考前押题01 阅读理解6大常考话题（期中复习专项训练）高一英语下学期北师大版

专题01 阅读理解6大常考话题 话题1 学校生活（常考点） 话题4 运动与健康（重点、难点、常考点） 话题2 亲子关系 话题5 环境保护（重点、难点、常考点） 话题3 文学与艺术 话题6 科学研究（重点、难点、常考点） 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 话题1 学校生活 Passage 1 【答案】1. D 2. D 3. C 4. A Passage 2 【答案】1. D 2. C 3. A 4. B Passage 3 【答案】1. A 2. C 3. D Passage 4 【答案】1. C 2. A 3. B 4. C 话题2 亲子关系 Passage 1 【答案】1. C 2. D 3. B 4. B 话题3 文学与艺术 Passage 1 【答案】1. B 2. A 3. D Passage 2 【答案】1. A 2. A 3. B 话题4 体育健康 Passage 1 【答案】1. B 2. D 3. C 4. A Passage 2 【答案】1. B 2. D 3. B 话题5 环境保护 Passage 1 【答案】1. B 2. C 3. B 4. C Passage 2 【答案】1. A 2. A 3. D 4. C Passage 3 【答案】1. B 2. B 3. A 4. C Passage 4 【答案】1. A 2. D 3. C 4. A 话题6 科学研究 Passage 1 【答案】1. C 2. B 3. B 4. C Passage 2 【答案】1. A 2. A 3. B 4. D Passage 3 【答案】1. B 2. D 3. C 4. A Passage 4 【答案】1. C 2. B 3. C 4. A $专题01 阅读理解6大常考话题 话题1 学校生活（常考点） 话题4 运动与健康（重点、难点、常考点） 话题2 亲子关系 话题5 环境保护（重点、难点、常考点） 话题3 文学与艺术 话题6 科学研究（重点、难点、常考点） 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 话题1 学校生活 Passage 1（北京市第五中学2024-2025高一下学期期中） The image of that staircase never left my mind. It had been forty years since I graduated high school, but the staircase haunted my memories. Boys would sit on both sides of the staircase, rating the girls as we walked by. If they thought a girl was really ugly, they barked. Every time I walked up or down those stairs, the barks, woofs, and laughter rang in my ears. “Just ignore them,” my mother advised. And I did. On the surface. But inside the painful message that I was ugly rooted deep into my soul. Eventually, I graduated, got accepted to college on the West Coast, and left small-town Colorado behind me. I earned a degree in Communications, launched a rewarding career as a writer and teacher, got married, and raised two amazing boys. But when I looked in the mirror, the doubts returned. Then I got an invitation to my fortieth high school reunion. I didn’t like high school, but I wanted to go back and tell those boys off. I wanted to tell them how hurtful and unkind they were. And I wanted to show them they were wrong. I had a husband, a family and all the things they’d made me feel I wasn’t worthy of. I practiced my speech in my mind as I ran errands (差事), cooked dinner, and exercised at senior aerobics. In September, I drove down to the town where I’d spent my high school years. I put on my favorite blouse, touched up my make-up, and steeled myself for the Friday night opening reception. Maybe it’s true that memory is the first thing to go. On the night, people greeted me politely, drinks in hand, flattering me with “You haven’t changed at all.” I’d look at the face and study the nametag with the graduation photo, but it didn’t ring a bell most of the time. Had I completely erased that whole period of my life from my memory? Was I at the wrong reunion? No, some women remembered my mother being their Girl Scout leader. Others had kind things to say about my father, a local college professor. My planned speech wilted (枯萎) on my lips. Instead, I chatted breezily about my two grown sons, living in Seattle, and writing résumés for Boeing workers. People were nice enough, but aside from a couple of friends, I felt like I was talking to strangers. It was pointless to hold a grudge (怨恨) against people I couldn’t even recognize. I was only hurting myself by replaying those memories in my mind. I knew I needed to forgive. A dark sorrow lifted from my soul. I felt happier, more self-confident and attractive. Back home, our senior fitness instructor noticed that I was wearing a new T-shirt. “You are really rockin’ that shirt,” she said. I smiled. She’d said that before, but this time I believed it. 1. Why did the author decide to attend the 40th high school reunion? A. To meet her old teachers. B. To prove her career success. C. To apologize for past misunderstandings. D. To confront hurtful boys and show her worth. 2. What can we learn from this passage? A. The author fought against her bullies directly. B. The reunion attendees were mostly strangers. C. The author’s career success healed her trauma. D. The instructor’s compliment was first genuinely embraced. 3. What can be inferred about the author’s feelings after the high school reunion? A. Confused and sad. B. Angry and proud. C. Relieved and confident. D. Disappointed and regretful. 4. Which is the best title for the passage? A. The Power of Letting Go B. A Surprising Reunion Letter C. Finding Friends in Strangers D. The Painful High School Years 【答案】1. D 2. D 3. C 4. A 【语篇解读】本文是一篇记叙文。主要讲述了作者参加高中同学会，通过释怀过去的伤痛，重获快乐和自信的故事。 1. 推理判断题。根据第五段“Then I got an invitation to my fortieth high school reunion. I didn’t like high school, but I wanted to go back and tell those boys off. I wanted to tell them how hurtful and unkind they were. And I wanted to show them they were wrong. I had a husband, a family and all the things they’d made me feel I wasn’t worthy of. (然后我收到了我第四十次高中同学会的邀请。我不喜欢高中，但我想回去告诉那些男孩。我想告诉他们他们有多伤人、多不友善。我想让他们知道他们错了。我有一个丈夫，一个家庭，还有所有那些他们让我觉得我不配拥有的东西)”可知，作者决定参加40周年高中同学会是为了对抗那些伤害过她的男孩，并向他们展示她的价值。故选D。 2. 细节理解题。根据倒数第二段“Back home, our senior fitness instructor noticed that I was wearing a new T-shirt. “You are really rockin’ that shirt,” she said.(回家后，我们的高级健身教练注意到我穿了一件新T恤。“你这件T恤穿得太棒了，”她说。我笑了。她以前也这么说过，但这次我相信了)”可知，健身教练的赞美第一次被作者真正接受。故选D。 3. 推理判断题。根据倒数第三段“It was pointless to hold a grudge (怨恨) against people I couldn’t even recognize. I was only hurting myself by replaying those memories in my mind. I knew I needed to forgive. A dark sorrow lifted from my soul. I felt happier, more self-confident and attractive. (对那些我甚至都认不出来的人怀恨在心是毫无意义的。我只是在脑海中重复那些回忆来伤害自己。我知道我需要原谅。一种深深的悲伤从我的灵魂中消散。我感到更快乐，更自信，更有吸引力)”可知，作者在同学会后感到如释重负和自信。故选C。 4. 主旨大意题。根据全文内容，尤其是倒数第三段“I knew I needed to forgive. A dark sorrow lifted from my soul. I felt happier, more self-confident and attractive. (我知道我需要原谅。一种深深的悲伤从我的灵魂中消散。我感到更快乐，更自信，更有吸引力)”可知，文章主要讲述了作者通过原谅过去伤害过她的人，释放了内心的痛苦，变得更加快乐和自信。因此，最好的标题是“释怀的力量”。故选A。 Passage 2（北京市第八十中2024-2025高一下学期期中） Young students are often considered “digital natives,” with technology integrated into every aspect of their lives. While this can be an advantage in some situations, research has shown that the impact is not entirely positive—the Internet allows them to quickly find information at the cost of significant distraction in class. Without being attentive, students will be incapable of processing information, which means they’re not going to be able to understand, analyse, criticise and come to some decision about the information. When students can’t seem to focus, a common idea among teachers is that short is good. Many teachers simply cut lessons into smaller pieces. Some teachers begin classes with mindfulness exercises when students need to concentrate. However, it turns out that any sort of “tech breaks” could counteract the desires to come back to study. Some teachers also choose to “meet students where they are” on platforms like YouTube. A 2018 study from Pearson found that students tended to stay away from physical books, preferring video as a source of information second only to teachers. By meeting students where they already engage and create, teachers can better catch attention. However, while some educators are welcoming technology in the classroom, multiple studies have shown more traditional classrooms can be more successful. A 2014 study found taking notes in longhand helped students withhold information better than using a laptop. Researchers also point out switching between short teaching pieces too quickly could take valuable comprehension from the students. Students need time to engage with a topic before moving on. Even many tech advocates find value in traditional methods and suggest an integrated learning. They agree teachers’ authority remains vital and the face-to-face interaction between students and teachers is still the primary component in the classroom. Technology will be favoured only when it improves a lesson in ways that are impossible offline. Success is no longer about knowing the most. Instead, it’s the ability to think critically and creatively, the very skills that digital media weakens by lowering attention spans. If you think of people who became successful in the tech world, it wasn’t because they could code; it was because they could think. Digital natives will continue to eagerly adopt new media. Teachers have no choice but to upgrade themselves, not only to ensure students can access and take advantage of new technologies, but to educate students to succeed in a world constantly trying to distract them. 1. What result has technology brought to students? A. It urges them to process information. B. It prevents them obtaining information. C. It ruins their possible classroom distraction. D. It damages their ability to digest information. 2. What does the underlined word “counteract” in Paragraph 2 probably mean? A. Maintain. B. Motivate. C. Reduce. D. Replace. 3. What can we learn from the passage? A. Direct instruction takes priority in lessons. B. Digital resources will weaken offline learning. C. Small lessons can engage students in learning. D. Laptop noting helps students gain knowledge better. 4. What is the main idea of the passage? A. Students need to learn to get rid of social media. B. Teachers should progress to educate the young generation. C. The benefits of technology on education outweigh its harm. D. Traditional methods are favoured by both teachers and students. 【答案】1. D 2. C 3. A 4. B 【语篇解读】这是一篇说明文。文章主要讲述现在电子科技已经融入到了年轻学生的生活中，研究表明互联网让他们能够快速找到信息，而代价是课堂上的注意力严重分散。教师别无选择，只能自我提升，这不仅是为了确保学生能够接触和利用新技术，也是为了教育学生在一个不断试图分散他们注意力的世界中取得成功。 1. 推理判断题。根据第一段最后一句话“Without being attentive, students will be incapable of processing information, which means they’re not going to be able to understand, analyse, criticise and come to some decision about the information.”（如果注意力不集中，学生将无法处理信息，这意味着他们将无法理解、分析、批评并对信息做出决定。）可推知，互联网会让学生的注意力分散，注意力分散后就不能很好的去消化所获得的信息。故选D。 2. 词义猜测题。根据第二段第三句话“Some teachers begin classes with mindfulness exercises when students need to concentrate.”（当学生需要集中注意力时，一些老师开始上课时进行正念练习。）以及转折连词however可知前后为转折关系。根据划线所在句子的“ any sort of “tech breaks””（任何形式的“技术突破”）和后面的“the desires to come back to study”（重返学习的欲望）可知，老师在上课是会想一些办法让学生集中注意力，但是，只要碰上和互联网有关的东西，就会降低孩子们学习的欲望，所以counteract的意思为“减少，降低”。故选C。 3. 推理判断题。根据第五段第一、二句话“Even many tech advocates find value in traditional methods and suggest an integrated learning. They agree teachers’ authority remains vital and the face-to-face interaction between students and teachers is still the primary component in the classroom. ”（甚至许多技术倡导者也发现传统方法的价值，并建议进行综合学习。他们同意教师的权威仍然至关重要，师生面对面的互动仍然是课堂的主要组成部分。）可知，在教学当中，我们应该遵循传统的方法，老师和学生面对面教学，老师对学生做出直接的指导应该在教学中占优先地位。故选A。 4. 文章大意题。通读全文，并结合最后一段最后一句话“Teachers have no choice but to upgrade themselves, not only to ensure students can access and take advantage of new technologies, but to educate students to succeed in a world constantly trying to distract them.”（教师别无选择，只能自我提升，这不仅是为了确保学生能够接触和利用新技术，也是为了教育学生在一个不断试图分散他们注意力的世界中取得成功。）可知，这篇文章想要表达我们不可能避免网络或科技给学生们带来的害处，只有老师不断提升自己来教育年轻的一代，让他们在一个不断试图分散他们注意力的世界中取得成功。故选B。 Passage 3（北京市第一六一中学2024-2025学年第二学期期中） Dear all, Please read Professor Hume’s email about his next lecture on Rosa Parks. Susan Miller Secretary Dear Susan, Please forward this message to students of my history class. Besides the life story of Rosa Parks in the textbook, the students are also required to read the passage below and some related stories that can be borrowed from the school library. Ted Hume The early experiences of Rosa Parks (1913-2005), long known as the “mother of the civil rights movement,” were not different from those of many African-Americans at that time. The black woman, however, turned the course of American history in December 1955 when she refused to give up her seat on a bus to a white man. “By sitting down,” remarked John Lewis, “she was standing up for all Americans.” Among the numerous awards Parks received in her life were the Presidential Medal of Freedom (1996) and the Congressional Gold Medal (1999). Parks died on Oct 24, 2005. At St. Paul A. M. E. Church in Montgomery, a large crowd including Secretary of State Condoleezza Rice celebrated her life. Rice said she and others, who grew up when the political activities of Parks held public attention, might not have realized her impact (影响) on their lives, “but I can honestly say that without Mrs. Parks, I probably would not be standing here as Secretary of State.” After her casket (灵柩) was placed at the Capitol, U.S. President Bush, members of Congress and ordinary Americans paid their respects. In American history Parks is the first woman to lie in state at the Capitol, a very high regard usually reserved for Presidents of the United States. 1. What is the main purpose of Susan’s email? A. To make arrangements for Professor Hume’s class. B. To introduce to the students Rosa Parks. C. To help the students organize a lecture. D. To answer Professor Hume’s last email. 2. The political impact of Rosa Parks lies in the fact that she ________. A. helped Condoleezza Rice achieve political success B. joined the civil rights movement at a young age C. made racial equality a common value in American society D. set a good example in her early life for other black Americans 3. How was Rosa Parks treated after her death? A. e was named “mother of the civil rights movement.” B. She was received by President Bush at the Capitol. C. She was given the Presidential Medal of Freedom. D. She was honored to lie in state at the Capitol. 【答案】1. A 2. C 3. D 【语篇解读】这是一篇应用文。休姆教授邮件告知历史课学生阅读罗莎・帕克斯相关内容，介绍其事迹及死后殊荣 。 1.推理判断题。根据苏珊邮件“Please read Professor Hume’s email about his next lecture on Rosa Parks.(请阅读休姆教授关于他下一次罗莎・帕克斯主题讲座的邮件。)”以及休姆教授邮件“Please forward this message to students of my history class. Besides the life story of Rosa Parks in the textbook, the students are also required to read the passage below and some related stories that can be borrowed from the school library.(请把这条信息转发给我历史课的学生。除了课本上罗莎・帕克斯的生平故事，学生们还被要求阅读下面的文章以及一些可以从学校图书馆借阅的相关故事。)”可知，苏珊发邮件的主要目的是为休姆教授的课做安排，告知学生相关学习任务。故选A。 2. 推理判断题。根据文中“The black woman, however, turned the course of American history in December 1955 when she refused to give up her seat on a bus to a white man. ‘By sitting down,’ remarked John Lewis, ‘she was standing up for all Americans.’(然而，这位黑人女性在1955年12月改变了美国历史的进程，当时她拒绝在公交车上给一位白人男子让座。约翰・刘易斯评论道：‘通过坐下，她是在为所有美国人挺身而出。’)”以及“Among the numerous awards Parks received in her life were the Presidential Medal of Freedom (1996) and the Congressional Gold Medal (1999).(帕克斯一生中获得的众多奖项包括1996年的总统自由勋章和1999年的国会金质奖章。)”可知，罗莎・帕克斯的政治影响在于她的行为推动了种族平等，使种族平等成为美国社会的一种共同价值观。故选C。 3. 细节理解题。根据文中“After her casket (灵柩) was placed at the Capitol, U.S. President Bush, members of Congress and ordinary Americans paid their respects. In American history Parks is the first woman to lie in state at the Capitol, a very high regard usually reserved for Presidents of the United States.(在她的灵柩被安放在美国国会大厦后，美国总统布什、国会议员和普通美国人都表达了敬意。在美国历史上，帕克斯是第一位在国会大厦供人瞻仰遗容的女性，这通常是给予美国总统的极高礼遇。)”可知，罗莎・帕克斯去世后被荣幸地安置在国会大厦供人瞻仰遗容。故选D。 Passage 4（北京市第一六一中学2024-2025学年第二学期期中） Anyone who cares about what schools and colleges teach and how their students learn will be interested in the memoir (回忆录) of Ralph W. Tyler, who is one of the most famous men in American education. Born in Chicago in 1902, brought up and schooled in Nebraska, the 19-year-old college graduate Ralph Tyler became hooked on teaching while teaching as a science teacher in South Dakota and changed his major from medicine to education. Graduate work at the University of Chicago found him connected with honorable educators Charles Judd and W. W. Charters, whose ideas of teaching and testing had an effect on his later work. In 1927, he became a teacher of Ohio State University where he further developed a new method of testing. Tyler became well-known nationally in 1938, when he carried his work with the Eight-Year Study from Ohio State University to the University of Chicago at the invitation of Robed Hutchins. Tyler was the first director of the Center for Advanced Study in the Behavioral Sciences at Stanford, a position he held for fourteen years. There, he firmly believed that researchers should be free to seek an independent spirit in their work. Although Tyler officially retired (退休) in 1967, he never actually retired. He served on a long list of educational organizations in the United States and abroad. Even in his 80s he traveled across the country to advise teachers and management people on how to set objectives (目标) that develop the best teaching and learning within their schools. 1. Who are most probably interested in Ralph W. Tyler’s memoir? A. Top managers. B. Language learners. C. Serious educators. D. Science researchers. 