2026届高考英语时文阅读 语言与文化 英国学生掀起中文学习热潮练习

高考英语时文阅读“英国学生中文学习热潮”深度解析 一、阅读理解（第一节）解析 考点定位 本题聚焦高考阅读核心考点，涵盖细节理解、推理判断两大高频题型，占高考阅读题量的60%以上。文章选材紧扣“国际语言交流+职业发展”热点，属于说明性文本，结构为“总述现象—分述原因—举例佐证—项目亮点”重点考查学生快速定位信息、辨析细节、逻辑推导的能力。 1.细节理解题 答案：C 题干关键：锁定“main reason”（核心原因），需区分“主要原因”与“次要信息”。 原文定位：第一段“the practical benefits of mastering this important global language... plays a key role in international business”；第二段“access more career opportunities”；第三段“Chinese language skills can make individuals more recognizable and competitive in their future careers”。 选项分析： A错误：中国旅行是MEP项目的组成部分（第四段），是学习后的体验而非学习的核心原因，属于“次要信息干扰”。 B错误：第三段明确提到“struggling with tones and complex characters”，说明中文学习有难度，与“easiest”矛盾，属于“反向干扰”。 C正确：全文反复强调“职业机遇”，从“international business”到“career opportunities”“competitive in their future careers”，形成语义闭环，是学生学习中文的核心驱动力，与原文细节高度契合。 D错误：原文未提及“compulsory subject”（必修课），学生是“discovering the practical benefits”（主动发现益处），属于“无中生有”。 高考提示：细节题需警惕“偷换概念”“无中生有”“主次颠倒”，解题时先定位题干关键词（如main reason），再扫描原文同义替换词（如career opportunities、competitive），排除与原文矛盾或无关的选项。 2.细节理解题 答案：B 题干关键：考查MEP项目的具体特点，需精准匹配原文信息。 原文定位：第四段“A highlight of the MEP is its exciting educational trips to China”。 选项分析： A错误：第四段提到“combined classroom study in local Chinese schools”，说明有线下课堂，并非“only provides online courses”，绝对化表述错误。 B正确：与原文第四段首句直接对应，“educational trips to China”是项目亮点，表述准确。 C错误：第一段“young people across England”、第四段“students from 62 schools across England”表明项目仅面向英格兰学生，而非“all over Europe”，范围扩大。 D错误：第一段“witnessing a dramatic rise in student numbers”说明参与人数众多，与“small number”矛盾，且原文未提及“high fees”，无中生有。 高考提示：细节题中含“only、all、never”等绝对化词汇的选项大概率错误，需重点核对原文中的范围、方式、数量等限定词。 3.细节理解题（第3题） 答案：B 题干关键：锁定人物“Nathaniel Craske”和事件“China trip benefit”。 原文定位：第五段“seeing how Chinese people actually communicate with each other in daily life and use the language in different situations—like shopping in markets or chatting with locals—made everything more real”。 选项分析： A错误：原文未提及“win a scholarship to a Chinese university”（获得中国大学奖学金），无中生有。 B正确：“real-life application of Chinese”是原文“use the language in different situations”“communicate with each other in daily life”的同义改写，精准概括旅行的益处。 C错误：“make friends with Chinese celebrities”（与中国名人交友）未在原文出现，属于过度联想。 D错误：“teach Chinese to other British students”（教其他英国学生中文）与原文无关，无中生有。 高考提示：细节题的正确答案多为原文的“同义替换”，需积累高频替换词（如use→application、daily life→real-life），避免被“看似相关但无原文依据”的选项误导。 4.推理判断题 答案：A 题干关键：“infer”表明需基于原文信息进行合理推导，不可直接照搬原句。 原文依据：第一段“plays a key role in international business, culture and diplomacy”；第二段“huge potential for cooperation”；第三段“the business world is definitely closely linked to China”。 选项分析： A正确：从“国际商业、文化、外交中起关键作用”“商业界与中国紧密关联”可推导，中文在全球商业和交流中越来越重要，符合“现象→本质”的推理逻辑。 B错误：第三段提到“struggling with tones and complex characters”，说明并非所有学生都觉得中文语法和声调容易，“All”绝对化表述错误。 C错误：第四段明确“11-day tour”，11天不足两周，与“more than two weeks”矛盾，细节错误。 D错误：第二段提到Hojiakbar“is now pursuing a degree at Imperial College London”（正在伦敦帝国理工学院攻读学位），尚未在中国金融行业工作，时态和事实均错误。 高考提示：推理题需“立足原文，适度推导”，避免“过度推断”“绝对化表述”“细节混淆”，正确答案需符合原文核心逻辑，且无法直接从原文找到原句。 二、七选五（第二节）解析 考点定位 七选五是高考阅读的“语篇连贯题”，核心考查语篇逻辑、语义衔接、功能匹配三大能力，占分10分。本题文章为“总—分”结构，围绕“英国学生学中文热潮”展开，空格分布于段首、段中，涉及“设问引出、观点阐释、项目介绍、细节补充”四种功能，符合高考“空格功能多样化、逻辑链条清晰”的命题特点。 题目精讲 1.答案：D 解析：空格后一句“For young people today, being able to speak a global language like Chinese... a valuable asset for their future”解释了学生学中文的原因，空格处需起到“引出下文原因”的过渡作用。选项D（Why are so many British young people eager to learn Chinese?）以设问形式开启话题，符合“设问—解答”的语篇逻辑，衔接自然。 2.