专题05 人与社会（文学）（高考真题+高考模拟）“场景化”解题训练（专项训练）2026年高考英语

专题05 人与社会（文学、艺术与体育） 场景1：文学 目录 01 场景语料导入 1 02 核心词汇清单 2 03 题型融合训练 4 04 高考真题导航 11 05 高考模拟助力 15 01场景语料导入 整合国际文学论坛报告、《纽约时报》2025年10月《文学：连接个体与文明的桥梁》及经典文学阅读推广典型案例。 （难度：中 建议阅读时间：7分钟） In a world flooded with fast-paced digital entertainment, a group of young literature lovers has been quietly reviving the charm of words through community reading programs. Among them is 18-year-old Leo, a high school senior who first joined the "Page Turners" literary volunteer project out of his love for classic novels, but soon discovered it to be a journey of cultural inheritance, emotional resonance, and social connection. Leo's first assignment was to organize weekly reading sessions for children in a low-income community. Initially, he faced great challenges—many kids were distracted by mobile games and had little interest in sitting down with a book. Some of his fellow volunteers felt frustrated, complaining that their efforts to promote reading were falling on deaf ears. But Leo refused to give up. He observed experienced organizers: they selected engaging stories, added interactive discussions, and even acted out key scenes with simple props. Following their example, Leo started choosing adventure stories full of imagination and designing fun quizzes related to the plots. He spent hours helping the kids understand difficult passages and encouraging them to share their own ideas about the characters. Slowly, the children began to look forward to the weekly sessions, and Leo realized that genuine enthusiasm for literature is the key to inspiring others' interest. Later, Leo participated in a community literary festival project. The task was ambitious: to showcase local writers' works, hold book exchanges, and invite authors to give lectures. The team of volunteers came from different backgrounds—some were passionate about poetry, others specialized in modern fiction, and a few had experience in event planning. Conflicts emerged quickly—some wanted to focus on promoting classic literature, while others insisted on giving more space to emerging local writers. Instead of taking sides, Leo suggested holding a brainstorming session to listen to everyone's opinions. He proposed dividing the festival into themed zones: a classic literature exhibition area, a local author interaction zone, and a youth reading sharing corner. His ability to integrate diverse ideas impressed his teammates, and the literary festival attracted hundreds of participants, exceeding everyone's expectations. Through these experiences, Leo has grown into a thoughtful and culturally conscious young person. He has learned that literary promotion is not just about sharing books, but also about building bridges between people and cultures. As the project director noted, "Literature teaches us that every story carries the voice of a community, and that empathy and open-mindedness turn reading into a force for social cohesion." Today, Leo continues to devote himself to literary volunteer work, inspiring more peers to discover the beauty of words and proving that the power of literature can create a lasting impact on individuals and society alike.（449词） 02核心词汇清单 (一)核心概念类（文学与场景相关） 词汇/短语 词性 中文释义 语境原句摘录 教学重点（学生需掌握） literary volunteer project 名词短语 文学志愿项目 a high school senior who first joined the "Page Turners" literary volunteer project 1. 核心搭配：participate in/launch a literary volunteer project；2. 场景拓展：reading promotion project（阅读推广项目）、literary exchange program（文学交流项目） reading session 名词短语 阅读会；读书活动 Leo's first assignment was to organize weekly reading sessions for children 1. 同义表达：reading group（读书小组）；2. 常见搭配：hold/attend a reading session、lead a reading session literary festival 名词短语 文学节 Later, Leo participated in a community literary festival project 1. 构词规律：名词+名词（类似：music festival 音乐节）；2. 场景搭配：international literary festival（国际文学节）、community-based literary festival（社区文学节） (二) 行为动作类（文学推广与协作相关） 词汇/短语 词性 中文释义 语境原句摘录 教学重点（语法+应用） promote reading 动词短语 推广阅读 complaining that their efforts to promote reading were falling on deaf ears 1. 适用场景：文学活动、教育推广等；2. 同义表达：advocate reading、encourage reading habits integrate diverse ideas 动词短语 整合不同观点 His ability to integrate diverse ideas impressed his teammates 1. 名词形式：integration（整合）；2. 句型搭配：integrate...with...（将……与……整合） showcase works 动词短语 展示作品 to showcase local writers' works, hold book exchanges 1. 场景拓展：showcase literary creations（展示文学创作）；2. 搭配：showcase...to...（向……展示……） inherit culture 动词短语 传承文化 it to be a journey of cultural inheritance, emotional resonance 1. 同义替换：pass down culture、preserve cultural heritage；2. 拓展：inherit sth. from sb.（从某人那里继承某物） (三)观点态度类（文学体验与沟通相关） 词汇 / 短语 词性 中文释义 语境原句摘录 立场倾向 教学重点（情感色彩 + 句型） culturally conscious 形容词 有文化意识的 Leo has grown into a thoughtful and culturally conscious young person 褒义 1. 名词形式：cultural consciousness（文化意识）；2. 搭配：be culturally conscious of...（对……有文化意识） frustrated 形容词 沮丧的；受挫的 Some of his fellow volunteers felt frustrated 贬义 1. 动词形式：frustrate（使沮丧）；2. 句型：feel frustrated at/about sth.（对某事感到沮丧） genuine 形容词 真诚的；真挚的 Leo realized that genuine enthusiasm for literature is the key 褒义 1. 搭配：genuine interest/passion（真挚的兴趣/热情）；2. 语境区分：genuine（强调真实）与 sincere（强调诚恳） distracted 形容词 分心的；注意力不集中的 many kids were distracted by mobile games 中性 1. 搭配：be distracted by sth.（被某事分心）；2. 反义词：focused（专注的） (四) 情感与成长类（文学影响相关） 词汇 / 短语 词性 中文释义 语境原句摘录 领域 教学重点（拓展 + 应用） emotional resonance 名词短语 情感共鸣 it to be a journey of cultural inheritance, emotional resonance 文学体验 1. 搭配：create/achieve emotional resonance（产生情感共鸣）；2. 拓展：resonance（共鸣）+ 介词with（与……共鸣） social cohesion 名词短语 社会凝聚力 empathy and open-mindedness turn reading into a force for social cohesion 社会影响 1. 核心含义：指社会成员间的团结协作；2. 句型：promote social cohesion（促进社会凝聚力） lasting impact 名词短语 持久影响 the power of literature can create a lasting impact on individuals 个人与社会 1. 搭配：have a lasting impact on...（对……产生持久影响）；2. 语境：强调文学影响的长期性与深度 thoughtful 形容词 深思熟虑的；体贴的 Leo has grown into a thoughtful and culturally conscious young person 个人成长 1. 名词形式：thoughtfulness（体贴；深思）；2. 搭配：be thoughtful about...（对……深思熟虑） 03 题型融合训练 （一）阅读理解 细节理解题 1. Why did Leo join the "Page Turners" literary volunteer project at first? A. To earn extra credits B. Out of his love for classic novels C. To help his teacher organize activities D. At his parents' request 【答案】B（Out of his love for classic novels） 【解析】原文定位：对应核心语料第一段 “a high school senior who first joined the 'Page Turners' literary volunteer project out of his love for classic novels”。选项分析：选项 B 与原文表述完全一致，直接回答题干 “Leo 最初加入文学志愿项目的原因”。干扰项排除：A 项 “赚取额外学分”、C 项 “帮助老师组织活动”、D 项 “应父母要求” 原文均未提及，属于无中生有。故选 B。 2. What did Leo do to inspire kids' interest in reading? A. He taught them how to use e-books B. He chose adventure stories and designed fun quizzes C. He asked them to write their own novels D. He invited famous writers to give lectures 【答案】B（He chose adventure stories and designed fun quizzes） 【解析】原文定位：对应核心语料第二段 “Leo started choosing adventure stories full of imagination and designing fun quizzes related to the plots”。选项分析：选项 B 与原文细节完全匹配，符合题干 “Leo 如何激发孩子们的阅读兴趣” 的问题。干扰项排除：A 项 “教他们使用电子书”、C 项 “让他们自己写小说”、D 项 “邀请著名作家演讲” 原文均未涉及，属于无关信息。故选 B。 