专题11 阅读理解记叙文（3年汇编）（全国通用）2024-2026年高考英语真题分类汇编

**基本信息** 高考英语记叙文阅读专题汇编，涵盖2024-2026年真题及模拟题，按“人与自我/社会/自然”分类，融合中外文化素材，体现考情规律与思维能力考查。 **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）|多篇，每篇4题|细节理解、推理判断、观点态度（如2026全国一卷“母子词典”考推理判断）|素材兼具欧美日常与中国文化（如中医针灸、赖特民居），问题设计梯度分明，适配高考命题趋势|

专题11 阅读理解记叙文（全国通用） 考点分类 三年考情（2024-2026） 命题规律 考点1 人与自我类 （5年3考） 2026全国一卷---母子词典使用的学习反思； 2025全国一卷--写作教师教学认知突破之旅； 2025八省联考卷—退休邮递员被铭记。 1.高考英语阅读理解记叙类文章一般包括人物传记、哲理故事等。 2.记叙文阅读理解以细节理解和推理判断为主，以观点态度、写作意图、词义猜测和代词指代为辅。 3.选材既有欧美日常故事、职业纪实，也融入中医、传统建筑等中国文化元素，兼顾生活真实感与文化浸润。 4.故事类文章通常会传达某些道理、感悟或者教训，而这些往往会通过主要人物在面对冲突、解决困难或问题时的表现体现出来。 考点2 人与社会类 （5年5考） 2026全国二卷---百岁老人守护赖特特色民居； 2026浙江1月卷--教师将爱好融入课堂教学；2025全国二卷---医院学校学生益处； 2025浙江1月卷--帮孩子建立健康饮食习惯； 2024新课标II卷—创新打印吸引顾客。 考点3 人与自然类 （5年2考） 2024新课标I卷—中医针灸治疗动物； 2023新课标II卷—学校科学项目。 Passage 1 （2026·全国一卷）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. 【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。 Passage 2 （2026·全国二卷）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. 24. How does Reisley feel about having Wright as his house designer? A. Honored. B. Amused. C. Stressed. D. Inspired. 25. 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. 26. 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. 27. 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】24. A 25. D 26. B 27. A 【解析】 【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。 24.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。 25.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。 26.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。 27.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 3 （2026·浙江1月卷）TWhen 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。 Passage 1 （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。根据文章第一段中“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——她在父母拒绝其年少挚爱后心碎而逝。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。根据文章第二段中“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。根据文章第三段中划线词下文“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. (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)”可推知，此处指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。划线词“staggering”意为“令人惊叹的、惊人的”，与B选项“Amazing (惊人的)”语义一致。故选B。 27.推理判断题。通读全文，再根据文章最后一段中“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。 Passage 2 （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。 Passage 3 （2025·浙江1月卷）When I was a child I was often told what not to eat. “You don’t want to get fat” was on constant repeat throughout my childhood. It really messed up my relationship with food — something that took me years to overcome. Because of this, I’m careful not to connect what my kids weigh with their worth as people. I encourage my daughter to make healthy snack choices and often dissuade (劝阻) her from a second dessert. But one day when I heard her saying “I think I’m too fat,” my heart sank. It made me wonder if giving her advice on snacks was having an unintentionally negative impact. According to Charlotte Markey, a professor of psychology, food is one of the rare subjects where, as parents, saying less is more. “There are so many things in parenting that are good to talk through, but I’m not convinced that food is one of them,” she says. “It just creates some worries and insecurities in kids that aren’t necessarily healthy.” Instead, she recommends applying a well-known concept among nutrition experts called the “Division of Responsibility,” where parents provide a variety of mostly healthy foods to their kids at fixed times, and the kids themselves decide what and how much they want to consume — even if that means occasionally eating more cookies than carrots. Allowing kids to eat what they want also exposes them to the natural consequences of their decisions. “When your child says, ‘My stomach hurts,’ you can say, ‘Well you had a lot of sugary foods and you might feel better if you made some other choices,’” says Markey. “Let them feel like they have some control over it.” I’ve been trying out these strategies and I’ve found that when I’m less restrictive, they do make better decisions. “Feeding is a long game,” says Markey. “The food you have available makes a huge difference. Even if they don’t eat it, they’ re seeing it. And then all of a sudden it clicks.” 24. What can be inferred about the author from the first paragraph? A. She is upset by her kids’ weight. B. She is critical of the way she was fed. C. She is interested in making food. D. She is particular about what she eats. 25. Which of the following would Markey disapprove of? A. Allowing kids to eat cookies occasionally. B. Offering various foods to kids at fixed times. C. Explaining to kids the risks of taking snacks. D. Talking with kids about school at mealtimes. 26. What should kids do according to the “Division of Responsibility”? A. Make diet decisions on their own. B. Share their food with other kids. C. Eat up what is provided for them. D. Help their parents do the dishes. 27. What does the author think of the strategies she has been following? A. Costly. B. Complex. C. Workable. D. Contradictory. 【答案】24. B 25. C 26. A 27. C 【解析】 【导语】本文是一篇夹叙夹议文。作者自己因童年时被灌输饮食观念而影响了与食物的关系，心理学家建议家长在饮食上少干预，作者尝试策略后发现孩子能做更好的饮食决策。 24.推理判断题。根据第一段中“When I was a child I was often told what not to eat. ‘You don’t want to get fat’ was on constant repeat throughout my childhood. It really messed up my relationship with food — something that took me years to overcome. (当我还是个孩子的时候，我经常被告知什么不能吃。“你不想变胖”这句话在我整个童年时期不断重复。这真的搞砸了我与食物的关系 —— 这是我花了多年时间才克服的问题)”可知，作者童年时被灌输的饮食观念对其产生了负面影响，由此可推断出，作者对自己童年时被喂养的方式持批判态度。故选B项。 25.推理判断题。根据第二段“According to Charlotte Markey, a professor of psychology, food is one of the rare subjects where, as parents, saying less is more. ‘There are so many things in parenting that are good to talk through, but I’m not convinced that food is one of them,’ she says. ‘It just creates some worries and insecurities in kids that aren’t necessarily healthy.’ (根据心理学教授夏洛特·马基的说法，食物是为数不多的家长说得少反而更好的话题之一。“在育儿方面，有很多事情值得深入讨论，但我不认为食物是其中之一，”她说。“这只会给孩子们带来一些不必要的担忧和不安全感，这并不健康。”)”可知，马基不赞成家长和孩子过多谈论食物相关的话题，而向孩子解释吃零食的风险属于谈论食物的话题，所以马基不会赞成。故选C项。 26.细节理解题。根据第三段“Instead, she recommends applying a well known concept among nutrition experts called the ‘Division of Responsibility,’ where parents provide a variety of mostly healthy foods to their kids at fixed times, and the kids themselves decide what and how much they want to consume — even if that means occasionally eating more cookies than carrots. (相反，她建议应用营养专家中一个著名的概念，即‘责任划分’，在这个概念中，家长在固定的时间为孩子提供各种主要是健康的食物，而孩子自己决定想吃什么和吃多少 —— 即使这意味着偶尔吃的饼干比胡萝卜多)”可知，根据“责任划分”，孩子应该自己做饮食决策。故选A项。 27.推理判断题。根据最后一段中“I’ve been trying out these strategies and I’ve found that when I’m less restrictive, they do make better decisions. (我一直在尝试这些策略，我发现当我不那么严格限制时，他们确实会做出更好的决策)”可知，孩子们确实会做出更好的决策，所以作者会认为自己所遵循的策略是可行的。故选C项。 Passage 4 （2025·北京卷）Throughout our Junior year, my classmates and I have been worried about what colleges will see when they look at our whole life story reduced to a single 200-word essay. Will the golden word “success” form in their minds when they review our achievements? Or will they see the big word “fail” in red? The shadow of this mysterious (神秘的) institution steals away what success means to us. My first step of redefining success began with course registrations. It is a well-known fact, especially in my school, that Junior year is the time of packing many AP classes into the schedule. When asked why they chose so many AP classes, my friends responded: “I don’t know.” They themselves don’t know why they are following the crowd and longing for the pressures of academic difficulty. Therefore, they do not feel the satisfaction of being academically challenged. Completing many courses no longer brings out the feeling of success because more than four AP classes per year is a norm set by top universities. Determined to follow my instincts (本能) on what I felt success means, I only chose two classes that I knew I would enjoy. The feeling of success was no longer attached to what grade I received but to the pure joy of learning. Even my failures are attached to a feeling of success; after I take a step back and look at the big picture, I see them as a launching pad (平台) for my next big achievement. In the ninth grade, I went in for my first group interview for a leadership position as a shy girl. Not standing a chance against competitive applicants, I came out of the interview with an upset look. Nevertheless, this interview wasn’t a wasted opportunity. I talked to one of the senior applicants who answered questions in a way that reflected the faith she had in herself. This year, with an open mind and new knowledge in mind, I walked into another group interview while telling myself I was that cool senior. I managed to secure a leadership position. Ultimately, success came little by little. 24. Throughout the Junior year, what was the author’s major concern? A. Pressure from choosing AP classes. B. Performance in group interviews. C. Competition with seniors. D. Recognition by colleges. 25. The author chose fewer AP classes because of _______. A. her own understanding of success B. her desire for academic challenges C. her strong urge to follow the crowd D. her dream of entering a top university 26. Which would best describe the author’s first group interview? A Dignifying. B. Rewarding. C. Engaging. D. Relaxing. 27. What can we learn from this passage? A. Everyone is the maker of their own success. B. Success favours those with a golden heart. C. Success knocks at your door only once. D. A college holds the key to success. 【答案】24. D 25. A 26. B 27. A 【解析】【导语】本文是一篇夹叙夹议文。文章主要讲述了作者在高三时对大学申请和成功定义的反思，不再盲目追随他人选择大量AP课程，而是基于个人兴趣选课，并从失败的小组面试中学习，通过自我调整最终获得领导职位。 24.推理判断题。根据第一段中“Throughout our Junior year, my classmates and I have been worried about what colleges will see when they look at our whole life story reduced to a single 200-word essay. Will the golden word “success” form in their minds when they review our achievements? Or will they see the big word “fail” in red? (在整个高三期间，我和我的同学们一直担心，当大学将我们的整个人生故事浓缩成一篇200字的短文时，他们会看到什么。当他们回顾我们的成就时，脑海中会浮现出‘成功’这个金灿灿的词汇吗？还是会看到用红色标注的‘失败’这个醒目的大字？)”可知，作者在高三年级主要担心的是大学对他们的认可。故选D。 25.细节理解题。根据第三段中“Determined to follow my instincts (本能) on what I felt success means, I only chose two classes that I knew I would enjoy. (我决心追随自己对成功的直觉理解，只选择了两门我确信自己会喜欢的课程。)”可知，作者选择较少的AP课程是因为她自己对成功的理解。故选A。 26.推理判断题。根据第四段中“Nevertheless, this interview wasn’t a wasted opportunity. I talked to one of the senior applicants who answered questions in a way that reflected the faith she had in herself. (然而，这次面试并不是一次浪费的机会。我和一位高年级的申请者交谈，她回答问题的方式反映了她对自己的信心。)”以及最后一段中“This year, with an open mind and new knowledge in mind, I walked into another group interview while telling myself I was that cool senior. I managed to secure a leadership position. Ultimately, success came little by little. (今年，我带着开放的心态和新的知识，再次走进集体面试的现场，告诉自己我就是那位自信满满的高年级学生。最终，我成功获得了一个领导职位。成功，就这样一点点地向我走来。)”可知，作者认为第一次面试是有收获的，因为它让作者从中学到了东西，并影响了她后来的面试表现。故选B。 27.推理判断题。通读全文，尤其是由文章第三段中“Determined to follow my instincts (本能) on what I felt success means, I only chose two classes that I knew I would enjoy. (我决心追随自己对成功的直觉理解，只选择了两门我确信自己会喜欢的课程。)”以及最后一段中“This year, with an open mind and new knowledge in mind, I walked into another group interview while telling myself I was that cool senior. I managed to secure a leadership position. Ultimately, success came little by little. (今年，我带着开放的心态和新的知识，再次走进集体面试的现场，告诉自己我就是那位自信满满的高年级学生。最终，我成功获得了一个领导职位。成功，就这样一点点地向我走来。)”可知，作者通过自己的经历表明，成功并非由大学或外界标准定义，而是源于自我认知与努力。“Everyone is the maker of their own success. (每个人都是自己成功的创造者。)” 符合题意。故选A。 Passage 1 （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。 Passage 2 （2024·新课标II卷）Do you ever get to the train station and realize you forgot to bring something to read? Yes, we all have our phones, but many of us still like to go old school and read something printed. Well, there’s a kiosk (小亭) for that. In the San Francisco Bay Area, at least. “You enter the fare gates (检票口) and you’ll see a kiosk that is lit up and it tells you can get a one-minute, a three-minute, or a five-minute story,” says Alicia Trost, the chief communications officer for the San Francisco Bay Area Rapid Transit — known as BART. “You choose which length you want and it gives you a receipt-like short story.” It’s that simple. Riders have printed nearly 20,000 short stories and poems since the program was launched last March. Some are classic short stories, and some are new original works. Trost also wants to introduce local writers to local riders. “We wanted to do something where we do a call to artists in the Bay Area to submit stories for a contest,” Trost says. “And as of right now, we’ve received about 120 submissions. The winning stories would go into our kiosk and then you would be a published artist.” Ridership on transit (交通) systems across the country has been down the past half century, so could short stories save transit? Trost thinks so. “At the end of the day all transit agencies right now are doing everything they can to improve the rider experience. So I absolutely think we will get more riders just because of short stories,” she says. And you’ll never be without something to read. 24. Why did BART start the kiosk program? A. To promote the local culture. B. To discourage phone use. C. To meet passengers’ needs. D. To reduce its running costs. 