答案：F 解析：空格前提到Hojiakbar“plans to work in the finance industry”（计划进入金融行业），空格后“understanding the Chinese market and being able to communicate in Chinese gives him a competitive edge”（懂中国市场和中文让他有竞争优势）。选项F（He believes that Chinese will be essential for doing business with Chinese companies in the future）承接“金融行业”的职业规划，阐释中文的重要性，形成“职业目标—中文价值—竞争优势”的逻辑链，语义连贯。 3.答案：A 解析：空格前“Pijus also recognizes the value of Chinese”（Pijus也认可中文的价值），空格后“Chinese language skills can help people stand out in job interviews and build stronger business relationships”（中文技能有助于求职和建立商业关系）。选项A（He points out that almost every major business today has connections with China）解释了中文在商业领域有价值的原因（主流企业与中国有联系），衔接“价值认可—原因—具体益处”，逻辑通顺，且“He”指代Pijus，指代一致。 4.答案：E 解析：空格后“Beyond regular classroom teaching, the program offers students the chance to take part in exciting educational trips to China”（除了常规课堂教学，项目还提供中国教育之旅）。选项E（The MEP provides a comprehensive learning experience for students）以“全面的学习体验”总述，引出下文“课堂教学+旅行体验”的具体内容，符合“总述—分述”的结构逻辑，“The MEP”与后文“the program”指代一致。 5.答案：C 解析：空格前“This trip wasn’t just about sightseeing”（旅行不仅是观光），空格后“Students attended classes... practiced their language skills... learned about Chinese history and culture”（学生上课、练习语言、了解文化）。选项C（It combined academic learning with real-life cultural experiences）概括旅行的核心特点（学术学习+真实文化体验），既承接“不仅是观光”，又总领下文的具体活动，语义匹配，“It”指代前文的“the trip”。 高考提示 七选五解题需把握“三原则”： 主题一致：选项需与段落/全文主题（中文学习热潮、MEP项目优势）匹配，避免偏离话题； 逻辑一致：关注因果、总分、转折等逻辑关系，利用衔接词（如For、Beyond、not just...）判断空格功能； 指代一致：确保选项中代词（It、He、This）的指代对象在上下文明确，避免语义混乱。 三、完形填空（第三部分第一节）解析 考点定位 完形填空聚焦高考“语言运用”核心，考查动词辨析、名词辨析、形容词辨析、固定搭配、逻辑连接五大考点，其中动词、名词辨析占比超60%。文章为“现象—观点—实例”的记叙文式说明文，侧重“语境逻辑+词汇精准运用”，需结合上下文语义和词汇搭配解题。 题目精讲 1.答案：A（stronger） 解析：后文“a huge increase in student numbers”（学生人数大幅增长）表明学生对中文的兴趣“比以往更浓厚”，“never been stronger than before”是固定表达，意为“前所未有地强烈”；B（weaker）、C（lower）与“增长”矛盾；D（easier）与“interest”（兴趣）搭配不当，兴趣无“难易”之分。 2.答案：B（discover） 解析：学生“发现”掌握中文的益处，符合“主动认知、兴趣高涨”的语境；A（forget）（忘记）、C（doubt）（怀疑）、D（ignore）（忽视）均与“学生参与项目、人数增长”的逻辑矛盾。 3.答案：C（believes） 解析：后文“Hojiakbar认为中文能为金融行业打开大门”是他的“信念”，与“firmly believes”（第二段原词复现）呼应；A（denies）（否认）、B（fears）（害怕）、D（regrets）（后悔）均与观点表达的语境相反。 4.答案：B（knowledge） 解析：“have a good knowledge of”是高考高频固定搭配，意为“精通、掌握”，符合“懂中文能获得更多机会”的语境；A（habit）（习惯）、C（hobby）（爱好）、D（memory）（记忆）与“中文能力”搭配不当。 5.答案：A（holds） 解析：“hold views”是固定搭配，意为“持有观点”，与前文“Hojiakbar believes”形成“观点呼应”；B（rejects）（拒绝）、C（hides）（隐藏）、D（avoids）（避免）均不符合“分享观点”的语境。 6.答案：B（connected） 解析：后文“knowing Chinese can make people more recognizable in their careers”（懂中文有助于职业发展）说明商业世界与中国“紧密关联”，与第三段“closely linked to China”同义替换；A（unrelated）（无关的）与语境矛盾；C（familiar）（熟悉的）、D（strange）（陌生的）未体现“关联”的核心逻辑。 7.答案：A（smooth） 解析：“although”表转折，后文“the prospect of future success keeps him going”（未来成功的前景激励他坚持）说明学习过程“并非一帆风顺”；B（difficult）（困难的）与转折逻辑矛盾（although后接让步内容，主句表转折结果）；C（boring）（无聊的）、D（short）（短暂的）未体现“阻碍与坚持”的逻辑。 8.答案：B（includes） 解析：后文明确提到“11-day educational tour”（11天教育之旅），说明项目“包含”该活动，与第四段“A highlight of the MEP is its exciting educational trips to China”原词复现；A（misses）（错过）、C（cancels）（取消）、D（refuses）（拒绝）均与原文信息矛盾。 9.答案：C（traveled） 解析：“travel to China”是通用表达，符合“英国学生赴华”的场景；A（walked）（步行）、D（drove）（开车）不符合跨国出行的实际；B（flew）（飞行）虽合理，但原文用“traveled”（第四段原词复现），更具概括性，且完形填空优先选择与原文一致的词汇。 10.答案：D（combined） 解析：“combine...with...”是高考高频固定搭配，意为“将……与……结合”，与第四段“combined classroom study with real-life cultural experiences”原词复现；A（compared）（比较）、B（separated）（分离）、C（mixed）（混合）均无“有机关联”的含义。 