专题02 2026浙江1月卷阅读理解B篇(教师以趣教学) (解读+技巧+变式) -2026浙江1月卷英语完全解读与考后提升

《2026浙江1月卷英语真题完全解读与考后提升》 专题02 2026浙江1月卷阅读理解B篇(教师以趣教学) (解读+技巧+变式) 解析版 阅读理解关键词：记叙文，人与社会，丰富师生关系，数字时代教学创新手段，德智体美劳 24 / 24 学科网（北京）股份有限公司 When you’re a teacher, a big part of your job is battling student misconceptions. Often students come to the classroom believing that learning can’t be fun and that what they learn isn’t relevant to the real world — much less to their personal interests. I’ve discovered that if I show students how what they learn is relevant to my hobbies, they’re much more willing to make connections to their personal interests and develop their own hobbies. No matter what subject I’m teaching, I find ways to bring my hobbies into the classroom. For example, I’m a car enthusiast, so when I teach physics, I contextualize concepts with my knowledge about cars. If we’re covering friction, for example, I bring different tires (轮胎) into my classroom so that my students can conduct lab experiments with them to see how friction works in real-life applications. When I first brought my hobbies to my classroom, I was focused on how doing so would build engagement and help my students understand concepts in science. But I quickly learned that the practice also helped me build stronger relationships with them. When I let them see an aspect of my life outside of school, some students who were also interested in cars connected with me more and became more engaged in my courses. Even those who didn’t share that interest with me seemed more engaged once I showed a different side of myself. What started as an experiment is now more of a philosophy. Even when I’m planning classes, I tend to think about how I can bring in my hobbies. I find that doing so energizes my instruction, engages my students, and demonstrates to them how abstract concepts play out in the real world. Best of all, my passion for my hobbies seems to inspire them to be passionate about finding their own. 24. What poses a challenge to teachers according to the author? A. Students’ misunderstandings about teachers. B. Students’ false assumptions about learning. C. The irrelevance of textbooks to students’ life. D. The gap between teachers’ and students’ hobbies. 25. Why does the author bring tires into the classroom? A. To teach an engineering skill. B. To explain the structure of a car. C. To share a real-life experience. D. To illustrate a scientific concept. 26. What was the unexpected outcome of the author’s teaching method? A. A higher class attendance rate. B. Better examination results. C. A closer teacher-student bond. D. More spare time for students. 27. Which of the following best describes the author as a teacher? A. Innovative. B. Humorous. C. Decisive. D. Sympathetic. 语篇解读 关键词 student, misconceptions, real world, hobby, engagement 语篇结构 本文是一篇记叙文，用文章采用“问题—实践—深化—升华”的递进式结构，首段点明教育困境（学生认为学习无趣且脱离现实），并提出核心策略：作者通过个人教学经验，阐述将个人爱好融入课堂如何有效纠正学生误解、 提升学习参与度并深化师生关系。文章通过举例子（如汽车轮胎摩擦力实验）、作对比（初始目标与意外收获的差异），并升华到教育哲学层面，强调真实生活连接对激发学生内在热情的价值。 引言（第1段） ·纠正学生“学习无趣且无关现实”的误解·关联教师爱好激发学生个人兴趣 实践方法（第2段） ·融入个人爱好教学（如汽车实例）·用真实物品演示抽象概念（摩擦力实验） 深层影响（第3段） ·超越预期：增强师生关系·共同兴趣者更投入，无兴趣者因教师真实展现而专注 理念升华（第4段） ·从实验发展为教学哲学·三重价值：激活教学、连接现实、启发学生探索热情 原文出处 本文节选自edutopia网站的一篇名为 How Teachers Can Use Their Hobbies to Boost Student Engagement 的文章。 https://www.edutopia.org/article/how-teachers-can-use-their-hobbies-boost-student-engagement/ 重难点词 battle v 与……斗争；misconception n 误解；enthusiastn 热衷者；physics n 物理学；contextualize v 把 ……与有关；背景一并考虑；cover v 涉及，讲解；friction n 摩擦 力）； ； real-life adj 真实的；application n 应用；engagement n 参与；aspect n 方面；engaged adj 感兴趣的；course n 课程；philosophy n 工作准则；energize v 使充满活力；instruction n 指导；engage v 吸引，参与；demonstrate v 展示；passion n激情 assumption n 假定；engineering n工程学；illustrate v 解释；bond n 关系；innovative adj 创新的；humorous adj 幽默的；decisive adj果断的；sympathetic adj 同情的 重难点词块 make connection to 与……建立联系；conduct lab experiments 进行实验室实验；focus on 注重；build relationship with sb 某人建立关系；bring in引入；abstract concept 抽象概念；play out 使发生；best of all最重要的是；be passionate about 酷爱……；attendance rate 出勤率 长难句分析 If we’re covering friction, for example, I bring different tires into my classroom so that my students can conduct lab experiments with them to see how friction works in real-life applications. 句意为：例如，当我们学习摩擦力时，我会把不同的轮胎带到教室， 以便学生能用它们做实验，从而观察摩擦在现实应用中的工作原理。句子的主干为 I bring different tires into my classroom。If引导条件状语从句；so that引导目的状语从句，说明带轮胎的目的。 ( 全文翻译 ) 当老师时，你工作的很大一部分是与学生的误解作斗争。通常，学生来到教室时认为学习不会有趣，而且他们所学的内容与现实世界无关，更不用说与他们的个人兴趣相关了。我发现，如果我向学生展示他们所学的内容与我的爱好有什么关联，他们就更愿意将其与自己的个人兴趣联系起来，并培养自己的爱好。 无论我教什么科目，我都会想办法把我的爱好带进课堂。例如，我是个汽车爱好者，所以当我教物理时，我会用我对汽车的了解来阐释物理概念。比如，如果我们正在学习摩擦力，我会把不同的轮胎带到教室里，这样我的学生就可以用它们进行实验，了解摩擦力在实际应用中是如何起作用的。 当我最初把我的爱好带进课堂时，我关注的是这样做如何能提高学生的参与度，帮助他们理解科学概念。但我很快发现，这种做法也有助于我与他们建立更紧密的关系。当我让他们了解我校外生活的一个方面时，一些同样对汽车感兴趣的学生与我有了更多的交流，并且对我的课程更感兴趣了。即使是那些和我没有相同兴趣的学生，在我展示出自己不同的一面后，似乎也更投入了。 最初的一次尝试现在更多地成了一种教学理念。即使在备课的时候，我也往往会思考如何融入我的爱好。我发现，这样做能让我的教学更有活力，吸引学生的注意力，并向他们展示抽象概念在现实世界中是如何体现的。最棒的是，我对爱好的热情似乎能激励他们去寻找自己热爱的事物。 24. 根据作者的说法，什么对教师构成了挑战？ A. 学生对教师的误解。 B. 学生对学习的错误认知。 C. 教材与学生生活不相关。 D. 教师和学生爱好之间的差距。 25. 作者为什么把轮胎带进教室？ A. 教授一项工程技能。 B. 解释汽车的结构。 C. 分享一次真实的生活经历。 D. 阐释一个科学概念。 26. 作者的教学方法产生了什么意想不到的结果？ A. 更高的课堂出勤率。 B. 更好的考试成绩。 C. 更紧密的师生关系。 D. 学生有更多的课余时间。 27. 以下哪一项最能描述作者这位老师？ A. 有创新精神的。 B. 幽默的。 C. 果断的。 D. 有同情心的。 核心素养统领 综合能力导向 绍兴市第一中学 正高级教师、特级教师 蔡红 金华市教育教学研究中心 高级教师 徐钰 2026年1月高考英语试卷坚持素养立意，全面反映学生的正确价值观、必备品格和关键能力，着重考查学生在真实情境中运用英语分析与解决问题的能力，在人才选拔、教学反拨与考试改革示范等方面均发挥了积极的导向作用。具体如下： 一、优化结构，彰显核心素养立意 中小学考试应“强化核心素养立意”“科学优化试卷内容结构、题型结构和难度结构”。在题型结构稳定的前提下，本卷继续优化内容结构与难度结构，将核心素养的考查深度融入到整体设计之中。 内容结构上，本卷围绕三大主题多样化选材，从阅读A篇“作品征集”、B篇“教师以趣促学”、C篇“识别消费者评论的真伪”、D篇“AI辅助植物碳封存”、七选五“回读现象”，到完形填空“青年扎根农场实现个人价值”、语法填空“用笑声点亮日常的母亲”，再到应用文“呼吁图书馆书籍保护”与读后续写“控制母牛并帮其寻找主人”，整套试题要求学生在完成语言任务的同时，建构涵盖多元文化理解、社会问题关注、自我成长意义探寻的认知体系，充分彰显学科育人的价值导向。 难度结构上，试题梯度设置合理，充分体现对思维品质考查的区分度与进阶性。如阅读C篇，从理解段落(28)与猜测词义(29)，到分析事实(30)，再到推断观点(31)，需要学生逐步完成从理解、推理到判断的思维跃迁。又如应用文写作，针对“图书馆书籍被勾画涂写”这一问题，学生不仅要“说明具体情况”并“呼吁爱护书籍”，还需要建立“情况”与“呼吁”之间的逻辑关联，系统考查学生从信息整合、分析判断到创造性表达的思维能力。 二、联系生活，凸显综合能力考查 情境是落实考查内容和考查要求的载体。本卷情境紧密联系学生的生活实际，具有真实交际意义。阅读A至C篇、七选五、语法填空与应用文，涉及艺术修养、学习策略、信息素养、生活智慧与社会责任等，均贴近学生的生活经验与认知水平。此外，阅读D篇融入环保与科技主题，完形填空提供生涯规划与价值取向的范例，读后续写则以生活趣事为背景，考查叙事与问题解决的能力。 生活化的试题情境能提供真实、多样的线索与条件，引导学生综合运用知识、技能和策略解决问题。例如，阅读D篇围绕“如何去碳以应对气候变化”这一问题，介绍“运用AI增加植物碳封存”的方案；从研究目的(32)，到研究方法(33)与研究原理(34)，再到研究意义(35)，解决这一问题链，学生既需要理解植物吸收二氧化碳的自然机制，又要认识AI在该过程中的优化作用，进而理解科技协同自然应对环境问题的现实路径。再如读后续写，面对“母牛迷路引起围观”这一生活事件，学生需要基于对事件脉络的把握，按照“发现—控制—助归”的逻辑叙事，同时融入对公共安全、生命关怀和公民责任的认知与态度。这一任务在考查学生叙事能力、问题解决策略与情感表达的同时，体现了语言运用与全人发展的有机统一。 ( 7 年高考真题 记叙 文考点 解读 ) 年份 卷别 主题 话题 2026 2026浙江1月卷 人与社会 2025 2025新课标I卷 人与社会 讲述了师生“教学相长”的故事 2025新课标II卷 人与社会 讲述了医学院教师的工作情况 2025八省联考卷 人与社会 邮递员与社区的深厚情感 2024 2024新课标I卷 人与自然 中医针灸治疗动物 2024新课标II卷 人与社会 创新打印吸引顾客 2023 2023新课标I卷 人与自然 利用自然自我修复原理净化污水 2023新课标II卷 人与自我 学校科学项目 2023全国甲卷 人与社会 DIY成为女性新宠 2022 2022新课标Ⅱ卷 人与自我 记者生活趣事 2022全国甲卷 人与社会 悉尼发展遇到的问题 2020 2020全国I卷 人与自我 人与社会 逆境完成学业树榜样 书评 2020全国II卷 人与社会 宣传图书馆 2020全国III卷 人与社会 影视作品使用动物 英国多世同堂现象 ( 阅读理解 记叙 文满分 作答解题技巧 ) 一、题型解读 记叙文是以写人、记事、状物为主要内容，以记叙和描写为表达方式的文章。一篇记叙文，无论长短都应该是一个完全独立的事实，描写人物、地点、事件和过程，表达作者的某种情感。主要具有以下特点： 内容上，记叙文应该包括六要素，即：时间、地点、人物、起因、经过和结果。可以按事件发生的时间顺序写，也可以按事件发生的先后写。 命题上，主要集中在多个事件的先后顺序与人物的情感态度上。 选材上，新颖、生动、真实、典型的素材描写，让读者有身临其境的感觉。 形式上，顺叙、倒叙、插叙。 语言上，一般过去时为主，各种时态为辅，合理使用丰富多彩的谓语动词时态是英语记叙文首要的语言特征；多用动词，尤其是动态强的行为动词是英语记叙文又一个明显的语言特征。 二、体裁结构 1.记叙文的开头通常交代事件的背景，即事件发生的时间、地点、有关人物等内容。 2.记叙文的展开（中间）通常以人物活动的时间顺序、空间位置变换、事件发生的顺序或人物的主次性格特征为行文线索。 3.记叙文的结尾通常是依照事件的发生、发展和结局这样一个自然的顺序来结尾。 三、写作意图 1.讲述故事 ( tell / narrate / relate a story) 2.分享经验  (share an experience) 3.纪念人物 (remember a person) 4.阐明道理 (communicate an idea / convey a message) 四、解题策略 1.关注细节。记叙文中有大量的事件发展过程中的细节，包括记叙文的5W（what, who, when, where, why）要素。因此我们作答细节题的时候，就没有那么复杂，一般只需要由前到后，从上到下，一题一题地做就可以了。  2.注重联系。在做题过程中，我们大都不能在文中找到与题干一字不差的词语或句子。这时我们需要认真研究问题，抓住题干中的关键词语，然后到文中准确地找到与之相关的语句，或是疑似语句的位置，接着去左顾，或右盼，在前句或后句寻找线索。  3.读懂表象。主旨大意题或推理判断、作者意图题等实际上是同一类型的问题，或者说是可用同种方法解答的题型。在解答此类题目的时候，不可被题干的表象所迷惑，要像剥洋葱一样，一层一层地剥；在四个可选项中，一个一个地去证实，去排除。特别是解答推论或暗指类的题目，比如“What can be inferred from …?”或是What does the author imply in…?”之类的题目，文中所陈述的往往不是答案。我们要在文前文后去查找，在字里行间里去寻觅。有时还少不了借助自己的生活经验和常理来体会这言外之意。  4.挖掘意义。每年的高考阅读题中，特别是记叙文的阅读题，都会出现一至两道词义猜测题。而这些词汇往往是你素昧平生的，或者和你有点头之交，在文中却另有新意的，总之，猜的是那些在高考词汇表要求之外的词汇。小小的一个词，一个短语，考核的不是你的语法的熟练程度，也不是你的记忆力，而是你对文章通篇或者一个段落的整体把握和变通能力。 五、记叙文主旨概括题 1.首段法：首段主旨句；转折词后；破折号后 2.核心名词法：核心名词在文章中高频出现。可是“原词”或“同义词”不断曝光。 3.合并法：整合各段落大意，整合各段落首段信息 4.首位呼应法：整合首段和尾端信息 六、记叙文细节理解题 1.划出题干，选项关键词； 2.回忆文章结构，定位具体段落； 3.理解细节内容，最后找出答案； 4.正确选项的特征：原词复现/同义词、近义词替换；语言高度凝练概括。 七、实用答题妙招 1.阅读理解记叙文细节理解题居多，落实“题文同序”和“同义替换”。 2.数据计算题注重“原文定位”“细节理解”，弄清来龙去脉再计算。 3.文章寓意题要注意言外之意，尤其是首尾段做出合理推测判断。 4.人物性格描述题注意捕捉原文褒贬性词汇再进行同义替换和排除。 5.满分策略：读题干→找原文→做标记→留痕迹→看选项→扣字眼。 ( 考点变式 ) 一、词性转换 1. apply vt. 应用；申请 n. 应用 2. engage vt.参与；雇佣 n. 订婚 3. energy n. 能量；精力 vt. 使充满活力 4. instruct vt. 指导；命令 n. 说明 5. assume vt. 假定；认为 n. 假设 6. relevance n. 相关性ant. 不相关 7. attend vt. 出席；参加n. 出席人数 8. innovate vt. 创新；革新 adj. 创新的的 9. humor n. 幽默；诙谐 adj. 幽默的 10. decision n. 决定；抉择 adj. 决定性的 11. sympathy n. 同情；同情心 adj. 同情的 二、识词知意 1. battle v. 2. misconception n. 3. relevant adj. 4. hobby n. 5. enthusiast n. 6. contextualize v. 7. concept n. 8. friction n. 9. tire n. 10. conduct v. 11. lab n. 12. experiment n. 13. aspect n. 14. instruction n. 15. philosophy n. 16. abstract adj. 17. demonstrate vt. 18. passion n. 19. inspire v. 20. bond n. 三、高频语块 1. be relevant to 2. much less 3. be willing to do 3. no matter what 4. for example, 5. conduct lab experiments 6. focus on 7. be connected with 8. be engaged in 9. share sth. with sb 10. tend to do 11. play out 12. be passionate about 13. pose a challenge to 14. describe…as… 四、长难句分析 1.Often students come to the classroom believing that learning can’t be fun and that what they learn isn’t relevant to the real world — much less to their personal interests. 2.I’ve discovered that if I show students how what they learn is relevant to my hobbies, they’re much more willing to make connections to their personal interests and develop their own hobbies. 五、知识拓展 1.教育创新趋势：在现代教育领域，越来越多的教师开始尝试将个人兴趣爱好融入教学过程，这是一种创新的教学方法，旨在提高学生的学习兴趣和参与度。这种教学方式被称为“兴趣驱动教学法”，它强调将学生的兴趣与课程内容相结合，使学习变得更加主动和有趣。 2.兴趣驱动教学的好处：研究表明，当学生对学习内容感兴趣时，他们的学习动力和专注度会显著提高。将教师的个人爱好引入课堂，可以为学生提供更加生动、具体的学习案例，帮助他们更好地理解抽象的概念。此外，这种教学方式还可以增强师生之间的互动和沟通，建立更加良好的师生关系。 不同学科的应用案例：除了文中提到的物理学科，其他学科也可以采用类似的教学方法。例如，语文教师可以分享自己的阅读爱好，引导学生进行文学鉴赏；艺术教师可以展示自己的绘画作品，激发学生的创作灵感；体育教师可以分享自己的运动经历，鼓励学生积极参与体育活动。 ( 典例引领 ) 01【2025浙江1月卷】 When I was a child I was often told what not to eat. “You don’t want to get fat” was on constant repeat throughout my childhood. It really messed up my relationship with food – something that took me years to overcome. Because of this, I’m careful not to connect what my kids weigh with their worth as people. I encourage my daughter to make healthy snack choices and often dissuade (劝阻) her from a second dessert. But one day when I heard her saying “I think I’m too fat,” my heart sank. It made me wonder if giving her advice on snacks was having an unintentionally negative impact. According to Charlotte Markey, a professor of psychology, food is one of the rare subjects where, as parents, saying less is more. “There are so many things in parenting that are good to talk through, but I’m not convinced that food is one of them,” she says. “It just creates some worries and insecurities in kids that aren’t necessarily healthy.” Instead, she recommends applying a well-known concept among nutrition experts called the “Division of Responsibility,” where parents provide a variety of mostly healthy foods to their kids at fixed times, and the kids themselves decide what and how much they want to consume – even if that means occasionally eating more cookies than carrots. Allowing kids to eat what they want also exposes them to the natural consequences of their decisions. “When your child says, ‘My stomach hurts,’ you can say, ‘Well you had a lot of sugary foods and you might feel better if you made some other choices,’” says Markey. “Let them feel like they have some control over it.” I’ve been trying out these strategies and I’ve found that when I’m less restrictive, they do make better decisions. “Feeding is a long game,” says Markey. “The food you have available makes a huge difference. Even if they don’t eat it, they’re seeing it. And then all of a sudden it clicks.” 24. What can be inferred about the author from the first paragraph? A. She is upset by her kids’ weight. B. She is critical of the way she was fed. C. She is interested in making food. D. She is particular about what she eats. 25. Which of the following would Markey disapprove of? A. Allowing kids to eat cookies occasionally. B. Offering various foods to kids at fixed times. C. Explaining to kids the risks of taking snacks. D. Talking with kids about school at mealtimes. 26. What should kids do according to the “Division of Responsibility”? A. Make diet decisions on their own. B. Share their food with other kids. C. Eat up what is provided for them. D. Help their parents do the dishes. 27. What does the author think of the strategies she has been following? A. Costly. B. Complex. C. Workable. D. Contradictory. 