专题02 阅读理解（记叙文）（山东专用）2026年高考英语一模分类汇编

专题02 阅读理解（记叙文） 主题01 人与自我——个人成长 Passage 1 （2026·山东济宁·一模） For most of my life, I treated taste as fixed. There were things I liked and things I didn’t, and that was that. Sticking to that belief had left me in a bit of a standstill. I stopped making time for new hobbies or trying anything new. Salsa lessons? No, thanks. Interactive theatre? Not for me. But my automatic “no” to anything that “wasn’t my thing” only kept me trapped in the same routine of work, sleep, eating, and that left me feeling listless and a little empty. So, in an effort to break the boredom, I began to question whether my taste was fixed at all, or whether it might be something I could train. I had read that children need 8 to 15 tries to accept a new food. Why shouldn’t the same principle apply to social activities for adults? I started small. When a friend invited me to a book club, I resisted the urge to dismiss it, despite my longstanding dislike of reading due to dyslexia (阅读障碍症). But I went anyway. I listened to the first book on audio book and, to my surprise, enjoyed the discussion and the people. Now I spend mornings reading. Then came music and performance: jazz clubs, line dancing, contemporary performance — all things I had previously ignored. Trying things you thought you wouldn’t enjoy, I found, became oddly addictive. I didn’t love everything straight away, but I stopped saying no before I had even begun. Most recently, I tried out my local library’s chess club. I was easily 30 years younger than everyone else, but that didn’t matter. Honestly, there was nothing quite like being wiped off the board by someone who had been playing since before your parents met. I felt more of a connection with others there than at any organized twenty-something social event I’ve attended. Putting “try something new” in my diary once a week broke up the work-commute-collapse cycle I had accidentally built my life around. Now I simply count to five, approach the friendliest-looking person with a “hello”, and any initial awkwardness quickly fades. Next week? Who knows. Maybe magic lessons. Maybe life drawing. Maybe both. 1．How did the author’s fixed idea affect her? A．It simplified her daily routine. B．It left her more time for work. C．It flattened her life into dullness. D．It spared her unwanted socializing. 2．Why did the author accept her friend’s invitation to a book club? A．To make a conscious shift in her life. B．To revisit a former interest in reading. C．To meet her friend’s repeated requests. D．To occupy a blank in her personal calendar. 3．How did the author feel when losing the chess game? A．Totally relieved. B．Slightly puzzled. C．Rather embarrassed. D．Somewhat delighted. 4．What message does the author try to convey? A．Learn to say no. B．Break out of your shell. C．Look before you leap. D．Let go of the past. Passage 2 （2026·山东聊城·一模） It was back in 1990, and I was on the east coast of Spitsbergen, the largest island of Svalbard, a Norwegian archipelago. Svalbard has a high concentration of polar bears in the spring, gathering for the mating season. When a bear is hungry, it essentially becomes a meat-seeking missile — it can smell you from many miles away. If you’re unwashed in a dark tent out on the floating sea ice, you can look and smell like an oversized walrus (海象). For several nights, I stayed alert and kept waking up to what I thought was the sound of a bear in the snow. Checking was tough — my tent was coated in ice, which would fall when I moved. Touching the outside of my sleeping bag too long could cause frostbite. The easiest way to check was to unzip the tent, stay in my sleeping bag, and peek out for a 360-degree view. It was cold, uncomfortable — and often pointless. I made porridge in my mother’s old saucepan and left the camping stove on to melt snow for my Thermos. When I unzipped the tent, I was shocked to see a full-grown polar bear just an arm’s length away, I had a loaded gun, but it was behind me — reaching for it risked an attack. So my hand instinctively reached for the nearest combat-ready thing I could see: the porridge encrusted saucepan. I hit the bear hard on the head with the pan. It flinched, tilted its head, and seemed confused — the loud bang startled us both. Then it turned and ran off into the distance. As a young adventurer I used to feel it was me against my surroundings, but then I realized I could work with nature and bears have more of a right to be there than me. There have been times, alone in the Arctic, when I have felt more in tune with the world than anywhere else. It breaks my heart that, because of the rapidly melting sea ice, I have witnessed a wilderness habitat that others may never see. 5．What does “a meat-seeking missile” suggest about polar bears? A．Their explosive physical power. B．Their deadly hunting accuracy. C．Their ability to see prey clearly. D．Their seasonal migration instincts. 6．Why did the author detail the tent-checking procedure? A．To show his survival skills. B．To explain his fear of bears. C．To illustrate his sleeping problems. D．To highlight an unexpected encounter. 7．Why did the author choose the saucepan to fight the bear? A．It was within easy reach. B．It could make loud noises. C．It wouldn’t hurt the bear. D．It could surprise the bear. 8．What transformation did the author undergo over time? A．From fearing bears to protecting them. B．From hating adventures to loving them. C．From opposing nature to cooperating with it. D．From a beginner to a famous explorer. Passage 3 （2026·山东烟台·一模） Several years ago, I was addicted to personal bests (PBs). I treated every run as a never-ceasing battle against time with my GPS watch serving as my judge. Failure seemed certain unless I hit the target pace while success merely fueled the urge to map out how to go faster next time. It was two years before this means of running brought out multiple physical discomforts in me. Then a major injury — my broken ankle — sidelined me for three months, forcing me to switch to long, unhurried walks in the nearby park — no watch, no headphones and just the rhythm of my footsteps. It came as a revelation: I noticed the golden color of dusk filtering through oak leaves, the laughter of children echoing from the playground and the smell of freshly baked bread floating from a nearby bakery. When I returned to running, I resolved to abandon the addiction to PBs, opting for a pace gentle enough to allow off-key singing without breathing heavily. I joined a social running group, where we paused to pet dogs and share weekly stories. Then trail running, where roots and rocks demand full attention to footing rather than speed, became my new pursuit. Initially, it felt odd, like I was cheating, casting me into a mild state of disquiet with this unaccustomed pace. Soon, this shift brought clarity. One Saturday dawn, an aimless run led me to a reservoir. As I watched the sunlight sparkling on the water, I realized I hadn’t checked my electronic watch even once — no thoughts of pace or distance, just pure pleasure in running. That’s when it hit me: The essence of running doesn’t lie in pursuing data but in fully inhabiting the present, embracing surrounding delights and connecting with my body, nature and the world. That, indeed, is the greatest personal best of all. Now, I run to unwind after a long workday, to bond with friends and to witness sunrises. Occasionally I race at full speed, only when it feels fulfilling, not driven by a device and letting go of the need to prove myself. 9．What does paragraph 1 indicate about the author? A．He was keen on running aimlessly. B．He excelled in plotting running routes. C．He tended to run at a constant pace. D．He took his running performance too seriously. 10．What does the underlined word “revelation” in paragraph 2 probably refer to? A．A universal cure. B．A long-awaited miracle. C．An ethical option. D．A refreshing discovery. 11．How did the author feel in his first attempt at trail running? A．