Unit 1 Relationships外刊拓展提升（多题型专练）英语北师大版选择性必修第一册

**基本信息** 以"Relationships"为主题，通过外刊阅读、词汇语法解析及多题型训练，构建"输入-内化-输出"的语言能力培养体系，融合语言能力与思维品质提升。 **专项设计** |模块|题量/典例|题型特征|知识逻辑| |----|-----------|----------|----------| |外刊拓展阅读|1篇（含翻译/词汇/长难句）|词汇积累+句法分析|围绕人际关系主题，通过核心词汇（如relationship, approachable）和复合句结构（条件/时间状语从句）夯实语言基础| |培优提升篇|6篇阅读理解（含细节/推理/主旨题）|多体裁语篇（项目介绍/记叙文/说明文等）|从具体案例（友谊项目）到抽象理论（冲突策略/社会排斥研究），深化对人际关系的认知，培养逻辑推理能力| |迁移应用篇|语法填空9题+应用文写作1篇|词形转换/语境填空+建议信写作|从语法规则（如非谓语动词、介词搭配）到语用表达（安慰与建议），实现知识向实际语言运用的迁移，提升学习能力|

Unit 1 Relationships 外刊拓展提升（多题型专练） 参考答案 练·能力培优拔高 培优提升篇 Passage 1 1． B 2．C 3．C Passage 2 4. A 5. D 6. B 7. C Passage 3 5. B 9. D 10. C 11. C Passage 4 12. B 13. B 14. B 15. A Passage 5 16. F 17. G 18. D 19. B 20. E Passage 6 21. conducted 22. finding 23. supportive 24. as 25. significantly 26. challenging 27. or 28. emphasizes 29. to 30. acquaintances 迁移应用篇 一、单句语法填空 1.humorous　2.emotional　3.if　4.lacking　5.try　6.to　7.about　8.raised　9.returning 二、应用文写作 【参考范文】 Dear Wang Lei, I was genuinely sorry to hear about the misunderstanding between you and Chen Fei. Conflict is an inevitable part of any genuine friendship—what truly counts is how we respond to it. Allow me to offer two practical suggestions. First, a short period of emotional cooling—perhaps one or two days—can help both of you gain perspective and avoid saying things you might regret. Second, once emotions have settled, consider reaching out with a sincere, low-pressure invitation, such as grabbing a cup of tea after school. Beginning with "I miss how we used to get along" rather than accusations can pave the way for healing. Your friendship has always impressed me with its strength and sincerity. I have no doubt that you will find a way through this. Do not hesitate to let me know if there is anything I can do. Yours sincerely, Li Hua 1 / 13 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 外刊拓展提升（多题型专练） 参考答案 练·能力培优拔高 培优提升篇 Passage 1 1． B 2．C 3．C 【文本类型 ·应用文】 语篇话题 -人与社会——校园友谊互助项目 【主旨概要】 本文是一则校园友谊辅导项目的宣传手册，介绍了项目的目的、结构、参与者反馈以及申请方式。 1. B 事实细节题 根据Program Structure部分中的"Meeting frequency: Once per week during lunch"可知，导师和学员每周见面一次。因此B项正确。 2. C 事实细节题 根据Mentor Requirements部分中的"Must complete 4 hours of training (offered on Saturdays)"可知，成为导师需要完成四小时的培训。因此C项正确。 3. A 推理判断题 根据两位学员的反馈：Jamie说"knew no one"并被带领融入群体，Alex说自己是"naturally shy"但被包容进来，最终像认识了多年的朋友一样。这表明该项目帮助减少了孤独感。因此A项正确。 Passage 2 4. A 5. D 6. B 7. C 【文本类型 ·记叙文 】语篇话题 -人与自我——被善意接纳的经历 【主旨概要】 本文是一篇记叙文，讲述作者转学后孤独无助，一位同学Maya通过一张小小的纸条邀请她共进午餐，从此改变了作者的生活，也让她学会了主动接纳他人。 4. A 推理判断题 根据第二段"At first, I was terrified. What if they didn't actually want me there?"可知，作者收到纸条后既兴奋（有人邀请）又怀疑（担心对方不是真心的）。因此A项正确。 5. D 事实细节题 根据第三段描述："I mostly listened... But no one stared at me. No one asked why I was there. They just... let me be there."