英语复习专题 阅读理解之B篇 讲义-2026届高三英语二轮复习专项

英语复习专题 阅读理解之B篇(记叙文) 1、 语篇特征 (一)选材及类型 记叙文是以叙述描写为主要方式，以记人叙事为主要内容的一种文体。其主要特点为通过生动的事例来反映生活和作者的思想感情。记叙文的表达方式常常结合了说明、议论、描写、抒情，生动形象地讲述发生在过去、现在和未来的事情。常见的记叙文有小说、戏剧、传记、新闻报道和日记等类型。无论哪种记叙文，都囊括了事件的时间、地点、人物、事情的起因、经过和结果。记叙文的写作顺序往往以时间顺序或按照事件的发展顺序来展开，最后升华总结作者的感悟。 (二)语篇结构 1.记人型记叙文 (1)核心逻辑以人物形象塑造为核心，围绕人物的职业和经历展开，通过典型事件和细节描写凸显人物品质与价值。 (2)语篇结构 [开篇引入] 人物身份/职业/背景介绍 ↓(事件选取) [主体事件 1] 典型经历 1 → 体现人物某一品质 [主体事件 2] 典型经历 2 → 体现人物另一品质 …… ↓(细节支撑) [细节描写] 动作/语言/他人评价 → 强化人物形象 ↓(主题升华) [结尾] 人物成就/影响/作者感悟 2.叙事型记叙文 (1)核心逻辑 以事件发展过程为线索，侧重情节的推进与转折，通过事件的起因、经过、结果传递感悟或道理。 (2)语篇结构 [开端] 事件背景/起因(铺垫情境) ↓(发展推进) [过程] 事件具体经过 → 遇到的困难/转折 ↓(高潮转折) [高潮] 关键节点/矛盾解决 ↓(结局感悟) [结尾] 事件结果 + 作者的反思/收获/启示 3.新闻报道类记叙文 (1)核心逻辑以客观事实陈述为基础，兼具新闻的时效性与记叙文的故事性，突出事件的社会价值或影响。 (2)语篇结构 [导语(开篇)] 事件核心要素(时间/地点/人物/事件) ↓(主体展开) [背景补充] 事件的起因/社会背景 [事件经过] 具体发展过程(客观描述) [多方视角] 当事人/旁观者/专家的观点 ↓(结尾总结) [结尾] 事件的结果/意义/未来影响 二、技巧点拨 阅读过程中注意把握人物的情感发展过程；事件的发展线索；作者思想感情的变化过程以及时间、空间的变化。对于不同内容的记叙文，要把握以下几点： 1. 把握文章的六个要素。 在阅读过程中，找出“5Ws 和 1H”；按照线索弄清事情的来龙去脉，理解了文章的脉络，理解整个故事。记叙文需要事件的发展过程作支撑，一半以上的题目都会用来检测考生对故事的了解，因此，我们必须弄明白整件事情的发展脉络。而其余像主旨大意、作者意图之类的题目，集中考查对作者所发的感触的理解。 2. 明确文章的记叙顺序。 除了推论或词义猜测题，记叙文命题的顺序一般都会按照文章的脉络和故事发展的顺序层层推进。遇上倒叙的记叙文，阅读时要从事情本身的发展去理解故事情节而不要只看事件在文中出现的先后位置。 3. 词汇的处理。 遇到文中生词，如果不影响答题，直接跳过。如果涉及题目信息，则根据构词法，近义词、反义词、释义、同义替换等方法结合上下文语境进行猜词。 4. 依附原文，切忌主观臆断。 答题时把握文章的线索，结合文章的主旨大意，切勿主观臆断；细节题是记叙文命题的主要题型。而寓意之类的题则是高一层次的题，有一定的难度和区分度，它们是拉开距离的题，答对了这些题，你才有可能成功地跻身高分之列。 三、阅读策略 训练题一 (2024·北京丰台·二模·阅读理解)Abeid was born in a village of Tanzania and dreamt of flying a plane, soaring through the sky. Due to financial difficulties, he became a wildlife guide instead. Abeid didn't give up. He became a chief pilot of hot air ballooning at the age of 20. His passion for flying was matched by his skill both as a pilot and as a guide. Then, he came up with the idea of flying across the Serengeti from east to west, which would take four flights on successive days, taking off and landing where no one had ever seen a balloon before. As a journalist, I was so lucky to make a journey with Abeid. We were up at 3 am. Abeid walked into the basket and checked the lines and the fastenings. Moments later, he was instructing me to get into it. With barely time to catch my breath, he gave a long blast on the burners and the basket tipped upright. Over the following days, we gasped at the joy and wonder of the sky; at the beauty and complexity of the land beneath us. There was no fear, just a sense of being part of something fantastic as we floated in the silence of the African sky. But not everything went entirely to Abeid’s carefully worked-out plan. The rains that had started to fall every afternoon slowed the air. On the final day, we landed 20km short of the destination. Luckily, we finally made the crossing the next morning. When we were returning to the land, crowds of people shouted and waved. Many children looked up as we flew over them, and started to run. As Abeid brought the balloon down, people gathered around the balloon, pressing against the basket. Those children were also there, flushed and breathless, eyes wide with amazement. Abeid and I both looked at each other in silent agreement. Suddenly we were helping some children into the basket. Abeid lifted off and we flew just a few hundred metres with the excited crowd running alongside. I realized that Abeid’s journey was more than just about flying. It was about hope, inspiration, and the joy of sharing one’s passion. And as I penned down the last words of this extraordinary experience, I knew that Abeid’s story would resonate far beyond the Serengeti. 