2026年高考英语终极冲刺讲义练习(全国通用)专题02阅读理解记叙文和新闻报道(大题专练)(全国通用)(原卷版+解析)

这是一份2026年高考英语终极冲刺讲义练习(全国通用)专题02阅读理解记叙文和新闻报道(大题专练)(全国通用)(原卷版+解析)，共4页。
【解题建模·通技法】析典例，建模型，技法贯通破类题/变式
【实战刷题·冲高分】精选高考大题+名校模拟题，强化实战能力，得高分
命题·趋势·定位
1. 选材特点：
记叙文和新闻报道是高考英语阅读理解的高频体裁。记叙文通常选取个人成长故事、人物特写、生活感悟、亲情友情、励志经历、文化趣闻等主题，强调故事性、情感性和启发性。新闻报道则聚焦社会热点、科技突破、体育赛事、环境保护、文化现象、人物专访等，强调时效性、真实性和客观性。
2. 语篇结构：
记叙文：通常按照时间顺序或情感发展线索展开，结构清晰，包括背景介绍、情节发展、高潮转折和结局感悟。文章结尾往往蕴含作者的观点或人生哲理。
新闻报道：多采用倒金字塔结构，即最重要的信息（5W1H：人物、时间、地点、事件、原因、方式）放在开头，随后按重要性递减的顺序展开细节。有时也会采用时间顺序或逻辑顺序。
3. 命题热点：
记叙文：重点考查细节理解（人物行为、事件过程）、推理判断（人物情感、写作意图、言外之意）、词义猜测（结合语境推断词义）以及主旨大意（故事寓意、标题选择）。
新闻报道：重点考查细节理解（新闻事实、数据、引语）、推理判断（作者态度、事件影响、报道目的）、写作手法（如引用专家观点、列举数据的作用）。
4. 常见的设问形式：
What can we learn
Why did the
What des the underlined wrd “...” in paragraph X refer t?
What is the best title fr the text?
What is the authr's purpse in writing the text?
What can be inferred frm the passage?
Hw did the authr feel
热点·角度·拆解
热点角度01 细节理解题
析典例·建模型
（2025·浙江1月卷·高考真题·）
When yu’re a teacher, a big part f yur jb is battling student miscnceptins. Often students cme t the classrm believing that learning can’t be fun and that what they learn isn’t relevant t the real wrld — much less t their persnal interests. I’ve discvered that if I shw students hw what they learn is relevant t my hbbies, they’re much mre willing t make cnnectins t their persnal interests and develp their wn hbbies.
N matter what subject I’m teaching, I find ways t bring my hbbies int the classrm. Fr example, I’m a car enthusiast, s when I teach physics, I cntextualize cncepts with my knwledge abut cars. If we’re cvering frictin, fr example, I bring different tires (轮胎) int my classrm s that my students can cnduct lab experiments with them t see hw frictin wrks in real-life applicatins.
When I first brught my hbbies t my classrm, I was fcused n hw ding s wuld build engagement and help my students understand cncepts in science. But I quickly learned that the practice als helped me build strnger relatinships with them. When I let them see an aspect f my life utside f schl, sme students wh were als interested in cars cnnected with me mre and became mre engaged in my curses. Even thse wh didn’t share that interest with me seemed mre engaged nce I shwed a different side f myself.
What started as an experiment is nw mre f a philsphy. Even when I’m planning classes, I tend t think abut hw I can bring in my hbbies. I find that ding s energizes my instructin, engages my students, and demnstrates t them hw abstract cncepts play ut in the real wrld. Best f all, my passin fr my hbbies seems t inspire them t be passinate abut finding their wn.
What pses a challenge t teachers accrding t the authr?
A. Students' misunderstandings abut teachers.
B. Students' false assumptins abut learning.
C. The irrelevance f textbks t students' life.
D. The gap between teachers' and students' hbbies.
【解题建模】
第一步，确定定位词： 题干中的关键信息是“challenge”和“teachers”。
第二步，找到答题句： 文章第一句“When yu're a teacher, a big part f yur jb is battling student miscnceptins.”明确指出，教师工作的很大一部分是“battling student miscnceptins（与学生的错误认知作斗争）”。下文进一步解释了这些错误认知是什么：认为学习无趣、与现实无关。
第三步，比较各选项： 选项B“Students' false assumptins abut learning.”（学生对学习的错误假设）是对“student miscnceptins”的同义转述，与原文表述一致。其他选项A、C、D在文中均未提及。
最终选出正确答案为B。
研考点·通技法
破类题·提能力
（2025·天津高考真题·）
My great grandmther received the dllhuse (玩具小屋) frm a family friend back in the late 1800s. It was then passed dwn frm generatin t generatin. I was seven when I discvered it underneath the tree n Christmas mrning.
In ur huse, Mm set up a sewing area. I sat at her sewing machine, my feet barely reaching the presser ft. Mm bent ver me, her hands n mine, gently guiding small bits f clth under the needle t create dllhuse bedding. She als taught me t make mini-blankets. With a little paint and glue, Mm demnstrated that anything culd be turned int dllhuse furniture. I learnt t view the wrld as a place f pssibility. I spent hurs f my girlhd sitting befre my dllhuse, telling made-up stries, and creating miniatures (缩微模型). But eventually schl activities tk ver, and the dllhuse was mved t the attic (阁楼).
Over the next 40 years, the strytelling skills I’d practiced with the dllhuse grew int nvel writing skills, and I develped a career as an authr. One day, after hurs f wrking n my furth bk, I tk a break by surfing the Internet and happened t ntice the beautiful dllhuses peple psted n scial media. They reminded me f mine. I went t the attic, brught it back t my rm and started updating it.
