Unit 1 Relationships人际关系 (话题阅读精练）英语北师大版2019选择性必修第一册

Unit 1 Relationships人际关系 话题阅读精练 单元引言解读 主题词汇积累 一、关系类型 (Types of Relationships) family relationships (家庭关系) / parent-child bond (亲子纽带) friendship(s) (友谊) / close friends (密友) romantic relationship(s) (恋爱关系) / partner(s) (伴侣) peer relationships (同伴关系) / classmates (同学) online relationships (网络关系) / virtual friends (网友) teacher-student relationship(s) (师生关系) community ties (社区联系) / neighbor(s) (邻居) have a connection with (与...有联系) others 二、情感与态度 (Feelings & Attitudes) feel love/affection for (对...感到爱/喜爱) family/friends care about (关心) someone deeply trust/distrust (信任/不信任) each other respect/appreciate (尊重/欣赏) others feel supported by (感到被...支持) family/friends feel lonely/isolated (感到孤独/孤立) be grateful/thankful for (对...感激) someone's help be disappointed in/with (对...失望) someone's behavior be jealous/envious of (嫉妒/羡慕) someone 三、建立与维护关系 (Building & Maintaining Relationships) communicate with (与...沟通) others openly/honestly spend quality time with (花高质量时间与...一起) family/friends share feelings/thoughts (分享感受/想法) with someone offer support/help to (向...提供支持/帮助) those in need listen to (倾听) others patiently/actively understand/empathize with (理解/共情) others' situations build trust (建立信任) gradually strengthen bonds (加强纽带) through shared experiences keep in touch with (与...保持联系) old friends 四、关系挑战与解决 (Challenges & Resolutions) have an argument/quarrel with (与...争吵) someone face conflicts/misunderstandings (面对冲突/误会) in relationships deal with/cope with (处理/应对) peer pressure overcome difficulties (克服困难) together apologize to sb for sth (为某事向某人道歉) forgive sb for sth (原谅某人某事) compromise on (在...上妥协) differences mend a relationship (修复关系) after a conflict seek advice on (寻求关于...的建议) relationship problems 时文拓展阅读Whether due to nature or nurture, I grew into a person who was a bit disconnected, which was good for a career in journalism but not for emotional availability or a joyous life. In truth, I was a practiced escape artist. If you tried to get close to me, I’d masterfully avoid eye contact by staring at your shoes and then excusing myself to keep a vitally important appointment with my dry cleaner. Life has a way of testing you, though. I’m no extraordinary soul, but I am someone who grows. I have learned something profound along the way. An open heart is essential to becoming a whole, kind, and wise person. But it is not enough. People need social skills: being curious about other people; disagreeing without harming relationships; revealing vulnerability at the right time; being a good listener; knowing how to ask for and offer forgiveness; knowing how to host a gathering where everyone feels welcomed; knowing how to see things from others’ point of view. In any collection of humans, there are diminishers and there are illuminators. Diminishers are self-absorbed; they shrink others into insignificance. They stereotype (有刻板印象) and label. If they learn one fact about you, they spin it into a web of assumptions about your entire identity. Illuminators, on the other hand, have a persistent curiosity about other people. They have been trained or have trained themselves in the skill of understanding others. They know how to ask the right questions at the right times —— so that they can see things, at least a bit, from others’ point of view. They radiate genuine care, making others feel seen, respected, and uplifted. A warm-hearted person draws out the radiance in others, while a person who conveys formality can meet the same people and find them stiff and disconnected. “Attention,” writes psychiatrist Iain McGilchrist, “is a moral act —— it gives life to what it focuses on.” 【译文欣赏】 无论是先天使然还是后天养成，我渐渐成了一个不太合群的人。这对新闻行业的职业生涯来说或许是好事，但对情感上的敞开心扉或是拥有快乐的生活而言，却并非如此。 事实上，我是个老练的逃避高手。如果你想靠近我，我会巧妙地盯着你的鞋子来避开眼神接触，然后找借口离开，说要去和干洗店赴一个极其重要的约。 不过，生活总会以某种方式考验你。我并非什么非凡之人，但我是一个在不断成长的人。 一路走来，我学到了一些深刻的道理。敞开心扉对于成为一个完整、善良且明智的人来说至关重要，但这还不够。人们还需要社交技能：对他人充满好奇；提出不同意见时不伤害彼此关系；在恰当的时候流露脆弱；善于倾听；懂得如何请求和给予原谅；知道如何举办一场让每个人都感到受欢迎的聚会；学会从他人的角度看待事物。 在任何人群中，都有贬低者和照亮者。贬低者自私自利，他们会把别人看得一文不值。他们充满刻板印象，喜欢给人贴标签。一旦了解到你的某个情况，他们就会据此编织出一整套关于你完整身份的猜想。 另一方面，照亮者对他人有着持久的好奇心。他们要么接受过训练，要么自我训练，掌握了理解他人的技能。他们知道在恰当的时机提出恰当的问题 —— 这样他们至少能在一定程度上从他人的角度看待事物。他们散发着真诚的关怀，让别人感到被看见、被尊重、备受鼓舞。 一个热心的人能激发他人身上的光芒，而一个表现得拘谨刻板的人，即便面对同样的人，也会觉得他们拘谨疏离。精神病学家伊恩・麦吉克里斯写道：“关注是一种道德行为 —— 它会赋予所关注之物生命力。” 【词汇积累】 disconnected [ˌdɪskəˈnektɪd] adj. 疏离的；脱节的 vulnerability [ˌvʌlnərəˈbɪləti]n. 脆弱性 diminisher [dɪˈmɪnɪʃə(r)]n. 削弱者（使他人渺小化的人） illuminator [ɪˈluːmɪneɪtə(r)]n. 照亮者（启迪他人的人） radiate [ˈreɪdieɪt]v. 散发；流露 stereotype [ˈsteriətaɪp]v. 对…形成刻板印象 uplift [ʌpˈlɪft]v. 鼓舞；使振作 【知识拓展】 【词汇延伸】 emotional availability情感可及性 see things from others' point of view换位思考revealing vulnerability展露脆弱  spin... into a web of assumptions编织臆测之网 feel welcomed宾至如归  高考真题链接 (2025·全国一卷·阅读理解B篇) In my ninth-grade writing class last year, I met a cowboy who saved his town, a strict father who demanded his son earn straight A’s, and a modern-day Juliet who died of heartbreak after her parents rejected 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 important?” 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 specifications 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 touched 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. 21. Who are the people mentioned at the beginning of paragraph 1? A. Ninth graders. B. Students’ parents. C. Modern writers. D. Fictional characters. 22. 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. 23. What does the underlined word “staggering” in paragraph 3 mean? A. Mixed. B. Amazing. C. Similar. D. Disturbing. 24. What does the author’s experience show? A. Teaching is learning. B. Still waters run deep. C. Knowledge is power. D. Practice makes perfect. 命题特点 猜测词义是英语阅读理解的重要考点之一，近几年高考试题中都会有一个小题考查词义猜测。词句猜测题它可以是对一个单词的意义的推断,也可以是对一个短语或句子的意义的推断。词句猜测题既可以考查生词的意义,也可以考查熟词的新义,还可以是对替代词所替代内容的判断。在阅读理解题中,所考查的词或短语的意义往往不停留在字面上,而要根据短文提供的语境,通过阅读上下文,根据已知的信息或常识来推测尚不熟悉的词或短语的含义。 命题规律1.文中长复合句、特殊句型处常考2.语言转折和强对比处常考3.对文章中心思想处常考 词义猜测题题解题思维 1.定位语境，锁定线索。找到目标词（或短语）在文中的具体位置，仔细阅读其前后 1-2 句的内容，圈画上下文的提示信息（如同义替换、反义对比、举例说明、因果关系等）。 2 利用构词法辅助推断 分析单词的词根、词缀（如前缀 “un-” 表否定，后缀 “-less” 表 “无…… 的”），结合已知词义推测新词含义。 3. 结合逻辑关系推导 关注句内或句间的因果、递进、让步等逻辑关系，通过已知信息推导未知词义。 4验证词义合理性 将推测的词义代入原文，检查是否符合语境逻辑，是否与前后文保持一致（如时态、搭配、情感基调等）。 注意：避免仅根据单词本义（如熟词生义）或个人经验主观臆断，必须以原文语境为唯一依据； 若遇到多义词，需结合上下文确定其在文中的具体含义（如 “course” 可表示 “课程”“航线”“过程”，需根据语境判断）。 词义猜测题题干扰项特征 1. 构词法干扰，指片面地从构词法的角度猜测、思考，不考虑上下文语境，望词生义； 2. 高频词干扰，句子解释中含有过多原句中已有的词和短语的选项一般是错误选项 ；     3. 字面意思干扰，根据所学过的熟词意义常使考生觉得画线词义背过而忽略上下文主观臆断。 1．In my ninth-grade writing class last year, I met a cowboy who saved his town, a strict father who demanded his son earn straight A’s, and a modern-day Juliet who died of heartbreak after her parents rejected the love of her young life. 抓标志：关系代词who（三次）；并列连词and 判类型：主句（含三个并列的宾语cowboy, father, Juliet，各自带一个定语从句who…） 试翻译：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。 2．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. 抓标志：并列连词and；关系代词that；介词短语with…；分词短语broadened… and touched… 判类型：主句（含并列谓语took on… and turned in…+同位语10 to 20 pages each+介词短语with+定语从句that broadened… and touched…） 试翻译：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。 ①fill less than one page　　　　写不到一页 ②in and of itself　　　　　　　　本身，就其本身而言 ③strike sb. as ...　　　　　　　给某人以……印象 ④as a means of ...　　　　　　　作为……的手段 ⑤a yearbook full of ...　　　　　满是……的年鉴 综合实战演练 语篇 题型 体裁 词数 内容简介 Passage 1 阅读理解 说明文 350 PASS项目作为将人工智能融入教育体系的全国性创新尝试 Passage 2 阅读理解 记叙文 347 68岁教师Nancy Jenkins在退休当天意外收到一场盛大的庆祝活动 Passage 3 阅读理解 说明文 355 对 AI 影响教育评估的担忧与思考 Passage 4 阅读理解 议论文 351 历史课程在培养学生批判性思维和塑造未来公民方面的重要性 Passage 5 阅读理解 议论文 347 缩短在校时间对提高学生身心健康和学业表现的积极作用及各国实践案例 Passage 6 阅读理解 叙夹议文 332 持续教育对个人成长的巨大价值 Passage 7 阅读理解 说明文 371 语言对数学学习能力的影响 Passage 8 阅读理解 说明文 330 俄亥俄大学斯克里普斯传播学院院长Scott Titsworth的职业经历、学术成就以及他对学生的建议。 Passage 9 阅读理解 说明文 334 发现数学处理相关脑区高度活跃，且随着思考的深入，大脑不同区域间的连接增强 Passage 10 完形填空 记叙文 240 讲述了作者作为一名初中老师，在毕业季收到一名学生的感谢信，这封信让作者深感自己对学生的影响，并在之后的生活中一直激励着作者 Passage 1 （24-25高二下·黑龙江双鸭山·阶段练习）The School District of Philadelphia is making a strategic move to position itself as a national leader in integrating artificial intelligence into education. In a groundbreaking partnership with University of Pennsylvania Graduate School of Education, the district is set to launch the Pioneering AI in School Systems (also known as PASS) program in March 2025. This project is getting support from the Marrazzo Family Foundation and Penn’s Catalyst Education Center. It’s a big step forward using AI in schools in a smart way. If it works well, other cities might follow Philadelphia’s example. PASS is designed to help schools get ready for AI. It has three parts that focus on different levels of using AI. District leaders will learn how to make a plan for using AI that fits with the school’s goals. Principals will learn how to use AI in their schools. Teachers will get training on how to use AI tools to make lessons more personalized, improve teaching, and track how students are doing. Most importantly, teachers will focus on how AI can help in the classroom every day, like finding out what students need help with and giving them tailored resources. PASS comes at a time when schools are trying to figure out how AI can help learning. Tools like ChatGPT are becoming popular with teachers and students. AI has great potential, but it also has challenges. Philadelphia’s school leader, Tony Watlington, thinks PASS can make waves. “We need to get our students ready for a future where technology will play a big role in their success,” he said. “PASS is set to transform teaching methods and make sure students are ready for college and work.” Not many school districts in the U.S. have a program like PASS. When PASS starts in March 2025, people will be watching to see how it works. If it’s successful, it could be a model for other districts that are trying to use AI in schools. As schools across the nation deal with similar questions, Philadelphia may well become a leader in showing how AI can transform learning thoughtfully and strategically. 1．What does the PASS program aim to do? A．Provide support for the foundation. B．Teach students how to code AI tools. C．Replace teachers with AI technology D．Integrate AI into the education system. 2．What is the key feature of the program? A．Its practical application plan. B．Its structured training model. C．Its unique resource distribution. D．Its personalized leaning process. 3．What does the underlined phrase “make waves” in paragraph 4 mean? A．Bring about positive and far-reaching changes. B．Create unnecessary conflicts in the educational field. C．Spark discussions about educational innovation. D．Cause troubles that stop educational progress. 4．What can be concluded about PASS? A．PASS has gained ground in people’s mind. B．PASS holds great potential for a brighter future. C．PASS is bound to set a perfect example for others. D．