not climb the trees. Please do not pick any part of a growing plant. Cycling and ball games are not permitted.” 解析：逐一核对选项：A “摘花”、B “爬树”、C “球类运动” 均被禁止；D “在草坪行走” 与原文一致，故选 D。 真题示例 3（2023 年天津 3 月考） 37．Which working arrangement is allowed for a domestic student? A．40 hours per week during the summer break. B．20 hours per week during the semester. C．2 jobs, each with 16 hours per week. D．3 jobs, each with 2 hours per week. 原文定位：“Maximum working hours” 部分：“During the semester, domestic students can work a maximum of 10 hours a week... The total number of hours may not exceed the maximum hours allowed even if a student has more than one job.” 解析：国内学生学期内每周最多工作 10 小时，总时长不得超上限。D 项总时长 6 小时符合要求，其余选项均超限制，故选 D。 （25-26高三上·天津滨海新·月考）Over breakfast this morning, I enjoyed a short chat with Mia, my new Spanish study buddy. I explained what I had learned about the psychology of happiness from a Spanish-language podcast. By the end of the ten-minute conversation, I felt that I had mastered more of the language than if I’d done an hour of textbook exercises. Mia, however, does not exist in real life. It is an AI that I created to take advantage of a phenomenon called the “protege effect” (门徒效应). According to research, we learn more effectively when we teach someone else about the topic we’ve just explored— even if that person doesn’t really exist. The effect has its roots in the principle of “learning by teaching,” pioneered in the early 1980s by Jean-Pol Martin, a French teacher working in Germany. To improve his students’ language learning, he had them research and present different parts of the curriculum (课程) to their classmates. The technique boosted their motivation, self-confidence, and communicative abilities, and it soon spread to many other schools in the country. Later, a group of Stanford scientists tested the idea. In a pioneering experiment, Catherine Chase asked 62 eighth-graders to use a computer program to study how fever affects the body. Over two lessons, the students had to read a text and then create a flowchart (流程图). Half the teens did the exercise as a form of self-study, while the others were told that their diagram would help to teach a virtual character. At the end, those in the teaching role had learned considerably more of the material, with much stronger performance on tests. Chase named this the protege effect, and it has since been replicated (复制) many times. These later studies suggest that learning by teaching is more powerful than other memory techniques. The brain boost appears to arise as much from the expectation of teaching as the act itself. If we know that others are going to learn from us, we feel a sense of responsibility to provide the right information. As a result, we make a greater effort to fill in the gaps in our understanding and correct any mistaken assumptions before passing our knowledge on to others. This process then helps to enhance what we have learned. To put the protege effect into practice, a face-to-face conversation with a human partner is ideal, but it can be hard to find one. Fortunately, there are other ways. You might choose to present your progress as a blog or video aimed at other learners. Or you might, like me, choose to chat with an AI. I prompt (instruct) ChatGPT to act as a curious Spanish student, Mia, who listens to what I’ve been learning and asks suitable questions and follow-ups. With voice features, I can practice speaking as well. Though it felt awkward to talk to my computer at first, I became more confident in real-life interactions after just a few weeks. 1．Jean-Pol Martin’s teaching method is mentioned in the text to_________. A．highlight the role of student competition in learning B．contrast Eastern and Western educational philosophies C．demonstrate the inefficiency of teacher-centered instruction D．provide historical context for the concept’s development 2．The author mentions Catherine Chase’s study to show that_________. A．learning by teaching is supported by scientific evidence B．self-study is more effective than group learning C．virtual characters cannot replace human teachers D．flowcharts are useful tools to learn science 3．What does Paragraph 4 imply about the protege effect? A．It motivates deeper learning by creating a sense of duty. B．It encourages learners to avoid uncertain topics entirely. C．It promotes systematic review of previously mastered material. D．It relies on external feedback to correct errors in comprehension. 4．With regard to applying the “protege effect,” the author would most agree that _________. A．chatting with AI is as effective as real- life interactions B．teaching real people is best but not always possible C．overcoming the initial discomfort of teaching is the key D．presenting learning progress publicly offers greater benefits 5．The author’s attitude to using AI for the protege effect can be described as_________. A．overly enthusiastic without practical support B．entirely unconcerned about non-human interactions C．strongly skeptical due to technological limitations D．cautiously optimistic despite initial discomfort （25-26高三上·天津·期中）When Clara took over her grandfather’s Brooklyn bookshop in 2018, the first thing she removed wasn’t the outdated books, but the WiFi router (路由器). Regulars protested. A lawyer even said he would spend his money elsewhere. But Clara believed that “books need our full attention, just like loved ones do.” She wanted people to focus on reading. At first, her decision seemed risky, especially when other shops were closing. However, something wonderful happened. By 2020, the shop had become a quiet and comfortable place for people. Teenagers read books on the carpets, forgetting about their phones. A retired judge started a poetry group on Saturdays where people shared poems from memory. The COVID-19 pandemic (流行病) should have been their death knell. But Clara had an idea: she created “Survival Bundles” — sets of books with her personal notes. To her astonishment, many people, even busy tech managers, loved them. A CEO said it was the first real book he had held since university. Clara realized people were “hungry for a real, touchable experience.” Last winter, I found her confronted with a new threat. A real estate (房地产) developer bought the building and greatly increased the rent overnight. However, Clara’s customers came to help. They protested outside the shop. The retired judge offered free legal help. Even the lawyer who once complained decided to support her and funded their legal defense. In court, Clara used a quote from the writer Melville: “We cannot live only for ourselves. Many things connect us.” The judge, who was part of the poetry group, agreed that the rent increase was unreasonable. Clara won. The shop now displays the court’s decision next to valuable books. It shows that it is our shared human bonds that provide the deepest strength to face contemporary difficulties. 6．What made Clara’s approach to running the bookshop special? A．Satisfying the needs of customers. B．Introducing modern technology. C．Focusing on rare book collections. D．Prioritizing full concentration. 7．What does the underlined phrase “death knell” in paragraph 3 mean? A．A moment of celebration. B．A desperate cry for survival. C．An event marking the end. D．A sudden opportunity for growth. 8．Why is the lawyer mentioned again in paragraph 4? A．To show his contradictory behavior. B．To illustrate the content of a novel. C．To stress the mass support Clara received. D．To explain the difficulty Clara came across. 9．What does Clara’s use of the Melville quote in court primarily serve to do? A．To present her deep knowledge of literature to the judge. B．To highlight the value of community bonds in her defense. C．To emphasize the legal definition of unreasonable rent increases. D．To prove that physical books hold more value than digital content. 10．What can we learn from the story? A．Profit-driven decisions may lead to unexpected outcomes. B．Technology is harmful to traditional businesses and should be avoided. C．Community and human connection can overcome modern challenges. D．Small bookshops are bound to encounter many threats in the digital age. （25-26高三上·天津·期中）Thriving in Your First Year of Work: A Practical Guide Transitioning (过渡) from campus to the workplace is a significant step, bringing new responsibilities and challenges. For most graduates, it’s the first time they are fully financially independent and dealing with a professional environment. Adapting successfully requires more than just technical skills. Here are four essential strategies to help you build a strong foundation for your career. Set Clear Professional Goals Begin by defining what you want to achieve in your role, both in the short and long term. Goals should be challenging yet realistic, pushing you to grow without causing burnout. Break larger goals into attainable tasks and create a timeline for completion. This structured approach turns abstract ambitions into a clear action plan, providing direction and a sense of accomplishment as you progress. Develop Workplace Communication Effective interaction is significant. You will cooperate with colleagues, report to managers, and possibly engage with clients. To build strong professional relationships, practice active listening and express your ideas clearly and respectfully. Pay attention to non-verbal cues (提示) and be open to feedback. Understanding others’ viewpoints promotes teamwork and shows emotional intelligence, which is highly valued in any organization. Master Time and Task Management The workload can be overwhelming. Prioritize your tasks based on urgency and importance. Use tools like digital calendars or planners to schedule your day, allocating time for deep work, meetings, and breaks. Avoid multitasking, as it often reduces efficiency. Instead, focus on completing one task well before moving to the next. Staying organized is key to meeting deadlines and maintaining a healthy work-life balance. Manage Your Finances Wisely Your first salary brings independence but also financial responsibilities. Start by creating a budget: track your income, essential expenses (rent, utilities, groceries), and discretionary spending (entertainment, dining out). Prioritize saving a portion of your income, even a small amount, to build an emergency fund. Additionally, explore basic investment options to grow your wealth over time. Financial stability reduces stress and provides greater freedom to pursue your goals. By focusing on these areas, you can navigate your first year with confidence, laying the groundwork for a successful and fulfilling career. 11．Who is the intended audience of this guide? A．University graduates entering the workforce. B．Senior managers planning to hire new graduates. C．High school students applying for part-time jobs. D．Financial advisors assisting young professionals. 12．According to the guide, how should one deal with large professional goals? A．Seek advice from experienced colleagues instantly. B．Break them into smaller, manageable steps. C．Adjust them frequently based on feedback. D．Focus merely on urgent tasks first. 13．What does the guide emphasize about workplace communication? A．The primary goal is to impress leaders with complex ideas. B．It is mainly about promoting one’s own achievements. C．Understanding and respecting others’ views is crucial. D．Avoiding non-verbal communication is recommended. 14．What is the key to handling a heavy workload effectively? A．Prioritizing tasks and avoiding distractions. B．Multitasking to complete more tasks meanwhile. C．Relying entirely on digital tools for scheduling. D．Working longer hours to ensure all deadlines are met. 15．What is the first step recommended for financial management? A．Investing immediately in high-risk opportunities. B．Making a budget to keep track of finances. C．Setting aside all discretionary income for savings. D．Consulting a financial advisor for complex plans. （25-26高三上·天津滨海新·期中）While most 4-year-olds are making mud pies or selling lemonade, Austin Perine of Birmingham, Alabama decided to go one step further. With his red cape (披肩) covering his shoulders, Austin Perine feeds the hungry and homeless population throughout the city in an effort to “show love” to those who need “food and smiles”. “Show love”, according to Austin, has become his superhero motto. His superhero name? President Austin, of course. Austin’s father, TJ Perine, told CNN that Austin has always been compassionate (有同情心的), as he acts like a “little dad” for his brother, Taylor. However, it wasn’t until Austin learned that people are experiencing homelessness that he decided to share what he has with the rest of his community. TJ noted that Austin’s first knowledge about homelessness came after watching a nature documentary about a baby panda on television. “Austin and I were watching an animal show and there was a mother panda that was leaving her baby,” TJ said. “Austin began to get concerned, and I told him that the baby panda would be homeless.” To better teach his son about homelessness, TJ took the young boy to the city shelter, at which point Austin asked, “Can we feed them?” In response, TJ took Austin to Burger King where he enthusiastically volunteered to pay for the chicken sandwiches using his weekly pocket money, thereby giving up new toys that week. Austin and his father have plans to expand their community outreach efforts so they can also fight homelessness at its roots. They have also started a GoFundMe as part of their Show Love Foundation. “We’ve gotten a lot of support from the country, and what we want to do is expand and do more than just giving out sandwiches,” TJ told CNN, saying that, finally, he and Austin hope to build a service center that deals with the many causes and symptoms of homelessness. “Mental illness, drug abuse, addiction, and things like that,” he said. “Austin and I want to build a service center and get some specialists in there that can actually help these people get back into the workforce.” 16．What can we know about Austin from the first paragraph? A．He has sympathy for the homeless. B．He likes watching superhero movies. C．He used to enjoy making mud pies best. D．He frequently makes lemonade for the poor. 17．Where did Austin first learn about homelessness? A．On the radio. B．On TV. C．In the newspaper. D．In the magazine. 18．How did Austin feel after he saw the nature documentary about pandas? A．Worried. B．Excited. C．Ashamed. D．Regretful. 19．What did Austin do in Burger King? A．He bought new toys for his brother. B．He ate chicken sandwiches with TJ. C．He visited the homeless baby panda. D．He used up his pocket money for charity. 20．What do TJ and Austin intend to do? A．Set up another GoFundMe. B．Win support from the government. C．Help the homeless become employed. D．Give out more sandwiches to the poor. （25-26高三上·天津·月考）Like many teens, I often felt that my best friend was my diary. I’d enter my bedroom in a terrible mood, but as the sentences took shape on the page, whatever was troubling me no longer felt like quite as much of a disaster. I wasn’t able to remove my deep sadness, but often I felt calmer. These moments always brought to mind a scene in Harry Potter and the Goblet of Fire, in which the headteacher at Hogwarts, AI bus Hogwarts, takes out upsetting memories with his magic stick and places them in a shallow bowl called the “Pensieve”. In this way, he can view things without emotional interference (干扰). Writing, for me, provided the same relief. As a science writer, I have been delighted to discover that the practice not only comforts a troubled soul but also improves physical health. Given these benefits, the question arises: Why is writing so stress- relieving in the first place? One possibility is that externalizing our thoughts gives us more head space to think about other things. We now know that simply writing a to- do list can release people’s cognitive (认知的) resources for other activities, as it reduces the amount of information in their minds. This eases stress and if done before bedtime, it can even improve sleep. However, no single way will suit everyone: writing is just one tool and some may be unwilling to set out their feelings in detail. If you’d like to include it in your own mental first aid kit, though, there are some ways to maximize its benefits. When writing about your experiences, try to keep some natural flow in a story-like way. For example, briefly describe what happened and what led to the situation. Clearly state the emotions you feel — whether it’s annoyance, depression, disappointment, or something else. Identifying these feelings accurately can help you understand them better. Also, think about how the situation shows your positive qualities or what you care about, like showing strength or kindness, or realizing how important certain friendships are. 21．What can we know about the author when he was a teenager? A．He was unpopular with friends. B．He was active in social activities. C．He tended to hide his true feelings. D．He had a way to adjust his emotions. 22．Why does Hogwarts use the Pensieve according to paragraph 2? A．To share memories with others. B．To awake delighted memories. C．To observe memories objectively. D．To find inspiration for teaching. 23．Writing gives us more space to think about other things by _________. A．changing memory patterns B．freeing up mental capacity C．seeking comfort from others D．generating more cognitive confidence 24．What can be inferred about writing as a stress- relief method? A．It is a one-size-fits-all solution. B．It requires professional guidance. C．Its role has been universally proven. D．Its effect varies from person to person. 25．What does the last paragraph mainly focus on? A．Suggestions on expressive writing. B．Strategies for managing daily stress. C．Importance of developing real friendship. D．Reflections on interpersonal relationships. 考点三 因果 / 目的关系识别 （2023年天津3月考） One freezing morning last February, I walked through Ontario Place. Trees were frosted sculptures. Large chunks of ice floated in the lake. Then I saw a group of people in bathing suits bouncing up and down in the water. They held hands, shouting and yelling into the sky. They looked and sounded so free. I’ve always found cold water thrilling. The shock of it is like pressing a switch. It seems to reset my body and soul. And last winter, I definitely needed a reset. I woke up most mornings with a dull, grey feeling as I forced myself out of bed to start the day. I needed something to cheer myself up, but I didn’t know what, until that day. The ice warriors (勇士) emerged from the lake, their skin steaming. Trembling, they were yet laughing and hugging each other. I called out:  “You guys are awesome!” One woman waved back, “Come and join us! We’ re here every Monday morning.” The night before my first dip (游泳), I was excited and nervous. Cold water was one thing, but this icy lake was a whole other level. Should I back out? Eventually, I got up in the dark and drove to the meeting spot. After some wild warm up, I charged into the lake along with others. We yelled into the sky. Teeth chattering heart rates slowing, fingers and toes going numb (麻木), we stayed there for somewhere between two and five minutes. Knowing it was my first time, people cheered me on. It felt amazing. I was stupid with cold, but I couldn’t remember the last time I’d felt so happy. Now I go dipping almost every day, and I’ve come to long for that moment when the cold becomes a second skin and my internal voice goes silent. Apart from the thrill of those first heart-stopping dives, which, ironically, saved me from going under, what has drawn me is this community of generous, open-hearted souls. We laughed together, often, but from the stories we’ve shared about ourselves, I know I’m not the only one who faces life’s challenges. Holding hands in the freezing lake, we looked out for each other last winter and will do so through this one. It won’t fix everything in our lives—but for some reason, it helps. At the end of each session I return home feeling stronger, lighter, more able to carry on. As another winter sets in, I’m more than ready to embrace the cold again. 