综合专题03 阅读理解记叙文+新闻报道+其他（专项训练）（全国通用）2026年高考英语真题题源解密

**基本信息** 聚焦高考阅读理解高频主题，通过30篇不同体裁文章系统训练细节理解、推理判断等核心题型，强化语言能力与文化意识。 **专项设计** |模块|题量/典例|题型特征|知识逻辑| |----|-----------|----------|----------| |文化教育类|5篇|细节理解、推理判断|围绕教育理念与文化现象，构建"问题-解决-启示"逻辑链| |环境保护类|5篇|词义猜测、主旨大意|以生态保护案例为载体，形成"现象-影响-措施"认知框架| |饮食健康类|5篇|观点态度、细节理解|通过饮食文化与健康案例，建立"传统-现代-价值"关联| |文学艺术体育类|5篇|推理判断、主旨大意|结合艺术案例与体育故事，培养跨文化理解能力| |新闻报道类|5篇|事实细节、推理判断|聚焦科技与社会新闻，训练信息筛选与逻辑分析能力| |其他|5篇|词义猜测、主旨大意|涵盖诗歌与故事，提升综合文本解读能力|

综合专题03 阅读理解(记叙文+新闻报道+其他)(30篇) 考向一 文化教育类 Passage 1 (2025-2026学年陕西镇安中学高三下学期4月期中)Ruth Minhall’s pathway into education was unconventional. Owing to her ADHD and dyslexia(诵读困难), she was frequently misunderstood and underestimated. Teachers criticized her unusual way of thinking, and her confidence as a student declined. However, rather than giving up, Ruth developed strategies to succeed, such as reading her work aloud to improve syntax(句法) and flow, which contributed to her exam success. These experiences convinced her that setbacks can become stepping stones to growth. That belief continues to guide her leadership today and inspires the philosophy behind Tuition Extra: Learning should be adaptable, solution-focused, and centered on individual strengths. As an adult, Ruth once worked internationally as a singer and recording artist, pursued journalism, and eventually became a teacher at Borden Grammar School in Sittingbourne. It was in the classroom that she discovered her capacity to connect with students at risk of exclusion or disengagement. Although Ruth enjoyed teaching, she realized traditional routes within education weren’t economically sustainable for her as a single mother. So she created a part-time tutoring business that would later grow into Tuition Extra. Rapidly, parents and schools recognized Ruth’s unique solution-focused approach, which prioritized addressing unmet needs rather than punishing disruptive behavior. The impact wasn’t limited to academic achievement. Students also gained confidence, resilience and a renewed sense of belonging. In 2013, Ruth decided to dedicate herself fully to the business. Today, Tuition Extra is a dynamic organization combining education with therapy and career opportunities. It supports children and young adults aged 4 — 25 who might otherwise struggle to succeed in mainstream education. Ruth describes failure not as weakness but as growth. Her journey, from a struggling student to a successful teacher, is a testament to resilience. Her students are encouraged to see mistakes as opportunities for learning and renewal. Tuition Extra stands as proof that every child, regardless of their challenges, has the potential to succeed when education is tailored with sympathy and creativity. 1. What can be known about Ruth’s early school years? A. They led her to explore several careers. B. They were shaped by various challenges. C. They were marked by regular celebrations. D. They exposed her to an inspiring campus culture. 2. What primarily motivated Ruth to start her tutoring business? A. Her diverse career backgrounds. B. Her constant passion for education. C. A lifelong dream to run a business. D. Financial need to support her family. 3. What kind of students does Tuition Extra mainly aim to help? A. Those seeking fast exam success. B. Those talented in creative arts. C. Those struggling in regular schools. D. Those affected by mental disorders. 4. What is Ruth’s educational philosophy? A. Teachers must follow effective traditional methods. B. Education should be tailored to personal strengths. C. Teachers must have sympathy and creativity. D. Education should prioritize academic achievement. Passage 2 (2026届江西九江市下学期第二次高考模拟)A teacher explained on social media that for nearly 30 years, she’s used the same approach with students who already arrive with a reputation. You know the ones — the kids every teacher hears about before the school year even begins. Instead of pretending she hasn’t heard the warnings, she does something unexpected. Before the year starts, she finds out who those “notorious”(名声在外的) students are — not to judge them, but to understand them. Then she visits their former teachers and asks just one question: “I know they were difficult, but what’s something good about them?” Sometimes it’s “he’s a good football player,” or “she’s a talented artist.” All she needs is one strength. On the first day of class when that student walked in, she greeted him with, “I’ve heard about you.” At this point, the kid was ready for the usual speech: “You’d better not cause trouble in my class…” But she changed the script. “You’re that great football player I’ve been hearing about.” Instantly, his whole face changed. From there, she praised him in class and told him, “If you keep this up all week, I’m calling your mom or dad with good news.” The 13-year-old boy’s mother initially avoided her call, assuming it was bad news. Instead of complaining, the teacher flipped the script. When told her son was amazing, the mother cried. The teacher caught him being good and that kid spent the rest of the year trying to live up to that version of himself. Good news is powerful. And that lesson goes far beyond the classroom. Finding the good isn’t just for teachers working with “troubled” students. It can transform families, friendships, workplaces, and every part of life. 5. Why does the teacher ask about “notorious” students? A. To figure out their advantage. B. To know their academic results. C. To confirm their bad reputation. D. To check their family background. 6. What can we infer about the student from paragraph 4? A. He didn’t get along with his parents. B. He got used to being negatively judged. C. He was well-known among all the teachers. D. He was a trouble-maker in the teacher’s class. 7. What does the underlined phrase “flipped the script” in paragraph 5 probably mean? A. Wrote a better play script. B. Recorded their conversation. C. Changed the usual approach. D. Expressed her disappointment. 8. What does the teacher’s story teach us? A. Aim high, reach high. B. Learn more, know more. C. See good, get good. D. Speak clear, hear clear. Passage 3 (2026届湖北黄石市高三(3月)模拟考试)Recently I came across my old copies of “Mrs. Piggle-Wiggle” books. When I was young, I thought they were funny stories. Reading them as a parent, though, I saw something dark that kids wouldn’t notice. The books tell of Mrs. Piggle - Wiggle, who helps neighborhood parents fix their children’s behavior with special “medicines” that create frightening experiences. If Little Melody cries too much, she gets “Crybaby medicine” and nearly drowns in her own tears. Jody skips school to work on a tree house, so “Ignorance cure” makes him forget how to read. For Wendy, who tattles(打小报告), “Tattle Pills” make a dark cloud come from her mouth. What disturbs me now isn’t just the extreme punishments - it’s what they represent. Parents in the stories treat Mrs. Piggle-Wiggle like a hero because she makes their children “evened out.” The message is clear: children who stand out need to be fixed. As a parent myself, I’ve seen how this pressure plays out in real life. I’ve watched schools send children home for asking too many questions during lessons. I’ve seen kids punished for not sitting perfectly still for six hours in classrooms. When children learn differently, move differently, or think differently, modern Mrs. Piggle-Wiggles come from everywhere, all promising ways to make unusual children fit in. But what exactly is being “fixed”? Maybe the real problem is seeing a unique child as something to correct. Now when I read these books to my kids, I imagine the “uncured” kids all grown up. Maybe Wendy becomes a brave lawyer. Jody, the boy who skipped school becomes an architect designing sustainable homes. And Melody, the crier becomes an activist, her emotional sensitivity helping her fight for justice. Then I look at my own children and hope that someday they’ll be free to be themselves — not perfectly behaved copies of what adults want, but curious people who change the world because they never quite fit in. 9. What do the cures in paragraph 2 have in common? A. They require parental participation. B. They reflect outdated medical practices. C. They turn behaviors into extreme consequences. D. They use medication for psychological problems. 10. What does the underlined phrase “evened out” mean? A. Treated fairly by adults. B. Made to behave similarly. C. Given equal opportunities. D. Helped to solve problems. 11. Which would be viewed as modern “Mrs. Piggle-Wiggles”? A. AI tutors that fix behavioral problems. B. Educational systems that value diversity. C. Online platforms for personalized learning. D. Multi-level tests for students’ achievements. 12. What is the author’s main argument? A. “Problems” in kids may be strengths. B. Parents rely too heavily on authorities. C. Schools should adopt flexible behavior rules. D. Children’s books often contain harmful messages. Passage 4 (2026届湖南长沙市开物中学考前模拟英语试题)About eight years ago, Li Jinglong and Guan Dian visited the Palace Museum in Beijing. The cloisonne(景泰蓝瓷器) objects on display attracted them in particular. They spent hours looking at those beautiful objects. They just couldnˈt take their eyes off them. Born and raised in Beijing, 35-year-old Li is no stranger to cloisonne, since there were a pair of cloisonne vases in his grandparents’ home. His wife, 34-year-old Guan, who learned to paint as a child and later became a designer after graduating from the Beijing Institute of Fashion Technology, is also familiar with cloisonne, as it appears in her art books. As a result of their visit, the couple made the daring decision to open a workshop. “We learned cloisonne after seeing the pieces displayed in the Palace Museum. We wanted to turn our hobby into a career, so that people could enjoy and learn to make the craft themselves,” said Li, who worked in a finance company before quitting his job to launch Handcraft Addicted, a DIY workshop where participants can make cloisonne. Since 2018, they have opened three workshops in Beijing. They are happy to give people a glimpse of the traditional techniques of cloisonne as part of a DIY experience.    Instead of focusing on making traditional cloisonne objects, such as plates and vases, the workshop allows participants to create the designs they want on the surface of glass, resin (树脂) or wood. Although the process has been simplified, it is still not easy for people trying cloisonne for the first time to succeed. Participants spend months making one piece, which they take home or give friends as presents. It’s a luxury for people to spend time alone and fully focus on one thing nowadays because of the fast pace of life. Participants come to the workshop not only to create art, but also to take a break from their busy lives. 13. What can we learn about the couple? A. They both grew up in Beijing. B. They both majored in cloisonne art. C. They are both familiar with cloisonne. D. They both quit their previous jobs. 14. What inspired the couple to open Handcraft Addicted? A. Their grandparentsˈ cloisonne vases. B. Their hobby in handcraft techniques. C. Cloisonne objects in Guanˈs art books. D. Cloisonne on exhibition in the Palace Museum. 15. What does the underlined word “glimpse” in Paragraph 3 probably mean? A. Chance. B. Sight. C. Skill. D. Guidance. 16. Which of the following can best describe the couple? A. Modest and warm-hearted. B. Generous and considerate. C. Outgoing and dedicated. D. Creative and determined. Passage 5 (2026届河南方城县第一高级中学普通高等学校招生全国统一考试模拟)Lisa Chen is a skilled marketing professional with a diverse background in digital marketing and analytics. Currently serving as an Ads Optimizer at Dcard since June 2023, Lisa previously held the position of Digital Marketing Specialist at a big market chain, where responsibilities included strategizing marketing initiatives. One day she was shocked when her workmate Mike Rodriguez didn’t message her back about a project deadline in the app. Instead, he texted her to explain he’d set his productivity app, FocusLock, to block all work chat apps from 9 a. m. to 6 p. m. on weekdays. Impressed, Lisa asked how he managed to stick to it. Mike said FocusLock turned his smartphone into a tool-only device during work hours, letting him focus on tasks without distractions. Several of his friends had recommended it, so he gave it a shot. Lisa, who’d long struggled with constant phone checking, downloaded it with little hope, thinking her distraction habit was beyond fixing. FocusLock, Lisa discovers, works by letting users create custom blocks: users set a “Deep Work” period from 10 a. m. to 4 p. m., blocking all social media, games, and even email. When the block is active, those apps are hidden from her home screen and can’t be accessed. Every time Lisa feels the urge to check her social media during the block, she reminds herself that waiting a few hours to see her cousin’s new pet photos isn’t a big deal. What’s more, FocusLock allows short, guilt-free breaks; when the break time elapses, the block restarts automatically. Lisa found that after a day of undistracted work, her mind felt calmer, and she even enjoyed catching up on all the updates after 6 p. m. more than before. “The pile of content you miss during the day feels like a fun reward,” she said. Her phone addiction wasn’t gone, but it was finally under control. 17. Why did Mike contact Lisa by text? A. He decided to negotiate the project deadline. B. He hoped to explain his online absence. C. He preferred texting for work. D. He deleted his chat apps. 18. What best describes Lisa’s initial attitude towards FocusLock? A. Confident in change. B. Curious about the app. C. Hopeless about her habit. D. Envious of Mike’s focus. 19. What does the underlined word “elapses” in paragraph 4 mean? A. Passes. B. Begins. C. Separates. D. Approaches. 20. What does Lisa’s experience show? A. Willpower alone is sufficient. B. Rewards are crucial for focus. C. Digital apps add more fun to life. D. External aids facilitate self-discipline. 考向二 环境保护，人与动植物类 Passage 1 (2026届福建名校联盟高中毕业班考前适应性练习英语)Carrying his “sound hunter’s” backpack with a headset, a recorder, and fifteen specialized microphones, Charles Rose sets out to explore Lyon’s Tête d’Or Park. He places his microphone against a rock as if taking its pulse(脉搏). He is focused, listening to a language only he seems to understand. Charles Rose is an audio naturalist. In his ears, trees whisper with human-like voices, queen bees cry, and ant nests crackle(噼啪作响) like campfires. His journey began in 2019 during a trip to Norway. While searching for sounds to sample for his musical compositions, he found himself attracted by the natural soundscapes. That trip became the turning point: he started recording flowing rivers, wooden churches, and animal calls. These recordings soon became albums of their own. From them, he builds a “sound library” that reflects the richness of ecosystems worldwide. Months ago, he traveled to the Tuvalu islands in the South Pacific where 95% of the area could be submerged by the end of the century. He recorded everything: the wind, the waves, the birds, the trees, the silence between sounds. These sounds now live in a sound bank that will immortalize the island’s memory and keep it long after the land disappears. Today, over 40,000 species are threatened by climate change, according to the latest report by the International Union for Conservation of Nature. For Rose, recording nature is a form of conservation. “By capturing the sound of an insect moving under our feet,” he says, “I want to make the living being more alive in the eyes of humans. I believe the more we listen, the more we respect.” Night is about to fall on the park as the rain arrives. While Sunday walkers rush for cover, Charles Rose smiles and excitedly heads to the pond. He kneels at the water’s edge, lowers a microphone beneath the surface, puts on his headset, and closes his eyes. 1. Why did Charles Rose go to Norway? A. He planned to build a sound library. B. He wanted to study local ecosystems. C. He intended to look for musical inspiration. D. He hoped to photograph natural landscapes. 2. What does the underlined word “immortalize” in paragraph 4 mean? A. Recall. B. Replace. C. Update. D. Safeguard. 3. What is Charles Rose’s purpose in recording nature? A. To teach people listening skills. B. To do research on climate change. C. To raise environmental awareness. D. To learn animals’ special language. 4. Which words best describe Charles Rose? A. Devoted and far-sighted. B. Creative and carefree. C. Curious and cool-headed. D. Humorous and easygoing. Passage 2 (2026届福建福州第一中学高三5月质量检测英语试题)I recently moved back to my hometown, York, a small city in England. It has a long history and a lively culture, but not many trees for shade. In recognition of urban trees’ benefits, the city plans to plant 4,000 trees, starting with the creation of two “micro woods” near the city center. However, planting thousands of trees doesn’t guarantee success. It’s important to choose carefully what to plant and where and — to care for what’s already there. One of the main benefits of urban trees is that they keep cities cool by providing shade and transpiration. This cooling effect will only become more important as the climate warms. In the meantime, however, climate change is threatening urban trees. Ecologist Stephan Pauleit and his team found a major increase in tree death rate during summer heatwaves. The loss of mature trees is a major problem. According to Pauleit, an 80-year-old tree cools the air and stores carbon ten times better than a 20-year-old one. There are other threats, including invasive species. Two species of longhorn beetles (天牛), for example, can eat a tree to death. A study found that a serious outbreak of either of these harmful insects could kill a quarter of the trees in some cities. These problems are worsened by the limited diversity of urban trees. In some cities, just five species account for three quarters of trees. Such trees are tried and tested choices, but as the climate warms, they may no longer be fit for purpose. Thus, cities need to plant with the future in mind. Researcher Henrik Sjoman has identified candidates like the chestnut-leaved oak and Lebanese wild apple that tolerate extreme conditions the best. I went to one of the micro woods in York. There are about 50 saplings (幼树) that will take decades to mature. I am rooting for them, but I fear the world where they are growing up won’t be kind to them. 5. What does the author think is vital for the tree planting plan? A. Preserving the existing trees. B. Creating more urban micro woods. C. Developing a lively local culture. D. Replacing the badly damaged roots. 6. What do we know about urban mature trees? A. They survive heatwaves better. B. They show a stronger cooling effect. C. They stop the climate from warming. D. They recover from insect attacks faster. 7. What has led urban forests to higher risks? A. Random choice of trees. B. Poor variety of trees. C. Inability to store carbon. D. Frequent outbreaks of new insects. 8. What can be inferred about the newly planted saplings in York? A. They may face challenges in the future. B. They may soon provide enough shade. C. They can prevent longhorn beetles. D. They can tolerate extreme conditions. Passage 3 (2026届福建厦门市高中毕业班适应性练习英语试题)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. 9. 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. 10. 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. 11. 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. 12. 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 4 (2025-2026学年陕西镇安中学高三下学期4月阶段检测英语试题)Where does the inspiration come from? Photographer Levon Biss got it when looking at beetles(甲虫) from his garden. He recently bought a microscope for his son. For fun, they placed a beetle under the lens. “It blew me away,” Biss recalls. “It was beautiful.” He wondered if he could capture that beauty in a photograph. Until then, Biss had made a career as a commercial photographer. Insects gave his work a new goal. Around the world, insect populations are in decline because of pesticides(杀虫剂), habitat loss, and climate change. Biss thought that if people could see what he saw through his son’s microscope, they would care more about protecting insects. “I’ve got a photographic technique and a skill,” he says. “If I can do this, I should use it for a better purpose.” Biss turned to a type of photography that involves taking close-up pictures of small things, like flowers or bugs. His pictures show the insects in all their wonderful, microscopic detail. A few years ago, Biss exhibited his first insect project, Microsculpture. That’s a scientific term. For his latest exhibition, Extinct and Endangered, Biss photographed bugs from the collection at the American Museum of Natural History in New York City. With the help of the museum’s scientists, he selected bugs that were either extinct or endangered. What is more wonderful is that Biss blows them up into larger-than-life images to be displayed in the exhibition. Some are eight feet tall. “It’s a humbling experience when you’re holding an insect that’s extinct,” Biss says. “The human species is responsible for the current insect crisis. It’s sad to know this insect will never be on this planet again.” Biss hopes his photographs will get people thinking the same way. “The way I work is through pictures. I communicate visually in the way a writer communicates through words,” he says. “Hopefully, these pictures can shake things up and get people to pay attention.” 13. What inspired Biss to take pictures of insects? A. His job as a photographer. B. The insect’s beauty he found. C. The microscope he had bought. D. His dream to hold an exhibition. 14. What does the underlined phrase “a better purpose” in paragraph 2 refer to? A. Taking close-up pictures of flowers or bugs. B. Practicing his relevant photography skills. C. Encouraging people to protect insects. D. Passing on knowledge about endangered insects. 15. What can we infer about Biss’ latest exhibition? A. It’s held in the American Museum of Natural History. B. Its photos were about common living insects. C. It features insects from his personal collection. D. Its pictures were much larger than normal insects. 