Unit 5 Education 教育（话题阅读精练）英语北师大2019选择性必修第二册

Unit 5 Education 教育 话题阅读精练 单元引言解读 教育是人类文明传承的基石，是个体成长的阶梯，更是社会进步的引擎。它以知识为火种，点燃探索世界的热情；以智慧为桥梁，连接个体潜能与未来可能。本单元聚焦 “教育” 这一永恒主题，旨在探寻其多元形态（如学校教育、家庭教育、终身学习等）、时代演变（从传统课堂到数字化教育的变革）以及深远影响（塑造人格、推动创新、促进社会公平等）。在这里，我们将一同思考：教育如何回应个体的成长需求？如何适应时代的发展浪潮？又如何承载着人类对美好生活的向往与追求？ 主题词汇积累 一、教育的类型与形式 formal education：正规教育 informal education：非正规教育 vocational education：职业教育 distance education：远程教育 lifelong learning：终身学习 experiential learning：体验式学习 inclusive education：全纳教育（兼顾特殊需求群体） 二、教育的目标与功能 impart knowledge：传授知识 cultivate abilities：培养能力 shape values：塑造价值观 foster creativity：激发创造力 promote equity：促进公平 bridge the gap：弥合差距（如城乡教育差距） lay a foundation：奠定基础 三、教育的挑战与趋势 educational inequality：教育不平等 digital divide：数字鸿沟（教育资源的技术差距） reform of curriculum：课程改革 personalized teaching：个性化教学 integration of technology：技术融合 quality-oriented education：素质教育 educational innovation：教育创新 四、教育相关角色与场景 educator：教育者 mentor：导师 curriculum designer：课程设计者 classroom interaction：课堂互动 academic performance：学业表现 educational resources：教育资源 graduation ceremony：毕业典礼 时文拓展阅读 When I was a trainee, my tutors told me the best thing about becoming a teacher was the ability to read stories to my class. Apparently, the pupils’ minds would be a blank canvas, and as I read aloud my words would paint the most vibrant and beautiful paintings for them. I honestly don’t think that ever happened – certainly not with a whole class. Instead, like you, when I read to my class and asked a question like “So what did you think of the ending?”, I was often met with blank faces. So, was it just my inability to paint vivid images as I read – or was this a burning issue across education settings? I began to dig around and found myself discussing the topic with, dare I say it, secondary school English teachers. A seamless transition? Having many years of teaching Year 6 under my belt, I had built up a certain level of frustration with the Year 7 curriculum. After moving on to high school, my pupils would consistently report back that they were doing nouns and verbs, writing diary entries using because, if and when, and reading books they’d previously studied, a chance in Year 2. However, a chance meeting with a head of English and his team at a school where I was inset, set me straight. I was frustrated that the pupils that they were reading, as pupils on arrival of Year 7, pupils who had passed their KS2 reading tests. In September 2015, Ofsted produced a report –Key Stage 3: The Wasted Years? – which claimed the performance of secondary schools had stalled and that the transition from primary to secondary schools was poorly handled. One of the things only considered as progress in reading. This was the main driver for my chance meeting with the head of English. He wanted to know what was going so wrong, and how primary and secondary could make this transition in reading more fluid. Primary and secondary staff tend to have preconceived views of what the other does and doesn’t do – this is surely partially fuelled by forced transition projects. After several years of working closely with KS3 and KS4 colleagues, I feel ready to talk about what transition from KS2 to KS3 can really look like. Mismatched expectations The KS2 mark scheme is known to be a very precise tool: marks become the pupils’ response is not represented in the mark scheme. There are no half marks in KS2 SATs, and a common refrain heard in Year 6 classrooms is “I know what you meant, but you won’t get the mark in your SATs!” Could this perhaps be the reason why students appear to regress as they move to Year 7? Colleagues in KS3–4 are gobsmacked by the KS2 reading mark schemes, and explain how they have trying difficulty they have trying the transition, desperately having to think for themselves whilst analysing texts. It seems that current style / practice assessment curriculum does not complement the other, and pupils are confused. Really reading My colleague, Lisa, and I decided to apply for a grant from SHINE that would fund a project to focus on developing our pupils’ skills for pupils 5 to 8. We wanted to create a toolkit that would equip pupils with the skills to immerse as they read – and understand what they really read – and in turn, hopefully, begin to enjoy it! When pupils understand what they are reading, they can develop their ability to summarise quickly. This also means that they make links and connections with what they have read, identify significant events, understand cause and effect, and form opinions on characters or plot based on the text. Theory into practice Are You Really Reading (AYRR) is a teaching tool that enables what is already in place for a school or setting to be enhanced. The toolkit, consisting of five strands, works alongside any approach to teaching reading. It doesn’t replace the current reading offer for a school, because it is not a reading scheme. Teachers can choose which strands will complement the text or stimuli that they are using. There is no rule book for how many times a strand should be taught, if the activity should be written or oral, or whether it should be recorded. Modelling the strategies is key to the project, so adults can scribe for pupils, ensuring pupils can fully access and develop their summarising skills. It has been designed to work alongside any teaching style, in any school setting and with any text type (fiction, non-fiction, plays, poetry, etc.). Although it was initially funded for Years 5 to 8 only, we knew the project would work from Early Years up, so we trained all our 200 + schools through each milestone – EYPS to KS1 and KS1 to KS2. The same five strands are used through the programme right up to KS4; the only thing that changes is the difficulty of the text. This is what makes the project accessible for all: it’s simple and consistent. Measuring outcomes The effects of the AYRR programme have been nothing short of positive. Teachers are very upbeat about the project – almost instantly commenting on improved progress, engagement, motivation and oral discussion skills among their pupils. EYPS and KS1 pupils love how they can use the strands in one year group and then enjoy. “Oh yes... we used the emojis in reception too!” exclaimed a previously reluctant reader in a field visit we observed. 【译文欣赏】 在我还是实习教师的时候，导师们告诉我，成为教师最美好的事情之一，就是能够给班级学生朗读故事。显然，学生们的脑海会像空白画布，而我朗读时的话语，会为他们描绘出最生动绚丽的画面。 但说实话，我觉得这种情况从未发生过 —— 至少在全班同学面前没出现过。相反，就像你遇到的情况一样，当我给班级朗读并提问 “你们觉得结局怎么样” 时，得到的往往是一张张茫然的脸。 那么，是因为我朗读时无法描绘出生动画面吗？还是说这是教育环境中普遍存在的棘手问题？我开始深入探究，甚至（说出来有点大胆）和中学英语教师讨论这个话题。 无缝衔接？ 我教过多年六年级，对七年级的课程体系积累了一定程度的挫败感。学生升入高中后，总会反馈说他们还在学名词、动词，用 “because（因为）”“if（如果）”“when（当…… 时）” 写日记，读的书也是二年级就接触过的。 不过，一次在学校参加培训时，与一位英语教研组长及其团队的偶然交流，让我豁然开朗。我很困惑：这些学生明明刚升入七年级，而且都通过了 Key Stage 2（英国小学毕业阶段）阅读测试，他们的阅读水平怎么会这样？ 2015 年 9 月，英国教育标准局（Ofsted）发布了一份报告 ——《关键阶段 3：被浪费的岁月？》，指出中学的教学成效陷入停滞，小学到中学的过渡衔接处理得很糟糕。 阅读能力的衔接是关键问题之一。这也是我与那位英语教研组长交流的核心原因。他想弄清楚问题究竟出在哪里，以及小学和中学怎样才能让阅读过渡更顺畅。 小学和中学教师往往对彼此的教学工作有先入为主的看法 —— 这种情况肯定部分源于生硬的过渡衔接项目。在与关键阶段 3 和 4（对应初中、高中学段 ）的同事深入合作数年后，我觉得可以聊聊小学到初中（KS2 到 KS3 ）的过渡究竟该是什么样的了。 错位的预期 Key Stage 2 的评分标准以精准著称：如果学生的答案表述没对应上评分细则，就会丢分。KS2 的学业水平测试（SATs）没有半分，六年级教室常听到这样的抱怨：“我知道你想说啥，但考试里这么写拿不到分！” 这会不会是学生升入七年级后表现退步的原因呢？ 关键阶段 3 - 4 的同事对 KS2 阅读评分标准感到震惊，他们解释说，学生刚过渡过来时，分析文本得全靠自己摸索，很难适应。现行的评估体系和课程似乎互不兼容，学生也 confusion（ confusion ：困惑 ）不已。 真正的阅读 我和同事莉萨决定申请 SHINE（一个教育公益基金 ）的资助，开展一个项目，专注培养 5 - 8 岁学生的阅读技能。我们想打造一套工具包，让学生能带着技巧沉浸式阅读 —— 理解自己读的内容，进而真正享受阅读！当学生理解阅读内容后，就能提升快速总结的能力。这也意味着他们能建立阅读内容之间的关联，识别关键事件，理解因果关系，还能基于文本对人物或情节形成看法。 理论付诸实践 “你真的在阅读吗？（Are You Really Reading，简称 AYRR ）” 是一种教学工具，能强化学校或教学环境中已有的阅读教学举措。这个工具包包含五个核心模块，可与任何阅读教学方法配合使用。它不是替代学校现有的阅读课程，因为本身并非阅读体系。 教师可以选择哪些模块来辅助教学文本或素材。没有规定说一个模块要教多少次、活动得写成书面形式还是口头进行，或者是否要记录下来。 示范这些阅读策略是项目的关键，成年人可以为学生记录，确保学生能充分掌握并提升总结技能。它的设计初衷就是适配任何教学风格、任何学校环境，以及任何文本类型（小说、非虚构作品、戏剧、诗歌等 ）。 虽然最初项目只计划资助 5 - 8 岁学生，但我们知道它适用于更早学段，于是培训了 200 多所学校，覆盖从幼儿阶段（EYPS）到关键阶段 1（KS1，对应小学低年级 ）、再到关键阶段 2（KS2，对应小学高年级 ）的每个学段节点。 整个项目始终沿用这五个模块，一直到关键阶段 4（KS4，对应高中学段 ）；唯一变化的是文本难度。这正是项目普适性的体现：简单且连贯。 评估成效 AYRR 项目的效果非常积极。教师们对项目反响热烈，几乎立刻就反馈学生在进步、参与度、积极性和口头讨论能力方面都有提升。 幼儿阶段（EYPS）和关键阶段 1（KS1）的学生喜欢在不同年级延续使用这些阅读模块。我们实地走访时，曾有个原本不爱阅读的孩子兴奋喊：“对呀…… 我们在 Reception（英国学前教育阶段 ）也用过表情符号呢！” 【词汇积累】 2 原创精品资源学科网独家享有版权，侵权必究！ 8 / 14 学科网（北京）股份有限公司 学科网（北京）股份有限公司 trainee n. 实习教师；受训者 reluctant adj. 不情愿的；勉强的 frustration n. 挫败感；沮丧 consistently adv. 一贯地；始终如一地 transition n. 过渡；转变 preconceived adj. 先入为主的；预先设想的 immerse v. 使沉浸于；使专注于 summarise v. 总结；概括（英式拼写，美式为 “summarize” ） accessible adj. 易理解的；易使用的 upbeat adj. 乐观的；积极向上的 reluctant reader 阅读积极性不高的读者（常用教育领域表达 ） 【知识拓展】 本文聚焦小学到中学阅读教学衔接问题，由教师个人教学困惑切入，揭示学业评估标准错位、学段教学衔接不畅等教育现实问题，介绍 “Are You Really Reading（AYRR）” 教学工具包及实践效果，体现教育者对阅读教学连续性、有效性的探索，反映英国基础教育阶段阅读教学改革尝试。 【词汇延伸】 KS（Key Stage） n. 