推理判断题 3. What can we infer from Leo's performance in the community literary festival project? A. He was good at integrating different ideas B. He was more interested in classic literature than local works C. He had rich experience in organizing large-scale events D. He preferred working independently rather than in a team 【答案】A（He was good at integrating different ideas） 【解析】原文定位：对应核心语料第三段 “Leo suggested holding a brainstorming session to listen to everyone's opinions. He proposed dividing the festival into themed zones... His ability to integrate diverse ideas impressed his teammates”。选项分析：从 Leo 提议头脑风暴、按主题分区整合不同需求等行为可推断出他具备出色的整合能力，与选项 A 一致。干扰项排除：B 项 “更偏爱经典文学” 与他兼顾经典和本土作品的行为矛盾，C 项 “有丰富大型活动组织经验” 无依据，D 项 “偏爱独立工作” 与他主动协调团队的行为不符。故选 A。 4. What does the project director want to convey through his words? A. Literary promotion is only suitable for educated people B. Reading alone can bring enough social impact C. Every story reflects community voices, and empathy enhances social cohesion D. Organizing literary activities is more difficult than expected 【答案】C（Every story reflects community voices, and empathy enhances social cohesion） 【解析】原文定位：对应核心语料第四段 “Literature teaches us that every story carries the voice of a community, and that empathy and open-mindedness turn reading into a force for social cohesion”。选项分析：选项 C 是对原文的同义转述，准确传达了项目主任想表达的核心思想。干扰项排除：A 项 “文学推广仅适合受过教育的人” 原文未限定人群，B 项 “独自阅读能带来足够社会影响” 与原文强调 “同理心和开放心态” 不符，D 项 “组织文学活动比预期难” 并非主任的核心观点。故选 C。 词义猜测题 5. The underlined phrase "emotional resonance" in Paragraph 1 probably means ______. A. emotional distance B. shared emotional experience C. emotional control D. sudden emotional change 【答案】B（shared emotional experience） 【解析】语境线索：对应核心语料第一段 “it to be a journey of cultural inheritance, emotional resonance, and social connection”，结合后文 Leo 通过文学活动让孩子们产生阅读兴趣、促进人与人之间沟通的内容，可推断 “情感共鸣” 指人们通过文学产生的共同情感体验。选项分析：选项 B “共同的情感体验” 符合语境逻辑。干扰项排除：A 项 “情感距离”、C 项 “情绪控制”、D 项 “突然的情绪变化” 均与 “共鸣” 比喻的 “情感相通、相互呼应” 含义不符。故选 B。 主旨大意题 6. What is the main idea of the text? A. The challenges of promoting reading among children B. How Leo overcame difficulties in literary volunteer work C. The importance of classic literature for young people D. Leo's growth through literary volunteer work and the power of literature 【答案】D（Leo's growth through literary volunteer work and the power of literature） 【解析】文章结构梳理：第一段介绍 Leo 加入文学志愿项目的初衷；第二段讲述他在儿童阅读会中的成长；第三段描述他在文学节项目中的整合能力；第四段总结文学志愿活动带来的个人成长和社会价值。全文围绕 “Leo 的文学志愿经历” 和 “文学的意义” 展开。选项分析：选项 D 全面涵盖核心内容，概括全文主旨。干扰项排除：A 项 “在儿童中推广阅读的挑战”、B 项 “Leo 如何克服文学志愿工作中的困难” 仅为局部内容，C 项 “经典文学对年轻人的重要性” 偏离主题。故选 D。 （二）语法填空 Leo, an 18-year-old high school senior, has always been passionate about literature. Last year, he joined __1__ "Page Turners" literary volunteer project and __2__ (devote) much time to it. The project __3__ (aim) to promote reading among kids in low-income communities. His first task was __4__ (organize) weekly reading sessions. Many kids were distracted by mobile games, __5__ (make) it hard for him to attract their attention. Leo tried different ways, including __6__ (select) adventure stories and using simple props __7__ (act) out key scenes. Soon, the __8__ (child) began to look forward to the sessions. During the process, Leo gained many __9__ (insight) into literary promotion. He also realized that literature is a bridge __10__ hearts, connecting people closely. 答案 1.the 2. devoted 3. aims 4. to organize 5. making 6. selecting 7. to act 8. children 9. insights 10. between 解析 1.the 考查冠词。此处特指 "Page Turners" 这个文学志愿项目，用定冠词 the 表特指。 2.devoted 考查谓语动词（一般过去时）。根据时间状语 Last year，描述过去发生的动作，用一般过去时，devote 的过去式为 devoted。 3.aims 考查谓语动词（一般现在时）。此处描述项目的客观目标，用一般现在时，主语 the project 为单数，故填 aims。 4.to organize 考查非谓语动词（to do 形式）。be 动词后接不定式作表语，表具体任务，故填 to organize。 5.making 考查非谓语动词（ing 形式）。此处为现在分词作结果状语，"孩子们被手机游戏分心" 自然而然导致 "吸引他们注意力很难" 的结果，故填 making。 6.selecting 考查非谓语动词（ing 形式）。including 为介词，后接动名词作宾语，故填 selecting。 7.to act 考查非谓语动词（to do 形式）。此处用不定式作目的状语，"使用简单道具" 的目的是 "演绎关键场景"，故填 to act。 8.children 考查名词复数。child 为可数名词，根据语境 "孩子们" 可知此处需用复数形式 children。 9.insights 考查词形变换（名词复数）。insight 此处意为 "见解"，为可数名词，many 后接复数形式 insights。 10.between 考查介词。此处表示 "心灵之间的桥梁"，between 表示 "在…… 之间"，符合语境，故填 between。 （三）书面表达 假设你是李华，你所在的学校计划开展校园文学推广活动，学生会向全体学生征集建议。请你给学生会写一封建议信，内容包括： 1. 建议开展的具体活动（如读书分享会、文学角等）； 2. 开展该活动的理由； 3. 活动开展的简要建议。 注意：1. 词数 80-100；2. 可适当增加细节，以使行文连贯；3. 开头和结尾已给出，不计入总词数。 Dear Students' Union, I'm glad to hear that our school plans to carry out campus literary promotion activities. I'd like to put forward some suggestions. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ I hope my suggestions will be helpful. Looking forward to the wonderful literary activities! Yours sincerely, Li Hua 【参考范文】 Dear Students' Union, I'm glad to hear that our school plans to carry out campus literary promotion activities. I'd like to put forward some suggestions. I suggest setting up a weekly reading sharing session and a permanent literary corner in the library. Holding sharing sessions can encourage students to exchange reading experiences and deepen their understanding of books. The literary corner, filled with classic novels and poems, can provide a quiet space for students to read. For the activities, you can invite teachers to guide the sharing sessions and ask volunteers to manage the literary corner. It's also a good idea to display students' reading notes to increase participation. I hope my suggestions will be helpful. Looking forward to the wonderful literary activities! Yours sincerely, Li Hua 【详解】 【导语】本次书面表达要求撰写校园文学推广活动建议信，需紧扣 “提出建议 - 说明理由 - 补充方案” 三大核心，符合建议信 “礼貌得体、逻辑清晰” 的文体要求。范文以读书分享会和文学角为具体建议，贴合校园场景，细节详实、说服力强，既满足词数要求，又体现了 “文化传承与校园建设” 主题下的责任意识。以下从内容架构、词汇积累、句式拓展三个维度解析写作技巧： 一、 内容架构解析 1. 提出建议（1句）：用 “setting up a weekly reading sharing session and a permanent literary corner” 明确两个具体活动，避免笼统表述，让建议更具可操作性。 2. 说明理由（2句）：分别对应两个建议活动，从 “交流体验、深化理解”（读书分享会）和 “提供安静阅读空间”（文学角）切入，理由贴合学生需求，逻辑紧密呼应建议内容。 3. 补充方案（2句）：针对活动落地提出 “邀请老师指导” “志愿者管理” “展示读书笔记” 等具体措施，兼顾专业性与参与度，让建议更完整、有说服力。 二、 词汇积累（场景适配型：校园文化主题·建议信场景） 原文词汇 含义 替换表达 适用场景 put forward suggestions 提出建议 offer proposals / submit recommendations 建议信开头、正文提出观点的场景 set up 设立、建立 establish / found / launch 建议开展新活动、成立新组织的场景 carry out 开展、实施 conduct / implement / organize 描述活动推进、方案落地的场景 deepen understanding 深化理解 strengthen comprehension / enhance perception 说明文学、学习类活动价值的场景 increase participation 提高参与度 boost involvement / promote participation 为活动落地提出优化措施的场景 permanent 永久的、固定的 fixed / long-term / permanent 建议设立长期活动场所（如文学角、读书角）的场景 guide 指导 instruct / coach / offer guidance to 建议邀请老师、专家参与活动的场景 manage 管理 administer / take charge of / oversee 安排活动人员分工、场所运营的场景 三、 句式拓展（从简单到丰富：适配高考写作要求·建议信主题） 原句（简单句 / 并列句） 拓展句（复合句 / 升级结构） 拓展思路 Our school plans to carry out literary activities. I want to give suggestions. Hearing that our school is going to carry out campus literary promotion activities, I’m eager to put forward some practical suggestions. 用 “Hearing that” 现在分词短语作状语整合句意，“eager” 替代 “want” 增强情感，“practical” 修饰 “suggestions” 丰富细节，提升表达正式度 We can set up a reading sharing session. It can encourage students to exchange experiences. We can set up a weekly reading sharing session, which can not only encourage students to exchange reading experiences but also deepen their understanding of classic works. 