主题19 语言学习的规律、方法等（题型滚动综合训练，话题词汇+时文阅读+高考真题+模拟精练）2026年高考英语趋势性主题

主题19 语言学习的规律、方法等 01 话题词汇佳句 02 时文热点阅读(全文翻译,词汇积累,长难句分析) 03 高考真题链接 04 话题阅读精练 分类 主题词汇 思维与语言 1. access n. 通道；(使用、查阅等)机会vt. 进入；使用；获取→accessible adj. 可达到的，可接近的，可进入的，可使用的 ►access to ... 接近……的机会；进入……的权利 ►have/get/gain/obtain access to ...可以接近/会见/进入…… ►be accessible to 可进入……；可使用……；易接近…… 2. adopt vt. 采用；采取；采纳vt. & vi. 领养→adopted adj. 收养的；领养的　移居的 3. attention n. [U] 注意；专心；关注 ►pay attention to ...　　　注意…… ►draw/call attention to ... 使……关注…… ►attract/catch/get the attention of　吸引/引起/得到……的注意 4. blank adj. 空白的；无图画(或韵律、装饰)的；没表情的 n. 空白；空格 5. chance n. [C] & [U] 可能性[C] 机会；机遇；风险；冒险 [U] 偶然；巧合；运气 ►by chance　碰巧；意外地 ►take chances/a chance 冒险一试；碰运气 ►the chances are (that) ... 很可能…… 6. comparison n. [C] & [U]比较；比拟 ►by comparison　 通过比较 ►in comparison with与……相比；与……比较而言 7. describe vt. 描述；叙述；形容→description n. 描述；形容；描写 8. efficient adj. 有效率的；高效能的→efficiency n. [U]效率；效能→efficiently adv. 有效地 9. factor n. [C] 因素；要素 10. grasp vt. 抓住；紧握;理解；领会n. 紧抓；紧握；控制;理解；领会 11. inquire vi. & vt. 打听；询问；调查 12. know vi. & vt. 知道；懂得　认识 ►as far as I know 据我所知 ►be known as ... 作为……而著名 ►be known for ... 因……而闻名 ►be known to sb. 为某人所知 ►know about 了解；知道……情况 13. limited adj. 有限的；不多的 14. master n. [C] (男)主人；(男)雇主;能手；大师　硕士 vt. 精通；掌握；控制住(强烈的情绪) ►master's degree 硕士学位 ►Master of Arts/Science 文科/理科硕士 15. million num. 一百万 16. nearly adv. 几乎，差不多 17. overcome vt. 战胜；克服 18. practice n. [C] & [U] (反复)训练；练习惯例；习惯做法；习俗n. [U]实践；实际行动 ►Practice makes perfect. 熟能生巧。 ►put ...into practice 将……付诸实践 ►practice doing sth. 练习做某事 19. pronunciation n. [C] & [U] 读音；发音 20. read (read, read) vt. & vi. 阅读；朗读；读到；获悉　vt. 读懂；理解vt. (指示牌等)写着；(仪器等)显示；(计算机)读取→reader n. [C] 读者；读物 ►read out　大声读出；宣读 21. result n. 结果；成果；考试成绩vi. 发生；导致 ►as a result of ... 作为……的结果 ►result from 由……造成；因……而产生 ►result in 造成；导致 22. significant adj. 重要的；(意义)重大的;(数量)大的；显著的→significance n. [C]&[U]重要性；(意义)重大 23. solve vt. 解答；解决→solution n. 解决方法；处理手段；答案 24. structure n. [C] & [U] 结构；构造[C] 建筑物 25. trend n. [C] 趋向；趋势　潮流 26. vivid adj. (色彩)鲜艳的；鲜明的(记忆、描述等)生动的；(想象力)丰富的 27. enlarge vt. 使扩大 28. capitalized adj.大写的 29. stutter n. 结巴，口吃 30. oral adj. 口头的，口述的 31. verbal adj. 口头的；言语的；动词的；照字面的 32. forum n. (因特网上的)论坛，讨论区 33. extinction n. 灭绝；消失；消灭；废止 34. course n. 科目；课程 35. semester n. 学期；半年 36. interpreter n. 解释者；口译者；注释器 37. have a frog in one’s throat (尤因喉咙痛)说话困难 生活与语言 1. able adj. 能(反 unable)能干的；有能力的→ably adv. 能干地；巧妙地→ability n.能力→enable v. 使能够；使可能→inability n. 无能→unable adj. 不会的；不能的 2. antique n. 古物；古董adj. 古老的；古董的 3. catch vt. & vi. 抓住；接住;卡住；(使)挂住;(使)进退两难;着火vt. 捕捉；抓捕　撞见；当场发现;赶上；追上(车、船等);感染上;听清楚；领会　被吸引住;注意到；听到；看到 ►catch on　流行；抓住 ►catch sb.'s eye 引起某人的注意 ►catch up with 赶上；追上 4. column n. [C] 柱；圆柱;(表格等的)栏；列;(报刊等的)专栏 5. deadline n. [C] 最后期限；截止日期 6. domain n. [C]领地；领域 7. duration n. [U]持续时间；期间 8. find vt.发现；找回；查明;认为；发觉 n. [C]发现物 9. frequency n. [C] & [U]频繁；发生率 10. hear vt. & vi. 听见；听到；听说；得知vt. (注意)听；倾听；听取 ►hear about　听说(……的情况) ►hear from 收到……的来信 ►hear of 听说 ►hear sb. out 听某人把话说完 11. hobby n. [C]业余爱好；嗜好 12. important adj. 重要的；有重大影响的→importance n. 重要性；重大→importantly adv. 重要的是 ►be of great importance 非常重要 13. low adj. (高度)低的；(声音、数量、价值等)低的；情绪低落的；不高兴的 adv. 低；低声地；低水平地 ►be low in　 含……量低 ►feel low 情绪低落 ►low­cost/low­rent housing 廉价住房/廉租房 14. moreover adv. [句子副词] 再者；而且 15. online adj. 在线的；联网的adv. 在网上 16. passage n. [C] 章节；段落　通路；经过；航程费用 17. patience n. [U]耐心；容忍；[C]习惯→patiently adv. 耐心地→patient adj. 能忍耐的；有耐心的n. 病人；患者→patient adj. 能忍耐的；有耐心的n. 病人；患者 ►have/lose patience with对……有/失去耐心 ►take patience to do sth. 做某事需要耐心 ►with patience ►be patient with sb. 对某人有耐心 18. popular (pop)adj. 流行的；欢迎的；公众的；大众化的；通俗的→popularity n. [U] 受欢迎；普及；流行 ►be popular with/among 受……欢迎；为……喜欢 19. reference n. [C]&[U] 提及；涉及；[U] 查阅；参考；[C] 推荐信；推荐人 ►reference books参考书 ►in/with reference to 关于；根据……而论 20. saying n. [C] (说)话；(发表)议论；格言；警句；谚语 ►sayings and doings言行►as the saying is/goes 常言道►go without saying 不言而喻 21. settle vi. & vt. 坐下；(使)处于舒适的位置；定居(于)；解决；(使)安定vt. (常用于被动语态)确定；决定vi. 降落；停留围绕；充满 ►settle down　舒服地坐/躺下；安顿下来；安定下来；(使)安静 ►settle down to 开始专心于；着手认真做 ►settle in/into 适应；习惯(新事物) ►settle on 决定；选定 22. special adj. [常用于名词前] 特别的；特殊的；[只用于名词前] 专门的；特设的n. [C] 特别的人/物；特色菜；特价品→specially adv. 特别地；专门地；格外 23. traditional adj. 传统的；惯例的→traditionally adv. 传统上；按惯例 24. worst adj. 最坏的；最差的；病情最重的adv. 最坏地；最差地；最恶劣地n. [U] 最坏的人/事 策略与语言 1. absorb vt. 吸收；理解；掌握；吸引；使专心　缓冲→absorbed adj. 专心致志的；全神贯注的 ►be absorbed in 专心致志于；全神贯注于 2. agenda n. 议程表；议事日程 3. begin (began, begun) v. 开始；着手做；开始进行→beginning n. 开始→beginner n. 初学者；新手 ►to begin with　首先；第一 ►at the beginning of ... 在……开始 ►in the beginning＝at first 起初 4. bury vt. 埋葬；掩藏；埋头于 ►be buried in/bury oneself in　埋头于；专心于 ►bury one's face in the hands 双手掩面 5. clarify vt. 澄清(思想、问题等) 6. consequence n. [C]结果；后果；重要性→consequent adj.随之发生的；作为结果的→consequently adv. 因此；所以 ►as a consequence/result＝in consequence　因此，结果 ►as a consequence/result of＝in consequence of 因为……的缘故 ►take/accept/face the consequences of 承担……的后果 8. copy n. [C] 抄本；副本；复制品；(书报等)本；份；册 vt. 抄写；复制；模仿 vi. 抄袭；作弊 9. dictionary n. [C] 词典；字典 10. digest vi. & vt. 消化；vt. 理解；领会 n. [C] 摘要；文摘 11. eraser n. [C] 橡皮擦 12. experience n. [U] 经验；实践[U] 经历；阅历[C](一次)经历 vt. 体验(到)；感受(到)；经历；遭受→experienced adj.　有经验的；经验丰富的(反inexperienced) 13. feeling n. [U] (身体部位的)感觉；知觉[U]理解力；领悟力[C](内心的)感觉；感受；情感；感情[C]看法；意见；态度[C]&[U]激情；强烈的情绪 14. goal n. [C] 目的；目标；球门；射门；进球得分 15. habit n. [C]&[U] 习惯 ►be in the habit of/have a/the habit of　有……的习惯 break/kick the habit of 改掉……的习惯 ►develop/fall into/form/get into the/a habit of养成……的习惯 ►get out of the habit of 改掉……的习惯 ►out of the habit 出于习惯 16. introduce vt. 引进；传入；推行；采用；介绍；引见；使初次了解；尝试 17. joy n. [U] 欢乐；高兴　[C] 乐事；乐趣→joyful adj. 高兴的；快乐的 18. level n. [C] & [U] 水平高度；水平；级别n. [C] 数量；程度；浓度；楼层adj. 平的；平坦的；等高的；齐平的 ►above/below the ordinary level高/低于一般水平 ►high­level meetings 高层会议 ►low/high pollution levels 轻度/重度污染 ►sea level 海平面 19. major adj. 主要的；重要的(反minor)严重的；主修的 n. [C]主修科目；主修学生 vi. 主修；专攻 ►a major cause　主要原因 ►the major subjects 主修课程 ►major in English 主修英语 20. normal adj. 正常的，平常的(反 abnormal) 智力正常的，精神健全的n. 正常状态、水平、数量等→normally adv. 通常，平常；正常地 ►above/below normal　　高/低于正常的 ►go back to normal＝return to normal 恢复正常 21. pleasure n. [U] 快乐(enjoyment)；娱乐[C] 乐事；趣事 ►for pleasure　 作为消遣 ►It's a pleasure./It's my pleasure. 别客气。/没什么。 ►with pleasure 高兴地；非常乐意 22. process n. [C] 过程；进程；工序；步骤vt. 加工；审核；处理(文件、请求等) 23. quit (quit/quitted, quit/quitted) vt. & vi.离开(学校、工作等)；停止；戒除；关闭/退出(计算机程序等) 24. regular adj. 规则的；有规律的(反irregular)经常的；频繁的；普通的；持久的；稳定的 ►on a regular basis　　 定期 ►a regular job 一份固定的工作 25. routine n. [C] & [U] 例行公事；惯例；日程[C] 常规节目；一套舞蹈动作adj. 例行的；常规的 ►daily routine 　日常工作 26. stick (stuck, stuck) vt. & vi. (被)刺入；(被)戳进；粘(住)；伸出；阻塞；(被)难住n. [C] 枝条；树枝；棍；棒；棍/条状物 ►be/get stuck in卡住；陷入 ►stick out 伸出；突出 ►stick to 坚持；遵守 (keep to) ►stick with [不用于被动语态] 持续；坚持；留在……的记忆里 ►get (hold of) the wrong end of the stick 完全误解 27. survey n. [C] 调查；全面审视；测量；勘测 vt. 调查；全面审视；测量；勘测 28. tight adj. 紧的；绷紧的；(时间、空间)紧凑的；(经济)紧张的；(关系)紧密的adv. 紧紧地；充分地→tighten vt. & vi. (使)变紧；加紧→tightly adv. 紧紧地 29. value n. [C]&[U](商品)价值；价格；等值，划算程度[U] 用处；重要性[用复数]价值观念；社会准则vt.定价；估价；重视；珍视→valuable adj. 值钱的→valueless adj. 不值钱的→invaluable adj. 极有用的；极宝贵的 ►value for money (good value)　物有所值 ►be of value (valuable) 有价值的；有用的 30. way n. [C] 路；道路；路线；通道；出口处；方向；距离；方式；方法；手段；方面　；作风；习惯；习俗 ►lose one's way　　　 迷路 ►the way in/out 入口/出口 ►all the way 一直；自始至终；完全地 ►by the way 顺便说；顺便一提 ►by way of 经由；通过……方法 ►give way to 让步于； 屈服于 ►make one's way to 前往…… ►make way for 给……让路 ►in a way 在某种程度上 ►in no way 一点也不，决不 ►in the /sb.'s way 挡某人的道；妨碍某人 ►no way 不可能；绝不 ►on the/its way 在路上；即将到达/发生 ►out of the way 不挡道；不碍事 31. explicit adj. 清楚明白的；易于理解的 32. precise adj. 准确的；精确的；确切的 佳句背诵 1. The way to learn a language is to practice speaking it as often as possible. 学习一门语言的方法就是要尽可能经常地练习说它。 2. My hard work pays off, and I am quite proud of what I have achieved/the progress I have made. 我的努力获得了回报，我为自己所取得的进步感到非常骄傲。 3. I’d like to attend English lectures, from which I can get more information on British and American cultures. 我喜欢参加英语讲座，从中我可以学到更多英美文化知识。 4. We are supposed to learn English well because a good command of English means more opportunities in the future. 我们理应学好英语，因为精通英语意味着将来有更多的机会。 5. There is no doubt that keeping an English diary helps you a lot with written English. 毫无疑问，写英语日记非常有助于你书面语的提高。 The idea that we have brains hardwired with a mental module for learning grammar — famously supported by Noam Chomsky of the Massachusetts Institute of Technology — has dominated linguistics (语言学) for almost half a century. Recently, though, evidence has overtaken Chomsky’s “universal grammar” theory. In Chomsky’s first version of his theory put forward in the mid-20th century, the languages people use to communicate in everyday life behaved like mathematically-based languages of the newly emerging field of computer science. A computer-like program could produce sentences real people thought were grammatical. As Chomsky was developing his computational theories, he was also proposing that they were rooted in human biology. His universal grammar was put forward as an inborn component of the human mind — and it promised to reveal the deep biological foundations of the world’s 6,000-plus human languages. So this theory held immediate appeal. Yet much research now suggests that language acquisition does not take place as Chomsky’s theory explains. Learning of a child’s first language does not rely on an inborn grammar module. Instead the new research shows that young children use various types of thinking that may not be specific to language at all — such as the ability to classify the world into categories (people or objects, for instance) and to understand the relations among things. These capabilities, coupled with a unique human ability to grasp what others intend to communicate, allow language to happen. For instance, English-speaking children understand “The cat ate the rabbit,” and through analogy they also understand “The lion tickled the goat.” They generalize from hearing one example to another. After enough examples of this kind, they might even be able to guess who did what to whom in the sentence “The gazzer mibbed the toma,” even though some of the words are literally meaningless. Chomsky has allowed us to see new things, but also blinded us to other aspects of language. In linguistics fields, many researchers are becoming ever more dissatisfied with a totally formal language approach such as universal grammar. Moreover, many modern researchers are also unhappy with armchair theoretical analyses, when there are large collections of linguistic data — many now available online — that can be analyzed to test a theory. There are exciting new discoveries to be made by investigating the details of the world’s different languages, how they are similar to and different from one another, how they change historically, and how young children acquire competence in one or more of them. Universal grammar appears to have been inching toward a death for years. It is dying so slowly because, as physicist Max Planck once noted, older scholars tend to hang on to the old ways: “Science progresses one funeral at a time.” 全文翻译 人类大脑中天生就有一个学习语法的心理模块——麻省理工学院的诺姆·乔姆斯基曾大力支持这一观点——近半个世纪以来，该观点一直主导着语言学界。不过，近来有证据推翻了乔姆斯基的“普遍语法”理论。 20世纪中叶，乔姆斯基首次提出他的理论。在该理论中，人们日常生活中用于交流的语言，其运作方式就像新兴计算机科学领域中基于数学的语言一样。一个类似计算机程序的机制可以生成被人们认为符合语法规则的句子。乔姆斯基在发展他的计算理论时，还提出这些理论是植根于人类生物学的。他提出的普遍语法是人类思维中与生俱来的一部分，有望揭示世界上6000多种人类语言的深层生物学基础。因此，这一理论立刻引起了人们的关注。 然而，现在大量研究表明，语言习得的过程并非如乔姆斯基的理论所解释的那样。儿童学习母语并不依赖于天生的语法模块。相反，新的研究表明，幼儿运用的是各种各样可能与语言本身并无特定关联的思维方式，比如将世界分类(例如，区别人或物体)以及理解事物之间关系的能力。这些能力，再加上人类特有的理解他人交流意图的能力，促成了语言的产生。 例如，说英语的儿童能理解“猫吃了兔子”这句话，通过类推，他们也能理解“狮子挠了山羊”。他们能从听到的一个例子推广到另一个例子。在接触了足够多这类例子后，他们甚至可能猜出“嘎泽尔对托马做了某事”这句话中谁对谁做了什么，尽管其中有些词实际上并无意义。 乔姆斯基让我们看到了新的东西，但也让我们忽视了语言的其他方面。在语言学领域，许多研究人员对像普遍语法这样完全形式化的语言研究方法越来越不满。此外，现在有大量的语言数据(其中很多可以在网上获取)可供分析以检验理论，因此许多现代研究人员也对纸上谈兵式的理论分析感到不满。 通过研究世界上不同语言的细节、它们之间的异同、它们在历史上的演变，以及幼儿如何掌握一门或多门语言，我们有望取得令人兴奋的新发现。多年来，普遍语法似乎一直在走向消亡。它消亡得如此缓慢，正如物理学家马克斯·普朗克曾经指出的那样，老学者往往坚持旧的方法：“科学是在一场场葬礼中前进的。” 知识拓展 ①乔姆斯基及其理论影响力：诺姆·乔姆斯基是麻省理工学院的著名语言学家，他提出的“普遍语法”理论在过去近半个世纪里主导了语言学领域。该理论认为人类大脑中存在一个用于学习语法的心理模块，是人类语言能力的生物学基础。 ②语言习得研究新进展：近年来的研究表明，儿童学习第一语言并非依赖于乔姆斯基所说的先天语法模块。儿童会运用多种思维能力，如对世界进行分类和理解事物间关系的能力，以及理解他人交流意图的能力来习得语言。 ③语言学研究方法转变：越来越多的语言学家对像“普遍语法”这样完全形式化的语言研究方法感到不满，同时也对仅基于理论分析的研究方式提出质疑。随着大量语言数据可在线获取，研究者更倾向于通过分析实际数据来检验理论。 ④科学发展规律：正如物理学家马克斯·普朗克所说“科学是在一场场葬礼中前进的”，旧的理论往往因为老一辈学者坚持旧有方式而难以快速被新理论取代，但新的研究和发现仍在不断推动科学的进步。 重点单词 1. ________adj. 心理的；精神的 2. ________n. 模块 3. ________adj. 普遍的；通用的 4. ________n. 版本 5. ________adj. 计算的 6. ________v. 概括；归纳 7. ________v. 调查；研究 8. ________v. 显示 【答案】1.mental 2.module 3.universal 4. version 5. computational 6. generalize 7. investigate 8. reveal v. 显示 派生词 1. acquire v. 获得→________n. 习得 2. capable adj. 有能力的→________n. 能力 3. satisfy v. 使满意→________adj. 不满意的 【答案】1. acquisition 2. capability 3. dissatisfied 合成词 1. Hard + wire= hardwired adj. ________ 2. in + born =inborn adj. ________ 3. over + take = overtaken v. ________ 【答案】1. 硬连线的；天生的 2. 天生的 3. 超过 重点短语 1. ________________提出 2. ________________扎根于 3. ________________依靠；依赖 【答案】1.put forward 2. be rooted in 3. rely on 长难句分析 The idea that we have brains hardwired with a mental module for learning grammar — famously supported by Noam Chomsky of the Massachusetts Institute of Technology — has dominated linguistics (语言学) for almost half a century. 句意：我们的大脑天生就有一个学习语法的心理模块，这一观点得到了麻省理工学院的诺姆·乔姆斯基的大力支持，并且在近半个世纪里一直主导着语言学领域。 分析：that we have brains hardwired with a mental module for learning grammar是________从句，对The idea进行解释说明. famously supported… 过去分词作________。 【答案】同位语从句; 后置定语 (2024年全国新高考I卷 C)Is comprehension the same whether a person reads a text onscreen or on paper? And are listening to and viewing content as effective as reading the written word when covering the same material? The answers to both questions are often “no.” The reasons relate to a variety of factors, including reduced concentration, an entertainment mindset(心态) and a tendency to multitask while consuming digital content. When reading texts of several hundred words or more, learning is generally more successful when it’s on paper than onscreen. A large amount of research confirms this finding. The benefits of print reading particularly shine through when experimenters move from posing simple tasks – like identifying the main idea in a reading passage – to ones that require mental abstraction – such as drawing inferences from a text. The differences between print and digital reading results are partly related to paper’s physical properties. With paper, there is a literal laying on of hands, along with the visual geography of distinct pages. People often link their memory of what they’ve read to how far into the book it was or where it was on the page. But equally important is the mental aspect. Reading researchers have proposed a theory called “shallowing hypothesis(假说).” According to this theory, people approach digital texts with a mindset suited to social media, which are often not so serious, and devote less mental effort than when they are reading print. Audio(音频) and video can feel more engaging than text, and so university teachers increasingly turn to these technologies – say, assigning an online talk instead of an article by the same person. However, psychologists have demonstrated that when adults read news stories, they remember more of the content than if they listen to or view identical pieces. Digital texts, audio and video all have educational roles, especially when providing resources not available in print. However, for maximizing learning where mental focus and reflection are called for, educators shouldn’t assume all media are the same, even when they contain identical words. 28. What does the underlined phrase “shine through” in paragraph 2 mean? A. Seem unlikely to last. B. Seem hard to explain. C. Become ready to use. D. Become easy to notice. 29. What does the shallowing hypothesis assume? A. Readers treat digital texts lightly. B. Digital texts are simpler to understand. C. People select digital texts randomly. D. Digital texts are suitable for social media. 30. Why are audio and video increasingly used by university teachers? A. They can hold students’ attention. B. They are more convenient to prepare. C. They help develop advanced skills. D. They are more informative than text. 31. What does the author imply in the last paragraph? A. Students should apply multiple learning techniques. B. Teachers should produce their own teaching material. C. Print texts cannot be entirely replaced in education. D. Education outside the classroom cannot be ignored. 【篇章导读】本文是一篇说明文，作者介绍了纸质阅读与数字阅读(可视化学习)在理解和记忆方面的优劣，强调纸质阅读对于深度学习和记忆的重要性。 28. D 词义猜测题。根据第二段前两句When reading texts of several hundred words or more, learning is generally more successful when it's on paper than onscreen. A large amount of research confirms this finding.可知，在阅读几百字的文本时，纸质阅读比屏幕阅读的学习效果更好。根据画线词所在句可知，当实验人员把任务从易(比如找到阅读文章的主旨)到难(需要抽象思维，比如从文本中推断出结论)推进时，纸质阅读的优势尤为明显，也就是变得容易被人注意到(become easy to notice)，故选D。 29. A 推理判断题。第四段最后一句According to this theory, people ... than when they are reading print.是对shallowing hypothesis(浅层阅读假说)的解释说明。人们对待数字文本的态度与对待社交媒体的态度相当，社交媒体通常不那么严肃，相比纸质阅读，人们投入的脑力要少，也就是读者对数字文本持不严肃、轻松的态度。treat sth lightly意为“轻松地对待某事”，故选A。 30. A 细节理解题。根据第五段第一句Audio(音频) and video can feel more engaging than text, and so university teachers increasingly turn to these technologies...可知，大学教师越来越多地使用音频和视频，是因为它们比文本更有吸引力，也就是能够保持学生的注意力，hold students’ attention是engaging的同义替换，故选A。 31. C 推理判断题。根据最后一段最后一句However, for maximizing learning where mental focus and reflection are called for, educators shouldn't assume all media are the same, even when they contain identical words.可知，教育工作者不应该认为所有媒介的效果是一样的。此外，本文主要介绍了纸质阅读在学习效果方面相较于数字阅读的优势,暗示了纸质文本在教育领域中的不可替代性，故选C。 重点单词 1. ________v. [名词动化]看 2. ________n. 内容 3. ________v. 同时执行多项任务 4. ________v.消费，消耗 5. ________v. 证实 6. ________ν. 识别，找到 7. ________adj. 思考的，思想的，精神的 8. ________adj. 确确实实的，真实的 9. ________adj. 视觉的 10. ________adj. 不同的 11. ________n. 方面 12. ________v. 提出 13. ________v. 变浅 14. ________v. 处理，对待 15. ________v. 布置 16. ________v. 证明 17. ________adj. 完全相同的 18. ________v. 使增加到最大限度，使最大化 19. ________v. 暗指 20. ________v. 运用 21. ________adj. 多种的 22. ________n. 技巧 23. ________v. 制作 熟词生义 1. cover v.覆盖，此文指的是“________” 2. print v. 打印，此文指的是“________” 3. pose v. 构成，造成，引起，此文指的是“________” 4. property n. 所有物，财产，此文指的是“________” 5. say v 说，此文指的是“________” 6. piece n. 块，片，此文指的是“________” 7. role n. 角色，此文指的是 “________” 8. geography n. 地理，此文指的是“________” 派生词 1. effect n. 影响→________ adj. 有效果的 2. concentrate v. 集中→________ n. 专心，专注 3. entertain v. 使有兴趣，使快乐→________ n. 消遣，娱乐 4. tend v. 往往，照顾→________ n. 趋向 5. experiment v. 做实验→________ n. 实验员； 6. engage v. 雇用，聘请；参加，从事；吸引，引起 →________ adj. 有吸引力的，有趣的； 7. reflect v. 折射，反思→________ n. 反思，深思； 8. random adj. 随意的，任意的→________ adv. 随机地； 9. information n. 信息→________ adj. 提供有用信息的； 10. abstract adj. 抽象的→________n. 抽象 11. education n. 教育→________ adj. 有教育意义的 合成词 1. on + screen→________ adv. 在屏幕上； 重点短语 1. ________________涉及，与……相关 2. ________________各种各样的 3. ________________从……中推断出结论 4. ________________与……一起 5. ________________将……同……联系起来 6. ________________适合…… 7. ________________需要 难句剖析 1. The benefits of print reading particularly shine through when experimenters move from posing simple tasks –like identifying the main idea in a reading passage - to ones that require mental abstraction - such as drawing inferences from a text. 分析：本句中when引导________状语从句，从句谓语为move，like identifying the main idea in a reading passage和such as drawing inferences from a text分别补充说明simple tasks 和ones that require mental abstraction。 句意:当实验人员从提出简单的任务，如找到阅读文章的主旨，转向需要抽象思维的任务，如从文本中推断出结论时，纸质阅读的好处尤为明显。 2. According to this theory, people approach digital texts with a mindset suited to social media, which are often not so serious, and devote less mental effort than when they are reading print. 分析：suited to social media作后置定语修饰________, ________引导的非限制性定语从句，修饰先行词social media，and连接主句并列的谓语approach和devote。 句意:根据这一理论，人们对待数字文本的态度与对待社交媒体的态度相当，社交媒体通常不那么严肃,相比纸质阅读，人们投入的脑力要少。 【答案】 重点单词：1. view 2. content 3.multitask 4.consume 5.confirm 6.identify 7.mental 8.literal 9.visual 10.distinct 11.aspect 12.propose 13.shallow 14.approach 15.assign 16.demonstrate 17.identical 18.maximize 19.imply 20.apply 21.multiple 22.technique 23. produce 熟词生义：1. 涉及，处理 2.印刷品，出版物 3.提出 4.性质，特性 5.比方说 6.文章，报道 7.作用 8.geography布局 派生词：1. effective 2. concentration 3. entertainment 4. tendency 5. experimenter 6. engaging 7. reflection 8. randomly 9. informative 10. abstraction 11. educational 合成词：1.onscreen 重点短语：1.relate to 2. a variety of 3. draw … from 4.along with 5.link...to ... 6.(be) suited to 7.call for 难句剖析: 1. 时间 2. mindset, which 阅读理解 Passage 1 (2026届湖南省永州市高考模拟考试)Despite the enormous variety of languages spoken around the world, certain grammatical patterns keep showing up. A new study finds that about one-third of long-standing “linguistic universals”(语言共性) are backed by strong statistical evidence when tested using modern evolutionary methods. An international research team led by Annemarie Verkerk and Russell D. Gray analyzed 191 proposed universals using Grambank, the largest database of grammatical features ever constructed. Their dataset covered more than 1,700 languages. In earlier research, linguists tried to avoid similarities between related or nearby languages by selecting samples from distant regions. While helpful, that approach does not completely eliminate hidden connections between languages. It can also weaken statistical results and fails to reveal how languages change over time. To address this, the researchers used Bayesian spatio-phylogenetic analyses, which account for both shared ancestry and geographic influence. This approach offers a much higher level of statistical reliability than most previous studies. “In the face of huge linguistic diversity, it is fascinating to find that languages don’t evolve at random,” says Verkerk. “I am delighted that the different types of analyses we did reached very similar results, suggesting that language change must be a central component in explaining universals.” The findings show strong support for several repeating patterns. These include word order preferences and hierarchical structures(多级结构). Importantly, these patterns have appeared repeatedly across unrelated languages in different parts of the world. This repetition suggests that there are deep limits guiding how humans organize language. Senior author Russell Gray reflected, “We discussed whether to write this up as a glass-half-empty paper — ‘look how many proposed universals don’t hold’ — or a glass-half-full paper — ‘there’s strong statistical support for about a third’. In the end, we chose to highlight the patterns that evolve repeatedly, showing that shared cognitive(认知的) and communicative pressures push languages towards a limited set of preferred grammatical solutions.” By identifying which universals truly stand up to strict testing, the study helps narrow the focus for future research. It points scientists toward the basic cognitive and communicative forces that shape human language. 1. What can we know about the new study? A. It constructed a language database. B. It revealed no grammatical patterns. C. It obtained strong statistical support. D. It analyzed 1,700 proposed universals. 2. How does the author develop the second paragraph? A. By listing figures. B. By giving an example. C. By describing problems. D. By making a comparison. 3. What satisfied Verkerk about the research results? A. Patterns in all languages. B. Random evolution rule, C. Full explanation of diversity. D. Consistent analysis results. 4. What can be implied from the last two paragraphs? A. Scientists will shape human language. B. Future research may have a clearer focus. C. Shared pressures enlarge language sets. D. Different perspectives affect research results. 【答案】1. C 2. C 3. D 4. B 【导语】文章主要介绍了一项关于语言共性的新研究。 1. 细节理解题。根据第一段“A new study finds that about one-third of long-standing ‘linguistic universals’ are backed by strong statistical evidence when tested using modern evolutionary methods.(一项新的研究发现，当使用现代进化方法进行测试时，大约三分之一的长期存在的“语言共性”得到了强有力的统计证据的支持。)”