2026年高考英语终极冲刺讲义练习(全国通用)大题预测01阅读理解记叙文+读后续写(全国通用)(学生版+解析)

这是一份2026年高考英语终极冲刺讲义练习(全国通用)大题预测01阅读理解记叙文+读后续写(全国通用)(学生版+解析)，共20页。试卷主要包含了阅读理解，读后续写等内容，欢迎下载使用。

一、阅读理解（30分）
A
（2026·浙江省金华十校·二模）I have a sn with whm I d “special time”. My wife and I hmeschl ur eleven-year-ld sn, and I spend lts f time playing and ding things with him. I used t think f this as special time. Recently, hwever, I have nticed that during many f thse hurs I have nly part f my attentin n him and am ften distracted by things that need ding. This past year I talked with him abut setting aside a time when I wuld just fllw his lead in play, when he wuld get t decide what happened and hw it happened. He liked the idea, s we arranged t d it nce a week fr an hur, after his guitar lessn.
During the first few special times he wuldn’t be able t think f what he wanted t d with me r hw he wanted t use my full attentin. I wuld get antsy and wuld have t stp myself frm making suggestins. He wuld ften say, “Well, what wuld yu like t d?” r “Let’s g d this; yu’ll like this.” I started t ntice what a struggle it was fr him t just want smething fr himself. He was always cnsidering me first.
Often biting my tngue and smetimes failing, I tried t wait until he culd figure ut smething that he really wanted t d. During sme f the first special times he decided t g shpping and just lk at the things he wanted. Recently he has chsen t use my attentin t perfect skills — we g ut and thrw a baseball fr an hur. Often I have t stp myself frm teaching r frm asking him t keep trying when he is ready t mve n quickly t smething else.
As the year cntinues, I watch my sn becme mre cnfident and experiment mre with hw he can use me, nw that he knws he has me fr a fixed time. If my attentin wanders, he’ll remind me that it is his special time.
1．What des the authr think is a key feature f “special time”?
A．Adequate time.B．Cnstant guidance.C．Undivided attentin.D．Practical arrangement.
2．What des the underlined wrd “antsy” in paragraph 2 mean?
A．Impatient.B．Ashamed.C．Thrilled.D．Cnfused.
3．What did the authr’s sn tend t d during the first few special times?
A．Carry ut enjyable activities.B．Fllw the authr’s suggestins.
C．Figure ut what he wanted t d.D．Cnsider the authr’s preferences.
4．What can be a suitable title fr the text?
A．Learning t Be a Wise FatherB．The Magic f Cmpaninship
C．Mre Than Just Being TgetherD．The Mment My By Fund His Vice
B
（2026·广东湛江市·二模）I’m Kim. Despite all its weaknesses, Java has served me well. But I’ve never had strng feelings abut Java itself. I liked sme things abut it, and I hated thers. Fr many years my perspective was simple: I didn’t have t lve Java, r whatever prgramming language, t finish my tasks well. That all changed a few mnths ag when I wrte my first Ktlin class.
It was a pp-up adapter in just 86 lines, 17 f which were package and imprt statements, and I culdn’t get ver hw brief and readable it was. I culd barely cmprehend hw little I wrte t get smething t wrk. It tk me a few passes, but all f a sudden, I sensed the difference. This wasn’t just abut language features r what the FAQ (frequently asked questins) said the language was capable f. This was abut hw I felt.
It was genuinely fun. I’d read cde ver and ver and culdn’t believe hw much I was accmplishing in s few lines. I culdn’t believe the clarity f the writing. Over the next few days, I wrte mre and mre Ktlin. I wrte my first extensin. Then I rewrte an existing helper class and I wanted t write mre. With just a few hurs f effrt, I cut 94 lines withut breaking a sweat. I was amazed, excited, and having a tn f fun. I was als slightly amazed at this fresh experience brught n by a prgramming language.
Over the next cuple f weeks, that pleasant feeling just grew and grew. Whenever I’d have t wrk with Java, it was painful. I’d find myself rushing thrugh it and making stupid mistakes because I had mre imprtant Ktlin files t attend t. But when I pened the Ktlin files, I felt at hme, relaxed. The cde was beautiful and expressive. It was brief but pwerful. I kept finding new ways t write mre clearly, mre directly. And I was happy.
5．What did Kim initially think f Java?
A．It was rather bring.B．It was very cmplex.
C．It was a bit unstable.D．It was just wrkable.
6．What struck Kim mst abut Ktlin?
A．Its lse structure.B．Its high efficiency.
C．Its fficial intrductin.D．Its numerus functins.
7．Why did Kim rewrite the helper class?