用 “which” 引导非限定性定语从句衔接建议与理由，新增 “not only...but also...” 递进结构，补充 “classic works” 细化场景，逻辑更完整 We invite teachers to guide. The sharing session will be better. If we invite professional Chinese teachers to guide the sharing sessions, the activities will be more in-depth and effective. 用 “If” 引导条件状语从句表假设，补充 “professional Chinese teachers” 细化身份，“more in-depth and effective” 明确效果，让建议更具说服力 The literary corner has many books. It provides a quiet space. The permanent literary corner in the library, filled with various classic novels and poems, can provide students with a quiet and comfortable space for reading. 用 “filled with...” 过去分词短语作后置定语修饰文学角，补充 “various” “comfortable” 丰富描述，整合两个简单句，让表达更紧凑生动 My suggestions may be helpful. I look forward to the activities. I sincerely hope my suggestions will be of great help to the smooth development of the activities, and I’m looking forward to enjoying the wonderful campus literary atmosphere. 用 “sincerely” 增强礼貌性，“be of great help” 替代 “be helpful” 提升书面感，补充 “the smooth development of the activities” “wonderful campus literary atmosphere” 细化期待内容，呼应主题 四、 高分句型解析（高考写作高频结构・建议信主题适配） 1. 分词短语作状语 + 主句结构 例文原句：“I suggest setting up a weekly reading sharing session and a permanent literary corner in the library.”（拓展适配版：“Considering the needs of students’ literary growth, I suggest setting up a weekly reading sharing session and a permanent literary corner in the library.”） 解析：“Considering the needs of...” 现在分词短语作状语，补充提出建议的出发点（结合学生文学成长需求），无需额外连词即可衔接逻辑，让建议更具针对性。符合高考 “语法结构丰富” 的评分标准，同时增强表达的连贯性。 复用场景：提出校园类建议时可套用 “Considering + 场景需求, I suggest doing sth.”，如 “Considering the lack of sports activities for seniors, I suggest organizing a monthly fun sports meeting.” 2. 名词短语后置定语 + 主谓结构 例文原句：“The literary corner, filled with classic novels and poems, can provide a quiet space for students to read.” 解析：“filled with classic novels and poems” 过去分词短语作后置定语，具体描述文学角的特点，避免简单句 “The literary corner has many books” 的单调表述。既丰富了句子成分，又让建议内容更详实，符合高考 “内容充实” 的要求。 复用场景：描述建议的活动或场所时可套用 “sth., filled with / equipped with..., can do sth.”，如 “The school café, equipped with charging ports and bookshelves, can serve as a relaxation space for students.” 3. 并列建议 + 具体措施结构 例文原句：“For the activities, you can invite teachers to guide the sharing sessions and ask volunteers to manage the literary corner.” 解析：用 “For the activities” 明确过渡，衔接前文的建议内容与后文的落地措施，通过 “invite...to...” 和 “ask...to...” 并列结构列举具体方案，逻辑层次清晰。避免措施表述混乱，符合高考 “表达准确、语句连贯” 的要求。 复用场景：提出活动落地措施时可套用 “For the proposed activities, we can do sth. and do sth. else”，如 “For the environmental protection activities, we can distribute leaflets and organize a campus clean-up day.” 4. 礼貌结尾 + 主题呼应结构 例文原句：开头 “I’d like to put forward some suggestions” + 结尾 “I hope my suggestions will be helpful. Looking forward to the wonderful literary activities!” 解析：开头用 “I’d like to” 体现建议信的礼貌语气，结尾通过 “I hope...” 表达期待，“Looking forward to...” 呼应前文的活动主题，形成 “提出建议 - 补充细节 - 表达期待” 的完整逻辑链。既符合建议信的文体规范，又让主旨更鲜明，符合高考 “内容连贯、主旨明确” 的评分标准。 复用场景：建议信结尾可套用 “I hope my suggestions will contribute to... Looking forward to...”，如 “I hope my suggestions will contribute to the improvement of campus life. Looking forward to a more lively and harmonious campus!” 04 高考真题导航 近3年全国卷考查2次，2025年全国I 卷，阅读理解B篇，介绍一名写作课老师，通过教学实践逐渐认识到学生写作动力的来源以及写作真正意义的成长故事；2024年全国甲卷，阅读理解D篇，讲述作者与教授关于小说结局的讨论引发了对结局的思考。 1.（2025新高考I卷，B ）In my ninth-grade writing class last year, I met a cowboy who saved his town, a strict father who demanded his son earn straight A’s, and a modern-day Juliet who died of heartbreak after her parents rejected the love of her young life. More than once, I found myself wondering just how my students, who’d created these people, knew their subjects so well. But things were different for their first essay, which was about the question: “Why is writing important?” Most of the essays filled less than one page, and few contained a sentence that could be interpreted as a thesis (论点) statement. I was shocked. Then I realized that the problem was the question itself. They could have written pages on the necessity of computers, but writing, in and of itself, simply didn’t strike them as important. This would have to change. As a new unit started, I asked everyone to write a persuasive piece on a health-related topic of their choice. This time they found the exercise much more interesting. For the next two assignments, a personal-narrative unit followed by a creative-writing workshop, I only required that the piece meet the specifications of its genre (体裁) and that it contain a thesis. The results were staggering. The students took on diverse topics and turned in stories, 10 to 20 pages each, with characters that broadened my view and touched my heart. I walked into class believing that writing is important as a means of communication. However, my students demonstrated something more important to me. When the final bell rang in June, I walked away with a yearbook full of messages about writing’s most powerful significance — the ability to connect people, to put us in another’s skin, to teach us what it means to be human. 24．Who are the people mentioned at the beginning of paragraph 1? A．Ninth graders. B．Students’ parents. C．Modern writers. D．Fictional characters. 25．Why did the students perform poorly in writing their first essay? A．They were not given enough time. B．They had a very limited vocabulary. C．They misunderstood the question. D．They had little interest in the topic. 26．What does the underlined word “staggering” in paragraph 3 mean? A．Mixed. B．Amazing. C．Similar. D．Disturbing. 27．What does the author’s experience show? A．Teaching is learning. B．Still waters run deep. C．Knowledge is power. D．Practice makes perfect. 【答案】24．D 25．D 26．B 27．A 【导语】本文是一篇记叙文。文章主要讲述了作者作为一名写作课老师，通过教学实践逐渐认识到学生写作动力的来源以及写作真正意义的成长故事。 24．细节理解题。根据文章第一段中“In my ninth-grade writing class last year, I met a cowboy who saved his town, a strict father who demanded his son earn straight A’s, and a modern-day Juliet who died of heartbreak after her parents rejected the love of her young life. More than once, I found myself wondering just how my students, who’d created these people, knew their subjects so well. (去年，在我九年级的写作课上，我结识了一位拯救了自己小镇的牛仔、一位要求儿子门门功课全得A的严厉父亲，还有一位现代版的朱丽叶——她在父母拒绝其年少挚爱后心碎而逝。不止一次，我暗自琢磨，这些塑造了这些人物的学生，究竟是如何如此深谙他们笔下的角色的)”可知，这里提到的牛仔、严厉的父亲和现代版的朱丽叶都是学生在写作中创造出来的虚构人物。故选D。 25．推理判断题。根据文章第二段中“Most of the essays filled less than one page, and few contained a sentence that could be interpreted as a thesis (论点) statement. I was shocked. Then I realized that the problem was the question itself. They could have written pages on the necessity of computers, but writing, in and of itself, simply didn’t strike them as important. (大多数文章篇幅不足一页，几乎没有包含可被视为论点的句子。我感到震惊。随后我意识到问题出在题目本身。他们本可以就电脑的必要性写下数页内容，但写作本身根本没让他们觉得重要)”可推知，学生们在写第一篇作文时表现不佳，是因为他们对写作这个话题本身不感兴趣。故选D。 26．词句猜测题。根据文章第三段中划线词下文“The students took on diverse topics and turned in stories, 10 to 20 pages each, with characters that broadened my view and touched my heart. (学生们选取了多样的主题，交上来的故事每篇都有10到20页长，其中的人物拓宽了我的视野，也触动了我的心)”可推知，此处指学生们写出了内容丰富、打动人心的故事，与之前的表现形成强烈对比。划线词“staggering”意为“令人惊叹的、惊人的”，与B选项“Amazing (惊人的)”语义一致。故选B。 27．推理判断题。