Units1-4同步拔高阅读理解（暑假专版） 2026-2027学年沪教版九年级上册英语

**基本信息** 聚焦九年级上册Unit1-4，36题地道选材，通过干扰项专项训练（偷换概念、逻辑颠倒等）系统提升推理判断与语篇理解能力，强化语言能力与思维品质。 **专项设计** |模块|题量/典例|方法提炼|知识逻辑| |----|-----------|----------|----------| |伟人/思想/诚信/成长|每单元3篇×4题，涵盖细节/推理/主旨题|干扰项类型分析（如偷换概念）、上下文推断策略、错误原因归类|以单元主题为线索，整合细节理解、推理判断、主旨归纳等阅读核心能力，形成“识别陷阱-定位信息-逻辑验证”的解题链条|

沪教版新教材 九年级上册 英语阅读理解强化训练 Unit 1 — Unit 4 300-400词/篇 · 干扰项强化训练 使用说明 1. 每单元 3 篇阅读，每篇 4 道单项选择题；选材均来自地道国内外英文网站 2. 干扰项专门测试常见思维错误：偷换概念、逻辑颠倒，范围错位、原文原词编造、无中生有等，题目设置避免直接定位——需结合上下文、推断、辨析才能选对 目 录 Unit 1 Great people 伟人 Passage 1 The Quiet Scientist Behind a Life-Saving Drug Passage 2 The Man Who Helped Feed a Billion People Passage 3 A School in the Mountains Unit 2 Great ideas 伟大思想 Passage 1 A Crown, a Bath, and a Famous Shout Passage 2 The Idea That Came from a Game Board Passage 3 The Invention That Wrapped the World in Words Unit 3 Honesty / Right and wrong 诚信与是非 Passage 1 17,000 Wallets, One Surprising Result Passage 2 Why Smart Students Still Cheat Passage 3 The Small Act That Set a Town Talking Unit 4 A better me 自我提升·青春期成长 Passage 1 The Magic Word Is "Yet" Passage 2 When Your Parents Don't Understand You Passage 3 Small Steps, Real Confidence 参考答案与详解（附文末） 第一部分 阅读训练 Unit 1 · Great people 伟人 Passage 1 The Quiet Scientist Behind a Life-Saving Drug (Adapted from NobelPrize.org and Britannica · 约 342 词) In 1969, a 39-year-old Chinese researcher named Tu Youyou was given a task that seemed almost impossible. North Vietnam had asked China for help with a deadly form of malaria that did not respond to standard treatments. By that point, scientists worldwide had already tested more than 240,000 chemical compounds—and not one worked. Tu, who had quietly trained in both modern Western pharmacology and traditional Chinese medicine, was put in charge of a secret research project. She left her one-year-old daughter with her parents and placed her four-year-old in a nursery. It would be three years before she saw her children again. Rather than searching for new chemicals, Tu turned to ancient Chinese medical texts. Buried in a 1,600-year-old handbook of emergency prescriptions, she found a single sentence about a plant called sweet wormwood: it should be soaked in cold water, wrung out, and the juice drunk. Tu and her team had already tried wormwood extracts using the standard boiling method, with disappointing results. The old reference made her wonder whether heat was destroying the active ingredient. She decided to try a low-temperature extraction instead. The change worked. In 1971, the team finally produced an extract that completely eliminated the malaria parasite from infected mice and monkeys. The next step, however, was riskier: testing it on humans. To prove the medicine was safe, Tu volunteered to be the first patient herself. "As head of this research group, I had the responsibility," she later said simply. The treatment passed. The compound, eventually named artemisinin, became the first-line treatment for malaria worldwide. Today, it is estimated to save more than 100,000 lives in Africa alone each year. In 2015, Tu became the first scientist from mainland China to win a Nobel Prize in the sciences—and she had done so without a doctorate, without an overseas degree, and without much public recognition for decades. Asked how she felt about the honour, she replied that she did not want fame. "Artemisinin," she said, "is a true gift from old Chinese medicine." Questions 1–4 1. Why did Tu Youyou decide to look into ancient Chinese medical texts? A. Because over 240,000 modern compounds had failed to cure the disease. B. Because she had been trained mainly in traditional Chinese medicine. C. Because the Chinese government required her team to do so. D. Because she had a personal interest in classical Chinese books. 2. What was the key change that finally made Tu's research succeed? A. Using sweet wormwood instead of other plants she had tried. B. Following the dosage instructions written in the ancient handbook. C. Switching from a hot water method to a low-temperature one. D. Testing the extract directly on patients rather than on animals. 3. What can be inferred about Tu Youyou's character from the passage? A. She was eager to win international fame for China. B. She was willing to take risks for the sake of science. C. She believed Chinese medicine was superior to Western medicine. D. She preferred working alone rather than leading a team. 4. What is the best title for the passage? A. How a Forgotten Plant Saved Millions B. The Story Behind a Nobel-Winning Discovery C. China's First Female Nobel Laureate D. Why Traditional Medicine Still Matters Today Passage 2 The Man Who Helped Feed a Billion People (Adapted from Nature, the Washington Post, and the World Food Prize Foundation · 约 357 词) When Yuan Longping was a young teacher in Hunan Province in the early 1960s, China was struggling with a serious food shortage. Walking through the countryside, he saw villagers eating grass, fern roots, and even clay because there was nothing else. "There was nothing in the field," he later remembered. "Hungry people took away all the edible things they could find." Those scenes stayed with him for the rest of his life. At the time, the scientific community widely believed that rice could not be successfully hybridized. Rice is self-pollinating, meaning each flower fertilizes itself, so producing hybrid varieties on a large scale was thought to be impossible. Yuan disagreed. He had read about how hybridization had dramatically increased yields in maize in Western countries, and he was convinced the same idea could work for rice—if he could find a male-sterile rice plant in nature to serve as the female parent. For years, Yuan and his small team searched rice fields by hand. They examined tens of thousands of plants. Most senior researchers thought the project would lead nowhere. In 1970, after almost a decade of effort, his team finally found a wild rice plant in Hainan that carried the natural mutation they needed. Three years later, in 1973, Yuan released the world's first high-yielding hybrid rice strain. It produced about 20 percent more grain than ordinary rice from the same area of land. The impact was hard to overstate. Today, hybrid rice accounts for more than half of China's total rice production, and varieties developed by Yuan and his successors are grown in over 60 countries. According to estimates, the extra harvest produced by hybrid rice each year is enough to feed roughly 80 million additional people. Yuan himself, though awarded almost every major agricultural honour in the world, lived modestly until his death in 2021 at the age of 90. He liked to play the violin in the evenings near his rice fields and described himself, with a smile, as nothing more than "an intelligent peasant." Questions 1–4 1. What made Yuan Longping determined to study rice in the 1960s? A. His teaching job no longer satisfied his interest in science. B. The famine he witnessed left a lasting impression on him. C. Foreign scientists invited him to join their hybridization projects. D. Hunan Province offered him special funding for rice research. 2. Why did most scientists at the time believe hybrid rice was impossible? A. Because rice yields had been declining for many years. B. Because rice flowers fertilize themselves, not other plants. C. Because previous attempts in maize had completely failed. D. Because no scientist was willing to spend years on it. 3. What does the underlined word "overstate" in Paragraph 4 most likely mean? A. Misunderstand B. Exaggerate C. Calculate D. Question 4. Which of the following best describes Yuan Longping? A. A wealthy farmer who became a scientist by accident. B. A persistent researcher who lived a simple life despite his fame. C. A government official who pushed for agricultural reforms. D. A bold critic of Western farming methods. Passage 3 A School in the Mountains (Adapted from CGTN, Global Times, and the South China Morning Post · 约 338 词) In the mountainous county of Huaping in southwestern China, the local high school looks much like any other—until you notice that every student is a girl, and that every one of them attends for free. The school exists because of a single teacher who refused to accept that poverty should decide a girl's future. Zhang Guimei moved to Huaping in the mid-1990s, shortly after her husband died of cancer. Working at a local middle school, she began to notice a troubling pattern. Each year, far more girls than boys dropped out before high school. Some were pulled out to work in the fields; others were told they had to leave so that their brothers could continue studying. A few were married off before they were eighteen. "Destitution," she later said, "just sprawls in front of you, naked and straightforward." In 2002, Zhang began telling anyone who would listen about her dream: a free public high school just for girls from the poorest mountain villages. The idea sounded impractical to most people. Where would the money come from? Which teachers would agree to work in such a remote place? For years, she walked from one office to another, knocked on doors of companies, and even stood in busy streets explaining her plan to strangers. Some people gave her a few coins; others simply walked away. She kept going. In 2008, with help from local authorities and donations from across the country, the Huaping High School for Girls finally opened its doors. Conditions were difficult. The dormitories were cold in winter, and the textbooks had to be shared. Yet, year after year, the school produced results few had expected: by 2020, more than 1,800 of its graduates had entered universities, many of them the first in their families ever to do so. Today, Zhang's health has declined, and she walks with the help of a stick. Still, she rises before dawn and shouts down the corridors to wake her students. "I want them," she once told a reporter, "to walk out of the mountains." Questions 1–4 1. What did Zhang Guimei notice during her years of teaching in Huaping? A. Many girls were forced to give up school for family reasons. B. Local boys had less interest in school than girls. C. Most students wanted to leave the mountains to find work. D. Poor families spent more on daughters than on sons. 2. What does the passage suggest about Zhang's effort to start the school? A. It was supported by the government from the very beginning. B. It was completed in only a few years thanks to wealthy donors. C. It was a long and difficult process that required public help. D. It was inspired by similar schools she had visited overseas. 3. What can we learn from the data given in Paragraph 4? A. The school's facilities have improved greatly since 2008. B. More than half of the school's graduates come from rich families. C. The school has changed the educational future of many girls. D. Most universities welcome students from Huaping more than others. 4. Which of the following best captures the spirit of Zhang Guimei? A. Wealth lies in education, not in money. B. Knowledge cannot grow without freedom. C. Persistence can move mountains when nothing else can. D. Schools should be free for everyone, rich or poor. Unit 2 · Great ideas 伟大思想 Passage 1 A Crown, a Bath, and a Famous Shout (Adapted from Live Science, Scientific American, and Britannica · 约 336 词) Around 250 BC, King Hieron II of Syracuse had a new crown made of pure gold. After it was finished, however, the king suspected that the goldsmith had cheated him by mixing in cheaper silver. The crown weighed exactly what it should, so the difference, if any, had to lie in its volume rather than its mass. Unfortunately, melting the crown down to test it was not allowed. The king turned to a young mathematician named Archimedes for help. Archimedes spent days walking through the streets of Syracuse, deep in thought. The problem seemed simple, yet no method he knew of could measure the exact volume of such an irregular shape. One afternoon, tired from thinking, he decided to visit the public baths. As he stepped slowly into a full tub, he noticed something most people would never bother to think about: water spilled over the edges, and the more of his body he lowered, the more water flowed out. For Archimedes, that ordinary scene became extraordinary. He realised that an object placed in water always displaces an amount of fluid equal to its own volume. Suddenly, the impossible task had an answer. He could weigh out a piece of pure gold equal to the crown in mass, place both in water one after another, and compare how much each pushed out. If the crown contained any silver—a metal less dense than gold—it would have to be slightly larger to balance the weights, and so it would push out more water. According to a famous legend, Archimedes was so excited by his idea that he leapt from the bath and ran through the streets of Syracuse, forgetting to put on his clothes and shouting "Eureka!"—Greek for "I have found it!" The test was later carried out: the crown did displace more water than pure gold, and the goldsmith's dishonesty was uncovered. The lesson Archimedes carried away, however, would prove far more valuable than the crown itself." Questions 1–4 1. Why was Archimedes asked to deal with the king's problem? A. Because he was the only person trusted by the king. B. Because no traditional method could measure the crown's volume. C. Because the crown's weight clearly proved it contained silver. D. Because the goldsmith refused to confess to the king. 2. How exactly did Archimedes plan to use his discovery to test the crown? A. By placing the crown alone in water and measuring how much it weighed afterwards. B. By comparing the volume of water displaced by the crown and by an equally heavy piece of gold. C. By measuring how high the water rose when only the crown was put in. D. By placing the crown and a silver piece of equal weight in water together. 