备战2025年高考英语抢分秘籍(新高考专用)猜押阅读理解之记叙文(按话题分类)(学生版+解析)练习

这是一份备战2025年高考英语抢分秘籍(新高考专用)猜押阅读理解之记叙文(按话题分类)(学生版+解析)练习，文件包含备战2025年高考英语抢分秘籍新高考专用猜押阅读理解之记叙文按话题分类教师版docx、备战2025年高考英语抢分秘籍新高考专用猜押阅读理解之记叙文按话题分类学生版docx等2份试卷配套教学资源，其中试卷共114页， 欢迎下载使用。

押题预测目录
一、善行故事类
押题
In 2020, at age 14, William Cabaniss nticed that sme f his classmates were skipping meals due t fd insecurity, and he wanted t d smething. T help his classmates and his cmmunity, he started making bttles f hmemade vanilla extract (香草精) and dnated 100% f his prfits t his lcal fd bank.
“N ne shuld be hungry,” William said. “N ne shuld have t wrry abut where their next meal is cming frm.”
William had been enjying baking as a hbby. One day, while baking a pan f cakes and adding vanilla, he realized he culd easily prduce his wn vanilla extract rather than purchasing it at the supermarket. Then he tk the idea a step further by planning t sell the vanilla extract and dnate all prfits t the lcal fd bank where he vlunteered.
He immediately went t wrk putting his new plan int actin. He used his wn recipe t prduce as many bttles f vanilla extract as pssible during his free time. He then created a lg and designed a website t start the business.
In 2020, William invited vlunteers t jin him n his missin t fight hunger in his cmmunity. The extremely psitive respnse allwed him t expand his prgram int a nn-prfit rganizatin, Vanilla Feeds Tmrrw. The nn-prfit prject cntinues peratins tday, and William dnates the prfit t Secnd Harvest Fd Bank f East Tennessee. Each $30 bttle sld prvides apprximately 42 meals t peple in need, and the rganizatin has raised mre than $200, 000 t date.
“There was n ne better. They supprt s many cunties acrss East Tennessee and, within thse cunties, there’re s many distributin areas r fd strage rms and charities,” William said f Secnd Harvest. “Their range is just truly awe-inspiring. I wanted every penny t g as far as it culd.”
1．Why did sme students skip meals?
A．They wanted t lse weight.B．They were particular abut fd.
C．They were wrried abut fd safety.D．They dubted the fd’s flavr and nutritin.
2．What inspired William t fight hunger by selling the vanilla extract?
A．His baking prcess.B．His shpping experience.
C．His recipe frm his mther.D．His experience as a vlunteer.
3．Which wrd can best describe William?
A．Intelligent and brave.B．Generus and helpful.
C．Careful and determined.D．Ambitius and patient.
4．What can be the best title f the text?
A．A Teen Sld Hmemade Vanilla Extract t Make Mney
B．A Teen Started Business t Raise Funds fr Lcal Fd Bank
C．A Teen Wrked Hard t Make a Difference t the Cmmunity
D．A Teen Vlunteered t Help Thse Wh Skipped Meals Glbally
【变式】
The Rift Huse primary schl in Hartlepl gives all its children free breakfasts, PE kits and statinery (文具) , but beds were a stretch t far. Hwever, that is abut t change thanks t a charitable prject led by anther lcal head, which was launched last week and aims t deliver 10,000 new beds t children in the Tees Valley in the next three years.
Mark Tilling, head f a secndary schl in Hartlepl, has wrked with lcal businesses and run fund-raising events t raise £70,000 t get the Tees Valley prject ff the grund. He has partnered with Zarach, a lcal charity, which has given thusands f beds t pr children. The fact that this is needed at all makes Tilling angry. “In the 21st century, we shuldn’t be talking abut kids withut fd r beds,” he said. “Hw d we get gd results fr children in schl if they dn’t have beds t sleep in?”
In the Tees Valley prject, schls will refer families that they knw are in need f a bed fr their kids. A lt f thse they will be helping here are the wrking pr, wh aren’t n benefits and dn’t have any services supprting them. Each new bed the charity gives ut, designed t last the child fr eight years, als cmes with a duvet (羽绒被) , bedding, new nightclthes and tiletries. McGrath, the prject leader, explained, “Sme parents dn’t have a washing machine t wash bedding, r they may struggle t get things dry in a huse that is already damp.” In Hartlepl, the first new beds went ut t “delighted” children frm the warehuse last week.
Eddie Huntingtn, an educatin expert, said that schls are in a gd psitin t spt signs that families are seriusly struggling with pverty. “When ther peple can walk away, schls can’t,” he said. “Teachers and pastral (生活辅导的) wrkers in schls are nw at the heart f scial care, whether we like it r nt.”
1．What des Mark Tilling think f kids lacking beds tday?
A．Unacceptable.B．Dubtful.C．Strange.D．Awkward.
2．What can we knw abut the beds ffered by Tees Valley?
A．They are mstly secnd-hand beds.
B．They are equally given t mst families.
C．They are equipped with additinal items.
D．They are designed fr medium-height kids.
3．What rle d teachers and pastral wrkers play?
A．They manage financial aid prgrams.
B．They evaluate academic perfrmances.
C．They rganize after-class activities fr students.
D．They help identify families in financial truble.
4．In which clumn f a newspaper may the text appear?
A．Finance.B．Educatin.C．Health.D．Culture.
【变式2】
Many years ag, when Kimberly Gdsey was training t becme a nurse, she was ding runds with a physician named Dr. Je Seibert.
It was an average day until they visited a patient wh gt a terminal (晚期的) cancer. Seibert did smething she’d never seen a physician d befre. He picked up the phne and called her husband and said, “Hey, I’m wrried abut yur wife. Can yu cme up t the clinic?” Seibert asked his assistant t schedule all the tests and fllw-ups the wman wuld need. It’s a prcess that nrmally takes weeks, but the assistant scheduled the appintments within an hur.
When they went back t the patient’s rm t share the diagnsis (诊断), the wman received the news with all her tests scheduled, and her husband by her side. Seibert tld Gdsey, “There will cme a time when yu can’t save everybdy. But what yu can d is yu can change hw they experience it. ”
A few years passed and as Gdsey went n t care fr her wn patients, she kept the dctr’s lessn in the back f her mind. Then ne day, Gdsey’s mm began experiencing extreme pain. Gdsey gt a call frm Seibert, wh had becme her mther’s primary care dctr. And he said, “Hey Kim, I just saw yur mm. It wuld be nice if yu culd cme.”
The next day, Seibert diagnsed her mm with cancer. Her mm received the news with her three children by her side. And just as he had dne with his terminal patient years ag, Seibert asked his assistant t schedule all f Gdsey’s mther’s fllw-up appintments fr the very same day.
“I take that lessn I learned frm Dr. Seibert s many years ag int my persnal life and int my prfessinal life every day,” Gdsey said. “Because I’ve learned that it’s the little things that we can d that actually can make a huge difference in hw peple experience life.”
1．Hw did Dr. Seibert respnd when they visited the terminal cancer patiént?
A．He asked his assistant t leave the rm.B．He didn’t talk abut the patient’s cnditin.
C．He called the patient’s husband immediately.D．He scheduled the patient’s tests fr weeks later.
2．Why did Dr. Seibert ask Gdsey t attend her mther’s appintment?
A．He needed her t help make an accurate diagnsis.
B．He wanted her t supprt her mther at that time.
C．He was t busy t handle the appintment alne.
D．He wanted t teach her a new medical prcedure.
3．What lessn did Gdsey learn frm Dr. Seibert?
A．Dctrs shuld fcus n curing diseases.
B．Terminal illnesses shuld be treated actively.
C．Family members need cmpassin in medical decisins.
D．Small acts can change hw peple experience difficulties.
4．What d we knw abut Dr. Seibert frm the text?
A．He’s irn-willed.B．He’s pen-minded.
C．He’s cl-headed.D．He’s warm-hearted.
二、情感传递与传统文化
押题1
On April 26th, 2022, Italian traveler Vienna Cammarta set ff frm Venice, the hmetwn f the encuraging explrer Marc Pl, with the ambitin f retracing his rute t China alng the ancient Silk Rad n ft.
With a simple backpack and tw trekking ples, 74-year-ld Cammarta cvered ver 20, 000 km and passed thrugh dzens f cuntries. The mment she set ft in China n August 29th, she was warmly greeted by peple wh put n traditinal dance and singing perfrmances fr her arrival via Xinjiang Uygur Autnmus Regin. Frm Xinjiang, Cammarta embarked n a 15-mnth cultural jurney acrss China and explred ver 30 cities in 17 prvinces and autnmus regins. Her jurney will cme t an end in Beijing t mark the 750th anniversary f Marc Pl’s arrival in China.
Thrughut her jurney, Cammarta witnessed the transfrmatin f the ancient Silk Rad int a crridr f ecnmic and cultural exchange, saying “I have seen the bridges. highways, and railways built under China’s Belt and Rad Initiative (BRI) , which cnnect cuntries in a way that eches the Silk Rad’ s histric rle in facilitating trade and cultural exchange. ” Cammarta reached Tajikistan, where she visited the China-Tajikistan highway prject. The infrastructure prject, nce cmpleted, was expected t enhance reginal cnnectivity and bring new pprtunities.
Fr Cammarta, this jurney was mre than retracing Marc Pl's ftsteps. She hped her travels wuld help peple in Italy and the West see the true beauty and greatness f China.
“This is a land filled with numerus UNESCO heritage sites, cutting-edge technlgy, and a harmnius balance between urban develpment and natural preservatin, ” Cammarta said.
Describing herself as an ambassadr f cultural exchange and mdern-day Marc Pl, Cammarta nted, “I want t knw abut Marc Pl and the Silk Rad, but I als want t send a message t wmen f my age—it’s never t late t pursue yur dreams. ”
1．What encuraged Cammarta t walk alng the Silk Rad?
A．Marc Pl’s travelling experience.B．The transfrmatin f the Silk Rad.
C．Her lve fr adventure and explratin.D．Her desire t prmte cultural exchange.
2．What des the underlined phrase “embarked n” mean in paragraph 2?
A．Changed.B．Started.C．Accmplished.D．Cntinued.
3．Which f the fllwing is NOT witnessed by Cammarta in China?
A．The traditinal perfrmances.B．The friendliness f Chinese peple.
C．The China-Tajikistan highway prject.D．The infrastructures built under the BRI.
4．Which f the fllwing can best describe Cammarta?
A．Cautius and persistent.B．Curageus and intelligent.
C．Generus and adaptable.D．Adventurus and ambitius.
押题2
An internatinally praised cultural thing has intrduced the attractive tale f Sun Wukng t audiences wrldwide. But fr Ghaffar Purazar, a British-American dual citizen living in Califrnia; this legendary figure has been a part f his identity fr decades.
Purazar’s lifelng passin fr Peking Opera began by chance. In 1993, Purazar attended a perfrmance at Lndn’s Queen Elizabeth Hall and was instantly captured. He went backstage right after the shw and made friends with the Chinese perfrmers. With their help, Purazar was enrlled at an pera schl. Just three mnths later, he left his life in Britain behind and. mved t Beijing t train in the martial rles f the art.
Starting as ar r adult was nt easy, as Peking Opera is a cmplex mixture f vcal perfrmance, mime, martial arts, dance and acrbatics. In additin t the physical demands, mastering the Chinese language psed anther prblem. “I was cnstantly reciting the subtitles and. sngs, whether I was eating, bathing, walking, r even dreaming,” Purazar said.
