高考经典阅读理解01 发生在校园的故事（全国通用）—2027跟着经典英语高考试题备高考

专题01 高考经典阅读理解—发生在校园的故事 目 录 真题·命题感知 1 进阶·题型剖析 7 拔高·模拟演练 10 真题·命题感知 一、高考经典阅读理解——发生在校园的故事 经典1：（2026年1月浙江卷）When you’re a teacher, a big part of your job is battling student misconceptions. Often students come to the classroom believing that learning can’t be fun and that what they learn isn’t relevant to the real world — much less to their personal interests. I’ve discovered that if I show students how what they learn is relevant to my hobbies, they’re much more willing to make connections to their personal interests and develop their own hobbies. No matter what subject I’m teaching, I find ways to bring my hobbies into the classroom. For example, I’m a car enthusiast, so when I teach physics, I contextualize concepts with my knowledge about cars. If we’re covering friction, for example, I bring different tires (轮胎) into my classroom so that my students can conduct lab experiments with them to see how friction works in real-life applications. When I first brought my hobbies to my classroom, I was focused on how doing so would build engagement and help my students understand concepts in science. But I quickly learned that the practice also helped me build stronger relationships with them. When I let them see an aspect of my life outside of school, some students who were also interested in cars connected with me more and became more engaged in my courses. Even those who didn’t share that interest with me seemed more engaged once I showed a different side of myself. What started as an experiment is now more of a philosophy. Even when I’m planning classes, I tend to think about how I can bring in my hobbies. I find that doing so energizes my instruction, engages my students, and demonstrates to them how abstract concepts play out in the real world. Best of all, my passion for my hobbies seems to inspire them to be passionate about finding their own. 4．What poses a challenge to teachers according to the author? A．Students’ misunderstandings about teachers. B．Students’ false assumptions about learning. C．The irrelevance of textbooks to students’ life. D．The gap between teachers’ and students’ hobbies. 5．Why does the author bring tires into the classroom? A．To teach an engineering skill. B．To explain the structure of a car. C．To share a real-life experience. D．To illustrate a scientific concept. 6．What was the unexpected outcome of the author’s teaching method? A．A higher class attendance rate. B．Better examination results. C．A closer teacher-student bond. D．More spare time for students. 7．Which of the following best describes the author as a teacher? A．Innovative. B．Humorous. C．Decisive. D．Sympathetic. 经典2：（2025·全国I卷）In my ninth-grade writing class last year, I met a cowboy who saved his town, a strict father who demanded his son earn straight A’s, and a modern-day Juliet who died of heartbreak after her parents rejected the love of her young life. More than once, I found myself wondering just how my students, who’d created these people, knew their subjects so well. But things were different for their first essay, which was about the question: “Why is writing important?” Most of the essays filled less than one page, and few contained a sentence that could be interpreted as a thesis (论点) statement. I was shocked. Then I realized that the problem was the question itself. They could have written pages on the necessity of computers, but writing, in and of itself, simply didn’t strike them as important. This would have to change. As a new unit started, I asked everyone to write a persuasive piece on a health-related topic of their choice. This time they found the exercise much more interesting. For the next two assignments, a personal-narrative unit followed by a creative-writing workshop, I only required that the piece meet the specifications of its genre (体裁) and that it contain a thesis. The results were staggering. The students took on diverse topics and turned in stories, 10 to 20 pages each, with characters that broadened my view and touched my heart. I walked into class believing that writing is important as a means of communication. However, my students demonstrated something more important to me. When the final bell rang in June, I walked away with a yearbook full of messages about writing’s most powerful significance — the ability to connect people, to put us in another’s skin, to teach us what it means to be human. 4. Who are the people mentioned at the beginning of paragraph 1? A. Ninth graders. B. Students’ parents. C. Modern writers. D. Fictional characters. 5. Why did the students perform poorly in writing their first essay? A. They were not given enough time. B. They had a very limited vocabulary. C. They misunderstood the question. D. They had little interest in the topic. 6. What does the underlined word “staggering” in paragraph 3 mean? A. Mixed. B. Amazing. C. Similar. D. Disturbing. 7. What does the author’s experience show? A. Teaching is learning. B. Still waters run deep. C. Knowledge is power. D. Practice makes perfect. 经典3：（2025·全国II卷）Kathy Ho teaches high school inside Lucile Packard Children’s Hospital Stanford (LPCH). “Sometimes I don’t like saying that I’m a teacher,” says Ho. “People get in their minds an idea of what teachers do, but that’s not really what it is here.” “Here” is room 386, where each year, about 500 LPCH patients also become students. The hospital school is free of parents, doctors, and medical procedures. It’s a place of learning. About half of Ho’s students stay for a week or less; others are there for more than a year. Most of Ho’s students will recover, which means that preparing them to return to school is an increasingly important component of care. Still, in room 386, academics don’t come first. Physical health and mental health are the priority. “If you’re scared about something and thinking only about that, there’s no way you’re going to be able to learn,” Ho says. “I’m a coach, an adviser, and a comforter, and that’s what it means to be a hospital teacher.” There are up to 30 students at any given time in Ho’s class. She generally works with their regular teachers to get lessons and tests being used at their home schools. Some teachers don’t give the kids any assignments; they express sympathy instead. “I feel like it is a disservice to the kids,” Ho says. “They think their teachers don’t care about their schoolwork.” Ho recognizes the psychological benefit of helping kids keep up with their peers (同龄人) outside the hospital. “I actually think the medicine is only a small piece for some problems,” says Julie Good, director of pain management services at LPCH. “It’s about problem-solving around what it means to have a full life. Those kids have dreams. School can keep those dreams alive by giving kids a way to learn and grow.” 4. Who does Ho teach at LPCH? A. Sick children. B. Young nurses. C. Medical students. D. Patients’ parents. 5. What is a characteristic of Ho’s job? A. Prioritizing academics. B. Encouraging innovation. C. Treating various diseases. D. Playing multiple roles. 6. What does the underlined word “it” refer to in paragraph 4? A. Offering regular lessons. B. Paying extra attention. C. Assigning no schoolwork. D. Showing no sympathy. 7. How does the hospital school benefit the students according to Good? A. It eases peer pressure. B. It helps them live in hope. C. It frees them from aches. D. It entertains them with stories. 2.为什么高考中校园生活是重要的命题情境 高考命题通过记叙文语篇的考查，体现高考浸润人文关怀的思想。记叙文通过人物活动的心理描写、环境描写、人物情绪的变化展现人性的善良，社会的进步和生活的美好。记叙文素材能让人感悟到人文情怀，体会到人与人之间的世间真情。所以高考记叙文是必不可缺的部分，而校园生活故事又是记叙文中最重要的部分，因为参加高考的学生经历了十几年的校园生活，他们感悟颇多，最容易共情，这就是校园生活高频出现的原因所在。 进阶·题型剖析 校园生活题材记叙文的特点： 特点1 描述作者的自己感受 记叙文与其他文体最大的区别是：记叙文通过人物故事、环境描写、人物情绪、人物动作等立体情境，描绘出一个活灵活现的画面，从而表达作者的某种情感和态度，进而表达主题思想、歌颂美好事物和内心感受。所以在高考记叙文命题中，常考学生通过故事情节的变化，推断作者的感受。 常见的选项词汇有：annoyed adj. 恼怒的，气恼的；disappointed adj. 失望的，灰心的；encouraged受鼓舞的astonished adj. 感到惊讶的；十分惊奇的；honored adj. 光荣的：荣幸的；amused adj. 被逗笑的；愉快的；顽皮的；stressed adj. 紧张的；感到有压力的；inspired adj. 有创造力的；品质优秀的；有雄心壮志的uplifted adj. 感到振奋的；puzzled adj. 困惑的，糊涂的，茫然的；concerned adj. 忧虑的；认为重要的；关注的 特点2 描述文中人物特征 高考阅读理解中常有描述人物特点的阅读理解题。命题人通过文章中对人物的事迹、语言、心理等进行描述，进而让考生推测人物的性格特征。 把描述人物的性格特征的词一一列出，基本上考题不会超出这些词汇，考前把它们的意思记熟。预测每个词需要和什么样的事迹相对应，这样在考场上就能迅速地找到答案。对这种题要迅速解决，以给其他试题提供做题时间。 【描写人物特征的形容词】 generous慷慨的；brave勇敢的；demanding要求高的; 苛求的; 需要高技能(或耐性等)的; 费力的; 要求极严的; 难满足的；impatient不耐烦的； outgoing外向的；easy-going随和的；organized有条理的；modest谦虚的；optimistic乐观的；cautious小心，谨慎的；caring乐于助人的; 关心他人的; 体贴人的； skillful熟练的; 灵巧的; 擅长于 (at; in); 制作精巧的；responsible负责任的； determined有决心的；modest谦虚的；creative有创造力的；ambitious有雄心的；adventurous冒险的；cooperative 有合作意识的；honest诚实的；capable adj. 