必修第1册 UNIT 5 LANGUAGES AROUND THE WORLD(Word练习)-【精讲精练】2026年高考英语一轮复习（人教版）

[对应学生用书P458]

(限时：35分钟)

Ⅰ.阅读理解

A

(2025·江苏南京调研检测)In the heart of the Kanien'keha Nation (卡尼恩克哈部族) in Canada，McComber，a native language teacher reflected on a question raised by Maori (毛利) language advocate Sir Karetu: what was his dream for the future of his language?

Kanien'keha，the Mohawk language，is endangered, and for decades，McComber has worked hard to operate a native language school.At the turn of the century，as it encountered more barriers，McComber looked around the world for help and inspiration，and Karetu was the answer.“Don't wait for money or approval; just do the work，” Karetu told him.It's the same message Karetu carried with him decades ago，when te reo Maori，the Maori language，was also on the line.

In the early 1970s，young Maori advocates in New Zealand marched to the government，demanding Maori be taught in all public schools.In 1982，Dame Iritana Tawhiwhirangi established Kohanga Reo，an engaging language program where Maori was the only language taught，spoken and used both in the classroom and at home，and the courses focused on their history and culture.“Grandparents became teachers，” she says.“The difference­maker was that the Kohanga Reo was entirely community­led.Families raised the money to rent classroom spaces，and volunteers planned and taught classes.”

Translated in English as “language nest”，the Kohanga Reo model quickly became an important cultural export and inspired other minority communities worldwide.“Our parents ruled，” a student of McComber's nest school says，“They wanted to teach us the beauty of our language，our culture，and who we are.And it has given me the confidence to speak and read with ease in both English and Kanien'keha.”

The model helped communities view the world through their ancestors'eyes，ensuring the survival of their way of life.“It's not just about language，” McComber can now answer that question.“It's everything.”

[语篇解读]　本文是一篇新闻报道。文章主要说明了莫霍克语Kanien'keha已经濒临灭绝，为了保护这种语言McComber寻求社会的支持和帮助，建立了Kohanga Reo模式。

1．Why did McComber turn to Karetu for help?

A．Karetu also spoke Kanien'keha.

B．Karetu once faced a similar crisis.

C．He needed his financial support.

D．He desired his tips on language learning.

解析　B　细节理解题。根据第二段“At the turn of the century，as it encountered more barriers，McComber looked around the world for help and inspiration，and Karetu was the answer.‘Don't wait for money or approval; just do the work，’ Karetu told him.It's the same message Karetu carried with him decades ago，when te reo Maori，the Maori language，was also on the line.”可知，McComber向Karetu寻求帮助是因为Karetu曾经面临过类似的危机。故选B。

2．What contributed to the success of Kohanga Reo?

A．Expansion of public schools.

B．Flexibility of the courses.

C．Rule of the students'parents.

D．Support from the community.

解析　D　细节理解题。根据第三段“‘Grandparents became teachers，’ she says.‘The difference­maker was that the Kohanga Reo was entirely community­led.Families raised the money to rent classroom spaces，and volunteers planned and taught classes.’”可知，来自社会的支持促成了Kohanga Reo的成功。故选D。

3．What does paragraph 4 mainly talk about?

A．The impact of the Kohanga Reo model.

B．The importance of parents'involvement.

C．The procedure for building the nest school.

D．The case of a student finding his real identity.

解析　A　主旨大意题。通读第四段可知，本段主要讲了Kohanga Reo模式的影响。故选A。

4．By saying “It's everything”，McComber suggests______．

A．guaranteeing the survival of their own schools

B．keeping their culture for future generations

C．purifying their unique minority language

D．practicing the tradition of their ancestors

解析　B　推理判断题。根据最后一段“The model helped communities view the world

through their ancestors'eyes，ensuring the survival of their way of life.‘It's not just about language，’ McComber can now answer that question.‘It's everything.’”可知，通过说“这就是一切”，McComber建议为后代保留他们的文化。故选B。

B

(2025·河北石家庄模拟)For the past decade，one of the most linguistically (语言学地) diverse places in the world，square mile after square mile，has been my home: Queens，New York.

The soundtrack outside my door is extraordinary: On any given block，passing voices speak varieties of Polish，Ukrainian，Egyptian Arabic，Mexican Spanish，Puerto Rican Spanish，Dominican Spanish，and all the forms of New York City English they give rise to.

As a person who studies languages，I can usually distinguish them from one another，but understand only a part of what people are saying.

Users of Seke，a language from five villages in Nepal with 700 speakers，live a subway ride away.In certain stores，Albanians，Bosnians，Serbs，and Montenegrins all reunite，using the languages of the former Yugoslavia as if the country still existed.No group has a majority，or even 15 percent of the neighborhood，and most are at just 5 or 10 percent.English acts，for the most part，as a vital lingua franca (通用语).This last point is crucial，because a city can be a haven (避难所) for diversity but also an end point.

My neighborhood has its signature sound，but there are several dozen others that are just as diverse，each in a different way.

These are the places where the Endangered Language Alliance，the nonprofit I co­direct，has recorded New Yorkers speaking more than 100 languages that the survey and other data sets say don't officially exist，and more than 700 in total.

That linguistic portrait makes clear that early­21st­century New York City is a last haven for endangered languages—ones that are being hounded out of existence elsewhere.And this deep linguistic diversity is among the least explored but possibly most important factors in New York's history and makeup.New York's soul can be found in the existence of these many，many languages，explaining New York's particular capacity for tolerance and its ability to “make room” for others.

[语篇解读]　本文是一篇说明文。文章主要介绍了作者所在的纽约皇后区的语言多样性。作者所领导的非营利组织记录了纽约人使用的100多种未被官方认可的语言，这表明21世纪初的纽约市是濒危语言的最后避难所。这种深度的语言多样性是纽约历史和构成中最少被探索但可能是最重要的因素之一，也解释了纽约容纳和接纳他人的特殊能力。