Unit 1 Back to school 重返校园（单元阅读精练）英语译林版必修第一册

Unit 1 Back to school 重返校园 单元阅读精练 Passage 1 阅读是高中生必备的一项技能。与看电视或刷短视频等被动娱乐方式不同，主动阅读需要专注、思考和想象力。它不仅有助于学生积累知识、拓宽视野，还能培养他们的批判性思维和语言表达能力。 Reading is an essential skill for high school students. Unlike passive entertainment such as watching TV or scrolling through short videos, active reading requires concentration, thinking and imagination. It not only helps students accumulate knowledge and expand their horizons, but also cultivates their critical thinking and language expression ability. Nowadays, many students prefer fast and fragmented reading on mobile phones. This kind of reading is fast and convenient, but it is difficult for students to form systematic knowledge and deep thinking. On the contrary, deep reading of classic books allows readers to calm down, understand the connotation of works and gain spiritual growth. Experts suggest that high school students should arrange fixed time for deep reading every day. Instead of pursuing reading speed, we should focus on reading quality. Only by insisting on deep reading can we truly benefit from reading. 【译文欣赏】 阅读是高中生必备的一项技能。与看电视或刷短视频等被动娱乐方式不同，主动阅读需要专注、思考和想象力。它不仅有助于学生积累知识、拓宽视野，还能培养他们的批判性思维和语言表达能力。 如今，许多学生更喜欢在手机上进行快速且碎片化的阅读。这种阅读方式快捷方便，但学生很难形成系统的知识和深入的思考。相反，深度阅读经典书籍能让读者静下心来，理解作品的内涵，获得精神上的成长。 专家建议，高中生每天应安排固定的时间进行深度阅读。我们不应追求阅读速度，而应注重阅读质量。只有坚持深度阅读，我们才能真正从阅读中受益。 【词汇积累】 1. essential adj. 必要的；重要的 2.passive adj. 被动的 3. entertainment n. 娱乐 4. concentration n. 专注；集中 5. imagination n. 想象 6. accumulate v. 积累 7. expand v. 扩展 8. horizon n. 视野；眼界 9.cultivate v. 培养 10. critical thinking 批判性思维 11.fragmented adj. 碎片化的 12.systematic adj. 系统的 13. spiritual growth 精神成长 【长难句分析】 1. It not only helps students accumulate knowledge and expand their horizons, but also cultivates their critical thinking and language expression ability. 分析：本句是并列句，由not only...but also...连接两个并列的谓语结构。It作主语，helps是第一个谓语动词，使用了help sb. do sth.的结构，即helps students accumulate...and expand...；cultivates是第二个谓语动词，their critical thinking and language expression ability是宾语。 翻译： 它不仅帮助学生积累知识、拓宽视野，还培养他们的批判性思维和语言表达能力。 2．On the contrary, deep reading of classic books allows readers to calm down, understand the connotation of works and gain spiritual growth. 分析：本句是主谓宾宾补结构。On the contrary是介词短语作状语，deep reading of classic books是主语，其中of classic books是后置定语修饰deep reading；allows是谓语动词，readers是宾语，to calm down, understand the connotation of works and gain spiritual growth是宾语补足语，三个动词短语由and连接。 翻译： 相反，对经典书籍的深度阅读能让读者静下心来，理解作品的内涵并获得精神成长。 【知识拓展】 1.阅读现状：随着互联网和移动设备的普及，全球范围内碎片化阅读现象日益普遍，很多学生尤其是高中生越来越倾向于在手机等设备上进行快速、碎片化的阅读，如浏览社交媒体、新闻资讯等。 2.深度阅读益处：多项研究表明，深度阅读经典书籍有助于提高大脑的认知能力、增强记忆力和专注力。例如，阅读文学名著可以让读者体验不同的人生和文化，培养同理心和情感智力。 3.专家建议：教育专家普遍认为，高中生正处于知识储备和思维发展的关键时期，每天安排固定时间进行深度阅读对其学业和个人成长至关重要。一些国家的教育机构还会制定相关的阅读计划和推荐书目，鼓励学生进行深度阅读。 4. 阅读推广活动：许多学校和图书馆会举办各种阅读推广活动，如读书俱乐部、阅读竞赛等，以激发学生的阅读兴趣，培养深度阅读习惯。此外，一些在线阅读平台也提供了丰富的经典书籍资源，方便学生进行阅读。 Passage 2 是什么让一名学生在学业和生活中真正获得成功呢？答案可不只是在考试中取得高分。让我们看看，成功学生的特质是什么？ Qualities of a Successful Student What makes a student truly successful in school and in life? The answer is not just about getting high scores on tests. One important quality is being competent — having the necessary skills, knowledge, and judgment to solve problems effectively. A competent student does not just memorize facts; they can apply what they have learned to real-life situations, whether it is fixing a broken bike using physics principles or managing a budget using math skills. Another essential quality is creativity. Creative students think outside the box and are not afraid to try new approaches. They find original ways to complete projects, explain difficult concepts, or solve problems that have no obvious answer. In a rapidly changing world, creativity is highly valued by colleges and employers. Also, being cooperative is absolutely essential in group work, which is common in high school and beyond. No one can succeed entirely alone. A cooperative student listens actively to others, shares ideas generously, helps teammates who are struggling, and moves the whole team forward toward a common goal. A positive attitude makes a huge difference in a student’s daily life. When facing failure — for example, a low test score or a lost competition — positive students see it as a learning opportunity rather than a disaster. They ask themselves, “What can I learn from this?” and “How can I improve next time?” This growth mindset helps them bounce back quickly. Moreover, positive students get along well with their teachers and classmates because they are friendly, open-minded, and willing to see the good in others. They do not complain constantly or blame others for their own mistakes. Furthermore, successful students are eager to learn new things not because they have to, but because they genuinely enjoy the process of discovery. This inner motivation makes studying feel less like a chore and more like an adventure. Finally, successful students always try to live up to their own expectations and their parents’ trust. They set realistic but challenging goals and work hard every day to achieve them. With these qualities — competence, creativity, cooperation, positivity, curiosity, and responsibility — any student can shine, regardless of natural talent. 【译文欣赏】 成功学生的特质 是什么让一名学生在学业和生活中真正获得成功呢？答案可不只是在考试中取得高分。一个重要的特质是具备能力——拥有有效解决问题所需的技能、知识和判断力。有能力的学生不会死记硬背知识点；他们能够将所学知识应用到实际生活中，无论是运用物理原理修理一辆坏了的自行车，还是运用数学技能管理预算。 另一个重要特质是创造力。有创造力的学生思维灵活，敢于尝试新方法。他们能找到新颖的方式来完成项目、解释复杂概念，或是解决那些没有明显答案的问题。在这个快速变化的世界里，创造力深受大学和雇主的重视。此外，具备合作精神在团队合作中绝对是必不可少的，而团队合作在高中及以后的学习生活中十分常见。没有人能完全靠自己取得成功。善于合作的学生会积极倾听他人的意见，慷慨地分享自己的想法，帮助遇到困难的队友，并推动整个团队朝着共同的目标前进。 积极的态度对学生的日常生活有着巨大的影响。当面对失败时，比如考试成绩不理想或比赛失利，积极的学生会把它视为一次学习的机会，而非一场灾难。他们会问自己：“我能从这次经历中学到什么？”以及“下次我该如何改进？”这种成长型思维能帮助他们迅速从挫折中恢复过来。此外，积极的学生能与老师和同学友好相处，因为他们友善、思想开放，并且愿意看到他人的优点。他们不会不停地抱怨，也不会把自己的错误归咎于他人。 此外，成功的学生渴望学习新事物，并非因为他们不得不学，而是因为他们真心享受探索的过程。这种内在的动力让学习不再像是一件苦差事，而更像是一场冒险。最后，成功的学生总是努力不辜负自己的期望和父母的信任。他们设定现实但具有挑战性的目标，并每天努力奋斗去实现这些目标。拥有这些特质——能力、创造力、合作精神、积极态度、好奇心和责任感——任何学生都能发光发热，无论天赋如何。 【词汇积累】 1.competent adj. 有能力的；能胜任的 2.apply v. 应用；运用 3.cooperative adj. 合作的 4.positive adj. 积极的 5.attitude n. 态度\ 6.opportunity n. 机会\ 7. mindset n. 心态 8.bounce back 恢复元气；卷土重来 9.eager adj. 渴望的 10.motivation n. 动力 11.chore n. 琐事；杂务 12.adventure n. 冒险 13.expectation n. 期望 14.realistic adj. 现实的 15.responsibility n. 责任 【长难句分析】 1.A competent student does not just memorize facts; they can apply what they have learned to real-life situations, whether it is fixing a broken bike using physics principles or managing a budget using math skills. 分析：本句由分号连接两个并列的句子。前一个句子“A competent student does not just memorize facts”是主谓宾结构，主语是“A competent student”，谓语是“does not just memorize”，宾语是“facts”。后一个句子“they can apply what they have learned to real-life situations”中，“they”是主语，“can apply”是谓语，“what they have learned”是宾语从句作宾语，“to real-life situations”是宾语补足语；“whether it is...or...”引导让步状语从句。 翻译：一个有能力的学生不仅仅是死记硬背事实；他们能够将所学知识应用到实际生活中，无论是运用物理原理修理一辆坏了的自行车，还是运用数学技能管理预算。 2. A cooperative student listens actively to others, shares ideas generously, helps teammates who are struggling, and moves the whole team forward toward a common goal. 分析：本句是简单句，主语是“A cooperative student”，后面有四个并列的谓语结构“listens actively to others”“shares ideas generously”“helps teammates who are struggling”“moves the whole team forward toward a common goal”。其中“who are struggling”是定语从句，修饰先行词“teammates”。 翻译：一个善于合作的学生积极倾听他人的意见，慷慨地分享自己的想法，帮助有困难的队友，并推动整个团队朝着共同的目标前进。 【知识拓展】 1. 能力培养趋势：现代教育越来越注重培养学生的综合能力，如解决实际问题的能力。许多学校引入项目式学习（PBL），让学生在实际项目中运用所学知识，提高解决问题的能力。例如，学生通过参与社区环保项目，运用科学、数学等知识解决环境污染问题。 2.创造力的重要性：在科技飞速发展的时代，创造力被视为推动社会进步的关键因素。科技公司如谷歌、苹果等，非常看重员工的创造力。学校也在积极开展创新教育，鼓励学生参加科技创新比赛，如机器人竞赛、编程比赛等，培养学生的创新思维和实践能力。 3.合作学习模式：合作学习已成为教育领域的主流模式之一。研究表明，合作学习可以提高学生的学习成绩、社交能力和团队协作能力。许多学校采用小组合作学习的方式，让学生在小组中共同完成学习任务，培养学生的合作意识和团队精神。 4.积极心态的影响：积极心理学的研究表明，积极的心态有助于提高学生的学习动力和心理健康水平。学校和家长越来越重视培养学生的积极心态，如通过心理健康教育课程、心理咨询等方式，帮助学生树立正确的挫折观和学习态度。 【高考真题链接】-一本词典所引发的对两代人学习方式的思考 (2026·全国一卷·阅读理解B篇) Not long ago, my fifth-grade son Kevin asked me about the meaning of a word in a novel. “Look it up,” I responded. “But my screen time is off,” he said. I looked pointedly at the bookshelf that held at least three dictionaries, and Kevin sighed (叹气) dramatically. “Can’t you just use your phone?” he asked. Suddenly it occurred to me that he did not even know how to use a dictionary. I took down one of the dictionaries, and we read it together for a few minutes before I handed it to him. It took him a few tries to find the word in question. While going through the pages, he kept saying, wide-eyed: “How can there be this many words?” After a while, he looked at me and asked, “Do you know all these words, Mom?” I smiled. “I definitely do not know all these words,” I said. “But that’s why this is one of my favorite books.” I had my first dictionary as a gift for my 13th birthday. I decided that I wanted to learn as many words as I could and started marking every entry I looked up with a pencil to measure my progress. I continued to make these pencil marks for years, and when I went off to college, I packed that dictionary in my suitcase. Kevin wanted to see the dictionary. I felt a small pain in my chest. The dictionary was stolen at the end of my freshman year of college. “That’s so sad,” he said, “but you still know all those words, even without the book.” I realized that this was true. I still made it through the next three years of college, even without the book. And it wasn’t, ultimately, the dictionary that got me there — not really. Now I understand that although my son may be learning differently, he is still learning. It’s not about the words themselves or how we learn them, but the wanting to know them, the curiosity and the appetite. 24．What does Kevin usually do to get the meaning of a word? A．Use electronic devices. B．Consult a paper dictionary. C．Guess from the context. D．Turn to his English teacher. 25．How did Kevin feel while looking up the word in the dictionary? A．Annoyed. B．Disappointed. C．Encouraged. D．Astonished. 26．What can we learn about the author’s first dictionary? A．It helped her through college. B．It was given to Kevin as a gift. C．It bore witness to her efforts. D．It was a valuable limited edition. 27．What has the author come to realize about learning? A．It is never too late to start. B．Motivation is what really matters. C．Children need role models. D．Dictionaries are still a useful tool. 【答案】24．A 25．D 26．C 27．B 【语篇导读】文章主要讲述了作者回忆自己通过纸质词典学习单词的经历，并与儿子使用电子设备查询单词的方式形成对比，最终意识到学习的本质在于好奇心与求知欲。 【详解】24．细节理解题。根据第一段中“Not long ago, my fifth-grade son Kevin asked me about the meaning of a word in a novel. “Look it up,” I responded. “But my screen time is off,” he said. I looked pointedly at the bookshelf that held at least three dictionaries, and Kevin sighed (叹气) dramatically. “Can’t you just use your phone?” he asked. (不久前，我上五年级的儿子Kevin问我一本小说里某个词的意思。“查字典，”我回答。“但是我的屏幕使用时间已经用完了，”他说。我刻意地看向放着至少三本字典的书架，Kevin夸张地叹了口气。“你就不能用你的手机查吗？”他问道。)”可知，作者提示Kevin用纸质词典查单词，但他想用手机，说明Kevin通常使用电子设备来获取单词的意思。 25．细节理解题。