2025-2026学年高一英语上学期时文阅读：第三周练习

高一英语上册时文阅读——第三周练习 序号 题型 主题 难度 1 阅读理解 巴西禁止学生在学校使用手机 微难 2 阅读理解 每天一节体育课 微难 3 阅读理解 教育部要求在中小学推广人工智能教育 微难 4 阅读还原 土耳其留学生体验中国文化 微难 5 完形填空 我的人生导师 适中 6 语法填空 中学生担心未来就业难 适中 第一篇 Brazilian students returned to class this week with a new task: staying away from their smartphones as a new law restricting their use in schools took effect. Before the law, most of Brazil’s 26 states had already applied some restrictions to phone use in schools. As of 2023, nearly two-thirds of Brazilian schools had some limitations, with 28% banning them entirely. A survey released in October by Brazilian pollster Datafolha said that almost two-thirds of respondents wanted to ban smartphone use by children and teenagers at schools. More than three-quarters said the devices do more harm than good to their children. Porto Seguro, a nearly 150-year-old private school in São Paulo, prohibited smartphones in classrooms last year and encouraged students to disconnect completely once a week. This year, it expanded its ban to include hallways. “*Banning cellphone use has helped create a space for social interaction, fostering relationships and teaching students to navigate conflicts, which are a natural part of human interactions,” school principal Meire Nocito said. “It has been very positive.” Institutions, governments, parents and others have for years associated smartphone use by children with bullying, anxiety and loss of concentration necessary for learning. Meta Chief Executive Mark Zuckerberg apologized last year to parents of children exploited, or bullied via social media. He also noted Meta’s continued investments in “industrywide” efforts to protect children. Mariana Waetge, a 13-year-old student at Porto Seguro, has owned a smartphone for five years. She uses it to communicate with friends and family and to find entertainment on social media. Being forced to stay away from her phone made her find new ways to interact with friends, improved her focus and even strengthened her relationship with her family, she said. “The restriction also helped include people who didn’t have many friends and would use their phones to hide from making new friends or to avoid being out there,” she said. “Now they don’t have that option anymore. These people end up playing board games or reading books.” 题目 1 What can we infer from the survey by Datafolha? A. The new law received high support from society. B. A small number of schools wanted to ban smartphones. C. Most schools considered banning smartphones entirely. D. People began to be aware of the benefits of smartphones. 2 Why does the author quote what school principal Meire Nocito said? A. To show the benefits of banning smartphones in schools. B. To explain the importance of social interactions. C. To outline the difficulty in carrying out the new law. D. To give the reasons for expanding the banning space. 3 What was actually admitted in Mark Zuckerberg’s apology? A. Smartphones were a threat to the students’ health. B. Meta did very well in protecting the youngsters. C. Meta was responsible for teenagers’ problems. D. Social media had harmful effects on children. 4 What would Mariana benefit from the restrictions on smartphone use? A. She would then turn to playing board games. B. She would spend more time reading books. C. She would try to avoid making new friends. D. She would concentrate more on learning. 答案与解析 第1题 答案：A 解析：根据第二段“almost two-thirds of respondents wanted to ban smartphone use by children and teenagers at schools. More than three-quarters said the devices do more harm than good”，可推断社会对禁止校园手机使用的新法律支持度较高，故选A。B选项“少数学校想禁止”与“nearly two-thirds”矛盾；C选项“大多数学校考虑完全禁止”与“28% banning them entirely”不符；D选项“人们开始意识到手机好处”与文意相反。 第2题 答案：A 解析：校长的话强调了禁止手机使用有助于社交互动、培养人际关系等积极影响，是为了展示校园禁手机的好处，故选A。B选项“解释社交互动重要性”是片面目的；C选项“概述执行新法律的困难”与文意不符；D选项“给出扩大禁令范围的原因”并非引用的意图。 第3题 答案：D 解析：根据第四段“apologized... to parents of children exploited, or bullied via social media”，可知扎克伯格承认社交媒体对儿童有 harmful effects（有害影响），故选D。A选项“手机威胁学生健康”文中未提及；B选项“Meta在保护青少年方面做得很好”与道歉逻辑矛盾；C选项“Meta对青少年问题负责”过于绝对。 第4题 答案：D 解析：根据第五段“improved her focus”，可知限制手机使用让Mariana更专注于学习，故选D。A、B选项是其他学生的行为；C选项“避免交新朋友”与文意相反。 重难点词汇 词汇 音标 词义 用法解释 restrict /rɪˈstrɪkt/ 限制 动词，restrict their use（限制使用） prohibit /prəˈhɪbɪt/ 禁止 动词，prohibit smartphones（禁止手机） foster /ˈfɔːstər/ 培养；促进 动词，foster relationships（培养关系） navigate /ˈnævɪɡeɪt/ 应对；导航 动词，navigate conflicts（应对冲突） exploit /ɪkˈsplɔɪt/ 剥削；利用 动词，children exploited（被剥削的儿童） concentration /ˌkɑːnsnˈtreɪʃn/ 注意力 名词，loss of concentration（注意力分散） interaction /ˌɪntərˈækʃn/ 互动 名词，social interaction（社交互动） 全文翻译 巴西学生本周返校，迎来一项新任务：远离智能手机，因为一项限制校园内手机使用的新法律正式生效。 在该法律出台前，巴西26个州中的大多数已经对校园手机使用实施了一些限制。截至2023年，近三分之二的巴西学校有一定限制，28%的学校完全禁止手机。巴西民意调查机构Datafolha在10月发布的一项调查显示，近三分之二的受访者希望禁止儿童和青少年在学校使用智能手机。超过四分之三的人表示，这些设备对他们的孩子弊大于利。 位于圣保罗、有着近150年历史的私立学校Porto Seguro去年禁止在教室使用智能手机，并鼓励学生每周完全断开手机一次。今年，该校将禁令扩大到走廊。该校校长梅雷·诺西托说：“禁止使用手机有助于创造社交互动的空间，培养人际关系，并教会学生应对冲突——冲突是人类互动的自然组成部分。效果非常积极。” 多年来，机构、政府、家长和其他各方一直将儿童使用智能手机与欺凌、焦虑以及学习所需的注意力分散联系在一起。Meta首席执行官马克·扎克伯格去年向因社交媒体而遭受剥削或欺凌的儿童的家长道歉。他还指出，Meta持续投资于全行业范围内保护儿童的努力。 Mariana Waetge是Porto Seguro的一名13岁学生，她拥有智能手机已有五年。她用手机与朋友和家人交流，并在社交媒体上寻找娱乐。她说，被迫远离手机让她找到了与朋友互动的新方式，提高了她的专注力，甚至加强了她与家人的关系。 她说：“这项限制还帮助了那些朋友不多、会用手机躲避结交新朋友或避免社交的人。现在他们再也没有这个选择了。这些人最终会玩棋盘游戏或读书。” 第二篇 Thanks to more emphasis on PE classes, the southern Chinese city of Shenzhen has seen a noticeable drop in the number of secondary school students who need to wear glasses. The municipal education bureau recently released the data one year after it piloted “one physical education (PE) class per day” in the compulsory education stage. Since its implementation on Jan 1, 2024, the overall myopia (近视) rate among children and adolescents in Shenzhen has dropped to 55.5 percent, down 1.2 percentage points from 2023. Meanwhile, a measurement of student physical fitness excellence rose by over 6 percentage points from 2023. Since the beginning of this new semester, various provincial-level regions in China have introduced policies to ensure students have proper recess (休息) activities and sufficient PE classes to improve their health. Beijing has released a document to strengthen physical education in primary and secondary schools. It outlines eight measures, including ensuring one PE class for primary and junior high school students and ensuring that they