高考英语二轮-阅读理解记叙文考前押题（技能+模拟）教师版

这是一份高考英语二轮-阅读理解记叙文考前押题（技能+模拟）教师版，共12页。
一、阅读理解记叙文细节理解题居多，落实“定位原文”和“同义替换”。
二、阅读理解记叙文重视首尾段作用，尤其是标题概括题和写作意图题。
三、猜词词义题注意运用“代入法”和“排除法”从逻辑性和褒贬性出发。
四、文章寓意题注意选项字面意思和言外之意与文章主旨相结合，去伪存真。
五、性格描述题注意原文定位，找到相关动词或形容词描述，进而确定最佳答案。
六、标题概括题既要注意文章线索“点睛”作用，还要注意首尾段呼应，尤其是
尾段主旨升华。另外，记叙文标题兼具概括性、新颖性和针对性。
七、落实“题干+原文+选项”三对照，重视原文与选项“同义转换”命题技巧。
六、规范训练目标：做标记，留痕迹；零失误；限时7分钟/每篇。
七、解题策略：
一把钥匙开一把锁。要解答好记叙文阅读理解题，就应该有一套针对性强的方法和技巧。下面是我们在阅读教学中积累下来的一点心得体会，希望能对大家有所帮助。
☛顺藤摸瓜:
记叙文中有大量的事件发展过程中的细节，包括记叙文的5W（what, wh, when, where, why）要素。因此我们作答细节题的时候，一般只需要由前到后，从上到下，一题一题地做就可以了。
☛左顾右盼
在做题过程中，需要抓住题干中的关键词语，然后到文中准确地找到与之相关的语句，或是疑似语句的位置，接着去左顾，或右盼，在前句或后句寻找线索。
☛刨根问底
主旨大意题或推理判断题等不可被题干的表象所迷惑，要像剥洋葱一样，一层一层地剥；要在文前文后去查找，在字里行间里去寻觅。有时还少不了借助自己的生活经验和常理来体会这言外之意。
☛拨云见日
每年的高考阅读题中，特别是记叙文的阅读题，都会出现一至两道词义猜测题。这时，你不仅需要＂左顾右盼＂，还需要在几句话，一个段落，乃至整篇文章的字里行间中快速搜寻，看看前面、后面都发生了些什么；反复琢磨人物、事物，或者人物与事物之间的内在联系，才可能在最后拨开团团迷雾，从四个选项中选出正确答案。
☛一锤定音
有时记叙文最后一题需要选定标题，颇有难度。既要注意文章反复出现的关键词（key wrds），还应注意文章的主旨或隐含意义。实在有困难的话，还可以用排除法。从历年高考统计数据来看，记叙文标题可以是以下情况：短语型；句子型；问句型等。
押题专区：做好题才有好成绩！练技能，补漏洞，提分数，强信心！
（2025·北京海淀·二模）When I arrived at the Sign Language Center in Manhattan fr my first American Sign Language (ASL) class, a man tk ne lk at my hesitant psture and held up sme fingers. One? Tw? I put up ne finger, and he directed me t the Level 1 class. It was disrienting: Class time was strictly “vices ff” t encurage immersive learning and t shw respect t the deaf teachers. Withut the pwer f speech, all my classmates and I culd d was smile and nd at ne anther as we tk in the new vcabulary.
Learning ASL in the early weeks was a culture shck and a bruise t my eg. As a writer, I pride myself n a certain facility with language. I was taught that there’s a perfect cmbinatin f wrds that can mst precisely cmmunicate any thught. With ASL, I expected t feel similarly, and thught fluency wuld cme nce I cllected a critical mass f signs. The first thing yu learn in ASL class is the alphabet. As my classmates and I asked and answered questins using wrds we didn’t have the signs fr, thse early weeks were filled with labrius spelling. It was embarrassing: Seeing a dzen plitely smiling faces watching me as I slwly spelled, misspelled and restarted spelling wrds— ften multiple times— was its wn kind f trture.
Over time, I picked up n new cnventins, like waving a hand r stmping n the grund t get smene’s attentin. My fingers stalled as they reached fr new shapes, and I struggled t differentiate very similar lking signs. Eventually I realized that when yu’re cmmunicating in sign language, dictin (措词) is nt as imprtant as the way yu embdy what yu’re cmmunicating. I nce asked a teacher hw t sign the wrd “desperate”. “ASL desn’t have a direct translatin f every English wrd,” he tld me. “If yu want t sign ‘desperate’, yu might just sign the wrd ‘want’, but with the apprpriate facial and bdy psturing t shw yur desperatin. It desn’t make sense t sign ‘frustrated’ if yur face desn’t lk at all frustrated,” he added — it’s like speaking in a deadpan mntne while claiming yu’re angry.
I’ve been attending ASL classes fr almst tw years. Initially, my reasn was trivial: a childhd fascinatin with “secret languages”. While ASL may nt whlly share a vcabulary with English, that desn’t mean it lacks precisin. Its precisin, I’ve learned, lies in the cmmn language f the bdy.
1．Hw did the authr feel in the first ASL class?
A．Frustrated.B．Cnfused.C．Anxius.D．Hesitant.
2．What made the authr embarrassed when learning the alphabet?
A．Putting n smiling facial expressins.B．Being made fun f in frnt f the class.
C．Waving a hand t get smene’s attentin.D．Misspelling and respelling wrds repeatedly.
3．Accrding t the passage, what can we learn abut ASL?
A．It’s a universal language system acrss cultures.B．It cnveys mre emtins than verbal language.
C．It requires a cmbinatin f signs and emtins.D．It has a direct translatin f signs fr every wrd.
4．What has the authr learned frm her learning experience?
A．The bdy is what gives language life.B．Dictin is what gives language flavur.
C．Fluency cmes frm the mastery f signs.D．ASL priritizes precisin ver cmmunicatin.
【答案】1．B 2．D 3．C 4．A
【导语】本文是一篇记叙文。文章讲述了作者在纽约曼哈顿的手语中心学习美国手语的经历，以及在这个过程中对语言和沟通方式的新认识。
1．细节理解题。根据第一段中的“It was disrienting: Class time was strictly ‘vices ff’ t encurage immersive learning and t shw respect t the deaf teachers. Withut the pwer f speech, all my classmates and I culd d was smile and nd at ne anther as we tk in the new vcabulary.(这让人感到困惑：课堂时间严格要求“禁止说话”，以鼓励沉浸式学习并尊重聋人教师。没有说话的能力，我的同学们和我所能做的只是微笑和点头，同时吸收新词汇)”可知，作者在第一堂课上感到困惑。故选B项。
2．细节理解题。根据第二段中的“It was embarrassing: Seeing a dzen plitely smiling faces watching me as I slwly spelled, misspelled and restarted spelling wrds— ften multiple times— was its wn kind f trture.(这很尴尬：看到十几张礼貌地微笑的脸看着我，我慢慢地拼写、拼错并重新拼写单词——通常多次——这本身就是一种折磨)”可知，作者在学习字母表时，因为反复拼错和重新拼写单词而感到尴尬。故选D项。
3．细节理解题。根据第三段中的“Eventually I realized that when yu’re cmmunicating in sign language, dictin (措词) is nt as imprtant as the way yu embdy what yu’re cmmunicating. I nce asked a teacher hw t sign the wrd ‘desperate’. ‘ASL desn’t have a direct translatin f every English wrd,’ he tld me. ‘If yu want t sign ‘desperate’, yu might just sign the wrd ‘want’, but with the apprpriate facial and bdy psturing t shw yur desperatin. It desn’t make sense t sign ‘frustrated’ if yur face desn’t lk at all frustrated,’ he added— it’s like speaking in a deadpan mntne while claiming yu’re angry.(最终我意识到，当你用手语交流时，措词不如你如何体现你所传达的内容重要。我曾问一位老师如何用手语表达‘绝望’。‘ASL并没有每个英语单词的直接翻译，’他告诉我。‘如果你想用手语表达‘绝望’，你可能只需要用手语表达‘想要’，但要通过适当的面部和身体姿势来表达你的绝望。如果你的脸上一点也没有表现出沮丧，那么用手语表达‘沮丧’是没有意义的，’他补充说——这就像用单调的语调说话，却声称你很生气)”可知，ASL需要结合手势和情感来传达信息。故选C项。
4．细节理解题。根据最后一段中的“While ASL may nt whlly share a vcabulary with English, that desn’t mean it lacks precisin. Its precisin, I’ve learned, lies in the cmmn language f the bdy.(尽管ASL可能并不完全与英语共享词汇，但这并不意味着它缺乏精确性。我学到的是，它的精确性在于肢体语言)”可知，作者从学习经历中学到的是，肢体语言在手语中很重要，即身体是赋予语言生命的。故选A项。
（2025·北京通州·一模）
A teacher in New Yrk decided t hnr each f her senirs in high schl by telling them the difference they each made t her and the class. She presented each f them with a blue ribbn imprinted with gld letters which read, “Wh I Am Makes a Difference”. Afterwards the teacher gave each f the students three mre ribbns and instructed them t spread this recgnitin t ceremny.
One f the bys in the class hnred a junir executive in a nearby cmpany fr helping him with his career planning and later that day the junir executive went t see his bss, wh had been nted as being kind f a bad tempered fellw. He tld his bss that he deeply admired him fr being a creative genius. Then the junir executive placed the blue ribbn n his bss’s jacket.
That night the bss came hme t his 14-year-ld sn and sat him dwn. He said, “The mst incredible thing happened t me tday. I was in my ffice and ne f the junir executives came in and tld me he admired me and gave me a blue ribbn fr being a creative genius. Imagine. He thinks I’m a creative genius. Then he put the blue ribbn that says ‘Wh I Am Makes A Difference’ n my jacket abve my heart. He gave me an extra ribbn and asked me t find smebdy else t hnr. As I was driving hme tnight, I started thinking abut whm I wuld hnr with this ribbn and I thught abut yu, I want t hnr yu.”
“My days are really stressful and when I cme hme, I dn’t pay a lt f attentin t yu. Smetimes I scream at yu fr nt getting gd enugh grades in schl and fr yur bedrm being a mess, but smehw tnight, I just wanted t let yu knw that yu d make a difference t me. Besides yur mther, yu are the mst imprtant persn in my life. Yu’re a great kid and I lve yu!”
The astnished by started t sb and sb, and he culdn’t stp crying. His whle bdy shk. After a lng silence, he lked up at his father and said thrugh his tears, “Thank yu, Dad. This blue ribbn means mre t me than anything. I lve yu t.”
1．The teacher gave each student three mre ribbns in rder t ______.
A．hnr their gd behavir in class
B．pass n the act f acknwledgment
C．shw her appreciatin fr their help
D．prepare fr the graduatin ceremny
2．What can we infer abut the bss befre receiving the blue ribbn?
A．He was attentive but strict t his sn.
B．He had great skills in career planning.
C．He was well-knwn as a creative genius.
D．He priritized wrk ver family respnsibilities.
3．On hearing his father’s wrds, the by felt ______.