2. The words “hooked on teaching” underlined in Paragraph 2 probably mean ______. A. attracted to teaching B. tired of teaching C. satisfied with teaching D. unhappy about teaching 3. Where did Tyler work as the leader of a research center for over 10 years? A. The University of Chicago. B. Stanford University. C. Ohio State University. D. Nebraska University. 4 Tyler is said to have never actually retired because _________. A. he developed a new method of testing B. he called for free spirit in research C. he was still active in giving advice D. he still led the Eight-Year Study 【答案】1. C 2. A 3. B 4. C 【语篇解读】本文是人物故事类短文。讲述了美国教育家Ralph W. Tyler一生从事教育教学研究工作，直至晚年仍不断为教育事业奔走服务，贡献力量。 1. 细节理解题。根据短文第一句话Anyone who cares about what schools and colleges teach and how their students learn 不难看出最有可能对Ralph W. Tyler的回忆录产生兴趣的是教育工作者。故选C。 2. 词义猜测题。根据while teaching as a science teacher in South Dakota and changed his major from medicine to education可知，既然能弃医从教，说明对教育很痴迷。be hooked on意为“着迷于……的”。故选A。 3. 细节理解题。根据倒数第二段Tyler was the first director of the Center for Advanced Study in the Behavioral Sciences at Stanford, a position he held for fourteen years. 泰勒是斯坦福大学行为科学高级研究中心(Center for Advanced Study in the Behavioral Sciences)的首任主任，他担任该职位长达14年。故选B。 4. 细节理解题。根据作者在文章的最后一段提到尽管Tyler在1967年退休，但他并未停止在美国国内及世界各地从事与教育有关的活动，他对教学及管理方面的建议至今仍有现实意义。故选C。 话题2 亲子关系 Passage 1（北京师范大学附属中学2024-2025学年高一下学期期中考试） I wrestled her to the ground for the keys, literally. Indeed, when she opened the door to leave the house at 11 pm for the movies despite my words, I actually wrestled my 16-year-old daughter to the ground. I did not know how to deal with a rebellious (叛逆的) teenager. We are a family of strong wills, from the top down. All my kids had pushed and argued. Everyone “kind of” followed the rules. As they got older, especially when they hit high school, I saw the power shifting, but it hadn’t been so obvious. I had not seen much in-your-face rebellion. Until this happened. I called Amy Speidel, a wise and practical parenting expert. She stayed on the phone with me and listened to my wild complaint about my disrespectful kid. She listened for almost two hours and then gave me some suggestions. Amy told me that my daughter’s behavior was “developmentally appropriate”-she was supposed to test the boundaries. Amy also said that it was great that my daughter would be able to stand up for herself in a relationship that wasn’t working. Those comments really made me feel awful. I hadn’t considered anything positive about her behavior — but outside of our mother-daughter relationship, I would never want to devalue my daughter’s strong will. After talking with Amy I realized that I was the one who needed help understanding discipline vs control. Honestly, I did hate that the responsibility was on me. I wanted permission to scream and punish. But I listened to Amy and here’s what I learned. 1. My daughter’s behavior was normal. That eased my fears that I had raised a terrible human and failed as a mother. 2. My daughter’s strong personality was a strength. That revelation was a huge gift. I value her qualities but don’t want them used against me. I will soften my response and listen to her. 3. I went crazy. In fact, I crossed a line. And that happens. But I learned to apologize and reset so that we could move forward. My job, therefore, is to learn new responses that offer my daughter options and realistic consequences, not empty threats. And hopefully, this will change my relationship with my daughter. 1. What is the actual reason the author had a fight with her daughter? A. The daughter wouldn’t give her the keys. B. The daughter didn’t come back until 11 pm. C. The daughter insisted on going out late at night. D. The daughter wanted to go to the movies with friends. 2. The comments made the author feel “awful” because_______. A. she had helped her daughter to test boundaries B. she didn’t treasure the mother-daughter relationship C. she thought Amy was criticizing her daughter’s upbringing D. she hadn’t noticed the desirable aspects of her daughter’s behavior 3. After the phone call, the author learned that ______. A. her daughter’s strong character should be softened B. she should constructively deal with conflict C. her daughter should control her behavior D. she should admit her failure as a mother 4. According to Amy, what should the author say if the same situation happens again? A. “Do you really think you can just walk out the door like that?” B. “It’s not safe to be out so late. What about tomorrow afternoon?” C. “It doesn’t matter whether you go out or not. I will support you.” D “You have been disrespectful and can’t go out tonight. Is that clear?” 【答案】1. C 2. D 3. B 4. B 【语篇导读】本文是一篇记叙文。文章讲述作者和自己的女儿发生冲突后，和育儿专家通话后改变原来的处理冲突的方式，希望能改善和女儿的关系。 1. 细节理解题。根据第一段“I wrestled her to the ground for the keys, literally. Indeed, when she opened the door to leave the house at 11 pm for the movies despite my words, I actually wrestled my 16-year-old daughter to the ground. (我因为钥匙把她摔在地上，真的。事实上，当她不顾我的话，在晚上11点开门离开家去看电影时，我把我16岁的女儿摔倒在地)”可知，作者和女儿吵架的真正原因是因为女儿坚持深夜外出。故选C。 2. 细节理解题。根据第六段“Those comments really made me feel awful. I hadn’t considered anything positive about her behavior — but outside of our mother-daughter relationship, I would never want to devalue my daughter’s strong will. (那些评论真的让我感觉很糟糕。我没有考虑过她的行为有什么积极的方面——但除了我们母女的关系，我从来不想贬低我女儿坚强的意志)”可知，这些评论让作者感到“糟糕”，是因为作者没有注意到女儿行为中积极的方面，也就是令人满意的方面。故选D。 3. 推理判断题。根据第七段“After talking with Amy, I realized that I was the one who needed help understanding discipline vs control. Honestly, I did hate that the responsibility was on me. I wanted permission to scream and punish. (在和艾米交谈之后，我意识到我才是那个需要帮助来理解纪律和控制的人。老实说，我确实讨厌责任落在我身上。我想要被允许尖叫和惩罚)”可推知，通过电话，作者了解到她应该建设性地处理冲突，故选B。 4. 推理判断题。根据最后一段“My job, therefore, is to learn new responses that offer my daughter options and realistic consequences, not empty threats. And hopefully, this will change my relationship with my daughter. (因此，我的工作是学习新的回应，为我的女儿提供选择和现实的后果，而不是空洞的威胁。希望这能改变我和女儿的关系)”可推知，在重新处理同样的情况时，作者应该会把深夜离家的后果——不安全告诉女儿，并且让她选择一个其他时间出门。故选B。 话题3 文学与艺术 Passage 1（北京师范大学第二附属中学高一下学期期中） The School of Arts at Oxford Brookes University brings together filmmakers, fine artists, musicians, photographers, news reporters and many more to form an inspiring, dynamic place of creatives. Research The School of Arts provides an energetic environment for teachers and students to develop their research and focuses on building research excellence by improving present and future strengths. We have a research center covering the fields of Art & Design, Digital Media, Film, Music, and Photography. We also have a series of research groups across all of our fields, where teachers work together and share their research projects. Courses The School of Arts offers a wide range of courses, from fine art to music digital media production, film studies and the news reporting. Aiming to help you form your own practice or get ready for future jobs, our courses use both classroom learning and creative practice to develop your interests. They build independent thinkers who think out of the box and produce creative works. Our arts students are well placed to get ready for different types of jobs in the creative industries. Student Life While your studies are a top thing you will still want to make the most of everything else student life offers. Within the school, there are always projects you can work on outside of your chosen field of study. It could be that you wish to work with students learning other subjects, creating the music for a film or filming a piece of performance art. This might be part of your study or just something you would like to do for fun. Working together with other students across different subjects is a good way to make more friends. The School of Arts is proud to run university wide societies such as The Documentary Club and the University Orchestra and Choir. Please find us at query@brookes. ac. uk. 1. What can the School of Arts provide for students in their research? A. Various resources beyond art fields. B. Chances to learn in a dynamic environment. C. Different groups that focus on creating art works. D. A center where teachers and students work together. 2. After learning the courses in the School of Art, students will _________. A. develop their creative skills B. be ready for classroom learning C. need to hand in their art works D. be offered a job in the art industries 3. Besides subject learning, students at the School of Art can _________. A. receive job training B. manage all school clubs C. build friendships with famous artists D. work on projects across different fields 【答案】1. B 2. A 3. D 【语篇解读】本文是一篇应用文。文章介绍了牛津布鲁克斯大学艺术学院的艺术研究项目，艺术课程，及学院学生生活。 1. 细节理解题。根据第二段“The School of Arts provides an energetic environment for teachers and students to develop their research and focuses on building research excellence by improving present and future strengths.(艺术学院为教师和学生提供了一个充满活力的环境来发展他们的研究，并专注于通过提高现在和未来的优势来建立卓越的研究)”可知，艺术学院能为学生的研究提供在充满活力的环境中学习的机会。故选B。 2. 细节理解题。根据第三段“They build independent thinkers who think out of the box and produce creative works.(他们培养独立思考者，让他们跳出思维定式，创造出创造性的作品)”可知，在学习完艺术学院的课程后，学生将培养出创造性的技能。故选A。 3. 细节理解题。根据文章最后一段“Within the school, there are always projects you can work on outside of your chosen field of study.(学院内，你总是可以在你选择的学习领域之外从事项目)”可知，除了自己所选的学科领域，艺术学院的学生还可以从事其他不同领域的项目。故选D。 Passage 2（北京市丰台区高一下学期期中） Immersive Van Gogh From the creators of the blockbuster show in Paris seen by over two million visitors and still wowing crowds in Toronto, the west coast premiere (首场) of the Immersive Van Gogh Exhibit will bring the art of Vincent to life in Los Angeles. Immersive art is not just a technical way to represent video and audio in huge spaces. The word immersive indicates a deep commitment of intentions which connect images and sounds in a way that the audience is able to experience a different way of the art. True to its name, this exhibition transforms the iconic (偶像的) paintings of Vincent van Gogh into moving, wall-filling projections. “Immersive Van Gogh” promises half-a-million cubic feet of projections that pull from some of the post-impressionist’s most recognizable pieces, including The Bedroom, Sunflowers and, yes, The Starry Night. You will experience art like never before—lose yourself in entrancing, moving images that highlight brushstrokes, detail, and color—truly illuminating (照亮) the mind of the genius. LOCATION The Immersive Van Gogh Exhibit is located at a secret place situated in the heart of Los Angeles. To be announced before the exhibit opens, existing ticket holders will receive an email with the place name and location once it is made public. TICKET PRICES VIP TICKETS—$99.99 ●Priority access ●Van Gogh cushion (a gift for you) ●Limited edition poster PREMIUM TICKETS—$59.99 ●Van Gogh cushion (rental) ●Limited edition poster BASIC TICKETS—$54.99 ●Admission only CHILD TICKETS—$29.99 ●Ages 6—16 (children 5 and under do not require a ticket) ●Admission only ●Child tickets are not subject to change of date fees Tickets are available online at www.vangoghla.com. GIFT SHOP Stop by our Exhibit Gift Shop to take the magic of Van Gogh home with you! From clothing and jewelry to home décor, children’s books, and so much more, you will find unique and thoughtful souvenirs at the Immersive Van Gogh Exhibit. Also be sure to check out at our online store! Experience the organic landscapes of Van Gogh’s imagination, and journey through his brilliance and madness in a completely new and unforgettable way. 1. According to the passage, the Immersive Van Gogh Exhibit ________. A. presents Van Gogh’s art in a modern way B. begins a journey to Van Gogh’s hometown C. displays Van Gogh’s paintings on moving walls D. designs projects on Van Gogh’s learning experience 2. From where can people find information about the exact location of the exhibit? A. An email. B. A website. C. The ticket office. D. The gift shop. 3. How much should a couple with a 5-year-old child who would like to own a Van Gogh cushion at least pay for the visit? A. $109.98. B. $154.98. C. $159.98. D. $199.98. 【答案】1. A 2. A 3. B 【语篇解读】本文是一篇应用文，介绍了这场沉浸式梵高作品展在西海岸的首映式将在洛杉矶让梵高的艺术重现人间。 1. 推理判断题。根据文章第二段“Immersive art is not just a technical way to represent video and audio in huge spaces. The word immersive indicates a deep commitment of intentions which connect images and sounds in a way that the audience is able to experience a different way of the art.(沉浸式艺术不仅仅是在巨大空间中表现视频和音频的技术方法。沉浸式这个词表明了一种深刻的意图，通过将图像和声音连接起来，让观众能够体验到一种不同的艺术方式)”以及第三段“True to its name, this exhibition transforms the iconic paintings of Vincent van Gogh into moving, wall-filling projections. “Immersive Van Gogh” promises half-a-million cubic feet of projections that pull from some of the post-impressionist’s most recognizable pieces, including The Bedroom, Sunflowers and, yes, The Starry Night.(正如它的名字一样，这次展览将文森特·梵高的标志性画作变成了移动的、充满墙壁的投影。Immersive Van Gogh承诺将使用50万立方英尺的投影，呈现出印象派最著名的作品，包括《卧室》《向日葵》，没错，还有《星夜》)”可知，沉浸式艺术是一种将图像和声音连接起来的新型艺术形式。本次梵高绘画展演就是要通过沉浸式艺术展现。由此推知，本次展演将通过一种新的方式呈现。故选A。 2. 细节理解题。根据文章第五段“To be announced before the exhibit opens, existing ticket holders will receive an email with the place name and location once it is made public.(在展览开始前宣布，一旦公开，现有的门票持有者将收到一封附有地点和地点的电子邮件)”可知，想要得到本次展演的确切地点，只能通过电子邮件。故选A。 3. 细节理解题。根据题干“a couple with a 5-year-old child who would like to own a Van Gogh cushion (一对夫妇和一个5岁的孩子，并且想拥有一个梵高坐垫)”可知，一共有两个成人，一个五岁的小孩，并且想要梵高坐垫。再结合“Ages 6—16 (children 5 and under do not require a ticket)”可知，五岁以下的小孩不需要门票。再根据题干中“own a Van Gogh cushion”可知，想要得到一份Van Gogh cushion必须其中一人购买VIP TICKETS，即需要$99.99。另一个人只需要购买BASIC TICKETS(基本门票)，即需要$54.99。所以a couple with a 5-year-old child who would like to own a Van Gogh cushion (一对夫妇和一个5岁的孩子，并且想拥有一个梵高坐垫)至少需要$154.98。故选B。 话题4 体育健康 Passage 1（2024-2025北京市延庆区高一下学期期中） Whether you’re brand new to hiking or looking to discover your next favorite trail (路线), hiking apps might be the tool to help you get there. Take a look at the list below and choose one that meets your needs. 1. G-GPS G-GPS is one of the most popular navigation (导航) tools designed for remote mountainous areas. For some hikers, dependable maps and an easily searchable trail database are a must for a hiking app. G-GPS has both, which makes it a great option for beginners and expert hikers alike. It provides data like pace, distance and increased height. Moreover, it works fine when you’re offline and without cell service. If you’re a fan of cold-temperature hiking, this app’s paid version ($40) has a winter map choice that displays features to help navigate in snowy weather. 2. P-Finder Many hikers tend to have the experience of standing on a peak, looking at another mountain and wondering “What peak is that?” If you’d like to avoid the problem, P-Finde might be the app for you. It takes the guesswork out of your exploration, thanks to its unique offering: a 360° view of mountain peaks and their names from your current location, requiring no Internet connection. Plus, all levels of hikers can use it, especially for finding new peaks to hike. Added bonus: The app has some practical functions, which allow you to take some breathtaking shots and then automatically (自动地) label each peak with its correct name. You can buy the app for $5 on its official website. 3. N-Land N-Land Digital is a Canadian nonprofit that helps expert hikers to learn more about their local history and the Indigenous territories (土著领地). By entering your address, a number of links will appear with the names of different Indigenous nations. Clicking on those links, you will be taken to a page specifically about that nation, language, or treaty, where you can view some sources, give feedback, and learn a little more. You can even do this if you’re offline. This app is an ongoing project, and maps of new territories are regularly added. You’ll likely want to use this app together with another app such as A-Trails or V-Ranger, if you’re also seeking navigational help. 1. Which app can provide a whole view of mountain peaks? A. G-GPS. B. P-Finder. C. N-Land. D. A-Trails. 2. What do the three apps have in common? A. They suit all levels of hikers. B. They should be used with other apps. C. They are free of charge in the app stores. D. They can be used without Internet connection. 3. What can we learn from the passage? A. G-GPS is a must for hikers due to its database. B. P-Finder can automatically take a photo for users. C. N-Land can increase users’ knowledge of the land. D. V-Ranger can attach the correct name to each location. 4. What is the purpose of the passage? A. To recommend apps for hikers. B. To introduce various hiking trails. C. To encourage people to go hiking. D. To compare different kinds of apps. 【答案】1. B 2. D 3. C 4. A 【语篇解读】本文是一篇应用文。文章主要为徒步旅行者推荐了几款应用程序。 1. 细节理解题。