Uneasy. B．Relieved. C．Pessimistic. D．Determined. 12．What does the author’s experience show? A．A run shared is a run enjoyed. B．Running is about joy not figures. C．One can’t run before one can walk. D．A far journey begins with an initial step. 主题02 人与自我——生活与学习 Passage 1 （2026·山东菏泽·一模） Ms. Gupta’s eighth-grade history class were afraid of the annual “Living History” project. This year’s theme was “The Industrial Revolution: Human Cost”. Students typically recycled Wikipedia facts for a poster. But Ms. Gupta raised a different requirement: each student would spend a week performing the dull, minute-by-minute task of a specific historical worker, logging their physical and emotional responses. Skeptical Sam drew “Linen Mill Doffer (落纱工), age 12”. His task：every 45 minutes, for an hour after school, he must stop whatever he was doing and perform ten minutes of rapid, repetitive motion — acting out replacing bobbins (纱线筒) on a spinning machine. He set a phone timer. The first interruption came during an engaging video game. Annoyed, he hit hard at the air. The next during homework. Frustration grew. By day three, a deep sense of powerlessness set in. He couldn’t immerse in anything, anticipating the next interruption. His log entry read: “I feel overwhelmed. I can’t think a full thought.” His research into actual doffers revealed more: lung diseases from dust, deafening noise, 14-hour days. A statistic — the average life expectancy of a mill worker in 1830 was just 42 — stopped him cold. It was no longer an abstract “cost”. It was stolen time, stolen focus, stolen childhoods. For his final project, Sam didn’t make a poster. He wrote a simple program called “The Interruption”. When activated, it would freeze the screen every 45 minutes with an image of a child worker for exactly ten minutes. When he presented it, the class was silent. A girl who had embodied a “matchbox seller” spoke through tears about chemical poisoning. A boy who had simulated a coal carrier described the severe ache in his back. Ms. Gupta’s goal to bridge the gap between historical data and human ache was achieved. The students had moved from memorizing facts to feeling consequence. The project’s real lesson was that empathy isn’t just feeling but the courageous act of voluntarily giving up your own control, even for a moment, to understand another’s misery. 13．What made this year’s Living History project special?​ A．It featured role play. B．It created fine posters. C．It referred to Wikipedia.​ D．It had different themes. 14．How did Sam’s emotional change during the task? A．Curious → calm → excited. B．Doubtful → upset → shocked. C．Frightened → nervous → relieved. D．Uninterested → anxious → disappointed. 15．Why did Sam design the program “The Interruption”? A．To play a trick. B．To share his feeling. C．To learn history. D．To record his discovery. 16．What lesson might Sam and his classmates learn from the project? A．History is a mirror. B．Suffering builds character. C．Walk a mile in someone’s shoes. D．Every cloud has a silver lining. Passage 2 （2026·山东潍坊·一模） Andrew Diggs worked as a member of a joint search and rescue team to help find people missing in the flood of the Guadalupe River. While he was searching, he came across an old wooden paddle (船桨) with markings that gave him pause: the year 1962,Greek letters. It was just another personal item lost among the ruins. But the more he looked at it, the more it felt like a message — someone, somewhere, had loved this object deeply enough to hold onto it for 60 years. That meant something. And after everything that had already been taken by the flood, it was a 1-of-1 piece of memorial lost in the chaos. He knew he couldn’t let this be one more thing lost to time. He made it his mission to find its owner. That mission led him to Tom Schulze, who had given the paddle to his wife when they went to a University of Texas Formal Dance in 1962. It had been hanging in his daughter’s house — more than 3 miles from where it was found — but the house was heavily damaged in the flood. When reunited with the paddle, Tom called it a bright spot in a time of loss and suffering. To him, it wasn’t just wood and paint. It was family. History. Resilience (韧性). Tom expressed his gratitude to Diggs and a promise that he would never clean it up and would do something to preserve it as a reminder of that night of disaster. Diggs had never been very emotional about material things but a minimalist, who believed memories live in heart. That has changed, though. The stories behind the paddle made him realize it was a physical thing that could remind people of so many good times. He had seen so many small things that he previously would have considered insignificant, but now he can see what they mean to people. 17．What did Diggs do with the paddle? A．He removed its markings. B．He kept it for himself. C．He donated it to the museum. D．He returned it to its owner. 18．Why did Tom decide to keep the paddle as it was? A．To preserve its paint. B．To keep it as a witness. C．To repair it for later use. D．To maintain its commercial value. 19．What has changed for Diggs? A．His ambition for the future. B．His daily routine of work. C．His attitude to physical things. D．His appreciation of life meaning. 20．What is the best title for the passage? A．A Narrow Escape B．A Huge Disaster C．A Flood Rescue Mission D．A Rediscovered Treasure 主题01 人与自我——文化与学习 Passage 1 （2026·山东东营·一模） When the bell rang for recess, children quickly poured out. However, ragged Vincent Sabella was left out. He didn’t join the boys gathering around the horizontal bar, or the ones whispering in a far corner, nor the larger group chasing in circles. Initially, he pretended to be busy with his shoelaces, bending to undo and retie them. After repeating this for five minutes, he began casting stones at an invisible target— another five minutes gone, with five still left. Then he just stood there, hands in pockets, then on hips. Miss Price stood watching, wondering whether to intervene. Knowing the new boy was adopted from an orphanage filled her with a sense of mission. She managed to control the urge that day and every day that week. Her anxiety showed in class, though. His schoolwork errors were excused publicly, while his achievements got special mention. Her campaign to build him up was painfully obvious. For instance, she would say, “Suppose Vincent Sabella went to the store with fifteen cents. Candy bars cost five cents each. How many would he have?” He was well on the way to becoming a teacher’s pet. On Friday, Miss Price decided to speak to him privately. But lunchtime was trying for Vincent. Unlike others who went home, he had lunch in the classroom from a wrinkled paper bag, which made for awkwardness. And her visit didn’t help. The room still half full, she sat beside him, obviously sacrificing her lunch break. Mumbling (嘟囔), he shifted his eyes to the departing children. With the door closed behind the last child, he finally gave her his full attention. The more she talked, the more he seemed to relax. She went right on, feeling it was as simple and satisfying as stroking a cat. 1．What do the three “five minutes” imply? A．Vincent failed to integrate. B．Miss Price observed keenly. C．Vincent followed a routine. D．Vincent’s school life was boring. 2．The underlined phrase in paragraph 2 probably refers to someone ________ by the teacher. A．highly valued for nobility B．overly pitied for misfortune C．deeply admired for excellence D．sharply criticized for misbehavior 3．What can we infer about the talk from paragraph 3? A．It embarrassed Vincent. B．It finally put Vincent at ease. C．It didn’t satisfy Miss Price. D．It was interrupted by others. 4．Which words best describe Miss Price? A．Patient and empathetic. B．Optimistic and creative. C．Humble and responsible. D．