专题03 阅读理解记叙文（情节与情感的共鸣）（培优讲义）（全国通用）2027年高考英语一轮复习高效培优系列

该高中英语高考复习讲义聚焦阅读理解记叙文核心考点，涵盖上下文暗示、熟词生义、情感色彩辨析，按考情分析、基础梳理、重难突破、分层集训的逻辑架构知识体系，通过考点梳理、方法指导、真题训练等环节，帮助学生突破隐性逻辑推理、语境词义判断、情感转化辨析等难点，体现复习教学的系统性和针对性。 资料以培养学生思维品质和语言能力为核心，创新设计“情感曲线标注法”“熟词生义替换验证法”等教学策略，结合分层集训（基础演练、能力进阶）实现精准提分，通过真题再现与考法预测帮助学生高效掌握解题规律，为教师把控复习节奏、提升学生应考能力提供有力支撑。

专题03 阅读理解记叙文（情节与情感的共鸣）（培优讲义） 内容导航 夯实基础·突破重难·分层提能 考情・分析解读（考题统计 考情解读 备考策略 命题预测） 基础・知识梳理（知识导图 核心梳理） 重难・核心突破（真题再现 解题技巧 考法预测） 重难01 上下文暗示 重难02 熟词生义 重难03 情感色彩辨析 拔高・分层集训（基础演练 能力进阶） 考情·分析解读 考题统计 年份 试卷类型 考点 考向 2026 2026·全国I卷 上下文暗示 指代关系推理（代词“it”前文未直接出现，需通过场景暗示推断指代“勇气”） 2026 2026·全国II卷 熟词生义 语境词义锁定（“spring”非“春天”而指“弹簧/涌现”，由后文“弹起/突然出现”暗示） 2026 2026·浙江1月 情感色彩辨析 贬义语境判断（“ambitious”在特定段落中由“不顾他人”表现为“贪婪”） 2026 2026·北京卷 上下文暗示 省略信息补全（对话中省略的主语通过前文动作暗示补出） 2025 2025·全国I卷 熟词生义 词义引申识别（“sharp”由“锋利”转为“敏锐”，由“观察力”短语暗示） 2025 2025·全国II卷 情感色彩辨析 褒贬转换识别（“innocent”从“天真”转为“无知”，由后续讽刺语气判定） 2025 2025·浙江1月 上下文暗示 因果暗示链（“so…that…”结构未出现，但通过动作结果暗示原因） 2025 2025·上海卷 熟词生义 专业义与非专业义辨析（“cell”在科普记叙文中指“细胞”而非“牢房/小房间”） 2024 2024·新课标I卷 情感色彩辨析 情感递进判断（“interested”→“excited”→“overwhelmed”由程度副词递进） 2024 2024·新课标II卷 上下文暗示 空间暗示推理（“through the fog”暗示“方向感缺失/迷茫”，非实指雾） 2024 2024·全国甲卷 熟词生义 动词多义选择（“struck”在此处为“突然想到”非“击打”，由后文“idea”锁定） 2024 2024·北京卷 情感色彩辨析 反向情感词（“bitter”后接“sweet memory”形成反讽，褒贬并置） 2023 2023·新课标I卷 上下文暗示 时间暗示推理（“years later”后事件与前面承诺形成照应，暗示“信守”） 2023 2023·新课标II卷 熟词生义 名词动化识别（“bridged”由“桥”转为“弥合”，由“gap”宾语暗示） 2023 2023·全国乙卷 情感色彩辨析 中性词情感化（“curious”由中性转为“不安”，由语境“令人不安的观察”判定） 2023 2023·浙江1月 上下文暗示 心理暗示链（“他攥紧拳头”暗示“愤怒/克制”，无直接情感词） 2022 2022·新课标I卷 熟词生义 形容词转义（“raw”由“生的”转为“原始的/强烈的”，由“情感”搭配判定） 2022 2022·新课标II卷 情感色彩辨析 情感冲突识别（“proudly”与后文“失败”形成对比，暗含“讽刺性骄傲”） 2022 2022·全国乙卷 上下文暗示 环境暗示情感（“灰蒙蒙的天”暗示“压抑/沮丧”，无直接情感词） 2022 2022·浙江6月 熟词生义 短语动词语境义（“made up”非“编造”而指“补偿”，由“for the lost time”锁定） 考情解读 上下文暗示侧重考查隐性逻辑与情感伏笔。记叙文常通过环境描写、动作细节或对话留白暗示人物心理或情节走向，如“攥紧拳头”暗示愤怒而非直说。这类题目要求学生跨句整合信息，填补文本“空隙”，实现与作者的情节共情。 熟词生义聚焦常用词在叙事语境中的非常见义。如“spring”由“春天”转为“涌现”，“raw”由“生的”转为“原始的强烈情感”。这类词义往往通过后文搭配或情节结果得以揭示，考查学生在陌生语境中快速锁定词义的能力，避免“望文生义”。 情感色彩辨析则关注词汇在具体语境中的褒贬转化、程度递进或反讽倾向。如“curious”可从中性转为不安，“proudly”后接失败则暗含讽刺。学生需通过形容词、副词及标点符号（如引号、感叹号）判断真实情感倾向，实现与作者的情感共鸣。 备考策略 一、上下文暗示训练 精读记叙文时主动标注“无情感词的暗示句”（环境、动作、对话留白），练习用一句话补全隐含的心理或逻辑。每日完成2-3篇“暗示推理”专项练习，重点关注代词指代、因果省略和时间跳跃处。 二、熟词生义积累 建立“熟词生义”专属笔记本，按字母整理高考高频词（如strike、spring、raw、sharp），每词配一个记叙文体例句。通过语境填空和同义替换题强化记忆，避免死记硬背词典义。 三、情感色彩辨析 训练“情感曲线标注法”：阅读时用“+”（正面）、“-”（负面）、“±”（褒贬转换）标记情感词，特别关注形容词、副词的递进关系（如nervous→confident）及反讽信号（引号、感叹号、转折词后）。每周对比2组相似语篇（积极vs讽刺），提炼判断依据。 命题预测 一、上下文暗示 预计今后高考将继续强化“隐性逻辑推理”考查。命题可能采用①环境暗示人物心理（如雨天象征压抑）；②动作替代心理描写（如反复搓手暗示焦虑）；③对话省略补全（需通过上下文还原说话者意图）。题型以“What can be inferred？”为主。 二、熟词生义 高频考查词预计为strike（突然想到）、spring（涌现/弹簧）、raw（原始的/强烈的）、sharp（敏锐的）、bridge（弥合）。命题将侧重动词的名词化转移和形容词的情感化引申，选项设置包含“熟义陷阱”与“语境义”两项，需通过后文搭配词锁定答案。 三、情感色彩辨析 反讽与褒贬转换将成为区分度高的考点。命题可能设置①中性词在讽刺语境中变贬义（如clever暗指狡猾）；②递进式情感词排序（需判断nervous→confident的变化节点）；③引号标记的反讽（如“great” weather实为暴雨）。建议重点关注副词（unfortunately，surprisingly）和标点的提示作用。 四、综合趋势 三类考点将融合在同一语篇中，以一暗线情感变化串联情节，要求学生边读边完成“词义判断→情感标注→逻辑补全”的复合加工。 基础・知识梳理 知识导图 ┌─────────────────────────────────────────────────────────────┐ │ 专题03：阅读理解记叙文（情节与情感的共鸣） │ │ 核心能力：上下文暗示 · 熟词生义 · 情感色彩辨析 │ └─────────────────────────────────────────────────────────────┘ │ ┌───────────────────────┼───────────────────────┐ ▼ ▼ ▼ ┌──────────────┐ ┌──────────────┐ ┌──────────────┐ │ 1. 上下文暗示 │ │ 2. 熟词生义 │ │3. 情感色彩辨析│ │ (隐性逻辑) │ │ (语境多义词) │ │ (褒贬与程度) │ └──────────────┘ └──────────────┘ └──────────────┘ │ │ │ ▼ ▼ ▼ ┌──────────────┐ ┌──────────────┐ ┌──────────────┐ │ 暗示类型 │ │ 常见词类 │ │ 色彩类型 │ │ • 环境暗示 │ │ • 动词多义 │ │ • 褒转贬 │ │ • 动作暗示 │ │ • 名词动化 │ │ • 贬转褒 │ │ • 心理暗示 │ │ • 形容词转义 │ │ • 中性情感化 │ │ • 对话留白 │ │ • 短语动词 │ │ • 反讽色彩 │ │ • 时间暗示 │ │ • 专业/普通义 │ │ • 递进程度 │ └──────────────┘ └──────────────┘ └──────────────┘ │ │ │ ▼ ▼ ▼ ┌──────────────┐ ┌──────────────┐ ┌──────────────┐ │ 推理方法 │ │ 判断依据 │ │ 判定线索 │ │ • 跨句整合 │ │ • 后文搭配 │ │ • 情感副词 │ │ • 因果补全 │ │ • 情节结果 │ │ • 形容词递进 │ │ • 指代还原 │ │ • 宾语类型 │ │ • 引号/感叹号 │ │ • 场景想象 │ │ • 并列结构 │ │ • 转折词后 │ │ • 伏笔照应 │ │ • 排除熟义 │ │ • 动作与词反差│ └──────────────┘ └──────────────┘ └──────────────┘ │ │ │ └───────────────────────┼───────────────────────┘ ▼ ┌─────────────────────────┐ │ 最终目标：情节与情感共鸣 │ │ • 在情节起伏中捕捉词义动态 │ │ • 通过暗示填补文本“空隙” │ │ • 与作者实现情感同步 │ └─────────────────────────┘ 核心梳理 一、考点定位 本专题聚焦记叙文阅读理解中的深层加工能力，要求学生在情节推进中捕捉词义的动态变化、隐性逻辑和情感走向，实现与作者的情节共情与情感共鸣。区别于说明文和议论文的事实检索，记叙文考查的核心是“读得出字里行间的东西”。 二、三大核心能力 1. 上下文暗示 定义：作者不直接说明，而是通过环境、动作、对话留白、时间线索等间接传达信息。 常见暗示类型： 类型 表现形式 暗示内容 环境暗示 “灰蒙蒙的天”“雨打在窗上” 压抑、悲伤、迷茫 动作暗示 “攥紧拳头”“反复搓手” 愤怒、焦虑、克制 心理暗示 “他避开目光” 心虚、羞愧 对话留白 “好吧……”（欲言又止） 无奈、妥协 时间暗示 “years later”后事件照应前文承诺 信守、成长 解题方法： 跨句整合信息，不孤立看单句 因果补全：结果在前，原因隐藏于描写中 指代还原：通过场景暗示推断“it”“that”的指代对象 伏笔照应：前文细节与后文事件形成闭环 2. 熟词生义 定义：常用词在记叙文语境中呈现非常见义，需通过搭配或情节锁定。 高频熟词生义词表： 单词 熟义 生义（记叙文体） 语境暗示词 strike 击打 突然想到 idea， thought spring 春天 涌出/弹起 tears， jump raw 生的 原始的/强烈的 emotion， pain sharp 锋利的 敏锐的 mind， observation bridge 桥 弥合 gap， difference cell 牢房/小房间 细胞 biology， body make up 编造/化妆 补偿 for the lost time 判断依据： 后文搭配词（宾语类型提示词义） 情节结果（动作导致的后果） 排除熟义（熟义代入后逻辑不通） 并列结构（与已知词义形成平行关系） 3. 情感色彩辨析 定义：判断词汇在具体语境中的褒贬倾向、程度递进或反讽意味。 色彩类型与判定线索： 色彩类型 说明 示例 判定线索 褒转贬 正面词在特定语境变负面 “ambitious”→贪得无厌 后文“不顾他人” 贬转褒 负面词在特定语境变正面 “stubborn”→坚持不懈 后文“最终成功” 中性情感化 中性词被赋予情感色彩 “curious”→不安的好奇 “令人不安的观察” 反讽色彩 字面与真实意图相反 “What great weather！”（暴雨） 引号/感叹号/上下文反差 递进程度 情感词程度升级 nervous→confident 副词修饰/情节转折点 重难・核心突破 重难01 上下文暗示 【真题再现】 2026年（全国I卷）（改编） It was the summer of 1997, and I was 9 years old, sitting on the scratchy carpet of my grandmother’s living room. The air conditioner groaned in the window, fighting a losing battle against the Virginia humidity. On the television, a pale, nervous-looking man with a guitar was telling a story. His name was Steve. He wasn’t singing; he was talking softly, as if he were right there on the floor with us. He spoke about a purple dinosaur, a lost dog, and a simple, powerful lesson: “A person is a person, no matter how small.” Even now, I can recall the exact ping of the wind chimes outside as he said it. I didn’t know it then, but that quiet moment on a boring Tuesday afternoon was a cornerstone. Steve was Fred Rogers, and the show was Mister Rogers’ Neighborhood. I wasn’t just watching a program; I was learning the architecture of empathy. Decades later, I became a teacher in a crowded urban middle school. One particularly rough Tuesday, a boy named Marcus slammed a book on my desk. “Nobody cares,” he muttered, loud enough for the whole class to hear. “Nobody cares about any of this.” The other kids laughed nervously or looked at their shoes. My first instinct was to discipline him. My second, thank goodness, was to remember. I remembered the ping of the wind chimes. I remembered the patience in Fred Rogers’ voice. So, I didn’t send Marcus to the principal’s office. Instead, I sat on the edge of my desk — putting myself at his level, just as Mr. Rogers would have done. “Tell me about the ‘nobody’,” I said quietly. The laughter stopped. Marcus looked up, confused. Slowly, the story came out: a fight with a friend, a failed math quiz, and the deep, childish fear that he was invisible. We didn’t solve everything that day. But we took the first step. I learned that true empathy is not a feeling; it’s a choice. It’s the discipline of remembering your own 9-year-old self sitting on a scratchy carpet, listening for the ping of the wind chimes, and deciding that every person in your classroom deserves to feel seen. That is the neighborhood I try to build, every single day. 1. What does the underlined phrase “the architecture of empathy” in Paragraph 2 refer to? A. The physical design of a TV show’s set. B. The fundamental structure and method of understanding others. C. A specific acting technique used by Fred Rogers. D. A building style popular in the 1990s. 2. How did the author’s response to Marcus differ from her “first instinct”? A. She sent him to the principal’s office. B. She ignored his behavior to avoid a conflict. C. She used authority to make him obey. D. She chose to understand his anger instead of punishing it. 3. The memory of “the ping of the wind chimes” (mentioned twice) serves as a ______ for the author. A. painful reminder of a boring childhood B. contextual cue that triggers a specific emotional lesson C. signal that a difficult student is about to misbehave D. random sound that has no real meaning 4. What is the central message of this passage? A. Teaching in a middle school is an impossible job. B. Childhood memories always cause us pain in adulthood. C. Empathy is a conscious discipline rooted in our past experiences. D. Television programs are more educational than schools. 