01练-2026年【暑假分层作业】人教版必修一Welcome Unit-夯实基础+能力提升

**基本信息** 练习围绕Welcome Unit，分层设计从词汇基础到语篇综合，通过词性转换、语法填空及语篇理解，系统巩固语言知识，培养语言能力与思维品质。 **分层设计** |层次|知识覆盖|设计特色| |----|----------|----------| |基础巩固层|核心词汇转换与基础语法|词性转换题强化词汇网络构建，单句语法填空聚焦语法规则运用| |语篇应用层|课文语境语法应用|课文语法填空还原教材语境，衔接课堂教学| |综合能力层|语篇理解与逻辑推理|完形填空通过个人成长故事渗透思维品质，阅读理解探讨学习本质提升认知|

第01练 Welcome Unit （原卷版） I、单词拼写 词性转换 1．_________ n.视野；视力；想象→_________ adj.看得见的；可见的→_________adj.看不见的 2．_________ vt.祝福→_________ n.幸事；准许→_________ adj.受祝福的；幸运的(=_________)；幸福的 _________被赋有……的；享有……的 _________看似坏事的好事(塞翁失马焉知非福) _________ adj.聪明的；智能的的→_________n.智力；情报  人工智能：__________ 3．_________(=_________=_________) vt.(尤指以法令)禁止；阻止→_________(=________=_________) n.禁止；阻止；禁令 ban-_________-_________ 双写_________加_________ _________ v.展览 4．_________n.日报，杂志；日记→_________n.新闻记者；新闻工作者→_________ n.新闻业；新闻工作  _________ adj.可用的，可获得的；有空的；单身的 5．_________ n.奖励；报酬v.奖赏；给……以报酬→_________ adj.有益的(=_________=_________)；值得做的 6．_________ n.自行车；摩托车；循环vi.骑自行车→_________n.骑自行车的人_________vt. 回收利用 7．_________vi.有吸引力；呼吁；上诉；打动n.吸引力；呼吁；上诉；请求→_________adj.有吸引力的(=_________=_________=_________=_________)；有感染力的；恳求的，可怜的       呼吁某人做某事：_________/_________  _________=_________ adj.巨大的   ______adj.巨大的，广阔的 8．_________vt.热爱；爱慕；喜爱→_________ adj.可爱的；讨人喜爱的→_________adv.        _________ =_________ adj.壮丽的；极佳的；辉煌的 9．_________(=_________) vt.使快乐→________(=________) n.娱乐(活动)；愉悦→_________(=_________)adj.好笑的，有乐趣的→_________adj.逗乐的，觉得可笑的 10．_________ vt.＆vi.(使)摇摆；转向n.摇摆；秋千→_________(过去式)→_________(过去分词) II、单句语法填空 11．Most colleges now offer students a lesson (design) to help them handle academic pressure. 12．He is about the coming exam and can’t sleep well. (anxious) 13．Mrs. Zhang is my neighbor. Her house is next to (my). 14．The little messages remind (we) that we can always expect good things to come, even during difficult times. 15．When (take) notes, you should focus on those really important points the lecturer says. 16．The (frighten) girl hid behind the tree when she saw the (frighten) snake. 17．On arriving at the tea house, the foreign students were (impress) by the unique tea pots and tea cups. 18．Looking at the (frighten) expression on his face, I could tell he must have experienced something abnormal. 19．These meaningful activities (organize) by our school every year to enrich our after-class life. 20．All the students are looking forward the coming summer vacation and meaningful activities. 21．Most students are looking forward to (take) part in colorful after-school activities. 22．I am looking forward to (take) part in the coming school cultural festival. 23．Forget trying to multitask! You will lose (concentrate), and it will take you longer to complete what you set out to do. 24．As a professor, she is senior her students in both age and knowledge. 25．The scientist spent his entire life (explore) the mysteries of the deep ocean. III、课文语法填空 （一）阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。 