专题01 阅读理解记叙文（1年汇编）（全国通用）2026年高考英语真题分类汇编

**基本信息** 高考英语阅读理解记叙文专题汇编，精选2026年高考真题及模拟题，素材涵盖建筑遗产保护、校园教学创新、青少年社区实践等，融合人文与现实情境，考查细节理解、推理判断等核心能力。 **题型特征** |题型|题量/分值|知识覆盖|命题特色| |----|-----------|----------|----------| |阅读理解（记叙文）|10篇（每篇4-5题）|细节理解（如Reisley的房子特征）、推理判断（如人物精神品质）、主旨大意（如文本核心精神）|人文遗产与跨学科双线入题（如建筑与文化保护），结合真实案例设置题干（如教师用汽车轮胎教物理），弱化纯说明文本，渗透正向价值导向（如文化保护、创新育人）|

专题01 阅读理解记叙文 考点 2026年高考命题解读 创新考法 细节理解 选取建筑遗产、校园教学真实纪实素材，聚焦事物特征、事件诱因等显性信息，依托原文原句定位，贴合生活与人文传统文化场景。 人文遗产、校园跨学科双线入题，以人物经历、实物案例为载体设置题干，弱化纯说明类文本。 推理判断 围绕人物态度、内在品质深层设问，结合文本价值导向考查，不再局限简单情节推测，渗透文化保护、创新育人正向理念。 新增人物精神、职业特质推理，结合跨学科教学场景综合推断，融合人文素养考查。 主旨大意 隐性配套考查，侧重挖掘文本背后人文价值，兼顾纪实故事与教育类文本的核心立意。 不单独设大题，嵌入推理题同步考查，要求结合人物行为提炼核心精神。 Passage 1 （2026·全国二卷·高考真题）Roland Reisley turned 101 years old in May and is in remarkable health. But that’s not the thing he prides himself on. “I am the last original client of Frank Lloyd Wright, still living in the home he designed for me,” Reisley said, sitting in the bright open living room of the home designed by the famous architect. The house where Reisley has lived for 73 years is located in the woods of Westchester County, New York, just 30 miles north of Manhattan. It’s one of 47 that make up the peaceful mid-20th-century modern village of Usonia. Back in 1951, Reisley was just 26, newly married and ready to put down roots. He and his wife began looking for a place in Manhattan. But what they liked, they couldn’t afford on his sound engineer’s salary and what they could, they didn’t like. Then they heard about Usonia. On their first trip out, they were greeted with such enthusiasm from the 10 families who’d already established homes there that they decided to join. The house has signature Wright features. It is made with local materials, has a flat roof, wood paneling, concrete floors and custom-made furniture. Over the decades, Reisley has opened his doors to visitors. The house is now listed on the National Register of Historic Places. Reisley said he’s tried his best to be a good steward (管家) not just of the Wright creation he lives in, but all others as well. He co-founded the Frank Lloyd Wright Building Conservancy, an organization engaged in the preservation of all of Wright’s remaining buildings. Reisley believes that his devotion to the home and the community are what have kept him in such good health all of these years. 1．How does Reisley feel about having Wright as his house designer? A．Honored. B．Amused. C．Stressed. D．Inspired. 2．What made Reisley finally decide to settle down in Usonia? A．Its natural environment. B．Its large-sized houses. C．The convenience of its location. D．The warmth of its residents. 3．What can we learn about Reisley’s house? A．It is older than its owner. B．It uses local materials. C．It has a pointed roof. D．It is put up for sale. 4．What can be inferred about Reisley from the last paragraph? A．He is very attached to Wright buildings. B．He is devoted to health education. C．He is an expert in home decoration. D．He is passionate about tourism. Passage 2 （2026·浙江省1月·高考真题）When you’re a teacher, a big part of your job is battling student misconceptions. Often students come to the classroom believing that learning can’t be fun and that what they learn isn’t relevant to the real world — much less to their personal interests. I’ve discovered that if I show students how what they learn is relevant to my hobbies, they’re much more willing to make connections to their personal interests and develop their own hobbies. No matter what subject I’m teaching, I find ways to bring my hobbies into the classroom. For example, I’m a car enthusiast, so when I teach physics, I contextualize concepts with my knowledge about cars. If we’re covering friction, for example, I bring different tires (轮胎) into my classroom so that my students can conduct lab experiments with them to see how friction works in real-life applications. When I first brought my hobbies to my classroom, I was focused on how doing so would build engagement and help my students understand concepts in science. But I quickly learned that the practice also helped me build stronger relationships with them. When I let them see an aspect of my life outside of school, some students who were also interested in cars connected with me more and became more engaged in my courses. Even those who didn’t share that interest with me seemed more engaged once I showed a different side of myself. What started as an experiment is now more of a philosophy. Even when I’m planning classes, I tend to think about how I can bring in my hobbies. I find that doing so energizes my instruction, engages my students, and demonstrates to them how abstract concepts play out in the real world. Best of all, my passion for my hobbies seems to inspire them to be passionate about finding their own. 1．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. 2．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. 3．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. 4．Which of the following best describes the author as a teacher? A．Innovative. B．Humorous. C．Decisive. D．Sympathetic. Passage 1 （2026·浙江绍兴市诸暨市·5月高三适应性考试）Alia Bhatt grew up in Mumbai surrounded by animals, largely because her sister Shaheen kept bringing home stray kittens. These strays often arrived in poor condition — starving or sick. When their mother tried to stop the parade of kittens, the girls hid them in their room until they recovered. “It was compulsive, almost,” Bhatt says. “My heart opened up very young.” This love of animals stayed with her into adulthood. Today, as one of India’s most recognizable actresses with nearly 90 million Instagram followers, she uses her reach to highlight animal welfare and environmental issues through films, children’s books, and campaigns. “I started to question if my voice had quality,” she says. “I decided to focus on something I’m passionate about — and that’s animals.” Bhatt’s tactics (策略) are creative and varied. Her 2021-founded production company, Eternal Sunshine, has a logo featuring two cats. She executive produced Poacher, a 2024 hit miniseries based on a real elephant poaching investigation in India. Eternal Sunshine also partners with an eco-film festival to encourage filmmakers to focus on the environment. “Stories have an amazing way to impact our minds,” Bhatt says. “Once you tell a story, it’s there forever.” Stories can profoundly impact children, and Bhatt is the author of The Adventures of Ed-a-Mamma, a children’s book series following a girl and her adopted dog on animal-helping adventures. Inspired by her daughter’s love for animals, she aims to foster children’s passion for wildlife. Bhatt also launched MiSu, a resale platform for pre-loved celebrity clothes, extending garment lifespans, cutting waste, and boosting India’s circular fashion. Bhatt doesn’t consider herself an environmental expert. Her partner Dorita D’ Souza notes she makes conservation accessible, driven by the deep empathy for animals she developed in childhood. 1．What drives Alia Bhatt to engage in animal and environmental protection? A．Fame seeking. B．Family pressure. C．Childhood passion. D．Expertise pursuit. 2．What is a practical measure taken by Alia Bhatt for public welfare? A．Keeping stray animals at home. B．Producing related films and books. C．Launching a new clothing brand. D．Reducing entertainment activities. 3．Which of the following can best describe Alia Bhatt according to the text? A．Cautious and ambitious. B．Humorous and diligent. C．Compassionate and committed. D．Generous and innovative. 4．What message does the passage mainly convey? A．Childhood experiences shape lifelong deeds. B．Small acts of kindness make a great difference. C．Media raises public awareness of welfare issues. D．Celebrities should bear more social responsibilities. Passage 2 （2026·福建南平市·二模）When Lila Martinez moved to Maple Street, she was struck by a marked contrast. The houses were well-kept, with flowers blooming in most yards, but at the corner of her block sat a 1,200-square-foot parking lot — a dumping ground for old tires, broken furniture, and overgrown weeds. To Lila, it looked like a “wound” that the neighborhood had simply learned to ignore. Instead of complaining, the 17-year-old decided to take action. She began knocking on doors, a clipboard in hand, asking her neighbors, “What would you do with that lot if you could?” Mrs. Henderson, an 82-year-old resident living alone, teared up as she said, “I used to have a garden, but I can’t bend down anymore. I’d love to smell fresh flowers again.” Mr. Torres, the owner of the local grocery store, offered to donate tools and soil. Even the teenagers were interested, suggesting a place to play basketball. Lila realized the project was bigger than just cleaning up rubbish. She named it the “Maple Community Garden” and launched a crowdfunding campaign. With the raised money, she hired a local construction company to level the ground. The first Saturday was backbreaking. Lila and twenty volunteers filled 40 garbage bags with rubbish. As the weeks passed, the lot began to breathe again. Sunflowers towered over the fence, attracting bees and butterflies. Tomatoes ripened on the vine. More importantly, the people began to bloom. The teens who helped build the basketball court started assisting Mrs. Henderson to carry her groceries. Mr. Torres began hosting weekly barbecues using vegetables from the garden. Neighbors who had lived next to each other for decades but never spoken were now exchanging recipes and gardening tips. Lila said, “I thought I was just building a garden, but what I really built was a bridge. That empty lot used to divide us; now it connects us.” 1．Why did Lila view the lot as a “wound”? A．It ruined the street’s beauty. B．It took up much space. C．It caused conflicts in neighbors. D．It reminded her of an injury. 2．Which of the following best describes the residents’ response? A．Surprised. B．Supportive. C．Cautious. D．Emotional. 3．What did Lila do for the community project? A．She offered tools and soil. B．She raised money door to door. C．She secured support to transform the lot. D．She encouraged neighbors to grow vegetables. 4．What is the best title for the text? A．Ways to Build a Better Block B．The Garden that Heals a Neighborhood C．Cares for the Old in the Community D．