专题02 2026全国一卷阅读B篇 (学习需要好奇心求知欲) (解读+技巧+变式) 2026全国一卷英语真题题型解读与考后提升

该高中英语高考复习讲义聚焦2026全国一卷阅读B篇，围绕记叙文核心考点（细节理解、情感推断、主旨感悟等），按“真题解读-词汇语法-策略指导-真题训练-题型变式”逻辑架构知识，通过考点梳理（障碍词汇、单句填空）、方法指导（满分策略解题技巧）、真题演练（五年真题+10篇变式）等环节，帮助学生构建记叙文阅读体系，突破难点。 讲义以“学习本质与求知欲”为主题，融入人文素养培育，采用分层练习（基础巩固到能力提升）和策略教学（如主旨概括首段法、细节题同义替换技巧），通过单句填空夯实语言能力，情感推断题训练思维品质，助力学生在有限时间内提升应考能力，为教师把控复习节奏提供系统指导。

2026全国一卷英语真题完全解读与考后提升 专题02 2026全国一卷阅读B篇(学习需要好奇心求知欲) (解读+技巧+变式) 原卷版 权威评价 融入体美劳教育，促进全面发展 2026全国一卷B篇为记叙文，以作者与儿子查词典的生活小故事为载体，由日常小事延伸至对学习本质的思考。文章语言朴实细腻，情感真挚，叙事线索完整。题目设置涵盖细节理解、人物情感推断、文本细节概括、主旨感悟等考点，由表层叙事走向深层内涵解读。文本跳出单纯的故事讲述，探讨学习的初心、好奇心与求知欲，传递正向的学习观念，兼具人文温度与思想深度。该篇不仅考查学生对叙事文本的解读能力，还引导学生感悟学习的本质，落实人文素养培育。 ---《教育部教育考试院：2026年高考英语全国卷试题评析》 文章出处 选自美国知名人文综合刊物《The American Scholar》官方网站于 2024年1月18日发表的名为 Hey Siri, Call Webster 的文章：https://theamericanscholar.org/hey-siri-call-webster/ 真题再现 Not long ago, my fifth-grade son Kevin asked me about the meaning of a word in a novel. “Look it up,” I responded. “But my screen time is off,” he said. I looked pointedly at the bookshelf that held at least three dictionaries, and Kevin sighed (叹气) dramatically. “Can’t you just use your phone?” he asked. Suddenly it occurred to me that he did not even know how to use a dictionary. I took down one of the dictionaries, and we read it together for a few minutes before I handed it to him. It took him a few tries to find the word in question. While going through the pages, he kept saying, wide-eyed: “How can there be this many words?” After a while, he looked at me and asked, “Do you know all these words, Mom?” I smiled. “I definitely do not know all these words,” I said. “But that’s why this is one of my favorite books.” I had my first dictionary as a gift for my 13th birthday. I decided that I wanted to learn as many words as I could and started marking every entry I looked up with a pencil to measure my progress. I continued to make these pencil marks for years, and when I went off to college, I packed that dictionary in my suitcase. Kevin wanted to see the dictionary. I felt a small pain in my chest. The dictionary was stolen at the end of my freshman year of college. “That’s so sad,” he said, “but you still know all those words, even without the book.” I realized that this was true. I still made it through the next three years of college, even without the book. And it wasn’t, ultimately, the dictionary that got me there — not really. Now I understand that although my son may be learning differently, he is still learning. It’s not about the words themselves or how we learn them, but the wanting to know them, the curiosity and the appetite. 24. What does Kevin usually do to get the meaning of a word? A. Use electronic devices. B. Consult a paper dictionary. C. Guess from the context. D. Turn to his English teacher. 25. How did Kevin feel while looking up the word in the dictionary? A. Annoyed. B. Disappointed. C. Encouraged. D. Astonished. 26. What can we learn about the author’s first dictionary? A. It helped her through college. B. It was given to Kevin as a gift. C. It bore witness to her efforts. D. It was a valuable limited edition. 27. What has the author come to realize about learning? A. It is never too late to start. B. Motivation is what really matters. C. Children need role models. D. Dictionaries are still a useful tool. 权威解析 障碍词汇 一、障碍单词 automatically /ˌɔːtəˈmætɪkli/ adv. 下意识地；自动地 dramatically /drəˈmætɪkli/ adv. 夸张地；显著地 scoff /skɒf/ v. 嘲笑；讥讽 pore /pɔː(r)/ v. 仔细钻研；审视 paperback /ˈpeɪpəbæk/ n. 平装本；简装书 adj. 平装的 overwhelm /ˌəʊvəˈwelm/ v. 使惊愕；使不知所措；压倒 alternating /ˈɔːltəneɪtɪŋ/ adj. 交替的；轮流的 awe /ɔː/ n. 惊叹；敬畏 entry /ˈentri/ n. （词典）词条；条目；进入 pencil /ˈpensl/ v. 用铅笔书写 / 标记 n. 铅笔 priority /praɪˈɒrəti/ n. 优先事项；重中之重 freshman /ˈfreʃmən/ n. （大学）一年级学生 grip /ɡrɪp/ v. （情绪）强烈影响；抓住 n. 紧握 respond /rɪˈspɒnd/ v. 回应；答复 chapter /ˈtʃæptə(r)/ n. 章节；篇章 devote /dɪˈvəʊt/ v. 致力于；把…… 用于 imply /ɪmˈplaɪ/ v. 暗示；暗含 attitude /ˈætɪtjuːd/ n. 态度；看法 memorable /ˈmemərəbl/ adj. 难忘的；值得纪念的 二、障碍短语 look up 查阅单词；向上看 from beginning to end 从头到尾 pore over 仔细研读；认真翻看 share the same letters 首字母相同 be devoted to 专用于；致力于 mark up 做标记；涂改 It occurs to sb that... （想法、念头）被某人想到 reflect on 反思；回想 take pleasure in 乐于；以…… 为乐 单句填空 1. Not long ago, my fifth-grade son Kevin ___________(ask) about the meaning of a word in a novel. “Look it ___________,” I responded. 2. “But my screen time is off,” he said. I looked pointedly at the bookshelf ___________ held at least three dictionaries, and Kevin sighed (叹气) ___________(dramatic). 3. “Can’t you just use your phone?” he asked. Suddenly it ___________(occur) to me that he did not even know ___________ to use a dictionary. 4. I took down one of the ___________(dictionary), and we read it together for a few minutes before I handed ___________ to him. 5. It took him a few tries ___________(find) the word in question. While ___________(go) going through the pages, he kept ___________(say) saying, wide-eyed: “How can there be this many words?” 6. After a while, he looked at me ___________ asked, “Do you know all these words, Mom?” 7. I smiled. “I ___________(definite) do not know all these words,” I said. “But that’s ___________ this is one of my favorite books.” 8. I had my first dictionary ___________s a gift for my 13th birthday. I decided that I wanted to learn as many words as I could and started marking every ___________(enter) I looked up with a pencil ___________(measure) my progress. 9. I continued to make these pencil marks for years, and when I went off to college, I ___________(pack) that dictionary in my suitcase. 10. Kevin wanted to see the dictionary. I felt a small pain in my chest. The dictionary ___________(steal) at the end of my freshman year of college. 11. “That’s so sad,” he said, “but you still know all those words, even ___________ the book.” 12. I realized that this was true. I still made it through the next three years of college, even without the book. And it wasn’t, ___________(ultimate), the dictionary that got me there — not really. 13. Now I understand that although my son may be learning ___________(different), he is still learning. 14. It’s not about the words themselves or how we learn them, ___________ the wanting to know them, the ___________(curious) and the appetite. 全文翻译 Not long ago, my fifth-grade son Kevin asked me about the meaning of a word in a novel. “Look it up,” I responded. “But my screen time is off,” he said. I looked pointedly at the bookshelf that held at least three dictionaries, and Kevin sighed (叹气) dramatically. “Can’t you just use your phone?” he asked. Suddenly it occurred to me that he did not even know how to use a dictionary. 不久前，我上五年级的儿子凯文问我一本小说里一个词的意思。“自己查去。”我答道。“可我的屏幕时间用完了。”他说。我意味深长地看了看书架 —— 上面至少摆着三本词典，凯文夸张地叹了口气。“你就不能用手机查吗？” 他问。我突然意识到，他居然连怎么用词典都不知道。 I took down one of the dictionaries, and we read it together for a few minutes before I handed it to him. It took him a few tries to find the word in question. While going through the pages, he kept saying, wide-eyed: “How can there be this many words?” After a while, he looked at me and asked, “Do you know all these words, Mom?” I smiled. “I definitely do not know all these words,” I said. “But that’s why this is one of my favorite books.” 我取下一本词典，和他一起翻了几分钟，随后把词典递给他。他试了好几次才找到那个词。翻页的过程中，他一直睁大眼睛念叨：“怎么会有这么多词啊？”过了一会儿，他抬头看着我问：“妈妈，这些词你都认识吗？”我笑了笑。“我肯定认不全这些词，”我说，“但这正是它成为我最喜欢的书之一的原因。” I had my first dictionary as a gift for my 13th birthday. I decided that I wanted to learn as many words as I could and started marking every entry I looked up with a pencil to measure my progress. I continued to make these pencil marks for years, and when I went off to college, I packed that dictionary in my suitcase. 我的第一本词典是13岁生日时收到的礼物。当时我下定决心要尽可能多学单词，每查一个词条就用铅笔做个标记，以此衡量自己的进步。多年来我一直坚持做这些铅笔标记，上大学时，我把那本词典塞进了行李箱。 Kevin wanted to see the dictionary. I felt a small pain in my chest. The dictionary was stolen at the end of my freshman year of college. “That’s so sad,” he said, “but you still know all those words, even without the book.” I realized that this was true. I still made it through the next three years of college, even without the book. And it wasn’t, ultimately, the dictionary that got me there — not really. 凯文想看看那本词典。我心里一阵刺痛 —— 那本词典在我大一结束时被偷了。“太可惜了，” 他说，“可就算没有那本书，那些词你也都还记得呀。”我意识到他说得没错。就算没有那本词典，我也顺利读完了剩下三年大学。说到底，陪我走过那段路的从来不是那本词典 —— 真的不是。 Now I understand that although my son may be learning differently, he is still learning. It’s not about the words themselves or how we learn them, but the wanting to know them, the curiosity and the appetite. 现在我明白了，虽然我儿子的学习方式可能和我不同，但他依然在学习。重要的从来不是那些词本身，也不是我们学习它们的方式，而是想要了解它们的那份渴望，那份好奇心与求知欲。 24. What does Kevin usually do to get the meaning of a word? A. Use electronic devices. B. Consult a paper dictionary. C. Guess from the context. D. Turn to his English teacher. 24. 凯文通常用什么方式查询单词的意思？ A. 使用电子设备。 B. 查阅纸质词典。 C. 根据上下文猜测。 D. 求助于他的英语老师。 25. How did Kevin feel while looking up the word in the dictionary? A. Annoyed. B. Disappointed. C. Encouraged. D. Astonished. 25. 凯文在词典里查找这个单词时是什么感受？ A. 恼怒的。 B. 失望的。 C. 受鼓舞的。 D. 惊讶的。 26. What can we learn about the author’s first dictionary? A. It helped her through college. B. It was given to Kevin as a gift. C. It bore witness to her efforts. D. It was a valuable limited edition. 26. 关于作者的第一本词典，我们能了解到什么？ A. 它帮她读完了大学。 B. 它被作为礼物送给了凯文。 C. 它见证了她的努力。 D. 它是珍贵的限量版。 27. What has the author come to realize about learning? A. It is never too late to start. B. Motivation is what really matters. C. Children need role models. D. Dictionaries are still a useful tool. 27. 关于学习，作者最终领悟到了什么道理？ A. 学习永远不嫌晚。 B. 内在动力才是真正的关键。 C. 孩子需要榜样引领。 D. 词典依然是实用的工具。 考点统计 年份 卷别 主题 话题 2026 2025全国一卷 人与自我 学习的本质在于好奇心与求知欲 2025全国二卷 人与自然 百岁老人投身建筑保护事业故事 2026浙江1月卷 人与社会 教师以趣教学融洽了师生关系 2025 2025全国一卷 人与社会 讲述了师生“教学相长”的故事 2025全国二卷 人与社会 讲述了医学院教师的工作情况 2025八省联考卷 人与社会 邮递员与社区的深厚情感 2024 2024新课标I卷 人与自然 中医针灸治疗动物 2024新课标II卷 人与社会 创新打印吸引顾客 2023 2023新课标I卷 人与自然 利用自然自我修复原理净化污水 2023新课标II卷 人与自我 学校科学项目 2023全国甲卷 人与社会 DIY成为女性新宠 2022 2022新课标Ⅱ卷 人与自我 记者生活趣事 2022全国甲卷 人与社会 悉尼发展遇到的问题 2020 2020全国I卷 人与自我 逆境完成学业树榜样 2020全国II卷 人与社会 宣传图书馆 2020全国III卷 人与社会 英国多世同堂现象 满分策略 一、题型解读 记叙文是以写人、记事、状物为主要内容，以记叙和描写为表达方式的文章。一篇记叙文，无论长短都应该是一个完全独立的事实，描写人物、地点、事件和过程，表达作者的某种情感。主要具有以下特点： 内容上，记叙文应该包括六要素，即：时间、地点、人物、起因、经过和结果。可以按事件发生的时间顺序写，也可以按事件发生的先后写。 命题上，主要集中在多个事件的先后顺序与人物的情感态度上。 选材上，新颖、生动、真实、典型的素材描写，让读者有身临其境的感觉。 形式上，顺叙、倒叙、插叙。 语言上，一般过去时为主，各种时态为辅，合理使用丰富多彩的谓语动词时态是英语记叙文首要的语言特征；多用动词，尤其是动态强的行为动词是英语记叙文又一个明显的语言特征。 二、体裁结构 1.记叙文的开头通常交代事件的背景，即事件发生的时间、地点、有关人物等内容。 2.记叙文的展开（中间）通常以人物活动的时间顺序、空间位置变换、事件发生的顺序或人物的主次性格特征为行文线索。 3.记叙文的结尾通常是依照事件的发生、发展和结局这样一个自然的顺序来结尾。 三、写作意图 1.讲述故事 ( tell / narrate / relate a story) 2.分享经验  (share an experience) 3.纪念人物 (remember a person) 4.阐明道理 (communicate an idea / convey a message) 四、解题策略 1.关注细节。记叙文中有大量的事件发展过程中的细节，包括记叙文的5W（what, who, when, where, why）要素。因此我们作答细节题的时候，就没有那么复杂，一般只需要由前到后，从上到下，一题一题地做就可以了。  2.注重联系。在做题过程中，我们大都不能在文中找到与题干一字不差的词语或句子。这时我们需要认真研究问题，抓住题干中的关键词语，然后到文中准确地找到与之相关的语句，或是疑似语句的位置，接着去左顾，或右盼，在前句或后句寻找线索。  3.读懂表象。主旨大意题或推理判断、作者意图题等实际上是同一类型的问题，或者说是可用同种方法解答的题型。在解答此类题目的时候，不可被题干的表象所迷惑，要像剥洋葱一样，一层一层地剥；在四个可选项中，一个一个地去证实，去排除。特别是解答推论或暗指类的题目，比如“What can be inferred from …?”或是What does the author imply in…?”之类的题目，文中所陈述的往往不是答案。我们要在文前文后去查找，在字里行间里去寻觅。有时还少不了借助自己的生活经验和常理来体会这言外之意。  4.挖掘意义。每年的高考阅读题中，特别是记叙文的阅读题，都会出现一至两道词义猜测题。而这些词汇往往是你素昧平生的，或者和你有点头之交，在文中却另有新意的，总之，猜的是那些在高考词汇表要求之外的词汇。小小的一个词，一个短语，考核的不是你的语法的熟练程度，也不是你的记忆力，而是你对文章通篇或者一个段落的整体把握和变通能力。 五、记叙文主旨概括题 1.首段法：首段主旨句；转折词后；破折号后 2.核心名词法：核心名词在文章中高频出现。可是“原词”或“同义词”不断曝光。 3.合并法：整合各段落大意，整合各段落首段信息 4.首位呼应法：整合首段和尾端信息 六、记叙文细节理解题 1.划出题干，选项关键词； 2.回忆文章结构，定位具体段落； 3.理解细节内容，最后找出答案； 4.正确选项的特征：原词复现/同义词、近义词替换；语言高度凝练概括。 七、实用答题妙招 1.阅读理解记叙文细节理解题居多，落实“题文同序”和“同义替换”。 2.数据计算题注重“原文定位”“细节理解”，弄清来龙去脉再计算。 3.文章寓意题要注意言外之意，尤其是首尾段做出合理推测判断。 4.人物性格描述题注意捕捉原文褒贬性词汇再进行同义替换和排除。 5.满分策略：读题干→找原文→做标记→留痕迹→看选项→扣字眼。 五年真题 01【2026浙江1月卷】 When you’re a teacher, a big part of your job is battling student misconceptions. Often students come to the classroom believing that learning can’t be fun and that what they learn isn’t relevant to the real world — much less to their personal interests. I’ve discovered that if I show students how what they learn is relevant to my hobbies, they’re much more willing to make connections to their personal interests and develop their own hobbies. No matter what subject I’m teaching, I find ways to bring my hobbies into the classroom. For example, I’m a car enthusiast, so when I teach physics, I contextualize concepts with my knowledge about cars. If we’re covering friction, for example, I bring different tires (轮胎) into my classroom so that my students can conduct lab experiments with them to see how friction works in real-life applications. When I first brought my hobbies to my classroom, I was focused on how doing so would build engagement and help my students understand concepts in science. But I quickly learned that the practice also helped me build stronger relationships with them. When I let them see an aspect of my life outside of school, some students who were also interested in cars connected with me more and became more engaged in my courses. Even those who didn’t share that interest with me seemed more engaged once I showed a different side of myself. What started as an experiment is now more of a philosophy. Even when I’m planning classes, I tend to think about how I can bring in my hobbies. I find that doing so energizes my instruction, engages my students, and demonstrates to them how abstract concepts play out in the real world. Best of all, my passion for my hobbies seems to inspire them to be passionate about finding their own. 24. What poses a challenge to teachers according to the author? A. Students’ misunderstandings about teachers. B. Students’ false assumptions about learning. C. The irrelevance of textbooks to students’ life. D. The gap between teachers’ and students’ hobbies. 25. Why does the author bring tires into the classroom? A. To teach an engineering skill. B. To explain the structure of a car. C. To share a real-life experience. D. To illustrate a scientific concept. 26. What was the unexpected outcome of the author’s teaching method? A. A higher class attendance rate. B. Better examination results. C. A closer teacher-student bond. D. More spare time for students. 27. Which of the following best describes the author as a teacher? A. Innovative. B. Humorous. C. Decisive. D. Sympathetic. 02【2025全国一卷】 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. 24. Who are the people mentioned at the beginning of paragraph 1? A. Ninth graders. B. Students’ parents. C. Modern writers. D. Fictional characters. 25. Why did the students perform poorly in writing their first essay? A. They were not given enough time. B. They had a very limited vocabulary. C. They misunderstood the question. D. They had little interest in the topic. 26. What does the underlined word “staggering” in paragraph 3 mean? A. Mixed. B. Amazing. C. Similar. D. Disturbing. 27. What does the author’s experience show? A. Teaching is learning. B. Still waters run deep. C. Knowledge is power. D. Practice makes perfect. 