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2026 届上海高三英语一轮复习【高考阅读专项训练9】（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
Time management is the core competitiveness of senior three review, yet many students suffer from “fragmented time waste”. Most students only focus on arranging long periods of complete study time, such as morning self-study and evening study sessions. They ignore the value of scattered fragmented time between classes, after meals and before evening self-study, regarding these short intervals as useless rest time.
In fact, fragmented time accumulates rapidly and constitutes a huge part of daily study time. These short periods are not suitable for solving difficult comprehensive problems that require continuous thinking, but they are perfect for low-burden, high-efficiency learning tasks. Vocabulary memorization, phrase consolidation, error point review and sentence pattern accumulation can all be completed efficiently in fragmented time.
Students who make full use of fragmented time form a virtuous learning cycle. They do not need to squeeze rest time for extra learning, nor do they face heavy learning pressure in long study periods. Every small segment of time is used to consolidate basic knowledge, which makes up for the loopholes of centralized review. Long-term accumulation greatly solidifies basic skills and improves the accuracy of basic questions in exams.
Teachers remind senior three students that senior high school review gap does not only come from long-hour hard work, but also from the accumulation of trivial fragmented time. Making scientific use of scattered time is the most labor-saving and efficient way to improve overall learning quality without increasing learning burden.
36. What is the common problem of most students in time management
A. Overusing long study time for review
B. Wasting daily fragmented learning time
C. Arrange too many daily learning tasks
D. Making full use of short intervals
37. Why do students ignore fragmented time
A. They think short time intervals have no learning value
B. Fragmented time is too short for any learning tasks
C. They have sufficient long study time already
D. Learning in fragmented time is low-efficiency
38. Which task is suitable for fragmented time learning
A. Solving difficult comprehensive problems
B. Conducting complex logical analysis
C. Memorizing English vocabulary and phrases
D. Finishing large full-set exam papers
39. What benefit does fragmented time learning bring
A. It increases daily learning burden greatly
B. It consolidates basic knowledge steadily with low pressure
C. It replaces long-period centralized review
D. It helps solve all difficult exam problems
Passage B
In senior three English review, many students hold a misunderstanding of “basic knowledge learning”. They believe that vocabulary memorization and grammar consolidation are simple and basic contents that can be completed in the later stage of review. Therefore, they spend most of their early review time on difficult reading analysis and complex writing training, ignoring daily basic knowledge accumulation.
This wrong review sequence leads to many hidden learning troubles. Basic knowledge is the foundation of all English question types. Unfamiliar vocabulary and vague grammar cognition will become the biggest obstacle to reading comprehension and writing expression. Many students struggle with long and difficult sentences and lose scores in basic filling questions, all due to unstable basic knowledge reserve.
Different from difficult question skills that can be improved in a short time, basic knowledge requires long-term and continuous accumulation. Vocabulary memory needs repeated reinforcement to avoid forgetting, and grammar rules need continuous practice to form accurate application habits. Temporary cramming in the later review stage cannot make up for long-term basic loopholes.
Education experts emphasize that senior three English review should follow the principle of “foundation first, ability improvement second”. Steady daily consolidation of vocabulary and grammar can lay a solid foundation for the improvement of advanced problem-solving skills. Only with solid basic knowledge can students achieve stable score growth in all question types.
40. What is most students’ misunderstanding of basic knowledge
A. Basic knowledge needs long-term daily accumulation
B. Simple basic content can be supplemented in later review
C. Vocabulary is the foundation of English learning
D. Grammar practice improves exam accuracy
41. What problem will weak basic knowledge cause
A. Improve the ability of analyzing difficult sentences
B. Become an obstacle to reading and writing learning
C. Help students focus on advanced skills training
D. Reduce the difficulty of English review
42. What is the feature of basic knowledge learning
A. It can be mastered through short-term cramming
B. It requires long-term continuous accumulation
C. It is less important than problem-solving skills
D. It can be ignored in early review stages
43. What is the core idea of the passage
A. Senior English review should prioritize basic knowledge consolidation
B. Advanced skills training is the key to high English scores
C. Basic knowledge has little influence on exam performance
D. It is easy to make up for basic knowledge loopholes later
Passage C
Learning imitation is a necessary stage in senior three review, but blind imitation has become a common invalid learning behavior among students. Many students blindly copy others’ learning methods, review schedules and error-sorting habits without combining their own learning characteristics. They believe that the learning mode of top students is universally applicable and can bring rapid score improvement.