3. What does the underlined word "that" in Paragraph 3 refer to? A. The crown's strange shape. B. The water spilling out as Archimedes stepped in. C. Archimedes' walking around in deep thought. D. The amount of gold in the crown. 4. What is the main message of the passage? A. Ancient kings often suspected their craftsmen of being dishonest. B. Great discoveries can come from observing common things carefully. C. Mathematics played a key role in protecting royal property. D. Public baths used to be important places for ancient scientists. Passage 2 The Idea That Came from a Game Board (Adapted from QRcode.com, Wikipedia, and Microsoft 365 · 约 344 词) Most people scan QR codes several times a day without thinking about where they came from. The technology, now used everywhere from supermarket shelves to museum walls, was developed in 1994 by a small team at Denso Wave, a Japanese company that made parts for the auto industry. At the time, factories were using ordinary barcodes—those striped patterns still printed on most products—to track parts. The trouble was that a barcode could only hold about 20 characters and had to be scanned in one direction, which was slow on a busy production line. Customers kept asking Denso for something better. The task fell to a young engineer named Masahiro Hara, who worked with just one teammate on the project. Hara's first attempts went nowhere. Then, one lunchtime, he was playing Go, a board game with black and white stones placed on a grid of horizontal and vertical lines. As he stared at the pattern of stones, an idea took shape. A grid, rather than a line, could carry information in two directions at once, holding far more data and—if designed properly—being readable from any angle. The QR (Quick Response) code was born. Hara still needed to solve one tricky problem: how could a scanner instantly tell which part of the image was the code? After months of work, his team analysed countless magazine pages, food labels and newspaper photos to find a black-and-white ratio that hardly ever appeared anywhere else. That unusual ratio became the three square "eyes" you can see in every corner of a QR code today. Although Denso owned the patent, the company chose not to charge anyone for using QR codes. Hara later explained that this was not a difficult decision: "It was the only way to get the standard adopted quickly." Three decades later, more than two billion QR code payments are made every day in China alone—yet, as Hara joked in an interview, "We don't receive a commission each time. If only that were the case!" Questions 1–4 1. Why were traditional barcodes considered inadequate for factories in the early 1990s? A. They were too expensive to print on a large scale. B. They held little information and could only be read one way. C. They were easily damaged on busy production lines. D. They could not be scanned by computers at the time. 2. How did playing Go help Hara develop the QR code? A. It gave him time to relax and stop thinking about work. B. It taught him that black-and-white patterns are easier to print. C. It suggested that a grid could carry data in two directions. D. It convinced him to give up barcode improvements completely. 3. What were the three square "eyes" of a QR code designed for? A. To make the code easier to print on different materials. B. To help the scanner find the code quickly among other images. C. To prevent companies from copying Denso's technology. D. To allow the code to be scanned from a longer distance. 4. Why did Denso Wave decide not to charge for the use of QR codes? A. Because the patent had already expired by then. B. Because the company wanted to make the technology popular fast. C. Because the inventors disliked making profits from their work. D. Because the Japanese government had asked them to do so. Passage 3 The Invention That Wrapped the World in Words (Adapted from Wikipedia, the Book of the Later Han, and Hou Han Shu records · 约 365 词) Before the year 105 AD, writing in China was a heavy, expensive business. Important records were carved into bamboo strips tied together with string, while shorter notes might be written on silk. Bamboo books were so heavy that a long history could fill an entire cart. Silk, while lighter, cost so much that only the wealthy could afford to use it. For ordinary people, putting their thoughts on paper—or anything like it—was almost out of reach. A solution came from a court official of the Eastern Han dynasty named Cai Lun. Cai was not a craftsman by training, but he was responsible for organising the emperor's library and had long been troubled by the difficulty of moving so many bamboo volumes. He began to experiment in his spare time. According to historical records, Cai gathered old fishing nets, tree bark, hemp rags and other waste materials, all of which were rich in plant fibres. He soaked them in water until they softened, beat them into a thin pulp, spread the mixture evenly on a frame, and let it dry into a sheet. The result was a sheet that was light, strong, easy to write on, and cheap enough for daily use. In 105 AD, Cai presented his samples to Emperor He, who was so pleased that he ordered the new method to be used across the court. Within a hundred years or so, paper had spread throughout China, gradually replacing both bamboo strips and silk. It is sometimes said that Cai Lun "invented" paper. Strictly speaking, archaeological evidence shows that simple paper-like materials existed in China before he was born. What Cai did was something different but no less important: he turned a rough, inconsistent craft into a reliable, systematic process that could be repeated by ordinary workers, using cheap waste materials. That is why his name is still attached to the invention today. By the eighth century, the technique had travelled along trade routes to the Islamic world, and by the thirteenth century it had reached Europe. Wherever it went, knowledge became cheaper to store and easier to share—and paper changed the shape of human thought." Questions 1–4 1. What does the passage tell us about writing in China before 105 AD? A. Most people preferred bamboo books because they were durable. B. Both bamboo and silk had clear disadvantages as writing materials. C. Silk was widely used as it was easier to carry than bamboo. D. Ordinary citizens had to copy books by hand in their own homes. 2. Why did Cai Lun begin to experiment with new writing materials? A. Because the emperor specifically asked him to do so. B. Because he was a trained craftsman who loved invention. C. Because he found the existing materials hard to manage in his work. D. Because silk was suddenly in short supply across China. 3. Why is Cai Lun's name still linked to the invention of paper, according to the writer? A. He was the first person ever to make paper-like material in history. B. He developed a method that ordinary workers could repeat reliably. C. He persuaded the government to keep papermaking a national secret. D. He invented the paper-making frame still in use today. 4. What does the last paragraph mainly suggest? A. The spread of paper across continents took less than three centuries. B. Asian inventions were quickly accepted in Europe at the time. C. The invention of paper had a deep influence on human civilisation. D. Trade routes were essential to the development of papermaking. Unit 3 · Honesty / Right and wrong 诚信与是非 Passage 1 17,000 Wallets, One Surprising Result (Adapted from PBS NOVA and the journal Science · 约 343 词) How honest are people, really? Most of us like to think we would do the right thing if we found a stranger's wallet on the street. But economists tend to predict the opposite: the more money inside, the more tempting it should be to keep. In 2019, a team of researchers decided to put that idea to the test on a global scale. Over three years, the team and their assistants dropped more than 17,000 "lost" wallets in 355 cities across 40 countries. In each case, a researcher walked into a bank, hotel, police station or post office, handed a clear plastic wallet to a staff member, and quickly walked off, saying they had picked it up on the street. Every wallet contained a key, a shopping list, three business cards and the name and email of a fictional male owner. The only thing that changed was the cash inside—some wallets had nothing, others held a small amount, and a third group held the equivalent of nearly a hundred US dollars. What the economists expected, based on standard theory, was simple: the more money a wallet contained, the less likely it would be returned. The actual results turned the prediction upside down. On average, 51 percent of the wallets with a small amount of money were returned, while 72 percent of the wallets with the larger amount made it back to the "owner." Wallets without any cash were the least likely to be handed in. When the researchers asked people why, two reasons came up again and again. First, holding on to someone else's wallet felt more uncomfortable—more like stealing—the more money it contained. Second, most participants said they thought of how the owner might feel after losing it. In short, the people in the study were not perfect saints, but they cared about a positive self-image and about strangers they had never met. The world, it turned out, was a more honest place than even economists had imagined." Questions 1–4 1. What was the researchers' main aim in the wallet study? A. To find out which countries had the most honest citizens. B. To check whether more money makes people less likely to return wallets. C. To prove that office workers are more honest than ordinary people. D. To help police stations design new ways of reporting lost property. 2. Which of the following describes the design of the experiment correctly? A. Researchers left the wallets on the street and waited to see who picked them up. B. Wallets were given to staff members in public places, with different amounts of cash. C. All the wallets contained the same amount of money but had different owners' names. D. Participants were asked to keep the wallets for a week before returning them. 3. What was the most surprising finding of the study? A. Wallets with no money inside were almost always returned. B. People returned wallets with more money more often than those with less. C. Returning wallets was more common in poorer countries than richer ones. D. Most people quickly forgot they had been given a wallet. 4. Why, according to the study, did people tend to return wallets containing more money? A. Because they hoped to receive a larger reward in return. B. Because they were afraid of being caught by the police. C. Because keeping more money felt more like stealing. D. Because they were unsure how much money was originally inside. Passage 2 Why Smart Students Still Cheat (Adapted from Education Week and the Center for Academic Integrity · 约 354 词) It might surprise many adults to learn that the students who cheat most often in school are not the ones who are failing. According to a long-running survey by the Josephson Institute, more than half of American high school students admit to cheating on a test at least once a year, and many of them are top performers. Far from being driven by laziness, these students are often very ambitious. They cheat, they say, because they cannot afford not to. Researchers who interview teenage cheaters tend to hear the same explanations. First comes pressure: pressure from parents who measure success in grades, from universities that expect ever-higher scores, and from peers who appear to be doing the same thing. "If everyone is cheating," one student told an interviewer, "and I don't, I'm just punishing myself." Second comes the belief that small dishonest acts—glancing at a friend's paper, copying a single homework problem—do not really count. What is often missed in these conversations, however, is the price that cheating quietly extracts. A 2011 study found that students who cheated on a difficult test performed noticeably worse on later, related tasks, even when they were allowed to use notes. The reason was simple: by avoiding the struggle of trying to solve the problem themselves, the cheaters had also avoided the kind of mental effort that helps the brain remember and build on what it learns. They got the grade, but lost the learning. There is also a wider cost. When cheating becomes common in a school, teachers respond by introducing stricter rules, longer tests and tighter supervision, and that pressure falls on every student—including the honest ones. Trust between teachers and students weakens. So does the meaning of grades themselves: an A in a course known for widespread cheating no longer carries the same weight as before. Some schools have tried fighting cheating with harsher punishments. Researchers, however, have found that reminding students of the kind of person they want to become tends to work better. Honesty, it seems, is harder to build through fear than through self-respect." Questions 1–4 1. What does the writer say about students who cheat most often? A. They are usually the weakest students in their class. B. They tend to be ambitious rather than lazy. C. They feel little pressure from their families. D. They make up only a small group in any school. 2. Why does the writer mention the 2011 study in Paragraph 3? A. To show that cheating helps students get better short-term results. B. To prove that cheaters easily forget what they learn in class. C. To explain why cheating actually damages later learning. D. To compare the test scores of honest and dishonest students. 3. How does cheating affect honest students, according to Paragraph 4? A. They begin to receive lower grades than they deserve. B. They have to deal with tougher rules and tighter checks. C. They lose interest in their schoolwork over time. D. They are often blamed by teachers for not reporting cheaters. 4. Which sentence best summarises the writer's view on stopping cheating? A. Fear of punishment is the most powerful way to discourage cheating. B. Cheating cannot be stopped as long as exams exist. C. Encouraging students' sense of who they are works better than fear. D. Honest students should be rewarded with higher grades. Passage 3 The Small Act That Set a Town Talking (Adapted from CBS New York and Sunny Skyz news features · 约 332 词) It was a cool Saturday morning when eight-year-old Frankie Burns climbed out of his father's car in front of a small playing field in the Bronx, New York. The fourth-grader had travelled almost two hours from his home in Orange County for a youth soccer match. As he and his teammates lifted their bags from the back of the car, Frankie noticed something on the pavement. "I saw a wallet," he later told a reporter, "and I gave it to my dad." His father, Mike, opened it and froze. Inside, between an old driver's licence and a few cards, were folded one-hundred-dollar bills—almost two thousand dollars in cash. There was nobody on the street. The owner of the wallet had clearly walked away long before the boys' team arrived. For most adults, the next moves might have involved a quick mental list: ATM machines that ate the cash, an unexpectedly generous birthday gift, the dozens of small things two thousand dollars could buy. For Frankie, there was just one question. "We have to find the man," he said. The team played their match. Afterwards, Frankie and his father drove to the address on the licence and pressed the doorbell. The owner, a man in his fifties, had spent half the morning searching parking lots and side streets. When he opened the door and Frankie held out the wallet, the man could not speak for a moment. He insisted on giving the boy a small reward, which Frankie's father quietly accepted on his behalf. The story might have ended there, but a neighbour shared it online, and within days it had been picked up by local news stations. Reporters asked the eight-year-old what he wanted other children to know. Frankie did not say anything clever or rehearsed. "Just do the right thing," he answered, looking a little puzzled that anyone needed reminding. "That's all."" Questions 1–4 1. What was Frankie doing on the morning he found the wallet? A. He was walking home from school in his neighbourhood. B. He was helping his father search for a lost item. C. He had just arrived in the Bronx for a soccer game. D. He was visiting his relatives in New York City. 2. Why does the writer describe what "most adults" might think of in Paragraph 3? A. To prove that adults are usually more careless than children. B. To explain why so few people return found wallets to their owners. C. To contrast common temptations with Frankie's simple reaction. D. To show how easy it is to spend a large amount of money. 3. What can we infer about Frankie's father from the passage? A. He felt slightly disappointed by his son's decision. B. He had originally hoped to keep the money. C. He respected and supported the choice his son made. D. He believed the reward should have been larger. 4. What is the writer's main purpose in telling this story? A. To celebrate a simple but powerful act of honesty. B. To warn readers about the dangers of carrying too much cash. C. To show how social media can make ordinary people famous. D. To criticise adults who do not return lost wallets. Unit 4 · A better me 自我提升·青春期成长 Passage 1 The Magic Word Is "Yet" (Adapted from Stanford News and Education Week interviews with Carol Dweck · 约 350 词) A few years ago, the psychologist Carol Dweck visited a high school in the United States that had introduced an unusual grading policy. Instead of marking a failed assignment with a clear "F", teachers there gave students a grade called "Not Yet." For Dweck, who has spent decades studying how teenagers respond to setbacks, those two small words said everything that needed to be said. In her work, Dweck divides students roughly into two groups. Some hold what she calls a "fixed mindset": they believe that intelligence is something you are born with, like the colour of your eyes. When they meet a difficult problem, a low score feels like proof that they are simply "not smart enough" and probably never will be. Others hold a "growth mindset". They view ability as something built up gradually through effort, mistakes, and better strategies. A low score, to them, is information, not a final judgment. In one experiment, Dweck's team scanned the brains of teenagers as they faced challenging questions. Students with a fixed mindset showed almost no activity when they came across an error—it was as if their brains had turned away. Students with a growth mindset, by contrast, lit up: their brains became deeply engaged in working out what had gone wrong. Over months, the second group also improved their actual grades far more, even when the two groups had started at the same level. What is remarkable, Dweck argues, is that a mindset is not a personality trait. It can be changed. Praising teenagers for being "so smart" tends to push them towards a fixed mindset, because they begin to fear losing that label. Praising the process—"You tried a really clever approach," "You stuck with it even when it was hard"—does the opposite. It is in that spirit that the word "yet" matters so much. "I don't understand this" closes a door. "I don't understand this yet" leaves the door open—and, Dweck's research suggests, often quietly invites a student to walk through it." Questions 1–4 1. Why does Carol Dweck approve of the grade "Not Yet"? A. It hides students' real performance from their parents. B. It avoids the awkward feeling of receiving a clear "F". C. It suggests that learning is still possible and ongoing. D. It encourages teachers to give fewer failing grades overall. 2. How do students with a "fixed mindset" typically react to a low score? A. They become motivated to study harder than before. B. They take it as proof of their limited ability. C. They ask their teachers for more difficult tasks. D. They quickly forget about the result and move on. 3. What does the brain-scan experiment in Paragraph 3 mainly show? A. Both groups of students used different parts of the brain to think. B. Mindset can affect how deeply students engage with their mistakes. C. Teenagers with higher IQ scores have more active brains. D. Looking at errors is harmful to the developing teenage brain. 4. Which kind of praise does Dweck most likely recommend? A. "You are so naturally smart at maths." B. "You always get the highest score in class." C. "You kept trying different ways until it worked." D. "You don't even need to study to do well." Passage 2 When Your Parents Don't Understand You (Adapted from Psychology Today and the American Academy of Pediatrics · 约 347 词) Most teenagers know the feeling. You start to explain something important—about a friend, a worry, a song you love—and within thirty seconds your parent has turned the conversation into a lecture or, worse, a list of warnings. By the time they finish, you no longer feel like sharing anything at all. Family therapists hear about this scene almost every day, and they have begun to notice a pattern in what makes the difference between families that grow apart in adolescence and those that do not. The first surprise, therapists say, is that most parent–teen conflicts are not really about the topic at hand—curfews, phones, homework. They are about whether each side feels heard. When teenagers complain that their parents "don't listen", they often mean something quite specific: their parents respond before fully understanding the problem. Even well-meaning advice, given too early, sends a message that the listener was waiting for a chance to talk rather than truly trying to understand. Adolescents, for their part, also misread their parents in predictable ways. A father who looks tired after work may seem cold or uninterested when, in fact, he is simply exhausted. A mother who frowns at a low grade may be worried about her child's future rather than disappointed in the child as a person. Without checking, teenagers can pile up evidence of being misunderstood from situations that were never about them in the first place. What experts recommend is surprisingly simple. Both sides are encouraged to slow down and use what is called an "I" statement—"I feel hurt when..."—rather than an accusation—"You never..." They are also asked to set aside short, regular times for conversation that is not about problems: a walk after dinner, ten minutes before bed, a shared meal once a week. None of this turns a difficult adolescence into an easy one. It does, however, build a kind of safety net: a habit of speaking and listening that survives even the hardest weeks. Years later, that habit is usually what teenagers remember most—and pass on." Questions 1–4 1. According to therapists, what do teenagers usually mean when they say their parents "don't listen"? A. Their parents refuse to allow them to speak at home. B. Their parents reply before really grasping the situation. C. Their parents prefer to talk to their teachers instead. D. Their parents do not remember what they have just said. 2. Why does the writer mention a tired father and a frowning mother in Paragraph 3? A. To show that most parents work too hard to care for their children. B. To explain why teenagers should never interpret their parents' moods. C. To suggest that teenagers sometimes draw wrong conclusions about their parents. D. To prove that body language is the main cause of family conflicts. 3. Which of the following is the writer most likely to support? A. Parents should explain their decisions in great detail to their teenagers. B. Saying "I feel hurt when…" is usually more helpful than saying "You never…". C. Avoiding all serious topics is the safest way to keep family peace. D. Family conflicts can be solved completely by following expert advice. 4. What does the last paragraph suggest about the value of good communication habits? A. They guarantee that parents and teenagers always agree. B. They make difficult periods in family life shorter. C. They form a long-term protection that lasts beyond adolescence. D. They are mainly useful for parents who have only one child. Passage 3 Small Steps, Real Confidence (Adapted from Big Life Journal and pediatric health resources · 约 339 词) When fourteen-year-old Mia walked into the school auditorium for her first ever debate, her hands were shaking so badly that she had to hide them in her pockets. Three months earlier, she would have refused even to sign up. What changed? Not a sudden burst of bravery, but a list of quiet, almost boring habits her counsellor had helped her practise. Adolescent psychologists like to remind parents that confidence is rarely something teenagers either have or lack. It is more accurate to think of it as a muscle that grows with the right kind of exercise. The "exercise" looks small from the outside: making eye contact with a shop assistant, putting up a hand once in class, finishing a difficult piece of homework even when no one will see the result. None of these moments feel important in themselves. Repeated over weeks, though, they slowly change how a young person sees what they are capable of. Equally important is the way teenagers talk to themselves about failure. After her first debate, Mia did not win. She stumbled over her opening line and forgot one of her arguments. On the way home, she found her counsellor's voice in her head: "Notice what went wrong, fix the part you can, and don't turn one bad afternoon into a life sentence." It was that final phrase—"a life sentence"—that stopped her from quietly avoiding the debate club for the rest of the year. Researchers point out that teenagers with healthier self-esteem are not the ones who think they are perfect. They are the ones who accept that they will sometimes do poorly without then deciding that they are, in some unfixable way, "bad". They have learnt to separate a single event from a whole identity. By the end of the term, Mia had competed in three more debates, lost two, and won one. The trophy she received was small. The thing she actually took home with her, she said later, was the feeling that she could try." Questions 1–4 1. What does the example of Mia at the beginning of the passage mainly show? A. Teenagers cannot overcome stage fright without medication. B. Confidence does not always look like courage from the outside. C. Public speaking is the best activity to build self-esteem. D. Counsellors are necessary for every teenager facing fear. 2. What does the writer compare confidence to in Paragraph 2? A. A natural ability some teenagers are born with. B. A muscle that becomes stronger through small actions. C. A magic word that suddenly transforms a person. D. A trophy that one must win in front of an audience. 