16. What is the text mainly about? A. A photographer’s action to protect insects. B. A new way to take pictures of insects. C. The quiet beauty of declining insects. D. Learn more about insects’ present situation. Passage 5 (2026届浙江宁波市镇海中学高三英语模拟试题)One quiet summer afternoon, Max and his sister Morvenna lay beside a sandy pit(坑) where an ant-lion hid. A small ant was struggling to climb the slippery slope and escape. Morvenna tried to save it with a twig(细枝). However, out of childish curiosity, Max blew hard into the pit, sending it sliding back. The ant-lion immediately caught the ant and disappeared into the sand. He sent two more down. The scene repeated itself. The children fell into awkward silence. “They’re too little.” Max said. “I’ll get a meat-ant and see what he does.” “Oh no! If you do, I’ll kill the lion,” Morvenna begged and threatened anxiously, yet unconsciously searching for the meat-ant’s nearby track. Max fetched a fierce red meat-ant and sent him down, eager to witness a thrilling hunt. Filled with fear, Morvenna covered her eyes but soon peeked(偷看) out of uncontrollable curiosity. The strong ant fought fiercely and nearly escaped, time and again, but Max pushed it back repeatedly. “Let’s see some sport,” he murmured softly. The battle swung. A pigeon hopped nearby, other ants ran quietly about their business, the stream ran peacefully over the rocks, and the creatures inside the pit struggled silently. Finally, the ant-lion seized its prey by one leg. The ant struggle desperately, his free legs kicking wildly. It grew weaker and slower, and the ant-lion bit hard into its belly, swiftly and fiercely. Now the ant fell. All was over, his waist nearly split in two. He lay there, helpless and motionless. How quickly, how cruelly, the ant-lion pulled him down, avoiding the last kicks of those thin useless legs and hiding him in the sand, where the other ants lay. The creature seemed like a little machine. He sent a shudder (寒战) through Morvenna. Max sat up slowly. His eyes reddened, hands trembling. “Are you going to put in another?” Morvenna asked. She half-hoped, half-feared it. “No,” Max said. He stood up, not looking at the pit or at Morvenna. “Enough’s enough.” Then he broke into a run and stopped, far from the pit. 17. What can we infer about Morvenna during the fight? A. She had a contradictory state of mind. B. She refused to help Max find any ants. C. She attempted to stop Max all the time. D. She firmly stood by the weak little ants. 18. Why does the author describe the scene in paragraph 5? A. To highlight the cruelty of the pit battle. B. To display the vitality of the countryside. C. To indicate the inner peace of the children. D. To show the indifference of other creatures. 19. What made Morvenna shudder? A. The noisy and terrible environment. B. The scary appearance of the ant-lion. C. Max’s unreasonable and cruel behavior. D. The fierce and mechanical hunting process. 20. Which word can best describe Max’s final feeling? A. Relieved B. Entertained C. Confused D. Guilty 考向三 饮食健康类 Passage 1 (2026届重庆市永川中学校高三春季学期考前模拟英语)I used to think recipes were promises. If I followed every line, the cake would rise and dinner would turn out well. My grandmother would probably have laughed at that. She cooked from memory and attention. “Stop when it looks right,” she would say. “Add flour until the dough feels soft but not sticky.” To a child who wanted clear answers, this sounded almost unfair. Years later, I came across a medieval(中世纪的) recipe for sambocade, a kind of cheesecake. It gave no exact measurements. It simply told the cook to make a crust, prepare the curds, add sugar, egg whites and elderflowers, and bake it. At first, I found it nearly useless. How much sugar? How many eggs? How hot should the oven be? Then I understood: the recipe was not meant to teach a beginner from zero. It was more like a reminder, pointing back to knowledge learned by watching, touching, smelling and trying again. That was how my grandmother cooked. Her own recipes were only lists of ingredients kept in an old shoe box. After she died, my mother threw the box away, thinking it had no value without instructions. I understood her choice. To anyone else, “flour, eggs, milk, sugar” was hardly a recipe. Yet something was lost with that box — not complete knowledge, but traces of a way of knowing. Today, we often expect recipes to protect us from uncertainty. We want grams, minutes and temperatures. Careful measurement is useful, of course. But cooking is not only measurement. A good cook notices when butter begins to smell nutty, when dough resists the hand, and when a cake is pale enough to leave the oven. Such knowledge cannot be fully written down. It must be practiced in the body. Now, whenever I bake, I still hear my grandmother’s question: “Is it pale enough yet?” It is not exactly a rule. It is a way of paying attention. 1. Why did the author once find her grandmother’s instructions “almost unfair”? A. They sounded too old. B. They lacked clear rules. C. They changed too often. D. They used rare ingredients. 2. Why is the medieval recipe mentioned? A. To introduce a special sweet dessert. B. To prove old recipes are useless. C. To explain what Grandma’s cooking was like. D. To compare different kinds of dishes. 3. What does the shoe box mainly represent in paragraph 3? A. Lost family wealth. B. Complete cooking records. C. A forgotten dessert. D. Knowledge through practice. 4. What is the author’s view on recipes? A. Accuracy removes uncertainty. B. Practice gives recipes meaning. C. Old recipes work better. D. Good memory matters most. Passage 2 (2025-2026学年广东深圳龙岗区高三下学期第二次月考)Victoria Rinsma, sous chef at Michelin-recognized Hexagon in Ontario, has earned her place among the world’s top 15 culinary(烹饪的) talents after winning last year’s Canadian title. Her signature dish “Across the Sea and Home Again” is both personal and distinctly Canadian. It blends traditional East Coast comfort food from her grandmother’s homemade recipes with contemporary techniques she has perfected in Hexagon kitchen. She considers the dish as the purest form of expression of her culinary journey. Rinsma is trained by Hexagon’s executive chef Rafael Covarrubias, who won the 2019 Canadian title and represented Canada in Milan in 2021. He offers much more than just technical support; he also coaches her on mental resilience, arming her with all-round preparation for the contest. That sense of continuity of one generation of chefs lifting the next helps make Canadian cuisine globally renowned for diversity, regionality and innovation. Now she will test her signature dish under the supervision of international judges in Milan for the S.Pellegrino Young Chef Academy Award 2024-25, a platform highlighting technical ability, creativity, sustainability and storytelling through food. For Rinsma, it’s a chance to bring Canadian ingredients and identity to a global audience. In Milan, she will share the stage with fellow chefs from every corner of the world: chefs from Panama, Slovenia, South Africa, the United States and the United Kingdom and so on. Each will present a unique dish shaped by their own culture and training. Together, they represent the future of global food culture. Rinsma’s plan for the future draws equally from memory and ambition. By weaving her grandmother’s beloved East Coast flavours into a dish refined for one of the world’s most demanding culinary competitions, she bridges past and present, home and away. 5. What is special about Rinsma’s signature dish? A. Conventional techniques. B. Grandmother’s recipe inspiration. C. Hexagon chefs’joint efforts. D. Personalized and Canadian features. 6. What role has Rafael Covarrubias played in Rinsma’s culinary journey? A. Representing Canada with her. B. Offering her full-range support. C. Shaping her award-winning dish. D. Teaching her basic cooking skills. 7. What do we know about the culinary competition in Milan? A. It requires dish storytelling. B. It tops the world’s culinary contest. C. It prioritizes cooking techniques. D. It targets chefs from Asian regions. 8. Which of the following best describes Rinsma as a chef? A. Modest and skillful. B. Dynamic and competitive. C. Creative and patriotic. D. Cautious and independent. Passage 3 (2026届河北省清河中学模拟预测)Last month, while on a writing course in Umbria, Italy, I was delighted to watch an elderly couple clean their messy chestnut orchard(栗子园), followed by their energetic sheepdog. The fallen crop was pulled into a giant fan that blew their jackets back out onto the ground, and then the nuts were sorted by other family members on a conveyor belt in the farmhouse — the good ones to be sold in the shell, the less perfect nuts swiftly dropped into a container for processing. Later in the week, a truck turned up in the village square to pick up bags from other small local producers. That evening, I roasted a pan of chestnuts on the fire with new appreciation, while regretting the disappearance from the streets of London of the chestnut sellers of my childhood. If you’ve never eaten chestnuts hot from the shell, I strongly urge you to seek them out. The vacuum-packed(真空包装的) and ready-cooked sort are, of course, extremely convenient, but they’re a quite different thing from the sweetly smoky, roasted variety, so fresh that you burn your fingers on them and don’t care. While the season ends eventually, the chestnuts’ association with Christmas means that net bags of them have already made their annual appearance in greengrocers and supermarkets, no doubt as much for their decorative value as for their fibre content. Indeed, they were once an important basic food starch in hilly regions like Umbria and Tuscany. To this day, ground chestnuts pop up in cakes and cookies, breads and soups. But I’d argue that any such tendency to powderiness is, like so many issues in life, helped by the liberal addition of fat, as proven by buttery chestnut frangipane tart, smoky bacon and cream cheese, and buttery rice with pumpkin. So, if you spot some chestnuts at the shops, go and buy them. 9. What does the author intend to show by mentioning the sellers in London? A. A preference for food. B. A memory of childhood. C. Differences between cultures. D. Dissatisfaction with life. 10. What kind of chestnuts does the author strongly recommend? A. Vacuum-packed. B. Ready-cooked. C. Freshly-roasted. D. Pre-shelled. 11. What was the main use of chestnuts in Umbria and Tuscany in the past? A. A decorative item for Christmas. B. A special ingredient in local desserts. C. A key source of starch in daily life. D. A profitable crop for small producers. 12. What can be the best title for the text? A. Chestnuts: A Bitter Memory B. Chestnuts: From Orchard to Table C. My Unforgettable Trip to Umbria D. The History of Chestnut Growing Passage 4 (2026届广东省大湾区名校联盟高三考前压轴题英语试题)Krystal Mwesiga Birungi vividly remembers the first time she had malaria when she was just five years old. It was a feeling of overwhelming weakness. Despite having a burning thirst, she was unable to lift her head for a sip of water. She could not eat because she would immediately throw up. She would shake violently, feeling freezing cold even though she had a dangerously high fever. When Krystal and her two younger brothers were growing up, their mother worked to support the family. When one of her children got malaria, the mother was left with the impossible decision of whether to stay at home and care for her sick child or go to work to earn money to pay for the treatment. The horrific impact that malaria had on her family and community inspired Krystal to dedicate her life to terminating the disease. Today, Krystal works as a field entomologist at the Uganda Virus Research Institute on a project called Target Malaria, which aims to develop genetic technology to reduce mosquito populations and interrupt transmission of the disease. But children there can’t wait. Uganda’s tropical climate and mix of warm, humid forests and large agricultural settlements create a fertile breeding ground for mosquitoes that carry malaria. Luckily, the Global Fund is there to help. Krystal says that the Global Fund’s arrival in Uganda was a game changer. By 2023, with its support, the usage rate of long-lasting insecticidal nets among at-risk groups in Uganda had reached 53%, and over 95% of people with symptoms received malaria tests. Uganda reported 12.6 million malaria cases in 2023, remaining a high-burden country, but the fund’s 2.7 billion US dollars investment in malaria control across high-burden countries including Uganda in 2024 has sustained progress in prevention. Today, Krystal is a mother to a three-year-old son, Theo. She is thankful that she does not face the same challenges that her mother did. And she believes that with joint efforts, malaria will be greatly reduced as a threat to children’s childhoods in Uganda. 13. What can we learn from Krystal’s experience at five? A. Malaria spread fast among kids. B. Malaria used to be common in Uganda. C. Malaria had similar symptoms to a cold. D. Malaria was a greatly threatening disease. 14. What does the underlined word “terminating” in Paragraph 3 mean? A. Ending. B. Curing. C. Demonstrating. D. Researching. 15. How does the author stress the Global Fund’s significance? A. By quoting Krystal’s words. B. By telling stories related to malaria. C. By giving specific achievement data. D. By listing its scientific breakthroughs. 16. Which of the following best describes Krystal? A. Tolerant. B. Sympathetic. C. Considerate. D. Innovative. Passage 5 (2026届河北沧州市名校联下学期考前预测高三英语试题)In a remote village in eastern Nepal, where the nearest school was days away, Sanduk Ruit grew up surrounded not by ambition, but by absence. There were no doctors nearby, no electricity, and little sense that life could be otherwise. When his sister died of tuberculosis(肺结核), he didn’t decide to become a doctor in an instant. For a while, he simply carried the quiet understanding that some lives were lost because help never arrived. Years later, in India, Ruit studied medicine with a practical goal: to build a stable career. Changing the world was not part of the plan. That changed in 1985, when he met Australian eye surgeon Fred Hollows. Hollows spoke less about disease and more about unfairness-about people going blind not because they couldn’t be treated, but because they couldn’t afford it. The idea disconcerted Ruit. It suggested that blindness, in many cases, was not unavoidable, but tolerated. Ruit learned modern cataract(白内障) surgery, but returning to Nepal, he faced a different problem. The techniques worked — but mostly in cities. The people who needed them most were far away, in villages like the one he came from. For a time, this gap seemed impossible to narrow. So instead of waiting for patients, Ruit began going to them. Carrying equipment into remote areas, his team set up temporary eye camps. The conditions were far from ideal, yet the results were striking: within minutes, patients who had lived in darkness could see again. It was not dramatic, but repetitive, careful work. Over time, the effort grew into something larger than a series of operations. Hospitals were built, doctors were trained, and low-cost lenses(镜片) were produced locally. What began as a response to a single problem became a system. People often describe Ruit’s work as extraordinary. He tends to describe it differently. For him, the goal was never to perform miracles, but to make sure fewer people had to live without choices simply because of where they were born. 17. What can be inferred about Ruit after his sister’s death? A. He immediately decided to study medicine. B. He became determined to leave his village. C. He began researching tuberculosis treatments. D. He felt helpless about the lack of medical care. 18. What does the underlined word “disconcerted” in paragraph 2 most probably mean? A. Annoyed. B. Amused. C. Disturbed. D. Delighted. 19. Why did Ruit choose to set up mobile eye camps? A. To modernize rural areas. B. To improve his surgical skills. C. To help those in remote places. D. To attract international support. 20. What can we learn from Ruit’s story? A. Persistence bridges social gaps. B. Actions speak louder than words. C. Misfortune shapes one’s whole life. D. Cooperation creates medical miracles. 考向四 文学艺术体育类 Passage 1 (2026届浙江宁波市镇海中学高三上学期模拟预测)This weekend I had the pleasure of seeing the Latvian animated film Flow in the theater. I’d never heard of it, but all of the other options were sequels(续集) or Christmas movies. Flow had a great trailer(预告片), excellent reviews, and won many awards. I was told. It is about the adventures of a black cat, a yellow dog, and several other animals that band together to survive a catastrophic flood. There are no people in the film. In fact, there is no dialogue at all in the hour and a half. You would think that a movie without any human characters or dialogue would be boring. Well, Flow is anything BUT. On the contrary, I was often on the edge of my seat, terrified for the danger these little guys faced. They’re constantly escaping enemies and rising water. Eventually, our black cat finds himself in a new land. At the start of the movie he is alone, but by the end he is surrounded by new friends. What, if anything, does this movie “mean”? Clearly, one of the basic themes is unity — different species that initially don’t get along eventually learn to help each other survive. But I think the fact that humans are completely absent seems intentional. The animals pass through run-down, abandoned towns, implying that humanity may have been wiped out by a disaster. Combined with the flood, this suggests a metaphor about climate change and sea level rise. The movie’s metaphors are subtle: water is an ever-present symbol in the film, and it is constantly flowing forward, pushing the action and our characters. With the title literally named Flow, temporariness seems to be the main message: things constantly changing, the world moves on. We often can’t control storms of life. What we can control are our own actions. You can choose to fight the current or go with it and make the best of what you find down river. Or it could mean something else completely different to you! Like the best poems, this movie is open to multiple interpretations. 1. What initially motivated the author to watch the film Flow? A. Recommendations from strangers. B. Its positive reception and many awards. C. Curiosity about an unknown movie. D. Its unique theme concerning animals. 2. Which of the following is a distinctive feature of Flow? A. It involves more than human characters. B. It contains no spoken dialogue. C. It is a short animation within 90 minutes. D. It is primarily a Christmas-themed story. 3. In the author’s opinion, what does humans’ absence from the film imply? A. The loss of humanity. B. The difficulty of survival. C. The unpredictability of life. D. The unity of diverse species. 4. Where is the text probably from? A. A textbook on animation. B. An eco-tour journal. C. An editorial on global warming. D. An entertainment website. Passage 2 (2026届湖南长沙市知源中学高三全真模拟适应性考试)Moving to a new city can be an anxious experience. It’s often difficult to develop a sense of connection when you’re unfamiliar with a place’s traditions and history. Now that I’m a new resident of Pittsburg, one way I’ve found to engage with my new environment is through the art murals(壁画) found around town. Whenever I take a walk around the Old Town area, I stop to admire the mural at Heritage Park Plaza (HPP). As a newcomer, I find myself identifying with one section of the mural in particular. It shows a newly arrived family with their belongings, transitioning(过渡) into a photograph of a wedding. To me, this symbolizes establishing general roots — something I hope to do here in Pittsburg as well. Another mural I enjoy is located on the side of the Ace Hardware building on Railroad Avenue. This colorful piece honors the indigenous heritage(土著遗产) of the Pittsburg area, specifically the Bay Miwok people who lived here long before European settlers arrived. The mural acknowledges the lives of these indigenous groups, whose cultures were reshaped by newcomers. Today, these cultures coexist, a reality the mural beautifully illustrates. Lastly, there’s an amazing mural on the history of the Latino identity, located on the back of the Cardenas Markets near the highway entrance. The mural records the pre-history, transformation, and ongoing cultural presence of the Latino community in Pittsburg. As someone who shares in that heritage, I find it deeply meaningful to see it proudly displayed as visitors enter the town. It’s a visual welcome that makes me feel connected to the city and its values. These murals have become my way of bonding with Pittsburg, offering me a sense of belonging and helping me appreciate the town’s rich history. They serve as both reminders of the past and invitations to become a part of the ongoing story of this community. I encourage everyone to walk through their city, or any new town, and explore public art to better understand the community’s identity. 5. What does the mural at HPP inspire the author to do? A. Learn about Pittsburg’s historical events. B. Take photographs of particular art murals. C. Build lasting family bonds in Pittsburg. D. Protect the traditions of older residents. 6. What does the Ace Hardware mural illustrate? A. The integration of different cultures. B. The cruelty of European settlement. C. The restoration of indigenous customs. D. The history of the Ace Hardware building. 7. What aspect of the author does paragraph 4 reveal? A. Her original Latino background. B. Her talent for appreciating murals. C. Her contribution to the local community. D. Her role as a tour guide for Latino visitors. 