高考英语二轮-高频主题阅读词汇（综合练）（全国通用）（教师版）

这是一份高考英语二轮-高频主题阅读词汇（综合练）（全国通用）（教师版），共40页。试卷主要包含了 人与社会—— 最高频， 人与科技， 人与自然， 人与自我等内容，欢迎下载使用。

【命题趋势】
【三大致命考向】
考向一：熟词生义“隐形杀手”
必须警惕的常见词：develp (患；培养；冲洗), address (处理；发表演讲), sharp (急剧的；敏锐的), emply (使用；雇佣), appreciate (理解并欣赏；增值), charge (收费；充电；指控), spring (泉水；弹簧；跳跃；春天),
考向二：同义替换“解题密钥”
高考最爱的替换对：imprtant ≈ significant / crucial / vital / critical; shw ≈ indicate / demnstrate / reveal / illustrate; cause ≈ lead t / result in / cntribute t / give rise t; slve ≈ address / tackle / deal with / reslve; use ≈ emply / utilize / apply / make use f;
many ≈ numerus / a multitude f / a hst f
考向三：逻辑关系“文脉导航”
必须瞬间反应的关系词：转折：hwever, yet, but, nevertheless, in fact, actually (后文是重点！); 因果：therefre, thus, cnsequently, as a result, due t, wing t; 对比：n the cntrary, in cntrast, while, whereas, n the ther hand; 让步：althugh, thugh, even if, despite, in spite f (主句是核心！); 递进：mrever, furthermre, besides, in additin
通过对近五年高考英语全国卷及新高考卷的系统分析，其阅读词汇命题呈现以下四大核心趋势：
趋势一：主题词汇高度语境化——“活”的词汇
命题表现：1.不直接考查孤立的单词释义。2.深度嵌入具体社会议题和真实场景中考查。
备考启示：脱离语境的死记硬背完全失效。必须建立“主题-语境-词汇”三位一体的学习模式，在阅读真题和时事语料中激活词汇。
趋势二：考查重心转向“词汇深度知识”
命题表现：1. 一词多义与熟词生义常态化；2. 词汇的情感色彩与语域敏感度提升；3. 同义/近义替换的复杂度增加。
备考启示：从“认识这个词”升级到“吃透这个词”。掌握其不同义项、常见搭配、同反义网络，以及在语境中的细微差别。
趋势三：逻辑关联词汇成为理解关键“支架”
命题表现：文章逻辑结构更加复杂，转折、因果、对比、让步等关系词成为命题人设置理解障碍和题目陷阱的关键节点。正确理解hwever, nevertheless, whereas, thereby等词所引导的逻辑，是解答主旨、推断和态度题的前提。许多题目的答案就隐藏在逻辑转折词之后。
备考启示：将逻辑关联词视为与实义词同等重要的“战略词汇”。需系统掌握其功能分类，并在阅读中主动预判其后信息的走向。
趋势四：词汇与思辨能力考查深度融合
命题表现：1. 文本题材更“思辨”：议论文、书评、科技伦理讨论增多，涉及“科技的双刃剑”、“文化遗产的商业化”、“个人与集体的平衡”等辩证话题。2. 对应词汇更“抽象”：高频出现如 autnmy (自主性), ethical (伦理的), bias (偏见), paradx (悖论), accuntability (问责制) 等抽象概念词汇。3. 题目要求更“高阶”：要求考生基于对这类抽象词汇和复杂概念的理解，进行推断、评价和论证分析。
备考启示：词汇积累必须向上触及抽象概念层。在关注环保、科技等传统主题时，更要关注其背后的“伦理、责任、发展、平衡”等元概念及其英文表达。
根据以上趋势，高效备考应实现四个转变：
高考英语阅读词汇的命题，正从“语言知识测验”全面转向“通过语言进行思维测评”。它要求学生拥有的不是一个被动的“词汇量”，而是一个主动的、深度互联的、能在复杂语境和思辨场景中灵活调用的“词汇能力体系”。
应对这一趋势，最有效的路径是：以历年真题为土壤，以高频主题为脉络，以逻辑关系为骨架，深度培育你的词汇应用能力。这不仅是应试之道，更是未来大学学习所需核心能力的提前奠基。
一、人与社会(含传统文化)
高考英语阅读理解中，“人与社会”(含传统文化)类文章是高频考点，这类文章通常信息密集、文化概念多，但掌握核心技巧后完全可以攻克。
(一)核心解题思维
1. 读懂“文化负载词”：遇到传统术语(如“元宵节”“书法”)时，不要纠结拼写，迅速关联已知文化知识
作者往往会用同位语、定语从句或举例进行解释，紧盯这些解释部分。
2. 把握“比较思维”：中西文化对比是常见出题点，注意转折词(hwever, while, unlike)和比较级，这往往是观点所在。
3. 理解“深层价值”：表层是介绍文化现象，深层是传达价值观(如和谐、孝道、集体精神)，文章结尾常有点睛之笔，揭示文化意义。
(二)题型专项突破
【事实细节题】—— 精准定位
标志：When/Where/What/Why引导的问句；true/NOT true题型
技巧：题干中提取2-3个关键词，回原文扫描，答案常在关键词所在句或前后一两句，警惕“张冠李戴”“无中生有”“偷换概念”陷阱。
【词义猜测题】—— 语境破解
标志：The wrd “…” in Paragraph X prbably means…
技巧：联系上下文，尤其是同位语、破折号、冒号后的解释，传统文化类文章常用“下定义”方式解释术语。
【推理判断题】—— 合理推断
标志：We can infer / learn / cnclude that…
技巧：答案≠原文直接表述，但必须有原文依据。关注作者情感词汇(frtunately, surprisingly)和评论句，从具体事例推断普遍原则。
【主旨大意题】—— 全局把握
标志：The main idea / best title / purpse f the passage is…
技巧：重点阅读首段、尾段及各段首句，高频重复的概念即文章核心，警惕“以偏概全”的选项。
三、实战步骤(建议用时：8-9分钟/篇)
第一步：速读抓结构(1-2分钟)：读标题预测内容；读首尾段把握基调；扫读各段首句，勾画时间、地点、人物、文化概念。
第二步：审题划关键(1分钟)：阅读题干和选项，划出定位词(专有名词、数字、独特表述)；预判题型及解题思路。
第三步：定位详析(5-6分钟)：按题号顺序回原文定位(题文同序原则)；精读相关句群，分析长难句结构；对比选项，排除干扰。
第四步：检查验证(1分钟)：检查答案是否与文章整体一致；疑难题目用“代入法”检验。
四、高频话题与应对策略
1. 节日习俗类 核心要素：时间、活动、食物、象征意义
出题点：细节排序、习俗目的、古今对比
2. 艺术工艺类 核心要素：制作过程、材料、特点、传承现状
出题点：步骤顺序、独特之处、面临挑战
3. 社会变迁类 核心要素：传统做法、现代变化、原因、影响
出题点：变化对比、原因分析、作者态度
【典例1】(2026浙江高考首考 C)
Human beings have always lved reviews: wrd f muth has lng been regarded as ne f the mst valuable marketing tls available t a cmpany. Cnsumers enjy reading and giving reviews. Hwever, the prblem is that a lt f the reviews are fake (假的). Shabnam Azimi and Alexander Krasnikv f Lyla University f Chicag and Kwng Chan f Nrtheastern University recently published a study n fake reviews.
The study used a data set f 1,600 reviews f Chicag htels. Sme f them were real; thers were fake. The reviews were presented t 400 subjects. Each subject gt eight reviews t read: a balanced set f tw psitive fake, tw psitive real, tw negative fake and tw negative real, presented in a randm rder. The reviews were written by real peple wh were given infrmatin abut the htel.
The results shw that cnsumers generally trust negative reviews mre than psitive nes. Mrever, we humans tend t assume that psitive reviews might be fake. “Overall, negative reviews are less cmmn. S, we pay mre attentin t them. When a negative review is fake, we get tricked,” Azimi says.
When it came t faking a review, length was imprtant t believability, as was detail. A lng, negative review f a htel, cmplete with lts f infrmatin, tended t cnvince participants. A lengthy, psitive review, n the ther hand, was regarded as suspicius, and participants tended t trust writers that kept their glwing reviews shrt. Emtin was als imprtant in cnvincing readers — r the lack f emtin, at least. Azimi says study participants tended nt t trust reviews where the writers expressed their feelings in a big way. The mre dispassinate that negative write-up, the mre likely it was t take the reader in.
The fake reviews written fr Azimi’s study were put tgether by humans, but increasingly, fake reviews are being written by AI, which makes them lk mre real. Thugh many cmpanies use algrithms (算法) t weed ut fake reviews, Azimi pints ut that the machines are prgrammed by humans, and given ur limited ability t spt fake reviews, this isn’t a gd sign.
