命题大赛 河南2025-2026学年高二英语上学期阶段测试（北师大版选择性必修一Unit 1）

**基本信息** 聚焦“人际关系”主题，融合校园项目、个人经历及心理学研究等真实情境，全面考查语言理解与表达能力，适配北师大版选择性必修一Unit 1单元复习，助力核心素养培育。 **题型特征** |题型|题量/分值|知识覆盖|命题特色| |----|-----------|----------|----------| |阅读（A-D）|15题/37.5分|细节理解、推理判断、主旨大意|A篇校园导师项目考查信息检索，B篇个人友谊故事渗透人文关怀，C、D篇心理学研究提升思维深度| |七选五|5题/12.5分|篇章结构、逻辑衔接|以“友谊终结原因”为主题，考查语篇连贯能力| |完形填空|15题/15分|词汇辨析、语境理解|通过合作经历故事，考查情感态度词（如frustrated、warm up）运用| |语法填空|10题/15分|非谓语、比较级、连词等|结合青少年友谊研究，考查语法在真实语篇中的应用| |写作|2题/40分|应用文（邮件建议）、记叙文（续写）|邮件建议聚焦冲突解决，续写要求延续“敌变友”故事，培养表达与创新能力|

双向细目表 北师大版选择性必修一 Unit 1 Relationships 单元测试双向细目表 题号 分值 考查内容（知识点） 能力层级 难度 题型 所属模块 主题单元 21 2.5 细节查找：活动频率 获取信息 易 细节理解 阅读理解 Unit1 Relationships 22 2.5 细节查找：导师要求 获取信息 易 细节理解 阅读理解 Unit1 Relationships 23 2.5 推理判断：项目效果 推理判断 中 推理题 阅读理解 Unit1 Relationships 24 2.5 情感推断：收到纸条心情 推理判断 中 情感推断 阅读理解 Unit1 Relationships 25 2.5 细节理解：初次午餐经历 获取信息 易 细节理解 阅读理解 Unit1 Relationships 26 2.5 句意理解：I try to be Maya 词义句意 中 句意理解 阅读理解 Unit1 Relationships 27 2.5 主旨大意：文章主题 归纳主旨 中 主旨题 阅读理解 Unit1 Relationships 28 2.5 细节理解：研究追踪内容 获取信息 易 细节理解 阅读理解 Unit1 Relationships 29 2.5 细节理解：最佳冲突策略 获取信息 易 细节理解 阅读理解 Unit1 Relationships 30 2.5 细节理解：回避策略适用场景 获取信息 中 细节理解 阅读理解 Unit1 Relationships 31 2.5 主旨大意：文章写作目的 归纳主旨 中 主旨题 阅读理解 Unit1 Relationships 32 2.5 细节理解：2003研究发现 获取信息 易 细节理解 阅读理解 Unit1 Relationships 33 2.5 细节理解：社交拒绝痛苦原因 获取信息 中 细节理解 阅读理解 Unit1 Relationships 34 2.5 词义猜测：rejection sensitivity 词义猜测 难 词义题 阅读理解 Unit1 Relationships 35 2.5 观点态度：作者对研究的看法 推理判断 中 态度题 阅读理解 Unit1 Relationships 36 2.5 段首主旨：友谊结束的模式 篇章结构 中 主旨句 阅读理解-七选五 Unit1 Relationships 37 2.5 细节支撑：距离对友谊影响 逻辑衔接 易 细节句 阅读理解-七选五 Unit1 Relationships 38 2.5 细节支撑：付出不均导致疏远 逻辑衔接 中 细节句 阅读理解-七选五 Unit1 Relationships 39 2.5 细节支撑：价值观分歧影响友谊 逻辑衔接 中 细节句 阅读理解-七选五 Unit1 Relationships 40 2.5 细节支撑：未解决冲突破坏友谊 逻辑衔接 中 细节句 阅读理解-七选五 Unit1 Relationships 41 1 副词：wrongly 语境辨析 语境词汇 易 词汇运用 语言运用-完形填空 Unit1 Relationships 42 1 动词：spoke 动词搭配 语境词汇 易 词汇运用 语言运用-完形填空 Unit1 Relationships 43 1 形容词：frustrated 情感形容词 语境词汇 中 词汇运用 语言运用-完形填空 Unit1 Relationships 44 1 副词：quietly 语境副词 语境词汇 易 词汇运用 语言运用-完形填空 Unit1 Relationships 45 1 形容词：ashamed 情感形容词 语境词汇 中 词汇运用 语言运用-完形填空 Unit1 Relationships 46 1 动词：bothering 动词搭配 语境词汇 中 词汇运用 语言运用-完形填空 Unit1 Relationships 47 1 名词：balance 语境名词 语境词汇 中 词汇运用 语言运用-完形填空 Unit1 Relationships 48 1 副词：smoothly 语境副词 语境词汇 易 词汇运用 语言运用-完形填空 Unit1 Relationships 49 1 名词：distance 语境名词 语境词汇 中 词汇运用 语言运用-完形填空 Unit1 Relationships 50 1 名词：key 固定搭配 语境词汇 易 词汇运用 语言运用-完形填空 Unit1 Relationships 51 1 动词：judge 语境动词 语境词汇 中 词汇运用 语言运用-完形填空 Unit1 Relationships 52 1 动词：show 语境动词 语境词汇 易 词汇运用 语言运用-完形填空 Unit1 Relationships 53 1 动词短语：warm up 短语辨析 语境词汇 中 短语运用 语言运用-完形填空 Unit1 Relationships 54 1 名词：burdens 语境名词 语境词汇 中 词汇运用 语言运用-完形填空 Unit1 Relationships 55 1 介词：behind 语境介词 语境词汇 中 语法运用 语言运用-完形填空 Unit1 Relationships 56 1.5 非谓语：过去分词 conducted 语法运用 易 语法填空 语言运用-语法填空 Unit1 Relationships 57 1.5 非谓语：现在分词 finding 语法运用 中 语法填空 语言运用-语法填空 Unit1 Relationships 58 1.5 词性转换：support→supportive 语法运用 易 词形变化 语言运用-语法填空 Unit1 Relationships 59 1.5 连词：not as…as… 比较结构 语法运用 易 连词 语言运用-语法填空 Unit1 Relationships 60 1.5 词性转换：significant→significantly 语法运用 易 词形变化 语言运用-语法填空 Unit1 Relationships 61 1.5 词性转换：challenge→challenging 语法运用 中 词形变化 语言运用-语法填空 Unit1 Relationships 62 1.5 连词：or 并列选择连词 语法运用 易 连词 语言运用-语法填空 Unit1 Relationships 63 1.5 时态：一般现在时 emphasizes 语法运用 易 时态 语言运用-语法填空 Unit1 Relationships 64 1.5 介词：pay attention to 固定搭配 语法运用 易 介词 语言运用-语法填空 Unit1 Relationships 65 1.5 名词复数：acquaintances 语法运用 易 名词数 语言运用-语法填空 Unit1 Relationships 书面表达1 15 应用文：邮件安慰+建议 语言输出 中 应用文写作 写作 Unit1 Relationships 书面表达2 25 记叙文续写：矛盾→友谊升华 语篇建构 难 读后续写 写作 Unit1 Relationships $ 北师大版选择性必修一 Unit 1 Relationships 单元测试题答案详解 第二部分 阅读（共两节，满分50分） 第一节（共15小题；每小题2.5分，满分37.5分） A篇 文本类型 应用文 语篇话题 人与社会——校园友谊互助项目 主旨概要 本文是一则校园友谊辅导项目的宣传手册，介绍了项目的目的、结构、参与者反馈以及申请方式。 21. B 事实细节题 根据Program Structure部分中的"Meeting frequency: Once per week during lunch"可知，导师和学员每周见面一次。因此B项正确。 22. C 事实细节题 根据Mentor Requirements部分中的"Must complete 4 hours of training (offered on Saturdays)"可知，成为导师需要完成四小时的培训。因此C项正确。 23. A 推理判断题 根据两位学员的反馈：Jamie说"knew no one"并被带领融入群体，Alex说自己是"naturally shy"但被包容进来，最终像认识了多年的朋友一样。这表明该项目帮助减少了孤独感。因此A项正确。 B篇 文本类型 记叙文 语篇话题 人与自我——被善意接纳的经历 主旨概要 本文是一篇记叙文，讲述作者转学后孤独无助，一位同学Maya通过一张小小的纸条邀请她共进午餐，从此改变了作者的生活，也让她学会了主动接纳他人。 