2026年高考英语真题完全解读(北京卷)

该高中英语高考复习讲义围绕2026年北京卷真题，覆盖知识运用（完形填空、语法填空）、阅读理解（多体裁文本）、书面表达（开放与应用）核心考点，按“试卷总评-考点细目-逐题解读”分层架构，通过考点梳理（如完形填空语篇线索分类）、方法指导（如语法填空句法定位步骤）、真题训练（逐题解析及易错点分析），帮助学生系统构建知识网络，针对性突破难点。 资料以真实语境（如“当运动遇见AI”应用文）和思维层次化（从理解到评价的能力进阶）为特色，通过完形填空“情感线索分析”、语法填空“空格功能判断表”等策略，培育语言能力与思维品质。设置分层练习与复习策略模板，保障有限时间内高效复习，助力学生提升应考能力，为教师把控复习节奏提供清晰指导。

2026年北京卷高考英语真题完全解读 试卷总评·考情分析·复习策略·真题解读 试题分析 本套试题为2026年普通高等学校招生全国统一考试北京卷英语试题。全卷突出语篇、语用和思维能力考查，知识运用与阅读理解材料体裁多样，书面表达兼顾信息提取、观点阐释和真实交际。试题整体以基础知识和基本技能为依托，强化语境化、综合化和应用性，难度梯度清晰，体现语言能力、文化意识、思维品质和学习能力的融合考查。 第一部分“知识运用”共30分，包括完形填空10题和三组语法填空10题。完形填空围绕友谊、嫉妒与自我价值展开，重点考查词义辨析、短语搭配、语篇照应和情感线索；语法填空分别考查过去完成时、名词、非谓语、一般过去时、介词、过去分词、不定式、被动语态、现在完成时和定语从句。第二部分“阅读理解”共38分，包括四篇选择性阅读和七选五，涉及志愿服务、家庭变迁、气候与气味景观、改革与传统、道德品质与幸福感等主题，重点考查细节理解、推理判断、词义猜测、主旨概括、篇章衔接和信息整合。第三部分“书面表达”共32分，包括开放性读写回答和应用文写作，要求考生用英语完成准确、连贯、有逻辑的表达。 整卷核心素养覆盖全面：语言能力体现在词汇、语法、语篇理解与书面表达中；文化意识体现在跨文化交流、环境保护、社会责任和人生价值等主题中；思维品质体现在因果推断、观点辨析、文本评价和开放表达中；学习能力则体现在策略运用、信息整合与自主表达中。 试题亮点 一、主题语境真实化：试题选材贴近生活又具有时代性。完形填空关注同伴关系与自我认同，阅读A关注升级再造和志愿服务，阅读C讨论气候变化对自然气味和文化记忆的影响，应用文设置“当运动遇见AI”的校园活动，体现英语学习的现实应用价值。 二、语篇考查综合化：试题不以孤立句子为主要载体，而是将词汇、语法和阅读策略置于完整语篇中。完形填空通过“shadow”“worth”“compare”等词语的反复照应推动主题发展；语法填空要求考生同时处理时态、语态、非谓语和从句；七选五则综合考查代词指代、逻辑连接和段落功能。 三、思维表达层次化：选择题覆盖信息定位、语义推断、主旨归纳和作者态度判断；第42题要求辨析错误陈述并用文本依据纠正，第43题和第44题要求将文章思想迁移到真实生活与跨文化交际中，体现从理解到评价、从输入到输出的能力进阶。 命题趋势 一、在真实语境中夯实语言基础：词汇、语法仍是英语学科的基础，但会更多依托语篇考查搭配、语用和结构功能。备考应从单纯记忆规则转向在语境中理解和运用。 二、持续强化多类型语篇阅读：说明文、记叙文、应用文、议论文和研究类文本将继续并存。考生需要训练快速识别文体、段落功能、论证结构和作者态度的能力。 三、突出主题意义与思维品质：环境保护、科技应用、社会关系、个人成长和文化传承等主题将继续进入试题。阅读训练不能停留在逐句翻译，应关注文本观点、价值判断和信息之间的逻辑关系。 四、提高书面表达的真实交际性：开放问答和应用文写作会进一步强调对象意识、任务完成、内容组织和语言准确性。备考要建立“审题—列点—组织语篇—检查”的完整流程，避免背诵模板替代真实表达。 考点细目表 题号 情境 知识点 设问角度 1-10 朋友间的嫉妒与自我价值 名词、短语、形容词、动词、副词、语篇照应 语境词义、固定搭配、情感线索、主题推断 11-14 商店结账时陌生人提供帮助 过去完成时、名词、现在分词、一般过去时 时态、词性转换、非谓语、并列谓语 15-17 kama muta情感与人生意义 介词、过去分词、不定式 介词搭配、非谓语、语义理解 18-20 传统大学模式与数字化学习 被动语态、现在完成时、定语从句 时态语态、动词形式、关系代词 21-23 升级再造志愿者项目 应用文结构、细节信息 目的、服务对象、活动内容 24-27 多代同堂生活与家庭迁移 记叙文结构、人物情感、主旨 细节、情感推断、主旨概括 28-30 气候变化与自然气味景观 说明文论证、因果关系、文化影响 举例作用、信息推断、共同成因 31-34 颠覆、改革与过往智慧 议论文结构、词义、作者观点 态度、词义猜测、推断、主旨 35-39 道德品质与幸福感研究 语篇衔接、代词指代、实验流程 逻辑衔接、段落功能、研究结论 40-43 坚持、放弃与人生选择 细节理解、观点辨析、开放表达 信息概括、因果解释、纠错、迁移应用 44 学校“当运动遇见AI”活动 应用文写作、活动介绍、收获表达 内容完整、交际得体、语言连贯 逐题解读 Ivy and Mia were best friends. But as they grew older, there was a shift. Mia shone easily in after-school activities. She was a talented singer and won the ___1___ of all. The teachers praised her, and friends gathered around her, requesting her to sing. Ivy felt ___2___. Mia, however, didn’t know it and went her way as usual. Ivy recognised a(n) ___3___ feeling when Mia was applauded, and an ache in the heart when she compared herself with Mia. Jealousy (嫉妒) grew silently in her heart, like a shadow. One day, Mia came to Ivy and told her excitedly, “I’ve been selected for the inter-school competition!” Ivy ___4___ a smile. “That’s great” was all she said. That evening, she sat in her room, staring into space. Why her? Why not me? Such thoughts filled her mind. She started ___5___ Mia. Their conversations became short. Having noticed this, Mia asked Ivy, “Did I hurt you? You seem to be ___6___.” Ivy hesitated, and then admitted how she felt. Mia was surprised but smiled gently. “Do you know?” she said, “I’ve always admired you. I might be able to get attention ___7___, but you have the strength for steady growth. We’re not competing. We’re just different.” Over time, the ___8___ faded (消退). Ivy finally realised: Jealousy doesn’t come from the success of others — it comes when we forget our own ___9___. And once that takes root, there’s no need to _____10_____. 