3. What does the underlined phrase "a life sentence" most likely mean here? A. A serious punishment given by a judge. B. A famous quote that one always remembers. C. A permanent label that one cannot escape from. D. A goal that one works towards throughout life. 4. What does the writer suggest about teenagers with healthy self-esteem? A. They almost never fail because they prepare very well. B. They believe that a single failure does not define them. C. They tend to keep their failures secret from their families. D. They expect themselves to be perfect in everything they do. 第二部分 参考答案与详解 ▍ 答案速查表 单元 篇目 Q1 Q2 Q3 Q4 Unit 1 Passage 1 A C B B Passage 2 B B B B Passage 3 A C C C Unit 2 Passage 1 B B B B Passage 2 B C B B Passage 3 B C B C Unit 3 Passage 1 B B B C Passage 2 B C B C Passage 3 C C C A Unit 4 Passage 1 C B B C Passage 2 B C B C Passage 3 B B C B Unit 1 详解 Passage 1 The Quiet Scientist Behind a Life-Saving Drug 1. 答案：A 题目：Why did Tu Youyou decide to look into ancient Chinese medical texts? A 正确：文中明确「scientists worldwide had already tested more than 240,000 chemical compounds—and not one worked」，化学路径走不通才转向古籍。 B 偷换概念：原文是 both Western pharmacology and Chinese medicine，并非主要训练中医。 C 无中生有：政府要求做研究本身，不是要求查古籍这个具体路径。 D 无中生有：原文未提个人兴趣。 2. 答案：C 题目：What was the key change that finally made Tu's research succeed? C 正确：「She decided to try a low-temperature extraction instead. The change worked.」温度是关键。 A 范围错位：她原本就在用 sweet wormwood，问题是提取方法不对。 B 无中生有：古书没提剂量。 D 时间错配：先动物再人体，并非直接上人体。 3. 答案：B 题目：What can be inferred about Tu Youyou's character from the passage? B 正确：自愿做第一个人体试验对象 +「I had the responsibility」+ 为研究三年未见孩子，均体现愿为科研冒险。 A 与原文矛盾：「she did not want fame」。 C 偷换概念：她说青蒿素是中医的礼物，但没说中医优于西医。 D 与原文矛盾：她「was put in charge of a secret research project」，本身就在领导团队。 4. 答案：B 题目：What is the best title for the passage? B 正确：文章整体围绕屠呦呦的发现历程展开，从1969接受任务、查古籍、改方法、人体试验，到2015获诺奖，主线就是这项发现背后的故事。 A 范围太窄：植物只是手段之一。 C 偷换概念：她是中国大陆首位科学类诺奖得主，不是首位女性。 D 立意偏离：文中虽提到中医，但主旨是发现故事，不是为中医辩护。 Passage 2 The Man Who Helped Feed a Billion People 1. 答案：B 题目：What made Yuan Longping determined to study rice in the 1960s? B 正确：开头描述他亲眼看到饥荒，「Those scenes stayed with him for the rest of his life」是动机的核心。 A 无中生有：原文未提到他对教学不满。 C 无中生有：原文是他读了西方玉米杂交的资料，不是被邀请加入项目。 D 无中生有：未提资金支持。 2. 答案：B 题目：Why did most scientists at the time believe hybrid rice was impossible? B 正确：「Rice is self-pollinating, meaning each flower fertilizes itself, so producing hybrid varieties on a large scale was thought to be impossible.」 A 无中生有：未提水稻产量下降。 C 与原文矛盾：玉米杂交是成功的，正是它启发了袁。 D 因果倒置：科学家不愿做是因为「相信不可能」，而不是反过来。 3. 答案：B 题目：What does the underlined word "overstate" in Paragraph 4 most likely mean? B 正确：「hard to overstate」=怎么说都不为过。over- 前缀表「过分」，state=陈述，over-state 意为「说得过分=夸大」。后文列举的数据正是说「再夸大也不为过」。 A 误解、C 计算、D 质疑——均与 over- 前缀和后文逻辑不符。 4. 答案：B 题目：Which of the following best describes Yuan Longping? B 正确：「For years…searched rice fields by hand」「lived modestly」「self-described as an intelligent peasant」体现坚持 + 朴素。 A 与原文矛盾：他是年轻教师，不是富农。 C 与原文矛盾：他是科研人员，不是官员。 D 与原文矛盾：他正是受西方玉米杂交启发，未批评西方。 Passage 3 A School in the Mountains 1. 答案：A 题目：What did Zhang Guimei notice during her years of teaching in Huaping? A 正确：「Some were pulled out to work in the fields; others were told they had to leave so that their brothers could continue studying. A few were married off…」均属家庭原因。 B 与原文矛盾：辍学的女孩比男孩多，不是男孩对学习没兴趣。 C 无中生有：未提学生想出山打工。 D 与原文矛盾：原文恰恰说儿子优先，女儿被牺牲。 2. 答案：C 题目：What does the passage suggest about Zhang's effort to start the school? C 正确：「For years, she walked from one office to another, knocked on doors…」+ 2002 提出、2008 开学 +「with help from local authorities and donations from across the country」，均说明耗时长且依靠公众。 A 时间错配：政府支持是后来才有，不是「一开始就有」。 B 与原文矛盾：花了6年，不是「短短几年靠富翁」。 D 无中生有：未提海外学校启发。 3. 答案：C 题目：What can we learn from the data given in Paragraph 4? C 正确：「by 2020, more than 1,800 of its graduates had entered universities, many of them the first in their families ever to do so」直接说明改变了女孩们的教育命运。 A 偷换概念：原文说宿舍冬天冷、教材要共用，反而说明设施仍有限。 B 与原文矛盾：学生来自最贫困的山村。 D 无中生有：未提大学偏好华坪学生。 4. 答案：C 题目：Which of the following best captures the spirit of Zhang Guimei? C 正确：从奔走十几年、健康下滑仍照常作息，到「shout down the corridors to wake her students」「walk out of the mountains」，全文核心精神是坚持。 A 立意接近但范围错位：文中没有比较「财富 vs 教育」。 B 偷换概念：原文谈贫困而非自由。 D 范围错位：她办的是贫困女孩学校，不是主张所有人免费。 Unit 2 详解 Passage 1 A Crown, a Bath, and a Famous Shout 1. 答案：B 题目：Why was Archimedes asked to deal with the king's problem? B 正确：「melting the crown down to test it was not allowed」+「no method he knew of could measure the exact volume of such an irregular shape」说明常规手段失效。 A 无中生有：原文未说他是「唯一被信任的」。 C 与原文矛盾：「The crown weighed exactly what it should」——重量是对的，没法证明含银。 D 无中生有：未提工匠是否承认。 2. 答案：B 题目：How exactly did Archimedes plan to use his discovery to test the crown? B 正确：「weigh out a piece of pure gold equal to the crown in mass, place both in water one after another, and compare how much each pushed out」。 A 偷换概念：方法关注的是「排水量」，不是放入水后的重量。 C 范围错位：只放王冠不够，必须有等重纯金作对比。 D 偷换概念：他用的对照是等重「纯金」，不是「银」。 3. 答案：B 题目：What does the underlined word "that" in Paragraph 3 refer to? B 正确：「that ordinary scene became extraordinary」紧接上段结尾——他注意到水溢出来，更多身体浸入水中则溢出更多。这个「普通场景」就是水溢出。 A 时间错配：王冠形状的问题是「之前」一直困扰他的，不是「此刻」的场景。 C 偷换概念：思考过程在第二段，「场景」(scene) 不指走路。 D 偷换概念：金子的含量是他要测的，不是场景。 4. 答案：B 题目：What is the main message of the passage? B 正确：故事核心在于他从「水溢出来」这一日常现象里悟出原理，「ordinary scene became extraordinary」+ 结尾「the lesson would prove far more valuable than the crown itself」均指向这一寓意。 A 范围错位：国王怀疑只是背景，不是主旨。 C 偷换概念：数学只是工具，文章未渲染其「保护财产」作用。 D 无中生有：浴室只是地点，原文未说它对古代科学家普遍重要。 Passage 2 The Idea That Came from a Game Board 1. 答案：B 题目：Why were traditional barcodes considered inadequate for factories in the early 1990s? B 正确：「could only hold about 20 characters and had to be scanned in one direction, which was slow」直接对应两个缺陷。 A 无中生有：未提印刷成本。 C 无中生有：未说易损坏。 D 与常识矛盾且无中生有：原文说慢，不是不能扫。 2. 答案：C 题目：How did playing Go help Hara develop the QR code? C 正确：「A grid, rather than a line, could carry information in two directions at once」明确指出启示。 A 偷换概念：原文重点是棋盘启发，不是放松。 B 无中生有：未提印刷便利。 D 范围错位：原文说之前的尝试 went nowhere，但没说他「彻底放弃改良条形码」。 3. 答案：B 题目：What were the three square "eyes" of a QR code designed for? B 正确：第四段指出 Hara 要解决「scanner instantly tell which part of the image was the code」——「眼睛」就是定位标志，让扫描仪快速识别。 A 无中生有：未提印刷材料适配性。 C 偷换概念：眼睛是技术定位用，不是版权保护。 D 偷换概念：定位用，不是延长扫描距离。 4. 答案：B 题目：Why did Denso Wave decide not to charge for the use of QR codes? B 正确：「It was the only way to get the standard adopted quickly.」 A 时间错配：当时专利刚出，没过期。 C 偷换概念：是策略而非道德倾向；Hara 后面还开玩笑说「真要按次收费就好了」。 D 无中生有：未提政府要求。 Passage 3 The Invention That Wrapped the World in Words 1. 答案：B 题目：What does the passage tell us about writing in China before 105 AD? B 正确：竹简太重（一辆车装一部历史），丝绸太贵（只有富人能用），两者都有明显缺陷。 A 偷换概念：竹简不是普通人「喜欢」用，而是被迫用；且文未说耐用。 C 与原文矛盾：丝绸贵到只有富人能用，并非「广泛使用」。 D 无中生有：未提手抄书。 2. 答案：C 题目：Why did Cai Lun begin to experiment with new writing materials? C 正确：他「responsible for organising the emperor's library and had long been troubled by the difficulty of moving so many bamboo volumes」——工作中的困扰促使他尝试。 A 时间错配：是他先做出样本，然后皇帝才下令推广；不是皇帝先要求。 B 与原文矛盾：「Cai was not a craftsman by training」。 D 无中生有：未提丝绸短缺。 3. 答案：B 题目：Why is Cai Lun's name still linked to the invention of paper, according to the writer? B 正确：第四段明确「he turned a rough, inconsistent craft into a reliable, systematic process that could be repeated by ordinary workers」。 A 与原文矛盾：「simple paper-like materials existed in China before he was born」——他不是第一个。 C 无中生有：未提国家保密。 D 偷换概念：原文未提框架是他发明且沿用至今。 4. 答案：C 题目：What does the last paragraph mainly suggest? C 正确：从「knowledge became cheaper to store and easier to share—and paper changed the shape of human thought」可见主旨在文明影响。 A 与原文矛盾：8世纪传到伊斯兰世界，13世纪到欧洲，跨度远超三百年。 B 与原文矛盾：从中国到欧洲花了一千多年，并不快。 D 偷换概念：贸易路线只是「传播路径」，不是主旨。 Unit 3 详解 Passage 1 17,000 Wallets, One Surprising Result 1. 答案：B 题目：What was the researchers' main aim in the wallet study? B 正确：「economists tend to predict the opposite: the more money inside, the more tempting it should be to keep…decided to put that idea to the test」研究的核心是验证「钱多越不归还」的假设。 A 偷换概念：是测试「金额—诚信」关系，不是国家排名。 C 无中生有：未做白领与普通人对比。 D 无中生有：未提帮警察设计制度。 2. 答案：B 题目：Which of the following describes the design of the experiment correctly? B 正确：「walked into a bank, hotel, police station or post office, handed a clear plastic wallet to a staff member」+「The only thing that changed was the cash inside」。 A 与原文矛盾：是交给员工，不是丢街上。 C 与原文矛盾：金额变化，主人姓名相同（虚拟同一人）。 D 无中生有：未要求保留一周。 3. 答案：B 题目：What was the most surprising finding of the study? B 正确：「51 percent of the wallets with a small amount were returned, while 72 percent of the wallets with the larger amount made it back」——金额越大归还率越高，颠覆了经济学家的预期。 A 与原文矛盾：「Wallets without any cash were the least likely to be handed in」无钱归还率最低。 C 无中生有：未做贫富国家对比。 D 无中生有：未提遗忘。 4. 答案：C 题目：Why, according to the study, did people tend to return wallets containing more money? C 正确：「holding on to someone else's wallet felt more uncomfortable—more like stealing—the more money it contained」。 A 与原文矛盾：研究强调「积极自我形象」+「为失主考虑」，不是奖赏。 B 无中生有：未提怕警察。 D 偷换概念：钱包是透明的，金额清楚，并非不确定。 Passage 2 Why Smart Students Still Cheat 1. 答案：B 题目：What does the writer say about students who cheat most often? B 正确：「Far from being driven by laziness, these students are often very ambitious.」直接否定懒惰，肯定上进。 A 与原文矛盾：「the students who cheat most often…are not the ones who are failing」+「many of them are top performers」。 C 与原文矛盾：原文强调家长压力是主因之一。 D 与原文矛盾：「more than half」过半，并非小群体。 2. 答案：C 题目：Why does the writer mention the 2011 study in Paragraph 3? C 正确：作者用研究说明「作弊者后续相关任务表现更差」，因为他们绕开了「mental effort that helps the brain remember and build on what it learns」。 A 与原文矛盾：他们当时得分但失去学习，作者并未肯定短期收益。 B 偷换概念：原文是「后续相关任务表现差」，不是泛泛的健忘。 D 偷换概念：研究比较的是同一群作弊者在不同任务上的表现，不是诚实与不诚实学生的对比。 3. 答案：B 题目：How does cheating affect honest students, according to Paragraph 4? B 正确：「teachers respond by introducing stricter rules, longer tests and tighter supervision, and that pressure falls on every student—including the honest ones」。 A 无中生有：未提诚实学生分数被压低。 C 无中生有：未提失去兴趣。 D 无中生有：未提老师指责。 4. 答案：C 题目：Which sentence best summarises the writer's view on stopping cheating? C 正确：最后一段「reminding students of the kind of person they want to become tends to work better」+「Honesty…harder to build through fear than through self-respect」。 A 与原文矛盾：作者明确说严惩效果不如自我认同。 B 无中生有：未做此绝对论断。 D 无中生有：未提奖励诚实学生分数。 Passage 3 The Small Act That Set a Town Talking 1. 答案：C 题目：What was Frankie doing on the morning he found the wallet? C 正确：「Frankie Burns climbed out of his father's car in front of a small playing field in the Bronx…travelled almost two hours from his home in Orange County for a youth soccer match」。 A 与原文矛盾：周六早上，不是放学回家。 B 与原文矛盾：他们不是来找东西。 D 无中生有：未提探亲。 2. 答案：C 题目：Why does the writer describe what "most adults" might think of in Paragraph 3? C 正确：作者列举成年人脑中可能闪过的诱惑（ATM吞钱、生日礼物、能买的东西），紧接着用「For Frankie, there was just one question」形成强烈对比，突出小男孩的单纯反应。 A 偷换概念：不是说成年人粗心，而是想得太多。 B 范围错位：作者没在解释「为什么少有人归还」这一普遍现象。 D 偷换概念：作者关注的是道德反应，不是花钱的容易。 3. 答案：C 题目：What can we infer about Frankie's father from the passage? C 正确：父亲没有反对儿子决定，反而开车一起去归还（drove to the address…and pressed the doorbell），并代儿子接受小额酬谢——体现支持。 A 与原文矛盾：未表现失望。 B 与原文矛盾：他既然陪儿子一起去归还，就不是「希望留下」。 D 无中生有：未评论酬谢金额。 4. 答案：A 题目：What is the writer's main purpose in telling this story? A 正确：从对比成年人/孩子的反应，到失主感动到说不出话，再到孩子最后那句「Just do the right thing」+「looking a little puzzled that anyone needed reminding」，全文意在赞扬这份不假思索的诚实。 B 无中生有：未谈带现金风险。 C 偷换概念：社交媒体只是传播渠道，不是主旨。 D 偷换概念：作者没有指责任何成年人。 Unit 4 详解 Passage 1 The Magic Word Is "Yet" 1. 答案：C 题目：Why does Carol Dweck approve of the grade "Not Yet"? C 正确：「those two small words said everything that needed to be said」+全文核心思想——「yet」暗示能力可成长，门还开着。 A 偷换概念：不是为了对家长隐藏。 B 偷换概念：重点不是「避免尴尬」，而是「打开学习空间」。 D 偷换概念：未涉及减少「F」总数的政策目的。 2. 答案：B 题目：How do students with a "fixed mindset" typically react to a low score? B 正确：「a low score feels like proof that they are simply 'not smart enough' and probably never will be」。 A 与原文矛盾：固定型思维者倾向退缩。 C 偷换概念：与原文趋向相反——他们怕挑战。 D 偷换概念：脑扫描显示「brains had turned away」是回避，不是积极「移到下一题」。 3. 答案：B 题目：What does the brain-scan experiment in Paragraph 3 mainly show? B 正确：固定型「几乎没有活动」、成长型「lit up…deeply engaged」——心态影响错误加工的深度。 A 偷换概念：原文没说是「不同脑区」，而是「活跃程度」差异。 C 偷换概念：实验未提IQ。 D 与原文相反：直面错误对成长型学生有益。 4. 答案：C 题目：Which kind of praise does Dweck most likely recommend? C 正确：「Praising the process—'You tried a really clever approach,' 'You stuck with it even when it was hard'—does the opposite [of fixed mindset].」 A 与原文矛盾：「Praising teenagers for being 'so smart' tends to push them towards a fixed mindset」。 B 偷换概念：夸名次仍是结果导向，非过程。 D 与原文矛盾：暗示不努力也能成功，正是 Dweck 反对的。 Passage 2 When Your Parents Don't Understand You 1. 答案：B 题目：According to therapists, what do teenagers usually mean when they say their parents "don't listen"? B 正确：「their parents respond before fully understanding the problem」。 A 与原文矛盾：父母不让说话不是「don't listen」要表达的意思。 C 无中生有：未提找老师。 D 偷换概念：不是「记不住」，而是「没真听懂就反应」。 2. 答案：C 题目：Why does the writer mention a tired father and a frowning mother in Paragraph 3? C 正确：「Adolescents…also misread their parents in predictable ways」+ 两个例子说明青少年容易从无关情境里推断出「被误解」。 A 范围错位：例子是为说明误解，不是讲父母工作多累。 B 偷换概念：作者不是叫人完全别解读，而是要先「核实」。 D 偷换概念：肢体语言只是表象，不是文章定义的「主因」。 3. 答案：B 题目：Which of the following is the writer most likely to support? B 正确：第四段「use what is called an 'I' statement—'I feel hurt when...'—rather than an accusation—'You never...'」。 A 偷换概念：作者强调「先听懂再回应」而非「详细解释」。 C 与原文矛盾：原文建议安排时间交流，不是回避话题。 D 与原文矛盾：「None of this turns a difficult adolescence into an easy one」明确否定「完全解决」。 4. 答案：C 题目：What does the last paragraph suggest about the value of good communication habits? C 正确：「build a kind of safety net…that survives even the hardest weeks. Years later, that habit is usually what teenagers remember most—and pass on」——长期作用、跨代延续。 A 与原文矛盾：作者明确说没有让青春期变轻松。 B 偷换概念：是「能扛过去」，不是缩短时间。 D 无中生有：未提家中孩子数量。 Passage 3 Small Steps, Real Confidence 1. 答案：B 题目：What does the example of Mia at the beginning of the passage mainly show? B 正确：「her hands were shaking so badly」可见她并不勇敢，但她已是「三个月前不会报名」的人——表面紧张，里面是练出来的自信。 A 无中生有：未提药物。 C 范围错位：辩论只是例子，不是「最佳活动」。 D 偷换概念：作者用咨询师只是个例，未推广为必需。 