2026届高考英语二轮复习：2025年高考英语阅读理解B篇解读 课件(共21张PP)
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| 名称 | 2026届高考英语二轮复习：2025年高考英语阅读理解B篇解读 课件(共21张PP) |
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| 科目 | 英语 | ||
| 更新时间 | 2026-01-16 14:17:59 | ||
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(共21张PPT)
阅读理解B篇解析
2025高考试卷评析暨2026高考备考策略
年份 题型 体裁 话题与内容 主题 主题意义 词数 生词标注
2025年 B篇 记叙文 围绕人与社会主题，讲述师生教学相长的故事，具体为写作教师的教学认知突破之旅，既体现教师如何引导学生通过写作抒发心灵，也展现学生让教师获得教学成长的过程 教学相长，聚焦教与学之间的双向成长关系 引导读者关注教学中对个性差异的尊重和思想舒展的重视，引发对教与学本质的思考，为校 园教学和师生相处提供正向指引 总词数380
阅读理解特点和趋势：
2025高考试卷评析暨2026高考备考策略
2025年新高考文章出处及主题语境与北师大版新教材联系
相似之处 对应教材 单元标题
阅读B 这是和该阅读篇主题契合度最高的单元。单元以“人与社会”为语境，围绕人际关系展开，其中Lesson 1通过学生和老师双视角叙事，展现师生间如何逐步建立兴趣联结，Lesson 2还聚焦学生如何正确看待教师反馈，这些内容都深度贴合阅读B篇师生双向成长、重视教学互动的核心，且同样引导学生思考师生关系的意义。 选择性必修第一册Unit1 Relationships Teenage life
多元选材赋能思 维培育与价值引领
2025全国一卷B篇（校园生活中的教学相长）以人与社会为主题，主要讲述九年级写作课上教师通过改变教学方式，激发学生对写作的兴趣和热情，领悟到写作是连接人心的桥梁，印证了教学相长的教育理念，试题贴近学生校园生活，易于引发学生关联现实的阅读体验和思考。以教师和学生双向成长的教学经历叙事，谈语言写作如何为心灵抒怀、谈教与学关系的思考、对个性差异的尊重、对思想舒展的关照。
总体来看，阅读理解部分文章选材话题新颖，主题鲜明，语言生动地道、信息量大。学生在阅读过程中既可以感受到英语语言的魅力，又能关注社会和全球发展，培养劳动意识，强化责任意识。阅读理解题目类型比例基本保持不变。要求学生在读懂字面意思的基础上，能够合理推断深层意思，能通过上下文推断词义，并能概括段落和文章主旨，引导学生重视阅读能力的培养。
---《教育部教育考试院：2025年高考英语全国卷试题评析》
一、记叙文特点
记叙文是以写人、记事、状物为主要内容，以记叙和描写为表达方式的文章。描写人物、地点、事件和过程，表达作者的某种情感。主要具有以下特点：
内容上，记叙文应该包括六要素，即：时间、地点、人物、起因、经过和结果。可以按事件发生的时间顺序写，也可以按事件发生的先后写。
命题上，主要集中在多个事件的先后顺序与人物的情感态度上。
选材上，新颖、生动、真实、典型的素材描写，让读者有身临其境的感觉。
形式上，顺叙、倒叙、插叙。
语言上，一般过去时为主，各种时态为辅，合理使用丰富多彩的谓语动词时态是英语记叙文首要的语言特征；
二、体裁结构
1.记叙文的开头通常交代事件的背景，即事件发生的时间、地点、有关人物等内容。
2.记叙文的展开（中间）通常以人物活动的时间顺序、空间位置变换、事件发生的顺序或人物的主次性格特征为行文线索。
3.记叙文的结尾通常是依照事件的发生、发展和结局这样一个自然的顺序来结尾。
三、写作意图
1.讲述故事 ( tell / narrate / relate a story)
2.分享经验 (share an experience)
3.纪念人物 (remember a person)
4.阐明道理 (communicate an idea / convey a message)
四、解题策略
1.关注细节
记叙文中有大量的事件发展过程中的细节，包括记叙文的5W（what, who, when, where, why）要素。因此我们作答细节题的时候，就没有那么复杂，一般只需要由前到后，从上到下，一题一题地做就可以了。
2.注重联系
在做题过程中，我们大都不能在文中找到与题干一字不差的词语或句子。这时我们需要认真研究问题，抓住题干中的关键词语，然后到文中准确地找到与之相关的语句，或是疑似语句的位置，接着去左顾，或右盼，在前句或后句寻找线索。
3.读懂表象
主旨大意题或推理判断、作者意图题等实际上是同一类型的问题，或者说是可用同种方法解答的题型。在解答此类题目的时候，不可被题干的表象所迷惑，要像剥洋葱一样，一层一层地剥；在四个可选项中，一个一个地去证实，去排除。特别是解答推论或暗指类的题目，比如“What can be inferred from … ”或是What does the author imply in… ”之类的题目，文中所陈述的往往不是答案。我们要在文前文后去查找，在字里行间里去寻觅。有时还少不了借助自己的生活经验和常理来体会这言外之意。
五、记叙文主旨概括题
1.首段法：首段主旨句；转折词后；破折号后
2.核心名词法：核心名词在文章中高频出现。可是“原词”或“同义词”不断曝光。
3.合并法：整合各段落大意，整合各段落首段信息
4.首位呼应法：整合首段和尾端信息
六、记叙文细节理解题
1.划出题干，选项关键词；
2.回忆文章结构，定位具体段落；
3.理解细节内容，最后找出答案；
4.正确选项的特征：原词复现/同义词、近义词替换；语言高度凝练概括。
七、实用答题妙招
1.阅读理解记叙文细节理解题居多，落实“题文同序”和“同义替换”。
2.数据计算题注重“原文定位”“细节理解”，弄清来龙去脉再计算。
3.文章寓意题要注意言外之意，尤其是首尾段做出合理推测判断。
4.人物性格描述题注意捕捉原文褒贬性词汇再进行同义替换和排除。
5.满分策略：读题干→找原文→做标记→留痕迹→看选项→扣字眼。
解构经典试题
注重教考衔接
PART 02
02
阅读理解关键词：记叙文,人与社会，讲述师生“教学相长”故事，师生关系
1.In my ninth-grade writing class last year, I met a cowboy who saved his town, a strict father who demanded his son earn straight A’s, and a modern-day Juliet who died of heartbreak after her parents rejected the love of her young life. More than once, I found myself wondering just how my students, who’d created these people, knew their subjects so well.
2.But things were different for their first essay, which was about the question: “Why is writing important ” Most of the essays filled less than one page, and few contained a sentence that could be interpreted as a thesis (论点) statement. I was shocked. Then I realized that the problem was the question itself. They could have written pages on the necessity of computers, but writing, in and of itself, simply didn’t strike them as important. This would have to change.
3.As a new unit started, I asked everyone to write a persuasive piece on a health-related topic of their choice. This time they found the exercise much more interesting. For the next two assignments, a personal-narrative unit followed by a creative-writing workshop, I only required that the piece meet the specifications of its genre (体裁) and that it contain a thesis. The results were staggering. The students took on diverse topics and turned in stories, 10 to 20 pages each, with characters that broadened my view and touched my heart.
4.I walked into class believing that writing is important as a means of communication. However, my students demonstrated something more important to me. When the final bell rang in June, I walked away with a yearbook full of messages about writing’s most powerful significance — the ability to connect people, to put us in another’s skin, to teach us what it means to be human.
24. Who are the people mentioned at the beginning of paragraph 1
A. Ninth graders. B. Students’ parents.
C. Modern writers. D. Fictional characters.
24．细节理解题。根据第一段中“In my ninth-grade writing class last year, I met a cowboy who saved his town, a strict father who demanded his son earn straight A’s, and a modern-day Juliet who died of heartbreak after her parents rejected the love of her young life. More than once, I found myself wondering just how my students, who’d created these people, knew their subjects so well. (去年，在我九年级的写作课上，我结识了一位拯救了自己小镇的牛仔、一位要求儿子门门功课全得A的严厉父亲，还有一位现代版的朱丽叶——因父母反对她年少的爱情而心碎离世。不止一次，我暗自琢磨，这些塑造了这些人物的学生，究竟是如何如此深谙他们笔下的角色的)”可知，这里提到的牛仔、严厉的父亲和现代版的朱丽叶都是学生在写作中创造出来的虚构人物。故选D。
25. Why did the students perform poorly in writing their first essay
A. They were not given enough time.
B. They had a very limited vocabulary.
C. They misunderstood the question.
D. They had little interest in the topic.
25.推理判断题。根据第二段中“Most of the essays filled less than one page, and few contained a sentence that could be interpreted as a thesis (论点) statement. I was shocked. Then I realized that the problem was the question itself. They could have written pages on the necessity of computers, but writing, in and of itself, simply didn’t strike them as important.(大多数文章篇幅不足一页，几乎没有包含可被视为论点的句子。我感到震惊。随后我意识到问题出在题目本身。他们本可以就电脑的必要性写下数页内容，但写作本身根本没让他们觉得重要)”可推知，学生们在写第一篇作文时表现不佳，是因为他们对写作这个话题本身不感兴趣。故选D。
26. What does the underlined word “staggering” in paragraph 3 mean
A. Mixed. B. Amazing.
C. Similar. D. Disturbing.
26.词句猜测题。根据第三段中“The results were staggering. The students took on diverse topics and turned in stories, 10 to 20 pages each, with characters that broadened my view and touched my heart. (结果是staggering。学生们选取了多样的主题，交上来的故事每篇都有10到20页长，其中的人物拓宽了我的视野，也触动了我的心)”可知，学生们写出了内容丰富、打动人心的故事，与之前的表现形成强烈对比。staggering意为“令人震惊的、惊人的”，与B选项“Amazing(惊人的)”语义一致。故选B。
27. What does the author’s experience show
A. Teaching is learning. B. Still waters run deep.
C. Knowledge is power. D. Practice makes perfect.
27.推理判断题。根据最后一段“I walked into class believing that writing is important as a means of communication. However, my students demonstrated something more important to me. When the final bell rang in June, I walked away with a yearbook full of messages about writing’s most powerful significance — the ability to connect people, to put us in another’s skin, to teach us what it means to be human. (我走进教室时坚信写作作为一种交流方式至关重要。然而，学生们向我展示了更为重要的东西。当六月的下课铃响起时，我带着一本满是留言的年鉴离开——这些留言诉说着写作最强大的意义：它能连接人与人，让我们换位思考，教会我们身为人类的真谛)”结合全文内容可知，文章通过作者的教学经历，说明她在教导学生的同时，自己也领悟到写作的真正意义，这一过程体现了“教学相长”的理念。选项A“Teaching is learning(教学相长)”符合文中描述的作者通过教学获得的新认识。故选A。
共享复习策略
科学备战高考
PART 03
03
Helen Clitheroe was 32 when she started doing the steeplechase (障碍赛跑). British Athletics encouraged her to try it because 2008 would be the first time women’s steeplechase was in the Olympics. She had never jumped over barriers before her thirties.
In 2010, she competed in both the 1,500m and steeplechase at the Commonwealth Games, which became a turning point. After a few injuries and falling out of love with the steeplechase a little bit, she talked with her coach John Nuttall about her options. They decided to attempt different challenges to focus on longer distances — the 5,000m and 10,000m.
In 2011, although they hadn’t planned to compete indoors that season, she was in excellent shape. She won the match in Glasgow, breaking Liz McColgan’s record. Then she set her personal best in the 3,000m at Birmingham.
Going into the European Athletics Indoor Championships, she was the fastest runner on paper, but she had come fourth twice before in these championships. Her coach and she discussed race strategy carefully. For the first time, she followed her coach’s advice exactly, staying near the front but not leading until the end. She had never trusted her finishing sprint (冲刺) before, but that day she did. Even though Russian runner Olesya Syreva was close behind, she won her first gold medal.
At 37, she became the oldest person to win a European indoor title. Many people had kept asking when she would retire, but this victory proved that older athletes could still succeed. She changed her training as she got older, being more careful with hard training sessions and taking more time to recover. As she says, as long as you take care of your body, you can still run fast. This win was special because it came after many years of trying and showed that age shouldn’t limit anyone’s dreams in sports.
But in her free time, Jiang embraces a different kind of performance. Shortly after starting her career, she met a group of female motorcyclists during an outreach performance in the countryside. Their confident, spirited behaviour fascinated her, stimulating a passion for the speed and the freedom of motorcycling. In 2022, she bought herself a motorcycle, transforming from a graceful Yueju Opera performer to a dynamic, cool rider.
Jiang doesn’t see her two personas as conflicting. She believes everyone has multiple dimensions to their character, with the stage reflecting just one side of her life and motorcycling marking the shift from work to personal life.
【导语】本文是一篇记叙文，主要讲述了21岁的江周楠在舞台上的优雅与舞台下对摩托车的热爱，展现了她在越剧表演和摩托车骑行之间的双重生活。
1．Why did Jiang Zhounan pursue a career in Yueju Opera
A．Her teacher recognized her talent. B．She won a local talent competition.
C．She was inspired by an opera singer. D．She was interested in performing arts.
1．细节理解题。根据第二段“During a singing practice, Jiang’s clear voice and heartfelt emotion captured the attention of her teacher. Recognizing her talent, the teacher handed her an enrollment brochure for the Zhejiang Vocational Academy of Art, setting her on the path to becoming a Yueju Opera performer.(在一次歌唱练习中，江周楠清澈的嗓音和真挚的情感吸引了老师的注意。老师认可她的才华，给了她浙江艺术职业学院的招生简章，让她走上了成为越剧表演者的道路)”可知，江周楠选择越剧作为职业是因为她的老师认可了她的才华。故选A。
2．What roles does Jiang Zhounan specialize in at the Yueju Opera troupe
A．Only young female roles. B．Only senior male roles.
C．Both senior and young female roles.D．Both senior and young male roles
2．细节理解题。根据第三段“she focuses on laodan (senior female roles) while also performing zhengdan (young female roles).(她专注于老旦（老年女性角色），同时也扮演正旦（年轻女性角色）)”可知，江周楠在越剧团中既扮演老年女性角色，也扮演年轻女性角色。故选C。
3．Which of the following can best describe Jiang Zhounan
A．Talented and shy. B．Devoted and adventurous.
C．Responsible and gentle. D．Traditional and clumsy.
3．推理判断题。根据第三段“Her solid vocal skills and nuanced (细致入微的) performances quickly made her a standout member of the troupe.(她扎实的声乐技巧和细致入微的表演很快使她成为剧团的杰出成员)”可知，江周楠在越剧表演中展现了她的才华和细致入微的表演，体现了她的投入。根据第四段“Their confident, spirited behaviour fascinated her, stimulating a passion for the speed and the freedom of motorcycling.(他们自信、活泼的行为吸引了她，激发了她对速度和自由的激情)”可知，她对摩托车骑行充满热情，体现了她的冒险精神。故选B。
4．What message does the author seem to convey in the text
A．The early bird catches the worm.
B．When one door closes, another opens.
C．The grass is always greener on the other side.
D．A man has many sides like a multi-faceted diamond.