During the mindless hurs f sewing and furnishing (布置家具), I listened t audibks abut the histry f dllhuses, learning that they were nt invented fr play. There’s a lng, rich histry f peple in hardship turning t dllhuses t find cmfrt. They weren’t prduced as tys until mass prductin became standard after 1945. This inspired me t create a nvel where art saves the day.
The truth was I myself needed art t save the day. Mm was then slipping away frm me wing t prgressive memry lss. The nly tpic we culd discuss with any genuine jy was the update f the dllhuse. She lved retelling its histry — thse ld memries. Mm didn’t find it strange at all that her 50-year-ld daughter was updating the dllhuse. She just thught it fun and beautiful. And it was. It was a wrld where Mm and I were at ur best tgether.
1．What did the authr’s mther teach her t d?
A．T sew and create miniatures.
B．T add imaginary figures t the dllhuse.
C．T make up fairy tales set in the dllhuse.
D．T d il paintings and glue them nt the little walls.
2．Why did the authr decide t update the dllhuse decades later?
A．She intended t fllw the trend n scial media.
B．She was eager t start a new career as a ty designer.
C．She felt the urge t cmpete with ther dllhuse makers.
D．She was inspired by peple sharing their dllhuses nline.
3．What did the authr learn abut dllhuses frm the audibks?
A．They were initially created fr play.
B．Peple nce sught cmfrt in them.
C．Rich peple sld them fr mney during difficult times.
D．A unifrm standard fr their prductin was set in 1945.
热点角度02 推理判断题
析典例·建模型
（2025·天津高考真题·）
My great grandmther received the dllhuse (玩具小屋) frm a family friend back in the late 1800s. It was then passed dwn frm generatin t generatin. I was seven when I discvered it underneath the tree n Christmas mrning.
In ur huse, Mm set up a sewing area. I sat at her sewing machine, my feet barely reaching the presser ft. Mm bent ver me, her hands n mine, gently guiding small bits f clth under the needle t create dllhuse bedding. She als taught me t make mini-blankets. With a little paint and glue, Mm demnstrated that anything culd be turned int dllhuse furniture. I learnt t view the wrld as a place f pssibility. I spent hurs f my girlhd sitting befre my dllhuse, telling made-up stries, and creating miniatures (缩微模型). But eventually schl activities tk ver, and the dllhuse was mved t the attic (阁楼).
Over the next 40 years, the strytelling skills I’d practiced with the dllhuse grew int nvel writing skills, and I develped a career as an authr. One day, after hurs f wrking n my furth bk, I tk a break by surfing the Internet and happened t ntice the beautiful dllhuses peple psted n scial media. They reminded me f mine. I went t the attic, brught it back t my rm and started updating it.
During the mindless hurs f sewing and furnishing (布置家具), I listened t audibks abut the histry f dllhuses, learning that they were nt invented fr play. There’s a lng, rich histry f peple in hardship turning t dllhuses t find cmfrt. They weren’t prduced as tys until mass prductin became standard after 1945. This inspired me t create a nvel where art saves the day.
The truth was I myself needed art t save the day. Mm was then slipping away frm me wing t prgressive memry lss. The nly tpic we culd discuss with any genuine jy was the update f the dllhuse. She lved retelling its histry — thse ld memries. Mm didn’t find it strange at all that her 50-year-ld daughter was updating the dllhuse. She just thught it fun and beautiful. And it was. It was a wrld where Mm and I were at ur best tgether.
What rle did the dllhuse play in strengthening the emtinal
ties between the authr and her aging mther?
A. A reminder f their childhd dreams.
B. A mirrr f the eventful family histry.
C. A tl t bring back gd ld memries.
D. A means t imprve her mther's memry.
【解题建模】
第一步，明确推理方向： 题干问的是“玩具小屋在加强作者和年迈母亲之间情感联系方面扮演了什么角色？”这需要我们从字里行间推断其作用。
第二步，寻找线索句： 关键句是“The nly tpic we culd discuss with any genuine jy was the update f the dllhuse.”和“She lved retelling its histry thse ld memries.” 这表明，尽管母亲记忆衰退，但谈论玩具小屋能带给她们真实的快乐，并且母亲喜欢重述与之相关的古老记忆。
第三步，合理推断： 由此可以推断，玩具小屋成为了一个媒介，让母女能够共享快乐的时光，共同回忆过去，从而加强了她们的情感纽带。选项C“A tl t bring back gd ld memries.”（一个带回美好旧时光的工具）准确地概括了这一作用。
最终选出正确答案为C。
研考点·通技法
推理判断题考查学生理解文章字面意思，并据此推断出隐含信息的能力。常见的推理包括：人物情感、作者态度、写作目的、事件原因、下文内容等。解题时需注意：
1. 忠实于原文：推理的依据必须来自原文，切忌主观臆断。
2. 抓住关键词句：关注表示情感、态度、逻辑关系的词句。
3. 排除过度推断：选项若表述过于绝对或与主旨相悖，往往是错误的。
破类题·提能力
（2026·浙江金丽衢十二校高三·二模）
I was brn in 2010 in the cuntryside, which may be why I always felt a little ut f step with the times. Thrughut my childhd, I had never seen tall buildings r had a smartphne. The ld cmputer we had at hme was my nly windw t the nline wrld, which I began explring at the age f 8. My parents were busy during the day, s surfing the internet was a big deal fr me. I always turned ff the cmputer befre they gt hme t let it cl dwn and hide what I had been ding all day.
I feel like the nline vibe was much mre inclusive back then. I still remember the friendly debates abut the varius adaptatins f Legends f the Cndr Heres. Everyne wuld share their thughts and reasns. Just the ther day, I saw a similar questin n Xiahngshu, but the discussin quickly turned int heated arguments. Back then, sharing resurces fr nline nvels r gaming strategies was cmmn, but nw, such requests can easily trigger nline debates.