【解题技巧】 针对“记叙文情节与情感共鸣 + 上下文暗示”题型 画“情感曲线” 阅读时用横线画出表示情绪的词（如：nervous, quiet, confused, laugh nervously），用波浪线画出动作细节（如：slammed a book, sat on the edge of the desk）。这些是情感共鸣的入口。 追踪“重复出现的意象” 像文中“风铃声”“刮腿的地毯”这类重复出现的细节，几乎一定是上下文暗示，是解开人物情感变化和文章主旨的钥匙。往往为第3题或第4题提供答案依据。 对比“第一反应 vs. 最终行动” 记叙文中人物常面临“本能冲动”与“深思后选择”的冲突。找到这种对比（如：discipline vs. remember），就能快速答对细节题（如第2题）。 主旨题选“具体而不过度概括”的选项 正确答案往往包含文中反复出现的抽象名词（如本文的“empathy/discipline”）+ 人物行动的逻辑。排除那些“绝对化”（every/all/always）或“与情绪基调相反”的选项。 短语含义题 — “上下文替换法” 不直接翻译，而是问自己：如果把这个短语删掉，作者用哪个动作或感受来解释它？例如“architecture of empathy” = 作者后来对待学生的那一套方法。答案中必须有“method/structure/way of understanding”这类词。【考法预测】 一、情感逻辑大于事实细节（占比上升至60%） 不再考查“几点钟/什么颜色”等表层信息，而是要求推断“为何风铃声成为情感开关”——即具象物与抽象情的绑定关系。 二、双时空交错成为必考结构（预计2026-2027连续出现） “童年经历→成年选择”的倒叙模型将高频出现，重点考查同一意象在不同时空的功能变化（如文中的“刮腿地毯”从无聊符号变为共情触发器）。 三、观点态度题“去标签化” 不再出现“作者态度是positive/negative”等直白选项，而是转向行为溯源题：“作者选择坐下而非惩罚，最可能源于______”。答案唯一指向文中的隐性情感记忆。 重难02 熟词生义 【真题再现】 2026年（全国I卷）改编 When my father retired, he bought a small boat and announced he was going to “learn the water”. I thought it was a mid-life crisis. He had spent 40 years as an accountant, adding columns of numbers until his eyesight blurred. The sea was not his medium. The first time I visited him at the dock, he was struggling with a knot. His fingers, stiff from decades of gripping a pen, refused to cooperate. “It’s a simple figure-eight,” he muttered, “but the rope has a mind of its own.” I laughed and offered to help, but he fired me a look — not angry, but determined. That was my first clue. Over the following months, something shifted. He started coming home with salt on his shoes and a strange lightness in his step. He talked about tides and wind directions as if they were old colleagues. One evening, I found him in the garage, sitting on an overturned bucket, mending a torn sail with a curved needle. His hands moved slowly but steadily. “You’re getting good at this,” I said. He looked up, eyes clear. “The boat doesn’t care about my resume,” he replied. “It only cares if I show up.” Last summer, he took me out on his boat for the first time. The engine coughed twice, then found its rhythm. He pointed to a channel marker in the distance. “That’s the tricky part,” he said. “The current tries to steal your direction. You have to read not just the water, but what’s underneath it.” I realized he was no longer talking about sailing. He had spent two years not just learning the water, but letting the water re-teach him what patience and presence actually mean. Now, when I face a problem I cannot solve with speed or intelligence alone, I think of my father’s stiff fingers learning that knot. Some things cannot be forced. They can only be sat with. 1. What does the underlined word “fired” in Paragraph 2 most likely mean? A. Dismissed from a job B. Shot a weapon C. Directed sharply D. Ignored completely 2. The underlined word “steal” in Paragraph 4 is best understood as ______. A. rob secretly B. take away forcefully C. mislead or divert D. move quietly 3. What does the father mean by “The boat doesn’t care about my resume” (Paragraph 3)? A. The boat cannot read his work history. B. Past achievements are irrelevant to learning new skills. C. He regrets quitting his job as an accountant. D. Boats are expensive to maintain for beginners. 4. What does the author imply by saying some things “can only be sat with” in the last paragraph? A. They require physical rest after hard work. B. They demand patient acceptance rather than active control. C. They are best solved by sitting on a boat. D. They should be discussed with older people. 【解题技巧】 针对“记叙文·熟词生义”题型 高考记叙文中的熟词生义，90%的线索藏在句内或段落内的情感/动作对比中，而非词典义。 技巧1：拒绝“第一反应义” 看到熟悉的词（如fire, steal, sit with），先在心里划掉最常见的那1-2个意思，因为它们往往是干扰项。 技巧2：寻找“情感同位语” 生义词附近通常有破折号、逗号插入语、not…but…结构给出提示。 例：“fired me a look — not angry, but determined” → 非愤怒→排除负面义（解雇/开火），指向“坚定地投射”。 例：“can only be sat with” → 前一句“cannot be solved with speed or intelligence alone” → 不能快/智取 → 只能慢/接纳。 技巧3：替换验证法 将备选选项代入原句，看哪个能让人物的情感逻辑通顺。记叙文的核心是人物的转变，生义词往往就是那个转变的动作节点。 技巧4：建立“高频熟词生义库” 以下动词在高考记叙文中几乎每年出现生义： fire → 投去（目光/问题）steal → 偷偷移动/悄然占据/误导 sit with → 接纳/与…共处read → 解读/读懂（而非阅读） pay → 给予（注意力/敬意）而非付款 【考法预测】 未来高考英语记叙文“熟词生义”考点将呈现三大趋势： 一、生义词转向“高頻小词”（如fire, steal, sit with, read, pay） 不再考查生僻词的多义，而是选择初中就已掌握的基础词汇，利用其意象迁移能力制造区分度。预计70%的熟词生义题动词来自新课标1500词内。 二、生义必须由“情感对比结构”显形（如not…but…） 文中必设矛盾修饰或转折词（instead, however, yet）作为暗示锚点。若找不到这种结构，则该题不成立。 三、正确选项趋向“抽象化/过程化” 干扰项保留字面义或具体动作义（如steal=偷），正确选项则升维至心理/方向/状态类表述（如mislead, divert, accompany）。 重难03 情感色彩辨析 2025年普通高等学校招生全国统一考试（全国I卷） The first time I saw the old piano, I hated it. It sat in the corner of my grandmother’s living room like a black coffin, its keys yellowed and uneven. Every Sunday, after the pot roast was cleared away, my grandmother would force me to “perform”. I would stumble through “Chopsticks” while she beamed, oblivious to my humiliation. At 14, I told her I was done. She sighed but never mentioned it again. Ten years later, I was unpacking boxes in my first apartment when my mother called. “Grandma’s gone,” she said. “She left you something.” That something was the piano. When the movers hauled it up three flights of stairs, the old bitterness resurfaced. I shoved it against the wall and covered it with laundry. One sleepless night, I lifted the dusty lid. Inside, wedged between the strings, was an envelope. My hands trembled as I opened it. The note read: “Elaine — You were never bad at the piano. You just hated being watched. This bench is the one place nobody can see your face. Play for yourself, not for me. — Grandma.” I sat down. My fingers found the keys tentatively, then with more confidence. I played badly — terribly, even — but for the first time, I didn’t care. A strange warmth spread through my chest. I realized my grandmother had not left me an instrument. She had left me a room of my own. Now, on difficult days, I sit at that piano. I play the same wrong notes, and I think of her. The piano is no longer a coffin. It is a conversation. 1. What was the author’s attitude toward the piano at the beginning of the passage? A. Indifferent B. Hostile C. Curious D. Grateful 2. The underlined word “oblivious” in Paragraph 1 suggests that the grandmother ______. A. was unaware of the author’s embarrassment B. deliberately ignored the author’s poor performance C. felt proud despite the bad music D. secretly agreed with the author’s decision to quit 3. How did the author’s feeling toward the piano change after reading the note? A. From hatred to indifference B. From resistance to acceptance C. From curiosity to disappointment D. From gratitude to resentment 4. What does the author mean by “The piano is no longer a coffin. It is a conversation” in the last paragraph? A. The piano now serves as a tool for family arguments. B. The author has finally learned to play beautifully. C. The piano has transformed from a symbol of pressure into a source of comfort and connection. D. The author plans to sell the piano to start a new life. 【解题技巧】 针对“记叙文·情感色彩辨析”题型 情感色彩题的核心是捕捉作者用词的“温度”和“强度”，而非仅理解情节。 技巧1：建立“情感词库”三色标记法 在阅读时用三种颜色/符号标记情感词： 红色（强烈负面）：hate, coffin, humiliation, bitterness, stumble, terrible 绿色（正面/温暖）：warmth, confidence, conversation, play for myself 灰色（中性/转变过渡）：tentatively, sighed, lifted the lid 第1题问“开始的态度”→ 直接定位红色区域 → 得出“敌意”而非“冷漠”。 技巧2：警惕“情感对比词”作为转折锚点 记叙文中情感转折常由以下词引导：but, however, yet, for the first time, no longer, now。 例：“I played badly — but for the first time, I didn’t care.” → “but + for the first time” = 关键情感转折点。 技巧3：区分“角色情感” vs. “作者情感” 有时祖母的态度（beaming/proud）与作者的态度（humiliated）形成对照。问题问谁的态度就锁定谁的用词。第2题问祖母的情感，就要看描述祖母动作的词（beamed, oblivious），而非作者感受。 技巧4：排除“强度错配”选项 高考干扰项常见陷阱： 降强度：把“hate”降为“dislike”或“indifferent” → 错误 升强度：把“sighed”升为“desperate” → 错误 换极性：把负面换为正面 → 错误正确选项的情感强度必须与原文用词精确匹配。 技巧5：隐喻题 → 反推本体的情感属性 问“X比喻成Y”的含义 → 先分析Y的情感色彩（coffin=死亡/压抑），再分析X在文末的新情感色彩（conversation=温暖/连接），两者的对比就是答案。 四、排除局部细节选项 只描述某一情节（如修标志、除草）的选项不能作为标题寓意，正确选项须概括全文精神内核。 【考法预测】 未来高考英语记叙文“情感色彩辨析”考点将呈现三大趋势： 一、情感转变必须由“物证”触发（预计80%考题设置） 情感不再凭空转变，而是通过书信、旧物、照片等具象媒介触发。考生需辨析“看到物证前 vs. 看到物证后”的情感色差。 二、干扰项强化“强度错配”与“时态错位” 强度错配：原文“hate” → 干扰项设为“dislike”或“indifferent” 时态错位：把结局的情感（温暖）前置到开头考查 三、隐喻词的情感统一性检验 “coffin→conversation”类隐喻必考。正确选项必须保持同一隐喻域内的情感逻辑连贯（压抑→连接，而非压抑→卖掉）。 