8. What is the best title for the text? A. A Travel Journal of Pittsburg’s Murals B. Pittsburg’s Traditions Preserved in Art C. Exploring the Artistic Side of Pittsburg D. Engaging with Pittsburg Through Public Art Passage 3 (2025-2026学年辽宁沈阳市第一二〇中学高三年级下学期高考考前模拟)Bright smiles and songs ripple across a field in rural eastern Uganda where elderly women swing cricket bats(板球拍) as a way to reshape what aging, health and sports can look like in later life. The so-called “cricket grannies” are bound together by a growing love of a game that helps them manage age-related health conditions, stress and loneliness. In floor-length dresses and mostly barefoot, the women aged 50 to 90 gather weekly in Jinja district. “With the exercises, my legs used to hurt, but they no longer do,” said Jennifer Waibi Nanyonga, 72, a grandmother of 29. “I spent last year without seeing a doctor for my back.” The initiative began in 2025 with just 10 grandmothers in a remote village and has since grown more than tenfold. The program was first aimed at children, but when cricket coach Aaron Kusasira found that caregivers often kept children from joining, he decided to involve the elderly women too. “We jog, we move around, we do stretches,” said the coach. “They unknowingly have to run because they have to compete.” Physical inactivity is a leading risk factor for noncommunicable diseases and is more common among women globally. Beyond physical activity, cricket has also built a sense of community. “When at home, you have no company and spend your time buried in your thoughts,” said an elderly woman named Patriciah. Others find the meetings cathartic. “We get together and talk about our problems,” said Jennifer. “By the time we return home, everyone is lighter and with a fresh start.” For the coach, training the grannies is a win-win. “From the kids to the elders, provided I see the smiles…it’s enough. I know that is a day well spent.” 9. Why do the “cricket grannies” gather together every week? A. To develop athletic skills. B. To become expert doctors. C. To achieve overall health. D. To share the latest fashion. 10. What can we learn about the initiative from paragraph 3? A. Its varied benefits. B. Its driving cause. C. Its strict regulations. D. Its hidden influence. 11. What does the underlined word “cathartic” mean in paragraph 4? A. Mind-blowing. B. Pain-relieving. C. Heart-racing. D. Time-consuming. 12. What does the coach achieve by training the grannies? A. Collaborative spirit. B. Health awareness. C. Personal satisfaction. D. Competitive mindset. Passage 4 (2026年浙江宁波市镇海中学5月高三高考模拟)I had dreamed of Rome for as long as I could remember, ever since I first watched fancy Italian movies as a teenager. I imagined myself strolling through sun-lit squares, living a sweet life. However, the reality proved much more dramatic than movies. My first lesson in Roman “charm” was a taxi ride. The driver quoted me a high price to take me to my hotel, only for me to discover later that it was just two blocks away. Yet, he did it with such a warm smile that I actually felt touched and tipped him. The real challenge, however, began when I started walking. Zebra crossings are treated as mere street decorations. I once stood at a busy crossroad, absent-minded, when six lanes of vehicles rushed towards me with no intention of stopping. Italian drivers are far too busy gesturing wildly or eating sandwiches to notice a terrified tourist. However, Rome is not without its magnificent highlights. I spent days wandering through history, climbing the famous Spanish Steps and strolling through the gardens of the Villa Borghese. I admired the massive Colosseum and the ancient Forum, before crossing the river to explore the hilly streets of Trastevere. I stepped into St. Peter’s, where the silence was so heavy that my mouth fell open. Pale beams of heavenly light filled the vast space, forming a sharp, beautiful contrast to the shouting workmen outside. As I left the cathedral, I looked at the chaotic streets again. Rome is dirty, loud, and disorganized, but it is also vibrantly alive. It thrives on a kind of wonderful mess that makes perfectly ordered cities seem boring. I had come looking for a movie, but I found something much better. 13. What initially sparked the author’s desire to visit Rome? A. The city’s charming sun-lit squares. B. Stories told by his family members. C. A longing for a dramatic adventure. D. The appealing scenes in Italian films. 14. What can we learn about the author’s taxi ride experience? A. He paid a fairly high price for a long-distance trip. B. He was tricked by the driver’s outward friendliness. C. He was impressed by the driver’s professional skills. D. He directly pointed out the driver’s dishonest behavior. 15. What can we learn about Italian drivers according to the passage? A. They are respectful and helpful to tourists. B. They are professional but sometimes impatient. C. They are distracted and indifferent to traffic rules. D. They are nervous when driving in busy crossroads. 16. What can be the best title for the text? A. Italian Movies: A Guide to Rome B. Roman Traffic: A Terrifying Lesson C. Rome: A City of Beautiful Disorder D. St. Peter’s: A Silent Place in a Loud City Passage 5 (2026届河南省郑州外国语学校模拟预测)Steve Bagmanyan found his calling in a workshop filled with broken instruments. But every year, the shop brings both joy and heartbreak. Due to budget cuts, the number of technicians has dropped from 60 to just 11, leaving them to repair instruments for more than half a million students in Los Angeles public schools. “The work we do is important and needs to be preserved, but it’s becoming a dying craft,” said Bagmanyan, 60, who runs the shop and handles piano repairs. “Children are our future, yet music programs are being cut across the country.” However, there is hope for the shop. The Last Repair Shop, a short documentary featuring Bagmanyan and three other technicians, recently won an Oscar for best documentary short film. The film combines their personal stories with reflections from students who have found comfort and joy in music. Few people even knew the shop existed before the documentary’s release. This workshop, in operation since 1959, is believed to be the last of its kind in the country. Bagmanyan and his team provide free instruments and repairs across the school district, often serving children from low-income families. For many of these children, public schools are their only source of musical instruments, which wealthier families can more easily afford. Since the release of the film, public support has soared. Donations have been made to fund more repairs and strengthen school music programs in Los Angeles. “People are inspired by what we do and want to support a dying art form,” said Ben Proudfoot, who co-directed the documentary. Bagmanyan knows that a poorly maintained instrument can discourage a child from learning. “If an instrument doesn’t work properly, a child might give up on music,” he said. “But when you know the instrument is going to a student who loves it, it’s impossible not to smile.” After 21 years of service, Bagmanyan says his cup is full, knowing that children may carry a love of music with them for a lifetime. “I was planning to retire,” he admitted. “But now I’ll rebuild the shop to what it once was and keep going a little longer.” 17. What is the challenge faced by Bagmanyan? A. Old instruments. B. Declining number of students. C. Low profitability. D. Shortage of skilled technicians. 18. What is paragraph 4 mainly about? A. The career achievements of Bagmanyan. B. The popularity of the documentary. C. The unique history of the school district. D. The importance of the repair shop. 19. How does the documentary impact the shop? A. It enhances the shop’s public image. B. It attracts new business opportunities. C. It helps sustain the shop’s operation. D. It provides education to the community. 20. Which words can best describe Bagmanyan? A. Ambitious and independent B. caring and persistent C. Cautious and demanding D. optimistic and generous 考向五 新闻报道类 Passage 1 (2026届山西省晋城市高三考前模拟考试英语试题)In a southern California school district, each child has a laptop. They are expected to use web-based word processors before they know how to type. Though they are also practicing handwriting, they aren’t coming home with spelling lists or tests. “Over the next couple of years, I have started to understand. The school isn’t explicitly teaching spelling in the way that I understand,” said Jodi Carreon, a stay-at-home parent. By the time her son reached the end of elementary school, Carreon decided to give him spelling tutoring. She knew letting him rely on error-correcting technologies like autocorrect and spellcheck would only mask the problem. So she downloaded spelling lists from the Internet and reviewed words with her child every week. “I’m not a teacher,” she said. “I don’t exactly know the proper way to do this. I would help my child as best as I could, based on the rules I remember.” What Carreon doesn’t know then is that many teachers no longer understand how to effectively teach spelling, and don’t have high-quality curriculum to help students. This may surprise parents who attended elementary school in the 1980s and likely became proficient spellers thanks to formalized spelling instruction. Complicating matters are error-correcting technologies, which parents themselves might favor. But Dr J. Richard Gentry, an education researcher, says that while such tools can be helpful later in a child’s schooling, students must learn the vital skill of spelling or they may risk falling behind academically. He stresses that parents need to begin paying close attention to their child’s spelling toward the end of first grade and continue monitoring it throughout elementary school. Carreon has to cobble together at-home spelling resources for her child. She wishes parents in her position could easily find spelling resources and support. In addition to at-home studying with her child, she’s paid for tutors and writing courses for her child. “We’re in a position to be able to do this,” she said. “But not all families are.” 1. Why did Carreon start teaching her son? A. To increase his self-confidence. B. To meet his school’s requirements. C. To prepare him for a spelling test. D. To improve his spelling ability. 2. Why does the author mention parents attending elementary school in the 1980s? A. To compare different academic subjects. B. To recall their pleasant school memories. C. To highlight changes in teaching approaches. D. To prove their superior learning competence. 3. What does Gentry advise parents to do? A. Employ error-correcting tools. B. Keep track of children’s spelling. C. Ask children’s teachers for help. D. Enhance their own spelling skills. 4. What is Carreon’s concern about spelling education? A. Children’s low motivation. B. Parents’ unwillingness to engage. C. Inequality in resource access. D. Shortage of professional tutors. Passage 2 (2025-2026学年江西乐平市第四中学上学期高三英语期末)SHANGHAI, Jan. 9 (Xinhua) — A team of Chinese and international scientists has uncovered the precise mechanism behind one of nature’s most vital alliances: the partnership between legume plants and nitrogen-fixing bacteria. This finding has the potential to transform future agricultural practices. The discovery, published in the latest issue of Science, explains how plants and bacteria identify the perfect partner, paving the way for engineered crops that may one day need far less chemical fertilizer. The study explains how legumes such as soybeans and peas identify and form partnerships with specific nitrogen-fixing bacteria — bacteria that help convert atmospheric nitrogen into a usable form for the plant. These interactions result in the formation of root nodules(根瘤), which act as natural fertilizer factories. Within these nodules, the plants provide sugars to the bacteria, while the bacteria, in turn, supply the plants with fixed nitrogen. A long-standing mystery has been how plant roots, surrounded by countless microorganisms, selectively allow only compatible nitrogen-fixing bacteria to enter. This process begins with plant-secreted chemicals called flavonoids, but the exact mechanism of recognition has remained unclear. However, a collaborative team led by researchers from the Center for Excellence in Molecular Plant Sciences (CEMPS) of the Chinese Academy of Sciences has solved this puzzle. By determining the detailed 3D structure of a key bacterial protein called NodD bound to a flavonoid signal, they unveiled the exact “lock-and-key” fit that enables specific partner selection. The team identified unique regions in NodD that act as a selective filter, ensuring each bacterial strain responds only to the flavonoid signal produced by its specific host plant. According to the study, the findings open new pathways for designing more efficient symbiotic systems. In the future, scientists may engineer nitrogen-fixing bacteria to partner with a broader range of crops — including cereals like rice and wheat, which do not naturally form such relationships. “This brings us closer to reducing agriculture’s reliance on man-made nitrogen fertilizers,” said Zhang Yu, a researcher at CEMPS. “By understanding this recognition process, we can explore creating new beneficial partnerships between plants and microorganisms.” The research not only decodes a fundamental dialogue in nature but also lays a scientific foundation for designing greener, more sustainable farming systems worldwide, Zhang added. 5. What is the main potential impact of the new discovery on agriculture? A. It will completely replace chemical fertilizers in farming. B. It may lead to crops needing much less chemical fertilizer. C. It allows all plants to form partnerships with bacteria naturally. D. It explains why only legumes can use atmospheric nitrogen. 6. What is the function of root nodules in legumes? A. They produce sugars for the plant. B. They act as natural fertilizer factories. C. They protect plants from harmful bacteria. D. They help plants absorb water from the soil. 7. What can be inferred about the “lock-and-key” fit mentioned in the study? A. It allows any bacteria to enter plant roots. B. It ensures only specific bacteria respond to their host plant’s signal. C. It is a physical structure found on the surface of roots. D. It prevents all microorganisms from interacting with plants. 8. What is the main purpose of the passage? A. To introduce a new type of chemical fertilizer. B. To explain how plants produce flavonoids. C. To report a scientific breakthrough in plant-bacteria partnership. D. To compare different types of nitrogen-fixing bacteria. Passage 3 (2025-2026学年河北昌黎第一中学高三年级下学期开学考试)For years, Jennifer Uchendu had been warning fellow Nigerians about the upcoming dangers of climate change without realizing that a related issue had escaped her attention: she felt increasingly anxious and overwhelmed. Residents of the global South experience some of the most dramatic effects of climate change, often without contributing significantly to the problem themselves. For Uchendu, who acts as a sustainability consultant in local communities and has launched a blog to help young people reduce their carbon footprint and encourage more accountability among others, it felt like she couldn’t make a difference fast enough. Then, in 2020, Uchendu saw that UK activists had established climate cafés, where they processed their anger and grief over the warming planet and renewed their resolve. So, she founded the Eco-Anxiety in Africa Project, or TEAP, to help young Africans meet and talk about the emotions they are feeling around climate change. TEAP’s leaders want to inspire a sense of empowerment among the more than 700 people who have joined the project. Whether the goal is to plant more trees or lower an electricity bill, conversations at TEAP often explore real hardships. “In Nigeria, even though we’ve come together because of climate change, it’s not out of place when someone talks about unemployment or the high prices of food, because we see that these are the broader impacts of the problem,” Uchendu says. “Having something personally related means we can feel comfortable expressing ourselves.” She has expanded TEAP to several more states in Nigeria and plans to train organizers to create similar spaces in South Africa. Meanwhile, she’s conducting research with the University of Nottingham about the emotional impact of climate change on urban residents in large African cities. As Uchendu sees it, providing a venue for young Africans to talk about their eco-anxiety is an essential step in continuing the fight for a better future. “If young people feel completely powerless, it’s not just a public health crisis but a disaster for climate change,” she says. “You have to have the energy to do something.” That’s another valuable resource to protect. 9. What was an inner drive for Uchendu to start TEAP? A. Inspiration from British activists. B. Emotional burden from climate issues. C. Frustration with people’s lack of responsibility. D. Self-expectation as a sustainability consultant. 10. What can we know about TEAP? A. It has been expanded worldwide. B. It provides solutions for environmental issues. C. It creates climate conversation spaces. D. It fosters a sense of empowerment globally. 11. What can be inferred from the last paragraph? A. Eco-anxiety led to climate crises. B. Health crises equal climate disasters. C. Young people’s will needs protection. D. More talking spaces should be created. 12. What can be a suitable title for the text? A. Talking It Out: Addressing Eco-Anxiety in Africa B. A Global Crisis: Climate Change and Mental Health C. The Role of TEAP: Fighting African Climate Change D. Jennifer Uchendu: A Responsible African Environmentalist Passage 4 (2026届浙江宁波市镇海中学高三上学期模拟预测)In India, when an elephant tramples crops or a leopard attacks livestock, or worse, a person, the fallout can be disastrous for families. It can also create the human-nature tension and ruin the harmony with each other that is crucial for protecting wildlife. This is why conservation biologist Krithi Karanth has spent years developing novel strategies to help people live alongside some of the world’s most dangerous animals. For that, she’s been named the 2026 Rolex National Geographic Explorer of the Year, an award for contributions to research and conservation among National Geographic Explorers. As CEO of the Bengaluru-based Centre for Wildlife Studies, Karanth faces a paradox(矛盾) that India, with 1.4 billion people, is also a stronghold for wildlife, home to approximately half of Asia’s elephants and roughly three-quarters of the planet’s wild tigers. Conserving those and other species, she says, requires not just saving habitat but also winning hearts and minds. Karanth has launched Wild Seve, a platform for users to request government compensation(补偿金) when wildlife damages crops, livestock, or property. With a simple toll-free call, victims ask the program’s trained field staff to document losses, then file claims and track cases as they’re processed by government officials. Wild Seve has helped some 17,000 families make up for economic losses, and reduced the likelihood of hunting as punishment. Reducing the bad outcomes is far from enough. She has also created a curriculum for schoolkids living near wildlife reserves, called Wild Shaale, designed to inspire curiosity about and respect for animals. Through games, storytelling, and art, the program explores why conflicts occur and how to respond safely. Wild Shaale is now taught in some 1,600 schools across India. “Krithi has sparked a movement of hope across India,” says National Geographic Society CEO Jill Tiefenthaler. “By combining science, education, and community partnership, she is redefining how people live in harmony with nature, and what conservation can achieve for communities and young people.” Next, Karanth wants to apply her ideas outside India, cultivating an international crop of environmental stewards — or even just empathetic neighbors. “Having a set of people who at least tolerate the presence of a large animal,” she says, “is a massive victory.” 13. What made Karanth the 2026 Rolex National Geographic Explorer of the Year? A. Stopping elephants destroying crops. B. Protecting people from dangerous animals. C. Participating in saving wildlife personally. D. Improving the bond between man and wildlife. 14. What paradox is Karanth faced with? A. Indians dislike living alongside wild animals. B. India is crowded with too many wild species. C. India lacks sufficient resources for its people. D. Indians and animals compete for living space. 15. Why did Karanth launch these conservation programs across India? A. To help people co-exist with wild animals. B. To free kids from the threat from animals. C. To inform farmers of the loss-claiming process. D. To convince people to establish wildlife reserves. 16. What is the key to success in Karanth’s conservation work? A. Having a global vision. B. Reforming education policies. C. Earning people’s support. D. Prioritizing human interests. Passage 5 (2026届湖南长沙市开物中学考前模拟)In a quiet corner of Oxford University’s Bodleian Library, a robotic arm flips through a 15th-century manuscript, its high-resolution cameras capturing every faded ink stroke. This is ARCHiVE (Automated Robotic Cultural Heritage Inspection and Verification Engine), a £2.3 million project revolutionizing how fragile artifacts are preserved and studied. Combining robotics, artificial intelligence, and advanced imaging, ARCHiVE represents a model shift in cultural conservation. Traditional conservation methods often risk damaging delicate materials. ARCHiVE’s robotic system, equipped with micro-sensors and AI algorithms, can detect cracks invisible to the human eye and predict structural weaknesses before they worsen. “It’s like having a doctor for ancient books,” explains Dr Emily Carter, lead conservator. Since its 2022 launch, ARCHiVE has scanned over 8,000 items, from Egyptian papyri to medieval maps, with 99.7% accuracy in damage assessment. Its non-invasive approach has reduced physical handling by 85%, significantly lowering the risk of accidental damage. The project’s digital twin technology creates exact virtual copies, allowing global access to restricted collections. During the 2023 Cairo Museum flood, ARCHiVE’s digital models enabled researchers to virtually “restore” water-damaged artifacts within hours. “We’re not just saving objects,” says Carter, “but we’re preserving humanity’s collective memory.” This technology has also democratized access, with over 50,000 digital artifacts now available to researchers and the public worldwide. However, some scholars argue that over-reliance on technology may distance researchers from hands-on experience. “You can’t smell history through a screen,” protests Prof James Whitaker, a traditionalist at Cambridge. Others worry about data ownership, as scanned artifacts become digital assets potentially controlled by tech corporations. A 2024 survey revealed that 62% of conservators fear losing control over digitized cultural heritage.    