40．Why did the author think of joining the swimmers? A．To expand her social circle. B．To lift her spirits again. C．To adapt to the cold weather. D．To prepare for a new career 41．What can be learnt about the author’s first dipping? A．She hesitated a bit before going. B．She suffered from a heart problem. C．She stayed in cold water too long. D．She regretted not doing enough warm up. 42．What change has cold water swimming brought about in the author? A．She is more intelligent. B．She gets more competitive. C．She becomes a better storyteller. D．She regains her inner peace. 命题解读 新情境：聚焦 “个人成长与疗愈” 的真实叙事 本文选取 “冬泳疗愈情绪、收获归属感” 的个人真实经历，属于 “生活体验类叙事文本”，贴合高考 “选材贴近现实生活、注重情感价值与精神引领” 的导向。文本不仅讲述冬泳的经历，更传递出 “面对困境、积极自救、群体温暖” 的精神内核，要求学生在理解语言的同时，体会文本的情感价值，体现 “语言学习与立德树人” 的融合。 新考法：从 “细节定位” 到 “情感、心理、主旨的深层考查” 动机与心理的精准捕捉：40 题考查行为动机、41 题考查心理活动，不再局限于 “做了什么”，而是深入 “为什么做”“做之前的心理状态”，要求学生把握人物的情感变化和行为逻辑。 主旨层面的影响分析：42 题考查冬泳带来的深层改变，需要学生结合全文主旨，从 “内心平静”“精神振作” 等角度进行判断，而非简单提取表面信息，体现高考对高阶思维的考查。 新角度：干扰项设置贴合学生的 “主观臆断误区” 干扰项多基于生活常识的错误联想，如 41 题的 “心脏问题”、42 题的 “更有竞争力”，都是学生容易脱离文本做出的主观猜测。这种设置要求学生严格依据文本信息进行判断，摒弃 “想当然” 的思维习惯，培养 “回归原文、精准比对” 的解题能力。 考点解读 考查考生对文章中事件原因、目的、结果等逻辑关系的理解，题干常含 “why”“because”“aim to”“in order to” 等标志词。需定位原文中表因果 / 目的的信号词（如 so、because、to、in order to、for 等），明确逻辑关联。 真题示例 1（2023 年天津 3 月考） 40．Why did the author think of joining the swimmers?A．To expand her social circle.B．To lift her spirits again.C．To adapt to the cold weather.D．To prepare for a new career. 原文定位：第三段：“And last winter, I definitely needed a reset. I woke up most mornings with a dull, grey feeling... I needed something to cheer myself up, but I didn’t know what, until that day.” 解析：题干问 “加入游泳的原因”，原文提到作者心情沉闷，需要 “让自己振作起来”，对应选项 B。 真题示例 2（2025 年天津 6 月考） 42．Why did the author decide to update the dollhouse decades later?A．She intended to follow the trend on social media.B．She was eager to start a new career as a toy designer.C．She felt the urge to compete with other dollhouse makers.D．She was inspired by people sharing their dollhouses online. 原文定位：第三段：“One day, after hours of working on my fourth book, I took a break by surfing the Internet and happened to notice the beautiful dollhouses people posted on social media. They reminded me of mine. I went to the attic, brought it back to my room and started updating it.” 解析：题干关键词 “why”“update the dollhouse”，定位原文可知作者受网上分享的玩具小屋启发，对应选项 D。 真题示例 3（2023 年天津 6 月考） 35．An ESL Placement Test is aimed to ________.A．improve the students’ language skillsB．encourage the students to answer questionsC．put the students in a class that fits themD．help the students apply for a degree 原文定位：“Signing up for ESL” 部分：“The test results will help you choose the class that is appropriate for you.” 解析：题干关键词 “aimed to”，原文明确测试目的是帮助选择适合的班级，对应选项 C。 （2026·天津·一模）In a recent article, Markham Heid shares with us an unusual life crisis. At 41, he has built what many would regard as the good life: he has a family; he is healthy, productive, and creative; he has time to travel, read, exercise, and see friends. Yet, he feels that “something is off.” To fight against this feeling, some of his friends have turned to special retreats, while others try to solve it through fitness. What makes Heid’s problem somewhat odd is that it does not seem to arise from anything specific. If he had lost his job, had no time for himself, or was struggling in his marriage, the feeling would be understandable. In the history of philosophy, there have been many attempts to understand such a powerful but objectless feeling. Boredom, anxiety, depression and despair are some of the descriptions this mood has received. Heid ends up attributing his crisis to the lack of new experiences. The Danish philosopher Soren Kierkegaard calls this the “illusion of crop rotation”, the idea that changing the environment frequently can save us from this mood. The German philosopher Martin Heidegger also describes a similar state: one may still be surrounded by the same people and activities, but these no longer engage us as they used to. He calls it a kind of “anxiety” created by nothing in particular. No wonder the psychologist Sigmund Freud once described anxiety as a “riddle.” But what really drives this mood is not the need for new experiences. It is not even the particulars of our individual lives or the cultures we belong to, but that we have been given a life to live in the first place, the taste of possibility that comes with being alive. This mood is not due to doubts like “Do I have enough hobbies?” or “Have I achieved my goal?” It is related to the more fundamental questions like “What does it mean to be human?” “What am I supposed to do with the fact that I was given a life?” and “What kind of life is possible for me?” This is why this mood is likely to appear frequently in our life. This is why once many of our life goals are fulfilled, we begin to wonder what life itself is for. These questions never have a final answer and they can always leave us with a great sense of anguish about who we are and how we should go on. Nevertheless, recognizing that these doubts are there, and that they matter, can at least allow us to know what may be missing, even when everything is good. 1．What is the main purpose of the first paragraph? A．To show Markham Heid’s perfect life is envied by many people B．To introduce a confusing life crisis that lacks a specific cause C．To suggest special retreats and fitness are the best ways to solve the crisis D．To prove that a family and some leisure activities can never bring happiness 2．The author shares Markham Heid’s crisis mainly to________. A．present an argument B．introduce a topic C．make an assumption D．evaluate an event 3．According to the author, how can the crisis in the passage be dealt with? A．By studying philosophy. B．By developing new hobbies. C．By going travelling frequently. D．By embracing the objectless feeling. 4．What does the word “anguish” underlined in the last paragraph most probably mean? A．Pain. B．Wonder. C．Direction. D．Achievement. 5．Which would be the best title for the passage? A．What leads to a Life Crisis B．Letting Go of Dark Moods C．Boredom Makes Us Human D．Anxiety Gives Us Life Goals （2026·天津·一模）The 20th century was a famously fruitful time for visions of the future, but the 21st century has failed to inspire them in the same way. Science fiction writer William Gibson has called this “future fatigue”, pointing out that we barely ever make reference to the 22nd century. One reason is that most of the ideas of the future that captured people’s imaginations in the 20th century have mutated since then. Plastic, for example, once billed as the material of the future, has become an environmental and health crisis — its durability and abundance turned downsides. The dominant images of the future that we are presented with at the moment all have long histories to them. They include space colonization, dystopian artificial intelligence and a longing to bring back the past — but a past that never was. This makes sense given the climate anxiety and dread about the future felt by many people. The future has started to feel like it is closing off rather than opening out. Jean-Louis Missika, a former deputy mayor of Paris, has written that “when the future is dark, people turn to an idealised past, a lost golden age. Nostalgia (怀旧) becomes a refuge against dangers, a cocoon against the announced declines.” It’s not that absolutely no new future visions have emerged this century. But it is notable that no major, forward-looking future visions have taken root in our collective imagination since smartphones came to dominate our way of communicating. I think about the future for a living and it is my experience that unified visions of desirable futures can inspire people to bring about change. They act as motivators and imagination engines. We can use them to visualise the society we want and then commit to work towards that future. Unifying visions of the future are also effectively used in architectural pictures, ads and TV shows; Star Trek has inspired technologists for decades. We’re in a crucial transition — from fossil fuels to renewables. This can feel terrifying, but also motivating. There are plenty of hotspots of innovation today: look at the rise of rooftop solar energy in Pakistan, where households and small businesses are energetically embarking on the shift to renewables. But we lack integration: future thinking that assembles these innovations together into unified visions, puts them in a social context and then constructs from the present into the future. In my new book, I look at four future visions being developed today: more-than-human futures reimagines our relationship with nature; degrowth redesigns the role of the economy; solarpunk recharges cultural innovation; and the metaverse immerses us in vivid digital worlds. But the future doesn’t stop with these — there should be many more visions emerging. We need to seed them, grow them and see what shape they take when we tell stories of the future once again. 6．Why does future fail to attract people in the 21st century? A．Because nostalgia replaces hope for tomorrow. B．Because it repeats old dreams in the 20th century. C．Because 20th-century visions have turned problematic. D．Because climate fear has destroyed people’s confidence. 7．What can be learned from the passage? A．The energy shift plays a key role in future thinking. B．Looking backward helps build stronger communities. C．The absence of shared visions holds back future progress. D．Rapid technological growth has restored people’s optimism. 8．What does the author think of unified future visions? A．They are mainly reflected in science fiction works. B．They can encourage people to work for social change. C．They have been replaced by digital world experiences. D．They are less effective than individual innovative ideas. 9．Regarding the “future fatigue”, the author is ________. A．concerned B．critical C．doubtful D．approving 10．What is the author’s main purpose in writing this article? A．To explain why “future fatigue” exists. B．To promote her new book about future visions. C．To warn against widespread fatigue towards future. D．To inspire collective imagination of future narratives. （25-26高三上·天津滨海新·月考）Over breakfast this morning, I enjoyed a short chat with Mia, my new Spanish study buddy. I explained what I had learned about the psychology of happiness from a Spanish-language podcast. By the end of the ten-minute conversation, I felt that I had mastered more of the language than if I’d done an hour of textbook exercises. Mia, however, does not exist in real life. It is an AI that I created to take advantage of a phenomenon called the “protege effect” (门徒效应). According to research, we learn more effectively when we teach someone else about the topic we’ve just explored— even if that person doesn’t really exist. The effect has its roots in the principle of “learning by teaching,” pioneered in the early 1980s by Jean-Pol Martin, a French teacher working in Germany. To improve his students’ language learning, he had them research and present different parts of the curriculum (课程) to their classmates. The technique boosted their motivation, self-confidence, and communicative abilities, and it soon spread to many other schools in the country. Later, a group of Stanford scientists tested the idea. In a pioneering experiment, Catherine Chase asked 62 eighth-graders to use a computer program to study how fever affects the body. Over two lessons, the students had to read a text and then create a flowchart (流程图). Half the teens did the exercise as a form of self-study, while the others were told that their diagram would help to teach a virtual character. At the end, those in the teaching role had learned considerably more of the material, with much stronger performance on tests. Chase named this the protege effect, and it has since been replicated (复制) many times. These later studies suggest that learning by teaching is more powerful than other memory techniques. The brain boost appears to arise as much from the expectation of teaching as the act itself. If we know that others are going to learn from us, we feel a sense of responsibility to provide the right information. As a result, we make a greater effort to fill in the gaps in our understanding and correct any mistaken assumptions before passing our knowledge on to others. This process then helps to enhance what we have learned. To put the protege effect into practice, a face-to-face conversation with a human partner is ideal, but it can be hard to find one. Fortunately, there are other ways. You might choose to present your progress as a blog or video aimed at other learners. Or you might, like me, choose to chat with an AI. I prompt (instruct) ChatGPT to act as a curious Spanish student, Mia, who listens to what I’ve been learning and asks suitable questions and follow-ups. With voice features, I can practice speaking as well. Though it felt awkward to talk to my computer at first, I became more confident in real-life interactions after just a few weeks. 11．Jean-Pol Martin’s teaching method is mentioned in the text to_________. A．highlight the role of student competition in learning B．contrast Eastern and Western educational philosophies C．demonstrate the inefficiency of teacher-centered instruction D．provide historical context for the concept’s development 12．The author mentions Catherine Chase’s study to show that_________. A．learning by teaching is supported by scientific evidence B．self-study is more effective than group learning C．virtual characters cannot replace human teachers D．flowcharts are useful tools to learn science 13．What does Paragraph 4 imply about the protege effect? A．It motivates deeper learning by creating a sense of duty. B．It encourages learners to avoid uncertain topics entirely. C．It promotes systematic review of previously mastered material. D．It relies on external feedback to correct errors in comprehension. 14．With regard to applying the “protege effect,” the author would most agree that _________. A．chatting with AI is as effective as real- life interactions B．teaching real people is best but not always possible C．overcoming the initial discomfort of teaching is the key D．presenting learning progress publicly offers greater benefits 15．The author’s attitude to using AI for the protege effect can be described as_________. A．overly enthusiastic without practical support B．entirely unconcerned about non-human interactions C．strongly skeptical due to technological limitations D．cautiously optimistic despite initial discomfort 【答案】11．D 12．A 13．A 14．B 15．D 【导语】本文是一篇说明文。文章介绍“门徒效应”——通过“以教促学”提升学习效率的心理机制。 11．推理判断题。根据第二段的句子“According to research, we learn more effectively when we teach someone else about the topic we’ve just explored— even if that person doesn’t really exist. The effect has its roots in the principle of “learning by teaching,” pioneered in the early 1980s by Jean-Pol Martin, a French teacher working in Germany. To improve his students’ language learning, he had them research and present different parts of the curriculum to their classmates. The technique boosted their motivation, self-confidence, and communicative abilities, and it soon spread to many other schools in the country.(根据研究，当我们把我们刚刚探索过的话题教给别人时，我们学得更有效——即使那个人并不存在。这种效应的根源在于“教中学习”的原则，该原则是由在德国工作的法语教师Jean-Pol Martin在20世纪80年代初首创的。为了提高学生的语言学习，他让他们研究并向同学展示课程的不同部分。这种方法提高了他们的积极性、自信心和交际能力，并很快推广到该国的许多其他学校。)”可知，文中提到Jean- Pol Martin的教学方法是为了说明门徒效应的起源和发展背景。故选D项。 12．推理判断题。文章第三段“Later, a group of Stanford scientists tested the idea. In a pioneering experiment, Catherine Chase asked 62 eighth-graders to use a computer program to study how fever affects the body. Over two lessons, the students had to read a text and then create a flowchart. Half the teens did the exercise as a form of self-study, while the others were told that their diagram would help to teach a virtual character. At the end, those in the teaching role had learned considerably more of the material, with much stronger performance on tests.(后来，斯坦福大学的一组科学家测试了这个想法。在一项开创性的实验中，Catherine Chase要求62名八年级学生使用计算机程序来研究发烧如何影响身体。在两节课中，学生们必须阅读一篇文章，然后画出一个流程图。一半的青少年做这个练习是作为一种自学的形式，而其他人则被告知他们的图表将有助于教授一个虚拟人物。最后，那些担任教学角色的人学到了更多的材料，在考试中的表现也更出色。)”描述了 Catherine Chase的实验：一组学生自学，另一组被告知要“教”虚拟角色，结果后者学习效果更好。这直接证明了“learning by teaching”的有效性，并得到科学验证。所以，作者提到Catherine Chase的研究是为了证明通过教学来学习是有科学依据的。故选A项。 13．细节理解题。第四段“Chase named this the protege effect, and it has since been replicated many times. These later studies suggest that learning by teaching is more powerful than other memory techniques. The brain boost appears to arise as much from the expectation of teaching as the act itself. If we know that others are going to learn from us, we feel a sense of responsibility to provide the right information. As a result, we make a greater effort to fill in the gaps in our understanding and correct any mistaken assumptions before passing our knowledge on to others. This process then helps to enhance what we have learned.(Chase将这种现象命名为“门徒效应”，此后这种现象被重复了很多次。这些后来的研究表明，通过教学来学习比其他记忆技巧更有效。对教学的期望和教学本身似乎都对大脑产生了促进作用。如果我们知道别人会向我们学习，我们就会有一种提供正确信息的责任感。因此，在将我们的知识传递给他人之前，我们会更努力地填补我们理解中的空白，纠正任何错误的假设。这个过程有助于增强我们学到的内容)”解释门徒效应的机制：当我们预期要教别人时，会产生责任感，从而更努力地填补知识空白、纠正错误，进而巩固学习。故选A项。 14．细节理解题。根据最后一段的句子“To put the protege effect into practice, a face-to-face conversation with a human partner is ideal, but it can be hard to find one. Fortunately, there are other ways. You might choose to present your progress as a blog or video aimed at other learners. Or you might, like me, choose to chat with an AI.(为了将“门徒效应”付诸实践，与人类伙伴进行面对面的交谈是最理想的，但很难找到这样的人。幸运的是，还有其他方法。你可以选择以博客或视频的形式向其他学习者展示你的进步。或者你也可以像我一样，选择和人工智能聊天。)”可知，作者认为“真人教学最好但并非唯一途径”。故选B项。 15．推理判断题。根据最后一段的句子“I prompt (instruct) ChatGPT to act as a curious Spanish student, Mia, who listens to what I’ ve been learning and asks suitable questions and follow-ups. With voice features, I can practice speaking as well. Though it felt awkward to talk to my computer at first, I became more confident in real- life interactions after just a few weeks.(我提示（指导）ChatGPT扮演一个好奇的西班牙语学生Mia，她倾听我所学的内容，提出合适的问题并跟进。有了语音功能，我也可以练习说话。虽然一开始和电脑说话感觉很尴尬，但几周后，我在现实生活中的互动变得更加自信了。)”可知，作者在最后一段提到，使用 AI (如与 Mia 聊天) 起初“尴尬”，但几周后提升了自信和真实互动能力。这表明作者对 AI 持谨慎但乐观的态度。故选D项。 （25-26高三上·天津·期中）Although the shortcomings of the world’s dependence on plastics are all too obvious, the benefits they provide are all too easily ignored. Materials made from plastics are lighter, and cheaper and easier to produce. These materials have become vital in everything from building to car making. Plastics have also eased the world’s dependence on older materials, and on the living beings, from which many of them came. There are perhaps 10 million pianos in the world. If all the white keys were made of ivory, how many elephants would remain? Just as the benefits of plastics are often unseen, however, so are some potential harms. Now there is growing concern about what happens when they break up into micro pieces invisible to the eye. In the past decade such “microplastics” have been found in food chains, in human brains and even in the snow of Antarctica. To deal with the plastics pollution, the best approach is not to ban plastics, but to manage them more carefully. Better recycling technologies, now under development, are one part of the answer. The percentage of plastics which end up being recycled has doubled in the past two decades, but it is still only 9%. This is not because people do not care about the planet. It is because recycling is harder and more costly than most people realise. Greater use should therefore be made of landfill. When properly managed and well monitored, this is far less environmentally ruinous than often believed, and can be simpler and more effective. It also sidesteps the risk that plastics sent across the world for recycling will be dumped (倾倒) or burned. Incinerator (焚烧炉), which can both produce energy and allow the resulting carbon to be trapped, are a useful choice too, though they are also unpopular. Fortnum,a Finnish company, has found a way to turn the hydrocarbons (烃) back into plastic materials. Such innovation should be built on. When it comes to plastics, the benefits are very much greater than most people will allow — and so is the potential for managing the costs. 