Caring and courageous. Passage 2 （2026·山东青岛·一模） I first encountered the classics at 19, when I studied English literature at university. But a lack of life experience, combined with exams, essay deadlines and an obsession (痴迷) with good grades, left me little time to truly concentrate on them – Middlemarch, The Picture of Dorian Gray, Pride and Prejudice, Madame Bovary etc. I loved these books, yet I never got the chance to deeply engage with them. Some 40 years later, as an editor, it’s now my job to figure out what makes a book tick or more often, what it needs to make it tick. So, when a coworker suggested we deconstruct classics to find their “secret to lasting appeal”, I was intrigued. I decided to reread Middlemarch, which I had loved before but never fully grasped. I did hesitate a bit, though; could I, with my attention constantly distracted by technology, handle its 900 pages of tiny print? Not wanting to hold back entirely, I tried the audiobook instead. The audio’s vivid delivery certainly drew me in, but what truly took me aback was the new understanding that came with age. Themes that felt distant at 19 came into sharp focus at 60: ideas of marriage, ambition, and unmet expectations that had flown over my younger head now echoed (回响) deeply within me. I also noticed striking similarities in other classic characters: Emma’s desire for an “ideal life” in Madame Bovary mirrors the social comparison we see on social media today, and Dorian Gray’s obsession with youth in The Picture of Dorian Gray reflects our selfie-obsessed culture. Then came the real work: taking them apart to see why they’re classics. Some were easy to analyze, others tricky, but we gave them the attention they deserved – more than I ever could at 19. What struck me most was that classics last not for their age, but for capturing universal human truths: desires, fears, and hopes that never fade. Rereading them isn’t just about revisiting old tales; it reconnects us to our unchanging human nature, enriches our understanding of time, and grows with us as we do. 5．What does the author imply about the classics in paragraph 1? A．They enriched his experience. B．They proved too difficult for him. C．They made for his academic success. D．They failed to obtain his full appreciation. 6．What does the underlined word “intrigued” in paragraph 2 mean? A．Hesitant. B．Interested. C．Fulfilled. D．Puzzled. 7．Why does the author mention Emma and Dorian Gray? A．To show classics’ modern relevance. B．To criticize current social problems. C．To present impressive analytical skills. D．To highlight their lasting popularity. 8．What can be a suitable title for the text? A．Busy Youth, Fading Truth B．Modern Whisper of Audiobooks C．Changing Trend, Unchanging Insight D．Time’s Echo of Literary Classics 主题02 人与自我——认知感悟 Passage 1 （2026·山东临沂·一模） Christmas time with kids is filled with warm traditions: Listening to Christmas music while decorating the tree, going to look at Christmas lights with hot chocolate in hand, and taking the kids to visit Santa Claus. Well, delete that last one. At least for my family. Parents think about how fun it will be at first to take their kids to see Santa, or tell them gifts are on their way from Santa, but this comes with a series of annoying questions about Mr. Claus like how he makes it to all the houses in one night, as well as the broken trust after revealing the truth. I didn’t want that. You may think that our Christmases were rigid, stuffy, and without any warmth or magic. I don’t think so. Part of that is due to what I taught my kids about Christmas. Instead of telling them Santa is real, I told them it most likely has its origins in St. Nicholas, a man who was kind and generous to children in need. Netflix’s 2021 movie “A Boy Called Christmas” is a useful tool for helping kids connect Christmas myths and traditions with reality while keeping the spirit of generosity alive. The month of December is filled with movie and game nights, plays and concerts. These family traditions have added flavor to my kids’ entire childhood. Hopefully, they know now that it’s the time with family, doing special things together, that creates the magic and that my love for them goes well beyond just one day — and that magic, wonder and awe can happen any time with family, especially if we remain generous and grateful. My kids are older now, and they’re glad they didn’t believe the myth of Santa. It was one fewer bad memory for them, one fewer blow to their innocent childhood. 9．What is special for the author’s family’s Christmas time? A．Appreciating Christmas lights. B．skipping visiting Santa Claus. C．Unlocking secrets of Santa Claus. D．Helping Santa Claus deliver gifts. 10．What does the author want to convey to her kids in paragraph3? A．Generosity comes from reality. B．Warmth counts to Christmas. C．St. Nicholas is an unsung hero. D．Santa myth will break kids’ trust. 11．What does the author intend to show by mentioning “the magic of Christmas”? A．To prove that the Santa myth is not necessary for Christmas. B．To explain why family entertainments are popular in December. C．To show that Christmas is the most magical festival for families. D．To stress that shared family time is the core of Christmas’ charm. 12．Which of the following can best describe the author? A．Rigid but caring. B．Generous and devoted. C．Distant but unconventional. D．Thoughtful and insightful. Passage 2 （2026·山东淄博·一模） For fifteen years as a Toronto corporate lawyer, my life was measured in hours and deadlines. Efficiency was not just a habit; it was my identity. Then I joined a wilderness canoe (独木舟) trip in northern Quebec — a decision that would challenge everything I believed about time. Our guide, a Creek elder named Joseph, moved with a deliberateness that initially frustrated me. Each morning, he spent nearly an hour making tea, watching the lake, reading the sky. I calculated how much ground we could cover. Three days later, I finally asked why we couldn’t pack up faster. He looked at me with something between amusement and pity. “Where are you going that’s so important?” The question caught me off guard. I opened my mouth and realized I had nothing to say. A sudden emptiness washed over me, leaving me completely speechless. But his next words struck deeper. “My people have traveled these waters for thousands of years,” he said. “The ones who hurry make mistakes. They miss the signs. They tip their canoes in rapids they should have seen. The river doesn’t care how fast you want to go.” I brushed off his words as romantic wisdom until we ran a set of rapids. I was in the bow, paddling hard, focused on speed. Joseph called from the stern (船尾): “Slow down. Feel the water.” I turned a deaf ear to him. Moments later, we caught an edge I hadn’t noticed, and the canoe tipped, throwing us both into freezing water. As we dragged the canoe ashore, Joseph said nothing. His silence was more overwhelming than any lecture. That night, sitting by the fire, I began to understand. My whole life had been about conquering time. But here, speed had literally sunk me. I returned to Toronto with something fundamental shifted. When colleagues race through meetings, checking emails while pretending to listen, I find myself thinking of Joseph. The river still flows through me — a quiet reminder that some things cannot be rushed. The unhurried are not always slow; sometimes, they are simply wise enough to recognize what deserves their full attention. 13．What made the author speechless according to paragraph 3? A．His lack of communication skills. B．Joseph’s rude attitude towards him. C．Joseph’s simple but powerful question. D．His embarrassment at his impatience. 14．What do the underlined words “brushed off” mean in paragraph 4? A．Ignored. B．Rejected. C．Embraced. D．Doubted. 15．What does the author’s experience show? A．Speed itself is an obstacle to real success. B．Native wisdom offers answers to urban stress. C．True progress requires knowing what matters. D．Wilderness travel transforms anyone who tries it. 16．Which might be a suitable title for the text? A．A Wise Cree Guide B．A Canoe Adventure C．The Efficiency Trap D．