有能力的,有才能的；confident adj.自信的；diligent adj.勤奋的；voluntary adj.自愿的,主动的；energetic adj. 精力旺盛的；humorous adj.幽默的；enthusiastic adj.热情的；experienced adj.有经验的 intelligent聪明的; 智能的; 有才智的; 悟性强的; 有智力的; 有理解和学习能力的；grateful感激的；helpful有帮助的；talkative健谈的；athletic运动型; 体育运动的; 健壮的；patient有耐心的；innovative创新的；tolerant忍受的；positive 积极的；committed坚信的; 尽心尽力的; 坚定的；considerate 体贴的；ashamed惭愧的; regretful后悔的；disappointed失望的；amazed吃惊的；satisfied满意的；shocked震惊的；overjoyed过度高兴的；pleased满意的；indifferent冷漠的；sorrowful悲伤的；sympathetic同情的；hardworking勤劳的；embarrassed尴尬的；proud自豪的；energetic充满活力的；courageous勇敢的; 无畏的；independent独立的；sensitive敏感的。 熟记这些人物特征的形容词，深刻理解每个词的含义。设想每个词可能支撑的事实。这样我们在考试上，就能迅速找到正确答案。 关于人物的性质特征的描述，在试题题有时出现两个并列的词。例如：Determined and adaptable这时要注意，考生一定要从文章找到两个词的相关依据，不要看到一个词依据就做出判断，这样容易出错。 特点3 描述作者对发生事件的态度 高考记叙文阅读理解中常有描述作者对事件的态度阅读理解题。命题人通过文章中对文章的整体内容的思考，进而让考生推测作者的写作态度。 【解题指导】 把描述作者态度的词一一列出，基本上考题不会超出这些词汇，考前把它们的意思记熟。预测每个词需要和什么样的事实相对应，这样在考场上就能迅速地找到答案。对这种题要迅速解决，以给其他试题提供做题时间。 【描写作者态度的形容词】（选项常用词） ambitious有雄心的；undoubted无怀疑的；indifferent冷漠的；unconfident没信心的；uncaring不关心的；worried担心的；satisfied满意的；cautious谨慎的；favorable赞同的；doubtful怀疑的；uninterested不感兴趣的；frightened 害怕的；puzzled迷惑不解的；concerned关心的；happy高兴的；tolerant忍受的；sympathetic同情的； delighted高兴的；carefree无忧无虑的; 无牵挂的; 不负责任的 unclear不清楚的； opposed反对的；appreciative adj.感激的; 感谢的; 欣赏的; 赏识的; suspicious adj.感觉可疑的; 怀疑的; 令人怀疑的; 可疑的; 不信任的; 持怀疑态度的；objective adj.客观的; 就事论事的; 不带个人感情的; 客观存在的; 基于事实的; confused迷惑不解的；conservative adj.保守的; 守旧的;pessimistic悲观的； disapproving不同意的；ambiguous模棱两可的；skeptical怀疑的 特点4 多考查细节理解题 关注：事件发展与逻辑还原 1. 核心原则 顺序先行，因果后定：先按时间顺序梳理事件先后，再用因果逻辑串联“为什么发生”。关注信号词，忽略修饰语：情节题只考“发生了什么”，不考“描写得多美” 2. 关键词分类与提取 类型 常见形式 示例 时间顺序词 明确时间点、先后衔接词 first / then / later / finally / before / after / next 因果逻辑词 表原因或结果的连词/副词 because / so / as a result / therefore / since / thus 转折变化词 情节反转或意外发生 however / suddenly / unexpectedly / but / yet 情感变化词 暗示情节走向的情绪标记 unfortunately / luckily / to one’s surprise / sadly 结局提示词 收束性表达 in the end / eventually / finally / at last 3. 情节梳理方法 文本特征 梳理策略 顺叙（最常见） 按时间词顺序排列事件，首尾锁定法：先找第一个事件，再找最后一个事件 倒叙（开头是结局） 区分“当前时间”与“回忆时间”，题干若问“what happened first”需在回忆部分找 插叙（中间插入背景） 将插入部分暂时搁置，先恢复主线事件链，再判断插入段的作用 双线并行（明线+暗线） 明线=外部动作，暗线=内心变化，题干可能要求匹配两条线的对应节点 4. 常见设问形式 What happened first / next / last? Which of the following shows the correct order of events? What led to the author’s decision to...? What caused the change in the character’s attitude? 5. 易错提醒 不要被描写句干扰：形容词堆砌的句子往往不包含情节推进信息 倒叙题先定时间轴：画出“故事开始→回忆→回到现在”三条时间线再作答 因果题找直接原因：题干问“直接导致某事件的原因”，选最近邻的前置事件，而非根本背景 拔高·模拟演练 1.（2027·陕西省商洛市山阳县高三一模）When I was in the tenth grade, I had an experience that completely changed my attitude towards failure. I took part in the school public‑speaking competition. I spent nearly three weeks writing my speech and practicing every night after homework. I imagined myself standing on the stage and winning the first prize. On the day of the contest, my hands were shaking as I stepped onto the platform. Everything went well in the first one minute. Suddenly my mind went blank. I forgot the rest of my speech. I stood there in total silence for almost twenty seconds, with hundreds of eyes fixed on me. At last I had to apologize and walked off the stage in shame. For several days afterwards, I avoided speaking in front of my classmates. I was convinced that everyone would laugh at me. My English teacher found I was upset. She told me that every person would meet with failures. The real shame was not making mistakes, but refusing to try again because of fear. She encouraged me to rewrite my speech and practice for next year’s competition. I followed her advice. I practiced even harder. One year later, I joined the competition again. This time I did not win first place either, but I finished my whole speech calmly. That small victory helped me realize: failure is not the ending; it is a chance for growth. 1．What was the writer’s expectation before the first speech contest? A．To get the top award. B．To overcome stage fright. C．To make new friends. D．To receive the teacher’s praise. 2．Why did the writer leave the stage halfway? A．She felt terribly sick. B．She forgot the speech content. C．She was disturbed by the audience. D．Her speech time ran out. 3．What did the teacher advise the writer to do? A．Give up public speaking forever. B．Forget the competition immediately. C．Keep practicing and try again later. D．Apologize in front of the whole school. 4．What message does the text want to convey? A．Practice makes perfect. B．Failure can be beneficial for personal growth. C．Teachers play the most important role in teenagers’ life. D．Confidence guarantees success in competitions. 2.（2027·广东深圳外国语学校阶段性考试）The person who set the course of my life was a school teacher named Marjorie Hurd. When I stepped off a ship in New York Harbor in 1949, I was a nine-year-old war refugee, who had lost his mother and was coming to live with the father he did not know. My mother, Eleni Gatzoyiannis, had been imprisoned and shot for sending my sisters and me to freedom. I was thirteen years old when I entered Chandler Junior High. Shortly after I arrived, I was told to select a hobby to pursue during “club hours.” The idea of hobbies and clubs made no sense to my immigrant ears, but I decided to follow the prettiest girl in my class. She led me into the presence of Miss Hurd, the school newspaper adviser and English teacher. A tough woman with salt-and-pepper hair and determined eyes, Miss Hurd had no patience with lazybones. She drilled us in grammar, assigned stories for us to read and discuss, and eventually taught us how to put out a newspaper. Her introduction to the literary wealth of Greece gave me a new perspective on my war-torn homeland, making me proud of my origins. Her efforts inspired me to understand the logic and structure of the English language. Owing to her inspiration, In the twenty-five years that followed, I worked as a professional journalist. Miss Hurd retired at the age of 62. By then, she had taught for a total of 41 years. Even after her retirement, she continually made a project of unwilling students in whom she spied a spark of potential. The students were mainly from the most troubled homes, yet she alternately bullied and charmed them with her own special brand of tough love, until the spark caught fire. Miss Hurd was the one who directed my grief and pain into writing. But for Miss Hurd, I wouldn’t have become a reporter. She was the catalyst that sent me into journalism and indirectly caused all the good things that came after. 1．Which of the following caused the author to think of his homeland differently? A．Stepping on the American soil for the first time. B．His mother’s miserable death. C．Being exposed to Greek literary works. D．Following the prettiest girl in his class. 2．Which words best describe Miss Hurd as a teacher? A．Strict but inspiring. B．Tough but indifferent. C．Impatient but caring. D．Serious but approachable. 3．What can be inferred from paragraph 4? A．The students Miss Hurd taught were all finally fired. B．Miss Hurd’s contribution was recognized across the nation. C．Miss Hurd employed a unique way to handle these students. D．Students from troubled homes preferred Miss Hurd’s teaching style. 4．Why does the author call Miss Hurd a “catalyst”? A．To stress her role in starting his writing career. B．To suggest she changed his personality completely. C．To indicate she was the only person who helped him. D．To show she was as powerful as a chemical substance. 