重难点18 高频主题阅读词汇（重难专练）（全国通用）2026年高考英语二轮复习讲练测

重难点18 高频主题阅读词汇(综合练) ( 内容导航 速度提升 技巧掌握 手感养成 重难考向聚焦 锁定目标 精准打击： 1. 人与社会 ( 含传统文化 ) —— 最高频 核心内涵 ：社会现象、人际关系、文化传承与创新、公益活动 2. 人与科技 ( 含数字生活 ) 核心内涵 ：科技应用、数字素养、互联网影响、辩证看待科技 3. 人与自然 ( 含生态保护 ) 核心内涵 ：环境保护、可持续发展、生态平衡、绿色生活 4. 人与自我 ( 含成长心态 ) 核心内涵 ： 心理健康、成长挑战、自我认知、目标规划 重难技巧突破 授予利器 瓦解难点： 1. 主题词群记忆矩阵 破解难点：词汇孤立记忆，考试想不起 2. 熟词生义 “三阶破解法” 破解难点：单词认识，句子意思完全跑偏 3. 同义替换 “雷达图” 破解难点：答案明明在原文，就是找不到对应点 4. 逻辑信号词 “地图导航” 破解难点：文章读得懂，结构理不清，作者态度抓 不准 重难保分练 稳扎稳打 必拿分数 ： 聚焦 细节理解、词义猜测、主旨或段落大意、作者态度等4 种类型可稳拿分数题 目，确保重难点基础分值 重难抢分练 突破瓶颈 争夺高分： 聚焦 词义或短语猜测、主旨或段落大意、推理判断等3 种类型 中、 高难度题目，争 夺关键分数 重难冲刺练 模拟实战 挑战顶尖： 挑战高考和模拟综合题型，养成稳定攻克难题的“题感”。 ) 【命题趋势】 【三大致命考向】 考向一：熟词生义“隐形杀手” 必须警惕的常见词：develop (患<病>；培养；冲洗<照片>), address (处理<问题>；发表演讲), sharp (急剧的；敏锐的), employ (使用；雇佣), appreciate (理解并欣赏；增值), charge (收费；充电；指控), spring (泉水；弹簧；跳跃；春天), 考向二：同义替换“解题密钥” 高考最爱的替换对：important ≈ significant / crucial / vital / critical; show ≈ indicate / demonstrate / reveal / illustrate; cause ≈ lead to / result in / contribute to / give rise to; solve ≈ address / tackle / deal with / resolve; use ≈ employ / utilize / apply / make use of; many ≈ numerous / a multitude of / a host of 考向三：逻辑关系“文脉导航” 必须瞬间反应的关系词：转折：however, yet, but, nevertheless, in fact, actually (后文是重点！); 因果：therefore, thus, consequently, as a result, due to, owing to; 对比：on the contrary, in contrast, while, whereas, on the other hand; 让步：although, though, even if, despite, in spite of (主句是核心！); 递进：moreover, furthermore, besides, in addition 通过对近五年高考英语全国卷及新高考卷的系统分析，其阅读词汇命题呈现以下四大核心趋势： 趋势一：主题词汇高度语境化——“活”的词汇 命题表现：1.不直接考查孤立的单词释义。2.深度嵌入具体社会议题和真实场景中考查。 备考启示：脱离语境的死记硬背完全失效。必须建立“主题-语境-词汇”三位一体的学习模式，在阅读真题和时事语料中激活词汇。 趋势二：考查重心转向“词汇深度知识” 命题表现：1. 一词多义与熟词生义常态化；2. 词汇的情感色彩与语域敏感度提升；3. 同义/近义替换的复杂度增加。 备考启示：从“认识这个词”升级到“吃透这个词”。掌握其不同义项、常见搭配、同反义网络，以及在语境中的细微差别。 趋势三：逻辑关联词汇成为理解关键“支架” 命题表现：文章逻辑结构更加复杂，转折、因果、对比、让步等关系词成为命题人设置理解障碍和题目陷阱的关键节点。正确理解however, nevertheless, whereas, thereby等词所引导的逻辑，是解答主旨、推断和态度题的前提。许多题目的答案就隐藏在逻辑转折词之后。 备考启示：将逻辑关联词视为与实义词同等重要的“战略词汇”。需系统掌握其功能分类，并在阅读中主动预判其后信息的走向。 趋势四：词汇与思辨能力考查深度融合 命题表现：1. 文本题材更“思辨”：议论文、书评、科技伦理讨论增多，涉及“科技的双刃剑”、“文化遗产的商业化”、“个人与集体的平衡”等辩证话题。2. 对应词汇更“抽象”：高频出现如 autonomy (自主性), ethical (伦理的), bias (偏见), paradox (悖论), accountability (问责制) 等抽象概念词汇。3. 题目要求更“高阶”：要求考生基于对这类抽象词汇和复杂概念的理解，进行推断、评价和论证分析。 备考启示：词汇积累必须向上触及抽象概念层。在关注环保、科技等传统主题时，更要关注其背后的“伦理、责任、发展、平衡”等元概念及其英文表达。 根据以上趋势，高效备考应实现四个转变： 转变方向 传统做法 面对趋势要求的做法 词汇学习 按字母顺序背单词书 按主题群 & 功能群 在真题语境中积累 词汇深度 记忆1-2个中文释义 掌握多义项、搭配、感情色彩、同反义网络 阅读焦点 只关注实义词意思 同等重视逻辑关联词，勾画文章逻辑地图 思维能力 停留在信息查找 训练基于词汇和逻辑的推断、评价、辩证思考 高考英语阅读词汇的命题，正从“语言知识测验”全面转向“通过语言进行思维测评”。它要求学生拥有的不是一个被动的“词汇量”，而是一个主动的、深度互联的、能在复杂语境和思辨场景中灵活调用的“词汇能力体系”。 应对这一趋势，最有效的路径是：以历年真题为土壤，以高频主题为脉络，以逻辑关系为骨架，深度培育你的词汇应用能力。这不仅是应试之道，更是未来大学学习所需核心能力的提前奠基。 一、人与社会(含传统文化) 高考英语阅读理解中，“人与社会”(含传统文化)类文章是高频考点，这类文章通常信息密集、文化概念多，但掌握核心技巧后完全可以攻克。 (一)核心解题思维 1. 读懂“文化负载词”：遇到传统术语(如“元宵节”“书法”)时，不要纠结拼写，迅速关联已知文化知识 作者往往会用同位语、定语从句或举例进行解释，紧盯这些解释部分。 2. 把握“比较思维”：中西文化对比是常见出题点，注意转折词(however, while, unlike)和比较级，这往往是观点所在。 3. 理解“深层价值”：表层是介绍文化现象，深层是传达价值观(如和谐、孝道、集体精神)，文章结尾常有点睛之笔，揭示文化意义。 (二)题型专项突破 【事实细节题】—— 精准定位 标志：When/Where/What/Why引导的问句；true/NOT true题型 技巧：题干中提取2-3个关键词，回原文扫描，答案常在关键词所在句或前后一两句，警惕“张冠李戴”“无中生有”“偷换概念”陷阱。 【词义猜测题】—— 语境破解 标志：The word “…” in Paragraph X probably means… 技巧：联系上下文，尤其是同位语、破折号、冒号后的解释，传统文化类文章常用“下定义”方式解释术语。 【推理判断题】—— 合理推断 标志：We can infer / learn / conclude that… 技巧：答案≠原文直接表述，但必须有原文依据。关注作者情感词汇(fortunately, surprisingly)和评论句，从具体事例推断普遍原则。 【主旨大意题】—— 全局把握 标志：The main idea / best title / purpose of the passage is… 技巧：重点阅读首段、尾段及各段首句，高频重复的概念即文章核心，警惕“以偏概全”的选项。 三、实战步骤(建议用时：8-9分钟/篇) 第一步：速读抓结构(1-2分钟)：读标题预测内容；读首尾段把握基调；扫读各段首句，勾画时间、地点、人物、文化概念。 第二步：审题划关键(1分钟)：阅读题干和选项，划出定位词(专有名词、数字、独特表述)；预判题型及解题思路。 第三步：定位详析(5-6分钟)：按题号顺序回原文定位(题文同序原则)；精读相关句群，分析长难句结构；对比选项，排除干扰。 第四步：检查验证(1分钟)：检查答案是否与文章整体一致；疑难题目用“代入法”检验。 四、高频话题与应对策略 1. 节日习俗类 核心要素：时间、活动、食物、象征意义 出题点：细节排序、习俗目的、古今对比 2. 艺术工艺类 核心要素：制作过程、材料、特点、传承现状 出题点：步骤顺序、独特之处、面临挑战 3. 社会变迁类 核心要素：传统做法、现代变化、原因、影响 出题点：变化对比、原因分析、作者态度 【典例1】(2026浙江高考首考 C) Human beings have always loved reviews: word of mouth has long been regarded as one of the most valuable marketing tools available to a company. Consumers enjoy reading and giving reviews. However, the problem is that a lot of the reviews are fake (假的). Shabnam Azimi and Alexander Krasnikov of Loyola University of Chicago and Kwong Chan of Northeastern University recently published a study on fake reviews. The study used a data set of 1,600 reviews of Chicago hotels. Some of them were real; others were fake. The reviews were presented to 400 subjects. Each subject got eight reviews to read: a balanced set of two positive fake, two positive real, two negative fake and two negative real, presented in a random order. The reviews were written by real people who were given information about the hotel. The results show that consumers generally trust negative reviews more than positive ones. Moreover, we humans tend to assume that positive reviews might be fake. “Overall, negative reviews are less common. So, we pay more attention to them. When a negative review is fake, we get tricked,” Azimi says. When it came to faking a review, length was important to believability, as was detail. A long, negative review of a hotel, complete with lots of information, tended to convince participants. A lengthy, positive review, on the other hand, was regarded as suspicious, and participants tended to trust writers that kept their glowing reviews short. Emotion was also important in convincing readers — or the lack of emotion, at least. Azimi says study participants tended not to trust reviews where the writers expressed their feelings in a big way. The more dispassionate that negative write-up, the more likely it was to take the reader in. The fake reviews written for Azimi’s study were put together by humans, but increasingly, fake reviews are being written by AI, which makes them look more real. Though many companies use algorithms (算法) to weed out fake reviews, Azimi points out that the machines are programmed by humans, and given our limited ability to spot fake reviews, this isn’t a good sign. 28. Which aspect of the study does paragraph 2 mainly talk about? A. Its design. B. Its findings. C. Its purposes. D. Its significance. 29. What does the underlined word “glowing” in paragraph 4 mean? A. Funny. B. Abusive. C. Insightful. D. Praising. 30. What kind of review would readers most likely trust? A. A long, positive one. B. An unemotional, negative one. C. A short, negative one. D. An enthusiastic, positive one. 31. What can be inferred from the last paragraph? A. Many companies are producing fake reviews. B. Writing fake reviews will be declared illegal. C. Machines can detect fake reviews accurately. D. It will be harder to recognize fake reviews. 【答案】28. A 29. D 30. B 31. D 【导语】本文是一篇说明文。文章主要介绍关于虚假评论的一项研究，包括研究设计、结果发现以及AI生成虚假评论带来的识别难题等内容。 28. 细节理解题。根据第二段中的“The study used a data set of 1,600 reviews of Chicago hotels. Some of them were real; others were fake. The reviews were presented to 400 subjects. Each subject got eight reviews to read: a balanced set of two positive fake, two positive real, two negative fake and two negative real, presented in a random order. The reviews were written by real people who were given information about the hotel.(该研究使用了芝加哥酒店的1600条评论作为数据集，其中一些是真实的，另一些是虚假的。这些评论被呈现给400名受试者，每位受试者要阅读8条评论：两组均衡的评论，包括2条虚假好评、2条真实好评、2条虚假差评和2条真实差评，以随机顺序呈现。这些评论由获得酒店相关信息的真实人员撰写。)”可知，第二段主要介绍了这项研究的数据集、受试者以及评论呈现方式等，即研究的设计情况。B项“它的发现”、C项“它的目的”、D项“它的意义”均未在第二段体现，故选A项。 29. 词句猜测题。根据第四段中的“A lengthy, positive review, on the other hand, was regarded as suspicious, and participants tended to trust writers that kept their glowing reviews short.(另一方面，冗长的好评被认为是可疑的，受试者往往更信任那些保持glowing评论简短的作者。)”可知，此处“glowing reviews”与前文“positive review(好评)”构成同义指代，由此猜测glowing意为“赞美的、表扬的”。A项“有趣的”、B项“辱骂的”、C项“有洞察力的”均不符合语境，故选D项。 30. 细节理解题。根据第四段中的“A long, negative review of a hotel, complete with lots of information, tended to convince participants.(一条包含大量信息的冗长酒店差评，往往更能让受试者信服。)”和“The more dispassionate that negative write-up, the more likely it was to take the reader in.(负面评论越冷静客观，就越有可能让读者相信。)”可知，读者最有可能相信的是冷静客观、不带强烈情绪的差评。A项“冗长的好评”与“冗长的好评被认为可疑”相悖；C项“简短的差评”与“冗长的差评更有说服力”不符；D项“热情洋溢的好评”与“情绪强烈的评论不被信任”相悖，故选B项。 31. 推理判断题。根据最后一段中的“The fake reviews written for Azimi’s study were put together by humans, but increasingly, fake reviews are being written by AI, which makes them look more real. Though many companies use algorithms (算法) to weed out fake reviews, Azimi points out that the machines are programmed by humans, and given our limited ability to spot fake reviews, this isn’t a good sign.(为阿齐米的研究撰写的虚假评论是由人类编写的，但如今越来越多的虚假评论由人工智能生成，这使得它们看起来更真实。尽管许多公司使用算法来清除虚假评论，但阿齐米指出，这些机器是由人类编程的，而考虑到我们识别虚假评论的能力有限，这并不是一个好迹象。)”可推断，随着AI生成的虚假评论越来越逼真，未来识别虚假评论将会变得更加困难。A项“许多公司在生成虚假评论”文中未提及；B项“撰写虚假评论将被宣布为非法”文中未提及；C项“机器能准确检测虚假评论”与“算法由人类编程，识别能力有限”相悖，故选D项。 二、人与科技(含数字生活) 高考英语阅读理解中，“人与科技”(含数字生活)类文章紧跟时代热点，探讨技术对生活、社会和思维的影响。这类文章逻辑性强但术语较多，掌握方法后反而容易得分。 (一)核心解题思维 1. 把握“问题-解决方案”结构：科技类文章常围绕“现存问题→技术方案→应用效果→潜在担忧”展开，理清这个链条就抓住了主线。 2. 区分“事实”与“观点”：事实上般是技术功能、数据、实验结果(客观)；观点一般是专家评价、用户反馈、社会影响(主观) 3. 理解“辩证态度”：作者往往既肯定技术进步，又警示潜在风险(如隐私、人际疏离)，注意平衡的表述。 (二)题型专项突破 【技术原理题】—— 抓过程与机制 标志：How does...work? / What is the key to...? 技巧：1. 定位描述过程的段落，关注步骤词(first, then, finally) 2. 图解复杂过程：在草稿纸上画出简单流程图 3. 答案常是对技术本质的通俗化解释 【事实细节题】—— 数据与功能精准对应 标志：具体数字、百分比、功能描述提问 技巧：1. 题干数字直接定位 2. 注意“程度限定词”：fully, partially, mainly, only 3. 警惕“绝对化”表述，科技文中罕见100%肯定 【态度观点题】—— 捕捉情感与评价词汇 标志：The author’s attitude / How does the author feel about...? 技巧：1. 重点阅读转折后(but, however)及结尾段 2. 标注情感词：concerned, optimistic, skeptical, impressed 3. 区分作者态度与文中引用的他人态度 【推理应用题】—— 基于逻辑的合理延伸 标志：What can be inferred? / Where would...be most useful? 技巧：1. 答案必须基于原文信息，不能凭空想象 2. 从已有应用场景推理类似场景 3. 关注技术优势和限制，二者结合推理。 (三)实战步骤(建议用时：8分钟/篇) 第一步：结构预判(1分钟)：读标题和首段，判断文章类型；介绍新技术(功能+优势)；讨论科技影响(利弊分析)；预测未来趋势(可能性+依据)；标记小标题(如有)，快速把握脉络。 第二步：题干关键词定位(1分钟)：划出题干中的独特术语(App名称、技术缩写)、数字、比较对象；科技文章题文顺序高度一致，按顺序解题即可。 第三步：精析与排除(5分钟)：长难句处理：找到主谓宾，技术修饰语先跳过，回头再补；术语理解：利用“同位语、破折号、举例、括号”解释破译生词；选项对比；排除与原文明显矛盾项；警惕“偷换概念”(如把A技术功能说成B的)；注意“扩大范围”(把“某些用户”说成“所有用户”)。 第四步：检查逻辑一致性(1分钟)：答案是否与文章主旨一致；观点题是否符合作者整体基调。 (四)高频话题与应对策略 1. 人工智能与大数据 核心：算法、学习模式、个性化服务、伦理问题 出题点：工作原理、应用案例、争议焦点 2. 社交媒体与数字生活 核心：连接性、信息传播、心理健康、隐私边界 出题点：行为影响、研究数据、专家建议 3. 新兴科技应用(5G、VR、区块链等) 核心：技术特点、落地场景、潜在变革 出题点：优势阐释、当前局限、未来展望 4. 科技与传统文化/教育结合 核心：数字保护、创新传承、学习方式变革 出题点：结合方式、效果评估、意义分析 (五)必背高频词汇和术语(英汉对照) Artificial Intelligence (AI) 人工智能 algorithm 算法 big data 大数据 virtual reality (VR) 虚拟现实 cyber-security 网络安全 digital divide 数字鸿沟 user privacy 用户隐私 innovate/innovation 创新 double-edged sword 双刃剑 automate/automation 自动化 【典例2】(2026浙江高考首考 D) Carbon removal is crucial for fighting climate change. Scientists at Salk Institute are making use of the natural capacity of plants to absorb carbon dioxide by enhancing their root systems. This optimization (优化) aims to increase the amount of carbon stored and extend the duration of its storage. To design these climate-saving plants, the scientists are using a research tool called SLEAP — an AI software that tracks multiple features of root growth. Created by Salk Fellow Talmo Pereira, SLEAP was initially designed to track animal movement in the lab. Now, Pereira has teamed up with plant scientist Professor Wolfgang Busch to apply SLEAP to plants. In a study published in Plant Phenomics, Busch and Pereira establish a new procedure for using SLEAP to analyze plant root phenotypes — how deep and wide they grow, how massive their root systems become, and other physical qualities. Prior to SLEAP, tracking the physical characteristics of both plants and animals required a lot of labor that slowed the scientific process. SLEAP uses computer vision (the ability for computers to understand images) and deep learning (an AI approach for training a computer to learn and work like the human brain) to help researchers process images much more quickly. The application of SLEAP to plants has already enabled researchers to establish the most extensive catalog (目录) of plant root phenotypes to date. What’s more, tracking these physical root system characteristics helps scientists find genes (基因) associated with those characteristics, as well as whether multiple root characteristics are determined by the same genes or independently. This allows the Salk team to determine what genes are most beneficial to their plant designs. “Our cooperation is truly proof of what makes Salk science so special and impactful,” says Pereira. “We’re not just ‘borrowing’ from different disciplines — we’re really putting them on equal footing in order to create something greater than the sum of its parts.” 32. What do the scientists at Salk Institute hope to achieve? A. Keeping more carbon in plants. B. Optimizing the use of energy. C. Enhancing biological diversity. D. Reducing carbon absorption. 33. Why did Pereira create SLEAP? A. To generate plant images. B. To conduct research on animals. C. To study climate patterns. D. To track features of root growth. 34. What will SLEAP help the scientists do? A. Pick out diseased plants in the forest. B. Collect samples of plant root systems. C. Identify genes for desirable plant roots. D. Preserve the genes of endangered plants. 