1. What did Abeid dream of? A. Being a wildlife guide. B. Being a journalist. C. Flying a hot air balloon. D. Flying a plane. 2. Which of the following best describes the journey across the Serengeti? A. Smooth. B. Pioneering. C. Painful. D. Eco-friendly. 3. What agreement did Abeid and the author reach? A. Showing their technical skills. B. Teaching the children to be a pilot. C. Taking the children for a ride. D. Attracting people to their show. 4. What would be the best title for the passage? A. A Beautiful View: from East to West B. A Balloon Adventure: the Dream Soaring High C. Different Job Experiences: from a Guide to a Pilot D. A Wildlife Exploration: the Unforgettable Experience 参考答案：D 2. B 3. C 4. B 详细答案解析 第 1 题：细节理解题 —— 选 D 本题问“Abeid的梦想是什么”，属于事实细节题。此类题型在记叙文阅读中占比较高，只要精准定位原文即可作答。定位到原文第 1 段第 1 行：“Abeid was born in a village of Tanzania and dreamt of flying a plane”（Abeid 出生在坦桑尼亚的一个村庄，梦想开着飞机在天空翱翔）。A项“成为一名野生动物向导”是他在经济困难后选择的职业，不是梦想。B项“成为一名记者”文中未提及。C项“驾驶热气球”是他后来从事的职业，并非最初梦想。D项“驾驶飞机”与原文完全一致，为正确选项。 第 2 题：推理判断题 —— 选 B 本题考查对整个跨塞伦盖蒂飞行旅程特征的评价，属于判断作者对某件事物或现象的立场及价值倾向。解此类题需综合全文信息进行推断。原文第 1 段提到：“…taking off and landing where no one had ever seen a balloon before”（在从未有人见过热气球的地方起飞和降落），这说明这是一次前所未有的创举。此外，整个旅程伴随着暴雨阻碍空气流动、提前降落等困难-43，但最终圆满成功。A项“一帆风顺”与原文中遇到的困难（暴雨、提前着陆等）明显不符。B项“开拓性的/前所未有的” ——这与“从未有人见过热气球的地方”这一关键信息高度吻合，且全文体现了探索精神，为正确答案。C项“痛苦的”与作者描写的“joy and wonder”（喜悦和惊叹）相矛盾。D项“环保的”文中没有提及。 第 3 题：细节理解题 —— 选 C 本题考查作者和 Abeid 在飞行结束后达成了什么共识。解题关键在于理解“silent agreement”在原文语境中的具体所指。定位到原文倒数第 2 段：“Abeid and I both looked at each other in silent agreement. Suddenly we were helping some children into the basket.”（Abeid 和我互相对视，达成了无声的默契。突然，我们开始帮助孩子们进入篮筐。）A项“展示他们的技术”没有原文依据。B项“教孩子们当飞行员”属于过度拔高。C项“带孩子们乘坐飞行” 与“helping some children into the basket”完全对应，为正确选项。D项“吸引人们来他们的表演”文中未提及。 第 4 题：主旨大意题 —— 选 B 本题要求选择最佳标题。标题概括题每年固定考查，需同时涵盖“主题”与“核心意象”。正确选项必须同时呼应两个要素。文章的核心线索是 Abeid 从梦想“开飞机”到通过“热气球飞行”最终完成了一次前所未有的飞行之旅。最后一段点名主旨：“Abeid’s journey was more than just about flying. It was about hope, inspiration, and the joy of sharing one‘s passion.”-43同时，整个故事以“飞行”这一物理动作为载体，表达了追逐梦想的精神内涵。A项“美丽的景色”过于表面化，只停留在景物描写层面，未能触及文章的精神内核。B项“热气球之旅：梦想高高翱翔” ——既包含了故事的具体载体（热气球之旅），又准确传达了文章的精神内核（梦想），是最佳标题。C项“职业经历”相当于流水账式概括，忽略了记叙文强调的“情感转折”与“主题升华”。D项“野生动物探险”与文章主要内容严重偏离。 训练题二 （2026·北京房山·一模）For as long as I can remember, I have been doing gymnastics. I started gymnastics at a very young age. I was only three years old when my mother first put me in a mommy-and-me class. My mom never expected me to love it as much as I did, or even continue it for twelve years and become competitive in it. We went to competitions all over the state of Florida. Occasionally we would compete out of state. My favorite event in gymnastics was the balance beam. I loved the challenge of flipping on a four-inch piece of wood. I was always referred to as “beam queen” because I had a natural talent for it. Doing skills on the balance beam always came easy to me, and my love for this event showed when I scored