2026年中考英语真题完全解读（北京卷）

该初中英语中考复习讲义全面覆盖中考核心考点，包括词汇语法、语篇理解、书面表达等模块，通过考点细目表系统梳理代词、时态、主旨概括等关键内容。教案设计“考点梳理-方法指导-真题训练-避坑提醒”流程，助力学生突破时态语态判断、词义猜测等难点，体现复习的系统性与针对性。 资料亮点在于真实情境与多元语篇设计，如“绿色毕业”写作任务贴近校园生活，培养学生语言能力与文化意识。通过完形填空上下文逻辑分析、阅读理解事件排序训练提升思维品质，配合分层练习与即时避坑指导，确保高效复习。教师可据此把控节奏，帮助学生提升应考能力。

2026年北京市中考英语真题完全解读 试题分析 2026年北京市初中学业水平考试英语试卷满分60分，考试用时90分钟，由第一、第二两大部分、共38道小题构成。第一部分共33题、40分，包括单项填空、完形填空和阅读理解；第二部分共5题、20分，包括阅读表达和文段表达。试卷立足义务教育英语课程标准，整体难度适中，注重在真实情境中考查学生运用英语解决问题的能力，体现出"重基础、重语篇、重思维、重素养"的命题特点。 情境材料方面，试卷选材贴近学生生活，兼顾科技前沿与文化视野。单项填空融入"阅读北京""慈善音乐会""学习中医"等鲜活情境；完形填空讲述一名转校生在学期中途适应新学校的心路历程；阅读理解匹配题围绕周末休闲活动展开，B篇讲述琳达用废旧材料创作玩具的创意故事，C篇介绍南极海冰由增转减的科学发现，D篇就互联网对人类记忆的影响展开多观点讨论；阅读表达探讨"忙碌"与"高效"的区别，文段表达围绕"绿色毕业"和"科学护眼"两个贴近校园的主题。整套试卷语篇体裁涵盖记叙文、说明文、议论文和应用文，题材多元、价值导向鲜明。 知识模块覆盖方面，试卷全面考查了词汇、语法、语篇理解、信息提取和书面表达等中考英语核心内容。单项填空涉及形容词性物主代词、介词固定搭配、情态动词、形容词最高级、疑问词辨析、并列连词、一般现在时、现在进行时、现在完成时、过去进行时、一般过去时的被动语态及宾语从句语序等核心语法项目；完形填空重点考查名词、副词、形容词、动词及动词短语在语境中的辨析；阅读理解侧重细节理解、信息匹配、图表判定、事件排序、词义猜测、主旨标题和写作意图等高阶思维；书面表达综合考查学生的语言输出与逻辑组织能力。能力要求由识记、理解到应用、分析、评价层层递进，全面对应课标学业质量水平二的要求。 试题亮点 情境真实，贴近学生学习与生活。从"阅读北京"到"绿色毕业"，从转校新生的适应体验到周末休闲活动介绍，试题情境多来自学生可感知的校园生活和成长经历，激发学习兴趣，引导学生关注真实生活。 语篇多元，体裁丰富，凸显思维品质。A篇为应用文、B篇为记叙文、C篇为说明文、D篇为议论文，体裁多样；C篇的事件排序题、D篇的标题概括与写作意图题等，重点考查推理判断、逻辑梳理和批判性思维等高阶能力。 关注科技前沿与生态议题，渗透核心素养。C篇以南极海冰变化为切口引导学生关注全球气候变化与科学探究，D篇围绕互联网与记忆呈现多位心理学家的不同观点，培养信息意识与辩证思维；匹配题和书面表达渗透环保、健康等价值导向，落实立德树人根本任务。 基础与能力并重，稳中有变。单项填空覆盖代词、介词、连词、情态动词、时态、语态、最高级和宾语从句等主干语法，立足基础落实；阅读理解在细节理解基础上加大主旨概括和推断考查的比例，体现从"获取信息"到"理解意义"的能力进阶。 读写结合，注重语言的实际运用。阅读表达要求依据语篇信息作答并完成开放性表达，文段表达设置"绿色毕业"和"科学护眼"二选一任务，结合图表数据和提示词语展开写作，综合考查学生的信息整合与语言输出能力。 命题趋势 主干知识稳定考查，注重基础落实。代词、介词、连词、情态动词、时态语态、从句等主干语法和核心词汇仍是命题重点，单项填空和完形填空等传统题型保持稳定，引导复习回归教材、夯实基础。 真实情境与社会热点常态化。命题将持续选取反映校园生活、科技发展、生态环保、心理健康等真实语篇，弱化死记硬背，强化在具体语境中运用语言的能力。 语篇思维要求持续提升。阅读理解将更强调词义猜测、事件排序、主旨概括、作者意图和观点态度等高阶思维；语篇中的逻辑衔接和篇章结构将成为考查重点。 核心素养导向逐步显性化。试题设计将更加关注语言能力、文化意识、思维品质和学习能力四大核心素养的综合考查，尤其是辩证思维、跨文化理解和正确价值观的塑造。 书面表达注重真实任务与规范表达。图表信息类、要点提示类写作将继续成为主流，强调内容要点完整、结构清晰、语言准确、书写规范，鼓励学生结合真实体验进行个性化表达。 考点细目表 题号 题型 分值 命题情境 涉及考点 考查核心素养 1—12 单项填空 6分 阅读北京、慈善音乐会、学习中医等 代词、介词、情态动词、最高级、疑问词、连词、时态、语态、宾语从句 语言能力 13—20 完形填空 8分 转校生适应新学校的心路历程 名词、副词、形容词、动词及短语辨析、语境理解 语言能力、思维品质 21—23 阅读理解（匹配） 6分 周末休闲活动介绍与人物需求匹配 细节理解、信息匹配 语言能力 24—26 阅读理解B 6分 琳达用废旧材料创作玩具 细节理解、事件概括、主旨理解 语言能力、思维品质 27—29 阅读理解C 6分 南极海冰由增转减的科学发现 图表判定、事件排序、标题概括 思维品质、学习能力 30—33 阅读理解D 8分 互联网对人类记忆的影响 词义猜测、细节推断、观点态度、写作意图 思维品质、文化意识 34—37 阅读表达 10分 忙碌与高效的区别 信息提取、归纳概括、开放性表达 语言能力、思维品质 38—39 文段表达 10分 绿色毕业／科学护眼（二选一） 应用文写作、图表信息描述、要点表达 语言能力、文化意识 考点模块占比分析 语言知识运用（约23%）：包括单项填空（6分）和完形填空（8分），共14分。重点考查词汇辨析和语法规则在语境中的准确运用，强调基础知识的扎实掌握。 阅读理解（约43%）：包括匹配题及B、C、D四篇阅读，共26分，是分值占比最大的模块。题型涵盖细节理解、信息匹配、图表判定、事件排序、词义猜测、主旨标题和写作意图等，全面考查学生的语篇理解能力和高阶思维。 阅读表达（约17%）：共10分，以"忙碌与高效"为话题，考查学生从语篇中提取信息、归纳概括和开放性表达的能力，强调语言的实际运用与思维的发散性。 书面表达（约17%）：共10分，设置"绿色毕业""科学护眼"两个任务，结合图表数据和提示词语写作，综合考查学生的语言组织能力、逻辑思维能力和语言综合运用能力。 核心备考策略 1. 回归教材，夯实学科基础 （1）吃透核心词汇与语法知识体系。熟练掌握课标核心词汇的词义、词性、搭配和用法，尤其注意一词多义和熟词生义（如本卷D篇"compulsion"的语境义）。系统梳理代词、介词、连词、情态动词、时态语态、从句等重点语法项目，形成完整知识网络。 （2）熟练识读英语基本工具。包括音标、构词法知识和词典使用等，提高根据上下文猜测词义、自主查阅工具书的能力。 （3）关注教材语篇与典型案例。教材中的对话、短文和写作范例是中考命题的重要素材来源，要熟悉人教版教材中关于校园生活、文化、环保、科技、人物等主题的单元。 2. 专项突破，提升关键能力 （1）掌握阅读理解基本方法。包括速读获取大意、精读定位细节、推理判断、词义猜测、主旨概括等方法，能根据不同题型选用不同的阅读策略，坚持限时阅读训练，提升速度与准确率。 （2）熟练处理完形填空和阅读表达等典型题型。完形填空注重上下文逻辑和词汇辨析；阅读表达要依据文本信息作答，开放性试题要观点明确、论据充分。 3. 规范答题表达，建立学科思维习惯 （1）用规范英语作答，避免中式表达。书面表达要使用规范的书面语，注意句式多样和语言得体，避免逐字翻译中文思维，正确使用题目所给的提示词语。 （2）按逻辑层次组织答案。书面表达要分段清晰、要点齐全、衔接自然；阅读表达和图表写作要先梳理信息再组织语言，养成打草稿和检查的习惯。 避坑提醒 × 忽视上下文，孤立做题。 单项填空和完形填空必须建立在理解句意和语篇大意的基础上，不能只凭语法规则或感觉选择。如完形填空第17题"judge"，要结合后文"Everyone is busy worrying about their own things."才能判断。 × 时态语态判断失误。 要抓时间状语和主谓关系判断时态与语态，如本卷第9题"So far"提示现在完成时，第11题"the day before yesterday"提示一般过去时且需用被动语态，不能只凭主语单复数。 × 词义猜测脱离语境。 词义猜测题（如本卷D篇"compulsion"）要根据上下文逻辑推断，不能只看词典释义，要结合"continuously take in information"判断其"强烈冲动、渴望"之意。 × 图表类阅读题不读图。 C篇第27题要求判断海冰变化趋势图，必须结合"先升后降"的文字信息逐一比对四个图表，不能凭印象选择。 × 事件排序题忽略线索词。 C篇第28题需要按第三段叙述顺序排列，要抓住"bring...create...blow...rise"等动词及因果逻辑确定先后，不能凭语感排序。 × 书面表达忽视审题，遗漏要点。 写作前要认真审题，本卷图表写作必须准确覆盖三项比例数据并说明个人做法与理由，漏点或偏离"绿色"主题会被扣分。 单项填空 1—12 词汇语法在真实语境中的运用 原题材料： 从下面各题所给的A、B、C、D四个选项中，选择可以填入空白处的最佳选项。 