11答案：A（leaving） 解析：“even”表递进，“第一次去中国，甚至第一次离开英国”，符合“从未出过国”的语境；B（entering）（进入）、C（visiting）（参观）与“去中国”语义重复；D（finding）（发现）与语境无关。 12.答案：A（depth） 解析：“add depth to”是固定搭配，意为“加深、增添深度”，与第五段“added significant depth to his Chinese learning”原词复现，符合“旅行让学习更深入”的语境；B（width）（宽度）、C（height）（高度）、D（length）（长度）均与“学习体验”搭配不当。 13.答案：B（situations） 解析：前文“how Chinese people actually communicate”（中国人如何实际交流）说明是在不同“场景”中使用中文，与第五段“use the language in different situations”原词复现；A（schools）（学校）、C（families）（家庭）、D（companies）（公司）均是“场景”的子集，不够全面。 14.答案：B（excited） 解析：后文“improved language skills and new cultural knowledge”（语言技能提升、获得新的文化知识）说明学生归来时“兴奋的”；A（worried）（担忧的）、C（tired）（疲惫的）、D（disappointed）（失望的）均与“收获满满”的语境矛盾。 15.答案：C（growing） 解析：全文围绕“学生兴趣高涨、项目人数增长”展开，说明中文学习是“日益增长的”趋势，与第一段“growing enthusiasm”“dramatic rise”呼应；A（temporary）（暂时的）、B（passing）（短暂的）、D（fading）（衰退的）均与原文“热潮”矛盾。 高考提示 完形填空解题“三步走”： 通读全文：把握主旨（中文学习热潮）和逻辑脉络（现象—观点—实例），避免孤立解题； 逐空突破：优先根据语境逻辑（转折、递进、因果）排除错误选项，再结合固定搭配和词汇辨析锁定答案； 复读验证：检查全文语义连贯、语法正确，重点关注高频搭配（如have a good knowledge of、combine...with...）和原词复现（如depth、situations）。 四、语篇填空（第三部分第二节）解析 考点定位 语篇填空是高考“语法运用”的核心题型，考查动词时态、非谓语动词、名词单复数、词性转换、固定搭配五大高频考点，占分15分。文章为说明性文本，侧重“语法规则+语境提示”，需兼顾语法准确性和语义连贯性。 题目精讲 1.答案：has seen 解析：考查时态。主语“The Mandarin Excellence Program (MEP)”为单数，“see a huge increase”是固定表达（表示“经历、见证增长”），结合前文“are showing more interest”（现在进行时）和语境“学生兴趣持续高涨”，用现在完成时（表示从过去持续到现在的动作）；时间状语“in recent years”（隐含于语境中）是现在完成时的高频标志词，故填has seen。 高考提示：“see、witness、experience”等词常用“主语+have/has seen/witnessed/experienced+宾语”结构表示“经历某事件”，需重点记忆。 2.答案：will open 解析：考查时态。Hojiakbar“相信中文将为金融领域打开大门”，表将来的可能性，结合“future”（隐含于“finance world”“opportunities”中），用一般将来时；也可填can open（表能力），但will open更贴合“未来职业机遇”的语境，与第二段“will open numerous doors”原词复现。 3.答案：to access 解析：考查非谓语动词。“allow sb. to do sth.”是高考高频固定搭配，意为“允许某人做某事”，故填不定式to access。 高考提示：后接不定式作宾语补足语的动词（allow、enable、persuade、force等）需重点积累，结构为“动词+sb.+to do”。 4.答案：knowing 解析：考查非谓语动词。空格处作主语，动词需用动名词形式；“knowing Chinese”（懂中文）在句中作主语，符合“动名词作主语”的语法规则，与前文“Having a good knowledge of Chinese”（动名词短语作主语）结构一致。 5.答案：driving 解析：考查非谓语动词。“keep doing sth.”是固定搭配，意为“持续做某事”，故填driving（现在分词形式）；注意拼写（drive→driving，去e加ing）。 高考提示：后接动名词作宾语的动词（keep、enjoy、practice、avoid、mind等）需重点记忆，避免误填不定式。 6.答案：traveled 解析：考查时态。时间状语“In July”（此处指过去的七月，与前文“this year”呼应，但事件已发生），全文主体时态为一般过去时（如shared、explained），故填traveled（过去式）。 7.答案：experiences 解析：考查名词单复数。“experience”作“经历”讲时为可数名词，结合“real-life”（真实生活中的）和语境“学生体验多种活动”，此处指“多种经历”，故填复数形式experiences；若作“经验”讲则为不可数名词，需根据语境区分。 高考提示：“experience”的可数与不可数辨析是高考高频考点，需牢记“经历可数，经验不可数”。 8.答案：visiting 解析：考查非谓语动词。“this was their first time doing sth.”是固定句型，意为“这是某人第一次做某事”，故填visiting（动名词形式）；也可理解为“their first time to visit”，但doing形式更符合高考命题习惯。 高考提示：“It/This is/was the first/second/third...time (that) sb. has/had done sth.”是高考重点句型，若前面是“was”，后面用过去完成时；若为“their first time + 动名词”，直接用doing形式。 9.答案：communicate 解析：考查时态。宾语从句“how Chinese people actually communicate with each other”描述客观事实（中国人的日常交流方式），用一般现在时；主语“Chinese people”为复数，故填动词原形communicate，与第五段“communicate with each other”原词复现。 10.答案：knowledge 解析：考查词性转换。“cultural”为形容词，后接名词；“know”的名词形式为knowledge（不可数名词），“cultural knowledge”意为“文化知识”，与前文“a good knowledge of Chinese”呼应。 高考提示：词性转换需结合前后词性（形容词+名词、副词+动词等），注意不规则转换（如know→knowledge、different→difference、important→importance）。 学科网（北京）股份有限公司 $ 高考英语时文阅读：（语言与文化）英国学生掀起中文学习热潮 时文简讯：英国学生对学习中文的兴趣空前高涨，“中文优秀项目”（MEP）的学生人数大幅增长。英格兰各地的年轻人逐渐发现，掌握中文这门重要的国际语言能为未来职业发展（尤其是金融、商业领域）带来更多机遇。该项目还包含为期11天的中国教育之旅，让学生将课堂学习与真实生活体验相结合，深化语言理解与文化认知。 第二部分 阅读(共两节) 第一节阅读理解题（词数：386词） 阅读下列短文，从每题所给的A、B、C、D四个选项中选出最佳选项。 