1. A. credibility B. admiration C. sympathy D. confidence 2. A. taken in B. picked on C. left out D. turned down 3. A. contented B. refreshing C. unsettled D. inclusive 4. A. radiated B. forced C. expected D. witnessed 5. A. avoiding B. accepting C. forgiving D. frightening 6. A. guilty B. shocked C. distant D. confused 7. A. fearlessly B. desperately C. hesitantly D. effortlessly 8. A. hope B. shadow C. bond D. light 9. A. worth B. limit C. past D. fault 10. A. control B. comment C. confirm D. compare 【答案】1. B 2. C 3. C 4. B 5. A 6. C 7. D 8. B 9. A 10. D 10. A. control B. comment C. confirm D. compare 【答案】1. B 2. C 3. C 4. B 5. A 6. C 7. D 8. B 9. A 10. D 【学科材料分析】 语篇采用第三人称叙事，按照“关系变化—嫉妒滋生—坦诚沟通—认知转变”的顺序推进。前半部分通过“praised”“gathered around”“left out”等信息制造人物之间的关注落差；“shadow”是贯穿全文的核心意象，既指嫉妒的隐性滋长，也为第8空提供语篇照应。后半部分通过Mia的劝解完成主题转折，“steady growth”“We’re just different”把冲突从人与人的比较引向对自我价值的确认。解题时应同时关注词语的局部搭配和全文情感走向，不能只凭单句释义作答。 【命题透视】 ▶核心考点：语境中的词义辨析、动词短语和固定搭配、词语复现与语篇主题。 ▶链接教材：人教版高中英语必修/选择性必修教材中的人与自我、人与社会主题语境，以及词汇在语篇中的理解与运用。 ▶命题分析： （1）情境创设：以校园友谊和同伴比较为真实情境，将词汇考查嵌入人物心理变化。 （2）问题设计：空格横跨名词、短语、形容词、动词、副词等词类，干扰项主要利用近义、反义和搭配差异制造辨析难度。 （3）考查目标：重点考查语篇理解、词汇语用能力、情感推断和主题概括能力。 【解析】 步骤一：把握情节链 Mia因唱歌才能获得赞赏，Ivy因关注落差感到被冷落，嫉妒逐渐产生。 Ivy开始回避Mia，Mia通过询问和肯定帮助她重新认识自身价值。 结尾由“shadow”照应嫉妒，由“worth”揭示主旨，由“compare”完成主题收束。 步骤二：逐空判断 第1空选B，talented singer、teachers praised和friends gathered around共同指向“admiration”。 第2空选C，众人围绕Mia而忽视Ivy，形成“feel left out”。 第3空选C，嫉妒滋长说明情绪不安，unsettled与语境一致。 第4空选B，force a smile表示并非真心的“强颜欢笑”。 第5空选A，conversations became short说明Ivy开始avoid Mia。 第6空选C，态度冷淡疏远，故用distant。 第7空选D，effortlessly与前文easily同义复现。 第8空选B，shadow与前文比喻照应，表示嫉妒阴影消退。 第9空选A，文章强调每个人都有自己的worth。 第10空选D，前文compared herself with Mia，结尾否定盲目比较。 步骤三：结论得出 本题关键是先梳理人物关系和心理变化，再利用固定搭配、同义复现、意象照应和结尾主旨逐项确定答案。 【易错点】 将admiration误选为confidence，忽略“他人赞赏”的语义方向。 混淆left out与picked on；前者是被忽视，后者是被故意刁难。 只依据单句判断第8、9、10空，忽视shadow、worth、compare在全文中的照应关系。 【复习策略】 以“语篇线索+词汇搭配”为单位积累词汇；整理常见动词短语和熟词生义；做完形填空时先通读，标出人物情感和转折词，再回填选项；建立“选项—原文线索—排除理由”错题记录。 【知识总结】 ① 语篇完形的四类线索：语义线索、搭配线索、复现线索和逻辑线索。优先寻找原词复现、同义替换、反义对比和情感转折。 ② 情感类语篇解题：人物处境→情绪变化→行为表现→认知转变；行为和对话往往是判断情绪的证据。 ③ 拓展关联：比较、嫉妒、自我价值与成长型思维相关，英语阅读中常通过隐喻意象表达抽象情感。 【答题模板】 完形填空可按“通读语篇确定主线—结合句内搭配—回看上下文照应—代入全文复核”的流程作答。 A. My dad and I were at a grocery store last evening. When the cashier rang everything up, my dad reached for his wallet and froze. He ____11____ (forget) to take it. I remember the ____12____ (embarrass) on his face. The cashier had scanned all the items and there were a couple of people ____13____ (wait) behind us. Unexpectedly, a man ____14____ (step) forward, handed his card to the cashier and said, “Let me help.” B. A family member is returning from a year-long trip, and you are meeting her at the airport. When you see her walking towards you, you feel a deep sense of connection well up ____15____ you. Sound familiar? You may not know the term, but that feeling is “kama muta”, a recently ____16____ (name) emotion that marks some of the most important moments in our life. By mindfully seeking out opportunities ____17____ (stimulate) this feeling, you could fill your life with greater meaning. C. Universities ____18____ (design) along the three unities of French classical tragedy (悲剧): time, action, and place. Students meet at the university campus (unity of place) for classes (unity of action) during their 20s (unity of time). So far, this model ____19____ (produce) well-known universities, but it is now challenged by the digitalisation of society, which allows everybody ____20____ is connected to the Internet to access learning resources. 【答案】11. had forgotten 12. embarrassment 13. waiting 14. stepped 15. within/inside 16. named 17. to stimulate 18. are designed 19. has produced 20. who 【学科材料分析】 三组语篇分别提供了明确的时间、结构和语义线索。A篇用“last evening”“reached”“had scanned”构成过去叙事链，要求辨析“忘记”发生在“掏钱包”之前；B篇围绕一种情感概念展开，介词搭配和名词修饰关系依靠语义理解；C篇由传统大学模式转向数字化社会，主句、被动关系、完成时和定语从句层层嵌套。解题时应先判断空格在句中的句法位置，再结合时态标志、逻辑主语和上下文完成形式变化。 【命题透视】 ▶核心考点：时态语态、词性转换、非谓语动词、介词搭配、定语从句。 ▶链接教材：人教版高中英语语法主题中的时态和语态、非谓语动词、介词、定语从句，以及人与社会、人与自我主题语境。 ▶命题分析：三篇材料分别设置生活叙事、情感科普和教育数字化语境，考点覆盖面广但均有语篇依据；空格既考形式，也考句法功能和语用意义。 【解析】 步骤一：句法定位 11空在过去动作之前，使用过去完成时had forgotten。 12空位于the之后作宾语，embarrass转为名词embarrassment。 