通读全文，再根据文章最后一段中“I walked into class believing that writing is important as a means of communication. However, my students demonstrated something more important to me. When the final bell rang in June, I walked away with a yearbook full of messages about writing’s most powerful significance — the ability to connect people, to put us in another’s skin, to teach us what it means to be human. (我走进教室时坚信写作作为一种交流方式至关重要。然而，学生们向我展示了更为重要的东西。当六月的下课铃响起时，我带着一本满是留言的年鉴离开——这些留言诉说着写作最强大的意义：它能连接人与人，让我们换位思考，教会我们身为人类的真谛)”结合全文内容可知，文章通过作者的教学经历，说明她在教导学生的同时，自己也领悟到写作的真正意义，这一过程体现了“教学相长”的理念。选项A“Teaching is learning (教学相长)”符合文中描述的作者通过教学获得的新认识。故选A。 2.(2024全国甲卷，D) “I didn’t like the ending,” I said to my favorite college professor. It was my junior year of undergraduate, and I was doing an independent study on Victorian literature. I had just finished reading The Mill on the Floss by George Eliot, and I was heartbroken with the ending. Prof. Gracie, with all his patience, asked me to think about it beyond whether I liked it or not. He suggested I think about the difference between endings that I wanted for the characters and endings that were right for the characters, endings that satisfied the story even if they didn’t have a traditionally positive outcome. Of course, I would have preferred a different ending for Tom and Maggie Tulliver, but the ending they got did make the most sense for them. This was an aha moment for me, and I never thought about endings the same way again. From then on, if I wanted to read an ending guaranteed to be happy, I’d pick up a love romance. If I wanted an ending I couldn’t guess, I’d pick up a mystery (悬疑小说). One where I kind of knew what was going to happen, historical fiction. Choosing what to read became easier. But writing the end — that’s hard. It’s hard for writers because endings carry so much weight with readers. You have to balance creating an ending that's unpredictable, but doesn’t seem to come from nowhere, one that fits what’s right for the characters. That’s why this issue (期) of Writer’s Digest aims to help you figure out how to write the best ending for whatever kind of writing you’re doing. If it’s short stories, Peter Mountford breaks down six techniques you can try to see which one helps you stick the landing. Elizabeth Sims analyzes the final chapters of five great novels to see what key points they include and how you can adapt them for your work. This issue won’t tell you what your ending should be — that’s up to you and the story you’re telling — but it might provide what you need to get there. 12．Why did the author go to Prof. Gracie? A．To discuss a novel. B．To submit a book report. C．To argue for a writer. D．To ask for a reading list. 13．What did the author realize after seeing Gracie? A．Writing is a matter of personal preferences. B．Readers are often carried away by character. C．Each type of literature has its unique end. D．A story which begins well will end well. 14．What is expected of a good ending? A．It satisfies readers’ taste. B．It fits with the story development. C．It is usually positive. D．It is open for imagination. 15．Why does the author mention Peter Mountford and Elizabeth Sims? A．To give examples of great novelists. B．To stress the theme of this issue. C．To encourage writing for the magazine. D．To recommend their new books. 【答案】12．A 13．C 14．B 15．B 【导语】本文是一篇议论文。文章首先通过作者与教授关于小说结局的讨论引发了对结局的思考，接着阐述了不同类型的文学作品结局的特点，最后提出了写作好的结局的重要性并介绍了《Writer’s Digest》杂志如何帮助作家写出更好的结尾。 12．细节理解题。根据第一段““I didn’t like the ending,” I said to my favorite college professor. It was my junior year of undergraduate, and I was doing an independent study on Victorian literature. I had just finished reading The Mill on the Floss by George Eliot, and I was heartbroken with the ending. Prof. Gracie, with all his patience, asked me to think about it beyond whether I liked it or not.( “我不喜欢这个结局，”我对我最喜欢的大学教授说。那是我大三的时候，我正在做一项关于维多利亚文学的独立研究。我刚刚读完乔治·艾略特的《弗洛斯河上的磨坊》，读到结尾我很伤心。格雷西教授耐心地让我考虑一下，不要只看我喜不喜欢)”可知，作者去找格雷西教授是为了讨论小说。故选A项。 13．推理判断题。根据第二段“This was an aha moment for me, and I never thought about endings the same way again. From then on, if I wanted to read an ending guaranteed to be happy, I’d pick up a love romance. If I wanted an ending I couldn’t guess, I’d pick up a mystery (悬疑小说). One where I kind of knew what was going to happen, historical fiction. Choosing what to read became easier.( 这对我来说是一个顿悟的时刻，我再也没有想过同样的结局。从那时起，如果我想读一个保证幸福的结局，我就会选一部爱情小说。如果我想要一个我猜不到的结局，我会选一本神秘小说。一种是我知道会发生什么，历史小说。选择读什么变得更容易了)”可知，见过格雷西教授后，作者意识到了每种类型的文学都有其独特的结局。故选C项。 14．推理判断题。根据第三段“But writing the end—that’s hard. It’s hard for writers because endings carry so much weight with readers. You have to balance creating an ending that’s unpredictable, but doesn’t seem to come from nowhere, one that fits what’s right for the characters.(但是写出结局——那很难。对作家来说很难，因为结局对读者来说意义重大。你必须平衡创造一个不可预测的结局，但这个结局又不能显得凭空而来，要适合角色的设定)”可知，人们对一个好结局的期望是结局又不能显得凭空而来，要适合角色的设定，也就是符合故事的发展。故选B项。 15．推理判断题。根据倒数第二段“That’s why this issue (期) of Writer’s Digest aims to help you figure out how to write the best ending for whatever kind of writing you’re doing. If it’s short stories, Peter Mountford breaks down six techniques you can try to see which one helps you stick the landing. Elizabeth Sims analyzes the final chapters of five great novels to see what key points they include and how you can adapt them for your work.( 这就是为什么这期《Writer’s Digest》旨在帮助你找出如何为你正在写的任何类型的作品写出最好的结局。如果是短篇小说，彼得·蒙特福德分解了六种技巧，你可以尝试看看哪一种能帮助你完美着陆。伊丽莎白·西姆斯分析了五部伟大小说的最后几章，看看它们包含了哪些关键点，以及你如何将它们应用到你的作品中)”可知，作者提到彼得·蒙福德和伊丽莎白·西姆斯是为了强调这期《Writer’s Digest》的主题，即帮助读者写出更好的结尾。故选B项。 05 高考模拟助力 1.（广东省河源市2024-2025学年高三上学期1月期末英语试题，D篇） A highly anticipated video game based on ancient Chinese literature classic was released worldwide on Tuesday, thrilling games around the world. The game, Black Myth: Wukong, an action role-playing game developed by Shenzhen-headquartered Game Science, was inspired by the 16th-century novel Journey to the West. In the game, players step into the shoes of Sun Wukong, also known as the Monkey King, as they experience his adventures westward. Available on PS5, Steam, Epic Games Store and WeGame, Black Myth: Wukong is already a top seller on multiple platforms. Development of the game, which is being regarded as China’s first Triple-A masterpiece, started in 2018 and completed after six-and-a-half years of challenges. By July, presale had surpassed 400 million yuan. As of 10 pm on Tuesday, Black Myth: Wukong had more than 1.5 million concurrent players on the platform Steam, surpassing Counter-Strike 2 to top the Steam trending games chart. What particularly impressed Chinese as well as foreign players is the design of the game scenes and characters. Black Myth: Wukong skillfully designs a stunning dreamscape with Chinese scenery, featuring deserted mountains, ancient roads, buildings among mountains and water, deserts and ancient temples. The game’s production team traveled across China and thoroughly scanned ancient buildings and relics. It added the creations and historical relics into every scene of the game. Feng Ji, Game Science founder and CEO, said in a recent interview that “the script and artistic concepts always take the lead, seamlessly (无缝地) adding Chinese stories and classical cultural elements into the game”. He said that a game’s true value isn’t defined by its budget or visuals, but by the genuine enjoyment it offers players. Citing the growth of other Chinese industries in the international market, including the film industry, Feng said, “Eight years ago, we were confident that the stand-alone game market in China would not only exist but would also become significant. We believe that within 10 to 15 years, China’s stand-alone game market share will reach or even exceed (超过) that of Japan.” 