2. 答案：B 题目：What does the writer compare confidence to in Paragraph 2? B 正确：「a muscle that grows with the right kind of exercise」。 A 与原文矛盾：作者反对「有或没有」的天赋观。 C 偷换概念：没有「魔法瞬间」的比喻。 D 偷换概念：奖杯是结尾的物品，不是比喻。 3. 答案：C 题目：What does the underlined phrase "a life sentence" most likely mean here? C 正确：上下文是「don't turn one bad afternoon into a life sentence」——别把一次失败变成「一辈子摆脱不掉的判定」，正是 Paragraph 4「unfixable way 'bad'」的意思。 A 字面陷阱：「life sentence」字面是「无期徒刑」，但此处是比喻，不是真的法律判决。 B 偷换概念：没说是「名言」。 D 偷换概念：是负面标签，不是正面目标。 4. 答案：B 题目：What does the writer suggest about teenagers with healthy self-esteem? B 正确：「They have learnt to separate a single event from a whole identity.」 A 与原文矛盾：作者说他们「会偶尔表现不好」。 C 无中生有：未提对家人保密。 D 与原文矛盾：「they will sometimes do poorly」反对完美主义。 1 学科网（北京）股份有限公司 $ Unit 1 · Great people 伟人 Passage 1 The Quiet Scientist Behind a Life-Saving Drug (Adapted from NobelPrize.org and Britannica · 约 342 词) In 1969, a 39-year-old Chinese researcher named Tu Youyou was given a task that seemed almost impossible. North Vietnam had asked China for help with a deadly form of malaria that did not respond to standard treatments. By that point, scientists worldwide had already tested more than 240,000 chemical compounds—and not one worked. Tu, who had quietly trained in both modern Western pharmacology and traditional Chinese medicine, was put in charge of a secret research project. She left her one-year-old daughter with her parents and placed her four-year-old in a nursery. It would be three years before she saw her children again. Rather than searching for new chemicals, Tu turned to ancient Chinese medical texts. Buried in a 1,600-year-old handbook of emergency prescriptions, she found a single sentence about a plant called sweet wormwood: it should be soaked in cold water, wrung out, and the juice drunk. Tu and her team had already tried wormwood extracts using the standard boiling method, with disappointing results. The old reference made her wonder whether heat was destroying the active ingredient. She decided to try a low-temperature extraction instead. The change worked. In 1971, the team finally produced an extract that completely eliminated the malaria parasite from infected mice and monkeys. The next step, however, was riskier: testing it on humans. To prove the medicine was safe, Tu volunteered to be the first patient herself. "As head of this research group, I had the responsibility," she later said simply. The treatment passed. The compound, eventually named artemisinin, became the first-line treatment for malaria worldwide. Today, it is estimated to save more than 100,000 lives in Africa alone each year. In 2015, Tu became the first scientist from mainland China to win a Nobel Prize in the sciences—and she had done so without a doctorate, without an overseas degree, and without much public recognition for decades. Asked how she felt about the honour, she replied that she did not want fame. "Artemisinin," she said, "is a true gift from old Chinese medicine." Questions 1–4 1. Why did Tu Youyou decide to look into ancient Chinese medical texts? A. Because over 240,000 modern compounds had failed to cure the disease. B. Because she had been trained mainly in traditional Chinese medicine. C. Because the Chinese government required her team to do so. D. Because she had a personal interest in classical Chinese books. 2. What was the key change that finally made Tu's research succeed? A. Using sweet wormwood instead of other plants she had tried. B. Following the dosage instructions written in the ancient handbook. C. Switching from a hot water method to a low-temperature one. D. Testing the extract directly on patients rather than on animals. 3. What can be inferred about Tu Youyou's character from the passage? A. She was eager to win international fame for China. B. She was willing to take risks for the sake of science. C. She believed Chinese medicine was superior to Western medicine. D. She preferred working alone rather than leading a team. 4. What is the best title for the passage? A. How a Forgotten Plant Saved Millions B. The Story Behind a Nobel-Winning Discovery C. China's First Female Nobel Laureate D. Why Traditional Medicine Still Matters Today Passage 1 The Quiet Scientist Behind a Life-Saving Drug 1. 答案：A 题目：Why did Tu Youyou decide to look into ancient Chinese medical texts? A 正确：文中明确「scientists worldwide had already tested more than 240,000 chemical compounds—and not one worked」，化学路径走不通才转向古籍。 B 偷换概念：原文是 both Western pharmacology and Chinese medicine，并非主要训练中医。 C 无中生有：政府要求做研究本身，不是要求查古籍这个具体路径。 D 无中生有：原文未提个人兴趣。 2. 答案：C 题目：What was the key change that finally made Tu's research succeed? C 正确：「She decided to try a low-temperature extraction instead. The change worked.」温度是关键。 A 范围错位：她原本就在用 sweet wormwood，问题是提取方法不对。 B 无中生有：古书没提剂量。 D 时间错配：先动物再人体，并非直接上人体。 3. 答案：B 题目：What can be inferred about Tu Youyou's character from the passage? B 正确：自愿做第一个人体试验对象 +「I had the responsibility」+ 为研究三年未见孩子，均体现愿为科研冒险。 A 与原文矛盾：「she did not want fame」。 C 偷换概念：她说青蒿素是中医的礼物，但没说中医优于西医。 D 与原文矛盾：她「was put in charge of a secret research project」，本身就在领导团队。 4. 答案：B 题目：What is the best title for the passage? B 正确：文章整体围绕屠呦呦的发现历程展开，从1969接受任务、查古籍、改方法、人体试验，到2015获诺奖，主线就是这项发现背后的故事。 A 范围太窄：植物只是手段之一。 C 偷换概念：她是中国大陆首位科学类诺奖得主，不是首位女性。 D 立意偏离：文中虽提到中医，但主旨是发现故事，不是为中医辩护。 Passage 2 The Man Who Helped Feed a Billion People (Adapted from Nature, the Washington Post, and the World Food Prize Foundation · 约 357 词) When Yuan Longping was a young teacher in Hunan Province in the early 1960s, China was struggling with a serious food shortage. Walking through the countryside, he saw villagers eating grass, fern roots, and even clay because there was nothing else. "There was nothing in the field," he later remembered. "Hungry people took away all the edible things they could find." Those scenes stayed with him for the rest of his life. At the time, the scientific community widely believed that rice could not be successfully hybridized. Rice is self-pollinating, meaning each flower fertilizes itself, so producing hybrid varieties on a large scale was thought to be impossible. Yuan disagreed. He had read about how hybridization had dramatically increased yields in maize in Western countries, and he was convinced the same idea could work for rice—if he could find a male-sterile rice plant in nature to serve as the female parent. For years, Yuan and his small team searched rice fields by hand. They examined tens of thousands of plants. Most senior researchers thought the project would lead nowhere. In 1970, after almost a decade of effort, his team finally found a wild rice plant in Hainan that carried the natural mutation they needed. Three years later, in 1973, Yuan released the world's first high-yielding hybrid rice strain. It produced about 20 percent more grain than ordinary rice from the same area of land. The impact was hard to overstate. Today, hybrid rice accounts for more than half of China's total rice production, and varieties developed by Yuan and his successors are grown in over 60 countries. According to estimates, the extra harvest produced by hybrid rice each year is enough to feed roughly 80 million additional people. Yuan himself, though awarded almost every major agricultural honour in the world, lived modestly until his death in 2021 at the age of 90. He liked to play the violin in the evenings near his rice fields and described himself, with a smile, as nothing more than "an intelligent peasant." Questions 1–4 1. What made Yuan Longping determined to study rice in the 1960s? A. His teaching job no longer satisfied his interest in science. B. The famine he witnessed left a lasting impression on him. C. Foreign scientists invited him to join their hybridization projects. D. Hunan Province offered him special funding for rice research. 2. Why did most scientists at the time believe hybrid rice was impossible? A. Because rice yields had been declining for many years. B. Because rice flowers fertilize themselves, not other plants. C. Because previous attempts in maize had completely failed. D. Because no scientist was willing to spend years on it. 3. What does the underlined word "overstate" in Paragraph 4 most likely mean? A. Misunderstand B. Exaggerate C. Calculate D. Question 4. Which of the following best describes Yuan Longping? A. A wealthy farmer who became a scientist by accident. B. A persistent researcher who lived a simple life despite his fame. C. A government official who pushed for agricultural reforms. D. A bold critic of Western farming methods. Passage 2 The Man Who Helped Feed a Billion People 1. 答案：B 题目：What made Yuan Longping determined to study rice in the 1960s? B 正确：开头描述他亲眼看到饥荒，「Those scenes stayed with him for the rest of his life」是动机的核心。 A 无中生有：原文未提到他对教学不满。 C 无中生有：原文是他读了西方玉米杂交的资料，不是被邀请加入项目。 D 无中生有：未提资金支持。 2. 答案：B 题目：Why did most scientists at the time believe hybrid rice was impossible? B 正确：「Rice is self-pollinating, meaning each flower fertilizes itself, so producing hybrid varieties on a large scale was thought to be impossible.」 A 无中生有：未提水稻产量下降。 C 与原文矛盾：玉米杂交是成功的，正是它启发了袁。 D 因果倒置：科学家不愿做是因为「相信不可能」，而不是反过来。 3. 答案：B 题目：What does the underlined word "overstate" in Paragraph 4 most likely mean? B 正确：「hard to overstate」=怎么说都不为过。over- 前缀表「过分」，state=陈述，over-state 意为「说得过分=夸大」。后文列举的数据正是说「再夸大也不为过」。 A 误解、C 计算、D 质疑——均与 over- 前缀和后文逻辑不符。 4. 答案：B 题目：Which of the following best describes Yuan Longping? B 正确：「For years…searched rice fields by hand」「lived modestly」「self-described as an intelligent peasant」体现坚持 + 朴素。 A 与原文矛盾：他是年轻教师，不是富农。 C 与原文矛盾：他是科研人员，不是官员。 D 与原文矛盾：他正是受西方玉米杂交启发，未批评西方。 Passage 3 A School in the Mountains (Adapted from CGTN, Global Times, and the South China Morning Post · 约 338 词) In the mountainous county of Huaping in southwestern China, the local high school looks much like any other—until you notice that every student is a girl, and that every one of them attends for free. The school exists because of a single teacher who refused to accept that poverty should decide a girl's future. Zhang Guimei moved to Huaping in the mid-1990s, shortly after her husband died of cancer. Working at a local middle school, she began to notice a troubling pattern. Each year, far more girls than boys dropped out before high school. Some were pulled out to work in the fields; others were told they had to leave so that their brothers could continue studying. A few were married off before they were eighteen. "Destitution," she later said, "just sprawls in front of you, naked and straightforward." In 2002, Zhang began telling anyone who would listen about her dream: a free public high school just for girls from the poorest mountain villages. The idea sounded impractical to most people. Where would the money come from? Which teachers would agree to work in such a remote place? For years, she walked from one office to another, knocked on doors of companies, and even stood in busy streets explaining her plan to strangers. Some people gave her a few coins; others simply walked away. She kept going. In 2008, with help from local authorities and donations from across the country, the Huaping High School for Girls finally opened its doors. Conditions were difficult. The dormitories were cold in winter, and the textbooks had to be shared. Yet, year after year, the school produced results few had expected: by 2020, more than 1,800 of its graduates had entered universities, many of them the first in their families ever to do so. Today, Zhang's health has declined, and she walks with the help of a stick. Still, she rises before dawn and shouts down the corridors to wake her students. "I want them," she once told a reporter, "to walk out of the mountains." Questions 1–4 1. What did Zhang Guimei notice during her years of teaching in Huaping? A. Many girls were forced to give up school for family reasons. B. Local boys had less interest in school than girls. C. Most students wanted to leave the mountains to find work. D. Poor families spent more on daughters than on sons. 2. What does the passage suggest about Zhang's effort to start the school? A. It was supported by the government from the very beginning. B. It was completed in only a few years thanks to wealthy donors. C. It was a long and difficult process that required public help. D. It was inspired by similar schools she had visited overseas. 3. What can we learn from the data given in Paragraph 4? A. The school's facilities have improved greatly since 2008. B. More than half of the school's graduates come from rich families. C. The school has changed the educational future of many girls. D. Most universities welcome students from Huaping more than others. 4. Which of the following best captures the spirit of Zhang Guimei? A. Wealth lies in education, not in money. B. Knowledge cannot grow without freedom. C. Persistence can move mountains when nothing else can. D. Schools should be free for everyone, rich or poor. Passage 3 A School in the Mountains 1. 答案：A 题目：What did Zhang Guimei notice during her years of teaching in Huaping? A 正确：「Some were pulled out to work in the fields; others were told they had to leave so that their brothers could continue studying. A few were married off…」均属家庭原因。 B 与原文矛盾：辍学的女孩比男孩多，不是男孩对学习没兴趣。 C 无中生有：未提学生想出山打工。 D 与原文矛盾：原文恰恰说儿子优先，女儿被牺牲。 2. 答案：C 题目：What does the passage suggest about Zhang's effort to start the school? C 正确：「For years, she walked from one office to another, knocked on doors…」+ 2002 提出、2008 开学 +「with help from local authorities and donations from across the country」，均说明耗时长且依靠公众。 A 时间错配：政府支持是后来才有，不是「一开始就有」。 B 与原文矛盾：花了6年，不是「短短几年靠富翁」。 D 无中生有：未提海外学校启发。 3. 