Purazar believes that great art transcends (超越) languages. Over the years, he has devted himself t intrducing Peking Opera and Sun Wukng t internatinal audiences. He has als been teaching curses and rganizing wrkshps in the United-States, bringing Peking Opera t curius Western learners. T better cnnect with. Western audiences and learners, he adapted sme classic plays such as The Mnkey King: Uprar in Heaven int English versins and he als adapted Shakespeare’s A Midsummer Night’s Dream int-Peking Opera.
In recgnitin f his cntributins, Purazar received the Great Wall Friendship Award frm the Beijing gvernment in 2014. “Cultural exchange shuld be reciprcal. I aim t blend my expertise m pera with my multicultural backgrund t create enriching artistic experiences fr the audiences,” said Purazar.
1．What is the authr’s intentin f writing paragraph 1?
A．T prve Ghaffar Purazar’s achievement.
B．T intrduce a cultural influence n an individual.
C．T explain the cultural significance f Sun Wukng.
D．T highlight the fascinatin f ancient Chinese tales.
2．What d we knw abut Purazar’s experience f learning Peking Opera?
A．Language was a significant barrier fr him.
B．The perfrmers he met backstage taught him the art.
C．Queen Elizabeth made him interested in Peking Opera.
D．His enthusiasm fr Peking Opera started at an early age.
3．What is paragraph 4 mainly abut?
A．His great lve fr Peking Opera.
B．His amazing perfrmance n stage.
C．His belief in perfrming Peking Opera.
D．His cntributin t spreading Peking Opera.
4．Which f the fllwing wrds best describe Purazar?
A．Persistent and gentle.B．Humrus and charming.
C．Traditinal and cautius.D．Determined and innvative.
【变式】
Last mnth, I finished my Level 2 Chinese lessns. With the next curse starting nly next spring, I decided t visit the Cnfucius Temple in Beijing. The streets were crwded with turists n that day. As I entered it, I realized it was my secnd visit, the first being a rushed trip in 2009.
This visit felt new, and I was impressed by the statue f Cnfucius at the entrance where a family was taking pht. The temple grunds were quiet, with ancient trees prviding shade and a sense f peace. I wandered thrugh the halls, each filled with histrical artifacts (文物) and inscriptins (铭文) .
In ne hall, I fund a grup f students practicing calligraphy. They were diligently cpying Cnfucian texts, their brushes mving gracefully acrss the paper. Watching them, I felt inspired t cntinue my wn studies in Chinese. The dedicatin and fcus they shwed reminded me f the imprtance f persistence in learning.
As I mved thrugh the temple, I came acrss a small curtyard where a mnk was giving a talk abut the teachings f Cnfucius. He spke abut the value f kindness, respect, and lifelng learning. His wrds resnated with me, and I tk a mment t reflect n hw these principles culd be applied t my wn life.
After the talk, I explred the library and felt humbled by its knwledge preserved in this place. Befre leaving, I sat by a pnd in the temple garden, watching the ki (锦鲤) fish swim lazily in the water. The quietness f the scene was a perfect end t my visit. I felt grateful fr the pprtunity t cnnect with histry and culture in such a meaningful way.
As I left the temple, I prmised myself t return again, perhaps after cmpleting my next level f Chinese lessns. The visit had nt nly enriched my understanding f Cnfucianism but als deepened my appreciatin fr the jurney f learning itself.
1．What can be inferred abut the authr’s feelings at the Cnfucius Temple?
A．The authr felt peaceful and inspired.
B．The visit was repetitive and uninteresting.
C．The authr didn’t care abut Cnfucius’ teachings.
D．The authr was disappinted by the few histrical artifacts.
2．What is the authr’s attitude twards learning when watching the students’ practice?
A．The authr likes learning via mdern technlgy.
B．The authr hlds that learning shuld be dne alne.
C．The authr treasures diligence and endurance in learning.
D．The authr cnsiders learning is effective nly in a classrm.
3．Why did the authr pay a visit t the Temple after Chinese lessns?
A．T relax frm studying.
B．T get in tuch with Chinese culture and histry.
C．T meet ther students and explre the library.
D．T practice Chinese with turists and practise his calligraphy.
4．What is the authr’s main writing purpse?
A．T stress the imprtance f Cnfucian teachings in mdern educatin.
B．T summarize the Cnfucius Temple’s histry and cultural significance in China.
C．T highlight the architectural charm and relics in the Cnfucius Temple.
D．T share a persnal experience and hw it affects his view n learning.
三、人间真情类
押题
In her new children’s bk N Mre Mimi. Meg Medina recalled her belved babysitter Miuut. She was a wnderful babysitter but kind f a pain in the neck, as well-Medina says yu culd lk at the things n her cffee table, but yu definitely culdn’t tuch them. “She felt this was a very imprtant skill,” she says. “We used t stand at that table and she'd have us practice, like putting ur hands behind ur back, and yu culd lean (倾斜) frward and lk at all the pretty things.”
When Medina was five years ld, her grandmther came t take care f her. She started ut super excited that her grandmther was cming. “I bet grandma will let me play whenever I want,” Medina tld Mimi excitedly and she shared this news with her teacher until she realized that a new babysitter meant n mre Mimi. Brittany Cicchese, the illustratr f the bk, painted this mment with her sft style-Medina sat under the table and curled up with a blanket, whispering sadly t her dg, “N mre Mimi.”
Luckily, Mimi went exactly nwhere. She became friends with Medina’s grandmther, and they’d ften drink cffee tgether. “She lved us,” says Medina. Mimi stayed a part f her life frever. “I hld a space fr her in my heart,” she says. “Mimi is nt buried very far frm my real grandmther in Flushing, Queens”. She wrte this children’s bk in her hnr.
S many peple raise kids. There are ur parents, f curse, but als elder brthers and sisters, teachers, cusins, librarians, and neighbrs. It’s easy t frget just hw ma peple have a rle in helping raise us.
“It feels gd t knw that there’s this stry fr kids right nw, but that there’s a piece f this stry that’s als abut remembering these wnderful wmen wh helped raise us,” says Medina. “It feels like we’re paying them hnr. Yu knw, we’re just hnring their memry.”
1．What des the underlined part “a pain in the neck” in paragraph 1 mean?
A．Annying.B．Painful.C．Dangerus.D．Impatient.
2．What can we learn frm Brittany Cicchese’s descriptin?
A．Medina was deeply attached t Mimi.
B．Mimi finally finished her jb and left.
C．Mimi regretted taking care f Medina.
D．Medina came dwn with a severe cld.
3．Which f the fllwing best describes Mimi?
A．Grateful and lively.B．Humrus and shy.
C．Kind and curius.D．Strict and caring.
4．What is the purpse f the authr in writing the bk?
A．T share stries f a babysitter.
B．T btain a name in her career.
C．T prpse life advice fr kids.
D．T appreciate thers' kindness.
【变式】
When a baby rhin (犀牛) was fund weak and alne in a natinal park in Suth Africa, she, a lucky rhin. was immediately transprted t the ICU at Care fr Wild Rhin Sanctuary (庇护所). At nly a few hurs ld, she was struggling t survive. She needed rund-the-clck care and treatments t bst her weak immune system. Getting healthy hasn’t been easy, but she hasn’t had t g n this jurney alne.
The baby rhin arrived at the shelter in December and was named Daisy, but anther injured animal had already arrived the mnth befre. It was a baby zebra named Mdjadji. Althugh she isn’t the same species, she understands what Daisy has been thrugh. Mdjadji was admitted t the shelter’s ICU at the end f Nvember after being fund mtinless and barely breathing n the reserve after heavy rains and strms. Mdjadji was thught t be nly a week ld.
Unlikely as their friendship may seem, Daisy and Mdjadji were quick t frm a deep cnnectin. As they grew strnger and braver, their curisity gt the best f them, and they started interacting with each ther. Rhins are very scial animals and require cmpaninship. Mdjadji is fantastic cmpany fr Daisy and very affectinate tward her. Frm drinking milk ut f bttles t “helping” sme f the wrkers with their paperwrk, these adrable friends just lve being arund each ther.
We can’t get ver hw cute they are — and neither can the fans they’ve gt n the lcal scial media, where they lve t give updates n this fantastic du (搭档)! Once Daisy and Mdjadji are healthy enugh, the shelter will let them g s they can live freely with their fellw rhins and zebras. But until that day cmes, these girls have n prblem being each ther’s family.
1．Why did the authr think Daisy was lucky?
A．Thugh in danger, she was rescued and treated in time.
B．Weak as she was, she was able t recver n her wn.
C．She was in gd health when fund in the natinal park.
D．She culd imprve her immune system all by herself.
2．What can we learn abut Mdjadji in the secnd paragraph?
A．She is yunger than Daisy.
B．She was abandned by her mther.
C．She came t the shelter later than Daisy.
D．She was in pr cnditin when brught t the shelter.
3．Which f the fllwing cntributes t the friendship between Daisy and Mdjadji?
A．They share ne bttle f milk.
B．Daisy is in great need f cmpaninship.
C．They belng t the same species that is scial.
D．Mdjadji ften helps with the paperwrk f the wrkers.
4．What can be inferred frm the last paragraph?
A．Daisy and Mdjadji have bth recvered.
B．The shelter will share mre details abut Daisy and Mdjadji.
C．Daisy and Mdjadji will return t the place where they lived later.
D．Many fans are helping find their family fr Daisy and Mdjadji.
四、环境保护的故事
押题
On a chilly March mrning, 16-year-ld Mike std at Willw Park’s entrance, shcked by the scene befre him. Plastic bags hung like wrn flags frm tree branches, rusty sda cans littered the grund, and a duck struggled t free its leg frm a sda can ring. He immediately texted classmates: “Emergency clean up this Saturday! Our park needs us!” By nn, 18 students had jined “Operatin Green Rescue”.
Under a rainy sky, vlunteers wrked tirelessly. They srted trash int clr-cded bins — blue fr glass, green fr aluminum, and gray fr nn-recyclables. “Turtle eggs under these cans!” shuted Emma, uncvering a nest beneath debris. By dusk, they had cleared 237 punds f waste, filling three pickup trucks. A lcal baker rewarded them with rganic snacks, declaring, “Yu’re revived ur park!”
A week later, Mike’s club screened Vanishing Frests, a dcumentary revealing rainfrests disappearing at 30 ftball fields per minute. Maria wiped tears while apes held nt trees being cut dwn. “We must act,” Mike urged. The club launched “Prject Releaf” selling seed paper bkmarks and rganizing “Bike-t-Schl Fridays” Funds planted 45 ak saplings. “These trees will strengthen the ecsystem by absrbing 200 punds f carbn annually,” their teacher explained.
Mike’s tughest battle was cafeteria refrm. Displaying jars f 1, 800 plastic frks cllected mnthly, he faced cst bjectins. “eg-cutlery csts 25 % mre,” the manager argued. Determined, Mike presented lng-term savings charts. After six debates and 500 + signature, eg-friendly utensils (餐具) were apprved. Plastic use drpped 78 %, earning the schl a “Green Innvatr” award and recgnitin fr prmting sustainable practiced.
Tday, families picnic under new trees with bamb plates, while kids study recycling mrals. Nw an envirnmental science majr, Mike reflects: “Sustainable change begins when rdinary peple refuse t ignre ne piece f trash.” His stry, carved n a park plague, inspires visitrs daily.