My parents lved playing Stephen Chw mvies at hme, which turned me int a belated fan f these classic 1990s Hng Kng cmedies. At the cre f his humr lies tragedy, yet his films als taught me simple values: be brave, be resilient, stay ptimistic, and never give up n yur dreams. T me, Stephen Chw feels like an ld friend I’ve knwn fr years — a frever-yung legend. I wish I had been brn earlier, in that glden era.
I’d describe myself as a severe nstalgia (怀旧) addict, especially when it cmes t 90s architecture. Just lking at images f thse buildings r walking near them brings me a sense f cmfrt. Thugh they’ve becme relics f the past, nthing is truly frgtten.
1．What can be inferred abut the authr’s childhd frm the first paragraph?
A．He had n idea abut the nline wrld.B．His life kept pace with the times.
C．His parents were t busy t lk after him.D．He had limited access t the internet.
2．What des the authr mean by saying “the nline vibe was much mre inclusive back then”?
A．Mre peple were willing t share.B．It is easier t reach an agreement.
C．Different viewpints culd be respected.D．There were mre nline platfrms.
3．What des the authr think f Stephen Chw’s films?
A．They nly appeal t yung peple.B．They are tragedies with subtle humr.
C．They are difficult t understand tday.D．They cmbine humr with deep meaning.
4．Which f the fllwing best describes the authr’s verall tne in the passage?
A．Hpeful.B．Emtinal.C．Humrus.D．Critical.
热点角度03 词义猜测题
析典例·建模型
（2023·新课标I卷·高考真题·A篇）
Kathy H teaches high schl inside Lucile Packard Children’s Hspital Stanfrd (LPCH). “Smetimes I dn’t like saying that I’m a teacher,” says H. “Peple get in their minds an idea f what teachers d, but that’s nt really what it is here.”
“Here” is rm 386, where each year, abut 500 LPCH patients als becme students. The hspital schl is free f parents, dctrs, and medical prcedures. It’s a place f learning. Abut half f H’s students stay fr a week r less; thers are there fr mre than a year. Mst f H’s students will recver, which means that preparing them t return t schl is an increasingly imprtant cmpnent f care.
Still, in rm 386, academics dn’t cme first. Physical health and mental health are the pririty. “If yu’re scared abut smething and thinking nly abut that, there’s n way yu’re ging t be able t learn,” H says. “I’m a cach, an adviser, and a cmfrter, and that’s what it means t be a hspital teacher.”
There are up t 30 students at any given time in H’s class. She generally wrks with their regular teachers t get lessns and tests being used at their hme schls. Sme teachers dn’t give the kids any assignments; they express sympathy instead. “I feel like it is a disservice t the kids,” H says. “They think their teachers dn’t care abut their schlwrk.”
H recgnizes the psychlgical benefit f helping kids keep up with their peers (同龄人) utside the hspital. “I actually think the medicine is nly a small piece fr sme prblems,” says Julie Gd, directr f pain management services at LPCH. “It’s abut prblem-slving arund what it means t have a full life. Thse kids have dreams. Schl can keep thse dreams alive by giving kids a way t learn and grw.”
What des the underlined wrd “it” refer t in paragraph 4?
A．Offering regular lessns.B．Paying extra attentin.
C．Assigning n schlwrk.D．Shwing n sympathy.
【解题建模】
第一步，定位划线词： 找到划线词“it”所在的句子。
第二步，分析上下文： 前一句“Sme teachers dn't give the kids any assignments; they express sympathy instead.”指出，一些老师不给孩子们布置任何作业，而是表示同情。后一句是H老师的评论“I feel like it is a disservice t the kids.” 这里的“it”必然指代前文提到的事情。
第三步，确定指代内容： 结合上下文，H老师认为“不给孩子们布置作业”这种做法对学生是一种伤害（disservice）。因此，“it”指代的是“不给孩子们布置作业”这件事。
最终选出正确答案为C。
研考点·通技法
词义猜测题考查学生根据上下文语境推断生词、短语或代词指代的能力。解题技巧：
1. 利用定义或解释：通过信号词（如 `is, means, refers t, that is`）或同位语、定语从句来推测。
2. 利用逻辑关系：通过对比（`but, hwever, althugh`）、因果（`because, s, therefre`）、举例（`such as, fr example`）等关系来推测。
3. 利用构词法：通过分析词根、前缀、后缀来猜测词义。
4. 代词指代：指代类问题，答案通常在前文，找到与代词单复数、逻辑一致的先行词。
破类题·提能力
（2024·浙江省首考高考真题）
When was the last time yu used a telephne bx? I mean t make an actual phne call — nt t shelter frm the rain. Ages ag, right? The last time I used a phne bx fr its intended purpse was…2006. I was cnducting auditins (试演) fr my play in my tiny ld shared huse in Lndn. Hping t impress sme talented actrs t cme and wrk fr me fr nthing, I spread sme thrws ver the sfas and lit candles t make it seem a bit mre ”yung prfessinal”.
As I rushed utdrs t empty the wastepaper baskets, the dr swung shut behind me. Suddenly I was lcked utside. My mbile phne was inside, but luckily there was a telephne bx acrss the street. S, I called Directry Assistance, gt put thrugh t ur landlady’s managing agent, and had a spare key sent t me with just enugh time t get back in befre the actrs arrived.
As it has been many years since I last used ne, I shuld hardly be surprised that then are n lnger any public telephnes near my huse. The last ne standing has just been turn int a “mini cmmunity library”: any passer-by can “brrw” a bk frm its shelves return it later, r replace it with anther title frm their wn cllectin.