well in competitions. Although I am no longer able to do gymnastics because of a defect that was found in my spine, I still love it as much as I would if I were still doing it. It was really tough trying to accept the fact that my life of gymnastics, after eleven years, was over. But after all the sad moments, I picked up a new hobby — volleyball. It helped me pass the time. Yet words cannot explain how much I love gymnastics or how I would give anything for my back to be healed and to go back to the gym. The good news is that I haven’t lost all of my skills. Whenever I visit the gym, I still like to flip around and see what I can do. I don’t know why I loved the sport so much. I just did. I mean it could have been for many reasons. Some challenges came with the sport though. For instance, I had a tough schedule to keep. I trained for four hours a day, five days a week, three hundred and sixty-five days a year, and when you threw school and homework in there, it got pretty complicated. I was constantly tired from going to bed late because of the gym and having to wake up early for school. I barely even got to rest on the weekends because that’s when all the competitions were. As I look back on it now, I really miss the late nights and the busy schedule. From this sport, I have learned so many things that will help me later in life. I will never forget the memories that were made. Gymnastics will always be a part of me. 1．What can we learn about the author’s childhood? A．She learned gymnastics from her mom. B．She competed frequently outside Florida. C．She developed an enthusiasm for gymnastics. D．She dreamed of participating in international competitions. 2．Knowing she could no longer do gymnastics, the author ______. A．stayed away from gyms and lost interest in sports B．started a new hobby but still missed doing gymnastics C．felt relieved to be free from the tiring training schedule D．forgot gymnastics quickly and devoted herself to volleyball 3．What can we conclude from this passage? A．Everything comes to those who wait. B．When one door closes, another opens. C．True passion leaves a lasting mark on one’s life. D．Success in sports demands hard work and determination. 【答案】1．C 2．B 3．C 【导语】本文是一篇记叙文。主要讲述作者自幼练习体操，热爱体操，因脊柱问题无奈放弃后仍心怀热爱，体操也深刻影响了她的人生。 1．细节理解题。根据第一段中的“My mom never expected me to love it as much as I did, or even continue it for twelve years and become competitive in it.(我妈妈从未想过我会如此热爱体操，更没想过我会坚持十二年并走上竞技之路。)”可知，作者在童年时期就对体操产生了极大的热情。故选C项。 2．细节理解题。根据第三段中的“But after all the sad moments, I picked up a new hobby — volleyball. It helped me pass the time. Yet words cannot explain how much I love gymnastics or how I would give anything for my back to be healed and to go back to the gym.(但在所有难过的时光过后，我培养了一个新爱好——排球。它帮我打发时间。然而，语言无法形容我有多热爱体操，我愿意付出一切换我的背部痊愈，回到体操馆。)”可知，作者开始了新的爱好，但仍然想念体操。故选B项。 3．推理判断题。通读全文，尤其是最后一段中的“I will never forget the memories that were made. Gymnastics will always be a part of me.(我永远不会忘记那些回忆。体操将永远是我生命的一部分。)”可知，作者对体操的真正热爱在她的生命中留下了永恒的印记。故选C项。 