13空已有谓语were，people与wait为主动、进行关系，填waiting。 14空与handed、said构成并列谓语，填stepped。 15空考查well up within/inside sb.搭配。 16空修饰emotion，name与emotion为被动关系，填named。 17空修饰opportunities，填不定式to stimulate。 18空universities与design为被动关系，填are designed。 19空由So far触发现在完成时，主语model为单数，填has produced。 20空先行词everybody指人，从句缺主语，填who。 步骤二：核验形式 先判断“谓语/非谓语/名词/介词/关系代词”，再检查主语数、时间先后、主动被动和固定搭配。 步骤三：结论得出 本组题的突破口是句法位置，不能仅凭中文意思填写。时间状语、并列结构、逻辑主语和定语从句成分是最直接的判据。 【易错点】 把11空写成一般过去时，忽略“忘记”先于“伸手拿钱包”。 把13空写成wait，忽略there be结构已有谓语were。 将16空误写成naming，忽略emotion与name的被动关系。 第20空误用which或that，忽略先行词指人且从句缺主语。 【复习策略】 建立“空格功能判断表”：谓语看时态语态，非谓语看逻辑主语，名词看限定词和句法位置，定语从句看先行词与从句成分。语法填空完成后逐句朗读，检查时态链和句子成分。 【知识总结】 ① 过去完成时表示过去某一动作之前已经完成的动作，常通过时间先后关系判断。 ② 非谓语判断：先找句中已有谓语，再看逻辑主语与主动/被动、进行/完成关系。 ③ 定语从句：先确定先行词，再判断关系词在从句中充当主语、宾语还是状语。 【答题模板】 语法填空按“通读语篇—判断空格词性和句法功能—确定时态语态或非谓语形式—检查搭配和语篇逻辑”完成。 A Volunteers Wanted ·Age 18 — 50 ·Duration: 1 — 12 weeks ·You’ll get airport pickup, accommodation with breakfast, free-time activities About the Programme UPCYCLING is a programme that intends to reduce waste. By reimagining items that might otherwise end up in landfills (垃圾场), UPCYCLING not only helps conserve natural resources but also encourages innovation and environmental awareness. We welcome volunteers to help transform reclaimed materials into objects with new and creative purposes. What to Expect Furniture Restoration: take an active role in transforming reclaimed furniture and materials into useful items, giving them a new life; Creative Workshops: learn basic repairs and artistic redesign of old furniture, while sharing knowledge and ideas with fellow volunteers, Social & Environmental Action: help address social and environmental challenges through creativity and cooperation. Community Services: support communities by providing upcycled goods to those in need and help promote projects through social platforms to widen outreach. A Typical Day You will work on a morning, afternoon or evening shift at your project site for 3 to 5 hours per day, Monday to Friday. Schedule 8:00 — 10:00 a.m. Breakfast at the hotel 10:00 a.m. Work at the project sites, or enjoy your free time Free-time Activities In your free time, you can explore the city, have language classes, surf or choose your favourite from among the following. Riding Hiking Swimming Water Sports Concert Museum 21. The programme aims to ________ A. create new materials B. cut down on waste C. set up social platforms D. promote language learning 22. The programme provides certain community members with ________. A. free-time activities B. upcycled goods C. hotel services D. airport pickups 23. What can volunteers do? A. Schedule the projects. B. Organise creative workshops. C. Design art classes. D. Participate in water sports. 【答案】21. B 22. B 23. D 【学科材料分析】 这是典型的项目招募类应用文，信息按“招募条件—项目目的—具体任务—日程安排—闲暇活动”排列。开头的年龄、时长和服务待遇用于定位项目属性；About the Programme直接给出“reduce waste”，Community Services说明服务对象与物品类型，Free-time Activities则列出志愿者可自主选择的活动。阅读时应区分项目正式职责和个人闲暇安排，避免把“Creative Workshops”误读为志愿者负责组织课程。 【命题透视】 ▶核心考点：应用文结构识别、细节定位、同义替换和信息分类。 ▶链接教材：人教版高中英语人与社会、人与自然主题语篇，关联志愿服务、环境保护和社会责任。 ▶命题分析：题目采用信息公告体裁，设问分别对应项目目的、社区服务内容和闲暇活动，选项以原文信息的近义改写、错位组合和职责偷换构成干扰。 【解析】 第21题定位About the Programme中的“intends to reduce waste”，B正确；A把“transform reclaimed materials”扩大为创造新材料，C和D分别是项目传播和闲暇活动信息。 第22题定位Community Services中的“providing upcycled goods to those in need”，B正确；其余选项属于志愿者待遇或闲暇安排。 第23题定位Free-time Activities中的“Water Sports”，D正确；B把学习创意改造技能偷换为组织工作坊，A、C均非原文职责。 【易错点】 公告类阅读要区分“项目目标、志愿者任务、项目待遇、闲暇活动”四类信息；不能因为选项中的词在原文出现过就直接选择。 【复习策略】 训练扫描式阅读，先看标题和小标题，再按题干关键词回到对应信息区；将公告、广告、通知中的数字、条件、职责和待遇分别标记。 【知识总结】 ① 应用文常用结构是标题—对象/条件—目的—内容—安排。 ② 细节题要完成“题干关键词—原文定位—同义替换核对”。 ③ 信息分类能有效排除把不同段落内容拼接起来的干扰项。 