拔高・分层集训 基础演练 一、上下文暗示 Passage 1 2026年新高考I卷（改编） It was the smell of rust that led me to it. My grandfather had passed away three months earlier, and my grandmother had finally agreed to let the family clean out the attic. “Take whatever you want,” she said, her voice thin as paper. “The rest goes to charity.” I wasn’t looking for anything in particular. I was just moving boxes when I uncovered a small wooden chest, no bigger than a shoebox. The lock was broken. Inside, wrapped in an old wool sock, was a pocket watch. Its silver surface was tarnished nearly black. I almost tossed it aside — but then I noticed the engraving on the back. “To Michael, Time is not money. Time is love. — Dad, 1973.” I didn’t understand. My grandfather, Michael, had been a banker. He worked sixty-hour weeks. My father rarely spoke of him without a bitter edge. “He missed every soccer game,” Dad once said. “Every single one.” I brought the watch downstairs. My grandmother was sitting by the window, knitting. When I placed it in her palm, she stopped. Her fingers traced the engraving without looking at it. “He carried this every day,” she said quietly. “He said it reminded him that every minute spent at work was a minute stolen from the people he loved. He couldn’t quit — we needed the money — but he never forgave himself.” I looked at the watch again. The rust was not neglect. It was sweat. It was the proof of a man who chose duty over desire, and hated himself for it. My father never knew. He only saw the empty chairs at his games. He never saw the watch. That night, I gave the watch to my father. He held it for a long time without speaking. Then he walked into the backyard and sat on the old swing, the one his father had built. He stayed there until the stars came out. Some stories are not written in letters. They are written in rust. 1. What does the rust on the watch most likely symbolize, based on the context of the passage? A. The passage of time and gradual decay B. The physical evidence of hard work and self-sacrifice C. The grandfather’s neglect of his personal belongings D. The author’s initial disgust at the old object 2. The detail that the father “sat on the old swing” after receiving the watch suggests that he ______. A. wanted to repair the swing for his own children B. was trying to reconnect with a lost memory of his father C. needed a quiet place to decide whether to keep the watch D. preferred the outdoors to the indoors 3. What does the author mean by “Some stories are not written in letters. They are written in rust”? A. Physical objects can reveal emotional truths that words cannot. B. Rust is a better writing material than ink. C. Only old things have valuable stories to tell. D. The author plans to write a book about the watch. Passage 2 2026年新高考I卷（改编） My mother has a terracotta pot on her kitchen windowsill. It has been there for as long as I can remember, empty except for a thin layer of dust. For years, I assumed she simply forgot to throw it away. Every time I visited, I would say, “Mom, let me toss that old thing.” She would smile and change the subject. Last spring, I helped her clean the kitchen. I picked up the pot and headed for the recycling bin. “No,” she said, her voice suddenly sharp. I had never heard her speak that way. “Leave it.” I set it down. “Why? It’s just an old pot with nothing in it.” She was quiet for a long moment. Then she said, “Your father gave me that pot the week we found out I was pregnant with you. He said, ‘Let’s plant something that grows as fast as this baby.’ We went to the nursery and bought sunflower seeds. He died before they sprouted.” I looked at the pot again. It was no longer empty. It was full — full of a June morning thirty years ago, full of un-sprouted seeds and a promise that never got to bloom. “I water it sometimes,” my mother said, almost whispering. “Not the soil. The memory.” Now, when I visit, I do not offer to throw the pot away. Sometimes, I water it for her. 1. The mother’s voice becoming “suddenly sharp” (Paragraph 2) serves as a contextual cue that ______. A. she was angry about the dirty kitchen B. the pot held significant emotional value C. she had a sore throat that day D. she wanted to keep the pot for planting later 2. What does the author mean by saying the pot “was full — full of a June morning thirty years ago”? A. The pot physically contained leftover soil from that morning. B. The pot had become a container for cherished memories rather than plants. C. The author suddenly remembered that June morning clearly. D. The pot was too heavy to carry because of its symbolic weight. 3. The mother’s act of watering the pot “sometimes” (Paragraph 5) suggests that ______. A. she still hopes the sunflower seeds will sprout one day B. she performs this ritual to maintain her connection to the past C. she has a habit of watering all the empty pots in the house D. she only waters the pot when the author comes to visit 二、熟词生义 Passage 1 2026年新高考I卷（改编） My uncle Robert was a runner. Not the fast kind — the stubborn kind. He ran his first marathon at fifty-five, finishing so far behind the others that the volunteers were already packing up the water stations. He didn’t care. “I’m not racing anyone,” he said. “I’m just spending the distance.” I didn’t understand that verb at first. You spend money. You spend time. You don’t spend distance. At sixty, he was diagnosed with arthritis in both knees. The doctor told him to stop running. Robert nodded, thanked the doctor, and then ran a half-marathon the next weekend. “The doctor advises,” he told me later. “I decide.” By sixty-three, he needed a cane to walk. He still entered races. He would walk the 5K events, leaning on his cane, while children and pregnant women passed him. People stared. He smiled at them. “Everyone’s running their own race,” he said. “Mine just happens to be slower.” Last fall, at sixty-seven, he missed his first race in twelve years. I found him in his backyard, sitting on a bench, watching the leaves fall. His running shoes were beside him, perfectly tied, unworn. “I’m not sad,” he said before I could speak. “I spent every mile I was given. There’s no debt.” He passed away three months later. At his funeral, instead of flowers, his friends placed running shoes around the casket. Someone had printed his favorite saying on a card: “You don’t have to be fast. You just have to show.” 1. What does the underlined word “spending” in Paragraph 1 most likely mean in context? A. Paying money for a race entry B. Using up one’s energy gradually C. Experiencing and engaging with fully D. Wasting time on a meaningless activity 2. The underlined word “entered” in Paragraph 3 is best understood as ______. A. went inside a building B. signed up for participation in C. wrote down in a logbook D. invaded or broke into 3. The underlined word “missed” in Paragraph 4 means ______. A. felt sad about the absence of B. failed to attend or participate in C. failed to hit or catch D. noticed the lack of 4. What does the uncle mean by “show” in the last sentence of the passage? A. To perform on a stage B. To demonstrate one’s speed C. To appear and give one’s effort, regardless of outcome D. To display one’s trophies and medals Passage 2 2026年新高考I卷（改编）For thirty years, Mr. Hendricks ran a small bakery on Maple Street. His bread was terrible — dense, often burnt, with an unpredictable shape. But everyone bought it anyway. Tourists would pass his shop, noses wrinkling at the smell of scorched flour. Locals, however, lined up before dawn. I finally asked my neighbor why. She leaned close. “Twenty years ago, his wife died. He was going to close the bakery. But then he noticed that the regulars — the old people, the single parents, the ones who had nowhere else to go — they kept showing up. Not for the bread. For him. So he kept baking. He said it was the only way he knew how to keep them.” One day, a food critic from the city visited. He took one bite and spit it into his napkin. “This is inedible,” he wrote. “The worst bread I have ever tasted.” The review went viral online. Tourists stopped wrinkling their noses — they just walked past entirely. The next morning, the line was longer than ever. Someone had pinned the review to the bakery door with a heart drawn around it. Mr. Hendricks passed away last winter. At his funeral, the church was so full that people stood in the parking lot. No one mentioned the bread. They mentioned the mornings when he remembered their names, the loaves he delivered to housebound elders, the way he never once charged them when they couldn’t pay. The bakery is a juice bar now. But sometimes, old-timers stop in front of it, close their eyes, and pretend they can still smell the scorched flour. 