训练题三 （2026·北京顺义·一模）When my eldest son Luke turned 13, our relationship hit the rocks. The kind-mannered and well-spoken boy became argumentative, moody, and distant. He would shout at the smallest thing, and my attempts to comfort or advise him always fell flat — more often than not, he’d mumble (嘟哝) angrily and storm out of the room. Even when he struggled with math homework, he refused my help, pushing me away. I was stuck in anxiety, watching our connection weaken. With his 15th birthday approaching, as a father, I knew I had to find a way to bridge the gap before it widened. My first breakthrough came after talking to a psychologist, who advised me to set aside my own agenda and focus on Luke’s world. One evening, I found him watching kids playing video games online — something I’d never understood. Instead of urging him to study, I sat down and asked about the videos. Though hesitant at first, Luke slowly opened up, explaining the rules and his favorite players. That 10-minute chat felt like a small victory; by showing genuine interest in his world, I’d softened the wall between us. I also tried to create a “safe space” for Luke to talk. Instead of forcing talks at mealtimes or in the car — places where teens feel trapped into lectures — I set up “parenting office hours”. If Luke wants to talk, he knows where to find me. The key is to set my work aside and shift my attention. He controls the timing and the length of those interactions, which goes a long way towards making those moments safe. The biggest test came last spring. We signed Luke up for a rowing program, but three days before the first session, he refused to go. I’d just finished a stressful workday, and my first response was to insist he honor the agreement. Our argument intensified quickly, with Luke growing more emotional by the minute. Then I remembered some advice on mindfulness — staying present with an open heart. I tried to manage my feelings and learned that his hesitation was rooted in social anxiety. Eventually, he tried rowing and loved it, and the experience was all the more enjoyable for him because he overcame his anxiety to do it. But had I not sorted myself out first, I might never have got him there. 1．What pushed the author to bridge the gap between him and Luke? A．Luke’s upcoming 15th birthday. B．His concern over the fading bond. C．Luke’s poor academic performance. D．A psychologist’s criticism on his parenting. 2．Why did the author set up “parenting office hours”? A．To share his feelings with Luke openly. B．To lecture Luke about his behavior. C．To give Luke more freedom to talk. D．To balance his own work and life. 3．Luke’s experience with the rowing program was ______. A．rewarding B．smooth C．stressful D．disappointing 4．What can we learn from this passage? A．Like father, like son. B．Action speaks louder than words. C．Understanding is the key to harmony. D．A good beginning makes a good ending. 【答案】1．B 2．C 3．A 4．C 【导语】本文是一篇记叙文。文章主要讲述了作者通过理解、沟通与自我调整，修复与青春期儿子关系的故事。 1．细节理解题。根据文章第二段“I was stuck in anxiety, watching our connection weaken. With his 15th birthday approaching, as a father, I knew I had to find a way to bridge the gap before it widened.(我陷入了焦虑，眼睁睁看着我们的关系越来越疏远。在他15岁生日快到的时候，作为父亲，我知道必须在隔阂变得更深之前找到办法弥补。)”可知，作者因为焦虑于父子关系日渐疏远，担心隔阂越来越大，所以想要弥补与Luke之间的代沟。故选B。 2．细节理解题。根据文章第四段“Instead of forcing talks at mealtimes or in the car — places where teens feel trapped into lectures — I set up “parenting office hours”. If Luke wants to talk, he knows where to find me. The key is to set my work aside and shift my attention. He controls the timing and the length of those interactions, which goes a long way towards making those moments safe.