28. Which aspect f the study des paragraph 2 mainly talk abut?
A. Its design.B. Its findings.C. Its purpses.D. Its significance.
29. What des the underlined wrd “glwing” in paragraph 4 mean?
A. Funny.B. Abusive.C. Insightful.D. Praising.
30. What kind f review wuld readers mst likely trust?
A. A lng, psitive ne.B. An unemtinal, negative ne.
C. A shrt, negative ne.D. An enthusiastic, psitive ne.
31. What can be inferred frm the last paragraph?
A. Many cmpanies are prducing fake reviews.B. Writing fake reviews will be declared illegal.
C. Machines can detect fake reviews accurately.D. It will be harder t recgnize fake reviews.
【答案】28. A 29. D 30. B 31. D
【导语】本文是一篇说明文。文章主要介绍关于虚假评论的一项研究，包括研究设计、结果发现以及AI生成虚假评论带来的识别难题等内容。
28. 细节理解题。根据第二段中的“The study used a data set f 1,600 reviews f Chicag htels. Sme f them were real; thers were fake. The reviews were presented t 400 subjects. Each subject gt eight reviews t read: a balanced set f tw psitive fake, tw psitive real, tw negative fake and tw negative real, presented in a randm rder. The reviews were written by real peple wh were given infrmatin abut the htel.(该研究使用了芝加哥酒店的1600条评论作为数据集，其中一些是真实的，另一些是虚假的。这些评论被呈现给400名受试者，每位受试者要阅读8条评论：两组均衡的评论，包括2条虚假好评、2条真实好评、2条虚假差评和2条真实差评，以随机顺序呈现。这些评论由获得酒店相关信息的真实人员撰写。)”可知，第二段主要介绍了这项研究的数据集、受试者以及评论呈现方式等，即研究的设计情况。B项“它的发现”、C项“它的目的”、D项“它的意义”均未在第二段体现，故选A项。
29. 词句猜测题。根据第四段中的“A lengthy, psitive review, n the ther hand, was regarded as suspicius, and participants tended t trust writers that kept their glwing reviews shrt.(另一方面，冗长的好评被认为是可疑的，受试者往往更信任那些保持glwing评论简短的作者。)”可知，此处“glwing reviews”与前文“psitive review(好评)”构成同义指代，由此猜测glwing意为“赞美的、表扬的”。A项“有趣的”、B项“辱骂的”、C项“有洞察力的”均不符合语境，故选D项。
30. 细节理解题。根据第四段中的“A lng, negative review f a htel, cmplete with lts f infrmatin, tended t cnvince participants.(一条包含大量信息的冗长酒店差评，往往更能让受试者信服。)”和“The mre dispassinate that negative write-up, the mre likely it was t take the reader in.(负面评论越冷静客观，就越有可能让读者相信。)”可知，读者最有可能相信的是冷静客观、不带强烈情绪的差评。A项“冗长的好评”与“冗长的好评被认为可疑”相悖；C项“简短的差评”与“冗长的差评更有说服力”不符；D项“热情洋溢的好评”与“情绪强烈的评论不被信任”相悖，故选B项。
31. 推理判断题。根据最后一段中的“The fake reviews written fr Azimi’s study were put tgether by humans, but increasingly, fake reviews are being written by AI, which makes them lk mre real. Thugh many cmpanies use algrithms (算法) t weed ut fake reviews, Azimi pints ut that the machines are prgrammed by humans, and given ur limited ability t spt fake reviews, this isn’t a gd sign.(为阿齐米的研究撰写的虚假评论是由人类编写的，但如今越来越多的虚假评论由人工智能生成，这使得它们看起来更真实。尽管许多公司使用算法来清除虚假评论，但阿齐米指出，这些机器是由人类编程的，而考虑到我们识别虚假评论的能力有限，这并不是一个好迹象。)”可推断，随着AI生成的虚假评论越来越逼真，未来识别虚假评论将会变得更加困难。A项“许多公司在生成虚假评论”文中未提及；B项“撰写虚假评论将被宣布为非法”文中未提及；C项“机器能准确检测虚假评论”与“算法由人类编程，识别能力有限”相悖，故选D项。
二、人与科技(含数字生活)
高考英语阅读理解中，“人与科技”(含数字生活)类文章紧跟时代热点，探讨技术对生活、社会和思维的影响。这类文章逻辑性强但术语较多，掌握方法后反而容易得分。
(一)核心解题思维
1. 把握“问题-解决方案”结构：科技类文章常围绕“现存问题→技术方案→应用效果→潜在担忧”展开，理清这个链条就抓住了主线。
2. 区分“事实”与“观点”：事实上般是技术功能、数据、实验结果(客观)；观点一般是专家评价、用户反馈、社会影响(主观)
3. 理解“辩证态度”：作者往往既肯定技术进步，又警示潜在风险(如隐私、人际疏离)，注意平衡的表述。
(二)题型专项突破
【技术原理题】—— 抓过程与机制
标志：Hw / What is the key
技巧：1. 定位描述过程的段落，关注步骤词(first, then, finally) 2. 图解复杂过程：在草稿纸上画出简单流程图 3. 答案常是对技术本质的通俗化解释
【事实细节题】—— 数据与功能精准对应
标志：具体数字、百分比、功能描述提问
技巧：1. 题干数字直接定位 2. 注意“程度限定词”：fully, partially, mainly, nly 3. 警惕“绝对化”表述，科技文中罕见100%肯定
【态度观点题】—— 捕捉情感与评价词汇
标志：The authr’s attitude / Hw des the authr feel
技巧：1. 重点阅读转折后(but, hwever)及结尾段 2. 标注情感词：cncerned, ptimistic, skeptical, impressed 3. 区分作者态度与文中引用的他人态度
【推理应用题】—— 基于逻辑的合理延伸
标志：What can be inferred? / Where mst useful?
技巧：1. 答案必须基于原文信息，不能凭空想象 2. 从已有应用场景推理类似场景 3. 关注技术优势和限制，二者结合推理。
(三)实战步骤(建议用时：8分钟/篇)
第一步：结构预判(1分钟)：读标题和首段，判断文章类型；介绍新技术(功能+优势)；讨论科技影响(利弊分析)；预测未来趋势(可能性+依据)；标记小标题(如有)，快速把握脉络。
第二步：题干关键词定位(1分钟)：划出题干中的独特术语(App名称、技术缩写)、数字、比较对象；科技文章题文顺序高度一致，按顺序解题即可。
第三步：精析与排除(5分钟)：长难句处理：找到主谓宾，技术修饰语先跳过，回头再补；术语理解：利用“同位语、破折号、举例、括号”解释破译生词；选项对比；排除与原文明显矛盾项；警惕“偷换概念”(如把A技术功能说成B的)；注意“扩大范围”(把“某些用户”说成“所有用户”)。
第四步：检查逻辑一致性(1分钟)：答案是否与文章主旨一致；观点题是否符合作者整体基调。
(四)高频话题与应对策略
1. 人工智能与大数据
核心：算法、学习模式、个性化服务、伦理问题
出题点：工作原理、应用案例、争议焦点
2. 社交媒体与数字生活
核心：连接性、信息传播、心理健康、隐私边界
出题点：行为影响、研究数据、专家建议
新兴科技应用(5G、VR、区块链等)
核心：技术特点、落地场景、潜在变革
出题点：优势阐释、当前局限、未来展望
4. 科技与传统文化/教育结合
核心：数字保护、创新传承、学习方式变革
出题点：结合方式、效果评估、意义分析
(五)必背高频词汇和术语(英汉对照)
Artificial Intelligence (AI) 人工智能algrithm 算法
big data 大数据virtual reality (VR) 虚拟现实
cyber-security 网络安全digital divide 数字鸿沟
user privacy 用户隐私innvate/innvatin 创新
duble-edged swrd 双刃剑autmate/autmatin 自动化
【典例2】(2026浙江高考首考 D)
Carbn remval is crucial fr fighting climate change. Scientists at Salk Institute are making use f the natural capacity f plants t absrb carbn dixide by enhancing their rt systems. This ptimizatin (优化) aims t increase the amunt f carbn stred and extend the duratin f its strage.
T design these climate-saving plants, the scientists are using a research tl called SLEAP — an AI sftware that tracks multiple features f rt grwth. Created by Salk Fellw Talm Pereira, SLEAP was initially designed t track animal mvement in the lab. Nw, Pereira has teamed up with plant scientist Prfessr Wlfgang Busch t apply SLEAP t plants.
In a study published in Plant Phenmics, Busch and Pereira establish a new prcedure fr using SLEAP t analyze plant rt phentypes — hw deep and wide they grw, hw massive their rt systems becme, and ther physical qualities. Prir t SLEAP, tracking the physical characteristics f bth plants and animals required a lt f labr that slwed the scientific prcess. SLEAP uses cmputer visin (the ability fr cmputers t understand images) and deep learning (an AI apprach fr training a cmputer t learn and wrk like the human brain) t help researchers prcess images much mre quickly.
The applicatin f SLEAP t plants has already enabled researchers t establish the mst extensive catalg (目录) f plant rt phentypes t date. What’s mre, tracking these physical rt system characteristics helps scientists find genes (基因) assciated with thse characteristics, as well as whether multiple rt characteristics are determined by the same genes r independently. This allws the Salk team t determine what genes are mst beneficial t their plant designs.
“Our cperatin is truly prf f what makes Salk science s special and impactful,” says Pereira. “We’re nt just ‘brrwing’ frm different disciplines — we’re really putting them n equal fting in rder t create smething greater than the sum f its parts.”
