Unit 1 Relationships 人际关系（单元阅读精练）英语北师大版选择性必修第一册

**基本信息** 聚焦“人际关系”主题，融合阅读精练、词汇积累与高考真题，通过多样语篇构建“主题-语言-思维”一体化训练体系，提升语言能力与跨文化理解。 **专项设计** |模块|题量/典例|题型特征|知识逻辑| |----|-----------|----------|----------| |阅读精练|2篇（AI研究/人物传记）|说明文+记叙文|以“科技影响/个人成长”子主题切入，通过长难句拆分强化语法逻辑| |综合实战|10篇（含7选5/完形/语法填空）|覆盖高考核心题型|围绕师生/医患等关系场景，词汇积累与语篇理解联动，体现思维品质培养| |真题链接|1篇高考真题|细节理解/推理判断|直接对接高考命题，强化应试能力与文化意识渗透|

Unit 1 Relationships 人际关系 单元阅读精练 A new study was conducted by AI expert André Barcaui of the Federal University of Rio de Janeiro, who ran an experiment with a group of university students. Half were allowed to use ChatGPT to help them respond to an assignment on artificial intelligence, and half weren’t. In a surprise test 45 days after the assignment, the students who used ChatGPT scored an average of 5.75 out of 10, while those who took the traditional study route averaged 6.85. That’s a notable difference, which chimes with other research showing that using AI to find information means we don’t take as much in. “This suggests that unrestricted ChatGPT use affected long-term memory storage, likely by reducing the cognitive effort that supports durable memory,” Barcaui writes. In the study, the students were given two weeks to learn about AI, then had to give a 10-minute demonstration. The ChatGPT group could use the tool to search, integrate, and structure information; the other group stuck to traditional methods. Learning was faster with AI: the ChatGPT group spent an average of 3.2 hours on the assignment, compared with 5.8 hours for the non-AI group. This reminds us that using apps like ChatGPT could be robbing our brains of the exercise they need — and that has consequences. The idea of cognitive offloading isn’t new. In 2011, a team led by psychologist Betsy Sparrow first described “digital amnesia (失忆症)” — the effect of search engines like Google on our ability to remember information. With AI assistants now able to take on much of the mental workload, studies suggest they could be changing how we think, perceive, focus and remember — not necessarily for the better. “Future teaching strategies should aim to take advantage of the benefits of AI without sacrificing the cognitive engagement and productive struggle required for durable learning,” Barcaui writes. “In the age of AI, the core principles of human learning are not outdated; in fact, they are more important than ever to uphold.” 【译文欣赏】 理查德・埃布赖特在宾夕法尼亚州长大，是家中独子，家里无人从事科学相关工作。他没办法参加团体体育运动，于是开始收集蝴蝶、岩石和化石，把空余时间都用来探索自然。埃布赖特上三年级时父亲离世，自那以后，母亲便成了他生活的全部，也是给予他最大启发的人。每天晚上，母子俩一同坐在餐桌前；只要他无事可做，母亲就会给他安排各类学习任务。母亲回忆道：“他十分乐于接受，求知欲很强。” 到五年级时，埃布赖特已经收集齐了家乡本地全部 25 种蝴蝶。原本他对蝴蝶的探索或许就此止步，直到母亲送给了他《帝王蝶 X 之旅》这本书。这本书鼓励少年读者给迁徙的帝王蝶（一种蝴蝶）做标记，以供科学研究，埃布赖特满怀热忱参与了这项项目。连续好几年，他在自家地下室饲养了数千只帝王蝶。一次县级展览会的失利让他领悟了至关重要的道理：真正的科学离不开实打实的实验，绝非仅仅摆放整齐的展品。 高中时期，埃布赖特将研究重心放在帝王蝶蛹身上十二个微小的金色斑点。大多数人都认为这些斑点只是装饰，可他猜想斑点会释放一种对生长发育不可或缺的激素。他写信向弗雷德里克・A・厄克特博士请教，自制实验装置，最终证实了自己的猜想。这项成果让他拿下展会一等奖，并晋级国际科学与工程大奖赛。他开创性的研究首次为多细胞生物的基因开关机制提供了确凿证据，为现代遗传学奠定了基石。 22 岁那年，埃布赖特与大学室友在《美国国家科学院院刊》发表了一项具有突破性的理论，阐释细胞读取 DNA 遗传图谱的原理。如今，他是罗格斯大学董事会特聘教授，牵头开展细菌转录相关研究，并研发对抗结核病的新型药物。他入选美国艺术与科学院，斩获多项大奖。从一个拿着捕蝶网、充满好奇心的孩童，到全球知名的生物化学家，埃布赖特向世人证明：热爱、坚持，再加上家人的支持，远比天赋更加重要。 【词汇积累】 2 原创精品资源学科网独家享有版权，侵权必究！ ( 1 / 29 ) 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 1.fossil /ˈfɒsl/n. 化石 2.inspiration /ˌɪnspəˈreɪʃn/n. 灵感；启发者 3.native /ˈneɪtɪv/adj. 本土的，本地的 4.migrate /maɪˈɡreɪt/v. （动物）迁徙 5.enthusiasm /ɪnˈθjuːziæzəm/n. 热情，热忱 6.crucial /ˈkruːʃl/adj. 至关重要的 7.genuine /ˈdʒenjuɪn/adj. 真实的，实打实的 8.hormone /ˈhɔːməʊn/n. 激素 9.essential /ɪˈsenʃl/adj. 必不可少的 10.pioneering /ˌpaɪəˈnɪərɪŋ/adj. 开创性的 11.concrete evidence 确凿证据 12.lay a cornerstone for 为…… 奠定基石 13.groundbreaking /ˈɡraʊndbreɪkɪŋ/adj. 突破性的 14.transcription /trænˈskrɪpʃn/n. （生物）转录 15.tuberculosis /tjuːˌbɜːkjəˈləʊsɪs/n. 结核病 16.world-renowned adj. 世界知名的 【高考真题链接】 （2026·浙江·高考真题）When you’re a teacher, a big part of your job is battling student misconceptions. Often students come to the classroom believing that learning can’t be fun and that what they learn isn’t relevant to the real world — much less to their personal interests. I’ve discovered that if I show students how what they learn is relevant to my hobbies, they’re much more willing to make connections to their personal interests and develop their own hobbies. No matter what subject I’m teaching, I find ways to bring my hobbies into the classroom. For example, I’m a car enthusiast, so when I teach physics, I contextualize concepts with my knowledge about cars. If we’re covering friction, for example, I bring different tires (轮胎) into my classroom so that my students can conduct lab experiments with them to see how friction works in real-life applications. When I first brought my hobbies to my classroom, I was focused on how doing so would build engagement and help my students understand concepts in science. But I quickly learned that the practice also helped me build stronger relationships with them. When I let them see an aspect of my life outside of school, some students who were also interested in cars connected with me more and became more engaged in my courses. Even those who didn’t share that interest with me seemed more engaged once I showed a different side of myself. What started as an experiment is now more of a philosophy. Even when I’m planning classes, I tend to think about how I can bring in my hobbies. I find that doing so energizes my instruction, engages my students, and demonstrates to them how abstract concepts play out in the real world. Best of all, my passion for my hobbies seems to inspire them to be passionate about finding their own. 1．What poses a challenge to teachers according to the author? A．Students’ misunderstandings about teachers. B．Students’ false assumptions about learning. C．The irrelevance of textbooks to students’ life. D．The gap between teachers’ and students’ hobbies. 2．Why does the author bring tires into the classroom? A．To teach an engineering skill. B．To explain the structure of a car. C．To share a real-life experience. D．To illustrate a scientific concept. 3．What was the unexpected outcome of the author’s teaching method? A．A higher class attendance rate. B．Better examination results. C．A closer teacher-student bond. D．More spare time for students. 4．Which of the following best describes the author as a teacher? A．Innovative. B．Humorous. C．Decisive. D．Sympathetic. 【答案】1．B 2．D 3．C 4．A 【导语】这是一篇记叙文。文章讲述了一位教师为打破学生对学习的错误认知，将自己的爱好融入课堂教学的经历，介绍了该教学方式的具体实践、初衷，以及意外收获的师生关系升温的效果，最终这一做法成为其教学理念，不仅让课堂更生动，还能启发学生找到自身的兴趣热情。 1．细节理解题。根据第一段“When you’re a teacher, a big part of your job is battling student misconceptions. Often students come to the classroom believing that learning can’t be fun and that what they learn isn’t relevant to the real world — much less to their personal interests (作为一名教师，工作的很大一部分是纠正学生的错误认知。学生们走进教室时，往往认为学习毫无乐趣，所学的知识与现实世界无关，更不用说和他们的个人兴趣相关了)”可知，教师面临的一大挑战是学生对于学习的错误设想，认为学习无趣且和现实、自身兴趣无关。故选B。 2．细节理解题。根据第二段“I’m a car enthusiast, so when I teach physics, I contextualize concepts with my knowledge about cars. If we’re covering friction, for example, I bring different tires into my classroom so that my students can conduct lab experiments with them to see how friction works in real-life applications (我是一名汽车爱好者，所以教物理时，我会用汽车相关知识为物理概念创设情境。比如讲到摩擦力时，我会把不同的轮胎带到教室，让学生用它们做实验，看看摩擦力在现实生活中是如何起作用的)”可知，作者将轮胎带到教室，是为了借助实物实验，让学生理解摩擦力这一科学概念在现实中的应用，也就是阐释科学概念。故选D。 3．细节理解题。根据第三段“When I first brought my hobbies to my classroom, I was focused on how doing so would build engagement and help my students understand concepts in science. But I quickly learned that the practice also helped me build stronger relationships with them (起初我把爱好带进课堂时，一心想着这样做能提高学生的课堂参与度，帮助他们理解科学概念，但我很快发现，这种做法还帮助我和学生建立了更紧密的关系)”可知，作者将爱好融入课堂的初衷是提升参与度、帮助学生理解概念，而意外的结果是师生之间的联系变得更加紧密。故选C。 4．推理判断题。通读全文，尤其根据作者打破传统教学模式，主动将自己的汽车爱好融入物理课堂，通过第二段“If we’re covering friction, for example, I bring different tires into my classroom so that my students can conduct lab experiments with them to see how friction works in real-life applications (例如，如果我们要讨论摩擦，我会把不同的轮胎带到教室里，这样我的学生就可以用它们进行实验室实验，看看摩擦在现实生活中是如何工作的)”和最后一段“What started as an experiment is now more of a philosophy.Even when I'm planning classes，I tend to think about how I can bring in my hobbies.I find that doing so energizes my instruction，engages my students，and demonstrates to them how abstract concepts play out in the real world.Best of all，my passion for my hobbies seems to inspire them to be passionate about finding their own.(最初的尝试如今已演变成一种教学理念。即使在备课的时候，我也会思考如何把爱好融入教学。我发现这样做能让我的课堂更有活力，吸引学生的注意力，并向他们展示抽象概念在现实世界中的具体体现。最重要的是，我对爱好的热情似乎能激励他们满怀热情地去寻找属于自己的兴趣所在)”可知，作者作为教师，敢于创新教学方式，打破学生对学习的固有认知，是富有创新精神的。故选A。 ( 长难句 1 原句：It was in 1960 that Goodall first arrived in Gombe, where she witnessed a group of chimpanzees eating a bushpig, doing away with the previous belief that chimps were strictly vegetarians. 1）句子拆分 强调句主干：It was in 1960 that Goodall first arrived in Gombe 定语从句：where she witnessed a group of chimpanzees eating a bushpig（where 修饰地点 Gombe） 伴随状语：doing away with the previous belief 同位语从句：that chimps were strictly vegetarians（解释 belief 具体内容） 2）翻译 正是在 1960 年，古道尔初次抵达贡贝。在那里，她目睹一群黑猩猩捕食野猪，推翻了此前人们认为黑猩猩是纯粹素食动物的观点。 长难句 2 原句：At the same year she made the astonishing observation that chimps strip the bark from thin branches and use the bare stick to fish for termites in rotting logs — overturning the even more closely held belief that humans are the only animal to use tools. 1）句子拆分 主句：she made the astonishing observation 同位语从句 1：that chimps strip the bark…to fish for termites in rotting logs（解释 observation） 分词结果状语：overturning the even more closely held belief 同位语从句 2：that humans are the only animal to use tools（解释 belief） 2）翻译 同年，她取得一项惊人发现：黑猩猩会剥去细树枝的树皮，用光秃秃的枝条在腐烂木头里钓白蚁 —— 这颠覆了人们根深蒂固的观点，即人类是唯一会使用工具的动物。 ) ( 1. evoke /ɪˈvəʊk/v. 唤起，引发（情感、回忆） 2. conservationist /ˌkɒnsəˈveɪʃənɪst/n. 自然环境保护主义者 3. tireless /ˈtaɪələs/adj. 不知疲倦的，孜孜不倦的 4. astonishing /əˈstɒnɪʃɪŋ/adj. 令人震惊的，惊人的 5. rival /ˈraɪvl/adj. 敌对的；竞争的 n. 对手 6. cannibalism /ˈkænɪbəlɪzəm/n. 同类相食 7. raze /reɪz/v. 彻底摧毁，夷为平地 8. halve /hɑːv/v. （使）减半 9. pessimism /ˈpesɪmɪzəm/n. 悲观，悲观主义 10. indifference /ɪnˈdɪfrəns/n. 