24. A 推理判断题 根据第二段"At first, I was terrified. What if they didn't actually want me there?"可知，作者收到纸条后既兴奋（有人邀请）又怀疑（担心对方不是真心的）。因此A项正确。 25. D 事实细节题 根据第三段描述："I mostly listened... But no one stared at me. No one asked why I was there. They just... let me be there."可知，作者被安静地接纳了，没有人盯着她看或问奇怪的问题。因此D项正确。 26. B 词义猜测题 根据最后一段"When I see someone eating alone, I sit down. When I hear someone has been left out, I invite them in."可知，作者"try to be Maya"的意思是像Maya一样主动接触孤独的人。因此B项正确。 27. C 主旨大意题 全文通过作者被Maya的一个小举动——一张纸条——改变人生的经历，以及作者后来成为主动接纳他人的人，强调了小小的包容行为对他人有深远的意义。因此C项正确。 C篇 文本类型 说明文 语篇话题 人与社会——人际冲突解决策略 主旨概要 本文是一篇说明文，介绍了密歇根大学关于室友冲突解决策略的研究，区分了四种冲突应对模式及其效果，指出灵活运用不同策略的重要性。 28. B 事实细节题 根据第二段"A comprehensive study... tracking their conflict resolution strategies in roommate relationships"可知，该研究追踪的是室友关系中的冲突解决策略。因此B项正确。 29. D 事实细节题 根据第三段"students who predominantly used collaborating strategies reported the highest levels of relationship satisfaction"可知，合作型策略与最高的人际关系满意度相关。因此D项正确。 30. C 事实细节题 根据第五段Chen博士的话"avoiding can be appropriate for trivial issues that truly don't matter"可知，回避策略对于不重要的小事是合适的。因此C项正确。 31. C 主旨大意题 全文介绍了四种冲突应对策略（竞争、回避、迁就、合作）及其效果，并指出没有一种策略是普遍最优的，关键在于根据情境灵活选择。因此C项正确。 D篇 文本类型 说明文 语篇话题 人与社会——社交拒绝的神经机制 主旨概要 本文是一篇说明文，介绍了社交拒绝会激活与身体疼痛相同的大脑区域，从进化心理学角度解释其原因，并讨论了拒绝敏感性及其实际应用意义。 32. B 事实细节题 根据第二段"The results showed significant activation in... regions of the brain that are also activated by physical pain"可知，2003年UCLA研究发现社交拒绝激活了与身体疼痛相同的大脑区域。因此B项正确。 33. B 事实细节题 根据第三段"Being excluded from the group was a survival threat. An individual without a tribe could not hunt effectively..."可知，进化心理学认为社交拒绝之所以痛苦，是因为早期人类依赖群体生存。因此B项正确。 34. B 词义猜测题 根据第五段"this adaptive mechanism can become maladaptive, leading to social withdrawal, depression, or aggressive behavior—a phenomenon psychologists call 'rejection sensitivity'"可知，拒绝敏感性是指拒绝经历导致不良适应反应（如社交退缩、抑郁、攻击行为）的状况。因此B项正确。 35. A 观点态度题 根据最后一段"Understanding that exclusion causes genuine pain... can inform interventions. Anti-bullying programs that focus on the impact of exclusion... address a form of suffering that is often invisible"可知，作者认为理解拒绝的神经基础有助于制定更好的反欺凌项目。因此A项正确。 第二节（共5小题；每小题2.5分，满分12.5分） 文本类型 说明文 语篇话题 人与社会——友谊破裂的原因 主旨概要 本文是一篇说明文，介绍了友谊破裂的几种常见模式：人生转折、投入不均、价值观分歧、未解决的冲突。 36. F 承上启下 空白处前提到理解友谊为何结束可以帮助人们应对损失并建立更健康的友谊，空白处后列举了四种原因。因此F项"研究已经确定了友谊破裂的几种常见模式"承上启下，符合语境。 37. G 细节支撑 本段讲人生转折会造成友谊疏远。空白处后说"即使双方都在意对方，距离和不同的日程也会逐渐削弱友谊"。因此G项"物理距离不一定会结束友谊，但确实使维持变得更难"符合语境。 38. D 细节支撑 本段讲友谊需要双方投入。空白处后说"久而久之，一直在付出的一方会感到怨恨并最终退出"。因此D项"当一方总是主动联系而另一方不这样做时，不平衡就产生了"符合语境。 39. B 细节支撑 本段讲价值观分歧。空白处前说核心价值观可能发生变化，空白处后说当基本价值观不再一致时，友谊可能变得紧张。因此B项"曾经让朋友走到一起的东西最终可能把他们分开"符合语境。 40. E 细节支撑 本段讲未解决的冲突。空白处前说当分歧被反复回避而不是解决时，怨恨会积累。空白处后说"如果没有修复，友谊可能达到崩溃点"。因此E项"如果不加以解决，即使是小的误解也会发展成更大的怨恨"符合语境。 第三部分 语言运用（共两节，满分30分） 第一节（共15小题；每小题1分，满分15分） 文本类型 记叙文 语篇话题 人与自我——克服偏见结交朋友 主旨概要 本文是一篇记叙文，讲述作者因小组合作与一位安静的同学Ethan搭档，起初因偏见而失望，后来发现对方只是害羞，两人找到合作默契，最终成为朋友，作者从中学会了不以貌取人。 41. B 考查副词及语境理解。根据下文作者对Ethan的判断以及后来意识到自己判断错误可知，作者是错误地认为他不想被打扰。wrongly意为"错误地"，符合语境。 42. A 考查动词及语境理解。根据下文"offered only one-word answers"可知，Ethan说话很少。spoke意为"说话"，符合语境。 43. C 考查形容词及语境理解。根据上文会议不舒服、Ethan迟到且话少，以及作者认为自己要独自完成所有工作可知，作者感到沮丧。frustrated意为"沮丧的"，符合语境。 44. B 考查副词及语境理解。根据上下文Ethan性格安静、害羞，以及他说话的内容可知，他是安静地说。quietly意为"安静地"，符合语境。 45. A 考查形容词及语境理解。根据下文"I had judged him completely wrong"可知，作者为自己错误判断Ethan感到羞愧。ashamed意为"羞愧的"，符合语境。 46. A 考查动词及语境理解。根据上文作者在没有尝试理解Ethan之前就放弃了他可知，作者没有费心去理解他。bothering意为"费心"，符合语境。 47. A 考查名词及语境理解。根据下文作者负责演讲和口头部分，Ethan负责研究和视觉辅助可知，两人找到了平衡。balance意为"平衡"，符合语境。 48. C 考查副词及语境理解。根据下文"finishing each other's sentences and covering for each other's weak spots"可知，两人合作顺畅。smoothly意为"顺畅地"，符合语境。 49. B 考查名词及语境理解。根据上文Ethan不冷漠而是焦虑，以及作者原本认为他不友好可知，他的疏远不是冷漠而是焦虑。distance意为"疏远"，符合语境。 50. B 考查名词及语境理解。根据下文"just showing up with an open mind"可知，作者认为这是好关系的关键。key意为"关键"，符合语境。 51. A 考查动词及语境理解。根据上文作者因快速下判断而差点错过友谊可知，作者太急于评判别人。judge意为"评判"，符合语境。 52. C 考查动词及语境理解。根据下文有些人一开始就很耀眼，有些人需要时间才能热络起来可知，人们以不同方式展示温暖。show意为"展示"，符合语境。 53. C 考查动词短语及语境理解。根据上文Ethan需要时间才能敞开心扉，以及本句与"shine brightly from the start"的对比可知，有些人需要时间才能热络起来。warm up意为"变得亲近、热络"，符合语境。 54. B 考查名词及语境理解。根据上文作者认识到自己不了解别人的处境，以及下文"fears"可知，作者不知道别人背负着什么负担。burdens意为"负担"，符合语境。 55. D 考查介词短语及语境理解。