A Teenager’s Dream of a Lovely Garden Passage 3 （2026·河北衡水中学·二模）Maya Martinez, a high school senior living in a fog-covered coastal village in North California, noticed that the community garden was gradually drying up during the driest summer on record. While the villagers remained helpless, Maya chose to spend her afternoons carefully observing the thick mist that rolled in from the sea. Maya had already identified a critical fault in traditional fog-collecting mesh nets (网状网): they frequently became blocked by the very water drops they caught, which severely reduced their effectiveness. Digging deeper into solutions, Maya found a novel device designed by two scientists — the “Fog Harp (竖琴)”. Maya decided to use the handy materials to create her own “Fog Harp”. At first, neighbors watched the process with doubt as she strung hundreds of thin, upright wires across a solid wooden frame. To them, the setup looked no more than “a giant musical instrument” that only produced useless sounds in the cold coastal wind. Little did they know this simple-looking setup would soon prove surprisingly effective. The remarkable efficiency of Maya’s Fog Harp lies in its clever use of gravity. In a traditional mesh net, tiny water drops get easily trapped within the small square gaps, which stop further collection. This occurs because the surface tension — the invisible, stretchy “skin” of liquid water — is too strong for the small drops to overcome. In Maya’s Fog Harp, by contrast, water drops hit the wires and slowly combine into larger drops. Most importantly, with no cross wires to hold these larger drops in place, gravity easily overcomes surface tension, allowing the water to slide effortlessly down the wires and collect in a tank below. Of course, the project faced its share of setbacks. During one severe coastal storm, the extreme wind tore through the wooden frame. Yet, instead of giving in to despair, she immediately set out to fix the problem by reinforcing the entire structure with durable steel wires. By the time autumn arrived, Maya’s “Fog Harps” were reliably producing plenty of fresh water every day, partly meeting the daily water needs of the village. 1．Why did Maya observe the thick mist in her afternoons? A．To predict the weather conditions. B．To clarify the reasons for drought. C．To check the efficiency of the mesh nets. D．To work out a solution to water shortage. 2．What can we know about Maya’s “Fog Harp”? A．It was a musical instrument. B．It invited villagers’ acid words. C．It presented an inborn fault. D．It featured a solid metal frame. 3．What is the key for Maya’s Fog Harp to function well? A．Its use of cross wires. B．Its mesh-net structure. C．Its weak surface tension. D．Its unique design and use of gravity. 4．What can we learn from Maya’s story? A．Look before you leap. B．Better late than never. C．Think outside the box. D．Time waits for no man. Passage 4 （2026·云南省·二模）For years, Shay Taylor-Allen walked the halls of Yale New Haven Hospital with a mop and cleaning cart, making sure patient rooms were spotless. Soon, she’ll be walking those same halls with a stethoscope (听诊器) — this time as a doctor. Her journey didn’t follow a traditional path. After graduating in the top 10 percent of her class at Wilbur Cross High School in Connecticut, Taylor had the potential to go far — but not the guidance. At just 18, needing to earn a living, she took a job as a janitor at Yale New Haven Hospital. What started as a practical decision turned into nearly a decade of hard, honest work, cleaning patient rooms and offices. Then life took a turn that would change everything. After a devastating house fire, Taylor’s mother suffered severe lung damage and began struggling to breathe. After seeking medical treatment from multiple doctors, her mother finally received a diagnosis: vocal cord dysfunction (功能紊乱), a rare condition that had been overlooked. That moment lit a spark. She wanted to become a doctor and advocate for patients who weren’t being heard. The road ahead wasn’t easy. With no clear roadmap, Taylor had to figure out each step on her own — often starting with a simple online search. She enrolled in classes at Southern Connecticut State University, later earning a master’s degree from Quinnipiac University to complete the science courses needed for medical school. And through it all, she kept working. By day, she studied. By night, she returned to the hospital, continuing her janitor job while saving money for application fees and the MCAT (Medical College Admissions Test). Her determination paid off. Taylor was accepted into Howard University College of Medicine — and recently, she received life-changing news. She was matched to a residency at Yale New Haven Hospital. The very same hospital where her journey began. 1．What can be known about Taylor’s performance at high school? A．Average. B．Popular. C．Friendly. D．Outstanding. 2．What does the underlined word “janitor” in paragraph 2 probably mean? A．Doctor. B．Nurse. C．Cleaner. D．Guide. 3．What inspired Taylor to pursue a career in medicine? A．Her mother’s suffering. B．Her family’s request. C．The need to support herself. D．The desire to earn more. 4．What does the author imply about Taylor’s way to become a doctor? A．It was planned well in advance. B．It was a self-effort journey. C．It was an inspiration for hospitals. D．She quit her job to focus on studies. Passage 5 （2026·重庆市九龙坡区重庆市育才中学校·二模）Brownie Wise was a self-made woman who revolutionized marketing strategies and had a talent for motivating others. She introduced the now popular household item, Tupperware, to the market. As a pioneering businesswoman when there were not many women in business, she serves as an inspiration for generations of women. She was born in Georgia in 1913 and dreamed of becoming a writer and illustrator. During the late 1930s and early 1940s, Wise contributed to the Detroit News Experience column. Beyond writing, she worked briefly in an ad agency and as a salesperson in a clothing store. Later, she and her mother began selling Stanley Home Products at home parties; one of her sales methods was a demonstration of how the products worked. Even though she became one of the top Stanley salespeople, Stanley’s founder told her that as a woman, she had no place in management. She refused to accept that and switched to selling a new product: Tupperware. While Tupperware is everywhere now, it was not selling well in the late 1940s and early 1950s. Most people were not used to having consumer products made of plastic at that time. Wise, who saw promise in the product, began selling it with her mother in the late 1940s. She adopted the home party technique, throwing parties and demonstrating Tupperware mainly to women. She recruited dealers and managers and was soon selling more Tupperware than any store. In 1951, Tupper, the founder of Tupperware, recruited Wise to develop the party plan model and made her Vice President of Marketing. This job title made Wise one of the few female executives at the time. After Wise took over marketing, millions of Tupperware products began flying off the shelves. Wise became the public face of the company, appearing in media and speaking at national conferences. She was the first woman to appear on the cover of BusinessWeek. Tupperware now includes Wise and her contributions in the company’s official history. The home party model she pioneered not only ensured the success of that company but also inspired hundreds of others. 1．What can we infer about Wise’s early career aspirations? A．She had a clear career goal in her early years. B．She planned to become a top salesperson. C．She intended to hold a management position. D．She aimed to work in the business world from the start. 2．The phrase “flying off the shelves” in the last paragraph most probably means ______. A．being displayed in stores B．being sold in large quantities C．being transported by air D．being removed from shelves 3．Which of the following words can best describe Brownie Wise? A．Creative and determined. B．Shy and cautious. C．Generous and quiet. D．Humorous and easygoing. 4．What does the passage suggest about Wise’s impact on business? A．She improved the design of household items. B．She made plastic products more affordable for consumers. C．She opened doors for women in corporate leadership. D．She increased the profitability of the advertising industry. Passage 6 （2026·湖北黄冈市黄州区湖北省黄冈中学·二模）I remember perfectly the day I applied for the math preparatory position at the School of Mechanical Engineering. The written exam went well, so we moved onto the second stage of the competition, which consisted of explaining an exercise in front of a panel of professors. Honestly, I was very tense. To make matters worse, my hands were sweating a lot. When I was assigned the exercise and started solving it on the board, I tried to stay calm. It was going pretty well, actually, until I said something ridiculous. I said something like: “The area of the triangle is the base (底) times the height divided by 4.” As soon as I realized my mistake, I corrected myself aloud while trying to erase the board with my hand, but my sweat made the blackboard look like a crime scene. An old professor noticed my struggle and said, “I think we’ve seen enough. Thank you.” I left the room with my head down. Days later, I found out that I had passed the competition and secured a position. My grade gave me the opportunity to choose which professor I wanted to work with and I chose the one who had saved me at that moment, professor Martin! Before my first tutoring session, some colleagues told me that, in their advanced calculus class, a professor had shared the story of a girl who had gotten so nervous that she “flooded” the board with sweat and didn’t even know the area of a triangle. I felt extremely angry and confronted the professor immediately. I told him how unprofessional it was for him to mock a student who was just trying her best and if I were truly incompetent, the hiring committee — including him — was at fault. The professor, surprised, felt very sorry and apologized. I accepted his apology. No matter how much effort you put in or how well you do, some will focus on your mistakes. What matters is how you respond. That experience taught me to express my thoughts bravely, to communicate my concerns, and to set boundaries when I consider something to be unprofessional or unacceptable. 1．How did the author feel when she left the interview room? A．Extremely nervous. B．Deeply frustrated. C．Slightly regretful. D．Surprisingly calm. 2．Why did the author choose Professor Martin? A．He offered her a flexible tutoring schedule. B．