Finally, the first day of senior high school arrived. I was really curious 26 the new school life on the first day. The moment I entered the classroom, I looked around. I saw all my classmates waiting 27 (anxious) for the bell to ring. After I sat down, I 28 (exchange) a smile with my deskmate. As soon as the bell rang, a middle-aged man 29 wore a big smile on his face walked in. He introduced himself as Mr Malouf and told us that he was our class teacher. Then he asked us 30 (introduce) ourselves to each other, including information like our names, hobbies, junior high schools, 31 a fact about ourselves. Next, Mr Malouf told the class about his background after we asked where he was from. We finished the first class with the 32 (impress) that our senior high school would be colorful. Our next class was Mrs Kelly’s biology class. She has very strict rules that the students 33 (require) to follow. When I heard these rules, I got very nervous. Although Mrs Kelly appeared strict, I found her also 34 (help) and patient. At the end of the day, I learned if I did not work hard, I would not achieve my goals. However, senior high school is also about being free, being able to join clubs and have fun. I really look forward to 35 (see) my classmates and teachers tomorrow. （二）语法填空 My first day at senior high school was a little 36 (confuse). I was 37 (anxiety) because I didn’t know anyone. The first class was maths, and the teacher was 38 (friend) and helpful. During the break, I met a boy 39 name was Tom. He came from the UK and was an exchange student. He told me that he 40 (study) Chinese for three years. We talked about our favourite subjects. He likes physics, 41 I prefer history. After lunch, we had a chemistry class. The teacher let us do an interesting 42 (experiment). I found most of my classmates were friendly. Now I feel much 43 (good) than this morning. I think senior high school life is not so difficult as I 44 (expect). There’s a lot 45 (explore), and I’m looking forward to the new term. IV、完形填空 For the longest time, I believed I wasn’t a math person. The very word “math” used to fill me with 46 . While others handled formulas (公式) with ease, I struggled a lot. So I 47 math whenever possible, accepting numbers just weren’t my thing. Then came junior year with an unexpected change. Due to a course selection 48 , I got placed in an advanced statistics (高等统计学) class. I was worried and considered begging the teacher to 49 . But by the time I checked, the deadline had 50 . I had no choice but to stay. The first few weeks were rough. I felt like learning a new language. However, there was something 51 about this class. The teacher didn’t just write formulas. He told stories with data, showing how statistics could 52 real-world problems. Then came the 53 that made all the difference. We were asked to collect data and analyze it to answer a 54 we were curious about. Half-jokingly, I chose: “Does sleep affect test scores?” I surveyed