1．What did vlunteers d with aluminum cans during the clean up?
A．Sld them t a recycling cmpany.B．Placed them in green bins.
C．Used them fr art prjects.D．Buried them in the park.
2．What can be inferred abut the dcumentary Vanishing Frests?
A．It criticized gvernment plicies.B．It was filmed by the schl club.
C．It fcused n cean plastic pllutin.D．It inspired empathy and practical actins.
3．What des the cafeteria manager’s initial reactin imply?
A．They disliked student prpsals.B．They lacked envirnmental knwledge.
C．They valued shrt-term csts ver lng-term benefits.D．They ppsed all changes.
4．Which quality best described Mike’s character?
A．Persistent.B．Optimistic.C．Stubbrn.D．Skeptical.
【变式】
Duncan Jurman became interested in butterflies when he was arund 5 years ld. He nticed a cuple f caterpillars (毛虫) in his backyard and was attracted by the different ways that caterpillars can disguise (伪装) themselves t stay safe in ptentially dangerus surrundings. Frm there, he started t learn mre abut caterpillars and butterflies.
Jurman believes that butterflies play a crucial rle in ur ecsystems. They’re very lw n the fd web, s they supprt a lt f different species that rely n them. They’re an indicatr species fr the health f the envirnment. Once they disappear, everything else is sn t fllw.
Jurman’s gal is t transfrm the landscape f Flrida’s Brward Cunty by turning a weedy suburb int a lively butterfly reserve at a time when insect ppulatins are decreasing quickly wrldwide. Jurman believes that every flwer planted is a ptential hme and surce f fd fr caterpillars and butterflies. He eventually develped a butterfly-friendly garden in his backyard by researching the different plants that butterflies prefer. He has already raised and released mre than 5,000 butterflies frm his garden.
Jurman als launched the Bring Butterflies Back campaign t educate peple abut butterflies and invite them t jin his cause f prtecting butterflies. He said that a lt f peple are surprised t learn that insects are declining at such an alarming rate, largely because the decline has been s gradual. This phenmenn helps t explain why peple are unwilling t take meaningful actins t save the envirnment.
In 2018, Jurman helped t build a butterfly garden at his high schl. The garden has had a regenerative effect n the surrunding envirnment-birds, native lizards, and ther insects have returned in great numbers. Other schls have been inspired t start gardens. “I dn’t knw if we can ever reach the pint that we were nce at with butterflies, but I think that if everyne gets invlved and starts their wn garden, they can make their wn impact,” Jurman said.
1．What des paragraph 2 mainly talk abut?
A．The fd chain f insects.B．The cmpetitin between species.
C．The ptential danger t butterflies.D．The vital rle f butterflies in nature.
4．Why did Jurman create a butterfly-friendly garden?
A．T teach peple abut butterflies.B．T study butterflies’ favrite plants.
C．T increase the number f butterflies.D．T imprve the beauty f his backyard.
3．Which shws the phenmenn mentined in the text?
A．Peple’s unawareness f envirnmental changes.
B．The impact f human activities n insect habitats.
C．The rapid decline f butterfly ppulatins wrldwide.
D．The prcess f transfrming natural landscapes int reserves.
4．What can be inferred frm Jurman’s wrds in the last paragraph?
A．Mre gardens are built t increase the number f ther insects.
B．Jurman is pessimistic abut the future f the butterfly ppulatin.
C．It’s impssible t restre the butterfly ppulatin t their previus levels.
D．Peple’s jint effrts can have a great impact n the butterfly ppulatin.
五、发明与创造、创新与灵感故事类 （重点）
押题1
Bhavin Shastri’s interest in light started yung. He recalls an experiment that he saw as a child: A plastic water bttle was stuck near its base such that a steady stream f water flwed ut and dwnward under the frce f gravity. A light shined thrugh the hle in the bttle and, t Shastri’s amazement, it didn’t cntinue n a hrizntal path. Instead, it bent dwnward with the stream f water. “I was just s cmpletely blwn away by this experiment,” he says.
Since then, Shastri has been thinking abut hw light can be cntrlled, while als explring ther research interests. In cllege, he wrked with a prfessr wh was researching machine learning. As a pstdc at Princetn University, Shastri met physicist Paul Prucnal. He tld Shastri abut his research creating a light that behaves like a bilgical neurn (神经元), and hw the team was lking t cmpute with such light. That idea caught Shastri’s attentin.
Thugh researchers have used light t send, stre and prcess data in the lab, phtnic (光子的) cmputing is still at its early stage. Shastri has set ut t push thse bundaries. He engineers, builds and perfrms experiments n chip-sized (芯片大小的) phtnic devices. His team began by studying simpler devices similar t a single neurn, analyzing hw they culd functin like a bilgical neurn. Years later, in a yet-t-be-published wrk, the researchers have demnstrated that a chip with 100,000 neurnlike cmpnents can perfrm 120 billin peratins per secnd, abut 40 times faster than the average electrnic cmputer.
Daniel Brunner, a cmputing researcher at FEMTO-ST Institute, praised Shastri’s grundbreaking wrk. “I can’t even cunt the publicatins where he basically laid the fundatin” fr using phtnics t create physical neural netwrks, Brunner says.
Shastri may be set n transfrming cmputing, but his wrk is mtivated by a decades-ld fascinatin with light and its prperties. “I have been very lucky t be able t d smething,” he says, “that has always been my childhd dream.”
1．What attracted Shastri mst abut the experiment in paragraph 1?
A．Effects f gravity n bjects.B．Prperties f plastic prducts.
C．The pressure f flwing water.D．The phenmenn f light bending.
2．What did Prucnal inspire Shastri t d?
A．Take an interest in light.B．Analyse the functin f neurns.
C．Research int phtnic cmputing.D．Learn abut machine learning.
3．What is paragraph 3 mainly abut?
A．Challenges Shastri faces in develping the chip.
B．The practical applicatin f phtnic cmputing.
C．The cmputing perfrmance f electrnic cmputers.
D．Achievements Shastri’s team makes in phtnic cmputing.
4．Which f the fllwing is the best title fr the text?
A．The Wnders f LightB．The Light Pursuer’s Jurney
C．In the Ftsteps f ScientistsD．Develpment f Cmputing Technlgy
押题2
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
【变式1】
When chemist Rbert Hamers cracked (打开) pen the cup he had used t heat a brew f’ metal crystals (晶体) , he was greeted with smething special: a wnderful small frest in deep shades f green.
The cbalt-cntaining crystals he had been grwing fr tw weeks in a tl had vined their way upward frm the base in a surprisingly familiar pattern and shade t match. It lked as if tiny elm trees, surrunded by shrubs and hedges, had been skillfully drawn inside the egg-shaped cup.
“I was cmpletely awestruck,” said Hamers. “What really surprised me was, yu lk at it and yu see a trunk is grwing dwn frm the bttm, and there are branches, and they are pretty well reslved.”
Hamers had set ut t grw “a very large” crystal f lithium cbalt dixide (二氧化钴锂) , the material used in the batteries pwering mbile phnes, laptps, vide cameras, and ther electrnic devices. He planned t use it t develp a fingerprint f the chemical in nature, thrugh a technique knwn as Furier-transfrm infrared spectrscpy. Once develped, the fingerprint culd be used t scan landfill sites and ther envirnments fr the leaked chemical frm discarded (丢弃的) batteries, tracing the chemical t its end f life.
There was a lng lead up time t cracking pen the sealed cup. First, a few bits f lithium cbalt xide were put inside, an ink-black pwder t the eye. Extremely high temperatures are required, reaching beynd 1,292 degrees Fahrenheit. Then the cling begins: Larger crystals nly frm if the cling perid is extremely slw — in this case the scientists gave it tw weeks. Ultimately, the experiment failed: The crystals that grew inside the cup weren’t big enugh fr the tests Hamers wanted t d.
But his pht f the result wn ne f the awards f the university’s Science Image Cntest. Even failure can carry a tuch f magic.
1．What was the utcme f Hamers experiment?
A．The crystals were big enugh.
B．The crystals were dangerus t users.
C．The crystals frmed a frest-like pattern.
D．The experiment was a cmplete success.
2．Hw did Hamers feel when he cracked pen the cup?
A．Disappinted.B．Amazed.C．Dubtful.D．Relieved.
3．What was the main purpse f the chemical fingerprint Hamers wanted t develp?
A．T identify the crystal structure.
B．T enhance battery perfrmance.
C．T imprve crystal grwth techniques.
D．T track the chemical in the envirnment.
4．What is the text meant t shw us?
A．Every clud has a silver lining.
B．Actins speak luder than wrds.
C．Yu can’t judge a bk by its cver.
D．Dn’t cunt yur chickens befre they hatch.
【变式2】
After Anan d Malligavad accidentally fell int a lake, he thught he might die. Nt frm drwning (溺水), but the strng, unpleasant smell. Like hundreds f ther lakes in the suthern Indian city f Bengaluru, the ne Mr. Malligavad suddenly fund himself in was a cntainer fr sewage (污水) and plastic waste. His unplanned dip happened ne Friday in 2017, when Mr. Malligavad, a mechanical engineer, was n a walk with friends, discussing a prblem, near his cmpany.
Walking back hme, he smelled s bad that a guard refused his entry int his wn ffice. The next day, Mr. Malligavad made an unlikely prpsal t his cmpany: He wuld restre the 36-acre lake if it funded the prject. T his bsses at Sansera Engineering, ne f the largest autmtive manufacturers in India, the idea seemed flish. That Mr. Malligavad had n knwledge f lake management made it nly mre uncnvincing. “They laughed at me,” said Mr. Malligavad. “Everyne thught I was crazy.”
But he didn’t give up. Mr. Malligavad turned t the knwledge left behind in recrds frm the Chla Dynasty that, starting abut 1,500 years ag, ruled the surrunding Deccan Plateau fr five centuries and built a self-sustaining netwrk f irrigatin lakes. After fur mnths f studying the Chla methds — including hw t trap silt (淤泥) using carved stnes, which need n maintenance — he wn a $100,000 crprate scial respnsibility fund frm his cmpany fr the cleanup prject. “Until I finished, they had n hpe it wuld actually wrk,” he said.
In 45 days, using a dzen excavatrs and hundreds f wrkers, Mr. Malligavad remved enrmus amunts f mud, waste and plastic frm Kyalasanahalli Lake. He pened its blcked channels, created five islands with the excavated mud and waited fr the rains.
Six mnths later, after the rainy seasn, he was bating in the clean water f the lake, surrunded by ducks and migratry (迁徙) birds, with the same friends wh had helped pull him ut f the nce-dirty spt.
1．What des paragraph 1 say abut Mr. Malligavad?
A．He fell int a lake when rescuing a friend.
B．He fund a lake full f plastic waste by accident.
C．He had an argument with his friend near a lake.
D．He almst gt drwned while swimming in a lake.
2．Why did Mr. Malligavad study the recrds frm the Chla Dynasty?
A．T gain infrmatin abut the histry f the dynasty.
B．T learn sme knwledge f lake management.
C．T imprve his stne-carving techniques.
D．T map the whle Deccan Plateau.
3．Which wrds can best describe Mr. Malligavad?
A．Ambitius and independent.B．Humble and innvative.
C．Enthusiastic and humrus.D．Respnsible and determined.
4．What is the message delivered in the last paragraph?
A．The rainy seasn was key t the cleanup wrk.
B．The lake was an imprtant habitat fr migratry birds.