根据语境，作者不知道什么恐惧藏在他们的沉默后面。behind意为"在……后面"，符合语境。 第二节（共10小题；每小题1.5分，满分15分） 文本类型 说明文 语篇话题 人与社会——同伴关系对青少年发展的影响 主旨概要 本文是一篇说明文，介绍了一项关于同伴关系质量对青少年学业和情绪健康影响的研究，指出高质量友谊比朋友数量更重要。 56. conducted 考查非谓语动词。Research与conduct之间是被动关系，应用过去分词短语作后置定语。故填conducted。 57. finding 考查非谓语动词。空格处作伴随状语，the study与find之间是主动关系，应用现在分词形式。故填finding。 58. supportive 考查词性转换。空格处修饰后面的名词friendships，应用形容词形式。supportive意为"支持的、给予帮助的"。故填supportive。 59. as 考查连词。本句为"not as...as..."结构，意为"不如……那么……"，用于比较两种事物的程度。故填as。 60. significantly 考查词性转换。空格处修饰后面的more likely，应用副词形式。significantly意为"显著地"。故填significantly。 61.challenging 考查非谓语动词。空格处修饰后面的名词periods，应用形容词。challenging意为"具有挑战性的"，现在分词作形容词。故填challenging。 62. or 考查连词。根据句意，空格处缺一个连词，连接conflict, exclusion 和pressure。故填or。 63. emphasizes 考查谓语动词。Dr. Michael Rosen与emphasize之间是主动关系，根据从句时态，应用一般现在时。故填emphasizes。 64. to 考查介词。pay attention to是固定搭配，意为"注意、关注"。故填to。 65. acquaintances 考查名词复数。acquaintance意为"相识的人"，为可数名词，且前面有twenty修饰，应用复数形式。故填acquaintances。 第四部分 写作（共两节，满分40分） 第一节（满分15分） 文本类型 应用文 语篇话题 人与自我——同学友谊修复建议 写作任务 给同学王磊写邮件，就他与好朋友争执后的困扰提出建议 参考范文： Dear Wang Lei, I was genuinely sorry to hear about the misunderstanding between you and Chen Fei. Conflict is an inevitable part of any genuine friendship—what truly counts is how we respond to it. Allow me to offer two practical suggestions. First, a short period of emotional cooling—perhaps one or two days—can help both of you gain perspective and avoid saying things you might regret. Second, once emotions have settled, consider reaching out with a sincere, low-pressure invitation, such as grabbing a cup of tea after school. Beginning with "I miss how we used to get along" rather than accusations can pave the way for healing. Your friendship has always impressed me with its strength and sincerity. I have no doubt that you will find a way through this. Do not hesitate to let me know if there is anything I can do. Yours sincerely, Li Hua 第二节（满分25分） 文本类型 读后续写 语篇话题 人与自我——从对立到友谊 写作任务 根据给定情节，续写关于两个性格迥异的同学从敌人变成朋友的故事 参考范文： Paragraph 1: The presentation went better than either of us expected. Sam's energy brought the slides to life, and my careful research gave his words solid backing. Our classmates actually applauded. After class, our teacher pulled us aside. "That was the best one," she said. "You two balance each other." Walking back to our lockers, Sam turned to me. "Hey," he said, "you want to work together on the next project too? Voluntarily this time?" I pretended to think about it. "I suppose I could tolerate you," I said. He laughed, and so did I. From then on, we were inseparable. Our lockers remained neighbors, but now the tapping and the muttering had turned into inside jokes and morning conversations. Paragraph 2: Years later, when people ask how Sam and I became friends, we tell them the same story. "We hated each other first," Sam always starts. "He thought I was too loud." "And he thought I was a robot," I add. Then we explain the project, the late nights in the library, the moment we realized we had judged each other wrong. People never believe us at first. But that's what makes it true—real friendship doesn't always start with a handshake and a smile. Sometimes it starts with an argument, a forced partnership, and two people who are too stubborn to walk away. Sam is still loud. I'm still quiet. But somewhere along the way, we learned that different doesn't mean difficult. It means you have someone to cover your blind spots—and to laugh with you when you miss. 1 学科网（北京）股份有限公司 $ 北师大版选择性必修一 Unit 1 Relationships 单元测试题（原创） 本试卷满分120分，考试用时100分钟。 第二部分 阅读（共两节，满分50分） 第一节（共15小题；每小题2.5分，满分37.5分） 阅读下列短文，从每题所给的A、B、C、D四个选项中选出最佳选项。 