登录
一、完形填空 以爱为灯，彼此照亮
素养：思维品质 难度：中 用时：8 分钟
[2025 苏州中考]Light rain continued to fall as I arrived at the mountain village. With a heavy bag on my back, I was excited to teach at a small school here, but a little 1. What would these students be like?
The school had only 18 students. Most were quiet, 2 they ran and laughed at break. One girl, Wen, always sat alone in the corner, seldom saying anything. On my first day in the classroom, I shared with them a 3 with the words “You are seen” on it and put it up on the wall. Some smiled shyly and some spoke quietly. “That’s why I’m here,” I said. However, Wen didn’t 4. She was just drawing circles on the desk with her finger.
Days passed quickly. The lessons were 5 planned. The children were kind. But my effort seemed to make little difference. I was not sure if I was doing anything 6.
One night, a heavy storm caused a power cut, leaving the classroom in darkness. As everyone was frozen, a soft light appeared. It was Wen who was holding a 7 in her hand. “We can still read,” she whispered. That was the first time I had heard her voice.
The next day, she sat 8. In the following days, she began to talk more. In my last class, she came up and gave me the lantern. “So you will always have some 9,” she smiled gently.
I came to give light, but found it was quietly 10. Volunteering isn’t always loud or big. Sometimes, it’s a quiet lantern—shared between the two, and shining in both directions.
1. A. bored B. relaxed
C. nervous D. surprised
2. A. though B. so
C. since D. when
3. A. dictionary B. poster
C. cake D. cup
4. A. stand up B. give up
C. wake up D. look up
5. A. slowly B. carefully
C. directly D. finally
6. A. simple B. interesting
C. popular D. meaningful
7. A. book B. lantern C. candle D. lamp
8. A. farther B. lower C. closer D. longer
9. A. fun B. time C. light D. hope
10. A. returned B. collected
C. connected D. accepted
素养：思维品质 难度：中 用时：8 分钟
[2025 苏州中考]Light rain continued to fall as I arrived at the mountain village. With a heavy bag on my back, I was excited to teach at a small school here, but a little 1. What would these students be like?
The school had only 18 students. Most were quiet, 2 they ran and laughed at break. One girl, Wen, always sat alone in the corner, seldom saying anything. On my first day in the classroom, I shared with them a 3 with the words “You are seen” on it and put it up on the wall. Some smiled shyly and some spoke quietly. “That’s why I’m here,” I said. However, Wen didn’t 4. She was just drawing circles on the desk with her finger.
Days passed quickly. The lessons were 5 planned. The children were kind. But my effort seemed to make little difference. I was not sure if I was doing anything 6.
One night, a heavy storm caused a power cut, leaving the classroom in darkness. As everyone was frozen, a soft light appeared. It was Wen who was holding a 7 in her hand. “We can still read,” she whispered. That was the first time I had heard her voice.
The next day, she sat 8. In the following days, she began to talk more. In my last class, she came up and gave me the lantern. “So you will always have some 9,” she smiled gently.
I came to give light, but found it was quietly 10. Volunteering isn’t always loud or big. Sometimes, it’s a quiet lantern—shared between the two, and shining in both directions.
1. A. bored B. relaxed
C. nervous D. surprised
2. A. though B. so
C. since D. when
3. A. dictionary B. poster
C. cake D. cup
4. A. stand up B. give up
C. wake up D. look up
5. A. slowly B. carefully
C. directly D. finally
6. A. simple B. interesting
C. popular D. meaningful
7. A. book B. lantern C. candle D. lamp
8. A. farther B. lower C. closer D. longer