Every student has unique learning foundations, thinking habits and weak subjects. The efficient learning method for excellent students is formed according to their own learning situation. Blindly copying others’ schedules will lead to inappropriate learning rhythm. Some students follow others’ high-intensity overtime study but cannot bear the physical and mental pressure; some copy others’ error-summary mode but fail to target their own weak points.
Rational learning imitation is selective and targeted. Excellent learners will absorb the advantages of others’ learning modes, such as efficient time allocation and regular review habits, rather than copying the whole set of schedules. They adjust and optimize the learned methods according to their personal knowledge loopholes and learning endurance, forming exclusive suitable learning strategies.
Teachers point out that there is no universal best learning method, only the most suitable one. Senior three students should take others’ experience as reference rather than rigid standards. On the basis of learning excellent habits, exploring personalized learning modes is the fundamental way to achieve stable academic breakthroughs.
44. What is the problem of students’ learning imitation
A. Learning from others’ excellent habits selectively
B. Blindly copying others’ full learning modes mechanically
C. Exploring exclusive personalized learning methods
D. Adjusting schedules according to personal situation
45. Why is blind imitation inefficient
A. Students have different personal learning conditions
B. Excellent students’ methods are always inefficient
C. Copying others’ methods wastes no time
D. Unified learning mode suits all students
46. What is rational learning imitation
A. Completely copying top students’ daily schedules
B. Selectively learning advantages and adjusting for personal use
C. Refusing to learn from others’ learning experience
D. Abandoning personal habits to follow others
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 daily execution is the key to effective senior three review. Many students can make detailed and perfect review plans every day, but few of them can stick to full execution. ___47___
Unfinished review plans will form a vicious cycle. Students often delay today’s tasks to tomorrow, and accumulate numerous uncompleted tasks. Gradually, they feel anxious and helpless, and even give up carrying out review plans. ___48___
In contrast, students who insist on daily execution gain steady progress. They do not pursue overly grand plans, but ensure every small task is completed on time. Timely task completion brings a sense of accomplishment and maintains positive learning state. ___49___
Senior three review relies on persistent execution rather than fancy plans. Perfect unexecuted plans are meaningless, while down-to-earth daily completion can continuously accumulate strength for final success. ___50___
A. This lazy delay habit seriously affects review efficiency.
B. Persistent daily execution creates final academic breakthroughs.
C. Excellent plans can replace practical daily execution.
D. This is the main reason for uneven review effects.
E. They always finish all planned tasks ahead of time.
F. This positive state promotes continuous progress.
参考答案与精细解析
参考答案
Section B: 36.B 37.A 38.C 39.B 40.B 41.B 42.B 43.A 44.B 45.A 46.B
Section C: 47.D 48.A 49.F 50.B
逐题解析
36.B 细节题。多数学生的时间管理误区是只重视整块学习时间，浪费课间、饭后等碎片化时间。
37.A 细节题。学生忽视碎片化时间的核心原因是认为短时零散时间无学习价值，只能用来休息。
38.C 细节题。碎片化时间适合低负担、碎片化任务，词汇、短语背诵适配短时学习场景，难题不适配。
39.B 细节题。利用碎片时间积累基础知识，无需额外加压，能稳步夯实基础、提升基础题正确率。
40.B 细节题。学生对基础知识存在认知误区，认为基础内容简单，可留到复习后期临时补齐。
41.B 细节题。基础词汇、语法薄弱会造成阅读读不懂、写作表达出错，成为英语提分的核心障碍。
42.B 细节题。基础知识无法短期突击，需要长期反复积累巩固，临时抱佛脚无法弥补长期漏洞。
43.A 主旨题。文章核心强调英语备考需遵循先基础、后能力的原则，优先夯实基础知识。
44.B 细节题。学生的模仿误区是机械照搬优生全套学习模式，没有结合自身学情灵活调整。
45.A 细节题。每个人的基础、思维、短板各不相同，通用的他人方法无法适配所有学生。
46.B 细节题。理性模仿是择优借鉴、取长补短，结合自身情况调整优化，形成专属学习模式。
47.D 衔接题。承接学生会制定计划但难以坚持执行的普遍现象，点明这是复习效果差异的核心原因。
48.A 衔接题。承接任务拖延堆积的问题，指出拖延懈怠的坏习惯会严重拉低复习效率。
49.F 衔接题。说明按时完成任务带来成就感、维持积极状态，这种良性状态能推动持续进步。
50.B 总结题。收尾升华主旨，华丽计划无用，持之以恒的每日执行才是学业突破的根本。2026 届上海高三英语一轮复习【高考阅读专项训练10】（上海牛津版·上外配套）
满分：30分 答题时间：30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
In the intense senior three review cycle, many students develop “selective learning preference”. They tend to devote plenty of time to their strong subjects and favorite question types, while deliberately avoiding difficult subjects and weak modules. When arranging daily review tasks, they always choose familiar and easy content to complete, and put aside tricky knowledge points constantly.