根据文章2. P-Finder部分第二段“It takes the guesswork out of your exploration, thanks to its unique offering: a 360°view of mountain peaks and their names from your current location, requiring no Internet connection.(由于其独特的功能，它可以从您的探索中消除猜测：从您当前的位置360°查看山峰及其名称，无需连接互联网)”可知，P-Finder可以提供山峰的全景。故选B项。 2. 细节理解题。根据文章1. G-GPS部分第一段“Moreover, it works fine when you’re offline and without cell service.(此外，当你离线且没有手机服务时，它也能正常工作)”和2. P-Finder部分第二段“It takes the guesswork out of your exploration, thanks to its unique offering: a 360°view of mountain peaks and their names from your current location, requiring no Internet connection.(由于其独特的功能，它可以从您的探索中消除猜测：从您当前的位置360°查看山峰及其名称，无需连接互联网)”和3. N-Land部分第二段“You can even do this if you’re offline. (如果你处于离线状态，你甚至可以这样做)”可知，它们可以在没有互联网连接的情况下使用。故选D项。 3. 推理判断题。根据文章3. N-Land部分“N-Land Digital is a Canadian nonprofit that helps expert hikers to learn more about their local history and the Indigenous territories.(N-Land Digital是一家加拿大非营利组织，帮助专业徒步旅行者了解更多关于当地历史和土著领地的信息)”可知，N-Land可以增加用户对当地的了解。故选C项。 4. 推理判断题。根据文章第一段“Whether you’re brand new to hiking or looking to discover your next favorite trail, hiking apps might be the tool to help you get there. Take a look at the list below and choose one that meets your needs.(无论你是徒步旅行的新手，还是想发现下一条最喜欢的路线，徒步旅行应用程序都可能是帮助你到达目的地的工具。看看下面的列表，然后选择一个符合您需求的)”并结合下文对三个APP的介绍可知，文章的写作目的是为徒步旅行者推荐应用程序。故选A项。 Passage 2（北京市第八十中2024-2025高一下学期期中） It was his final climb to reach the highest summit on all seven continents. When Christopher Kulish finally reached Mount Everest’s 29,035-foot peak, he joined a group known as the “Seven Summits Club”. But the 62-year-old Colorado lawyer died suddenly Monday after returning to the first camp below the mountain’s summit. He’s the second American to die in the past week after reaching Everest’s highest point. His family believes the cause was a heart attack. Last week, 55-year-old Donald Cash died just after reaching the Everest peak. He also had reached the highest point on all seven continents. Including Christopher and Cash, at least 11 people have died on Mount Everest this year. The deaths come among reports of overcrowding on the popular mountain. The Nepali government granted a total of 381 permits to climb Everest this year, a number that doesn’t include guides who are on the mountain as well. For some climbers, that traffic has meant longer wait time—some told the Himalayan Times the wait has exceeded two hours between the last camp and the peak. “When there’s a crowd, being a more experienced climber won’t help you,” Mountaineer O’Brien, who has also climbed the seven summits, said. “When a climber is stuck in that traffic, their body is starting to deteriorate (恶化) and the descent is often harder than the climb.” “There’s no simple explanation for the string of deaths,” climbing expert Alan Arnette said. “Weather is one factor causing overcrowding. Meanwhile, the cost to climb Mount Everest has decreased, which means more people are making the journey.” Still, Christopher was no beginner. His family said he’d been mountain climbing for five decades. He arrived at the base camp nearly two months before his climb so he could give himself time to adapt to the conditions. His brother, Mark Kulish, described being a lawyer as a “day job” for Christopher. Climbing was his passion. 1. What made longer wait time on Mount Everest? A. Lacking guides. B. Overcrowding. C. Bad weather. D. Getting Government’s permission. 2. Why did Christopher arrive at the base camp so early before climbing? A. To wait for his friends. B. To learn about the mountain. C. To clear the traffic jam. D. To adapt to conditions earlier. 3. What do we know about Christopher? A. He joined the “Seven Summits Club” at the base camp. B. He has reached the highest point on all seven continents. C. He died from a heart attack below the Mount Everest’s peak. D. 11 people following him died after reaching the Everest peak this year. 【答案】1. B 2. D 3. B 【语篇解读】本文是一篇说明文。文章主要说明了资深登山爱好者Christopher Kulish在攀登七大洲最高峰返回时在第一个营地突然死亡，文章说明了造成攀登最高峰人员死亡的原因以及Christopher的生平事迹。 1. 细节理解题。根据第三段第一句“The deaths come among reports of overcrowding on the popular mountain.(有报道称，这座颇受欢迎的山峰过于拥挤，造成了这些死亡)”以及下文“For some climbers, that traffic has meant longer wait time—some told the Himalayan Times the wait has exceeded two hours between the last camp and the peak. (对一些登山者来说，这样的拥挤意味着更长的等待时间——一些人告诉《喜马拉雅时报》，从最后一个营地到山顶已经等了两个多小时)”由此可知，过度拥挤使得珠峰上的等待时间更长。故选B。 2. 细节理解题。根据倒数第二段中“He arrived at the base camp nearly two months before his climb so he could give himself time to adapt to the conditions. (他在登山前两个月就到达了大本营，这样他就有时间适应环境。)”可知，Christopher在开始攀登前很早就到达了大本营，是为了更早适应气候条件。故选D。 3. 细节理解题。根据第一段中“It was his final climb to reach the highest summit on all seven continents. When Christopher Kulish finally reached Mount Everest’s 29,035-foot peak, he joined a group known as the “Seven Summits Club”. (这是他攀登七大洲最高峰的最后一次攀登。当Christopher Kulish最终登上珠穆朗玛峰29035英尺高的山峰时，他加入了一个名为“七峰俱乐部”的精英组织)；以及第二段“Last week, 55-year-old Donald Cash died just after reaching the Everest peak. He also had reached the highest point on all seven continents. Including Christopher and Cash, at least 11 people have died on Mount Everest this year. (上周，55岁的唐纳德·卡什在登顶珠峰后不久去世。他还登上了七大洲的最高点。包括克里斯托弗和卡什在内，今年至少有11人在珠穆朗玛峰上死亡。)”由此可知，Christopher已经登上了七大洲的最高点。故选B。 话题5 环境保护 Passage 1（2024-2025北京市丰台区高一下学期期中） Deep Sea: To Mine Or Not To Mine A robot as large as a truck moves along the bottom of the deep sea. It eats metallic (含金属的) rock and soft mud. They travel up a long pipe to a ship, where workers and machinery separate out the rock and throw the mud back into the ocean. This is a mining operation. The rock contains a mixture of metals, including ones called rare earth metals. People use these materials to make batteries and electronics like computers and phones. Deep-sea mining hasn’t happened yet. But it probably will occur within the next decade. No country owns any part of the deep sea, so a UN organization called the International Seabed Authority (ISA) decides who is allowed to mine there. It has allowed 29 organizations to explore the deep sea and make plans for mining, one of which plans to begin mining in the year 2027. Scientists and environmentalists, though, warn that mining could destroy deep-sea ecosystem. In 1989, ecologist Hjalmar Thiel carried out a test. His team searched the seafloor of the Pacific Ocean, in a spot with lots of the metallic rocks that miners wanted. They didn’t actually collect any of the rocks. But they disturbed the mud, just as a mining operation would. The cloud of mud fell back down over the ocean floor burying creatures living there. Up to now, the area they disturbed has not recovered. Signs of the search are still there. Deep sea creatures like sponges and corals have not moved back in. That means mining could have detrimental, long-lasting consequences for deep ocean life. Scientists want to understand the deep sea better before disturbing it. Leaving the deep sea alone sounds great but people need those metals. “Mines on land are soon going to run out,” geologist Steven Scolt of the University of Toronto told Smithsonian Magazine. “Every electronic device in the world has rare earth metals in it... we need raw resources.” New energy technologies including solar and wind power and electric cars rely on these metals as well. We may need to mine them from the sea in order to switch to greener energy sources. 1. According to the passage, why do people want to carry out deep sea mining? A. To test the mining robot. B. To collect rare earth metals. C. To separate the rock from mud. D. To understand the deep sea better. 2. What can we infer from the test of Hjalmar Thiel in 1989? A. They gathered some metallic rocks the miners wanted. B. They helped the recovery of the disturbed mining areas. C. They discovered the deep-sea mining had affected the ocean ecology. D. They found the rare metallic rocks were harmful to sea creatures. 3. What does the underlined word “detrimental” in Paragraph 3 most probably mean? A. Appealing. B. Harmful. C. Helpful. D. Impressive. 4. What is Steven Scolt’s attitude towards deep-sea mining? A. Doubtful. B. Neutral. C. Supportive. D. Disapproving. 【答案】1. B 2. C 3. B 4. C 【语篇解析】本文是一篇说明文。文章介绍了深海采矿作业给海洋环境带来的危害和必要性。 1. 细节理解题。根据第一段“A robot the size of a large bulldozer moves along the bottom of the deep sea.(一个大型推土机大小的机器人沿着深海底部移动)”和“This is a mining operation. The rock contains a mixture of metals, including ones called rare earth metals.(这是一个采矿作业。这种岩石含有多种金属，其中包括一种叫做稀土金属的金属)”可知，深海采矿作业是为了获得稀土金属。故选B。 2.细节理解题。根据第三段“But they disturbed the mud, just as a mining operation would. The cloud of mud fell back down over the ocean floor burying creatures living there. Up to now, the area they disturbed has not recovered. Signs of the search are still there. Deep sea creatures like sponges and corals have not moved back in. That means mining could have detrimental, long-lasting consequences for deep ocean life. Scientists want to understand the deep sea better before disturbing it.(但它们搅动了海床的泥土，就像采矿作业那样。那团泥土又重新落回海底，掩埋了那里的生物。到目前为止，他们所搅动的区域仍未恢复原状。搜索留下的痕迹依然存在。像海绵和珊瑚这样的深海生物尚未重新回到那里。这意味着采矿可能会对深海生物造成有害且持久的影响。科学家们希望在对深海进行干扰之前先更好地了解它)”可知，海底采矿会影响海洋生态系统。故选C。 3. 词句猜测题。根据划线词上文“But they disturbed the mud, just as a mining operation would. The cloud of mud fell back down over the ocean floor burying creatures living there. Up to now, the area they disturbed has not recovered. Signs of the search are still there. Deep sea creatures like sponges and corals have not moved back in.(但它们搅动了海床的泥土，就像采矿作业那样。那团泥土又重新落回海底，掩埋了那里的生物。到目前为止，他们所搅动的区域仍未恢复原状。搜索留下的痕迹依然存在。像海绵和珊瑚这样的深海生物尚未重新回到那里)”可知，采矿影响了当地的生态，产生了有害影响。故划线词意思是“有害的”。故选B。 4. 推理判断题。根据最后一段“Leaving the deep sea alone sounds great, but people need those metals. “Mines on land are soon going to run out,” geologist Steven Scolt of the University of Toronto told Smithsonian Magazine. “Every electronic device in the world has rare earth metals in it... we need raw resources.””(离开深海听起来很棒，但人们需要这些金属。多伦多大学的地质学家史蒂文·斯考特告诉史密森尼杂志：“陆地上的矿很快就会耗尽。世界上每一个电子设备都含有稀土金属……我们需要原材料。”)”可知，他对海底采矿是支持的。故选C。 Passage 2（2024-2025北京市延庆区高一下学期期中） Anuar Abdullah has always had a special feeling for the ocean. In the 1980s, he settled in Perhentian as a diving instructor and fell in love with corals. Twice daily, he went out to sea, staying underwater for as long as his oxygen supply allowed. He learned the shapes and textures (纹理) of coral reefs long before he knew their Latin names. He studied the living conditions—the water temperature, the sunshine, the diversity(多样性) of ocean life—and saw how just one of those factors could bring about large-scale death. Abdullah spent two decades experimenting with how to grow coral reefs in the ocean. He didn’t have a degree in marine (海洋的) biology or a research lab, but he had his own ways. Almost all the materials he used to grow corals came directly from the ocean. He didn’t use steel pipes or bricks—which he couldn’t afford—instead, he gathered rocks from the seafloor, piling them so they wouldn’t be knocked down by tidal waves. While others might depend on a lab to break live coral into pieces that were in turn used for growing, he searched for broken pieces of coral in existing reefs and fixed them to the rocks using animal-friendly glue. When he needed other materials, he started by searching the beach for waste. Every day, the locals saw him on his knees examining corals in the ocean. Sometimes, he picked up a rock to which he had fixed a piece of coral several weeks earlier, and said very quietly, “My little acropora (鹿角大珊瑚), how are you doing today?” The locals whispered about how he’d spent days in the water speaking to corals as if they were people. “Everyone thought I was stupid,” said Abdullah, “But I knew I was doing the most important thing in the world.” Actually, Abdullah was right. Now, in a world rapidly losing its coral reefs to climate change and environmental damage, he has become an increasingly influential expert on how to bring them back to life. Thousands have traveled from around the world to learn from Abdullah how to grow corals, with some eventually leaving their jobs to join his projects full time. With his 700 active volunteers, he has already saved about 125 acres of coral reefs. 1. Abdullah went out to sea twice daily to ________. A. study coral reefs B. have diving training C. check his oxygen supply D. share his feelings for the sea 2. Abdullah’s way of growing corals is________. A. eco-friendly and practical B. traditional and indirect C. high-tech and affordable D. scientific and expensive 3. From the passage we know that Abdullah________. A. searched for waste to make a living B. received a degree in marine biology C. talked to everyone about coral reefs D. became an expert on coral protection 4. What can we learn from the story? A. Anyone with a dream is amazing. B. Achievement provides true pleasure. C. An individual can make a difference. D. The strong man is strongest when alone. 【答案】1. A 2. A 3. D 4. C 【语篇解读】这是一篇说明文。文章主要说明了Anuar Abdullah致力于研究和保护珊瑚礁工作，他创造出了环保又实用的种植珊瑚的方法，同时影响更多的人参与到保护珊瑚礁的工作中。 1.细节理解题。根据第一段“Twice daily, he went out to sea, staying underwater for as long as his oxygen supply allowed. He learned the shapes and textures (纹理) of coral reefs long before he knew their Latin names.(他每天两次出海，只要氧气供应允许，他就呆在水下。早在他知道珊瑚礁的拉丁名字之前，他就了解了珊瑚礁的形状和结构)”可知，阿卜杜拉每天两次出海研究珊瑚礁。故选A。 2. 细节理解题。根据第二段“Almost all the materials he used to grow corals came directly from the ocean. He didn’t use steel pipes or bricks—which he couldn’t afford—instead, he gathered rocks from the seafloor, piling them so they wouldn’t be knocked down by tidal waves.(他用来种植珊瑚的几乎所有材料都直接来自海洋。他没有使用钢管或砖块——因为他负担不起——相反，他从海底收集岩石，把它们堆起来，这样它们就不会被潮汐击倒)”可知，阿卜杜拉种植珊瑚的方法既环保又实用。故选A。 3. 细节理解题。根据最后一段“Now, in a world rapidly losing its coral reefs to climate change and environmental damage, he has become an increasingly influential expert on how to bring them back to life.(如今，由于气候变化和环境破坏，世界上的珊瑚礁正在迅速消失，在如何让珊瑚礁起死回生方面，他已经成为一名越来越有影响力的专家)”可知，阿卜杜拉成为了珊瑚保护方面的专家。故选D。 4. 推理判断题。根据最后一段“Thousands have traveled from around the world to learn from Abdullah how to grow corals, with some eventually leaving their jobs to join his projects full time. With his 700 active volunteers, he has already saved about 125 acres of coral reefs.(成千上万的人从世界各地来到这里，向阿卜杜拉学习如何种植珊瑚，其中一些人最终辞去了工作，全职加入他的项目。与他的700名志愿者一起，他已经拯救了大约125英亩的珊瑚礁)”结合文章主要说明了Anuar Abdullah致力于研究和保护珊瑚礁工作，他创造出了环保又实用的种植珊瑚的方法，同时影响更多的人参与到保护珊瑚礁的工作中。可知，故事告诉我们个人可以有所作为。故选C。 Passage 3（2024-2025北京市丰台区高一下学期期中） Climate change influences how organisms live and function in their environment. Investigating how organisms adapt is essential for accurately predicting their survival, and tracking genomic(基因组的) changes helps researchers determine the lasting effects of the changing environment. Copepods, a dominant coastal species, are particularly useful for studying genetic changes in response to shifting marine environments. By studying copepods, researchers can get an idea of how the ocean food chain might react to changes in the Earth’s climate. Tracking a copepod’s evolving genome in the wild, however, can be time-consuming and laborious. To circumvent this challenge, Pespeni and her team used an evolve-and-resequence approach in the lab. They exposed a copepod population to three stressors—water warming, acidification via high CO₂ levels, and combinations of the two ocean warming and acidification (OWA) conditions in the laboratory, and tracked their adaptations to these conditions over 25generations. Previously, they tracked reproductive fitness traits such as egg-hatching success under these conditions. They found that the fitness of the population exposed to OWA conditions initially decreased, but then adapted to the stressors over several generations. In the current study, the researchers sequenced the genomes of animals in each experimental group at generation 0 and 25 to quantify how allele (等位基因) frequencies changed in response to experimental selective pressures. The researchers found adaptive alleles related to development were unique to the multiple stressor experiment, providing a possible explanation for the observed selection of hatching success. “We showed that the warming alone was a much strong er selective pressure than CO₂. But when you combine them, you get a unique synergy. So, it’s not just one plus one equals two; it’s one plus one equals something totally different,” said Pespeni. Whereas previous studies observed the effects of single stressors on evolving organisms, Pespeni’s study demonstrated that multiple stressors result in a unique response to selection in a non-additive manner. This is important because human-induced environmental changes are multifaceted(多方面的), and additional stressors are still needed to further mimic natural environmental changes, and this study reveals the complexity of the genomic adaptive response. According to Morgan Kelly, a professor who was not involved in the study, the insights presented by the researchers in this study call into question the previous single stressor studies and will influence future experimental design. “There’s this big question of the role that evolutionary change will play in response to climate change, and the way the researchers integrate genomic information is the best of its kind in the world of marine experimental evolution,” said Kelly. According to Pespeni, there is reason to maintain hope in the face of climate change because her work revealed that the copepods eventually fully regained their ability to reproduce following the combined environmental changes. 