03【2025全国二卷】 Kathy Ho teaches high school inside Lucile Packard Children’s Hospital Stanford (LPCH). “Sometimes I don’t like saying that I’m a teacher,” says Ho. “People get in their minds an idea of what teachers do, but that’s not really what it is here.” “Here” is room 386, where each year, about 500 LPCH patients also become students. The hospital school is free of parents, doctors, and medical procedures. It’s a place of learning. About half of Ho’s students stay for a week or less; others are there for more than a year. Most of Ho’s students will recover, which means that preparing them to return to school is an increasingly important component of care. Still, in room 386, academics don’t come first. Physical health and mental health are the priority. “If you’re scared about something and thinking only about that, there’s no way you’re going to be able to learn,” Ho says. “I’m a coach, an adviser, and a comforter, and that’s what it means to be a hospital teacher.” There are up to 30 students at any given time in Ho’s class. She generally works with their regular teachers to get lessons and tests being used at their home schools. Some teachers don’t give the kids any assignments; they express sympathy instead. “I feel like it is a disservice to the kids,” Ho says. “They think their teachers don’t care about their schoolwork.” Ho recognizes the psychological benefit of helping kids keep up with their peers (同龄人) outside the hospital. “I actually think the medicine is only a small piece for some problems,” says Julie Good, director of pain management services at LPCH. “It’s about problem-solving around what it means to have a full life. Those kids have dreams. School can keep those dreams alive by giving kids a way to learn and grow.” 24. Who does Ho teach at LPCH? A. Sick children. B. Young nurses. C. Medical students. D. Patients’ parents. 25. What is a characteristic of Ho’s job? A. Prioritizing academics. B. Encouraging innovation. C. Treating various diseases. D. Playing multiple roles. 26. What does the underlined word “it” refer to in paragraph 4? A. Offering regular lessons. B. Paying extra attention. C. Assigning no schoolwork. D. Showing no sympathy. 27. How does the hospital school benefit the students according to Good? A. It eases peer pressure. B. It helps them live in hope. C. It frees them from aches. D. It entertains them with stories. 04【2024新课标I卷】 “I am not crazy,” says Dr. William Farber, shortly after performing acupuncture (针灸) on a rabbit. “I am ahead of my time.” If he seems a little defensive, it might be because even some of his coworkers occasionally laugh at his unusual methods. But Farber is certain he’ll have the last laugh. He’s one of a small but growing number of American veterinarians (兽医) now practicing “holistic” medicine – combining traditional Western treatments with acupuncture, chiropractic (按摩疗法) and herbal medicine. Farber, a graduate of Colorado State University, started out as a more conventional veterinarian. He became interested in alternative treatments 20 years ago when he suffered from terrible back pain. He tried muscle-relaxing drugs but found little relief. Then he tried acupuncture, an ancient Chinese practice, and was amazed that he improved after two or three treatments. What worked on a veterinarian seemed likely to work on his patients. So, after studying the techniques for a couple of years, he began offering them to pets. Leigh Tindale’s dog Charlie had a serious heart condition. After Charlie had a heart attack, Tindale says, she was prepared to put him to sleep, but Farber’s treatments eased her dog’s suffering so much that she was able to keep him alive for an additional five months. And Priscilla Dewing reports that her horse, Nappy, “moves more easily and rides more comfortably” after a chiropractic adjustment. Farber is certain that the holistic approach will grow more popular with time, and if the past is any indication, he may be right: Since 1982, membership in the American Holistic Veterinary Medical Association has grown from 30 to over 700. “Sometimes it surprises me that it works so well,” he says. “I will do anything to help an animal. That’s my job.” 24. What do some of Farber’s coworkers think of him? A. He’s odd. B. He’s strict. C. He’s brave. D. He’s rude. 25. Why did Farber decide to try acupuncture on pets? A. He was trained in it at university. B. He was inspired by another veterinarian. C. He benefited from it as a patient. D. He wanted to save money for pet owners. 26. What does paragraph 3 mainly talk about? A. Steps of a chiropractic treatment. B. The complexity of veterinarians’ work. C. Examples of rare animal diseases. D. The effectiveness of holistic medicine. 27. Why does the author mention the American Holistic Veterinary Medical Association? A. To prove Farber’s point. B. To emphasize its importance. C. To praise veterinarians. D. To advocate animal protection. 05【2023新课标I卷】 When John Todd was a child, he loved to explore the woods around his house, observing how nature solved problems. A dirty stream, for example, often became clear after flowing through plants and along rocks where tiny creatures lived. When he got older, John started to wonder if this process could be used to clean up the messes people were making. After studying agriculture, medicine, and fisheries in college, John went back to observing nature and asking questions. Why can certain plants trap harmful bacteria (细菌)? Which kinds of fish can eat cancer-causing chemicals? With the right combination of animals and plants, he figured, maybe he could clean up waste the way nature did. He decided to build what he would later call an eco-machine. The task John set for himself was to remove harmful substances from some sludge (污泥). First, he constructed a series of clear fiberglass tanks connected to each other. Then he went around to local ponds and streams and brought back some plants and animals. He placed them in the tanks and waited. Little by little, these different kinds of life got used to one another and formed their own ecosystem. After a few weeks, John added the sludge. He was amazed at the results. The plants and animals in the eco-machine took the sludge as food and began to eat it! Within weeks, it had all been digested, and all that was left was pure water. Over the years, John has taken on many big jobs. He developed a greenhouse — like facility that treated sewage (污水) from 1,600 homes in South Burlington. He also designed an eco-machine to clean canal water in Fuzhou, a city in southeast China. “Ecological design” is the name John gives to what he does. “Life on Earth is kind of a box of spare parts for the inventor,” he says. “You put organisms in new relationships and observe what’s happening. Then you let these new systems develop their own ways to self-repair.” 24. What can we learn about John from the first two paragraphs? A. He was fond of traveling. B. He enjoyed being alone. C. He had an inquiring mind. D. He longed to be a doctor. 25. Why did John put the sludge into the tanks? A. To feed the animals. B. To build an ecosystem. C. To protect the plants. D. To test the eco-machine. 26. What is the author’s purpose in mentioning Fuzhou? A. To review John’s research plans. B. To show an application of John’s idea. C. To compare John’s different jobs. D. To erase doubts about John’s invention. 27. What is the basis for John’s work? A. Nature can repair itself. B. Organisms need water to survive. C. Life on Earth is diverse. D. Most tiny creatures live in groups. 题型变式 家庭教育情感类记叙文10篇 【01】（2026·广东·模拟预测）After months of financial hardship following the Strike, Mom decided to rent out our front room. Mr. Hyde took it, and he fit right in. He always spoke pleasantly to the children, bowed politely to Mama in the hall, and even Papa loved the way he talked. Papa often invited him into the warm kitchen to sit with us. There, Mr. Hyde advised Nels on his high-school courses and sometimes helped him with his Latin. Nels once struggled in school, but now he kept up with ease, and he stopped begging Papa to let him quit school. One night Mr. Hyde read Dickens to us. Somehow, night after night, it became our routine. Each evening he would bring down a book and read aloud, opening new worlds to us. After David Copperfield and The Old Curiosity Shop, he gave us Shakespeare. We were totally captivated by the stories. Even when the warm weather came, we children didn’t go out to play. One day, when Mr. Hyde took us deep into Ivanhoe, he got a letter and announced he must leave. He handed Mama a check and left his books to us. We were sorry to lose him, but excited about the books. Now Nels read aloud to us each evening, just as Mr. Hyde had done. Nels had a fine voice, and I could see that made him very proud. But the peace didn’t last. Mr. Kruper, who owned the bakery down the street, told Mom the checks Hyde gave everyone were worthless. “I’ll bet he owes you folks plenty, too, eh?” Mr. Kruper asked. Mama looked around at all of us. Her eyes rested longest on Nels. “Read,” she told him gently, “read to us from Ivanhoe.” Then she walked to the stove (炉子) and put the check into the flames. “No,” she answered Mr. Kruper. “He owes us nothing.” 1．What can we know about Mr. Hyde from paragraph 1? A．He paid the rent in advance. B．He was familiar with the family. C．He quickly won the family’s trust. D．He offered to help with housework. 2．What made Nels stop wanting to quit school? A．Mama’s encouragement. B．Papa’s permission to work. C．Mr. Hyde’s interesting stories. D．His better academic performance. 3．What does the underlined word “captivated” in paragraph 3 mean? A．Touched. B．Attracted. C．Shocked. D．Confused. 4．What can we infer about Mama from the story? A．She was too proud to admit loss. B．She was easily cheated by strangers. C．She prioritized spiritual values over wealth. D．She wanted to protect Mr. Hyde’s reputation. 【02】（2026·河南三门峡·三模）My wife, Hannah, and I don’t usually keep houseplants. But after my diagnosis with brain cancer, I came to love the idea of having something new and green around where I spent much of the day. The brain cancer limited my ability to walk, and the treatment left me tired, making it hard for me to finish everyday tasks. As a doctor, I was used to being the one who provided care, not the one who received it. The enormous change left me feeling unsettled. Caring for the plant provided me with meaningful satisfaction when I often felt useless. Over the next few months, I recovered from surgery. Even after I returned to work, I continued to care for the plant. Soon, it had nearly doubled in height and its leaves were shiny and lush (茂盛的). Then, mysteriously, it began to show signs of deterioration. No matter what I did, the leaves kept browning and dropping to the floor. I grew more and more frustrated and uneasy. I couldn’t shake the feeling that the plant had become a symbol of my own poor health. Hannah always thought about what I needed and recognized that the growing plant had offered me comfort and hope. To lessen my anxiety, she began to transplant the plant to a larger pot. Hannah cared for me and the plant almost around the clock, preparing meals and watering on schedule without rest. Even when both the plant and I were at our weakest, she never gave up. When my tumour (肿瘤) unavoidably returned, I felt peaceful and calm. The plant wasn’t there to live forever but to help me appreciate each moment — the way sunlight touched its leaves, the quiet times with Hannah, the hope we shared when transplanting it. True healing isn’t about beating death but about finding meaning in ordinary things. That’s what makes life precious — not counting days, but making each day count. 5．Why did the author decide to keep a houseplant after his diagnosis? A．To bring more greenery into his home. B．To follow a hobby suggested by his wife. C．To find a sense of fulfillment during his illness. D．To avoid thinking about his medical condition. 6．How did the author feel when the plant began to deteriorate? A．Calm and accepting. B．Indifferent and detached. C．Increasingly worried and upset. D．Inspired to try new care methods. 7．Why did Hannah transplant the plant into a larger pot? A．To encourage the plant to grow faster. B．To follow a gardening tip she had read. C．Because the plant had grown too tall for its old pot. D．To reduce the author’s anxiety about the plant’s decline. 8．What message does the story mainly convey? A．Recovery requires unwavering hope. B．Illness can be overcome with proper care. C．Plants are powerful symbols of human life. D．Meaning in life is found in ordinary moments. 【03】（25-26高三下·江苏苏州·阶段检测）In a world where access to books is often limited by socio-economic barriers, Jane, a dedicated street librarian, is on a mission to change that. Her journey began when she chanced upon a small, makeshift library in a low-income neighborhood run by volunteers. Inspired by their dedication, Jane decided to create a mobile library to reach even more people. With the help of a few friends and a donated shuttle, Jane transformed her vision into a reality. She scoured (逛) thrift stores and garage sales to fill her mobile library with a diverse range of titles, from classics to contemporary bestsellers. Soon, her library, “Storybook Maze,” became a familiar sight across the city. She parked her shuttle in areas with limited access to traditional libraries, such as public housing projects and homeless shelters. As word spread, people from all walks of life began to flock to her van. For many, Storybook Maze was more than just a place to borrow books — it was a symbol of hope and inclusiveness. Jane made a conscious effort to fill books that reflected the diversity of her community, ensuring that readers could see themselves in the stories. The impact was far-reaching: children who had never held a book before were now racing through entire series, and adults were rediscovering the joy of reading. However, the journey was not without challenges. Jane faced disbelief from those who doubted the feasibility (可行性) of a mobile library and struggled to find stable funding. Nonetheless, her determination only grew stronger. She recruited volunteers, applied for grants (拨款), and partnered with local organizations to keep the project alive. Today, Storybook Maze is a beloved institution, reminding everyone that a book has the power to change a life. 9．What is Paragraph 2 mainly about? A．Why Jane offered help to the poor. B．How Jane got Storybook Maze running. C．How Jane collected books for the project. D．Who Jane’s mobile library targeted. 10．What can be inferred about the books Jane chose for the library? A．They focus on local people’s lives. B．They aim to make money for the project. C．They mainly include classical works. D．They get readers deeply involved. 11．What major obstacle did Jane have to overcome? A．Lack of government support. B．Unstable funding and public doubt. C．Non-cooperation from local organizations. D．Shortage of volunteers and grants. 12．Which of the following is the best title for the passage? A．Digital Age: the lasting power of reading B．Public Libraries: modern challenges C．Storybook Maze: books and hopes D．Community Hearts: the value of dedication 【04】（25-26高三下·吉林延边·阶段检测）When I inherited (继承) my grandmother’s old wooden desk last summer, I never expected it to change my relationship with writing. The desk, with its faded cherry finish and a small drawer stuck shut, had sat in her attic for over a decade. My parents suggested donating it, but something about the carved first letters of grandma’ name “E. M.” on the corner made me decide to bring it home. I spent an entire weekend trying to open the stuck drawer. Nothing worked until I remembered Grandma’s love for beeswax candles — she always lit them while writing letters to her sister. I rubbed a piece of beeswax along the drawer’s edges, and it slid open. Inside was a tattered notebook filled with her poetry, a fountain pen with dried ink, and a note that read: “For the one who will carry on the words.” Grandma was a quiet woman who rarely talked about her writing. I had no idea she composed poetry, let alone that she dreamed of having her work published. As I read her verses — about the beauty of rural sunsets, the pain of losing her husband young, and the joy of watching her grandchildren grow — I felt a connection to her I had never experienced before. Her words were simple but heartfelt, and they made me see the world through her eyes. Inspired by her notebook, I started writing again. I had abandoned my hobby of writing short stories years ago, overwhelmed by schoolwork and the fear that my words were not good enough. But sitting at Grandma’s desk, using her fountain pen, I found my voice again. I wrote about my childhood summers at her farm, about the way the desk smelled like cedar and memories, and about the courage it took for Grandma to write in secret. Last month, I submitted one of my stories to a local literary magazine. To my shock, it was accepted for publication. When I received the acceptance letter, I placed it on the desk next to Grandma’s notebook. In that moment, I knew she was smiling down on me. The desk was never just a piece of furniture — it was a bridge between two generations, a reminder that our words can live on long after we are gone. 13．