Fr a few mnths after the “library” pened, I didn’t bther taking a lk, as I had assumed that it wuld be stuffed full f cheese lve stries. Then I nticed flk cnducting spring cleans drpping bxes f vluminus bks n varius subjects there. And these bks were free. This unbeatable price-pint encuraged me t experiment with dzens f titles that I wuld never nrmally cnsider buying. And I’ve discvered sme great bks!
If I ever get trapped utside my huse again, my lcal telephne bx will, sadly n lnger be able t cnnect me with my keys. But it can certainly keep me entertained while I wait fr my wife t rescue me.
1．What des the underlined wrd “it” in the first paragraph refer t?
A．The play.B．The shared huse.
C．The sfa.D．The telephne bx.
2．Why did the authr use the telephne bx in 2006?
A．T place an urgent call.B．T put up a ntice.
C．T shelter frm the rain.D．T hld an auditin.
3．What d we knw abut the “mini cmmunity library”?
A．It prvides phne service fr free.B．Anyne can cntribute t its cllectin.
C．It is ppular amng yung readers.D．Bks must be returned within a mnth.
4．Why did the authr start t use the “library”?
A．He wanted t brrw sme lve stries.
B．He was encuraged by a clse neighbur.
C．He fund there were excellent free bks.
D．He thught it was an ideal place fr reading.
热点角度04 主旨大意题
析典例·建模型
（2025·天津卷·高考真题·记叙文）My great grandmther received the dllhuse (玩具小屋) frm a family friend back in the late 1800s. It was then passed dwn frm generatin t generatin. I was seven when I discvered it underneath the tree n Christmas mrning.
In ur huse, Mm set up a sewing area. I sat at her sewing machine, my feet barely reaching the presser ft. Mm bent ver me, her hands n mine, gently guiding small bits f clth under the needle t create dllhuse bedding. She als taught me t make mini-blankets. With a little paint and glue, Mm demnstrated that anything culd be turned int dllhuse furniture. I learnt t view the wrld as a place f pssibility. I spent hurs f my girlhd sitting befre my dllhuse, telling made-up stries, and creating miniatures (缩微模型). But eventually schl activities tk ver, and the dllhuse was mved t the attic (阁楼).
Over the next 40 years, the strytelling skills I’d practiced with the dllhuse grew int nvel writing skills, and I develped a career as an authr. One day, after hurs f wrking n my furth bk, I tk a break by surfing the Internet and happened t ntice the beautiful dllhuses peple psted n scial media. They reminded me f mine. I went t the attic, brught it back t my rm and started updating it.
During the mindless hurs f sewing and furnishing (布置家具), I listened t audibks abut the histry f dllhuses, learning that they were nt invented fr play. There’s a lng, rich histry f peple in hardship turning t dllhuses t find cmfrt. They weren’t prduced as tys until mass prductin became standard after 1945. This inspired me t create a nvel where art saves the day.
The truth was I myself needed art t save the day. Mm was then slipping away frm me wing t prgressive memry lss. The nly tpic we culd discuss with any genuine jy was the update f the dllhuse. She lved retelling its histry — thse ld memries. Mm didn’t find it strange at all that her 50-year-ld daughter was updating the dllhuse. She just thught it fun and beautiful. And it was. It was a wrld where Mm and I were at ur best tgether.
What wuld be the best title fr the passage?
A. The Dllhuse: A Lifelng Ty
B. Grwing up with the Dllhuse
C. The Dllhuse: Mre Than Just a Ty
D. Dllhuse Making and Nvel Writing
【解题建模】
第一步，概括文章主旨： 文章从作者儿时获得玩具小屋写起，描述了它如何陪伴自己成长、启发写作，最终又如何成为与患病母亲情感交流的纽带。
第二步，分析选项：
A项“A Lifelng Ty”只强调了玩具的陪伴性，未触及深层情感意义。
B项“Grwing up with the Dllhuse”只概括了成长部分，忽略了母亲这条线。
C项“Mre Than Just a Ty”暗示了玩具小屋超越了玩具本身，承载了亲情、回忆和创作灵感，准确概括了全文主旨。
D项“Dllhuse Making and Nvel Writing”只涉及了部分内容，以偏概全。
第三步，选出最佳标题： 能全面、深刻地概括文章核心内容和情感的标题是C。
最终选出正确答案为C。
研考点·通技法
主旨大意题考查学生对文章整体内容的理解和概括能力。常见题型包括：选择最佳标题、概括段落或文章大意、判断作者写作目的。解题技巧：
1. 关注首尾段落：文章的中心思想往往在首段引出，在尾段总结升华。
2. 寻找高频词和主题句：反复出现的词或句子往往与主题相关。
3. 注意排除干扰项：干扰项通常过于宽泛、以偏概全、或仅仅是文章的一个细节。
4. 记叙文看感悟：对于记叙文，最佳标题通常能体现故事的核心事件和最终的感悟或意义。
5. 新闻报道看核心事实：新闻报道的主旨通常在第一段，即导语部分。
破类题·提能力
（2024·新课标Ⅰ卷高考真题）
“I am nt crazy,” says Dr. William Farber, shrtly after perfrming acupuncture (针灸) n a rabbit. “I am ahead f my time.” If he seems a little defensive, it might be because even sme f his cwrkers ccasinally laugh at his unusual methds. But Farber is certain he’ll have the last laugh. He’s ne f a small but grwing number f American veterinarians (兽医) nw practicing “hlistic” medicine-cmbining traditinal Western treatments with acupuncture, chirpractic (按摩疗法) and herbal medicine.
Farber, a graduate f Clrad State University, started ut as a mre cnventinal veterinarian. He became interested in alternative treatments 20 years ag when he suffered frm terrible back pain. He tried muscle-relaxing drugs but fund little relief. Then he tried acupuncture, an ancient Chinese practice, and was amazed that he imprved after tw r three treatments. What wrked n a veterinarian seemed likely t wrk n his patients. S, after studying the techniques fr a cuple f years, he began ffering them t pets.