12. What can be inferred about the game’s reception on its release day? A. It was only popular in China. B. It was met with mixed reviews. C. It struggled to compete with other games. D. It went beyond expectations in player numbers. 13. What aspect of Black Myth: Wukong impressed both Chinese and foreign players? A. Its marketing strategy. B. Its multiplayer features. C. Its challenging gameplay. D. Its scene and character design. 14. According to Feng Ji, what defines a game’s true value? A. Its market share. B. Its players’ enjoyment. C. Its visual impact. D. Its true cultural reflection. 15. What is Feng Ji’s prediction for China’s stand-alone game market? A. It will stop developing. B. It will be leading the world. C It will decline in the next decade. D. It will match Japan’s market share at least. 【答案】12. D 13. D 14. B 15. D 【解析】 【导语】这是一篇新闻报道。介绍了中国自主研发的游戏《黑神话：悟空》发行后取得巨大成功，展现了中国游戏产业的实力和文化输出潜力。 【12题详解】 细节理解题。根据第二段“As of 10 pm on Tuesday, Black Myth: Wukong had more than 1.5 million concurrent players on the platform Steam, surpassing Counter-Strike 2 to top the Steam trending games chart. (截至周二晚上10点，《黑神话：悟空》在 Steam平台的同时在线玩家数超过150万，超过《反恐精英 2》登顶Steam热门游戏榜)”可知，《黑神话：悟空》在玩家数量上超出了预期。故选D。 【13题详解】 细节理解题。根据第三段“What particularly impressed Chinese as well as foreign players is the design of the game scenes and characters. (让中外玩家尤为印象深刻是游戏的场景和角色设计)”可知，《黑神话：悟空》的场景和人物设计给中外玩家留下了深刻印象。故选D。 【14题详解】 细节理解题。根据第四段“He said that a game’s true value isn’t defined by its budget or visuals, but by the genuine enjoyment it offers players. (他表示，一款游戏的真正价值不在于其预算或画面，而在于它给玩家带来的真实乐趣)”可知，冯骥认为游戏的真正价值由玩家的乐趣决定。故选B。 【15题详解】 细节理解题。根据最后一段“We believe that within 10 to 15 years, China’s stand-alone game market share will reach or even exceed (超过) that of Japan. (我们相信在10到15年内，中国单机游戏的市场份额将达到甚至超过日本)”可知，《黑神话：悟空》的制作人冯骥预测中国单机游戏市场会追上日本的市场份额。故选D。 2.（河南省郑州外国语学校2025-2026学年高三上学期11月期中英语试题,） Once I told someone I wanted to get a master’s degree of fine arts in creative writing and they told me it was the second-to-worst post-graduation plan they’d ever heard from a student. Arts degrees — especially fine arts degrees, which usually come in the form of music, studio art, creative writing and theater — have been, over the years, labeled useless. It’s true that for the most part, STEM degrees lead to higher paying jobs than liberal and fine arts degrees, and it’s understandable why young people care about a higher starting salary and financial security. Student loan debt is playing a role in the physical and mental stress of young people. And while STEM majors usually have starting salaries that are $20,000 higher than those of liberal arts majors, by the time people reach the age of 40, the salaries between those who majored in the liberal arts and those who majored in STEM are virtually the same. For example, women who major in STEM earned nearly 50% more than social science and history majors at ages 23-25, but only 10% more by ages 38-40, a New York Times analysis reported. So even in terms of salary, which doesn’t solely determine whether or not a degree is useful, liberal arts degrees aren’t all that far behind STEM. It seems too that since people nowadays are going to have to work longer, it’s more important than ever that we actually like and care about what we’re doing. Pursuing something enjoyable, or else a passion, is continuously found to be a key factor in maintaining healthy relationships, mental health, physical health and energy. In other words, not useless. Art is also a method of communication. It allows people from different backgrounds, from different walks of life to communicate with each other. In a world where borders and division seem to be all over the place, we need art more than ever. We need liberal arts majors. And more than anything, we need to be able to pursue what we love with confidence, and we need to not get caught up in the “usefulness” of what we love. And just because someone’s primary job isn’t in their field of study — a writer who teaches high school for example— doesn’t make the degree useless. It just means that their way of finding a stable income is different. The same goes for artists who have to work multiple jobs to support themselves. They might have to find other means of supporting themselves and their artistry. It might be copy editing or it might be tutoring. So I am going to graduate school, and I am going to graduate school for writing. I might be paying rent by way of overnight restaurant shifts — there’s so much I’m not sure of. But one thing I am sure of is this — I would rather be a writer working two jobs to pay my bills than be no writer at all. 12. A New York Times analysis report is mentioned in Paragraph 3 to ______. A. analyse the potential value of different majors B. put forward the opinion on majors by example C. prove the argument against arts degrees wrong D. demonstrate the link between majors and incomes 13. Why does the author think learning arts is useful? A. Following one’s dream of arts keeps one in good condition. B. Doing what one loves builds up one’s self-confidence in arts. C. Mastering arts improves one’s understanding of different jobs. D. Developing a love for arts helps one maintain passion for work. 14. The author thinks that doing multiple jobs is _______. A. unavoidable B. common C. traditional D. acceptable 15. What can we infer from the passage? A. Students learning arts are more concerned about the value of life. B. People tend to place income in the first place when choosing majors. C. The man who doesn’t love his work won’t stick with the job for long. D. Graduates can find a broader space of development in the field of arts. 【答案】12. C 13. A 14. D 15. B 【解析】 【分析】这是一篇议论文。文章中作者主要议论了艺术学位是否是无用的问题，作者认为薪水并不能完全决定一个学位是否有用，学习艺术是有用的，是因为追求艺术梦想能使人保持良好状态。作者还指出仅仅因为一个人的主要工作不是在他们的研究领域——例如，一个在高中教书的作家——并不会使学位毫无用处。 【12题详解】 推理判断题。根据第三段中So even in terms of salary, which doesn’t solely determine whether or not a degree is useful, liberal arts degrees aren’t all that far behind STEM.可知因此，即使就薪水而言，文科学位也不比STEM差那么多。薪水并不能完全决定一个学位是否有用。由此可推知，在第三段提到了一篇《纽约时报》分析报告，是为了证明反对艺术学位的论点是错误的。故选C。 【13题详解】 细节理解题。根据第四段中Pursuing something enjoyable, or else a passion, is continuously found to be a key factor in maintaining healthy relationships, mental health, physical health and energy. In other words, not useless.可知人们不断发现，追求愉快的事情，或者激情，是维持健康人际关系、心理健康、身体健康和精力的关键因素。换句话说，不是没用的。由此可知，作者认为学习艺术是有用的，是因为追求艺术梦想能使人保持良好状态。故选A。 【14题详解】 推理判断题。根据倒数第二段中The same goes for artists who have to work multiple jobs to support themselves. They might have to find other means of supporting themselves and their artistry. It might be copy editing or it might be tutoring.