关键阶段（英国基础教育学段划分，如 KS1 对应小学低年级 ） SATs（Standard Assessment Tests） n. 学业水平测试（英国小学关键阶段结束时的统一测评 ） EYPS（Early Years Foundation Stage Profile） 幼儿发展阶段档案（英国学前教育评估工具 ） reading scheme n. 阅读课程体系（学校常用的系列阅读教材及教学方案 ） teaching toolkit n. 教学工具包（整合教学策略、活动设计等的实用资源集合 ） 高考真题链接 (2020·北京卷)Growing up, Deka Ismail says she let labels define what she could be.“I was a black girl, from a refugee (难民) family，” Deka said.“It was as if I was only allowed to explore in this predetermined box.” After a high school chemistry class inspired her to think about a career in science and gave her confidence in the field, Deka learned to live outside labels and began making big plans for her future.Now she is about to begin her freshman year at the University of California, planning to become a professor. Born and raised in San Diego’s City Heights neighbourhood, Deka is the daughter of a Somali refugee couple.While some might say Deka’s success happened in spite of her background, she would say differently, that her experiences shaped her and inspired her to be the driven, young scientist that she is today. When Deka was eight years old, her mother got a job by studying hard back in school in order to support the whole family.That made Deka realize that education could make a difference to one’s life.She spent a lot of time in the library reading books, and didn’t do many of the things her peers did，like partying or having romantic relationships. “I always felt like I had to be the perfect girl for my family，” Deka said.“You have to not even do your best but two times better than everyone else.I felt like the whole world was waiting for me to mess up.” Deka’s efforts paid off.The summer before her senior year of high school, she was accepted to the American Chemical Society Project SEED Programme.“She brought both enthusiasm and focus”， Botham，a researcher at this research institute，recalled.“She arrived every day ready to work, ready to learn and ready to tackle new challenges regardless of whether or not she had done anything similar.” When asked what advice she would give to others like her，Deka warned them not to underestimate themselves.“Don’t tell yourself that the scholarship is too big or this programme is too competitive or I’ll never get into this school, ” she said.“I was not sure whether I could make it until I started seeing the acceptance letters rolling in.” 1.From the passage, we can learn that ________. A.Deka was adopted by a refugee family B.Deka spent a lot of time going to parties C.Deka became a professor after graduation D.Deka’s experiences drove her to work hard 2.Deka realized the importance of education ________. A.from her mother’s experience B.after her chemistry class C.by reading books in the library D.through working at the institute 3.According to the last paragraph, Deka advised that students be ________. A.patient B.confident C.ambitious D.generous 4.What does the story intend to tell us? A.Life is not all roses. B.Practice makes perfect. C.Well begun is half done. D.Hard work leads to success. 1. When I was a trainee, my tutors told me the best thing about becoming a teacher was the ability to read stories to my class. 抓标志：连接词 when、that（省略） 判类型：时间状语从句和宾语从句的复合句（宾语从句中 “the best thing... was...” 为表语从句） 试翻译：当我还是实习教师时，导师们告诉我，成为教师最棒的事情之一就是能给班级学生朗读故事。 2. Although it was initially funded for Years 5 to 8 only, we knew the project would work from Early Years up, so we trained all our 200 + schools through each milestone. 抓标志：连接词 although、so 判类型：让步状语从句、宾语从句和结果状语从句构成的复合句 试翻译：尽管该项目最初只资助 5 至 8 岁的学生，但我们知道它适用于更早的学段，因此我们培训了 200 多所学校，覆盖每个学段节点。 label n. 标签；标记 predetermined adj. 预先确定的 refugee n. 难民 inspire v. 激励；启发 career n. 职业；事业 confidence n. 信心 background n. 背景 shape v. 塑造；影响 driven adj. 有动力的；积极进取的 support v. 支撑；养活 peer n. 同龄人；同辈 enthusiastic adj. 热情的 focus n. 专注；注意力 tackle v. 处理；应对 challenge n. 挑战 scholarship n. 奖学金 competitive adj. 有竞争力的 underestimate v. 低估 综合实战演练 语篇 题型 体裁 词数 内容简介 Passage1 阅读理解 记叙文 323 主要讲述斯蒂芬・金的童年经历，包括父亲抛弃家庭、朋友意外死亡等不幸事件，以及他如何通过文学兴趣发展写作事业，最终成为著名作家的历程。 Passage2 阅读理解 说明文 301 介绍中国在莫桑比克的万宝水稻农场项目，通过提供技术支持、种子和资源，帮助当地农民提高水稻产量，改善生活条件，促进经济发展。 Passage3 阅读理解 说明文 350 分析欧洲气候变化问题，指出欧洲是全球变暖最快的地区之一，讨论其原因（如北极影响、洋流）及高温导致的死亡人数增加，同时介绍城市的应对措施。 Passage4 阅读理解 说明文 300 研究寄生黄蜂控制苹果蚜虫的生物防治方法，指出通过种植野花满足成虫食物需求可提高防治效果，为绿色农业提供新方案。 Passage5 七选五 说明文 250 提供夏季活动建议，包括学习新爱好、志愿服务、探索本地景点、阅读和学习语言，帮助读者充实假期生活。 Passage6 七选五 说明文 250 哈佛建议通过感恩、乐观、理解与宽恕、持续学习和解决问题等方法保持快乐和健康的心态。 Passage7 完形填空 记叙文 280 讲述作者在骑行露营时遭遇暴风雨，被陌生人救助，陌生人的善意激发了作者在后续旅程中帮助他人，传递爱心的故事。 Passage 1 (2024-2025学年四川省眉山市高二期末)There can be no doubt that Stephen King, New York Time’s Best-Selling author, has found success in many aspects, but it wasn’t always like this. King witnessed tragedy and horrors from the very beginning. When he was 2 years old, his father told his mom that he was going out to get cigarettes but in fact, he never came back, he had abandoned his family. This left his mother Ruth to care for Stephen and his elder brother David on her own. Ruth was forced to move often, desperately looking for work as she was now the only provider of the family, and she had to rely on relatives most of the time. One day Stephen went out to play with friends and when he came back, he wasn’t even able to speak a single word, it seemed he was hurt mentally or something, but he still got the courage to continue forward. It turned out that one of his friends was hit by a train and died, which left an emotional scar on him. King, later on, dropped out of school due to some serious health concerns and was told that he had to enlist (入伍) again the next fall, which demotivated him too. Although Stephen King didn’t see his childhood as something extraordinary or special, he did say that he was always fascinated by scary things. People used to acknowledge the King family by their love of literature, in fact whenever Stephen’s mom had to go out, she didn’t hire a babysitter, for the kids used to read novels to each other so they would not get bored. Stephen King’s love of stories was developed from a very young age and he carried that tradition with his own children along with his wife Tabitha. In 1973, Stephen King started his amazing journey of success when he published his first novel Carrie, which is scary. The rest followed from after that as he published many amazing books like The Shining, IT, Firestarter, and Cujo. All of these books became instant classics and got their own movie and television shows adaptions. 1. What is mainly talked about about Stephen King in the first two paragraphs? A. His achievements in writing. B. His unfortunate childhood. C. His difficulty in supporting the family. D. His mother’s bitter experiences. 2. What left Stephen King not even speaking a single word? A. He was knocked down by a passing train. B. He was badly criticized by a close friend. C. He was depressed by the constant moves. D. He was heart-struck by a terrible accident. 3. What does the underlined word “demotivated” in paragraph 3 mean? A. Discouraged. B. Relaxed. C. Embarrassed. D. Inspired. 4. Why didn’t Stephen’s mom hire a babysitter? A. The family was too poor to hire a babysitter. B. The family could not find a proper babysitter. C. The children could actually entertain themselves. D. The children didn’t like to be cared for by others. Passage 2 （2024-2025学年湖南省新邵县高二上学期期中）Farmers are celebrating their rice harvest by singing and dancing on the farm. This is Wanbao Mozambique rice farm, China’s largest rice planting project in Africa. Here, if people can speak hello in Chinese, “ni hao”, they most certainly also know another Chinese term Wanbao, the name of a Chinese rice farm project. Through the fertile (肥沃的) area in south Mozambique, the Limpopo River is flowing into the Indian Ocean in the Xai-Xai district. Benefiting from the vast farmland, a suitable climate, enough water and the support from China, the project is creating a bright future for the people here. Through cooperative planting methods, Wanbao is helping the local farmers develop successful rice plantations. It not only provides seeds, farm chemicals and fertilizers, but also does land leveling and water pumping (抽水). To have good harvests, farmers work hard and learn from the Chinese. Now the local farmers’ love for farming is growing and they are getting richer and richer. “I’ve benefited a lot from the rice farming and learned to produce rice using Chinese technologies on one hectare (公顷) of land,” says a mother of five children. “With the money, I have improved my life a lot. I have built my house and my children are going to school.” An old farmer is now even teaching other farmers how to grow rice. He is cultivating crops over 40 hectares. “Thanks to the project, both my children and grandchildren are living a stable life. Now I go to the fields to support the other farmers with teaching. I hope Wanbao will extend the growing areas to other corners of the county in the future to help fight poverty,” he says. 1．