Leigh Tindale’s dg Charlie had a serius heart cnditin. After Charlie had a heart attack, Tindale says, she was prepared t put him t sleep, but Farber’s treatments eased her dg’s suffering s much that she was able t keep him alive fr an additinal five mnths. And Priscilla Dewing reprts that her hrse, Nappy, “mves mre easily and rides mre cmfrtably” after a chirpractic adjustment.
Farber is certain that the hlistic apprach will grw mre ppular with time, and if the past is any indicatin, he may be right: Since 1982, membership in the American Hlistic Veterinary Medical Assciatin has grwn frm 30 t ver 700. “Smetimes it surprises me that it wrks s well,” he says. “I will d anything t help an animal. That’s my jb.”
1．What d sme f Farber’s cwrkers think f him?
A．He’s dd.B．He’s strict.C．He’s brave.D．He’s rude.
2．Why did Farber decide t try acupuncture n pets?
A．He was trained in it at university.B．He was inspired by anther veterinarian.
C．He benefited frm it as a patient.D．He wanted t save mney fr pet wners.
3．What des paragraph 3 mainly talk abut?
A．Steps f a chirpractic treatment.B．The cmplexity f veterinarians’ wrk.
C．Examples f rare animal diseases.D．The effectiveness f hlistic medicine.
4．Why des the authr mentin the American Hlistic Veterinary Medical Assciatin?
A．T prve Farber’s pint.B．T emphasize its imprtance.
C．T praise veterinarians.D．T advcate animal prtectin.
（建议用时：45分钟）
刷模拟
A
（2026·四川省内江市·二模）I had t run anther phne marathn the ther day. Mst f yu have prbably had t d the same at sme pint in yur lives. This ne started when I gt a bill in the mail with a mistake n it. I knew what getting n the phne t straighten it ut wuld mean but it had t be dne. I started by calling the help number n the bill. This led me t the autmated phne system with the endless list f ptins that I had t wrk thrugh ne at a time. Finally I was able t transfer t a persn nly t be sent verseas with nise n the line and a hard-t-understand peratr. And f curse they culdn’t help me s I gt transferred frm department t department while I grund my teeth and tightened my fist. I was abut t give up and hang up the phne in frustratin when I finally gt transferred back t a manager in this cuntry.
The line suddenly sunded crisp, clear, and free f nise. And the vice that answered was cheerful. I culd actually hear the smile in her vice t. She was plite, understanding, caring and helped me t clear up the mistake. When we were dne I thanked her fr her help and wished her a wnderful day. She replied in kind. I hung up tired frm my marathn but curiusly refreshed as well.
I have n ill feelings twards the ther peratrs I spke t. They were nly ding their jbs as best they culd. I am grateful, thugh, that I stayed n the line lng enugh — despite all the frustratin — t make a cnnectin with a persn s full f gdness, jyfulness, and lve.
1．What des the writer want t stress by using the wrd “marathn” in paragraph 1?
A．Physical demands.B．The call cnditins.
C．Repeated experiences.D．The struggle invlved.
2．Hw did the writer feel during mst f the calls?
A．Angry.B．Calm.C．Hpeful.D．Cnfused.
3．What made the writer feel curiusly refreshed?
A．A cheerful greeting.B．The clear phne line.
C．Fast prblem slutins.D．Warm human kindness.
4．What is the writer’s main purpse?
A．T explain a billing mistake.B．T share a lessn in patience.
C．T intrduce a helpful manager.D．T cmplain abut phne service.
B
（2026·湖北黄冈市·二模）A lng-lst sculpture by American artist Harry Bertia has been rediscvered and is back n display in Michigan.
The dramatic 26-ft-tall piece, created in 1970, nw hangs in the seven-stry atrium f General Mtrs’ new glbal headquarters, in Detrit, accrding t an annuncement frm the cmpany.
The artwrk, cnsisting f brass-and-brnze-cated steel wires, was riginally cmmissined fr a Michigan mall. After the mall’s renvatin in 1980, it was mved t anther lcatin but never displayed, thugh the mall pened again in 1983. Fr decades, it lay frgtten in a dusty basement until a shcking discvery in 2017 by an art appraiser (评估人) and a city arts cmmissiner. “It was all bent up, and dirty, cvered with grit and cbwebs,” recalled Celia Bertia, the artist’s daughter.
Its rescue fund a perfect hmecming. General Mtrs, which had relcated its headquarters t a site with histrical ties t the sculpture’s riginal cmmissiner, purchased the damaged wrk fr $1 millin. The cnnectin runs deeper: GM had cmmissined Bertia’s first majr public sculpture in 1953, and the artist, an Italian immigrant wh arrived in Detrit at 15, had the aut industry’s deep fascinatin with metal and light.
Fllwing ver a year f careful restratin, installing the massive piece was an engineering feat, requiring a large pening in the building wall and crane lifts. Bertia, wh died in 1978, created art fr many public spaces, believing it shuld be lived with and seen. His daughter sees this vertical sculpture as eching her father’s spiritual, csmic perspective. GM plans t ffer public turs, finally allwing this nce-frgtten masterpiece t be appreciated by all, fulfilling the artist’s wish fr his wrk t cnnect with peple.
1．What des the underlined wrd “renvatin” in Paragraph 3 prbably mean?
A．Renewal.B．Rediscvery.C．Cnstructin.D．Destructin.
2．What directly led t the rediscvery f the sculpture?
A．City’s planned asset inventry.B．Mall clsure fr redevelpment.
C．Public interest in cmpany histry.D．Expert recgnitin during inspectin.
3．Why was GM cnsidered the ideal wner fr the rediscvered sculpture?
A．It ffered the highest bid.
