阶段整理:10月各地高三模拟卷27篇阅读B篇

酌情取舍，仅供参考

10月各地阅读B篇合集 私家英语

1.2026届湖南省湖南省高三上学期十月阶段监测联考一模英语试题（记叙文--画肖像治愈心灵）

2.2027届安徽皖南八校高三上学期10月教学质量检测英语试卷（记叙文：老钟传递亲情）

3.2027届山东省九五高中协作体高三10月联考英语（记叙文：种植日记）

4.2027届八省八校T8联考高三10月联合测评英语试卷（记叙文：自学木工）

5.广东高三阶段联考2026-2027学年高三上学期10月阶段检测英语试题（记叙文：Samir的人生经历）

6.海门一调（记叙文：推拿治疗颈椎）

7.杭州第二中学高三年级2026学年第一学期10月适应性检测（记叙文：新时代工匠精神）

8.湖北云学联盟2026-2027学年高三年级10月阶段训练英语试卷（记叙文：父女漂流）

9.江苏省2027届高三10月质量检测英语试题（记叙文：教爷爷下象棋）

10.江苏省南京市2027届高三10月质量检测自编英语试题（记叙文：祖父旧笔记本）

11.江苏省苏州市2027届高三10月质量检测英语试题（记叙文：彩票中奖）

12.江苏省无锡市2027届高三10月质量检测英语试题练习卷（记叙文：野生动物训练师秘诀）

13.江浙皖共同体（记叙文：尼克・道林的故事）

14.2026年10月山东名校考试联盟高三年级阶段性检测英语试卷（记叙文：网络与现实安全）

15.湘豫名校2026-2027学年高三上学期10月阶段检测（记叙文：用AI个性化RNA疫苗）

16.福建百校联考2026-2027学年高三上学期10月阶段检测英语试题（记叙文：旧图书馆中感悟）

17.广东部分学校2026-2027学年上学期高三年级10月适应性训练英语（记叙文：3D打印混凝土）

18.广东省深圳市龙岗区多校联考2026-2027学年高三上学期10月阶段检测英语题（记叙文:学习古典吉他）

19.湖北名校联盟Z20高三2027届上学期10月阶段诊断英语试题（记叙文：敢于质疑）

20.湖南长沙市长郡中学2026-2027学年高三上学期10月阶段检测英语试题（记叙文：成为励志演说家）

21.江西U18名校联盟2026～2027学年度上学期高三阶段性联考（记叙文：德国小村庄能源转型项目）

22.山东省百世联盟2026-2027学年高三上学期10月阶段检测英语试题（记叙文：谢琳的海洋保护）

23.山东潍坊市四县联考2026-2027学年高三上学期10月英语试题（记叙文：坏的旧洗衣机）

24.26年10月强基英语高三联考题库（记叙文：出版《尤利西斯》）

25.山东省济南市2027届高三10月质量检测英语试题（记叙文：制作油纸伞）

26.27届高三第一学期天域联考10月英语（记叙文：走进敦煌）

27.辽宁名校联盟2027届高三10月联考（记叙文：绿色屋顶降温项目）

1.2026届湖南省湖南省高三上学期十月阶段监测联考一模英语试题

B

A graduating senior from Waunakee High School in Wisconsin quietly closed out her high school years with a deeply personal gesture that moved an entire community. Molly Shafer,18. spent hundreds of hours painting portraits of her classmates, many of whom she had barely spoken to in years, hoping to reconnect before parting ways for good.

Shafer had once been outgoing in elementary and middle school, but as she entered high school, socialanxiety made in harder to maintain friendships. A 2013 review in the Journal of Anxiety Disorders found, thatsocial anxiety often leads to a felt lack of connection, not necessarily because peers are rejecting the individual, but because anxiety can distort how social signals are interpreted Classmates admitted they hadn't spoken toShafer in years, nor had they hung out at all. But instead of withdrawıng further, Shafer took it upon herself toreach out in an unusual way. She turned her garage loft into an art studio and committed to painting a portrait of every student she remembered from earlier school years. Working about four hours each day, she completed 44 painting over 600 hours, averaging 13 hours per portrait.

At the end of the school year, Shafer gifted the paintings to the students as a parting gesture. The response was emotional. “It's truly unbelievable,” one classmate said. Some classmates were touched, while others admitted they felt a deep regret for not staying connected or making more effort to include her. “We did have that friendship, and I didn't put forth the work to keep it,” one student confessed. Another added, “All of us probably feel a little regret for not paying more attention.

For Shafer, the project was about healing for herself and others. She hoped that by making herself vulnerable, her classmates might see her more clearly and reflect on their own assumptions. “You can't go through life thinking that you don't have friends because they don't like you, because that's not the case. People aren't thinking that hard about you. It's all in your head. You just have to try,” she said.

24. Why did Shafer paint portraits of her classmates?

A. To show her gratitude for their aidB. To help classmates remember their old days.

C. To win praise from the whole community.D. To reconnect with them before graduation.

25. What does the underlined word “distort” in paragraph 2 mean?

A. Improve.B. RecordC. Accept.D. Misunderstand.

26. How did Shafer's classmates feel after receiving the portraits?

A. Jealous and anxiousB. Moved and regretful.

C. Indifferent and bored.D. Angry and disappointed.

27, What does Shafer's experience show?

A. Silence is gold.B. It's never too late to reach out.

C. Others’ opinions decide one's self-worth.D. Anxiety stops people from making friends.

答案：24-27 DD BB

【导语】这是一篇记叙文。文章讲述了美国威斯康星州沃诺基高中的毕业生 Molly Shafer因社交焦虑在高中阶段难以维系友谊，却通过花费数百小时为同学画肖像的方式，在毕业前尝试与大家重新建立联系，这一举动不仅打动了整个社区，也让她自己和同学都获得了心灵的治愈。

【24题详解】细节理解题。根据第一段“Molly Shafer, 18, spent hundreds of hours paintingportraits of her classmates, many of whom she had barely spoken to in years, hoping toconnect before parting ways for good.(18岁的 Molly Shafer花了数百个小时为同学们画肖像，其中很多人她已经多年没怎么说过话了，她希望在永久分别前重新建立联系)”可知， MollyShafer为同学们画肖像是为了在毕业前与他们重新建立联系。故选 D。

【25题详解】词义猜测题。根据第二段“A 2018 review in the Journal of Anxiety Disordersfound that social anxiety often leads to a felt lack of connection, not necessarily because peersare rejecting the individual, but because anxiety can distort how social signals are interpreted.(《焦虑障碍杂志》2013 年的一篇评论发现，社交焦虑往往会让人感觉缺乏人际联系，这不一定是因为同龄人排斥这个人，而是因为焦虑会扭曲人们对社交信号的解读方式)”可知，社交焦虑导致“感觉缺乏联系”的原因，是焦虑对社交信号的解读产生了负面作用。结合语境可推测，“distort”意为“误解、扭曲”，与“Misunderstand”语义相近。故选 D。

【26题详解】细节理解题。根据第三段“The response was emotional.‘It's truly unbelievable,’one classmate said. Some classmates were touched, while others admitted they felt a deepregret for not staying connected or making more effort to include her.(同学们的反应十分激动。‘这真的太不可思议了，’一位同学说。一些同学深受感动，另一些同学则承认，他们对没有与 Molly Shafer保持联系、没有更努力地接纳她感到深深的遗憾)”可知，同学们收到肖像后，内心既受触动又充满愧疚，故选 B。

【27题详解】主旨推断题。根据全文内容， Molly Shafer高中时期因社交焦虑与同学们逐渐疏远，但她并未选择进一步退缩，而是在毕业前通过绘画肖像这一特别的方式主动迈出脚步，尝试与同学们重新建立联系。最终，她的举动不仅治愈了自己，也让同学们反思过去的疏忽，成功打破了人际隔阂。这一经历表明“主动伸出援手，建立连接永远不晚”。故选B。

2.2027届安徽皖南八校高三上学期10月教学质量检测英语试卷

B

The other evening, my seven-year-old daughter Lily wandered into the kitchen, and asked me how soon her favorite cartoon would start. I just nodded my chin (下巴) toward the old round clock that had hung on our kitchen wall since before she was born. “When the big hand points straight up and the little hand is on eight,” I said. She went quiet for a moment. Then I heard her sigh, “But Mom,” she said, “that doesn’t tell me numbers. My tablet gives me the time in numbers. Why can’t you just tell me like normal?”

It struck me then that Lily, who could unlock my phone, find her favorite app, and send voice messages to her grandmother in seconds, had never actually learned to read a clock face. She lived in a world of digital numbers, where time was just digits glowing (发亮) on a screen, not two hands moving slowly across a painted circle.

I took the clock down from the wall and sat with her at the kitchen table. It took a while to explain that each number stood for five minutes, that the hands moved together like partners in a dance, that “half past” meant thirty and “quarter to” meant forty-five. She stared at the clock, clearly confused at first. Then suddenly her eyes lit up and she smiled. “It’s like a puzzle!” she said, and began pointing and counting under her breath. After a few more tries, she looked up. “So right now it’s twenty to eight?” she asked, and I nodded.

I thought of my own mother then, who had taught me to tell time on the same clock when I was exactly Lily’s age. That clock had hung in our house for over thirty years, a quiet witness to countless bedtimes and hurried breakfasts.

Lily ran off to watch her cartoon, but I stayed there, the old clock resting in my hands. Sometime thirty years ago, my mother leaned over this same table, pointing at those same hands, and I was the child who couldn’t read a clock. Now it is my turn. The clock ticks (滴答走时) on, steady and sure, and I realize it has never really been just measuring time. It has been measuring love, passed quietly from one pair of hands to the next.

24. Why couldn’t Lily tell when her cartoon would start?

A. She had poor eyesight.B. She couldn’t read clocks with hands.

C. She didn’t trust the old clock.D. She hadn’t learned numbers yet.

25. How did Lily react when she finally worked out the clock?

A. Confused.B. Frightened.C. Joyful.D. Blank.

26. What does the clock stand for in the text?

A. Family affection and continuity.B. A valuable family antique.

C. A disappearing old tradition.D. Happy childhood memories.

27. Which of the following can be the best title for the text?

A. Lily’s PuzzleB. Two GenerationsC. Digital TimesD. Love Ticks on

答案： 24. B25. C26. A27. D 

【导语】这是一篇记叙文。文章讲述作者七岁的女儿 Lily 习惯看电子数字时间，不会认读带指针的老式钟表，作者取下挂钟教女儿认时间，由此联想到当年自己的妈妈也是用这同一个钟教会自己认时间。这只老钟不只是用来计量时间，更是承载着代代传递的亲情。

【24 题详解】细节理解题。根据第二段 “It struck me then that Lily, who could unlock my phone, find her favorite app, and send voice messages to her grandmother in seconds, had never actually learned to read a clock face.（我这时才意识到，莉莉能解开我的手机、找到喜欢的应用、几秒内给奶奶发语音消息，但她其实从来没有学会认读表盘）” 可知，莉莉不知道动画片什么时候开始，是因为她不会认读带指针的钟表。故选 B。

【25 题详解】细节理解题。根据第三段 “Then suddenly her eyes lit up and she smiled. ‘It’s like a puzzle!’ she said…（突然她眼睛一亮，笑了起来。她说：‘这就像一个拼图！’）” 可知，当她终于弄懂钟表怎么看的时候，她很开心。joyful 意为快乐的、欣喜的。故选 C。

【26 题详解】推理判断题。根据最后一段 “The clock ticks on, steady and sure, and I realize it has never really been just measuring time. It has been measuring love, passed quietly from one pair of hands to the next.（时钟滴答作响，稳定而笃定。我意识到它不只是在计量时间，它丈量着爱，在一代又一代人手中静静传递）”，再结合妈妈教作者、作者再教女儿这条线索，可知钟表代表着亲情与爱的延续。故选 A。

【27 题详解】主旨大意题。通读全文，文章围绕一只代代相传的老挂钟展开，钟表滴答走动，承载着代代传递的爱。D 选项 Love Ticks on（爱随滴答，绵延不息）既紧扣文中 clock ticks 的细节，又点明文章 “爱不断传递” 的核心。A 选项 Lily’s Puzzle 只是局部细节；B 选项 Two Generations 概括太宽泛；C 选项 Digital Times 只是背景引入，不是主旨。故选 D。

3.2027届山东省九五高中协作体高三10月联考英语

B

Last spring, I cleaned the dusty shelf in my study and found a worn paper notebook. Its cover was marked with ink spots and scratches, and the neat handwriting belonged entirely to my grandfather. It had lain forgotten in the corner for years, and holding it brought back a flood of old memories.

My grandfather loved gardening and tended his backyard plants in his spare time. When I was a teenager, I often complained that nothing I grew on my balcony could survive. Every seed I sowed either dried up in strong sunlight or was washed away by sudden rains. Feeling hopeless, I told Grandfather I had no talent for planting Instead of giving empty comfort, he handed me the notebook and advised me to keep a planting journal. I was supposed to record sowing time, sunlight, water and every problem my plants met, so that I could find out my mistakes.

At first, I thought the method was pointless and time-consuming. I believed good results depended merely on luck and talent. Still I kept recording details out of respect for my grandfather. Most plants failed to grow well at first, yet I gradually stopped feeling discouraged. I learned to observe patiently and adjust my methods repeatedly, until several delicate green shoots finally appeared.

This small progress totally changed my way of thinking. I no longer blamed external conditions for failures. Instead, I focused on my own methods and patience. This process of trial and error greatly shaped my attitude toward study and life.

Grandfather passed away three years ago. I once thought the notebook was only a simple gardening tool. Rereading it now, I realize its true value It was never about growing plants. What Grandfather intended to teach me is that real growth never comes from sudden breakthroughs. True progress lies in careful observation, constant small adjustments, and persistent courage in the face of repeated failures.

24. What reminded the author of her past experiences ?

A. A worn notebook.B. Routine shelf tidying.

C. The dust in the corner.D. Grandpa's handwritten entries.

25. What did Grandfather do when the author felt hopeless?

A. He handed her a notebook.B. He gave her practical advice.

C. He shared his gardening methods.D. He offered empty encouragement.

26. Why did the author keep the journal at first?

A. To find out why her plants failed. B. To keep records for later reference. 

C. To show respect for her grandfather.D. To improve her gardening skills fast.

27. What does the author's experience show?

A. Small steady efforts lead to growth. B. Plant records promise steady harvests. 

C. Memories can inspire new discoveries. D. Family guidance solves growing troubles.

27. A查阅数百种资料并“making numerous notes”（做大量笔记），体现thorough的细致周密；“decades of sustained efforts”（数十年的持续努力）体现devoted的投入与奉献。A项的两个品质都有具体行动支撑。

27.辽宁名校联盟2027届高三10月联考

B

Sneha Sahu is an Indian local public servant who has devoted years to developing cheap green cooling methods to fight deadly summer heat waves. In many poor communities of her state, most public schools and low-income families cannot afford air conditioners. Every summer, temperatures often climb above 40℃ inside classrooms and small houses; students struggle to focus on lessons and elderly residents easily suffer from heat exhaustion. Driven by the tough living conditions of vulnerable（脆弱的）groups, Sneha started the creative Cool Roof Project four years ago. 

Her core green solution is simple but effective: painting building rooftops with special white reflective paint to reflect most sunlight instead of trapping heat. Besides cool roofs, she added supporting eco-measures: planting native shade trees around buildings, fitting natural ventilation（通风系统）windows and collecting rainwater for watering plants. At first, lots of local school leaders and villagers doubted the low-cost green idea. They thought only expensive air conditioning could beat extreme heat and refused to cooperate. Sneha visited dozens of communities day after day, showing real test data of temperature drop and persuading people to give the green project a try. 

Gradually, over 200 public schools finished cool roof transformation with community support. Inside these classrooms, indoor temperature falls 5℃ to 8℃ in hot summer without any electricity cost. As the project went smoothly, Sneha gained unexpected personal growth: she used to be shy and afraid of public speeches, but frequent community communication made her outgoing and skilled at organizing large-scale environmental activities. 

Now the successful green cooling model is spreading to local social housing areas. Families living in these houses cut nearly half of their cooling-related electricity bills. Sneha’s small green practice has grown into a city-wide environmental campaign, inspiring more civil servants and young volunteers to design affordable eco-friendly ways against global heat waves. Her experience proves that cheap nature-based innovation can effectively help ordinary people survive extreme high temperatures. 

24. What pushed Sneha Sahu to carry out the Cool Roof Project?

A. Official orders and work requirements.B. Poor people’s suffering from extreme heat. 

C. Her personal research on new building materials. D. Global climate’s requirement on heat prevention. 

25. Why did local people refuse Sneha’s project at first?

A. The project is expensive. B. They preferred to plant trees. 

C. They worried the damage of white paint. D. They underestimated the effect of the green cooling. 

26. What unexpected personal change happened to Sneha from the project?

A. She built many new green schools nationwide. 

B. She earned big profits by selling reflective roof paint. 

C. She became sociable and good at organizing activities. 

D. She was promoted by the state’s environment department. 

27. Which word best describes Sneha’s character?

A. Persistent. B. Humorous. C. Modest. D. Cautious. 

答案：24-27 BDCA

【语篇导读】本文是一篇记叙文。文章主要讲的是印度地方公务员Sneha Sahu因贫困群体深受极端高温之苦，发起并推广低成本绿色屋顶降温项目，帮助社区抵御酷暑，并带动更多人参与环保行动的故事。

第24题.B 细节理解。解析：第一段提到，贫困社区的学校和学生、低收入家庭买不起空调，夏季室内温度常超40℃，学生难以集中注意力，老人容易中暑；正是“Driven by the tough living conditions of vulnerable groups”，Sneha才开始Cool Roof Project。故选B。

第25题.D 细节理解。解析：第二段指出，当地学校领导和村民起初怀疑这个低成本绿色方案，认为“只有昂贵的空调才能战胜极端高温”，因此拒绝合作。这说明他们低估了绿色降温方式的效果，而不是项目昂贵、喜欢植树或担心白漆有害。故选D。

第26题.C 细节理解。解析：第三段明确说Sneha获得了“unexpected personal growth”：她过去害羞、害怕公开演讲，但频繁的社区沟通使她变得外向，并擅长组织大型环保活动。故选C。

第27题.A 推理判断。解析：面对当地人的怀疑和拒绝，Sneha “visited dozens of communities day after day”，用真实温度数据劝说人们尝试，最终使200多所公立学校完成改造。这最能体现她坚持不懈、有毅力的性格。幽默、谦虚、谨慎在文中没有充分依据。故选A。