The River’s Pace / 学科网（北京）股份有限公司 $ 专题02 阅读理解（记叙文） 参考答案 主题01 人与自我——个人成长 Passage 1：1．C 2．A 3．D 4．B Passage 2：5．B 6．D 7．A 8．C Passage 3：9．D 10．D 11．A 12．B 主题02 人与自我——生活与学习 Passage 1：13．A 14．B 15．B 16．C Passage2：17．D 18．B 19．C 20．D 主题01 人与自我——文化与学习 Passage 1：1．A 2．B 3．B 4．A Passage 2：5．D 6．B 7．A 8．D 主题02 人与自我——认知感悟 Passage 1：9．B 10．A 11．D 12．D Passage 2：13．C 14．A 15．C 16．D / 学科网（北京）股份有限公司 $ 专题02 阅读理解（记叙文） 主题01 人与自我——个人成长 Passage 1 （2026·山东济宁·一模） For most of my life, I treated taste as fixed. There were things I liked and things I didn’t, and that was that. Sticking to that belief had left me in a bit of a standstill. I stopped making time for new hobbies or trying anything new. Salsa lessons? No, thanks. Interactive theatre? Not for me. But my automatic “no” to anything that “wasn’t my thing” only kept me trapped in the same routine of work, sleep, eating, and that left me feeling listless and a little empty. So, in an effort to break the boredom, I began to question whether my taste was fixed at all, or whether it might be something I could train. I had read that children need 8 to 15 tries to accept a new food. Why shouldn’t the same principle apply to social activities for adults? I started small. When a friend invited me to a book club, I resisted the urge to dismiss it, despite my longstanding dislike of reading due to dyslexia (阅读障碍症). But I went anyway. I listened to the first book on audio book and, to my surprise, enjoyed the discussion and the people. Now I spend mornings reading. Then came music and performance: jazz clubs, line dancing, contemporary performance — all things I had previously ignored. Trying things you thought you wouldn’t enjoy, I found, became oddly addictive. I didn’t love everything straight away, but I stopped saying no before I had even begun. Most recently, I tried out my local library’s chess club. I was easily 30 years younger than everyone else, but that didn’t matter. Honestly, there was nothing quite like being wiped off the board by someone who had been playing since before your parents met. I felt more of a connection with others there than at any organized twenty-something social event I’ve attended. Putting “try something new” in my diary once a week broke up the work-commute-collapse cycle I had accidentally built my life around. Now I simply count to five, approach the friendliest-looking person with a “hello”, and any initial awkwardness quickly fades. Next week? Who knows. Maybe magic lessons. Maybe life drawing. Maybe both. 1．How did the author’s fixed idea affect her? A．It simplified her daily routine. B．It left her more time for work. C．It flattened her life into dullness. D．It spared her unwanted socializing. 2．Why did the author accept her friend’s invitation to a book club? A．To make a conscious shift in her life. B．To revisit a former interest in reading. C．To meet her friend’s repeated requests. D．To occupy a blank in her personal calendar. 3．How did the author feel when losing the chess game? A．Totally relieved. B．Slightly puzzled. C．Rather embarrassed. D．Somewhat delighted. 4．What message does the author try to convey? A．Learn to say no. B．Break out of your shell. C．Look before you leap. D．Let go of the past. 【答案】1．C 2．A 3．D 4．B 【导语】这是一篇记叙文。讲述了作者曾认为喜好固定，拒绝新事物，生活单调空虚。为改变现状，她主动尝试读书、下棋等，逐渐走出舒适区，生活变得充实有趣。 1．细节理解题。根据第二段“But my automatic “no” to anything that “wasn’t my thing” only kept me trapped in the same routine of work, sleep, eating, and that left me feeling listless and a little empty.(但我对任何不属于自己的事物都本能地拒绝，这使我陷入了重复的工作、睡眠、饮食的循环之中，这让我感到无精打采，内心也有些空虚)”可知，这位作者的固执想法使她的生活变得毫无生气，变得枯燥乏味。故选C。 2．细节理解题。根据第三段“So, in an effort to break the boredom, I began to question whether my taste was fixed at all, or whether it might be something I could train.(因此，为了摆脱这种无聊的感觉，我开始思考自己的品味到底是否是固定不变的，还是说这或许是可以通过训练来改变的)”可知，作者接受朋友邀请参加读书俱乐部是为了有意地改变自己的生活状态。故选A。 3．细节理解题。根据倒数第二段“Honestly, there was nothing quite like being wiped off the board by someone who had been playing since before your parents met. I felt more of a connection with others there than at any organized twenty-something social event I’ve attended. (老实说，那种被人在你还没出生的时候就就开始下棋的人面前就被淘汰出局的感觉，是前所未有的。在那里，我与他人的联系比我在任何一场有组织的二十多岁年轻人参加的社交活动中所建立的联系都要紧密得多)”可知，当作者输掉那场棋局时，他当时的心情稍许感到高兴。故选D。 4．推理判断题。根据最后一段“Putting “try something new” in my diary once a week broke up the work-commute-collapse cycle I had accidentally built my life around. Now I simply count to five, approach the friendliest-looking person with a “hello”, and any initial awkwardness quickly fades. Next week? Who knows. Maybe magic lessons. Maybe life drawing. Maybe both.(每周在我日程表上安排一次“尝试新事物”的环节，打破了我原本无意间构建起来的以工作、通勤和崩溃为循环的生活模式。现在，我只需数到五，然后以“你好”向看起来最友善的人走去，随后任何最初的尴尬都会很快消失。下周？谁知道呢。或许是魔法课。或许是人体素描课。又或许是两者兼而有之)”可知，作者想要表达的是放开自己内心的束缚。故选B。 Passage 2 （2026·山东聊城·一模） It was back in 1990, and I was on the east coast of Spitsbergen, the largest island of Svalbard, a Norwegian archipelago. Svalbard has a high concentration of polar bears in the spring, gathering for the mating season. When a bear is hungry, it essentially becomes a meat-seeking missile — it can smell you from many miles away. If you’re unwashed in a dark tent out on the floating sea ice, you can look and smell like an oversized walrus (海象). For several nights, I stayed alert and kept waking up to what I thought was the sound of a bear in the snow. Checking was tough — my tent was coated in ice, which would fall when I moved. Touching the outside of my sleeping bag too long could cause frostbite. The easiest way to check was to unzip the tent, stay in my sleeping bag, and peek out for a 360-degree view. It was cold, uncomfortable — and often pointless. I made porridge in my mother’s old saucepan and left the camping stove on to melt snow for my Thermos. When I unzipped the tent, I was shocked to see a full-grown polar bear just an arm’s length away, I had a loaded gun, but it was behind me — reaching for it risked an attack. So my hand instinctively reached for the nearest combat-ready thing I could see: the porridge encrusted saucepan. I hit the bear hard on the head with the pan. It flinched, tilted its head, and seemed confused — the loud bang startled us both. Then it turned and ran off into the distance. As a young adventurer I used to feel it was me against my surroundings, but then I realized I could work with nature and bears have more of a right to be there than me. There have been times, alone in the Arctic, when I have felt more in tune with the world than anywhere else. It breaks my heart that, because of the rapidly melting sea ice, I have witnessed a wilderness habitat that others may never see. 5．What does “a meat-seeking missile” suggest about polar bears? A．Their explosive physical power. B．Their deadly hunting accuracy. C．Their ability to see prey clearly. D．Their seasonal migration instincts. 6．Why did the author detail the tent-checking procedure? A．To show his survival skills. B．To explain his fear of bears. C．To illustrate his sleeping problems. D．To highlight an unexpected encounter. 7．Why did the author choose the saucepan to fight the bear? A．It was within easy reach. B．It could make loud noises. C．It wouldn’t hurt the bear. D．It could surprise the bear. 8．What transformation did the author undergo over time? A．From fearing bears to protecting them. B．From hating adventures to loving them. C．From opposing nature to cooperating with it. D．From a beginner to a famous explorer. 【答案】5．B 6．D 7．A 8．C 【导语】本文是一篇记叙文。主要讲述作者在斯瓦尔巴德群岛遭遇北极熊的惊险经历，以及其对自然态度的转变。 5．词句猜测题。根据第一段中的“When a bear is hungry, it essentially becomes a meat-seeking missile — it can smell you from many miles away.(当北极熊饥饿时，它本质上就变成了一枚追踪肉类的导弹——它能在数英里外闻到你的气味。)”可知，“meat-seeking missile”字面意为“追踪肉类的导弹”，导弹具有目标明确、精准追击、极具威胁的特点，结合后文“能在数英里外闻到人的气味”可知，该比喻强调北极熊饥饿时捕猎目标明确、极具致命性，突出其致命的狩猎精准度。故选B项。 6．推理判断题。根据第二段中的“For several nights, I stayed alert and kept waking up to what I thought was the sound of a bear in the snow. Checking was tough — my tent was coated in ice, which would fall when I moved.