B．It culd fund the cstly restratin.
C．It held exclusive rights t the artist’s wrks.
D．It shared histrical cnnectins with the piece.
4．What can we learn frm the last paragraph?
A．The artwrk is huge and delicate.
B．GM charges visitrs fr turs t see the sculpture.
C．The scuplture will finally be made available fr the public.
D．The artist’s daughter will serve as a tur guide at the exhibit.
C
（2026·湖北宜昌市·二模）As a child grwing up in castal Brittany, Eddie Wang wuld ften watch large quantities f yster (牡蛎) shells thrwn away near the prts. Yet he als bserved that these very shells, nce burned and prcessed, were traditinally used as a prtective layer n huse walls, helping t regulate temperature. This early impressin left a lasting impact, planting in him the idea that what thers verlked might hld hidden value.
Years later, Wang revisited this idea, driven by a desire t cntribute t a circular ecnmy. “I was fascinated by the unique qualities f yster shells and wndered hw they culd be repurpsed n a larger scale,” he explained. Thrugh experimentatin, his team develped a methd t cmbine cleaned and prcessed yster shells with recycled plastic frm used bttles. The result is a fine, durable fiber — knwn as Seawl.
The prcess invlves breaking the shells int a fine pwder (粉末), which is then blended with melted recycled plyester (聚酯纤维). Like cking, the mixture is pressed and pulled t create sft, lightweight fibers. Amazingly, these fibers hld nt the shells’ gift: they fight bad smells and help with temperature cntrl.
Seawl is nw gaining attentin as a sustainable alternative fr making all kinds f prducts, frm clthing t husehld items. It nt nly reduces waste frm bth seafd and plastic industries but als ffers a lw-carbn prductin chice cmpared t cnventinal man-made fabrics.
Wang views his wrk as part f a brader mvement tward “resurce-psitive design”. “Every waste stream culd be a starting pint fr innvatin,” he says. “By rethinking hw materials interact, we can create systems that are bth practical and restrative.” Thrugh prjects like Seawl, waste is n lnger an endpint, but the beginning f smething new.
1．Why did Wang start researching yster shells?
A．He was struck by their large quantity.B．He sught t recycle durable Seawl.
C．He was inspired by their hidden ptential.D．He aimed t replace plastics in prductin.
2．What des the underlined wrd “blended” in paragraph 3 mean?
A．Cmbined.B．Equipped.C．Occupied.D．Cvered.
3．What makes Seawl get s much attentin?
A．Its lw cst.B．Its high quality.C．Its light weight.D．Its wide applicatin.
4．Which f the fllwing may Wang agree with?
A．Well begun is half dne.B．There’s n such thing as waste.
C．The wrld is full f pprtunities.D．Necessity is the mther f innvatin.
D
（2026·湖北黄冈市·二模）Zhang Hngjun nce spent his days n nisy cnstructin sites in Shanghai, far frm his rural hmetwn in Fujian prvince. Fr ver a decade, his life fllwed a cmmn path: lng hurs f labr, lw pay, and the lneliness f being a migrant wrker in a vast city. He dreamed f a change but saw few pprtunities back hme.
A visit became a turning pint. Stuck in his village, Zhang nticed smething new. The rads were paved, internet signals were strng, and the lcal gvernment was ffering supprt t thse willing t start businesses. The beautiful muntains and fresh air, nce taken fr granted, nw seemed full f ptential. An idea began t frm: what if he culd build a future here, nt just make a living there?
Using his savings and a small gvernment grant, Zhang tk a daring step. He transfrmed his family’s ld, empty huse int a mdern café, a place where city visitrs culd enjy cffee while viewing the terraced fields. At first, neighbrs were puzzled. “Wh will cme t the muntains fr cffee?” they asked. Zhang persisted, learning abut cffee beans and design nline.
Tday, “Muntain Clud Café” is mre than a cffee shp. It’s a windw fr his village. Turists cme n weekends, and thrugh his café, they discver and buy lcal specialties like muntain tea and dried fruits. Zhang has hired tw lcal wmen, prviding them with stable incme. Mre imprtantly, his success has sparked a cnversatin. A few ther yung peple, wh nce thught leaving was the nly ptin, are nw asking, “Culd I cme back t?”
“My dream isn’t huge,” Zhang says, lking at the lively scene utside. “I just want ur hme t thrive, s that ur children might have a chice t stay.” His jurney frm cnstructin site t café wner paints a picture f mdern rural China — ne where returning wings bring new life.
1．Which f the fllwing best describes Zhang’s early life as a migrant wrker?
A．Relaxed and secure.B．Discnnected but satisfied.
C．Lnely and unfulfilled.D．Stressful but meaningful.
2．Why did Zhang return and start his Café business?
A．He failed in his jb in Shanghai.
B．He was in pr cnditin in the city.
C．He was invited by the lcal gvernment.
D．He fund new changes and supprt in his village.
3．What can we learn abut Muntain Clud Café?
A．It has helped develp the village.
B．It features prviding mdern cffee.
C．It mainly sells cffee t yung villagers.
D．It is well received frm beginning t end.
4．What can be the mst suitable title fr the text?
A．A New Trend f City Turism
B．The Imprtance f Lcal Specialties
C．Frm Migrant Wrker t Café Owner
D．Ways t Run a Successful Cuntry Café
刷真题
A
（2024·新课标全国Ⅱ卷高考真题）D yu ever get t the train statin and realize yu frgt t bring smething t read? Yes, we all have ur phnes, but many f us still like t g ld schl and read smething printed.
Well, there’s a kisk (小亭) fr that. In the San Francisc Bay Area, at least.