Why does the author mention “ni hao” in the first paragraph? A．To show the popularity of the project in Mozambique. B．To indicate farmers’ Chinese language skills. C．To prove the importance of Chinese in Mozambique. D．To suggest Chinese is a requirement for working on the farm. 2．What can we know about the Wanbao project? A．It plants trees in urban areas. B．It teaches locals Chinese. C．It improves the local climate. D．It offers farming technologies for locals. 3．What does the underlined word “cultivating” in the last paragraph mean? A．Preparing. B．Growing. C．Selling. D．Pulling. 4．In which section of a website is the text likely to be found? A．Travel. B．Education. C．Agriculture. D．Art. Passage 3 （2024-2025学年四川省德阳中学高二11月月考）Climate change is causing Europe to heat up more quickly than any other continent, and that heat is deadly, according to a new report by European climate officials. The whole planet is warming up because of heat-trapping pollution（吸热污染）from oil, gas and coal. But Europe is getting warmer faster. Samantha Burgess is the deputy director of the Copernicus Climate Change Service, which is the EU’s official weather and climate organization. She says Europe is warming about twice as fast as the global average. “Globally, we’re looking at about a 0.2 degrees Celsius change per decade, whereas Europe is, I think, about 0.4 degrees Celsius per decade.” Those tenths of a degree add up quickly. Europe is already more than 4 degrees Fahrenheit warmer than it was in the late 1800s. One reason Europe is heating up so quickly is that it’s very close to the Arctic, and the polar regions feel the effects of climate change more intensely. Another reason is that the ocean and atmospheric currents around Europe are warmer in general than those at similar latitudes (纬度) in other parts of the world. That’s why London’s winters are so much more temperate than Chicago’s, even though London is farther north. And it means that as the oceans and atmosphere heat up, Europe feels it in a big way. Last year was tied for the hottest year on record in Europe. A new report by the Copernicus Climate Change Service and the United Nations finds that the number of deaths from hot weather in Europe has grown by at least 30% in the last 20 years. Last summer was a prime（最典型的）example. During a heat wave in July, intense heat and humidity made it feel like it was 110 degrees Celsius or hotter in nearly half of southern Europe. That’s the kind of heat that can kill people if they don’t have access to air conditioning. Preliminary estimates say tens of thousands of people likely died. European cities are scrambling to make sure residents have access to air conditioning and reliable electricity for that air conditioning. 1.Why does the author mention what Samantha Burgess said in Paragraph 2? A. To indicate that Europe used the most oil, gas and coal. B. To suggest that Europe had the most people killed by heat. C. To prove that Europe was getting warmer the fastest. D. To tell us that Europe is in the Arctic region. 2.What caused London’s winter to be warmer than that of Chicago? A. The difference of latitudes. B. The distance from the equator. C. The impact of heat-trapping pollution. D. The effect of ocean and atmospheric currents. 3.What does the underlined word “scrambling” in the last paragraph mean? A. Climbing hard to the top of a mountain. B. Writing words too casually to be readable. C. Competing with others in order to get something. D. Moving somewhere in a hurry. 4.Which column of a newspaper does this article belong to? A. Environment. B. History. C. Source. D. Health. Passage 4 （2024-2025学年四川省德阳中学高二11月月考）Few insects strike greater fear into the hearts of fruit growers than rosy apple aphids. These tiny insects feed on the leaves of apple trees. Their saliva (唾液), meanwhile, contains a poison that causes the leaves to fold up and harden, providing an excellent place for them to shelter, including from farm chemicals. In the battle against these aphids, some suggest applying the services of tiny parasitoid wasps (寄生黄蜂) called Ephedrus cerasicola and Aphidius matricariae. Instead of killing and then eating their targets, these wasps eat and thus kill them --- or rather, their larvae (幼虫) do. Females put their eggs into rosy apple aphids, and the larvae that come out of them then go on to eat their hosts’ bodies before growing as adults. Using parasitoid wasps for pest control has a long history. Unfortunately attempts to use Ephedrus cerasicola and Aphidius matricariae to control rosy apple aphids have so far failed. And Louise Ferrais of the Catholic University of Louvain thinks he knows why. Previous efforts, he thinks have been so focused on the dietary requirements of the larvae that they have paid no attention to those of honey-loving adults. He suggests changing that by planting banks of flowers beside the trees. To test this idea, researchers ran an experiment on an apple farm. They divided it into six plots, each of 700 square meters. Three were planted with strips of a mixture of 30 wildflower species. The other three were left flowerless, as controls. Then, they attached a bottle containing about 1,250 wasp pupae, from which adult wasps developed, to each of nine trees per plot and repeated that between 10 and 20 days later to increase the population Then they examined selected trees every 10 days for groupings of aphids. The presence of flowers, they found, was related to a diminution in the number of aphids in a plot by a third, compared with the controls. Though that is not as impressive as the 80-90% drop that would follow a chemical solution, it would be valuable to fruit growers who wish to keep the all-important "green" label while having at least some crops left to harvest. 1. What may bother apple growers when dealing with rosy apple aphids? A. They’re hard to remove. B. They reproduce frequently. C. They threaten farmers’ health. D. They're easy to escape from enemies. 2. How can the wasps kill rosy apple aphids? A. They poison the aphids with their saliva. B. Their larvae eat the aphids from the inside. C. Their larvae keep the aphids from growing. D. They prevent female aphids from laying eggs. 3.What is advised to improve wasps’ performance in aphid control? A. Plant flowers to increase the larvae's food sources. B. Meet both larvae's and adults’ food preferences. C. Better the living environment of wasps. D. Introduce wasps of different varieties. 4. What does the underlined word“diminution”probably mean in the last paragraph? A. Rise. B. Balance. C. Variation. D. Reduction. Passage5 阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。 （2024-2025学年湖南省新邵县高二上学期期中）The first week of summer is wonderful. By the second week, you almost want to go back to school early. Shake that thought out of your head. There’s a world of activity out there, so seize the day and see what catches your attention. Learn a new hobby. Is there something you’ve always wanted to learn, but didn’t think you could? 1 You can learn to play a musical instrument. Taking up singing or dancing is also a good choice. Volunteer. 2 Of course, you’re working towards a good cause as well. Volunteering is always a great way to give back to the community, connect and meet new people as well as a relaxing form of exercising. Look for an organization in your area that picks up trash, works with injured or abandoned animals, or works for political causes. 3 Look at your town’s tourism website or brochures advertising events and find out what attracts people traveling from other locations. There might be anything from museums to playgrounds lurking (潜藏) in your town, or areas a short drive away. Check out a set of books from the library. Books can transport you into a different world, or let you see through the eyes of others. Try learning all you can on a particular topic. 4 Some of the world’s top universities even post lectures online, and these are often more interesting than high school classes. Learn a language. Knowing a foreign language can lead to many opportunities, not to mention it looks good on college applications. Get started by finding a beginner’s class nearby, or ask a friend or family member to teach you a language they know. 5 A．Act like a tourist in your town. B．Work as a guide to promote your city. C．Helping your community can be satisfying, uplifting work. D．