32. What d the scientists at Salk Institute hpe t achieve?
A. Keeping mre carbn in plants.B. Optimizing the use f energy.
C. Enhancing bilgical diversity.D. Reducing carbn absrptin.
33. Why did Pereira create SLEAP?
A. T generate plant images.B. T cnduct research n animals.
C. T study climate patterns.D. T track features f rt grwth.
34. What will SLEAP help the scientists d?
A. Pick ut diseased plants in the frest.B. Cllect samples f plant rt systems.
C. Identify genes fr desirable plant rts.D. Preserve the genes f endangered plants.
35. What can be inferred frm Pereira’s wrds?
A. Academic disciplines are f equal imprtance.B. Cmputer prgramming is a must fr scientists.
C. Interdisciplinary apprach prmtes creativity.D. Cperatin utweighs cmpetitin in research.
【答案】32. A 33. B 34. C 35. C
【导语】这是一篇说明文。文章讲述索尔克研究所科学家为固碳优化植物根系，将原追踪动物AI工具SLEAP应用于研究植物根系表型，助力筛选有益基因，这也是跨学科合作的成果。
32. 细节理解题。根据第一段“Scientists at Salk Institute are making use f the natural capacity f plants t absrb carbn dixide by enhancing their rt systems. This ptimizatin (优化) aims t increase the amunt f carbn stred and extend the duratin f its strage. (索尔克研究所的科学家们通过强化植物根系，利用其吸收二氧化碳的天然能力。这一优化旨在增加碳的储存量并延长其储存时间。)”可知，索尔克研究所的科学家们希望让植物储存更多的碳。故选A项。
33. 细节理解题。根据第二段“Created by Salk Fellw Talm Pereira, SLEAP was initially designed t track animal mvement in the lab. (SLEAP 由索尔克研究所的塔尔莫・佩雷拉研发，最初被设计用于在实验室中追踪动物的活动。)”可知，佩雷拉研发SLEAP是为了开展动物相关研究。故选B项。
34. 细节理解题。根据第四段“What’s mre, tracking these physical rt system characteristics helps scientists find genes (基因) assciated with thse characteristics, as well as whether multiple rt characteristics are determined by the same genes r independently. This allws the Salk team t determine what genes are mst beneficial t their plant designs. (此外，追踪这些植物根系的物理特征，有助于科学家找到与这些特征相关的基因，同时还能弄清多种根系特征是由同一基因决定，还是各自独立调控。这也让索尔克研究所的研究团队能够确定，哪些基因对其植物育种研究最具利用价值。)”可知，SLEAP能帮助科学家识别出利于培育理想根系的基因。故选C项。
35. 推理判断题。根据最后一段佩雷拉的话“We’re nt just ‘brrwing’ frm different disciplines — we’re really putting them n equal fting in rder t create smething greater than the sum f its parts. (我们不只是从不同学科中‘借鉴’，而是真正让各学科处于平等地位，以创造出比各部分总和更有价值的成果。)”可知，跨学科的研究方法能够促进创新。故选C项。
三、人与自然(含生态保护)
高考英语阅读理解中，“人与自然”(含生态保护)类文章是热点话题，贴合社会主义核心价值观，考查频率高。这类文章通常包含生态现象、环境问题、保护措施等，逻辑清晰但专业词汇较多。
(一)核心解题思维
1. 把握“现象-问题-解决方案”主线
文章通常结构：描述自然现象/美景 → 指出环境问题(原因、现状、危害)→ 提出保护措施或倡议。理清这条主线，就能快速定位各部分的细节。
2. 理解“数据与例证”的作用
数据(如百分比、年份、数量)用于说明问题的严重性或措施的有效性。具体事例(如某物种濒危、某地污染)用于支撑观点，使论述更可信。
3. 体会“人与自然是生命共同体”的深层理念
高考选文最终常落脚于呼吁行动、倡导可持续生活方式、强调生态平衡的重要性。作者态度通常是忧患中带着希望，批判破坏行为的同时赞扬保护努力。
(二)题型专项突破
【原因分析题】—— 寻找因果链
标志： / What leads / The reasn fr... is that...
技巧：1. 定位问题现象，在前后文中寻找原因信号词(because, due t, as a result f, lead t)。2. 注意原因可能是多层次的(直接原因、根本原因、人为因素、自然因素)。
【细节理解题】—— 聚焦事实与数据
标志：Accrding t the passage, which is TRUE/NOT true? / The data shws that...
技巧：1. 精确比对：将选项与原文逐词比对，注意程度、范围、时态的变化。2. 警惕“绝对化”陷阱：如把“many/有些”偷换成“all/全部”，或把“ptential/潜在的危害”说成“immediate/直接的危害”。
【词义猜测题】—— 利用语境与常识
标志：The underlined wrd “…” prbably means/refers t...
技巧：1. 联系上下文逻辑关系(并列、解释、转折)。2. 专业生态词汇常通过下定义、举例子或同位语解释。
【推理判断题】—— 基于文本的合理延伸
标志：We can infer/cnclude/learn that... / What is the authr’s attitude
技巧：1. 作者态度：关注形容词(alarming, prmising, devastating)、副词(unfrtunately, hpefully)及结尾段的呼吁。2. 推断未来/影响：基于文中所述问题的严重性和措施的可行性进行合理推断，不可天马行空。3. 推断写作目的：科普知识？警示问题？呼吁行动？赞扬项目？
【主旨大意题】—— 综合与概括
标志：The main idea / best title / purpse f the passage is...
技巧：1. 排除只涉及细节的选项。2. 最佳标题/主旨应能覆盖全文核心(问题+解决方案/倡议)，而不仅是现象描述。3. 高频词和反复出现的概念是主旨的线索。
(三)实战步骤(建议用时：7-8分钟/篇)
第一步：快速浏览，抓住主线(1.5分钟)：读标题、首段、尾段及各段首句，迅速构建文章骨架。用笔圈出：核心话题(如plastic pllutin)、关键问题、主要措施/建议。
第二步：审读题干，划关键词(1分钟)：阅读所有题干和选项，划出独特名词(物种名、地名、项目名)、数据、因果词。预判每题大致对应的文章部分。
第三步：定位精读，比对选项(5分钟)：根据题干关键词，按“题文同序”原则回原文定位。精读定位句及前后相关句群。复杂句处理：先找主谓宾，抓住“谁做了什么”，再理解修饰成分。
第四步：检查验证，解决难题(1分钟)：将所选答案代入题干，看是否与原文整体逻辑一致。对于犹豫的题，采用“逆向排除法”，找出其他选项的错误点。
(四)高频话题与词汇储备
1. 核心话题
环境污染：空气/水/土壤/塑料/噪音污染(pllutin)及治理
气候变化：全球变暖(glbal warming)、极端天气(extreme weather)、碳排放(carbn emissins)
生态保护：物种濒危(endangered species)、生物多样性(bidiversity)、自然保护区(nature reserve)
资源与可持续：可再生能源(renewable energy)、循环利用(recycling)、可持续发展(sustainable develpment)
2. 必备主题词汇(英汉对照)
ecsystem 生态系统habitat 栖息地
cnservatin 保护extinctin 灭绝
pllutant 污染物greenhuse effect 温室效应
ec-friendly / envirnmentally friendly 环保的balance f nature 自然平衡
take measures / actins 采取措施raise public awareness 提高公众意识
【典例3】(2025全国高考I卷 B)
In my ninth-grade writing class last year, I met a cwby wh saved his twn, a strict father wh demanded his sn earn straight A’s, and a mdern-day Juliet wh died f heartbreak after her parents rejected the lve f her yung life. Mre than nce, I fund myself wndering just hw my students, wh’d created these peple, knew their subjects s well.
But things were different fr their first essay, which was abut the questin: “Why is writing imprtant?” Mst f the essays filled less than ne page, and few cntained a sentence that culd be interpreted as a thesis (论点) statement. I was shcked. Then I realized that the prblem was the questin itself. They culd have written pages n the necessity f cmputers, but writing, in and f itself, simply didn’t strike them as imprtant. This wuld have t change.
As a new unit started, I asked everyne t write a persuasive piece n a health-related tpic f their chice. This time they fund the exercise much mre interesting. Fr the next tw assignments, a persnal-narrative unit fllwed by a creative-writing wrkshp, I nly required that the piece meet the specificatins f its genre (体裁) and that it cntain a thesis. The results were staggering. The students tk n diverse tpics and turned in stries, 10 t 20 pages each, with characters that bradened my view and tuched my heart.
I walked int class believing that writing is imprtant as a means f cmmunicatin. Hwever, my students demnstrated smething mre imprtant t me. When the final bell rang in June, I walked away with a yearbk full f messages abut writing’s mst pwerful significance — the ability t cnnect peple, t put us in anther’s skin, t teach us what it means t be human.
24. Wh are the peple mentined at the beginning f paragraph 1?
A. Ninth graders.B. Students’ parents.C. Mdern writers.D. Fictinal characters.
25. Why did the students perfrm prly in writing their first essay?
A. They were nt given enugh time.B. They had a very limited vcabulary.
C. They misunderstd the questin.D. They had little interest in the tpic.
26. What des the underlined wrd “staggering” in paragraph 3 mean?
A. Mixed.B. Amazing.C. Similar.D. Disturbing.
27. What des the authr’s experience shw?
A. Teaching is learning.B. Still waters run deep.
C. Knwledge is pwer.D. Practice makes perfect.
【答案】24. D 25. D 26. B 27. A
【导语】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。
24. 细节理解题。根据第一段中“In my ninth-grade writing class last year, I met a cwby wh saved his twn, a strict father wh demanded his sn earn straight A’s, and a mdern-day Juliet wh died f heartbreak after her parents rejected the lve f her yung life. Mre than nce, I fund myself wndering just hw my students, wh’d created these peple, knew their subjects s 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。
25. 推理判断题。根据第二段中“Mst f the essays filled less than ne page, and few cntained a sentence that culd be interpreted as a thesis (论点) statement. I was shcked. Then I realized that the prblem was the questin itself. They culd have written pages n the necessity f cmputers, but writing, in and f itself, simply didn’t strike them as imprtant.(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。
26. 词句猜测题。根据第三段中“The results were staggering. The students tk n diverse tpics and turned in stries, 10 t 20 pages each, with characters that bradened my view and tuched 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。
27. 推理判断题。根据最后一段“I walked int class believing that writing is imprtant as a means f cmmunicatin. Hwever, my students demnstrated smething mre imprtant t me. When the final bell rang in June, I walked away with a yearbk full f messages abut writing’s mst pwerful significance — the ability t cnnect peple, t put us in anther’s skin, t teach us what it means t 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。
四、人与自我(含成长心态)
高考英语阅读理解中，“人与自我”(含成长心态、个人经历、品格发展)类文章是最贴近考生生活的题材，容易产生共鸣，但也容易因主观臆断而失分。这类文章通常通过叙事或议论探讨个人成长、心理调适、价值观塑造等主题。
(一)核心解题思维
1. 识别“成长弧光”：文章常遵循“遇到挑战/困境 → 心理挣扎 → 采取行动/获得启发 → 领悟成长/改变心态”的结构。把握主角的情感与认知变化轨迹是理解主旨的关键。
2. 区分“事实”与“感悟”
事实层：发生了什么事、说了什么话、做出了什么行为。感悟层：主角的感受、反思、学到的道理、心态的转变。题目常在“感悟层”设置正确选项，在“事实层”设置干扰项。
3. 抓住“矛盾与解决”：成长源于内心或外部的矛盾(如理想与现实、恐惧与勇气、放弃与坚持)。找到矛盾点及其解决方式，就抓住了文章内核。
(二)题型专项突破
【细节理解题】—— 聚焦具体事件与选择
标志：What did the authr d / Why did he/she feel... at first?