(我不再在吃饭时或车里强迫他聊天——这些地方会让青少年觉得被逼着听大道理。我设立了“亲子交流时间”，如果Luke想聊天，他知道去哪里找我。关键是我会放下工作，把注意力都放在他身上。由他掌控交流的时间和时长，这在很大程度上让这些时刻变得安心自在。)”可知，作者设立“亲子交流时间”是为了让Luke掌控交流的时间和时长，给Luke更多交谈的自由。故选C。 3．推理判断题。根据文章最后一段“Eventually, he tried rowing and loved it, and the experience was all the more enjoyable for him because he overcame his anxiety to do it.(最终，他尝试了划船，并且爱上了这项运动。因为克服了内心的焦虑，这次经历对他而言格外美好。)”可知，Luke最终喜欢上了划船，因此这段经历是有益且值得的。故选A。 4．推理判断题。根据文章全文内容可知，作者通过理解儿子的世界、尊重儿子的感受、控制自身情绪并倾听儿子内心，修复了父子关系，由此可知理解是和谐相处的关键。故选C。 训练题四 （2026·北京石景山·一模）It was dark outside, a late afternoon in the winter of 1981. As I did each week during my last year of graduate school, I was sitting with my thesis (论文) director, the poet James Dickey. I remember that particular meeting because of one ill-chosen word. In a poem that was otherwise finished, a single adjective was clearly wrong. We batted alternatives back and forth across the desk, but none was right. Hours later, while I was washing the cups at ten o’clock, the right word surfaced: pale. Without pausing to weigh the hour, I called my professor and said, “The word is ‘pale’.” Mr. Dickey was overjoyed about that word, every bit as delighted as I was. If only for a moment, the world made a kind of sense it hadn’t made before. I had not thought about that phone call, much less that poem, in many years, but I’ve begun to think about it often. Nowadays, “AI assistants” have suddenly colonized (征服) my documents. They appear out of nowhere, like fruit flies around an overripe banana. In this brave new world, the search for a word like “pale” has been outsourced to a robot that will never suggest such a word. The yoking of unlikely adjective and noun is still, for now, the province of unwetted poets. I have spent hours trying to kill these ghosts in my machine. In some cases, I can’t turn it off at all. The writing teachers I know struggle to persuade their students not to use these tools. They are everywhere now. Who could blame a young writer for wondering how using these “assistants” is any different from using spell check or letting AI supply the next word in a text? Besides, if they don’t use these tools, won’t they be falling behind the many students who do? Who was it who first said, “I don’t know what I think until I see what I write”? Versions of this statement have been attributed (具有……特质) to writers as various as Joan Didion, William Faulkner, and Stephen. In I, Robot, the 2004 film loosely inspired by Isaac Asimov’s classic sci-fi novel, one robot has feelings. It learns to solve problems with human creativity. And with those attributes come the questions raised by being human. Twenty-six minutes into the film, the robot asks, plaintively, “What am I?” This is a question writers ask every day. 1．The author suggests the AI tools are ______. A．intended to substitute for teachers’ judgment B．ideal for choosing rare and unlikely adjectives C．suitable for drafting poems with impactful imagery D．helpful for routine messages yet limited for discovery 2．What does the word “yoking” underlined in Paragraph 3 most probably mean? A．Explaining. B．