可知，这项新研究获得了强有力的统计支持。 2. 推理判断题。根据第二段“In earlier research, linguists tried to avoid similarities between related or nearby languages by selecting samples from distant regions. While helpful, that approach does not completely eliminate hidden connections between languages. It can also weaken statistical results and fails to reveal how languages change over time. To address this, the researchers used Bayesian spatio-phylogenetic analyses, which account for both shared ancestry and geographic influence. This approach offers a much higher level of statistical reliability than most previous studies.(在早期研究中，语言学家会通过选取偏远地区的语言样本，来规避同源或邻近语言之间的相似性。这种方法虽有作用，却无法完全消除语言间隐藏的关联，还会削弱统计结果的准确性，也无法揭示语言随时间演变的规律。为解决这些问题，研究人员采用了贝叶斯时空系统发育分析法，该方法能兼顾物种共同祖先与地理因素的影响，统计可信度远高于以往大多数研究。)”可知，第二段描述了早期研究方法存在的问题，然后介绍了研究人员为解决这些问题所采用的新方法，由此可知，行文逻辑为描述问题。 3. 细节理解题。根据第三段“I am delighted that the different types of analyses we did reached very similar results, suggesting that language change must be a central component in explaining universals.(我很高兴我们做的不同类型的分析得出了非常相似的结果，这表明语言变化一定是解释语言共性的核心组成部分。)”可知，一致的分析结果让Verkerk对研究结果感到满意。 4. 推理判断题。根据倒数第二段In the end, we chose to highlight the patterns that evolve repeatedly, showing that shared cognitive and communicative pressures push languages towards a limited set of preferred grammatical solutions.(最后，我们选择强调那些反复演变的模式，这表明共同的认知和交流压力推动语言向一组有限的、首选的语法解决方案发展。)”和最后一段“By identifying which universals truly stand up to strict testing, the study helps narrow the focus for future research. It points scientists toward the basic cognitive and communicative forces that shape human language.(通过确定哪些共性真正经得起严格的测试，这项研究有助于缩小未来研究的范围。它为科学家指明了塑造人类语言的基本认知和交流力量。)”可知，未来的研究可能会有更清晰的焦点。 Passage 2 (2026年山东东营市高三年级4月份适应性测试)I have struggled with speaking English since learning it as a second language at 27. Early in my teaching career, students complained about my accent, and my department chair once summed up my performance: Dr. Sun was a good teacher, but he had an accent. Even my children urged me to try harder. “Anything can be done,” they insisted. The unspoken accusation was clear: If I still sounded foreign, I wasn’t trying hard enough. What neither of them knew was that biology had already cast the die. There is a term for the firm influence of one’s mother tongue: imprinting, an early, mostly unchangeable form of learning. The idea first entered science through the brilliance of Konrad Lorenz, who famously persuaded newly hatched goslings to follow him as if he were their mother. At the time, imprinting was mostly treated as an animal curiosity. Its deeper relevance to humans took longer to sink in. Decades of research since then have reinforced the point. Human brains pass through a critical period for language acquisition. During childhood, neural(神经的) circuits are finely tuned to absorb sounds and accents. Later, those circuits become less flexible, not because adults are lazy, but because gene expression changes with age. This is why children can pick up a new language without an accent, while adults, no matter how dedicated, cannot. I stopped fighting this biological limit and focused on areas imprinting does not control: word choice, sentence structure and rhythm. Something unexpected happened – my English writing improved greatly, and I even began writing books in English. Biology does not write our future, but it does draw boundaries. That is why we abandon many childhood dreams: basketball for being too short, soccer for starting too late. Ignoring them, we trip up. Understanding them, we can work around them. The best kind of confidence is not the belief that you can do anything. It is the wisdom to know what you cannot do, and the discipline to stop wasting precious time trying to prove otherwise. 5. What did the author’s children accuse him of? A. Showing off his pronunciation. B. Not trying hard to drop his accent. C. Speaking with an accent in class. D. Refusing to learn standard English. 6. What does the underlined phrase “cast the die” in paragraph 2 probably mean? A. Delayed the process. B. Unlocked the potential. C. Improved the situation. D. Determined the outcome. 7. What makes it hard for adults to learn a foreign language without an accent? A. Mental laziness. B. Learning habits. C. Biological changes. D. Genetic patterns. 8. What does the author intend to tell us? A. Play to your strengths. B. It’s never too late to learn. C. Practice makes perfect. D. Early bird catches the worm. 【答案】5. B 6. D 7. C 8. A 【导语】作者讲述自己成年后学英语难改口音的经历，介绍母语印记的科学原理，告诉我们要认清自身局限、扬长避短。 5. 细节理解题。根据第一段中的“The unspoken accusation was clear: If I still sounded foreign, I wasn’t trying hard enough.(这种无声的指责很明显：如果我说话仍然有外国口音，就是我不够努力)”可知，作者的孩子们指责他没有努力改掉口音。 6. 词句猜测题。根据第三段“There is a term for the firm influence of one’s mother tongue: imprinting, an early, mostly unchangeable form of learning. (母语带来的这种根深蒂固的影响有一个专业术语：印记效应，这是一种早期形成、基本无法改变的学习形式)”可知，母语对人的语言习惯有早期且几乎不可改变的固定影响，因此划线词所在句子表示“生理条件早已决定了结果”。cast the die表示“决定结果”。 7. 细节理解题。根据第四段中的“Later, those circuits become less flexible, not because adults are lazy, but because gene expression changes with age.(后来，这些神经回路变得不那么灵活，不是因为成年人懒惰，而是因为基因表达会随着年龄发生变化)”可知，生理方面的变化导致成年人学外语很难没有口音。 8. 推理判断题。根据最后一段“Understanding them, we can work around them. The best kind of confidence is not the belief that you can do anything. It is the wisdom to know what you cannot do.(看清局限，我们就能扬长避短。最好的自信不是无所不能，而是认清自己做不到的事)”可知，作者想告诉我们要发挥自身优势，避开短板。 Passage 3 (2025-2026学年江西丰城市第九中学下学期高二4月阶段性检测)Are you an open book, your face broadcasting every passing emotion, or more of a “poker face”, not showing what you are feeling? Scientists at Nottingham Trent University (NTU) say that wearing your heart on your face could actually give you a significant social advantage. The study, led by Eithne Kavanagh, a research fellow at NTU’s School of Social Sciences, involving over 1,300 participants, noticed striking variations in how much people moved their faces during conversations. Importantly, this expressiveness emerged as a stable individual quality. People displayed similar levels of facial expressiveness across different contexts, with different social partners, and even over time periods up to four months. The researchers say that facial expressiveness is linked to personality, with more agreeable individuals displaying more lively faces. Facial expressiveness can also translate into concrete social benefits. In a negotiation (谈判) task, more expressive individuals are more likely to secure a larger slice of a reward. The researchers suggest that agreeable, dynamic facial expressions may serve as a tool for building good relationships and smoothing over conflicts. Across the board, the results point to facial expressiveness serving an “affiliative(有亲和力的) function”, or a social glue that develops liking and smoother interactions. Expressiveness is also linked to being seen as more “readable”, suggesting that a lively face makes one’s intentions and mental states easier for others to interpret. Beyond frequency of facial movements, people who employ facial expressions more strategically to suit social goals, such as looking friendly in a greeting, are also more well-liked. The findings challenge the “poker face” common belief that a still and unemotional appearance is always most advantageous. Instead, they suggest that for most people, allowing one’s face to mirror inner states and intentions can invite warmer reactions. As the researchers conclude, “Being facially expressive is socially advantageous.” So, next time you catch yourself making lines on your forehead, or flashing a smile, know that your face just might be working on your behalf. 9. How does the author introduce the topic in the first paragraph? A. By making a comparison. B. By giving an example. C. By providing a definition. D. By listing statistics. 10. What may facial expressiveness act as in negotiation settings? A. A method to hide personality. B. A way to frighten competitors. C. A strategy to settle disagreement. D. A tool to show personal qualities. 11. What is a common misunderstanding about “poker face” according to the passage? A. It helps people gain more trust during negotiations. B. It makes a person appear more friendly and approachable. C. It is often a very beneficial way to present oneself. D. It is a skill that can be easily learned through practice. 12. What may the author advise based on the findings of the study? A. Always wearing a still face. B. Learning to be an open book. C. Speaking out inner emotions. D. Forcing a smile through tears. 【答案】9. A 10. C 11. C 2. B 【导语】本文是一篇说明文。文章主要介绍了一项关于面部表情表达力的研究，研究发现面部表情丰富的人更容易获得社交优势，挑战了“扑克脸”更有益的传统观念。 9. 推理判断题。根据第一段中“Are you an open book, your face broadcasting every passing emotion, or more of a “poker face”, not showing what you are feeling? Scientists at Nottingham Trent University (NTU) say that wearing your heart on your face could actually give you a significant social advantage.(你是一本打开的书，脸上流露着每一种情感，还是更像“扑克脸”，不表露自己的感受？诺丁汉特伦特大学的科学家表示，把你的情绪表露在脸上，实际上可能会给你带来显著的社交优势)”可知，作者通过对比“情绪外露”和“面无表情”这两种类型来引入话题。故选A项。 10. 细节理解题。根据第三段中“In a negotiation (谈判) task, more expressive individuals are more likely to secure a larger slice of a reward. The researchers suggest that agreeable, dynamic facial expressions may serve as a tool for building good relationships and smoothing over conflicts. (在谈判任务中，表情更丰富的人更有可能获得更大份额的奖励。研究人员认为，友善、生动的面部表情可能成为建立良好关系和化解冲突的工具)”可知，在谈判环境中，面部表情表达力是化解冲突的工具，可以作为化解分歧的策略。故选C项。 11. 细节理解题。根据最后一段中“The findings challenge the “poker face” common belief that a still and unemotional appearance is always most advantageous. (这些发现挑战了“扑克脸”这一普遍观念，即静止、不带情绪的外表总是最有利的)”可知，关于“扑克脸”的一个常见误解是它是一种非常有益的自我表现方式。故选C项。 12. 推理判断题。根据最后一段中“Instead, they suggest that for most people, allowing one’s face to mirror inner states and intentions can invite warmer reactions. (相反，研究表明，对大多数人来说，让面部表情反映内心状态和意图可以引发更温暖的回应)”以及“Being facially expressive is socially advantageous. (面部表情丰富在社交上是有利的)”可知，基于研究结果，作者可能会建议人们学会做一本“打开的书”，即情绪外露、表情丰富。故选B项。 阅读七选五 Passage 4 (2026届浙江台州市高三第二次教学质量评估)In everyday communication, we exchange not only logical information but also emotions, attitudes and inner states. Since human beings are emotional creatures, our decisions, whether significant or trivial, are often driven more by emotions than by pure reason. Therefore, to express strong emotions clearly, we tend to use words like very, so and truly in daily language. 1 Verbal intensifiers(强化词) are special function words that enhance the meaning, especially the emotional meaning of the words they are attached to. 2 According to Buzarov (1998), intensification is a stable and vital feature of informal language. Words such as awfully, deeply, tremendously, and truly help speakers strengthen emotional impact and influence listeners’ psychological perception. 3 In English, we often say “I am deeply grateful” or “He is dead tired.” Other languages also have similar words: очень in Russian, sehr in German, très in French. Some new intensifiers are even created by combining words, like fantabulous from fantastic and fabulous. To make the most of intensifiers, we should use them with a clear purpose. Do not use them mindlessly. 4 Connect them with your genuine attitude and focus on conveying precise emotions. This way, appropriate use of intensifiers will make our words more powerful and sincere. Intensifiers, like any other linguistic tool, work best in the right context. 5 However, overusing them without necessity will only weaken their expressive effect and make our words sound empty. Mastering them wisely helps us become more proficient and persuasive communicators. A. Proper use is a smart linguistic choice. B. These function words have great expressive value. C. You’d better use them to express real ideas and emotions. D. Using intensifiers at will influences emotional expression. E. Intensifiers are used to simplify the meaning of other words. F. This is why verbal intensifiers have emerged in languages worldwide. G. They are commonly employed across languages and take on diverse forms. 