冷漠，无动于衷 ) 【综合实战演练】 语篇 题型 体裁 内容简介 Passage1 阅读理解 说明文 介绍一项关于考试焦虑的研究，指出影响考试发挥的是备考复习阶段的焦虑，而非考试当天的紧张情绪，并探讨该研究对应对考试焦虑的启示 Passage2 阅读理解 记叙文 回忆作者高中富有创意的文学老师 Hart 先生，对比传统枯燥课堂，记述其新颖的教学方式，讲述作者从老师身上领悟学习真谛的经历 Passage3 阅读理解 记叙文 讲述中外合作大学新生李明因担忧学术英语补考需承担高额重修费承受巨大心理压力，最终惊险通过考试，事后依旧心有余悸的故事 Passage4 阅读理解 记叙文 讲述华盛顿儿童医院专职教师 Maya 耐心陪伴患病学生，借助兴趣引导消极少年重拾斗志，展现医院课堂为患病孩子带去希望与精神支撑的故事 Passage5 阅读理解七选五 说明文 阐述很多学生不会合理利用周末，介绍科学规划周末时间的方法：保持规律作息、平衡学习休闲、培养自律意识，说明合理安排周末的重要意义 Passage6 阅读理解七选五 记叙文 作者回忆六年级迷茫阶段遇见萨拉查老师，老师耐心倾听、给予指引，帮助作者走出困境，讲述这位良师深刻改变自己人生、亦师亦友的故事 Passage7 完形填空 记叙文 讲述海伦・凯勒在基思老师一对一辅导下备战大学入学考试；参加拉德克利夫学院终试时依靠盲文答题，克服数理科目答题障碍、成功闯关的求学经历 Passage8 完形填空 记叙文 回忆幼儿园怀特老师不使用红笔纠错，守护孩子写作表达的热情；这份包容深刻影响作者，让作者领悟生活未必完美，但依然值得相信它的美好 Passage9 语法填空 记叙文 讲述甘肃教师张兰平自幼身患小儿麻痹症，依靠拐杖坚守讲台三十余年，克服通勤困难潜心教学，学生成绩常年位居区域前列的励志事迹 Passage10 语法填空 说明文（新闻报道） 介绍山西医科大学举办文化活动，各国女留学生参与剪纸、制作传统手工艺品，沉浸式体验山西民俗文化，搭建国际文化交流的平台 Passage 1 （25-26高二下·辽宁沈阳·期末）Exams are nerve-racking, especially for those already of an anxious character. It seems barely surprising that those who worry about taking tests do systematically worse than those who do not. What is, perhaps, surprising, according to research published recently in Psychological Science by Maria Theobald, is that it is not the pressure of the exam hall but the pressure of revision that causes the problem. Dr Theobald theorized that if anxiety was truly interfering with a student’s ability to transfer known information from brain to paper via pen, then those with high levels of it would perform worse in a real exam than in either a mock (模考) beforehand or during online practice sessions. Besides, she expected this performance-drop to correlate with levels of self-reported exam nerves. She therefore worked with 309 German medical students who were preparing for their final state exam, the most important that they take. This test consists of 230 questions split into three five-hour sessions over three days. All her volunteers sat a mock examination, clearly presented to them as such, 40 days before the real thing. To assess their levels of anxiety, they were asked, every day for 40 days in the run-up to the real exam and also on the day of that exam, to respond on a five-point scale to statements like, “I feel tense and nervous.” On the day of the mock they were similarly asked to rate statements like, “I worry whether I have studied enough.” What Dr Theobald found was not what she expected. Anxiety on the day of test did not predict exam performance at all. What did predict it was the level of knowledge a student displayed in the mock exam and the earlier digital-learning activities. Those who performed well in these also did well in the real thing, regardless of how anxious they were on the day. What actually hampered students, it turned out, were high levels of anxiety during the weeks before the exam took place. And this discovery is far-reaching, for it suggests a change of approach to revision by the anxious might help improve their results. Dr Theobald notes that test-anxiety is at its worst when students have low expectations of success and simultaneously (同时地) know that passing the exam is exceedingly important. 1．What is paragraph 2 of the text mainly about? A．The theoretical basis. B．The research result. C．The testing assumption. D．The experimental process. 2．What can we infer from the research? A．Anxiety before the exam brings better exam performance. B．Anxiety before the exam restricts students’ ability in exams. C．Anxiety on the day of the test predicts the result of the exam. D．Anxiety on the day of the test intervenes in students’ ability in exams. 3．What is the author’s attitude toward Dr Theobald’s study? A．Favorable. B．Unclear. C．Doubtful. D．Dismissive. 4．What will the following paragraph probably talk about according to the passage? A．How to carry out revision plans scientifically. B．How to reduce test-anxiety when reviewing. C．How to get satisfying scores well in exams. D．How to ease study pressure before tests. 【答案】1．C 2．B 3．A 4．B 【导语】文章介绍了一项考试焦虑相关研究，指出影响考试成绩的是备考焦虑而非考场焦虑，并说明该研究的价值与焦虑高发的原因。 1．主旨大意题。根据第二段“Dr Theobald theorized that if anxiety was truly interfering with a student’s ability to transfer known information from brain to paper via pen, then those with high levels of it would perform worse in a real exam than in either a mock (模考) beforehand or during online practice sessions. Besides, she expected this performance-drop to correlate with levels of self-reported exam nerves.(西奥博尔德博士提出理论假设：如果焦虑确实会干扰学生将脑中已知知识通过笔书写到试卷上的能力，那么高度焦虑的学生在正式考试中的表现会比此前模考和线上练习时更差。此外，她推测这种成绩下滑会与学生自述的考试紧张程度相关)”可知，第二段主要介绍了研究者开展实验前的理论假设与猜想。 2．推理判断题。根据第五段“What actually hampered students, it turned out, were high levels of anxiety during the weeks before the exam took place.(结果发现，真正阻碍学生发挥的是考试前数周的高度焦虑)”可知，考前的焦虑会限制学生的考试发挥、影响考试表现。 3．推理判断题。根据最后一段“And this discovery is far-reaching, for it suggests a change of approach to revision by the anxious might help improve their results.(这一发现意义深远，因为它表明焦虑的学生改变复习方式或许有助于提升成绩)”可知，作者认可这项研究的价值，对该研究持支持、赞同的态度。 4．推理判断题。根据最后一段“Dr Theobald notes that test-anxiety is at its worst when students have low expectations of success and simultaneously (同时地) know that passing the exam is exceedingly important.(西奥博尔德博士指出，当学生对考试成功的预期较低，同时又深知通过考试至关重要时，考试焦虑会达到顶峰)”可知，文章结尾落脚于备考阶段的考试焦虑问题，下文最有可能介绍复习时如何缓解考试焦虑。 Passage 2 （25-26高二下·江苏盐城·期末）When I reflect on my years in high school, one particular figure stands out like a lighthouse in the fog of conventional classrooms: Mr. Wesley Hart. For most of us, the bell schedule determined the rhythm of our days. First period was math, where we would quietly solve problems from a textbook. Then, we’d drag ourselves to history class, where mindless memorization left us battling to keep our eyes open. Next was science, where we mechanically followed laboratory procedures. This cycle repeated itself, class after class, day after day. Until, that is, we reached Mr. Hart’s literature class. His classroom didn’t have the boring rows of desks facing a chalkboard; instead, it had mismatched sofas. Mr. Hart believed that the physical environment of a classroom could “liberate the mind” — a phrase he often said with such conviction that we couldn’t help but believe he must be right. One of Mr. Hart’s most memorable teaching moments occurred when we were studying Moby Dick. Rather than assigning an essay, he took us on a nighttime adventure. We met at the school’s sports field where he handed each of us a passage from the book. The evening air was thick with anticipation and the smell of the grass as we gathered in a circle. “In the spirit of sailors in Moby Dick, we will share our thoughts under the stars,” he announced. He then inspired us to read our passages aloud and relate them to modern-day situations and personal experiences. In the quiet of the night, I found the themes far more meaningful in that starlit, open-air classroom. Perhaps the most valuable lesson I learned from Mr. Hart wasn’t about literature. It was that learning is a voyage, where curiosity and passion are the sails driving us forward. Mr. Hart taught us to question, to wonder, and to see the world as an endless storybook filled with lessons waiting to be discovered. 1．What does the bell schedule in paragraph 2 show? A．The depth of textbooks. B．The diversity of high school life. C．The importance of study. D．The boredom of conventional classes. 2．What does the underlined word “conviction” in paragraph 3 mean? A．Concern. B．Certainty. C．Doubt. D．Interest. 3．Why does the author mention Mr. Hart’s teaching moment? A．To reveal the theme of Moby Dick. B．To recall Mr. Hart’s nighttime adventure. C．To stress the status of Moby Dick. D．To highlight Mr. Hart’s creative teaching. 4．Which of the following best describes Mr. Hart? A．Curious and brave. B．Tolerant and helpful. C．Creative and inspiring. D．Ambitious and determined. 【答案】1．D 2．B 3．D 4．C 【导语】本文回忆了作者高中时期与众不同的文学老师 Hart 先生，对比枯燥刻板的传统课堂，记叙哈特老师富有创意、启发人心的教学方式，并讲述作者从他身上领悟到学习的真谛。 1．推理判断题。根据第二段“First period was math, where we would quietly solve problems from a textbook. Then, we'd drag ourselves to history class, where mindless memorization left us battling to keep our eyes open. Next was science, where we mechanically followed laboratory procedures. (第一节是数学，我们安静地做课本上的题。然后我们拖着自己去历史课，无脑的记忆让我们拼命睁着眼。接下来是科学，我们机械地跟着实验步骤走。)”可知，铃声安排下的课程都是单调、机械、令人昏昏欲睡的，体现的是传统课堂的枯燥。 2．词句猜测题。根据第三段“Mr. Hart believed that the physical environment of a classroom could “liberate the mind”— a phrase he often said with such conviction that we couldn't help but believe he must be right. (Hart老师相信教室的物理环境能“解放思维”——他说这句话时带着如此强烈的conviction，以至于我们不由得相信他一定是对的。)”可知，他说这话时非常坚定，以至于学生们都信了，“conviction”意为“确信、坚定的信念”。 3．推理判断题。根据第四段“One of Mr. Hart's most memorable teaching moments occurred when we were studying Moby Dick. Rather than assigning an essay, he took us on a nighttime adventure. (Hart老师最令人难忘的教学时刻之一发生在我们学《白鲸》时。他没有布置作文，而是带我们进行了一次夜间冒险。)”以及第五段在星空下朗读、联系个人经历的描述可知，作者提到这个教学时刻是为了展示Hart老师与传统教学截然不同的创造性教学方式。 4．推理判断题。通读全文，Hart老师改用沙发代替课桌、创新户外星空课堂，教学形式新颖独特，体现他富有创意的；他引导学生朗读思考、鼓励质疑探索，教会学生保持好奇心与学习热情，十分启发学生，体现他鼓舞人心、富有启发性的。 Passage 3 （25-26高二下·四川成都·期中）For many freshmen at a Sino-foreign cooperative University, the first semester brings not only excitement but also intense stress. One of the biggest fears is the mandatory Academic English course, which all first-year students must pass. Unlike high school English, this course demands academic writing, critical thinking, and precise language use — skills that many new students are not fully prepared for. Li Ming, a freshman majoring in Computer Science, still remembers the sleepless nights before the final exam. “I was terrified,” he admitted. “I knew that if I failed, I would have to take a make-up exam during the summer. And if I failed that too, I would have to retake the entire course, which costs 86,800 yuan. That’s almost my whole year’s tuition for just one course!” The pressure was overwhelming. Li Ming spent every evening in the library, reviewing essay structures and memorizing academic vocabulary. He even asked his tutor for extra feedback on his practice essays. But despite all his efforts, he felt unprepared. On the day of the exam, his hands were shaking as he wrote his argumentative essay. He could barely focus on the reading comprehension section. When the results were finally released, Li Ming could hardly believe his eyes: he scored exactly 40 out of 100 — the minimum passing grade. He had made it by a hair’s breadth. His roommate, however, was not so lucky. Zhang Wei scored 39, just one point short. Instead of enjoying his summer vacation, Zhang Wei had to return to Suzhou in August for the make-up exam. He spent the whole summer studying while his friends traveled and relaxed. Looking back, Li Ming feels a chill run down his spine. “If I had made one less correct choice in the multiple-choice section, I would have been in Zhang Wei’s shoes. That single question might have saved me 86,800 yuan. I still get nervous just thinking about it.” For the University’s freshmen, Academic English is more than just a course — it is a financial and emotional test that stays with them long after the grades are posted. 