A．relieved f lng-held insecuritiesB．cnfused by the sudden attentin
C．indifferent t his father’s aplgyD．upset abut being ignred befre
4．The stry mainly tells us that ______.
A．teachers have great influences n students
B．it is imprtant t express gratitude t thers
C．everyne needs t be recgnized and appreciated
D．parents shuld pay mre attentin t their children
【答案】1．B 2．D 3．A 4．C
【导语】本文是一篇记叙文。主要讲述的是一个关于“蓝丝带”的感恩故事，通过师生、父子以及同事之间的情感互动，强调每个人都渴望被认可和欣赏。
1．细节理解题。根据第一段中的“Afterwards the teacher gave each f the students three mre ribbns and instructed them t spread this recgnitin t ceremny. (之后，老师又给了每个学生三条蓝丝带，并指示他们将这种认可传递下去。)”可知，老师给每个学生额外的三条蓝丝带是为了让他们传递这种认可的行为。故选B。
2．推理判断题。根据第四段中的“My days are really stressful and when I cme hme, I dn’t pay a lt f attentin t yu. Smetimes I scream at yu fr nt getting gd enugh grades in schl and fr yur bedrm being a mess, but smehw tnight, I just wanted t let yu knw that yu d make a difference t me. (我的日子压力很大，当我回家时，我没有太关注你。有时我会因为你在学校成绩不够好，以及你的卧室一团糟而对你大喊大叫，但不知怎么的，今晚，我只是想让你知道你对我来说真的很重要。)”可知，在收到蓝丝带之前，他的工作压力很大，不关注儿子，而且还在孩子表现不佳时乱吼孩子，由此可推断，他对家庭责任不够重视，更专注于工作。故选D。
3．推理判断题。根据最后一段“The astnished by started t sb and sb, and he culdn’t stp crying. His whle bdy shk. After a lng silence, he lked up at his father and said thrugh his tears, “Thank yu, Dad. This blue ribbn means mre t me than anything. I lve yu t.” (这个惊讶的男孩开始抽泣，他止不住地哭泣。他的整个身体都在颤抖。长时间的沉默后，他抬头看着父亲，流着泪说：“谢谢你，爸爸。这条蓝丝带对我来说比什么都重要。我也爱你。”)”可知，孩子听到父亲的话止不住的哭泣，沉默长时间后，最后抬起头对爸爸表达了爱，由此可推断，听到父亲的话后，男孩因为长期以来的不安感得到了缓解。故选A。
4．主旨大意题。通读全文，结合首段“She presented each f them with a blue ribbn imprinted with gld letters which read, “Wh I Am Makes a Difference”. Afterwards the teacher gave each f the students three mre ribbns and instructed them t spread this recgnitin t ceremny. (她送给每位学生一条印有金色字母的蓝色丝带，上面写着：“我就是与众不同”。之后，老师又给了每位学生三条额外的丝带，并指导他们将这种认可传递下去。)”可知，文章讲述了老师给学生蓝丝带让他们传递认可，结合下文讲述的学生将认可传递给公司初级主管，初级主管又传递给老板，老板最后认可了儿子，这一系列故事体现了每个人都需要被认可和欣赏，由此可知，本文主要告诉我们：每个人都需要被认可和欣赏。故选C。
（2025·北京门头沟·一模）When Sarah was 12 years ld, she was diagnsed with a rare cnditin that affected her ability t walk. Dctrs tld her she might never run again. But Sarah refused t accept this. She had always lved running, and the thught f lsing it was unbearable. With determinatin and the supprt f her family, she began a lng and difficult jurney t regain her strength.
Fr mnths, Sarah underwent physical therapy, spending hurs each day relearning hw t mve her legs. Prgress was slw, and there were days when she felt like giving up. But her mther always reminded her, “Every step frward, n matter hw small, is a victry.” These wrds became Sarah’s mtt, pushing her t keep ging. She started by taking a few steps with a walker, then prgressed t walking shrt distances n her wn. Each milestne, n matter hw small, filled her with hpe.
By the time she turned 15, Sarah had made significant prgress. She culd walk shrt distances withut assistance, but running still seemed like a distant dream. That’s when she met Cach Miller, a frmer marathn runner wh believed in her ptential. He designed a special training prgram fr Sarah, fcusing n building her endurance and cnfidence. “Yu have the heart f a runner,” he tld her. “Nw we just need t train yur bdy t keep up.”
The first time Sarah tried t run, she nly managed a few steps befre cllapsing in tears. But Cach Miller was there, encuraging her t try again. “Failure is just a step n the path t success,” he said. Over the next year, Sarah trained tirelessly, gradually increasing her distance and speed. She faced setbacks, including muscle pain and mments f self-dubt, but she never gave up.
At 17, Sarah entered her first race — a lcal 5K. She didn’t win, but she crssed the finish line with a smile n her face. Fr Sarah, it wasn’t abut winning; it was abut prving t herself that she culd d it. Tday, Sarah is a cmpetitive runner and an inspiratin t thers facing challenges. Her stry reminds us that with persistence and supprt, even the tughest bstacles can be vercme.
1．What was Sarah’s initial reactin t her disease?
A．She accepted it immediately.
B．She felt relieved t stp running.
C．She decided t fcus n ther hbbies.
D．She didn’t believe she culdn’t run again.
2．Which wrd wuld best describe Sarah’s mther’s wrds?
A．Imaginative.B．Encuraging.C．Cnstructive.D．Entertaining.
3．Why did Cach Miller’s training prgram fcus n endurance and cnfidence?
A．Because Sarah needed t vercme physical and mental barriers.
B．Because Sarah had little ptential in running lng distances.
C．Because Sarah wanted t win races quickly.
D．Because Sarah suffered frm muscle pain.
4．What did Sarah’s participatin in the 5K race shw?
A．Her need t impress thers.
B．Her determinatin t win at all csts.
C．Her desire t prve her ability t herself.
D．Her acceptance f her physical limitatins.
【答案】1．D 2．B 3．A 4．C
【导语】本文是一篇记叙文。文章主要讲述了12岁被诊断患影响行走疾病、被告知可能无法再跑步的莎拉，在家人支持和教练帮助下，历经艰难训练，17岁参加5K比赛证明了自己，如今成为激励他人的跑步者 。
1．细节理解题。根据第一段“Dctrs tld her she might never run again. But Sarah refused t accept this. She had always lved running, and the thught f lsing it was unbearable.(医生告诉她，她可能再也不能跑了。但莎拉拒绝接受这一点。她一直很喜欢跑步，一想到要失去它，她就难以忍受)”可知，莎拉最初对自己疾病的反应是她不相信自己不能再跑步了。故选D项。
2．推理判断题。根据第二段“But her mther always reminded her, “Every step frward, n matter hw small, is a victry.” These wrds became Sarah’s mtt, pushing her t keep ging.(但她的母亲总是提醒她，“每一步前进，无论多么小，都是一场胜利。”这些话成为了莎拉的座右铭，激励她继续前进)”可知，莎拉母亲的话激励莎拉继续前进。由此推知，莎拉母亲的话是令人鼓舞的。故选B项。
3．推理判断题。根据第三段“She culd walk shrt distances withut assistance, but running still seemed like a distant dream. That’s when she met Cach Miller, a frmer marathn runner wh believed in her ptential. He designed a special training prgram fr Sarah, fcusing n building her endurance and cnfidence. “Yu have the heart f a runner,” he tld her. “Nw we just need t train yur bdy t keep up.”(她可以在没有帮助的情况下走很短的距离，但跑步似乎仍然是一个遥远的梦想。就在那时，她遇到了米勒教练，这位前马拉松运动员相信她的潜力。他为莎拉设计了一个特殊的训练计划，重点是培养她的耐力和信心。“你有一颗跑步者的心，”他告诉她。“现在我们只需要训练你的身体来跟上。”)”和第四段“But Cach Miller was there, encuraging her t try again. “Failure is just a step n the path t success,” he said. Over the next year, Sarah trained tirelessly, gradually increasing her distance and speed. She faced setbacks, including muscle pain and mments f self-dubt, but she never gave up.(但米勒教练在那里，鼓励她再试一次。他说：“失败只是通往成功之路的一步。”。在接下来的一年里，莎拉不知疲倦地训练，逐渐增加了她的距离和速度。她面临着挫折，包括肌肉疼痛和自我怀疑的时刻，但她从未放弃)”可知，莎拉因为疾病身体上有局限性，在跑步训练中也面临着肌肉疼痛和自我怀疑等心理问题。由此推知，教练米勒的训练计划侧重于耐力和信心是因为莎拉需要克服身体和心理上的障碍。故选A项。
4．细节理解题。根据最后一段“At 17, Sarah entered her first race — a lcal 5K. She didn’t win, but she crssed the finish line with a smile n her face. Fr Sarah, it wasn’t abut winning; it was abut prving t herself that she culd d it.(17岁时，莎拉参加了她的第一场比赛——当地的5公里比赛。她没有赢，但她面带微笑地冲过了终点线。对莎拉来说，这不是赢；这是为了向自己证明她能做到)”可知，莎拉参加5K比赛是为了向自己证明她能做到，展示了她向自己证明能力的愿望。故选C项。
（2025·北京朝阳·一模）Luther Gerlach’s images enrich the permanent cllectins f the J. Paul Getty Museum in Ls Angeles and the Natinal Prtrait Gallery in Lndn, amng ther institutins.
While studying his wrk, ne cannt help but revisit the jurney he undertk in pursuit f art. Gerlach has dyslexia, a cnditin that makes it difficult fr him t read and spell, and in middle schl, it began t affect his studies. At the University f Minnesta, where Gerlach studied bilgy, his struggle with writing reached a tipping pint. Gerlach left the university and entered art schl. “Art has never been smething that slwed me dwn, in cntrast t the written wrd,” Gerlach says.
After graduating frm art schl, Gerlach tk what he learned and traveled acrss the United States selling his prints at art fairs. It was the late 1980s, and Gerlach traveled rughly 90,000 miles a year, taking phts alng the way. He was making $100,000 a year ding what he lved.
But the emergence f digital phtgraphy changed everything. Phtgraphers began t use Phtshp t create the hand-brushed quality f Gerlach’s phtgraphs and tld custmers they were using the same prcess Gerlach was using. “I wuld hear them talking — cmplete lies,” he says.
Rather than dive int digital, Gerlach mved int a phtgraphic prcess that was quite unusual: the wet clldin (火棉胶) prcess, invented in 1851. The prcess invlves cating a plate f glass r metal with clldin, fllwed by using a silver nitrate (硝酸银) bath t make the plate sensitive t light. The plate is then placed in a light-tight film hlder, with the pht made almst immediately while the plate is still wet.
It wasn’t easy when he first started, but Gerlach has always cnsidered “cnstant prblem slving” t be part f the creative prcess. It made Gerlach feel “present as an artist”. “I saw the final prduct right there in frnt f me. The same leaves n the tree that I’m standing in frnt f are n the image,” Gerlach explains. “The prcess allwed me t feel mre like a phtgrapher instead f a machine that printed prints t sell s I culd make mney. And when the final prduct wrks, nthing else cmpares t it.”