Why did the author refuse to donate the desk? A．The author knew it could make a difference to writing. B．The author was touched by the initials “E. M.”. C．The author thought it was an expensive piece of furniture. D．The author discovered the secret in the drawer. 14．What does the underlined sentence in Para.2 imply? A．Grandma left the desk to whoever found the notebook. B．Grandma hoped to write letters to her sister. C．Grandma expected the author to continue writing. D．Grandma dreamed of publishing her poetry. 15．What does paragraph 3 mainly talk about? A．The author’s understanding of grandma’s life. B．The beauty of grandma’s words. C．Grandma’s writing style. D．Grandma’s early experiences. 16．What might be the best title for the text? A．Unpublished Poetry B．Journey Back to Writing C．Secret to a Long Life D．Gift in the Drawer 【05】（2026·重庆·三模）Abandoned homes, closed stores, and empty lands: these signs of decline were once everywhere in Englewood, a community in Chicago. It’s one of the city’s most dangerous neighborhoods, with a high poverty rate. Many people avoided Englewood because of these problems while Quilen Blackwell moved there because of them. Blackwell grew up comfortably in Wisconsin. After college, he served in rural Thailand, which aroused his interest in the environment issues. Later, tutoring at an Englewood high school opened his eyes to his students’ struggles. “They can live a better life.” he says. In 2015, he and his wife Hannah bought a home in Englewood. They planned to turn a piece of deserted land into a community farm, but they faced issues like soil toxins and water access. Researching alternatives, Blackwell learned the U.S. spends billions on cut flowers each year — over 70% imported. “Why import flowers when we have land and youth?” he thought. “Maybe flowers are the answer.” In 2017, they bought two empty lands and started a commercial flower farm, using rainwater and solar power, with no chemicals. But farms are only half the story. Since 2019, their nonprofit shop, Southside Blooms, has sold the flowers they grow — providing various job opportunities for the youth. Dionta White, 28, grew up in Englewood, fell into street life, and went to jail. But now he’s a senior farm team member. “Working here, I saw myself changing — calmer, more into nature,” he says. “It feels good to let people see me and Englewood differently.” Early next year, Blackwell says he will open a second shop in Chicago and begin the process of expanding nationally. He believes that flower farms could eventually become common in urban areas across the U.S. 17．What can we infer about Englewood from the first paragraph? A．It faces serious economic difficulties. B．It lies in the center of a large city. C．It has attracted many new residents. D．It is a historical heritage of the city. 18．What led Blackwell to the idea of the flower project? A．A desire for environmental protection. B．An agricultural research background. C．A discovery of unused local resources. D．A struggle for water in deserted land. 19．What does Dionta White’s experience show about Southside Blooms? A．It offers a stage for artistic expression. B．It promotes personal transformation. C．It explores sustainable power sources. D．It teaches young people farming skills. 20．What message does Blackwell’s story convey? A．Professional skills lead to career success. B．Success is better achieved in rural areas. C．Financial returns matter most in business. D．Hope can be found in troubled neighborhoods. 【06】（25-26高三下·甘肃兰州·阶段检测）11-year-old Canadian Kiké Dueck has always loved nature. From studying bird books as a young child to identifying mushrooms and native plants, her connection to the earth runs deep. But at nine, reading about climate change caused the first feelings of anxiety. “Painfully, I couldn’t understand why people acted like everything was normal when the planet was in trouble,” Kiké said, Like many young people, she felt flooded by fears of droughts, wildfires, and a changing world — emotions known as climate anxiety. A Canadian study found over half of kids feel afraid or powerless about the environment, with 37% saying these feelings affect their daily lives. For Kiké, there are days when she loses her motivation to care about day-to-day basics like getting dressed and going to school or being enthusiastic about the sports she’s involved in. “I feel bad because I’m not feeling like I’m doing enough or something like that. But then I eventually feel better and then I feel like I’m not doing enough again and I’ll just cycle on and on,” she says. Thankfully, Kiké’s parents, Dennie Fornwald and Kris Dueck, turned this worry into a chance for growth.They sought ways to help Kiké channel her passion into positive action. “We wanted her to feel empowered,not helpless,” Fornwald said. They connected with EnviroCollective, a local climate advocacy group. Through the organization, Kiké joined meaningful projects, such as partnering with groups like Better Bus Youth to advocate for greener transportation. Kiké has also become involved with the Cathedral Forest Project, planting an urban forest in a park not far from the family’s house. While both parents said they’d always cared about the environment, Kris said that Kiké, only 11, had pushed them to be more accountable. They are mindful of driving less and biking to work. Their recycling system,is highly organized, redirecting nearly all of their waste for recycling and composting (堆肥). 21．What made Kiké worried? A．The effect of young people on her. B．Her failing to love nature earlier. C．People’s lacking green awareness. D．The result of the Canadian study. 22．What does climate anxiety bring Kiké? A．Self-blame. B．Self-respect. C．Hesitancy. D．Confidence. 23．How did Kiké’s parents support her in protecting the earth? A．By explaining its importance. B．By planting trees in the park. C．By leading her into practice. D．By establishing organizations. 24．What can we learn from the last paragraph? A．Parents are the best teachers. B．Big actions surely speak louder. C．Eco-anxiety is worrying. D．The young can change the old. 【07】（2026·广东佛山·模拟预测）In my grandparents’ era, the question of whether to repair or replace an item was irrelevant. Repair was usually the only option. So when faced with a broken hoe (锄头) one summer, I let my brain do a little time-traveling and decided to make the repair, just like grandpa would have done. I dug through my old toolbox for the needed parts, sorting through a mix of nails, screws, and bolts. I have a strong love for the past and cherish the bonds connecting present and past generations. Finally, I chose my favorite hammer passed down from my dad, who received it from his dad. Grandpa’s hammer has a worn, ash handle, the grain smooth from 70 years of use and spotted with colorful paint. Grandpa used his hammer to make things — a kitchen table, a rocking chair and a doll house. Grandpa said it took two things to make dreams come true — faith and a hammer. My grandpa was quiet and reserved. but never humourless. Small, silly things would amuse him. He had his favorite expressions. He liked saying “It’s immaterial to me” even when “I don’t mind” would have been enough. Deep down, I think he was probably disappointed that he hadn’t achieved more in life. He left school without qualifications and became a carpenter — a job he wasn’t passionate about. He was never particularly ambitious, though there was a moment when he and my grandma planned to move to Canada, an idea that never came to fruition. Where he came into his own was around the house. He had an ‌“eye for the job”. Whether it was building a bookshelf or fixing a cupboard — what he could achieve was astonishing. Repairing the hoe meant digging through Grandpa’s dusty hardware. With just the right bolt in hand, I was ready to begin. As I finished the hoe repair and replaced the hammer, I said a hearty thanks to grandpa. I’m determined to pass it to the next generation — mentoring with purpose and weaving together the connecting cords. 25．Why did the author choose to repair the hoe? A．Repair was usually the only option. B．He wanted to carry on the family tradition. C．He wanted to test if the hammer still worked. D．The toolbox had the parts needed for the repair. 26．What is the writer’s attitude to his grandpa in paragraph 3? A．He sympathized with his grandpa’s behavior. B．He regretted his grandpa had not achieved more. C．He was annoyed by his grandpa’s choice of words. D．He was grateful his grandpa never moved to Canada. 27．What does the underlined phrase “came into his own” in paragraph 3 mean? A．He was able to show his real talents. B．He was able to do things on his own. C．He was able to forget his past failures. D．He was able to continue his regular job. 28．What is the main purpose of this passage? A．To argue the value of old objects. B．To show how to repair old tools. C．To reflect on personal experiences. D．To share imagined family histories. 【08】（2026·北京朝阳·模拟预测）It had been a week since we moved to New York. On the way to a picnic at Yaddo Gardens, I complained, “New school, no friends, nothing to do. I hate it!” Mom and Dad exchanged glances, sighing, as the silent car wound into the shady path. “We’re here!” my dad said, attempting enthusiasm. We laid out the blanket, looking at the gardens that were just starting to bloom. A number of people in green shirts and garden gloves bent over, hard at work. With a smile, a chatty woman named Vera told us about their voluntary work here. “Hey,” my dad elbowed me, “maybe you should work here!” I rolled my eyes, but with nothing else to do, I decided to give it a try. I was there bright and early on a Tuesday morning. Entering my assigned garden, my hands struggled with a bucket and gloves. Vera introduced me to John, the head gardener, whose energy truly impressed me. At eighty-one, he still hiked mountains and bounded around with ease, cutting and clearing plants with a skill I could never have. Over the next several months, I came to the gardens regularly. John would always be there, smiling and ready to teach me a new lesson about roses and life. During snack breaks, my new friend and I would chat and discuss everything from mountains to middle school, laughing and learning the joys of a friendship across generations. One day I opened up about my fears for the fall. “I’m just not ready for school,” I said, biting my lip. “What if I have no friends?” John said nothing, but took me instead to a spot overlooking the four-quadrant (象限) garden. “See these two quadrants? Now look at the other two. What’s different?” I looked back and forth. “The left ones are shorter!” “Exactly. From a certain spot, all the beds look the same size. It’s called perspectivism. You can see your new school as scary, or as an opportunity. The choice is yours.” Three months later, after I had started high school, it was time for the Yaddo Gardens volunteer celebration. I saw John — my first friend in New York — and gave him a hug. “You were right,” I said. “I just needed a little perspective.” 29．What was the main cause for Dana’s complaint? A．Her parents’ unnatural glances. B．Her fear of the friendless new life. C．Her boredom with the picnic plan. D．Her father’s pretended enthusiasm. 30．Why did Dana agree to volunteer at Yaddo Gardens? A．To fill her time. B．To please her parents. C．To learn gardening. D．To escape from school. 31．What role does John mainly play in Dana’s life? A．A silent listener to her school fears. B．A reminder of her love for gardening. C．An elderly friend offering life guidance. D．A gardener leading her to voluntary work. 32．What can we learn from this passage? A．Where there is life, there is hope. B．Friendship needs time to grow old. C．Change always comes bearing gifts. D．Everything comes to him who waits. 【09】（25-26高三下·青海西宁·高考复习）In the morning, when mist still hangs over the old stone streets of the coastal town of Seabrook, Thaddeus Flint is already at work in his workshop. For decades, the elderly clockmaker, known for his complicated handmade timepieces, had worked alone. That changed last spring when Leo, a quiet transfer student with no friends in his new school, wandered into the shop by accident, drawn by the steady ticking from within. Seeing Leo interested in clocks, Thaddeus, a man of few words, simply handed the boy a dusty small gear and a clean cloth. To his surprise, Leo returned the next day, having polished it to a shine. Recognizing his uncommon attentiveness, Thaddeus offered him a simple task: sorting screws. Week by week, Thaddeus’ tasks grew more complex. Leo learned to adjust tiny pendulums (钟摆) and carefully position delicate gears. The real turning point came with the specially ordered Clock Project for the town hall — a piece that had defeated Thaddeus for months due to a faulty bell sound mechanism. Leo, after observing for weeks, suggested a different design for the spring tension setup using a method from an old physics book. Doubtful but impressed, Thaddeus let him try. To the old man’s astonishment, it worked. The deep, clear-sounding bell that now marks each hour in Seabrook is partly Leo’s creation. News of their successful work together spread. Many locals bring their hard-to-fix antique shelf clock for repair. Leo, once an outsider, gradually became a familiar face. Thaddeus often speaks proudly of Leo’s “steady hands and a steadier mind”. Leo plans to study engineering after graduation. “A clock isn’t just gears and time,” Thaddeus told him. “It’s a promise that every piece has its place. All we need is to observe and study calmly and steadily.” In a world that often feels rushed, their unlikely partnership reminds the town that some of the best connections are built slowly, one careful tick at a time. 33．Which word best describes both Thaddeus and Leo? A．Dedicated. B．Moody. C．Easy-going. D．Flexible. 34．What can be inferred about Thaddeus from paragraph 2? A．He displayed strong devotion to clocks. B．He aimed to impress Leo more quickly. C．He intended to train Leo in clock making. D．He got inspiration from his prior experience. 35．What surprised Thaddeus about Leo’s skills in clock making? A．An old physics book. B．A solution to a bottleneck. C．Leo’s careful modesty. D．Leo’s challenge to authority. 36．What does the author want to convey in the last paragraph? A．Precision is key. B．Patience matters. C．Every detail counts. D．Teamwork is essential. 