3.Growing up in Campana, my father’s workshop felt like a magical world. The smell of metal, the sound of machines, and his work-worn clothes left a deep impression on me. It was there that I learned to turn discarded (丢弃的) car parts into toys that fueled my childhood adventures. Now I’m a PE teacher. I’ve brought my childhood love of creating into the classroom by building metal models from discarded metal parts that show how the human body moves in sports — all without using electricity. These moving sculptures have become my teaching tools, capturing complex motions in slow, easy-to-see detail. Over time, my creations have grown: from a skateboard model to El Dibu Martinez’s famous World Cup save, from a metal rock band to a wheeled dinosaur. Each piece reflects the beauty of movement. At school, I used to notice students always staring at their phones during breaks. But things changed when they became engaged with my projects. One memorable activity was when we made small boats from waste and tested whether they would float in water-filled containers. In that moment, the screens were forgotten, replaced by the excitement of discovery. Another meaningful project came when a mother asked me to adapt a prosthetic (假体的) arm for her son Juan. Using just a simple plastic bucket, I created a working design. The moment Juan wore the arm, he began picking things up and handing them to me. We laughed together to celebrate the amazing moment. To support these projects, my weekly routine now includes searching for materials in garbage dumps. With a limited budget, this is still necessary. But I see a bright side. We’re not only saving resources but also giving new life to discarded materials in creative ways. The smell of metal still takes me back to my father’s workshop. What he gave me was more than skills — he taught me that nothing is useless until we stop imagining what it could become. 1．Why does the author build metal models, according to paragraph 2? A．To present his artistic creativity. B．To sharpen his metalworking ability. C．To amuse students in their free time. D．To explain sports movements clearly. 2．What can be inferred about the author from paragraph 3? A．He encourages learning by doing. B．He relies on advanced technology. C．He emphasizes competitive sports. D．He prioritizes theoretical knowledge. 3．Which of the following best describes the author? A．Skilled and tolerant. B．Practical but strict. C．Caring and resourceful. D．Talented but demanding. 4．What does the author learn from his father? A．The respect for craftsmanship. B．The joy of creating and teaching. C．The ability to turn waste into value. D．The kindness toward people in need. 4.（2027·河南安阳市学情调研）I sat silently in my office, waiting for a computer science student whose paper exposed a clear problem: many details in his report were made up by AI tools. He had handed in chatbot-generated content as his own work, and I once planned to give him a failing grade. The more I turned the pages, the heavier my heart felt. Yet I decided to hear his explanation. I have worked with early AI tools for nearly twenty years. After earning my doctor’s degree in computer science, I took jobs in the technology industry while continuing to teach university courses. I used AI daily to polish documents and speed up boring coding work for my own tasks. However, I stuck to a strict rule that students must keep away from AI in all assignments. When the student walked in, he admitted using AI without hiding anything. He felt anxious, believing mastering AI was necessary for his future career, but having no clear idea about when and how to use it properly. Listening to his worries, I felt ashamed of what I did. I relied on AI every day, yet forced students to avoid it fully. It struck me that strict bans would only build a wall to hide my own confusion about the fast-changing learning environment. I gave the student a chance to rewrite his report, and later held a class discussion to draw up an AI agreement together. At first, students stayed cautious, but they opened up after I shared my own AI experiences. After a heated discussion, we drew a line separating mechanical output from actual thinking. Automating repetitive tasks or literature searches, as well as producing outlines, was acceptable. Skipping critical analysis was not: it would remain strictly human tasks. Now I always co-create such agreements with new classes. Besides this rule, I shorten students’ papers to two pages and value face-to-face discussions more. These changes push students to organize ideas logically and practice independent thinking, which is the true core of teaching in the AI age. 1．How did the author probably feel while she waited in the office? A．Relieved. B．Awkward. C．Sympathetic. D．Annoyed. 2．What made the author ashamed? A．The worsening learning environment. B．Her inconsistent attitude toward AI use. C．The student’s ignorance of AI’s weakness. D．Her poor performance in technology industry. 3．What agreement did the author reach with her students? A．AI is allowed to handle analysis tasks. B．AI can help reach reasoning conclusions. C．Students can depend on AI to form frameworks. D．Students must label AI-generated content in their papers. 4．What message does the text deliver? A．Teaching needs reforming to suit the times. B．Face-to-face discussions are the best approach. C．Specific rules should be made in the beginning. D．Academic problems give rise to new technology. 5.（2027·湖南衡阳市第一中学月考）If I hadn’t been a struggling violinist, I might have never become a writer. In fourth grade, my school had an orchestra program, and I eagerly signed up to learn the violin with my friend Irene. We both loved the idea of being in the orchestra and walked together to our music lessons every week. Our orchestra teacher, Mr. Baumgartner, was strict. He told us that if we damaged our instruments, we’d be kicked out of the program because the school couldn’t afford replacements. Unfortunately, I wasn’t very good at the violin. One day, while practicing, the bridge of my violin flew off and the strings broke. Scared of Mr. Baumgartner’s reaction, I tried to fix it myself with some glue. But when he saw my crooked bridge, he told me I couldn’t be in the orchestra anymore. Instead, he suggested I join the glee club. I switched to the glee club and found I enjoyed singing with others, even though I didn’t have a great voice. Later, the junior high chorus held auditions for the All City Honor Chorus, and I was one of only five girls from my school to audition. Because of this, I made the chorus. After a performance, my English teacher asked if anyone in the chorus wanted to write an article for the school newspaper. For some reason, I raised my hand. I loved reading, but I had never thought about writing before. However, when I saw my name and words in print, I knew I wanted to write more. The next year, I became the editor of the school newspaper. I realized that writing was my true passion. Looking back, I understand that if I hadn’t broken my violin and joined the glee club, I might never have discovered my love for writing. Years later, I saw Irene at a reunion. She told me she had become a professional violinist in Australia. I thought, "That could have been me." But Mr. Baumgartner’s decision led me to a different path — one filled with words and stories. I’m grateful for that turn in my life and for Mr. Baumgartner’s unexpected guidance. 1．What caused the author to leave the school orchestra? A．She lost interest in playing the violin. B．She wanted to join the glee club instead. C．She damaged her violin and failed to repair it properly. D．Her friend Irene became much better than her. 2．What was the initial result of the author joining the glee club? A．She immediately discovered her talent for singing. B．She was selected for a city-wide honor chorus. C．She decided to become a professional singer. D．She started writing articles for the newspaper. 3．How did the author feel when she first saw her writing published? A．Surprised but indifferent. B．Proud and determined to continue. C．Regretful about her past choices. D．Nervous about others’ opinions. 4．What is the main message the author wants to convey? A．Failure in one area can lead to success in another. B．Strict teachers are essential for student development. C．Childhood friendships can shape our future careers. D．Natural talent is more important than hard work. 6.