答案：C 题目：What can we learn from the data given in Paragraph 4? C 正确：「by 2020, more than 1,800 of its graduates had entered universities, many of them the first in their families ever to do so」直接说明改变了女孩们的教育命运。 A 偷换概念：原文说宿舍冬天冷、教材要共用，反而说明设施仍有限。 B 与原文矛盾：学生来自最贫困的山村。 D 无中生有：未提大学偏好华坪学生。 4. 答案：C 题目：Which of the following best captures the spirit of Zhang Guimei? C 正确：从奔走十几年、健康下滑仍照常作息，到「shout down the corridors to wake her students」「walk out of the mountains」，全文核心精神是坚持。 A 立意接近但范围错位：文中没有比较「财富 vs 教育」。 B 偷换概念：原文谈贫困而非自由。 D 范围错位：她办的是贫困女孩学校，不是主张所有人免费。 Unit 2 · Great ideas 伟大思想 Passage 1 A Crown, a Bath, and a Famous Shout (Adapted from Live Science, Scientific American, and Britannica · 约 336 词) Around 250 BC, King Hieron II of Syracuse had a new crown made of pure gold. After it was finished, however, the king suspected that the goldsmith had cheated him by mixing in cheaper silver. The crown weighed exactly what it should, so the difference, if any, had to lie in its volume rather than its mass. Unfortunately, melting the crown down to test it was not allowed. The king turned to a young mathematician named Archimedes for help. Archimedes spent days walking through the streets of Syracuse, deep in thought. The problem seemed simple, yet no method he knew of could measure the exact volume of such an irregular shape. One afternoon, tired from thinking, he decided to visit the public baths. As he stepped slowly into a full tub, he noticed something most people would never bother to think about: water spilled over the edges, and the more of his body he lowered, the more water flowed out. For Archimedes, that ordinary scene became extraordinary. He realised that an object placed in water always displaces an amount of fluid equal to its own volume. Suddenly, the impossible task had an answer. He could weigh out a piece of pure gold equal to the crown in mass, place both in water one after another, and compare how much each pushed out. If the crown contained any silver—a metal less dense than gold—it would have to be slightly larger to balance the weights, and so it would push out more water. According to a famous legend, Archimedes was so excited by his idea that he leapt from the bath and ran through the streets of Syracuse, forgetting to put on his clothes and shouting "Eureka!"—Greek for "I have found it!" The test was later carried out: the crown did displace more water than pure gold, and the goldsmith's dishonesty was uncovered. The lesson Archimedes carried away, however, would prove far more valuable than the crown itself." Questions 1–4 1. Why was Archimedes asked to deal with the king's problem? A. Because he was the only person trusted by the king. B. Because no traditional method could measure the crown's volume. C. Because the crown's weight clearly proved it contained silver. D. Because the goldsmith refused to confess to the king. 2. How exactly did Archimedes plan to use his discovery to test the crown? A. By placing the crown alone in water and measuring how much it weighed afterwards. B. By comparing the volume of water displaced by the crown and by an equally heavy piece of gold. C. By measuring how high the water rose when only the crown was put in. D. By placing the crown and a silver piece of equal weight in water together. 3. What does the underlined word "that" in Paragraph 3 refer to? A. The crown's strange shape. B. The water spilling out as Archimedes stepped in. C. Archimedes' walking around in deep thought. D. The amount of gold in the crown. 4. What is the main message of the passage? A. Ancient kings often suspected their craftsmen of being dishonest. B. Great discoveries can come from observing common things carefully. C. Mathematics played a key role in protecting royal property. D. Public baths used to be important places for ancient scientists. Passage 1 A Crown, a Bath, and a Famous Shout 1. 答案：B 题目：Why was Archimedes asked to deal with the king's problem? B 正确：「melting the crown down to test it was not allowed」+「no method he knew of could measure the exact volume of such an irregular shape」说明常规手段失效。 A 无中生有：原文未说他是「唯一被信任的」。 C 与原文矛盾：「The crown weighed exactly what it should」——重量是对的，没法证明含银。 D 无中生有：未提工匠是否承认。 2. 答案：B 题目：How exactly did Archimedes plan to use his discovery to test the crown? B 正确：「weigh out a piece of pure gold equal to the crown in mass, place both in water one after another, and compare how much each pushed out」。 A 偷换概念：方法关注的是「排水量」，不是放入水后的重量。 C 范围错位：只放王冠不够，必须有等重纯金作对比。 D 偷换概念：他用的对照是等重「纯金」，不是「银」。 3. 答案：B 题目：What does the underlined word "that" in Paragraph 3 refer to? B 正确：「that ordinary scene became extraordinary」紧接上段结尾——他注意到水溢出来，更多身体浸入水中则溢出更多。这个「普通场景」就是水溢出。 A 时间错配：王冠形状的问题是「之前」一直困扰他的，不是「此刻」的场景。 C 偷换概念：思考过程在第二段，「场景」(scene) 不指走路。 D 偷换概念：金子的含量是他要测的，不是场景。 4. 答案：B 题目：What is the main message of the passage? B 正确：故事核心在于他从「水溢出来」这一日常现象里悟出原理，「ordinary scene became extraordinary」+ 结尾「the lesson would prove far more valuable than the crown itself」均指向这一寓意。 A 范围错位：国王怀疑只是背景，不是主旨。 C 偷换概念：数学只是工具，文章未渲染其「保护财产」作用。 D 无中生有：浴室只是地点，原文未说它对古代科学家普遍重要。 Passage 2 The Idea That Came from a Game Board (Adapted from QRcode.com, Wikipedia, and Microsoft 365 · 约 344 词) Most people scan QR codes several times a day without thinking about where they came from. The technology, now used everywhere from supermarket shelves to museum walls, was developed in 1994 by a small team at Denso Wave, a Japanese company that made parts for the auto industry. At the time, factories were using ordinary barcodes—those striped patterns still printed on most products—to track parts. The trouble was that a barcode could only hold about 20 characters and had to be scanned in one direction, which was slow on a busy production line. Customers kept asking Denso for something better. The task fell to a young engineer named Masahiro Hara, who worked with just one teammate on the project. Hara's first attempts went nowhere. Then, one lunchtime, he was playing Go, a board game with black and white stones placed on a grid of horizontal and vertical lines. As he stared at the pattern of stones, an idea took shape. A grid, rather than a line, could carry information in two directions at once, holding far more data and—if designed properly—being readable from any angle. The QR (Quick Response) code was born. Hara still needed to solve one tricky problem: how could a scanner instantly tell which part of the image was the code? After months of work, his team analysed countless magazine pages, food labels and newspaper photos to find a black-and-white ratio that hardly ever appeared anywhere else. That unusual ratio became the three square "eyes" you can see in every corner of a QR code today. Although Denso owned the patent, the company chose not to charge anyone for using QR codes. Hara later explained that this was not a difficult decision: "It was the only way to get the standard adopted quickly." Three decades later, more than two billion QR code payments are made every day in China alone—yet, as Hara joked in an interview, "We don't receive a commission each time. If only that were the case!" Questions 1–4 1. Why were traditional barcodes considered inadequate for factories in the early 1990s? A. They were too expensive to print on a large scale. B. They held little information and could only be read one way. C. They were easily damaged on busy production lines. D. They could not be scanned by computers at the time. 2. How did playing Go help Hara develop the QR code? A. It gave him time to relax and stop thinking about work. B. It taught him that black-and-white patterns are easier to print. C. It suggested that a grid could carry data in two directions. D. It convinced him to give up barcode improvements completely. 3. What were the three square "eyes" of a QR code designed for? A. To make the code easier to print on different materials. B. To help the scanner find the code quickly among other images. C. To prevent companies from copying Denso's technology. D. To allow the code to be scanned from a longer distance. 4. Why did Denso Wave decide not to charge for the use of QR codes? A. Because the patent had already expired by then. B. Because the company wanted to make the technology popular fast. C. Because the inventors disliked making profits from their work. D. Because the Japanese government had asked them to do so. Passage 2 The Idea That Came from a Game Board 1. 答案：B 题目：Why were traditional barcodes considered inadequate for factories in the early 1990s? B 正确：「could only hold about 20 characters and had to be scanned in one direction, which was slow」直接对应两个缺陷。 A 无中生有：未提印刷成本。 C 无中生有：未说易损坏。 D 与常识矛盾且无中生有：原文说慢，不是不能扫。 2. 答案：C 题目：How did playing Go help Hara develop the QR code? C 正确：「A grid, rather than a line, could carry information in two directions at once」明确指出启示。 A 偷换概念：原文重点是棋盘启发，不是放松。 B 无中生有：未提印刷便利。 D 范围错位：原文说之前的尝试 went nowhere，但没说他「彻底放弃改良条形码」。 3. 答案：B 题目：What were the three square "eyes" of a QR code designed for? B 正确：第四段指出 Hara 要解决「scanner instantly tell which part of the image was the code」——「眼睛」就是定位标志，让扫描仪快速识别。 A 无中生有：未提印刷材料适配性。 C 偷换概念：眼睛是技术定位用，不是版权保护。 D 偷换概念：定位用，不是延长扫描距离。 4. 答案：B 题目：Why did Denso Wave decide not to charge for the use of QR codes? B 正确：「It was the only way to get the standard adopted quickly.」 A 时间错配：当时专利刚出，没过期。 C 偷换概念：是策略而非道德倾向；Hara 后面还开玩笑说「真要按次收费就好了」。 D 无中生有：未提政府要求。 Passage 3 The Invention That Wrapped the World in Words (Adapted from Wikipedia, the Book of the Later Han, and Hou Han Shu records · 约 365 词) Before the year 105 AD, writing in China was a heavy, expensive business. Important records were carved into bamboo strips tied together with string, while shorter notes might be written on silk. Bamboo books were so heavy that a long history could fill an entire cart. Silk, while lighter, cost so much that only the wealthy could afford to use it. For ordinary people, putting their thoughts on paper—or anything like it—was almost out of reach. A solution came from a court official of the Eastern Han dynasty named Cai Lun. Cai was not a craftsman by training, but he was responsible for organising the emperor's library and had long been troubled by the difficulty of moving so many bamboo volumes. He began to experiment in his spare time. According to historical records, Cai gathered old fishing nets, tree bark, hemp rags and other waste materials, all of which were rich in plant fibres. He soaked them in water until they softened, beat them into a thin pulp, spread the mixture evenly on a frame, and let it dry into a sheet. The result was a sheet that was light, strong, easy to write on, and cheap enough for daily use. In 105 AD, Cai presented his samples to Emperor He, who was so pleased that he ordered the new method to be used across the court. Within a hundred years or so, paper had spread throughout China, gradually replacing both bamboo strips and silk. It is sometimes said that Cai Lun "invented" paper. Strictly speaking, archaeological evidence shows that simple paper-like materials existed in China before he was born. What Cai did was something different but no less important: he turned a rough, inconsistent craft into a reliable, systematic process that could be repeated by ordinary workers, using cheap waste materials. That is why his name is still attached to the invention today. By the eighth century, the technique had travelled along trade routes to the Islamic world, and by the thirteenth century it had reached Europe. Wherever it went, knowledge became cheaper to store and easier to share—and paper changed the shape of human thought." Questions 1–4 1. What does the passage tell us about writing in China before 105 AD? A. Most people preferred bamboo books because they were durable. B. Both bamboo and silk had clear disadvantages as writing materials. C. Silk was widely used as it was easier to carry than bamboo. D. Ordinary citizens had to copy books by hand in their own homes. 2. Why did Cai Lun begin to experiment with new writing materials? A. Because the emperor specifically asked him to do so. B. Because he was a trained craftsman who loved invention. C. Because he found the existing materials hard to manage in his work. D. Because silk was suddenly in short supply across China. 3. Why is Cai Lun's name still linked to the invention of paper, according to the writer? A. He was the first person ever to make paper-like material in history. B. He developed a method that ordinary workers could repeat reliably. C. He persuaded the government to keep papermaking a national secret. D. He invented the paper-making frame still in use today. 4. What does the last paragraph mainly suggest? A. The spread of paper across continents took less than three centuries. B. Asian inventions were quickly accepted in Europe at the time. C. The invention of paper had a deep influence on human civilisation. D. Trade routes were essential to the development of papermaking. Passage 3 The Invention That Wrapped the World in Words 1. 答案：B 题目：What does the passage tell us about writing in China before 105 AD? B 正确：竹简太重（一辆车装一部历史），丝绸太贵（只有富人能用），两者都有明显缺陷。 A 偷换概念：竹简不是普通人「喜欢」用，而是被迫用；且文未说耐用。 C 与原文矛盾：丝绸贵到只有富人能用，并非「广泛使用」。 D 无中生有：未提手抄书。 2. 答案：C 题目：Why did Cai Lun begin to experiment with new writing materials? C 正确：他「responsible for organising the emperor's library and had long been troubled by the difficulty of moving so many bamboo volumes」——工作中的困扰促使他尝试。 A 时间错配：是他先做出样本，然后皇帝才下令推广；不是皇帝先要求。 B 与原文矛盾：「Cai was not a craftsman by training」。 D 无中生有：未提丝绸短缺。 3. 答案：B 题目：Why is Cai Lun's name still linked to the invention of paper, according to the writer? B 正确：第四段明确「he turned a rough, inconsistent craft into a reliable, systematic process that could be repeated by ordinary workers」。 A 与原文矛盾：「simple paper-like materials existed in China before he was born」——他不是第一个。 C 无中生有：未提国家保密。 