技巧：1. 定位到具体情节，注意描述人物行动和直接引语的句子。2. 注意时间顺序(befre, after, eventually)和心理变化标志词(but, hwever, t my surprise)。
【心理推断题】—— 透过现象看情感与动机
标志：Hw did the authr prbably feel / What was the real reasn fr
技巧：1. 寻找直接表达情感的形容词(frustrated, relieved, cnfident)、副词(unexpectedly, barely)及比喻性语言。2. 人物行为是心理的外在表现，从行为反推动机和情绪。3. 警惕“想当然”，必须找到文本依据。
【词义猜测题】—— 结合情感色彩与上下文
标志：The wrd “…” in Paragraph X reflects/shws that the authr was...
技巧：1. 该词往往是带有情感色彩的形容词或动词。2. 结合该词出现的整个情景(冲突场景、反思时刻)来理解。
【主旨大意题】—— 提炼成长启示
标志：What is the main lessn f the stry? / The passage is mainly abut...
技巧：1. 重点分析结尾段：成长类文章的“文眼”常在结尾。2. 选项往往是抽象的道理(如：勇气比技能更重要；失败是成长的一部分)。3. 排除那些只概括“事件”但未触及“领悟”的选项。
【观点态度题】—— 把握作者或主角的立场
标志：What is the authr’s attitude tward his past self/the experience?
技巧：1. 作者对“过去自己”的态度常是：理解、宽容、感激、略带自嘲。2. 作者对“这段经历”的态度常是：珍视、认为有价值、虽然艰难但值得。
(三)实战步骤(建议用时：7-8分钟/篇)
第一步：沉浸式速读，理清脉络(1.5分钟)
把自己代入故事，快速通读，回答三个问题：1. 主角是谁？(通常是作者本人“I”)；2. 核心挑战/问题是什么？(比赛、演讲、人际冲突、自我怀疑)；3. 最终获得了什么成长？(新的认知、心态、技能)。
第二步：读题划词，确定考点(1分钟)
划出题干中的情感词(feel, think, attitude)、事件节点(at first, after the event)和抽象概念(lessn, purpse)。预判此题是考细节、心理还是主旨。
第三步：定位精析，共情理解(5分钟)
回到原文相关段落，不仅要看“发生了什么”，更要思考“为什么这样发生”以及“这意味着什么”。遇到人物对话或独白，慢下来仔细读，这里是心理的集中体现。
第四步：理性验证，排除干扰(1分钟)
成长类文章最典型的干扰项是：1.过度拔高：把一个小感悟上升到一个过于宏大的哲理。2.动机庸俗化：把内在成长动机曲解为外在功利目的(如为了获奖而努力)。3.偏离重心：选项本身正确，但不是本文讨论的重点。
(四)高频主题与核心价值
1. 核心成长主题
克服恐惧与突破自我：公开演讲、尝试新事物、面对失败。
理解他人与自我定位：团队合作、化解矛盾、认识自己的长处与短处。
品格淬炼：坚持、诚实、责任感、同理心的培养。
学会看待挫折：从失误中学习，理解过程比结果更重要。
2. 必备心态与品质词汇
perseverance 坚持resilience 韧性；恢复力
self-dubt 自我怀疑cmfrt zne 舒适区
take initiative 主动learn the hard way 通过艰难经历学到
a turning pint 转折点lk back (n) 回顾
build up cnfidence 建立自信what matters is... 重要的是…
最后提醒：这类文章是你与作者进行的一场心灵对话。解题时，需要在“共情理解”和“客观分析”之间找到平衡。既要深入体会人物的心路历程，又要冷静地基于文本事实进行判断。
【典例4】(2025全国高考II卷 B)
Kathy H teaches high schl inside Lucile Packard Children’s Hspital Stanfrd (LPCH). “Smetimes I dn’t like saying that I’m a teacher, ” says H. “Peple get in their minds an idea f what teachers d, but that’s nt really what it is here.”
“Here” is rm 386, where each year, abut 500 LPCH patients als becme students. The hspital schl is free f parents, dctrs, and medical prcedures. It’s a place f learning. Abut half f H’s students stay fr a week r less; thers are there fr mre than a year. Mst f H’s students will recver, which means that preparing them t return t schl is an increasingly imprtant cmpnent f care.
Still, in rm 386, academics dn’t cme first. Physical health and mental health are the pririty. “If yu’re scared abut smething and thinking nly abut that, there’s n way yu’re ging t be able t learn, ” H says. “I’m a cach, an adviser, and a cmfrter, and that’s what it means t be a hspital teacher. ”
There are up t 30 students at any given time in H’s class. She generally wrks with their regular teachers t get lessns and tests being used at their hme schls. Sme teachers dn’t give the kids any assignments; they express sympathy instead. “I feel like it is a disservice t the kids, ” H says. “They think their teachers dn’t care abut their schlwrk. ”
H recgnizes the psychlgical benefit f helping kids keep up with their peers (同龄人) utside the hspital. “I actually think the medicine is nly a small piece fr sme prblems,” says Julie Gd, directr f pain management services at LPCH. “It’s abut prblem-slving arund what it means t have a full life. Thse kids have dreams. Schl can keep thse dreams alive by giving kids a way t learn and grw. ”
24. Wh des H teach at LPCH?
A. Sick children.B. Yung nurses.C. Medical students.D. Patients’ parents.
25. What is a characteristic f H’s jb?
A. Priritizing academics.B. Encuraging innvatin.
C. Treating varius diseases.D. Playing multiple rles.
26. What des the underlined wrd “it” refer t in paragraph 4?
A. Offering regular lessns.B. Paying extra attentin.
C. Assigning n schlwrk.D. Shwing n sympathy.
27. Hw des the hspital schl benefit the students accrding t Gd?
A. It eases peer pressure.B. It helps them live in hpe.
C. It frees them frm aches.D. It entertains them with stries.
【答案】24. A 25. D 26. C 27. B
【导语】本文是一篇记叙文，主要讲述了Kathy H在露西尔・帕卡德儿童医院斯坦福分院(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。
24. 细节理解题。根据第二段““Here” is rm 386, where each year, abut 500 LPCH patients als becme students. The hspital schl is free f parents, dctrs, and medical prcedures. It’s a place f learning. Abut half f H’s students stay fr a week r less; thers are there fr mre than a year. Mst f H’s students will recver, which means that preparing them t return t schl is an increasingly imprtant cmpnent f care. (“这里”指的是386室，每年约有500名露西尔・帕卡德儿童医院斯坦福分院(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。H老师的学生中，大约一半的人在这里待一周或更短时间，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，成为护理工作中越来越重要的一部分)”可知，H在LPCH 教生病的孩子。故选A。
25. 细节理解题。根据第三段中“I’m a cach, an adviser, and a cmfrter, and that’s what it means t be a hspital 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，H工作的一个特点是扮演多种角色。故选D。
26. 词句猜测题。根据第四段中“Sme teachers dn’t give the kids any assignments; they express sympathy instead. “I feel like it is a disservice t the kids, ” H says. (一些老师不给孩子们布置任何作业，而是表达同情。H说：“我觉得这对孩子们是一种伤害”)” 可推知，“it”指的是不给孩子们布置作业这件事。故选C。
27. 推理判断题。根据最后一段中Julie Gd 所说的“It’s abut prblem-slving arund what it means t have a full life. Thse kids have dreams. Schl can keep thse dreams alive by giving kids a way t learn and grw. (这关乎围绕“如何拥有充实的生活”来解决问题。那些孩子拥有梦想，而学校能通过为他们提供学习和成长的途径，让这些梦想得以延续)”可推知，Gd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。
(建议用时：每篇用时7分钟)
【保分练1】(2023·北京·高考真题)
Sitting in the garden fr my friend’s birthday. I felt a buzz (振动) in my pcket. My heart raced when I saw the email sender’s name. The email started ff: “Dear Mr Green, thank yu fr yur interest” and “the review prcess tk lnger than expected.” It ended with “We are srry t infrm yu…” and my visin blurred (模糊). The psitin—measuring sil quality in the Sahara Desert as part f an undergraduate research prgramme — had felt like the answer I had spent years lking fr.
I had put s much time and emtinal energy int applying, and I thught the rejectin meant the end f the rad fr my science career.
S I was shcked when, nt lng after the email, Prfessr Mary Devn, wh was running the prgramme, invited me t bserve the wrk being dne in her lab. I jumped at the chance, and a few weeks later I was equally shcked—and verjyed—when she invited me t talk with her abut ptential prjects I culd pursue in her lab. What she prpsed didn’t seem as exciting as the riginal prject I had applied t, but I was ging t give it my all.
I fund myself wrking with a rbtics prfessr n techniques fr cllecting data frm the desert remtely. That prject, which I culd cmplete frm my sfa instead f in the burning heat f the desert, nt nly survived the lckdwn but wrked where traditinal methds didn’t. In the end, I had a new scientific interest t pursue.