（2027·山东聊城市月考）“You’re holding the guitar wrong.” That was the first thing Fabián Carrera said in my first classical guitar lesson. I had not yet played a note. He lifted the neck of his own guitar, set my left foot on a small stool, and straightened my wrist. The adjustments looked slight, but suddenly the instrument rested against me instead of fighting me. Carrera began with “Happy Birthday.” I could copy the tune, so I relaxed. Then he played it again, letting his thumb carry one line while the fingers added another. Next came single notes, then chords that seemed to hide the melody (旋律) inside them. Within minutes the song I thought I knew had become a room with several doors, and I was lost at the entrance. I had come partly because I was tired of quick answers. As an English teacher, I had found the ease of AI had devalued language and the difficult work, perseverance, and focus needed to make meaning out of words. My students could produce answers faster than ever, yet I wondered whether they still knew what it felt like to stay with something difficult until it began to speak back. The guitar, with its hollow wooden body and unforgiving strings, offered no shortcut. When I later asked to learn “Asturias,” a Spanish piece I loved, Carrera laughed softly. Learning music, he said, was like preparing Thanksgiving dinner. Some dishes could be finished early and kept warm; others needed hours in the oven. “‘Asturias’ is the turkey,” he said. “We can begin now, but we won’t eat it today.” So I practiced. Carrera asked me to keep a log (日志), not because minutes mattered by themselves, but because attention needed evidence. Slowly, a clean note led to a phrase; a phrase began to carry feeling. “You’re building a castle,” Carrera told me. “Every hour you practice is another brick.” Back in my classroom, I stopped praising speed so easily. I asked students to reread, to cross out, to begin again. The guitar had taught me that learning is not the quick arrival at an answer. It is the slow shaping of a person who can hear more than before. 1．Why did the familiar tune leave the author “lost at the entrance”? A．The tune was played too fast. B．His new position bothered him. C．The song proved more complex. D．Several songs were mixed together. 2．What led the author to guitar lessons? A．A move into guitar teaching. B．The pull of effortful learning. C．A break from classroom work. D．The appeal of AI-made music. 3．Which description best fits “Asturias” in Carrera’s eyes? A．Simple and familiar. B．Discouraging but melodious. C．Festive and straightforward. D．Time-consuming but worthwhile. 4．How did the guitar lessons change the author’s classroom? A．He treated answers as the goal. B．He replaced reading with music. C．He valued process over product. D．He kept practicing logs for students. 7.（2027·湖北高中名校联盟高三一模）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. 4 / 6 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $ 专题01 高考经典阅读理解—发生在校园的故事 目 录 真题·命题感知 1 进阶·题型剖析 7 拔高·模拟演练 10 真题·命题感知 一、高考经典阅读理解——发生在校园的故事 经典1：（2026年1月浙江卷）When you’re a teacher, a big part of your job is battling student misconceptions. Often students come to the classroom believing that learning can’t be fun and that what they learn isn’t relevant to the real world — much less to their personal interests. I’ve discovered that if I show students how what they learn is relevant to my hobbies, they’re much more willing to make connections to their personal interests and develop their own hobbies. No matter what subject I’m teaching, I find ways to bring my hobbies into the classroom. For example, I’m a car enthusiast, so when I teach physics, I contextualize concepts with my knowledge about cars. If we’re covering friction, for example, I bring different tires (轮胎) into my classroom so that my students can conduct lab experiments with them to see how friction works in real-life applications. When I first brought my hobbies to my classroom, I was focused on how doing so would build engagement and help my students understand concepts in science. But I quickly learned that the practice also helped me build stronger relationships with them. When I let them see an aspect of my life outside of school, some students who were also interested in cars connected with me more and became more engaged in my courses. Even those who didn’t share that interest with me seemed more engaged once I showed a different side of myself. What started as an experiment is now more of a philosophy. Even when I’m planning classes, I tend to think about how I can bring in my hobbies. I find that doing so energizes my instruction, engages my students, and demonstrates to them how abstract concepts play out in the real world. Best of all, my passion for my hobbies seems to inspire them to be passionate about finding their own. 4．What poses a challenge to teachers according to the author? A．Students’ misunderstandings about teachers. B．Students’ false assumptions about learning. C．The irrelevance of textbooks to students’ life. D．The gap between teachers’ and students’ hobbies. 5．Why does the author bring tires into the classroom? A．To teach an engineering skill. B．To explain the structure of a car. C．To share a real-life experience. D．To illustrate a scientific concept. 6．What was the unexpected outcome of the author’s teaching method? A．A higher class attendance rate. B．Better examination results. C．A closer teacher-student bond. D．More spare time for students. 7．Which of the following best describes the author as a teacher? A．Innovative. B．Humorous. C．Decisive. D．Sympathetic. 【答案】4．B 5．D 6．C 7．A 【解析】这是一篇记叙文。文章讲述了一位教师为打破学生对学习的错误认知，将自己的爱好融入课堂教学的经历，介绍了该教学方式的具体实践、初衷，以及意外收获的师生关系升温的效果，最终这一做法成为其教学理念，不仅让课堂更生动，还能启发学生找到自身的兴趣热情。 4．细节理解题。根据第一段“When you’re a teacher, a big part of your job is battling student misconceptions. Often students come to the classroom believing that learning can’t be fun and that what they learn isn’t relevant to the real world — much less to their personal interests (作为一名教师，工作的很大一部分是纠正学生的错误认知。学生们走进教室时，往往认为学习毫无乐趣，所学的知识与现实世界无关，更不用说和他们的个人兴趣相关了)”可知，教师面临的一大挑战是学生对于学习的错误设想，认为学习无趣且和现实、自身兴趣无关。故选B。 5．细节理解题。根据第二段“I’m a car enthusiast, so when I teach physics, I contextualize concepts with my knowledge about cars. If we’re covering friction, for example, I bring different tires into my classroom so that my students can conduct lab experiments with them to see how friction works in real-life applications (我是一名汽车爱好者，所以教物理时，我会用汽车相关知识为物理概念创设情境。比如讲到摩擦力时，我会把不同的轮胎带到教室，让学生用它们做实验，看看摩擦力在现实生活中是如何起作用的)”可知，作者将轮胎带到教室，是为了借助实物实验，让学生理解摩擦力这一科学概念在现实中的应用，也就是阐释科学概念。故选D。 6．细节理解题。根据第三段“When I first brought my hobbies to my classroom, I was focused on how doing so would build engagement and help my students understand concepts in science. But I quickly learned that the practice also helped me build stronger relationships with them (起初我把爱好带进课堂时，一心想着这样做能提高学生的课堂参与度，帮助他们理解科学概念，但我很快发现，这种做法还帮助我和学生建立了更紧密的关系)”可知，作者将爱好融入课堂的初衷是提升参与度、帮助学生理解概念，而意外的结果是师生之间的联系变得更加紧密。故选C。 7．推理判断题。通读全文，尤其根据作者打破传统教学模式，主动将自己的汽车爱好融入物理课堂，通过第二段“If we’re covering friction, for example, I bring different tires into my classroom so that my students can conduct lab experiments with them to see how friction works in real-life applications (例如，如果我们要讨论摩擦，我会把不同的轮胎带到教室里，这样我的学生就可以用它们进行实验室实验，看看摩擦在现实生活中是如何工作的)”可知，作者作为教师，敢于创新教学方式，打破学生对学习的固有认知，是富有创新精神的。故选A。 经典2：（2025·全国I卷）In my ninth-grade writing class last year, I met a cowboy who saved his town, a strict father who demanded his son earn straight A’s, and a modern-day Juliet who died of heartbreak after her parents rejected the love of her young life. More than once, I found myself wondering just how my students, who’d created these people, knew their subjects so well. But things were different for their first essay, which was about the question: “Why is writing important?” Most of the essays filled less than one page, and few contained a sentence that could be interpreted as a thesis (论点) statement. I was shocked. Then I realized that the problem was the question itself. They could have written pages on the necessity of computers, but writing, in and of itself, simply didn’t strike them as important. This would have to change. As a new unit started, I asked everyone to write a persuasive piece on a health-related topic of their choice. This time they found the exercise much more interesting. For the next two assignments, a personal-narrative unit followed by a creative-writing workshop, I only required that the piece meet the specifications of its genre (体裁) and that it contain a thesis. The results were staggering. The students took on diverse topics and turned in stories, 10 to 20 pages each, with characters that broadened my view and touched my heart. I walked into class believing that writing is important as a means of communication. However, my students demonstrated something more important to me. When the final bell rang in June, I walked away with a yearbook full of messages about writing’s most powerful significance — the ability to connect people, to put us in another’s skin, to teach us what it means to be human. 4. Who are the people mentioned at the beginning of paragraph 1? A. Ninth graders. B. Students’ parents. C. Modern writers. D. Fictional characters. 5. Why did the students perform poorly in writing their first essay? A. They were not given enough time. B. They had a very limited vocabulary. C. They misunderstood the question. D. They had little interest in the topic. 6. What does the underlined word “staggering” in paragraph 3 mean? A. Mixed. B. Amazing. C. Similar. D. Disturbing. 