PASS will be widely adopted across the nation any time soon. Passage 2 （24-25高二下·四川绵阳·阶段练习）Nancy Jenkins is a 68-year-old teacher from North Carolina. On her last day as a teacher, she was expecting a small celebratory meal with her close family. But instead, she gets a huge surprise! She opens the door to a surprise that brings tears of joy. The room is packed with 40 guests, including her family, friends, and the people she worked with. Nancy Jenkins has been teaching for 42 years, spending 37 of those years in special education, often in an intensive behavioral classroom at Winter Park Elementary School in Wilmington. Despite the challenges, her love for her students never changed. She used many creative and interesting activities to help her students learn. She says these activities are some of the ones that she and her students enjoyed most. She also worked closely with parents, caregivers, and other professionals to create a supportive and inclusive environment for the children, maximizing the potential for success and well-being for each child under her care. Nancy’s daughter, Maggie Marsh, highlighted her mom’s compassion and positivity. “She is known as someone who would not only do anything to help a coworker or student in time of need, but she would also do anything just to make them laugh or smile.” Inspired by Nancy’s commitment, Maggie organized the celebration not only for her mom’s retirement but also to honor her impactful career as an educator. “After 42 years of selflessly putting others before herself and stepping in to help wherever assistance was needed, my mom was more than deserving of this celebration, and she is more than deserving of this retirement,” says Maggie. For Nancy, she was just doing what she loved. “I love teaching and it’s never boring,” she says. “Every day is different.” Despite her retirement, Nancy Jenkins will offer her help to children in need any time. Nancy says people who want to be teachers should make sure they are patient with their students. She also encourages them to choose subjects that they care deeply about. “Keep working on what you love to do in life,” she says. 5．What can be learned about Nancy Jenkins? A．She felt sad on her last day as a teacher. B．She couldn’t wait to meet her guests after work. C．She began her teaching career at about 26 years old. D．She celebrated her retirement with a family get-together. 6．What does Paragraph 3 mainly talk about? A．What an educator should do for other people. B．How Nancy helped her coworkers and students. C．Whether it was the right time for Nancy to retire. D．Why Maggie organized the celebration for her mom. 7．What qualities are necessary for a teacher according to Nancy Jenkins? A．Creativity and generosity. B．Patience and passion. C．Cooperation and courage. D．Perseverance and humor. 8．Where is the text most probably taken from? A．An introduction to a school. B．A speech of a retired teacher. C．A feature on ordinary people. D．An essay on special education. Passage 3 （24-25高二下·湖北恩施·期中）University exams taken by fake students using artificial intelligence (AI) beat those by real students and usually went undetected by markers, in a limited study. University of Reading researchers created 33 imaginary students and used AI tool to generate answers to module exams for an undergraduate psychology degree at the institution. They said the AI students’ results were half a grade boundary higher on average than those of their real-life counterparts (对应的人或物). And the AI essays “verged on being undetectable”, with 94% not raising concerns with markers. The 6% detection rate is likely to be an overestimate, according to the study, published in the journal PLOS One. “This is particularly worrying because AI submissions firmly gained higher grades than real student submissions,” it said. “Thus, students could cheat undetected using AI and in doing so, attain a better grade than those who did not cheat.” Associate Prof Peter Scarfe and Prof Etienne Roesch, who led the study, said their findings should be a “wake-call” for educators around the world. “Many institutions have moved away from traditional exams to make assessment more inclusive. Our research shows it is of international importance to understand how AI will affect the integrity of educational assessments. We don’t necessarily go back fully to handwritten exams but the global education sector will need to evolve in the face of AI.” However, there’s also an interesting phenomenon. In the study, fake exam answers and essays were submitted for first-, second- and third- year modules, without the knowledge of those marking them. The scores by the AI students beat those achieved by the real undergraduates in the first two years. “But the humans scored better in the third-year exams, which is consistent with the idea that current AI struggles with more abstract reasoning,” the researchers said. Academics have raised concerns about the influence of AI in education, with Glasgow University recently reintroducing in-person exams for one course. Earlier this year, a study had found 69% of undergraduates used artificial-intelligence programs to help with their essays, but just 5% admitted pasting unedited AI-generated text into their assessments. 9．Where is this text most likely from? A．A students’ textbook. B．An experiment report. C．A psychology brochure. D．A technology column. 10．What do Peter Scarfe and Etienne Roesch emphasize? A．The links between handwritten exams and academic honesty. B．The need to reconsider inclusivity of new assessments. C．The significance for global exam reforms against AI cheats. D．The criticism of broader evaluation methods. 11．What can be concluded from the study? A．The study confirms the understanding of the imperfection of AI. B．Scoring standards of different grades are different. C．The potential for AI to be used for cheating is overestimated. D．Higher-grade students need no AI restrictions. 12．What do the last paragraph’s figures indicate? A．AI development outpaces educational adaptation. B．Insufficient academic efforts go against AI issues. C．Overuse of AI harms students’ skills. D．Dishonesty about the AI usage has emerged. Passage 4 （24-25高二下·四川绵阳·期中）While some critics claim that history curricula (课程) teach unnecessary content, others argue that these curricula need to be more comprehensive. Despite ongoing debates about content, one universal truth remains: strong history curricula are necessary for developing the productive citizens of tomorrow. The greatest academic value that history curricula provide is not the recall of important dates and names. However, understanding the historical inquiry (历史探索) process is the most important component. This process teaches students how to become critical thinkers and understand the dynamic nature of the telling of history. Through strong history curricula, students are shown both a variety of primary and secondary sources and are taught to critique them. This is where the historical inquiry process begins. Students not only begin to analyze and ask questions about the content, but they also learn about the author’s credibility and potential bias (偏见). Students are then able to place the information they learn within its broader context and can think more critically about historical context and those who tell it. With this framework, students can then understand the causal relationship between human nature, values, philosophy, actions, and their consequences. It teaches students to recognize common themes and lessons that are necessary to understand modern society. Most importantly, it teaches students to develop a healthy skepticism (怀疑态度) when presented with information today because our actions are history in the making. Forty years ago, renowned scholar James Fitzgerald argued that no education is complete without the teaching of historical inquiry. He believed that the only way to move forward in life is to understand what’s behind us. Today, this principle still holds true. Students take both the factual knowledge and the historical inquiry skills they learn in the classroom and apply them to real world circumstances. Throughout their lives, students who are taught with strong history curricula will take the lessons they learn from our ancestors and become involved, active, productive citizens who want to create a history that tomorrow’s students will be proud to learn about. 13．What is the biggest academic significance of history learning? A．Recalling important dates and names. B．Enriching people’s everyday life. C．Grasping historical inquiry skills. D．Making people more knowledgeable. 14．What does the underlined word “critique” in paragraph 3 probably mean? A．Protect. B．Comment. C．Combine. D．Remember. 15．What is the purpose of citing James Fitzgerald’s statement? A．To stress the importance of history. B．To point out the essence of education. C．To indicate famous people learn from history. D．To show history contributes to people’s achievements. 16．What can be the best title for the passage? A．History Pushes the Wheel of the Times B．History is created by productive citizens C．History Curricula Are Gaining More Attention D．History Curricula Shape Tomorrow’s Decision Makers Passage 5 （24-25高一下·河南洛阳·期中）While you might find it hard to believe, many experienced educators are voicing support for shorter school days. Looking around the globe, you’ ll quickly see nations with leading academic results practicing it Professor Michael Baker of the University of Toronto conducted a study on school hours. His research, involving 18 countries and over a million students, suggested that increased studying hours resulted in only slightly improved academic results. He argues for fewer school hours, believing that a reduction could lead to less burnout in students. The Finnish approach is often considered groundbreaking, with their students normally outperforming those of the same age worldwide. The country s secret trick includes shorter school days coupled with more creative learning ways. Dr. Pasi Sahlberg, a Finnish educator and author, connects Finland’s academic success to these practices. He states that children should have sufficient time for play, rest, and family, contributing to a balanced life. Japan is another country on the high performing list, with its students regularly topping international academic levels. They too operate with fewer school hours, choosing a more content-rich, concentrated curriculum (课程). Dr. Yoshihiko Baba, an education policy adviser for the Japanese government, argues that this concentration of rich content over longer hours is a valuable contributor to their success. Still, many educators disagree, stating concerns about working parents, child management, and access to meals for lower-income (低收入) families. Yet, in a period when flexibility is key, these problems could be addressed by creative community solutions. As information continues to pour in, schools should remain open to changing their schedules for the improvement of student well-being and academic performance. You’ ve seen how shorter school days could be the key to improving student well-being and academic performance. It’s about making the hours count rather than counting the hours. So,it’s time to reflect: Shouldn’t we be rethinking the school day length? After all, if the goal is to educate well-rounded, happy students who stand out academically, a shorter school day might just be the solution we’ ve been searching for. 17．What did Michael Baker find in his research? A．Students concentrate more on philosophy. B．Studying longer makes little difference. C．18 countries support longer school hours. D．Many students are suffering from burnout. 18．Which is the key to the great performance of Japanese students? A．The subjects they are taught. B．The longer time they spend. C．The balanced life they have. D．The money their families make. 19．Why are some educators against shorter school days? A．It may be more challenging to parent. B．Communities may not offer the support. C．Schools can’t change their schedules. D．Parents can’t afford the education fee. 20．What is the passage mainly about? A．Some reasons for shortening school days. B．Different countries have varied school days. C．Experts’ positive attitude to shorter school days. D．