He was known for his strict teaching methods. C．He had helped her during the difficult moment. D．He was the only professor who gave her a high grade. 3．Which of the following best describes the author? A．Capable but overly sensitive. B．Courageous and straightforward. C．Hardworking but easily discouraged. D．Remarkably quick but deeply unforgiving. 4．Which of the following is the best title? A．Sweat, Tears, and a Triangle Mistake. B．I Made a Mistake — and Got an Apology. C．I Divided by 4 — and Got the Last Laugh. D．A Flooded Board, a Divided Formula, and a Job Offer. Passage 7 （2026·江苏省天一中学·二模）When I was a child, I drew a face. A grown-up corrected me quickly with a circle, round eyes, a seven-shaped nose and a curved mouth. I stood confused, for this cold, mechanical pattern felt nothing like the lively faces I knew in real life. As I grew up, I kept wondering how to draw a real face. Once, I got a chance to ask people to draw each other following two rules: never lift the pencil, and never look down at the paper. They could only look at their partner. After a minute, the drawings were terrible but wonderful. Why? Because they had drawn what they truly saw, not what they thought a face should look like. They also did something rare: they made eye-to-eye, face-to-face contact for almost a full minute without looking away. They slowed down, focused fully, and truly noticed another person. That was the secret to drawing “a real face.” Later, as an illustrated journalist, I planned a drawn story about how public libraries served the people. I explored every corner of the library and genuinely connected with the staff. I found with their intentional, public-spirited help, those seemingly ordinary facilities served people in far more meaningful ways. Computers that I assumed were for checking out books or emails were actually lifelines for people searching for jobs and housing. The sinks in the public restroom served as a laundromat (洗衣房) and showers for the homeless. The entirely new and rich truth contributed to my series of breathing drawings. I do not hope everyone becomes an artist, but everyone can learn to see deeply. Slow down, pay attention, and truly observe; you will rediscover love for the world and all people around you. We urgently need this courage — to see each other and ourselves clearly, and to honor the real truth hidden in plain sight. 1．What confused the author in the first paragraph? A．The adult’s serious criticism. B．The lack of clear drawing rules. C．The adult’s fixed way of drawing. D．The strangeness of the adult’s face. 2．Why were the drawings described as “terrible but wonderful” in paragraph 2? A．They were messy but detailed. B．They were rough but lively. C．They appeared ugly but organized. D．They seemed simple but friendly. 3．What do the underlined words “The entirely new and rich truth” refer to in paragraph 3? A．The library’s hidden social service. B．Better maintenance of facilities. C．The intention to help the homeless. D．The discovery of good stories. 4．What can be a suitable title for the text? A．Drawing a Magic. B．Discovering the Art. C．Seeing the Real Face. D．Creating Fine Works. Passage 8 （2026·天津河北区·二模）Ms. Gupta’s eighth-grade history class feared the annual “Living History” project. This year’s theme was “The Industrial Revolution: Human Cost”. Students typically recycled Wikipedia facts for a poster. But Ms. Gupta raised a different requirement: each student would spend a week performing the dull, minute-by-minute task of a specific historical worker, logging their physical and emotional responses. Sam, who was initially sceptical, drew the role of “Linen Mill Doffer (落纱工), aged 12”. His task: during his after-school time, every 45 minutes, he had to stop whatever he was doing and spend ten minutes performing rapid, repetitive motions — by acting out the replacement of bobbins (线轴) on a spinning machine. He set a timer on his phone. The first interruption came during an engaging video game. Annoyed, he hit hard at the air. The next during homework. Frustration grew. The timer’s sharp ring, once a mere signal, began to sound like a factory bell, dragging him back from his world into a clockwork nightmare. By day three, a deep sense of powerlessness set in. He couldn’t immerse himself in anything, anticipating the next interruption. His log entry read: “I feel overwhelmed. I can’t think a full thought.” His research into actual child workers revealed more hardships: lung diseases from dust, deafening noise, 14-hour days. A statistic — the average life expectancy of a mill worker in 1830 was just 42 — stopped him cold. It was no longer an abstract “loss”. It was stolen time, stolen focus, stolen childhoods. For his final project, Sam didn’t make a poster. He created a simple computer program called “The Interruption”. When activated, it would freeze the screen every 45 minutes and display an image of a child worker for exactly ten minutes. When he presented it, the class was silent. The heavy silence in the room wasn’t just a lack of noise; it was the collective weight of ghosts they had finally learned to see. A girl who had taken on the role of a “matchbox seller” spoke through tears about chemical poisoning. A boy who had simulated the work of a coal carrier described the severe ache in his back. Ms. Gupta’s goal of bridging the gap between historical data and human suffering was achieved. The students had moved from memorising facts to feeling their consequences. The project’s real lesson was that empathy (同感) isn’t just a feeling, but the courageous act of voluntarily surrendering one’s own control, even for a moment, in order to understand another person’s misery. 1．What made this year’s Living History project special? A．It featured experiential learning. B．It took facts from Wikipedia. C．It involved detailed posters. D．It had different themes. 2．How did Sam’s feelings change during the task? A．Annoyed → calm → excited → relieved. B．Doubtful → bothered → upset → helpless. C．Annoyed → indifferent → curious → satisfied. D．Doubtful → frustrated → exhausted → disappointed. 3．Why did Sam design the program “The Interruption”? A．To convey his experience to others. B．To amuse his classmates with a practical joke. C．To keep a record of the facts he had discovered. D．To improve his understanding of computer history. 4．Why are the matchbox seller and coal carrier mentioned in the passage? A．To compare industrial jobs by income. B．To show students shared similar feelings. C．To prove students preferred physical tasks. D．To describe similar projects in other classes. 5．What message does the author want to convey in the passage? A．Suffering builds character. B．History always repeats itself. C．Every cloud has a silver lining. D．Walk a mile in someone’s shoes. Passage 9 （2026·河北黄骅中学·二模）Interstate 90 runs about 3,020 miles from Seattle to Boston. To me, it is more than America’s longest highway — it connects the most important places in my life. I grew up in Brooklyn in the 1960s. My world was brick, asphalt (沥青), and concrete playgrounds. A few times a year, my two younger brothers and I would drive with our dad to Newton, Massachusetts, to visit our aunt, uncle, and three girl cousins. Those trips felt like entering a completely different world. Newton had tree-lined streets, big old houses with fireplaces large enough for children to hide inside, secret staircases, and even third-floor hideaways. There was a lake where people swam in summer and ice skated in winter. There were also old battlefields from the Revolutionary War. I learned more about American history there than from any textbook. Later, I went to university and then law school near Boston. I told myself it was for academic reasons, but looking back, I think I was following the happy memories of our Newton visits. Love and work took me far west. In the 1980s, my wife and I drove through several Seattle neighborhoods to find our first home. When we turned onto Mount Baker Boulevard, I saw trees meeting overhead, a large grassy park, and a big lake. I immediately recognized a place I had loved before. I was home. We raised our children in an old Craftsman house with a wide brick fireplace,and a dining room with a long bench (长椅). The children used a low closet (壁橱) in their room as a secret clubhouse. When people ask me where I am from, I proudly say Brooklyn. But I also love Seattle, where I have lived the longest and where my grandchildren now live. So when I think of Interstate 90, I smile. It is the road that connects two places that both feel like home. No map is needed. Just get on the highway and go. 1．How did the author view his childhood environment in Brooklyn? A．Brick-walled but fun. B．Green-starved and lifeless. C．Noise-filled but orderly. D．Peace-centered and harmonious. 2．What does the author imply about learning history in Newton? A．Places bring history alive. B．Books are enough for history. C．Kids like old places best. D．History lessons are boring. 3．What made Seattle feel like home to the author? A．The comfortable old house. B．The cheap housing price. C．The familiar natural view. D．The friendly neighbors. 4．What does the last paragraph suggest about Interstate 90? A．It saves travel time. B．It requires a GPS. C．It runs across the country. D．It offers life connection. Passage 10 （2026·河北黄骅中学·二模）The conventional perception of cattle’s intelligence has been challenged by the first scientifically documented instance of tool use in cattle. Veronika, a pet cow in Austria, was observed purposefully using a tool to scratch ( 挠) different parts of her body. This behavior provides convincing evidence that cows may possess mental abilities far beyond what was previously assumed. Veronika's unique status as a pet, rather than a farm animal, allows her the autonomy to do what she wants when she wants to. She frequently has itchy ( 发痒的) spots on her skin from horsefly bites, leading her to independently think up a solution. Her owner says, “For years,Veronika has picked up sticks with her mouth and used them to scratch herself. She wasn’t taught to do this — she just figured it out. ” Dr. Alice Auersperg, an expert in animal problem-solving, was attracted upon seeing a video of Veronika in action. Tool use, though documented in select species like chimpanzees, elephants, and crows, had never been reported in cows. This motivated her team to design an experiment, presenting Veronika with a broom ( 扫帚). Veronika skillfully handled the broom, using her tongue and teeth to lift it, and then applied it to scratch herself. She strategically employed the hard end for her tough back skin, and the stick end for softer, more sensitive areas like the areas underneath her body. The fact that Veronika was using two different parts of the broom for different reasons is important. The scientists describe it as “multi-purpose tool use”. That’s a skill that, until now, has only been seen in chimpanzees. Even so, the researchers believe that most cows likely possess similar intelligence, but never get a chance to show it due to their shortened lifespans for meat or milk production. The researchers say Veronika’s long and interesting life may have helped her develop. Veronika is 13 years old. And, as a pet, she’s had many chances to learn and grow. 1．