1. What can we learn about Pespeni’s previous and current studies? A. The previous study tried new ways to quantify the response of copepods. B. The current study may explain the success of hatching in the previous one. C. The previous study reveals the complexity of the genomic adaptive response. D. The current study sequenced copepods’ genes of 25 generations in each group. 2. To improve their future research, researchers should . A. study how other species adapt to global warming B. include additional stressors in their experiments C. track a copepod’s evolving genome in the wild D. compare Pespeni’s study with previous ones 3. What makes the current study particularly significant? A. It integrates genomic information in the research. B. It shows most species can easily adapt to climate changes. C. It confirms the effectiveness of previous single stressor studies. D. It demonstrates multiple stressors produce an additive response. 4. Which of the following can be the best title for the passage? A. Scientists Edit Genomes to Help Copepods Survive B. Research Removes People’s Worries about Climate Change C. Combining Climate Stressors Leads to Unique Genomic Changes D. The Evolve-and-resequence Approach Helps Fight Climate Change 【答案】1. B 2. B 3. A 4. C 【语篇解读】本文是说明文。本文主要讲述研究生物基因组应对压力源的变化可以预测环境变化。 1.细节理解题。根据第三段的“In the current study, the researchers sequenced the genomes of animals in each experimental group at generation 0 and 25 to quantify how allele (等位基因) frequencies changed in response to experimental selective pressures. The researchers found adaptive alleles related to development were unique to the multiple stressor experiment, providing a possible explanation for the observed selection of hatching success.(在目前的研究中，研究人员对每个实验组动物在0代和第25代的基因组进行了测序，以量化等位基因频率在实验选择压力下的变化。研究人员发现，与发育相关的适应性等位基因在多重应激源实验中是独一无二的，这为观察到的孵化成功的选择提供了可能的解释。)”可知，目前的研究也许可以解释之前的孵化成功。故选B。 2. 细节理解题。根据倒数第三段的“This is important because human-induced environmental changes are multifaceted(多方面的), and additional stressors are still needed to further mimic natural environmental changes, and this study reveals the complexity of the genomic adaptive response.( 这一点很重要，因为人类引起的环境变化是多方面的，并且还需要额外的压力源来进一步模拟自然环境变化，并且本研究揭示了基因组适应反应的复杂性。)”可知，为了改善未来的研究，研究人员应该在实验中添加额外的压力源。故选B。 3. 细节理解题。根据倒数第二段的““There’s this big question of the role that evolutionary change will play in response to climate change, and the way the researchers integrate genomic information is the best of its kind in the world of marine experimental evolution,” said Kelly.(凯利说:“进化变化在应对气候变化中扮演的角色是一个大问题，研究人员整合基因组信息的方式在海洋实验进化领域是同类中最好的。”)”可知，这项研究之所以如此重要是因为研究人员在研究中整合了基因组信息。故选A。 4. 主旨大意题。根据第一段的“Climate change influences how organisms live and function in their environment. Investigating how organisms adapt is essential for accurately predicting their survival, and tracking genomic(基因组的) changes helps researchers determine the lasting effects of the changing environment.(气候变化影响生物在其环境中的生存和功能。研究生物体如何适应环境对于准确预测它们的生存至关重要，而追踪基因组变化有助于研究人员确定环境变化的持久影响。)”以及下文对于研究的描述可知，本文主要讲述研究生物基因组应对压力源的变化可以预测环境变化，因此推断C项“综合气候压力源导致独特的基因组变化”为最佳标题。故选C。 Passage 4（北京市房山区2024-2025高一下学期期中） In the opinion of some people, the most direct, most touching, and easiest way of protecting wild animals, without doubt, is “the rescue of each individual wild animal”. On seeing a recovered bird return to the blue sky, they will feel moved with hot tears in the eyes. However, what is very easily ignored by them is that the value of protecting each individual wild animal usually does not lie in the individual wild animal itself but more frequently in the entire species behind each individual. In this aspect, this is different from the rescue of weak individuals in the human society. There are many differences between animals and human beings. The biggest difference possibly lies in that animals are short of social culture. But here, the culture refers to “the behavior pattern having nothing to do with heredity (遗传), but which may be copied and inherited (继承)”. Human beings depend on culture for heritage. As time passes by, the culture has been accumulated to distinguish one group from another. Therefore, the protection of culture is important and necessary. However, wild animals depend on genes for heritage, and therefore, it is important and necessary to keep natural genes in existence. As long as wild animals can pass genes down, the entire species survive. Therefore, wild animals’ value mostly lies in their genes, and the existence of the species is more important. The individual death cannot be avoided, but the gene may exist forever through the gene bank of the species, keeping the species existent. When we protect wild animal individuals, this is more a measure than a goal. Therefore, the Yellowstone Park has introduced the wolf to control the number of deer and get rid of the old, weak, sick and disabled. Such behavior is beyond imagination among human beings, but in the nature, this is completely normal and reasonable. We often observe wild animals with the judgment that we may have to human beings, ignoring the differences. But if species itself is not in danger, then working hard to protect the individual can do nothing good to the entire species. Of course for other reasons, we still hope to protect these individuals from death, but valuing their genes is more important when protecting wild animals. 1. What is the key difference between humans and animals? A. Animals lack social culture. B. Humans have more genes than animals. C. Humans can communicate more effectively. D. Animals’ behavior patterns depend entirely on heredity. 2. How is Paragraph 4 mainly developed in terms of writing methods? A. By offering data. B. By presenting effects. C. By providing examples. D. By making comparisons. 3. As for the Yellowstone Park’s behavior in Paragraph 6, the author is ______. A critical B. doubtful C. supportive D. unconcerned 4. Which of the following would be the best title for the passage? A. Wildlife Protection: Genes over Individuals B. The Emotional Stories behind Animal Rescue C. Gene Bank: the Challenge of Animal Protection D. Cultural Differences between Humans and Animals 【答案】1. A 2. D 3. C 4. A 【语篇解读】本文是一篇议论文。文章主要论述了野生动物保护应重视物种基因传承，而非仅仅关注个体救助，强调保护物种整体的生物学意义。 1. 细节理解题。根据第三段中“There are many differences between animals and human beings. The biggest difference possibly lies in that animals are short of social culture.(动物和人类之间有许多不同之处。最大的区别可能在于动物缺乏社会文化)”可知，人类和动物之间的关键区别在于动物缺乏社会文化。故选A。 2. 推理判断题。根据第四段中“Human beings depend on culture for heritage. As time passes by, the culture has been accumulated to distinguish one group from another. Therefore, the protection of culture is important and necessary. However, wild animals depend on genes for heritage, and therefore, it is important and necessary to keep natural genes in existence.(人类依靠文化来传承。随着时间的推移，文化不断积累，将一个群体与另一个群体区分开来。因此，保护文化是重要和必要的。然而，野生动物依靠基因来传承，因此，保持自然基因的存在是重要和必要的)”可知，第四段通过比较人类和野生动物在传承方式上的不同，来说明保护野生动物基因的重要性，所以本段主要是通过作比较的方法来展开的。故选D。 3. 推理判断题。根据第六段中“Such behavior is beyond imagination among human beings, but in the nature, this is completely normal and reasonable.(这种行为在人类中是难以想象的，但在自然界中，这是完全正常和合理的)”可推知，作者对黄石公园的行为持支持态度。故选C。 4. 主旨大意题。根据第一段中“In the opinion of some people, the most direct, most touching, and easiest way of protecting wild animals, without doubt, is “the rescue of each individual wild animal”.(在一些人看来，保护野生动物最直接、最感人、最容易的方式，无疑是“拯救每一只野生动物”)”以及最后一段“But if species itself is not in danger, then working hard to protect the individual can do nothing good to the entire species. Of course for other reasons, we still hope to protect these individuals from death, but valuing their genes is more important when protecting wild animals.(但如果物种本身没有危险，那么努力保护个体对整个物种没有任何好处。当然，出于其他原因，我们仍然希望保护这些个体免于死亡，但在保护野生动物时，重视它们的基因更为重要)”结合全文内容可知，文章主要说明了保护野生动物基因比保护个体更重要，文章通过对比人类和野生动物在传承方式上的不同，以及黄石公园引入狼来控制鹿的数量并清除老弱病残的鹿的例子，强调了保护野生动物基因的重要性。可知，A选项“Wildlife Protection: Genes over Individuals(野生动物保护：基因重于个体)”精准概括主题，是文章的最佳标题。故选A。 话题6 科学研究 Passage 1（2024-2025北京师范大学附属中学高一下学期期中） In the first few years of their lives, children brought up in English-speaking homes successfully master the use of hundreds of words, including those for objects, actions, emotions, and many other aspects of the physical world. However, when it comes to learning colour words, the same children perform very badly. If shown a blue cup and asked about its colour, typical two-year-olds seem as likely to come up with “red” as “blue”. Cognitive (认知) scientists at Stanford University in California supposed that children’s incompetence at colour-word learning may be directly linked to the way these words are used in English. They are used mostly in pre-nominal position (e.g. “blue cup”), in contrast to post-nominal position (e.g. “The cup is blue.”). The difficulty children have may simply come down to the challenge of having to make predictions from colour words to the objects they refer to, rather than from the objects to the colour words. To explore this idea further, the research team recruited 40 English children aged between 23 and 29 months and carried out a three-phase experiment. It considered of a pre-test, followed by training in the use of colour words, and finally a post-test that was identical to the pre-test. The pre- and post- test materials comprised six objects that were unfamiliar to the children. There were three examples of each object in each of three colours — red, yellow and blue. The objects were presented on trays (托盘), and in both tests, the children were asked to pick out objects in response to requests in which the colour word was either a pre-nominal (“Which is the red one?”) or a post-nominal (“Which one is red?”). In the training, the children were introduced to five sets of familiar items (balls, cups, crayons, glasses, and toy bears) in each of the three colours. Half the children were presented with the items one by one and heard them labeled with colour words used pre-nominally, while the other half were introduced to the same items described with a post-nominal colour word. After the training, the children repeated the selection task on the novel items in the post-test. Correct choices on items that were consistent across the pre- and post-tests were used to measure children’s colour knowledge. According to the assessment, children’s performance was consistent when they were both trained and tested on post-nominal adjectives, and worst when trained on pre-nominal adjectives and tested on post-nominal adjectives. Comparing the pre- and post-test scores across each condition revealed a significant decline in performance when children were both pre- and post-tested with questions that placed the colour words pre-nominally. 1. What is the purpose of Paragraph 2? A. To present a phenomenon. B. To make a contrast. C. To give a possible explanation. D. To provide an example. 2. What can we learn about the experiment from the passage? A. The children had to place the pre-and post-test objects onto coloured trays. B. The children were presented with the same objects in the pre- and post- tests. C. Pre-nominal questions were less used than post-nominal questions in the training. D. The researchers aimed to look for consistencies in children’s knowledge of word order. 3. What does the underlined word “novel” in Paragraph 4 probably mean? A. Imaginary. B. Unknown. C. Familiar. D. Common. 4. The outcome of the experiment shows that _____. A. children are unable to accurately sort objects by colour B. children trained on pre-nominal adjectives perform well C. children learn colour words rapidly in post-nominal position D. children can make predictions from the objects to the colour words 【答案】1. C 2. B 3. B 4. C 【语篇解析】这是一篇说明文。文章主要说明了儿童对于颜色的认知。结果表明儿童在接受后名词性形容词训练和测试时表现一致，在接受前名词性形容词训练和后名词性形容词测试时表现最差。比较每种情况下的测试前后的分数，发现当孩子们在测试前和测试后都被预先标记颜色词的问题所困扰时，他们的表现会显著下降。 1.推理判断题。根据文章第二段中“Cognitive (认知) scientists at Stanford University in California supposed that children’s incompetence at colour-word learning may be directly linked to the way these words are used in English.”可知，斯坦福大学的科学家关于在学习颜色词的时候，孩子表现糟糕的原因，给出了一个可能的解释。结合选项，故选C。 2. 细节理解题。根据第三段中 “It considered of a pre-test, followed by training in the use of colour words, and finally a post-test that was identical to the pre-test”可知，孩子在前测和后测中给出的东西是一样的。结合选项，故选B。 3. 词义猜测题。根据第四段中 “Half the children were presented with the items one by one and heard them labeled with colour words used pre-nominally, while the other half were introduced to the same items described with a post-nominal colour word. After the training, the children repeated the selection task on the novel items in the post-test.”可知，一半的孩子被一个接一个地呈现出来，并听到他们用预先命名的颜色词来标记，而另一半则被介绍到用后命名的颜色词描述的相同的项目。训练结束后，孩子们在后测中对新项目重复选择任务。故novel意为“未知的”，结合选项，故选B。 4. 推理判断题。根据最后一段中“Comparing the pre- and post-test scores across each condition revealed a significant decline in performance when children were both pre- and post-tested with questions that placed the colour words pre-nominally.”可知，受过名词前形容词训练的儿童表现良好。结合选项，故选C。 Passage 2（2024-2025北京市五十七中学高一下学期期中） A few years ago, the City Council of Monza, Italy, barred pet owners from keeping goldfish in curved fishbowls. The sponsors of the measure explained that it is cruel to keep a fish in such a bowl because the curved sides give the fish a distorted view of reality. Aside from the measure’s significance to the poor goldfish, the story raises an interesting philosophical question: How do we know that the reality we perceive is true? Physicists are finding themselves in a similar trouble to the goldfish’s. For decades they have been pursuing an ultimate theory of everything — one complete and consistent set of fundamental laws of nature that explain every aspect of reality. It now appears that this pursuit may generate not a single theory but a family of interconnected theories, each describing its own version of reality, as if it viewed the universe through its own fishbowl. This concept may be difficult for many people to accept. Most people believe that there is an objective reality out there and that our senses and our science directly convey information about the material world. In philosophy, that belief is called realism. In physics, realism is becoming difficult to defend. Instead, the idea of alternative realities is a mainstay of today’s popular culture. For example, in the science-fiction film The Matrix the human race is unknowingly living in a simulated virtual reality created by intelligent computers. How do we know we are not just computer-generated characters living in a Matrix-like world? If — like us — the beings in the simulated world could not observe their universe from the outside, they would have no reason to doubt their own pictures of reality. Similarly, the goldfish’s view is not the same as ours from outside their curved bowl. For instance, because light bends as it travels from air to water, a freely moving object that we would observe to move in a straight line would be observed by the goldfish to move along a curved path. The goldfish could form scientific laws from their frame of reference that would always hold true and that would enable them to make predictions about the future motion of objects outside the bowl. If the goldfish formed such a theory, we would have to admit the goldfish’s view as a reasonable picture of reality. The goldfish example shows that the same physical situation can be modeled in different ways, each employing different fundamental elements and concepts. It might be that to describe the universe we have to employ different theories in different situations. It is not the physicist’s traditional expectation for a theory of nature, nor does it correspond to our everyday idea of reality. But it might be the way of the universe. 1. What does the underlined word “distorted” in Paragraph 1 most probably mean? A. False. B. Accurate. C. Distant. D. Original. 2. What does Paragraph 2 mainly tell us? A. The conventional insight of reality. B. The lasting conflict in physics. C. The existence of the material world. D. The need for a complete theory. 