(连续好几个晚上，我都保持警惕，不断醒来，以为听到了北极熊在雪地里的声音。检查很困难——我的帐篷结了冰，一动就会掉下来。)”可知，作者详细描述检查帐篷的过程，是为了强调随后遭遇北极熊的意外与惊险。故选D项。 7．细节理解题。根据第三段中的“I had a loaded gun, but it was behind me — reaching for it risked an attack. So my hand instinctively reached for the nearest combat-ready thing I could see: the porridge encrusted saucepan.(我有一把上了膛的枪，但它在我身后——伸手去拿会有被攻击的风险。于是我的手本能地伸向了我能看到的最近的、可用于自卫的东西：那只结着粥垢的平底锅。)”可知，作者选择平底锅是因为它伸手可及。故选A项。 8．细节理解题。根据第四段中的“As a young adventurer I used to feel it was me against my surroundings, but then I realized I could work with nature and bears have more of a right to be there than me.(作为一名年轻的冒险家，我曾经觉得我要与周围的环境对抗，但后来我意识到我可以与自然共处，而且北极熊比我更有权利待在那里。)”可知，作者的态度从对抗自然转变为顺应、与自然合作。故选C项。 Passage 3 （2026·山东烟台·一模） Several years ago, I was addicted to personal bests (PBs). I treated every run as a never-ceasing battle against time with my GPS watch serving as my judge. Failure seemed certain unless I hit the target pace while success merely fueled the urge to map out how to go faster next time. It was two years before this means of running brought out multiple physical discomforts in me. Then a major injury — my broken ankle — sidelined me for three months, forcing me to switch to long, unhurried walks in the nearby park — no watch, no headphones and just the rhythm of my footsteps. It came as a revelation: I noticed the golden color of dusk filtering through oak leaves, the laughter of children echoing from the playground and the smell of freshly baked bread floating from a nearby bakery. When I returned to running, I resolved to abandon the addiction to PBs, opting for a pace gentle enough to allow off-key singing without breathing heavily. I joined a social running group, where we paused to pet dogs and share weekly stories. Then trail running, where roots and rocks demand full attention to footing rather than speed, became my new pursuit. Initially, it felt odd, like I was cheating, casting me into a mild state of disquiet with this unaccustomed pace. Soon, this shift brought clarity. One Saturday dawn, an aimless run led me to a reservoir. As I watched the sunlight sparkling on the water, I realized I hadn’t checked my electronic watch even once — no thoughts of pace or distance, just pure pleasure in running. That’s when it hit me: The essence of running doesn’t lie in pursuing data but in fully inhabiting the present, embracing surrounding delights and connecting with my body, nature and the world. That, indeed, is the greatest personal best of all. Now, I run to unwind after a long workday, to bond with friends and to witness sunrises. Occasionally I race at full speed, only when it feels fulfilling, not driven by a device and letting go of the need to prove myself. 9．What does paragraph 1 indicate about the author? A．He was keen on running aimlessly. B．He excelled in plotting running routes. C．He tended to run at a constant pace. D．He took his running performance too seriously. 10．What does the underlined word “revelation” in paragraph 2 probably refer to? A．A universal cure. B．A long-awaited miracle. C．An ethical option. D．A refreshing discovery. 11．How did the author feel in his first attempt at trail running? A．Uneasy. B．Relieved. C．Pessimistic. D．Determined. 12．What does the author’s experience show? A．A run shared is a run enjoyed. B．Running is about joy not figures. C．One can’t run before one can walk. D．A far journey begins with an initial step. 【答案】9．D 10．D 11．A 12．B 【导语】本文是一篇记叙文。文章主要讲述了作者从痴迷跑步数据到享受跑步本身，领悟到跑步的真谛在于感受当下而非追求成绩。 9．细节理解题。根据第一段“Several years ago, I was addicted to personal bests (PBs). I treated every run as a never-ceasing battle against time with my GPS watch serving as my judge. Failure seemed certain unless I hit the target pace while success merely fueled the urge to map out how to go faster next time. (几年前，我沉迷于个人最佳成绩(PBs)。我把每一次跑步都当作一场与时间永不停息的战斗，我的GPS手表就是裁判。除非达到目标速度，否则失败似乎是肯定的，而成功只会激发我下次如何跑得更快)”可知，作者对待自己的跑步表现过于认真。故选D项。 10．词句猜测题。根据第二段“Then a major injury — my broken ankle — sidelined me for three months, forcing me to switch to long, unhurried walks in the nearby park — no watch, no headphones and just the rhythm of my footsteps. It came as a revelation: I noticed the golden color of dusk filtering through oak leaves, the laughter of children echoing from the playground and the smell of freshly baked bread floating from a nearby bakery. (然后，一次严重的受伤——我的脚踝骨折——让我休息了三个月，迫使我转向在附近的公园里进行漫长而悠闲的散步——没有手表，没有耳机，只有我脚步的节奏。这让我有了一个revelation：我注意到黄昏的金色透过橡树叶，操场上回荡着孩子们的笑声，附近面包店飘来新鲜出炉的面包香味)”可知，作者受伤后散步时有了新的发现，所以“revelation”指的是“一个令人耳目一新的发现”。故选D项。 11．推理判断题。根据第三段“Then trail running, where roots and rocks demand full attention to footing rather than speed, became my new pursuit. Initially, it felt odd, like I was cheating, casting me into a mild state of disquiet with this unaccustomed pace. (然后，越野跑成了我的新追求，在越野跑中，树根和岩石要求你全神贯注于脚步，而不是速度。起初，感觉很奇怪，就像我在作弊，这种不习惯的速度让我有点不安)”可知，作者第一次尝试越野跑时感到不安。故选A项。 12．推理判断题。根据最后一段“That’s when it hit me: The essence of running doesn’t lie in pursuing data but in fully inhabiting the present, embracing surrounding delights and connecting with my body, nature and the world. That, indeed, is the greatest personal best of all. (就在那时，我突然意识到：跑步的本质不在于追求数据，而在于完全融入当下，享受周围的乐趣，与我的身体、自然和世界建立联系。这确实是有史以来最伟大的个人最佳成绩)”可知，作者的经历表明跑步是为了快乐，而不是为了数据。故选B项。 主题02 人与自我——生活与学习 Passage 1 （2026·山东菏泽·一模） Ms. Gupta’s eighth-grade history class were afraid of the annual “Living History” project. This year’s theme was “The Industrial Revolution: Human Cost”. Students typically recycled Wikipedia facts for a poster. But Ms. Gupta raised a different requirement: each student would spend a week performing the dull, minute-by-minute task of a specific historical worker, logging their physical and emotional responses. Skeptical Sam drew “Linen Mill Doffer (落纱工), age 12”. His task：every 45 minutes, for an hour after school, he must stop whatever he was doing and perform ten minutes of rapid, repetitive motion — acting out replacing bobbins (纱线筒) on a spinning machine. He set a phone timer. The first interruption came during an engaging video game. Annoyed, he hit hard at the air. The next during homework. Frustration grew. By day three, a deep sense of powerlessness set in. He couldn’t immerse in anything, anticipating the next interruption. His log entry read: “I feel overwhelmed. I can’t think a full thought.” His research into actual doffers revealed more: lung diseases from dust, deafening noise, 14-hour days. A statistic — the average life expectancy of a mill worker in 1830 was just 42 — stopped him cold. It was no longer an abstract “cost”. It was stolen time, stolen focus, stolen childhoods. For his final project, Sam didn’t make a poster. He wrote a simple program called “The Interruption”. When activated, it would freeze the screen every 45 minutes with an image of a child worker for exactly ten minutes. When he presented it, the class was silent. A girl who had embodied a “matchbox seller” spoke through tears about chemical poisoning. A boy who had simulated a coal carrier described the severe ache in his back. Ms. Gupta’s goal to bridge the gap between historical data and human ache was achieved. The students had moved from memorizing facts to feeling consequence. The project’s real lesson was that empathy isn’t just feeling but the courageous act of voluntarily giving up your own control, even for a moment, to understand another’s misery. 13．What made this year’s Living History project special?​ A．It featured role play. B．It created fine posters. C．It referred to Wikipedia.​ D．It had different themes. 14．How did Sam’s emotional change during the task? A．Curious → calm → excited. B．Doubtful → upset → shocked. C．Frightened → nervous → relieved. D．Uninterested → anxious → disappointed. 15．Why did Sam design the program “The Interruption”? A．To play a trick. B．To share his feeling. C．To learn history. D．To record his discovery. 16．What lesson might Sam and his classmates learn from the project? A．History is a mirror. B．Suffering builds character. C．Walk a mile in someone’s shoes. D．