题干与选项： 1. My father is a nature lover. ________ favourite activity is hiking in the forest. A. His B. Her C. Their D. Your 2. Joe started to study Traditional Chinese Medicine ________ the age of 18. A. on B. at C. to D. for 3. The traffic laws say that everyone ________ wear the seat belt when travelling by car. A. must B. can C. may D. would 4. The Mid-Autumn Festival is one of ________ festivals in China. A. popular B. more popular C. most popular D. the most popular 5. — ________ do you visit the science museum? — Once a month. A. How much B. How long C. How often D. How soon 6. We lost the game, ________ we didn’t lose hope in ourselves. A. and B. but C. so D. or 7. The “Reading Beijing” event ________ thousands of students every year. A. draws B. drew C. will draw D. has drawn 8. — What is Dad doing in the study? — He ________ on his laptop. A. works B. worked C. will work D. is working 9. So far, they ________ several meetings to discuss their plans for a field trip. A. have B. had C. are having D. have had 10. Mum ________ dinner for us when I got home from school. A. cooks B. is cooking C. was cooking D. will cook 11. A charity concert ________ in the gym the day before yesterday. A. held B. was held C. will hold D. will be held 12. — Could you tell me ________ as volunteers tomorrow? — Yes. We’re going to clean up litter in the park. A. what we did B. what did we do C. what we will do D. what will we do 命题透视 ►核心考点：形容词性物主代词、介词固定搭配、情态动词、形容词最高级、疑问词辨析、并列连词、一般现在时、现在进行时、现在完成时、过去进行时、一般过去时的被动语态、宾语从句语序 ►链接教材：人教版七年级上册 Unit 1—Unit 9 的词法基础；八年级下册 Unit 6 "An old man tried to move the mountains." 涉及连词与时态；九年级全一册 Unit 3 "Could you please tell me where the restrooms are?" 涉及宾语从句 ►命题分析： （1）情境创设：12道小题均置于完整的小语境中，涵盖"阅读北京""慈善音乐会""学习中医""交通法规"等贴近生活与文化的真实情境，让学生在语境中辨析词汇、判断语法。 （2）问题设计：题目从代词、介词等词法基础，到情态动词、形容词最高级，再到一般现在时、现在进行时、现在完成时、过去进行时和被动语态、宾语从句，考点覆盖全面、难度循序渐进。 （3）考查目标：考查学生在具体语境中准确运用基础语法知识的能力，突出语言能力的落实，引导学生重视语法在语篇中的实际运用。 思路点拨 ►第1题 解题入口：抓主语判断代词。主语"My father"为男性单数，修饰名词activity应用形容词性物主代词His。 选项分析：Her"她的"、Their"他们的"、Your"你的"均与"my father"的人称、数不符。 结论：选A。 ►第2题 解题入口：抓固定搭配。"________ the age of 18"考查固定搭配"at the age of..."，意为"在……岁时"。 选项分析：on"在……上面"、to"到"、for"为了"均不能与"the age of"构成该固定搭配。 结论：选B。 ►第3题 解题入口：抓语境判断情态动词。根据"The traffic laws say"可知法律规定的是强制性义务，应填表示"必须"的must。 选项分析：can"能"、may"可能"、would"将会"均不能表达法律规定的强制义务。 结论：选A。 ►第4题 解题入口：抓固定句型。此处符合"one of + the + 形容词最高级 + 复数名词"结构，应填the most popular。 选项分析：popular为原级，more popular为比较级，most popular缺少定冠词the，均不符合该句型。 结论：选D。 ►第5题 解题入口：抓答语判断疑问词。答语"Once a month."表示频率，故用How often提问。 选项分析：How much提问数量或价格，How long提问时间段，How soon提问将来时间，均与"频率"不符。 结论：选C。 ►第6题 解题入口：抓前后分句的逻辑关系。"We lost the game"与"we didn’t lose hope in ourselves"构成转折，应用but。 选项分析：and表并列，so表结果，or表选择或否则，均不符合转折关系。 结论：选B。 ►第7题 解题入口：抓时间状语判断时态。every year表示经常性动作，应用一般现在时；主语event为第三人称单数，谓语用draws。 选项分析：drew为一般过去时，will draw为一般将来时，has drawn为现在完成时，均与every year不符。 结论：选A。 ►第8题 解题入口：抓问句时态。问句"What is Dad doing in the study?"为现在进行时，答语也应用现在进行时。 选项分析：works为一般现在时，worked为一般过去时，will work为一般将来时，均不能表示"正在进行"。 结论：选D。 ►第9题 解题入口：抓时间状语判断时态。So far提示现在完成时，主语they为复数，助动词用have，实义动词have的过去分词是had。 选项分析：A项have为一般现在时且缺少过去分词，B项had为一般过去时，C项are having为现在进行时，均与So far不符。 结论：选D。 ►第10题 解题入口：抓从句时态判断主句时态。when I got home from school为一般过去时，表示过去某时刻正在进行的动作，主句应用过去进行时。 选项分析：cooks为一般现在时，is cooking为现在进行时，will cook为一般将来时，均不符合语境。 结论：选C。 ►第11题 解题入口：抓时间状语和主谓关系判断语态。the day before yesterday提示一般过去时；主语"A charity concert"与动词hold之间是被动关系，故用一般过去时的被动语态。 选项分析：A项held为主动语态过去式，C、D项为将来时态，均不符合语境。 结论：选B。 ►第12题 解题入口：抓宾语从句语序和时态。宾语从句须用陈述语序，排除疑问语序的B、D；由tomorrow可知动作发生在将来，应用一般将来时，排除A。 选项分析：A项时态不符，B、D项语序错误；C项"what we will do"语序和时态均正确。 结论：选C。 【答案】1. A 2. B 3. A 4. D 5. C 6. B 7. A 8. D 9. D 10. C 11. B 12. C 复习重点 ►复习重点：基础语法高频考点 1. 代词：形容词性物主代词（my/your/his/her/our/their）与人称、数保持一致。 2. 介词：积累 at the age of 等固定搭配。 3. 情态动词：must（必须，表义务）与 can/may（能力、许可或推测）的区别。 4. 最高级：掌握 one of + the + 形容词最高级 + 复数名词 句型。 5. 疑问词：How often（频率）、How long（时长）、How soon（将来）、How much（数量或价格）。 6. 时态语态：抓时间状语（every year、so far、the day before yesterday）和主谓关系判断。 7. 宾语从句：用陈述语序；主句为一般现在时，从句时态按实际需要确定。 完形填空 13—20 转校生适应新学校的心路历程 原题材料： 阅读下面的短文，掌握其大意，然后从短文后各题所给的A、B、C、D四个选项中，选择最佳选项。 