D 偷换概念：原文未提框架是他发明且沿用至今。 4. 答案：C 题目：What does the last paragraph mainly suggest? C 正确：从「knowledge became cheaper to store and easier to share—and paper changed the shape of human thought」可见主旨在文明影响。 A 与原文矛盾：8世纪传到伊斯兰世界，13世纪到欧洲，跨度远超三百年。 B 与原文矛盾：从中国到欧洲花了一千多年，并不快。 D 偷换概念：贸易路线只是「传播路径」，不是主旨。 Unit 3 · Honesty / Right and wrong 诚信与是非 Passage 1 17,000 Wallets, One Surprising Result (Adapted from PBS NOVA and the journal Science · 约 343 词) How honest are people, really? Most of us like to think we would do the right thing if we found a stranger's wallet on the street. But economists tend to predict the opposite: the more money inside, the more tempting it should be to keep. In 2019, a team of researchers decided to put that idea to the test on a global scale. Over three years, the team and their assistants dropped more than 17,000 "lost" wallets in 355 cities across 40 countries. In each case, a researcher walked into a bank, hotel, police station or post office, handed a clear plastic wallet to a staff member, and quickly walked off, saying they had picked it up on the street. Every wallet contained a key, a shopping list, three business cards and the name and email of a fictional male owner. The only thing that changed was the cash inside—some wallets had nothing, others held a small amount, and a third group held the equivalent of nearly a hundred US dollars. What the economists expected, based on standard theory, was simple: the more money a wallet contained, the less likely it would be returned. The actual results turned the prediction upside down. On average, 51 percent of the wallets with a small amount of money were returned, while 72 percent of the wallets with the larger amount made it back to the "owner." Wallets without any cash were the least likely to be handed in. When the researchers asked people why, two reasons came up again and again. First, holding on to someone else's wallet felt more uncomfortable—more like stealing—the more money it contained. Second, most participants said they thought of how the owner might feel after losing it. In short, the people in the study were not perfect saints, but they cared about a positive self-image and about strangers they had never met. The world, it turned out, was a more honest place than even economists had imagined." Questions 1–4 1. What was the researchers' main aim in the wallet study? A. To find out which countries had the most honest citizens. B. To check whether more money makes people less likely to return wallets. C. To prove that office workers are more honest than ordinary people. D. To help police stations design new ways of reporting lost property. 2. Which of the following describes the design of the experiment correctly? A. Researchers left the wallets on the street and waited to see who picked them up. B. Wallets were given to staff members in public places, with different amounts of cash. C. All the wallets contained the same amount of money but had different owners' names. D. Participants were asked to keep the wallets for a week before returning them. 3. What was the most surprising finding of the study? A. Wallets with no money inside were almost always returned. B. People returned wallets with more money more often than those with less. C. Returning wallets was more common in poorer countries than richer ones. D. Most people quickly forgot they had been given a wallet. 4. Why, according to the study, did people tend to return wallets containing more money? A. Because they hoped to receive a larger reward in return. B. Because they were afraid of being caught by the police. C. Because keeping more money felt more like stealing. D. Because they were unsure how much money was originally inside. Passage 1 17,000 Wallets, One Surprising Result 1. 答案：B 题目：What was the researchers' main aim in the wallet study? B 正确：「economists tend to predict the opposite: the more money inside, the more tempting it should be to keep…decided to put that idea to the test」研究的核心是验证「钱多越不归还」的假设。 A 偷换概念：是测试「金额—诚信」关系，不是国家排名。 C 无中生有：未做白领与普通人对比。 D 无中生有：未提帮警察设计制度。 2. 答案：B 题目：Which of the following describes the design of the experiment correctly? B 正确：「walked into a bank, hotel, police station or post office, handed a clear plastic wallet to a staff member」+「The only thing that changed was the cash inside」。 A 与原文矛盾：是交给员工，不是丢街上。 C 与原文矛盾：金额变化，主人姓名相同（虚拟同一人）。 D 无中生有：未要求保留一周。 3. 答案：B 题目：What was the most surprising finding of the study? B 正确：「51 percent of the wallets with a small amount were returned, while 72 percent of the wallets with the larger amount made it back」——金额越大归还率越高，颠覆了经济学家的预期。 A 与原文矛盾：「Wallets without any cash were the least likely to be handed in」无钱归还率最低。 C 无中生有：未做贫富国家对比。 D 无中生有：未提遗忘。 4. 答案：C 题目：Why, according to the study, did people tend to return wallets containing more money? C 正确：「holding on to someone else's wallet felt more uncomfortable—more like stealing—the more money it contained」。 A 与原文矛盾：研究强调「积极自我形象」+「为失主考虑」，不是奖赏。 B 无中生有：未提怕警察。 D 偷换概念：钱包是透明的，金额清楚，并非不确定。 Passage 2 Why Smart Students Still Cheat (Adapted from Education Week and the Center for Academic Integrity · 约 354 词) It might surprise many adults to learn that the students who cheat most often in school are not the ones who are failing. According to a long-running survey by the Josephson Institute, more than half of American high school students admit to cheating on a test at least once a year, and many of them are top performers. Far from being driven by laziness, these students are often very ambitious. They cheat, they say, because they cannot afford not to. Researchers who interview teenage cheaters tend to hear the same explanations. First comes pressure: pressure from parents who measure success in grades, from universities that expect ever-higher scores, and from peers who appear to be doing the same thing. "If everyone is cheating," one student told an interviewer, "and I don't, I'm just punishing myself." Second comes the belief that small dishonest acts—glancing at a friend's paper, copying a single homework problem—do not really count. What is often missed in these conversations, however, is the price that cheating quietly extracts. A 2011 study found that students who cheated on a difficult test performed noticeably worse on later, related tasks, even when they were allowed to use notes. The reason was simple: by avoiding the struggle of trying to solve the problem themselves, the cheaters had also avoided the kind of mental effort that helps the brain remember and build on what it learns. They got the grade, but lost the learning. There is also a wider cost. When cheating becomes common in a school, teachers respond by introducing stricter rules, longer tests and tighter supervision, and that pressure falls on every student—including the honest ones. Trust between teachers and students weakens. So does the meaning of grades themselves: an A in a course known for widespread cheating no longer carries the same weight as before. Some schools have tried fighting cheating with harsher punishments. Researchers, however, have found that reminding students of the kind of person they want to become tends to work better. Honesty, it seems, is harder to build through fear than through self-respect." Questions 1–4 1. What does the writer say about students who cheat most often? A. They are usually the weakest students in their class. B. They tend to be ambitious rather than lazy. C. They feel little pressure from their families. D. They make up only a small group in any school. 2. Why does the writer mention the 2011 study in Paragraph 3? A. To show that cheating helps students get better short-term results. B. To prove that cheaters easily forget what they learn in class. C. To explain why cheating actually damages later learning. D. To compare the test scores of honest and dishonest students. 3. How does cheating affect honest students, according to Paragraph 4? A. They begin to receive lower grades than they deserve. B. They have to deal with tougher rules and tighter checks. C. They lose interest in their schoolwork over time. D. They are often blamed by teachers for not reporting cheaters. 4. Which sentence best summarises the writer's view on stopping cheating? A. Fear of punishment is the most powerful way to discourage cheating. B. Cheating cannot be stopped as long as exams exist. C. Encouraging students' sense of who they are works better than fear. D. Honest students should be rewarded with higher grades. Passage 2 Why Smart Students Still Cheat 1. 答案：B 题目：What does the writer say about students who cheat most often? B 正确：「Far from being driven by laziness, these students are often very ambitious.」直接否定懒惰，肯定上进。 A 与原文矛盾：「the students who cheat most often…are not the ones who are failing」+「many of them are top performers」。 C 与原文矛盾：原文强调家长压力是主因之一。 D 与原文矛盾：「more than half」过半，并非小群体。 2. 答案：C 题目：Why does the writer mention the 2011 study in Paragraph 3? C 正确：作者用研究说明「作弊者后续相关任务表现更差」，因为他们绕开了「mental effort that helps the brain remember and build on what it learns」。 A 与原文矛盾：他们当时得分但失去学习，作者并未肯定短期收益。 B 偷换概念：原文是「后续相关任务表现差」，不是泛泛的健忘。 D 偷换概念：研究比较的是同一群作弊者在不同任务上的表现，不是诚实与不诚实学生的对比。 3. 答案：B 题目：How does cheating affect honest students, according to Paragraph 4? B 正确：「teachers respond by introducing stricter rules, longer tests and tighter supervision, and that pressure falls on every student—including the honest ones」。 A 无中生有：未提诚实学生分数被压低。 C 无中生有：未提失去兴趣。 D 无中生有：未提老师指责。 4. 答案：C 题目：Which sentence best summarises the writer's view on stopping cheating? C 正确：最后一段「reminding students of the kind of person they want to become tends to work better」+「Honesty…harder to build through fear than through self-respect」。 A 与原文矛盾：作者明确说严惩效果不如自我认同。 B 无中生有：未做此绝对论断。 D 无中生有：未提奖励诚实学生分数。 Passage 3 The Small Act That Set a Town Talking (Adapted from CBS New York and Sunny Skyz news features · 约 332 词) It was a cool Saturday morning when eight-year-old Frankie Burns climbed out of his father's car in front of a small playing field in the Bronx, New York. The fourth-grader had travelled almost two hours from his home in Orange County for a youth soccer match. As he and his teammates lifted their bags from the back of the car, Frankie noticed something on the pavement. "I saw a wallet," he later told a reporter, "and I gave it to my dad." His father, Mike, opened it and froze. Inside, between an old driver's licence and a few cards, were folded one-hundred-dollar bills—almost two thousand dollars in cash. There was nobody on the street. The owner of the wallet had clearly walked away long before the boys' team arrived. For most adults, the next moves might have involved a quick mental list: ATM machines that ate the cash, an unexpectedly generous birthday gift, the dozens of small things two thousand dollars could buy. For Frankie, there was just one question. "We have to find the man," he said. The team played their match. Afterwards, Frankie and his father drove to the address on the licence and pressed the doorbell. The owner, a man in his fifties, had spent half the morning searching parking lots and side streets. When he opened the door and Frankie held out the wallet, the man could not speak for a moment. He insisted on giving the boy a small reward, which Frankie's father quietly accepted on his behalf. The story might have ended there, but a neighbour shared it online, and within days it had been picked up by local news stations. Reporters asked the eight-year-old what he wanted other children to know. Frankie did not say anything clever or rehearsed. "Just do the right thing," he answered, looking a little puzzled that anyone needed reminding. "That's all."" Questions 1–4 1. What was Frankie doing on the morning he found the wallet? A. He was walking home from school in his neighbourhood. B. He was helping his father search for a lost item. C. He had just arrived in the Bronx for a soccer game. D. He was visiting his relatives in New York City. 2. Why does the writer describe what "most adults" might think of in Paragraph 3? A. To prove that adults are usually more careless than children. B. To explain why so few people return found wallets to their owners. C. To contrast common temptations with Frankie's simple reaction. D. To show how easy it is to spend a large amount of money. 3. What can we infer about Frankie's father from the passage? A. He felt slightly disappointed by his son's decision. B. He had originally hoped to keep the money. C. He respected and supported the choice his son made. D. He believed the reward should have been larger. 4. What is the writer's main purpose in telling this story? A. To celebrate a simple but powerful act of honesty. B. To warn readers about the dangers of carrying too much cash. C. To show how social media can make ordinary people famous. D. To criticise adults who do not return lost wallets. Passage 3 The Small Act That Set a Town Talking 1. 答案：C 题目：What was Frankie doing on the morning he found the wallet? C 正确：「Frankie Burns climbed out of his father's car in front of a small playing field in the Bronx…travelled almost two hours from his home in Orange County for a youth soccer match」。 A 与原文矛盾：周六早上，不是放学回家。 B 与原文矛盾：他们不是来找东西。 D 无中生有：未提探亲。 2. 答案：C 题目：Why does the writer describe what "most adults" might think of in Paragraph 3? C 正确：作者列举成年人脑中可能闪过的诱惑（ATM吞钱、生日礼物、能买的东西），紧接着用「For Frankie, there was just one question」形成强烈对比，突出小男孩的单纯反应。 A 偷换概念：不是说成年人粗心，而是想得太多。 B 范围错位：作者没在解释「为什么少有人归还」这一普遍现象。 D 偷换概念：作者关注的是道德反应，不是花钱的容易。 3. 答案：C 题目：What can we infer about Frankie's father from the passage? C 正确：父亲没有反对儿子决定，反而开车一起去归还（drove to the address…and pressed the doorbell），并代儿子接受小额酬谢——体现支持。 A 与原文矛盾：未表现失望。 B 与原文矛盾：他既然陪儿子一起去归还，就不是「希望留下」。 D 无中生有：未评论酬谢金额。 4. 