This selective learning mode brings short-term psychological comfort but long-term academic pleting familiar exercises can bring instant satisfaction and a false sense of “full progress”. However, the score growth of strong subjects is limited, as they already have a solid foundation and little room for improvement. Excessive investment in dominant subjects is typical inefficient review.
In contrast, weak subjects and blind spots are the biggest score growth space for senior three students. Every knowledge loophole in weak modules means huge potential points. Making up for subject shortcomings can bring obvious score improvement in a short time. Avoiding difficult content repeatedly will continuously widen knowledge gaps, turning small problems into irreparable learning weaknesses in the later review stage.
Teachers stress that high-score review must be “problem-oriented” rather than “comfort-oriented”. Senior three students should take the initiative to face their weak points, allocate targeted time to make up for shortcomings, and balance the development of strong and weak subjects. Only by breaking through learning bottlenecks can students maximize their overall exam scores.
36. What is “selective learning preference” of senior students
A. Equally arranging time for strong and weak subjects
B. Preferring easy familiar content and avoiding weak modules
C. Focusing entirely on difficult knowledge to improve weaknesses
D. Making targeted plans to fix learning loopholes
37. What is the short-term influence of selective learning
A. Bringing false progress satisfaction
B. Realizing rapid overall score growth
C. Fixing personal knowledge loopholes
D. Balancing subject development perfectly
38. Why are weak subjects important for score improvement
A. Weak subjects have the largest score promotion potential
B. Weak subjects are easier to learn than strong ones
C. Teachers pay more attention to weak subjects
D. Weak subjects can be improved without effort
39. What is teachers’ core suggestion for review
A. Focus only on strong subjects to keep advantages
B. Avoid difficult knowledge to maintain stable mood
C. Take initiative to break through weak learning modules
D. Pursue learning comfort rather than problem solving
Passage B
In English reading review, “question accumulation without summary” is a common hidden learning problem among senior three students. Many students maintain a high exercise volume every day, brushing dozens of reading questions continuously. However, they only focus on the number of finished exercises, ignoring the induction of question types, error rules and reading logic.
Pure question brushing belongs to low-level repetitive labor. Without systematic summary, new exercises are just simple repetition of old knowledge. Even if students complete a large number of reading questions, they will still make similar mistakes repeatedly. They cannot grasp the proposition rules of exam reading, nor can they form stable problem-solving thinking modes.
Efficient English reading review adheres to the combination of practice and summary. After finishing each reading passage, excellent students will sort out typical wrong questions, summarize common trap settings of the exam, and accumulate fixed logical judgment methods. They classify question types such as detail questions, inference questions and main idea questions, and form targeted problem-solving strategies for each type.
Education experts point out that the quality of reading summary is more important than the quantity of exercises. Limited high-quality practice with detailed induction and reflection is far more effective than blind massive brushing. Summarizing regularly can turn scattered problem-solving experience into systematic ability, which is the essential way to improve reading scores steadily.
40. What is the main problem of most students’ reading review
A. Summarizing question rules after doing exercises
B. Only pursuing exercise quantity without summary
C. Classifying different reading question types
D. Forming stable problem-solving thinking
41. What is the disadvantage of pure blind question brushing
A. Avoid repeated mistakes effectively
B. Lead to repetitive errors and no ability improvement
C. Master exam proposition rules quickly
D. Form systematic problem-solving strategies
42. What is the key to efficient reading review
A. Combining exercise practice with regular summary
B. Finishing as many exercises as possible daily
C. Only practicing difficult reading questions
D. Ignoring error analysis and rule induction
43. What is the best title for the passage
A. More Question Brushing Equals Higher Scores
B. Stop Blind Brushing and Focus on Reading Summary
C. How to Finish Reading Exercises Faster
D. The Classification of English Reading Question Types
Passage C
Moderate sense of ritual in daily study is a positive helper for senior three review efficiency. Different from meaningless formalities, learning ritual refers to fixed, orderly and positive daily learning habits formed by students. It includes fixed review time, tidy learning desktop, unified finishing process and regular pre-class preparation.