The day I walked into Westfield High School, I felt like everyone in the hallway somehow knew I was the new kid. Three weeks earlier, my family moved across the country after my mum changed jobs. ____13____ a new school in the middle of the term felt like hitting reset on my whole life. At lunch that first day, I sat at a corner table pretending (假装) to be very interested in my phone while ____14____ searching for “how to survive being the new kid”. Teen articles kept saying the same thing—feeling worried during a school transition (过渡期) is normal. That helped a little, but it still felt ____15____. The first week was awful. I got lost looking for the chemistry class, mispronounced a teacher’s name, and accidentally walked into the wrong classroom twice. But something small started to ____16____ when a boy asked if I wanted to join his group in the science lab. That made the whole day easier. One thing I learned quickly is that most students don’t ____17____ you as much as you think. Everyone is busy worrying about their own things. Slowly, I found a way to ____18____. Instead of trying to do many big things right away, I focused on simple things, like learning two classmates’ names a week and asking one question in a class. Those small wins slowly built up my confidence. By the end of the term, things looked very ____19____. I joined the photography club and started hanging out with my classmates after school. Changing schools in the middle of the term was not easy, but it taught me something important about resilience (适应力) and ____20____. Feeling uneasy does not last forever. If you are the new kid right now, hang in there. The hallway that feels strange today may become the place where you begin your new stage of life. 题干与选项： 13. A. Starting B. Visiting C. Supporting D. Enjoying 14. A. suddenly B. excitedly C. angrily D. secretly 15. A. unwise B. unreasonable C. uncomfortable D. unimportant 16. A. return B. change C. increase D. move 17. A. push B. judge C. protect D. respect 18. A. show up B. stand out C. come back D. fit in 19. A. different B. strange C. common D. serious 20. A. honesty B. freedom C. confidence D. cooperation 命题透视 ►核心考点：名词、副词、形容词、动词及动词短语在语境中的辨析；语篇逻辑与上下文推断 ►链接教材：人教版八年级上册 Unit 2 "How often do you exercise?" 涉及习惯与日常；九年级全一册 Unit 11 "Sad movies make me cry." 涉及情绪与感受表达 ►命题分析： （1）情境创设：以"学期中途转校的新生"为叙事视角，真实再现新环境的适应过程，贴近学生成长体验，情感共鸣强。 （2）问题设计：8个空分别考查动词、副词、形容词、名词及动词短语，需要在理解语篇大意和上下文逻辑的基础上辨析，避免孤立选词。 （3）考查目标：考查学生的语篇理解能力和逻辑推断能力，同时引导学生以积极心态面对变化、学会自我调适。 思路点拨 ►第13题 句意：在学期中途开始一所新学校，感觉就像给我整个人生按下了重启键。解题入口：抓上下文。前文"my family moved across the country""I was the new kid"表明作者是转学，"开始"（Starting）新学校符合语境。 选项分析：Visiting"参观"只是短暂停留；Supporting"支持"语义无关；Enjoying"享受"与下文"内心忐忑"的消极情绪矛盾。 结论：选A。 ►第14题 句意：第一天午饭时，我坐在角落假装对手机很感兴趣，同时偷偷地搜索"如何作为新来的孩子生存下来"。解题入口：抓"pretending"的提示。作者不想让别人知道自己在搜什么，故是"偷偷地"。 选项分析：suddenly"突然"语境不符；excitedly"兴奋地"与不安心境相反；angrily"生气地"原文无据。 结论：选D。 ►第15题 句意：那有一点帮助，但仍然感觉很不舒服。解题入口：抓转折连词but。虽然文章说焦虑很正常，但作者心里仍觉得"不舒服"。 选项分析：unwise"不明智的"、unreasonable"不合理的"、unimportant"不重要的"均不能形容转学新生的别扭心情。 结论：选C。 ►第16题 句意：但当有个男孩问我是否想加入他的科学小组时，一些小事开始发生改变。解题入口：抓前后情境对比。前文"The first week was awful."与后文"That made the whole day easier."形成对比，说明情况开始"改变"。 选项分析：return"返回"、increase"增加"、move"移动"均不能形容处境的变化。 结论：选B。 ►第17题 句意：我很快学到，大多数学生并不像你想象的那样评判你。解题入口：抓后文原因。Everyone is busy worrying about their own things.说明每个人忙于自己的事，没空"评判"你。 选项分析：push"推"、protect"保护"、respect"尊重"代入均逻辑不通。 结论：选B。 ►第18题 句意：慢慢地，我找到了融入的方法。解题入口：抓后文具体做法。作者"每周记住两个同学的名字""每节课问一个问题"，都是在努力"融入"新环境。 选项分析：show up"出现"语义不匹配；stand out"突出"与作者小心翼翼的做法相反；come back"回来"语义不匹配。 结论：选D。 ►第19题 句意：到学期末，情况看起来大不相同了。解题入口：抓前后对比。后文"I joined the photography club and started hanging out with my classmates"说明与起初相比情况已"不同"。 选项分析：strange"陌生的"是初来时的状态；common"常见的"、serious"严重的"均不符合前后对比。 结论：选A。 ►第20题 句意：在学期中途转学并不容易，但它教会了我关于适应力和自信的重要一课。解题入口：抓前文线索。前文"Those small wins slowly built up my confidence."点明作者收获了"自信"。 选项分析：honesty"诚实"、freedom"自由"原文无据；cooperation"合作"不是文章主旨感悟。 结论：选C。 【答案】13. A 14. D 15. C 16. B 17. B 18. D 19. A 20. C 知识总结 ►知识总结：完形填空高频考点词汇 1. 动词辨析：return, change, increase, move；push, judge, protect, respect。 2. 形容词辨析：unwise, unreasonable, uncomfortable, unimportant；different, strange, common, serious。 3. 动词短语：show up（出现）, stand out（突出）, come back（回来）, fit in（融入）。 4. 抽象名词：honesty（诚实）, freedom（自由）, confidence（自信）, cooperation（合作）。 5. 解题关键：先通读全文把握大意和情感基调，再结合上下文逻辑逐一确定答案。 阅读理解 A 21—23 周末休闲活动匹配 原题材料： 阅读下列周末休闲活动介绍，请根据人物意愿和需求匹配最适合的活动，并将活动所对应的选项（A、B、C、D）填在相应位置上。其中一个选项为多余选项。 