根据第二段中“I took down one of the dictionaries, and we read it together for a few minutes before I handed it to him. It took him a few tries to find the word in question. While going through the pages, he kept saying, wide-eyed: “How can there be this many words?” (我取下一本字典，我们一起读了几分钟，然后我把它递给了他。他试了好几次才找到那个词。在翻阅书页时，他睁大眼睛不停地说：“怎么会有这么多单词?”)”可知，Kevin查字典才发现有那么多单词，他感到很惊讶。 26．推理判断题。根据第三段“I had my first dictionary as a gift for my 13th birthday. I decided that I wanted to learn as many words as I could and started marking every entry I looked up with a pencil to measure my progress. I continued to make these pencil marks for years, and when I went off to college, I packed that dictionary in my suitcase. (我的第一本字典是我13岁生日时的礼物。我决定要尽可能多地学习单词，并开始用铅笔在我查过的每个词条旁做标记来衡量自己的进步。我持续做这些铅笔标记多年，上大学时，我把那本字典装进了行李箱)”可知，作者的第一本字典见证了她进入大学之前的整个努力过程。 27．细节理解题。根据最后一段“Now I understand that although my son may be learning differently, he is still learning. It’s not about the words themselves or how we learn them, but the wanting to know them, the curiosity and the appetite. (现在我明白了，虽然我的儿子可能以不同的方式学习，但他仍在学习。重要的不是单词本身或我们如何学习它们，而是想知道它们的欲望、好奇心和求知欲)”可知，作者意识到学习的真正关键在于动机和好奇心。 【译文欣赏】 不久前，我上五年级的儿子凯文问我一本小说里一个单词的意思。“查一下，”我回答道。“但我不能用电子设备了，”他说。我刻意地看了看那个至少放着三本词典的书架，凯文夸张地叹了口气。“你就不能用你的手机查吗？”他问道。我突然意识到他甚至不知道怎么用词典。 我拿下一本词典，和他一起看了几分钟，然后把词典递给了他。他试了好几次才找到那个要查的单词。翻着书页的时候，他睁大眼睛，不停地说：“怎么会有这么多单词啊？”过了一会儿，他看着我问道：“妈妈，你认识所有这些单词吗？”我笑了。“我肯定不认识所有这些单词，”我说。“但这就是为什么这是我最喜欢的书之一。” 我13岁生日时收到了人生第一本词典作为礼物。我决定要尽可能多地学习单词，于是开始用铅笔在每一个我查过的词条上做标记，以此来衡量我的进步。多年来我一直这样用铅笔做标记，上大学的时候，我把那本词典装进了行李箱。 凯文想看看那本词典。我心里一阵刺痛。那本词典在我大学一年级结束的时候被偷了。“太可惜了，”他说，“但即使没有那本书，你还是认识那些单词。”我意识到他说得没错。即使没有那本词典，我还是顺利读完了大学剩下的三年。归根结底，并不是那本词典让我做到了这一点——其实并不是。 现在我明白了，虽然我儿子学习的方式可能和我不同，但他仍在学习。重要的不是单词本身，也不是我们学习单词的方式，而是想要了解它们的愿望、好奇心和求知欲。 ( 1 ． Suddenly it occurred to me that he did not even know how to use a dictionary. 抓标志 : 形式主语 it ， 真正主语 that 引导的主语从句 “that he did not even know how to use a dictionary” 真正的主语， 疑问词 + 不定式作 know 的 宾语 。 判类型： it occurred to sb. that… 某人突然想起 …… 试翻译： 突然我意识到他甚至不知道如何使用字典。 ) ( 2 ． I decided that I wanted to learn as many words as I could and started marking every entry I looked up with a pencil to measure my progress. 抓标志 : 连接词 that , 定语从句 I looked up , 目的状语： to measure my progress 判类型： that 引导宾语从句。 试翻译： 我决定我要尽可能多地学习单词，并开始用铅笔标记我查阅的每一个词条来衡量我的进步 。 ) ( 1.look up 查阅 2. pointedly adv. 刻意地 3. dramatically adv. 夸张做作地 4. occur to 突然想起 5. hand sth. to sb. 把……递给…… 6. in question 谈论中的 7. go through 翻阅 8. freshman year 大学一年级 9. make it through 成功到达 10. wide-eyed adj. 睁大眼睛的 11. entry n. 条目 12. measure v. 衡量 13. ultimately adv. 最终 14. curiosity n. 好奇心 15. appetite n. 欲望 16. respond v. 回应 ) 【综合实战演练】 语篇 题型 体裁 词数 内容简介 Passage1 阅读理解 应用文 282 四类特色校园课外社团活动。 Passage2 阅读理解 记叙文 327 高中生Johnnie Martin开始学业表现不佳后来发挥特长，实现人生价值的故事。 Passage3 阅读理解 记叙文 388 非营利组织City Blossoms打造校园菜园。 Passage4 阅读理解 说明文 341 短时高强度课间运动对学生的利弊。 Passage5 阅读理解 说明文 314 送孩子就读森林学校。 Passage6 阅读理解七选五 说明文 200 学校里的音乐教育。 Passage7 阅读理解七选五 说明文 221 学校里图书馆的功能。 Passage8 完形填空 夹叙夹议 270 Mrs. Korthaus的老师。 Passage9 完形填空 记叙文 275 哈佛学生向教授求教，被安排观察鱼标本。 Passage10 语法填空 记叙文 222 退休教师杨维云直播免费教拼音。 Passage 1 (2025-2026学年江苏省连云港市东海县高一上学期期中) It’s necessary that the heads of schools recognize the role after-school activities can play. Enlarging your school’s clubs is worth the effort. Here are four amazing clubs that offer something a little different. Karaoke Club   For two hours each Friday, educator Jonathan Hamer’s classroom changes to Karaoke Club. It started with a simple Bluetooth speaker, microphone, and laptop but now has developed into an interactive (互动式的) concert experience with well-equipped facilities, where students sing their favorites by themselves or with friends, showing their feelings, or simply enjoy the electric atmosphere. Chicken Coop Club     A free schoolyard corner is enough for a chicken club. The first part is teaching students facts about chickens, from an egg to chicken nutrition and incubation (孵化) periods. Then the students head out to visit chickens and feed them in person. Droppings are gathered for plants, and the school’s kitchen makes use of the eggs. Smoothie Club   Students are divided into two groups. One group works on creating a recipe (配方). They decide which fruits to use, what liquids to add, and whether to include sweeteners. The other group listens and records the ingredients (成分) to create a recipe card to be broadcast the following week, sharing their recipe with the rest of the school. Nail Art Club     A nail art club gives students the opportunity to experiment with different colors and styles, which is a perfect way to have fun without hurting their natural nails. Some weeks have a theme while others are more open so that students can freestyle. Nail art allows the kids to express themselves in a less traditional way. 1．Which after-school activity requires group participation? A．Karaoke Club. B．Chicken Coop Club. C．Smoothie Club. D．Nail Art Club. 2．What do Karaoke Club and Nail Art Club have in common? A．They require teachers’ help. B．They focus on individual work. C．They develop professional skills. D．They serve as a form of self-expression. 3．Who is the passage intended for? A．Students. B．Parents. C．School leaders. D．Club organizers. 【答案】1．C 2．D 3．C 【导语】主要介绍四类特色校园课外社团活动，阐述各社团活动形式、开展内容与具备的育人作用。 【详解】1．细节理解题。根据Smoothie Club部分中的“Students are divided into two groups. One group works on creating a recipe (配方). They decide which fruits to use, what liquids to add, and whether to include sweeteners. The other group listens and records the ingredients (成分) to create a recipe card to be broadcast the following week, sharing their recipe with the rest of the school. (学生被分成两组。一组负责研制饮品配方，敲定所用水果、调配液体以及是否添加甜味剂。另一组聆听记录原料，制作配方卡片，将于下周在校内播报分享这份配方。)”可知，Smoothie Club需要分组协作共同参与活动。 2．细节理解题。根据Karaoke Club部分中的“It started with a simple Bluetooth speaker, microphone, and laptop but now has developed into an interactive (互动式的) concert experience with well-equipped facilities, where students sing their favorites by themselves or with friends, showing their feelings, or simply enjoy the electric atmosphere. (项目起初只配备简易蓝牙音箱、麦克风与笔记本电脑，如今已升级为设施完备的沉浸式互动音乐会。学生可独自或结伴演唱心仪曲目、抒发心绪，也能单纯沉浸在热烈欢快的现场氛围中。)”以及Nail Art Club部分中的“Nail art allows the kids to express themselves in a less traditional way.(美甲艺术可以让孩子们以非传统的方式展现自我。)”可知，两个社团都可以作为自我表达的途径。 3．推理判断题。根据第一段中的“It’s necessary that the heads of schools recognize the role after-school activities can play. Enlarging your school’s clubs is worth the effort.(学校负责人应当认识到课外活动发挥的作用，扩充校内社团是值得投入精力的事情。)”可知，文章面向学校领导层进行介绍推荐。 Passage 2 （2025-2026学年江苏省盐城市集团校高一上学期12月期中英语试题） Johnnie Martin was a high school student. One day a psychologist (心理学家) called Johnnie into his office and said, “Johnnie. I’ve gone over your various tests. I’ve made a very careful study of you and your achievements.” “I’ve been trying hard,” put in Johnnie. “That’s just the trouble,” said the psychologist. “You have worked very hard, but it doesn’t do the trick. You just don’t seem to be able to get ahead in your studies. For you to remain in high school would be a waste of time.” Johnnie buried his face in his hands. The psychologist laid his hand on the boy’s shoulder. “People have different kinds of talents, Johnnie,” he said. “Some day you will find what your special gift is.” Johnnie never went back to school. He managed to mow the lawns (修整草坪) and grow flowers in the neighborhood. One day Johnnie noticed a piece of unused land behind the city hall. An official happened to be there at that moment. So Johnnie said “I can make a garden out of this land, if you’ll let me.” “The town’s got no money for it,” said the official. “I don’t want any money for it,” said Johnnie. “I just want to do it.” The official was astonished and gave him the authority. Before long the land became a little park. There were grassy lawns and little curving walks and restful seats and little houses for birds. All the people were talking about what a lovely improvement the young man had made. It was also a kind of show window for Johnnie. People saw his skill and knew him as a gardener. That was twenty-five years ago. Today Johnnie is the head of a business in gardening. His aging parents are proud of Johnnie, for he is not only a success, he has also made his part of the world a lovely place to live in. 1．What can we know about Johnnie from the psychologist’s words? A．He was a problem student. B．He didn’t work hard at all. C．He wasn’t suitable for study. D．He didn’t like his high school. 2．How did Johnnie feel after hearing the psychologist’s comment? A．He was eager to return to school. B．He was sad to accept the true self. C．He was regretful about wasting time. D．He was happy to know where his gift lay. 3．Why did Johnnie offer to make a garden out of the unused land？ A．To make a lot of money. B．To show his gardening skills. C．To draw the official’s attention. D．To make others interested in him. 4．What can best describe Johnnie? A．Warm-hearted. B．Generous. C．Strong-willed. D．Energetic. 【答案】1．C 2．B 3．B 4．C 【导语】本文是一篇记叙文。主要讲述了高中生Johnnie Martin因学业表现不佳被心理学家建议退学，之后他发挥园艺特长，将市政厅后的荒地改造成小公园，最终成为园艺公司负责人，实现人生价值的故事。 1．细节理解题。根据第三段心理学家说的话“You have worked very hard, but it doesn’t do the trick. You just don’t seem to be able to get ahead in your studies. For you to remain in high school would be a waste of time.(你已经非常努力了，但还是没有达到预期效果。你似乎就是无法在学习上取得进步。对你来说，继续留在高中是浪费时间。)”可知，心理学家认为Johnnie并不适合走学习这条道路，继续留在高中学习是浪费时间。故选C项。 2．推理判断题。根据第四段中“Johnnie buried his face in his hands. (Johnnie用手捂住了脸。)”和心理学家安慰他时所说的“People have different kinds of talents, Johnnie(每个人都有不同的天赋，Johnnie)”可推知，Johnnie是难过地接受了自己不适合学习的现实。故选B项。 3．细节理解题。根据倒数第二段中“People saw his skill and knew him as a gardener.(人们看到了他的技能，知道他是个园丁。)”以及倒数第四段“I don’t want any money for it,” said Johnnie. “I just want to do it. (“我不想为此要钱，”Johnnie说。“我只是想做这件事。”)”可知，Johnnie主动提出把闲置的土地变成花园，不是为了赚钱，而是想展示自己的园艺技能，让人们知道他是个园丁。故选B项。 4．推理判断题。通读全文可知，Johnnie虽然学业不佳，被心理学家认为不适合继续高中学习，但他没有放弃，而是通过自己的努力在园艺方面取得了成功，从修整草坪、种花到把闲置土地变成花园，再到成为园艺公司的负责人，他始终坚持不懈地追求自己的目标，由此可推断出他是一个意志坚强的人。故选C项。 Passage 3 (2025-2026学年山东济南市莱芜第二中学高一级部下学期6月模块综合学情检测) School is still out for the summer, but at Eastern Senior High School in Washington, D．C．, students are hard at work outdoors. In a garden filled with flowers and vegetables, some teenagers are harvesting (收获) vegetables for the weekend’s farmers market. Roshawn Little is going into her junior year at Eastern and has been working in this garden for three years now. During the summer, Little gets paid to work Tuesday through Saturday from 9 a.m. until 2 p.m. for City Blossoms, a nonprofit that brings community gardens to schools in city areas. She believes that working in the garden has taught her to try all kinds of new things, like eating different kinds of vegetables more often. And she’s taken those healthy behaviors home with her, and her eating habits have encouraged her family to buy more fruits and vegetables. City Blossoms is one of many groups across the country teaming up with local communities to build school gardens, like the one at Eastern. It works with schools to create learning gardens and trains teachers on how to use them to get students engaged (参与) and improve learning performance. These gardens are real outdoor classrooms. For example, the gardens can be used for math lessons, like calculating the area of a plant bed or learning the science of how plants grow. For the students, the experience can be a nutritional (营养的) eye-opener, which has totally changed their views on where food comes from and what it takes to produce food. Partner schools have also seen a 12 to 15 percent increase in the number of students passing standardized tests, and 94 percent of teachers reported seeing increased engagement from their students, according to an independent evaluation (评价) by PEER Associates. 