9. A. fun B. time C. light D. hope
10. A. returned B. collected
C. connected D. accepted
答案
【解题导语】 本文讲述一位教师到山村支教的故事，通过一盏灯笼的互动，展现了教育中双向的温暖与意义。
1.C 根据空后的“What would these students be like?”可推测，因为不知道自己所教导的学生会是什么样的，所以作者有点紧张，故用nervous。
2.A 空处前后内容之间存在让步逻辑关系，表示“虽然他们会在课间时跑着笑着，但大部分人还是很安静的”，故用though。
3.B 根据下文中的“and put it up on the wall”可知，贴在墙上的应该是海报(poster)。
4.D 根据下文中的“She was just drawing circles on the desk with her finger”可知，听到作者说的话，Wen 并没有抬头看，她只是用手指在书桌上画着圆圈，故用look up。
5.B 根据下文中的“But my effort”可知，作者作出了努力，所以作者应是认真地(carefully)规划了这些课程。
6.D simple“简单的”;interesting“有趣的”;popular“受欢迎的”;meaningful“有意义的”。根据上文中的“But my effort seemed to make little difference”可知，作者的努力似乎收效甚微，所以作者不太确定自己做的事情是否有意义(meaningful)。
7.B 上文提到猛烈的暴风雨造成了停电，教室里一片黑暗，正当所有人都僵在原地时，一道柔和的光出现了。再结合下文中的“she came up and gave me the lantern”可知，此处应是指灯笼(lantern)。
8.C 上文提到Wen 总是独自坐在角落里，很少说话;结合下文“In the following days，she began to talk more”可推知，Wen 变得更积极了。所以此处是描述Wen 在教室里位置的变化，坐的离作者更近(closer)了。
9.C 根据上文中的“In my last class，she came up and gave me the lantern”可知，Wen给了作者一盏灯笼，灯笼会带来光(light)。
10.A 上文提到Wen把灯笼给了作者，所以作者是说，自己本是来给予光芒的，却发现光芒被悄然回赠(returned)。
1.C 根据空后的“What would these students be like?”可推测，因为不知道自己所教导的学生会是什么样的，所以作者有点紧张，故用nervous。
2.A 空处前后内容之间存在让步逻辑关系，表示“虽然他们会在课间时跑着笑着，但大部分人还是很安静的”，故用though。
3.B 根据下文中的“and put it up on the wall”可知，贴在墙上的应该是海报(poster)。
4.D 根据下文中的“She was just drawing circles on the desk with her finger”可知，听到作者说的话，Wen 并没有抬头看，她只是用手指在书桌上画着圆圈，故用look up。
5.B 根据下文中的“But my effort”可知，作者作出了努力，所以作者应是认真地(carefully)规划了这些课程。
6.D simple“简单的”;interesting“有趣的”;popular“受欢迎的”;meaningful“有意义的”。根据上文中的“But my effort seemed to make little difference”可知，作者的努力似乎收效甚微，所以作者不太确定自己做的事情是否有意义(meaningful)。
7.B 上文提到猛烈的暴风雨造成了停电，教室里一片黑暗，正当所有人都僵在原地时，一道柔和的光出现了。再结合下文中的“she came up and gave me the lantern”可知，此处应是指灯笼(lantern)。
8.C 上文提到Wen 总是独自坐在角落里，很少说话;结合下文“In the following days，she began to talk more”可推知，Wen 变得更积极了。所以此处是描述Wen 在教室里位置的变化，坐的离作者更近(closer)了。
9.C 根据上文中的“In my last class，she came up and gave me the lantern”可知，Wen给了作者一盏灯笼，灯笼会带来光(light)。
10.A 上文提到Wen把灯笼给了作者，所以作者是说，自己本是来给予光芒的，却发现光芒被悄然回赠(returned)。
解析
【分析】
先通读全文把握主旨：本文讲述支教教师与山村学生通过一盏灯笼传递双向温暖的故事。解题时需结合上下文语境、逻辑关系、词义辨析及线索词（如“灯笼”的反复出现），逐题分析选项，同时关注细节描写（如学生行为变化）的呼应，判断每空的最佳答案。
【解析】
1. 根据后文“What would these students be like?”可知，作者对即将教导的学生不了解，内心有点紧张，故选C（nervous）。
2. 空处前后为让步逻辑关系，意为“虽然学生课间会跑跳说笑，但大多还是安静的”，故选A（though）。
3. 根据“put it up on the wall”可知，贴在墙上的是海报，故选B（poster）。
4. 根据“She was just drawing circles on the desk with her finger”可知，Wen没有抬头看作者，故选D（look up）。
5. 根据后文“But my effort”可知，作者认真规划了课程，故选B（carefully）。
6. 根据“But my effort seemed to make little difference”可知，作者不确定自己做的事是否有意义，故选D（meaningful）。
7. 根据后文“she came up and gave me the lantern”可知，停电时Wen拿的是灯笼，故选B（lantern）。
8. 根据前文Wen独自坐角落、后文她话变多可知，她坐得离作者更近了，故选C（closer）。
9. 根据Wen送灯笼的行为可知，灯笼能带来光，故选C（light）。
10. 根据Wen送灯笼回赠温暖可知，作者本是来给予光，却发现光被悄然回赠，故选A（returned）。
【答案】
1.C 2.A 3.B 4.D 5.B 6.D 7.B 8.C 9.C 10.A
【知识点】
完形填空解题技巧、词义辨析、连词用法
【点评】
本文以“爱为灯”为线索，展现支教中师生双向温暖的主题，解题需紧扣上下文逻辑、线索词及细节呼应，考查学生的语境理解与逻辑分析能力。
【难度系数】
0.5
先通读全文把握主旨：本文讲述支教教师与山村学生通过一盏灯笼传递双向温暖的故事。解题时需结合上下文语境、逻辑关系、词义辨析及线索词（如“灯笼”的反复出现），逐题分析选项，同时关注细节描写（如学生行为变化）的呼应，判断每空的最佳答案。
【解析】
1. 根据后文“What would these students be like?”可知，作者对即将教导的学生不了解，内心有点紧张，故选C（nervous）。
2. 空处前后为让步逻辑关系，意为“虽然学生课间会跑跳说笑，但大多还是安静的”，故选A（though）。
3. 根据“put it up on the wall”可知，贴在墙上的是海报，故选B（poster）。
4. 根据“She was just drawing circles on the desk with her finger”可知，Wen没有抬头看作者，故选D（look up）。
5. 根据后文“But my effort”可知，作者认真规划了课程，故选B（carefully）。
6. 根据“But my effort seemed to make little difference”可知，作者不确定自己做的事是否有意义，故选D（meaningful）。
7. 根据后文“she came up and gave me the lantern”可知，停电时Wen拿的是灯笼，故选B（lantern）。
8. 根据前文Wen独自坐角落、后文她话变多可知，她坐得离作者更近了，故选C（closer）。
9. 根据Wen送灯笼的行为可知，灯笼能带来光，故选C（light）。