Many students ignore the power of learning ritual. They keep a messy learning state: desktop piled with scattered materials, random study time, and casual learning posture. This irregular state leads to slow state switching. Every time they start learning, they need extra time to adjust their mood and sort out materials, resulting in a large amount of invalid wasted time every day.
Learning ritual can help students quickly enter efficient learning state. Fixed learning habits form psychological hints in the brain. When students start daily fixed learning procedures, their brains will automatically switch to the concentrated study mode, greatly shortening the state adaptation time. A tidy learning environment also reduces external distractions and improves learning concentration.
Teachers suggest that senior three students establish simple personal learning rituals. Keeping a clean desktop, fixing daily review schedule, and insisting on pre-study preparation are easy but effective rituals. These small fixed habits stabilize learning state, improve daily efficiency, and accumulate steady progress for long-term review.
44. What is learning ritual according to the passage
A. Meaningless redundant learning formalities
B. Fixed positive daily learning habits and procedures
C. Complicated and time-consuming learning rules
D. Random and casual learning behaviors
45. What problem does irregular learning state cause
A. Improve learning concentration greatly
B. Waste time on state adjustment and sorting
C. Help enter learning state quickly
D. Reduce daily learning distractions
46. What is the function of learning ritual
A. Help students enter efficient learning state rapidly
B. Increase daily learning tasks and burden
C. Make learning procedures more complicated
D. Extend students’ learning adaptation 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 self-supervision is an essential ability for senior three independent review. In the long-term offline and online study cycle, students cannot always rely on teachers’ supervision and management. ___47___
Students lacking self-supervision are easily affected by external temptations. They often indulge in mobile phones, casual chatting and lazy rest during free study time. Their review plans cannot be completed on time, and daily learning goals are often left unfinished. ___48___
Strong self-supervision enables students to control their learning state strictly. They can resist invalid entertainment temptations, arrange spare time reasonably, and complete review tasks as planned. ___49___ This stable self-management ability ensures continuous and effective learning output.
Senior three review is a process of self-discipline and self-improvement. External supervision is temporary, while self-supervision accompanies the whole review process and determines the final academic achievement. ___50___
A. This leads to low review efficiency and slow progress.
B. Self-supervision is the core of autonomous learning.
C. External supervision can replace self-management totally.
D. They maintain a high-efficiency learning state all the time.
E. Thus, self-discipline decides students’ final exam performance.
F. Students need to rely on themselves to manage learning behaviors.
参考答案与精细解析
参考答案
Section B: 36.B 37.A 38.A 39.C 40.B 41.B 42.A 43.B 44.B 45.B 46.A
Section C: 47.F 48.A 49.D 50.E
逐题解析
36.B 细节题。选择性学习指学生偏爱简单、擅长的学习内容，刻意规避薄弱难点，追求学习舒适区。
37.A 细节题。这类学习方式短期能轻松完成任务，带来虚假的进步满足感，实则无实质提升。
38.A 细节题。优势学科提升空间有限，薄弱学科漏洞多、潜力大，是高三提分的核心突破口。
39.C 细节题。老师倡导问题导向型复习，主动直面短板、攻克薄弱模块，实现全科均衡提分。
40.B 细节题。学生阅读复习的最大误区是盲目刷题，只拼题量，忽视题型归纳、错题总结和规律梳理。
41.B 细节题。无总结的机械刷题属于无效重复，会导致反复踩坑，无法形成解题能力突破。
42.A 细节题。高效阅读复习的核心是练思结合，刷题辅以总结复盘、归纳技巧，实现提质增效。
43.B 主旨题。全文核心劝导学生摒弃盲目刷题，重视阅读总结复盘，打造系统解题能力。
44.B 细节题。学习仪式感并非形式主义，是学生养成的固定、有序、积极的常态化学习习惯。
45.B 细节题。无规律的学习状态杂乱无序，学生需耗费大量时间调整状态、整理资料，浪费复习时间。
46.A 细节题。良好的学习仪式感能给大脑心理暗示，帮助学生快速进入专注高效的学习状态。
47.F 衔接题。承接无法全程依赖老师监督的现状，点明高三学习需要学生自我管理、自我约束。
48.A 衔接题。承接缺乏自律的种种问题，指出放任自我会导致复习低效、进度停滞不前。
49.D 衔接题。阐述自律学生的优势，时刻保持高效学习状态，保证持续稳定的学习输出。
50.E 总结题。升华主旨，外部监督有限，自我自律与自我管理最终决定学生的高考成绩。

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