1．What does Roshawn Little think of the summer outdoor activity? A．It is a good way to earn pocket money. B．It has improved her family relationship. C．It helps her develop healthy eating habits. D．It is helpful for her learning performance. 2．What is the purpose of the school gardens? A．To invite students to care for plants. B．To advance teachers’ teaching skills. C．To get students interested in science. D．To provide a creative way of learning. 3．What does the last paragraph focus on about the project of City Blossoms? A．Its evaluations. B．Its effects. C．Its shortcomings. D．Its future. 4．What can be a suitable title for the text? A．City Blossoms: Team up with Local Community Teachers B．Happy Holiday, Sweet Memory: How Kids Enjoy the Harvest C．Outdoor Classrooms: Get out for the Weekend’s Farmers Market D．Healthy Eaters, Smart Minds: What School Gardens Teach Kids 【答案】1．C 2．D 3．B 4．D 【导语】本文是记叙文, 介绍非营利组织City Blossoms打造校园菜园，菜园作为户外课堂兼具教育意义，既能帮助学生养成健康饮食习惯，又能提升学习积极性与考试成绩。 【详解】1．细节理解题。根据第二段“She believes that working in the garden has taught her to try all kinds of new things, like eating different kinds of vegetables more often. And she’s taken those healthy behaviors home with her, and her eating habits have encouraged her family to buy more fruits and vegetables.(她认为在菜园劳作教会她尝试各类新鲜事物，比如多吃不同蔬菜。她把这些健康习惯带回家，她的饮食习惯也带动家人购买更多果蔬。)”可知，罗肖恩认为这项户外活动帮她养成了健康的饮食习惯。 2．推理判断题。根据第三段“It works with schools to create learning gardens and trains teachers on how to use them to get students engaged (参与) and improve learning performance. These gardens are real outdoor classrooms. For example, the gardens can be used for math lessons, like calculating the area of a plant bed or learning the science of how plants grow.(该组织与学校合作打造学习菜园，培训老师利用菜园调动学生参与度、提升学习成绩。这些菜园是真正的户外教室，可用于数学课计算苗床面积，也能学习植物生长相关科学知识。)”可知，校园菜园旨在提供一种创新的户外学习方式。 3．段落大意题。根据最后一段“For the students, the experience can be a nutritional (营养的) eye-opener, which has totally changed their views on where food comes from and what it takes to produce food. Partner schools have also seen a 12 to 15 percent increase in the number of students passing standardized tests, and 94 percent of teachers reported seeing increased engagement from their students, according to an independent evaluation (评价) by PEER Associates.(对学生们而言，这段经历让他们对营养知识大开眼界，彻底改变了他们对于食物来源以及粮食种植所需付出的辛劳的认知。第三方评估机构匹尔联合事务所开展的独立评估显示：合作学校的标准化考试及格学生人数提升了 12% 至 15%；94% 的教师反馈，学生课堂参与积极性明显提高。)”可知，本段集中介绍该项目给学生、学校带来的各类成效。 4．主旨大意题。通读全文，特别是根据第二段“She believes that working in the garden has taught her to try all kinds of new things, like eating different kinds of vegetables more often.(她认为在菜园劳作教会她尝试各类新鲜事物，比如多吃不同蔬菜。)”体现菜园塑造健康饮食习惯；再根据第三段“These gardens are real outdoor classrooms. For example, the gardens can be used for math lessons, like calculating the area of a plant bed or learning the science of how plants grow.(这些菜园是真正的户外教室，可用于数学课计算苗床面积，也能学习植物生长相关科学知识。)”以及最后一段“Partner schools have also seen a 12 to 15 percent increase in the number of students passing standardized tests, and 94 percent of teachers reported seeing increased engagement from their students, according to an independent evaluation (评价) by PEER Associates.(据皮尔联合咨询公司的一份独立评估报告显示，合作学校通过标准化考试的学生人数增幅达到12%至15%，同时有94%的教师表示学生的课堂参与度有所提升。)”可知，文章主要讲校园菜园既教会孩子健康饮食，又助力学习提升，所以D选项“Healthy Eaters, Smart Minds: What School Gardens Teach Kids(健康饮食，聪慧头脑：校园菜园教会孩子的事)”完整概括文章两大核心内容。 Passage 4 (2025-2026学年浙江衢州市高一下学期6月期末) Our bodies weren’t made to sit for hours in a classroom. That may be why many kids struggle to stay focused in school, often losing track of lessons. High-intensity (高强度) break exercises can help students focus better. Just a few minutes of activity improves brain function and learning, new research shows, offering a simple solution for classroom problems. Eric Drollette wondered how little exercise was needed to improve focus. He’s an exercise expert at the University of North Carolina at Greensboro. He led a team that designed a nine-minute, high-intensity break exercise program that could be done in a classroom without extra equipment. It uses short periods of heart-beating activity with short breaks in between. For example, high knees, star jumps, jumping jacks, hops and kicks. They described it in Psychology of Sport and Exercise, a leading academic journal. Twenty-five students aged 9 to 12 tried out the program. At Drollette’s lab, they wore a heart rate monitor (监测器) and an EEG hat that recorded brain activity in real time. Then they did the high-intensity break exercises, rode an exercise bike or watched a short video. After each activity, participants did some tests. One test showed five fish in a line on a screen, and kids had to note which direction the center fish faced. Other tests focused on math or language skills. During the fish test, the team noticed a change in what Drollette calls “the uh-oh mechanism” — when you realize you made a mistake. High-intensity exercise reduced that response, suggesting that exercise had made kids’ brains more efficient at processing information. Students also performed better on the language tests after the high-intensity workout. But they did a little worse at math. That could be from tiredness, which tends to affect higher-level thinking tasks, Drollette says. Being active can help with both mental and physical health, says Drollette. His recommendation: “Find opportunities to stand up and get moving, even for a few minutes, to keep your brain sharp and your body healthy.” 1．What is the nine-minute program designed for? A．Helping students get better at focusing. B．Training students’ physical strength. C．Making students more active in sports. D．Assisting students to relax after class. 2．What were the 25 students required to do in Drollette’s lab? A．They only did high-intensity exercise. B．They wore equipment to record brain activity. C．They did tests before doing any activity. D．They watched videos for a long time. 3．What effect did high-intensity break exercise have on students? A．It made students better at math. B．It reduced students’ tiredness. C．It improved students’ language tests. D．It made students’ brains slower. 4．Which of the following would be the best title for the passage? A．Short Breaks: A Cure for Students’ Tiredness B．High-Intensity Break Exercises: A way to Improve Math C．Short Breaks: A Solution to Building health D．High-Intensity Break Exercises: An Aid for Students’ Focus 【答案】1．A 2．B 3．C 4．D 【导语】本文是一篇说明文。文章主要讲述短时高强度课间运动可提升学生专注力，但对数学能力有轻微负面影响。 【详解】1．细节理解题。根据第一段中“High-intensity (高强度) break exercises can help students focus better. Just a few minutes of activity improves brain function and learning, new research shows, offering a simple solution for classroom problems.(高强度课间运动可以帮助学生更好地集中注意力。新研究表明，短短几分钟的运动就能改善大脑功能与学习效率，为课堂专注力难题提供了简便的解决办法。)”和第二段中“Eric Drollette wondered how little exercise was needed to improve focus. He’s an exercise expert at the University of North Carolina at Greensboro. He led a team that designed a nine-minute, high-intensity break exercise program that could be done in a classroom without extra equipment.(运动专家埃里克·德洛莱特就职于北卡罗来纳大学格林斯伯勒分校，他想知道提升专注力所需的最短运动时长。他带领团队设计了一套时长九分钟的高强度课间运动方案，无需额外器械，在教室内即可完成。)”可知，该项目旨在帮助学生提升专注力。 2．细节理解题。根据第三段中“At Drollette’s lab, they wore a heart rate monitor (监测器) and an EEG hat that recorded brain activity in real time.(在德洛莱特的实验室里，他们佩戴心率监测器和脑电图帽，实时记录大脑活动。)”可知，学生需要佩戴记录大脑活动的设备。 3．细节理解题。根据第四段中“Students also performed better on the language tests after the high-intensity workout.(学生们在高强度运动过后，语言测试的表现也变得更好。)”可知，该运动提升了学生语言测试成绩。 4．主旨大意题。通读全文，尤其是根据第一段中“High-intensity (高强度) break exercises can help students focus better.(高强度课间运动可以帮助学生更好地集中注意力。)”可知，全文围绕高强度课间运动助力学生专注力展开。“High-Intensity Break Exercises: An Aid for Students’ Focus(高强度课间运动：学生集中注意力的辅助方法)”符合题意。 Passage 5 （2025-2026学年四川省成都七中万达集团学校高一下学期半期考试） On Mondays, two of my children get ready for school in an unusual way. Each packs plenty of food and water, a pair of wellingtons and sometimes a cup of hot chocolate. Then, I drop them off at a nearby park where they spend the entire day outside at a certificated forest school. When I first entered them for the forest school programme, I loved the idea, but as a mum, I was concerned about a few things: Would they be comfortable outside for that long? Would they stay engaged for that many hours? Then I asked them if time ever seemed to move slowly. They stared at me in confusion. They didn’t understand my question, so I quickly dropped the question.   In this programme, kids direct their own play, climbing tall trees or testing ice on the frozen lake. They are never told their play is too high or too sharp, but are rather trusted to adjust themselves. Something else my sons appreciate about forest school is not being told to move on to the next activity, but being left to stay in a particular spot for as long as their curiosity allows. “What about all the things they’re missing in real school?” concerned parents have asked me. Neither of their classroom teachers thinks it’s a problem, but most significantly, my kids are learning new and different skills that a classroom cannot teach. They are learning to sit silently and observe nature up close — a skill that’s virtually impossible to develop in a noisy and overcrowded classroom setting. They are making social connections across a broader range of age groups. They cooperate together, using their different sizes and strengths to fulfill various roles within their games. I am grateful that forest school is shaping my boys’ relationship with the outdoors. They’re learning how to spend extended periods of time in nature, what to do to pass the time, and developing knowledge that will get them much closer to nature in the coming decades. 1．What is special about the forest school programme? A．Teachers engage in kids’ play. B．Kids play and learn outdoors. C．It focuses on nature protection. D．It offers various food and drinks. 2．What made her son appreciate about forest school? A．Being encouraged to learn new skills quickly. B．Being provided with various outdoor equipment. C．Being grouped with children who share similar interests. D．Being allowed to stay in one place as long as they wish. 3．What does Paragraph 4 mainly talk about? A．The concerns caused by the programme. B．The benefits gained from role-play. C．The skills acquired by children. D．The games loved by teachers. 4．What can be the best title for the passage? A．Nature: the wonderland for the young B．The forest school programme proves a hit C．Parks are replacing traditional schools D．Forest school is a fine place for my kids 【答案】1．B 2．D 3．C 4．D 【导语】本文是一篇记叙文。