10. 根据Wen送灯笼回赠温暖可知，作者本是来给予光，却发现光被悄然回赠，故选A（returned）。
【答案】
1.C 2.A 3.B 4.D 5.B 6.D 7.B 8.C 9.C 10.A
【知识点】
完形填空解题技巧、词义辨析、连词用法
【点评】
本文以“爱为灯”为线索，展现支教中师生双向温暖的主题，解题需紧扣上下文逻辑、线索词及细节呼应，考查学生的语境理解与逻辑分析能力。
【难度系数】
0.5
二、阅读理解 科学技术改变生活
素养：思维品质 难度：中 用时：8 分钟
[新素材][2025 河南三模改编]①AI can help students learn in several ways.
②Personalized learning: AI can know better about students, including their advantages, weaknesses, skills, learning favorites, learning needs, and so on. Then it can create a proper learning plan for each student. This can help students focus on areas that they need to improve at their own speed.
③Interactive learning: AI has the ability to make learning more interactive and interesting. Things like interactive learning apps and educational games can make learning more interesting. For example, instead of just reading a boring textbook, students can play games to learn math or history. These apps and games catch students’ attention right away. Students can answer questions, accept challenges, and even compete with others. This kind of learning is like having a fun conversation while studying. It’s much better than sitting alone and just reading or memorizing things. Interactive learning through AI helps students understand and remember knowledge better.
④Greater resources (资源): AI can provide richer and wider learning resources, like electronic textbooks, online courses, and study apps. For example, a biology textbook with AI technology may provide interactive 3D models of a human body that students can study more carefully.
⑤In a word, AI has a great ability to improve learning. The future of AI in education is hopeful as technologies continue to develop.
1. What can AI do after knowing better about students?
A. Get more learning experiences.
B. Find out students’ learning speed.
C. Know more about learning favorites.
D. Offer proper personal learning plans.
2. What does the underlined word “Interactive” in Paragraph ③ mean?
A. Doing things alone.
B. Just listening and watching.
C. Learning by reading books quietly.
D. Working together and sharing ideas.
3. What does the writer give an example of a biology textbook for in Paragraph 4?
A. To show biology is easy to learn.
B. To describe something more about 3D.
C. To introduce a method of assessment(评价).
D. To show AI can provide richer resources.
4. What’s the best title for this passage?
A. AI — a smart help for learning
B. AI needs new technologies
C. AI is much better than a teacher
D. AI — hopeful or hopeless
5. [新考法·篇章结构题]What is the structure of the passage?
A. ①/②③④⑤
B. ①②③④/⑤
C. ①/②③④/⑤
D. ①②/③④⑤
素养：思维品质 难度：中 用时：8 分钟
[新素材][2025 河南三模改编]①AI can help students learn in several ways.
②Personalized learning: AI can know better about students, including their advantages, weaknesses, skills, learning favorites, learning needs, and so on. Then it can create a proper learning plan for each student. This can help students focus on areas that they need to improve at their own speed.
③Interactive learning: AI has the ability to make learning more interactive and interesting. Things like interactive learning apps and educational games can make learning more interesting. For example, instead of just reading a boring textbook, students can play games to learn math or history. These apps and games catch students’ attention right away. Students can answer questions, accept challenges, and even compete with others. This kind of learning is like having a fun conversation while studying. It’s much better than sitting alone and just reading or memorizing things. Interactive learning through AI helps students understand and remember knowledge better.