02【2024浙江1月卷】 When was the last time you used a telephone box? I mean to make an actual phone call — not to shelter from the rain. Ages ago, right? The last time I used a phone box for its intended purpose was…2006. I was conducting auditions (试演) for my play in my tiny old shared house in London. Hoping to impress some talented actors to come and work for me for nothing, I spread some throws over the sofas and lit candles to make it seem a bit more ”young professional”. As I rushed outdoors to empty the wastepaper baskets, the door swung shut behind me. Suddenly I was locked outside. My mobile phone was inside, but luckily there was a telephone box across the street. So, I called Directory Assistance, got put through to our landlady’s managing agent, and had a spare key sent to me with just enough time to get back in before the actors arrived. As it has been many years since I last used one, I should hardly be surprised that then are no longer any public telephones near my house. The last one standing has just been turn into a “mini community library”: any passer-by can “borrow” a book from its shelves return it later, or replace it with another title from their own collection. For a few months after the “library” opened, I didn’t bother taking a look, as I had assumed that it would be stuffed full of cheese love stories. Then I noticed fork conducting spring cleans dropping boxes of voluminous books on various subjects there. And these books were free. This unbeatable price-point encouraged me to experiment with dozens of titles that I would never normally consider buying. And I’ve discovered some great books! If I ever get trapped outside my house again, my local telephone box will, sadly no longer be able to connect me with my keys. But it can certainly keep me entertained while I wait for my wife to rescue me. 24. What does the underlined word “it” in the first paragraph refer to? A. The play. B. The shared house. C. The sofa. D. The telephone box. 25. Why did the author use the telephone box in 2006? A. To place an urgent call. B. To put up a notice. C. To shelter from the rain. D. To hold an audition. 26. What do we know about the “mini community library”? A. It provides phone service for free. B. Anyone can contribute to its collection. C. It is popular among young readers. D. Books must be returned within a month. 27. Why did the author start to use the “library”? A. He wanted to borrow some love stories. B. He was encouraged by a close neighbour. C. He found there were excellent free books. D. He thought it was an ideal place for reading. 03【2023浙江1月卷】 Live with roommates? Have friends and family around you? Chances are that if you’re looking to live a more sustainable lifestyle, not everyone around you will be ready to jump on that bandwagon. I experienced this when I started switching to a zero waste lifestyle five years ago, as I was living with my parents, and I continue to experience this with my husband, as he is not completely zero waste like me. I’ve learned a few things along the way though, which I hope you’ll find encouraging if you’re doing your best to figure out how you can make the change in a not-always-supportive household. Zero waste was a radical lifestyle movement a few years back. I remember showing my parents a video of Bea Johnson, sharing how cool I thought it would be to buy groceries with jars, and have so little trash! A few days later, I came back with my first jars of zero waste groceries, and my dad commented on how silly it was for me to carry jars everywhere. It came off as a bit discouraging. Yet as the months of reducing waste continued, I did what I could that was within my own reach. I had my own bedroom, so I worked on removing things I didn’t need. Since I had my own toiletries (洗漱用品), I was able to start personalising my routine to be more sustainable. I also offered to cook every so often, so I portioned out a bit of the cupboard for my own zero waste groceries. Perhaps your household won’t entirely make the switch, but you may have some control over your own personal spaces to make the changes you desire. As you make your lifestyle changes, you may find yourself wanting to speak up for yourself if others comment on what you’re doing, which can turn itself into a whole household debate. If you have individuals who are not on board, your words probably won’t do much and can often leave you feeling more discouraged. So here is my advice: Lead by action. 24. What do the underlined words “jump on that bandwagon” mean in the first paragraph? A. Share an apartment with you. B. Join you in what you’re doing. C. Transform your way of living. D. Help you to make the decision. 25. What was the attitude of the author’s father toward buying groceries with jars? A. He disapproved of it. B. He was favorable to it. C. He was tolerant of it. D. He didn’t care about it. 26. What can we infer about the author? A. She is quite good at cooking. B. She respects others’ privacy. C. She enjoys being a housewife. D. She is a determined person. 27. What is the text mainly about? A. How to get on well with other family members. B. How to have one’s own personal space at home. C. How to live a zero waste lifestyle in a household. D. How to control the budget when buying groceries. 04【2025全国一卷】 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. ( 变式演练 ) 变式一、师生交往类记叙文4篇 01 （2026·河北沧州·一模）In 1907, 37-year-old Maria Montessori opened her first school: Children’s House, a preschool that would transform children’s education. Today, the ideas of the Italian woman who started Montessori schools are still used in preschools all over the world. But back then, the idea that giving children fun activities would help them more than just memorize facts and do drills was very new. Though her innovations inspired a movement in young children’s learning, Montessori saw her work more simply. “I did not invent a method of education,” she wrote in 1914. “I simply gave some little children a chance to live.” Montessori was passionate about education from a young age. Born in 1870 and raised in Rome, she took a path that was different from what people expected for women at that time. Montessori studied engineering, and then applied to medical school at the University of Rome, telling a professor during her interview, “I know I shall become a doctor.” The school refused her because of her gender, so Montessori enrolled in(入学)the general university, studied physics, mathematics and natural sciences, and reapplied to medical school. She was admitted, becoming the first woman to enter the university’s Faculty of Medicine, and in July 1896, she became one of Italy’s first female doctors. Montessori’s medical work led her to the University of Rome’s psychiatric (精神病的) clinic. As part of her job, she visited institutions for children with mental disorders, searching for patients suitable for treatment at the clinic. It was here that her interest in child development intensified. She read extensively about children with learning differences. In 1898, Montessori spoke at Italy’s National Medical Congress in Turin, advocating for the idea that lack of adequate support and care for children with mental and emotional disorders caused them to misbehave. She developed her own teaching materials, and in 1907, she opened her first school. Montessori’s “auto-education” approach soon had the five-year-old children reading and writing. News of Montessori’s success spread quickly, and by 1908, her name was known around the world. 1．What was Montessori’s view on her educational method? A．She believed it was a creative method. B．She considered it a complex system of teaching. C．She saw it as a way to challenge traditional education. D．She thought it merely offered a chance for children to exist. 2．Why was Montessori initially refused admission to medical school? A．She didn’t pass the entrance exam. B．She lacked the necessary qualifications. C．The university didn’t accept female students then. D．She was rude to the professor during her interview. 3．What strengthened Montessori’s interest in child development? A．Her medical studies. B．Her passion for education. C．Her work at the psychiatric clinic. D．Her visit to children’s hospitals. 4．Which of the following can best describe Montessori? A．Careful and talented. B．Innovative and caring. C．Humorous and helpful. D．Generous and ambitious. 02（25-26高三上·山东·月考）Education is essential. It is equally important that all students have excellent educators in their life. I’ve reflected on the impact my teachers have had, and will continue to have, in my life. From Mr. Bowker, who challenged me in math, to Mr. Bernsteen, my health teacher who taught me the value of hard work, my teachers have helped shape the student I am today. But one of the teachers who left a lasting impression on me was my summer school teacher, Mr. Davis, who impacted me beyond the classroom. He found time to connect with me on a personal level and talk to me after class. I felt like Mr. Davis cared about my academic success and was committed to setting an example of what’s possible. Mr. Davis could relate to what it was like to be a rising ninth-grade black male in today’s society. He taught me how to speak up confidently and share my ideas with others. When I would put my hand down because I was unsure of my answer, Mr. Davis would immediately say, “No courage, no triumph.” He never made me feel inadequate; he encouraged me to always pursue knowledge because he, too, was learning every day. Mr. Davis helped me brave the challenges and take advantage of the opportunities. I think having more black male teachers like Mr. Davis in the classroom could increase student success. They would share the background and experiences of many of their students and help build long-lasting teacher-student relationships. But, unfortunately, as the student population becomes more ethnically diverse, teachers in Nevada still are predominantly white. The numbers for black male teachers are more discouraging. Just 2 percent of teachers nationwide are black men. But you can help change the numbers. Whether you decide to study education in college or graduate school, I hope more black males will consider teaching as a career. We, students of color need more examples of excellence and success in classrooms — examples who look like us. 1．Why are Mr. Bowker and Mr. Bernstein mentioned in Paragraph 2? A．To prove their greater impact on the author. B．To introduce Mr. Davis and his deeper influence. C．To extend gratitude for all their contributions. D．To credit teachers for academic progress. 2．What does the underlined word “triumph” in Paragraph 3 mean? A．Confusion. B．Connection. C．Victory. D．Doubt. 3．What is the current situation of teachers in Nevada? A．2% of the staff are black males. B．Teachers have diverse ethnic backgrounds. C．White teachers are in the majority. D．Black male teachers are sufficient in number. 4．What is the purpose of the text? A．To share memories of various teachers. B．To urge black males to take up teaching. C．To show the importance of educators. D．To advertise for black male teachers. 03（25-26高三上·天津武清·月考）Barditch High School decided to have an All-School Reunion. Over 450 people came to the event. There were tours of the old school building and a picnic at Confederate Park. Several former teachers were on hand to tell stories about the old days. Ms. Mabel Yates, the English teacher for over fifty years, was wheeled to the Park. Some eyes rolled and there were a few low groans（嘟囔声）when Ms. Yates was about to speak. Many started looking at their watches and coming up with excuses to be anywhere instead of preparing to listen to a lecture from an old woman who had few kind words for her students and made them work harder than all the other teachers combined. Then Ms. Yates started to speak: “I can’t tell you how pleased I am to be here. I haven’t seen many of you since your graduation, but I have followed your careers and enjoyed your victories as well as crying for your tragedies. I have a large collection of newspaper photographs of my students. Although I haven’t appeared in person, I have attended your college graduations, weddings and even the births your children, in my imagination.” Ms. Yates paused and started crying a bit. Then she continued: “It was my belief that if I pushed you as hard as I could, some of you would succeed to please me and others would succeed to annoy me. Regardless of our motives, I can see that you have all been successful in you chosen path.” “There is no greater comfort for an educator than to see the end result of his or her years of work. You have all been a great source of pleasure and pride for me and I want you to know I love you all from the bottom of my heart.” There was a silence over the crowd for a few seconds and then someone started clapping. The clapping turned into cheering, then into a deafening roar (呼喊). lawyers, truck drivers, bankers and models were rubbing their eyes or crying openly with no shame all because of the words from a long forgotten English teacher from their hometown. 