文章主要说明了作者送孩子就读森林学校，起初心存顾虑，后发现孩子可自主户外探索，习得课堂难培养的观察、社交与协作能力，助力亲近自然成长。 【详解】1．细节理解题。根据第一段“Then, I drop them off at a nearby park where they spend the entire day outside at a certificated forest school.(然后，我把他们送到附近的一个公园，让他们在那里在一个经过认证的森林学校里度过一整天)”可知，森林学校项目可以让孩子们在户外玩耍并学习。 2．细节理解题。根据第三段“Something else my sons appreciate about forest school is not being told to move on to the next activity, but being left to stay in a particular spot for as long as their curiosity allows.(我的孩子们对森林学校还有一个特别欣赏的地方，那就是不会被要求马上去参加下一个活动，而是可以自由地在一个特定的地点停留，只要他们的好奇心还驱使着他们这么做就行)”可知，能够随心所欲地在同一个地方待上一段时间让她的儿子如此喜欢森林学校。 3．段落大意题。根据第四段““What about all the things they’re missing in real school?” concerned parents have asked me. Neither of their classroom teachers thinks it’s a problem, but most significantly, my kids are learning new and different skills that a classroom cannot teach. They are learning to sit silently and observe nature up close — a skill that’s virtually impossible to develop in a noisy and overcrowded classroom setting. They are making social connections across a broader range of age groups. They cooperate together, using their different sizes and strengths to fulfill various roles within their games.(“那么他们在真正学校里所缺失的那些东西呢？”忧心忡忡的家长们曾向我询问。他们的两位任课老师都认为这不是什么问题，但最为重要的是，我的孩子们正在学习一些课堂无法传授的新技能和不同技能。他们学会安静地坐着，近距离观察大自然——这种技能在嘈杂拥挤的教室环境中几乎是无法培养出来的。他们跨越不同年龄段建立起了社交联系。他们相互合作，在游戏中利用各自不同的体型和能力来承担不同的角色。)”可知，第四段主要讲了孩子们所掌握的技能。 4．主旨大意题。根据第一段“On Mondays, two of my children get ready for school in an unusual way. Each packs plenty of food and water, a pair of wellingtons and sometimes a cup of hot chocolate. Then, I drop them off at a nearby park where they spend the entire day outside at a certificated forest school.(每逢周一，我的两个孩子上学的方式就与众不同。他们每次都会准备大量的食物和水、一双雨靴，有时还会带上一杯热巧克力。然后，我把他们送到附近的一个公园，让他们在那里在一个经过认证的森林学校里度过一整天)”结合文章主要说明了作者送孩子就读森林学校，起初心存顾虑，后发现孩子可自主户外探索，习得课堂难培养的观察、社交与协作能力，助力亲近自然成长。可知，D选项“森林学校对于我的孩子们来说是个很棒的地方”最符合文章标题。 Passage 6 （2025-2026学年浙江温州第二学期高一期末质量评价） In discussions about student success, those who have experienced the arts understand the unique value music education holds. 1 Actually, it is a powerful, practical tool that solves challenges far beyond the music room. Here, let’s explore some benefits music education offers students. Being part of a band or choir is a fantastic way to learn about teamwork and cooperation. Students quickly figure out that everyone’s effort contributes to the group’s overall success. 2 You’ll see it when students help each other with difficult parts of the music, or when the group celebrates together after successfully playing a hard piece. Regularly practicing an instrument or voice builds real self-control and teaches patience. Students learn that sticking with something, even when it’s tough, leads to big improvements. When they finally play a challenging piece that they’ve worked so hard on in front of an audience, their confidence will be greatly promoted. 3 The cognitive (认知的) benefits of music are pretty amazing. It actively develops parts of the brain used for language processing and strengthens “spatial-timing skills” important for subjects like math and problem-solving. 4 Additionally, students who take part in music education tend to perform better academically overall and are more likely to graduate. 5 It is therefore a worthwhile investment (投资) in student success, bringing important life skills and supporting all-round personal growth. A．Many others view it just as a creative outlet. B．They also have a unique way to express themselves. C．It shows they can achieve difficult goals with hard work. D．It has the value of being a creative activity for adults to enjoy. E．Clearly, music education offers far more than most people realize. F．This builds a strong sense of shared responsibility and community. G．Research even shows instrument players have greater brain activity. 【答案】1．A 2．F 3．C 4．G 5．E 【导语】文章主要介绍音乐教育不只是艺术形式，还能培养学生团队合作、自控耐心、认知能力等多项能力，助力学生全面成长。 【详解】1．下文“Actually, it is a powerful, practical tool that solves challenges far beyond the music room.(事实上，它是一个强大、实用的工具，能够解决音乐教室之外的诸多难题)”与设空句构成转折关系，纠正大众对音乐教育的片面认知。A选项“Many others view it just as a creative outlet.(许多人仅将其视为一种创意宣泄的方式)”引出大众的片面看法，与下文转折内容逻辑呼应。 2．上文“Students quickly figure out that everyone’s effort contributes to the group’s overall success.(学生们很快明白每个人的努力都关乎团队的整体成功)”讲述音乐学习中的团队协作意义，F选项“This builds a strong sense of shared responsibility and community.(这会培养强烈的集体责任感和团队意识)”承接上文，进一步说明团队协作带来的积极作用。 3．上文“When they finally play a challenging piece that they’ve worked so hard on in front of an audience, their confidence will be greatly promoted.(当学生最终在观众面前演奏出苦练已久的高难度曲目时，他们的自信心会大幅提升)”讲述坚持练习带来的收获与自信提升，C选项“It shows they can achieve difficult goals with hard work.(这证明他们可以通过努力实现艰难的目标)”承接上文，总结苦练攻克难题的意义。 4．上文“It actively develops parts of the brain used for language processing and strengthens “spatial-timing skills” important for subjects like math and problem-solving.(它能有效开发大脑语言处理区域，强化对数学和解决问题等学科至关重要的时空技能)”介绍音乐对大脑和学科学习的认知益处，G选项“Research even shows instrument players have greater brain activity.(研究甚至表明，乐器演奏者的大脑活跃度更高)”递进补充音乐对大脑的积极影响，与后文学业表现更好的内容呼应。 5．下文“It is therefore a worthwhile investment in student success, bringing important life skills and supporting all-round personal growth.(因此，这是助力学生成才的宝贵投资，能培养重要的生活技能、助力个人全面发展)”是对全文的总结升华，E选项“Clearly, music education offers far more than most people realize.(显然，音乐教育的价值远超大多数人的认知)”总括全文音乐教育的多重益处，引出下文总结。 Passage 7 （2025-2026学年河北邯郸市四校联考高一下学期第二次月考英语试题） Libraries are some of the most magical places on Earth. They provide a wealth of knowledge, open doors into other worlds, and create opportunities for everyone. If you are new to using libraries, you might be surprised to learn how much they can do for you. 1 Get a library card. To take out anything from your local library, you first need a library card. 2 The library will have rules about how many books you can borrow and for how long. When it’s time to return them, you can bring them back or sometimes keep them a little longer. Visit your local library to apply for a card and ask the librarian about the rules, 3 If you’re trying to find a book and can’t remember the exact title or the name of the author, a librarian can help. Tell them the subjects that interest you, and they can make great suggestions. 4 They can show you how to search online and find the correct information. Enjoy scheduled events. 5 You can check the library’s website for a list of upcoming activities and sign up with your card. These may include tween (8到12岁的少年) and teen book clubs, gaming clubs, art workshops, and fun classes like chess, crafting, and coding (编程). A．Get help from the librarians. B．Go for more interesting books. C．This helps you avoid getting fined. D．Here are some tips on how to get started. E．Librarians can also help with your school project research. F．A lot of libraries hold various free activities for young people. G．It gives you borrowing rights to check out books and other things. 【答案】1．D 2．G 3．A 4．E 5．F 【导语】文章主要介绍了图书馆的多种功能，并为初次使用图书馆的读者提供了三条实用建议。 【详解】1．由上文“If you are new to using libraries, you might be surprised to learn how much they can do for you.(如果你刚开始使用图书馆，你可能会惊讶于它能为你提供这么多帮助。)”以及下文的三条具体建议可知，本空需要起到承上启下的作用，引出下文的建议。D选项“Here are some tips on how to get started.(这里有一些入门的小建议。)”能承接上文“初次使用图书馆”的背景，同时自然引出下文的三条具体建议，起到总起下文的作用，符合题意。 2．由上文“To take out anything from your local library, you first need a library card.(要从当地图书馆借阅任何东西，你首先需要一张借书证。)”以及下文“The library will have rules about how many books you can borrow and for how long.(图书馆会规定你可以借多少本书、借多久。)”可知，本空需要说明借书证的作用。G选项“It gives you borrowing rights to check out books and other things.(它赋予你借阅书籍和其他物品的权利。)”能承接上文，解释了借书证的核心功能，选项中“It”指代上文的“library card”，也为下文的借阅规则做了铺垫，符合题意。 3．由下文“If you’re trying to find a book and can’t remember the exact title or the name of the author, a librarian can help.(如果你想找一本书却记不清确切的书名或作者，图书管理员可以帮忙。)”可知，本段主要讲述向图书管理员求助的方法。A选项“Get help from the librarians.(向图书管理员求助。)”能概括本段内容，作为段落主题句引出下文的具体说明，符合题意，该选项中“the librarians”与下文“a librarian”相呼应。 4．由上文“Tell them the subjects that interest you, and they can make great suggestions.(告诉他们你感兴趣的主题，他们能给出很棒的建议。)”以及下文“They can show you how to search online and find the correct information.(他们可以教你如何在线搜索并找到正确的信息。)”可知，本空需要补充图书管理员的另一项帮助，与上下文形成并列关系。E选项“Librarians can also help with your school project research.(图书管理员还可以帮你做学校项目的研究。)”能承接上下文，符合题意；该选项中的“also”与上文的“make great suggestions”形成递进，同时“school project research”也呼应了下文的“find the correct information”。 5．由本段小标题“Enjoy scheduled events.(参加定期活动。)”以及下文“You can check the library’s website for a list of upcoming activities and sign up with your card.(你可以在图书馆的网站上查看即将到来的活动列表，并用你的卡报名。)”可知，本空需要说明图书馆的活动情况，作为段落主题句引出下文。F选项“A lot of libraries hold various free activities for young people.(很多图书馆为年轻人举办各种免费活动。)”能承接上文，点明本段核心内容，也与下文的“activities”及“book clubs, gaming clubs, art workshops”等具体活动相呼应，符合题意。 Passage 8 （2025-2026学年广东东莞市第六高级中学第一学期高一英语试卷） I lived in a small town in Pennsylvania. When I was fourteen, I met a teacher named Mrs. Korthaus. She was a 1 and memorable person. Although she was small in size, she was full of energy and 2 in class. Before becoming a teacher, she had worked as a manager in a big company for many years, which made her 3 and brave. Mrs. Korthaus cared deeply about her students. She gave us a safe place to learn and encouraged us to make mistakes without 4 or judgement. At that time, I was often 5 about my future and didn’t know what I wanted to do. But she helped me 6 myself and see that life could be much bigger than our small town. Her classes were never boring. She often stood on a chair and talked excitingly about 7 and writing. Her words conveyed (传达) the power to challenge the world. Everyone 8 her because she made learning fun and meaningful. Thus, her love for teaching 9 me greatly, which I would remember forever. Because of her, I began to love reading literature works and writing. She showed me that everyone has 10 and by speaking up they can make the world 11 . Years later, when I became a teacher myself, I still try to 12 her example — to be not just a teacher, but a source of inspiration. I managed to live independently and 13 , continuing the journey she guided me. I would never forgot the 14 she taught me: the great 15 in life are to be kind, confident, and strong. 1．A．common B．unique C．serious D．quiet 2．A．thoughts B．laziness C．attractiveness D．time 3．A．tired B．nervous C．shy D．confident 4．A．fear B．practice C．help D．reason 5．A．excited B．curious C．sure D．anxious 6．A．believe in B．look after C．wait for D．depend on 7．A．science B．history C．literature D．math 8．A．missed B．respected C．forgot D．left 9．A．amazed B．impressed C．bored D．frightened 10．A．luck B．solution C．goal D．value 11．A．bigger B．smaller C．better D．wider 12．A．set B．follow C．break D．forget 13．A．bravely B．sadly C．lonely D．carelessly 14．A．schedule B．way C．game D．lesson 15．A．talents B．strengths C．qualities D．skills 【答案】1．B 2．C 3．D 4．A 5．D 6．A 7．C 8．B 9．B 10．D 11．C 12．B 13．A 14．D 15．C 【导语】作者回忆了自己14岁时遇到的一位名叫Mrs. Korthaus的老师，她虽然身材矮小却精力充沛，曾是大公司经理，充满自信。她鼓励学生不怕犯错，帮助作者找到自我、爱上文学与写作，成为作者一生的榜样。 【详解】1．考查形容词。句意：她是一个独特且令人难忘的人。A. common普通的；B. unique独特的；C. serious严肃的；D. quiet安静的。根据后文“memorable”以及后面对Mrs. Korthaus充满能量、与众不同的描述可知，她是独特的。 