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猜想1：阐释劳动价值与工匠精神
样题1阅读理解：红松鼠守护者的劳动哲学
本题考查对“人与自我”主题下新增子主题“劳动实践，劳动价值与工匠精神”的深入理解与价值阐释能力，是对课标修订关于文化知识中新增“劳动精神、劳动价值和工匠精神”要求的具体落实。该题通过讲述Polly Pullar投身苏格兰红松鼠保护事业的真实事迹，生动体现了热爱自然、专注、坚守、责任担当等劳动品质与工匠精神。题目引导学生思考劳动的多维价值-不仅在于创造有形成果，更蕴含情感投入、生态守护与精神传承的意义，鼓励学生理解平凡坚守中的非凡价值，并启发他们运用英语讲述敬业奉献、人与自然和谐共生的中国故事，彰显了英语学科工具性与人文性的有机统一。
［2026届江苏扬州11月期中调研］Efforts to help Scotland's red squirrels are bearing positive fruits, which owes much to the Saving Scotland's Red Squirrels (SSRS) project and its helper, Polly Pullar, who has transformed her farm into red squirrels' natural habitat.
Polly recalls her first encounters with red squirrels at school in Dunkeld. Despite being a top student and popular girl on campus, she, as a boarder, frequently missed her family far away when she was alone. She got her first baby squirrels to look after in the nearby woods. "I became completely absorbed in them and they distracted me from missing home too much," she says.
The squirrels eventually returned to the wild, and since then she has regularly taken more in,developing special techniques such as regular touching to stimulate bodily functions. In Polly's view, the eventual release is often challenging because the newly released squirrels still need feeding until they rewild themselves. Their delicate character makes them suffer from stress more seriously than other small creatures.
Polly's own farm, where she lives now, has a rising population of the reds. There are open fields, dense woods and little clearings. With the help of the SSRS, more than 20,000 trees have been planted. On the farm, everything is kept untidy. “We arrange it intentionally to keep the living environment of squirrels original and natural." To Polly's relief, it has proved a major boost for the reds' population.
Polly believes the reds have a healthy future if efforts can be maintained. That is a matter of
money, one for the politicians. The experience of raising red squirrels has taught Polly a lesson:“When I have these baby squirrels in my hands and they are completely dependent on me, they highlight the fact that we humans hold the key to nature. It is our duty to protect the natural world.”