The necessity of increasing the school day length. Passage6 （24-25高二下·福建宁德·期中）After I graduated with a Master’s in public relations in 2010, my first boss congratulated me, but he also brought me right back down to earth pretty quickly when he told me that I’d have to continue my education in order to progress throughout my career. I remember feeling shocked at the prospect, as I had sworn (发誓) I was done with essays and exams forever. Yet, here I was, hearing that I’d never truly be fully “educated”. I keep his words in mind, and whenever I find myself at a crossroads, I turn to education. When I decided to do an MBA in 2021, the big questions for me were: Where, and when? Dublin City University (DCU) stood out as I had benefited from what the university offered while studying for my degree in multimedia back in 2005. The course also took place on Thursdays, which allowed me flexibility at weekends. This was essential to balancing the course with my full-time work and family commitments. Over the two years of the course, I changed jobs twice, moving into global roles, which required a whole new degree of performance and commitment at work. I went to two FIFA World Cups leading social impact campaigns as part of the FIFA Communications team, and I was pregnant with my first child during my final term. Each of my classmates had their own unique journeys as well. Life happens anyway. I think the real question when you’re pursuing further education is “why”. If your “why” is strong enough and you truly believe in the benefits, the sacrifices (牺牲) that come alongside studying part-time become much easier. Our class gathered together each Thursday, enjoying the companionship beyond our traditional networking, which is truly a “money can’t buy” bonus of taking the course. I also found myself going into work each week with new strings added to my bow. I have seen my career progress in ways I couldn’t have imagined. And as for the advice of my first boss, surely I’m finished with essays and exams by now. 21．Why did the author choose to study part-time at DCU? A．It enabled her to study on weekends. B．It had a reputation for MBA programs. C．She had positive experience at DCU. D．She could set her own class schedule. 22．What happened to the author while she was pursuing her MBA? A．She got another college degree. B．She put her family ahead of work. C．She completely changed her career. D．She advanced her professional career. 23．What is an unexpected benefit of taking the MBA course? A．Starting a family. B．Developing friendships. C．Avoiding personal sacrifices. D．Getting more job opportunities. 24．What motivated the author to take lifelong education? A．Her desire for self-improvement. B．Her belief in its benefits. C．Her family’s encouragement. D．Her classmates’ persuasion. Passage 7 （24-25高二下·江苏盐城·期中）Is 2/3 bigger than 3/5? How quickly and confidently you can answer this question may depend on your age, education and possibly native language. Mathematics has its language — a unique set of terms, symbols, and rules. Without understanding this mathematical vocabulary, it’s like trying to explore a foreign land without knowing the local accent. A sound understanding of these mathematical terms is crucial for understanding mathematical ideas. According to a growing body of research, the words that different languages use for numbers can affect how easily we learn to count and understand basic concepts such an fractions (分数). For children taking their first steps into the world of mathematics, this can mean that some are presented with additional challenges based on the language they speak, while others are offered a starting advantage. They may, for example, find it more or less difficult to answer questions like “Which number is bigger — 17 or 70?” Exploring it can help us understand the deeper factors that shape our mathematical ability, and perhaps, allow many children and adults who struggle with maths to see their problem in a new light. Is counting easier in Chinese? Let’s consider the difficulties that a child may face with counting. In English, there is no systematic rule for the naming of numbers. After ten, we have “eleven” and “twelve” and then “thirteen”, “fourteen” and so on. If you didn’t know the word for “eleven”, you would be unable to guess it. You might come up with something like “one-teen”. However, in Chinese, once you know the words for one through ten, you can easily gather the others. For example, the word for one is yi, two is er and ten is shi. Eleven is shi yi (ten-one). This consistent characteristic has long been thought to be beneficial for children’s basic numeracy (识数). Recognizing the role of language in maths education can lead to better teaching and student success. We should view language not as a single part, but as a vital part of mastering maths. By doing so, we enable students to develop comprehensive math skills while developing language skills, preparing them for success in both academics and the real world. 25．Why does the author start the text with a question? A．To show the maths problem is challenging. B．To draw the readers’ attention to the topic. C．To test the readers’ problem-solving ability. D．To prove language is more vital than maths. 26．Why is the language environment important for learning maths? A．It can affect your understanding of basic maths terms. B．It can allows you to better memorize maths concepts. C．It can help you communicate with classmates easily. D．It can stimulate your interest in learning maths terms. 27．What does the author seem to agree with from paragraphs 5? A．English students are not good at maths. B．Chinese students are best at maths globally. C．Learning maths in Chinese is relatively easier. D．Learning maths in other languages is difficult. 28．What can be inferred from the last paragraph? A．We should teach language and maths separately. B．Language teaching should be put in the first place. C．Students should improve language and maths together. D．The importance of language learning cannot be ignored. Passage 8 （24-25高二下·重庆·阶段练习）As a new school year starts at Ohio University and first-year students arrive at the Scripps College of Communication, they will get to know Scott Titsworth, dean of the the Scripps College of Communication. His job includes ensuring high academic standards and overseeing (监督) student admissions and academic success. However, his favorite and important part is staying with students and assisting them in reaching their goals. “I enjoy interacting with students the most,” said Titsworth. “Seeing people grow and learn is rewarding, and I feel honored to be part of their journey.” Titsworth’s path began in Parsons, Kansas, a small town with more than 10,000 residents. It was known as a railroad town, and many of his family members worked for the railroad. But Titsworth chose a different route — going to college to pursue his favorite career in media and communication. Before starting to work in academia, Titsworth worked at a radio station. Eventually, Titsworth realized that he wanted to use his talents and skills to help others learn about and pursue their dreams in the field of communication. Titsworth is a leading scholar in the area of classroom communication effectiveness. With more than 50 books, chapters, and articles published on the topic, his most recent research has explored ways in which students’ emotional experiences are related to their learning activities, including both note-taking and cognitive performance. Over his 20 years in the Scripps College of Communication, he has held roles such as director of graduate studies and recognized the growing importance of preparing the next generation in media. He emphasizes that today, anyone can create content and share it, so training in effective communication is essential. Although he misses teaching directly, Titsworth is proud of the unique opportunities the Scripps College of Communication offers its students to prepare them for successful careers. “Get to know people” is his advice for new students. “Your relationships will greatly influence your growth while you study here,” he said. 29．What does Titsworth value the most about his roles? A．Ensuring campus security. B．Overseeing student admissions. C．Setting academic standards. D．Connecting with college students. 30．Why did Titsworth choose a different career path from his family? A．To prove his uniqueness. B．To find a well-paid career. C．To pursue his own interest. D．To leave his hometown for a city. 31．What is paragraph 4 mainly about? A．Titsworth’s achievements. B．Titsworth’s teaching experience. C．Titsworth’s works. D．Titsworth’s previous fields of research. 32．What does Titsworth expect new students to do? A．Focus on their academics. B．Value their friends and family members. C．Sharpen their social skills. D．Ignore unplanned happenings. Passage 9 （24-25高二上·江苏宿迁·期末）Imagine the last time you concentrated deeply to solve a challenging problem like a math puzzle or a chess move. Little by little, it seemed that your problem effortlessly resolved itself on the mental blackboard of your mind. In recent research, my colleagues and I set out to investigate the neural mechanisms underlying these experiences. Specifically, we sought to understand what occurs within the brain when a person engages in abstract and demanding thought. Previous studies concentrated on brain activity during the brief consideration of problems that take mere seconds to solve. However, our study took a different approach by using more complex math challenges, which are more similar to the tricky puzzles. We recruited 22 university students to join in math programs. They were asked to solve a series of complex math problems while undergoing functional magnetic resonance imaging (MRI 核磁共振) scans which allowed us to observe changes in brain activity as they handled the problems. We found the brain regions associated with math processing were highly active during the task, particularly in those with extensive math expertise (专业技能). Furthermore, as the students deeper researched into the problems, their brains showed increased connectivity between different regions, indicating a heightened state of concentration. The findings could potentially aid scientists in gaining a broader understanding of the power of concentration, which suggest that developing expertise in a particular field can enhance the brain’s ability to concentrate. This may be due to the fact that the brain filters out (滤除) irrelevant information and focuses on the most critical aspects of a problem. Additionally, their extensive experience may have led to the formation of neural pathways that facilitate more efficient problem-solving. In conclusion, our study provides valuable insights into the neural mechanisms underlying deep concentration and the role of expertise in enhancing this ability. As we continue to explore these phenomena, we may gain a deeper understanding of the cognitive processes that strengthen human performance. 33．What is the main difference of the recent study from previous ones? A．It focuses on easy problems. B．It adopts a different strategy. C．It uses advanced technology. D．It helps solve math challenges. 34．What is mainly talked about in Paragraph 4? A．The research tool. B．The research basis. C．The research subject. D．The research process. 35．What do the research findings suggest? A．Higher expertise can make the brain more focused. B．Extensive experience can facilitate problem-solving. C．