2．考查名词。句意：虽然她身材矮小，但在课堂上充满能量和吸引力。A. thoughts想法；B. laziness懒惰；C. attractiveness吸引力；D. time时间。根据“full of energy”以及后文“Her classes were never boring”可知，她的课堂有吸引力。 3．考查形容词。句意：在成为教师之前，她曾在大公司担任经理多年，这使她自信且勇敢。A. tired疲倦的；B. nervous紧张的；C. shy害羞的；D. confident自信的。根据“worked as a manager in a big company for many years”以及与“brave”并列可知，多年管理经验让她自信。 4．考查名词。句意：她为我们提供了一个安全的学习环境，并鼓励我们无惧错误，不被评判。A. fear恐惧；B. practice练习；C. help帮助；D. reason理由。根据后文“a safe place to learn”和“make mistakes without ___ or judgement”可知，在安全的环境中应该不要害怕犯错。 5．考查形容词。句意：那时，我经常对未来感到焦虑，不知道自己想做什么。A. excited兴奋的；B. curious好奇的；C. sure确定的；D. anxious焦虑的。根据后文“didn't know what I wanted to do”可知，作者对未来感到焦虑。 6．考查动词短语。句意：但她帮助我重新相信自己，也让我意识到生活远比我们这个小镇要广阔得多。A. believe in相信；B. look after照顾；C. wait for等待；D. depend on依赖。根据后文“see that life could be much bigger”可知，老师帮助作者建立了自信，即相信自己。 7．考查名词。句意：她经常站在椅子上，兴奋地谈论文学和写作。A. science科学；B. history历史；C. literature文学；D. math数学。根据后文“I began to love reading literature works and writing”可知，此处应为literature。 8．考查动词。句意：每个人都尊敬她，因为她让学习变得有趣且有意义。A. missed想念；B. respected尊敬；C. forgot忘记；D. left离开。根据“she made learning fun and meaningful”可知，学生们因她的教学而尊敬她。9．考查动词。句意：因此，她对教学的热爱给我留下了深刻印象，我将永远铭记。A. amazed使惊讶；B. impressed给……留下深刻印象；C. bored使无聊；D. frightened使害怕。根据后文“which I would remember forever”可知，老师的热爱深深打动了作者。 10．考查名词。句意：她向我展示了每个人都有价值，只要发声，就能让世界变得更美好。A. luck运气；B. solution解决方案；C. goal目标；D. value价值。根据后文“by speaking up they can make the world...”可知，每个人都有自身的价值。 11．考查形容词。句意：她向我展示了每个人都有价值，只要发声，就能让世界变得更美好。A. bigger更大的；B. smaller更小的；C. better更好的；D. wider更宽的。根前文“She showed me that everyone has ___ and by speaking up they can make the world ”和常识可知每个人发声可以让世界变得更好，better最符合语义。 12．考查动词。句意：多年后，当我自己也成为一名教师时，我仍然努力以她为榜样。A. set设置；B. follow跟随；C. break打破；D. forget忘记。根据后文“her example”可知，作者努力以她为榜样。follow one's example为固定搭配。 13．考查副词。句意：我设法独立且勇敢地生活，继续她引导我的旅程。A. bravely勇敢地；B. sadly悲伤地；C. lonely孤独地；D. carelessly粗心地。根据前文“confident and brave”以及“independently”可知，作者勇敢地生活。故选A项。 14．考查名词。句意：我永远不会忘记她教给我的道理：人生中最伟大的品质是善良、自信和坚强。A. schedule日程；B. way方式；C. game游戏；D. lesson道理/教训。根据后文“the great ___ in life are to be kind, confident, and strong”可知，这是老师教给作者的人生道理。 15．考查名词。句意：同上。A. talents天赋；B. strengths力量；C. qualities品质；D. skills技能。根据后文“to be kind, confident, and strong”可知，善良、自信、坚强都是人的品质。故选C项。 Passage 9 （2025-2026学年山东省实验中学（东校区）高一下学期6月月考） A student who was passionate about natural history at Harvard approached Professor Louis Agassiz for guidance on learning more about zoology. The result was that the student drew an unexpected 1 in both science and life. In his essay The Student, the Fish and Agassiz, the student writes about a(n) 2 — to observe a specimen (标本) of fish in a lab. After explaining how to 3 the fish with a preservative liquid (液体), Professor Agassiz added that he’d 4 what the student had learned later. Then he left. The student 5 examined everything observable about the fish for 30 minutes. As the professor didn’t come back, he tried to 6 the research from a new perspective, 7 to discover more than before. He even painted several pictures of the fish to gain something new from the 8 . When Agassiz finally came back, he 9 the student about what he had found; however, Agassiz was 10 and suggested that there was much more to be discovered. Then, the student spent four days watching the fish and 11 the professor on his findings every day. With Agassiz’s push, the student not only made significant discoveries but also realized the power of deep 12 . The experience turned out to be 13 , paving the way for his later career in entomology (昆虫学). Similarly, we won’t truly see the world we live in 14 we stop to have a good look. Therefore, try to spare 15 minutes to explore the world around you every day, and you’ll also have a great 15 , just like the student. 1．A．fact B．memory C．lesson D．favor 2．A．meeting B．task C．experiment D．presentation 3．A．slow down B．keep hold of C．clean up D．take care of 4．A．admit B．appreciate C．check D．announce 5．A．closely B．roughly C．strictly D．secretly 6．A．describe B．complete C．confirm D．continue 7．A．expecting B．failing C．promising D．happening 8．A．scenery B．details C．adventure D．messages 9．A．taught B．reminded C．informed D．questioned 10．A．tired B．unsatisfied C．impatient D．confused 11．A．advised B．lectured C．updated D．congratulated 12．A．observation B．discussion C．concentration D．reading 13．A．creative B．inspiring C．accidental D．boring 14．A．though B．once C．because D．unless 15．A．gain B．break C．choice D．change 【答案】1．C 2．B 3．D 4．C 5．A 6．D 7．A 8．B 9．D 10．B 11．C 12．A 13．B 14．D 15．A 【导语】这篇文章主要讲述了哈佛学生向教授求教，被安排观察鱼标本，反复深挖观察后收获深刻启示，文章借此呼吁人们多用心观察周遭世界。 【详解】1．考查名词。句意：结果，这位学生在科学和人生中都得到了一个意想不到的启示。A. fact事实；B. memory记忆；C. lesson启示，教训；D. favor帮助，恩惠。根据上文“A student who was passionate about natural history at Harvard approached Professor Louis Agassiz for guidance on learning more about zoology.”提到学生希望深入了解动物学，以及下文“…in both science and life”可知，这位学生在科学和人生中都得到了一个意想不到的启示。 2．考查名词。句意：在他的论文《学生、鱼和阿加西》中，学生写了一个任务——在实验室里观察鱼的标本。A. meeting会议；B. task任务；C. experiment实验；D. presentation展示。根据下文“…to observe a specimen of fish in a lab”可知，学生写了一个任务——在实验室里观察鱼的标本。 3．考查动词短语。句意：阿加西教授在解释如何用防腐液照料鱼之后，又提到他稍后会检查学生的学习成果，随后便离开了。A. slow down减速；B. keep hold of 握紧；C. clean up 清理干净；D. take care of照料，妥善保管。根据后文“with a preservative liquid”提到防腐液，结合生物标本的保存常识，教授是在教学生如何用防腐液妥善保管鱼标本。 4．考查动词。句意：阿加西教授在解释如何用防腐液照料鱼之后，又提到他稍后会检查学生的学习成果，随后便离开了。A. admit承认；B. appreciate欣赏；C. check检查，核查；D. announce宣布。根据句意以及下文“what the student had learned later”可知，教授离开前说明，之后会回来检查学生的学习成果，符合导师布置任务后验收的逻辑。 5．考查副词。句意：学生认真观察了30分钟，仔细研究了鱼身上所有可察觉的特征。A. closely仔细地，细致地；B. roughly粗略地；C. strictly严格地；D. secretly秘密地。根据句意以及下文“everything observable about the fish for 30 minutes”可知，学生一开始认真观察鱼的所有可见特征，持续了30分钟，closely examined 表示“细致检查”，贴合刚开始观察时的认真状态。 6．考查动词。句意：由于教授没有回来，他试图从新的角度继续研究，期望能比之前发现更多内容。A. describe描述；B. complete完成；C. confirm确认；D. continue继续。根据上文“As the professor didn’t come back”可知，教授迟迟未归，学生已经观察了 30 分钟，于是尝试从新的角度继续研究。 7．考查动词。句意：由于教授没有回来，他试图从新的角度继续研究，期望能比之前发现更多内容。A. expecting期望，期待；B. failing未能；C. promising承诺；D. happening碰巧。根据上文“he tried to _______ the research from a new perspective”可知，学生转换观察角度，目的是期望能发现更多内容。 8．考查名词。句意：他甚至画了几幅鱼的画，从细节中获得新的东西。A. scenery风景；B. details细节；C. adventure冒险；D. messages信息。根据上文“He even painted several pictures of the fish”可知，学生绘制鱼的草图，是为了更清晰地捕捉标本的特征，从细节中获得新发现。 9．考查动词。句意：当阿加西终于回来时，他询问学生发现了什么；然而，阿加西并不满意，认为还有许多未被发现之处。A. taught教授；B. reminded提醒；C. informed通知；D. questioned询问，提问。根据句意以及下文“…the student about what he had found”可知，教授返回后，就观察成果向学生提问，question sb about sth 是固定搭配，意为 “就某事询问某人”。 10．考查形容词。句意：当阿加西终于回来时，他询问学生发现了什么；然而，阿加西并不满意，认为还有许多未被发现之处。A. tired疲惫的；B. unsatisfied不满意的；C. impatient不耐烦的；D. confused困惑的。根据后文“and suggested that there was much more to be discovered”教授提出“还有更多内容有待发现”，说明他对学生目前的发现并不满意。 11．考查动词。句意：于是，学生连续四天观察鱼类，并每天向教授汇报自己的发现。A. advised建议；B. lectured训斥，说教；C. updated告知最新进展；D. congratulated祝贺。根据上文“the student spent four days watching the fish”可知，学生花四天持续观察，每天都向教授汇报自己的新发现，也就是更新研究进展。 12．考查名词。句意：在阿加西兹的推动下，这位学生不仅取得了重大发现，还领悟到了深入观察的力量。A. observation观察；B. discussion讨论；C. concentration专注；D. reading阅读。根据上文“observable about the fish for 30 minutes”可知，全文围绕“观察鱼标本”展开，学生最终领悟到的是深度观察的力量，observation 是贯穿全文的核心主题。 13．考查形容词。句意：这段经历令人鼓舞，为他后来在昆虫学领域的职业生涯铺平了道路。  A. creative有创造力的；B. inspiring有启发性的；C. accidental意外的；D. boring无聊的。根据下文“paving the way for his later career in entomology”可知，这段经历为学生后来的昆虫学生涯铺平了道路，带来了深远的积极影响，因此是极具启发性的。 14．考查连词。句意：同样地，如果我们不驻足仔细观察，就无法真正看清我们所生活的世界。A. though尽管；B. once一旦；C. because因为；D. unless除非。根据上文“we won’t truly see the world we live in”以及下文“we stop to have a good look”可知，如果我们不驻足仔细观察，就无法真正看清我们所生活的世界。 15．考查名词。句意：因此，试着每天抽出15分钟去探索你身边的环境，你也会像那个学生一样获得巨大的收获。A. gain收获；B. break休息；C. choice选择；D. change改变。根据句意以及上文“try to spare 15 minutes to explore the world around you every day”可知，此处表示每天花 15分钟探索世界，你也会像这名学生一样有所收获，gain对应前文的启示与发现。 Passage 10 （2025-2026学年度安徽肥西宏图中学下学期高一年级英语学科第三次段考） In the live-streaming channel (直播间) of Yang Weiyun, no singing or dancing is performed and no products 1 (sell). She teaches pinyin, reading and writing, 2 has been most familiar to her for the past 50 years. The difference is that now her students are 3 (main) adults. After she retired 4 a teacher, she opened her own live-streaming account in May 2021 and offered free pinyin courses 5 (prepare) for kindergarten pupils about to attend primary school. However, she gradually learnt among her viewers there are a lot of illiterate (不识字的) adults eager to learn pinyin, so she managed to meet their 6 (need). “Many illiterate adults didn’t have the chance to go to school when they were young. I wanted to give them 7 new starting point,” said Yang. Considering that most of the adult students have to make time to attend the lessons, Yang holds two live-streaming sessions (节) every day starting at 8:30 am and 8:30 pm. 8 (know) that each of the students learning through her live-streaming channel 9 (have) their own demands, she always prepares her classes carefully after concluding a live-streaming session. Yang said she tried her best to work out many ways the students can learn and remember better, and her biggest wish now is 10 (see) these students graduate from her classes. 【答案】1．are sold 2．which 3．mainly 4．as 5．prepared 6．needs 7．a 8．Knowing 9．has 10．to see 【导语】本文是一篇记叙文。文章主要讲述退休教师杨维云直播免费教拼音、助力成人识字的暖心事迹。 【详解】1．考查动词语态。句意：在杨维云的直播间里，没有歌舞表演，也不出售任何商品。句子描述一般事实，时态为一般现在时，主语products和sell为被动关系，用一般现在时的被动语态，主语为复数，谓语用are sold。 2．考查定语从句。句意：她教授拼音、阅读和写作，这是她过去五十年来最熟悉的领域。空处引导非限制性，修饰主句，关系词在从句中作主语，用which。 3．考查副词。句意：不同的是，现在她的学生主要是成年人。本空作状语，用副词mainly“主要地”。 4．考查介词。句意：退休后，她于2021年5月开通了自己的直播账号，并为即将上小学的幼儿园小朋友开设了免费的拼音课程。本空表示“作为”，用介词as。 5．考查非谓语动词。句意：退休后，她于2021年5月开通了自己的直播账号，并为即将上小学的幼儿园小朋友开设了免费的拼音课程。动词prepare与逻辑主语courses为被动关系，用过去分词prepared，作定语。 6．考查名词复数。句意：然而，她逐渐发现观众中有许多渴望学习拼音的成年文盲，于是她设法满足了他们的需求。固定搭配meet one’s needs表示“满足某人的需求”。 7．考查冠词。句意：“许多成年文盲年轻时没有机会上学。我想给他们一个新的起点，”杨维云说。空处表示泛指“一个新的起点”，new为辅音音素开头，用不定冠词a。 8．考查非谓语动词。句意：知道通过她的直播频道学习的每个学生都有自己的需求，她在结束一场直播后总是认真备课。主语she与know为主动关系，用现在分词，作原因状语。 9．考查主谓一致。句意：知道通过她的直播频道学习的每个学生都有自己的需求，她在结束一场直播后总是认真备课。句子描述一般事实，时态为一般现在时，主语each of the students为单数，谓语用has。 10．考查非谓语动词。句意：她现在最大的愿望就是看着这些学生从她的课堂结业。本空作表语，用不定式to see，用来解释具体的愿望内容。 2 原创精品资源学科网独家享有版权，侵权必究！ ( 11 / 28 ) 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $ Unit 1 Back to school 重返校园 单元阅读精练 Passage 1 阅读是高中生必备的一项技能。与看电视或刷短视频等被动娱乐方式不同，主动阅读需要专注、思考和想象力。它不仅有助于学生积累知识、拓宽视野，还能培养他们的批判性思维和语言表达能力。 Reading is an essential skill for high school students. Unlike passive entertainment such as watching TV or scrolling through short videos, active reading requires concentration, thinking and imagination. It not only helps students accumulate knowledge and expand their horizons, but also cultivates their critical thinking and language expression ability. Nowadays, many students prefer fast and fragmented reading on mobile phones. This kind of reading is fast and convenient, but it is difficult for students to form systematic knowledge and deep thinking. On the contrary, deep reading of classic books allows readers to calm down, understand the connotation of works and gain spiritual growth. Experts suggest that high school students should arrange fixed time for deep reading every day. Instead of pursuing reading speed, we should focus on reading quality. Only by insisting on deep reading can we truly benefit from reading. 