35. What can be inferred from Pereira’s words? A. Academic disciplines are of equal importance. B. Computer programming is a must for scientists. C. Interdisciplinary approach promotes creativity. D. Cooperation outweighs competition in research. 【答案】32. A 33. B 34. C 35. C 【导语】这是一篇说明文。文章讲述索尔克研究所科学家为固碳优化植物根系，将原追踪动物AI工具SLEAP应用于研究植物根系表型，助力筛选有益基因，这也是跨学科合作的成果。 32. 细节理解题。根据第一段“Scientists at Salk Institute are making use of the natural capacity of plants to absorb carbon dioxide by enhancing their root systems. This optimization (优化) aims to increase the amount of carbon stored and extend the duration of its storage. (索尔克研究所的科学家们通过强化植物根系，利用其吸收二氧化碳的天然能力。这一优化旨在增加碳的储存量并延长其储存时间。)”可知，索尔克研究所的科学家们希望让植物储存更多的碳。故选A项。 33. 细节理解题。根据第二段“Created by Salk Fellow Talmo Pereira, SLEAP was initially designed to track animal movement in the lab. (SLEAP 由索尔克研究所的塔尔莫・佩雷拉研发，最初被设计用于在实验室中追踪动物的活动。)”可知，佩雷拉研发SLEAP是为了开展动物相关研究。故选B项。 34. 细节理解题。根据第四段“What’s more, tracking these physical root system characteristics helps scientists find genes (基因) associated with those characteristics, as well as whether multiple root characteristics are determined by the same genes or independently. This allows the Salk team to determine what genes are most beneficial to their plant designs. (此外，追踪这些植物根系的物理特征，有助于科学家找到与这些特征相关的基因，同时还能弄清多种根系特征是由同一基因决定，还是各自独立调控。这也让索尔克研究所的研究团队能够确定，哪些基因对其植物育种研究最具利用价值。)”可知，SLEAP能帮助科学家识别出利于培育理想根系的基因。故选C项。 35. 推理判断题。根据最后一段佩雷拉的话“We’re not just ‘borrowing’ from different disciplines — we’re really putting them on equal footing in order to create something greater than the sum of its parts. (我们不只是从不同学科中‘借鉴’，而是真正让各学科处于平等地位，以创造出比各部分总和更有价值的成果。)”可知，跨学科的研究方法能够促进创新。故选C项。 三、人与自然(含生态保护) 高考英语阅读理解中，“人与自然”(含生态保护)类文章是热点话题，贴合社会主义核心价值观，考查频率高。这类文章通常包含生态现象、环境问题、保护措施等，逻辑清晰但专业词汇较多。 (一)核心解题思维 1. 把握“现象-问题-解决方案”主线 文章通常结构：描述自然现象/美景 → 指出环境问题(原因、现状、危害)→ 提出保护措施或倡议。理清这条主线，就能快速定位各部分的细节。 2. 理解“数据与例证”的作用 数据(如百分比、年份、数量)用于说明问题的严重性或措施的有效性。具体事例(如某物种濒危、某地污染)用于支撑观点，使论述更可信。 3. 体会“人与自然是生命共同体”的深层理念 高考选文最终常落脚于呼吁行动、倡导可持续生活方式、强调生态平衡的重要性。作者态度通常是忧患中带着希望，批判破坏行为的同时赞扬保护努力。 (二)题型专项突破 【原因分析题】—— 寻找因果链 标志：Why...? / What leads to/causes...? / The reason for... is that... 技巧：1. 定位问题现象，在前后文中寻找原因信号词(because, due to, as a result of, lead to)。2. 注意原因可能是多层次的(直接原因、根本原因、人为因素、自然因素)。 【细节理解题】—— 聚焦事实与数据 标志：According to the passage, which is TRUE/NOT true? / The data shows that... 技巧：1. 精确比对：将选项与原文逐词比对，注意程度、范围、时态的变化。2. 警惕“绝对化”陷阱：如把“many/有些”偷换成“all/全部”，或把“potential/潜在的危害”说成“immediate/直接的危害”。 【词义猜测题】—— 利用语境与常识 标志：The underlined word “…” probably means/refers to... 技巧：1. 联系上下文逻辑关系(并列、解释、转折)。2. 专业生态词汇常通过下定义、举例子或同位语解释。 【推理判断题】—— 基于文本的合理延伸 标志：We can infer/conclude/learn that... / What is the author’s attitude toward...? 技巧：1. 作者态度：关注形容词(alarming, promising, devastating)、副词(unfortunately, hopefully)及结尾段的呼吁。2. 推断未来/影响：基于文中所述问题的严重性和措施的可行性进行合理推断，不可天马行空。3. 推断写作目的：科普知识？警示问题？呼吁行动？赞扬项目？ 【主旨大意题】—— 综合与概括 标志：The main idea / best title / purpose of the passage is... 技巧：1. 排除只涉及细节的选项。2. 最佳标题/主旨应能覆盖全文核心(问题+解决方案/倡议)，而不仅是现象描述。3. 高频词和反复出现的概念是主旨的线索。 (三)实战步骤(建议用时：7-8分钟/篇) 第一步：快速浏览，抓住主线(1.5分钟)：读标题、首段、尾段及各段首句，迅速构建文章骨架。用笔圈出：核心话题(如plastic pollution)、关键问题、主要措施/建议。 第二步：审读题干，划关键词(1分钟)：阅读所有题干和选项，划出独特名词(物种名、地名、项目名)、数据、因果词。预判每题大致对应的文章部分。 第三步：定位精读，比对选项(5分钟)：根据题干关键词，按“题文同序”原则回原文定位。精读定位句及前后相关句群。复杂句处理：先找主谓宾，抓住“谁做了什么”，再理解修饰成分。 第四步：检查验证，解决难题(1分钟)：将所选答案代入题干，看是否与原文整体逻辑一致。对于犹豫的题，采用“逆向排除法”，找出其他选项的错误点。 (四)高频话题与词汇储备 1. 核心话题 环境污染：空气/水/土壤/塑料/噪音污染(pollution)及治理 气候变化：全球变暖(global warming)、极端天气(extreme weather)、碳排放(carbon emissions) 生态保护：物种濒危(endangered species)、生物多样性(biodiversity)、自然保护区(nature reserve) 资源与可持续：可再生能源(renewable energy)、循环利用(recycling)、可持续发展(sustainable development) 2. 必备主题词汇(英汉对照) ecosystem 生态系统 habitat 栖息地 conservation 保护 extinction 灭绝 pollutant 污染物 greenhouse effect 温室效应 eco-friendly / environmentally friendly 环保的 balance of nature 自然平衡 take measures / actions 采取措施 raise public awareness 提高公众意识 【典例3】(2025全国高考I卷 B) In my ninth-grade writing class last year, I met a cowboy who saved his town, a strict father who demanded his son earn straight A’s, and a modern-day Juliet who died of heartbreak after her parents rejected the love of her young life. More than once, I found myself wondering just how my students, who’d created these people, knew their subjects so well. But things were different for their first essay, which was about the question: “Why is writing important?” Most of the essays filled less than one page, and few contained a sentence that could be interpreted as a thesis (论点) statement. I was shocked. Then I realized that the problem was the question itself. They could have written pages on the necessity of computers, but writing, in and of itself, simply didn’t strike them as important. This would have to change. As a new unit started, I asked everyone to write a persuasive piece on a health-related topic of their choice. This time they found the exercise much more interesting. For the next two assignments, a personal-narrative unit followed by a creative-writing workshop, I only required that the piece meet the specifications of its genre (体裁) and that it contain a thesis. The results were staggering. The students took on diverse topics and turned in stories, 10 to 20 pages each, with characters that broadened my view and touched my heart. I walked into class believing that writing is important as a means of communication. However, my students demonstrated something more important to me. When the final bell rang in June, I walked away with a yearbook full of messages about writing’s most powerful significance — the ability to connect people, to put us in another’s skin, to teach us what it means to be human. 24. Who are the people mentioned at the beginning of paragraph 1? A. Ninth graders. B. Students’ parents. C. Modern writers. D. Fictional characters. 25. Why did the students perform poorly in writing their first essay? A. They were not given enough time. B. They had a very limited vocabulary. C. They misunderstood the question. D. They had little interest in the topic. 26. What does the underlined word “staggering” in paragraph 3 mean? A. Mixed. B. Amazing. C. Similar. D. Disturbing. 27. What does the author’s experience show? A. Teaching is learning. B. Still waters run deep. C. Knowledge is power. D. Practice makes perfect. 【答案】24. D 25. D 26. B 27. A 【导语】本文是一篇记叙文。文章主要讲述了作者作为一名写作课老师，通过教学实践逐渐认识到学生写作动力的来源以及写作真正意义的成长故事。 24. 细节理解题。根据第一段中“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。 四、人与自我(含成长心态) 高考英语阅读理解中，“人与自我”(含成长心态、个人经历、品格发展)类文章是最贴近考生生活的题材，容易产生共鸣，但也容易因主观臆断而失分。这类文章通常通过叙事或议论探讨个人成长、心理调适、价值观塑造等主题。 (一)核心解题思维 1. 识别“成长弧光”：文章常遵循“遇到挑战/困境 → 心理挣扎 → 采取行动/获得启发 → 领悟成长/改变心态”的结构。把握主角的情感与认知变化轨迹是理解主旨的关键。 2. 区分“事实”与“感悟” 事实层：发生了什么事、说了什么话、做出了什么行为。感悟层：主角的感受、反思、学到的道理、心态的转变。题目常在“感悟层”设置正确选项，在“事实层”设置干扰项。 3. 抓住“矛盾与解决”：成长源于内心或外部的矛盾(如理想与现实、恐惧与勇气、放弃与坚持)。找到矛盾点及其解决方式，就抓住了文章内核。 (二)题型专项突破 【细节理解题】—— 聚焦具体事件与选择 标志：What did the author do when...? / Why did he/she feel... at first? 技巧：1. 定位到具体情节，注意描述人物行动和直接引语的句子。2. 注意时间顺序(before, after, eventually)和心理变化标志词(but, however, to my surprise)。 【心理推断题】—— 透过现象看情感与动机 标志：How did the author probably feel about...? / What was the real reason for his/her...? 技巧：1. 寻找直接表达情感的形容词(frustrated, relieved, confident)、副词(unexpectedly, barely)及比喻性语言。2. 人物行为是心理的外在表现，从行为反推动机和情绪。3. 警惕“想当然”，必须找到文本依据。 【词义猜测题】—— 结合情感色彩与上下文 标志：The word “…” in Paragraph X reflects/shows that the author was... 技巧：1. 该词往往是带有情感色彩的形容词或动词。2. 结合该词出现的整个情景(冲突场景、反思时刻)来理解。 【主旨大意题】—— 提炼成长启示 标志：What is the main lesson of the story? / The passage is mainly about... 技巧：1. 重点分析结尾段：成长类文章的“文眼”常在结尾。2. 选项往往是抽象的道理(如：勇气比技能更重要；失败是成长的一部分)。3. 排除那些只概括“事件”但未触及“领悟”的选项。 【观点态度题】—— 把握作者或主角的立场 标志：What is the author’s attitude toward his past self/the experience? 技巧：1. 作者对“过去自己”的态度常是：理解、宽容、感激、略带自嘲。2. 作者对“这段经历”的态度常是：珍视、认为有价值、虽然艰难但值得。 (三)实战步骤(建议用时：7-8分钟/篇) 第一步：沉浸式速读，理清脉络(1.5分钟) 把自己代入故事，快速通读，回答三个问题：1. 主角是谁？(通常是作者本人“I”)；2. 核心挑战/问题是什么？(比赛、演讲、人际冲突、自我怀疑)；3. 最终获得了什么成长？(新的认知、心态、技能)。 第二步：读题划词，确定考点(1分钟) 划出题干中的情感词(feel, think, attitude)、事件节点(at first, after the event)和抽象概念(lesson, purpose)。预判此题是考细节、心理还是主旨。 第三步：定位精析，共情理解(5分钟) 回到原文相关段落，不仅要看“发生了什么”，更要思考“为什么这样发生”以及“这意味着什么”。遇到人物对话或独白，慢下来仔细读，这里是心理的集中体现。 第四步：理性验证，排除干扰(1分钟) 成长类文章最典型的干扰项是：1.过度拔高：把一个小感悟上升到一个过于宏大的哲理。2.动机庸俗化：把内在成长动机曲解为外在功利目的(如为了获奖而努力)。3.偏离重心：选项本身正确，但不是本文讨论的重点。 (四)高频主题与核心价值 1. 核心成长主题 克服恐惧与突破自我：公开演讲、尝试新事物、面对失败。 理解他人与自我定位：团队合作、化解矛盾、认识自己的长处与短处。 品格淬炼：坚持、诚实、责任感、同理心的培养。 学会看待挫折：从失误中学习，理解过程比结果更重要。 2. 必备心态与品质词汇 perseverance 坚持 resilience 韧性；恢复力 self-doubt 自我怀疑 comfort zone 舒适区 take initiative 主动 learn the hard way 通过艰难经历学到 a turning point 转折点 look back (on) 回顾 build up confidence 建立自信 what matters is... 重要的是… 最后提醒：这类文章是你与作者进行的一场心灵对话。解题时，需要在“共情理解”和“客观分析”之间找到平衡。既要深入体会人物的心路历程，又要冷静地基于文本事实进行判断。 【典例4】(2025全国高考II卷 B) Kathy Ho teaches high school inside Lucile Packard Children’s Hospital Stanford (LPCH). “Sometimes I don’t like saying that I’m a teacher, ” says Ho. “People get in their minds an idea of what teachers do, but that’s not really what it is here.” “Here” is room 386, where each year, about 500 LPCH patients also become students. The hospital school is free of parents, doctors, and medical procedures. It’s a place of learning. About half of Ho’s students stay for a week or less; others are there for more than a year. Most of Ho’s students will recover, which means that preparing them to return to school is an increasingly important component of care. Still, in room 386, academics don’t come first. Physical health and mental health are the priority. “If you’re scared about something and thinking only about that, there’s no way you’re going to be able to learn, ” Ho says. “I’m a coach, an adviser, and a comforter, and that’s what it means to be a hospital teacher. ” There are up to 30 students at any given time in Ho’s class. She generally works with their regular teachers to get lessons and tests being used at their home schools. Some teachers don’t give the kids any assignments; they express sympathy instead. “I feel like it is a disservice to the kids, ” Ho says. “They think their teachers don’t care about their schoolwork. ” Ho recognizes the psychological benefit of helping kids keep up with their peers (同龄人) outside the hospital. “I actually think the medicine is only a small piece for some problems,” says Julie Good, director of pain management services at LPCH. “It’s about problem-solving around what it means to have a full life. Those kids have dreams. School can keep those dreams alive by giving kids a way to learn and grow. ” 24. Who does Ho teach at LPCH? A. Sick children. B. Young nurses. C. Medical students. D. Patients’ parents. 25. What is a characteristic of Ho’s job? A. Prioritizing academics. B. Encouraging innovation. C. Treating various diseases. D. Playing multiple roles. 26. What does the underlined word “it” refer to in paragraph 4? A. Offering regular lessons. B. Paying extra attention. C. Assigning no schoolwork. D. Showing no sympathy. 27. How does the hospital school benefit the students according to Good? A. It eases peer pressure. B. It helps them live in hope. C. It frees them from aches. D. It entertains them with stories. 【答案】24. A 25. D 26. C 27. B 【导语】本文是一篇记叙文，主要讲述了Kathy Ho在露西尔・帕卡德儿童医院斯坦福分院(LPCH)担任教师的工作情况，介绍了医院学校学生的情况、她工作的特点以及医院学校对学生的益处。 24. 细节理解题。根据第二段““Here” is room 386, where each year, about 500 LPCH patients also become students. The hospital school is free of parents, doctors, and medical procedures. It’s a place of learning. About half of Ho’s students stay for a week or less; others are there for more than a year. Most of Ho’s students will recover, which means that preparing them to return to school is an increasingly important component of care. (“这里”指的是386室，每年约有500名露西尔・帕卡德儿童医院斯坦福分院(LPCH)的患者在这里成为学生。这所医院学校里没有家长、医生，也没有医疗程序。它是一个学习的地方。Ho老师的学生中，大约一半的人在这里待一周或更短时间，其他人则会待一年以上。大多数学生最终会康复，这意味着，帮助他们做好重返学校的准备，成为护理工作中越来越重要的一部分)”可知，Ho在LPCH 教生病的孩子。故选A。 25. 细节理解题。根据第三段中“I’m a coach, an adviser, and a comforter, and that’s what it means to be a hospital teacher. (我是一名教练、一名顾问和一名安慰者，这就是作为一名医院教师的意义)” 可知，Ho工作的一个特点是扮演多种角色。故选D。 26. 词句猜测题。根据第四段中“Some teachers don’t give the kids any assignments; they express sympathy instead. “I feel like it is a disservice to the kids, ” Ho says. (一些老师不给孩子们布置任何作业，而是表达同情。Ho说：“我觉得这对孩子们是一种伤害”)” 可推知，“it”指的是不给孩子们布置作业这件事。故选C。 27. 推理判断题。根据最后一段中Julie Good 所说的“It’s about problem-solving around what it means to have a full life. Those kids have dreams. School can keep those dreams alive by giving kids a way to learn and grow. (这关乎围绕“如何拥有充实的生活”来解决问题。那些孩子拥有梦想，而学校能通过为他们提供学习和成长的途径，让这些梦想得以延续)”可推知，Good认为医院学校通过让孩子保持学习和成长，帮助他们维系梦想，即帮助他们生活在希望中。故选B。 (建议用时：每篇用时7分钟) 【保分练1】(2023·北京·高考真题) Sitting in the garden for my friend’s birthday. I felt a buzz (振动) in my pocket. My heart raced when I saw the email sender’s name. The email started off: “Dear Mr Green, thank you for your interest” and “the review process took longer than expected.” It ended with “We are sorry to inform you…” and my vision blurred (模糊). The position—measuring soil quality in the Sahara Desert as part of an undergraduate research programme — had felt like the answer I had spent years looking for. I had put so much time and emotional energy into applying, and I thought the rejection meant the end of the road for my science career. So I was shocked when, not long after the email, Professor Mary Devon, who was running the programme, invited me to observe the work being done in her lab. I jumped at the chance, and a few weeks later I was equally shocked—and overjoyed—when she invited me to talk with her about potential projects I could pursue in her lab. What she proposed didn’t seem as exciting as the original project I had applied to, but I was going to give it my all. I found myself working with a robotics professor on techniques for collecting data from the desert remotely. That project, which I could complete from my sofa instead of in the burning heat of the desert, not only survived the lockdown but worked where traditional methods didn’t. In the end, I had a new scientific interest to pursue. When I applied to graduate school, I found three programmes promising to allow me to follow my desired research direction. And I applied with the same anxious excitement as before. When I was rejected from one that had seemed like a perfect fit, it was undoubtedly difficult. But this time I had the perspective (视角) to keep it from sending me into panic. It helped that in the end I was accepted into one of the other programmes I was also excited about. Rather than setting plans in stone, I’ve learned that sometimes I need to take the opportunities that are offered, even if they don’t sound perfect at the time, and make the most of them. 24. How did the author feel upon seeing the email sender’s name? A. Anxious. B. Angry. C. Surprised. D. Settled. 25. After talking with Professor Devon, the author decided to ________. A. criticise the review process B. stay longer in the Sahara Desert C. apply to the original project again D. put his heart and soul into the lab work 26. According to the author, the project with the robotics professor was ________. A. demanding B. inspiring C. misleading D. amusing 27. What can we learn from this passage? A. An invitation is a reputation. B. An innovation is a resolution. C. A rejection can be a redirection. D. A reflection can be a restriction. 【答案】24. A 25. D 26. B 27. C 【导语】本文是一篇记叙文。文章中作者结合自己被拒绝后得到了更好的职业发展机会，告诉我们最初的拒绝给予了更好的方向。 24. 推理判断题。根据第一段“My heart raced when I saw the email sender’s name. The email started off: “Dear Mr Green, thank you for your interest” and “the review process took longer than expected.” It ended with “We are sorry to inform you…”and my vision blurred (模糊). (当我看到邮件发件人的名字时，我的心跳加速了。这封邮件是这样开头的：“亲爱的格林先生，感谢您的关注”，“审核过程比预期的要长。”信的结尾是“我们很抱歉地通知你……”，我的视线模糊了)”可知，收到的是被拒绝的邮件，所以推测作者在看到电子邮件发件人的名字时感到焦虑。故选A。 25. 细节理解题。根据第三段“So I was shocked when, not long after the email, Professor Mary Devon, who was running the programme, invited me to observe the work being done in her lab. I jumped at the chance, and a few weeks later I was equally shocked—and overjoyed—when she invited me to talk with her about potential projects I could pursue in her lab. What she proposed didn’t seem as exciting as the original project I had applied to, but I was going to give it my all. (因此，当我收到这封邮件后不久，负责这个项目的玛丽·德文教授邀请我去她的实验室观察正在进行的工作时，我感到非常震惊。我欣然接受了这个机会，几周后，当她邀请我和她谈谈我可以在她的实验室里从事的潜在项目时，我同样感到震惊——同时也是欣喜若狂。她提出的建议似乎没有我最初申请的项目那么令人兴奋，但我打算全力以赴)”可知，与德文教授交谈后，作者决定全心全意地投入实验室工作。故选D。 26. 推理判断题。根据第四段“I found myself working with a robotics professor on techniques for collecting data from the desert remotely. That project, which I could complete from my sofa instead of in the burning heat of the desert, not only survived the lockdown but worked where traditional methods didn’t. In the end, I had a new scientific interest to pursue. (我发现自己和一个机器人教授一起研究从沙漠中远程收集数据的技术。我可以在沙发上完成这个项目，而不是在沙漠的酷热中完成，它不仅在封锁期间幸存下来，而且在传统方法不奏效的地方也奏效了。最后，我有了新的科学兴趣去追求)”可推知，机器人学教授的项目很鼓舞人心。故选B。 27. 推理判断题。根据最后一段“Rather than setting plans in stone, I’ve learned that sometimes I need to take the opportunities that are offered, even if they don’t sound perfect at the time, and make the most of them. (我明白了有时候我需要抓住提供的机会，即使这些机会在当时听起来并不完美，也要充分利用，而不是一成不变地制定计划)”结合文章中作者结合自己被拒绝后得到了更好的职业发展机会，告诉我们最初的拒绝给予了更好的方向。故C选项“拒绝可以是重定向”最符合文章的主旨。故选C。 【保分练2】(25-26高三上·山东聊城·期中) My initial exploration of the world of comic books happened through the comic strips (连环漫画) in newspapers. It began with a fondness for Garfield and his adventures, and led to the discovery of a range of comic books like Champak and Archie. While my access to comics as a child was limited to what was printed in the newspaper, this changed once I grew older and started visiting bookstores to buy the books that I wanted to read. Having grown up on a diet of image-heavy books, I regarded diving into all-text novels as a formidable undertaking. As I searched for books that lay somewhere in between, I came across a copy of Bhimayana — a graphic novel. It felt familiar due to its comic-like theme and design. Plus, understanding complex narratives through pictures was relatively easier and more fun. Growing older, I found myself graduating to graphic novels from childish comic books. They deal with serious topics in a more engaging manner and literally show me what was going on. Fast-forward a few years to when I was given a copy of J.R.R. Tolkien’s The Hobbit. While I was impressed by the compelling (扣人心弦的) nature of storytelling in his novel, I am not sure if I would have been able to visualize and enjoy his text-only version so much had I not read Charles Dixon’s The Hobbit first. Thanks to Charles Dixon, I had a picture of whatever had happened, and that made it easier and more fun to understand J.R.R. Tolkien’s version. From black and white strips to illustrated graphic novels, this transformation has come a long way. While my romance with books is still ongoing, in the long run, my love for illustrated novels is more substantial and here to stay. 1. What can we learn about the author as a little kid? A. He mined newspapers for knowledge. B. Comics struck him as shallow. C. He cared little for book categories. D. Comics were his main reading joy. 2. What does the underlined word “formidable” in Paragraph 2 mean? A. Discouraging. B. Rewarding. C. Entertaining. D. Enlightening. 3. What can be inferred about Charles Dixon’s The Hobbit? A. It contains rich visual material. B. It presents a complicated plot. C. It focuses on the latest news. D. It shapes Tolkien’s writing style. 4. What could be the best title for the text? A. Welcome to the World of Literature B. Can’t Get Enough of Graphic Novels C. Let Comic Books Shape Who I Am D. Find Myself through Reading Novels 【答案】1. D 2. A 3. A 4. B 【导语】本文是一篇记叙文。文章主要讲述了作者从报纸连环漫画到图画小说、再到纯文字小说的阅读历程，以及对图画小说的持久热爱。 1. 推理判断题。根据文章第一段“My initial exploration of the world of comic books happened through the comic strips (连环漫画) in newspapers. It began with a fondness for Garfield and his adventures, and led to the discovery of a range of comic books like Champak and Archie.(我对漫画世界的初步探索，始于报纸上的连环漫画。一开始是迷上了加菲猫的冒险故事，后来又发现了《钱帕克》、《阿奇》等一系列漫画书。)”可知，作者小时候通过报纸连环漫画接触漫画世界，喜爱加菲猫的冒险故事并探索多种漫画书，漫画是他童年主要的阅读乐趣。故选D。 2. 词义猜测题。根据划线单词所在语境“Having grown up on a diet of image-heavy books, I regarded diving into all-text novels as a formidable undertaking. As I searched for books that lay somewhere in between, I came across a copy of Bhimayana — a graphic novel.(从小到大我读的都是图文并茂的书，因此一度觉得通读纯文字小说是件……。就在我寻找介于两者之间的书籍时，偶然发现了一本图画小说《Bhimayana》)”可知，作者一直读图文并茂的书，因此觉得纯文字小说是有难度、让人却步的事，才会寻找介于两者之间的书籍。“formidable”在此处表示“令人却步的、有难度的”。选项A“Discouraging”意为“令人气馁的、让人却步的”，与此相符。故选A。 3. 推理判断题。根据文章第三段“While I was impressed by the compelling (扣人心弦的) nature of storytelling in his novel, I am not sure if I would have been able to visualize and enjoy his text-only version so much had I not read Charles Dixon’s The Hobbit first. Thanks to Charles Dixon, I had a picture of whatever had happened, and that made it easier and more fun to understand J.R.R. Tolkien’s version.(虽然小说中扣人心弦的叙事手法给我留下了深刻印象，但如果我没有先读过查尔斯・狄克逊改编的图画小说版《霍比特人》，我不确定自己是否能如此清晰地想象并享受这部纯文字作品。多亏了查尔斯・狄克逊，我对故事中的所有情节都有了画面感，这也让我更容易、更有乐趣地理解了J.R.R.托尔金的原著。)”可知，作者读了查尔斯・狄克逊的《霍比特人》后对故事有了画面感，说明这本书包含丰富的视觉素材，能帮助读者具象化情节。故选A。 4. 主旨大意题。根据全文内容以及最后一段“While my romance with books is still ongoing, in the long run, my love for illustrated novels is more substantial and here to stay.(虽然我对书籍的喜爱仍在继续，但长远来看，我对图画小说的热爱更加深厚，且会一直延续下去。)”可知，文章主要讲述了作者对于图画小说的持续热爱。选项B“Can’t Get Enough of Graphic Novels (对图画小说爱不够)”精准概括作者的核心情感与文章主旨。故选B。 【保分练3】(2026·浙江宁波·模拟预测) Nowadays, the thought that a child’s behavior can be bad — mean, greedy, selfish — is often considered unacceptable especially in the rich and democratic West. Children are treated as a unique category, almost a species apart from adults. This appears in the popular “every child is different” belief, which discourages judging or correcting children so as to honor their uniqueness. One explanation for this is the tendency to view children’s emotions as purely physiological releases of stress, beyond moral evaluation. Brain-body parenting, for instance, argues that young children lack the neural wiring for self-control and therefore should not be expected to regulate their behavior. Parents are urged not to correct wrongdoing but simply to narrate emotions — “You’re feeling very angry right now.” But human emotions are inseparable from understanding: Fear reflects a sense of threat, disappointment signals unmet expectations; jealousy implies perceiving another as a rival. Meaning shapes feeling, even in toddlers. Merely labeling a child’s anger without explaining when anger is appropriate or how it may harm others deprives them of an understanding of what they are feeling. The psychoanalyst Wilfred Bion explained in Learning from Experience (1962) that when parents interpret and respond to a baby’s behavior, they transform raw sense experiences into meaningful thoughts. Moral and emotional understanding — knowing justified anger, practicing restraint, respecting others — does not suddenly appear in adulthood. It develops gradually, long before children are able to grasp or express such ideas clearly, as parents offer forms of understanding to their children from the very beginning. As Bion put it, “just as we do not hold back from speaking to little babies because of the worry that they are unable to use words, so we should not hold back from initiating kids to our understanding of what counts as good and bad behavior.” The idea that a parent can remain neutral toward their child’s behaviour is at best naive and at worst dangerous. The deeper question parents need to ask is: Who do we want our toddlers to become? Unless we begin with a vision of the kind of person we hope to raise, we will always be chasing the latest parenting trend, or, perhaps, our child’s every mood. 1. How would parents usually respond to children’s misbehavior in the West? A. They try to categorize all their mistakes. B. They point out and punish it immediately. C. They judge it by moral standards of adults. D. They forgive it to ensure kids’ individuality. 2. What does the author think of the brain-body parenting? A. It overlooks the role of understanding in emotions. B. It is a practical solution to reduce children’s stress. C. It helps parents handle children’s negative moods. D. It highlights the biological basis of kids’ misbehavior. 3. What can we learn about moral education according to Wilfred Bion? A. Kids know nothing about moral rules. B. Language and morals develop hand in hand. C. Moral rules should be nurtured from early ages. D. Children’s abilities mature when they grow up. 4. What does the author advise parents to do in the last paragraph? A. Follow new parenting trends closely. B. Set clear aims for their child’s growth. C. Stay neutral about their child’s behavior. D. Let moods guide their parenting choices. 【答案】1. D 2. A 3. C 4. B 【导语】本文是一篇议论文。文章主要讨论了如今在富裕民主的西方，人们对待孩子不良行为的态度，指出不应因尊重孩子独特性而忽视对其不良行为的纠正，强调了理解在孩子情绪中的重要性，以及道德教育应从小开始，并建议父母要为孩子的成长设定明确目标。 1. 细节理解题。根据第一段中的“This appears in the popular ‘every child is different’ belief, which discourages judging or correcting children so as to honor their uniqueness.(这体现在流行的‘每个孩子都不一样’的观念中，这种观念不鼓励评判或纠正孩子，以尊重他们的独特性。)”可知，在西方，父母通常会原谅孩子的不良行为以确保孩子的个性。故选D项。 2. 推理判断题。根据第三段“But human emotions are inseparable from understanding: Fear reflects a sense of threat, disappointment signals unmet expectations; jealousy implies perceiving another as a rival. Meaning shapes feeling, even in toddlers. Merely labeling a child’s anger without explaining when anger is appropriate or how it may harm others deprives them of an understanding of what they are feeling.(但人类的情绪与理解是分不开的：恐惧反映了一种威胁感，失望表明期望未得到满足；嫉妒意味着将他人视为竞争对手。意义塑造感觉，即使是在蹒跚学步的孩子身上也是如此。仅仅给孩子贴上愤怒的标签，而不解释什么时候愤怒是合适的，或者它可能会如何伤害他人，这剥夺了他们对自己感受的理解。)”可推知，作者认为大脑—身体育儿法忽视了理解在情绪中的作用。故选A项。 3. 推理判断题。