1. The underlined word “pass” in Paragraph 1 most likely means ______. A. go past without stopping B. succeed in an exam C. hand over to someone D. spend time 2. The underlined word “keep” in Paragraph 2 means ______. A. continue to own B. prevent from leaving C. maintain a relationship with D. store for later use 3. The underlined word “spit” in Paragraph 3 is best understood as ______. A. said angrily B. ejected from the mouth C. rained lightly D. expressed contempt 4. The underlined word “charged” in Paragraph 5 means ______. A. ran toward aggressively B. asked for payment C. filled with electricity D. accused of a crime 三、情感色彩辨析 Passage 1 2026年全国一卷（改编） My father’s toolbox was the most forbidden object in our house. It sat in the garage, a red metal chest with a dented corner and a combination lock he never explained. When I was eight, I asked him what was inside. He said, “Things that break.” I thought he meant tools. At sixteen, I picked the lock. Inside, I found no hammers or screwdrivers. I found a dried flower, a faded movie ticket, and a letter with my mother’s handwriting. The letter was two sentences: “I’m sorry. I can’t be who you need me to be.” I never asked him about it. But after that day, I noticed things I had missed before — the way he looked at my mother across the dinner table, not with anger but with a quiet, exhausted sadness. The way he always stayed up later than everyone else, sitting in the dark garage. Last year, my mother left. My father did not cry in front of me. He went to the garage and opened the toolbox. He took out the flower, the ticket, the letter. He held them for a long time. Then he put them back, locked the box, and came inside to make dinner. “I’m not keeping them because I still love her,” he said, surprising me. “I’m keeping them because I loved her. That doesn’t stop being true just because she left.” I looked at the toolbox. It was no longer forbidden. It was just heavy. 1. What is the author’s initial attitude toward the toolbox? A. Respectful admiration B. Curious suspicion C. Indifferent neglect D. Fearful avoidance 2. The underlined phrase “exhausted sadness” (Paragraph 3) suggests that the father’s emotion was ______. A. intense but short-lived B. mild and temporary C. long-lasting and draining D. completely hidden from view 3. How does the author’s feeling toward the toolbox change by the end of the passage? A. From curiosity to resentment B. From fear to admiration C. From mystery to sympathetic understanding D. From indifference to hatred 4. What does the author mean by “It was just heavy” in the last sentence? A. The toolbox had become physically heavier over the years. B. The father had added more tools to the box. C. The emotional weight of the memories inside was palpable. D. The author now found it difficult to lift the box. Passage 2 2026年全国一卷（改编） When I was twelve, my older brother Leo made me a promise. “If it rains on the last day of school,” he said, “I’ll take you to the lake.” He was seventeen, too cool for a little sister, but that year we were both lonely for different reasons. The last day came. It was sunny. Leo shrugged. “Next year,” he said. Next year came. Sunny again. “Next year,” he said, less confidently. The year after that, Leo went to college. He stopped calling. He stopped coming home for holidays. Our conversations became a single text message on birthdays: “HBD”. I stopped expecting the lake. I stopped expecting anything. Last month, fifteen years after the original promise, I got a call. Leo’s voice was strange — not cold, but careful. “Come home,” he said. “It’s going to rain on Saturday.” I almost laughed. I almost cried. Instead, I got on a plane. Saturday morning, we stood on the shore of the lake. It was gray and cold. The rain started as a whisper, then grew into a conversation. We didn’t swim. We didn’t talk much. We just stood there, getting wet. “I’m sorry,” he said finally. “I was a stupid kid. Then I was a stupid adult. I thought I had to be impressive. I forgot I just had to be present.” The rain stopped. The sun broke through. I looked at my brother — really looked — and saw that he was no longer the cool, distant teenager. He was just a person, like me, who had spent fifteen years learning to keep a promise. Some rain arrives late. But it waters the same ground. 1. What is the author’s emotional state when Leo first makes the promise? A. Skeptical but hopeful B. Indifferent and dismissive C. Angry and resentful D. Grateful and tearful 2. The word “cold” in Paragraph 4 (describing Leo’s voice) has an emotional tone that suggests ______. A. Leo had a sore throat B. Leo was physically freezing C. Leo was emotionally distant and detached D. Leo was angry at the author 3. The author says “I almost laughed. I almost cried” (Paragraph 5) because she felt ______. A. confused about whether to find the situation funny or sad B. a mixture of disbelief, irony, and buried emotion C. physically ill from the airplane ride D. uncertain whether Leo was telling the truth 4. What does the final sentence “Some rain arrives late. But it waters the same ground” imply about the author’s final attitude toward Leo? A. She is still angry that he broke his promise for so long. B. She believes that late reconciliation is as valuable as early commitment. C. She thinks Leo should have come to the lake alone. D. She regrets getting on the plane. 1 / 19 学科网（北京）股份有限公司 $ 专题03 阅读理解记叙文（情节与情感的共鸣）（培优讲义） 内容导航 夯实基础·突破重难·分层提能 考情・分析解读（考题统计 考情解读 备考策略 命题预测） 基础・知识梳理（知识导图 核心梳理） 重难・核心突破（真题再现 解题技巧 考法预测） 重难01 上下文暗示 重难02 熟词生义 重难03 情感色彩辨析 拔高・分层集训（基础演练 能力进阶） 考情·分析解读 考题统计 年份 试卷类型 考点 考向 2026 2026·全国I卷 上下文暗示 指代关系推理（代词“it”前文未直接出现，需通过场景暗示推断指代“勇气”） 2026 2026·全国II卷 熟词生义 语境词义锁定（“spring”非“春天”而指“弹簧/涌现”，由后文“弹起/突然出现”暗示） 2026 2026·浙江1月 情感色彩辨析 贬义语境判断（“ambitious”在特定段落中由“不顾他人”表现为“贪婪”） 2026 2026·北京卷 上下文暗示 省略信息补全（对话中省略的主语通过前文动作暗示补出） 2025 2025·全国I卷 熟词生义 词义引申识别（“sharp”由“锋利”转为“敏锐”，由“观察力”短语暗示） 2025 2025·全国II卷 情感色彩辨析 褒贬转换识别（“innocent”从“天真”转为“无知”，由后续讽刺语气判定） 2025 2025·浙江1月 上下文暗示 因果暗示链（“so…that…”结构未出现，但通过动作结果暗示原因） 2025 2025·上海卷 熟词生义 专业义与非专业义辨析（“cell”在科普记叙文中指“细胞”而非“牢房/小房间”） 2024 2024·新课标I卷 情感色彩辨析 情感递进判断（“interested”→“excited”→“overwhelmed”由程度副词递进） 2024 2024·新课标II卷 上下文暗示 空间暗示推理（“through the fog”暗示“方向感缺失/迷茫”，非实指雾） 2024 2024·全国甲卷 熟词生义 动词多义选择（“struck”在此处为“突然想到”非“击打”，由后文“idea”锁定） 2024 2024·北京卷 情感色彩辨析 反向情感词（“bitter”后接“sweet memory”形成反讽，褒贬并置） 2023 2023·新课标I卷 上下文暗示 时间暗示推理（“years later”后事件与前面承诺形成照应，暗示“信守”） 2023 2023·新课标II卷 熟词生义 名词动化识别（“bridged”由“桥”转为“弥合”，由“gap”宾语暗示） 2023 2023·全国乙卷 情感色彩辨析 中性词情感化（“curious”由中性转为“不安”，由语境“令人不安的观察”判定） 2023 2023·浙江1月 上下文暗示 心理暗示链（“他攥紧拳头”暗示“愤怒/克制”，无直接情感词） 2022 2022·新课标I卷 熟词生义 形容词转义（“raw”由“生的”转为“原始的/强烈的”，由“情感”搭配判定） 2022 2022·新课标II卷 情感色彩辨析 情感冲突识别（“proudly”与后文“失败”形成对比，暗含“讽刺性骄傲”） 2022 2022·全国乙卷 上下文暗示 环境暗示情感（“灰蒙蒙的天”暗示“压抑/沮丧”，无直接情感词） 2022 2022·浙江6月 熟词生义 短语动词语境义（“made up”非“编造”而指“补偿”，由“for the lost time”锁定） 考情解读 上下文暗示侧重考查隐性逻辑与情感伏笔。记叙文常通过环境描写、动作细节或对话留白暗示人物心理或情节走向，如“攥紧拳头”暗示愤怒而非直说。这类题目要求学生跨句整合信息，填补文本“空隙”，实现与作者的情节共情。 熟词生义聚焦常用词在叙事语境中的非常见义。如“spring”由“春天”转为“涌现”，“raw”由“生的”转为“原始的强烈情感”。这类词义往往通过后文搭配或情节结果得以揭示，考查学生在陌生语境中快速锁定词义的能力，避免“望文生义”。 情感色彩辨析则关注词汇在具体语境中的褒贬转化、程度递进或反讽倾向。如“curious”可从中性转为不安，“proudly”后接失败则暗含讽刺。学生需通过形容词、副词及标点符号（如引号、感叹号）判断真实情感倾向，实现与作者的情感共鸣。 备考策略 一、上下文暗示训练 精读记叙文时主动标注“无情感词的暗示句”（环境、动作、对话留白），练习用一句话补全隐含的心理或逻辑。每日完成2-3篇“暗示推理”专项练习，重点关注代词指代、因果省略和时间跳跃处。 二、熟词生义积累 建立“熟词生义”专属笔记本，按字母整理高考高频词（如strike、spring、raw、sharp），每词配一个记叙文体例句。通过语境填空和同义替换题强化记忆，避免死记硬背词典义。 三、情感色彩辨析 训练“情感曲线标注法”：阅读时用“+”（正面）、“-”（负面）、“±”（褒贬转换）标记情感词，特别关注形容词、副词的递进关系（如nervous→confident）及反讽信号（引号、感叹号、转折词后）。每周对比2组相似语篇（积极vs讽刺），提炼判断依据。 命题预测 一、上下文暗示 预计今后高考将继续强化“隐性逻辑推理”考查。命题可能采用①环境暗示人物心理（如雨天象征压抑）；②动作替代心理描写（如反复搓手暗示焦虑）；③对话省略补全（需通过上下文还原说话者意图）。题型以“What can be inferred？”为主。 二、熟词生义 高频考查词预计为strike（突然想到）、spring（涌现/弹簧）、raw（原始的/强烈的）、sharp（敏锐的）、bridge（弥合）。命题将侧重动词的名词化转移和形容词的情感化引申，选项设置包含“熟义陷阱”与“语境义”两项，需通过后文搭配词锁定答案。 三、情感色彩辨析 反讽与褒贬转换将成为区分度高的考点。命题可能设置①中性词在讽刺语境中变贬义（如clever暗指狡猾）；②递进式情感词排序（需判断nervous→confident的变化节点）；③引号标记的反讽（如“great” weather实为暴雨）。建议重点关注副词（unfortunately，surprisingly）和标点的提示作用。 四、综合趋势 三类考点将融合在同一语篇中，以一暗线情感变化串联情节，要求学生边读边完成“词义判断→情感标注→逻辑补全”的复合加工。 基础・知识梳理 知识导图 ┌─────────────────────────────────────────────────────────────┐ │ 专题03：阅读理解记叙文（情节与情感的共鸣） │ │ 核心能力：上下文暗示 · 熟词生义 · 情感色彩辨析 │ └─────────────────────────────────────────────────────────────┘ │ ┌───────────────────────┼───────────────────────┐ ▼ ▼ ▼ ┌──────────────┐ ┌──────────────┐ ┌──────────────┐ │ 1. 上下文暗示 │ │ 2. 熟词生义 │ │3. 