1.What did tending the baby squirrels relieve Polly of
A. Social anxiety.
B. Academic pressure.
C. Life's boredom.
D. Intense homesickness.
2.What is Polly's concern for returning the squirrels to the wild
A. The choice of suitable places.
B. The lack of special techniques.
C. The need for constant feeding.
D. The stress from other animals.
3.Why doesn't Polly keep the farm neat and well arranged
A. To preserve a wild habitat.
B. To attract the attention of the SSRS.
C. To seek politicians' economic support.
D. To make room for newly-planted trees.
4.What do Polly's words mainly convey in the last paragraph
A. Her pride in human superiority.
B. Her affection for red squirrels.
C. Her sense of shared responsibility.
D. Her appreciation of the wildness.
参考答案与解析
【语篇导读】这是一篇记人叙事类文章，文章结构为：成果展示（Para.1）→个人缘起（Para.2）→救助方法与挑战（Para.3）→栖息地改造（Para.4）→理念升华（Para.5）。文章主要讲述了Polly Pullar投身苏格兰红松鼠保护事业的事迹。故事超越了动物保护本身，既体现出Polly 的专注、坚守与责任感，更启发读者深入思考人类在自然中的角色与担当。
1．设问方向对人物情感变化的细节设问-照料小松鼠帮Polly缓解了什么？
答案解析细节理解题。根据第二段中的“I became completely absorbed in them and they distracted me from missing home too much”可知，照料红松鼠让她完全投入其中，从而分散了过度想家的思绪。D项“Intense homesickness”（强烈的思乡之情）与原文“missing home too much”直接对应，且题干中的“relieve...of”对应原文的“distracted...from”。故选D。
【避盲点】需精准定位Polly作为“boarder”（寄宿生）的背景和“missing home”这一关键信息，避免被其他选项如“社交焦虑”或“学业压力”干扰。
2．设问方向对具体行动中面临的困难设问-Polly对于将松鼠放归野外有什么担忧？
答案解析细节理解题。根据第三段中的“the eventual release is often challenging because the newly released squirrels still need feeding until they rewild themselves”可知，放归的挑战在于新放归的松鼠仍需要持续喂食。因此，C项“The need for constant feeding”正确。
【避盲点】本题容易误选D。第三段结尾提到松鼠“suffer from stress more seriously than other small creatures”，但原因是其“delicate character”（脆弱的特点），并未特指是“来自其他动物的压力”。
3．设问方向对行为背后原因的设问-Polly为何不把农场打理得整齐有序？
答案解析细节理解题。根据第四段中的“We arrange it intentionally to keep the living environment of squirrels original and natural”可知，故意保持杂乱是为了维持松鼠栖息环境的原始和自然状态。wild与“original and natural”（原始且自然的）核心意思一致，都是为了使人为影响最小化，维持自然状态。因此，A项“To preserve a wild habitat”正确。
干扰项分析
B项 根据第四段中的“With the help of the SSRS, more than 20,000 trees have been planted＂可知，SSRS项目已经给予了Polly援助，她不需要以此来吸引注意。
C项 政界人士的经济支持出现在最后一段，是针对红松鼠未来保护工作的表述，和“农场是否整洁”没有逻辑上的因果关系。
D项 种树需要空间，但保持“untidy”是为了模拟自然栖息地，而非单纯为树木腾出空间。
4．设问方向对人物观点态度设问-Polly在最后一段的话主要传达了什么？
答案解析推理判断题。根据最后一段Polly的话“...they highlight the fact that we humans hold the key to nature. It is our duty to protect the natural world”可知，她强调的是人类掌握着自然的钥匙，有责任保护自然世界，即一种共同的责任感。因此，C项“Her sense of shared responsibility”正确。
【避盲点】本题容易误选B。“Her affection for red squirrels”（她对红松鼠的喜爱）是事实，但不是这段话主要传达的道理。这段话是从具体（松鼠）上升到了一般（人类与自然的关系）。考生需区分“个人情感（B 项）”与“升华出的普遍责任（C项）”。
样题2：七选五：烹饪，是负担，艺术，还是爱的表达
本题以“烹饪”这一日常劳动为线索，深度探讨家务劳动的价值与个人选择之间的张力。通过对比不同女性对烹饪的态度-从拒绝到沉浸再到反思，引导学生思考劳动在家庭维系、自我实现与时间成本中的复杂角色。试题超越了技能层面，触及“人与自我”主题下的劳动价值判断，启发学生辩证地看待日常劳动的意义，理解个体选择与社会角色、家庭责任与个人发展之间的平衡，体现了英语学科在培养生活洞察力与价值思辨能力方面的育人功能。
［2026届广东惠州12月月考］One of my friends announced early on that she did not know how to cook, nor would she learn to cook. She had something more important to do, namely write her novels. I admired her, and even envied her. 1
In New York, there are a million ways not to cook. It is easy to order in, or to hire someone to cook if you have the resources. 2 I like being alone for a while staring at a recipe and trying to visualize it.
And yet my friend who doesn't cook is also right.3 Sometimes I wonder if I will regret those hours: cutting ingredients（原料）,searching for supplies, and hurrying out for salt... Does cooking enrich family life Does it give everyone an unconscious feeling of well-being It's hard to say.
I have another friend who cooked on a whole higher level than most of us. Years later, she realized that she was putting too much of her energy and thought and inspiration into it. She seemed to have turned against it as a mode of expression. 4
5 I will just stop planning dinners and going to the fish store and the grocery store. I imagine finishing my Helen Garner novel as the sky darkens. But I also want this one hour at the end of the day when I step out of work and measure and preheat and marinate（腌制）ingredients.When the night really falls and the sound of my family's chatter flows from the living room, I still can't help but reach for the recipe book.