engage in at least two hours of comprehensive physical activities every day. Regions such as Hunan, Hebei, Gansu, Tianjin and Sichuan have recently released similar documents. These initiatives came after concerns over the physical and mental health of primary and secondary school students have been growing in recent years. A 2024 report released by the China Development Research Foundation highlights that issues like myopia, obesity and scoliosis (脊柱侧凸) are surpassing infectious diseases as primary health concerns. Mental health problems, including high anxiety and depression rates, are also rising. “Parents and schools have become more attentive to PE,” said Shen Hongwen, a PE teacher in Shanghai. “Beyond grades, society now values both academic success and physical well-being.” *Shen added that the emergence of various sports training institutions reflects the growing recognition that academic performance and well-being are equally important. Educators argue that sports do not hinder learning but rather enhance cognitive abilities and mental resilience. “Appropriate recess games and physical activities not only enhance study efficiency but also help develop their thinking and innovation abilities,” said Zhu Hong, vice-principal of a primary school in Hainan. 题目 1 What approach was used by the writer to prove the effect of the “one PE class per day” policy? A. Interview. B. Survey. C. Comparison. D. Questionnaire. 2 What is the major purpose of carrying out the “one PE class per day” policy? A. To reduce the students’ myopia rate. B. To enrich the students’ school life. C. To guarantee the students’ health. D. To increase learning efficiency. 3 What is implied in what Shen Hongwen said in the text? A. People were more aware of the importance of physical well-being. B. Students went to sports training centers to keep fit and get relaxed. C. Students wanted to strike a balance between studies and exercise. D. More students paid less attention to their academic achievements. 4 What does the underlined word “hinder” in the last paragraph mean? A. Benefit. B. Prevent. C. Achieve. D. Strengthen. 答案与解析 第1题 答案：C 解析：作者通过对比深圳2023年和2024年的近视率、学生体质优秀率，来证明“每天一节体育课”政策的效果，属于对比法（Comparison）。A“访谈”、B“调查”、D“问卷”均不符合。 第2题 答案：C 解析：根据第三段“to ensure students have proper recess activities and sufficient PE classes to improve their health”，可知政策的主要目的是保障学生健康。A“降低近视率”是具体效果之一；B“丰富校园生活”、D“提高学习效率”并非核心目的。 第3题 答案：A 解析：根据第五段“Parents and schools have become more attentive to PE... society now values both academic success and physical well-being”，可推断人们更意识到身体健康的重要性。B“学生去运动中心健身放松”文中未提及；C“学生想平衡学习和运动”并非隐含意思；D“更多学生不重视学业”与文意相反。 第4题 答案：B 解析：根据“but rather enhance cognitive abilities”（而是增强认知能力），可知“hinder”与“enhance”意思相反，意为阻碍（Prevent）。A“受益”、C“实现”、D“加强”均不符合。 重难点词汇 词汇 音标 词义 用法解释 emphasis /ˈemfəsɪs/ 强调 名词，place emphasis on（强调） myopia /maɪˈoʊpiə/ 近视 名词，myopia rate（近视率） compulsory /kəmˈpʌlsəri/ 义务的 形容词，compulsory education（义务教育） recess /rɪˈses/ 休息；课间休息 名词，recess activities（课间活动） excellence /ˈeksələns/ 优秀；卓越 名词，physical fitness excellence（体质优秀） obesity /oʊˈbiːsəti/ 肥胖 名词，obesity issue（肥胖问题） scoliosis /ˌskoʊliˈoʊsɪs/ 脊柱侧凸 名词，scoliosis problem（脊柱侧凸问题） hinder /ˈhɪndər/ 阻碍 动词，hinder learning（阻碍学习） resilience /rɪˈzɪliəns/ 韧性；适应力 名词，mental resilience（心理韧性） 全文翻译 得益于对体育课的重视程度提高，中国南方城市深圳的中学生戴眼镜人数显著下降。 市教育局最近发布了义务教育阶段“每天一节体育课”试点一年后的相关数据。自2024年1月1日实施以来，深圳儿童和青少年的总体近视率已降至55.5%，较2023年下降了1.2个百分点。与此同时，学生体质优秀率较2023年上升了逾6个百分点。 自新学期伊始，中国各省级地区已出台政策，确保学生有适当的课间活动和充足的体育课，以改善他们的健康状况。北京已发布一份文件，旨在加强中小学体育教育。该文件列出了八项措施，包括确保中小学生每天有一节体育课，且每天至少参与两小时的综合体育活动。湖南、河北、甘肃、天津和四川等地区近期也发布了类似文件。 这些举措出台的背景是，近年来人们对中小学生身心健康的担忧日益加剧。中国发展研究基金会发布的2024年报告强调，近视、肥胖和脊柱侧凸等问题正超越传染病，成为主要健康关注点。包括高焦虑和抑郁率在内的心理健康问题也在上升。 上海的一位体育教师沈洪文表示：“家长和学校对体育的关注度越来越高。除了成绩，社会现在既重视学业成就，也重视身体健康。”沈洪文补充说，各类体育培训机构的涌现，反映出人们越来越认可学业表现和身心健康同等重要。 教育工作者认为，体育运动不会阻碍学习，反而会增强认知能力和心理韧性。海南一所小学的副校长朱红表示：“适当的课间游戏和体育活动不仅能提高学习效率，还有助于培养学生的思维和创新能力。” 第三篇 The Ministry of Education has recently issued a guideline calling for increased efforts to strengthen artificial intelligence education in primary and secondary schools. According to the guideline, the overall objectives of strengthening AI education in primary and secondary schools include: cultivating future-oriented talent; enhancing students’ problem-solving abilities, as well as their digital literacy and skills; fostering the spirit of innovation; and guiding students to correctly deal with the relationship between humanity, technologies and society. By 2030, AI education will be prevalent in primary and secondary schools, it said. The guideline underscored (强调) the need to develop a systematic AI curriculum and implement (实施) regular AI education. It specified requirements of AI education at different phases: for lower-level primary students, the emphasis is on perceiving and experiencing AI technologies; while for those in higher grade levels, the focus is on understanding and applying AI technologies. Senior high school students are supposed to experiment with developing AI projects and exploring frontier AI applications. The guideline also stressed that AI education bases in primary and middle schools should be established with an eye on equitable (均衡的) allocation of resources, and AI laboratories and exhibition halls at universities, scientific research institutes and high-tech enterprises are encouraged to open to primary and secondary schools. Furthermore, there’s a need to increase the number of AI teachers and beef up (加强) teacher training, the guideline said. Qualified experts at universities, scientific research institutes and high-tech enterprises are welcomed to serve as part-time AI teachers in schools. In February, the ministry announced a list of 184 primary and secondary schools selected as AI education bases, with the aim of facilitating the implementation of AI education. Wang Geng, director of the information department of the Tianjin-based Attached High School to Nankai University, said that students should understand the basic functions of intelligent machines, including how they learn, perceive, interact and infer, to understand the similarities and differences between AI and humans in solving problems. “*On top of this, they can explore simple AI applications and cultivate interest, which are the top priority of AI education in primary and secondary schools,” he said. 