16．Why does the author mention the example of piano keys in paragraph 1? A．To argue that pianos should only be made from plastics. B．To stress the environmental benefits of using plastics. C．To show how plastic materials have replaced natural resources. D．To explain the environmental impact of using traditional materials. 17．What is the main reason for the low rate of plastic recycling? A．The risks caused by recycling. B．The undeveloped recycling technology. C．The difficulty and high cost of recycling. D．People’s lack of concern for the environment. 18．What does the underlined word “sidestep” in paragraph 4 mean? A．Increases. B．Encourages. C．Represents. D．Avoids. 19．According to the author, what is the key factor that makes landfill a recommended option for plastic waste management? A．Its ability to generate clean energy efficiently. B．Its role in promoting global recycling industries. C．Its low cost and simplicity when properly managed. D．Its popularity among environmentalists and the public. 20．What is the author’s overall attitude toward the future of plastic management? A．Hopeless. B．Optimistic. C．Indifferent. D．Critical. 【答案】16．B 17．C 18．D 19．C 20．B 【导语】这是一篇议论文。文章分析了塑料依赖的显著弊端与易被忽视的益处，聚焦微塑料带来的潜在危害，进而提出塑料污染的应对策略，并强调塑料管理的潜力与价值。 16．推理判断题。根据第一段“Plastics have also eased the world’s dependence on older materials, and on the living beings, from which many of them came. There are perhaps 10 million pianos in the world. If all the white keys were made of ivory, how many elephants would remain? (塑料还减轻了世界对传统材料以及许多传统材料来源生物的依赖。世界上大约有1000万台钢琴。如果所有的白键都用象牙制成，还会剩下多少头大象？)”可知，作者以钢琴白键为例，通过对比象牙与塑料的使用，凸显塑料在保护生物、减少对自然资源依赖方面的环境益处。故选B。 17．细节理解题。根据第三段“This is not because people do not care about the planet. It is because recycling is harder and more costly than most people realise. (这并不是因为人们不关心地球。而是因为回收比大多数人意识到的更困难、成本更高。)”可知，塑料回收率低的主要原因是回收工作的难度大且成本高。故选C。 18．词句猜测题。根据第四段“Greater use should therefore be made of landfill. When properly managed and well monitored, this is far less environmentally ruinous than often believed, and can be simpler and more effective. It also sidesteps the risk that plastics sent across the world for recycling will be dumped or burned. (因此，应该更多地利用填埋法。如果管理得当、监控到位，填埋法对环境的破坏远比人们通常认为的要小，而且更简单、更有效。它还能sidesteps那些被运往世界各地回收的塑料被倾倒或焚烧的风险。)”可知，填埋法相比跨国回收，可避免塑料被非法处理的风险，由此可推知“sidestep”意为“避免”。故选D。 19．细节理解题。根据第四段“When properly managed and well monitored, this is far less environmentally ruinous than often believed, and can be simpler and more effective. (如果管理得当、监控到位，填埋法对环境的破坏远比人们通常认为的要小，而且更简单、更有效。)”可知，填埋法被推荐作为塑料垃圾处理方案的关键因素是：在管理得当的情况下，它具有成本低、操作简单的优势。故选C。 20．推理判断题。根据最后一段“Fortnum, a Finnish company, has found a way to turn the hydrocarbons back into plastic materials. Such innovation should be built on. When it comes to plastics, the benefits are very much greater than most people will allow — and so is the potential for managing the costs. (芬兰公司Fortnum已找到一种将烃类转化回塑料材料的方法。这样的创新应该得到进一步发展。就塑料而言，其益处远比大多数人所认可的要大得多——管理其成本的潜力也是如此。)”可知，作者提及塑料回收的技术创新，并肯定塑料的价值与管理潜力，由此可推断作者对塑料管理的未来持乐观态度。故选B。 （25-26高二上·天津·期中）My life experience is anything but ordinary. Raised by my hardworking single mother on Australia's Gold Coast, I was encouraged to pursue higher education. Though I ranked top academically, my passion was cooking, a path my mother hesitated to support due to its challenges. To please her, I attended university while working part-time as a chef. However, my love for the kitchen soon surpassed my studies, and I dropped out to pursue cooking full-time. Over the next 12 years, I climbed the ranks as a chef, landing head chef positions in North Queensland. Life seemed perfect — I was engaged, had great friends and enjoyed stability. Yet, a lingering restlessness (挥之不去的焦躁感) grew within me. A trip to Bali became a turning point. I realized I desired something beyond conventional (守旧) existence. Despite guilt, I walked away from my settled life, returning to my mother's home on the Gold Coast. Soon, I fell back into old patterns — working in kitchens and feeling unfulfilled. Then, Instagram changed everything. As an early user, I poured my creativity into the platform, discovering a talent for photography and storytelling. By 2012, my audience grew to 200,000 followers, and tourism boards began reaching out. Recognizing the opportunity, I quit my job to pursue travel photography and social media full-time. The early days were tough. I created a “solo influencer package”, offering brands social media content, photography and campaign reports. As a pioneer in Australia's influencer market, my services became highly popular. I traveled on and on-50 trips a year at my peak-while expanding into consulting, public speaking, and project management. Now, I run a multifaceted (多层面) business, including photography, social media, and travel. I co-founded the Travel Bootcamp, teaching others to build careers in the industry, and launched an online photography course for beginners. Next year, I'll lead my first photography tour in Zimbabwe, my wife's homeland, combining my passions with conservation and community support. My journey has been challenging yet deeply fulfilling. Money is no longer the main driver — instead, I seek meaningful experiences and opportunities to inspire others. What began as a small idea has grown into a life of adventure, creativity and purpose. 21．What does the underlined word “surpassed” in paragraph 1 mean? A．Went beyond. B．Broke up. C．Continued. D．Improved. 22．Why did the author quit his job in North Queensland? A．He wanted to make a trip to Bali. B．He didn't enjoy working in the kitchen. C．He was eager to experience more in life. D．He preferred to live a conventional life. 23．How did the author's mother treat his choice of career? A．She eventually accepted her son's choice of career. B．She never supported her son's interest in cooking. C．She encouraged him to continue his university studies. D．She was the reason why he gave up his job in Queensland. 24．What is the main idea of paragraph 4? A．Why Instagram changed the author's mindset. B．Why followers liked to read the author's posts. C．How Internet benefited millions of online users. D．How the author started a career as a solo influencer. 25．What message does the text convey? A．Big results require big ambitions. B．The future is built on great ideas. C．Bravery never goes out of fashion. D．Your heart is the birthplace of dreams. 【答案】21．A 22．C 23．A 24．D 25．D 【导语】本文是一篇记叙文。文章主要讲述了作者不平凡的人生经历，从厨师长到创业者的华丽蜕变，告诉我们要勇敢追求梦想，创造精彩生活的人生道理。 21．词句猜测题。根据文章第一段中划线词surpassed后文的内容“and I dropped out to pursue cooking full-time. (我辍学了去做全职厨师)”可知，划线词后文提到作者选择辍学了，去做全职厨师，故可推知划线词surpassed与A项“Went beyond(超过，超越)”意思相近，因为作者对厨房的热爱很快超过了学业，因此而选择辍学，做了全职厨师。故选A。 22．细节理解题。根据文章第二段中的“Life seemed perfect — I was engaged, had great friends and enjoyed stability. Yet, a lingering restlessness (挥之不去的焦躁感) grew within me. A trip to Bali became a turning point. I realized I desired something beyond conventional (守旧) existence. (生活似乎很完美——我订了婚，有很好的朋友，生活也很稳定。然而，我内心却越来越感到不安。去巴厘岛旅行成为了一个转折点。我意识到我渴望超越传统的生活方式。)”可知，作者辞去在昆士兰北部的工作是因为他渴望体验更多的人生即渴望超越传统的生活方式。故选C。 23．推理判断题。根据文章第二段“Despite guilt, I walked away from my settled life, returning to my mother's home on the Gold Coast. (即使感到羞愧，但我还是离开了稳定的生活，回到了在黄金海岸的母亲的家。)”可知，作者的母亲最初希望他接受高等教育，并不支持他选择烹饪职业，但作者在放弃长期从事的烹饪职业后，回到了母亲家居住，由此可推知，作者与母亲的关系没有决裂，因此母亲最终同意了作者烹饪职业的选择。故选A。 24．主旨大意题。根据文章第四段中的“The early days were tough. I created a “solo influencer package”, offering brands social media content, photography and campaign reports. As a pioneer in Australia's influencer market, my services became highly popular. (早期很艰难。我创建了一个“个人网红套餐”，为品牌提供社交媒体内容、摄影和宣传活动报告。作为澳大利亚网红市场的先驱，我的服务变得非常受欢迎。)”可知，本段主要讲述了作者的网络生涯的经历，即是如何开始他的个人网红职业生涯的。故选D。 25．推理判断题。根据文章最后一段“My journey has been challenging yet deeply fulfilling. Money is no longer the main driver — instead, I seek meaningful experiences and opportunities to inspire others. What began as a small idea has grown into a life of adventure, creativity and purpose. (我的旅程充满挑战却又意义深远。金钱不再是主要动力——相反，我寻求有意义的经历和机会来激励他人。一个小小的想法已经发展成为充满冒险、创造力和目标的一生。)”可知，本文传达的信息是因为作者内心渴望体验更多人生，尝试超越传统的生活方式，由此激发作者追求的人生旅程充满挑战但又极具成就感，不断地追求有意义的经历和机会。故D选项“Your heart is the birthplace of dreams. (你的内心是梦想的发源地。)”符合题意。故选D。 考点四 数字与时间细节考查 （2025年天津3月考） Writing Competitions 2025 The Caledonia Novel Award The award is for the best novel manuscript (原稿). All entries must be original manuscripts at least 50,000 words long by unpublished writers. The first prize is £1,500. There is a special prize of a free place on a creative writing course at Moniack Mhor Centre, the sponsor of the competition. The entry fee is £28. A number of sponsored places are available for writers on low incomes. The closing date is 31 May. Website: https://thecnaward.com/submit The Deborah Rogers Foundation Writers Award The DRF Writers Award invites submissions of 15,000-20,000 words of a work in progress, which may be fiction or non-fiction. Writers must not previously have published any work. The winner will receive £10,000 and two shortlisted writers will receive £1,000. The closing date is 31 May. Website: https://www.drf.org/enter Imagine 2100 Climate Fiction Competition Writers are invited to “envision (展望) a future where humanity overcomes the climate crisis and builds a more sustainable world.” Your story can be set sometime between the near future and the year 2100. Stories should be unpublished, between 2,500-5,000 words. Entry is free, with the first prize of £3,000. The winning stories will be published on the competition’s website. The deadline is 24 June. Website: https://climatefiction.org/submit New Writers Flash Fiction Competition New Writers is inviting entries of short fiction on any theme up to 300 words. The first prize is £1,100. The winning entries will be published on the New Writers website. All entries must be original and unpublished. There is an entry fee of £10. £1 from each entry will be donated to First Story, the creative writing charity for young people. A limited number of free entries are available for low-income writers. The closing date is 31 March. Website: https://newwriters.net/compete 36．How many words are required for the entries to the competition sponsored by Moniack Mhor Centre? A．Up to 300. B．2,500 to 5,000. C．15,000 to 20,000. D．At least 50,000. 37．The DRF Writers Award differs from the other competitions in that________. A．it awards money prizes B．it offers a free writing course C．it accepts non-fiction entries D．it publishes winning stories online 38．Which competition involves donation to young writers? A．The Caledonia Novel Award. B．New Writers Flash Fiction Competition. C．Imagine 2100 Climate Fiction Competition. D．The Deborah Rogers Foundation Writers Award. 39．What do the four competitions have in common? A．Entries must not be previously published. B．They all fund low-income writers. C．All competitions are entry free. D．Participants should write on particular themes. 命题解读 新情境：聚焦 “实用信息类文本”，贴合生活与时代需求 本文选取 “2025 年写作比赛汇总” 这一实用文本，属于 “信息清单类” 说明文，涵盖参赛要求、奖项设置、截止日期等关键信息，模拟了学生在 “寻找赛事机会、报名参赛” 等真实场景中可能接触到的文本类型。这种选材贴合高考 “语言服务于实际生活” 的命题导向，强调语言的工具性和实用性。 新考法：从 “单点定位” 到 “多维度信息处理” 信息定位的复杂化：如 36 题需要 “赞助商→比赛→字数要求” 的双重定位，增加了信息查找的逻辑链条，考查学生的信息检索能力。 信息对比与归纳的强化：37 题的 “差异对比” 和 39 题的 “共性归纳”，要求学生整合全文信息，进行横向对比和归纳总结，而非局限于单一细节，体现高考对高阶思维的考查。 新角度：干扰项设置侧重 “信息混淆与以偏概全” 干扰项多采用 “张冠李戴”（如 36 题将不同比赛的字数要求混淆）、“以偏概全”（如 39 题将部分比赛的特征当作共性）等方式，精准击中学生在信息筛选中的常见误区。这要求学生在解题时，需逐一核对原文信息，避免 “凭印象判断”，养成 “精准比对、严谨推理” 的解题习惯。 考点解读 涉及时间、年龄、费用、数量等数字信息的提取与简单计算，需注意单位统一、时间转换、数字范围等细节，避免因忽略修饰词（如 at least、up to、more than 等）出错。 真题示例 1（2025 年天津 3 月考） 36．How many words are required for the entries to the competition sponsored by Moniack Mhor Centre? A．Up to 300. B．2,500 to 5,000. C．15,000 to 20,000. D．At least 50,000. 原文定位：“The Caledonia Novel Award” 部分：“All entries must be original manuscripts at least 50,000 words long.” 解析：关键词 “at least 50,000 words”，直接匹配选项 D，注意 “at least” 表 “至少”，避免误选其他数字范围。 真题示例 2（2023 年天津 3 月考） 36．Where could you work on Tuesday evenings? A．In the athletic department. B．In the dining hall. C．In the library. D．In the bookstore. 原文定位：“On-campus jobs available for students” 部分：“Athletic department (18:00-22:00 on weekdays)” 解析：题干时间 “Tuesday evenings” 属于 “weekdays”，对应体育部工作时间，选 A。 真题示例 3（2025 年天津 3 月考） 37．The DRF Writers Award differs from the other competitions in that________. A．it awards money prizes B．it offers a free writing course C．it accepts non-fiction entries D．it publishes winning stories online 原文定位：“The Deborah Rogers Foundation Writers Award” 部分：“which may be fiction or non-fiction.” 解析：其他三项比赛均未提及接受非虚构作品，该奖项的特殊之处在于 “accepts non-fiction entries”，选 C，本题虽为差异题，但核心是通过数字（15,000-20,000 词）和题材范围的细节辨析得出答案。 （25-26高三上·天津·期中）London is a huge city with more things to do than anywhere else. With the London Pass, you get free entry to over 50 specially selected places with one purchase. In the list you'll find: • 19 historic buildings • 22 museums and art galleries • 8 tours, cruises and walks and entertainment activities • 13 places of interest including boats and aquariums • 12 restaurants and services The London Pass not only offers great value and convenience, but also enables you to beat the queues at selected attractions. There are also special offers such as discounts at restaurants and theaters, where the attraction is normally free to the public. The London Pass also gives you great offers such as a free guided tour. So whether you prefer museums or cinemas, galleries or ice skating or zoos, with The London Pass there really is something for everyone. You can buy Adult or child passes for 2, 3 or 6 days. See all ticket prices bellow and choose what you need. Description Price London Pass 2 days Adult-Item E-036 $87 London Pass 3 days Adult-Item E-037 $104 London Pass 6 days Adult-Item E-038 $140 London Pass 2 days child (5-15 years) $62 London Pass 3 days child (5-15 years) $72 London Pass 6 days child (5-15 years) $100 You can contact us by sending emails or making calls. Please call 1-888-254-0637. Outside the US please call 00-800-84468370 or+ 1210 507 5997. VIP reservations: Contact a Customer Service representative at 1-866-270-2849. NOTE: If your reservation is made prior to November 15th, 2020 email sales@previewhotels.com. 1．According to the passage, with the London Pass you can probably do all the following things for free EXCEPT . A．stays at hotels B．see famous buildings C．go boating D．join in entertainment activities 2．According to Paragraph 2, with the London Pass, visitors . A．won't be allowed to travel alone B．won't have to pay for guided tours C．will be fined unless they wait in line D．can eat meals for free at some restaurants 3．How much should Mr. King pay for the London Pass 2 days if he goes with his wife and 7-year-old son? A．$174 B．$236 C．S 244 D．$270 4．What can be inferred from the passage? A．The London Pass has discounts for students. B．16 years olds can enjoy the London Pass 2 days Child. C．Children under 5 don't need the London Pass. D．The London Pass can't be bought on weekends. 5．If you are a VIP customer, you can reserve by calling . A．1-888-254-0637 B．00-800-84468370 C．1210 507 5997 D．1-866-270-2849 （2023·天津红桥·一模）The National Beekeeping Centre Wales is a free attraction in the countryside that teaches children about the importance of honeybees – with the chance to try lots of local honeys. This friendly visitor centre is a supporter of Welsh honeybees, which are increasingly under threat from climate change and loss of wildflower meadows. It raises visitors’ awareness of environmental issues and shows the 4,000-year history of beekeeping and honey-making, from the ancient Egyptians to the Romans. A Hive (蜂巢) Aid scheme lets you adopt a beehive, and regular courses (from €60 per person) train new generations of beekeepers. Fun fact Bees pollinate (授粉) about a third of everything we eat and play an important role in sustaining (维持) our ecosystems. In economic terms, honeybee pollination could be worth up to €200m to the UK alone. What about lunch? Next door is the Furnace Tearoom, part of the Bodnant Welsh Food Centre, which serves light bites – wraps, fruit salads (€7) and coffee. The nearby Pavilion Restaurant at the National Trust’s Bodnant Garden has cooked food, including baked potatoes (€5) and daily specials such as local casseroles (炖菜) with bread rolls (€6), plus coffee and cakes. Exit through the gift shop There is a range of bee-themed gifts in our gift shop, including bee toys (€2), wooden honey candy (€2) and a selection of honeys all made by Welsh producers (€5). The bestselling Bodnant honey (€8) goes fast. Getting here We are located just off the A470 on the Bodnant Estate in the Conwy Valley, and 10 minutes from the A55 north Wales coast road. Follow the brown signs just after Bonant Gardens. Value for money Visits and activities for kids are free, though donations are welcome. Taster days (from €60) and the weekend beekeeping course (€80 per person) are held at Abergwyngregyn village, 10 miles west down the A55. Opening hours The visitor Centre opens daily from 10 am-4 pm but it is volunteer-run, so phone ahead to check. Expect lots of fun activities around the annual Conwy Honey Fair. 6．What do we know about the National Beekeeping Centre Wales? A．It makes money mainly by selling local honeys. B．It invites visitors to adopt a beehive for free. C．It’s an educational centre about beekeeping. D．It shows visitors Wales’ long beekeeping history. 7．You can buy ________ at the Furnace Tearoom. A．fruit salads B．bread rolls C．baked potatoes D．local casseroles 8．Where is the National Beekeeping Centre Wales? A．In the village of Abergwyngregyn. B．Opposite Bonant Gardens. C．Off the A55 Wales coast road. D．Close to the A470 on the Bonant Estate. 9．How much would you have to pay for the weekend course and two bee toys? A．€64 B．€76 C．€84 D．€96 （19-20高三下·天津河东·阶段练习）Fallingwater is a house built over a waterfall in Southwestern Pennsylvania. Frank Lloyd Wright, America’s most famous architect, designed the house in 1935. It instantly became famous, and today it is a National Historic Landmark. Guided House Tour This tour features all the major rooms of the house and lasts about one hour. Photography is not permitted during this tour. The Guided House Tour allows children six-year-old and older to enjoy the house with their parents. Adults — $$ 20.00 with advance purchase — $$ 23.00 when purchased on site Youth (ages 6〜12) — $$ 14.00 with advance purchase — $$ 17.00 when purchased on site Daily from 10:00 am to 4:00 pm, except Wednesday. In-Depth Tour The tour is best if you desire a greater understanding of what Wright was seeking to create with his masterwork. The number of visitors on each tour is limited and photography is permitted for personal use only. Children nine years and older may accompany adults on this tour. $ 65.00 per person (Available by advance ticket purchase only) Daily from 10:00 am to 4:00 pm Sunset Tour As afternoon turns to evening, the changing light allows you to see Fallingwater from an entirely new perspective. The number of visitors is limited and photography is permitted for personal use only. Children under nine-years-old are not permitted on this tour. $ 110.00 per person (Available by advance ticket purchase only) May, June, & September — Saturdays at 4:30 pm July & August — Fridays and Saturdays at 4:45 pm Brunch Tour The guests join their guide for brunch before they leave. Children nine years and older may accompany adults on this tour. Please allow three hours total for this experience. $ 115.00 per person (Available by advance ticket purchase only) May through September — Saturdays & Sundays at 9:00 am 10．Today ______ is a National Historic Landmark. A．