Every cloud has a silver lining. 【答案】13．A 14．B 15．B 16．C 【导语】这是一篇记叙文。主要说明了Gupta老师让学生体验工业革命时期工人的重复劳作，Sam通过亲身感受深受震撼，设计程序分享体会。同学们由此理解历史背后的苦难，学会换位思考与共情。 13．细节理解题。根据第一段“But Ms. Gupta raised a different requirement: each student would spend a week performing the dull, minute-by-minute task of a specific historical worker, logging their physical and emotional responses.(但古普塔女士提出了另一项要求：每位学生都要花一周时间扮演一位特定历史人物的角色，记录下自己在这一过程中身体和情绪上的反应)”可知，今年的“历史再现”项目采用了角色扮演的方式。故选A。 14．细节理解题。根据第二段“Skeptical Sam drew “Linen Mill Doffer (落纱工), age 12”.(怀疑的萨姆抽到了12 岁的亚麻纺织厂落纱工这一角色)”；“Annoyed, he hit hard at the air. The next during homework. Frustration grew.(他感到十分恼怒，用力地朝空中挥拳。紧接着，在做作业的时候也是如此。他的情绪愈发沮丧了)”以及第三段“A statistic — the average life expectancy of a mill worker in 1830 was just 42 — stopped him cold.(一个数据让他震惊不已：1830年，一名工厂工人的平均预期寿命仅为42岁)”可知，萨姆在完成任务的过程中情绪变化是：怀疑→沮丧→惊讶。故选B。 15．细节理解题。根据第三段“It was stolen time, stolen focus, stolen childhoods. For his final project, Sam didn’t make a poster. For his final project, Sam didn’t make a poster. He wrote a simple program called “The Interruption”. When activated, it would freeze the screen every 45 minutes with an image of a child worker for exactly ten minutes. (那是被偷走的时间、被偷走的专注力、被偷走的童年。山姆的期末作业没有做海报，而是写了一个简单的程序，名叫“中断时刻”。 一旦启动，该程序会每 45 分钟冻结一次屏幕，精准地显示童工的图片并持续整整十分钟。)”以及第四段“When he presented it, the class was silent.(当他展示出来的时候，全班都鸦雀无声)”可知，萨姆设计了“干扰”这个程序是为了分享自己的感受。故选B。 16．细节理解题。根据最后一段“The project’s real lesson was that empathy isn’t just feeling but the courageous act of voluntarily giving up your own control, even for a moment, to understand another’s misery.(该项目的真正启示在于：同理心并非仅仅是情感上的感受，而是一种勇敢的行为，即自愿放弃自己的控制权，哪怕只是一瞬间，以便去理解他人的痛苦)”可知，萨姆和他的同学们从这个项目中学会了换位思考、体会他人苦难。故选C。 Passage 2 （2026·山东潍坊·一模） Andrew Diggs worked as a member of a joint search and rescue team to help find people missing in the flood of the Guadalupe River. While he was searching, he came across an old wooden paddle (船桨) with markings that gave him pause: the year 1962,Greek letters. It was just another personal item lost among the ruins. But the more he looked at it, the more it felt like a message — someone, somewhere, had loved this object deeply enough to hold onto it for 60 years. That meant something. And after everything that had already been taken by the flood, it was a 1-of-1 piece of memorial lost in the chaos. He knew he couldn’t let this be one more thing lost to time. He made it his mission to find its owner. That mission led him to Tom Schulze, who had given the paddle to his wife when they went to a University of Texas Formal Dance in 1962. It had been hanging in his daughter’s house — more than 3 miles from where it was found — but the house was heavily damaged in the flood. When reunited with the paddle, Tom called it a bright spot in a time of loss and suffering. To him, it wasn’t just wood and paint. It was family. History. Resilience (韧性). Tom expressed his gratitude to Diggs and a promise that he would never clean it up and would do something to preserve it as a reminder of that night of disaster. Diggs had never been very emotional about material things but a minimalist, who believed memories live in heart. That has changed, though. The stories behind the paddle made him realize it was a physical thing that could remind people of so many good times. He had seen so many small things that he previously would have considered insignificant, but now he can see what they mean to people. 17．What did Diggs do with the paddle? A．He removed its markings. B．He kept it for himself. C．He donated it to the museum. D．He returned it to its owner. 18．Why did Tom decide to keep the paddle as it was? A．To preserve its paint. B．To keep it as a witness. C．To repair it for later use. D．To maintain its commercial value. 19．What has changed for Diggs? A．His ambition for the future. B．His daily routine of work. C．His attitude to physical things. D．His appreciation of life meaning. 20．What is the best title for the passage? A．A Narrow Escape B．A Huge Disaster C．A Flood Rescue Mission D．A Rediscovered Treasure 【答案】17．D 18．B 19．C 20．D 【导语】本文是一篇记叙文。文章讲述了Andrew Diggs在洪水救援时发现了一个带有特殊标记的旧船桨，他决定寻找其主人，最终成功归还。这次经历改变了Diggs对物质事物的看法，让他意识到物品背后的故事和情感价值。 17．细节理解题。根据第三段“That mission led him to Tom Schulze, who had given the paddle to his wife when they went to a University of Texas Formal Dance in 1962. (这次任务让他找到了Tom Schulze，1962年，Tom Schulze在参加德克萨斯大学正式舞会时把船桨送给了他的妻子。)”以及第四段“When reunited with the paddle, Tom called it a bright spot in a time of loss and suffering. (当再次看到船桨时，Tom称它为在失落和痛苦时期的一个亮点。)”可知，Diggs找到了船桨的主人Tom Schulze，并将船桨归还给了他。故选D项。 18．推理判断题。根据第四段“To him, it wasn’t just wood and paint. It was family. History. Resilience (韧性). Tom expressed his gratitude to Diggs and a promise that he would never clean it up and would do something to preserve it as a reminder of that night of disaster. (对他来说，它不仅仅是木头和油漆。它是家庭、历史和韧性。Tom向Diggs表达了感激之情，并承诺他永远不会清理它，会采取措施保护它，作为那场灾难之夜的纪念。)”可知，Tom决定保持船桨的原样，是为了将其作为那场灾难之夜的见证，保留其背后的家庭、历史和韧性等意义。故选B项。 19．细节理解题。根据最后一段“Diggs had never been very emotional about material things but a minimalist, who believed memories live in heart. That has changed, though. The stories behind the paddle made him realize it was a physical thing that could remind people of so many good times. (Diggs从来不是一个对物质事物很情绪化的人，而是一个极简主义者，他相信记忆存在于心中。不过，这已经改变了。船桨背后的故事让他意识到，它是一件可以提醒人们许多美好时光的实物。)”可知，Diggs原本是一个极简主义者，对物质事物不太在意，但船桨背后的故事让他改变了对物质事物的态度，开始意识到物品背后的情感价值。故选C项。 20．主旨大意题。通读全文，特别是根据第二段“He made it his mission to find its owner. (他决定把找到船桨的主人作为自己的使命。)”以及后文对Diggs寻找船桨主人并成功归还的描述，可知文章主要讲述了Diggs在洪水救援时发现了一个带有特殊标记的旧船桨，他决定寻找其主人并最终成功归还的故事。这个故事围绕着“重获的宝藏”即船桨展开，因此D项“A Rediscovered Treasure (重获的宝藏)”最符合文章主旨，适合作标题。故选D项。 主题01 人与自我——文化与学习 Passage 1 （2026·山东东营·一模） When the bell rang for recess, children quickly poured out. However, ragged Vincent Sabella was left out. He didn’t join the boys gathering around the horizontal bar, or the ones whispering in a far corner, nor the larger group chasing in circles. Initially, he pretended to be busy with his shoelaces, bending to undo and retie them. After repeating this for five minutes, he began casting stones at an invisible target— another five minutes gone, with five still left. Then he just stood there, hands in pockets, then on hips. Miss Price stood watching, wondering whether to intervene. Knowing the new boy was adopted from an orphanage filled her with a sense of mission. She managed to control the urge that day and every day that week. Her anxiety showed in class, though. His schoolwork errors were excused publicly, while his achievements got special mention. Her campaign to build him up was painfully obvious. For instance, she would say, “Suppose Vincent Sabella went to the store with fifteen cents. Candy bars cost five cents each. How many would he have?” He was well on the way to becoming a teacher’s pet. On Friday, Miss Price decided to speak to him privately. But lunchtime was trying for Vincent. Unlike others who went home, he had lunch in the classroom from a wrinkled paper bag, which made for awkwardness. And her visit didn’t help. The room still half full, she sat beside him, obviously sacrificing her lunch break. Mumbling (嘟囔), he shifted his eyes to the departing children. With the door closed behind the last child, he finally gave her his full attention. The more she talked, the more he seemed to relax. She went right on, feeling it was as simple and satisfying as stroking a cat. 1．What do the three “five minutes” imply? A．Vincent failed to integrate. B．Miss Price observed keenly. C．Vincent followed a routine. D．Vincent’s school life was boring. 2．The underlined phrase in paragraph 2 probably refers to someone ________ by the teacher. A．highly valued for nobility B．overly pitied for misfortune C．deeply admired for excellence D．sharply criticized for misbehavior 3．What can we infer about the talk from paragraph 3? A．It embarrassed Vincent. B．It finally put Vincent at ease. C．It didn’t satisfy Miss Price. D．It was interrupted by others. 4．Which words best describe Miss Price? A．