1．What activity was organized for the school reunion? A．Graduates’ reports in the old building. B．Sightseeing in the park. C．A picnic on the school playground. D．Telling stories about past events. 2．What can be inferred from Paragraph 2? A．Some graduates were too busy to listen to Ms. Yates’ speech. B．Some people got tired from the reunion activities. C．Many graduates disliked Ms. Yates’ ways of teaching. D．Most people had little interest in the reunion. 3．What was Ms. Yates’ belief in teaching teenagers? A．Hard-pushed students are more likely to succeed. B．Pressure on students from teachers should be reduced. C．Teachers’ knowledge is the key to students’ achievements. D．Students’ respect is the best reward for teachers. 4．Which of the following can best describe Ms. Yates? A．reliable and devoted. B．Tough and generous. C．Strict but caring. D．Proud but patient. 04（2024高三·天津·专题练习）Our teacher, Miss Chevalier was a small woman, with a moon face, fatty fingers and curls that sprang straight up from her head, hence the funny name “Poodle (卷毛狗)”. She taught in our reading club. Sometimes she would look in and ask what we were reading — not to check but to know. That’s what happened the day my club was reading aloud a poem by Henry Longfellow. I guess I was better than the others, for Miss Chevalier asked a while later, “Addie, I was wondering if you would recite the whole poem to the Saturday evening’s club.” She said a famous professor was going to give a lecture about the poet, and a presentation of that poem would be a fresh way to start. She asked me to memorize it. “But that shouldn’t be a problem for a child of your ability,” she added. I’m telling you, my happy feet barely touched the ground all the way home. To me, that was the biggest thing ever and I soon learned the whole poem by heart, well prepared for our first rehearsal. I was desperately nervous when I went to her office the next day. But the good thing was she always had the smile that would make you feel like you just did something right. Halfway through the poem, Miss Chevalier stopped me and asked if I knew what “impetuous” meant. Despite her encouraging smile, I wanted to sink through the floor because I was unsure about its pronunciation as well as its meaning. Miss Chevalier pretended not to have noticed my red face and handed me a dictionary, asking me to read its definition aloud. “Impetuous has two definitions: rushing with great force or violence; acting suddenly, with little thought. ” She asked me which one fitted the poem. I read both definitions over again, trying to figure it out, but Miss Chevalier must have read my mind. “There is no wrong answer,” she said, “I want to know your opinion, Addie.” Hesitantly, I said, “Maybe… both.” She liked that. “One has to be impetuous both ways or they wouldn’t dare to face up to any challenge. Would you call yourself impetuous?” I knew she was asking for an opinion. “My mother thinks being impetuous for girls is improper, anyway.” She said my mom was somewhat right about that. “But girls should also be wise to take up challenges when needed. I believe you are such a girl.” After that, I would never call Miss Chevalier “Poodle” again. 1．Why did Addie feel happy on her way home? A．An event was going to happen. B．She was fully ready for her first rehearsal. C．She gained recognition for her performance. D．She memorized the poem sooner than others. 2．What can be learned about Miss Chevalier’s personality from the way she treated Addie? A．Caring and considerate. B．Easygoing and carefree. C．Curious and open-minded. D．Disciplined and strong-willed. 3．How did Miss Chevalier succeed in making Addie truly understand the word “impetuous”? A．By asking Addie to define it in her own way. B．By interpreting the two definitions separately. C．By consulting the dictionary for its definitions. D．By linking its definitions to Addie’s situations. 4．What is the probable reason that Addie would never call Miss Chevalier “Poodle” again? A．She followed her mother’s advice. B．She made up her mind to be a polite girl. C．She was touched by Miss Chevalier’s trust. D．She felt Miss Chevalier’s teaching funny. 变式二、教育创新类记叙文4篇 01（25-26高三上·北京朝阳·期中）My middle school taught the periodic table (元素周期表) in the eighth grade. From the beginning, I fell in love with the element “Bismuth” (Bi). It comes in absolutely beautiful colours and grows in square shapes that can be changed during the growing process with music. Now, Bi is not exactly as common as Hydrogen or Oxygen so it wasn’t an element we talked about much in class. However, whenever the opportunity arrived, I would bring it up and express how much I liked it. It kind of became a joke that on the occasion when it was brought up, my classmates would look over at me and kind of laugh. One day we were in class like normal and I was in a bad mood. Mrs. Mennon, the teacher of this class, had a rule that if you finished your work early, you had to do extra work. All I wanted to do was draw or play games. I remember sitting there and just thinking, “She is out of her mind! What’s the point in making us do extra work?” Literally as I was thinking about this, Mrs. Mennon called my name aloud, “Henry! Come here.” I was worried I had somehow said my thoughts out loud, but that wasn’t it at all. When I got to the desk she explained that she had been at a resource fair for science teachers to buy some new supplies for the class. She then held out her hand and gave me a tiny piece of Bi, and said she had seen it and immediately thought of me. My face lit up and couldn’t thank her enough. She said that was all and I went back to my seat. In my head, I had been complaining about Mrs. Mennon and her rule all without knowing she had done something extremely kind for me. I felt horrible. I have teachers in my family, and I’ve seen the trouble they have to deal with, but I hadn’t been thinking about how much they had done for us. It’s been a long time since then. The Bi was a gift I will always cherish, but Mrs. Mennon also gave me a lesson. I needed to hear. 1．What made the author’s classmates laugh when Bi was mentioned? A．Bi’s unusual name. B．Bi’s unique properties. C．The author’s knowledge of Bi. D．The author’s predictable reaction to Bi. 2．Why did Mrs. Mennon give the author a piece of Bi? A．To support his keen interest. B．To comfort him for his low spirits. C．To reward his extra work in the class. D．To arouse his curiosity about her class. 3．How did the author feel after receiving the gift? A．Moved but confused. B．Excited but anxious. C．Content but stressed. D．Grateful but guilty. 4．What can you learn from the story? A．Gifts blind your eyes. B．Goodness favors growth. C．A little interest goes a long way. D．Youthful errors define your future. 02（25-26高三上·江西宜春·月考）In the quiet oil town of Drumright, Oklahoma — where the highway passes by empty shops and the population is just under 3,000 — Sarah Hagan is rewriting the rules of math education. The 25-year-old teacher, who turned down opportunities in bigger cities, now spends her days in a once-worn-out classroom at Drumright High School, earning barely $30,000 a year. “When they offered me the job in April before graduation, I just said ‘yes’,” recalls Hagan, whose passion outweighs the district’s limited resources. What began as a simple room with uneven floorboards and mismatched walls has become a lively math space under Hagan’s care. Every surface bursts with colorful creations: posters and paper fill every corner and a handmade sign declares her the “Teacher of Awesome (Math).” This transformation mirrors her revolutionary approach to education — one that relies not only on textbooks but also on student-crafted learning journals filled with origami folds (折纸), hand-drawn diagrams, and lessons printed on rainbow-colored paper. Hagan’s classroom is full of unconventional energy: algebra (代数) becomes speed-dating as students pair up to name polynomials (多项式) and spaghetti strands (意大利面) demonstrate geometric principles. “She makes us forget we’re learning,” says Jake Williams. Even math haters like Taylor Russell find themselves engaged: “This year, I actually love it.” The young educator’s “A, B, or Not Yet” grading system rules out failure as an option. Students reattempt assignments until they master the material, with Hagan routinely staying hours after school to provide support. During lunch breaks, students gather in her office for help with all subjects, not just math. Fellow teacher Melinda Parker voices what many think: “We’re so lucky to have her in Drumright.” Though the workload sometimes wears her out, her commitment never declines. In rare free moments, she shares her innovative methods through her blog, appropriately titled Math equals Love — a philosophy that continues to transform lives in this unlikely corner of rural Oklahoma. 1．What can we learn about Drumright? A．Drumright is very populous. B．People get high salaries in Drumright. C．Math education is challenging in Drumright. D．Drumright has limitless resources. 2．What is the key principle behind Hagan’s revolutionary teaching method? A．Involve me and I learn. B．Teach others to teach yourself. C．Learn and grow together. D．Seek truth from inner peace. 3．How does Sarah Hagan teach polynomials? A．By using traditional textbooks. B．Through math speed-dating activities. C．By inventing the grading system. D．Through office dialogues after class. 4．Which of the following words can best describe Sarah Hagan? A．Conventional and committed. B．Generous and reserved. C．Talented and determined. D．Creative and patient. 03（2025·福建泉州·一模）In the quiet oil town of Drumright, Oklahoma — where the highway passes by empty shops and the population is just under 3,000 — Sarah Hagan is rewriting the rules of math education. The 25-year-old teacher, who turned down opportunities in bigger cities, now spends her days in a once-worn-out classroom at Drumright High School, earning barely $30,000 a year. “When they offered me the job in April before graduation, I just said ‘yes’,” recalls Hagan, whose passion outweighs the district’s limited resources. What began as a simple room with uneven floorboards and mismatched walls has become a lively math space under Hagan’s care. Every surface bursts with colorful creations: posters and paper fill every corner and a handmade sign declares her the “Teacher of Awesome (Math).” This transformation mirrors her revolutionary approach to education — one that relies not only on textbooks but also on student-crafted learning journals filled with origami folds (折纸), hand-drawn diagrams, and lessons printed on rainbow-colored paper. Hagan’s classroom is full of unconventional energy: algebra becomes speed-dating as students pair up to name polynomials (多项式) and spaghetti strands (意大利面) demonstrate geometric principles. “She makes us forget we’re learning,” says Jake Williams. Even math haters like Taylor Russell find themselves engaged: “This year, I actually love it.” The young educator’s “A, B, or Not Yet” grading system rules out failure as an option. Students reattempt assignments until they master the material, with Hagan routinely staying hours after school to provide support. During lunch breaks, students gather in her office for help with all subjects, not just math. Fellow teacher Melinda Parker voices what many think: “We’re so lucky to have her in Drumright.” Though the workload sometimes wears her out, her commitment never declines. In rare free moments, she shares her innovative methods through her blog, appropriately titled Math equals Love — a philosophy that continues to transform lives in this unlikely corner of rural Oklahoma. 1．Why does the author mention the condition of Drumright? A．To describe the falling of an oil town. B．To highlight the value of Hagan’s choice. C．To present the challenges of math education. D．To inspire more donations of teaching resources. 2．What is the key principle behind Hagan’s revolutionary teaching method? A．Involve me and I learn. B．Teach others to teach yourself. C．Learn and grow together. D．Seek truth from inner peace. 3．How does Sarah Hagan teach polynomials? A．By using traditional textbooks. B．Through math speed-dating activities. C．By inventing the grading system. D．Through office dialogues after class. 4．What is the best title of the text? A．The Teacher Believing Math equals Love B．Teacher of Awesome: A Director of Vision C．Talented Students Inspired D．