Frank Lloyd Wright B．a house in Southeastern Pennsylvania C．Fallingwater D．a famous architect 11．How much will a father and his two children (one is 9, the other is 15) spend if they buy the Guided House Tour tickets ahead of time? A．$ 48 B．$54 C．$ 63 D．$ 51 12．Where can a couple with an eight-year-old girl make a tour? A．Guided House Tour. B．In-Depth Tour. C．Brunch Tour. D．Sunset Tour. 13．What can we know about Sunset Tour? A．The number of visitors is not limited. B．It is not accessible in August. C．It is only open for teenagers. D．The ticket isn’t available on site. 14．What do the four tours mentioned have in common? A．They encourage advance tickets B．They offer brunch free of charge C．They forbid visitors taking photos D．They have the same price of tickets 学科网(北京)股份有限公司 学科网(北京)股份有限公司 学科网（北京）股份有限公司21 / 23 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $ 专题01 细节理解题 01 析·考点精解 1 02 构·知能架构 2 03 破·考点攻坚 2 考点一 具体信息定位与匹配 2 考点二 是非判断与细节辨析 20 考点三 因果 / 目的关系识别 36 考点四 数字与时间细节考查 53 01 析·考点精解 命题轨迹透视 细节理解题是天津高考英语阅读理解的核心题型，占比高、难度中等，主要考查考生对文章中具体事实、数据、逻辑关系等细节信息的筛选、定位与理解能力。题目答案多直接或间接源于原文，需精准匹配信息，避免主观臆断。 考点频次总结 考点 2025 首考 2025 二考 2024 首考 2024 二考 2023 首考 2023 二考 2022 首考 2022 二考 2021 首考 2021 二考 A篇 36-39 36-40 36-39 36-40 36-39 36-40 36-39 37-40 36-39 36-38 B篇 40,43 41-43 41-43 41-44 42-44 41,43, 44 40-41 42,44 40,41 41-43 C篇 46,48, 49 46-49 46,49 47-49 47,49 46-49 45-48 47 45-47,50 46-47,49 D篇 51-52 52-53,55 51,53 52-54 51-53 51-54 51,53 51,52,55 52-53 51-54 2026命题预测 结合近年天津高考真题，此类题目常围绕 “具体信息查询”“是非判断”“因果关系”“数字计算” 等核心考点展开。 02 构·知能架构 03 破·考点攻坚 考点一 具体信息定位与匹配 （2025年天津6月考） Welcome to our university’s Botanic Garden — plan your visit, and find out about what we do! You can either pay at the Ticket Office on arrival, or book your tickets online. Please note: Tickets cannot be used on any date other than the one they were booked for and are non- refundable (不可退款的). Guidelines for Visitors The Garden is an active research facility and a living museum with a collection of over 8,000 plants. Please bear in mind some simple rules for your visit: Only trained working dogs are permitted to enter the Garden. Children must stay with a grown-up at all times. Stick strictly to the paths and lawns (草坪). Do not climb the trees. Please do not pick any part of a growing plant. Cycling and ball games are not permitted in the Garden. Guided Tours in the Garden With over 8,000 plant species and a wonderful range of gardens and plantings to enjoy, there is something for everyone at the Garden, and many different aspects to appeal to a wide variety of interest groups. ◆ Free Drop-in Weekend Tours Enjoy a free-of-charge Garden tour with one of our expert guides, taking in the seasonal highlights of the Garden. Our weekend tours are available every Sunday at 11:30 a. m. and 2p. m. throughout the year. During the months of January and February these tours focus on the Winter Garden, Snowdrops and general winter interest. The free tours last one hour and start from the Fountain, near the MainLawn. Group Tours Our experienced volunteer guides will help you enjoy the highlights and provide some of the background history and development of this amazing garden. These 90-minute, pre-bookable tours are ideal for adult groups wishing to make the most of their visit to our 40-acre site. Please visit the Group Guided Tours page for more details. 36．What should a potential visitor take note of before booking a ticket to the Garden? A．Whether one can afford the visit. B．Whether the Garden website is accessible. C．Whether one can accept the ticket-booking policy. D．Whether the tickets are still available at the Ticket Office. 37．A kid is allowed to visit the Garden when they are . A．well trained B．with a bicycle C．accompanied by an adult D．guided by their working dog 38．What behaviour is acceptable in the Garden? A．Picking a flower. B．Climbing a tree. C．Playing a ball game. D．Walking on the lawns. 39．Where do the free drop-in weekend tours start? A．Snowdrops. B．The Fountain. C．The Main Lawn. D．The Winter Garden. 40．What special service can visitors enjoy on the group tour? A．The company of professional guides. B．The explanation of how the Garden works. C．The extended visit in and around the Garden. D．The introduction to the birth and growth of the Garden. 命题解读 新情境：真实场景下的实用文本，贴合高考命题导向 1. 文本选材：聚焦生活化、功能性场景 本文选取 “高校植物园参观指南” 这一真实场景文本，属于 “公共服务类说明文体”，完全契合高考英语 “语篇选材贴近学生生活、社会实际和时代发展” 的命题原则。文本涵盖购票规则、游客须知、导览服务等实用信息，模拟了学生在校园生活、社会实践中可能接触到的真实情境，打破了传统阅读理解中单纯的记叙文、议论文选材局限，突出语言的 “工具性” 和 “实用性”。 2. 情境价值：强化语言应用的真实意义 该文本的核心功能是 “指导游客规范参观、选择合适服务”，学生阅读的过程本质上是 “解决实际问题” 的过程 —— 如如何购票、带儿童参观需注意什么、选择哪种导览服务等。这种情境设置彻底摒弃了 “为做题而阅读” 的应试导向，转向 “用阅读解决真实问题” 的能力考查，呼应了高考 “培养学生语言运用能力，服务终身发展” 的核心目标。 新考法：从细节定位到高阶思维，凸显能力分层考查 1. 基础考法：细节定位的 “精准化” 升级 传统细节题多为 “点对点” 的简单匹配，而本文题目在细节考查上更注重 “精准理解”。如第 37 题考查 “儿童入园条件”，原文表述为 “Children must stay with a grown-up at all times”，选项 C “accompanied by an adult” 是同义替换，而干扰项 A 将 “工作犬需训练” 的规则偷换为 “儿童需训练”，要求学生不仅能找到对应句，还需精准区分规则适用对象，避免概念混淆。 2. 进阶考法：从 “信息提取” 到 “信息加工” 本文题目跳出单纯的细节查找，侧重对信息的加工处理，体现高考对高阶思维的考查： 规则理解与应用：第 36 题 “预订门票前需注意什么”，并非直接定位某一句细节，而是要求学生整合 “门票仅限预订日期使用、不可退款” 的规则，归纳为 “购票政策”，考查学生对规则的整体理解和归纳能力。 反向筛选与判断：第 38 题 “园内可接受的行为”，需要学生逐一排除 “采摘、爬树、球类运动” 等禁止行为，锁定 “在草坪行走” 这一允许行为，属于 “反向推理” 考法，要求学生具备对文本信息的反向甄别能力。 对比分析与差异识别：第 40 题 “团体导览的专属服务”，需要学生对比 “免费导览” 和 “团体导览” 的服务内容，排除两者共有的 “导游陪同”，锁定团体导览特有的 “历史与发展讲解”，考查学生的信息对比和逻辑判断能力。 3. 考法本质：指向 “语言运用能力” 的核心考查 所有题目均围绕 “游客在参观过程中可能遇到的实际问题” 展开，如购票、带娃参观、选择导览服务等，学生做题的过程就是 “模拟解决实际问题” 的过程。这种考法彻底摆脱了对文本字面意思的机械考查，转向对语言实用功能的考查，符合高考 “从知识立意到能力立意” 的转型方向。 新角度：干扰项设置与考查维度的创新 1. 干扰项设置：更具迷惑性，侧重逻辑误导 本文题目干扰项的设置不再是简单的 “与原文不符”，而是采用更隐蔽的逻辑误导方式，精准击中学生的思维漏洞。 2. 考查维度：从 “语言知识” 到 “思维品质” 的延伸 本文题目不仅考查学生的语言理解能力，更渗透对思维品质的考查： 逻辑思维：第 38 题的反向筛选、第 40 题的服务对比，均需学生进行清晰的逻辑推理，排除干扰，锁定正确答案。 批判性思维：干扰项的设置要求学生不轻易相信选项表述，而是回归原文进行验证，避免 “想当然” 的主观判断，培养严谨的批判性思维。 实用思维：题目均围绕真实参观场景中的实际问题，引导学生用 “实用视角” 阅读文本，提取对自己有用的信息，体现 “学以致用” 的思维导向。 【答案】36．C 37．C 38．D 39．B 40．D 【导语】这是一篇应用文。文章介绍大学植物园的购票规则、游客需遵守的规定，还提及免费周末导览和需预约的团体导览，助力游客规划参观。 36．细节理解题。根据第二段“Tickets cannot be used on any date other than the one they were booked for and are non- refundable (不可退款的).(这些票只能在预订的日期使用，其他日期不可使用，而且一经售出不予退款)”可知，在预订前往花园的门票之前，潜在游客应该注意是否能接受该门票预订政策。故选C。 37．细节理解题。根据Guidelines for Visitors部分“Children must stay with a grown-up at all times.(孩子们任何时候都必须由成年人陪同)”可知，孩子由成人陪同下可以进入花园。故选C。 38．细节理解题。根据Guidelines for Visitors部分“Stick strictly to the paths and lawns (草坪).(一定要沿着人行道和草坪行走)”可知，在草坪上行走是被允许的。故选D。 39．细节理解题。根据◆ Free Drop-in Weekend Tours部分“The free tours last one hour and start from the Fountain, near the MainLawn.(免费导览活动时长一小时，从靠近主草坪的喷泉处开始)”可知，免费的周末旅游从喷泉处开始。故选B。 40．细节理解题。根据倒数第二段“Our experienced volunteer guides will help you enjoy the highlights and provide some of the background history and development of this amazing garden.(我们经验丰富的志愿者导游会帮助您领略这座花园的精华之处，并为您介绍一些有关这座神奇花园的历史背景和发展历程)”可知，团体游中游客可以享受到介绍花园的诞生与成长。故选D。 （2023年天津3月考） STUDENT EMPLOYMENT ON CAMPUS All students may apply to work on campus. Getting started Before starting any position, all students need to complete required taforms and show identification. International students also need: *Social Security card        *Bank  account *Valid  passport          *Official work permit *Letter of support from the office of International Student Life Looking for a job on Handshake Handshake is an online job search platform for college students. With a Handshake account, students can receive information about career events and personalized job recommendations. To use Handshake, just follow these steps: *Log in to Handshake using your email address already provided by the college. *Complete personalization of your profile. *Start your job search by clicking “Jobs” button. *Fill out desired information:location, job type, etc. *Apply directly by clicking “Apply Now” button. You can also make appointments to meet with a career coach, access career resources, and explore careers that interest you. On-campus jobs available for students *Academic department assistant (Flexible working hours on Monday/Thursday) *Dining services (Lunchtime on weekdays) *Library assistant (Flexible working hours on Monday/Wednesday/Friday) *Bookstore/mailroom(9:00-12:00 at weekends) *Athletic department (18:00-22:00 on weekdays) Maximum working hours *During the semester (学期), domestic students can work a maximum of 10 hours a week; international students can work a maximum of 20 hours a week. *During the summer break,a student may not work more than 30 hours a week. *The total number of hours may not exceed (超过) the maximum hours allowed even if a student has more than one job. For more information, find us at Career Development Office, 211Hughes Hall; careerdevelopment@dreamcollege.edu, 555-520-1314 34．What documents are necessary for an international student to seek employment? A．Passport and Insurance Certificate. B．Work permit and Academic report. C．Bank account and Letter of support. D．Health Certificate and Social Security card. 35．Before searching for a job on Handshake, you need to_________. A．consult a career coach B．personalize your profile C．attend job training D．set up a new email account 36．Where could you work on Tuesday evenings? A．In the athletic department. B．In the dining hall. C．In the library. D．In the bookstore. 37．Which working arrangement is allowed for a domestic student? A．40 hours per week during the summer break. B．20 hours per week during the semester. C．2 jobs, each with 16 hours per week. D．3 jobs, each with 2 hours per week. 【答案】34．C 35．B 36．A 37．D 【导语】本文是应用文。文章主要介绍了学生在校园里做兼职的一些情况。 34．细节理解题。根据第二段中“International students also need:*Social Security card*Bank  account*Valid  passport*Official work permit*Letter of support from the office of International Student Life(国际学生还需要：* 社会保障卡 * 银行账户 * 有效护照 * 正式工作许可证 * 国际学生生活办公室的介绍信)”可知，国际学生寻找工作需要银行账户和介绍信。故选C。 35．细节理解题。根据Looking for a job on Handshake部分下的“To use Handshake, just follow these steps:*Log in to Handshake using your email address already provided by the college.*Complete personalization of your profile.*Start your job search by clicking “Jobs” button.(要使用Handshake，只需遵循以下步骤：* 使用学院提供的电子邮件地址登录到Handshake。* 使你的个人资料完全个性化。* 点击“职位”按钮开始搜寻工作。)”可知，在Handshake上寻找工作之前，你需要使你的个人资料完全个性化。故选B。 36．细节理解题。根据Maximum working hours上面的句子“*Athletic department (18:00-22:00 on weekdays)(* 体育部（工作日下午18时至22时）)”可知，在周二晚上你可以在体育部工作，故选A。 37．细节理解题。根据Maximum working hours下面的“During the semester (学期), domestic students can work a maximum of 10 hours a week; international students can work a maximum of 20 hours a week.(本学期国内学生每周最多工作10小时，国际学生每周最多工作20小时。)”和“The total number of hours may not exceed (超过) the maximum hours allowed even if a student has more than one job.(即使一个学生有一份以上的工作，总学时也不得超过规定的最高学时。)”可知，即使国内学生有多份工作，每周最多工作总量不得超过10个小时，所以D项“3份工作，每份每周工作2小时。”是被允许的，总共3*2=6，不超过十小时，故选D。 考点解读 要求考生根据题干中的关键词（如人名、地名、时间、数字、核心名词 / 动词等），快速在原文中找到对应信息句，再对比选项与原文细节，选出一致答案。天津高考中此类题目占比最高，答案多为原文信息的同义改写或直接提取。 真题示例 1（2025 年天津 3 月考） 36．How many words are required for the entries to the competition sponsored by Moniack Mhor Centre? A．Up to 300. B．2,500 to 5,000. C．15,000 to 20,000. D．At least 50,000. 原文定位：“The Caledonia Novel Award” 部分：“All entries must be original manuscripts at least 50,000 words long by unpublished writers. There is a special prize of a free place on a creative writing course at Moniack Mhor Centre, the sponsor of the competition.” 解析：题干关键词：“Moniack Mhor Centre”“words required”。定位原文后发现，该中心赞助的比赛要求参赛作品 “至少 5 万字”，直接匹配选项 D。 真题示例 2（2025 年天津 6 月考） 39．Where do the free drop-in weekend tours start? A．Snowdrops. B．The Fountain. C．The Main Lawn. D．The Winter Garden. 原文定位：“Free Drop-in Weekend Tours” 部分：“The free tours last one hour and start from the Fountain, near the Main Lawn.” 解析：题干关键词 “free drop-in weekend tours”“start”，定位原文后直接找到起点为 “The Fountain”，对应选项 B。 真题示例 3（2023 年天津 6 月考） 41．What fascinated Tara during her school orchestra's demonstration? A．The tune of the flutes. B．The beat of the drums. C．The sound of the violin. D．The manner of the musicians. 原文定位：第六段最后两句 “But the violin…ah, the violin. It made the sweetest sound I'd ever heard! My heart was dancing along with its flowing tune. For the first time in my life, I went so wild with joy.” 解析：题干关键词 “fascinated”“school orchestra's demonstration”，定位原文可知小提琴的声音让作者痴迷，对应选项 C。 （25-26高三上·天津静海·期中）Summer programs are available to students upon application. Please consult individual course descriptions for restrictions and requirements. ★Intensive Beginning Swahili Intensive Beginning Swahili is summer abroad course for students who have no prior proficiency (熟练) in the Swahili language. The course is taught m Swahili and focuses on acquiring beginner-level skills to perform basic communication functions in the culture of Swahili speakers. Open to current first year undergraduates, sophomores and juniors. Days: 25 June — 20 August ★Intermediate Chinese This course is a four-week summer intensive language course, conducted in person at Princeton Theological Seminary. Students work on developing a strong foundation for modern spoken and written Chinese, with emphasis on the reading of contemporary Chinese dialogue. Enrollment by application or interview. Days: 10 July — 6 August ★Studies in Spanish Language and Style This is an intensive, full immerse course in Spanish language and Argentine history, culture and art. Students develop advanced language skills while studying language in context, through the exploration of the city of Buenos Aires, its architecture, museums, and culture and political life. Open to students who have completed the Spanish language requirement. Days: 18 July — 20 August ★Accelerated Summer Study Taught at the Scuola Normale Superiore Pisa, Italy, the course will be team-taught by a resident Princeton faculty and an SNS faculty member. The course is designed to increase students’ writing and speaking language ability proficiency levels and enable students to understand Italian culture, history and literature while exploring the foreign city. Not open to seniors. Days: 24 July — 24 August 1．If you submit the application for summer programs, what should you do? A．Consult the teachers in charge of the different courses. B．Improve your language proficiency and cultural awareness. C．Acquire more detailed information about the courses. D．Refer to the limitations and qualifications of each course. 2．What can the students taking Intermediate Chinese do? A．Learn classical Chinese. B．Sharpen students’ skills. C．Practice spoken Chinese. D．Attend online lectures. 3．What do the last two courses have in common? A．They last for the whole month of July. B．They are open to any college student. C．They follow the idea of learning by doing. D．They are taught in the same target language. 4．Where can you probably find the passage? A．In a geographical magazine. B．Ina travel brochure. C．In an academic journal. D．On a college website. 【答案】1．D 2．C 3．C 4．D 【导语】这是一篇应用文。主要介绍了四门大学暑期语言课程（斯瓦希里语、汉语、西班牙语、意大利语）的招募信息，包括课程特色、申请要求、时间安排等。 1．细节理解题。根据第一段“Summer programs are available to students upon application. Please consult individual course descriptions for restrictions and requirements.( 暑期课程面向学生开放，申请即可参与。请查阅各课程描述以了解限制条件和要求。)”可知，如果你提交暑期课程的申请，你应该查阅每个课程的限制和条件。故选D项。 2．细节理解题。根据★Intermediate Chinese中“Students work on developing a strong foundation for modern spoken and written Chinese, with emphasis on the reading of contemporary Chinese dialogue.( 学生努力发展现代汉语口语和书面语的坚实基础，重点是当代汉语对话的阅读。)”可知，学习中级汉语的学生可以练习汉语口语。故选C项。 3．细节理解题。根据★Studies in Spanish Language and Style中“Students develop advanced language skills while studying language in context, through the exploration of the city of Buenos Aires, its architecture, museums, and culture and political life.( 学生通过探索布宜诺斯艾利斯市、它的建筑、博物馆、文化和政治生活，在语境中学习语言，同时发展高级语言技能。)”以及★Accelerated Summer Study中“The course is designed to increase students’ writing and speaking language ability proficiency levels and enable students to understand Italian culture, history and literature while exploring the foreign city.( 本课程旨在提高学生的语言写作和口语能力熟练程度，使学生在探索异国城市的同时了解意大利的文化、历史和文学。)”可知，两门课程均强调“通过实地探索（探索城市、博物馆等）学习语言和文化”，由此可知，共同之处是它们都遵循在实践中学习的理念。故选C项。 4．推理判断题。根据文章大意以及第一段“Summer programs are available to students upon application. Please consult individual course descriptions for restrictions and requirements.( 暑期课程可供学生申请。请查阅各个课程的限制和要求。)”可知，文章介绍的是针对大学生的暑期海外课程 / 校内密集课程，包含课程对象“current first year undergraduates, sophomores and juniors(当前大一、大二和大三学生。)”、申请要求、时间等信息，符合“大学官网发布课程通知”的场景。故选D项。 （20-21高三下·天津·阶段练习）While flat bread has a history that dates back to ancient Egypt, real pizza—pizza with tomato sauce—was invented in Naples, Italy. Legend holds that pizza margherita—filled with tomato, cheese, and basil, in the red white and green of Italy’s flag—was first created by Naples’ Pizzeria Brandi to honor Queen Margherita of Italy during an 1886 visit. Today, of course, there are all kinds of pizza shapes, sizes and flavors around the world, but the original Neapolitan pizza is round, with a soft, thin center and thinker, crunchier sides. You should be able to fold it in four and eat it like a crepe. And that's the delicious treat that's now up for protection as an irreplaceable piece of global human heritage: This year, Italy is putting "the art of the Neopolitan pizza maker" on the list of candidates to become treasures of world heritage recognized by the United Nations Educational, Scientific and Cultural Organization Universally recognizable, "pizza" happens to to the Italian language's best-known word, but that doesn't mean it's a shoo-in. "UNESCO has never listed a cultural tradition linked to food production," Peirluigi Petrillo, who prepared the documents to be discussed at UNESCO, told The Local. The European Union included pizza in its official list of “guaranteed traditional specialities” in 2016. The list specifies that any pizza called “Neapolitan” must be no more than 35 cm wide, with crust of up to 2 cm high, topped with canned tomatoes, cheese from Naples, Campania region, oil and basil. The pizza must be cooked in a wooden oven, and be elastic and soft. Italy also says that it has more UNESCO-recognized cultural treasures than any other country. The final decision on whether pizza-making makes one more will be announced in 2022, after discussion with all 193 UN member-states. 5．Pizza margherita got such a name because________. A．Queen Margherita gave it the name B．it was specially created for Queen Margherita C．it was created in Queen Margherita’s time D．Queen Margherita liked eating it very much 6．This year Italy is going to make________. A．Neapolitan pizza known in the world B．Neapolitan pizza sold all over the world C．the pizza-making art become a world heritage D．Neapolitan pizza be thought highly of 7．What conclusion can be drawn according to what Pierluigi Petrillo said? A．Neapolitan pizza is only well-known in Italy B．Neapolitan pizza will be recognized in the world. C．The dream of Italy is sure to come true in 2022. D．Neapolitan pizza might be refused by UNESCO. 8．Pizza included in the list of “guaranteed traditional specialities”________. A．has specific requirements B．will become popular next year C．must be admitted by UNESCO D．must be created by Naples’ Pizzeria Brandi 9．In which part of a magazine can you probably find the passage? A．Travel and Sightseeing B．Food and Culture C．Economy and Finance D．Recreation and Relaxation 【答案】5．B 6．C 7．D 8．A 9．B 【分析】这是一篇说明文。文章主要介绍了意大利那不勒斯发明了真正的披萨，今年意大利将使制作披萨的艺术成为世界遗产。文章说明了人们对此的看法以及对于要列入“保证传统特色”名单的披萨的一些要求。 5．细节理解题。根据第一段中“Legend holds that pizza margherita—filled with tomato, cheese, and basil, in the red white and green of Italy’s flag—was first created by Naples’ Pizzeria Brandi to honor Queen Margherita of Italy during an 1886 visit. (相传这种披萨是由那不勒斯的布兰迪披萨店为了纪念1886年来访的意大利女王玛格丽特而发明的，披萨里满是西红柿、奶酪和罗勒，披萨是意大利国旗的红白绿三色)”可知，玛格丽塔披萨之所以有这样一个名字，是因为它是为玛格丽塔女王特制的。故选B。 6．细节理解题。根据第二段中“This year, Italy is putting "the art of the Neopolitan pizza maker" on the list of candidates to become treasures of world heritage recognized by the United Nations Educational, Scientific and Cultural Organization(UNESCO). (今年，意大利将“那不勒斯披萨制作艺术”列入联合国教科文组织认可的世界遗产遗产名录)”可知，今年，意大利将使制作披萨的艺术成为世界遗产。故选C。 7．推理判断题。