2027届高考英语一轮复习之阅读理解（记叙文）15篇（浙江专用）

**基本信息** 聚焦高考英语记叙文阅读，精选15篇涵盖师生情谊、生态保护等多元主题，题型覆盖细节理解、推理判断等核心考点，系统训练语言能力与思维品质。 **专项设计** |模块|题量/典例|题型特征|知识逻辑| |----|-----------|----------|----------| |记叙文阅读|15篇，涵盖个人成长、文化包容等高频话题|细节理解、推理判断、词义猜测、主旨大意|主题与题型对应，通过真实语境培养跨文化认知与逻辑分析能力|

2027届高考英语一轮复习（浙江专用） 阅读理解记叙文15篇 序号 核心内容总结 核心话题分类 1 作者回忆75岁时因担心96岁的恩师遗忘自己，迟迟不敢致电，追忆恩师独特精炼的写作教学理念，以及一对一指导时给予自己的认可与鼓舞，感念恩师对自己的深远影响。 师生情谊、成长感悟 2 职场妈妈参与线上读书俱乐部，初读历史小说时因繁杂历史细节感到晦涩，通过与书友交流分享多元观点，打破个人固有认知，深度读懂作品，感悟集思广益的价值。 阅读感悟、社交成长 3 Casey Johnston长期为追求外在身材节食、跑步，过度减脂流失肌肉，接触举重训练后，彻底改变运动与饮食观念，接纳身体本身，摆脱容貌焦虑，实现身心蜕变。 自我成长、身心治愈 4 美籍土耳其家庭感恩节传统甜点为特色糕点，表哥带来的苹果派一度打破家族饮食传统、引发家人不适，随着时间推移家人逐渐接纳新式甜点，作者从中感悟文化差异塑造独特家庭身份。 文化包容、家庭温情 5 教师Mike Dick发现校园缺乏黑脉金斑蝶食物来源，联合动物园及师生打造校园城市草原，开展户外生态教学项目，联动多所学校开展生物普查，将生态保护与自然教育深度融合。 生态保护、创新教育 6 11岁加拿大女孩因气候变化问题产生气候焦虑，在父母的引导与帮助下，走出负面情绪，积极参与绿色交通倡导、城市造林等环保实践，同时带动家人践行低碳环保生活。 青年担当、环保实践 7 教育工作者Rosemary秉持体验式自然教育理念，带领小学生走进森林探索自然、创作故事，沉浸式的自然课堂给孩子留下深刻影响，诠释最好的教育源于生活与自然体验。 创新教育、自然成长 8 加州高中生Maya发现传统集雾装置存在缺陷，结合重力原理创新改良，设计出高效“雾竖琴”，历经风暴损毁、加固优化等挫折，成功解决村庄干旱缺水难题。 创新实践、青年赋能 9 作者回忆祖父母相守六十余年，以专属口哨作为远距离交流暗号，承载爱意与默契。作者深受触动，渴望与丈夫拥有专属独特的交流方式，感悟专属温情源于自然相守。 婚恋温情、生活感悟 10 身为医生的作者确诊脑癌后，身份转变陷入自我否定，养护绿植的过程收获成就感与慰藉，绿植衰败时妻子悉心照料植物与自己，让作者感悟生命的意义在于珍惜平凡日常、活出价值。 生命感悟、亲情治愈 11 作者年少时认为祖母手写书信的习惯过时，沉迷快捷的线上社交。上大学后偶然读到祖母的手写信，体会到纸质文字的温度与留存的温情，开始坚持手写书信，维系深度情感联结。 情感传承、生活感悟 12 李伟自幼热爱中国传统古建筑，不顾旁人质疑，遵从本心放弃热门专业，投身文物修复领域，结合工程技术与艺术审美创新修复手法，将个人热爱与国家文化传承事业相结合，实现人生价值。 文化传承、青年追梦 13 居民Mansoor目睹海洋塑料污染危害生态，不顾旁人嘲讽，多年坚持收集海岸塑料垃圾，变废为宝打造漂浮屋与船只，坚持海洋保护公益，最终打动家人与村民，带动众人守护海洋生态。 生态守护、平凡坚守 14 曾犯错入狱的卡车司机Jacob，深耕急救技能，先后两次不顾危险救人，褪去过往阴霾，在无私奉献中收获自我认同与人生价值，完成自我救赎。 善意奉献、自我救赎 15 讲述中国单板滑雪运动员苏翊鸣的成长历程，自幼深耕热爱的滑雪事业，刻苦训练屡破纪录、斩获国内外大奖，同时带动全民冰雪运动热潮，诠释热爱与坚持的力量。 体育拼搏、青年励志 Passage 1 My teacher was one of the people I most wanted to see whenever I visited New York City. Usually I’d call her as soon as I was settled, and it was thrilling to hear her voice and then to arrange a meeting time. But in 2024, when I turned 75 and she was 96, I put off making the call. Each time I thought about phoning her, I feared that when I said my name, she would say, “Who?” I first met Lore Segal in 1975, when I took her writing class at Columbia University. Back then, all I knew about her was that she’d recently lost her husband. I hadn’t known that when she was a little girl, her family went through a series of ups and downs and that at 10 years old, she was even transported alone all the way to England, where she drifted between different temporary homes. Small and self-confident, Lore had a pale face and curly hair. She was particular, her whole manner changing when someone expressed something pompous (言辞浮夸的) or emotional. She said firmly that no one ever again needed to describe someone drinking coffee or getting into and out of a car. She also stated that for a reader to remember a particular detail, you had to write it one and a half times, a rule both impossible to follow and true. When she leaned toward a text, I saw the obvious pleasure she took in sharing a passage and felt the pleasure welling up in me. Lore held student conferences at her apartment near school. When it was my turn, we sat beside each other and she went page by page through my novel-in-progress manuscript. No one had ever before read my work so closely or seen anything special in me. And now came this extraordinary moment: my teacher was reading my words and laughing. 1．Why did the author delay calling Lore in 2024? A．Lore refused to meet him. B．He was fully occupied with work. C．He lost interest in meeting her. D．He worried she might forget him. 2．What do we know about Lore’s childhood? A．She travelled a lot alone. B．She weathered bitter blows. C．She lived in a fixed house. D．She taught writing in England. 3．What can we infer about Lore’s attitude towards writing? A．She thought short articles work best. B．She hated all daily scene descriptions. C．She ignored students’ writing faults. D．She prized plain and meaningful writing. 4．How did the author feel during one-on-one talks? A．Inspired and valued. B．Shy and awkward. C．Calm and indifferent. D．Nervous and uneasy. 【答案】1．D 2．B 3．D 4．A 【导语】本文主要讲述了作者在2024年因担心年迈的老师认不出自己而迟迟未打电话，并深情回忆了1975年结识这位老师的经历，展现了老师独特的写作教学风格以及对作者产生的深远影响。 1．细节理解题。根据第一段“But in 2024, when I turned 75 and she was 96, I put off making the call. Each time I thought about phoning her, I feared that when I said my name, she would say, “Who?” (但在2024年，我75岁，她96岁时，我推迟了打电话。每次我想到要给她打电话，我就担心当我说出我的名字时，她会说：“谁？”)”可知，作者推迟打电话是因为他担心老师可能已经忘记了他。 2．细节理解题。根据第二段“I hadn’t known that when she was a little girl, her family went through a series of ups and downs and that at 10 years old, she was even transported alone all the way to England, where she drifted between different temporary homes. (我当时不知道，当她还是个小女孩的时候，她的家庭经历了一系列的起伏，10岁时，她甚至独自一人被送到英国，在不同的临时住所之间漂泊。)”可知，Lore的童年经历了家庭变故和颠沛流离，即她经历了痛苦的打击。 3．推理判断题。根据第三段“She said firmly that no one ever again needed to describe someone drinking coffee or getting into and out of a car. She also stated that for a reader to remember a particular detail, you had to write it one and a half times, a rule both impossible to follow and true. (她坚定地说，再也不需要有人描述某人喝咖啡或上下车了。她还说，为了让读者记住一个特定的细节，你必须把它写上一遍半，这是一个既不可能遵循又正确的规则。)”可知，Lore反对浮夸空洞的描写，强调写作应精炼而有意义。 4．推理判断题。根据最后一段“No one had ever before read my work so closely or seen anything special in me. And now came this extraordinary moment: my teacher was reading my words and laughing. (从来没有人如此仔细地读过我的作品，也没有人看出我有什么特别之处。现在，这个非凡的时刻到来了：我的老师读着我的文字，笑了起来。)”可知，一对一交流时作者感受到被重视，备受鼓舞。 Passage 2 I’ve just finished clearing the dinner dishes and helping my daughter with her math homework when I finally settle onto the couch with my tablet. I pour myself a cup of tea and adjust the reading lamp. Tonight, the book club meeting is virtual, and I’m grateful I don’t have to brave the winter rain. The video call connects, and familiar faces appear on my screen. Three years ago, I barely knew these people. Now I wave and smile, feeling the transition happen. The project manager and busy mother of two gives way to the literature lover I used to be — a version of myself I rarely have time to explore anymore. Tonight we’re discussing The Mountains Sing, a historical novel by Nguyễn Phan Quế Mai. The story spans decades of Vietnamese history, following one family’s struggles and triumphs. I had found myself moved to tears at several points, yet I also felt the novel occasionally got bogged down in historical details. During our discussion, I discover several other members felt similarly. But as the conversation deepens, something remarkable occurs. As each person shares their perspective, my own understanding transforms. A passage that had seemed unnecessarily long now appears to be a deliberate choice — the author weaving family memory with national history. Another member’s observation about the grandmother’s character unlocks a new interpretation of the entire book. Too quickly, it’s time to say goodbye. I close my tablet and go check on my daughter. Yet part of me remains in that virtual room, enriched by the collective wisdom, already anticipating next month’s selection. 1．What is the author’s profession? A．A school teacher. B．A project manager. C．A writer. D．A historian. 2．Why did the author find the novel challenging at first? A．The writing style was too complex. B．The story failed to engage her emotionally. C．It contained excessive historical detail. D．The characters were difficult to distinguish. 3．What does the underlined word “unlocks” in paragraph 4 most nearly mean? A．confirms. B．reveals. C．challenges. D．dismisses. 4．What lesson can be drawn from the author’s experience? A．Two heads are better than one. B．A book is a dream that you hold in your hand. C．The pen is mightier than the sword. D．Pride comes before a fall. 【答案】1．B 2．C 3．B 4．A 【导语】本文讲述作者忙完家务后参加线上读书俱乐部，和书友一同讨论小说《The Mountains Sing》。在大家各自分享看法后，作者对这本书产生了全新、更深刻的理解，也感悟到众人集思广益的价值。 1．细节理解题。根据第二段中的“The project manager and busy mother of two gives way to the literature lover I used to be(那个身兼项目经理、两个孩子母亲的自己，让位给了从前热爱文学的我。)”可知，作者的职业是项目经理。 2．细节理解题。根据第三段中的“I had found myself moved to tears at several points, yet I also felt the novel occasionally got bogged down in historical details.(有好几处情节都让我深受触动、几近落泪，但我也觉得这部小说偶尔会因堆砌大量历史细节而叙事拖沓。)”可知，书中包含大量繁杂的历史叙述，这让作者初读时感到困扰。 3．词句猜测题。根据第四段“Another member’s observation about the grandmother’s character unlocks a new interpretation of the entire book.(另一位成员对祖母角色的见解unlocks对整本书的全新解读)”，并结合前文提到作者的理解在交流中发生转变可知，另一位成员对祖母角色的见解，使作者对整本书产生了一个全新的解读。 画线词应含有“显示、揭示”之意，对应选项中的reveals。 4．推理判断题。根据第四段中的“But as the conversation deepens, something remarkable occurs. As each person shares their perspective, my own understanding transforms.(但随着交流不断深入，奇妙的事情发生了。当每个人分享自己的观点时，我自身的理解发生了转变。)”以及末段中的“Yet part of me remains in that virtual room, enriched by the collective wisdom, already anticipating next month’s selection.(然而我的一部分思绪仍留在那间虚拟会议室里，被集体智慧滋养着，已然开始期待下个月的选书了。)”可知，独自阅读时作者理解片面，和众人交流后收获多元深刻的感悟。谚语“Two heads are better than one.”意为“三个臭皮匠顶个诸葛亮”，契合原文多人交流拓宽认知的核心内容。 Passage 3 After years spent running and dieting, Casey Johnston came across a post about weightlifting. “I don’t lift to be attractive. I lift to be strong,” Johnston recalls one devoted powerlifter posting. “Liar,” Johnston thought to herself. “After all, isn’t attractiveness the reason why most people work out?” Johnston wanted to look attractive in college. She tried, at first, just dieting. That didn’t get her all the way to where she thought she should be — weightwise. Then she started running. She was running more and more and eating less and less, but sort of staying in the same place. She just had the impression that she should always be losing weight. Then she learned that what had happened through all of this weight-loss pursuit was that she had dieted and exercised away all of her lean body mass (去脂体重). She thought her muscles were just there waiting to be uncovered if she lost enough weight. It turned out that, actually, if you aren’t protecting your muscles actively, they can go away. While running, Johnston found it punishing, but it was a way to achieve one goal that consumed her: not being fat. She had absorbed the cultural message that the purpose of exercise was to make her as small as possible. Johnston admits that she was first drawn to weightlifting for the same reason. But gradually, she discovered strength training could offer more. She says lifting weights helped repair her disordered eating and allowed her to enjoy food. “When I gave it a chance, with these basic elements, I found it transformative. That work of looking closer and listening to myself is worth the time,” she shares. “Most importantly, it changed my attitude about my own body, from one centered on denial of pleasure to a relationship that now embraces movement, rest and eating equally. My body could feel good, even powerful.” 1．How did Johnston find the post at first? A．Inspiring. B．Ordinary. C．Unconvincing. D．Innovative. 2．What was the outcome of Johnston’s dieting and running in college? A．She became too weak to study. B．She gained more lean body mass. C．She lost more weight than planned. D．She didn’t look the way she had expected. 3．Why did Johnston start to learn to lift weights? A．For education. B．For weight loss. C．For entertainment. D．For cultural exchange. 4．What is the focus of the last paragraph? A．How weightlifting benefited Johnston. B．How Johnston became more attractive. C．How Johnston trained for weightlifting. D．How exercise pressure affected Johnston. 【答案】1．C 2．D 3．B 4．A 【导语】文章主要讲述了Casey Johnston为追求外在形象节食跑步，后来接触力量训练，举重改变了她对身体、饮食运动的看法。 1．细节理解题。根据第二段““I don’t lift to be attractive. I lift to be strong,” Johnston recalls one devoted powerlifter posting.(‘我举重不是为了外表好看，我举重是为了变得强壮。’Johnston回忆起一位热忱的力量举重爱好者发的帖子。)”以及第三段““Liar,” Johnston thought to herself. “After all, isn’t attractiveness the reason why most people work out?”(‘骗子，’Johnston心里暗想，‘说到底，大多数人健身不就是为了拥有好的外在形象吗？’)”可知，Johnston看到帖子内心觉得对方在说谎，认为帖子没有说服力。 2．细节理解题。根据第四段“She tried, at first, just dieting. That didn’t get her all the way to where she thought she should be — weightwise. Then she started running. She was running more and more and eating less and less, but sort of staying in the same place.(起初，她只尝试节食。但这并没有让她达到自己理想中的体重状态。之后她开始跑步。她跑得越来越多，吃得越来越少，可体重几乎没有什么变化。)”可知，大学期间节食加跑步，并没有达到她自己预期的样子。 3．细节理解题。根据第六段“She had absorbed the cultural message that the purpose of exercise was to make her as small as possible.(她深受这种社会观念的影响，认为健身的目的就是让自己的身形尽可能纤瘦。)”以及第七段“Johnston admits that she was first drawn to weightlifting for the same reason.(Johnston坦言，最初吸引她去练举重的也是这个原因。)”可知，她最初开始举重也是为了减重。 4．主旨大意题。根据最后一段“She says lifting weights helped repair her disordered eating and allowed her to enjoy food.(她说举重改善了她紊乱的饮食状态，让她可以好好享受食物。)”以及 “Most importantly, it changed my attitude about my own body, from one centered on denial of pleasure to a relationship that now embraces movement, rest and eating equally. My body could feel good, even powerful.”(‘最重要的是，它改变了我对自己身体的态度，从一味压抑身心愉悦，转变为同等接纳运动、休息与饮食。我的身体可以感觉很舒适，甚至充满力量。’)”可知，本段主要介绍举重给Johnston带来的种种益处。 