25. How are the stories categorized in the kiosk? A. By popularity. B. By length. C. By theme. D. By language. 26. What has Trost been doing recently? A. Organizing a story contest. B. Doing a survey of customers. C. Choosing a print publisher. D. Conducting interviews with artists. 27. What is Trost’s opinion about BART’s future? A. It will close down. B. Its profits will decline. C. It will expand nationwide. D. Its ridership will increase. 【答案】24. C 25. B 26. A 27. D 【解析】 【导语】本文是一篇新闻报道。主要报道了旧金山湾区捷运系统(BART)推出自动售货亭提供短篇故事打印服务，旨在满足乘客阅读需求，提升出行体验，Trost认为此举措能吸引更多乘客，对BART未来持乐观态度，预期乘客量将会增长。 24.推理判断题。根据第三段““You enter the fare gates (检票口) and you’ll see a kiosk that is lit up and it tells you can get a one-minute, a three-minute, or a five-minute story,” says Alicia Trost, the chief communications officer for the San Francisco Bay Area Rapid Transit - known as BART. “You choose which length you want and it gives you a receipt-like short story.”(旧金山湾区捷运系统（BART）首席通讯官Alicia Trost表示：“你进入检票口，会看到一个亮着灯的信息亭，它告诉你可以得到一分钟、三分钟或五分钟的报道。你可以选择你想要的长度，它会给你一个类似收据的短篇故事。”)”可知，BART启动信息亭是为了满足乘客在乘车过程中的阅读需求，为他们提供不同长度的短篇故事或诗歌来打发时间。故选C项。 25.细节理解题。根据第三段“You choose which length you want and it gives you a receipt-like short story.(你可以选择你想要的长度，它会给你一个类似收据的短篇故事)”可知，信息亭中的故事按长度分类，乘客可以根据自己的需求选择不同长度的故事。故选B项。 26.细节理解题。根据第五段“We wanted to do something where we do a call to artists in the Bay Area to submit stories for a contest,(我们想做一些事情，呼吁湾区的艺术家为比赛提交故事)”以及第六段“The winning stories would go into our kiosk and then you would be a published artist.(获奖故事会进入我们的信息亭，然后你就会成为一名出版艺术家)”可知，Trost最近在组织一个故事竞赛，向湾区的艺术家征集故事，获胜作品将被放入售货亭供乘客阅读。故选A项。 27.细节理解题。根据倒数第二段““At the end of the day all transit agencies right now are doing everything they can to improve the rider experience. So I absolutely think we will get more riders just because of short stories,” she says.(她说：“归根结底，所有的交通机构现在都在尽一切努力改善乘客体验。所以我绝对认为，我们会因为短篇小说而吸引更多的乘客。”)”可知，Trost认为通过提升乘客体验，包括提供短篇故事阅读服务，BART可以吸引更多的乘客，乘客量将会增加。故选D项。 Passage 3 （2024·浙江1月卷）When was the last time you used a telephone box? I mean to make an actual phone call — not to shelter from the rain. Ages ago right? The last time I used a phone box for its intended purpose was…2006. I was conducting auditions (试演) for my play in my tiny old shared house in London. Hoping to impress some talented actors to come and work for me for nothing, I spread some throws over the sofas and lit candles to make it seem a bit more ”young professional”. As I rushed outdoors to empty the wastepaper baskets, the door swung shut behind me. Suddenly I was locked outside. My mobile phone was inside, but luckily there was a telephone box across the street. So, I called Directory Assistance, got put through to our landlady’s managing agent, and had a spare key sent to me with just enough time to get back in before the actors arrived. As it has been many years since I last used one, I should hardly be surprised that then are no longer any public telephones near my house. The last one standing has just been turn into a “mini community library”: any passer-by can “borrow” a book from its shelves return it later, or replace it with another title from their own collection. For a few months after the “library” opened, I didn’t bother taking a look, as I had assumed that it would be stuffed full of cheese love stories. Then I noticed fork conducting spring cleans dropping boxes of voluminous books on various subjects there. And these books were free. This unbeatable price-point encouraged me to experiment with dozens of titles that I would never normally consider buying. And I’ve discovered some great books! If I ever get trapped outside my house again, my local telephone box will, sadly no longer be able to connect me with my keys. But it can certainly keep me entertained while I wait for my wife to rescue me. 24. What does the underlined word “it” in the first paragraph refer to? A. The play. B. The shared house. C. The sofa. D. The telephone box. 25. Why did the author use the telephone box in 2006? A. To place an urgent call. B. To put up a notice. C. To shelter from the rain. D. To hold an audition. 26. What do we know about the “mini community library”? A. It provides phone service for free. B. Anyone can contribute to its collection. C. It is popular among young readers. D. Books must be returned within a month. 27. Why did the author start to use the “library”? A. He wanted to borrow some love stories. B. He was encouraged by a close neighbour. C. He found there were excellent free books. D. He thought it was an ideal place for reading. 【答案】24. B 25. A 26. B 27. C 【解析】 【导语】这是一篇记叙文。随着手机的普及，电话亭渐渐地被人们遗忘，作者家附近的最后一个电话亭被改造成了“迷你图书馆”，作者偶然发现那里有很多不错的免费书籍，这让作者觉得很棒。 24.词句猜测题。根据第一段第五句“I was conducting auditions (试演) for my play in my tiny old shared house in London.(我当时在伦敦我那狭小的合租房子里为我的剧本进行试演。)”可知，此处是指使“我”的合租房看起来更“年轻专业”一点，所以it代指“合租房”。故选B。 25.细节理解题。根据第二段第四句“So, I called Directory Assistance, got put through to our landlady’s managing agent, and had a spare key sent to me with just enough time to get back in before the actors arrived.(所以，我打电话给电话查号台，接通了女房东的经纪人，他们给了我一把备用钥匙，刚好来得及在演员们到来之前回去。)”可知，作者在2006年使用电话亭是为了拨打紧急电话。故选A。 26.细节理解题。根据第三段第二句“The last one standing has just been turn into a “mini community library”: any passer-by can “borrow” a book from its shelves return it later, or replace it with another title from their own collection.(最后一个被改造成了一个“迷你社区图书馆”：任何路过的人都可以从它的书架上“借”书，以后还回来，或者用自己收藏的另一本书来替换。)”可知，任何人都可以为“迷你社区图书馆”的捐赠图书。故选B。 27.细节理解题。根据第四段最后四句“Then I noticed fork conducting spring cleans dropping boxes of voluminous books on various subjects there. And these books were free. This unbeatable price-point encouraged me to experiment with dozens of titles that I would never normally consider buying. And I’ve discovered some great books!(然后我注意到福克正在进行春季大扫除，把各种主题的大书一箱箱地扔到那里。而且这些书是免费的。这个无与伦比的价格点鼓励我尝试许多我通常不会考虑购买的标题。我还发现了一些很棒的书！)”可知，作者发现“迷你图书馆”里有很多免费的很棒的书，所以开始使用。故选C。 Passage 1 （2026·重庆·模拟预测）I have a favorite footballer: Chris Bush, a defender for Boreham Wood, a National League team in Hertfordshire. Yet for most of my life, I wasn’t into football — the “beautiful game” never held my attention. This lifelong disinterest took root back in my primary school days. While my classmates enjoyed playing keepie-uppie on the playground and happily traded colorful football cards with one another, I preferred staying alone and reading quiet books. In PE lessons, I was put in defense, chatting with friends and pretending to care about the ball, mastering the art of imitating fans’ reactions without understanding the rules. When I was in my twenties, my strong distaste for football gradually became a fixed part of my personal identity. I would purposely skip the sports sections in newspapers, avoid watching big matches on TV, and fear awkward conversations about different teams and football seasons, which often created distance and closed off many chances to build friendships. Everything completely changed when I became a father. Unwilling to let my two little sons miss out on this important social bond shared by most people around us, I decided to take them to watch our local team, Boreham Wood, play at Meadow Park Stadium. To my great surprise, I was deeply touched by the warm, lively environment around me, and the match experience was surprisingly affordable for ordinary families. Surrounded by crowds of joyful families and devoted lifelong fans, I unexpectedly found myself genuinely cheering loudly for every goal and groaning disappointed at all the missed chances. My elder son Harvey soon fell deeply in love with this exciting game, and we have returned to the stadium to watch matches together many times since then. After one thrilling match, we even had the chance to meet Chris Bush in person, who kindly high five Harvey and patiently posed for a lovely photo with us. For the first time in my life, I had a real and confident answer to the question “Who do you support?” — and football, once a terrible source of loneliness for me, has finally become a precious joy I happily share with my whole family. 1．What can we learn about the author in his childhood? A．He faked interest in football. B．He mastered the rules of football. C．He often collected football cards. D．He avoided talking about football. 2．Why did the author take his sons to the stadium? A．To let them acquire skills. B．To enjoy family activities. C．To meet his favorite player. D．To help them fit in socially. 3．What impressed the author most at the stadium? A．Aggressive fans. B．Positive atmosphere. C．Excellent players. D．Overpriced tickets. 4．What is the best title for the text? A．Childhood Memories: My Dislike of Football. B．Dad and Sons: A Family Bonding Story. C．Hater to Fan: A Dad’s Football Journey. D．Chris Bush: A Local Football Legend. 【答案】1．A 2．D 3．B 4．C 【导语】本文主要讲述了作者自幼反感足球，成为父亲后陪儿子观赛，受赛场氛围感染，从足球排斥者转变为球迷，足球成为亲子间的快乐纽带。 【详解】1．细节理解题。根据第二段“In PE lessons, I was put in defense, chatting with friends and pretending to care about the ball, mastering the art of imitating fans’ reactions without understanding the rules. (体育课上我被安排踢后卫，和朋友闲聊、假装关心足球，不懂规则却学着模仿球迷的反应。)”可知，作者儿时假装对足球感兴趣。 2．细节理解题。根据第三段“Unwilling to let my two little sons miss out on this important social bond shared by most people around us, I decided to take them to watch our local team, Boreham Wood, play at Meadow Park Stadium. (我不想让我的两个小儿子错过我们周围大多数人共享的这一重要社会纽带，我决定带他们去看我们当地的球队Boreham Wood在Meadow Park体育场的比赛。)”可知，作者带儿子看球是为了帮他们建立社交联结。 3．细节理解题。根据第三段“To my great surprise, I was deeply touched by the warm, lively environment around me, and the match experience was surprisingly affordable for ordinary families. (令我意外的是，周遭温暖热闹的氛围深深打动了我，普通家庭也能轻松负担观赛开销。)”可知，积极的赛场氛围令作者印象深刻。 4．主旨大意题。根据第三段“Everything completely changed when I became a father. (当我成为父亲时，一切都彻底改变了。)”以及最后一段“For the first time in my life, I had a real and confident answer to the question “Who do you support?” — and football, once a terrible source of loneliness for me, has finally become a precious joy I happily share with my whole family. (这是我人生中第一次对“你支持谁？”这个问题有了真实而自信的答案——足球曾经是我孤独的可怕来源，现在终于成为我与全家愉快分享的宝贵快乐)”可知，全文讲述作者从童年讨厌足球，到成为父亲后爱上足球的转变过程，所以“憎恶者到爱好者：一位父亲的足球之旅”适合作为文章标题。 Passage 2 （2026·四川成都·模拟预测）Mike Pavlik plays a unique role in the battle against bike theft. Dressed casually, he once contacted a bike seller and pretended to be a potential buyer. He carefully checked and recorded the bike’s marks and features to make sure it was the stolen one reported by its owner. After that, he made up an excuse to test the bike and rode it away. Later, the seller sent him a message, “I guess you’re not coming back?” What the seller didn’t know, however, was that Pavlik is part of an unusual group of volunteer investigators determined to reunite stolen bikes with their owners. As bike theft becomes highly profitable, local volunteer groups like Twin Cities Stolen Bikes are emerging nationwide. Combining detective work with a sense of civilian justice, these volunteers track stolen bikes online, confront illegal sellers, and often find their work thrilling. Pavlik, 51, balances part-time work with tracking stolen bikes for his group, which has 11,000 Facebook members. They hunt thieves on platforms like Facebook Marketplace and eBay, relying on owners’ reports and bike registrations. “I love helping victims and also giving thieves what they deserve,” he says. That passion once earned him an award: in 2021, the Minneapolis Police Department honored him after he trapped a wanted criminal. Bike theft is a booming industry. It is estimated that 2 million bikes are stolen each year in North America, costing $ 1 billion, twice the figure from ten years ago. Bryan Hance, who runs a free online bike registration system, confirms that such cases are on the rise, with reported numbers climbing from 11,000 in 2019 to 16,000 last year. As the number of thefts rises and police resources remain limited, volunteers like Pavlik fill the gap. The work isn’t without risks. Pavlik has faced physical attacks, and has used pepper spray to stop attackers. To keep other volunteers safe, he advises caution: “Meet the seller at a bank with security cameras.” While the police praise such community involvement, they also stress the importance of non-violent methods. For Pavlik and his fellow investigators, however, the thrill of justice matters most. “Stopping thieves feels like winning,” he says, continuing his work without fear. 5．