1．Luther Gerlach’s dyslexia ________.
A．frced him t change his majr
B．drve him t g int business
C．made him drp ut f middle schl
D．affected his artistic perfrmance
2．As digital phtgraphy emerged, Luther Gerlach ________.
A．adpted a unique phtgraphic technique
B．set ff fr new places t take phtgraphs
C．praised phtgraphers fr using Phtshp
D．imprved the hand-brushed quality f his phts
3．Why did Luther Gerlach prefer the wet clldin prcess?
A．It was cheap and reliable.
B．It was easy and efficient.
C．It gave him artistic satisfactin.
D．It helped him sell prints fr prfit.
4．What can we learn frm this passage?
A．Necessity inspires inventin.
B．Everything cmes t thse wh wait.
C．Hpe fr the best; prepare fr the wrst.
D．Dare t be different in a wrld f cpycats.
【答案】1．A 2．A 3．C 4．D
【导语】本文是篇记叙文。文章主要讲述了患有阅读障碍症的Luther Gerlach追求艺术生涯的历程。
1．细节理解题。根据第二段“At the University f Minnesta, where Gerlach studied bilgy, his struggle with writing reached a tipping pint. Gerlach left the university and entered art schl.(在Gerlach学习生物学的明尼苏达大学，他在写作上的困难达到了一个临界点。Gerlach离开大学，进入了艺术学院)”可知，阅读障碍症迫使Gerlach放弃了生物专业，改学艺术专业。故选A。
2．细节理解题。根据第四段“Rather than dive int digital, Gerlach mved int a phtgraphic prcess that was quite unusual: the wet clldin (火棉胶) prcess, invented in 1851.(Gerlach没有深入研究数码技术，而是转向了一种相当不同寻常的摄影方法：1851年发明的湿胶法)”可知，当数码摄影出现时，Gerlach没有跟风研究它， 而是采用了一种独特的摄影技术。故选A。
3．细节理解题。根据最后一段“It wasn’t easy when he first started, but Gerlach has always cnsidered “cnstant prblem slving” t be part f the creative prcess. It made Gerlach feel “present as an artist”.(刚开始的时候并不容易，但Gerlach一直认为“不断解决问题”是创作过程的一部分，这让Gerlach感到“作为一名艺术家的存在”)”和“The prcess allwed me t feel mre like a phtgrapher instead f a machine that printed prints t sell s I culd make mney. And when the final prduct wrks, nthing else cmpares t it.(这个过程让我觉得自己更像是一个摄影师，而不是一台打印印刷品出售的机器，这样我就可以赚钱。当最终产品成功时，没有什么能与之相比)”可知，Gerlach更喜欢这种湿胶法的过程，是因为这个创作过程让他感受到自己是一名艺术家，最终的作品也是无与伦比的，从而能够获得艺术上的满足感。故选C。
4．推理判断题。根据第四段“Rather than dive int digital, Gerlach mved int a phtgraphic prcess that was quite unusual: the wet clldin (火棉胶) prcess, invented in 1851.(Gerlach没有深入研究数码技术，而是转向了一种相当不同寻常的摄影方法：1851年发明的湿胶法)”和最后一段“The prcess allwed me t feel mre like a phtgrapher instead f a machine that printed prints t sell s I culd make mney. And when the final prduct wrks, nthing else cmpares t it.(这个过程让我觉得自己更像是一个摄影师，而不是一台打印印刷品出售的机器，这样我就可以赚钱。当最终作品成功时，没有什么能与之相比)”及全文内容可知，在数码摄影技术兴起的时候，Gerlach并不盲目跟随潮流、模仿他人，而是敢于探索不同的方法，并不断学习和研究，最终创造出无与伦比的作品，可见在一个充斥着模仿者的世界里，他敢于与众不同。故选D。
（24-25高三下·北京朝阳·阶段练习）The image f that staircase never left my mind. It had been frty years since I graduated high schl, but the staircase haunted my memries.
Bys wuld sit n bth sides f the staircase, rating the girls as we walked by. If they thught a girl was really ugly, they barked. Every time I walked up r dwn thse stairs, the barks, wfs, and laughter rang in my ears.
“Just ignre them,” my mther advised. And I did. On the surface. But inside the painful message that I was ugly rted deep int my sul.
Eventually, I graduated, gt accepted t cllege n the West Cast, and left small-twn Clrad behind me. I earned a degree in Cmmunicatins, launched a rewarding career as a writer and teacher, gt married, and raised tw amazing bys. But when I lked in the mirrr, the dubts returned.
Then I gt an invitatin t my frtieth high schl reunin. I didn’t like high schl, but I wanted t g back and tell thse bys ff. I wanted t tell them hw hurtful and unkind they were. And I wanted t shw them they were wrng. I had a husband, a family and all the things they’d made me feel I wasn’t wrthy f.
I practiced my speech in my mind as I ran errands (差事), cked dinner, and exercised at senir aerbics. In September, I drve dwn t the twn where I’d spent my high schl years. I put n my favrite bluse, tuched up my make-up, and steeled myself fr the Friday night pening receptin.
Maybe it’s true that memry is the first thing t g. On the night, peple greeted me plitely, drinks in hand, flattering me with “Yu haven’t changed at all.” I’d lk at the face and study the nametag with the graduatin pht, but it didn’t ring a bell mst f the time.
Had I cmpletely erased that whle perid f my life frm my memry? Was I at the wrng reunin? N, sme wmen remembered my mther being their Girl Scut leader. Others had kind things t say abut my father, a lcal cllege prfessr. My planned speech wilted (枯萎) n my lips. Instead, I chatted breezily abut my tw grwn sns, living in Seattle, and writing résumés fr Being wrkers. Peple were nice enugh, but aside frm a cuple f friends, I felt like I was talking t strangers.
It was pintless t hld a grudge (怨恨) against peple I culdn’t even recgnize. I was nly hurting myself by replaying thse memries in my mind. I knew I needed t frgive. A dark srrw lifted frm my sul. I felt happier, mre self-cnfident and attractive.
Back hme, ur senir fitness instructr nticed that I was wearing a new T-shirt. “Yu are really rckin’ that shirt,” she said.
I smiled. She’d said that befre, but this time I believed it.
1．Why did the authr decide t attend the 40th high schl reunin?
A．T meet her ld teachers.B．T prve her career success.
C．T aplgize fr past misunderstandings.D．T cnfrnt hurtful bys and shw her wrth.
2．What can we learn frm this passage?
A．The authr fught against her bullies directly.
B．The reunin attendees were mstly strangers.
C．The authr’s career success healed her trauma.
D．The instructr’s cmpliment was first genuinely embraced.
3．What can be inferred abut the authr’s feelings after the high schl reunin?
A．Cnfused and sad.B．Angry and prud.
C．Relieved and cnfident.D．Disappinted and regretful.
4．Which is the best title fr the passage?
A．The Pwer f Letting GB．A Surprising Reunin Letter
C．Finding Friends in StrangersD．The Painful High Schl Years
【答案】1．D 2．D 3．C 4．A
【导语】本文是一篇记叙文。主要讲述了作者参加高中同学会，通过释怀过去的伤痛，重获快乐和自信的故事。
1．推理判断题。根据第五段“Then I gt an invitatin t my frtieth high schl reunin. I didn’t like high schl, but I wanted t g back and tell thse bys ff. I wanted t tell them hw hurtful and unkind they were. And I wanted t shw them they were wrng. I had a husband, a family and all the things they’d made me feel I wasn’t wrthy f. (然后我收到了我第四十次高中同学会的邀请。我不喜欢高中，但我想回去告诉那些男孩。我想告诉他们他们有多伤人、多不友善。我想让他们知道他们错了。我有一个丈夫，一个家庭，还有所有那些他们让我觉得我不配拥有的东西)”可知，作者决定参加40周年高中同学会是为了对抗那些伤害过她的男孩，并向他们展示她的价值。故选D。
2．细节理解题。根据倒数第二段“Back hme, ur senir fitness instructr nticed that I was wearing a new T-shirt. “Yu are really rckin’ that shirt,” she said.(回家后，我们的高级健身教练注意到我穿了一件新T恤。“你这件T恤穿得太棒了，”她说。我笑了。她以前也这么说过，但这次我相信了)”可知，健身教练的赞美第一次被作者真正接受。故选D。
3．推理判断题。根据倒数第三段“It was pintless t hld a grudge (怨恨) against peple I culdn’t even recgnize. I was nly hurting myself by replaying thse memries in my mind. I knew I needed t frgive. A dark srrw lifted frm my sul. I felt happier, mre self-cnfident and attractive. (对那些我甚至都认不出来的人怀恨在心是毫无意义的。我只是在脑海中重复那些回忆来伤害自己。我知道我需要原谅。一种深深的悲伤从我的灵魂中消散。我感到更快乐，更自信，更有吸引力)”可知，作者在同学会后感到如释重负和自信。故选C。
4．主旨大意题。根据全文内容，尤其是倒数第三段“I knew I needed t frgive. A dark srrw lifted frm my sul. I felt happier, mre self-cnfident and attractive. (我知道我需要原谅。一种深深的悲伤从我的灵魂中消散。我感到更快乐，更自信，更有吸引力)”可知，文章主要讲述了作者通过原谅过去伤害过她的人，释放了内心的痛苦，变得更加快乐和自信。因此，最好的标题是“释怀的力量”。故选A。
（2025·北京房山·一模）Since he was a little by, Masn, 18, has been a “tinkerer”. His mm says, “He is always building smething and cming up with new inventins.” Fur years ag, a vide played at schl demnstrated the dangers f getting trapped in grain and tld the stry f a farmer wh had nearly lst his life in a grain bin (谷仓). That stry stuck with Masn.
He began researching hw grain bins wrk and sketching ideas. He wuld wake up in the middle f the night with new ideas, turn n his light, and jt them dwn. Eventually, he came up with the idea f the Grain Gyre: an auger (螺旋钻) n the bttm f the bin that mves the crp up and dumps it back ut n tp in the center. This way, the farmer wuldn’t need t g int the bin and risk getting hurt. He shared his idea with his teacher, wh encuraged him t build a mdel. Masn’s dad gave him full freedm t use all the parts and tls in his shed. It tk a few tries, but Masn wrked until his design came t life and did exactly what he wanted.
Afterwards, Masn’s grandparents dnated a grain bin and the crn needed t fill it frm their farm. His brther pured the cncrete. One f his friends did the electrical wrk. Tday, a grain bin sits at the end f the driveway. Cameras inside the bin shw the Grain Gyre in actin n a screen set up next t the bin. The entire system can be cntrlled manually with a switch munted n the bin r remtely frm an app n the user’s smartphne r tablet.
Masn is still thinking abut ways t make the Grain Gyre better. He is develping a scial media presence t share vides f hw his inventin actually wrks. The next step is t find a manufacturer t license and build the Grain Gyre.