题目 1 What is the aim of the guideline released by the Ministry of Education? A. Popularizing AI education in primary and secondary schools. B. Discovering students’ potential in AI creation and research. C. Encouraging students to use AI to solve problems in study. D. Taking a lead in AI education and application in the world. 2 What are the abilities required in the guideline for students in higher grade levels? A. Developing basic AI programs with teachers’ help. B. Making sense of and making use of AI technologies. C. Joining in AI projects and advanced AI applications. D. Knowing and having experience of AI technologies. 3 What can we infer from the efforts to be made by AI research institutes? A. Students will have access to AI technology resources. B. Students across the country will all have AI education. C. Schools will have trained teachers for AI education. D. Schools will hire high-tech engineers as AI teachers. 4 What is the most important in AI education according to Wang Geng? A. Increasing the pupils’ passion in operating AI machines. B. Letting pupils compare AI and humans in solving problems. C. Asking pupils to major in AI technologies for jobs in the future. D. Sparking pupils’ interest in AI and starting simple AI use. 答案与解析 第1题 - 答案：A - 解析：根据第二段“By 2030, AI education will be prevalent in primary and secondary schools”，可知教育部发布该指导方针的目的是在中小学普及人工智能教育，故选A。B选项“发掘学生在AI创作和研究中的潜力”、C选项“鼓励学生用AI解决学习问题”是具体目标的一部分，并非整体目的；D选项“在全球AI教育和应用中领先”文中未提及。 第2题 - 答案：B - 解析：根据第三段“for those in higher grade levels, the focus is on understanding and applying AI technologies”，可知高年级学生需要理解并应用AI技术，“making sense of”对应“understanding”，“making use of”对应“applying”，故选B。A选项“在老师帮助下开发基础AI程序”文中未提及；C选项“参与AI项目和前沿应用”是高中生的要求，范围过窄；D选项“了解和体验AI技术”是低年级学生的要求。 第3题 - 答案：A - 解析：根据第四段“AI laboratories and exhibition halls at universities, scientific research institutes and high-tech enterprises are encouraged to open to primary and secondary schools”，可推断学生将有机会接触AI技术资源，故选A。 第4题 - 答案：D - 解析：根据最后一段“On top of this, they can explore simple AI applications and cultivate interest, which are the top priority of AI education in primary and secondary schools”，可知王耿认为人工智能教育中最重要的是激发学生对AI的兴趣并开展简单的AI应用，故选D。 重难点词汇 词汇 音标 词义 用法解释 artificial intelligence (AI) /ˌɑːrtɪˈfɪʃl ɪnˈtelɪdʒəns/ 人工智能 名词，AI education（人工智能教育） prevalent /ˈprevələnt/ 普遍的；流行的 形容词，be prevalent in（在……中流行） systematic /ˌsɪstəˈmætɪk/ 系统的 形容词，systematic curriculum（系统的课程） perceive /pərˈsiːv/ 感知；理解 动词，perceive AI technologies（感知人工智能技术） frontier /ˈfrʌntɪər/ 前沿；边界 名词，frontier AI applications（人工智能前沿应用） equitable /ˈekwɪtəbl/ 公平的；均衡的 形容词，equitable allocation（均衡分配） literacy /ˈlɪtərəsi/ 素养；读写能力 名词，digital literacy（数字素养） cultivate /ˈkʌltɪveɪt/ 培养；培育 动词，cultivate interest（培养兴趣） 全文翻译 教育部近期发布了一项指导方针，呼吁加大力度加强中小学人工智能教育。 根据该指导方针，加强中小学人工智能教育的总体目标包括：培养面向未来的人才；提升学生的问题解决能力，以及他们的数字素养和技能；培养创新精神；引导学生正确处理人与技术、社会之间的关系。该指导方针称，到2030年，人工智能教育将在中小学中普及。 该指导方针强调了开发系统的人工智能课程和实施常规人工智能教育的必要性。它明确了不同阶段人工智能教育的要求：对于低年级小学生，重点是感知和体验人工智能技术；而对于高年级学生，重点是理解和应用人工智能技术。高中生应该尝试开发人工智能项目，探索人工智能前沿应用。 该指导方针还强调，中小学人工智能教育基地的建设应着眼于资源的均衡分配，鼓励高校、科研机构和高科技企业的人工智能实验室和展厅向中小学开放。 此外，该指导方针指出，有必要增加人工智能教师的数量，加强教师培训。高校、科研机构和高科技企业的合格专家被欢迎在学校担任人工智能兼职教师。今年2月，教育部公布了184所被选为人工智能教育基地的中小学名单，旨在推动人工智能教育的实施。 天津南开中学信息部主任王耿表示，学生应该了解智能机器的基本功能，包括它们的学习、感知、交互和推理方式，以理解人工智能和人类在解决问题方面的异同。“除此之外，他们可以探索简单的人工智能应用并培养兴趣，这是中小学人工智能教育的首要任务，”他说。 第四篇 阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。 Nursena Burus, a 19-year-old from the historical city of Manisa on Türkiye’s Aegean coast, has developed a taste for Chinese culture thanks to its cuisine and her travels around the country. 　1　. It was also a chance to experience a culture that captivated (使着迷) her from afar. 　2　. She became immersed in the vibrant, celebratory atmosphere. “Everywhere I went, the streets were filled with red, a color of celebration and good luck. It was a new experience for me,” she said. As classes began in March, Burus quickly adapted to learning and living at Tianjin University. She quickly built friendships with her Chinese classmates through food and cultural activities. 　3　. Meiqi taught her how to use chopsticks and introduced her to Tianjin’s popular street foods, including hotpot and red bean shaved ice. She regularly explored the university’s cafeterias and discovered her favorite dishes, including Peking Duck. She often followed the recommended foods on the popular short video-sharing platform Douyin to explore new restaurants and shared photos of her culinary (烹饪的) adventures on her WeChat Moments. 　4　. The festival coincided with her birthday, and she learned how to make zongzi (sticky rice dumplings) with her classmates. “It reminded me of Nevruz, a Turkish holiday that celebrates the arrival of spring. Both festivals honor seasonal changes,” Burus says. Now more fluent in Chinese, Burus feels that China has become a second home where she has made lifelong friends and experienced the beauty of its culture. “We share many similar things, like our love for family, traditions and hospitality. I want to build on that connection and show others that the world isn’t as different as it seems,” she added. She is leaving China earlier this year after finishing two semesters of a language-learning program. 　5　. It contained her desire to become a bridge for cultural exchanges between Türkiye and China. 题目 A. She planned to come back to China again B. She left behind a wish bottle buried on campus C. Her best Chinese friend Meiqi became her food “mentor” D. For Burus, coming to China was a language-learning opportunity E. She arrived in China in February 2024, just before Chinese New Year F. She met a beautiful Chinese girl in a lecture room and introduced herself G. One of her most cherished memories was celebrating the Loong Boat Festival in 2024 答案与解析 第1题 - 答案：D - 解析：根据后文“It was also a chance...”可知，此处应说明来中国的一个目的，D选项“对Burus来说，来中国是一个语言学习的机会”符合语境，与后文的“also”呼应。 第2题 - 答案：E - 解析：根据后文描述的春节红色氛围，E选项“她于2024年2月抵达中国，就在春节前夕”能够引出春节相关内容，符合逻辑。 第3题 - 答案：C - 解析：后文提到“Meiqi taught her how to use chopsticks...”，C选项“她最好的中国朋友美琪成了她的美食‘导师’”能够引出美琪的角色，衔接自然。 第4题 - 答案：G - 解析：后文提到“the festival”以及包粽子的内容，G选项“她最珍贵的回忆之一是2024年庆祝端午节”中的端午节（Loong Boat Festival）与包粽子的习俗对应，符合语境。 第5题 - 答案：B - 解析：根据后文“It contained her desire...”可知，此处应是一个包含愿望的物品，B选项“她留下了一个埋在校园里的许愿瓶”符合逻辑，“it”指代许愿瓶。 