classmates, tracked sleep habits, and created graphs with my group members. To my surprise, I enjoyed every part of the 55 . I especially liked finding patterns and telling stories with 56 . When I presented my findings, I felt 57 — not just for surviving the task, but because something finally made sense. Since then, I’ve stopped labeling myself so 58 . I’ve learned that I’m more 59 than I thought. Sometimes what we fear or avoid holds pieces of who we really are, waiting to be 60 . 46．A．fear B．joy C．anger D．pride 47．A．practiced B．discussed C．avoided D．challenged 48．A．plan B．mistake C．guidance D．method 49．A．move on B．step aside C．make a switch D．keep a secret 50．A．changed B．extended C．approached D．passed 51．A．familiar B．awkward C．different D．ridiculous 52．A．record B．cause C．hide D．explain 53．A．project B．exam C．decision D．competition 54．A．request B．message C．call D．question 55．A．class B．process C．experiment D．invention 56．A．numbers B．words C．details D．actions 57．A．nervous B．curious C．proud D．calm 58．A．openly B．narrowly C．carefully D．slightly 59．A．social B．analytical C．sensitive D．expressive 60．A．told B．forgotten C．ignored D．Discovered V、阅读理解 Many people believe that learning should be easy. There is a myth: if you find the right method, learning will become easy. People search for the perfect system to avoid struggle. 61 Learning is a process of friction (摩擦力), requiring you to sit with confusion and discomfort until clarity appears. This is hard learning — it demands effort without immediate reward. When people avoid struggle, they turn to passive learning — watching videos, reading summaries and feeling productive. But passive exposure creates only familiarity, not mastery. 62 It is slower, more frustrating. It involves rereading the same paragraph, attempting problems without knowing the answer, and failing repeatedly before getting it right. This process feels slow and painful. There is no instant reward, only gradual improvement. One key element is deliberate repetition — returning to material with deeper attention each time. What was once confusing becomes familiar; what was familiar becomes clear; what was clear becomes flexible. 63 Hard learning requires you to think, not just consume. You must explain ideas in your own words, test your understanding, and apply knowledge in new contexts. This turns knowledge into ability. Learning that avoids struggle rarely lasts. There is also a psychological barrier. Many people mistake difficulty for failure, thinking they are not good at it. 64 Look at experts in any field: they rely on hard learning — they don’t run from difficulty. Their success is built on long hours of focused effort, repeated attempts, and willingness to stay with complexity. No method can replace effort. Techniques guide you, but cannot do the work for you. In the end, learning is not about avoiding difficulty — it is about building the ability to move through it. 65 A．Hard learning is different. B．Another key aspect is active engagement. C．Challenging yourself is the key to progress. D．This process feels uncomfortable but necessary. E．And the sooner you accept that, the sooner your learning becomes real. F．But the truth is far less pleasant: real learning is not designed to be easy. G．In reality, difficulty is not a sign of inability — it is a sign that learning is happening. 学科网（北京）股份有限公司 $ 第01练 Welcome Unit （解析版） 参考答案 I、词性转换 1． vision visible invisible 2． bless blessing blessed fortunate be blessed with a blessing in disguise intelligent intelligence artificial intelligence 3． prohibit forbid ban prohibition forbiddance ban banned banned n ed exhibit 4． journal journalist journalism available 5． reward rewarding beneficial profitable 6． cycle cyclist recycle 7． appeal appealing fascinating charming striking attractive appeal to call on sb. to do sth massive enormous vast 8． adore adorable adorably splendid magnificent 9． amuse entertain amusement entertainment amusing entertaining amused 10． swing swung swung 【解析】1．名词“视野；视力；想象”是vision，其形容词“看得见的；可见的”是visible，形容词“看不见的”是invisible。故填：vision；visible；invisible。 2．动词“祝福”是bless，其名词“幸事；准许”是blessing，形容词“受祝福的；幸运的”是blessed，可与fortunate替换；“被赋有……的；享有……的”是be blessed with；“看似坏事的好事(塞翁失马焉知非福)”是a blessing in disguise；形容词“聪明的；智能的”是intelligent，其名词“智力；情报”是intelligence；“人工智能”是artificial intelligence。故填：bless；blessing；blessed；fortunate；be blessed with；a blessing in disguise；intelligent；intelligence；artificial intelligence。 3．动词“(尤指以法令)禁止；阻止”是prohibit，可与forbid、ban替换；其名词“禁止；阻止；禁令”是prohibition，可与forbiddance、ban替换；ban的过去式和过去分词是banned，变化规则为双写n加ed；动词“展览”是exhibit。故填：prohibit；forbid；ban；prohibition；forbiddance；ban；banned；banned；n；ed；exhibit。 4．名词“日报，杂志；日记”是journal，其名词“新闻记者；新闻工作者”是journalist，名词“新闻业；新闻工作”是journalism；形容词“可用的，可获得的；有空的；单身的”是available。故填：journal；journalist；journalism；available。 5．名词“奖励；报酬”和动词“奖赏；给……以报酬”是reward，其形容词“有益的；值得做的”是rewarding，可与beneficial、profitable、worthwhile替换。故填：reward；rewarding；beneficial；profitable；worthwhile。 6．名词“自行车；摩托车；循环”和动词“骑自行车”是cycle，其名词“骑自行车的人”是cyclist；动词“回收利用”是recycle。故填：cycle；cyclist；recycle。 7．动词“有吸引力；呼吁；上诉；打动”和名词“吸引力；呼吁；上诉；请求”是appeal，其形容词“有吸引力的”是appealing，可与fascinating、charming、striking、attractive替换，也可理解为“有感染力的；恳求的，可怜的”；“呼吁某人做某事”是appeal to sb. to do sth.，也可表达为call on sb. to do sth.；形容词“巨大的”是massive，可与enormous替换；形容词“巨大的，广阔的”是vast。故填：appeal；appealing；fascinating；charming；striking；attractive；appeal to；call on sb. to do sth.；massive；enormous；vast。 8．动词“热爱；爱慕；喜爱”是adore，其形容词“可爱的；讨人喜爱的”是adorable，副词形式是adorably；形容词“壮丽的；极佳的；辉煌的”是splendid，可与magnificent替换。故填：adore；adorable；adorably；splendid；magnificent。 9．动词“使快乐”是amuse，可与entertain替换；其名词“娱乐(活动)；愉悦”是amusement，可与entertainment替换；形容词“好笑的，有乐趣的”是amusing，可与entertaining替换；形容词“逗乐的，觉得可笑的”是amused。故填：amuse；entertain；amusement；entertainment；amusing；entertaining；amused。 10．动词“(使)摇摆；转向”、名词“摇摆；秋千”是swing，其过去式是swung，过去分词也是swung。故填：swing；swung；swung。 II、单句语法填空 11．designed 【详解】句意：如今大多数大学都会为学生开设一门课程，旨在帮助他们应对学业压力。 空格前名词lesson与动词design是被动关系，此处用过去分词designed作后置定语修饰lesson。 12．anxious 【详解】句意：他对即将到来的考试感到焦虑，睡不好觉。 此处放在系动词is后作表语，直接用形容词anxious，be anxious about 意为“对…… 感到焦虑”。 13．mine 【详解】句意：张女士是我的邻居，她的房子紧挨着我的（房子）。空格后无名词，需用名词性物主代词指代“my house”，my的名词性物主代词是mine。 14．us 【详解】句意：这些小留言提醒我们，即使在困难时期，我们也总能期待好事发生。remind是及物动词，后应接人称代词宾格作宾语，we的宾格形式为us。 15．taking 【详解】句意：记笔记的时候，你应该把重点放在讲师讲到的那些真正关键的内容上。when引导的时间状语从句的主语和主句的主语一致且含有be时，可以省略从句的主语和be动词，完整的从句是When you are taking notes，省略了you are，空处需填现在分词taking。 16． frightened frightening 【详解】句意：那个吓坏了的女孩看到那条可怕的蛇时，躲到了树后面。第一空修饰girl，表示人的状态时，应用过去分词转化而来的形容词frightened作定语，意为“（人）感到害怕的”；第二空修饰snake，说明事物的特征时，应用现在分词转化而来的形容词frightening作定语，意为“令人害怕的”。 17．impressed 【详解】句意：一到茶馆，外国学生们就被独特的茶壶和茶杯深深打动。 分析句子结构可知，此处为谓语动词，主语the foreign students与impress为被动关系，所以应用被动语态be done结构，impress的过去分词为impressed，be impressed by，为固定搭配，表示“对……印象深刻”。 18．frightened 【详解】句意：看着他脸上惊恐的神情，我能判断出他肯定经历了什么不同寻常的事。此处在句中作定语，表示“人”害怕，而发出的表情，用frightened作定语。 19．are organized 【详解】句意：这些有意义的活动每年都由学校组织，以丰富我们的课后生活。主语These meaningful activities与谓语构成被动关系，结合every year表示经常性动作，可知为一般现在时的被动语态，主语是复数，be动词用are。 20．to 【详解】句意：所有学生都期待即将到来的暑假和有意义的活动。look forward to为固定搭配，意为“期待”。 21．taking 【详解】句意：大多数学生期待参加丰富多彩的课外活动。look forward to是固定短语，意为“期待”，此处to是介词，后接动名词taking，作宾语。 22．taking 【详解】句意：我期待参与即将到来的校园文化节。look forward to是固定短语，意为“期待”，此处to是介词，后接动名词taking，作宾语。 23．concentration 【详解】句意：别想着一心多用了！你会走神，而且完成既定任务所需的时间也会更长。根据空前lose及语境可知，此处需填名词作宾语；提示词concentrate为动词，其名词形式为concentration，意为“注意力；专注力”。 24．to 【详解】句意：作为一名教授，无论年龄还是学识，她都比学生资深。固定搭配be senior to“比……资深/年长”，senior表示“资历深、级别高”时，其后接比较对象需用介词to。 25．exploring 【详解】句意：这位科学家穷尽一生探索深海的奥秘。固定搭配spend time (in) doing sth. 表示“花费时间做某事”，因此动词explore需变为动名词exploring。 III、课文语法填空 26．about 27．anxiously 28．exchanged 29．who/that 30．to introduce 31．and 32．impression 33．are required 34．helpful 35．seeing 【导语】本文主要讲述作者高中开学第一天的经历，描写初见同学、班主任和生物老师的场景，并抒发了对高中生活的感悟与期待。 【详解】26．考查介词。句意：第一天，我对全新的校园生活充满好奇。固定搭配be curious about表示“对…… 感到好奇”。 27．考查副词。句意：我看见全班同学都焦急地等待上课铃响起。此处修饰动词waiting，要用副词anxiously。 28．考查时态。句意：我坐下后，和同桌相视一笑。叙述开学当天发生的事，使用一般过去时，exchange的过去式是exchanged。 29．考查定语从句。句意：铃声一响，一位面带笑容的中年男士走了进来。空处引导限制性定语从句，先行词a middle aged man，指人，关系词在从句中作主语，可用关系代词who或that。 30．考查非谓语动词。句意：随后他让我们互相做自我介绍，内容包括姓名、爱好、初中母校以及关于自己的一个事实。固定搭配ask sb. to do sth.意为“要求某人做某事”，用不定式to introduce作宾语补足语。 31．考查并列连词。句意同上。names, hobbies, junior high schools与a fact about ourselves是并列列举的内容，用并列连词and连接。 32．考查名词。句意：第一堂课结束时，我留下了这样的印象：高中生活会丰富多彩。定冠词the后需要名词作with的宾语，动词impress对应的名词是impression。 33．考查时态、语态。句意：她制定了十分严格的规章制度，要求学生必须遵守。根据has可知，句子描述客观情况，使用了一般现在时，students和require之间是被动关系，故用一般现在时的被动语态，主语students是复数，被动语态用are required。 34．考查形容词。句意：尽管凯利老师看起来很严厉，但我发现她热心又有耐心。此处与patient并列作宾语补足语，需要形容词，help的形容词形式helpful，意为“乐于助人的”。 35．考查非谓语动词。句意：我十分期待明天再见到老师和同学们。固定搭配look forward to doing sth.中to是介词，后面接动名词seeing作宾语。 III、课文语法填空（2） 36．confusing 37．anxious 38．friendly 39．whose 40．had studied 41．but/while 42．experiment 43．better 44．expected 45．to explore 【导语】文章主要讲述了作者升入高中第一天的所见所感，记录了从迷茫忐忑到安心期待的心理变化过程。 【详解】36．考查形容词。句意：我上高中的第一天有点令人困惑。此处作表语，主语My first day指事物，用以-ing结尾的形容词confusing，意为“令人困惑的”。 37．考查形容词。句意：我十分焦虑，因为这里我一个人都不认识。系动词was后接形容词作表语，anxiety的形容词形式为anxious，意为“焦虑的，不安的”。 38．考查形容词。句意：第一节课是数学课，老师待人友善、乐于助人。空处和helpful并列作表语，名词friend转换为形容词friendly，意为“友善的”。 39．考查定语从句。句意：课间休息时，我遇到了一个名叫Tom的男生。此处为限定性定语从句，先行词是a boy，指人，关系词在从句中作name的定语，表所属关系，用关系代词whose。 40．考查时态。句意：他告诉我他已经学习中文三年了。主句谓语told为一般过去时，“学习中文”发生在主句动作之前，且带有时间段for three years，应用过去完成时had studied。 41．考查连词。句意：他喜欢物理，然而（但是）我偏爱历史。前后两个分句存在转折对比关系，可用并列连词while表对比，也可用转折连词but。 42．考查名词。句意：老师让我们做了一个有趣的实验。空格前有不定冠词an，应用可数名词单数形式experiment。 43．考查形容词。句意：现在我的感觉比早上好多了。句中有比较级标志词than，good的比较级形式为better。 44．考查时态。句意：我觉得高中生活并没有我当初预想的那么难。空处为比较状语从句的谓语，描述过去的动作，应用一般过去时expected。 45．考查非谓语动词。句意：还有很多事物等待我们去探索，我十分期待新学期的到来。此处用不定式to explore作后置定语，修饰a lot，表示有待去做的动作。 IV、完形填空 46．A 47．C 48．B 49．C 50．D 51．C 52．D 53．A 54．D 55．B 56．A 57．C 58．B 59．B 60．D 【导语】文章讲述作者一直认为自己不擅长数学，但一次选课失误让他进入了高等统计学课堂。老师的教学方式和一次项目作业让他发现了自己对数据分析的兴趣，从而改变了对自己的看法。 【详解】46．考查名词。句意：最长久以来，我一直认为自己不是学数学的料。“数学”这个词曾经让我充满恐惧。A. fear恐惧；B. joy快乐；C. anger愤怒；D. pride骄傲。根据上文“I believed I wasn’t a math person”以及下文“While others handled formulas (公式) with ease, I struggled a lot”可知，数学让作者感到“恐惧”。 47．考查动词。句意：所以只要有可能，我就会避开数学，接受数字不是我擅长的事情。A. practiced练习；B. discussed讨论；C. avoided避免；D. challenged挑战。根据上文“I struggled a lot”以及“accepting numbers just weren’t my thing”可知，因为不擅长，所以作者会“避开”数学。 48．考查名词。句意：由于选课失误，我被分到了一个高等统计学班级。A. plan计划；B. mistake错误；C. guidance指导；D. method方法。上文讲述作者并不擅长数学，所以作者应该不会选择高等统计学，结合下文“I got placed in an advanced statistics (高等统计学) class.”可推知，是作者选课“失误”。 49．考查动词短语。句意：我很担心，考虑求老师给我换课。但等我查看时，截止日期已经过了。A. move on继续前进；B. step aside让开；C. make a switch换课，改变；D. keep a secret保守秘密。根据上文“I believed I wasn’t a math person.”和“I was worried and considered begging the teacher”可知，作者不擅长数学，却误选了高等统计学，所以想求老师“换课”。 50．考查动词。句意：我很担心，考虑求老师给我换课。但等我查看时，截止日期已经过了。A. changed改变；B. extended延长；C. approached接近；D. passed过去。根据下文“I had no choice but to stay”可知，截止日期已经“过了”，换不了课。 51．考查形容词。句意：最初的几周很艰难。我感觉像是在学习一门新语言。然而，这门课有些不同。A. familiar熟悉的；B. awkward尴尬的；C. different不同的；D. ridiculous荒谬的。根据下文“The teacher didn’t just write formulas. He told stories with data”可知，老师的教学方式与以往“不同”。 52．考查动词。句意：他不仅写公式。他用数据讲故事，展示统计学如何解释现实世界的问题。A. record记录；B. cause引起；C. hide隐藏；D. explain解释。根据上文“He told stories with data”和下文“real-world problems”可推知，老师用数据讲故事，用统计学可以“解释”现实问题。 53．考查名词。句意：然后来了一个项目，它改变了一切。A. project项目；B. exam考试；C. decision决定；D. competition比赛。根据下文“We were asked to collect data and analyze it”可知，这是一个“项目”。 54．考查名词。句意：我们被要求收集数据并分析，以回答我们好奇的问题。A. request请求；B. message信息；C. call电话；D. question问题。根据下文“Does sleep affect test scores?”可知，这是一个“问题”。 55．考查名词。句意：令我惊讶的是，我喜欢这个过程的每一个部分。A. class课堂；B. process过程；C. experiment实验；D. invention发明。根据上文“every part of the”可知，指的是整个项目完成的“过程”。 56．考查名词。句意：我尤其喜欢发现规律，用数字讲述故事。A. numbers数字；B. words文字；C. details细节；D. actions行动。根据上文“I surveyed classmates, tracked sleep habits, and created graphs with my group members.”和“finding patterns”可知，分析中使用的是“数字”。 57．考查形容词。句意：当我展示我的发现时，我感到自豪——不仅仅是因为完成了任务，而是因为有些东西终于讲得通了。A. nervous紧张的；B. curious好奇的；C. proud骄傲的；D. calm冷静的。根据下文“not just for surviving the task, but because something finally made sense”可知，作者完成了任务且获得新的知识，所以会感到“自豪”。 58．考查副词。句意：从那以后，我不再那么狭隘地给自己贴标签。A. openly公开地；B. narrowly狭隘地；C. carefully仔细地；D. slightly轻微地。上文“For the longest time, I believed I wasn’t a math person.”讲述作者之前一直认为自己不是学数学的料，结合“I’ve stopped labeling myself so”可推知，作者现在意识到那是“狭隘地”给自己贴标签，并不正确。 59．考查形容词。句意：我发现自己比想象中更具分析能力。A. social社交的；B. analytical分析性的；C. sensitive敏感的；D. expressive善于表达的。根据上文作者在统计学项目中表现出色，他发现自己更“具分析能力”。 60．考查动词。句意：有时候，我们所恐惧或回避的东西，恰恰藏着我们真实自我的一部分，等待着被发现。A. told告诉；B. forgotten忘记；C. ignored忽视；D. discovered发现。根据上文“what we fear or avoid holds pieces of who we really are”和“waiting to be”可推知，这些隐藏的真实自我在等待被“发现”。 V、阅读理解 61．F 62．A 63．B 64．G 65．E 【导语】文章主要讲述了刻苦学习的重要性以及学习者应该怎么做。 【详解】61．根据上文“Many people believe that learning should be easy. There is a myth: if you find the right method, learning will become easy.(很多人都认为学习本该是件轻松的事。存在这样一种误区：只要找到合适的方法，学习就会变得轻而易举。)”和下文“Learning is a process of friction (摩擦力), requiring you to sit with confusion and discomfort until clarity appears.(学习是充满阻力的过程，你必须直面困惑与煎熬，直到思路豁然开朗。)”可知，上文指出人们普遍迷信找到完美方法，学习就毫不费力，下文指出学习充满阻力，要忍受困惑不适。上下文形成转折关系，F项“但真相远没有那么美好：真正的学习本就不会轻松” 承接上文的误区，引出下文对艰苦学习的介绍。 62．根据上文“But passive exposure creates only familiarity, not mastery.(但被动接触知识只能让你对内容眼熟，根本无法做到精通掌握。)”和下文“It is slower, more frustrating. It involves rereading the same paragraph, attempting problems without knowing the answer, and failing repeatedly before getting it right. This process feels slow and painful.(它节奏更慢，过程更磨人：反复重读同一段文字，毫无头绪地尝试解题，屡屡碰壁后才终于弄懂。这个过程缓慢又痛苦。)”可知，上文提到被动学习，下文切换描述另一种学习模式，形成二者对比。A选项“深度刻苦学习则完全不同”起到过渡作用，引出下文对艰苦学习特点的详细描述，下文It刚好指代Hard learning。 63．根据上段“One key element is deliberate repetition — returning to material with deeper attention each time.(刻苦学习的核心要点之一是刻意复盘：每次重温知识点时，都投入更深层次的思考。)”和下文“Hard learning requires you to think, not just consume. You must explain ideas in your own words, test your understanding, and apply knowledge in new contexts.(刻苦学习要求你主动动脑，而非单纯被动接收信息。你要用自己的话复述知识点、检验自身理解程度，并把知识运用到全新场景中。)”可知，上一段讲第一个核心要素：刻意重复，下文整段核心是学习需要主动思考。B项“另一关键要素是主动参与思考。”符合语境，上文One key element与选项中Another key aspect结构呼应。 64．根据上文“Many people mistake difficulty for failure, thinking they are not good at it.( 很多人把学习过程中的困难等同于自己能力不足，觉得自己不擅长这门学科。)”和下文“ Look at experts in any field: they rely on hard learning — they don’t run from difficulty. Their success is built on long hours of focused effort, repeated attempts, and willingness to stay with complexity.(看一看各行各业的专家便知：他们都坚持深度学习，从不逃避难题。他们的成就，来源于长年专注的付出、无数次的试错，以及敢于钻研复杂难题的恒心。)”可知，上文指出人们把学习困难等同于自己不行、能力不足，下文指出各行各业专家都直面难题，依靠艰苦学习获得成功，空处纠正前文错误认知。G选项“事实上，困难并非能力不足的标志，而是你正在学习的证明)”反驳上一句的错误想法，衔接通顺。 65．根据上文“In the end, learning is not about avoiding difficulty — it is about building the ability to move through it.(归根结底，学习的真谛不是规避困难，而是练就直面困难、突破难关的能力。)”可知，上文收尾观点：学习不在于躲避困难，而在于拥有熬过困难的能力，E选项“你越早接受这一点，你的学习才能越早落到实处”中that指代上文“学习无法避开困难，要直面困难”这一核心观点，收束全文，升华主旨。 学科网（北京）股份有限公司 $