Passage 4 As Thanksgiving approaches each November, one memory never fails to resurface. I was raised in a large Turkish family residing in America, and at our holiday gatherings, baklava reigned supreme on the dessert table. That tradition remained undisturbed until my high school years, when my cousin Johnny decided to shake things up. He arrived at my parents’ house one Thanksgiving carrying two never-before-seen items: an apple pie and a can of cream. Little did he know that his offering would spark one of the biggest family dramas I can recall. I distinctly remember my mother and aunts gathering in the kitchen, exchanging uneasy whispers. “Apple pie?” one aunt murmured in disbelief. My mother, too, wore a look of genuine puzzlement. In our Turkish culinary culture, fruit-filled desserts are strictly forbidden. “Why would anyone transform fresh fruit into something baked,” she often argued, “when it is perfectly enjoyable in its natural state?” The cream only deepened their confusion. Yet, unwilling to hurt Johnny’s feelings, my mother performed a rue act of consideration: she placed the pie on the dining table alongside the cream. In the end, the dish remained largely untouched. How different things are today. My mother now makes pie every Thanksgiving without fail. Although her deep-rooted distrust of fruit-based sweets persists, desserts topped with fruits or nuts have finally earned a place at our table. We still laugh about the chaos Johnny’s apple pie set off years ago. For me, however, that Thanksgiving was about far more than pie. Growing up, I often felt like an outsider because of my cultural background. But that day marked the first time I truly recognized that our family’s “oddness” was not a weakness — it was what defined us. It was, and remains, what made us. 1．What is the writing purpose of paragraph 1? A．To describe the author’s favorite Turkish dessert. B．To set the scene for a memorable Thanksgiving story. C．To introduce the traditional dessert at family gatherings. D．To explain the importance of Thanksgiving to the author. 2．How did Johnny’s apple pie and cream shake things up in the family? A．It ruined the festival atmosphere. B．It challenged family tradition. C．It resulted in a family quarrel. D．It contributed to a heavy meal. 3．Which of the following can best describe the author’s mom? A．Serious and caring. B．Humorous and strict. C．Traditional and generous. D．Considerate and flexible. 4．What does the underlined sentence imply in the last paragraph? A．Cultural conflict leads to acceptance. B．Family traditions influence eating habits. C．Cultural differences shape family identity. D．Family recognition reflects cultural background. 【答案】1．B 2．B 3．D 4．C 【导语】主要说明了成长于美籍土耳其家庭的作者回忆感恩节，表哥带来苹果派打破家族饮食传统，母亲后来接受新式甜点，作者感悟文化差异造就独特的家庭身份。 1．推理判断题。根据第一段“As Thanksgiving approaches each November, one memory never fails to resurface. I was raised in a large Turkish family residing in America, and at our holiday gatherings, baklava reigned supreme on the dessert table. (每年11月感恩节临近时，总有一段记忆不断浮现。我成长于一个居住在美国的土耳其大家庭，在我们的节日聚会上，甜点桌上总是少不了巴克拉瓦)”可知，第一段引出感恩节的一段回忆，铺垫故事背景。 2．细节理解题。根据第二段“That tradition remained undisturbed until my high school years, when my cousin Johnny decided to shake things up. (这一传统一直延续到我上高中那年，当时我的表哥约翰尼决定改变一下)”以及第三段“In our Turkish culinary culture, fruit-filled desserts are strictly forbidden. (在我们的土耳其饮食文化中，含水果的甜点是严格禁止的)”可知，家族传统禁止果馅甜点，苹果派违背固有饮食传统，带来冲击。 3．推理判断题。根据第四段“Yet, unwilling to hurt Johnny’s feelings, my mother performed a rue act of consideration: she placed the pie on the dining table alongside the cream. (然而，为了不伤害约翰尼的感情，我母亲还是做出了一个虽心怀不情愿但十分体贴的举动：她把派放在餐桌上，和奶油放在一起)”以及第五段“My mother now makes pie every Thanksgiving without fail. (我妈妈现在每年感恩节都会准时做派)”可知，顾及约翰尼情绪体现体贴；如今主动做苹果派体现观念变通。 4．推理判断题。根据划线处上文“But that day marked the first time I truly recognized that our family’s “oddness” was not a weakness (但那一天，我才第一次真正意识到，我们家的“与众不同” 并非一种缺点)”以及下文“It was, and remains, what made us. (这份特质，过去塑造了我们，至今仍是我们的底色)”可知，划线处承上启下，暗示文化差异塑造了家庭身份认同。 Passage 5 Mike Dick, a seventh-grade teacher at Gateway Middle School, was named Outstanding Conservation Educator for his efforts in helping the monarch butterfly (黑脉金斑蝶) population. Six years ago, Dick and his students did a little monarch research and found out just how dramatically their numbers were falling. Educators from Toledo Zoo brought several butterflies to Gateway for his students to tag (加标签) and release. “That’s when we realized that we had no milkweed — or anything else — here on Gateway’s campus for the butterflies to eat,” Dick explained. In response to it, he and his students, along with the help of Toledo Zoo and teachers at Gateway, engaged in a problem-based learning project to create a 10,000-square-foot urban prairie (草原) on the school grounds. Located across the parking lot and behind the bus garage, it’s been the optimal site because it’s easily accessible but out of the way of daily traffic. “We have a wide variety of birds, butterflies and bugs in that little space, and all kinds of unique plants,” Dick said. This was the original Prairie Project. Since then, they have added several schools and members and now have 19 buildings with a total of about 7.5 acres of prairie. Throughout the process, Toledo Zoo has been an amazing partner. Toledo Zoo’s curator (负责人) of education Mitch Magdich teamed up with Dick to write standards-based lessons for grades 1-8, making it easier for teachers to use their prairies as outdoor classrooms and lab spaces. “For example, every September, all 19 partnering schools do a Prairie Bioblitz, where we take pictures of all the living things that we can find and upload them to an app called iNaturalist. This is always a rewarding experience!” Dick said. “I think our little prairie spaces are providing meaningful, hands-on experiences that are truly unique. Kids today are actively looking for ways to make a difference. Our prairies not only make them aware of the environment, but also show the kids what role they can play in protecting and conserving our natural resources,” Dick said. 1．What led to the creation of the Gateway prairie? A．A systematic study on milkweed. B．A decline in the monarch butterfly population. C．A lack of food sources for butterflies on campus. D．A recommendation from Toledo Zoo educators. 2．What do the underlined words “the optimal site” in paragraph 3 mean? A．The most suitable place. B．The quietest location. C．The largest possible area. D．The least frequented spot. 3．What is the purpose of the Prairie Bioblitz? A．To reward those finding the most species. B．To protect endangered species in urban prairies. C．To record the biodiversity within urban prairies. D．To clean up the prairies and remove harmful species. 4．What can be the best title for the text? A．A Journey in Education: The Life of Mike Dick B．Urban Prairies: The Home to Monarch Butterflies C．A Day at Toledo Zoo: Nature Education for Students D．The Butterfly Effect: Integrating Prairies and Campuses 【答案】1．C 2．A 3．C 4．D 【导语】主要讲述教师Mike Dick在校园打造城市草原，保护黑脉金斑蝶，把生态保护与校园教育相结合的故事。 1．细节理解题。根据第二段中的“That’s when we realized that we had no milkweed — or anything else — here on Gateway’s campus for the butterflies to eat,” Dick explained. In response to it, he and his students, along with the help of Toledo Zoo and teachers at Gateway, engaged in a problem-based learning project to create a 10,000-square-foot urban prairie (草原) on the school grounds.(“就在那时我们意识到，我们这里没有马利筋——或是其他任何东西——在盖特威校区，供蝴蝶食用，”迪克解释说。作为对此事的回应，他和他的学生们，在托莱多动物园以及盖特威学校老师们的帮助下，参与了一项基于问题的学习项目，在校场之上建造一片一万平方英尺的城市草原。)”可知，校园缺少蝴蝶的食物来源，促使人们打造这片草原。 2．词句猜测题。根据第三段中的“Located across the parking lot and behind the bus garage, it’s been the optimal site because it’s easily accessible but out of the way of daily traffic.(这片区域位于停车场对面、公交车车库后方，它成为the optimal site，因为交通便利，又不会受到日常车流的干扰。)”可知，这片地点兼顾通行便利与免受车流打扰的条件，因此，画线短语“the optimal site”意为“最合适的地点”符合语境。 3．细节理解题。根据第五段中的“For example, every September, all 19 partnering schools do a Prairie Bioblitz, where we take pictures of all the living things that we can find and upload them to an app called iNaturalist.(例如，每年九月，全部19所合作学校都会开展草原生物普查活动，大家拍摄所有能发现的生物，并上传至iNaturalist应用程序。)”可知，该活动目的是记录城市草原范围内的生物多样性。 4．主旨大意题。通读全文，尤其是首段中的“Mike Dick, a seventh-grade teacher at Gateway Middle School, was named Outstanding Conservation Educator for his efforts in helping the monarch butterfly (黑脉金斑蝶) population.(迈克・迪克，盖特威中学一名七年级教师，被授予杰出保护教育者称号，因为他为助力黑脉金斑蝶种群所付出的努力。)”与尾段的“Our prairies not only make them aware of the environment, but also show the kids what role they can play in protecting and conserving our natural resources(我们的草原不仅让他们认识环境，也向孩子们展示他们在保护和养护自然资源方面能够发挥什么样的作用)”可知，文章围绕校园城市草原项目展开，将草原生态建设与校园自然教育融合，保护黑脉金斑蝶，所以“The Butterfly Effect: Integrating Prairies and Campuses(蝴蝶效应：融合草原与校园)”最能概括全文核心，适合作为最佳标题。 Passage 6 11-year-old Canadian Kiké Dueck has always loved nature. From studying bird books as a young child to identifying mushrooms and native plants, her connection to the earth runs deep. But at nine, reading about climate change caused the first feelings of anxiety. “Painfully, I couldn’t understand why people acted like everything was normal when the planet was in trouble,” Kiké said, Like many young people, she felt flooded by fears of droughts, wildfires, and a changing world — emotions known as climate anxiety. A Canadian study found over half of kids feel afraid or powerless about the environment, with 37% saying these feelings affect their daily lives. For Kiké, there are days when she loses her motivation to care about day-to-day basics like getting dressed and going to school or being enthusiastic about the sports she’s involved in. “I feel bad because I’m not feeling like I’m doing enough or something like that. But then I eventually feel better and then I feel like I’m not doing enough again and I’ll just cycle on and on,” she says. Thankfully, Kiké’s parents, Dennie Fornwald and Kris Dueck, turned this worry into a chance for growth.They sought ways to help Kiké channel her passion into positive action. “We wanted her to feel empowered,not helpless,” Fornwald said. They connected with EnviroCollective, a local climate advocacy group. Through the organization, Kiké joined meaningful projects, such as partnering with groups like Better Bus Youth to advocate for greener transportation. Kiké has also become involved with the Cathedral Forest Project, planting an urban forest in a park not far from the family’s house. While both parents said they’d always cared about the environment, Kris said that Kiké, only 11, had pushed them to be more accountable. They are mindful of driving less and biking to work. Their recycling system,is highly organized, redirecting nearly all of their waste for recycling and composting (堆肥). 1．What made Kiké worried? A．The effect of young people on her. B．Her failing to love nature earlier. C．People’s lacking green awareness. D．The result of the Canadian study. 2．What does climate anxiety bring Kiké? A．Self-blame. B．Self-respect. C．Hesitancy. D．Confidence. 3．How did Kiké’s parents support her in protecting the earth? A．By explaining its importance. B．By planting trees in the park. C．By leading her into practice. D．By establishing organizations. 4．What can we learn from the last paragraph? A．Parents are the best teachers. B．Big actions surely speak louder. C．Eco-anxiety is worrying. D．The young can change the old. 【答案】1．C 2．A 3．C 4．D 【导语】文章主要讲述了11岁加拿大女孩Kiké Dueck因阅读气候变化相关内容而产生气候焦虑，在父母的帮助下将担忧转化为积极行动，参与环保项目并影响父母变得更加环保的故事。 1．细节理解题。根据第二段“‘Painfully, I couldn’t understand why people acted like everything was normal when the planet was in trouble,’ Kiké said, Like many young people, she felt flooded by fears of droughts, wildfires, and a changing world — emotions known as climate anxiety. (‘痛苦的是，我无法理解为什么当星球陷入困境时，人们却表现得一切正常，’Kiké说。像许多年轻人一样，她被对干旱、野火和不断变化的世界的恐惧所淹没——这些情绪被称为气候焦虑。)”可知，Kiké担心的是人们缺乏环保意识。 2．推理判断题。根据第三段“‘I feel bad because I’m not feeling like I’m doing enough or something like that. But then I eventually feel better and then I feel like I’m not doing enough again and I’ll just cycle on and on,’ she says. (‘我感觉很糟糕，因为我觉得自己没有做得足够多或类似的事情。但后来我最终感觉好些了，然后我又觉得做得不够，就这样循环往复，’她说。)”可知，气候焦虑给Kiké带来了自责的情绪。 3．细节理解题。根据第四段“They sought ways to help Kiké channel her passion into positive action. ‘We wanted her to feel empowered, not helpless,’ Fornwald said. They connected with EnviroCollective, a local climate advocacy group. Through the organization, Kiké joined meaningful projects, such as partnering with groups like Better Bus Youth to advocate for greener transportation. Kiké has also become involved with the Cathedral Forest Project, planting an urban forest in a park not far from the family’s house. (他们寻找方法帮助Kiké将她的热情转化为积极行动。‘我们希望她感到有力量，而不是无助，’Fornwald说。他们联系了EnviroCollective，一个当地的气候倡导组织。通过该组织，Kiké参与了有意义的项目，比如与Better Bus Youth等团体合作倡导更绿色的交通方式。Kiké还参与了Cathedral Forest Project，在离她家不远的一个公园里种植城市森林。)”可知，Kiké的父母通过引导她参与实践来支持她保护地球。 4．推理判断题。根据最后一段“While both parents said they’d always cared about the environment, Kris said that Kiké, only 11, had pushed them to be more accountable. They are mindful of driving less and biking to work. Their recycling system is highly organized, redirecting nearly all of their waste for recycling and composting (堆肥). (虽然两位父母都说他们一直关心环境，但Kris说，只有11岁的Kiké促使他们更加负责任。他们注意减少开车，骑自行车上班。他们的回收系统组织得井井有条，将几乎所有的废物都用于回收和堆肥。)”可知，从最后一段内容可推出，年轻人可以影响年长者改变行为。 Passage 7 The Pacific Northwest’s misty woods weren’t just Rosemary’s backyard — they were her first classroom. Now, as Response’s new Community Education Coordinator, she’s taking that “Education through experience” spirit everywhere, turning lessons into stories kids will never forget. Her favorite wilderness adventure unfolded on a spring morning with a group of fourth graders. Their mission was simple: find three “forest friends” and write a short story about each one. At first, the kids hung back, dragging their feet slowly as if they’d rather stay inside playing video games — until eight-year-old Leo suddenly dashed toward a bush, yelling, “Look! A squirrel with an acorn (橡树果) bigger than his head!” Rosemary dropped to her knees. “Let’s give him a name,” she said. They settled on “Mr. Nutkin,” and Leo scribbled (潦草地写) in his journal: “Mr. Nutkin is in a hurry. Maybe he’s hiding snacks for winter so he doesn’t get hungry.” Soon, everyone spread across the woods. Weeks later, an envelope showed up on Rosemary’s desk, with Leo’s messy handwriting on the front. Inside was a drawing: a squirrel in a tiny pinecone house, next to a stick figure labeled “Me”, and a note: “Mr. Nutkin moved into his new home I put it in my backyard. Can we go back to the woods soon?” That’s the magic of Rosemary’s teaching: it doesn’t end when the class does. Whether she’s in a church, a farm, or a forest, she turns lessons into connections — ones that stick long after the pinecones are collected and the journals are closed. Now, at Response, she still keeps that pinecone from the woods in her bag. It’s a reminder: the best education isn’t about facts on a page but about making kids feel like the world is their storybook — and they’re the ones getting to write the fun parts. 