Comparing. C．Joining. D．Describing. 3．Which would be the best title for the passage? A．I, Human B．A Word, A World C．I, Robot D．A Student, A Professor 【答案】1．D 2．C 3．A 【导语】这是一篇记叙文。主要讲述了作者回忆早年与导师反复推敲诗歌用词的创作喜悦，对比当下AI充斥写作场景的现状，指出AI仅能完成常规文字工作，无法实现人类独有的精妙文字创作；并借影视台词与作家感悟，凸显人类创作与自我思考的独特价值。 1．推理判断题。根据第三段中“In this brave new world, the search for a word like “pale” has been outsourced to a robot that will never suggest such a word. The yoking of unlikely adjective and noun is still, for now, the province of unwetted poets.( 在这个全新的世界里，寻找像“pale”这样的词的任务被外包给了一个永远不会提出这种词的机器人。将不太可能同时出现的形容词和名词组合在一起，目前仍只是那些未被浸染、未经他人影响的诗人的专利。)”以及第四段中“Who could blame a young writer for wondering how using these “assistants” is any different from using spell check or letting AI supply the next word in a text? Besides, if they don’t use these tools, won’t they be falling behind the many students who do?( 谁又能责怪一位年轻的作家去思考使用这些“助手”与使用拼写检查或让人工智能为文本提供下一个单词有何不同呢？此外，如果不使用这些工具，他们难道不会落后于许多使用它们的学生吗？)”可知，文中提及AI可完成拼写检查、文本续词等常规写作任务，但永远无法给出“pale”这类贴合诗歌意境的精妙词汇，也无法实现人类的创作灵感与文字探索。由此可推知，AI对常规信息处理有帮助，但在文学创作、灵感发现层面存在极大局限。故选D项。 2．词句猜测题。根据划线单词句中“The yoking of unlikely adjective and noun (看似不搭的形容词与名词yoking)”结合前文作者为诗歌匹配“pale”一词的语境，此处指将词汇进行搭配、结合。yoke 本义为“用轭连接；结合”，与 C选项join (连接、结合)同义。故选C项。 3．主旨大意题。根据文章大意以及最后一段中“And with those attributes come the questions raised by being human. Twenty-six minutes into the film, the robot asks, plaintively, “What am I?” This is a question writers ask every day.( 而伴随着这些特质而来的，还有作为人类所引发的问题。在电影播放的第26分钟时，这个机器人哀怨地问道：“我是什么？”这是作家们每天都会问的问题。)”可知，文章以人类创作的独特性对比AI的局限，结尾借电影中机器人追问 “我是什么”，呼应人类作家每日的自我思考，核心凸显人类独有的创作、思考与自我认知价值。A选项《I, Human (我，人类)》精准契合主旨，适合作为文章的标题，反观其他选项均为片面细节。故选A项。 训练题五 【2025年新高考全国I卷】In my ninth-grade writing class last year, I met a cowboy who saved his town, a strict father who demanded his son earn straight A‘s, and a modern-day Juliet who died of heartbreak after her parents rejected the love of her young life. More than once, I found myself wondering just how my students, who’d created these people, knew their subjects so well. But things were different for their first essay, which was about the question: “Why is writing important?” Most of the essays filled less than one page, and few contained a sentence that could be interpreted as a thesis (论点) statement. I was shocked. Then I realized that the problem was the question itself. They could have written pages on the necessity of computers, but writing, in and of itself, simply didn‘t strike them as important. This would have to change. As a new unit started, I asked everyone to write a persuasive piece on a health-related topic of their choice. This time they found the exercise much more interesting. For the next two assignments, a personal-narrative unit followed by a creative-writing workshop, I only required that the piece meet the specifications of its genre (体裁) and that it contain a thesis. The results were staggering. The students took on diverse topics and turned in stories, 10 to 20 pages each, with characters that broadened my view and touched my heart. I walked into class believing that writing is important as a means of communication. However, my students demonstrated something more important to me. When the final bell rang in June, I walked away with a yearbook full of messages about writing’s most powerful significance — the ability to connect people, to put us in another’s skin, to teach us what it means to be human. 