What is the main reason for Pavlik’s trick of riding the bike away? A．To recover the stolen bike for its owner. B．To expose the illegal trade of bikes online. C．To teach dishonest bike sellers a bitter lesson. D．To perform a secret task assigned by his group. 6．What must victims do to get help from the group? A．Join the volunteer group and receive training. B．Provide related reports and bike registrations. C．Monitor illegal bike sales on online platforms. D．Share their loss experiences on social platforms. 7．What is the main reason for the emergence of volunteer investigators? A．Victims turn to volunteers for timely assistance. B．Increasing bike thefts challenge police manpower. C．Common people long for better community security. D．Bike thefts have aroused widespread public concern. 8．What words can best describe those volunteer investigators? A．Cautious and fearful. B．Violent and competitive. C．Committed and brave. D．Ambitious and creative. 【答案】5．A 6．B 7．B 8．C 【导语】本文介绍了以帕夫利克为代表的志愿调查者，他们协助追回被盗自行车。因盗车案增多、警方资源有限，志愿者挺身而出，不惧危险坚守这份工作。 【详解】5．细节理解题。根据第一段“What the seller didn’t know, however, was that Pavlik is part of an unusual group of volunteer investigators determined to reunite stolen bikes with their owners.(然而这名卖家并不知道，帕夫利克是一支特别志愿调查队伍的成员，这支队伍决心帮失主找回被盗自行车。)”可知，帕夫利克设法骑走自行车，主要目的是为失主追回被盗车辆。 6．细节理解题。根据第三段“They hunt thieves on platforms like Facebook Marketplace and eBay, relying on owners’ reports and bike registrations.(他们在脸书商城、易贝等平台追查偷车贼，依靠失主的报案信息以及自行车登记资料开展工作。)”可知，受害者需要提供相关报案记录和车辆登记信息，才能获得该志愿团队的帮助。 7．细节理解题。根据第四段“As the number of thefts rises and police resources remain limited, volunteers like Pavlik fill the gap.(随着盗车案件不断增多，而警方人力有限，帕夫利克这类志愿者便弥补了这一空缺。)”可知，盗车案数量增长，警方人力不足，是志愿调查者出现的主要原因。 8．推理判断题。根据第三段“I love helping victims and also giving thieves what they deserve.(我乐于帮助受害者，也希望让窃贼得到应有的惩罚。)”以及第五段“Pavlik has faced physical attacks, and has used pepper spray to stop attackers. To keep other volunteers safe, he advises caution: “Meet the seller at a bank with security cameras.” While the police praise such community involvement, they also stress the importance of non-violent methods. For Pavlik and his fellow investigators, however, the thrill of justice matters most. “Stopping thieves feels like winning,” he says, continuing his work without fear.(帕夫利克曾遭人身袭击，也用过胡椒喷雾制止攻击者。为保护其他志愿者安全，他建议保持警惕：“在有监控摄像头的银行与卖家见面。”警方赞扬这种社区自发行动，同时强调非暴力方式的重要性。但对帕夫利克和同伴来说，伸张正义的成就感最重要。他说：“阻止小偷就像获胜。”并无所畏惧地继续着这份工作。)”可知，这些志愿调查者既尽职尽责，又十分勇敢。 Passage 3 （25-26高三下·山西·阶段检测）On a sunny morning in a small courtyard at Walt Whitman Middle School, a 14-year-old held a chicken gently in her arms. “Her name is Betsy,” Maicy Nealy, an eighth-grader, said. Nealy used to be afraid of chickens as a young child. Now she spends hours after school collecting their eggs and cleaning the coop (鸡舍). For her, the chickens make her life organized and develop her interest in agriculture. Now she can’t imagine adulthood without chickens involved. She says when she grows up, she plans to be “a lawyer that owns chickens”. The chicken program at Whitman started about a year ago, when after-school program specialist Lee Maguire planned a month-long embryo (胚胎) development program for kids to learn about biology. Throughout the school year, they’ve observed students gaining not only companionship from the animals but some life skills. The students refill the feed supply — which costs about $25 for 50 pounds — with money from selling some of the eggs the chickens produce at $5 to $10 a dozen, making the project self-sustaining. The chickens make the school a calmer place. This good part of the program was soon noticed by the school’s counselors (辅导员) who help students with problems. Sometimes they take students who are having a hard time to the chicken coop outside, to help them relax and clear their bad feelings. “At this moment, they don’t have to worry about having no place to live, no enough food, or how to improve their grades,” one counselor said. “The chickens don’t judge. They just give love. It’s a quiet place to get away from stress.” As school ends, students head home to prepare for high school, while the chickens stay with Maguire for the summer. But first, he has a surprise. “I bought more baby chicks,” he said. “I got them eight more and I’m looking forward to boosting my students’ learning interest further.” 9．What can be learned from Maicy Nealy’s story? A．She chose her job by caring for animals. B．She mastered professional farming skills. C．She went from fear to lifelong love for chickens. D．She kept close relationships with outdoor animals. 10．Why did Maguire start the chicken program first? A．To improve students’ teamwork skills. B．To help students deal with loneliness. C．To create a sustainable food source for the school. D．To provide hands-on science learning experiences. 11．What impressed the school counselors about the program? A．Its potential to generate school income. B．Its healing value for troubled students. C．Its improvement in academic performance. D．Its popularity among small animal lovers. 12．What is the best title for the passage? A．Education with Wings B．Life with Chickens C．Skills from Nature D．Peace from Animals 【答案】9．C 10．D 11．B 12．A 【导语】这篇文章主要讲述了学校开设养鸡课程，既可帮学生学习生物、习得生活技能，依靠售蛋实现自给，还能安抚情绪，老师又添置雏鸡继续推进项目。 【详解】9．推理判断题。根据第二段中“Nealy used to be afraid of chickens as a young child. Now she spends hours after school collecting their eggs and cleaning the coop (鸡舍). For her, the chickens make her life organized and develop her interest in agriculture. Now she can’t imagine adulthood without chickens involved.( 尼利小时候曾害怕鸡，但现在她放学后会花好几个小时去收集鸡蛋并打扫鸡舍。对她来说，这些鸡让她的生活变得有条理，并培养了她对农业的兴趣。现在，她无法想象没有鸡参与的成年生活。)”可知，从迈西·尼利的故事中可以得出她从恐惧转变为对鸡的终身热爱。 10．细节理解题。根据第三段中“The chicken program at Whitman started about a year ago, when after-school program specialist Lee Maguire planned a month-long embryo (胚胎) development program for kids to learn about biology.( 沃尔特·惠特曼中学的养鸡项目大约一年前开始的，当时课外活动专家利·马奎尔为孩子们规划了一个为期一个月的胚胎发育项目，让他们了解生物学。)”可知，项目最初的目的是通过胚胎发育课程，让孩子们亲身体验学习生物学知识，也就是提供动手实践的科学学习机会。 11．细节理解题。根据第四段中“This good part of the program was soon noticed by the school’s counselors (辅导员) who help students with problems. Sometimes they take students who are having a hard time to the chicken coop outside, to help them relax and clear their bad feelings.( 该项目的这一积极方面很快就被学校的辅导员们注意到了，辅导员们帮助学生解决各种问题。有时他们会带那些心情不佳的学生到鸡舍外面去，帮助他们放松心情，排解不良情绪。)”可知，辅导员最看重的是项目的心理治愈作用：能帮助处境困难的学生缓解压力、平复情绪，鸡的无条件陪伴能让他们暂时逃离烦恼。 12．主旨大意题。通读全文可知，文章主要讲的是学校的养鸡项目不仅是生物科学教育，还教会学生责任、独立，更能治愈心灵，是一种全方位的成长教育。“Wings”一语双关：既指鸡的翅膀，也象征这个项目为学生的成长插上了翅膀；由此可知，这篇文章的最佳标题是“有翅膀的教育”。 Passage 4 （2026·青海辽宁·模拟预测）Every morning before sunrise, Zain starts his patrol along the muddy shores of the mangrove forest in southern Malaysia. As a mangrove ranger, his job is to protect this unique coastal ecosystem. For Zain, this is not just a job; it’s a duty passed down from his father. The work of a ranger is physically demanding and solitary. Zain walks for hours through knee-deep water, under the thick canopy of trees. He checks for signs of illegal logging, monitors the health of the trees, and records any unusual changes in the water. The silence is broken only by the calls of birds and the soft sound of his boots in the mud. He knows every creek and every tree like the back of his hand. One afternoon, Zain noticed fresh cuts on several young trees — a sign of illegal activity. He followed the faint footprints and soon found a man gathering wood. Instead of shouting, Zain approached calmly. He explained how each cut tree weakens the forest’s defense against storms. The man, looking ashamed, put down his axe. “They are not just trees,” Zain said softly. “They are walls that protect our homes.” The man nodded silently and left, promising not to return. Sitting on a root at the end of the day, Zain felt a deep satisfaction. He knew his work was vital. These mangrove forests were more than a workplace. They​ acted as a natural shield, reducing the power of waves and winds during storms and protecting the villages behind them. They were also rich nurseries for fish, supporting the livelihood of local fishermen. As the sun set, painting the sky in orange and purple, Zain smiled. His quiet watch continued, guarding the green wall between the sea and the land. 13．What is Zain’s job? A．A fisherman. B．A scientist. C．A mangrove ranger. D．A village teacher. 14．What is a main feature of Zain’s work according to paragraph 2? A．Highly paid and exciting. B．Physically demanding and solitary. C．Focused on planting new trees. D．Full of team meetings and cooperation. 15．What does the word “They” in paragraph 4 refer to? A．The roots Zain sat on. B．The man’s promises. C．The mangrove forests. D．The local fishermen’s boats. 16．What is one important function of protecting the mangroves? A．They provide wood for building houses. B．They attract many tourists for sightseeing. C．They serve as a natural defense against storms. D．They are mainly used for scientific research. 【答案】13．C 14．B 15．C 16．C 【导语】主要讲述马来西亚护林员Zain坚守红树林岗位，传承父辈责任。他日常巡护制止非法伐木，深知红树林能防风护村、滋养渔产，始终默默守护这片生态屏障。 【详解】13．细节理解题。根据第一段“As a mangrove ranger, his job is to protect this unique coastal ecosystem.(作为一名红树林巡护员，他的职责就是保护这片独特的沿海生态系统)”可知，扎因的工作是红树林巡护员。 14．细节理解题。根据第二段“The work of a ranger is physically demanding and solitary.(护林员的工作既需要体力投入，又十分孤独)”可知，扎因的工作主要特点是需要大量体力且较为孤独。 15．词句猜测题。根据第四段“These mangrove forests were more than a workplace. They acted as a natural shield, reducing the power of waves and winds during storms and protecting the villages behind them. They were also rich nurseries for fish, supporting the livelihood of local fishermen.(这些红树林不仅仅是一个工作场所。它们起到天然屏障的作用，在风暴期间减少海浪和风的力量，保护它们后面的村庄。它们也是丰富的养鱼场，支持着当地渔民的生计。)”可知，“They”指代前一句的主语“These mangrove forests(这些红树林)”。 16．细节理解题。根据第四段“They acted as a natural shield, reducing the power of waves and winds during storms and protecting the villages behind them.(它们起到了天然屏障的作用，在风暴来临时减弱了海浪和风力的威力，并保护了它们身后的小村庄)”可知，保护红树林的一个重要作用是能起到抵御风暴的天然屏障作用。 Passage 5 （2026·广东东莞·三模）My small backyard had been neglected for years with overgrown weeds and dry soil. Last summer, I determined to transform it: I bought seeds, soil, and basic tools, eager to start my gardening project. The first few weeks were disheartening. The seeds either failed to grow or were eaten by birds. I watered tirelessly every day, adjusted sunlight, and tended to them constantly, yet nothing grew. I was ready to quit, convinced I had no talent for gardening. One afternoon, my neighbor Mr. Henderson, who tended his roses daily, watched me and said gently: “You’re trying too hard. Plants need care, but also space to grow on their own.” His words made sense. I relaxed: watered less often, let rain do its part, and stopped overthinking. Soon, tiny green buds emerged. By August, my backyard bloomed with color and scent; I’d sit there evenings, tasting tea, amazed by their beauty. Then a storm hit — strong winds knocked over my sunflowers. Heartbroken, I planned to pull them up, but Mr. Henderson appeared again: “Don’t give up. The strongest plants survive storms — they’ll heal if you give them a chance.” Weeks later, those sunflowers stood taller and stronger, their golden heads turning to the sun. I realized gardening wasn’t just about growing plants. All things have their own rhythm of recovery; what we struggle to control often fails, while what we gently trust finds its way back to light. The world does not always bend to our hurry, and neither do the things we care for. Some winds are meant to strengthen us, not break us. This summer, I’ll plant more seeds, both in the garden and in my heart. Growth takes time, and even life’s hardest moments are our greatest teachers. 17．Why does the author think she has no talent for gardening? A．She didn’t know how to use tools. B．She worked hard caring plants but in vain. C．She didn’t have a good taste for plants. D．She was slow in learning plant knowledge. 18．How did the author respond to Mr. Henderson’s advice? A．Let nature take its course. B．Stop watering the seeds. C．Ask him to look after her garden. D．Learn to enjoy the garden’s beauty. 19．Why are the sunflowers mentioned in the text? A．To present the risks of gardening. B．To highlight the delicacy of young plants. C．To illustrate the cruelty of natural disasters. D．To show the strength and energy of plants. 20．What can be inferred about the author? A．