British students are showing greater interest in learning Chinese than ever before, with the Mandarin Excellence Program (MEP) witnessing a dramatic rise in student numbers. This growing enthusiasm comes as young people across England are increasingly discovering the practical benefits of mastering this important global language, which is spoken by over a billion people worldwide and plays a key role in international business, culture and diplomacy. Hojiakbar Sadullaev, a former MEP student at Dartford Grammar School in Kent, is now pursuing a degree at Imperial College London, one of the UK’s top universities. He firmly believes that Chinese proficiency will open numerous doors for him in the finance industry. “The Chinese market is somewhat new to the European and Western world, and there’s huge potential for cooperation,” he explains. “Having a good knowledge of Chinese not only helps me understand this market better but also allows me to access more career opportunities that might otherwise be closed.” Pijus Okunevicius from Kingsford Community School in East London shares similar views. He notes that in today’s interconnected global economy, the business world is definitely closely linked to China. Whether it’s trade, technology or investment, Chinese language skills can make individuals more recognizable and competitive in their future careers. Although his Chinese learning journey hasn’t always been smooth—he admits struggling with tones and complex characters at first—the prospect of future success keeps him motivated to keep practicing. A highlight of the MEP is its exciting educational trips to China. In July this year, nearly 1,200 students from 62 schools across England traveled to China for an 11-day tour. This unique experience combined classroom study in local Chinese schools with real-life cultural experiences, such as visiting historical sites, trying traditional food and interacting with local students. For many of these young people, it was their first time visiting China or even leaving the UK. Nathaniel Craske from Birmingham says the China trip added significant depth to his Chinese learning. “It’s one thing to learn words and grammar in a classroom, but seeing how Chinese people actually communicate with each other in daily life and use the language in different situations—like shopping in markets or chatting with locals—made everything more real,” he says. After returning home, students not only felt more confident in their language skills but also gained a richer understanding of Chinese culture. 1. What is the main reason for British students’ growing interest in learning Chinese? A. They want to experience Chinese culture through travel. B. Chinese is considered the easiest foreign language to learn. C. Mastering Chinese brings more career opportunities in the global market. D. Their schools require Chinese learning as a compulsory subject. 2. What do we know about the Mandarin Excellence Program (MEP)? A. It only provides online language courses. B. It includes educational trips to China for students. C. It is open to students from all over Europe. D. It has a small number of participants due to high fees. 3. How did the China trip benefit Nathaniel Craske? A. It helped him win a scholarship to a Chinese university. B. It showed him the real-life application of Chinese. C. It allowed him to make friends with Chinese celebrities. D. It taught him how to teach Chinese to other British students. 