重难点词汇 词汇 音标 词义 用法解释 cuisine /kwɪˈziːn/ 菜肴；烹饪 名词，Chinese cuisine（中国菜肴） captivate /ˈkæptɪveɪt/ 使着迷 动词，captivate sb. from afar（使某人从远处就着迷） vibrant /ˈvaɪbrənt/ 充满活力的 形容词，vibrant atmosphere（充满活力的氛围） culinary /ˈkʌlɪneri/ 烹饪的 形容词，culinary adventures（烹饪冒险） hospitality /ˌhɑːspɪˈtæləti/ 好客；殷勤 名词，love for hospitality（对好客的崇尚） 全文翻译 努尔塞纳·布鲁丝是一名19岁的女孩，来自土耳其爱琴海沿岸的历史名城马尼萨。由于中国的美食和她在中国的旅行，她爱上了中国文化。对布鲁丝来说，来中国是一个语言学习的机会。这也是一次体验一种从远处就令她着迷的文化的机会。 她于2024年2月抵达中国，就在春节前夕。她沉浸在热闹喜庆的氛围中。“我所到之处，街道都被红色装点，红色是庆祝和好运的颜色。这对我来说是一次全新的体验，”她说。 3月开课以来，布鲁丝很快适应了在天津大学的学习和生活。她通过美食和文化活动迅速与中国同学建立了友谊。她最好的中国朋友美琪成了她的美食“导师”。美琪教她使用筷子，并向她介绍了天津受欢迎的街头美食，包括火锅和红豆刨冰。她经常去学校的食堂探索，发现了自己最喜欢的菜肴，包括北京烤鸭。她经常跟着热门短视频平台抖音上的美食推荐去探索新餐馆，并在微信朋友圈分享自己的烹饪奇遇照片。 她最珍贵的回忆之一是2024年庆祝端午节。这个节日恰逢她的生日，她和同学们一起学习包粽子。“这让我想起了内夫鲁兹节，这是土耳其庆祝春天到来的节日。这两个节日都是为了纪念季节的变化，”布鲁丝说。现在她的中文更流利了，布鲁丝觉得中国已经成为她的第二个家，在这里她结交了终生的朋友，体验了中国文化的美。“我们有很多相似之处，比如对家庭、传统和好客的热爱。我想在这种联系的基础上，向其他人展示世界并不像看起来那么不同，”她补充道。 在完成两个学期的语言学习项目后，她将于今年早些时候离开中国。她留下了一个埋在校园里的许愿瓶。里面包含了她想成为土耳其和中国之间文化交流桥梁的愿望。 第五篇 I went to North Farmington High School in Farmington Hills, Michigan. I had this 　1　 teacher named Dean Cobb. I’m sure that many of his students would tell you the same story: He was legendary and super 　2　. He taught public speaking, radio/TV/film, and acting. He 　3　 the coach of the Forensics (辩论术) Team and the director of all the theater productions. It was in “Cobb’s” classes that I 　4　 I actually had some talent for something I didn’t know I had. Some of us were like groupies (歌迷)—we took every class, did Forensics, joined the Radio Club, and 　5　 plays. I developed confidence in getting up in front of a 　6　. I was actually a very shy person, and Cobb helped me 　7　 for the first time that I was good at this, that I was articulate, and that I was a good writer. It really did 　8　 my life because I went from being shy to a more confident person. Everybody in that high school 　9　 Cobb’s classes. Some of my high school friends and I still tell really funny 　10　 about what happened in those classes. But they were hilarious and formative (有助于成长的) 　11　. Working with Cobb was as important to me 　12　 as academically. *Cobb was like the coach for the kids, which was important. Because he was 　13　 in so many extracurricular activities, the students’ 　14　 with him was more than just during school hours. He was a great guy, and more than just a 　15　. He was a mentor. 题目 1. A. beneficial　　B. amazing　　C. humorous　　D. valuable 2. A. inspirational　　B. sensitive　　C. professional　　D. ambitious 3. A. turned to　　B. shared with　　C. cared about　　D. served as 4. A. believed　　B. supposed　　C. discovered　　D. understood 5. A. watched　　B. performed　　C. wrote　　D. organized 6. A. stage　　B. teacher　　C. crowd　　D. family 7. A. realize　　B. achieve　　C. compete　　D. show 8. A. transform　　B. strengthen　　C. save　　D. change 9. A. happened　　B. attended　　C. recommended　　D. avoided 10. A. jokes　　B. impressions　　C. memories　　D. stories 11. A. experiences　　B. emotions　　C. principles　　D. situations 12. A. physically　　B. scientifically　　C. socially　　D. politically 13. A. absorbed　　B. adapted　　C. involved　　D. invited 14. A. appointment　　B. connection　　C. progress　　D. growth 15. A. director　　B. writer　　C. coach　　D. teacher 答案与解析 1. B (amazing) 解析：后文强调这位老师“传奇且极具感染力”，“amazing”（令人惊叹的）最能体现其特质，突出老师的出众之处。A“有益的”、C“幽默的”、D“有价值的”均不足以概括其整体形象。 2. A (inspirational) 解析：“inspirational”（鼓舞人心的）与“legendary”呼应，体现老师对学生的激励作用，符合其在教学和课外活动中对学生的正面影响。B“敏感的”、C“专业的”、D“有野心的”不符合语境。 3. D (served as) 解析：“serve as”意为“担任”，此处指他担任辩论队教练和戏剧导演，准确描述其职务身份。A“转向”、B“分享”、C“关心”均不符合语义。 4. C (discovered) 解析：在老师的课堂上“发现”自己未知的天赋，符合语境中从无到有的认知过程。A“相信”、B“假设”、D“理解”均不如“discovered”准确体现“首次认知”的含义。 5. B (performed) 解析：参与戏剧制作应是“表演”话剧，符合“theater productions”的语境。A“观看”、C“写作”、D“组织”不符合逻辑。 6. C (crowd) 解析：公共演讲是在“人群”前展示，体现演讲的场景。A“舞台”、B“老师”、D“家庭”不符合公共演讲的语境。 7. A (realize) 解析：老师帮助“我”“意识到”自己的优势，如表达能力和写作能力，是认知上的突破。B“实现”、C“竞争”、D“展示”均不符合语义。 8. A (transform) 解析：从害羞到自信是“彻底改变”人生，“transform”强调根本性转变，比“change”更具力度。B“加强”、C“拯救”不符合语境。 9. B (attended) 解析：“attended Cobb’s classes”意为“上Cobb的课”，符合校园场景中上课的表达。A“发生”、C“推荐”、D“避免”均不符合。 10. D (stories) 解析：“tell stories about”意为“讲述关于……的故事”，指同学们分享课堂上的趣事。A“笑话”、B“印象”、C“记忆”中，“stories”更贴合“讲述事件”的语境。 11. A (experiences) 解析：这些课堂经历是“有助于成长的经历”，“experiences”涵盖了课堂中的各类事件和收获。B“情绪”、C“原则”、D“情境”不符合语义。 12. C (socially) 解析：与“academically（学术上）”并列，“socially（社交上）”体现老师在社交层面对学生的影响，如建立自信、拓展人际关系。A“身体上”、B“科学上”、D“政治上”不符合语境。 13. C (involved) 解析：“be involved in”意为“参与”，指老师参与众多课外活动，因此与学生的互动不止于课堂。A“吸收”、B“适应”、D“邀请”不符合语义。 14. B (connection) 解析：老师参与课外活动，使学生与他的“联系”超越了课堂时间，强调师生间的情感和互动纽带。A“预约”、C“进步”、D“成长”不符合语义。 15. D (teacher) 解析：全文围绕老师的身份展开，最后强调他“不仅是老师，更是导师”，呼应主题。A“导演”、B“作家”、C“教练”均是其职务之一，“teacher”是最核心的身份概括。 重难点词汇 词汇 音标 词义 用法解释 legendary /ˈledʒənderi/ 传奇的 形容词，a legendary teacher（一位传奇的老师） inspirational /ˌɪnspəˈreɪʃənl/ 鼓舞人心的 形容词，an inspirational figure（一位鼓舞人心的人物） forensic /fəˈrensɪk/ 辩论术的 形容词，Forensics Team（辩论队） articulate /ɑːrˈtɪkjələt/ 善于表达的 形容词，an articulate speaker（善于表达的演讲者） transform /trænsˈfɔːrm/ 改变；转变 动词，transform one's life（改变某人的生活） hilarious /hɪˈleriəs/ 极其滑稽的 形容词，a hilarious story（一个极其滑稽的故事） extracurricular /ˌekstrəkəˈrɪkjələr/ 课外的 形容词，extracurricular activities（课外活动） mentor /ˈmentɔːr/ 导师 名词，a mentor in life（人生导师） 全文翻译 我就读于密歇根州法明顿希尔斯的北法明顿高中。我有一位名叫迪恩·科布的令人惊叹的老师。我确信他的许多学生都会告诉你同样的故事：他是传奇人物，而且极具鼓舞人心的力量。他教授公共演讲、广播电视电影和表演课程。他担任辩论队的教练，同时也是所有戏剧作品的导演。 正是在科布的课堂上，我发现自己其实在某件自己都不知道的事情上有天赋。我们中的一些人就像歌迷一样——我们上他的每一门课，参加辩论队，加入广播俱乐部，还表演话剧。我在面对人群时逐渐建立起自信。实际上我是一个非常害羞的人，而科布帮助我第一次意识到自己在这方面很擅长，我善于表达，而且是个不错的写作者。这真的改变了我的人生，因为我从一个害羞的人变成了一个更自信的人。 那所高中的每个人都上科布的课。我和一些高中朋友仍然会讲述那些课堂上发生的非常有趣的故事。但这些故事既极其滑稽又有助于成长。和科布一起学习对我来说，在社交方面和学术方面同样重要。科布就像孩子们的教练，这一点很重要。因为他参与了如此多的课外活动，学生们与他的联系不仅仅局限于上课时间。 他是个很棒的人，而且不仅仅是一名老师。他是一位导师。 第六篇 阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。 A survey 　1　 (conduct) recently found that teenagers feel ill-equipped for the world of work, with a quarter unsure of their next steps after finishing education. A significant 53% of teenagers aged between 11 and 18 are anxious about entering employment, 　2　 (primary) due to uncertainty about what to expect and fear of making mistakes. This concern is mirrored by their parents, with four in ten 　3　 (show) concern about their children who will struggle with future careers due to a lack of skills such as communication and organization. According to the research, over half (56%) of parents believe more 　4　 (opportunity) for work experience would better prepare their children for work after school 　5　 college. Tim Campbell, campaign ambassador, 　6　 (emphasize) the importance of technical education in equipping young people 　7　 the skills, experience, and knowledge they need for the workplace. He said, “*As a parent, I understand the worries we have about ensuring our children have the right experience to pursue a fulfilling career but, equally, as 　8　 employer, I am aware of the skills 　9　 businesses are looking for. We all want to do the best to support our children so my advice would be to find out more about the education options available to your children. There are 　10　 (number) routes, and not all of them will be the right fit for every young person. Try to be as informed as you can about what is out there, so that you can have open and informative conversations with your children about their future career prospects.” 答案与解析 1. conducted 解析：“survey”与“conduct”是被动关系，用过去分词作后置定语，故填“conducted”。 2. primarily 解析：修饰介词短语“due to”，用副词“primarily”（主要地）。 3. showing 解析：“with + 宾语 + 现在分词”结构，“four in ten (parents)”与“show”是主动关系，故填“showing”。 4. opportunities 解析：“opportunity”是可数名词，“more”后接复数形式，故填“opportunities”。 5. or 解析：“after school or college”表示“中学或大学毕业后”，是选择关系，故填“or”。 6. emphasizes 解析：主语“Tim Campbell”是第三人称单数，全文时态为一般现在时，故填“emphasizes”。 7. with 解析：“equip...with...”是固定搭配，意为“用……装备……”，故填“with”。 8. an 解析：“employer”是可数名词单数，表泛指，且以元音音素开头，故填“an”。 9. that/which 解析：引导定语从句，先行词是“the skills”，在从句中作宾语，故填“that”或“which”。 10. numerous 解析：修饰名词“routes”，用形容词“numerous”（许多的）。 重难点词汇 词汇 音标 词义 用法解释 ill-equipped /ˌɪl ɪˈkwɪpt/ 准备不足的 形容词，feel ill-equipped for（对……准备不足） anxious /ˈæŋkʃəs/ 焦虑的 形容词，be anxious about（对……焦虑） uncertainty /ʌnˈsɜːrtnti/ 不确定性 名词，due to uncertainty（由于不确定性） opportunity /ˌɑːpərˈtuːnəti/ 机会 名词，more opportunities（更多机会） emphasize /ˈemfəsaɪz/ 强调 动词，emphasize the importance（强调重要性） equip /ɪˈkwɪp/ 装备；使具备 动词，equip...with...（用……装备……） employer /ɪmˈplɔɪər/ 雇主 名词，as an employer（作为雇主） numerous /ˈnuːmərəs/ 许多的 形容词，numerous routes（许多途径） prospect /ˈprɑːspekt/ 前景 名词，career prospects（职业前景） 全文翻译 最近进行的一项调查发现，青少年觉得自己对职场准备不足，有四分之一的人在完成学业后不确定自己的下一步该怎么走。 年龄在11到18岁之间的青少年中，有53%的人对进入职场感到焦虑，主要是因为对未来的期望不确定以及害怕犯错。这种担忧也反映在他们的父母身上，十分之四的父母表现出担忧，认为自己的孩子由于缺乏沟通和组织等技能，未来在职业发展中会遇到困难。根据这项研究，超过一半（56%）的父母认为，更多的工作经验机会会让孩子在中学或大学毕业后更好地为工作做好准备。 活动大使蒂姆·坎贝尔强调了技术教育在让年轻人具备职场所需技能、经验和知识方面的重要性。他说：“作为家长，我理解我们对确保孩子拥有追求充实职业的恰当经验的担忧，但同样，作为一名雇主，我也清楚企业所寻求的技能。我们都想尽最大努力支持孩子，所以我的建议是多了解孩子可选择的教育途径。有许多途径，并非所有途径都适合每个年轻人。尽量充分了解现有情况，这样你就可以和孩子就他们未来的职业前景进行开放且信息充分的交流。” 学科网（北京）股份有限公司 $ 高一英语上册时文阅读——第三周练习 序号 题型 主题 难度 1 阅读理解 巴西禁止学生在学校使用手机 微难 2 阅读理解 每天一节体育课 微难 3 阅读理解 教育部要求在中小学推广人工智能教育 微难 4 阅读还原 土耳其留学生体验中国文化 微难 5 完形填空 我的人生导师 适中 6 语法填空 中学生担心未来就业难 适中 第一篇 Brazilian students returned to class this week with a new task: staying away from their smartphones as a new law restricting their use in schools took effect. Before the law, most of Brazil’s 26 states had already applied some restrictions to phone use in schools. As of 2023, nearly two-thirds of Brazilian schools had some limitations, with 28% banning them entirely. A survey released in October by Brazilian pollster Datafolha said that almost two-thirds of respondents wanted to ban smartphone use by children and teenagers at schools. More than three-quarters said the devices do more harm than good to their children. Porto Seguro, a nearly 150-year-old private school in São Paulo, prohibited smartphones in classrooms last year and encouraged students to disconnect completely once a week. This year, it expanded its ban to include hallways. “*Banning cellphone use has helped create a space for social interaction, fostering relationships and teaching students to navigate conflicts, which are a natural part of human interactions,” school principal Meire Nocito said. “It has been very positive.” Institutions, governments, parents and others have for years associated smartphone use by children with bullying, anxiety and loss of concentration necessary for learning. Meta Chief Executive Mark Zuckerberg apologized last year to parents of children exploited, or bullied via social media. He also noted Meta’s continued investments in “industrywide” efforts to protect children. Mariana Waetge, a 13-year-old student at Porto Seguro, has owned a smartphone for five years. She uses it to communicate with friends and family and to find entertainment on social media. Being forced to stay away from her phone made her find new ways to interact with friends, improved her focus and even strengthened her relationship with her family, she said. “The restriction also helped include people who didn’t have many friends and would use their phones to hide from making new friends or to avoid being out there,” she said. “Now they don’t have that option anymore. These people end up playing board games or reading books.” 题目 1 What can we infer from the survey by Datafolha? A. The new law received high support from society. B. A small number of schools wanted to ban smartphones. C. Most schools considered banning smartphones entirely. D. People began to be aware of the benefits of smartphones. 2 Why does the author quote what school principal Meire Nocito said? A. To show the benefits of banning smartphones in schools. B. To explain the importance of social interactions. C. To outline the difficulty in carrying out the new law. D. To give the reasons for expanding the banning space. 3 What was actually admitted in Mark Zuckerberg’s apology? A. Smartphones were a threat to the students’ health. B. Meta did very well in protecting the youngsters. C. Meta was responsible for teenagers’ problems. D. Social media had harmful effects on children. 4 What would Mariana benefit from the restrictions on smartphone use? A. She would then turn to playing board games. B. She would spend more time reading books. C. She would try to avoid making new friends. D. She would concentrate more on learning. 重难点词汇 词汇 音标 词义 用法解释 restrict /rɪˈstrɪkt/ 限制 动词，restrict their use（限制使用） prohibit /prəˈhɪbɪt/ 禁止 动词，prohibit smartphones（禁止手机） foster /ˈfɔːstər/ 培养；促进 动词，foster relationships（培养关系） navigate /ˈnævɪɡeɪt/ 应对；导航 动词，navigate conflicts（应对冲突） exploit /ɪkˈsplɔɪt/ 剥削；利用 动词，children exploited（被剥削的儿童） concentration /ˌkɑːnsnˈtreɪʃn/ 注意力 名词，loss of concentration（注意力分散） interaction /ˌɪntərˈækʃn/ 互动 名词，social interaction（社交互动） 全文翻译 巴西学生本周返校，迎来一项新任务：远离智能手机，因为一项限制校园内手机使用的新法律正式生效。 在该法律出台前，巴西26个州中的大多数已经对校园手机使用实施了一些限制。截至2023年，近三分之二的巴西学校有一定限制，28%的学校完全禁止手机。巴西民意调查机构Datafolha在10月发布的一项调查显示，近三分之二的受访者希望禁止儿童和青少年在学校使用智能手机。超过四分之三的人表示，这些设备对他们的孩子弊大于利。 位于圣保罗、有着近150年历史的私立学校Porto Seguro去年禁止在教室使用智能手机，并鼓励学生每周完全断开手机一次。今年，该校将禁令扩大到走廊。该校校长梅雷·诺西托说：“禁止使用手机有助于创造社交互动的空间，培养人际关系，并教会学生应对冲突——冲突是人类互动的自然组成部分。效果非常积极。” 多年来，机构、政府、家长和其他各方一直将儿童使用智能手机与欺凌、焦虑以及学习所需的注意力分散联系在一起。Meta首席执行官马克·扎克伯格去年向因社交媒体而遭受剥削或欺凌的儿童的家长道歉。他还指出，Meta持续投资于全行业范围内保护儿童的努力。 Mariana Waetge是Porto Seguro的一名13岁学生，她拥有智能手机已有五年。她用手机与朋友和家人交流，并在社交媒体上寻找娱乐。她说，被迫远离手机让她找到了与朋友互动的新方式，提高了她的专注力，甚至加强了她与家人的关系。 她说：“这项限制还帮助了那些朋友不多、会用手机躲避结交新朋友或避免社交的人。现在他们再也没有这个选择了。这些人最终会玩棋盘游戏或读书。” 第二篇 Thanks to more emphasis on PE classes, the southern Chinese city of Shenzhen has seen a noticeable drop in the number of secondary school students who need to wear glasses. The municipal education bureau recently released the data one year after it piloted “one physical education (PE) class per day” in the compulsory education stage. Since its implementation on Jan 1, 2024, the overall myopia (近视) rate among children and adolescents in Shenzhen has dropped to 55.5 percent, down 1.2 percentage points from 2023. Meanwhile, a measurement of student physical fitness excellence rose by over 6 percentage points from 2023. Since the beginning of this new semester, various provincial-level regions in China have introduced policies to ensure students have proper recess (休息) activities and sufficient PE classes to improve their health. Beijing has released a document to strengthen physical education in primary and secondary schools. It outlines eight measures, including ensuring one PE class for primary and junior high school students and ensuring that they engage in at least two hours of comprehensive physical activities every day. Regions such as Hunan, Hebei, Gansu, Tianjin and Sichuan have recently released similar documents. These initiatives came after concerns over the physical and mental health of primary and secondary school students have been growing in recent years. A 2024 report released by the China Development Research Foundation highlights that issues like myopia, obesity and scoliosis (脊柱侧凸) are surpassing infectious diseases as primary health concerns. Mental health problems, including high anxiety and depression rates, are also rising. “Parents and schools have become more attentive to PE,” said Shen Hongwen, a PE teacher in Shanghai. “Beyond grades, society now values both academic success and physical well-being.” *Shen added that the emergence of various sports training institutions reflects the growing recognition that academic performance and well-being are equally important. Educators argue that sports do not hinder learning but rather enhance cognitive abilities and mental resilience. “Appropriate recess games and physical activities not only enhance study efficiency but also help develop their thinking and innovation abilities,” said Zhu Hong, vice-principal of a primary school in Hainan. 题目 1 What approach was used by the writer to prove the effect of the “one PE class per day” policy? A. Interview. B. Survey. C. Comparison. D. Questionnaire. 2 What is the major purpose of carrying out the “one PE class per day” policy? A. To reduce the students’ myopia rate. B. To enrich the students’ school life. C. To guarantee the students’ health. D. To increase learning efficiency. 3 What is implied in what Shen Hongwen said in the text? A. People were more aware of the importance of physical well-being. B. Students went to sports training centers to keep fit and get relaxed. C. Students wanted to strike a balance between studies and exercise. D. More students paid less attention to their academic achievements. 4 What does the underlined word “hinder” in the last paragraph mean? A. Benefit. B. Prevent. C. Achieve. D. Strengthen 重难点词汇 词汇 音标 词义 用法解释 emphasis /ˈemfəsɪs/ 强调 名词，place emphasis on（强调） myopia /maɪˈoʊpiə/ 近视 名词，myopia rate（近视率） compulsory /kəmˈpʌlsəri/ 义务的 形容词，compulsory education（义务教育） recess /rɪˈses/ 休息；课间休息 名词，recess activities（课间活动） excellence /ˈeksələns/ 优秀；卓越 名词，physical fitness excellence（体质优秀） obesity /oʊˈbiːsəti/ 肥胖 名词，obesity issue（肥胖问题） scoliosis /ˌskoʊliˈoʊsɪs/ 脊柱侧凸 名词，scoliosis problem（脊柱侧凸问题） hinder /ˈhɪndər/ 阻碍 动词，hinder learning（阻碍学习） resilience /rɪˈzɪliəns/ 韧性；适应力 名词，mental resilience（心理韧性） 全文翻译 得益于对体育课的重视程度提高，中国南方城市深圳的中学生戴眼镜人数显著下降。 市教育局最近发布了义务教育阶段“每天一节体育课”试点一年后的相关数据。自2024年1月1日实施以来，深圳儿童和青少年的总体近视率已降至55.5%，较2023年下降了1.2个百分点。与此同时，学生体质优秀率较2023年上升了逾6个百分点。 自新学期伊始，中国各省级地区已出台政策，确保学生有适当的课间活动和充足的体育课，以改善他们的健康状况。北京已发布一份文件，旨在加强中小学体育教育。该文件列出了八项措施，包括确保中小学生每天有一节体育课，且每天至少参与两小时的综合体育活动。湖南、河北、甘肃、天津和四川等地区近期也发布了类似文件。 这些举措出台的背景是，近年来人们对中小学生身心健康的担忧日益加剧。中国发展研究基金会发布的2024年报告强调，近视、肥胖和脊柱侧凸等问题正超越传染病，成为主要健康关注点。包括高焦虑和抑郁率在内的心理健康问题也在上升。 上海的一位体育教师沈洪文表示：“家长和学校对体育的关注度越来越高。除了成绩，社会现在既重视学业成就，也重视身体健康。”沈洪文补充说，各类体育培训机构的涌现，反映出人们越来越认可学业表现和身心健康同等重要。 教育工作者认为，体育运动不会阻碍学习，反而会增强认知能力和心理韧性。海南一所小学的副校长朱红表示：“适当的课间游戏和体育活动不仅能提高学习效率，还有助于培养学生的思维和创新能力。” 第三篇 The Ministry of Education has recently issued a guideline calling for increased efforts to strengthen artificial intelligence education in primary and secondary schools. According to the guideline, the overall objectives of strengthening AI education in primary and secondary schools include: cultivating future-oriented talent; enhancing students’ problem-solving abilities, as well as their digital literacy and skills; fostering the spirit of innovation; and guiding students to correctly deal with the relationship between humanity, technologies and society. By 2030, AI education will be prevalent in primary and secondary schools, it said. The guideline underscored (强调) the need to develop a systematic AI curriculum and implement (实施) regular AI education. It specified requirements of AI education at different phases: for lower-level primary students, the emphasis is on perceiving and experiencing AI technologies; while for those in higher grade levels, the focus is on understanding and applying AI technologies. Senior high school students are supposed to experiment with developing AI projects and exploring frontier AI applications. The guideline also stressed that AI education bases in primary and middle schools should be established with an eye on equitable (均衡的) allocation of resources, and AI laboratories and exhibition halls at universities, scientific research institutes and