1．Why did Rosemary view the woods as her first classroom? A．She once taught her students there. B．She learned by exploring nature there. C．She did research on wildlife biology there. D．She experienced her first adventure there. 2．What is the writing purpose of Paragraph 3? A．To describe Leo’s artistic talent. B．To indicate Leo’s keeping his promise. C．To prove the lesson’s profound impact. D．To share a continued story with readers. 3．Which of the following best characterizes Rosemary as a teacher? A．Patient and gentle. B．Strict and demanding. C．Organized and efficient. D．Creative and encouraging. 4．Which of the following is the best title for the passage? A．Classrooms Beyond Walls. B．A Squirrel’s Small Lesson. C．Nature’s Unwritten Rules. D．Childhood’s Wildest Dreams. 【答案】1．B 2．C 3．D 4．A 【导语】文章主要讲述了社区教育协调员罗斯玛丽通过自然体验式教学激发孩子创造力，并让教育影响延续至课堂之外。 1．细节理解题。根据第一段“The Pacific Northwest’s misty woods weren’t just Rosemary’s backyard — they were her first classroom. Now, as Response’s new Community Education Coordinator, she’s taking that “Education through experience” spirit everywhere, turning lessons into stories kids will never forget.(太平洋西北部的薄雾缭绕的森林，不仅是罗丝玛丽的后院，更是她的第一间教室。如今，作为响应组织的新任社区教育协调员，她正将“通过体验学习”的理念带到各地，把课程变成孩子们永生难忘的故事)”可知，罗斯玛丽将森林视为首个课堂是因为她通过探索自然进行学习。 2．推理判断题。根据第三段“Weeks later, an envelope showed up on Rosemary’s desk, with Leo’s messy handwriting on the front. Inside was a drawing: a squirrel in a tiny pinecone house, next to a stick figure labeled “Me”, and a note: “Mr. Nutkin moved into his new home I put it in my backyard. Can we go back to the woods soon?”(几周后，一个信封被送到了罗斯玛丽的办公桌上，信封正面是利奥歪歪扭扭的笔迹。里面装着一幅画：一只松鼠住在一座小小的松果房子里，旁边画着一个火柴人，标注着“我”。画的下方还有一张便条，上面写着：“纳特金先生搬进新家啦！我把它的房子安在了我家后院。我们什么时候能再回森林呀？”)”可知，该段通过里奥的后续行动证明课程产生了持久影响。 3．推理判断题。根据第一段“The Pacific Northwest’s misty woods weren’t just Rosemary’s backyard — they were her first classroom. Now, as Response’s new Community Education Coordinator, she’s taking that “Education through experience” spirit everywhere, turning lessons into stories kids will never forget.(太平洋西北部的薄雾缭绕的森林，不仅是罗丝玛丽的后院，更是她的第一间教室。如今，作为响应组织的新任社区教育协调员，她正将“通过体验学习”的理念带到各地，把课程变成孩子们永生难忘的故事)”；第二段“Her favorite wilderness adventure unfolded on a spring morning with a group of fourth graders. Their mission was simple: find three “forest friends” and write a short story about each one. At first, the kids hung back, dragging their feet slowly as if they’d rather stay inside playing video games — until eight-year-old Leo suddenly dashed toward a bush, yelling, “Look! A squirrel with an acorn (橡树果) bigger than his head!” Rosemary dropped to her knees. “Let’s give him a name,” she said. They settled on “Mr. Nutkin,” and Leo scribbled (潦草地写) in his journal: “Mr. Nutkin is in a hurry. Maybe he’s hiding snacks for winter so he doesn’t get hungry.”(她最喜欢的野外探险是在一个春日的早晨与一群四年级学生一同展开的。他们的任务很简单：找到三个 “森林伙伴”，并为每一个写一篇小故事。起初，孩子们都缩在后面，拖着脚缓慢地走着，仿佛更愿意待在屋里玩电子游戏。直到八岁的利奥突然冲向一棵灌木丛，大声喊道：“看！一只松鼠，头上的橡果比它还大！”罗丝玛丽立刻跪了下来。“我们给它取个名字吧，”她说，“叫‘坚果先生’。”他们决定给它起名叫“坚果先生”，而利奥则潦草地在日记本上写道：“坚果先生很忙，也许他正藏些零食过冬，免得饿肚子。”)”可知从罗斯玛丽带学生去森林找 “森林朋友” 并写故事这种独特的教学方式，可看出她富有创意；当利奥发现松鼠时，她鼓励大家给松鼠取名，引导学生参与，体现出她善于鼓励学生，所以罗斯玛丽作为老师的特点是富有创意且善于鼓励。 4．主旨大意题。根据第一段“The Pacific Northwest’s misty woods weren’t just Rosemary’s backyard — they were her first classroom. Now, as Response’s new Community Education Coordinator, she’s taking that “Education through experience” spirit everywhere, turning lessons into stories kids will never forget.(太平洋西北部的薄雾缭绕的森林，不仅是罗丝玛丽的后院，更是她的第一间教室。如今，作为响应组织的新任社区教育协调员，她正将“通过体验学习”的理念带到各地，把课程变成孩子们永生难忘的故事)”结合文章主要讲述了社区教育协调员罗斯玛丽通过自然体验式教学激发孩子创造力，并让教育影响延续至课堂之外。可知，A选项“墙外的教室”最符合文章标题。 Passage 8 Maya Martinez, a high school senior living in a fog-covered coastal village in North California, noticed that the community garden was gradually drying up during the driest summer on record. While the villagers remained helpless, Maya chose to spend her afternoons carefully observing the thick mist that rolled in from the sea. Maya had already identified a critical fault in traditional fog-collecting mesh nets (网状网): they frequently became blocked by the very water drops they caught, which severely reduced their effectiveness. Digging deeper into solutions, Maya found a novel device designed by two scientists — the “Fog Harp (竖琴)”. Maya decided to use the handy materials to create her own “Fog Harp”. At first, neighbors watched the process with doubt as she strung hundreds of thin, upright wires across a solid wooden frame. To them, the setup looked no more than “a giant musical instrument” that only produced useless sounds in the cold coastal wind. Little did they know this simple-looking setup would soon prove surprisingly effective. The remarkable efficiency of Maya’s Fog Harp lies in its clever use of gravity. In a traditional mesh net, tiny water drops get easily trapped within the small square gaps, which stop further collection. This occurs because the surface tension — the invisible, stretchy “skin” of liquid water — is too strong for the small drops to overcome. In Maya’s Fog Harp, by contrast, water drops hit the wires and slowly combine into larger drops. Most importantly, with no cross wires to hold these larger drops in place, gravity easily overcomes surface tension, allowing the water to slide effortlessly down the wires and collect in a tank below. Of course, the project faced its share of setbacks. During one severe coastal storm, the extreme wind tore through the wooden frame. Yet, instead of giving in to despair, she immediately set out to fix the problem by reinforcing the entire structure with durable steel wires. By the time autumn arrived, Maya’s “Fog Harps” were reliably producing plenty of fresh water every day, partly meeting the daily water needs of the village. 1．Why did Maya observe the thick mist in her afternoons? A．To predict the weather conditions. B．To clarify the reasons for drought. C．To check the efficiency of the mesh nets. D．To work out a solution to water shortage. 2．What can we know about Maya’s “Fog Harp”? A．It was a musical instrument. B．It invited villagers’ acid words. C．It presented an inborn fault. D．It featured a solid metal frame. 3．What is the key for Maya’s Fog Harp to function well? A．Its use of cross wires. B．Its mesh-net structure. C．Its weak surface tension. D．Its unique design and use of gravity. 4．What can we learn from Maya’s story? A．Look before you leap. B．Better late than never. C．Think outside the box. D．Time waits for no man. 【答案】1．D 2．B 3．D 4．C 【导语】文章主要讲述了高中生Maya Martinez在干旱期间，通过观察雾气并改进传统集雾网，发明了高效的“雾竖琴”来解决村庄缺水问题的故事。 1．细节理解题。根据第一段中“Maya Martinez, a high school senior living in a fog-covered coastal village in North California, noticed that the community garden was gradually drying up during the driest summer on record. While the villagers remained helpless, Maya chose to spend her afternoons carefully observing the thick mist that rolled in from the sea. (Maya Martinez是北加州一个雾霭笼罩的沿海村庄的高中毕业班学生。她注意到，在有记录以来最干旱的夏天，社区花园正在逐渐干涸。当村民们束手无策时，玛雅选择在午后仔细观察从海上滚滚而来的浓雾)”可知，Maya观察浓雾是为了找出解决缺水问题的方法。 2．细节理解题。根据第三段中“At first, neighbors watched the process with doubt as she strung hundreds of thin, upright wires across a solid wooden frame. To them, the setup looked no more than “a giant musical instrument” that only produced useless sounds in the cold coastal wind.(起初，当她将数百根细直的金属丝绷在一个坚固的木制框架上时，邻居们都怀疑地看着这个过程。在他们看来，这个装置看起来充其量不过是一个“巨大的乐器”，只在寒冷的海风中发出无用的声音)”可知，Maya的“雾竖琴”被说成是无用的乐器，招来了村民们尖刻的评论。 3．推理判断题。根据第四段中“The remarkable efficiency of Maya’s Fog Harp lies in its clever use of gravity. (Maya的雾竖琴之所以效率显著，在于其巧妙地利用了重力)”和“In Maya’s Fog Harp, by contrast, water drops hit the wires and slowly combine into larger drops. Most importantly, with no cross wires to hold these larger drops in place, gravity easily overcomes surface tension, allowing the water to slide effortlessly down the wires and collect in a tank below.(相比之下，在玛雅的“雾竖琴”中，水滴撞击金属丝后，会缓慢地融合成更大的水滴。最重要的是，由于没有交叉的金属丝固定这些较大的水滴，重力很容易克服表面张力，使水沿着金属丝轻松滑下，收集到下方的水箱中)”可知，雾竖琴高效工作的关键在于其独特的设计和对重力的运用。 4．推理判断题。通读全文，结合第一段中“Maya Martinez, a high school senior living in a fog-covered coastal village in North California, noticed that the community garden was gradually drying up during the driest summer on record. While the villagers remained helpless, Maya chose to spend her afternoons carefully observing the thick mist that rolled in from the sea. (Maya Martinez是北加州一个雾霭笼罩的沿海村庄的高中毕业班学生。她注意到，在有记录以来最干旱的夏天，社区花园正在逐渐干涸。当村民们束手无策时，玛雅选择在午后仔细观察从海上滚滚而来的浓雾)”和第二段中“Maya had already identified a critical fault in traditional fog-collecting mesh nets... Digging deeper into solutions, Maya found a novel device designed by two scientists — the “Fog Harp (竖琴)”. (Maya已经发现了传统集雾网状网的一个关键缺陷……为了深入寻找解决方案，Maya发现了两位科学家设计的一种新颖装置——“雾竖琴”)”可知，Maya没有像村民那样束手无策，而是通过观察和思考，改进了传统集雾装置，发明了更高效的“雾竖琴”来解决缺水问题。这体现了她跳出传统思维定式、创新解决问题的精神。 Passage 9 For as long as I can remember, my grandparents could interact by whistling. That wasn’t their only mode of communication — there were words, letters, songs, and meaningful looks. But it’s the whistles, typically used to signal each other from just out of sight, that stood out. Sometimes sharp, other times like a bird’s song, their whistling was impossible to ignore. My grandparents were together for more than 60 years. No one else seems to know how or when the whistling began, just that it persisted. No one else in the family whistled to them — it was their thing. They whistled to one another almost everywhere. A quick phoooweet from one and the other would appear, summoned (召唤) by love, loyalty, and habit. The whistle would reunite them in the grocery store when one wandered off, and soon they were together again, picking their favourite cereal off the shelf. Now I adore my own husband and I’d love for us to have a sound, but I cannot whistle. So we’ll need to find another way of making noise. Occasionally we test things out. I’ll jokingly caw-caw at him from another room, our kids falling over with laughter. It works, but it’s far too embarrassing to stick. If he ever made that sound in public, I’d pretend not to know him. No, it has to be quick, distinct, effective, and at least somewhat charming. Every couple has a kind of shorthand, as do we. Communicating through coded looks allows us to navigate difficult topics with kids underfoot. But none of these methods work unless we’re in the same room. We have no whistle. The search continues. Maybe it’s not a search after all. The things that stick in life usually come about organically. The sound won’t emerge from careful planning; it will just happen. It will work once, so it will be used again until it becomes our thing. It may be a whistle, a word, or a series of handclaps. I haven’t landed on my answer, but with every elderly couple I see in the grocery store, I am convinced that it’s out there. 1．What was special about my grandparents’ communicating? A．They wrote letters every day. B．They used whistles as signals. C．They sang beautifully like birds. D．They favored spoken communication. 2．What did my grandparents’ way of communication mean to them? A．A method to pass time. B．A symbol of personalities. C．A trick to attract each other. D．A sign of love and empathy. 3．Why haven’t we found our own mode of communicating? A．Because we find whistling difficult to copy. B．Because we have yet to find a suitable sound. C．Because we can’t understand each other’s sound. D．Because We’re too embarrassed to make a sound. 4．What is the writer’s belief about finding their special sound? A．It requires careful planning and search. B．It sounds like building castles in the air. C．It will probably come naturally over time. D．It must be a whistle like her grandparents’. 【答案】1．B 2．D 3．B 4．C 【导语】主要讲述祖父母以口哨作为专属交流暗号，作者受此启发，探寻属于自己和丈夫的独特交流方式。 1．细节理解题。根据第一段中的“For as long as I can remember, my grandparents could interact by whistling. That wasn’t their only mode of communication — there were words, letters, songs, and meaningful looks. But it’s the whistles, typically used to signal each other from just out of sight, that stood out.(从我记事起，我的祖父母可以通过口哨交流。这不是他们唯一的沟通方式，还有话语、书信、歌曲和意味深长的眼神。但通常用来在视线外互相示意的口哨格外特别。)”可知，祖父母的独特之处是用口哨充当信号。 2．细节理解题。根据第二段中的“A quick phoooweet from one and the other would appear, summoned (召唤) by love, loyalty, and habit.(一方短促一吹口哨，另一方就会现身，这份呼唤源于爱意、忠诚与长久的习惯。)”可知，这种交流方式是爱意与共情的体现。 3．细节理解题。根据第三段中的“Now I adore my own husband and I’d love for us to have a sound, but I cannot whistle. So we’ll need to find another way of making noise.(我很爱我的丈夫，想要拥有专属声响，但我不会吹口哨，因此我们需要找寻别的发声方式。)”以及第四段“The search continues.(寻找仍在继续。)”可知，二人还没找到合适的专属声音。 4．细节理解题。根据第五段中的“The things that stick in life usually come about organically. The sound won’t emerge from careful planning; it will just happen.(生活里能长久留存的事物大多自然而然出现，专属声响不会来自刻意筹划，它会顺其自然到来。)”可知，作者相信专属的交流声响终将自然而然出现。 