If you want to learn even more, try an online college course. E．Summer might provide the free time you need to pick up something new. F．It’ll keep you busy, introduce you to new people, and enable you to earn money. G．It’s also a good idea to search online for language courses or conversation partners. Passage6 (2024-2025学年四川省眉山市高二期末) Here come some of the ways advised to keep delighted and a healthy mood by Harvard. Be grateful and say thanks often ___1___. The tiny purple flowers on the sidewalk, the beautiful sunset, and the smile in your partner’s eyes. When you have a grateful heart that is appreciative of life’s beauty, wonder and blessings, you’re automatically filled with delight. Always be appreciative of the blessings in your life. And it’s equally important to express your appreciation to those who’ve made your life better in some way. ___2___ If your tendency is to imagine the very worst case whenever you have a trouble, train yourself to change that tendency. Ask yourself what good can come from the situation or what you can learn from it. Optimism surely fuels success and delight.____3____. Try to find humor and laughter in life’s everyday struggles. Understand and forgive Step into others’ shoes and understand a situation from another’s perspective, and we’re more likely to handle the situation with objectivity and effectiveness. There will be less conflicts and more delight. Hate and anger are forms of self-punishment. When you forgive, you’re actually practicing kindness to yourself. Most importantly, learn to forgive yourself. Everyone makes mistakes.___4___. Keep learning and be a problem solver Learning keeps us young and olive. When engaging our brains toward productive uses, we’re much more likely to feel delighted and fulfilled. Delighted people are problem solvers. When facing a challenge in life, they don’t beat themselves up and fail into a depressive state. ___5___. By becoming a problem solver, you’ll build up your self-confidence and your ability to accomplish whatever you set to. A. Be optimistic and laugh often B. Pay attention to the little details in your life C. Do what you love freely and live happily in the present D. Laughter is the most powerful treatment to anger or depression E. It’s through our mistakes that we learn and grow to be bigger and better F. Only by making mistakes repeatedly will we realize it is normal to make mistakes G. Instead they face the challenge and channel their energies to finding a creative solution Passage7 阅读下面短文，从每题所给的A、B、C、D四个选项中选出可以填入空白处的最佳选项。 (2025·石家庄高三质量检测)Anytime I travel on my bicycle across the country, I’m always amazed by how kind people can be to strangers. One night, my friends and I were camping in a town in Missouri. There was a severe storm and we were getting 1 . A complete stranger came by to 2 us that there were tornadoes heading in our way. The stranger invited us to his home. We were surprised by his 3 for our safety. Later we learned that there had been a lightning strike near the place where we had camped and several cattle had been 4 .  Fortunately, we spent the night in a nice dry home. We were 5 given the opportunity to take a shower. The next morning we had breakfast with the family and 6 contact information. In a way we felt like the family had become a part of our journey. This was one of the most heartwarming 7 of my life because this family had nothing to 8 by being so kind to us. We were 9 not the type they could usually 10 but they treated us with respect and kindness.  The kindness of a stranger always 11 my faith in humanity. Whatever the person 12 always comes with no strings attached and that’s the most 13 part.  That family 14 us so much that during the rest of the trip, we 15 others out every chance we got. We even bought food with our busking (街头卖艺) tips for the homeless. It’s always heartwarming when giving feels as good as receiving.  1. A. annoyed B. impatient C. excited D. nervous 2. A. warn B. show C. convince D. guarantee 3. A. demand B. concern C. desire D. responsibility 4. A. drowned B. deserted C. killed D. trapped 5. A. even B. merely C. often D. simply 6. A. submitted B. exchanged C. checked D. updated 7. A. experiences B. messages C. traditions D. comments 8. A. fear B. order C. gain D. offer 9. A. especially B. officially C. occasionally D. definitely 10. A. ask about B. complain about C. agree with D. associate with 11. A. reveals B. shakes C. strengthens D. shapes 12. A. states B. wishes C. saves D. gives 13. A. impressive B. practical C. satisfactory D. evident 14. A. funded B. inspired C. owed D. delighted 15. A. drove B. sought C. helped D. pointed $$ Unit 5 Education 教育 话题阅读精练 单元引言解读 教育是人类文明传承的基石，是个体成长的阶梯，更是社会进步的引擎。它以知识为火种，点燃探索世界的热情；以智慧为桥梁，连接个体潜能与未来可能。本单元聚焦 “教育” 这一永恒主题，旨在探寻其多元形态（如学校教育、家庭教育、终身学习等）、时代演变（从传统课堂到数字化教育的变革）以及深远影响（塑造人格、推动创新、促进社会公平等）。在这里，我们将一同思考：教育如何回应个体的成长需求？如何适应时代的发展浪潮？又如何承载着人类对美好生活的向往与追求？ 主题词汇积累 一、教育的类型与形式 formal education：正规教育 informal education：非正规教育 vocational education：职业教育 distance education：远程教育 lifelong learning：终身学习 experiential learning：体验式学习 inclusive education：全纳教育（兼顾特殊需求群体） 二、教育的目标与功能 impart knowledge：传授知识 cultivate abilities：培养能力 shape values：塑造价值观 foster creativity：激发创造力 promote equity：促进公平 bridge the gap：弥合差距（如城乡教育差距） lay a foundation：奠定基础 三、教育的挑战与趋势 educational inequality：教育不平等 digital divide：数字鸿沟（教育资源的技术差距） reform of curriculum：课程改革 personalized teaching：个性化教学 integration of technology：技术融合 quality-oriented education：素质教育 educational innovation：教育创新 四、教育相关角色与场景 educator：教育者 mentor：导师 curriculum designer：课程设计者 classroom interaction：课堂互动 academic performance：学业表现 educational resources：教育资源 graduation ceremony：毕业典礼 时文拓展阅读 When I was a trainee, my tutors told me the best thing about becoming a teacher was the ability to read stories to my class. Apparently, the pupils’ minds would be a blank canvas, and as I read aloud my words would paint the most vibrant and beautiful paintings for them. I honestly don’t think that ever happened – certainly not with a whole class. Instead, like you, when I read to my class and asked a question like “So what did you think of the ending?”, I was often met with blank faces. So, was it just my inability to paint vivid images as I read – or was this a burning issue across education settings? I began to dig around and found myself discussing the topic with, dare I say it, secondary school English teachers. A seamless transition? Having many years of teaching Year 6 under my belt, I had built up a certain level of frustration with the Year 7 curriculum. After moving on to high school, my pupils would consistently report back that they were doing nouns and verbs, writing diary entries using because, if and when, and reading books they’d previously studied, a chance in Year 2. However, a chance meeting with a head of English and his team at a school where I was inset, set me straight. I was frustrated that the pupils that they were reading, as pupils on arrival of Year 7, pupils who had passed their KS2 reading tests. In September 2015, Ofsted produced a report –Key Stage 3: The Wasted Years? – which claimed the performance of secondary schools had stalled and that the transition from primary to secondary schools was poorly handled. One of the things only considered as progress in reading. This was the main driver for my chance meeting with the head of English. He wanted to know what was going so wrong, and how primary and secondary could make this transition in reading more fluid. Primary and secondary staff tend to have preconceived views of what the other does and doesn’t do – this is surely partially fuelled by forced transition projects. After several years of working closely with KS3 and KS4 colleagues, I feel ready to talk about what transition from KS2 to KS3 can really look like. Mismatched expectations The KS2 mark scheme is known to be a very precise tool: marks become the pupils’ response is not represented in the mark scheme. There are no half marks in KS2 SATs, and a common refrain heard in Year 6 classrooms is “I know what you meant, but you won’t get the mark in your SATs!” Could this perhaps be the reason why students appear to regress as they move to Year 7? Colleagues in KS3–4 are gobsmacked by the KS2 reading mark schemes, and explain how they have trying difficulty they have trying the transition, desperately having to think for themselves whilst analysing texts. It seems that current style / practice assessment curriculum does not complement the other, and pupils are confused. Really reading My colleague, Lisa, and I decided to apply for a grant from SHINE that would fund a project to focus on developing our pupils’ skills for pupils 5 to 8. We wanted to create a toolkit that would equip pupils with the skills to immerse as they read – and understand what they really read – and in turn, hopefully, begin to enjoy it! When pupils understand what they are reading, they can develop their ability to summarise quickly. This also means that they make links and connections with what they have read, identify significant events, understand cause and effect, and form opinions on characters or plot based on the text. Theory into practice Are You Really Reading (AYRR) is a teaching tool that enables what is already in place for a school or setting to be enhanced. The toolkit, consisting of five strands, works alongside any approach to teaching reading. It doesn’t replace the current reading offer for a school, because it is not a reading scheme. Teachers can choose which strands will complement the text or stimuli that they are using. There is no rule book for how many times a strand should be taught, if the activity should be written or oral, or whether it should be recorded. Modelling the strategies is key to the project, so adults can scribe for pupils, ensuring pupils can fully access and develop their summarising skills. It has been designed to work alongside any teaching style, in any school setting and with any text type (fiction, non-fiction, plays, poetry, etc.). Although it was initially funded for Years 5 to 8 only, we knew the project would work from Early Years up, so we trained all our 200 + schools through each milestone – EYPS to KS1 and KS1 to KS2. The same five strands are used through the programme right up to KS4; the only thing that changes is the difficulty of the text. This is what makes the project accessible for all: it’s simple and consistent. Measuring outcomes The effects of the AYRR programme have been nothing short of positive. Teachers are very upbeat about the project – almost instantly commenting on improved progress, engagement, motivation and oral discussion skills among their pupils. EYPS and KS1 pupils love how they can use the strands in one year group and then enjoy. “Oh yes... we used the emojis in reception too!” exclaimed a previously reluctant reader in a field visit we observed. 【译文欣赏】 在我还是实习教师的时候，导师们告诉我，成为教师最美好的事情之一，就是能够给班级学生朗读故事。显然，学生们的脑海会像空白画布，而我朗读时的话语，会为他们描绘出最生动绚丽的画面。 但说实话，我觉得这种情况从未发生过 —— 至少在全班同学面前没出现过。相反，就像你遇到的情况一样，当我给班级朗读并提问 “你们觉得结局怎么样” 时，得到的往往是一张张茫然的脸。 那么，是因为我朗读时无法描绘出生动画面吗？还是说这是教育环境中普遍存在的棘手问题？我开始深入探究，甚至（说出来有点大胆）和中学英语教师讨论这个话题。 无缝衔接？ 我教过多年六年级，对七年级的课程体系积累了一定程度的挫败感。学生升入高中后，总会反馈说他们还在学名词、动词，用 “because（因为）”“if（如果）”“when（当…… 时）” 写日记，读的书也是二年级就接触过的。 不过，一次在学校参加培训时，与一位英语教研组长及其团队的偶然交流，让我豁然开朗。我很困惑：这些学生明明刚升入七年级，而且都通过了 Key Stage 2（英国小学毕业阶段）阅读测试，他们的阅读水平怎么会这样？ 2015 年 9 月，英国教育标准局（Ofsted）发布了一份报告 ——《关键阶段 3：被浪费的岁月？》，指出中学的教学成效陷入停滞，小学到中学的过渡衔接处理得很糟糕。 阅读能力的衔接是关键问题之一。这也是我与那位英语教研组长交流的核心原因。他想弄清楚问题究竟出在哪里，以及小学和中学怎样才能让阅读过渡更顺畅。 小学和中学教师往往对彼此的教学工作有先入为主的看法 —— 这种情况肯定部分源于生硬的过渡衔接项目。在与关键阶段 3 和 4（对应初中、高中学段 ）的同事深入合作数年后，我觉得可以聊聊小学到初中（KS2 到 KS3 ）的过渡究竟该是什么样的了。 错位的预期 Key Stage 2 的评分标准以精准著称：如果学生的答案表述没对应上评分细则，就会丢分。KS2 的学业水平测试（SATs）没有半分，六年级教室常听到这样的抱怨：“我知道你想说啥，但考试里这么写拿不到分！” 这会不会是学生升入七年级后表现退步的原因呢？ 关键阶段 3 - 4 的同事对 KS2 阅读评分标准感到震惊，他们解释说，学生刚过渡过来时，分析文本得全靠自己摸索，很难适应。现行的评估体系和课程似乎互不兼容，学生也 confusion（ confusion ：困惑 ）不已。 真正的阅读 我和同事莉萨决定申请 SHINE（一个教育公益基金 ）的资助，开展一个项目，专注培养 5 - 8 岁学生的阅读技能。我们想打造一套工具包，让学生能带着技巧沉浸式阅读 —— 理解自己读的内容，进而真正享受阅读！当学生理解阅读内容后，就能提升快速总结的能力。这也意味着他们能建立阅读内容之间的关联，识别关键事件，理解因果关系，还能基于文本对人物或情节形成看法。 理论付诸实践 “你真的在阅读吗？（Are You Really Reading，简称 AYRR ）” 是一种教学工具，能强化学校或教学环境中已有的阅读教学举措。这个工具包包含五个核心模块，可与任何阅读教学方法配合使用。它不是替代学校现有的阅读课程，因为本身并非阅读体系。 教师可以选择哪些模块来辅助教学文本或素材。没有规定说一个模块要教多少次、活动得写成书面形式还是口头进行，或者是否要记录下来。 示范这些阅读策略是项目的关键，成年人可以为学生记录，确保学生能充分掌握并提升总结技能。它的设计初衷就是适配任何教学风格、任何学校环境，以及任何文本类型（小说、非虚构作品、戏剧、诗歌等 ）。 虽然最初项目只计划资助 5 - 8 岁学生，但我们知道它适用于更早学段，于是培训了 200 多所学校，覆盖从幼儿阶段（EYPS）到关键阶段 1（KS1，对应小学低年级 ）、再到关键阶段 2（KS2，对应小学高年级 ）的每个学段节点。 整个项目始终沿用这五个模块，一直到关键阶段 4（KS4，对应高中学段 ）；唯一变化的是文本难度。这正是项目普适性的体现：简单且连贯。 评估成效 AYRR 项目的效果非常积极。教师们对项目反响热烈，几乎立刻就反馈学生在进步、参与度、积极性和口头讨论能力方面都有提升。 幼儿阶段（EYPS）和关键阶段 1（KS1）的学生喜欢在不同年级延续使用这些阅读模块。我们实地走访时，曾有个原本不爱阅读的孩子兴奋喊：“对呀…… 我们在 Reception（英国学前教育阶段 ）也用过表情符号呢！” 【词汇积累】 2 原创精品资源学科网独家享有版权，侵权必究！ 8 / 14 学科网（北京）股份有限公司 学科网（北京）股份有限公司 trainee n. 实习教师；受训者 reluctant adj. 不情愿的；勉强的 frustration n. 挫败感；沮丧 consistently adv. 一贯地；始终如一地 transition n. 过渡；转变 preconceived adj. 先入为主的；预先设想的 immerse v. 使沉浸于；使专注于 summarise v. 总结；概括（英式拼写，美式为 “summarize” ） accessible adj. 易理解的；易使用的 upbeat adj. 乐观的；积极向上的 reluctant reader 阅读积极性不高的读者（常用教育领域表达 ） 【知识拓展】 本文聚焦小学到中学阅读教学衔接问题，由教师个人教学困惑切入，揭示学业评估标准错位、学段教学衔接不畅等教育现实问题，介绍 “Are You Really Reading（AYRR）” 教学工具包及实践效果，体现教育者对阅读教学连续性、有效性的探索，反映英国基础教育阶段阅读教学改革尝试。 【词汇延伸】 KS（Key Stage） n. 关键阶段（英国基础教育学段划分，如 KS1 对应小学低年级 ） SATs（Standard Assessment Tests） n. 学业水平测试（英国小学关键阶段结束时的统一测评 ） EYPS（Early Years Foundation Stage Profile） 幼儿发展阶段档案（英国学前教育评估工具 ） reading scheme n. 阅读课程体系（学校常用的系列阅读教材及教学方案 ） teaching toolkit n. 教学工具包（整合教学策略、活动设计等的实用资源集合 ） 高考真题链接 (2020·北京卷)Growing up, Deka Ismail says she let labels define what she could be.“I was a black girl, from a refugee (难民) family，” Deka said.“It was as if I was only allowed to explore in this predetermined box.” After a high school chemistry class inspired her to think about a career in science and gave her confidence in the field, Deka learned to live outside labels and began making big plans for her future.Now she is about to begin her freshman year at the University of California, planning to become a professor. Born and raised in San Diego’s City Heights neighbourhood, Deka is the daughter of a Somali refugee couple.While some might say Deka’s success happened in spite of her background, she would say differently, that her experiences shaped her and inspired her to be the driven, young scientist that she is today. When Deka was eight years old, her mother got a job by studying hard back in school in order to support the whole family.That made Deka realize that education could make a difference to one’s life.She spent a lot of time in the library reading books, and didn’t do many of the things her peers did，like partying or having romantic relationships. “I always felt like I had to be the perfect girl for my family，” Deka said.“You have to not even do your best but two times better than everyone else.I felt like the whole world was waiting for me to mess up.” Deka’s efforts paid off.The summer before her senior year of high school, she was accepted to the American Chemical Society Project SEED Programme.“She brought both enthusiasm and focus”， Botham，a researcher at this research institute，recalled.“She arrived every day ready to work, ready to learn and ready to tackle new challenges regardless of whether or not she had done anything similar.” When asked what advice she would give to others like her，Deka warned them not to underestimate themselves.“Don’t tell yourself that the scholarship is too big or this programme is too competitive or I’ll never get into this school, ” she said.“I was not sure whether I could make it until I started seeing the acceptance letters rolling in.” 1.From the passage, we can learn that ________. A.Deka was adopted by a refugee family B.Deka spent a lot of time going to parties C.Deka became a professor after graduation D.Deka’s experiences drove her to work hard 2.Deka realized the importance of education ________. A.from her mother’s experience B.after her chemistry class C.by reading books in the library D.through working at the institute 3.According to the last paragraph, Deka advised that students be ________. A.patient B.confident C.ambitious D.generous 4.What does the story intend to tell us? A.Life is not all roses. B.Practice makes perfect. C.Well begun is half done. D.Hard work leads to success. 【答案】1. D 2. A 3. B 4. D 【解析】 【导语】本文是一篇记叙文。文章讲述了 Deka Ismail 从一个受标签定义的难民家庭黑人女孩，在高中化学课的启发下，凭借自身努力和母亲的榜样力量，打破标签束缚，追求科学梦想并取得成功的故事，展现了努力奋斗对实现人生价值的重要性。 【1 题详解】 细节理解题。根据第三段中 “she would say differently, that her experiences shaped her and inspired her to be the driven, young scientist that she is today” 可知，Deka 的经历塑造了她，激励她成为如今这样有动力的年轻科学家，即她的经历促使她努力奋斗，故选 D 项。 【2 题详解】 细节理解题。根据第四段中 “When Deka was eight years old, her mother got a job by studying hard back in school in order to support the whole family. That made Deka realize that education could make a difference to one’s life” 可知，Deka 从母亲通过努力学习找到工作养家的经历中，认识到教育的重要性，故选 A 项。 【3 题详解】 推理判断题。根据最后一段中 Deka 的建议 “Don’t tell yourself that the scholarship is too big or this programme is too competitive or I’ll never get into this school” 可知，她告诫人们不要低估自己，要相信自己能够做到，这体现了她建议学生要自信，故选 B 项。 【4 题详解】 主旨大意题。通读全文，Deka 在不利的背景下，凭借自身的努力和坚持，最终获得了成功，被大学录取并计划成为教授。这个故事意在告诉我们努力工作能带来成功，故选 D 项。 1. When I was a trainee, my tutors told me the best thing about becoming a teacher was the ability to read stories to my class. 