1．What is the main reason why Li Ming was so anxious about the Academic English exam according to this passage? A．He thinks he is not good at English. B．He will not progress to Year 2 if he didn’t pass the exam. C．He fears the financial consequences if he failed the module. D．He doesn’t like his English teacher. 2．Describe the emotional progression in a few brief words: A．Confidence→Success→Pride B．Fear→Panic→Relief→Lingering fear C．Excitement→Disappointment→Acceptance D．Indifference→Interest→Regret 3．According to the passage, which statement is correct? A．The resit exam fee is 86,800 yuan. B．Zhang Wei plays game every day so that he didn’t pass the English exam. C．The school English exam is possibly one of the most important courses at Year 1. D．After passing the exam, Li Ming felt very confident. 4．What is the best title of the passage? A．Li Ming Passed the English Exam B．The Passing Line of the English Exam Is 40 C．We Should Study Harder in Order to Prevent Failing an Exam D．A Freshman’s Fear about a School English Exam 【答案】1．C 2．B 3．C 4．D 【导语】文章讲述了一名中外合作大学新生李明因担心学术英语考试不及格而面临高额重修费的巨大压力，最终以40分惊险通过，但事后仍心有余悸的故事。 1．细节理解题。根据第二段中Li Ming所说的话“I knew that if I failed, I would have to take a make-up exam during the summer. And if I failed that too, I would have to retake the entire course, which costs 86,800 yuan. That’s almost my whole year’s tuition for just one course! (我知道如果我没通过，就得在暑假参加补考。如果补考再没过，我就得重修整门课程，费用是86800元。这几乎是我一整年的学费，却只为了这一门课！)”可知，李明如此焦虑是因为他担心考试不及格会带来的经济后果。 2．推理判断题。根据第二段中“I was terrified (我当时非常害怕)”、第三段中“On the day of the exam, his hands were shaking as he wrote his argumentative essay. He could barely focus on the reading comprehension section. (考试当天，他手都在发抖，写议论文时几乎无法集中注意力。阅读理解部分更是难以专注。)”、第四段中“He had made it by a hair’s breadth. (他勉强做到了。)”和第五段中“Looking back, Li Ming feels a chill run down his spine. (回想起过去，李明感到一阵寒意从脊背爬起。)”可知，文章展现的是李明从考前恐惧、考试时恐慌、得知通过后如释重负，到事后回想仍心有余悸的情绪变化过程，“恐惧→恐慌→解脱→余悸”概括了这一过程。 3．细节理解题。根据第一段中“One of the biggest fears is the mandatory Academic English course, which all first-year students must pass. (最大的担忧之一是必修的学术英语课程，所有大一学生都必须通过这门课。)”和最后一段“For the University’s freshmen, Academic English is more than just a course — it is a financial and emotional test that stays with them long after the grades are posted. (对大学新生而言，学术英语课程不仅仅是一门课——它是一次经济和情感上的考验，即使成绩公布后，这种影响也会持续很久。)”可知，“学校的英语考试可能是大一最重要的课程之一”的表述符合文意。 4．主旨大意题。通读全文，尤其是最后一段“For the University’s freshmen, Academic English is more than just a course — it is a financial and emotional test that stays with them long after the grades are posted. (对大学新生而言，学术英语课程不仅仅是一门课——它是一次经济和情感上的考验，即使成绩公布后，这种影响也会持续很久。)”可知，文章围绕李明对学术英语考试的恐惧展开，包括经济压力、情绪波动、侥幸通过及事后余悸，并指出这门课对所有新生都是一场考验。因此，“一名新生对学校英语考试的恐惧”最契合文章主旨，适合作为文章标题。 Passage 4 （25-26高二下·河南洛阳·期末）On the seventh floor of a children’s hospital in Washington, D．C．, there’s a classroom that looks like any other — except for the oxygen bottles parked in the corner and the occasional alert sound of monitors. This is where Maya Jackson, a teacher with DC Public Schools, spends her days teaching students who are fighting cancer, recovering from transplants, or managing long-term illnesses. In this bright room with windows overlooking the city, they are still students first, patients second. “I remember one boy, Marcus, who was 16 and had been here for three months with leukemia (白血病),” Jackson recalls. “He was angry — at his body, at the world, at everything. He refused to do any work for the first two weeks. I just kept showing up, bringing books I thought he might like, sitting with him during his treatments.” Then one day, Marcus picked up a book about astrophysics. “He started asking questions about black holes, about the universe,” Jackson says. “That was our in. We spent weeks exploring space together. He wrote a research paper — 10 pages — about whether humans could live on Mars. It was brilliant.” Marcus’s mother later told Jackson that the project had given her son a reason to keep fighting. “She said, ‘You reminded him that he has a future,’” Jackson says softly. “That’s when I realized: I’m not just teaching them math and reading. I’m teaching them that their lives are bigger than this hospital room.” The hospital school program, one of about 200 across the country, serves thousands of students each year. For many, it’s a lifeline — not just academically, but emotionally. School connects them to who they were before they got sick — and who they can become after. Teachers like Jackson become anchors (锚) in a sea of uncertainty. 1．How did Marcus feel about doing schoolwork when he was first in the hospital? A．Feeling annoyed and hopeless. B．Feeling indifferent to any subject. C．Being too weak to focus on books. D．Wanting more care from doctors. 2．What did Jackson regard the topic of black holes as? A．An insight into his own heart. B．A chance for their further talks. C．A signal of Marcus’s recovery. D．A door to a wholly new world. 3．Which of the following can best describe Jackson? A．Caring and patient with her students. B．Skilled at finding students’ interests. C．Demanding in her teaching standards. D．Confident of curing the sick children. 4．What does the author intend to convey through Jackson’s story? A．Teachers show more care than doctors. B．Hospital life changes children. C．Curiosity helps overcome physical pain. D．Education gives sick kids hope. 【答案】1．A 2．B 3．A 4．D 【导语】这篇文章主要讲述了华盛顿一家儿童医院设有特殊教室，教师杰克逊耐心陪伴患病学生。她通过兴趣帮助消极的少年重拾希望，也让人们明白：医院课堂不仅传授知识，更给予患病孩子精神支撑和未来期盼。 1．细节理解题。根据第二段中““He was angry — at his body, at the world, at everything. He refused to do any work for the first two weeks. I just kept showing up, bringing books I thought he might like, sitting with him during his treatments.”(“他很愤怒——对自己的身体、对这个世界、对一切都很愤怒。前两周他拒绝做任何作业。而我只是坚持每天过来，带一些我觉得他可能会喜欢的书，在他治疗的时候坐在他身边。”)”可知，马库斯刚住院时内心充满愤怒，抵触一切，连续两周拒绝完成任何学习任务，状态是恼怒且对生活感到绝望的。 2．推理判断题。根据第三段中“Then one day, Marcus picked up a book about astrophysics. “He started asking questions about black holes, about the universe,” Jackson says. “That was our in. We spent weeks exploring space together. He wrote a research paper — 10 pages — about whether humans could live on Mars. It was brilliant.”(后来有一天，马库斯拿起一本关于天体物理学的书。“他开始问关于黑洞和宇宙的问题，”杰克逊说。“那是我们的切入点。我们花了几个星期一起探索太空。他写了一篇长达十页的研究论文，探讨人类是否能在火星上生存。那真是精彩极了。”)”可推知，杰克逊将黑洞这一话题视为与马库斯进一步交谈的机会。 3．推理判断题。根据第二段中“He refused to do any work for the first two weeks. I just kept showing up, bringing books I thought he might like, sitting with him during his treatments.(前两周他拒绝做任何作业。而我只是坚持每天过来，带一些我觉得他可能会喜欢的书，在他治疗的时候坐在他身边。’)”以及第四段中““She said, ‘You reminded him that he has a future,’” Jackson says softly. “That’s when I realized: I’m not just teaching them math and reading. I’m teaching them that their lives are bigger than this hospital room.”(“她说：‘你让他明白自己还有未来，’”杰克逊轻声说道，“那一刻我意识到：我不仅是在教他们数学和阅读，更是在教他们，他们的生活远比这间医院的病房广阔。”)”可知，面对情绪抵触、拒绝学习的马库斯，杰克逊没有放弃，而是坚持每天出现、带他可能感兴趣的书、在治疗时陪伴在侧，最终慢慢打开了学生的心结，充分体现出她对学生充满关怀，且极具耐心。 4．推理判断题。根据文章大意以及最后一段中“For many, it’s a lifeline — not just academically, but emotionally. School connects them to who they were before they got sick — and who they can become after. Teachers like Jackson become anchors (锚) in a sea of uncertainty.(对许多人来说，它是一条生命线——不仅在学业上，也在情感上。学校让他们重新连接到患病前的自己，以及未来可以成为怎样的人。像杰克逊这样的老师，在充满不确定性的海洋中，成为了孩子们的依靠。)”可知，全文通过杰克逊的教学故事，点明医院课堂的意义：它不止是教授知识，更重要的是让重病的孩子重新看到未来，获得与疾病抗争的精神动力。作者核心想传达的是：教育能为生病的孩子带去希望。 Passage 5 （25-26高二下·云南大理·阶段检测）Most students look forward to weekends eagerly, as they can escape from tight weekday study schedules and temporarily get away from endless homework and daily classes. 1 They stay up late, sleep in or get addicted to electronic devices. Quite a number of teenagers waste most of their spare time in meaningless entertainment without any reasonable arrangement. In fact, a scientific weekend schedule is of great importance for students to relax properly and improve themselves. 2 Instead of staying up late to play games or watch videos deep into midnight, we should stick to a similar bedtime as weekdays. Getting up early enables us to have an energetic start and avoids feeling tired and confused for the whole day. A good sleep habit also helps adjust our physical state and balance our busy study life after five busy school days. . Besides regular rest, we need to make a proper plan to balance study and leisure. We can spare several hours to review learned knowledge and finish homework carefully, which helps consolidate what we have learned and fixes weak points in study. 3 We can do sports outdoors, read favorite books or help parents with housework. These activities enrich our weekend life and relieve study pressure effectively after long-time school learning. What’s more, sticking to a well-organized weekend plan can also shape our self-discipline. Managing time wisely on weekends teaches us to resist lazy thoughts and bad temptations from short-video and online games. 4 We will become more self-controlled and responsible not only in schoolwork but also in our future life.. A scientific weekend schedule can help us keep a positive state, develop good habits and make steady progress in our study and growth.   5 A．Weekends are for study. B．This valuable quality will benefit us a lot. C．However, many of them use weekend time unwisely. D．A reasonable weekend routine starts with regular sleep. E．So we should change this unhealthy lifestyle right away. F．Meanwhile, it is necessary to arrange time for relaxation. G．Therefore, we should use this time to adjust and improve ourselves. 【答案】1．C 2．D 3．F 4．B 5．G 【导语】文章主要讲述了学生应当如何科学地安排周末时间，包括保持规律睡眠、平衡学习与休闲、培养自律等，说明合理的周末安排对学生的放松和自我提升十分重要。 1．上文“Most students look forward to weekends eagerly, as they can escape from tight weekday study schedules and temporarily get away from endless homework and daily classes. (大多数学生都热切盼望周末，因为他们可以摆脱紧凑的平日学习安排，暂时远离无尽的作业和日常课程。)”说明学生期待周末，下文“They stay up late, sleep in or get addicted to electronic devices. (他们熬夜、睡懒觉或者沉迷电子设备。)”