可知同样的道理也适用于那些为了养活自己而不得不做多份工作的艺术家们。他们可能不得不寻找其他的方式来养活自己和自己的艺术才华。可能是编辑稿件，也可能是辅导。由此可推知，作者认为做多份工作是可以接受的。故选D。 【15题详解】 推理判断题。根据第二段中It’s true that for the most part, STEM degrees lead to higher paying jobs than liberal and fine arts degrees, and it’s understandable why young people care about a higher starting salary and financial security.可知的确，在大多数情况下，STEM学位比文科和美术学位能找到薪水更高的工作，所以年轻人关心起薪更高和经济保障也是可以理解的。由此可推知，人们在选择专业时往往把收入放在第一位。故选B。 学科网（北京）股份限公司1 / 31zxxk.com 学科网（北京）股份有限公司 $ 专题05 人与社会（文学、艺术与体育） 场景1：文学 目录 01 场景语料导入 1 02 核心词汇清单 2 03 题型融合训练 4 04 高考真题导航 6 05 高考模拟助力 8 01场景语料导入 整合国际文学论坛报告、《纽约时报》2025年10月《文学：连接个体与文明的桥梁》及经典文学阅读推广典型案例。 （难度：中 建议阅读时间：7分钟） In a world flooded with fast-paced digital entertainment, a group of young literature lovers has been quietly reviving the charm of words through community reading programs. Among them is 18-year-old Leo, a high school senior who first joined the "Page Turners" literary volunteer project out of his love for classic novels, but soon discovered it to be a journey of cultural inheritance, emotional resonance, and social connection. Leo's first assignment was to organize weekly reading sessions for children in a low-income community. Initially, he faced great challenges—many kids were distracted by mobile games and had little interest in sitting down with a book. Some of his fellow volunteers felt frustrated, complaining that their efforts to promote reading were falling on deaf ears. But Leo refused to give up. He observed experienced organizers: they selected engaging stories, added interactive discussions, and even acted out key scenes with simple props. Following their example, Leo started choosing adventure stories full of imagination and designing fun quizzes related to the plots. He spent hours helping the kids understand difficult passages and encouraging them to share their own ideas about the characters. Slowly, the children began to look forward to the weekly sessions, and Leo realized that genuine enthusiasm for literature is the key to inspiring others' interest. Later, Leo participated in a community literary festival project. The task was ambitious: to showcase local writers' works, hold book exchanges, and invite authors to give lectures. The team of volunteers came from different backgrounds—some were passionate about poetry, others specialized in modern fiction, and a few had experience in event planning. Conflicts emerged quickly—some wanted to focus on promoting classic literature, while others insisted on giving more space to emerging local writers. Instead of taking sides, Leo suggested holding a brainstorming session to listen to everyone's opinions. He proposed dividing the festival into themed zones: a classic literature exhibition area, a local author interaction zone, and a youth reading sharing corner. His ability to integrate diverse ideas impressed his teammates, and the literary festival attracted hundreds of participants, exceeding everyone's expectations. Through these experiences, Leo has grown into a thoughtful and culturally conscious young person. He has learned that literary promotion is not just about sharing books, but also about building bridges between people and cultures. As the project director noted, "Literature teaches us that every story carries the voice of a community, and that empathy and open-mindedness turn reading into a force for social cohesion." Today, Leo continues to devote himself to literary volunteer work, inspiring more peers to discover the beauty of words and proving that the power of literature can create a lasting impact on individuals and society alike.（449词） 02核心词汇清单 (一)核心概念类（文学与场景相关） 词汇/短语 词性 中文释义 语境原句摘录 教学重点（学生需掌握） literary volunteer project 名词短语 文学志愿项目 a high school senior who first joined the "Page Turners" literary volunteer project 1. 核心搭配：participate in/launch a literary volunteer project；2. 场景拓展：reading promotion project（阅读推广项目）、literary exchange program（文学交流项目） reading session 名词短语 阅读会；读书活动 Leo's first assignment was to organize weekly reading sessions for children 1. 同义表达：reading group（读书小组）；2. 常见搭配：hold/attend a reading session、lead a reading session literary festival 名词短语 文学节 Later, Leo participated in a community literary festival project 1. 构词规律：名词+名词（类似：music festival 音乐节）；2. 场景搭配：international literary festival（国际文学节）、community-based literary festival（社区文学节） (二) 行为动作类（文学推广与协作相关） 词汇/短语 词性 中文释义 语境原句摘录 教学重点（语法+应用） promote reading 动词短语 推广阅读 complaining that their efforts to promote reading were falling on deaf ears 1. 适用场景：文学活动、教育推广等；2. 同义表达：advocate reading、encourage reading habits integrate diverse ideas 动词短语 整合不同观点 His ability to integrate diverse ideas impressed his teammates 1. 名词形式：integration（整合）；2. 句型搭配：integrate...with...（将……与……整合） showcase works 动词短语 展示作品 to showcase local writers' works, hold book exchanges 1. 场景拓展：showcase literary creations（展示文学创作）；2. 搭配：showcase...to...（向……展示……） inherit culture 动词短语 传承文化 it to be a journey of cultural inheritance, emotional resonance 1. 同义替换：pass down culture、preserve cultural heritage；2. 拓展：inherit sth. from sb.（从某人那里继承某物） (三)观点态度类（文学体验与沟通相关） 词汇 / 短语 词性 中文释义 语境原句摘录 立场倾向 教学重点（情感色彩 + 句型） culturally conscious 形容词 有文化意识的 Leo has grown into a thoughtful and culturally conscious young person 褒义 1. 名词形式：cultural consciousness（文化意识）；2. 搭配：be culturally conscious of...（对……有文化意识） frustrated 形容词 沮丧的；受挫的 Some of his fellow volunteers felt frustrated 贬义 1. 动词形式：frustrate（使沮丧）；2. 句型：feel frustrated at/about sth.（对某事感到沮丧） genuine 形容词 真诚的；真挚的 Leo realized that genuine enthusiasm for literature is the key 褒义 1. 搭配：genuine interest/passion（真挚的兴趣/热情）；2. 语境区分：genuine（强调真实）与 sincere（强调诚恳） distracted 形容词 分心的；注意力不集中的 many kids were distracted by mobile games 中性 1. 搭配：be distracted by sth.（被某事分心）；2. 反义词：focused（专注的） (四) 情感与成长类（文学影响相关） 词汇 / 短语 词性 中文释义 语境原句摘录 领域 教学重点（拓展 + 应用） emotional resonance 名词短语 情感共鸣 it to be a journey of cultural inheritance, emotional resonance 文学体验 1. 搭配：create/achieve emotional resonance（产生情感共鸣）；2. 拓展：resonance（共鸣）+ 介词with（与……共鸣） social cohesion 名词短语 社会凝聚力 empathy and open-mindedness turn reading into a force for social cohesion 社会影响 1. 核心含义：指社会成员间的团结协作；2. 句型：promote social cohesion（促进社会凝聚力） lasting impact 名词短语 持久影响 the power of literature can create a lasting impact on individuals 个人与社会 1. 搭配：have a lasting impact on...（对……产生持久影响）；2. 语境：强调文学影响的长期性与深度 thoughtful 形容词 深思熟虑的；体贴的 Leo has grown into a thoughtful and culturally conscious young person 个人成长 1. 名词形式：thoughtfulness（体贴；深思）；2. 搭配：be thoughtful about...