《2026年一本密卷高考英语》

B
In my ninth-grade writing class last year, I met a cowboy who saved his town, a strict father who de-manded his son earn straight A’s, and a modern-day Juliet who died of heartbreak after her parents rejec-ted the love of her young life. More than once, I found myself wondering just how my students, who’d created these people, knew their subjects so well.
But things were different for their first essay, which was about the question: “Why is writing impor-tant?” Most of the essays filled less than one page, and few contained a sentence that could be interpreted as a thesis (论点) statement. I was shocked. Then I realized that the problem was the question itself. They could have written pages on the necessity of computers, but writing, in and of itself, simply didn’t strike them as important. This would have to change.
As a new unit started, I asked everyone to write a persuasive piece on a health-related topic of their choice. This time they found the exercise much more interesting. For the next two assignments, a personal-narrative unit followed by a creative-writing workshop, I only required that the piece meet the specifica-tions of its genre (体裁) and that it contain a thesis. The results were staggering. The students took on diverse topics and turned in stories, 10 to 20 pages each, with characters that broadened my view and tou-ched my heart.
I walked into class believing that writing is important as a means of communication. However, my students demonstrated something more important to me. When the final bell rang in June, I walked away with a yearbook full of messages about writing’s most powerful significance—the ability to connect people, to put us in another’s skin, to teach us what it means to be human.
24. Who are the people mentioned at the beginning of Paragraph 1?
A. Ninth graders.
B. Students’ parents.
C. Modern writers.
D. Fictional characters.
25. Why did the students perform poorly in writing their first essay?
A. They were not given enough time.
B. They had a very limited vocabulary.
C. They misunderstood the question.
D. They had little interest in the topic.
26. What does the underlined word “staggering” in Paragraph 3 mean?
A. Mixed.
B. Amazing.
C. Similar.
D. Disturbing.
27. What does the author’s experience show?
A. Teaching is learning.
B. Still waters run deep.
C. Knowledge is power.
D. Practice makes perfect.

答案： 24.D 细节理解题。根据文章第一段中“In my ninth-grade writing class last year, I met a cowboy who saved his town..., who’d created these people, knew their subjects so well.（去年，在我九年级的写作课上，我结识了一位拯救了自己小镇的牛仔、一位要求儿子门门功课全得A的严厉父亲，还有一位现代版的朱丽叶——她在父母拒绝其年少挚爱后心碎而逝。不止一次，我暗自琢磨，这些塑造了这些人物的学生，究竟是如何如此深谙他们笔下的角色的。）”可知，这里提到的牛仔、严厉的父亲和现代版的朱丽叶都是学生在写作中创造出来的虚构人物。故选D。
25.D 推理判断题。根据文章第二段中“Most of the essays filled less than one page, and few contained a sentence that could be interpreted as a thesis (论点) statement...., but writing, in and of itself, simply didn’t strike them as important.（大多数文章篇幅不足一页，几乎没有包含可被视为论点的句子。我感到震惊。随后我意识到问题出在题目本身。他们本可以就电脑的必要性写下数页内容，但写作本身根本没让他们觉得重要。）”可推知，学生们在写第一篇作文时表现不佳，是因为他们对写作这个话题本身不感兴趣。故选D。
26.B 词句猜测题。根据文章第三段中划线词下文“The students took on diverse topics and turned in stories, 10 to 20 pages each, with characters that broadened my view and touched my heart.（学生们选取了多样的主题，交上来的故事每篇都有10到20页长，其中的人物拓宽了我的视野，也触动了我的心。）”可推知，此处指学生们写出了内容丰富、打动人心的故事，与之前的表现形成强烈对比。划线词“staggering”意为“令人惊叹的、惊人的”，与B选项“Amazing（惊人的）”语义一致。故选B。
27.A 推理判断题。通读全文，再根据文章最后一段中“I walked into class believing that writing is important as a means of communication.... the ability to connect people, to put us in another’s skin, to teach us what it means to be human.（我走进教室时坚信写作作为一种交流方式至关重要。然而，学生们向我展示了更为重要的东西。当六月的下课铃响起时，我带着一本满是留言的年鉴离开——这些留言诉说着写作最强大的意义：它能连接人与人，让我们换位思考，教会我们身为人类的真谛。）”结合全文内容可知，文章通过作者的教学经历，说明她在教导学生的同时，自己也领悟到写作的真正意义，这一过程体现了“教学相长”的理念。选项A“Teaching is learning（教学相长）”符合文中描述的作者通过教学获得的新认识。故选A。