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2026 届上海高三英语一轮复习【高考阅读专项训练2】（上海牛津版·上外配套）
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 cultivate students’ independent thinking and problem-solving abilities, many Shanghai senior high schools have canceled unified in-class exercise arrangement and carried out “Self-Planned In-Class Practice” this year. Instead of following the same learning schedule arranged by teachers, students are allowed to choose targeted exercises according to their personal knowledge weaknesses during fixed practice classes.
In the traditional unified practice mode, all students finish identical exercises at the same pace. Top students often feel the tasks too simple and waste valuable class time, while underachieving students find the exercises too difficult and fail to finish tasks efficiently. The one-size-fits-all mode cannot match students’ personalized learning needs, resulting in low classroom learning efficiency for most individuals.
The new self-planned practice mode changes this situation. Before each practice class, students sort out their own knowledge blind spots and wrong question types. During class time, they independently select matching exercises to consolidate weak points. Teachers no longer dominate the whole class but provide one-on-one guidance for students who encounter difficult problems, realizing personalized teaching and targeted tutoring.
After months of practice, schools found that students’ subjective learning initiative has improved greatly. Students are no longer passive task receivers but active learning planners. Their targeted training effectively makes up for personal knowledge loopholes, and the overall classroom review efficiency has been significantly improved.
36. What is the feature of the new “Self-Planned In-Class Practice”
A. All students finish identical exercises uniformly
B. Students choose exercises based on personal weaknesses
C. Teachers arrange all learning tasks strictly
D. It totally cancels in-class practice training
37. What is the disadvantage of the traditional practice mode
A. It meets personalized learning needs well
B. It causes uneven learning efficiency among students
C. It provides too many difficult exercises
D. It wastes teachers’ tutoring time
38. What do teachers do in the new practice mode
A. Arrange unified exercise tasks
B. Give targeted individual guidance to students in need
C. Supervise students to finish tasks quickly
D. Cancel all classroom teaching arrangements
39. What positive change does the new mode bring
A. Students’ learning initiative and efficiency are improved
B. Students no longer need teacher guidance
C. All students get the same learning progress
D. Classroom learning tasks become fewer and easier
Passage B
In senior three review, many students are obsessed with collecting various review materials. They download online resources, buy reference books and sort out senior exam papers from previous years, accumulating a huge amount of review data. However, most students’ review folders are full of unread materials, and blind collection has become a typical invalid learning behavior.
Educational experts point out that review is a process of refinement rather than accumulation. Excessively numerous and mixed review materials will bring students information interference. When facing massive resources, students tend to feel confused and unable to focus on core knowledge points. Constantly switching between different materials leads to scattered thinking and incomplete knowledge consolidation.
Efficient review requires refined material screening. Excellent learners always stick to limited but high-quality review resources, including official textbooks, school-teaching handouts and sorted wrong questions. These core materials are most consistent with senior high school exam outlines and personal learning situations. Repeated digestion and consolidation of core resources are far more effective than browsing countless new materials superficially.
It is necessary for senior students to abandon the mentality of “collecting more equals learning better”. Properly simplifying review resources, focusing on in-depth digestion and repeated practice, can eliminate invalid learning behaviors and steadily improve review quality in the long run.
40. What problem do many senior students have in review
A. They stick to high-quality core review materials
B. They blindly collect massive unread review resources
C. They refine learning materials repeatedly
D. They focus on in-depth knowledge digestion
41. What harm do excessive review materials cause
A. They bring information interference and scattered thinking
B. They help students grasp key knowledge quickly
C. They improve students’ material screening ability
D. They make review goals clearer
42. What kind of materials are efficient for review
A. Massive downloaded online resources
B. Various newly-purchased reference books
C. High-quality core materials matched with exams
D. All types of previous exam papers
43. What is the main idea of the passage
A. How to collect diverse review resources
B. The importance of refined review and focused learning
C. Why students love collecting learning materials
D. The differences between various reference books
Passage C
Interpersonal communication pressure is one of the common psychological troubles for senior three students. In the intense graduation year, some students choose to isolate themselves from classmates to save learning time, while others are overly sensitive to interpersonal relationships and easily affected by trivial conflicts. Both extreme states affect students’ mental stability and learning efficiency.
Senior three campus atmosphere is highly competitive. Faced with grade ranking and daily competition, some students regard classmates as rivals rather than partners. They refuse to share learning experience, avoid discussing questions together, and stay alone all day. This isolated state leads to narrow thinking and lack of learning communication, limiting their academic growth.
On the other hand, overly sensitive students are easily troubled by tiny interpersonal problems. A casual word from classmates or minor misunderstanding will make them anxious and distracted. They spend plenty of time dealing with negative emotions instead of focusing on review, resulting in declining learning state and unstable grades.
Experts suggest that senior students keep a moderate interpersonal state. Treat classmates as cooperative partners rather than competitors, maintain simple and positive interpersonal relationships, and ignore trivial emotional disturbances. Stable social mentality and proper communication can create a relaxed learning atmosphere and provide mental support for efficient review.
44. What extreme behavior do some senior students take
A. Actively communicate and cooperate with classmates
B. Isolate themselves to study alone or be overly sensitive
C. Treat classmates as cooperative partners
D. Keep stable and positive learning mentality
45. What is the negative effect of regarding classmates as rivals
A. It leads to insufficient learning communication and narrow thinking
B. It helps improve independent learning ability
C. It makes learning atmosphere more positive
D. It promotes rapid academic progress
46. What is experts’ advice for students
A. Keep moderate and positive interpersonal relationships
B. Compete fiercely with all classmates
C. Ignore all campus interpersonal communication
D. Care too much about trivial relationship problems
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.
Daily exam simulation is an indispensable part of senior three review. Different from usual exercise practice, timed simulation exams help students adapt to the real exam rhythm and adjust their answering habits. ___47___
Timed simulation trains students’ time-management ability. Many students finish homework casually without time limits, leading to slow answering speed. Simulation exams force students to allocate time reasonably for different question types. ___48___
In addition, regular simulation helps students accumulate exam experience. Students can summarize their answering order, checking habits and error-prone points in repeated simulations. ___49___ These practical experiences cannot be obtained from daily exercises.
Making full use of daily simulation exams can continuously polish students’ exam skills and psychological quality. ___50___ It enables students to keep stable performance in the final formal college entrance examination.
A. This effectively improves overall answering speed and proficiency.
B. It lays a solid foundation for steady exam performance.
C. Most students dislike frequent exam simulations.
D. They can form their own stable and efficient exam strategies.
E. Daily exercises are more important than simulated exams.
F. It bridges the gap between daily review and formal exams.
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.A 42.C 43.B 44.B 45.A 46.A
Section C: 47.F 48.A 49.D 50.B
逐题解析
36.B 细节题。新型自主课堂练习模式核心为学生根据自身知识短板，自主选择针对性习题训练。
37.B 细节题。传统统一刷题模式一刀切，适配性差，导致不同层次学生学习效率参差不齐。
38.B 细节题。新模式下教师不再统一布置任务，专注为学生提供一对一针对性答疑指导。
39.A 细节题。新模式充分调动学生主观能动性，查漏补缺，大幅提升课堂复习效率。
40.B 细节题。多数学生存在盲目囤积各类复习资料的问题，资料繁多却极少研读，属于无效学习。
41.A 细节题。冗余杂乱的复习资料会造成信息干扰，分散学生注意力，导致知识巩固不扎实。
42.C 细节题。高效复习依托贴合考纲、适配学情的优质核心资料，重在精研而非泛读。
43.B 主旨题。文章核心阐述高三复习需精简资料、深耕细研，强调专注精细化学习的重要性。
44.B 细节题。部分学生极端独处避世，部分学生人际敏感内耗，两种状态均影响备考。
45.A 细节题。将同学视为竞争对手、拒绝交流探讨，会导致思维狭隘、缺乏学习互补，阻碍进步。
46.A 细节题。专家建议学生保持适度简单的人际相处，良性共处，规避极端人际状态。
47.F 衔接题。承接模拟考试的价值，点明其衔接日常复习与正式高考的关键作用。
48.A 衔接题。限时训练倒逼学生合理分配答题时间，有效提升答题速度与熟练度。
49.D 衔接题。反复模拟能帮助学生总结经验，形成专属、稳定、高效的应试策略。
50.B 总结题。充分利用日常模拟打磨应试能力，为高考稳定发挥筑牢基础。2026 届上海高三英语一轮复习【高考阅读专项训练3】（上海牛津版·上外配套）
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
Many Shanghai senior high schools have launched a “Classroom Questioning” promotion project to activate in-class learning atmosphere. In traditional classes, most students remain passive listeners, unwilling to raise questions or express personal opinions for fear of making mistakes or being laughed at. This silent classroom mode leads to shallow knowledge absorption and low classroom interaction efficiency.