Passage 10 My wife, Hannah, and I don’t usually keep houseplants. But after my diagnosis with brain cancer, I came to love the idea of having something new and green around where I spent much of the day. The brain cancer limited my ability to walk, and the treatment left me tired, making it hard for me to finish everyday tasks. As a doctor, I was used to being the one who provided care, not the one who received it. The enormous change left me feeling unsettled. Caring for the plant provided me with meaningful satisfaction when I often felt useless. Over the next few months, I recovered from surgery. Even after I returned to work, I continued to care for the plant. Soon, it had nearly doubled in height and its leaves were shiny and lush (茂盛的). Then, mysteriously, it began to show signs of deterioration. No matter what I did, the leaves kept browning and dropping to the floor. I grew more and more frustrated and uneasy. I couldn’t shake the feeling that the plant had become a symbol of my own poor health. Hannah always thought about what I needed and recognized that the growing plant had offered me comfort and hope. To lessen my anxiety, she began to transplant the plant to a larger pot. Hannah cared for me and the plant almost around the clock, preparing meals and watering on schedule without rest. Even when both the plant and I were at our weakest, she never gave up. When my tumour (肿瘤) unavoidably returned, I felt peaceful and calm. The plant wasn’t there to live forever but to help me appreciate each moment — the way sunlight touched its leaves, the quiet times with Hannah, the hope we shared when transplanting it. True healing isn’t about beating death but about finding meaning in ordinary things. That’s what makes life precious — not counting days, but making each day count. 1．Why did the author decide to keep a houseplant after his diagnosis? A．To bring more greenery into his home. B．To follow a hobby suggested by his wife. C．To find a sense of fulfillment during his illness. D．To avoid thinking about his medical condition. 2．How did the author feel when the plant began to deteriorate? A．Calm and accepting. B．Indifferent and detached. C．Increasingly worried and upset. D．Inspired to try new care methods. 3．Why did Hannah transplant the plant into a larger pot? A．To encourage the plant to grow faster. B．To follow a gardening tip she had read. C．Because the plant had grown too tall for its old pot. D．To reduce the author’s anxiety about the plant’s decline. 4．What message does the story mainly convey? A．Recovery requires unwavering hope. B．Illness can be overcome with proper care. C．Plants are powerful symbols of human life. D．Meaning in life is found in ordinary moments. 【答案】1．C 2．C 3．D 4．D 【导语】文章主要讲述作者确诊脑癌后开始养绿植，绿植曾给予低谷中的他成就感与慰藉，绿植衰败后妻子为缓解他的焦虑更换花盆，最终作者感悟到生命的珍贵不在于度日长短，而在于在平凡日常中找寻生活的意义。 1．推理判断题。根据第二段“Caring for the plant provided me with meaningful satisfaction when I often felt useless.(在我时常觉得自己一无是处的时候，照料这株植物给我带来了充实的满足感。)”可知，作者养病期间养盆栽是为了获得成就感。 2．细节理解题。根据第三段“No matter what I did, the leaves kept browning and dropping to the floor. I grew more and more frustrated and uneasy.(无论我怎么做，叶子都持续枯褐掉落在地上。我变得越来越沮丧焦躁。)”可知，植物枯萎时作者愈发烦闷担忧。 3．细节理解题。根据第四段“To lessen my anxiety, she began to transplant the plant to a larger pot.(为缓解我的焦虑，她着手把植物移栽到大花盆里。)”可知，妻子换盆是为减轻作者因植物衰败产生的不安。 4．推理判断题。根据第五段“True healing isn’t about beating death but about finding meaning in ordinary things.(真正的治愈不在于战胜死亡，而是在平凡的事物里找寻人生的意义。)”以及末段“That’s what makes life precious — not counting days, but making each day count.(生命之所以珍贵，不在于消磨光阴，而在于让每一天都过得有价值。)”可知，文章传递的信息是人生的意义蕴藏在平凡点滴之中。 Passage 11 My grandmother has long stuck to writing handwritten letters to her siblings across the country — a practice that always struck me as old-fashioned when I was a teenager. Back then, instant messages and video calls were my go-to for staying connected. Why wait days for a reply, I’d joke, when I could get one in mere seconds? To me, her letters felt like a relic of the past, irrelevant in a world that valued speed above all. That prejudice softened once I left home for college, though. I kept in touch with family and friends through endless group chats and fleeting online interactions — but those quick exchanges felt empty and distant, never giving me space to savor the little details of their lives. It was then, one rainy weekend amid the constant digital noise, that I stumbled upon a letter my grandmother sent me. As I read her neat handwriting-brimming with warm daily details, from her potted flowers’ bloom to quiet family concern — I realized the warmth it carried: unlike transient digital chats, it held moments I could revisit, letting me feel close to home in a way screens never could. That’s when my view of this practice shifted. Inspired, I decided to try writing a letter home myself. Unlike the hasty taps on a screen, putting pen to paper forced me to slow down, reflect, and unpack my true feelings. Though I waited over a week for a reply, the process itself calmed my restlessness. Handwritten letters, I realized, are more than just words on paper — they are tangible memories that hold genuine emotion, a weight that digital messages can never carry. Now I write letters regularly. They don’t take the place of digital communication — nor do I want them to — but they help me nurture deep, meaningful emotional bonds. In a noisy digital world that's always rushing, this quiet practice lets me be truly authentic and hold onto the warmth that quick messages so often lack. 1．What did the author think of her grandmother’s letter-writing habit as a teenager? A．Meaningful. B．Outdated. C．Efficient. D．Shallow. 2．What made the author change her attitude towards handwritten letters? A．She wanted to improve her personal writing skills. B．She tried writing letters to convey her true feelings. C．She accidentally found a letter from her grandmother. D．She felt online chats couldn't convey family concerns. 3．What does the underlined word “transient” in Paragraph 2 probably mean? A．Temporary. B．Touchable. C．Valuable. D．Forgotten. 4．What benefit does writing letters bring to the author? A．It creates warm moments for her to revisit. B．It strengthens her deep emotional bonds. C．It replaces all her digital communication. D．It makes her communication more effective. 【答案】1．B 2．C 3．A 4．B 【导语】本文是一篇记叙文。文章讲述作者青少年时期认为祖母手写书信的习惯过时，上大学后因偶然读到祖母的信而改变看法，体会到手写信的温暖与珍贵，如今坚持写信，以此维系真挚深厚的情感联结。 1．细节理解题。根据文章第一段“My grandmother has long stuck to writing handwritten letters to her siblings across the country — a practice that always struck me as old-fashioned when I was a teenager.(我的祖母长期以来一直坚持给远在各地的兄弟姐妹写手写的信件——这种做法在我青少年时期看来一直显得太过落伍)”可推知，作者当时认为祖母写信的习惯是过时的。故选B。 2．细节理解题。根据文章第二段“It was then, one rainy weekend amid the constant digital noise, that I stumbled upon a letter my grandmother sent me. As I read her neat handwriting-brimming with warm daily details, from her potted flowers’ bloom to quiet family concern — I realized the warmth it carried: unlike transient digital chats, it held moments I could revisit, letting me feel close to home in a way screens never could. That’s when my view of this practice shifted.(就在那个阴雨连绵的周末，身处持续不断的电子噪音之中，我偶然发现了一封我祖母寄给我的信。当我读着她那娟秀的笔迹——里面满是温馨的日常细节，从她盆栽花卉的绽放到家人间的默默关怀——我意识到这封信所蕴含的温暖：与短暂的电子交流不同，它承载着那些我可以重温的瞬间，让我以一种屏幕永远无法做到的方式，感受到与家的亲近感。就在那时，我对这种做法的看法发生了转变)”可推知，是偶然发现祖母的信让作者改变了态度。故选C。 3．词句猜测题。根据划线词所在句“As I read her neat handwriting-brimming with warm daily details, from her potted flowers’ bloom to quiet family concern — I realized the warmth it carried: unlike transient digital chats, it held moments I could revisit, letting me feel close to home in a way screens never could.(当我看到她那工整的笔迹——里面满是日常生活的温馨细节，从她养的盆栽花卉的绽放到家人间的默默关怀——我感受到了其中蕴含的温暖：这种温暖不同于transient网络聊天，它能让我重温那些瞬间，让我以一种屏幕永远无法做到的方式，真切地感受到家的温暖)”可知，能重温瞬间，屏幕无法做到，结合常识推断，线上消息快速消逝、无法留存，故transient 意为“短暂的、临时的”。故选A。 4．推理判断题。根据文章第四段“Now I write letters regularly. They don’t take the place of digital communication — nor do I want them to — but they help me nurture deep, meaningful emotional bonds. In a noisy digital world that's always rushing, this quiet practice lets me be truly authentic and hold onto the warmth that quick messages so often lack.(现在我会定期写信。这些信件并不能取代电子通讯的方式——我也不想让它们取代——但它们能帮助我建立深厚且意义深远的情感联系。在这个充满噪音、节奏不断加快的数字世界里，这种安静的交流方式让我能够保持真实的自我，并留住那些简短信息往往缺失的温暖情感)”可推知，写信能加强作者与家人之间的深厚情感联结。故选B。 Passage 12 Li Wei never expected that his childhood love for traditional Chinese architecture would be linked to his career. Raised in Beijing’s hutongs, he was deeply attracted by centuries-old wooden structures and courtyard designs, spending weekends drawing ancient buildings and studying traditional construction techniques — while his peers (同龄人) pursued careers in tech or finance. His grandfather, a retired woodworker, often emphasized: “Architecture preserves our cultural identity for future generations.” These words deeply influenced Li Wei, who pursued a degree in civil engineering at his parents’ urging. “We wanted something practical for him,” his mother recalled. “Traditional architecture seemed like a specialized field with limited prospects.” In his second year of university, a government “Cultural Heritage Revival Program” changed his path. The initiative, aiming to restore historical sites and create jobs for young professionals, let him connect personal interests with national needs. He switched to architectural conservation and joined restoration projects. The change was tough: traditionalists doubted his modern engineering approach, and classmates questioned his focus on “old buildings”. Yet his unique mix of engineering accuracy and artistic sensibility proved invaluable. His innovative methods to strengthen ancient structures without losing historical value caught senior architects’ attention. After graduation, Li Wei joined a state team restoring less known buildings in the Forbidden City. His sustainable restoration techniques earned recognition from the National Cultural Heritage Administration. Now 28, he leads a young team balancing preservation with modern functionality. “I never thought my hobby could matter so much,” Li Wei reflected. “Personal passion and national development aren’t separate — their intersection builds meaningful careers.” His story inspires more young Chinese to link their interests closely with national goals, fostering (培育) a new generation of professionals serving both passion and country. 1．What first inspired Li Wei in traditional Chinese architecture? A．His parents’ practical career advice. B．His wish to be different from others. C．A government program at university. D．The hutong life and his grandfather’s words. 2．What was the “Cultural Heritage Revival Program”? A．A private program Li Wei joined. B．An official project for old buildings. C．A university research opportunity. D．An upcoming architectural competition. 3．What made Li Wei’s restoration special? A．His tendency to work independently. B．Rebuilding structures completely new. C．His focus on modern building methods. D．Integrating engineering skills with art sense. 4．What is Li Wei’s main message to young people? A．Government jobs ensure security. B．Listen to your parents’ career advice. C．Combine personal interests with national needs. D．Traditional architecture is better than engineering. 【答案】1．D 2．B 3．D 4．C 【导语】本文是一篇记叙文。文章主要讲述了李伟将个人对传统建筑的热爱与国家文化遗产保护事业相结合，实现职业理想的故事。 1．细节理解题。根据第一段中“Raised in Beijing’s hutongs, he was deeply attracted by centuries-old wooden structures and courtyard designs, spending weekends drawing ancient buildings and studying traditional construction techniques — while his peers (同龄人) pursued careers in tech or finance.(他在北京的胡同里长大，对那些有着数百年历史的木质建筑和庭院设计深感着迷，每逢周末，他都会画那些古老的建筑，并研究传统的建筑工艺——而他的同龄人则纷纷投身于科技或金融领域)以及第二段中“His grandfather, a retired woodworker, often emphasized: “Architecture preserves our cultural identity for future generations.”(他的祖父是一名退休的木匠，经常强调：“建筑为后代保留了我们的文化身份。”)”可知，胡同生活和他祖父的话激发了李伟对传统建筑的兴趣。故选D。 2．细节理解题。根据第三段中“In his second year of university, a government “Cultural Heritage Revival Program” changed his path. The initiative, aiming to restore historical sites and create jobs for young professionals(大学二年级时，政府的“文化遗产复兴计划”改变了他的道路。该计划旨在修复历史遗址，为年轻专业人士创造就业机会)”可知，“文化遗产复兴计划”是一个修复老建筑的官方项目。故选B。 3．细节理解题。根据第四段中“Yet his unique mix of engineering accuracy and artistic sensibility proved invaluable. His innovative methods to strengthen ancient structures without losing historical value caught senior architects’ attention.(然而，他将工程精确性与艺术感知力相结合的独特方式被证明是无价的。他在不失去历史价值的情况下加固古建筑的创新方法引起了资深建筑师的注意)”可知，李伟将工程技能与艺术感知相结合，使得他的修复工作很特别。故选D。 4．细节理解题。根据最后一段中““Personal passion and national development aren’t separate — their intersection builds meaningful careers.” His story inspires more young Chinese to link their interests closely with national goals, fostering (培育) a new generation of professionals serving both passion and country.(“个人的热情与国家的发展并非相互独立——两者相融合便能成就有意义的职业生涯。”他的故事激励着更多的中国年轻人将个人兴趣与国家目标紧密相连，从而培养出新一代既热爱事业又忠于国家的专业人士)”可知，李伟给年轻人的主要信息是将个人兴趣与国家需求相结合。故选C。 