high-tech enterprises are encouraged to open to primary and secondary schools. Furthermore, there’s a need to increase the number of AI teachers and beef up (加强) teacher training, the guideline said. Qualified experts at universities, scientific research institutes and high-tech enterprises are welcomed to serve as part-time AI teachers in schools. In February, the ministry announced a list of 184 primary and secondary schools selected as AI education bases, with the aim of facilitating the implementation of AI education. Wang Geng, director of the information department of the Tianjin-based Attached High School to Nankai University, said that students should understand the basic functions of intelligent machines, including how they learn, perceive, interact and infer, to understand the similarities and differences between AI and humans in solving problems. “*On top of this, they can explore simple AI applications and cultivate interest, which are the top priority of AI education in primary and secondary schools,” he said. 题目 1 What is the aim of the guideline released by the Ministry of Education? A. Popularizing AI education in primary and secondary schools. B. Discovering students’ potential in AI creation and research. C. Encouraging students to use AI to solve problems in study. D. Taking a lead in AI education and application in the world. 2 What are the abilities required in the guideline for students in higher grade levels? A. Developing basic AI programs with teachers’ help. B. Making sense of and making use of AI technologies. C. Joining in AI projects and advanced AI applications. D. Knowing and having experience of AI technologies. 3 What can we infer from the efforts to be made by AI research institutes? A. Students will have access to AI technology resources. B. Students across the country will all have AI education. C. Schools will have trained teachers for AI education. D. Schools will hire high-tech engineers as AI teachers. 4 What is the most important in AI education according to Wang Geng? A. Increasing the pupils’ passion in operating AI machines. B. Letting pupils compare AI and humans in solving problems. C. Asking pupils to major in AI technologies for jobs in the future. D. Sparking pupils’ interest in AI and starting simple AI use. 重难点词汇 词汇 音标 词义 用法解释 artificial intelligence (AI) /ˌɑːrtɪˈfɪʃl ɪnˈtelɪdʒəns/ 人工智能 名词，AI education（人工智能教育） prevalent /ˈprevələnt/ 普遍的；流行的 形容词，be prevalent in（在……中流行） systematic /ˌsɪstəˈmætɪk/ 系统的 形容词，systematic curriculum（系统的课程） perceive /pərˈsiːv/ 感知；理解 动词，perceive AI technologies（感知人工智能技术） frontier /ˈfrʌntɪər/ 前沿；边界 名词，frontier AI applications（人工智能前沿应用） equitable /ˈekwɪtəbl/ 公平的；均衡的 形容词，equitable allocation（均衡分配） literacy /ˈlɪtərəsi/ 素养；读写能力 名词，digital literacy（数字素养） cultivate /ˈkʌltɪveɪt/ 培养；培育 动词，cultivate interest（培养兴趣） 全文翻译 教育部近期发布了一项指导方针，呼吁加大力度加强中小学人工智能教育。 根据该指导方针，加强中小学人工智能教育的总体目标包括：培养面向未来的人才；提升学生的问题解决能力，以及他们的数字素养和技能；培养创新精神；引导学生正确处理人与技术、社会之间的关系。该指导方针称，到2030年，人工智能教育将在中小学中普及。 该指导方针强调了开发系统的人工智能课程和实施常规人工智能教育的必要性。它明确了不同阶段人工智能教育的要求：对于低年级小学生，重点是感知和体验人工智能技术；而对于高年级学生，重点是理解和应用人工智能技术。高中生应该尝试开发人工智能项目，探索人工智能前沿应用。 该指导方针还强调，中小学人工智能教育基地的建设应着眼于资源的均衡分配，鼓励高校、科研机构和高科技企业的人工智能实验室和展厅向中小学开放。 此外，该指导方针指出，有必要增加人工智能教师的数量，加强教师培训。高校、科研机构和高科技企业的合格专家被欢迎在学校担任人工智能兼职教师。今年2月，教育部公布了184所被选为人工智能教育基地的中小学名单，旨在推动人工智能教育的实施。 天津南开中学信息部主任王耿表示，学生应该了解智能机器的基本功能，包括它们的学习、感知、交互和推理方式，以理解人工智能和人类在解决问题方面的异同。“除此之外，他们可以探索简单的人工智能应用并培养兴趣，这是中小学人工智能教育的首要任务，”他说。 第四篇 阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。 Nursena Burus, a 19-year-old from the historical city of Manisa on Türkiye’s Aegean coast, has developed a taste for Chinese culture thanks to its cuisine and her travels around the country. 　1　. It was also a chance to experience a culture that captivated (使着迷) her from afar. 　2　. She became immersed in the vibrant, celebratory atmosphere. “Everywhere I went, the streets were filled with red, a color of celebration and good luck. It was a new experience for me,” she said. As classes began in March, Burus quickly adapted to learning and living at Tianjin University. She quickly built friendships with her Chinese classmates through food and cultural activities. 　3　. Meiqi taught her how to use chopsticks and introduced her to Tianjin’s popular street foods, including hotpot and red bean shaved ice. She regularly explored the university’s cafeterias and discovered her favorite dishes, including Peking Duck. She often followed the recommended foods on the popular short video-sharing platform Douyin to explore new restaurants and shared photos of her culinary (烹饪的) adventures on her WeChat Moments. 　4　. The festival coincided with her birthday, and she learned how to make zongzi (sticky rice dumplings) with her classmates. “It reminded me of Nevruz, a Turkish holiday that celebrates the arrival of spring. Both festivals honor seasonal changes,” Burus says. Now more fluent in Chinese, Burus feels that China has become a second home where she has made lifelong friends and experienced the beauty of its culture. “We share many similar things, like our love for family, traditions and hospitality. I want to build on that connection and show others that the world isn’t as different as it seems,” she added. She is leaving China earlier this year after finishing two semesters of a language-learning program. 　5　. It contained her desire to become a bridge for cultural exchanges between Türkiye and China. 题目 A. She planned to come back to China again B. She left behind a wish bottle buried on campus C. Her best Chinese friend Meiqi became her food “mentor” D. For Burus, coming to China was a language-learning opportunity E. She arrived in China in February 2024, just before Chinese New Year F. She met a beautiful Chinese girl in a lecture room and introduced herself G. One of her most cherished memories was celebrating the Loong Boat Festival in 2024 重难点词汇 词汇 音标 词义 用法解释 cuisine /kwɪˈziːn/ 菜肴；烹饪 名词，Chinese cuisine（中国菜肴） captivate /ˈkæptɪveɪt/ 使着迷 动词，captivate sb. from afar（使某人从远处就着迷） vibrant /ˈvaɪbrənt/ 充满活力的 形容词，vibrant atmosphere（充满活力的氛围） culinary /ˈkʌlɪneri/ 烹饪的 形容词，culinary adventures（烹饪冒险） hospitality /ˌhɑːspɪˈtæləti/ 好客；殷勤 名词，love for hospitality（对好客的崇尚） 全文翻译 努尔塞纳·布鲁丝是一名19岁的女孩，来自土耳其爱琴海沿岸的历史名城马尼萨。由于中国的美食和她在中国的旅行，她爱上了中国文化。对布鲁丝来说，来中国是一个语言学习的机会。这也是一次体验一种从远处就令她着迷的文化的机会。 她于2024年2月抵达中国，就在春节前夕。她沉浸在热闹喜庆的氛围中。