④Greater resources (资源): AI can provide richer and wider learning resources, like electronic textbooks, online courses, and study apps. For example, a biology textbook with AI technology may provide interactive 3D models of a human body that students can study more carefully.
⑤In a word, AI has a great ability to improve learning. The future of AI in education is hopeful as technologies continue to develop.
1. What can AI do after knowing better about students?
A. Get more learning experiences.
B. Find out students’ learning speed.
C. Know more about learning favorites.
D. Offer proper personal learning plans.
2. What does the underlined word “Interactive” in Paragraph ③ mean?
A. Doing things alone.
B. Just listening and watching.
C. Learning by reading books quietly.
D. Working together and sharing ideas.
3. What does the writer give an example of a biology textbook for in Paragraph 4?
A. To show biology is easy to learn.
B. To describe something more about 3D.
C. To introduce a method of assessment(评价).
D. To show AI can provide richer resources.
4. What’s the best title for this passage?
A. AI — a smart help for learning
B. AI needs new technologies
C. AI is much better than a teacher
D. AI — hopeful or hopeless
5. [新考法·篇章结构题]What is the structure of the passage?
A. ①/②③④⑤
B. ①②③④/⑤
C. ①/②③④/⑤
D. ①②/③④⑤
答案
【解题导语】 本文主要介绍了人工智能对学生学习的多方面帮助。
素养落地
随着人工智能的发展和普及，它逐渐应用到了我们生活的各个方面。通过本文的介绍我们可以知道，人工智能给教育带来了很多积极变化。它在为我们提供更多个性化选择和学习资源的同时，也鼓励我们保持开放的心态，培养批判性思维，拥有更强的创造力和价值判断能力，体现了核心素养中的思维品质。
长难句解读
For example, a biology textbook with AI technology may provide interactive 3D models of a human body 主语 介词短语作后置定语
may provide 谓语 宾语
( that students can study more carefully). that引导的定语从句
比如，一本有人工智能技术的生物课本或许能提供能让学生更仔细地研究的交互式3D人体模型。
1.D 细节理解题。根据第二段中的“AI can know better about students... Then it can create a proper learning plan for each student”可知答案为D。
2.D 词义猜测题。根据第三段中的“Students can answer questions，accept challenges，and even compete with others. This kind of learning is like having a fun conversation while studying”可知，学生可以通过回答问题，接受挑战，甚至和其他人竞争来学习，因此“Interactive learning”意味着一起学习和分享想法，故选D。
3.D 推理判断题。根据第四段开头“Greater resources（资源): AI can provide richer and wider learning resources，like electronic textbooks”可推知，作者以生物课本为例，来说明本段的中心思想:AI可以提供更丰富的资源。故答案为D。
4.A 标题归纳题。本文主要介绍了人工智能对学生学习的多方面帮助，故A项最适合作为本文的标题。
技巧点拨
做标题归纳题的时候，通常从以下几个方面来考虑：
(1)标题要能概括文章的主旨大意;
(2)标题要简洁、醒目;
(3)标题中常含有体现文章大意的关键词。
注意：对于一些记叙文而言，有时候标题并不体现文章的大意，而常常是贯穿文章的特定线索。
5.C 篇章结构题。通读全文可知，文章第一段引出话题，第二至四段介绍人工智能在不同方面的帮助，最后一段总结全文，故C项结构正确。
技巧点拨
篇章结构题考查同学们对文章内容和结构的分析、归纳能力。解题时需要分析每段的段落大意，然后确定各段之间的关系。第一段和最后一段通常是总结语，首尾相呼应。中间的段落有的是并列关系，有的是隶属关系。
素养落地
随着人工智能的发展和普及，它逐渐应用到了我们生活的各个方面。通过本文的介绍我们可以知道，人工智能给教育带来了很多积极变化。它在为我们提供更多个性化选择和学习资源的同时，也鼓励我们保持开放的心态，培养批判性思维，拥有更强的创造力和价值判断能力，体现了核心素养中的思维品质。
长难句解读