What can we learn about Veronika from the first two paragraphs? A．She suffers from skin diseases easily. B．She was taught to use sticks by her owner. C．She shows higher intelligence than other animals. D．She is the first recorded tool-using cow. 2．What does the author intend to show in paragraph 3? A．Cows’ unexpected mental abilities. B．The uniqueness of Veronika’s pet status. C．Specific methods of Veronika’s tool handling. D．Scientific significance of tool use across species. 3．What is the researchers’ attitude toward the possibility of tool use in other cows? A．Doubtful. B．Indifferent. C．Positive. D．Curious. 4．What is the best title of the text? A．Veronika:A Different Pet Cow. B．Tool-Using Cow Surprises Scientists. C．Pet Cows:Unlocking Hidden Intelligence. D．The Experimental Design for Veronika’s Test. 试卷第1页，共3页 / 学科网（北京）股份有限公司 $ 专题01 阅读理解记叙文 考点 2026年高考命题解读 创新考法 细节理解 选取建筑遗产、校园教学真实纪实素材，聚焦事物特征、事件诱因等显性信息，依托原文原句定位，贴合生活与人文传统文化场景。 人文遗产、校园跨学科双线入题，以人物经历、实物案例为载体设置题干，弱化纯说明类文本。 推理判断 围绕人物态度、内在品质深层设问，结合文本价值导向考查，不再局限简单情节推测，渗透文化保护、创新育人正向理念。 新增人物精神、职业特质推理，结合跨学科教学场景综合推断，融合人文素养考查。 主旨大意 隐性配套考查，侧重挖掘文本背后人文价值，兼顾纪实故事与教育类文本的核心立意。 不单独设大题，嵌入推理题同步考查，要求结合人物行为提炼核心精神。 Passage 1 （2026·全国二卷·高考真题）Roland Reisley turned 101 years old in May and is in remarkable health. But that’s not the thing he prides himself on. “I am the last original client of Frank Lloyd Wright, still living in the home he designed for me,” Reisley said, sitting in the bright open living room of the home designed by the famous architect. The house where Reisley has lived for 73 years is located in the woods of Westchester County, New York, just 30 miles north of Manhattan. It’s one of 47 that make up the peaceful mid-20th-century modern village of Usonia. Back in 1951, Reisley was just 26, newly married and ready to put down roots. He and his wife began looking for a place in Manhattan. But what they liked, they couldn’t afford on his sound engineer’s salary and what they could, they didn’t like. Then they heard about Usonia. On their first trip out, they were greeted with such enthusiasm from the 10 families who’d already established homes there that they decided to join. The house has signature Wright features. It is made with local materials, has a flat roof, wood paneling, concrete floors and custom-made furniture. Over the decades, Reisley has opened his doors to visitors. The house is now listed on the National Register of Historic Places. Reisley said he’s tried his best to be a good steward (管家) not just of the Wright creation he lives in, but all others as well. He co-founded the Frank Lloyd Wright Building Conservancy, an organization engaged in the preservation of all of Wright’s remaining buildings. Reisley believes that his devotion to the home and the community are what have kept him in such good health all of these years. 1．How does Reisley feel about having Wright as his house designer? A．Honored. B．Amused. C．Stressed. D．Inspired. 2．What made Reisley finally decide to settle down in Usonia? A．Its natural environment. B．Its large-sized houses. C．The convenience of its location. D．The warmth of its residents. 3．What can we learn about Reisley’s house? A．It is older than its owner. B．It uses local materials. C．It has a pointed roof. D．It is put up for sale. 4．What can be inferred about Reisley from the last paragraph? A．He is very attached to Wright buildings. B．He is devoted to health education. C．He is an expert in home decoration. D．He is passionate about tourism. 【答案】1．A 2．D 3．B 4．A 【导语】主要讲述百岁老人赖斯利住在赖特为他设计的老宅中，守护建筑并投身赖特建筑保护事业的故事。 【详解】1．推理判断题。根据第一段中的“But that’s not the thing he prides himself on. “I am the last original client of Frank Lloyd Wright, still living in the home he designed for me,” Reisley said, sitting in the bright open living room of the home designed by the famous architect. (但这并不是他引以为傲的事。赖斯利坐在这位知名建筑师设计的房子明亮开阔的客厅里说道：“我是弗兰克・劳埃德・赖特最后一位在世的原始业主，仍然住在他为我设计的房子里。”)”可知，莱斯利以此为荣，内心倍感荣幸。 1．细节理解题。根据第三段中的“Then they heard about Usonia. On their first trip out, they were greeted with such enthusiasm from the 10 families who’d already established homes there that they decided to join.(后来他们听说了尤索尼亚。他们第一次前去时，已经定居在那里的十户人家热情地接待了他们，于是他们决定搬来定居。)”可知，当地居民的热情温暖打动了他，促使他定居于尤索尼亚。 2．细节理解题。根据第四段中的“The house has signature Wright features. It is made with local materials, has a flat roof, wood paneling, concrete floors and custom-made furniture.(这座房子有着赖特标志性风格，采用本地材料建造，平顶、木镶板、水泥地面以及定制家具。)”可知，关于莱斯利的房子，我们能了解到它使用了当地材料。 3．推理判断题。根据最后一段中的“Reisley said he’s tried his best to be a good steward (管家) not just of the Wright creation he lives in, but all others as well. He co-founded the Frank Lloyd Wright Building Conservancy, an organization engaged in the preservation of all of Wright’s remaining buildings.(赖斯利说他尽力好好守护自己居住的赖特建筑，也守护其余所有赖特作品；他联合创立保护协会，专门留存赖特现存建筑。)”可知，赖斯利深深眷恋、珍视所有赖特设计的建筑，由此推断出赖斯利对赖特的建筑怀有深厚感情。 Passage 2 （2026·浙江省1月·高考真题）When you’re a teacher, a big part of your job is battling student misconceptions. Often students come to the classroom believing that learning can’t be fun and that what they learn isn’t relevant to the real world — much less to their personal interests. I’ve discovered that if I show students how what they learn is relevant to my hobbies, they’re much more willing to make connections to their personal interests and develop their own hobbies. No matter what subject I’m teaching, I find ways to bring my hobbies into the classroom. For example, I’m a car enthusiast, so when I teach physics, I contextualize concepts with my knowledge about cars. If we’re covering friction, for example, I bring different tires (轮胎) into my classroom so that my students can conduct lab experiments with them to see how friction works in real-life applications. When I first brought my hobbies to my classroom, I was focused on how doing so would build engagement and help my students understand concepts in science. But I quickly learned that the practice also helped me build stronger relationships with them. When I let them see an aspect of my life outside of school, some students who were also interested in cars connected with me more and became more engaged in my courses. Even those who didn’t share that interest with me seemed more engaged once I showed a different side of myself. What started as an experiment is now more of a philosophy. Even when I’m planning classes, I tend to think about how I can bring in my hobbies. I find that doing so energizes my instruction, engages my students, and demonstrates to them how abstract concepts play out in the real world. Best of all, my passion for my hobbies seems to inspire them to be passionate about finding their own. 1．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. 2．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. 3．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. 4．Which of the following best describes the author as a teacher? A．Innovative. B．Humorous. C．Decisive. D．Sympathetic. 【答案】1．B 2．D 3．C 4．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。 【详解】5．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。 1．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。 2．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。 3．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)”和最后一段“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.(最初的尝试如今已演变成一种教学理念。即使在备课的时候，我也会思考如何把爱好融入教学。我发现这样做能让我的课堂更有活力，吸引学生的注意力，并向他们展示抽象概念在现实世界中的具体体现。最重要的是，我对爱好的热情似乎能激励他们满怀热情地去寻找属于自己的兴趣所在)”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。 Passage 1 （2026·浙江绍兴市诸暨市·5月高三适应性考试）Alia Bhatt grew up in Mumbai surrounded by animals, largely because her sister Shaheen kept bringing home stray kittens. These strays often arrived in poor condition — starving or sick. When their mother tried to stop the parade of kittens, the girls hid them in their room until they recovered. “It was compulsive, almost,” Bhatt says. “My heart opened up very young.” This love of animals stayed with her into adulthood. Today, as one of India’s most recognizable actresses with nearly 90 million Instagram followers, she uses her reach to highlight animal welfare and environmental issues through films, children’s books, and campaigns. “I started to question if my voice had quality,” she says. “I decided to focus on something I’m passionate about — and that’s animals.” Bhatt’s tactics (策略) are creative and varied. Her 2021-founded production company, Eternal Sunshine, has a logo featuring two cats. She executive produced Poacher, a 2024 hit miniseries based on a real elephant poaching investigation in India. Eternal Sunshine also partners with an eco-film festival to encourage filmmakers to focus on the environment. “Stories have an amazing way to impact our minds,” Bhatt says. “Once you tell a story, it’s there forever.” Stories can profoundly impact children, and Bhatt is the author of The Adventures of Ed-a-Mamma, a children’s book series following a girl and her adopted dog on animal-helping adventures. Inspired by her daughter’s love for animals, she aims to foster children’s passion for wildlife. Bhatt also launched MiSu, a resale platform for pre-loved celebrity clothes, extending garment lifespans, cutting waste, and boosting India’s circular fashion. Bhatt doesn’t consider herself an environmental expert. Her partner Dorita D’ Souza notes she makes conservation accessible, driven by the deep empathy for animals she developed in childhood. 1．What drives Alia Bhatt to engage in animal and environmental protection? A．Fame seeking. B．Family pressure. C．Childhood passion. D．Expertise pursuit. 2．What is a practical measure taken by Alia Bhatt for public welfare? A．Keeping stray animals at home. B．Producing related films and books. C．