After graduating frm high schl, Masn plans t attend cmmunity cllege t becme a mechanic specializing in engines. Masn culd very well be clse t becming a successful businessman while still a teenager, but that’s nt why he invented the Grain Gyre. He says his mtivatin remains the same tday as when he first came up with the idea: “T keep farmers safe.”
1．What made Masn start thinking abut the Grain Gyre?
A．His experience f being trapped t a crnfield.
B．His father’s encuragement t create a new inventin.
C．An inventin that helps farmers address crp shrtages.
D．A stry abut a farmer nearly lsing his life in a grain bin.
2．Hw did Masn’s family and friends help with the Grain Gyre?
A．They prvided resurces and supprt.
B．They assisted with designing the system.
C．They funded the prject and managed prductin.
D．They psted a vide f the inventin n scial media.
3．Accrding t the last paragraph, we can learn that Masn is _______.
A．extremely braveB．quietly ambitius
C．scially respnsibleD．academically passinate
4．What can we cnclude frm this passage?
A．Family teamwrk leads t greater success.
B．Caring innvatin slves real-wrld dangers.
C．Starting a business demands persnal ambitin.
D．Frmal educatin prvides slutins t difficult prblems.
【答案】1．D 2．A 3．C 4．B
【导语】这是一篇记叙文。文章主要讲述了梅森因为看到一个农民在粮仓里差点丧命的故事，于是有了“谷物环流”的想法，让农民就不需要冒着受伤的风险进入谷仓。
1．细节理解题。根据第一段“Fur years ag, a vide played at schl demnstrated the dangers f getting trapped in grain and tld the stry f a farmer wh had nearly lst his life in a grain bin (谷仓). That stry stuck with Masn.(四年前，学校里播放了一段视频，展示了被困在粮仓里的危险，并讲述了一位农民差点在粮仓里丧命的故事。这个故事让梅森印象深刻)”和第二段“He began researching hw grain bins wrk and sketching ideas. He wuld wake up in the middle f the night with new ideas, turn n his light, and jt them dwn. Eventually, he came up with the idea f the Grain Gyre: (他开始研究粮仓是如何工作的，并勾勒出一些想法。他会在半夜醒来，突然有了新的想法，打开灯，把它们记下来。最终，他提出了谷物环流的想法)”可知，一个关于一个农民在粮仓里差点丧命的故事让梅森开始考虑谷物环流。故选D。
2．细节理解题。根据第三段“Afterwards, Masn’s grandparents dnated a grain bin and the crn needed t fill it frm their farm. His brther pured the cncrete. One f his friends did the electrical wrk.(后来，梅森的祖父母从他们的农场捐赠了一个谷物箱和装满它所需的玉米。他的兄弟浇筑混凝土。他的一个朋友做电气工作)”可知，梅森的家人和朋友提供了资源和支持，帮助建造了谷物环流。故选A。
3．推理判断题。根据最后一段“He says his mtivatin remains the same tday as when he first came up with the idea: “T keep farmers safe.”(他说，今天他的动机和他第一次提出这个想法时一样：“保证农民的安全。”)”可知，梅森是有社会责任感的。故选C。
4．推理判断题。根据第二段“He began researching hw grain bins wrk and sketching ideas. He wuld wake up in the middle f the night with new ideas, turn n his light, and jt them dwn. Eventually, he came up with the idea f the Grain Gyre: an auger (螺旋钻) n the bttm f the bin that mves the crp up and dumps it back ut n tp in the center. This way, the farmer wuldn’t need t g int the bin and risk getting hurt.(他开始研究粮仓是如何工作的，并勾勒出一些想法。他会在半夜醒来，突然有了新的想法，打开灯，把它们记下来。最终，他想出了“谷物环流”的想法：在垃圾桶底部安装一个螺旋钻，它可以将农作物向上移动，并将其倒回顶部的中央。这样，农民就不需要冒着受伤的风险进入谷仓)”和最后一段“He says his mtivatin remains the same tday as when he first came up with the idea: “T keep farmers safe.”(他说，今天他的动机和他第一次提出这个想法时一样：“保证农民的安全。”)”并结合文章主要讲述了梅森因为看到一个农民在粮仓里差点丧命的故事，于是有了“谷物环流”的想法，让农民就不需要冒着受伤的风险进入谷仓可知，关怀创新解决了现实世界的危险。故选B。
（2025·北京顺义·一模）In 2010, fur friends, carrying 32 kg wrth f camera equipment, sunk beneath the waves f Sdwana Bay, ff the east cast f Suth Africa. It was then that phtgrapher, Laurent Ballesta stared directly int the eyes f a creature nce thught t have died ut with the dinsaurs — making him the first diver t phtgraph a living celacanth (腔棘鱼).
But what des it take t be a truly great cean phtgrapher? Danger, says Ballesta. “I realised that every time a dive is easy, my phts are nt gd,” he says. “I need t feel I’m in an uncmfrtable situatin t give my best. If yu put me in the Red Sea in 20 m f warm water — I dn’t take better images than thers.” In an extreme situatin n the ther hand — ne in which he feels he shuldn’t be allwed, that his time is limited, there is an urgency — a switch clicks.
Thanks t Ballesta’s wrk, we nw knw the celacanth is amng the lngest-living fish species, with a life f arund 100 years, and has ne f the slwest life histries f all cean fish. Lng-lived species are especially sensitive t natural and human stressrs, and it is nly by bserving these creatures in their wn habitat that we can really begin t understand them.
The celacanth explratin was a springbard fr Ballesta’s explratin career. In2019, Ballesta pineered a new diving technique, which wuld allw cmmercial divers t sink t great depths. He used an electrnically managed rebreather fr autnmus deep sea explratin — making him the first persn t take what culd be described as an untied spacewalk deep under the cean.
Ballesta is bth an artist and a scientist. His wrk acts as a windw int the unknwn — ne that we can all lk thrugh.
1．What was Laurent Ballesta’s significant achievement in 2010?
A．Explring beneath the Sdwana Bay.
B．Taking phts f a living celacanth.
C．Finding the secret f dinsaur extinctin.
D．Diving with the heaviest camera equipment.
2．What makes Laurent Ballesta give his best?
A．Fierce cmpetitins.B．New diving technique.
C．Sea animal knwledge.D．Challenging situatins.
3．We learn that lng-lived fish species ___________.
A．live a life f ver 100 yearsB．have the slwest life histries
C．are sensitive t human activitiesD．are easy t adapt t new ecsystems
4．What kind f persn is Laurent Ballesta?
A．Careful and passinate.B．Brave and creative.
C．Mdest and hardwrking.D．Tugh and cmpetitive.
【答案】1．B 2．D 3．C 4．B
【导语】这是一篇记叙文。文章主要讲述了海洋摄影师Laurent Ballesta在2010年拍摄到了被认为已经灭绝的腔棘鱼的活体照片，这一成就开启了他的探索生涯。
1．细节理解题。根据第一段“It was then that phtgrapher, Laurent Ballesta stared directly int the eyes f a creature nce thught t have died ut with the dinsaurs — making him the first diver t phtgraph a living celacanth.(就在那时，摄影师Laurent Ballesta直视着一种曾被认为与恐龙一起灭绝的生物的眼睛——这使他成为第一个拍摄到活体腔棘鱼照片的潜水员。)”可知，Laurent Ballesta在2010年的重大成就是拍摄到活着的腔棘鱼的照片。故选B。
2．细节理解题。根据第二段“I need t feel I’m in an uncmfrtable situatin t give my best.(我需要感觉到自己处于不舒服的环境中，才能全力以赴。)”可知，让Laurent Ballesta全力以赴的是具有挑战性的环境。故选D。
3．细节理解题。根据第三段“Lng-lived species are especially sensitive t natural and human stressrs.(长寿物种对自然和人类压力因素特别敏感。)”可知，长寿鱼类对人类活动很敏感。故选C。
4．推理判断题。根据第二段“I need t feel I’m in an uncmfrtable situatin t give my best.(我需要感觉到自己处于不舒服的环境中，才能全力以赴。)”和第四段“He used an electrnically managed rebreather fr autnmus deep sea explratin — making him the first persn t take what culd be described as an untied spacewalk deep under the cean.(他使用电子管理的循环呼吸器进行自主深海探索——这使他成为第一个在深海进行所谓‘无束缚太空漫步’的人。)”此可知，Laurent Ballesta是一个勇敢且有创造力的人。故选B。
（2025·北京丰台·一模）Fr years, Rbyn Elman, a nature advcate, has been passinately raising the endangered mnarch butterflies in the czy crner f her backyard. She cllects the butterfly eggs frm the milkweed plants — the nly fd fr these delicate creatures — alngside the highways. Each time she ges n her jurney t the highways, she hpes these little eggs, which are as precius as hidden treasures, will hatch (孵化) int many beautiful creatures. They will slwly make the grup which is getting smaller gradually breathe new life.
But reality destryed her hpes last year. Instead f being greeted by the green milkweed plants, she was met with the deslate sight f mwed stubs (修剪过的草茬) and destryed eggs. The milkweed plants had been cut dwn, and all left were shrt stubs. She felt a deep sense f lss. “Is there really n hpe fr these delicate, flying creatures?” she whispered t herself, her heart as heavy as a big piece f lead.
Even as pain cnsumed her, Rbyn remained determined. She teamed up with ther nature lvers. They reached ut t Frank Cnigli, the city’s directr f highway maintenance, urging him t cut the butterflies a break. At first, Frank was dubtful. He thught, “Hw imprtant can this be? What difference will it make? It’s just sme butterflies and plants.” But as Rbyn and her friends pured ut their wrries, and kept explaining the imprtance f the issue, Frank began t understand. He finally realised, “What happens t the butterflies is ging t happen t us, isn’t it?”, as if a light bulb had suddenly switched n in his mind.
Frank went t wrk n studying mre abut mnarch butterflies, and finally he supprted their cause, and tk decisive actin. He stpped mwing in certain areas, drawing an invisible line f prtectin. S far, arund 20 patches f milkweed plants, like ases in the urban desert, have been prtected acrss the city. “We’re making a real difference,” Frank said prudly.
Thanks t their cmbined effrts, the mnarch butterflies nw have a brighter future, and the city’s ecsystem is n the path t psitive transfrmatin.
1．As a nature advcate, Rbyn Elman ________.
A．grws sme milkweed in her backyard
B．raises butterflies alngside the highway
C．cllects butterfly eggs and hatches them
D．studies milkweed and prves them valuable
2．Hw did Rbyn feel upn seeing the mwed stubs?
A．Upset and disappinted.B．Angry and annyed.
C．Embarrassed and ashamed.D．Terrified and cnfused.
3．What did Frank d t help prtect the mnarch butterflies?
A．He raised the awareness f the public.
B．He studied the lcal natural ecsystem.
C．He prtected milkweed in certain areas.
D．He mved the butterflies t a safe place.
4．What can we cnclude frm this passage?
A．Wildlife cnservatin takes a back seat t urban develpment.
B．Gvernment plicies play a main rle in wildlife cnservatin.
C．The damage f habitats has lng-term impact n the ecsystem.
D．Cmmitment and cperatin cause psitive eclgical utcmes.