3. What can we learn from the passage? A. It is essential to figure out which picture of reality is better. B. People’s theories are influenced by their viewpoints. C. An external world is independent of the observers. D. Nature’s mysteries are best left undiscovered. 4. According to the passage, the author may agree that ______. A. there is still possibility to unify different theories into a single one B. multiple realities can be pieced together to show the real world C. physicists have a favorite candidate for the final theory D. various interpretations of the universe are welcomed 【答案】1. A 2. A 3. B 4. D 【语篇解读】本文是一篇说明文。文章通过金鱼在弯曲鱼缸中看到扭曲现实的例子，引出了物理学中对于现实认知的哲学讨论，探讨了物理学家追求终极理论所面临的困境以及现实可能存在的多种解释。 1.词句猜测题。根据第一段中“A few years ago, the City Council of Monza, Italy, barred pet owners from keeping goldfish in curved fishbowls. The sponsors of the measure explained that it is cruel to keep a fish in such a bowl because the curved sides give the fish a distorted view of reality.(几年前，意大利蒙扎市议会禁止宠物主人在弯曲的鱼缸里养金鱼。该措施的发起人解释说，把鱼放在这样的缸里是残忍的，因为弯曲的侧面会让鱼对现实产生distorted看法)”和第四段中“Similarly, the goldfish’s view is not the same as ours from outside their curved bowl.(同样地，金鱼从它们弯曲的鱼缸外面看到的景象也和我们不一样)”可知，弯曲的鱼缸侧面使得金鱼看到的景象与我们从外面看到景象不同，所以它们对现实的看法是不真实的，划线词distorted与false意思相近，意为“不真实的”。故选A项。 2. 主旨大意题。根据第二段中“For decades they have been pursuing an ultimate theory of everything — one complete and consistent set of fundamental laws of nature that explain every aspect of reality. It now appears that this pursuit may generate not a single theory but a family of interconnected theories, each describing its own version of reality, as if it viewed the universe through its own fishbowl. This concept may be difficult for many people to accept. Most people believe that there is an objective reality out there and that our senses and our science directly convey information about the material world. In philosophy, that belief is called realism.(几十年来，他们一直在追寻一种万物的终极理论——一套完整且一致的自然基本法则，能够解释现实的各个方面。现在看来，这种追寻可能不会产生单一的理论，而是一系列相互关联的理论，每个理论都描述了自己版本的现实，就好像它透过自己的鱼缸在观察宇宙。这个概念可能对很多人来说难以接受。因为大多数人相信存在一个客观的现实，并且我们的感官和科学直接传递了关于物质世界的信息。在哲学中，这种信念被称为实在论)”可知，本段主要介绍了几十年来，人们认为存在一套完整且一致的自然基本法则，能够解释现实的各个方面，它被称为实在论，是人们对现实的传统理解。故选A项。 3. 推理判断题。根据第四段中“The goldfish could form scientific laws from their frame of reference that would always hold true and that would enable them to make predictions about the future motion of objects outside the bowl. If the goldfish formed such a theory, we would have to admit the goldfish’s view as a reasonable picture of reality.(金鱼可以从它们的参考系中形成科学定律，这些定律将始终成立，并使它们能够预测鱼缸外物体的未来运动。如果金鱼形成了这样一种理论，我们将不得不承认金鱼的观点是对现实的合理描述)”和第五段中“The goldfish example shows that the same physical situation can be modeled in different ways, each employing different fundamental elements and concepts.(金鱼的例子表明，同样的物理情况可以用不同的方式建模，每种方式都使用不同的基本元素和概念)”可推知，如鱼缸里的金鱼一样，人们视角和观点不同，会有着不同的理论。故选B项。 4. 推理判断题。根据最后一段中“The goldfish example shows that the same physical situation can be modeled in different ways, each employing different fundamental elements and concepts. It might be that to describe the universe we have to employ different theories in different situations.(金鱼的例子表明，同样的物理情况可以用不同的方式建模，每种方式都采用不同的基本元素和概念。也许为了描述宇宙，我们必须在不同的情况下运用不同的理论)”和“But it might be the way of the universe.(但这可能就是宇宙的规律)”可知，作者认为人们可以用多种理论描述宇宙并认为这可能是宇宙的规律。由此推知，作者可能会赞同“对宇宙的各种解释都是受欢迎的”这个观点。故选D项。 Passage 3（北京市第五中学2024-2025高一下学期期中） Psychological science is full of interesting topics, many of which tell a coherent picture of human nature, but some of which create seemingly contradictory stories. A case in point is the tricky, and misunderstood, overlap between strength-based science and the research on narcissism (自恋). There is now convincing evidence to show that narcissism is on the rise, especially in our youth. Some researchers have gone so far as to say that it is occurring in epidemic proportions, with about 25% of young people showing symptoms of narcissism. The inflated ego of Generation Me is reflected in reality TV, celebrity worship, out-of-control consumerism and materialism…perhaps even a new type of president. We are correct to be concerned about this phenomenon but our fear that all kids are potential narcissists has caused an unhelpful counter-reaction to approaches that seek to make our children and teens feel good about themselves. In my own research on strength-based parenting, it is common for people to wrongly label this approach as a recipe for narcissism. Their argument seems to be that a child who knows their strengths will automatically view themselves as better than everyone else. It is argued that the self-assurance that comes with identifying and using their positive qualities will make a child arrogant, selfish and uncaring. Genuine confidence about one’s strengths is categorized as over-confidence; desirable self-knowledge is branded as excessive self-admiration. Why does this occur? It’s partly because more is known about narcissism than strengths. While strengths psychology has largely stayed within the limit of academic journals or has been applied only within certain contexts such as the workplace, research on narcissism has made its way into the mass media and into our collective consciousness. The New York Times noted that narcissism is a favored “go-to” topic and that people everywhere are diagnosing others with it. The fear that a strength-based approach will cause narcissism also occurs because we unknowingly fall prey to binary (非此即彼) thinking. We mistakenly believe that one cannot be both confident and humble. We focus on Donald Trump and Kim Kardashian rather than Mahatma Gandhi and Mother Teresa. There’s no way that Gandhi and Mother Teresa could have achieved what they did without confidence in their strengths, and yet they are both pillars of modesty and selflessness. When we assume that strength-focus is the same as a self-focus, we fail to entertain the idea that people who know their strengths are, actually, more likely to be pro-social and focus on helping others. It’s tempting to conclude that every young person is at risk of becoming a narcissist but I’d like to stand up for the thousands of young kids I have worked with who are caring, thoughtful and humble—even when they use their strengths. 1. Why teenagers’ strengths are often mistaken for narcissism? A. Teenagers with strengths are always arrogant, selfish and uncaring. B. The public are more exposed to research on narcissism. C. There is a lack of strengths in our collective consciousness. D. Numbers of people are diagnosed with narcissism by doctors. 2. The author mentions Gandhi and Teresa in paragraph 6 to show that________. A. they are both victims of binary thinking B. public figures unknowingly fall prey to narcissism C. confidence is quite important for celebrities D. one can be both modest and sure of himself 3. What’s the author’s attitude towards young kids’ strength-based approaches? A. Skeptical. B. Neutral. C. Favorable. D. Cautious. 4. Which of the following can be the best title for the text? A. Teens’ Confidence Misunderstood B. Teens’ Narcissism Diagnosis C. Teens’ Anxiety and Depression D. Teens’ Strength Psychology 【答案】1. B 2. D 3. C 4. A 【语篇解读】本文是一篇说明文，主要讲述了人们倾向于将青少年的自信误解为自恋，并分析了其背后的原因。 1.推理判断题。根据第五段中的“Why does this occur? It’s partly because more is known about narcissism than strengths. While strengths psychology has largely stayed within the limit of academic journals or has been applied only within certain contexts such as the workplace, research on narcissism has made its way into the mass media and into our collective consciousness. (为什么会发生这种情况？部分原因是人们对自恋的了解多于对优点的了解。尽管优点心理学在很大程度上还停留在学术期刊的范围内，或者只在特定的情境应用，如工作场所中，但关于自恋的研究已经进入了大众媒体和我们的集体意识。)”可知。对自恋的研究渗入到了大众媒体和人们的集体意识，而对优点的研究还停留在学术期刊的范围内或者特定的情境，由此可推测出，人们经常把青少年的优点误认为是自恋，这是因为人们更多地接触了关于自恋的研究，已经深入自我意识。故选B。 2. 推理判断题。根据第六段中的“We mistakenly believe that one cannot be both confident and humble. We focus on Donald Trump and Kim Kardashian rather than Mahatma Gandhi and Mother Teresa. There’s no way that Gandhi and Mother Teresa could have achieved what they did without confidence in their strengths, and yet they are both pillars of modesty and selflessness. (我们错误地认为人不可能在自信的同时保持谦逊。我们的目光都放在了特朗普和金·卡戴珊的身上，而忽略了甘地和特蕾莎修女。如果甘地和特蕾莎对自己的优点不够自信的话，他们不可能有如此成就，然而，他们同时还是谦逊和无私的人。)”可推知，提到甘地和特蕾莎修女是为了表明一个人可以同时保持谦逊和自信。故选D。 3. 推理判断题。根据最后一段“It’s tempting to conclude that every young person is at risk of becoming a narcissist but I’d like to stand up for the thousands of young kids I have worked with who are caring, thoughtful and humble—even when they use their strengths. (人们很容易得出这样的结论：每个年轻人都有成为自恋者的风险，但我想维护我共事过的成千上万的年轻人，他们关心他人、有思想、谦逊——即使他们发挥了自己的优点。)”可知，作者认为即使年轻人发挥了自己的优点，他们仍然能够具有关心他人、有思想、谦逊这些优秀的品质，而不会变成自恋者，由此可推测出，作者对基于优点的方法持支持态度。故选C。 4. 主旨大意题。通读全文可知，第一段中的“A case in point is the tricky, and misunderstood, overlap between strength-based science and the research on narcissism (自恋). (一个恰当的例子是基于优点的科学和关于自恋的研究之间微妙且被误解的重叠。)”引出本文要讨论的话题：人们倾向于将青少年的自信误解为自恋，接着分析了这种现象及其背后的原因。由此可推测出，A项“青少年被误解的自信”最适合作本文标题。故选A。 Passage 4 The practice of students endlessly copying letters and sentences from a blackboard is a thing of the past. With the coming of new technologies like computers and smartphones, writing by hand has become something of a nostalgic (怀旧的) skill. However, while today’s educators are using more and more technology in their teaching, many believe basic handwriting skills are still necessary for students to be successful — both in school and in life. Virginia Berninger, professor of educational psychology at the University of Washington, says it’s important to continue teaching handwriting and help children acquire the skill of writing by hand. Berninger and her colleagues conducted a study that looked at the ability of students to complete various writing tasks — both on a computer and by hand. The study, published last year, found that when writing with a pen and paper, participants wrote longer essays and more complete sentences and had a faster word production rate. In a more recent study, Berninger looked at what role spelling plays in a student’s writing skills and found that how well children spell is tied to how well they can write. “Spelling makes some of the thinking parts of the brain active, which helps us access our vocabulary, word meaning and concepts. It is allowing our written language to connect with ideas,” Berninger said. “Spelling helps students translate ideas into words in their mind first and then to transcribe (转换) those words in the mind into written symbols on paper or keyboard and screen,” the study said. “Seeing the words in the “mind’s eye” helps children not only to turn their ideas into words,” says Berninger, “but also to find out spelling mistakes when they write the words down and to correct them over time.” “In our computer age, some people believe that we don’t have to teach spelling because we have spell checks,” she said. “But until a child has a functional spelling ability of about a fifth grade level, they won’t have the knowledge to choose the correct spelling among the options given by the computer.” 1. What makes writing by hand a thing of the past? A. The importance of writing by hand. B. The lack of practice in handwriting. C. The use of new technologies like computers and smartphones. D. The belief that handwriting skills are unnecessary for success. 2. Which of the following best shows the role of spelling? A. Spelling improves one’s long-run memory of words. B. Spelling ability is closely connected to writing ability. C. Spelling benefits the translation from words into ideas. D. Spelling slows down finding right words to express ideas. 3. What does the underlined expression “mind’s eye” in Paragraph 5 mean? A. Wind. B. Spirit. C. Imagination. D. Picture. 4. What conclusion could be drawn from the passage? A. Handwriting still has a place in today’s classrooms. B. Spell checks can take the place of spelling teaching. C. Computers can help people with their choice of words. D. Functional spelling ability develops fast in the fifth grade. 【答案】1. C 2. B 3. C 4. A 【语篇解读】本文是一篇议论文。文章主要讨论了手写技能在现代教育中的地位，以及拼写能力对于写作技能的重要性。 1.细节理解题。根据第一段中“The practice of students endlessly copying letters and sentences from a blackboard is a thing of the past. With the coming of new technologies like computers and smartphones, writing by hand has become something of a nostalgic skill.”（学生无休止地从黑板上抄写字母和句子的做法已经成为过去。随着计算机和智能手机等新技术的出现，手写已经成为一种怀旧的技能。）可知，新技术如计算机和智能手机的出现使得手写成为过去。故选C项。 2. 细节理解题。根据第四段中“In a more recent study, Berninger looked at what role spelling plays in a student’s writing skills and found that how well children spell is tied to how well they can write.”（在最近的一项研究中，Berninger研究了拼写在学生写作技能中的作用，并发现孩子们的拼写能力与他们的写作水平密切相关。）可知，拼写能力与写作能力密切相关，这最好地体现了拼写的作用。故选B项。 3. 词句猜测题。根据第五段中“Spelling helps students translate ideas into words in their mind first and then to transcribe (转换) those words in the mind into written symbols on paper or keyboard and screen.”（拼写有助于学生首先将想法转化为脑海中的单词，然后将脑海中的单词转录为纸上、键盘上或屏幕上的书面符号。）以及“‘Seeing the words in the “mind’s eye” helps children not only to turn their ideas into words, but also to find out spelling mistakes when they write the words down and to correct them over time.’”（“在‘心灵之眼’中看到单词不仅有助于孩子们将想法转化为单词，还有助于他们在写下单词时发现拼写错误，并随着时间的推移进行更正。”）可知，mind’s eye指的是孩子们在脑海中想象单词的过程，即想象力（Imagination）。故选C项。 4. 推理判断题。根据第一段中“However, while today’s educators are using more and more technology in their teaching, many believe basic handwriting skills are still necessary for students to be successful — both in school and in life.”（然而，尽管今天的教育者在教学中使用了越来越多的技术，但许多人认为基本的手写技能对于学生在学校和生活中的成功仍然是必要的。）以及后文对手写技能和拼写能力的讨论，可知文章主要讨论了手写技能在现代教育中的地位，由此推知，手写技能在今天的课堂上仍然有一席之地。故选A项。 $专题01 阅读理解6大常考话题 话题1 学校生活（常考点） 话题4 运动与健康（重点、难点、常考点） 话题2 亲子关系 话题5 环境保护（重点、难点、常考点） 话题3 文学与艺术 话题6 科学研究（重点、难点、常考点） 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 话题1 学校生活 Passage 1（北京市第五中学2024-2025高一下学期期中） The image of that staircase never left my mind. It had been forty years since I graduated high school, but the staircase haunted my memories. Boys would sit on both sides of the staircase, rating the girls as we walked by. If they thought a girl was really ugly, they barked. Every time I walked up or down those stairs, the barks, woofs, and laughter rang in my ears. “Just ignore them,” my mother advised. And I did. On the surface. But inside the painful message that I was ugly rooted deep into my soul. Eventually, I graduated, got accepted to college on the West Coast, and left small-town Colorado behind me. I earned a degree in Communications, launched a rewarding career as a writer and teacher, got married, and raised two amazing boys. But when I looked in the mirror, the doubts returned. Then I got an invitation to my fortieth high school reunion. I didn’t like high school, but I wanted to go back and tell those boys off. I wanted to tell them how hurtful and unkind they were. And I wanted to show them they were wrong. I had a husband, a family and all the things they’d made me feel I wasn’t worthy of. I practiced my speech in my mind as I ran errands (差事), cooked dinner, and exercised at senior aerobics. In September, I drove down to the town where I’d spent my high school years. I put on my favorite blouse, touched up my make-up, and steeled myself for the Friday night opening reception. Maybe it’s true that memory is the first thing to go. On the night, people greeted me politely, drinks in hand, flattering me with “You haven’t changed at all.” I’d look at the face and study the nametag with the graduation photo, but it didn’t ring a bell most of the time. Had I completely erased that whole period of my life from my memory? Was I at the wrong reunion? No, some women remembered my mother being their Girl Scout leader. Others had kind things to say about my father, a local college professor. My planned speech wilted (枯萎) on my lips. Instead, I chatted breezily about my two grown sons, living in Seattle, and writing résumés for Boeing workers. People were nice enough, but aside from a couple of friends, I felt like I was talking to strangers. It was pointless to hold a grudge (怨恨) against people I couldn’t even recognize. I was only hurting myself by replaying those memories in my mind. I knew I needed to forgive. A dark sorrow lifted from my soul. I felt happier, more self-confident and attractive. Back home, our senior fitness instructor noticed that I was wearing a new T-shirt. “You are really rockin’ that shirt,” she said. I smiled. She’d said that before, but this time I believed it. 1. Why did the author decide to attend the 40th high school reunion? A. To meet her old teachers. B. To prove her career success. C. To apologize for past misunderstandings. D. To confront hurtful boys and show her worth. 2. What can we learn from this passage? A. The author fought against her bullies directly. B. The reunion attendees were mostly strangers. C. The author’s career success healed her trauma. D. The instructor’s compliment was first genuinely embraced. 