说明很多学生并没有好好利用周末，C项“However, many of them use weekend time unwisely. (然而，他们中的许多人却把周末时间用得不恰当。)符合题意，其中“However”表转折，“use weekend time unwisely”与下文的熬夜、沉迷电子设备等行为一致，承上启下。 2．下文“Instead of staying up late to play games or watch videos deep into midnight, we should stick to a similar bedtime as weekdays. (我们不该熬夜打游戏或者看视频到深夜，而应该保持和平日差不多的就寝时间。)”说明本段主题是规律睡眠，D项“A reasonable weekend routine starts with regular sleep. (合理的周末作息从规律睡眠开始。)”是本段的主题句，与下文一致。 3．上文“We can spare several hours to review learned knowledge and finish homework carefully, which helps consolidate what we have learned and fixes weak points in study. (我们可以抽几个小时复习所学知识、认真完成作业，这有助于巩固所学内容、弥补学习中的薄弱点。)”说明了学习安排，下文“We can do sports outdoors, read favorite books or help parents with housework. (我们可以在户外做运动、读喜欢的书或者帮父母做家务。)”说明了休闲活动，F项“Meanwhile, it is necessary to arrange time for relaxation. (同时，安排时间放松也是必要的。)”承上启下，“Meanwhile”连接学习和休闲两部分，“arrange time for relaxation”与下文的运动、阅读等活动一致。 4．上文“Managing time wisely on weekends teaches us to resist lazy thoughts and bad temptations from short-video and online games. (在周末合理管理时间能教会我们抵制懒惰的想法以及短视频、网络游戏的不良诱惑。)”说明周末管理时间能培养自律品质，下文“We will become more self-controlled and responsible not only in schoolwork but also in our future life. (我们不仅在学业上，在未来生活中也会变得更加自律、更有责任心。)”说明这种品质的好处，B项“This valuable quality will benefit us a lot. (这种宝贵的品质会让我们受益良多。)”承上启下，“This valuable quality”指代上文提到的自律品质，“benefit us a lot”与下文一致。 5．上文“A scientific weekend schedule can help us keep a positive state, develop good habits and make steady progress in our study and growth. (科学的周末安排能帮助我们保持积极状态、养成好习惯，在学习和成长中取得稳步进步。)”总结了科学周末安排的好处，G项“Therefore, we should use this time to adjust and improve ourselves. (因此，我们应当利用这段时间调整和提升自己。)”是基于上文得出的结论，“Therefore”表因果，“use this time to adjust and improve ourselves”与上文的“keep a positive state, develop good habits”一致。。 Passage 6 （25-26高二下·河南新乡·阶段检测）Have you ever met someone who has profoundly changed your life? Well, I certainly have! That person for me is Mr. Salazar. I met him during a confused and critical time in my life, back when I was in the sixth grade. 1 In 2011, I met Mr. Salazar. I remember the day vividly; he walked into my Spanish class with an air of professionalism that made the room feel different. 2 In that moment, I had a strong feeling: “This person is going to have a great impact on my life!” I was eager to meet him and show him who I was beyond just a student. At that time, I was dealing with numerous issues. Sixth grade was tough, and I was anxious about my future and felt lost. Days passed, and I noticed something strange was happening within me. 3 I thought, “You never know who’s down there frying those eggs if you don’t stand up and see.” This metaphor reminded me that taking a risk could lead to unexpected rewards. I chose Mr. Salazar as my adviser. 4 As our conversation deepened, everything around me seemed to pause. I realized that he was the most valuable support I had at school. He was the only person I felt comfortable confiding (倾诉) in. His respect, honor, and appreciation for me were obvious in every interaction. 5 Today, he is not just my guider but also my best friend. We talk like old friends, offering advice and understanding to one another. Consider this: who in your life has been a catalyst (催化剂) for significant change? In the context of transformative relationships, Mr. Salazar stands out as a beacon (灯塔) of guidance and friendship. A．Experience teaches a lot more things. B．I didn’t want to get to know new teachers at all. C．We discussed potential solutions to my problems. D．Despite my hesitations, I decided to reach out for help. E．He provided guidance and treated me as if I were his own child. F．I thought it was unusual because he seemed very formal and calm. G．As you can see, Mr. Salazar has had an incredible impact on my life. 【答案】1．E 2．F 3．D 4．C 5．G 【导语】作者讲述了六年级时遇到萨拉查先生的经历，这位老师在作者迷茫的阶段给予陪伴与引导，深刻改变了作者的生活，如今二人亦师亦友。 1．根据前文“I met him during a confused and critical time in my life, back when I was in the sixth grade.(我在人生一段迷茫又关键的时期遇见了他，那时我上六年级)”，后文开始介绍这位老师。E选项“He provided guidance and treated me as if I were his own child.(他给予我指引，待我如同亲生孩子一般)”承接上文，初步介绍这位老师带来的影响。 2．根据前文“he walked into my Spanish class with an air of professionalism that made the room feel different.(他走进西班牙语教室，一身专业的气质让整个氛围都变得不一样了)”以及后文“In that moment, I had a strong feeling: “This person is going to have a great impact on my life!”(那一刻我有种强烈的预感：这个人将会深刻影响我的人生)”可知，此处描述作者对老师的第一印象。F选项“I thought it was unusual because he seemed very formal and calm.(我觉得他与众不同，因为他看上去沉稳又庄重)”衔接前后内容。 3．根据前文“Sixth grade was tough, and I was anxious about my future and felt lost. Days passed, and I noticed something strange was happening within me.(六年级的日子很难熬，我对未来忧心忡忡、倍感迷茫。日子一天天过去，我发现自己的内心正在悄然发生变化）”以及后文“This metaphor reminded me that taking a risk could lead to unexpected rewards.(这个比喻让我明白，主动尝试或许会收获意外的惊喜)”可知，作者决定做出改变、主动寻求帮助。D选项“Despite my hesitations, I decided to reach out for help.(尽管内心犹豫，我还是决定主动寻求帮助)”契合上下文逻辑，符合语境。 4．根据前文“I chose Mr. Salazar as my adviser.(我选择了萨拉查先生做我的指导老师)”以及后文“As our conversation deepened, everything around me seemed to pause.(随着我们交谈不断深入，我仿佛感觉周遭的一切都静止了)”可知，二人开始交流沟通。C选项“We discussed potential solutions to my problems.（我们一起探讨了解决我困境的办法）”承接上文。 5．根据后文“Today, he is not just my guider but also my best friend.(如今，他不仅是我的引路人，更是我最好的朋友)”可知，本段总结这位老师对自己的影响。G选项“As you can see, Mr. Salazar has had an incredible impact on my life.(显而易见，萨拉查先生对我的人生产生了巨大的影响)”总起本段，起到总结过渡的作用。 Passage 7 （25-26高二下·重庆九龙坡·期末）In October 1898, we returned to Boston. For eight months, Mr. Keith gave me lessons five times a week, each 1 lasting about an hour. He effectively 2 past doubts, assigned new tasks, and corrected my typewritten Greek exercises. In this way my 3 for college went on without interruption. I found it much easier and more 4 to receive individual instruction than to study in a class. There was no pressure to keep pace with a class and no resulting 5 . My tutor had plenty of time to explain what I did not understand. While languages came naturally, mathematics continued to 6 me, yet Mr.Keith made it engaging, training my mind to 7 logically. Eight months later, I 8 my final examinations for Radcliffe College with both hope and anxiety. As Miss Sullivan could not read the papers, Mr. Vining was employed to 9 the exam papers in American braille (盲文) for me, our special means of 10 . Mr. Vining was a complete 11 to me, and could not communicate with me except by writing braille. The braille worked well enough in the languages, but when it came to geometry (几何) and algebra (代数), difficulties 12 . I was thoroughly 13 , and felt discouraged wasting much precious time, especially in algebra. Consequently, my work was painfully slow, and I had to go over the examples again and again before I could make 14 of what I was required to do. But even if obstacles were set in my way, I had the comfort of knowing that I 15 them all successfully. 1．A．session B．attempt C．trial D．presentation 2．A．expressed B．confirmed C．clarified D．documented 3．A．application B．preparation C．qualification D．admission 4．A．formal B．demanding C．natural D．pleasant 5．A．comfort B．freedom C．confusion D．patience 6．A．challenge B．delight C．attract D．reward 7．A．reflect B．reason C．assume D．conclude 8．A．prepared B．sat C．assessed D．corrected 9．A．review B．collect C．rewrite D．introduce 10．A．instruction B．understanding C．sympathy D．communication 11．A．volunteer B．helper C．stranger D．barrier 12．A．arose B．disappeared C．ended D．faded 13．A．in relief B．in panic C．at risk D．at a loss 14．A．use B．room C．fun D．sense 15．A．tested B．overcame C．anticipated D．withdrew 【答案】 1．A 2．C 3．B 4．D 5．C 6．A 7．B 8．B 9．C 10．D 11．C 12．A 13．D 14．D 15．B 【导语】这篇文章主要讲述了作者为考入大学，在基思老师的一对一辅导下备考；参加拉德克利夫学院入学考试时，因使用盲文答题在数理科目上遭遇困难，但最终成功克服所有障碍的求学经历。 1．考查名词。句意：基思先生每周给我授课五次，每次约一小时，持续了八个月。A. session一段时长，一节课/一场；B. attempt尝试，试图；C. trial试验，审判；D. presentation展示，报告。前文“Mr. Keith gave me lessons five times a week”提到老师每周上五次课，本句描述单次授课的时长。each session 指代每一次授课时段，契合“每周五次、每次约一小时”的课程描述。 2．考查动词。句意：他有效地澄清了我过去的所有疑问，布置新的练习任务，并批改我打字写的希腊文习题。A. expressed表达，表述；B. confirmed确认，证实；C. clarified澄清，理清；D. documented记录，记载。根据句意以及下文“past doubts, assigned new tasks, and corrected my typewritten Greek exercises”可知，本句顺承描述老师的教学动作：解决过往疑问、布置新任务、批改作业。 3．考查名词。句意：就这样，我为大学所做的准备一直顺利进行着。A. application申请，应用；B. preparation准备，筹备；C. qualification资格，资质；D. admission录取，准入。根据下文“I found it much easier and more ____ to receive individual instruction than to study in a class.”可知，作者为大学所做的准备一直顺利进行着。 4．考查形容词。句意：我发现接受个别指导比在课堂上学习要容易得多，也愉快得多。A. formal正式的；B. demanding要求高的，费力的；C. natural自然的；D. pleasant令人愉快的，舒适的。根据下文“There was no pressure to keep pace with a class”提到不用赶进度可知，此处指的是学习体验更轻松愉悦。 5．考查名词。句意：我不用担心跟上课程进度，也不因此产生困惑。A. comfort舒适，安慰；B. freedom自由；C. confusion困惑，混乱；D. patience耐心。根据下文“My tutor had plenty of time to explain what I did not understand.”可知，相对于单独辅导，大班教学中赶进度容易导致学生跟不上、产生困惑。 6．考查动词。句意：虽然语言方面我学得自然，但数学依然让我感到挑战，而基思先生却让这门学科变得有趣，训练了我的逻辑思维能力。A. challenge对……构成挑战，使……为难；B. delight使高兴，使愉悦；C. attract吸引；D. reward回报，奖赏。根据上文“While languages came naturally”可知，while体现前后转折：语言学习对作者来说得心应手，数学则始终是难题。 7．考查动词。句意：虽然语言方面我学得自然，但数学依然让我感到挑战，而基思先生却让这门学科变得有趣，训练了我的逻辑思维能力。A. reflect反思，反射；B. reason推理，理性思考；C. assume假设，假定；D. conclude总结，断定。根据句意以及下文“logically”可知，数学学科的核心作用是训练逻辑思维。reason logically 是固定表达，意为“进行逻辑推理”。 8．考查动词。句意：八个月后，我怀着希望与焦虑参加了拉德克利夫学院的入学选拔终试。A. prepared准备；B. sat参加（考试）；C. assessed评估，评定；D. corrected批改，纠正。根据下文“Mr. Vining was employed to _______ the exam papers”可知，作者参加了拉德克利夫学院的入学选拔终试。sit examinations “参加考试”是固定搭配。 9．考查动词。句意：由于沙利文小姐无法阅读试卷，维宁先生被请来为我重新用美国盲文誊写考卷，因为这是我们特殊的交流方式。A. review复习，回顾；B. collect收集；C. rewrite重写，改写；D. introduce介绍，引进。根据上文“As Miss Sullivan could not read the papers”可知，普通文字试卷无法供视障作者作答，因此需要雇人将试卷转写成盲文。 10．考查名词。句意：由于沙利文小姐无法阅读试卷，维宁先生被请来为我重新用美国盲文誊写考卷，因为这是我们特殊的交流方式。A. instruction指导，指令；B. understanding理解；C. sympathy同情；D. communication沟通，交流。根据句意以及上文“our special means”可知，盲文是视障人士与外界交互的媒介。means of communication 意为“沟通方式”，准确概括了盲文的功能。 11．考查名词。句意：维宁先生对我来说完全是个陌生人，除了通过盲文书写之外，无法与我沟通。A. volunteer志愿者；B. helper帮手；C. stranger陌生人；D. barrier障碍。后文“and could not communicate with me except by writing braille”提到维宁先生只能通过盲文与作者交流，说明两人此前素不相识。 12．考查动词。句意：盲文在语言方面运行良好，但在几何和代数方面却遇到了困难。A. arose出现，产生（问题、困难等）；B. disappeared消失；C. ended结束；D. faded逐渐消失，褪色。根据上文“The braille worked well enough in the languages”说明盲文在语言类考试中适用顺畅，but 转折引出数理科目中的问题。 13．考查固定短语。句意：我完全不知所措，感到沮丧，浪费了大量宝贵的时间，尤其是在代数方面。