【答案】1．C 2．A 3．C 4．D
【导语】本文是一篇记叙文。文章主要讲述了自然倡导者Rbyn Elman和其他自然爱好者共同努力保护帝王蝶的故事。
1．细节理解题。根据第一段的“She cllects the butterfly eggs frm the milkweed plants — the nly fd fr these delicate creatures — alngside the highways. Each time she ges n her jurney t the highways, she hpes these little eggs, which are as precius as hidden treasures, will hatch (孵化) int many beautiful creatures.(她沿着公路收集马利筋植物上的帝王蝶卵，而这些马利筋植物是这些脆弱生物唯一的食物来源。每次她踏上前往公路的旅程时，她都希望这些如同隐藏珍宝般珍贵的卵能够孵化出许多美丽的生物)”可知，Rbyn Elman作为自然倡导者，会收集帝王蝶的卵并孵化它们。故选C。
2．推理判断题。根据第二段“But reality destryed her hpes last year. Instead f being greeted by the green milkweed plants, she was met with the deslate sight f mwed stubs (修剪过的草茬) and destryed eggs. The milkweed plants had been cut dwn, and all left were shrt stubs. She felt a deep sense f lss. ‘Is there really n hpe fr these delicate, flying creatures?’ she whispered t herself, her heart as heavy as a big piece f lead.(但去年，现实粉碎了她的希望。她没有看到绿意盎然的马利筋植物，映入眼帘的却是修剪过的草茬和被毁的卵的荒凉景象。马利筋植物被砍倒了，只剩下短短的草茬。她感到深深的失落。“这些脆弱的飞行生物真的没有希望了吗？”她自言自语道，心情沉重得如同一块大石头)”可知，现实摧毁了她的希望，看到被修剪过的草茬和被毁坏的卵，她有一种深深的失落感，心里像铅块一样沉重，由此可推断她感到沮丧和失望。故选A。
3．细节理解题。根据第四段“Frank went t wrk n studying mre abut mnarch butterflies, and finally he supprted their cause, and tk decisive actin. He stpped mwing in certain areas, drawing an invisible line f prtectin. S far, arund 20 patches f milkweed plants, like ases in the urban desert, have been prtected acrss the city.(弗兰克开始着手深入研究帝王蝶，最终他支持了保护帝王蝶的事业，并采取了果断行动。他停止了在某些区域的修剪工作，划出了一条无形的保护线。到目前为止，全市已有大约20块马利筋植物区域得到了保护，宛如城市沙漠中的绿洲)”可知，Frank通过在某些地区停止修剪，保护了马利筋植物，以此来帮助保护帝王蝶。故选C。
4．推理判断题。通读全文，尤其是最后一段“Thanks t their cmbined effrts, the mnarch butterflies nw have a brighter future, and the city’s ecsystem is n the path t psitive transfrmatin.(由于他们的共同努力，帝王蝶现在有了更光明的未来，而城市的生态系统也正朝着积极转变的方向迈进)”可知，Rbyn和其他自然爱好者通过努力和合作，成功保护了帝王蝶的栖息地，使帝王蝶有了更光明的未来。由此可知，从文中我们可以总结到“投入和合作能带来积极的生态成果”。故选D。
（2025·北京平谷·一模）Paul was attacked by a shark in the Sydney Harbr and fund himself in a fight fr his life. “I was a dll in a mnster’s muth,” he says. A string f gd luck saved him, even thugh he lst a hand and a leg. Nw, the 47-year-ld is a mtivatinal speaker and envirnmentalist.
He was ding a cunterterrrism training exercise with his mates when suddenly he felt that big hit n the back f his leg. A shark grabbed him by his right hand and the back f his right leg in the same bite and dragged him underwater. He remembered thinking, “Oh, I am nt ging hme tday.” And then the shark bit ff his leg bne and tk ff his hand.
The encunter nly lasted abut eight secnds, but anyne wh’s been thrugh unbearable pain will tell yu it feels like frever. Luckily his diving suit made him flat t the surface. He started t swim t his safety bat — nly t realize his hand wasn’t there. He als had n clue whether he culd feel his brken leg.
It just s happened that his three teammates had seen what was ging n and reached him befre the shark did again. They pulled him int the bat, at which pint he temprarily passed ut.
His surgen eventually gave him a chice: keep his leg, knwing it wuld nt prperly functin, r remve it and get a prsthetic (假肢). All f this was difficult t prcess emtinally. He always says that up until his incident, his tw greatest fears were sharks and public speaking, and it tk a shark attack and meeting with a bunch f kids wh wanted t hear his stry at a cancer charity fr that all t change. Fr 30 minutes he was frtunate enugh t hang ut with these children wh had grwn up in the hspital and help take their minds ff f what they were struggling with, if nly fr a shrt while. He walked ut f the rm n tp f the wrld after seeing the effect it had n them. It gave him a purpse. It gave him value. And s he thught, “Okay, maybe I can d this.”
1．What was Paul’s feeling after being attacked by a shark?
A．He felt pwerful.B．He felt like a her.
C．He felt rather desperate.D．He felt very embarrassed.
2．Hw did Paul’s teammates help him after the shark attack?
A．They managed t kill the shark.
B．They dragged him int the safety bat.
C．They phned an ambulance immediately.
D．They rapidly applied a belt t stp the bleeding.
3．What was the turning pint fr Paul in terms f his fears and utlk n life?
A．Having his leg cut.
B．Receiving medical treatment.
C．Reviewing the site f his attack.
D．Meeting with kids at a cancer charity.
4．What can we learn frm the passage?
A．Purpse is a cure f anxiety.
B．One’s ptential may be underrated.
C．Smene culd rise again frm the ashes.
D．Everything cmes t thse wh are innvative.
【答案】1．C 2．B 3．D 4．C
【导语】本文是一篇记叙文。文章主要讲述了保罗在悉尼港遭遇鲨鱼攻击后，如何通过成为励志演讲家和环保主义者重新找到生活的目标与价值。
1．细节理解题。根据第二段中“He remembered thinking, ‘Oh, I am nt ging hme tday.’(他记得当时自己想，‘哦，我今天回不去了。’)”可知，被鲨鱼袭击后，保罗感到非常绝望。故选C。
2．细节理解题。根据第四段“It just s happened that his three teammates had seen what was ging n and reached him befre the shark did again. They pulled him int the bat, at which pint he temprarily passed ut.(碰巧他的三个队友看到了发生的事情，在鲨鱼再次袭击他之前赶到了他身边。他们把他拉上船，这时他暂时昏了过去。)”可知，保罗的队友在鲨鱼袭击后把他拖上了安全艇。故选B。
3．细节理解题。根据最后一段中“He always says that up until his incident, his tw greatest fears were sharks and public speaking, and it tk a shark attack and meeting with a bunch f kids wh wanted t hear his stry at a cancer charity fr that all t change.(他总是说，在他的事件发生之前，他最害怕的两件事是鲨鱼和公开演讲，直到一次鲨鱼袭击和在癌症慈善机构遇到一群想听他故事的孩子，这一切才发生了改变。)”可知，在癌症慈善机构与孩子们见面是保罗在恐惧和人生观上的转折点。故选D。
4．推理判断题。根据第一段“Paul was attacked by a shark in the Sydney Harbr and fund himself in a fight fr his life. ‘I was a dll in a mnster’s muth,’ he says. A string f gd luck saved him, even thugh he lst a hand and a leg. Nw, the 47-year-ld is a mtivatinal speaker and envirnmentalist.(保罗在悉尼港被鲨鱼袭击，发现自己正在为生命而战。‘我就像怪物嘴里的玩偶，’他说。一连串的好运救了他，尽管他失去了一只手和一条腿。现在，47岁的他是一名励志演说家和环保主义者。)”结合文章内容讲述了保罗被鲨鱼袭击后失去了一只手和一条腿，但他没有一蹶不振，而是成为了一名励志演说家和环保主义者，重新找到了生活的目标和价值。这表明一个人可以从困境中重新站起来。可推知，我们能从这篇文章中学到“有人能从废墟中重振旗鼓”。故选C。
（24-25高三下·北京·开学考试）There was a girl named Sabrina wh suffered frm a severe peanut allergy. This cnditin, characterized by symptms like severe itching, swelling, and difficulty breathing upn expsure t peanuts, culd have been fatal if nt detected and managed early.
Frtunately, her allergy was identified at a yung age. With the help f dctrs and strict dietary measures, she was able t cntrl her symptms and lead a nrmal life. Hwever, this experience had a prfund impact n her, and she became passinate abut helping thers with the same suffering f chrnic diseases like her.
Sabrina realized that early detectin was crucial fr many such cnditins. She decided t fcus her studies n this area and eventually gt admitted t the medical schl f the Yale, where she specialized in the early detectin f chrnic diseases. During her studies, she encuntered varius chrnic diseases with specific symptms. One such disease was diabetes, characterized by high bld sugar levels, fatigue, frequent urinatin, and increased thirst. Anther was chrnic bstructive pulmnary disease (COPD), which caused persistent cughing, shrtness f breath, and chest tightness.
Nthing can get in the way f a strng-willed heart. Sabrina als studied heart diseases like crnary artery disease (冠心病), which ften presented with chest pain, shrtness f breath, and fatigue. She learned that early detectin f these diseases thrugh regular screenings and lifestyle mdificatins culd significantly imprve patients’ quality f life and reduce the risk f severe cmplicatins.
At Yale, Sabrina cnducted research n develping mre effective screening methds fr these chrnic diseases. Her wrk fcused n identifying bimarkers and genetic factrs that culd predict the happening f these cnditins, allwing fr earlier interventin and better management.
This little girl’s dedicatin and research have cntributed significantly t the field f chrnic diseases management. Her wrk has helped develp new screening tls and imprved treatment strategies, bringing hpe t cuntless individuals living with these cnditins. Thrugh her stry and effrts, Sabrina has shwn that early detectin and interventin are key t vercming the challenges psed by chrnic diseases.
1．What life experience left the yung girl a far-reaching influence?
A．Her allergy t peanuts.B．Severe symptms and pain.
C．Simple and cntrlled dietary.D．Timely detectin and early interventin.
2．Abut Sabrina’s learning life in the medical schl, what can we learn?
A．She majred in chrnic diseases and their preventin.
B．She fund early cure can reduce the risk f these diseases.
C．She is bsessed with identifying bimarkers and genetic aspects.
D．She is expert in heart disease and diabetes relating t shrtness f breath.
3．Which kind f traits can we summarize abut Sabrina frm her stry?
A．Insight and tughness.B．Openness and diligence.
C．Passin and self-discipline. D．Integrity and kindness.
4．What can we learn frm the passage?
A．Interest is the Best Teacher.B．Misfrtune may be a blessing.
C．Experience mre, knw mre. D．Early Bird catches the Wrm.