To change this situation, schools encourage students to take the initiative to put forward questions during class learning. Teachers set up incentive mechanisms to praise and affirm students’ questioning behavior, regardless of whether the questions are simple or difficult. The core purpose is to eliminate students’ fear of questioning and cultivate their awareness of active thinking and exploration.
Active classroom questioning brings obvious learning advantages. When students prepare questions before class, they will take the initiative to preview knowledge and sort out confusion points. In the process of asking and discussing questions in class, students’ unclear knowledge points can be solved timely. This interactive learning mode turns passive acceptance into active exploration, greatly improving the depth of classroom learning.
Teachers summarize that students who are good at asking questions always have more solid knowledge foundation and stronger independent thinking ability. Continuous questioning and thinking help students form a rigorous learning habit, which plays a vital role in breaking through learning bottlenecks in senior three review.
36. What is the problem of traditional classroom learning
A. Students are too active in discussing questions
B. Most students learn passively and refuse to question
C. Classroom interaction is too frequent and noisy
D. Knowledge learning is too deep and difficult
37. Why do most students refuse to ask questions in class
A. They are fully aware of all knowledge points
B. They fear making mistakes and being embarrassed
C. Teachers forbid students to raise questions
D. Questioning wastes too much class time
38. What measure do schools take to promote questioning
A. Praise all students’ questioning behavior positively
B. Force students to raise questions in every class
C. Only encourage difficult and professional questions
D. Give material rewards for every question
39. What benefit does active questioning bring
A. It realizes active learning and deepens knowledge understanding
B. It makes preview and review unnecessary
C. It completely solves all learning bottlenecks
D. It reduces students’ in-class learning tasks
Passage B
In senior three review, “learning nostalgia” is a rare but noteworthy learning state. Different from the positive review state of focusing on the present, some students always miss their previous learning state and repeatedly compare current review effects with past performances. They are always immersed in past achievements or regrets, unable to focus on daily review tasks.
Students with learning nostalgia often fall into negative emotional circulation. Those who once had excellent grades are unwilling to accept temporary regression, feeling frustrated and unconfident. Students who had poor foundations always regret their past laziness and waste excessive time on self-blame. Both kinds of students fail to devote themselves to current review, resulting in stagnant academic progress.
Educational psychologists point out that senior three review is a dynamic progressive process. Past learning experience can provide reference, but cannot dominate current learning state. Excessive obsession with the past will distract students’ attention, disrupt their review rhythm and make them miss the best time for daily improvement.
The correct review attitude is to focus on the present. Every day’s consolidation, every question’s summary and every mistake’s correction are the most valuable accumulation. Letting go of past gains and losses, focusing on real-time learning and making steady daily progress are the key to breaking through academic bottlenecks and achieving final success.
40. What is “learning nostalgia” according to the passage
A. Focusing on daily review and steady progress
B. Being obsessed with past learning state and ignoring the present
C. Summarizing past experience to guide current study
D. Keeping positive attitudes towards future exams
41. What negative influence does learning nostalgia bring
A. It helps students learn from past mistakes
B. It leads to emotional disturbance and stagnant progress
C. It stabilizes students’ learning rhythm
D. It improves students’ emotional management ability
42. What is psychologists’ attitude towards past learning experience
A. Past experience is totally useless for current study
B. Past experience can be referenced but not overemphasized
C. Students should fully recall past learning every day
D. Past achievements determine final exam results
43. What is the best title for the passage
A. Let Go of the Past and Focus on Present Review
B. The Importance of Summarizing Past Experience
C. How to Regain Past Academic Achievements
D. The Negative Effects of Exam Anxiety
Passage C
As an important part of senior high school English learning, extracurricular reading plays an irreplaceable role in improving students’ comprehensive language ability. Different from textbook reading which focuses on knowledge points and grammar training, high-quality extracurricular reading expands students’ vocabulary, enriches language sense and broadens cultural vision.
Many senior students ignore extracurricular reading in senior three review. They hold the view that limited time should be fully used for doing exercises and memorizing key knowledge, and extracurricular reading is a waste of review time. However, long-term teaching practice proves that proper extracurricular reading can effectively relieve the rigidity of mechanical question brushing and make language learning more flexible.
Extracurricular reading helps students cultivate logical reading thinking. Most exam reading passages involve real social topics and cultural backgrounds. Regular reading of English news, essays and cultural articles enables students to adapt to diverse passage styles, master common logical structures and improve the speed and accuracy of analyzing long and difficult sentences.
Teachers suggest senior three students arrange 10 to 15 minutes of targeted extracurricular reading every day. Choosing high-quality, exam-matched reading materials and sticking to daily accumulation can subtly improve English reading literacy, which is far more effective than blind and intensive question brushing in the long run.
44. What is the advantage of extracurricular reading compared with textbook learning
A. It focuses more on grammar and knowledge points
B. It expands vocabulary and enriches cultural vision
C. It replaces in-class English learning
D. It improves short-term exam scores rapidly
45. Why do many senior students refuse extracurricular reading
A. They think it wastes valuable review time
B. They find extracurricular materials too easy
C. Teachers forbid extracurricular reading
D. It is useless for language ability improvement
46. What is teachers’ suggestion for English review
A. Give up question brushing and focus on reading totally
B. Arrange daily short-term targeted extracurricular reading
C. Read a large number of materials in a short time
D. Only rely on textbook reading for ability improvement
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.
Stable learning rhythm is the key to long-term progress in senior three review. Many students’ grades fluctuate sharply not because of poor ability, but because of unstable learning states. They study extremely hard for a period of time and then slack off suddenly. ___47___
A fixed learning rhythm means maintaining steady investment every day. It does not require excessive overtime study or sudden hard work, but insists on completing fixed review tasks stably. ___48___ This steady accumulation can continuously consolidate knowledge foundation.
Students with unstable rhythm often make vain efforts. They burn the midnight oil for days and then rest casually for several days. The intermittent learning state makes it impossible to form effective memory accumulation. ___49___
Senior three review is a long-term accumulation process. Only by keeping a stable daily learning rhythm can students avoid invalid efforts and achieve steady grade improvement. ___50___
A. Such irregular study leads to fluctuating academic performance.
B. Steady daily accumulation beats intermittent hard work.
C. They always keep a balanced and regular study schedule.
D. It helps form continuous and effective learning memory.
E. Excessive hard work always brings better results.
F. Stable rhythm is the most reliable way to progress.
参考答案与精细解析
参考答案
Section B: 36.B 37.B 38.A 39.A 40.B 41.B 42.B 43.A 44.B 45.A 46.B
Section C: 47.A 48.D 49.B 50.F
逐题解析
36.B 细节题。传统课堂中学生多被动听讲、不愿提问，课堂互动弱、知识吸收浅显。
37.B 细节题。学生课堂不敢提问，主要是害怕出错、被他人取笑，存在心理顾虑。
38.A 细节题。学校建立激励机制，积极肯定、表扬学生的所有课堂提问行为，消除顾虑。
39.A 细节题。主动提问将被动听课转为主动探究，深化知识理解，提升课堂学习质量。
40.B 细节题。学习怀旧指学生沉溺过往学习状态，纠结过去得失，无法专注当下复习。
41.B 细节题。过度怀旧会引发负面情绪、打乱复习节奏，导致学业进步停滞。
42.B 细节题。心理专家认为过往经验可借鉴，但不能过度执念、左右当下学习状态。
43.A 主旨题。文章核心劝导学生放下过往得失，专注当下每日复习积累。
44.B 细节题。课外阅读区别于课本学习，能拓展词汇量、培养语感、拓宽文化视野。
45.A 细节题。多数高三学生认为备考时间紧张，刷题背书优先，课外阅读浪费复习时间。
46.B 细节题。老师建议学生每日安排短时、针对性的课外阅读，长期积累提升英语素养。
47.A 衔接题。承接学生时勤时懒的不稳定学习状态，点明该状态会导致成绩波动。
48.D 衔接题。解释稳定学习节奏的价值，能够形成连贯有效的知识记忆，夯实基础。
49.B 衔接题。对比论证，稳定日常积累远胜于断断续续、时紧时松的无效努力。
50.F 总结题。收尾升华主旨，稳定的学习节奏是高三稳步提分、持续进步的核心保障。2026 届上海高三英语一轮复习【高考阅读专项训练4】（上海牛津版·上外配套）
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 relieve exam pressure and build positive psychological quality, many Shanghai key high schools have set up exclusive “exam psychology tutoring courses” this academic year. Different from conventional academic courses, these weekly short courses focus on mental adjustment, teaching students practical methods to cope with test tension, anxiety and negative emotions during the long review period.
Exam anxiety is extremely common among graduating students. Facing frequent mock exams, tight ranking competition and high parental expectations, most students experience varying degrees of tension. Mild anxiety can motivate students to review carefully, while excessive long-term anxiety will cause insomnia, distracted attention and low review efficiency, becoming a major obstacle to steady academic progress.
The school’s psychological courses provide targeted adjustment strategies. Professional psychological teachers teach students breathing relaxation methods, positive psychological hints and reasonable expectation adjustment skills. Instead of requiring students to pursue perfect scores in every exam, the courses guide them to treat each test as a chance to check gaps and accumulate experience, rather than a judgment of personal ability.
After systematic tutoring, most students report obvious improvements in mental state. They can face exam failures calmly, adjust negative emotions independently and maintain a stable review rhythm. Schools point out that excellent exam performance relies on both solid knowledge reserve and stable psychological quality, and psychological training is an indispensable part of senior three review.
36. What is the main purpose of the exam psychology tutoring courses
A. Improve students’ academic knowledge and problem-solving skills
B. Relieve exam pressure and cultivate students’ psychological quality
C. Help students get high scores in every mock exam
D. Replace traditional academic teaching courses
37. What can we learn about moderate exam anxiety
A. It totally ruins students’ learning efficiency
B. It can serve as a positive motivation for review
C. It leads to serious insomnia and distraction
D. It is completely harmful and needs elimination
38. What adjustment concept do the psychological courses advocate
A. Pursue perfect scores in every exam
B. Treat exams as ability assessment rather than gap checking
C. View mock tests as experience accumulation instead of judgment
D. Avoid taking any difficult mock exams
39. What stable quality do students gain from the courses
A. Calmer attitude towards exams and setbacks
B. Ability to avoid all exam pressure
C. Higher scores without hard review
D. No negative emotions in daily study
Passage B
In senior high school English review, notebook sorting is a basic but easily ignored learning method. Many students think that taking notes is just copying teachers’ blackboard writing or pasting key points mechanically. In fact, high-quality English note-taking is an active thinking and integrating process, which greatly promotes the internalization of language knowledge.
Most students’ English notebooks are filled with scattered knowledge points: isolated vocabulary phrases, single grammar rules and disorderly sentence patterns. Such mechanical note-taking only records knowledge on paper but fails to store it in the brain. Students spend plenty of time taking notes in class but still cannot flexibly use grammar and vocabulary in exams, resulting in low learning input-output ratio.
Efficient English note-taking focuses on classification and induction. Excellent learners classify notes into different modules such as vocabulary expansion, grammar error summary, long difficult sentence analysis and writing template accumulation. They mark confusing knowledge points with different colors, add personal understanding and error reminders beside key content, and connect similar knowledge points to form a systematic knowledge network.
Moreover, qualified notebooks need regular review and supplementation. Notes are not static records but dynamic learning materials. Students should supplement new knowledge regularly, delete mastered simple content and focus on reinforcing difficult points. Repeated sorting and review turn passive recording into active knowledge absorption, making notebooks the most practical private review resource.
40. What is the misunderstanding of most students about note-taking
A. Note-taking requires active thinking and integration
B. Note-taking is just mechanical copying of knowledge
C. High-quality notes help internalize knowledge
D. Notes need regular sorting and supplementation
41. What is the disadvantage of scattered and mechanical note-taking
A. It achieves high learning efficiency
B. It fails to help students flexibly apply knowledge
C. It forms complete knowledge systems
D. It saves students’ class time greatly
42. What is the feature of efficient English note-taking
A. Systematic classification and personalized induction
B. Pure copying of teachers’ writing without thinking
C. Recording all knowledge points without screening
D. Keeping static notes without later revision
43. What is the best title for the passage
A. The Wrong Ways of English Vocabulary Memorization
B. How to Take Efficient and Systematic English Notes
C. The Importance of Daily English Exercise Practice
D. How to Build English Exam Answering Skills
Passage C
In the intense senior three review stage, reasonable rest arrangement is often mistaken for laziness by many students and parents. Most people hold the view that more learning time equals better grades, so they squeeze rest time to increase review intensity. However, scientific educational research proves that reasonable rest is an essential part of efficient learning rather than a waste of time.