根据第四段中的“Moral and emotional understanding — knowing justified anger, practicing restraint, respecting others — does not suddenly appear in adulthood. It develops gradually, long before children are able to grasp or express such ideas clearly, as parents offer forms of understanding to their children from the very beginning.(道德和情感理解——知道什么是合理的愤怒，练习克制，尊重他人——并不是在成年后突然出现的。它是在孩子们能够清楚地理解或表达这些想法之前很久就逐渐发展起来的，因为父母从一开始就向孩子们提供理解的形式。)”可推知，根据Wilfred Bion的观点，道德规则应该从小培养。故选C项。 4. 推理判断题。根据最后一段中的“The deeper question parents need to ask is: Who do we want our toddlers to become? Unless we begin with a vision of the kind of person we hope to raise, we will always be chasing the latest parenting trend, or, perhaps, our child’s every mood.(父母需要问的一个更深层次的问题是：我们希望我们的孩子成为什么样的人？除非我们一开始就对我们希望培养的人有一个愿景，否则我们将永远在追逐最新的育儿趋势，或者，也许，我们孩子的每一种情绪。)”可推知，作者建议父母在最后一段为孩子的成长设定明确的目标。故选B项。 【保分练4】(2026·1月浙江·高考首考真题) 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 【导语】这是一篇记叙文。文章讲述了一位教师为打破学生对学习的错误认知，将自己的爱好融入课堂教学的经历，介绍了该教学方式的具体实践、初衷，以及意外收获的师生关系升温的效果，最终这一做法成为其教学理念，不仅让课堂更生动，还能启发学生找到自身的兴趣热情。 24. 细节理解题。根据第一段“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 (作为一名教师，工作的很大一部分是纠正学生的错误认知。学生们走进教室时，往往认为学习毫无乐趣，所学的知识与现实世界无关，更不用说和他们的个人兴趣相关了)”可知，教师面临的一大挑战是学生对于学习的错误设想，认为学习无趣且和现实、自身兴趣无关。故选B。 25. 细节理解题。根据第二段“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 into my classroom so that my students can conduct lab experiments with them to see how friction works in real-life applications (我是一名汽车爱好者，所以教物理时，我会用汽车相关知识为物理概念创设情境。比如讲到摩擦力时，我会把不同的轮胎带到教室，让学生用它们做实验，看看摩擦力在现实生活中是如何起作用的)”可知，作者将轮胎带到教室，是为了借助实物实验，让学生理解摩擦力这一科学概念在现实中的应用，也就是阐释科学概念。故选D。 26. 细节理解题。根据第三段“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 (起初我把爱好带进课堂时，一心想着这样做能提高学生的课堂参与度，帮助他们理解科学概念，但我很快发现，这种做法还帮助我和学生建立了更紧密的关系)”可知，作者将爱好融入课堂的初衷是提升参与度、帮助学生理解概念，而意外的结果是师生之间的联系变得更加紧密。故选C。 27. 推理判断题。通读全文，尤其根据作者打破传统教学模式，主动将自己的汽车爱好融入物理课堂，通过第二段“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 (例如，如果我们要讨论摩擦，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室实验，看看摩擦在现实生活中是如何工作的)”可知，作者作为教师，敢于创新教学方式，打破学生对学习的固有认知，是富有创新精神的。故选A。 (建议用时：每篇用时8分钟) 【抢分练1】(25-26高三上·江苏南通·期末) Have you ever escaped taking on a role or opportunity because you didn’t feel confident enough? Perhaps the voice in your head asked: “Why me? I am not yet ready, not capable enough, or don’t have enough experience.” If you can relate, you’re among the majority of women with whom I’ve worked. I recently asked more than 120 women, from areas including the U.S., UK, Australia, Georgia, Italy, India, Jamaica, and Bermuda: If you’ve ever avoided risks, what factors and reasons contributed to this? More than 70% reported that self­doubt, or not having enough belief in themselves, their capabilities, or their skills, was a driving factor. As one well­known executive told me: “Every day I doubt myself. I doubt that I am good enough to be where I am.” This shouldn’t come as a surprise. We know self­doubt is a pervasive and often paralyzing concern, particularly for women. A study by psychologists at Cornell and Washington State highlighted higher levels of self­doubt in women. Research has also shown that women will apply for a job only if they meet all of the qualifications, while men will apply when they fulfill only 60%. Another recent study identified a considerable gender gap when it comes to self­promotion, with women providing less favorable assessments of their own past performance and potential future ability. Ultimately, men take more chances on themselves, and that pays dividends in the long run. While this pattern of self­doubt emerged again and again in studies, my interactions, and my client work, I also noticed another commonality: These women’s self­doubts weren’t sabotaging their success. The vast majority of successful women leaders I’ve interviewed and coached have built exciting and satisfying careers even while facing self­doubt. What these women also had in common is courage in the absence of confidence—a trait that is often weaponized against women and used to explain why they fail to achieve career goals. My work has found that successful women take decisive action to move forward even while grappling with fears and doubts and questioning their own “readiness”. “As women, we often feel like we have to be 100% ready in order to move forward. But, if you are 50% or 75% there, jump. Just do it,” said Megan Costello, former executive director of the Boston Mayor’s Office for Women’s Advancement. 1. What is the real factor for women to escape taking on a role? A. Higher risks. B. Different beliefs. C. Inner feelings. D. Related experiences. 2. What is typical of women in terms of self­promotion? A. They tend to be less optimistic. B. They prefer to be well qualified. C. They try to be favorably assessed. D. They hope to be clearly identified. 3. Which can best replace the underlined word “sabotaging” in Paragraph 5? A. Promoting. B. Weakening. C. Achieving. D. Balancing. 4. How do women with self­doubts succeed? A. They should be courageous and decisive. B. They should keep themselves unprepared. C. They should stop questioning their careers. D. They should learn from famous executives. 【答案】1. C 2. A 3. B 4. A 【导语】这是一篇说明文。文章主要说明了大多数女性不够自信，自我怀疑。这并不奇怪。我们知道，自我怀疑是一种普遍的、往往会让人麻痹的担忧，尤其是对女性而言。研究还表明，女性只有在满足所有条件时才会申请工作，而男性只有在满足60%时才会申请工作。 1. 细节理解题。根据第二段中“More than 70% reported that self­doubt, or not having enough belief in themselves, their capabilities, or their skills, was a driving factor.(超过70%的人报告说，自我怀疑，或者说对自己、自己的能力或技能缺乏足够的信心是一个驱动因素)”可知，女性不愿承担角色的真正原因是内心的感受。故选C。 2. 细节理解题。根据第四段中“Another recent study identified a considerable gender gap when it comes to self­promotion, with women providing less favorable assessments of their own past performance and potential future ability.(最近的另一项研究发现，在自我推销方面存在巨大的性别差异，女性对自己过去的表现和未来潜在能力的评价不那么有利)”可知，在自我推销方面，女性的典型特征是往往不那么乐观。故选A。 3. 词句猜测题。根据画线词后文“The vast majority of successful women leaders I’ve interviewed and coached have built exciting and satisfying careers even while facing self­doubt.(我采访和指导过的绝大多数成功女性领导者都建立了令人兴奋和满意的职业生涯，尽管她们也面临自我怀疑)”以及上文“These women’s self­doubts weren’t”可知，采访和指导过的绝大多数成功女性领导者都建立了令人兴奋和满意的职业生涯，尽管她们也面临自我怀疑，可见这些女性的自我怀疑并没有削弱她们的成功。故划线词意思是“削弱”。故选B。 4. 细节理解题。根据倒数第二段中“My work has found that successful women take decisive action to move forward even while grappling with fears and doubts and questioning their own “readiness”. (我的研究发现，成功女性即使在与恐惧和怀疑作斗争并质疑自己的“准备程度”时，也会采取果断行动向前迈进)”可知，自我怀疑的女性应该勇敢果断，来取得成功。故选A。 【抢分练2】(25-26高三上·浙江杭州·期末) When you hear the word “uncertainty”, what emotions arise? Fear, anxiety, excitement, or determination? As humans, we experience conflicting needs: part of us needs to feel safe, secure and to have some routine, and another part of us needs variety and opportunity. Life inevitably brings uncertainty and change — a reality that has been particularly evident in recent years. How does our brain detect uncertainty? Research reveals that noradrenaline (去甲肾上腺素) plays a central role in our response to uncertain events. As a neuromodulator (神经调质), noradrenaline influences whether brain cells receive calming or stimulating signals, thereby regulating our mental state. To investigate the role noradrenaline plays, scientists at MIT conducted an experiment with mice. The animals were trained to push a lever upon hearing a high-frequency noise, receiving a drink of water as a reward. They also learned that activating the lever during a low-frequency noise would result in an unpleasant puff of air. The researchers then introduced uncertainty by including a sound of unclear frequency. The researchers discovered that the locus coeruleus (蓝斑) — a small brainstem area that modulates noradrenaline — was essential in detecting uncertainty. When the outcome wasn’t clear, and the reward was a surprise, the release was much larger. For example, when a mouse received a puff of air instead of the expected reward, the locus coeruleus sent out a large burst of noradrenaline. Over time, the mice became less likely to press the lever when rewards were uncertain. The study concluded that the brain learns to manage varying uncertainty levels, with the locus coeruleus playing a fundamental role. Complementary research at University College London identified two additional neuromodulators involved: acetylcholine (乙酰胆碱) helps us adapt to environmental changes, while dopamine motivates action during uncertain situations. 1. What is the primary function of noradrenaline? A. Enhancing brain sensitivity to stimuli. B. Creating emotional responses to uncertain events. C. Regulating brain signals through chemical release. D. Detecting various frequency sounds from different sources. 2. What can be inferred about mice from the experiment? A. They preferred uncertain rewards to certain ones. B. They avoided risks after unexpected outcomes. C. They could distinguish all frequency differences. D. They gradually learned to ignore the unclear sound. 3. How do neuromodulators work together? A. They coordinate adaptation and action systems. B. They compete to control human emotional states. C. They function independently in separate brain areas. D. They mainly work during laboratory experiments. 4. Which would be the best title for the text? A. Laboratory Experiments with Animal Behavior B. Chemical Responses to Environmental Changes C. Human Emotions in Challenging Situations D. Brain Mechanisms for Handling Uncertainty 【答案】1. C 2. B 3. A 4. D 【导语】这是一篇说明文。文章介绍不确定性会引发复杂情绪，麻省理工等机构通过小鼠实验，揭示去甲肾上腺素等神经调质与脑区，共同调控大脑应对不确定性的机制。 1. 细节理解题。根据第二段“As a neuromodulator (神经调质), noradrenaline influences whether brain cells receive calming or stimulating signals, thereby regulating our mental state.(作为一种神经调质，去甲肾上腺素能够影响脑细胞接收的是镇静信号还是刺激信号，从而调节我们的精神状态)”可知，去甲肾上腺素的主要功能是通过化学释放来调节大脑信号。故选C。 2. 推理判断题。根据倒数第二段“Over time, the mice became less likely to press the lever when rewards were uncertain.(随着时间的推移，当奖励情况不确定时，这些老鼠就越不愿意去按压杠杆了)”可知，老鼠在出现意外结果后会避免风险。故选B。 3. 细节理解题。根据最后一段“Complementary research at University College London identified two additional neuromodulators involved: acetylcholine (乙酰胆碱) helps us adapt to environmental changes, while dopamine motivates action during uncertain situations.(伦敦大学学院的补充性研究发现了另外两种参与其中的神经调节物质：乙酰胆碱有助于我们适应环境变化，而多巴胺则能在不确定的情况下激发行动)”可知，神经调节剂通过协调适应和行动系统协同工作。故选A。 4. 主旨大意题。根据第二段“How does our brain detect uncertainty? Research reveals that noradrenaline (去甲肾上腺素) plays a central role in our response to uncertain events. As a neuromodulator (神经调质), noradrenaline influences whether brain cells receive calming or stimulating signals, thereby regulating our mental state.(我们的大脑是如何察觉不确定性的呢？研究表明，去甲肾上腺素在我们对不确定事件的反应中起着核心作用。作为一种神经调质，去甲肾上腺素能够影响脑细胞接收的是镇静信号还是刺激信号，从而调节我们的精神状态)”可知，文章介绍了不确定性会引发复杂情绪，麻省理工等机构通过小鼠实验，揭示去甲肾上腺素等神经调质与脑区，共同调控大脑应对不确定性的机制。由此可知，D选项“处理不确定性的大脑机制”最符合文章标题。故选D。 【抢分练3】(25-26高三上·湖南长沙·期末) Hungarian writer Laszlo Krasznahorkai, 71, has won the 2025 Nobel Prize in literature, becoming the second Hungarian author ever to receive the honor, the Swedish Academy announced on Oct 9. The academy honored him for his “compelling (引人入胜的) and visionary” works, which uphold the power of art in the midst of “disastrous terror”. Born in Gyula, Hungary, in 1954, Krasznahorkai’s early life was filled with artistic dreams. He played the piano in a jazz band and sang in a rock group when he was young. At first, he studied law, but later switched to Hungarian language and literature at Budapest’s Eotvos Lorand University. In the 1980s, Krasznahorkai spent many years traveling around Hungary and Germany, working different jobs such as miner and cow night watchman. He also worked as an editor. These unusual experiences appear in many of his novels. In the late 1990s, his travels took him to Mongolia, China and Japan, whose cultures he has also explored in his works. The academy especially praised his unique writing style, marked by long, flowing sentences that sometimes continue for pages with hardly any punctuation. His 2021 book Herscht 07769, for example, is 400 pages long and has only one period. “While it is Krasznahorkai’s weighty, rolling syntax that has perhaps become his signature as an author, his style also allows for a lightness of touch and a great lyrical beauty,” said Steve Sem-Sandberg, a member of the academy. “It is Laszlo Krasznahorkai’s artistic gaze, which is entirely free of illusion and which sees through the fragility of the social order, combined with his firm belief in the power of art, that has motivated the academy to award him this prize,” Sem-Sandberg added. “I am deeply glad that I have received the Nobel prize- above all because this award proves that literature exists in itself, beyond various non- literary expectations. and that it is, still being read,” said Krasznahorkai. “And for those who read it, it offers a certain hope that beauty, nobility, and the sublime (崇高) still exist for their own sake. It may offer hope even to those in whom life itself only barely flickers.” 1. What makes Krasznahorkai’s works stand out, according to the Academy? A. Their humor beneath tragedy B. Their pursuit of artistic achievement. C. Their faith in art against despair. D. Their concern with massive disasters. 