“我所到之处，街道都被红色装点，红色是庆祝和好运的颜色。这对我来说是一次全新的体验，”她说。 3月开课以来，布鲁丝很快适应了在天津大学的学习和生活。她通过美食和文化活动迅速与中国同学建立了友谊。她最好的中国朋友美琪成了她的美食“导师”。美琪教她使用筷子，并向她介绍了天津受欢迎的街头美食，包括火锅和红豆刨冰。她经常去学校的食堂探索，发现了自己最喜欢的菜肴，包括北京烤鸭。她经常跟着热门短视频平台抖音上的美食推荐去探索新餐馆，并在微信朋友圈分享自己的烹饪奇遇照片。 她最珍贵的回忆之一是2024年庆祝端午节。这个节日恰逢她的生日，她和同学们一起学习包粽子。“这让我想起了内夫鲁兹节，这是土耳其庆祝春天到来的节日。这两个节日都是为了纪念季节的变化，”布鲁丝说。现在她的中文更流利了，布鲁丝觉得中国已经成为她的第二个家，在这里她结交了终生的朋友，体验了中国文化的美。“我们有很多相似之处，比如对家庭、传统和好客的热爱。我想在这种联系的基础上，向其他人展示世界并不像看起来那么不同，”她补充道。 在完成两个学期的语言学习项目后，她将于今年早些时候离开中国。她留下了一个埋在校园里的许愿瓶。里面包含了她想成为土耳其和中国之间文化交流桥梁的愿望。 第五篇 I went to North Farmington High School in Farmington Hills, Michigan. I had this 　1　 teacher named Dean Cobb. I’m sure that many of his students would tell you the same story: He was legendary and super 　2　. He taught public speaking, radio/TV/film, and acting. He 　3　 the coach of the Forensics (辩论术) Team and the director of all the theater productions. It was in “Cobb’s” classes that I 　4　 I actually had some talent for something I didn’t know I had. Some of us were like groupies (歌迷)—we took every class, did Forensics, joined the Radio Club, and 　5　 plays. I developed confidence in getting up in front of a 　6　. I was actually a very shy person, and Cobb helped me 　7　 for the first time that I was good at this, that I was articulate, and that I was a good writer. It really did 　8　 my life because I went from being shy to a more confident person. Everybody in that high school 　9　 Cobb’s classes. Some of my high school friends and I still tell really funny 　10　 about what happened in those classes. But they were hilarious and formative (有助于成长的) 　11　. Working with Cobb was as important to me 　12　 as academically. *Cobb was like the coach for the kids, which was important. Because he was 　13　 in so many extracurricular activities, the students’ 　14　 with him was more than just during school hours. He was a great guy, and more than just a 　15　. He was a mentor. 题目 1. A. beneficial　　B. amazing　　C. humorous　　D. valuable 2. A. inspirational　　B. sensitive　　C. professional　　D. ambitious 3. A. turned to　　B. shared with　　C. cared about　　D. served as 4. A. believed　　B. supposed　　C. discovered　　D. understood 5. A. watched　　B. performed　　C. wrote　　D. organized 6. A. stage　　B. teacher　　C. crowd　　D. family 7. A. realize　　B. achieve　　C. compete　　D. show 8. A. transform　　B. strengthen　　C. save　　D. change 9. A. happened　　B. attended　　C. recommended　　D. avoided 10. A. jokes　　B. impressions　　C. memories　　D. stories 11. A. experiences　　B. emotions　　C. principles　　D. situations 12. A. physically　　B. scientifically　　C. socially　　D. politically 13. A. absorbed　　B. adapted　　C. involved　　D. invited 14. A. appointment　　B. connection　　C. progress　　D. growth 15. A. director　　B. writer　　C. coach　　D. teacher 重难点词汇 词汇 音标 词义 用法解释 legendary /ˈledʒənderi/ 传奇的 形容词，a legendary teacher（一位传奇的老师） inspirational /ˌɪnspəˈreɪʃənl/ 鼓舞人心的 形容词，an inspirational figure（一位鼓舞人心的人物） forensic /fəˈrensɪk/ 辩论术的 形容词，Forensics Team（辩论队） articulate /ɑːrˈtɪkjələt/ 善于表达的 形容词，an articulate speaker（善于表达的演讲者） transform /trænsˈfɔːrm/ 改变；转变 动词，transform one's life（改变某人的生活） hilarious /hɪˈleriəs/ 极其滑稽的 形容词，a hilarious story（一个极其滑稽的故事） extracurricular /ˌekstrəkəˈrɪkjələr/ 课外的 形容词，extracurricular activities（课外活动） mentor /ˈmentɔːr/ 导师 名词，a mentor in life（人生导师） 全文翻译 我就读于密歇根州法明顿希尔斯的北法明顿高中。我有一位名叫迪恩·科布的令人惊叹的老师。我确信他的许多学生都会告诉你同样的故事：他是传奇人物，而且极具鼓舞人心的力量。他教授公共演讲、广播电视电影和表演课程。他担任辩论队的教练，同时也是所有戏剧作品的导演。 正是在科布的课堂上，我发现自己其实在某件自己都不知道的事情上有天赋。我们中的一些人就像歌迷一样——我们上他的每一门课，参加辩论队，加入广播俱乐部，还表演话剧。我在面对人群时逐渐建立起自信。实际上我是一个非常害羞的人，而科布帮助我第一次意识到自己在这方面很擅长，我善于表达，而且是个不错的写作者。这真的改变了我的人生，因为我从一个害羞的人变成了一个更自信的人。 那所高中的每个人都上科布的课。我和一些高中朋友仍然会讲述那些课堂上发生的非常有趣的故事。但这些故事既极其滑稽又有助于成长。和科布一起学习对我来说，在社交方面和学术方面同样重要。科布就像孩子们的教练，这一点很重要。因为他参与了如此多的课外活动，学生们与他的联系不仅仅局限于上课时间。 他是个很棒的人，而且不仅仅是一名老师。他是一位导师。 第六篇 阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。 A survey 　1　 (conduct) recently found that teenagers feel ill-equipped for the world of work, with a quarter unsure of their next steps after finishing education. A significant 53% of teenagers aged between 11 and 18 are anxious about entering employment, 　2　 (primary) due to uncertainty about what to expect and fear of making mistakes. This concern is mirrored by their parents, with four in ten 　3　 (show) concern about their children who will struggle with future careers due to a lack of skills such as communication and organization. According to the research, over half (56%) of parents believe more 　4　 (opportunity) for work experience would better prepare their children for work after school 　5　 college. Tim Campbell, campaign ambassador, 　6　 (emphasize) the importance of technical education in equipping young people 　7　 the skills, experience, and knowledge they need for the workplace. He said, “*As a parent, I understand the worries we have about ensuring our children have the right experience to pursue a fulfilling career but, equally, as 　8　 employer, I am aware of the skills 　9　 businesses are looking for. We all want to do the best to support our children so my advice would be to find out more about the education options available to your children. There are 　10　 (number) routes, and not all of them will be the right fit for every young person. Try to be as informed as you can about what is out there, so that you can have open and informative conversations with your children about their future career prospects.” 重难点词汇 词汇 音标 词义 用法解释 ill-equipped /ˌɪl ɪˈkwɪpt/ 准备不足的 形容词，feel ill-equipped for（对……准备不足） anxious /ˈæŋkʃəs/ 焦虑的 形容词，be anxious about（对……焦虑） uncertainty /ʌnˈsɜːrtnti/ 不确定性 名词，due to uncertainty（由于不确定性） opportunity /ˌɑːpərˈtuːnəti/ 机会 名词，more opportunities（更多机会） emphasize /ˈemfəsaɪz/ 强调 动词，emphasize the importance（强调重要性） equip /ɪˈkwɪp/ 装备；使具备 动词，equip...with...（用……装备……） employer /ɪmˈplɔɪər/ 雇主 名词，as an employer（作为雇主） numerous /ˈnuːmərəs/ 许多的 形容词，numerous routes（许多途径） prospect /ˈprɑːspekt/ 前景 名词，career prospects（职业前景） 全文翻译 最近进行的一项调查发现，青少年觉得自己对职场准备不足，有四分之一的人在完成学业后不确定自己的下一步该怎么走。 年龄在11到18岁之间的青少年中，有53%的人对进入职场感到焦虑，主要是因为对未来的期望不确定以及害怕犯错。这种担忧也反映在他们的父母身上，十分之四的父母表现出担忧，认为自己的孩子由于缺乏沟通和组织等技能，未来在职业发展中会遇到困难。根据这项研究，超过一半（56%）的父母认为，更多的工作经验机会会让孩子在中学或大学毕业后更好地为工作做好准备。 活动大使蒂姆·坎贝尔强调了技术教育在让年轻人具备职场所需技能、经验和知识方面的重要性。他说：“作为家长，我理解我们对确保孩子拥有追求充实职业的恰当经验的担忧，但同样，作为一名雇主，我也清楚企业所寻求的技能。我们都想尽最大努力支持孩子，所以我的建议是多了解孩子可选择的教育途径。有许多途径，并非所有途径都适合每个年轻人。尽量充分了解现有情况，这样你就可以和孩子就他们未来的职业前景进行开放且信息充分的交流。” 学科网（北京）股份有限公司 $