Human brain’s learning efficiency follows a periodic changing rule. Long-term continuous learning will lead to cumulative brain fatigue, slowing down the speed of knowledge absorption and improving the error rate of problem-solving. In contrast, proper rest can help the brain sort out and consolidate newly learned knowledge subconsciously. Many students find that difficult knowledge that cannot be understood during intense study often becomes clear after a night’s rest.
Reasonable rest does not refer to aimless indulgence such as playing mobile phones or sleeping blindly. Effective rest includes physical relaxation and mental adjustment. Short walks, gentle stretching and quiet meditation can relieve physical tiredness; listening to light music and chatting with family members properly can release mental pressure.
Education experts emphasize that senior three review focuses on efficiency rather than duration. Scientific matching of learning and rest can maintain long-term stable learning state. Blind overtime study only causes learning burnout in the later stage, while reasonable rest arrangement is the hidden guarantee for continuous academic breakthroughs.
44. What do most people wrongly believe about rest
A. Proper rest ensures long-term learning efficiency
B. Rest is lazy and wastes valuable review time
C. Brain needs regular rest to consolidate knowledge
D. Scientific rest matches efficient learning
45. What effect does long-term continuous learning bring
A. Accelerated knowledge absorption speed
B. Reduced problem-solving error rate
C. Cumulative brain fatigue and low efficiency
D. Stable and lasting learning state
46. What can we know about effective rest
A. It includes physical and mental relaxation adjustment
B. It means unlimited mobile phone entertainment
C. It requires long-time blind sleeping every day
D. It is useless for knowledge consolidation
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.
Targeted review is the core of efficient senior three learning. Many students spend almost the same study time every day, but their final review effects vary greatly. ___47___
Blind review means doing exercises and memorizing knowledge without clear goals. Students with no clear targets often repeat familiar simple knowledge and ignore their weak points. ___48___ They invest plenty of time but gain little progress.
In contrast, targeted review focuses on personal knowledge loopholes. Students sort out their error-prone points and weak modules first, then arrange focused training and consolidation. ___49___ This pointed practice greatly improves the utilization rate of review time.
To achieve efficient review, students must abandon aimless learning habits. Clear personal positioning and targeted training are the shortest paths to academic improvement in senior three. ___50___
A. This targeted mode avoids invalid repetitive learning.
B. They always finish difficult tasks with high efficiency.
C. This difference comes from targeted or blind review.
D. It helps students finish all review tasks faster.
E. Such blind learning leads to serious learning loopholes.
F. Targeted review supports steady grade breakthroughs.
参考答案与精细解析
参考答案
Section B: 36.B 37.B 38.C 39.A 40.B 41.B 42.A 43.B 44.B 45.C 46.A
Section C: 47.C 48.E 49.A 50.F
逐题解析
36.B 细节题。心理辅导课的核心目的是缓解学生备考压力，培养良好的应试心理素质。
37.B 细节题。适度的考试焦虑并非有害，能够督促学生认真备考，起到正向激励作用。
38.C 细节题。心理课程引导学生将模考视为积累经验、查漏补缺的途径，而非能力评判。
39.A 细节题。课程帮助学生调节心态，使其能够从容面对考试与挫折，保持稳定备考状态。
40.B 细节题。多数学生误区是将记笔记等同于机械抄写，缺乏主动思考与知识整合。
41.B 细节题。零散机械的笔记无法帮助学生内化知识，导致学生不能灵活运用知识点解题。
42.A 细节题。高效记笔记注重分类归纳、个性化标注与知识串联，形成系统体系。
43.B 主旨题。文章围绕如何做好系统化、高效率的英语笔记展开，讲解科学记笔记方法。
44.B 细节题。多数家长和学生误以为休息是偷懒、浪费时间，一味挤压休息时间刷题。
45.C 细节题。长期不间断学习会造成大脑疲劳堆积、吸收效率下降、解题失误率升高。
46.A 细节题。有效休息包含身体放松与心理调节两方面，而非无节制娱乐或昏睡。
47.C 衔接题。承接学生学习时长相同但效果不同的现象，点明根源是针对性复习与盲目复习的差异。
48.E 衔接题。阐述盲目复习的弊端，重复简单知识、忽视短板，造成知识漏洞堆积。
49.A 衔接题。说明针对性复习的优势，规避无效重复学习，最大化利用复习时间。
50.F 总结题。收尾点明针对性复习是高三提分关键，助力学生实现稳步学业突破。2026 届上海高三英语一轮复习【高考阅读专项训练5】（上海牛津版·上外配套）
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
Many Shanghai senior high schools have launched a “peer tutoring pairing” program for senior three students. Different from teacher-led tutoring, this program matches students of different academic levels in pairs, encouraging excellent students to share learning methods and weak students to consult questions actively. The school does not set rigid assessment rules, aiming to build a mutually beneficial learning atmosphere among students.
The program has broken the traditional single learning mode. In the past, students mainly relied on teachers for problem-solving and guidance, which often led to delayed question answering due to limited teacher energy. Peer tutoring makes daily question solving more timely and efficient. Students can discuss confusing knowledge points and analyze error reasons after class, turning individual puzzles into collective thinking results.
Many people worry that peer tutoring will waste top students’ review time. In fact, explaining knowledge to others is the best way to consolidate one’s own learning. When sorting out problem-solving ideas for partners, excellent students need to comb knowledge logic repeatedly, which helps them discover their own hidden loopholes and deepen knowledge mastery. Meanwhile, underachieving students can learn flexible and easy-to-understand learning skills from their peers.
After a semester of practice, the overall class learning atmosphere has been greatly improved. Students no longer regard learning as an individual tough task but a collective progressive process. The school pointed out that peer mutual assistance effectively makes up for the limitations of classroom teaching and promotes the overall improvement of class academic level.
36. What is the feature of the “peer tutoring pairing” program
A. It is strictly assessed and graded by teachers
B. It pairs students of different academic levels for mutual learning
C. It replaces all teacher-led classroom teaching
D. It only allows top students to solve problems
37. What is the disadvantage of traditional teacher tutoring
A. It provides too much professional guidance
B. Question solving is not timely due to limited teacher energy
C. It encourages students to discuss actively
D. It makes students rely too much on peer help
38. What benefit does tutoring bring to top students
A. It helps consolidate knowledge and find self-loopholes
B. It saves all daily review time
C. It makes them rely on others’ thinking
D. It reduces their learning tasks
39. What change does the program bring to the class
A. It forms a good atmosphere of collective progress
B. It makes individual learning unnecessary
C. It widens the academic gap between students
D. It simplifies classroom teaching content
Passage B
In senior three review, many students pursue “full-load learning” every day. They arrange every spare minute tightly, leaving no blank time for thinking and sorting. They believe that compact schedule represents diligent attitude and efficient review. However, educational research shows that proper blank thinking time is indispensable for high-quality review.
Blank thinking time refers to the free time reserved for independent sorting and reflection after finishing learning tasks. Many students are busy with inputting knowledge and doing exercises all day, but lack output and summary. Without thinking and digestion, newly-learned knowledge is scattered and superficial, unable to form stable memory and systematic logic. This kind of mechanical full-load learning easily leads to hard work with little gain.
Reserving blank time can effectively solve this problem. During the 10 to 15 minutes of daily blank period, students can sort out the knowledge learned in the day, summarize typical wrong questions, and reflect on inappropriate review methods. This short independent thinking process connects scattered knowledge points, turns temporary memory into long-term accumulation, and greatly improves learning quality.
Experts remind senior students that learning is a cycle of input, thinking and output. Blindly pursuing full and tight schedules ignores the core link of thinking digestion. Only by combining efficient task completion with regular blank thinking can students achieve twice the result with half the effort in long-term review.
40. What do many senior students think of full-load learning
A. It is lazy and inefficient learning
B. It stands for diligence and high efficiency
C. It needs more independent thinking time
D. It contains too much blank time
41. What is the problem of full-load mechanical learning
A. Too much time is spent on thinking
B. Knowledge learning is superficial and scattered
C. It forms systematic knowledge logic quickly
D. It ensures stable long-term memory
42. What is the function of blank thinking time
A. It helps digest knowledge and improve learning quality
B. It provides more spare time for entertainment
C. It reduces daily learning tasks deliberately
D. It makes review schedule more compact
43. What is the best title for the passage
A. The Disadvantages of Loose Learning Schedules
B. Why Full-load Learning Is Popular Among Students
C. Reserve Blank Thinking Time for Efficient Review
D. How to Arrange Daily Learning Tasks Tightly
Passage C
In English learning, oral English practice is often neglected by senior three students. Faced with heavy written review tasks and college entrance examination focusing on written scores, most students give up daily oral training. They hold the view that oral English has no practical value for college entrance examination and wastes precious review time.
This one-sided cognition ignores the internal connection between oral English and comprehensive English ability. Language learning is a unified system of listening, speaking, reading and writing. Daily oral practice helps students standardize pronunciation, sense sentence rhythm and cultivate authentic language intuition. Students with fluent oral English are more sensitive to sentence structure and grammar rules, which enables them to understand reading passages faster and judge grammar errors more accurately.
Moreover, oral practice improves students’ language expression and logical thinking ability. When practicing oral English, students need to organize language logically and express ideas completely in a limited time. This thinking mode is exactly consistent with English writing and reading analysis requirements. Long-term oral training can subtly improve students’ comprehensive language application ability.
Teachers suggest that senior three students stick to 5-minute daily oral training, such as reading passages aloud and describing daily life in English. Short-term daily accumulation will not burden review tasks but continuously polish language sense, bringing steady improvement in written exam performance.
44. Why do most senior students ignore oral English practice
A. They think it is useless for written exams and wastes time
B. They have already mastered fluent oral English
C. Oral English is not included in school courses
D. Oral training affects written learning ability
45. What is the internal link of oral practice and English exams
A. Oral practice improves language sense and helps reading and grammar learning
B. Oral training can replace written exercise practice
C. Fluent oral English guarantees full marks in exams
D. Oral learning reduces the difficulty of memorizing words
46. What is teachers’ suggestion for students
A. Spend plenty of time on professional oral training
B. Keep short daily oral practice for long-term accumulation
C. Give up written tasks to focus on oral English
D. Ignore oral practice and focus on written exams
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.
Persistent daily accumulation is the most reliable way to make progress in senior three review. Many students are eager for rapid grade improvement and pursue sudden breakthroughs through cramming learning. ___47___
Cramming learning is short-term and unstable. It only helps students memorize superficial knowledge temporarily to cope with exams. After the test, most crammed knowledge will disappear quickly. ___48___ It cannot form solid knowledge reserve and stable learning ability.
By contrast, daily steady accumulation focuses on long-term ability improvement. Every day’s word memorization, error summary and knowledge consolidation seem trivial. ___49___ Continuous accumulation can polish learning skills and perfect knowledge system step by step.
Senior three review has no shortcut to success. Abandoning impetuous cramming and sticking to daily solid accumulation is the key to stable grade growth. ___50___
A. But they add up to huge progress in the long run.
B. This hasty learning mode has obvious limitations.
C. Cramming is effective for long-term knowledge reserve.
D. Steady accumulation finally brings lasting academic breakthroughs.
E. Rapid grade growth is the only goal of senior review.
F. However, sudden progress is usually unsustainable.
参考答案与精细解析
参考答案
Section B: 36.B 37.B 38.A 39.A 40.B 41.B 42.A 43.C 44.A 45.A 46.B
Section C: 47.F 48.B 49.A 50.D
逐题解析
36.B 细节题。同伴帮扶项目核心是搭配不同层次学生结对互助，打造互利共赢的学习模式。
37.B 细节题。传统教师答疑受精力限制，无法及时解决学生日常疑问，存在时效性短板。
38.A 细节题。优生讲解知识点的过程，是自我梳理、查漏补缺的过程，能进一步夯实自身基础。
39.A 细节题。结对互助项目改善班级学风，打破单打独斗模式，形成集体共进的氛围。
40.B 细节题。多数学生认为满负荷紧凑的学习安排，代表学习勤奋、复习效率更高。
41.B 细节题。无留白的机械刷题学习，只重输入不重思考，知识掌握零散、理解肤浅。
42.A 细节题。每日留白思考时间，供学生复盘总结、消化知识，有效提升复习质量。
43.C 主旨题。文章核心倡导高三学生预留思考留白时间，拒绝机械满负荷学习，实现高效备考。
44.A 细节题。高三学生忽视口语练习，误区是口语对笔试无用、只会浪费复习时间。
45.A 细节题。口语练习培养语感、规范句式感知，能助力阅读分析、语法判断等笔试题型。
46.B 细节题。老师建议学生每日短时坚持口语练习，长期积累潜移默化提升综合英语能力。
47.F 衔接题。承接学生急于速成、依赖突击学习的心态，点明突发进步往往难以持续。
48.B 衔接题。承接突击学习记忆短暂、遗忘快的特点，指出该学习模式存在很大局限。
49.A 衔接题。说明日常细碎的积累看似不起眼，但长期坚持能汇聚成巨大进步。
50.D 总结题。收尾升华主旨，踏实每日积累摒弃浮躁，才能收获持久的学业突破。

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