Passage 13 Plastic pollution has long threatened the beaches and rich sea life of Lamu, slowly damaging fishing grounds, tourism, and the ecosystem. Among the piles of bottles, nets, and abandoned boats, one man chose to act rather than look away. Mansoor Athman, a 47-year-old resident of Mkomani, has spent much of his life on the Indian Ocean. In 2009, troubled by the growing tide of plastic waste covering the shoreline, he began collecting waste jerrycans, bottles, and nets from beaches and shallow waters. What started as a single effort soon turned into an extraordinary vision. Using raw plastic waste, Mansoor built a floating house and boats stayed near the Lamu Island Forest Office, proving that rubbish could be transformed into something useful. The floating home, made from over 1,000 jerrycans, has become both his shelter and his workshop. Living on the water allows him to interact daily with fishermen and sea users, and share his message about protecting the ocean, noting that plastics not only enmesh sea life or prevent their digestive systems from functioning normally, but also carry harmful substances to higher-level creatures, eventually endangering the balance of the whole ocean’s ecosystems. At first, his routine of walking around beaches with a bag of plastic caused people to laugh at him. Some people thought he was mad or homeless. Yet his persistence (坚持) slowly replaced doubt with respect. Mansoor’s mission once strained (使受到压力) his family life, but today his wife Fatma Omar and their three children fully support him. They understand that his nights spent at sea serve a greater purpose. Locals now bring plastic waste directly to him, confident that it will never return to the ocean. Though Mansoor is limited to a primary education, his creativity is endless. Inspired by his late father, a ship engineer, he believes innovation can rise even from hardship. His floating home stands as a quiet but powerful reminder that change often begins with one person showing great determination. 1．What first motivated Mansoor to collect plastic waste? A．The trouble caused by the ocean plastic pollution. B．His family’s encouragement to recycle plastic. C．His interest in building floating plastic houses. D．A government program about plastic waste launched in 2009. 2．What does the underlined word “enmesh” in paragraph 3 probably mean? A．Adapt. B．Defend. C．Ignore. D．Trap. 3．What was people’s attitude towards Mansoor’s acts in the end? A．They remained doubtful about them. B．They had no concern for them. C．They were curious about them. D．They showed admiration and support for them. 4．What does Mansoor’s story mainly show? A．A determined person can fuel change. B．Formal education is necessary for success. C．Plastic houses are excellent in some aspects. D．Government policies are the ideal solution to pollution. 【答案】1．A 2．D 3．D 4．A 【导语】本文是一篇记叙文。文章主要介绍Mansoor因塑料污染困扰，坚持收集塑料垃圾并将其变废为宝，最终获得人们支持的故事。 1．细节理解题。根据第二段中的“In 2009, troubled by the growing tide of plastic waste covering the shoreline, he began collecting waste jerrycans, bottles, and nets from beaches and shallow waters.(2009年，被越来越多覆盖海岸线的塑料垃圾所困扰，他开始从海滩和浅水区收集废弃的油桶、瓶子和渔网)”可知，塑料污染带来的困扰是Mansoor最初开始收集塑料垃圾的动机。故选A项。 2．词句猜测题。根据第三段中的“Living on the water allows him to interact daily with fishermen and sea users, and share his message about protecting the ocean, noting that plastics not only enmesh sea life or prevent their digestive systems from functioning normally, but also carry harmful substances to higher-level creatures, eventually endangering the balance of the whole ocean’s ecosystems.(住在水上让他每天都能和渔民以及海上作业者交流，并传递他保护海洋的理念，他指出，塑料不仅会enmesh海洋生物、阻碍它们的消化系统正常运作，还会将有害物质传递给更高层次的生物，最终危及整个海洋生态系统的平衡)”可知，塑料对海洋生物有危害，结合语境可推测，enmesh应是与“伤害、阻碍”相关的含义，与Trap（困住）意思相近。故选D项。 3．推理判断题。根据第三段中的“Yet his persistence (坚持) slowly replaced doubt with respect.(然而，他的坚持慢慢将人们的怀疑转化为尊重)”以及第四段中的“Locals now bring plastic waste directly to him, confident that it will never return to the ocean.(现在当地人会直接把塑料垃圾带给他，相信这些垃圾永远不会再回到海洋中)”可知，人们最终对Mansoor的行为表现出赞赏和支持。故选D项。 4．推理判断题。根据最后一段中的“His floating home stands as a quiet but powerful reminder that change often begins with one person showing great determination.(他的浮屋无声却有力地提醒着人们，改变往往始于一个拥有强大决心的人)”可知，Mansoor的故事主要体现了一个有决心的人能够推动改变。故选A项。 Passage 14 One sunny Saturday last August, Jacob Bell and his friend were fishing on a Texas lake. As they headed back to shore, Jacob heard screaming. He sped towards a girl waving desperately in deep water. When he got closer, he was shocked to see she was grasping the foot of another girl submerged upside down. Jacob grabbed the unconscious teenager and pulled her onto his boat. She wasn’t breathing. Her face, lips, and ears were ghostly blue. Just six months earlier, Jacob had taken a first-aid course required for his truck-driving job. He began pumping her chest feverishly. Water spurted from her mouth, but her eyes rolled back. Jacob kept pushing until finally, she took a deep breath and opened her eyes. Fifteen-year-old Genesis Delgado was alive. The media branded Jacob a hero, but he felt uncomfortable with the praise. “I just did what I needed to do,” he told his wife. Six weeks later, while driving his truck, Jacob noticed power lines bending and spotted smoke. A car had hit a pole, flipped over, and was on fire. He grabbed a fire extinguisher and rushed down. When the extinguisher ran out, he broke the window with it. Reaching inside, he found an elderly man hanging upside down, still stuck in the seat belt. Jacob cut it with his pocketknife, held the man, and pulled him from the burning car. He performed CPR until paramedics (医护人员) arrived. The man survived. This time, when the press affectionately called him “a two-time hero”, Jacob didn’t object. He was ready to share his full story. “I have ever made many terrible mistakes. Even I have been in prison,” he explained, “But I never gave up on myself. After I saved them, I felt proud for the first time in my life. Maybe this is God’s way of showing that anyone, no matter how far they’ve fallen, can find a meaning in their life if they work hard and believe in themselves.” Wiping away tears, he added, “Someone said I saved more than two lives last year. I get it now. I also saved myself.” 1．What contributed to the survival of the drowning girl? A．Timely arrival of the paramedics. B．The assistance from Jacob’s friend. C．Help from another girl in deep water. D．The first-aid training Jacob had taken. 2．What can we know about the elderly man according to the passage? A．He was trapped upside down in the car. B．He broke the car window before Jacob saved him. C．He managed to unfasten his seat belt but failed to escape. D．He was sent to hospital after Jacob performed CPR on him. 3．What does Jacob mean by saying “I also saved myself”? A．He also earned his own sense of self-worth. B．He saved himself in both dangerous rescues. C．He was no longer guilty for his previous mistakes. D．He became famous overnight after the two rescues. 4．Which of the following can be the best title? A．Learning to Save: A Story of CPR and Courage B．Two Miracles on a Texas Lake: The Jacob Story C．Truck Driver’s Daily Duties: Rescue and Recovery D．From Fallen to Famous: How a Hero Found Himself 【答案】1．D 2．A 3．A 4．D 【导语】本文是一篇记叙文。文章讲述了Jacob Bell两次英勇救人的事迹，并揭示了他从自我救赎到获得人生意义的心路历程。 1．细节理解题。根据第一段中“Just six months earlier, Jacob had taken a first-aid course required for his truck-driving job. He began pumping her chest feverishly. Water spurted from her mouth, but her eyes rolled back. Jacob kept pushing until finally, she took a deep breath and opened her eyes.(就在六个月前，Jacob参加了他卡车司机工作所需的急救课程。他开始拼命地按压她的胸部。水从她嘴里喷出来，但她的眼睛向后翻。Jacob一直按压，直到最后，她深吸了一口气，睁开了眼睛)”可知，溺水女孩能够存活是因为Jacob参加了急救课程并正确实施了心肺复苏。故选D。 2．细节理解题。根据第三段中“Reaching inside, he found an elderly man hanging upside down, still stuck in the seat belt. Jacob cut it with his pocketknife, held the man, and pulled him from the burning car.(把手伸进去，他发现一位老人倒挂着，仍然卡在安全带里。Jacob用他的小刀割断安全带，抱住老人，把他从燃烧的汽车里拉了出来)”可知，这位老人当时是倒挂在车内的。故选A。 3．推理判断题。根据最后两段中“‘I have ever made many terrible mistakes. Even I have been in prison,’ he explained, ‘But I never gave up on myself. After I saved them, I felt proud for the first time in my life. Maybe this is God’s way of showing that anyone, no matter how far they’ve fallen, can find a meaning in their life if they work hard and believe in themselves.’(‘我曾经犯过很多可怕的错误。我甚至进过监狱，’他解释道，‘但我从未放弃自己。在我救了他们之后，我有生以来第一次感到骄傲。也许这是上帝在表明，任何人，无论堕落到什么程度，只要努力并相信自己，都能找到人生的意义。’)”及“Someone said I saved more than two lives last year. I get it now. I also saved myself.(有人说我去年救了不止两条命。我现在明白了。我也救了我自己)”可知，Jacob过去犯过错误，人生处于低谷，但两次救人让他第一次感到骄傲，找到了人生的意义。因此，“我也救了我自己”指的是他通过救人，找到了自我价值，实现了精神上的自我救赎。故选A。 4．主旨大意题。通读全文，文章主要讲述了Jacob Bell两次英勇救人，从曾经犯错的过去中找到自我价值和人生意义。文章最后点明“我也救了我自己”，升华了主题。选项D“From Fallen to Famous: How a Hero Found Himself(从堕落走向成名：一位英雄如何找到自我)”既概括了Jacob的经历，又突出了他从人生低谷到获得自我价值的心路历程，能概括文章主旨。故选D。 Passage 15 Born on February 18, 2004, in Jilin City, Jilin Province, Su Yiming is a prominent Chinese snowboarder who has made remarkable achievements in the world of winter sports. Raised by parents who are passionate about snowboarding, Su stepped onto a snowboard for the first time at the age of four and quickly fell in love with this exciting sport. Su’s career has been marked by hard work and remarkable breakthroughs. In 2018, he was selected for the national snowboarding team through a cross-discipline selection process and began training under the guidance of the famous Japanese coach, Yasuhiro Sato. Only half a year after starting professional training, he won two gold medals at the National Snowboarding Championships. In 2021, he made history as China’s first snowboarding big air world champion and also claimed the World Cup overall title. His greatest achievement came at the 2022 Beijing Winter Olympics, where the 17-year-old won one gold and one silver, becoming China’s youngest Winter Olympic champion and securing the country’s first-ever Olympic gold in men’s snowboarding big air. At the 2026 Milano-Cortina Winter Olympics, Su added another brilliant chapter to his career. He first won a bronze medal in the men’s big air event, and then, on his 22nd birthday, he claimed gold in the men’s slopestyle final with a first-run score of 82.41 — securing Team China’s first gold medal of the Games. As a leader in Chinese snowboarding, Su holds multiple Guinness World Records, including the most 1980-degree spins (转体) in a single run and the first-ever inward 1980 grab. Beyond his achievements, Su has inspired millions of Chinese people to take up snowboarding, contributing to the growth of China’s ice and snow industry. He once said, “Snowboarding is not just about competing. We’re out here for fun and the love of the sport.” His dedication and perseverance in pursuing his dreams have made him a role model for young people around the world. 1．What factor most contributed to Su Yiming’s early development in snowboarding? A．His selection for the national team at the age of fourteen. B．His parents’ strong passion for the sport of snowboarding. C．Winning two gold medals at the National Championships. D．The guidance of the famous Japanese coach, Yasuhiro Sato. 2．Why was the year 2021 particularly significant in Su Yiming’s career? A．He secured several places in the Guinness World Records. B．He began training with a professional team for the first time. C．He became the youngest champion in Winter Olympic history. D．He achieved national and international titles in major competitions. 3．How did Su Yiming perform at the 2026 Milano-Cortina Winter Olympics? A．He repeated his 2022 success by winning one gold and one silver. B．He won two gold medals in both the big air and slopestyle events. C．He secured a bronze medal and then celebrated his birthday with a gold. D．He broke a Guinness World Record during his gold-medal performance. 4．How does Su Yiming view snowboarding according to his own words? A．As a career that brings him fame and honors. B．As a means to inspire young people worldwide. C．As a sport focused mainly on winning competitions. D．As an activity for both enjoyment and athletic pursuit. 【答案】1．B 2．D 3．C 4．D 【导语】本文是一篇记叙文。文章主要讲述了中国单板滑雪运动员苏翊鸣的成长经历、赛事成就及对冰雪运动的影响。 1．细节理解题。根据第一段中“Raised by parents who are passionate about snowboarding, Su stepped onto a snowboard for the first time at the age of four and quickly fell in love with this exciting sport.(苏翊鸣由热爱单板滑雪的父母抚养长大，他四岁时第一次踏上单板，很快就爱上了这项刺激的运动)”可知，父母对单板滑雪的热爱是他早期接触并发展这项运动的最主要因素。故选B。 2．细节理解题。根据第二段中“In 2021, he made history as China’s first snowboarding big air world champion and also claimed the World Cup overall title.(2021年，他创造了历史，成为中国首位单板滑雪大跳台世界冠军，并获得世界杯总冠军)”可知，2021年他在重大赛事中获得了国际和国内冠军，对其职业生涯意义重大。故选D。 3．细节理解题。根据第三段中“He first won a bronze medal in the men’s big air event, and then, on his 22nd birthday, he claimed gold in the men’s slopestyle final.(他首先在男子大跳台项目中获得铜牌，然后在22岁生日当天，在男子坡面障碍技巧决赛中夺得金牌)”可知，苏翊鸣在2026年米兰-科尔蒂纳丹佩佐冬奥会上先获铜牌，后在生日当天夺得金牌。故选C。 4．细节理解题。根据第四段中“He once said, ‘Snowboarding is not just about competing. We’re out here for fun and the love of the sport.’(他曾说：“单板滑雪不仅仅是为了比赛。我们在这里是为了乐趣和对这项运动的热爱。”)”可知，苏翊鸣认为单板滑雪既是一项能带来乐趣的活动，也是一项值得追求的运动。故选D。 试卷第1页，共3页 试卷第1页，共3页 学科网（北京）股份有限公司 $ 2027届高考英语一轮复习（浙江专用） 阅读理解记叙文15篇 序号 核心内容总结 核心话题分类 1 作者回忆75岁时因担心96岁的恩师遗忘自己，迟迟不敢致电，追忆恩师独特精炼的写作教学理念，以及一对一指导时给予自己的认可与鼓舞，感念恩师对自己的深远影响。 师生情谊、成长感悟 2 职场妈妈参与线上读书俱乐部，初读历史小说时因繁杂历史细节感到晦涩，通过与书友交流分享多元观点，打破个人固有认知，深度读懂作品，感悟集思广益的价值。 阅读感悟、社交成长 3 Casey Johnston长期为追求外在身材节食、跑步，过度减脂流失肌肉，接触举重训练后，彻底改变运动与饮食观念，接纳身体本身，摆脱容貌焦虑，实现身心蜕变。 自我成长、身心治愈 4 美籍土耳其家庭感恩节传统甜点为特色糕点，表哥带来的苹果派一度打破家族饮食传统、引发家人不适，随着时间推移家人逐渐接纳新式甜点，作者从中感悟文化差异塑造独特家庭身份。 文化包容、家庭温情 5 教师Mike Dick发现校园缺乏黑脉金斑蝶食物来源，联合动物园及师生打造校园城市草原，开展户外生态教学项目，联动多所学校开展生物普查，将生态保护与自然教育深度融合。 生态保护、创新教育 6 11岁加拿大女孩因气候变化问题产生气候焦虑，在父母的引导与帮助下，走出负面情绪，积极参与绿色交通倡导、城市造林等环保实践，同时带动家人践行低碳环保生活。 青年担当、环保实践 7 教育工作者Rosemary秉持体验式自然教育理念，带领小学生走进森林探索自然、创作故事，沉浸式的自然课堂给孩子留下深刻影响，诠释最好的教育源于生活与自然体验。 创新教育、自然成长 8 加州高中生Maya发现传统集雾装置存在缺陷，结合重力原理创新改良，设计出高效“雾竖琴”，历经风暴损毁、加固优化等挫折，成功解决村庄干旱缺水难题。 创新实践、青年赋能 9 作者回忆祖父母相守六十余年，以专属口哨作为远距离交流暗号，承载爱意与默契。作者深受触动，渴望与丈夫拥有专属独特的交流方式，感悟专属温情源于自然相守。 婚恋温情、生活感悟 10 身为医生的作者确诊脑癌后，身份转变陷入自我否定，养护绿植的过程收获成就感与慰藉，绿植衰败时妻子悉心照料植物与自己，让作者感悟生命的意义在于珍惜平凡日常、活出价值。 生命感悟、亲情治愈 11 作者年少时认为祖母手写书信的习惯过时，沉迷快捷的线上社交。上大学后偶然读到祖母的手写信，体会到纸质文字的温度与留存的温情，开始坚持手写书信，维系深度情感联结。 情感传承、生活感悟 12 李伟自幼热爱中国传统古建筑，不顾旁人质疑，遵从本心放弃热门专业，投身文物修复领域，结合工程技术与艺术审美创新修复手法，将个人热爱与国家文化传承事业相结合，实现人生价值。 文化传承、青年追梦 13 居民Mansoor目睹海洋塑料污染危害生态，不顾旁人嘲讽，多年坚持收集海岸塑料垃圾，变废为宝打造漂浮屋与船只，坚持海洋保护公益，最终打动家人与村民，带动众人守护海洋生态。 生态守护、平凡坚守 14 曾犯错入狱的卡车司机Jacob，深耕急救技能，先后两次不顾危险救人，褪去过往阴霾，在无私奉献中收获自我认同与人生价值，完成自我救赎。 善意奉献、自我救赎 15 讲述中国单板滑雪运动员苏翊鸣的成长历程，自幼深耕热爱的滑雪事业，刻苦训练屡破纪录、斩获国内外大奖，同时带动全民冰雪运动热潮，诠释热爱与坚持的力量。 