Fun Activities on Weekends A Do you want to ride a horse? Welcome to try it in our park. All our horses are carefully chosen and well-trained. They are safe to ride, even for beginners. So, don’t wait! Come and enjoy this exciting sport. B Are you a fan of biking? Join us and bike around the lake. Just follow the flat paths (小路), and you will be greeted by beautiful flowers and trees. Best of all: You can have a happy time outdoors and make new friends! C Welcome to our family-friendly garden in the city centre. We have many kinds of flowers. You can learn about their names and the places they come from. By the way, you will find many snack shops at the south gate. D Hope to ride a 50-year-old train? If so, our activity is your right choice. Get on the train for a relaxing two-hour trip around the city. You can have a great time while enjoying the beautiful view along the way. ____21____ Amy I plan to go to the city centre, learn more about flowers, and try some tasty snacks. ____22____ Mike I’d love to try horse riding. It sounds perfect for me because I really like exciting activities. ____23____ Hazel I really want to have a bicycle ride along the water while enjoying the beautiful view. 命题透视 ►核心考点：应用文信息获取、人物需求与活动信息的匹配 ►链接教材：人教版七年级下册 Unit 8 "Is there a post office near here?" 涉及地点与活动描述；八年级上册 Unit 9 "Can you come to my party?" 涉及活动邀请与意愿表达 ►命题分析： （1）情境创设：以"周末休闲活动"为话题，用A、B、C、D四则活动介绍和三位人物的意愿构建真实匹配任务，贴近学生课外生活。 （2）问题设计：三小题分别考查人物需求与活动信息的对应匹配，其中D项为多余选项，要求学生排除干扰、精准匹配。 （3）考查目标：考查学生快速获取应用文关键信息、进行简单比较与匹配的能力，体现语言的实用价值。 思路点拨 ►第21题 题干定位：Amy的"I plan to go to the city centre, learn more about flowers, and try some tasty snacks."表明其需求为"去市中心、了解花卉、品尝小吃"。 选项分析：C项"位于市中心的家庭友好型花园……南门附近有许多小吃店"，在"市中心""花卉""小吃"三处细节上与Amy需求完全吻合。 结论：选C。 ►第22题 题干定位：Mike的"I’d love to try horse riding... because I really like exciting activities."表明其需求为"骑马、喜欢刺激活动"。 选项分析：A项"欢迎来尝试骑马……快来享受这项刺激的运动吧"，与"骑马""刺激"完全对应。 结论：选A。 ►第23题 题干定位：Hazel的"I really want to have a bicycle ride along the water while enjoying the beautiful view."表明其需求为"沿水边骑行、欣赏美景"。 选项分析：B项"一起环湖骑行……沿途欣赏美丽的花草树木"，与"骑行""水边""美景"呼应；D项为多余选项，无人与之匹配。 结论：选B。 【答案】21. C 22. A 23. B 技巧点拨 ►技巧点拨：匹配类应用文解题策略 1. 先圈出人物意愿中的关键信息（地点、活动、喜好），再回到活动介绍中逐项比对。 2. 关注同义替换，如"city centre"与"in the city centre"、"bicycle ride along the water"与"bike around the lake"。 3. 注意多余选项的干扰，确保所选活动与人物需求的每一处细节都吻合。 B 24—26 琳达用废旧材料创作玩具 原题材料： Linda always dreamed of having many great toys, but buying them all was almost impossible. One afternoon, exploring behind her apartment building, Linda discovered something wonderful. An elderly woman was creating beautiful playthings using thrown-away materials and natural objects. She built a tower from parts of cardboard boxes, and a tiny house with sticks, leaves, and stones. “How do you make such wonderful toys without buying anything?” Linda asked, amazed. “The best toys aren’t bought in stores,” the woman smiled warmly. “They’re created with your own hands and imagination. Everything, even the things people throw away, can become something magical. You just need a little creativity.” Inspired (受到启发), Linda began trying out some ideas at home. She found treasures everywhere. A shoe box became a toy theatre. Old socks turned into materials for fashion dolls and old magazines became their clothes. Plastic bottles were used to build rocket ships. Soon, Linda’s bedroom became a world of wonder. Each creation taught her something about design, engineering, and storytelling. One day, Linda went to see her teacher, Mr. Thompson, with an idea. “What if we have a toy-making workshop where students can make their own toys for show-and-tell?” Mr. Thompson was uncertain. Linda then presented the toys she had made, showing him how well-designed and interesting they were. Surprised by her creativity, Mr. Thompson decided to have an activity named “Invention and Innovation (创新) Week” to encourage students to make and show their creative works. Linda was excited and began to teach other students her toy-making skills. During the week, something magical happened. The handmade toys fired everyone’s imagination in ways store toys never could, inspiring stories, games and plays. Some teachers even started to include creative toy-making in their lessons. A local newspaper reported on these young inventors. Other schools wanted to follow their creative practice. The big success of the activity filled Linda with pride. She realised creativity can also be about finding possibilities in seemingly useless materials. 题干与选项： 24. How did Linda feel when she saw the elderly woman making playthings? A. Proud. B. Satisfied. C. Warm. D. Amazed. 25. What activity did Linda suggest to Mr. Thompson? A. A fashion design show. B. A toy-making workshop. C. A storytelling competition. D. A second-hand magazine fair. 26. What did Linda learn from her experience? A. Teaching others helps us learn more quickly. B. Friendship may develop from sharing stories. C. Creativity can mean finding hidden possibilities. D. Exploring nature leads to the discovery of beauty. 