When I applied t graduate schl, I fund three prgrammes prmising t allw me t fllw my desired research directin. And I applied with the same anxius excitement as befre. When I was rejected frm ne that had seemed like a perfect fit, it was undubtedly difficult. But this time I had the perspective (视角) t keep it frm sending me int panic. It helped that in the end I was accepted int ne f the ther prgrammes I was als excited abut.
Rather than setting plans in stne, I’ve learned that smetimes I need t take the pprtunities that are ffered, even if they dn’t sund perfect at the time, and make the mst f them.
24. Hw did the authr feel upn seeing the email sender’s name?
A. Anxius.B. Angry.C. Surprised.D. Settled.
25. After talking with Prfessr Devn, the authr decided t ________.
A. criticise the review prcessB. stay lnger in the Sahara Desert
C. apply t the riginal prject againD. put his heart and sul int the lab wrk
26. Accrding t the authr, the prject with the rbtics prfessr was ________.
A. demandingB. inspiringC. misleadingD. amusing
27. What can we learn frm this passage?
A. An invitatin is a reputatin.B. An innvatin is a reslutin.
C. A rejectin can be a redirectin.D. A reflectin can be a restrictin.
【答案】24. A 25. D 26. B 27. C
【导语】本文是一篇记叙文。文章中作者结合自己被拒绝后得到了更好的职业发展机会，告诉我们最初的拒绝给予了更好的方向。
24. 推理判断题。根据第一段“My heart raced when I saw the email sender’s name. The email started ff: “Dear Mr Green, thank yu fr yur interest” and “the review prcess tk lnger than expected.” It ended with “We are srry t infrm yu…”and my visin blurred (模糊). (当我看到邮件发件人的名字时，我的心跳加速了。这封邮件是这样开头的：“亲爱的格林先生，感谢您的关注”，“审核过程比预期的要长。”信的结尾是“我们很抱歉地通知你……”，我的视线模糊了)”可知，收到的是被拒绝的邮件，所以推测作者在看到电子邮件发件人的名字时感到焦虑。故选A。
25. 细节理解题。根据第三段“S I was shcked when, nt lng after the email, Prfessr Mary Devn, wh was running the prgramme, invited me t bserve the wrk being dne in her lab. I jumped at the chance, and a few weeks later I was equally shcked—and verjyed—when she invited me t talk with her abut ptential prjects I culd pursue in her lab. What she prpsed didn’t seem as exciting as the riginal prject I had applied t, but I was ging t give it my all. (因此，当我收到这封邮件后不久，负责这个项目的玛丽·德文教授邀请我去她的实验室观察正在进行的工作时，我感到非常震惊。我欣然接受了这个机会，几周后，当她邀请我和她谈谈我可以在她的实验室里从事的潜在项目时，我同样感到震惊——同时也是欣喜若狂。她提出的建议似乎没有我最初申请的项目那么令人兴奋，但我打算全力以赴)”可知，与德文教授交谈后，作者决定全心全意地投入实验室工作。故选D。
26. 推理判断题。根据第四段“I fund myself wrking with a rbtics prfessr n techniques fr cllecting data frm the desert remtely. That prject, which I culd cmplete frm my sfa instead f in the burning heat f the desert, nt nly survived the lckdwn but wrked where traditinal methds didn’t. In the end, I had a new scientific interest t pursue. (我发现自己和一个机器人教授一起研究从沙漠中远程收集数据的技术。我可以在沙发上完成这个项目，而不是在沙漠的酷热中完成，它不仅在封锁期间幸存下来，而且在传统方法不奏效的地方也奏效了。最后，我有了新的科学兴趣去追求)”可推知，机器人学教授的项目很鼓舞人心。故选B。
27. 推理判断题。根据最后一段“Rather than setting plans in stne, I’ve learned that smetimes I need t take the pprtunities that are ffered, even if they dn’t sund perfect at the time, and make the mst f them. (我明白了有时候我需要抓住提供的机会，即使这些机会在当时听起来并不完美，也要充分利用，而不是一成不变地制定计划)”结合文章中作者结合自己被拒绝后得到了更好的职业发展机会，告诉我们最初的拒绝给予了更好的方向。故C选项“拒绝可以是重定向”最符合文章的主旨。故选C。
【保分练2】(25-26高三上·山东聊城·期中)
My initial explratin f the wrld f cmic bks happened thrugh the cmic strips (连环漫画) in newspapers. It began with a fndness fr Garfield and his adventures, and led t the discvery f a range f cmic bks like Champak and Archie. While my access t cmics as a child was limited t what was printed in the newspaper, this changed nce I grew lder and started visiting bkstres t buy the bks that I wanted t read.
Having grwn up n a diet f image-heavy bks, I regarded diving int all-text nvels as a frmidable undertaking. As I searched fr bks that lay smewhere in between, I came acrss a cpy f Bhimayana — a graphic nvel. It felt familiar due t its cmic-like theme and design. Plus, understanding cmplex narratives thrugh pictures was relatively easier and mre fun. Grwing lder, I fund myself graduating t graphic nvels frm childish cmic bks. They deal with serius tpics in a mre engaging manner and literally shw me what was ging n.
Fast-frward a few years t when I was given a cpy f Tlkien’s The Hbbit. While I was impressed by the cmpelling (扣人心弦的) nature f strytelling in his nvel, I am nt sure if I wuld have been able t visualize and enjy his text-nly versin s much had I nt read Charles Dixn’s The Hbbit first. Thanks t Charles Dixn, I had a picture f whatever had happened, and that made it easier and mre fun t understand Tlkien’s versin.
Frm black and white strips t illustrated graphic nvels, this transfrmatin has cme a lng way. While my rmance with bks is still nging, in the lng run, my lve fr illustrated nvels is mre substantial and here t stay.
1. What can we learn abut the authr as a little kid?
A. He mined newspapers fr knwledge.B. Cmics struck him as shallw.
C. He cared little fr bk categries.D. Cmics were his main reading jy.
2. What des the underlined wrd “frmidable” in Paragraph 2 mean?
A. Discuraging.B. Rewarding.C. Entertaining.D. Enlightening.
3. What can be inferred abut Charles Dixn’s The Hbbit?
A. It cntains rich visual material.B. It presents a cmplicated plt.
C. It fcuses n the latest news.D. It shapes Tlkien’s writing style.
4. What culd be the best title fr the text?
A. Welcme t the Wrld f LiteratureB. Can’t Get Enugh f Graphic Nvels
C. Let Cmic Bks Shape Wh I AmD. Find Myself thrugh Reading Nvels
【答案】1. D 2. A 3. A 4. B
【导语】本文是一篇记叙文。文章主要讲述了作者从报纸连环漫画到图画小说、再到纯文字小说的阅读历程，以及对图画小说的持久热爱。
1. 推理判断题。根据文章第一段“My initial explratin f the wrld f cmic bks happened thrugh the cmic strips (连环漫画) in newspapers. It began with a fndness fr Garfield and his adventures, and led t the discvery f a range f cmic bks like Champak and Archie.(我对漫画世界的初步探索，始于报纸上的连环漫画。一开始是迷上了加菲猫的冒险故事，后来又发现了《钱帕克》、《阿奇》等一系列漫画书。)”可知，作者小时候通过报纸连环漫画接触漫画世界，喜爱加菲猫的冒险故事并探索多种漫画书，漫画是他童年主要的阅读乐趣。故选D。
2. 词义猜测题。根据划线单词所在语境“Having grwn up n a diet f image-heavy bks, I regarded diving int all-text nvels as a frmidable undertaking. As I searched fr bks that lay smewhere in between, I came acrss a cpy f Bhimayana — a graphic nvel.(从小到大我读的都是图文并茂的书，因此一度觉得通读纯文字小说是件……。就在我寻找介于两者之间的书籍时，偶然发现了一本图画小说《Bhimayana》)”可知，作者一直读图文并茂的书，因此觉得纯文字小说是有难度、让人却步的事，才会寻找介于两者之间的书籍。“frmidable”在此处表示“令人却步的、有难度的”。选项A“Discuraging”意为“令人气馁的、让人却步的”，与此相符。故选A。
3. 推理判断题。根据文章第三段“While I was impressed by the cmpelling (扣人心弦的) nature f strytelling in his nvel, I am nt sure if I wuld have been able t visualize and enjy his text-nly versin s much had I nt read Charles Dixn’s The Hbbit first. Thanks t Charles Dixn, I had a picture f whatever had happened, and that made it easier and mre fun t understand Tlkien’s versin.(虽然小说中扣人心弦的叙事手法给我留下了深刻印象，但如果我没有先读过查尔斯・狄克逊改编的图画小说版《霍比特人》，我不确定自己是否能如此清晰地想象并享受这部纯文字作品。多亏了查尔斯・狄克逊，我对故事中的所有情节都有了画面感，这也让我更容易、更有乐趣地理解了托尔金的原著。)”可知，作者读了查尔斯・狄克逊的《霍比特人》后对故事有了画面感，说明这本书包含丰富的视觉素材，能帮助读者具象化情节。故选A。
4. 主旨大意题。根据全文内容以及最后一段“While my rmance with bks is still nging, in the lng run, my lve fr illustrated nvels is mre substantial and here t stay.(虽然我对书籍的喜爱仍在继续，但长远来看，我对图画小说的热爱更加深厚，且会一直延续下去。)”可知，文章主要讲述了作者对于图画小说的持续热爱。选项B“Can’t Get Enugh f Graphic Nvels (对图画小说爱不够)”精准概括作者的核心情感与文章主旨。故选B。
【保分练3】(2026·浙江宁波·模拟预测)
Nwadays, the thught that a child’s behavir can be bad — mean, greedy, selfish — is ften cnsidered unacceptable especially in the rich and demcratic West. Children are treated as a unique categry, almst a species apart frm adults. This appears in the ppular “every child is different” belief, which discurages judging r crrecting children s as t hnr their uniqueness.