【答案】1. F 2. B 3. G 4. C 5. A 【导语】本文是一篇说明文。主要介绍语言中强化词的定义、特点、在不同语言中的应用及合理使用强化词的建议。 1. 根据上文“In everyday communication, we exchange not only logical information but also emotions, attitudes and inner states. Since human beings are emotional creatures, our decisions, whether significant or trivial, are often driven more by emotions than by pure reason. Therefore, to express strong emotions clearly, we tend to use words like very, so and truly in daily language.(在日常交流中，我们不仅交换逻辑信息，还交换情感、态度和内心状态。由于人类是情感动物，我们的决定，无论重大还是琐碎，往往更多地由情感驱动，而不是纯粹的理性。因此，为了清晰地表达强烈的情感，我们在日常语言中倾向于使用very、so和truly等词)”可知，此处应衔接上文“为表达强烈情感使用相关词汇”，引出强化词的出现，F选项“This is why verbal intensifiers have emerged in languages worldwide.(这就是为什么世界各地的语言中会出现口头强化词的原因)”中的This指代上文“为表达强烈情感使用相关词汇”这一现象，引出下文对强化词的介绍，符合语境。故选F项。 2. 根据上文“Verbal intensifiers (强化词) are special function words that enhance the meaning, especially the emotional meaning of the words they are attached to.(口头强化词是一种特殊的功能词，它们能增强所附着词汇的意义，尤其是情感意义)”以及下文“According to Buzarov (1998), intensification is a stable and vital feature of informal language. Words such as awfully, deeply, tremendously, and truly help speakers strengthen emotional impact and influence listeners’ psychological perception.(根据Buzarov(1998)的观点，强化是非正式语言的一个稳定且重要的特征。awfully、deeply、tremendously和truly等词帮助说话者增强情感影响力，并影响听众的心理感知)”可知，此处应体现强化词的价值，B选项“These function words have great expressive value.(这些功能词具有很强的表达价值)”中的These function words指代上文的Verbal intensifiers，expressive value与下文strengthen emotional impact and influence listeners’ psychological perception相呼应，符合语境。故选B项。 3. 根据下文“In English, we often say “I am deeply grateful” or “He is dead tired.” Other languages also have similar words: очень in Russian, sehr in German, très in French. Some new intensifiers are even created by combining words, like fantabulous from fantastic and fabulous.(在英语中，我们经常说“我非常感激”或“他极度疲惫”。其他语言也有类似的词：俄语中的очень，德语中的sehr，法语中的très。一些新的强化词甚至是通过组合单词创造出来的，比如fantastic和fabulous组合成的fantabulous)”可知，此处应总述强化词在不同语言中的使用及形式，G选项“They are commonly employed across languages and take on diverse forms.(它们在不同语言中被广泛使用，并呈现出多种形式)”中的They指代强化词，across languages与下文不同语言的例子相呼应，diverse forms与下文“组合创造新强化词”相呼应，符合语境。故选G项。 4. 根据上文“To make the most of intensifiers, we should use them with a clear purpose. Do not use them mindlessly.(为了充分利用强化词，我们应该有明确的目的使用它们。不要盲目地使用它们。)”以及下文“Connect them with your genuine attitude and focus on conveying precise emotions.(将它们与你真诚的态度结合起来，专注于传达准确的情感)”可知，此处应体现使用强化词的正确方式，C选项“You’d better use them to express real ideas and emotions.(你最好用它们来表达真实的想法和情感)”中的real ideas and emotions与下文genuine attitude、precise emotions相呼应，承接上文“不要盲目使用”，给出具体建议，符合语境。故选C项。 5. 根据上文“Intensifiers, like any other linguistic tool, work best in the right context.(强化词和其他语言工具一样，在合适的语境中效果最好)”以及下文“However, overusing them without necessity will only weaken their expressive effect and make our words sound empty.(然而，不必要地过度使用它们只会削弱它们的表达效果，使我们的话语听起来空洞)”可知，此处应体现合理使用强化词的重要性，A选项“Proper use is a smart linguistic choice.(合理使用是一种明智的语言选择)”承接上文“合适语境效果最好”，与下文“过度使用的弊端”形成对比，符合语境。故选A项。 完形填空 Passage 5 (2025-2026学年四川资阳市下学期4月高考适应性考试)I have always been drawn to music and languages since my childhood. 1 , I signed up for my school’s integrated course on English and guqin culture. Touching and learning a 2 Chinese instrument for the first time was a truly unique experience. With every pluck(弹拨) and stroke of the 3 , I felt a strange yet familiar emotion. The English part of the course 4 learning vocabulary about the guqin, as well as reading and translating articles about this traditional instrument. I especially enjoyed learning how to 5 the right words and expressions. But the most special part of the course was the 6 activities with young people from other countries. Delivering a speech confidently on the stage took a lot of 7 , as I had to pay close attention to my pronunciation, word choice, clarity of expression, body language and how I 8 the audience. I clearly remember standing on the 9 , introducing traditional Chinese music and playing the guqin. Seeing the audience’s 10 expressions and feeling a strong sense of achievement from 11 my knowledge left a deep impression on me. Besides the formal events, we often 12 our conversations long after the exchange activities ended. By overcoming language barriers and looking 13 differences in race and culture, we discovered how much young people around the world valued mutual 14 , inclusivity, harmony in diversity and joyful bonds. I believe these friendships that young people build today will 15 our world in the future. 1. A. Therefore B. However C. Otherwise D. Besides 2. A. practical B. classical C. significant D. strange 3. A. strings B. keys C. boards D. holes 4. A. focused on B. led to C. took over D. differed from 5. A. borrow B. choose C. copy D. divide 6. A. night-time B. sports C. fund-raising D. exchange 7. A. responsibility B. effort C. time D. advice 8. A. laughed at B. cared about C. interacted with D. suffered from 9. A. shoulder B. farm C. court D. stage 10. A. eager B. careful C. nervous D. brave 11. A. correcting B. broadening C. sharing D. storing 12. A. interrupted B. stopped C. changed D. continued 13. A. beyond B. through C. for D. to 14. A. creativity B. curiosity C. understanding D. tolerance 15. A. explore B. open C. connect D. shape 【答案】 1. A 2. B 3. A 4. A 5. B 6. D 7. B 8. C 9. D 10. A 11. C 12. D 13. A 14. C 15. C 【导语】本文是一篇记叙文。主要讲述的是作者参加英语与古琴文化课程，在跨国交流中收获成长、友谊与文化共鸣的经历。 1. 考查副词词义辨析。句意：因此，我报名参加了学校开设的英语与古琴文化综合课程。A. Therefore因此；B. However然而；C. Otherwise否则；D. Besides此外。根据前文“I have always been drawn to music and languages since my childhood.”可知，作者从小喜欢音乐和语言，所以报名了相关课程。故选A项。 2. 考查形容词词义辨析。句意：第一次接触并学习一件古典中国乐器，是一段真正独特的经历。A. practical实用的；B. classical古典的；C. significant重要的；D. strange陌生的。根据前文“guqin culture”可知，古琴是中国古典乐器。故选B项。 3. 考查名词词义辨析。句意：每一次拨动琴弦，我都感到一种陌生却又熟悉的情感。A. strings琴弦；B. keys琴键；C. boards木板；D. holes孔洞。根据前文“guqin”以及“pluck (弹拨) and stroke”可知，古琴靠弹奏琴弦发声。故选A项。 4. 考查动词短语辨析。句意：课程中的英语部分重点学习与古琴相关的词汇，以及阅读和翻译关于这件传统乐器的文章。A. focused on聚焦于，以……为重点；B. led to导致；C. took over接管；D. differed from不同于。根据后文“learning vocabulary about the guqin, as well as reading and translating articles about this traditional instrument.”可知，这是课程英语部分的学习重点。故选A项。 5. 考查动词词义辨析。句意：我特别喜欢学习如何选择恰当的词语和表达方式。A. borrow借用；B. choose选择；C. copy抄写；D. divide分开。根据后文“pay close attention to my pronunciation, word choice”可知，作者学习的是如何选词。故选B项。 6. 考查名词词义辨析。句意：但这门课最特别的部分是和其他国家的年轻人一起进行的交流活动。A. night-time夜间的；B. sports体育；C. fund-raising筹款；D. exchange 交流。根据后文“young people from other countries”以及“exchange activities”可知，这是跨国交流活动。故选D项。 7. 考查名词词义辨析。句意：在台上自信地发表演讲需要付出很多努力，因为我必须格外注意发音、选词、表达清晰度、肢体语言以及如何与观众互动。A. responsibility责任；B. effort努力；C. time时间；D. advice建议。根据后文“as I had to pay close attention to my pronunciation, word choice, clarity of expression, body language and how I _______ the audience”可知，演讲需要注意很多细节，因此要付出很多努力。故选B项。 8. 考查动词短语辨析。句意：在台上自信地发表演讲需要付出很多努力，因为我必须格外注意发音、选词、表达清晰度、肢体语言以及如何与观众互动。A. laughed at嘲笑；B. cared about关心；C. interacted with与……互动；D. suffered from遭受。根据前文“I had to pay close attention to my pronunciation, word choice, clarity of expression, body language”和舞台演讲的常识以及与观众的关系可知，是与观众互动。故选C项。 9. 考查名词词义辨析。句意：我清楚地记得自己站在舞台上，介绍中国传统音乐并弹奏古琴。A. shoulder肩膀；B. farm农场；C. court庭院；D. stage舞台。根据前文“Delivering a speech confidently on the stage”可知，作者是站在舞台上。故选D项。 10. 考查形容词词义辨析。句意：看到观众们热切的神情，并且从分享知识中获得强烈的成就感，给我留下了深刻印象。A. eager热切的；B. careful认真的；C. nervous紧张的；D. brave勇敢的。根据后文“feeling a strong sense of achievement”可知，作者获得成就感，说明观众对中国传统音乐表现出热切、感兴趣的神情。故选A项。 11. 考查动词词义辨析。句意：看到观众们热切的神情，并且从分享知识中获得强烈的成就感，给我留下了深刻印象。A. correcting纠正；B. broadening拓宽；C. sharing分享；D. storing储存。根据前文“introducing traditional Chinese music and playing the guqin”可知，作者在向外国友人分享知识。故选C项。 12. 考查动词词义辨析。句意：除了正式活动，交流活动结束后，我们还经常继续交谈很久。A. interrupted打断；B. stopped停止；C. changed改变；D. continued继续。根据后文的“long after the exchange activities ended”可知，活动结束后大家仍在继续聊天。故选D项。 13. 考查介词词义辨析。句意：通过克服语言障碍，超越种族和文化差异，我们发现世界各地的年轻人都非常重视相互理解、包容、和而不同以及愉快的联结。A. beyond超越；B. through通过；C. for为了；D. to向。根据前文的“overcoming language barriers”以及彼此建立友谊可知，大家超越了文化差异。故选A项。 14. 考查名词词义辨析。句意：通过克服语言障碍，超越种族和文化差异，我们发现世界各地的年轻人都非常重视相互理解、包容、和而不同以及愉快的联结。A. creativity创造力；B. curiosity好奇；C. understanding理解；D. tolerance宽容。根据空前“mutual”以及跨国交流的语境可知，大家重视相互理解。故选C项。 15. 考查动词词义辨析。句意：我相信今天年轻人建立的这些友谊，未来将会连接我们的世界。A. explore探索；B. open打开；C. connect连接；D. shape塑造。根据前文“By overcoming language barriers and looking ______ differences in race and culture”以及 “these friendships that young people build today”可知，跨国友谊跨越差异，把世界连接在一起。故选C项。 Passage 6 (2025-2026学年河南郑州市高中毕业年级下学期第二次质量预测)I look at the notebooks in front of me, whose covers hold pages of slightly different shades of white. They were filled with scribbles(潦草的字) of informational 16 and short stories in Chinese. It started with textbooks mailed to us by a cousin in China, filled with little notes that offered a quick look into school life there — a life so 17 , yet so different from my American experience. These books became my 18 in reading and writing Chinese. Hour after hour throughout most of my childhood, I copied texts over and over. They became the building blocks that 19 my proficiency(熟练) far above my classmates’. The cost was the pain in my fingers, which turned into a lasting 20 of the characters instead. Now I no longer copy textbooks. I maintain my proficiency in the language by being 21 in the exciting world of online novels. Many of my Chinese American friends don’t share the same 22 in reading. It’s a bit heartbreaking that I can’t fully share the beauty and complexity of Chinese with my friends. But we still have fun speaking Mandarin (普通话) sometimes. There’s something especially amusing about hearing high schoolers who can 23 polished English essays using simple, childish Mandarin phrases. And it’s 24 , too — a small escape from the stress of school, in a language that reminds us of our 25 . People often describe New York as a melting pot of cultures, but it’s 26 to know that in this busy city, there’s also a place for me and the language I 27 inside. Walking through Chinatown, I can see beyond the English translations of shop signs and understand the meaning hidden beneath. It feels like being let in on a special secret, a way to 28 a close-knit community and find a moment of 29 . When I’m riding back on the bus after a long trip, the sight of bright signs written in familiar characters tells me more than what’s for sale — it tells me I’m 30 . 16. A. clues B. texts C. drawings D. signs 17. A. attractive B. simple C. unique D. similar 18. A. teachers B. goals C. guidelines D. partners 19. A. witnessed B. demonstrated C. boosted D. accessed 20. A. memory B. secret C. desire D. experience 21. A. trapped B. included C. absorbed D. occupied 22. A. passion B. practice C. patience D. taste 23. A. study B. write C. improve D. publish 24. A. unimaginable B. influential C. impressive D. heartwarming 25. A. roots B. textbooks C. characters D. responsibilities 26. A. appealing B. necessary C. comforting D. possible 27. A. develop B. speak C. carry D. hide 28. A. connect with B. integrate into C. contribute to D. care for 29. A. calm B. excitement C. relief D. success 30. A. abroad B. somewhere C. alone D. home 【答案】 16. B 17. D 18. A 19. C 20. A 21. C 22. D 23. B 24. D 25. A 26. C 27. C 28. B 29. A 30. D 【导语】文章主要讲述了作者从小借助中文课本反复抄写练习中文读写，熟练掌握中文后，在和美籍华裔朋友相处、漫步唐人街的过程中，感受到中文带来的独特归属感与心灵慰藉，体会到语言背后的文化根基与温暖力量的故事。 16. 考查名词。句意：本子上写满了知识性文字潦草的字迹和中文短篇故事。A. clues线索；B. texts文字、文本；C. drawings绘画；D. signs标志。根据下文“It started with textbooks mailed to us by a cousin in China”以及“I copied texts over and over.”可知，作者长期抄写文字内容，笔记本上会记录知识性文本内容。 17. 考查形容词。句意：这一切始于一位在中国的表亲寄给我们的课本，这些课本里写满简短批注，让我快速了解国内的校园生活 —— 一段十分相似，却又和我的美式生活截然不同的经历。A. attractive吸引人的；B. simple简单的；C. unique独特的；D. similar相似的。根据下文“yet so different from my American experience”中转折连词yet可知，前后形成对比，此处表示两种生活既有相似之处又存在差异。 18. 考查名词。句意：这些书籍成为了我学习中文读写的老师。A. teachers老师；B. goals目标；C. guidelines指导方针；D. partners伙伴。根据下文“reading and writing Chinese”，可知下文提到了中文的读写，可推理出这些课本指引自己学习中文，起到了老师的作用。 19. 考查动词。句意：这些积累的内容夯实了我的基础，让我的中文熟练程度远超同班同学。