“Yu enter the fare gates (检票口) and yu’ll see a kisk that is lit up and it tells yu can get a ne-minute, a three-minute, r a five-minute stry,” says Alicia Trst, the chief cmmunicatins fficer fr the San Francisc Bay Area Rapid Transit — knwn as BART. “Yu chse which length yu want and it gives yu a receipt-like shrt stry.”
It’s that simple. Riders have printed nearly 20,000 shrt stries and pems since the prgram was launched last March. Sme are classic shrt stries, and sme are new riginal wrks.
Trst als wants t intrduce lcal writers t lcal riders. “We wanted t d smething where we d a call t artists in the Bay Area t submit stries fr a cntest,” Trst says. “And as f right nw, we’ve received abut 120 submissins. The winning stries wuld g int ur kisk and then yu wuld be a published artist.”
Ridership n transit (交通) systems acrss the cuntry has been dwn the past half century, s culd shrt stries save transit?
Trst thinks s.
“At the end f the day all transit agencies right nw are ding everything they can t imprve the rider experience. S I abslutely think we will get mre riders just because f shrt stries,” she says.
And yu’ll never be withut smething t read.
1．Why did BART start the kisk prgram?
A．T prmte the lcal culture.B．T discurage phne use.
C．T meet passengers’ needs.D．T reduce its running csts.
2．Hw are the stries categrized in the kisk?
A．By ppularity.B．By length.
C．By theme.D．By language.
3．What has Trst been ding recently?
A．Organizing a stry cntest.B．Ding a survey f custmers.
C．Chsing a print publisher.D．Cnducting interviews with artists.
4．What is Trst’s pinin abut BART’s future?
A．It will clse dwn.B．Its prfits will decline.
C．It will expand natinwide.D．Its ridership will increase.
B
（2025·上海高考真题）
Andreas Schleicher sat dwn quietly tward the back f the rm, trying nt t attract attentin. He did this smetimes, wandering int classes he had n intentin f taking.
It was the mid-1980s, and he was studying physics at the University f Hamburg, ne f Germany’s leading universities. In his free time, hwever, he slipped int lectures the way ther peple watched televisin. This class was taught by Thmas Neville Pstlethwaite, wh called himself an “educatinal scientist.” Schleicher fund the title curius.
Schleicher’s father was an educatin prfessr at the university and had always talked abut educatin as a kind f mysterius art. “Yu cannt measure what matters in educatin — the human qualities,” his father liked t say. Frm what Schleicher culd tell, there was nthing scientific abut educatin, which was why he preferred physics. But this British fellw whse last name he culd nt prnunce seemed t think the ther way arund. Pstlethwaite was part f a new grup f researchers wh were trying t analyze a sft subject in a hard way, much like a physicist might study educatin if he culd.
Schleicher listened carefully t the debate abut statistics and sampling. In his mind, he started imagining what might happen if ne really culd cmpare what kids knew arund the wrld, while cntrlling fr factrs like race r pverty in the analysis. He fund himself raising his hand and jining the discussin.
In Schleicher’s experience, German schls had nt been as exceptinal as German educatrs seemed t think. As a by, he’d felt bred much f the time and earned rdinary grades. But, as a teenager, several teachers had encuraged his fascinatin with science and numbers, and his grades had imprved. In high schl, he’d wn a natinal science prize, which meant he was mre r less guaranteed a well-paying jb in a private cmpany after cllege. That was exactly what he’d planned t d, until he stepped int Pstlethwaite’s lecture.
At the end f class, the prfessr asked Schleicher t stay behind. He culd tell that there was smething different abut this yung man.
“Wuld yu like t help me with this research?”
Schleicher stared back at him, shcked. “I knw nthing abut educatin.”
“Oh, that desn’t matter,” Pstlethwaite said, smiling.
After that, the tw men began t team up, eventually creating the first internatinal reading test, a test that measured reading ability glbally.
1．Which f the fllwing is true f Schleicher in his university years?
A．He benefited frm watching TV.
B．He ften debated with his classmates.
C．He drpped in at different lectures.
D．He felt dissatisfied with his grades.
2．What can be learned abut Schleicher’s father frm the passage?
A．He measured human qualities in a hard way.
B．He had cnflicting ideas with Pstlethwaite.
C．He cnsidered educatin bth art and science.
D．He had a preference fr physics ver educatin.
3．What des the wrd “That” (para.5) prbably refer t?
A．Obtaining a decent jb.
B．Winning a natinal prize.
C．Jining heated discussins.
D．Designing a reading test.
4．Why was Schleicher different in Pstlethwaite’s eyes?
A．He was recmmended by his high schl teachers.
B．He had the ptential fr quantitative educatinal research.
C．He had gd academic recrds during his schl years.
D．He was influenced by his father’s research apprach.
C
（2024·北京·高考真题）
When I was a little girl, I liked drawing, freely and jyusly making marks n the walls at hme. In primary schl, I learned t write using chalks. Writing seemed t be anther frm f drawing. I shaped individual letters int repeating lines, which were abstract frms, delightful but meaningless patterns.
In secndary schl, art was my favurite subject. Since I lved it s much I thught I was gd at it. Fr the art O-level exam I had t present an il painting. I fund it difficult, but still hped t pass. I failed, with a lw grade. I’d been ver-cnfident. Nw I’d been declared talentless.
But ther channels f creativity stayed pen: I went n writing pems and stries. Still, I went t exhibitins ften. I cntinued my habitual drawing, which I nw characterised as childish ddling (乱画). In my 30s, I made painter friends and learned new ways f lking at art. Hwever, I culdn’t let myself have a g at actually ding it. Thugh these new friends were abstract painters using il paints, r were printmakers r sculptrs, I tk il painting as the tab (禁忌) high frm I wasn’t allwed t practice.