【10】（2026·河南驻马店·模拟预测）In Azerbaijani culture, fire represents the spirit of the land, while the Chinese character for fire, yan, brings to mind dancing fire. For Ravanov Eldar, his Chinese name, He Yan, bridges two worlds. In 2022, encouraged by his father, he began learning Chinese. Starting with online lessons and HSK (汉语水平考试) Level 1 materials, he struggled through six months of self-study. “It was really challenging. I felt like I was hardly keeping up,” he admits. Seeing his determination, his father found the Confucius Institute at Baku State University just a half-hour drive from home. From then on, attending Chinese classes after school became his regular habit, and his language skills improved quickly. An important moment came when he won third place in the Azerbaijani “Chinese Bridge” competition in 2023, earning a summer camp trip to China. As he remembers, one memory clearly stands out: practising the famously difficult character “biang” in a calligraphy class. “Many Chinese people can’t even write it,” he says proudly. “I broke it down stroke (笔画) by stroke until I could write it easily. That experience gave me so much confidence.” In September 2024, He became the youngest international student at Tianjin University that year. Over the next 12 months, he attended more than 20 campus events, from hosting New Year celebrations and performing in “Chinese Bridge” voice acting competitions and writing speeches rich with classical Chinese sayings. “One of my favourite sayings is, ‘A sharp sword comes from grinding; plum flowers bloom through bitter cold’,” he says. “Repeating and reflecting on these words not only improved my Chinese but also gave me strength.” Now a freshman pursuing electronic information engineering at the University of Science and Technology of China, he imagines a future where digital technology and energy new ideas meet. He hopes to build connections between Azerbaijan’s oil and gas resources, Caspian’s wind energy, and China’s making products and computing power. “I want to tell stories in Chinese,” he says. “And use technology to solve real-world problems.” 37．How did He Yan’s father assist in his Chinese learning? A．He drove him to China for a summer camp. B．He taught him online lessons for six months. C．He recommended HSK Level 1 materials to him. D．He helped find a nearby place for formal classes. 38．What is the character “biang” used to show? A．A relaxing activity during his summer camp. B．He Yan’s strong will to overcome challenges. C．The extreme difficulty of Chinese handwriting. D．The pride many Chinese take in their language. 39．What does He Yan gain from reflecting on classical Chinese sayings? A．Opportunities to host campus events. B．Deeper interest in engineering technology. C．Improvement in both language and mindset. D．Ways to connect resources between two countries. 40．What message does the text convey? A．Rome is not built in a day. B．Where there is a will, there is a way. C．A good beginning is half the battle. D．Actions speak louder than words. 36 / 39 学科网（北京）股份有限公司 $ 2026全国一卷英语真题完全解读与考后提升 专题02 2026全国一卷阅读B篇(学习需要好奇心求知欲) (解读+技巧+变式) 解析版 权威评价 融入体美劳教育，促进全面发展 2026全国一卷B篇为记叙文，以作者与儿子查词典的生活小故事为载体，由日常小事延伸至对学习本质的思考。文章语言朴实细腻，情感真挚，叙事线索完整。题目设置涵盖细节理解、人物情感推断、文本细节概括、主旨感悟等考点，由表层叙事走向深层内涵解读。文本跳出单纯的故事讲述，探讨学习的初心、好奇心与求知欲，传递正向的学习观念，兼具人文温度与思想深度。该篇不仅考查学生对叙事文本的解读能力，还引导学生感悟学习的本质，落实人文素养培育。 ---《教育部教育考试院：2026年高考英语全国卷试题评析》 文章出处 选自美国知名人文综合刊物《The American Scholar》官方网站于 2024年1月18日发表的名为 Hey Siri, Call Webster 的文章：https://theamericanscholar.org/hey-siri-call-webster/ 真题再现 Not long ago, my fifth-grade son Kevin asked me about the meaning of a word in a novel. “Look it up,” I responded. “But my screen time is off,” he said. I looked pointedly at the bookshelf that held at least three dictionaries, and Kevin sighed (叹气) dramatically. “Can’t you just use your phone?” he asked. Suddenly it occurred to me that he did not even know how to use a dictionary. I took down one of the dictionaries, and we read it together for a few minutes before I handed it to him. It took him a few tries to find the word in question. While going through the pages, he kept saying, wide-eyed: “How can there be this many words?” After a while, he looked at me and asked, “Do you know all these words, Mom?” I smiled. “I definitely do not know all these words,” I said. “But that’s why this is one of my favorite books.” I had my first dictionary as a gift for my 13th birthday. I decided that I wanted to learn as many words as I could and started marking every entry I looked up with a pencil to measure my progress. I continued to make these pencil marks for years, and when I went off to college, I packed that dictionary in my suitcase. Kevin wanted to see the dictionary. I felt a small pain in my chest. The dictionary was stolen at the end of my freshman year of college. “That’s so sad,” he said, “but you still know all those words, even without the book.” I realized that this was true. I still made it through the next three years of college, even without the book. And it wasn’t, ultimately, the dictionary that got me there — not really. Now I understand that although my son may be learning differently, he is still learning. It’s not about the words themselves or how we learn them, but the wanting to know them, the curiosity and the appetite. 24. What does Kevin usually do to get the meaning of a word? A. Use electronic devices. B. Consult a paper dictionary. C. Guess from the context. D. Turn to his English teacher. 25. How did Kevin feel while looking up the word in the dictionary? A. Annoyed. B. Disappointed. C. Encouraged. D. Astonished. 26. What can we learn about the author’s first dictionary? A. It helped her through college. B. It was given to Kevin as a gift. C. It bore witness to her efforts. D. It was a valuable limited edition. 27. What has the author come to realize about learning? A. It is never too late to start. B. Motivation is what really matters. C. Children need role models. D. Dictionaries are still a useful tool. 权威解析 【答案】24. A 25. D 26. C 27. B 【解析】 【导语】文章主要讲述了作者回忆自己通过纸质词典学习单词的经历，并与儿子使用电子设备查询单词的方式形成对比，最终意识到学习的本质在于好奇心与求知欲。 24.细节理解题。根据第一段中“Not long ago, my fifth-grade son Kevin asked me about the meaning of a word in a novel. “Look it up,” I responded. “But my screen time is off,” he said. I looked pointedly at the bookshelf that held at least three dictionaries, and Kevin sighed (叹气) dramatically. “Can’t you just use your phone?” he asked. (不久前，我上五年级的儿子Kevin问我一本小说里某个词的意思。“查字典，”我回答。“但是我的屏幕使用时间已经用完了，”他说。我刻意地看向放着至少三本字典的书架，Kevin夸张地叹了口气。“你就不能用你的手机查吗？”他问道。)”可知，作者提示Kevin用纸质词典查单词，但他想用手机，说明Kevin通常使用电子设备来获取单词的意思。 25.细节理解题。根据第二段中“I took down one of the dictionaries, and we read it together for a few minutes before I handed it to him. It took him a few tries to find the word in question. While going through the pages, he kept saying, wide-eyed: “How can there be this many words?” (我取下一本字典，我们一起读了几分钟，然后我把它递给了他。他试了好几次才找到那个词。在翻阅书页时，他睁大眼睛不停地说：“怎么会有这么多单词?”)”可知，Kevin查字典才发现有那么多单词，他感到很惊讶。 26.推理判断题。根据第三段“I had my first dictionary as a gift for my 13th birthday. I decided that I wanted to learn as many words as I could and started marking every entry I looked up with a pencil to measure my progress. I continued to make these pencil marks for years, and when I went off to college, I packed that dictionary in my suitcase. (我的第一本字典是我13岁生日时的礼物。我决定要尽可能多地学习单词，并开始用铅笔在我查过的每个词条旁做标记来衡量自己的进步。我持续做这些铅笔标记多年，上大学时，我把那本字典装进了行李箱)”可知，作者的第一本字典见证了她进入大学之前的整个努力过程。 27.细节理解题。根据最后一段“Now I understand that although my son may be learning differently, he is still learning. It’s not about the words themselves or how we learn them, but the wanting to know them, the curiosity and the appetite. (现在我明白了，虽然我的儿子可能以不同的方式学习，但他仍在学习。重要的不是单词本身或我们如何学习它们，而是想知道它们的欲望、好奇心和求知欲)”可知，作者意识到学习的真正关键在于动机和好奇心。 障碍词汇 一、障碍单词 automatically /ˌɔːtəˈmætɪkli/ adv. 下意识地；自动地 dramatically /drəˈmætɪkli/ adv. 夸张地；显著地 scoff /skɒf/ v. 嘲笑；讥讽 pore /pɔː(r)/ v. 仔细钻研；审视 paperback /ˈpeɪpəbæk/ n. 平装本；简装书 adj. 平装的 overwhelm /ˌəʊvəˈwelm/ v. 使惊愕；使不知所措；压倒 alternating /ˈɔːltəneɪtɪŋ/ adj. 交替的；轮流的 awe /ɔː/ n. 惊叹；敬畏 entry /ˈentri/ n. （词典）词条；条目；进入 pencil /ˈpensl/ v. 用铅笔书写 / 标记 n. 铅笔 priority /praɪˈɒrəti/ n. 优先事项；重中之重 freshman /ˈfreʃmən/ n. （大学）一年级学生 grip /ɡrɪp/ v. （情绪）强烈影响；抓住 n. 紧握 respond /rɪˈspɒnd/ v. 回应；答复 chapter /ˈtʃæptə(r)/ n. 章节；篇章 devote /dɪˈvəʊt/ v. 致力于；把…… 用于 imply /ɪmˈplaɪ/ v. 暗示；暗含 attitude /ˈætɪtjuːd/ n. 态度；看法 memorable /ˈmemərəbl/ adj. 难忘的；值得纪念的 二、障碍短语 look up 查阅单词；向上看 from beginning to end 从头到尾 pore over 仔细研读；认真翻看 share the same letters 首字母相同 be devoted to 专用于；致力于 mark up 做标记；涂改 It occurs to sb that... （想法、念头）被某人想到 reflect on 反思；回想 take pleasure in 乐于；以…… 为乐 单句填空 1. Not long ago, my fifth-grade son Kevin ___________(ask) about the meaning of a word in a novel. “Look it ___________,” I responded. 2. “But my screen time is off,” he said. I looked pointedly at the bookshelf ___________ held at least three dictionaries, and Kevin sighed (叹气) ___________(dramatic). 3. “Can’t you just use your phone?” he asked. Suddenly it ___________(occur) to me that he did not even know ___________ to use a dictionary. 4. I took down one of the ___________(dictionary), and we read it together for a few minutes before I handed ___________ to him. 5. It took him a few tries ___________(find) the word in question. While ___________(go) going through the pages, he kept ___________(say) saying, wide-eyed: “How can there be this many words?” 6. After a while, he looked at me ___________ asked, “Do you know all these words, Mom?” 7. I smiled. “I ___________(definite) do not know all these words,” I said. “But that’s ___________ this is one of my favorite books.” 8. I had my first dictionary ___________s a gift for my 13th birthday. I decided that I wanted to learn as many words as I could and started marking every ___________(enter) I looked up with a pencil ___________(measure) my progress. 9. I continued to make these pencil marks for years, and when I went off to college, I ___________(pack) that dictionary in my suitcase. 10. Kevin wanted to see the dictionary. I felt a small pain in my chest. The dictionary ___________(steal) at the end of my freshman year of college. 11. “That’s so sad,” he said, “but you still know all those words, even ___________ the book.” 12. I realized that this was true. I still made it through the next three years of college, even without the book. And it wasn’t, ___________(ultimate), the dictionary that got me there — not really. 13. Now I understand that although my son may be learning ___________(different), he is still learning. 14. It’s not about the words themselves or how we learn them, ___________ the wanting to know them, the ___________(curious) and the appetite. 【答案】1. asked me, up 2. that/which, dramatically 3. occurred, how 4. dictionaries, it 5. to find, it 6. and 7. definitely, why 8. a, entry, to measure 9. packed 10. was stolen 11. without 12. ultimately 13. differently 14. but, curiosity 全文翻译 Not long ago, my fifth-grade son Kevin asked me about the meaning of a word in a novel. “Look it up,” I responded. “But my screen time is off,” he said. I looked pointedly at the bookshelf that held at least three dictionaries, and Kevin sighed (叹气) dramatically. “Can’t you just use your phone?” he asked. Suddenly it occurred to me that he did not even know how to use a dictionary. 不久前，我上五年级的儿子凯文问我一本小说里一个词的意思。“自己查去。”我答道。“可我的屏幕时间用完了。”他说。我意味深长地看了看书架 —— 上面至少摆着三本词典，凯文夸张地叹了口气。“你就不能用手机查吗？” 他问。我突然意识到，他居然连怎么用词典都不知道。 I took down one of the dictionaries, and we read it together for a few minutes before I handed it to him. It took him a few tries to find the word in question. While going through the pages, he kept saying, wide-eyed: “How can there be this many words?” After a while, he looked at me and asked, “Do you know all these words, Mom?” I smiled. “I definitely do not know all these words,” I said. “But that’s why this is one of my favorite books.” 我取下一本词典，和他一起翻了几分钟，随后把词典递给他。他试了好几次才找到那个词。翻页的过程中，他一直睁大眼睛念叨：“怎么会有这么多词啊？”过了一会儿，他抬头看着我问：“妈妈，这些词你都认识吗？”我笑了笑。“我肯定认不全这些词，”我说，“但这正是它成为我最喜欢的书之一的原因。” I had my first dictionary as a gift for my 13th birthday. I decided that I wanted to learn as many words as I could and started marking every entry I looked up with a pencil to measure my progress. I continued to make these pencil marks for years, and when I went off to college, I packed that dictionary in my suitcase. 我的第一本词典是13岁生日时收到的礼物。当时我下定决心要尽可能多学单词，每查一个词条就用铅笔做个标记，以此衡量自己的进步。多年来我一直坚持做这些铅笔标记，上大学时，我把那本词典塞进了行李箱。 Kevin wanted to see the dictionary. I felt a small pain in my chest. The dictionary was stolen at the end of my freshman year of college. “That’s so sad,” he said, “but you still know all those words, even without the book.” I realized that this was true. I still made it through the next three years of college, even without the book. And it wasn’t, ultimately, the dictionary that got me there — not really. 凯文想看看那本词典。我心里一阵刺痛 —— 那本词典在我大一结束时被偷了。“太可惜了，” 他说，“可就算没有那本书，那些词你也都还记得呀。”我意识到他说得没错。就算没有那本词典，我也顺利读完了剩下三年大学。说到底，陪我走过那段路的从来不是那本词典 —— 真的不是。 Now I understand that although my son may be learning differently, he is still learning. It’s not about the words themselves or how we learn them, but the wanting to know them, the curiosity and the appetite. 现在我明白了，虽然我儿子的学习方式可能和我不同，但他依然在学习。重要的从来不是那些词本身，也不是我们学习它们的方式，而是想要了解它们的那份渴望，那份好奇心与求知欲。 24. What does Kevin usually do to get the meaning of a word? A. Use electronic devices. B. Consult a paper dictionary. C. Guess from the context. D. Turn to his English teacher. 24. 凯文通常用什么方式查询单词的意思？ A. 使用电子设备。 B. 查阅纸质词典。 C. 根据上下文猜测。 D. 求助于他的英语老师。 25. How did Kevin feel while looking up the word in the dictionary? A. Annoyed. B. Disappointed. C. Encouraged. D. Astonished. 25. 凯文在词典里查找这个单词时是什么感受？ A. 恼怒的。 B. 失望的。 C. 受鼓舞的。 D. 惊讶的。 26. What can we learn about the author’s first dictionary? A. It helped her through college. B. It was given to Kevin as a gift. C. It bore witness to her efforts. D. It was a valuable limited edition. 26. 关于作者的第一本词典，我们能了解到什么？ A. 它帮她读完了大学。 B. 它被作为礼物送给了凯文。 C. 它见证了她的努力。 D. 它是珍贵的限量版。 27. What has the author come to realize about learning? A. It is never too late to start. B. Motivation is what really matters. C. Children need role models. D. Dictionaries are still a useful tool. 27. 关于学习，作者最终领悟到了什么道理？ A. 学习永远不嫌晚。 B. 内在动力才是真正的关键。 C. 孩子需要榜样引领。 D. 词典依然是实用的工具。 考点统计 年份 卷别 主题 话题 2026 2025全国一卷 人与自我 学习的本质在于好奇心与求知欲 2025全国二卷 人与自然 百岁老人投身建筑保护事业故事 2026浙江1月卷 人与社会 教师以趣教学融洽了师生关系 2025 2025全国一卷 人与社会 讲述了师生“教学相长”的故事 2025全国二卷 人与社会 讲述了医学院教师的工作情况 2025八省联考卷 人与社会 邮递员与社区的深厚情感 2024 2024新课标I卷 人与自然 中医针灸治疗动物 2024新课标II卷 人与社会 创新打印吸引顾客 2023 2023新课标I卷 人与自然 利用自然自我修复原理净化污水 2023新课标II卷 人与自我 学校科学项目 2023全国甲卷 人与社会 DIY成为女性新宠 2022 2022新课标Ⅱ卷 人与自我 记者生活趣事 2022全国甲卷 人与社会 悉尼发展遇到的问题 2020 2020全国I卷 人与自我 逆境完成学业树榜样 2020全国II卷 人与社会 宣传图书馆 2020全国III卷 人与社会 英国多世同堂现象 满分策略 一、题型解读 记叙文是以写人、记事、状物为主要内容，以记叙和描写为表达方式的文章。一篇记叙文，无论长短都应该是一个完全独立的事实，描写人物、地点、事件和过程，表达作者的某种情感。主要具有以下特点： 内容上，记叙文应该包括六要素，即：时间、地点、人物、起因、经过和结果。可以按事件发生的时间顺序写，也可以按事件发生的先后写。 命题上，主要集中在多个事件的先后顺序与人物的情感态度上。 选材上，新颖、生动、真实、典型的素材描写，让读者有身临其境的感觉。 形式上，顺叙、倒叙、插叙。 语言上，一般过去时为主，各种时态为辅，合理使用丰富多彩的谓语动词时态是英语记叙文首要的语言特征；多用动词，尤其是动态强的行为动词是英语记叙文又一个明显的语言特征。 二、体裁结构 1.记叙文的开头通常交代事件的背景，即事件发生的时间、地点、有关人物等内容。 2.记叙文的展开（中间）通常以人物活动的时间顺序、空间位置变换、事件发生的顺序或人物的主次性格特征为行文线索。 3.记叙文的结尾通常是依照事件的发生、发展和结局这样一个自然的顺序来结尾。 三、写作意图 1.讲述故事 ( tell / narrate / relate a story) 2.分享经验  (share an experience) 3.纪念人物 (remember a person) 4.阐明道理 (communicate an idea / convey a message) 四、解题策略 1.关注细节。记叙文中有大量的事件发展过程中的细节，包括记叙文的5W（what, who, when, where, why）要素。因此我们作答细节题的时候，就没有那么复杂，一般只需要由前到后，从上到下，一题一题地做就可以了。  2.注重联系。在做题过程中，我们大都不能在文中找到与题干一字不差的词语或句子。这时我们需要认真研究问题，抓住题干中的关键词语，然后到文中准确地找到与之相关的语句，或是疑似语句的位置，接着去左顾，或右盼，在前句或后句寻找线索。  3.读懂表象。主旨大意题或推理判断、作者意图题等实际上是同一类型的问题，或者说是可用同种方法解答的题型。在解答此类题目的时候，不可被题干的表象所迷惑，要像剥洋葱一样，一层一层地剥；在四个可选项中，一个一个地去证实，去排除。特别是解答推论或暗指类的题目，比如“What can be inferred from …?”或是What does the author imply in…?”之类的题目，文中所陈述的往往不是答案。我们要在文前文后去查找，在字里行间里去寻觅。有时还少不了借助自己的生活经验和常理来体会这言外之意。  4.挖掘意义。每年的高考阅读题中，特别是记叙文的阅读题，都会出现一至两道词义猜测题。而这些词汇往往是你素昧平生的，或者和你有点头之交，在文中却另有新意的，总之，猜的是那些在高考词汇表要求之外的词汇。小小的一个词，一个短语，考核的不是你的语法的熟练程度，也不是你的记忆力，而是你对文章通篇或者一个段落的整体把握和变通能力。 五、记叙文主旨概括题 1.首段法：首段主旨句；转折词后；破折号后 2.核心名词法：核心名词在文章中高频出现。可是“原词”或“同义词”不断曝光。 3.合并法：整合各段落大意，整合各段落首段信息 4.首位呼应法：整合首段和尾端信息 六、记叙文细节理解题 1.