1. Who are the people mentioned at the beginning of paragraph 1? A. Ninth graders. B. Students’ parents. C. Modern writers. D. Fictional characters. 2. 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. 3. What does the underlined word “staggering” in paragraph 3 mean? A. Mixed. B. Amazing. C. Similar. D. Disturbing. 4. What does the author’s experience show? A. Teaching is learning. B. Still waters run deep. C. Knowledge is power. D. Practice makes perfect. 参考答案 1. D 2. D 3. B 4. A 答案解析 第21题：细节理解题（选D） 本题要求判断文章开篇提到的人物身份。开篇写道：“我见到了一个拯救了整个小镇的牛仔，一个要求儿子门门拿A的严父”——他们是谁呢？原文明确指出：“...my students, who’d created these people”（我那些创造了这些人的学生们），答案呼之欲出：这是学生在课堂上创造出来的虚构人物，而非真实存在的人。A“九年级学生”与人物身份不符。B“学生父母”与文中身份不符。C“现代作家”与文中身份不符。D选项“虚构人物”正确。 第22题：细节理解题（选D） 本题探究学生第一次作文表现不佳的深层原因。根据原文：“I realized that the problem was the question itself…writing, in and of itself, simply didn‘t strike them as important.”（写作这件事本身，就没能让他们感到重要）A“时间不够”——原文没有提及时间限制。B“词汇量有限”——未被提及。C“误解了问题”——作者明确指出“问题在于问题本身”，而非学生的理解能力。D选项“他们对这个议题没兴趣”正确。 第23题：词义猜测题（选B） 本文考查对“staggering”一词在上下文中的精确理解。“The results were staggering”出现在调整教学方法之后：“学生们选择了五花八门的话题，每篇交来10到20页的故事，里面的人物拓宽了我的视野，触动了我心灵”——这些积极的结果描述，立刻排除了“disturbing”等负面选项。结合词源知识，“stagger”（/ˈstæɡ.ər/，不撅？）本义为“蹒跚、摇摇晃晃”，引申义为“令人惊愕、难以置信”，在此处完美契合“amazing”。A“mixed”（褒贬不一的）无法解释全然的积极描写。B选项“amazing”（令人惊叹的）正确。C“similar”（相似的）完全没有语境依据。D“disturbing”（令人不安的）与上下文积极氛围矛盾。 第24题：主旨大意题（选A） 本题让人从四个选项中选出最能概括作者完整经历的谚语。作者最初的教学信念是“写作是重要的交流方式”；但经过一个学年的教学实践，他的观念发生了深刻变化：“学生的作品让我意识到写作最强大的意义——连接人们、设身处地为他人着想、教会我们何为‘人’本身”。短短一年，学生和教师都获得了成长。A“Teaching is learning——教学相长”——完整涵盖作者“老师教学生、学生反哺老师”的双向成长过程。B“Still waters run deep——静水深流”——与文章主题毫无关联。C“Knowledge is power——知识就是力量”——偏离文章讨论的“写作意义”核心。D“Practice makes perfect——熟能生巧”——文章强调的并非反复练习，而是“观念转变”。 训练题六 The Controversy Over Culling Wild Horses Can culling wild horses be the most effective way to manage their overpopulation? Let’s see what the recent news says. Australia is home to around 400,000 wild horses, called brumbies, which are a famous part of Australian culture — appearing in the country’s literature, art, music and history. They are descended from horses brought to Australia by early European settlers. The cultural significance of the brumby was boosted by the movie ‘The Man from Snowy River’ in 1982. But these brumbies are also a classic case of an introduced species that has become a pest. Their hard hooves trample native plants, damage waterways and destroy the homes of small native animals. Environmentalists say their numbers need to be reduced by about 70%, to a population of 3,000, to help protect the country’s native species. A culling plan was put forward in 2018 and was finally rolled out across five areas after years of delays due to legal challenges. The highly controversial plan involves shooting the animals from a helicopter. However, animal rights activists strongly oppose the cull. They criticize the plan as cruel and unnecessary, arguing that there are alternative ways to control the brumby numbers, such as fertility control and rehoming. The state government, however, defends the cull, stating that helicopters are the most humane method for landowners because shooting the horses from the air kills them the fastest. It explains that the cull is essential to protect the environment. As the debate continues, the future of Australia‘s brumbies remains uncertain, caught between cultural heritage and environmental protection. 