【译文欣赏】 阅读是高中生必备的一项技能。与看电视或刷短视频等被动娱乐方式不同，主动阅读需要专注、思考和想象力。它不仅有助于学生积累知识、拓宽视野，还能培养他们的批判性思维和语言表达能力。 如今，许多学生更喜欢在手机上进行快速且碎片化的阅读。这种阅读方式快捷方便，但学生很难形成系统的知识和深入的思考。相反，深度阅读经典书籍能让读者静下心来，理解作品的内涵，获得精神上的成长。 专家建议，高中生每天应安排固定的时间进行深度阅读。我们不应追求阅读速度，而应注重阅读质量。只有坚持深度阅读，我们才能真正从阅读中受益。 【词汇积累】 1. essential adj. 必要的；重要的 2.passive adj. 被动的 3. entertainment n. 娱乐 4. concentration n. 专注；集中 5. imagination n. 想象 6. accumulate v. 积累 7. expand v. 扩展 8. horizon n. 视野；眼界 9.cultivate v. 培养 10. critical thinking 批判性思维 11.fragmented adj. 碎片化的 12.systematic adj. 系统的 13. spiritual growth 精神成长 【长难句分析】 1. It not only helps students accumulate knowledge and expand their horizons, but also cultivates their critical thinking and language expression ability. 分析：本句是并列句，由not only...but also...连接两个并列的谓语结构。It作主语，helps是第一个谓语动词，使用了help sb. do sth.的结构，即helps students accumulate...and expand...；cultivates是第二个谓语动词，their critical thinking and language expression ability是宾语。 翻译： 它不仅帮助学生积累知识、拓宽视野，还培养他们的批判性思维和语言表达能力。 2．On the contrary, deep reading of classic books allows readers to calm down, understand the connotation of works and gain spiritual growth. 分析：本句是主谓宾宾补结构。On the contrary是介词短语作状语，deep reading of classic books是主语，其中of classic books是后置定语修饰deep reading；allows是谓语动词，readers是宾语，to calm down, understand the connotation of works and gain spiritual growth是宾语补足语，三个动词短语由and连接。 翻译： 相反，对经典书籍的深度阅读能让读者静下心来，理解作品的内涵并获得精神成长。 【知识拓展】 1.阅读现状：随着互联网和移动设备的普及，全球范围内碎片化阅读现象日益普遍，很多学生尤其是高中生越来越倾向于在手机等设备上进行快速、碎片化的阅读，如浏览社交媒体、新闻资讯等。 2.深度阅读益处：多项研究表明，深度阅读经典书籍有助于提高大脑的认知能力、增强记忆力和专注力。例如，阅读文学名著可以让读者体验不同的人生和文化，培养同理心和情感智力。 3.专家建议：教育专家普遍认为，高中生正处于知识储备和思维发展的关键时期，每天安排固定时间进行深度阅读对其学业和个人成长至关重要。一些国家的教育机构还会制定相关的阅读计划和推荐书目，鼓励学生进行深度阅读。 4. 阅读推广活动：许多学校和图书馆会举办各种阅读推广活动，如读书俱乐部、阅读竞赛等，以激发学生的阅读兴趣，培养深度阅读习惯。此外，一些在线阅读平台也提供了丰富的经典书籍资源，方便学生进行阅读。 Passage 2 是什么让一名学生在学业和生活中真正获得成功呢？答案可不只是在考试中取得高分。让我们看看，成功学生的特质是什么？ Qualities of a Successful Student What makes a student truly successful in school and in life? The answer is not just about getting high scores on tests. One important quality is being competent — having the necessary skills, knowledge, and judgment to solve problems effectively. A competent student does not just memorize facts; they can apply what they have learned to real-life situations, whether it is fixing a broken bike using physics principles or managing a budget using math skills. Another essential quality is creativity. Creative students think outside the box and are not afraid to try new approaches. They find original ways to complete projects, explain difficult concepts, or solve problems that have no obvious answer. In a rapidly changing world, creativity is highly valued by colleges and employers. Also, being cooperative is absolutely essential in group work, which is common in high school and beyond. No one can succeed entirely alone. A cooperative student listens actively to others, shares ideas generously, helps teammates who are struggling, and moves the whole team forward toward a common goal. A positive attitude makes a huge difference in a student’s daily life. When facing failure — for example, a low test score or a lost competition — positive students see it as a learning opportunity rather than a disaster. They ask themselves, “What can I learn from this?” and “How can I improve next time?” This growth mindset helps them bounce back quickly. Moreover, positive students get along well with their teachers and classmates because they are friendly, open-minded, and willing to see the good in others. They do not complain constantly or blame others for their own mistakes. Furthermore, successful students are eager to learn new things not because they have to, but because they genuinely enjoy the process of discovery. This inner motivation makes studying feel less like a chore and more like an adventure. Finally, successful students always try to live up to their own expectations and their parents’ trust. They set realistic but challenging goals and work hard every day to achieve them. With these qualities — competence, creativity, cooperation, positivity, curiosity, and responsibility — any student can shine, regardless of natural talent. 【译文欣赏】 成功学生的特质 是什么让一名学生在学业和生活中真正获得成功呢？答案可不只是在考试中取得高分。一个重要的特质是具备能力——拥有有效解决问题所需的技能、知识和判断力。有能力的学生不会死记硬背知识点；他们能够将所学知识应用到实际生活中，无论是运用物理原理修理一辆坏了的自行车，还是运用数学技能管理预算。 另一个重要特质是创造力。有创造力的学生思维灵活，敢于尝试新方法。他们能找到新颖的方式来完成项目、解释复杂概念，或是解决那些没有明显答案的问题。在这个快速变化的世界里，创造力深受大学和雇主的重视。此外，具备合作精神在团队合作中绝对是必不可少的，而团队合作在高中及以后的学习生活中十分常见。没有人能完全靠自己取得成功。善于合作的学生会积极倾听他人的意见，慷慨地分享自己的想法，帮助遇到困难的队友，并推动整个团队朝着共同的目标前进。 积极的态度对学生的日常生活有着巨大的影响。当面对失败时，比如考试成绩不理想或比赛失利，积极的学生会把它视为一次学习的机会，而非一场灾难。他们会问自己：“我能从这次经历中学到什么？”以及“下次我该如何改进？”这种成长型思维能帮助他们迅速从挫折中恢复过来。此外，积极的学生能与老师和同学友好相处，因为他们友善、思想开放，并且愿意看到他人的优点。他们不会不停地抱怨，也不会把自己的错误归咎于他人。 此外，成功的学生渴望学习新事物，并非因为他们不得不学，而是因为他们真心享受探索的过程。这种内在的动力让学习不再像是一件苦差事，而更像是一场冒险。最后，成功的学生总是努力不辜负自己的期望和父母的信任。他们设定现实但具有挑战性的目标，并每天努力奋斗去实现这些目标。拥有这些特质——能力、创造力、合作精神、积极态度、好奇心和责任感——任何学生都能发光发热，无论天赋如何。 【词汇积累】 1.competent adj. 有能力的；能胜任的 2.apply v. 应用；运用 3.cooperative adj. 合作的 4.positive adj. 积极的 5.attitude n. 态度\ 6.opportunity n. 机会\ 7. mindset n. 心态 8.bounce back 恢复元气；卷土重来 9.eager adj. 渴望的 10.motivation n. 动力 11.chore n. 琐事；杂务 12.adventure n. 冒险 13.expectation n. 期望 14.realistic adj. 现实的 15.responsibility n. 责任 【长难句分析】 1.A competent student does not just memorize facts; they can apply what they have learned to real-life situations, whether it is fixing a broken bike using physics principles or managing a budget using math skills. 分析：本句由分号连接两个并列的句子。前一个句子“A competent student does not just memorize facts”是主谓宾结构，主语是“A competent student”，谓语是“does not just memorize”，宾语是“facts”。后一个句子“they can apply what they have learned to real-life situations”中，“they”是主语，“can apply”是谓语，“what they have learned”是宾语从句作宾语，“to real-life situations”是宾语补足语；“whether it is...or...”引导让步状语从句。 翻译：一个有能力的学生不仅仅是死记硬背事实；他们能够将所学知识应用到实际生活中，无论是运用物理原理修理一辆坏了的自行车，还是运用数学技能管理预算。 2. A cooperative student listens actively to others, shares ideas generously, helps teammates who are struggling, and moves the whole team forward toward a common goal. 分析：本句是简单句，主语是“A cooperative student”，后面有四个并列的谓语结构“listens actively to others”“shares ideas generously”“helps teammates who are struggling”“moves the whole team forward toward a common goal”。其中“who are struggling”是定语从句，修饰先行词“teammates”。 翻译：一个善于合作的学生积极倾听他人的意见，慷慨地分享自己的想法，帮助有困难的队友，并推动整个团队朝着共同的目标前进。 【知识拓展】 1. 能力培养趋势：现代教育越来越注重培养学生的综合能力，如解决实际问题的能力。许多学校引入项目式学习（PBL），让学生在实际项目中运用所学知识，提高解决问题的能力。例如，学生通过参与社区环保项目，运用科学、数学等知识解决环境污染问题。 2.创造力的重要性：在科技飞速发展的时代，创造力被视为推动社会进步的关键因素。科技公司如谷歌、苹果等，非常看重员工的创造力。学校也在积极开展创新教育，鼓励学生参加科技创新比赛，如机器人竞赛、编程比赛等，培养学生的创新思维和实践能力。 3.合作学习模式：合作学习已成为教育领域的主流模式之一。研究表明，合作学习可以提高学生的学习成绩、社交能力和团队协作能力。许多学校采用小组合作学习的方式，让学生在小组中共同完成学习任务，培养学生的合作意识和团队精神。 4.积极心态的影响：积极心理学的研究表明，积极的心态有助于提高学生的学习动力和心理健康水平。学校和家长越来越重视培养学生的积极心态，如通过心理健康教育课程、心理咨询等方式，帮助学生树立正确的挫折观和学习态度。 【高考真题链接】-一本词典所引发的对两代人学习方式的思考 (2026·全国一卷·阅读理解B篇) Not long ago, my fifth-grade son Kevin asked me about the meaning of a word in a novel. “Look it up,” I responded. “But my screen time is off,” he said. I looked pointedly at the bookshelf that held at least three dictionaries, and Kevin sighed (叹气) dramatically. “Can’t you just use your phone?” he asked. Suddenly it occurred to me that he did not even know how to use a dictionary. I took down one of the dictionaries, and we read it together for a few minutes before I handed it to him. It took him a few tries to find the word in question. While going through the pages, he kept saying, wide-eyed: “How can there be this many words?” After a while, he looked at me and asked, “Do you know all these words, Mom?” I smiled. “I definitely do not know all these words,” I said. “But that’s why this is one of my favorite books.” I had my first dictionary as a gift for my 13th birthday. I decided that I wanted to learn as many words as I could and started marking every entry I looked up with a pencil to measure my progress. I continued to make these pencil marks for years, and when I went off to college, I packed that dictionary in my suitcase. Kevin wanted to see the dictionary. I felt a small pain in my chest. The dictionary was stolen at the end of my freshman year of college. “That’s so sad,” he said, “but you still know all those words, even without the book.” I realized that this was true. I still made it through the next three years of college, even without the book. And it wasn’t, ultimately, the dictionary that got me there — not really. Now I understand that although my son may be learning differently, he is still learning. It’s not about the words themselves or how we learn them, but the wanting to know them, the curiosity and the appetite. 24．What does Kevin usually do to get the meaning of a word? A．Use electronic devices. B．Consult a paper dictionary. C．Guess from the context. D．Turn to his English teacher. 25．How did Kevin feel while looking up the word in the dictionary? A．Annoyed. B．Disappointed. C．Encouraged. D．Astonished. 26．What can we learn about the author’s first dictionary? A．It helped her through college. B．It was given to Kevin as a gift. C．It bore witness to her efforts. D．It was a valuable limited edition. 27．What has the author come to realize about learning? A．It is never too late to start. B．Motivation is what really matters. C．Children need role models. D．Dictionaries are still a useful tool. 【译文欣赏】 不久前，我上五年级的儿子凯文问我一本小说里一个单词的意思。“查一下，”我回答道。“但我不能用电子设备了，”他说。我刻意地看了看那个至少放着三本词典的书架，凯文夸张地叹了口气。“你就不能用你的手机查吗？”他问道。我突然意识到他甚至不知道怎么用词典。 我拿下一本词典，和他一起看了几分钟，然后把词典递给了他。他试了好几次才找到那个要查的单词。翻着书页的时候，他睁大眼睛，不停地说：“怎么会有这么多单词啊？”过了一会儿，他看着我问道：“妈妈，你认识所有这些单词吗？”我笑了。“我肯定不认识所有这些单词，”我说。“但这就是为什么这是我最喜欢的书之一。” 我13岁生日时收到了人生第一本词典作为礼物。我决定要尽可能多地学习单词，于是开始用铅笔在每一个我查过的词条上做标记，以此来衡量我的进步。多年来我一直这样用铅笔做标记，上大学的时候，我把那本词典装进了行李箱。 凯文想看看那本词典。我心里一阵刺痛。那本词典在我大学一年级结束的时候被偷了。“太可惜了，”他说，“但即使没有那本书，你还是认识那些单词。”我意识到他说得没错。即使没有那本词典，我还是顺利读完了大学剩下的三年。归根结底，并不是那本词典让我做到了这一点——其实并不是。 现在我明白了，虽然我儿子学习的方式可能和我不同，但他仍在学习。重要的不是单词本身，也不是我们学习单词的方式，而是想要了解它们的愿望、好奇心和求知欲。 ( 1 ． Suddenly it occurred to me that he did not even know how to use a dictionary. 抓标志 : 形式主语 ， 真正主语 that 引导的 “that he did not even know how to use a dictionary” 真正的主语， 疑问词 + 不定式作 know 的 。 判类型： it occurred to sb. that… 某人突然想起 …… 试翻译： 。 ) ( 2 ． I decided that I wanted to learn as many words as I could and started marking every entry I looked up with a pencil to measure my progress. 抓标志 : 连接词 , 定语从句 , 目的状语： 判类型： that 引导宾语从句。 试翻译： 。 ) ( 1.look up 2. pointedly adv. 3. dramatically adv. 4. occur to 5. hand sth. to sb. ____________ 6. in question 7. go through 8. freshman year 9. make it through 10. wide-eyed adj. 11. entry n. 12. measure v. 13. ultimately adv. 14. curiosity n. 15. appetite n. 16. respond v. ) 【综合实战演练】 语篇 题型 体裁 词数 内容简介 Passage1 阅读理解 应用文 282 四类特色校园课外社团活动。 Passage2 阅读理解 记叙文 327 高中生Johnnie Martin开始学业表现不佳后来发挥特长，实现人生价值的故事。 Passage3 阅读理解 记叙文 388 非营利组织City Blossoms打造校园菜园。 Passage4 阅读理解 说明文 341 短时高强度课间运动对学生的利弊。 Passage5 阅读理解 说明文 314 送孩子就读森林学校。 Passage6 阅读理解七选五 说明文 200 学校里的音乐教育。 Passage7 阅读理解七选五 说明文 221 学校里图书馆的功能。 Passage8 完形填空 夹叙夹议 270 Mrs. Korthaus的老师。 Passage9 完形填空 记叙文 275 哈佛学生向教授求教，被安排观察鱼标本。 Passage10 语法填空 记叙文 222 退休教师杨维云直播免费教拼音。 