划出题干，选项关键词； 2.回忆文章结构，定位具体段落； 3.理解细节内容，最后找出答案； 4.正确选项的特征：原词复现/同义词、近义词替换；语言高度凝练概括。 七、实用答题妙招 1.阅读理解记叙文细节理解题居多，落实“题文同序”和“同义替换”。 2.数据计算题注重“原文定位”“细节理解”，弄清来龙去脉再计算。 3.文章寓意题要注意言外之意，尤其是首尾段做出合理推测判断。 4.人物性格描述题注意捕捉原文褒贬性词汇再进行同义替换和排除。 5.满分策略：读题干→找原文→做标记→留痕迹→看选项→扣字眼。 五年真题 01【2026浙江1月卷】 When you’re a teacher, a big part of your job is battling student misconceptions. Often students come to the classroom believing that learning can’t be fun and that what they learn isn’t relevant to the real world — much less to their personal interests. I’ve discovered that if I show students how what they learn is relevant to my hobbies, they’re much more willing to make connections to their personal interests and develop their own hobbies. No matter what subject I’m teaching, I find ways to bring my hobbies into the classroom. For example, I’m a car enthusiast, so when I teach physics, I contextualize concepts with my knowledge about cars. If we’re covering friction, for example, I bring different tires (轮胎) into my classroom so that my students can conduct lab experiments with them to see how friction works in real-life applications. When I first brought my hobbies to my classroom, I was focused on how doing so would build engagement and help my students understand concepts in science. But I quickly learned that the practice also helped me build stronger relationships with them. When I let them see an aspect of my life outside of school, some students who were also interested in cars connected with me more and became more engaged in my courses. Even those who didn’t share that interest with me seemed more engaged once I showed a different side of myself. What started as an experiment is now more of a philosophy. Even when I’m planning classes, I tend to think about how I can bring in my hobbies. I find that doing so energizes my instruction, engages my students, and demonstrates to them how abstract concepts play out in the real world. Best of all, my passion for my hobbies seems to inspire them to be passionate about finding their own. 24. What poses a challenge to teachers according to the author? A. Students’ misunderstandings about teachers. B. Students’ false assumptions about learning. C. The irrelevance of textbooks to students’ life. D. The gap between teachers’ and students’ hobbies. 25. Why does the author bring tires into the classroom? A. To teach an engineering skill. B. To explain the structure of a car. C. To share a real-life experience. D. To illustrate a scientific concept. 26. What was the unexpected outcome of the author’s teaching method? A. A higher class attendance rate. B. Better examination results. C. A closer teacher-student bond. D. More spare time for students. 27. Which of the following best describes the author as a teacher? A. Innovative. B. Humorous. C. Decisive. D. Sympathetic. 【答案】24. B 25. D 26. C 27. A 【导语】这是一篇记叙文。文章讲述了一位教师为打破学生对学习的错误认知，将自己的爱好融入课堂教学的经历，介绍了该教学方式的具体实践、初衷，以及意外收获的师生关系升温的效果，最终这一做法成为其教学理念，不仅让课堂更生动，还能启发学生找到自身的兴趣热情。 24细节理解题。根据第一段“When you’re a teacher, a big part of your job is battling student misconceptions. Often students come to the classroom believing that learning can’t be fun and that what they learn isn’t relevant to the real world — much less to their personal interests (作为一名教师，工作的很大一部分是纠正学生的错误认知。学生们走进教室时，往往认为学习毫无乐趣，所学的知识与现实世界无关，更不用说和他们的个人兴趣相关了)”可知，教师面临的一大挑战是学生对于学习的错误设想，认为学习无趣且和现实、自身兴趣无关。故选B。 25.细节理解题。根据第二段“I’m a car enthusiast, so when I teach physics, I contextualize concepts with my knowledge about cars. If we’re covering friction, for example, I bring different tires into my classroom so that my students can conduct lab experiments with them to see how friction works in real-life applications (我是一名汽车爱好者，所以教物理时，我会用汽车相关知识为物理概念创设情境。比如讲到摩擦力时，我会把不同的轮胎带到教室，让学生用它们做实验，看看摩擦力在现实生活中是如何起作用的)”可知，作者将轮胎带到教室，是为了借助实物实验，让学生理解摩擦力这一科学概念在现实中的应用，也就是阐释科学概念。故选D。 26.细节理解题。根据第三段“When I first brought my hobbies to my classroom, I was focused on how doing so would build engagement and help my students understand concepts in science. But I quickly learned that the practice also helped me build stronger relationships with them (起初我把爱好带进课堂时，一心想着这样做能提高学生的课堂参与度，帮助他们理解科学概念，但我很快发现，这种做法还帮助我和学生建立了更紧密的关系)”可知，作者将爱好融入课堂的初衷是提升参与度、帮助学生理解概念，而意外的结果是师生之间的联系变得更加紧密。故选C。 27.推理判断题。通读全文，尤其根据作者打破传统教学模式，主动将自己的汽车爱好融入物理课堂，通过第二段“If we’re covering friction, for example, I bring different tires into my classroom so that my students can conduct lab experiments with them to see how friction works in real-life applications (例如，如果我们要讨论摩擦，我会把不同的轮胎带到教室里，这样我的学生就可以用它们进行实验室实验，看看摩擦在现实生活中是如何工作的)”可知，作者作为教师，敢于创新教学方式，打破学生对学习的固有认知，是富有创新精神的。故选A。 02【2025全国一卷】 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. 24. Who are the people mentioned at the beginning of paragraph 1? A. Ninth graders. B. Students’ parents. C. Modern writers. D. Fictional characters. 25. Why did the students perform poorly in writing their first essay? A. They were not given enough time. B. They had a very limited vocabulary. C. They misunderstood the question. D. They had little interest in the topic. 26. What does the underlined word “staggering” in paragraph 3 mean? A. Mixed. B. Amazing. C. Similar. D. Disturbing. 27. What does the author’s experience show? A. Teaching is learning. B. Still waters run deep. C. Knowledge is power. D. Practice makes perfect. 【答案】24. D 25. D 26. B 27. A 【解析】 【导语】本文是一篇记叙文。文章主要讲述了作者作为一名写作课老师，通过教学实践逐渐认识到学生写作动力的来源以及写作真正意义的成长故事。 24．细节理解题。根据第一段中“In my ninth-grade writing class last year, I met a cowboy who saved his town, a strict father who demanded his son earn straight A’s, and a modern-day Juliet who died of heartbreak after her parents rejected the love of her young life. More than once, I found myself wondering just how my students, who’d created these people, knew their subjects so well. (去年，在我九年级的写作课上，我结识了一位拯救了自己小镇的牛仔、一位要求儿子门门功课全得A的严厉父亲，还有一位现代版的朱丽叶——因父母反对她年少的爱情而心碎离世。不止一次，我暗自琢磨，这些塑造了这些人物的学生，究竟是如何如此深谙他们笔下的角色的)”可知，这里提到的牛仔、严厉的父亲和现代版的朱丽叶都是学生在写作中创造出来的虚构人物。故选D。 25.推理判断题。根据第二段中“Most of the essays filled less than one page, and few contained a sentence that could be interpreted as a thesis (论点) statement. I was shocked. Then I realized that the problem was the question itself. They could have written pages on the necessity of computers, but writing, in and of itself, simply didn’t strike them as important.(大多数文章篇幅不足一页，几乎没有包含可被视为论点的句子。我感到震惊。随后我意识到问题出在题目本身。他们本可以就电脑的必要性写下数页内容，但写作本身根本没让他们觉得重要)”可推知，学生们在写第一篇作文时表现不佳，是因为他们对写作这个话题本身不感兴趣。故选D。 26.词句猜测题。根据第三段中“The results were staggering. The students took on diverse topics and turned in stories, 10 to 20 pages each, with characters that broadened my view and touched my heart. (结果是staggering。学生们选取了多样的主题，交上来的故事每篇都有10到20页长，其中的人物拓宽了我的视野，也触动了我的心)”可知，学生们写出了内容丰富、打动人心的故事，与之前的表现形成强烈对比。staggering意为“令人震惊的、惊人的”，与B选项“Amazing(惊人的)”语义一致。故选B。 27.推理判断题。根据最后一段“I walked into class believing that writing is important as a means of communication. However, my students demonstrated something more important to me. When the final bell rang in June, I walked away with a yearbook full of messages about writing’s most powerful significance — the ability to connect people, to put us in another’s skin, to teach us what it means to be human. (我走进教室时坚信写作作为一种交流方式至关重要。然而，学生们向我展示了更为重要的东西。当六月的下课铃响起时，我带着一本满是留言的年鉴离开——这些留言诉说着写作最强大的意义：它能连接人与人，让我们换位思考，教会我们身为人类的真谛)”结合全文内容可知，文章通过作者的教学经历，说明她在教导学生的同时，自己也领悟到写作的真正意义，这一过程体现了“教学相长”的理念。选项A“Teaching is learning(教学相长)”符合文中描述的作者通过教学获得的新认识。故选A。 03【2025全国二卷】 Kathy Ho teaches high school inside Lucile Packard Children’s Hospital Stanford (LPCH). “Sometimes I don’t like saying that I’m a teacher,” says Ho. “People get in their minds an idea of what teachers do, but that’s not really what it is here.” “Here” is room 386, where each year, about 500 LPCH patients also become students. The hospital school is free of parents, doctors, and medical procedures. It’s a place of learning. About half of Ho’s students stay for a week or less; others are there for more than a year. Most of Ho’s students will recover, which means that preparing them to return to school is an increasingly important component of care. Still, in room 386, academics don’t come first. Physical health and mental health are the priority. “If you’re scared about something and thinking only about that, there’s no way you’re going to be able to learn,” Ho says. “I’m a coach, an adviser, and a comforter, and that’s what it means to be a hospital teacher.” There are up to 30 students at any given time in Ho’s class. She generally works with their regular teachers to get lessons and tests being used at their home schools. Some teachers don’t give the kids any assignments; they express sympathy instead. “I feel like it is a disservice to the kids,” Ho says. “They think their teachers don’t care about their schoolwork.” Ho recognizes the psychological benefit of helping kids keep up with their peers (同龄人) outside the hospital. “I actually think the medicine is only a small piece for some problems,” says Julie Good, director of pain management services at LPCH. “It’s about problem-solving around what it means to have a full life. Those kids have dreams. School can keep those dreams alive by giving kids a way to learn and grow.” 24. Who does Ho teach at LPCH? A. Sick children. B. Young nurses. C. Medical students. D. Patients’ parents. 25. What is a characteristic of Ho’s job? A. Prioritizing academics. B. Encouraging innovation. C. Treating various diseases. D. Playing multiple roles. 26. What does the underlined word “it” refer to in paragraph 4? A. Offering regular lessons. B. Paying extra attention. C. Assigning no schoolwork. D. Showing no sympathy. 27. How does the hospital school benefit the students according to Good? A. It eases peer pressure. B. It helps them live in hope. C. It frees them from aches. D. It entertains them with stories. 【答案】24. A 25. D 26. C 27. B 【解析】 【导语】本文是一篇记叙文，主要讲述了Kathy Ho在斯坦福露西尔・帕卡德儿童医院（LPCH）担任教师的工作情况，介绍了医院学校学生的情况、她工作的特点以及医院学校对学生的益处。 24. 细节理解题。根据文章第二段中““Here” is room 386, where each year, about 500 LPCH patients also become students. The hospital school is free of parents, doctors, and medical procedures. It’s a place of learning. About half of Ho’s students stay for a week or less; others are there for more than a year. Most of Ho’s students will recover, which means that preparing them to return to school is an increasingly important component of care. (“这里”指的是386 室，每年约有500名露西尔・帕卡德儿童医院（LPCH）的患者在这里成为学生。这所医院学校里没有家长、医生，也没有医疗程序。它是一个学习的地方。Ho老师的学生中，约有一半只待一周或更短时间，其他人则会待一年以上。大多数学生最终会康复，这意味着，帮助他们做好重返学校的准备正成为护理工作中日益重要的组成部分)”可知，Ho在露西尔・帕卡德儿童医院（LPCH）教生病的孩子。故选A。 25. 细节理解题。根据文章第三段中“I’m a coach, an adviser, and a comforter, and that’s what it means to be a hospital teacher. (我是一名教练、一名顾问和一名安慰者，这就是作为一名医院教师的意义)”可知，Ho工作的一个特点是扮演多种角色。故选D。 26.词句猜测题。根据文章第四段划线词所在句“Some teachers don’t give the kids any assignments; they express sympathy instead. “I feel like it is a disservice to the kids,” Ho says. (一些老师不给孩子们布置任何作业，而是表达同情。Ho说：“我觉得这对孩子们是一种伤害”)”可推知，其中的“it”指的是不给孩子们布置作业这件事。故选C。 27.推理判断题。根据文章最后一段中Julie Good所说的“It’s about problem-solving around what it means to have a full life. Those kids have dreams. School can keep those dreams alive by giving kids a way to learn and grow. (这关乎围绕 “何为充实人生” 展开的问题解决。那些孩子拥有梦想，而学校能通过为他们提供学习与成长的途径，让这些梦想得以延续)”可推知，Good认为医院学校通过让孩子保持学习和成长，帮助他们维系梦想，即帮助他们生活在希望中。故选B。 04【2024新课标I卷】 “I am not crazy,” says Dr. William Farber, shortly after performing acupuncture (针灸) on a rabbit. “I am ahead of my time.” If he seems a little defensive, it might be because even some of his coworkers occasionally laugh at his unusual methods. But Farber is certain he’ll have the last laugh. He’s one of a small but growing number of American veterinarians (兽医) now practicing “holistic” medicine – combining traditional Western treatments with acupuncture, chiropractic (按摩疗法) and herbal medicine. Farber, a graduate of Colorado State University, started out as a more conventional veterinarian. He became interested in alternative treatments 20 years ago when he suffered from terrible back pain. He tried muscle-relaxing drugs but found little relief. Then he tried acupuncture, an ancient Chinese practice, and was amazed that he improved after two or three treatments. What worked on a veterinarian seemed likely to work on his patients. So, after studying the techniques for a couple of years, he began offering them to pets. Leigh Tindale’s dog Charlie had a serious heart condition. After Charlie had a heart attack, Tindale says, she was prepared to put him to sleep, but Farber’s treatments eased her dog’s suffering so much that she was able to keep him alive for an additional five months. And Priscilla Dewing reports that her horse, Nappy, “moves more easily and rides more comfortably” after a chiropractic adjustment. Farber is certain that the holistic approach will grow more popular with time, and if the past is any indication, he may be right: Since 1982, membership in the American Holistic Veterinary Medical Association has grown from 30 to over 700. “Sometimes it surprises me that it works so well,” he says. “I will do anything to help an animal. That’s my job.” 24. What do some of Farber’s coworkers think of him? A. He’s odd. B. He’s strict. C. He’s brave. D. He’s rude. 25. Why did Farber decide to try acupuncture on pets? A. He was trained in it at university. B. He was inspired by another veterinarian. C. He benefited from it as a patient. D. He wanted to save money for pet owners. 26. What does paragraph 3 mainly talk about? A. Steps of a chiropractic treatment. B. The complexity of veterinarians’ work. C. Examples of rare animal diseases. D. The effectiveness of holistic medicine. 27. Why does the author mention the American Holistic Veterinary Medical Association? A. To prove Farber’s point. B. To emphasize its importance. C. To praise veterinarians. D. To advocate animal protection. 【答案】24. A 25. C 26. D 27. A 【解析】 【导语】本文是记叙文。文章讲述兽医威廉·法伯(William Farber)博士在从针灸中受益后，将综合医疗应用于动物，并取得了初步成效。 24.细节理解题。根据第一段的“If he seems a little defensive, it might be because even some of his coworkers occasionally laugh at his unusual methods.( 如果他看起来有点自卫，那可能是因为他的一些同事偶尔会嘲笑他不寻常的方法。) ”可知，Farber的同事们有时会嘲笑他不寻常的方法，他们认为他很奇怪。故选A。 25.细节理解题。根据第二段的“Then he tried acupuncture, an ancient Chinese practice, and was amazed that he improved after two or three treatments. What worked on a veterinarian seemed likely to work on his patients. So, after studying the techniques for a couple of years, he began offering them to pets.(然后，他尝试了针灸，这是一种古老的中国疗法，并惊讶地发现，经过两三次治疗，他的病情有所好转。对兽医有效的方法似乎对他的病人也有效。因此，在研究了这些技术几年后，他开始把它们提供给宠物。)”可知，Farber作为患者从针灸中受益，这促使他决定尝试在宠物上使用针灸。故选C。 26.主旨大意题。根据第三段内容“Leigh Tindale’s dog Charlie had a serious heart condition. After Charlie had a heart attack, Tindale says, she was prepared to put him to sleep, but Farber’s treatments eased her dog’s suffering so much that she was able to keep him alive for an additional five months. And Priscilla Dewing reports that her horse, Nappy, “moves more easily and rides more comfortably” after a chiropractic adjustment.(利·廷代尔的狗查理患有严重的心脏病。廷代尔说，查理心脏病发作后，她准备让他进入睡眠状态，但法伯的治疗大大减轻了她的狗的痛苦，她能够让它多活五个月。普里西拉·杜因(Priscilla Dewing)报告说，她的马纳皮(Nappy)经过脊椎按摩调整后，“行动更容易，乘车更舒服”。) ”可知，本段主要讲述了两个例子，一个是Farber通过整体医学方法帮助了患有严重心脏病的狗Charlie，另一个是马Nappy在接受脊椎按摩治疗后移动和骑行更为舒适。这些例子都是为了说明整体医学的有效性。故选D。 27.推理判断题。根据最后一段的内容“Farber is certain that the holistic approach will grow more popular with time, and if the past is any indication, he may be right: Since 1982, membership in the American Holistic Veterinary Medical Association has grown from 30 to over 700. ( 法伯确信，随着时间的推移，综合疗法会越来越受欢迎，如果过去有任何迹象的话，他可能是对的:自1982年以来，美国综合兽医协会的会员已经从30个增加到700多个。)”可知，法伯认为综合疗法会越来越受欢迎，随后作者列举了美国综合兽医协会的会员已经从30个增加到700多个的例子，因此推断美国整体兽医协会是为证明法伯的观点。故选A。 