高考全国卷真题考前分类集训
阅读理解B 篇
2022·新高考I 卷
Like most of us, I try to be mindful of food that goes to waste. The arugula(芝麻菜)
was to make a nice green salad, rounding out a roast chicken dinner. But I ended up
working late. Then friends called with a dinner invitation. I stuck the chicken in the freezer.
But as days passed, the arugula went bad. Even worse, I had unthinkingly bought way too
much; I could have made six salads with what I threw out.
In a world where nearly 800 million people a year go hungry, “food waste goes
against the moral grain,” as Elizabeth Royte writes in this month’s cover story. It’s jaw-
dropping how much perfectly good food is thrown away from “ugly” (but quite eatable)
vegetables rejected by grocers to large amounts of uneaten dishes thrown into restaurant
garbage cans.
Producing food that no one eats wastes the water, fuel, and other resources used to
grow it. That makes food waste an environmental problem. In fact, Royte writes, “if food
waste were a country, it would be the third largest producer of greenhouse gases in the
world.”
If that’s hard to understand, let’s keep it as simple as the arugula at the back of my
refrigerator. Mike Curtin sees my arugula story all the time—but for him, it’s more like 12
boxes of donated strawberries nearing their last days. Curtin is CEO of DC Central Kitchen
in Washington.D.C., which recovers food and turns it into healthy meals. Last year it
recovered more than 807,500 pounds of food by taking donations and collecting
blemished(有瑕疵的) produce that otherwise would have rotted in fields. And the
strawberries? Volunteers will wash, cut, and freeze or dry them for use in meals down the
road.
Such methods seem obvious, yet so often we just don’t think. “Everyone can play a
part in reducing waste，whether by not purchasing more food than necessary in your weekly
shopping or by asking restaurants to not include the side dish you won’t eat.” Curtin says.
24. What does the author want to show by telling the arugula story？
A. We pay little attention to food waste.
B. We waste food unintentionally at times.
C. We waste more vegetables than meat.
D. We have good reasons for wasting food.
25. What is a consequence of food waste according to the text？
A. Moral decline.
B. Environmental harm.
C. Energy shortage.
D. Worldwide starvation.
26. What does Curtin’s company do？
A. It produces kitchen equipment.
B. It turns rotten arugula into clean fuel.
C. It helps local farmers grow fruits.
D. It makes meals out of unwanted food.
27. What does Curtin suggest people do？
A. Buy only what is needed.
B. Reduce food consumption.
C. Go shopping once a week.
D. Eat in restaurants less often.
2022·新高考II 卷
We journalists live in a new age of storytelling, with many new multimedia tools. Many
young people don’t even realize it’s new. For them, it’s just normal.
This hit
home
for
me
as I was sitting with my 2-year-old grandson on a sofa over the
Spring Festival holiday. I had brought a children’s book to read.It had simple words and
colorful pictures—a perfect match for his age.
Picture this：my grandson sitting on my lap as I hold the book in front so he can see
the pictures. As I read, he reaches out and pokes(戳) the page with his finger.
What’s up with that? He just likes the pictures, I thought. Then I turned the page and
continued. He poked the page even harder. I nearly dropped the book. I was confused: Is
there something wrong with this kid？
Then I realized what was happening. He was actually a stranger to books. His father
frequently amused the boy with a tablet computer which was loaded with colorful pictures
that come alive when you poke them. He thought my storybook was like that.
Sorry, kid. This book is not part of your high-tech world. It’s an outdated, lifeless
thing. An antique, like your grandfather. Well, I may be old, but I’m not hopelessly
challenged, digitally speaking. I edit video and produce audio. I use mobile payment. I’ve
even built websites.
There’s one notable gap in my new-media experience, however: I’ve spent little time in
front of a camera, since I have a face made for radio. But that didn’t stop China Daily
from asking me last week to share a personal story for a video project about the integration
of Beijing, Tianjin and Hebei province.
Anyway, grandpa is now an internet star—two minutes of fame! I promise not to let it
go to my head. But I will make sure my 2-year-old grandson sees it on his tablet.
24. What do the underlined words “hit home for me” mean in paragraph 2？
A. Provided shelter for me.
B. Became very clear to me.
C. Took the pressure off me.
D. Worked quite well on me.
25. Why did the kid poke the storybook？
A. He took it for a tablet computer.
B. He disliked the colorful pictures.
C. He was angry with his grandpa.
D. He wanted to read it by himself.
26. What does the author think of himself？
A. Socially ambitious.
B. Physically attractive.
C. Financially independent.
D. Digitally competent.
27. What can we learn about the author as a journalist？
A. He lacks experience in his job.
B. He seldom appears on television.
C. He manages a video department.
D. He often interviews internet stars.
2023·新课标I 卷
When John Todd was a child, he loved to explore the woods around his house, observing how
nature solved problems. A dirty stream, for example, often became clear after flowing through plants
and along rocks where tiny creatures lived. When he got older, John started to wonder if this process
could be used to clean up the messes people were making.
After studying agriculture, medicine, and fisheries in college, John went back to observing
nature and asking questions. Why can certain plants trap harmful bacteria(细菌)? Which kinds of
fish can eat cancer-causing chemicals? With the right combination of animals and plants, he figured,
maybe he could clean up waste the way nature did. He decided to build what he would later call an
eco-machine.
The task John set for himself was to remove harmful substances from some sludge(污泥). First,
he constructed a series of clear fiberglass tanks connected to each other. Then he went around to
local ponds and streams and brought back some plants and animals. He placed them in the tanks and
waited. Little by little, these different kinds of life got used to one another and formed their own
ecosystem. After a few weeks, John added the sludge.
He was amazed at the results. The plants and animals in the eco-machine took the sludge as food
and began to eat it! Within weeks, it had all been digested, and all that was left was pure water.
Over the years, John has taken on many big jobs. He developed a greenhouse—like facility that
treated sewage(污水) from 1,600 homes in South Burlington. He also designed an eco-machine to
clean canal water in Fuzhou, a city in southeast China.
“Ecological design” is the name John gives to what he does. “Life on Earth is kind of a box of
spare parts for the inventor,” he says. “You put organisms in new relationships and observe what’s
happening. Then you let these new systems develop their own ways to self-repair.”
24. What can we learn about John from the first two paragraphs?
A. He was fond of traveling.
B. He enjoyed being alone.
C. He had an inquiring mind.
D. He longed to be a doctor.
25. Why did John put the sludge into the tanks?
A. To feed the animals.
B. To build an ecosystem.
C. To protect the plants.
D. To test the eco-machine.
26. What is the author’s purpose in mentioning Fuzhou?
A. To review John’s research plans.
B. To show an application of John’s idea.
C. To compare John’s different jobs.
D. To erase doubts about John’s invention.
27. What is the basis for John’s work?
A. Nature can repair itself.
B. Organisms need water to survive.
C. Life on Earth is diverse.
D. Most tiny creatures live in groups.
2023·新课标II 卷
Turning soil, pulling weeds, and harvesting cabbage sound like tough work for middle
and high school kids. And at first it is, says Abby Jaramillo, who with another teacher
started Urban Sprouts, a school garden program at four low-income schools. The program
aims to help students develop science skills, environmental awareness, and healthy lifestyles.
Jaramillo’s students live in neighborhoods where fresh food and green space are not
easy to find and fast food restaurants outnumber grocery stores. “The kids literally come to
school with bags of snacks and large bottles of soft drinks,” she says. “They come to us
thinking vegetables are awful, dirt is awful, insects are awful.” Though some are initially
scared of the insects and turned off by the dirt, most are eager to try something new.
Urban Sprouts’ classes, at two middle schools and two high schools, include hands-on
experiments such as soil testing, flower-and-seed dissection, tastings of fresh or dried
produce, and work in the garden. Several times a year, students cook the vegetables they
grow, and they occasionally make salads for their entire schools.
Program evaluations show that kids eat more vegetables as a result of the classes. “We
have students who say they went home and talked to their parents and now they’re eating
differently,” Jaramillo says.
She adds that the program’s benefits go beyond nutrition. Some students get so
interested in gardening that they bring home seeds to start their own vegetable gardens.
Besides, working in the garden seems to have a calming effect on Jaramillo’s special
education students, many of whom have emotional control issues. “They get outside,” she
says, “and they feel successful.”
24. What do we know about Abby Jaramillo？
A. She used to be a health worker.
B. She grew up in a low-income family.
C. She owns a fast food restaurant.
D. She is an initiator of Urban Sprouts.
25. What was a problem facing Jaramillo at the start of the program？
A. The kids’ parents distrusted her.
B. Students had little time for her classes.
C. Some kids disliked garden work.
D. There was no space for school gardens.
26. Which of the following best describes the impact of the program？
A. Far-reaching.
B. Predictable.
C. Short-lived.
D. Unidentifiable.
27. What can be a suitable title for the text？
A. Rescuing School Gardens
B. Experiencing Country Life
C. Growing Vegetable Lovers
D. Changing Local Landscape
2024·新课标I 卷
“I am not crazy,” says Dr. William Farber, shortly after performing acupuncture(针灸) on a
rabbit. “I am ahead of my time.” If he seems a little defensive, it might be because even some of his
coworkers occasionally laugh at his unusual methods. But Farber is certain he’ll have the last laugh.
He’s one of a small but growing number of American veterinarians(兽医) now practicing “holistic”
medicine—combining traditional Western treatments with acupuncture, chiropractic(按摩疗法) and
herbal medicine.
Farber, a graduate of Colorado State University, started out as a more conventional
veterinarian. He became interested in alternative treatments 20 years ago when he suffered from
terrible back pain. He tried muscle-relaxing drugs but found little relief. Then he tried acupuncture,
an ancient Chinese practice, and was amazed that he improved after two or three treatments. What
worked on a veterinarian seemed likely to work on his patients. So, after studying the techniques for
a couple of years, he began offering them to pets.
Leigh Tindale’s dog Charlie had a serious heart condition. After Charlie had a heart attack,
Tindale says, she was prepared to put him to sleep, but Farber’s treatments eased her dog’s suffering
so much that she was able to keep him alive for an additional five months. And Priscilla Dewing
reports that her horse, Nappy, “moves more easily and rides more comfortably” after a chiropractic
adjustment.
Farber is certain that the holistic approach will grow more popular with time, and if the past is
any indication, he may be right: Since 1982, membership in the American Holistic Veterinary
Medical Association has grown from 30 to over 700. “Sometimes it surprises me that it works so
well,” he says. “I will do anything to help an animal. That’s my job.”
24. What do some of Farber’s coworkers think of him?
A. He’s odd.
B. He’s strict.
C. He’s brave.
D. He’s rude.
25. Why did Farber decide to try acupuncture on pets?
A. He was trained in it at university.
B. He was inspired by another veterinarian.
C. He benefited from it as a patient.
D. He wanted to save money for pet owners.
26. What does paragraph 3 mainly talk about?
A. Steps of a chiropractic treatment.
B. The complexity of veterinarians’ work.
C. Examples of rare animal diseases. D. The effectiveness of holistic medicine.
27. Why does the author mention the American Holistic Veterinary Medical Association?
A. To prove Farber’s point.
B. To emphasize its importance.
C. To praise veterinarians.
D. To advocate animal protection.
2024·新课标II 卷
Do you ever get to the train station and realize you forgot to bring something to read? Yes, we
all have our phones, but many of us still like to go old school and read something printed.
Well, there’s a kiosk(小亭) for that. In the San Francisco Bay Area, at least.
“You enter the fare gates(检票口) and you’ll see a kiosk that is lit up and it tells you can get a
one-minute, a three-minute, or a five-minute story,” says Alicia Trost, the chief communications
officer for the San Francisco Bay Area Rapid Transit— known as BART. “You choose which length
you want and it gives you a receipt-like short story.”
It’s that simple. Riders have printed nearly 20,000 short stories and poems since the program
was launched last March. Some are classic short stories, and some are new original works.
Trost also wants to introduce local writers to local riders. “We wanted to do something where
we do a call to artists in the Bay Area to submit stories for a contest,” Trost says. “And as of right
now, we’ve received about 120 submissions. The winning stories would go into our kiosk and then
you would be a published artist.”
Ridership on transit(交通) systems across the country has been down the past half century, so
could short stories save transit?
Trost thinks so.
“At the end of the day all transit agencies right now are doing everything they can to improve
the rider experience. So I absolutely think we will get more riders just because of short stories,” she
says.
And you’ll never be without something to read.
24. Why did BART start the kiosk program?
A. To promote the local culture.
B. To discourage phone use.
C. To meet passengers’ needs.
D. To reduce its running costs.
25. How are the stories categorized in the kiosk?
A. By popularity.
B. By length.
C. By theme.
D. By language.
26. What has Trost been doing recently?
A. Organizing a story contest.
B. Doing a survey of customers.
C. Choosing a print publisher.
D. Conducting interviews with artists.
27. What is Trost’s opinion about BART’s future?
A. It will close down.
B. Its profits will decline.
C. It will expand nationwide.
D. Its ridership will increase.
2025·全国一卷
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.
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.
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.
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.
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.
26. What does the underlined word “staggering” in paragraph 3 mean?
A. Mixed.
B. Amazing.
C. Similar.
D. Disturbing.
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.
2025·全国二卷
Kathy Ho teaches high school inside Lucile Packard Children’s Hospital Stanford (LPCH).
“Sometimes I don’t like saying that I’m a teacher,” says Ho. “People get in their minds an idea of
what teachers do, but that’s not really what it is here.”
“Here” is room 386, where each year, about 500 LPCH patients also become students. The
hospital school is free of parents, doctors, and medical procedures. It’s a place of learning. About half
of Ho’s students stay for a week or less; others are there for more than a year. Most of Ho’s students
will recover, which means that preparing them to return to school is an increasingly important
component of care.
Still, in room 386, academics don’t come first. Physical health and mental health are the priority.
“If you’re scared about something and thinking only about that, there’s no way you’re going to be
able to learn,” Ho says. “I’m a coach, an adviser, and a comforter, and that’s what it means to be a
hospital teacher.”
There are up to 30 students at any given time in Ho’s class. She generally works with their
regular teachers to get lessons and tests being used at their home schools. Some teachers don’t give
the kids any assignments; they express sympathy instead. “I feel like it is a disservice to the kids,”
Ho says. “They think their teachers don’t care about their schoolwork.”
Ho recognizes the psychological benefit of helping kids keep up with their peers (同龄人)
outside the hospital. “I actually think the medicine is only a small piece for some problems,” says
Julie Good, director of pain management services at LPCH. “It’s about problem-solving around what
it means to have a full life. Those kids have dreams. School can keep those dreams alive by giving
kids a way to learn and grow.”
24. Who does Ho teach at LPCH?
A. Sick children.
B. Young nurses.
C. Medical students.
D. Patients’ parents.
25. What is a characteristic of Ho’s job?
A. Prioritizing academics.
B. Encouraging innovation.
C. Treating various diseases.
D. Playing multiple roles.
26. What does the underlined word “it” refer to in Paragraph 4?
A. Offering regular lessons.
B. Paying extra attention.
C. Assigning no schoolwork.
D. Showing no sympathy.
27. How does the hospital school benefit the students according to Good?
A. It eases peer pressure.
B. It helps them live in hope.
C. It frees them from aches.
D. It entertains them with stories.