A. in relief松了口气；B. in panic惊慌地；C. at risk处于危险中；D. at a loss茫然，不知所措。后文“my work was painfully slow, and I had to go over the examples again and again”提到作者必须反复读题才能理解要求，说明一开始完全无从下手。 14．考查名词。句意：因此，我的工作进展缓慢，必须反复翻阅例题，才能理解自己需要完成的任务。A. use使用；B. room空间；C. fun乐趣；D. sense含义，道理。根据句意以及上文“I had to go over the examples again and again”可知，作者必须反复翻阅例题，才能理解自己需要完成的任务。make sense of 是固定短语，意为“理解、弄明白……的意思”。 15．考查动词。句意：但即便遇到重重障碍，我也能安心地知道，自己最终成功克服了一切困难。A. tested测试，检验；B. overcame克服，战胜；C. anticipated预期，预料；D. withdrew撤退，退出。前半句“But even if obstacles were set in my way”提到“道路上布满障碍”，but转折表示作者成功跨越了困难。 Passage 8 （25-26高二下·江西上饶·期末）Life is “Baeutiful” Do you remember the name of your kindergarten teacher? I do. Mine was Mrs. White. I once thought she must be a 1 of Walt Disney’s Snow White, for she had the same bright blue eyes, short dark hair, red lips and 2 skin. I don’t remember much about what we learned in her class, but my mother told me we used to write a lot. I would bring back my writings, and she would look at them — full of mistakes, but never with red corrections. There was always a star, sometimes even a “Good!” 3 on them, which made my heart 4 with happiness. This 5 my mother. One day, during a Parent-Teacher meeting, she asked Mrs. White why she never corrected my mistakes, never 6 out the wrong spellings or grammatical errors. Mrs. White smiled and said, “The children are just beginning to get 7 about using words and forming sentences. I don’t want to dampen their enthusiasm with red ink. Spelling and grammar can wait; the 8 of words won’t.” Those words 9 me deeply. Looking back, I realize Mrs. White was a (n) 10 teacher. She restrained herself from using the red pen, allowing the joy of expression to 11 — even if it was 12 . A bud once nipped never opens, and she knew blooming is better than not blooming. I used to misspell “baeutiful” a lot, never remembering the “e” comes before the “a”. My high school teacher was 13 by this. But thanks to Mrs. White, I never 14 to write what I meant, even if I couldn’t spell it right. Life isn’t pretty; it’s beautiful — and Mrs. White taught me to 15 that. 1．A．companion B．neighbor C．colleague D．relation 2．A．dark B．rough C．fair D．dull 3．A．scratched B．carved C．marked D．signed 4．A．beat B．tremble C．sink D．thrill 5．A．concerned B．satisfied C．contented D．astonished 6．A．pointed B．took C．picked D．worked 7．A．tired B．anxious C．enthusiastic D．bored 8．A．power B．effect C．value D．beauty 9．A．touched B．hurt C．annoyed D．disappointed 10．A．ordinary B．remarkable C．strict D．kind 11．A．fade B．arise C．bloom D．decrease 12．A．imperfect B．correct C．satisfactory D．wonderful 13．A．delighted B．annoyed C．amused D．moved 14．A．hesitated B．decided C．refused D．attempted 15．A．forget B．doubt C．confirm D．believe 【答案】 1．D 2．C 3．C 4．D 5．A 6．A 7．C 8．D 9．A 10．B 11．C 12．A 13．B 14．A 15．D 【导语】文章介绍了作者的幼儿园怀特老师从不批改学生写作中的拼写和语法错误，守护孩子的表达热情，让作者敢于自由表达内心想法，也让作者领悟到生活虽不完美却十分美好的人生道理。 1．考查名词。句意：我曾经觉得她一定是华特・迪士尼笔下白雪公主的亲人，因为她有着同样明亮的蓝眼睛、乌黑的短发、红唇和白皙的皮肤。A. companion同伴；B. neighbor邻居；C. colleague同事；D. relation亲人。根据后文“for she had the same bright blue eyes, short dark hair, red lips and fair skin”可知，老师容貌和白雪公主高度相似，作者觉得她像白雪公主的亲人。 2．考查形容词。句意同上。A. dark黝黑的；B. rough粗糙的；C. fair白皙的；D. dull暗沉的。根据前文“Walt Disney’s Snow White, for she had the same bright blue eyes, short dark hair, red lips”及经典白雪公主的容貌特征可知，此处形容皮肤白皙。 3．考查动词。句意：我的作业上总会有一颗星星，有时甚至会标注着“很棒！”的评语，这让我满心欢喜。A. scratched抓、刮；B. carved雕刻；C. marked标注、做记号；D. signed签名。根据前文“There was always a star”可知，老师会在作业上标注星星和好评。 4．考查动词。句意同上。A. beat跳动；B. tremble颤抖；C. sink下沉；D. thrill激动、欣喜。根据前文“There was always a star, sometimes even a “Good!” ”可知，老师的鼓励让作者内心充满喜悦、无比激动。 5．考查动词。句意：这让我的母亲感到疑惑。A. concerned使担忧、疑惑；B. satisfied使满意；C. contented使满足；D. astonished使震惊。根据后文“she asked Mrs. White why she never corrected my mistakes”可知，母亲对老师从不纠错的行为心存疑惑。 6．考查动词。句意：在一次家长会上，她询问怀特老师为何从不纠正我的错误，从不指出拼写或语法错误。A. pointed指出；B. took拿走；C. picked挑选；D. worked工作。根据后文“the wrong spellings or grammatical errors”可知，母亲询问怀特老师为何从不指出拼写或语法错误，固定搭配point out表示 “指出”。 7．考查形容词。句意：怀特老师笑着说：“孩子们才刚刚开始热衷于用词和造句。”A. tired疲惫的；B. anxious焦虑的；C. enthusiastic热情的；D. bored无聊的。根据后文“I don’t want to dampen their enthusiasm with red ink”可知，孩子们刚开始对语言表达充满热情。 8．考查名词。句意：拼写和语法可以慢慢学，但文字的美好转瞬即逝、不容等待。A. power力量；B. effect效果；C. value价值；D. beauty美好、美感。根据后文“Life isn’t pretty; it’s beautiful”可知，老师认为文字的美感与表达的美好远比语法拼写更重要。 9．考查动词。句意：这些话深深触动了我。A. touched触动；B. hurt伤害；C. annoyed使恼怒；D. disappointed使失望。根据前文“Spelling and grammar can wait; the of words won’t”可知，老师温暖的教育理念深深打动了作者。 10．考查形容词。句意：回首过往，我意识到怀特老师是一位卓越不凡的老师。A. ordinary普通的；B. remarkable卓越的、非凡的；C. strict严格的；D. kind善良的。根据前文“Spelling and grammar can wait; the of words won’t”及后文“She restrained herself from using the red pen, allowing the joy of expression to ”可知，老师摒弃刻板的纠错教育，守护孩子的表达天性，教育方式独特且优秀，十分卓越。 11．考查动词。句意：她克制自己不用红笔纠错，让表达的乐趣肆意绽放，即便这份表达并不完美。A. fade消退；B. arise出现；C. bloom绽放；D. decrease减少。根据后文“A bud once nipped never opens, and she knew blooming is better than not blooming”可知，老师守护孩子的表达，让创意与乐趣蓬勃生长。 12．考查形容词。句意同上。A. imperfect不完美的；B. correct正确的；C. satisfactory令人满意的；D. wonderful极好的。根据前文作业“full of mistakes”可知，孩子的表达充满错误、并不完美。 13．考查形容词。句意：我的高中老师对此十分恼火。A. delighted高兴的；B. annoyed恼怒的；C. amused好笑的；D. moved感动的。根据前文“I used to misspell “baeutiful” a lot, never remembering the “e” comes before the “a”.”可知，高中老师和幼儿园老师理念不同，会因作者一直拼错单词感到不满。 14．考查动词。句意：但多亏了怀特老师，我从未犹豫着不敢写出自己的想法，即便拼写并不正确。A. hesitated犹豫；B. decided决定；C. refused拒绝；D. attempted尝试。根据前文“But thanks to Mrs. White”结合老师守护表达热情的教育方式可知，作者一直敢于表达，从不犹豫退缩。 15．考查动词。句意：生活并非精致无瑕，但它无比美好 —— 而怀特老师教会了我相信这一点。A. forget忘记；B. doubt怀疑；C. confirm证实；D. believe相信。根据前文“ Life isn’t pretty; it’s beautiful”可知，老师的教育让作者始终相信生活的美好。 Passage 9 （25-26高二下·云南红河·期中）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。 Zhang Lanping has been teaching for 33 years now, but 1 makes her special is her pair of crutches (拐杖). The 2 (courage) teacher from Gansu Province 3 (suffer) from poliomyelitis (小儿麻痹症), an infectious disease, since she was only one year old. Zhang is not able to 4 (full) recover and therefore has to use crutches for the rest of her life. This condition, however, has not weakened Zhang’s spirit. As a student, Zhang devoted herself to 5 (acquire) knowledge, 6 she believed would make her a successful teacher. After 7 (graduate), Zhang applied to be a college teacher but failed because of her physical disability. Zhang did not give up 8 was accepted as a primary school teacher in her hometown in Gansu Province, where there was then a shortage of teachers. For able-bodied people, it takes only six 9 (minute) to reach the school from her home, but Zhang has to spend one hour going to her workplace using crutches. Zhang’s efforts have paid 10 . The academic performance of her students is among the best in the district. 【答案】 1．what 2．courageous 3．has suffered 4．fully 5．acquiring 6．which 7．graduation/graduating 8．and 9．minutes 10．off 【导语】文章主要讲述了身患小儿麻痹症的张兰平老师坚持教学，克服困难取得优秀教学成果的故事。 1．考查主语从句。句意：张兰平教书已有33年，但让她与众不同的是她的一对拐杖。空处需用连接词引导主语从句，从句缺少主语，表示具体的内容，所以空处需用连接代词what引导主语从句。 2．考查形容词。句意：这位来自甘肃省的勇敢的老师，自从她一岁起就患有小儿麻痹症，这是一种传染病。空处需用形容词作定语修饰名词teacher；courage的形容词为courageous“勇敢的”，符合题意。 3．考查时态和主谓一致。句意：这位来自甘肃省的勇敢的老师，自从她一岁起就患有小儿麻痹症，这是一种传染病。根据时间状语“since she was only one year old”可知，空处谓语动词需用现在完成时态have/has done，主语是单数teacher，所以空处助动词需用has。 4．考查副词。句意：张无法完全康复，因此今后一辈子都得依靠拐杖行走。此处用full的副词形式作状语修饰动词recover。 5．考查非谓语动词。句意：作为一名学生，张致力于获取知识，她相信这会让她成为一名成功的老师。空处需用动名词作介词to的宾语。 6．考查定语从句。句意：作为一名学生，张致力于获取知识，她相信这会让她成为一名成功的老师。空处需用关系词引导非限制性定语从句，先行词是knowledge，指物，关系词在定语从句中作主语，所以空处需用关系代词which引导定语从句。 7．考查名词或非谓语动词。句意：毕业后，张申请成为一名大学教师，但由于身体残疾而失败。空处需用动名词作介词After的宾语；也可用该动词的名词作宾语，graduate的名词形式为graduation。 8．考查连词。句意：张没有放弃，并且在家乡甘肃被聘为一名小学教师，当时那里师资短缺。“没有放弃”和“被聘为小学教师”为顺承关系，需用and连接。 9．考查名词复数。句意：对于身体健康的人来说，从她家到学校只需要6分钟，但张必须拄着拐杖花一个小时去上班。根据空格前six的提示可知，此处应该用 minute 的复数形式。 10．考查固定短语。句意：张的努力得到了回报。pay off表示“得到回报”。 Passage 10 （25-26高二上·安徽宿州·期末）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，并将答案填写在答题卡上。 On Monday, the library of Shanxi Medical University in Taiyuan, Shanxi Province, was filled with excitement. That was because over 50 female students who had been exposed to Chinese culture for several years from 11 different countries came together 1 (celebrate) International Women’s Day and explore Chinese rich cultural heritage. Throughout the day, the attendees engaged in hands-on workshops 2 they tried their hands at paper-cutting, crafting cloth tigers and creating sachets. These activities 3 (choose) to showcase the complex craftsmanship and symbolic meanings which are deeply rooted in Chinese history and society. 4 was clear that the event offered the international students an immersive experience of Shanxi’s traditional culture. By engaging in these traditional practices, the students gained 5 deeper understanding of local customs, 6 (develop) a sense of mutual respect among the women. This cultural exchange aimed to strengthen the idea that despite a 7 (vary) of backgrounds, we share common threads that bind us together. In 8 (additional), the event acted 9 a platform to establish friendship, leaving a 10 (vision) mark on the hearts of all who participated. All the participants said, “Maybe we will be observing International Women’s Day in different parts of the world this time next year, but wherever we are, we will always remember the charm of traditional Chinese culture!” 【答案】 1．to celebrate 2．where 3．were chosen 4．It 5．a 6．developing 7．variety 8．addition 9．as 10．visible 【导语】本文是一篇新闻报道。文章主要讲述了山西医科大学举办活动，来自不同国家的女学生共同庆祝国际妇女节并探索中国文化遗产。 1．考查非谓语动词。句意：这是因为来自11个不同国家的50多名接触中国文化多年的女学生齐聚一堂，庆祝国际妇女节，探索中国丰富的文化遗产。本空在句中作目的状语，表示“为了庆祝”，用动词不定式to celebrate。故填to celebrate。 2．考查定语从句。句意：一整天，与会者都参加了实践工作坊，他们尝试剪纸、制作布老虎和制作香囊。本空引导限制性定语从句，先行词是workshops，关系词代替先行词在从句中作地点状语，应用关系副词where引导。故填where。 3．考查时态语态。句意：选择这些活动是为了展示深深植根于中国历史和社会的复杂工艺和象征意义。本空在句中作谓语，句子描述的是过去的事情，应用一般过去时，choose与主语activities之间是被动关系，应用一般过去时的被动语态，主语是复数，be动词用were。故填were chosen。 4．考查代词。句意：很明显，这次活动为国际学生提供了一个沉浸式体验山西传统文化的机会。本空作形式主语，that引导的主语从句作真正的主语，用代词it，句首单词首字母大写。故填It。 5．考查冠词。句意：通过参与这些传统实践，学生们对当地习俗有了更深入的了解，在女性之间培养了一种相互尊重的意识。本空修饰名词understanding，表示“一个更深入的理解”，应用不定冠词a/an，deeper以辅音音素开头，应用a。故填a。 6．考查非谓语动词。句意：通过参与这些传统实践，学生们对当地习俗有了更深入的了解，在女性之间培养了一种相互尊重的意识。本空在句中作结果状语，表示自然而然的结果，应用现在分词developing。故填developing。 7．考查固定短语。句意：这次文化交流旨在加强这样一种观念，即尽管背景各异，但我们有着共同的纽带把我们联系在一起。本空作宾语，应用名词variety，构成短语a variety of，表示“各种各样的”。故填variety。 8．考查固定短语。句意：此外，这次活动还作为一个建立友谊的平台，给所有参与者留下了深刻的印象。本空作介词in的宾语，应用名词addition，构成短语in addition，表示“此外”。故填addition。 9．考查介词。句意：此外，这次活动还作为一个建立友谊的平台，给所有参与者留下了深刻的印象。