命题透视 ►核心考点：细节理解、事件概括、主旨理解 ►链接教材：人教版八年级下册 Unit 10 "I’ve had this bike for three years." 涉及旧物利用与情感；九年级全一册 Unit 5 "What are the shirts made of?" 涉及材料与制作 ►命题分析： （1）情境创设：以"琳达受老人启发，用废旧材料制作玩具并发起校园创意活动"为故事，体现动手实践与创新精神，贴近STEAM教育理念。 （2）问题设计：第24题考查人物情感，第25题考查细节概括，第26题考查主旨感悟，由浅入深，符合记叙文阅读的认知梯度。 （3）考查目标：考查学生把握记叙文情节、理解人物情感和提炼主旨的能力，引导学生尊重创造、善于发现身边的可能性。 思路点拨 ►第24题 解题入口：抓情感线索。第三段末尾"Linda asked, amazed."直接点明琳达看到老妇人制作玩具时的感受是"惊讶的"。 选项分析：Proud"自豪的"、Satisfied"满意的"、Warm"温暖的"均无原文依据。 结论：选D。 ►第25题 解题入口：抓关键句定位。第六段"What if we have a toy-making workshop where students can make their own toys for show-and-tell?"表明琳达建议举办"玩具制作工作坊"。 选项分析：A项时尚设计展、C项讲故事比赛、D项二手杂志集市均未在文中出现。 结论：选B。 ►第26题 解题入口：抓结尾主旨句。最后一段"She realised creativity can also be about finding possibilities in seemingly useless materials."说明琳达认识到创造力意味着在看似无用的材料中发现可能性。 选项分析：C项"Creativity can mean finding hidden possibilities"与原文同义；A、B、D项均非本文主旨。 结论：选C。 【答案】24. D 25. B 26. C 技巧点拨 ►技巧点拨：记叙文阅读解题策略 1. 理清"人物—事件—结果"的叙事线索，关注时间标志词（One afternoon, One day, During the week）。 2. 情感题抓直接表达情感的词汇（amazed）或描写性语句。 3. 主旨题抓结尾议论句或人物语言，往往是作者要传达的道理。 C 27—29 南极海冰由增转减的科学发现 原题材料： While the size of Arctic sea ice has dropped by about 40 percent over 40 years, until recently, the size of the sea ice around Antarctica was slowly increasing. Then, after 2015, Antarctic ice extent (范围) fell from a record high to several record lows, losing an area as large as Greenland. Some research has suggested that higher air temperatures may be the cause. However, two new studies show that ocean warming played a bigger role in this dramatic change. As part of global ocean circulation (全球海洋环流), warm saltwater moves southward from the tropics and circles Antarctica 200 metres below the surface. But temperature and saltiness records of the past 20 years suggest that this warm deep saltwater has been rising towards the surface, where it can melt (融化) sea ice. Antarctica is encircled by a belt of strong winds and storms. Climate change has pushed this storm belt southward, bringing more rain and snow into the sea ice area, according to a study by Earle Wilson and other researchers at Stanford University. The rain and snow create a layer (层) of fresh surface water that better protects the bottom of the sea ice from warm deep saltwater, allowing it to grow to its 2014 record high. But the same southward-moving storm belt also brings stronger winds. These winds blow surface water and ice forward. As this happens, warm deep saltwater rises up to fill the empty space. Between 2014 and 2016, this wind-driven rising began to get the upper hand against the protective layer of increased rain and snow, and sea ice began to melt away. When the researchers input the recorded ocean data (数据) into a computer model, it projected that sea ice would grow and then become smaller, as it did in the real world. The researchers plan to study and model other things, which also likely play roles throughout Antarctica. Examples include changes in sea ice movement and increases in ocean mixing resulting from more storms. By studying the ocean data, they hope to build a model to project changes in Antarctic sea ice in the years to come. 题干与选项： 27. Which of the following best shows the Antarctic sea ice changes around 2015? A. B. C. D. 28. In which order are the following events discussed in Paragraph 3? ① Warm deep saltwater rises to the surface. ② A layer of fresh surface water is created. ③ Surface water and ice are blown forward. ④ More rain and snow are brought into the sea ice area. A. ②④①③ B. ②④③① C. ④②①③ D. ④②③① 29. Which of the following is the best title for this passage? A. Where is Antarctic sea ice loss taking us? B. Is this the cause of Antarctic sea ice loss? C. Will a new model explain Antarctic sea ice melting? D. How does fresh surface water protect Antarctic sea ice? 命题透视 ►核心考点：图表判定、事件排序、标题概括 ►链接教材：人教版九年级全一册 Unit 13 "We’re trying to save the earth!" 涉及环境保护；八年级下册 Unit 7 "What’s the highest mountain in the world?" 涉及自然与地理 ►命题分析： （1）情境创设：以南极海冰由增转减的科学发现为语篇，涉及海洋环流、风暴带南移等气候议题，引导学生关注全球气候变化与科学研究。 （2）问题设计：第27题以图表判定考查数据趋势，第28题以事件排序考查因果逻辑，第29题以标题概括考查主旨把握，突出高阶思维考查。 （3）考查目标：考查学生整合图文信息、梳理说明顺序、概括说明对象的能力，培养科学思维与生态意识。 思路点拨 ►第27题 解题入口：抓文字信息判断趋势。