Patient and empathetic. B．Optimistic and creative. C．Humble and responsible. D．Caring and courageous. 【答案】1．A 2．B 3．B 4．A 【导语】本文是一篇记叙文，主要讲的是新转来的男孩文森特·萨贝拉在学校的孤独处境，以及老师普莱斯小姐试图帮助他融入集体、建立自信的过程。 1．推理判断题。根据第一段“He didn’t join the boys gathering around the horizontal bar, or the ones whispering in a far corner, nor the larger group chasing in circles. Initially, he pretended to be busy with his shoelaces, bending to undo and retie them. After repeating this for five minutes, he began casting stones at an invisible target— another five minutes gone, with five still left. Then he just stood there, hands in pockets, then on hips.(他没有跟围在横杆旁的男孩们一起，也没有跟在远处角落里窃窃私语的人群中，更没有跟围着圈子追逐的人群一起。起初，他假装在忙着解系鞋带，弯腰去解开又重新系好。这样重复了五分钟之后，他开始向一个看不见的目标投掷石子——又过去了五分钟，还剩下五分钟。然后他就只是站在那里，双手插在口袋里，接着又叉在腰间)”可知，这三个“五分钟”分别意味着文森特未能融入到孩子们中。故选A。 2．词句猜测题。根据第二段“Knowing the new boy was adopted from an orphanage filled her with a sense of mission. She managed to control the urge that day and every day that week. Her anxiety showed in class, though. His schoolwork errors were excused publicly, while his achievements got special mention. Her campaign to build him up was painfully obvious.(得知这个新来的男孩是从孤儿院被领养来的，这让她心中涌起一种使命感。那几天以及那一周的每一天，她都努力克制住自己的冲动。不过，她的焦虑在课堂上还是有所体现。他的作业错误被公开原谅了，而他的成绩却得到了特别的表扬。她为提升他的自信心所采取的行动显而易见)”可知，Miss Price知道Vincent Sabella是从孤儿院被领养来之后努力帮助Vincent Sabella建立信心，对他呈现出偏爱，他正逐渐成为被老师偏爱的学生，a teacher’s pet的意思是“被老师偏爱的学生”，在文中指“因为不幸而倍受同情的人”，和overly pitied for misfortune意思相近。故选B。 3．推理判断题。根据最后一段“The more she talked, the more he seemed to relax. She went right on, feeling it was as simple and satisfying as stroking a cat.(她越说，他似乎就越放松。她继续滔滔不绝，感觉这就像抚摸一只猫一样简单而令人满足)”可知，这次谈话让文森特放下了紧张的心情。故选B。 4．推理判断题。根据第二段“Knowing the new boy was adopted from an orphanage filled her with a sense of mission.(得知这个新来的男孩是从孤儿院被领养来的，这让她心中涌起一种使命感)”可知，Miss Price是有同情心的；根据最后一段“The more she talked, the more he seemed to relax. She went right on, feeling it was as simple and satisfying as stroking a cat.(她越说，他似乎就越放松。她继续滔滔不绝，感觉这就像抚摸一只猫一样简单而令人满足)”可知，她在谈话中滔滔不绝，说明她是有耐心的，因此可用patient“有耐心的”和empathetic“有同情心的”来形容Miss Price。故选A。 Passage 2 （2026·山东青岛·一模） I first encountered the classics at 19, when I studied English literature at university. But a lack of life experience, combined with exams, essay deadlines and an obsession (痴迷) with good grades, left me little time to truly concentrate on them – Middlemarch, The Picture of Dorian Gray, Pride and Prejudice, Madame Bovary etc. I loved these books, yet I never got the chance to deeply engage with them. Some 40 years later, as an editor, it’s now my job to figure out what makes a book tick or more often, what it needs to make it tick. So, when a coworker suggested we deconstruct classics to find their “secret to lasting appeal”, I was intrigued. I decided to reread Middlemarch, which I had loved before but never fully grasped. I did hesitate a bit, though; could I, with my attention constantly distracted by technology, handle its 900 pages of tiny print? Not wanting to hold back entirely, I tried the audiobook instead. The audio’s vivid delivery certainly drew me in, but what truly took me aback was the new understanding that came with age. Themes that felt distant at 19 came into sharp focus at 60: ideas of marriage, ambition, and unmet expectations that had flown over my younger head now echoed (回响) deeply within me. I also noticed striking similarities in other classic characters: Emma’s desire for an “ideal life” in Madame Bovary mirrors the social comparison we see on social media today, and Dorian Gray’s obsession with youth in The Picture of Dorian Gray reflects our selfie-obsessed culture. Then came the real work: taking them apart to see why they’re classics. Some were easy to analyze, others tricky, but we gave them the attention they deserved – more than I ever could at 19. What struck me most was that classics last not for their age, but for capturing universal human truths: desires, fears, and hopes that never fade. Rereading them isn’t just about revisiting old tales; it reconnects us to our unchanging human nature, enriches our understanding of time, and grows with us as we do. 5．What does the author imply about the classics in paragraph 1? A．They enriched his experience. B．They proved too difficult for him. C．They made for his academic success. D．They failed to obtain his full appreciation. 6．What does the underlined word “intrigued” in paragraph 2 mean? A．Hesitant. B．Interested. C．Fulfilled. D．Puzzled. 7．Why does the author mention Emma and Dorian Gray? A．To show classics’ modern relevance. B．To criticize current social problems. C．To present impressive analytical skills. D．To highlight their lasting popularity. 8．What can be a suitable title for the text? A．Busy Youth, Fading Truth B．Modern Whisper of Audiobooks C．Changing Trend, Unchanging Insight D．Time’s Echo of Literary Classics 【答案】5．D 6．B 7．A 8．D 【导语】本文是一篇记叙文。文章主要讲述了作者不同年龄段阅读经典文学的不同感受及对经典魅力的感悟。 5．推理判断题。根据文章第一段“I loved these books, yet I never got the chance to deeply engage with them.(我很喜欢这些书，却从没有机会深入品读。)”可知，作者虽然喜欢这些经典书籍，却没有机会深入研读，即它们没有得到作者充分的欣赏。故选D。 6．词义猜测题。根据划线单词所在语境“So, when a coworker suggested we deconstruct classics to find their “secret to lasting appeal”, I was intrigued. I decided to reread Middlemarch, which I had loved before but never fully grasped.(于是，当一位同事提议我们拆解经典作品，找出它们经久不衰的秘诀时，我……。我决定重读《米德尔马契》，一本我从前喜爱却从未真正读懂的书。)”可知，作者在同事提出建议后决定重读经典，说明她对此产生了兴趣。选项B“Interested”意为“对……感兴趣的”，与此相符。故选B。 7．推理判断题。根据文章第三段“I also noticed striking similarities in other classic characters: Emma’s desire for an “ideal life” in Madame Bovary mirrors the social comparison we see on social media today, and Dorian Gray’s obsession with youth in The Picture of Dorian Gray reflects our selfie-obsessed culture.(我还发现其他经典人物身上惊人的相似之处：《包法利夫人》中Emma对理想生活的渴望，映照出我们如今在社交媒体上的攀比心态；《道林·格雷的画像》里道林·格雷对青春的执念，也折射出我们当下沉迷自拍的文化。)”可知，作者提及这两个人物是为了说明经典文学与现代社会的关联。故选A。 8．主旨大意题。根据文章最后一段“What struck me most was that classics last not for their age, but for capturing universal human truths: desires, fears, and hopes that never fade. Rereading them isn’t just about revisiting old tales; it reconnects us to our unchanging human nature, enriches our understanding of time, and grows with us as we do. (最让我触动的是：经典之所以不朽，并非因为年代久远，而是因为捕捉到了普遍的人性真相——那些永不褪色的欲望、恐惧与希望。重读经典，不只是重温旧故事；它让我们重新连接不变的人性，丰富我们对时光的理解，并与我们一同成长。)”以及全文内容可知，作者讲述自己在不同人生阶段重读经典文学，体会到经典作品因书写永恒人性而经久不衰，与我们一同成长。故选D。 主题02 人与自我——认知感悟 Passage 1 （2026·山东临沂·一模） Christmas time with kids is filled with warm traditions: Listening to Christmas music while decorating the tree, going to look at Christmas lights with hot chocolate in hand, and taking the kids to visit Santa Claus. Well, delete that last one. At least for my family. Parents think about how fun it will be at first to take their kids to see Santa, or tell them gifts are on their way from Santa, but this comes with a series of annoying questions about Mr. Claus like how he makes it to all the houses in one night, as well as the broken trust after revealing the truth. I didn’t want that. You may think that our Christmases were rigid, stuffy, and without any warmth or magic. I don’t think so. Part of that is due to what I taught my kids about Christmas. Instead of telling them Santa is real, I told them it most likely has its origins in St. Nicholas, a man who was kind and generous to children in need. Netflix’s 2021 movie “A Boy Called Christmas” is a useful tool for helping kids connect Christmas myths and traditions with reality while keeping the spirit of generosity alive. The month of December is filled with movie and game nights, plays and concerts. These family traditions have added flavor to my kids’ entire childhood. Hopefully, they know now that it’s the time with family, doing special things together, that creates the magic and that my love for them goes well beyond just one day — and that magic, wonder and awe can happen any time with family, especially if we remain generous and grateful. My kids are older now, and they’re glad they didn’t believe the myth of Santa. It was one fewer bad memory for them, one fewer blow to their innocent childhood. 