After we had twins and became a family of five, my husband and I decided to move from London back to Yorkshire, to be closer to my parents. Around the same time, they sold their house and we decided to build them a bungalow (平房) in our garden. We moved them in with us until the build was complete. Packing up my parents’ house felt like a massive goodbye — that bedroom, those memories, the feeling of safety and shelter I always felt there. That evening, I sat in the living room watching TV, temporarily free of my own responsibilities, lost in nostalgia (留恋). Even though I’m a grown woman in my 40s with my own family, it felt scary not to have “home” to go back to. On our final morning in the house, we took a break from the mind-bending, never-ending work of packing to sit down for that last breakfast. Mum voiced what we were all thinking: It was strange to see the place so empty. I worried that they’d begin to think they’d made a mistake. “How do you feel?” I asked. There was a silence as Dad continued to drink his tea, and I held my breath. “Well, it’s pretty awesome, isn’t it?” he replied. I breathed a huge sigh of relief: I had expected sadness, maybe even doubt, but Dad was already looking to the future. His response had an impact on me. Yes, it was a huge goodbye in so many ways, but it was also the start of something new — an adventure in multigenerational living. I realised this wasn’t about loss at all, but about movement and trust. Hearing Dad’s cheerfulness, I realised that what I’d been seeing as “the end of an era” was actually the start of a new one. Sitting at the table, making my mini sandwich, I realised I was ready for our next chapter. 24. After they had twins, the author and her husband decided to ________. A. visit her parents B. move back to Yorkshire C. rent a house for the family D. raise their children in London 25. During the breakfast, the author worried that ________. A. she might lose her shelter in the future B. there would be too much work in packing C. her parents might regret selling their house D. it would be hard to live a multigenerational life 26. How did the author feel after hearing her dad’s response? A. Uplifted. B. Puzzled. C. Concerned. D. Honoured. 27. What does the story mainly tell us? A. Silence is the best cure for nostalgia. B. Distance makes the heart grow fonder. C. Optimism lights the path for tomorrow. D. Parenting sets the pace of a child’s growth. 【答案】24. B 25. C 26. A 27. C 【学科材料分析】 文章以搬家和家庭居住安排为叙事背景，情绪线索由“massive goodbye”“nostalgia”“scary”逐渐转向“awesome”“looking to the future”和“new chapter”。父亲一句简短而积极的回应是转折点，使作者重新解释“搬离老宅”的意义：它不是失去庇护，而是进入多代同堂的新生活。主旨题应综合人物前后态度变化，而非只停留在前两段的离愁别绪。 【命题透视】 ▶核心考点：记叙文细节理解、人物情感推断、情节转折和主旨概括。 ▶链接教材：人教版高中英语人与自我、人与社会主题语境，关联家庭关系、人生选择和积极生活态度。 ▶命题分析：文章通过第一人称回忆制造情感共鸣，题目按照“决定—担忧—反应—主旨”推进，干扰项多取自局部信息或与情感方向相反的词语。 【解析】 第24题由第一段“move from London back to Yorkshire”直接定位，B正确。 第25题由“I worried that they’d begin to think they’d made a mistake”定位，C正确。 第26题由“huge sigh of relief”“Dad was already looking to the future”以及“ready for our next chapter”推断作者受到鼓舞，A正确。 第27题结尾把“end of an era”改写为“start of a new one”，核心是乐观态度帮助人面向未来，C正确。 【易错点】 主旨题不能以文章开头的情绪代替全文主旨；人物情感题要关注情绪词、动作和叙述者的认知变化。 【复习策略】 阅读记叙文时画出时间线和情感线，特别标记but、realised、actually等转折和重释信号；主旨概括要覆盖事件、态度变化和作者最终认识。 【知识总结】 ① 记叙文常以事件变化承载观点，结尾的重复式表达往往是主旨线索。 ② 情感推断需综合直接情绪词、行为反应和上下文语气。 ③ 题目选项若只对应一个局部段落，通常不足以概括全文。 Smells are all around us. What we know as a scent (气味) is a collection of natural or artificial airborne chemicals released from objects. But smell is often overlooked and undervalued. So, as climate change and biodiversity loss threaten natural scents, many people may not even notice. Whether or not we pay attention to the world’s “scentscape”, heat and pollution are causing it to shift. As temperatures rise, man-made substances release more scent molecules (分子), and biodiversity loss due to climate change threatens the plants that scent the environment. “If you go to a forest, you have a given environment and temperature. If that temperature goes a little bit high, the profile of the chemical components in the air