根据第三段中““UNESCO has never listed a cultural tradition linked to food production,” Pierluigi Petrillo, who offered the material to be discussed at UNESCO, told The Local, an English-language digital news publisher. (“教科文组织从未将与食品生产相关的文化传统列入名单，”提供材料供教科文组织讨论的Pierluigi Petrillo告诉英文数字新闻出版商The Local)”可推知，根据Pierluigi Petrillo所说，可以得出那不勒斯披萨可能会被联合国教科文组织拒绝的结论。故选D。 8．细节理解题。根据倒数第二段“The European Union included pizza in its official list of "guaranteed traditional specialities" in 2016. The list specifies that any pizza called "Neapolitan" must be no more than 35 cm wide, with crust of up to 2 cm high, topped with canned tomatoes, cheese from Naples, Campania region, oil and basil. The pizza must be cooked in a wooden oven, and be elastic and soft. (2016年，欧盟将披萨列入了官方的“保证传统特色”名单。这份清单规定，任何名为“那不勒斯”的披萨，宽度不得超过35厘米，皮厚不超过2厘米，顶上放有罐装西红柿、坎帕尼亚地区产的奶酪、油和罗勒。披萨必须在木制烤箱里煮，而且要有弹性和柔软)”可知，列入“保证传统特色”名单的披萨有特定的要求。故选A。 9．推理判断题。根据第一段中“While flat bread has a history that dates back to ancient Egypt, real pizza—pizza with tomato sauce—was invented in Naples, Italy. (面饼的历史可以追溯到古埃及，而真正的披萨——加番茄酱的披萨——是在意大利的那不勒斯发明的)”结合文章主要介绍了意大利那不勒斯发明了真正的披萨，今年意大利将使制作披萨的艺术成为世界遗产。文章说明了人们对此的看法以及对于要列入“保证传统特色”名单的披萨的一些要求。可推知，你可能在杂志的“饮食文化”部分找到这篇文章。故选B。 （2026·天津·一模）The 20th century was a famously fruitful time for visions of the future, but the 21st century has failed to inspire them in the same way. Science fiction writer William Gibson has called this “future fatigue”, pointing out that we barely ever make reference to the 22nd century. One reason is that most of the ideas of the future that captured people’s imaginations in the 20th century have mutated since then. Plastic, for example, once billed as the material of the future, has become an environmental and health crisis — its durability and abundance turned downsides. The dominant images of the future that we are presented with at the moment all have long histories to them. They include space colonization, dystopian artificial intelligence and a longing to bring back the past — but a past that never was. This makes sense given the climate anxiety and dread about the future felt by many people. The future has started to feel like it is closing off rather than opening out. Jean-Louis Missika, a former deputy mayor of Paris, has written that “when the future is dark, people turn to an idealised past, a lost golden age. Nostalgia (怀旧) becomes a refuge against dangers, a cocoon against the announced declines.” It’s not that absolutely no new future visions have emerged this century. But it is notable that no major, forward-looking future visions have taken root in our collective imagination since smartphones came to dominate our way of communicating. I think about the future for a living and it is my experience that unified visions of desirable futures can inspire people to bring about change. They act as motivators and imagination engines. We can use them to visualise the society we want and then commit to work towards that future. Unifying visions of the future are also effectively used in architectural pictures, ads and TV shows; Star Trek has inspired technologists for decades. We’re in a crucial transition — from fossil fuels to renewables. This can feel terrifying, but also motivating. There are plenty of hotspots of innovation today: look at the rise of rooftop solar energy in Pakistan, where households and small businesses are energetically embarking on the shift to renewables. But we lack integration: future thinking that assembles these innovations together into unified visions, puts them in a social context and then constructs from the present into the future. In my new book, I look at four future visions being developed today: more-than-human futures reimagines our relationship with nature; degrowth redesigns the role of the economy; solarpunk recharges cultural innovation; and the metaverse immerses us in vivid digital worlds. But the future doesn’t stop with these — there should be many more visions emerging. We need to seed them, grow them and see what shape they take when we tell stories of the future once again. 10．Why does future fail to attract people in the 21st century? A．Because nostalgia replaces hope for tomorrow. B．Because it repeats old dreams in the 20th century. C．Because 20th-century visions have turned problematic. D．Because climate fear has destroyed people’s confidence. 11．What can be learned from the passage? A．The energy shift plays a key role in future thinking. B．Looking backward helps build stronger communities. C．The absence of shared visions holds back future progress. D．Rapid technological growth has restored people’s optimism. 12．What does the author think of unified future visions? A．They are mainly reflected in science fiction works. B．They can encourage people to work for social change. C．They have been replaced by digital world experiences. D．They are less effective than individual innovative ideas. 13．Regarding the “future fatigue”, the author is ________. A．concerned B．critical C．doubtful D．approving 14．What is the author’s main purpose in writing this article? A．To explain why “future fatigue” exists. B．To promote her new book about future visions. C．To warn against widespread fatigue towards future. D．To inspire collective imagination of future narratives. 【答案】10．C 11．C 12．B 13．A 14．D 【导语】这是一篇说明文。文章主要探讨了21世纪人们缺乏对未来的憧憬这一现象，分析了原因，并强调了统一未来愿景的重要性，最后呼吁人们共同构建对未来的想象。 10．细节理解题。根据第二段“One reason is that most of the ideas of the future that captured people’s imaginations in the 20th century have mutated since then. Plastic, for example, once billed as the material of the future, has become an environmental and health crisis — its durability and abundance turned downsides.(原因之一是，20世纪吸引人们想象的未来构想大多已经发生了变化。例如，塑料曾被宣传为未来的材料，但现在已成为环境和健康危机——它的耐用性和丰富性变成了缺点。)”可知，21世纪的未来无法吸引人们是因为20世纪的愿景已经变得有问题。故选C项。 11．推理判断题。根据倒数第三段“But we lack integration: future thinking that assembles these innovations together into unified visions, puts them in a social context and then constructs from the present into the future.(但我们缺乏整合：将所有这些创新整合成统一的愿景的未来思维，将它们置于社会背景中，然后从现在构建到未来。)”可知，我们缺乏整合，缺乏共同的愿景阻碍了未来的进步。故选C项。 12．细节理解题。根据倒数第五段“I think about the future for a living and it is my experience that unified visions of desirable futures can inspire people to bring about change. They act as motivators and imagination engines. We can use them to visualise the society we want and then commit to work towards that future.(我以思考未来为生，我的经验是，对理想未来的统一愿景可以激励人们带来改变。它们是激励者和想象力引擎。我们可以用它们来想象我们想要的社会，然后致力于实现那个未来。)”可知，作者认为统一的未来愿景可以鼓励人们为社会变革而努力。故选B项。 13．推理判断题。根据最后一段“But the future doesn’t stop with these — there should be many more visions emerging. We need to seed them, grow them and see what shape they take when we tell stories of the future once again.(但未来不会止步于此——应该有更多的愿景出现。我们需要播种它们，培育它们，看看当我们再次讲述未来的故事时，它们会呈现出什么样的形态。)”可知，作者对于“未来疲劳”是担忧的。故选A项。 14．推理判断题。根据最后一段“But the future doesn’t stop with these — there should be many more visions emerging. We need to seed them, grow them and see what shape they take when we tell stories of the future once again.(但未来不会止步于此——应该有更多的愿景出现。我们需要播种它们，培育它们，看看当我们再次讲述未来的故事时，它们会呈现出什么样的形态。)”可知，作者写这篇文章的主要目的是激发人们对未来叙事的集体想象力。故选D项。 （25-26高三上·天津北辰·月考）People from East Asia tend to have more difficulty than those from Europe in distinguishing facial expressions — and a new report published online in Current Biology explains why. Rachael Jack, University of Glasgow researcher, said that rather than scanning evenly (均匀的) across a face as Westerners do, Easterners fix their attention on the eyes. “We show that Easterners and Westerners look at different face features to read facial expressions,” Jack said. “Westerners look at the eyes and the mouth in equal measure, whereas Easterners favor the eyes and neglect (忽略) the mouth.” According to Jack and her colleagues, the discovery shows that human communication of emotion is more complex than previously believed. As a result, facial expressions that had been considered universally recognizable cannot be used to reliably convey emotion in cross-cultural situations. The researchers studied cultural differences in the recognition of facial expressions by recording the eye movements of 13 Western Caucasian and 13 East Asian people while they observed pictures of expressive faces and put them into categories: happy, sad, surprised, fearful, disgusted, angry, or neutral. They compared how accurately participants read those facial expressions using their particular eye movement strategies. It turned out that Easterners focused much greater attention on the eyes and made significantly more errors than did Westerners. “The cultural difference in eye movements that they show is probably a reflection of cultural difference in facial expressions,” Jack said. “Our data suggest that whereas Westerners use the whole face to convey emotion, Easterners use the eyes more and mouth less.” In short, the data show that facial expressions are not universal signals of human emotion. From here on, examining how cultural factors have diversified these basic social skills will help our understanding of human emotion. Otherwise, when it comes to communicating emotions across cultures, Easterners and Westerners will find themselves lost in translation. 15．The discovery shows that Westerners ________ A．consider facial expressions universally reliable. B．pay equal attention to the eyes and the mouth C．observe the eyes and the mouth in different ways D．have more difficulty in recognizing facial expressions 16．What were the people asked to do in the study? A．To classify some face pictures. B．To get their faces impressive. C．To make a face at each other. D．To observe the researchers’ faces. 17．What does the underlined word “they” in Paragraph 6 refer to? A．The researchers of the study. B．The participants in the study. C．The errors made during the study. D．The data collected from the study. 18．In comparison with Westerners, Easterners are likely to ________. A．do translation more successfully B．study the mouth more frequently C．examine the eyes more attentively D．read facial expressions more correctly 19．According to the passage, we can infer that the researcher, Rachael Jack ________. A．is a student in University of Glasgow B．studies the fields related to biology or cultures C．has published a new report on human rights D．shows that facial expressions are universal signals of human emotion 【答案】15．B 16．A 17．B 18．C 19．B 【导语】本文是一篇说明文。主要介绍东西方人识别面部表情的差异及原因，揭示面部表情并非通用的情绪信号。 15．细节理解题。根据第三段中的“Westerners look at the eyes and the mouth in equal measure, whereas Easterners favor the eyes and neglect the mouth.(西方人会同等程度地关注眼睛和嘴巴，而东方人更偏爱关注眼睛，忽略嘴巴。)”可知，西方人识别面部表情时，对眼睛和嘴巴的关注度是相同的。故选B项。 16．细节理解题。根据第五段中的“The researchers studied cultural differences in the recognition of facial expressions by recording the eye movements of 13 Western Caucasian and 13 East Asian people while they observed pictures of expressive faces and put them into categories: happy, sad, surprised, fearful, disgusted, angry, or neutral.(研究人员通过记录13名西方白人和13名东亚人的眼球运动来研究面部表情识别的文化差异，这些受试者会观察带有表情的人脸图片，并将其分为开心、难过、惊讶、恐惧、厌恶、愤怒或中性这几类。)”可知，研究中的受试者需要对人脸表情图片进行分类。故选A项。 17．词句猜测题。根据第六段中的“It turned out that Easterners focused much greater attention on the eyes and made significantly more errors than did Westerners. “The cultural difference in eye movements that they show is probably a reflection of cultural difference in facial expressions,” Jack said. (结果表明，东方人对眼睛的关注度要高得多，而且犯的错误也明显比西方人多。杰克说：“他们所表现出的眼球运动的文化差异，很可能反映了面部表情的文化差异。”)”可知，此处的“they”指代前文参与研究的受试者。故选B项。 18．细节理解题。根据第二段中的“Rachael Jack, University of Glasgow researcher, said that rather than scanning evenly across a face as Westerners do, Easterners fix their attention on the eyes.(格拉斯哥大学研究员雷切尔·杰克表示，与西方人均匀扫视整张脸不同，东方人会将注意力集中在眼睛上。)”以及第六段中的“It turned out that Easterners focused much greater attention on the eyes and made significantly more errors than did Westerners.(结果表明，东方人对眼睛的关注度要高得多，而且犯的错误也明显比西方人多。)”可知，与西方人相比，东方人更倾向于专注观察眼睛。故选C项。 19．推理判断题。根据全文内容，尤其是第一段中的“People from East Asia tend to have more difficulty than those from Europe in distinguishing facial expressions — and a new report published online in Current Biology explains why. (东亚人往往比欧洲人更难分辨面部表情——发表在《当代生物学》网络版上的一份新报告解释了其中的原因。)”以及第四段中的“According to Jack and her colleagues, the discovery shows that human communication of emotion is more complex than previously believed.(杰克和她的同事们表示，这项发现表明人类的情感交流比之前认为的要复杂得多。)”可知，雷切尔·杰克的研究涉及生物学和文化领域相关内容，由此可推断，她研究的是与生物学或文化相关的领域。故选B项。 （2021·天津河西·二模）The National Association of Teachers of Singing(NATS) celebrates the art of singing through a series of competitions and programs. They are designed to showcase the talented singers and performers who are soon to be rising stars in the profession. National Student Auditions Students of NATS members will begin by performing during their regional auditions. Five singers from each regional category will advance lo a national online screening round, where entrants will submit a video of their performances for judgment by a group of national judges. Entry Fee: $75 per category Prizes: S35,000 for 1st, 2nd and 3rd places in total. Deadline for Applications: April 13, 2021(applications by emailed invitation only; following regional auditions) NATS Artist Awards(NATSAA) Preliminary competitions are held at the regional level, with one winner picked out of each of the 14 NATS regions. The 14 semifinalists then gather at the site or the NATS Winter Workshop for the final two rounds of the competition. Entry Fee: $75 Prizes: The winner is awarded $13,000; the 2nd place, $6,000. Deadline for Applications: September 5,2021 Art Song Composition Award The competition is open to any composer whose submined work meets the requirements. The winning composer will receive a cash award and a performance of the winning composition at the next scheduled NATS National Conference. Entry Fee: $30 Prizes: The winner is awarded $5,000; the 2nd place, $2,500. Deadline for Applications: December 1, 2021 National Music Theater Competition The competition is seeking the best rising music theater soloists, those who just need one break to move their careers forward. Applicants must be between ages 20-28. Preliminary rounds of the competition are scheduled to take place in fall 2021 and about 24 singers advance to the semifinal and final rounds. Entry Fee: $90. Prizes: The first prize is awarded 55,000; the 2nd place, $52,000. Deadline for Applications: May 15, 2021 20．What is the purpose of these NATS competitions? A．To decide who can join NATS. B．To celebrate important music festivals. C．To test and grade NATS teachers' professional skills. D．To let NATS members and their students show musical talent. 21．An emailed invitation is a must for those who want to attend . A．NATS Artist Awards B．National Student Auditions C．An Song Composition Award D．National Music Theater Competition 22．If you came second after the two NATSAA final rounds, how much could you get? A．1,7500 dollars. B．6,000 dollars. C．2,500 dollars. D．2,000 dollars. 23．Applications for Art Song Composition Award should be submitted before which day? A．April 13,2021. B．May 15,2021. C．Septembers,2021. D．December 1,2021. 24．Which kind of people is National Music Theater Competition seeking? A．The best music theater managers. B．Senior artists who have live concert experiences. C．Solo performers aged 20-28. D．Those who are good at playing musical instruments. 【答案】20．D 21．B 22．B 23．D 24．C 【分析】这是一篇应用文。文章主要介绍了一些全国歌唱教师协会组织的歌唱比赛的情况，包括申请要求、报名费用、奖金和申请时间等信息。 20．细节理解题。根据第一段“The National Association of Teachers of Singing(NATS) celebrates the art of singing through a series of competitions and programs. They are designed to showcase the talented singers and performers who are soon to be rising stars in the profession.(全国歌唱教师协会通过一系列比赛和节目来庆祝歌唱艺术。 它们是为了展示即将成为该行业新星的有才华的歌手和表演者而举办的)”可知，NATS竞赛的目的是让NATS成员和他们的学生展示音乐天赋。故选D。 21．细节理解题。根据National Student Auditions部分中“applications by emailed invitation only(只接受电邮邀请申请)”可知，对于那些想参加National Student Auditions的人来说，必须有电子邮件邀请。故选B。 22．细节理解题。根据NATS Artist Awards(NATSAA)部分中“Prizes: The winner is awarded $13,000; the 2nd place, $6,000.( 奖金:获奖者将获得13000美元；第二名6000美元)”可知，如果你在两轮NATSA A的决赛中获得第二名，你能得到6000美元。故选B。 23．细节理解题。根据Art Song Composition Award部分中“Deadline for Applications: December 1, 2021(申请截止日期：2021年12月1日)”可知，艺术歌曲创作奖的申请须于2021年12月1日前递交。故选D。 24．细节理解题。根据National Music Theater Competition部分中“The competition is seeking the best rising music theater soloists, those who just need one break to move their careers forward. Applicants must be between ages 20-28.(该比赛旨在寻找最优秀的正在崛起的音乐剧独奏者，这些人只是需要一个改变来推动他们的职业发展。 申请人年龄在20-28岁之间)”可知，全国音乐剧征集的是年龄20-28岁的独奏演员。故选C。 考点二 是非判断与细节辨析 （2025年天津6月考） My great grandmother received the dollhouse (玩具小屋) from a family friend back in the late 1800s. It was then passed down from generation to generation. I was seven when I discovered it underneath the tree on Christmas morning. In our house, Mom set up a sewing area. I sat at her sewing machine, my feet barely reaching the presser foot. Mom bent over me, her hands on mine, gently guiding small bits of cloth under the needle to create dollhouse bedding. She also taught me to make mini-blankets. With a little paint and glue, Mom demonstrated that anything could be turned into dollhouse furniture. I learnt to view the world as a place of possibility. I spent hours of my girlhood sitting before my dollhouse, telling made-up stories, and creating miniatures (缩微模型). But eventually school activities took over, and the dollhouse was moved to the attic (阁楼). Over the next 40 years, the storytelling skills I’d practiced with the dollhouse grew into novel writing skills, and I developed a career as an author. One day, after hours of working on my fourth book, I took a break by surfing the Internet and happened to notice the beautiful dollhouses people posted on social media. They reminded me of mine. I went to the attic, brought it back to my room and started updating it. During the mindless hours of sewing and furnishing (布置家具), I listened to audiobooks about the history of dollhouses, learning that they were not invented for play. There’s a long, rich history of people in hardship turning to dollhouses to find comfort. They weren’t produced as toys until mass production became standard after 1945. This inspired me to create a novel where art saves the day. The truth was I myself needed art to save the day. Mom was then slipping away from me owing to progressive memory loss. The only topic we could discuss with any genuine joy was the update of the dollhouse. She loved retelling its history — those old memories. Mom didn’t find it strange at all that her 50-year-old daughter was updating the dollhouse. She just thought it fun and beautiful. And it was. It was a world where Mom and I were at our best together. 41．What did the author’s mother teach her to do? A．To sew and create miniatures. B．To add imaginary figures to the dollhouse. C．To make up fairy tales set in the dollhouse. D．To do oil paintings and glue them onto the little walls. 42．Why did the author decide to update the dollhouse decades later? A．She intended to follow the trend on social media. B．She was eager to start a new career as a toy designer. C．She felt the urge to compete with other dollhouse makers. D．She was inspired by people sharing their dollhouses online. 43．What did the author learn about dollhouses from the audiobooks? A．They were initially created for play. B．People once sought comfort in them. C．Rich people sold them for money during difficult times. D．A uniform standard for their production was set in 1945. 命题解读 新情境：以 “个人成长 + 情感联结” 为核心的叙事文本 本文选取 “玩具小屋伴随作者成长、联结母女情感” 的个人叙事，属于 “生活化情感类文本”，贴合高考 “选材贴近个人体验、注重情感价值引领” 的导向。文本不仅讲述玩具小屋的传承，更串联起 “童年回忆、职业成长、亲情陪伴” 等多重情感，要求学生在理解文本的同时，体会背后的情感内核，体现 “语言学习与情感教育” 的融合。 新考法：从 “细节提取” 到 “逻辑辨析与情感感知” 细节考查的精细化：不再是简单的 “点对点” 匹配，而是要求区分动作主体、精准辨析时间和概念，如 41 题的 “妈妈教授内容” 与 “作者自主行为”、43 题的 “1945 年后” 与 “1945 年” 的差异，考查学生对文本细节的精准把握。 深层动机与情感的挖掘：42 题考查 “翻新玩具小屋的动机”，不仅需要定位表面原因，还需结合上下文体会作者 “唤起童年回忆、寻求情感寄托” 的深层情感，体现高考对 “情感感知能力” 的考查。 新角度：干扰项设置贴合学生思维误区 干扰项多基于学生的 “主观臆断” 和 “常识误区”，如 42 题的 “追随潮流”、41 题的 “编写童话故事”，都是学生容易根据生活经验做出的错误判断，而正确答案严格依据文本信息。这种设置要求学生摒弃 “脱离文本的猜测”，养成 “回归原文、精准比对” 的解题习惯，培养严谨的逻辑思维。 