4. What can we infer from the passage? A. Chinese is becoming increasingly important in global business and communication. B. All British students find Chinese grammar and tones easy to master. C. The MEP educational trip to China lasts for more than two weeks. D. Hojiakbar Sadullaev has already started working in the finance industry in China. 第二节七选五题（词数：293词） 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。 In recent years, there has been a striking rise in the number of British students choosing to learn Chinese. This trend has made the Mandarin Excellence Program (MEP) one of the most popular language programs in England’s schools. 1. __________ For young people today, being able to speak a global language like Chinese is no longer just a hobby—it’s a valuable asset for their future. With China playing a growing role in the world economy, Chinese proficiency can open doors to exciting career opportunities. Former MEP student Hojiakbar Sadullaev is a perfect example of this. Now studying at a top UK university, he plans to work in the finance industry. 2. __________ He often tells his peers that understanding the Chinese market and being able to communicate in Chinese gives him a competitive edge. Pijus Okunevicius from East London also recognizes the value of Chinese. 3. __________ He says that even though learning Chinese can be challenging at times—especially when it comes to writing characters—the potential rewards make it all worthwhile. In his opinion, Chinese language skills can help people stand out in job interviews and build stronger business relationships. 4. __________ Beyond regular classroom teaching, the program offers students the chance to take part in exciting educational trips to China. In July, nearly 1,200 students from 62 schools traveled to China for an 11-day tour, which was a life-changing experience for many. This trip wasn’t just about sightseeing. 5. __________ Students attended classes in local Chinese schools, practiced their language skills with native speakers, and learned about Chinese history and culture firsthand. For most of them, it was their first time abroad, and it deepened their love for Chinese language and culture. A. He points out that almost every major business today has connections with China. B. Chinese learning has become a must for students who want to study abroad. C. It combined academic learning with real-life cultural experiences. D. Why are so many British young people eager to learn Chinese? E. The MEP provides a comprehensive learning experience for students. F. He believes that Chinese will be essential for doing business with Chinese companies in the future. G. Many British parents are forcing their children to learn Chinese for better job prospects. 第三部分 语言运用(共两节) 第一节完形填空题(词数：278词) 阅读下面短文，从每题所给的A、B、C、D四个选项中选出最佳选项。 British students’interest in learning Chinese has never been 1. ______ than before. The Mandarin Excellence Program (MEP) has seen a huge increase in student numbers, as young people across England 2. _______ the benefits of mastering this important global language. Hojiakbar Sadullaev was once an MEP student at Dartford Grammar School. Now studying at Imperial College London, he 3. __________ that Chinese will open many doors in the finance world. “The Chinese market is somewhat new to Western countries,” he explains. “Having