changes,” since temperature can affect the amount of smell-carrying gas particles (粒子) released from substances, explains John Smith, a chemical engineer. “And therefore, the perception of how the forest smells changes.” That effect extends beyond forests. Snow — already threatened by a warming climate — absorbs different chemicals from the atmosphere as temperatures rise, which changes its cold-clean scent. Warmer conditions can intensify smells, leading the snow to smell more unpleasant and potentially gather more pollutants. Climate change is also quickening the loss of biodiversity, threatening to erase certain smells entirely. When plants disappear, their scents become more difficult to produce. Some scents are linked to cultural heritage. A recent study reported that native communities in Peru noticed a change in the smell of the Amazon River due to industrial pollution. Over generations, communities became desensitised to increasingly smelly rivers, a sign of broader ecosystem degradation. At the same time, in some Amazonian belief systems, declining water quality and the unpleasant smells will lead to the dispersal (消散) of the river’s spiritual beings. The damage to the scentscape could result in harm to both health and spiritual practice. Even though we have other valuable things endangered by climate change, like food access, there is also an element of cultural identity, cultural survival, and history. If we don’t look at it, we lose all the richness behind it. 28. The author mentions snow in order to _____________. A. illustrate a point B. contrast approaches C. classify objects D. define a concept 29. What can we learn from this passage? A. Biodiversity tends to be overlooked. B. Snow is intensified by a warming climate. C. Forest smell is likely to be changed by perception. D. Disappearance of the Earth’s smells can be a cultural loss. 30. What is implied in this passage? A. Loss of smells can lead to natural disasters. B. Damages of scentscapes can be artificially repaired. C. Scents of the missing plants are preserved in the atmosphere. D. Smell changes of forest and snow share a common underlying cause. 【答案】28. A 29. D 30. D 【学科材料分析】 文章采用说明文结构，先定义scent和scentscape，再解释气温升高、污染和生物多样性下降如何改变森林、积雪和河流的气味，最后拓展到文化身份、精神实践和历史传承。森林和积雪的例子共同服务于“变暖改变气味”的论点；亚马逊河案例则把自然环境变化与当地文化经验连接起来。阅读时要区分直接事实、因果解释和作者由事实推出的文化意义。 【命题透视】 ▶核心考点：说明文论证结构、举例作用、因果推断、信息概括和文化意义理解。 ▶链接教材：人教版高中英语人与自然、人与社会主题语境，关联气候变化、生物多样性、生态保护和文化传承。 ▶命题分析：题目通过森林、积雪和亚马逊河三个案例构成由自然到文化的论证链；干扰项常将“气味变化”偷换为“感知导致变化”，或把局部信息扩大为全文结论。 【解析】 第28题中Snow承接森林案例，句首“That effect extends beyond forests”明确其作用是进一步举例说明气温改变气味，A正确。 第29题由末段“cultural identity, cultural survival, and history”可知，自然气味消失可能造成文化损失，D正确。 第30题森林与积雪都在气温升高背景下发生气味变化，D正确；其余选项没有文本依据。 【易错点】 注意“感知发生变化”不等于“气味只由主观感知造成”；要从全文因果链判断共同原因。 【复习策略】 说明文阅读先画出“现象—原因—影响—意义”链条；遇到举例作用题，回看例子前后的观点句；对涉及环境和文化的文章，注意作者是否从生态问题上升到社会文化影响。 【知识总结】 ① 举例的常见功能：具体说明抽象观点、补充证据、拓展影响范围。 ② 因果推理要确认原因、直接结果和长期影响，避免倒置因果。 ③ 说明文主旨通常由开头定义、主体机制和结尾意义共同构成。 The 21st century has created a whole range of new types of professionals that we have never had before — or if not quite new, at least newly repackaged. The world has always had influential people, for instance, but only now do we have “Influencer”. Similarly, the corporate world has certainly known its fair share of disruption, yet it is only in the last couple of decades that the “Disruptor” has become a recognisable figure in the way we talk about big business. In an earlier era, the Disruptor would have been called an Innovator. Yet while an Innovator creates something new, the Disruptor is defined as much by what they destroy as by what they create. The Disruptor forces change; the clean-up is somebody else’s problem. It’s an attitude best summed up as “Move fast and break things.” Back in 1929, G. K. Chesterton identified the core problem with moving fast and breaking things through a thought experiment. Imagine there is a fence along a road. Suppose it’s been there a long time, and was put there for some purpose. But that purpose is lost over time. To us, now, the fence seems to be nothing but an impediment. Why not remove it? When faced with such a fence, Chesterton thinks the fact that we can’t see the point of the fence is why we should not tear it down. Some fences keep foxes out of henhouses, for instance. If you think you can do without the fence because you’ve never seen a fox, consider if the existence of the fence is precisely why you’ve never seen one. Importantly, Chesterton is not saying that things can never be reformed. His is a preventive principle rather than an outright prohibition. We could rephrase it like this: understand the wisdom in past decisions before you reject them. If we’re too impetuous, we can end up tearing out things we don’t yet realise we rely upon. But uncritical devotion to the “way things are done” can also deny us the possibility of better days. What is required, then, is not the fearlessness of the Disruptor, but the humility (谦卑) to stop and ask questions and to know that our own perspective is neither unique nor comprehensive. Disruption can be a force for good. It can also just leave a big mess. We need the ability to work out which messes are worth avoiding — because however impressively fast you move, some things can’t be easily unbroken. 31. Regarding Chesterton’s principle, the author is _____________. A. supportive B. doubtful C. conflicted D. disappointed 32. What does the word “impetuous” underlined in Paragraph 5 most probably mean? A. Short-sighted. B. Narrow-minded. C. Hot-headed. D. Old-fashioned. 33. What can we infer from this passage about the Disruptor? A. They may clear up other people’s mess. B. They are in favour of the preventive principle. C. They preserve more traditions than they break. D. They may create more problems than they solve. 34. What does the author intend to tell us? A. Humility should be a driving force for human progress. B. Innovation should move forward the wheel of tradition. C. Reform should draw from the wellspring of past wisdom. D. Disruption should be given priority in social development. 【答案】31. A 32. C 33. D 34. C 【学科材料分析】 文章先界定“Disruptor”与“Innovator”的差异，再引入Chesterton的“栅栏”思想实验，最后提出兼顾改革与审慎的观点。论证结构是概念界定—案例/思想实验—原则澄清—作者主张。第五段的“not...but...”和第六段的“can be...also...”表明作者不是反对改革，而是反对不理解既有制度就贸然拆除；“past decisions”“wisdom”“impetuous”是判断主旨和态度的关键词。 【命题透视】 ▶核心考点：议论文论证结构、作者态度、词义猜测、观点推断和主旨概括。 ▶链接教材：人教版高中英语人与社会主题语境，关联创新、传统、社会发展和批判性思维。 ▶命题分析：文章用新职业概念引出价值讨论，选项设置覆盖支持态度、语境词义、人物特征和中心主旨，要求考生辨析“改革并非禁止传统”的限定关系。 【解析】 第31题作者明确称Chesterton原则为“preventive principle”，并据此主张谦卑审慎，故A。 第32题从“too impetuous”导致“tearing out things we rely upon”可知是冲动鲁莽，故C。 第33题Disruptor只负责强行改变，清理残局是别人问题，可能制造更多问题，故D。 第34题“understand the wisdom in past decisions before you reject them”直接概括中心观点，故C。 【易错点】 不要把作者的审慎理解成反对创新；文章强调的是在改革前理解传统中的合理性，并保留改进的可能。 【复习策略】 议论文阅读要标出概念定义、转折、让步、否定和结论句；主旨选项应同时覆盖作者态度、论证对象和最终建议。 【知识总结】 ① 议论文结构识别：提出概念/问题—举例论证—澄清误读—提出平衡主张。 ② 词义猜测优先利用因果结果、同义解释和情感色彩。 ③ 作者态度常隐藏在限定词和转折句中，不能只看一个褒贬词。 Most of us have experienced both how good it can feel and how hard it can be to do the right thing. Helping strangers can leave you with a deep sense of satisfaction, but you’ve likely also felt the stress of showing up for others when you’re already stretched thin. These ordinary moments speak to a philosophical puzzle: Are moral people happier? ____35____ Others might reason that moral behavior often requires self-sacrifice. ____36____ Past studies clearly show that people feel good when they perform acts of kindness for others. But researchers had not directly examined if moral character, broadly speaking, is linked to well-being. So my team conducted a set of studies to take this challenge seriously. In one of our studies, undergraduate students reported on their own