7. What does the author’s experience show? A. Teaching is learning. B. Still waters run deep. C. Knowledge is power. D. Practice makes perfect. 【答案】4. D 5. D 6. B 7. A 【解析】本文是一篇记叙文。文章主要讲述了作者作为一名写作课老师，通过教学实践逐渐认识到学生写作动力的来源以及写作真正意义的成长故事。 4. D细节理解题。根据第一段中“In my ninth-grade writing class last year, I met a cowboy who saved his town, a strict father who demanded his son earn straight A’s, and a modern-day Juliet who died of heartbreak after her parents rejected the love of her young life. More than once, I found myself wondering just how my students, who’d created these people, knew their subjects so well. (去年，在我九年级的写作课上，我结识了一位拯救了自己小镇的牛仔、一位要求儿子门门功课全得A的严厉父亲，还有一位现代版的朱丽叶——因父母反对她年少的爱情而心碎离世。不止一次，我暗自琢磨，这些塑造了这些人物的学生，究竟是如何如此深谙他们笔下的角色的)”可知，这里提到的牛仔、严厉的父亲和现代版的朱丽叶都是学生在写作中创造出来的虚构人物。故选D。 5. D推理判断题。根据第二段中“Most of the essays filled less than one page, and few contained a sentence that could be interpreted as a thesis (论点) statement. I was shocked. Then I realized that the problem was the question itself. They could have written pages on the necessity of computers, but writing, in and of itself, simply didn’t strike them as important.(大多数文章篇幅不足一页，几乎没有包含可被视为论点的句子。我感到震惊。随后我意识到问题出在题目本身。他们本可以就电脑的必要性写下数页内容，但写作本身根本没让他们觉得重要)”可推知，学生们在写第一篇作文时表现不佳，是因为他们对写作这个话题本身不感兴趣。故选D。 6. B词句猜测题。根据第三段中“The results were staggering. The students took on diverse topics and turned in stories, 10 to 20 pages each, with characters that broadened my view and touched my heart. (结果是staggering。学生们选取了多样的主题，交上来的故事每篇都有10到20页长，其中的人物拓宽了我的视野，也触动了我的心)”可知，学生们写出了内容丰富、打动人心的故事，与之前的表现形成强烈对比。staggering意为“令人震惊的、惊人的”，与B选项“Amazing(惊人的)”语义一致。故选B。 7. A推理判断题。根据最后一段“I walked into class believing that writing is important as a means of communication. However, my students demonstrated something more important to me. When the final bell rang in June, I walked away with a yearbook full of messages about writing’s most powerful significance — the ability to connect people, to put us in another’s skin, to teach us what it means to be human. (我走进教室时坚信写作作为一种交流方式至关重要。然而，学生们向我展示了更为重要的东西。当六月的下课铃响起时，我带着一本满是留言的年鉴离开——这些留言诉说着写作最强大的意义：它能连接人与人，让我们换位思考，教会我们身为人类的真谛)”结合全文内容可知，文章通过作者的教学经历，说明她在教导学生的同时，自己也领悟到写作的真正意义，这一过程体现了“教学相长”的理念。选项A“Teaching is learning(教学相长)”符合文中描述的作者通过教学获得的新认识。故选A。 经典3：（2025·全国II卷）Kathy Ho teaches high school inside Lucile Packard Children’s Hospital Stanford (LPCH). “Sometimes I don’t like saying that I’m a teacher,” says Ho. “People get in their minds an idea of what teachers do, but that’s not really what it is here.” “Here” is room 386, where each year, about 500 LPCH patients also become students. The hospital school is free of parents, doctors, and medical procedures. It’s a place of learning. About half of Ho’s students stay for a week or less; others are there for more than a year. Most of Ho’s students will recover, which means that preparing them to return to school is an increasingly important component of care. Still, in room 386, academics don’t come first. Physical health and mental health are the priority. “If you’re scared about something and thinking only about that, there’s no way you’re going to be able to learn,” Ho says. “I’m a coach, an adviser, and a comforter, and that’s what it means to be a hospital teacher.” There are up to 30 students at any given time in Ho’s class. She generally works with their regular teachers to get lessons and tests being used at their home schools. Some teachers don’t give the kids any assignments; they express sympathy instead. “I feel like it is a disservice to the kids,” Ho says. “They think their teachers don’t care about their schoolwork.” Ho recognizes the psychological benefit of helping kids keep up with their peers (同龄人) outside the hospital. “I actually think the medicine is only a small piece for some problems,” says Julie Good, director of pain management services at LPCH. “It’s about problem-solving around what it means to have a full life. Those kids have dreams. School can keep those dreams alive by giving kids a way to learn and grow.” 4. Who does Ho teach at LPCH? A. Sick children. B. Young nurses. C. Medical students. D. Patients’ parents. 5. What is a characteristic of Ho’s job? A. Prioritizing academics. B. Encouraging innovation. C. Treating various diseases. D. Playing multiple roles. 6. What does the underlined word “it” refer to in paragraph 4? A. Offering regular lessons. B. Paying extra attention. C. Assigning no schoolwork. D. Showing no sympathy. 7. How does the hospital school benefit the students according to Good? A. It eases peer pressure. B. It helps them live in hope. C. It frees them from aches. D. It entertains them with stories. 【答案】4. A 5. D 6. C 7. B 【解析】本文是一篇记叙文，主要讲述了Kathy Ho在斯坦福露西尔・帕卡德儿童医院（LPCH）担任教师的工作情况，介绍了医院学校学生的情况、她工作的特点以及医院学校对学生的益处。 4. A细节理解题。根据文章第二段中““Here” is room 386, where each year, about 500 LPCH patients also become students. The hospital school is free of parents, doctors, and medical procedures. It’s a place of learning. About half of Ho’s students stay for a week or less; others are there for more than a year. Most of Ho’s students will recover, which means that preparing them to return to school is an increasingly important component of care. (“这里”指的是386 室，每年约有500名露西尔・帕卡德儿童医院（LPCH）的患者在这里成为学生。这所医院学校里没有家长、医生，也没有医疗程序。它是一个学习的地方。Ho老师的学生中，约有一半只待一周或更短时间，其他人则会待一年以上。大多数学生最终会康复，这意味着，帮助他们做好重返学校的准备正成为护理工作中日益重要的组成部分)” 可知，Ho在露西尔・帕卡德儿童医院（LPCH）教生病的孩子。故选A。 5. D细节理解题。根据文章第三段中“I’m a coach, an adviser, and a comforter, and that’s what it means to be a hospital teacher. (我是一名教练、一名顾问和一名安慰者，这就是作为一名医院教师的意义)”可知，Ho工作的一个特点是扮演多种角色。故选D。 6. C词句猜测题。根据文章第四段划线词所在句“Some teachers don’t give the kids any assignments; they express sympathy instead. “I feel like it is a disservice to the kids,” Ho says. (一些老师不给孩子们布置任何作业，而是表达同情。Ho说：“我觉得这对孩子们是一种伤害”)” 可推知，其中的“it”指的是不给孩子们布置作业这件事。故选C。 7. B推理判断题。根据文章最后一段中Julie Good所说的“It’s about problem-solving around what it means to have a full life. Those kids have dreams. School can keep those dreams alive by giving kids a way to learn and grow. (这关乎围绕 “何为充实人生” 展开的问题解决。那些孩子拥有梦想，而学校能通过为他们提供学习与成长的途径，让这些梦想得以延续)”可推知，Good认为医院学校通过让孩子保持学习和成长，帮助他们维系梦想，即帮助他们生活在希望中。故选B。 2.为什么高考中校园生活是重要的命题情境 高考命题通过记叙文语篇的考查，体现高考浸润人文关怀的思想。记叙文通过人物活动的心理描写、环境描写、人物情绪的变化展现人性的善良，社会的进步和生活的美好。记叙文素材能让人感悟到人文情怀，体会到人与人之间的世间真情。所以高考记叙文是必不可缺的部分，而校园生活故事又是记叙文中最重要的部分，因为参加高考的学生经历了十几年的校园生活，他们感悟颇多，最容易共情，这就是校园生活高频出现的原因所在。 进阶·题型剖析 校园生活题材记叙文的特点： 特点1 描述作者的自己感受 记叙文与其他文体最大的区别是：记叙文通过人物故事、环境描写、人物情绪、人物动作等立体情境，描绘出一个活灵活现的画面，从而表达作者的某种情感和态度，进而表达主题思想、歌颂美好事物和内心感受。所以在高考记叙文命题中，常考学生通过故事情节的变化，推断作者的感受。 常见的选项词汇有：annoyed adj. 恼怒的，气恼的；disappointed adj. 失望的，灰心的；encouraged受鼓舞的astonished adj. 感到惊讶的；十分惊奇的；honored adj. 光荣的：荣幸的；amused adj. 被逗笑的；愉快的；顽皮的；stressed adj. 紧张的；感到有压力的；inspired adj. 有创造力的；品质优秀的；有雄心壮志的uplifted adj. 感到振奋的；puzzled adj. 困惑的，糊涂的，茫然的；concerned adj. 忧虑的；认为重要的；关注的 特点2 描述文中人物特征 高考阅读理解中常有描述人物特点的阅读理解题。命题人通过文章中对人物的事迹、语言、心理等进行描述，进而让考生推测人物的性格特征。 把描述人物的性格特征的词一一列出，基本上考题不会超出这些词汇，考前把它们的意思记熟。预测每个词需要和什么样的事迹相对应，这样在考场上就能迅速地找到答案。对这种题要迅速解决，以给其他试题提供做题时间。 【描写人物特征的形容词】 generous慷慨的；brave勇敢的；demanding要求高的; 苛求的; 需要高技能(或耐性等)的; 费力的; 要求极严的; 难满足的；impatient不耐烦的； outgoing外向的；easy-going随和的；organized有条理的；modest谦虚的；optimistic乐观的；cautious小心，谨慎的；caring乐于助人的; 关心他人的; 体贴人的； skillful熟练的; 灵巧的; 擅长于 (at; in); 制作精巧的；responsible负责任的； determined有决心的；modest谦虚的；creative有创造力的；ambitious有雄心的；adventurous冒险的；cooperative 有合作意识的；honest诚实的；capable adj. 有能力的,有才能的；confident adj.自信的；diligent adj.勤奋的；voluntary adj.自愿的,主动的；energetic adj. 精力旺盛的；humorous adj.幽默的；enthusiastic adj.热情的；experienced adj.有经验的 intelligent聪明的; 智能的; 有才智的; 悟性强的; 有智力的; 有理解和学习能力的；grateful感激的；helpful有帮助的；talkative健谈的；athletic运动型; 体育运动的; 健壮的；patient有耐心的；innovative创新的；tolerant忍受的；positive 积极的；committed坚信的; 尽心尽力的; 坚定的；considerate 体贴的；ashamed惭愧的; regretful后悔的；disappointed失望的；amazed吃惊的；satisfied满意的；shocked震惊的；overjoyed过度高兴的；pleased满意的；indifferent冷漠的；sorrowful悲伤的；sympathetic同情的；hardworking勤劳的；embarrassed尴尬的；proud自豪的；energetic充满活力的；courageous勇敢的; 无畏的；independent独立的；sensitive敏感的。 熟记这些人物特征的形容词，深刻理解每个词的含义。设想每个词可能支撑的事实。这样我们在考试上，就能迅速找到正确答案。 关于人物的性质特征的描述，在试题题有时出现两个并列的词。例如：Determined and adaptable这时要注意，考生一定要从文章找到两个词的相关依据，不要看到一个词依据就做出判断，这样容易出错。 特点3 描述作者对发生事件的态度 高考记叙文阅读理解中常有描述作者对事件的态度阅读理解题。命题人通过文章中对文章的整体内容的思考，进而让考生推测作者的写作态度。 【解题指导】 把描述作者态度的词一一列出，基本上考题不会超出这些词汇，考前把它们的意思记熟。预测每个词需要和什么样的事实相对应，这样在考场上就能迅速地找到答案。对这种题要迅速解决，以给其他试题提供做题时间。 【描写作者态度的形容词】（选项常用词） ambitious有雄心的；undoubted无怀疑的；indifferent冷漠的；unconfident没信心的；uncaring不关心的；worried担心的；satisfied满意的；cautious谨慎的；favorable赞同的；doubtful怀疑的；uninterested不感兴趣的；frightened 害怕的；puzzled迷惑不解的；concerned关心的；happy高兴的；tolerant忍受的；sympathetic同情的； delighted高兴的；carefree无忧无虑的; 无牵挂的; 不负责任的 unclear不清楚的； opposed反对的；appreciative adj.