【答案】41．A 42．D 43．B 【导语】本文是一篇记叙文。文章主要讲述了作者与玩具小屋之间的故事，包括其来源、作者小时候与母亲一起制作玩具小屋内的物品、长大后因玩具小屋而走上写作道路，以及多年后因母亲记忆力衰退而重新更新玩具小屋，并在此过程中与母亲共度美好时光的经历。 41．细节理解题。根据第二段中“Mom bent over me, her hands on mine, gently guiding small bits of cloth under the needle to create dollhouse bedding. She also taught me to make mini-blankets. With a little paint and glue, Mom demonstrated that anything could be turned into dollhouse furniture. (妈妈俯身在我身上，双手放在我的手上，轻轻地把小块布料引到针下，做成玩具小屋的床上用品。她还教我制作迷你毯子。妈妈用一点颜料和胶水向我展示，任何东西都可以变成玩具小屋的家具。)”可知，作者的妈妈教她缝纫和制作微型物品。故选A项。 42．细节理解题。根据第三段中“One day, after hours of working on my fourth book, I took a break by surfing the Internet and happened to notice the beautiful dollhouses people posted on social media. They reminded me of mine. I went to the attic, brought it back to my room and started updating it. (一天，在写了四个小时的第四本书后，我上网休息了一下，碰巧注意到人们在社交媒体上发布的漂亮的玩具小屋。它们让我想起了我的玩具小屋。我去了阁楼，把它带回我的房间，开始更新它。)”可知，作者决定更新玩具小屋是因为她在网上看到人们分享他们的玩具小屋，这让她想起了自己的玩具小屋。故选D项。 43．细节理解题。根据第四段中“During the mindless hours of sewing and furnishing (布置家具), I listened to audiobooks about the history of dollhouses, learning that they were not invented for play. There’s a long, rich history of people in hardship turning to dollhouses to find comfort. (在无意识地缝纫和布置家具的几个小时里，我听了一些关于玩具小屋历史的有声书，了解到它们并不是为了玩而发明的。人们在困境中求助于玩具小屋以寻求安慰，有着悠久而丰富的历史。)”可知，作者从有声书中了解到人们曾经在玩具小屋中寻求安慰。故选B项。 考点解读 题目要求考生判断选项表述是否与原文一致，常以 “Which of the following is true/false?”“Which competition involves...?” 等形式呈现。需逐一核对选项与原文细节，注意偷换概念、扩大范围、颠倒逻辑等干扰项特征。 真题示例 1（2025 年天津 3 月考） 39．What do the four competitions have in common? A．Entries must not be previously published. B．They all fund low-income writers. C．All competitions are entry free. D．Participants should write on particular themes. 原文定位： The Caledonia Novel Award：“All entries must be original manuscripts... by unpublished writers.” The Deborah Rogers Foundation Writers Award：“Writers must not previously have published any work.” Imagine 2100 Climate Fiction Competition：“Stories should be unpublished.” New Writers Flash Fiction Competition：“All entries must be original and unpublished.” 解析：逐一分析选项：A 项 “参赛作品未出版” 与四项比赛要求一致；B 项 “均资助低收入作家” 仅前两项提及，排除；C 项 “均免费参赛” 与 The Caledonia Novel Award（£28）、New Writers Flash Fiction Competition（£10）矛盾，排除；D 项 “需特定主题” 与 New Writers Flash Fiction Competition（“any theme”）矛盾，排除。故选 A。 真题示例 2（2025 年天津 6 月考） 38．What behaviour is acceptable in the Garden? A．Picking a flower. B．Climbing a tree. C．Playing a ball game. D．Walking on the lawns. 原文定位：“Guidelines for Visitors” 部分：“Stick strictly to the paths and lawns. Do not climb the trees. Please do not pick any part of a growing plant. Cycling and ball games are not permitted.” 解析：逐一核对选项：A “摘花”、B “爬树”、C “球类运动” 均被禁止；D “在草坪行走” 与原文一致，故选 D。 真题示例 3（2023 年天津 3 月考） 37．Which working arrangement is allowed for a domestic student? A．40 hours per week during the summer break. B．20 hours per week during the semester. C．2 jobs, each with 16 hours per week. D．3 jobs, each with 2 hours per week. 原文定位：“Maximum working hours” 部分：“During the semester, domestic students can work a maximum of 10 hours a week... The total number of hours may not exceed the maximum hours allowed even if a student has more than one job.” 解析：国内学生学期内每周最多工作 10 小时，总时长不得超上限。D 项总时长 6 小时符合要求，其余选项均超限制，故选 D。 （25-26高三上·天津滨海新·月考）Over breakfast this morning, I enjoyed a short chat with Mia, my new Spanish study buddy. I explained what I had learned about the psychology of happiness from a Spanish-language podcast. By the end of the ten-minute conversation, I felt that I had mastered more of the language than if I’d done an hour of textbook exercises. Mia, however, does not exist in real life. It is an AI that I created to take advantage of a phenomenon called the “protege effect” (门徒效应). According to research, we learn more effectively when we teach someone else about the topic we’ve just explored— even if that person doesn’t really exist. The effect has its roots in the principle of “learning by teaching,” pioneered in the early 1980s by Jean-Pol Martin, a French teacher working in Germany. To improve his students’ language learning, he had them research and present different parts of the curriculum (课程) to their classmates. The technique boosted their motivation, self-confidence, and communicative abilities, and it soon spread to many other schools in the country. Later, a group of Stanford scientists tested the idea. In a pioneering experiment, Catherine Chase asked 62 eighth-graders to use a computer program to study how fever affects the body. Over two lessons, the students had to read a text and then create a flowchart (流程图). Half the teens did the exercise as a form of self-study, while the others were told that their diagram would help to teach a virtual character. At the end, those in the teaching role had learned considerably more of the material, with much stronger performance on tests. Chase named this the protege effect, and it has since been replicated (复制) many times. These later studies suggest that learning by teaching is more powerful than other memory techniques. The brain boost appears to arise as much from the expectation of teaching as the act itself. If we know that others are going to learn from us, we feel a sense of responsibility to provide the right information. As a result, we make a greater effort to fill in the gaps in our understanding and correct any mistaken assumptions before passing our knowledge on to others. This process then helps to enhance what we have learned. To put the protege effect into practice, a face-to-face conversation with a human partner is ideal, but it can be hard to find one. Fortunately, there are other ways. You might choose to present your progress as a blog or video aimed at other learners. Or you might, like me, choose to chat with an AI. I prompt (instruct) ChatGPT to act as a curious Spanish student, Mia, who listens to what I’ve been learning and asks suitable questions and follow-ups. With voice features, I can practice speaking as well. Though it felt awkward to talk to my computer at first, I became more confident in real-life interactions after just a few weeks. 1．Jean-Pol Martin’s teaching method is mentioned in the text to_________. A．highlight the role of student competition in learning B．contrast Eastern and Western educational philosophies C．demonstrate the inefficiency of teacher-centered instruction D．provide historical context for the concept’s development 2．The author mentions Catherine Chase’s study to show that_________. A．learning by teaching is supported by scientific evidence B．self-study is more effective than group learning C．virtual characters cannot replace human teachers D．flowcharts are useful tools to learn science 3．What does Paragraph 4 imply about the protege effect? A．It motivates deeper learning by creating a sense of duty. B．It encourages learners to avoid uncertain topics entirely. C．It promotes systematic review of previously mastered material. D．It relies on external feedback to correct errors in comprehension. 4．With regard to applying the “protege effect,” the author would most agree that _________. A．chatting with AI is as effective as real- life interactions B．teaching real people is best but not always possible C．overcoming the initial discomfort of teaching is the key D．presenting learning progress publicly offers greater benefits 5．The author’s attitude to using AI for the protege effect can be described as_________. A．overly enthusiastic without practical support B．entirely unconcerned about non-human interactions C．strongly skeptical due to technological limitations D．cautiously optimistic despite initial discomfort 【答案】1．D 2．A 3．A 4．B 5．D 【导语】本文是一篇说明文。文章介绍“门徒效应”——通过“以教促学”提升学习效率的心理机制。 1．推理判断题。根据第二段的句子“According to research, we learn more effectively when we teach someone else about the topic we’ve just explored— even if that person doesn’t really exist. The effect has its roots in the principle of “learning by teaching,” pioneered in the early 1980s by Jean-Pol Martin, a French teacher working in Germany. To improve his students’ language learning, he had them research and present different parts of the curriculum to their classmates. The technique boosted their motivation, self-confidence, and communicative abilities, and it soon spread to many other schools in the country.(根据研究，当我们把我们刚刚探索过的话题教给别人时，我们学得更有效——即使那个人并不存在。这种效应的根源在于“教中学习”的原则，该原则是由在德国工作的法语教师Jean-Pol Martin在20世纪80年代初首创的。为了提高学生的语言学习，他让他们研究并向同学展示课程的不同部分。这种方法提高了他们的积极性、自信心和交际能力，并很快推广到该国的许多其他学校。)”可知，文中提到Jean- Pol Martin的教学方法是为了说明门徒效应的起源和发展背景。故选D项。 2．推理判断题。文章第三段“Later, a group of Stanford scientists tested the idea. In a pioneering experiment, Catherine Chase asked 62 eighth-graders to use a computer program to study how fever affects the body. Over two lessons, the students had to read a text and then create a flowchart. Half the teens did the exercise as a form of self-study, while the others were told that their diagram would help to teach a virtual character. At the end, those in the teaching role had learned considerably more of the material, with much stronger performance on tests.(后来，斯坦福大学的一组科学家测试了这个想法。在一项开创性的实验中，Catherine Chase要求62名八年级学生使用计算机程序来研究发烧如何影响身体。在两节课中，学生们必须阅读一篇文章，然后画出一个流程图。一半的青少年做这个练习是作为一种自学的形式，而其他人则被告知他们的图表将有助于教授一个虚拟人物。最后，那些担任教学角色的人学到了更多的材料，在考试中的表现也更出色。)”描述了 Catherine Chase的实验：一组学生自学，另一组被告知要“教”虚拟角色，结果后者学习效果更好。这直接证明了“learning by teaching”的有效性，并得到科学验证。所以，作者提到Catherine Chase的研究是为了证明通过教学来学习是有科学依据的。故选A项。 3．细节理解题。第四段“Chase named this the protege effect, and it has since been replicated many times. These later studies suggest that learning by teaching is more powerful than other memory techniques. The brain boost appears to arise as much from the expectation of teaching as the act itself. If we know that others are going to learn from us, we feel a sense of responsibility to provide the right information. As a result, we make a greater effort to fill in the gaps in our understanding and correct any mistaken assumptions before passing our knowledge on to others. This process then helps to enhance what we have learned.(Chase将这种现象命名为“门徒效应”，此后这种现象被重复了很多次。这些后来的研究表明，通过教学来学习比其他记忆技巧更有效。对教学的期望和教学本身似乎都对大脑产生了促进作用。如果我们知道别人会向我们学习，我们就会有一种提供正确信息的责任感。因此，在将我们的知识传递给他人之前，我们会更努力地填补我们理解中的空白，纠正任何错误的假设。这个过程有助于增强我们学到的内容)”解释门徒效应的机制：当我们预期要教别人时，会产生责任感，从而更努力地填补知识空白、纠正错误，进而巩固学习。故选A项。 4．细节理解题。根据最后一段的句子“To put the protege effect into practice, a face-to-face conversation with a human partner is ideal, but it can be hard to find one. Fortunately, there are other ways. You might choose to present your progress as a blog or video aimed at other learners. Or you might, like me, choose to chat with an AI.(为了将“门徒效应”付诸实践，与人类伙伴进行面对面的交谈是最理想的，但很难找到这样的人。幸运的是，还有其他方法。你可以选择以博客或视频的形式向其他学习者展示你的进步。或者你也可以像我一样，选择和人工智能聊天。)”可知，作者认为“真人教学最好但并非唯一途径”。故选B项。 5．推理判断题。根据最后一段的句子“I prompt (instruct) ChatGPT to act as a curious Spanish student, Mia, who listens to what I’ ve been learning and asks suitable questions and follow-ups. With voice features, I can practice speaking as well. Though it felt awkward to talk to my computer at first, I became more confident in real- life interactions after just a few weeks.(我提示（指导）ChatGPT扮演一个好奇的西班牙语学生Mia，她倾听我所学的内容，提出合适的问题并跟进。有了语音功能，我也可以练习说话。虽然一开始和电脑说话感觉很尴尬，但几周后，我在现实生活中的互动变得更加自信了。)”可知，作者在最后一段提到，使用 AI (如与 Mia 聊天) 起初“尴尬”，但几周后提升了自信和真实互动能力。这表明作者对 AI 持谨慎但乐观的态度。故选D项。 （25-26高三上·天津·期中）When Clara took over her grandfather’s Brooklyn bookshop in 2018, the first thing she removed wasn’t the outdated books, but the WiFi router (路由器). Regulars protested. A lawyer even said he would spend his money elsewhere. But Clara believed that “books need our full attention, just like loved ones do.” She wanted people to focus on reading. At first, her decision seemed risky, especially when other shops were closing. However, something wonderful happened. By 2020, the shop had become a quiet and comfortable place for people. Teenagers read books on the carpets, forgetting about their phones. A retired judge started a poetry group on Saturdays where people shared poems from memory. The COVID-19 pandemic (流行病) should have been their death knell. But Clara had an idea: she created “Survival Bundles” — sets of books with her personal notes. To her astonishment, many people, even busy tech managers, loved them. A CEO said it was the first real book he had held since university. Clara realized people were “hungry for a real, touchable experience.” Last winter, I found her confronted with a new threat. A real estate (房地产) developer bought the building and greatly increased the rent overnight. However, Clara’s customers came to help. They protested outside the shop. The retired judge offered free legal help. Even the lawyer who once complained decided to support her and funded their legal defense. In court, Clara used a quote from the writer Melville: “We cannot live only for ourselves. Many things connect us.” The judge, who was part of the poetry group, agreed that the rent increase was unreasonable. Clara won. The shop now displays the court’s decision next to valuable books. It shows that it is our shared human bonds that provide the deepest strength to face contemporary difficulties. 6．What made Clara’s approach to running the bookshop special? A．Satisfying the needs of customers. B．Introducing modern technology. C．Focusing on rare book collections. D．Prioritizing full concentration. 7．What does the underlined phrase “death knell” in paragraph 3 mean? A．A moment of celebration. B．A desperate cry for survival. C．An event marking the end. D．A sudden opportunity for growth. 8．Why is the lawyer mentioned again in paragraph 4? A．To show his contradictory behavior. B．To illustrate the content of a novel. C．To stress the mass support Clara received. D．To explain the difficulty Clara came across. 9．What does Clara’s use of the Melville quote in court primarily serve to do? A．To present her deep knowledge of literature to the judge. B．To highlight the value of community bonds in her defense. C．To emphasize the legal definition of unreasonable rent increases. D．To prove that physical books hold more value than digital content. 10．What can we learn from the story? A．Profit-driven decisions may lead to unexpected outcomes. B．Technology is harmful to traditional businesses and should be avoided. C．Community and human connection can overcome modern challenges. D．Small bookshops are bound to encounter many threats in the digital age. 【答案】6．D 7．C 8．C 9．B 10．C 【导语】这是一篇记叙文。讲述了Clara经营布鲁克林书店的经历。 6．细节理解题。根据第一段“the first thing she removed wasn’t the outdated books, but the WiFi router (路由器) (她移除的第一样东西不是旧书，而是WiFi 路由器)”以及“She wanted people to focus on reading. (她希望人们专注于阅读)”可知，Clara经营书店的特别之处在于优先让顾客全神贯注阅读。D选项“优先考虑全神贯注”符合文意。故选D项。 7．词句猜测题。根据第三段“The COVID-19 pandemic should have been their death knell. But Clara had an idea: she created “Survival Bundles” — sets of books with her personal notes. (新冠疫情本该是他们的death knell，但Clara有了个主意：她创造了“生存包”——一套有她个人笔记的书)”可知，新冠疫情没有成为书店终结的信号，death knell意为“死亡的钟声、终结的信号”，和下文的“Survival Bundles”呼应。C选项“标志着终结的事件”符合词义。故选C项。 8．推理判断题。根据第四段“Clara’s customers came to help (Clara的顾客们来帮忙)”以及“Even the lawyer who once complained decided to support her (就连曾经抱怨的律师也决定支持她)”可知，再次提及律师是为了体现Clara获得了广泛的支持。C选项“强调Clara得到的大众支持”符合文意。故选C项。 9．推理判断题。根据第五段“In court, Clara used a quote from the writer Melville: “We cannot live only for ourselves. Many things connect us.” The judge, who was part of the poetry group, agreed that the rent increase was unreasonable. Clara won. (在法庭上，Clara引用了作家梅尔维尔的一句话：“我们不能只为自己而活，很多事物将我们联结在一起。”法官是诗社的一员，他也认为涨房租是不合理的。Clara赢了)”可知，引用这句话是为了突出社群联结的价值，以此支撑自己的辩护。B选项“在辩护中强调社群联结的价值”符合文意。故选B项。 10．推理判断题。根据最后一段“It shows that it is our shared human bonds that provide the deepest strength to face contemporary difficulties. (它表明，正是我们共同的人类纽带为面对当代困难提供了最深刻的力量)”以及通读全文可知，故事传递的是人与人之间的联系能够共同应对当下的困难的道理。C选项“社群和人际联结可以克服现代挑战”符合主旨。故选C项。 （25-26高三上·天津·期中）Thriving in Your First Year of Work: A Practical Guide Transitioning (过渡) from campus to the workplace is a significant step, bringing new responsibilities and challenges. For most graduates, it’s the first time they are fully financially independent and dealing with a professional environment. Adapting successfully requires more than just technical skills. Here are four essential strategies to help you build a strong foundation for your career. Set Clear Professional Goals Begin by defining what you want to achieve in your role, both in the short and long term. Goals should be challenging yet realistic, pushing you to grow without causing burnout. Break larger goals into attainable tasks and create a timeline for completion. This structured approach turns abstract ambitions into a clear action plan, providing direction and a sense of accomplishment as you progress. Develop Workplace Communication Effective interaction is significant. You will cooperate with colleagues, report to managers, and possibly engage with clients. To build strong professional relationships, practice active listening and express your ideas clearly and respectfully. Pay attention to non-verbal cues (提示) and be open to feedback. Understanding others’ viewpoints promotes teamwork and shows emotional intelligence, which is highly valued in any organization. Master Time and Task Management The workload can be overwhelming. Prioritize your tasks based on urgency and importance. Use tools like digital calendars or planners to schedule your day, allocating time for deep work, meetings, and breaks. Avoid multitasking, as it often reduces efficiency. Instead, focus on completing one task well before moving to the next. Staying organized is key to meeting deadlines and maintaining a healthy work-life balance. Manage Your Finances Wisely Your first salary brings independence but also financial responsibilities. Start by creating a budget: track your income, essential expenses (rent, utilities, groceries), and discretionary spending (entertainment, dining out). Prioritize saving a portion of your income, even a small amount, to build an emergency fund. Additionally, explore basic investment options to grow your wealth over time. Financial stability reduces stress and provides greater freedom to pursue your goals. By focusing on these areas, you can navigate your first year with confidence, laying the groundwork for a successful and fulfilling career. 11．Who is the intended audience of this guide? A．University graduates entering the workforce. B．Senior managers planning to hire new graduates. C．High school students applying for part-time jobs. D．Financial advisors assisting young professionals. 12．According to the guide, how should one deal with large professional goals? A．Seek advice from experienced colleagues instantly. B．Break them into smaller, manageable steps. C．Adjust them frequently based on feedback. D．Focus merely on urgent tasks first. 13．What does the guide emphasize about workplace communication? A．The primary goal is to impress leaders with complex ideas. B．It is mainly about promoting one’s own achievements. C．Understanding and respecting others’ views is crucial. D．Avoiding non-verbal communication is recommended. 14．What is the key to handling a heavy workload effectively? A．Prioritizing tasks and avoiding distractions. B．Multitasking to complete more tasks meanwhile. C．Relying entirely on digital tools for scheduling. D．Working longer hours to ensure all deadlines are met. 15．What is the first step recommended for financial management? A．Investing immediately in high-risk opportunities. B．Making a budget to keep track of finances. C．Setting aside all discretionary income for savings. D．Consulting a financial advisor for complex plans. 【答案】11．A 12．B 13．C 14．A 15．B 【导语】本文是一篇应用文。文章为初入职场的大学毕业生提供了一份实用指南，围绕设定职业目标、职场沟通、时间任务管理以及财务管理四个方面展开，助力其顺利度过职场第一年。 11．推理判断题。根据第一段中“For most graduates, it’s the first time they are fully financially independent and dealing with a professional environment. Adapting successfully requires more than just technical skills. Here are four essential strategies to help you build a strong foundation for your career.(对大多数毕业生而言，这是他们首次实现完全经济独立并置身专业环境。要成功适应职场，仅靠专业技能远远不够。