Launching a new clothing brand. D．Reducing entertainment activities. 3．Which of the following can best describe Alia Bhatt according to the text? A．Cautious and ambitious. B．Humorous and diligent. C．Compassionate and committed. D．Generous and innovative. 4．What message does the passage mainly convey? A．Childhood experiences shape lifelong deeds. B．Small acts of kindness make a great difference. C．Media raises public awareness of welfare issues. D．Celebrities should bear more social responsibilities. 【答案】1．C 2．B 3．C 4．A 【导语】本文讲述了印度知名女演员阿莉雅·布哈特从小与动物结缘，成年后利用自身影响力，通过制作环保主题影视作品、撰写儿童动物保护书籍、推出二手服装转售平台等多种方式，积极投身动物福利与环境保护事业的故事。 【详解】38．细节理解题。根据第一段中的“‘It was compulsive, almost,’ Bhatt says. ‘My heart opened up very young.’(“这几乎难以自禁，”布哈特说，“我的心很早就敞开了。”)”以及第二段中的“This love of animals stayed with her into adulthood.(这份对动物的热爱一直伴随她到成年。)”可知，童年时期对动物的热爱是她投身动物和环保事业的驱动力。 1．细节理解题。根据第三段中的“She executive produced Poacher, a 2024 hit miniseries based on a real elephant poaching investigation in India.(她担任了2024年热门迷你剧《偷猎者》的执行制片人，该剧基于印度一起真实的大象偷猎调查事件改编。)”以及第四段中的“Bhatt is the author of The Adventures of Ed-a-Mamma, a children’s book series following a girl and her adopted dog on animal-helping adventures.(布哈特是《艾德妈妈历险记》系列儿童书籍的作者，该系列讲述了一个女孩和她收养的狗一起帮助动物的冒险故事。)”可知，制作相关的电影和撰写书籍是她采取的实际公益措施。 2．推理判断题。根据第一段“Alia Bhatt grew up in Mumbai surrounded by animals, largely because her sister Shaheen kept bringing home stray kittens. These strays often arrived in poor condition — starving or sick. When their mother tried to stop the parade of kittens, the girls hid them in their room until they recovered. “It was compulsive, almost,” Bhatt says. “My heart opened up very young.”(阿莉雅·布哈特在孟买长大，周围都是动物，这主要是因为她的妹妹莎欣一直带着流浪小猫回家。这些流浪猫来的时候往往身体状况不佳——饥饿或生病。当她们的母亲试图阻止小猫时，女孩们把它们藏在房间里，直到它们康复。“这几乎难以自禁，”布哈特说，“我的心很早就敞开了。”)”和第二段中的“she uses her reach to highlight animal welfare and environmental issues through films, children’s books, and campaigns.(她利用自己的影响力通过电影、儿童读物和活动来强调动物福利和环境问题。)”以及全文内容可知，她童年照顾流浪猫、成年后致力于动物福利和环保事业，由此可推测出，她富有同情心且坚定投入。 3．推理判断题。文章开篇描述了布哈特童年时期救助流浪猫的经历，随后讲述了这份童年的热爱如何延续到成年，促使她利用自己的影响力通过电影、书籍和平台进行动物保护和环保活动，结尾“she makes conservation accessible, driven by the deep empathy for animals she developed in childhood.(她让保护变得触手可及，这是她在童年时期对动物产生的深切同情所驱动的。)”也提到她童年的共情心驱动了她的行动。整篇文章贯穿了童年经历对她成年后行为和事业选择的决定性影响。 Passage 2 （2026·福建南平市·二模）When Lila Martinez moved to Maple Street, she was struck by a marked contrast. The houses were well-kept, with flowers blooming in most yards, but at the corner of her block sat a 1,200-square-foot parking lot — a dumping ground for old tires, broken furniture, and overgrown weeds. To Lila, it looked like a “wound” that the neighborhood had simply learned to ignore. Instead of complaining, the 17-year-old decided to take action. She began knocking on doors, a clipboard in hand, asking her neighbors, “What would you do with that lot if you could?” Mrs. Henderson, an 82-year-old resident living alone, teared up as she said, “I used to have a garden, but I can’t bend down anymore. I’d love to smell fresh flowers again.” Mr. Torres, the owner of the local grocery store, offered to donate tools and soil. Even the teenagers were interested, suggesting a place to play basketball. Lila realized the project was bigger than just cleaning up rubbish. She named it the “Maple Community Garden” and launched a crowdfunding campaign. With the raised money, she hired a local construction company to level the ground. The first Saturday was backbreaking. Lila and twenty volunteers filled 40 garbage bags with rubbish. As the weeks passed, the lot began to breathe again. Sunflowers towered over the fence, attracting bees and butterflies. Tomatoes ripened on the vine. More importantly, the people began to bloom. The teens who helped build the basketball court started assisting Mrs. Henderson to carry her groceries. Mr. Torres began hosting weekly barbecues using vegetables from the garden. Neighbors who had lived next to each other for decades but never spoken were now exchanging recipes and gardening tips. Lila said, “I thought I was just building a garden, but what I really built was a bridge. That empty lot used to divide us; now it connects us.” 1．Why did Lila view the lot as a “wound”? A．It ruined the street’s beauty. B．It took up much space. C．It caused conflicts in neighbors. D．It reminded her of an injury. 2．Which of the following best describes the residents’ response? A．Surprised. B．Supportive. C．Cautious. D．Emotional. 3．What did Lila do for the community project? A．She offered tools and soil. B．She raised money door to door. C．She secured support to transform the lot. D．She encouraged neighbors to grow vegetables. 4．What is the best title for the text? A．Ways to Build a Better Block B．The Garden that Heals a Neighborhood C．Cares for the Old in the Community D．A Teenager’s Dream of a Lovely Garden 【答案】1．A 2．B 3．C 4．B 【导语】本文主要讲述了17岁的莱拉·马丁内斯发现社区角落的空地被当作垃圾场后，主动发起项目，将其改造成社区花园，不仅改善了环境，还拉近了邻里关系的故事。 【详解】5．细节理解题。根据第一段中的“The houses were well-kept, with flowers blooming in most yards, but at the corner of her block sat a 1,200-square-foot parking lot-a dumping ground for old tires, broken furniture, and overgrown weeds.(大多数院子里的房子都保养得很好，鲜花盛开，但在她街区的拐角处，有一个1200平方英尺的停车场——一个堆放旧轮胎、破旧家具和杂草丛生的垃圾场。)”可知，这个空地堆满垃圾，破坏了街道的美观，所以莱拉把它看作“伤口”。 1．推理判断题。根据第三段中的“Mrs. Henderson, an 82-year-old resident living alone, teared up as she said, “I used to have a garden, but I can’t bend down anymore. I’d love to smell fresh flowers again.” Mr. Torres, the owner of the local grocery store, offered to donate tools and soil. Even the teenagers were interested, suggesting a place to play basketball.(亨德森夫人是一位 82 岁的独居老人，她眼含泪水说道：“我以前有个小花园，可现在再也弯不了腰了。我好想再闻一闻鲜花的芬芳。”当地杂货店老板托雷斯先生主动提出捐赠园艺工具和泥土，就连附近的青少年也热心参与，还提议顺带规划出一块篮球场。)”可知，居民们纷纷表达意愿、提供帮助，对莱拉的项目持支持态度。 2．细节理解题。根据第二段中的“She began knocking on doors, a clipboard in hand, asking her neighbors, “What would you do with that lot if you could?”(她手里拿着写字板，开始挨家挨户敲门，向邻居们询问：“如果可以的话，你们想把那块空地用来做什么？”)”以及第四段中的“She named it the ‘Maple Community Garden’ and launched a crowdfunding campaign. With the raised money, she hired a local construction company to level the ground.(她将这里命名为“枫叶社区花园”，并发起了众筹活动。她用筹集到的资金聘请了当地一家建筑公司平整土地。)”以及后文邻居们的参与可知，莱拉通过敲门征求意见、众筹资金、雇佣施工公司，还获得了邻居们的各种支持，最终改造了这片空地。 3．主旨大意题。通读全文可知，莱拉将社区里的垃圾场改造成社区花园，不仅改善了环境，还让原本疏远的邻里变得亲密，治愈了整个社区的隔阂。结合最后一段莱拉所说的“I thought I was just building a garden, but what I really built was a bridge. That empty lot used to divide us; now it connects us.(我以为我只是在建一个花园，但我真正建造的是一座桥。那个空地曾经把我们分开，现在它把我们连接在一起。)”可知，“The Garden that Heals a Neighborhood(治愈社区的花园)”最能概括文章主旨。 Passage 3 （2026·河北衡水中学·二模）Maya Martinez, a high school senior living in a fog-covered coastal village in North California, noticed that the community garden was gradually drying up during the driest summer on record. While the villagers remained helpless, Maya chose to spend her afternoons carefully observing the thick mist that rolled in from the sea. Maya had already identified a critical fault in traditional fog-collecting mesh nets (网状网): they frequently became blocked by the very water drops they caught, which severely reduced their effectiveness. Digging deeper into solutions, Maya found a novel device designed by two scientists — the “Fog Harp (竖琴)”. Maya decided to use the handy materials to create her own “Fog Harp”. At first, neighbors watched the process with doubt as she strung hundreds of thin, upright wires across a solid wooden frame. To them, the setup looked no more than “a giant musical instrument” that only produced useless sounds in the cold coastal wind. Little did they know this simple-looking setup would soon prove surprisingly effective. The remarkable efficiency of Maya’s Fog Harp lies in its clever use of gravity. In a traditional mesh net, tiny water drops get easily trapped within the small square gaps, which stop further collection. This occurs because the surface tension — the invisible, stretchy “skin” of liquid water — is too strong for the small drops to overcome. In Maya’s Fog Harp, by contrast, water drops hit the wires and slowly combine into larger drops. Most importantly, with no cross wires to hold these larger drops in place, gravity easily overcomes surface tension, allowing the water to slide effortlessly down the wires and collect in a tank below. Of course, the project faced its share of setbacks. During one severe coastal storm, the extreme wind tore through the wooden frame. Yet, instead of giving in to despair, she immediately set out to fix the problem by reinforcing the entire structure with durable steel wires. By the time autumn arrived, Maya’s “Fog Harps” were reliably producing plenty of fresh water every day, partly meeting the daily water needs of the village. 1．Why did Maya observe the thick mist in her afternoons? A．To predict the weather conditions. B．To clarify the reasons for drought. C．To check the efficiency of the mesh nets. D．To work out a solution to water shortage. 2．What can we know about Maya’s “Fog Harp”? A．It was a musical instrument. B．It invited villagers’ acid words. C．It presented an inborn fault. D．It featured a solid metal frame. 3．What is the key for Maya’s Fog Harp to function well? A．Its use of cross wires. B．Its mesh-net structure. C．Its weak surface tension. D．Its unique design and use of gravity. 4．What can we learn from Maya’s story? A．Look before you leap. B．Better late than never. C．Think outside the box. D．Time waits for no man. 【答案】1．D 2．B 3．D 4．C 【导语】文章主要讲述了高中生Maya Martinez在干旱期间，通过观察雾气并改进传统集雾网，发明了高效的“雾竖琴”来解决村庄缺水问题的故事。 【详解】9．细节理解题。根据第一段中“Maya Martinez, a high school senior living in a fog-covered coastal village in North California, noticed that the community garden was gradually drying up during the driest summer on record. While the villagers remained helpless, Maya chose to spend her afternoons carefully observing the thick mist that rolled in from the sea. (Maya Martinez是北加州一个雾霭笼罩的沿海村庄的高中毕业班学生。她注意到，在有记录以来最干旱的夏天，社区花园正在逐渐干涸。当村民们束手无策时，玛雅选择在午后仔细观察从海上滚滚而来的浓雾)”可知，Maya观察浓雾是为了找出解决缺水问题的方法。 1．细节理解题。根据第三段中“At first, neighbors watched the process with doubt as she strung hundreds of thin, upright wires across a solid wooden frame. To them, the setup looked no more than “a giant musical instrument” that only produced useless sounds in the cold coastal wind.(起初，当她将数百根细直的金属丝绷在一个坚固的木制框架上时，邻居们都怀疑地看着这个过程。在他们看来，这个装置看起来充其量不过是一个“巨大的乐器”，只在寒冷的海风中发出无用的声音)”可知，Maya的“雾竖琴”被说成是无用的乐器，招来了村民们尖刻的评论。 2．推理判断题。