体育拼搏、青年励志 Passage 1 My teacher was one of the people I most wanted to see whenever I visited New York City. Usually I’d call her as soon as I was settled, and it was thrilling to hear her voice and then to arrange a meeting time. But in 2024, when I turned 75 and she was 96, I put off making the call. Each time I thought about phoning her, I feared that when I said my name, she would say, “Who?” I first met Lore Segal in 1975, when I took her writing class at Columbia University. Back then, all I knew about her was that she’d recently lost her husband. I hadn’t known that when she was a little girl, her family went through a series of ups and downs and that at 10 years old, she was even transported alone all the way to England, where she drifted between different temporary homes. Small and self-confident, Lore had a pale face and curly hair. She was particular, her whole manner changing when someone expressed something pompous (言辞浮夸的) or emotional. She said firmly that no one ever again needed to describe someone drinking coffee or getting into and out of a car. She also stated that for a reader to remember a particular detail, you had to write it one and a half times, a rule both impossible to follow and true. When she leaned toward a text, I saw the obvious pleasure she took in sharing a passage and felt the pleasure welling up in me. Lore held student conferences at her apartment near school. When it was my turn, we sat beside each other and she went page by page through my novel-in-progress manuscript. No one had ever before read my work so closely or seen anything special in me. And now came this extraordinary moment: my teacher was reading my words and laughing. 1．Why did the author delay calling Lore in 2024? A．Lore refused to meet him. B．He was fully occupied with work. C．He lost interest in meeting her. D．He worried she might forget him. 2．What do we know about Lore’s childhood? A．She travelled a lot alone. B．She weathered bitter blows. C．She lived in a fixed house. D．She taught writing in England. 3．What can we infer about Lore’s attitude towards writing? A．She thought short articles work best. B．She hated all daily scene descriptions. C．She ignored students’ writing faults. D．She prized plain and meaningful writing. 4．How did the author feel during one-on-one talks? A．Inspired and valued. B．Shy and awkward. C．Calm and indifferent. D．Nervous and uneasy. Passage 2 I’ve just finished clearing the dinner dishes and helping my daughter with her math homework when I finally settle onto the couch with my tablet. I pour myself a cup of tea and adjust the reading lamp. Tonight, the book club meeting is virtual, and I’m grateful I don’t have to brave the winter rain. The video call connects, and familiar faces appear on my screen. Three years ago, I barely knew these people. Now I wave and smile, feeling the transition happen. The project manager and busy mother of two gives way to the literature lover I used to be — a version of myself I rarely have time to explore anymore. Tonight we’re discussing The Mountains Sing, a historical novel by Nguyễn Phan Quế Mai. The story spans decades of Vietnamese history, following one family’s struggles and triumphs. I had found myself moved to tears at several points, yet I also felt the novel occasionally got bogged down in historical details. During our discussion, I discover several other members felt similarly. But as the conversation deepens, something remarkable occurs. As each person shares their perspective, my own understanding transforms. A passage that had seemed unnecessarily long now appears to be a deliberate choice — the author weaving family memory with national history. Another member’s observation about the grandmother’s character unlocks a new interpretation of the entire book. Too quickly, it’s time to say goodbye. I close my tablet and go check on my daughter. Yet part of me remains in that virtual room, enriched by the collective wisdom, already anticipating next month’s selection. 1．What is the author’s profession? A．A school teacher. B．A project manager. C．A writer. D．A historian. 2．Why did the author find the novel challenging at first? A．The writing style was too complex. B．The story failed to engage her emotionally. C．It contained excessive historical detail. D．The characters were difficult to distinguish. 3．What does the underlined word “unlocks” in paragraph 4 most nearly mean? A．confirms. B．reveals. C．challenges. D．dismisses. 4．What lesson can be drawn from the author’s experience? A．Two heads are better than one. B．A book is a dream that you hold in your hand. C．The pen is mightier than the sword. D．Pride comes before a fall. Passage 3 After years spent running and dieting, Casey Johnston came across a post about weightlifting. “I don’t lift to be attractive. I lift to be strong,” Johnston recalls one devoted powerlifter posting. “Liar,” Johnston thought to herself. “After all, isn’t attractiveness the reason why most people work out?” Johnston wanted to look attractive in college. She tried, at first, just dieting. That didn’t get her all the way to where she thought she should be — weightwise. Then she started running. She was running more and more and eating less and less, but sort of staying in the same place. She just had the impression that she should always be losing weight. Then she learned that what had happened through all of this weight-loss pursuit was that she had dieted and exercised away all of her lean body mass (去脂体重). She thought her muscles were just there waiting to be uncovered if she lost enough weight. It turned out that, actually, if you aren’t protecting your muscles actively, they can go away. While running, Johnston found it punishing, but it was a way to achieve one goal that consumed her: not being fat. She had absorbed the cultural message that the purpose of exercise was to make her as small as possible. Johnston admits that she was first drawn to weightlifting for the same reason. But gradually, she discovered strength training could offer more. She says lifting weights helped repair her disordered eating and allowed her to enjoy food. “When I gave it a chance, with these basic elements, I found it transformative. That work of looking closer and listening to myself is worth the time,” she shares. “Most importantly, it changed my attitude about my own body, from one centered on denial of pleasure to a relationship that now embraces movement, rest and eating equally. My body could feel good, even powerful.” 1．How did Johnston find the post at first? A．Inspiring. B．Ordinary. C．Unconvincing. D．Innovative. 2．What was the outcome of Johnston’s dieting and running in college? A．She became too weak to study. B．She gained more lean body mass. C．She lost more weight than planned. D．She didn’t look the way she had expected. 3．Why did Johnston start to learn to lift weights? A．For education. B．For weight loss. C．For entertainment. D．For cultural exchange. 4．What is the focus of the last paragraph? A．How weightlifting benefited Johnston. B．How Johnston became more attractive. C．How Johnston trained for weightlifting. D．How exercise pressure affected Johnston. Passage 4 As Thanksgiving approaches each November, one memory never fails to resurface. I was raised in a large Turkish family residing in America, and at our holiday gatherings, baklava reigned supreme on the dessert table. That tradition remained undisturbed until my high school years, when my cousin Johnny decided to shake things up. He arrived at my parents’ house one Thanksgiving carrying two never-before-seen items: an apple pie and a can of cream. Little did he know that his offering would spark one of the biggest family dramas I can recall. I distinctly remember my mother and aunts gathering in the kitchen, exchanging uneasy whispers. “Apple pie?” one aunt murmured in disbelief. My mother, too, wore a look of genuine puzzlement. In our Turkish culinary culture, fruit-filled desserts are strictly forbidden. “Why would anyone transform fresh fruit into something baked,” she often argued, “when it is perfectly enjoyable in its natural state?” The cream only deepened their confusion. Yet, unwilling to hurt Johnny’s feelings, my mother performed a rue act of consideration: she placed the pie on the dining table alongside the cream. In the end, the dish remained largely untouched. How different things are today. My mother now makes pie every Thanksgiving without fail. Although her deep-rooted distrust of fruit-based sweets persists, desserts topped with fruits or nuts have finally earned a place at our table. We still laugh about the chaos Johnny’s apple pie set off years ago. For me, however, that Thanksgiving was about far more than pie. Growing up, I often felt like an outsider because of my cultural background. But that day marked the first time I truly recognized that our family’s “oddness” was not a weakness — it was what defined us. It was, and remains, what made us. 1．What is the writing purpose of paragraph 1? A．To describe the author’s favorite Turkish dessert. B．To set the scene for a memorable Thanksgiving story. C．To introduce the traditional dessert at family gatherings. D．To explain the importance of Thanksgiving to the author. 2．How did Johnny’s apple pie and cream shake things up in the family? A．It ruined the festival atmosphere. B．It challenged family tradition. C．It resulted in a family quarrel. D．It contributed to a heavy meal. 3．Which of the following can best describe the author’s mom? A．Serious and caring. B．Humorous and strict. C．Traditional and generous. D．Considerate and flexible. 4．What does the underlined sentence imply in the last paragraph? A．Cultural conflict leads to acceptance. B．Family traditions influence eating habits. C．Cultural differences shape family identity. D．Family recognition reflects cultural background. Passage 5 Mike Dick, a seventh-grade teacher at Gateway Middle School, was named Outstanding Conservation Educator for his efforts in helping the monarch butterfly (黑脉金斑蝶) population. Six years ago, Dick and his students did a little monarch research and found out just how dramatically their numbers were falling. Educators from Toledo Zoo brought several butterflies to Gateway for his students to tag (加标签) and release. “That’s when we realized that we had no milkweed — or anything else — here on Gateway’s campus for the butterflies to eat,” Dick explained. In response to it, he and his students, along with the help of Toledo Zoo and teachers at Gateway, engaged in a problem-based learning project to create a 10,000-square-foot urban prairie (草原) on the school grounds. Located across the parking lot and behind the bus garage, it’s been the optimal site because it’s easily accessible but out of the way of daily traffic. “We have a wide variety of birds, butterflies and bugs in that little space, and all kinds of unique plants,” Dick said. This was the original Prairie Project. Since then, they have added several schools and members and now have 19 buildings with a total of about 7.5 acres of prairie. Throughout the process, Toledo Zoo has been an amazing partner. Toledo Zoo’s curator (负责人) of education Mitch Magdich teamed up with Dick to write standards-based lessons for grades 1-8, making it easier for teachers to use their prairies as outdoor classrooms and lab spaces. “For example, every September, all 19 partnering schools do a Prairie Bioblitz, where we take pictures of all the living things that we can find and upload them to an app called iNaturalist. This is always a rewarding experience!” Dick said. “I think our little prairie spaces are providing meaningful, hands-on experiences that are truly unique. Kids today are actively looking for ways to make a difference. Our prairies not only make them aware of the environment, but also show the kids what role they can play in protecting and conserving our natural resources,” Dick said. 1．What led to the creation of the Gateway prairie? A．A systematic study on milkweed. B．A decline in the monarch butterfly population. C．A lack of food sources for butterflies on campus. D．A recommendation from Toledo Zoo educators. 2．What do the underlined words “the optimal site” in paragraph 3 mean? A．The most suitable place. B．The quietest location. C．The largest possible area. D．The least frequented spot. 3．What is the purpose of the Prairie Bioblitz? A．To reward those finding the most species. B．To protect endangered species in urban prairies. C．To record the biodiversity within urban prairies. D．To clean up the prairies and remove harmful species. 4．What can be the best title for the text? A．A Journey in Education: The Life of Mike Dick B．Urban Prairies: The Home to Monarch Butterflies C．A Day at Toledo Zoo: Nature Education for Students D．The Butterfly Effect: Integrating Prairies and Campuses Passage 6 11-year-old Canadian Kiké Dueck has always loved nature. From studying bird books as a young child to identifying mushrooms and native plants, her connection to the earth runs deep. But at nine, reading about climate change caused the first feelings of anxiety. “Painfully, I couldn’t understand why people acted like everything was normal when the planet was in trouble,” Kiké said, Like many young people, she felt flooded by fears of droughts, wildfires, and a changing world — emotions known as climate anxiety. A Canadian study found over half of kids feel afraid or powerless about the environment, with 37% saying these feelings affect their daily lives. For Kiké, there are days when she loses her motivation to care about day-to-day basics like getting dressed and going to school or being enthusiastic about the sports she’s involved in. “I feel bad because I’m not feeling like I’m doing enough or something like that. But then I eventually feel better and then I feel like I’m not doing enough again and I’ll just cycle on and on,” she says. Thankfully, Kiké’s parents, Dennie Fornwald and Kris Dueck, turned this worry into a chance for growth.They sought ways to help Kiké channel her passion into positive action. “We wanted her to feel empowered,not helpless,” Fornwald said. They connected with EnviroCollective, a local climate advocacy group. Through the organization, Kiké joined meaningful projects, such as partnering with groups like Better Bus Youth to advocate for greener transportation. Kiké has also become involved with the Cathedral Forest Project, planting an urban forest in a park not far from the family’s house. While both parents said they’d always cared about the environment, Kris said that Kiké, only 11, had pushed them to be more accountable. They are mindful of driving less and biking to work. Their recycling system,is highly organized, redirecting nearly all of their waste for recycling and composting (堆肥). 