以下是四项关键策略，助你筑牢职业生涯根基)”可知，这份指南的目标受众是初入职场的大学毕业生。故选A项。 12．细节理解题。根据第二段中“Goals should be challenging yet realistic, pushing you to grow without causing burnout. Break larger goals into attainable tasks and create a timeline for completion.(目标应该具有挑战性，但也要切合实际，既能推动你成长，又不会让你精疲力竭。把大目标分解成可完成的任务，并制定完成时间表)”可知，对于大的职业目标，应该将它们分解成更小、更易管理的步骤。故选B项。 13．细节理解题。根据第三段中“Understanding others’ viewpoints promotes teamwork and shows emotional intelligence, which is highly valued in any organization.(理解他人的观点可以促进团队合作，并展现出情商，这在任何组织中都是非常受重视的)”可知，职场沟通中，指南强调理解和尊重他人的观点至关重要。故选C项。 14．细节理解题。根据第四段中“The workload can be overwhelming. Prioritize your tasks based on urgency and importance. Use tools like digital calendars or planners to schedule your day, allocating time for deep work, meetings, and breaks. Avoid multitasking, as it often reduces efficiency.(工作量可能会让人难以承受。根据紧急性和重要性对任务进行优先级排序。使用数字日历或计划表等工具来安排你的一天，为深度工作、会议和休息分配时间。避免多任务处理，因为它通常会降低效率)”可知，有效处理繁重工作量的关键是优先安排任务并避免分心。故选A项。 15．细节理解题。根据第五段中“Your first salary brings independence but also financial responsibilities. Start by creating a budget: track your income, essential expenses (rent, utilities, groceries), and discretionary spending (entertainment, dining out).(你的第一份薪水带来了独立，但也带来了经济责任。首先制定一个预算：跟踪你的收入、基本开支(租金、水电费、杂货)和可自由支配的开支(娱乐、外出就餐))”可知，财务管理的第一步是制定预算以跟踪财务状况。故选B项。 （25-26高三上·天津滨海新·期中）While most 4-year-olds are making mud pies or selling lemonade, Austin Perine of Birmingham, Alabama decided to go one step further. With his red cape (披肩) covering his shoulders, Austin Perine feeds the hungry and homeless population throughout the city in an effort to “show love” to those who need “food and smiles”. “Show love”, according to Austin, has become his superhero motto. His superhero name? President Austin, of course. Austin’s father, TJ Perine, told CNN that Austin has always been compassionate (有同情心的), as he acts like a “little dad” for his brother, Taylor. However, it wasn’t until Austin learned that people are experiencing homelessness that he decided to share what he has with the rest of his community. TJ noted that Austin’s first knowledge about homelessness came after watching a nature documentary about a baby panda on television. “Austin and I were watching an animal show and there was a mother panda that was leaving her baby,” TJ said. “Austin began to get concerned, and I told him that the baby panda would be homeless.” To better teach his son about homelessness, TJ took the young boy to the city shelter, at which point Austin asked, “Can we feed them?” In response, TJ took Austin to Burger King where he enthusiastically volunteered to pay for the chicken sandwiches using his weekly pocket money, thereby giving up new toys that week. Austin and his father have plans to expand their community outreach efforts so they can also fight homelessness at its roots. They have also started a GoFundMe as part of their Show Love Foundation. “We’ve gotten a lot of support from the country, and what we want to do is expand and do more than just giving out sandwiches,” TJ told CNN, saying that, finally, he and Austin hope to build a service center that deals with the many causes and symptoms of homelessness. “Mental illness, drug abuse, addiction, and things like that,” he said. “Austin and I want to build a service center and get some specialists in there that can actually help these people get back into the workforce.” 16．What can we know about Austin from the first paragraph? A．He has sympathy for the homeless. B．He likes watching superhero movies. C．He used to enjoy making mud pies best. D．He frequently makes lemonade for the poor. 17．Where did Austin first learn about homelessness? A．On the radio. B．On TV. C．In the newspaper. D．In the magazine. 18．How did Austin feel after he saw the nature documentary about pandas? A．Worried. B．Excited. C．Ashamed. D．Regretful. 19．What did Austin do in Burger King? A．He bought new toys for his brother. B．He ate chicken sandwiches with TJ. C．He visited the homeless baby panda. D．He used up his pocket money for charity. 20．What do TJ and Austin intend to do? A．Set up another GoFundMe. B．Win support from the government. C．Help the homeless become employed. D．Give out more sandwiches to the poor. 【答案】16．A 17．B 18．A 19．D 20．C 【导语】本文是一篇记叙文。文章讲述了4岁男孩Austin Perine，他不像同龄孩子那样玩泥巴或卖柠檬水，而是披上红色披肩，化身“总统奥斯汀”，用零花钱买汉堡送给城里的无家可归者，口号是“展示爱”。父亲TJ带他去收容所了解无家可归现象后，奥斯汀主动放弃玩具，坚持每周捐餐。父子俩已成立“展示爱基金会”并发起众筹，计划扩建服务中心，从根源帮助无家可归者解决心理、成瘾等问题，助其重返社会。 16．细节理解题。根据第一段“With his red cape (披肩) covering his shoulders, Austin Perine feeds the hungry and homeless population throughout the city in an effort to “show love” to those who need “food and smiles”.(Austin Perine披着红色披肩，为全城饥饿和无家可归的人提供食物，努力向那些需要“食物和微笑”的人“表达爱”)”可知，Austin对无家可归的人有同情心，会给他们提供食物，表达爱。故选A。 17．细节理解题。根据第三段“TJ noted that Austin’s first knowledge about homelessness came after watching a nature documentary about a baby panda on television. (TJ指出，Austin第一次了解无家可归是在电视上观看了一部关于熊猫宝宝的自然纪录片之后)”可知，Austin第一次是在电视上了解到无家可归的。故选B。 18．细节理解题。根据第三段“ “Austin and I were watching  an animal show and there was a mother panda that was leaving her baby,”  TJ said. “Austin began to get concerned, and I told him that the baby  panda would be homeless.”(“Austin和我在看一个动物节目，有一只熊猫妈妈要离开她的宝宝，“TJ说。“Austin开始担心起来，我告诉他熊猫宝宝会无家可归。”)”可知，Austin在看到关于熊猫的自然纪录片后感到担心。故选A。 19．细节理解题。根据第四段“In response, TJ took Austin to Burger King where he enthusiastically volunteered to pay for the chicken sandwiches using his weekly pocket money, thereby giving up new toys that week.(作为回应，TJ带Austin去了汉堡王，在那里他热情地自愿用每周的零用钱来支付鸡肉三明治的费用，从而放弃了那周的新玩具)”可知，Austin在汉堡王用他的零用钱做慈善，为无家可归的人买鸡肉三明治。故选D。 20．推理判断题。根据最后一段“TJ told CNN, saying that,  finally, he and Austin hope to build a service center that deals with  the many causes and symptoms of homelessness. “Mental illness, drug  abuse, addiction, and things like that,” he said. “Austin and I want to  build a service center and get some specialists in there that can  actually help these people get back into the workforce.” (TJ告诉CNN，最后，他和Austin希望建立一个服务中心，处理无家可归的许多原因和症状。他说：“精神疾病、药物滥用、成瘾等等。Austin和我想建立一个服务中心，让一些专家在那里，真正帮助这些人重新就业。”)”可推知，TJ和Austin打算帮助无家可归的人重新就业。故选C。 （25-26高三上·天津·月考）Like many teens, I often felt that my best friend was my diary. I’d enter my bedroom in a terrible mood, but as the sentences took shape on the page, whatever was troubling me no longer felt like quite as much of a disaster. I wasn’t able to remove my deep sadness, but often I felt calmer. These moments always brought to mind a scene in Harry Potter and the Goblet of Fire, in which the headteacher at Hogwarts, AI bus Hogwarts, takes out upsetting memories with his magic stick and places them in a shallow bowl called the “Pensieve”. In this way, he can view things without emotional interference (干扰). Writing, for me, provided the same relief. As a science writer, I have been delighted to discover that the practice not only comforts a troubled soul but also improves physical health. Given these benefits, the question arises: Why is writing so stress- relieving in the first place? One possibility is that externalizing our thoughts gives us more head space to think about other things. We now know that simply writing a to- do list can release people’s cognitive (认知的) resources for other activities, as it reduces the amount of information in their minds. This eases stress and if done before bedtime, it can even improve sleep. However, no single way will suit everyone: writing is just one tool and some may be unwilling to set out their feelings in detail. If you’d like to include it in your own mental first aid kit, though, there are some ways to maximize its benefits. When writing about your experiences, try to keep some natural flow in a story-like way. For example, briefly describe what happened and what led to the situation. Clearly state the emotions you feel — whether it’s annoyance, depression, disappointment, or something else. Identifying these feelings accurately can help you understand them better. Also, think about how the situation shows your positive qualities or what you care about, like showing strength or kindness, or realizing how important certain friendships are. 21．What can we know about the author when he was a teenager? A．He was unpopular with friends. B．He was active in social activities. C．He tended to hide his true feelings. D．He had a way to adjust his emotions. 22．Why does Hogwarts use the Pensieve according to paragraph 2? A．To share memories with others. B．To awake delighted memories. C．To observe memories objectively. D．To find inspiration for teaching. 23．Writing gives us more space to think about other things by _________. A．changing memory patterns B．freeing up mental capacity C．seeking comfort from others D．generating more cognitive confidence 24．What can be inferred about writing as a stress- relief method? A．It is a one-size-fits-all solution. B．It requires professional guidance. C．Its role has been universally proven. D．Its effect varies from person to person. 25．What does the last paragraph mainly focus on? A．Suggestions on expressive writing. B．Strategies for managing daily stress. C．Importance of developing real friendship. D．Reflections on interpersonal relationships. 【答案】21．D 22．C 23．B 24．D 25．A 【导语】这是一篇说明文。本文讲述作者青少年时以写日记调节情绪，指出写作能减压、有益身心健康，并分析其原理，还给出了提升写作减压效果的实用建议。 21．细节理解题。根据第一段“Like many teens, I often felt that my best friend was my diary. I’d enter my bedroom in a terrible mood, but as the sentences took shape on the page, whatever was troubling me no longer felt like quite as much of a disaster. I wasn’t able to remove my deep sadness, but often I felt calmer. (和许多青少年一样，我常常觉得我的挚友就是我的日记。我心情糟糕地走进卧室，但当文字在纸上逐渐成形时，困扰我的那些事情就不再那么令人感到绝望了。我无法消除内心的深深悲伤，但很多时候我却感觉平静了一些。)”可知，作者有调节情绪的方法。故选D。 22．细节理解题。根据第二段“In this way, he can view things without emotional interference (干扰). (这样一来，他就能够不受情绪干扰地审视事物了。)”可知，霍格沃茨的校长使用冥想镜是为了客观地观察记忆。故选C。 23．细节理解题。根据第三段“We now know that simply writing a to- do list can release people’s cognitive (认知的) resources for other activities, as it reduces the amount of information in their minds. (我们现在了解到，仅仅列出待办事项清单就能释放人们的认知资源，使其能够用于其他活动，因为这样做能减少他们头脑中的信息量。)”可知，写作让我们有更多空间去思考其他事情，因为它能释放我们的思维空间。故选B。 24．推理判断题。根据倒数第二段“However, no single way will suit everyone: writing is just one tool and some may be unwilling to set out their feelings in detail. (然而，没有一种方式能适用于所有人：写作只是其中一种手段，有些人可能不愿意详细地表达自己的情感。)”可知，写作作为一种缓解压力的方法，其效果因人而异。故选D。 25．主旨大意题。根据最后一段“When writing about your experiences, try to keep some natural flow in a story-like way. For example, briefly describe what happened and what led to the situation. Clearly state the emotions you feel — whether it’s annoyance, depression, disappointment, or something else. Identifying these feelings accurately can help you understand them better. Also, think about how the situation shows your positive qualities or what you care about, like showing strength or kindness, or realizing how important certain friendships are. (撰写个人经历时，尽量用类似讲故事的方式，让内容自然流畅。比如，简要描述事件的经过以及导致该情况发生的缘由。清晰地表达你内心的情绪 —— 无论是烦躁、沮丧、失望，还是其他感受。准确地识别这些情绪，能帮助你更好地理解自己的内心状态。同时，思考一下这件事如何体现出你的优良品质或你所珍视的事物，比如展现出的勇气与善良，或是让你意识到某些友谊的珍贵之处。)”可知，最后一段主要讲了关于表达性写作的建议。故选A。 考点三 因果 / 目的关系识别 （2023年天津3月考） One freezing morning last February, I walked through Ontario Place. Trees were frosted sculptures. Large chunks of ice floated in the lake. Then I saw a group of people in bathing suits bouncing up and down in the water. They held hands, shouting and yelling into the sky. They looked and sounded so free. I’ve always found cold water thrilling. The shock of it is like pressing a switch. It seems to reset my body and soul. And last winter, I definitely needed a reset. I woke up most mornings with a dull, grey feeling as I forced myself out of bed to start the day. I needed something to cheer myself up, but I didn’t know what, until that day. The ice warriors (勇士) emerged from the lake, their skin steaming. Trembling, they were yet laughing and hugging each other. I called out:  “You guys are awesome!” One woman waved back, “Come and join us! We’ re here every Monday morning.” The night before my first dip (游泳), I was excited and nervous. Cold water was one thing, but this icy lake was a whole other level. Should I back out? Eventually, I got up in the dark and drove to the meeting spot. After some wild warm up, I charged into the lake along with others. We yelled into the sky. Teeth chattering heart rates slowing, fingers and toes going numb (麻木), we stayed there for somewhere between two and five minutes. Knowing it was my first time, people cheered me on. It felt amazing. I was stupid with cold, but I couldn’t remember the last time I’d felt so happy. Now I go dipping almost every day, and I’ve come to long for that moment when the cold becomes a second skin and my internal voice goes silent. Apart from the thrill of those first heart-stopping dives, which, ironically, saved me from going under, what has drawn me is this community of generous, open-hearted souls. We laughed together, often, but from the stories we’ve shared about ourselves, I know I’m not the only one who faces life’s challenges. Holding hands in the freezing lake, we looked out for each other last winter and will do so through this one. It won’t fix everything in our lives—but for some reason, it helps. At the end of each session I return home feeling stronger, lighter, more able to carry on. As another winter sets in, I’m more than ready to embrace the cold again. 40．Why did the author think of joining the swimmers? A．To expand her social circle. B．To lift her spirits again. C．To adapt to the cold weather. D．To prepare for a new career 41．What can be learnt about the author’s first dipping? A．She hesitated a bit before going. B．She suffered from a heart problem. C．She stayed in cold water too long. D．She regretted not doing enough warm up. 42．What change has cold water swimming brought about in the author? A．She is more intelligent. B．She gets more competitive. C．She becomes a better storyteller. D．She regains her inner peace. 命题解读 新情境：聚焦 “个人成长与疗愈” 的真实叙事 本文选取 “冬泳疗愈情绪、收获归属感” 的个人真实经历，属于 “生活体验类叙事文本”，贴合高考 “选材贴近现实生活、注重情感价值与精神引领” 的导向。文本不仅讲述冬泳的经历，更传递出 “面对困境、积极自救、群体温暖” 的精神内核，要求学生在理解语言的同时，体会文本的情感价值，体现 “语言学习与立德树人” 的融合。 新考法：从 “细节定位” 到 “情感、心理、主旨的深层考查” 动机与心理的精准捕捉：40 题考查行为动机、41 题考查心理活动，不再局限于 “做了什么”，而是深入 “为什么做”“做之前的心理状态”，要求学生把握人物的情感变化和行为逻辑。 主旨层面的影响分析：42 题考查冬泳带来的深层改变，需要学生结合全文主旨，从 “内心平静”“精神振作” 等角度进行判断，而非简单提取表面信息，体现高考对高阶思维的考查。 新角度：干扰项设置贴合学生的 “主观臆断误区” 干扰项多基于生活常识的错误联想，如 41 题的 “心脏问题”、42 题的 “更有竞争力”，都是学生容易脱离文本做出的主观猜测。这种设置要求学生严格依据文本信息进行判断，摒弃 “想当然” 的思维习惯，培养 “回归原文、精准比对” 的解题能力。 40．细节理解题。根据第三段“And last winter, I definitely needed a reset. I woke up most mornings with a dull, grey feeling as I forced myself out of bed to start the day. I needed something to cheer myself up, but I didn’t know what, until that day. (去年冬天，我确实需要重新调整一下。大多数早晨，当我强迫自己下床开始新的一天时，我都是带着一种沉闷、灰暗的感觉醒来的。我需要一些东西让自己振作起来，但我不知道是什么，直到那天。)”可知，作者去年冬天，整个人很沮丧，需要一些东西让自己振作起来，所以想加入游泳。故选B项。 41．细节理解题。根据第五段“The night before my first dip (游泳), I was excited and nervous. Cold water was one thing, but this icy lake was a whole other level. Should I back out? Eventually, I got up in the dark and drove to the meeting spot. (第一次泡澡的前一天晚上，我既兴奋又紧张。冷水是一回事，但这个冰湖完全是另一回事。我应该退出吗?最后，我在黑暗中起床，驱车前往会面地点。)”可知，作者第一次尝试冬泳前，她犹豫了一下。故选A项。 42．细节理解题。根据倒数第三段“Now I go dipping almost every day, and I’ve come to long for that moment when the cold becomes a second skin and my internal voice goes silent. (现在我几乎每天都去游泳，我已经开始渴望那一刻，当寒冷成为我的第二层皮肤，我内心的声音安静下来。)”可知，冷水游泳使作者恢复了内心的平静。故选D项。 考点解读 考查考生对文章中事件原因、目的、结果等逻辑关系的理解，题干常含 “why”“because”“aim to”“in order to” 等标志词。需定位原文中表因果 / 目的的信号词（如 so、because、to、in order to、for 等），明确逻辑关联。 真题示例 1（2023 年天津 3 月考） 40．Why did the author think of joining the swimmers?A．To expand her social circle.B．To lift her spirits again.C．To adapt to the cold weather.D．To prepare for a new career. 原文定位：第三段：“And last winter, I definitely needed a reset. I woke up most mornings with a dull, grey feeling... I needed something to cheer myself up, but I didn’t know what, until that day.” 解析：题干问 “加入游泳的原因”，原文提到作者心情沉闷，需要 “让自己振作起来”，对应选项 B。 真题示例 2（2025 年天津 6 月考） 42．Why did the author decide to update the dollhouse decades later?A．She intended to follow the trend on social media.B．She was eager to start a new career as a toy designer.C．She felt the urge to compete with other dollhouse makers.D．She was inspired by people sharing their dollhouses online. 原文定位：第三段：“One day, after hours of working on my fourth book, I took a break by surfing the Internet and happened to notice the beautiful dollhouses people posted on social media. They reminded me of mine. I went to the attic, brought it back to my room and started updating it.” 解析：题干关键词 “why”“update the dollhouse”，定位原文可知作者受网上分享的玩具小屋启发，对应选项 D。 真题示例 3（2023 年天津 6 月考） 35．An ESL Placement Test is aimed to ________.A．improve the students’ language skillsB．encourage the students to answer questionsC．put the students in a class that fits themD．help the students apply for a degree 原文定位：“Signing up for ESL” 部分：“The test results will help you choose the class that is appropriate for you.” 解析：题干关键词 “aimed to”，原文明确测试目的是帮助选择适合的班级，对应选项 C。 （2026·天津·一模）In a recent article, Markham Heid shares with us an unusual life crisis. At 41, he has built what many would regard as the good life: he has a family; he is healthy, productive, and creative; he has time to travel, read, exercise, and see friends. Yet, he feels that “something is off.” To fight against this feeling, some of his friends have turned to special retreats, while others try to solve it through fitness. What makes Heid’s problem somewhat odd is that it does not seem to arise from anything specific. If he had lost his job, had no time for himself, or was struggling in his marriage, the feeling would be understandable. In the history of philosophy, there have been many attempts to understand such a powerful but objectless feeling. Boredom, anxiety, depression and despair are some of the descriptions this mood has received. Heid ends up attributing his crisis to the lack of new experiences. The Danish philosopher Soren Kierkegaard calls this the “illusion of crop rotation”, the idea that changing the environment frequently can save us from this mood. The German philosopher Martin Heidegger also describes a similar state: one may still be surrounded by the same people and activities, but these no longer engage us as they used to. He calls it a kind of “anxiety” created by nothing in particular. No wonder the psychologist Sigmund Freud once described anxiety as a “riddle.” But what really drives this mood is not the need for new experiences. It is not even the particulars of our individual lives or the cultures we belong to, but that we have been given a life to live in the first place, the taste of possibility that comes with being alive. This mood is not due to doubts like “Do I have enough hobbies?” or “Have I achieved my goal?” It is related to the more fundamental questions like “What does it mean to be human?” “What am I supposed to do with the fact that I was given a life?” and “What kind of life is possible for me?” This is why this mood is likely to appear frequently in our life. This is why once many of our life goals are fulfilled, we begin to wonder what life itself is for. These questions never have a final answer and they can always leave us with a great sense of anguish about who we are and how we should go on. Nevertheless, recognizing that these doubts are there, and that they matter, can at least allow us to know what may be missing, even when everything is good. 1．What is the main purpose of the first paragraph? A．To show Markham Heid’s perfect life is envied by many people B．To introduce a confusing life crisis that lacks a specific cause C．To suggest special retreats and fitness are the best ways to solve the crisis D．To prove that a family and some leisure activities can never bring happiness 2．The author shares Markham Heid’s crisis mainly to________. A．present an argument B．introduce a topic C．make an assumption D．evaluate an event 3．According to the author, how can the crisis in the passage be dealt with? A．By studying philosophy. B．