She never gives up when things get difficult. B．She believes success comes from effort and luck. C．She considers gardening the top priority in her life. D．She reshapes her gardening mindset in light of experiences. 【答案】17．B 18．A 19．D 20．D 【导语】本文讲述作者打理荒废后院花园的亲身经历。作者起初急于求成、过度养护却毫无收获，在邻居的点拨下顺其自然、适度放手，又在向日葵历经风雨愈发茁壮的经历中感悟：万物生长自有节奏，成长需要时间，困境磨难会磨练人与事物的意志。 【详解】17．细节理解题。根据第二段“I watered tirelessly every day, adjusted sunlight, and tended to them constantly, yet nothing grew. I was ready to quit, convinced I had no talent for gardening(我日复一日不辞辛劳地浇水、调整光照、悉心照料，可植株始终不见生长。我打算就此放弃，认定自己完全没有园艺天赋)”可知，作者努力照料植物却徒劳无功，因此认为自己没有园艺天赋。 18．细节理解题。根据第二段结尾和第三开头““You’re trying too hard. Plants need care, but also space to grow on their own.” His words made sense. I relaxed: watered less often, let rain do its part, and stopped overthinking.(“你太过操心了。植物需要照料，但它们也需要有自己生长的空间。”他的这番话很有道理。我放松了下来：减少浇水的频率，让雨水发挥作用，不再过度纠结)”可知，作者听从建议后减少了人为干预，让自然发挥它的作用。 19．推理判断题。根据第四段“The strongest plants survive storms — they’ll heal if you give them a chance.(最强的植物能在暴风雨中存活——如果你给它们机会，它们会自愈)”以及第五段“Weeks later, those sunflowers stood taller and stronger, their golden heads turning to the sun.(几周后，那些向日葵站得更高、更壮，金色的花盘转向太阳)”可推知，提及向日葵是为了展现植物经历打击后展现出的顽强生命力与自我修复能力。 20．推理判断题。通读全文可知，作者最初做事急于求成、过度掌控，接连受挫后听从建议改变养护方式，又从向日葵风雨重生的经历中领悟成长真谛，彻底改变了自己的园艺观念与处事心态。由此可知，作者在经历中重塑了自己的心态。 Passage 6 （2026·湖北·模拟预测）I was floating on cloud nine because my first children’s book had just been published. Eager to share the joy, I arrived thirty minutes early for my monthly writers’ meeting at the library. While I was waiting in the dim hallway, a big man wearing a cowboy hat and leather boots approached me with a warm smile. Sensing my excitement, the gentleman politely asked how I was doing. His simple question opened the floodgates of my enthusiasm. I told him everything about my book and even pushed a promotional poster in his face, reading it to him as if he couldn’t understand it on his own. Had I been in my right mind, I might have realized I was frightening a stranger with my extreme excitement. However, the man seemed genuinely interested, studying the text carefully and encouraging me to cherish such happy moments. He made me feel like I could accomplish anything. When the meeting finally started, I was shocked to see the “hallway gentleman” standing behind the platform. He was Dusty Richards — a famous award-winning writer who had authored dozens of books! I had been babbling about my little book to a writing superstar. Dusty fascinated the audience with his stories and passion for the craft. Before leaving, he made eye contact with me and gave me a thumbs-up, as if to say, “Go get ’em. ” Sadly, Dusty passed away in an accident not long after. However, I will never forget his kindness. He treated a stranger like a lifetime friend and an equal. Never before had I met someone who was so sincerely pleased in another’s success. Today, whenever I face rejections or doubts, I think of Dusty’s twinkling eyes in that dim hallway. His image always drove away my negative thoughts and encourages me to keep moving ahead. Truly, encouragement is like water to the soul; it makes everything grow. 21．What do we know about the author from the first two paragraphs? A．She was proud of her poster. B．She was lost in her excitement. C．She felt afraid of the stranger. D．She was admiring of the man. 22．Which of the following best describe Dusty? A．Creative and reliable. B．Modest and ambitious. C．Kind and encouraging. D．Humorous and determined. 23．What do the underlined words “babbling about” mean in paragraph 3? A．Talking casually about. B．Speaking excitedly about. C．Explaining carefully about. D．Whispering nervously about. 24．What does the author’s experience show? A．Nothing is impossible. B．Every cloud has a silver lining. C．Enthusiasm makes a difference. D．Encouragement can go a long way. 【答案】21．B 22．C 23．B 24．D 【导语】这篇文章主要讲述了作者的第一本童书成功出版，她满心欢喜，在图书馆偶遇知名作家达斯蒂。对方耐心倾听并给予鼓励。后来作家不幸离世，但这份善意与鼓舞一直支撑着作者勇敢前行。 【详解】21．细节理解题。根据第一段中“I was floating on cloud nine because my first children’s book had just been published. Eager to share the joy, I arrived thirty minutes early for my monthly writers’ meeting at the library.( 我心情无比愉悦，因为我的第一本儿童读物刚刚出版了。我迫不及待地想要分享这份喜悦，于是提前三十分钟就来到了图书馆每月举行的作家聚会现场。)”以及第二段中“His simple question opened the floodgates of my enthusiasm. I told him everything about my book and even pushed a promotional poster in his face, reading it to him as if he couldn’t understand it on his own. Had I been in my right mind, I might have realized I was frightening a stranger with my extreme excitement.( 他那简单的问题一下子激发了我内心的热情。我向他讲述了关于我的这本书的所有事情，甚至把一张宣传海报递到他面前，一边给他读，好像他自己看不懂似的。要是我当时头脑清醒的话，或许会意识到自己因极度兴奋而吓到了一个陌生人。)”可知，作者因第一本书出版欣喜若狂，提前半小时赴会，遇到陌生人后便滔滔不绝地分享，甚至没意识到自己的过度兴奋可能吓到对方，完全沉浸在喜悦之中。 22．推理判断题。根据第二段中“However, the man seemed genuinely interested, studying the text carefully and encouraging me to cherish such happy moments. He made me feel like I could accomplish anything.( 然而，这个男人显然很感兴趣，仔细研读着文字，并鼓励我要珍惜这样的快乐时刻。他让我觉得自己无所不能。)”以及第四段中“He treated a stranger like a lifetime friend and an equal.( 他对待一个陌生人就像对待一生的挚友和平等的人一样。)”可推知，达斯蒂待人友善、真诚，并且善于鼓励他人。 23．词句猜测题。根据第三段中“When the meeting finally started, I was shocked to see the “hallway gentleman” standing behind the platform. He was Dusty Richards—a famous award-winning writer who had authored dozens of books!( 会议终于开始时，我惊讶地看到那个“走廊里的绅士”站在讲台后面。他是达斯蒂·里查德斯——一位著名的获奖作家，已经出版了几十本书！)”以及“Dusty fascinated the audience with his stories and passion for the craft.( 达斯蒂凭借他讲述的故事以及对这一技艺的热爱深深吸引了观众。)”可知，作者当时极度兴奋、滔滔不绝地向对方讲述自己的书，语气激动、语速快、内容多，因此“babbling about”意为“兴奋地滔滔不绝地谈论”，B选项Speaking excitedly about“激动地讲述”符合语境。 24．推理判断题。根据最后一段中“Today, whenever I face rejections or doubts, I think of Dusty’s twinkling eyes in that dim hallway. His image always drove away my negative thoughts and encourages me to keep moving ahead. Truly, encouragement is like water to the soul; it makes everything grow.( 如今，每当我面对拒绝或怀疑时，我就会想起达斯蒂在昏暗的走廊里闪闪发光的眼睛。他的形象总是能驱散我的消极想法，并激励我继续前行。的确，鼓励就像水一样滋养着心灵；它能让一切茁壮成长。)”可推知，作者的经历表明了鼓励对人的心灵至关重要，能产生深远影响。 Passage 7 （2026·福建厦门·三模）Throwing oneself in native plants may not seem like a recipe for success as a social media influencer. But meet Kyle Lybarger. It all started with what Lybarger now recognizes as a terrible mistake. About a decade ago, he was managing a private forest where the owner let him hunt. The land included an open area, where he decided to plant food for wildlife. He sprayed (喷洒) it with herbicide (除草剂), put down seeds and cut down some trees to let in more light. In the dry, shallow soil, the seeds didn’t take. But around the edges of the area, where he hadn’t sprayed or seeded, the additional sunlight released a beautiful surprise. “I came back up the next summer and it was just like color everywhere, really crazy-looking plants,” says Lybarger. “I feel like I should know what this plant is.” After he posted photos of the flowers on Facebook, an expert pointed out some rare and endangered species. Lybarger realized that he had killed off an area with a wild seed bank of countless species that were ideal for attracting wildlife, all in order to plant two or three species that weren’t part of the native ecosystem. Lybarger, a forester by training, found a mission: to save these native species. In a state where more than 90% of the land is privately owned, that has meant knocking on doors to speak with landowners who are unknowing hosts to rare plants. One morning last spring found Lybarger chatting with Pat Eaton, who has a spot of endangered glade cress growing on her family’s property. A few miles away, Lybarger pointed out another endangered species that his social media followers had been instrumental in protecting. Lybarger thinks his biggest contribution comes through education on social media, influencing people to grow the native plants that best support declining pollinators (传粉昆虫) and other insects. “One person, one yard, one-tenth of an acre can make a bigger difference than you think,” he says. 25．What was Lybarger’s mistake? A．He mixed seeds up. B．He removed the soil. C．He posted photos online. D．He killed native species. 26．Why did Lybarger visit landowners? A．To purchase their properties. B．To protect private land plants. C．To teach planting skills. D．To seek hunting permission. 27．What does Lybarger do through social media? A．Keep track of his daily work. B．Build up his reputation. C．Educate people about local plants. D．Offer professional training. 28．What is the text about? A．A forester’s mission shift. B．A herbicide spraying method. C．Endangered plant species. D．Tips for becoming an influencer. 【答案】25．D 26．B 27．C 28．A 【导语】文章主要讲述林业工作者凯尔因早年失误破坏本土野生植物，自此立下使命四处走访农户保护珍稀本土植物，并借助社交媒体科普相关知识，呼吁大众种植本土植物助力生态保护，实现了人生使命的转变。 【详解】25．细节理解题。根据原文第三段“Lybarger realized that he had killed off an area with a wild seed bank of countless species that were ideal for attracting wildlife, all in order to plant two or three species that weren’t part of the native ecosystem.(莱巴格意识到，他为了种植两三种不属于本土生态系统的植物，毁掉了这片蕴藏着无数适宜吸引野生动物物种野生种子库的区域。)”可知，他犯下的错误是毁掉了本土植物物种。 26．细节理解题。根据原文第四段“Lybarger, a forester by training, found a mission: to save these native species. In a state where more than 90% of the land is privately owned, that has meant knocking on doors to speak with landowners who are unknowing hosts to rare plants.(莱巴格本是科班出身的林业工作者，他找到了自己的使命：守护这些本土物种。在这个超九成土地归私人所有的州里，这就意味着他要登门拜访那些在不知情的情况下，栽种着珍稀植物的土地所有者。)”可知，他拜访土地所有者是为了保护私人土地上的野生植物。 27．细节理解题。根据原文最后一段“Lybarger thinks his biggest contribution comes through education on social media, influencing people to grow the native plants that best support declining pollinators and other insects.(莱巴格认为自己最大的贡献是借助社交媒体开展科普教育，劝导人们种植最能助力数量锐减的传粉昆虫及其他昆虫生存的本土植物。)”可知，他通过社交媒体向大众科普本土植物相关知识。 28．主旨大意题。根据原文第三段“Lybarger realized that he had killed off an area with a wild seed bank of countless species that were ideal for attracting wildlife, all in order to plant two or three species that weren’t part of the native ecosystem.(莱巴格意识到，他为了种植两三种不属于本土生态系统的植物，毁掉了这片蕴藏着无数适宜吸引野生动物物种野生种子库的区域。)”及第四段“Lybarger, a forester by training, found a mission: to save these native species.(莱巴格本是科班出身的林业工作者，他找到了自己的使命：守护这些本土物种。)”并结合全文内容可知，文章围绕林业从业者凯尔展开，讲述他从犯错醒悟到确立保护本土植物的新使命并付诸行动的经历，全文核心讲述一位林业工作者的使命转变。 Passage 8 （2026·黑龙江哈尔滨·模拟预测）Vanessa Becker-Hughes remembers when eels (鳗) were plentiful on the Somerset Levels. As a little girl, she would fish for eels. On a good night, she could catch up to 200. Last summer, Becker-Hughes decided to go fishing for eels for the first time since her childhood, after receiving the necessary permits. She managed to catch (and release) only one. “Relating that back to my childhood experiences, I felt rather out of sorts,” she says. Determined to help bring this endangered fish back, Becker-Hughes and other residents founded the Somerset Eel Recovery Project (SERP). To successfully restore eels to Somerset’s waterways, Becker-Hughes believes, they also need to be restored in the hearts and minds of the local people. To this end, they are trying hard to restore the “lost connection” between people and eels. For example, they hold monthly “eel cafes” to record older residents’ oral histories about eels while also inspiring the next generation. Last year, primary school teacher Hannah Strode set up 59 elver (幼鳗鱼) tanks in various schools. Strode describes the children as “full of excitement” as she carried boxes containing elvers into the classrooms. For several weeks the children fed the elvers and cleaned their tanks, while studying resources Strode had prepared. Strode says both children and elvers benefited, including in one unanticipated way. “For children who struggle with the school environment, having the tank in their classroom helped them feel calmer and learn to take responsibility,” says Strode. Local artists also contributed their efforts. They created artworks, which were displayed at SERP’s “eel conference”. “Combining science and art is a winner,” believes Becker-Hughes when it comes to raising awareness. She says people often have no idea about the threats facing eels before seeing the prints. Becker-Hughes is determined to see eels repopulating in Somerset once again. “I really hope that the eel could become a household symbol of our water, like the honey bee is for clean air.” 29．How did Becker-Hughes feel after fishing last summer? A．Upset. B．Guilty. C．Relaxed. D．Embarrassed 30．What is the aim of “eel cafes”? A．To train volunteers for SERP. B．To offer leisure to older residents. C．To rebuild people’s bond with eels. D．To learn about Somerset’s history. 31．What unexpected benefit did the elver tanks bring? A．Improving the school environment. B．Giving children inspiration for artworks. C．Boosting children’s academic performance. D．Helping struggling children adapt to school. 