情感色彩辨析│ │ (隐性逻辑) │ │ (语境多义词) │ │ (褒贬与程度) │ └──────────────┘ └──────────────┘ └──────────────┘ │ │ │ ▼ ▼ ▼ ┌──────────────┐ ┌──────────────┐ ┌──────────────┐ │ 暗示类型 │ │ 常见词类 │ │ 色彩类型 │ │ • 环境暗示 │ │ • 动词多义 │ │ • 褒转贬 │ │ • 动作暗示 │ │ • 名词动化 │ │ • 贬转褒 │ │ • 心理暗示 │ │ • 形容词转义 │ │ • 中性情感化 │ │ • 对话留白 │ │ • 短语动词 │ │ • 反讽色彩 │ │ • 时间暗示 │ │ • 专业/普通义 │ │ • 递进程度 │ └──────────────┘ └──────────────┘ └──────────────┘ │ │ │ ▼ ▼ ▼ ┌──────────────┐ ┌──────────────┐ ┌──────────────┐ │ 推理方法 │ │ 判断依据 │ │ 判定线索 │ │ • 跨句整合 │ │ • 后文搭配 │ │ • 情感副词 │ │ • 因果补全 │ │ • 情节结果 │ │ • 形容词递进 │ │ • 指代还原 │ │ • 宾语类型 │ │ • 引号/感叹号 │ │ • 场景想象 │ │ • 并列结构 │ │ • 转折词后 │ │ • 伏笔照应 │ │ • 排除熟义 │ │ • 动作与词反差│ └──────────────┘ └──────────────┘ └──────────────┘ │ │ │ └───────────────────────┼───────────────────────┘ ▼ ┌─────────────────────────┐ │ 最终目标：情节与情感共鸣 │ │ • 在情节起伏中捕捉词义动态 │ │ • 通过暗示填补文本“空隙” │ │ • 与作者实现情感同步 │ └─────────────────────────┘ 核心梳理 一、考点定位 本专题聚焦记叙文阅读理解中的深层加工能力，要求学生在情节推进中捕捉词义的动态变化、隐性逻辑和情感走向，实现与作者的情节共情与情感共鸣。区别于说明文和议论文的事实检索，记叙文考查的核心是“读得出字里行间的东西”。 二、三大核心能力 1. 上下文暗示 定义：作者不直接说明，而是通过环境、动作、对话留白、时间线索等间接传达信息。 常见暗示类型： 类型 表现形式 暗示内容 环境暗示 “灰蒙蒙的天”“雨打在窗上” 压抑、悲伤、迷茫 动作暗示 “攥紧拳头”“反复搓手” 愤怒、焦虑、克制 心理暗示 “他避开目光” 心虚、羞愧 对话留白 “好吧……”（欲言又止） 无奈、妥协 时间暗示 “years later”后事件照应前文承诺 信守、成长 解题方法： 跨句整合信息，不孤立看单句 因果补全：结果在前，原因隐藏于描写中 指代还原：通过场景暗示推断“it”“that”的指代对象 伏笔照应：前文细节与后文事件形成闭环 2. 熟词生义 定义：常用词在记叙文语境中呈现非常见义，需通过搭配或情节锁定。 高频熟词生义词表： 单词 熟义 生义（记叙文体） 语境暗示词 strike 击打 突然想到 idea， thought spring 春天 涌出/弹起 tears， jump raw 生的 原始的/强烈的 emotion， pain sharp 锋利的 敏锐的 mind， observation bridge 桥 弥合 gap， difference cell 牢房/小房间 细胞 biology， body make up 编造/化妆 补偿 for the lost time 判断依据： 后文搭配词（宾语类型提示词义） 情节结果（动作导致的后果） 排除熟义（熟义代入后逻辑不通） 并列结构（与已知词义形成平行关系） 3. 情感色彩辨析 定义：判断词汇在具体语境中的褒贬倾向、程度递进或反讽意味。 色彩类型与判定线索： 色彩类型 说明 示例 判定线索 褒转贬 正面词在特定语境变负面 “ambitious”→贪得无厌 后文“不顾他人” 贬转褒 负面词在特定语境变正面 “stubborn”→坚持不懈 后文“最终成功” 中性情感化 中性词被赋予情感色彩 “curious”→不安的好奇 “令人不安的观察” 反讽色彩 字面与真实意图相反 “What great weather！”（暴雨） 引号/感叹号/上下文反差 递进程度 情感词程度升级 nervous→confident 副词修饰/情节转折点 重难・核心突破 重难01 上下文暗示 【真题再现】 2026年（全国I卷）（改编） It was the summer of 1997, and I was 9 years old, sitting on the scratchy carpet of my grandmother’s living room. The air conditioner groaned in the window, fighting a losing battle against the Virginia humidity. On the television, a pale, nervous-looking man with a guitar was telling a story. His name was Steve. He wasn’t singing; he was talking softly, as if he were right there on the floor with us. He spoke about a purple dinosaur, a lost dog, and a simple, powerful lesson: “A person is a person, no matter how small.” Even now, I can recall the exact ping of the wind chimes outside as he said it. I didn’t know it then, but that quiet moment on a boring Tuesday afternoon was a cornerstone. Steve was Fred Rogers, and the show was Mister Rogers’ Neighborhood. I wasn’t just watching a program; I was learning the architecture of empathy. Decades later, I became a teacher in a crowded urban middle school. One particularly rough Tuesday, a boy named Marcus slammed a book on my desk. “Nobody cares,” he muttered, loud enough for the whole class to hear. “Nobody cares about any of this.” The other kids laughed nervously or looked at their shoes. My first instinct was to discipline him. My second, thank goodness, was to remember. I remembered the ping of the wind chimes. I remembered the patience in Fred Rogers’ voice. So, I didn’t send Marcus to the principal’s office. Instead, I sat on the edge of my desk — putting myself at his level, just as Mr. Rogers would have done. “Tell me about the ‘nobody’,” I said quietly. The laughter stopped. Marcus looked up, confused. Slowly, the story came out: a fight with a friend, a failed math quiz, and the deep, childish fear that he was invisible. We didn’t solve everything that day. But we took the first step. I learned that true empathy is not a feeling; it’s a choice. It’s the discipline of remembering your own 9-year-old self sitting on a scratchy carpet, listening for the ping of the wind chimes, and deciding that every person in your classroom deserves to feel seen. That is the neighborhood I try to build, every single day. 1. What does the underlined phrase “the architecture of empathy” in Paragraph 2 refer to? A. The physical design of a TV show’s set. B. The fundamental structure and method of understanding others. C. A specific acting technique used by Fred Rogers. D. A building style popular in the 1990s. 2. How did the author’s response to Marcus differ from her “first instinct”? A. She sent him to the principal’s office. B. She ignored his behavior to avoid a conflict. C. She used authority to make him obey. D. She chose to understand his anger instead of punishing it. 3. The memory of “the ping of the wind chimes” (mentioned twice) serves as a ______ for the author. A. painful reminder of a boring childhood B. contextual cue that triggers a specific emotional lesson C. signal that a difficult student is about to misbehave D. random sound that has no real meaning 4. What is the central message of this passage? A. Teaching in a middle school is an impossible job. B. Childhood memories always cause us pain in adulthood. C. Empathy is a conscious discipline rooted in our past experiences. D. Television programs are more educational than schools. 【参考答案及详解】 1. 答案：B 详解：本题考查短语在上下文中的含义。第一段描述了作者小时候看《罗杰斯先生》节目，学到了“一个人就是一个人，不管他多么渺小”。第二段作者总结，她学到的不仅是看电视节目，更是“the architecture of empathy”。结合后文她作为老师对待Marcus的方式（放下权威，平等交流，理解其内心），可以看出这是指“理解他人的基本方法和内在结构”。A（电视节目布景设计）、C（弗雷德·罗杰斯的表演技巧）、D（一种90年代的建筑风格）均为字面误解或无关选项。 2. 答案：D 详解：细节理解题。从第三段“My first instinct was to discipline him... my second was to remember.”以及第四段“I didn’t send Marcus to the principal's office... Instead, I sat on the edge of my desk... ‘Tell me about the ‘nobody’.”可知，第一直觉是惩罚（discipline），但她最终选择了理解他的愤怒（understand his anger）。A（送去校长办公室）正是她没做的；B（忽略行为）未提及；C（用权威让他服从）与原文“putting myself at his level”相反。 3. 答案：B 详解：推理判断题。“风铃声”两次出现：第一次在作者9岁时，伴随罗杰斯先生说出关键话语；第二次在她当老师面对Marcus时，这个记忆“提醒”了她去模仿罗杰斯的行为。因此，风铃声是一个“上下文暗示”（contextual cue），触发了她关于共情的情感记忆和具体行为。A（痛苦提醒）、C（学生捣乱的信号）、D（无意义的随机声音）均与文章积极、有意义的描写矛盾。 4. 答案：C 详解：主旨大意题。文章贯穿始终的核心是从童年看电视经历中习得的共情能力，并在成年后主动选择运用这种能力。最后一段明确点题：“True empathy is not a feeling; it’s a choice. It’s the discipline of remembering your own 9-year-old self...”。因此，C项（共情是一种根植于过去经历的有意识的修养/自律）准确概括。A（中学教学很难）是细节而非主旨；B（童年记忆总带来痛苦）与文章正面温暖的情感基调相反；D（电视节目比学校更好）是未提及的绝对化比较。 【解题技巧】 针对“记叙文情节与情感共鸣 + 上下文暗示”题型 画“情感曲线” 阅读时用横线画出表示情绪的词（如：nervous, quiet, confused, laugh nervously），用波浪线画出动作细节（如：slammed a book, sat on the edge of the desk）。这些是情感共鸣的入口。 追踪“重复出现的意象” 像文中“风铃声”“刮腿的地毯”这类重复出现的细节，几乎一定是上下文暗示，是解开人物情感变化和文章主旨的钥匙。往往为第3题或第4题提供答案依据。 对比“第一反应 vs. 最终行动” 记叙文中人物常面临“本能冲动”与“深思后选择”的冲突。找到这种对比（如：discipline vs. remember），就能快速答对细节题（如第2题）。 主旨题选“具体而不过度概括”的选项 正确答案往往包含文中反复出现的抽象名词（如本文的“empathy/discipline”）+ 人物行动的逻辑。排除那些“绝对化”（every/all/always）或“与情绪基调相反”的选项。 短语含义题 — “上下文替换法” 不直接翻译，而是问自己：如果把这个短语删掉，作者用哪个动作或感受来解释它？例如“architecture of empathy” = 作者后来对待学生的那一套方法。答案中必须有“method/structure/way of understanding”这类词。【考法预测】 一、情感逻辑大于事实细节（占比上升至60%） 不再考查“几点钟/什么颜色”等表层信息，而是要求推断“为何风铃声成为情感开关”——即具象物与抽象情的绑定关系。 二、双时空交错成为必考结构（预计2026-2027连续出现） “童年经历→成年选择”的倒叙模型将高频出现，重点考查同一意象在不同时空的功能变化（如文中的“刮腿地毯”从无聊符号变为共情触发器）。 三、观点态度题“去标签化” 不再出现“作者态度是positive/negative”等直白选项，而是转向行为溯源题：“作者选择坐下而非惩罚，最可能源于______”。答案唯一指向文中的隐性情感记忆。 重难02 熟词生义 【真题再现】 2026年（全国I卷）改编 When my father retired, he bought a small boat and announced he was going to “learn the water”. I thought it was a mid-life crisis. He had spent 40 years as an accountant, adding columns of numbers until his eyesight blurred. The sea was not his medium. The first time I visited him at the dock, he was struggling with a knot. His fingers, stiff from decades of gripping a pen, refused to cooperate. “It’s a simple figure-eight,” he muttered, “but the rope has a mind of its own.” I laughed and offered to help, but he fired me a look — not angry, but determined. That was my first clue. Over the following months, something shifted. He started coming home with salt on his shoes and a strange lightness in his step. He talked about tides and wind directions as if they were old colleagues. One evening, I found him in the garage, sitting on an overturned bucket, mending a torn sail with a curved needle. His hands moved slowly but steadily. “You’re getting good at this,” I said. He looked up, eyes clear. “The boat doesn’t care about my resume,” he replied. “It only cares if I show up.” Last summer, he took me out on his boat for the first time. The engine coughed twice, then found its rhythm. He pointed to a channel marker in the distance. “That’s the tricky part,” he said. “The current tries to steal your direction. You have to read not just the water, but what’s underneath it.” I realized he was no longer talking about sailing. He had spent two years not just learning the water, but letting the water re-teach him what patience and presence actually mean. Now, when I face a problem I cannot solve with speed or intelligence alone, I think of my father’s stiff fingers learning that knot. Some things cannot be forced. They can only be sat with. 1. What does the underlined word “fired” in Paragraph 2 most likely mean? A. Dismissed from a job B. Shot a weapon C. Directed sharply D. Ignored completely 2. The underlined word “steal” in Paragraph 4 is best understood as ______. A. rob secretly B. take away forcefully C. mislead or divert D. move quietly 3. What does the father mean by “The boat doesn’t care about my resume” (Paragraph 3)? A. The boat cannot read his work history. B. Past achievements are irrelevant to learning new skills. C. He regrets quitting his job as an accountant. D. Boats are expensive to maintain for beginners. 