4．推理判断题。根据文章最后一段“Jiang doesn’t see her two personas as conflicting. She believes everyone has multiple dimensions to their character, with the stage reflecting just one side of her life and motorcycling marking the shift from work to personal life.(江周楠并不认为她的两种身份是冲突的。她相信每个人都有多面性，舞台只是她生活的一面，而摩托车骑行则标志着从工作到个人生活的转变)”可知，作者通过江周楠的故事传达了“人有多面性，就像多面钻石”的观点。故选D。
阅读理解B篇解析
2025高考试卷评析暨2026高考备考策略
年份 题型 体裁 话题与内容 主题 主题意义 词数 生词标注
2025年 B篇 记叙文 围绕人与社会主题，讲述师生教学相长的故事，具体为写作教师的教学认知突破之旅，既体现教师如何引导学生通过写作抒发心灵，也展现学生让教师获得教学成长的过程 教学相长，聚焦教与学之间的双向成长关系 引导读者关注教学中对个性差异的尊重和思想舒展的重视，引发对教与学本质的思考，为校 园教学和师生相处提供正向指引 总词数380
阅读理解特点和趋势：
2025高考试卷评析暨2026高考备考策略
2025年新高考文章出处及主题语境与北师大版新教材联系
相似之处 对应教材 单元标题
阅读B 这是和该阅读篇主题契合度最高的单元。单元以“人与社会”为语境，围绕人际关系展开，其中Lesson 1通过学生和老师双视角叙事，展现师生间如何逐步建立兴趣联结，Lesson 2还聚焦学生如何正确看待教师反馈，这些内容都深度贴合阅读B篇师生双向成长、重视教学互动的核心，且同样引导学生思考师生关系的意义。 选择性必修第一册Unit1 Relationships Teenage life
多元选材赋能思 维培育与价值引领
2025全国一卷B篇（校园生活中的教学相长）以人与社会为主题，主要讲述九年级写作课上教师通过改变教学方式，激发学生对写作的兴趣和热情，领悟到写作是连接人心的桥梁，印证了教学相长的教育理念，试题贴近学生校园生活，易于引发学生关联现实的阅读体验和思考。以教师和学生双向成长的教学经历叙事，谈语言写作如何为心灵抒怀、谈教与学关系的思考、对个性差异的尊重、对思想舒展的关照。
总体来看，阅读理解部分文章选材话题新颖，主题鲜明，语言生动地道、信息量大。学生在阅读过程中既可以感受到英语语言的魅力，又能关注社会和全球发展，培养劳动意识，强化责任意识。阅读理解题目类型比例基本保持不变。要求学生在读懂字面意思的基础上，能够合理推断深层意思，能通过上下文推断词义，并能概括段落和文章主旨，引导学生重视阅读能力的培养。
---《教育部教育考试院：2025年高考英语全国卷试题评析》
一、记叙文特点
记叙文是以写人、记事、状物为主要内容，以记叙和描写为表达方式的文章。描写人物、地点、事件和过程，表达作者的某种情感。主要具有以下特点：
内容上，记叙文应该包括六要素，即：时间、地点、人物、起因、经过和结果。可以按事件发生的时间顺序写，也可以按事件发生的先后写。
命题上，主要集中在多个事件的先后顺序与人物的情感态度上。
选材上，新颖、生动、真实、典型的素材描写，让读者有身临其境的感觉。
形式上，顺叙、倒叙、插叙。
语言上，一般过去时为主，各种时态为辅，合理使用丰富多彩的谓语动词时态是英语记叙文首要的语言特征；
二、体裁结构
1.记叙文的开头通常交代事件的背景，即事件发生的时间、地点、有关人物等内容。
2.记叙文的展开（中间）通常以人物活动的时间顺序、空间位置变换、事件发生的顺序或人物的主次性格特征为行文线索。
3.记叙文的结尾通常是依照事件的发生、发展和结局这样一个自然的顺序来结尾。
三、写作意图
1.讲述故事 ( tell / narrate / relate a story)
2.分享经验 (share an experience)
3.纪念人物 (remember a person)
4.阐明道理 (communicate an idea / convey a message)
四、解题策略
1.关注细节
记叙文中有大量的事件发展过程中的细节，包括记叙文的5W（what, who, when, where, why）要素。因此我们作答细节题的时候，就没有那么复杂，一般只需要由前到后，从上到下，一题一题地做就可以了。
2.注重联系
在做题过程中，我们大都不能在文中找到与题干一字不差的词语或句子。这时我们需要认真研究问题，抓住题干中的关键词语，然后到文中准确地找到与之相关的语句，或是疑似语句的位置，接着去左顾，或右盼，在前句或后句寻找线索。
3.读懂表象
主旨大意题或推理判断、作者意图题等实际上是同一类型的问题，或者说是可用同种方法解答的题型。在解答此类题目的时候，不可被题干的表象所迷惑，要像剥洋葱一样，一层一层地剥；在四个可选项中，一个一个地去证实，去排除。特别是解答推论或暗指类的题目，比如“What can be inferred from … ”或是What does the author imply in… ”之类的题目，文中所陈述的往往不是答案。我们要在文前文后去查找，在字里行间里去寻觅。有时还少不了借助自己的生活经验和常理来体会这言外之意。
五、记叙文主旨概括题
1.首段法：首段主旨句；转折词后；破折号后
2.核心名词法：核心名词在文章中高频出现。可是“原词”或“同义词”不断曝光。
3.合并法：整合各段落大意，整合各段落首段信息
4.首位呼应法：整合首段和尾端信息
六、记叙文细节理解题
1.划出题干，选项关键词；
2.回忆文章结构，定位具体段落；
3.理解细节内容，最后找出答案；
4.正确选项的特征：原词复现/同义词、近义词替换；语言高度凝练概括。
七、实用答题妙招
1.阅读理解记叙文细节理解题居多，落实“题文同序”和“同义替换”。
2.数据计算题注重“原文定位”“细节理解”，弄清来龙去脉再计算。
3.文章寓意题要注意言外之意，尤其是首尾段做出合理推测判断。
4.人物性格描述题注意捕捉原文褒贬性词汇再进行同义替换和排除。
5.满分策略：读题干→找原文→做标记→留痕迹→看选项→扣字眼。
解构经典试题
注重教考衔接
PART 02
02
阅读理解关键词：记叙文,人与社会，讲述师生“教学相长”故事，师生关系
1.In my ninth-grade writing class last year, I met a cowboy who saved his town, a strict father who demanded his son earn straight A’s, and a modern-day Juliet who died of heartbreak after her parents rejected the love of her young life. More than once, I found myself wondering just how my students, who’d created these people, knew their subjects so well.
2.But things were different for their first essay, which was about the question: “Why is writing important ” Most of the essays filled less than one page, and few contained a sentence that could be interpreted as a thesis (论点) statement. I was shocked. Then I realized that the problem was the question itself. They could have written pages on the necessity of computers, but writing, in and of itself, simply didn’t strike them as important. This would have to change.
3.As a new unit started, I asked everyone to write a persuasive piece on a health-related topic of their choice. This time they found the exercise much more interesting. For the next two assignments, a personal-narrative unit followed by a creative-writing workshop, I only required that the piece meet the specifications of its genre (体裁) and that it contain a thesis. The results were staggering. The students took on diverse topics and turned in stories, 10 to 20 pages each, with characters that broadened my view and touched my heart.
4.I walked into class believing that writing is important as a means of communication. However, my students demonstrated something more important to me. When the final bell rang in June, I walked away with a yearbook full of messages about writing’s most powerful significance — the ability to connect people, to put us in another’s skin, to teach us what it means to be human.
24. Who are the people mentioned at the beginning of paragraph 1
A. Ninth graders. B. Students’ parents.
C. Modern writers. D. Fictional characters.
24．细节理解题。根据第一段中“In my ninth-grade writing class last year, I met a cowboy who saved his town, a strict father who demanded his son earn straight A’s, and a modern-day Juliet who died of heartbreak after her parents rejected the love of her young life. More than once, I found myself wondering just how my students, who’d created these people, knew their subjects so well. (去年，在我九年级的写作课上，我结识了一位拯救了自己小镇的牛仔、一位要求儿子门门功课全得A的严厉父亲，还有一位现代版的朱丽叶——因父母反对她年少的爱情而心碎离世。不止一次，我暗自琢磨，这些塑造了这些人物的学生，究竟是如何如此深谙他们笔下的角色的)”可知，这里提到的牛仔、严厉的父亲和现代版的朱丽叶都是学生在写作中创造出来的虚构人物。故选D。
25. Why did the students perform poorly in writing their first essay
A. They were not given enough time.
B. They had a very limited vocabulary.
C. They misunderstood the question.
D. They had little interest in the topic.
25.推理判断题。根据第二段中“Most of the essays filled less than one page, and few contained a sentence that could be interpreted as a thesis (论点) statement. I was shocked. Then I realized that the problem was the question itself. They could have written pages on the necessity of computers, but writing, in and of itself, simply didn’t strike them as important.(大多数文章篇幅不足一页，几乎没有包含可被视为论点的句子。我感到震惊。随后我意识到问题出在题目本身。他们本可以就电脑的必要性写下数页内容，但写作本身根本没让他们觉得重要)”可推知，学生们在写第一篇作文时表现不佳，是因为他们对写作这个话题本身不感兴趣。故选D。
26. What does the underlined word “staggering” in paragraph 3 mean
A. Mixed. B. Amazing.
C. Similar. D. Disturbing.
26.词句猜测题。根据第三段中“The results were staggering. The students took on diverse topics and turned in stories, 10 to 20 pages each, with characters that broadened my view and touched my heart. (结果是staggering。学生们选取了多样的主题，交上来的故事每篇都有10到20页长，其中的人物拓宽了我的视野，也触动了我的心)”可知，学生们写出了内容丰富、打动人心的故事，与之前的表现形成强烈对比。staggering意为“令人震惊的、惊人的”，与B选项“Amazing(惊人的)”语义一致。故选B。
27. What does the author’s experience show
A. Teaching is learning. B. Still waters run deep.
C. Knowledge is power. D. Practice makes perfect.
27.推理判断题。根据最后一段“I walked into class believing that writing is important as a means of communication. However, my students demonstrated something more important to me. When the final bell rang in June, I walked away with a yearbook full of messages about writing’s most powerful significance — the ability to connect people, to put us in another’s skin, to teach us what it means to be human. (我走进教室时坚信写作作为一种交流方式至关重要。然而，学生们向我展示了更为重要的东西。当六月的下课铃响起时，我带着一本满是留言的年鉴离开——这些留言诉说着写作最强大的意义：它能连接人与人，让我们换位思考，教会我们身为人类的真谛)”结合全文内容可知，文章通过作者的教学经历，说明她在教导学生的同时，自己也领悟到写作的真正意义，这一过程体现了“教学相长”的理念。选项A“Teaching is learning(教学相长)”符合文中描述的作者通过教学获得的新认识。故选A。
共享复习策略
科学备战高考
PART 03
03
Helen Clitheroe was 32 when she started doing the steeplechase (障碍赛跑). British Athletics encouraged her to try it because 2008 would be the first time women’s steeplechase was in the Olympics. She had never jumped over barriers before her thirties.
In 2010, she competed in both the 1,500m and steeplechase at the Commonwealth Games, which became a turning point. After a few injuries and falling out of love with the steeplechase a little bit, she talked with her coach John Nuttall about her options. They decided to attempt different challenges to focus on longer distances — the 5,000m and 10,000m.
In 2011, although they hadn’t planned to compete indoors that season, she was in excellent shape. She won the match in Glasgow, breaking Liz McColgan’s record. Then she set her personal best in the 3,000m at Birmingham.
Going into the European Athletics Indoor Championships, she was the fastest runner on paper, but she had come fourth twice before in these championships. Her coach and she discussed race strategy carefully. For the first time, she followed her coach’s advice exactly, staying near the front but not leading until the end. She had never trusted her finishing sprint (冲刺) before, but that day she did. Even though Russian runner Olesya Syreva was close behind, she won her first gold medal.
At 37, she became the oldest person to win a European indoor title. Many people had kept asking when she would retire, but this victory proved that older athletes could still succeed. She changed her training as she got older, being more careful with hard training sessions and taking more time to recover. As she says, as long as you take care of your body, you can still run fast. This win was special because it came after many years of trying and showed that age shouldn’t limit anyone’s dreams in sports.
But in her free time, Jiang embraces a different kind of performance. Shortly after starting her career, she met a group of female motorcyclists during an outreach performance in the countryside. Their confident, spirited behaviour fascinated her, stimulating a passion for the speed and the freedom of motorcycling. In 2022, she bought herself a motorcycle, transforming from a graceful Yueju Opera performer to a dynamic, cool rider.
Jiang doesn’t see her two personas as conflicting. She believes everyone has multiple dimensions to their character, with the stage reflecting just one side of her life and motorcycling marking the shift from work to personal life.
【导语】本文是一篇记叙文，主要讲述了21岁的江周楠在舞台上的优雅与舞台下对摩托车的热爱，展现了她在越剧表演和摩托车骑行之间的双重生活。
1．Why did Jiang Zhounan pursue a career in Yueju Opera
A．Her teacher recognized her talent. B．She won a local talent competition.
C．She was inspired by an opera singer. D．She was interested in performing arts.
1．细节理解题。根据第二段“During a singing practice, Jiang’s clear voice and heartfelt emotion captured the attention of her teacher. Recognizing her talent, the teacher handed her an enrollment brochure for the Zhejiang Vocational Academy of Art, setting her on the path to becoming a Yueju Opera performer.(在一次歌唱练习中，江周楠清澈的嗓音和真挚的情感吸引了老师的注意。老师认可她的才华，给了她浙江艺术职业学院的招生简章，让她走上了成为越剧表演者的道路)”可知，江周楠选择越剧作为职业是因为她的老师认可了她的才华。故选A。
2．What roles does Jiang Zhounan specialize in at the Yueju Opera troupe
A．Only young female roles. B．Only senior male roles.
C．Both senior and young female roles.D．Both senior and young male roles
2．细节理解题。根据第三段“she focuses on laodan (senior female roles) while also performing zhengdan (young female roles).(她专注于老旦（老年女性角色），同时也扮演正旦（年轻女性角色）)”可知，江周楠在越剧团中既扮演老年女性角色，也扮演年轻女性角色。故选C。
3．Which of the following can best describe Jiang Zhounan
A．Talented and shy. B．Devoted and adventurous.
C．Responsible and gentle. D．Traditional and clumsy.
3．推理判断题。根据第三段“Her solid vocal skills and nuanced (细致入微的) performances quickly made her a standout member of the troupe.(她扎实的声乐技巧和细致入微的表演很快使她成为剧团的杰出成员)”可知，江周楠在越剧表演中展现了她的才华和细致入微的表演，体现了她的投入。根据第四段“Their confident, spirited behaviour fascinated her, stimulating a passion for the speed and the freedom of motorcycling.(他们自信、活泼的行为吸引了她，激发了她对速度和自由的激情)”可知，她对摩托车骑行充满热情，体现了她的冒险精神。故选B。
4．What message does the author seem to convey in the text
A．The early bird catches the worm.
B．When one door closes, another opens.
C．The grass is always greener on the other side.
D．A man has many sides like a multi-faceted diamond.
4．推理判断题。根据文章最后一段“Jiang doesn’t see her two personas as conflicting. She believes everyone has multiple dimensions to their character, with the stage reflecting just one side of her life and motorcycling marking the shift from work to personal life.(江周楠并不认为她的两种身份是冲突的。她相信每个人都有多面性，舞台只是她生活的一面，而摩托车骑行则标志着从工作到个人生活的转变)”可知，作者通过江周楠的故事传达了“人有多面性，就像多面钻石”的观点。故选D。