ARCHiVE’s next phase involves 4D scanning, capturing how materials change over time. Pilot tests on Viking ship timbers have already revealed previously unknown construction techniques. Meanwhile, UNESCO is developing global standards for digital heritage, ensuring these technological marvels serve humanity rather than corporate interests. As Carter reflects, “Our ancestors left us these treasures; our duty is to pass them forward — both physically and digitally.” 17. What is the main function of ARCHiVE’s robotic system? A. Repairing damaged artifacts. B. Creating virtual museum tours. C. Identifying and forecasting damage. D. Selling digital copies of artifacts. 18. How did ARCHiVE help during the Cairo Museum flood? A. By raising emergency funds online. B. By training local conservation staff. C. By physically moving artifacts to safety. D. By providing digital models for restoration. 19. What is Prof Whitaker’s main concern about ARCHiVE? A. Data ownership concerns. B. Loss of direct experience. C. High operating costs. D. Environmental impact. 20. Which of the following would be the best title for the text? A. ARCHiVE: Digital Guardians of the Past B. ARCHiVE and the Traditional-Digital Balance C. ARCHiVE: The Battle for Heritage Preservation D. AI in ARCHiVE: Ethical Dilemmas and Their Resolutions 考向六 其他 Passage 1 (2025-2026学年广东名校联盟高三7月质量水平测试) Woollen Smiles From the human compassion of a fallen soldier, To the love of a soldier’s mother The very idea, created in memory cast An idea that would pass through hundreds of hands From the colourful threads, of many a ball A knitted doll called Izzy is born again The doll that has breached, so many a distant border A journey so far, not many can comprehend Each story so different than the other, Each resolve, always the same The Woolen Smiles that are created, Are just not from the children who receive them The love from those who create them Passes through our very hands, before passed to another It is the creator’s dedication and love, That the soldiers feel and possess A strengthening of spirits And memories frozen in time, that will last forever A testament to the goodness that still exists In each and every one of us Their simple gestures are not only a dedication to our fallen But to the living as well The support of a quiet nation, That each and every soldier feels. Author’s Notes This poem is dedicated to the late Carol Isfeld, the mother of Master Corporal Isfeld and to all those ladies who have created so many smiles across the world. I have handed out over 700 Izzy dolls in my career to date and just wanted to honour the hundreds and hundreds of ladies who have taken time out of their busy lives to honour not only our fallen soldiers, but to allow your soldiers of the Canadian Forces to spread the true meaning of what being a soldier is all about. A simple idea and gesture were nurtured between a mother and a son, out of compassion and caring. That idea has passed through your hands, back into your soldier’s hands. If there was one wish I could give you in return, it would be for you all to experience not only the smile of a child, but the smile you created in the life of a soldier. In a world so consumed by hatred, there is always time to smile. Thank you for allowing me to smile. 1. What can we infer about the Izzy doll from the text? A. It spreads widely among people. B. It pays tribute to the women volunteers. C. It is a carrier for showing love for children. D. It originates from a mother and a son. 2. Which word best captures the poem’s mood? A. Innocent and calm B. Warm and touching C. Dignified and tender D. Small and powerful 3. What does the author crave most in the end? A. Knitters feel their own worth B. Children wear bright smiles C. Soldiers live pain-free lives D. Hatred vanishes from the world 4. What does the poem convey? A. Love can spread through every tiny deed. B. A small act of kindness goes a long way. C. Children bear the brunt of war. D. Gratitude is the art of seeing blessings. Passage 2 (2026届河北邯郸市高三第二次模拟检测英语试题)In 1944, two psychologists conducted a simple experiment: they showed people a short film featuring only shapes — two triangles and a circle moving in and out of a rectangle(长方形). Yet most viewers told stories involving love, violence, and abandonment. The experiment revealed a fundamental human tendency: our brains can find a story in anything. This insight lies at the heart of Kevin Ashton’s book The Story of Stories. Ashton, a technologist, traces the history of storytelling from its earliest origins. He begins with ancient fires, around which ancestors gathered at night, sharing tales of remembered and imagined events. From there, the book explores how stories have been transmitted through curious stories and revolutionary technologies — from the printing press to electricity to social media. Ashton has a gift for unearthing memorable historical details. For example, he notes that in the mid-1800s, American paper was made from worn cloth, some of which was taken from Egyptian mummies(木乃伊) and smelled terrible. Paper plants often hid this fact to avoid public anger. The book’s structure can feel unorganized at times, jumping between stories. Yet it builds toward a contrast: the soft orange glow(光) of ancient fires gives way to the blue light of smartphone screens. In the digital age, Ashton argues we have moved from a world where few told stories to few to one where everyone can tell stories to everyone. This expansion brings both promise and danger. Generative AI now makes it easier to create realistic fake images and videos, allowing powerful people to shape reality. As AI improves, Ashton warns, it may become possible to make it seem as though people said things they never did — or unsaid things they actually said. With more and more stories appearing, the way forward, according to Ashton, requires recognizing that our minds are often too trusting. Anyway, the proliferation of stories holds the power to reveal “diverse expressions of beauty and glory of all humanity.” 5. What can be known about the book? A. It intentionally avoids using any stories. B. It is strictly organized by historical period. C. It deals with the negative effects of technology. D. It feels disjointed but focuses on a central idea. 6. What’s the author’s attitude to the digital age of storytelling? A. Objective. B. Critical. C. Dismissive. D. Positive. 7. What does the underlined word “proliferation” in the last paragraph probably mean? A. Limitation. B. Increase. C. Control. D. Distribution. 8. Which of the following would be the best title for the text? A. The Dangers of Digital Lies B. To Become a Better Storyteller C. The Science Behind Shapes and Stories D. From Ancient Fires to Smartphone Screens Passage 3 (2025-2026学年河北沧县中学高三下学期4月期中英语试题)Two years ago, I started learning Japanese on Duolingo, a language learning app. At first, the daily build-up of vocabulary was fun. Every lesson earned me experience points that measured my progress. But something odd happened. As I climbed the leaderboards(排行榜), I found myself favoring lessons that offered the most points for the least effort. Things came to a head when I spent an entire holiday glued to my phone, repeating the same 30-second Kanji lesson over and over, ignoring my family and learning nothing. Nguyen’s new book tackles this kind of perverse behavior. He argues that mistaking points for the point is a widespread error that leads us to build our lives and societies around things we don’t want. “Value capture”, as Nguyen calls it, happens when the lines between what you care about and how you measure your progress begin to be unclear. You internalize the metric(指标)until it has “redefined your core sense of what’s important”. Nguyen is entertaining and precise, illustrating ideas with personal stories and real-world examples. He’s really good at sharing the deep enjoyment he gets from the things he loves, like pure happiness of rock climbing, and the calm, magical feeling of fly-fishing. The point isn’t to catch a fish — it’s how you feel while trying to catch a fish. Value capture leads us, Nguyen argues, to waste our lives. We optimize for salary or leaderboard position, and ignore the experiences that make life worth living. This respect for numbers allows officials to hide their own choices in decisions about schools, hospitals, and people’s health. They say “the numbers” are fair judges, so their actions seem free from personal or political bias. In truth, those in power pick which numbers to use, then pretend their decisions are based only on facts. The Score makes for absorbing reading: timely and forceful without being sensational (哗众取宠). For Nguyen, wonder, absorption and play are central to human happiness. Metrics threaten to replace our unique joys with simplistic rankings. Despite — or perhaps because of — the gravity of these issues, I came away enriched and uplifted. 9. What does the underlined word “perverse” in Paragraph 2 probably mean? A. Influential. B. Unimportant. C. Acceptable. D. Abnormal. 10. What does Nguyen mean about “value capture”? A. It encourages diverse hobbies. B. It improves measurement accuracy. C. It confuses means with ends. D. It simplifies decision-making processes. 11. Why does Nguyen mention fly-fishing in paragraph 4? A. To show the process matters most. B. To prove fishing is relaxing. C. To compare it with rock climbing. D. To explain how to catch fish. 12. Which of the following can best summarize the book The Score? A. A study of leisure activities. B. A call to look beyond the score. C. A guide to learning languages. D. A collection of personal stories. Passage 4 (2025-2026学年河南部分重点中学高三下学期4月质量检测英语试题)At the age of 7, Suzanne Heywood, formerly known as Suzanne Cook, embarked on a yacht(游艇) called Wavewalker with her parents and younger brother Jonathan, beneath an endless stretch of blue ocean. What was intended to be a 3-year voyage to retrace Captain Cook’s third circumnavigation evolved into a nearly 10-year harrowing ordeal that would permanently shape her life. This extraordinary, tough experience later became the subject of her best-selling memoir(回忆录) Wavewalker: Breaking Free, published in 2023. The journey set off from Plymouth, England, in 1976. Her parents, determined to mark the 200th anniversary of Captain Cook’s third voyage, resigned from their jobs, sold their house, and took their children on the recreated journey. Yet catastrophe struck unexpectedly — the voyage turned out far more dangerous than expected. One terrible morning, 13-meter-high waves slammed into the yacht, destroying the deck and flooding the cabin with seawater. Stranded(使滞留) and short of supplies, Suzanne was injured several times; instead of receiving a normal education, she was compelled to work as a nanny and laborer, caring for her brother and attending to daily cabin chores. For nearly 10 years, she was cut off from the outside world, longing desperately for a normal childhood and schooling. Despite constant hardships and repeated moments of despair, Suzanne never abandoned her desire for education. At 17, she seized a rare chance to earn money by taking odd jobs,saving every penny to buy a one-way ticket back to England. Through relentless self-study, she overcame countless barriers, secured an interview with the University of Oxford, and was eventually admitted. She later went on to earn a doctoral degree from Cambridge University. Today she serves as Chief Operating Officer of Exor Group and actively advocates for educational equality to support disadvantaged children. Suzanne’s memoir documents her desperate struggle at sea, her unshakable hunger for education, and her tough journey to break free from adversity. It has touched millions of readers worldwide and become an international bestseller. 13. What can be inferred about Suzanne from her sea experience? A. She lost all hope for a normal life. B. She held anger against her parents. C. She eventually abandoned her schooling. D. She was desperate to break free from hardships. 14. Why did Suzanne fail to have a normal childhood? A. She refused to return to England. B. She became a popular writer at an early age. C. She lived isolated at sea for nearly 10 years. D. She received excellent education on the yacht. 15. What does Suzanne call for according to the text? A. More attention to children in difficult situations. B. Quitting jobs to realize personal travel dreams. C. Writing memoirs to record unusual experiences. D. Taking sea voyages to build survival skills. 16. What is the genre of the text? A. A news report. B. A book review. C. A fictional story. D. An academic essay. Passage 5 (2026届河北承德市强基联盟高三一模)I first encountered the classics at 19, when I studied English literature at university. But a lack of life experience, combined with exams, essay deadlines and an obsession(痴迷) with good grades, left me little time to truly concentrate on them — Middlemarch, The Picture of Dorian Gray, Pride and Prejudice, Madame Bovary etc. I loved these books, yet I never got the chance to deeply engage with them. Some 40 years later, as an editor, it’s now my job to figure out what makes a book tick or more often, what it needs to make it tick. So, when a coworker suggested we deconstruct classics to find their “secret to lasting appeal”, I was intrigued. I decided to reread Middlemarch, which I had loved before but never fully grasped. I did hesitate a bit, though; could I, with my attention constantly distracted by technology, handle its 900 pages of tiny print? Not wanting to hold back entirely, I tried the audiobook instead. The audio’s vivid delivery certainly drew me in, but what truly took me aback was the new understanding that came with age. Themes that felt distant at 19 came into sharp focus at 60: ideas of marriage, ambition, and unmet expectations that had flown over my younger head now echoed(回响) deeply within me. I also noticed striking similarities in other classic characters; Emma’s desire for an “ideal life” in Madame Bovary mirrors the social comparison we see on social media today, and Dorian Gray’s obsession with youth in The Picture of Dorian Gray reflects our selfie-obsessed culture. Then came the real work: taking them apart to see why they’re classics. Some were easy to analyse, others tricky, but we gave them the attention they deserved — more than I ever could at 19. What struck me most was that classics last not for their age, but for capturing universal human truths; desires, fears, and hopes that never fade. Rereading them isn’t just about revisiting old tales; it reconnects us to our unchanging human nature, enriches our understanding of time, and grows with us as we do. 17. What does the author imply about the classics in paragraph 1? A. They were mainly for academic success. B. They enriched the author’s experience. C. They proved too difficult for the author. D. They failed to obtain full appreciation. 18. What does the underlined word “intrigued” in paragraph 2 mean? A. Hesitant. B. Interested. C. Refreshed. D. Puzzled. 19. Why does the author mention Emma and Dorian Gray? A. To show classics’ modern relevance. B. To criticize current social problems. C. To present impressive analytical skills. D. To highlight their lasting popularity. 20. What can be a suitable title for the text? A. Busy Youth, Fading Truth B. Modern Whisper of Audiobooks C. Changing Trend, Unchanging Insight D. Time’s Echo of Literary Classics 学科网（北京）股份有限公司 学科网（北京）股份有限公司31 / 31 学科网（北京）股份有限公司 $ 综合专题03 阅读理解(记叙文+新闻报道+其他)(30篇) 考向一 文化教育类 Passage 1 1. B 2. D 3. C 4. B Passage 2 5. A 6. B 7. C 8. C Passage 3 9. C 10. B 11. A 12. A Passage 4 13. C 14. D 15. B 16. D Passage 5 17. B 18. C 19. A 20. D 考向二 环境保护，人与动植物类 Passage 1 1. C 2. D 3. C 4. A Passage 2 5. A 6. B 7. B 8. A Passage 3 9. D 10. B 11. C 12. A Passage 4 13. B 14. C 15. D 16. A Passage 5 17. A 18. A 19. D 20. D 考向三 饮食健康类 Passage 1 1. B 2. C 3. D 4. B Passage 2 5. D 6. B 7. A 8. C Passage 3 9. B 10. C 11. C 12. B Passage 4 13. D 14. A 15. C 16. B Passage 5 17. D 18. C 19. C 20. A 考向四 文学艺术体育类 Passage 1 1. B 2. B 3. A 4. D Passage 2 5. C 6. A 7. A 8. D Passage 3 9. C 10. B 11. B 12. C Passage 4 13. D 14. B 15. C 16. C Passage 5 17. D 18. D 19. C 20. B 考向五 新闻报道类 Passage 1 1. D 2. C 3. B 4. C Passage 2 5. B 6. B 7. B 8. C Passage 3 9. B 10. C 11. C 12. A Passage 4 13. D 14. D 15. A 16. C Passage 5 17. C 18. D 19. B 20. A 考向六 其他 Passage 1 1. A 2. C 3. A 4. B Passage 2 5. D 6. A 7. B 8. D Passage 3 9. D 10. C 11. A 12. B Passage 4 13. D 14. C 15. A 16. B Passage 5 17. D 18. B 19. A 20. D 学科网（北京）股份有限公司 学科网（北京）股份有限公司2 / 2 学科网（北京）股份有限公司 $ 综合专题03 阅读理解(记叙文+新闻报道+其他)(30篇) 考向一 文化教育类 Passage 1 (2025-2026学年陕西镇安中学高三下学期4月期中)Ruth Minhall’s pathway into education was unconventional. Owing to her ADHD and dyslexia(诵读困难), she was frequently misunderstood and underestimated. Teachers criticized her unusual way of thinking, and her confidence as a student declined. However, rather than giving up, Ruth developed strategies to succeed, such as reading her work aloud to improve syntax(句法) and flow, which contributed to her exam success. These experiences convinced her that setbacks can become stepping stones to growth. That belief continues to guide her leadership today and inspires the philosophy behind Tuition Extra: Learning should be adaptable, solution-focused, and centered on individual strengths. As an adult, Ruth once worked internationally as a singer and recording artist, pursued journalism, and eventually became a teacher at Borden Grammar School in Sittingbourne. It was in the classroom that she discovered her capacity to connect with students at risk of exclusion or disengagement. Although Ruth enjoyed teaching, she realized traditional routes within education weren’t economically sustainable for her as a single mother. So she created a part-time tutoring business that would later grow into Tuition Extra. Rapidly, parents and schools recognized Ruth’s unique solution-focused approach, which prioritized addressing unmet needs rather than punishing disruptive behavior. The impact wasn’t limited to academic achievement. Students also gained confidence, resilience and a renewed sense of belonging. In 2013, Ruth decided to dedicate herself fully to the business. Today, Tuition Extra is a dynamic organization combining education with therapy and career opportunities. It supports children and young adults aged 4 — 25 who might otherwise struggle to succeed in mainstream education. Ruth describes failure not as weakness but as growth. Her journey, from a struggling student to a successful teacher, is a testament to resilience. Her students are encouraged to see mistakes as opportunities for learning and renewal. Tuition Extra stands as proof that every child, regardless of their challenges, has the potential to succeed when education is tailored with sympathy and creativity. 1. What can be known about Ruth’s early school years? A. They led her to explore several careers. B. They were shaped by various challenges. C. They were marked by regular celebrations. D. They exposed her to an inspiring campus culture. 2. What primarily motivated Ruth to start her tutoring business? A. Her diverse career backgrounds. B. Her constant passion for education. C. A lifelong dream to run a business. D. Financial need to support her family. 3. What kind of students does Tuition Extra mainly aim to help? A. Those seeking fast exam success. B. Those talented in creative arts. C. Those struggling in regular schools. D. Those affected by mental disorders. 4. What is Ruth’s educational philosophy? A. Teachers must follow effective traditional methods. B. Education should be tailored to personal strengths. C. Teachers must have sympathy and creativity. D. Education should prioritize academic achievement. 【答案】1. B 2. D 3. C 4. B 【语篇导读】文章主要讲述了Ruth Minhall因自身学习障碍经历学校挫折，却将逆境转化为动力，最终创立教育机构Tuition Extra的励志故事。 1. 细节理解题。根据第一段中“Owing to her ADHD and dyslexia (诵读困难), she was frequently misunderstood and underestimated. Teachers criticized her unusual way of thinking, and her confidence as a student declined. (由于她的注意缺陷与多动障碍和阅读障碍，她经常被误解和低估。老师们批评她不同寻常的思维方式，她作为学生的自信心下降了。)”可知，Ruth早期的学校生活面临各种挑战。 2. 细节理解题。根据第四段中“Although Ruth enjoyed teaching, she realized traditional routes within education weren’t economically sustainable for her as a single mother. So she created a part-time tutoring business that would later grow into Tuition Extra. (虽然Ruth热爱教学工作，但她意识到在教育领域采用传统模式对她这样一个单亲母亲来说在经济上是不可行的。于是，她创办了一家兼职辅导机构，后来该机构发展成了Tuition Extra。)”可知，Ruth创办补习业务的主要动机是经济上需要供养她的家庭。 3. 细节理解题。根据第五段中“It supports children and young adults aged 4 — 25 who might otherwise struggle to succeed in mainstream education. (它支持4至25岁的儿童和年轻人，这些人否则可能在主流教育中难以取得成功。)”可知，Tuition Extra的主要服务对象是那些在常规学校中挣扎的学生。 4. 推理判断题。根据第二段中“That belief continues to guide her leadership today and inspires the philosophy behind Tuition Extra: Learning should be adaptable, solution-focused, and centered on individual strengths. (这种信念一直指引着她如今的领导方式，并启发了Tuition Extra背后的理念：学习应当具有灵活性、以解决问题为导向，并以个人优势为核心。)”和最后一段中“Tuition Extra stands as proof that every child, regardless of their challenges, has the potential to succeed when education is tailored with sympathy and creativity. (Tuition Extra证明，如果教育是以同情和创造力量身定做的，那么每个孩子，不管他们面临什么样的挑战，都有成功的潜力。)”可知，Ruth教育理念的核心是个性化和关注优势，“教育应量身定制以适应个人优势”最全面地概括了她的理念。 Passage 2 (2026届江西九江市下学期第二次高考模拟)A teacher explained on social media that for nearly 30 years, she’s used the same approach with students who already arrive with a reputation. You know the ones — the kids every teacher hears about before the school year even begins. Instead of pretending she hasn’t heard the warnings, she does something unexpected. Before the year starts, she finds out who those “notorious”(名声在外的) students are — not to judge them, but to understand them. Then she visits their former teachers and asks just one question: “I know they were difficult, but what’s something good about them?” Sometimes it’s “he’s a good football player,” or “she’s a talented artist.” All she needs is one strength. On the first day of class when that student walked in, she greeted him with, “I’ve heard about you.” At this point, the kid was ready for the usual speech: “You’d better not cause trouble in my class…” But she changed the script. “You’re that great football player I’ve been hearing about.” Instantly, his whole face changed. From there, she praised him in class and told him, “If you keep this up all week, I’m calling your mom or dad with good news.” The 13-year-old boy’s mother initially avoided her call, assuming it was bad news. Instead of complaining, the teacher flipped the script. When told her son was amazing, the mother cried. The teacher caught him being good and that kid spent the rest of the year trying to live up to that version of himself. Good news is powerful. And that lesson goes far beyond the classroom. Finding the good isn’t just for teachers working with “troubled” students. It can transform families, friendships, workplaces, and every part of life. 5. Why does the teacher ask about “notorious” students? A. To figure out their advantage. B. To know their academic results. C. To confirm their bad reputation. D. To check their family background. 