答案：A 题目：What is the writer's main purpose in telling this story? A 正确：从对比成年人/孩子的反应，到失主感动到说不出话，再到孩子最后那句「Just do the right thing」+「looking a little puzzled that anyone needed reminding」，全文意在赞扬这份不假思索的诚实。 B 无中生有：未谈带现金风险。 C 偷换概念：社交媒体只是传播渠道，不是主旨。 D 偷换概念：作者没有指责任何成年人。 Unit 4 · A better me 自我提升·青春期成长 Passage 1 The Magic Word Is "Yet" (Adapted from Stanford News and Education Week interviews with Carol Dweck · 约 350 词) A few years ago, the psychologist Carol Dweck visited a high school in the United States that had introduced an unusual grading policy. Instead of marking a failed assignment with a clear "F", teachers there gave students a grade called "Not Yet." For Dweck, who has spent decades studying how teenagers respond to setbacks, those two small words said everything that needed to be said. In her work, Dweck divides students roughly into two groups. Some hold what she calls a "fixed mindset": they believe that intelligence is something you are born with, like the colour of your eyes. When they meet a difficult problem, a low score feels like proof that they are simply "not smart enough" and probably never will be. Others hold a "growth mindset". They view ability as something built up gradually through effort, mistakes, and better strategies. A low score, to them, is information, not a final judgment. In one experiment, Dweck's team scanned the brains of teenagers as they faced challenging questions. Students with a fixed mindset showed almost no activity when they came across an error—it was as if their brains had turned away. Students with a growth mindset, by contrast, lit up: their brains became deeply engaged in working out what had gone wrong. Over months, the second group also improved their actual grades far more, even when the two groups had started at the same level. What is remarkable, Dweck argues, is that a mindset is not a personality trait. It can be changed. Praising teenagers for being "so smart" tends to push them towards a fixed mindset, because they begin to fear losing that label. Praising the process—"You tried a really clever approach," "You stuck with it even when it was hard"—does the opposite. It is in that spirit that the word "yet" matters so much. "I don't understand this" closes a door. "I don't understand this yet" leaves the door open—and, Dweck's research suggests, often quietly invites a student to walk through it." Questions 1–4 1. Why does Carol Dweck approve of the grade "Not Yet"? A. It hides students' real performance from their parents. B. It avoids the awkward feeling of receiving a clear "F". C. It suggests that learning is still possible and ongoing. D. It encourages teachers to give fewer failing grades overall. 2. How do students with a "fixed mindset" typically react to a low score? A. They become motivated to study harder than before. B. They take it as proof of their limited ability. C. They ask their teachers for more difficult tasks. D. They quickly forget about the result and move on. 3. What does the brain-scan experiment in Paragraph 3 mainly show? A. Both groups of students used different parts of the brain to think. B. Mindset can affect how deeply students engage with their mistakes. C. Teenagers with higher IQ scores have more active brains. D. Looking at errors is harmful to the developing teenage brain. 4. Which kind of praise does Dweck most likely recommend? A. "You are so naturally smart at maths." B. "You always get the highest score in class." C. "You kept trying different ways until it worked." D. "You don't even need to study to do well." Passage 1 The Magic Word Is "Yet" 1. 答案：C 题目：Why does Carol Dweck approve of the grade "Not Yet"? C 正确：「those two small words said everything that needed to be said」+全文核心思想——「yet」暗示能力可成长，门还开着。 A 偷换概念：不是为了对家长隐藏。 B 偷换概念：重点不是「避免尴尬」，而是「打开学习空间」。 D 偷换概念：未涉及减少「F」总数的政策目的。 2. 答案：B 题目：How do students with a "fixed mindset" typically react to a low score? B 正确：「a low score feels like proof that they are simply 'not smart enough' and probably never will be」。 A 与原文矛盾：固定型思维者倾向退缩。 C 偷换概念：与原文趋向相反——他们怕挑战。 D 偷换概念：脑扫描显示「brains had turned away」是回避，不是积极「移到下一题」。 3. 答案：B 题目：What does the brain-scan experiment in Paragraph 3 mainly show? B 正确：固定型「几乎没有活动」、成长型「lit up…deeply engaged」——心态影响错误加工的深度。 A 偷换概念：原文没说是「不同脑区」，而是「活跃程度」差异。 C 偷换概念：实验未提IQ。 D 与原文相反：直面错误对成长型学生有益。 4. 答案：C 题目：Which kind of praise does Dweck most likely recommend? C 正确：「Praising the process—'You tried a really clever approach,' 'You stuck with it even when it was hard'—does the opposite [of fixed mindset].」 A 与原文矛盾：「Praising teenagers for being 'so smart' tends to push them towards a fixed mindset」。 B 偷换概念：夸名次仍是结果导向，非过程。 D 与原文矛盾：暗示不努力也能成功，正是 Dweck 反对的。 Passage 2 When Your Parents Don't Understand You (Adapted from Psychology Today and the American Academy of Pediatrics · 约 347 词) Most teenagers know the feeling. You start to explain something important—about a friend, a worry, a song you love—and within thirty seconds your parent has turned the conversation into a lecture or, worse, a list of warnings. By the time they finish, you no longer feel like sharing anything at all. Family therapists hear about this scene almost every day, and they have begun to notice a pattern in what makes the difference between families that grow apart in adolescence and those that do not. The first surprise, therapists say, is that most parent–teen conflicts are not really about the topic at hand—curfews, phones, homework. They are about whether each side feels heard. When teenagers complain that their parents "don't listen", they often mean something quite specific: their parents respond before fully understanding the problem. Even well-meaning advice, given too early, sends a message that the listener was waiting for a chance to talk rather than truly trying to understand. Adolescents, for their part, also misread their parents in predictable ways. A father who looks tired after work may seem cold or uninterested when, in fact, he is simply exhausted. A mother who frowns at a low grade may be worried about her child's future rather than disappointed in the child as a person. Without checking, teenagers can pile up evidence of being misunderstood from situations that were never about them in the first place. What experts recommend is surprisingly simple. Both sides are encouraged to slow down and use what is called an "I" statement—"I feel hurt when..."—rather than an accusation—"You never..." They are also asked to set aside short, regular times for conversation that is not about problems: a walk after dinner, ten minutes before bed, a shared meal once a week. None of this turns a difficult adolescence into an easy one. It does, however, build a kind of safety net: a habit of speaking and listening that survives even the hardest weeks. Years later, that habit is usually what teenagers remember most—and pass on." Questions 1–4 1. According to therapists, what do teenagers usually mean when they say their parents "don't listen"? A. Their parents refuse to allow them to speak at home. B. Their parents reply before really grasping the situation. C. Their parents prefer to talk to their teachers instead. D. Their parents do not remember what they have just said. 2. Why does the writer mention a tired father and a frowning mother in Paragraph 3? A. To show that most parents work too hard to care for their children. B. To explain why teenagers should never interpret their parents' moods. C. To suggest that teenagers sometimes draw wrong conclusions about their parents. D. To prove that body language is the main cause of family conflicts. 3. Which of the following is the writer most likely to support? A. Parents should explain their decisions in great detail to their teenagers. B. Saying "I feel hurt when…" is usually more helpful than saying "You never…". C. Avoiding all serious topics is the safest way to keep family peace. D. Family conflicts can be solved completely by following expert advice. 4. What does the last paragraph suggest about the value of good communication habits? A. They guarantee that parents and teenagers always agree. B. They make difficult periods in family life shorter. C. They form a long-term protection that lasts beyond adolescence. D. They are mainly useful for parents who have only one child. Passage 2 When Your Parents Don't Understand You 1. 答案：B 题目：According to therapists, what do teenagers usually mean when they say their parents "don't listen"? B 正确：「their parents respond before fully understanding the problem」。 A 与原文矛盾：父母不让说话不是「don't listen」要表达的意思。 C 无中生有：未提找老师。 D 偷换概念：不是「记不住」，而是「没真听懂就反应」。 2. 答案：C 题目：Why does the writer mention a tired father and a frowning mother in Paragraph 3? C 正确：「Adolescents…also misread their parents in predictable ways」+ 两个例子说明青少年容易从无关情境里推断出「被误解」。 A 范围错位：例子是为说明误解，不是讲父母工作多累。 B 偷换概念：作者不是叫人完全别解读，而是要先「核实」。 D 偷换概念：肢体语言只是表象，不是文章定义的「主因」。 3. 答案：B 题目：Which of the following is the writer most likely to support? B 正确：第四段「use what is called an 'I' statement—'I feel hurt when...'—rather than an accusation—'You never...'」。 A 偷换概念：作者强调「先听懂再回应」而非「详细解释」。 C 与原文矛盾：原文建议安排时间交流，不是回避话题。 D 与原文矛盾：「None of this turns a difficult adolescence into an easy one」明确否定「完全解决」。 4. 答案：C 题目：What does the last paragraph suggest about the value of good communication habits? C 正确：「build a kind of safety net…that survives even the hardest weeks. Years later, that habit is usually what teenagers remember most—and pass on」——长期作用、跨代延续。 A 与原文矛盾：作者明确说没有让青春期变轻松。 B 偷换概念：是「能扛过去」，不是缩短时间。 D 无中生有：未提家中孩子数量。 Passage 3 Small Steps, Real Confidence (Adapted from Big Life Journal and pediatric health resources · 约 339 词) When fourteen-year-old Mia walked into the school auditorium for her first ever debate, her hands were shaking so badly that she had to hide them in her pockets. Three months earlier, she would have refused even to sign up. What changed? Not a sudden burst of bravery, but a list of quiet, almost boring habits her counsellor had helped her practise. Adolescent psychologists like to remind parents that confidence is rarely something teenagers either have or lack. It is more accurate to think of it as a muscle that grows with the right kind of exercise. The "exercise" looks small from the outside: making eye contact with a shop assistant, putting up a hand once in class, finishing a difficult piece of homework even when no one will see the result. None of these moments feel important in themselves. Repeated over weeks, though, they slowly change how a young person sees what they are capable of. Equally important is the way teenagers talk to themselves about failure. After her first debate, Mia did not win. She stumbled over her opening line and forgot one of her arguments. On the way home, she found her counsellor's voice in her head: "Notice what went wrong, fix the part you can, and don't turn one bad afternoon into a life sentence." It was that final phrase—"a life sentence"—that stopped her from quietly avoiding the debate club for the rest of the year. Researchers point out that teenagers with healthier self-esteem are not the ones who think they are perfect. They are the ones who accept that they will sometimes do poorly without then deciding that they are, in some unfixable way, "bad". They have learnt to separate a single event from a whole identity. By the end of the term, Mia had competed in three more debates, lost two, and won one. The trophy she received was small. The thing she actually took home with her, she said later, was the feeling that she could try." Questions 1–4 1. What does the example of Mia at the beginning of the passage mainly show? A. Teenagers cannot overcome stage fright without medication. B. Confidence does not always look like courage from the outside. C. Public speaking is the best activity to build self-esteem. D. Counsellors are necessary for every teenager facing fear. 2. What does the writer compare confidence to in Paragraph 2? A. A natural ability some teenagers are born with. B. A muscle that becomes stronger through small actions. C. A magic word that suddenly transforms a person. D. A trophy that one must win in front of an audience. 3. What does the underlined phrase "a life sentence" most likely mean here? A. A serious punishment given by a judge. B. A famous quote that one always remembers. C. A permanent label that one cannot escape from. D. A goal that one works towards throughout life. 4. What does the writer suggest about teenagers with healthy self-esteem? A. They almost never fail because they prepare very well. B. They believe that a single failure does not define them. C. They tend to keep their failures secret from their families. D. They expect themselves to be perfect in everything they do. Passage 3 Small Steps, Real Confidence 1. 答案：B 题目：What does the example of Mia at the beginning of the passage mainly show? B 正确：「her hands were shaking so badly」可见她并不勇敢，但她已是「三个月前不会报名」的人——表面紧张，里面是练出来的自信。 A 无中生有：未提药物。 C 范围错位：辩论只是例子，不是「最佳活动」。 D 偷换概念：作者用咨询师只是个例，未推广为必需。 2. 答案：B 题目：What does the writer compare confidence to in Paragraph 2? B 正确：「a muscle that grows with the right kind of exercise」。 A 与原文矛盾：作者反对「有或没有」的天赋观。 C 偷换概念：没有「魔法瞬间」的比喻。 D 偷换概念：奖杯是结尾的物品，不是比喻。 3. 答案：C 题目：What does the underlined phrase "a life sentence" most likely mean here? C 正确：上下文是「don't turn one bad afternoon into a life sentence」——别把一次失败变成「一辈子摆脱不掉的判定」，正是 Paragraph 4「unfixable way 'bad'」的意思。 A 字面陷阱：「life sentence」字面是「无期徒刑」，但此处是比喻，不是真的法律判决。 B 偷换概念：没说是「名言」。 D 偷换概念：是负面标签，不是正面目标。 4. 答案：B 题目：What does the writer suggest about teenagers with healthy self-esteem? B 正确：「They have learnt to separate a single event from a whole identity.」 A 与原文矛盾：作者说他们「会偶尔表现不好」。 C 无中生有：未提对家人保密。 D 与原文矛盾：「they will sometimes do poorly」反对完美主义。 1 学科网（北京）股份有限公司 $