第一段"until recently, the size of sea ice around Antarctica was slowly increasing. Then, after 2015, Antarctic ice extent fell from a record high to several record lows"说明2015年前海冰缓慢增加、之后急剧下降，图表应呈现"先升后降"的趋势。 选项分析：逐一比对四幅图表，只有A项符合"先上升至高点、再快速下降"的变化。 结论：选A。 ►第28题 解题入口：抓第三段叙述顺序。该段先说明风暴带南移"bringing more rain and snow into the sea ice area"（④），接着"The rain and snow create a layer of fresh surface water"（②），然后"These winds blow surface water and ice forward"（③），最后"warm deep saltwater rises up to fill the empty space"（①）。 选项分析：综合可知顺序为④②③①，A、B、C项顺序均与原文不符。 结论：选D。 ►第29题 解题入口：抓全文主旨。文章第一段提出南极海冰由增转减的现象，随后各段依次探讨空气温度、海洋变暖、风暴带南移等原因，最终落脚于建模研究，全文都在探究"海冰损失的原因"。 选项分析：A项"将把我们带向何方"偏离主旨；C项只涉及模型这一个细节；D项只涉及淡水层的局部作用。 结论：选B。 【答案】27. A 28. D 29. B 复习重点 ►复习重点：说明文与图表阅读 1. 关注表示变化趋势的词汇：increase, fall, record high, record low。 2. 事件排序题抓表示先后和因果的连接词（then, as a result, however）。 3. 标题题要概括全文说明对象和说明重点，避免以局部细节或无关问题作标题。 D 30—33 互联网对人类记忆的影响 原题材料： The internet has provided us with unmatched ways to get information but it is also sounding alarms. Some experts argue that the internet will produce forgetfulness in the minds of those learning to use it, because they won’t practise their memory. Is the internet really doing harm to our memories—or will our doubtful experts be proven wrong? After all, the brain’s attention system (系统) and preferences for novel experiences were already there long before the digital age, and our ability to remember is nearly inexhaustible (无穷尽的). According to Michael Merzenich, a brain researcher, every brain is a work in progress; it keeps changing throughout our lives, depending on how we use it. But our brains don’t work well when we’re not focused. When we repeatedly check text messages and social media during work, we are weakening our ability to form both short- and long-term memories, experts say. The flooding of information influences our ability to remember, too. Though our brains are designed to look for new data, too much of it may be causing this natural drive to go wild. The compulsion to continuously take in information means we often check social media when we should be doing “memory housekeeping” by giving our brains some rest. Another problem: the effortless way of receiving information online. Trying to actively recall (回忆) data is a good workout for the brain, but today we are using online search tools instead. However, the internet may be changing only what we remember, not our ability to do so, suggests Columbia University psychologist (心理学家) Betsy Sparrow. In fact, the internet is becoming an outside hard drive for our memories. Some worry that this is having a negative effect on society, but Sparrow suggests this will change our way of learning from a focus on remembering facts to one on understanding ideas. As is shown in a 2008 study, using the internet exercised the brain more than reading among older adults with strong computer skills. And two Harvard psychologists argue that not needing to remember facts might free our minds to focus on more meaningful tasks. “There may be costs caused by our increased dependence on the internet, but generally the benefits are going to outweigh those costs,” says Benjamin Storm, a psychologist. “It seems pretty clear that memory is changing, but is it changing for the better? At this point, we don’t know.” 题干与选项： 30. What does the word “compulsion” in Paragraph 3 most probably mean? A. Longing. B. Ability. C. Chance. D. Promise. 31. What can we learn from the passage? A. Internet users remember facts better than non-users. B. Novel experiences improve the brain’s attention system. C. Checking social media can give the brain proper breaks. D. The internet may produce a change of focus in learning. 32. How does Benjamin Storm feel about the effects of the internet on memory? A. Uneasy and doubtful. B. Positive but still uncertain. C. Negative but still hopeful. D. Encouraged and confident. 33. What is the writer’s main purpose in writing this passage? A. To argue for a belief. B. To challenge a solution. C. To present different views. D. To examine causes and effects. 命题透视 ►核心考点：词义猜测、细节推断、观点态度、写作意图 ►链接教材：人教版九年级全一册 Unit 1 "How can we become good learners?" 涉及学习方法；Unit 7 "Teenagers should be allowed to choose their own clothes." 涉及观点表达与讨论 ►命题分析： （1）情境创设：围绕"互联网是否损害人类记忆"这一争议话题，引用多位心理学家的研究观点，呈现多元立场，思辨性强。 （2）问题设计：第30题猜词、第31题细节推断、第32题观点态度、第33题写作意图，层层深入，指向议论文的核心阅读能力。 （3）考查目标：考查学生辨析观点、推断态度、把握论证思路的能力，培养批判性思维与理性分析信息的意识。 思路点拨 ►第30题 解题入口：抓上下文推断词义。第三段"The compulsion to continuously take in information means we often check social media..."说明这种"compulsion"驱使人们不断查看社交媒体，是一种难以控制的冲动。 选项分析："Longing"（渴望、强烈愿望）最贴合这种难以控制的冲动；Ability"能力"、Chance"机会"、Promise"承诺"均与"不断查看"的驱动感不符。 结论：选A。 ►第31题 解题入口：抓关键人物观点。第四段Betsy Sparrow认为互联网会"change our way of learning from a focus on remembering facts to one on understanding ideas."，即改变学习的侧重点。 选项分析：A项"网民比非网民更能记住事实"无据；B项混淆了"新奇体验"与"注意力系统"；C项与"刷社交媒体削弱记忆"的观点相悖；D项与原文同义。 结论：选D。 ►第32题 解题入口：抓人物态度句。最后一段Benjamin Storm说"generally the benefits are going to outweigh those costs"（利大于弊，态度积极），同时又承认"At this point, we don’t know."（尚不确定）。 选项分析：A项"不安且怀疑"、C项"消极但抱有希望"、D项"受鼓舞且自信"均不能同时涵盖"积极"与"不确定"两个层面。 结论：选B。 ►第33题 解题入口：抓篇章结构。文章第一段提出专家对互联网导致健忘的担忧，随后分别引用Michael Merzenich、Betsy Sparrow、哈佛心理学家及Benjamin Storm等人的不同观点，客观呈现争论双方看法，并非单方面论证某一信念。 选项分析：A项"为某一信念辩护"、B项"质疑某解决方案"、D项"检验因果"均不能概括作者呈现多元观点的写作意图。 结论：选C。 【答案】30. A 31. D 32. B 33. C 技巧点拨 ►技巧点拨：议论文阅读解题策略 1. 词义猜测结合上下文：利用同义复现、因果解释等线索推断（如"compulsion"由"continuously take in information"推断为强烈冲动）。 2. 抓人物观点标志词（suggest, argue, say）区分不同研究者的立场。 3. 态度题注意转折词（but, however）后的真实倾向，综合正反两方面判断。 4. 写作意图题通观全文结构，判断是"陈述观点""反驳观点"还是"呈现多元观点"。 阅读表达 34—37 忙碌与高效的区别 原题材料： 阅读短文，根据短文内容回答问题。 Being busy often seems important in today’s world. Full calendars, nonstop notifications (消息提醒), and long to-do lists make it feel like progress is always happening. However, many people end their days very tired and wonder why their big goals are still far away. The truth is that being busy is different from being effective: One fills time and the other creates results. Understanding the difference is important because it helps you control your attention, make smarter choices, and focus on what truly matters. Busyness gives a false sense of achievement because it fills time with activity. Answering emails, attending meetings, and checking off small tasks create the illusion (幻觉) of progress. However, activities of this kind often have no real purpose and fail to move important goals forward. What’s more, busy people often let outside tasks take over their time. As a result, they have little control over time, which leads to stress and little progress. Effectiveness, however, is measured (衡量) by results, not activity. Rather than ask how much was done, effective people ask what was achieved. They prioritise (优先考虑) tasks that create meaningful change, even if those tasks require more focus and more effort. For example, they decide ahead of time what is worth their energy and then prioritise their time for important work. This planned method reduces unnecessary tasks and creates space for deep, focused effort. The real cost of busyness lies not in time spent, but in progress lost. Being busy often hides the fact that little of real value is being achieved. Effective people, on the other hand, often take a break from their work to check if they are keeping to their goals. When you stop measuring your days by how full they are and start measuring them by what truly moves you forward, work becomes more purposeful and life feels more satisfying. 设问： 34. Why is it important to understand the difference between being busy and being effective? 35. What is the result when busy people let outside tasks take over their time? 36. How does the planned method of effective people work? 37. What do you plan to do to be an effective student? Why? (Please give two reasons.) 命题透视 ►核心考点：信息提取、归纳概括、开放性表达 ►链接教材：人教版九年级全一册 Unit 1 "How can we become good learners?" 涉及高效学习；八年级下册 Unit 4 "Why don’t you talk to your parents?" 涉及沟通与建议 ►命题分析： （1）情境创设：以"忙碌与高效的区别"为话题，贴近学生学习实际，引导学生反思时间管理与做事方法。 （2）问题设计：第34—36题为依据文本信息作答的细节题，第37题为结合自身经验的开放性试题，读写结合、由收到放。 （3）考查目标：考查学生定位信息、概括表达和联系实际进行开放性表达的能力。 思路点拨 ►第34题 定位第1段"Understanding the difference is important because it helps you control your attention, make smarter choices, and focus on what truly matters."，直接提取原因作答。 ►第35题 定位第2段末"they have little control over time, which leads to stress and little progress."，提取结果作答，注意把they转换为与题目一致的表达。 ►第36题 定位第3段末"This planned method reduces unnecessary tasks and creates space for deep, focused effort."，提取其作用作答。 ►第37题 开放性试题，需结合"高效"主题作答：先写明个人计划（如制定待办清单、按重要性排序），再给出两条理由（聚焦关键任务、留出深度学习时间等），答案不唯一，合理即可。 【参考答案】 34. Because it helps you control your attention, make smarter choices, and focus on what truly matters. 35. They have little control over their time, which leads to stress and little progress. 36. It reduces unnecessary tasks and creates space for deep, focused effort. 37. I plan to make a daily to-do list and rank tasks by importance. First, it helps me focus on key tasks instead of wasting time on easy but unimportant tasks. Second, it allows me to set aside quiet time for deep learning, which improves my understanding and reduces last-minute stress. 答题模板 ►答题模板：阅读表达答题规范 1. 细节题：定位→提取→整理，用完整句子作答，注意人称、时态的转换。常用句式：Because it helps... / It can... / They have... 2. 概括题：抓住段落主题句，用简洁的语言概括，不照抄长句。 3. 开放题：表明观点或计划 + 分条给出理由，使用 First... Second... 使条理清晰。 4. 注意事项：书写规范、拼写正确、大小写与标点准确。 文段表达 38—39 绿色毕业／科学护眼（二选一） 原题材料： 从下面两个题目中任选一题，根据所给的中文和英文提示，完成一篇不少于50词的英语文段写作。文中已给出的内容不计入总词数。所给提示词语仅供选用。请不要写出真实的校名、姓名和地名。 题目①： 假设你是李华，你们学校正在开展"Green Graduation"主题活动。为此，英语社团公众号进行了关于毕业生处理学习资料方式的问卷调查。下表展示了部分调查结果。请结合表格内容，用英语给公众号留言，谈谈你毕业后处理学习资料的打算和理由。 What students will do with used learning materials What students will do Percentage of students Take them to a recycling centre 62% Give them away for reuse 35% Throw them away 3% 提示词语：environment, save, reduce, useful 内容提示： • What can you learn from the results? • What will you do with your used learning materials? Why? 已给开头： This table shows what students will do with their used learning materials after graduation. 题目②： 假设你是李华，你们学校正在开展"科学护眼，光明未来"主题活动。为此，英语社团公众号计划推出"我的护眼好习惯"专栏，现面向全体师生征稿。请用英语给公众号投稿，分享你的护眼习惯及其带来的益处。 提示词语：eye exercises, take a break, outdoors, relax, avoid 内容提示： • What do you often do to protect your eyes? • What benefits have you got? 已给开头： Eye health matters to everyone. 命题透视 ►核心考点：图表信息描述、要点提示类写作、个人观点与理由表达 ►链接教材：人教版九年级全一册 Unit 13 "We’re trying to save the earth!" 涉及环保；八年级下册 Unit 1 "What’s the matter?" 涉及健康 ►命题分析： （1）情境创设：设置"Green Graduation"绿色毕业和"科学护眼，光明未来"两个任务二选一，均取材于校园主题活动，情境真实、贴近学生。 （2）问题设计：题目①要求结合表格数据说明调查结果并谈个人打算与理由；题目②要求分享护眼习惯及其益处。两题都给出提示词语与内容提示，兼顾引导性与开放性。 （3）考查目标：综合考查学生整合图表信息、组织语篇、准确表达观点的能力，渗透环保与健康意识。 思路点拨 ►题目① 1. 审题立意：确定文体为公众号留言（应用文），以一般现在时描述调查结果、一般将来时谈个人打算；要点包括调查结果解读、个人处理打算及理由；人称为第一人称。 2. 构思布局：采用三段式——开头点题总起，主体描述三类处理方式的占比并总结结论，结尾谈个人做法与理由，呼应"绿色毕业"主题。 3. 要点展开：数据描述"62% of the students choose to take the materials to a recycling centre... while 35% give them away for reuse and 3% throw them away"；结论"most students care about the environment"；个人方案"give away my textbooks and notes to younger students"；理由"saves money and reduces paper use""my notes can serve as a useful aid"。 4. 语言要求：必须用上environment、save、reduce、useful等提示词，准确覆盖三项比例数据。 ►题目② 1. 审题立意：确定文体为投稿（介绍类），以一般现在时描述习惯、现在完成时谈益处；要点包括具体护眼做法及带来的益处；人称为第一人称。 2. 构思布局：承接已给开头，主体分点罗列护眼行为（校园、居家、户外场景），结尾总述好处并升华主题。 3. 要点展开：做法"do eye exercises twice a day""take a 5-minute break every 30 minutes""spend at least an hour outdoors"；益处"help me relax my eyes and avoid eye problems"。 4. 语言要求：必须用上eye exercises、take a break、outdoors、relax、avoid等提示词。 【参考答案】 题目①（One possible version） This table shows what students will do with their used learning materials after graduation. 62% of the students choose to take the materials to a recycling centre, while 35% give them away for reuse and 3% throw them away. It shows most students care about the environment, but still some don’t treat their used learning materials properly. As for me, I plan to give away my textbooks and notes to younger students. The reuse of textbooks saves money and reduces paper use. And my notes can serve as a useful aid, helping others understand difficult points more easily. 题目②（One possible version） Eye health matters to everyone. I have three habits to keep my eyes healthy. At school, I do eye exercises twice a day. When I study at home, I make sure I take a 5-minute break every 30 minutes to give my eyes a rest. And I spend at least an hour outdoors every day for some natural light. These habits have benefited me a lot. They help me relax my eyes and avoid eye problems, so I feel more comfortable every day. Always remember: Better habits today mean healthier eyes tomorrow! 写作模板 ►写作模板：图表信息类与要点提示类写作框架 1. 开头：点明话题，概述图表或引出主题（This table shows... / ...matters to everyone.）。 2. 主体：①图表描述——用 while 等连接数据，概括结论（most students... / some...）；②个人做法——分点说明（I plan to... / I have... habits）；③理由或益处——用 reduce, save, relax 等提示词说明原因或好处。 3. 结尾：总结升华，呼应主题（Better habits today mean healthier eyes tomorrow!）。 常用句式： • 62% of the students choose to... while 35%... • As for me, I plan to... • It helps me... and reduces... • Better habits today mean healthier tomorrow! 2 / 17 学科网（北京）股份有限公司 $