3. What can be inferred about the author’s feelings after the high school reunion? A. Confused and sad. B. Angry and proud. C. Relieved and confident. D. Disappointed and regretful. 4. Which is the best title for the passage? A. The Power of Letting Go B. A Surprising Reunion Letter C. Finding Friends in Strangers D. The Painful High School Years Passage 2（北京市第八十中2024-2025高一下学期期中） Young students are often considered “digital natives,” with technology integrated into every aspect of their lives. While this can be an advantage in some situations, research has shown that the impact is not entirely positive—the Internet allows them to quickly find information at the cost of significant distraction in class. Without being attentive, students will be incapable of processing information, which means they’re not going to be able to understand, analyse, criticise and come to some decision about the information. When students can’t seem to focus, a common idea among teachers is that short is good. Many teachers simply cut lessons into smaller pieces. Some teachers begin classes with mindfulness exercises when students need to concentrate. However, it turns out that any sort of “tech breaks” could counteract the desires to come back to study. Some teachers also choose to “meet students where they are” on platforms like YouTube. A 2018 study from Pearson found that students tended to stay away from physical books, preferring video as a source of information second only to teachers. By meeting students where they already engage and create, teachers can better catch attention. However, while some educators are welcoming technology in the classroom, multiple studies have shown more traditional classrooms can be more successful. A 2014 study found taking notes in longhand helped students withhold information better than using a laptop. Researchers also point out switching between short teaching pieces too quickly could take valuable comprehension from the students. Students need time to engage with a topic before moving on. Even many tech advocates find value in traditional methods and suggest an integrated learning. They agree teachers’ authority remains vital and the face-to-face interaction between students and teachers is still the primary component in the classroom. Technology will be favoured only when it improves a lesson in ways that are impossible offline. Success is no longer about knowing the most. Instead, it’s the ability to think critically and creatively, the very skills that digital media weakens by lowering attention spans. If you think of people who became successful in the tech world, it wasn’t because they could code; it was because they could think. Digital natives will continue to eagerly adopt new media. Teachers have no choice but to upgrade themselves, not only to ensure students can access and take advantage of new technologies, but to educate students to succeed in a world constantly trying to distract them. 1. What result has technology brought to students? A. It urges them to process information. B. It prevents them obtaining information. C. It ruins their possible classroom distraction. D. It damages their ability to digest information. 2. What does the underlined word “counteract” in Paragraph 2 probably mean? A. Maintain. B. Motivate. C. Reduce. D. Replace. 3. What can we learn from the passage? A. Direct instruction takes priority in lessons. B. Digital resources will weaken offline learning. C. Small lessons can engage students in learning. D. Laptop noting helps students gain knowledge better. 4. What is the main idea of the passage? A. Students need to learn to get rid of social media. B. Teachers should progress to educate the young generation. C. The benefits of technology on education outweigh its harm. D. Traditional methods are favoured by both teachers and students. Passage 3（北京市第一六一中学2024-2025学年第二学期期中） Dear all, Please read Professor Hume’s email about his next lecture on Rosa Parks. Susan Miller Secretary Dear Susan, Please forward this message to students of my history class. Besides the life story of Rosa Parks in the textbook, the students are also required to read the passage below and some related stories that can be borrowed from the school library. Ted Hume The early experiences of Rosa Parks (1913-2005), long known as the “mother of the civil rights movement,” were not different from those of many African-Americans at that time. The black woman, however, turned the course of American history in December 1955 when she refused to give up her seat on a bus to a white man. “By sitting down,” remarked John Lewis, “she was standing up for all Americans.” Among the numerous awards Parks received in her life were the Presidential Medal of Freedom (1996) and the Congressional Gold Medal (1999). Parks died on Oct 24, 2005. At St. Paul A. M. E. Church in Montgomery, a large crowd including Secretary of State Condoleezza Rice celebrated her life. Rice said she and others, who grew up when the political activities of Parks held public attention, might not have realized her impact (影响) on their lives, “but I can honestly say that without Mrs. Parks, I probably would not be standing here as Secretary of State.” After her casket (灵柩) was placed at the Capitol, U.S. President Bush, members of Congress and ordinary Americans paid their respects. In American history Parks is the first woman to lie in state at the Capitol, a very high regard usually reserved for Presidents of the United States. 1. What is the main purpose of Susan’s email? A. To make arrangements for Professor Hume’s class. B. To introduce to the students Rosa Parks. C. To help the students organize a lecture. D. To answer Professor Hume’s last email. 2. The political impact of Rosa Parks lies in the fact that she ________. A. helped Condoleezza Rice achieve political success B. joined the civil rights movement at a young age C. made racial equality a common value in American society D. set a good example in her early life for other black Americans 3. How was Rosa Parks treated after her death? A. e was named “mother of the civil rights movement.” B. She was received by President Bush at the Capitol. C. She was given the Presidential Medal of Freedom. D. She was honored to lie in state at the Capitol. Passage 4（北京市第一六一中学2024-2025学年第二学期期中） Anyone who cares about what schools and colleges teach and how their students learn will be interested in the memoir (回忆录) of Ralph W. Tyler, who is one of the most famous men in American education. Born in Chicago in 1902, brought up and schooled in Nebraska, the 19-year-old college graduate Ralph Tyler became hooked on teaching while teaching as a science teacher in South Dakota and changed his major from medicine to education. Graduate work at the University of Chicago found him connected with honorable educators Charles Judd and W. W. Charters, whose ideas of teaching and testing had an effect on his later work. In 1927, he became a teacher of Ohio State University where he further developed a new method of testing. Tyler became well-known nationally in 1938, when he carried his work with the Eight-Year Study from Ohio State University to the University of Chicago at the invitation of Robed Hutchins. Tyler was the first director of the Center for Advanced Study in the Behavioral Sciences at Stanford, a position he held for fourteen years. There, he firmly believed that researchers should be free to seek an independent spirit in their work. Although Tyler officially retired (退休) in 1967, he never actually retired. He served on a long list of educational organizations in the United States and abroad. Even in his 80s he traveled across the country to advise teachers and management people on how to set objectives (目标) that develop the best teaching and learning within their schools. 1. Who are most probably interested in Ralph W. Tyler’s memoir? A. Top managers. B. Language learners. C. Serious educators. D. Science researchers. 2. The words “hooked on teaching” underlined in Paragraph 2 probably mean ______. A. attracted to teaching B. tired of teaching C. satisfied with teaching D. unhappy about teaching 3. Where did Tyler work as the leader of a research center for over 10 years? A. The University of Chicago. B. Stanford University. C. Ohio State University. D. Nebraska University. 4 Tyler is said to have never actually retired because _________. A. he developed a new method of testing B. he called for free spirit in research C. he was still active in giving advice D. he still led the Eight-Year Study 话题2 亲子关系 Passage 1（北京师范大学附属中学2024-2025学年高一下学期期中考试） I wrestled her to the ground for the keys, literally. Indeed, when she opened the door to leave the house at 11 pm for the movies despite my words, I actually wrestled my 16-year-old daughter to the ground. I did not know how to deal with a rebellious (叛逆的) teenager. We are a family of strong wills, from the top down. All my kids had pushed and argued. Everyone “kind of” followed the rules. As they got older, especially when they hit high school, I saw the power shifting, but it hadn’t been so obvious. I had not seen much in-your-face rebellion. Until this happened. I called Amy Speidel, a wise and practical parenting expert. She stayed on the phone with me and listened to my wild complaint about my disrespectful kid. She listened for almost two hours and then gave me some suggestions. Amy told me that my daughter’s behavior was “developmentally appropriate”-she was supposed to test the boundaries. Amy also said that it was great that my daughter would be able to stand up for herself in a relationship that wasn’t working. Those comments really made me feel awful. I hadn’t considered anything positive about her behavior — but outside of our mother-daughter relationship, I would never want to devalue my daughter’s strong will. After talking with Amy I realized that I was the one who needed help understanding discipline vs control. Honestly, I did hate that the responsibility was on me. I wanted permission to scream and punish. But I listened to Amy and here’s what I learned. 1. My daughter’s behavior was normal. That eased my fears that I had raised a terrible human and failed as a mother. 2. My daughter’s strong personality was a strength. That revelation was a huge gift. I value her qualities but don’t want them used against me. I will soften my response and listen to her. 3. I went crazy. In fact, I crossed a line. And that happens. But I learned to apologize and reset so that we could move forward. My job, therefore, is to learn new responses that offer my daughter options and realistic consequences, not empty threats. And hopefully, this will change my relationship with my daughter. 1. What is the actual reason the author had a fight with her daughter? A. The daughter wouldn’t give her the keys. B. The daughter didn’t come back until 11 pm. C. The daughter insisted on going out late at night. D. The daughter wanted to go to the movies with friends. 2. The comments made the author feel “awful” because_______. A. she had helped her daughter to test boundaries B. she didn’t treasure the mother-daughter relationship C. she thought Amy was criticizing her daughter’s upbringing D. she hadn’t noticed the desirable aspects of her daughter’s behavior 3. After the phone call, the author learned that ______. A. her daughter’s strong character should be softened B. she should constructively deal with conflict C. her daughter should control her behavior D. she should admit her failure as a mother 4. According to Amy, what should the author say if the same situation happens again? A. “Do you really think you can just walk out the door like that?” B. “It’s not safe to be out so late. What about tomorrow afternoon?” C. “It doesn’t matter whether you go out or not. I will support you.” D “You have been disrespectful and can’t go out tonight. Is that clear?” 话题3 文学与艺术 Passage 1（北京师范大学第二附属中学高一下学期期中） The School of Arts at Oxford Brookes University brings together filmmakers, fine artists, musicians, photographers, news reporters and many more to form an inspiring, dynamic place of creatives. Research The School of Arts provides an energetic environment for teachers and students to develop their research and focuses on building research excellence by improving present and future strengths. We have a research center covering the fields of Art & Design, Digital Media, Film, Music, and Photography. We also have a series of research groups across all of our fields, where teachers work together and share their research projects. Courses The School of Arts offers a wide range of courses, from fine art to music digital media production, film studies and the news reporting. Aiming to help you form your own practice or get ready for future jobs, our courses use both classroom learning and creative practice to develop your interests. They build independent thinkers who think out of the box and produce creative works. Our arts students are well placed to get ready for different types of jobs in the creative industries. Student Life While your studies are a top thing you will still want to make the most of everything else student life offers. Within the school, there are always projects you can work on outside of your chosen field of study. It could be that you wish to work with students learning other subjects, creating the music for a film or filming a piece of performance art. This might be part of your study or just something you would like to do for fun. Working together with other students across different subjects is a good way to make more friends. The School of Arts is proud to run university wide societies such as The Documentary Club and the University Orchestra and Choir. Please find us at query@brookes. ac. uk. 1. What can the School of Arts provide for students in their research? A. Various resources beyond art fields. B. Chances to learn in a dynamic environment. C. Different groups that focus on creating art works. D. A center where teachers and students work together. 2. After learning the courses in the School of Art, students will _________. A. develop their creative skills B. be ready for classroom learning C. need to hand in their art works D. be offered a job in the art industries 3. Besides subject learning, students at the School of Art can _________. A. receive job training B. manage all school clubs C. build friendships with famous artists D. work on projects across different fields Passage 2（北京市丰台区高一下学期期中） Immersive Van Gogh From the creators of the blockbuster show in Paris seen by over two million visitors and still wowing crowds in Toronto, the west coast premiere (首场) of the Immersive Van Gogh Exhibit will bring the art of Vincent to life in Los Angeles. Immersive art is not just a technical way to represent video and audio in huge spaces. The word immersive indicates a deep commitment of intentions which connect images and sounds in a way that the audience is able to experience a different way of the art. True to its name, this exhibition transforms the iconic (偶像的) paintings of Vincent van Gogh into moving, wall-filling projections. “Immersive Van Gogh” promises half-a-million cubic feet of projections that pull from some of the post-impressionist’s most recognizable pieces, including The Bedroom, Sunflowers and, yes, The Starry Night. You will experience art like never before—lose yourself in entrancing, moving images that highlight brushstrokes, detail, and color—truly illuminating (照亮) the mind of the genius. LOCATION The Immersive Van Gogh Exhibit is located at a secret place situated in the heart of Los Angeles. To be announced before the exhibit opens, existing ticket holders will receive an email with the place name and location once it is made public. TICKET PRICES VIP TICKETS—$99.99 ●Priority access ●Van Gogh cushion (a gift for you) ●Limited edition poster PREMIUM TICKETS—$59.99 ●Van Gogh cushion (rental) ●Limited edition poster BASIC TICKETS—$54.99 ●Admission only CHILD TICKETS—$29.99 ●Ages 6—16 (children 5 and under do not require a ticket) ●Admission only ●Child tickets are not subject to change of date fees Tickets are available online at www.vangoghla.com. GIFT SHOP Stop by our Exhibit Gift Shop to take the magic of Van Gogh home with you! From clothing and jewelry to home décor, children’s books, and so much more, you will find unique and thoughtful souvenirs at the Immersive Van Gogh Exhibit. Also be sure to check out at our online store! Experience the organic landscapes of Van Gogh’s imagination, and journey through his brilliance and madness in a completely new and unforgettable way. 1. According to the passage, the Immersive Van Gogh Exhibit ________. A. presents Van Gogh’s art in a modern way B. begins a journey to Van Gogh’s hometown C. displays Van Gogh’s paintings on moving walls D. designs projects on Van Gogh’s learning experience 2. From where can people find information about the exact location of the exhibit? A. An email. B. A website. C. The ticket office. D. The gift shop. 3. How much should a couple with a 5-year-old child who would like to own a Van Gogh cushion at least pay for the visit? A. $109.98. B. $154.98. C. $159.98. D. $199.98. 