高考英语阅读理解每日一练-2026届高三英语一轮复习专项

2026高考英语阅读理解每日一练 一、传统蜡染艺术校园课堂 · 细节理解+词义猜测复合考点 体裁：新闻报道 词数：约335 难度：★★★☆☆ In November 2026, traditional batik art was officially added to the labor curriculum of 60 primary schools in Guizhou Province, a cradle of Chinese batik culture. The school invited local batik inheritors to teach courses, aiming to let students master basic batik skills and create innovative works with campus and ethnic cultural elements. In the classes, inheritors taught students classic batik steps like wax painting, dyeing and dewaxing, and guided them to use natural plant dyes to color cloth. The most innovative part was that students designed batik works for campus life: some made batik school bags with ethnic flower patterns, others created batik wall paintings for the classroom with campus activity scenes. By the end of the course, a campus batik exhibition was held, and more than 280 student works were on display, which were highly praised by local cultural and educational departments. This course not only enriched students’ after-school life but also let them experience the charm of ethnic traditional art. Teachers said students showed great passion for batik creation and became more willing to explore the integration of ethnic culture and campus life. 1. What is the main purpose of adding batik art to Guizhou’s primary school curriculum? A. To let inheritors make batik works for the school B. To help students master basic skills and create innovative campus-ethnic themed works C. To teach students only to use chemical dyes for batik creation D. To replace labor courses with art courses in primary schools 2. Which statement is TRUE according to the passage? A. Students created batik works like school bags and classroom wall paintings B. The campus batik exhibition displayed less than 100 student works C. Batik classes were only taught by school teachers without inheritors D. The course only taught dewaxing without wax painting and dyeing 3. The underlined word “dewaxing” in Paragraph 2 probably means ______. A. a kind of natural plant dye for batik B. a classic step in the batik production process C. a type of ethnic flower pattern on batik works D. a tool for drawing wax patterns on cloth 4. What can we infer from the passage? A. Students had no interest in batik art creation at all B. The batik course failed to enrich students’ after-school life C. The course helped students feel the charm of ethnic traditional art D. Ethnic traditional culture has no connection with campus life 考点标注 基础层：定位课程开设目的、创作细节等核心信息（题1、题2）； 提升层：结合语境推测词汇含义（题3）、基于原文进行合理推断（题4）。 二、传统楹联文化校园创作大赛 · 细节定位+原因分析考点 体裁：新闻评论 词数：约338 难度：★★★☆☆ On December 28, 2026, the “Traditional Couplet Culture Campus Creation Competition” was held in over 90 middle schools in Hubei Province, in celebration of the upcoming Spring Festival. Co-organized by local cultural associations and schools, the competition aimed to inherit traditional couplet culture and improve students’ Chinese writing ability. The core of the competition is to create couplets with campus and life themes on the basis of traditional couplet rules. Participants were required to follow the basic norms of couplets, such as tonal harmony and antithetical parallelism, and create works related to campus study, teacher-student friendship, youth growth and traditional festivals. Besides, the competition also included a couplet appreciation session: professional calligraphers and literature teachers explained classic ancient couplets and taught students how to write couplets with a writing brush. Many students wrote their excellent couplet works on red paper and pasted them on the classroom doors, creating a strong festive and cultural atmosphere on campus. This competition is held for two main reasons. First, many middle school students know little about traditional couplet culture and its writing rules. Second, schools hope to enhance students’ cultural confidence and Chinese literacy through couplet creation and appreciation. The competition received over 1,500 works from students, and the results showed that most students had a good grasp of basic couplet writing skills after the activity. 1. When was the campus couplet creation competition held in Hubei Province? A. On December 28, 2026 B. During the Spring Festival in 2027 C. At the start of the 2026 winter vacation D. After the 2027 Lantern Festival 2. What is the core of the traditional couplet culture campus competition? A. To let students only appreciate ancient classic couplets without creation B. To create campus and life-themed couplets following traditional rules C. To ask students to copy classic couplets instead of writing their own D. To write couplets without following any tonal and parallelism norms 3. Why is the campus couplet creation competition held? A. To make students give up learning modern Chinese writing B. To help students learn couplet culture and enhance cultural confidence and Chinese literacy C. To let professional calligraphers show their couplet works only D. To reduce the number of Chinese learning activities in schools 4. What can we learn from the passage? A. The competition was held in less than 50 middle schools in Hubei B. The competition received only a few works from middle school students C. Students pasted their excellent couplet works on classroom doors D. Students still knew nothing about couplet writing rules after the competition 考点标注 基础层：精准定位比赛举办时间、核心要求等事实细节（题1、题2）； 提升层：分析比赛举办的核心原因（题3）、概括比赛的开展成果（题4）。 三、传统皮影戏校园创新社团 · 细节查询+词义猜测+推理判断考点 体裁：说明文 词数：约330 难度：★★★★☆ In October 2026, traditional shadow puppet show innovation clubs were set up in 52 high schools in Shaanxi Province, the birthplace of Chinese shadow puppetry. The clubs are guided by professional shadow puppet artists and integrate traditional shadow puppet making, performing skills with campus-themed script creation, building a unique platform for students to inherit and innovate this intangible cultural heritage. In the clubs, students first learn to make shadow puppets with cowhide and donkey hide: they carve delicate patterns, color the puppets and make movable joints for them. Then they are encouraged to create innovative shadow puppet scripts with campus themes—some adapted classic campus stories into shadow puppet plays, others created plays about traditional culture learning and youth friendship. When performing, students combine traditional background music with modern campus melodies, and use stage lights to make the performances more vivid. What’s more, the artists also tell students the history and cultural origin of shadow puppetry, helping them understand the deep connotation of this ancient art. These campus shadow puppet clubs not only cultivate students’ hands-on ability and creative thinking but also make traditional shadow puppetry close to teenagers. The ancient art gains new vitality in the campus, and more young students begin to love and inherit this precious intangible cultural heritage of China. 1. What materials do students use to make traditional shadow puppets in the clubs? A. Cowhide and donkey hide B. Cloth and paper with plant dyes C. Stone and wood for carving D. Red paper and writing brush 2. Which of the following is NOT an activity of the shadow puppet show innovation clubs? A. Learning to make movable joint shadow puppets with hide B. Creating campus-themed script for shadow puppet plays C. Combining traditional background music with modern campus melodies D. Teaching students only to watch shadow puppet shows without any practice 3. The underlined word “adapted” in Paragraph 2 probably means ______. A. to copy something without any changes B. to change something slightly to fit a new situation C. to create something completely new with no basis D. to delete something unimportant from a work 4. What can we infer from the passage? A. The shadow puppet clubs have no influence on students’ creative thinking B. Students have no interest in making and performing shadow puppet plays C. The clubs help cultivate students’ abilities and inherit traditional shadow puppetry D. Traditional shadow puppetry has no vitality and is forgotten by teenagers 考点标注 基础层：查询社团制作材料、核心活动等细节（题1、题2）； 提升层：推测词汇含义（题3）、排除绝对化表述进行合理推理（题4）。 参考答案 1. 传统蜡染艺术校园课堂：B、A、B、C 2. 传统楹联文化校园创作大赛：A、B、B、C 3. 传统皮影戏校园创新社团：A、D、B、C 逐题详细解析 一、传统蜡染艺术校园课堂 1. B 解析：定位首段“aiming to let students master basic batik skills and create innovative works with campus and ethnic cultural elements”，为课程开设核心目的；A、C、D均与原文表述相悖。 2. A 解析：根据第二段“some made batik school bags... others created batik wall paintings for the classroom”可知表述正确；B错在“作品不足100件”，C错在“无传承人授课”，D错在“仅教脱蜡步骤”。 3. B 解析：前文提及“classic batik steps like wax painting, dyeing and dewaxing”，dewaxing是蜡染制作的经典步骤之一，意为“脱蜡”。 4. C 解析：从最后一段“let them experience the charm of ethnic traditional art”可合理推断，课程让学生感受到了民族传统艺术的魅力；A、B、D均为绝对化错误表述。 二、传统楹联文化校园创作大赛 1. A 解析：首段明确提及“On December 28, 2026, the ‘Traditional Couplet Culture Campus Creation Competition’ was held”，直接定位时间答案。 2. B 解析：根据第二段“The core of the competition is to create couplets with campus and life themes on the basis of traditional couplet rules”，为比赛核心要求；A、C、D均与原文不符。 3. B 解析：定位第三段“First, many middle school students know little about traditional couplet culture... Second, schools hope to enhance students’ cultural confidence and Chinese literacy”，为举办比赛的两大核心原因。 4. C 解析：从第二段“Many students wrote their excellent couplet works on red paper and pasted them on the classroom doors”可知表述正确；A、B、D均与原文细节矛盾。 三、传统皮影戏校园创新社团 1. A 解析：定位第二段“students first learn to make shadow puppets with cowhide and donkey hide”，直接匹配皮影制作材料。 2. D 解析：原文提及社团活动包含“制作皮影人偶”“创作校园主题剧本”“融合传统与现代音乐”，对应A、B、C；D“仅观看不实操”与社团核心传承创新的理念相悖。 3. B 解析：结合后文“classic campus stories into shadow puppet plays”的语境，adapted意为“改编，稍作改动以适应新场景”。 4. C 解析：从最后一段“cultivate students’ hands-on ability and creative thinking... more young students begin to love and inherit this precious intangible cultural heritage”可推断，社团既培养了学生能力，又传承了传统皮影戏；A、B、D均为绝对化错误表述。 学科网（北京）股份有限公司 $