1．What made Kiké worried? A．The effect of young people on her. B．Her failing to love nature earlier. C．People’s lacking green awareness. D．The result of the Canadian study. 2．What does climate anxiety bring Kiké? A．Self-blame. B．Self-respect. C．Hesitancy. D．Confidence. 3．How did Kiké’s parents support her in protecting the earth? A．By explaining its importance. B．By planting trees in the park. C．By leading her into practice. D．By establishing organizations. 4．What can we learn from the last paragraph? A．Parents are the best teachers. B．Big actions surely speak louder. C．Eco-anxiety is worrying. D．The young can change the old. Passage 7 The Pacific Northwest’s misty woods weren’t just Rosemary’s backyard — they were her first classroom. Now, as Response’s new Community Education Coordinator, she’s taking that “Education through experience” spirit everywhere, turning lessons into stories kids will never forget. Her favorite wilderness adventure unfolded on a spring morning with a group of fourth graders. Their mission was simple: find three “forest friends” and write a short story about each one. At first, the kids hung back, dragging their feet slowly as if they’d rather stay inside playing video games — until eight-year-old Leo suddenly dashed toward a bush, yelling, “Look! A squirrel with an acorn (橡树果) bigger than his head!” Rosemary dropped to her knees. “Let’s give him a name,” she said. They settled on “Mr. Nutkin,” and Leo scribbled (潦草地写) in his journal: “Mr. Nutkin is in a hurry. Maybe he’s hiding snacks for winter so he doesn’t get hungry.” Soon, everyone spread across the woods. Weeks later, an envelope showed up on Rosemary’s desk, with Leo’s messy handwriting on the front. Inside was a drawing: a squirrel in a tiny pinecone house, next to a stick figure labeled “Me”, and a note: “Mr. Nutkin moved into his new home I put it in my backyard. Can we go back to the woods soon?” That’s the magic of Rosemary’s teaching: it doesn’t end when the class does. Whether she’s in a church, a farm, or a forest, she turns lessons into connections — ones that stick long after the pinecones are collected and the journals are closed. Now, at Response, she still keeps that pinecone from the woods in her bag. It’s a reminder: the best education isn’t about facts on a page but about making kids feel like the world is their storybook — and they’re the ones getting to write the fun parts. 1．Why did Rosemary view the woods as her first classroom? A．She once taught her students there. B．She learned by exploring nature there. C．She did research on wildlife biology there. D．She experienced her first adventure there. 2．What is the writing purpose of Paragraph 3? A．To describe Leo’s artistic talent. B．To indicate Leo’s keeping his promise. C．To prove the lesson’s profound impact. D．To share a continued story with readers. 3．Which of the following best characterizes Rosemary as a teacher? A．Patient and gentle. B．Strict and demanding. C．Organized and efficient. D．Creative and encouraging. 4．Which of the following is the best title for the passage? A．Classrooms Beyond Walls. B．A Squirrel’s Small Lesson. C．Nature’s Unwritten Rules. D．Childhood’s Wildest Dreams. Passage 8 Maya Martinez, a high school senior living in a fog-covered coastal village in North California, noticed that the community garden was gradually drying up during the driest summer on record. While the villagers remained helpless, Maya chose to spend her afternoons carefully observing the thick mist that rolled in from the sea. Maya had already identified a critical fault in traditional fog-collecting mesh nets (网状网): they frequently became blocked by the very water drops they caught, which severely reduced their effectiveness. Digging deeper into solutions, Maya found a novel device designed by two scientists — the “Fog Harp (竖琴)”. Maya decided to use the handy materials to create her own “Fog Harp”. At first, neighbors watched the process with doubt as she strung hundreds of thin, upright wires across a solid wooden frame. To them, the setup looked no more than “a giant musical instrument” that only produced useless sounds in the cold coastal wind. Little did they know this simple-looking setup would soon prove surprisingly effective. The remarkable efficiency of Maya’s Fog Harp lies in its clever use of gravity. In a traditional mesh net, tiny water drops get easily trapped within the small square gaps, which stop further collection. This occurs because the surface tension — the invisible, stretchy “skin” of liquid water — is too strong for the small drops to overcome. In Maya’s Fog Harp, by contrast, water drops hit the wires and slowly combine into larger drops. Most importantly, with no cross wires to hold these larger drops in place, gravity easily overcomes surface tension, allowing the water to slide effortlessly down the wires and collect in a tank below. Of course, the project faced its share of setbacks. During one severe coastal storm, the extreme wind tore through the wooden frame. Yet, instead of giving in to despair, she immediately set out to fix the problem by reinforcing the entire structure with durable steel wires. By the time autumn arrived, Maya’s “Fog Harps” were reliably producing plenty of fresh water every day, partly meeting the daily water needs of the village. 1．Why did Maya observe the thick mist in her afternoons? A．To predict the weather conditions. B．To clarify the reasons for drought. C．To check the efficiency of the mesh nets. D．To work out a solution to water shortage. 2．What can we know about Maya’s “Fog Harp”? A．It was a musical instrument. B．It invited villagers’ acid words. C．It presented an inborn fault. D．It featured a solid metal frame. 3．What is the key for Maya’s Fog Harp to function well? A．Its use of cross wires. B．Its mesh-net structure. C．Its weak surface tension. D．Its unique design and use of gravity. 4．What can we learn from Maya’s story? A．Look before you leap. B．Better late than never. C．Think outside the box. D．Time waits for no man. Passage 9 For as long as I can remember, my grandparents could interact by whistling. That wasn’t their only mode of communication — there were words, letters, songs, and meaningful looks. But it’s the whistles, typically used to signal each other from just out of sight, that stood out. Sometimes sharp, other times like a bird’s song, their whistling was impossible to ignore. My grandparents were together for more than 60 years. No one else seems to know how or when the whistling began, just that it persisted. No one else in the family whistled to them — it was their thing. They whistled to one another almost everywhere. A quick phoooweet from one and the other would appear, summoned (召唤) by love, loyalty, and habit. The whistle would reunite them in the grocery store when one wandered off, and soon they were together again, picking their favourite cereal off the shelf. Now I adore my own husband and I’d love for us to have a sound, but I cannot whistle. So we’ll need to find another way of making noise. Occasionally we test things out. I’ll jokingly caw-caw at him from another room, our kids falling over with laughter. It works, but it’s far too embarrassing to stick. If he ever made that sound in public, I’d pretend not to know him. No, it has to be quick, distinct, effective, and at least somewhat charming. Every couple has a kind of shorthand, as do we. Communicating through coded looks allows us to navigate difficult topics with kids underfoot. But none of these methods work unless we’re in the same room. We have no whistle. The search continues. Maybe it’s not a search after all. The things that stick in life usually come about organically. The sound won’t emerge from careful planning; it will just happen. It will work once, so it will be used again until it becomes our thing. It may be a whistle, a word, or a series of handclaps. I haven’t landed on my answer, but with every elderly couple I see in the grocery store, I am convinced that it’s out there. 1．What was special about my grandparents’ communicating? A．They wrote letters every day. B．They used whistles as signals. C．They sang beautifully like birds. D．They favored spoken communication. 2．What did my grandparents’ way of communication mean to them? A．A method to pass time. B．A symbol of personalities. C．A trick to attract each other. D．A sign of love and empathy. 3．Why haven’t we found our own mode of communicating? A．Because we find whistling difficult to copy. B．Because we have yet to find a suitable sound. C．Because we can’t understand each other’s sound. D．Because We’re too embarrassed to make a sound. 4．What is the writer’s belief about finding their special sound? A．It requires careful planning and search. B．It sounds like building castles in the air. C．It will probably come naturally over time. D．It must be a whistle like her grandparents’. Passage 10 My wife, Hannah, and I don’t usually keep houseplants. But after my diagnosis with brain cancer, I came to love the idea of having something new and green around where I spent much of the day. The brain cancer limited my ability to walk, and the treatment left me tired, making it hard for me to finish everyday tasks. As a doctor, I was used to being the one who provided care, not the one who received it. The enormous change left me feeling unsettled. Caring for the plant provided me with meaningful satisfaction when I often felt useless. Over the next few months, I recovered from surgery. Even after I returned to work, I continued to care for the plant. Soon, it had nearly doubled in height and its leaves were shiny and lush (茂盛的). Then, mysteriously, it began to show signs of deterioration. No matter what I did, the leaves kept browning and dropping to the floor. I grew more and more frustrated and uneasy. I couldn’t shake the feeling that the plant had become a symbol of my own poor health. Hannah always thought about what I needed and recognized that the growing plant had offered me comfort and hope. To lessen my anxiety, she began to transplant the plant to a larger pot. Hannah cared for me and the plant almost around the clock, preparing meals and watering on schedule without rest. Even when both the plant and I were at our weakest, she never gave up. When my tumour (肿瘤) unavoidably returned, I felt peaceful and calm. The plant wasn’t there to live forever but to help me appreciate each moment — the way sunlight touched its leaves, the quiet times with Hannah, the hope we shared when transplanting it. True healing isn’t about beating death but about finding meaning in ordinary things. That’s what makes life precious — not counting days, but making each day count. 1．Why did the author decide to keep a houseplant after his diagnosis? A．To bring more greenery into his home. B．To follow a hobby suggested by his wife. C．To find a sense of fulfillment during his illness. D．To avoid thinking about his medical condition. 2．How did the author feel when the plant began to deteriorate? A．Calm and accepting. B．Indifferent and detached. C．Increasingly worried and upset. D．Inspired to try new care methods. 3．Why did Hannah transplant the plant into a larger pot? A．To encourage the plant to grow faster. B．To follow a gardening tip she had read. C．Because the plant had grown too tall for its old pot. D．To reduce the author’s anxiety about the plant’s decline. 4．What message does the story mainly convey? A．Recovery requires unwavering hope. B．Illness can be overcome with proper care. C．Plants are powerful symbols of human life. D．Meaning in life is found in ordinary moments. Passage 11 My grandmother has long stuck to writing handwritten letters to her siblings across the country — a practice that always struck me as old-fashioned when I was a teenager. Back then, instant messages and video calls were my go-to for staying connected. Why wait days for a reply, I’d joke, when I could get one in mere seconds? To me, her letters felt like a relic of the past, irrelevant in a world that valued speed above all. That prejudice softened once I left home for college, though. I kept in touch with family and friends through endless group chats and fleeting online interactions — but those quick exchanges felt empty and distant, never giving me space to savor the little details of their lives. It was then, one rainy weekend amid the constant digital noise, that I stumbled upon a letter my grandmother sent me. As I read her neat handwriting-brimming with warm daily details, from her potted flowers’ bloom to quiet family concern — I realized the warmth it carried: unlike transient digital chats, it held moments I could revisit, letting me feel close to home in a way screens never could. That’s when my view of this practice shifted. Inspired, I decided to try writing a letter home myself. Unlike the hasty taps on a screen, putting pen to paper forced me to slow down, reflect, and unpack my true feelings. Though I waited over a week for a reply, the process itself calmed my restlessness. Handwritten letters, I realized, are more than just words on paper — they are tangible memories that hold genuine emotion, a weight that digital messages can never carry. Now I write letters regularly. They don’t take the place of digital communication — nor do I want them to — but they help me nurture deep, meaningful emotional bonds. In a noisy digital world that's always rushing, this quiet practice lets me be truly authentic and hold onto the warmth that quick messages so often lack. 1．What did the author think of her grandmother’s letter-writing habit as a teenager? A．Meaningful. B．Outdated. C．Efficient. D．Shallow. 2．What made the author change her attitude towards handwritten letters? A．She wanted to improve her personal writing skills. B．She tried writing letters to convey her true feelings. C．She accidentally found a letter from her grandmother. D．She felt online chats couldn't convey family concerns. 3．What does the underlined word “transient” in Paragraph 2 probably mean? A．Temporary. B．Touchable. C．Valuable. D．Forgotten. 4．What benefit does writing letters bring to the author? A．It creates warm moments for her to revisit. B．It strengthens her deep emotional bonds. C．It replaces all her digital communication. D．It makes her communication more effective. Passage 12 Li Wei never expected that his childhood love for traditional Chinese architecture would be linked to his career. Raised in Beijing’s hutongs, he was deeply attracted by centuries-old wooden structures and courtyard designs, spending weekends drawing ancient buildings and studying traditional construction techniques — while his peers (同龄人) pursued careers in tech or finance. His grandfather, a retired woodworker, often emphasized: “Architecture preserves our cultural identity for future generations.” These words deeply influenced Li Wei, who pursued a degree in civil engineering at his parents’ urging. “We wanted something practical for him,” his mother recalled. “Traditional architecture seemed like a specialized field with limited prospects.” In his second year of university, a government “Cultural Heritage Revival Program” changed his path. The initiative, aiming to restore historical sites and create jobs for young professionals, let him connect personal interests with national needs. He switched to architectural conservation and joined restoration projects. The change was tough: traditionalists doubted his modern engineering approach, and classmates questioned his focus on “old buildings”. Yet his unique mix of engineering accuracy and artistic sensibility proved invaluable. His innovative methods to strengthen ancient structures without losing historical value caught senior architects’ attention. After graduation, Li Wei joined a state team restoring less known buildings in the Forbidden City. His sustainable restoration techniques earned recognition from the National Cultural Heritage Administration. Now 28, he leads a young team balancing preservation with modern functionality. “I never thought my hobby could matter so much,” Li Wei reflected. “Personal passion and national development aren’t separate — their intersection builds meaningful careers.” His story inspires more young Chinese to link their interests closely with national goals, fostering (培育) a new generation of professionals serving both passion and country. 1．What first inspired Li Wei in traditional Chinese architecture? A．His parents’ practical career advice. B．His wish to be different from others. C．A government program at university. D．The hutong life and his grandfather’s words. 2．What was the “Cultural Heritage Revival Program”? A．A private program Li Wei joined. B．An official project for old buildings. C．A university research opportunity. D．An upcoming architectural competition. 3．What made Li Wei’s restoration special? A．His tendency to work independently. B．Rebuilding structures completely new. C．His focus on modern building methods. D．Integrating engineering skills with art sense. 4．What is Li Wei’s main message to young people? A．Government jobs ensure security. B．Listen to your parents’ career advice. C．Combine personal interests with national needs. D．Traditional architecture is better than engineering. Passage 13 Plastic pollution has long threatened the beaches and rich sea life of Lamu, slowly damaging fishing grounds, tourism, and the ecosystem. Among the piles of bottles, nets, and abandoned boats, one man chose to act rather than look away. Mansoor Athman, a 47-year-old resident of Mkomani, has spent much of his life on the Indian Ocean. In 2009, troubled by the growing tide of plastic waste covering the shoreline, he began collecting waste jerrycans, bottles, and nets from beaches and shallow waters. What started as a single effort soon turned into an extraordinary vision. Using raw plastic waste, Mansoor built a floating house and boats stayed near the Lamu Island Forest Office, proving that rubbish could be transformed into something useful. The floating home, made from over 1,000 jerrycans, has become both his shelter and his workshop. Living on the water allows him to interact daily with fishermen and sea users, and share his message about protecting the ocean, noting that plastics not only enmesh sea life or prevent their digestive systems from functioning normally, but also carry harmful substances to higher-level creatures, eventually endangering the balance of the whole ocean’s ecosystems. At first, his routine of walking around beaches with a bag of plastic caused people to laugh at him. Some people thought he was mad or homeless. Yet his persistence (坚持) slowly replaced doubt with respect. Mansoor’s mission once strained (使受到压力) his family life, but today his wife Fatma Omar and their three children fully support him. They understand that his nights spent at sea serve a greater purpose. Locals now bring plastic waste directly to him, confident that it will never return to the ocean. Though Mansoor is limited to a primary education, his creativity is endless. Inspired by his late father, a ship engineer, he believes innovation can rise even from hardship. His floating home stands as a quiet but powerful reminder that change often begins with one person showing great determination. 1．What first motivated Mansoor to collect plastic waste? A．The trouble caused by the ocean plastic pollution. B．His family’s encouragement to recycle plastic. C．His interest in building floating plastic houses. D．A government program about plastic waste launched in 2009. 2．What does the underlined word “enmesh” in paragraph 3 probably mean? A．Adapt. B．Defend. C．Ignore. D．Trap. 3．What was people’s attitude towards Mansoor’s acts in the end? A．They remained doubtful about them. B．They had no concern for them. C．They were curious about them. D．They showed admiration and support for them. 4．What does Mansoor’s story mainly show? A．A determined person can fuel change. B．Formal education is necessary for success. C．Plastic houses are excellent in some aspects. D．Government policies are the ideal solution to pollution. Passage 14 One sunny Saturday last August, Jacob Bell and his friend were fishing on a Texas lake. As they headed back to shore, Jacob heard screaming. He sped towards a girl waving desperately in deep water. When he got closer, he was shocked to see she was grasping the foot of another girl submerged upside down. Jacob grabbed the unconscious teenager and pulled her onto his boat. She wasn’t breathing. Her face, lips, and ears were ghostly blue. Just six months earlier, Jacob had taken a first-aid course required for his truck-driving job. He began pumping her chest feverishly. Water spurted from her mouth, but her eyes rolled back. Jacob kept pushing until finally, she took a deep breath and opened her eyes. Fifteen-year-old Genesis Delgado was alive. The media branded Jacob a hero, but he felt uncomfortable with the praise. “I just did what I needed to do,” he told his wife. Six weeks later, while driving his truck, Jacob noticed power lines bending and spotted smoke. A car had hit a pole, flipped over, and was on fire. He grabbed a fire extinguisher and rushed down. When the extinguisher ran out, he broke the window with it. Reaching inside, he found an elderly man hanging upside down, still stuck in the seat belt. Jacob cut it with his pocketknife, held the man, and pulled him from the burning car. He performed CPR until paramedics (医护人员) arrived. The man survived. This time, when the press affectionately called him “a two-time hero”, Jacob didn’t object. He was ready to share his full story. “I have ever made many terrible mistakes. Even I have been in prison,” he explained, “But I never gave up on myself. After I saved them, I felt proud for the first time in my life. Maybe this is God’s way of showing that anyone, no matter how far they’ve fallen, can find a meaning in their life if they work hard and believe in themselves.” Wiping away tears, he added, “Someone said I saved more than two lives last year. I get it now. I also saved myself.” 1．What contributed to the survival of the drowning girl? A．Timely arrival of the paramedics. B．The assistance from Jacob’s friend. C．Help from another girl in deep water. D．The first-aid training Jacob had taken. 2．What can we know about the elderly man according to the passage? A．He was trapped upside down in the car. B．He broke the car window before Jacob saved him. C．He managed to unfasten his seat belt but failed to escape. D．He was sent to hospital after Jacob performed CPR on him. 3．What does Jacob mean by saying “I also saved myself”? A．He also earned his own sense of self-worth. B．He saved himself in both dangerous rescues. C．He was no longer guilty for his previous mistakes. D．He became famous overnight after the two rescues. 4．Which of the following can be the best title? A．Learning to Save: A Story of CPR and Courage B．Two Miracles on a Texas Lake: The Jacob Story C．Truck Driver’s Daily Duties: Rescue and Recovery D．From Fallen to Famous: How a Hero Found Himself Passage 15 Born on February 18, 2004, in Jilin City, Jilin Province, Su Yiming is a prominent Chinese snowboarder who has made remarkable achievements in the world of winter sports. Raised by parents who are passionate about snowboarding, Su stepped onto a snowboard for the first time at the age of four and quickly fell in love with this exciting sport. Su’s career has been marked by hard work and remarkable breakthroughs. In 2018, he was selected for the national snowboarding team through a cross-discipline selection process and began training under the guidance of the famous Japanese coach, Yasuhiro Sato. Only half a year after starting professional training, he won two gold medals at the National Snowboarding Championships. In 2021, he made history as China’s first snowboarding big air world champion and also claimed the World Cup overall title. His greatest achievement came at the 2022 Beijing Winter Olympics, where the 17-year-old won one gold and one silver, becoming China’s youngest Winter Olympic champion and securing the country’s first-ever Olympic gold in men’s snowboarding big air. At the 2026 Milano-Cortina Winter Olympics, Su added another brilliant chapter to his career. He first won a bronze medal in the men’s big air event, and then, on his 22nd birthday, he claimed gold in the men’s slopestyle final with a first-run score of 82.41 — securing Team China’s first gold medal of the Games. As a leader in Chinese snowboarding, Su holds multiple Guinness World Records, including the most 1980-degree spins (转体) in a single run and the first-ever inward 1980 grab. Beyond his achievements, Su has inspired millions of Chinese people to take up snowboarding, contributing to the growth of China’s ice and snow industry. He once said, “Snowboarding is not just about competing. We’re out here for fun and the love of the sport.” His dedication and perseverance in pursuing his dreams have made him a role model for young people around the world. 1．What factor most contributed to Su Yiming’s early development in snowboarding? A．His selection for the national team at the age of fourteen. B．His parents’ strong passion for the sport of snowboarding. C．Winning two gold medals at the National Championships. D．The guidance of the famous Japanese coach, Yasuhiro Sato. 2．Why was the year 2021 particularly significant in Su Yiming’s career? A．He secured several places in the Guinness World Records. B．He began training with a professional team for the first time. C．He became the youngest champion in Winter Olympic history. D．He achieved national and international titles in major competitions. 3．How did Su Yiming perform at the 2026 Milano-Cortina Winter Olympics? A．He repeated his 2022 success by winning one gold and one silver. B．He won two gold medals in both the big air and slopestyle events. C．He secured a bronze medal and then celebrated his birthday with a gold. D．He broke a Guinness World Record during his gold-medal performance. 4．How does Su Yiming view snowboarding according to his own words? A．As a career that brings him fame and honors. B．As a means to inspire young people worldwide. C．As a sport focused mainly on winning competitions. D．As an activity for both enjoyment and athletic pursuit. 试卷第1页，共3页 试卷第1页，共3页 学科网（北京）股份有限公司 $