A Student Friendship Mentoring（导师）Program A peer support initiative at Greenfield High School What is the program? The Student Friendship Mentoring Program pairs experienced students with those who are struggling to build social connections. Mentors receive training in active listening, conflict resolution, and inclusive communication. Program Structure: Duration: 8 weeks per session Meeting frequency: Once per week during lunch (30 minutes) Location: School library, Room 204 Group size: 12 mentor-mentee pairs per session Mentor Requirements: Must be in 11th or 12th grade Must complete 4 hours of training (offered on Saturdays) Must commit to weekly meetings and brief check-ins What Mentees Say: "I moved here mid-semester and knew no one. My mentor showed me around, introduced me to her friends, and actually listened when I said I felt lonely." — Jamie, 10th grade "I'm naturally shy. My mentor never pushed me to talk, but she always included me. By week six, I was laughing with the group like I'd known them for years." — Alex, 9th grade Spring Session Dates: March 3 – April 25 Application Deadline: February 20 To apply: Visit the counseling office or scan the QR code on school bulletin boards. 21. How often do mentor-mentee pairs meet? A. Once every two weeks. B. Once per week. C. Twice per week. D. Every day during lunch. 22. What is required of a student to become a mentor? A. Being in 9th or 10th grade. B. Having perfect grades. C. Completing four hours of training. D. Applying before March 3. 23. What do the mentees' comments suggest about the program? A. It helps students feel less isolated. B. It focuses only on academic help. C. It requires students to change their personality. D. It is only for new students. B I still remember the note. It was folded into a small square and slipped into my locker between third and fourth period. "You looked sad today. Want to sit with us at lunch? — Maya" I had been at Westbrook High for three weeks. My family had moved over the summer, and I had started junior year knowing absolutely no one. Every morning, I told myself that today would be different. Every lunch, I sat alone in the corner of the cafeteria, pretending to read a book. Maya's note changed everything. At first, I was terrified. What if they didn't actually want me there? What if I said something awkward? But when I walked into the cafeteria that day, Maya waved at me from a table by the window. She had saved me a seat. That first lunch was clumsy. I mostly listened while Maya and her friends talked about a biology test and someone named Kevin who had said something ridiculous in history class. But no one stared at me. No one asked why I was there. They just... let me be there. Over the next few weeks, I started talking more. I discovered that Maya loved the same band I did. Her friend Priya was also terrible at math, and we started studying together. By the end of the semester, I wasn't "the new kid" anymore. I was just part of the group. Looking back, I realize that Maya took a risk that day. Reaching out to someone who is alone is not always comfortable. There is the possibility of rejection, of awkwardness. But she did it anyway. And because she did, I learned something important: a small gesture of inclusion can change someone's entire world. Years later, I try to be Maya. When I see someone eating alone, I sit down. When I hear someone has been left out, I invite them in. Not because I'm brave, but because I remember what it felt like to be on the other side of that note. 24. How did the author feel when first receiving Maya's note? A. Excited but doubtful. B. Angry and offended. C. Indifferent and bored. D. Grateful but unconcerned. 25. What happened during the author's first lunch with Maya's group? A. She was asked many personal questions. B. She was ignored by everyone. C. She was made fun of for being new. D. She was quietly included. 26. What does the author mean by "I try to be Maya" in the last paragraph? A. She tries to dress like Maya. B. She tries to reach out to lonely people. C. She tries to avoid sitting alone. D. She tries to be popular at school. 