C．Malligavad’s cleanup prject was a cmplete success.
D．Malligavad was grateful t his friends wh had saved him.
【变式3】
When I was fur, my grandfather suddenly gt lst in a park ne day. It was the first instance that infrmed us that he had Alzheimer’s disease (阿尔茨海默病). Over the past 12 years, his wrsening cnditin and his wandering have been wrrying us. My aunt struggled t stay awake at night t watch ver him, but ften failed. Cncerned abut my aunt’s well-being and my grandfather’s safety, I searched widely fr a slutin, but in vain.
Then tw years ag, while lking after my grandfather, I was impressed by the mment when his ft landed n the flr. Why dn’t I put a pressure sensr n the bttm f his ft? Once he stepped nt the flr and ut f the bed, the pressure sensr wuld detect an increase in pressure caused by bdy weight and then wirelessly send an alarm t the caregiver’s smartphne. My desire t create a sensr-based technlgy was brn.
When laying ut my plan, I faced three main challenges. First, I had t create a wearable sensr. After testing different materials like rubber, which was t thick, I decided t print a film sensr with pressure-sensitive ink particles (颗粒). Next, I had t design a wearable wireless circuit. Thankfully, I was able t find ut abut the Bluetth lw energy technlgy, which prduces little pwer and can be driven by a cin-sized battery. Lastly, I learnt t cde (编码) a smartphne app t turn the caregiver’s smartphne int a remte mnitr.
Integrating these cmpnents, I successfully created tw mdels: a built-in sck sensr and a re-attachable ne. Having tested it n my grandfather with 100% success in detecting his wandering, I beta-tested it at Califrnia care facilities last summer. Nw, I’m using respnse frm tests t imprve it int a marketable prduct.
One thing I’ll never frget is when my device first caught my grandfather’s wandering at night. At that mment, I was really struck by the pwer f technlgy t change lives fr the better.
1．What drve the authr t seek a slutin?
A．His knwledge abut Alzheimer’s.B．The encuragement frm his aunt.
C．His wrries abut treating patients.D．The struggle f tending his grandfather.
2．What is the purpse f detecting the pressure under a patient’s feet?
A．T measure his weight.B．T mnitr his mtin.
C．T recrd his walking pace.D．T estimate his health status.
3．Why did the authr chse a printed film sensr?
A．It’s thin.B．It’s energy-saving.
C．It’s cin-sized.D．It’s wireless.
4．What is the best title f the text?
A．Prtecting Wandering Lved Ones
B．Hw Technlgy Empwers Lives
C．The Challenges f Alzheimer’s Disease Care
D．A Family’s Struggle with Alzheimer’s Disease
【变式4】
Ging int my Ph.D．prgram, I knew I lved t cmmunicate science t the public as much as I liked ding science. But research sn cnsumed mst f my time. Gradually, I felt I was lsing tuch with the bigger picture f why science matters.
T escape, I spent a weekend with sme friends. They were excited t share stries abut the latest bks they’d cnsumed. But I culdn’t remember the last bk I had read fr fun. And I fund myself mstly talking abut my research. As I struggled t cnvey its brader relevance, I nticed the enthusiasm in my vice disappeared. “Is my Ph.D．killing my lve f science?” I thught. I knew I had been living in a scientific bubble (泡泡), but that bubble seemed t grw smaller and smaller as the weekend prgressed.
When I returned hme. I reslved t read mre fr pleasure. I was recmmended a science fictin bk, s I started with that. It was like nthing I had ever read befre. I was really int it. I was blwn away by the scientifically reasnable technlgies and thrilling scenes. It was refreshing t think abut science in a new way.
I kept reading science fictin in the years after I finished my Ph.D．But I still hadn’t gtten back t cmmunicating science t the public. Then, ne night I fund myself in a cnversatin with my new clleagues abut science fictin cncepts. One invited me t speak at the pp culture lecture.
When the day came. I felt nervus until I saw the eager attendees. After I finished, I was surrunded with enthusiastic audience. It suddenly ccurred t me that this was my path back t science cmmunicatin. Since then, I’ve given mre than 20 talks, explring cncepts like genetic engineering and brain-machine interfaces.
Fr yung researchers. it’s easy t slide int a scientific bubble. I’m glad science fictin gave me a way t break ut. It nt nly prvided smething fun t d in my spare time. It als helped me prfessinally, fueling my ability t cmmunicate the wnders f science t the public.
1．What did the authr realize at that weekend?
A．He culdn’t fit in a new envirnment.B．His memry was declining with time.
C．He lst passin fr science cmmunicatin.D．His knwledge was nly a scientific bubble.
2．What des the underlined phrase “blwn away” in paragraph3 mean?
A．Calmed.B．Impressed.C．Distracted.D．Discuraged.
3．Why did the authr like science fictin?
A．It ffered him a new angle t lk at science.B．He wanted t put his knwledge t use.
C．It culd explain many physical phenmena.D．He wanted t find inspiratins frm it.
4．What is the aim f this passage?
A．T intrduce science fictin.B．T prve hw imprtant science is.
C．T shw hw science fictin helped the authr.D．T emphasize the authr’s lve fr science.
六、励志故事
押题
When Suzanne Heywd was seven, she was pulled ut f schl t g n a three-year vyage arund the wrld. The family f three frm the UK set ut n their search t recreate Captain Ck’s vyage arund the glbe, which ended up taking a decade instead f the prmised three years. While her parents described the pprtunity as a “privilege”, Suzanne cmpared it t being lcked up in prisn.
Nw 55 years ld, Suzanne has shared her tale f survival n TikTk, and recalled her 10 years at sea in her tell-all memir (回忆录) Wavewalker. She shared details f a perilus jurney frm Suth Africa t Australia where the bat hit an enrmus strm. “The waves became bigger and finally ne crashed ver the bat,” she recalled. “I was thrwn against the ceiling f the cabin, cracking my skull and breaking my nse. ”
In rder t get thrugh her “very strange” childhd, Suzanne was determined t get an educatin, which was her nly hpe t lead a nrmal life. While remte educatin wasn’t an ptin in 1969, Suzanne signed up fr an Australian crrespndence schl when she was 13 and studied in the cabin f the bat. When she was 16, her parents sent her t a schl in New Zealand while they cntinued sailing. Despite the gaps in her educatin, Suzanne eventually landed a spt at Oxfrd University.
Suzanne’s bk instantly became a bestseller and her tale tuched the hearts f millins. “Wavewalker is ne f the best bks I’ve read. I’m s srry yu went thrugh all that,” ne persn replied, while anther said, “Yur stry has a great impact n me and I realize I can change my life n matter when and hw.”
1．What did Suzanne Heywd describe her ten-year vyage as?
A．A bring experience.B．A valuable lessn.
C．A special privilege.D．A terrible jurney.
2．What did educatin mean t Suzanne during the vyage?
A．An apprach t pleasing her parents.
B．A tl fr killing time n the vast sea.
C．A means f struggling fr a better future.
D．A supprt f her admissin int Oxfrd University.
3．Which f the fllwing can best describe Suzanne?
A．Adaptable and trustwrthy.B．Tugh and persistent.
C．Ambitius and curageus.D．Respectful and independent.
4．What’s the authr’s purpse f writing the passage?
A．T analyze the impact f family decisins and give warnings.
B．T prmte Suzanne’s memir Wave Walker and excite readers.
C．T evaluate Suzanne’s educatinal achievements and praise her.
D．T recrd Suzanne’s remarkable life jurney and inspire thers.
【变式】
As lng as she can remember, Khadijah has flated frm shelters t parks t mtels alng the West Cast with her mther, never in a permanent residence fr mre than a few mnths. She has attended 12 schls in 12 years. She was used t the teasing f students at a dzen schls wh labeled her as “different”. “I have felt the anger at having t catch up in schl… I was bullied because they knew I was pr, different, and read t much,” she wrte in her cllege essays.
Hwever, academics prved t be a way fr her t find cnfidence in herself again. Khadijah was in third grade when she first realized the pwer f test scres, placing in the 99th percentile (百分位数) n a state exam — that is, nly 1% f students acrss the cuntry tested better than she did. Her teachers marked the 9-year-ld as gifted, a special categry that Khadijah, even at that early age, prmised t keep. “I still remember that exact number,” Khadijah said.
And in 11th grade, when she enrlled at Jeffersn High Schl, she decided t stay, regardless f where her mther mved. Graduatin was nt far ff and she needed strng cllege letters f recmmendatin frm teachers wh were familiar with her wrk. This decisin meant taking a bus each mrning at 4 a. m. and nt getting hme until 11 p. m. She kept her grade-pint average at just belw a 4.0 while participating in the Academic Decathln (十项全能), the debate team and leading the schl’s track and field team.
Her hard wrk paid ff when she pured the stry f her life int her Harvard University cllege applicatin — and was accepted. Nw as a successful student at Harvard, Khadijah cntinues t use the lessns f her extrardinary life t help and inspire ther students.
1．What did sme f Khadijah’s classmates think f her?
A．She was ptimistic.B．She was distinctive.
C．She was distinguished.D．She was cnsiderate.
2．What helped Khadijah t gain cnfidence?
A．Her teacher paid special attentin t her.
B．She was marked by her classmates as gifted.
C．She received recgnitin fr her debating skills.
D．Her scre was better than 99% f thers n a natinal test.
3．Why did Khadijah determine t stay at Jeffersn High Schl?
A．She had t stay where her mther mved.
B．She was tired f keep mving frm place t place.
C．She wanted t participate in the Academic Decathln.
D．She wanted t make preparatins fr applying t universities.
4．What can we learn frm Khadijah’s stry?
A．Actins speak luder than wrds.B．Gd things cme t thse wh wait.
C．Nthing is impssible t a willing heart.D．Dn’t cunt yur chickens befre they hatch.
七、亲情无限类
押题1
Every winter seasn, I feel a rush f emtins and memries fld back as I lk at the ld scarf my mther used t wear. It was a simple wlen scarf, frayed at the edges and a bit faded in clr, but t me, it held a wrld f meaning.
My mther was a hardwrking wman. She wuld wake up befre the crack f dawn t prepare breakfast fr the family, then rush ff t her jb at the lcal factry. Despite the lng hurs and tiring wrk, she always managed t cme hme with a smile n her face, ready t listen t ur stries and help us with ur hmewrk. I remember hw she wuld wrap that scarf arund her neck n cld mrnings, as if it were a shield against the harsh elements.
One Christmas, I decided t save up my pcket mney t buy her a new scarf. I spent hurs in the stre, carefully chsing ne that I thught wuld match her eyes and bring ut the warmth in her smile. When I finally presented it t her, her eyes lit up like stars. She immediately put it n and prudly shwed it ff t my father and siblings, as if it were the mst precius gift she had ever received. But even thugh she had the new scarf, she still kept the ld ne, saying that it held t many memries t let g.
As the years passed, the scarf became a symbl f ur bnd. Whenever I saw it, I wuld think f the cuntless times my mther had cmfrted me with a hug when I was sad, r cheered me n when I was facing a challenge. She was my cnstant supprt, my rck in the strmy sea f life. Friends wuld cme and g, but my mther was always there, ready t ffer a kind wrd r a shulder t cry n.
Nw, I am a father with tw kids. Whenever the winter winds blw, I take ut that ld scarf and hld it clse t my heart. It reminds me f my mther's lve, unwavering and uncnditinal. And I realize that the best gifts in life are nt the nes that are bught with mney, but the nes that are wrapped in lve and memries. Just like my mther's scarf, which may be wrn ut and ld, but t me, it is a treasure that I will cherish frever.
1．Hw did the authr surprise his mm at Christmas?
A．By saving his pcket mney.B．By helping with husehld chres.
C．By taking her n a trip.D．By giving her a new scarf.
2．What des the underlined wrd “frayed” in paragraph 1 mean?
A．Trn.B．Decrated.C．Clrful.D．Sft.
3．What can we infer abut the authr's mther?
A．She lives an ecnmical life.B．She values family and memries.
C．She desn't like new things.D．She is strict with her children.
4．What is the main idea f the passage?
A．The authr's happy childhd.
B．The authr's memries f his mther's scarf.
C．The relatinship between the authr and his mther.
D．The imprtance f buying prper gifts fr parents.
押题2
Frm Bali t Hawaii, frm Turkey t Iceland, 26-year-ld Jimmy Antram has “seen” plenty f the wrld which seems unbelievable in the past fr him. But it has all been frm the vantage pint (制高点) f his mther’s back. Fulfilling a prmise she made t herself t give her disabled sn the best life she pssibly culd, Niki Antram has spent years travelling the glbe with Jimmy clinging t her shulders.
Jimmy was brn with physical and mental disabilities, including blindness, and requires rund-the-cl ck care frmMs. Antram. He has a wheelchair, but Ms. Antram has never enjyed using it. She’s cntent t carry him while she’s physically able and helps him walk shrt distances n his wn. Incredible phtgraphs taken arund the glbe shw their passin fr life.
Ms. Antram makes a detailed plan and calls ahead fr every place she wants t visit. “Even if I knw we will be kay, I like t infrm the cmpanies t make sure they understand and are kay with having us there,” she says.
She cunts herself lucky that they have similar interests. They bth enjy the utdrs, the water and adventures.“I’ d be staying ut all night with Jimmy because he was a party animal like me at the time,” she says. “I will find ways with Jimmy t get him the best and mst adventurus life.”
When they’re nt travelling, they wake up in the mrning and g fr a bike ride. The pair smile and wave as they pass their neighbrs. Peple wh were nce strangers have cme t knw and lve Jimmy, and admire Ms. Antram.Befre their early uting, she’s already made breakfast, fed Jimmy and dressed him fr the day. Her schedule is exhausting, but she’s determined t give Jimmy the best life she can prvide.
Ms. Antram says her heart“brke” the day she learned her sn was permanently blind and it tk a lng time t vercme thse feelings f hurt. “Being a mm,I didn’t get that carefree life that mst mms get,” she says, “but it’s my bligatin.”
1．Why des Ms. Antram carry Jimmy n her back instead f using a wheelchair?
A．Because the wheelchair causes sme incnvenience.
B．Because she wants t carry him frm the inner heart.
C．Because Jimmy prefers t enjy scenery n her back.
D．Because carrying Jimmy gives her a sense f accmplishment.
2．What can we learn abut Ms. Antram and Jimmy?
A．They bth have an appetite fr adventures.
B．They are sick f dealing with their neighbrs.
C．They smetimes stay ut t get clser t animals.
D．They are frequently rejected by different cmpanies.
3．Which f the fllwing can best describe Niki Antram?
A．Curius and reliable.B．Adaptable and brave.
C．Ambitius and generus.D．Tugh and ptimistic.
4．What might be the mst suitable title fr the text?
A．A Great Mther: Lve Heals Everything.
B．Tur n the Rad: Life Full f Adventures.
C．Wrld Tur n the Back: A Mther and Her Disabled Sn.
D．Break the Disabilities: Blindness Can Never Hld Yu Back.
八、人生感悟
押题1
As a fashin designer wh transitined frm dressing rck stars t making jeans fr aging wmen, I thught aging meant reinventing yurself — finding new ways t feel cnfident and beautiful. Hwever, I didn’t perceive it until I was diagnsed (诊断) with breast cancer at 71 and beat it three years later at 74.
When I was yunger, I thught, I’m never gnna get ld. I harbred a lt f miscnceptins abut ld age. I thught it meant slwing dwn, lsing yur vitality, and having n gals r excitement in life.
While I was receiving treatment, I experienced a truly crucial mment. One day, the nurses excitedly called a patient named Sheila, telling her hw they had saved her a few f her favrite sandwiches. I was a little envius! I assumed she was a sap pera star, a TV prgram hst, r smene with a big name. It turned ut she was a hmeless wman wh had been abused and was living in a shelter with her child. She had Stage Ⅲ breast cancer just like me. The fd in the shelter was s terrible that thse sandwiches were ging t be her ne meal a day fr the next three days. It gave me a whle new perspective.
By the time I finished with treatment, I saw life differently. And I wanted t share my jurney and the lessns I learned with thers. S, I decided t start a pdcast called T Yung t Be Old, als the name f my secnd bk. I hpe t inspire thers t embrace their wn aging prcess and live life t the fullest.
That experience taught me everything I needed t knw t handle the rest f my life. It taught me sympathy, care and understanding, and helped me realize hw precius life is. Cancer is a great leveler and a great revealer; it desn’t care if yu’re wealthy r beautiful. Nw my life is filled with gratitude, and I never pass up a mment t think abut hw lucky I am — nt just lucky t cntinue t be alive, but lucky t have learned that lessn in understanding.
1．What is the authr’s riginal view n aging?
A．Reinventing neself.B．Lsing enthusiasm.
C．Starting new prjects.D．Requiring thers’ care.
2．Why did nurses save sandwiches fr Sheila?
A．T please her.B．T raise funds.
C．T supprt the shelter.D．T prvide nutritin.
3．What can we learn abut the authr after her treatment?
A．She takes a gd rest at hme.
B．She helps the hmeless in shelter.
C．She tries t share her life insight.
D．She writes stries abut the yuth.
4．What message des the authr cnvey in the last paragraph?
A．Aging is an unavidable prcess.
B．Facing diseases is easy fr the wealthy.
C．Cancer can be vercme thrugh jint effrts.
D．Life value can be discvered thrugh challenges.
押题2
Traveling seemed like falsehd t me. I grew tired f backpackers expressing t much praise abut hw petting a baby elephant in Thailand “transfrmed” them. Glbe-traveling t me held n mre prmise than finding a few bills in the pcket f an ld cat. I needed smething deeper than an Eat, Play, Lve mment.
One day, Vasilis, my Greek best friend, reminded me f ur decade-ld prmise: After ur final exams, I wuld visit his hmetwn in Athens. Maybe, it was time t make gd n that prmise. I finally barded the plane. Vasilis picked me up at the airprt. I smiled, thinking hw imprbable this mment seemed all thse years ag.
The decade-lng wait prved t be well wrth it. Every step thrugh the ancient streets revealed new wnders. Hwever, nne f them truly mattered. What wuld frever alter my perceptin f travel was a chance encunter with a lcal.
Vasilis and I were wandering Athens when a special sund caught ur attentin — a rhythmic clinking disturbing the quietness f the residential street. Curiusly, we fllwed the sund t a humble wrkshp. Inside, a welder (焊工) gave n mind t ur presence behind him. He wre n flashy prtective suit — this was just anther day fr him, anther dance with fire and metal that had becme secnd nature. Under the sunshade, his range cat rested in the cmfrting warmth.
As the man cntinued welding, I felt a bit f envy. I envied his peace and cntentment. I admired the simplicity he embdied. I imagined the welder happy, finding fulfillment in his craft and returning t his lving family. The mment mved me t tears. Leaving the wrkshp, rain blending with tears, I realized hw easily life’s petry culd pass unnticed.
Hme again in Mntreal, I stp simply pursuing better things, better experiences and better peple that are never grasped. I realize the real jurney is inward — t appreciate life’s rdinary magic. That surely beats petting any baby elephant. I may nt have returned hme “transfrmed”, but I’ll always think f the welder and his cat.
1．Why did the authr feel uneasy when it came t traveling?
A．Fr her shrtage f adequate funds.B．Fr her discmfrt abut dietary habits.
C．Fr the danger f petting baby animals.D．Fr the verstatement f travel’s effects.
2．What caused the authr t g t Athens?
A．Meeting a cmmitment.B．Explring the unique landscape.
C．Receiving further educatin.D．Escaping frm the current life.
3．What des the underlined wrd “petry” in paragraph 5 prbably refer t?
A．Ordinary magic.B．Petting a baby elephant.
C．Spirit f craftsmanship.D．Rain mixing with tears.
4．What des the authr want t tell us?
A．True friendship lasts frever.B．Glbe-traveling shapes a better self.
C．The rdinary makes extrardinary.D．The pursuit f happiness never stps.
九、生活哲理
押题1
Gratitude (感激) is pwerful. I knw this isn’t the first time yu’ve been encuraged t explre the wrd with a prmise that gratitude will enhance yur life, but when we hear smething ften, it can seem antique. In a wrld where we’ re cnstantly lking fr what’s next, gratitude practices seem ld-fashined. But, we knw practicing gratitude can have benefits.
One f my favurite ways t shw gratitude is t remember my life mtt: Always try t help thers as much as yu can. In my experience, this means yu have t believe that everyne can achieve their dreams and that if yu help a clleague succeed, yu succeed t. This means that success isn’t abut stepping n thers t get t the tp; it’s abut wrking tgether as a cmmunity. It als means that we can be grateful fr what we have, withut feeling jealus.
Recently, I’ve been inspired by a schlar, Sanai Graden, wh went viral fr listening t smene in need. She ended up raising mney t help the hmeless man. “I just treat peple hw I want t be treated,” Graden says. “I made my decisin based n the fact that it wuld nt nly affect me, but als the peple arund me.”
That’s a key part f gratitude, and smething Graden says she centers in her career. “I dn’t want t be the type f persn wh just gets by. I want t be the persn wh is making cntributins and helping thers thrugh the way. I’m nt nly ging t win, but I’m taking peple with me t win as well.”
Befre I started regularly practising gratitude, I thught it meant being happy with what I have and nt cmplaining. This is mstly true. But nw I think that being grateful als includes hw we apprach every part f ur lives, and hw we use it t help us grw.
1．Which statement will the authr prbably agree with?
A．Gratitude practices are ld-fashined.
B．Oppnents can prevent us frm succeeding.
C．Supprting thers is a way f expressing gratitude.
D．Success means helping thers realize their dreams.
2．Why is Sanai Graden mentined in the text?
A．T illustrate why peple help the hmeless.
B．T make a cmparisn with ther peple’s ideas.
C．T explain hw t becme a celebrity vernight.
D．T be used as an example f practicing gratitude.
3．What des Sanai Graden fcus n in her career?
A．Staying alive.B．Being a helper.C．Being a leader.D．Getting the win.
4．What might be the mst suitable title fr the text?
A．Getting t the Tp t Get Success.B．Gratitude: Being Cntent with Life.
C．The Pwer f Gratitude in Actin.D．Success: Affecting Others Arund Yu.
押题2
The Unfrgettable Fishing Trip
My grandfather was an avid fisherman. When I was a child, he wuld ften take me n fishing trips t a small lake near ur twn. One particular trip stands ut in my memry.
It was a bright and sunny mrning when we set ff. The lake was calm, and the water was as clear as a mirrr. We rwed ur small bat t a secluded spt where my grandfather claimed the fish were always biting. He baited my hk with a wrm and shwed me hw t cast my line.
Fr a lng time, we sat in silence, waiting fr a bite. I was starting t get impatient when suddenly I felt a tug n my line. I gt s excited and started reeling it in. It was a struggle, but finally, I pulled ut a small but beautiful trut. My grandfather praised me and tk a picture f me with my catch.
After that, we had a little picnic n the bat. We ate sandwiches and drank lemnade while enjying the peaceful surrundings. Then we cntinued fishing. As the sun began t set, we had caught several mre fish.
On ur way back, we encuntered a small strm. The wind picked up, and the waves rcked ur bat. I was a bit scared, but my grandfather remained calm. He rwed steadily, and we made it back t shre safely.
That fishing trip with my grandfather is smething I will always cherish. It nt nly taught me abut fishing but als abut patience, perseverance, and the beauty f nature.
1．What was the weather like when they set ff fr the fishing trip?
A．Cludy.B．Rainy.C．Sunny.D．Strmy.
2．Where did they have their picnic?
A．On the shre.B．In a cabin.C．On the bat.D．Under a tree.
3．Hw did the authr feel when they encuntered the strm?
A．Excited.B．Calm.C．Scared.D．Angry.
4．What did the authr learn frm this fishing trip?
A．Hw t build a bat.B．Patience, perseverance and the beauty f nature.
C．Hw t ck fish.D．Hw t predict the weather.
十、自我成长
押题1
Freshman Matthew Martin has enjyed playing sprts, and frming friendships thrughut his first year in high schl. As he finished Grade 8, Martin started the search fr his high schl and after applying t Jesuit High Schl, Martin’s father brught up the idea f Le Valle and thught it wuld be a gd fit t g there. After spending time with Le Valle schlmate Will Kch, Martin fell in lve with the cmmunity.
This year, Martin played n Le Valle’s glf team and sccer team. While the sprts themselves were nthing new, he made the leap frm recreatinal sccer t playing cmpetitively and was n a glf team fr the first time rather than cmpeting individually. Cmpeting n these tw teams taught Martin the value f hard wrk and the imprtance f nt cutting crners, bth in athletics and life. “Always make sure everything gets dne and make sure it gets dne right, 100% cmplete,” Martin said, “quality ver quantity.”
In previus years, Martin nted that he wuldn’t ask as many questins and wuld be n the quiet side in class, but thanks t all his teachers this year, he asked mre questins and felt mre cmfrtable engaging in discussin. During and after class, Martin culd be fund as ne f tw freshmen in math teacher Mr. Linus Oey’s Hnrs Algebra (代数) class. Martin said that althugh it was his hardest class, nce he started asking questins and started t really engage and try his hardest, he felt much mre cmfrtable and cnfident with the class.
Martin has many pieces f advice he wishes he culd tell himself n the first day f schl this year and t the incming freshmen. “Just relax, have fun. Just make sure yu try yur hardest n matter what,” Martin said. “Be sure t jin clubs r sprts. That’s seriusly hw yu can meet smebdy, like I’ve met s many best friends thrugh sccer and thrugh the sccer camp.”
1．What led t Martin’s chsing Le Valle?
A．The cmpetitive sprts teams.B．The advice f his father.
C．The educatinal prgrams ffered.D．The quiet persuasin by Will Kch.
2．What des the underlined phrase “cutting crners” in paragraph 2 prbably mean?
A．Taking shrtcuts.B．Making sharp turns.
C．Giving up teamwrk.D．Stpping learning skills.
3．Which f the fllwing best describes tday’s Martin?
A．Innvative and respnsible.B．Adventurus and independent.
C．Cmpetitive and graceful.D．Hardwrking and active.
4．What des Martin suggest fr the incming freshmen?
A．Select fun clubs first.B．Fcus n hard subjects.
C．Scialize t find friends.D．Try ut fr sccer camp.
押题2
Grwing up, Stephanie Laska never wrked ut, preferring music class t P. E. and enjying sugary drinks and snacks. It wasn’t until her 40s, weighing arund 300 punds, that she decided t change her lifestyle. Simple diet changes, like cutting ut sda and limiting desserts, helped her lse 50 punds. But she hit a plateau and realized she needed t include mving.
Initially, Laska decided t just walk. Gradually, she added running, starting with just ne side f a tennis curt and eventually running her first mile in 2014.
Laska kept her new habit a secret at first. One day, at the park with her kids, she ran t catch up with them n their bikes. “The lk n my daughter’s face when she saw me running was like she saw Santa Claus,” Laska recalls. That’s when she started taking her ne-mile jgs up t a 5 km,10 km, half-marathn and eventually marathn distance. In 2015, she ran her first marathn and wn first place in her age grup.
“What mtivated me was that it wasn’t as hard as I thught,” says Laska, wh has lst a ttal f 140 punds and kept it ff fr fur years. “Peple make huge decisins, but I just made a small chice t take a walk.” She emphasizes that these small decisins can snwball int significant changes.
Taking life ne step at a time has nt nly imprved Laska’s well-being but prmted relatinships with her family and even brught n a prmtin at wrk. When asked abut the key t lsing weight, Laska says, “Exercise. Fr me, it is nt abut running a marathn, but abut thse daily decisins t just g utside.”
1．Why did Laska intend t transfrm her lifestyle?
A．T stay yuthful.B．T lse sme weight.
C．T encurage kids.D．T enjy music better.
2．What des the underlined sentence mean in paragraph 1?
A．She reached her gal weight.
B．She gt in shape effrtlessly.
C．She stpped lsing weight despite her effrts.
D．She decided t give up n her fitness jurney.
3．Hw did Laska’s daughter react when she saw her mther running?
A．She was angry.B．She was surprised.
C．She was uninterestedD．She was disappinted.
4．What lessn des Laska’s stry mainly teach?
A．Slw and steady wins the race.B．Actins speak luder than wrds.
C．The early bird catches the wrm.D．Small beginnings lead t great ends.
押题3
When I was grwing up, my mm ften said that n matter what grades I gt in schl, as lng as I did my best, she’d be prud f me. Then she added, “But if yu didn’t get an A, I’ll knw yu didn’t d yur best.” She said it with a smile, but I tk it seriusly: I shuldn’t settle fr anything less than perfect. My greatest weakness is that I’m t much f a perfectinist.
Perfectinism is the desire t be 100% perfect. The gal is zer faults and n failures. In an increasingly cmpetitive wrld, kids face grwing pressure frm parents t be perfect and severe criticism when they fall shrt. Every fault is a blw t their self-esteem (自尊). I’ve lived it myself.
When I wn the fifth-grade quiz bwl n wrld explrers, I beat myself up afterward fr missing ne questin. Hw culd I frget that the sea rute t India was discvered by da Gama, but nt Magellan? When I made the finals f a Mrtal Kmbat turnament and wn a lifetime pass t a lcal mvie theater, I didn’t celebrate. Third place is the secnd lser. When I wn the first prize in a math test, I was disappinted. Only a 98? Nt gd enugh. There was always a vice in the back f my mind whispering that it wasn’t enugh and that I culd have dne better.
It was during my cllege years that I started t questin the value f this perfectinism. I met peple wh didn’t seem t be weighed dwn by the same expectatins, wh accepted their mistakes and saw them as pprtunities fr grwth rather than failures. They taught me that it was kay t be imperfect, that it was human t make mistakes, and that smetimes, the mst imprtant lessns cme frm ur failures.
1．What is paragraph 1 mainly abut?
A．Why the authr became a perfectinist.B．The disadvantage f being a perfectinist.
C．Hw the authr gt the gd grades in schl.D．The feeling f being grateful t the authr’s mther.
2．What made the authr unsatisfied with what had been achieved?
A．Blame frm parents.B．Desire t get first prize.
C．Eagerness t be perfect.D．Pressure f cmpetitins.
3．What made the authr change the attitude twards perfectinism?
A．Lsing expectatin t succeed.B．Realizing the harm f being perfect.
C．Learning lessns frm ther peple’s failure.D．Encuntering thse accepting imperfectin.
4．Which clumn f a magazine may the text be taken frm?
A．Parenting Styles.B．Cming-f-Age Stries.
C．Peple f Achievement.D．Challenges Facing Yuth.
猜押考点
3年真题
词数
话题
考情分析
押题依据
阅读理解记叙文
2024年新高考Ⅰ卷阅读B篇
298
兽医威廉·法伯(William Farber)博士在从针灸中受益后，将综合医疗应用于动物的故事
2024年新高考记叙文有以下特点：
1、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”。
2、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。
3、猜词词义题注意运用“代入法”“排除法”从逻辑性和褒贬性出发。
4、文章寓意题选项字面意思和言外之意与文章主旨结合，去伪存真。
5、形容词适配题注意原文定位，找到动词或形容词，确定最佳答案。
6、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。记叙文标题兼具概括性、新颖性和针对性。
7、记叙文中推理判断题的特点：
①推断隐含意义——关键词句细推敲
②推断情感态度题——字里行间寻情愫
③推断写作意图——首尾结合见意图
④推断人物性格——情节主旨相结合
高考阅读理解中的记叙文往往出现在阅读理解的B篇位置，试题命制难度适中。记叙文突出特点：1.总结描述人物特征；2.描述作者对事件的态度和看法；3.对事件的评价；4.总结归纳文章标题
2024年新高考Ⅱ卷阅读B篇
276
自动售货亭提供短篇故事打印服务
2023年新高考I卷阅读B篇
336
Jhn Tdd建造了一个生态机器，利用自然可以自我修复的原理来净化污水
2023年新高考Ⅱ卷阅读B篇
273
学生通过体验乡村生活，对学生影响深远
2022年新高考I卷
无
无
2022年新高考Ⅱ卷阅读B篇
325
人与社会：把儿童读物误认平板电脑
一、善行故事类
二、情感传递与传统文化
三、人间真情类
四、环境保护的故事
五、发明与创造、创新与灵感故事类 （重点）
六、励志故事
七、亲情无限类
八、人生感悟
九、生活哲理
十、自我成长
词数
话题
体裁
考点
押题理由
307
捐赠给食物银行来帮助他人的善举
记叙文
细节理解、推理判断，主旨要义。
善行是全人类的共同崇尚的行为，不分地域、不分人种，正是善行让这个世界充满爱，善行的故事是高考命题的重要素材。
词数
话题
体裁
考点
押题理由
332
慈善组织给家境贫困的学生送床及床上用品的故事
记叙文
细节理解、推理判断。
善行是全人类的共同崇尚的行为，不分地域、不分人种，正是善行让这个世界充满爱，善行的故事是高考命题的重要素材。
词数
话题
体裁
考点
押题理由
317
意大利旅行者卡马罗塔重走马可・波罗之路，沿古丝绸之路徒步到中国，见证丝路变迁
记叙文
细节理解、推理判断、词句猜测。
有关传统文化和情感的故事经常出现在高考命题中。
词数
话题
体裁
考点
押题理由
292
讲述了Ghaffar Purazar与京剧的深厚渊源及传播贡献
记叙文
细节理解、推理判断、主旨大意。
有关传统文化和情感的故事经常出现在高考命题中。
词数
话题
体裁
考点
押题理由
326
2009年一次参观孔庙的经历以及过程中的感悟
记叙文
细节理解、推理判断。
有关传统文化和情感的故事经常出现在高考命题中。
词数
话题
体裁
考点
押题理由
326
Meg Medina与她深爱的保姆Miuut之间的故事
记叙文
细节理解、推理判断。
人间真情故事经常出现在高考命题中。
词数
话题
体裁
考点
押题理由
303
犀牛Daisy和小斑马Mdjadji被救助、在庇护所相遇并相互陪伴的故事
记叙文
细节理解、推理判断。
人间真情故事经常出现在高考命题中。
词数
话题
体裁
考点
押题理由
307
Mike组织同学清理公园垃圾、发起植树活动并推动学校食堂使用环保餐具的故事
记叙文
细节理解、推理判断。
随着全球环境问题日益严峻，环境保护已成为社会关注的焦点。在各类考试中，环境保护类文章频繁出现在阅读理解部分，旨在考查学生对环境问题的认知、分析和解决能力。押题环境保护类文章的理由主要有以下几点：
社会热点：气候变化、污染治理、资源枯竭等环境问题是当前全球面临的重大挑战，相关话题具有高度的时效性和社会影响力。
政策导向：各国政府和国际组织不断推出环保政策和倡议，推动社会向可持续发展转型，相关文章能够反映政策背景和实际应用。
学科交叉：环境问题涉及科学、经济、社会等多个领域，阅读理解文章常以跨学科视角呈现，考查学生的综合分析和逻辑思维能力。
价值观引导：环境保护类文章传递生态文明理念，培养学生对自然的敬畏感和责任感，符合教育立德树人的目标。
实践应用：文章内容常结合实际案例或解决方案，帮助学生理解环保行动的重要性和可行性，提升实践能力。
因此，押题环境保护类文章不仅有助于学生应对考试，还能增强其环保意识和社会责任感，为未来的可持续发展贡献力量。
词数
话题
体裁
考点
押题理由
332
Duncan Jurman从小对蝴蝶产生兴趣，并通过创建蝴蝶友好型花园、发起保护蝴蝶运动的故事
记叙文
细节理解、推理判断、主旨大意。
随着全球环境问题日益严峻，环境保护已成为社会关注的焦点。在各类考试中，环境保护类文章频繁出现在阅读理解部分，旨在考查学生对环境问题的认知、分析和解决能力。押题环境保护类文章的理由主要有以下几点：
社会热点：气候变化、污染治理、资源枯竭等环境问题是当前全球面临的重大挑战，相关话题具有高度的时效性和社会影响力。
政策导向：各国政府和国际组织不断推出环保政策和倡议，推动社会向可持续发展转型，相关文章能够反映政策背景和实际应用。
学科交叉：环境问题涉及科学、经济、社会等多个领域，阅读理解文章常以跨学科视角呈现，考查学生的综合分析和逻辑思维能力。
价值观引导：环境保护类文章传递生态文明理念，培养学生对自然的敬畏感和责任感，符合教育立德树人的目标。
实践应用：文章内容常结合实际案例或解决方案，帮助学生理解环保行动的重要性和可行性，提升实践能力。
因此，押题环境保护类文章不仅有助于学生应对考试，还能增强其环保意识和社会责任感，为未来的可持续发展贡献力量。
词数
话题
体裁
考点
押题理由
330
Shastri从小对光的兴趣，到后来研究光子计算，并取得成就的过程
记叙文
细节理解、主旨大意。
发明创造与创新类文章是阅读理解中的热门题材，押题此类文章的理由如下：
时代背景：科技创新是推动社会进步的核心动力，人工智能、大数据、新能源等领域的突破性成果备受关注，相关文章具有高度时效性和前沿性。
学科融合：发明创造类文章常结合科学、技术、工程、数学（STEM）等多学科知识，考查学生的跨学科理解能力和逻辑思维。
价值观塑造：创新精神是现代社会的重要品质，此类文章能够激发学生的探索欲望和创造力，培养他们不畏挑战、勇于尝试的品格。
实用价值：文章内容常涉及创新对社会、经济、生活的影响，帮助学生理解科技如何改变世界，并启发他们思考如何将创新应用于实际问题。
考试趋势：近年来，各类考试越来越注重考查学生的创新思维和解决问题的能力，发明创造类文章成为命题的首选题材之一。
押题此类文章不仅有助于学生提升阅读理解能力，还能拓宽视野，激发创新思维，为未来的学习和生活奠定基础。
词数
话题
体裁
考点
押题理由
368
威廉发明风车的故事
记叙文
细节理解、推理判断、主旨大意。
随着全球环境问题日益严峻，环境保护已成为社会关注的焦点。在各类考试中，环境保护类文章频繁出现在阅读理解部分，旨在考查学生对环境问题的认知、分析和解决能力。押题环境保护类文章的理由主要有以下几点：
社会热点：气候变化、污染治理、资源枯竭等环境问题是当前全球面临的重大挑战，相关话题具有高度的时效性和社会影响力。
政策导向：各国政府和国际组织不断推出环保政策和倡议，推动社会向可持续发展转型，相关文章能够反映政策背景和实际应用。
学科交叉：环境问题涉及科学、经济、社会等多个领域，阅读理解文章常以跨学科视角呈现，考查学生的综合分析和逻辑思维能力。
价值观引导：环境保护类文章传递生态文明理念，培养学生对自然的敬畏感和责任感，符合教育立德树人的目标。
实践应用：文章内容常结合实际案例或解决方案，帮助学生理解环保行动的重要性和可行性，提升实践能力。
因此，押题环境保护类文章不仅有助于学生应对考试，还能增强其环保意识和社会责任感，为未来的可持续发展贡献力量。
词数
话题
体裁
考点
押题理由
321
化学家 Rbert Hamers发现有独特森林状图案的晶体 的故事
记叙文
细节理解、推理判断。
发明创造与创新类文章是阅读理解中的热门题材，押题此类文章的理由如下：
时代背景：科技创新是推动社会进步的核心动力，人工智能、大数据、新能源等领域的突破性成果备受关注，相关文章具有高度时效性和前沿性。
学科融合：发明创造类文章常结合科学、技术、工程、数学（STEM）等多学科知识，考查学生的跨学科理解能力和逻辑思维。
价值观塑造：创新精神是现代社会的重要品质，此类文章能够激发学生的探索欲望和创造力，培养他们不畏挑战、勇于尝试的品格。
实用价值：文章内容常涉及创新对社会、经济、生活的影响，帮助学生理解科技如何改变世界，并启发他们思考如何将创新应用于实际问题。
考试趋势：近年来，各类考试越来越注重考查学生的创新思维和解决问题的能力，发明创造类文章成为命题的首选题材之一。
押题此类文章不仅有助于学生提升阅读理解能力，还能拓宽视野，激发创新思维，为未来的学习和生活奠定基础。
词数
话题
体裁
考点
押题理由
337
机械工程师Malligavad意外掉进一个满是污水和塑料垃圾的湖里后，决定清理这个湖，并最终成功的故事
记叙文
细节理解、推理判断。
发明创造与创新类文章是阅读理解中的热门题材，押题此类文章的理由如下：
时代背景：科技创新是推动社会进步的核心动力，人工智能、大数据、新能源等领域的突破性成果备受关注，相关文章具有高度时效性和前沿性。
学科融合：发明创造类文章常结合科学、技术、工程、数学（STEM）等多学科知识，考查学生的跨学科理解能力和逻辑思维。
价值观塑造：创新精神是现代社会的重要品质，此类文章能够激发学生的探索欲望和创造力，培养他们不畏挑战、勇于尝试的品格。
实用价值：文章内容常涉及创新对社会、经济、生活的影响，帮助学生理解科技如何改变世界，并启发他们思考如何将创新应用于实际问题。
考试趋势：近年来，各类考试越来越注重考查学生的创新思维和解决问题的能力，发明创造类文章成为命题的首选题材之一。
押题此类文章不仅有助于学生提升阅读理解能力，还能拓宽视野，激发创新思维，为未来的学习和生活奠定基础。
词数
话题
体裁
考点
押题理由
334
为解决问题发明压力传感器设备监测祖父行动，以保障其安全
记叙文
细节理解、主旨大意。
发明创造与创新类文章是阅读理解中的热门题材，押题此类文章的理由如下：
时代背景：科技创新是推动社会进步的核心动力，人工智能、大数据、新能源等领域的突破性成果备受关注，相关文章具有高度时效性和前沿性。
学科融合：发明创造类文章常结合科学、技术、工程、数学（STEM）等多学科知识，考查学生的跨学科理解能力和逻辑思维。
价值观塑造：创新精神是现代社会的重要品质，此类文章能够激发学生的探索欲望和创造力，培养他们不畏挑战、勇于尝试的品格。
实用价值：文章内容常涉及创新对社会、经济、生活的影响，帮助学生理解科技如何改变世界，并启发他们思考如何将创新应用于实际问题。
考试趋势：近年来，各类考试越来越注重考查学生的创新思维和解决问题的能力，发明创造类文章成为命题的首选题材之一。
押题此类文章不仅有助于学生提升阅读理解能力，还能拓宽视野，激发创新思维，为未来的学习和生活奠定基础。
词数
话题
体裁
考点
押题理由
353
作者通过结合科幻小说来向大众普及科学知识，重拾了对科学的热情
记叙文
细节理解、推理判断、词义猜测。
发明创造与创新类文章是阅读理解中的热门题材，押题此类文章的理由如下：
时代背景：科技创新是推动社会进步的核心动力，人工智能、大数据、新能源等领域的突破性成果备受关注，相关文章具有高度时效性和前沿性。
学科融合：发明创造类文章常结合科学、技术、工程、数学（STEM）等多学科知识，考查学生的跨学科理解能力和逻辑思维。
价值观塑造：创新精神是现代社会的重要品质，此类文章能够激发学生的探索欲望和创造力，培养他们不畏挑战、勇于尝试的品格。
实用价值：文章内容常涉及创新对社会、经济、生活的影响，帮助学生理解科技如何改变世界，并启发他们思考如何将创新应用于实际问题。
考试趋势：近年来，各类考试越来越注重考查学生的创新思维和解决问题的能力，发明创造类文章成为命题的首选题材之一。
押题此类文章不仅有助于学生提升阅读理解能力，还能拓宽视野，激发创新思维，为未来的学习和生活奠定基础。
词数
话题
体裁
考点
押题理由
290
讲述了Suzanne Heywd如何在十年环球航海的艰难经历中坚持追求教育，最终成功入读牛津大学的励志故事
记叙文
细节理解、推理判断。
励志故事是阅读理解中常见且重要的题材，押题此类文章的理由如下：
情感共鸣：励志故事通常以真实或虚构的人物经历为核心，展现他们在逆境中坚持奋斗、克服困难的过程，能够引发学生的情感共鸣，激发内在动力。
价值观引导：此类文章传递积极向上的价值观，如坚持不懈、勇于挑战、乐观面对生活等，帮助学生树立正确的人生观和奋斗精神。
现实意义：励志故事往往与学生的学习和生活紧密相关，能够启发他们面对困难时保持积极态度，找到解决问题的方法。
语言与结构：励志故事通常语言生动、情节引人入胜，适合考查学生的阅读理解能力，包括主旨概括、细节分析、人物性格分析等。
考试趋势：近年来，各类考试越来越注重考查学生的综合素养，包括情感态度、价值观和思维能力，励志故事类文章成为命题的热门选择。
押题励志故事类文章不仅有助于学生提升阅读理解能力，还能通过榜样的力量激励他们勇敢追梦、不断进步，为未来的成长注入正能量。
词数
话题
体裁
考点
押题理由
378
围巾所承载的特殊意义及母子之间的珍贵回忆
记叙文
细节理解、推理判断、词句猜测题、主旨大意。
亲情故事是阅读理解中温暖而深刻的题材，押题此类文章的理由如下：
情感共鸣：亲情是人类最普遍、最真挚的情感，亲情故事通过细腻的描写和感人的情节，能够引发学生的情感共鸣，触动他们的内心。
价值观塑造：此类文章传递家庭、爱与责任的重要性，帮助学生理解亲情的珍贵，培养感恩、关爱和包容的品质。
现实意义：亲情故事常涉及家庭关系、代际沟通等现实问题，能够启发学生反思自己与家人的相处方式，促进家庭和谐。
语言与结构：亲情故事通常语言朴实、情感真挚，适合考查学生的阅读理解能力，包括情感分析、人物关系理解、主旨概括等。
考试趋势：近年来，各类考试越来越注重考查学生的情感态度和价值观，亲情故事类文章因其深刻的教育意义成为命题的热门选择。
押题亲情故事类文章不仅有助于学生提升阅读理解能力，还能通过温暖的故事传递爱与关怀，帮助他们更好地理解家庭的意义，培养健康的情感态度。
词数
话题
体裁
考点
押题理由
345
一位母亲Antrum为了实现自己的承诺，背着残疾的儿子Jimmy到世界各地旅游的故事
记叙文
细节理解、推理判断、主旨大意。
亲情故事是阅读理解中温暖而深刻的题材，押题此类文章的理由如下：
情感共鸣：亲情是人类最普遍、最真挚的情感，亲情故事通过细腻的描写和感人的情节，能够引发学生的情感共鸣，触动他们的内心。
价值观塑造：此类文章传递家庭、爱与责任的重要性，帮助学生理解亲情的珍贵，培养感恩、关爱和包容的品质。
现实意义：亲情故事常涉及家庭关系、代际沟通等现实问题，能够启发学生反思自己与家人的相处方式，促进家庭和谐。
语言与结构：亲情故事通常语言朴实、情感真挚，适合考查学生的阅读理解能力，包括情感分析、人物关系理解、主旨概括等。
考试趋势：近年来，各类考试越来越注重考查学生的情感态度和价值观，亲情故事类文章因其深刻的教育意义成为命题的热门选择。
押题亲情故事类文章不仅有助于学生提升阅读理解能力，还能通过温暖的故事传递爱与关怀，帮助他们更好地理解家庭的意义，培养健康的情感态度。
词数
话题
体裁
考点
押题理由
360
自己从对衰老抱有误解，到患乳腺癌后经历治疗，从而改变对生活的看法，领悟到生命价值的故事
记叙文
细节理解、推理判断。
人生感悟类文章是阅读理解中具有深刻哲理的题材，押题此类文章的理由如下：
思想深度：人生感悟类文章通常通过讲述生活经历或哲理故事，引导学生思考人生的意义、价值与方向，具有较强的思想性和启发性。
情感共鸣：此类文章涉及成长、选择、挫折、成功等普世话题，能够引发学生的情感共鸣，帮助他们更好地理解生活中的困惑与挑战。
价值观引导：文章传递积极向上的人生态度，如乐观、坚持、宽容、感恩等，有助于学生树立正确的人生观和价值观。
语言与结构：人生感悟类文章语言凝练、寓意深刻，适合考查学生的阅读理解能力，包括主旨概括、细节分析、作者观点理解等。
考试趋势：近年来，各类考试越来越注重考查学生的综合素养，包括情感态度、思维能力和价值观，人生感悟类文章因其深刻的教育意义成为命题的热门选择。
押题人生感悟类文章不仅有助于学生提升阅读理解能力，还能通过深刻的哲理启发他们思考人生的意义，培养积极的生活态度和解决问题的能力，为未来的成长奠定坚实的思想基础。
词数
话题
体裁
考点
押题理由
350
在希腊雅典一次偶遇当地焊工的经历中，感悟到生活中平凡之美的诗意与满足
记叙文
细节理解、推理判断、词句猜测题。
人生感悟类文章是阅读理解中具有深刻哲理的题材，押题此类文章的理由如下：
思想深度：人生感悟类文章通常通过讲述生活经历或哲理故事，引导学生思考人生的意义、价值与方向，具有较强的思想性和启发性。
情感共鸣：此类文章涉及成长、选择、挫折、成功等普世话题，能够引发学生的情感共鸣，帮助他们更好地理解生活中的困惑与挑战。
价值观引导：文章传递积极向上的人生态度，如乐观、坚持、宽容、感恩等，有助于学生树立正确的人生观和价值观。
语言与结构：人生感悟类文章语言凝练、寓意深刻，适合考查学生的阅读理解能力，包括主旨概括、细节分析、作者观点理解等。
考试趋势：近年来，各类考试越来越注重考查学生的综合素养，包括情感态度、思维能力和价值观，人生感悟类文章因其深刻的教育意义成为命题的热门选择。
押题人生感悟类文章不仅有助于学生提升阅读理解能力，还能通过深刻的哲理启发他们思考人生的意义，培养积极的生活态度和解决问题的能力，为未来的成长奠定坚实的思想基础。
词数
话题
体裁
考点
押题理由
317
作者通过自己的人生格言来阐述感恩的实践方式
记叙文
细节理解、推理判断、主旨大意。
生活哲理类文章是阅读理解中富含智慧与启示的题材，押题此类文章的理由如下：
思想启迪：生活哲理类文章通过讲述生活中的小事或哲理故事，揭示深刻的人生道理，能够启发学生思考生活的本质与意义。
情感共鸣：此类文章涉及成长、选择、挫折、幸福等普世话题，能够引发学生的情感共鸣，帮助他们更好地理解生活中的困惑与挑战。
价值观引导：文章传递积极向上的生活态度，如乐观、坚持、宽容、感恩等，有助于学生树立正确的人生观和价值观。
语言与结构：生活哲理类文章语言凝练、寓意深刻，适合考查学生的阅读理解能力，包括主旨概括、细节分析、作者观点理解等。
考试趋势：近年来，各类考试越来越注重考查学生的综合素养，包括情感态度、思维能力和价值观，生活哲理类文章因其深刻的教育意义成为命题的热门选择。
押题生活哲理类文章不仅有助于学生提升阅读理解能力，还能通过深刻的哲理启发他们思考生活的意义，培养积极的生活态度和解决问题的能力，为未来的成长奠定坚实的思想基础。
词数
话题
体裁
考点
押题理由
264
作者从钓鱼中学到了耐心、毅力和自然之美
记叙文
细节理解、推理判断。
生活哲理类文章是阅读理解中富含智慧与启示的题材，押题此类文章的理由如下：
思想启迪：生活哲理类文章通过讲述生活中的小事或哲理故事，揭示深刻的人生道理，能够启发学生思考生活的本质与意义。
情感共鸣：此类文章涉及成长、选择、挫折、幸福等普世话题，能够引发学生的情感共鸣，帮助他们更好地理解生活中的困惑与挑战。
价值观引导：文章传递积极向上的生活态度，如乐观、坚持、宽容、感恩等，有助于学生树立正确的人生观和价值观。
语言与结构：生活哲理类文章语言凝练、寓意深刻，适合考查学生的阅读理解能力，包括主旨概括、细节分析、作者观点理解等。
考试趋势：近年来，各类考试越来越注重考查学生的综合素养，包括情感态度、思维能力和价值观，生活哲理类文章因其深刻的教育意义成为命题的热门选择。
押题生活哲理类文章不仅有助于学生提升阅读理解能力，还能通过深刻的哲理启发他们思考生活的意义，培养积极的生活态度和解决问题的能力，为未来的成长奠定坚实的思想基础。
词数
话题
体裁
考点
押题理由
326
马修·马丁在Le Valle高中的转变，从害羞新生蜕变为自信的运动员和求知者
记叙文
细节理解、推理判断、词句猜测。
自我成长类文章是阅读理解中充满启发与激励的题材，押题此类文章的理由如下：
成长主题：自我成长类文章聚焦于个人在学习、生活中克服困难、提升自我的过程，能够引发学生对自身成长的思考与共鸣。
情感共鸣：此类文章涉及挫折、努力、坚持、成功等普世话题，能够激励学生面对挑战时保持积极态度，找到自我突破的方向。
价值观引导：文章传递积极向上的成长理念，如自律、坚持、反思、自信等，有助于学生树立正确的成长观和奋斗精神。
语言与结构：自我成长类文章通常语言生动、情节真实，适合考查学生的阅读理解能力，包括主旨概括、细节分析、人物性格分析等。
考试趋势：近年来，各类考试越来越注重考查学生的综合素养，包括情感态度、思维能力和价值观，自我成长类文章因其深刻的教育意义成为命题的热门选择。
押题自我成长类文章不仅有助于学生提升阅读理解能力，还能通过真实的故事和深刻的哲理启发他们反思自身成长，培养积极的生活态度和解决问题的能力，为未来的发展奠定坚实的基础。
词数
话题
体裁
考点
押题理由
280
Stephanie Laska小时候不爱运动且饮食习惯不健康，后来过于肥胖决定改变生活方式，接着描述她通过改变饮食、开始运动最终爱上跑步的故事
记叙文
细节理解、推理判断、词句猜测。
自我成长类文章是阅读理解中充满启发与激励的题材，押题此类文章的理由如下：
成长主题：自我成长类文章聚焦于个人在学习、生活中克服困难、提升自我的过程，能够引发学生对自身成长的思考与共鸣。
情感共鸣：此类文章涉及挫折、努力、坚持、成功等普世话题，能够激励学生面对挑战时保持积极态度，找到自我突破的方向。
价值观引导：文章传递积极向上的成长理念，如自律、坚持、反思、自信等，有助于学生树立正确的成长观和奋斗精神。
语言与结构：自我成长类文章通常语言生动、情节真实，适合考查学生的阅读理解能力，包括主旨概括、细节分析、人物性格分析等。
考试趋势：近年来，各类考试越来越注重考查学生的综合素养，包括情感态度、思维能力和价值观，自我成长类文章因其深刻的教育意义成为命题的热门选择。
押题自我成长类文章不仅有助于学生提升阅读理解能力，还能通过真实的故事和深刻的哲理启发他们反思自身成长，培养积极的生活态度和解决问题的能力，为未来的发展奠定坚实的基础。
词数
话题
体裁
考点
押题理由
308
作者从小到大追求完美，到大学时期因遇到一些人而改变对完美主义态度的成长故事
记叙文
细节理解、推理判断主旨大意。
自我成长类文章是阅读理解中充满启发与激励的题材，押题此类文章的理由如下：
成长主题：自我成长类文章聚焦于个人在学习、生活中克服困难、提升自我的过程，能够引发学生对自身成长的思考与共鸣。
情感共鸣：此类文章涉及挫折、努力、坚持、成功等普世话题，能够激励学生面对挑战时保持积极态度，找到自我突破的方向。
价值观引导：文章传递积极向上的成长理念，如自律、坚持、反思、自信等，有助于学生树立正确的成长观和奋斗精神。
语言与结构：自我成长类文章通常语言生动、情节真实，适合考查学生的阅读理解能力，包括主旨概括、细节分析、人物性格分析等。
考试趋势：近年来，各类考试越来越注重考查学生的综合素养，包括情感态度、思维能力和价值观，自我成长类文章因其深刻的教育意义成为命题的热门选择。
押题自我成长类文章不仅有助于学生提升阅读理解能力，还能通过真实的故事和深刻的哲理启发他们反思自身成长，培养积极的生活态度和解决问题的能力，为未来的发展奠定坚实的基础。