根据第四段中“The remarkable efficiency of Maya’s Fog Harp lies in its clever use of gravity. (Maya的雾竖琴之所以效率显著，在于其巧妙地利用了重力)”和“In Maya’s Fog Harp, by contrast, water drops hit the wires and slowly combine into larger drops. Most importantly, with no cross wires to hold these larger drops in place, gravity easily overcomes surface tension, allowing the water to slide effortlessly down the wires and collect in a tank below.(相比之下，在玛雅的“雾竖琴”中，水滴撞击金属丝后，会缓慢地融合成更大的水滴。最重要的是，由于没有交叉的金属丝固定这些较大的水滴，重力很容易克服表面张力，使水沿着金属丝轻松滑下，收集到下方的水箱中)”可知，雾竖琴高效工作的关键在于其独特的设计和对重力的运用。 3．推理判断题。通读全文，结合第一段中“Maya Martinez, a high school senior living in a fog-covered coastal village in North California, noticed that the community garden was gradually drying up during the driest summer on record. While the villagers remained helpless, Maya chose to spend her afternoons carefully observing the thick mist that rolled in from the sea. (Maya Martinez是北加州一个雾霭笼罩的沿海村庄的高中毕业班学生。她注意到，在有记录以来最干旱的夏天，社区花园正在逐渐干涸。当村民们束手无策时，玛雅选择在午后仔细观察从海上滚滚而来的浓雾)”和第二段中“Maya had already identified a critical fault in traditional fog-collecting mesh nets... Digging deeper into solutions, Maya found a novel device designed by two scientists — the “Fog Harp (竖琴)”. (Maya已经发现了传统集雾网状网的一个关键缺陷……为了深入寻找解决方案，Maya发现了两位科学家设计的一种新颖装置——“雾竖琴”)”可知，Maya没有像村民那样束手无策，而是通过观察和思考，改进了传统集雾装置，发明了更高效的“雾竖琴”来解决缺水问题。这体现了她跳出传统思维定式、创新解决问题的精神。 Passage 4 （2026·云南省·二模）For years, Shay Taylor-Allen walked the halls of Yale New Haven Hospital with a mop and cleaning cart, making sure patient rooms were spotless. Soon, she’ll be walking those same halls with a stethoscope (听诊器) — this time as a doctor. Her journey didn’t follow a traditional path. After graduating in the top 10 percent of her class at Wilbur Cross High School in Connecticut, Taylor had the potential to go far — but not the guidance. At just 18, needing to earn a living, she took a job as a janitor at Yale New Haven Hospital. What started as a practical decision turned into nearly a decade of hard, honest work, cleaning patient rooms and offices. Then life took a turn that would change everything. After a devastating house fire, Taylor’s mother suffered severe lung damage and began struggling to breathe. After seeking medical treatment from multiple doctors, her mother finally received a diagnosis: vocal cord dysfunction (功能紊乱), a rare condition that had been overlooked. That moment lit a spark. She wanted to become a doctor and advocate for patients who weren’t being heard. The road ahead wasn’t easy. With no clear roadmap, Taylor had to figure out each step on her own — often starting with a simple online search. She enrolled in classes at Southern Connecticut State University, later earning a master’s degree from Quinnipiac University to complete the science courses needed for medical school. And through it all, she kept working. By day, she studied. By night, she returned to the hospital, continuing her janitor job while saving money for application fees and the MCAT (Medical College Admissions Test). Her determination paid off. Taylor was accepted into Howard University College of Medicine — and recently, she received life-changing news. She was matched to a residency at Yale New Haven Hospital. The very same hospital where her journey began. 1．What can be known about Taylor’s performance at high school? A．Average. B．Popular. C．Friendly. D．Outstanding. 2．What does the underlined word “janitor” in paragraph 2 probably mean? A．Doctor. B．Nurse. C．Cleaner. D．Guide. 3．What inspired Taylor to pursue a career in medicine? A．Her mother’s suffering. B．Her family’s request. C．The need to support herself. D．The desire to earn more. 4．What does the author imply about Taylor’s way to become a doctor? A．It was planned well in advance. B．It was a self-effort journey. C．It was an inspiration for hospitals. D．She quit her job to focus on studies. 【答案】1．D 2．C 3．A 4．B 【导语】这篇文章主要讲述了谢伊·泰勒的励志逆袭故事：她高中成绩优异却因缺乏升学指导成为耶鲁纽黑文医院的清洁工，母亲因罕见病被误诊的经历让她立志从医。她边做清洁工边自学，先后完成本科和硕士学业，最终考入霍华德大学医学院，并回到最初工作的医院担任住院医师。 【详解】13．细节理解题。根据第一段中“After graduating in the top 10 percent of her class at Wilbur Cross High School in Connecticut, Taylor had the potential to go far — but not the guidance.( 在康涅狄格州威尔伯·克罗斯高中以班级前 10%的成绩毕业之后，泰勒本有机会大展宏图——但缺少了指导。)”可知，关于泰勒在高中的表现，我们可以了解到她的高中表现非常优秀。 1．词句猜测题。根据第一段中“For years, Shay Taylor-Allen walked the halls of Yale New Haven Hospital with a mop and cleaning cart, making sure patient rooms were spotless.( 多年来，谢伊·泰勒-艾伦一直拿着拖把和清洁车，在耶鲁纽黑文医院的走廊里忙碌着，确保病房一尘不染。)”以及第二段中“What started as a practical decision turned into nearly a decade of hard, honest work, cleaning patient rooms and offices.( 起初，这只是一个实际的决定，但后来却变成了近十年的艰辛而诚实的工作，包括清洁病房和办公室。)”由此可知，划线单词janitor为“清洁工”的意思，和C选项Cleaner“清洁工”意思一致。 2．细节理解题。根据第三段“After a devastating house fire, Taylor’s mother suffered severe lung damage and began struggling to breathe. After seeking medical treatment from multiple doctors, her mother finally received a diagnosis: vocal cord dysfunction (功能紊乱), a rare condition that had been overlooked. That moment lit a spark. She wanted to become a doctor and advocate for patients who weren’t being heard.( 一场毁灭性的房屋火灾过后，泰勒的母亲遭受了严重的肺部损伤，开始呼吸困难。在多次寻求医生治疗后，她的母亲最终得到了诊断：声带功能障碍，这是一种曾被忽视的罕见病症。那一刻点燃了她的热情。她想成为一名医生，并为那些没有被倾听的患者发声。)”可知，母亲被忽视的痛苦经历点燃了她成为医生的决心。 3．推理判断题。根据第四段中“With no clear roadmap, Taylor had to figure out each step on her own — often starting with a simple online search. She enrolled in classes at Southern Connecticut State University, later earning a master’s degree from Quinnipiac University to complete the science courses needed for medical school. And through it all, she kept working. By day, she studied. By night, she returned to the hospital, continuing her janitor job while saving money for application fees and the MCAT (Medical College Admissions Test).( 由于没有明确的规划路线，泰勒不得不自己摸索每一步的细节——通常都是先进行简单的网络搜索。她参加了南康涅狄格州立大学的课程，后来又从奎尼皮克大学获得了硕士学位，以完成医学院所需的科学课程。在整个过程中，她一直坚持不懈地努力。白天，她学习；晚上，她回到医院，继续做保洁工作，同时攒钱支付申请费和医学学院入学考试（MCAT）的费用。)”可推知，她的学医之路完全是靠自己的努力走出来的。 Passage 5 （2026·重庆市九龙坡区重庆市育才中学校·二模）Brownie Wise was a self-made woman who revolutionized marketing strategies and had a talent for motivating others. She introduced the now popular household item, Tupperware, to the market. As a pioneering businesswoman when there were not many women in business, she serves as an inspiration for generations of women. She was born in Georgia in 1913 and dreamed of becoming a writer and illustrator. During the late 1930s and early 1940s, Wise contributed to the Detroit News Experience column. Beyond writing, she worked briefly in an ad agency and as a salesperson in a clothing store. Later, she and her mother began selling Stanley Home Products at home parties; one of her sales methods was a demonstration of how the products worked. Even though she became one of the top Stanley salespeople, Stanley’s founder told her that as a woman, she had no place in management. She refused to accept that and switched to selling a new product: Tupperware. While Tupperware is everywhere now, it was not selling well in the late 1940s and early 1950s. Most people were not used to having consumer products made of plastic at that time. Wise, who saw promise in the product, began selling it with her mother in the late 1940s. She adopted the home party technique, throwing parties and demonstrating Tupperware mainly to women. She recruited dealers and managers and was soon selling more Tupperware than any store. In 1951, Tupper, the founder of Tupperware, recruited Wise to develop the party plan model and made her Vice President of Marketing. This job title made Wise one of the few female executives at the time. After Wise took over marketing, millions of Tupperware products began flying off the shelves. Wise became the public face of the company, appearing in media and speaking at national conferences. She was the first woman to appear on the cover of BusinessWeek. Tupperware now includes Wise and her contributions in the company’s official history. The home party model she pioneered not only ensured the success of that company but also inspired hundreds of others. 1．What can we infer about Wise’s early career aspirations? A．She had a clear career goal in her early years. B．She planned to become a top salesperson. C．She intended to hold a management position. D．She aimed to work in the business world from the start. 2．The phrase “flying off the shelves” in the last paragraph most probably means ______. A．being displayed in stores B．being sold in large quantities C．being transported by air D．being removed from shelves 3．Which of the following words can best describe Brownie Wise? A．Creative and determined. B．Shy and cautious. C．Generous and quiet. D．Humorous and easygoing. 4．What does the passage suggest about Wise’s impact on business? A．She improved the design of household items. B．She made plastic products more affordable for consumers. C．She opened doors for women in corporate leadership. D．She increased the profitability of the advertising industry. 【答案】1．A 2．B 3．A 4．C 【导语】本文介绍了白手起家的女商人布朗尼·怀斯，她凭借创新的营销策略成功推广特百惠产品，打破职场性别偏见，跻身企业高层，不仅成就了自身事业，也为后世商界女性开辟了道路，成为激励一代又一代女性的榜样。 【详解】17．推理判断题。根据第二段“She was born in Georgia in 1913 and dreamed of becoming a writer and illustrator. (她1913年出生于佐治亚州，梦想成为一名作家和插画师。)”可知，怀斯早年就有明确的职业梦想，有着清晰的职业目标。 1．词句猜测题。根据最后一段“After Wise took over marketing, millions of Tupperware products began flying off the shelves. Wise became the public face of the company, appearing in media and speaking at national conferences.(怀斯接手营销工作后，数百万件特百惠产品flying off the shelves。怀斯成为了公司的公众形象代表，她在媒体上露面，并在国家会议上发表演讲。)”可知，怀斯接手特百惠的营销工作后，很成功，说明产品销量大幅提升，因此“flying off the shelves”的意思是“被大量售出”。 2．推理判断题。根据第三段“She adopted the home party technique, throwing parties and demonstrating Tupperware mainly to women. (她采用家庭聚会的方式，举办聚会并主要向女性展示推销特百惠产品。)”可知，怀斯创新了产品销售模式，体现出她的创造力；根据第二段“Even though she became one of the top Stanley salespeople, Stanley’s founder told her that as a woman, she had no place in management. She refused to accept that and switched to selling a new product: Tupperware. (尽管她成为了斯坦利公司最顶尖的销售人员之一，但公司创始人告诉她，作为女性，她在管理层没有立足之地。她拒绝接受这一点，转而销售一种新产品：特百惠。)”可知，怀斯面对性别歧视毫不妥协，体现出她的坚定。 3．推理判断题。根据最后一段“This job title made Wise one of the few female executives at the time. (这一职位让怀斯成为当时为数不多的女性企业高管。)”以及第一段“As a pioneering businesswoman when there were not many women in business, she serves as an inspiration for generations of women. (在商界女性不多的年代，作为一名开创性的女商人，她成为了一代又一代女性的榜样。)”可知，怀斯打破了商界的性别偏见，为渴望进入企业领导层的女性打开了大门。 