2. What could we infer about Krasznahorkai from paragraph 2? A. He used to be a lawyer. B. His life was plain and uneventful. C. His works was irrelevant to his experience. D. He learned from global experiences. 3. What does the underlined word “syntax” in paragraph 4 mean? A. Rhythm. B. Theme. C. Choice. D. Structure. 4. What does Krasznahorkai’s words indicate in the last paragraph? A. Literature depends on non- literary expectations. B. Literature educates the public about virtue. C. Literature offers hope to those struggling in life. D. Literature blames society for moral decline. 【答案】1. C 2. D 3. D 4. C 【导语】本文是一篇新闻报道。主要介绍了71岁的匈牙利作家拉斯洛·克拉斯纳霍尔凯荣获2025年诺贝尔文学奖，其作品以在“灾难性恐惧”中坚守艺术力量而著称，文章还讲述了他的生平经历、独特写作风格以及他对文学意义的看法。 1. 细节理解题。根据第一段“The academy honored him for his “compelling and visionary” works, which uphold the power of art in the midst of “disastrous terror”.(瑞典学院表彰他那些“引人入胜且富有远见”的作品，这些作品在“灾难性恐惧”中坚守艺术的力量)”可知，瑞典学院认为他的作品在面对绝望时对艺术的信念使它们脱颖而出。故选C项。 2. 推理判断题。根据第二段“In the late 1990s, his travels took him to Mongolia, China and Japan, whose cultures he has also explored in his works.(20世纪90年代后期，他游历了蒙古、中国和日本，他也在作品中探索了这些地方的文化)”可推断，他从全球的经历中汲取养分用于创作。故选D项。 3. 词义猜测题。根据第三段“The academy especially praised his unique writing style, marked by long, flowing sentences that sometimes continue for pages with hardly any punctuation.(瑞典学院特别称赞了他独特的写作风格，其特点是句子冗长、流畅，有时连续数页几乎没有标点符号)”以及第四段“While it is Krasznahorkai’s weighty, rolling syntax that has perhaps become his signature as an author(也许正是克拉斯纳霍尔凯那种凝重、连绵的syntax成为了他作为作家的标志)”可知，此处指他独特的句式结构，所以“syntax”意思是“结构”，与“structure”意思相近。故选D项。 4. 推理判断题。根据最后一段“And for those who read it, it offers a certain hope that beauty, nobility, and the sublime still exist for their own sake. It may offer hope even to those in whom life itself only barely flickers.(“对于那些阅读文学作品的人来说，它提供了一种希望，即美、高尚和崇高仍然因其自身而存在。它甚至可能给那些生命之光几乎微弱闪烁的人带来希望”)”可知，他认为文学给在生活中挣扎的人带来希望。故选C项。 【抢分练4】(2026·广东深圳·一模) The freezing Northeast hasn’t been a terribly fun place to spend time this winter, so when the chance came for a weekend to Sarasota, Florida, my bags were packed before you could say “sunshine”. I left for the land of warmth and vitamin C, thinking of beaches and orange trees. When we touched down to blue skies and warm air, I sent up a small prayer of gratefulness. Swimming pools, wine tasting, and pink sunsets (at normal evening hours, not 4 in the afternoon) filled the weekend, but the best part — particularly to my taste, dulled by months of cold weather root vegetables — was a 7 a.m. adventure to the Sarasota farmers’ market that proved to deserve the early wake-up call. The market, which was founded in 1979, sets up its tents every Saturday from 7:00 a.m. to 1 p.m., rain or shine, along North Lemon and State streets. Baskets of perfect red strawberries; the red-painted sides of the Java Dawg coffee truck; and most of all, the tomatoes: amazing, large, soft and round red tomatoes. Disappointed by many a broken, vine-ripened (蔓上成熟的) promise, I’ve refused to buy winter tomatoes for years. No matter how attractive they look in the store, once I get them home they’re unfailingly dry, hard, and tasteless. But I homed in, with uncertainty, on one particular table at the Brown’s Grove Farm’s stand, full of fresh and soft tomatoes the size of my fist. These were the real deal and at that moment, I realized that the best part of Sarasota in winter was going to be eating things that back home in New York I wouldn’t be experiencing again for months. Delighted as I was by the tomatoes in sight, my happiness deepened when I learned that Brown’s Grove Farm was one of the suppliers for Jack Dusty, a newly opened restaurant at the Ritz Carlton, where — luckily for me — I was to have dinner that very night. Without even seeing the menu, I knew I’d be ordering every tomato on it. 1. What did the author think of her winter life in New York? A. Exciting. B. Boring. C. Relaxing. D. Annoying. 2. What did the author most expect to do in Florida? A. Enjoy beaches and warm air. B. Have a swim and taste wine. C. Send up a prayer of gratefulness. D. Visit a local farmer’s market. 3. What can we learn about tomatoes sold in New York in winter? A. They look appealing. B. They are juicy. C. They taste great. D. They are of high quality. 4. What was most likely to be the author’s plan that evening? A. To visit a farm. B. To leave Ritz Carlton. C. To enjoy a feast of tomatoes. D. To buy more fresh vegetables. 【答案】1. B 2. D 3. A 4. C 【导语】本文是一篇记叙文。文章主要讲述作者厌倦纽约寒冷枯燥的冬天，前往佛罗里达度假，最爱当地农贸市场的西红柿，并计划当晚享用西红柿美食的经历。 1. 推理判断题。根据第一段中的“The freezing Northeast hasn’t been a terribly fun place to spend time this winter, so when the chance came for a weekend to Sarasota, Florida, my bags were packed before you could say ‘sunshine’.(今年冬天，寒冷的东北部并不是一个特别有趣的地方，所以当有机会去佛罗里达州的萨拉索塔度周末时，我立马就收拾好了行李)”可知，作者认为纽约的冬天并不有趣，即无聊。故选B项。 2. 细节理解题。根据第二段中的“Swimming pools, wine tasting, and pink sunsets (at normal evening hours, not 4 in the afternoon) filled the weekend, but the best part — particularly to my taste, dulled by months of cold weather root vegetables — was a 7 a.m. adventure to the Sarasota farmers’ market that proved to deserve the early wake-up call. (游泳池、品酒会和粉色的日落(在正常的傍晚时分，而不是下午4点)填满了整个周末，但最棒的部分—尤其是对我这个因数月寒冷天气吃根茎蔬菜而变得迟钝的口味来说—是早上7点去萨拉索塔农贸市场的冒险，事实证明，早起是值得的)”可知，作者在佛罗里达最期待做的事是参观当地的农贸市场。故选D项。 3. 细节理解题。根据第四段中的“No matter how attractive they look in the store, once I get them home they’re unfailingly dry, hard, and tasteless.(不管它们在商店里看起来多诱人，一旦我带回家，它们总是干硬无味)”可知，纽约冬天卖的西红柿看起来很吸引人。故选A项。 4. 推理判断题。根据最后一段中的“Delighted as I was by the tomatoes in sight, my happiness deepened when I learned that Brown’s Grove Farm was one of the suppliers for Jack Dusty, a newly opened restaurant at the Ritz Carlton, where — luckily for me — I was to have dinner that very night. Without even seeing the menu, I knew I’d be ordering every tomato on it.(看到眼前的西红柿，我欣喜若狂，当我得知布朗格罗夫农场是丽思卡尔顿酒店新开的餐厅杰克・达斯迪的供应商之一时，我的喜悦更深了—幸运的是，那天晚上我要在那里吃晚饭。即使不看菜单，我也知道我会点上面所有的西红柿)”可推断，作者当晚的计划很可能是享用一顿西红柿盛宴。故选C项。 原创精品资源学科网独家享有版权，侵权必究！ 学科网(北京)股份有限公司 学科网（北京）股份有限公司 $ 重难点18 高频主题阅读词汇(综合练) ( 内容导航 速度提升 技巧掌握 手感养成 重难考向聚焦 锁定目标 精准打击： 1. 人与社会 ( 含传统文化 ) —— 最高频 核心内涵 ：社会现象、人际关系、文化传承与创新、公益活动 2. 人与科技 ( 含数字生活 ) 核心内涵 ：科技应用、数字素养、互联网影响、辩证看待科技 3. 人与自然 ( 含生态保护 ) 核心内涵 ：环境保护、可持续发展、生态平衡、绿色生活 4. 人与自我 ( 含成长心态 ) 核心内涵 ： 心理健康、成长挑战、自我认知、目标规划 重难技巧突破 授予利器 瓦解难点： 1. 主题词群记忆矩阵 破解难点：词汇孤立记忆，考试想不起 2. 熟词生义 “三阶破解法” 破解难点：单词认识，句子意思完全跑偏 3. 同义替换 “雷达图” 破解难点：答案明明在原文，就是找不到对应点 4. 逻辑信号词 “地图导航” 破解难点：文章读得懂，结构理不清，作者态度抓 不准 重难保分练 稳扎稳打 必拿分数 ： 聚焦 细节理解、词义猜测、主旨或段落大意、作者态度等4 种类型可稳拿分数题 目，确保重难点基础分值 重难抢分练 突破瓶颈 争夺高分： 聚焦 词义或短语猜测、主旨或段落大意、推理判断等3 种类型 中、 高难度题目，争 夺关键分数 重难冲刺练 模拟实战 挑战顶尖： 挑战高考和模拟综合题型，养成稳定攻克难题的“题感”。 ) 【命题趋势】 【三大致命考向】 考向一：熟词生义“隐形杀手” 必须警惕的常见词：develop (患<病>；培养；冲洗<照片>), address (处理<问题>；发表演讲), sharp (急剧的；敏锐的), employ (使用；雇佣), appreciate (理解并欣赏；增值), charge (收费；充电；指控), spring (泉水；弹簧；跳跃；春天), 考向二：同义替换“解题密钥” 高考最爱的替换对：important ≈ significant / crucial / vital / critical; show ≈ indicate / demonstrate / reveal / illustrate; cause ≈ lead to / result in / contribute to / give rise to; solve ≈ address / tackle / deal with / resolve; use ≈ employ / utilize / apply / make use of; many ≈ numerous / a multitude of / a host of 考向三：逻辑关系“文脉导航” 必须瞬间反应的关系词：转折：however, yet, but, nevertheless, in fact, actually (后文是重点！); 因果：therefore, thus, consequently, as a result, due to, owing to; 对比：on the contrary, in contrast, while, whereas, on the other hand; 让步：although, though, even if, despite, in spite of (主句是核心！); 递进：moreover, furthermore, besides, in addition 通过对近五年高考英语全国卷及新高考卷的系统分析，其阅读词汇命题呈现以下四大核心趋势： 趋势一：主题词汇高度语境化——“活”的词汇 命题表现：1.不直接考查孤立的单词释义。2.深度嵌入具体社会议题和真实场景中考查。 备考启示：脱离语境的死记硬背完全失效。必须建立“主题-语境-词汇”三位一体的学习模式，在阅读真题和时事语料中激活词汇。 趋势二：考查重心转向“词汇深度知识” 命题表现：1. 一词多义与熟词生义常态化；2. 词汇的情感色彩与语域敏感度提升；3. 同义/近义替换的复杂度增加。 备考启示：从“认识这个词”升级到“吃透这个词”。掌握其不同义项、常见搭配、同反义网络，以及在语境中的细微差别。 趋势三：逻辑关联词汇成为理解关键“支架” 命题表现：文章逻辑结构更加复杂，转折、因果、对比、让步等关系词成为命题人设置理解障碍和题目陷阱的关键节点。正确理解however, nevertheless, whereas, thereby等词所引导的逻辑，是解答主旨、推断和态度题的前提。许多题目的答案就隐藏在逻辑转折词之后。 备考启示：将逻辑关联词视为与实义词同等重要的“战略词汇”。需系统掌握其功能分类，并在阅读中主动预判其后信息的走向。 趋势四：词汇与思辨能力考查深度融合 命题表现：1. 文本题材更“思辨”：议论文、书评、科技伦理讨论增多，涉及“科技的双刃剑”、“文化遗产的商业化”、“个人与集体的平衡”等辩证话题。2. 对应词汇更“抽象”：高频出现如 autonomy (自主性), ethical (伦理的), bias (偏见), paradox (悖论), accountability (问责制) 等抽象概念词汇。3. 题目要求更“高阶”：要求考生基于对这类抽象词汇和复杂概念的理解，进行推断、评价和论证分析。 备考启示：词汇积累必须向上触及抽象概念层。在关注环保、科技等传统主题时，更要关注其背后的“伦理、责任、发展、平衡”等元概念及其英文表达。 根据以上趋势，高效备考应实现四个转变： 转变方向 传统做法 面对趋势要求的做法 词汇学习 按字母顺序背单词书 按主题群 & 功能群 在真题语境中积累 词汇深度 记忆1-2个中文释义 掌握多义项、搭配、感情色彩、同反义网络 阅读焦点 只关注实义词意思 同等重视逻辑关联词，勾画文章逻辑地图 思维能力 停留在信息查找 训练基于词汇和逻辑的推断、评价、辩证思考 高考英语阅读词汇的命题，正从“语言知识测验”全面转向“通过语言进行思维测评”。它要求学生拥有的不是一个被动的“词汇量”，而是一个主动的、深度互联的、能在复杂语境和思辨场景中灵活调用的“词汇能力体系”。 应对这一趋势，最有效的路径是：以历年真题为土壤，以高频主题为脉络，以逻辑关系为骨架，深度培育你的词汇应用能力。这不仅是应试之道，更是未来大学学习所需核心能力的提前奠基。 一、人与社会(含传统文化) 高考英语阅读理解中，“人与社会”(含传统文化)类文章是高频考点，这类文章通常信息密集、文化概念多，但掌握核心技巧后完全可以攻克。 (一)核心解题思维 1. 读懂“文化负载词”：遇到传统术语(如“元宵节”“书法”)时，不要纠结拼写，迅速关联已知文化知识 作者往往会用同位语、定语从句或举例进行解释，紧盯这些解释部分。 2. 把握“比较思维”：中西文化对比是常见出题点，注意转折词(however, while, unlike)和比较级，这往往是观点所在。 3. 理解“深层价值”：表层是介绍文化现象，深层是传达价值观(如和谐、孝道、集体精神)，文章结尾常有点睛之笔，揭示文化意义。 (二)题型专项突破 【事实细节题】—— 精准定位 标志：When/Where/What/Why引导的问句；true/NOT true题型 技巧：题干中提取2-3个关键词，回原文扫描，答案常在关键词所在句或前后一两句，警惕“张冠李戴”“无中生有”“偷换概念”陷阱。 【词义猜测题】—— 语境破解 标志：The word “…” in Paragraph X probably means… 技巧：联系上下文，尤其是同位语、破折号、冒号后的解释，传统文化类文章常用“下定义”方式解释术语。 【推理判断题】—— 合理推断 标志：We can infer / learn / conclude that… 技巧：答案≠原文直接表述，但必须有原文依据。关注作者情感词汇(fortunately, surprisingly)和评论句，从具体事例推断普遍原则。 【主旨大意题】—— 全局把握 标志：The main idea / best title / purpose of the passage is… 技巧：重点阅读首段、尾段及各段首句，高频重复的概念即文章核心，警惕“以偏概全”的选项。 三、实战步骤(建议用时：8-9分钟/篇) 第一步：速读抓结构(1-2分钟)：读标题预测内容；读首尾段把握基调；扫读各段首句，勾画时间、地点、人物、文化概念。 第二步：审题划关键(1分钟)：阅读题干和选项，划出定位词(专有名词、数字、独特表述)；预判题型及解题思路。 第三步：定位详析(5-6分钟)：按题号顺序回原文定位(题文同序原则)；精读相关句群，分析长难句结构；对比选项，排除干扰。 第四步：检查验证(1分钟)：检查答案是否与文章整体一致；疑难题目用“代入法”检验。 四、高频话题与应对策略 1. 节日习俗类 核心要素：时间、活动、食物、象征意义 出题点：细节排序、习俗目的、古今对比 2. 艺术工艺类 核心要素：制作过程、材料、特点、传承现状 出题点：步骤顺序、独特之处、面临挑战 3. 社会变迁类 核心要素：传统做法、现代变化、原因、影响 出题点：变化对比、原因分析、作者态度 【典例1】(2026浙江高考首考 C) Human beings have always loved reviews: word of mouth has long been regarded as one of the most valuable marketing tools available to a company. Consumers enjoy reading and giving reviews. However, the problem is that a lot of the reviews are fake (假的). Shabnam Azimi and Alexander Krasnikov of Loyola University of Chicago and Kwong Chan of Northeastern University recently published a study on fake reviews. The study used a data set of 1,600 reviews of Chicago hotels. Some of them were real; others were fake. The reviews were presented to 400 subjects. Each subject got eight reviews to read: a balanced set of two positive fake, two positive real, two negative fake and two negative real, presented in a random order. The reviews were written by real people who were given information about the hotel. The results show that consumers generally trust negative reviews more than positive ones. Moreover, we humans tend to assume that positive reviews might be fake. “Overall, negative reviews are less common. So, we pay more attention to them. When a negative review is fake, we get tricked,” Azimi says. When it came to faking a review, length was important to believability, as was detail. A long, negative review of a hotel, complete with lots of information, tended to convince participants. A lengthy, positive review, on the other hand, was regarded as suspicious, and participants tended to trust writers that kept their glowing reviews short. Emotion was also important in convincing readers — or the lack of emotion, at least. Azimi says study participants tended not to trust reviews where the writers expressed their feelings in a big way. The more dispassionate that negative write-up, the more likely it was to take the reader in. The fake reviews written for Azimi’s study were put together by humans, but increasingly, fake reviews are being written by AI, which makes them look more real. Though many companies use algorithms (算法) to weed out fake reviews, Azimi points out that the machines are programmed by humans, and given our limited ability to spot fake reviews, this isn’t a good sign. 28. Which aspect of the study does paragraph 2 mainly talk about? A. Its design. B. Its findings. C. Its purposes. D. Its significance. 29. What does the underlined word “glowing” in paragraph 4 mean? A. Funny. B. Abusive. C. Insightful. D. Praising. 30. What kind of review would readers most likely trust? A. A long, positive one. B. An unemotional, negative one. C. A short, negative one. D. An enthusiastic, positive one. 31. What can be inferred from the last paragraph? A. Many companies are producing fake reviews. B. Writing fake reviews will be declared illegal. C. Machines can detect fake reviews accurately. D. It will be harder to recognize fake reviews. 【答案】28. A 29. D 30. B 31. D 【导语】本文是一篇说明文。文章主要介绍关于虚假评论的一项研究，包括研究设计、结果发现以及AI生成虚假评论带来的识别难题等内容。 28. 细节理解题。