话题4 体育健康 Passage 1（2024-2025北京市延庆区高一下学期期中） Whether you’re brand new to hiking or looking to discover your next favorite trail (路线), hiking apps might be the tool to help you get there. Take a look at the list below and choose one that meets your needs. 1. G-GPS G-GPS is one of the most popular navigation (导航) tools designed for remote mountainous areas. For some hikers, dependable maps and an easily searchable trail database are a must for a hiking app. G-GPS has both, which makes it a great option for beginners and expert hikers alike. It provides data like pace, distance and increased height. Moreover, it works fine when you’re offline and without cell service. If you’re a fan of cold-temperature hiking, this app’s paid version ($40) has a winter map choice that displays features to help navigate in snowy weather. 2. P-Finder Many hikers tend to have the experience of standing on a peak, looking at another mountain and wondering “What peak is that?” If you’d like to avoid the problem, P-Finde might be the app for you. It takes the guesswork out of your exploration, thanks to its unique offering: a 360° view of mountain peaks and their names from your current location, requiring no Internet connection. Plus, all levels of hikers can use it, especially for finding new peaks to hike. Added bonus: The app has some practical functions, which allow you to take some breathtaking shots and then automatically (自动地) label each peak with its correct name. You can buy the app for $5 on its official website. 3. N-Land N-Land Digital is a Canadian nonprofit that helps expert hikers to learn more about their local history and the Indigenous territories (土著领地). By entering your address, a number of links will appear with the names of different Indigenous nations. Clicking on those links, you will be taken to a page specifically about that nation, language, or treaty, where you can view some sources, give feedback, and learn a little more. You can even do this if you’re offline. This app is an ongoing project, and maps of new territories are regularly added. You’ll likely want to use this app together with another app such as A-Trails or V-Ranger, if you’re also seeking navigational help. 1. Which app can provide a whole view of mountain peaks? A. G-GPS. B. P-Finder. C. N-Land. D. A-Trails. 2. What do the three apps have in common? A. They suit all levels of hikers. B. They should be used with other apps. C. They are free of charge in the app stores. D. They can be used without Internet connection. 3. What can we learn from the passage? A. G-GPS is a must for hikers due to its database. B. P-Finder can automatically take a photo for users. C. N-Land can increase users’ knowledge of the land. D. V-Ranger can attach the correct name to each location. 4. What is the purpose of the passage? A. To recommend apps for hikers. B. To introduce various hiking trails. C. To encourage people to go hiking. D. To compare different kinds of apps. Passage 2（北京市第八十中2024-2025高一下学期期中） It was his final climb to reach the highest summit on all seven continents. When Christopher Kulish finally reached Mount Everest’s 29,035-foot peak, he joined a group known as the “Seven Summits Club”. But the 62-year-old Colorado lawyer died suddenly Monday after returning to the first camp below the mountain’s summit. He’s the second American to die in the past week after reaching Everest’s highest point. His family believes the cause was a heart attack. Last week, 55-year-old Donald Cash died just after reaching the Everest peak. He also had reached the highest point on all seven continents. Including Christopher and Cash, at least 11 people have died on Mount Everest this year. The deaths come among reports of overcrowding on the popular mountain. The Nepali government granted a total of 381 permits to climb Everest this year, a number that doesn’t include guides who are on the mountain as well. For some climbers, that traffic has meant longer wait time—some told the Himalayan Times the wait has exceeded two hours between the last camp and the peak. “When there’s a crowd, being a more experienced climber won’t help you,” Mountaineer O’Brien, who has also climbed the seven summits, said. “When a climber is stuck in that traffic, their body is starting to deteriorate (恶化) and the descent is often harder than the climb.” “There’s no simple explanation for the string of deaths,” climbing expert Alan Arnette said. “Weather is one factor causing overcrowding. Meanwhile, the cost to climb Mount Everest has decreased, which means more people are making the journey.” Still, Christopher was no beginner. His family said he’d been mountain climbing for five decades. He arrived at the base camp nearly two months before his climb so he could give himself time to adapt to the conditions. His brother, Mark Kulish, described being a lawyer as a “day job” for Christopher. Climbing was his passion. 1. What made longer wait time on Mount Everest? A. Lacking guides. B. Overcrowding. C. Bad weather. D. Getting Government’s permission. 2. Why did Christopher arrive at the base camp so early before climbing? A. To wait for his friends. B. To learn about the mountain. C. To clear the traffic jam. D. To adapt to conditions earlier. 3. What do we know about Christopher? A. He joined the “Seven Summits Club” at the base camp. B. He has reached the highest point on all seven continents. C. He died from a heart attack below the Mount Everest’s peak. D. 11 people following him died after reaching the Everest peak this year. 话题5 环境保护 Passage 1（2024-2025北京市丰台区高一下学期期中） Deep Sea: To Mine Or Not To Mine A robot as large as a truck moves along the bottom of the deep sea. It eats metallic (含金属的) rock and soft mud. They travel up a long pipe to a ship, where workers and machinery separate out the rock and throw the mud back into the ocean. This is a mining operation. The rock contains a mixture of metals, including ones called rare earth metals. People use these materials to make batteries and electronics like computers and phones. Deep-sea mining hasn’t happened yet. But it probably will occur within the next decade. No country owns any part of the deep sea, so a UN organization called the International Seabed Authority (ISA) decides who is allowed to mine there. It has allowed 29 organizations to explore the deep sea and make plans for mining, one of which plans to begin mining in the year 2027. Scientists and environmentalists, though, warn that mining could destroy deep-sea ecosystem. In 1989, ecologist Hjalmar Thiel carried out a test. His team searched the seafloor of the Pacific Ocean, in a spot with lots of the metallic rocks that miners wanted. They didn’t actually collect any of the rocks. But they disturbed the mud, just as a mining operation would. The cloud of mud fell back down over the ocean floor burying creatures living there. Up to now, the area they disturbed has not recovered. Signs of the search are still there. Deep sea creatures like sponges and corals have not moved back in. That means mining could have detrimental, long-lasting consequences for deep ocean life. Scientists want to understand the deep sea better before disturbing it. Leaving the deep sea alone sounds great but people need those metals. “Mines on land are soon going to run out,” geologist Steven Scolt of the University of Toronto told Smithsonian Magazine. “Every electronic device in the world has rare earth metals in it... we need raw resources.” New energy technologies including solar and wind power and electric cars rely on these metals as well. We may need to mine them from the sea in order to switch to greener energy sources. 1. According to the passage, why do people want to carry out deep sea mining? A. To test the mining robot. B. To collect rare earth metals. C. To separate the rock from mud. D. To understand the deep sea better. 2. What can we infer from the test of Hjalmar Thiel in 1989? A. They gathered some metallic rocks the miners wanted. B. They helped the recovery of the disturbed mining areas. C. They discovered the deep-sea mining had affected the ocean ecology. D. They found the rare metallic rocks were harmful to sea creatures. 3. What does the underlined word “detrimental” in Paragraph 3 most probably mean? A. Appealing. B. Harmful. C. Helpful. D. Impressive. 4. What is Steven Scolt’s attitude towards deep-sea mining? A. Doubtful. B. Neutral. C. Supportive. D. Disapproving. Passage 2（2024-2025北京市延庆区高一下学期期中） Anuar Abdullah has always had a special feeling for the ocean. In the 1980s, he settled in Perhentian as a diving instructor and fell in love with corals. Twice daily, he went out to sea, staying underwater for as long as his oxygen supply allowed. He learned the shapes and textures (纹理) of coral reefs long before he knew their Latin names. He studied the living conditions—the water temperature, the sunshine, the diversity(多样性) of ocean life—and saw how just one of those factors could bring about large-scale death. Abdullah spent two decades experimenting with how to grow coral reefs in the ocean. He didn’t have a degree in marine (海洋的) biology or a research lab, but he had his own ways. Almost all the materials he used to grow corals came directly from the ocean. He didn’t use steel pipes or bricks—which he couldn’t afford—instead, he gathered rocks from the seafloor, piling them so they wouldn’t be knocked down by tidal waves. While others might depend on a lab to break live coral into pieces that were in turn used for growing, he searched for broken pieces of coral in existing reefs and fixed them to the rocks using animal-friendly glue. When he needed other materials, he started by searching the beach for waste. Every day, the locals saw him on his knees examining corals in the ocean. Sometimes, he picked up a rock to which he had fixed a piece of coral several weeks earlier, and said very quietly, “My little acropora (鹿角大珊瑚), how are you doing today?” The locals whispered about how he’d spent days in the water speaking to corals as if they were people. “Everyone thought I was stupid,” said Abdullah, “But I knew I was doing the most important thing in the world.” Actually, Abdullah was right. Now, in a world rapidly losing its coral reefs to climate change and environmental damage, he has become an increasingly influential expert on how to bring them back to life. Thousands have traveled from around the world to learn from Abdullah how to grow corals, with some eventually leaving their jobs to join his projects full time. With his 700 active volunteers, he has already saved about 125 acres of coral reefs. 1. Abdullah went out to sea twice daily to ________. A. study coral reefs B. have diving training C. check his oxygen supply D. share his feelings for the sea 2. Abdullah’s way of growing corals is________. A. eco-friendly and practical B. traditional and indirect C. high-tech and affordable D. scientific and expensive 3. From the passage we know that Abdullah________. A. searched for waste to make a living B. received a degree in marine biology C. talked to everyone about coral reefs D. became an expert on coral protection 4. What can we learn from the story? A. Anyone with a dream is amazing. B. Achievement provides true pleasure. C. An individual can make a difference. D. The strong man is strongest when alone. Passage 3（2024-2025北京市丰台区高一下学期期中） Climate change influences how organisms live and function in their environment. Investigating how organisms adapt is essential for accurately predicting their survival, and tracking genomic(基因组的) changes helps researchers determine the lasting effects of the changing environment. Copepods, a dominant coastal species, are particularly useful for studying genetic changes in response to shifting marine environments. By studying copepods, researchers can get an idea of how the ocean food chain might react to changes in the Earth’s climate. Tracking a copepod’s evolving genome in the wild, however, can be time-consuming and laborious. To circumvent this challenge, Pespeni and her team used an evolve-and-resequence approach in the lab. They exposed a copepod population to three stressors—water warming, acidification via high CO₂ levels, and combinations of the two ocean warming and acidification (OWA) conditions in the laboratory, and tracked their adaptations to these conditions over 25generations. Previously, they tracked reproductive fitness traits such as egg-hatching success under these conditions. They found that the fitness of the population exposed to OWA conditions initially decreased, but then adapted to the stressors over several generations. In the current study, the researchers sequenced the genomes of animals in each experimental group at generation 0 and 25 to quantify how allele (等位基因) frequencies changed in response to experimental selective pressures. The researchers found adaptive alleles related to development were unique to the multiple stressor experiment, providing a possible explanation for the observed selection of hatching success. “We showed that the warming alone was a much strong er selective pressure than CO₂. But when you combine them, you get a unique synergy. So, it’s not just one plus one equals two; it’s one plus one equals something totally different,” said Pespeni. Whereas previous studies observed the effects of single stressors on evolving organisms, Pespeni’s study demonstrated that multiple stressors result in a unique response to selection in a non-additive manner. This is important because human-induced environmental changes are multifaceted(多方面的), and additional stressors are still needed to further mimic natural environmental changes, and this study reveals the complexity of the genomic adaptive response. According to Morgan Kelly, a professor who was not involved in the study, the insights presented by the researchers in this study call into question the previous single stressor studies and will influence future experimental design. “There’s this big question of the role that evolutionary change will play in response to climate change, and the way the researchers integrate genomic information is the best of its kind in the world of marine experimental evolution,” said Kelly. According to Pespeni, there is reason to maintain hope in the face of climate change because her work revealed that the copepods eventually fully regained their ability to reproduce following the combined environmental changes. 1. What can we learn about Pespeni’s previous and current studies? A. The previous study tried new ways to quantify the response of copepods. B. The current study may explain the success of hatching in the previous one. C. The previous study reveals the complexity of the genomic adaptive response. D. The current study sequenced copepods’ genes of 25 generations in each group. 2. To improve their future research, researchers should . A. study how other species adapt to global warming B. include additional stressors in their experiments C. track a copepod’s evolving genome in the wild D. compare Pespeni’s study with previous ones 3. What makes the current study particularly significant? A. It integrates genomic information in the research. B. It shows most species can easily adapt to climate changes. C. It confirms the effectiveness of previous single stressor studies. D. It demonstrates multiple stressors produce an additive response. 