well-being, rating their happiness as well as their sense of how meaningful their life is. ____37____ Then these close others, such as friends and family members, rated the participant’s moral character using our questionnaire (调查问卷), which asked how much that person had the various characteristics identified as most morally relevant. ____38____ Doing the right thing isn’t always easy. ____39____ But our findings indicate that, in general, there’s no trade-off between morality and well-being. Instead, people with stronger moral character tend to experience greater meaning in life and happiness. This suggests that moments of moral effort may be part of a life that, taken as a whole, feels more satisfying. A. Until recently, scientific evidence had been limited to one aspect of morality: kindness. B. Despite various debates, there’s no agreement on what it means to be morally good. C. Standing up for someone who is being treated unfairly can feel uncomfortable. D. Some might assume morality and happiness naturally go together. E. They also gave us contact information for people who know them. F. We found that those rated as more moral reported a stronger sense of well-being. G. This might be in part because of the difficulties of defining and measuring kindness. 【答案】35. D 36. A 37. E 38. F 39. C 【学科材料分析】 语篇采用“提出问题—回顾研究—介绍实验—给出结论”的学术说明结构。第35空位于Some...Others...对举结构中；第36空要承接下文对既有研究局限的说明；第37空处于受试者自评与亲友评价之间，需补充提供联系方式的步骤；第38空总结实验结果；第39空用具体例子说明做正确的事并不总是容易，再由But引出研究结论。解题核心是识别代词指代、逻辑连接和实验流程。 【命题透视】 ▶核心考点：七选五中的篇章衔接、代词指代、逻辑关系和段落功能。 ▶链接教材：人教版高中英语人与社会、人与自我主题语境，关联道德品质、幸福感、科学研究和论证表达。 ▶命题分析：选项既有观点句、研究背景句、实验步骤句、实验结果句和举例句，要求考生判断空格在段落中的功能，而非只做词汇匹配。 【解析】 35选D：Some与下文Others形成对举，morality and happiness呼应设问。 36选A：说明过去研究仅关注kindness，引出下文对既有研究范围的限制。 37选E：承接本科生自评，连接亲友评价，道出实验步骤。 38选F：位于实验过程之后，概括“道德评价更高—幸福感更强”的结果。 39选C：举例说明做正确的事可能不舒服，与下文But构成转折。 【易错点】 七选五不能只看空格前一句；要检查代词指代、连接词逻辑、段落顺序和上下文语气。第37空尤其要还原实验流程，不要被“well-being”等重复词误导。 【复习策略】 分类整理七选五选项功能：主题句、承接句、转折句、举例句、结果句和总结句；做题时在空格旁写出“前文功能+后文功能”，再核对代词和关键词复现。 【知识总结】 ① 代词线索：they、these、this等必须有明确先行内容。 ② 逻辑线索：Some/ Others、But、Then、Instead等标志结构关系。 ③ 研究语篇常按问题—方法—结果—结论展开，段落顺序具有稳定性。 “Winners never quit and quitters never win.” It’s a great expression of our admiration of courage and persistence (坚持). But as Aristotle observed over 2,000 years ago, actions pushed to their extreme turn into disasters. There is a famous story about the Scottish king Robert the Bruce. Robert hid in a cave after his sixth defeat by the English, and there he watched a spider (蜘蛛) try to secure its web to the cave wall. The spider tried and failed six times before finally succeeding. Robert then decided to return to the fight, winning independence for the Scots — on the seventh attempt. King Robert’s story offers a deep well of inspiration for those who most need it. But lately I’ve been thinking about a possibility the story ignores. What if the spider had been climbing the wrong corner of the cave? There’s a crucial difference between failing at the right thing and persisting at the wrong one. When we fail at the right thing, persistence makes sense. We learn, adjust, and try again. But when we persist with the wrong thing, every bit of effort takes us further from where we are meant to be. Quitting is in fact necessary for growth. By ending something, we create space for something new to grow. We need to exit the things that don’t work anymore to be able to enter the ones that make sense for who we are today. We can imagine a different version of King Robert’s story. In this story, the spider falls a seventh time. It stops on the stone floor — and then turns, moving slowly towards a different corner of the cave, where the wind is calmer and the flies more plentiful. 40. What is Aristotle’s observation according to this passage? 41. Why is quitting necessary for growth? 