By developing new hobbies. C．By going travelling frequently. D．By embracing the objectless feeling. 4．What does the word “anguish” underlined in the last paragraph most probably mean? A．Pain. B．Wonder. C．Direction. D．Achievement. 5．Which would be the best title for the passage? A．What leads to a Life Crisis B．Letting Go of Dark Moods C．Boredom Makes Us Human D．Anxiety Gives Us Life Goals 【答案】1．B 2．B 3．D 4．A 5．C 【导语】本文是一篇议论文。文章主要探讨了无明确诱因的生活危机及其本质与应对。 1．推理判断题。根据第一段“In a recent article, Markham Heid shares with us an unusual life crisis. At 41, he has built what many would regard as the good life: he has a family; he is healthy, productive, and creative; he has time to travel, read, exercise, and see friends. Yet, he feels that “something is off.” To fight against this feeling, some of his friends have turned to special retreats, while others try to solve it through fitness. What makes Heid’s problem somewhat odd is that it does not seem to arise from anything specific. If he had lost his job, had no time for himself, or was struggling in his marriage, the feeling would be understandable.(在最近发表的一篇文章中，马克姆·海德向我们讲述了一种不同寻常的人生困境。41 岁的他，已然过上了许多人眼中的理想生活：拥有美满的家庭，身体健康，工作高效且富有创造力，还有时间旅行、阅读、健身以及和朋友相聚。然而，他却总觉得 “哪里不对劲”。为了摆脱这种心绪，他的一些朋友选择参加特色静修营，另一些人则试图通过健身来消解。海德的困扰有些特别之处——这种感觉并非源于任何具体的人和事。若是他失业在家、无暇自顾，或是婚姻陷入危机，那么产生这种情绪倒也情有可原。)”可知，第一段的主要目的是介绍一种缺乏特定原因的令人困惑的生活危机。故选B。 2．推理判断题。通读全文，尤其是根据第一段“In a recent article, Markham Heid shares with us an unusual life crisis. At 41, he has built what many would regard as the good life: he has a family; he is healthy, productive, and creative; he has time to travel, read, exercise, and see friends. Yet, he feels that “something is off.” To fight against this feeling, some of his friends have turned to special retreats, while others try to solve it through fitness. What makes Heid’s problem somewhat odd is that it does not seem to arise from anything specific. If he had lost his job, had no time for himself, or was struggling in his marriage, the feeling would be understandable.(在最近发表的一篇文章中，马克姆・海德向我们讲述了一种不同寻常的人生困境。41岁的他，已然过上了许多人眼中的理想生活：拥有美满的家庭，身体健康，工作高效且富有创造力，还有时间旅行、阅读、健身以及和朋友相聚。然而，他却总觉得 “哪里不对劲”。为了摆脱这种心绪，他的一些朋友选择参加特色静修营，另一些人则试图通过健身来消解。海德的困扰有些特别之处 —— 这种感觉并非源于任何具体的人和事。若是他失业在家、无暇自顾，或是婚姻陷入危机，那么产生这种情绪倒也情有可原。)”、第二段中“In the history of philosophy, there have been many attempts to understand such a powerful but objectless feeling. Boredom, anxiety, depression and despair are some of the descriptions this mood has received. Heid ends up attributing his crisis to the lack of new experiences. The Danish philosopher Soren Kierkegaard calls this the “illusion of crop rotation”, the idea that changing the environment frequently can save us from this mood.(在哲学史上，学者们曾多次尝试剖析这种强烈却又无具体缘由的心境。人们将其描述为无聊、焦虑、消沉与绝望等种种状态。海德最终将自己的人生困境归咎于缺乏新鲜体验。丹麦哲学家索伦·克尔凯郭尔将这种现象称为“轮作的错觉”，其核心观点是：频繁更换生活环境，就能让我们摆脱这种心绪的困扰。)”可知，作者以马克姆·海德的经历开篇，进而展开哲学与心理学层面的分析，并探讨其深层根源与应对态度，显然是为了引出本文的主题。故选B。 3．细节理解题。根据最后一段中“Nevertheless, recognizing that these doubts are there, and that they matter, can at least allow us to know what may be missing, even when everything is good.(尽管如此，认识到这些怀疑的存在，并且它们很重要，至少可以让我们知道即使一切都好，也可能缺少什么。)”可知，作者认为，可以通过接受这种无客体的感觉来处理文章中的危机。故选D。 4．词句猜测题。根据最后一段中“These questions never have a final answer and they can always leave us with a great sense of anguish about who we are and how we should go on.(这些问题永远没有最终的答案，它们总是会让我们对自己是谁以及应该如何继续下去感到极大的anguish。)”可知，这些关于人生的问题没有最终答案，会让人感到痛苦，所以anguish意为“痛苦”。故选A。 5．主旨大意题。通读全文，尤其是根据第二段中“In the history of philosophy, there have been many attempts to understand such a powerful but objectless feeling. Boredom, anxiety, depression and despair are some of the descriptions this mood has received. Heid ends up attributing his crisis to the lack of new experiences. The Danish philosopher Soren Kierkegaard calls this the “illusion of crop rotation”, the idea that changing the environment frequently can save us from this mood.(在哲学史上，学者们曾多次尝试剖析这种强烈却又无具体缘由的心境。人们将其描述为无聊、焦虑、消沉与绝望等种种状态。海德最终将自己的人生困境归咎于缺乏新鲜体验。丹麦哲学家索伦·克尔凯郭尔将这种现象称为“轮作的错觉”，其核心观点是：频繁更换生活环境，就能让我们摆脱这种心绪的困扰。)”、最后一段中“Nevertheless, recognizing that these doubts are there, and that they matter, can at least allow us to know what may be missing, even when everything is good.(尽管如此，认识到这些怀疑的存在，并且它们很重要，至少可以让我们知道即使一切都好，也可能缺少什么。)”可知，通过哲学与心理学视角，作者指出这种“无对象的焦虑”源于对生命意义的追问，而非外部环境。认识这种情绪本身，有助于理解生活的缺失与价值。所以，C选项“Boredom Makes Us Human(无聊使我们成为人类)”最符合文章标题。故选C。 （2026·天津·一模）The 20th century was a famously fruitful time for visions of the future, but the 21st century has failed to inspire them in the same way. Science fiction writer William Gibson has called this “future fatigue”, pointing out that we barely ever make reference to the 22nd century. One reason is that most of the ideas of the future that captured people’s imaginations in the 20th century have mutated since then. Plastic, for example, once billed as the material of the future, has become an environmental and health crisis — its durability and abundance turned downsides. The dominant images of the future that we are presented with at the moment all have long histories to them. They include space colonization, dystopian artificial intelligence and a longing to bring back the past — but a past that never was. This makes sense given the climate anxiety and dread about the future felt by many people. The future has started to feel like it is closing off rather than opening out. Jean-Louis Missika, a former deputy mayor of Paris, has written that “when the future is dark, people turn to an idealised past, a lost golden age. Nostalgia (怀旧) becomes a refuge against dangers, a cocoon against the announced declines.” It’s not that absolutely no new future visions have emerged this century. But it is notable that no major, forward-looking future visions have taken root in our collective imagination since smartphones came to dominate our way of communicating. I think about the future for a living and it is my experience that unified visions of desirable futures can inspire people to bring about change. They act as motivators and imagination engines. We can use them to visualise the society we want and then commit to work towards that future. Unifying visions of the future are also effectively used in architectural pictures, ads and TV shows; Star Trek has inspired technologists for decades. We’re in a crucial transition — from fossil fuels to renewables. This can feel terrifying, but also motivating. There are plenty of hotspots of innovation today: look at the rise of rooftop solar energy in Pakistan, where households and small businesses are energetically embarking on the shift to renewables. But we lack integration: future thinking that assembles these innovations together into unified visions, puts them in a social context and then constructs from the present into the future. In my new book, I look at four future visions being developed today: more-than-human futures reimagines our relationship with nature; degrowth redesigns the role of the economy; solarpunk recharges cultural innovation; and the metaverse immerses us in vivid digital worlds. But the future doesn’t stop with these — there should be many more visions emerging. We need to seed them, grow them and see what shape they take when we tell stories of the future once again. 6．Why does future fail to attract people in the 21st century? A．Because nostalgia replaces hope for tomorrow. B．Because it repeats old dreams in the 20th century. C．Because 20th-century visions have turned problematic. D．Because climate fear has destroyed people’s confidence. 7．What can be learned from the passage? A．The energy shift plays a key role in future thinking. B．Looking backward helps build stronger communities. C．The absence of shared visions holds back future progress. D．Rapid technological growth has restored people’s optimism. 8．What does the author think of unified future visions? A．They are mainly reflected in science fiction works. B．They can encourage people to work for social change. C．They have been replaced by digital world experiences. D．They are less effective than individual innovative ideas. 9．Regarding the “future fatigue”, the author is ________. A．concerned B．critical C．doubtful D．approving 10．What is the author’s main purpose in writing this article? A．To explain why “future fatigue” exists. B．To promote her new book about future visions. C．To warn against widespread fatigue towards future. D．To inspire collective imagination of future narratives. 【答案】6．C 7．C 8．B 9．A 10．D 【导语】这是一篇说明文。文章主要探讨了21世纪人们缺乏对未来的憧憬这一现象，分析了原因，并强调了统一未来愿景的重要性，最后呼吁人们共同构建对未来的想象。 6．细节理解题。根据第二段“One reason is that most of the ideas of the future that captured people’s imaginations in the 20th century have mutated since then. Plastic, for example, once billed as the material of the future, has become an environmental and health crisis — its durability and abundance turned downsides.(原因之一是，20世纪吸引人们想象的未来构想大多已经发生了变化。例如，塑料曾被宣传为未来的材料，但现在已成为环境和健康危机——它的耐用性和丰富性变成了缺点。)”可知，21世纪的未来无法吸引人们是因为20世纪的愿景已经变得有问题。故选C项。 7．推理判断题。根据倒数第三段“But we lack integration: future thinking that assembles these innovations together into unified visions, puts them in a social context and then constructs from the present into the future.(但我们缺乏整合：将所有这些创新整合成统一的愿景的未来思维，将它们置于社会背景中，然后从现在构建到未来。)”可知，我们缺乏整合，缺乏共同的愿景阻碍了未来的进步。故选C项。 8．细节理解题。根据倒数第五段“I think about the future for a living and it is my experience that unified visions of desirable futures can inspire people to bring about change. They act as motivators and imagination engines. We can use them to visualise the society we want and then commit to work towards that future.(我以思考未来为生，我的经验是，对理想未来的统一愿景可以激励人们带来改变。它们是激励者和想象力引擎。我们可以用它们来想象我们想要的社会，然后致力于实现那个未来。)”可知，作者认为统一的未来愿景可以鼓励人们为社会变革而努力。故选B项。 9．推理判断题。根据最后一段“But the future doesn’t stop with these — there should be many more visions emerging. We need to seed them, grow them and see what shape they take when we tell stories of the future once again.(但未来不会止步于此——应该有更多的愿景出现。我们需要播种它们，培育它们，看看当我们再次讲述未来的故事时，它们会呈现出什么样的形态。)”可知，作者对于“未来疲劳”是担忧的。故选A项。 10．推理判断题。根据最后一段“But the future doesn’t stop with these — there should be many more visions emerging. We need to seed them, grow them and see what shape they take when we tell stories of the future once again.(但未来不会止步于此——应该有更多的愿景出现。我们需要播种它们，培育它们，看看当我们再次讲述未来的故事时，它们会呈现出什么样的形态。)”可知，作者写这篇文章的主要目的是激发人们对未来叙事的集体想象力。故选D项。 （25-26高三上·天津滨海新·月考）Over breakfast this morning, I enjoyed a short chat with Mia, my new Spanish study buddy. I explained what I had learned about the psychology of happiness from a Spanish-language podcast. By the end of the ten-minute conversation, I felt that I had mastered more of the language than if I’d done an hour of textbook exercises. Mia, however, does not exist in real life. It is an AI that I created to take advantage of a phenomenon called the “protege effect” (门徒效应). According to research, we learn more effectively when we teach someone else about the topic we’ve just explored— even if that person doesn’t really exist. The effect has its roots in the principle of “learning by teaching,” pioneered in the early 1980s by Jean-Pol Martin, a French teacher working in Germany. To improve his students’ language learning, he had them research and present different parts of the curriculum (课程) to their classmates. The technique boosted their motivation, self-confidence, and communicative abilities, and it soon spread to many other schools in the country. Later, a group of Stanford scientists tested the idea. In a pioneering experiment, Catherine Chase asked 62 eighth-graders to use a computer program to study how fever affects the body. Over two lessons, the students had to read a text and then create a flowchart (流程图). Half the teens did the exercise as a form of self-study, while the others were told that their diagram would help to teach a virtual character. At the end, those in the teaching role had learned considerably more of the material, with much stronger performance on tests. Chase named this the protege effect, and it has since been replicated (复制) many times. These later studies suggest that learning by teaching is more powerful than other memory techniques. The brain boost appears to arise as much from the expectation of teaching as the act itself. If we know that others are going to learn from us, we feel a sense of responsibility to provide the right information. As a result, we make a greater effort to fill in the gaps in our understanding and correct any mistaken assumptions before passing our knowledge on to others. This process then helps to enhance what we have learned. To put the protege effect into practice, a face-to-face conversation with a human partner is ideal, but it can be hard to find one. Fortunately, there are other ways. You might choose to present your progress as a blog or video aimed at other learners. Or you might, like me, choose to chat with an AI. I prompt (instruct) ChatGPT to act as a curious Spanish student, Mia, who listens to what I’ve been learning and asks suitable questions and follow-ups. With voice features, I can practice speaking as well. Though it felt awkward to talk to my computer at first, I became more confident in real-life interactions after just a few weeks. 11．Jean-Pol Martin’s teaching method is mentioned in the text to_________. A．highlight the role of student competition in learning B．contrast Eastern and Western educational philosophies C．demonstrate the inefficiency of teacher-centered instruction D．provide historical context for the concept’s development 12．The author mentions Catherine Chase’s study to show that_________. A．learning by teaching is supported by scientific evidence B．self-study is more effective than group learning C．virtual characters cannot replace human teachers D．flowcharts are useful tools to learn science 13．What does Paragraph 4 imply about the protege effect? A．It motivates deeper learning by creating a sense of duty. B．It encourages learners to avoid uncertain topics entirely. C．It promotes systematic review of previously mastered material. D．It relies on external feedback to correct errors in comprehension. 14．With regard to applying the “protege effect,” the author would most agree that _________. A．chatting with AI is as effective as real- life interactions B．teaching real people is best but not always possible C．overcoming the initial discomfort of teaching is the key D．presenting learning progress publicly offers greater benefits 15．The author’s attitude to using AI for the protege effect can be described as_________. A．overly enthusiastic without practical support B．entirely unconcerned about non-human interactions C．strongly skeptical due to technological limitations D．cautiously optimistic despite initial discomfort 【答案】11．D 12．A 13．A 14．B 15．D 【导语】本文是一篇说明文。文章介绍“门徒效应”——通过“以教促学”提升学习效率的心理机制。 11．推理判断题。根据第二段的句子“According to research, we learn more effectively when we teach someone else about the topic we’ve just explored— even if that person doesn’t really exist. The effect has its roots in the principle of “learning by teaching,” pioneered in the early 1980s by Jean-Pol Martin, a French teacher working in Germany. To improve his students’ language learning, he had them research and present different parts of the curriculum to their classmates. The technique boosted their motivation, self-confidence, and communicative abilities, and it soon spread to many other schools in the country.(根据研究，当我们把我们刚刚探索过的话题教给别人时，我们学得更有效——即使那个人并不存在。这种效应的根源在于“教中学习”的原则，该原则是由在德国工作的法语教师Jean-Pol Martin在20世纪80年代初首创的。为了提高学生的语言学习，他让他们研究并向同学展示课程的不同部分。这种方法提高了他们的积极性、自信心和交际能力，并很快推广到该国的许多其他学校。)”可知，文中提到Jean- Pol Martin的教学方法是为了说明门徒效应的起源和发展背景。故选D项。 12．推理判断题。文章第三段“Later, a group of Stanford scientists tested the idea. In a pioneering experiment, Catherine Chase asked 62 eighth-graders to use a computer program to study how fever affects the body. Over two lessons, the students had to read a text and then create a flowchart. Half the teens did the exercise as a form of self-study, while the others were told that their diagram would help to teach a virtual character. At the end, those in the teaching role had learned considerably more of the material, with much stronger performance on tests.(后来，斯坦福大学的一组科学家测试了这个想法。在一项开创性的实验中，Catherine Chase要求62名八年级学生使用计算机程序来研究发烧如何影响身体。在两节课中，学生们必须阅读一篇文章，然后画出一个流程图。一半的青少年做这个练习是作为一种自学的形式，而其他人则被告知他们的图表将有助于教授一个虚拟人物。最后，那些担任教学角色的人学到了更多的材料，在考试中的表现也更出色。)”描述了 Catherine Chase的实验：一组学生自学，另一组被告知要“教”虚拟角色，结果后者学习效果更好。这直接证明了“learning by teaching”的有效性，并得到科学验证。所以，作者提到Catherine Chase的研究是为了证明通过教学来学习是有科学依据的。故选A项。 13．细节理解题。第四段“Chase named this the protege effect, and it has since been replicated many times. These later studies suggest that learning by teaching is more powerful than other memory techniques. The brain boost appears to arise as much from the expectation of teaching as the act itself. If we know that others are going to learn from us, we feel a sense of responsibility to provide the right information. As a result, we make a greater effort to fill in the gaps in our understanding and correct any mistaken assumptions before passing our knowledge on to others. This process then helps to enhance what we have learned.(Chase将这种现象命名为“门徒效应”，此后这种现象被重复了很多次。这些后来的研究表明，通过教学来学习比其他记忆技巧更有效。对教学的期望和教学本身似乎都对大脑产生了促进作用。如果我们知道别人会向我们学习，我们就会有一种提供正确信息的责任感。因此，在将我们的知识传递给他人之前，我们会更努力地填补我们理解中的空白，纠正任何错误的假设。这个过程有助于增强我们学到的内容)”解释门徒效应的机制：当我们预期要教别人时，会产生责任感，从而更努力地填补知识空白、纠正错误，进而巩固学习。故选A项。 14．细节理解题。根据最后一段的句子“To put the protege effect into practice, a face-to-face conversation with a human partner is ideal, but it can be hard to find one. Fortunately, there are other ways. You might choose to present your progress as a blog or video aimed at other learners. Or you might, like me, choose to chat with an AI.(为了将“门徒效应”付诸实践，与人类伙伴进行面对面的交谈是最理想的，但很难找到这样的人。幸运的是，还有其他方法。你可以选择以博客或视频的形式向其他学习者展示你的进步。或者你也可以像我一样，选择和人工智能聊天。)”可知，作者认为“真人教学最好但并非唯一途径”。故选B项。 15．推理判断题。根据最后一段的句子“I prompt (instruct) ChatGPT to act as a curious Spanish student, Mia, who listens to what I’ ve been learning and asks suitable questions and follow-ups. With voice features, I can practice speaking as well. Though it felt awkward to talk to my computer at first, I became more confident in real- life interactions after just a few weeks.(我提示（指导）ChatGPT扮演一个好奇的西班牙语学生Mia，她倾听我所学的内容，提出合适的问题并跟进。有了语音功能，我也可以练习说话。虽然一开始和电脑说话感觉很尴尬，但几周后，我在现实生活中的互动变得更加自信了。)”可知，作者在最后一段提到，使用 AI (如与 Mia 聊天) 起初“尴尬”，但几周后提升了自信和真实互动能力。这表明作者对 AI 持谨慎但乐观的态度。故选D项。 （25-26高三上·天津·期中）Although the shortcomings of the world’s dependence on plastics are all too obvious, the benefits they provide are all too easily ignored. Materials made from plastics are lighter, and cheaper and easier to produce. These materials have become vital in everything from building to car making. Plastics have also eased the world’s dependence on older materials, and on the living beings, from which many of them came. There are perhaps 10 million pianos in the world. If all the white keys were made of ivory, how many elephants would remain? Just as the benefits of plastics are often unseen, however, so are some potential harms. Now there is growing concern about what happens when they break up into micro pieces invisible to the eye. In the past decade such “microplastics” have been found in food chains, in human brains and even in the snow of Antarctica. To deal with the plastics pollution, the best approach is not to ban plastics, but to manage them more carefully. Better recycling technologies, now under development, are one part of the answer. The percentage of plastics which end up being recycled has doubled in the past two decades, but it is still only 9%. This is not because people do not care about the planet. It is because recycling is harder and more costly than most people realise. Greater use should therefore be made of landfill. When properly managed and well monitored, this is far less environmentally ruinous than often believed, and can be simpler and more effective. It also sidesteps the risk that plastics sent across the world for recycling will be dumped (倾倒) or burned. Incinerator (焚烧炉), which can both produce energy and allow the resulting carbon to be trapped, are a useful choice too, t$