32．What does Beecher-Hughes stress by mentioning the honey bee? A．Eels and bees are equally important to the ecosystem. B．Eels and bees face similar environmental threats. C．Eels should gain wide public attention like bees. D．Eels are encountered as frequently as bees in our daily life. 【答案】29．A 30．C 31．D 32．C 【导语】文章讲述了贝克尔-休斯发现当地鳗鱼数量锐减后，牵头成立鳗鱼修复项目，通过举办鳗鱼咖啡馆、校园饲养幼鳗、艺术创作等多种方式重建人与鳗鱼的联系，助力当地鳗鱼种群恢复。 【详解】29．细节理解题。根据第二段““Relating that back to my childhood experiences, I felt rather out of sorts,” she says.(“将此与我童年的经历联系起来看，我当时的心情确实很糟糕，”她说道)”可知，Becker-Hughes在去年夏天钓鱼后感到沮丧。 30．细节理解题。根据第四段“To this end, they are trying hard to restore the “lost connection” between people and eels. For example, they hold monthly “eel cafes” to record older residents’ oral histories about eels while also inspiring the next generation.(为此，他们正竭力努力恢复人与鳗鱼之间的“失去的联系”。例如，他们每月都会举办“鳗鱼咖啡馆”活动，记录年长居民有关鳗鱼的口述历史，同时也能激励下一代)”可知，“鳗鱼咖啡馆”活动的目的是重建人与鳗鱼的纽带。 31．细节理解题。根据第五段““For children who struggle with the school environment, having the tank in their classroom helped them feel calmer and learn to take responsibility,” says Strode.(“对于那些在学校环境中感到不适的孩子来说，在教室里放一个水箱能让他们感觉更平静，并学会承担责任，”Strode说道)”可知，幼鳗鱼饲养箱带来了意想不到的益处，即帮助那些学习困难的孩子适应学校生活。 32．推理判断题。根据最后一段“I really hope that the eel could become a household symbol of our water, like the honey bee is for clean air.(我真心希望鳗鱼能成为与水域相关、家喻户晓的象征，就像蜜蜂是清洁空气的象征一样)”可推知，她希望鳗鱼能像蜜蜂一样获得大众广泛关注。 Passage 9 （2026·浙江·三模）The Amazon rainforest may be shifting from a massive carbon sink to a net carbon emitter. Since 1985, human activity has destroyed more than 10% of the Amazon's forest cover, releasing substantial amounts of CO2 previously sequestered in trees and soil. Deforestation through fires releases 1.5 billion tonnes of CO2 annually, driving climate warming. Vegetation changes alter atmospheric composition, surface reflectivity, and cloud properties, which can either intensify or slow warming.  The replacement of dark forest cover by brighter grasses increases  surface reflectivity, leading to more reflection of solar radiation, though weaker than in snow-covered regions. Among these, how clouds respond to forest loss remains the least understood. Previous studies on cloud cover yielded conflicting results: some reported reductions after deforestation, while others reported increases. This difference arises from strong regional and seasonal variations. Notably, prior studies examined long-term associations rather than immediate deforestation impacts such as fire aerosols. To resolve this, Dror and Feingold analyzed two decades of MODIS and CERES satellite data, comparing deforested regions with nearby undisturbed areas. Their findings reveal that cloud cover rises systematically with deforestation year-round,peaking during the dry season. In areas where forest loss surpassed 50%, cloud cover grew by 3.1% on average,reaching 5.1% in the most heavily cleared zones. Moreover, cloud tops sat at lower altitudes over cleared lands. These low-altitude clouds enhanced reflection of incoming solar radiation rather than trapping outgoing heat. The resulting cooling effect from this cloud increase proved at least twice as strong as that from surface reflectivity changes alone. While increased cloudiness thus reduces part of the CO2-driven warming, other factors like non-CO2 greenhouse gases remain uncertain. and aerosols such as methane and ozone remain uncertain, with either warming or cooling effects through complex pathways. Current evidence suggests that even combined biophysical effects cannot fully cancel out the warming. Therefore, maintaining and restoring Amazon forest cover remains essential for climate protection. 33．What does the underlined word“sequestered” in paragraph 1 most probably mean? A．Stored. B．Produced. C．Released. D．Transformed. 34．How did Dror and Feingold carry out their study? A．By measuring CO2 levels in heavily cleared forest areas. B．By conducting ground surveys of vegetation in Amazon areas. C．By analyzing seasonal rainfall patterns across Amazon regions. D．By comparing satellite data between cleared and undisturbed areas. 35．What accounts for the stronger cooling effect over cleared lands? A．Greater ground reflectivity from grasses. B．More trapping of outgoing heat by low clouds. C．Higher altitude of cloud tops over cleared lands. D．Lower cloud tops reflecting more solar radiation. 36．What can be inferred from the last paragraph? A．Cloud feedback alone stabilizes climate. B．Future drying will enhance cloud cooling. C．Biophysical factors lead to ineffective results. D．Forest restoration is essential despite partial cooling. 【答案】33．A 34．D 35．D 36．D 【导语】本文介绍亚马孙雨林正从碳汇逐渐转变为碳排放源，阐述了毁林带来的气候变化、地表及云层变化，通过科研数据说明森林减少导致云层变化产生的降温效果，并指出该降温作用无法抵消整体气候变暖，强调保护和修复亚马孙雨林的重要性。 【详解】33．词句猜测题。根据第一段“Since 1985, human activity has destroyed more than 10% of the Amazon's forest cover, releasing substantial amounts of CO2 previously sequestered in trees and soil(自1985年以来，人类活动已经破坏了亚马逊森林覆盖面积的10%以上，释放大量原本sequestered在树木和土壤中的二氧化碳)”可知，树木和土壤原本具备储存二氧化碳的作用，砍伐森林使得储存的二氧化碳被释放，sequestered意为“储存”。 34．细节理解题。根据第二段“To resolve this, Dror and Feingold analyzed two decades of MODIS and CERES satellite data, comparing deforested regions with nearby undisturbed areas(为了解决这个问题，Dror和Feingold分析了二十年的卫星数据，对比森林砍伐区域与附近未受干扰区域)”可知，两位研究者通过对比采伐区和未采伐区的卫星数据开展研究。 35．细节理解题。根据第三段“Moreover, cloud tops sat at lower altitudes over cleared lands. These low-altitude clouds enhanced reflection of incoming solar radiation rather than trapping outgoing heat.(此外，采伐区域的云顶高度更低，这些低空云层能够更好地反射太阳辐射，而非截留热量)”可知，更低的云顶反射更多太阳辐射，形成更强的降温效果。 36．推理判断题。根据最后一段“Current evidence suggests that even combined biophysical effects cannot fully cancel out the warming. Therefore, maintaining and restoring Amazon forest cover remains essential for climate protection(现有证据表明，即使综合所有生物物理效应也无法完全抵消气候变暖，因此维护和恢复亚马孙雨林对气候保护至关重要)”可知，即便云层能带来局部降温，修复雨林依旧必不可少。 Passage 10 （2026·重庆·模拟预测）The extinction of species occurred long before humans arrived on Earth. By that definition, it’s a natural process. But today, extinctions are increasing rapidly and are very often being linked to human activities. Take the Bramble melomys for example, a tiny animal on a remote island. In 2016, it became the first mammal to be wiped out due to climate change. Some conservationists mourned, but others questioned whether every extinction is something to worry about, leading to two different attitudes toward species protection. For Peter Kareiva, the president of the Aquarium of the Pacific, the term biodiversity crisis wrongly overstates the importance of individual species, when in reality, entire ecosystems are more important. Kareiva explains that nature is like an airplane, and species are the rivets (铆钉) that hold it together. Without a few rivets, a plane can still fly, but if you take too many out, the plane will fall apart and crash. The trouble is, Kareiva says, we don’t know how many rivets we can take out. Instead of trying to nail down that number, we would be better served focusing on an ecosystem’s functions; that is, keeping the plane in the sky, rather than saving every rivet. “The first question you may ask is, if this species goes functionally extinct, what will be different about the world?” A scientist’s role, he says, should be to answer that question as the evidence society uses to decide whether a species needs to be saved. However, Tierra Curry, a scientist and activist, believes that valuing the natural world in terms of how each individual species benefits humans may be too narrow a view. “Actually, genetic diversity can make ecosystems robust in the face of dramatic changes like climate change and disease,” she notes. A single invasive (侵入的) species may replace native ones and accomplish an ecosystem function in the short term, but a disease would more easily wipe it out in the future. Curry’s main motivation is morality. Mass global extinctions have happened five times before, but humans have the capacity to understand that we are causing this one. “Because we know,” she says, “we have the moral responsibility to take care of all the species.” 37．Why is the Bramble melomys mentioned in Paragraph 1? A．To prove species extinctions are natural. B．To illustrate how serious climate change is. C．To support the view of human-caused extinction. D．To urge people to take action to conserve wildlife. 38．How does Peter Kareiva mainly develop his idea? A．By making a comparison. B．By explaining concepts. C．By analyzing statistics. D．By referring to a study. 39．What does the underlined word “robust” probably mean? A．Delicate. B．Complex. C．Powerless. D．Strong. 40．What is the main idea of the text? A．Moral responsibility for the ecosystem. B．Divided attitudes to species extinction. C．Reasons for the death of some species. D．Significance of ecosystem diversity. 【答案】37．C 38．A 39．D 40．B 【导语】文章主要讲述了人类活动加速物种灭绝并引出保护物种的不同态度。 【详解】37．推理判断题。根据第一段中“But today, extinctions are increasing rapidly and are very often being linked to human activities. Take the Bramble melomys for example, a tiny animal on a remote island. In 2016, it became the first mammal to be wiped out due to climate change.(但今天，物种灭绝正在迅速增加，并且往往与人类活动有关。以 Bramble melomys 为例，这是一种生活在偏远岛屿上的小型动物。2016年，它成为第一个因气候变化而灭绝的哺乳动物)”可知，作者提到Bramble melomys是为了支持人类导致物种灭绝的观点。 38．推理判断题。根据第二段中“Kareiva explains that nature is like an airplane, and species are the rivets (铆钉) that hold it together. Without a few rivets, a plane can still fly, but if you take too many out, the plane will fall apart and crash.(Kareiva解释说，自然就像一架飞机，物种是将它固定在一起的铆钉。缺少几颗铆钉，飞机仍能飞行，但如果拆掉太多，飞机会解体坠毁)”可知，Peter Kareiva主要通过打比方的方式展开论述。 39．词句猜测题。根据第四段中“Actually, genetic diversity can make ecosystems robust in the face of dramatic changes like climate change and disease(实际上，遗传多样性可以让生态系统在面对像气候变化和疾病这样的剧烈变化时依然robust)”可知，robust在这里表示“强健、稳固”。 40．主旨大意题。根据第一段中“Some conservationists mourned, but others questioned whether every extinction is something to worry about, leading to two different attitudes toward species protection.(一些环保人士感到悲痛，但也有人质疑是否每一次灭绝都值得担忧，这导致了两种对待物种保护的不同态度)”可知，全文围绕人类对物种灭绝的不同看法展开。 试卷第1页，共3页 1 / 41 学科网（北京）股份有限公司 $ 专题11 阅读理解记叙文（全国通用） 考点分类 三年考情（2024-2026） 命题规律 考点1 人与自我类 （5年3考） 2026全国一卷---母子词典使用的学习反思； 2025全国一卷--写作教师教学认知突破之旅； 2025八省联考卷—退休邮递员被铭记。 1.高考英语阅读理解记叙类文章一般包括人物传记、哲理故事等。 2.记叙文阅读理解以细节理解和推理判断为主，以观点态度、写作意图、词义猜测和代词指代为辅。 3.选材既有欧美日常故事、职业纪实，也融入中医、传统建筑等中国文化元素，兼顾生活真实感与文化浸润。 4.故事类文章通常会传达某些道理、感悟或者教训，而这些往往会通过主要人物在面对冲突、解决困难或问题时的表现体现出来。 考点2 人与社会类 （5年5考） 2026全国二卷---百岁老人守护赖特特色民居； 2026浙江1月卷--教师将爱好融入课堂教学；2025全国二卷---医院学校学生益处； 2025浙江1月卷--帮孩子建立健康饮食习惯； 2024新课标II卷—创新打印吸引顾客。 考点3 人与自然类 （5年2考） 2024新课标I卷—中医针灸治疗动物； 2023新课标II卷—学校科学项目。 Passage 1 （2026·全国一卷）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. Passage 2 （2026·全国二卷）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. 24. How does Reisley feel about having Wright as his house designer? A. Honored. B. Amused. C. Stressed. D. Inspired. 25. 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. 26. 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. 27. 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 3 （2026·浙江1月卷）TWhen 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. Passage 1 （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. Passage 2 （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. Passage 3 （2025·浙江1月卷）When I was a child I was often told what not to eat. “You don’t want to get fat” was on constant repeat throughout my childhood. It really messed up my relationship with food — something that took me years to overcome. Because of this, I’m careful not to connect what my kids weigh with their worth as people. I encourage my daughter to make healthy snack choices and often dissuade (劝阻) her from a second dessert. But one day when I heard her saying “I think I’m too fat,” my heart sank. It made me wonder if giving her advice on snacks was having an unintentionally negative impact. According to Charlotte Markey, a professor of psychology, food is one of the rare subjects where, as parents, saying less is more. “There are so many things in parenting that are good to talk through, but I’m not convinced that food is one of them,” she says. “It just creates some worries and insecurities in kids that aren’t necessarily healthy.” Instead, she recommends applying a well-known concept among nutrition experts called the “Division of Responsibility,” where parents provide a variety of mostly healthy foods to their kids at fixed times, and the kids themselves decide what and how much they want to consume — even if that means occasionally eating more cookies than carrots. Allowing kids to eat what they want also exposes them to the natural consequences of their decisions. “When your child says, ‘My stomach hurts,’ you can say, ‘Well you had a lot of sugary foods and you might feel better if you made some other choices,’” says Markey. “Let them feel like they have some control over it.” I’ve been trying out these strategies and I’ve found that when I’m less restrictive, they do make better decisions. “Feeding is a long game,” says Markey. “The food you have available makes a huge difference. Even if they don’t eat it, they’ re seeing it. And then all of a sudden it clicks.” 24. What can be inferred about the author from the first paragraph? A. She is upset by her kids’ weight. B. She is critical of the way she was fed. C. She is interested in making food. D. She is particular about what she eats. 25. Which of the following would Markey disapprove of? A. Allowing kids to eat cookies occasionally. B. Offering various foods to kids at fixed times. C. Explaining to kids the risks of taking snacks. D. Talking with kids about school at mealtimes. 26. What should kids do according to the “Division of Responsibility”? A. Make diet decisions on their own. B. Share their food with other kids. C. Eat up what is provided for them. D. Help their parents do the dishes. 27. What does the author think of the strategies she has been following? A. Costly. B. Complex. C. Workable. D. Contradictory. Passage 4 （2025·北京卷）Throughout our Junior year, my classmates and I have been worried about what colleges will see when they look at our whole life story reduced to a single 200-word essay. Will the golden word “success” form in their minds when they review our achievements? Or will they see the big word “fail” in red? The shadow of this mysterious (神秘的) institution steals away what success means to us. My first step of redefining success began with course registrations. It is a well-known fact, especially in my school, that Junior year is the time of packing many AP classes into the schedule. When asked why they chose so many AP classes, my friends responded: “I don’t know.” They themselves don’t know why they are following the crowd and longing for the pressures of academic difficulty. Therefore, they do not feel the satisfaction of being academically challenged. Completing many courses no longer brings out the feeling of success because more than four AP classes per year is a norm set by top universities. Determined to follow my instincts (本能) on what I felt success means, I only chose two classes that I knew I would enjoy. The feeling of success was no longer attached to what grade I received but to the pure joy of learning. Even my failures are attached to a feeling of success; after I take a step back and look at the big picture, I see them as a launching pad (平台) for my next big achievement. In the ninth grade, I went in for my first group interview for a leadership position as a shy girl. Not standing a chance against competitive applicants, I came out of the interview with an upset look. Nevertheless, this interview wasn’t a wasted opportunity. I talked to one of the senior applicants who answered questions in a way that reflected the faith she had in herself. This year, with an open mind and new knowledge in mind, I walked into another group interview while telling myself I was that cool senior. I managed to secure a leadership position. Ultimately, success came little by little. 24. Throughout the Junior year, what was the author’s major concern? A. Pressure from choosing AP classes. B. Performance in group interviews. C. Competition with seniors. D. Recognition by colleges. 25. The author chose fewer AP classes because of _______. A. her own understanding of success B. her desire for academic challenges C. her strong urge to follow the crowd D. her dream of entering a top university 26. Which would best describe the author’s first group interview? A Dignifying. B. Rewarding. C. Engaging. D. Relaxing. 27. What can we learn from this passage? A. Everyone is the maker of their own success. B. Success favours those with a golden heart. C. Success knocks at your door only once. D. A college holds the key to success. Passage 1 （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. Passage 2 （2024·新课标II卷）Do you ever get to the train station and realize you forgot to bring something to read? Yes, we all have our phones, but many of us still like to go old school and read something printed. Well, there’s a kiosk (小亭) for that. In the San Francisco Bay Area, at least. “You enter the fare gates (检票口) and you’ll see a kiosk that is lit up and it tells you can get a one-minute, a three-minute, or a five-minute story,” says Alicia Trost, the chief communications officer for the San Francisco Bay Area Rapid Transit — known as BART. “You choose which length you want and it gives you a receipt-like short story.” It’s that simple. Riders have printed nearly 20,000 short stories and poems since the program was launched last March. Some are classic short stories, and some are new original works. Trost also wants to introduce local writers to local riders. “We wanted to do something where we do a call to artists in the Bay Area to submit stories for a contest,” Trost says. “And as of right now, we’ve received about 120 submissions. The winning stories would go into our kiosk and then you would be a published artist.” Ridership on transit (交通) systems across the country has been down the past half century, so could short stories save transit? Trost thinks so. “At the end of the day all transit agencies right now are doing everything they can to improve the rider experience. So I absolutely think we will get more riders just because of short stories,” she says. And you’ll never be without something to read. 24. Why did BART start the kiosk program? A. To promote the local culture. B. To discourage phone use. C. To meet passengers’ needs. D. To reduce its running costs. 25. How are the stories categorized in the kiosk? A. By popularity. B. By length. C. By theme. D. By language. 26. What has Trost been doing recently? A. Organizing a story contest. B. Doing a survey of customers. C. Choosing a print publisher. D. Conducting interviews with artists. 27. What is Trost’s opinion about BART’s future? A. It will close down. B. Its profits will decline. C. It will expand nationwide. D. Its ridership will increase. Passage 3 （2024·浙江1月卷）When was the last time you used a telephone box? I mean to make an actual phone call — not to shelter from the rain. Ages ago right? The last time I used a phone box for its intended purpose was…2006. I was conducting auditions (试演) for my play in my tiny old shared house in London. Hoping to impress some talented actors to come and work for me for nothing, I spread some throws over the sofas and lit candles to make it seem a bit more ”young professional”. As I rushed outdoors to empty the wastepaper baskets, the door swung shut behind me. Suddenly I was locked outside. My mobile phone was inside, but luckily there was a telephone box across the street. So, I called Directory Assistance, got put through to our landlady’s managing agent, and had a spare key sent to me with just enough time to get back in before the actors arrived. As it has been many years since I last used one, I should hardly be surprised that then are no longer any public telephones near my house. The last one standing has just been turn into a “mini community library”: any passer-by can “borrow” a book from its shelves return it later, or replace it with another title from their own collection. For a few months after the “library” opened, I didn’t bother taking a look, as I had assumed that it would be stuffed full of cheese love stories. Then I noticed fork conducting spring cleans dropping boxes of voluminous books on various subjects there. And these books were free. This unbeatable price-point encouraged me to experiment with dozens of titles that I would never normally consider buying. And I’ve discovered some great books! If I ever get trapped outside my house again, my local telephone box will, sadly no longer be able to connect me with my keys. But it can certainly keep me entertained while I wait for my wife to rescue me. 24. What does the underlined word “it” in the first paragraph refer to? A. The play. B. The shared house. C. The sofa. D. The telephone box. 25. Why did the author use the telephone box in 2006? A. To place an urgent call. B. To put up a notice. C. To shelter from the rain. D. To hold an audition. 26. What do we know about the “mini community library”? A. It provides phone service for free. B. Anyone can contribute to its collection. C. It is popular among young readers. D. Books must be returned within a month. 27. Why did the author start to use the “library”? A. He wanted to borrow some love stories. B. He was encouraged by a close neighbour. C. He found there were excellent free books. D. He thought it was an ideal place for reading. Passage 1 （2026·重庆·模拟预测）I have a favorite footballer: Chris Bush, a defender for Boreham Wood, a National League team in Hertfordshire. Yet for most of my life, I wasn’t into football — the “beautiful game” never held my attention. This lifelong disinterest took root back in my primary school days. While my classmates enjoyed playing keepie-uppie on the playground and happily traded colorful football cards with one another, I preferred staying alone and reading quiet books. In PE lessons, I was put in defense, chatting with friends and pretending to care about the ball, mastering the art of imitating fans’ reactions without understanding the rules. When I was in my twenties, my strong distaste for football gradually became a fixed part of my personal identity. I would purposely skip the sports sections in newspapers, avoid watching big matches on TV, and fear awkward conversations about different teams and football seasons, which often created distance and closed off many chances to build friendships. Everything completely changed when I became a father. Unwilling to let my two little sons miss out on this important social bond shared by most people around us, I decided to take them to watch our local team, Boreham Wood, play at Meadow Park Stadium. To my great surprise, I was deeply touched by the warm, lively environment around me, and the match experience was surprisingly affordable for ordinary families. Surrounded by crowds of joyful families and devoted lifelong fans, I unexpectedly found myself genuinely cheering loudly for every goal and groaning disappointed at all the missed chances. My elder son Harvey soon fell deeply in love with this exciting game, and we have returned to the stadium to watch matches together many times since then. After one thrilling match, we even had the chance to meet Chris Bush in person, who kindly high five Harvey and patiently posed for a lovely photo with us. For the first time in my life, I had a real and confident answer to the question “Who do you support?” — and football, once a terrible source of loneliness for me, has finally become a precious joy I happily share with my whole family. 1．What can we learn about the author in his childhood? A．He faked interest in football. B．He mastered the rules of football. C．He often collected football cards. D．He avoided talking about football. 2．Why did the author take his sons to the stadium? A．To let them acquire skills. B．To enjoy family activities. C．To meet his favorite player. D．To help them fit in socially. 3．What impressed the author most at the stadium? A．Aggressive fans. B．Positive atmosphere. C．Excellent players. D．Overpriced tickets. 4．What is the best title for the text? A．Childhood Memories: My Dislike of Football. B．Dad and Sons: A Family Bonding Story. C．Hater to Fan: A Dad’s Football Journey. D．