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2025-2026学年上海高考英语一模阅读理解专项训练 · 专项1
满分：30分 答题时间：35分钟
Section B Reading Comprehension
Directions: Read the following three passages. Each passage is followed by several questions or unfinished statements. For each of them there are four choices marked A, B, C and D. Choose the best answer according to the passage.
Passage A
To help senior three students build healthy time-management awareness, a Shanghai high school has launched a “No Procrastination” themed month activity. Targeted at students who often delay review tasks until the last minute, the activity provides systematic guidance on overcoming study procrastination and forming efficient daily learning rhythms.
Procrastination is one of the biggest obstacles to senior high school review. Many students know clearly what review tasks they need to finish every day, but they always choose to put them off. They tend to waste spare time on meaningless browsing and idle thinking, leaving core review tasks to the evening or even the deadline. This habit leads to hasty task completion, low-quality consolidation and accumulated knowledge loopholes, greatly dragging down overall review efficiency.
During the themed activity, the school offers practical anti-procrastination strategies. Teachers guide students to divide heavy daily review tasks into small, executable units that can be finished within 20 to 30 minutes. Instead of focusing on huge overall goals that cause pressure, students are encouraged to complete tiny goals one by one, which reduces psychological resistance to learning tasks.
In addition, the school advocates the “start immediately” principle. Whenever students feel reluctant to begin studying, they are required to force themselves to start simple tasks such as memorizing words and sorting out notes. Once they enter the learning state, concentration will naturally improve. The school also encourages students to set clear daily task lists and self-check before bedtime to ensure zero accumulation of unfinished work.
After the one-month activity, most participants have made remarkable progress. They no longer rely on last-minute rush work, and their daily review becomes orderly and efficient. The school emphasizes that overcoming procrastination is not a short-term campaign, but a lifelong beneficial habit that helps students maintain stable learning competitiveness.
36. What is the purpose of the “No Procrastination” themed activity
A. To supervise students to finish homework at night
B. To guide students to overcome study delay and improve learning rhythm
C. To help students finish more tasks in a short time
D. To reduce students’ daily review tasks
37. What problem does procrastination bring to senior students
A. It makes review tasks completed with higher quality
B. It causes knowledge loopholes and low efficiency
C. It helps students arrange time more reasonably
D. It reduces students’ learning pressure greatly
38. What strategy does the school provide to fight procrastination
A. Finishing all difficult tasks at night
B. Dividing big tasks into small executable units
C. Leaving trivial tasks to the deadline
D. Increasing daily review quantity properly
39. What can we learn about the activity
A. It helps students form orderly and efficient review habits
B. It only produces short-term learning effects
C. It requires students to study without rest
D. It completely solves all learning difficulties
Passage B
In senior three study, many students hold the view that learning intensity determines academic results. Therefore, they choose to squeeze almost all spare time for learning and refuse any form of rest or relaxation. However, educational research shows that moderate learning gaps are essential for sustainable academic progress, and over-intense study will trigger learning fatigue and resistance.
Learning fatigue is a typical negative state for long-term intense learning. When students keep high-intensity study for a long time, their brain nerves remain tense continuously. Gradually, they will feel mentally exhausted, slow thinking and poor concentration. Even if they insist on sitting at desks, their learning efficiency drops sharply, and it becomes difficult for them to absorb new knowledge or apply learned skills flexibly.
Moderate learning gaps refer to scientific and short relaxation arranged between intensive study sessions. Proper rest does not reduce effective learning time; on the contrary, it helps the brain discharge fatigue, restore vitality and adjust state. Students who arrange reasonable learning gaps can maintain stable learning efficiency throughout the whole day, avoiding the ups and downs of learning state caused by excessive tiredness.
Experts remind senior students that senior three review is a long-distance race rather than a sprint. Blindly pursuing high-intensity study in the early stage will lead to burnout in the later period. Only by balancing study intensity and rest adjustment can students keep steady learning motivation and achieve continuous progress in the whole graduation year.
40. What belief do many senior students hold
A. Rest is necessary for efficient learning
B. Higher learning intensity brings better results
C. Learning gaps improve study quality
D. Long-term study easily leads to fatigue
41. What is the symptom of learning fatigue
A. Quick thinking and sharp reaction
B. High efficiency and full concentration
C. Mental exhaustion and poor focus
D. Stable learning state all day
42. What is the function of moderate learning gaps
A. Help restore brain state and stabilize learning efficiency
B. Occupy too much effective learning time
C. Make students lazy and unwilling to study
D. Reduce students’ overall review progress
43. What is the main idea of the passage
A. How to increase daily learning intensity
B. The necessity of balancing study and rest in senior review
C. How to avoid common exam mistakes
D. The importance of persisting in non-stop study
Passage C
Nowadays, more senior high school students pay attention to building personal knowledge frameworks in their review process. In the past, most students adopted fragmented learning methods, memorizing knowledge points and doing exercises mechanically without systematic sorting. This isolated learning mode makes it hard for students to flexibly use comprehensive knowledge to solve complex exam problems.
A complete knowledge framework is a systematic knowledge network that connects scattered knowledge points. It enables students to clarify the internal logical relationship between different knowledge contents, distinguish similar and confusing points, and integrate fragmented learning gains into a complete system. With a clear knowledge framework, students can quickly locate corresponding knowledge points when facing exam questions, greatly improving the accuracy and speed of problem-solving.
Building a knowledge framework does not require extra much review time. Students can finish framework sorting in daily review: summarize unit knowledge after finishing unit review, sort out knowledge connections before monthly exams, and mark key and difficult points in the framework diagram. Repeated sorting and supplementing make the knowledge system increasingly complete and solid.
Teachers point out that high-score exams rely on systematic knowledge application ability rather than scattered memory. Simple mechanical memorization can only deal with basic questions, while a complete knowledge framework supports students in solving comprehensive and innovative questions, becoming the core advantage of high-level academic performance in senior three exams.
44. What is the disadvantage of fragmented learning
A. It helps form clear logical thinking
B. It fails to solve complex comprehensive problems
C. It builds complete knowledge systems
D. It improves problem-solving flexibility
45. What advantage does a knowledge framework bring
A. It clarifies knowledge logic and improves problem-solving efficiency
B. It saves all daily review time
C. It replaces mechanical knowledge memorization totally
D. It makes exam questions much simpler
46. What is the author’s attitude towards building knowledge frameworks
A. Doubtful of its practical value
B. Strongly supportive and recommended
C. Unconcerned and indifferent
D. Totally opposed for wasting time
Section C Sentence Completion
Directions: Read the passage carefully. Choose from the given sentences the one that best fits each blank. There are two extra sentences.
Learning modesty is a valuable quality for senior three students’ progress. Many students achieve steady growth precisely because they keep a modest learning attitude and are willing to learn from others. ___47___
Modest students are good at discovering others’ strengths. They observe classmates’ efficient review methods, listen carefully to teachers’ guidance, and consult others actively when meeting difficulties. ___48___ Every small learning communication helps them make up for their own shortcomings.
In contrast, arrogant students are easily satisfied with temporary achievements. They refuse to accept others’ suggestions and ignore their own deficiencies. ___49___ This closed learning state greatly limits their room for progress.
Modesty is not low self-esteem, but a positive learning state. It allows students to keep an open mind, continuously absorb excellent learning experience, and maintain upward motivation in the long review journey. ___50___
A. This open learning mode promotes continuous progress.
B. They always believe their own methods are perfect enough.
C. Modest students often lack independent thinking ability.
D. It explains why modesty contributes to academic improvement.
E. Arrogant students usually have better exam performance.
F. It is difficult for them to make breakthrough progress.
参考答案与精细解析
参考答案
Section B: 36.B 37.B 38.B 39.A 40.B 41.C 42.A 43.B 44.B 45.A 46.B
Section C: 47.D 48.A 49.B 50.F
逐题解析
36.B 细节题。学校开展反拖延主题活动，旨在指导学生克服学习拖延、养成高效的学习节奏。
37.B 细节题。拖延会导致任务仓促完成、知识巩固不到位、漏洞不断积累，大幅降低复习效率。
38.B 细节题。学校给出的核心策略是拆分繁重任务为小型可执行单元，降低学习阻力。
39.A 细节题。活动帮助学生告别考前突击拖延，养成有序、高效的日常复习习惯。
40.B 细节题。多数学生认为学习强度决定成绩，高强度学习就能带来更好的学习效果。
41.C 细节题。学习疲劳的典型表现为精神疲惫、思维迟钝、专注力下降、学习效率暴跌。
42.A 细节题。适度的学习间隙能够缓解大脑疲劳、恢复学习状态，稳定全天复习效率。
43.B 主旨题。全文阐述高三备考劳逸结合的重要性，说明平衡学习强度与休息的必要性。
44.B 细节题。碎片化学习知识点零散、不成体系，学生难以应对综合性复杂考题。
45.A 细节题。搭建知识框架能梳理知识逻辑、打通知识点关联，提升解题速度与准确率。
46.B 态度题。作者充分肯定搭建知识框架的价值，极力推荐学生在复习中坚持梳理体系。
47.D 衔接题。承接谦逊助力进步的观点，引出谦逊对学业提升的重要意义，总起下文。
48.A 衔接题。对应谦逊学生善于取长补短、主动交流的特点，说明开放心态促进成长。
49.B 衔接题。承接傲慢学生的自满心态，这类学生固执己见，认为自身学习方法足够完善。
50.F 总结题。收尾点明封闭自满的学习状态难以实现突破，谦逊心态才能助力稳步提升。

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