4. Which of the following can be the best title for the passage? A. Scientists Edit Genomes to Help Copepods Survive B. Research Removes People’s Worries about Climate Change C. Combining Climate Stressors Leads to Unique Genomic Changes D. The Evolve-and-resequence Approach Helps Fight Climate Change Passage 4（北京市房山区2024-2025高一下学期期中） In the opinion of some people, the most direct, most touching, and easiest way of protecting wild animals, without doubt, is “the rescue of each individual wild animal”. On seeing a recovered bird return to the blue sky, they will feel moved with hot tears in the eyes. However, what is very easily ignored by them is that the value of protecting each individual wild animal usually does not lie in the individual wild animal itself but more frequently in the entire species behind each individual. In this aspect, this is different from the rescue of weak individuals in the human society. There are many differences between animals and human beings. The biggest difference possibly lies in that animals are short of social culture. But here, the culture refers to “the behavior pattern having nothing to do with heredity (遗传), but which may be copied and inherited (继承)”. Human beings depend on culture for heritage. As time passes by, the culture has been accumulated to distinguish one group from another. Therefore, the protection of culture is important and necessary. However, wild animals depend on genes for heritage, and therefore, it is important and necessary to keep natural genes in existence. As long as wild animals can pass genes down, the entire species survive. Therefore, wild animals’ value mostly lies in their genes, and the existence of the species is more important. The individual death cannot be avoided, but the gene may exist forever through the gene bank of the species, keeping the species existent. When we protect wild animal individuals, this is more a measure than a goal. Therefore, the Yellowstone Park has introduced the wolf to control the number of deer and get rid of the old, weak, sick and disabled. Such behavior is beyond imagination among human beings, but in the nature, this is completely normal and reasonable. We often observe wild animals with the judgment that we may have to human beings, ignoring the differences. But if species itself is not in danger, then working hard to protect the individual can do nothing good to the entire species. Of course for other reasons, we still hope to protect these individuals from death, but valuing their genes is more important when protecting wild animals. 1. What is the key difference between humans and animals? A. Animals lack social culture. B. Humans have more genes than animals. C. Humans can communicate more effectively. D. Animals’ behavior patterns depend entirely on heredity. 2. How is Paragraph 4 mainly developed in terms of writing methods? A. By offering data. B. By presenting effects. C. By providing examples. D. By making comparisons. 3. As for the Yellowstone Park’s behavior in Paragraph 6, the author is ______. A critical B. doubtful C. supportive D. unconcerned 4. Which of the following would be the best title for the passage? A. Wildlife Protection: Genes over Individuals B. The Emotional Stories behind Animal Rescue C. Gene Bank: the Challenge of Animal Protection D. Cultural Differences between Humans and Animals 话题6 科学研究 Passage 1（2024-2025北京师范大学附属中学高一下学期期中） In the first few years of their lives, children brought up in English-speaking homes successfully master the use of hundreds of words, including those for objects, actions, emotions, and many other aspects of the physical world. However, when it comes to learning colour words, the same children perform very badly. If shown a blue cup and asked about its colour, typical two-year-olds seem as likely to come up with “red” as “blue”. Cognitive (认知) scientists at Stanford University in California supposed that children’s incompetence at colour-word learning may be directly linked to the way these words are used in English. They are used mostly in pre-nominal position (e.g. “blue cup”), in contrast to post-nominal position (e.g. “The cup is blue.”). The difficulty children have may simply come down to the challenge of having to make predictions from colour words to the objects they refer to, rather than from the objects to the colour words. To explore this idea further, the research team recruited 40 English children aged between 23 and 29 months and carried out a three-phase experiment. It considered of a pre-test, followed by training in the use of colour words, and finally a post-test that was identical to the pre-test. The pre- and post- test materials comprised six objects that were unfamiliar to the children. There were three examples of each object in each of three colours — red, yellow and blue. The objects were presented on trays (托盘), and in both tests, the children were asked to pick out objects in response to requests in which the colour word was either a pre-nominal (“Which is the red one?”) or a post-nominal (“Which one is red?”). In the training, the children were introduced to five sets of familiar items (balls, cups, crayons, glasses, and toy bears) in each of the three colours. Half the children were presented with the items one by one and heard them labeled with colour words used pre-nominally, while the other half were introduced to the same items described with a post-nominal colour word. After the training, the children repeated the selection task on the novel items in the post-test. Correct choices on items that were consistent across the pre- and post-tests were used to measure children’s colour knowledge. According to the assessment, children’s performance was consistent when they were both trained and tested on post-nominal adjectives, and worst when trained on pre-nominal adjectives and tested on post-nominal adjectives. Comparing the pre- and post-test scores across each condition revealed a significant decline in performance when children were both pre- and post-tested with questions that placed the colour words pre-nominally. 1. What is the purpose of Paragraph 2? A. To present a phenomenon. B. To make a contrast. C. To give a possible explanation. D. To provide an example. 2. What can we learn about the experiment from the passage? A. The children had to place the pre-and post-test objects onto coloured trays. B. The children were presented with the same objects in the pre- and post- tests. C. Pre-nominal questions were less used than post-nominal questions in the training. D. The researchers aimed to look for consistencies in children’s knowledge of word order. 3. What does the underlined word “novel” in Paragraph 4 probably mean? A. Imaginary. B. Unknown. C. Familiar. D. Common. 4. The outcome of the experiment shows that _____. A. children are unable to accurately sort objects by colour B. children trained on pre-nominal adjectives perform well C. children learn colour words rapidly in post-nominal position D. children can make predictions from the objects to the colour words Passage 2（2024-2025北京市五十七中学高一下学期期中） A few years ago, the City Council of Monza, Italy, barred pet owners from keeping goldfish in curved fishbowls. The sponsors of the measure explained that it is cruel to keep a fish in such a bowl because the curved sides give the fish a distorted view of reality. Aside from the measure’s significance to the poor goldfish, the story raises an interesting philosophical question: How do we know that the reality we perceive is true? Physicists are finding themselves in a similar trouble to the goldfish’s. For decades they have been pursuing an ultimate theory of everything — one complete and consistent set of fundamental laws of nature that explain every aspect of reality. It now appears that this pursuit may generate not a single theory but a family of interconnected theories, each describing its own version of reality, as if it viewed the universe through its own fishbowl. This concept may be difficult for many people to accept. Most people believe that there is an objective reality out there and that our senses and our science directly convey information about the material world. In philosophy, that belief is called realism. In physics, realism is becoming difficult to defend. Instead, the idea of alternative realities is a mainstay of today’s popular culture. For example, in the science-fiction film The Matrix the human race is unknowingly living in a simulated virtual reality created by intelligent computers. How do we know we are not just computer-generated characters living in a Matrix-like world? If — like us — the beings in the simulated world could not observe their universe from the outside, they would have no reason to doubt their own pictures of reality. Similarly, the goldfish’s view is not the same as ours from outside their curved bowl. For instance, because light bends as it travels from air to water, a freely moving object that we would observe to move in a straight line would be observed by the goldfish to move along a curved path. The goldfish could form scientific laws from their frame of reference that would always hold true and that would enable them to make predictions about the future motion of objects outside the bowl. If the goldfish formed such a theory, we would have to admit the goldfish’s view as a reasonable picture of reality. The goldfish example shows that the same physical situation can be modeled in different ways, each employing different fundamental elements and concepts. It might be that to describe the universe we have to employ different theories in different situations. It is not the physicist’s traditional expectation for a theory of nature, nor does it correspond to our everyday idea of reality. But it might be the way of the universe. 1. What does the underlined word “distorted” in Paragraph 1 most probably mean? A. False. B. Accurate. C. Distant. D. Original. 2. What does Paragraph 2 mainly tell us? A. The conventional insight of reality. B. The lasting conflict in physics. C. The existence of the material world. D. The need for a complete theory. 3. What can we learn from the passage? A. It is essential to figure out which picture of reality is better. B. People’s theories are influenced by their viewpoints. C. An external world is independent of the observers. D. Nature’s mysteries are best left undiscovered. 4. According to the passage, the author may agree that ______. A. there is still possibility to unify different theories into a single one B. multiple realities can be pieced together to show the real world C. physicists have a favorite candidate for the final theory D. various interpretations of the universe are welcomed Passage 3（北京市第五中学2024-2025高一下学期期中） Psychological science is full of interesting topics, many of which tell a coherent picture of human nature, but some of which create seemingly contradictory stories. A case in point is the tricky, and misunderstood, overlap between strength-based science and the research on narcissism (自恋). There is now convincing evidence to show that narcissism is on the rise, especially in our youth. Some researchers have gone so far as to say that it is occurring in epidemic proportions, with about 25% of young people showing symptoms of narcissism. The inflated ego of Generation Me is reflected in reality TV, celebrity worship, out-of-control consumerism and materialism…perhaps even a new type of president. We are correct to be concerned about this phenomenon but our fear that all kids are potential narcissists has caused an unhelpful counter-reaction to approaches that seek to make our children and teens feel good about themselves. In my own research on strength-based parenting, it is common for people to wrongly label this approach as a recipe for narcissism. Their argument seems to be that a child who knows their strengths will automatically view themselves as better than everyone else. It is argued that the self-assurance that comes with identifying and using their positive qualities will make a child arrogant, selfish and uncaring. Genuine confidence about one’s strengths is categorized as over-confidence; desirable self-knowledge is branded as excessive self-admiration. Why does this occur? It’s partly because more is known about narcissism than strengths. While strengths psychology has largely stayed within the limit of academic journals or has been applied only within certain contexts such as the workplace, research on narcissism has made its way into the mass media and into our collective consciousness. The New York Times noted that narcissism is a favored “go-to” topic and that people everywhere are diagnosing others with it. The fear that a strength-based approach will cause narcissism also occurs because we unknowingly fall prey to binary (非此即彼) thinking. We mistakenly believe that one cannot be both confident and humble. We focus on Donald Trump and Kim Kardashian rather than Mahatma Gandhi and Mother Teresa. There’s no way that Gandhi and Mother Teresa could have achieved what they did without confidence in their strengths, and yet they are both pillars of modesty and selflessness. When we assume that strength-focus is the same as a self-focus, we fail to entertain the idea that people who know their strengths are, actually, more likely to be pro-social and focus on helping others. It’s tempting to conclude that every young person is at risk of becoming a narcissist but I’d like to stand up for the thousands of young kids I have worked with who are caring, thoughtful and humble—even when they use their strengths. 1. Why teenagers’ strengths are often mistaken for narcissism? A. Teenagers with strengths are always arrogant, selfish and uncaring. B. The public are more exposed to research on narcissism. C. There is a lack of strengths in our collective consciousness. D. Numbers of people are diagnosed with narcissism by doctors. 2. The author mentions Gandhi and Teresa in paragraph 6 to show that________. A. they are both victims of binary thinking B. public figures unknowingly fall prey to narcissism C. confidence is quite important for celebrities D. one can be both modest and sure of himself 3. What’s the author’s attitude towards young kids’ strength-based approaches? A. Skeptical. B. Neutral. C. Favorable. D. Cautious. 4. Which of the following can be the best title for the text? A. Teens’ Confidence Misunderstood B. Teens’ Narcissism Diagnosis C. Teens’ Anxiety and Depression D. Teens’ Strength Psychology Passage 4 The practice of students endlessly copying letters and sentences from a blackboard is a thing of the past. With the coming of new technologies like computers and smartphones, writing by hand has become something of a nostalgic (怀旧的) skill. However, while today’s educators are using more and more technology in their teaching, many believe basic handwriting skills are still necessary for students to be successful — both in school and in life. Virginia Berninger, professor of educational psychology at the University of Washington, says it’s important to continue teaching handwriting and help children acquire the skill of writing by hand. Berninger and her colleagues conducted a study that looked at the ability of students to complete various writing tasks — both on a computer and by hand. The study, published last year, found that when writing with a pen and paper, participants wrote longer essays and more complete sentences and had a faster word production rate. In a more recent study, Berninger looked at what role spelling plays in a student’s writing skills and found that how well children spell is tied to how well they can write. “Spelling makes some of the thinking parts of the brain active, which helps us access our vocabulary, word meaning and concepts. It is allowing our written language to connect with ideas,” Berninger said. “Spelling helps students translate ideas into words in their mind first and then to transcribe (转换) those words in the mind into written symbols on paper or keyboard and screen,” the study said. “Seeing the words in the “mind’s eye” helps children not only to turn their ideas into words,” says Berninger, “but also to find out spelling mistakes when they write the words down and to correct them over time.” “In our computer age, some people believe that we don’t have to teach spelling because we have spell checks,” she said. “But until a child has a functional spelling ability of about a fifth grade level, they won’t have the knowledge to choose the correct spelling among the options given by the computer.” 1. What makes writing by hand a thing of the past? A. The importance of writing by hand. B. The lack of practice in handwriting. C. The use of new technologies like computers and smartphones. D. The belief that handwriting skills are unnecessary for success. 2. Which of the following best shows the role of spelling? A. Spelling improves one’s long-run memory of words. B. Spelling ability is closely connected to writing ability. C. Spelling benefits the translation from words into ideas. D. Spelling slows down finding right words to express ideas. 3. What does the underlined expression “mind’s eye” in Paragraph 5 mean? A. Wind. B. Spirit. C. Imagination. D. Picture. 4. What conclusion could be drawn from the passage? A. Handwriting still has a place in today’s classrooms. B. Spell checks can take the place of spelling teaching. C. Computers can help people with their choice of words. D. Functional spelling ability develops fast in the fifth grade. $