05【2023新课标I卷】 When John Todd was a child, he loved to explore the woods around his house, observing how nature solved problems. A dirty stream, for example, often became clear after flowing through plants and along rocks where tiny creatures lived. When he got older, John started to wonder if this process could be used to clean up the messes people were making. After studying agriculture, medicine, and fisheries in college, John went back to observing nature and asking questions. Why can certain plants trap harmful bacteria (细菌)? Which kinds of fish can eat cancer-causing chemicals? With the right combination of animals and plants, he figured, maybe he could clean up waste the way nature did. He decided to build what he would later call an eco-machine. The task John set for himself was to remove harmful substances from some sludge (污泥). First, he constructed a series of clear fiberglass tanks connected to each other. Then he went around to local ponds and streams and brought back some plants and animals. He placed them in the tanks and waited. Little by little, these different kinds of life got used to one another and formed their own ecosystem. After a few weeks, John added the sludge. He was amazed at the results. The plants and animals in the eco-machine took the sludge as food and began to eat it! Within weeks, it had all been digested, and all that was left was pure water. Over the years, John has taken on many big jobs. He developed a greenhouse — like facility that treated sewage (污水) from 1,600 homes in South Burlington. He also designed an eco-machine to clean canal water in Fuzhou, a city in southeast China. “Ecological design” is the name John gives to what he does. “Life on Earth is kind of a box of spare parts for the inventor,” he says. “You put organisms in new relationships and observe what’s happening. Then you let these new systems develop their own ways to self-repair.” 24. What can we learn about John from the first two paragraphs? A. He was fond of traveling. B. He enjoyed being alone. C. He had an inquiring mind. D. He longed to be a doctor. 25. Why did John put the sludge into the tanks? A. To feed the animals. B. To build an ecosystem. C. To protect the plants. D. To test the eco-machine. 26. What is the author’s purpose in mentioning Fuzhou? A. To review John’s research plans. B. To show an application of John’s idea. C. To compare John’s different jobs. D. To erase doubts about John’s invention. 27. What is the basis for John’s work? A. Nature can repair itself. B. Organisms need water to survive. C. Life on Earth is diverse. D. Most tiny creatures live in groups. 【答案】24. C 25. D 26. B 27. A 【解析】 【导语】这是一篇记叙文。文章讲述了John Todd从小就很爱思考且好学，他建造了一个生态机器，利用自然可以自我修复的原理来净化污水。 24.细节理解题。根据第一段“When John Todd was a child, he loved to explore the woods around his house, observing how nature solved problems. A dirty stream, for example, often became clear after flowing through plants and along rocks where tiny creatures lived. When he got older, John started to wonder if this process could be used to clean up the messes people were making. (当约翰·托德还是个孩子的时候，他喜欢探索房子周围的树林，观察大自然是如何解决问题的。例如，一条肮脏的小溪流经植物和微小生物居住的岩石后，往往会变得清澈。长大后，约翰开始思考这个过程是否可以用来清理人们制造的混乱)”以及第二段“After studying agriculture, medicine, and fisheries in college, John went back to observing nature and asking questions. Why can certain plants trap harmful bacteria (细菌)? Which kinds of fish can eat cancer-causing chemicals? (在大学学习了农业、医学和渔业之后，约翰又回到了观察自然和提出问题的生活中。为什么某些植物能捕获有害细菌？哪些鱼类会食用致癌化学物质？)”可知，约翰聪颖好学、好奇心很强。故选C。 25.细节理解题。根据第三段“After a few weeks, John added the sludge. (几个星期后，约翰把污泥加了进去)”以及倒数第三段“He was amazed at the results. The plants and animals in the eco-machine took the sludge as food and began to eat it! Within weeks, it had all been digested, and all that was left was pure water. (他对结果感到惊讶。生态机器里的动植物把污泥当成了食物，开始吃了起来！几周之内，它就被消化了，只剩下纯净水)”可知，约翰把污泥放进罐子里是为了测试生态机器。故选D。 26.推理判断题。根据倒数第二段“Over the years, John has taken on many big jobs. He developed a greenhouse — like facility that treated sewage (污水) from 1,600 homes in South Burlington. He also designed an eco-machine to clean canal water in Fuzhou, a city in southeast China. (这些年来，约翰承担了许多重大工作。他开发了一个类似温室的设施，可以处理来自南伯灵顿1600户家庭的污水。他还设计了一种生态机器来清洁中国东南部城市福州的运河水)”可推知，作者提到福州的目的是展示约翰想法的应用。故选B。 27.推理判断题。根据最后一段“You put organisms in new relationships and observe what’s happening. Then you let these new systems develop their own ways to self-repair. (你把生物体放在新的关系中，观察会发生什么。然后让这些新系统自行发展自我修复的方式)”可知，约翰工作的基础是自然可以自我修复。故选A。 题型变式 家庭教育情感类记叙文10篇 【01】（2026·广东·模拟预测）After months of financial hardship following the Strike, Mom decided to rent out our front room. Mr. Hyde took it, and he fit right in. He always spoke pleasantly to the children, bowed politely to Mama in the hall, and even Papa loved the way he talked. Papa often invited him into the warm kitchen to sit with us. There, Mr. Hyde advised Nels on his high-school courses and sometimes helped him with his Latin. Nels once struggled in school, but now he kept up with ease, and he stopped begging Papa to let him quit school. One night Mr. Hyde read Dickens to us. Somehow, night after night, it became our routine. Each evening he would bring down a book and read aloud, opening new worlds to us. After David Copperfield and The Old Curiosity Shop, he gave us Shakespeare. We were totally captivated by the stories. Even when the warm weather came, we children didn’t go out to play. One day, when Mr. Hyde took us deep into Ivanhoe, he got a letter and announced he must leave. He handed Mama a check and left his books to us. We were sorry to lose him, but excited about the books. Now Nels read aloud to us each evening, just as Mr. Hyde had done. Nels had a fine voice, and I could see that made him very proud. But the peace didn’t last. Mr. Kruper, who owned the bakery down the street, told Mom the checks Hyde gave everyone were worthless. “I’ll bet he owes you folks plenty, too, eh?” Mr. Kruper asked. Mama looked around at all of us. Her eyes rested longest on Nels. “Read,” she told him gently, “read to us from Ivanhoe.” Then she walked to the stove (炉子) and put the check into the flames. “No,” she answered Mr. Kruper. “He owes us nothing.” 1．What can we know about Mr. Hyde from paragraph 1? A．He paid the rent in advance. B．He was familiar with the family. C．He quickly won the family’s trust. D．He offered to help with housework. 2．What made Nels stop wanting to quit school? A．Mama’s encouragement. B．Papa’s permission to work. C．Mr. Hyde’s interesting stories. D．His better academic performance. 3．What does the underlined word “captivated” in paragraph 3 mean? A．Touched. B．Attracted. C．Shocked. D．Confused. 4．What can we infer about Mama from the story? A．She was too proud to admit loss. B．She was easily cheated by strangers. C．She prioritized spiritual values over wealth. D．She wanted to protect Mr. Hyde’s reputation. 【答案】1．C 2．D 3．B 4．C 【导语】文章讲述了经济困难的作者一家将前屋租给海德先生后，海德先生不仅帮助作者的哥哥内尔斯提升学业，还给一家人带来了丰富的精神滋养，当得知海德留下的支票没有价值时，妈妈烧掉支票，表示海德不欠一家人任何东西的故事。 【详解】1．细节理解题。根据第一段中“Mr. Hyde took it, and he fit right in. He always spoke pleasantly to the children, bowed politely to Mama in the hall, and even Papa loved the way he talked.(海德先生租下了前厅，很快就融入了这个家。他总是亲切地和孩子们说话，在走廊里礼貌地向妈妈鞠躬，甚至连爸爸都喜欢他说话的方式)”可知，海德先生很快赢得了这家人的信任。 2．细节理解题。根据第二段中“Nels once struggled in school, but now he kept up with ease, and he stopped begging Papa to let him quit school.(尼尔曾经学习很吃力，但现在他轻松跟上进度，不再恳求爸爸让他辍学)”可知，尼尔是因为学业表现变好才不再想辍学的。 3．词句猜测题。根据第三段中“Each evening he would bring down a book and read aloud, opening new worlds to us. After David Copperfield and The Old Curiosity Shop, he gave us Shakespeare. We were totally captivated by the stories. Even when the warm weather came, we children didn’t go out to play.(每天晚上他都会带下一本书来大声朗读，为我们开启了一个个全新的世界。读完《大卫·科波菲尔》和《老古玩店》后，他又给我们带来了莎士比亚的作品。我们完全被这些故事captivated，甚至当暖和的天气到来时，我们这些孩子都不出去玩耍了)”可知，孩子们甚至都不想出去玩了，说明故事深深吸引了大家，captivated意为“被吸引”。 4．推理判断题。根据最后一段中“Then she walked to the stove (炉子 ) and put the check into the flames. “No,” she answered Mr. Kruper. “He owes us nothing.”(然后她走到炉边，把支票扔进火焰里。“不，”她对克鲁珀先生说，“他不欠我们什么。”)”可知，妈妈宁愿烧掉无用的支票也不愿承认损失，她更重视精神层面的影响而非金钱，体现了她把精神价值放在财富之上。 【02】（2026·河南三门峡·三模）My wife, Hannah, and I don’t usually keep houseplants. But after my diagnosis with brain cancer, I came to love the idea of having something new and green around where I spent much of the day. The brain cancer limited my ability to walk, and the treatment left me tired, making it hard for me to finish everyday tasks. As a doctor, I was used to being the one who provided care, not the one who received it. The enormous change left me feeling unsettled. Caring for the plant provided me with meaningful satisfaction when I often felt useless. Over the next few months, I recovered from surgery. Even after I returned to work, I continued to care for the plant. Soon, it had nearly doubled in height and its leaves were shiny and lush (茂盛的). Then, mysteriously, it began to show signs of deterioration. No matter what I did, the leaves kept browning and dropping to the floor. I grew more and more frustrated and uneasy. I couldn’t shake the feeling that the plant had become a symbol of my own poor health. Hannah always thought about what I needed and recognized that the growing plant had offered me comfort and hope. To lessen my anxiety, she began to transplant the plant to a larger pot. Hannah cared for me and the plant almost around the clock, preparing meals and watering on schedule without rest. Even when both the plant and I were at our weakest, she never gave up. When my tumour (肿瘤) unavoidably returned, I felt peaceful and calm. The plant wasn’t there to live forever but to help me appreciate each moment — the way sunlight touched its leaves, the quiet times with Hannah, the hope we shared when transplanting it. True healing isn’t about beating death but about finding meaning in ordinary things. That’s what makes life precious — not counting days, but making each day count. 5．Why did the author decide to keep a houseplant after his diagnosis? A．To bring more greenery into his home. B．To follow a hobby suggested by his wife. C．To find a sense of fulfillment during his illness. D．To avoid thinking about his medical condition. 6．How did the author feel when the plant began to deteriorate? A．Calm and accepting. B．Indifferent and detached. C．Increasingly worried and upset. D．Inspired to try new care methods. 7．Why did Hannah transplant the plant into a larger pot? A．To encourage the plant to grow faster. B．To follow a gardening tip she had read. C．Because the plant had grown too tall for its old pot. D．To reduce the author’s anxiety about the plant’s decline. 8．What message does the story mainly convey? A．Recovery requires unwavering hope. B．Illness can be overcome with proper care. C．Plants are powerful symbols of human life. D．Meaning in life is found in ordinary moments. 【答案】5．C 6．C 7．D 8．D 【导语】文章主要讲述作者确诊脑癌后开始养绿植，绿植曾给予低谷中的他成就感与慰藉，绿植衰败后妻子为缓解他的焦虑更换花盆，最终作者感悟到生命的珍贵不在于度日长短，而在于在平凡日常中找寻生活的意义。 【详解】5．推理判断题。根据第二段“Caring for the plant provided me with meaningful satisfaction when I often felt useless.(在我时常觉得自己一无是处的时候，照料这株植物给我带来了充实的满足感。)”可知，作者养病期间养盆栽是为了获得成就感。 6．细节理解题。根据第三段“No matter what I did, the leaves kept browning and dropping to the floor. I grew more and more frustrated and uneasy.(无论我怎么做，叶子都持续枯褐掉落在地上。我变得越来越沮丧焦躁。)”可知，植物枯萎时作者愈发烦闷担忧。 7．细节理解题。根据第四段“To lessen my anxiety, she began to transplant the plant to a larger pot.(为缓解我的焦虑，她着手把植物移栽到大花盆里。)”可知，妻子换盆是为减轻作者因植物衰败产生的不安。 8．推理判断题。根据第五段“True healing isn’t about beating death but about finding meaning in ordinary things.(真正的治愈不在于战胜死亡，而是在平凡的事物里找寻人生的意义。)”以及末段“That’s what makes life precious — not counting days, but making each day count.(生命之所以珍贵，不在于消磨光阴，而在于让每一天都过得有价值。)”可知，文章传递的信息是人生的意义蕴藏在平凡点滴之中。 【03】（25-26高三下·江苏苏州·阶段检测）In a world where access to books is often limited by socio-economic barriers, Jane, a dedicated street librarian, is on a mission to change that. Her journey began when she chanced upon a small, makeshift library in a low-income neighborhood run by volunteers. Inspired by their dedication, Jane decided to create a mobile library to reach even more people. With the help of a few friends and a donated shuttle, Jane transformed her vision into a reality. She scoured (逛) thrift stores and garage sales to fill her mobile library with a diverse range of titles, from classics to contemporary bestsellers. Soon, her library, “Storybook Maze,” became a familiar sight across the city. She parked her shuttle in areas with limited access to traditional libraries, such as public housing projects and homeless shelters. As word spread, people from all walks of life began to flock to her van. For many, Storybook Maze was more than just a place to borrow books — it was a symbol of hope and inclusiveness. Jane made a conscious effort to fill books that reflected the diversity of her community, ensuring that readers could see themselves in the stories. The impact was far-reaching: children who had never held a book before were now racing through entire series, and adults were rediscovering the joy of reading. However, the journey was not without challenges. Jane faced disbelief from those who doubted the feasibility (可行性) of a mobile library and struggled to find stable funding. Nonetheless, her determination only grew stronger. She recruited volunteers, applied for grants (拨款), and partnered with local organizations to keep the project alive. Today, Storybook Maze is a beloved institution, reminding everyone that a book has the power to change a life. 9．What is Paragraph 2 mainly about? A．Why Jane offered help to the poor. B．How Jane got Storybook Maze running. C．How Jane collected books for the project. D．Who Jane’s mobile library targeted. 10．What can be inferred about the books Jane chose for the library? A．They focus on local people’s lives. B．They aim to make money for the project. C．They mainly include classical works. D．They get readers deeply involved. 11．What major obstacle did Jane have to overcome? A．Lack of government support. B．Unstable funding and public doubt. C．Non-cooperation from local organizations. D．Shortage of volunteers and grants. 12．Which of the following is the best title for the passage? A．Digital Age: the lasting power of reading B．Public Libraries: modern challenges C．Storybook Maze: books and hopes D．Community Hearts: the value of dedication 【答案】9．B 10．D 11．B 12．C 【导语】主要说明了简受启发创办流动图书馆Storybook Maze，四处筹书服务弱势人群，藏书贴合社区，虽遇质疑与资金难题仍坚持，用书为当地人带去希望。 【详解】9．主旨大意题。根据第二段“With the help of a few friends and a donated shuttle, Jane transformed her vision into a reality. She scoured (逛) thrift stores and garage sales to fill her mobile library with a diverse range of titles, from classics to contemporary bestsellers. Soon, her library, “Storybook Maze,” became a familiar sight across the city. She parked her shuttle in areas with limited access to traditional libraries, such as public housing projects and homeless shelters. As word spread, people from all walks of life began to flock to her van.(在几位朋友的帮助下以及借助一辆捐赠的班车的协助下，简将她的构想变成了现实。她穿梭于旧货店和车库拍卖会之间，用以充实她的移动图书馆，使其拥有一系列丰富多样的书籍，从经典著作到当下的畅销书应有尽有。很快，她的图书馆“故事书迷宫”便成了这座城市里随处可见的景象。她将班车停放在那些难以接近传统图书馆的区域，比如公共住房项目和无家可归者收容所。随着消息的传播，各行各业的人们纷纷涌向她的小巴士)”可知，第二段主要讲的是简是如何让“故事迷宫”程序得以运行的。 10．推理判断题。根据第三段“The impact was far-reaching: children who had never held a book before were now racing through entire series, and adults were rediscovering the joy of reading.(其影响是深远的：那些之前从未接触过书籍的孩子们现在能够一口气读完整个系列的书籍，而成年人也重新找回了阅读的乐趣)”可知，简为图书馆挑选的书籍能让读者全身心地投入阅读。 11．细节理解题。根据最后一段“Jane faced disbelief from those who doubted the feasibility (可行性) of a mobile library and struggled to find stable funding.(简遭到了那些质疑移动图书馆可行性的人的质疑，而且她也难以找到稳定的资金来源)”可知，简需要克服的最大的障碍是不稳定的资金来源和公众的质疑。 12．主旨大意题。