（对……深思熟虑） 03 题型融合训练 （一）阅读理解 细节理解题 1. Why did Leo join the "Page Turners" literary volunteer project at first? A. To earn extra credits B. Out of his love for classic novels C. To help his teacher organize activities D. At his parents' request 2. What did Leo do to inspire kids' interest in reading? A. He taught them how to use e-books B. He chose adventure stories and designed fun quizzes C. He asked them to write their own novels D. He invited famous writers to give lectures 推理判断题 3. What can we infer from Leo's performance in the community literary festival project? A. He was good at integrating different ideas B. He was more interested in classic literature than local works C. He had rich experience in organizing large-scale events D. He preferred working independently rather than in a team 4. What does the project director want to convey through his words? A. Literary promotion is only suitable for educated people B. Reading alone can bring enough social impact C. Every story reflects community voices, and empathy enhances social cohesion D. Organizing literary activities is more difficult than expected 词义猜测题 5. The underlined phrase "emotional resonance" in Paragraph 1 probably means ______. A. emotional distance B. shared emotional experience C. emotional control D. sudden emotional change 主旨大意题 6. What is the main idea of the text? A. The challenges of promoting reading among children B. How Leo overcame difficulties in literary volunteer work C. The importance of classic literature for young people D. Leo's growth through literary volunteer work and the power of literature （二）语法填空 Leo, an 18-year-old high school senior, has always been passionate about literature. Last year, he joined __1__ "Page Turners" literary volunteer project and __2__ (devote) much time to it. The project __3__ (aim) to promote reading among kids in low-income communities. His first task was __4__ (organize) weekly reading sessions. Many kids were distracted by mobile games, __5__ (make) it hard for him to attract their attention. Leo tried different ways, including __6__ (select) adventure stories and using simple props __7__ (act) out key scenes. Soon, the __8__ (child) began to look forward to the sessions. During the process, Leo gained many __9__ (insight) into literary promotion. He also realized that literature is a bridge __10__ hearts, connecting people closely. （三）书面表达 假设你是李华，你所在的学校计划开展校园文学推广活动，学生会向全体学生征集建议。请你给学生会写一封建议信，内容包括： 1. 建议开展的具体活动（如读书分享会、文学角等）； 2. 开展该活动的理由； 3. 活动开展的简要建议。 注意：1. 词数 80-100；2. 可适当增加细节，以使行文连贯；3. 开头和结尾已给出，不计入总词数。 Dear Students' Union, I'm glad to hear that our school plans to carry out campus literary promotion activities. I'd like to put forward some suggestions. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ I hope my suggestions will be helpful. Looking forward to the wonderful literary activities! Yours sincerely, Li Hua 04 高考真题导航 近3年全国卷考查2次，2025年全国I 卷，阅读理解B篇，介绍一名写作课老师，通过教学实践逐渐认识到学生写作动力的来源以及写作真正意义的成长故事；2024年全国甲卷，阅读理解D篇，讲述作者与教授关于小说结局的讨论引发了对结局的思考。 1.（2025新高考I卷，B ）In my ninth-grade writing class last year, I met a cowboy who saved his town, a strict father who demanded his son earn straight A’s, and a modern-day Juliet who died of heartbreak after her parents rejected the love of her young life. More than once, I found myself wondering just how my students, who’d created these people, knew their subjects so well. But things were different for their first essay, which was about the question: “Why is writing important?” Most of the essays filled less than one page, and few contained a sentence that could be interpreted as a thesis (论点) statement. I was shocked. Then I realized that the problem was the question itself. They could have written pages on the necessity of computers, but writing, in and of itself, simply didn’t strike them as important. This would have to change. As a new unit started, I asked everyone to write a persuasive piece on a health-related topic of their choice. This time they found the exercise much more interesting. For the next two assignments, a personal-narrative unit followed by a creative-writing workshop, I only required that the piece meet the specifications of its genre (体裁) and that it contain a thesis. The results were staggering. The students took on diverse topics and turned in stories, 10 to 20 pages each, with characters that broadened my view and touched my heart. I walked into class believing that writing is important as a means of communication. However, my students demonstrated something more important to me. When the final bell rang in June, I walked away with a yearbook full of messages about writing’s most powerful significance — the ability to connect people, to put us in another’s skin, to teach us what it means to be human. 24．Who are the people mentioned at the beginning of paragraph 1? A．Ninth graders. B．Students’ parents. C．Modern writers. D．Fictional characters. 25．Why did the students perform poorly in writing their first essay? A．They were not given enough time. B．They had a very limited vocabulary. C．They misunderstood the question. D．They had little interest in the topic. 26．What does the underlined word “staggering” in paragraph 3 mean? A．Mixed. B．Amazing. C．Similar. D．Disturbing. 27．What does the author’s experience show? A．Teaching is learning. B．Still waters run deep. C．Knowledge is power. D．Practice makes perfect. 2.(2024全国甲卷，D) “I didn’t like the ending,” I said to my favorite college professor. It was my junior year of undergraduate, and I was doing an independent study on Victorian literature. I had just finished reading The Mill on the Floss by George Eliot, and I was heartbroken with the ending. Prof. Gracie, with all his patience, asked me to think about it beyond whether I liked it or not. He suggested I think about the difference between endings that I wanted for the characters and endings that were right for the characters, endings that satisfied the story even if they didn’t have a traditionally positive outcome. Of course, I would have preferred a different ending for Tom and Maggie Tulliver, but the ending they got did make the most sense for them. This was an aha moment for me, and I never thought about endings the same way again. From then on, if I wanted to read an ending guaranteed to be happy, I’d pick up a love romance. If I wanted an ending I couldn’t guess, I’d pick up a mystery (悬疑小说). One where I kind of knew what was going to happen, historical fiction. Choosing what to read became easier. But writing the end — that’s hard. It’s hard for writers because endings carry so much weight with readers. You have to balance creating an ending that's unpredictable, but doesn’t seem to come from nowhere, one that fits what’s right for the characters. That’s why this issue (期) of Writer’s Digest aims to help you figure out how to write the best ending for whatever kind of writing you’re doing. If it’s short stories, Peter Mountford breaks down six techniques you can try to see which one helps you stick the landing. Elizabeth Sims analyzes the final chapters of five great novels to see what key points they include and how you can adapt them for your work. This issue won’t tell you what your ending should be — that’s up to you and the story you’re telling — but it might provide what you need to get there. 12．Why did the author go to Prof. Gracie? A．To discuss a novel. B．To submit a book report. C．To argue for a writer. D．To ask for a reading list. 13．What did the author realize after seeing Gracie? A．Writing is a matter of personal preferences. B．Readers are often carried away by character. C．Each type of literature has its unique end. D．A story which begins well will end well. 14．What is expected of a good ending? A．It satisfies readers’ taste. B．It fits with the story development. C．