A．T satisfy his interest.B．T check and crrect it.
C．T test new cding skills.D．T fix its technical errrs.
8．Hw did Ktlin impact Kim?
A．It bradened his career visin.B．It imprved his lgical thinking.
C．It transfrmed his cding style.D．It helped express his true character.
C
High schl students are n the pint f entering a very different jb market frm previus generatins. Tech and ecnmic experts mstly agree that AI will change many jbs and may make sme disappear cmpletely. And basic jbs are likely t be influenced early in this change. Althugh emplyment is still rather high amng all grups, it has drpped a little fr 20-t 24-year-lds recently.
Dari Amdei, CEO f a tech cmpany, believes that AI culd take away as many as half f all simple white-cllar (白领的) jbs within the next few years, thugh ther peple in the tech industry expect smaller changes. Finding a jb in cmputer science — a field that until recently was seen as a great way t get a well-paid and steady jb — has already becme much mre cmpetitive, as AI des mre f that wrk, thus narrwing dwn the jb chances.
Meanwhile, high schls are trying their best t decide hw t teach students abut AI and whether students shuld be allwed t use it in their studies. Many students are using it whether they are allwed t r nt. A 2024 Pew Research Center study shws that half f US teens said they had used ChatGPT t d their hmewrk. All this is changing hw sme yung peple plan fr cllege and their jbs. Sme are chsing t wrk in practical fields like healthcare that seem mre reliable, while thers are learning hw t use AI in their future jbs.
If yu ask peple wrking in tech, they will prbably tell yu that learning t use AI is the best way fr high schl students t prepare fr a successful and lng-term jb. “AI may nt take yur jb, but smene wh has AI skills will take it instead,” said Clette Stallbaumer, general manager f Micrsft 365 Cpilt. With this pinin, she asks students t think carefully: “Are yu using AI t try new ideas? T make an app? Are yu even using it as a study tl?”
9．What are high schl students facing?
A．A sudden ecnmic depressin.B．A distinct emplyment situatin.
C．A new jb market full f chances.D．A dramatic change in labr wrk.
10．Why are jbs in cmputer science mre cmpetitive?
A．They decrease in number.B．They demand higher skills.
C．They attract fewer learners.D．They becme less well-paid.
11．What can be inferred abut US teens?
A．They tend t chse AI in practical dmains.B．They are allwed t adpt AI in their exams.
C．Their plans fr their future are free f AI use.D．Their reliance n AI can shape their ptins.
12．What is Clette Stallbaumer’s attitude t students’ AI use?
A．Critical.B．Objective.C．Supprtive.D．Disapprving.
二、读后续写（25分）
阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
（2026·广东省大湾区·二模）When I landed in a small twn in New Zealand as an exchange student, I thught I was ready fr everything — new faces, language barriers, strange scial patterns and even hmesickness. Still, the smallest things made me feel ut f place.
Luckily, the Wilsns, my hst family, did everything they culd t help me settle in — driving me arund, sharing meals, and even letting me use their kitchen when. I. missed Chinese fd. With their warmth and supprt, everything seemed t fall int place.
But at schl, small mments felt bigger than I’d imagined. In ur first literature class, we discussed a Hemingway stry. Everyne jumped in actively, while I struggled t speak up. My desk-mate encuraged me, “Next time, just speak up.” I ndded, frcing a bitter smile.
And just like that, I fund myself in anther cultural trap, Mrs. Wilsn’s birthday dinner. At the table, I answered plitely but kept mstly t myself. Mrs. Wilsn nticed my silence and gently asked, “Yu alright, sweet girl? Yu’ re s quiet tnight.” My face reddened. Was my silence seen as cld, rather than plite?
That night, restless and wide awake, I wndered if I needed t laugh luder, speak faster; r hide parts f myself just t feel I belnged. Questins flded my mind, nne with answers.
A few days later, ur teacher annunced there wuld be a Culture Festival next week. “Yu’ ll prepare a stand t share yur wn culture — fd, crafts, custms ... anything meaningful. Yu can nt nly display yur culture but als make it interactive, allwing peple t try new things, learn traditinal skills. r share stries and cultural symbls,” she said. The class lit up with excitement. I sat frzen, mind racing: hw culd I share my traditins in English? The thught made my stmach twisted (扭曲). Yet, I gathered myself with a deep breath and signed up. After that, I threw myself whleheartedly int preparatins, until the day finally came.
注意：
（1）续写词数应为150个左右；
（2）请按如下格式在答题纸的相应位置作答。
At the Culture Festival, I std behind my stand, nervus but ready.
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Frm that day n, my wrld here started t change.
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