根据第一段“In a world where access to books is often limited by socio-economic barriers, Jane, a dedicated street librarian, is on a mission to change that. Her journey began when she chanced upon a small, makeshift library in a low-income neighborhood run by volunteers. Inspired by their dedication, Jane decided to create a mobile library to reach even more people.(在一个书籍获取往往受限于社会经济条件的环境中，简这位尽职尽责的街道图书管理员正致力于改变这一现状。她的这一行动始于一次偶然的发现：在一个低收入社区，有一座由志愿者管理的小型临时图书馆。受到他们奉献精神的鼓舞，简决定创建一个移动图书馆，以便能服务到更多的人)”结合文章主要说明了简受启发创办流动图书馆Storybook Maze，四处筹书服务弱势人群，藏书贴合社区，虽遇质疑与资金难题仍坚持，用书为当地人带去希望。可知，C选项“Storybook Maze：书籍与希望”最符合文章标题。 【04】（25-26高三下·吉林延边·阶段检测）When I inherited (继承) my grandmother’s old wooden desk last summer, I never expected it to change my relationship with writing. The desk, with its faded cherry finish and a small drawer stuck shut, had sat in her attic for over a decade. My parents suggested donating it, but something about the carved first letters of grandma’ name “E. M.” on the corner made me decide to bring it home. I spent an entire weekend trying to open the stuck drawer. Nothing worked until I remembered Grandma’s love for beeswax candles — she always lit them while writing letters to her sister. I rubbed a piece of beeswax along the drawer’s edges, and it slid open. Inside was a tattered notebook filled with her poetry, a fountain pen with dried ink, and a note that read: “For the one who will carry on the words.” Grandma was a quiet woman who rarely talked about her writing. I had no idea she composed poetry, let alone that she dreamed of having her work published. As I read her verses — about the beauty of rural sunsets, the pain of losing her husband young, and the joy of watching her grandchildren grow — I felt a connection to her I had never experienced before. Her words were simple but heartfelt, and they made me see the world through her eyes. Inspired by her notebook, I started writing again. I had abandoned my hobby of writing short stories years ago, overwhelmed by schoolwork and the fear that my words were not good enough. But sitting at Grandma’s desk, using her fountain pen, I found my voice again. I wrote about my childhood summers at her farm, about the way the desk smelled like cedar and memories, and about the courage it took for Grandma to write in secret. Last month, I submitted one of my stories to a local literary magazine. To my shock, it was accepted for publication. When I received the acceptance letter, I placed it on the desk next to Grandma’s notebook. In that moment, I knew she was smiling down on me. The desk was never just a piece of furniture — it was a bridge between two generations, a reminder that our words can live on long after we are gone. 13．Why did the author refuse to donate the desk? A．The author knew it could make a difference to writing. B．The author was touched by the initials “E. M.”. C．The author thought it was an expensive piece of furniture. D．The author discovered the secret in the drawer. 14．What does the underlined sentence in Para.2 imply? A．Grandma left the desk to whoever found the notebook. B．Grandma hoped to write letters to her sister. C．Grandma expected the author to continue writing. D．Grandma dreamed of publishing her poetry. 15．What does paragraph 3 mainly talk about? A．The author’s understanding of grandma’s life. B．The beauty of grandma’s words. C．Grandma’s writing style. D．Grandma’s early experiences. 16．What might be the best title for the text? A．Unpublished Poetry B．Journey Back to Writing C．Secret to a Long Life D．Gift in the Drawer 【答案】13．B 14．C 15．A 16．D 【导语】文章主要讲述作者继承奶奶的旧木桌，打开卡住的抽屉后发现了奶奶秘密创作的诗歌笔记本与留言，受其鼓舞重新拾起了荒废多年的写作爱好，最终作品成功发表，感悟到这份遗物是连接两代写作者的精神纽带。 【详解】13．细节理解题。根据第一段中“My parents suggested donating it, but something about the carved first letters of grandma’ name “E. M.” on the corner made me decide to bring it home.(父母建议捐赠，但角落里刻着祖母名字“E. M.”的首字母，却让我决定把它带回家)”可知，作者因为被奶奶名字首字母E.M.触动，所以拒绝捐赠桌子。 14．词句猜测题。根据划线句“For the one who will carry on the words(留给那个会将文字延续下去的人)”并结合第四段中“Inspired by her notebook, I started writing again.(受到她笔记本的启发，我又重新开始写作)”提到作者受这份遗物激励重新开始写作的情节可推知，这句话暗示奶奶希望找到这份遗物的作者能够继续写作。 15．主旨大意题。根据第三段内容，尤其是“As I read her verses — about the beauty of rural sunsets, the pain of losing her husband young, and the joy of watching her grandchildren grow — I felt a connection to her I had never experienced before. Her words were simple but heartfelt, and they made me see the world through her eyes.(当我读着她的诗句——关于乡村日落的美丽、年轻时失去丈夫的痛苦，以及看着孙辈成长的喜悦——我忽然感受到一种前所未有的情感联结。她的话语简单却真挚，让我得以透过她的目光看见世界)”可知，第三段主要讲述了作者阅读奶奶的诗歌后，对奶奶的人生有了新的理解。 16．主旨大意题。根据全文内容，结合最后一段中“The desk was never just a piece of furniture — it was a bridge between two generations, a reminder that our words can live on long after we are gone.(这书桌从来不只是家具——它是连接两代人之间的桥梁，提醒着我们：即使离开人世，我们的文字依然可以长久地留存)”可知，文章主要讲述作者继承奶奶的旧木桌，打开卡住的抽屉后发现了奶奶秘密创作的诗歌笔记本与留言，受其鼓舞重新拾起了荒废多年的写作爱好，最终作品成功发表，感悟到这份遗物是连接两代写作者的精神纽带，D项“抽屉里的礼物”最贴合文章主旨。 【05】（2026·重庆·三模）Abandoned homes, closed stores, and empty lands: these signs of decline were once everywhere in Englewood, a community in Chicago. It’s one of the city’s most dangerous neighborhoods, with a high poverty rate. Many people avoided Englewood because of these problems while Quilen Blackwell moved there because of them. Blackwell grew up comfortably in Wisconsin. After college, he served in rural Thailand, which aroused his interest in the environment issues. Later, tutoring at an Englewood high school opened his eyes to his students’ struggles. “They can live a better life.” he says. In 2015, he and his wife Hannah bought a home in Englewood. They planned to turn a piece of deserted land into a community farm, but they faced issues like soil toxins and water access. Researching alternatives, Blackwell learned the U.S. spends billions on cut flowers each year — over 70% imported. “Why import flowers when we have land and youth?” he thought. “Maybe flowers are the answer.” In 2017, they bought two empty lands and started a commercial flower farm, using rainwater and solar power, with no chemicals. But farms are only half the story. Since 2019, their nonprofit shop, Southside Blooms, has sold the flowers they grow — providing various job opportunities for the youth. Dionta White, 28, grew up in Englewood, fell into street life, and went to jail. But now he’s a senior farm team member. “Working here, I saw myself changing — calmer, more into nature,” he says. “It feels good to let people see me and Englewood differently.” Early next year, Blackwell says he will open a second shop in Chicago and begin the process of expanding nationally. He believes that flower farms could eventually become common in urban areas across the U.S. 17．What can we infer about Englewood from the first paragraph? A．It faces serious economic difficulties. B．It lies in the center of a large city. C．It has attracted many new residents. D．It is a historical heritage of the city. 18．What led Blackwell to the idea of the flower project? A．A desire for environmental protection. B．An agricultural research background. C．A discovery of unused local resources. D．A struggle for water in deserted land. 19．What does Dionta White’s experience show about Southside Blooms? A．It offers a stage for artistic expression. B．It promotes personal transformation. C．It explores sustainable power sources. D．It teaches young people farming skills. 20．What message does Blackwell’s story convey? A．Professional skills lead to career success. B．Success is better achieved in rural areas. C．Financial returns matter most in business. D．Hope can be found in troubled neighborhoods. 【答案】17．A 18．C 19．B 20．D 【导语】文章主要介绍芝加哥恩格尔伍德社区曾衰败不堪，奎伦·布莱克威尔迁居至此，创办花卉农场和非营利商店，为当地青年提供机会，为社区带来希望的故事。 【详解】17．推理判断题。根据第一段中的“Abandoned homes, closed stores, and empty lands: these signs of decline were once everywhere in Englewood, a community in Chicago. It’s one of the city’s most dangerous neighborhoods, with a high poverty rate.(废弃的房屋、关闭的商店和闲置的土地：这些衰败的迹象曾经在芝加哥的恩格尔伍德社区随处可见。它是这座城市最危险的社区之一，贫困率很高)”可知，恩格尔伍德贫困率高，存在诸多衰败迹象，可推断它面临严重的经济困难。 18．细节理解题。根据第三段中的“They planned to turn a piece of deserted land into a community farm, but they faced issues like soil toxins and water access. Researching alternatives, Blackwell learned the U.S. spends billions on cut flowers each year — over 70% imported. “Why import flowers when we have land and youth?” he thought. “Maybe flowers are the answer.”(他们计划将一块荒地改造成社区农场，但他们面临着土壤毒素和用水等问题。在研究替代方案时，布莱克威尔了解到美国每年在鲜切花上花费数十亿美元——超过70%是进口的。“我们有土地和年轻人，为什么还要进口鲜花呢？”他想。“也许鲜花就是答案。”)”可知，布莱克威尔发现当地有闲置土地和青年资源，而美国大量进口鲜切花，这一发现让他产生了花卉项目的想法。 19．推理判断题。根据第五段中的“Dionta White, 28, grew up in Englewood, fell into street life, and went to jail. But now he’s a senior farm team member. “Working here, I saw myself changing — calmer, more into nature,” he says. “It feels good to let people see me and Englewood differently.”(28岁的迪翁塔·怀特在恩格尔伍德长大，曾流落街头，还进过监狱。但现在他是农场的高级队员。“在这里工作，我看到自己在改变——变得更冷静，更亲近自然，”他说。“能让人们以不同的眼光看待我和恩格尔伍德，感觉很好。”)”可知，迪翁塔·怀特从曾经的街头生活、入狱经历，到如今变得冷静、亲近自然，他的经历表明Southside Blooms能促进人的转变。 20．推理判断题。通读全文，并结合1小题和3小题的分析可知，恩格尔伍德曾是衰败、危险、贫困的社区，布莱克威尔迁居至此，创办花卉农场和Southside Blooms商店，为当地青年提供就业机会，帮助他们转变，还计划扩大规模，为这个困境中的社区带来了希望。由此可知，布莱克威尔的故事传达的信息是：在困境中的社区也能找到希望。 【06】（25-26高三下·甘肃兰州·阶段检测）11-year-old Canadian Kiké Dueck has always loved nature. From studying bird books as a young child to identifying mushrooms and native plants, her connection to the earth runs deep. But at nine, reading about climate change caused the first feelings of anxiety. “Painfully, I couldn’t understand why people acted like everything was normal when the planet was in trouble,” Kiké said, Like many young people, she felt flooded by fears of droughts, wildfires, and a changing world — emotions known as climate anxiety. A Canadian study found over half of kids feel afraid or powerless about the environment, with 37% saying these feelings affect their daily lives. For Kiké, there are days when she loses her motivation to care about day-to-day basics like getting dressed and going to school or being enthusiastic about the sports she’s involved in. “I feel bad because I’m not feeling like I’m doing enough or something like that. But then I eventually feel better and then I feel like I’m not doing enough again and I’ll just cycle on and on,” she says. Thankfully, Kiké’s parents, Dennie Fornwald and Kris Dueck, turned this worry into a chance for growth.They sought ways to help Kiké channel her passion into positive action. “We wanted her to feel empowered,not helpless,” Fornwald said. They connected with EnviroCollective, a local climate advocacy group. Through the organization, Kiké joined meaningful projects, such as partnering with groups like Better Bus Youth to advocate for greener transportation. Kiké has also become involved with the Cathedral Forest Project, planting an urban forest in a park not far from the family’s house. While both parents said they’d always cared about the environment, Kris said that Kiké, only 11, had pushed them to be more accountable. They are mindful of driving less and biking to work. Their recycling system,is highly organized, redirecting nearly all of their waste for recycling and composting (堆肥). 21．What made Kiké worried? A．The effect of young people on her. B．Her failing to love nature earlier. C．People’s lacking green awareness. D．The result of the Canadian study. 22．What does climate anxiety bring Kiké? A．Self-blame. B．Self-respect. C．Hesitancy. D．Confidence. 23．How did Kiké’s parents support her in protecting the earth? A．By explaining its importance. B．By planting trees in the park. C．By leading her into practice. D．By establishing organizations. 24．What can we learn from the last paragraph? A．Parents are the best teachers. B．Big actions surely speak louder. C．Eco-anxiety is worrying. D．The young can change the old. 【答案】21．C 22．A 23．C 24．D 【导语】文章主要讲述了11岁加拿大女孩Kiké Dueck因阅读气候变化相关内容而产生气候焦虑，在父母的帮助下将担忧转化为积极行动，参与环保项目并影响父母变得更加环保的故事。 【详解】21．细节理解题。根据第二段“‘Painfully, I couldn’t understand why people acted like everything was normal when the planet was in trouble,’ Kiké said, Like many young people, she felt flooded by fears of droughts, wildfires, and a changing world — emotions known as climate anxiety. (‘痛苦的是，我无法理解为什么当星球陷入困境时，人们却表现得一切正常，’Kiké说。像许多年轻人一样，她被对干旱、野火和不断变化的世界的恐惧所淹没——这些情绪被称为气候焦虑。)”可知，Kiké担心的是人们缺乏环保意识。 22．推理判断题。根据第三段“‘I feel bad because I’m not feeling like I’m doing enough or something like that. But then I eventually feel better and then I feel like I’m not doing enough again and I’ll just cycle on and on,’ she says. (‘我感觉很糟糕，因为我觉得自己没有做得足够多或类似的事情。但后来我最终感觉好些了，然后我又觉得做得不够，就这样循环往复，’她说。)”可知，气候焦虑给Kiké带来了自责的情绪。 23．细节理解题。根据第四段“They sought ways to help Kiké channel her passion into positive action. ‘We wanted her to feel empowered, not helpless,’ Fornwald said. They connected with EnviroCollective, a local climate advocacy group. Through the organization, Kiké joined meaningful projects, such as partnering with groups like Better Bus Youth to advocate for greener transportation. Kiké has also become involved with the Cathedral Forest Project, planting an urban forest in a park not far from the family’s house. (他们寻找方法帮助Kiké将她的热情转化为积极行动。‘我们希望她感到有力量，而不是无助，’Fornwald说。他们联系了EnviroCollective，一个当地的气候倡导组织。通过该组织，Kiké参与了有意义的项目，比如与Better Bus Youth等团体合作倡导更绿色的交通方式。Kiké还参与了Cathedral Forest Project，在离她家不远的一个公园里种植城市森林。)”可知，Kiké的父母通过引导她参与实践来支持她保护地球。 24．推理判断题。根据最后一段“While both parents said they’d always cared about the environment, Kris said that Kiké, only 11, had pushed them to be more accountable. They are mindful of driving less and biking to work. Their recycling system is highly organized, redirecting nearly all of their waste for recycling and composting (堆肥). (虽然两位父母都说他们一直关心环境，但Kris说，只有11岁的Kiké促使他们更加负责任。他们注意减少开车，骑自行车上班。他们的回收系统组织得井井有条，将几乎所有的废物都用于回收和堆肥。)”可知，从最后一段内容可推出，年轻人可以影响年长者改变行为。 【07】（2026·广东佛山·模拟预测）In my grandparents’ era, the question of whether to repair or replace an item was irrelevant. Repair was usually the only option. So when faced with a broken hoe (锄头) one summer, I let my brain do a little time-traveling and decided to make the repair, just like grandpa would have done. I dug through my old toolbox for the needed parts, sorting through a mix of nails, screws, and bolts. I have a strong love for the past and cherish the bonds connecting present and past generations. Finally, I chose my favorite hammer passed down from my dad, who received it from his dad. Grandpa’s hammer has a worn, ash handle, the grain smooth from 70 years of use and spotted with colorful paint. Grandpa used his hammer to make things — a kitchen table, a rocking chair and a doll house. Grandpa said it took two things to make dreams come true — faith and a hammer. My grandpa was quiet and reserved. but never humourless. Small, silly things would amuse him. He had his favorite expressions. He liked saying “It’s immaterial to me” even when “I don’t mind” would have been enough. Deep down, I think he was probably disappointed that he hadn’t achieved more in life. He left school without qualifications and became a carpenter — a job he wasn’t passionate about. He was never particularly ambitious, though there was a moment when he and my grandma planned to move to Canada, an idea that never came to fruition. Where he came into his own was around the house. He had an ‌“eye for the job”. Whether it was building a bookshelf or fixing a cupboard — what he could achieve was astonishing. Repairing the hoe meant digging through Grandpa’s dusty hardware. With just the right bolt in hand, I was ready to begin. As I finished the hoe repair and replaced the hammer, I said a hearty thanks to grandpa. I’m determined to pass it to the next generation — mentoring with purpose and weaving together the connecting cords. 25．Why did the author choose to repair the hoe? A．Repair was usually the only option. B．He wanted to carry on the family tradition. C．He wanted to test if the hammer still worked. D．The toolbox had the parts needed for the repair. 