感激的; 感谢的; 欣赏的; 赏识的; suspicious adj.感觉可疑的; 怀疑的; 令人怀疑的; 可疑的; 不信任的; 持怀疑态度的；objective adj.客观的; 就事论事的; 不带个人感情的; 客观存在的; 基于事实的; confused迷惑不解的；conservative adj.保守的; 守旧的;pessimistic悲观的； disapproving不同意的；ambiguous模棱两可的；skeptical怀疑的 特点4 多考查细节理解题 关注：事件发展与逻辑还原 1. 核心原则 顺序先行，因果后定：先按时间顺序梳理事件先后，再用因果逻辑串联“为什么发生”。关注信号词，忽略修饰语：情节题只考“发生了什么”，不考“描写得多美” 2. 关键词分类与提取 类型 常见形式 示例 时间顺序词 明确时间点、先后衔接词 first / then / later / finally / before / after / next 因果逻辑词 表原因或结果的连词/副词 because / so / as a result / therefore / since / thus 转折变化词 情节反转或意外发生 however / suddenly / unexpectedly / but / yet 情感变化词 暗示情节走向的情绪标记 unfortunately / luckily / to one’s surprise / sadly 结局提示词 收束性表达 in the end / eventually / finally / at last 3. 情节梳理方法 文本特征 梳理策略 顺叙（最常见） 按时间词顺序排列事件，首尾锁定法：先找第一个事件，再找最后一个事件 倒叙（开头是结局） 区分“当前时间”与“回忆时间”，题干若问“what happened first”需在回忆部分找 插叙（中间插入背景） 将插入部分暂时搁置，先恢复主线事件链，再判断插入段的作用 双线并行（明线+暗线） 明线=外部动作，暗线=内心变化，题干可能要求匹配两条线的对应节点 4. 常见设问形式 What happened first / next / last? Which of the following shows the correct order of events? What led to the author’s decision to...? What caused the change in the character’s attitude? 5. 易错提醒 不要被描写句干扰：形容词堆砌的句子往往不包含情节推进信息 倒叙题先定时间轴：画出“故事开始→回忆→回到现在”三条时间线再作答 因果题找直接原因：题干问“直接导致某事件的原因”，选最近邻的前置事件，而非根本背景 拔高·模拟演练 1.（2027·陕西省商洛市山阳县高三一模）When I was in the tenth grade, I had an experience that completely changed my attitude towards failure. I took part in the school public‑speaking competition. I spent nearly three weeks writing my speech and practicing every night after homework. I imagined myself standing on the stage and winning the first prize. On the day of the contest, my hands were shaking as I stepped onto the platform. Everything went well in the first one minute. Suddenly my mind went blank. I forgot the rest of my speech. I stood there in total silence for almost twenty seconds, with hundreds of eyes fixed on me. At last I had to apologize and walked off the stage in shame. For several days afterwards, I avoided speaking in front of my classmates. I was convinced that everyone would laugh at me. My English teacher found I was upset. She told me that every person would meet with failures. The real shame was not making mistakes, but refusing to try again because of fear. She encouraged me to rewrite my speech and practice for next year’s competition. I followed her advice. I practiced even harder. One year later, I joined the competition again. This time I did not win first place either, but I finished my whole speech calmly. That small victory helped me realize: failure is not the ending; it is a chance for growth. 1．What was the writer’s expectation before the first speech contest? A．To get the top award. B．To overcome stage fright. C．To make new friends. D．To receive the teacher’s praise. 2．Why did the writer leave the stage halfway? A．She felt terribly sick. B．She forgot the speech content. C．She was disturbed by the audience. D．Her speech time ran out. 3．What did the teacher advise the writer to do? A．Give up public speaking forever. B．Forget the competition immediately. C．Keep practicing and try again later. D．Apologize in front of the whole school. 4．What message does the text want to convey? A．Practice makes perfect. B．Failure can be beneficial for personal growth. C．Teachers play the most important role in teenagers’ life. D．Confidence guarantees success in competitions. 【答案】1．A 2．B 3．C 4．B 【解析】文章主要讲述了作者因演讲比赛忘词而受挫，后在老师鼓励下重新尝试并领悟失败是成长机会的故事。 1．细节理解题。根据第一段中“I imagined myself standing on the stage and winning the first prize.(我想象自己站在舞台上赢得一等奖)”可知，作者在第一次演讲比赛前期望获得最高奖项。 2．细节理解题。根据第二段中“Suddenly my mind went blank. I forgot the rest of my speech. I stood there in total silence for almost twenty seconds, with hundreds of eyes fixed on me. At last I had to apologize and walked off the stage in shame.(突然，我的脑子一片空白。我忘了演讲的其余部分。我静静地站在那里将近二十秒，数百只眼睛盯着我。最后，我不得不道歉，羞愧地走下舞台)”可知，作者中途离开舞台是因为忘记了演讲内容。 3．细节理解题。根据第三段中“She encouraged me to rewrite my speech and practice for next year’s competition.(她鼓励我重写演讲稿并为明年的比赛练习)”可知，老师建议作者坚持练习并再次尝试。 4．推理判断题。根据最后一段中“That small victory helped me realize: failure is not the ending; it is a chance for growth.(那个小小的胜利让我意识到：失败不是终点；它是成长的机会)”并结合作者的经历可知，文章想要传达的信息是失败对个人成长是有益的。 2.（2027·广东深圳外国语学校阶段性考试）The person who set the course of my life was a school teacher named Marjorie Hurd. When I stepped off a ship in New York Harbor in 1949, I was a nine-year-old war refugee, who had lost his mother and was coming to live with the father he did not know. My mother, Eleni Gatzoyiannis, had been imprisoned and shot for sending my sisters and me to freedom. I was thirteen years old when I entered Chandler Junior High. Shortly after I arrived, I was told to select a hobby to pursue during “club hours.” The idea of hobbies and clubs made no sense to my immigrant ears, but I decided to follow the prettiest girl in my class. She led me into the presence of Miss Hurd, the school newspaper adviser and English teacher. A tough woman with salt-and-pepper hair and determined eyes, Miss Hurd had no patience with lazybones. She drilled us in grammar, assigned stories for us to read and discuss, and eventually taught us how to put out a newspaper. Her introduction to the literary wealth of Greece gave me a new perspective on my war-torn homeland, making me proud of my origins. Her efforts inspired me to understand the logic and structure of the English language. Owing to her inspiration, In the twenty-five years that followed, I worked as a professional journalist. Miss Hurd retired at the age of 62. By then, she had taught for a total of 41 years. Even after her retirement, she continually made a project of unwilling students in whom she spied a spark of potential. The students were mainly from the most troubled homes, yet she alternately bullied and charmed them with her own special brand of tough love, until the spark caught fire. Miss Hurd was the one who directed my grief and pain into writing. But for Miss Hurd, I wouldn’t have become a reporter. She was the catalyst that sent me into journalism and indirectly caused all the good things that came after. 1．Which of the following caused the author to think of his homeland differently? A．Stepping on the American soil for the first time. B．His mother’s miserable death. C．Being exposed to Greek literary works. D．Following the prettiest girl in his class. 2．Which words best describe Miss Hurd as a teacher? A．Strict but inspiring. B．Tough but indifferent. C．Impatient but caring. D．Serious but approachable. 3．What can be inferred from paragraph 4? A．The students Miss Hurd taught were all finally fired. B．Miss Hurd’s contribution was recognized across the nation. C．Miss Hurd employed a unique way to handle these students. D．Students from troubled homes preferred Miss Hurd’s teaching style. 4．Why does the author call Miss Hurd a “catalyst”? A．To stress her role in starting his writing career. B．To suggest she changed his personality completely. C．To indicate she was the only person who helped him. D．To show she was as powerful as a chemical substance. 【答案】1．C 2．A 3．C 4．A 【解析】文章主要介绍了作者回忆自己的老师Marjorie Hurd，讲述这位老师如何影响并改变了作者的人生，将作者的悲痛转化为写作动力，引导作者走上新闻写作道路。 1．细节理解题。根据原文第三段“Her introduction to the literary wealth of Greece gave me a new perspective on my war-torn homeland, making me proud of my origins.(她向我介绍希腊丰富的文学作品，让我对饱受战争蹂躏的祖国有了全新的看法，也让我为自己的出身感到自豪。)”可知，接触希腊文学作品，让作者对祖国有了不一样的认识。 2．推理判断题。根据原文第三段“A tough woman with salt-and-pepper hair and determined eyes, Miss Hurd had no patience with lazybones.(赫德小姐头发花白夹杂黑发，眼神坚定，是个严厉的女人，她对懒人没有耐心。)”以及“Her efforts inspired me to understand the logic and structure of the English language.(她的努力激励我理解英语的逻辑与结构。)”可知，Hurd老师严格且富有启发性。 3．推理判断题。根据原文第四段“The students were mainly from the most troubled homes, yet she alternately bullied and charmed them with her own special brand of tough love, until the spark caught fire.(这些学生大多来自问题最严重的家庭，但她用自己独特的严厉关爱方式，时而鞭策、时而鼓励他们，直到点燃他们内心的火花。)”可知，Hurd老师采用独特的方式来教育这些学生。 4．推理判断题。根据原文第五段“But for Miss Hurd, I wouldn’t have become a reporter. She was the catalyst that sent me into journalism and indirectly caused all the good things that came after.(如果没有Hurd老师，我不会成为一名记者。她是促使我进入新闻行业的催化剂，也间接带来了之后所有美好的事情。)”可知，作者称Hurd老师为催化剂，是为了强调她在开启自己写作生涯方面起到的作用。 