One explanatin fr this is the tendency t view children’s emtins as purely physilgical releases f stress, beynd mral evaluatin. Brain-bdy parenting, fr instance, argues that yung children lack the neural wiring fr self-cntrl and therefre shuld nt be expected t regulate their behavir. Parents are urged nt t crrect wrngding but simply t narrate emtins — “Yu’re feeling very angry right nw.”
But human emtins are inseparable frm understanding: Fear reflects a sense f threat, disappintment signals unmet expectatins; jealusy implies perceiving anther as a rival. Meaning shapes feeling, even in tddlers. Merely labeling a child’s anger withut explaining when anger is apprpriate r hw it may harm thers deprives them f an understanding f what they are feeling.
The psychanalyst Wilfred Bin explained in Learning frm Experience (1962) that when parents interpret and respnd t a baby’s behavir, they transfrm raw sense experiences int meaningful thughts. Mral and emtinal understanding — knwing justified anger, practicing restraint, respecting thers — des nt suddenly appear in adulthd. It develps gradually, lng befre children are able t grasp r express such ideas clearly, as parents ffer frms f understanding t their children frm the very beginning. As Bin put it, “just as we d nt hld back frm speaking t little babies because f the wrry that they are unable t use wrds, s we shuld nt hld back frm initiating kids t ur understanding f what cunts as gd and bad behavir.”
The idea that a parent can remain neutral tward their child’s behaviur is at best naive and at wrst dangerus. The deeper questin parents need t ask is: Wh d we want ur tddlers t becme? Unless we begin with a visin f the kind f persn we hpe t raise, we will always be chasing the latest parenting trend, r, perhaps, ur child’s every md.
1. Hw wuld parents usually respnd t children’s misbehavir in the West?
A. They try t categrize all their mistakes.B. They pint ut and punish it immediately.
C. They judge it by mral standards f adults.D. They frgive it t ensure kids’ individuality.
2. What des the authr think f the brain-bdy parenting?
A. It verlks the rle f understanding in emtins.
B. It is a practical slutin t reduce children’s stress.
C. It helps parents handle children’s negative mds.
D. It highlights the bilgical basis f kids’ misbehavir.
3. What can we learn abut mral educatin accrding t Wilfred Bin?
A. Kids knw nthing abut mral rules.B. Language and mrals develp hand in hand.
C. Mral rules shuld be nurtured frm early ages.D. Children’s abilities mature when they grw up.
4. What des the authr advise parents t d in the last paragraph?
A. Fllw new parenting trends clsely.B. Set clear aims fr their child’s grwth.
C. Stay neutral abut their child’s behavir.D. Let mds guide their parenting chices.
【答案】1. D 2. A 3. C 4. B
【导语】本文是一篇议论文。文章主要讨论了如今在富裕民主的西方，人们对待孩子不良行为的态度，指出不应因尊重孩子独特性而忽视对其不良行为的纠正，强调了理解在孩子情绪中的重要性，以及道德教育应从小开始，并建议父母要为孩子的成长设定明确目标。
1. 细节理解题。根据第一段中的“This appears in the ppular ‘every child is different’ belief, which discurages judging r crrecting children s as t hnr their uniqueness.(这体现在流行的‘每个孩子都不一样’的观念中，这种观念不鼓励评判或纠正孩子，以尊重他们的独特性。)”可知，在西方，父母通常会原谅孩子的不良行为以确保孩子的个性。故选D项。
2. 推理判断题。根据第三段“But human emtins are inseparable frm understanding: Fear reflects a sense f threat, disappintment signals unmet expectatins; jealusy implies perceiving anther as a rival. Meaning shapes feeling, even in tddlers. Merely labeling a child’s anger withut explaining when anger is apprpriate r hw it may harm thers deprives them f an understanding f what they are feeling.(但人类的情绪与理解是分不开的：恐惧反映了一种威胁感，失望表明期望未得到满足；嫉妒意味着将他人视为竞争对手。意义塑造感觉，即使是在蹒跚学步的孩子身上也是如此。仅仅给孩子贴上愤怒的标签，而不解释什么时候愤怒是合适的，或者它可能会如何伤害他人，这剥夺了他们对自己感受的理解。)”可推知，作者认为大脑—身体育儿法忽视了理解在情绪中的作用。故选A项。
3. 推理判断题。根据第四段中的“Mral and emtinal understanding — knwing justified anger, practicing restraint, respecting thers — des nt suddenly appear in adulthd. It develps gradually, lng befre children are able t grasp r express such ideas clearly, as parents ffer frms f understanding t their children frm the very beginning.(道德和情感理解——知道什么是合理的愤怒，练习克制，尊重他人——并不是在成年后突然出现的。它是在孩子们能够清楚地理解或表达这些想法之前很久就逐渐发展起来的，因为父母从一开始就向孩子们提供理解的形式。)”可推知，根据Wilfred Bin的观点，道德规则应该从小培养。故选C项。
4. 推理判断题。根据最后一段中的“The deeper questin parents need t ask is: Wh d we want ur tddlers t becme? Unless we begin with a visin f the kind f persn we hpe t raise, we will always be chasing the latest parenting trend, r, perhaps, ur child’s every md.(父母需要问的一个更深层次的问题是：我们希望我们的孩子成为什么样的人？除非我们一开始就对我们希望培养的人有一个愿景，否则我们将永远在追逐最新的育儿趋势，或者，也许，我们孩子的每一种情绪。)”可推知，作者建议父母在最后一段为孩子的成长设定明确的目标。故选B项。
【保分练4】(2026·1月浙江·高考首考真题)
When yu’re a teacher, a big part f yur jb is battling student miscnceptins. Often students cme t the classrm believing that learning can’t be fun and that what they learn isn’t relevant t the real wrld — much less t their persnal interests. I’ve discvered that if I shw students hw what they learn is relevant t my hbbies, they’re much mre willing t make cnnectins t their persnal interests and develp their wn hbbies.
N matter what subject I’m teaching, I find ways t bring my hbbies int the classrm. Fr example, I’m a car enthusiast, s when I teach physics, I cntextualize cncepts with my knwledge abut cars. If we’re cvering frictin, fr example, I bring different tires (轮胎) int my classrm s that my students can cnduct lab experiments with them t see hw frictin wrks in real-life applicatins.
When I first brught my hbbies t my classrm, I was fcused n hw ding s wuld build engagement and help my students understand cncepts in science. But I quickly learned that the practice als helped me build strnger relatinships with them. When I let them see an aspect f my life utside f schl, sme students wh were als interested in cars cnnected with me mre and became mre engaged in my curses. Even thse wh didn’t share that interest with me seemed mre engaged nce I shwed a different side f myself.
What started as an experiment is nw mre f a philsphy. Even when I’m planning classes, I tend t think abut hw I can bring in my hbbies. I find that ding s energizes my instructin, engages my students, and demnstrates t them hw abstract cncepts play ut in the real wrld. Best f all, my passin fr my hbbies seems t inspire them t be passinate abut finding their wn.
24. What pses a challenge t teachers accrding t the authr?
A. Students’ misunderstandings abut teachers.B. Students’ false assumptins abut learning.
C. The irrelevance f textbks t students’ life.D. The gap between teachers’ and students’ hbbies.
25. Why des the authr bring tires int the classrm?
A. T teach an engineering skill.B. T explain the structure f a car.
C. T share a real-life experience.D. T illustrate a scientific cncept.
26. What was the unexpected utcme f the authr’s teaching methd?
A. A higher class attendance rate.B. Better examinatin results.
C. A clser teacher-student bnd.D. Mre spare time fr students.
27. Which f the fllwing best describes the authr as a teacher?
A. Innvative.B. Humrus.C. Decisive.D. Sympathetic.
【答案】24. B 25. D 26. C 27. A
【导语】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。
24. 细节理解题。根据第一段“When yu’re a teacher, a big part f yur jb is battling student miscnceptins. Often students cme t the classrm believing that learning can’t be fun and that what they learn isn’t relevant t the real wrld — much less t their persnal 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。
25. 细节理解题。根据第二段“I’m a car enthusiast, s when I teach physics, I cntextualize cncepts with my knwledge abut cars. If we’re cvering frictin, fr example, I bring different tires int my classrm s that my students can cnduct lab experiments with them t see hw frictin wrks in real-life applicatins (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。
26. 细节理解题。根据第三段“When I first brught my hbbies t my classrm, I was fcused n hw ding s wuld build engagement and help my students understand cncepts in science. But I quickly learned that the practice als helped me build strnger relatinships 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。
27. 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 cvering frictin, fr example, I bring different tires int my classrm s that my students can cnduct lab experiments with them t see hw frictin wrks in real-life applicatins (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。
(建议用时：每篇用时8分钟)
【抢分练1】(25-26高三上·江苏南通·期末)
Have yu ever escaped taking n a rle r pprtunity because yu didn’t feel cnfident enugh? Perhaps the vice in yur head asked: “Why me? I am nt yet ready, nt capable enugh, r dn’t have enugh experience.”
If yu can relate, yu’re amng the majrity f wmen with whm I’ve wrked. I recently asked mre than 120 wmen, frm areas including the U.S., UK, Australia, Gergia, Italy, India, Jamaica, and Bermuda: If yu’ve ever avided risks, what factrs and reasns cntributed t this? Mre than 70% reprted that self­dubt, r nt having enugh belief in themselves, their capabilities, r their skills, was a driving factr.
As ne well­knwn executive tld me: “Every day I dubt myself. I dubt that I am gd enugh t be where I am.”
This shuldn’t cme as a surprise. We knw self­dubt is a pervasive and ften paralyzing cncern, particularly fr wmen. A study by psychlgists at Crnell and Washingtn State highlighted higher levels f self­dubt in wmen. Research has als shwn that wmen will apply fr a jb nly if they meet all f the qualificatins, while men will apply when they fulfill nly 60%. Anther recent study identified a cnsiderable gender gap when it cmes t self­prmtin, with wmen prviding less favrable assessments f their wn past perfrmance and ptential future ability. Ultimately, men take mre chances n themselves, and that pays dividends in the lng run.
While this pattern f self­dubt emerged again and again in studies, my interactins, and my client wrk, I als nticed anther cmmnality: These wmen’s self­dubts weren’t sabtaging their success. The vast majrity f successful wmen leaders I’ve interviewed and cached have built exciting and satisfying careers even while facing self­dubt.
What these wmen als had in cmmn is curage in the absence f cnfidence—a trait that is ften weapnized against wmen and used t explain why they fail t achieve career gals. My wrk has fund that successful wmen take decisive actin t mve frward even while grappling with fears and dubts and questining their wn “readiness”.
“As wmen, we ften feel like we have t be 100% ready in rder t mve frward. But, if yu are 50% r 75% there, jump. Just d it,” said Megan Cstell, frmer executive directr f the Bstn Mayr’s Office fr Wmen’s Advancement.
1. What is the real factr fr wmen t escape taking n a rle?
A. Higher risks.B. Different beliefs.C. Inner feelings.D. Related experiences.
2. What is typical f wmen in terms f self­prmtin?
A. They tend t be less ptimistic.B. They prefer t be well qualified.
C. They try t be favrably assessed.D. They hpe t be clearly identified.
3. Which can best replace the underlined wrd “sabtaging” in Paragraph 5?
A. Prmting.B. Weakening.C. Achieving.D. Balancing.
4. Hw d wmen with self­dubts succeed?
A. They shuld be curageus and decisive.B. They shuld keep themselves unprepared.
C. They shuld stp questining their careers.D. They shuld learn frm famus executives.
【答案】1. C 2. A 3. B 4. A
【导语】这是一篇说明文。文章主要说明了大多数女性不够自信，自我怀疑。这并不奇怪。我们知道，自我怀疑是一种普遍的、往往会让人麻痹的担忧，尤其是对女性而言。研究还表明，女性只有在满足所有条件时才会申请工作，而男性只有在满足60%时才会申请工作。
1. 细节理解题。根据第二段中“Mre than 70% reprted that self­dubt, r nt having enugh belief in themselves, their capabilities, r their skills, was a driving factr.(超过70%的人报告说，自我怀疑，或者说对自己、自己的能力或技能缺乏足够的信心是一个驱动因素)”可知，女性不愿承担角色的真正原因是内心的感受。故选C。
2. 细节理解题。根据第四段中“Anther recent study identified a cnsiderable gender gap when it cmes t self­prmtin, with wmen prviding less favrable assessments f their wn past perfrmance and ptential future ability.(最近的另一项研究发现，在自我推销方面存在巨大的性别差异，女性对自己过去的表现和未来潜在能力的评价不那么有利)”可知，在自我推销方面，女性的典型特征是往往不那么乐观。故选A。
3. 词句猜测题。根据画线词后文“The vast majrity f successful wmen leaders I’ve interviewed and cached have built exciting and satisfying careers even while facing self­dubt.(我采访和指导过的绝大多数成功女性领导者都建立了令人兴奋和满意的职业生涯，尽管她们也面临自我怀疑)”以及上文“These wmen’s self­dubts weren’t”可知，采访和指导过的绝大多数成功女性领导者都建立了令人兴奋和满意的职业生涯，尽管她们也面临自我怀疑，可见这些女性的自我怀疑并没有削弱她们的成功。故划线词意思是“削弱”。故选B。
4. 细节理解题。根据倒数第二段中“My wrk has fund that successful wmen take decisive actin t mve frward even while grappling with fears and dubts and questining their wn “readiness”. (我的研究发现，成功女性即使在与恐惧和怀疑作斗争并质疑自己的“准备程度”时，也会采取果断行动向前迈进)”可知，自我怀疑的女性应该勇敢果断，来取得成功。故选A。
【抢分练2】(25-26高三上·浙江杭州·期末)
When yu hear the wrd “uncertainty”, what emtins arise? Fear, anxiety, excitement, r determinatin? As humans, we experience cnflicting needs: part f us needs t feel safe, secure and t have sme rutine, and anther part f us needs variety and pprtunity. Life inevitably brings uncertainty and change — a reality that has been particularly evident in recent years.
Hw des ur brain detect uncertainty? Research reveals that nradrenaline (去甲肾上腺素) plays a central rle in ur respnse t uncertain events. As a neurmdulatr (神经调质), nradrenaline influences whether brain cells receive calming r stimulating signals, thereby regulating ur mental state.
T investigate the rle nradrenaline plays, scientists at MIT cnducted an experiment with mice. The animals were trained t push a lever upn hearing a high-frequency nise, receiving a drink f water as a reward. They als learned that activating the lever during a lw-frequency nise wuld result in an unpleasant puff f air. The researchers then intrduced uncertainty by including a sund f unclear frequency.
The researchers discvered that the lcus ceruleus (蓝斑) — a small brainstem area that mdulates nradrenaline — was essential in detecting uncertainty. When the utcme wasn’t clear, and the reward was a surprise, the release was much larger. Fr example, when a muse received a puff f air instead f the expected reward, the lcus ceruleus sent ut a large burst f nradrenaline. Over time, the mice became less likely t press the lever when rewards were uncertain.
The study cncluded that the brain learns t manage varying uncertainty levels, with the lcus ceruleus playing a fundamental rle. Cmplementary research at University Cllege Lndn identified tw additinal neurmdulatrs invlved: acetylchline (乙酰胆碱) helps us adapt t envirnmental changes, while dpamine mtivates actin during uncertain situatins.
1. What is the primary functin f nradrenaline?
A. Enhancing brain sensitivity t stimuli.
B. Creating emtinal respnses t uncertain events.
C. Regulating brain signals thrugh chemical release.
D. Detecting varius frequency sunds frm different surces.
2. What can be inferred abut mice frm the experiment?
A. They preferred uncertain rewards t certain nes.
B. They avided risks after unexpected utcmes.
C. They culd distinguish all frequency differences.
D. They gradually learned t ignre the unclear sund.
3. Hw d neurmdulatrs wrk tgether?
A. They crdinate adaptatin and actin systems.
B. They cmpete t cntrl human emtinal states.
C. They functin independently in separate brain areas.
D. They mainly wrk during labratry experiments.
4. Which wuld be the best title fr the text?
A. Labratry Experiments with Animal BehavirB. Chemical Respnses t Envirnmental Changes
C. Human Emtins in Challenging SituatinsD. Brain Mechanisms fr Handling Uncertainty
【答案】1. C 2. B 3. A 4. D
【导语】这是一篇说明文。文章介绍不确定性会引发复杂情绪，麻省理工等机构通过小鼠实验，揭示去甲肾上腺素等神经调质与脑区，共同调控大脑应对不确定性的机制。
1. 细节理解题。根据第二段“As a neurmdulatr (神经调质), nradrenaline influences whether brain cells receive calming r stimulating signals, thereby regulating ur mental state.(作为一种神经调质，去甲肾上腺素能够影响脑细胞接收的是镇静信号还是刺激信号，从而调节我们的精神状态)”可知，去甲肾上腺素的主要功能是通过化学释放来调节大脑信号。故选C。
2. 推理判断题。根据倒数第二段“Over time, the mice became less likely t press the lever when rewards were uncertain.(随着时间的推移，当奖励情况不确定时，这些老鼠就越不愿意去按压杠杆了)”可知，老鼠在出现意外结果后会避免风险。故选B。
3. 细节理解题。根据最后一段“Cmplementary research at University Cllege Lndn identified tw additinal neurmdulatrs invlved: acetylchline (乙酰胆碱) helps us adapt t envirnmental changes, while dpamine mtivates actin during uncertain situatins.(伦敦大学学院的补充性研究发现了另外两种参与其中的神经调节物质：乙酰胆碱有助于我们适应环境变化，而多巴胺则能在不确定的情况下激发行动)”可知，神经调节剂通过协调适应和行动系统协同工作。故选A。
4. 主旨大意题。根据第二段“Hw des ur brain detect uncertainty? Research reveals that nradrenaline (去甲肾上腺素) plays a central rle in ur respnse t uncertain events. As a neurmdulatr (神经调质), nradrenaline influences whether brain cells receive calming r stimulating signals, thereby regulating ur mental state.(我们的大脑是如何察觉不确定性的呢？研究表明，去甲肾上腺素在我们对不确定事件的反应中起着核心作用。作为一种神经调质，去甲肾上腺素能够影响脑细胞接收的是镇静信号还是刺激信号，从而调节我们的精神状态)”可知，文章介绍了不确定性会引发复杂情绪，麻省理工等机构通过小鼠实验，揭示去甲肾上腺素等神经调质与脑区，共同调控大脑应对不确定性的机制。由此可知，D选项“处理不确定性的大脑机制”最符合文章标题。故选D。
【抢分练3】(25-26高三上·湖南长沙·期末)
Hungarian writer Laszl Krasznahrkai, 71, has wn the 2025 Nbel Prize in literature, becming the secnd Hungarian authr ever t receive the hnr, the Swedish Academy annunced n Oct 9. The academy hnred him fr his “cmpelling (引人入胜的) and visinary” wrks, which uphld the pwer f art in the midst f “disastrus terrr”.