Our brain can tell the critical information from others. D．With the power of concentration comes higher efficiency. 36．What is the purpose of the research? A．To identify the most effective math learning methods. B．To promote the use of MRI scans in neuroscience research. C．To explore the neural mechanisms behind deep concentration. D．To compare the brain activity of math experts and non-experts. Passage 10 （24-25高二上·福建厦门·期末）Another year as a junior high teacher in New Jersey was coming to an end. The 1 for the eighth-grade graduates was about to begin. Having taught for 15 years, I 2 that teaching was a profession where you receive very few thank-you notes and never know the impact you’ve had. This 3 feeling is especially strong on graduation day. On the way to the ceremony, I 4 my American history classroom to pick up a few items to take home. There I saw a sheet of paper. It was a note 5 to me from an eighth grader. It was about 500 words long. This quiet young lady had written to express her 6 for the positive effect I had on her life both emotionally and 7 . She wrote about the 8 time she’d had in class initially, but it was me who made learning enjoyable and gave her 9 that she would do well in high school. I was moved to tears, and 10 thinking about the note throughout the ceremony. This student 11 my life forever. Now I still see her occasionally. I always make a point of saying hello and 12 her college experience, hoping she realizes the 13 she has had on me. Whenever I 14 whether I make a difference, I read her note, and tears appear once again — tears of gratitude for having the opportunity to 15 this one angelic student. 1．A．training B．lecture C．ceremony D．exam 2．A．hoped B．realized C．denied D．suspected 3．A．warm B．exciting C．empty D．shameful 4．A．looked for B．stopped by C．stormed into D．cleaned up 5．A．addressed B．donated C．returned D．handed 6．A．gratitude B．support C．preference D．desire 7．A．socially B．economically C．physically D．academically 8．A．fun B．tough C．limited D．precious 9．A．advice B．evidence C．confidence D．credit 10．A．stopped B．forgot C．allowed D．kept 11．A．changed B．guided C．saved D．controlled 12．A．reflecting on B．inquiring about C．adapting to D．learning from 13．A．reliance B．impression C．impact D．pity 14．A．question B．guess C．rule out D．figure out 15．A．cure B．assess C．honor D．meet 2 原创精品资源学科网独家享有版权，侵权必究！ 12 / 23 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$ Unit 1 Relationships人际关系 话题阅读精练 单元引言解读 主题词汇积累 一、关系类型 (Types of Relationships) family relationships (家庭关系) / parent-child bond (亲子纽带) friendship(s) (友谊) / close friends (密友) romantic relationship(s) (恋爱关系) / partner(s) (伴侣) peer relationships (同伴关系) / classmates (同学) online relationships (网络关系) / virtual friends (网友) teacher-student relationship(s) (师生关系) community ties (社区联系) / neighbor(s) (邻居) have a connection with (与...有联系) others 二、情感与态度 (Feelings & Attitudes) feel love/affection for (对...感到爱/喜爱) family/friends care about (关心) someone deeply trust/distrust (信任/不信任) each other respect/appreciate (尊重/欣赏) others feel supported by (感到被...支持) family/friends feel lonely/isolated (感到孤独/孤立) be grateful/thankful for (对...感激) someone's help be disappointed in/with (对...失望) someone's behavior be jealous/envious of (嫉妒/羡慕) someone 三、建立与维护关系 (Building & Maintaining Relationships) communicate with (与...沟通) others openly/honestly spend quality time with (花高质量时间与...一起) family/friends share feelings/thoughts (分享感受/想法) with someone offer support/help to (向...提供支持/帮助) those in need listen to (倾听) others patiently/actively understand/empathize with (理解/共情) others' situations build trust (建立信任) gradually strengthen bonds (加强纽带) through shared experiences keep in touch with (与...保持联系) old friends 四、关系挑战与解决 (Challenges & Resolutions) have an argument/quarrel with (与...争吵) someone face conflicts/misunderstandings (面对冲突/误会) in relationships deal with/cope with (处理/应对) peer pressure overcome difficulties (克服困难) together apologize to sb for sth (为某事向某人道歉) forgive sb for sth (原谅某人某事) compromise on (在...上妥协) differences mend a relationship (修复关系) after a conflict seek advice on (寻求关于...的建议) relationship problems 时文拓展阅读 Whether due to nature or nurture, I grew into a person who was a bit disconnected, which was good for a career in journalism but not for emotional availability or a joyous life. In truth, I was a practiced escape artist. If you tried to get close to me, I’d masterfully avoid eye contact by staring at your shoes and then excusing myself to keep a vitally important appointment with my dry cleaner. Life has a way of testing you, though. I’m no extraordinary soul, but I am someone who grows. I have learned something profound along the way. An open heart is essential to becoming a whole, kind, and wise person. But it is not enough. People need social skills: being curious about other people; disagreeing without harming relationships; revealing vulnerability at the right time; being a good listener; knowing how to ask for and offer forgiveness; knowing how to host a gathering where everyone feels welcomed; knowing how to see things from others’ point of view. In any collection of humans, there are diminishers and there are illuminators. Diminishers are self-absorbed; they shrink others into insignificance. They stereotype (有刻板印象) and label. If they learn one fact about you, they spin it into a web of assumptions about your entire identity. Illuminators, on the other hand, have a persistent curiosity about other people. They have been trained or have trained themselves in the skill of understanding others. They know how to ask the right questions at the right times —— so that they can see things, at least a bit, from others’ point of view. They radiate genuine care, making others feel seen, respected, and uplifted. A warm-hearted person draws out the radiance in others, while a person who conveys formality can meet the same people and find them stiff and disconnected. “Attention,” writes psychiatrist Iain McGilchrist, “is a moral act —— it gives life to what it focuses on.” 【译文欣赏】 无论是先天使然还是后天养成，我渐渐成了一个不太合群的人。这对新闻行业的职业生涯来说或许是好事，但对情感上的敞开心扉或是拥有快乐的生活而言，却并非如此。 事实上，我是个老练的逃避高手。如果你想靠近我，我会巧妙地盯着你的鞋子来避开眼神接触，然后找借口离开，说要去和干洗店赴一个极其重要的约。 不过，生活总会以某种方式考验你。我并非什么非凡之人，但我是一个在不断成长的人。 一路走来，我学到了一些深刻的道理。敞开心扉对于成为一个完整、善良且明智的人来说至关重要，但这还不够。人们还需要社交技能：对他人充满好奇；提出不同意见时不伤害彼此关系；在恰当的时候流露脆弱；善于倾听；懂得如何请求和给予原谅；知道如何举办一场让每个人都感到受欢迎的聚会；学会从他人的角度看待事物。 在任何人群中，都有贬低者和照亮者。贬低者自私自利，他们会把别人看得一文不值。他们充满刻板印象，喜欢给人贴标签。一旦了解到你的某个情况，他们就会据此编织出一整套关于你完整身份的猜想。 另一方面，照亮者对他人有着持久的好奇心。他们要么接受过训练，要么自我训练，掌握了理解他人的技能。他们知道在恰当的时机提出恰当的问题 —— 这样他们至少能在一定程度上从他人的角度看待事物。他们散发着真诚的关怀，让别人感到被看见、被尊重、备受鼓舞。 一个热心的人能激发他人身上的光芒，而一个表现得拘谨刻板的人，即便面对同样的人，也会觉得他们拘谨疏离。精神病学家伊恩・麦吉克里斯写道：“关注是一种道德行为 —— 它会赋予所关注之物生命力。” 【词汇积累】 disconnected [ˌdɪskəˈnektɪd] adj. 疏离的；脱节的 vulnerability [ˌvʌlnərəˈbɪləti]n. 脆弱性 diminisher [dɪˈmɪnɪʃə(r)]n. 削弱者（使他人渺小化的人） illuminator [ɪˈluːmɪneɪtə(r)]n. 照亮者（启迪他人的人） radiate [ˈreɪdieɪt]v. 散发；流露 stereotype [ˈsteriətaɪp]v. 对…形成刻板印象 uplift [ʌpˈlɪft]v. 鼓舞；使振作 【知识拓展】 【词汇延伸】 emotional availability情感可及性 see things from others' point of view换位思考revealing vulnerability展露脆弱  spin... into a web of assumptions编织臆测之网 feel welcomed宾至如归  高考真题链接 (2025·全国一卷·阅读理解B篇) In my ninth-grade writing class last year, I met a cowboy who saved his town, a strict father who demanded his son earn straight A’s, and a modern-day Juliet who died of heartbreak after her parents rejected 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 important?” 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 specifications 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 touched 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. 21. Who are the people mentioned at the beginning of paragraph 1? A. Ninth graders. B. Students’ parents. C. Modern writers. D. Fictional characters. 22. 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. 23. What does the underlined word “staggering” in paragraph 3 mean? A. Mixed. B. Amazing. C. Similar. D. Disturbing. 24. What does the author’s experience show? A. Teaching is learning. B. Still waters run deep. C. Knowledge is power. D. Practice makes perfect. 【导语】本文是一篇记叙文。文章主要讲述了作者作为一名写作课老师，通过教学实践逐渐认识到学生写作动力的来源以及写作真正意义的成长故事。 21.D【解析】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, a strict father who demanded his son earn straight A’s, and a modern-day Juliet who died of heartbreak after her parents rejected 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. (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。 22.D【解析】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. 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. (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。 23.B【解析】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。 24.A【解析】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. 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. (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。 命题特点 猜测词义是英语阅读理解的重要考点之一，近几年高考试题中都会有一个小题考查词义猜测。词句猜测题它可以是对一个单词的意义的推断,也可以是对一个短语或句子的意义的推断。词句猜测题既可以考查生词的意义,也可以考查熟词的新义,还可以是对替代词所替代内容的判断。在阅读理解题中,所考查的词或短语的意义往往不停留在字面上,而要根据短文提供的语境,通过阅读上下文,根据已知的信息或常识来推测尚不熟悉的词或短语的含义。 命题规律1.文中长复合句、特殊句型处常考2.语言转折和强对比处常考3.对文章中心思想处常考 词义猜测题题解题思维 1.定位语境，锁定线索。找到目标词（或短语）在文中的具体位置，仔细阅读其前后 1-2 句的内容，圈画上下文的提示信息（如同义替换、反义对比、举例说明、因果关系等）。 2 利用构词法辅助推断 分析单词的词根、词缀（如前缀 “un-” 表否定，后缀 “-less” 表 “无…… 的”），结合已知词义推测新词含义。 3. 结合逻辑关系推导 关注句内或句间的因果、递进、让步等逻辑关系，通过已知信息推导未知词义。 4验证词义合理性 将推测的词义代入原文，检查是否符合语境逻辑，是否与前后文保持一致（如时态、搭配、情感基调等）。 注意：避免仅根据单词本义（如熟词生义）或个人经验主观臆断，必须以原文语境为唯一依据； 若遇到多义词，需结合上下文确定其在文中的具体含义（如 “course” 可表示 “课程”“航线”“过程”，需根据语境判断）。 词义猜测题题干扰项特征 1. 构词法干扰，指片面地从构词法的角度猜测、思考，不考虑上下文语境，望词生义； 2. 高频词干扰，句子解释中含有过多原句中已有的词和短语的选项一般是错误选项 ；     3. 字面意思干扰，根据所学过的熟词意义常使考生觉得画线词义背过而忽略上下文主观臆断。 1．In my ninth-grade writing class last year, I met a cowboy who saved his town, a strict father who demanded his son earn straight A’s, and a modern-day Juliet who died of heartbreak after her parents rejected the love of her young life. 抓标志：关系代词who（三次）；并列连词and 判类型：主句（含三个并列的宾语cowboy, father, Juliet，各自带一个定语从句who…） 试翻译：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。 2．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. 抓标志：并列连词and；关系代词that；介词短语with…；分词短语broadened… and touched… 判类型：主句（含并列谓语took on… and turned in…+同位语10 to 20 pages each+介词短语with+定语从句that broadened… and touched…） 试翻译：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。 ①fill less than one page　　　　写不到一页 ②in and of itself　　　　　　　　本身，就其本身而言 ③strike sb. as ...　　　　　　　给某人以……印象 ④as a means of ...　　　　　　　作为……的手段 ⑤a yearbook full of ...　　　　　满是……的年鉴 综合实战演练 语篇 题型 体裁 词数 内容简介 Passage 1 阅读理解 说明文 350 PASS项目作为将人工智能融入教育体系的全国性创新尝试 Passage 2 阅读理解 记叙文 347 68岁教师Nancy Jenkins在退休当天意外收到一场盛大的庆祝活动 Passage 3 阅读理解 说明文 355 对 AI 影响教育评估的担忧与思考 Passage 4 阅读理解 议论文 351 历史课程在培养学生批判性思维和塑造未来公民方面的重要性 Passage 5 阅读理解 议论文 347 缩短在校时间对提高学生身心健康和学业表现的积极作用及各国实践案例 Passage 6 阅读理解 叙夹议文 332 持续教育对个人成长的巨大价值 Passage 7 阅读理解 说明文 371 语言对数学学习能力的影响 Passage 8 阅读理解 说明文 330 俄亥俄大学斯克里普斯传播学院院长Scott Titsworth的职业经历、学术成就以及他对学生的建议。 