For example, a biology textbook with AI technology may provide interactive 3D models of a human body 主语 介词短语作后置定语
may provide 谓语 宾语
( that students can study more carefully). that引导的定语从句
比如，一本有人工智能技术的生物课本或许能提供能让学生更仔细地研究的交互式3D人体模型。
1.D 细节理解题。根据第二段中的“AI can know better about students... Then it can create a proper learning plan for each student”可知答案为D。
2.D 词义猜测题。根据第三段中的“Students can answer questions，accept challenges，and even compete with others. This kind of learning is like having a fun conversation while studying”可知，学生可以通过回答问题，接受挑战，甚至和其他人竞争来学习，因此“Interactive learning”意味着一起学习和分享想法，故选D。
3.D 推理判断题。根据第四段开头“Greater resources（资源): AI can provide richer and wider learning resources，like electronic textbooks”可推知，作者以生物课本为例，来说明本段的中心思想:AI可以提供更丰富的资源。故答案为D。
4.A 标题归纳题。本文主要介绍了人工智能对学生学习的多方面帮助，故A项最适合作为本文的标题。
技巧点拨
做标题归纳题的时候，通常从以下几个方面来考虑：
(1)标题要能概括文章的主旨大意;
(2)标题要简洁、醒目;
(3)标题中常含有体现文章大意的关键词。
注意：对于一些记叙文而言，有时候标题并不体现文章的大意，而常常是贯穿文章的特定线索。
5.C 篇章结构题。通读全文可知，文章第一段引出话题，第二至四段介绍人工智能在不同方面的帮助，最后一段总结全文，故C项结构正确。
技巧点拨
篇章结构题考查同学们对文章内容和结构的分析、归纳能力。解题时需要分析每段的段落大意，然后确定各段之间的关系。第一段和最后一段通常是总结语，首尾相呼应。中间的段落有的是并列关系，有的是隶属关系。
解析
【分析】本题是一篇关于人工智能助力学习的英语阅读理解题，共设置5道题型不同的题目，涵盖细节理解、词义猜测、推理判断、标题归纳、篇章结构类题型。解题思路如下：1.细节理解题需定位原文对应语句，匹配选项；2.词义猜测题结合上下文语境（如举例、描述）推断词义；3.推理判断题需结合段落中心句推导答案；4.标题归纳题需提炼文章主旨，选择涵盖核心内容的选项；5.篇章结构题需分析各段落大意，梳理段落间的逻辑关系（总-分-总等）。
【解析】1. 细节理解题：根据原文第二段“AI can know better about students... Then it can create a proper learning plan for each student”可知，AI在了解学生后会为其制定合适的学习计划，对应选项D。2. 词义猜测题：根据第三段“Students can answer questions, accept challenges, and even compete with others. This kind of learning is like having a fun conversation while studying”可知，“Interactive”意为“互动的、合作的”，对应选项D。3. 推理判断题：第四段中心句为“Greater resources: AI can provide richer and wider learning resources”，作者举生物课本的例子是为了说明AI能提供更丰富的资源，对应选项D。4. 标题归纳题：文章主要介绍AI对学生学习的多方面帮助，核心是AI作为学习的助力，对应选项A。5. 篇章结构题：第一段引出AI助力学习的话题，第二至四段分别介绍个性化学习、互动学习、更多资源三个方面，第五段总结全文，结构为“总-分-总”，对应选项C。
【答案】1.D 2.D 3.D 4.A 5.C
【知识点】英语阅读理解细节理解题、词义猜测题、篇章结构题
【点评】本题是2025河南三模改编的阅读理解题，围绕人工智能在教育领域的应用展开，考查学生不同类型阅读题的解题能力，体现了思维品质的学科素养，难度中等，符合中考阅读题的命题特点。
【难度系数】0.6
【解析】1. 细节理解题：根据原文第二段“AI can know better about students... Then it can create a proper learning plan for each student”可知，AI在了解学生后会为其制定合适的学习计划，对应选项D。2. 词义猜测题：根据第三段“Students can answer questions, accept challenges, and even compete with others. This kind of learning is like having a fun conversation while studying”可知，“Interactive”意为“互动的、合作的”，对应选项D。3. 推理判断题：第四段中心句为“Greater resources: AI can provide richer and wider learning resources”，作者举生物课本的例子是为了说明AI能提供更丰富的资源，对应选项D。4. 标题归纳题：文章主要介绍AI对学生学习的多方面帮助，核心是AI作为学习的助力，对应选项A。5. 篇章结构题：第一段引出AI助力学习的话题，第二至四段分别介绍个性化学习、互动学习、更多资源三个方面，第五段总结全文，结构为“总-分-总”，对应选项C。
【答案】1.D 2.D 3.D 4.A 5.C
【知识点】英语阅读理解细节理解题、词义猜测题、篇章结构题
【点评】本题是2025河南三模改编的阅读理解题，围绕人工智能在教育领域的应用展开，考查学生不同类型阅读题的解题能力，体现了思维品质的学科素养，难度中等，符合中考阅读题的命题特点。
【难度系数】0.6