One night, in my early 40s, I dreamed that a big wman in red apprached me, handed me a bag f paints, and tld me t start painting. The dream felt s authritative that it shk me. It was a frm f energy, giving me back smething I’d lst. Accrdingly, I started by experimenting with water clurs. Finally, I bught sme il paints.
Althugh I have enjyed breaking my decades-lng tab abut wrking with il paints, I have discvered I nw prefer chalks and ink. I let my line drawings turn int cartns I send t friends. It all feels free and easy. Un-anxius. This time arund, I can accept my limitatins but keep ging.
Becming a successful painter calls fr being reslute. I realised I was always afraid f wanting t much. That dream reminded me that thse fears and desires culd encurage me t take risks and make experiments.
1．Hw did the authr feel abut the result f the art exam?
A．Scared.B．Wrried.C．Discuraged.D．Wrnged.
2．In her 30s, the authr _________.
A．avided il painting practiceB．sught fr a painting career
C．fancied abstract paintingD．exhibited child paintings
3．Which wrd wuld best describe the authr’s dream?
A．Cnfusing.B．Empwering.
C．Disturbing.D．Entertaining.
4．What can we learn frm this passage?
A．Actins speak luder than wrds.B．Hard wrk is the mther f success.
C．Dreams are the reflectins f realities.D．Creative activities invlve being cnfident.
D
（2023·天津·高考真题）
One freezing mrning last February, I walked thrugh Ontari Place. Trees were frsted sculptures. Large chunks f ice flated in the lake. Then I saw a grup f peple in bathing suits buncing up and dwn in the water. They held hands, shuting and yelling int the sky. They lked and sunded s free.
I’ve always fund cld water thrilling. The shck f it is like pressing a switch. It seems t reset my bdy and sul.
And last winter, I definitely needed a reset. I wke up mst mrnings with a dull, grey feeling as I frced myself ut f bed t start the day. I needed smething t cheer myself up, but I didn’t knw what, until that day.
The ice warrirs (勇士) emerged frm the lake, their skin steaming. Trembling, they were yet laughing and hugging each ther. I called ut: “Yu guys are awesme!” One wman waved back, “Cme and jin us! We’ re here every Mnday mrning.”
The night befre my first dip (游泳), I was excited and nervus. Cld water was ne thing, but this icy lake was a whle ther level. Shuld I back ut? Eventually, I gt up in the dark and drve t the meeting spt.
After sme wild warm up, I charged int the lake alng with thers. We yelled int the sky. Teeth chattering heart rates slwing, fingers and tes ging numb (麻木), we stayed there fr smewhere between tw and five minutes. Knwing it was my first time, peple cheered me n. It felt amazing. I was stupid with cld, but I culdn’t remember the last time I’d felt s happy.
Nw I g dipping almst every day, and I’ve cme t lng fr that mment when the cld becmes a secnd skin and my internal vice ges silent. Apart frm the thrill f thse first heart-stpping dives, which, irnically, saved me frm ging under, what has drawn me is this cmmunity f generus, pen-hearted suls.
We laughed tgether, ften, but frm the stries we’ve shared abut urselves, I knw I’m nt the nly ne wh faces life’s challenges. Hlding hands in the freezing lake, we lked ut fr each ther last winter and will d s thrugh this ne.
It wn’t fix everything in ur lives—but fr sme reasn, it helps. At the end f each sessin I return hme feeling strnger, lighter, mre able t carry n. As anther winter sets in, I’m mre than ready t embrace the cld again.
1．When the authr saw the peple in the lake, her feeling can be best described as __________
A．nervusB．amazed
C．frightenedD．calm
2．Why did the authr think f jining the swimmers?
A．T expand her scial circle.B．T lift her spirits again.
C．T adapt t the cld weather.D．T prepare fr a new career
3．What can be learnt abut the authr’s first dipping?
A．She hesitated a bit befre ging.
B．She suffered frm a heart prblem.
C．She stayed in cld water t lng.
D．She regretted nt ding enugh warm up.
4．What change has cld water swimming brught abut in the authr?
A．She is mre intelligent.
B．She gets mre cmpetitive.
C．She becmes a better stryteller.
D．She regains her inner peace.
5．What message des the authr mst likely want t cnvey?
A．Severe cld builds up character
B．Grup wisdm brightens ur life.
C．Tackling the dds tgether cures.
D．Ding sprts prmtes friendship.
2023-2025高考考点细目（阅读理解记叙文和新闻报道）
卷别
词数
主题
话题
命题形式
2025·浙江1月卷
350
人与自我
教师将爱好融入教学，启发学生
细节理解、推理判断、观点态度
2025·天津卷
380
人与社会
玩具小屋承载的家庭情感与传承
细节理解、推理判断、主旨大意
2025·全国二卷
320
人与社会
医院学校教师的多重角色与意义
细节理解、词义猜测、推理判断
2025·上海卷
400
人与自我
学者从物理学转向教育研究的经历
细节理解、推理判断、词义猜测
2024·北京卷
360
人与自我
画家重拾绘画信心的心理历程
细节理解、词义猜测、推理判断
2024·新课标I卷
330
人与社会
兽医将针灸等整体医学用于动物治疗
细节理解、主旨大意、推理判断
2023·全国甲卷
310
人与自我
女性DIY爱好者的技能与传承
词义猜测、细节理解、推理判断
2023·北京卷
340
人与自我
科研申请被拒后的转机与成长
细节理解、推理判断、主旨大意
第一步
确定定位词
在题干中找出关键的人名、地名、时间、数字、核心名词或动词等，作为定位词。
第二步
找到答题句
用定位词或其同义词到原文中去定位，找到相关的句子。答案通常就在该句或其前后的上下文中。
第三步
比较各选项
将四个选项与找到的答题句进行仔细比对，选出与原文表述一致的正确选项。注意排除“无中生有”、“答非所问”、“偷换概念”等干扰项。