42. Please decide which part is false in the following statement, then underline it and explain why. ►Failing at the right thing takes us further from where we are meant to be. 43. How can you apply the idea of “moving towards a different corner” to a real-life challenge? (In about 40 words) 【答案】40. Actions pushed to their extreme turn into disasters. 41. Because quitting creates space for something new to grow and allows us to focus on what suits us now. 42. Failing at the right thing takes us further from where we are meant to be. Persisting with the wrong thing takes us further from where we are meant to be. 43. When I find myself stuck in a subject I’ve tried hard to improve but constantly fail, instead of pushing blindly, I will switch to a learning method that fits me better, or explore another field where my talents can truly shine. 【学科材料分析】 文章以“坚持还是转向”为中心问题，先用Robert the Bruce和蜘蛛的故事肯定坚持的价值，再通过“wrong corner”补充条件：坚持必须指向正确目标。第四、五段构成论证核心，分别说明正确事情上的失败应学习调整、错误事情上的坚持会造成偏离；结尾用蜘蛛转向更合适角落的画面将抽象观点具体化。开放题需准确复述文本逻辑，并将“转向”落实到真实挑战中的具体行动。 【命题透视】 ▶核心考点：细节概括、因果解释、文本观点辨析和开放性迁移表达。 ▶链接教材：人教版高中英语人与自我主题语境，关联成长、选择、坚持、调整和人生规划。 ▶命题分析：设问由事实提取到原因解释，再到错误陈述纠正和个人应用，层层提升输出要求；第43题不设唯一答案，但要求情境具体、逻辑自洽、语言连贯。 【解析】 第40题直接定位第一段，说明行动推向极端会变成灾难。 第41题定位第五段，放弃能为新事物腾出成长空间，也能让人进入更适合当下的方向。 第42题错误部分是“Failing at the right thing takes us further...”。原文明确说在正确事情上失败时应学习、调整、再试；使人偏离方向的是persisting with the wrong thing。 第43题应包括现实挑战、发现原方法无效、采取新方法或转向新方向以及合理结果。例如在某学科长期受挫时更换学习方法，或探索更匹配自身优势的领域。 【易错点】 不要把文章简单理解为“凡事都要坚持”或“遇到困难就放弃”；关键判断标准是目标是否正确、方法是否有效以及努力是否仍然有意义。 【复习策略】 主观阅读题用“问题定位—文本证据—完整句作答”流程；开放题先提取文章原则，再替换为个人具体情境，注意因果关系、时态一致和词数要求。 【知识总结】 ① 正确目标上的失败：学习、调整、再尝试。 ② 错误目标上的坚持：增加无效消耗，远离真正方向。 ③ 开放表达要做到观点明确、行动具体、理由充分、语言连贯。 【答题模板】 细节题可用“According to paragraph..., ...”；原因题用“Because...”；纠错题用“The false part is... The passage states that...”；应用题用“When I..., instead of..., I will..., so that...”。 假设你是红星中学高三学生李华。你们学校上个月开展了“当运动遇见AI”(When Sports Meet AI)的主题活动，你的外国好友Jim对此很感兴趣，发来邮件询问有关情况。请你用英文给他回复，内容包括: 1.活动内容; 2.你的收获。 注意: 1.词数100左右; 2.开头和结尾已给出，不计入总词数。 Dear Jim, ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Yours, Li Hua 【答案】 参考范文： Dear Jim, I’m thrilled to receive your email asking about our school’s “When Sports Meet AI” event held last month. It was a truly eye-opening experience that showed me how technology is revolutionizing the world of sports. We got hands-on experience with AI-powered fitness devices that analyzed our basketball shots in real time and gave personalized tips to improve our accuracy. We also attended an engaging lecture on how AI helps professional athletes optimize their training and avoid career-threatening injuries. For me, this activity completely transformed my perception of artificial intelligence. I used to associate AI with science fiction, but now I see it as a practical tool that can enhance every aspect of our daily lives, even something as simple as playing sports. Yours, Li Hua 【学科材料分析】 本题是回复外国好友的应用文，交际对象明确、写作目的清晰、内容要点为活动内容和个人收获。审题时需把握过去时间“last month”、书信体格式和约100词要求；活动内容可写体验AI健身设备、听讲座等，收获应从认识变化、能力提升或科技观念展开。语言应具体而自然，避免只罗列活动名称。 【命题透视】 ▶核心考点：应用文格式、内容要点、时态、人称、语篇连贯和跨文化交际得体性。 ▶链接教材：人教版高中英语人与社会、人与自我主题语境，关联科技发展、体育活动、校园生活和跨文化交流。 ▶命题分析：情境来自校园真实活动，要求将活动经历转化为对外交流信息；评分重点在任务完成、语言准确、结构清晰和表达得体，而不是追求复杂句式的堆砌。 【解析】 写作可分三步：第一段回应来信并概括活动；第二段具体说明体验设备、听讲座等活动内容；第三段表达个人收获和对AI的新认识。时态以一般过去时叙述已结束活动，评价和认识可用一般现在时或现在完成时。句式上可使用定语从句、宾语从句和并列结构，但应优先保证准确、连贯和内容完整。 【易错点】 遗漏活动收获；忽略书信开头和结尾；活动内容全部使用现在时；只写“AI很有用”等空泛感受；超出或明显少于规定词数。 【复习策略】 积累“活动介绍—参与过程—个人收获—评价展望”四类表达；训练在100词左右完成两项任务；写完检查称谓、时态、人称、要点、连接词和拼写。 【知识总结】 ① 活动介绍常用：The activity was held... / We took part in... / We had hands-on experience with... ② 收获表达常用：It helped me realise... / I learned that... / My perception of... has changed. ③ 应用文要兼顾内容、对象和语气，做到信息完整而不空泛。 【答题模板】 Dear Jim, I’m glad to hear from you. Last month, our school held an activity called “...”. We ... We also ... Through the activity, I learned ... It helped me realise that ... Yours, Li Hua 2 / 11 学科网（北京）股份有限公司 $