a good 4. __________ of Chinese allows me to access more opportunities.” Pijus Okunevicius from East London 5. __________ similar views. He says the business world is definitely 6. __________ to China, and knowing Chinese can make people more recognizable in their careers. Although his learning journey hasn’t always been 7. __________, the prospect of future success keeps him going. The MEP 8. __________ exciting trips to China. In July, nearly 1,200 students from 62 schools 9. __________ to China for an 11-day educational tour. This tour 10. __________ classroom study with real-life experiences. For many students, it was their first time visiting China or even 11. __________ the UK. Nathaniel Craske from Birmingham says the China trip added more 12. __________ to his learning. It showed him how Chinese people actually communicate and use the language in different 13. __________. After returning home, students felt 14. __________ about their improved language skills and new cultural knowledge. Clearly, Chinese learning is becoming a 15. __________ trend among British students. 1. A. stronger B. weaker C. lower D. easier 2. A. forget B. discover C. doubt D. ignore 3. A. denies B. fears C. believes D. regrets 4. A. habit B. knowledge C. hobby D. memory 5. A. holds B. rejects C. hides D. avoids 6. A. unrelated B. connected C. familiar D. strange 7. A. smooth B. difficult C. boring D. short 8. A. misses B. includes C. cancels D. refuses 9. A. walked B. flew C. traveled D. drove 10. A. compared B. separated C. mixed D. combined 11. A. leaving B. entering C. visiting D. finding 12. A. depth B. width C. height D. length 13. A. schools B. situations C. families D. companies 14. A. worried B. excited C. tired D. disappointed 15. A. temporary B. passing C. growing D. fading 第二节语篇填空题(词数：237词) 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。 British students are showing more interest in learning Chinese than ever before. The Mandarin Excellence Program (MEP) 1. __________ (see) a huge increase in student numbers, as young people across England discover the benefits of speaking this important global language. Hojiakbar Sadullaev, a former MEP student, now studies at Imperial College London. He believes Chinese 2. __________ (open) many doors in the finance world. “The Chinese market is somewhat new to the European and Western world,” he explains. “Having a good knowledge of Chinese allows me 3. __________ (access) more opportunities.” Pijus Okunevicius from East London shares similar views. He says the business world is definitely related to China, and 4. __________ (know) Chinese can make people more recognizable in their careers. Although the learning journey hasn’t always been smooth, the prospect of future success keeps 5. __________ (drive) him forward. The program includes exciting trips to China. In July, nearly 1,200 students from 62 schools 6. __________ (travel) to China for an 11-day educational tour. This combined classroom study with real-life 7. __________ (experience). For many students, this was their first time 8. __________ (visit) China or even leaving the UK. Nathaniel Craske says the China experience added more depth to his learning by showing him how Chinese people actually 9. __________ (communicate) with each other. Students returned home excited about their new language skills and cultural 10. __________ (know). 学科网（北京）股份有限公司 $