根据第二段中的“The study used a data set of 1,600 reviews of Chicago hotels. Some of them were real; others were fake. The reviews were presented to 400 subjects. Each subject got eight reviews to read: a balanced set of two positive fake, two positive real, two negative fake and two negative real, presented in a random order. The reviews were written by real people who were given information about the hotel.(该研究使用了芝加哥酒店的1600条评论作为数据集，其中一些是真实的，另一些是虚假的。这些评论被呈现给400名受试者，每位受试者要阅读8条评论：两组均衡的评论，包括2条虚假好评、2条真实好评、2条虚假差评和2条真实差评，以随机顺序呈现。这些评论由获得酒店相关信息的真实人员撰写。)”可知，第二段主要介绍了这项研究的数据集、受试者以及评论呈现方式等，即研究的设计情况。B项“它的发现”、C项“它的目的”、D项“它的意义”均未在第二段体现，故选A项。 29. 词句猜测题。根据第四段中的“A lengthy, positive review, on the other hand, was regarded as suspicious, and participants tended to trust writers that kept their glowing reviews short.(另一方面，冗长的好评被认为是可疑的，受试者往往更信任那些保持glowing评论简短的作者。)”可知，此处“glowing reviews”与前文“positive review(好评)”构成同义指代，由此猜测glowing意为“赞美的、表扬的”。A项“有趣的”、B项“辱骂的”、C项“有洞察力的”均不符合语境，故选D项。 30. 细节理解题。根据第四段中的“A long, negative review of a hotel, complete with lots of information, tended to convince participants.(一条包含大量信息的冗长酒店差评，往往更能让受试者信服。)”和“The more dispassionate that negative write-up, the more likely it was to take the reader in.(负面评论越冷静客观，就越有可能让读者相信。)”可知，读者最有可能相信的是冷静客观、不带强烈情绪的差评。A项“冗长的好评”与“冗长的好评被认为可疑”相悖；C项“简短的差评”与“冗长的差评更有说服力”不符；D项“热情洋溢的好评”与“情绪强烈的评论不被信任”相悖，故选B项。 31. 推理判断题。根据最后一段中的“The fake reviews written for Azimi’s study were put together by humans, but increasingly, fake reviews are being written by AI, which makes them look more real. Though many companies use algorithms (算法) to weed out fake reviews, Azimi points out that the machines are programmed by humans, and given our limited ability to spot fake reviews, this isn’t a good sign.(为阿齐米的研究撰写的虚假评论是由人类编写的，但如今越来越多的虚假评论由人工智能生成，这使得它们看起来更真实。尽管许多公司使用算法来清除虚假评论，但阿齐米指出，这些机器是由人类编程的，而考虑到我们识别虚假评论的能力有限，这并不是一个好迹象。)”可推断，随着AI生成的虚假评论越来越逼真，未来识别虚假评论将会变得更加困难。A项“许多公司在生成虚假评论”文中未提及；B项“撰写虚假评论将被宣布为非法”文中未提及；C项“机器能准确检测虚假评论”与“算法由人类编程，识别能力有限”相悖，故选D项。 二、人与科技(含数字生活) 高考英语阅读理解中，“人与科技”(含数字生活)类文章紧跟时代热点，探讨技术对生活、社会和思维的影响。这类文章逻辑性强但术语较多，掌握方法后反而容易得分。 (一)核心解题思维 1. 把握“问题-解决方案”结构：科技类文章常围绕“现存问题→技术方案→应用效果→潜在担忧”展开，理清这个链条就抓住了主线。 2. 区分“事实”与“观点”：事实上般是技术功能、数据、实验结果(客观)；观点一般是专家评价、用户反馈、社会影响(主观) 3. 理解“辩证态度”：作者往往既肯定技术进步，又警示潜在风险(如隐私、人际疏离)，注意平衡的表述。 (二)题型专项突破 【技术原理题】—— 抓过程与机制 标志：How does...work? / What is the key to...? 技巧：1. 定位描述过程的段落，关注步骤词(first, then, finally) 2. 图解复杂过程：在草稿纸上画出简单流程图 3. 答案常是对技术本质的通俗化解释 【事实细节题】—— 数据与功能精准对应 标志：具体数字、百分比、功能描述提问 技巧：1. 题干数字直接定位 2. 注意“程度限定词”：fully, partially, mainly, only 3. 警惕“绝对化”表述，科技文中罕见100%肯定 【态度观点题】—— 捕捉情感与评价词汇 标志：The author’s attitude / How does the author feel about...? 技巧：1. 重点阅读转折后(but, however)及结尾段 2. 标注情感词：concerned, optimistic, skeptical, impressed 3. 区分作者态度与文中引用的他人态度 【推理应用题】—— 基于逻辑的合理延伸 标志：What can be inferred? / Where would...be most useful? 技巧：1. 答案必须基于原文信息，不能凭空想象 2. 从已有应用场景推理类似场景 3. 关注技术优势和限制，二者结合推理。 (三)实战步骤(建议用时：8分钟/篇) 第一步：结构预判(1分钟)：读标题和首段，判断文章类型；介绍新技术(功能+优势)；讨论科技影响(利弊分析)；预测未来趋势(可能性+依据)；标记小标题(如有)，快速把握脉络。 第二步：题干关键词定位(1分钟)：划出题干中的独特术语(App名称、技术缩写)、数字、比较对象；科技文章题文顺序高度一致，按顺序解题即可。 第三步：精析与排除(5分钟)：长难句处理：找到主谓宾，技术修饰语先跳过，回头再补；术语理解：利用“同位语、破折号、举例、括号”解释破译生词；选项对比；排除与原文明显矛盾项；警惕“偷换概念”(如把A技术功能说成B的)；注意“扩大范围”(把“某些用户”说成“所有用户”)。 第四步：检查逻辑一致性(1分钟)：答案是否与文章主旨一致；观点题是否符合作者整体基调。 (四)高频话题与应对策略 1. 人工智能与大数据 核心：算法、学习模式、个性化服务、伦理问题 出题点：工作原理、应用案例、争议焦点 2. 社交媒体与数字生活 核心：连接性、信息传播、心理健康、隐私边界 出题点：行为影响、研究数据、专家建议 3. 新兴科技应用(5G、VR、区块链等) 核心：技术特点、落地场景、潜在变革 出题点：优势阐释、当前局限、未来展望 4. 科技与传统文化/教育结合 核心：数字保护、创新传承、学习方式变革 出题点：结合方式、效果评估、意义分析 (五)必背高频词汇和术语(英汉对照) Artificial Intelligence (AI) 人工智能 algorithm 算法 big data 大数据 virtual reality (VR) 虚拟现实 cyber-security 网络安全 digital divide 数字鸿沟 user privacy 用户隐私 innovate/innovation 创新 double-edged sword 双刃剑 automate/automation 自动化 【典例2】(2026浙江高考首考 D) Carbon removal is crucial for fighting climate change. Scientists at Salk Institute are making use of the natural capacity of plants to absorb carbon dioxide by enhancing their root systems. This optimization (优化) aims to increase the amount of carbon stored and extend the duration of its storage. To design these climate-saving plants, the scientists are using a research tool called SLEAP — an AI software that tracks multiple features of root growth. Created by Salk Fellow Talmo Pereira, SLEAP was initially designed to track animal movement in the lab. Now, Pereira has teamed up with plant scientist Professor Wolfgang Busch to apply SLEAP to plants. In a study published in Plant Phenomics, Busch and Pereira establish a new procedure for using SLEAP to analyze plant root phenotypes — how deep and wide they grow, how massive their root systems become, and other physical qualities. Prior to SLEAP, tracking the physical characteristics of both plants and animals required a lot of labor that slowed the scientific process. SLEAP uses computer vision (the ability for computers to understand images) and deep learning (an AI approach for training a computer to learn and work like the human brain) to help researchers process images much more quickly. The application of SLEAP to plants has already enabled researchers to establish the most extensive catalog (目录) of plant root phenotypes to date. What’s more, tracking these physical root system characteristics helps scientists find genes (基因) associated with those characteristics, as well as whether multiple root characteristics are determined by the same genes or independently. This allows the Salk team to determine what genes are most beneficial to their plant designs. “Our cooperation is truly proof of what makes Salk science so special and impactful,” says Pereira. “We’re not just ‘borrowing’ from different disciplines — we’re really putting them on equal footing in order to create something greater than the sum of its parts.” 32. What do the scientists at Salk Institute hope to achieve? A. Keeping more carbon in plants. B. Optimizing the use of energy. C. Enhancing biological diversity. D. Reducing carbon absorption. 33. Why did Pereira create SLEAP? A. To generate plant images. B. To conduct research on animals. C. To study climate patterns. D. To track features of root growth. 34. What will SLEAP help the scientists do? A. Pick out diseased plants in the forest. B. Collect samples of plant root systems. C. Identify genes for desirable plant roots. D. Preserve the genes of endangered plants. 35. What can be inferred from Pereira’s words? A. Academic disciplines are of equal importance. B. Computer programming is a must for scientists. C. Interdisciplinary approach promotes creativity. D. Cooperation outweighs competition in research. 【答案】32. A 33. B 34. C 35. C 【导语】这是一篇说明文。文章讲述索尔克研究所科学家为固碳优化植物根系，将原追踪动物AI工具SLEAP应用于研究植物根系表型，助力筛选有益基因，这也是跨学科合作的成果。 32. 细节理解题。根据第一段“Scientists at Salk Institute are making use of the natural capacity of plants to absorb carbon dioxide by enhancing their root systems. This optimization (优化) aims to increase the amount of carbon stored and extend the duration of its storage. (索尔克研究所的科学家们通过强化植物根系，利用其吸收二氧化碳的天然能力。这一优化旨在增加碳的储存量并延长其储存时间。)”可知，索尔克研究所的科学家们希望让植物储存更多的碳。故选A项。 33. 细节理解题。根据第二段“Created by Salk Fellow Talmo Pereira, SLEAP was initially designed to track animal movement in the lab. (SLEAP 由索尔克研究所的塔尔莫・佩雷拉研发，最初被设计用于在实验室中追踪动物的活动。)”可知，佩雷拉研发SLEAP是为了开展动物相关研究。故选B项。 34. 细节理解题。根据第四段“What’s more, tracking these physical root system characteristics helps scientists find genes (基因) associated with those characteristics, as well as whether multiple root characteristics are determined by the same genes or independently. This allows the Salk team to determine what genes are most beneficial to their plant designs. (此外，追踪这些植物根系的物理特征，有助于科学家找到与这些特征相关的基因，同时还能弄清多种根系特征是由同一基因决定，还是各自独立调控。这也让索尔克研究所的研究团队能够确定，哪些基因对其植物育种研究最具利用价值。)”可知，SLEAP能帮助科学家识别出利于培育理想根系的基因。故选C项。 35. 推理判断题。根据最后一段佩雷拉的话“We’re not just ‘borrowing’ from different disciplines — we’re really putting them on equal footing in order to create something greater than the sum of its parts. (我们不只是从不同学科中‘借鉴’，而是真正让各学科处于平等地位，以创造出比各部分总和更有价值的成果。)”可知，跨学科的研究方法能够促进创新。故选C项。 三、人与自然(含生态保护) 高考英语阅读理解中，“人与自然”(含生态保护)类文章是热点话题，贴合社会主义核心价值观，考查频率高。这类文章通常包含生态现象、环境问题、保护措施等，逻辑清晰但专业词汇较多。 (一)核心解题思维 1. 把握“现象-问题-解决方案”主线 文章通常结构：描述自然现象/美景 → 指出环境问题(原因、现状、危害)→ 提出保护措施或倡议。理清这条主线，就能快速定位各部分的细节。 2. 理解“数据与例证”的作用 数据(如百分比、年份、数量)用于说明问题的严重性或措施的有效性。具体事例(如某物种濒危、某地污染)用于支撑观点，使论述更可信。 3. 体会“人与自然是生命共同体”的深层理念 高考选文最终常落脚于呼吁行动、倡导可持续生活方式、强调生态平衡的重要性。作者态度通常是忧患中带着希望，批判破坏行为的同时赞扬保护努力。 (二)题型专项突破 【原因分析题】—— 寻找因果链 标志：Why...? / What leads to/causes...? / The reason for... is that... 技巧：1. 定位问题现象，在前后文中寻找原因信号词(because, due to, as a result of, lead to)。2. 注意原因可能是多层次的(直接原因、根本原因、人为因素、自然因素)。 【细节理解题】—— 聚焦事实与数据 标志：According to the passage, which is TRUE/NOT true? / The data shows that... 技巧：1. 精确比对：将选项与原文逐词比对，注意程度、范围、时态的变化。2. 警惕“绝对化”陷阱：如把“many/有些”偷换成“all/全部”，或把“potential/潜在的危害”说成“immediate/直接的危害”。 【词义猜测题】—— 利用语境与常识 标志：The underlined word “…” probably means/refers to... 技巧：1. 联系上下文逻辑关系(并列、解释、转折)。2. 专业生态词汇常通过下定义、举例子或同位语解释。 【推理判断题】—— 基于文本的合理延伸 标志：We can infer/conclude/learn that... / What is the author’s attitude toward...? 技巧：1. 作者态度：关注形容词(alarming, promising, devastating)、副词(unfortunately, hopefully)及结尾段的呼吁。2. 推断未来/影响：基于文中所述问题的严重性和措施的可行性进行合理推断，不可天马行空。3. 推断写作目的：科普知识？警示问题？呼吁行动？赞扬项目？ 【主旨大意题】—— 综合与概括 标志：The main idea / best title / purpose of the passage is... 技巧：1. 排除只涉及细节的选项。2. 最佳标题/主旨应能覆盖全文核心(问题+解决方案/倡议)，而不仅是现象描述。3. 高频词和反复出现的概念是主旨的线索。 (三)实战步骤(建议用时：7-8分钟/篇) 第一步：快速浏览，抓住主线(1.5分钟)：读标题、首段、尾段及各段首句，迅速构建文章骨架。用笔圈出：核心话题(如plastic pollution)、关键问题、主要措施/建议。 第二步：审读题干，划关键词(1分钟)：阅读所有题干和选项，划出独特名词(物种名、地名、项目名)、数据、因果词。预判每题大致对应的文章部分。 第三步：定位精读，比对选项(5分钟)：根据题干关键词，按“题文同序”原则回原文定位。精读定位句及前后相关句群。复杂句处理：先找主谓宾，抓住“谁做了什么”，再理解修饰成分。 第四步：检查验证，解决难题(1分钟)：将所选答案代入题干，看是否与原文整体逻辑一致。对于犹豫的题，采用“逆向排除法”，找出其他选项的错误点。 (四)高频话题与词汇储备 1. 核心话题 环境污染：空气/水/土壤/塑料/噪音污染(pollution)及治理 气候变化：全球变暖(global warming)、极端天气(extreme weather)、碳排放(carbon emissions) 生态保护：物种濒危(endangered species)、生物多样性(biodiversity)、自然保护区(nature reserve) 资源与可持续：可再生能源(renewable energy)、循环利用(recycling)、可持续发展(sustainable development) 2. 必备主题词汇(英汉对照) ecosystem 生态系统 habitat 栖息地 conservation 保护 extinction 灭绝 pollutant 污染物 greenhouse effect 温室效应 eco-friendly / environmentally friendly 环保的 balance of nature 自然平衡 take measures / actions 采取措施 raise public awareness 提高公众意识 【典例3】(2025全国高考I卷 B) In my ninth-grade writing class last year, I met a cowboy who saved his town, a strict father who demanded his son earn straight A’s, and a modern-day Juliet who died of heartbreak after her parents rejected the love of her young life. More than once, I found myself wondering just how my students, who’d created these people, knew their subjects so well. But things were different for their first essay, which was about the question: “Why is writing important?” Most of the essays filled less than one page, and few contained a sentence that could be interpreted as a thesis (论点) statement. I was shocked. Then I realized that the problem was the question itself. They could have written pages on the necessity of computers, but writing, in and of itself, simply didn’t strike them as important. This would have to change. As a new unit started, I asked everyone to write a persuasive piece on a health-related topic of their choice. This time they found the exercise much more interesting. For the next two assignments, a personal-narrative unit followed by a creative-writing workshop, I only required that the piece meet the specifications of its genre (体裁) and that it contain a thesis. The results were staggering. The students took on diverse topics and turned in stories, 10 to 20 pages each, with characters that broadened my view and touched my heart. I walked into class believing that writing is important as a means of communication. However, my students demonstrated something more important to me. When the final bell rang in June, I walked away with a yearbook full of messages about writing’s most powerful significance — the ability to connect people, to put us in another’s skin, to teach us what it means to be human. 24. Who are the people mentioned at the beginning of paragraph 1? A. Ninth graders. B. Students’ parents. C. Modern writers. D. Fictional characters. 25. Why did the students perform poorly in writing their first essay? A. They were not given enough time. B. They had a very limited vocabulary. C. They misunderstood the question. D. They had little interest in the topic. 26. What does the underlined word “staggering” in paragraph 3 mean? A. Mixed. B. Amazing. C. Similar. D. Disturbing. 27. What does the author’s experience show? A. Teaching is learning. B. Still waters run deep. C. Knowledge is power. D. Practice makes perfect. 【答案】24. D 25. D 26. B 27. A 【导语】本文是一篇记叙文。文章主要讲述了作者作为一名写作课老师，通过教学实践逐渐认识到学生写作动力的来源以及写作真正意义的成长故事。 24. 细节理解题。根据第一段中“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。 四、人与自我(含成长心态) 高考英语阅读理解中，“人与自我”(含成长心态、个人经历、品格发展)类文章是最贴近考生生活的题材，容易产生共鸣，但也容易因主观臆断而失分。这类文章通常通过叙事或议论探讨个人成长、心理调适、价值观塑造等主题。 (一)核心解题思维 1. 识别“成长弧光”：文章常遵循“遇到挑战/困境 → 心理挣扎 → 采取行动/获得启发 → 领悟成长/改变心态”的结构。把握主角的情感与认知变化轨迹是理解主旨的关键。 2. 区分“事实”与“感悟” 事实层：发生了什么事、说了什么话、做出了什么行为。感悟层：主角的感受、反思、学到的道理、心态的转变。题目常在“感悟层”设置正确选项，在“事实层”设置干扰项。 3. 抓住“矛盾与解决”：成长源于内心或外部的矛盾(如理想与现实、恐惧与勇气、放弃与坚持)。找到矛盾点及其解决方式，就抓住了文章内核。 (二)题型专项突破 【细节理解题】—— 聚焦具体事件与选择 标志：What did the author do when...? / Why did he/she feel... at first? 