1. According to the passage, what are brumbies? A. A type of native Australian animal. B. Wild horses with cultural significance in Australia. C. A new species brought by environmentalists. D. An animal introduced to Australia in recent years. 2. Why do environmentalists want to reduce the brumby population? A. Because brumbies carry diseases that harm other animals. B. Because brumbies are too aggressive towards humans. C. Because their hooves damage native plants and habitats. D. Because they consume too much water in dry seasons. 3. How do animal rights activists respond to the culling plan? A. They support the plan as the most efficient solution. B. They are indifferent to the government‘s decision. C. They have proposed alternative methods like fertility control. D. They agree to postpone the plan for further studies. 4. What does the author imply in the last paragraph? A. The problem will be solved very soon. B. The culling plan has been successfully implemented. C. The debate is easy to settle. D. The fate of brumbies is still undecided due to conflicting values. 参考答案 1. B 2. C 3. C 4. D 答案解析 第 1 题：细节理解题 —— 选 B 解题思路：本题问“brumbies 是什么”，锁定原文第一段和第二段中的关键定义句。 原文第一句明确指出：“Australia is home to around 400,000 wild horses, called brumbies, which are a famous part of Australian culture — appearing in the country’s literature, art, music and history.” 该句直接点明了两个核心信息点：①它们是 wild horses（野马）；②它们在澳大利亚文化中享有特殊地位。B 选项“Wild horses with cultural significance in Australia”与原文完全一致。A：误选“native Australian animal”——原文倒数第二段明确指出，brumbies 是 introduced species（外来物种），并非本土动物。C：“被环保人士带来”在文中无依据。D：“近年来被引入”——原文提到它们是早期欧洲定居者带来的，并非近年。 第 2 题：细节理解题 —— 选 C 解题思路：本题寻找环保主义者要求减少 Brumby 数量的原因，锁定第三段的关键陈述。 原文第三段后半段：“Their hard hooves trample native plants, damage waterways and destroy the homes of small native animals.” 这句话清晰地指出破坏的三重后果：践踏当地植物、破坏水路、摧毁小型本土动物的栖息地。C 选项“Their hooves damage native plants and habitats”用概括性的“habitats”精准对应了原文最后的“homes of small native animals”。A：携带疾病，文中未提及。B：对人类有攻击性，文中并未提及。D：耗水严重，文中未提及。 第 3 题：细节理解题 —— 选 C 解题思路：题目询问动物权益保护者对扑杀计划的回应，锁定原文第五段。 原文第五段完整叙述了动物保护主义的反对态度：“They criticize the plan as cruel and unnecessary, arguing that there are alternative ways to control the brumby numbers, such as fertility control and rehoming.” 其中“alternative ways（替代方法）”和“such as fertility control and rehoming（如生育控制和重新安置）”与 C 选项中的“proposed alternative methods like fertility control”完全对应。选项 C 直接、准确地概括了该段落的核心信息。 A：支持计划，与原文的“criticize”完全相反。B：漠不关心，不符合原文反对的态度。D：同意推迟，文中并未提及时间上的推迟。 第 4 题：推理判断题 —— 选 D 解题思路：本题考查作者在结尾段隐含的态度，需结合全文推断。 原文末段第一句明确点题：“As the debate continues, the future of Australia’s brumbies remains uncertain, caught between cultural heritage and environmental protection.” 其中“debate continues”表明双方之间的争议仍在持续，而“caught between”一词暗示两股价值观(文化传统 vs 环境保护)的拉锯之争，由此可推断它们的命运仍悬而未决。D 选项“The fate of brumbies is still undecided due to conflicting values”精准写明了这种因争论而导致的\textit{前景未定}。 A：“很快得到解决”——与“debate continues”相悖。B：“已成功实施”——文中并未说明扑杀计划已结束或成功。C：“容易解决”——与“uncertain”相悖。 学科网（北京）股份有限公司 $