3.Growing up in Campana, my father’s workshop felt like a magical world. The smell of metal, the sound of machines, and his work-worn clothes left a deep impression on me. It was there that I learned to turn discarded (丢弃的) car parts into toys that fueled my childhood adventures. Now I’m a PE teacher. I’ve brought my childhood love of creating into the classroom by building metal models from discarded metal parts that show how the human body moves in sports — all without using electricity. These moving sculptures have become my teaching tools, capturing complex motions in slow, easy-to-see detail. Over time, my creations have grown: from a skateboard model to El Dibu Martinez’s famous World Cup save, from a metal rock band to a wheeled dinosaur. Each piece reflects the beauty of movement. At school, I used to notice students always staring at their phones during breaks. But things changed when they became engaged with my projects. One memorable activity was when we made small boats from waste and tested whether they would float in water-filled containers. In that moment, the screens were forgotten, replaced by the excitement of discovery. Another meaningful project came when a mother asked me to adapt a prosthetic (假体的) arm for her son Juan. Using just a simple plastic bucket, I created a working design. The moment Juan wore the arm, he began picking things up and handing them to me. We laughed together to celebrate the amazing moment. To support these projects, my weekly routine now includes searching for materials in garbage dumps. With a limited budget, this is still necessary. But I see a bright side. We’re not only saving resources but also giving new life to discarded materials in creative ways. The smell of metal still takes me back to my father’s workshop. What he gave me was more than skills — he taught me that nothing is useless until we stop imagining what it could become. 1．Why does the author build metal models, according to paragraph 2? A．To present his artistic creativity. B．To sharpen his metalworking ability. C．To amuse students in their free time. D．To explain sports movements clearly. 2．What can be inferred about the author from paragraph 3? A．He encourages learning by doing. B．He relies on advanced technology. C．He emphasizes competitive sports. D．He prioritizes theoretical knowledge. 3．Which of the following best describes the author? A．Skilled and tolerant. B．Practical but strict. C．Caring and resourceful. D．Talented but demanding. 4．What does the author learn from his father? A．The respect for craftsmanship. B．The joy of creating and teaching. C．The ability to turn waste into value. D．The kindness toward people in need. 【答案】1．D 2．A 3．C 4．C 【解析】本文讲述了一名体育教师受父亲影响，利用废弃金属制作金属模型作为教具，设计动手项目吸引学生，还用废料为孩子制作假肢，诠释了变废为宝、动手创造的教育理念。 1．细节理解题。根据第二段“Now I’m a PE teacher. I’ve brought my childhood love of creating into the classroom by building metal models from discarded metal parts that show how the human body moves in sports (我现在是一名体育老师。我把儿时的创作热爱带进课堂，用废弃金属零件制作金属模型，展示人体在体育运动中的运动方式)”可知，作者制作金属模型是为了清晰讲解体育运动动作。 2．推理判断题。根据第三段“At school, I used to notice students always staring at their phones during breaks. But things changed when they became engaged with my projects. One memorable activity was when we made small boats from waste and tested whether they would float in water-filled containers. (在学校，我发现学生课间总盯着手机。但当他们参与我的项目后，情况发生了改变。一次难忘的活动，我们用废料制作小船，测试它们能否在装水容器里漂浮。)”可知，作者组织动手实践活动，鼓励学生在实践中学习。 3．推理判断题。根据第三段“At school, I used to notice students always staring at their phones during breaks. But things changed when they became engaged with my projects. (在学校，我发现学生课间总盯着手机。但当他们参与我的项目后，情况发生了改变。)”以及第四段“Another meaningful project came when a mother asked me to adapt a prosthetic (假体的) arm for her son Juan. Using just a simple plastic bucket, I created a working design. (还有一件有意义的事：一位母亲请求我为她儿子Juan改造假肢。我只用一个普通塑料桶，就做出了可用的设计。)”可知，作者关心学生，还能利用简易材料解决难题，是个体贴且足智多谋的人。 4．细节理解题。根据最后一段“What he gave me was more than skills — he taught me that nothing is useless until we stop imagining what it could become. (他教给我的远不止手艺，他教会我：只要我们还能想象它的用途，就没有东西是无用的)”可知，作者从父亲那里学到了把废弃物转化为有价值物品的能力。 4.（2027·河南安阳市学情调研）I sat silently in my office, waiting for a computer science student whose paper exposed a clear problem: many details in his report were made up by AI tools. He had handed in chatbot-generated content as his own work, and I once planned to give him a failing grade. The more I turned the pages, the heavier my heart felt. Yet I decided to hear his explanation. I have worked with early AI tools for nearly twenty years. After earning my doctor’s degree in computer science, I took jobs in the technology industry while continuing to teach university courses. I used AI daily to polish documents and speed up boring coding work for my own tasks. However, I stuck to a strict rule that students must keep away from AI in all assignments. When the student walked in, he admitted using AI without hiding anything. He felt anxious, believing mastering AI was necessary for his future career, but having no clear idea about when and how to use it properly. Listening to his worries, I felt ashamed of what I did. I relied on AI every day, yet forced students to avoid it fully. It struck me that strict bans would only build a wall to hide my own confusion about the fast-changing learning environment. I gave the student a chance to rewrite his report, and later held a class discussion to draw up an AI agreement together. At first, students stayed cautious, but they opened up after I shared my own AI experiences. After a heated discussion, we drew a line separating mechanical output from actual thinking. Automating repetitive tasks or literature searches, as well as producing outlines, was acceptable. Skipping critical analysis was not: it would remain strictly human tasks. Now I always co-create such agreements with new classes. Besides this rule, I shorten students’ papers to two pages and value face-to-face discussions more. These changes push students to organize ideas logically and practice independent thinking, which is the true core of teaching in the AI age. 1．How did the author probably feel while she waited in the office? A．Relieved. B．Awkward. C．Sympathetic. D．Annoyed. 2．What made the author ashamed? A．The worsening learning environment. B．Her inconsistent attitude toward AI use. C．The student’s ignorance of AI’s weakness. D．Her poor performance in technology industry. 3．What agreement did the author reach with her students? A．AI is allowed to handle analysis tasks. B．AI can help reach reasoning conclusions. C．Students can depend on AI to form frameworks. D．Students must label AI-generated content in their papers. 4．What message does the text deliver? A．Teaching needs reforming to suit the times. B．Face-to-face discussions are the best approach. C．Specific rules should be made in the beginning. D．Academic problems give rise to new technology. 【答案】1．D 2．B 3．C 4．A 【解析】一位老师发现学生用AI写论文，反思自身矛盾态度，和学生共同制定AI使用规则，调整教学以培养独立思考。 1．推理判断题。根据第一段“He had handed in chatbot-generated content as his own work, and I once planned to give him a failing grade.(他把聊天机器人生成的内容当作自己的作业上交，我曾打算给他不及格。)”可知，学生使用AI代写论文，作者原本打算判不及格，由此可推断作者等候时感到恼火。 2．细节理解题。根据第三段“I relied on AI every day, yet forced students to avoid it fully.(我每天都在使用人工智能，却强迫学生完全不要使用它。)”可知，作者自己日常使用AI，却禁止学生使用，这种前后不一致的态度让她感到羞愧。 3．细节理解题。根据第四段“Automating repetitive tasks or literature searches, as well as producing outlines, was acceptable.(将重复性任务、文献检索自动化以及生成大纲，都是可以接受的。)” 可知，学生可以借助AI生成大纲，也就是搭建文章框架。 4．推理判断题。根据最后一段“These changes push students to organize ideas logically and practice independent thinking, which is the true core of teaching in the AI age.(这些改变促使学生有条理地梳理观点、锻炼独立思考能力，这正是人工智能时代教学的真正核心。)”可推断，为适配AI时代，教学需要做出改革。 5.（2027·湖南衡阳市第一中学月考）If I hadn’t been a struggling violinist, I might have never become a writer. In fourth grade, my school had an orchestra program, and I eagerly signed up to learn the violin with my friend Irene. We both loved the idea of being in the orchestra and walked together to our music lessons every week. Our orchestra teacher, Mr. Baumgartner, was strict. He told us that if we damaged our instruments, we’d be kicked out of the program because the school couldn’t afford replacements. Unfortunately, I wasn’t very good at the violin. One day, while practicing, the bridge of my violin flew off and the strings broke. Scared of Mr. Baumgartner’s reaction, I tried to fix it myself with some glue. But when he saw my crooked bridge, he told me I couldn’t be in the orchestra anymore. Instead, he suggested I join the glee club. I switched to the glee club and found I enjoyed singing with others, even though I didn’t have a great voice. Later, the junior high chorus held auditions for the All City Honor Chorus, and I was one of only five girls from my school to audition. Because of this, I made the chorus. After a performance, my English teacher asked if anyone in the chorus wanted to write an article for the school newspaper. For some reason, I raised my hand. I loved reading, but I had never thought about writing before. However, when I saw my name and words in print, I knew I wanted to write more. The next year, I became the editor of the school newspaper. I realized that writing was my true passion. Looking back, I understand that if I hadn’t broken my violin and joined the glee club, I might never have discovered my love for writing. Years later, I saw Irene at a reunion. She told me she had become a professional violinist in Australia. I thought, "That could have been me." But Mr. Baumgartner’s decision led me to a different path — one filled with words and stories. I’m grateful for that turn in my life and for Mr. Baumgartner’s unexpected guidance. 1．What caused the author to leave the school orchestra? A．She lost interest in playing the violin. B．She wanted to join the glee club instead. C．She damaged her violin and failed to repair it properly. D．Her friend Irene became much better than her. 2．What was the initial result of the author joining the glee club? A．She immediately discovered her talent for singing. B．She was selected for a city-wide honor chorus. C．She decided to become a professional singer. D．She started writing articles for the newspaper. 3．How did the author feel when she first saw her writing published? A．Surprised but indifferent. B．Proud and determined to continue. C．Regretful about her past choices. D．Nervous about others’ opinions. 4．What is the main message the author wants to convey? A．Failure in one area can lead to success in another. B．Strict teachers are essential for student development. C．Childhood friendships can shape our future careers. D．Natural talent is more important than hard work. 【答案】1．C 2．B 3．B 4．A 【解析】本文是一篇记叙文。文章讲述了作者原本想成为小提琴手，却因意外损坏小提琴被老师建议加入合唱团，最终发现写作才是自己真正热爱的事业的故事。 1．细节理解题。根据文章第二段“Unfortunately, I wasn’t very good at the violin. One day, while practicing, the bridge of my violin flew off and the strings broke. Scared of Mr. Baumgartner’s reaction, I tried to fix it myself with some glue. But when he saw my crooked bridge, he told me I couldn’t be in the orchestra anymore. (不幸的是，我小提琴拉得不好。有一天，我在练习的时候，小提琴的琴马飞了出去，琴弦断了。我害怕鲍姆加特纳先生的反应，试图用胶水自己修理。但当他看到我歪歪扭扭的琴马时，他告诉我不能再参加管弦乐队了。)”可知，作者因为损坏了小提琴且没有正确修复，导致被老师要求退出管弦乐队。故选C项。 2．细节理解题。根据文章第四段“I switched to the glee club and found I enjoyed singing with others, even though I didn’t have a great voice. Later, the junior high chorus held auditions for the All City Honor Chorus, and I was one of only five girls from my school to audition. Because of this, I made the chorus. (我转到了合唱团，发现我喜欢和别人一起唱歌，尽管我的声音不是很好听。后来，初中合唱团为全市荣誉合唱团举行了试唱，我是我们学校仅有的五个参加试唱的女孩之一。正因为如此，我加入了合唱团。)”可知，作者加入合唱团后，被选入了全市荣誉合唱团。故选B项。 3．推理判断题。根据文章第五段“However, when I saw my name and words in print, I knew I wanted to write more. (然而，当我看到我的名字和文字被印刷出来时，我知道我想写更多。)”可知，作者看到自己的文章被发表后，感到自豪并决定继续写作。故选B项。 4．主旨大意题。根据文章最后一段“Looking back, I understand that if I hadn’t broken my violin and joined the glee club, I might never have discovered my love for writing. Years later, I saw Irene at a reunion. She told me she had become a professional violinist in Australia. I thought, "That could have been me." But Mr. Baumgartner’s decision led me to a different path — one filled with words and stories. I’m grateful for that turn in my life and for Mr. Baumgartner’s unexpected guidance. (回想起来，我明白如果我没有弄坏小提琴并加入合唱团，我可能永远不会发现我对写作的热爱。多年后，我在一次聚会上见到了艾琳。她告诉我她已经在澳大利亚成为了一名职业小提琴手。我想，“那本来可能是我。”但是鲍姆加特纳先生的决定让我走上了一条不同的道路——一条充满文字和故事的道路。我感谢我生命中的这一转折，也感谢鲍姆加特纳先生意想不到的指导。) ”可知，作者通过自身经历传达了“失败或挫折可能成为人生转折点，并引领我们走向新的成功”的道理。故选A项。 6.（2027·山东聊城市月考）“You’re holding the guitar wrong.” That was the first thing Fabián Carrera said in my first classical guitar lesson. I had not yet played a note. He lifted the neck of his own guitar, set my left foot on a small stool, and straightened my wrist. The adjustments looked slight, but suddenly the instrument rested against me instead of fighting me. Carrera began with “Happy Birthday.” I could copy the tune, so I relaxed. Then he played it again, letting his thumb carry one line while the fingers added another. Next came single notes, then chords that seemed to hide the melody (旋律) inside them. Within minutes the song I thought I knew had become a room with several doors, and I was lost at the entrance. I had come partly because I was tired of quick answers. As an English teacher, I had found the ease of AI had devalued language and the difficult work, perseverance, and focus needed to make meaning out of words. My students could produce answers faster than ever, yet I wondered whether they still knew what it felt like to stay with something difficult until it began to speak back. The guitar, with its hollow wooden body and unforgiving strings, offered no shortcut. When I later asked to learn “Asturias,” a Spanish piece I loved, Carrera laughed softly. Learning music, he said, was like preparing Thanksgiving dinner. Some dishes could be finished early and kept warm; others needed hours in the oven. “‘Asturias’ is the turkey,” he said. “We can begin now, but we won’t eat it today.” So I practiced. Carrera asked me to keep a log (日志), not because minutes mattered by themselves, but because attention needed evidence. Slowly, a clean note led to a phrase; a phrase began to carry feeling. “You’re building a castle,” Carrera told me. “Every hour you practice is another brick.” Back in my classroom, I stopped praising speed so easily. I asked students to reread, to cross out, to begin again. The guitar had taught me that learning is not the quick arrival at an answer. It is the slow shaping of a person who can hear more than before. 1．Why did the familiar tune leave the author “lost at the entrance”? A．The tune was played too fast. B．His new position bothered him. C．The song proved more complex. D．Several songs were mixed together. 2．What led the author to guitar lessons? A．A move into guitar teaching. B．The pull of effortful learning. C．A break from classroom work. D．The appeal of AI-made music. 3．Which description best fits “Asturias” in Carrera’s eyes? A．Simple and familiar. B．Discouraging but melodious. C．Festive and straightforward. D．Time-consuming but worthwhile. 4．How did the guitar lessons change the author’s classroom? A．He treated answers as the goal. B．He replaced reading with music. C．He valued process over product. D．He kept practicing logs for students. 【答案】1．C 2．B 3．D 4．C 【解析】文章主要讲述了作者跟随吉他老师学习古典吉他的经历，通过对比AI带来的快捷答案，领悟到真正的学习需要耐心、专注与反复打磨的过程。 1．细节理解题。根据第二段中“Carrera began with “Happy Birthday.” I could copy the tune, so I relaxed. Then he played it again, letting his thumb carry one line while the fingers added another. Next came single notes, then chords that seemed to hide the melody (旋律) inside them. Within minutes the song I thought I knew had become a room with several doors, and I was lost at the entrance.(卡雷拉以一曲《生日快乐》开场。我能够模仿这个曲调，于是放松了下来。接着他又弹奏一遍，大拇指弹奏一段旋律，其余手指同时叠加另一段。随后是单音，再之后是和弦，旋律仿佛就蕴藏在这些和弦之中。几分钟内，这首我以为自己熟悉的曲子变成了一个有多扇门的房间，而我在入口处迷失了方向)”可知。老师演奏时加入拇指与手指的不同声部、单音和弦隐藏旋律等内容可知，这首熟悉的曲子实际上比作者想象的要复杂得多，因此让他感到迷失。 2．细节理解题。根据第三段中“I had come partly because I was tired of quick answers. As an English teacher, I had found the ease of AI had devalued language and the difficult work, perseverance, and focus needed to make meaning out of words.(我来学琴部分原因是我厌倦了快捷的答案。作为一名英语老师，我发现人工智能的便捷贬低了语言以及从文字中创造意义所需的艰辛努力、毅力和专注)”可知，作者被需要付出努力的学习所吸引，从而开始吉他课。 3．推理判断题。根据第四段中“Learning music, he said, was like preparing Thanksgiving dinner. Some dishes could be finished early and kept warm; others needed hours in the oven. “‘Asturias’ is the turkey,” he said. “We can begin now, but we won’t eat it today.”(他说，学习音乐就像准备感恩节晚餐。有些菜可以提前做好保温，还有些菜需要在烤箱里烤好几个小时“‘阿斯图里亚斯’就是火鸡，”他说。“我们现在可以开始了，但我们今天不会吃。”)”可知，在Carrera看来，这首曲子需要长时间的练习和等待，虽然耗时但值得投入，就像火鸡一样需要时间烹饪才能享用。 4．推理判断题。根据最后一段中“Back in my classroom, I stopped praising speed so easily. I asked students to reread, to cross out, to begin again. The guitar had taught me that learning is not the quick arrival at an answer. It is the slow shaping of a person who can hear more than before.(回到教室，我不再轻易赞美速度。我让学生重新阅读、划掉、重新开始。吉他教会我，学习不是快速得到一个答案，而是缓慢塑造一个能比以前听到更多东西的人)”可知，吉他课让作者不再看重速度和结果，而是更重视学习的过程。 7.（2027·湖北高中名校联盟高三一模）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 【解析】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。 4 / 6 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $