专题 02 阅读理解（记叙文）
主题01 人与自我——个人成长
Passage 1
（2026·山东济宁·一模）
For most of my life, I treated taste as fixed. There were things I liked and things I didn’t, and that was that.
Sticking to that belief had left me in a bit of a standstill. I stopped making time for new hobbies or trying
anything new. Salsa lessons? No, thanks. Interactive theatre? Not for me. But my automatic “no” to anything that
“wasn’t my thing” only kept me trapped in the same routine of work, sleep, eating, and that left me feeling listless
and a little empty.
So, in an effort to break the boredom, I began to question whether my taste was fixed at all, or whether it might
be something I could train. I had read that children need 8 to 15 tries to accept a new food. Why shouldn’t the same
principle apply to social activities for adults?
I started small. When a friend invited me to a book club, I resisted the urge to dismiss it, despite my longstanding
dislike of reading due to dyslexia (阅读障碍症). But I went anyway. I listened to the first book on audio book and,
to my surprise, enjoyed the discussion and the people. Now I spend mornings reading. Then came music and
performance: jazz clubs, line dancing, contemporary performance — all things I had previously ignored.
Trying things you thought you wouldn’t enjoy, I found, became oddly addictive. I didn’t love everything
straight away, but I stopped saying no before I had even begun. Most recently, I tried out my local library’s chess
club. I was easily 30 years younger than everyone else, but that didn’t matter. Honestly, there was nothing quite like
being wiped off the board by someone who had been playing since before your parents met. I felt more of a connection
with others there than at any organized twenty-something social event I’ve attended.
Putting “try something new” in my diary once a week broke up the work-commute-collapse cycle I had
accidentally built my life around. Now I simply count to five, approach the friendliest-looking person with a “hello”,
and any initial awkwardness quickly fades. Next week? Who knows. Maybe magic lessons. Maybe life drawing.
Maybe both.
1．How did the author’s fixed idea affect her?
A．It simplified her daily routine. B．It left her more time for work.C．It flattened her life into dullness. D．It spared her unwanted socializing.
2．Why did the author accept her friend’s invitation to a book club?
A．To make a conscious shift in her life. B．To revisit a former interest in reading.
C．To meet her friend’s repeated requests. D．To occupy a blank in her personal calendar.
3．How did the author feel when losing the chess game?
A．Totally relieved. B．Slightly puzzled.
C．Rather embarrassed. D．Somewhat delighted.
4．What message does the author try to convey?
A．Learn to say no. B．Break out of your shell.
C．Look before you leap. D．Let go of the past.
Passage 2
（2026·山东聊城·一模）
It was back in 1990, and I was on the east coast of Spitsbergen, the largest island of Svalbard, a Norwegian
archipelago. Svalbard has a high concentration of polar bears in the spring, gathering for the mating season. When
a bear is hungry, it essentially becomes a meat-seeking missile — it can smell you from many miles away. If you’re
unwashed in a dark tent out on the floating sea ice, you can look and smell like an oversized walrus (海象).
For several nights, I stayed alert and kept waking up to what I thought was the sound of a bear in the snow.
Checking was tough — my tent was coated in ice, which would fall when I moved. Touching the outside of my
sleeping bag too long could cause frostbite. The easiest way to check was to unzip the tent, stay in my sleeping bag,
and peek out for a 360-degree view. It was cold, uncomfortable — and often pointless.
I made porridge in my mother’s old saucepan and left the camping stove on to melt snow for my Thermos.
When I unzipped the tent, I was shocked to see a full-grown polar bear just an arm’s length away, I had a loaded gun,
but it was behind me — reaching for it risked an attack. So my hand instinctively reached for the nearest combat-
ready thing I could see: the porridge encrusted saucepan. I hit the bear hard on the head with the pan. It flinched,
tilted its head, and seemed confused — the loud bang startled us both. Then it turned and ran off into the distance.
As a young adventurer I used to feel it was me against my surroundings, but then I realized I could work with
nature and bears have more of a right to be there than me. There have been times, alone in the Arctic, when I have
felt more in tune with the world than anywhere else. It breaks my heart that, because of the rapidly melting sea ice, I
have witnessed a wilderness habitat that others may never see.
5．What does “a meat-seeking missile” suggest about polar bears?
A．Their explosive physical power. B．Their deadly hunting accuracy.C．Their ability to see prey clearly. D．Their seasonal migration instincts.
6．Why did the author detail the tent-checking procedure?
A．To show his survival skills. B．To explain his fear of bears.
C．To illustrate his sleeping problems. D．To highlight an unexpected encounter.
7．Why did the author choose the saucepan to fight the bear?
A．It was within easy reach. B．It could make loud noises.
C．It wouldn’t hurt the bear. D．It could surprise the bear.
8．What transformation did the author undergo over time?
A．From fearing bears to protecting them. B．From hating adventures to loving them.
C．From opposing nature to cooperating with it. D．From a beginner to a famous explorer.
Passage 3
（2026·山东烟台·一模）
Several years ago, I was addicted to personal bests (PBs). I treated every run as a never-ceasing battle against
time with my GPS watch serving as my judge. Failure seemed certain unless I hit the target pace while success merely
fueled the urge to map out how to go faster next time.
It was two years before this means of running brought out multiple physical discomforts in me. Then a major
injury — my broken ankle — sidelined me for three months, forcing me to switch to long, unhurried walks in the
nearby park — no watch, no headphones and just the rhythm of my footsteps. It came as a revelation: I noticed the
golden color of dusk filtering through oak leaves, the laughter of children echoing from the playground and the smell
of freshly baked bread floating from a nearby bakery.
When I returned to running, I resolved to abandon the addiction to PBs, opting for a pace gentle enough to
allow off-key singing without breathing heavily. I joined a social running group, where we paused to pet dogs and
share weekly stories. Then trail running, where roots and rocks demand full attention to footing rather than speed,
became my new pursuit. Initially, it felt odd, like I was cheating, casting me into a mild state of disquiet with this
unaccustomed pace. Soon, this shift brought clarity.
One Saturday dawn, an aimless run led me to a reservoir. As I watched the sunlight sparkling on the water, I
realized I hadn’t checked my electronic watch even once — no thoughts of pace or distance, just pure pleasure in
running. That’s when it hit me: The essence of running doesn’t lie in pursuing data but in fully inhabiting the present,
embracing surrounding delights and connecting with my body, nature and the world. That, indeed, is the greatest
personal best of all. Now, I run to unwind after a long workday, to bond with friends and to witness sunrises.
Occasionally I race at full speed, only when it feels fulfilling, not driven by a device and letting go of the need toprove myself.
9．What does paragraph 1 indicate about the author?
A．He was keen on running aimlessly. B．He excelled in plotting running routes.
C．He tended to run at a constant pace. D．He took his running performance too seriously.
10．What does the underlined word “revelation” in paragraph 2 probably refer to?
A．A universal cure. B．A long-awaited miracle.
C．An ethical option. D．A refreshing discovery.
11．How did the author feel in his first attempt at trail running?
A．Uneasy. B．Relieved. C．Pessimistic. D．Determined.
12．What does the author’s experience show?
A．A run shared is a run enjoyed. B．Running is about joy not figures.
C．One can’t run before one can walk. D．A far journey begins with an initial step.
主题02 人与自我——生活与学习
Passage 1
（2026·山东菏泽·一模）
Ms. Gupta’s eighth-grade history class were afraid of the annual “Living History” project. This year’s theme
was “The Industrial Revolution: Human Cost”. Students typically recycled Wikipedia facts for a poster. But Ms.
Gupta raised a different requirement: each student would spend a week performing the dull, minute-by-minute task
of a specific historical worker, logging their physical and emotional responses.
Skeptical Sam drew “Linen Mill Doffer (落纱工), age 12”. His task：every 45 minutes, for an hour after
school, he must stop whatever he was doing and perform ten minutes of rapid, repetitive motion — acting out
replacing bobbins (纱线筒) on a spinning machine. He set a phone timer. The first interruption came during an
engaging video game. Annoyed, he hit hard at the air. The next during homework. Frustration grew. By day three, a
deep sense of powerlessness set in. He couldn’t immerse in anything, anticipating the next interruption. His log entry
read: “I feel overwhelmed. I can’t think a full thought.”
His research into actual doffers revealed more: lung diseases from dust, deafening noise, 14-hour days. A
statistic — the average life expectancy of a mill worker in 1830 was just 42 — stopped him cold. It was no longer an
abstract “cost”. It was stolen time, stolen focus, stolen childhoods. For his final project, Sam didn’t make a poster.
He wrote a simple program called “The Interruption”. When activated, it would freeze the screen every 45 minutes
with an image of a child worker for exactly ten minutes.
When he presented it, the class was silent. A girl who had embodied a “matchbox seller” spoke through tearsabout chemical poisoning. A boy who had simulated a coal carrier described the severe ache in his back.
Ms. Gupta’s goal to bridge the gap between historical data and human ache was achieved. The students had
moved from memorizing facts to feeling consequence. The project’s real lesson was that empathy isn’t just feeling
but the courageous act of voluntarily giving up your own control, even for a moment, to understand another’s
misery.
13．What made this year’s Living History project special?
A．It featured role play. B．It created fine posters.
C．It referred to Wikipedia. D．It had different themes.
14．How did Sam’s emotional change during the task?
A．Curious → calm → excited. B．Doubtful → upset → shocked.
C．Frightened → nervous → relieved. D．Uninterested → anxious → disappointed.
15．Why did Sam design the program “The Interruption”?
A．To play a trick. B．To share his feeling.
C．To learn history. D．To record his discovery.
16．What lesson might Sam and his classmates learn from the project?
A．History is a mirror. B．Suffering builds character.
C．Walk a mile in someone’s shoes. D．Every cloud has a silver lining.
Passage 2
（2026·山东潍坊·一模）
Andrew Diggs worked as a member of a joint search and rescue team to help find people missing in the flood of
the Guadalupe River. While he was searching, he came across an old wooden paddle (船桨) with markings that gave
him pause: the year 1962,Greek letters.
It was just another personal item lost among the ruins. But the more he looked at it, the more it felt like a
message — someone, somewhere, had loved this object deeply enough to hold onto it for 60 years. That meant
something. And after everything that had already been taken by the flood, it was a 1-of-1 piece of memorial lost in
the chaos. He knew he couldn’t let this be one more thing lost to time. He made it his mission to find its owner.
That mission led him to Tom Schulze, who had given the paddle to his wife when they went to a University of
Texas Formal Dance in 1962. It had been hanging in his daughter’s house — more than 3 miles from where it was
found — but the house was heavily damaged in the flood.
When reunited with the paddle, Tom called it a bright spot in a time of loss and suffering. To him, it wasn’t
just wood and paint. It was family. History. Resilience (韧性). Tom expressed his gratitude to Diggs and a promisethat he would never clean it up and would do something to preserve it as a reminder of that night of disaster.
Diggs had never been very emotional about material things but a minimalist, who believed memories live in
heart. That has changed, though. The stories behind the paddle made him realize it was a physical thing that could
remind people of so many good times. He had seen so many small things that he previously would have considered
insignificant, but now he can see what they mean to people.
17．What did Diggs do with the paddle?
A．He removed its markings. B．He kept it for himself.
C．He donated it to the museum. D．He returned it to its owner.
18．Why did Tom decide to keep the paddle as it was?
A．To preserve its paint. B．To keep it as a witness.
C．To repair it for later use. D．To maintain its commercial value.
19．What has changed for Diggs?
A．His ambition for the future. B．His daily routine of work.
C．His attitude to physical things. D．His appreciation of life meaning.
20．What is the best title for the passage?
A．A Narrow Escape B．A Huge Disaster
C．A Flood Rescue Mission D．A Rediscovered Treasure
主题01 人与自我——文化与学习
Passage 1
（2026·山东东营·一模）
When the bell rang for recess, children quickly poured out. However, ragged Vincent Sabella was left out. He
didn’t join the boys gathering around the horizontal bar, or the ones whispering in a far corner, nor the larger group
chasing in circles. Initially, he pretended to be busy with his shoelaces, bending to undo and retie them. After repeating
this for five minutes, he began casting stones at an invisible target— another five minutes gone, with five still left.
Then he just stood there, hands in pockets, then on hips.
Miss Price stood watching, wondering whether to intervene. Knowing the new boy was adopted from an
orphanage filled her with a sense of mission. She managed to control the urge that day and every day that week. Her
anxiety showed in class, though. His schoolwork errors were excused publicly, while his achievements got specialmention. Her campaign to build him up was painfully obvious. For instance, she would say, “Suppose Vincent Sabella
went to the store with fifteen cents. Candy bars cost five cents each. How many would he have?” He was well on the
way to becoming a teacher’s pet.
On Friday, Miss Price decided to speak to him privately. But lunchtime was trying for Vincent. Unlike others
who went home, he had lunch in the classroom from a wrinkled paper bag, which made for awkwardness. And her
visit didn’t help. The room still half full, she sat beside him, obviously sacrificing her lunch break. Mumbling (嘟
囔), he shifted his eyes to the departing children. With the door closed behind the last child, he finally gave her his
full attention. The more she talked, the more he seemed to relax. She went right on, feeling it was as simple and
satisfying as stroking a cat.
1．What do the three “five minutes” imply?
A．Vincent failed to integrate. B．Miss Price observed keenly.
C．Vincent followed a routine. D．Vincent’s school life was boring.
2．The underlined phrase in paragraph 2 probably refers to someone ________ by the teacher.
A．highly valued for nobility B．overly pitied for misfortune
C．deeply admired for excellence D．sharply criticized for misbehavior
3．What can we infer about the talk from paragraph 3?
A．It embarrassed Vincent. B．It finally put Vincent at ease.
C．It didn’t satisfy Miss Price. D．It was interrupted by others.
4．Which words best describe Miss Price?
A．Patient and empathetic. B．Optimistic and creative.
C．Humble and responsible. D．Caring and courageous.
Passage 2
（2026·山东青岛·一模）
I first encountered the classics at 19, when I studied English literature at university. But a lack of life experience,
combined with exams, essay deadlines and an obsession (痴迷) with good grades, left me little time to truly concentrate
on them – Middlemarch, The Picture of Dorian Gray, Pride and Prejudice, Madame Bovary etc. I loved these
books, yet I never got the chance to deeply engage with them.
Some 40 years later, as an editor, it’s now my job to figure out what makes a book tick or more often, what it
needs to make it tick. So, when a coworker suggested we deconstruct classics to find their “secret to lasting appeal”, I
was intrigued. I decided to reread Middlemarch, which I had loved before but never fully grasped. I did hesitate a
bit, though; could I, with my attention constantly distracted by technology, handle its 900 pages of tiny print?Not wanting to hold back entirely, I tried the audiobook instead. The audio’s vivid delivery certainly drew me
in, but what truly took me aback was the new understanding that came with age. Themes that felt distant at 19 came
into sharp focus at 60: ideas of marriage, ambition, and unmet expectations that had flown over my younger head
now echoed (回响) deeply within me. I also noticed striking similarities in other classic characters: Emma’s desire
for an “ideal life” in Madame Bovary mirrors the social comparison we see on social media today, and Dorian Gray’s
obsession with youth in The Picture of Dorian Gray reflects our selfie-obsessed culture.
Then came the real work: taking them apart to see why they’re classics. Some were easy to analyze, others
tricky, but we gave them the attention they deserved – more than I ever could at 19. What struck me most was that
classics last not for their age, but for capturing universal human truths: desires, fears, and hopes that never fade.
Rereading them isn’t just about revisiting old tales; it reconnects us to our unchanging human nature, enriches our
understanding of time, and grows with us as we do.
5．What does the author imply about the classics in paragraph 1?
A．They enriched his experience.
B．They proved too difficult for him.
C．They made for his academic success.
D．They failed to obtain his full appreciation.
6．What does the underlined word “intrigued” in paragraph 2 mean?
A．Hesitant. B．Interested. C．Fulfilled. D．Puzzled.
7．Why does the author mention Emma and Dorian Gray?
A．To show classics’ modern relevance.
B．To criticize current social problems.
C．To present impressive analytical skills.
D．To highlight their lasting popularity.
8．What can be a suitable title for the text?
A．Busy Youth, Fading Truth
B．Modern Whisper of Audiobooks
C．Changing Trend, Unchanging Insight
D．Time’s Echo of Literary Classics
主题02 人与自我——认知感悟
Passage 1
（2026·山东临沂·一模）Christmas time with kids is filled with warm traditions: Listening to Christmas music while decorating the
tree, going to look at Christmas lights with hot chocolate in hand, and taking the kids to visit Santa Claus. Well, delete
that last one. At least for my family.
Parents think about how fun it will be at first to take their kids to see Santa, or tell them gifts are on their way
from Santa, but this comes with a series of annoying questions about Mr. Claus like how he makes it to all the houses
in one night, as well as the broken trust after revealing the truth. I didn’t want that.