Passage 9 阅读理解 说明文 334 发现数学处理相关脑区高度活跃，且随着思考的深入，大脑不同区域间的连接增强 Passage 10 完形填空 记叙文 240 讲述了作者作为一名初中老师，在毕业季收到一名学生的感谢信，这封信让作者深感自己对学生的影响，并在之后的生活中一直激励着作者 Passage 1 （24-25高二下·黑龙江双鸭山·阶段练习）The School District of Philadelphia is making a strategic move to position itself as a national leader in integrating artificial intelligence into education. In a groundbreaking partnership with University of Pennsylvania Graduate School of Education, the district is set to launch the Pioneering AI in School Systems (also known as PASS) program in March 2025. This project is getting support from the Marrazzo Family Foundation and Penn’s Catalyst Education Center. It’s a big step forward using AI in schools in a smart way. If it works well, other cities might follow Philadelphia’s example. PASS is designed to help schools get ready for AI. It has three parts that focus on different levels of using AI. District leaders will learn how to make a plan for using AI that fits with the school’s goals. Principals will learn how to use AI in their schools. Teachers will get training on how to use AI tools to make lessons more personalized, improve teaching, and track how students are doing. Most importantly, teachers will focus on how AI can help in the classroom every day, like finding out what students need help with and giving them tailored resources. PASS comes at a time when schools are trying to figure out how AI can help learning. Tools like ChatGPT are becoming popular with teachers and students. AI has great potential, but it also has challenges. Philadelphia’s school leader, Tony Watlington, thinks PASS can make waves. “We need to get our students ready for a future where technology will play a big role in their success,” he said. “PASS is set to transform teaching methods and make sure students are ready for college and work.” Not many school districts in the U.S. have a program like PASS. When PASS starts in March 2025, people will be watching to see how it works. If it’s successful, it could be a model for other districts that are trying to use AI in schools. As schools across the nation deal with similar questions, Philadelphia may well become a leader in showing how AI can transform learning thoughtfully and strategically. 1．What does the PASS program aim to do? A．Provide support for the foundation. B．Teach students how to code AI tools. C．Replace teachers with AI technology D．Integrate AI into the education system. 2．What is the key feature of the program? A．Its practical application plan. B．Its structured training model. C．Its unique resource distribution. D．Its personalized leaning process. 3．What does the underlined phrase “make waves” in paragraph 4 mean? A．Bring about positive and far-reaching changes. B．Create unnecessary conflicts in the educational field. C．Spark discussions about educational innovation. D．Cause troubles that stop educational progress. 4．What can be concluded about PASS? A．PASS has gained ground in people’s mind. B．PASS holds great potential for a brighter future. C．PASS is bound to set a perfect example for others. D．PASS will be widely adopted across the nation any time soon. 【答案】1．D 2．B 3．A 4．B 【导语】本文是一篇说明文。文章介绍费城学区与宾夕法尼亚大学合作推出的PASS项目，阐述其作为将人工智能融入教育体系的全国性创新尝试。 1．细节理解题。根据第一段“The School District of Philadelphia is making a strategic move to position itself as a national leader in integrating artificial intelligence into education. In a groundbreaking partnership with University of Pennsylvania Graduate School of Education, the district is set to launch the Pioneering AI in School Systems (also known as PASS) program in March 2025. (费城学区正在采取一项战略举措，将自己定位为将人工智能融入教育的全国领导者。在与宾夕法尼亚大学教育研究生院的开创性合作中，该地区将于2025年3月启动学校系统中的先锋人工智能（也称为PASS）计划)”可知，PASS项目的核心目的正是将人工智能融入教育系统。故选D。 2．细节理解题。根据第三段“PASS is designed to help schools get ready for AI. It has three parts that focus on different levels of using AI. District leaders will learn how to make a plan for using AI that fits with the school’s goals. Principals will learn how to use AI in their schools. Teachers will get training on how to use AI tools to make lessons more personalized, improve teaching, and track how students are doing. (PASS旨在帮助学校为人工智能做好准备。它有三个部分，专注于不同级别的人工智能使用。地区领导人将学习如何制定符合学校目标的人工智能使用计划。校长们将学习如何在他们的学校使用人工智能。教师将接受培训，学习如何使用人工智能工具使课程更加个性化，改善教学，并跟踪学生的表现)”可知，PASS 分为三个层次（district leaders、principals、teachers）的培训体系，分别对应不同层面的AI应用规划与实践，体现了“结构化的培训模式”。故选B。 3．词句猜测题。根据划线词下文““We need to get our students ready for a future where technology will play a big role in their success,” he said. “PASS is set to transform teaching methods and make sure students are ready for college and work.” (他说：“我们需要让我们的学生为未来做好准备，在未来，科技将在他们的成功中发挥重要作用。”“PASS旨在改变教学方法，确保学生为上大学和工作做好准备。”)”可知，学区领导Tony Watlington提到 PASS 将变革教学方法并确保学生为未来做好准备，因此PASS可以产生积极且深渊的影响，由此猜测划线部分意为“极且深渊的影响”。故选A。 4．推理判断题。根据最后一段“When PASS starts in March 2025, people will be watching to see how it works. If it’s successful, it could be a model for other districts that are trying to use AI in schools. As schools across the nation deal with similar questions, Philadelphia may well become a leader in showing how AI can transform learning thoughtfully and strategically. (当PASS于2025年3月启动时，人们将会关注它是如何运作的。如果成功的话，它可能会成为其他试图在学校中使用人工智能的地区的榜样。随着全国各地的学校都在处理类似的问题，费城很可能成为展示人工智能如何深思熟虑地、战略性地改变学习方式的领导者)”可推断，PASS未来有巨大潜力。故选B。 Passage 2 （24-25高二下·四川绵阳·阶段练习）Nancy Jenkins is a 68-year-old teacher from North Carolina. On her last day as a teacher, she was expecting a small celebratory meal with her close family. But instead, she gets a huge surprise! She opens the door to a surprise that brings tears of joy. The room is packed with 40 guests, including her family, friends, and the people she worked with. Nancy Jenkins has been teaching for 42 years, spending 37 of those years in special education, often in an intensive behavioral classroom at Winter Park Elementary School in Wilmington. Despite the challenges, her love for her students never changed. She used many creative and interesting activities to help her students learn. She says these activities are some of the ones that she and her students enjoyed most. She also worked closely with parents, caregivers, and other professionals to create a supportive and inclusive environment for the children, maximizing the potential for success and well-being for each child under her care. Nancy’s daughter, Maggie Marsh, highlighted her mom’s compassion and positivity. “She is known as someone who would not only do anything to help a coworker or student in time of need, but she would also do anything just to make them laugh or smile.” Inspired by Nancy’s commitment, Maggie organized the celebration not only for her mom’s retirement but also to honor her impactful career as an educator. “After 42 years of selflessly putting others before herself and stepping in to help wherever assistance was needed, my mom was more than deserving of this celebration, and she is more than deserving of this retirement,” says Maggie. For Nancy, she was just doing what she loved. “I love teaching and it’s never boring,” she says. “Every day is different.” Despite her retirement, Nancy Jenkins will offer her help to children in need any time. Nancy says people who want to be teachers should make sure they are patient with their students. She also encourages them to choose subjects that they care deeply about. “Keep working on what you love to do in life,” she says. 5．What can be learned about Nancy Jenkins? A．She felt sad on her last day as a teacher. B．She couldn’t wait to meet her guests after work. C．She began her teaching career at about 26 years old. D．She celebrated her retirement with a family get-together. 6．What does Paragraph 3 mainly talk about? A．What an educator should do for other people. B．How Nancy helped her coworkers and students. C．Whether it was the right time for Nancy to retire. D．Why Maggie organized the celebration for her mom. 7．What qualities are necessary for a teacher according to Nancy Jenkins? A．Creativity and generosity. B．Patience and passion. C．Cooperation and courage. D．Perseverance and humor. 8．Where is the text most probably taken from? A．An introduction to a school. B．A speech of a retired teacher. C．A feature on ordinary people. D．An essay on special education. 【答案】5．C 6．D 7．B 8．C 【导语】本文是一篇人物传记。文章主要讲述了来自北卡罗来纳州的68岁教师Nancy Jenkins在退休当天意外收到一场盛大的庆祝活动，并回顾了她的教育生涯、教学风格、对学生的关爱以及她对教育事业的热情。 5．细节理解题。根据文章第一段“Nancy Jenkins is a 68-year-old teacher from North Carolina.(Nancy Jenkins是一位来自北卡罗来纳州的68岁教师。)”以及第二段“Nancy Jenkins has been teaching for 42 years, spending 37 of those years in special education, often in an intensive behavioral classroom at Winter Park Elementary School in Wilmington. (Nancy Jenkins从事教学工作已有42年，其中37年都投身于特殊教育，常在威尔明顿温特帕克小学的强化行为教室里任教。)”可知， Nancy Jenkins 68岁，教龄42年，由此可推算她大约26岁开始教学生涯。故选C。 6．主旨大意题。根据文章第三段“Nancy’s daughter, Maggie Marsh, highlighted her mom’s compassion and positivity. “She is known as someone who would not only do anything to help a coworker or student in time of need, but she would also do anything just to make them laugh or smile.” Inspired by Nancy’s commitment, Maggie organized the celebration not only for her mom’s retirement but also to honor her impactful career as an educator. “After 42 years of selflessly putting others before herself and stepping in to help wherever assistance was needed, my mom was more than deserving of this celebration, and she is more than deserving of this retirement,” says Maggie.(Nancy的女儿Maggie Marsh强调了母亲的关怀之心和积极心态。“她不仅会在同事或学生需要时竭尽全力帮助他们，还会想尽办法让他们开怀大笑，这是大家都知道的。”受Nancy奉献精神的启发，Maggie组织了这场庆祝活动，不仅是为了母亲的退休，更是为了致敬她作为教育工作者意义非凡的职业生涯。“42年来，妈妈一直无私地把他人放在首位，哪里需要帮助就出现在哪里，她完全值得这场庆祝，也完全值得享受退休生活。”Maggie说。)”可知，本段主要围绕Maggie为何为母亲组织庆祝活动展开，既因Nancy的奉献精神，也为致敬其教育生涯。故选D。 7．细节理解题。根据文章最后一段“Nancy says people who want to be teachers should make sure they are patient with their students. She also encourages them to choose subjects that they care deeply about. “Keep working on what you love to do in life,” she says.(Nancy表示，想成为教师的人必须确保自己对学生有耐心，还鼓励他们选择自己真正热爱的学科。“坚持做生命中你热爱的事。”她说。)”可知，Nancy认为教师需要具备两点品质：对学生有耐心和热爱所教授的学科。故选B。 8．推理判断题。根据文章第一段“Nancy Jenkins is a 68-year-old teacher from North Carolina. On her last day as a teacher, she was expecting a small celebratory meal with her close family. But instead, she gets a huge surprise! She opens the door to a surprise that brings tears of joy. The room is packed with 40 guests, including her family, friends, and the people she worked with. (Nancy Jenkins是一位来自北卡罗来纳州的68岁教师。在她作为教师的最后一天，她原本期待着与亲密家人共进一顿小型庆祝餐。但没想到，她迎来了一个巨大的惊喜！她打开门，眼前的惊喜让她喜极而泣——房间里挤满了40位宾客，包括她的家人、朋友和同事。)”以及全文内容可知，文章讲述了退休教师Nancy Jenkins的职业生涯、个人品质及退休时的庆祝活动，聚焦于一位普通人的故事。 故选C。 Passage 3 （24-25高二下·湖北恩施·期中）University exams taken by fake students using artificial intelligence (AI) beat those by real students and usually went undetected by markers, in a limited study. University of Reading researchers created 33 imaginary students and used AI tool to generate answers to module exams for an undergraduate psychology degree at the institution. They said the AI students’ results were half a grade boundary higher on average than those of their real-life counterparts (对应的人或物). And the AI essays “verged on being undetectable”, with 94% not raising concerns with markers. The 6% detection rate is likely to be an overestimate, according to the study, published in the journal PLOS One. “This is particularly worrying because AI submissions firmly gained higher grades than real student submissions,” it said. “Thus, students could cheat undetected using AI and in doing so, attain a better grade than those who did not cheat.” Associate Prof Peter Scarfe and Prof Etienne Roesch, who led the study, said their findings should be a “wake-call” for educators around the world. “Many institutions have moved away from traditional exams to make assessment more inclusive. Our research shows it is of international importance to understand how AI will affect the integrity of educational assessments. We don’t necessarily go back fully to handwritten exams but the global education sector will need to evolve in the face of AI.” However, there’s also an interesting phenomenon. In the study, fake exam answers and essays were submitted for first-, second- and third- year modules, without the knowledge of those marking them. The scores by the AI students beat those achieved by the real undergraduates in the first two years. “But the humans scored better in the third-year exams, which is consistent with the idea that current AI struggles with more abstract reasoning,” the researchers said. Academics have raised concerns about the influence of AI in education, with Glasgow University recently reintroducing in-person exams for one course. Earlier this year, a study had found 69% of undergraduates used artificial-intelligence programs to help with their essays, but just 5% admitted pasting unedited AI-generated text into their assessments. 