技巧：1. 定位到具体情节，注意描述人物行动和直接引语的句子。2. 注意时间顺序(before, after, eventually)和心理变化标志词(but, however, to my surprise)。 【心理推断题】—— 透过现象看情感与动机 标志：How did the author probably feel about...? / What was the real reason for his/her...? 技巧：1. 寻找直接表达情感的形容词(frustrated, relieved, confident)、副词(unexpectedly, barely)及比喻性语言。2. 人物行为是心理的外在表现，从行为反推动机和情绪。3. 警惕“想当然”，必须找到文本依据。 【词义猜测题】—— 结合情感色彩与上下文 标志：The word “…” in Paragraph X reflects/shows that the author was... 技巧：1. 该词往往是带有情感色彩的形容词或动词。2. 结合该词出现的整个情景(冲突场景、反思时刻)来理解。 【主旨大意题】—— 提炼成长启示 标志：What is the main lesson of the story? / The passage is mainly about... 技巧：1. 重点分析结尾段：成长类文章的“文眼”常在结尾。2. 选项往往是抽象的道理(如：勇气比技能更重要；失败是成长的一部分)。3. 排除那些只概括“事件”但未触及“领悟”的选项。 【观点态度题】—— 把握作者或主角的立场 标志：What is the author’s attitude toward his past self/the experience? 技巧：1. 作者对“过去自己”的态度常是：理解、宽容、感激、略带自嘲。2. 作者对“这段经历”的态度常是：珍视、认为有价值、虽然艰难但值得。 (三)实战步骤(建议用时：7-8分钟/篇) 第一步：沉浸式速读，理清脉络(1.5分钟) 把自己代入故事，快速通读，回答三个问题：1. 主角是谁？(通常是作者本人“I”)；2. 核心挑战/问题是什么？(比赛、演讲、人际冲突、自我怀疑)；3. 最终获得了什么成长？(新的认知、心态、技能)。 第二步：读题划词，确定考点(1分钟) 划出题干中的情感词(feel, think, attitude)、事件节点(at first, after the event)和抽象概念(lesson, purpose)。预判此题是考细节、心理还是主旨。 第三步：定位精析，共情理解(5分钟) 回到原文相关段落，不仅要看“发生了什么”，更要思考“为什么这样发生”以及“这意味着什么”。遇到人物对话或独白，慢下来仔细读，这里是心理的集中体现。 第四步：理性验证，排除干扰(1分钟) 成长类文章最典型的干扰项是：1.过度拔高：把一个小感悟上升到一个过于宏大的哲理。2.动机庸俗化：把内在成长动机曲解为外在功利目的(如为了获奖而努力)。3.偏离重心：选项本身正确，但不是本文讨论的重点。 (四)高频主题与核心价值 1. 核心成长主题 克服恐惧与突破自我：公开演讲、尝试新事物、面对失败。 理解他人与自我定位：团队合作、化解矛盾、认识自己的长处与短处。 品格淬炼：坚持、诚实、责任感、同理心的培养。 学会看待挫折：从失误中学习，理解过程比结果更重要。 2. 必备心态与品质词汇 perseverance 坚持 resilience 韧性；恢复力 self-doubt 自我怀疑 comfort zone 舒适区 take initiative 主动 learn the hard way 通过艰难经历学到 a turning point 转折点 look back (on) 回顾 build up confidence 建立自信 what matters is... 重要的是… 最后提醒：这类文章是你与作者进行的一场心灵对话。解题时，需要在“共情理解”和“客观分析”之间找到平衡。既要深入体会人物的心路历程，又要冷静地基于文本事实进行判断。 【典例4】(2025全国高考II卷 B) Kathy Ho teaches high school inside Lucile Packard Children’s Hospital Stanford (LPCH). “Sometimes I don’t like saying that I’m a teacher, ” says Ho. “People get in their minds an idea of what teachers do, but that’s not really what it is here.” “Here” is room 386, where each year, about 500 LPCH patients also become students. The hospital school is free of parents, doctors, and medical procedures. It’s a place of learning. About half of Ho’s students stay for a week or less; others are there for more than a year. Most of Ho’s students will recover, which means that preparing them to return to school is an increasingly important component of care. Still, in room 386, academics don’t come first. Physical health and mental health are the priority. “If you’re scared about something and thinking only about that, there’s no way you’re going to be able to learn, ” Ho says. “I’m a coach, an adviser, and a comforter, and that’s what it means to be a hospital teacher. ” There are up to 30 students at any given time in Ho’s class. She generally works with their regular teachers to get lessons and tests being used at their home schools. Some teachers don’t give the kids any assignments; they express sympathy instead. “I feel like it is a disservice to the kids, ” Ho says. “They think their teachers don’t care about their schoolwork. ” Ho recognizes the psychological benefit of helping kids keep up with their peers (同龄人) outside the hospital. “I actually think the medicine is only a small piece for some problems,” says Julie Good, director of pain management services at LPCH. “It’s about problem-solving around what it means to have a full life. Those kids have dreams. School can keep those dreams alive by giving kids a way to learn and grow. ” 24. Who does Ho teach at LPCH? A. Sick children. B. Young nurses. C. Medical students. D. Patients’ parents. 25. What is a characteristic of Ho’s job? A. Prioritizing academics. B. Encouraging innovation. C. Treating various diseases. D. Playing multiple roles. 26. What does the underlined word “it” refer to in paragraph 4? A. Offering regular lessons. B. Paying extra attention. C. Assigning no schoolwork. D. Showing no sympathy. 27. How does the hospital school benefit the students according to Good? A. It eases peer pressure. B. It helps them live in hope. C. It frees them from aches. D. It entertains them with stories. 【答案】24. A 25. D 26. C 27. B 【导语】本文是一篇记叙文，主要讲述了Kathy Ho在露西尔・帕卡德儿童医院斯坦福分院(LPCH)担任教师的工作情况，介绍了医院学校学生的情况、她工作的特点以及医院学校对学生的益处。 24. 细节理解题。根据第二段““Here” is room 386, where each year, about 500 LPCH patients also become students. The hospital school is free of parents, doctors, and medical procedures. It’s a place of learning. About half of Ho’s students stay for a week or less; others are there for more than a year. Most of Ho’s students will recover, which means that preparing them to return to school is an increasingly important component of care. (“这里”指的是386室，每年约有500名露西尔・帕卡德儿童医院斯坦福分院(LPCH)的患者在这里成为学生。这所医院学校里没有家长、医生，也没有医疗程序。它是一个学习的地方。Ho老师的学生中，大约一半的人在这里待一周或更短时间，其他人则会待一年以上。大多数学生最终会康复，这意味着，帮助他们做好重返学校的准备，成为护理工作中越来越重要的一部分)”可知，Ho在LPCH 教生病的孩子。故选A。 25. 细节理解题。根据第三段中“I’m a coach, an adviser, and a comforter, and that’s what it means to be a hospital teacher. (我是一名教练、一名顾问和一名安慰者，这就是作为一名医院教师的意义)” 可知，Ho工作的一个特点是扮演多种角色。故选D。 26. 词句猜测题。根据第四段中“Some teachers don’t give the kids any assignments; they express sympathy instead. “I feel like it is a disservice to the kids, ” Ho says. (一些老师不给孩子们布置任何作业，而是表达同情。Ho说：“我觉得这对孩子们是一种伤害”)” 可推知，“it”指的是不给孩子们布置作业这件事。故选C。 27. 推理判断题。根据最后一段中Julie Good 所说的“It’s about problem-solving around what it means to have a full life. Those kids have dreams. School can keep those dreams alive by giving kids a way to learn and grow. (这关乎围绕“如何拥有充实的生活”来解决问题。那些孩子拥有梦想，而学校能通过为他们提供学习和成长的途径，让这些梦想得以延续)”可推知，Good认为医院学校通过让孩子保持学习和成长，帮助他们维系梦想，即帮助他们生活在希望中。故选B。 (建议用时：每篇用时7分钟) 【保分练1】(2023·北京·高考真题) Sitting in the garden for my friend’s birthday. I felt a buzz (振动) in my pocket. My heart raced when I saw the email sender’s name. The email started off: “Dear Mr Green, thank you for your interest” and “the review process took longer than expected.” It ended with “We are sorry to inform you…” and my vision blurred (模糊). The position—measuring soil quality in the Sahara Desert as part of an undergraduate research programme — had felt like the answer I had spent years looking for. I had put so much time and emotional energy into applying, and I thought the rejection meant the end of the road for my science career. So I was shocked when, not long after the email, Professor Mary Devon, who was running the programme, invited me to observe the work being done in her lab. I jumped at the chance, and a few weeks later I was equally shocked—and overjoyed—when she invited me to talk with her about potential projects I could pursue in her lab. What she proposed didn’t seem as exciting as the original project I had applied to, but I was going to give it my all. I found myself working with a robotics professor on techniques for collecting data from the desert remotely. That project, which I could complete from my sofa instead of in the burning heat of the desert, not only survived the lockdown but worked where traditional methods didn’t. In the end, I had a new scientific interest to pursue. When I applied to graduate school, I found three programmes promising to allow me to follow my desired research direction. And I applied with the same anxious excitement as before. When I was rejected from one that had seemed like a perfect fit, it was undoubtedly difficult. But this time I had the perspective (视角) to keep it from sending me into panic. It helped that in the end I was accepted into one of the other programmes I was also excited about. Rather than setting plans in stone, I’ve learned that sometimes I need to take the opportunities that are offered, even if they don’t sound perfect at the time, and make the most of them. 24. How did the author feel upon seeing the email sender’s name? A. Anxious. B. Angry. C. Surprised. D. Settled. 25. After talking with Professor Devon, the author decided to ________. A. criticise the review process B. stay longer in the Sahara Desert C. apply to the original project again D. put his heart and soul into the lab work 26. According to the author, the project with the robotics professor was ________. A. demanding B. inspiring C. misleading D. amusing 27. What can we learn from this passage? A. An invitation is a reputation. B. An innovation is a resolution. C. A rejection can be a redirection. D. A reflection can be a restriction. 【保分练2】(25-26高三上·山东聊城·期中) My initial exploration of the world of comic books happened through the comic strips (连环漫画) in newspapers. It began with a fondness for Garfield and his adventures, and led to the discovery of a range of comic books like Champak and Archie. While my access to comics as a child was limited to what was printed in the newspaper, this changed once I grew older and started visiting bookstores to buy the books that I wanted to read. Having grown up on a diet of image-heavy books, I regarded diving into all-text novels as a formidable undertaking. As I searched for books that lay somewhere in between, I came across a copy of Bhimayana — a graphic novel. It felt familiar due to its comic-like theme and design. Plus, understanding complex narratives through pictures was relatively easier and more fun. Growing older, I found myself graduating to graphic novels from childish comic books. They deal with serious topics in a more engaging manner and literally show me what was going on. Fast-forward a few years to when I was given a copy of J.R.R. Tolkien’s The Hobbit. While I was impressed by the compelling (扣人心弦的) nature of storytelling in his novel, I am not sure if I would have been able to visualize and enjoy his text-only version so much had I not read Charles Dixon’s The Hobbit first. Thanks to Charles Dixon, I had a picture of whatever had happened, and that made it easier and more fun to understand J.R.R. Tolkien’s version. From black and white strips to illustrated graphic novels, this transformation has come a long way. While my romance with books is still ongoing, in the long run, my love for illustrated novels is more substantial and here to stay. 1. What can we learn about the author as a little kid? A. He mined newspapers for knowledge. B. Comics struck him as shallow. C. He cared little for book categories. D. Comics were his main reading joy. 2. What does the underlined word “formidable” in Paragraph 2 mean? A. Discouraging. B. Rewarding. C. Entertaining. D. Enlightening. 3. What can be inferred about Charles Dixon’s The Hobbit? A. It contains rich visual material. B. It presents a complicated plot. C. It focuses on the latest news. D. It shapes Tolkien’s writing style. 4. What could be the best title for the text? A. Welcome to the World of Literature B. Can’t Get Enough of Graphic Novels C. Let Comic Books Shape Who I Am D. Find Myself through Reading Novels 【保分练3】(2026·浙江宁波·模拟预测) Nowadays, the thought that a child’s behavior can be bad — mean, greedy, selfish — is often considered unacceptable especially in the rich and democratic West. Children are treated as a unique category, almost a species apart from adults. This appears in the popular “every child is different” belief, which discourages judging or correcting children so as to honor their uniqueness. One explanation for this is the tendency to view children’s emotions as purely physiological releases of stress, beyond moral evaluation. Brain-body parenting, for instance, argues that young children lack the neural wiring for self-control and therefore should not be expected to regulate their behavior. Parents are urged not to correct wrongdoing but simply to narrate emotions — “You’re feeling very angry right now.” But human emotions are inseparable from understanding: Fear reflects a sense of threat, disappointment signals unmet expectations; jealousy implies perceiving another as a rival. Meaning shapes feeling, even in toddlers. Merely labeling a child’s anger without explaining when anger is appropriate or how it may harm others deprives them of an understanding of what they are feeling. The psychoanalyst Wilfred Bion explained in Learning from Experience (1962) that when parents interpret and respond to a baby’s behavior, they transform raw sense experiences into meaningful thoughts. Moral and emotional understanding — knowing justified anger, practicing restraint, respecting others — does not suddenly appear in adulthood. It develops gradually, long before children are able to grasp or express such ideas clearly, as parents offer forms of understanding to their children from the very beginning. As Bion put it, “just as we do not hold back from speaking to little babies because of the worry that they are unable to use words, so we should not hold back from initiating kids to our understanding of what counts as good and bad behavior.” The idea that a parent can remain neutral toward their child’s behaviour is at best naive and at worst dangerous. The deeper question parents need to ask is: Who do we want our toddlers to become? Unless we begin with a vision of the kind of person we hope to raise, we will always be chasing the latest parenting trend, or, perhaps, our child’s every mood. 1. How would parents usually respond to children’s misbehavior in the West? A. They try to categorize all their mistakes. B. They point out and punish it immediately. C. They judge it by moral standards of adults. D. They forgive it to ensure kids’ individuality. 