【答案】1．D 2．C 3．C 4．B
【导语】这是一篇记叙文，讲述了女孩萨布丽娜因患有严重花生过敏，意识到早期检测慢性疾病的重要性，进入耶鲁大学医学院学习并致力于慢性疾病早期检测研究，她的工作为慢性疾病管理领域做出了重大贡献，证明了早期检测和干预对克服慢性疾病挑战的关键作用。
1．细节理解题。根据文章第一段“There was a girl named Sabrina wh suffered frm a severe peanut allergy. This cnditin, characterized by symptms like severe itching, swelling, and difficulty breathing upn expsure t peanuts, culd have been fatal if nt detected and managed early.(有一个叫萨布丽娜的女孩，她患有严重的花生过敏。这种病的特征是，一旦接触到花生，就会出现严重的瘙痒、肿胀和呼吸困难等症状。如果没有及早发现和处理，这种情况可能会致命)”以及第二段“Frtunately, her allergy was identified at a yung age. With the help f dctrs and strict dietary measures, she was able t cntrl her symptms and lead a nrmal life. Hwever, this experience had a prfund impact n her, and she became passinate abut helping thers with the same suffering f chrnic diseases like her.(幸运的是，她的过敏症在很小的时候就被发现了。在医生的帮助下，并通过严格的饮食控制，她能够控制自己的症状，过上正常的生活。然而，这段经历对她产生了深远的影响，她变得热衷于帮助那些像她一样遭受慢性疾病折磨的人)”可知，萨布丽娜的花生过敏在年幼时被及时检测并通过严格饮食控制得以管理，最后过上正常的生活，这一经历不仅包括花生过敏本身，更关键的是通过早期干预控制病情的过程，促使她投身慢性病早期检测的研究，所以是她对花生过敏的及时发现和早期干预对这个年轻女孩产生了深远的影响，故选D项。
2．细节理解题。根据倒数第二段“At Yale, Sabrina cnducted research n develping mre effective screening methds fr these chrnic diseases. Her wrk fcused n identifying bimarkers and genetic factrs that culd predict the happening f these cnditins, allwing fr earlier interventin and better management.(在耶鲁大学，萨布丽娜对这些慢性疾病进行了研究，目的是开发更有效的筛查方法。她的工作重点是识别能够预测这些病症发生的生物标志物和遗传因素，以便尽早进行干预和管理)”可知，萨布丽娜在耶鲁大学的工作重点是识别能够预测这些病症发生的生物标志物和遗传因素，故选C项。
3．推理判断题。根据第二段“Hwever, this experience had a prfund impact n her, and she became passinate abut helping thers with the same suffering f chrnic diseases like her.(然而，这段经历对她产生了深远的影响，她开始对帮助像她一样患有慢性疾病的人充满热情)”可知，萨布丽娜开始对帮助像她一样患有慢性疾病的人充满热情，可推理出她是一个有热情特质的人；根据第二段“With the help f dctrs and strict dietary measures, she was able t cntrl her symptms and lead a nrmal life.(在医生的帮助和严格的饮食措施下，她能够控制自己的症状，过上正常的生活)”可知萨布丽娜在医生的帮助和严格的饮食措施下，控制自己的症状并过上正常的生活，可推理出她是一个自律的人，因此，可以总结出萨布丽娜具有热情和自律的特质，故选C项。
4．推理判断题。根据文章第一段“There was a girl named Sabrina wh suffered frm a severe peanut allergy. This cnditin, characterized by symptms like severe itching, swelling, and difficulty breathing upn expsure t peanuts, culd have been fatal if nt detected and managed early.(有一个叫萨布丽娜的女孩，她患有严重的花生过敏。这种病的特征是，一旦接触到花生，就会出现严重的瘙痒、肿胀和呼吸困难等症状。如果没有及早发现和处理，这种情况可能会致命)”、第二段“Frtunately, her allergy was identified at a yung age. With the help f dctrs and strict dietary measures, she was able t cntrl her symptms and lead a nrmal life. Hwever, this experience had a prfund impact n her, and she became passinate abut helping thers with the same suffering f chrnic diseases like her.(幸运的是，她的过敏症在很小的时候就被发现了。在医生的帮助下，并通过严格的饮食控制，她能够控制自己的症状，过上正常的生活。然而，这段经历对她产生了深远的影响，她变得热衷于帮助那些像她一样遭受慢性疾病折磨的人)”以及最后一段“This little girl’s dedicatin and research have cntributed significantly t the field f chrnic diseases management. Her wrk has helped develp new screening tls and imprved treatment strategies, bringing hpe t cuntless individuals living with these cnditins. Thrugh her stry and effrts, Sabrina has shwn that early detectin and interventin are key t vercming the challenges psed by chrnic diseases.(这个小女孩的奉献和研究对慢性疾病管理领域做出了重大贡献。她的工作帮助开发了新的筛查工具并改进了治疗策略，为无数患有这些疾病的人带来了希望。通过她的故事和努力，萨布丽娜展示了早期检测和干预是克服慢性疾病挑战的关键)”可知文章讲述了萨布丽娜因患有花生过敏，这段经历促使她致力于慢性疾病的早期检测研究，她的研究成果证明了早期检测和干预对克服慢性疾病挑战的关键作用，她的工作帮助开发了新的筛查工具并改进了治疗策略，为无数患有这些疾病的人带来了希望。不幸的过敏经历却让她走上了对慢性疾病研究有意义的道路，这说明不幸可能是一种福气，B选项“Misfrtune may be a blessing.(塞翁失马，焉知非福)”符合文章主旨，故选B项。
（24-25高三下·北京通州·开学考试）
William had wrked hard t pass the exams t enter high schl. When the term began, hwever, his father tld him that there was n mney t pay fr his schl fees because f the summer drught. Still, William wanted t learn.
He made the village library his schl. One day, he fund a bk called Using Energy. On the bk’s cver was a picture f windmills, tall steel twers with blades (叶片) spinning like giant fans. He learned that wind — smething f which his hmetwn had plenty — culd prduce electricity.
He culdn’t help picturing his wn windmill in mind, but cllecting the parts and tls he needed wuld take mnths. In a junkyard, he dug thrugh piles f used metal, ld cars, and wrn-ut tractrs, searching fr anything that might help him cnstruct his machine. He made fur-ft-lng blades frm plastic pipe, which he melted ver a fire, flattened ut, and hardened with bamb ples.
Earning sme mney, he paid a blacksmith t attach the pistn (活塞) t the pedal sprcket (踏板链轮) f an ld bicycle frame. This wuld be the axle (轮轴) f the windmill. When the wind blew, the spinning blades wuld turn the bicycle wheel and spin a small dynam (发电机), dnated by his friend.
When he had cllected all the parts, William began putting them tgether. He fixed the blades t the tractr fan he fund, using washers (垫圈) he’d made frm bttle caps. Next he pushed the fan nt the pistn jint t the bicycle frame. With the help f his tw best friends, William built a 16-ft-tall twer frm trunks f trees and lifted the ninety-pund windmill t the tp.
The big mments eventually came. He climbed up the twer and cnnected tw wires that held a small bulb. As the wind whipped arund him, the blades began t turn, slwly at first, then faster and faster. The light bulb flickered (闪烁), then flashed t life. The crwd cheered frm belw. “Wachitabwina (well dne)!”
William’s machine nw pwered his huse. And the stry f the by wh’d built a pwer-generating windmill t rescue his family frm the drught spread acrss the Internet.
1．After reading Using Energy, what did William decide t d?
A．Learn t survive a drught.B．Make use f wind.
C．Build a village library.D．Enter a high schl.
2．Accrding t Para.3, which f the fllwing wrd can best describe William?
A．Determined.B．Cperative.C．Humrus.D．Optimistic.
3．What can yu learn abut William’s machine?
A．It was built by villagers.B．It was made frm metal materials.
C．It tk him years t cmplete it.D．It wrked at the first attempt.
4．What is the best title fr the passage?
A．Windmills fr VillagesB．Ideas Wrth Spreading
C．Winds Of HpeD．Learning frm Experience
【答案】1．B 2．A 3．D 4．C
【导语】这是一篇记叙文，讲述了威廉因家庭贫困无法进入高中学习，但他没有放弃学习，在村里图书馆发现一本关于能源利用的书后，决定利用家乡丰富的风能制作风车发电，经过努力最终成功的故事。
1．细节理解题。根据文章第二段“He learned that wind—smething f which his hmetwn had plenty—culd prduce electricity.(他了解到，他的家乡有大量的风，可以用来发电)”以及第三段“He culdn’t help picturing his wn windmill in mind(他忍不住在脑海中想象自己的风车)”可知，读完《利用能源》这本书后，威廉了解到风能发电，决定利用风能。故选B项。
2．推理判断题。根据文章第三段“He culdn’t help picturing his wn windmill in mind, but cllecting the parts and tls he needed wuld take mnths. In a junkyard, he dug thrugh piles f used metal, ld cars, and wrn-ut tractrs, searching fr anything that might help him cnstruct his machine.(他忍不住在脑海中想象自己的风车，但收集他需要的零件和工具需要几个月的时间。在一个垃圾场里，他在成堆的废旧金属、旧汽车和破旧的拖拉机中挖掘，寻找任何可能帮助他制造机器的东西)”可知，威廉为了建造风车，在垃圾场里寻找材料，即使需要数月也坚持去做，能看出他的坚定决心，所以这表明他是一个意志坚定的人。故选A项。
3．细节理解题。根据文章倒数第二段“The big mments eventually came. He climbed up the twer and cnnected tw wires that held a small bulb. As the wind whipped arund him, the blades began t turn, slwly at first, then faster and faster. The light bulb flickered (闪烁), then flashed t life.(重要时刻终于到来了。他爬上塔，连接了两根电线，上面挂着一个小灯泡。当风在他周围呼啸时，叶片开始转动，起初很慢，然后越来越快。灯泡闪烁着，然后亮了起来)”可知，文中详细描述了机器运转的过程，从叶片转动到灯泡亮起，表明第一次尝试就成功了，所以威廉的机器第一次尝试就成功运转了。故选D项。
4．主旨大意题。根据文章第二段“He learned that wind—smething f which his hmetwn had plenty—culd prduce electricity.(他了解到，他的家乡有大量的风，可以用来发电)”、第三段“He culdn’t help picturing his wn windmill in mind(他忍不住在脑海中想象自己的风车)”、倒数第二段“The big mments eventually came. He climbed up the twer and cnnected tw wires that held a small bulb. As the wind whipped arund him, the blades began t turn, slwly at first, then faster and faster. The light bulb flickered (闪烁), then flashed t life.(重要时刻终于到来了。他爬上塔，连接了两根电线，上面挂着一个小灯泡。当风在他周围呼啸时，叶片开始转动，起初很慢，然后越来越快。灯泡闪烁着，然后亮了起来)”以及最后一段“William’s machine nw pwered his huse. And the stry f the by wh’d built a pwer-generating windmill t rescue his family frm the drught spread acrss the Internet(威廉的机器现在为他的房子提供电力。而这个男孩为了拯救家人免受干旱之苦而建造了一台发电风车的故事在互联网上传开了)”可知，文章讲述了威廉在家庭因干旱没钱支付学费的情况下，通过自己的努力利用风能建造风车发电的故事，这个风车给家庭带来了希望，就像风带来希望一样。所以C项“Winds Of Hpe(希望之风)”表达的含义最适合用作本文标题。故选C项。
（24-25高三下·北京·阶段练习）Fish Cheeks
By Amy Tan 1987
I fell in lve with the minister’s sn the winter I turned furteen. He was nt Chinese, but as white as Mary in the manger. Fr Christmas, I prayed fr this blnd-haired by, Rbert, and a slim new American nse.