9．Where is this text most likely from? A．A students’ textbook. B．An experiment report. C．A psychology brochure. D．A technology column. 10．What do Peter Scarfe and Etienne Roesch emphasize? A．The links between handwritten exams and academic honesty. B．The need to reconsider inclusivity of new assessments. C．The significance for global exam reforms against AI cheats. D．The criticism of broader evaluation methods. 11．What can be concluded from the study? A．The study confirms the understanding of the imperfection of AI. B．Scoring standards of different grades are different. C．The potential for AI to be used for cheating is overestimated. D．Higher-grade students need no AI restrictions. 12．What do the last paragraph’s figures indicate? A．AI development outpaces educational adaptation. B．Insufficient academic efforts go against AI issues. C．Overuse of AI harms students’ skills. D．Dishonesty about the AI usage has emerged. 【答案】9．D 10．C 11．A 12．D 【导语】本文是一篇说明文。主要介绍一项关于 AI 代考大学生考试成绩超真实学生且难被发现的研究，及学者对 AI 影响教育评估的担忧与思考。 9．推理判断题。根据首段“University exams taken by fake students using artificial intelligence (AI) beat those by real students and usually went undetected by markers, in a limited study. (在一项有限的研究中，使用人工智能的假学生参加的大学考试成绩超过了真实学生，而且通常没有被评分者发现。)”可知，文章围绕着使用人工智能的假学生参加的大学考试成绩超过了真实学生这一核心科技议题展开，结合“AI”“technology”等关键词可知，文章聚焦人工智能在教育领域的应用与挑战，属于科技类议题，结合选项，此类探讨技术对教育影响的文章最可能出自技术专栏。故选D项。 10．细节理解题。根据第四段中的“Our research shows it is of international importance to understand how AI will affect the integrity of educational assessments. We don’t necessarily go back fully to handwritten exams but the global education sector will need to evolve in the face of AI.(我们的研究表明，了解人工智能将如何影响教育评估的完整性具有国际重要性。我们不一定完全回到手写考试，但全球教育部门需要在人工智能面前进行变革。)”可知，Peter Scarfe和Etienne Roesch强调全球开展应对AI作弊的考试改革的重要性。故选C项。 11．推理判断题。根据第五段中的““But the humans scored better in the third-year exams, which is consistent with the idea that current AI struggles with more abstract reasoning,” the researchers said.(研究人员说：“但人类在三年级考试中得分更高，这与当前人工智能难以处理更抽象推理的观点一致。”)”可知，实验中第三年真实学生得分明显较好，这与先前关于人工智能在抽象推理方面存在不足的观点一致，即研究确认了对人工智能不完善的理解。故选A项。 12．推理判断题。根据最后一段中的“Earlier this year, a study had found 69% of undergraduates used artificial-intelligence programs to help with their essays, but just 5% admitted pasting unedited AI-generated text into their assessments.(今年早些时候，一项研究发现，69% 的本科生使用人工智能程序辅助完成论文，但仅有 5% 的学生承认曾将未经编辑的人工智能生成文本直接粘贴到作业中。)”可知，多数学生使用AI却不愿承认，体现出在AI使用问题上的不诚实现象。故选D项。 Passage 4 （24-25高二下·四川绵阳·期中）While some critics claim that history curricula (课程) teach unnecessary content, others argue that these curricula need to be more comprehensive. Despite ongoing debates about content, one universal truth remains: strong history curricula are necessary for developing the productive citizens of tomorrow. The greatest academic value that history curricula provide is not the recall of important dates and names. However, understanding the historical inquiry (历史探索) process is the most important component. This process teaches students how to become critical thinkers and understand the dynamic nature of the telling of history. Through strong history curricula, students are shown both a variety of primary and secondary sources and are taught to critique them. This is where the historical inquiry process begins. Students not only begin to analyze and ask questions about the content, but they also learn about the author’s credibility and potential bias (偏见). Students are then able to place the information they learn within its broader context and can think more critically about historical context and those who tell it. With this framework, students can then understand the causal relationship between human nature, values, philosophy, actions, and their consequences. It teaches students to recognize common themes and lessons that are necessary to understand modern society. Most importantly, it teaches students to develop a healthy skepticism (怀疑态度) when presented with information today because our actions are history in the making. Forty years ago, renowned scholar James Fitzgerald argued that no education is complete without the teaching of historical inquiry. He believed that the only way to move forward in life is to understand what’s behind us. Today, this principle still holds true. Students take both the factual knowledge and the historical inquiry skills they learn in the classroom and apply them to real world circumstances. Throughout their lives, students who are taught with strong history curricula will take the lessons they learn from our ancestors and become involved, active, productive citizens who want to create a history that tomorrow’s students will be proud to learn about. 13．What is the biggest academic significance of history learning? A．Recalling important dates and names. B．Enriching people’s everyday life. C．Grasping historical inquiry skills. D．Making people more knowledgeable. 14．What does the underlined word “critique” in paragraph 3 probably mean? A．Protect. B．Comment. C．Combine. D．Remember. 15．What is the purpose of citing James Fitzgerald’s statement? A．To stress the importance of history. B．To point out the essence of education. C．To indicate famous people learn from history. D．To show history contributes to people’s achievements. 16．What can be the best title for the passage? A．History Pushes the Wheel of the Times B．History is created by productive citizens C．History Curricula Are Gaining More Attention D．History Curricula Shape Tomorrow’s Decision Makers 【答案】13．C 14．B 15．A 16．D 【导语】本文是一篇议论文。文章主要探讨历史课程在培养学生批判性思维和塑造未来公民方面的重要性。 13．细节理解题。根据第二段的句子“The greatest academic value that history curricula provide is not the recall of important dates and names. However, understanding the historical inquiry (历史探索) process is the most important component.(历史课程最大的学术价值不是记忆重要日期和名字，而是理解历史探究过程是最重要的部分)”可知，历史学习最大的学术意义不是回忆重要的日期和名字，而是掌握历史探索技能。故选C项。 14．词句猜测题。根据后文的句子“Students not only begin to analyze and ask questions about the content, but they also learn about the author’s credibility and potential bias (偏见).(学生们不仅开始分析和提问内容，而且还了解作者的可信度和潜在的偏见)”可知，学生不仅要分析内容并提问，还要了解作者的可信度和潜在偏见，这说明学生要对历史资料进行评价。所以，划线单词critique的意义为“评论、评价”，与comment意义一致。故选B项。 15．推理判断题。根据文章倒数第二段的内容“Forty years ago, renowned scholar James Fitzgerald argued that no education is complete without the teaching of historical inquiry. He believed that the only way to move forward in life is to understand what’s behind us.(40年前，著名学者詹姆斯·菲茨杰拉德认为，没有历史探究的教育是不完整的。他认为，在生活中前进的唯一途径是了解我们身后的事情)”可以推知，文章提到詹姆斯•菲茨杰拉德是为了强调历史的重要性。故选A项。 16．主旨大意题。根据全文内容，特别是第一段“While some critics claim that history curricula (课程) teach unnecessary content, others argue that these curricula need to be more comprehensive. Despite ongoing debates about content, one universal truth remains: strong history curricula are necessary for developing the productive citizens of tomorrow.(一些批评人士认为，历史课程教授了不必要的内容，而另一些人则认为，这些课程需要更加全面。尽管关于内容的争论仍在继续，但一个普遍的真理仍然存在：强有力的历史课程对于培养未来有生产力的公民是必要的)”可知，文章强调强大的历史课程对于培养未来有作为的公民的重要性，学生通过学习历史课程掌握相关技能，成为积极参与、有作为的公民，能够塑造未来，D选项“History Curricula Shape Tomorrow’s Decision Makers(历史课程塑造未来的决策者)”能准确概括文章主旨，可最为最佳标题。故选D项。 Passage 5 （24-25高一下·河南洛阳·期中）While you might find it hard to believe, many experienced educators are voicing support for shorter school days. Looking around the globe, you’ ll quickly see nations with leading academic results practicing it Professor Michael Baker of the University of Toronto conducted a study on school hours. His research, involving 18 countries and over a million students, suggested that increased studying hours resulted in only slightly improved academic results. He argues for fewer school hours, believing that a reduction could lead to less burnout in students. The Finnish approach is often considered groundbreaking, with their students normally outperforming those of the same age worldwide. The country s secret trick includes shorter school days coupled with more creative learning ways. Dr. Pasi Sahlberg, a Finnish educator and author, connects Finland’s academic success to these practices. He states that children should have sufficient time for play, rest, and family, contributing to a balanced life. Japan is another country on the high performing list, with its students regularly topping international academic levels. They too operate with fewer school hours, choosing a more content-rich, concentrated curriculum (课程). Dr. Yoshihiko Baba, an education policy adviser for the Japanese government, argues that this concentration of rich content over longer hours is a valuable contributor to their success. Still, many educators disagree, stating concerns about working parents, child management, and access to meals for lower-income (低收入) families. Yet, in a period when flexibility is key, these problems could be addressed by creative community solutions. As information continues to pour in, schools should remain open to changing their schedules for the improvement of student well-being and academic performance. You’ ve seen how shorter school days could be the key to improving student well-being and academic performance. It’s about making the hours count rather than counting the hours. So,it’s time to reflect: Shouldn’t we be rethinking the school day length? After all, if the goal is to educate well-rounded, happy students who stand out academically, a shorter school day might just be the solution we’ ve been searching for. 17．What did Michael Baker find in his research? A．Students concentrate more on philosophy. B．Studying longer makes little difference. C．18 countries support longer school hours. D．Many students are suffering from burnout. 18．Which is the key to the great performance of Japanese students? A．The subjects they are taught. B．The longer time they spend. C．The balanced life they have. D．The money their families make. 19．Why are some educators against shorter school days? A．It may be more challenging to parent. B．Communities may not offer the support. C．Schools can’t change their schedules. D．Parents can’t afford the education fee. 20．What is the passage mainly about? A．Some reasons for shortening school days. B．Different countries have varied school days. C．Experts’ positive attitude to shorter school days. D．The necessity of increasing the school day length. 【答案】17．B 18．A 19．A 20．C 【导语】本文是一篇议论文。主要介绍的是缩短在校时间对提高学生身心健康和学业表现的积极作用及各国实践案例。 17．细节理解题。根据文章第二段中的“His research, involving 18 countries and over a million students, suggested that increased studying hours resulted in only slightly improved academic results.(他的研究涉及18个国家和100多万名学生，结果表明，增加学习时间只会使学业成绩略有提高。)”可知，Michael Baker的研究发现，增加学习时间对学业成绩的提升作用很小。故选B项。 18．推理判断题。根据文章第四段中的“Japan is another country on the high performing list, with its students regularly topping international academic levels. They too operate with fewer school hours, choosing a more content-rich, concentrated curriculum (课程).(日本是另一个表现优异的国家，其学生经常在国际学术水平上名列前茅。他们也采用较少的上课时间，选择内容更丰富、更集中的课程。)”可知，日本学生表现出色的关键在于他们所学的课程，即内容更丰富、更集中的课程。故选A项。 19．细节理解题。