26．What is the writer’s attitude to his grandpa in paragraph 3? A．He sympathized with his grandpa’s behavior. B．He regretted his grandpa had not achieved more. C．He was annoyed by his grandpa’s choice of words. D．He was grateful his grandpa never moved to Canada. 27．What does the underlined phrase “came into his own” in paragraph 3 mean? A．He was able to show his real talents. B．He was able to do things on his own. C．He was able to forget his past failures. D．He was able to continue his regular job. 28．What is the main purpose of this passage? A．To argue the value of old objects. B．To show how to repair old tools. C．To reflect on personal experiences. D．To share imagined family histories. 【答案】25．B 26．A 27．A 28．C 【导语】文章通过修理锄头、回忆祖父的锤子和人生，表达对家族传统的珍视及对祖父的理解与感恩。 【详解】25．推理判断题。根据第一段中‌“So when faced with a broken hoe (锄头) one summer, I let my brain do a little time-traveling and decided to make the repair, just like grandpa would have done. (所以当一个夏天面对一把坏锄头时，我让大脑进行了一次时光旅行，决定像爷爷那样去修理它)”和第二段中‌“I have a strong love for the past and cherish the bonds connecting present and past generations. (我深爱过去，珍惜连接现在和过去几代人的纽带)”可知，作者选择修理锄头是为了传承家族传统，像祖父一样生活。 26．推理判断题。根据第三段中‌“Deep down, I think he was probably disappointed that he hadn’t achieved more in life. He left school without qualifications and became a carpenter — a job he wasn’t passionate about. (在内心深处，我认为他可能对自己一生没有取得更多成就感到失望。他没有取得任何学历就离开了学校，成了一名木匠——一份他并不热爱的工作)”可知，作者对祖父未能实现更多抱有理解和同情，而非责备或遗憾。 27．词句猜测题。根据第三段中‌“Where he came into his own was around the house. He had an “eye for the job”. Whether it was building a bookshelf or fixing a cupboard — what he could achieve was astonishing. (他came into his own的地方是在家里。他有“干活的眼光”。无论是做书架还是修橱柜——他能做到的事令人惊叹)”可知，祖父在家里的修理和建造方面能够真正展现自己的才华，故came into his own意为‌“发挥出自己真正的才能”，与A项同义。 28．推理判断题。通读全文，作者以修理锄头为线索，回忆祖父的锤子、祖父的人生选择和手艺，最后表达‌“I’m determined to pass it to the next generation (我决心把它传给下一代)”。作者通过修理锄头这件小事，回忆了祖父的人生、性格和才能，并表达了对祖父的感激以及将传统传承下去的决心。由此可推知，这篇文章是对个人经历的反思。 【08】（2026·北京朝阳·模拟预测）It had been a week since we moved to New York. On the way to a picnic at Yaddo Gardens, I complained, “New school, no friends, nothing to do. I hate it!” Mom and Dad exchanged glances, sighing, as the silent car wound into the shady path. “We’re here!” my dad said, attempting enthusiasm. We laid out the blanket, looking at the gardens that were just starting to bloom. A number of people in green shirts and garden gloves bent over, hard at work. With a smile, a chatty woman named Vera told us about their voluntary work here. “Hey,” my dad elbowed me, “maybe you should work here!” I rolled my eyes, but with nothing else to do, I decided to give it a try. I was there bright and early on a Tuesday morning. Entering my assigned garden, my hands struggled with a bucket and gloves. Vera introduced me to John, the head gardener, whose energy truly impressed me. At eighty-one, he still hiked mountains and bounded around with ease, cutting and clearing plants with a skill I could never have. Over the next several months, I came to the gardens regularly. John would always be there, smiling and ready to teach me a new lesson about roses and life. During snack breaks, my new friend and I would chat and discuss everything from mountains to middle school, laughing and learning the joys of a friendship across generations. One day I opened up about my fears for the fall. “I’m just not ready for school,” I said, biting my lip. “What if I have no friends?” John said nothing, but took me instead to a spot overlooking the four-quadrant (象限) garden. “See these two quadrants? Now look at the other two. What’s different?” I looked back and forth. “The left ones are shorter!” “Exactly. From a certain spot, all the beds look the same size. It’s called perspectivism. You can see your new school as scary, or as an opportunity. The choice is yours.” Three months later, after I had started high school, it was time for the Yaddo Gardens volunteer celebration. I saw John — my first friend in New York — and gave him a hug. “You were right,” I said. “I just needed a little perspective.” 29．What was the main cause for Dana’s complaint? A．Her parents’ unnatural glances. B．Her fear of the friendless new life. C．Her boredom with the picnic plan. D．Her father’s pretended enthusiasm. 30．Why did Dana agree to volunteer at Yaddo Gardens? A．To fill her time. B．To please her parents. C．To learn gardening. D．To escape from school. 31．What role does John mainly play in Dana’s life? A．A silent listener to her school fears. B．A reminder of her love for gardening. C．An elderly friend offering life guidance. D．A gardener leading her to voluntary work. 32．What can we learn from this passage? A．Where there is life, there is hope. B．Friendship needs time to grow old. C．Change always comes bearing gifts. D．Everything comes to him who waits. 【答案】29．B 30．A 31．C 32．C 【导语】主要讲述主人公搬家到纽约内心烦闷，在花园做志愿者时结识长者约翰并得到人生开导的故事。 【详解】29．细节理解题。根据第一段“On the way to a picnic at Yaddo Gardens, I complained, ‘New school, no friends, nothing to do. I hate it!’(在去亚多花园野餐的路上，我抱怨道：“新学校，没朋友，无事可做。我讨厌这样！”)”可知，达娜抱怨的主要原因是害怕没有朋友的新生活。 30．细节理解题。根据第三段“I rolled my eyes, but with nothing else to do, I decided to give it a try.(我翻了个白眼，但由于无事可做，我决定试一试)”可知，达娜同意在亚多花园做志愿者是为了打发时间。 31．推理判断题。根据第四段“John would always be there, smiling and ready to teach me a new lesson about roses and life. During snack breaks, my new friend and I would chat and discuss everything from mountains to middle school, laughing and learning the joys of a friendship across generations.(约翰总是在那里，微笑着准备教我关于玫瑰和生活的新知识。在休息时间，我和我的新朋友会聊天，讨论从山脉到中学的各种事情，笑着并享受着跨代友谊的乐趣)”以及第六段约翰以花园视角开导达娜可知，约翰在达娜生活中扮演着给予生活指引的老年朋友的角色。 32．推理判断题。根据最后一段““You were right,” I said. “I just needed a little perspective.”(“你说得没错，” 我开口道，“我只是需要换个角度好好想想。”)”可知，文章讲述达娜搬到纽约后对新生活不满，通过参加花园志愿活动，不仅结识了朋友，还在约翰的指引下改变了对新学校的看法，明白换个视角看问题，生活中的改变会带来收获。 【09】（25-26高三下·青海西宁·高考复习）In the morning, when mist still hangs over the old stone streets of the coastal town of Seabrook, Thaddeus Flint is already at work in his workshop. For decades, the elderly clockmaker, known for his complicated handmade timepieces, had worked alone. That changed last spring when Leo, a quiet transfer student with no friends in his new school, wandered into the shop by accident, drawn by the steady ticking from within. Seeing Leo interested in clocks, Thaddeus, a man of few words, simply handed the boy a dusty small gear and a clean cloth. To his surprise, Leo returned the next day, having polished it to a shine. Recognizing his uncommon attentiveness, Thaddeus offered him a simple task: sorting screws. Week by week, Thaddeus’ tasks grew more complex. Leo learned to adjust tiny pendulums (钟摆) and carefully position delicate gears. The real turning point came with the specially ordered Clock Project for the town hall — a piece that had defeated Thaddeus for months due to a faulty bell sound mechanism. Leo, after observing for weeks, suggested a different design for the spring tension setup using a method from an old physics book. Doubtful but impressed, Thaddeus let him try. To the old man’s astonishment, it worked. The deep, clear-sounding bell that now marks each hour in Seabrook is partly Leo’s creation. News of their successful work together spread. Many locals bring their hard-to-fix antique shelf clock for repair. Leo, once an outsider, gradually became a familiar face. Thaddeus often speaks proudly of Leo’s “steady hands and a steadier mind”. Leo plans to study engineering after graduation. “A clock isn’t just gears and time,” Thaddeus told him. “It’s a promise that every piece has its place. All we need is to observe and study calmly and steadily.” In a world that often feels rushed, their unlikely partnership reminds the town that some of the best connections are built slowly, one careful tick at a time. 33．Which word best describes both Thaddeus and Leo? A．Dedicated. B．Moody. C．Easy-going. D．Flexible. 34．What can be inferred about Thaddeus from paragraph 2? A．He displayed strong devotion to clocks. B．He aimed to impress Leo more quickly. C．He intended to train Leo in clock making. D．He got inspiration from his prior experience. 35．What surprised Thaddeus about Leo’s skills in clock making? A．An old physics book. B．A solution to a bottleneck. C．Leo’s careful modesty. D．Leo’s challenge to authority. 36．What does the author want to convey in the last paragraph? A．Precision is key. B．Patience matters. C．Every detail counts. D．Teamwork is essential. 【答案】33．A 34．C 35．B 36．B 【导语】主要讲述转学生Leo结识老钟表匠Thaddeus，二人合作修钟表并彼此影响、收获成长的故事。 【详解】33．推理判断题。根据第一段中的“In the morning, when mist still hangs over the old stone streets of the coastal town of Seabrook, Thaddeus Flint is already at work in his workshop. For decades, the elderly clockmaker, known for his complicated handmade timepieces, had worked alone.(清晨，当薄雾还笼罩着西布鲁克海滨小镇古老的石板街道时，Thaddeus Flint就已经在工坊里工作了。数十年来，这位因制作复杂手工钟表而出名的老钟表匠一直独自工作。)”以及第二段中的“Recognizing his uncommon attentiveness, Thaddeus offered him a simple task: sorting screws. Week by week, Thaddeus’ tasks grew more complex. Leo learned to adjust tiny pendulums (钟摆) and carefully position delicate gears.(察觉到Leo异于常人的专注，Thaddeus给了他一项简单任务：分类螺丝。一周又一周，任务难度不断提升，Leo学会调试细小钟摆、摆放精密齿轮。)”可知，二人对待钟表制作都专心投入、认真执着，dedicated符合人物特点。 34．推理判断题。根据第二段中的“Seeing Leo interested in clocks, Thaddeus, a man of few words, simply handed the boy a dusty small gear and a clean cloth. To his surprise, Leo returned the next day, having polished it to a shine. Recognizing his uncommon attentiveness, Thaddeus offered him a simple task: sorting screws. Week by week, Thaddeus’ tasks grew more complex. Leo learned to adjust tiny pendulums (钟摆) and carefully position delicate gears.(看到Leo 对钟表感兴趣，寡言的Thaddeus只是递给男孩一个布满灰尘的小齿轮和一块干净的布。令他意外的是，第二天Leo 就把齿轮擦拭得光亮如新。察觉到Leo出众的专注力，Thaddeus安排他做分类螺丝的简单活计。一周又一周，任务难度逐步增加，Leo开始学习调试钟摆、安放精细齿轮。)”可知，Thaddeus循序渐进地布置任务，意在培养Leo学习钟表制作的技艺。 35．细节理解题。根据第三段中的“The real turning point came with the specially ordered Clock Project for the town hall — a piece that had defeated Thaddeus for months due to a faulty bell sound mechanism. Leo, after observing for weeks, suggested a different design for the spring tension setup using a method from an old physics book. Doubtful but impressed, Thaddeus let him try. To the old man’s astonishment, it worked.(真正的转折点是市政厅定制钟表的项目，这款钟表因为报时铃装置故障，困扰了Thaddeus数月。经过数周观察，Leo参考一本旧物理书的方法，提出重新设计弹簧张力结构。Thaddeus心存疑虑却也颇为赏识，同意让他尝试。令老人大为惊讶的是，这个办法奏效了。)”可知，Leo解决了困扰Thaddeus几个月的铃铛声音机制问题，这让Thaddeus感到惊讶。 36．推理判断题。根据最后一段中的“In a world that often feels rushed, their unlikely partnership reminds the town that some of the best connections are built slowly, one careful tick at a time.(在这个常常节奏匆忙的世界里，他们这段看似意外的合作提醒着小镇，一些最美好的情谊都是慢慢建立起来的，如同钟表每一次沉稳的滴答声。)”可知，作者借这句话传递出耐心的重要性。 【10】（2026·河南驻马店·模拟预测）In Azerbaijani culture, fire represents the spirit of the land, while the Chinese character for fire, yan, brings to mind dancing fire. For Ravanov Eldar, his Chinese name, He Yan, bridges two worlds. In 2022, encouraged by his father, he began learning Chinese. Starting with online lessons and HSK (汉语水平考试) Level 1 materials, he struggled through six months of self-study. “It was really challenging. I felt like I was hardly keeping up,” he admits. Seeing his determination, his father found the Confucius Institute at Baku State University just a half-hour drive from home. From then on, attending Chinese classes after school became his regular habit, and his language skills improved quickly. An important moment came when he won third place in the Azerbaijani “Chinese Bridge” competition in 2023, earning a summer camp trip to China. As he remembers, one memory clearly stands out: practising the famously difficult character “biang” in a calligraphy class. “Many Chinese people can’t even write it,” he says proudly. “I broke it down stroke (笔画) by stroke until I could write it easily. That experience gave me so much confidence.” In September 2024, He became the youngest international student at Tianjin University that year. Over the next 12 months, he attended more than 20 campus events, from hosting New Year celebrations and performing in “Chinese Bridge” voice acting competitions and writing speeches rich with classical Chinese sayings. “One of my favourite sayings is, ‘A sharp sword comes from grinding; plum flowers bloom through bitter cold’,” he says. “Repeating and reflecting on these words not only improved my Chinese but also gave me strength.” Now a freshman pursuing electronic information engineering at the University of Science and Technology of China, he imagines a future where digital technology and energy new ideas meet. He hopes to build connections between Azerbaijan’s oil and gas resources, Caspian’s wind energy, and China’s making products and computing power. “I want to tell stories in Chinese,” he says. “And use technology to solve real-world problems.” 37．How did He Yan’s father assist in his Chinese learning? A．He drove him to China for a summer camp. B．He taught him online lessons for six months. C．He recommended HSK Level 1 materials to him. D．He helped find a nearby place for formal classes. 38．What is the character “biang” used to show? A．A relaxing activity during his summer camp. B．He Yan’s strong will to overcome challenges. C．The extreme difficulty of Chinese handwriting. D．The pride many Chinese take in their language. 39．What does He Yan gain from reflecting on classical Chinese sayings? A．Opportunities to host campus events. B．Deeper interest in engineering technology. C．Improvement in both language and mindset. D．Ways to connect resources between two countries. 40．What message does the text convey? A．Rome is not built in a day. B．Where there is a will, there is a way. C．A good beginning is half the battle. D．Actions speak louder than words. 【答案】37．D 38．B 39．C 40．B 【导语】文章讲述阿塞拜疆人Ravanov Eldar在父亲帮助下学习中文，克服困难，取得成绩并获得成长的经历。 【详解】37．细节理解题。根据第二段“Seeing his determination, his father found the Confucius Institute at Baku State University just a half - hour drive from home. From then on, attending Chinese classes after school became his regular habit, and his language skills improved quickly. (看到他的决心，他的父亲找到了距离家仅半小时车程的巴库国立大学孔子学院。从那时起，放学后去上中文课成了他的日常习惯，他的语言技能也迅速提高。)”可知，Ravanov Eldar的父亲帮助他找到了附近一个能上正式中文课的地方。 38．推理判断题。根据第四段“As he remembers, one memory clearly stands out: practising the famously difficult character “biang” in a calligraphy class. “Many Chinese people can’t even write it,” he says proudly. “I broke it down stroke (笔画) by stroke until I could write it easily. That experience gave me so much confidence.” (据他回忆，有一段记忆格外清晰：在书法课上练习著名的难写汉字“biang”。“很多中国人甚至都写不出来，” 他自豪地说。“我一笔一划地拆解，直到我能轻松写出来。那次经历给了我很大的信心。”)”可知，“biang”这个字用来展示何岩克服挑战的坚强意志。 39．细节理解题。根据第六段““One of my favourite sayings is, ‘A sharp sword comes from grinding; plum flowers bloom through bitter cold’, ” he says. “Repeating and reflecting on these words not only improved my Chinese but also gave me strength.” (“我最喜欢的一句谚语是‘宝剑锋从磨砺出，梅花香自苦寒来’，” 他说。“反复思考这些话不仅提高了我的中文水平，也给了我力量。”)”可知，Ravanov Eldar从思考中国古典谚语中获得了语言和心态上的提升。 40．推理判断题。根据第二段中“he began learning Chinese. Starting with online lessons and HSK Level 1 materials, he struggled through six months of self-study. ‘It was really challenging. I felt like I was hardly keeping up,’ he admits. Seeing his determination... From then on, attending Chinese classes after school became his regular habit, and his language skills improved quickly. (他开始学习中文。从在线课程和 HSK 一级材料开始，他艰难地自学了六个月。‘这真的很有挑战性。我觉得自己几乎跟不上，’他承认。看到他的决心……从那时起，放学后去上中文课成了他的日常习惯，他的语言技能也迅速提高。)” 以及第四段中“I broke it down stroke by stroke until I could write it easily. That experience gave me so much confidence. (我一笔一划地拆解，直到我能轻松写出来。那次经历给了我很大的信心。)”可知，文章讲述了Ravanov Eldar克服学习中文的困难，不断取得进步并成长的故事，体现了只要有决心就能成功的道理。“Where there is a will, there is a way. (有志者事竟成)”符合文章传达的信息。 38 / 39 学科网（北京）股份有限公司 $