When I fund ut that my parents had invited the minister’s family ver fr Christmas Eve dinner, I cried. What wuld Rbert think f ur shabby Chinese Christmas? What wuld he think f ur nisy Chinese relatives wh lacked prper American manners? What terrible disappintment wuld he feel upn seeing nt a rasted turkey and sweet ptates but Chinese fd?
On Christmas Eve I saw that my mther had utdne herself in creating a strange menu. The kitchen was littered with appalling munds f raw fd: A slimy (黏糊糊的) rck cd (浔鳕鱼) with bulging eyes, tfu that lked like stacked white spnges, a bwl saking dried fungus back t life, and squid with crisscrssed knife markings.
And then they arrived — the minister’s family and all my relatives in a clamr f drbells and rumpled Christmas packages. Rbert grunted hell, and I pretended he was nt wrthy f existence. Dinner threw me deeper int despair. My relatives licked the ends f their chpsticks and reached acrss the table, dipping them int the dzen r s plates f fd. Rbert and his family waited patiently fr platters t be passed t them. My relatives murmured with pleasure when my mther brught ut the whle steamed fish. Rbert grimaced (脸部扭曲). Then my father pked his chpsticks just belw the fish eye and plucked ut the sft meat. “Amy, yur favrite,” he said, ffering me the tender fish cheek. I wanted t disappear.
At the end f the meal, my father leaned back and belched (打嗝) ludly, thanking my mther fr her fine cking. “It’s a plite Chinese custm t shw yu are satisfied,” explained my father t ur astnished guests. Rbert was lking dwn at his plate with a reddened face. The minister managed t muster up a quiet burp. I was stunned int silence fr the rest f the night.
After everyne had gne, my mther said t me, “Yu want t be the same as American girls n the utside.” She handed me an early gift. It was a miniskirt in beige tweed. “But inside yu must always be Chinese. Yu must be prud yu are different. Yur nly shame is t have shame.”
And even thugh I didn’t agree with her then, I knew that she understd hw much I had suffered during the evening’s dinner. It wasn’t until many years later — lng after I had gtten ver my crush n Rbert — that I was able t fully appreciate her lessn and the true purpse behind ur particular menu. Fr Christmas Eve that year, she had chsen all my favrite fds.
1．The authr’s descriptins f the fd suggest that she _______.
A．thught it nt festiveB．valued her mther’s effrt
C．viewed it as unappealingD．felt unfamiliar with the menu
2．What made Amy the mst embarrassed during the dinner?
A．Rbert grimaced at the fd.B．Her father ffered her fish cheek.
C．The minister attempted a plite burp.D．Her relatives reached acrss the table.
3．What was Amy’s mther’s purpse in chsing the menu?
A．T bridge the cultural gap.B．T teach family traditins.
C．T express a mther’s lve.D．T test cultural differences.
4．What has the authr learnt in the stry?
A．Pride lies in accepting wh we are.B．Time shapes ur understanding.
C．Family lve cnquers all barriers.D．Cultural rts define identity.
【答案】1．C 2．B 3．C 4．A
【导语】本文是一篇记叙文，讲述了作者在14岁的时候，母亲请外国朋友来家吃饭的事情。当时作者为亲戚和父亲在餐桌前的表现感觉非常失望，非常尴尬。但是母亲却告诫她可以外表像美国女孩，而内在仍然要保持中国人的内在品质。
1．细节理解题。根据第三段“On Christmas Eve I saw that my mther had utdne herself in creating a strange menu. The kitchen was littered with appalling munds f raw fd: A slimy (黏糊糊的) rck cd (浔鳕鱼) with bulging eyes, tfu that lked like stacked white spnges, a bwl saking dried fungus back t life, and squid with crisscrssed knife markings.(平安夜那天，我看到母亲为了准备一顿奇特的晚餐，真是费尽了心思。厨房里堆满了令人毛骨悚然的生食材：一条眼睛鼓鼓的、黏糊糊的浔鳕鱼，像叠起来的白色海绵一样的豆腐，一碗泡发的干木耳重获新生，还有切满刀痕的鱿鱼)”可知，作者用了负面的、不吸引人的词汇，表明作者认为这些食物看起来并不吸引人。故选C项。
2．细节理解题。根据第四段“Then my father pked his chpsticks just belw the fish eye and plucked ut the sft meat. “Amy, yur favrite,” he said, ffering me the tender fish cheek. I wanted t disappear.(然后我父亲用筷子在鱼眼下方戳了一下，挑出了那块软肉。‘艾米，你最爱吃的，’他说着，把嫩嫩的鱼腮肉递给我。我真想找个地缝钻进去)”可知，父亲把鱼鳃肉夹给作者让作者感到自己想找个地缝钻进去，因此，晚餐时让艾米最尴尬的是她父亲给她鱼腮肉。故选B项。
3．推理判断题。根据最后一段“And even thugh I didn’t agree with her then, I knew that she understd hw much I had suffered during the evening’s dinner. It wasn’t until many years later — lng after I had gtten ver my crush n Rbert — that I was able t fully appreciate her lessn and the true purpse behind ur particular menu. Fr Christmas Eve that year, she had chsen all my favrite fds.(尽管我当时并不同意她的看法，但我知道她理解我那天晚上在晚餐上遭受了多少痛苦。直到许多年后——早在我对罗伯特的迷恋消失之后——我才能够完全领会她的教诲，以及我们那顿特别晚餐背后的真正意义。那年平安夜，她选择的都是我最爱吃的食物)”可知，母亲为她选择了所有她最喜欢的食物作为圣诞晚餐的菜单，这表明母亲的目的是表达母爱。故选C项。
4．推理判断题。根据倒数第二段“After everyne had gne, my mther said t me, “Yu want t be the same as American girls n the utside.” She handed me an early gift. It was a miniskirt in beige tweed. “But inside yu must always be Chinese. Yu must be prud yu are different. Yur nly shame is t have shame.”(等大家都走后，母亲对我说：‘你外表想和美国女孩一样。’她递给我一份早到的礼物。那是一条米色粗花呢迷你裙。‘但内心你要永远是个中国人。你要为自己与众不同而感到骄傲。你唯一的羞耻就是有羞耻感。’)”可推知，作者的母亲告诉她要为自己与众不同而感到骄傲，唯一的羞耻是有羞耻感。作者后来意识到母亲的话的道理，即要接受并珍视自己的身份和文化背景。因此，作者从这个故事中学到的是“骄傲在于接受我们自己是谁”。故选A项。
（24-25高三下·北京·开学考试）She spent ver tw decades wrking her way up in the science industry, either as a chemist in a lab r in a management rle. Nw Berkeley Middle Schl teacher Mrs. Amy Adams is emplying her science skills in a different envirnment. She decided t mix things up a bit and came up with a winning frmula t help make a difference in the classrm. Mrs. Amy Adams is ur Cl Schl teacher f the week.
She tk a cuple f years ff after having children. While vlunteering at her kids’ schl, she was fascinated by educatin. Adams says, “This is where I am suppsed t be. I lved my jb and the peple I wrked with, but I just kept feeling unsettled, s finally, I channeled my energy int smething meaningful.”
Adams says she stepped ut n faith, and the rest is histry, well actually it’s science. She’s nw in year six f teaching seventh-grade science at BMS. “This is my alma mater. I walked the halls f Berkeley Middle. S it is with all fur f my children. My yungest is walking the halls nw. It just feels like hme,” Adams said.
Adams describes her teaching style as interactive. She says, “I want them t have a vice and learn critical thinking, s we feature clrful activities. Whether it’s nte-taking, wrksheets, ding DNA extractins n a strawberry r dissecting frgs, the prcess is always interactive. By ding s, I intend t cultivate a culture f learning and aruse their interest in science.”
LaTanya Butler, principal at BMS says, “She was in the science industry, s she can relate the cncepts she teaches t real life, which is ne f the great attributes t have in a teacher.”
Butler says Mrs. Adams als pushed t add an additinal day t her wrk week. “I’ve had t pen the building at her request s she can wrk n Saturdays. That’s just the attitude she adpts, t g ver and beynd fr ur students here. I just appreciate Mrs. Adams fr hearing the call t switch t educatin. If I culd clne Mrs. Adams fifty mre times, nt nly Berkeley Middle but schls in general wuld benefit frm that spirit f dedicatin.”
When asked if she misses wrking in the industry, Mrs. Adams says, “I’ll tell yu I wrk harder nw than I ever did, that I’m mre tired nw than I ever was, but I abslutely lve what I d, and I feel like what I’m ding makes a difference. I can’t imagine nt being here.”
1．What was the main cause fr Adams’ changing her jb?
A．Her lve f educatin.B．Her lack f inspiratin.
C．Her spirit f vlunteering.D．Her desire f being perfect.
2．What can we learn frm LaTanya Butler’s wrds?
A．Adams can assciate thery with practice.
B．Adams’ dedicatin will inspire mre teachers.
C．Adams wrks vertime t teach students mre.
D．Adams wes her success t her wrk experience.
3．Which f the fllwing can best describe Adams?
A．Creative and cmpetent.B．Patient and imaginative.
C．Devted and passinate.D．Warm-hearted and mdest.
4．What is the passage trying t tell us?
A．Keep lking, dn’t settle.B．Actin speaks luder than wrds．
C．T knw neself is true prgress.D．Live yur passin, fllw yur dreams.