Passage 1 (2025-2026学年江苏省连云港市东海县高一上学期期中) It’s necessary that the heads of schools recognize the role after-school activities can play. Enlarging your school’s clubs is worth the effort. Here are four amazing clubs that offer something a little different. Karaoke Club   For two hours each Friday, educator Jonathan Hamer’s classroom changes to Karaoke Club. It started with a simple Bluetooth speaker, microphone, and laptop but now has developed into an interactive (互动式的) concert experience with well-equipped facilities, where students sing their favorites by themselves or with friends, showing their feelings, or simply enjoy the electric atmosphere. Chicken Coop Club     A free schoolyard corner is enough for a chicken club. The first part is teaching students facts about chickens, from an egg to chicken nutrition and incubation (孵化) periods. Then the students head out to visit chickens and feed them in person. Droppings are gathered for plants, and the school’s kitchen makes use of the eggs. Smoothie Club   Students are divided into two groups. One group works on creating a recipe (配方). They decide which fruits to use, what liquids to add, and whether to include sweeteners. The other group listens and records the ingredients (成分) to create a recipe card to be broadcast the following week, sharing their recipe with the rest of the school. Nail Art Club     A nail art club gives students the opportunity to experiment with different colors and styles, which is a perfect way to have fun without hurting their natural nails. Some weeks have a theme while others are more open so that students can freestyle. Nail art allows the kids to express themselves in a less traditional way. 1．Which after-school activity requires group participation? A．Karaoke Club. B．Chicken Coop Club. C．Smoothie Club. D．Nail Art Club. 2．What do Karaoke Club and Nail Art Club have in common? A．They require teachers’ help. B．They focus on individual work. C．They develop professional skills. D．They serve as a form of self-expression. 3．Who is the passage intended for? A．Students. B．Parents. C．School leaders. D．Club organizers. Passage 2 （2025-2026学年江苏省盐城市集团校高一上学期12月期中英语试题） Johnnie Martin was a high school student. One day a psychologist (心理学家) called Johnnie into his office and said, “Johnnie. I’ve gone over your various tests. I’ve made a very careful study of you and your achievements.” “I’ve been trying hard,” put in Johnnie. “That’s just the trouble,” said the psychologist. “You have worked very hard, but it doesn’t do the trick. You just don’t seem to be able to get ahead in your studies. For you to remain in high school would be a waste of time.” Johnnie buried his face in his hands. The psychologist laid his hand on the boy’s shoulder. “People have different kinds of talents, Johnnie,” he said. “Some day you will find what your special gift is.” Johnnie never went back to school. He managed to mow the lawns (修整草坪) and grow flowers in the neighborhood. One day Johnnie noticed a piece of unused land behind the city hall. An official happened to be there at that moment. So Johnnie said “I can make a garden out of this land, if you’ll let me.” “The town’s got no money for it,” said the official. “I don’t want any money for it,” said Johnnie. “I just want to do it.” The official was astonished and gave him the authority. Before long the land became a little park. There were grassy lawns and little curving walks and restful seats and little houses for birds. All the people were talking about what a lovely improvement the young man had made. It was also a kind of show window for Johnnie. People saw his skill and knew him as a gardener. That was twenty-five years ago. Today Johnnie is the head of a business in gardening. His aging parents are proud of Johnnie, for he is not only a success, he has also made his part of the world a lovely place to live in. 1．What can we know about Johnnie from the psychologist’s words? A．He was a problem student. B．He didn’t work hard at all. C．He wasn’t suitable for study. D．He didn’t like his high school. 2．How did Johnnie feel after hearing the psychologist’s comment? A．He was eager to return to school. B．He was sad to accept the true self. C．He was regretful about wasting time. D．He was happy to know where his gift lay. 3．Why did Johnnie offer to make a garden out of the unused land？ A．To make a lot of money. B．To show his gardening skills. C．To draw the official’s attention. D．To make others interested in him. 4．What can best describe Johnnie? A．Warm-hearted. B．Generous. C．Strong-willed. D．Energetic. Passage 3 (2025-2026学年山东济南市莱芜第二中学高一级部下学期6月模块综合学情检测) School is still out for the summer, but at Eastern Senior High School in Washington, D．C．, students are hard at work outdoors. In a garden filled with flowers and vegetables, some teenagers are harvesting (收获) vegetables for the weekend’s farmers market. Roshawn Little is going into her junior year at Eastern and has been working in this garden for three years now. During the summer, Little gets paid to work Tuesday through Saturday from 9 a.m. until 2 p.m. for City Blossoms, a nonprofit that brings community gardens to schools in city areas. She believes that working in the garden has taught her to try all kinds of new things, like eating different kinds of vegetables more often. And she’s taken those healthy behaviors home with her, and her eating habits have encouraged her family to buy more fruits and vegetables. City Blossoms is one of many groups across the country teaming up with local communities to build school gardens, like the one at Eastern. It works with schools to create learning gardens and trains teachers on how to use them to get students engaged (参与) and improve learning performance. These gardens are real outdoor classrooms. For example, the gardens can be used for math lessons, like calculating the area of a plant bed or learning the science of how plants grow. For the students, the experience can be a nutritional (营养的) eye-opener, which has totally changed their views on where food comes from and what it takes to produce food. Partner schools have also seen a 12 to 15 percent increase in the number of students passing standardized tests, and 94 percent of teachers reported seeing increased engagement from their students, according to an independent evaluation (评价) by PEER Associates. 1．What does Roshawn Little think of the summer outdoor activity? A．It is a good way to earn pocket money. B．It has improved her family relationship. C．It helps her develop healthy eating habits. D．It is helpful for her learning performance. 2．What is the purpose of the school gardens? A．To invite students to care for plants. B．To advance teachers’ teaching skills. C．To get students interested in science. D．To provide a creative way of learning. 3．What does the last paragraph focus on about the project of City Blossoms? A．Its evaluations. B．Its effects. C．Its shortcomings. D．Its future. 4．What can be a suitable title for the text? A．City Blossoms: Team up with Local Community Teachers B．Happy Holiday, Sweet Memory: How Kids Enjoy the Harvest C．Outdoor Classrooms: Get out for the Weekend’s Farmers Market D．Healthy Eaters, Smart Minds: What School Gardens Teach Kids Passage 4 (2025-2026学年浙江衢州市高一下学期6月期末) Our bodies weren’t made to sit for hours in a classroom. That may be why many kids struggle to stay focused in school, often losing track of lessons. High-intensity (高强度) break exercises can help students focus better. Just a few minutes of activity improves brain function and learning, new research shows, offering a simple solution for classroom problems. Eric Drollette wondered how little exercise was needed to improve focus. He’s an exercise expert at the University of North Carolina at Greensboro. He led a team that designed a nine-minute, high-intensity break exercise program that could be done in a classroom without extra equipment. It uses short periods of heart-beating activity with short breaks in between. For example, high knees, star jumps, jumping jacks, hops and kicks. They described it in Psychology of Sport and Exercise, a leading academic journal. Twenty-five students aged 9 to 12 tried out the program. At Drollette’s lab, they wore a heart rate monitor (监测器) and an EEG hat that recorded brain activity in real time. Then they did the high-intensity break exercises, rode an exercise bike or watched a short video. After each activity, participants did some tests. One test showed five fish in a line on a screen, and kids had to note which direction the center fish faced. Other tests focused on math or language skills. During the fish test, the team noticed a change in what Drollette calls “the uh-oh mechanism” — when you realize you made a mistake. High-intensity exercise reduced that response, suggesting that exercise had made kids’ brains more efficient at processing information. Students also performed better on the language tests after the high-intensity workout. But they did a little worse at math. That could be from tiredness, which tends to affect higher-level thinking tasks, Drollette says. Being active can help with both mental and physical health, says Drollette. His recommendation: “Find opportunities to stand up and get moving, even for a few minutes, to keep your brain sharp and your body healthy.” 1．What is the nine-minute program designed for? A．Helping students get better at focusing. B．Training students’ physical strength. C．Making students more active in sports. D．Assisting students to relax after class. 2．What were the 25 students required to do in Drollette’s lab? A．They only did high-intensity exercise. B．They wore equipment to record brain activity. C．They did tests before doing any activity. D．They watched videos for a long time. 3．What effect did high-intensity break exercise have on students? A．It made students better at math. B．It reduced students’ tiredness. C．It improved students’ language tests. D．It made students’ brains slower. 4．Which of the following would be the best title for the passage? A．Short Breaks: A Cure for Students’ Tiredness B．High-Intensity Break Exercises: A way to Improve Math C．Short Breaks: A Solution to Building health D．High-Intensity Break Exercises: An Aid for Students’ Focus Passage 5 （2025-2026学年四川省成都七中万达集团学校高一下学期半期考试） On Mondays, two of my children get ready for school in an unusual way. Each packs plenty of food and water, a pair of wellingtons and sometimes a cup of hot chocolate. Then, I drop them off at a nearby park where they spend the entire day outside at a certificated forest school. When I first entered them for the forest school programme, I loved the idea, but as a mum, I was concerned about a few things: Would they be comfortable outside for that long? Would they stay engaged for that many hours? Then I asked them if time ever seemed to move slowly. They stared at me in confusion. They didn’t understand my question, so I quickly dropped the question.   