6. What can we infer about the student from paragraph 4? A. He didn’t get along with his parents. B. He got used to being negatively judged. C. He was well-known among all the teachers. D. He was a trouble-maker in the teacher’s class. 7. What does the underlined phrase “flipped the script” in paragraph 5 probably mean? A. Wrote a better play script. B. Recorded their conversation. C. Changed the usual approach. D. Expressed her disappointment. 8. What does the teacher’s story teach us? A. Aim high, reach high. B. Learn more, know more. C. See good, get good. D. Speak clear, hear clear. 【答案】5. A 6. B 7. C 8. C 【语篇导读】本文是一篇记叙文。文章讲述了一位教师在社交媒体上分享自己如何通过发现“问题学生”的优点来改变他们，进而强调发现美好的力量不仅限于教育领域，还可以影响生活的方方面面。 5. 细节理解题。根据第三段中“Then she visits their former teachers and asks just one question: “I know they were difficult, but what’s something good about them?” Sometimes it’s “he’s a good football player,” or “she’s a talented artist.” All she needs is one strength.(然后，她会拜访他们以前的老师，只问一个问题：“我知道他们很难相处，但他们有什么优点呢?”有时是“他是个优秀的足球运动员”，或者“她是个有才华的艺术家”。她所需要的只是一点优势)可知，老师询问“名声在外”的学生是为了找出他们的优点。故选A项。 6. 推理判断题。根据第四段中“On the first day of class when that student walked in, she greeted him with, “I’ve heard about you.” At this point, the kid was ready for the usual speech: “You’d better not cause trouble in my class…”(第一天上课的时候，那个学生走进来，她跟他打招呼说：“我听说过你。”此时，孩子已经准备好听那套老生常谈：“你最好不要在我的课上捣乱……”)可知，这个学生认为老师会给他警告，说明他已经习惯了被负面评价。故选B项。 7. 词句猜测题。根据第五段中“The 13-year-old boy’s mother initially avoided her call, assuming it was bad news. Instead of complaining, the teacher flipped the script. When told her son was amazing, the mother cried.(这位13岁男孩的母亲起初不接她的电话，以为是坏消息。老师没有抱怨，而是“flipped the script”。当被告知她的儿子很棒时，母亲哭了)可知，母亲原本以为老师打电话来是抱怨孩子的问题，但老师却表扬了孩子，所以“flipped the script”意思是“改变了通常的做法”。故选C项。 8. 推理判断题。根据最后一段中“Good news is powerful. And that lesson goes far beyond the classroom. Finding the good isn’t just for teachers working with “troubled” students. It can transform families, friendships, workplaces, and every part of life.(好消息是强大的。这一教训远远超出了课堂的范围。发现美好不仅仅是为了那些与“问题学生”打交道的老师。它可以改变家庭、友谊、工作场所和生活的方方面面)可知，老师的故事告诉我们看到好的方面，就会得到好的结果。故选C项。 Passage 3 (2026届湖北黄石市高三(3月)模拟考试)Recently I came across my old copies of “Mrs. Piggle-Wiggle” books. When I was young, I thought they were funny stories. Reading them as a parent, though, I saw something dark that kids wouldn’t notice. The books tell of Mrs. Piggle - Wiggle, who helps neighborhood parents fix their children’s behavior with special “medicines” that create frightening experiences. If Little Melody cries too much, she gets “Crybaby medicine” and nearly drowns in her own tears. Jody skips school to work on a tree house, so “Ignorance cure” makes him forget how to read. For Wendy, who tattles(打小报告), “Tattle Pills” make a dark cloud come from her mouth. What disturbs me now isn’t just the extreme punishments - it’s what they represent. Parents in the stories treat Mrs. Piggle-Wiggle like a hero because she makes their children “evened out.” The message is clear: children who stand out need to be fixed. As a parent myself, I’ve seen how this pressure plays out in real life. I’ve watched schools send children home for asking too many questions during lessons. I’ve seen kids punished for not sitting perfectly still for six hours in classrooms. When children learn differently, move differently, or think differently, modern Mrs. Piggle-Wiggles come from everywhere, all promising ways to make unusual children fit in. But what exactly is being “fixed”? Maybe the real problem is seeing a unique child as something to correct. Now when I read these books to my kids, I imagine the “uncured” kids all grown up. Maybe Wendy becomes a brave lawyer. Jody, the boy who skipped school becomes an architect designing sustainable homes. And Melody, the crier becomes an activist, her emotional sensitivity helping her fight for justice. Then I look at my own children and hope that someday they’ll be free to be themselves — not perfectly behaved copies of what adults want, but curious people who change the world because they never quite fit in. 9. What do the cures in paragraph 2 have in common? A. They require parental participation. B. They reflect outdated medical practices. C. They turn behaviors into extreme consequences. D. They use medication for psychological problems. 10. What does the underlined phrase “evened out” mean? A. Treated fairly by adults. B. Made to behave similarly. C. Given equal opportunities. D. Helped to solve problems. 11. Which would be viewed as modern “Mrs. Piggle-Wiggles”? A. AI tutors that fix behavioral problems. B. Educational systems that value diversity. C. Online platforms for personalized learning. D. Multi-level tests for students’ achievements. 12. What is the author’s main argument? A. “Problems” in kids may be strengths. B. Parents rely too heavily on authorities. C. Schools should adopt flexible behavior rules. D. Children’s books often contain harmful messages. 【答案】9. C 10. B 11. A 12. A 【语篇导读】这是一篇夹叙夹议文。作者重读《小猪摇摆夫人》，发现书中用极端方式矫正孩子与众不同的行为。作者认为孩子的独特并非缺陷，反而可能是优点，希望孩子能自由做自己。 9. 细节理解题。根据第二段“If Little Melody cries too much, she gets “Crybaby medicine” and nearly drowns in her own tears. Jody skips school to work on a tree house, so “Ignorance cure” makes him forget how to read. For Wendy, who tattles (打小报告), “Tattle Pills” make a dark cloud come from her mouth.( 如果小梅洛迪哭得太多，她就会被喂下“爱哭鬼药水”，差点被自己的眼泪淹死。乔迪逃学去建树屋，于是“无知疗法”让他忘记怎么阅读。而爱打小报告的温迪，吃下“告状药丸”后，嘴里会冒出一团乌云)”可知，第二段中的治疗方法共同点是将行为转化为极端后果。故选C。 10. 词句猜测题。根据划线词后文“The message is clear: children who stand out need to be fixed(这条信息很明确：那些表现突出的孩子需要得到帮助)”可知，说明Mrs. Piggle-Wiggle的作用是把突出的孩子“拉平”，让他们变得和其他人一致，对应选项B“被塑造成行为趋同”。故选B。 11. 推理判断题。根据第四段“As a parent myself, I’ve seen how this pressure plays out in real life. I’ve watched schools send children home for asking too many questions during lessons. I’ve seen kids punished for not sitting perfectly still for six hours in classrooms. When children learn differently, move differently, or think differently, modern Mrs. Piggle-Wiggles come from everywhere, all promising ways to make unusual children fit in. But what exactly is being “fixed”? Maybe the real problem is seeing a unique child as something to correct.(作为一位家长，我亲身见识过这种压力在现实生活中的表现。我曾目睹学校因学生在课堂上提问过多而将其遣送回家。我还看到孩子们因无法在教室里保持六个小时的绝对安静而受到惩罚。当孩子们的学习方式、动作方式或思考方式与众不同时，现代的“皮格利-威格尔斯夫人”们便纷纷涌现，她们承诺能为那些与众不同的孩子找到适应的方法。但究竟要“纠正”的是什么呢？也许真正的问题在于将一个独特的孩子视为需要纠正的对象)”可知，能解决行为问题的智能辅导系统会被视为现代版的“皮格尔-威格尔斯夫人”。故选A。 12. 推理判断题。根据倒数第二段“Now when I read these books to my kids, I imagine the “uncured” kids all grown up.(现在当我给孩子们读这些书的时候，我就会想象那些“未治愈”的孩子都已长大成人的情景)”以及最后一段“Then I look at my own children and hope that someday they’ll be free to be themselves — not perfectly behaved copies of what adults want, but curious people who change the world because they never quite fit in.(然后我看着自己的孩子，希望有一天他们能够自由地做自己——不是那些完美符合大人期望的乖乖孩子，而是充满好奇心的人，他们因为从未完全融入群体而改变了这个世界)”可知，作者的主要观点是孩子身上的“问题”可能恰恰是他们的优点。故选A。 Passage 4 (2026届湖南长沙市开物中学考前模拟英语试题)About eight years ago, Li Jinglong and Guan Dian visited the Palace Museum in Beijing. The cloisonne(景泰蓝瓷器) objects on display attracted them in particular. They spent hours looking at those beautiful objects. They just couldnˈt take their eyes off them. Born and raised in Beijing, 35-year-old Li is no stranger to cloisonne, since there were a pair of cloisonne vases in his grandparents’ home. His wife, 34-year-old Guan, who learned to paint as a child and later became a designer after graduating from the Beijing Institute of Fashion Technology, is also familiar with cloisonne, as it appears in her art books. As a result of their visit, the couple made the daring decision to open a workshop. “We learned cloisonne after seeing the pieces displayed in the Palace Museum. We wanted to turn our hobby into a career, so that people could enjoy and learn to make the craft themselves,” said Li, who worked in a finance company before quitting his job to launch Handcraft Addicted, a DIY workshop where participants can make cloisonne. Since 2018, they have opened three workshops in Beijing. They are happy to give people a glimpse of the traditional techniques of cloisonne as part of a DIY experience.    Instead of focusing on making traditional cloisonne objects, such as plates and vases, the workshop allows participants to create the designs they want on the surface of glass, resin (树脂) or wood. Although the process has been simplified, it is still not easy for people trying cloisonne for the first time to succeed. Participants spend months making one piece, which they take home or give friends as presents. It’s a luxury for people to spend time alone and fully focus on one thing nowadays because of the fast pace of life. Participants come to the workshop not only to create art, but also to take a break from their busy lives. 13. What can we learn about the couple? A. They both grew up in Beijing. B. They both majored in cloisonne art. C. They are both familiar with cloisonne. D. They both quit their previous jobs. 14. What inspired the couple to open Handcraft Addicted? A. Their grandparentsˈ cloisonne vases. B. Their hobby in handcraft techniques. C. Cloisonne objects in Guanˈs art books. D. Cloisonne on exhibition in the Palace Museum. 15. What does the underlined word “glimpse” in Paragraph 3 probably mean? A. Chance. B. Sight. C. Skill. D. Guidance. 16. Which of the following can best describe the couple? A. Modest and warm-hearted. B. Generous and considerate. C. Outgoing and dedicated. D. Creative and determined. 【答案】13. C 14. D 15. B 16. D 【语篇导读】本文讲述一对夫妻因参观故宫景泰蓝展品萌生热爱，毅然转行创办景泰蓝DIY工坊，创新传统工艺形式，让普通人能够体验传统技艺、舒缓生活压力的故事。 13. 细节理解题。根据第二段“Born and raised in Beijing, 35-year-old Li is no stranger to cloisonne, since there were a pair of cloisonne vases in his grandparentsˈ home. His wife, 34-year-old Guan, who learned to paint as a child and later became a designer after graduating from the Beijing Institute of Fashion Technology, is also familiar with cloisonne, as it appears in her art books. (35岁的李在北京出生长大，对景泰蓝并不陌生，因为他的祖父母家中曾有一对景泰蓝花瓶。他34岁的妻子关也熟悉景泰蓝，因为她从小学习绘画，后来毕业于北京服装学院，成为了一名设计师，而景泰蓝也出现在她的艺术书籍中。)”可知，夫妻二人都熟悉景泰蓝。 14. 细节理解题。根据第二段“As a result of their visit, the couple made the daring decision to open a workshop.(由于他们的参观，这对夫妇做出了开设工作室的大胆决定。)”和第三段“We learned cloisonne after seeing the pieces displayed in the Palace Museum.(在参观了故宫博物院展出的景泰蓝之后，我们学习了景泰蓝。)”可知，故宫展出的景泰蓝展品启发他们创办工坊。 15. 词句猜测题。根据第三段“We wanted to turn our hobby into a career, so that people could enjoy and learn to make the craft themselves(我们想把我们的爱好变成一种职业，这样人们就可以享受并学习自己制作工艺品)”以及“They are happy to give people a glimpse of the traditional techniques of cloisonne as part of a DIY experience.(他们很乐意让人们glimpse景泰蓝的传统技术，作为DIY体验的一部分。)”可知，他们很乐意让人们见识景泰蓝的传统技术，glimpse表示“一睹、见识”，与sight词义相近。 16. 推理判断题。根据文章第二段“the couple made the daring decision to open a workshop(这对夫妇大胆地决定开一个工作室)”和第三段“quitting his job to launch Handcraft Addicted(辞去工作创办Handcraft Addicted)”以及第四段“allows participants to create the designs they want(允许参与者创建他们想要的设计)”可推知，这对夫妇既有辞职创业的决心，又在工艺创作上富有创新精神。 Passage 5 (2026届河南方城县第一高级中学普通高等学校招生全国统一考试模拟)Lisa Chen is a skilled marketing professional with a diverse background in digital marketing and analytics. Currently serving as an Ads Optimizer at Dcard since June 2023, Lisa previously held the position of Digital Marketing Specialist at a big market chain, where responsibilities included strategizing marketing initiatives. One day she was shocked when her workmate Mike Rodriguez didn’t message her back about a project deadline in the app. Instead, he texted her to explain he’d set his productivity app, FocusLock, to block all work chat apps from 9 a. m. to 6 p. m. on weekdays. Impressed, Lisa asked how he managed to stick to it. Mike said FocusLock turned his smartphone into a tool-only device during work hours, letting him focus on tasks without distractions. Several of his friends had recommended it, so he gave it a shot. Lisa, who’d long struggled with constant phone checking, downloaded it with little hope, thinking her distraction habit was beyond fixing. FocusLock, Lisa discovers, works by letting users create custom blocks: users set a “Deep Work” period from 10 a. m. to 4 p. m., blocking all social media, games, and even email. When the block is active, those apps are hidden from her home screen and can’t be accessed. Every time Lisa feels the urge to check her social media during the block, she reminds herself that waiting a few hours to see her cousin’s new pet photos isn’t a big deal. What’s more, FocusLock allows short, guilt-free breaks; when the break time elapses, the block restarts automatically. Lisa found that after a day of undistracted work, her mind felt calmer, and she even enjoyed catching up on all the updates after 6 p. m. more than before. “The pile of content you miss during the day feels like a fun reward,” she said. Her phone addiction wasn’t gone, but it was finally under control. 17. Why did Mike contact Lisa by text? A. He decided to negotiate the project deadline. B. He hoped to explain his online absence. C. He preferred texting for work. D. He deleted his chat apps. 18. What best describes Lisa’s initial attitude towards FocusLock? A. Confident in change. B. Curious about the app. C. Hopeless about her habit. D. Envious of Mike’s focus. 19. What does the underlined word “elapses” in paragraph 4 mean? A. Passes. B. Begins. C. Separates. D. Approaches. 20. What does Lisa’s experience show? A. Willpower alone is sufficient. B. Rewards are crucial for focus. C. Digital apps add more fun to life. D. External aids facilitate self-discipline. 【答案】17. B 18. C 19. A 20. D 【语篇导读】本文是一篇记叙文。主要讲述了营销人员丽莎因同事迈克使用应用程序FocusLock而尝试，最终控制手机瘾提高工作效率的故事。 17. 细节理解题。根据第一段中的“One day she was shocked when her workmate Mike Rodriguez didn’t message her back about a project deadline in the app. Instead, he texted her to explain he’d set his productivity app, FocusLock, to block all work chat apps from 9 a. m. to 6 p. m. on weekdays.(一天，她的同事迈克·罗德里格斯没有在这款应用上回复她关于项目截止日期的消息，这让她很震惊。相反，他给她发短信解释说，他已经设置了生产力应用程序FocusLock，在工作日上午9点到下午6点屏蔽所有工作聊天应用程序)”可知，迈克通过短信联系丽莎是为了解释他没有网络在线的原因。故选B项。 18. 推理判断题。根据第二段中的“Lisa, who’d long struggled with constant phone checking, downloaded it with little hope, thinking her distraction habit was beyond fixing.(丽莎长期以来一直在与不断查看手机的问题作斗争，她几乎不抱希望地下载了它，认为她分心的习惯无法改变)”可知，丽莎最初对FocusLock的态度是对自己的习惯感到绝望。故选C项。 19. 词句猜测题。根据第四段中的“What’s more, FocusLock allows short, guilt-free breaks; when the break time elapses, the block restarts automatically.(此外，FocusLock允许短暂的、没有负罪感的休息；当休息时间elapses后，屏蔽会自动重新启动)”可知，这里说的是休息时间结束后屏蔽自动重启，所以画线词“elapses”意思是“过去”，与A项“Passes”意思相符。故选A项。 20. 推理判断题。根据最后一段中的“Lisa found that after a day of undistracted work, her mind felt calmer, and she even enjoyed catching up on all the updates after 6 p. m. more than before. “The pile of content you miss during the day feels like a fun reward,” she said. Her phone addiction wasn’t gone, but it was finally under control.(丽莎发现，经过一天不分心的工作，她的头脑感觉更平静了，她甚至比以前更喜欢在下午6点后查看所有更新。“你在白天错过的那堆内容感觉像是一种有趣的奖励，”她说。她的手机成瘾并没有消失，但终于得到了控制)”可知，丽莎使用FocusLock应用程序后提高了工作效率，控制了手机瘾，这表明外部辅助工具有助于自律。故选D项。 考向二 环境保护，人与动植物类 Passage 1 (2026届福建名校联盟高中毕业班考前适应性练习英语)Carrying his “sound hunter’s” backpack with a headset, a recorder, and fifteen specialized microphones, Charles Rose sets out to explore Lyon’s Tête d’Or Park. He places his microphone against a rock as if taking its pulse(脉搏). He is focused, listening to a language only he seems to understand. Charles Rose is an audio naturalist. In his ears, trees whisper with human-like voices, queen bees cry, and ant nests crackle(噼啪作响) like campfires. His journey began in 2019 during a trip to Norway. While searching for sounds to sample for his musical compositions, he found himself attracted by the natural soundscapes. That trip became the turning point: he started recording flowing rivers, wooden churches, and animal calls. These recordings soon became albums of their own. From them, he builds a “sound library” that reflects the richness of ecosystems worldwide. Months ago, he traveled to the Tuvalu islands in the South Pacific where 95% of the area could be submerged by the end of the century. He recorded everything: the wind, the waves, the birds, the trees, the silence between sounds. These sounds now live in a sound bank that will immortalize the island’s memory and keep it long after the land disappears. Today, over 40,000 species are threatened by climate change, according to the latest report by the International Union for Conservation of Nature. For Rose, recording nature is a form of conservation. “By capturing the sound of an insect moving under our feet,” he says, “I want to make the living being more alive in the eyes of humans. I believe the more we listen, the more we respect.” Night is about to fall on the park as the rain arrives. While Sunday walkers rush for cover, Charles Rose smiles and excitedly heads to the pond. He kneels at the water’s edge, lowers a microphone beneath the surface, puts on his headset, and closes his eyes. 1. Why did Charles Rose go to Norway? A. He planned to build a sound library. B. He wanted to study local ecosystems. C. He intended to look for musical inspiration. D. He hoped to photograph natural landscapes. 2. What does the underlined word “immortalize” in paragraph 4 mean? A. Recall. B. Replace. C. Update. D. Safeguard. 3. What is Charles Rose’s purpose in recording nature? A. To teach people listening skills. B. To do research on climate change. C. To raise environmental awareness. D. To learn animals’ special language. 4. Which words best describe Charles Rose? A. Devoted and far-sighted. B. Creative and carefree. C. Curious and cool-headed. D. Humorous and easygoing. 【答案】1. C 2. D 3. C 4. A 【语篇导读】主要讲述音频自然主义者查尔斯录制自然之声，用声音记录濒危之地，以此呼吁人们保护自然。 1. 细节理解题。根据第三段中的“His journey began in 2019 during a trip to Norway. While searching for sounds to sample for his musical compositions, he found himself attracted by the natural soundscapes.(他的旅程始于2019年的挪威之行。当时他正在为自己的音乐作品寻找采样音效，却被自然音景深深吸引。)”可知，他前往挪威是为了寻找音乐创作的灵感与素材。 42. 词句猜测题。根据第四段中的“Months ago, he traveled to the Tuvalu islands in the South Pacific where 95% of the area could be submerged by the end of the century. He recorded everything: the wind, the waves, the birds, the trees, the silence between sounds. These sounds now live in a sound bank that will immortalize the island’s memory and keep it long after the land disappears.( 数月前，他前往南太平洋的图瓦卢群岛，该地区百分之九十五的区域可能在本世纪末被海水淹没。他记录下当地的一切声响。这些声音存入音库，在岛屿消失后也能长久immortalize岛屿的印记。)”可知，岛屿面临被淹没的危机，录制声音是为了留存、守护岛屿的记忆，因此画线单词表示“守护、留存”，与safeguard意义相近。 43. 细节理解题。根据第五段中的“For Rose, recording nature is a form of conservation. “By capturing the sound of an insect moving under our feet,” he says, “I want to make the living being more alive in the eyes of humans. I believe the more we listen, the more we respect.”(对罗斯而言，录制自然之声是一种保护方式。他表示，捕捉脚下小虫的声响，是为了让人们真切感受到生灵的存在，聆听越多，敬畏之心便越深。)”可知，他录制自然声音是为了提升人们的环保意识。 44. 推理判断题。根据第三段中的“That trip became the turning point: he started recording flowing rivers, wooden churches, and animal calls. These recordings soon became albums of their own. From them, he builds a “sound library” that reflects the richness of ecosystems worldwide.(那次旅行成为了转折点：他开始录制流淌的河流、木质教堂以及动物的叫声。这些录音很快被制作成专辑，他还借此建立了一座声音库，展现全球生态系统的丰富样貌。)”以及第四段中的“Months ago, he traveled to the Tuvalu islands in the South Pacific where 95% of the area could be submerged by the end of the century. He recorded everything: the wind, the waves, the birds, the trees, the silence between sounds.(数月前，他前往南太平洋的图瓦卢群岛，该地区百分之九十五的区域可能在本世纪末被海水淹没。他记录下当地的一切声响。)”可知，他长期坚持录制自然声音，对待事业全心投入，还提前记录濒危岛屿的声音，具有长远眼光，因此他是专注投入且富有远见的人。 Passage 2 (2026届福建福州第一中学高三5月质量检测英语试题)I recently moved back to my hometown, York, a small city in England. It has a long history and a lively culture, but not many trees for shade. In recognition of urban trees’ benefits, the city plans to plant 4,000 trees, starting with the creation of two “micro woods” near the city center. However, planting thousands of trees doesn’t guarantee success. It’s important to choose carefully what to plant and where and — to care for what’s already there. One of the main benefits of urban trees is that they keep cities cool by providing shade and transpiration. This cooling effect will only become more important as the climate warms. In the meantime, however, climate change is threatening urban trees. Ecologist Stephan Pauleit and his team found a major increase in tree death rate during summer heatwaves. The loss of mature trees is a major problem. According to Pauleit, an 80-year-old tree cools the air and stores carbon ten times better than a 20-year-old one. There are other threats, including invasive species. Two species of longhorn beetles (天牛), for example, can eat a tree to death. A study found that a serious outbreak of either of these harmful insects could kill a quarter of the trees in some cities. These problems are worsened by the limited diversity of urban trees. In some cities, just five species account for three quarters of trees. Such trees are tried and tested choices, but as the climate warms, they may no longer be fit for purpose. Thus, cities need to plant with the future in mind. Researcher Henrik Sjoman has identified candidates like the chestnut-leaved oak and Lebanese wild apple that tolerate extreme conditions the best. I went to one of the micro woods in York. There are about 50 saplings (幼树) that will take decades to mature. I am rooting for them, but I fear the world where they are growing up won’t be kind to them. 5. What does the author think is vital for the tree planting plan? A. Preserving the existing trees. B. Creating more urban micro woods. C. Developing a lively local culture. D. Replacing the badly damaged roots. 6. What do we know about urban mature trees? A. They survive heatwaves better. B. They show a stronger cooling effect. C. They stop the climate from warming. D. They recover from insect attacks faster. 7. What has led urban forests to higher risks? A. Random choice of trees. B. Poor variety of trees. C. Inability to store carbon. D. Frequent outbreaks of new insects. 8. What can be inferred about the newly planted saplings in York? A. They may face challenges in the future. B. They may soon provide enough shade. C. They can prevent longhorn beetles. D. They can tolerate extreme conditions. 【答案】5. A 6. B 7. B 8. A 【语篇导读】本文作者从自己回到英国约克的亲身经历出发，探讨城市植树计划面临的真正挑战。 5. 细节理解题。根据第一段“It’s important to choose carefully what to plant and where and-to care for what’s already there.(谨慎选择栽种的树种与种植地点，同时养护好现存树木，这一点至关重要。)”可知，作者认为植树计划中保护现存树木至关重要。 6. 细节理解题。根据第二段“According to Pauleit, an 80-year-old tree cools the air and stores carbon ten times better than a 20-year-old one.(波莱特称，一棵80年树龄的树木，降温与固碳能力是 20年树龄树木的十倍。)”可知，关于城市成年大树，我们可知它们的降温效果更强。 7. 细节理解题。根据第三段“These problems are worsened by the limited diversity of urban trees.(城市树木多样性不足，使得这些问题愈发严峻。)”可知，树种多样性匮乏致使城市林木风险升高。 8. 推理判断题。根据最后一段“There are about 50 saplings (幼树) that will take decades to mature. I am rooting for them, but I fear the world where they are growing up won’t be kind to them.(这片林地有约50株幼树，需要几十年才能长成大树。我由衷盼望它们好好存活，却担心它们赖以成长的未来环境不会善待它们。)”可知，从约克新栽幼树能推出它们未来或将面临生存考验。 Passage 3 (2026届福建厦门市高中毕业班适应性练习英语试题)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. 9. 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. 10. 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. 11. 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. 12. 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】9. D 10. B 11. C 12. A 【语篇导读】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。 9. 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。 10. 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。 11. 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。 12. 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 4 (2025-2026学年陕西镇安中学高三下学期4月阶段检测英语试题)Where does the inspiration come from? Photographer Levon Biss got it when looking at beetles(甲虫) from his garden. He recently bought a microscope for his son. For fun, they placed a beetle under the lens. “It blew me away,” Biss recalls. “It was beautiful.” He wondered if he could capture that beauty in a photograph. Until then, Biss had made a career as a commercial photographer. Insects gave his work a new goal. Around the world, insect populations are in decline because of pesticides(杀虫剂), habitat loss, and climate change. Biss thought that if people could see what he saw through his son’s microscope, they would care more about protecting insects. “I’ve got a photographic technique and a skill,” he says. “If I can do this, I should use it for a better purpose.” Biss turned to a type of photography that involves taking close-up pictures of small things, like flowers or bugs. His pictures show the insects in all their wonderful, microscopic detail. A few years ago, Biss exhibited his first insect project, Microsculpture. That’s a scientific term. For his latest exhibition, Extinct and Endangered, Biss photographed bugs from the collection at the American Museum of Natural History in New York City. With the help of the museum’s scientists, he selected bugs that were either extinct or endangered. What is more wonderful is that Biss blows them up into larger-than-life images to be displayed in the exhibition. Some are eight feet tall. “It’s a humbling experience when you’re holding an insect that’s extinct,” Biss says. “The human species is responsible for the current insect crisis. It’s sad to know this insect will never be on this planet again.” Biss hopes his photographs will get people thinking the same way. “The way I work is through pictures. I communicate visually in the way a writer communicates through words,” he says. “Hopefully, these pictures can shake things up and get people to pay attention.” 13. What inspired Biss to take pictures of insects? A. His job as a photographer. B. The insect’s beauty he found. C. The microscope he had bought. D. His dream to hold an exhibition. 14. What does the underlined phrase “a better purpose” in paragraph 2 refer to? A. Taking close-up pictures of flowers or bugs. B. Practicing his relevant photography skills. C. Encouraging people to protect insects. D. Passing on knowledge about endangered insects. 15. What can we infer about Biss’ latest exhibition? A. It’s held in the American Museum of Natural History. B. Its photos were about common living insects. C. It features insects from his personal collection. D. Its pictures were much larger than normal insects. 16. What is the text mainly about? A. A photographer’s action to protect insects. B. A new way to take pictures of insects. C. The quiet beauty of declining insects. D. Learn more about insects’ present situation. 【答案】13. B 14. C 15. D 16. A 【语篇导读】文章讲述了摄影师莱文・比斯因偶然发现甲虫的微观之美，开始拍摄昆虫，借微距摄影及濒危、灭绝昆虫巨型影像展览，唤醒大众保护昆虫的意识。 13. 细节理解题。根据第一段“Where does the inspiration come from? Photographer Levon Biss got it when looking at beetles(甲虫) from his garden. He recently bought a microscope for his son. For fun, they placed a beetle under the lens. “It blew me away,” Biss recalls. “It was beautiful.” He wondered if he could capture that beauty in a photograph. (灵感从何而来？摄影师莱文・比斯的灵感，源自观察自家花园里的甲虫。他曾为儿子购置了一台显微镜。父子俩一时兴起，将一只甲虫放到镜头下观察。“我瞬间被震撼了，”比斯回忆道，“它美得不可思议”他开始思考，能否用镜头定格这份独特的美丽。)”可知，比斯和儿子把花园里的甲虫放在显微镜下后，被甲虫的美震撼，于是想要把这种美用照片捕捉下来，因此是他发现的昆虫之美激发了他拍摄昆虫的想法。 14. 词义猜测题。根据第二段中“Around the world, insect populations are in decline because of pesticides(杀虫剂), habitat loss, and climate change. Biss thought that if people could see what he saw through his son’s microscope, they would care more about protecting insects. “I’ve got a photographic technique and a skill,” he says. “If I can do this, I should use it for a better purpose.” (受杀虫剂使用、栖息地破坏与气候变化影响，全球昆虫数量正在不断减少。比斯认为，如果人们能看到他在显微镜下所见的景象，就会更加重视昆虫保护。“我拥有摄影技法与专业能力”他说，“倘若可以做到，我就该用这份能力去a better purpose”)”可知，前文提到全球昆虫数量因为人类活动下降，比斯认为如果人们看到昆虫的美，就会更愿意保护昆虫，因此他说的“a better purpose”就是用自己的摄影技术呼吁人们保护昆虫。 15. 推理判断题。根据第四段中“For his latest exhibition, Extinct and Endangered, Biss photographed bugs from the collection at the American Museum of Natural History in New York City. With the help of the museum’s scientists, he selected bugs that were either extinct or endangered. What is more wonderful is that Biss blows them up into larger-than-life images to be displayed in the exhibition. Some are eight feet tall. (最新展览《灭绝与濒危》中，他拍摄了纽约美国自然历史博物馆馆藏的昆虫标本。在馆内科学家的协助下，他挑选出已经灭绝或濒临灭绝的昆虫。更令人惊叹的是，他将这些影像放大，制作成远超昆虫实际尺寸的展品，部分画作高达八英尺。)”可知，比斯把昆虫照片放大到比昆虫本身还大，部分照片甚至有八英尺高，因此可以推断照片比真实昆虫大很多。 16. 主旨大意题。根据最后一段“Biss hopes his photographs will get people thinking the same way. “The way I work is through pictures. I communicate visually in the way a writer communicates through words,” he says. “Hopefully, these pictures can shake things up and get people to pay attention.” (比斯希望他的照片也能让人们以同样的方式思考。“我的工作方式是通过照片。我以视觉的方式交流，就像作家通过文字交流一样”他说。“希望这些照片能改变现状，引起人们的关注”)”可知，全文围绕摄影师比斯展开：从偶然发现昆虫微观美，到用摄影技术拍摄展出濒危昆虫，目的是唤醒大众保护昆虫的意识，文章核心是这位摄影师为保护昆虫做出的行动。 Passage 5 (2026届浙江宁波市镇海中学高三英语模拟试题)One quiet summer afternoon, Max and his sister Morvenna lay beside a sandy pit(坑) where an ant-lion hid. A small ant was struggling to climb the slippery slope and escape. Morvenna tried to save it with a twig(细枝). However, out of childish curiosity, Max blew hard into the pit, sending it sliding back. The ant-lion immediately caught the ant and disappeared into the sand. He sent two more down. The scene repeated itself. The children fell into awkward silence. “They’re too little.” Max said. “I’ll get a meat-ant and see what he does.” “Oh no! If you do, I’ll kill the lion,” Morvenna begged and threatened anxiously, yet unconsciously searching for the meat-ant’s nearby track. Max fetched a fierce red meat-ant and sent him down, eager to witness a thrilling hunt. Filled with fear, Morvenna covered her eyes but soon peeked(偷看) out of uncontrollable curiosity. The strong ant fought fiercely and nearly escaped, time and again, but Max pushed it back repeatedly. “Let’s see some sport,” he murmured softly. The battle swung. A pigeon hopped nearby, other ants ran quietly about their business, the stream ran peacefully over the rocks, and the creatures inside the pit struggled silently. Finally, the ant-lion seized its prey by one leg. The ant struggle desperately, his free legs kicking wildly. It grew weaker and slower, and the ant-lion bit hard into its belly, swiftly and fiercely. Now the ant fell. All was over, his waist nearly split in two. He lay there, helpless and motionless. How quickly, how cruelly, the ant-lion pulled him down, avoiding the last kicks of those thin useless legs and hiding him in the sand, where the other ants lay. The creature seemed like a little machine. He sent a shudder (寒战) through Morvenna. Max sat up slowly. His eyes reddened, hands trembling. “Are you going to put in another?” Morvenna asked. She half-hoped, half-feared it. “No,” Max said. He stood up, not looking at the pit or at Morvenna. “Enough’s enough.” Then he broke into a run and stopped, far from the pit. 17. What can we infer about Morvenna during the fight? A. She had a contradictory state of mind. B. She refused to help Max find any ants. C. She attempted to stop Max all the time. D. She firmly stood by the weak little ants. 18. Why does the author describe the scene in paragraph 5? A. To highlight the cruelty of the pit battle. B. To display the vitality of the countryside. C. To indicate the inner peace of the children. D. To show the indifference of other creatures. 19. What made Morvenna shudder? A. The noisy and terrible environment. B. The scary appearance of the ant-lion. C. Max’s unreasonable and cruel behavior. D. The fierce and mechanical hunting process. 20. Which word can best describe Max’s final feeling? A. Relieved B. Entertained C. Confused D. Guilty 【答案】17. A 18. A 19. D 20. D 【语篇导读】本文主要讲述的是麦克斯和妹妹莫尔文娜观察蚁狮捕食蚂蚁的过程，以及残酷捕食场景给兄妹二人带来的内心冲击。 17. 推理判断题。根据第四段“‘Oh no! If you do, I’ll kill the lion,’ Morvenna begged and threatened anxiously, yet unconsciously searching for the meat-ant’s nearby track. (‘哦不！如果你这样做，我就杀了那只蚁狮，’莫尔文娜焦急地恳求并威胁道，却下意识地寻找着附近肉蚁的踪迹。)”可知，莫尔文娜在战斗中处于一种矛盾的心理状态。 18. 推理判断题。根据第五段中“The strong ant fought fiercely and nearly escaped, time and again, but Max pushed it back repeatedly.(那只强壮的蚂蚁奋力挣扎，几乎一次又一次地逃脱，但麦克斯一次次将其放回去)”和第七段“A pigeon hopped nearby, other ants ran quietly about their business, the stream ran peacefully over the rocks, and the creatures inside the pit struggled silently. (一只鸽子在附近跳跃，其他蚂蚁安静地忙碌着，溪水和平地流过岩石，而坑里的生物在沉默地挣扎。)”可知，作者通过描写周围环境的宁静与坑内残酷搏斗的对比，突出了这场坑中战斗的残酷性。 19. 细节理解题。根据第八段“How quickly, how cruelly, the ant-lion pulled him down, avoiding the last kicks of those thin useless legs and hiding him in the sand, where the other ants lay. The creature seemed like a little machine. He sent a shudder (寒战) through Morvenna. (蚁狮多么迅速、多么残忍地把它拖下去，避开那些细瘦无力的腿最后的踢蹬，把它藏在沙子里，其他蚂蚁就躺在那里。这个生物就像一台小机器。这让莫尔文娜浑身一阵寒战。)”可知，让莫尔文娜浑身一阵寒战的是蚁狮凶猛而机械的捕猎过程。 20. 推理判断题。根据第九段“Max sat up slowly. His eyes reddened, hands trembling. (麦克斯慢慢坐起来。他的眼睛红了，双手颤抖。)”以及最后一段“‘No,’ Max said. He stood up, not looking at the pit or at Morvenna. ‘Enough’s enough.’ Then he broke into a run and stopped, far from the pit. (‘不，’麦克斯说。他站起来，不看那个坑，也不看莫尔文娜。‘够了就是够了。’然后他跑了起来，在远离坑的地方停下。)”可知，麦克斯目睹猎杀的惨状后，对自己之前多次把蚂蚁推回去害死它们的行为感到愧疚。 考向三 饮食健康类 Passage 1 (2026届重庆市永川中学校高三春季学期考前模拟英语)I used to think recipes were promises. If I followed every line, the cake would rise and dinner would turn out well. My grandmother would probably have laughed at that. She cooked from memory and attention. “Stop when it looks right,” she would say. “Add flour until the dough feels soft but not sticky.” To a child who wanted clear answers, this sounded almost unfair. Years later, I came across a medieval(中世纪的) recipe for sambocade, a kind of cheesecake. It gave no exact measurements. It simply told the cook to make a crust, prepare the curds, add sugar, egg whites and elderflowers, and bake it. At first, I found it nearly useless. How much sugar? How many eggs? How hot should the oven be? Then I understood: the recipe was not meant to teach a beginner from zero. It was more like a reminder, pointing back to knowledge learned by watching, touching, smelling and trying again. That was how my grandmother cooked. Her own recipes were only lists of ingredients kept in an old shoe box. After she died, my mother threw the box away, thinking it had no value without instructions. I understood her choice. To anyone else, “flour, eggs, milk, sugar” was hardly a recipe. Yet something was lost with that box — not complete knowledge, but traces of a way of knowing. Today, we often expect recipes to protect us from uncertainty. We want grams, minutes and temperatures. Careful measurement is useful, of course. But cooking is not only measurement. A good cook notices when butter begins to smell nutty, when dough resists the hand, and when a cake is pale enough to leave the oven. Such knowledge cannot be fully written down. It must be practiced in the body. Now, whenever I bake, I still hear my grandmother’s question: “Is it pale enough yet?” It is not exactly a rule. It is a way of paying attention. 1. Why did the author once find her grandmother’s instructions “almost unfair”? A. They sounded too old. B. They lacked clear rules. C. They changed too often. D. They used rare ingredients. 2. Why is the medieval recipe mentioned? A. To introduce a special sweet dessert. B. To prove old recipes are useless. C. To explain what Grandma’s cooking was like. D. To compare different kinds of dishes. 3. What does the shoe box mainly represent in paragraph 3? A. Lost family wealth. B. Complete cooking records. C. A forgotten dessert. D. Knowledge through practice. 4. What is the author’s view on recipes? A. Accuracy removes uncertainty. B. Practice gives recipes meaning. C. Old recipes work better. D. Good memory matters most. 【答案】1. B 2. C 3. D 4. B 【语篇导读】本文主要讲的是作者儿时信奉精准菜谱，对比祖母凭经验随心烹饪的方式，借中世纪无定量食谱感悟到烹饪不止依靠数据，更需要亲身实践与用心感知。 1. 细节理解题。根据原文第一段““Stop when it looks right,” she would say. “Add flour until the dough feels soft but not sticky.” To a child who wanted clear answers, this sounded almost unfair.(“当看起来合适的时候就停下吧，”她会说。“往面团里加面粉，直到面团摸起来柔软但又不黏手。”对于那个渴望得到明确答案的孩子来说，这听起来似乎有些不公平。)”可知，祖母的烹饪指引没有清晰固定的标准。 2. 推理判断题。根据原文第二段“Years later, I came across a medieval(中世纪的) recipe for sambocade, a kind of cheesecake. It gave no exact measurements.(多年后，我偶然发现一份中世纪的sambocade芝士蛋糕食谱。这份食谱没有标注精确用量。)”和第三段“That was how my grandmother cooked.(这正是奶奶的做菜方式。)”可知，提及中世纪食谱是为了解释祖母的烹饪风格。 3. 推理判断题。根据原文第三段“Yet something was lost with that box — not complete knowledge, but traces of a way of knowing.(然而，随着那个盒子的丢失带走了某些东西——并非是完整的知识，而是某种认知方式的痕迹。)”可知，鞋盒代表着依托实践积累而来的烹饪心得。 4. 推理判断题。根据原文第四段“Such knowledge cannot be fully written down. It must be practiced in the body.(这样的知识无法被完整地写下来。它必须在身体的实践中习得。)”可知，作者对食谱的观点是实操赋予食谱真正的内涵与价值。 Passage 2 (2025-2026学年广东深圳龙岗区高三下学期第二次月考)Victoria Rinsma, sous chef at Michelin-recognized Hexagon in Ontario, has earned her place among the world’s top 15 culinary(烹饪的) talents after winning last year’s Canadian title. Her signature dish “Across the Sea and Home Again” is both personal and distinctly Canadian. It blends traditional East Coast comfort food from her grandmother’s homemade recipes with contemporary techniques she has perfected in Hexagon kitchen. She considers the dish as the purest form of expression of her culinary journey. Rinsma is trained by Hexagon’s executive chef Rafael Covarrubias, who won the 2019 Canadian title and represented Canada in Milan in 2021. He offers much more than just technical support; he also coaches her on mental resilience, arming her with all-round preparation for the contest. That sense of continuity of one generation of chefs lifting the next helps make Canadian cuisine globally renowned for diversity, regionality and innovation. Now she will test her signature dish under the supervision of international judges in Milan for the S.Pellegrino Young Chef Academy Award 2024-25, a platform highlighting technical ability, creativity, sustainability and storytelling through food. For Rinsma, it’s a chance to bring Canadian ingredients and identity to a global audience. In Milan, she will share the stage with fellow chefs from every corner of the world: chefs from Panama, Slovenia, South Africa, the United States and the United Kingdom and so on. Each will present a unique dish shaped by their own culture and training. Together, they represent the future of global food culture. Rinsma’s plan for the future draws equally from memory and ambition. By weaving her grandmother’s beloved East Coast flavours into a dish refined for one of the world’s most demanding culinary competitions, she bridges past and present, home and away. 5. What is special about Rinsma’s signature dish? A. Conventional techniques. B. Grandmother’s recipe inspiration. C. Hexagon chefs’joint efforts. D. Personalized and Canadian features. 6. What role has Rafael Covarrubias played in Rinsma’s culinary journey? A. Representing Canada with her. B. Offering her full-range support. C. Shaping her award-winning dish. D. Teaching her basic cooking skills. 7. What do we know about the culinary competition in Milan? A. It requires dish storytelling. B. It tops the world’s culinary contest. C. It prioritizes cooking techniques. D. It targets chefs from Asian regions. 8. Which of the following best describes Rinsma as a chef? A. Modest and skillful. B. Dynamic and competitive. C. Creative and patriotic. D. Cautious and independent. 【答案】5. D 6. B 7. A 8. C 【语篇导读】这是一篇记叙文。文章讲述加拿大青年厨师 Victoria Rinsma凭借融合传统与现代的招牌菜入围国际赛事，获导师全方位支持，将向世界展现加拿大美食文化。 5. 细节理解题。根据第一段“Her signature dish “Across the Sea and Home Again” is both personal and distinctly Canadian.(她的招牌菜“Across the Sea and Home Again”兼具个人特色与鲜明的加拿大风格。)”可知，这道菜的特别之处在于个性化且具有加拿大特色。故选D项。 6. 细节理解题。根据第二段“He offers much more than just technical support; he also coaches her on mental resilience, arming her with all-round preparation for the contest.(他不仅提供技术支持，还在心理韧性方面指导她，让她为比赛做好全方位准备。)”可知，Rafael为Rinsma提供了全方位的支持。故选B项。 7. 细节理解题。根据第三段“Now she will test her signature dish under the supervision of international judges in Milan for the S.Pellegrino Young Chef Academy Award 2024-25, a platform highlighting technical ability, creativity, sustainability and storytelling through food.(现在，她将在米兰的国际评委的监督下，用她的招牌菜角逐2024-25年度圣培露青年厨师学院奖，该平台注重厨艺技艺、创意、可持续性及食物背后的故事表达。)”可知，比赛要求菜品具备故事性。故选A项。 8. 推理判断题。根据第一段“It blends traditional East Coast comfort food from her grandmother’s homemade recipes with contemporary techniques she has perfected in Hexagon kitchen. (这道菜融合了源自她祖母家传食谱的加拿大东海岸传统家常美味，以及她在Hexagon餐厅厨房中打磨成熟的现代烹饪技法。)”体现创意，以及第三段“For Rinsma, it’s a chance to bring Canadian ingredients and identity to a global audience.(对Rinsma而言，这是一个向全球观众展现加拿大食材与民族特色的宝贵机会。)”体现爱国情怀，由此可知，Rinsma富有创造力且爱国。故选C项。 Passage 3 (2026届河北省清河中学模拟预测)Last month, while on a writing course in Umbria, Italy, I was delighted to watch an elderly couple clean their messy chestnut orchard(栗子园), followed by their energetic sheepdog. The fallen crop was pulled into a giant fan that blew their jackets back out onto the ground, and then the nuts were sorted by other family members on a conveyor belt in the farmhouse — the good ones to be sold in the shell, the less perfect nuts swiftly dropped into a container for processing. Later in the week, a truck turned up in the village square to pick up bags from other small local producers. That evening, I roasted a pan of chestnuts on the fire with new appreciation, while regretting the disappearance from the streets of London of the chestnut sellers of my childhood. If you’ve never eaten chestnuts hot from the shell, I strongly urge you to seek them out. The vacuum-packed(真空包装的) and ready-cooked sort are, of course, extremely convenient, but they’re a quite different thing from the sweetly smoky, roasted variety, so fresh that you burn your fingers on them and don’t care. While the season ends eventually, the chestnuts’ association with Christmas means that net bags of them have already made their annual appearance in greengrocers and supermarkets, no doubt as much for their decorative value as for their fibre content. Indeed, they were once an important basic food starch in hilly regions like Umbria and Tuscany. To this day, ground chestnuts pop up in cakes and cookies, breads and soups. But I’d argue that any such tendency to powderiness is, like so many issues in life, helped by the liberal addition of fat, as proven by buttery chestnut frangipane tart, smoky bacon and cream cheese, and buttery rice with pumpkin. So, if you spot some chestnuts at the shops, go and buy them. 9. What does the author intend to show by mentioning the sellers in London? A. A preference for food. B. A memory of childhood. C. Differences between cultures. D. Dissatisfaction with life. 10. What kind of chestnuts does the author strongly recommend? A. Vacuum-packed. B. Ready-cooked. C. Freshly-roasted. D. Pre-shelled. 11. What was the main use of chestnuts in Umbria and Tuscany in the past? A. A decorative item for Christmas. B. A special ingredient in local desserts. C. A key source of starch in daily life. D. A profitable crop for small producers. 12. What can be the best title for the text? A. Chestnuts: A Bitter Memory B. Chestnuts: From Orchard to Table C. My Unforgettable Trip to Umbria D. The History of Chestnut Growing 【答案】9. B 10. C 11. C 12. B 【语篇导读】这是一篇记叙文。作者在意大利目睹栗子从果园采收、分拣的全过程，怀念童年伦敦烤栗子，推荐现烤栗子，并介绍栗子的传统用途与多样吃法。 9. 细节理解题。根据第二段“That evening, I roasted a pan of chestnuts on the fire with new appreciation, while regretting the disappearance from the streets of London of the chestnut sellers of my childhood. (那天晚上，我怀着新的感激之情，在火上烤了一锅栗子，同时也为童年时伦敦街头那些卖栗子的小贩渐渐消失而感到惋惜。)”可知，作者提到伦敦的卖栗人是为了表达对童年的回忆。故选B项。 10. 细节理解题。根据第三段“The vacuum-packed (真空包装的) and ready-cooked sort are, of course, extremely convenient, but they’re a quite different thing from the sweetly smoky, roasted variety, so fresh that you burn your fingers on them and don’t care. (当然，真空包装的即食栗子十分方便，但它们和那种带着淡淡烟熏香气、热乎烫手却让人毫不在意的现烤栗子完全是两回事。)”可知，作者强烈推荐现烤的新鲜栗子。故选C项。 11. 细节理解题。根据第四段“Indeed, they were once an important basic food starch in hilly regions like Umbria and Tuscany. (事实上，栗子曾经是翁布里亚和托斯卡纳等山区重要的基本淀粉食物。)”可知，过去栗子在翁布里亚和托斯卡纳是日常生活中的主要淀粉来源。故选C项。 12. 主旨大意题。根据第一段“Last month, while on a writing course in Umbria, Italy, I was delighted to watch an elderly couple clean their messy chestnut orchard(栗子园), followed by their energetic sheepdog. The fallen crop was pulled into a giant fan that blew their jackets back out onto the ground, and then the nuts were sorted by other family members on a conveyor belt in the farmhouse — the good ones to be sold in the shell, the less perfect nuts swiftly dropped into. a container for processing. (上个月，我在意大利翁布里亚参加写作课程时，很高兴地看到一对年长的夫妇在清理他们杂乱的栗子园，身后跟着一只精力充沛的牧羊犬。掉落的栗子被送进一台巨大的风机，把外壳吹回地面，随后其他家人在农舍的传送带上分拣栗子 —— 完好的带壳出售，不太好的则迅速扔进容器等待加工。)”和后文对烤栗子、栗子食用方式的介绍可知，文章讲述了栗子从果园到餐桌的全过程，所以B项Chestnuts: From Orchard to Table (栗子：从果园到餐桌)适合做标题。故选B项。 Passage 4 (2026届广东省大湾区名校联盟高三考前压轴题英语试题)Krystal Mwesiga Birungi vividly remembers the first time she had malaria when she was just five years old. It was a feeling of overwhelming weakness. Despite having a burning thirst, she was unable to lift her head for a sip of water. She could not eat because she would immediately throw up. She would shake violently, feeling freezing cold even though she had a dangerously high fever. When Krystal and her two younger brothers were growing up, their mother worked to support the family. When one of her children got malaria, the mother was left with the impossible decision of whether to stay at home and care for her sick child or go to work to earn money to pay for the treatment. The horrific impact that malaria had on her family and community inspired Krystal to dedicate her life to terminating the disease. Today, Krystal works as a field entomologist at the Uganda Virus Research Institute on a project called Target Malaria, which aims to develop genetic technology to reduce mosquito populations and interrupt transmission of the disease. But children there can’t wait. Uganda’s tropical climate and mix of warm, humid forests and large agricultural settlements create a fertile breeding ground for mosquitoes that carry malaria. Luckily, the Global Fund is there to help. Krystal says that the Global Fund’s arrival in Uganda was a game changer. By 2023, with its support, the usage rate of long-lasting insecticidal nets among at-risk groups in Uganda had reached 53%, and over 95% of people with symptoms received malaria tests. Uganda reported 12.6 million malaria cases in 2023, remaining a high-burden country, but the fund’s 2.7 billion US dollars investment in malaria control across high-burden countries including Uganda in 2024 has sustained progress in prevention. Today, Krystal is a mother to a three-year-old son, Theo. She is thankful that she does not face the same challenges that her mother did. And she believes that with joint efforts, malaria will be greatly reduced as a threat to children’s childhoods in Uganda. 13. What can we learn from Krystal’s experience at five? A. Malaria spread fast among kids. B. Malaria used to be common in Uganda. C. Malaria had similar symptoms to a cold. D. Malaria was a greatly threatening disease. 14. What does the underlined word “terminating” in Paragraph 3 mean? A. Ending. B. Curing. C. Demonstrating. D. Researching. 15. How does the author stress the Global Fund’s significance? A. By quoting Krystal’s words. B. By telling stories related to malaria. C. By giving specific achievement data. D. By listing its scientific breakthroughs. 16. Which of the following best describes Krystal? A. Tolerant. B. Sympathetic. C. Considerate. D. Innovative. 【答案】13. D 14. A 15. C 16. B 【语篇导读】讲述了克里斯特尔幼时饱受疟疾折磨，心怀善意投身防疫工作。全球基金助力当地防控初见成效，她期盼合力消除疟疾对当地孩童的危害。 13. 细节理解题。根据第一段“Krystal Mwesiga Birungi vividly remembers the first time she had malaria when she was just five years old. It was a feeling of overwhelming weakness. Despite having a burning thirst, she was unable to lift her head for a sip of water. She could not eat because she would immediately throw up. She would shake violently, feeling freezing cold even though she had a dangerously high fever. (克里斯托尔·姆韦西加·比鲁尼尼清楚地记得自己五岁时第一次患疟疾的情景。那种极度虚弱的感觉令人心悸。尽管极度口渴，但她却无法抬起头去喝一口水。她无法进食，因为一吃东西就会呕吐。她会剧烈颤抖，尽管体温高得危险，但她却感到浑身冰冷。)”可知，从克丽丝汀五岁时的经历中，可得知疟疾是一种极具威胁性的疾病。 14. 词句猜测题。根据划线词上文“The horrific impact that malaria had on her family and community inspired Krystal to dedicate her life to (疟疾给她的家庭和社区带来的可怕影响，促使克里斯托决定将自己的一生奉献给……)”可知，目睹疟疾危害立志消灭该疾病。故划线词意思是“消灭，结束”。 15. 推理判断题。根据第四段“By 2023, with its support, the usage rate of long-lasting insecticidal nets among at-risk groups in Uganda had reached 53%, and over 95% of people with symptoms received malaria tests. Uganda reported 12.6 million malaria cases in 2023, remaining a high-burden country, but the fund’s 2.7 billion US dollars investment in malaria control across high-burden countries including Uganda in 2024 has sustained progress in prevention. (到2023年，在其支持下，乌干达高危人群使用长效杀虫蚊帐的比例已达到53%，且超过95%的有症状人群接受了疟疾检测。乌干达在2023年报告了1260万例疟疾病例，仍为高负担国家，但该基金2024年在包括乌干达在内的高负担国家对疟疾控制的27亿美元投资使预防工作得以持续推进。)”可知，作者通过提供具体的成就数据强调全球基金的重要性。 16. 推理判断题。根据第三段“The horrific impact that malaria had on her family and community inspired Krystal to dedicate her life to terminating the disease. (疟疾给她的家庭和社区带来的可怕影响，促使克里斯托决定将自己的一生奉献给消灭这种疾病的工作。)”可知，克里斯托亲身受灾后投身疟疾防治，心怀他人疾苦，说明其有同情心。 Passage 5 (2026届河北沧州市名校联下学期考前预测高三英语试题)In a remote village in eastern Nepal, where the nearest school was days away, Sanduk Ruit grew up surrounded not by ambition, but by absence. There were no doctors nearby, no electricity, and little sense that life could be otherwise. When his sister died of tuberculosis(肺结核), he didn’t decide to become a doctor in an instant. For a while, he simply carried the quiet understanding that some lives were lost because help never arrived. Years later, in India, Ruit studied medicine with a practical goal: to build a stable career. Changing the world was not part of the plan. That changed in 1985, when he met Australian eye surgeon Fred Hollows. Hollows spoke less about disease and more about unfairness-about people going blind not because they couldn’t be treated, but because they couldn’t afford it. The idea disconcerted Ruit. It suggested that blindness, in many cases, was not unavoidable, but tolerated. Ruit learned modern cataract(白内障) surgery, but returning to Nepal, he faced a different problem. The techniques worked — but mostly in cities. The people who needed them most were far away, in villages like the one he came from. For a time, this gap seemed impossible to narrow. So instead of waiting for patients, Ruit began going to them. Carrying equipment into remote areas, his team set up temporary eye camps. The conditions were far from ideal, yet the results were striking: within minutes, patients who had lived in darkness could see again. It was not dramatic, but repetitive, careful work. Over time, the effort grew into something larger than a series of operations. Hospitals were built, doctors were trained, and low-cost lenses(镜片) were produced locally. What began as a response to a single problem became a system. People often describe Ruit’s work as extraordinary. He tends to describe it differently. For him, the goal was never to perform miracles, but to make sure fewer people had to live without choices simply because of where they were born. 17. What can be inferred about Ruit after his sister’s death? A. He immediately decided to study medicine. B. He became determined to leave his village. C. He began researching tuberculosis treatments. D. He felt helpless about the lack of medical care. 18. What does the underlined word “disconcerted” in paragraph 2 most probably mean? A. Annoyed. B. Amused. C. Disturbed. D. Delighted. 19. Why did Ruit choose to set up mobile eye camps? A. To modernize rural areas. B. To improve his surgical skills. C. To help those in remote places. D. To attract international support. 20. What can we learn from Ruit’s story? A. Persistence bridges social gaps. B. Actions speak louder than words. C. Misfortune shapes one’s whole life. D. Cooperation creates medical miracles. 【答案】17. D 18. C 19. C 20. A 【语篇导读】桑杜克・鲁伊亲历家乡医疗匮乏之痛，受他人理念触动，深入偏远乡村行医，长期坚持逐步搭建医疗体系，尽力消除地域带来的就医不公。 17. 推理判断题。根据第一段“For a while, he simply carried the quiet understanding that some lives were lost because help never arrived.(一段时间里，他心里默默明白，一些生命逝去只因得不到医疗救助。)”可知，姐姐离世后，鲁伊因当地医疗资源匮乏心生无力感。 18. 词句猜测题。根据第二段“Hollows spoke less about disease and more about unfairness-about people going blind not because they couldn’t be treated, but because they couldn’t afford it.(霍洛斯谈及不公，人们失明并非无法医治，而是负担不起治疗费用。)”可知，这个观点让鲁伊内心受到触动、心绪不安，所以“The idea disconcerted Ruit”中disconcerted意为“使心神不安”。 19. 细节理解题。根据第三段“The people who needed them most were far away, in villages like the one he came from.(最需要救治的民众远在偏远村落，和他的家乡别无二致。)”以及第四段“So instead of waiting for patients, Ruit began going to them.(鲁伊不再坐等病人上门，主动前往偏远地区。)”可知，鲁伊设立流动眼科营地是为帮扶偏远地区的病患。 20. 推理判断题。通读全文特别是根据第三段“For a time, this gap seemed impossible to narrow.(起初城乡医疗鸿沟难以逾越。)”与第五段“Over time, the effort grew into something larger than a series of operations. Hospitals were built, doctors were trained, and low-cost lenses (镜片) were produced locally. What began as a response to a single problem became a system.(久而久之，这份事业早已不再局限于简单的手术救治。当地兴建医院、培养医护人员，还实现了低价镜片本土生产。最初只为解决单一难题的举措，最终发展成一套完整的医疗体系。)”可知，文章讲述桑杜克・鲁伊亲历家乡医疗匮乏之痛，受他人理念触动，深入偏远乡村行医，长期坚持逐步搭建医疗体系，尽力消除地域带来的就医不公。所以从鲁伊的故事我们可以学到：坚持不懈能够弥合社会差距。 考向四 文学艺术体育类 Passage 1 (2026届浙江宁波市镇海中学高三上学期模拟预测)This weekend I had the pleasure of seeing the Latvian animated film Flow in the theater. I’d never heard of it, but all of the other options were sequels(续集) or Christmas movies. Flow had a great trailer(预告片), excellent reviews, and won many awards. I was told. It is about the adventures of a black cat, a yellow dog, and several other animals that band together to survive a catastrophic flood. There are no people in the film. In fact, there is no dialogue at all in the hour and a half. You would think that a movie without any human characters or dialogue would be boring. Well, Flow is anything BUT. On the contrary, I was often on the edge of my seat, terrified for the danger these little guys faced. They’re constantly escaping enemies and rising water. Eventually, our black cat finds himself in a new land. At the start of the movie he is alone, but by the end he is surrounded by new friends. What, if anything, does this movie “mean”? Clearly, one of the basic themes is unity — different species that initially don’t get along eventually learn to help each other survive. But I think the fact that humans are completely absent seems intentional. The animals pass through run-down, abandoned towns, implying that humanity may have been wiped out by a disaster. Combined with the flood, this suggests a metaphor about climate change and sea level rise. The movie’s metaphors are subtle: water is an ever-present symbol in the film, and it is constantly flowing forward, pushing the action and our characters. With the title literally named Flow, temporariness seems to be the main message: things constantly changing, the world moves on. We often can’t control storms of life. What we can control are our own actions. You can choose to fight the current or go with it and make the best of what you find down river. Or it could mean something else completely different to you! Like the best poems, this movie is open to multiple interpretations. 1. What initially motivated the author to watch the film Flow? A. Recommendations from strangers. B. Its positive reception and many awards. C. Curiosity about an unknown movie. D. Its unique theme concerning animals. 2. Which of the following is a distinctive feature of Flow? A. It involves more than human characters. B. It contains no spoken dialogue. C. It is a short animation within 90 minutes. D. It is primarily a Christmas-themed story. 3. In the author’s opinion, what does humans’ absence from the film imply? A. The loss of humanity. B. The difficulty of survival. C. The unpredictability of life. D. The unity of diverse species. 4. Where is the text probably from? A. A textbook on animation. B. An eco-tour journal. C. An editorial on global warming. D. An entertainment website. 【答案】1. B 2. B 3. A 4. D 【语篇导读】文章主要讲述了作者观看拉脱维亚动画电影《Flow》的感受及对影片隐喻的解读。 1. 细节理解题。根据第一段中“Flow had a great trailer, excellent reviews, and won many awards. I was told.(Flow有精彩的预告片、极佳的口碑，还斩获了许多奖项。我是听说的)”可知，作者最初是被这部电影的良好反响和众多奖项所吸引才去观看的。 2. 细节理解题。根据第二段中“In fact, there is no dialogue at all in the hour and a half.(事实上，在这一个半小时里，电影完全没有对白)”可知，没有任何口头对话是该片最鲜明的特色。 3. 推理判断题。根据第四段中“The animals pass through run-down, abandoned towns, implying that humanity may have been wiped out by a disaster.(动物们穿过了破败荒废的城镇，暗示人类可能已被一场灾难消灭)”可知，作者认为人类在影片中的缺席暗示了人类的覆灭。 4. 推理判断题。根据全文内容，文章记录了作者周末观影的选择、亲身感受以及对电影寓意的个性化解读，语气亲切自然，属于典型的个人影评，最可能出自娱乐网站。 Passage 2 (2026届湖南长沙市知源中学高三全真模拟适应性考试)Moving to a new city can be an anxious experience. It’s often difficult to develop a sense of connection when you’re unfamiliar with a place’s traditions and history. Now that I’m a new resident of Pittsburg, one way I’ve found to engage with my new environment is through the art murals(壁画) found around town. Whenever I take a walk around the Old Town area, I stop to admire the mural at Heritage Park Plaza (HPP). As a newcomer, I find myself identifying with one section of the mural in particular. It shows a newly arrived family with their belongings, transitioning(过渡) into a photograph of a wedding. To me, this symbolizes establishing general roots — something I hope to do here in Pittsburg as well. Another mural I enjoy is located on the side of the Ace Hardware building on Railroad Avenue. This colorful piece honors the indigenous heritage(土著遗产) of the Pittsburg area, specifically the Bay Miwok people who lived here long before European settlers arrived. The mural acknowledges the lives of these indigenous groups, whose cultures were reshaped by newcomers. Today, these cultures coexist, a reality the mural beautifully illustrates. Lastly, there’s an amazing mural on the history of the Latino identity, located on the back of the Cardenas Markets near the highway entrance. The mural records the pre-history, transformation, and ongoing cultural presence of the Latino community in Pittsburg. As someone who shares in that heritage, I find it deeply meaningful to see it proudly displayed as visitors enter the town. It’s a visual welcome that makes me feel connected to the city and its values. These murals have become my way of bonding with Pittsburg, offering me a sense of belonging and helping me appreciate the town’s rich history. They serve as both reminders of the past and invitations to become a part of the ongoing story of this community. I encourage everyone to walk through their city, or any new town, and explore public art to better understand the community’s identity. 5. What does the mural at HPP inspire the author to do? A. Learn about Pittsburg’s historical events. B. Take photographs of particular art murals. C. Build lasting family bonds in Pittsburg. D. Protect the traditions of older residents. 6. What does the Ace Hardware mural illustrate? A. The integration of different cultures. B. The cruelty of European settlement. C. The restoration of indigenous customs. D. The history of the Ace Hardware building. 7. What aspect of the author does paragraph 4 reveal? A. Her original Latino background. B. Her talent for appreciating murals. C. Her contribution to the local community. D. Her role as a tour guide for Latino visitors. 8. What is the best title for the text? A. A Travel Journal of Pittsburg’s Murals B. Pittsburg’s Traditions Preserved in Art C. Exploring the Artistic Side of Pittsburg D. Engaging with Pittsburg Through Public Art 【答案】5. C 6. A 7. A 8. D 【语篇导读】本文讲述作者迁居匹兹堡后，通过欣赏城市各处的公共壁画了解当地多元文化、收获归属感，以此融入新城市，并呼吁人们通过探索公共艺术认识城市特色与文化底蕴。 5. 细节理解题。根据第二段“It shows a newly arrived family with their belongings, transitioning (过渡) into a photograph of a wedding. To me, this symbolizes establishing general roots — something I hope to do here in Pittsburg as well.(它(这幅壁画)显示了一个新来的家庭带着他们的物品，过渡到一张婚礼照片。对我来说，这象征着建立普遍的根基——我希望在匹兹堡也能这样做。)”可知，这幅壁画激励作者在匹兹堡扎根生活、建立长久的家庭羁绊。 6. 细节理解题。根据第三段“The mural acknowledges the lives of these indigenous groups, whose cultures were reshaped by newcomers. Today, these cultures coexist, a reality the mural beautifully illustrates.(这幅壁画承认了土著族群的生活，新来定居者重塑了其文化，如今各类文化在此共存，一个壁画完美描绘的现实。)”可知，这幅壁画展现了不同文化融合共存的景象。 7. 推理判断题。根据第四段“Lastly, there’s an amazing mural on the history of the Latino identity...As someone who shares in that heritage, I find it deeply meaningful to see it proudly displayed as visitors enter the town.(最后，有一幅关于拉丁裔身份历史的惊人壁画……作为一个分享这一遗产的人，我发现当游客进入城镇时，看到它自豪地展示出来是非常有意义的。)”可知，第四段揭示了作者拥有拉丁裔的原生背景。 8. 主旨大意题。全文围绕核心展开：作者以城市壁画这一公共艺术为纽带，了解匹兹堡文化、融入新城市、获得归属感，所有内容均围绕“借助公共艺术联结城市”展开。由此可知D项最贴合文章主旨，适合作为全文标题。 Passage 3 (2025-2026学年辽宁沈阳市第一二〇中学高三年级下学期高考考前模拟)Bright smiles and songs ripple across a field in rural eastern Uganda where elderly women swing cricket bats(板球拍) as a way to reshape what aging, health and sports can look like in later life. The so-called “cricket grannies” are bound together by a growing love of a game that helps them manage age-related health conditions, stress and loneliness. In floor-length dresses and mostly barefoot, the women aged 50 to 90 gather weekly in Jinja district. “With the exercises, my legs used to hurt, but they no longer do,” said Jennifer Waibi Nanyonga, 72, a grandmother of 29. “I spent last year without seeing a doctor for my back.” The initiative began in 2025 with just 10 grandmothers in a remote village and has since grown more than tenfold. The program was first aimed at children, but when cricket coach Aaron Kusasira found that caregivers often kept children from joining, he decided to involve the elderly women too. “We jog, we move around, we do stretches,” said the coach. “They unknowingly have to run because they have to compete.” Physical inactivity is a leading risk factor for noncommunicable diseases and is more common among women globally. Beyond physical activity, cricket has also built a sense of community. “When at home, you have no company and spend your time buried in your thoughts,” said an elderly woman named Patriciah. Others find the meetings cathartic. “We get together and talk about our problems,” said Jennifer. “By the time we return home, everyone is lighter and with a fresh start.” For the coach, training the grannies is a win-win. “From the kids to the elders, provided I see the smiles…it’s enough. I know that is a day well spent.” 9. Why do the “cricket grannies” gather together every week? A. To develop athletic skills. B. To become expert doctors. C. To achieve overall health. D. To share the latest fashion. 10. What can we learn about the initiative from paragraph 3? A. Its varied benefits. B. Its driving cause. C. Its strict regulations. D. Its hidden influence. 11. What does the underlined word “cathartic” mean in paragraph 4? A. Mind-blowing. B. Pain-relieving. C. Heart-racing. D. Time-consuming. 12. What does the coach achieve by training the grannies? A. Collaborative spirit. B. Health awareness. C. Personal satisfaction. D. Competitive mindset. 【答案】9. C 10. B 11. B 12. C 【语篇导读】文章讲述了乌干达东部乡村的老年女性组建板球队伍，这项运动改善了她们的身体健康，排解孤独与烦恼，教练也在其中收获了满满的成就感。 9. 细节理解题。根据第二段“The so-called “cricket grannies” are bound together by a growing love of a game that helps them manage age-related health conditions, stress and loneliness.(这些所谓的“板球奶奶”因热爱这项运动相聚，板球帮助她们改善老年健康问题、缓解压力与孤独。)”可知，她们每周相聚是为了身心全面健康。 10. 推理判断题。根据第三段“The program was first aimed at children, but when cricket coach Aaron Kusasira found that caregivers often kept children from joining, he decided to involve the elderly women too.(该项目最初面向儿童，板球教练亚伦・库萨西拉发现看护者常常不让孩子参与，于是决定也吸纳老年女性加入。)”可知，本段介绍了这项活动开展的起因。 11. 词句猜测题。根据第四段“We get together and talk about our problems. By the time we return home, everyone is lighter and with a fresh start.(我们聚在一起倾诉烦恼，回家时所有人都心情舒畅，能重新振作。)”可知，这项活动可以排解情绪、舒缓身心，所以“Others find the meetings cathartic”中cathartic表示“舒缓情绪、排解不快”，与pain-relieving含义相近。 12. 推理判断题。根据最后一段“For the coach, training the grannies is a win-win. “From the kids to the elders, provided I see the smiles…it’s enough. I know that is a day well spent.”(对于教练来说，训练老奶奶是双赢的。“从孩子到老人，只要我看到他们的笑容……就足够了。我知道这是值得的一天。”)”可知，教练在指导老奶奶们打球的过程中收获了个人满足感。 Passage 4 (2026年浙江宁波市镇海中学5月高三高考模拟)I had dreamed of Rome for as long as I could remember, ever since I first watched fancy Italian movies as a teenager. I imagined myself strolling through sun-lit squares, living a sweet life. However, the reality proved much more dramatic than movies. My first lesson in Roman “charm” was a taxi ride. The driver quoted me a high price to take me to my hotel, only for me to discover later that it was just two blocks away. Yet, he did it with such a warm smile that I actually felt touched and tipped him. The real challenge, however, began when I started walking. Zebra crossings are treated as mere street decorations. I once stood at a busy crossroad, absent-minded, when six lanes of vehicles rushed towards me with no intention of stopping. Italian drivers are far too busy gesturing wildly or eating sandwiches to notice a terrified tourist. However, Rome is not without its magnificent highlights. I spent days wandering through history, climbing the famous Spanish Steps and strolling through the gardens of the Villa Borghese. I admired the massive Colosseum and the ancient Forum, before crossing the river to explore the hilly streets of Trastevere. I stepped into St. Peter’s, where the silence was so heavy that my mouth fell open. Pale beams of heavenly light filled the vast space, forming a sharp, beautiful contrast to the shouting workmen outside. As I left the cathedral, I looked at the chaotic streets again. Rome is dirty, loud, and disorganized, but it is also vibrantly alive. It thrives on a kind of wonderful mess that makes perfectly ordered cities seem boring. I had come looking for a movie, but I found something much better. 13. What initially sparked the author’s desire to visit Rome? A. The city’s charming sun-lit squares. B. Stories told by his family members. C. A longing for a dramatic adventure. D. The appealing scenes in Italian films. 14. What can we learn about the author’s taxi ride experience? A. He paid a fairly high price for a long-distance trip. B. He was tricked by the driver’s outward friendliness. C. He was impressed by the driver’s professional skills. D. He directly pointed out the driver’s dishonest behavior. 15. What can we learn about Italian drivers according to the passage? A. They are respectful and helpful to tourists. B. They are professional but sometimes impatient. C. They are distracted and indifferent to traffic rules. D. They are nervous when driving in busy crossroads. 