高考英语二轮-阅读理解记叙文考前押题（技能+模拟）学生版

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）学生版，共12页。
技能专区：冲刺备考名师提醒，洞悉高考命题规律，提供高效提分干货
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.
（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
（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.
（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.
（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
（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.
（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.
（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.
（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.
（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.
（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
（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.
（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.
（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
（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.