抓标志：连接词 when、that（省略） 判类型：时间状语从句和宾语从句的复合句（宾语从句中 “the best thing... was...” 为表语从句） 试翻译：当我还是实习教师时，导师们告诉我，成为教师最棒的事情之一就是能给班级学生朗读故事。 2. Although it was initially funded for Years 5 to 8 only, we knew the project would work from Early Years up, so we trained all our 200 + schools through each milestone. 抓标志：连接词 although、so 判类型：让步状语从句、宾语从句和结果状语从句构成的复合句 试翻译：尽管该项目最初只资助 5 至 8 岁的学生，但我们知道它适用于更早的学段，因此我们培训了 200 多所学校，覆盖每个学段节点。 label n. 标签；标记 predetermined adj. 预先确定的 refugee n. 难民 inspire v. 激励；启发 career n. 职业；事业 confidence n. 信心 background n. 背景 shape v. 塑造；影响 driven adj. 有动力的；积极进取的 support v. 支撑；养活 peer n. 同龄人；同辈 enthusiastic adj. 热情的 focus n. 专注；注意力 tackle v. 处理；应对 challenge n. 挑战 scholarship n. 奖学金 competitive adj. 有竞争力的 underestimate v. 低估 综合实战演练 语篇 题型 体裁 词数 内容简介 Passage1 阅读理解 记叙文 323 主要讲述斯蒂芬・金的童年经历，包括父亲抛弃家庭、朋友意外死亡等不幸事件，以及他如何通过文学兴趣发展写作事业，最终成为著名作家的历程。 Passage2 阅读理解 说明文 301 介绍中国在莫桑比克的万宝水稻农场项目，通过提供技术支持、种子和资源，帮助当地农民提高水稻产量，改善生活条件，促进经济发展。 Passage3 阅读理解 说明文 350 分析欧洲气候变化问题，指出欧洲是全球变暖最快的地区之一，讨论其原因（如北极影响、洋流）及高温导致的死亡人数增加，同时介绍城市的应对措施。 Passage4 阅读理解 说明文 300 研究寄生黄蜂控制苹果蚜虫的生物防治方法，指出通过种植野花满足成虫食物需求可提高防治效果，为绿色农业提供新方案。 Passage5 七选五 说明文 250 提供夏季活动建议，包括学习新爱好、志愿服务、探索本地景点、阅读和学习语言，帮助读者充实假期生活。 Passage6 七选五 说明文 250 哈佛建议通过感恩、乐观、理解与宽恕、持续学习和解决问题等方法保持快乐和健康的心态。 Passage7 完形填空 记叙文 280 讲述作者在骑行露营时遭遇暴风雨，被陌生人救助，陌生人的善意激发了作者在后续旅程中帮助他人，传递爱心的故事。 Passage 1 (2024-2025学年四川省眉山市高二期末)There can be no doubt that Stephen King, New York Time’s Best-Selling author, has found success in many aspects, but it wasn’t always like this. King witnessed tragedy and horrors from the very beginning. When he was 2 years old, his father told his mom that he was going out to get cigarettes but in fact, he never came back, he had abandoned his family. This left his mother Ruth to care for Stephen and his elder brother David on her own. Ruth was forced to move often, desperately looking for work as she was now the only provider of the family, and she had to rely on relatives most of the time. One day Stephen went out to play with friends and when he came back, he wasn’t even able to speak a single word, it seemed he was hurt mentally or something, but he still got the courage to continue forward. It turned out that one of his friends was hit by a train and died, which left an emotional scar on him. King, later on, dropped out of school due to some serious health concerns and was told that he had to enlist (入伍) again the next fall, which demotivated him too. Although Stephen King didn’t see his childhood as something extraordinary or special, he did say that he was always fascinated by scary things. People used to acknowledge the King family by their love of literature, in fact whenever Stephen’s mom had to go out, she didn’t hire a babysitter, for the kids used to read novels to each other so they would not get bored. Stephen King’s love of stories was developed from a very young age and he carried that tradition with his own children along with his wife Tabitha. In 1973, Stephen King started his amazing journey of success when he published his first novel Carrie, which is scary. The rest followed from after that as he published many amazing books like The Shining, IT, Firestarter, and Cujo. All of these books became instant classics and got their own movie and television shows adaptions. 1. What is mainly talked about about Stephen King in the first two paragraphs? A. His achievements in writing. B. His unfortunate childhood. C. His difficulty in supporting the family. D. His mother’s bitter experiences. 2. What left Stephen King not even speaking a single word? A. He was knocked down by a passing train. B. He was badly criticized by a close friend. C. He was depressed by the constant moves. D. He was heart-struck by a terrible accident. 3. What does the underlined word “demotivated” in paragraph 3 mean? A. Discouraged. B. Relaxed. C. Embarrassed. D. Inspired. 4. Why didn’t Stephen’s mom hire a babysitter? A. The family was too poor to hire a babysitter. B. The family could not find a proper babysitter. C. The children could actually entertain themselves. D. The children didn’t like to be cared for by others. 【答案】1. B 2. D 3. A 4. C 【解析】 【导语】本文是一篇记叙文，讲述了美国畅销书作家斯蒂芬・金不幸的童年经历以及他对文学的热爱如何萌芽，最终成为知名作家的历程。 【1 题详解】 主旨大意题。通读前两段可知，第一段提到斯蒂芬・金两岁时父亲抛弃家庭，第二段讲述母亲独自抚养他和哥哥，生活艰难，且他因朋友被火车撞死而精神受创。这些都属于他不幸的童年经历，故选 B 项。 【2 题详解】 细节理解题。根据第二段中 “it turned out that one of his friends was hit by a train and died, which left an emotional scar on him” 可知，斯蒂芬・金的朋友遭遇火车事故死亡，这一可怕的意外让他深受打击，以至于说不出话，故选 D 项。 【3 题详解】 词义猜测题。根据第三段中 “King, later on, dropped out of school due to some serious health concerns and was told that he had to enlist again the next fall” 可知，斯蒂芬・金因健康问题辍学，还被告知次年秋天必须再次入伍，这些事情应是让他感到沮丧、失去动力，因此 “demotivated” 与 “discouraged”（气馁的，沮丧的）意思相近，故选 A 项。 【4 题详解】 细节理解题。根据第三段中 “whenever Stephen’s mom had to go out, she didn’t hire a babysitter, for the kids used to read novels to each other so they would not get bored” 可知，斯蒂芬的妈妈不雇保姆是因为孩子们会互相读小说来娱乐自己，故选 C 项 Passage 2 （2024-2025学年湖南省新邵县高二上学期期中）Farmers are celebrating their rice harvest by singing and dancing on the farm. This is Wanbao Mozambique rice farm, China’s largest rice planting project in Africa. Here, if people can speak hello in Chinese, “ni hao”, they most certainly also know another Chinese term Wanbao, the name of a Chinese rice farm project. Through the fertile (肥沃的) area in south Mozambique, the Limpopo River is flowing into the Indian Ocean in the Xai-Xai district. Benefiting from the vast farmland, a suitable climate, enough water and the support from China, the project is creating a bright future for the people here. Through cooperative planting methods, Wanbao is helping the local farmers develop successful rice plantations. It not only provides seeds, farm chemicals and fertilizers, but also does land leveling and water pumping (抽水). To have good harvests, farmers work hard and learn from the Chinese. Now the local farmers’ love for farming is growing and they are getting richer and richer. “I’ve benefited a lot from the rice farming and learned to produce rice using Chinese technologies on one hectare (公顷) of land,” says a mother of five children. “With the money, I have improved my life a lot. I have built my house and my children are going to school.” An old farmer is now even teaching other farmers how to grow rice. He is cultivating crops over 40 hectares. “Thanks to the project, both my children and grandchildren are living a stable life. Now I go to the fields to support the other farmers with teaching. I hope Wanbao will extend the growing areas to other corners of the county in the future to help fight poverty,” he says. 1．Why does the author mention “ni hao” in the first paragraph? A．To show the popularity of the project in Mozambique. B．To indicate farmers’ Chinese language skills. C．To prove the importance of Chinese in Mozambique. D．To suggest Chinese is a requirement for working on the farm. 2．What can we know about the Wanbao project? A．It plants trees in urban areas. B．It teaches locals Chinese. C．It improves the local climate. D．It offers farming technologies for locals. 3．What does the underlined word “cultivating” in the last paragraph mean? A．Preparing. B．Growing. C．Selling. D．Pulling. 4．In which section of a website is the text likely to be found? A．Travel. B．Education. C．Agriculture. D．Art. 【答案】1. A 2. D 3. B 4. C 【解析】 【导语】本文是一篇说明文，介绍了中国在莫桑比克的万宝水稻农场项目。该项目通过提供农业支持和技术，帮助当地农民提高水稻产量、改善生活，对当地的农业发展和脱贫起到了积极作用。 【1 题详解】 推理判断题。根据第一段中 “if people can speak hello in Chinese, ‘ni hao’, they most certainly also know another Chinese term Wanbao” 可知，在当地，会说 “你好” 的人几乎都知道 “万宝” 这个项目，这说明该项目在莫桑比克广为人知，提及 “ni hao” 是为了体现项目的受欢迎程度，故选 A 项。 【2 题详解】 细节理解题。根据第三段中 “Wanbao is helping the local farmers... It not only provides seeds, farm chemicals and fertilizers, but also does land leveling and water pumping” 以及第五段中 “learned to produce rice using Chinese technologies” 可知，万宝项目为当地农民提供种子、化肥等物资，并传授中国的种植技术，即向当地人提供农业技术，故选 D 项。 【3 题详解】 词义猜测题。根据上下文语境，此处描述的是老农民在 40 多公顷土地上进行的农业活动，结合前文 “teaching other farmers how to grow rice” 可知，“cultivating crops” 指的是种植作物，“cultivating” 与 “growing” 意思相近，故选 B 项。 【4 题详解】 推理判断题。文章围绕万宝水稻农场项目展开，内容涉及水稻种植、农业技术、粮食丰收等，均属于农业领域的话题，因此最可能出现在网站的农业板块，故选 C 项。 Passage 3 （2024-2025学年四川省德阳中学高二11月月考）Climate change is causing Europe to heat up more quickly than any other continent, and that heat is deadly, according to a new report by European climate officials. The whole planet is warming up because of heat-trapping pollution（吸热污染）from oil, gas and coal. But Europe is getting warmer faster. Samantha Burgess is the deputy director of the Copernicus Climate Change Service, which is the EU’s official weather and climate organization. She says Europe is warming about twice as fast as the global average. “Globally, we’re looking at about a 0.2 degrees Celsius change per decade, whereas Europe is, I think, about 0.4 degrees Celsius per decade.” Those tenths of a degree add up quickly. Europe is already more than 4 degrees Fahrenheit warmer than it was in the late 1800s. One reason Europe is heating up so quickly is that it’s very close to the Arctic, and the polar regions feel the effects of climate change more intensely. Another reason is that the ocean and atmospheric currents around Europe are warmer in general than those at similar latitudes (纬度) in other parts of the world. That’s why London’s winters are so much more temperate than Chicago’s, even though London is farther north. And it means that as the oceans and atmosphere heat up, Europe feels it in a big way. Last year was tied for the hottest year on record in Europe. A new report by the Copernicus Climate Change Service and the United Nations finds that the number of deaths from hot weather in Europe has grown by at least 30% in the last 20 years. Last summer was a prime（最典型的）example. During a heat wave in July, intense heat and humidity made it feel like it was 110 degrees Celsius or hotter in nearly half of southern Europe. That’s the kind of heat that can kill people if they don’t have access to air conditioning. Preliminary estimates say tens of thousands of people likely died. European cities are scrambling to make sure residents have access to air conditioning and reliable electricity for that air conditioning. 1.Why does the author mention what Samantha Burgess said in Paragraph 2? A. To indicate that Europe used the most oil, gas and coal. B. To suggest that Europe had the most people killed by heat. C. To prove that Europe was getting warmer the fastest. D. To tell us that Europe is in the Arctic region. 2.What caused London’s winter to be warmer than that of Chicago? A. The difference of latitudes. B. The distance from the equator. C. The impact of heat-trapping pollution. D. The effect of ocean and atmospheric currents. 3.What does the underlined word “scrambling” in the last paragraph mean? A. Climbing hard to the top of a mountain. B. Writing words too casually to be readable. C. Competing with others in order to get something. D. Moving somewhere in a hurry. 4.Which column of a newspaper does this article belong to? A. Environment. B. History. C. Source. D. Health. 【答案】1. C 2. D 3. D 4. A 【解析】 【导语】本文是一篇说明文，介绍了气候变化导致欧洲升温速度快于其他大陆，高温天气引发的死亡人数增加，并以去年夏季的热浪为例说明其影响，以及欧洲城市的应对措施。 1. 题详解 推理判断题。根据第二段中 Samantha Burgess 的话 “Europe is warming about twice as fast as the global average... Europe is, I think, about 0.4 degrees Celsius per decade” 可知，她的数据对比直接证明了欧洲升温速度远超全球平均水平，即欧洲变暖最快。因此，作者引用她的话是为了支持这一观点。故选 C。 2. 题详解 细节理解题。根据第三段中 “Another reason is that the ocean and atmospheric currents around Europe are warmer in general than those at similar latitudes in other parts of the world. That’s why London’s winters are so much more temperate than Chicago’s” 可知，伦敦冬季比芝加哥温暖的原因是欧洲周边的海洋和大气环流影响。故选 D。 3. 题详解 词义猜测题。根据上下文，去年夏季热浪导致数万人可能死亡，因此欧洲城市 “scrambling” 确保居民能获得空调和电力。结合语境，此处指城市 “紧急行动、匆忙采取措施”，与 “Moving somewhere in a hurry”（匆忙行动）意思相近。故选 D。 4. 题详解 推理判断题。文章围绕气候变化对欧洲的影响展开，涉及升温速度、成因、高温死亡案例及应对措施，均属于环境领域话题。因此，文章最可能出现在报纸的 “环境” 专栏。故选 A。 Passage 4 （2024-2025学年四川省德阳中学高二11月月考）Few insects strike greater fear into the hearts of fruit growers than rosy apple aphids. These tiny insects feed on the leaves of apple trees. Their saliva (唾液), meanwhile, contains a poison that causes the leaves to fold up and harden, providing an excellent place for them to shelter, including from farm chemicals. In the battle against these aphids, some suggest applying the services of tiny parasitoid wasps (寄生黄蜂) called Ephedrus cerasicola and Aphidius matricariae. Instead of killing and then eating their targets, these wasps eat and thus kill them --- or rather, their larvae (幼虫) do. Females put their eggs into rosy apple aphids, and the larvae that come out of them then go on to eat their hosts’ bodies before growing as adults. Using parasitoid wasps for pest control has a long history. Unfortunately attempts to use Ephedrus cerasicola and Aphidius matricariae to control rosy apple aphids have so far failed. And Louise Ferrais of the Catholic University of Louvain thinks he knows why. Previous efforts, he thinks have been so focused on the dietary requirements of the larvae that they have paid no attention to those of honey-loving adults. He suggests changing that by planting banks of flowers beside the trees. To test this idea, researchers ran an experiment on an apple farm. They divided it into six plots, each of 700 square meters. Three were planted with strips of a mixture of 30 wildflower species. The other three were left flowerless, as controls. Then, they attached a bottle containing about 1,250 wasp pupae, from which adult wasps developed, to each of nine trees per plot and repeated that between 10 and 20 days later to increase the population Then they examined selected trees every 10 days for groupings of aphids. The presence of flowers, they found, was related to a diminution in the number of aphids in a plot by a third, compared with the controls. Though that is not as impressive as the 80-90% drop that would follow a chemical solution, it would be valuable to fruit growers who wish to keep the all-important "green" label while having at least some crops left to harvest. 1. What may bother apple growers when dealing with rosy apple aphids? A. They’re hard to remove. B. They reproduce frequently. C. They threaten farmers’ health. D. They're easy to escape from enemies. 2. How can the wasps kill rosy apple aphids? A. They poison the aphids with their saliva. B. Their larvae eat the aphids from the inside. C. Their larvae keep the aphids from growing. D. They prevent female aphids from laying eggs. 3.What is advised to improve wasps’ performance in aphid control? A. Plant flowers to increase the larvae's food sources. B. Meet both larvae's and adults’ food preferences. C. Better the living environment of wasps. D. Introduce wasps of different varieties. 4. What does the underlined word“diminution”probably mean in the last paragraph? A. Rise. B. Balance. C. Variation. D. Reduction. 【答案】1. A 2. B 3. B 4. D 【解析】 【导语】本文是一篇说明文，介绍了玫瑰苹果蚜虫对苹果树的危害，以及利用寄生黄蜂控制蚜虫的相关研究。研究发现，在苹果园旁种植花卉可提高黄蜂对蚜虫的控制效果，对追求 “绿色” 标签的果农具有一定价值。 【1 题详解】 细节理解题。根据第一段中 “Their saliva contains a poison that causes the leaves to fold up and harden, providing an excellent place for them to shelter, including from farm chemicals.” 可知，玫瑰苹果蚜虫的唾液会使树叶卷曲变硬，为它们提供了良好的庇护所，甚至能躲避农药，这说明它们很难被清除，故选 A 项。 【2 题详解】 细节理解题。根据第二段中 “Females put their eggs into rosy apple aphids, and the larvae that come out of them then go on to eat their hosts’ bodies before growing as adults.” 可知，黄蜂雌虫将卵产在玫瑰苹果蚜虫体内，幼虫孵化后会从内部吃掉蚜虫的身体，从而杀死蚜虫，故选 B 项。 【3 题详解】 细节理解题。根据第三段中 “Previous efforts... have paid no attention to those of honey-loving adults. He suggests changing that by planting banks of flowers beside the trees.” 可知，之前的尝试只关注了黄蜂幼虫的饮食需求，却忽略了喜爱蜂蜜的成虫的需求，因此建议通过种植花卉来满足两者的食物偏好，以提高黄蜂控制蚜虫的效果，故选 B 项。 【4 题详解】 词义猜测题。根据最后一段中 “The presence of flowers... was related to a diminution in the number of aphids in a plot by a third, compared with the controls.” 可知，与没有花卉的对照组相比，有花卉的地块蚜虫数量减少了三分之一，因此 “diminution” 意为 “减少”，与 “Reduction” 意思相近，故选 D 项。 Passage5 阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。 （2024-2025学年湖南省新邵县高二上学期期中）The first week of summer is wonderful. By the second week, you almost want to go back to school early. Shake that thought out of your head. There’s a world of activity out there, so seize the day and see what catches your attention. Learn a new hobby. Is there something you’ve always wanted to learn, but didn’t think you could? 1 You can learn to play a musical instrument. Taking up singing or dancing is also a good choice. Volunteer. 2 Of course, you’re working towards a good cause as well. Volunteering is always a great way to give back to the community, connect and meet new people as well as a relaxing form of exercising. Look for an organization in your area that picks up trash, works with injured or abandoned animals, or works for political causes. 3 Look at your town’s tourism website or brochures advertising events and find out what attracts people traveling from other locations. There might be anything from museums to playgrounds lurking (潜藏) in your town, or areas a short drive away. Check out a set of books from the library. Books can transport you into a different world, or let you see through the eyes of others. Try learning all you can on a particular topic. 