Brn in Gyula, Hungary, in 1954, Krasznahrkai’s early life was filled with artistic dreams. He played the pian in a jazz band and sang in a rck grup when he was yung. At first, he studied law, but later switched t Hungarian language and literature at Budapest’s Etvs Lrand University. In the 1980s, Krasznahrkai spent many years traveling arund Hungary and Germany, wrking different jbs such as miner and cw night watchman. He als wrked as an editr. These unusual experiences appear in many f his nvels. In the late 1990s, his travels tk him t Mnglia, China and Japan, whse cultures he has als explred in his wrks.
The academy especially praised his unique writing style, marked by lng, flwing sentences that smetimes cntinue fr pages with hardly any punctuatin. His 2021 bk Herscht 07769, fr example, is 400 pages lng and has nly ne perid.
“While it is Krasznahrkai’s weighty, rlling syntax that has perhaps becme his signature as an authr, his style als allws fr a lightness f tuch and a great lyrical beauty,” said Steve Sem-Sandberg, a member f the academy. “It is Laszl Krasznahrkai’s artistic gaze, which is entirely free f illusin and which sees thrugh the fragility f the scial rder, cmbined with his firm belief in the pwer f art, that has mtivated the academy t award him this prize,” Sem-Sandberg added.
“I am deeply glad that I have received the Nbel prize- abve all because this award prves that literature exists in itself, beynd varius nn- literary expectatins. and that it is, still being read,” said Krasznahrkai. “And fr thse wh read it, it ffers a certain hpe that beauty, nbility, and the sublime (崇高) still exist fr their wn sake. It may ffer hpe even t thse in whm life itself nly barely flickers.”
1. What makes Krasznahrkai’s wrks stand ut, accrding t the Academy?
A. Their humr beneath tragedyB. Their pursuit f artistic achievement.
C. Their faith in art against despair.D. Their cncern with massive disasters.
2. What culd we infer abut Krasznahrkai frm paragraph 2?
A. He used t be a lawyer.B. His life was plain and uneventful.
C. His wrks was irrelevant t his experience.D. He learned frm glbal experiences.
3. What des the underlined wrd “syntax” in paragraph 4 mean?
A. Rhythm.B. Theme.C. Chice.D. Structure.
4. What des Krasznahrkai’s wrds indicate in the last paragraph?
A. Literature depends n nn- literary expectatins.
B. Literature educates the public abut virtue.
C. Literature ffers hpe t thse struggling in life.
D. Literature blames sciety fr mral decline.
【答案】1. C 2. D 3. D 4. C
【导语】本文是一篇新闻报道。主要介绍了71岁的匈牙利作家拉斯洛·克拉斯纳霍尔凯荣获2025年诺贝尔文学奖，其作品以在“灾难性恐惧”中坚守艺术力量而著称，文章还讲述了他的生平经历、独特写作风格以及他对文学意义的看法。
1. 细节理解题。根据第一段“The academy hnred him fr his “cmpelling and visinary” wrks, which uphld the pwer f art in the midst f “disastrus terrr”.(瑞典学院表彰他那些“引人入胜且富有远见”的作品，这些作品在“灾难性恐惧”中坚守艺术的力量)”可知，瑞典学院认为他的作品在面对绝望时对艺术的信念使它们脱颖而出。故选C项。
2. 推理判断题。根据第二段“In the late 1990s, his travels tk him t Mnglia, China and Japan, whse cultures he has als explred in his wrks.(20世纪90年代后期，他游历了蒙古、中国和日本，他也在作品中探索了这些地方的文化)”可推断，他从全球的经历中汲取养分用于创作。故选D项。
3. 词义猜测题。根据第三段“The academy especially praised his unique writing style, marked by lng, flwing sentences that smetimes cntinue fr pages with hardly any punctuatin.(瑞典学院特别称赞了他独特的写作风格，其特点是句子冗长、流畅，有时连续数页几乎没有标点符号)”以及第四段“While it is Krasznahrkai’s weighty, rlling syntax that has perhaps becme his signature as an authr(也许正是克拉斯纳霍尔凯那种凝重、连绵的syntax成为了他作为作家的标志)”可知，此处指他独特的句式结构，所以“syntax”意思是“结构”，与“structure”意思相近。故选D项。
4. 推理判断题。根据最后一段“And fr thse wh read it, it ffers a certain hpe that beauty, nbility, and the sublime still exist fr their wn sake. It may ffer hpe even t thse in whm life itself nly barely flickers.(“对于那些阅读文学作品的人来说，它提供了一种希望，即美、高尚和崇高仍然因其自身而存在。它甚至可能给那些生命之光几乎微弱闪烁的人带来希望”)”可知，他认为文学给在生活中挣扎的人带来希望。故选C项。
【抢分练4】(2026·广东深圳·一模)
The freezing Nrtheast hasn’t been a terribly fun place t spend time this winter, s when the chance came fr a weekend t Sarasta, Flrida, my bags were packed befre yu culd say “sunshine”.
I left fr the land f warmth and vitamin C, thinking f beaches and range trees. When we tuched dwn t blue skies and warm air, I sent up a small prayer f gratefulness. Swimming pls, wine tasting, and pink sunsets (at nrmal evening hurs, nt 4 in the afternn) filled the weekend, but the best part — particularly t my taste, dulled by mnths f cld weather rt vegetables — was a 7 a.m. adventure t the Sarasta farmers’ market that prved t deserve the early wake-up call.
The market, which was funded in 1979, sets up its tents every Saturday frm 7:00 a.m. t 1 p.m., rain r shine, alng Nrth Lemn and State streets. Baskets f perfect red strawberries; the red-painted sides f the Java Dawg cffee truck; and mst f all, the tmates: amazing, large, sft and rund red tmates.
Disappinted by many a brken, vine-ripened (蔓上成熟的) prmise, I’ve refused t buy winter tmates fr years. N matter hw attractive they lk in the stre, nce I get them hme they’re unfailingly dry, hard, and tasteless. But I hmed in, with uncertainty, n ne particular table at the Brwn’s Grve Farm’s stand, full f fresh and sft tmates the size f my fist. These were the real deal and at that mment, I realized that the best part f Sarasta in winter was ging t be eating things that back hme in New Yrk I wuldn’t be experiencing again fr mnths.
Delighted as I was by the tmates in sight, my happiness deepened when I learned that Brwn’s Grve Farm was ne f the suppliers fr Jack Dusty, a newly pened restaurant at the Ritz Carltn, where — luckily fr me — I was t have dinner that very night. Withut even seeing the menu, I knew I’d be rdering every tmat n it.
1. What did the authr think f her winter life in New Yrk?
A. Exciting.B. Bring.C. Relaxing.D. Annying.
2. What did the authr mst expect t d in Flrida?
A. Enjy beaches and warm air.B. Have a swim and taste wine.
C. Send up a prayer f gratefulness.D. Visit a lcal farmer’s market.
3. What can we learn abut tmates sld in New Yrk in winter?
A. They lk appealing. B. They are juicy.C. They taste great. D. They are f high quality.
4. What was mst likely t be the authr’s plan that evening?
A. T visit a farm.B. T leave Ritz Carltn.
C. T enjy a feast f tmates.D. T buy mre fresh vegetables.
【答案】1. B 2. D 3. A 4. C
【导语】本文是一篇记叙文。文章主要讲述作者厌倦纽约寒冷枯燥的冬天，前往佛罗里达度假，最爱当地农贸市场的西红柿，并计划当晚享用西红柿美食的经历。
1. 推理判断题。根据第一段中的“The freezing Nrtheast hasn’t been a terribly fun place t spend time this winter, s when the chance came fr a weekend t Sarasta, Flrida, my bags were packed befre yu culd say ‘sunshine’.(今年冬天，寒冷的东北部并不是一个特别有趣的地方，所以当有机会去佛罗里达州的萨拉索塔度周末时，我立马就收拾好了行李)”可知，作者认为纽约的冬天并不有趣，即无聊。故选B项。
2. 细节理解题。根据第二段中的“Swimming pls, wine tasting, and pink sunsets (at nrmal evening hurs, nt 4 in the afternn) filled the weekend, but the best part — particularly t my taste, dulled by mnths f cld weather rt vegetables — was a 7 a.m. adventure t the Sarasta farmers’ market that prved t deserve the early wake-up call. (游泳池、品酒会和粉色的日落(在正常的傍晚时分，而不是下午4点)填满了整个周末，但最棒的部分—尤其是对我这个因数月寒冷天气吃根茎蔬菜而变得迟钝的口味来说—是早上7点去萨拉索塔农贸市场的冒险，事实证明，早起是值得的)”可知，作者在佛罗里达最期待做的事是参观当地的农贸市场。故选D项。
3. 细节理解题。根据第四段中的“N matter hw attractive they lk in the stre, nce I get them hme they’re unfailingly dry, hard, and tasteless.(不管它们在商店里看起来多诱人，一旦我带回家，它们总是干硬无味)”可知，纽约冬天卖的西红柿看起来很吸引人。故选A项。
4. 推理判断题。根据最后一段中的“Delighted as I was by the tmates in sight, my happiness deepened when I learned that Brwn’s Grve Farm was ne f the suppliers fr Jack Dusty, a newly pened restaurant at the Ritz Carltn, where — luckily fr me — I was t have dinner that very night. Withut even seeing the menu, I knew I’d be rdering every tmat n it.(看到眼前的西红柿，我欣喜若狂，当我得知布朗格罗夫农场是丽思卡尔顿酒店新开的餐厅杰克・达斯迪的供应商之一时，我的喜悦更深了—幸运的是，那天晚上我要在那里吃晚饭。即使不看菜单，我也知道我会点上面所有的西红柿)”可推断，作者当晚的计划很可能是享用一顿西红柿盛宴。故选C项转变方向
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