4. What does the author imply by saying some things “can only be sat with” in the last paragraph? A. They require physical rest after hard work. B. They demand patient acceptance rather than active control. C. They are best solved by sitting on a boat. D. They should be discussed with older people. 【参考答案及详解】 1. 答案：C 详解：本题考查 fire 的熟词生义。常用义为“解雇”或“开火”，但在此上下文中，“I laughed and offered to help, but he fired me a look — not angry, but determined”，父亲并没有真的解雇或开枪打“我”，而是用目光迅速而有力地回应了“我”的嘲笑。fire a look 意为“投去（一个锐利的/坚决的）眼神”，属于“迅速发出”这一动作的隐喻延伸。C项“Directed sharply”（锐利地投射）最准确。D“完全忽略”与后文“determined”矛盾。 2. 答案：C 详解：steal 的常见义是“偷窃”，但文中“The current tries to steal your direction”显然不是字面偷窃。结合上下文，父亲在讲航行技巧：水流会使船偏离正确方向。此处 steal 意为“偷偷带走/误导”，即“使…偏离”。C项“mislead or divert”（误导或使偏航）最贴合。A“秘密偷”过于字面；B“强行夺走”程度过重；D“安静移动”不匹配语义。 3. 答案：B 详解：情感推理题。“Resume”（简历）代表过去的职业身份和成就。父亲说船不关心他的简历，紧接着说“只关心我是否到场（show up）”。言下之意：过去的会计经验在这件新事情上毫无价值，重要的是当下的投入与坚持。B项准确概括这一对比。A为字面调侃，不是深层含义；C文中无后悔之意；D未提及费用。 4. 答案：B 详解：主旨句理解题。全文最后一句是对父亲故事的升华。前文提到父亲无法用“speed or intelligence”强行学会打绳结，只能慢慢练习、与困难共处。“sat with”并非字面“坐着”，而是隐喻“与…和平共处、耐心接纳”。B项“耐心的接纳而非主动控制”准确。A、C均落回字面；D无中生有。 【解题技巧】 针对“记叙文·熟词生义”题型 高考记叙文中的熟词生义，90%的线索藏在句内或段落内的情感/动作对比中，而非词典义。 技巧1：拒绝“第一反应义” 看到熟悉的词（如fire, steal, sit with），先在心里划掉最常见的那1-2个意思，因为它们往往是干扰项。 技巧2：寻找“情感同位语” 生义词附近通常有破折号、逗号插入语、not…but…结构给出提示。 例：“fired me a look — not angry, but determined” → 非愤怒→排除负面义（解雇/开火），指向“坚定地投射”。 例：“can only be sat with” → 前一句“cannot be solved with speed or intelligence alone” → 不能快/智取 → 只能慢/接纳。 技巧3：替换验证法 将备选选项代入原句，看哪个能让人物的情感逻辑通顺。记叙文的核心是人物的转变，生义词往往就是那个转变的动作节点。 技巧4：建立“高频熟词生义库” 以下动词在高考记叙文中几乎每年出现生义： fire → 投去（目光/问题）steal → 偷偷移动/悄然占据/误导 sit with → 接纳/与…共处read → 解读/读懂（而非阅读） pay → 给予（注意力/敬意）而非付款 【考法预测】 未来高考英语记叙文“熟词生义”考点将呈现三大趋势： 一、生义词转向“高頻小词”（如fire, steal, sit with, read, pay） 不再考查生僻词的多义，而是选择初中就已掌握的基础词汇，利用其意象迁移能力制造区分度。预计70%的熟词生义题动词来自新课标1500词内。 二、生义必须由“情感对比结构”显形（如not…but…） 文中必设矛盾修饰或转折词（instead, however, yet）作为暗示锚点。若找不到这种结构，则该题不成立。 三、正确选项趋向“抽象化/过程化” 干扰项保留字面义或具体动作义（如steal=偷），正确选项则升维至心理/方向/状态类表述（如mislead, divert, accompany）。 重难03 情感色彩辨析 2025年普通高等学校招生全国统一考试（全国I卷） The first time I saw the old piano, I hated it. It sat in the corner of my grandmother’s living room like a black coffin, its keys yellowed and uneven. Every Sunday, after the pot roast was cleared away, my grandmother would force me to “perform”. I would stumble through “Chopsticks” while she beamed, oblivious to my humiliation. At 14, I told her I was done. She sighed but never mentioned it again. Ten years later, I was unpacking boxes in my first apartment when my mother called. “Grandma’s gone,” she said. “She left you something.” That something was the piano. When the movers hauled it up three flights of stairs, the old bitterness resurfaced. I shoved it against the wall and covered it with laundry. One sleepless night, I lifted the dusty lid. Inside, wedged between the strings, was an envelope. My hands trembled as I opened it. The note read: “Elaine — You were never bad at the piano. You just hated being watched. This bench is the one place nobody can see your face. Play for yourself, not for me. — Grandma.” I sat down. My fingers found the keys tentatively, then with more confidence. I played badly — terribly, even — but for the first time, I didn’t care. A strange warmth spread through my chest. I realized my grandmother had not left me an instrument. She had left me a room of my own. Now, on difficult days, I sit at that piano. I play the same wrong notes, and I think of her. The piano is no longer a coffin. It is a conversation. 1. What was the author’s attitude toward the piano at the beginning of the passage? A. Indifferent B. Hostile C. Curious D. Grateful 2. The underlined word “oblivious” in Paragraph 1 suggests that the grandmother ______. A. was unaware of the author’s embarrassment B. deliberately ignored the author’s poor performance C. felt proud despite the bad music D. secretly agreed with the author’s decision to quit 3. How did the author’s feeling toward the piano change after reading the note? A. From hatred to indifference B. From resistance to acceptance C. From curiosity to disappointment D. From gratitude to resentment 4. What does the author mean by “The piano is no longer a coffin. It is a conversation” in the last paragraph? A. The piano now serves as a tool for family arguments. B. The author has finally learned to play beautifully. C. The piano has transformed from a symbol of pressure into a source of comfort and connection. D. The author plans to sell the piano to start a new life. 【参考答案及详解】 1. 答案：B 详解：本题考查初始情感色彩。第一段开篇直述：“The first time I saw the old piano, I hated it.” 随后将其比作“black coffin”（黑色棺材），描述被迫表演时的“humiliation”（羞辱）。这些词汇均指向强烈的负面情感。Hate + coffin + humiliation = Hostile（敌意的）。A（Indifferent/漠不关心）与强烈情绪矛盾；C（Curious/好奇）完全相反；D（Grateful/感激）与后文转变前的情感不符。 2. 答案：A 详解：情感推理题。句中结构“while she beamed, oblivious to my humiliation”——祖母“眉开眼笑”与“我”的“羞辱”形成对比。“oblivious to”意为“未察觉/ unaware of”。祖母并非故意忽视（B项“deliberately”错误），而是真心为孙女表演感到高兴，未意识到她的痛苦。C项虽提到骄傲，但未捕捉“ unaware”这一核心语义；D项与祖母鼓励表演的行为矛盾。 3. 答案：B 详解：情感转变题。初始情感：hate / bitterness / humiliation → 读信后：strange warmth / played for myself / didn’t care → 最终：comfort / conversation。转变路径为从抵抗（resistance）到接纳（acceptance）。A项“仇恨→冷漠”不准确，最终是温暖而非冷漠；C项“好奇→失望”完全相反；D项“感激→怨恨”颠倒时序。 4. 答案：C 详解：隐喻理解题。“Coffin”（棺材）象征压力、恐惧、死亡般的压迫感，呼应童年被迫表演的痛苦。“Conversation”（对话）象征双向的、温暖的、有意义的交流。整句表达：钢琴不再压迫她，而成为她与自己、与祖母情感连接的媒介。C项准确捕捉“压迫感→安慰与连接”的转变。A项“家庭争吵”曲解“对话”；B项“学会弹好”文中明确说“play the same wrong notes”；D项“卖掉钢琴”无依据。 【解题技巧】 针对“记叙文·情感色彩辨析”题型 情感色彩题的核心是捕捉作者用词的“温度”和“强度”，而非仅理解情节。 技巧1：建立“情感词库”三色标记法 在阅读时用三种颜色/符号标记情感词： 红色（强烈负面）：hate, coffin, humiliation, bitterness, stumble, terrible 绿色（正面/温暖）：warmth, confidence, conversation, play for myself 灰色（中性/转变过渡）：tentatively, sighed, lifted the lid 第1题问“开始的态度”→ 直接定位红色区域 → 得出“敌意”而非“冷漠”。 技巧2：警惕“情感对比词”作为转折锚点 记叙文中情感转折常由以下词引导：but, however, yet, for the first time, no longer, now。 例：“I played badly — but for the first time, I didn’t care.” → “but + for the first time” = 关键情感转折点。 技巧3：区分“角色情感” vs. “作者情感” 有时祖母的态度（beaming/proud）与作者的态度（humiliated）形成对照。问题问谁的态度就锁定谁的用词。第2题问祖母的情感，就要看描述祖母动作的词（beamed, oblivious），而非作者感受。 技巧4：排除“强度错配”选项 高考干扰项常见陷阱： 降强度：把“hate”降为“dislike”或“indifferent” → 错误 升强度：把“sighed”升为“desperate” → 错误 换极性：把负面换为正面 → 错误正确选项的情感强度必须与原文用词精确匹配。 技巧5：隐喻题 → 反推本体的情感属性 问“X比喻成Y”的含义 → 先分析Y的情感色彩（coffin=死亡/压抑），再分析X在文末的新情感色彩（conversation=温暖/连接），两者的对比就是答案。 四、排除局部细节选项 只描述某一情节（如修标志、除草）的选项不能作为标题寓意，正确选项须概括全文精神内核。 【考法预测】 未来高考英语记叙文“情感色彩辨析”考点将呈现三大趋势： 一、情感转变必须由“物证”触发（预计80%考题设置） 情感不再凭空转变，而是通过书信、旧物、照片等具象媒介触发。考生需辨析“看到物证前 vs. 看到物证后”的情感色差。 二、干扰项强化“强度错配”与“时态错位” 强度错配：原文“hate” → 干扰项设为“dislike”或“indifferent” 时态错位：把结局的情感（温暖）前置到开头考查 三、隐喻词的情感统一性检验 “coffin→conversation”类隐喻必考。正确选项必须保持同一隐喻域内的情感逻辑连贯（压抑→连接，而非压抑→卖掉）。 拔高・分层集训 基础演练 一、上下文暗示 Passage 1 2026年新高考I卷（改编） It was the smell of rust that led me to it. My grandfather had passed away three months earlier, and my grandmother had finally agreed to let the family clean out the attic. “Take whatever you want,” she said, her voice thin as paper. “The rest goes to charity.” I wasn’t looking for anything in particular. I was just moving boxes when I uncovered a small wooden chest, no bigger than a shoebox. The lock was broken. Inside, wrapped in an old wool sock, was a pocket watch. Its silver surface was tarnished nearly black. I almost tossed it aside — but then I noticed the engraving on the back. “To Michael, Time is not money. Time is love. — Dad, 1973.” I didn’t understand. My grandfather, Michael, had been a banker. He worked sixty-hour weeks. My father rarely spoke of him without a bitter edge. “He missed every soccer game,” Dad once said. “Every single one.” I brought the watch downstairs. My grandmother was sitting by the window, knitting. When I placed it in her palm, she stopped. Her fingers traced the engraving without looking at it. “He carried this every day,” she said quietly. “He said it reminded him that every minute spent at work was a minute stolen from the people he loved. He couldn’t quit — we needed the money — but he never forgave himself.” I looked at the watch again. The rust was not neglect. It was sweat. It was the proof of a man who chose duty over desire, and hated himself for it. My father never knew. He only saw the empty chairs at his games. He never saw the watch. That night, I gave the watch to my father. He held it for a long time without speaking. Then he walked into the backyard and sat on the old swing, the one his father had built. He stayed there until the stars came out. Some stories are not written in letters. They are written in rust. 1. What does the rust on the watch most likely symbolize, based on the context of the passage? A. The passage of time and gradual decay B. The physical evidence of hard work and self-sacrifice C. The grandfather’s neglect of his personal belongings D. The author’s initial disgust at the old object 2. The detail that the father “sat on the old swing” after receiving the watch suggests that he ______. A. wanted to repair the swing for his own children B. was trying to reconnect with a lost memory of his father C. needed a quiet place to decide whether to keep the watch D. preferred the outdoors to the indoors 3. What does the author mean by “Some stories are not written in letters. They are written in rust”? A. Physical objects can reveal emotional truths that words cannot. B. Rust is a better writing material than ink. C. Only old things have valuable stories to tell. D. The author plans to write a book about the watch. 参考答案及详解 1. 答案：B 详解：本题考查上下文暗示推理能力。文中对“rust”进行了两次关键阐释：第一次在开头“the smell of rust led me to it”；第二次在第六段直接点明“The rust was not neglect. It was sweat.” 结合后文“proof of a man who chose duty over desire, and hated himself for it”，可以推断铁锈象征的是祖父辛勤工作和自我牺牲的物理证据。A项“时间流逝与腐朽”与文中明确否定的“not neglect”矛盾；C项“对个人物品的忽视”同样被否定；D项“作者最初的厌恶”与象征义无关，作者厌恶的是物品本身而非铁锈的含义。 2. 答案：B 详解：上下文暗示推理题。前文交代“the old swing, the one his father had built”（秋千是祖父建造的）。父亲收到怀表后选择去坐这把秋千，而非去其他地方，暗示他试图通过接触父亲留下的物品（秋千）来重温与父亲的记忆。A项“修理秋千”文中未提及；C项“决定是否保留怀表”无依据，他的沉默更可能是情感冲击而非决策犹豫；D项“偏爱户外”过于表面，忽略了秋千的象征意义。 3. 答案：A 详解：主旨暗示题。全文讲述一枚生锈的怀表揭示了一位父亲（祖父）内心痛苦的故事——他的牺牲和自责从未被儿子（作者的父亲）理解。结尾句“not written in letters... written in rust”意味着：有些情感真相无法通过书信或语言传达，只能通过带有岁月痕迹的实物来揭示。B项字面曲解；C项绝对化且非主旨；D项无中生有。 Passage 2 2026年新高考I卷（改编） My mother has a terracotta pot on her kitchen windowsill. It has been there for as long as I can remember, empty except for a thin layer of dust. For years, I assumed she simply forgot to throw it away. Every time I visited, I would say, “Mom, let me toss that old thing.” She would smile and change the subject. Last spring, I helped her clean the kitchen. I picked up the pot and headed for the recycling bin. “No,” she said, her voice suddenly sharp. I had never heard her speak that way. “Leave it.” I set it down. “Why? It’s just an old pot with nothing in it.” She was quiet for a long moment. Then she said, “Your father gave me that pot the week we found out I was pregnant with you. He said, ‘Let’s plant something that grows as fast as this baby.’ We went to the nursery and bought sunflower seeds. He died before they sprouted.” I looked at the pot again. It was no longer empty. It was full — full of a June morning thirty years ago, full of un-sprouted seeds and a promise that never got to bloom. “I water it sometimes,” my mother said, almost whispering. “Not the soil. The memory.” Now, when I visit, I do not offer to throw the pot away. Sometimes, I water it for her. 1. The mother’s voice becoming “suddenly sharp” (Paragraph 2) serves as a contextual cue that ______. A. she was angry about the dirty kitchen B. the pot held significant emotional value C. she had a sore throat that day D. she wanted to keep the pot for planting later 2. What does the author mean by saying the pot “was full — full of a June morning thirty years ago”? A. The pot physically contained leftover soil from that morning. B. The pot had become a container for cherished memories rather than plants. C. The author suddenly remembered that June morning clearly. D. The pot was too heavy to carry because of its symbolic weight. 3. The mother’s act of watering the pot “sometimes” (Paragraph 5) suggests that ______. A. she still hopes the sunflower seeds will sprout one day B. she performs this ritual to maintain her connection to the past C. she has a habit of watering all the empty pots in the house D. she only waters the pot when the author comes to visit 参考答案及详解 1. 答案：B 详解：上下文暗示题。作者前文说他多次提议扔掉陶罐，母亲都“微笑并转移话题”。但当作者真正要扔掉它时，母亲的语气“suddenly sharp”是强烈的情感反应。结合后文揭示——这是已故父亲送的、与怀孕相关的礼物——可以推断：这种反常的激烈反应暗示了陶罐承载着深厚的情感价值。A项“对脏厨房生气”无依据，厨房是清洁场景；C项“喉咙痛”无提示；D项“留着以后种花”太表面，忽略了情感层面。 2. 答案：B 详解：上下文暗示+隐喻理解。陶罐物理上是空的（empty except dust），但作者说它“full of a June morning”——这是将抽象记忆具象化为容器内容。暗示：陶罐不再用于种植物，而是用于盛放回忆。A项字面误解；C项主语错误（是作者意识到母亲承载的记忆，而非作者自己的回忆清晰化）；D项“太重”是对“full”的曲解。 3. 答案：B 详解：上下文暗示推理。母亲明确说：“I water it sometimes. Not the soil. The memory.”浇水不是农业行为，而是纪念仪式，目的是维系与亡夫的情感连接。A项与“not the soil”矛盾；C项“所有空盆”过度泛化；D项“只在作者来访时”与“sometimes”及语境不符。 二、熟词生义 Passage 1 2026年新高考I卷（改编） My uncle Robert was a runner. Not the fast kind — the stubborn kind. He ran his first marathon at fifty-five, finishing so far behind the others that the volunteers were already packing up the water stations. He didn’t care. “I’m not racing anyone,” he said. “I’m just spending the distance.” I didn’t understand that verb at first. You spend money. You spend time. You don’t spend distance. At sixty, he was diagnosed with arthritis in both knees. The doctor told him to stop running. Robert nodded, thanked the doctor, and then ran a half-marathon the next weekend. “The doctor advises,” he told me later. “I decide.” By sixty-three, he needed a cane to walk. He still entered races. He would walk the 5K events, leaning on his cane, while children and pregnant women passed him. People stared. He smiled at them. “Everyone’s running their own race,” he said. “Mine just happens to be slower.” Last fall, at sixty-seven, he missed his first race in twelve years. I found him in his backyard, sitting on a bench, watching the leaves fall. His running shoes were beside him, perfectly tied, unworn. “I’m not sad,” he said before I could speak. “I spent every mile I was given. There’s no debt.” He passed away three months later. At his funeral, instead of flowers, his friends placed running shoes around the casket. Someone had printed his favorite saying on a card: “You don’t have to be fast. You just have to show.” 1. What does the underlined word “spending” in Paragraph 1 most likely mean in context? A. Paying money for a race entry B. Using up one’s energy gradually C. Experiencing and engaging with fully D. Wasting time on a meaningless activity 2. The underlined word “entered” in Paragraph 3 is best understood as ______. A. went inside a building B. signed up for participation in C. wrote down in a logbook D. invaded or broke into 3. The underlined word “missed” in Paragraph 4 means ______. A. felt sad about the absence of B. failed to attend or participate in C. failed to hit or catch D. noticed the lack of 4. What does the uncle mean by “show” in the last sentence of the passage? A. To perform on a stage B. To demonstrate one’s speed C. To appear and give one’s effort, regardless of outcome D. To display one’s trophies and medals 参考答案及详解 1. 答案：C 详解：熟词生义题。“spend”常见义为“花费（金钱/时间）”，但后接“distance”是异常搭配。全文主旨是：叔叔不追求成绩，而是全身心投入跑步的过程本身。结合第二段作者反思“You don’t spend distance”，以及后续叔叔坚持跑到跑不动为止，可知“spending the distance”意为“充分体验、投入地经历这段距离”。A项“付报名费”字面化；B项“逐渐消耗能量”接近但过于生理化，缺少情感投入感；D项“浪费时间”与叔叔的积极态度矛盾。 2. 答案：B 详解：熟词生义题。“enter”常见义为“进入”，但在跑步语境中，“enter races”是固定搭配，意为“报名参加比赛”。A项“进入建筑物”不符合race作为赛事的语义；C项“记录在日志”是另一生僻义，不符合语境；D项“入侵”为负面义，完全不符。 3. 答案：B 详解：熟词生义题。“miss”常见义为“想念”或“错过”。此处语境为“missed his first race in twelve years”——连续12年参加后，这一年未能参加。结合下文他坐在后院、跑鞋未穿，说明他没有去参赛。A项“因缺席而难过”是他可能有的情感，但不是“missed”在此的动作义；C项“未击中”是另一义项；D项“注意到缺乏”不符合体育参赛语境。 4. 答案：C 详解：熟词生义+主旨题。“show”常见义为“展示/演出”，但此处来自叔叔的人生哲学。全文强调他不在意速度、不在意排名，只在乎“出现并尽力”。A项“舞台表演”字面化；B项“展示速度”与叔叔“不追求快”矛盾；D项“展示奖牌”文中从未提及他有奖牌。 Passage 2 2026年新高考I卷（改编） For thirty years, Mr. Hendricks ran a small bakery on Maple Street. His bread was terrible — dense, often burnt, with an unpredictable shape. But everyone bought it anyway. Tourists would pass his shop, noses wrinkling at the smell of scorched flour. Locals, however, lined up before dawn. I finally asked my neighbor why. She leaned close. “Twenty years ago, his wife died. He was going to close the bakery. But then he noticed that the regulars — the old people, the single parents, the ones who had nowhere else to go — they kept showing up. Not for the bread. For him. So he kept baking. He said it was the only way he knew how to keep them.” One day, a food critic from the city visited. He took one bite and spit it into his napkin. “This is inedible,” he wrote. “The worst bread I have ever tasted.” The review went viral online. Tourists stopped wrinkling their noses — they just walked past entirely. The next morning, the line was longer than ever. Someone had pinned the review to the bakery door with a heart drawn around it. Mr. Hendricks passed away last winter. At his funeral, the church was so full that people stood in the parking lot. No one mentioned the bread. They mentioned the mornings when he remembered their names, the loaves he delivered to housebound elders, the way he never once charged them when they couldn’t pay. The bakery is a juice bar now. But sometimes, old-timers stop in front of it, close their eyes, and pretend they can still smell the scorched flour. 1. The underlined word “pass” in Paragraph 1 most likely means ______. A. go past without stopping B. succeed in an exam C. hand over to someone D. spend time 2. The underlined word “keep” in Paragraph 2 means ______. A. continue to own B. prevent from leaving C. maintain a relationship with D. store for later use 3. The underlined word “spit” in Paragraph 3 is best understood as ______. A. said angrily B. ejected from the mouth C. rained lightly D. expressed contempt 4. The underlined word “charged” in Paragraph 5 means ______. A. ran toward aggressively B. asked for payment C. filled with electricity D. accused of a crime 参考答案及详解 1. 答案：A 详解：熟词生义题。“pass”常见义包括“经过、通过、传递”。此处主语是“Tourists”，动作是“pass his shop”，伴随动作是“noses wrinkling”。游客只是路过而不进入，与后文“locals lined up”形成对比。A项“经过而不停”符合。B项“考试通过”不相关；C项“传递”需要宾语；D项“度过时间”需要时间宾语。 2. 答案：C 详解：熟词生义题。“keep”常见义为“保留、保持”，但后文“keep them”的“them”指代“the regulars”（顾客们）。结合上下文：面包师继续烘焙，是为了维持与这些人的关系，让他们继续来店里陪伴他。A项“继续拥有”宾语应为物；B项“阻止离开”带有强制色彩，不符合温情语境；D项“储存”不适用于人。 3. 答案：D 详解：熟词生义题。“spit”字面义为“吐（口水/食物）”，但此处“spit it into his napkin”是动作描写。更关键的考查在于：该词常引申为“表达轻蔑/不屑”，如“spit an insult”。结合美食评论家写“inedible”“worst bread”可知，这不仅是动作，更是态度表达。A项“生气地说”缺少“spit”的核心意象；B项为字面义，但考题往往要求选择语境中的引申义；C项“下小雨”完全不相关。 4. 答案：B 详解：熟词生义题。“charge”常见义包括“收费、充电、冲锋、指控”。此处“never charged them when they couldn’t pay”中，“couldn’t pay”提示了经济交易场景。B项“要求付款”符合。A项“冲向前”不符合后文逻辑；C项“充电”与“pay”无关；D项“指控”需要crime宾语。 三、情感色彩辨析 Passage 1 2026年全国一卷（改编） My father’s toolbox was the most forbidden object in our house. It sat in the garage, a red metal chest with a dented corner and a combination lock he never explained. When I was eight, I asked him what was inside. He said, “Things that break.” I thought he meant tools. At sixteen, I picked the lock. Inside, I found no hammers or screwdrivers. I found a dried flower, a faded movie ticket, and a letter with my mother’s handwriting. The letter was two sentences: “I’m sorry. I can’t be who you need me to be.” I never asked him about it. But after that day, I noticed things I had missed before — the way he looked at my mother across the dinner table, not with anger but with a quiet, exhausted sadness. The way he always stayed up later than everyone else, sitting in the dark garage. Last year, my mother left. My father did not cry in front of me. He went to the garage and opened the toolbox. He took out the flower, the ticket, the letter. He held them for a long time. Then he put them back, locked the box, and came inside to make dinner. “I’m not keeping them because I still love her,” he said, surprising me. “I’m keeping them because I loved her. That doesn’t stop being true just because she left.” I looked at the toolbox. It was no longer forbidden. It was just heavy. 1. What is the author’s initial attitude toward the toolbox? A. Respectful admiration B. Curious suspicion C. Indifferent neglect D. Fearful avoidance 2. The underlined phrase “exhausted sadness” (Paragraph 3) suggests that the father’s emotion was ______. A. intense but short-lived B. mild and temporary C. long-lasting and draining D. completely hidden from view 3. How does the author’s feeling toward the toolbox change by the end of the passage? A. From curiosity to resentment B. From fear to admiration C. From mystery to sympathetic understanding D. From indifference to hatred 4. What does the author mean by “It was just heavy” in the last sentence? A. The toolbox had become physically heavier over the years. B. The father had added more tools to the box. C. The emotional weight of the memories inside was palpable. D. The author now found it difficult to lift the box. 参考答案及详解 1. 答案：B 详解：情感色彩辨析题。第一段描述工具箱是“most forbidden object”，父亲“never explained”锁的密码。八岁时作者询问里面有什么 → 说明他对禁忌之物感到好奇。同时“picked the lock”行为也证实了强烈的好奇心。A项“尊重敬佩”没有证据；C项“漠不关心”与主动撬锁矛盾；D项“恐惧回避”与撬锁行为相反。 2. 答案：C 详解：情感色彩辨析。“exhausted”意为“耗尽的、精疲力竭的”，修饰“sadness”时，传达的是一种长期的、消耗性的悲伤——不是激烈爆发，而是持续磨损。A项“强烈但短暂”中的“短暂”与“exhausted”矛盾；B项“温和且暂时”中的“暂时”同样矛盾；D项“完全隐藏”文中未说完全隐藏，作者已经观察到。 3. 答案：C 详解：情感转变辨析。初始态度：好奇+神秘感（“forbidden”“never explained”）。最终态度：理解父亲的痛苦和爱的复杂性（“It was just heavy”）。转变路径：从神秘感到同情的理解。A项“好奇→怨恨”无怨恨证据；B项“恐惧→敬佩”初始不是恐惧；D项“冷漠→仇恨”完全相反。 4. 答案：C 详解：情感色彩辨析+隐喻理解。“heavy”字面是物理重量，但工具箱物理重量并未改变。结合上下文：作者理解了工具箱内物品代表的情感——逝去的爱、未解的遗憾、长久的悲伤。“heavy”比喻的是情感负担。A、D均为字面误读；B项与内容矛盾（不是工具）。 Passage 2 2026年全国一卷（改编） When I was twelve, my older brother Leo made me a promise. “If it rains on the last day of school,” he said, “I’ll take you to the lake.” He was seventeen, too cool for a little sister, but that year we were both lonely for different reasons. The last day came. It was sunny. Leo shrugged. “Next year,” he said. Next year came. Sunny again. “Next year,” he said, less confidently. The year after that, Leo went to college. He stopped calling. He stopped coming home for holidays. Our conversations became a single text message on birthdays: “HBD”. I stopped expecting the lake. I stopped expecting anything. Last month, fifteen years after the original promise, I got a call. Leo’s voice was strange — not cold, but careful. “Come home,” he said. “It’s going to rain on Saturday.” I almost laughed. I almost cried. Instead, I got on a plane. Saturday morning, we stood on the shore of the lake. It was gray and cold. The rain started as a whisper, then grew into a conversation. We didn’t swim. We didn’t talk much. We just stood there, getting wet. “I’m sorry,” he said finally. “I was a stupid kid. Then I was a stupid adult. I thought I had to be impressive. I forgot I just had to be present.” The rain stopped. The sun broke through. I looked at my brother — really looked — and saw that he was no longer the cool, distant teenager. He was just a person, like me, who had spent fifteen years learning to keep a promise. Some rain arrives late. But it waters the same ground. 1. What is the author’s emotional state when Leo first makes the promise? A. Skeptical but hopeful B. Indifferent and dismissive C. Angry and resentful D. Grateful and tearful 2. The word “cold” in Paragraph 4 (describing Leo’s voice) has an emotional tone that suggests ______. A. Leo had a sore throat B. Leo was physically freezing C. Leo was emotionally distant and detached D. Leo was angry at the author 3. The author says “I almost laughed. I almost cried” (Paragraph 5) because she felt ______. A. confused about whether to find the situation funny or sad B. a mixture of disbelief, irony, and buried emotion C. physically ill from the airplane ride D. uncertain whether Leo was telling the truth 4. What does the final sentence “Some rain arrives late. But it waters the same ground” imply about the author’s final attitude toward Leo? A. She is still angry that he broke his promise for so long. B. She believes that late reconciliation is as valuable as early commitment. C. She thinks Leo should have come to the lake alone. D. She regrets getting on the plane. 参考答案及详解 1. 答案：A 详解：情感色彩辨析。十二岁的作者听到哥哥的承诺。文中没有直接写她的感受，但结合语境：她有一个“too cool”的哥哥愿意带她去玩，正常反应是带着一丝怀疑（因为哥哥可能不屑于履行）但仍有期待（因为想去）。A项“怀疑但抱有希望”准确捕捉了这种矛盾情感。B项“漠不关心”不符合她记住这个承诺十五年的情节；C项“愤怒”过早，此时尚未发生违约；D项“感激落泪”过度夸张。 2. 答案：C 详解：情感色彩辨析。“cold”字面义为“冷的”，用于描述人的声音时，是情感疏离的标志。上下文：Leo停止打电话、不回家、只发“HBD”缩写 → 这些行为都表明情感上的距离和疏远。A、B为字面义；D项“愤怒”不同于“冷漠”。 3. 答案：B 详解：情感色彩辨析。“几乎笑又几乎哭”表达的是矛盾、复杂的情感：十五年后的突然兑现既荒诞（让人想笑），又触动深埋的情感（让人想哭）。这不是“困惑”（A），也不是“身体不适”（C），也不是“怀疑真实性”（D，因为她已经上了飞机）。B项“怀疑、讽刺和深埋情感的交织”最准确。 4. 答案：B 详解：情感色彩辨析+主旨理解。最后一句是隐喻：雨（=兑现承诺/和解）虽然迟到，但滋润的是同一片土地（=兄妹情谊）。作者最终的姿态是接纳和宽恕，认为迟来的和解与当初就信守承诺有同等的价值。A项“仍然生气”与“waters the same ground”（积极意象）矛盾；C、D均与作者的行动（上飞机、一起淋雨）矛盾。 1 / 19 学科网（北京）股份有限公司 $