2. What does the author think of the brain-body parenting? A. It overlooks the role of understanding in emotions. B. It is a practical solution to reduce children’s stress. C. It helps parents handle children’s negative moods. D. It highlights the biological basis of kids’ misbehavior. 3. What can we learn about moral education according to Wilfred Bion? A. Kids know nothing about moral rules. B. Language and morals develop hand in hand. C. Moral rules should be nurtured from early ages. D. Children’s abilities mature when they grow up. 4. What does the author advise parents to do in the last paragraph? A. Follow new parenting trends closely. B. Set clear aims for their child’s growth. C. Stay neutral about their child’s behavior. D. Let moods guide their parenting choices. 【保分练4】(2026·1月浙江·高考首考真题) 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. (建议用时：每篇用时8分钟) 【抢分练1】(25-26高三上·江苏南通·期末) Have you ever escaped taking on a role or opportunity because you didn’t feel confident enough? Perhaps the voice in your head asked: “Why me? I am not yet ready, not capable enough, or don’t have enough experience.” If you can relate, you’re among the majority of women with whom I’ve worked. I recently asked more than 120 women, from areas including the U.S., UK, Australia, Georgia, Italy, India, Jamaica, and Bermuda: If you’ve ever avoided risks, what factors and reasons contributed to this? More than 70% reported that self­doubt, or not having enough belief in themselves, their capabilities, or their skills, was a driving factor. As one well­known executive told me: “Every day I doubt myself. I doubt that I am good enough to be where I am.” This shouldn’t come as a surprise. We know self­doubt is a pervasive and often paralyzing concern, particularly for women. A study by psychologists at Cornell and Washington State highlighted higher levels of self­doubt in women. Research has also shown that women will apply for a job only if they meet all of the qualifications, while men will apply when they fulfill only 60%. Another recent study identified a considerable gender gap when it comes to self­promotion, with women providing less favorable assessments of their own past performance and potential future ability. Ultimately, men take more chances on themselves, and that pays dividends in the long run. While this pattern of self­doubt emerged again and again in studies, my interactions, and my client work, I also noticed another commonality: These women’s self­doubts weren’t sabotaging their success. The vast majority of successful women leaders I’ve interviewed and coached have built exciting and satisfying careers even while facing self­doubt. What these women also had in common is courage in the absence of confidence—a trait that is often weaponized against women and used to explain why they fail to achieve career goals. My work has found that successful women take decisive action to move forward even while grappling with fears and doubts and questioning their own “readiness”. “As women, we often feel like we have to be 100% ready in order to move forward. But, if you are 50% or 75% there, jump. Just do it,” said Megan Costello, former executive director of the Boston Mayor’s Office for Women’s Advancement. 1. What is the real factor for women to escape taking on a role? A. Higher risks. B. Different beliefs. C. Inner feelings. D. Related experiences. 2. What is typical of women in terms of self­promotion? A. They tend to be less optimistic. B. They prefer to be well qualified. C. They try to be favorably assessed. D. They hope to be clearly identified. 3. Which can best replace the underlined word “sabotaging” in Paragraph 5? A. Promoting. B. Weakening. C. Achieving. D. Balancing. 4. How do women with self­doubts succeed? A. They should be courageous and decisive. B. They should keep themselves unprepared. C. They should stop questioning their careers. D. They should learn from famous executives. 【抢分练2】(25-26高三上·浙江杭州·期末) When you hear the word “uncertainty”, what emotions arise? Fear, anxiety, excitement, or determination? As humans, we experience conflicting needs: part of us needs to feel safe, secure and to have some routine, and another part of us needs variety and opportunity. Life inevitably brings uncertainty and change — a reality that has been particularly evident in recent years. How does our brain detect uncertainty? Research reveals that noradrenaline (去甲肾上腺素) plays a central role in our response to uncertain events. As a neuromodulator (神经调质), noradrenaline influences whether brain cells receive calming or stimulating signals, thereby regulating our mental state. To investigate the role noradrenaline plays, scientists at MIT conducted an experiment with mice. The animals were trained to push a lever upon hearing a high-frequency noise, receiving a drink of water as a reward. They also learned that activating the lever during a low-frequency noise would result in an unpleasant puff of air. The researchers then introduced uncertainty by including a sound of unclear frequency. The researchers discovered that the locus coeruleus (蓝斑) — a small brainstem area that modulates noradrenaline — was essential in detecting uncertainty. When the outcome wasn’t clear, and the reward was a surprise, the release was much larger. For example, when a mouse received a puff of air instead of the expected reward, the locus coeruleus sent out a large burst of noradrenaline. Over time, the mice became less likely to press the lever when rewards were uncertain. The study concluded that the brain learns to manage varying uncertainty levels, with the locus coeruleus playing a fundamental role. Complementary research at University College London identified two additional neuromodulators involved: acetylcholine (乙酰胆碱) helps us adapt to environmental changes, while dopamine motivates action during uncertain situations. 1. What is the primary function of noradrenaline? A. Enhancing brain sensitivity to stimuli. B. Creating emotional responses to uncertain events. C. Regulating brain signals through chemical release. D. Detecting various frequency sounds from different sources. 2. What can be inferred about mice from the experiment? A. They preferred uncertain rewards to certain ones. B. They avoided risks after unexpected outcomes. C. They could distinguish all frequency differences. D. They gradually learned to ignore the unclear sound. 3. How do neuromodulators work together? A. They coordinate adaptation and action systems. B. They compete to control human emotional states. C. They function independently in separate brain areas. D. They mainly work during laboratory experiments. 4. Which would be the best title for the text? A. Laboratory Experiments with Animal Behavior B. Chemical Responses to Environmental Changes C. Human Emotions in Challenging Situations D. Brain Mechanisms for Handling Uncertainty 【抢分练3】(25-26高三上·湖南长沙·期末) Hungarian writer Laszlo Krasznahorkai, 71, has won the 2025 Nobel Prize in literature, becoming the second Hungarian author ever to receive the honor, the Swedish Academy announced on Oct 9. The academy honored him for his “compelling (引人入胜的) and visionary” works, which uphold the power of art in the midst of “disastrous terror”. Born in Gyula, Hungary, in 1954, Krasznahorkai’s early life was filled with artistic dreams. He played the piano in a jazz band and sang in a rock group when he was young. At first, he studied law, but later switched to Hungarian language and literature at Budapest’s Eotvos Lorand University. In the 1980s, Krasznahorkai spent many years traveling around Hungary and Germany, working different jobs such as miner and cow night watchman. He also worked as an editor. These unusual experiences appear in many of his novels. In the late 1990s, his travels took him to Mongolia, China and Japan, whose cultures he has also explored in his works. The academy especially praised his unique writing style, marked by long, flowing sentences that sometimes continue for pages with hardly any punctuation. His 2021 book Herscht 07769, for example, is 400 pages long and has only one period. “While it is Krasznahorkai’s weighty, rolling syntax that has perhaps become his signature as an author, his style also allows for a lightness of touch and a great lyrical beauty,” said Steve Sem-Sandberg, a member of the academy. “It is Laszlo Krasznahorkai’s artistic gaze, which is entirely free of illusion and which sees through the fragility of the social order, combined with his firm belief in the power of art, that has motivated the academy to award him this prize,” Sem-Sandberg added. “I am deeply glad that I have received the Nobel prize- above all because this award proves that literature exists in itself, beyond various non- literary expectations. and that it is, still being read,” said Krasznahorkai. “And for those who read it, it offers a certain hope that beauty, nobility, and the sublime (崇高) still exist for their own sake. It may offer hope even to those in whom life itself only barely flickers.” 1. What makes Krasznahorkai’s works stand out, according to the Academy? A. Their humor beneath tragedy B. Their pursuit of artistic achievement. C. Their faith in art against despair. D. Their concern with massive disasters. 2. What could we infer about Krasznahorkai from paragraph 2? A. He used to be a lawyer. B. His life was plain and uneventful. C. His works was irrelevant to his experience. D. He learned from global experiences. 3. What does the underlined word “syntax” in paragraph 4 mean? A. Rhythm. B. Theme. C. Choice. D. Structure. 4. What does Krasznahorkai’s words indicate in the last paragraph? A. Literature depends on non- literary expectations. B. Literature educates the public about virtue. C. Literature offers hope to those struggling in life. D. Literature blames society for moral decline. 【抢分练4】(2026·广东深圳·一模) The freezing Northeast hasn’t been a terribly fun place to spend time this winter, so when the chance came for a weekend to Sarasota, Florida, my bags were packed before you could say “sunshine”. I left for the land of warmth and vitamin C, thinking of beaches and orange trees. When we touched down to blue skies and warm air, I sent up a small prayer of gratefulness. Swimming pools, wine tasting, and pink sunsets (at normal evening hours, not 4 in the afternoon) filled the weekend, but the best part — particularly to my taste, dulled by months of cold weather root vegetables — was a 7 a.m. adventure to the Sarasota farmers’ market that proved to deserve the early wake-up call. The market, which was founded in 1979, sets up its tents every Saturday from 7:00 a.m. to 1 p.m., rain or shine, along North Lemon and State streets. Baskets of perfect red strawberries; the red-painted sides of the Java Dawg coffee truck; and most of all, the tomatoes: amazing, large, soft and round red tomatoes. Disappointed by many a broken, vine-ripened (蔓上成熟的) promise, I’ve refused to buy winter tomatoes for years. No matter how attractive they look in the store, once I get them home they’re unfailingly dry, hard, and tasteless. But I homed in, with uncertainty, on one particular table at the Brown’s Grove Farm’s stand, full of fresh and soft tomatoes the size of my fist. These were the real deal and at that moment, I realized that the best part of Sarasota in winter was going to be eating things that back home in New York I wouldn’t be experiencing again for months. Delighted as I was by the tomatoes in sight, my happiness deepened when I learned that Brown’s Grove Farm was one of the suppliers for Jack Dusty, a newly opened restaurant at the Ritz Carlton, where — luckily for me — I was to have dinner that very night. Without even seeing the menu, I knew I’d be ordering every tomato on it. 1. What did the author think of her winter life in New York? A. Exciting. B. Boring. C. Relaxing. D. Annoying. 2. What did the author most expect to do in Florida? A. Enjoy beaches and warm air. B. Have a swim and taste wine. C. Send up a prayer of gratefulness. D. Visit a local farmer’s market. 3. What can we learn about tomatoes sold in New York in winter? A. They look appealing. B. They are juicy. C. They taste great. D. They are of high quality. 4. What was most likely to be the author’s plan that evening? A. To visit a farm. B. To leave Ritz Carlton. C. To enjoy a feast of tomatoes. D. To buy more fresh vegetables. 原创精品资源学科网独家享有版权，侵权必究！ 学科网(北京)股份有限公司 学科网（北京）股份有限公司 $