固定短语act as，表示“充当，担任”。故填as。 10．考查形容词。句意：此外，这次活动还作为一个建立友谊的平台，给所有参与者留下了明显的印记。本空修饰名词mark，应用形容词visible，表示“看得见的，明显的”，作定语。故填visible。 ( 1 / 29 ) 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 Relationships 人际关系 单元阅读精练 A new study was conducted by AI expert André Barcaui of the Federal University of Rio de Janeiro, who ran an experiment with a group of university students. Half were allowed to use ChatGPT to help them respond to an assignment on artificial intelligence, and half weren’t. In a surprise test 45 days after the assignment, the students who used ChatGPT scored an average of 5.75 out of 10, while those who took the traditional study route averaged 6.85. That’s a notable difference, which chimes with other research showing that using AI to find information means we don’t take as much in. “This suggests that unrestricted ChatGPT use affected long-term memory storage, likely by reducing the cognitive effort that supports durable memory,” Barcaui writes. In the study, the students were given two weeks to learn about AI, then had to give a 10-minute demonstration. The ChatGPT group could use the tool to search, integrate, and structure information; the other group stuck to traditional methods. Learning was faster with AI: the ChatGPT group spent an average of 3.2 hours on the assignment, compared with 5.8 hours for the non-AI group. This reminds us that using apps like ChatGPT could be robbing our brains of the exercise they need — and that has consequences. The idea of cognitive offloading isn’t new. In 2011, a team led by psychologist Betsy Sparrow first described “digital amnesia (失忆症)” — the effect of search engines like Google on our ability to remember information. With AI assistants now able to take on much of the mental workload, studies suggest they could be changing how we think, perceive, focus and remember — not necessarily for the better. “Future teaching strategies should aim to take advantage of the benefits of AI without sacrificing the cognitive engagement and productive struggle required for durable learning,” Barcaui writes. “In the age of AI, the core principles of human learning are not outdated; in fact, they are more important than ever to uphold.” 【译文欣赏】 理查德・埃布赖特在宾夕法尼亚州长大，是家中独子，家里无人从事科学相关工作。他没办法参加团体体育运动，于是开始收集蝴蝶、岩石和化石，把空余时间都用来探索自然。埃布赖特上三年级时父亲离世，自那以后，母亲便成了他生活的全部，也是给予他最大启发的人。每天晚上，母子俩一同坐在餐桌前；只要他无事可做，母亲就会给他安排各类学习任务。母亲回忆道：“他十分乐于接受，求知欲很强。” 到五年级时，埃布赖特已经收集齐了家乡本地全部 25 种蝴蝶。原本他对蝴蝶的探索或许就此止步，直到母亲送给了他《帝王蝶 X 之旅》这本书。这本书鼓励少年读者给迁徙的帝王蝶（一种蝴蝶）做标记，以供科学研究，埃布赖特满怀热忱参与了这项项目。连续好几年，他在自家地下室饲养了数千只帝王蝶。一次县级展览会的失利让他领悟了至关重要的道理：真正的科学离不开实打实的实验，绝非仅仅摆放整齐的展品。 高中时期，埃布赖特将研究重心放在帝王蝶蛹身上十二个微小的金色斑点。大多数人都认为这些斑点只是装饰，可他猜想斑点会释放一种对生长发育不可或缺的激素。他写信向弗雷德里克・A・厄克特博士请教，自制实验装置，最终证实了自己的猜想。这项成果让他拿下展会一等奖，并晋级国际科学与工程大奖赛。他开创性的研究首次为多细胞生物的基因开关机制提供了确凿证据，为现代遗传学奠定了基石。 22 岁那年，埃布赖特与大学室友在《美国国家科学院院刊》发表了一项具有突破性的理论，阐释细胞读取 DNA 遗传图谱的原理。如今，他是罗格斯大学董事会特聘教授，牵头开展细菌转录相关研究，并研发对抗结核病的新型药物。他入选美国艺术与科学院，斩获多项大奖。从一个拿着捕蝶网、充满好奇心的孩童，到全球知名的生物化学家，埃布赖特向世人证明：热爱、坚持，再加上家人的支持，远比天赋更加重要。 【词汇积累】 2 原创精品资源学科网独家享有版权，侵权必究！ ( 1 / 29 ) 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 1.fossil /ˈfɒsl/n. 化石 2.inspiration /ˌɪnspəˈreɪʃn/n. 灵感；启发者 3.native /ˈneɪtɪv/adj. 本土的，本地的 4.migrate /maɪˈɡreɪt/v. （动物）迁徙 5.enthusiasm /ɪnˈθjuːziæzəm/n. 热情，热忱 6.crucial /ˈkruːʃl/adj. 至关重要的 7.genuine /ˈdʒenjuɪn/adj. 真实的，实打实的 8.hormone /ˈhɔːməʊn/n. 激素 9.essential /ɪˈsenʃl/adj. 必不可少的 10.pioneering /ˌpaɪəˈnɪərɪŋ/adj. 开创性的 11.concrete evidence 确凿证据 12.lay a cornerstone for 为…… 奠定基石 13.groundbreaking /ˈɡraʊndbreɪkɪŋ/adj. 突破性的 14.transcription /trænˈskrɪpʃn/n. （生物）转录 15.tuberculosis /tjuːˌbɜːkjəˈləʊsɪs/n. 结核病 16.world-renowned adj. 世界知名的 【高考真题链接】 （2026·浙江·高考真题）When you’re a teacher, a big part of your job is battling student misconceptions. Often students come to the classroom believing that learning can’t be fun and that what they learn isn’t relevant to the real world — much less to their personal interests. I’ve discovered that if I show students how what they learn is relevant to my hobbies, they’re much more willing to make connections to their personal interests and develop their own hobbies. No matter what subject I’m teaching, I find ways to bring my hobbies into the classroom. For example, I’m a car enthusiast, so when I teach physics, I contextualize concepts with my knowledge about cars. If we’re covering friction, for example, I bring different tires (轮胎) into my classroom so that my students can conduct lab experiments with them to see how friction works in real-life applications. When I first brought my hobbies to my classroom, I was focused on how doing so would build engagement and help my students understand concepts in science. But I quickly learned that the practice also helped me build stronger relationships with them. When I let them see an aspect of my life outside of school, some students who were also interested in cars connected with me more and became more engaged in my courses. Even those who didn’t share that interest with me seemed more engaged once I showed a different side of myself. What started as an experiment is now more of a philosophy. Even when I’m planning classes, I tend to think about how I can bring in my hobbies. I find that doing so energizes my instruction, engages my students, and demonstrates to them how abstract concepts play out in the real world. Best of all, my passion for my hobbies seems to inspire them to be passionate about finding their own. 1．What poses a challenge to teachers according to the author? A．Students’ misunderstandings about teachers. B．Students’ false assumptions about learning. C．The irrelevance of textbooks to students’ life. D．The gap between teachers’ and students’ hobbies. 2．Why does the author bring tires into the classroom? A．To teach an engineering skill. B．To explain the structure of a car. C．To share a real-life experience. D．To illustrate a scientific concept. 3．What was the unexpected outcome of the author’s teaching method? A．A higher class attendance rate. B．Better examination results. C．A closer teacher-student bond. D．More spare time for students. 4．Which of the following best describes the author as a teacher? A．Innovative. B．Humorous. C．Decisive. D．Sympathetic. ( 长难句 1 原句：It was in 1960 that Goodall first arrived in Gombe, where she witnessed a group of chimpanzees eating a bushpig, doing away with the previous belief that chimps were strictly vegetarians. 1）句子拆分 强调句主干：It was in 1960 that Goodall first arrived in Gombe 定语从句：where she witnessed a group of chimpanzees eating a bushpig（where 修饰地点 Gombe） 伴随状语：doing away with the previous belief 同位语从句：that chimps were strictly vegetarians（解释 belief 具体内容） 2）翻译 正是在 1960 年，古道尔初次抵达贡贝。在那里，她目睹一群黑猩猩捕食野猪，推翻了此前人们认为黑猩猩是纯粹素食动物的观点。 长难句 2 原句：At the same year she made the astonishing observation that chimps strip the bark from thin branches and use the bare stick to fish for termites in rotting logs — overturning the even more closely held belief that humans are the only animal to use tools. 1）句子拆分 主句：she made the astonishing observation 同位语从句 1：that chimps strip the bark…to fish for termites in rotting logs（解释 observation） 分词结果状语：overturning the even more closely held belief 同位语从句 2：that humans are the only animal to use tools（解释 belief） 2）翻译 同年，她取得一项惊人发现：黑猩猩会剥去细树枝的树皮，用光秃秃的枝条在腐烂木头里钓白蚁 —— 这颠覆了人们根深蒂固的观点，即人类是唯一会使用工具的动物。 ) ( 1. evoke /ɪˈvəʊk/v. 唤起，引发（情感、回忆） 2. conservationist /ˌkɒnsəˈveɪʃənɪst/n. 自然环境保护主义者 3. tireless /ˈtaɪələs/adj. 不知疲倦的，孜孜不倦的 4. astonishing /əˈstɒnɪʃɪŋ/adj. 令人震惊的，惊人的 5. rival /ˈraɪvl/adj. 敌对的；竞争的 n. 对手 6. cannibalism /ˈkænɪbəlɪzəm/n. 同类相食 7. raze /reɪz/v. 彻底摧毁，夷为平地 8. halve /hɑːv/v. （使）减半 9. pessimism /ˈpesɪmɪzəm/n. 悲观，悲观主义 10. indifference /ɪnˈdɪfrəns/n. 冷漠，无动于衷 ) 【综合实战演练】 语篇 题型 体裁 内容简介 Passage1 阅读理解 说明文 介绍一项关于考试焦虑的研究，指出影响考试发挥的是备考复习阶段的焦虑，而非考试当天的紧张情绪，并探讨该研究对应对考试焦虑的启示 Passage2 阅读理解 记叙文 回忆作者高中富有创意的文学老师 Hart 先生，对比传统枯燥课堂，记述其新颖的教学方式，讲述作者从老师身上领悟学习真谛的经历 Passage3 阅读理解 记叙文 讲述中外合作大学新生李明因担忧学术英语补考需承担高额重修费承受巨大心理压力，最终惊险通过考试，事后依旧心有余悸的故事 Passage4 阅读理解 记叙文 讲述华盛顿儿童医院专职教师 Maya 耐心陪伴患病学生，借助兴趣引导消极少年重拾斗志，展现医院课堂为患病孩子带去希望与精神支撑的故事 Passage5 阅读理解七选五 说明文 阐述很多学生不会合理利用周末，介绍科学规划周末时间的方法：保持规律作息、平衡学习休闲、培养自律意识，说明合理安排周末的重要意义 Passage6 阅读理解七选五 记叙文 作者回忆六年级迷茫阶段遇见萨拉查老师，老师耐心倾听、给予指引，帮助作者走出困境，讲述这位良师深刻改变自己人生、亦师亦友的故事 Passage7 完形填空 记叙文 讲述海伦・凯勒在基思老师一对一辅导下备战大学入学考试；参加拉德克利夫学院终试时依靠盲文答题，克服数理科目答题障碍、成功闯关的求学经历 Passage8 完形填空 记叙文 回忆幼儿园怀特老师不使用红笔纠错，守护孩子写作表达的热情；这份包容深刻影响作者，让作者领悟生活未必完美，但依然值得相信它的美好 Passage9 语法填空 记叙文 讲述甘肃教师张兰平自幼身患小儿麻痹症，依靠拐杖坚守讲台三十余年，克服通勤困难潜心教学，学生成绩常年位居区域前列的励志事迹 Passage10 语法填空 说明文（新闻报道） 介绍山西医科大学举办文化活动，各国女留学生参与剪纸、制作传统手工艺品，沉浸式体验山西民俗文化，搭建国际文化交流的平台 Passage 1 （25-26高二下·辽宁沈阳·期末）Exams are nerve-racking, especially for those already of an anxious character. It seems barely surprising that those who worry about taking tests do systematically worse than those who do not. What is, perhaps, surprising, according to research published recently in Psychological Science by Maria Theobald, is that it is not the pressure of the exam hall but the pressure of revision that causes the problem. Dr Theobald theorized that if anxiety was truly interfering with a student’s ability to transfer known information from brain to paper via pen, then those with high levels of it would perform worse in a real exam than in either a mock (模考) beforehand or during online practice sessions. Besides, she expected this performance-drop to correlate with levels of self-reported exam nerves. She therefore worked with 309 German medical students who were preparing for their final state exam, the most important that they take. This test consists of 230 questions split into three five-hour sessions over three days. All her volunteers sat a mock examination, clearly presented to them as such, 40 days before the real thing. To assess their levels of anxiety, they were asked, every day for 40 days in the run-up to the real exam and also on the day of that exam, to respond on a five-point scale to statements like, “I feel tense and nervous.” On the day of the mock they were similarly asked to rate statements like, “I worry whether I have studied enough.” What Dr Theobald found was not what she expected. Anxiety on the day of test did not predict exam performance at all. What did predict it was the level of knowledge a student displayed in the mock exam and the earlier digital-learning activities. Those who performed well in these also did well in the real thing, regardless of how anxious they were on the day. What actually hampered students, it turned out, were high levels of anxiety during the weeks before the exam took place. And this discovery is far-reaching, for it suggests a change of approach to revision by the anxious might help improve their results. Dr Theobald notes that test-anxiety is at its worst when students have low expectations of success and simultaneously (同时地) know that passing the exam is exceedingly important. 1．What is paragraph 2 of the text mainly about? A．The theoretical basis. B．The research result. C．The testing assumption. D．The experimental process. 2．What can we infer from the research? A．Anxiety before the exam brings better exam performance. B．Anxiety before the exam restricts students’ ability in exams. C．Anxiety on the day of the test predicts the result of the exam. D．Anxiety on the day of the test intervenes in students’ ability in exams. 3．What is the author’s attitude toward Dr Theobald’s study? A．Favorable. B．Unclear. C．Doubtful. D．Dismissive. 4．What will the following paragraph probably talk about according to the passage? A．How to carry out revision plans scientifically. B．How to reduce test-anxiety when reviewing. C．How to get satisfying scores well in exams. D．How to ease study pressure before tests. Passage 2 （25-26高二下·江苏盐城·期末）When I reflect on my years in high school, one particular figure stands out like a lighthouse in the fog of conventional classrooms: Mr. Wesley Hart. For most of us, the bell schedule determined the rhythm of our days. First period was math, where we would quietly solve problems from a textbook. Then, we’d drag ourselves to history class, where mindless memorization left us battling to keep our eyes open. Next was science, where we mechanically followed laboratory procedures. This cycle repeated itself, class after class, day after day. Until, that is, we reached Mr. Hart’s literature class. His classroom didn’t have the boring rows of desks facing a chalkboard; instead, it had mismatched sofas. Mr. Hart believed that the physical environment of a classroom could “liberate the mind” — a phrase he often said with such conviction that we couldn’t help but believe he must be right. One of Mr. Hart’s most memorable teaching moments occurred when we were studying Moby Dick. Rather than assigning an essay, he took us on a nighttime adventure. We met at the school’s sports field where he handed each of us a passage from the book. The evening air was thick with anticipation and the smell of the grass as we gathered in a circle. “In the spirit of sailors in Moby Dick, we will share our thoughts under the stars,” he announced. He then inspired us to read our passages aloud and relate them to modern-day situations and personal experiences. In the quiet of the night, I found the themes far more meaningful in that starlit, open-air classroom. Perhaps the most valuable lesson I learned from Mr. Hart wasn’t about literature. It was that learning is a voyage, where curiosity and passion are the sails driving us forward. Mr. Hart taught us to question, to wonder, and to see the world as an endless storybook filled with lessons waiting to be discovered. 1．What does the bell schedule in paragraph 2 show? A．The depth of textbooks. B．The diversity of high school life. C．The importance of study. D．The boredom of conventional classes. 2．What does the underlined word “conviction” in paragraph 3 mean? A．Concern. B．Certainty. C．Doubt. D．Interest. 3．Why does the author mention Mr. Hart’s teaching moment? A．To reveal the theme of Moby Dick. B．To recall Mr. Hart’s nighttime adventure. C．To stress the status of Moby Dick. D．To highlight Mr. Hart’s creative teaching. 4．Which of the following best describes Mr. Hart? A．Curious and brave. B．Tolerant and helpful. C．Creative and inspiring. D．Ambitious and determined. Passage 3 （25-26高二下·四川成都·期中）For many freshmen at a Sino-foreign cooperative University, the first semester brings not only excitement but also intense stress. One of the biggest fears is the mandatory Academic English course, which all first-year students must pass. Unlike high school English, this course demands academic writing, critical thinking, and precise language use — skills that many new students are not fully prepared for. Li Ming, a freshman majoring in Computer Science, still remembers the sleepless nights before the final exam. “I was terrified,” he admitted. “I knew that if I failed, I would have to take a make-up exam during the summer. And if I failed that too, I would have to retake the entire course, which costs 86,800 yuan. That’s almost my whole year’s tuition for just one course!” The pressure was overwhelming. Li Ming spent every evening in the library, reviewing essay structures and memorizing academic vocabulary. He even asked his tutor for extra feedback on his practice essays. But despite all his efforts, he felt unprepared. On the day of the exam, his hands were shaking as he wrote his argumentative essay. He could barely focus on the reading comprehension section. When the results were finally released, Li Ming could hardly believe his eyes: he scored exactly 40 out of 100 — the minimum passing grade. He had made it by a hair’s breadth. His roommate, however, was not so lucky. Zhang Wei scored 39, just one point short. Instead of enjoying his summer vacation, Zhang Wei had to return to Suzhou in August for the make-up exam. He spent the whole summer studying while his friends traveled and relaxed. Looking back, Li Ming feels a chill run down his spine. “If I had made one less correct choice in the multiple-choice section, I would have been in Zhang Wei’s shoes. That single question might have saved me 86,800 yuan. I still get nervous just thinking about it.” For the University’s freshmen, Academic English is more than just a course — it is a financial and emotional test that stays with them long after the grades are posted. 1．What is the main reason why Li Ming was so anxious about the Academic English exam according to this passage? A．He thinks he is not good at English. B．He will not progress to Year 2 if he didn’t pass the exam. C．He fears the financial consequences if he failed the module. D．He doesn’t like his English teacher. 2．Describe the emotional progression in a few brief words: A．Confidence→Success→Pride B．Fear→Panic→Relief→Lingering fear C．Excitement→Disappointment→Acceptance D．Indifference→Interest→Regret 3．According to the passage, which statement is correct? A．The resit exam fee is 86,800 yuan. B．Zhang Wei plays game every day so that he didn’t pass the English exam. C．The school English exam is possibly one of the most important courses at Year 1. D．After passing the exam, Li Ming felt very confident. 4．What is the best title of the passage? A．Li Ming Passed the English Exam B．The Passing Line of the English Exam Is 40 C．We Should Study Harder in Order to Prevent Failing an Exam D．A Freshman’s Fear about a School English Exam Passage 4 （25-26高二下·河南洛阳·期末）On the seventh floor of a children’s hospital in Washington, D．C．, there’s a classroom that looks like any other — except for the oxygen bottles parked in the corner and the occasional alert sound of monitors. This is where Maya Jackson, a teacher with DC Public Schools, spends her days teaching students who are fighting cancer, recovering from transplants, or managing long-term illnesses. In this bright room with windows overlooking the city, they are still students first, patients second. “I remember one boy, Marcus, who was 16 and had been here for three months with leukemia (白血病),” Jackson recalls. “He was angry — at his body, at the world, at everything. He refused to do any work for the first two weeks. I just kept showing up, bringing books I thought he might like, sitting with him during his treatments.” Then one day, Marcus picked up a book about astrophysics. “He started asking questions about black holes, about the universe,” Jackson says. “That was our in. We spent weeks exploring space together. He wrote a research paper — 10 pages — about whether humans could live on Mars. It was brilliant.” Marcus’s mother later told Jackson that the project had given her son a reason to keep fighting. “She said, ‘You reminded him that he has a future,’” Jackson says softly. “That’s when I realized: I’m not just teaching them math and reading. I’m teaching them that their lives are bigger than this hospital room.” The hospital school program, one of about 200 across the country, serves thousands of students each year. For many, it’s a lifeline — not just academically, but emotionally. School connects them to who they were before they got sick — and who they can become after. Teachers like Jackson become anchors (锚) in a sea of uncertainty. 1．How did Marcus feel about doing schoolwork when he was first in the hospital? A．Feeling annoyed and hopeless. B．Feeling indifferent to any subject. C．Being too weak to focus on books. D．Wanting more care from doctors. 2．What did Jackson regard the topic of black holes as? A．An insight into his own heart. B．A chance for their further talks. C．A signal of Marcus’s recovery. D．A door to a wholly new world. 3．Which of the following can best describe Jackson? A．Caring and patient with her students. B．Skilled at finding students’ interests. C．Demanding in her teaching standards. D．Confident of curing the sick children. 4．What does the author intend to convey through Jackson’s story? A．Teachers show more care than doctors. B．Hospital life changes children. C．Curiosity helps overcome physical pain. D．Education gives sick kids hope. Passage 5 （25-26高二下·云南大理·阶段检测）Most students look forward to weekends eagerly, as they can escape from tight weekday study schedules and temporarily get away from endless homework and daily classes. 1 They stay up late, sleep in or get addicted to electronic devices. Quite a number of teenagers waste most of their spare time in meaningless entertainment without any reasonable arrangement. In fact, a scientific weekend schedule is of great importance for students to relax properly and improve themselves. 2 Instead of staying up late to play games or watch videos deep into midnight, we should stick to a similar bedtime as weekdays. Getting up early enables us to have an energetic start and avoids feeling tired and confused for the whole day. A good sleep habit also helps adjust our physical state and balance our busy study life after five busy school days. . Besides regular rest, we need to make a proper plan to balance study and leisure. We can spare several hours to review learned knowledge and finish homework carefully, which helps consolidate what we have learned and fixes weak points in study. 3 We can do sports outdoors, read favorite books or help parents with housework. These activities enrich our weekend life and relieve study pressure effectively after long-time school learning. What’s more, sticking to a well-organized weekend plan can also shape our self-discipline. Managing time wisely on weekends teaches us to resist lazy thoughts and bad temptations from short-video and online games. 4 We will become more self-controlled and responsible not only in schoolwork but also in our future life.. A scientific weekend schedule can help us keep a positive state, develop good habits and make steady progress in our study and growth.   5 A．Weekends are for study. B．This valuable quality will benefit us a lot. C．However, many of them use weekend time unwisely. D．A reasonable weekend routine starts with regular sleep. E．So we should change this unhealthy lifestyle right away. F．Meanwhile, it is necessary to arrange time for relaxation. G．Therefore, we should use this time to adjust and improve ourselves. Passage 6 （25-26高二下·河南新乡·阶段检测）Have you ever met someone who has profoundly changed your life? Well, I certainly have! That person for me is Mr. Salazar. I met him during a confused and critical time in my life, back when I was in the sixth grade. 1 In 2011, I met Mr. Salazar. I remember the day vividly; he walked into my Spanish class with an air of professionalism that made the room feel different. 2 In that moment, I had a strong feeling: “This person is going to have a great impact on my life!” I was eager to meet him and show him who I was beyond just a student. At that time, I was dealing with numerous issues. Sixth grade was tough, and I was anxious about my future and felt lost. Days passed, and I noticed something strange was happening within me. 3 I thought, “You never know who’s down there frying those eggs if you don’t stand up and see.” This metaphor reminded me that taking a risk could lead to unexpected rewards. I chose Mr. Salazar as my adviser. 4 As our conversation deepened, everything around me seemed to pause. I realized that he was the most valuable support I had at school. He was the only person I felt comfortable confiding (倾诉) in. His respect, honor, and appreciation for me were obvious in every interaction. 5 Today, he is not just my guider but also my best friend. We talk like old friends, offering advice and understanding to one another. Consider this: who in your life has been a catalyst (催化剂) for significant change? In the context of transformative relationships, Mr. Salazar stands out as a beacon (灯塔) of guidance and friendship. A．Experience teaches a lot more things. B．I didn’t want to get to know new teachers at all. C．We discussed potential solutions to my problems. D．Despite my hesitations, I decided to reach out for help. E．He provided guidance and treated me as if I were his own child. F．I thought it was unusual because he seemed very formal and calm. G．As you can see, Mr. Salazar has had an incredible impact on my life. Passage 7 （25-26高二下·重庆九龙坡·期末）In October 1898, we returned to Boston. For eight months, Mr. Keith gave me lessons five times a week, each 1 lasting about an hour. He effectively 2 past doubts, assigned new tasks, and corrected my typewritten Greek exercises. In this way my 3 for college went on without interruption. I found it much easier and more 4 to receive individual instruction than to study in a class. There was no pressure to keep pace with a class and no resulting 5 . My tutor had plenty of time to explain what I did not understand. While languages came naturally, mathematics continued to 6 me, yet Mr.Keith made it engaging, training my mind to 7 logically. Eight months later, I 8 my final examinations for Radcliffe College with both hope and anxiety. As Miss Sullivan could not read the papers, Mr. Vining was employed to 9 the exam papers in American braille (盲文) for me, our special means of 10 . Mr. Vining was a complete 11 to me, and could not communicate with me except by writing braille. The braille worked well enough in the languages, but when it came to geometry (几何) and algebra (代数), difficulties 12 . I was thoroughly 13 , and felt discouraged wasting much precious time, especially in algebra. Consequently, my work was painfully slow, and I had to go over the examples again and again before I could make 14 of what I was required to do. But even if obstacles were set in my way, I had the comfort of knowing that I 15 them all successfully. 1．A．session B．attempt C．trial D．presentation 2．A．expressed B．confirmed C．clarified D．documented 3．A．application B．preparation C．qualification D．admission 4．A．formal B．demanding C．natural D．pleasant 5．A．comfort B．freedom C．confusion D．patience 6．A．challenge B．delight C．attract D．reward 7．A．reflect B．reason C．assume D．conclude 8．A．prepared B．sat C．assessed D．corrected 9．A．review B．collect C．rewrite D．introduce 10．A．instruction B．understanding C．sympathy D．communication 11．A．volunteer B．helper C．stranger D．barrier 12．A．arose B．disappeared C．ended D．faded 13．A．in relief B．in panic C．at risk D．at a loss 14．A．use B．room C．fun D．sense 15．A．tested B．overcame C．anticipated D．withdrew Passage 8 （25-26高二下·江西上饶·期末）Life is “Baeutiful” Do you remember the name of your kindergarten teacher? I do. Mine was Mrs. White. I once thought she must be a 1 of Walt Disney’s Snow White, for she had the same bright blue eyes, short dark hair, red lips and 2 skin. I don’t remember much about what we learned in her class, but my mother told me we used to write a lot. I would bring back my writings, and she would look at them — full of mistakes, but never with red corrections. There was always a star, sometimes even a “Good!” 3 on them, which made my heart 4 with happiness. This 5 my mother. One day, during a Parent-Teacher meeting, she asked Mrs. White why she never corrected my mistakes, never 6 out the wrong spellings or grammatical errors. Mrs. White smiled and said, “The children are just beginning to get 7 about using words and forming sentences. I don’t want to dampen their enthusiasm with red ink. Spelling and grammar can wait; the 8 of words won’t.” Those words 9 me deeply. Looking back, I realize Mrs. White was a (n) 10 teacher. She restrained herself from using the red pen, allowing the joy of expression to 11 — even if it was 12 . A bud once nipped never opens, and she knew blooming is better than not blooming. I used to misspell “baeutiful” a lot, never remembering the “e” comes before the “a”. My high school teacher was 13 by this. But thanks to Mrs. White, I never 14 to write what I meant, even if I couldn’t spell it right. Life isn’t pretty; it’s beautiful — and Mrs. White taught me to 15 that. 1．A．companion B．neighbor C．colleague D．relation 2．A．dark B．rough C．fair D．dull 3．A．scratched B．carved C．marked D．signed 4．A．beat B．tremble C．sink D．thrill 5．A．concerned B．satisfied C．contented D．astonished 6．A．pointed B．took C．picked D．worked 7．A．tired B．anxious C．enthusiastic D．bored 8．A．power B．effect C．value D．beauty 9．A．touched B．hurt C．annoyed D．disappointed 10．A．ordinary B．remarkable C．strict D．kind 11．A．fade B．arise C．bloom D．decrease 12．A．imperfect B．correct C．satisfactory D．wonderful 13．A．delighted B．annoyed C．amused D．moved 14．A．hesitated B．decided C．refused D．attempted 15．A．forget B．doubt C．confirm D．believe Passage 9 （25-26高二下·云南红河·期中）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。 Zhang Lanping has been teaching for 33 years now, but 1 makes her special is her pair of crutches (拐杖). The 2 (courage) teacher from Gansu Province 3 (suffer) from poliomyelitis (小儿麻痹症), an infectious disease, since she was only one year old. Zhang is not able to 4 (full) recover and therefore has to use crutches for the rest of her life. This condition, however, has not weakened Zhang’s spirit. As a student, Zhang devoted herself to 5 (acquire) knowledge, 6 she believed would make her a successful teacher. After 7 (graduate), Zhang applied to be a college teacher but failed because of her physical disability. Zhang did not give up 8 was accepted as a primary school teacher in her hometown in Gansu Province, where there was then a shortage of teachers. For able-bodied people, it takes only six 9 (minute) to reach the school from her home, but Zhang has to spend one hour going to her workplace using crutches. Zhang’s efforts have paid 10 . The academic performance of her students is among the best in the district. Passage 10 （25-26高二上·安徽宿州·期末）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，并将答案填写在答题卡上。 On Monday, the library of Shanxi Medical University in Taiyuan, Shanxi Province, was filled with excitement. That was because over 50 female students who had been exposed to Chinese culture for several years from 11 different countries came together 1 (celebrate) International Women’s Day and explore Chinese rich cultural heritage. Throughout the day, the attendees engaged in hands-on workshops 2 they tried their hands at paper-cutting, crafting cloth tigers and creating sachets. These activities 3 (choose) to showcase the complex craftsmanship and symbolic meanings which are deeply rooted in Chinese history and society. 4 was clear that the event offered the international students an immersive experience of Shanxi’s traditional culture. By engaging in these traditional practices, the students gained 5 deeper understanding of local customs, 6 (develop) a sense of mutual respect among the women. This cultural exchange aimed to strengthen the idea that despite a 7 (vary) of backgrounds, we share common threads that bind us together. In 8 (additional), the event acted 9 a platform to establish friendship, leaving a 10 (vision) mark on the hearts of all who participated. All the participants said, “Maybe we will be observing International Women’s Day in different parts of the world this time next year, but wherever we are, we will always remember the charm of traditional Chinese culture!” ( 1 / 29 ) 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 $