【答案】1．A 2．A 3．C 4．D
【导语】本文为一篇记叙文。文章主要介绍了Adams对于追寻自己的梦想，从科学领域转行到教育，讲述了她对工作的热爱和贡献。
1．细节理解题。根据第二段“While vlunteering at her kids’ schl, she was fascinated by educatin. Adams says, “This is where I am suppsed t be. I lved my jb and the peple I wrked with, but I just kept feeling unsettled, s finally, I channeled my energy int smething meaningful.”(当她在她孩子的学校当志愿者时，她被教育所吸引。Adams说道：‘这才是我应该做的事情。我喜欢我的工作，我喜欢周围的人，到那时我却一直感到不安，因此，最终，我决定把我的精力投入到一些有意义的事情上。’)”可知，对教育的热爱让Adams改变了工作，故选A。
2．细节理解题。根据第五段“LaTanya Butler, principal at BMS says, “She was in the science industry, s she can relate the cncepts she teaches t real life, which is ne f the great attributes t have in a teacher.”(BMS的校长LaTanya Butler,说道：‘她是科学领域的，因此她可以将她所教授的理论运用了实际生活，这是一个老师拥有的最大的品质。’)”可知，LaTanya Butler认为Adams可以将理论联系实践，故选A。
3．推理判断题。根据倒数第二段“Butler says Mrs. Adams als pushed t add an additinal day t her wrk week.( Butler说Mrs. Adams让自己一周多工作一天)”可推知，是乐于贡献的“devted”；根据文章最后一段“but I abslutely lve what I d, and I feel like what I’m ding makes a difference.(但是我十分热爱我的工作，并且我感觉我所做的事情有意义)”可推知，Adams对于工作是充满热情的“passinate”，故选C。
4．主旨大意题。根据最后一段“When asked if she misses wrking in the industry, Mrs. Adams says, “I’ll tell yu I wrk harder nw than I ever did, that I’m mre tired nw than I ever was, but I abslutely lve what I d, and I feel like what I’m ding makes a difference. I can’t imagine nt being here.”(当问到她是否想念在科学领域的工作，Mrs. Adams说道：‘我现在比以前更加努力，我比以前工作更累，但是我十分热爱我的工作，并且我感觉我所做的事情有意义。我无法想象我不在这里工作会是什么样的。’)”可知，文章主要介绍了Adams对于追寻自己的梦想，从科学领域转行到教育，讲述了她对工作的热爱和贡献，故文章想要给读者传达的是“活出你的激情，追随你的梦想”，故选D。
（24-25高三上·湖南·阶段练习）Xi Zhinng was brn in a small twn in Yunnan Prvince. When he was yung, he mved t Kunming with his mther. Feeling like a caged bird in a big city, he was bred with the busy and nisy city life and lked frward t nature.
His chance sn came. In 1983, he helped sht (拍摄) a dcumentary abut birds. That experience led him t learn phtgraphy and take phts f flying birds.
In the 1980s, the Internet was nt that ppular in China and cameras were expensive. He managed t brrw a camera and threw himself int studying hw t use it. During that time, the library became his favrite place where he first read sme magazines abut nature. It pened a dr fr him t cnnect with nature.
In 1992, a research prgram was rganized t prtect a type f unusual mnkeys living nly in China. Usually, the hme f these mnkeys has half-a-year-lng winters. It created great challenges fr Xi Zhinng’s wrk, but he never drew back. “I didn’t see the mnkeys in the wild until I went int the muntains the third time,” said Xi Zhinng. He went int the snw muntains six times just t get valuable phtgraphs f the mnkeys.
Several years later, his wrks wn internatinal prizes. Peple arund the wrld began t pay attentin t the prtectin f wild animals in China. And he is the first Chinese winner f the wrld-famus Wildlife Phtgrapher f the Year.
In rder t call n tns f peple t prtect wildlife with cameras, he started “China Wildlife Phtgraphy Training Camp”. He hpes that mre yung peple will jin in fr the nature prtectin.
1．What can we learn abut Xi Zhinng frm paragraph 1?
A．He felt like a free bird.B．He wuld like t live in nature.
C．He was brn in Kunming.D．He was satisfied with the city life.
2．Which is the right rder f Xi Zhinng’s experience?
a. He wn sme prizes in the wrld.
b. He jined in shting a dcumentary.
c. He tk sme pictures f mnkeys.
d. He set up a camp t train phtgraphers.
A．b-c-a-dB．d-a-b-cC．c-a-d-bD．a-b-c-d
3．What d the underlined wrds “drew back” mean in paragraph 4?
A．Grew up.B．Set ut.C．Put n.D．Gave up.
4．What is the best title fr the text?
A．Wrld Attentin t Animal Prtectin
B．A Dr Between Magazines and Nature
C．Difficulties f Taking Wildlife Phts
D．A Phtgrapher’s Way f Prtecting Nature
【答案】1．B 2．A 3．D 4．D
【导语】本文是一篇记叙文，主要讲述了奚志农与摄影的渊源以及用摄影来保护中国野生动物的经历。
1．推理判断题。根据第一段中的“Feeling like a caged bird in a big city, he was bred with the busy and nisy city life and lked frward t nature.(他感觉自己像一只笼在大城市里的鸟，厌倦了繁忙嘈杂的城市生活，期待着大自然。)”可知，奚志农在城市感到不自由，向往大自然。由此可推测出，他想生活在大自然中。故选B。
2．细节理解题。根据第二段中的“In 1983, he helped sht (拍摄) a dcumentary abut birds.(1983年，他帮助拍摄了一部关于鸟类的纪录片。)”、第四段中的“In 1992, a research prgram was rganized t prtect a type f unusual mnkeys living nly in China.(1992年，一个研究项目被组织以保护一种只生活在中国的不寻常的猴子。)”和第四段“He went int the snw muntains six times just t get valuable phtgraphs f the mnkeys.(他进了雪山六次，只是为了给猴子拍一些有价值的照片。)”、第五段中的“Several years later, his wrks wn internatinal prizes.(几年后，他的作品获得了国际奖项。)”以及最后一段中的“In rder t call n tns f peple t prtect wildlife with cameras, he started “China Wildlife Phtgraphy Training Camp”.(为了号召成千上万的人用相机保护野生动物，他创办了‘中国野生动物摄影训练营’。)”可知，奚志农在1983年帮助拍摄了一部鸟类纪录片，1992年拍了关于猴子的照片，几年后获得了国际奖项；获奖后他成立了一个摄影训练营，所以正确顺序为b—c—a—d。故选A。
3．词句猜测题。画线短语所在句中的but前后为转折关系。根据倒数第三段“It created great challenges fr Xi Zhinng’s wrk(这给奚志农的工作带来了巨大的挑战)”可知，这项工作非常有挑战性。再根据下一句中的“I didn’t see the mnkeys in the wild until I went int the muntains the third time(直到第三次进入山里，我才在野外看到猴子)”可推知，这项具有挑战性的工作没有让他退缩，他坚持进山找猴子。drew back意为“退缩”，与give up(放弃)意思相近。故选D。
4．主旨大意题。通读全文，尤其是最后一段中的“He hpes that mre yung peple will jin in fr the nature prtectin.(他希望有更多的年轻人加入自然保护的行列中。)”可知，本文主要讲述了奚志农用摄影来保护自然的故事，所以 D项“A Phtgrapher’s Way f Prtecting Nature(摄影师保护自然的方式)”最适合做本文标题。故选D。
（24-25高三上·北京昌平·期末）Juleus Ghunta is a published children’s authr and award-winning pet. But grwing up, he culd barely read. Raised in a rural part f Western Jamaica, Ghunta and his brthers had limited resurces t learn and play.
“Life was very difficult fr us,” he recalled. When Ghunta finally went t schl, he culdn’t catch up n his reading skills. Since nt nly had he been kept hme frm schl as a child, he had nt been expsed t bks. By the time he entered Grade Six, he culd nly spell his wn name, but culdn’t make ut wrds r read with understanding. The situatin was made wrse by a series f impatient teachers wh made him feel wrthless and upset. He struggled in schl with a deep sense f lss.
When Ghunta was abut 12, a yung teacher-in-training, whse name he des nt recall, started a reading prgram fr struggling students. Ghunta was the first t sign up. “The teacher was incredibly kind t me,” he said. “She was patient and creative, but did nt ask anything f me except that I wrk hard and believe in myself.”
Under her guidance, Ghunta’s reading skills started t imprve and his sense f insufficiency began t lift. He graduated frm elementary schl with a number f academic awards. He went n t cllege, and later, graduate schl. Tday, he is the authr f tw children’s bks, including Rhan Bullkin and the Shadws: A Stry abut ACEs and Hpe, abut vercming difficult experiences in childhd. He’s nw wrking n his first full-length cllectin f petry.
In 2010, Ghunta went back t his elementary schl, inquiring the principal and teachers if the yung teacher was still there, but failed. He hped t meet her and thank her fr seeing his ptential. “I wuld lve her t see the significant impact she has made n my life, and the ways in which I have carried this memry f her — the hpe, the light, with me — and hw it cntinues t be a surce f jy.”
1．Hw did Ghunta feel in Grade Six?
A．Astnished.B．Delighted.C．Relaxed.D．Depressed.
2．The yung teacher influenced Ghunta mainly by _______.
A．encuraging his independenceB．building up his cnfidence
C．inspiring his imaginatinD．develping his creativity
3．Ghunta went back t his elementary schl in 2010 t ________.
A．find inspiratins fr his bksB．recall his pleasant time there
C．thank his teacher face t faceD．shw ff his achievements
4．What can we learn frm this passage?
A．Where there is a will, there is a way.B．Everything cmes t thse wh wait.
C．Encuragement can transfrm a life.D．Diligence is the mther f success.
【答案】1．D 2．B 3．C 4．C
【导语】这是一篇记叙文。文章主要讲述了Juleus Ghunta曾经因为生活艰难，不仅小时候不上学，而且没有接触过书，于是到了六年级过得很艰难，多亏了一位老师的鼓励，建立了他的自信，改变了他的人生。
1．细节理解题。根据第二段“By the time he entered Grade Six, he culd nly spell his wn name, but culdn’t make ut wrds r read with understanding. The situatin was made wrse by a series f impatient teachers wh made him feel wrthless and upset. He struggled in schl with a deep sense f lss.(当他进入六年级时，他只会拼写自己的名字，但不能辨认单词或阅读理解。一群不耐烦的老师让情况变得更糟，他们让他觉得自己毫无价值，心烦意乱。他带着深深的失落感在学校里挣扎)”可知，Ghunta在六年级时感到抑郁。故选D。
2．细节理解题。根据第三段“She was patient and creative, but did nt ask anything f me except that I wrk hard and believe in myself.(她很有耐心，也很有创造力，但她对我没有任何要求，只是要求我努力学习，相信自己)”可知，这位年轻的老师主要通过建立他的信心来影响Ghunta。故选B。
3．细节理解题。根据最后一段“In 2010, Ghunta went back t his elementary schl, inquiring the principal and teachers if the yung teacher was still there, but failed. He hped t meet her and thank her fr seeing his ptential. “I wuld lve her t see the significant impact she has made n my life, and the ways in which I have carried this memry f her — the hpe, the light, with me — and hw it cntinues t be a surce f jy.”(2010年，Ghunta回到了他的小学，询问校长和老师，这位年轻的老师是否还在那里，但没有回答。他希望能见到她，并感谢她看到了他的潜力。“我想让她看到她对我的生活产生的重大影响，以及我对她的记忆——希望和光明——的方式，以及它如何继续成为我快乐的源泉。”)”可知，Ghunta在2010年回到他的小学，当面感谢他的老师。故选C。
4．推理判断题。根据最后一段“I wuld lve her t see the significant impact she has made n my life, and the ways in which I have carried this memry f her — the hpe, the light, with me — and hw it cntinues t be a surce f jy.(我想让她看到她对我的生活产生的重大影响，以及我对她的记忆——希望和光明——的方式，以及它如何继续成为我快乐的源泉)”结合文章主要讲述了Juleus Ghunta曾经因为生活艰难，不仅小时候不上学，而且没有接触过书，于是到了六年级过得很艰难，多亏了一位老师的鼓励，建立了他的自信，改变了他的人生。可知，故事告诉我们鼓励可以改变一个人的生活。故选C。