It is usually positive. D．It is open for imagination. 15．Why does the author mention Peter Mountford and Elizabeth Sims? A．To give examples of great novelists. B．To stress the theme of this issue. C．To encourage writing for the magazine. D．To recommend their new books. 05 高考模拟助力 1.（广东省河源市2024-2025学年高三上学期1月期末英语试题，D篇） A highly anticipated video game based on ancient Chinese literature classic was released worldwide on Tuesday, thrilling games around the world. The game, Black Myth: Wukong, an action role-playing game developed by Shenzhen-headquartered Game Science, was inspired by the 16th-century novel Journey to the West. In the game, players step into the shoes of Sun Wukong, also known as the Monkey King, as they experience his adventures westward. Available on PS5, Steam, Epic Games Store and WeGame, Black Myth: Wukong is already a top seller on multiple platforms. Development of the game, which is being regarded as China’s first Triple-A masterpiece, started in 2018 and completed after six-and-a-half years of challenges. By July, presale had surpassed 400 million yuan. As of 10 pm on Tuesday, Black Myth: Wukong had more than 1.5 million concurrent players on the platform Steam, surpassing Counter-Strike 2 to top the Steam trending games chart. What particularly impressed Chinese as well as foreign players is the design of the game scenes and characters. Black Myth: Wukong skillfully designs a stunning dreamscape with Chinese scenery, featuring deserted mountains, ancient roads, buildings among mountains and water, deserts and ancient temples. The game’s production team traveled across China and thoroughly scanned ancient buildings and relics. It added the creations and historical relics into every scene of the game. Feng Ji, Game Science founder and CEO, said in a recent interview that “the script and artistic concepts always take the lead, seamlessly (无缝地) adding Chinese stories and classical cultural elements into the game”. He said that a game’s true value isn’t defined by its budget or visuals, but by the genuine enjoyment it offers players. Citing the growth of other Chinese industries in the international market, including the film industry, Feng said, “Eight years ago, we were confident that the stand-alone game market in China would not only exist but would also become significant. We believe that within 10 to 15 years, China’s stand-alone game market share will reach or even exceed (超过) that of Japan.” 12. What can be inferred about the game’s reception on its release day? A. It was only popular in China. B. It was met with mixed reviews. C. It struggled to compete with other games. D. It went beyond expectations in player numbers. 13. What aspect of Black Myth: Wukong impressed both Chinese and foreign players? A. Its marketing strategy. B. Its multiplayer features. C. Its challenging gameplay. D. Its scene and character design. 14. According to Feng Ji, what defines a game’s true value? A. Its market share. B. Its players’ enjoyment. C. Its visual impact. D. Its true cultural reflection. 15. What is Feng Ji’s prediction for China’s stand-alone game market? A. It will stop developing. B. It will be leading the world. C It will decline in the next decade. D. It will match Japan’s market share at least. 2.（河南省郑州外国语学校2025-2026学年高三上学期11月期中英语试题,） Once I told someone I wanted to get a master’s degree of fine arts in creative writing and they told me it was the second-to-worst post-graduation plan they’d ever heard from a student. Arts degrees — especially fine arts degrees, which usually come in the form of music, studio art, creative writing and theater — have been, over the years, labeled useless. It’s true that for the most part, STEM degrees lead to higher paying jobs than liberal and fine arts degrees, and it’s understandable why young people care about a higher starting salary and financial security. Student loan debt is playing a role in the physical and mental stress of young people. And while STEM majors usually have starting salaries that are $20,000 higher than those of liberal arts majors, by the time people reach the age of 40, the salaries between those who majored in the liberal arts and those who majored in STEM are virtually the same. For example, women who major in STEM earned nearly 50% more than social science and history majors at ages 23-25, but only 10% more by ages 38-40, a New York Times analysis reported. So even in terms of salary, which doesn’t solely determine whether or not a degree is useful, liberal arts degrees aren’t all that far behind STEM. It seems too that since people nowadays are going to have to work longer, it’s more important than ever that we actually like and care about what we’re doing. Pursuing something enjoyable, or else a passion, is continuously found to be a key factor in maintaining healthy relationships, mental health, physical health and energy. In other words, not useless. Art is also a method of communication. It allows people from different backgrounds, from different walks of life to communicate with each other. In a world where borders and division seem to be all over the place, we need art more than ever. We need liberal arts majors. And more than anything, we need to be able to pursue what we love with confidence, and we need to not get caught up in the “usefulness” of what we love. And just because someone’s primary job isn’t in their field of study — a writer who teaches high school for example— doesn’t make the degree useless. It just means that their way of finding a stable income is different. The same goes for artists who have to work multiple jobs to support themselves. They might have to find other means of supporting themselves and their artistry. It might be copy editing or it might be tutoring. So I am going to graduate school, and I am going to graduate school for writing. I might be paying rent by way of overnight restaurant shifts — there’s so much I’m not sure of. But one thing I am sure of is this — I would rather be a writer working two jobs to pay my bills than be no writer at all. 12. A New York Times analysis report is mentioned in Paragraph 3 to ______. A. analyse the potential value of different majors B. put forward the opinion on majors by example C. prove the argument against arts degrees wrong D. demonstrate the link between majors and incomes 13. Why does the author think learning arts is useful? A. Following one’s dream of arts keeps one in good condition. B. Doing what one loves builds up one’s self-confidence in arts. C. Mastering arts improves one’s understanding of different jobs. D. Developing a love for arts helps one maintain passion for work. 14. The author thinks that doing multiple jobs is _______. A. unavoidable B. common C. traditional D. acceptable 15. What can we infer from the passage? A. Students learning arts are more concerned about the value of life. B. People tend to place income in the first place when choosing majors. C. The man who doesn’t love his work won’t stick with the job for long. D. Graduates can find a broader space of development in the field of arts. 学科网（北京）股份限公司1 / 31zxxk.com 学科网（北京）股份有限公司 $