Passage 6 （2026·湖北黄冈市黄州区湖北省黄冈中学·二模）I remember perfectly the day I applied for the math preparatory position at the School of Mechanical Engineering. The written exam went well, so we moved onto the second stage of the competition, which consisted of explaining an exercise in front of a panel of professors. Honestly, I was very tense. To make matters worse, my hands were sweating a lot. When I was assigned the exercise and started solving it on the board, I tried to stay calm. It was going pretty well, actually, until I said something ridiculous. I said something like: “The area of the triangle is the base (底) times the height divided by 4.” As soon as I realized my mistake, I corrected myself aloud while trying to erase the board with my hand, but my sweat made the blackboard look like a crime scene. An old professor noticed my struggle and said, “I think we’ve seen enough. Thank you.” I left the room with my head down. Days later, I found out that I had passed the competition and secured a position. My grade gave me the opportunity to choose which professor I wanted to work with and I chose the one who had saved me at that moment, professor Martin! Before my first tutoring session, some colleagues told me that, in their advanced calculus class, a professor had shared the story of a girl who had gotten so nervous that she “flooded” the board with sweat and didn’t even know the area of a triangle. I felt extremely angry and confronted the professor immediately. I told him how unprofessional it was for him to mock a student who was just trying her best and if I were truly incompetent, the hiring committee — including him — was at fault. The professor, surprised, felt very sorry and apologized. I accepted his apology. No matter how much effort you put in or how well you do, some will focus on your mistakes. What matters is how you respond. That experience taught me to express my thoughts bravely, to communicate my concerns, and to set boundaries when I consider something to be unprofessional or unacceptable. 1．How did the author feel when she left the interview room? A．Extremely nervous. B．Deeply frustrated. C．Slightly regretful. D．Surprisingly calm. 2．Why did the author choose Professor Martin? A．He offered her a flexible tutoring schedule. B．He was known for his strict teaching methods. C．He had helped her during the difficult moment. D．He was the only professor who gave her a high grade. 3．Which of the following best describes the author? A．Capable but overly sensitive. B．Courageous and straightforward. C．Hardworking but easily discouraged. D．Remarkably quick but deeply unforgiving. 4．Which of the following is the best title? A．Sweat, Tears, and a Triangle Mistake. B．I Made a Mistake — and Got an Apology. C．I Divided by 4 — and Got the Last Laugh. D．A Flooded Board, a Divided Formula, and a Job Offer. 【答案】1．B 2．C 3．B 4．C 【导语】文章主要讲述作者应聘数学辅导岗位时临场犯错倍感失落，最终却成功入职，后续直面调侃自己的教授并维护自身立场，从中收获成长感悟的故事。 【详解】21．推理判断题。根据原文第二段“I left the room with my head down.(我低着头离开了房间。)”可知，作者离开面试房间时内心十分沮丧。 1．细节理解题。根据原文第三段“My grade gave me the opportunity to choose which professor I wanted to work with and I chose the one who had saved me at that moment, professor Martin!(我的成绩让我可以选择合作的教授，我选择了当时帮我解围的马丁教授。)”可知，作者选择马丁教授是因为他曾在窘境中帮助过自己。 2．推理判断题。根据原文第五段“I felt extremely angry and confronted the professor immediately.(我十分气愤，立刻前去与这位教授对峙。)”及“I told him how unprofessional it was for him to mock a student who was just trying her best and if I were truly incompetent, the hiring committee — including him — was at fault.(我告诉他，嘲讽一名拼尽全力的学生是很不专业的行为。倘若我确实能力不足，那包括他在内的招聘委员会也难辞其咎。)”可知，作者性格坦率，敢于直面问题、表达自身想法，勇敢且直率。 3．主旨大意题。根据原文第二段“ It was going pretty well, actually, until I said something ridiculous. I said something like: “The area of the triangle is the base times the height divided by 4.”(其实讲解过程原本还算顺利，直到我说出了荒唐的话。我当时说道：“三角形面积等于底乘高再除以四。”)”及第三段“Days later, I found out that I had passed the competition and secured a position.(几天后，我得知自己通过考核，成功获得了这份岗位。)”可知，全文围绕作者计算三角形面积出现除以4的失误展开，虽当众出糗，最终却成功被录取，还勇敢争取自身权益，扭转局面笑到最后。 Passage 7 （2026·江苏省天一中学·二模）When I was a child, I drew a face. A grown-up corrected me quickly with a circle, round eyes, a seven-shaped nose and a curved mouth. I stood confused, for this cold, mechanical pattern felt nothing like the lively faces I knew in real life. As I grew up, I kept wondering how to draw a real face. Once, I got a chance to ask people to draw each other following two rules: never lift the pencil, and never look down at the paper. They could only look at their partner. After a minute, the drawings were terrible but wonderful. Why? Because they had drawn what they truly saw, not what they thought a face should look like. They also did something rare: they made eye-to-eye, face-to-face contact for almost a full minute without looking away. They slowed down, focused fully, and truly noticed another person. That was the secret to drawing “a real face.” Later, as an illustrated journalist, I planned a drawn story about how public libraries served the people. I explored every corner of the library and genuinely connected with the staff. I found with their intentional, public-spirited help, those seemingly ordinary facilities served people in far more meaningful ways. Computers that I assumed were for checking out books or emails were actually lifelines for people searching for jobs and housing. The sinks in the public restroom served as a laundromat (洗衣房) and showers for the homeless. The entirely new and rich truth contributed to my series of breathing drawings. I do not hope everyone becomes an artist, but everyone can learn to see deeply. Slow down, pay attention, and truly observe; you will rediscover love for the world and all people around you. We urgently need this courage — to see each other and ourselves clearly, and to honor the real truth hidden in plain sight. 1．What confused the author in the first paragraph? A．The adult’s serious criticism. B．The lack of clear drawing rules. C．The adult’s fixed way of drawing. D．The strangeness of the adult’s face. 2．Why were the drawings described as “terrible but wonderful” in paragraph 2? A．They were messy but detailed. B．They were rough but lively. C．They appeared ugly but organized. D．They seemed simple but friendly. 3．What do the underlined words “The entirely new and rich truth” refer to in paragraph 3? A．The library’s hidden social service. B．Better maintenance of facilities. C．The intention to help the homeless. D．The discovery of good stories. 4．What can be a suitable title for the text? A．Drawing a Magic. B．Discovering the Art. C．Seeing the Real Face. D．Creating Fine Works. 【答案】1．C 2．B 3．A 4．C 【导语】主要讲述作者从绘画经历中感悟到，摒弃固有模板、用心深度观察，才能看见事物与世界的真实模样。 【详解】25．细节理解题。根据第一段中的“A grown-up corrected me quickly with a circle, round eyes, a seven-shaped nose and a curved mouth. I stood confused, for this cold, mechanical pattern felt nothing like the lively faces I knew in real life.(一位成年人迅速帮我把画改成了一个圆形的脸框、圆圆的眼睛、七字形的鼻子和弯弯的嘴巴。我满心疑惑，这般冰冷刻板的轮廓，和我现实里鲜活的脸庞截然不同。)”可知，成年人固化、模板化的绘画方式与现实鲜活的人脸不符，让作者感到困惑。 1．推理判断题。根据第二段中的“Because they had drawn what they truly saw, not what they thought a face should look like. They also did something rare: they made eye-to-eye, face-to-face contact for almost a full minute without looking away.( 因为他们描绘的是亲眼所见，而非脑海中既定的人脸模样。他们还做出难得的举动：整整一分钟对视凝望，目光始终没有移开。)”可知，这些画作画面粗糙不精致，却是真实观察所得，充满生命力，因此糟糕却美好。 2．词句猜测题。根据第三段中的“Computers that I assumed were for checking out books or emails were actually lifelines for people searching for jobs and housing. The sinks in the public restroom served as a laundromat and showers for the homeless.(我原本以为仅用于借书、查邮件的电脑，实则是人们求职找房的救命工具，公共洗手间的水池为无家可归者提供洗衣、淋浴的便利。)”可知，图书馆看似普通的设施，暗藏着服务弱势群体的隐性社会功能，由此可知，划线短语指的是图书馆潜藏的社会服务价值。 3．主旨大意题。通读全文，尤其是尾段中的“I do not hope everyone becomes an artist, but everyone can learn to see deeply. Slow down, pay attention, and truly observe; you will rediscover love for the world and all people around you.(我并非期许人人都成为艺术家，但每个人都能学会用心洞察。放慢脚步、留心细节、真切观察，你会重新爱上这个世界与身边所有人。)”可知，文章以绘画识人、观察图书馆为线索，核心主旨是呼吁人们摆脱固有认知，用心看见真实的人与事物，因此“Seeing the Real Face(窥见真实面容)”最能概括全文核心，适合作为最佳标题。 Passage 8 （2026·天津河北区·二模）Ms. Gupta’s eighth-grade history class feared the annual “Living History” project. This year’s theme was “The Industrial Revolution: Human Cost”. Students typically recycled Wikipedia facts for a poster. But Ms. Gupta raised a different requirement: each student would spend a week performing the dull, minute-by-minute task of a specific historical worker, logging their physical and emotional responses. Sam, who was initially sceptical, drew the role of “Linen Mill Doffer (落纱工), aged 12”. His task: during his after-school time, every 45 minutes, he had to stop whatever he was doing and spend ten minutes performing rapid, repetitive motions — by acting out the replacement of bobbins (线轴) on a spinning machine. He set a timer on his phone. The first interruption came during an engaging video game. Annoyed, he hit hard at the air. The next during homework. Frustration grew. The timer’s sharp ring, once a mere signal, began to sound like a factory bell, dragging him back from his world into a clockwork nightmare. By day three, a deep sense of powerlessness set in. He couldn’t immerse himself in anything, anticipating the next interruption. His log entry read: “I feel overwhelmed. I can’t think a full thought.” His research into actual child workers revealed more hardships: lung diseases from dust, deafening noise, 14-hour days. A statistic — the average life expectancy of a mill worker in 1830 was just 42 — stopped him cold. It was no longer an abstract “loss”. It was stolen time, stolen focus, stolen childhoods. For his final project, Sam didn’t make a poster. He created a simple computer program called “The Interruption”. When activated, it would freeze the screen every 45 minutes and display an image of a child worker for exactly ten minutes. When he presented it, the class was silent. The heavy silence in the room wasn’t just a lack of noise; it was the collective weight of ghosts they had finally learned to see. A girl who had taken on the role of a “matchbox seller” spoke through tears about chemical poisoning. A boy who had simulated the work of a coal carrier described the severe ache in his back. Ms. Gupta’s goal of bridging the gap between historical data and human suffering was achieved. The students had moved from memorising facts to feeling their consequences. The project’s real lesson was that empathy (同感) isn’t just a feeling, but the courageous act of voluntarily surrendering one’s own control, even for a moment, in order to understand another person’s misery. 1．What made this year’s Living History project special? A．