Chris Bush: A Local Football Legend. Passage 2 （2026·四川成都·模拟预测）Mike Pavlik plays a unique role in the battle against bike theft. Dressed casually, he once contacted a bike seller and pretended to be a potential buyer. He carefully checked and recorded the bike’s marks and features to make sure it was the stolen one reported by its owner. After that, he made up an excuse to test the bike and rode it away. Later, the seller sent him a message, “I guess you’re not coming back?” What the seller didn’t know, however, was that Pavlik is part of an unusual group of volunteer investigators determined to reunite stolen bikes with their owners. As bike theft becomes highly profitable, local volunteer groups like Twin Cities Stolen Bikes are emerging nationwide. Combining detective work with a sense of civilian justice, these volunteers track stolen bikes online, confront illegal sellers, and often find their work thrilling. Pavlik, 51, balances part-time work with tracking stolen bikes for his group, which has 11,000 Facebook members. They hunt thieves on platforms like Facebook Marketplace and eBay, relying on owners’ reports and bike registrations. “I love helping victims and also giving thieves what they deserve,” he says. That passion once earned him an award: in 2021, the Minneapolis Police Department honored him after he trapped a wanted criminal. Bike theft is a booming industry. It is estimated that 2 million bikes are stolen each year in North America, costing $ 1 billion, twice the figure from ten years ago. Bryan Hance, who runs a free online bike registration system, confirms that such cases are on the rise, with reported numbers climbing from 11,000 in 2019 to 16,000 last year. As the number of thefts rises and police resources remain limited, volunteers like Pavlik fill the gap. The work isn’t without risks. Pavlik has faced physical attacks, and has used pepper spray to stop attackers. To keep other volunteers safe, he advises caution: “Meet the seller at a bank with security cameras.” While the police praise such community involvement, they also stress the importance of non-violent methods. For Pavlik and his fellow investigators, however, the thrill of justice matters most. “Stopping thieves feels like winning,” he says, continuing his work without fear. 5．What is the main reason for Pavlik’s trick of riding the bike away? A．To recover the stolen bike for its owner. B．To expose the illegal trade of bikes online. C．To teach dishonest bike sellers a bitter lesson. D．To perform a secret task assigned by his group. 6．What must victims do to get help from the group? A．Join the volunteer group and receive training. B．Provide related reports and bike registrations. C．Monitor illegal bike sales on online platforms. D．Share their loss experiences on social platforms. 7．What is the main reason for the emergence of volunteer investigators? A．Victims turn to volunteers for timely assistance. B．Increasing bike thefts challenge police manpower. C．Common people long for better community security. D．Bike thefts have aroused widespread public concern. 8．What words can best describe those volunteer investigators? A．Cautious and fearful. B．Violent and competitive. C．Committed and brave. D．Ambitious and creative. Passage 3 （25-26高三下·山西·阶段检测）On a sunny morning in a small courtyard at Walt Whitman Middle School, a 14-year-old held a chicken gently in her arms. “Her name is Betsy,” Maicy Nealy, an eighth-grader, said. Nealy used to be afraid of chickens as a young child. Now she spends hours after school collecting their eggs and cleaning the coop (鸡舍). For her, the chickens make her life organized and develop her interest in agriculture. Now she can’t imagine adulthood without chickens involved. She says when she grows up, she plans to be “a lawyer that owns chickens”. The chicken program at Whitman started about a year ago, when after-school program specialist Lee Maguire planned a month-long embryo (胚胎) development program for kids to learn about biology. Throughout the school year, they’ve observed students gaining not only companionship from the animals but some life skills. The students refill the feed supply — which costs about $25 for 50 pounds — with money from selling some of the eggs the chickens produce at $5 to $10 a dozen, making the project self-sustaining. The chickens make the school a calmer place. This good part of the program was soon noticed by the school’s counselors (辅导员) who help students with problems. Sometimes they take students who are having a hard time to the chicken coop outside, to help them relax and clear their bad feelings. “At this moment, they don’t have to worry about having no place to live, no enough food, or how to improve their grades,” one counselor said. “The chickens don’t judge. They just give love. It’s a quiet place to get away from stress.” As school ends, students head home to prepare for high school, while the chickens stay with Maguire for the summer. But first, he has a surprise. “I bought more baby chicks,” he said. “I got them eight more and I’m looking forward to boosting my students’ learning interest further.” 9．What can be learned from Maicy Nealy’s story? A．She chose her job by caring for animals. B．She mastered professional farming skills. C．She went from fear to lifelong love for chickens. D．She kept close relationships with outdoor animals. 10．Why did Maguire start the chicken program first? A．To improve students’ teamwork skills. B．To help students deal with loneliness. C．To create a sustainable food source for the school. D．To provide hands-on science learning experiences. 11．What impressed the school counselors about the program? A．Its potential to generate school income. B．Its healing value for troubled students. C．Its improvement in academic performance. D．Its popularity among small animal lovers. 12．What is the best title for the passage? A．Education with Wings B．Life with Chickens C．Skills from Nature D．Peace from Animals Passage 4 （2026·青海辽宁·模拟预测）Every morning before sunrise, Zain starts his patrol along the muddy shores of the mangrove forest in southern Malaysia. As a mangrove ranger, his job is to protect this unique coastal ecosystem. For Zain, this is not just a job; it’s a duty passed down from his father. The work of a ranger is physically demanding and solitary. Zain walks for hours through knee-deep water, under the thick canopy of trees. He checks for signs of illegal logging, monitors the health of the trees, and records any unusual changes in the water. The silence is broken only by the calls of birds and the soft sound of his boots in the mud. He knows every creek and every tree like the back of his hand. One afternoon, Zain noticed fresh cuts on several young trees — a sign of illegal activity. He followed the faint footprints and soon found a man gathering wood. Instead of shouting, Zain approached calmly. He explained how each cut tree weakens the forest’s defense against storms. The man, looking ashamed, put down his axe. “They are not just trees,” Zain said softly. “They are walls that protect our homes.” The man nodded silently and left, promising not to return. Sitting on a root at the end of the day, Zain felt a deep satisfaction. He knew his work was vital. These mangrove forests were more than a workplace. They​ acted as a natural shield, reducing the power of waves and winds during storms and protecting the villages behind them. They were also rich nurseries for fish, supporting the livelihood of local fishermen. As the sun set, painting the sky in orange and purple, Zain smiled. His quiet watch continued, guarding the green wall between the sea and the land. 13．What is Zain’s job? A．A fisherman. B．A scientist. C．A mangrove ranger. D．A village teacher. 14．What is a main feature of Zain’s work according to paragraph 2? A．Highly paid and exciting. B．Physically demanding and solitary. C．Focused on planting new trees. D．Full of team meetings and cooperation. 15．What does the word “They” in paragraph 4 refer to? A．The roots Zain sat on. B．The man’s promises. C．The mangrove forests. D．The local fishermen’s boats. 16．What is one important function of protecting the mangroves? A．They provide wood for building houses. B．They attract many tourists for sightseeing. C．They serve as a natural defense against storms. D．They are mainly used for scientific research. Passage 5 （2026·广东东莞·三模）My small backyard had been neglected for years with overgrown weeds and dry soil. Last summer, I determined to transform it: I bought seeds, soil, and basic tools, eager to start my gardening project. The first few weeks were disheartening. The seeds either failed to grow or were eaten by birds. I watered tirelessly every day, adjusted sunlight, and tended to them constantly, yet nothing grew. I was ready to quit, convinced I had no talent for gardening. One afternoon, my neighbor Mr. Henderson, who tended his roses daily, watched me and said gently: “You’re trying too hard. Plants need care, but also space to grow on their own.” His words made sense. I relaxed: watered less often, let rain do its part, and stopped overthinking. Soon, tiny green buds emerged. By August, my backyard bloomed with color and scent; I’d sit there evenings, tasting tea, amazed by their beauty. Then a storm hit — strong winds knocked over my sunflowers. Heartbroken, I planned to pull them up, but Mr. Henderson appeared again: “Don’t give up. The strongest plants survive storms — they’ll heal if you give them a chance.” Weeks later, those sunflowers stood taller and stronger, their golden heads turning to the sun. I realized gardening wasn’t just about growing plants. All things have their own rhythm of recovery; what we struggle to control often fails, while what we gently trust finds its way back to light. The world does not always bend to our hurry, and neither do the things we care for. Some winds are meant to strengthen us, not break us. This summer, I’ll plant more seeds, both in the garden and in my heart. Growth takes time, and even life’s hardest moments are our greatest teachers. 17．Why does the author think she has no talent for gardening? A．She didn’t know how to use tools. B．She worked hard caring plants but in vain. C．She didn’t have a good taste for plants. D．She was slow in learning plant knowledge. 18．How did the author respond to Mr. Henderson’s advice? A．Let nature take its course. B．Stop watering the seeds. C．Ask him to look after her garden. D．Learn to enjoy the garden’s beauty. 19．Why are the sunflowers mentioned in the text? A．To present the risks of gardening. B．To highlight the delicacy of young plants. C．To illustrate the cruelty of natural disasters. D．To show the strength and energy of plants. 20．What can be inferred about the author? A．She never gives up when things get difficult. B．She believes success comes from effort and luck. C．She considers gardening the top priority in her life. D．She reshapes her gardening mindset in light of experiences. Passage 6 （2026·湖北·模拟预测）I was floating on cloud nine because my first children’s book had just been published. Eager to share the joy, I arrived thirty minutes early for my monthly writers’ meeting at the library. While I was waiting in the dim hallway, a big man wearing a cowboy hat and leather boots approached me with a warm smile. Sensing my excitement, the gentleman politely asked how I was doing. His simple question opened the floodgates of my enthusiasm. I told him everything about my book and even pushed a promotional poster in his face, reading it to him as if he couldn’t understand it on his own. Had I been in my right mind, I might have realized I was frightening a stranger with my extreme excitement. However, the man seemed genuinely interested, studying the text carefully and encouraging me to cherish such happy moments. He made me feel like I could accomplish anything. When the meeting finally started, I was shocked to see the “hallway gentleman” standing behind the platform. He was Dusty Richards — a famous award-winning writer who had authored dozens of books! I had been babbling about my little book to a writing superstar. Dusty fascinated the audience with his stories and passion for the craft. Before leaving, he made eye contact with me and gave me a thumbs-up, as if to say, “Go get ’em. ” Sadly, Dusty passed away in an accident not long after. However, I will never forget his kindness. He treated a stranger like a lifetime friend and an equal. Never before had I met someone who was so sincerely pleased in another’s success. Today, whenever I face rejections or doubts, I think of Dusty’s twinkling eyes in that dim hallway. His image always drove away my negative thoughts and encourages me to keep moving ahead. Truly, encouragement is like water to the soul; it makes everything grow. 21．What do we know about the author from the first two paragraphs? A．She was proud of her poster. B．She was lost in her excitement. C．She felt afraid of the stranger. D．She was admiring of the man. 22．Which of the following best describe Dusty? A．Creative and reliable. B．Modest and ambitious. C．Kind and encouraging. D．Humorous and determined. 23．What do the underlined words “babbling about” mean in paragraph 3? A．Talking casually about. B．Speaking excitedly about. C．Explaining carefully about. D．Whispering nervously about. 24．What does the author’s experience show? A．Nothing is impossible. B．Every cloud has a silver lining. C．Enthusiasm makes a difference. D．