4 Some of the world’s top universities even post lectures online, and these are often more interesting than high school classes. Learn a language. Knowing a foreign language can lead to many opportunities, not to mention it looks good on college applications. Get started by finding a beginner’s class nearby, or ask a friend or family member to teach you a language they know. 5 A．Act like a tourist in your town. B．Work as a guide to promote your city. C．Helping your community can be satisfying, uplifting work. D．If you want to learn even more, try an online college course. E．Summer might provide the free time you need to pick up something new. F．It’ll keep you busy, introduce you to new people, and enable you to earn money. G．It’s also a good idea to search online for language courses or conversation partners. 【答案】1. E 2. C 3. A 4. D 5. G 【解析】 【导语】本文是一篇说明文，主要介绍了暑假可以参与的几项有意义的活动，帮助人们充分利用夏日时光，避免因无聊而提前想返校的想法。 【1题详解】 本段主题是“Learn a new hobby（学习新爱好）”，空前提出“有没有一直想学却觉得自己做不到的事”，空后列举了学习乐器、唱歌、跳舞等新爱好的例子。E项“夏天或许能提供你学习新东西所需的空闲时间”既回应了“想学新东西”的疑问，又解释了夏天适合学习新爱好的原因（有空闲时间），衔接自然，故选E。 【2题详解】 本段围绕“Volunteer（做志愿者）”展开，空后提到“当然，你也是在为一项美好的事业努力”，并进一步说明志愿服务的意义（回馈社区、结识新朋友等）。C项“帮助社区是一件令人满意、令人振奋的事”先点明做志愿者的积极感受，与空后“为美好事业努力”及志愿服务的具体意义相呼应，符合语境，故选C。 【3题详解】 空后内容建议“查看当地旅游网站或活动宣传册，了解吸引外地游客的事物”，强调像游客一样探索自己的城镇。A项“在自己的城镇里像游客一样行事”作为本段主题句，准确概括了下文内容，引出如何像游客一样发现本地的乐趣，故选A。 【4题详解】 本段主题与“学习”相关，空前说“试着尽可能多地学习某个特定主题的知识”，空后提到“一些世界顶尖大学甚至在网上发布讲座”。D项“如果你想学到更多，试试在线大学课程”承接上文“学习知识”的话题，又自然引出下文的“在线讲座”，形成递进关系，故选D。 【5题详解】 本段围绕“Learn a language（学习语言）”展开，空前介绍了学习语言的两种方式（报初级班、请亲友教）。G项“在网上搜索语言课程或语伴也是个好主意”补充了另一种学习语言的途径，与前文的学习方式相呼应，使建议更全面，故选G。 Passage6 (2024-2025学年四川省眉山市高二期末) Here come some of the ways advised to keep delighted and a healthy mood by Harvard. Be grateful and say thanks often ___1___. The tiny purple flowers on the sidewalk, the beautiful sunset, and the smile in your partner’s eyes. When you have a grateful heart that is appreciative of life’s beauty, wonder and blessings, you’re automatically filled with delight. Always be appreciative of the blessings in your life. And it’s equally important to express your appreciation to those who’ve made your life better in some way. __2___ If your tendency is to imagine the very worst case whenever you have a trouble, train yourself to change that tendency. Ask yourself what good can come from the situation or what you can learn from it. Optimism surely fuels success and delight.____3____. Try to find humor and laughter in life’s everyday struggles. Understand and forgive Step into others’ shoes and understand a situation from another’s perspective, and we’re more likely to handle the situation with objectivity and effectiveness. There will be less conflicts and more delight. Hate and anger are forms of self-punishment. When you forgive, you’re actually practicing kindness to yourself. Most importantly, learn to forgive yourself. Everyone makes mistakes.__4___. Keep learning and be a problem solver Learning keeps us young and olive. When engaging our brains toward productive uses, we’re much more likely to feel delighted and fulfilled. Delighted people are problem solvers. When facing a challenge in life, they don’t beat themselves up and fail into a depressive state. ___5___. By becoming a problem solver, you’ll build up your self-confidence and your ability to accomplish whatever you set to. A. Be optimistic and laugh often B. Pay attention to the little details in your life C. Do what you love freely and live happily in the present D. Laughter is the most powerful treatment to anger or depression E. It’s through our mistakes that we learn and grow to be bigger and better F. Only by making mistakes repeatedly will we realize it is normal to make mistakes G. Instead they face the challenge and channel their energies to finding a creative solution 【答案】1. B 2. A 3. D 4. E 5. G 【解析】 【导语】本文是一篇说明文，介绍了哈佛大学提出的几种保持愉悦和健康心态的方法，包括心怀感恩、保持乐观、理解与宽恕、持续学习和积极解决问题等。 【1 题详解】 根据本段主题 “Be grateful and say thanks often” 以及空后列举的 “人行道上的紫色小花、美丽的日落、伴侣眼中的微笑” 等生活细节可知，空格处应强调关注生活中的小细节。B 项 “关注生活中的小细节” 引出下文对具体细节的描述，符合语境，故选 B。 【2 题详解】 空格处为本段主题句。根据下文内容 “当遇到麻烦时，不要总往最坏的方面想，要看到事情好的一面，学会从困境中寻找幽默和笑声” 可知，本段主要倡导保持乐观和经常欢笑。A 项 “保持乐观，经常欢笑” 概括了本段核心内容，适合作为主题句，故选 A。 【3 题详解】 本段主题是保持乐观和欢笑，空前提到 “乐观无疑会助力成功和愉悦”，空后提到 “在日常生活的挣扎中寻找幽默和笑声”。D 项 “笑声是治疗愤怒或抑郁最有效的方法” 承接上文的 “乐观”，并与下文的 “寻找笑声” 相呼应，进一步说明欢笑的作用，故选 D。 【4 题详解】 本段围绕 “理解与宽恕” 展开，空前提到 “最重要的是，学会原谅自己。每个人都会犯错”。E 项 “正是通过错误，我们才能学习并成长为更好的自己” 解释了原谅自己的原因，即错误能促进成长，与前文 “每个人都会犯错” 衔接自然，故选 E。 【5 题详解】 本段主题是 “持续学习并成为问题解决者”，空前提到 “快乐的人是问题解决者。面对生活中的挑战时，他们不会自责或陷入抑郁”。G 项 “相反，他们会直面挑战，并将精力投入到寻找创造性的解决方案中” 与前文的 “不会陷入抑郁” 形成对比，说明问题解决者的正确做法，符合语境，故选 G。 Passage7 阅读下面短文，从每题所给的A、B、C、D四个选项中选出可以填入空白处的最佳选项。 (2025·石家庄高三质量检测)Anytime I travel on my bicycle across the country, I’m always amazed by how kind people can be to strangers. One night, my friends and I were camping in a town in Missouri. There was a severe storm and we were getting 1 . A complete stranger came by to 2 us that there were tornadoes heading in our way. The stranger invited us to his home. We were surprised by his 3 for our safety. Later we learned that there had been a lightning strike near the place where we had camped and several cattle had been 4 .  Fortunately, we spent the night in a nice dry home. We were 5 given the opportunity to take a shower. The next morning we had breakfast with the family and 6 contact information. In a way we felt like the family had become a part of our journey. This was one of the most heartwarming 7 of my life because this family had nothing to 8 by being so kind to us. We were 9 not the type they could usually 10 but they treated us with respect and kindness.  The kindness of a stranger always 11 my faith in humanity. Whatever the person 12 always comes with no strings attached and that’s the most 13 part.  That family 14 us so much that during the rest of the trip, we 15 others out every chance we got. We even bought food with our busking (街头卖艺) tips for the homeless. It’s always heartwarming when giving feels as good as receiving.  1. A. annoyed B. impatient C. excited D. nervous 2. A. warn B. show C. convince D. guarantee 3. A. demand B. concern C. desire D. responsibility 4. A. drowned B. deserted C. killed D. trapped 5. A. even B. merely C. often D. simply 6. A. submitted B. exchanged C. checked D. updated 7. A. experiences B. messages C. traditions D. comments 8. A. fear B. order C. gain D. offer 9. A. especially B. officially C. occasionally D. definitely 10. A. ask about B. complain about C. agree with D. associate with 11. A. reveals B. shakes C. strengthens D. shapes 12. A. states B. wishes C. saves D. gives 13. A. impressive B. practical C. satisfactory D. evident 14. A. funded B. inspired C. owed D. delighted 15. A. drove B. sought C. helped D. pointed 【答案】1. D 2. A 3. B 4. C 5. A 6. B 7. A 8. C 9. D 10. D 11. C 12. D 13. A 14. B 15. C 【解析】 【导语】本文是一篇记叙文，讲述了作者骑自行车穿越乡村时，在露营遭遇暴风雨和龙卷风预警时，被一位陌生人邀请到家中避难的经历。这次经历让作者感受到陌生人的善意，增强了对人性的信心，并激励作者在后续旅程中主动帮助他人。 【1题详解】 根据空前的“There was a severe storm”可知，猛烈的暴风雨让作者和朋友们感到紧张，故选D项（nervous 紧张的）。其他选项：annoyed（恼怒的）、impatient（不耐烦的）、excited（兴奋的）均不符合语境。 【2题详解】 根据下文“there were tornadoes heading in our way”可知，陌生人是来提醒他们龙卷风正在逼近，故选A项（warn 警告，提醒）。其他选项：show（展示）、convince（说服）、guarantee（保证）均不符合语境。 【3题详解】 陌生人提醒他们有龙卷风，并邀请他们去家中避难，这种对他们安全的关心让作者一行人感到惊讶，故选B项（concern 关心）。其他选项：demand（要求）、desire（渴望）、responsibility（责任）均不符合语境。 【4题详解】 根据上文“there had been a lightning strike near the place where we had camped”可知，露营地附近发生雷击，几头牛应是被雷击中死亡，故选C项（killed 杀死）。其他选项：drowned（淹死）、deserted（遗弃）、trapped（困住）均不符合语境。 【5题详解】 根据空前“we spent the night in a nice dry home”和空后“given the opportunity to take a shower”可知，他们不仅在干燥的家里过夜，甚至还有机会洗澡，此处用“even”（甚至）强调递进关系，故选A项。 【6题详解】 作者一行人与这家人素不相识，经历此事后交换了联系方式，故选B项（exchanged 交换）。其他选项：submitted（提交）、checked（检查）、updated（更新）均不符合语境。 【7题详解】 被陌生人救助并受到善待的经历，是作者一生中最暖心的经历之一，故选A项（experiences 经历）。其他选项：messages（信息）、traditions（传统）、comments（评论）均不符合语境。 【8题详解】 这家人对作者一行人好，并没有从中获取任何好处，故选C项（gain 获得）。其他选项：fear（害怕）、order（命令）、offer（提供）均不符合语境。 【9题详解】 作者一行人是露营的陌生人，显然不是这家人平时会交往的类型，故选D项（definitely 肯定地，显然）。其他选项：especially（尤其）、officially（官方地）、occasionally（偶尔）均不符合语境。 【10题详解】 此处指作者一行人不是这家人通常会交往的类型，故选D项（associate with 与……交往）。其他选项：ask about（询问）、complain about（抱怨）、agree with（同意）均不符合语境。 【11题详解】 陌生人的善意增强了作者对人性的信心，故选C项（strengthens 增强）。其他选项：reveals（揭示）、shakes（动摇）、shapes（塑造）均不符合语境。 【12题详解】 陌生人的善意是无条件给予的，没有附加任何条件，故选D项（gives 给予）。其他选项：states（陈述）、wishes（希望）、saves（拯救）均不符合语境。 【13题详解】 陌生人无条件的给予是最令人印象深刻的部分，故选A项（impressive 令人赞叹的）。其他选项：practical（实际的）、satisfactory（令人满意的）、evident（明显的）均不符合语境。 【14题详解】 这家人的善举激励了作者一行人，让他们在后续旅程中主动帮助他人，故选B项（inspired 激励）。其他选项：funded（资助）、owed（欠）、delighted（使高兴）均不符合语境。 【15题详解】 受这家人的影响，作者一行人一有机会就帮助他人，故选C项（helped 帮助）。其他选项：drove（驾驶）、sought（寻找）、pointed（指向）均不符合语境。 $$