9．What is special for the author’s family’s Christmas time? A．Appreciating Christmas lights. B．skipping visiting Santa Claus. C．Unlocking secrets of Santa Claus. D．Helping Santa Claus deliver gifts. 10．What does the author want to convey to her kids in paragraph3? A．Generosity comes from reality. B．Warmth counts to Christmas. C．St. Nicholas is an unsung hero. D．Santa myth will break kids’ trust. 11．What does the author intend to show by mentioning “the magic of Christmas”? A．To prove that the Santa myth is not necessary for Christmas. B．To explain why family entertainments are popular in December. C．To show that Christmas is the most magical festival for families. D．To stress that shared family time is the core of Christmas’ charm. 12．Which of the following can best describe the author? A．Rigid but caring. B．Generous and devoted. C．Distant but unconventional. D．Thoughtful and insightful. 【答案】9．B 10．A 11．D 12．D 【导语】本文是一篇记叙文。文章主要讲述了作者在圣诞节期间不让孩子相信圣诞老人神话，而是通过讲述圣尼古拉斯的故事和家庭共度时光来传递慷慨与感恩的节日精神。 9．细节理解题。根据第一段中“Christmas time with kids is filled with warm traditions: Listening to Christmas music while decorating the tree, going to look at Christmas lights with hot chocolate in hand, and taking the kids to visit Santa Claus. Well, delete that last one. At least for my family. (与孩子们一起度过的圣诞节充满了温馨的传统：装饰圣诞树时听圣诞音乐，手捧热巧克力去看圣诞灯饰，带孩子们去拜访圣诞老人。嗯，删掉最后一项。至少对我的家人来说是这样)”可知，作者家庭的特别之处在于跳过了拜访圣诞老人这一项。故选B项。 10．推理判断题。根据第三段“You may think that our Christmases were rigid, stuffy, and without any warmth or magic. I don’t think so. Part of that is due to what I taught my kids about Christmas. Instead of telling them Santa is real, I told them it most likely has its origins in St. Nicholas, a man who was kind and generous to children in need. Netflix’s 2021 movie “A Boy Called Christmas” is a useful tool for helping kids connect Christmas myths and traditions with reality while keeping the spirit of generosity alive.(你或许以为我们的圣诞节刻板拘谨，缺乏温暖与魔力。但我并不这样认为——这很大程度上得益于我教导孩子们如何看待圣诞节的方式。我没有给他们说圣诞老人是真的，而是讲述了这个形象很可能源于圣尼古拉斯——一位对贫苦孩子充满善意与慷慨的真实人物。Netflix于2021年出品的电影《圣诞男孩》，是一部既能帮助孩子将圣诞传说与现实传统相联结，又能延续慷慨精神的佳作)”可推知，作者没和孩子们讨论圣诞老人是否真实，而是通过探讨圣诞老人的起源来传达圣诞老人的慷慨源于现实生活中的真实人物和精神，作者想向她的孩子们传达慷慨来自现实。故选A项。 11．推理判断题。根据第四段中“Hopefully, they know now that it’s the time with family, doing special things together, that creates the magic and that my love for them goes well beyond just one day — and that magic, wonder and awe can happen any time with family, especially if we remain generous and grateful. (希望他们现在明白，是家人共度的时光，一起做特别的事情，创造了魔力，而我对他们的爱远不止一天——魔力、奇迹和敬畏可以随时与家人一起发生，尤其是当我们保持慷慨和感恩之心时)”可知，作者提到“圣诞节的魔力”是为了强调家人共度的时光才是圣诞节魅力的核心。故选D项。 12．推理判断题。通读全文，结合第一段中“Christmas time with kids is filled with warm traditions: Listening to Christmas music while decorating the tree, going to look at Christmas lights with hot chocolate in hand, and taking the kids to visit Santa Claus. Well, delete that last one. At least for my family. (与孩子们一起度过的圣诞节充满了温馨的传统：装饰圣诞树时听圣诞音乐，手捧热巧克力去看圣诞灯饰，带孩子们去拜访圣诞老人。嗯，删掉最后一项。至少对我的家人来说是这样)”以及第三段中“Instead of telling them Santa is real, I told them it most likely has its origins in St. Nicholas, a man who was kind and generous to children in need. (我没有给他们说圣诞老人是真的，而是告诉他们圣诞老人很可能起源于圣尼古拉斯，一个对贫困儿童友善和慷慨的人)”和第四段中“Hopefully, they know now that it’s the time with family, doing special things together, that creates the magic (希望他们现在明白，是家人共度的时光，一起做特别的事情，创造了魔力)”可知，作者深思熟虑地选择不让孩子相信圣诞老人神话，并通过讲述圣尼古拉斯的故事和创造家庭传统来传递节日的真正意义，这表明她是一位考虑周全且富有洞察力的母亲。故选D项。 Passage 2 （2026·山东淄博·一模） For fifteen years as a Toronto corporate lawyer, my life was measured in hours and deadlines. Efficiency was not just a habit; it was my identity. Then I joined a wilderness canoe (独木舟) trip in northern Quebec — a decision that would challenge everything I believed about time. Our guide, a Creek elder named Joseph, moved with a deliberateness that initially frustrated me. Each morning, he spent nearly an hour making tea, watching the lake, reading the sky. I calculated how much ground we could cover. Three days later, I finally asked why we couldn’t pack up faster. He looked at me with something between amusement and pity. “Where are you going that’s so important?” The question caught me off guard. I opened my mouth and realized I had nothing to say. A sudden emptiness washed over me, leaving me completely speechless. But his next words struck deeper. “My people have traveled these waters for thousands of years,” he said. “The ones who hurry make mistakes. They miss the signs. They tip their canoes in rapids they should have seen. The river doesn’t care how fast you want to go.” I brushed off his words as romantic wisdom until we ran a set of rapids. I was in the bow, paddling hard, focused on speed. Joseph called from the stern (船尾): “Slow down. Feel the water.” I turned a deaf ear to him. Moments later, we caught an edge I hadn’t noticed, and the canoe tipped, throwing us both into freezing water. As we dragged the canoe ashore, Joseph said nothing. His silence was more overwhelming than any lecture. That night, sitting by the fire, I began to understand. My whole life had been about conquering time. But here, speed had literally sunk me. I returned to Toronto with something fundamental shifted. When colleagues race through meetings, checking emails while pretending to listen, I find myself thinking of Joseph. The river still flows through me — a quiet reminder that some things cannot be rushed. The unhurried are not always slow; sometimes, they are simply wise enough to recognize what deserves their full attention. 13．What made the author speechless according to paragraph 3? A．His lack of communication skills. B．Joseph’s rude attitude towards him. C．Joseph’s simple but powerful question. D．His embarrassment at his impatience. 14．What do the underlined words “brushed off” mean in paragraph 4? A．Ignored. B．Rejected. C．Embraced. D．Doubted. 15．What does the author’s experience show? A．Speed itself is an obstacle to real success. B．Native wisdom offers answers to urban stress. C．True progress requires knowing what matters. D．Wilderness travel transforms anyone who tries it. 16．Which might be a suitable title for the text? A．A Wise Cree Guide B．A Canoe Adventure C．The Efficiency Trap D．The River’s Pace 【答案】13．C 14．A 15．C 16．D 【导语】本文为一篇记叙文，讲述了作者经历独木舟之旅后，领悟到“不要一味求快，要顺应从容的节奏”的道理。 13．细节理解题。根据文章第三段““Where are you going that’s so important?” The question caught me off guard. I opened my mouth and realized I had nothing to say. A sudden emptiness washed over me, leaving me completely speechless.(“你要去的地方有什么特别的重要之处吗？”这个问题出乎我的意料。我张开嘴，却发现自己无话可说。一种突如其来的空虚感涌上心头，让我完全说不出话来)”可知，约瑟夫那简单却极具力量的问题让作者一下子说不出话来。故选C。 14．词义猜测题。根据划线词上文““The ones who hurry make mistakes. They miss the signs. They tip their canoes in rapids they should have seen. The river doesn’t care how fast you want to go.”(“那些行动匆忙的人往往会犯错。他们忽视了种种迹象。他们会在本应能预见的急流中把独木舟弄翻。河流可不在乎你想要以多快的速度前行。”)”及所在句“I brushed off his words as romantic wisdom until we ran a set of rapids.(起初，我对他的话_______，认为那是些浪漫的说辞，直到我们经过了一段急流区域，我才开始认真思考他的话)”可知，作者对约瑟夫刚开始说的话不以为然，划线词与ignored意思相近。故选A。 15．推理判断题。根据文章倒数第二段“I began to understand. My whole life had been about conquering time. But here, speed had literally sunk me.(我终于明白了。我的一生都在努力与时间赛跑。但在这里，速度却实实在在地将我击垮了)”及最后一段“The river still flows through me — a quiet reminder that some things cannot be rushed. The unhurried are not always slow; sometimes, they are simply wise enough to recognize what deserves their full attention.(那条河流依然在我心中流淌——它默默地提醒着我，有些事情是不能匆忙完成的。那些不慌不忙的人并不总是行动迟缓；有时，他们只是足够明智，能够意识到哪些事情值得他们全神贯注地去对待)”可知，作者在这次旅行中，感受到了自己一直重视的速度却将自己击垮，那些不慌不忙的人能够认识到哪些事情才是真正重要的，因此，作者的经历展示了“真正的进步需要明确知道什么才是重要的事情”。故选C。 16．主旨大意题。根据文章第一段“Then I joined a wilderness canoe (独木舟) trip in northern Quebec — a decision that would challenge everything I believed about time.(随后，我参加了在魁北克北部进行的野外独木舟之旅——这个决定彻底改变了我对时间的认知)”及全文内容可知，本文围绕作者在河流独木舟旅行中获得的感悟展开：不要一味求快，要顺应从容的节奏；结尾也点明“The river still flows through me(河流始终在我心中提醒我这个道理)”，The River’s Pace（河流的节奏）既贯穿了旅行线索，也贴合核心主旨，为最佳标题。故选D。 / 学科网（北京）股份有限公司 $