27. What is the main message of the passage? A. High school is difficult for everyone. B. Making friends requires luck. C. Small acts of inclusion matter deeply. D. New students should reach out first. C Interpersonal conflict is an unavoidable aspect of human relationships, yet research in social psychology suggests that the way individuals respond to disagreement varies significantly based on personality traits, cultural background, and learned communication patterns. Understanding these differences can help people navigate conflicts more effectively and preserve important relationships. A comprehensive study conducted by researchers at the University of Michigan followed 500 college students over two academic years, tracking their conflict resolution strategies in roommate relationships. The study identified four primary response patterns: competing (attempting to win the argument at all costs), avoiding (withdrawing from the conflict entirely), accommodating (giving in to the other person's wishes), and collaborating (working together to find a mutually acceptable solution). The findings revealed that students who predominantly used collaborating strategies reported the highest levels of relationship satisfaction and the lowest rates of roommate changes. Conversely, those who relied on competing strategies experienced the most frequent conflicts and the highest turnover rates. Interestingly, avoiding strategies produced mixed results: while they reduced immediate tension, they often led to accumulated resentment and unexpected explosions over minor issues later in the semester. Cultural factors played a significant role in strategy preference. Students from collectivist cultural backgrounds—where group harmony is prioritized over individual expression—were more likely to use accommodating or avoiding strategies. In contrast, students from individualist backgrounds showed a stronger preference for competing or collaborating approaches, depending on their personal communication styles. The study's lead author, Dr. Sarah Chen, notes that no single strategy is universally optimal. "Collaboration is ideal when both parties are willing and time allows," she explains. "However, avoiding can be appropriate for trivial issues that truly don't matter, and accommodating may be wise when the relationship matters more than the specific outcome. The key is flexibility—knowing which strategy fits which situation." The practical implication for students is clear: developing a repertoire of conflict response strategies and learning to match them to specific situations can significantly improve both the quality and longevity of their relationships. 28. What did the University of Michigan study track over two years? A. Academic performance of college students. B. Conflict resolution strategies in roommate relationships. C. The effect of personality on friendship formation. D. Cultural differences in communication styles. 29. Which conflict strategy was associated with the highest relationship satisfaction? A. Competing. B. Avoiding. C. Accommodating. D. Collaborating. 30. What does Dr. Chen say about the avoiding strategy? A. It should never be used. B. It is only used by collectivist cultures. C. It can be appropriate for minor issues. D. It always leads to relationship failure. 31. What is the author's main purpose in writing this passage? A. To argue that conflict should be avoided at all costs. B. To promote collaborating as the only effective strategy. C. To explain different conflict strategies and their appropriate uses. D. To criticize students who use competing strategies. D Social rejection—being excluded from a social group or relationship—activates many of the same neural pathways as physical pain. This striking finding, first documented by psychologists at UCLA in 2003, has been replicated in over two dozen subsequent studies and has fundamentally changed how scientists understand the human need for belonging. The original study used functional magnetic resonance imaging（功能性磁共振成像）(FMRI) to observe brain activity while participants experienced social exclusion during a virtual ball-tossing game. The results showed significant activation in the dorsal anterior cingulate cortex (DACC) and the anterior insula—regions of the brain that are also activated by physical pain. In fact, a 2011 meta-analysis of 23 studies found that the neural overlap between social and physical pain is so substantial that taking acetaminophen (a common pain reliever) has been shown to reduce the emotional distress of social rejection. Why would social rejection