It featured experiential learning. B．It took facts from Wikipedia. C．It involved detailed posters. D．It had different themes. 2．How did Sam’s feelings change during the task? A．Annoyed → calm → excited → relieved. B．Doubtful → bothered → upset → helpless. C．Annoyed → indifferent → curious → satisfied. D．Doubtful → frustrated → exhausted → disappointed. 3．Why did Sam design the program “The Interruption”? A．To convey his experience to others. B．To amuse his classmates with a practical joke. C．To keep a record of the facts he had discovered. D．To improve his understanding of computer history. 4．Why are the matchbox seller and coal carrier mentioned in the passage? A．To compare industrial jobs by income. B．To show students shared similar feelings. C．To prove students preferred physical tasks. D．To describe similar projects in other classes. 5．What message does the author want to convey in the passage? A．Suffering builds character. B．History always repeats itself. C．Every cloud has a silver lining. D．Walk a mile in someone’s shoes. 【答案】1．A 2．B 3．A 4．B 5．D 【导语】本文主要讲述了Gupta老师布置了一项特别的“活历史”项目，要求学生亲身体验历史工人的工作，Sam通过扮演12岁落纱工深刻体会到了童工的苦难，并设计了一个电脑程序让同学们感同身受，最终全班学生从记忆史实转变为感受历史苦难。 【详解】29．细节理解题。根据第一段中的“But Ms. Gupta raised a different requirement: each student would spend a week performing the dull, minute-by-minute task of a specific historical worker, logging their physical and emotional responses. (但Gupta老师提出了一个不同的要求：每个学生要花一周时间，按分钟执行一项特定历史工人的枯燥任务，并记录自己的生理和情绪反应。)”可知，今年项目的特别之处在于它要求学生亲身实践、体验历史，而非仅仅搜集资料做海报。这是一种体验式学习。 1．细节理解题。根据第二段内容，起初Sam是“initially sceptical (最初怀疑)”，可知开始感到Doubtful；根据“The first interruption came during an engaging video game. Annoyed, he hit hard at the air .(第一次打扰突如其来，当时他正玩着一款很上头的电子游戏。他满心恼火，狠狠朝空气挥了一拳。)”可知，第一次被打断时是Annoyed，即bothered；接着是“Frustration grew (挫败感增强)”，即upset；到了第三天则是“a deep sense of powerlessness set in (一种深深的无力感袭来)”，即helpless。情绪变化为：怀疑→被打扰→沮丧→无助，与B项“Doubtful→bothered→upset→helpless”一致。 2．推理判断题。根据第三段中的“It was no longer an abstract “loss”. It was stolen time, stolen focus, stolen childhoods. For his final project, Sam didn’t make a poster. He created a simple computer program called “The Interruption”. (这不再是抽象意义上的“损失”。 这是被偷走的时间、被偷走的专注力、被偷走的童年。 Sam的结业作品没有制作海报，而是编写了一个名为《干扰》的简易电脑程序。)”可知，Sam设计这个程序的目的是为了让大家通过屏幕冻结的体验，直观感受到他这一周所经历的那种被剥夺控制感和时间的痛苦，即向他人传达他的体验。 3．推理判断题。根据第四段中的“A girl who had taken on the role of a “matchbox seller” spoke through tears about chemical poisoning. A boy who had simulated the work of a coal carrier described the severe ache in his back. (一名扮演‘火柴盒销售员’的女孩含泪讲述了化学中毒的经历。一名模拟运煤工的男孩描述了背部的剧痛。)”可知，作者提到这两个例子是为了展示其他同学也像Sam一样，通过亲身体验感受到了角色的艰辛和痛苦，产生了相似的共情。 4．主旨大意题。通读全文，特别是最后一段中的“The project’s real lesson was that empathy (同感) isn’t just a feeling, but the courageous act of voluntarily surrendering one’s own control, even for a moment, in order to understand another person’s misery. (这个项目真正的教训是，同理心不仅仅是一种感觉，而是一种勇敢的行为——自愿放弃自己的控制，哪怕只是片刻，去理解他人的苦难。)”可知，文章的核心寓意是要真正理解他人，必须设身处地为他人着想，即“Walk a mile in someone’s shoes (穿别人的鞋走一英里路)”，即换位思考。 Passage 9 （2026·河北黄骅中学·二模）Interstate 90 runs about 3,020 miles from Seattle to Boston. To me, it is more than America’s longest highway — it connects the most important places in my life. I grew up in Brooklyn in the 1960s. My world was brick, asphalt (沥青), and concrete playgrounds. A few times a year, my two younger brothers and I would drive with our dad to Newton, Massachusetts, to visit our aunt, uncle, and three girl cousins. Those trips felt like entering a completely different world. Newton had tree-lined streets, big old houses with fireplaces large enough for children to hide inside, secret staircases, and even third-floor hideaways. There was a lake where people swam in summer and ice skated in winter. There were also old battlefields from the Revolutionary War. I learned more about American history there than from any textbook. Later, I went to university and then law school near Boston. I told myself it was for academic reasons, but looking back, I think I was following the happy memories of our Newton visits. Love and work took me far west. In the 1980s, my wife and I drove through several Seattle neighborhoods to find our first home. When we turned onto Mount Baker Boulevard, I saw trees meeting overhead, a large grassy park, and a big lake. I immediately recognized a place I had loved before. I was home. We raised our children in an old Craftsman house with a wide brick fireplace,and a dining room with a long bench (长椅). The children used a low closet (壁橱) in their room as a secret clubhouse. When people ask me where I am from, I proudly say Brooklyn. But I also love Seattle, where I have lived the longest and where my grandchildren now live. So when I think of Interstate 90, I smile. It is the road that connects two places that both feel like home. No map is needed. Just get on the highway and go. 1．How did the author view his childhood environment in Brooklyn? A．Brick-walled but fun. B．Green-starved and lifeless. C．Noise-filled but orderly. D．Peace-centered and harmonious. 2．What does the author imply about learning history in Newton? A．Places bring history alive. B．Books are enough for history. C．Kids like old places best. D．History lessons are boring. 3．What made Seattle feel like home to the author? A．The comfortable old house. B．The cheap housing price. C．The familiar natural view. D．The friendly neighbors. 4．What does the last paragraph suggest about Interstate 90? A．It saves travel time. B．It requires a GPS. C．It runs across the country. D．It offers life connection. 【答案】1．B 2．A 3．C 4．D 【导语】文章主要讲述90号公路串联起作者人生中两处心灵归宿之地。 【详解】34．细节理解题。根据第二段中“My world was brick,asphalt ( 沥青), and concrete playgrounds.(我的世界是砖、沥青和混凝土操场)”可知，布鲁克林的童年环境只有建筑材料，缺乏绿色和生机。 1．推理判断题。根据第三段中“I learned more about American history there than from any textbook.(我在那里学到的美国历史比任何教科书都多)”可知，作者暗示实地探访让历史变得鲜活生动。 2．细节理解题。根据第四段中“I saw trees meeting overhead, a large grassy park, and a big lake. I immediately recognized a place I had loved before.(我看到树木在头顶交汇，一片大草地公园和一个大湖。我立刻认出了一个我曾经爱过的地方)”可知，熟悉的自然景色让西雅图感觉像家。 3．推理判断题。根据最后一段中“It is the road that connects two places that both feel like home. No map is needed.(它是连接两个都像家的地方的路。不需要地图)”可知，90号公路不仅是交通要道，更是连接作者人生两段重要生活的纽带。 Passage 10 （2026·河北黄骅中学·二模）The conventional perception of cattle’s intelligence has been challenged by the first scientifically documented instance of tool use in cattle. Veronika, a pet cow in Austria, was observed purposefully using a tool to scratch ( 挠) different parts of her body. This behavior provides convincing evidence that cows may possess mental abilities far beyond what was previously assumed. Veronika's unique status as a pet, rather than a farm animal, allows her the autonomy to do what she wants when she wants to. She frequently has itchy ( 发痒的) spots on her skin from horsefly bites, leading her to independently think up a solution. Her owner says, “For years,Veronika has picked up sticks with her mouth and used them to scratch herself. She wasn’t taught to do this — she just figured it out. ” Dr. Alice Auersperg, an expert in animal problem-solving, was attracted upon seeing a video of Veronika in action. Tool use, though documented in select species like chimpanzees, elephants, and crows, had never been reported in cows. This motivated her team to design an experiment, presenting Veronika with a broom ( 扫帚). Veronika skillfully handled the broom, using her tongue and teeth to lift it, and then applied it to scratch herself. She strategically employed the hard end for her tough back skin, and the stick end for softer, more sensitive areas like the areas underneath her body. The fact that Veronika was using two different parts of the broom for different reasons is important. The scientists describe it as “multi-purpose tool use”. That’s a skill that, until now, has only been seen in chimpanzees. Even so, the researchers believe that most cows likely possess similar intelligence, but never get a chance to show it due to their shortened lifespans for meat or milk production. The researchers say Veronika’s long and interesting life may have helped her develop. Veronika is 13 years old. And, as a pet, she’s had many chances to learn and grow. 1．What can we learn about Veronika from the first two paragraphs? A．She suffers from skin diseases easily. B．She was taught to use sticks by her owner. C．She shows higher intelligence than other animals. D．She is the first recorded tool-using cow. 2．What does the author intend to show in paragraph 3? A．Cows’ unexpected mental abilities. B．The uniqueness of Veronika’s pet status. C．Specific methods of Veronika’s tool handling. D．Scientific significance of tool use across species. 3．What is the researchers’ attitude toward the possibility of tool use in other cows? A．Doubtful. B．Indifferent. C．Positive. D．Curious. 4．What is the best title of the text? A．Veronika:A Different Pet Cow. B．Tool-Using Cow Surprises Scientists. C．Pet Cows:Unlocking Hidden Intelligence. D．The Experimental Design for Veronika’s Test. 【答案】1．D 2．A 3．C 4．B 【导语】文章讲述了一头宠物奶牛自主学会使用工具挠痒，还能巧用工具不同部位，刷新科学认知，研究认为多数奶牛都潜藏着这类智慧。 【详解】1．细节理解题。根据第一段“The conventional perception of cattle’s intelligence has been challenged by the first scientifically documented instance of tool use in cattle.(首个有科学记录的牛使用工具的案例，颠覆了人们对牛智商的固有认知。)”可知，维罗妮卡是首个被记录下来会使用工具的奶牛。 1．推理判断题。根据第三段“Tool use, though documented in select species like chimpanzees, elephants, and crows, had never been reported in cows.(使用工具此前仅在黑猩猩、大象等少数动物身上发现，从未在牛身上出现过。)”以及“Veronika skillfully handled the broom,using her tongue and teeth to lift it, and then applied it to scratch herself.(韦罗妮卡熟练地摆弄扫帚，用舌头和牙齿把它挑起来，然后用它给自己挠痒。)”可知，本段作者意在展现牛出人意料的思维与智慧。 2．推理判断题。根据最后一段“Even so, the researchers believe that most cows likely possess similar intelligence, but never get a chance to show it.(即便如此，研究人员认为大多数奶牛都具备同等智商，只是缺少展现的机会。)”可知，研究人员对其他奶牛具备使用工具的能力持积极肯定的态度。 3．主旨大意题。根据第一段“The conventional perception of cattle’s intelligence has been challenged by the first scientifically documented instance of tool use in cattle.(首个牛使用工具的科学案例，打破了人们对牛智力的传统看法。)”以及全文围绕这头会使用工具的奶牛展开讲述，震惊科学界这一核心内容可知，B选项“Tool-Using Cow Surprises Scientists(会使用工具的牛令科学家惊叹)”符合文意。 试卷第1页，共3页 / 学科网（北京）股份有限公司 $ 专题01 阅读理解记叙文 参考答案 Passage 1：1．A 2．D 3．B 4．A Passage 2：1．B 2．D 3．C 4．A Passage 1：1．C 2．B 3．C 4．A Passage 2：1．A 2．B 3．C 4．B Passage 3：1．D 2．B 3．D 4．C Passage 4：1．D 2．C 3．A 4．B Passage 5：1．A 2．B 3．A 4．C Passage 6：1．B 2．C 3．B 4．C Passage 7：1．C 2．B 3．A 4．C Passage 8：1．A 2．B 3．A 4．B 5．D Passage 9：1．B 2．A 3．C 4．D Passage 10：1．D 2．A 3．C 4．B 试卷第1页，共3页 / 学科网（北京）股份有限公司 $