根据文章第五段中的“Still, many educators disagree, stating concerns about working parents, child management, and access to meals for lower-income(低收入) families.(然而，许多教育工作者表示反对，他们担心在职父母、儿童管理以及低收入家庭获得膳食的问题。)”可知，一些教育工作者反对缩短学校日，主要是因为他们担心这会给在职父母带来更大的挑战，如儿童管理和低收入家庭孩子的饮食问题。故选A项。 20．主旨大意题。根据文章第一段“While you might find it hard to believe, many experienced educators are voicing support for shorter school days.(虽然你可能觉得难以置信，但许多经验丰富的教育工作者都表示支持缩短学校日。)”以及后文引用多国教育专家的研究和观点来支持这一观点，可知文章主要讨论了专家们对缩短学校日的积极态度。故选C项。 Passage6 （24-25高二下·福建宁德·期中）After I graduated with a Master’s in public relations in 2010, my first boss congratulated me, but he also brought me right back down to earth pretty quickly when he told me that I’d have to continue my education in order to progress throughout my career. I remember feeling shocked at the prospect, as I had sworn (发誓) I was done with essays and exams forever. Yet, here I was, hearing that I’d never truly be fully “educated”. I keep his words in mind, and whenever I find myself at a crossroads, I turn to education. When I decided to do an MBA in 2021, the big questions for me were: Where, and when? Dublin City University (DCU) stood out as I had benefited from what the university offered while studying for my degree in multimedia back in 2005. The course also took place on Thursdays, which allowed me flexibility at weekends. This was essential to balancing the course with my full-time work and family commitments. Over the two years of the course, I changed jobs twice, moving into global roles, which required a whole new degree of performance and commitment at work. I went to two FIFA World Cups leading social impact campaigns as part of the FIFA Communications team, and I was pregnant with my first child during my final term. Each of my classmates had their own unique journeys as well. Life happens anyway. I think the real question when you’re pursuing further education is “why”. If your “why” is strong enough and you truly believe in the benefits, the sacrifices (牺牲) that come alongside studying part-time become much easier. Our class gathered together each Thursday, enjoying the companionship beyond our traditional networking, which is truly a “money can’t buy” bonus of taking the course. I also found myself going into work each week with new strings added to my bow. I have seen my career progress in ways I couldn’t have imagined. And as for the advice of my first boss, surely I’m finished with essays and exams by now. 21．Why did the author choose to study part-time at DCU? A．It enabled her to study on weekends. B．It had a reputation for MBA programs. C．She had positive experience at DCU. D．She could set her own class schedule. 22．What happened to the author while she was pursuing her MBA? A．She got another college degree. B．She put her family ahead of work. C．She completely changed her career. D．She advanced her professional career. 23．What is an unexpected benefit of taking the MBA course? A．Starting a family. B．Developing friendships. C．Avoiding personal sacrifices. D．Getting more job opportunities. 24．What motivated the author to take lifelong education? A．Her desire for self-improvement. B．Her belief in its benefits. C．Her family’s encouragement. D．Her classmates’ persuasion. 【答案】21．C 22．D 23．B 24．B 【导语】本文是一篇夹叙夹议文。文章主要讲述了作者在职场发展过程中认识到终身学习的重要性，通过攻读MBA的经历，她最终意识到了持续教育对个人成长的巨大价值。 21．细节理解题。根据第二段中“When I decided to do an MBA in 2021, the big questions for me were: Where, and when? Dublin City University (DCU) stood out as I had benefited from what the university offered while studying for my degree in multimedia back in 2005. (2021年当我决定攻读MBA时，面临的首要问题是：去哪里读？什么时候读？都柏林城市大学(DCU)成为我的首选，因为早在2005年攻读多媒体学位时，我就曾受益于这所大学提供的优质教育资源)”可知，作者选择DCU是因为她过去在该校有良好的学习经历。故选C项。 22．细节理解题。根据第三段中“Over the two years of the course, I changed jobs twice, moving into global roles, which required a whole new degree of performance and commitment at work. I went to two FIFA World Cups leading social impact campaigns as part of the FIFA Communications team (在为期两年的MBA课程期间，我先后更换了两次工作，开始担任全球性职位，这要求我在工作中展现出全新的工作表现和投入度。作为国际足联传播团队的一员，我参与了两届世界杯足球赛，负责领导社会影响力宣传活动)”可知，在攻读MBA期间，作者在事业上取得了进展。故选D项。 23．细节理解题。根据第四段中“Our class gathered together each Thursday, enjoying the companionship beyond our traditional networking, which is truly a “money can’t buy” bonus of taking the course. (我们每周四都会聚在一起上课，这种超越传统社交的同伴情谊，正是这门课程带来的“金钱买不到”的珍贵收获)”可知，发展出友谊是学习MBA课程的一个意想不到的好处。故选B项。 24．推理判断题。根据第四段中“I think the real question when you’re pursuing further education is “why”. If your “why” is strong enough and you truly believe in the benefits, the sacrifices (牺牲) that come alongside studying part-time become much easier. (我认为，继续深造时真正关键的问题是“为什么”。如果你的求学动机足够坚定，并且真正相信它带来的价值，那么兼顾工作和学习的种种牺牲就会变得容易许多)”可知，作者非常认可教育带来的价值，认为这是求学的关键，再结合文中作者多次提到她从攻读MBA的经历中获益良多可推知，作者持续学习是因为坚信终身教育的好处。故选B项。 Passage 7 （24-25高二下·江苏盐城·期中）Is 2/3 bigger than 3/5? How quickly and confidently you can answer this question may depend on your age, education and possibly native language. Mathematics has its language — a unique set of terms, symbols, and rules. Without understanding this mathematical vocabulary, it’s like trying to explore a foreign land without knowing the local accent. A sound understanding of these mathematical terms is crucial for understanding mathematical ideas. According to a growing body of research, the words that different languages use for numbers can affect how easily we learn to count and understand basic concepts such an fractions (分数). For children taking their first steps into the world of mathematics, this can mean that some are presented with additional challenges based on the language they speak, while others are offered a starting advantage. They may, for example, find it more or less difficult to answer questions like “Which number is bigger — 17 or 70?” Exploring it can help us understand the deeper factors that shape our mathematical ability, and perhaps, allow many children and adults who struggle with maths to see their problem in a new light. Is counting easier in Chinese? Let’s consider the difficulties that a child may face with counting. In English, there is no systematic rule for the naming of numbers. After ten, we have “eleven” and “twelve” and then “thirteen”, “fourteen” and so on. If you didn’t know the word for “eleven”, you would be unable to guess it. You might come up with something like “one-teen”. However, in Chinese, once you know the words for one through ten, you can easily gather the others. For example, the word for one is yi, two is er and ten is shi. Eleven is shi yi (ten-one). This consistent characteristic has long been thought to be beneficial for children’s basic numeracy (识数). Recognizing the role of language in maths education can lead to better teaching and student success. We should view language not as a single part, but as a vital part of mastering maths. By doing so, we enable students to develop comprehensive math skills while developing language skills, preparing them for success in both academics and the real world. 25．Why does the author start the text with a question? A．To show the maths problem is challenging. B．To draw the readers’ attention to the topic. C．To test the readers’ problem-solving ability. D．To prove language is more vital than maths. 26．Why is the language environment important for learning maths? A．It can affect your understanding of basic maths terms. B．It can allows you to better memorize maths concepts. C．It can help you communicate with classmates easily. D．It can stimulate your interest in learning maths terms. 27．What does the author seem to agree with from paragraphs 5? A．English students are not good at maths. B．Chinese students are best at maths globally. C．Learning maths in Chinese is relatively easier. D．Learning maths in other languages is difficult. 28．What can be inferred from the last paragraph? A．We should teach language and maths separately. B．Language teaching should be put in the first place. C．Students should improve language and maths together. D．The importance of language learning cannot be ignored. 【答案】25．B 26．A 27．C 28．C 【导语】本文是一篇说明文。文章主要讲述了语言对数学学习能力的影响。 25．推理判断题。根据第一段“Is 2/3 bigger than 3/5? How quickly and confidently you can answer this question may depend on your age, education and possibly native language. (2/3比3/5大吗？你回答这个问题的速度和自信可能取决于你的年龄、教育程度，甚至可能是你的母语。)”可知，作者以一个问题开头是为了吸引读者的注意力，引出文章的主题，即语言对数学学习能力的影响。故选B。 26．细节理解题。根据第三段中“According to a growing body of research, the words that different languages use for numbers can affect how easily we learn to count and understand basic concepts such an fractions (分数). (根据越来越多的研究，不同语言用来表示数字的词汇会影响我们学习计数和理解分数等基本概念的速度。)”可知，语言环境对学习数学很重要，因为它会影响你对基本数学术语的理解。故选A。 27．推理判断题。根据第五段中“However, in Chinese, once you know the words for one through ten, you can easily gather the others. For example, the word for one is yi, two is er and ten is shi. Eleven is shi yi (ten-one). This consistent characteristic has long been thought to be beneficial for children’s basic numeracy (识数). (然而，在中文里，一旦你知道了1到10的词汇，你就可以很容易地推断出其他的数字。例如，1是yi，2是er，10是shi。11是shi yi（11）。这种一致性特征长期以来被认为对孩子的基本识数能力有益。)”可知，作者似乎同意用中文学习数学相对容易这一观点。故选C。 28．推理判断题。根据最后一段中“We should view language not as a single part, but as a vital part of mastering maths. By doing so, we enable students to develop comprehensive math skills while developing language skills, preparing them for success in both academics and the real world. (我们应该把语言看作掌握数学的一个重要部分，而不是一个单一的部分。通过这样做，我们使学生在发展语言技能的同时，也能发展全面的数学技能，为他们在学术和现实世界中的成功做好准备。)”可知，学生应该同时提高语言和数学能力。故选C。 Passage 8 （24-25高二下·重庆·阶段练习）As a new school year starts at Ohio University and first-year students arrive at the Scripps College of Communication, they will get to know Scott Titsworth, dean of the the Scripps College of Communication. His job includes ensuring high academic standards and overseeing (监督) student admissions and academic success. However, his favorite and important part is staying with students and assisting them in reaching their goals. “I enjoy interacting with students the most,” said Titsworth. “Seeing people grow and learn is rewarding, and I feel honored to be part of their journey.” Titsworth’s path began in Parsons, Kansas, a small town with more than 10,000 residents. It was known as a railroad town, and many of his family members worked for the railroad. But Titsworth chose a different route — going to college to pursue his favorite career in media and communication. Before starting to work in academia, Titsworth worked at a radio station. Eventually, Titsworth realized that he wanted to use his talents and skills to help others learn about and pursue their dreams in the field of communication. Titsworth is a leading scholar in the area of classroom communication effectiveness. With more than 50 books, chapters, and articles published on the topic, his most recent research has explored ways in which students’ emotional experiences are related to their learning activities, including both note-taking and cognitive performance. Over his 20 years in the Scripps College of Communication, he has held roles such as director of graduate studies and recognized the growing importance of preparing the next generation in media. He emphasizes that today, anyone can create content and share it, so training in effective communication is essential. Although he misses teaching directly, Titsworth is proud of the unique opportunities the Scripps College of Communication offers its students to prepare them for successful careers. “Get to know people” is his advice for new students. “Your relationships will greatly influence your growth while you study here,” he said. 29．