hurt like a physical injury? Evolutionary psychologists offer a compelling explanation. For early humans, being excluded from the group was a survival threat. An individual without a tribe could not hunt effectively, share food, or find protection from predators. Natural selection favored brains that interpreted social rejection as a danger signal—one that demanded immediate attention and behavioral change. Over thousands of generations, this neural wiring became embedded in the human brain. The intensity of rejection's pain varies significantly among individuals. Research has identified several factors that influence susceptibility: previous experiences of rejection (particularly in childhood), attachment style (insecure attachment is associated with higher rejection sensitivity), and even genetic variations in the opioid system—the brain's natural painkilling network. Importantly, the pain of rejection serves an adaptive function. It motivates individuals to modify their behavior to regain social acceptance. However, when rejection experiences are frequent or severe, this adaptive mechanism can become maladaptive, leading to social withdrawal, depression, or aggressive behavior—a phenomenon psychologists call "rejection sensitivity." The practical implications for educators and parents are significant. Understanding that exclusion causes genuine pain—not just emotional "hurt" but neurologically real distress—can inform interventions. Anti-bullying programs that focus on the impact of exclusion, rather than only physical bullying, address a form of suffering that is often invisible but no less real. 32. What did the 2003 UCLA study discover about social rejection? A. It causes less distress than physical pain. B. It activates brain regions associated with physical pain. C. It has no effect on brain activity. D. It only affects people with previous trauma. 33. Why does social rejection hurt according to evolutionary psychologists? A. Because humans are naturally aggressive. B. Because early humans depended on groups for survival. C. Because rejection improves brain development. D. Because modern society encourages competition. 34. What does the author mean by "rejection sensitivity" in Paragraph 5? A. The ability to ignore rejection. B. A condition where rejection leads to harmful responses. C. The tendency to reject others first. D. A genetic advantage for social survival. 35. What is the author's attitude toward understanding the neural basis of rejection? A. It is useful for creating better anti-bullying programs. B. It is interesting but has no practical application. C. It proves that emotional pain is not real. D. It suggests that exclusion should be ignored. 第二节（共5小题；每小题2.5分，满分12.5分） 阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。 Why Friendships End ? Friendships, like all relationships, sometimes come to an end. While this can be painful, understanding why friendships dissolve can help people cope with the loss and build healthier connections in the future. 36. ______ One common reason is life transitions. Moving to a new city, changing schools, or entering a different life stage (such as becoming a parent) can create distance between friends. 37. ______ Even when both parties care about each other, the practical realities of distance and different schedules can gradually weaken the bond. Another factor is unequal investment. Friendships require effort from both sides. 38. ______ Over time, the person doing all the work may feel resentful and eventually withdraw, leading to the friendship's quiet end. Value divergence is also a significant factor. As people grow and change, their core values—regarding politics, lifestyle, ambition, or ethics—may shift. 39. ______ When fundamental values no longer align, the friendship may become strained or unsustainable. Finally, unresolved conflict can destroy a friendship. When disagreements are repeatedly avoided rather than addressed, resentment builds. 40. ______ Without repair, the friendship may reach a breaking point. Understanding these patterns does not make the end of a friendship less sad. But it can help people recognize that sometimes, friendships end not because anyone is a bad person, but because the conditions that supported the friendship have changed. A. Shared interests are the only thing that matters in a friendship. B. What once brought friends together may eventually pull them apart. C. Most friendships end for no reason at all. D.When one person consistently initiates contact while the other does not, imbalance arises. E.Even small misunderstandings can grow into larger resentments if left unaddressed. F. Research has identified several common patterns in friendship dissolution. G.Physical distance does not have to end a friendship, but it does make maintenance harder. 第三部分 语言运用（共两节，满分30分） 第一节（共15小题；每小题1分，满分15分） 阅读下面短文，从每题所给的A、B、C、D四个选项中选出最佳选项。 In tenth grade, I was assigned to work with Ethan on a history project. I had never spoken to him before. He was quiet, kept to himself, and I had 41. ______ assumed he didn't want to be bothered. Our first meeting was uncomfortable. He showed up five minutes late, 42. ______ little, and offered only one-word answers to my questions. I left feeling 43. ______, convinced that I would be doing all the work. But then something unexpected happened. The next day, Ethan came to me with three pages of handwritten notes about our topic. "I'm better at this part," he said 44. ______. "The research. I'm not good at the talking." I was 45. ______. I had judged him completely wrong. He wasn't lazy or unfriendly. He was just shy. And instead of 46. ______ myself to understand him, I had written him off. Over the next two weeks, we found our 47. ______. I handled the presentation and the speaking parts. He did most of the research and created beautiful visual aids. When we presented, we worked together 48. ______, finishing each other's sentences and covering for each other's weak spots. We got an A. But more importantly, I gained something I hadn't expected: a friend. Ethan and I started eating lunch together. I learned that he played the guitar, that he had a younger sister with autism, that his 49. ______ was not coldness but anxiety. Looking back, I realize that the 50. ______ to good relationships is often just showing up with an open mind. I had almost missed out on one of my closest high school friendships because I was too quick to 51. ______. Ethan taught me that people 52. ______ their warmth in different ways. Some shine brightly from the start. Others need time to 53. ______. Now, whenever I meet someone who seems distant or unfriendly, I try to remember Ethan. I remind myself that I don't know what 54. ______ they are carrying. I don't know what fears are 55. ______ their silence. So I wait. I listen. And often, I am surprised by what I find. 41. A. correctly B. wrongly C. clearly D. suddenly 42. A. spoke B. ate C. laughed D. wrote 43. A. excited B. grateful C. frustrated D. amused 44. A. loudly B. quietly C. angrily D. proudly 45. A. ashamed B. delighted C. confused D. bored 46. A. bothering B. helping C. teaching D. enjoying 47. A. balance B. fault C. excuse D. limit 48. A. separately B. nervously C. smoothly D. carefully 49. A. kindness B. distance C. honesty D. humor 50. A. answer B. key C. end D. threat 51. A. judge B. help C. trust D. forget 52. A. hide B. lose C. show D. need 53. A. wake up B. give up C. warm up D. stay up 54. A. opportunities B. burdens C. secrets D. prizes 55. A. ahead of B. because of C. instead of D. behind 第二节（共10小题；每小题1.5分，满分15分） 阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。 Peer relationships play a crucial role in adolescent development. Research 56. ______ (conduct) by the National Institute of Child Health and Human Development followed over 2,000 teenagers for five years, 57. ______ (find) that the quality of friendships in early adolescence predicted academic motivation and emotional well-being in later years. Teenagers with close, 58. ______ (support) friendships were more likely to report high levels of life satisfaction and lower rates of anxiety. Interestingly, having a large number of friends was not as important 59. ______ having one or two high-quality friendships. The study defined high-quality friendships as those characterized by trust, loyalty, and emotional support. The benefits of strong peer relationships extend beyond emotional health. Students who reported having at least one close friend in ninth grade were 60. ______ (significant) more likely to stay engaged in school through twelfth grade. Friends serve as accountability partners, study companions, and sources of encouragement during 61. ______ (challenge) academic periods. However, the study also found that peer relationships can have negative effects when they involve conflict, exclusion, 62. _____ pressure. Adolescents in friendships marked by frequent arguments or social manipulation showed higher rates of school avoidance and lower academic performance. Dr. Michael Rosen, the study's lead author, 63. ______ (emphasize) that parents and educators should pay attention 64. ______ the quality of adolescents' friendships, not just their quantity. "A teenager with one loyal friend," he says, "is often better off than one with twenty casual 65. ______ (acquaintance)." 第四部分 写作（共两节，满分40分） 第一节（满分15分） 假定你是李华，你的同班同学王磊最近因为一些小事和好朋友陈飞发生了争执，两人已经一周没有说话。王磊感到很困扰，不知道该如何挽回这段友谊。他给你发来邮件寻求建议。请你回复邮件，内容包括： （1）表达理解和安慰； （2）给出具体建议（至少两点）； （3）表达愿意继续提供帮助。 注意： （1）写作词数应为80个左右； （2）请按如下格式在答题卡的相应位置作答。 Dear Wang Lei, _____________________________________________________________________ _____________________________________________________________________ _______________________________________________________________________________________________________________________________________________________________________________________________________________ Yours sincerely, Li Hua 第二节（满分25分）阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 My friendship with Sam began in the most unlikely way—we were enemies first. It started in seventh grade when we were assigned adjacent（临近的）lockers. Sam was loud, always laughing too hard at his own jokes, and he had an annoying habit of tapping his locker rhythmically every morning. I was quiet, a rule-follower who preferred to go unnoticed. We clashed immediately. "You're in my way," he said on the first day, pushing past me to get to his locker. "You could say excuse me," I muttered. He rolled his eyes. "You could move faster." That was how it began. For months, we exchanged insults. He called me "robot" because I always followed the rules. I called him "siren" because he was loud and impossible to ignore. Our friends thought it was hilarious. I thought he was the most irritating person I had ever met. Then came the group project. Our social studies teacher assigned partners alphabetically, and Sam's last name started with the same letter as mine. We were stuck together. "Our presentation is on urban development," I said flatly when we met in the library. "Great," he replied, not looking up from his phone. "You do the research. I'll do the talking." "No," I said. "We split everything equally." He finally looked at me, surprised. Most people let him have his way. "Fine," he said, with a slight smile. "This might be interesting." It was not interesting at first. We argued about everything—what sources to use, how to organize the slides, what color scheme to choose. But somewhere in the middle of the second week, something shifted. I realized that Sam's loudness covered genuine intelligence. He realized that my quietness was not weakness but focus. The night before our presentation, we stayed late in the library. At some point, Sam looked at me and said, "You're not as boring as I thought." I laughed. "You're not as annoying as I thought." We both smiled. That was the moment our friendship began. Paragraph 1: The presentation went better than either of us expected. ___________________ _____________________________________________________________________ Paragraph 2: Years later, when people ask how Sam and I became friends, we tell them the same story.____________________________________________________________ _____________________________________________________________________ ( 1 ) 学科网（北京）股份有限公司 $