In this programme, kids direct their own play, climbing tall trees or testing ice on the frozen lake. They are never told their play is too high or too sharp, but are rather trusted to adjust themselves. Something else my sons appreciate about forest school is not being told to move on to the next activity, but being left to stay in a particular spot for as long as their curiosity allows. “What about all the things they’re missing in real school?” concerned parents have asked me. Neither of their classroom teachers thinks it’s a problem, but most significantly, my kids are learning new and different skills that a classroom cannot teach. They are learning to sit silently and observe nature up close — a skill that’s virtually impossible to develop in a noisy and overcrowded classroom setting. They are making social connections across a broader range of age groups. They cooperate together, using their different sizes and strengths to fulfill various roles within their games. I am grateful that forest school is shaping my boys’ relationship with the outdoors. They’re learning how to spend extended periods of time in nature, what to do to pass the time, and developing knowledge that will get them much closer to nature in the coming decades. 1．What is special about the forest school programme? A．Teachers engage in kids’ play. B．Kids play and learn outdoors. C．It focuses on nature protection. D．It offers various food and drinks. 2．What made her son appreciate about forest school? A．Being encouraged to learn new skills quickly. B．Being provided with various outdoor equipment. C．Being grouped with children who share similar interests. D．Being allowed to stay in one place as long as they wish. 3．What does Paragraph 4 mainly talk about? A．The concerns caused by the programme. B．The benefits gained from role-play. C．The skills acquired by children. D．The games loved by teachers. 4．What can be the best title for the passage? A．Nature: the wonderland for the young B．The forest school programme proves a hit C．Parks are replacing traditional schools D．Forest school is a fine place for my kids Passage 6 （2025-2026学年浙江温州第二学期高一期末质量评价） In discussions about student success, those who have experienced the arts understand the unique value music education holds. 1 Actually, it is a powerful, practical tool that solves challenges far beyond the music room. Here, let’s explore some benefits music education offers students. Being part of a band or choir is a fantastic way to learn about teamwork and cooperation. Students quickly figure out that everyone’s effort contributes to the group’s overall success. 2 You’ll see it when students help each other with difficult parts of the music, or when the group celebrates together after successfully playing a hard piece. Regularly practicing an instrument or voice builds real self-control and teaches patience. Students learn that sticking with something, even when it’s tough, leads to big improvements. When they finally play a challenging piece that they’ve worked so hard on in front of an audience, their confidence will be greatly promoted. 3 The cognitive (认知的) benefits of music are pretty amazing. It actively develops parts of the brain used for language processing and strengthens “spatial-timing skills” important for subjects like math and problem-solving. 4 Additionally, students who take part in music education tend to perform better academically overall and are more likely to graduate. 5 It is therefore a worthwhile investment (投资) in student success, bringing important life skills and supporting all-round personal growth. A．Many others view it just as a creative outlet. B．They also have a unique way to express themselves. C．It shows they can achieve difficult goals with hard work. D．It has the value of being a creative activity for adults to enjoy. E．Clearly, music education offers far more than most people realize. F．This builds a strong sense of shared responsibility and community. G．Research even shows instrument players have greater brain activity. Passage 7 （2025-2026学年河北邯郸市四校联考高一下学期第二次月考英语试题） Libraries are some of the most magical places on Earth. They provide a wealth of knowledge, open doors into other worlds, and create opportunities for everyone. If you are new to using libraries, you might be surprised to learn how much they can do for you. 1 Get a library card. To take out anything from your local library, you first need a library card. 2 The library will have rules about how many books you can borrow and for how long. When it’s time to return them, you can bring them back or sometimes keep them a little longer. Visit your local library to apply for a card and ask the librarian about the rules, 3 If you’re trying to find a book and can’t remember the exact title or the name of the author, a librarian can help. Tell them the subjects that interest you, and they can make great suggestions. 4 They can show you how to search online and find the correct information. Enjoy scheduled events. 5 You can check the library’s website for a list of upcoming activities and sign up with your card. These may include tween (8到12岁的少年) and teen book clubs, gaming clubs, art workshops, and fun classes like chess, crafting, and coding (编程). A．Get help from the librarians. B．Go for more interesting books. C．This helps you avoid getting fined. D．Here are some tips on how to get started. E．Librarians can also help with your school project research. F．A lot of libraries hold various free activities for young people. G．It gives you borrowing rights to check out books and other things. Passage 8 （2025-2026学年广东东莞市第六高级中学第一学期高一英语试卷） I lived in a small town in Pennsylvania. When I was fourteen, I met a teacher named Mrs. Korthaus. She was a 1 and memorable person. Although she was small in size, she was full of energy and 2 in class. Before becoming a teacher, she had worked as a manager in a big company for many years, which made her 3 and brave. Mrs. Korthaus cared deeply about her students. She gave us a safe place to learn and encouraged us to make mistakes without 4 or judgement. At that time, I was often 5 about my future and didn’t know what I wanted to do. But she helped me 6 myself and see that life could be much bigger than our small town. Her classes were never boring. She often stood on a chair and talked excitingly about 7 and writing. Her words conveyed (传达) the power to challenge the world. Everyone 8 her because she made learning fun and meaningful. Thus, her love for teaching 9 me greatly, which I would remember forever. Because of her, I began to love reading literature works and writing. She showed me that everyone has 10 and by speaking up they can make the world 11 . Years later, when I became a teacher myself, I still try to 12 her example — to be not just a teacher, but a source of inspiration. I managed to live independently and 13 , continuing the journey she guided me. I would never forgot the 14 she taught me: the great 15 in life are to be kind, confident, and strong. 1．A．common B．unique C．serious D．quiet 2．A．thoughts B．laziness C．attractiveness D．time 3．A．tired B．nervous C．shy D．confident 4．A．fear B．practice C．help D．reason 5．A．excited B．curious C．sure D．anxious 6．A．believe in B．look after C．wait for D．depend on 7．A．science B．history C．literature D．math 8．A．missed B．respected C．forgot D．left 9．A．amazed B．impressed C．bored D．frightened 10．A．luck B．solution C．goal D．value 11．A．bigger B．smaller C．better D．wider 12．A．set B．follow C．break D．forget 13．A．bravely B．sadly C．lonely D．carelessly 14．A．schedule B．way C．game D．lesson 15．A．talents B．strengths C．qualities D．skills Passage 9 （2025-2026学年山东省实验中学（东校区）高一下学期6月月考） A student who was passionate about natural history at Harvard approached Professor Louis Agassiz for guidance on learning more about zoology. The result was that the student drew an unexpected 1 in both science and life. In his essay The Student, the Fish and Agassiz, the student writes about a(n) 2 — to observe a specimen (标本) of fish in a lab. After explaining how to 3 the fish with a preservative liquid (液体), Professor Agassiz added that he’d 4 what the student had learned later. Then he left. The student 5 examined everything observable about the fish for 30 minutes. As the professor didn’t come back, he tried to 6 the research from a new perspective, 7 to discover more than before. He even painted several pictures of the fish to gain something new from the 8 . When Agassiz finally came back, he 9 the student about what he had found; however, Agassiz was 10 and suggested that there was much more to be discovered. Then, the student spent four days watching the fish and 11 the professor on his findings every day. With Agassiz’s push, the student not only made significant discoveries but also realized the power of deep 12 . The experience turned out to be 13 , paving the way for his later career in entomology (昆虫学). Similarly, we won’t truly see the world we live in 14 we stop to have a good look. Therefore, try to spare 15 minutes to explore the world around you every day, and you’ll also have a great 15 , just like the student. 1．A．fact B．memory C．lesson D．favor 2．A．meeting B．task C．experiment D．presentation 3．A．slow down B．keep hold of C．clean up D．take care of 4．A．admit B．appreciate C．check D．announce 5．A．closely B．roughly C．strictly D．secretly 6．A．describe B．complete C．confirm D．continue 7．A．expecting B．failing C．promising D．happening 8．A．scenery B．details C．adventure D．messages 9．A．taught B．reminded C．informed D．questioned 10．A．tired B．unsatisfied C．impatient D．confused 11．A．advised B．lectured C．updated D．congratulated 12．A．observation B．discussion C．concentration D．reading 13．A．creative B．inspiring C．accidental D．boring 14．A．though B．once C．because D．unless 15．A．gain B．break C．choice D．change Passage 10 （2025-2026学年度安徽肥西宏图中学下学期高一年级英语学科第三次段考） In the live-streaming channel (直播间) of Yang Weiyun, no singing or dancing is performed and no products 1 (sell). She teaches pinyin, reading and writing, 2 has been most familiar to her for the past 50 years. The difference is that now her students are 3 (main) adults. After she retired 4 a teacher, she opened her own live-streaming account in May 2021 and offered free pinyin courses 5 (prepare) for kindergarten pupils about to attend primary school. However, she gradually learnt among her viewers there are a lot of illiterate (不识字的) adults eager to learn pinyin, so she managed to meet their 6 (need). “Many illiterate adults didn’t have the chance to go to school when they were young. I wanted to give them 7 new starting point,” said Yang. Considering that most of the adult students have to make time to attend the lessons, Yang holds two live-streaming sessions (节) every day starting at 8:30 am and 8:30 pm. 8 (know) that each of the students learning through her live-streaming channel 9 (have) their own demands, she always prepares her classes carefully after concluding a live-streaming session. Yang said she tried her best to work out many ways the students can learn and remember better, and her biggest wish now is 10 (see) these students graduate from her classes. 2 原创精品资源学科网独家享有版权，侵权必究！ ( 12 / 18 ) 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $