高中英语单元测试 —— Unit 5 Languages Around the World（较难版02）

高中英语单元测试 —— Unit 5 Languages Around the World（较难版02）（原卷版） 学校:___________姓名：___________班级：___________考号：___________ 一、听力选择题 1．（本题1.5分）What are the speakers mainly talking about? A．A country. B．The population. C．A language. 2．（本题1.5分）Where does the conversation probably take place? A．At a bookstore. B．At a café. C．At a library. 3．（本题1.5分）How can a lost language might be preserved? A．By keeping its history. B．By using digital records. C．By communicating more. 4．（本题1.5分）What is the man’s attitude towards learning Spanish? A．He finds it too difficult. B．He enjoys the challenge. C．He thinks it’s unnecessary. 5．（本题1.5分）How does the man feel about the speech? A．Boring. B．Interesting. C．Inspiring. （本题3分）听下面一段对话，回答以下小题。 6．(3分)When will the woman probably finish translating this time? A．In two days. B．In four days. C．In five days. 7．Why is the woman translating the Russian song? A．She does it for fun. B．She is learning the language. C．She wants to sing it for the man. （本题3分）听下面一段对话，回答以下小题。 8．(3分)What does the man’s brother think of Mr. Williams? A．He is humorous. B．He is creative. C．He is strict. 9．What does Mr. Williams value most? A．Spanish club activities. B．In-class practice. C．Visits to native speakers. （本题4.5分）听下面一段较长对话，回答以下小题。 10．(4.5分)Why are British people unwilling to learn a foreign language? A．English is widely used around the world. B．They have little gift for language learning. C．They would not like to leave their country. 11．What is the second most-spoken language in the UK? A．Chinese. B．French. C．Polish. 12．What is the probable relationship between the speakers? A．Schoolmates. B．Colleagues. C．Teacher and student, （本题6分）听下面一段对话，回答以下小题。 13．(6分)What is the man doing? A．Reading news. B．Watching a movie C．Learning about a program 14．What does the man think of his spoken Spanish? A．Unsatisfactory. B．Awful. C．Excellent 15．Where will the man stay during his time in Spain? A．In a hotel. B．In a dorm C．In a local’s house 16．What do we know about the program? A．It’s student-targeted B．It’ll be held in the capital C．It can be enrolled once a year （本题6分）听下面一段独白，回答以下小题。 17．(6分)Where does the speaker come from? A．Canada. B．England. C．Thailand. 18．How does the speaker view the English lessons here in schools? A．They are not special. B．They are not enough. C．They are not interesting. 19．In what way are the speaker’s English programs different? A．They are designed in various styles. B．They are broadcast live every day. C．They are based on the computer. 20．What does the speaker expect people to do? A．Attend their English classes. B．Practice their English every day. C．Watch English movies and TV shows. 二、阅读理解 （本题7.5分）Welcome to Learn English Teens — a site for teenagers who are learning English as a second or foreign language, where you can watch videos, read texts, listen to audio and do online exercises to help you improve various skills. Our site is free of charge. Where to start Use the links at the top of the page to go to different sections and have a look at the materials. Try one or two pages in each section and see if the material is good for your level and what you want to learn. Beginners should start with Skills and choose Level A1 or try the Vocabulary exercises. If you have a good level of English already, then look at other sections too. If you are aged between 13 and 17, you can sign up for a free account. Upon becoming registered users, you can use interactive features, including the ability to post comments on educational content and respond to structured discussion questions within academic forums. Before participating in any online discussions, all users must carefully review the platform’s House Rules, which establish clear guidelines for respectful and productive community interactions. How to use the site When you have found a page you want to use, read the instructions carefully and then click the Preparation task. This task will help you to get ready to do the page, typically including a text, a video or an audio file. Most pages feature downloadable worksheets in PDF format, complete with exercises and answer keys. These resources are designed to support offline learning activities — enabling students to practice independently without internet access, while also empowering educators to assign them as reliable homework tasks in low-connectivity environments. If you have any questions about Learn English Teens, please contact us. 21．(7.5分)What can registered users do according to the text? A．Organize discussion activities. B．Set the platform’s House Rules. C．Answer given discussion questions. D．Have an interaction with experts. 22．What can we learn about worksheets on most pages? A．They focus on group learning activities. B．They offer personalized practice resources. C．They are designed for teacher- led instructions. D．They support learning without internet connection. 23．In which website section is the text probably found? A．Getting Started. B．Live Classes. C．Learning Resources. D．Teacher Support. （本题10分）For decades, Chinese migrants overseas counted on qiaopi — letters containing words and money — to stay in touch with their families. These letters, composed by writers and sent with a legal stamp, held migrants’ emotional connection with family and greatly backed up families’ grocery shopping and children’s leisure. Today, 77-year-old Jiang Mingdian is one of the last remaining qiaopi writers keeping this tradition alive. For nearly sixty years, Jiang has sat at his street stand, helping people put difficult emotions into words. In the past, when many villagers were incapable of comprehending words, they flooded to Jiang’s stand for his special craft. He delicately phrased their messages, translating raw feelings of homesickness into comforting words. For wives waiting at home, Jiang often used the phrase “mountains and seas between them” to describe the painful distance, while their longing was depicted as a bridge across land and sea. When responses arrived from abroad, Jiang would read them aloud in the local dialect to anxious families. Language also matters. An English letter could cost ten times as much as a Chinese one, helping him support his family during tough times. To better serve his clients, Jiang showed incredible efforts. Although he never studied beyond middle school, he spent at least an hour every night teaching himself English, Spanish, and other languages through radio broadcasts and dictionaries. “People passing by once called me a fool for practicing foreign languages at my door,” Jiang recalls with a smile. With the rise of smartphones, traditional qiaopi have mostly disappeared. Yet, Jiang’s stall remains active. Today, locals still visit him to resolve family disputes or draft legal documents. He also works as a guide at the local Qiaopi Museum, sharing the history of these touching letters with students. “As long as people still need me,” Jiang says, “I will continue.” He stands as a living nameplate of an era, reminding us of the enduring power of handwritten love. 24．(10分)What can we learn about qiaopi from the beginning? A．It originally served as legal documents. B．It primarily sustained migrants’ ties. C．It was mainly used to cover daily expenses. D．It was composed of letters and clothing. 25．What makes Jiang’s qiaopi special? A．His knowledge of poems. B．His various writing skills. C．His impressive handwriting. D．His ability to express emotions. 26．Why did Jiang keep on practising foreign languages? A．To make a living. B．To develop his interest. C．To promote his service. D．To broaden his horizons. 27．What does Jiang’s experience show? A．Writing is a blessing. B．Craft bridges hearts. C．Knowledge is power. D．Practice makes perfect. （本题10分）Where does the origin of the Indo-European (IE) language family lie? Ron Pinhasi and his team contribute a new piece to this puzzle. They analyzed ancient DNA from 435 individuals from archaeological sites across Eurasia between 6400 BCE — 2000 BCE and found out that a newly recognized Caucasus-Lower Volga (CLV) population can be connected to all IE-speaking populations. Originating from the Proto-Indo-European (PIE) language, IE languages, which number over 400 and include major groups such as Germanic, Romance, and Celtic, are spoken by nearly half the world’s population today. Since the 19th century, historians have been investigating their origins and spread as there is still a knowledge gap. Earlier studies showed that the Yamnaya culture of the Pontic-Caspian steppes (草原) north of the Black and Caspian Seas expanded into both Europe and Central Asia beginning about 3100BCE, accounting for the appearance of “steppe ancestry (祖先)” in human populations across Eurasia 3100 BCE — 1500 BCE. These migrations (迁徙) are widely regarded as the probable carrier for the spread of IE languages. The only branch of the IE language that had not exhibited any steppe ancestry previously was Anatolian, including Hittite, preserving language characteristics that were lost in all other IE branches. Previous studies had not found steppe ancestry among the Hittites because, the new paper argues, the Anatolian languages came from a language spoken by a group that had not been adequately described before. When the newly recognized CLV population is used as a source, at least five individuals in Anatolia show CLV ancestry. The CLV group therefore has something to do with any IE-speaking populations and is the best candidate for the population that spoke Indo-Anatolian, the ancestor of both Hittite and all later IE languages. “The discovery marks a turning point in the 200-year-old quest to reconstruct the origins of the Indo-Europeans and the routes by which these people spread across Europe and parts of Asia,” concludes Ron Pinhasi. 28．(10分)What contributed to the spread of IE languages? A．The migration from Central Asia. B．The expansion out of the steppes. C．The appearance of steppe ancestry. D．The increase in the CLV population. 29．What can we know about the Hittite language? A．It is in danger of dying out. B．It has never been recorded yet. C．It was once thought to be lack of steppe ancestry. D．It is a source of many languages in the world. 30．Which of the following best describes the CLV population? A．A group that is a key link in IE origins. B．A group that only existed in Anatolia. C．A group that originated from the Yamnaya culture. D．A group that spoke Anatolian languages exclusively. 31．What can be the best title for the text? A．How does the Indo-European language family develop? B．What is the significance of the Indo-European language? C．DNA helps to recognize Caucasus-Lower Volga population. D．Missing link in Indo-European languages’ history has been found. （本题10分）What would you say if you suddenly hit your toe against a door? You might shout in pain, or burst out short, sharp words like “ouch” or “ow”. Many languages have an interjection word (感叹词) for expressing pain. In Chinese, it’s ai-yo; in French, it’s aïe; and in several Australian languages, it’s yakayi. All have similar sound elements, and that’s not an accident . According to a recent study, pain interjections tend to contain the vowel (元音) sound “ah” and its letter combinations. Researchers analyzed dictionaries and databases of 131 world languages for interjections that express pain, dislike and joy. They found pain interjections were driven by vowels [a] across languages. That often combines with other letters to create sounds such as “ai” and “ow”. To find out where these similarities could come from, the researchers further tested 166English, Japanese, Spanish, Turkish and Chinese speakers. They were asked to produce the sounds they would make if they were experiencing pain, dislike or joy. This time, the team found similar vowel sounds across those five languages. For dislike, the most common sound was [ə], for joy was[i], and for pain, it was familiar [a]. “Pain is biological, and it may have been shaped by the sound that human evolved to signal pain,” Pisanski, the study’s senior author, explains, “Dislike or joy involves culture, so their sounds are more diverse.” The findings challenged the old language theory which regarded language as fundamentally arbitrary. For example, there’s the “bouba-kiki” effect. People from different cultures are likely to associate the nonsense word “bouba” with a rounded shape, and “kiki” with a sharp one. Another published paper also showed people across languages would associate the “R” sound with roughness and the “L” sound with smoothness. “Finding out unrelated languages do things in similar ways brings home our common humanity,” says Dingemanse, who found “Huh?” and similar words in other languages may be universal. “No matter how much languages differ, they also unite us.” 32．(10分)What sound is typically found in interjections expressing pain? A．[a] sound. B．[i] sound. C．[ə] sound. D．[u] sound. 33．Why did researchers do experiments after language analysis? A．To adopt more scientific methods. B．To further analyze previous findings. C．To test participants’ English ability. D．To specify dictionaries and databases. 34．What does the word “arbitrary” in paragraph 5 probably mean? A．Logical. B．Random. C．Abstract. D．Constant. 35．What might be the author’s purpose in writing the text? A．To prove some languages more emotional. B．To challenge the traditional language theory. C．To explain universality of sounds across languages. D．To investigate emotional interjections among cultures. （本题12.5分）Many people have a habit of throwing in a quick “you know, like” or “so like” in between every few sentences. Those are called filler words, which are defined as words, sounds or phrases we use, often unintentionally, to fill pauses (停顿) when we don’t know what to say. 36(12.5分) , you’ve probably noticed that different people use different filler words. By talking to people, we can build a rhythm that allows us to deliver information, and filler words can be a great tool in maintaining conversational momentum (势头). “ 37 , you have to have natural pauses. Filler words sometimes will serve that purpose for you,” said Dr. Angela Corbo, a professor at Widener University in Chester, Pennsylvania. “They often replace ‘I need a moment to get my thoughts together.’” However, whether you’re speaking in court or being interviewed, it’s often preferable to avoid using filler words because people might interpret empty words or phrases as your being unprepared. You can prevent that by practicing your presentation in advance. 38 . “If I’m preparing to teach a class, I want to show I’m prepared and that I’m knowledgeable,” Corbo said. “But on the other hand, I want to ensure there’s interaction. I might pause. 39 .” It’s about finding a balance that gets you to your goal and allows for interpersonal relationship building between you and your audience. 40 ? If your audience have already given you trust and they want to be with you and be relaxed, it’s perfectly fine for you to use filler words. And it’s also OK to use filler words when you’re talking with trusted friends or family because you have an established relationship, noted Corbo. A．Why do we use filler words B．So, what exactly is the right time to use filler words C．You don’t need to be polished during those conversations D．If you want to reflect when communicating with someone else E．I’ll often use ‘so’ just to bring people into the conversation a little more F．But being in a professional setting doesn’t mean you can’t use filler words G．If you’ve ever spoken to people from different regions or even been online 三、完形填空 （本题15分）Last fall, I studied abroad at the Technical University. My main criterion (标准) for 41 a school was that I wanted to live in a country where I could 42 English alone. I made friends through a board-game club — three Danish students, one German, and two Icelandic students. Most of the time, I focused more on the game than on social 43 . But one evening, while waiting for my turn, I suddenly 44 that most of the group was speaking English. They were clearly trying to make sure 45 would not become a barrier between us. Later, I joined another student club with a similarly 46 group. Once, when I entered the room, several Danish students were chatting in Danish. But the minute I sat down, they 47 switched to English. I told my friend Augusta that I felt 48 . It must be exhausting to use English all day just because one 49 student was present. “Don’t worry. It’s really not a bother,” she 50 me. Their consideration made me feel welcome, but I also realize something I had long 51 : in those rooms, by unfailingly shifting to English, they had built a bridge for me — yet I had 52 once ventured to the other side. I had been so 53 to the gift — and to the debt. The next day, I asked Augusta to teach me a few Danish phrases. I may never be 54 , but real connection lies not in ease —but in shared 55 , which I had long received without giving back. 41．(15分)A．reflecting B．refusing C．choosing D．preventing 42．A．make up for B．get by on C．live up to D．stick with 43．A．performance B．impression C．reaction D．communication 44．A．promised B．realized C．argued D．adapted 45．A．language B．power C．origin D．custom 46．A．united B．divided C．fixed D．mixed 47．A．personally B．gradually C．immediately D．frequently 48．A．guilty B．lucky C．angry D．crazy 49．A．helpful B．dangerous C．native D．foreign 50．A．encouraged B．comforted C．warned D．blamed 51．A．ignored B．reminded C．discovered D．found 52．A．even B．always C．only D．never 53．A．familiar B．blind C．devoted D．sensitive 54．A．strong-willed B．well-known C．native-like D．open-minded 55．A．habits B．dreams C．efforts D．goals 四、语法填空 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。 On June 9, 2026, Apple officially released iOS 27 at the Worldwide Developers Conference (WWDC). However, 56(0分) (far) from receiving praise, the new operating system was quickly met with widespread criticism from Chinese users. The main complaint centered on the absence of Apple Intelligence and the new Siri AI features. Due to regulatory requirements, these core 57 (function) are not available in the Chinese version of iOS 27. As a result, many tech bloggers have joked that the domestic version of iOS 27 should 58 (call) “iOS 26.5” instead. The only significant update that Chinese users can actually experience is the long-awaited holiday alarm clock, 59 automatically adapts to China’s complex holiday schedules and avoids waking users up on make-up workdays. “It took Apple years to add 60 feature that Android phones have had for ages,” one netizen commented bitterly. Well-known entrepreneur Luo Yonghao also weighed in on the debate, 61 (express) his disappointment with Apple’s lack of innovation. “Wow, so many innovations,” he said sarcastically. He further argued that consumers should not “act so cheap” 62 simply accepting incremental upgrades that offer no real value. The controversy reflects a 63 (grow) frustration among Chinese consumers. While Apple has long been regarded as a leader in technological innovation, its recent performance suggests it is falling behind domestic competitors like Huawei and Xiaomi, 64 are rapidly integrating advanced AI features into their devices. For now, iOS 27 seems unlikely to win back user trust, and many are left 65 (wonder) whether Apple still prioritizes the Chinese market. 五、书信写作 66．（本题15分）假定你是李华，你在阅读英文刊物时遇到一些困难。请你写一封邮件向英国外教Mr. Henry求助，内容包括： (1)说明具体困难; (2)请求帮助。 注意： (1)写作词数应为100个左右; (2)请按如下格式在答题纸的相应位置作答。 Dear Mr. Henry, ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________                                                                   Yours, Li Hua 六、书面表达 67．（本题25分）阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 For more than 20 years I have been traveling the world, preferring often to spend a year or two in different countries rather than to just visit as a tourist. It has become an important part of my personality as I grew older and shaped the way I saw the world and myself. My little taste of this amazing life was when I was 19 years old. I was selected among a small group of college classmates to spend a year abroad. This was long before people could travel the world through social media like Facebook and Twitter. In order to see a place, you had to go there and experienced it. I was raised in a middle-class family and couldn’t afford to travel around the world the way I wished I could. The only way I knew about the world outside was through letters I wrote to pen pals from over a dozen countries as a kid, and from television. Growing up, I always loved the very funny British comedies that were shown on local public television every Saturday night. So when I got the chance to apply for a study abroad program, I chose London. Living abroad can be exciting, scary and challenging. I thought it would be easier because I spoke the same language as the local people did. But I also like to relish (享受) the little differences between the British and American culture and language. I also learned that in England, they spell words differently than in the U. S. In British spelling, they put a “u” in words like favor to make it “favour” and an “s” in words like analyze to make it “analyse”. I was able to adapt quickly to this new way of writing since I was submitting papers all the time for my classes. Academically, I got to take classes that weren’t offered at my college back home. For example, I had a course in sociology and learned about the native people of Papua New Guinea. 注意： 1. 续写词数应为150左右； 2. 请按如下格式在答题卡的相应位置作答。 Paragraph 1: But there were also challenges that year too.   _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Paragraph 2: Sometimes the difficult times made me sad and homesick. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 试卷第1页，共3页 试卷第1页，共3页 学科网（北京）股份有限公司 2 / 2 学科网（北京）股份有限公司 $ 高中英语单元测试 —— Unit 5 Languages Around the World（较难版02） 学校:___________姓名：___________班级：___________考号：___________ 一、听力选择题 1．（本题1.5分）What are the speakers mainly talking about? A．A country. B．The population. C．A language. 【答案】A 【原文】M: The current population of Egypt was over 101 million in 2020, which accounts for 1.31% of the total world population. W: What language do people there speak? M: The national language is Arabic. 2．（本题1.5分）Where does the conversation probably take place? A．At a bookstore. B．At a café. C．At a library. 【答案】C 【原文】W: Excuse me, could you tell me where to find English literature books? M: Sure, they are on the third floor, Section B. Return them within two weeks. W: Thanks. I’ll bring them back on time. 3．（本题1.5分）How can a lost language might be preserved? A．By keeping its history. B．By using digital records. C．By communicating more. 【答案】B 【原文】W: Another language disappeared last week. M: But I feel it would be easier for people to communicate with fewer languages. W: That’s true, but each loss of languages removes its history and culture. Hopefully, digital records can preserve some lost languages. 4．（本题1.5分）What is the man’s attitude towards learning Spanish? A．He finds it too difficult. B．He enjoys the challenge. C．He thinks it’s unnecessary. 【答案】B 【原文】W: How’s your Spanish class going, Mark? Still struggling with the grammar? M: Actually, it’s getting better! The verbs were confusing at first, but my tutor is great. It’s tough, but I’m starting to see the progress, which is really satisfying. 5．（本题1.5分）How does the man feel about the speech? A．Boring. B．Interesting. C．Inspiring. 【答案】A 【原文】W: Peter, what do you think of the speech? I think it’s inspiring. M: I don’t find it inspiring at all. Quite the contrary, I just want it to be over with. （本题3分）听下面一段对话，回答以下小题。 6．(3分)When will the woman probably finish translating this time? A．In two days. B．In four days. C．In five days. 7．Why is the woman translating the Russian song? A．She does it for fun. B．She is learning the language. C．She wants to sing it for the man. 【答案】6．A 7．B 【原文】M: Are you trying to translate another Russian song? The last one took you a week! W: Well, I’m getting a little faster. I’m halfway done, and it’s only been two days. M: You should try a different approach to learning the language. W: I’m already taking an online class. My teacher suggested this activity, because the students were having too much trouble reading books. She said translating songs will help both listening and reading abilities. Do you have a better idea? M: The first time I studied Chinese, children’s cartoons helped me a lot. They usually have simple language that is often repeated, so I learned many words in that way. （本题3分）听下面一段对话，回答以下小题。 8．(3分)What does the man’s brother think of Mr. Williams? A．He is humorous. B．He is creative. C．He is strict. 9．What does Mr. Williams value most? A．Spanish club activities. B．In-class practice. C．Visits to native speakers. 【答案】8．C 9．B 【原文】W: I’m thinking of taking Spanish this term. M: I heard from my brother that Mr. Williams is very tough — he expects everyone to speak up in class. W: That sounds challenging. M: But he makes it interesting by bringing in native speakers. It’s great for real practice. W: That’s good to hear. Does he also run the Spanish club? M: Yes, though he always says the class itself is what really matters. （本题4.5分）听下面一段较长对话，回答以下小题。 10．(4.5分)Why are British people unwilling to learn a foreign language? A．English is widely used around the world. B．They have little gift for language learning. C．They would not like to leave their country. 11．What is the second most-spoken language in the UK? A．Chinese. B．French. C．Polish. 12．What is the probable relationship between the speakers? A．Schoolmates. B．Colleagues. C．Teacher and student, 【答案】10．A 11．C 12．A 【原文】M: Why do you think we British people don’t bother to learn a foreign language? W: I guess the main reason is that when we travel around the world, we find that English is spoken almost everywhere. M: Yes. We survive on just using our mother language. W: But you seem to love learning languages a lot. You speak very good Chinese. How many foreign languages can you speak? M: A bit of German, some French, Polish a little, Chinese of course and a bit of Japanese. W: I’m impressed. Well, what is the second most-spoken language in England? Is it Chinese? M: No. I don’t think so. W: Then, that must be French. M: No. According to the recent survey, 104 different languages are spoken in the UK and Polish is the second most spoken language. I’m afraid I must get going now. I’ll have my Chinese class at 10 o’clock. W: Oh, I have a class at 10 as well. OK. see you later. M: See you. （本题6分）听下面一段对话，回答以下小题。 13．(6分)What is the man doing? A．Reading news. B．Watching a movie C．Learning about a program 14．What does the man think of his spoken Spanish? A．Unsatisfactory. B．Awful. C．Excellent 15．Where will the man stay during his time in Spain? A．In a hotel. B．In a dorm C．In a local’s house 16．What do we know about the program? A．It’s student-targeted B．It’ll be held in the capital C．It can be enrolled once a year 【答案】13．C 14．A 15．C 16．A 【原文】W: Are you reading news on the Internet? M: No, I was watching some videos, but now I’m reading about the Spanish language and culture programme. W: Will you go to Spain to learn Spanish? M: Yes. Though I have learned the language for two years, I cannot speak it fluently. I think this is a good opportunity for me to improve my Spanish skills. W: Where will the programme take place? M: In Valencia? And that’s another reason why I’m interested in the programme. Valencia is one of Spain’s most historic towns, with a beautiful coast line, a number of festivals and the birthplace of some of Spain’s most cherished foods. W: Where will you stay after you get there? M: I can’t afford to live in a hotel and I don’t want to live in a school. Luckily, the program allows participants to live with a local host family. I think that’s the best option for me. W: Good, when are the participants allowed to attend the program? M: It is available all year round for international high school or college students. （本题6分）听下面一段独白，回答以下小题。 17．(6分)Where does the speaker come from? A．Canada. B．England. C．Thailand. 18．How does the speaker view the English lessons here in schools? A．They are not special. B．They are not enough. C．They are not interesting. 19．In what way are the speaker’s English programs different? A．They are designed in various styles. B．They are broadcast live every day. C．They are based on the computer. 20．What does the speaker expect people to do? A．Attend their English classes. B．Practice their English every day. C．Watch English movies and TV shows. 【答案】17．A 18．B 19．C 20．B 【原文】 M: Good morning, everyone. I’m pleased to be here to give a talk. We’re two brothers from Canada and we’ve been living in Thailand for eight years. We notice that most English lessons here in schools focus only on reading and writing, so a lot of people can’t understand and speak well in English. And we’d like to do something about it. Our idea is simple. We want to teach people how to understand and speak English like a native speaker. Different from broadcast English programs, we design special fun English programs based on the computer and use them to teach words and expressions we use in the real life. We talk in a casual style on a number of interesting topics and we share personal stories from our real lives. Now we have over two hundred units on our website. We make a new unit every week that you can listen to on your computer anytime you want. Our materials are from English movies, TV shows and real life conversations. We hope people will use the materials to practice every day. We’re sure that your English will improve a lot! 二、阅读理解 （本题7.5分）Welcome to Learn English Teens — a site for teenagers who are learning English as a second or foreign language, where you can watch videos, read texts, listen to audio and do online exercises to help you improve various skills. Our site is free of charge. Where to start Use the links at the top of the page to go to different sections and have a look at the materials. Try one or two pages in each section and see if the material is good for your level and what you want to learn. Beginners should start with Skills and choose Level A1 or try the Vocabulary exercises. If you have a good level of English already, then look at other sections too. If you are aged between 13 and 17, you can sign up for a free account. Upon becoming registered users, you can use interactive features, including the ability to post comments on educational content and respond to structured discussion questions within academic forums. Before participating in any online discussions, all users must carefully review the platform’s House Rules, which establish clear guidelines for respectful and productive community interactions. How to use the site When you have found a page you want to use, read the instructions carefully and then click the Preparation task. This task will help you to get ready to do the page, typically including a text, a video or an audio file. Most pages feature downloadable worksheets in PDF format, complete with exercises and answer keys. These resources are designed to support offline learning activities — enabling students to practice independently without internet access, while also empowering educators to assign them as reliable homework tasks in low-connectivity environments. If you have any questions about Learn English Teens, please contact us. 21．(7.5分)What can registered users do according to the text? A．Organize discussion activities. B．Set the platform’s House Rules. C．Answer given discussion questions. D．Have an interaction with experts. 22．What can we learn about worksheets on most pages? A．They focus on group learning activities. B．They offer personalized practice resources. C．They are designed for teacher- led instructions. D．They support learning without internet connection. 23．In which website section is the text probably found? A．Getting Started. B．Live Classes. C．Learning Resources. D．Teacher Support. 【答案】21．C 22．D 23．A 【导语】本文是一篇应用文。文章主要介绍了青少年英语学习网站的功能、使用方法及注册用户可享有的权限。 【详解】21．细节理解题。根据Where to start中第三段“Upon becoming registered users, you can use interactive features, including the ability to post comments on educational content and respond to structured discussion questions within academic forums. (成为注册用户后，你可以使用互动功能，包括对教育内容发表评论以及在学术论坛中回复结构化的讨论问题)”可知，注册用户可以回答设定好的讨论问题。故选C。 22．细节理解题。根据How to use the site中“These resources are designed to support offline learning activities — enabling students to practice independently without internet access, while also empowering educators to assign them as reliable homework tasks in low-connectivity environments. (这些资源旨在支持线下学习活动 —— 让学生在没有网络的情况下独立练习，同时也让教育工作者能在网络信号差的环境中将其布置为可靠的家庭作业)”可知，大多数页面的学习资料支持无网络环境下的学习。故选D。 23．推理判断题。通读全文，文章围绕网站的使用入门展开，包括“从哪里开始（Where to start）”和“如何使用网站（How to use the site）”两大核心板块，内容均为引导用户快速上手该英语学习平台，因此这篇文章很可能出现在“Getting Started(入门指南)”板块。故选A。 （本题10分）For decades, Chinese migrants overseas counted on qiaopi — letters containing words and money — to stay in touch with their families. These letters, composed by writers and sent with a legal stamp, held migrants’ emotional connection with family and greatly backed up families’ grocery shopping and children’s leisure. Today, 77-year-old Jiang Mingdian is one of the last remaining qiaopi writers keeping this tradition alive. For nearly sixty years, Jiang has sat at his street stand, helping people put difficult emotions into words. In the past, when many villagers were incapable of comprehending words, they flooded to Jiang’s stand for his special craft. He delicately phrased their messages, translating raw feelings of homesickness into comforting words. For wives waiting at home, Jiang often used the phrase “mountains and seas between them” to describe the painful distance, while their longing was depicted as a bridge across land and sea. When responses arrived from abroad, Jiang would read them aloud in the local dialect to anxious families. Language also matters. An English letter could cost ten times as much as a Chinese one, helping him support his family during tough times. To better serve his clients, Jiang showed incredible efforts. Although he never studied beyond middle school, he spent at least an hour every night teaching himself English, Spanish, and other languages through radio broadcasts and dictionaries. “People passing by once called me a fool for practicing foreign languages at my door,” Jiang recalls with a smile. With the rise of smartphones, traditional qiaopi have mostly disappeared. Yet, Jiang’s stall remains active. Today, locals still visit him to resolve family disputes or draft legal documents. He also works as a guide at the local Qiaopi Museum, sharing the history of these touching letters with students. “As long as people still need me,” Jiang says, “I will continue.” He stands as a living nameplate of an era, reminding us of the enduring power of handwritten love. 24．(10分)What can we learn about qiaopi from the beginning? A．It originally served as legal documents. B．It primarily sustained migrants’ ties. C．It was mainly used to cover daily expenses. D．It was composed of letters and clothing. 25．What makes Jiang’s qiaopi special? A．His knowledge of poems. B．His various writing skills. C．His impressive handwriting. D．His ability to express emotions. 26．Why did Jiang keep on practising foreign languages? A．To make a living. B．To develop his interest. C．To promote his service. D．To broaden his horizons. 27．What does Jiang’s experience show? A．Writing is a blessing. B．Craft bridges hearts. C．Knowledge is power. D．Practice makes perfect. 【答案】24．B 25．D 26．C 27．B 【导语】主要讲述侨批代写人姜明典六十年来替乡人书写侨批，自学多国语言服务客户，坚守手艺传递跨越山海的亲情。 【详解】24．细节理解题。根据第一段中的“For decades, Chinese migrants overseas counted on qiaopi — letters containing words and money — to stay in touch with their families. These letters, composed by writers and sent with a legal stamp, held migrants’ emotional connection with family and greatly backed up families’ grocery shopping and children’s leisure. (数十年来，海外华人依靠侨批——附有家书与钱款的信件——和家人保持联络。这类由专人代写、贴正规邮票寄出的信件维系着游子与家人的情感牵绊，还为家里的日常采买、子女休闲相关的开销提供了重要经济支撑。)”可知，侨批最核心的作用是维系海外移民与国内家人的情感纽带。 25．细节理解题。根据第二段中的“For nearly sixty years, Jiang has sat at his street stand, helping people put difficult emotions into words. In the past, when many villagers were incapable of comprehending words, they flooded to Jiang’s stand for his special craft. He delicately phrased their messages, translating raw feelings of homesickness into comforting words. For wives waiting at home, Jiang often used the phrase “mountains and seas between them” to describe the painful distance, while their longing was depicted as a bridge across land and sea. (近六十年来，姜明典守在街边摊位，帮人们把难以诉说的情绪写成文字。过去许多村民不识字，纷纷来到他的摊位寻求他独特的手艺。他精心斟酌他们想要传达的话语，将浓烈原始的思乡之情转化为宽慰人心的文字。对于在家等候的妻子们，姜明典常用“山海相隔”来形容令人痛苦的距离，而彼此的思念则被描绘成一座跨越陆地与大海的桥梁。)”可知，姜明典代写侨批的独到之处在于擅长替人抒发复杂细腻的情感。 26．细节理解题。根据第三段中的“To better serve his clients, Jiang showed incredible efforts. Although he never studied beyond middle school, he spent at least an hour every night teaching himself English, Spanish, and other languages through radio broadcasts and dictionaries. (为了更好地服务客人，姜先生付出了极大努力。虽然他仅读完中学，但每晚至少抽出一小时，借助广播和词典自学英语、西班牙语以及其他语种。)”可知，他坚持学习外语是为了完善自身服务、更好服务前来托付侨批的客人。 27．推理判断题。通读全文，尤其是尾段中的“He stands as a living nameplate of an era, reminding us of the enduring power of handwritten love. (他是一个时代鲜活的印记，让我们想起手写文字承载的爱意拥有长久动人的力量。)”可知，姜明典依靠代写侨批这门手艺传递思念、化解隔阂，搭建起相隔两地之人心灵沟通的桥梁，因此“手艺连通心灵”符合故事传递的内涵。 （本题10分）Where does the origin of the Indo-European (IE) language family lie? Ron Pinhasi and his team contribute a new piece to this puzzle. They analyzed ancient DNA from 435 individuals from archaeological sites across Eurasia between 6400 BCE — 2000 BCE and found out that a newly recognized Caucasus-Lower Volga (CLV) population can be connected to all IE-speaking populations. Originating from the Proto-Indo-European (PIE) language, IE languages, which number over 400 and include major groups such as Germanic, Romance, and Celtic, are spoken by nearly half the world’s population today. Since the 19th century, historians have been investigating their origins and spread as there is still a knowledge gap. Earlier studies showed that the Yamnaya culture of the Pontic-Caspian steppes (草原) north of the Black and Caspian Seas expanded into both Europe and Central Asia beginning about 3100BCE, accounting for the appearance of “steppe ancestry (祖先)” in human populations across Eurasia 3100 BCE — 1500 BCE. These migrations (迁徙) are widely regarded as the probable carrier for the spread of IE languages. The only branch of the IE language that had not exhibited any steppe ancestry previously was Anatolian, including Hittite, preserving language characteristics that were lost in all other IE branches. Previous studies had not found steppe ancestry among the Hittites because, the new paper argues, the Anatolian languages came from a language spoken by a group that had not been adequately described before. When the newly recognized CLV population is used as a source, at least five individuals in Anatolia show CLV ancestry. The CLV group therefore has something to do with any IE-speaking populations and is the best candidate for the population that spoke Indo-Anatolian, the ancestor of both Hittite and all later IE languages. “The discovery marks a turning point in the 200-year-old quest to reconstruct the origins of the Indo-Europeans and the routes by which these people spread across Europe and parts of Asia,” concludes Ron Pinhasi. 28．(10分)What contributed to the spread of IE languages? A．The migration from Central Asia. B．The expansion out of the steppes. C．The appearance of steppe ancestry. D．The increase in the CLV population. 29．What can we know about the Hittite language? A．It is in danger of dying out. B．It has never been recorded yet. C．It was once thought to be lack of steppe ancestry. D．It is a source of many languages in the world. 30．Which of the following best describes the CLV population? A．A group that is a key link in IE origins. B．A group that only existed in Anatolia. C．A group that originated from the Yamnaya culture. D．A group that spoke Anatolian languages exclusively. 31．What can be the best title for the text? A．How does the Indo-European language family develop? B．What is the significance of the Indo-European language? C．DNA helps to recognize Caucasus-Lower Volga population. D．Missing link in Indo-European languages’ history has been found. 【答案】28．B 29．C 30．A 31．D 【导语】这是一篇说明文。文章主要讲述了罗恩・平哈西及其团队如何分析古代DNA，并发现新确认的高加索-下伏尔加（CLV）群体可以与所有说印欧语的群体联系起来，这填补了印欧语系起源和传播方面的知识空白。 28．细节理解题。根据第三段“Earlier studies showed that the Yamnaya culture of the Pontic-Caspian steppes (草原) north of the Black and Caspian Seas expanded into both Europe and Central Asia beginning about 3100BCE, accounting for the appearance of  “steppe ancestry (祖先)” in human populations across Eurasia 3100 BCE — 1500 BCE. These migrations (迁徙) are widely regarded as the probable carrier for the spread of IE languages.(早期的研究表明，黑海和里海以北的盆海-里海草原上的扬纳亚文化从公元前3100年开始扩展到欧洲和中亚，这说明了公元前3100年至公元前1500年欧亚大陆人口中“草原祖先”的出现。这些迁移被广泛认为是IE语言传播的可能载体)”可知，草原之外的扩张促成了IE语言的传播。故选B。 29．细节理解题。根据第四段“The only branch of the IE language that had not exhibited any steppe ancestry previously was Anatolian, including Hittite, preserving language characteristics that were lost in all other IE branches. Previous studies had not found steppe ancestry among the Hittites because, the new paper argues, the Anatolian languages came from a language spoken by a group that had not been adequately described before.(IE语言中唯一没有表现出任何草原祖先的分支是安纳托利亚语，包括赫梯语，保留了在所有其他IE分支中丢失的语言特征。先前的研究没有发现赫梯人的草原祖先，这篇新论文认为，这是因为安纳托利亚语言来自一个以前没有被充分描述过的群体所说的语言)”可知，赫梯语曾经被认为是缺乏草原祖先。故选C。 30．推理判断题。根据倒数第二段“The CLV group therefore has something to do with any IE-speaking populations and is the best candidate for the population that spoke Indo-Anatolian, the ancestor of both Hittite and all later IE languages.(因此，CLV群体与任何说IE的人群都有关系，并且是说印度安纳托利亚语的人群的最佳候选人，这是赫梯语和后来所有IE语言的祖先)”可知，CLV群体是IE起源的关键环节。故选A。 31．主旨大意题。根据第一段“Where does the origin of the Indo-European (IE) language family lie? Ron Pinhasi and his team contribute a new piece to this puzzle. They analyzed ancient DNA from 435 individuals from archaeological sites across Eurasia between 6400 BCE — 2000 BCE and found out that a newly recognized Caucasus-Lower Volga (CLV) population can be connected to all IE-speaking populations.(印欧语系的起源在哪里？Ron Pinhasi和他的团队为这个谜题贡献了新的部分。他们分析了公元前6400年至公元前2000年间欧亚大陆考古遗址中435个人的古代DNA，发现一个新发现的高加索-下伏尔加河（CLV）人群可以与所有讲英语的人群联系起来)”结合文章主要讲述了罗恩・平哈西及其团队如何分析古代DNA，并发现新确认的高加索-下伏尔加（CLV）群体可以与所有说印欧语的群体联系起来，这填补了印欧语系起源和传播方面的知识空白。可知，D选项“发现了印欧语系历史上缺失的一环”最符合文章标题。故选D。 （本题10分）What would you say if you suddenly hit your toe against a door? You might shout in pain, or burst out short, sharp words like “ouch” or “ow”. Many languages have an interjection word (感叹词) for expressing pain. In Chinese, it’s ai-yo; in French, it’s aïe; and in several Australian languages, it’s yakayi. All have similar sound elements, and that’s not an accident . According to a recent study, pain interjections tend to contain the vowel (元音) sound “ah” and its letter combinations. Researchers analyzed dictionaries and databases of 131 world languages for interjections that express pain, dislike and joy. They found pain interjections were driven by vowels [a] across languages. That often combines with other letters to create sounds such as “ai” and “ow”. To find out where these similarities could come from, the researchers further tested 166English, Japanese, Spanish, Turkish and Chinese speakers. They were asked to produce the sounds they would make if they were experiencing pain, dislike or joy. This time, the team found similar vowel sounds across those five languages. For dislike, the most common sound was [ə], for joy was[i], and for pain, it was familiar [a]. “Pain is biological, and it may have been shaped by the sound that human evolved to signal pain,” Pisanski, the study’s senior author, explains, “Dislike or joy involves culture, so their sounds are more diverse.” The findings challenged the old language theory which regarded language as fundamentally arbitrary. For example, there’s the “bouba-kiki” effect. People from different cultures are likely to associate the nonsense word “bouba” with a rounded shape, and “kiki” with a sharp one. Another published paper also showed people across languages would associate the “R” sound with roughness and the “L” sound with smoothness. “Finding out unrelated languages do things in similar ways brings home our common humanity,” says Dingemanse, who found “Huh?” and similar words in other languages may be universal. “No matter how much languages differ, they also unite us.” 32．(10分)What sound is typically found in interjections expressing pain? A．[a] sound. B．[i] sound. C．[ə] sound. D．[u] sound. 33．Why did researchers do experiments after language analysis? A．To adopt more scientific methods. B．To further analyze previous findings. C．To test participants’ English ability. D．To specify dictionaries and databases. 34．What does the word “arbitrary” in paragraph 5 probably mean? A．Logical. B．Random. C．Abstract. D．Constant. 35．What might be the author’s purpose in writing the text? A．To prove some languages more emotional. B．To challenge the traditional language theory. C．To explain universality of sounds across languages. D．To investigate emotional interjections among cultures. 【答案】32．A 33．B 34．B 35．C 【导语】本文是一篇说明文。主要介绍了一项关于不同语言中表达疼痛、厌恶和喜悦的感叹词的研究。研究发现表达疼痛的感叹词往往包含元音“ah”及其字母组合，而表达厌恶和喜悦的声音因涉及文化因素而更多样化，该发现挑战了传统语言理论中认为语言基本是任意的观点，也体现了不同语言之间的共性和人类的共同性。 【详解】32．细节理解题。根据第一段“According to a recent study, pain interjections tend to contain the vowel (元音) sound “ah” and its letter combinations. (根据最近的一项研究，痛苦的感叹词往往包含元音“ah”及其字母组合。)”以及第二段后两句“They found pain interjections were driven by vowels [a] across languages. That often combines with other letters to create sounds such as “ai” and “ow”. (他们发现，在不同语言中，表达疼痛的感叹词都是由元音[a]引导的。这个元音常常与其他字母组合，发出诸如“ai”和“ow”这样的声音。)”可知，表达疼痛的感叹词通常包含元音“ah”，即[a]音。故选A项。 33．推理判断题。根据第二段“Researchers analyzed dictionaries and databases of 131 world languages for interjections that express pain, dislike and joy. They found pain interjections were driven by vowels [a] across languages. (研究人员分析了131种世界语言的词典和数据库，寻找表达疼痛、厌恶和喜悦的感叹词。他们发现，在各种语言中，表达疼痛的感叹词都以元音[a]为主。)”可知，研究人员先对多种语言进行了分析，发现了表达疼痛的感叹词的一些特点。接着第三段第一句“To find out where these similarities could come from, the researchers further tested 166 English, Japanese, Spanish, Turkish and Chinese speakers. (为了找出这些相似之处可能来自哪里，研究人员进一步测试了166名说英语、日语、西班牙语、土耳其语和汉语的人。)”提到为了找出这些相似之处的来源，研究人员进一步进行了测试。由此可推断出，研究人员在语言分析之后做实验是为了进一步分析之前的发现。故选B项。 34．词义猜测题。根据第五段划线词前面的“The findings challenged the old language theory (这些发现对旧的语言理论提出了挑战。)”可知，该发现挑战了旧的语言理论。接着后文“For example, there’s the “bouba-kiki” effect. People from different cultures are likely to associate the nonsense word “bouba” with a rounded shape, and “kiki” with a sharp one. Another published paper also showed people across languages would associate the “R” sound with roughness and the “L” sound with smoothness. (例如，有“博巴-奇奇”效应。不同文化背景的人很可能会将无意义的词“博巴”与圆形联系起来，而将“奇奇”与尖锐形状联系起来。另一篇已发表的论文还表明，不同语言的人都会将“R”音与粗糙感联系起来，将“L”音与顺滑感联系起来。)”举例说明不同语言中声音和形状等存在一定的关联，即语言不是随意的，而是有一定规律的。所以“arbitrary”意思应与“随意的，随机的”相近。故选B项。 35．推理判断题。纵览全文，文章开头通过举例引出不同语言中表达疼痛的感叹词有相似的声音元素，接着介绍了研究人员对多种语言的分析和实验，发现了表达疼痛、厌恶和喜悦的感叹词在不同语言中的声音特点，以及这些发现对传统语言理论的挑战，最后一段引用研究人员的话“Finding out unrelated languages do things in similar ways brings home our common humanity (发现不相关的语言以相似的方式表达事物，让我们深刻体会到人类的共通之处)”和“No matter how much languages differ, they also unite us. (无论语言之间的差异有多大，它们也将我们联系在一起。)”说明不同语言之间存在共性。由此可推断出，作者写这篇文章的目的是解释不同语言中声音的普遍性。故选C项。 （本题12.5分）Many people have a habit of throwing in a quick “you know, like” or “so like” in between every few sentences. Those are called filler words, which are defined as words, sounds or phrases we use, often unintentionally, to fill pauses (停顿) when we don’t know what to say. 36(12.5分) , you’ve probably noticed that different people use different filler words. By talking to people, we can build a rhythm that allows us to deliver information, and filler words can be a great tool in maintaining conversational momentum (势头). “ 37 , you have to have natural pauses. Filler words sometimes will serve that purpose for you,” said Dr. Angela Corbo, a professor at Widener University in Chester, Pennsylvania. “They often replace ‘I need a moment to get my thoughts together.’” However, whether you’re speaking in court or being interviewed, it’s often preferable to avoid using filler words because people might interpret empty words or phrases as your being unprepared. You can prevent that by practicing your presentation in advance. 38 . “If I’m preparing to teach a class, I want to show I’m prepared and that I’m knowledgeable,” Corbo said. “But on the other hand, I want to ensure there’s interaction. I might pause. 39 .” It’s about finding a balance that gets you to your goal and allows for interpersonal relationship building between you and your audience. 40 ? If your audience have already given you trust and they want to be with you and be relaxed, it’s perfectly fine for you to use filler words. And it’s also OK to use filler words when you’re talking with trusted friends or family because you have an established relationship, noted Corbo. A．Why do we use filler words B．So, what exactly is the right time to use filler words C．You don’t need to be polished during those conversations D．If you want to reflect when communicating with someone else E．I’ll often use ‘so’ just to bring people into the conversation a little more F．But being in a professional setting doesn’t mean you can’t use filler words G．If you’ve ever spoken to people from different regions or even been online 【答案】36．G 37．D 38．F 39．E 40．B 【导语】本文是一篇说明文，聚焦日常交流中的填充词展开，介绍了填充词的定义、在维持对话节奏中的作用，同时区分了不同场景下填充词的使用差异，针对正式场合和非正式场合的使用给出了具体说明，旨在帮助读者理解填充词的功能，把握其使用时机，实现更顺畅的人际交流。 【详解】36．根据上文“Those are called filler words, which are defined as words, sounds or phrases we use, often unintentionally, to fill pauses when we don’t know what to say.(这些被称为填充词，指的是我们在不知道该说什么时，常常无意识地用来填补停顿的词、声音或短语)”以及下文“you’ve probably noticed that different people use different filler words.(你可能已经注意到，不同的人会使用不同的填充词)”可知，空格处需承接前文对填充词的定义，引出“不同人使用不同填充词”这一现象，说明出现该现象的场景。G选项“If you’ve ever spoken to people from different regions or even been online. (如果你曾和来自不同地区的人交谈过，甚至在网上交流过)”精准承接前文，为后文“不同人使用不同填充词”的现象提供了合理场景，衔接自然，符合语境。故选G项。 37．根据上文“By talking to people, we can build a rhythm that allows us to deliver information, and filler words can be a great tool in maintaining conversational momentum.(通过与人交谈，我们可以建立一种节奏来传递信息，而填充词是维持对话势头的好工具)”以及下文“you have to have natural pauses. Filler words sometimes will serve that purpose for you.(对话中必须有自然的停顿，填充词有时会为你起到这个作用)”可知，空格处需引出“对话需要自然停顿”的前提，解释填充词发挥作用的场景。D选项“If you want to reflect when communicating with someone else.(如果你想在和别人交流时进行思考)”精准承接前文，说明在交流中需要思考的情况下，会产生停顿，进而需要填充词来填补，为后文填充词的作用做铺垫，符合语境。故选D项。 38．根据上文“However, whether you’re speaking in court or being interviewed, it’s often preferable to avoid using filler words because people might interpret empty words or phrases as your being unprepared. You can prevent that by practicing your presentation in advance.(然而，无论你是在法庭上发言还是接受采访，通常最好避免使用填充词，因为人们可能会将这些空洞的词或短语理解为你准备不足。你可以通过提前练习演讲来避免这种情况)”可知，前文强调正式场合最好避免使用填充词，空格处需进行转折，说明正式场合并非完全不能使用填充词，实现上下文的逻辑过渡。F选项“But being in a professional setting doesn’t mean you can’t use filler words.(但身处专业场合并不意味着你完全不能使用填充词)”以转折词“But”衔接前文，打破“正式场合完全不能用填充词”的绝对化表述，自然过渡到下文对专业场合合理使用填充词的说明，符合语境。故选F项。 39．根据上文““If I’m preparing to teach a class, I want to show I’m prepared and that I’m knowledgeable,” Corbo said. “But on the other hand, I want to ensure there’s interaction. I might pause. (Corbo说：“如果我准备上课，我想表现出自己的准备充分和学识渊博，但另一方面，我也想确保有互动，我可能会停顿一下”)”可知，空格处需承接前文Corbo教授的举例，具体说明他在停顿后如何使用填充词维持互动。E选项“I’ll often use‘so’ just to bring people into the conversation a little more.(我通常会用‘so’，只是为了让大家更投入到对话中来)”以第一人称“I”呼应前文Corbo教授的自述，具体举例说明填充词“so”的使用场景和作用，贴合前文“确保互动”的需求，符合语境。故选E项。 40．根据下文“If your audience have already given you trust and they want to be with you and be relaxed, it’s perfectly fine for you to use filler words. And it’s also OK to use filler words when you’re talking with trusted friends or family because you have an established relationship, noted Corbo.(Corbo指出，如果你的听众已经给予你信任，他们愿意和你在一起、感到放松，那么你使用填充词完全没问题。当你和信任的朋友或家人交谈时，使用填充词也可以，因为你们之间已经建立了良好的关系)”可知，本段主要围绕“何时适合使用填充词”展开，空格处需提出设问，引出本段的核心内容。B选项“So, what exactly is the right time to use filler words?(那么，究竟什么时候才是使用填充词的合适时机呢？)”以设问句开篇，直接点明本段主旨，下文内容均是对该问题的具体回答，衔接紧密，符合语境。故选B项。 三、完形填空 （本题15分）Last fall, I studied abroad at the Technical University. My main criterion (标准) for 41 a school was that I wanted to live in a country where I could 42 English alone. I made friends through a board-game club — three Danish students, one German, and two Icelandic students. Most of the time, I focused more on the game than on social 43 . But one evening, while waiting for my turn, I suddenly 44 that most of the group was speaking English. They were clearly trying to make sure 45 would not become a barrier between us. Later, I joined another student club with a similarly 46 group. Once, when I entered the room, several Danish students were chatting in Danish. But the minute I sat down, they 47 switched to English. I told my friend Augusta that I felt 48 . It must be exhausting to use English all day just because one 49 student was present. “Don’t worry. It’s really not a bother,” she 50 me. Their consideration made me feel welcome, but I also realize something I had long 51 : in those rooms, by unfailingly shifting to English, they had built a bridge for me — yet I had 52 once ventured to the other side. I had been so 53 to the gift — and to the debt. The next day, I asked Augusta to teach me a few Danish phrases. I may never be 54 , but real connection lies not in ease —but in shared 55 , which I had long received without giving back. 41．(15分)A．reflecting B．refusing C．choosing D．preventing 42．A．make up for B．get by on C．live up to D．stick with 43．A．performance B．impression C．reaction D．communication 44．A．promised B．realized C．argued D．adapted 45．A．language B．power C．origin D．custom 46．A．united B．divided C．fixed D．mixed 47．A．personally B．gradually C．immediately D．frequently 48．A．guilty B．lucky C．angry D．crazy 49．A．helpful B．dangerous C．native D．foreign 50．A．encouraged B．comforted C．warned D．blamed 51．A．ignored B．reminded C．discovered D．found 52．A．even B．always C．only D．never 53．A．familiar B．blind C．devoted D．sensitive 54．A．strong-willed B．well-known C．native-like D．open-minded 55．A．habits B．dreams C．efforts D．goals 【答案】 41．C 42．B 43．D 44．B 45．A 46．D 47．C 48．A 49．D 50．B 51．A 52．D 53．B 54．C 55．C 【导语】文章介绍了作者去年秋季在丹麦技术大学留学，因当地人全程迁就自己说英语而心生愧疚，反思自己只接受他人包容却从未主动学习当地语言，最终决定学习丹麦语，领悟人际交往贵在双向付出。 【详解】41．考查动词。句意：我择校的主要标准是，想住在一个仅靠英语就能正常生活的国家。A. reflecting反思；B. refusing拒绝；C. choosing选择；D. preventing阻止。根据前文“I studied abroad at Denmark Technical University”可知，作者介绍自己选择留学国家、学校的标准。 42．考查动词短语。句意同上。A. make up for弥补；B. get by on靠…… 勉强度日、应付；C. live up to不辜负；D. stick with坚持。根据后文“English alone”可知，作者想去仅靠英语交流就能正常生活的国家。 43．考查名词。句意：大多数时候，我更专注游戏本身，而非社交沟通。A. performance表现；B. impression印象；C. reaction反应；D. communication交流。根据前文“I made friends through a board-game club — three Danish students, one German, and two Icelandic students”可知，桌游俱乐部场景对应人与人之间的社交沟通。 44．考查动词。句意：但一天晚上，等轮到我时，我突然意识到这群人大多都在说英语。A. promised承诺；B. realized意识到；C. argued争辩；D. adapted适应。根据后文“most of the group was speaking English”可知，作者突然意识到大家刻意讲英语。 45．考查名词。句意：他们显然是尽力确保语言不会成为我们之间的隔阂。A. language语言；B. power力量；C. origin出身；D. custom习俗。根据前文“three Danish students, one German, and two Icelandic students”及“most of the group was speaking English”可知，这群丹麦、德国、冰岛学生为了作者而改说英语，是为了确保语言不会成为彼此间的障碍。 46．考查形容词。句意：后来我加入另一个学生社团，成员国籍同样多元混杂。A. united团结的；B. divided分裂的；C. fixed固定的；D. mixed混杂的。根据前文“I made friends through a board-game club — three Danish students, one German, and two Icelandic students”及“similarly”可知，桌游俱乐部有丹麦、德国、冰岛多国学生，此处similarly说明社团也是多国成员混杂。 47．考查副词。句意：可我刚坐下，他们立刻切换成英语交谈。A. personally亲自；B. gradually逐渐；C. immediately立刻；D. frequently频繁。根据前文“the minute I sat down”和后文“switched to English”可知，作者一到场大家马上换英语，体现当地人贴心周到。 48．考查形容词。句意：我和朋友Augusta说，我内心十分愧疚。A. guilty愧疚的；B. lucky幸运的；C. angry生气的；D. crazy疯狂的。根据后文“It must be exhausting to use English all day just because one student was present”可知，作者觉得拖累大家，内心愧疚。 49．考查形容词。句意：仅仅因为一名外国留学生在场，他们一整天都要说英语，肯定很累。A. helpful乐于助人的；B. dangerous危险的；C. native本土的；D. foreign外国的。根据前文“Last fall, I studied abroad at the Technical University”可知，作者是来丹麦留学的外国人。 50．考查动词。句意：“别担心，一点也不麻烦。” 她安慰我。A. encouraged鼓励；B. comforted安慰；C. warned警告；D. blamed指责。根据前文“I felt ”及“Don’t worry. It’s really not a bother”可知，作者心怀愧疚，朋友安抚开导作者。 51．考查动词。句意：他们的体贴让我倍感温暖，但我也意识到一件长久以来忽略的事。A. ignored忽视；B. reminded提醒；C. discovered发现；D. found找到。根据后文“yet I had once ventured to the other side”可知，作者一直只接受别人迁就，却从未主动付出，说明这件事被自己长期忽略。 52．考查副词。句意：在那些聚会里，他们始终切换英语为我搭建沟通桥梁，可我却从未主动靠近、走到他们的语言世界。A. even甚至；B. always总是；C. only仅仅；D. never从未。根据前文“by unfailingly shifting to English, they had built a bridge for me”及yet表转折可知，对比他人的付出，作者自己从来没有尝试学习丹麦语。 53．考查形容词。句意：我一直对这份善意馈赠，以及这份亏欠视而不见。A. familiar熟悉的；B. blind盲目的、视而不见；C. devoted投入的；D. sensitive敏感的。根据前文“by unfailingly shifting to English, they had built a bridge for me — yet I had once ventured to the other side”可知，作者一直只接受别人迁就，却从未主动付出，对别人表现出的善意视而不见，固定搭配be blind to表示“对……视而不见”。 54．考查形容词。句意：我或许永远无法说得像本地人一样地道，但真正的联结不在于交流顺畅轻松，而在于双向的付出，这份善意我一味接受，却从未回馈。A. strong-willed意志坚定的；B. well-known知名的；C. native-like像母语者一样地道；D. open-minded豁达的。根据前文“I asked Augusta to teach me a few Danish phrases”可知，作者刚学几句丹麦语，自知达不到本地人流利水平。 55．考查名词。句意同上。A. habits习惯；B. dreams梦想；C. efforts努力、付出；D. goals目标。根据前文“I asked Augusta to teach me a few Danish phrases”及“by unfailingly shifting to English, they had built a bridge for me”可知，丹麦同学付出努力为了迁就作者，选择说英语，作者也要付出努力学丹麦语，双向的付出才是情感联结。 四、语法填空 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。 On June 9, 2026, Apple officially released iOS 27 at the Worldwide Developers Conference (WWDC). However, 56(0分) (far) from receiving praise, the new operating system was quickly met with widespread criticism from Chinese users. The main complaint centered on the absence of Apple Intelligence and the new Siri AI features. Due to regulatory requirements, these core 57 (function) are not available in the Chinese version of iOS 27. As a result, many tech bloggers have joked that the domestic version of iOS 27 should 58 (call) “iOS 26.5” instead. The only significant update that Chinese users can actually experience is the long-awaited holiday alarm clock, 59 automatically adapts to China’s complex holiday schedules and avoids waking users up on make-up workdays. “It took Apple years to add 60 feature that Android phones have had for ages,” one netizen commented bitterly. Well-known entrepreneur Luo Yonghao also weighed in on the debate, 61 (express) his disappointment with Apple’s lack of innovation. “Wow, so many innovations,” he said sarcastically. He further argued that consumers should not “act so cheap” 62 simply accepting incremental upgrades that offer no real value. The controversy reflects a 63 (grow) frustration among Chinese consumers. While Apple has long been regarded as a leader in technological innovation, its recent performance suggests it is falling behind domestic competitors like Huawei and Xiaomi, 64 are rapidly integrating advanced AI features into their devices. For now, iOS 27 seems unlikely to win back user trust, and many are left 65 (wonder) whether Apple still prioritizes the Chinese market. 【答案】 56．far 57．functions 58．be called 59．which 60．a 61．expressing 62．by 63．growing 64．which 65．wondering 【导语】文章报道了苹果公司发布iOS 27系统后因缺少AI功能而遭到中国用户批评的情况，并分析了用户失望的原因和市场竞争态势。 【详解】56．考查固定短语。句意：然而，新操作系统非但没有受到赞扬，反而迅速遭到中国用户的广泛批评。“far from”为固定短语，意为“远非，完全不”。 57．考查名词复数。句意：由于监管要求，这些核心功能在中文版iOS 27中不可用。function为可数名词，由these修饰，指多个功能，应用复数形式。 58．考查情态动词的被动语态。句意：因此，许多科技博主开玩笑说，国内版iOS 27应该被称为“iOS 26.5”。主语“the domestic version”与call之间为被动关系，且位于情态动词should之后，应用“be + 过去分词”结构。 59．考查定语从句。句意：中国用户实际能体验到的唯一重大更新是期待已久的假日闹钟，它能自动适应中国复杂的假期安排，避免在调休工作日唤醒用户。空处引导非限制性定语从句修饰先行词“holiday alarm clock”，从句中缺少主语，指物，应用which。 60．考查冠词。句意：“苹果花了数年时间才添加了一个安卓手机早已拥有的功能，”一位网友尖刻地评论道。泛指“一个功能”，且feature以辅音音素开头，应用不定冠词a。 61．考查非谓语动词。句意：知名企业家罗永浩也加入了这场讨论，表达了他对苹果缺乏创新的失望。本句已有谓语weighed in，空格处为非谓语动词，主语Luo Yonghao与express为主动关系，用现在分词作伴随状语。 62．考查介词。句意：他进一步表示，消费者不该如此自降身价地接受毫无实际价值的渐进式升级。“by doing”表示“通过……方式”，此处指通过接受升级这种行为。 63．考查形容词。句意：这场争议反映了中国消费者日益增长的不满。空处修饰名词frustration应用形容词，grow的形容词形式为growing，意为“日益增长的”。 64．考查定语从句。句意：苹果长期以来一直被视为技术创新的领导者，但其近期的表现表明它正在落后于华为和小米等国内竞争对手，后者正在迅速将先进的AI功能集成到其设备中。空处引导非限制性定语从句修饰先行词“domestic competitors”，指物(公司)，从句中缺少主语，应用which。 【点睛】考查非谓语动词。句意：目前，iOS 27似乎不太可能赢回用户的信任，许多人不禁怀疑苹果是否仍把中国市场放在首位。空处作主语补足语，逻辑主语many（指用户）与wonder之间为主动关系，应用现在分词。 五、书信写作 66．（本题15分）假定你是李华，你在阅读英文刊物时遇到一些困难。请你写一封邮件向英国外教Mr. Henry求助，内容包括： (1)说明具体困难; (2)请求帮助。 注意： (1)写作词数应为100个左右; (2)请按如下格式在答题纸的相应位置作答。 Dear Mr. Henry, ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________                                                                   Yours, Li Hua 【答案】例文 Dear Mr. Henry,         I hope this email finds you well. I am writing to ask for your help regarding some difficulties I’ve come across while reading English magazines recently.           First, I often come across long and complicated sentences, which makes it hard for me to grasp the main idea. Additionally, I lack cultural background knowledge, so I find it challenging to fully understand some articles. Finally, what troubles me most is that even with a dictionary, some idiomatic expressions remain confusing.           Would it be possible for you to recommend some reading strategies or suitable materials for me? Thank you so much for your kindness and support.   Yours, Li Hua 【导语】本篇书面表达属于应用文。要求考生以李华的身份向英国外教说明阅读英文刊物时遇到的具体困难并提出帮助请求。 【详解】1.词汇积累 遇到：come across → encounter 关于：regarding → concerning/with regard to 复杂的：complicated → complex 合适的：suitable → appropriate 2.句式拓展 同义句转换 原句：Additionally, I lack cultural background knowledge, so I find it challenging to fully understand some articles. 拓展句：Additionally, lacking cultural background knowledge, I find it challenging to fully understand some articles. 【点睛】【高分句型1】First, I often come across long and complicated sentences, which makes it hard for me to grasp the main idea.(运用了which引导的非限制性定语从句) 【高分句型2】Finally, what troubles me most is that even with a dictionary, some idiomatic expressions remain confusing.(运用了what引导的主语从句和that引导的表语从句) 六、书面表达 67．（本题25分）阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 For more than 20 years I have been traveling the world, preferring often to spend a year or two in different countries rather than to just visit as a tourist. It has become an important part of my personality as I grew older and shaped the way I saw the world and myself. My little taste of this amazing life was when I was 19 years old. I was selected among a small group of college classmates to spend a year abroad. This was long before people could travel the world through social media like Facebook and Twitter. In order to see a place, you had to go there and experienced it. I was raised in a middle-class family and couldn’t afford to travel around the world the way I wished I could. The only way I knew about the world outside was through letters I wrote to pen pals from over a dozen countries as a kid, and from television. Growing up, I always loved the very funny British comedies that were shown on local public television every Saturday night. So when I got the chance to apply for a study abroad program, I chose London. Living abroad can be exciting, scary and challenging. I thought it would be easier because I spoke the same language as the local people did. But I also like to relish (享受) the little differences between the British and American culture and language. I also learned that in England, they spell words differently than in the U. S. In British spelling, they put a “u” in words like favor to make it “favour” and an “s” in words like analyze to make it “analyse”. I was able to adapt quickly to this new way of writing since I was submitting papers all the time for my classes. Academically, I got to take classes that weren’t offered at my college back home. For example, I had a course in sociology and learned about the native people of Papua New Guinea. 注意： 1. 续写词数应为150左右； 2. 请按如下格式在答题卡的相应位置作答。 Paragraph 1: But there were also challenges that year too.   _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Paragraph 2: Sometimes the difficult times made me sad and homesick. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】 But there were also challenges that year too. One of my classes was called “Europe Since 1870”. In the U.S., I would have expected an introductory history class, but in England, I was supposed to have already known the history. Now was the time to analyze it. That meant I not only had to learn the history as I went along but also had to try to write a paper explaining why certain events happened as they did. Despite this, I don’t regret anything about my time in London. Even through painful experiences, I learn to grow. Sometimes the difficult times made me sad and homesick. But luckily, I met some classmates from all over the world, and these wonderful interactions with people watered down my negative feelings. I met dozens of interesting people from places like France, Greece and Germany, Palestine, and Australia. Learning how to make friends with people from different cultures and backgrounds is really fun. Moreover, interacting with these new friends helps me understand the countries they represent. 【导语】本文以作者对在世界各地旅游的感受为线索展开，讲述了作者在19岁被学校选中去国外度过一年开始，对国外的生活有了一些体会，作者认为在国外生活是令人兴奋的，可怕的又具有挑战性，从语言和英美文化的差异到学习课程的不同，作者从多个角度讲述了自己在国外生活的体会和感受。 【详解】1.段落续写： ①由第一段首句内容“但那一年也有挑战。”可知，第一段可描写作者遇到了什么样的挑战，与上文内容衔接，应讲述与课程相关的挑战。 ②由第二段首句内容“有时困难时期使我悲伤和想家。”可知，第二段可描写作者是如何从悲伤和想家中走出来的。 2.续写线索：课程挑战——感受如何——困难时期悲伤——化解悲伤的方式——作者的感悟 3.词汇激活 行为类 ①解释：explaining/clarify/make it clear ②冲淡：watered down/weaken ③交流/互动：interacting with/communicate with 情绪类 ①痛苦的：painful/miserable/bitter 【点睛】[高分句型1]. That meant I not only had to learn the history as I went along but also had to try to write a paper explaining why certain events happened as they did. （运用了not only…but also…连接并列句、why引导的宾语从句作explaining的宾语以及as引导的方式状语从句） [高分句型2]. Learning how to make friends with people from different cultures and backgrounds is really fun. （运用了动名词短语作主语以及“疑问词+to do”结构作learning的宾语） [高分句型3]. Moreover, interacting with these new friends helps me understand the countries they represent.（运用了动名词短语作主语以及省略关系代词的定语从句） 试卷第1页，共3页 试卷第1页，共3页 学科网（北京）股份有限公司 2 / 2 学科网（北京）股份有限公司 $