DIY Math: The Rules rewriten 04（25-26高三上·山东泰安·开学考试）College professors these days face an ever-higher bar to grab the attention of their students. Yet, Tatiana Erukhimova, who teaches physics at Texas A&M University in the USA, has managed to get her students excited about science. Known as “Dr. Tatiana”, the professor performs physics tricks with boundless energy and enthusiasm. Videos of her theatrical demonstrations have racked up hundreds of millions of views across social media platforms. In the videos, Erukhimova uses a range of everyday objects in her experiments, from ping pong balls and toilet paper to bicycle wheels and hair dryers. It’s clear she knows what it takes to get young people excited about a hard science. But it isn’t always that way. When she first started teaching college freshman classes almost two decades ago, she struggled to grab the attention of her younger students. She was used to teaching juniors (大三学生) and found it easier to teach them. “By junior year, students enrolled in physics are determined to learn,” she says. “But when it comes to teaching a large lecture hall of 100-plus first-year students, first impressions are important. Unfortunately, I did not grab their attention—that was my mistakes.” By the second semester, she found her footing, adjusting her approach to make her lecture halls feel smaller and get her students engaged. “Talk to your students before and after class. Walk up and down the stairs when you teach your class rather than stay on the stage,” she says. “And add showy demonstration, which helps students connect the abstract concepts with real life.” Erukhimova has earned more than just recognition on social media. In October 2023, she was honored with a national award for science outreach “for leadership in bringing the excitement of physics through innovative education programs.” 1．What can we infer about Erukhimova from the first two paragraphs? A．She likes to play a trick on her students. B．She wants to be popular on social media. C．She excites widespread interest in science. D．She is passionate about making online videos. 2．What’s the probable meaning of the underlined words “racked up” in paragraph 2? A．Gained. B．Controlled. C．Protected. D．Replaced. 3．Why did Erukhimova find it easier to teach juniors? A．Juniors could study entirely on their own. B．She used simpler teaching methods for juniors. C．She didn’t have to worry about first impressions. D．Juniors showed a higher level of commitment to learning. 4．How did Erukhimova find her footing in the second semester? A．By improving her communication skills. B．By following a traditional teaching method. C．By reducing the number of students in the class. D．By making herself approachable and her teaching engaging. $ 《2026浙江1月卷英语真题完全解读与考后提升》 专题02 2026浙江1月卷阅读理解B篇(教师以趣教学) (解读+技巧+变式) 解析版 阅读理解关键词：记叙文，人与社会，丰富师生关系，数字时代教学创新手段，德智体美劳 18 / 36 学科网（北京）股份有限公司 When you’re a teacher, a big part of your job is battling student misconceptions. Often students come to the classroom believing that learning can’t be fun and that what they learn isn’t relevant to the real world — much less to their personal interests. I’ve discovered that if I show students how what they learn is relevant to my hobbies, they’re much more willing to make connections to their personal interests and develop their own hobbies. No matter what subject I’m teaching, I find ways to bring my hobbies into the classroom. For example, I’m a car enthusiast, so when I teach physics, I contextualize concepts with my knowledge about cars. If we’re covering friction, for example, I bring different tires (轮胎) into my classroom so that my students can conduct lab experiments with them to see how friction works in real-life applications. When I first brought my hobbies to my classroom, I was focused on how doing so would build engagement and help my students understand concepts in science. But I quickly learned that the practice also helped me build stronger relationships with them. When I let them see an aspect of my life outside of school, some students who were also interested in cars connected with me more and became more engaged in my courses. Even those who didn’t share that interest with me seemed more engaged once I showed a different side of myself. What started as an experiment is now more of a philosophy. Even when I’m planning classes, I tend to think about how I can bring in my hobbies. I find that doing so energizes my instruction, engages my students, and demonstrates to them how abstract concepts play out in the real world. Best of all, my passion for my hobbies seems to inspire them to be passionate about finding their own. 24. What poses a challenge to teachers according to the author? A. Students’ misunderstandings about teachers. B. Students’ false assumptions about learning. C. The irrelevance of textbooks to students’ life. D. The gap between teachers’ and students’ hobbies. 25. Why does the author bring tires into the classroom? A. To teach an engineering skill. B. To explain the structure of a car. C. To share a real-life experience. D. To illustrate a scientific concept. 26. What was the unexpected outcome of the author’s teaching method? A. A higher class attendance rate. B. Better examination results. C. A closer teacher-student bond. D. More spare time for students. 27. Which of the following best describes the author as a teacher? A. Innovative. B. Humorous. C. Decisive. D. Sympathetic. 【答案】24. B 25. D 26. C 27. A 【导读】本文是一篇记叙文，作者通过个人教学经验，阐述将个人爱好融入课堂如何有效纠正学生误解、 提升学习参与度并深化师生关系，并升华到教育哲学层面，强调真实生活连接对激发学生内在热情的价值。 【解析】 24. 细节理解题。从第一段“Often students come to the classroom believing that learning can't be fun and that what they learn isn't relevant to the real world — much less to their personal interests.”（学生们经常带着这样一种观念来到教室：学习不可能是有趣的，而且他们所学的东西与现实世界无关，更不用说与他们的个人兴趣有关了。）可知，学生对学习持有错误的假设（不认为学习是有趣的或相关的），这给教师带来了挑战。故选 B。 25. 细节理解题。从第二段“...so when I teach physics, I contextualize concepts with my knowledge about cars. If we’re covering friction, for example, I bring different tires (轮胎) into my classroom so that my students can conduct lab experiments with them to see how friction works in real-life applications.”（…… 所以当我教授物理时，我会利用我关于汽车的知识将概念情境化。例如，如果我们正在学习摩擦力，我会把不同的轮胎带到教室里，这样我的学生就可以用它们进行实验，看看摩擦力在现实生活中的应用。）可知，作者带轮胎进教室是为了通过实验来阐释 “摩擦力” 这一科学概念。故选 D。 26. 细节理解题。从第三段 “When I first brought my hobbies to my classroom, I was focused on how doing so would build engagement... But I quickly learned that the practice also helped me build stronger relationships with them.”（当我第一次把我的爱好带进教室时，我关注的是这样做如何能提高参与度…… 但我很快了解到，这种做法还帮助我与学生建立了更牢固的关系。）可知，除了提高参与度外，意外的收获是增强了师生之间的纽带。故选 C。 27. 推理判断题。通过全文可知，作者不拘泥于传统的教学方式，而是将自己的个人爱好（如汽车）与物理教学相结合，通过带轮胎进教室实验等新颖的方式激发学生的兴趣，并建立师生关系。最后一段提到 “What started as an experiment is now more of a philosophy... I find that doing so energizes my instruction...”（起初的一次实验现在更多地成为了一种哲学…… 我发现这样做为我的教学注入了活力……）。这种勇于尝试新方法、将抽象概念具体化的教学风格体现了作者是一位具有创新精神的教师。故选 A。 语篇解读 关键词 student, misconceptions, real world, hobby, engagement 语篇结构 本文是一篇记叙文，用文章采用“问题—实践—深化—升华”的递进式结构，首段点明教育困境（学生认为学习无趣且脱离现实），并提出核心策略：作者通过个人教学经验，阐述将个人爱好融入课堂如何有效纠正学生误解、 提升学习参与度并深化师生关系。文章通过举例子（如汽车轮胎摩擦力实验）、作对比（初始目标与意外收获的差异），并升华到教育哲学层面，强调真实生活连接对激发学生内在热情的价值。 引言（第1段） ·纠正学生“学习无趣且无关现实”的误解·关联教师爱好激发学生个人兴趣 实践方法（第2段） ·融入个人爱好教学（如汽车实例）·用真实物品演示抽象概念（摩擦力实验） 深层影响（第3段） ·超越预期：增强师生关系·共同兴趣者更投入，无兴趣者因教师真实展现而专注 理念升华（第4段） ·从实验发展为教学哲学·三重价值：激活教学、连接现实、启发学生探索热情 原文出处 本文节选自edutopia网站的一篇名为 How Teachers Can Use Their Hobbies to Boost Student Engagement 的文章。 https://www.edutopia.org/article/how-teachers-can-use-their-hobbies-boost-student-engagement/ 重难点词 battle v 与……斗争；misconception n 误解；enthusiastn 热衷者；physics n 物理学；contextualize v 把 ……与有关；背景一并考虑；cover v 涉及，讲解；friction n 摩擦 力）； ； real-life adj 真实的；application n 应用；engagement n 参与；aspect n 方面；engaged adj 感兴趣的；course n 课程；philosophy n 工作准则；energize v 使充满活力；instruction n 指导；engage v 吸引，参与；demonstrate v 展示；passion n激情 assumption n 假定；engineering n工程学；illustrate v 解释；bond n 关系；innovative adj 创新的；humorous adj 幽默的；decisive adj果断的；sympathetic adj 同情的 重难点词块 make connection to 与……建立联系；conduct lab experiments 进行实验室实验；focus on 注重；build relationship with sb 某人建立关系；bring in引入；abstract concept 抽象概念；play out 使发生；best of all最重要的是；be passionate about 酷爱……；attendance rate 出勤率 长难句分析 If we’re covering friction, for example, I bring different tires into my classroom so that my students can conduct lab experiments with them to see how friction works in real-life applications. 句意为：例如，当我们学习摩擦力时，我会把不同的轮胎带到教室， 以便学生能用它们做实验，从而观察摩擦在现实应用中的工作原理。句子的主干为 I bring different tires into my classroom。If引导条件状语从句；so that引导目的状语从句，说明带轮胎的目的。 ( 全文翻译 ) 当老师时，你工作的很大一部分是与学生的误解作斗争。通常，学生来到教室时认为学习不会有趣，而且他们所学的内容与现实世界无关，更不用说与他们的个人兴趣相关了。我发现，如果我向学生展示他们所学的内容与我的爱好有什么关联，他们就更愿意将其与自己的个人兴趣联系起来，并培养自己的爱好。 无论我教什么科目，我都会想办法把我的爱好带进课堂。例如，我是个汽车爱好者，所以当我教物理时，我会用我对汽车的了解来阐释物理概念。比如，如果我们正在学习摩擦力，我会把不同的轮胎带到教室里，这样我的学生就可以用它们进行实验，了解摩擦力在实际应用中是如何起作用的。 当我最初把我的爱好带进课堂时，我关注的是这样做如何能提高学生的参与度，帮助他们理解科学概念。但我很快发现，这种做法也有助于我与他们建立更紧密的关系。当我让他们了解我校外生活的一个方面时，一些同样对汽车感兴趣的学生与我有了更多的交流，并且对我的课程更感兴趣了。即使是那些和我没有相同兴趣的学生，在我展示出自己不同的一面后，似乎也更投入了。 最初的一次尝试现在更多地成了一种教学理念。即使在备课的时候，我也往往会思考如何融入我的爱好。我发现，这样做能让我的教学更有活力，吸引学生的注意力，并向他们展示抽象概念在现实世界中是如何体现的。最棒的是，我对爱好的热情似乎能激励他们去寻找自己热爱的事物。 24. 根据作者的说法，什么对教师构成了挑战？ A. 学生对教师的误解。 B. 学生对学习的错误认知。 C. 教材与学生生活不相关。 D. 教师和学生爱好之间的差距。 25. 作者为什么把轮胎带进教室？ A. 教授一项工程技能。 B. 解释汽车的结构。 C. 分享一次真实的生活经历。 D. 阐释一个科学概念。 26. 作者的教学方法产生了什么意想不到的结果？ A. 更高的课堂出勤率。 B. 更好的考试成绩。 C. 更紧密的师生关系。 D. 学生有更多的课余时间。 27. 以下哪一项最能描述作者这位老师？ A. 有创新精神的。 B. 幽默的。 C. 果断的。 D. 有同情心的。 核心素养统领 综合能力导向 绍兴市第一中学 正高级教师、特级教师 蔡红 金华市教育教学研究中心 高级教师 徐钰 2026年1月高考英语试卷坚持素养立意，全面反映学生的正确价值观、必备品格和关键能力，着重考查学生在真实情境中运用英语分析与解决问题的能力，在人才选拔、教学反拨与考试改革示范等方面均发挥了积极的导向作用。具体如下： 一、优化结构，彰显核心素养立意 中小学考试应“强化核心素养立意”“科学优化试卷内容结构、题型结构和难度结构”。在题型结构稳定的前提下，本卷继续优化内容结构与难度结构，将核心素养的考查深度融入到整体设计之中。 内容结构上，本卷围绕三大主题多样化选材，从阅读A篇“作品征集”、B篇“教师以趣促学”、C篇“识别消费者评论的真伪”、D篇“AI辅助植物碳封存”、七选五“回读现象”，到完形填空“青年扎根农场实现个人价值”、语法填空“用笑声点亮日常的母亲”，再到应用文“呼吁图书馆书籍保护”与读后续写“控制母牛并帮其寻找主人”，整套试题要求学生在完成语言任务的同时，建构涵盖多元文化理解、社会问题关注、自我成长意义探寻的认知体系，充分彰显学科育人的价值导向。 难度结构上，试题梯度设置合理，充分体现对思维品质考查的区分度与进阶性。如阅读C篇，从理解段落(28)与猜测词义(29)，到分析事实(30)，再到推断观点(31)，需要学生逐步完成从理解、推理到判断的思维跃迁。又如应用文写作，针对“图书馆书籍被勾画涂写”这一问题，学生不仅要“说明具体情况”并“呼吁爱护书籍”，还需要建立“情况”与“呼吁”之间的逻辑关联，系统考查学生从信息整合、分析判断到创造性表达的思维能力。 二、联系生活，凸显综合能力考查 情境是落实考查内容和考查要求的载体。本卷情境紧密联系学生的生活实际，具有真实交际意义。阅读A至C篇、七选五、语法填空与应用文，涉及艺术修养、学习策略、信息素养、生活智慧与社会责任等，均贴近学生的生活经验与认知水平。此外，阅读D篇融入环保与科技主题，完形填空提供生涯规划与价值取向的范例，读后续写则以生活趣事为背景，考查叙事与问题解决的能力。 生活化的试题情境能提供真实、多样的线索与条件，引导学生综合运用知识、技能和策略解决问题。例如，阅读D篇围绕“如何去碳以应对气候变化”这一问题，介绍“运用AI增加植物碳封存”的方案；从研究目的(32)，到研究方法(33)与研究原理(34)，再到研究意义(35)，解决这一问题链，学生既需要理解植物吸收二氧化碳的自然机制，又要认识AI在该过程中的优化作用，进而理解科技协同自然应对环境问题的现实路径。再如读后续写，面对“母牛迷路引起围观”这一生活事件，学生需要基于对事件脉络的把握，按照“发现—控制—助归”的逻辑叙事，同时融入对公共安全、生命关怀和公民责任的认知与态度。这一任务在考查学生叙事能力、问题解决策略与情感表达的同时，体现了语言运用与全人发展的有机统一。 ( 7 年高考真题 记叙 文考点 解读 ) 年份 卷别 主题 话题 2026 2026浙江1月卷 人与社会 2025 2025新课标I卷 人与社会 讲述了师生“教学相长”的故事 2025新课标II卷 人与社会 讲述了医学院教师的工作情况 2025八省联考卷 人与社会 邮递员与社区的深厚情感 2024 2024新课标I卷 人与自然 中医针灸治疗动物 2024新课标II卷 人与社会 创新打印吸引顾客 2023 2023新课标I卷 人与自然 利用自然自我修复原理净化污水 2023新课标II卷 人与自我 学校科学项目 2023全国甲卷 人与社会 DIY成为女性新宠 2022 2022新课标Ⅱ卷 人与自我 记者生活趣事 2022全国甲卷 人与社会 悉尼发展遇到的问题 2020 2020全国I卷 人与自我 人与社会 逆境完成学业树榜样 书评 2020全国II卷 人与社会 宣传图书馆 2020全国III卷 人与社会 影视作品使用动物 英国多世同堂现象 ( 阅读理解 记叙 文满分 作答解题技巧 ) 一、题型解读 记叙文是以写人、记事、状物为主要内容，以记叙和描写为表达方式的文章。一篇记叙文，无论长短都应该是一个完全独立的事实，描写人物、地点、事件和过程，表达作者的某种情感。主要具有以下特点： 内容上，记叙文应该包括六要素，即：时间、地点、人物、起因、经过和结果。可以按事件发生的时间顺序写，也可以按事件发生的先后写。 命题上，主要集中在多个事件的先后顺序与人物的情感态度上。 选材上，新颖、生动、真实、典型的素材描写，让读者有身临其境的感觉。 形式上，顺叙、倒叙、插叙。 语言上，一般过去时为主，各种时态为辅，合理使用丰富多彩的谓语动词时态是英语记叙文首要的语言特征；多用动词，尤其是动态强的行为动词是英语记叙文又一个明显的语言特征。 二、体裁结构 1.记叙文的开头通常交代事件的背景，即事件发生的时间、地点、有关人物等内容。 2.记叙文的展开（中间）通常以人物活动的时间顺序、空间位置变换、事件发生的顺序或人物的主次性格特征为行文线索。 3.记叙文的结尾通常是依照事件的发生、发展和结局这样一个自然的顺序来结尾。 三、写作意图 1.讲述故事 ( tell / narrate / relate a story) 2.分享经验  (share an experience) 3.纪念人物 (remember a person) 4.阐明道理 (communicate an idea / convey a message) 四、解题策略 1.关注细节。记叙文中有大量的事件发展过程中的细节，包括记叙文的5W（what, who, when, where, why）要素。因此我们作答细节题的时候，就没有那么复杂，一般只需要由前到后，从上到下，一题一题地做就可以了。  2.注重联系。在做题过程中，我们大都不能在文中找到与题干一字不差的词语或句子。这时我们需要认真研究问题，抓住题干中的关键词语，然后到文中准确地找到与之相关的语句，或是疑似语句的位置，接着去左顾，或右盼，在前句或后句寻找线索。  3.读懂表象。主旨大意题或推理判断、作者意图题等实际上是同一类型的问题，或者说是可用同种方法解答的题型。在解答此类题目的时候，不可被题干的表象所迷惑，要像剥洋葱一样，一层一层地剥；在四个可选项中，一个一个地去证实，去排除。特别是解答推论或暗指类的题目，比如“What can be inferred from …?”或是What does the author imply in…?”之类的题目，文中所陈述的往往不是答案。我们要在文前文后去查找，在字里行间里去寻觅。有时还少不了借助自己的生活经验和常理来体会这言外之意。  4.挖掘意义。每年的高考阅读题中，特别是记叙文的阅读题，都会出现一至两道词义猜测题。而这些词汇往往是你素昧平生的，或者和你有点头之交，在文中却另有新意的，总之，猜的是那些在高考词汇表要求之外的词汇。小小的一个词，一个短语，考核的不是你的语法的熟练程度，也不是你的记忆力，而是你对文章通篇或者一个段落的整体把握和变通能力。 五、记叙文主旨概括题 1.首段法：首段主旨句；转折词后；破折号后 2.核心名词法：核心名词在文章中高频出现。可是“原词”或“同义词”不断曝光。 3.合并法：整合各段落大意，整合各段落首段信息 4.首位呼应法：整合首段和尾端信息 六、记叙文细节理解题 1.划出题干，选项关键词； 2.回忆文章结构，定位具体段落； 3.理解细节内容，最后找出答案； 4.正确选项的特征：原词复现/同义词、近义词替换；语言高度凝练概括。 七、实用答题妙招 1.阅读理解记叙文细节理解题居多，落实“题文同序”和“同义替换”。 2.数据计算题注重“原文定位”“细节理解”，弄清来龙去脉再计算。 3.文章寓意题要注意言外之意，尤其是首尾段做出合理推测判断。 4.人物性格描述题注意捕捉原文褒贬性词汇再进行同义替换和排除。 5.满分策略：读题干→找原文→做标记→留痕迹→看选项→扣字眼。 ( 考点变式 ) 一、词性转换 1. apply vt. 应用；申请 n. application 应用 2. engage vt.参与；雇佣 n. engagement 订婚 3. energy n. 能量；精力 vt. energize 使充满活力 4. instruct vt. 指导；命令 n. instruction说明 5. assume vt. 假定；认为 n. assumption假设 6. relevance n. 相关性ant. irrelevance 不相关 7. attend vt. 出席；参加n. attendance出席人数 8. innovate vt. 创新；革新 adj. innovative 创新的的 9. humor n. 幽默；诙谐 adj. humorous 幽默的 10. decision n. 决定；抉择 adj. decisive 决定性的 11. sympathy n. 同情；同情心 adj. sympathetic 同情的 二、识词知意 1. battle v. 与……作斗争 2. misconception n. 误解 3. relevant adj. 相关的 4. hobby n. 爱好 5. enthusiast n. 爱好者 6. contextualize v. 将…置于背景中 7. concept n. 概念 8. friction n. 摩擦力 9. tire n. 轮胎 10. conduct v. 进行 11. lab n. 实验室 12. experiment n. 实验 13. aspect n. 方面 14. instruction n. 教学 15. philosophy n. 理念；哲学 16. abstract adj. 抽象的 17. demonstrate vt.展示 18. passion n. 热情 19. inspire v. 激励 20. bond n. 纽带 三、高频语块 1. be relevant to 与…… 相关 2. much less 更不用说 3. be willing to do 愿意做某事 3. no matter what 无论什么 4. for example, 例如 5. conduct lab experiments进行实验室试验 6. focus on 专注于 7. be connected with 与…… 相关联 8. be engaged in 从事于；忙于 9. share sth. with me 和我分享某物 10. tend to do 往往会做某事 11. play out 上演；发生；展开 12. be passionate about 对…… 充满热情 13. pose a challenge to 对…… 构成挑战 14. describe…as… 把…… 描述为…… 四、长难句分析 1.Often students come to the classroom believing that learning can’t be fun and that what they learn isn’t relevant to the real world — much less to their personal interests. 句意：通常，学生们来到教室时认为学习不可能有趣，而且他们所学的内容与现实世界无关——更不用说与他们的个人兴趣相关了。 分析：本句中，students是主语，come to the classroom是谓语和宾语，believing...是现在分词短语作伴随状语。在这个伴随状语中，包含两个由and连接的宾语从句，即that learning can’t be fun和that what they learn isn’t relevant to the real world，其中第二个宾语从句中what they learn是主语从句作从句的主语。 2.I’ve discovered that if I show students how what they learn is relevant to my hobbies, they’re much more willing to make connections to their personal interests and develop their own hobbies. 句意：我发现，如果我向学生展示他们所学的内容与我的爱好有什么关联，他们就更愿意将所学与个人兴趣联系起来，并培养自己的爱好。 分析：本句中，I是主语，have discovered是谓语，that...引导宾语从句。在这个宾语从句中，if I show students how what they learn is relevant to my hobbies是条件状语从句，其中how what they learn is relevant to my hobbies是宾语从句作show的直接宾语，what they learn是主语从句作这个宾语从句的主语；they’re much more willing to make connections to their personal interests and develop their own hobbies是宾语从句的主句。 五、知识拓展 1.教育创新趋势：在现代教育领域，越来越多的教师开始尝试将个人兴趣爱好融入教学过程，这是一种创新的教学方法，旨在提高学生的学习兴趣和参与度。这种教学方式被称为“兴趣驱动教学法”，它强调将学生的兴趣与课程内容相结合，使学习变得更加主动和有趣。 2.兴趣驱动教学的好处：研究表明，当学生对学习内容感兴趣时，他们的学习动力和专注度会显著提高。将教师的个人爱好引入课堂，可以为学生提供更加生动、具体的学习案例，帮助他们更好地理解抽象的概念。此外，这种教学方式还可以增强师生之间的互动和沟通，建立更加良好的师生关系。 不同学科的应用案例：除了文中提到的物理学科，其他学科也可以采用类似的教学方法。例如，语文教师可以分享自己的阅读爱好，引导学生进行文学鉴赏；艺术教师可以展示自己的绘画作品，激发学生的创作灵感；体育教师可以分享自己的运动经历，鼓励学生积极参与体育活动。 ( 典例引领 ) 01【2025浙江1月卷】 When I was a child I was often told what not to eat. “You don’t want to get fat” was on constant repeat throughout my childhood. It really messed up my relationship with food – something that took me years to overcome. Because of this, I’m careful not to connect what my kids weigh with their worth as people. I encourage my daughter to make healthy snack choices and often dissuade (劝阻) her from a second dessert. But one day when I heard her saying “I think I’m too fat,” my heart sank. It made me wonder if giving her advice on snacks was having an unintentionally negative impact. According to Charlotte Markey, a professor of psychology, food is one of the rare subjects where, as parents, saying less is more. “There are so many things in parenting that are good to talk through, but I’m not convinced that food is one of them,” she says. “It just creates some worries and insecurities in kids that aren’t necessarily healthy.” Instead, she recommends applying a well-known concept among nutrition experts called the “Division of Responsibility,” where parents provide a variety of mostly healthy foods to their kids at fixed times, and the kids themselves decide what and how much they want to consume – even if that means occasionally eating more cookies than carrots. Allowing kids to eat what they want also exposes them to the natural consequences of their decisions. “When your child says, ‘My stomach hurts,’ you can say, ‘Well you had a lot of sugary foods and you might feel better if you made some other choices,’” says Markey. “Let them feel like they have some control over it.” I’ve been trying out these strategies and I’ve found that when I’m less restrictive, they do make better decisions. “Feeding is a long game,” says Markey. “The food you have available makes a huge difference. Even if they don’t eat it, they’re seeing it. And then all of a sudden it clicks.” 24. What can be inferred about the author from the first paragraph? A. She is upset by her kids’ weight. B. She is critical of the way she was fed. C. She is interested in making food. D. She is particular about what she eats. 25. Which of the following would Markey disapprove of? A. Allowing kids to eat cookies occasionally. B. Offering various foods to kids at fixed times. C. Explaining to kids the risks of taking snacks. D. Talking with kids about school at mealtimes. 26. What should kids do according to the “Division of Responsibility”? A. Make diet decisions on their own. B. Share their food with other kids. C. Eat up what is provided for them. D. Help their parents do the dishes. 27. What does the author think of the strategies she has been following? A. Costly. B. Complex. C. Workable. D. Contradictory. 【答案】24. B25. C26. A27. C 【导读】本文是一篇说明文。文章探讨了父母对待孩子饮食的教育方式，建议父母言语适度并基于“责任分工”帮助孩子建立健康饮食习惯。 【解析】 24. B。推理判断题。根据第一段内容可知，作者小时候经常被说“不想长胖就别吃这个”，这严重影响了其与食物的关系，花了多年才克服。由此可推断，作者对自己小时候被喂养的方式持批判态度。 25. C。推理判断题。通过关键词 Markey 定位到文中第二段，Markey 认为父母在育儿过程中有很多话题可以讨论，但是食物方面应少说，故选 C。 26. A。事实细节题。根据第三段内容中对“责任分工”的解释可知，父母可以在固定时间为孩子提供多种健康食物，孩子自己决定吃什么和吃多少，即孩子自主做出饮食决定。 27. C。推理判断题。在最后一段中提到作者一直在尝试这些策略，并发现当自己限制少一些时，孩子们确实能做出更好的决定，说明作者认为这些策略是有效的。 02【2024浙江1月卷】 When was the last time you used a telephone box? I mean to make an actual phone call — not to shelter from the rain. Ages ago, right? The last time I used a phone box for its intended purpose was…2006. I was conducting auditions (试演) for my play in my tiny old shared house in London. Hoping to impress some talented actors to come and work for me for nothing, I spread some throws over the sofas and lit candles to make it seem a bit more ”young professional”. As I rushed outdoors to empty the wastepaper baskets, the door swung shut behind me. Suddenly I was locked outside. My mobile phone was inside, but luckily there was a telephone box across the street. So, I called Directory Assistance, got put through to our landlady’s managing agent, and had a spare key sent to me with just enough time to get back in before the actors arrived. As it has been many years since I last used one, I should hardly be surprised that then are no longer any public telephones near my house. The last one standing has just been turn into a “mini community library”: any passer-by can “borrow” a book from its shelves return it later, or replace it with another title from their own collection. For a few months after the “library” opened, I didn’t bother taking a look, as I had assumed that it would be stuffed full of cheese love stories. Then I noticed fork conducting spring cleans dropping boxes of voluminous books on various subjects there. And these books were free. This unbeatable price-point encouraged me to experiment with dozens of titles that I would never normally consider buying. And I’ve discovered some great books! If I ever get trapped outside my house again, my local telephone box will, sadly no longer be able to connect me with my keys. But it can certainly keep me entertained while I wait for my wife to rescue me. 24. What does the underlined word “it” in the first paragraph refer to? A. The play. B. The shared house. C. The sofa. D. The telephone box. 25. Why did the author use the telephone box in 2006? A. To place an urgent call. B. To put up a notice. C. To shelter from the rain. D. To hold an audition. 26. What do we know about the “mini community library”? A. It provides phone service for free. B. Anyone can contribute to its collection. C. It is popular among young readers. D. Books must be returned within a month. 27. Why did the author start to use the “library”? A. He wanted to borrow some love stories. B. He was encouraged by a close neighbour. C. He found there were excellent free books. D. He thought it was an ideal place for reading. 【答案】24. B25. A26. B27. C 【解析】 【导语】这是一篇记叙文。随着手机的普及，电话亭渐渐地被人们遗忘，作者家附近的最后一个电话亭被改造成了“迷你图书馆”，作者偶然发现那里有很多不错的免费书籍，这让作者觉得很棒。 24.词句猜测题。根据第一段第五句“I was conducting auditions (试演) for my play in my tiny old shared house in London.(我当时在伦敦我那狭小的合租房子里为我的剧本进行试演。)”可知，此处是指使“我”的合租房看起来更“年轻专业”一点，所以it代指“合租房”。故选B。 25.细节理解题。根据第二段第四句“So, I called Directory Assistance, got put through to our landlady’s managing agent, and had a spare key sent to me with just enough time to get back in before the actors arrived.(所以，我打电话给电话查号台，接通了女房东的经纪人，他们给了我一把备用钥匙，刚好来得及在演员们到来之前回去。)”可知，作者在2006年使用电话亭是为了拨打紧急电话。故选A。 26.细节理解题。根据第三段第二句“The last one standing has just been turn into a “mini community library”: any passer-by can “borrow” a book from its shelves return it later, or replace it with another title from their own collection.(最后一个被改造成了一个“迷你社区图书馆”：任何路过的人都可以从它的书架上“借”书，以后还回来，或者用自己收藏的另一本书来替换。)”可知，任何人都可以为“迷你社区图书馆”的捐赠图书。故选B。 27.细节理解题。根据第四段最后四句“Then I noticed fork conducting spring cleans dropping boxes of voluminous books on various subjects there. And these books were free. This unbeatable price-point encouraged me to experiment with dozens of titles that I would never normally consider buying. And I’ve discovered some great books!(然后我注意到福克正在进行春季大扫除，把各种主题的大书一箱箱地扔到那里。而且这些书是免费的。这个无与伦比的价格点鼓励我尝试许多我通常不会考虑购买的标题。我还发现了一些很棒的书！)”可知，作者发现“迷你图书馆”里有很多免费的很棒的书，所以开始使用。故选C。 03【2023浙江1月卷】 Live with roommates? Have friends and family around you? Chances are that if you’re looking to live a more sustainable lifestyle, not everyone around you will be ready to jump on that bandwagon. I experienced this when I started switching to a zero waste lifestyle five years ago, as I was living with my parents, and I continue to experience this with my husband, as he is not completely zero waste like me. I’ve learned a few things along the way though, which I hope you’ll find encouraging if you’re doing your best to figure out how you can make the change in a not-always-supportive household. Zero waste was a radical lifestyle movement a few years back. I remember showing my parents a video of Bea Johnson, sharing how cool I thought it would be to buy groceries with jars, and have so little trash! A few days later, I came back with my first jars of zero waste groceries, and my dad commented on how silly it was for me to carry jars everywhere. It came off as a bit discouraging. Yet as the months of reducing waste continued, I did what I could that was within my own reach. I had my own bedroom, so I worked on removing things I didn’t need. Since I had my own toiletries (洗漱用品), I was able to start personalising my routine to be more sustainable. I also offered to cook every so often, so I portioned out a bit of the cupboard for my own zero waste groceries. Perhaps your household won’t entirely make the switch, but you may have some control over your own personal spaces to make the changes you desire. As you make your lifestyle changes, you may find yourself wanting to speak up for yourself if others comment on what you’re doing, which can turn itself into a whole household debate. If you have individuals who are not on board, your words probably won’t do much and can often leave you feeling more discouraged. So here is my advice: Lead by action. 24. What do the underlined words “jump on that bandwagon” mean in the first paragraph? A. Share an apartment with you. B. Join you in what you’re doing. C. Transform your way of living. D. Help you to make the decision. 25. What was the attitude of the author’s father toward buying groceries with jars? A. He disapproved of it. B. He was favorable to it. C. He was tolerant of it. D. He didn’t care about it. 26. What can we infer about the author? A. She is quite good at cooking. B. She respects others’ privacy. C. She enjoys being a housewife. D. She is a determined person. 27. What is the text mainly about? A. How to get on well with other family members. B. How to have one’s own personal space at home. C. How to live a zero waste lifestyle in a household. D. How to control the budget when buying groceries. 【答案】24. B25. A26. D27. C 【导语】本文是一篇记叙文。文章讲述了作者如何在家庭中过零浪费的生活方式。 24.词句猜测题。根据划线部分前文“Chances are that if you’re looking to live a more sustainable lifestyle, not everyone around you will be ready to(如果你想过一种更可持续的生活方式，可能不是你周围的每个人都准备好)”及第二段中的“I’ve learned a few things along the way though, which I hope you’ll find encouraging if you’re doing your best to figure out how you can make the change in a not-always-supportive household.(在这个过程中，我学到了一些东西，我希望如果你在一个不总是支持你的家庭中尽最大努力去弄清楚如何做出改变，你会感到鼓舞)”可知，如果你想过一种更可持续的生活方式，可能不是你周围的每个人都准备好加入这一运动。由此推知，划线词组jump on that bandwagon与Join you in what you’re doing.(加入你正在做的事情)意思接近。故选B。 25.推理判断题。根据第三段中的“A few days later, I came back with my first jars of zero waste groceries, and my dad commented on how silly it was for me to carry jars everywhere. It came off as a bit discouraging.(几天后，我带着第一罐零废物杂货回来了，我父亲评论说，我到处带着罐子是多么愚蠢。结果有点令人沮丧)”可推知，作者的父亲不赞成用罐子买食品杂货。故选A。 26.推理判断题。根据第四段中的“Yet as the months of reducing waste continued, I did what I could that was within my own reach. (然而，随着减少浪费的几个月的持续，我尽了自己力所能及的努力)”及“Perhaps your household won’t entirely make the switch, but you may have some control over your own personal spaces to make the changes you desire.(也许你的家庭不会完全改变，但你可以控制自己的个人空间，做出你想要的改变)”可推知，作者是一个意志坚定的人。故选D。 27.主旨大意题。根据第一段中的“Chances are that if you’re looking to live a more sustainable lifestyle, not everyone around you will be ready to jump on that bandwagon.(如果你想过一种更可持续的生活方式，可能不是你周围的每个人都准备好加入这一运动)”及第二段中的“I’ve learned a few things along the way though, which I hope you’ll find encouraging if you’re doing your best to figure out how you can make the change in a not-always-supportive household.(在这个过程中，我学到了一些东西，我希望如果你在一个不总是支持你的家庭中尽最大努力去弄清楚如何做出改变，你会感到鼓舞)”可知，文章主要讲述了作者如何在家庭中过零浪费的生活方式。故选C。 04【2025全国一卷】 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 【解析】 【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——因父母反对她年少的爱情而心碎离世。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。根据第三段中“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. (结果是staggering。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)”可知，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。staggering意为“令人震惊的、惊人的”，与B选项“Amazing(惊人的)”语义一致。故选B。 27.推理判断题。根据最后一段“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。 ( 变式演练 ) 变式一、师生交往类记叙文4篇 01 （2026·河北沧州·一模）In 1907, 37-year-old Maria Montessori opened her first school: Children’s House, a preschool that would transform children’s education. Today, the ideas of the Italian woman who started Montessori schools are still used in preschools all over the world. But back then, the idea that giving children fun activities would help them more than just memorize facts and do drills was very new. Though her innovations inspired a movement in young children’s learning, Montessori saw her work more simply. “I did not invent a method of education,” she wrote in 1914. “I simply gave some little children a chance to live.” Montessori was passionate about education from a young age. Born in 1870 and raised in Rome, she took a path that was different from what people expected for women at that time. Montessori studied engineering, and then applied to medical school at the University of Rome, telling a professor during her interview, “I know I shall become a doctor.” The school refused her because of her gender, so Montessori enrolled in(入学)the general university, studied physics, mathematics and natural sciences, and reapplied to medical school. She was admitted, becoming the first woman to enter the university’s Faculty of Medicine, and in July 1896, she became one of Italy’s first female doctors. Montessori’s medical work led her to the University of Rome’s psychiatric (精神病的) clinic. As part of her job, she visited institutions for children with mental disorders, searching for patients suitable for treatment at the clinic. It was here that her interest in child development intensified. She read extensively about children with learning differences. In 1898, Montessori spoke at Italy’s National Medical Congress in Turin, advocating for the idea that lack of adequate support and care for children with mental and emotional disorders caused them to misbehave. She developed her own teaching materials, and in 1907, she opened her first school. Montessori’s “auto-education” approach soon had the five-year-old children reading and writing. News of Montessori’s success spread quickly, and by 1908, her name was known around the world. 1．What was Montessori’s view on her educational method? A．She believed it was a creative method. B．She considered it a complex system of teaching. C．She saw it as a way to challenge traditional education. D．She thought it merely offered a chance for children to exist. 2．Why was Montessori initially refused admission to medical school? A．She didn’t pass the entrance exam. B．She lacked the necessary qualifications. C．The university didn’t accept female students then. D．She was rude to the professor during her interview. 3．What strengthened Montessori’s interest in child development? A．Her medical studies. B．Her passion for education. C．Her work at the psychiatric clinic. D．Her visit to children’s hospitals. 4．Which of the following can best describe Montessori? A．Careful and talented. B．Innovative and caring. C．Humorous and helpful. D．Generous and ambitious. 【答案】1．D 2．C 3．C 4．B 【导语】本文是一篇记叙文。主要讲述蒙特梭利的教育理念、求学经历及她创办学校推动幼儿教育变革的事迹。 1．细节理解题。根据第三段中的“I did not invent a method of education,” she wrote in 1914. “I simply gave some little children a chance to live.(“我并没有发明一种教育方法，”她在1914年写道，“我只是给了一些小孩活下去的机会”)”可知，蒙特梭利认为自己的教育方式只是为孩子提供了生存的机会。故选D项。 2．细节理解题。根据第四段中的“The school refused her because of her gender(这所学校因为她的性别拒绝了她)”可知，蒙特梭利最初被医学院拒收的原因是当时的大学不招收女学生。故选C项。 3．细节理解题。根据第五段内容“Montessori’s medical work led her to the University of Rome’s psychiatric (精神病的) clinic. As part of her job, she visited institutions for children with mental disorders, searching for patients suitable for treatment at the clinic. It was here that her interest in child development intensified.(蒙特梭利的医疗工作让她进入了罗马大学的精神病学诊所。工作期间，她走访了多家精神障碍儿童机构，为诊所筛选适合接受治疗的患者。正是在这段工作经历中，她对儿童发展的兴趣愈发浓厚)”可知，是她在精神病诊所的工作增强了对儿童发展的兴趣。故选C项。 4．推理判断题。根据第二段中的 “But back then, the idea that giving children fun activities would help them more than just memorize facts and do drills was very new(但在那个年代，让孩子通过趣味活动学习，比死记硬背和反复训练更有帮助的理念，是十分新颖的)，以及最后一段中的 “Montessori’s ‘auto-education’ approach soon had the five-year-old children reading and writing(蒙特梭利的 “自主教育” 模式很快就让五岁的孩子们学会了阅读和写作)”可知，她提出的教育理念和模式在当时极具开创性，推动了幼儿教育的变革。根据第五段中的 “As part of her job, she visited institutions for children with mental disorders, searching for patients suitable for treatment at the clinic(工作期间，她走访了多家精神障碍儿童机构，为诊所筛选适合接受治疗的患者)”，以及最后一段中的 “In 1898, Montessori spoke at Italy’s National Medical Congress in Turin, advocating for the idea that lack of adequate support and care for children with mental and emotional disorders caused them to misbehave. She developed her own teaching materials, and in 1907, she opened her first school(1898年，蒙特梭利在都灵举行的意大利全国医学大会上发表演讲，她主张精神与情绪存在障碍的儿童之所以行为失常，是因为缺乏足够的支持与关怀；她还研发了专属教具，并于 1907 年创办了第一所学校)”可知，她关注特殊儿童的成长需求，积极为他们寻求帮助并付诸实践。故选B。 02（25-26高三上·山东·月考）Education is essential. It is equally important that all students have excellent educators in their life. I’ve reflected on the impact my teachers have had, and will continue to have, in my life. From Mr. Bowker, who challenged me in math, to Mr. Bernsteen, my health teacher who taught me the value of hard work, my teachers have helped shape the student I am today. But one of the teachers who left a lasting impression on me was my summer school teacher, Mr. Davis, who impacted me beyond the classroom. He found time to connect with me on a personal level and talk to me after class. I felt like Mr. Davis cared about my academic success and was committed to setting an example of what’s possible. Mr. Davis could relate to what it was like to be a rising ninth-grade black male in today’s society. He taught me how to speak up confidently and share my ideas with others. When I would put my hand down because I was unsure of my answer, Mr. Davis would immediately say, “No courage, no triumph.” He never made me feel inadequate; he encouraged me to always pursue knowledge because he, too, was learning every day. Mr. Davis helped me brave the challenges and take advantage of the opportunities. I think having more black male teachers like Mr. Davis in the classroom could increase student success. They would share the background and experiences of many of their students and help build long-lasting teacher-student relationships. But, unfortunately, as the student population becomes more ethnically diverse, teachers in Nevada still are predominantly white. The numbers for black male teachers are more discouraging. Just 2 percent of teachers nationwide are black men. But you can help change the numbers. Whether you decide to study education in college or graduate school, I hope more black males will consider teaching as a career. We, students of color need more examples of excellence and success in classrooms — examples who look like us. 1．Why are Mr. Bowker and Mr. Bernstein mentioned in Paragraph 2? A．To prove their greater impact on the author. B．To introduce Mr. Davis and his deeper influence. C．To extend gratitude for all their contributions. D．To credit teachers for academic progress. 2．What does the underlined word “triumph” in Paragraph 3 mean? A．Confusion. B．Connection. C．Victory. D．Doubt. 3．What is the current situation of teachers in Nevada? A．2% of the staff are black males. B．Teachers have diverse ethnic backgrounds. C．White teachers are in the majority. D．Black male teachers are sufficient in number. 4．What is the purpose of the text? A．To share memories of various teachers. B．To urge black males to take up teaching. C．To show the importance of educators. D．To advertise for black male teachers. 【答案】1．B 2．C 3．C 4．B 【导语】本文是一篇夹叙夹议文。主要讲述不同老师对作者的影响，着重突出戴维斯老师的深远帮助，并呼吁更多黑人男性投身教育行业。 1．推理判断题。根据第二段中的“From Mr. Bowker, who challenged me in math, to Mr. Bernsteen, my health teacher who taught me the value of hard work, my teachers have helped shape the student I am today. But one of the teachers who left a lasting impression on me was my summer school teacher, Mr. Davis, who impacted me beyond the classroom. (从在数学上对我严格要求的鲍克先生，到教会我努力价值的健康课老师伯恩斯汀先生，这些老师都帮助塑造了如今的我。但给我留下最深刻印象的是我的暑期学校老师戴维斯先生，他对我的影响超出了课堂)”可知，提及鲍克先生和伯恩斯汀先生是为了引出戴维斯先生以及他带来的更深层次的影响。故选B项。 2．词句猜测题。根据第三段中的“When I would put my hand down because I was unsure of my answer, Mr. Davis would immediately say, “No courage, no triumph.” He never made me feel inadequate; he encouraged me to always pursue knowledge because he, too, was learning every day. (每当我因为不确定答案而把手放下时，戴维斯先生总会立刻说：“没有勇气，就没有triumph。”他从来不会让我觉得自己能力不足，还鼓励我要始终坚持求知，因为他自己也在每天学习。)”可知，戴维斯先生是在鼓励作者要勇敢表达观点，由此推断“triumph”的意思是“成功”。故选C项。 3．细节理解题。根据第四段中的“But, unfortunately, as the student population becomes more ethnically diverse, teachers in Nevada still are predominantly white. (但不幸的是，尽管学生群体的种族构成变得越来越多样化，内华达州的教师群体仍然以白人为主)”可知，内华达州目前的教师现状是白人教师占大多数。故选C项。 4．推理判断题。根据最后一段中的“Whether you decide to study education in college or graduate school, I hope more black males will consider teaching as a career. We, students of color need more examples of excellence and success in classrooms—examples who look like us. (无论你是打算在大学还是研究生院攻读教育专业，我都希望更多黑人男性能考虑将教书作为一份职业。我们有色人种学生需要在教室里看到更多优秀且成功的榜样——和我们有着相同肤色的榜样)”可知，作者写这篇文章的目的是呼吁更多黑人男性从事教师职业。故选B项。 03（25-26高三上·天津武清·月考）Barditch High School decided to have an All-School Reunion. Over 450 people came to the event. There were tours of the old school building and a picnic at Confederate Park. Several former teachers were on hand to tell stories about the old days. Ms. Mabel Yates, the English teacher for over fifty years, was wheeled to the Park. Some eyes rolled and there were a few low groans（嘟囔声）when Ms. Yates was about to speak. Many started looking at their watches and coming up with excuses to be anywhere instead of preparing to listen to a lecture from an old woman who had few kind words for her students and made them work harder than all the other teachers combined. Then Ms. Yates started to speak: “I can’t tell you how pleased I am to be here. I haven’t seen many of you since your graduation, but I have followed your careers and enjoyed your victories as well as crying for your tragedies. I have a large collection of newspaper photographs of my students. Although I haven’t appeared in person, I have attended your college graduations, weddings and even the births your children, in my imagination.” Ms. Yates paused and started crying a bit. Then she continued: “It was my belief that if I pushed you as hard as I could, some of you would succeed to please me and others would succeed to annoy me. Regardless of our motives, I can see that you have all been successful in you chosen path.” “There is no greater comfort for an educator than to see the end result of his or her years of work. You have all been a great source of pleasure and pride for me and I want you to know I love you all from the bottom of my heart.” There was a silence over the crowd for a few seconds and then someone started clapping. The clapping turned into cheering, then into a deafening roar (呼喊). lawyers, truck drivers, bankers and models were rubbing their eyes or crying openly with no shame all because of the words from a long forgotten English teacher from their hometown. 1．What activity was organized for the school reunion? A．Graduates’ reports in the old building. B．Sightseeing in the park. C．A picnic on the school playground. D．Telling stories about past events. 2．What can be inferred from Paragraph 2? A．Some graduates were too busy to listen to Ms. Yates’ speech. B．Some people got tired from the reunion activities. C．Many graduates disliked Ms. Yates’ ways of teaching. D．Most people had little interest in the reunion. 3．What was Ms. Yates’ belief in teaching teenagers? A．Hard-pushed students are more likely to succeed. B．Pressure on students from teachers should be reduced. C．Teachers’ knowledge is the key to students’ achievements. D．Students’ respect is the best reward for teachers. 4．Which of the following can best describe Ms. Yates? A．reliable and devoted. B．Tough and generous. C．Strict but caring. D．Proud but patient. 【答案】1．D 2．C 3．A 4．C 【导语】本文是一篇记叙文。文章主要讲述了Barditch High School校友聚会上，曾经的英语老师Ms. Mabel Yates的演讲让学生们从最初的不耐烦到最终被深深感动的故事。 1．细节理解题。根据第一段中“Several former teachers were on hand to tell stories about the old days.(几位以前的老师在现场讲述过去的故事。)”可知，校友聚会组织的活动包括讲述过去的故事。故选D项。 2．推理判断题。根据第二段“Some eyes rolled and there were a few low groans（嘟囔声）when Ms. Yates was about to speak. Many started looking at their watches and/ coming up with) excuses to be anywhere instead of preparing to listen to a lecture from an old woman who had few kind words for her students and made them work harder than all the other teachers combined.(当耶茨女士准备发言时，一些人翻起了白眼，还有几声低低的嘟囔。许多人开始看手表，琢磨着找借口去别的地方，也不愿准备听这个老妇人讲课 —— 她向来对学生没什么好话，还让他们做的功课比其他所有老师加起来布置的都多。)”可推断，许多毕业生不喜欢Ms. Yates的教学方式（严厉、苛刻）。故选C项。 3．细节理解题。根据第六段Ms. Yates的演讲内容“It was my belief that if I pushed you as hard as I could, some of you would succeed to please me and others would succeed to annoy me. Regardless of our motives, I can see that you have all been successful in you chosen path.(我一直坚信，要是我尽我所能地严格要求你们，你们当中有些人会为了让我满意而取得成功，还有些人会为了气我而发奋成才。不管我们各自的动机是什么，我都能看到，你们在自己选择的道路上都已然功有所成。)”可知，她认为严格督促（hard-pushed）的学生更可能成功。故选A项。 4．推理判断题。根据第二段中“Many started looking at their watches and coming up with excuses to be anywhere instead of preparing to listen to a lecture from an old woman who had few kind words for her students and made them work harder than all the other teachers combined.(许多人开始看手表，找各种借口想去别的地方，就是不愿准备听一位老妇人讲课 —— 这位老妇人对学生没什么好脸色，还让他们做的功课，比其他所有老师加起来布置的都要多。)”能看出Yates老师教学十分严格；再根据第四段中“I haven’t seen many of you since your graduation, but I have followed your careers and enjoyed your victories as well as crying for your tragedies.(你们毕业之后，我就没怎么见过你们中的大多数人了，但我一直关注着你们的事业，既为你们的成功而欣喜，也为你们的遭遇而难过。)”以及第七段中“You have all been a great source of pleasure and pride for me and I want you to know I love you all from the bottom of my heart.(你们所有人一直都是我快乐和骄傲的重要源泉，我想让你们知道，我打心底里爱着你们每一个人。)”能看出她内心十分关心学生。因此Yates老师是“严格但体贴”的人。故选C项。 04（2024高三·天津·专题练习）Our teacher, Miss Chevalier was a small woman, with a moon face, fatty fingers and curls that sprang straight up from her head, hence the funny name “Poodle (卷毛狗)”. She taught in our reading club. Sometimes she would look in and ask what we were reading — not to check but to know. That’s what happened the day my club was reading aloud a poem by Henry Longfellow. I guess I was better than the others, for Miss Chevalier asked a while later, “Addie, I was wondering if you would recite the whole poem to the Saturday evening’s club.” She said a famous professor was going to give a lecture about the poet, and a presentation of that poem would be a fresh way to start. She asked me to memorize it. “But that shouldn’t be a problem for a child of your ability,” she added. I’m telling you, my happy feet barely touched the ground all the way home. To me, that was the biggest thing ever and I soon learned the whole poem by heart, well prepared for our first rehearsal. I was desperately nervous when I went to her office the next day. But the good thing was she always had the smile that would make you feel like you just did something right. Halfway through the poem, Miss Chevalier stopped me and asked if I knew what “impetuous” meant. Despite her encouraging smile, I wanted to sink through the floor because I was unsure about its pronunciation as well as its meaning. Miss Chevalier pretended not to have noticed my red face and handed me a dictionary, asking me to read its definition aloud. “Impetuous has two definitions: rushing with great force or violence; acting suddenly, with little thought. ” She asked me which one fitted the poem. I read both definitions over again, trying to figure it out, but Miss Chevalier must have read my mind. “There is no wrong answer,” she said, “I want to know your opinion, Addie.” Hesitantly, I said, “Maybe… both.” She liked that. “One has to be impetuous both ways or they wouldn’t dare to face up to any challenge. Would you call yourself impetuous?” I knew she was asking for an opinion. “My mother thinks being impetuous for girls is improper, anyway.” She said my mom was somewhat right about that. “But girls should also be wise to take up challenges when needed. I believe you are such a girl.” After that, I would never call Miss Chevalier “Poodle” again. 1．Why did Addie feel happy on her way home? A．An event was going to happen. B．She was fully ready for her first rehearsal. C．She gained recognition for her performance. D．She memorized the poem sooner than others. 2．What can be learned about Miss Chevalier’s personality from the way she treated Addie? A．Caring and considerate. B．Easygoing and carefree. C．Curious and open-minded. D．Disciplined and strong-willed. 3．How did Miss Chevalier succeed in making Addie truly understand the word “impetuous”? A．By asking Addie to define it in her own way. B．By interpreting the two definitions separately. C．By consulting the dictionary for its definitions. D．By linking its definitions to Addie’s situations. 4．What is the probable reason that Addie would never call Miss Chevalier “Poodle” again? A．She followed her mother’s advice. B．She made up her mind to be a polite girl. C．She was touched by Miss Chevalier’s trust. D．She felt Miss Chevalier’s teaching funny. 【答案】1．C 2．A 3．D 4．C 【导语】本文是一篇记叙文。文章主要讲述了老师希望作者以诗歌朗诵的形式为周六晚上的演讲活动来暖场，排练时作者有一个词不懂，老师耐心引导作者理解，使作者逐渐领悟该词词义，作者很感动。 1．推理判断题。根据第三段中“‘But that shouldn’t be a problem for a child of your ability,’ she added. I’m telling you, my happy feet barely touched the ground all the way home. (‘但对于你这种能力的孩子来说，这应该不是问题，’她补充道。我告诉你，回家的路上，我快乐的双脚几乎没着地。)”可知，老师信任作者的朗诵能力，她的表现获得了认可，这是作者回家路上高兴的原因。故选C。 2．推理判断题。根据第四段中“But the good thing was she always had the smile that would make you feel like you just did something right. (但好的是，她总是面带微笑，让你觉得你做得对。)”以及第五段中“Despite her encouraging smile, I wanted to sink through the floor because I was unsure about its pronunciation as well as its meaning. Miss Chevalier pretended not to have noticed my red face and handed me a dictionary, asking me to read its definition aloud. (尽管她微笑着鼓励我，但我还是想沉下去，因为我不确定它的发音和含义。谢瓦利埃小姐假装没有注意到我的脸红，递给我一本词典，让我大声朗读它的定义。)”可知，老师对作者很关爱和耐心指导。由此推知，老师是一个关心人和体贴的人。故选A。 3．推理判断题。根据第六段中“‘There is no wrong answer,’ she said, ‘I want to know your opinion, Addie.’(‘没有错误的答案，’她说，‘我想知道你的意见，艾迪。’)，第七段中“One has to be impetuous both ways or they wouldn’t dare to face up to any challenge. Would you call yourself impetuous? (一个人必须以这两种方式保持冲动，否则他们不敢面对任何挑战。你会说自己冲动吗？)”， 第八段中“My mother thinks being impetuous for girls is improper, anyway. (不管怎样，我妈妈认为对女孩来说冲动是不合适的。)” 以及第九段中“She said my mom was somewhat right about that. ‘But girls should also be wise to take up challenges when needed. I believe you are such a girl.’(她说我妈妈说得对。‘但女孩们也应该明智地在需要时接受挑战。我相信你就是这样一个女孩。’)”可知，通过教师与作者对话的叙述，教师通过一系列问题把作者的成长背景和‘impetuous’词义联系起来，使作者逐渐领悟该词词义。故选D。 4．推理判断题。根据第九段中“But girls should also be wise to take up challenges when needed. I believe you are such a girl. (但女孩们也应该明智地在需要时接受挑战。我相信你就是这样一个女孩。)”可知，老师的信任令作者感动，所以作者再也不会称谢瓦利埃小姐为“卷毛狗”。故选C。 变式二、教育创新类记叙文4篇 01（25-26高三上·北京朝阳·期中）My middle school taught the periodic table (元素周期表) in the eighth grade. From the beginning, I fell in love with the element “Bismuth” (Bi). It comes in absolutely beautiful colours and grows in square shapes that can be changed during the growing process with music. Now, Bi is not exactly as common as Hydrogen or Oxygen so it wasn’t an element we talked about much in class. However, whenever the opportunity arrived, I would bring it up and express how much I liked it. It kind of became a joke that on the occasion when it was brought up, my classmates would look over at me and kind of laugh. One day we were in class like normal and I was in a bad mood. Mrs. Mennon, the teacher of this class, had a rule that if you finished your work early, you had to do extra work. All I wanted to do was draw or play games. I remember sitting there and just thinking, “She is out of her mind! What’s the point in making us do extra work?” Literally as I was thinking about this, Mrs. Mennon called my name aloud, “Henry! Come here.” I was worried I had somehow said my thoughts out loud, but that wasn’t it at all. When I got to the desk she explained that she had been at a resource fair for science teachers to buy some new supplies for the class. She then held out her hand and gave me a tiny piece of Bi, and said she had seen it and immediately thought of me. My face lit up and couldn’t thank her enough. She said that was all and I went back to my seat. In my head, I had been complaining about Mrs. Mennon and her rule all without knowing she had done something extremely kind for me. I felt horrible. I have teachers in my family, and I’ve seen the trouble they have to deal with, but I hadn’t been thinking about how much they had done for us. It’s been a long time since then. The Bi was a gift I will always cherish, but Mrs. Mennon also gave me a lesson. I needed to hear. 1．What made the author’s classmates laugh when Bi was mentioned? A．Bi’s unusual name. B．Bi’s unique properties. C．The author’s knowledge of Bi. D．The author’s predictable reaction to Bi. 2．Why did Mrs. Mennon give the author a piece of Bi? A．To support his keen interest. B．To comfort him for his low spirits. C．To reward his extra work in the class. D．To arouse his curiosity about her class. 3．How did the author feel after receiving the gift? A．Moved but confused. B．Excited but anxious. C．Content but stressed. D．Grateful but guilty. 4．What can you learn from the story? A．Gifts blind your eyes. B．Goodness favors growth. C．A little interest goes a long way. D．Youthful errors define your future. 【答案】1．D 2．A 3．D 4．B 【导语】本文是一篇记叙文，主要讲述了八年级的作者因热爱小众元素铋，在心情不佳抱怨老师时，意外收到老师特意为他准备的铋元素礼物，由此感受到老师的细心善意并反思自身、获得成长的经历。 1．细节理解题。根据第二段“Now, Bi is not exactly as common as Hydrogen or Oxygen so it wasn’t an element we talked about much in class. However, whenever the opportunity arrived, I would bring it up and express how much I liked it. It kind of became a joke that on the occasion when it was brought up, my classmates would look over at me and kind of laugh.(铋不像氢和氧那么常见，所以我们在课上没怎么讨论它。然而，只要有机会，我就会把它提出来，表达我是多么喜欢它。这变成了一个笑话，当它被提起的时候，我的同学们会看着我笑。)”可知，作者对铋元素的喜爱已成常态，一提及就会表达自己的喜爱，由此可知，在提到铋时同学们笑是因为作者每次提到Bi时都会表现出可预测的表达喜爱的反应。故选D。 2．细节理解题。根据第二段中“However, whenever the opportunity arrived, I would bring it up and express how much I liked it.(然而，只要有机会，我就会把它提出来，表达我是多么喜欢它。)”以及第四段中“When I got to the desk she explained that she had been at a resource fair for science teachers to buy some new supplies for the class. She then held out her hand and gave me a tiny piece of Bi, and said she had seen it and immediately thought of me.(当我走到讲台前时，她解释说她参加了一个科学教师资源博览会，为班级买了一些新用品。然后她伸出手，给了我一小块铋，说她看到了它，立刻想到了我。)”可知，作者反复表达对铋的喜爱， Mennon老师注意到学生对这个冷门元素的特殊喜爱，在参加科学教师资源展时看到铋就想到了作者，并特意购买一块铋作为礼物送给作者；由此可知，Mennon老师给作者一块铋是为了支持他强烈的兴趣。故选A。 3．推理判断题。根据第四段中“My face lit up and couldn’t thank her enough. (我喜笑颜开，对她感激不尽。)”以及第五段中“In my head, I had been complaining about Mrs. Mennon and her rule all without knowing she had done something extremely kind for me. I felt horrible. I have teachers in my family, and I’ve seen the trouble they have to deal with, but I hadn’t been thinking about how much they had done for us.(在我的脑海里，我一直在抱怨Mennon老师和她的规定，却不知道她为我做了一件极其善良的事情。我感觉糟透了。我家里有老师，我看到过他们要处理的麻烦，但我从来没有想过他们为我们做了多少。)”可知，作者对于收到Mennon老师送他的一块铋非常感激，又因之前抱怨老师，对老师的不理解而感到内疚，因此，作者收到礼物后是感激与内疚交织。故选D。 4．推理判断题。通读全文，尤其根据最后一段“It’s been a long time since then. The Bi was a gift I will always cherish, but Mrs. Mennon also gave me a lesson. I needed to hear.(从那以后已经过去很久了。那块铋是我一直珍视的礼物，但Mennon老师也给了我一个教训。这正是我需要听到的。)”可知，文章主要讲述了作者非常热爱小众元素铋，在心情不佳抱怨老师时，意外收到老师的礼物——注意到学生对一个冷门元素的特殊喜爱，在参加科学教师资源展时特意为其购买一块铋，作者由此感受到老师的细心善意并反思自身、获得成长。B选项“Goodness favors growth(善意助力成长)”精准地概括了这个故事的精髓：Mennon老师的善意打破了作者当时的负面情绪和狭隘视角，使自己进行了深刻的自我反思，并获得成长。故选B。 02（25-26高三上·江西宜春·月考）In the quiet oil town of Drumright, Oklahoma — where the highway passes by empty shops and the population is just under 3,000 — Sarah Hagan is rewriting the rules of math education. The 25-year-old teacher, who turned down opportunities in bigger cities, now spends her days in a once-worn-out classroom at Drumright High School, earning barely $30,000 a year. “When they offered me the job in April before graduation, I just said ‘yes’,” recalls Hagan, whose passion outweighs the district’s limited resources. What began as a simple room with uneven floorboards and mismatched walls has become a lively math space under Hagan’s care. Every surface bursts with colorful creations: posters and paper fill every corner and a handmade sign declares her the “Teacher of Awesome (Math).” This transformation mirrors her revolutionary approach to education — one that relies not only on textbooks but also on student-crafted learning journals filled with origami folds (折纸), hand-drawn diagrams, and lessons printed on rainbow-colored paper. Hagan’s classroom is full of unconventional energy: algebra (代数) becomes speed-dating as students pair up to name polynomials (多项式) and spaghetti strands (意大利面) demonstrate geometric principles. “She makes us forget we’re learning,” says Jake Williams. Even math haters like Taylor Russell find themselves engaged: “This year, I actually love it.” The young educator’s “A, B, or Not Yet” grading system rules out failure as an option. Students reattempt assignments until they master the material, with Hagan routinely staying hours after school to provide support. During lunch breaks, students gather in her office for help with all subjects, not just math. Fellow teacher Melinda Parker voices what many think: “We’re so lucky to have her in Drumright.” Though the workload sometimes wears her out, her commitment never declines. In rare free moments, she shares her innovative methods through her blog, appropriately titled Math equals Love — a philosophy that continues to transform lives in this unlikely corner of rural Oklahoma. 1．What can we learn about Drumright? A．Drumright is very populous. B．People get high salaries in Drumright. C．Math education is challenging in Drumright. D．Drumright has limitless resources. 2．What is the key principle behind Hagan’s revolutionary teaching method? A．Involve me and I learn. B．Teach others to teach yourself. C．Learn and grow together. D．Seek truth from inner peace. 3．How does Sarah Hagan teach polynomials? A．By using traditional textbooks. B．Through math speed-dating activities. C．By inventing the grading system. D．Through office dialogues after class. 4．Which of the following words can best describe Sarah Hagan? A．Conventional and committed. B．Generous and reserved. C．Talented and determined. D．Creative and patient. 【答案】1．C 2．A 3．B 4．D 【导语】本文是一篇记叙文。文章主要讲述 25 岁教师Sarah Hagan在俄克拉荷马州Drumright高中创新数学教学方法，改变当地数学教育现状的故事。 1．细节理解题。根据第一段“In the quiet oil town of Drumright, Oklahoma — where the highway passes by empty shops and the population is just under 3,000 — Sarah Hagan is rewriting the rules of math education.(在俄克拉荷马州宁静的石油小镇德拉姆赖特 —— 高速公路旁是空荡荡的商店，人口不到3000人 ——Sarah Hagan正在改写数学教育的规则)”及第二段““When they offered me the job in April before graduation, I just said ‘yes’,” recalls Hagan, whose passion outweighs the district’s limited resources.(“当他们在我毕业前的四月份给我提供这份工作时，我只是说‘好’，”Hagan回忆说，她的热情超过了学区有限的资源)”可知，德拉姆赖特的数学教育面临挑战（资源有限、需改写规则）。故选C。 2．细节理解题。根据第三段中“This transformation mirrors her revolutionary approach to education — one that relies not only on textbooks but also on student-crafted learning journals filled with origami folds (折纸), hand-drawn diagrams, and lessons printed on rainbow-colored paper.(这种转变反映了她革命性的教育方法 —— 这种方法不仅依赖教科书，还依赖学生制作的学习笔记，里面满是折纸、手绘图表和印在彩虹色纸上的课程内容)”和第四段中“Hagan’s classroom is full of unconventional energy: algebra (代数) becomes speed-dating as students pair up to name polynomials (多项式) and spaghetti strands (意大利面) demonstrate geometric principles.(Hagan 的课堂充满了非传统的活力：代数变成了‘速配’游戏，学生们结对说出多项式的名称；意大利面则用来演示几何原理)”可知，Hagan的教学方法的核心理念是让学生参与进来从而进行学习。故选A。 3．细节理解题。根据第四段“Hagan’s classroom is full of unconventional energy: algebra (代数) becomes speed-dating as students pair up to name polynomials (多项式) and spaghetti strands (意大利面) demonstrate geometric principles.(Hagan 的课堂充满了非传统的活力：代数变成了‘速配’游戏，学生们结对说出多项式的名称；意大利面则用来演示几何原理)”可知，Hagan通过“数学速配”活动教多项式。故选B。 4．推理判断题。根据第三段中“This transformation mirrors her revolutionary approach to education — one that relies not only on textbooks but also on student-crafted learning journals filled with origami folds (折纸), hand-drawn diagrams, and lessons printed on rainbow-colored paper.(这一转变反映了她的革命性教育方法——不仅依赖教科书，还依赖学生自制的学习日志，里面充满了折纸、手绘图表和印在彩虹色纸上的课程)”以及第五段中“Students reattempt assignments until they master the material, with Hagan routinely staying hours after school to provide support.(学生们会重新尝试作业，直到掌握材料为止，Hagan通常会放学后待几个小时提供支持)”可知，Sarah Hagan既有创意又有耐心。故选D。 03（2025·福建泉州·一模）In the quiet oil town of Drumright, Oklahoma — where the highway passes by empty shops and the population is just under 3,000 — Sarah Hagan is rewriting the rules of math education. The 25-year-old teacher, who turned down opportunities in bigger cities, now spends her days in a once-worn-out classroom at Drumright High School, earning barely $30,000 a year. “When they offered me the job in April before graduation, I just said ‘yes’,” recalls Hagan, whose passion outweighs the district’s limited resources. What began as a simple room with uneven floorboards and mismatched walls has become a lively math space under Hagan’s care. Every surface bursts with colorful creations: posters and paper fill every corner and a handmade sign declares her the “Teacher of Awesome (Math).” This transformation mirrors her revolutionary approach to education — one that relies not only on textbooks but also on student-crafted learning journals filled with origami folds (折纸), hand-drawn diagrams, and lessons printed on rainbow-colored paper. Hagan’s classroom is full of unconventional energy: algebra becomes speed-dating as students pair up to name polynomials (多项式) and spaghetti strands (意大利面) demonstrate geometric principles. “She makes us forget we’re learning,” says Jake Williams. Even math haters like Taylor Russell find themselves engaged: “This year, I actually love it.” The young educator’s “A, B, or Not Yet” grading system rules out failure as an option. Students reattempt assignments until they master the material, with Hagan routinely staying hours after school to provide support. During lunch breaks, students gather in her office for help with all subjects, not just math. Fellow teacher Melinda Parker voices what many think: “We’re so lucky to have her in Drumright.” Though the workload sometimes wears her out, her commitment never declines. In rare free moments, she shares her innovative methods through her blog, appropriately titled Math equals Love — a philosophy that continues to transform lives in this unlikely corner of rural Oklahoma. 1．Why does the author mention the condition of Drumright? A．To describe the falling of an oil town. B．To highlight the value of Hagan’s choice. C．To present the challenges of math education. D．To inspire more donations of teaching resources. 2．What is the key principle behind Hagan’s revolutionary teaching method? A．Involve me and I learn. B．Teach others to teach yourself. C．Learn and grow together. D．Seek truth from inner peace. 3．How does Sarah Hagan teach polynomials? A．By using traditional textbooks. B．Through math speed-dating activities. C．By inventing the grading system. D．Through office dialogues after class. 4．What is the best title of the text? A．The Teacher Believing Math equals Love B．Teacher of Awesome: A Director of Vision C．Talented Students Inspired D．DIY Math: The Rules rewriten 【答案】1．B 2．A 3．B 4．A 【导语】这是一篇记叙文，文章主要介绍Sarah Hagan选择在条件落后的Drumright 高中担任数学老师，用创新的教学方法使学生爱上数学的故事。 1．推理判断题。根据第一段“In the quiet oil town of Drumright, Oklahoma — where the highway passes by empty shops and the population is just under 3,000-Sarah Hagan is rewriting the rules of math education.(在俄克拉何马州宁静的石油小镇Drumright，高速公路经过空荡荡的商店，人口不到3000人，Sarah Hagan正在改写数学教育的规则)”和第二段中“The 25-year-old teacher, who turned down opportunities in bigger cities, now spends her days in a once-worn-out classroom at Drumright High School, earning barely $30,000 a year.(这位25岁的教师拒绝了大城市的工作机会，现在在Drumright 高中一间破旧的教室里度过，每年只能挣3万美元)”可知，Hagan放弃大城市的工作机会选择来到Drumright高中工作，文章提及这里的条件简陋更加突出了Hagan作出这个选择的价值所在，故选B。 2．推理判断题。根据第三段中“This transformation mirrors her revolutionary approach to education — one that relies not only on textbooks but also on student-crafted learning journals filled with origami folds (折纸), hand-drawn diagrams, and lessons printed on rainbow-colored paper.(这种转变反映了她革命性的教育方法——不仅依赖于教科书，还依赖于学生自己制作的学习日志，里面有折纸、手绘图表和印在彩虹色纸上的课程)”和第四段中“Hagan’s classroom is full of unconventional energy: algebra becomes speed-dating as students pair up to name polynomials (多项式) and spaghetti strands (意大利面) demonstrate geometric principles. ‘She makes us forget we’re learning,’ says Jake Williams. Even math haters like Taylor Russell find themselves engaged: ‘This year, I actually love it.’(Hagan的课堂充满了非传统的活力：学生们结对命名多项式，而意大利面条展示几何原理，代数变成了速配。‘她让我们忘记了我们正在学习，’Jake Williams说。就连Taylor Russell这样讨厌数学的人也发现自己投入其中：‘今年，我真的很喜欢数学。’)”可知， Hagan革命性的教育方法的关键原则是让学生参与其中，然后从中学习，A项“让我参与，我方能学会”符合题意，故选A。 3．细节理解题。根据第四段中“algebra becomes speed-dating as students pair up to name polynomials (多项式) and spaghetti strands (意大利面) demonstrate geometric principles(学生们结对命名多项式，而意大利面条展示几何原理，代数变成了速配)”可知，Sarah Hagan用速配活动来教授多项式，故选B。 4．主旨大意题。根据全文内容，结合第一段“In the quiet oil town of Drumright, Oklahoma — where the highway passes by empty shops and the population is just under 3,000-Sarah Hagan is rewriting the rules of math education.(在俄克拉何马州宁静的石油小镇Drumright，高速公路经过空荡荡的商店，人口不到3000人，Sarah Hagan正在改写数学教育的规则)”和最后一段中“In rare free moments, she shares her innovative methods through her blog, appropriately titled Math equals Love — a philosophy that continues to transform lives in this unlikely corner of rural Oklahoma.(在难得的空闲时间，她通过她的博客分享她的创新方法，恰当地命名为“数学等于爱”——这种哲学继续改变着俄克拉荷马州这个不太可能的农村角落的生活)”可知，文章主要介绍Sarah Hagan选择在条件落后的Drumright 高中担任数学老师，用创新的教学方法使学生爱上数学的故事，A项“相信数学等于爱的老师”最适合作为标题，故选A。 04（25-26高三上·山东泰安·开学考试）College professors these days face an ever-higher bar to grab the attention of their students. Yet, Tatiana Erukhimova, who teaches physics at Texas A&M University in the USA, has managed to get her students excited about science. Known as “Dr. Tatiana”, the professor performs physics tricks with boundless energy and enthusiasm. Videos of her theatrical demonstrations have racked up hundreds of millions of views across social media platforms. In the videos, Erukhimova uses a range of everyday objects in her experiments, from ping pong balls and toilet paper to bicycle wheels and hair dryers. It’s clear she knows what it takes to get young people excited about a hard science. But it isn’t always that way. When she first started teaching college freshman classes almost two decades ago, she struggled to grab the attention of her younger students. She was used to teaching juniors (大三学生) and found it easier to teach them. “By junior year, students enrolled in physics are determined to learn,” she says. “But when it comes to teaching a large lecture hall of 100-plus first-year students, first impressions are important. Unfortunately, I did not grab their attention—that was my mistakes.” By the second semester, she found her footing, adjusting her approach to make her lecture halls feel smaller and get her students engaged. “Talk to your students before and after class. Walk up and down the stairs when you teach your class rather than stay on the stage,” she says. “And add showy demonstration, which helps students connect the abstract concepts with real life.” Erukhimova has earned more than just recognition on social media. In October 2023, she was honored with a national award for science outreach “for leadership in bringing the excitement of physics through innovative education programs.” 1．What can we infer about Erukhimova from the first two paragraphs? A．She likes to play a trick on her students. B．She wants to be popular on social media. C．She excites widespread interest in science. D．She is passionate about making online videos. 2．What’s the probable meaning of the underlined words “racked up” in paragraph 2? A．Gained. B．Controlled. C．Protected. D．Replaced. 3．Why did Erukhimova find it easier to teach juniors? A．Juniors could study entirely on their own. B．She used simpler teaching methods for juniors. C．She didn’t have to worry about first impressions. D．Juniors showed a higher level of commitment to learning. 4．How did Erukhimova find her footing in the second semester? A．By improving her communication skills. B．By following a traditional teaching method. C．By reducing the number of students in the class. D．By making herself approachable and her teaching engaging. 【答案】1．C 2．A 3．D 4．D 【导语】本文是一篇记叙文。文章主要讲述了美国得克萨斯农工大学的物理学教授塔季扬娜・叶鲁希莫娃(Tatiana Erukhimova)有创意地教学生们物理知识，激发了学生们对科学的热爱。 1．推理判断题。根据第一段“Yet, Tatiana Erukhimova, who teaches physics at Texas A&M University in the USA, has managed to get her students excited about science. (然而，在美国得克萨斯A&M大学教物理的塔季扬娜・叶鲁希莫娃成功让她的学生对科学产生了兴趣。)”以及第二段“Videos of her theatrical demonstrations have racked up hundreds of millions of views across social media platforms. (她富有戏剧性的演示视频在各大社交媒体平台上获得了数亿次观看。)”可知，叶鲁希莫娃不仅让自己的学生对科学感兴趣，其演示视频还吸引了大量网友关注，可推断她激发了广泛的科学兴趣。故选C项。 2．词句猜测题。根据第二段“Videos of her theatrical demonstrations have racked up hundreds of millions of views across social media platforms. (她富有戏剧性的演示视频在各大社交媒体平台上racked up数亿次观看。)”并结合“views(观看量)”的语境可知， 这里指视频在各大社交媒体平台上获得了数亿次观看，所以racked up应表示“获得、积累”，与“Gained” 含义一致。故选A项。 3．细节理解题。根据第三段““By junior year, students enrolled in physics are determined to learn,” she says. (她说：“到了大三，选修物理的学生是下定决心要学习的。”)”可知，叶鲁希莫娃认为教大三学生更容易，是因为大三学生对学习物理有更高的投入度和决心。故选D项。 4．细节理解题。根据第四段““Talk to your students before and after class. Walk up and down the stairs when you teach your class rather than stay on the stage,” she says. “And add showy demonstration, which helps students connect the abstract concepts with real life.” (她说：“课前课后和学生交流。上课的时候在过道里走动，而不是待在讲台上。还要增加精彩的演示，帮助学生把抽象概念和现实生活联系起来。”)”可知，叶鲁希莫娃通过课前课后交流、走近学生、增加演示让教学更有吸引力，即让自己更易接近且教学更具参与感，从而找到教学方向。故选D项。 $