16. What can be the best title for the text? A. Italian Movies: A Guide to Rome B. Roman Traffic: A Terrifying Lesson C. Rome: A City of Beautiful Disorder D. St. Peter’s: A Silent Place in a Loud City 【答案】13. D 14. B 15. C 16. C 【语篇导读】作者因意大利电影向往罗马，初到遭遇宰客出租车与混乱交通，却沉醉于众多名胜。罗马杂乱却鲜活热闹，比电影里的景致更加动人。 13. 细节理解题。根据第一段“I had dreamed of Rome for as long as I could remember, ever since I first watched fancy Italian movies as a teenager.(我记事以来就一直梦想着罗马，从青少年时期第一次观看那些精致的意大利电影时便开始了)”可知，作者最初是因意大利电影中迷人的场景而萌生了去罗马旅行的愿望。 14. 细节理解题。根据第二段“Yet, he did it with such a warm smile that I actually felt touched and tipped him.(然而，他却带着如此温暖的笑容做了这件事，以至于我竟真的被感动了，还给了他小费)”可知，作者被司机表面的友好所欺骗。 15. 细节理解题。根据第三段“The real challenge, however, began when I started walking. Zebra crossings are treated as mere street decorations. I once stood at a busy crossroad, absent-minded, when six lanes of vehicles rushed towards me with no intention of stopping. Italian drivers are far too busy gesturing wildly or eating sandwiches to notice a terrified tourist.(然而，真正的挑战始于我开始走路的时候。斑马线被视为纯粹的街道装饰。有一次，我正站在一个繁忙的十字路口，心不在焉地望着，六车道的车辆突然冲向我，毫无停下之意。意大利司机们忙于疯狂挥手或吃三明治，根本没注意到一位惊恐的游客)”可知，意大利司机容易分心，对交通规则漠不关心。 16. 主旨大意题。根据最后一段“As I left the cathedral, I looked at the chaotic streets again. Rome is dirty, loud, and disorganized, but it is also vibrantly alive. It thrives on a kind of wonderful mess that makes perfectly ordered cities seem boring. I had come looking for a movie, but I found something much better.(当我离开大教堂时，再次望向那些混乱的街道。罗马肮脏、喧闹、杂乱无章，但同时也充满活力。它依靠着一种奇妙的混乱而生存，让原本井然有序的城市显得索然无味。我原本是想看一部电影，却意外发现了更美好的东西)”结合文章说明了作者因意大利电影向往罗马，初到遭遇宰客出租车与混乱交通，却沉醉于众多名胜。罗马杂乱却鲜活热闹，比电影里的景致更加动人。可知，C选项“罗马：一座美丽的混乱之城”最符合文章标题。 Passage 5 (2026届河南省郑州外国语学校模拟预测)Steve Bagmanyan found his calling in a workshop filled with broken instruments. But every year, the shop brings both joy and heartbreak. Due to budget cuts, the number of technicians has dropped from 60 to just 11, leaving them to repair instruments for more than half a million students in Los Angeles public schools. “The work we do is important and needs to be preserved, but it’s becoming a dying craft,” said Bagmanyan, 60, who runs the shop and handles piano repairs. “Children are our future, yet music programs are being cut across the country.” However, there is hope for the shop. The Last Repair Shop, a short documentary featuring Bagmanyan and three other technicians, recently won an Oscar for best documentary short film. The film combines their personal stories with reflections from students who have found comfort and joy in music. Few people even knew the shop existed before the documentary’s release. This workshop, in operation since 1959, is believed to be the last of its kind in the country. Bagmanyan and his team provide free instruments and repairs across the school district, often serving children from low-income families. For many of these children, public schools are their only source of musical instruments, which wealthier families can more easily afford. Since the release of the film, public support has soared. Donations have been made to fund more repairs and strengthen school music programs in Los Angeles. “People are inspired by what we do and want to support a dying art form,” said Ben Proudfoot, who co-directed the documentary. Bagmanyan knows that a poorly maintained instrument can discourage a child from learning. “If an instrument doesn’t work properly, a child might give up on music,” he said. “But when you know the instrument is going to a student who loves it, it’s impossible not to smile.” After 21 years of service, Bagmanyan says his cup is full, knowing that children may carry a love of music with them for a lifetime. “I was planning to retire,” he admitted. “But now I’ll rebuild the shop to what it once was and keep going a little longer.” 17. What is the challenge faced by Bagmanyan? A. Old instruments. B. Declining number of students. C. Low profitability. D. Shortage of skilled technicians. 18. What is paragraph 4 mainly about? A. The career achievements of Bagmanyan. B. The popularity of the documentary. C. The unique history of the school district. D. The importance of the repair shop. 19. How does the documentary impact the shop? A. It enhances the shop’s public image. B. It attracts new business opportunities. C. It helps sustain the shop’s operation. D. It provides education to the community. 20. Which words can best describe Bagmanyan? A. Ambitious and independent B. caring and persistent C. Cautious and demanding D. optimistic and generous 【答案】17. D 18. D 19. C 20. B 【语篇导读】本文讲述史蒂夫·巴格曼扬所在的乐器维修店因预算削减，技术人员锐减，面临维修难题。但《最后的维修店》纪录片获奖后，该店获公众关注与支持，捐款助力运营及学校音乐项目，巴格曼扬决定重建店铺，继续为孩子的音乐梦想坚守。 17. 细节理解题。根据第一段“Due to budget cuts, the number of technicians has dropped from 60 to just 11, leaving them to repair instruments for more than half a million students in Los Angeles public schools.(由于预算削减，技术人员的数量从60人减少到仅11人，而他们要为洛杉矶公立学校的50多万名学生修理乐器)”可知，巴格曼扬面临的挑战是熟练技术人员短缺。 18. 主旨大意题。根据第四段“Few people even knew the shop existed before the documentary’s release. This workshop, in operation since 1959, is believed to be the last of its kind in the country. Bagmanyan and his team provide free instruments and repairs across the school district, often serving children from low - income families. For many of these children, public schools are their only source of musical instruments, which wealthier families can more easily afford.(在纪录片发行之前，几乎没有人知道这家店的存在。这家自1959年开始运营的维修店，被认为是美国最后一家这样的店。巴格曼扬和他的团队在整个学区提供免费的乐器和维修服务，服务对象通常是低收入家庭的孩子。对于这些孩子中的许多人来说，公立学校是他们获得乐器的唯一来源，而富裕家庭则更容易负担得起乐器)”可知，第四段主要讲述了这家维修店的重要性。 19. 推理判断题。根据第五段“Since the release of the film, public support has soared. Donations have been made to fund more repairs and strengthen school music programs in Los Angeles.(自这部纪录片发行以来，公众支持激增。人们纷纷捐款，为更多的维修工作提供资金，并加强洛杉矶的学校音乐项目)”可知，纪录片帮助维持了维修店的运营。 20. 推理判断题。根据第二段““Children are our future, yet music programs are being cut across the country.”(孩子是我们的未来，然而全国各地的音乐课程正遭到削减)”以及第六段“Bagmanyan knows that a poorly maintained instrument can discourage a child from learning.(巴格马尼安深知，保养不善的乐器会打消孩子学习音乐的积极性)”可知巴格曼扬关心孩子的音乐学习，体现出他有爱心(caring)；再由最后一段““I was planning to retire,” he admitted. “But now I’ll rebuild the shop to what it once was and keep going a little longer.”(“我原本打算退休，” 他坦言道，“但现在我要把这家店铺恢复到从前的样子，再多经营一阵子。”)”可知他决定重建店铺继续工作，体现出他的坚持。 考向五 新闻报道类 Passage 1 (2026届山西省晋城市高三考前模拟考试英语试题)In a southern California school district, each child has a laptop. They are expected to use web-based word processors before they know how to type. Though they are also practicing handwriting, they aren’t coming home with spelling lists or tests. “Over the next couple of years, I have started to understand. The school isn’t explicitly teaching spelling in the way that I understand,” said Jodi Carreon, a stay-at-home parent. By the time her son reached the end of elementary school, Carreon decided to give him spelling tutoring. She knew letting him rely on error-correcting technologies like autocorrect and spellcheck would only mask the problem. So she downloaded spelling lists from the Internet and reviewed words with her child every week. “I’m not a teacher,” she said. “I don’t exactly know the proper way to do this. I would help my child as best as I could, based on the rules I remember.” What Carreon doesn’t know then is that many teachers no longer understand how to effectively teach spelling, and don’t have high-quality curriculum to help students. This may surprise parents who attended elementary school in the 1980s and likely became proficient spellers thanks to formalized spelling instruction. Complicating matters are error-correcting technologies, which parents themselves might favor. But Dr J. Richard Gentry, an education researcher, says that while such tools can be helpful later in a child’s schooling, students must learn the vital skill of spelling or they may risk falling behind academically. He stresses that parents need to begin paying close attention to their child’s spelling toward the end of first grade and continue monitoring it throughout elementary school. Carreon has to cobble together at-home spelling resources for her child. She wishes parents in her position could easily find spelling resources and support. In addition to at-home studying with her child, she’s paid for tutors and writing courses for her child. “We’re in a position to be able to do this,” she said. “But not all families are.” 1. Why did Carreon start teaching her son? A. To increase his self-confidence. B. To meet his school’s requirements. C. To prepare him for a spelling test. D. To improve his spelling ability. 2. Why does the author mention parents attending elementary school in the 1980s? A. To compare different academic subjects. B. To recall their pleasant school memories. C. To highlight changes in teaching approaches. D. To prove their superior learning competence. 3. What does Gentry advise parents to do? A. Employ error-correcting tools. B. Keep track of children’s spelling. C. Ask children’s teachers for help. D. Enhance their own spelling skills. 4. What is Carreon’s concern about spelling education? A. Children’s low motivation. B. Parents’ unwillingness to engage. C. Inequality in resource access. D. Shortage of professional tutors. 【答案】1. D 2. C 3. B 4. C 【语篇导读】主要说明了加州小学不再系统开设拼写课，依赖纠错软件，家长只得自行补习，富裕家庭可额外报班，资源不均成为拼写教育隐患。 1. 细节理解题。根据第二段““Over the next couple of years, I have started to understand. The school isn’t explicitly teaching spelling in the way that I understand,” said Jodi Carreon, a stay-at-home parent. By the time her son reached the end of elementary school, Carreon decided to give him spelling tutoring.(“接下来的几年里，我逐渐明白了其中的端倪。学校并没有像我所理解的那样明确地教授拼写知识。”居家育儿的乔迪·卡雷翁说道。等到她儿子小学毕业时，卡雷翁决定给他提供拼写辅导)”可知，卡雷翁开始教她的儿子是为了提高他的拼写能力。 2. 推理判断题。根据第四段“What Carreon doesn’t know then is that many teachers no longer understand how to effectively teach spelling, and don’t have high-quality curriculum to help students. This may surprise parents who attended elementary school in the 1980s and likely became proficient spellers thanks to formalized spelling instruction.(而卡雷翁所不知道的是，如今许多教师已不再懂得如何有效地教授拼写知识，而且也没有高质量的课程来帮助学生学习。这可能会让那些在20世纪80年代上过小学，并因正规的拼写教学而自己成为熟练拼写者的家长感到惊讶)”可知，作者提及20世纪80年代时父母还在上小学的情况是为了突出教学方法的变化。 3. 细节理解题。根据第五段“He stresses that parents need to begin paying close attention to their child’s spelling toward the end of first grade and continue monitoring it throughout elementary school.(他强调，家长需要在孩子一年级末就开始密切关注其拼写情况，并在整个小学阶段持续进行监督)”可知，格尼特建议家长们记录孩子们的拼写情况。 4. 细节理解题。根据最后一段““We’re in a position to be able to do this,” she said. “But not all families are.”(“我们有能力做到这一点，”她说道，“但并非所有家庭都能做到。”)”可知，卡雷翁担心拼写教育资源获取的不平等。 Passage 2 (2025-2026学年江西乐平市第四中学上学期高三英语期末)SHANGHAI, Jan. 9 (Xinhua) — A team of Chinese and international scientists has uncovered the precise mechanism behind one of nature’s most vital alliances: the partnership between legume plants and nitrogen-fixing bacteria. This finding has the potential to transform future agricultural practices. The discovery, published in the latest issue of Science, explains how plants and bacteria identify the perfect partner, paving the way for engineered crops that may one day need far less chemical fertilizer. The study explains how legumes such as soybeans and peas identify and form partnerships with specific nitrogen-fixing bacteria — bacteria that help convert atmospheric nitrogen into a usable form for the plant. These interactions result in the formation of root nodules(根瘤), which act as natural fertilizer factories. Within these nodules, the plants provide sugars to the bacteria, while the bacteria, in turn, supply the plants with fixed nitrogen. A long-standing mystery has been how plant roots, surrounded by countless microorganisms, selectively allow only compatible nitrogen-fixing bacteria to enter. This process begins with plant-secreted chemicals called flavonoids, but the exact mechanism of recognition has remained unclear. However, a collaborative team led by researchers from the Center for Excellence in Molecular Plant Sciences (CEMPS) of the Chinese Academy of Sciences has solved this puzzle. By determining the detailed 3D structure of a key bacterial protein called NodD bound to a flavonoid signal, they unveiled the exact “lock-and-key” fit that enables specific partner selection. The team identified unique regions in NodD that act as a selective filter, ensuring each bacterial strain responds only to the flavonoid signal produced by its specific host plant. According to the study, the findings open new pathways for designing more efficient symbiotic systems. In the future, scientists may engineer nitrogen-fixing bacteria to partner with a broader range of crops — including cereals like rice and wheat, which do not naturally form such relationships. “This brings us closer to reducing agriculture’s reliance on man-made nitrogen fertilizers,” said Zhang Yu, a researcher at CEMPS. “By understanding this recognition process, we can explore creating new beneficial partnerships between plants and microorganisms.” The research not only decodes a fundamental dialogue in nature but also lays a scientific foundation for designing greener, more sustainable farming systems worldwide, Zhang added. 5. What is the main potential impact of the new discovery on agriculture? A. It will completely replace chemical fertilizers in farming. B. It may lead to crops needing much less chemical fertilizer. C. It allows all plants to form partnerships with bacteria naturally. D. It explains why only legumes can use atmospheric nitrogen. 6. What is the function of root nodules in legumes? A. They produce sugars for the plant. B. They act as natural fertilizer factories. C. They protect plants from harmful bacteria. D. They help plants absorb water from the soil. 7. What can be inferred about the “lock-and-key” fit mentioned in the study? A. It allows any bacteria to enter plant roots. B. It ensures only specific bacteria respond to their host plant’s signal. C. It is a physical structure found on the surface of roots. D. It prevents all microorganisms from interacting with plants. 8. What is the main purpose of the passage? A. To introduce a new type of chemical fertilizer. B. To explain how plants produce flavonoids. C. To report a scientific breakthrough in plant-bacteria partnership. D. To compare different types of nitrogen-fixing bacteria. 【答案】5. B 6. B 7. B 8. C 【语篇导读】本文报道中外科学家的科研突破，揭开豆科植物与固氮细菌精准识别的锁钥机制，该成果可培育少施化肥的作物，为绿色可持续农业奠定科学基础。 5. 细节理解题。根据第二段“The discovery, published in the latest issue of Science, explains how plants and bacteria identify the perfect partner, paving the way for engineered crops that may one day need far less chemical fertilizer.(这项发表在最新一期《科学》杂志上的发现阐明了植物与细菌如何识别最佳共生伙伴，为培育日后大幅减少化肥使用的改良作物铺平了道路。)”可知，该新发现对农业的潜在重大影响是培育出只需少量化肥的作物。 6. 细节理解题。根据第二段“These interactions result in the formation of root nodules (根瘤), which act as natural fertilizer factories.(二者的相互作用催生根瘤，根瘤充当天然化肥工厂。)”可知，豆科植物根瘤的作用是充当天然肥料工厂。 7. 推理判断题。根据第三段“By determining the detailed 3D structure of a key bacterial protein called NodD bound to a flavonoid signal, they unveiled the exact “lock-and-key” fit that enables specific partner selection. The team identified unique regions in NodD that act as a selective filter, ensuring each bacterial strain responds only to the flavonoid signal produced by its specific host plant.(研究团队解析了细菌关键蛋白NodD与类黄酮信号结合的完整三维结构，揭示了实现特异性配对的精准“锁钥匹配”机制。团队发现NodD上的特殊区域起到筛选作用，保证每种菌株只对专属宿主植物释放的类黄酮信号产生反应。)”可推断，“锁钥匹配”机制确保只有特定细菌能对应宿主植物的信号。 8. 推理判断题。根据第一段“A team of Chinese and international scientists has uncovered the precise mechanism behind one of nature’s most vital alliances: the partnership between legume plants and nitrogen-fixing bacteria. This finding has the potential to transform future agricultural practices.(一支中外科学家团队揭开了自然界最重要共生关系之一 —— 豆科植物与固氮细菌配对的精确作用机制，该发现有望变革未来农业生产方式。)”以及下文内容可知，全文围绕这项科研突破展开，介绍研究内容、原理与农业应用前景，由此可判断文章旨在报道一项关于植物与细菌共生关系的科学突破。 Passage 3 (2025-2026学年河北昌黎第一中学高三年级下学期开学考试)For years, Jennifer Uchendu had been warning fellow Nigerians about the upcoming dangers of climate change without realizing that a related issue had escaped her attention: she felt increasingly anxious and overwhelmed. Residents of the global South experience some of the most dramatic effects of climate change, often without contributing significantly to the problem themselves. For Uchendu, who acts as a sustainability consultant in local communities and has launched a blog to help young people reduce their carbon footprint and encourage more accountability among others, it felt like she couldn’t make a difference fast enough. Then, in 2020, Uchendu saw that UK activists had established climate cafés, where they processed their anger and grief over the warming planet and renewed their resolve. So, she founded the Eco-Anxiety in Africa Project, or TEAP, to help young Africans meet and talk about the emotions they are feeling around climate change. TEAP’s leaders want to inspire a sense of empowerment among the more than 700 people who have joined the project. Whether the goal is to plant more trees or lower an electricity bill, conversations at TEAP often explore real hardships. “In Nigeria, even though we’ve come together because of climate change, it’s not out of place when someone talks about unemployment or the high prices of food, because we see that these are the broader impacts of the problem,” Uchendu says. “Having something personally related means we can feel comfortable expressing ourselves.” She has expanded TEAP to several more states in Nigeria and plans to train organizers to create similar spaces in South Africa. Meanwhile, she’s conducting research with the University of Nottingham about the emotional impact of climate change on urban residents in large African cities. As Uchendu sees it, providing a venue for young Africans to talk about their eco-anxiety is an essential step in continuing the fight for a better future. “If young people feel completely powerless, it’s not just a public health crisis but a disaster for climate change,” she says. “You have to have the energy to do something.” That’s another valuable resource to protect. 9. What was an inner drive for Uchendu to start TEAP? A. Inspiration from British activists. B. Emotional burden from climate issues. C. Frustration with people’s lack of responsibility. D. Self-expectation as a sustainability consultant. 10. What can we know about TEAP? A. It has been expanded worldwide. B. It provides solutions for environmental issues. C. It creates climate conversation spaces. D. It fosters a sense of empowerment globally. 11. What can be inferred from the last paragraph? A. Eco-anxiety led to climate crises. B. Health crises equal climate disasters. C. Young people’s will needs protection. D. More talking spaces should be created. 12. What can be a suitable title for the text? A. Talking It Out: Addressing Eco-Anxiety in Africa B. A Global Crisis: Climate Change and Mental Health C. The Role of TEAP: Fighting African Climate Change D. Jennifer Uchendu: A Responsible African Environmentalist 【答案】9. B 10. C 11. C 12. A 【语篇导读】文章主要讲述了尼日利亚可持续发展顾问詹妮弗·乌琴杜创办了“非洲生态焦虑项目”，为非洲年轻人提供讨论气候焦虑的空间，帮助他们获得力量继续应对气候变化。 9. 细节理解题。根据第一段“For years, Jennifer Uchendu had been warning fellow Nigerians about the upcoming dangers of climate change without realizing that a related issue had escaped her attention: she felt increasingly anxious and overwhelmed. (多年来，Jennifer Uchendu一直向尼日利亚同胞警告气候变化即将带来的危险，却没有意识到一个相关问题被她忽略了：她感到越来越焦虑和不堪重负。)”可知，她自己因气候变化而感到焦虑和不堪重负，这种情感负担是她创办该项目的内在驱动力。 10. 细节理解题。根据第三段最后一句“So, she founded the Eco-Anxiety in Africa Project, or TEAP, to help young Africans meet and talk about the emotions they are feeling around climate change. (于是，她创立了非洲生态焦虑项目(TEAP)，以帮助非洲年轻人聚在一起讨论他们对气候变化所感受到的情绪。)”可知，该项目的目的是为年轻人提供讨论气候焦虑的空间。 11. 推理判断题。根据最后一段第二、三、四句““If young people feel completely powerless, it’s not just a public health crisis but a disaster for climate change,” she says. “You have to have the energy to do something.” That’s another valuable resource to protect. (她说：“如果年轻人感到完全无能为力，那不仅是公共卫生危机，更是气候变化的灾难。你必须拥有精力去做一些事情。”这是另一种需要保护的宝贵资源。)”可知，乌琴杜认为年轻人应对气候变化的意愿和精力是一种宝贵的资源，需要得到保护。 12. 主旨大意题。文章第一段引出乌琴杜因气候焦虑而创办非洲生态焦虑项目；第二段介绍了她在可持续发展方面的工作及无力感；第三段讲述了非洲生态焦虑项目的创立；第四段介绍该项目的对话内容及其与尼日利亚现实问题的关联；第五段说明该项目的扩展和研究；最后一段强调提供对话空间是保护年轻人精力的重要途径。全文围绕通过对话应对非洲年轻人的气候焦虑这一核心展开。A选项“Talking It Out: Addressing Eco-Anxiety in Africa. (说出来：应对非洲的生态焦虑。)”准确概括了文章主旨。 Passage 4 (2026届浙江宁波市镇海中学高三上学期模拟预测)In India, when an elephant tramples crops or a leopard attacks livestock, or worse, a person, the fallout can be disastrous for families. It can also create the human-nature tension and ruin the harmony with each other that is crucial for protecting wildlife. This is why conservation biologist Krithi Karanth has spent years developing novel strategies to help people live alongside some of the world’s most dangerous animals. For that, she’s been named the 2026 Rolex National Geographic Explorer of the Year, an award for contributions to research and conservation among National Geographic Explorers. As CEO of the Bengaluru-based Centre for Wildlife Studies, Karanth faces a paradox(矛盾) that India, with 1.4 billion people, is also a stronghold for wildlife, home to approximately half of Asia’s elephants and roughly three-quarters of the planet’s wild tigers. Conserving those and other species, she says, requires not just saving habitat but also winning hearts and minds. Karanth has launched Wild Seve, a platform for users to request government compensation(补偿金) when wildlife damages crops, livestock, or property. With a simple toll-free call, victims ask the program’s trained field staff to document losses, then file claims and track cases as they’re processed by government officials. Wild Seve has helped some 17,000 families make up for economic losses, and reduced the likelihood of hunting as punishment. Reducing the bad outcomes is far from enough. She has also created a curriculum for schoolkids living near wildlife reserves, called Wild Shaale, designed to inspire curiosity about and respect for animals. Through games, storytelling, and art, the program explores why conflicts occur and how to respond safely. Wild Shaale is now taught in some 1,600 schools across India. “Krithi has sparked a movement of hope across India,” says National Geographic Society CEO Jill Tiefenthaler. “By combining science, education, and community partnership, she is redefining how people live in harmony with nature, and what conservation can achieve for communities and young people.” Next, Karanth wants to apply her ideas outside India, cultivating an international crop of environmental stewards — or even just empathetic neighbors. “Having a set of people wh$