A. witnessed见证；B. demonstrated展示；C. boosted提升、促进；D. accessed获取。根据后文“far above my classmates’”可知，下文提到了作者的中文熟练程度远超同班同学，可推理出反复抄写文本的行为大幅提升了作者的中文水平。 20. 考查名词。句意：付出的代价是手指的酸痛，而这份辛苦最终化作对汉字长久的记忆。A. memory记忆；B. secret秘密；C. desire渴望；D. experience经历。根据上文“lasting”以及下文“the characters”，可知，上文提到了长久的，下文说的是汉字，可推理出长期的书写练习会让人牢牢记住汉字，形成长久记忆。 21. 考查形容词。句意：如今我不再抄写课本，而是沉浸在精彩的网络小说世界里，以此保持自身的中文熟练度。A. trapped被困住的；B. included包含在内的；C. absorbed专注的、沉浸的；D. occupied忙碌的。根据下文“in the exciting world of online novels”可知，下文提到了精彩的网络小说世界，可推理出作者沉浸于网络小说的阅读中，以此巩固语言能力。 22. 考查名词。句意：我的许多美籍华裔朋友都没有和我一样的阅读喜好。A. passion热爱；B. practice练习；C. patience耐心；D. taste喜好、品味。根据下文“It’s a bit heartbreaking that I can’t fully share the beauty and complexity of Chinese with my friends”可知，下文说的是竟无法向朋友们淋漓尽致地展现中文之美与其中的精妙复杂，可推理出此处说的是我的许多美籍华裔朋友都没有和我一样的阅读喜好。 23. 考查动词。句意：听到那些能写出措辞精炼英文文章的高中生却只会用简单、幼稚的普通话短语(交流)，这一点十分有趣。A. study学习；B. write书写；C. improve提升；D. publish出版。根据下文“polished English essays using simple, childish Mandarin phrases”可知，下文提到了流畅英文文章，还提到了使用简单稚嫩的普通话，可推理出此处说的是使用简单稚嫩的普通话写出流畅英文文章。 24. 考查形容词。句意：这也十分暖心，用一门时刻提醒着我们自身根源的语言暂时逃离学业压力。A. unimaginable难以想象的；B. influential有影响力的；C. impressive令人印象深刻的；D. heartwarming暖心的。根据下文“a small escape from the stress of school”可知，下文说的是暂时逃离学业压力。可推理出此处说的是这是十分暖心的一幕。 25. 考查名词。句意：同上。A. roots根源、根基；B. textbooks课本；C. characters汉字；D. responsibilities责任。根据上文“in a language that reminds us of our”可知，上文提到了语言，还提到了让作者想起了什么，作者是中国人，对作者来说汉语就是他的根。 26. 考查形容词。句意：人们常将纽约形容为文化的大熔炉，但令人欣慰的是，在这座繁忙的城市里，也有一个属于我的地方，承载着我内心深处的语言。A. appealing吸引人的；B. necessary必要的；C. comforting令人宽慰的；D. possible可能的。根据下文“in this busy city, there’s also a place for me”，可知在陌生的城市拥有专属的语言与精神角落，能够给作者带来心灵上的安慰。 27. 考查动词。句意：同上。A. develop培养；B. speak说；C. carry承载；D. hide隐藏。根据上文“I maintain my proficiency in the language”可知，作者的中文很熟练，中文是作者在内心承载的语言，是作者内心重要的精神寄托。 28. 考查动词短语。句意：这种感觉，仿佛被接纳为某个特殊秘密的知情者——它既是融入紧密社群的纽带，也是寻得片刻安宁的途径。A. connect with联系；B. integrate into融入；C. contribute to有助于；D. care for照顾。根据下文“a close-knit community”可知，下文提到了紧密社群，可推理出语言的优势是帮助自己融入当地华人社群。 29. 考查名词。句意：同上。A. calm平静；B. excitement兴奋；C. relief解脱；D. success成功。根据上文“Walking through Chinatown, I can see beyond the English translations of shop signs and understand the meaning hidden beneath”可知，身处唐人街、读懂中文标识，能让作者收获内心的平静与安稳。 30. 考查副词。句意：长途出行后乘坐公交返程，熟悉汉字招牌映入眼帘时，我感受到了归属感，知晓这里便是心安之处。A. abroad在国外；B. somewhere在某处；C. alone独自的；D. home家、归属。根据上文“When I’m riding back on the bus after a long trip, the sight of bright signs written in familiar characters tells me more than what’s for sale”可知，作者结束长途旅程搭乘公交返程时，看到熟悉的中文符号代表着文化归属，让作者心生回家的感觉。 语法填空 Passage 7 (2025-2026学年安徽临泉田家炳实验中学(临泉县教师进修学校)高三下学期4月期中)The performance of Chinese test-takers in the Test of English as a Foreign Language (TOEFL) has improved in recent years, 1 the average score reaching 90 in 2022, 2 (compare) to the global average of 88 in the same year, according to the Educational Testing Service (ETS). Omar Chihane, General Manager of TOEFL, noted that as China 3 (engage) in global economic exchanges and international collaboration, English is becoming increasingly essential. In 2023, TOEFL announced enhancements, including shortening the test duration from three hours to less than two hours and 4 (introduce) a new “writing for an academic 5 (discuss)”task. Rohit Sharma, Senior Vice-President of ETS's Global Higher Education and Workskills, said that the high-quality assessments provided by ETS will extend from the education sector, such as TOEFL and GRE tests, to employment and the workplace. “There’s evidence 6 many students, after receiving an international education and perhaps working for a few years, are returning to their home countries to contribute to their local economies,” he said. Sharma added that the demand gap between talent and employers is challenging both in China and around the world.“If you talk to employers, they will say they cannot find people. And if you talk to students, they will say they cannot find jobs,” he said. He emphasized the need for employers 7 (identify) talent with the skills they need, while students should be taught how to articulate the 8 (strength) they have acquired both inside and outside the classroom.“We believe we can play 9 role in helping bridge that gap through our 20 (invent) products and high-quality assessments,” Sharma said. 【答案】 1. with 2. compared 3. engages 4. introducing 5. discussion 6. that 7. to identify 8. strengths 9. a 10. inventive 【导语】主要介绍近年中国考生托福成绩整体提升，托福考试迎来改革优化，同时谈及全球人才与岗位供需缺口及相关解决方向。 1. 考查介词。句意：近年来，中国考生的托福考试成绩有所提升，2022年平均分达到90分。此处为“with+宾语+宾补”结构作伴随状语，此处为现在分词短语作状语，表伴随状态，所以填with。 2. 考查非谓语动词。句意：近年来，中国考生的托福考试成绩有所提升，2022年平均分达到90分，而同年全球平均分为88分。此处为非谓语动词作状语，compare与逻辑主语之间为被动关系，所以此处使用过去分词形式，compared to意为“与……相比”，所以填compared。 3. 考查动词时态。句意：托福总经理奥马尔·希哈内指出，随着中国参与全球经济往来与国际合作，英语正变得愈发重要。此处描述客观事实，用一般现在时，主语China为单数，谓语动词用第三人称单数engages。 4. 考查非谓语动词。句意：2023年，托福宣布进行优化调整，包括将考试时长从三小时缩短至两小时以内，并新增一项学术讨论写作题型。此处与shortening并列作including的宾语，需用动名词形式introducing。 5. 考查名词。句意：2023年，托福宣布进行优化调整，包括将考试时长从三小时缩短至两小时以内，并新增一项学术讨论写作题型。形容词academic后接名词，discuss的名词形式为discussion意为“讨论”。故填discussion。 6. 考查同位语从句。句意：有迹象表明，许多学生在接受国际化教育并工作数年后，会回到本国为地方经济发展贡献力量。此处引导同位语从句，解释说明名词evidence的具体内容，从句句意完整、不缺成分，用连接词that。 7. 考查非谓语动词。句意：他强调，用人单位需要识别具备岗位所需技能的人才。固定搭配the need for sb. to do sth.意为“某人需要做某事”，所以填to identify。 8. 考查名词复数。句意：同时也要教会学生如何清晰阐述自己在课内外收获的各项优势。此处表示多方面的长处与优势，为可数名词复数，所以填strengths。 9. 考查冠词。句意：我们相信，我们能够借助创新产品与高质量测评，在缩小这一差距方面发挥作用。固定搭配play a role in意为“在……中发挥作用”，所以填a。 10. 考查形容词。句意：我们相信，我们能够借助创新产品与高质量测评，在缩小这一差距方面发挥作用。此处修饰名词products，需用形容词，invent的形容词形式inventive表示“富有创新性的”。 读后续写 Passage 8 (2025-2026学年福建莆田市高中毕业班第二次质量调研测试)My son is in fourth grade and he can already speak fluent Mandarin(普通话). He attends Barnard Mandarin Magnet Elementary School in San Diego, where he shows a talent for the abacus(珠算) while learning the Six Ancient Arts of Confucianism. Then we were offered a spot on a trip to Beijing last summer for him to participate in the fifth annual ShenMo International Abacus Competition. We had six months to prepare for the trip. While my son was polishing his abacus skills, I was starting my own Mandarin journey in parent classes. Numbers first — easy. Then interrogative pronouns(疑问代词) — fun. “Shén me, Shén me ... What, What ...” A piece of cake! Then it got harder... and harder... and harder. How could I distinguish between the four tones? I feared messing up how to say “ma” and the subsequent disrespect it could bring. I was terrified of mistakenly calling someone a “yé ye” when he really should be a “wài gong”. Learning Mandarin was not going according to plan, and the trip was fast approaching. At the last Mandarin class, the teachers challenged us to write a long sentence on our own. As I was always a qipao fonder, I wrote: “Wǒ hěn xǐhuān zhège qípáo” (“I really like this dress”). Certain that I had written the most brilliant and poetic passage, I proudly practised it in hopes of impressing my kid. Over dinner, I thought the right moment came. I cleared my throat and stated, “Wǒ hěn xǐhuān zhège qípáo.” My son stared at me in confusion. Then he burst into uncontrollable laughter. My confidence was destroyed and I worried I’d never speak Mandarin correctly, let alone impress anyone. Yet deep down, I held onto the faint hope that my months of effort might pay off somehow. At last it was time for our trip. Beijing’s rich culture fascinated me from the moment we arrived. The abacus competition showcased young talents from around the world, and my son’s performance made me incredibly proud. 注意： 1.续写词数应为150个左右； 2.请按如下格式在答题卡的相应位置作答。 After the competition, we began to explore the city. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ However, I had a strong desire to buy that qipao. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】 After the competition, we began to explore the city. Beijing’s historical grandeur left us in awe, yet my bruised confidence remained a heavy burden. Every time I opened my mouth, the fear of my son’s laughter made the words die in my throat. While wandering through a bustling market, a stunning silk qipao in a boutique window caught my eye. It was the very dress I had practiced describing, yet my paralyzing anxiety kept me rooted to the spot outside. However, I had a strong desire to buy that qipao. Driven by this intense longing, I finally pushed past my fear and stepped into the shop. I took a deep breath and stuttered, “Wǒ hěn xǐhuān zhège qípáo.” Instead of mockery, the shopkeeper responded with a warm, encouraging beam. At that moment, my anxiety evaporated. I realized communication wasn’t about perfection, but the sincere effort to connect. Leaving with the dress, I finally found my voice and a newfound peace. 【导语】本文以人物为线索展开，讲述了作者为陪四年级、擅长珠算的儿子去北京参加珠算比赛，开始学习普通话，过程中因发音失误受挫。到北京后，在一家时装店看到心仪旗袍，鼓起勇气用普通话表达，得到店主鼓励，终于克服恐惧，明白沟通重在真诚而非完美。 【详解】 1.段落续写： ①由第一段首句内容“比赛结束后，我们开始游览这座城市”可知，第一段可描写作者游览的时候在一家时装店看到心仪旗袍。 ②由第二段首句内容“然而，我非常渴望买那件旗袍”可知，第二段可描写作者鼓起勇气用普通话表达，得到店主鼓励，终于克服恐惧，明白沟通重在真诚而非完美。 2.续写线索：游览城市——看到心仪旗袍——渴望买下旗袍——鼓起勇气沟通——得到店主鼓励——作者感悟 3.词汇激活 行为类 ①吸引：catch/draw ②消失：evaporate/vanish ③回答：respond/reply 情绪类 ①恐惧：fear/scare ②真诚的：sincere/heartfelt 【点睛】 [高分句型1]Every time I opened my mouth, the fear of my son’s laughter made the words die in my throat.(运用了every time引导时间状语从句) [高分句型2]Leaving with the dress, I finally found my voice and a newfound peace.(运用了现在分词作状语) 学科网（北京）股份有限公司 $ 主题19 语言学习的规律、方法等 01 话题词汇佳句 02 时文热点阅读(全文翻译,词汇积累,长难句分析) 03 高考真题链接 04 话题阅读精练 分类 主题词汇 思维与语言 1. access n. 通道；(使用、查阅等)机会vt. 进入；使用；获取→accessible adj. 可达到的，可接近的，可进入的，可使用的 ►access to ... 接近……的机会；进入……的权利 ►have/get/gain/obtain access to ...可以接近/会见/进入…… ►be accessible to 可进入……；可使用……；易接近…… 2. adopt vt. 采用；采取；采纳vt. & vi. 领养→adopted adj. 收养的；领养的　移居的 3. attention n. [U] 注意；专心；关注 ►pay attention to ...　　　注意…… ►draw/call attention to ... 使……关注…… ►attract/catch/get the attention of　吸引/引起/得到……的注意 4. blank adj. 空白的；无图画(或韵律、装饰)的；没表情的 n. 空白；空格 5. chance n. [C] & [U] 可能性[C] 机会；机遇；风险；冒险 [U] 偶然；巧合；运气 ►by chance　碰巧；意外地 ►take chances/a chance 冒险一试；碰运气 ►the chances are (that) ... 很可能…… 6. comparison n. [C] & [U]比较；比拟 ►by comparison　 通过比较 ►in comparison with与……相比；与……比较而言 7. describe vt. 描述；叙述；形容→description n. 描述；形容；描写 8. efficient adj. 有效率的；高效能的→efficiency n. [U]效率；效能→efficiently adv. 有效地 9. factor n. [C] 因素；要素 10. grasp vt. 抓住；紧握;理解；领会n. 紧抓；紧握；控制;理解；领会 11. inquire vi. & vt. 打听；询问；调查 12. know vi. & vt. 知道；懂得　认识 ►as far as I know 据我所知 ►be known as ... 作为……而著名 ►be known for ... 因……而闻名 ►be known to sb. 为某人所知 ►know about 了解；知道……情况 13. limited adj. 有限的；不多的 14. master n. [C] (男)主人；(男)雇主;能手；大师　硕士 vt. 精通；掌握；控制住(强烈的情绪) ►master's degree 硕士学位 ►Master of Arts/Science 文科/理科硕士 15. million num. 一百万 16. nearly adv. 几乎，差不多 17. overcome vt. 战胜；克服 18. practice n. [C] & [U] (反复)训练；练习惯例；习惯做法；习俗n. [U]实践；实际行动 ►Practice makes perfect. 熟能生巧。 ►put ...into practice 将……付诸实践 ►practice doing sth. 练习做某事 19. pronunciation n. [C] & [U] 读音；发音 20. read (read, read) vt. & vi. 阅读；朗读；读到；获悉　vt. 读懂；理解vt. (指示牌等)写着；(仪器等)显示；(计算机)读取→reader n. [C] 读者；读物 ►read out　大声读出；宣读 21. result n. 结果；成果；考试成绩vi. 发生；导致 ►as a result of ... 作为……的结果 ►result from 由……造成；因……而产生 ►result in 造成；导致 22. significant adj. 重要的；(意义)重大的;(数量)大的；显著的→significance n. [C]&[U]重要性；(意义)重大 23. solve vt. 解答；解决→solution n. 解决方法；处理手段；答案 24. structure n. [C] & [U] 结构；构造[C] 建筑物 25. trend n. [C] 趋向；趋势　潮流 26. vivid adj. (色彩)鲜艳的；鲜明的(记忆、描述等)生动的；(想象力)丰富的 27. enlarge vt. 使扩大 28. capitalized adj.大写的 29. stutter n. 结巴，口吃 30. oral adj. 口头的，口述的 31. verbal adj. 口头的；言语的；动词的；照字面的 32. forum n. (因特网上的)论坛，讨论区 33. extinction n. 灭绝；消失；消灭；废止 34. course n. 科目；课程 35. semester n. 学期；半年 36. interpreter n. 解释者；口译者；注释器 37. have a frog in one’s throat (尤因喉咙痛)说话困难 生活与语言 1. able adj. 能(反 unable)能干的；有能力的→ably adv. 能干地；巧妙地→ability n.能力→enable v. 使能够；使可能→inability n. 无能→unable adj. 不会的；不能的 2. antique n. 古物；古董adj. 古老的；古董的 3. catch vt. & vi. 抓住；接住;卡住；(使)挂住;(使)进退两难;着火vt. 捕捉；抓捕　撞见；当场发现;赶上；追上(车、船等);感染上;听清楚；领会　被吸引住;注意到；听到；看到 ►catch on　流行；抓住 ►catch sb.'s eye 引起某人的注意 ►catch up with 赶上；追上 4. column n. [C] 柱；圆柱;(表格等的)栏；列;(报刊等的)专栏 5. deadline n. [C] 最后期限；截止日期 6. domain n. [C]领地；领域 7. duration n. [U]持续时间；期间 8. find vt.发现；找回；查明;认为；发觉 n. [C]发现物 9. frequency n. [C] & [U]频繁；发生率 10. hear vt. & vi. 听见；听到；听说；得知vt. (注意)听；倾听；听取 ►hear about　听说(……的情况) ►hear from 收到……的来信 ►hear of 听说 ►hear sb. out 听某人把话说完 11. hobby n. [C]业余爱好；嗜好 12. important adj. 重要的；有重大影响的→importance n. 重要性；重大→importantly adv. 重要的是 ►be of great importance 非常重要 13. low adj. (高度)低的；(声音、数量、价值等)低的；情绪低落的；不高兴的 adv. 低；低声地；低水平地 ►be low in　 含……量低 ►feel low 情绪低落 ►low­cost/low­rent housing 廉价住房/廉租房 14. moreover adv. [句子副词] 再者；而且 15. online adj. 在线的；联网的adv. 在网上 16. passage n. [C] 章节；段落　通路；经过；航程费用 17. patience n. [U]耐心；容忍；[C]习惯→patiently adv. 耐心地→patient adj. 能忍耐的；有耐心的n. 病人；患者→patient adj. 能忍耐的；有耐心的n. 病人；患者 ►have/lose patience with对……有/失去耐心 ►take patience to do sth. 做某事需要耐心 ►with patience ►be patient with sb. 对某人有耐心 18. popular (pop)adj. 流行的；欢迎的；公众的；大众化的；通俗的→popularity n. [U] 受欢迎；普及；流行 ►be popular with/among 受……欢迎；为……喜欢 19. reference n. [C]&[U] 提及；涉及；[U] 查阅；参考；[C] 推荐信；推荐人 ►reference books参考书 ►in/with reference to 关于；根据……而论 20. saying n. [C] (说)话；(发表)议论；格言；警句；谚语 ►sayings and doings言行►as the saying is/goes 常言道►go without saying 不言而喻 21. settle vi. & vt. 坐下；(使)处于舒适的位置；定居(于)；解决；(使)安定vt. (常用于被动语态)确定；决定vi. 降落；停留围绕；充满 ►settle down　舒服地坐/躺下；安顿下来；安定下来；(使)安静 ►settle down to 开始专心于；着手认真做 ►settle in/into 适应；习惯(新事物) ►settle on 决定；选定 22. special adj. [常用于名词前] 特别的；特殊的；[只用于名词前] 专门的；特设的n. [C] 特别的人/物；特色菜；特价品→specially adv. 特别地；专门地；格外 23. traditional adj. 传统的；惯例的→traditionally adv. 传统上；按惯例 24. worst adj. 最坏的；最差的；病情最重的adv. 最坏地；最差地；最恶劣地n. [U] 最坏的人/事 策略与语言 1. absorb vt. 吸收；理解；掌握；吸引；使专心　缓冲→absorbed adj. 专心致志的；全神贯注的 ►be absorbed in 专心致志于；全神贯注于 2. agenda n. 议程表；议事日程 3. begin (began, begun) v. 开始；着手做；开始进行→beginning n. 开始→beginner n. 初学者；新手 ►to begin with　首先；第一 ►at the beginning of ... 在……开始 ►in the beginning＝at first 起初 4. bury vt. 埋葬；掩藏；埋头于 ►be buried in/bury oneself in　埋头于；专心于 ►bury one's face in the hands 双手掩面 5. clarify vt. 澄清(思想、问题等) 6. consequence n. [C]结果；后果；重要性→consequent adj.随之发生的；作为结果的→consequently adv. 因此；所以 ►as a consequence/result＝in consequence　因此，结果 ►as a consequence/result of＝in consequence of 因为……的缘故 ►take/accept/face the consequences of 承担……的后果 8. copy n. [C] 抄本；副本；复制品；(书报等)本；份；册 vt. 抄写；复制；模仿 vi. 抄袭；作弊 9. dictionary n. [C] 词典；字典 10. digest vi. & vt. 消化；vt. 理解；领会 n. [C] 摘要；文摘 11. eraser n. [C] 橡皮擦 12. experience n. [U] 经验；实践[U] 经历；阅历[C](一次)经历 vt. 体验(到)；感受(到)；经历；遭受→experienced adj.　有经验的；经验丰富的(反inexperienced) 13. feeling n. [U] (身体部位的)感觉；知觉[U]理解力；领悟力[C](内心的)感觉；感受；情感；感情[C]看法；意见；态度[C]&[U]激情；强烈的情绪 14. goal n. [C] 目的；目标；球门；射门；进球得分 15. habit n. [C]&[U] 习惯 ►be in the habit of/have a/the habit of　有……的习惯 break/kick the habit of 改掉……的习惯 ►develop/fall into/form/get into the/a habit of养成……的习惯 ►get out of the habit of 改掉……的习惯 ►out of the habit 出于习惯 16. introduce vt. 引进；传入；推行；采用；介绍；引见；使初次了解；尝试 17. joy n. [U] 欢乐；高兴　[C] 乐事；乐趣→joyful adj. 高兴的；快乐的 18. level n. [C] & [U] 水平高度；水平；级别n. [C] 数量；程度；浓度；楼层adj. 平的；平坦的；等高的；齐平的 ►above/below the ordinary level高/低于一般水平 ►high­level meetings 高层会议 ►low/high pollution levels 轻度/重度污染 ►sea level 海平面 19. major adj. 主要的；重要的(反minor)严重的；主修的 n. [C]主修科目；主修学生 vi. 主修；专攻 ►a major cause　主要原因 ►the major subjects 主修课程 ►major in English 主修英语 20. normal adj. 正常的，平常的(反 abnormal) 智力正常的，精神健全的n. 正常状态、水平、数量等→normally adv. 通常，平常；正常地 ►above/below normal　　高/低于正常的 ►go back to normal＝return to normal 恢复正常 21. pleasure n. [U] 快乐(enjoyment)；娱乐[C] 乐事；趣事 ►for pleasure　 作为消遣 ►It's a pleasure./It's my pleasure. 别客气。/没什么。 ►with pleasure 高兴地；非常乐意 22. process n. [C] 过程；进程；工序；步骤vt. 加工；审核；处理(文件、请求等) 23. quit (quit/quitted, quit/quitted) vt. & vi.离开(学校、工作等)；停止；戒除；关闭/退出(计算机程序等) 24. regular adj. 规则的；有规律的(反irregular)经常的；频繁的；普通的；持久的；稳定的 ►on a regular basis　　 定期 ►a regular job 一份固定的工作 25. routine n. [C] & [U] 例行公事；惯例；日程[C] 常规节目；一套舞蹈动作adj. 例行的；常规的 ►daily routine 　日常工作 26. stick (stuck, stuck) vt. & vi. (被)刺入；(被)戳进；粘(住)；伸出；阻塞；(被)难住n. [C] 枝条；树枝；棍；棒；棍/条状物 ►be/get stuck in卡住；陷入 ►stick out 伸出；突出 ►stick to 坚持；遵守 (keep to) ►stick with [不用于被动语态] 持续；坚持；留在……的记忆里 ►get (hold of) the wrong end of the stick 完全误解 27. survey n. [C] 调查；全面审视；测量；勘测 vt. 调查；全面审视；测量；勘测 28. tight adj. 紧的；绷紧的；(时间、空间)紧凑的；(经济)紧张的；(关系)紧密的adv. 紧紧地；充分地→tighten vt. & vi. (使)变紧；加紧→tightly adv. 紧紧地 29. value n. [C]&[U](商品)价值；价格；等值，划算程度[U] 用处；重要性[用复数]价值观念；社会准则vt.定价；估价；重视；珍视→valuable adj. 值钱的→valueless adj. 不值钱的→invaluable adj. 极有用的；极宝贵的 ►value for money (good value)　物有所值 ►be of value (valuable) 有价值的；有用的 30. way n. [C] 路；道路；路线；通道；出口处；方向；距离；方式；方法；手段；方面　；作风；习惯；习俗 ►lose one's way　　　 迷路 ►the way in/out 入口/出口 ►all the way 一直；自始至终；完全地 ►by the way 顺便说；顺便一提 ►by way of 经由；通过……方法 ►give way to 让步于； 屈服于 ►make one's way to 前往…… ►make way for 给……让路 ►in a way 在某种程度上 ►in no way 一点也不，决不 ►in the /sb.'s way 挡某人的道；妨碍某人 ►no way 不可能；绝不 ►on the/its way 在路上；即将到达/发生 ►out of the way 不挡道；不碍事 31. explicit adj. 清楚明白的；易于理解的 32. precise adj. 准确的；精确的；确切的 佳句背诵 1. The way to learn a language is to practice speaking it as often as possible. 学习一门语言的方法就是要尽可能经常地练习说它。 2. My hard work pays off, and I am quite proud of what I have achieved/the progress I have made. 我的努力获得了回报，我为自己所取得的进步感到非常骄傲。 3. I’d like to attend English lectures, from which I can get more information on British and American cultures. 我喜欢参加英语讲座，从中我可以学到更多英美文化知识。 4. We are supposed to learn English well because a good command of English means more opportunities in the future. 我们理应学好英语，因为精通英语意味着将来有更多的机会。 5. There is no doubt that keeping an English diary helps you a lot with written English. 毫无疑问，写英语日记非常有助于你书面语的提高。 The idea that we have brains hardwired with a mental module for learning grammar — famously supported by Noam Chomsky of the Massachusetts Institute of Technology — has dominated linguistics (语言学) for almost half a century. Recently, though, evidence has overtaken Chomsky’s “universal grammar” theory. In Chomsky’s first version of his theory put forward in the mid-20th century, the languages people use to communicate in everyday life behaved like mathematically-based languages of the newly emerging field of computer science. A computer-like program could produce sentences real people thought were grammatical. As Chomsky was developing his computational theories, he was also proposing that they were rooted in human biology. His universal grammar was put forward as an inborn component of the human mind — and it promised to reveal the deep biological foundations of the world’s 6,000-plus human languages. So this theory held immediate appeal. Yet much research now suggests that language acquisition does not take place as Chomsky’s theory explains. Learning of a child’s first language does not rely on an inborn grammar module. Instead the new research shows that young children use various types of thinking that may not be specific to language at all — such as the ability to classify the world into categories (people or objects, for instance) and to understand the relations among things. These capabilities, coupled with a unique human ability to grasp what others intend to communicate, allow language to happen. For instance, English-speaking children understand “The cat ate the rabbit,” and through analogy they also understand “The lion tickled the goat.” They generalize from hearing one example to another. After enough examples of this kind, they might even be able to guess who did what to whom in the sentence “The gazzer mibbed the toma,” even though some of the words are literally meaningless. Chomsky has allowed us to see new things, but also blinded us to other aspects of language. In linguistics fields, many researchers are becoming ever more dissatisfied with a totally formal language approach such as universal grammar. Moreover, many modern researchers are also unhappy with armchair theoretical analyses, when there are large collections of linguistic data — many now available online — that can be analyzed to test a theory. There are exciting new discoveries to be made by investigating the details of the world’s different languages, how they are similar to and different from one another, how they change historically, and how young children acquire competence in one or more of them. Universal grammar appears to have been inching toward a death for years. It is dying so slowly because, as physicist Max Planck once noted, older scholars tend to hang on to the old ways: “Science progresses one funeral at a time.” 全文翻译 人类大脑中天生就有一个学习语法的心理模块——麻省理工学院的诺姆·乔姆斯基曾大力支持这一观点——近半个世纪以来，该观点一直主导着语言学界。不过，近来有证据推翻了乔姆斯基的“普遍语法”理论。 20世纪中叶，乔姆斯基首次提出他的理论。在该理论中，人们日常生活中用于交流的语言，其运作方式就像新兴计算机科学领域中基于数学的语言一样。一个类似计算机程序的机制可以生成被人们认为符合语法规则的句子。乔姆斯基在发展他的计算理论时，还提出这些理论是植根于人类生物学的。他提出的普遍语法是人类思维中与生俱来的一部分，有望揭示世界上6000多种人类语言的深层生物学基础。因此，这一理论立刻引起了人们的关注。 然而，现在大量研究表明，语言习得的过程并非如乔姆斯基的理论所解释的那样。儿童学习母语并不依赖于天生的语法模块。相反，新的研究表明，幼儿运用的是各种各样可能与语言本身并无特定关联的思维方式，比如将世界分类(例如，区别人或物体)以及理解事物之间关系的能力。这些能力，再加上人类特有的理解他人交流意图的能力，促成了语言的产生。 例如，说英语的儿童能理解“猫吃了兔子”这句话，通过类推，他们也能理解“狮子挠了山羊”。他们能从听到的一个例子推广到另一个例子。在接触了足够多这类例子后，他们甚至可能猜出“嘎泽尔对托马做了某事”这句话中谁对谁做了什么，尽管其中有些词实际上并无意义。 乔姆斯基让我们看到了新的东西，但也让我们忽视了语言的其他方面。在语言学领域，许多研究人员对像普遍语法这样完全形式化的语言研究方法越来越不满。此外，现在有大量的语言数据(其中很多可以在网上获取)可供分析以检验理论，因此许多现代研究人员也对纸上谈兵式的理论分析感到不满。 通过研究世界上不同语言的细节、它们之间的异同、它们在历史上的演变，以及幼儿如何掌握一门或多门语言，我们有望取得令人兴奋的新发现。多年来，普遍语法似乎一直在走向消亡。它消亡得如此缓慢，正如物理学家马克斯·普朗克曾经指出的那样，老学者往往坚持旧的方法：“科学是在一场场葬礼中前进的。” 知识拓展 ①乔姆斯基及其理论影响力：诺姆·乔姆斯基是麻省理工学院的著名语言学家，他提出的“普遍语法”理论在过去近半个世纪里主导了语言学领域。该理论认为人类大脑中存在一个用于学习语法的心理模块，是人类语言能力的生物学基础。 ②语言习得研究新进展：近年来的研究表明，儿童学习第一语言并非依赖于乔姆斯基所说的先天语法模块。儿童会运用多种思维能力，如对世界进行分类和理解事物间关系的能力，以及理解他人交流意图的能力来习得语言。 ③语言学研究方法转变：越来越多的语言学家对像“普遍语法”这样完全形式化的语言研究方法感到不满，同时也对仅基于理论分析的研究方式提出质疑。随着大量语言数据可在线获取，研究者更倾向于通过分析实际数据来检验理论。 ④科学发展规律：正如物理学家马克斯·普朗克所说“科学是在一场场葬礼中前进的”，旧的理论往往因为老一辈学者坚持旧有方式而难以快速被新理论取代，但新的研究和发现仍在不断推动科学的进步。 重点单词 1. ________adj. 心理的；精神的 2. ________n. 模块 3. ________adj. 普遍的；通用的 4. ________n. 版本 5. ________adj. 计算的 6. ________v. 概括；归纳 7. ________v. 调查；研究 8. ________v. 显示 【答案】1.mental 2.module 3.universal 4. version 5. computational 6. generalize 7. investigate 8. reveal v. 显示 派生词 1. acquire v. 获得→________n. 习得 2. capable adj. 有能力的→________n. 能力 3. satisfy v. 使满意→________adj. 不满意的 【答案】1. acquisition 2. capability 3. dissatisfied 合成词 1. Hard + wire= hardwired adj. ________ 2. in + born =inborn adj. ________ 3. over + take = overtaken v. ________ 【答案】1. 硬连线的；天生的 2. 天生的 3. 超过 重点短语 1. ________________提出 2. ________________扎根于 3. ________________依靠；依赖 【答案】1.put forward 2. be rooted in 3. rely on 长难句分析 The idea that we have brains hardwired with a mental module for learning grammar — famously supported by Noam Chomsky of the Massachusetts Institute of Technology — has dominated linguistics (语言学) for almost half a century. 句意：我们的大脑天生就有一个学习语法的心理模块，这一观点得到了麻省理工学院的诺姆·乔姆斯基的大力支持，并且在近半个世纪里一直主导着语言学领域。 分析：that we have brains hardwired with a mental module for learning grammar是________从句，对The idea进行解释说明. famously supported… 过去分词作________。 【答案】同位语从句; 后置定语 (2024年全国新高考I卷 C)Is comprehension the same whether a person reads a text onscreen or on paper? And are listening to and viewing content as effective as reading the written word when covering the same material? The answers to both questions are often “no.” The reasons relate to a variety of factors, including reduced concentration, an entertainment mindset(心态) and a tendency to multitask while consuming digital content. When reading texts of several hundred words or more, learning is generally more successful when it’s on paper than onscreen. A large amount of research confirms this finding. The benefits of print reading particularly shine through when experimenters move from posing simple tasks – like identifying the main idea in a reading passage – to ones that require mental abstraction – such as drawing inferences from a text. The differences between print and digital reading results are partly related to paper’s physical properties. With paper, there is a literal laying on of hands, along with the visual geography of distinct pages. People often link their memory of what they’ve read to how far into the book it was or where it was on the page. But equally important is the mental aspect. Reading researchers have proposed a theory called “shallowing hypothesis(假说).” According to this theory, people approach digital texts with a mindset suited to social media, which are often not so serious, and devote less mental effort than when they are reading print. Audio(音频) and video can feel more engaging than text, and so university teachers increasingly turn to these technologies – say, assigning an online talk instead of an article by the same person. However, psychologists have demonstrated that when adults read news stories, they remember more of the content than if they listen to or view identical pieces. Digital texts, audio and video all have educational roles, especially when providing resources not available in print. However, for maximizing learning where mental focus and reflection are called for, educators shouldn’t assume all media are the same, even when they contain identical words. 28. What does the underlined phrase “shine through” in paragraph 2 mean? A. Seem unlikely to last. B. Seem hard to explain. C. Become ready to use. D. Become easy to notice. 29. What does the shallowing hypothesis assume? A. Readers treat digital texts lightly. B. Digital texts are simpler to understand. C. People select digital texts randomly. D. Digital texts are suitable for social media. 30. Why are audio and video increasingly used by university teachers? A. They can hold students’ attention. B. They are more convenient to prepare. C. They help develop advanced skills. D. They are more informative than text. 31. What does the author imply in the last paragraph? A. Students should apply multiple learning techniques. B. Teachers should produce their own teaching material. C. Print texts cannot be entirely replaced in education. D. Education outside the classroom cannot be ignored. 重点单词 1. ________v. [名词动化]看 2. ________n. 内容 3. ________v. 同时执行多项任务 4. ________v.消费，消耗 5. ________v. 证实 6. ________ν. 识别，找到 7. ________adj. 思考的，思想的，精神的 8. ________adj. 确确实实的，真实的 9. ________adj. 视觉的 10. ________adj. 不同的 11. ________n. 方面 12. ________v. 提出 13. ________v. 变浅 14. ________v. 处理，对待 15. ________v. 布置 16. ________v. 证明 17. ________adj. 完全相同的 18. ________v. 使增加到最大限度，使最大化 19. ________v. 暗指 20. ________v. 运用 21. ________adj. 多种的 22. ________n. 技巧 23. ________v. 制作 熟词生义 1. cover v.覆盖，此文指的是“________” 2. print v. 打印，此文指的是“________” 3. pose v. 构成，造成，引起，此文指的是“________” 4. property n. 所有物，财产，此文指的是“________” 5. say v 说，此文指的是“________” 6. piece n. 块，片，此文指的是“________” 7. role n. 角色，此文指的是 “________” 8. geography n. 地理，此文指的是“________” 派生词 1. effect n. 影响→________ adj. 有效果的 2. concentrate v. 集中→________ n. 专心，专注 3. entertain v. 使有兴趣，使快乐→________ n. 消遣，娱乐 4. tend v. 往往，照顾→________ n. 趋向 5. experiment v. 做实验→________ n. 实验员； 6. engage v. 雇用，聘请；参加，从事；吸引，引起 →________ adj. 有吸引力的，有趣的； 7. reflect v. 折射，反思→________ n. 反思，深思； 8. random adj. 随意的，任意的→________ adv. 随机地； 9. information n. 信息→________ adj. 提供有用信息的； 10. abstract adj. 抽象的→________n. 抽象 11. education n. 教育→________ adj. 有教育意义的 合成词 1. on + screen→________ adv. 在屏幕上； 重点短语 1. ________________涉及，与……相关 2. ________________各种各样的 3. ________________从……中推断出结论 4. ________________与……一起 5. ________________将……同……联系起来 6. ________________适合…… 7. ________________需要 难句剖析 1. The benefits of print reading particularly shine through when experimenters move from posing simple tasks –like identifying the main idea in a reading passage - to ones that require mental abstraction - such as drawing inferences from a text. 分析：本句中when引导________状语从句，从句谓语为move，like identifying the main idea in a reading passage和such as drawing inferences from a text分别补充说明simple tasks 和ones that require mental abstraction。 句意:当实验人员从提出简单的任务，如找到阅读文章的主旨，转向需要抽象思维的任务，如从文本中推断出结论时，纸质阅读的好处尤为明显。 2. According to this theory, people approach digital texts with a mindset suited to social media, which are often not so serious, and devote less mental effort than when they are reading print. 分析：suited to social media作后置定语修饰________, ________引导的非限制性定语从句，修饰先行词social media，and连接主句并列的谓语approach和devote。 句意:根据这一理论，人们对待数字文本的态度与对待社交媒体的态度相当，社交媒体通常不那么严肃,相比纸质阅读，人们投入的脑力要少。 阅读理解 Passage 1 (2026届湖南省永州市高考模拟考试)Despite the enormous variety of languages spoken around the world, certain grammatical patterns keep showing up. A new study finds that about one-third of long-standing “linguistic universals”(语言共性) are backed by strong statistical evidence when tested using modern evolutionary methods. An international research team led by Annemarie Verkerk and Russell D. Gray analyzed 191 proposed universals using Grambank, the largest database of grammatical features ever constructed. Their dataset covered more than 1,700 languages. In earlier research, linguists tried to avoid similarities between related or nearby languages by selecting samples from distant regions. While helpful, that approach does not completely eliminate hidden connections between languages. It can also weaken statistical results and fails to reveal how languages change over time. To address this, the researchers used Bayesian spatio-phylogenetic analyses, which account for both shared ancestry and geographic influence. This approach offers a much higher level of statistical reliability than most previous studies. “In the face of huge linguistic diversity, it is fascinating to find that languages don’t evolve at random,” says Verkerk. “I am delighted that the different types of analyses we did reached very similar results, suggesting that language change must be a central component in explaining universals.” The findings show strong support for several repeating patterns. These include word order preferences and hierarchical structures(多级结构). Importantly, these patterns have appeared repeatedly across unrelated languages in different parts of the world. This repetition suggests that there are deep limits guiding how humans organize language. Senior author Russell Gray reflected, “We discussed whether to write this up as a glass-half-empty paper — ‘look how many proposed universals don’t hold’ — or a glass-half-full paper — ‘there’s strong statistical support for about a third’. In the end, we chose to highlight the patterns that evolve repeatedly, showing that shared cognitive(认知的) and communicative pressures push languages towards a limited set of preferred grammatical solutions.” By identifying which universals truly stand up to strict testing, the study helps narrow the focus for future research. It points scientists toward the basic cognitive and communicative forces that shape human language. 1. What can we know about the new study? A. It constructed a language database. B. It revealed no grammatical patterns. C. It obtained strong statistical support. D. It analyzed 1,700 proposed universals. 2. How does the author develop the second paragraph? A. By listing figures. B. By giving an example. C. By describing problems. D. By making a comparison. 3. What satisfied Verkerk about the research results? A. Patterns in all languages. B. Random evolution rule, C. Full explanation of diversity. D. Consistent analysis results. 4. What can be implied from the last two paragraphs? A. Scientists will shape human language. B. Future research may have a clearer focus. C. Shared pressures enlarge language sets. D. Different perspectives affect research results. Passage 2 (2026年山东东营市高三年级4月份适应性测试)I have struggled with speaking English since learning it as a second language at 27. Early in my teaching career, students complained about my accent, and my department chair once summed up my performance: Dr. Sun was a good teacher, but he had an accent. Even my children urged me to try harder. “Anything can be done,” they insisted. The unspoken accusation was clear: If I still sounded foreign, I wasn’t trying hard enough. What neither of them knew was that biology had already cast the die. There is a term for the firm influence of one’s mother tongue: imprinting, an early, mostly unchangeable form of learning. The idea first entered science through the brilliance of Konrad Lorenz, who famously persuaded newly hatched goslings to follow him as if he were their mother. At the time, imprinting was mostly treated as an animal curiosity. Its deeper relevance to humans took longer to sink in. Decades of research since then have reinforced the point. Human brains pass through a critical period for language acquisition. During childhood, neural(神经的) circuits are finely tuned to absorb sounds and accents. Later, those circuits become less flexible, not because adults are lazy, but because gene expression changes with age. This is why children can pick up a new language without an accent, while adults, no matter how dedicated, cannot. I stopped fighting this biological limit and focused on areas imprinting does not control: word choice, sentence structure and rhythm. Something unexpected happened – my English writing improved greatly, and I even began writing books in English. Biology does not write our future, but it does draw boundaries. That is why we abandon many childhood dreams: basketball for being too short, soccer for starting too late. Ignoring them, we trip up. Understanding them, we can work around them. The best kind of confidence is not the belief that you can do anything. It is the wisdom to know what you cannot do, and the discipline to stop wasting precious time trying to prove otherwise. 5. What did the author’s children accuse him of? A. Showing off his pronunciation. B. Not trying hard to drop his accent. C. Speaking with an accent in class. D. Refusing to learn standard English. 6. What does the underlined phrase “cast the die” in paragraph 2 probably mean? A. Delayed the process. B. Unlocked the potential. C. Improved the situation. D. Determined the outcome. 7. What makes it hard for adults to learn a foreign language without an accent? A. Mental laziness. B. Learning habits. C. Biological changes. D. Genetic patterns. 8. What does the author intend to tell us? A. Play to your strengths. B. It’s never too late to learn. C. Practice makes perfect. D. Early bird catches the worm. Passage 3 (2025-2026学年江西丰城市第九中学下学期高二4月阶段性检测)Are you an open book, your face broadcasting every passing emotion, or more of a “poker face”, not showing what you are feeling? Scientists at Nottingham Trent University (NTU) say that wearing your heart on your face could actually give you a significant social advantage. The study, led by Eithne Kavanagh, a research fellow at NTU’s School of Social Sciences, involving over 1,300 participants, noticed striking variations in how much people moved their faces during conversations. Importantly, this expressiveness emerged as a stable individual quality. People displayed similar levels of facial expressiveness across different contexts, with different social partners, and even over time periods up to four months. The researchers say that facial expressiveness is linked to personality, with more agreeable individuals displaying more lively faces. Facial expressiveness can also translate into concrete social benefits. In a negotiation (谈判) task, more expressive individuals are more likely to secure a larger slice of a reward. The researchers suggest that agreeable, dynamic facial expressions may serve as a tool for building good relationships and smoothing over conflicts. Across the board, the results point to facial expressiveness serving an “affiliative(有亲和力的) function”, or a social glue that develops liking and smoother interactions. Expressiveness is also linked to being seen as more “readable”, suggesting that a lively face makes one’s intentions and mental states easier for others to interpret. Beyond frequency of facial movements, people who employ facial expressions more strategically to suit social goals, such as looking friendly in a greeting, are also more well-liked. The findings challenge the “poker face” common belief that a still and unemotional appearance is always most advantageous. Instead, they suggest that for most people, allowing one’s face to mirror inner states and intentions can invite warmer reactions. As the researchers conclude, “Being facially expressive is socially advantageous.” So, next time you catch yourself making lines on your forehead, or flashing a smile, know that your face just might be working on your behalf. 9. How does the author introduce the topic in the first paragraph? A. By making a comparison. B. By giving an example. C. By providing a definition. D. By listing statistics. 10. What may facial expressiveness act as in negotiation settings? A. A method to hide personality. B. A way to frighten competitors. C. A strategy to settle disagreement. D. A tool to show personal qualities. 11. What is a common misunderstanding about “poker face” according to the passage? A. It helps people gain more trust during negotiations. B. It makes a person appear more friendly and approachable. C. It is often a very beneficial way to present oneself. D. It is a skill that can be easily learned through practice. 12. What may the author advise based on the findings of the study? A. Always wearing a still face. B. Learning to be an open book. C. Speaking out inner emotions. D. Forcing a smile through tears. 阅读七选五 Passage 4 (2026届浙江台州市高三第二次教学质量评估)In everyday communication, we exchange not only logical information but also emotions, attitudes and inner states. Since human beings are emotional creatures, our decisions, whether significant or trivial, are often driven more by emotions than by pure reason. Therefore, to express strong emotions clearly, we tend to use words like very, so and truly in daily language. 1 Verbal intensifiers(强化词) are special function words that enhance the meaning, especially the emotional meaning of the words they are attached to. 2 According to Buzarov (1998), intensification is a stable and vital feature of informal language. Words such as awfully, deeply, tremendously, and truly help speakers strengthen emotional impact and influence listeners’ psychological perception. 3 In English, we often say “I am deeply grateful” or “He is dead tired.” Other languages also have similar words: очень in Russian, sehr in German, très in French. Some new intensifiers are even created by combining words, like fantabulous from fantastic and fabulous. To make the most of intensifiers, we should use them with a clear purpose. Do not use them mindlessly. 4 Connect them with your genuine attitude and focus on conveying precise emotions. This way, appropriate use of intensifiers will make our words more powerful and sincere. Intensifiers, like any other linguistic tool, work best in the right context. 5 However, overusing them without necessity will only weaken their expressive effect and make our words sound empty. Mastering them wisely helps us become more proficient and persuasive communicators. A. Proper use is a smart linguistic choice. B. These function words have great expressive value. C. You’d better use them to express real ideas and emotions. D. Using intensifiers at will influences emotional expression. E. Intensifiers are used to simplify the meaning of other words. F. This is why verbal intensifiers have emerged in languages worldwide. G. They are commonly employed across languages and take on diverse forms. 完形填空 Passage 5 (2025-2026学年四川资阳市下学期4月高考适应性考试)I have always been drawn to music and languages since my childhood. 1 , I signed up for my school’s integrated course on English and guqin culture. Touching and learning a 2 Chinese instrument for the first time was a truly unique experience. With every pluck(弹拨) and stroke of the 3 , I felt a strange yet familiar emotion. The English part of the course 4 learning vocabulary about the guqin, as well as reading and translating articles about this traditional instrument. I especially enjoyed learning how to 5 the right words and expressions. But the most special part of the course was the 6 activities with young people from other countries. Delivering a speech confidently on the stage took a lot of 7 , as I had to pay close attention to my pronunciation, word choice, clarity of expression, body language and how I 8 the audience. I clearly remember standing on the 9 , introducing traditional Chinese music and playing the guqin. Seeing the audience’s 10 expressions and feeling a strong sense of achievement from 11 my knowledge left a deep impression on me. Besides the formal events, we often 12 our conversations long after the exchange activities ended. By overcoming language barriers and looking 13 differences in race and culture, we discovered how much young people around the world valued mutual 14 , inclusivity, harmony in diversity and joyful bonds. I believe these friendships that young people build today will 15 our world in the future. 1. A. Therefore B. However C. Otherwise D. Besides 2. A. practical B. classical C. significant D. strange 3. A. strings B. keys C. boards D. holes 4. A. focused on B. led to C. took over D. differed from 5. A. borrow B. choose C. copy D. divide 6. A. night-time B. sports C. fund-raising D. exchange 7. A. responsibility B. effort C. time D. advice 8. A. laughed at B. cared about C. interacted with D. suffered from 9. A. shoulder B. farm C. court D. stage 10. A. eager B. careful C. nervous D. brave 11. A. correcting B. broadening C. sharing D. storing 12. A. interrupted B. stopped C. changed D. continued 13. A. beyond B. through C. for D. to 14. A. creativity B. curiosity C. understanding D. tolerance 15. A. explore B. open C. connect D. shape Passage 6 (2025-2026学年河南郑州市高中毕业年级下学期第二次质量预测)I look at the notebooks in front of me, whose covers hold pages of slightly different shades of white. They were filled with scribbles(潦草的字) of informational 16 and short stories in Chinese. It started with textbooks mailed to us by a cousin in China, filled with little notes that offered a quick look into school life there — a life so 17 , yet so different from my American experience. These books became my 18 in reading and writing Chinese. Hour after hour throughout most of my childhood, I copied texts over and over. They became the building blocks that 19 my proficiency(熟练) far above my classmates’. The cost was the pain in my fingers, which turned into a lasting 20 of the characters instead. Now I no longer copy textbooks. I maintain my proficiency in the language by being 21 in the exciting world of online novels. Many of my Chinese American friends don’t share the same 22 in reading. It’s a bit heartbreaking that I can’t fully share the beauty and complexity of Chinese with my friends. But we still have fun speaking Mandarin (普通话) sometimes. There’s something especially amusing about hearing high schoolers who can 23 polished English essays using simple, childish Mandarin phrases. And it’s 24 , too — a small escape from the stress of school, in a language that reminds us of our 25 . People often describe New York as a melting pot of cultures, but it’s 26 to know that in this busy city, there’s also a place for me and the language I 27 inside. Walking through Chinatown, I can see beyond the English translations of shop signs and understand the meaning hidden beneath. It feels like being let in on a special secret, a way to 28 a close-knit community and find a moment of 29 . When I’m riding back on the bus after a long trip, the sight of bright signs written in familiar characters tells me more than what’s for sale — it tells me I’m 30 . 16. A. clues B. texts C. drawings D. signs 17. A. attractive B. simple C. unique D. similar 18. A. teachers B. goals C. guidelines D. partners 19. A. witnessed B. demonstrated C. boosted D. accessed 20. A. memory B. secret C. desire D. experience 21. A. trapped B. included C. absorbed D. occupied 22. A. passion B. practice C. patience D. taste 23. A. study B. write C. improve D. publish 24. A. unimaginable B. influential C. impressive D. heartwarming 25. A. roots B. textbooks C. characters D. responsibilities 26. A. appealing B. necessary C. comforting D. possible 27. A. develop B. speak C. carry D. hide 28. A. connect with B. integrate into C. contribute to D. care for 29. A. calm B. excitement C. relief D. success 30. A. abroad B. somewhere C. alone D. home 语法填空 Passage 7 (2025-2026学年安徽临泉田家炳实验中学(临泉县教师进修学校)高三下学期4月期中)The performance of Chinese test-takers in the Test of English as a Foreign Language (TOEFL) has improved in recent years, 1 the average score reaching 90 in 2022, 2 (compare) to the global average of 88 in the same year, according to the Educational Testing Service (ETS). Omar Chihane, General Manager of TOEFL, noted that as China 3 (engage) in global economic exchanges and international collaboration, English is becoming increasingly essential. In 2023, TOEFL announced enhancements, including shortening the test duration from three hours to less than two hours and 4 (introduce) a new “writing for an academic 5 (discuss)”task. Rohit Sharma, Senior Vice-President of ETS's Global Higher Education and Workskills, said that the high-quality assessments provided by ETS will extend from the education sector, such as TOEFL and GRE tests, to employment and the workplace. “There’s evidence 6 many students, after receiving an international education and perhaps working for a few years, are returning to their home countries to contribute to their local economies,” he said. Sharma added that the demand gap between talent and employers is challenging both in China and around the world.“If you talk to employers, they will say they cannot find people. And if you talk to students, they will say they cannot find jobs,” he said. He emphasized the need for employers 7 (identify) talent with the skills they need, while students should be taught how to articulate the 8 (strength) they have acquired both inside and outside the classroom.“We believe we can play 9 role in helping bridge that gap through our 20 (invent) products and high-quality assessments,” Sharma said. 读后续写 Passage 8 (2025-2026学年福建莆田市高中毕业班第二次质量调研测试)My son is in fourth grade and he can already speak fluent Mandarin(普通话). He attends Barnard Mandarin Magnet Elementary School in San Diego, where he shows a talent for the abacus(珠算) while learning the Six Ancient Arts of Confucianism. Then we were offered a spot on a trip to Beijing last summer for him to participate in the fifth annual ShenMo International Abacus Competition. We had six months to prepare for the trip. While my son was polishing his abacus skills, I was starting my own Mandarin journey in parent classes. Numbers first — easy. Then interrogative pronouns(疑问代词) — fun. “Shén me, Shén me ... What, What ...” A piece of cake! Then it got harder... and harder... and harder. How could I distinguish between the four tones? I feared messing up how to say “ma” and the subsequent disrespect it could bring. I was terrified of mistakenly calling someone a “yé ye” when he really should be a “wài gong”. Learning Mandarin was not going according to plan, and the trip was fast approaching. At the last Mandarin class, the teachers challenged us to write a long sentence on our own. As I was always a qipao fonder, I wrote: “Wǒ hěn xǐhuān zhège qípáo” (“I really like this dress”). Certain that I had written the most brilliant and poetic passage, I proudly practised it in hopes of impressing my kid. Over dinner, I thought the right moment came. I cleared my throat and stated, “Wǒ hěn xǐhuān zhège qípáo.” My son stared at me in confusion. Then he burst into uncontrollable laughter. My confidence was destroyed and I worried I’d never speak Mandarin correctly, let alone impress anyone. Yet deep down, I held onto the faint hope that my months of effort might pay off somehow. At last it was time for our trip. Beijing’s rich culture fascinated me from the moment we arrived. The abacus competition showcased young talents from around the world, and my son’s performance made me incredibly proud. 注意： 1.续写词数应为150个左右； 2.请按如下格式在答题卡的相应位置作答。 After the competition, we began to explore the city. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ However, I had a strong desire to buy that qipao. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 学科网（北京）股份有限公司 $