A. But this could never be me.
B. Cooking is sort of a burden and fun.
C. Sometimes I have a “having it all" fantasy.
D. She started a whole new career that took off later.
E. Cooking can be a time-consuming and thankless task.
F. She was determined to take this domestic responsibility.
G. Yet I still find myself cooking for my family even on busy days.
参考答案与解析
【语篇导读】这是一篇夹叙夹议的个人随笔。文章以“烹饪”为切入点，围绕作者与其两位朋友对待家务劳动（烹饪）的不同态度展开，探讨了个人追求、家庭责任与劳动价值之间的内在张力。
1．段尾设空，承接上文朋友的选择表明自己的立场。首段以“One of my friends”开头，空前讲述她明确拒绝学习烹饪，专心写作，并引得“我”羡慕。第二段转而讲述作者在纽约的烹饪选择，与朋友形成对比。空处需承接这种“羡慕”情绪，并自然地引出作者自己截然不同的选择或态度。A项“但这绝不会是我”既承接了“羡慕”的情绪，又为下文讲述作者与烹饪的关系做了铺垫。
2．段中设空，衔接前后文的转折逻辑。空前指出在纽约有无数种不做饭的方式（点外卖、雇人做饭），强调“不烹饪”的便捷性。空后描述作者享受独自研究食谱、构想烹饪过程的状态，突出对烹饪的热爱。G项以Yet转折，引出与前文“不做饭的便利”形成对比的内容-作者对烹饪的坚持；“cooking for my family”则点明烹饪的初衷，与后文“独自沉浸”形成“家庭责任→个人享受”的递进。
【纠易错】误选B项的原因是脱离了具体的上下文语境。本段并非在概括地讨论烹饪的性质，而是在具体描述作者在纽约这个特定环境下的行为选择。
3．段中设空，承上启下，解释朋友“不烹饪”的合理性，并引出后文具体论据。本段以“And yet”开头，表明要陈述“不烹饪的朋友”观点中合理的一面。设空后内容具体描述了烹饪耗时耗力，并质疑其是否丰富了家庭生活。因此，空处需要一个能概括本段核心，即指出烹饪的消极面的总起句。E项“烹饪可能是一项耗时且不讨好的任务”精准地概括了后文所有细节和疑问的本质。
4．段尾设空，交代人物后续发展。本段讲述了作者的另一位朋友的故事：她烹饪技艺高超，但后来意识到为此投入了过多精力、思想和灵感，似乎开始反对将其作为一种表达方式。设空位于段尾，需要交代这位朋友在“转变”之后发生了什么。D项承接前文“态度转变”的情节，自然交代朋友的后续选择：将曾经投入烹饪的才华与精力转移到新的职业领域，并取得成功，完整勾勒出人物“转变→新生”的叙事线。
【避陷阱】本题易误选F项，因为F项也涉及“责任”。但F项“她决心承担这份家庭责任”描述的是主动拥抱烹饪，这与本段中“turned against”（反对）的核心转折相反。
5．段首设空，概括核心情绪，统领最后一段作者的矛盾心态。本段是作者内心的直接呈现。设空后描述了一个具体的“幻想”——停止计划晚餐，不再去采买，想象着在暮色中读完小说，但紧接着用But转折，表达了对每日那一小时烹饪时光的留恋。因此，空处需要一个能总领这种矛盾心态的句子。C项“有时我会有一个“拥有一切＇的幻想”恰恰对应了后文既想摆脱烹饪负担（拥有纯粹的阅读时间），又无法割舍其带来的宁静与联结（拥有家庭温馨）的内心挣扎。
样题3语法填空：从劳动“逃避者”到“参与者”的心路解码
本题以“校园劳动日”为情境，紧密围绕“人与自我”新增子主题“劳动实践，劳动价值”，考查学生在真实语境中的语法运用能力。这样的设问在新时代强调劳动育人、弘扬实干精神的背景下具有特殊意义，通过叙述个人从逃避劳动到体验劳动价值的转变过程，引导学生思考劳动的意义，鼓励学生在实践中认同劳动、尊重创造，培养正确的劳动观和社会责任感，实现了知识考查与价值引领的有机结合。
［2026届福建厦门外国语学校12月月考］Our school has a tradition of organizing annual Labor Day, a day that1 (devote) to teaching us the value of physical work. This year,we went to a farm. To be honest, a day off would have been my preference, 2 opposed to doing farm chores under the hot sun. Tasks 3(give), my classmates immediately got down to work while I backed off and 4(seek) excuses to avoid any assignments. For a moment, I sat watching my classmates with an5(amuse) look, as they struggled awkwardly with the tools.
But it didn't take long 6 I felt ashamed of doing nothing. Slowly, I picked up a shovel and joined them. My initial reluctance melted away with each swing of the shovel. Soon afterwards,a sense of satisfaction struck me7 instant I saw a patch of wasteland entirely transformed into a neat vegetable bed.
The day concluded 8 an award ceremony, where the prize I looked forward to 9 (announce)-it went to our monitor, who had worked tirelessly from the beginning till the end.As for me, I made a sincere10(apologize) for my laziness and came to the realization that the true value of labor lies in the contribution and creation.
参考答案与解析：
【语篇导读】这是一篇以“劳动体验与成长”为主题的校园生活类记叙文。通过描绘主人公从最初的消极逃避到因羞愧而主动加入劳动，直至在劳动中收获满足与启发的心理转变过程，生动展现了劳动实践如何成为价值观塑造的契机，传递出“劳动育人格、实践出真知”的育人理念。
1．考查动词时态、语态与主谓一致。句意：我们学校有组织年度劳动日的传统，这一天旨在教导我们体力劳动的价值。空格所在部分是一个定语从句，修饰“aday”。指代“aday”的从句主语that与动词 devote 之间为被动关系，表示“被用于······”，且叙述的是客观事实，应使用一般现在时的被动语态，又因为主语that为单数，故填is devoted。devote sth. to sth.表示“把······用于······”。
2．考查介词／固定搭配。句意：说实话，相比于在烈日下干农活，我更倾向于放一天假。固定搭配
as opposed to 意为“而不是；相对于”，符合此处“放假”与“干活”的对比逻辑，故填as。
【释疑难】“as opposed to”用于连接两个对比项，强调前后内容的差异或选择。例如：We're going there in June,as opposed to July.（我们是六月份去那里的，而不是七月份。）
3．考查非谓语动词。句意：任务被分配之后，我的同学们立即开始干活······。分析句子结构，此处是独立主格结构，动词give与名词Tasks构成逻辑上的动宾关系（“任务被给予／被分配”），故用过去分词，因此填过去分词given。
4．考查动词时态（一般过去时）。句意：······而我却退缩了，并且寻找借口来逃避任何任务。根据上下文，此处描述的是过去发生的具体事件；空格与前面“backed off”并列，主语均为“I”，应使用一般过去时，故填sought。不规则动词的过去式需牢记。seek的过去式和过去分词均为sought。
5．考查词形转换（动词→形容词）。句意：有那么一会儿，我坐在一旁，面带愉悦的神情看着同学们，只见他们笨拙地费力摆弄着工具。空格位于不定冠词an和名词look之间，需要填入一个形容词修饰look（表情）。amused意为“觉得好笑的，被逗乐的”，此处表示“愉悦的神情”。
【释疑难】-ed型形容词通常用于说明人的感受，常译为＂感到······的＂，强调人自身的感受；修饰事物时，则多修饰smile（微笑）,expression（表情）,look（表情）,voice（嗓音）等显示某人情绪状况的名词。
6．考查连词／固定句型。句意：但是没过多久，我就为自己无所事事而感到羞愧。固定句型“It didn't take long before...”意为“没过多久就······”，before引导时间状语从句，表示紧接着发生的动作，故填before。
【释疑难】类似句型还有“It won't be long before...”（不久就会······）。
7．考查冠词（定冠词）／固定搭配。句意：······就在我看到一片荒地完全变成了一块整齐的菜畦那一瞬间，一种满足感击中了我。the instant(that）相当于连词“as soon as”，引导时间状语从句，意为“一…就…”。故填 the。the moment/instant/minute 均可引导时间状语从句。
8．考查介词／固定搭配。句意：这一天以一场颁奖典礼结束…。固定搭配 conclude with..．意为“以…结束／告终”，故填with。
9．考查动词时态、语态和主谓一致。从句主语the prize与动词announce之间为被动关系，且“颁奖”这个动作发生在过去，主语为单数，需要用一般过去时的被动语态 was announced。
10．考查词形转换（动词→名词）。空格位于形容词sincere之后，且前面有不定冠词a，应使用动词apologize的名词形式apology，故填apology。
样题4应用写作：一场劳动价值的青春思辨
本题以“人与自我”为主题，紧密围绕“劳动实践，劳动价值与工匠精神”的新增子主题，考查学生在真实情境中运用英语进行表达与思辨的能力，是对课程标准中劳动教育相关要求的具体落实。写作任务贴近学生生活，设置了“社区英语教学”与“学校花园美化”两个实践项目供学生选择并陈述理由。题目旨在引导学生结合个人兴趣与社会价值进行思考，鼓励他们通过语言组织与表达，展现对劳动意义的多层次理解，包括技能锻炼、社会责任、环境保护等，从而在语言实践中渗透劳动意识、提升综合素养，实现英语学科实践性与育人功能的融合统一。
［2026届广东惠州12月月考］假定你是李华，学校组织学生进行劳动实践活动，外教Jenny 作为指导老师，给出“Community English Teaching”和“School Garden Beautifying”两个项目供同学们选择。请给Jenny写一封邮件，内容包括：
1．你的选择；
2．说明理由。
注意：写作词数应为80个左右。
范文佳作：
Dear Jenny,
I am thrilled about the upcoming labor practice activity. After careful consideration,I have decided to join the “School Garden Beautifying”project.【表达期待并明确选择】
As a person who finds peace and joy in nature, I am deeply interested in environmental sustainability and believe hands-on gardening can contribute to a greener and more pleasant campus environment. Additionally, working together with classmates outdoors will help strengthen teamwork and foster a stronger sense of responsibility——qualities that are essential for personal growth. Beyond the immediate visual improvement to our school, this project also serves to raise eco-awareness among the students , encouraging sustainable habits in our daily lives．【说明理由】
Thank you for organizing such a meaningful activity. I am eager to contribute to our school's beauty and to learn from this hands-on experience.【礼貌感谢并表达期待】
Best regards,
Li Hua
文思梳理：
首段：表达期待＋明确选择［向活动组织者表达期待并明确个人选择：School Garden Beautifying]
主体段：阐述理由［①个人兴趣；②环境价值；③个人能力提升；④教育价值］
尾段：礼貌感谢＋期待回应［感谢组织者，表达期待］
样题5读后续写：家庭菜园中的协作与成长
本题紧密呼应课程标准中新增的“劳动实践，劳动价值与工匠精神”子主题，通过家庭园艺项目创设真实情境，考查学生叙事续写与主题挖掘能力。试题以“人与自我”为主题框架，将劳动过程自然融入个人成长、家庭情感与社会责任的多维教育空间。在延续原文矛盾与温情的基础上，引导学生在语言实践中展现劳动如何促进技能培养、责任意识与亲情沟通，深化对劳动育人价值的理解，实现语言应用能力与价值引领的有机统一。
［2026届山东省实验中学12月诊断］
The Garden Project That Bonded Us
When Dad announced we would transform the overgrown backyard into a vegetable garden,I rolled my eyes while Tom, my 12-year-old little brother, cheered. "It's a waste of time," I complained, scrolling through my phone. "We could just buy vegetables from the supermarket."Tom, however, had always dreamed of growing his own tomatoes-especially since Mom's birthday was only three months away, and he'd been talking about picking fresh tomatoes to make her favorite pasta sauce. Dad smiled, handing us a list, "Lily, you'll handle planning the layout（布局）and buying seedlings（幼苗）. Tom,you're in charge of clearing the weeds and digging the soil.Teamwork makes the dream work." He paused, glancing at the calendar on the wall where Mom's birthday was circled in red. "Three months is quite enough for those tomato seedlings to bear fruit-perfect timing if we get started now.”
The first weekend, conflict erupted. I spent hours researching online but forgot to buy the seedlings, comforting myself, “I'm too busy with homework." Tom was pulling weeds for hours,sweating heavily. Several days later, he marched into the garden expecting to find rows of seedlings, only to be met with the empty yard, and then exploded with anger,shouting,“You didn't even do your basic job! I'm doing all the hard work while you're sitting on the couch! Look!My gloves are worn out!"I fired back, "Digging is easy! My part requires intelligence,not just brute（蛮干不动脑筋的）force！”We refused to speak to each other, leaving the half-cleared yard in chaos. Dad didn't intervene immediately; instead, he left a note on the kitchen table, “Labor teaches us responsibility, and teamwork means supporting each other, not blaming.”
That night, I couldn't sleep, remembering how Tom had helped me fix my bike last year,even though he'd had a fever. Meanwhile, Tom lay in his room staring at the layout paper I threw to him earlier that week, recalling the way I'd lingered over the layout drawings many times, saying,“Mom will definitely love it."
The next morning I woke up at dawn, grabbed my wallet, and raced to the store. I came back with not just tomato seedlings but also a new pair of gardening gloves for Tom.
注意：1．续写词数应为150个左右；
2．请按如下格式作答。
Para. 1: Tom was already in the backyard when I arrived.
Para. 2: Finally, the big day came-Mom's birthday.
文思梳理：
Step 1 串要点，理脉络
起父亲宣布菜园计划，分配任务，面对计划，我消极抱怨，弟弟汤姆积极热情。→承我因忘记未完成分配任务，汤姆辛苦干活后大怒，两人激烈争吵。→转父亲留字条引导，但未直接介入。当晚两人回想彼此的好，心生愧疚。次日我主动买幼苗和手套，向汤姆道歉。→合续写1我与汤姆后院和解协作，菜园焕发生机；续写2：母亲生日，西红柿丰收，全家欢庆，我领悟亲情与责任呼应主题。
Step 2 连环问，建框架
提示句1［当我到达时，汤姆已经在后院了］→问①汤姆正在后院做什么？他的状态如何［顺承提示语］→问②我如何与他互动？他会如何反应？［推动情节发展］→问③我们如何继续完成菜园计划？［衔接续写第二段］
提示句2［终于，重要的日子到了-妈妈的生日］→问④妈妈生日时西红柿是否结果，我们的种植结果如何？［顺承提示语］→问⑤母亲、父亲、我和汤姆各自有何反应？有哪些对话或互动？［深化情感表达］→问⑥我从这次劳动实践中领悟到了什么？［点明主题，情感升华］
Step 3 依框架，速成文
提示句1→答①汤姆已在后院继续清理土地，状态疲惫但专注。→答2我主动递上手套和幼苗并道歉。他欣然接受并露出笑容。→笞③我们分工协作：他挖坑，我按布局放苗，在互相帮助和笑声中共同完成种植。
提示句2→答④西红柿大丰收，果实沉甸甸地挂满枝头。→答⑤母亲感动落泪，拥抱我们，称赞这是最好的礼物；父亲与我们一起采摘制作酱汁；全家围坐，谈笑不断。→答⑥我领悟到：合作与理解不仅能培育植物，更能联结心灵、编织亲情；家庭的爱是比任何成果都更甜蜜的礼物。
范文佳作：
Tom was already in the backyard when I arrived. He was clearing the land in the backyard, tired but focused. I approached quietly, holding out the gloves and seedlings. "Sorry, I messed up earlier. I shouldn't have been rude to you," I said softly. Tom turned around, with a faint surprise crossing his face. He took them readily and smiled, "That's all right. Let's get started.Together, we planted the seedlings, with him digging neat holes and me arranging them according to the layout. Sweat ran down our faces, but laughter replaced our earlier misunderstanding as we helped each other. We waited with great hope for a little miracle to take root.
Finally, the big day came-Mom's birthday. We led her to the garden, where ripe tomatoes hung thick and heavy on the branches. Mom hugged us tightly, tears blurring her vision,“This is the best birthday gift-seeing you two work together." Dad, together with us, picked some fresh tomatoes to make sauce. We enjoyed it, chatting and laughing joyfully. Teamwork and understanding didn't just grow plants; they bonded our hearts closer and wove our family closer. Family love is a gift far sweeter than any sauce, a memory we cherish forever.
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