You may think that our Christmases were rigid, stuffy, and without any warmth or magic. I don’t think so. Part
of that is due to what I taught my kids about Christmas. Instead of telling them Santa is real, I told them it most likely
has its origins in St. Nicholas, a man who was kind and generous to children in need. Netflix’s 2021 movie “A Boy
Called Christmas” is a useful tool for helping kids connect Christmas myths and traditions with reality while keeping
the spirit of generosity alive.
The month of December is filled with movie and game nights, plays and concerts. These family traditions have
added flavor to my kids’ entire childhood. Hopefully, they know now that it’s the time with family, doing special
things together, that creates the magic and that my love for them goes well beyond just one day — and that magic,
wonder and awe can happen any time with family, especially if we remain generous and grateful.
My kids are older now, and they’re glad they didn’t believe the myth of Santa. It was one fewer bad memory
for them, one fewer blow to their innocent childhood.
9．What is special for the author’s family’s Christmas time?
A．Appreciating Christmas lights. B．skipping visiting Santa Claus.
C．Unlocking secrets of Santa Claus. D．Helping Santa Claus deliver gifts.
10．What does the author want to convey to her kids in paragraph3?
A．Generosity comes from reality. B．Warmth counts to Christmas.
C．St. Nicholas is an unsung hero. D．Santa myth will break kids’ trust.
11．What does the author intend to show by mentioning “the magic of Christmas”?
A．To prove that the Santa myth is not necessary for Christmas.
B．To explain why family entertainments are popular in December.
C．To show that Christmas is the most magical festival for families.
D．To stress that shared family time is the core of Christmas’ charm.
12．Which of the following can best describe the author?
A．Rigid but caring. B．Generous and devoted.
C．Distant but unconventional. D．Thoughtful and insightful.Passage 2
（2026·山东淄博·一模）
For fifteen years as a Toronto corporate lawyer, my life was measured in hours and deadlines. Efficiency was
not just a habit; it was my identity. Then I joined a wilderness canoe (独木舟) trip in northern Quebec — a decision
that would challenge everything I believed about time.
Our guide, a Creek elder named Joseph, moved with a deliberateness that initially frustrated me. Each morning,
he spent nearly an hour making tea, watching the lake, reading the sky. I calculated how much ground we could cover.
Three days later, I finally asked why we couldn’t pack up faster.
He looked at me with something between amusement and pity. “Where are you going that’s so important?”
The question caught me off guard. I opened my mouth and realized I had nothing to say. A sudden emptiness washed
over me, leaving me completely speechless. But his next words struck deeper. “My people have traveled these waters
for thousands of years,” he said. “The ones who hurry make mistakes. They miss the signs. They tip their canoes in
rapids they should have seen. The river doesn’t care how fast you want to go.”
I brushed off his words as romantic wisdom until we ran a set of rapids. I was in the bow, paddling hard,
focused on speed. Joseph called from the stern (船尾): “Slow down. Feel the water.” I turned a deaf ear to him.
Moments later, we caught an edge I hadn’t noticed, and the canoe tipped, throwing us both into freezing water.
As we dragged the canoe ashore, Joseph said nothing. His silence was more overwhelming than any lecture.
That night, sitting by the fire, I began to understand. My whole life had been about conquering time. But here, speed
had literally sunk me.
I returned to Toronto with something fundamental shifted. When colleagues race through meetings, checking
emails while pretending to listen, I find myself thinking of Joseph. The river still flows through me — a quiet reminder
that some things cannot be rushed. The unhurried are not always slow; sometimes, they are simply wise enough to
recognize what deserves their full attention.
13．What made the author speechless according to paragraph 3?
A．His lack of communication skills. B．Joseph’s rude attitude towards him.
C．Joseph’s simple but powerful question. D．His embarrassment at his impatience.
14．What do the underlined words “brushed off” mean in paragraph 4?
A．Ignored. B．Rejected. C．Embraced. D．Doubted.
15．What does the author’s experience show?
A．Speed itself is an obstacle to real success.
B．Native wisdom offers answers to urban stress.C．True progress requires knowing what matters.
D．Wilderness travel transforms anyone who tries it.
16．Which might be a suitable title for the text?
A．A Wise Cree Guide B．A Canoe Adventure
C．The Efficiency Trap D．The River’s Pace