Encouragement can go a long way. Passage 7 （2026·福建厦门·三模）Throwing oneself in native plants may not seem like a recipe for success as a social media influencer. But meet Kyle Lybarger. It all started with what Lybarger now recognizes as a terrible mistake. About a decade ago, he was managing a private forest where the owner let him hunt. The land included an open area, where he decided to plant food for wildlife. He sprayed (喷洒) it with herbicide (除草剂), put down seeds and cut down some trees to let in more light. In the dry, shallow soil, the seeds didn’t take. But around the edges of the area, where he hadn’t sprayed or seeded, the additional sunlight released a beautiful surprise. “I came back up the next summer and it was just like color everywhere, really crazy-looking plants,” says Lybarger. “I feel like I should know what this plant is.” After he posted photos of the flowers on Facebook, an expert pointed out some rare and endangered species. Lybarger realized that he had killed off an area with a wild seed bank of countless species that were ideal for attracting wildlife, all in order to plant two or three species that weren’t part of the native ecosystem. Lybarger, a forester by training, found a mission: to save these native species. In a state where more than 90% of the land is privately owned, that has meant knocking on doors to speak with landowners who are unknowing hosts to rare plants. One morning last spring found Lybarger chatting with Pat Eaton, who has a spot of endangered glade cress growing on her family’s property. A few miles away, Lybarger pointed out another endangered species that his social media followers had been instrumental in protecting. Lybarger thinks his biggest contribution comes through education on social media, influencing people to grow the native plants that best support declining pollinators (传粉昆虫) and other insects. “One person, one yard, one-tenth of an acre can make a bigger difference than you think,” he says. 25．What was Lybarger’s mistake? A．He mixed seeds up. B．He removed the soil. C．He posted photos online. D．He killed native species. 26．Why did Lybarger visit landowners? A．To purchase their properties. B．To protect private land plants. C．To teach planting skills. D．To seek hunting permission. 27．What does Lybarger do through social media? A．Keep track of his daily work. B．Build up his reputation. C．Educate people about local plants. D．Offer professional training. 28．What is the text about? A．A forester’s mission shift. B．A herbicide spraying method. C．Endangered plant species. D．Tips for becoming an influencer. Passage 8 （2026·黑龙江哈尔滨·模拟预测）Vanessa Becker-Hughes remembers when eels (鳗) were plentiful on the Somerset Levels. As a little girl, she would fish for eels. On a good night, she could catch up to 200. Last summer, Becker-Hughes decided to go fishing for eels for the first time since her childhood, after receiving the necessary permits. She managed to catch (and release) only one. “Relating that back to my childhood experiences, I felt rather out of sorts,” she says. Determined to help bring this endangered fish back, Becker-Hughes and other residents founded the Somerset Eel Recovery Project (SERP). To successfully restore eels to Somerset’s waterways, Becker-Hughes believes, they also need to be restored in the hearts and minds of the local people. To this end, they are trying hard to restore the “lost connection” between people and eels. For example, they hold monthly “eel cafes” to record older residents’ oral histories about eels while also inspiring the next generation. Last year, primary school teacher Hannah Strode set up 59 elver (幼鳗鱼) tanks in various schools. Strode describes the children as “full of excitement” as she carried boxes containing elvers into the classrooms. For several weeks the children fed the elvers and cleaned their tanks, while studying resources Strode had prepared. Strode says both children and elvers benefited, including in one unanticipated way. “For children who struggle with the school environment, having the tank in their classroom helped them feel calmer and learn to take responsibility,” says Strode. Local artists also contributed their efforts. They created artworks, which were displayed at SERP’s “eel conference”. “Combining science and art is a winner,” believes Becker-Hughes when it comes to raising awareness. She says people often have no idea about the threats facing eels before seeing the prints. Becker-Hughes is determined to see eels repopulating in Somerset once again. “I really hope that the eel could become a household symbol of our water, like the honey bee is for clean air.” 29．How did Becker-Hughes feel after fishing last summer? A．Upset. B．Guilty. C．Relaxed. D．Embarrassed 30．What is the aim of “eel cafes”? A．To train volunteers for SERP. B．To offer leisure to older residents. C．To rebuild people’s bond with eels. D．To learn about Somerset’s history. 31．What unexpected benefit did the elver tanks bring? A．Improving the school environment. B．Giving children inspiration for artworks. C．Boosting children’s academic performance. D．Helping struggling children adapt to school. 32．What does Beecher-Hughes stress by mentioning the honey bee? A．Eels and bees are equally important to the ecosystem. B．Eels and bees face similar environmental threats. C．Eels should gain wide public attention like bees. D．Eels are encountered as frequently as bees in our daily life. Passage 9 （2026·浙江·三模）The Amazon rainforest may be shifting from a massive carbon sink to a net carbon emitter. Since 1985, human activity has destroyed more than 10% of the Amazon's forest cover, releasing substantial amounts of CO2 previously sequestered in trees and soil. Deforestation through fires releases 1.5 billion tonnes of CO2 annually, driving climate warming. Vegetation changes alter atmospheric composition, surface reflectivity, and cloud properties, which can either intensify or slow warming.  The replacement of dark forest cover by brighter grasses increases  surface reflectivity, leading to more reflection of solar radiation, though weaker than in snow-covered regions. Among these, how clouds respond to forest loss remains the least understood. Previous studies on cloud cover yielded conflicting results: some reported reductions after deforestation, while others reported increases. This difference arises from strong regional and seasonal variations. Notably, prior studies examined long-term associations rather than immediate deforestation impacts such as fire aerosols. To resolve this, Dror and Feingold analyzed two decades of MODIS and CERES satellite data, comparing deforested regions with nearby undisturbed areas. Their findings reveal that cloud cover rises systematically with deforestation year-round,peaking during the dry season. In areas where forest loss surpassed 50%, cloud cover grew by 3.1% on average,reaching 5.1% in the most heavily cleared zones. Moreover, cloud tops sat at lower altitudes over cleared lands. These low-altitude clouds enhanced reflection of incoming solar radiation rather than trapping outgoing heat. The resulting cooling effect from this cloud increase proved at least twice as strong as that from surface reflectivity changes alone. While increased cloudiness thus reduces part of the CO2-driven warming, other factors like non-CO2 greenhouse gases remain uncertain. and aerosols such as methane and ozone remain uncertain, with either warming or cooling effects through complex pathways. Current evidence suggests that even combined biophysical effects cannot fully cancel out the warming. Therefore, maintaining and restoring Amazon forest cover remains essential for climate protection. 33．What does the underlined word“sequestered” in paragraph 1 most probably mean? A．Stored. B．Produced. C．Released. D．Transformed. 34．How did Dror and Feingold carry out their study? A．By measuring CO2 levels in heavily cleared forest areas. B．By conducting ground surveys of vegetation in Amazon areas. C．By analyzing seasonal rainfall patterns across Amazon regions. D．By comparing satellite data between cleared and undisturbed areas. 35．What accounts for the stronger cooling effect over cleared lands? A．Greater ground reflectivity from grasses. B．More trapping of outgoing heat by low clouds. C．Higher altitude of cloud tops over cleared lands. D．Lower cloud tops reflecting more solar radiation. 36．What can be inferred from the last paragraph? A．Cloud feedback alone stabilizes climate. B．Future drying will enhance cloud cooling. C．Biophysical factors lead to ineffective results. D．Forest restoration is essential despite partial cooling. Passage 10 （2026·重庆·模拟预测）The extinction of species occurred long before humans arrived on Earth. By that definition, it’s a natural process. But today, extinctions are increasing rapidly and are very often being linked to human activities. Take the Bramble melomys for example, a tiny animal on a remote island. In 2016, it became the first mammal to be wiped out due to climate change. Some conservationists mourned, but others questioned whether every extinction is something to worry about, leading to two different attitudes toward species protection. For Peter Kareiva, the president of the Aquarium of the Pacific, the term biodiversity crisis wrongly overstates the importance of individual species, when in reality, entire ecosystems are more important. Kareiva explains that nature is like an airplane, and species are the rivets (铆钉) that hold it together. Without a few rivets, a plane can still fly, but if you take too many out, the plane will fall apart and crash. The trouble is, Kareiva says, we don’t know how many rivets we can take out. Instead of trying to nail down that number, we would be better served focusing on an ecosystem’s functions; that is, keeping the plane in the sky, rather than saving every rivet. “The first question you may ask is, if this species goes functionally extinct, what will be different about the world?” A scientist’s role, he says, should be to answer that question as the evidence society uses to decide whether a species needs to be saved. However, Tierra Curry, a scientist and activist, believes that valuing the natural world in terms of how each individual species benefits humans may be too narrow a view. “Actually, genetic diversity can make ecosystems robust in the face of dramatic changes like climate change and disease,” she notes. A single invasive (侵入的) species may replace native ones and accomplish an ecosystem function in the short term, but a disease would more easily wipe it out in the future. Curry’s main motivation is morality. Mass global extinctions have happened five times before, but humans have the capacity to understand that we are causing this one. “Because we know,” she says, “we have the moral responsibility to take care of all the species.” 37．Why is the Bramble melomys mentioned in Paragraph 1? A．To prove species extinctions are natural. B．To illustrate how serious climate change is. C．To support the view of human-caused extinction. D．To urge people to take action to conserve wildlife. 38．How does Peter Kareiva mainly develop his idea? A．By making a comparison. B．By explaining concepts. C．By analyzing statistics. D．By referring to a study. 39．What does the underlined word “robust” probably mean? A．Delicate. B．Complex. C．Powerless. D．Strong. 40．What is the main idea of the text? A．Moral responsibility for the ecosystem. B．Divided attitudes to species extinction. C．Reasons for the death of some species. D．Significance of ecosystem diversity. 试卷第1页，共3页 1 / 24 学科网（北京）股份有限公司 $ 专题11 阅读理解记叙文（全国通用） 考点分类 三年考情（2024-2026） 命题规律 考点1 人与自我类 （5年3考） 2026全国一卷---母子词典使用的学习反思； 2025全国一卷--写作教师教学认知突破之旅； 2025八省联考卷—退休邮递员被铭记。 1.高考英语阅读理解记叙类文章一般包括人物传记、哲理故事等。 2.记叙文阅读理解以细节理解和推理判断为主，以观点态度、写作意图、词义猜测和代词指代为辅。 3.选材既有欧美日常故事、职业纪实，也融入中医、传统建筑等中国文化元素，兼顾生活真实感与文化浸润。 4.故事类文章通常会传达某些道理、感悟或者教训，而这些往往会通过主要人物在面对冲突、解决困难或问题时的表现体现出来。 考点2 人与社会类 （5年5考） 2026全国二卷---百岁老人守护赖特特色民居； 2026浙江1月卷--教师将爱好融入课堂教学；2025全国二卷---医院学校学生益处； 2025浙江1月卷--帮孩子建立健康饮食习惯； 2024新课标II卷—创新打印吸引顾客。 考点3 人与自然类 （5年2考） 2024新课标I卷—中医针灸治疗动物； 2023新课标II卷—学校科学项目。 Passage 1 【答案】24. A 25. D 26. C 27. B Passage 2 【答案】24. A 25. D 26. B 27. A Passage 3 【答案】24. B 25. D 26. C 27. A Passage 1 【答案】24. D 25. D 26. B 27. A Passage 2 【答案】24. A 25. D 26. C 27. B Passage 3 【答案】24. B 25. C 26. A 27. C Passage 4 【答案】24. D 25. A 26. B 27. A Passage 1 【答案】24. A 25. C 26. D 27. A Passage 2 【答案】24. C 25. B 26. A 27. D Passage 3 【答案】24. B 25. A 26. B 27. C Passage 1 【答案】1．A 2．D 3．B 4．C Passage 2 【答案】5．A 6．B 7．B 8．C Passage 3 【答案】9．C 10．D 11．B 12．A Passage 4 【答案】13．C 14．B 15．C 16．C Passage 5 【答案】17．B 18．A 19．D 20．D Passage 6 【答案】21．B 22．C 23．B 24．D Passage 7 【答案】25．D 26．B 27．C 28．A Passage 8 【答案】29．A 30．C 31．D 32．C Passage 9 【答案】33．A 34．D 35．D 36．D Passage 10 【答案】37．C 38．A 39．D 40．B 试卷第1页，共3页 1 / 3 学科网（北京）股份有限公司 $