What does Titsworth value the most about his roles? A．Ensuring campus security. B．Overseeing student admissions. C．Setting academic standards. D．Connecting with college students. 30．Why did Titsworth choose a different career path from his family? A．To prove his uniqueness. B．To find a well-paid career. C．To pursue his own interest. D．To leave his hometown for a city. 31．What is paragraph 4 mainly about? A．Titsworth’s achievements. B．Titsworth’s teaching experience. C．Titsworth’s works. D．Titsworth’s previous fields of research. 32．What does Titsworth expect new students to do? A．Focus on their academics. B．Value their friends and family members. C．Sharpen their social skills. D．Ignore unplanned happenings. 【答案】29．D 30．C 31．A 32．C 【导语】本文是一篇说明文。文章主要讲述了俄亥俄大学斯克里普斯传播学院院长Scott Titsworth的职业经历、学术成就以及他对学生的建议。文章通过描述Titsworth的工作职责、职业选择、学术贡献和对学生的指导，展现了他对教育事业的热情和责任感。 29．细节理解题。根据第一段“However, his favorite and important part is staying with students and assisting them in reaching their goals. “I enjoy interacting with students the most,” said Titsworth.(然而，他最喜欢和最重要的部分是和学生在一起，帮助他们实现自己的目标。“我最喜欢和学生互动，”Titsworth说)”可知，Titsworth最重视的是与学生建立联系。故选D。 30．细节理解题。根据第二段“But Titsworth chose a different route — going to college to pursue his favorite career in media and communication.(但Titsworth选择了一条不同的道路——上大学追求他热爱的媒体和传播事业)”可知，他选择与家人不同的职业道路是为了追求自己的兴趣。故选C。 31．主旨大意题。根据第四段“Titsworth is a leading scholar in the area of classroom communication effectiveness. With more than 50 books, chapters, and articles published on the topic, his most recent research has explored ways in which students’ emotional experiences are related to their learning activities, including both note-taking and cognitive performance.(Titsworth是课堂沟通有效性领域的顶尖学者。他在该领域出版了50多本书、章节和文章，他最近的研究探讨了学生的情感体验与学习活动（包括记笔记和认知表现）之间的关系)”可知，本段主要介绍了Titsworth的学术成就。故选A。 32．细节理解题。根据最后一段““Get to know people” is his advice for new students. “Your relationships will greatly influence your growth while you study here,” he said.(“认识人”是他对新生的建议。他说：“你在这里学习期间，人际关系将极大地影响你的成长。”)”可知，Titsworth希望新生提升社交能力。故选C。 Passage 9 （24-25高二上·江苏宿迁·期末）Imagine the last time you concentrated deeply to solve a challenging problem like a math puzzle or a chess move. Little by little, it seemed that your problem effortlessly resolved itself on the mental blackboard of your mind. In recent research, my colleagues and I set out to investigate the neural mechanisms underlying these experiences. Specifically, we sought to understand what occurs within the brain when a person engages in abstract and demanding thought. Previous studies concentrated on brain activity during the brief consideration of problems that take mere seconds to solve. However, our study took a different approach by using more complex math challenges, which are more similar to the tricky puzzles. We recruited 22 university students to join in math programs. They were asked to solve a series of complex math problems while undergoing functional magnetic resonance imaging (MRI 核磁共振) scans which allowed us to observe changes in brain activity as they handled the problems. We found the brain regions associated with math processing were highly active during the task, particularly in those with extensive math expertise (专业技能). Furthermore, as the students deeper researched into the problems, their brains showed increased connectivity between different regions, indicating a heightened state of concentration. The findings could potentially aid scientists in gaining a broader understanding of the power of concentration, which suggest that developing expertise in a particular field can enhance the brain’s ability to concentrate. This may be due to the fact that the brain filters out (滤除) irrelevant information and focuses on the most critical aspects of a problem. Additionally, their extensive experience may have led to the formation of neural pathways that facilitate more efficient problem-solving. In conclusion, our study provides valuable insights into the neural mechanisms underlying deep concentration and the role of expertise in enhancing this ability. As we continue to explore these phenomena, we may gain a deeper understanding of the cognitive processes that strengthen human performance. 33．What is the main difference of the recent study from previous ones? A．It focuses on easy problems. B．It adopts a different strategy. C．It uses advanced technology. D．It helps solve math challenges. 34．What is mainly talked about in Paragraph 4? A．The research tool. B．The research basis. C．The research subject. D．The research process. 35．What do the research findings suggest? A．Higher expertise can make the brain more focused. B．Extensive experience can facilitate problem-solving. C．Our brain can tell the critical information from others. D．With the power of concentration comes higher efficiency. 36．What is the purpose of the research? A．To identify the most effective math learning methods. B．To promote the use of MRI scans in neuroscience research. C．To explore the neural mechanisms behind deep concentration. D．To compare the brain activity of math experts and non-experts. 【答案】33．B 34．D 35．A 36．C 【导语】这是一篇说明文。文章主要讲述了研究人员通过让22名大学生在解决复杂数学问题时接受核磁共振扫描，探究了深度集中思考时大脑的神经机制，发现数学处理相关脑区高度活跃，且随着思考的深入，大脑不同区域间的连接增强。 33．细节理解题。根据文章第三段“Previous studies concentrated on brain activity during the brief consideration of problems that take mere seconds to solve. However, our study took a different approach by using more complex math challenges, which are more similar to the tricky puzzles.(以往的研究主要集中在解决只需几秒钟就能短暂思考的问题时的大脑活动上。然而，我们的研究采用了不同的方法，即使用更复杂的数学挑战，这些挑战与棘手的谜题更为相似。)”可知，最近的研究与之前的研究的主要区别在于采用了不同的策略。故选B项。 34．主旨大意题。根据文章第四段“We recruited 22 university students to join in math programs. They were asked to solve a series of complex math problems while undergoing functional magnetic resonance imaging (MRI) scans which allowed us to observe changes in brain activity as they handled the problems.(我们招募了22名大学生参加数学项目。他们被要求在接受功能性磁共振成像（MRI）扫描的同时解决一系列复杂的数学问题，这使我们能够观察到他们在处理问题时大脑活动的变化。)”可知，该段主要讲述了研究的过程。故选D项。 35．推理判断题。根据文章第五段“The findings could potentially aid scientists in gaining a broader understanding of the power of concentration, which suggest that developing expertise in a particular field can enhance the brain’s ability to concentrate.(这些发现可能有助于科学家更深入地了解专注力的力量，这表明在某一特定领域发展专业知识可以增强大脑的专注能力。)”可知，该研究发现表明更高的专业知识可以使大脑更加专注。故选A项。 36．推理判断题。根据文章第二段“In recent research, my colleagues and I set out to investigate the neural mechanisms underlying these experiences. Specifically, we sought to understand what occurs within the brain when a person engages in abstract and demanding thought.(在最近的研究中，我和我的同事们开始调查这些经历背后的神经机制。具体来说，我们试图了解当一个人进行抽象和苛刻的思考时，大脑内部发生了什么。)”以及最后一段“In conclusion, our study provides valuable insights into the neural mechanisms underlying deep concentration and the role of expertise in enhancing this ability.(总之，我们的研究为深入探究深度集中背后的神经机制以及专业知识在增强这种能力方面的作用提供了有价值的见解。)”可知，该研究的目的是探索深度集中背后的神经机制。故选C项。 Passage 10 （24-25高二上·福建厦门·期末）Another year as a junior high teacher in New Jersey was coming to an end. The 1 for the eighth-grade graduates was about to begin. Having taught for 15 years, I 2 that teaching was a profession where you receive very few thank-you notes and never know the impact you’ve had. This 3 feeling is especially strong on graduation day. On the way to the ceremony, I 4 my American history classroom to pick up a few items to take home. There I saw a sheet of paper. It was a note 5 to me from an eighth grader. It was about 500 words long. This quiet young lady had written to express her 6 for the positive effect I had on her life both emotionally and 7 . She wrote about the 8 time she’d had in class initially, but it was me who made learning enjoyable and gave her 9 that she would do well in high school. I was moved to tears, and 10 thinking about the note throughout the ceremony. This student 11 my life forever. Now I still see her occasionally. I always make a point of saying hello and 12 her college experience, hoping she realizes the 13 she has had on me. Whenever I 14 whether I make a difference, I read her note, and tears appear once again — tears of gratitude for having the opportunity to 15 this one angelic student. 1．A．training B．lecture C．ceremony D．exam 2．A．hoped B．realized C．denied D．suspected 3．A．warm B．exciting C．empty D．shameful 4．A．looked for B．stopped by C．stormed into D．cleaned up 5．A．addressed B．donated C．returned D．handed 6．A．gratitude B．support C．preference D．desire 7．A．socially B．economically C．physically D．academically 8．A．fun B．tough C．limited D．precious 9．A．advice B．evidence C．confidence D．credit 10．A．stopped B．forgot C．allowed D．kept 11．A．changed B．guided C．saved D．controlled 12．A．reflecting on B．inquiring about C．adapting to D．learning from 13．A．reliance B．impression C．impact D．pity 14．A．question B．guess C．rule out D．figure out 15．A．cure B．assess C．honor D．meet 【答案】 1．C 2．B 3．C 4．B 5．A 6．A 7．D 8．B 9．C 10．D 11．A 12．B 13．C 14．A 15．D 【导语】本文是一篇记叙文。文章讲述了作者作为一名初中老师，在毕业季收到一名学生的感谢信，这封信让作者深感自己对学生的影响，并在之后的生活中一直激励着作者。 1．考查名词词义辨析。句意：八年级毕业生的毕业典礼即将开始。A. training培训；B. lecture讲座；C. ceremony典礼；D. exam考试。根据后文“for the eighth-grade graduates”和“On the way to the ceremony”可知，八年级毕业生的毕业典礼即将开始。故选C项。 2．考查动词词义辨析。句意：教了15年书，我意识到教学是一个很少收到感谢信，也永远不知道自己产生了多大影响的职业。A. hoped希望；B. realized意识到；C. denied否认；D. suspected怀疑。根据后文“that teaching was a profession where you receive very few thank-you notes and never know the impact you’ve had”可知，这是作者教了15年书之后意识到的道理。故选B项。 3．考查形容词词义辨析。句意：这种空虚的感觉在毕业那天尤其强烈。A. warm温暖的；B. exciting令人兴奋的；C. empty空虚的，无意义的；D. shameful可耻的。根据前文“where you receive very few thank-you notes and never know the impact you’ve had”可知，因为作者很少收到感谢信，也不知道自己工作的影响，所以作者会觉得无意义，感到空虚。故选C项。 4．考查动词短语辨析。句意：在去典礼的路上，我顺道去了我的美国历史教室，拿了一些东西带回家。A. looked for寻找；B. stopped by顺便拜访；C. stormed into冲进；D. cleaned up打扫干净。根据后文“my American history classroom to pick up a few items to take home”可知，作者顺道去了教室拿东西。故选B项。 5．考查动词词义辨析。句意：那是一张纸条，是八年级的一个学生写给我的。A. addressed在（信封、包裹等）上写姓名和地址，致函，写给；B. donated捐赠；C. returned返回；D. handed递给。根据前文“a note”和后文“to me from an eighth grader”可知，这张纸条是写给作者的。故选A项。 6．考查名词词义辨析。句意：这位文静的年轻女士写信来表达她对我给她生活带来的积极影响的感激之情，无论是在情感上还是在学业上。A. gratitude感激；B. support支持；C. preference偏爱；D. desire欲望。根据后文“for the positive effect I had on her life”可知，作者给学生的生活带来积极影响，所以写信是为了表达对作者的感激之情。故选A项。 7．考查副词词义辨析。句意同上。A. socially社交地；B. economically经济地；C. physically身体上地；D. academically学业上地。根据后文“it was me who made learning enjoyable and gave her 9 that she would do well in high school.”可知，作者在学业上对学生产生积极影响。故选D项。 8．考查形容词词义辨析。句意：她写道，一开始她在课堂上过得很艰难，但正是我让学习变得有趣，给了她信心，让她相信自己在高中会做得很好。A. fun有趣的；B. tough艰难的；C. limited有限的；D. precious珍贵的。根据后文“but it was me who made learning enjoyable”可知，是作者让学生的学习变得有趣，由此推知，一开始学生在课堂上过得很艰难。故选B项。 9．考查名词词义辨析。句意同上。A. advice建议；B. evidence证据；C. confidence信心；D. credit信用。根据前文“the positive effect”和后文“that she would do well in high school”可知，作者给了学生信心，让她相信自己在高中会做得很好。故选C项。 10．考查动词词义辨析。句意：我被感动得热泪盈眶，在整个典礼上一直想着那张纸条。A. stopped停止；B. forgot忘记；C. allowed允许；D. kept保持，一直做。根据后文“thinking about the note throughout the ceremony”可知，作者在整个典礼上一直想着那张纸条。故选D项。 11．考查动词词义辨析。句意：这个学生永远改变了我的生活。A. changed改变；B. guided指导；C. saved拯救；D. controlled控制。根据后文“my life forever”和“Whenever I 14 whether I make a difference, I read her note, and tears appear once again — tears of gratitude”可知，学生的那张纸条给作者带来巨大影响，永远改变了作者的生活。故选A项。 12．考查动词短语辨析。句意：我总是特意跟她打招呼，询问她的大学经历，希望她意识到自己对我的影响。A. reflecting on反思；B. inquiring about询问；C. adapting to适应；D. learning from向……学习。根据前文“Now I still see her occasionally.”和后文“her college experience”可知，作者会询问学生的大学经历。故选B项。 13．考查名词词义辨析。句意同上。A. reliance依赖；B. impression印象；C. impact影响； 2 原创精品资源学科网独家享有版权，侵权必究！ 12 / 23 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$