可知，作者被安静地接纳了，没有人盯着她看或问奇怪的问题。因此D项正确。 6. B 词义猜测题 根据最后一段"When I see someone eating alone, I sit down. When I hear someone has been left out, I invite them in."可知，作者"try to be Maya"的意思是像Maya一样主动接触孤独的人。因此B项正确。 7. C 主旨大意题 全文通过作者被Maya的一个小举动——一张纸条——改变人生的经历，以及作者后来成为主动接纳他人的人，强调了小小的包容行为对他人有深远的意义。因此C项正确。 Passage 3 5. B 9. D 10. C 11. C 【文本类型· 说明文】 语篇话题 -人与社会——人际冲突解决策略 【主旨概要】 本文是一篇说明文，介绍了密歇根大学关于室友冲突解决策略的研究，区分了四种冲突应对模式及其效果，指出灵活运用不同策略的重要性。 8. B 事实细节题 根据第二段"A comprehensive study... tracking their conflict resolution strategies in roommate relationships"可知，该研究追踪的是室友关系中的冲突解决策略。因此B项正确。 9. D 事实细节题 根据第三段"students who predominantly used collaborating strategies reported the highest levels of relationship satisfaction"可知，合作型策略与最高的人际关系满意度相关。因此D项正确。 10. C 事实细节题 根据第五段Chen博士的话"avoiding can be appropriate for trivial issues that truly don't matter"可知，回避策略对于不重要的小事是合适的。因此C项正确。 11. C 主旨大意题 全文介绍了四种冲突应对策略（竞争、回避、迁就、合作）及其效果，并指出没有一种策略是普遍最优的，关键在于根据情境灵活选择。因此C项正确。 Passage 4 12. B 13. B 14. B 15. A 【文本类型 ·说明文】 语篇话题 -人与社会——社交拒绝的神经机制 【主旨概要】 本文是一篇说明文，介绍了社交拒绝会激活与身体疼痛相同的大脑区域，从进化心理学角度解释其原因，并讨论了拒绝敏感性及其实际应用意义。 12. B 事实细节题 根据第二段"The results showed significant activation in... regions of the brain that are also activated by physical pain"可知，2003年UCLA研究发现社交拒绝激活了与身体疼痛相同的大脑区域。因此B项正确。 13. B 事实细节题 根据第三段"Being excluded from the group was a survival threat. An individual without a tribe could not hunt effectively..."可知，进化心理学认为社交拒绝之所以痛苦，是因为早期人类依赖群体生存。因此B项正确。 14. B 词义猜测题 根据第五段"this adaptive mechanism can become maladaptive, leading to social withdrawal, depression, or aggressive behavior—a phenomenon psychologists call 'rejection sensitivity'"可知，拒绝敏感性是指拒绝经历导致不良适应反应（如社交退缩、抑郁、攻击行为）的状况。因此B项正确。 15. A 观点态度题 根据最后一段"Understanding that exclusion causes genuine pain... can inform interventions. Anti-bullying programs that focus on the impact of exclusion... address a form of suffering that is often invisible"可知，作者认为理解拒绝的神经基础有助于制定更好的反欺凌项目。因此A项正确。 Passage 5 16. F 17. G 18. D 19. B 20. E 【文本类型·说明文】 语篇话题 -人与社会——友谊破裂的原因 【主旨概要】 本文是一篇说明文，介绍了友谊破裂的几种常见模式：人生转折、投入不均、价值观分歧、未解决的冲突。 16. F 承上启下 空白处前提到理解友谊为何结束可以帮助人们应对损失并建立更健康的友谊，空白处后列举了四种原因。因此F项"研究已经确定了友谊破裂的几种常见模式"承上启下，符合语境。 17. G 细节支撑 本段讲人生转折会造成友谊疏远。空白处后说"即使双方都在意对方，距离和不同的日程也会逐渐削弱友谊"。因此G项"物理距离不一定会结束友谊，但确实使维持变得更难"符合语境。 18. D 细节支撑 本段讲友谊需要双方投入。空白处后说"久而久之，一直在付出的一方会感到怨恨并最终退出"。因此D项"当一方总是主动联系而另一方不这样做时，不平衡就产生了"符合语境。 19. B 细节支撑 本段讲价值观分歧。空白处前说核心价值观可能发生变化，空白处后说当基本价值观不再一致时，友谊可能变得紧张。因此B项"曾经让朋友走到一起的东西最终可能把他们分开"符合语境。 20. E 细节支撑 本段讲未解决的冲突。空白处前说当分歧被反复回避而不是解决时，怨恨会积累。空白处后说"如果没有修复，友谊可能达到崩溃点"。因此E项"如果不加以解决，即使是小的误解也会发展成更大的怨恨"符合语境。 Passage 6 21.conducted 22. finding 23. supportive 24. as 25. significantly 26. challenging 27. or 28. emphasizes 29. to 30. acquaintances 【文本类型 ·说明文 】语篇话题 -人与社会——同伴关系对青少年发展的影响 【主旨概要】 本文是一篇说明文，介绍了一项关于同伴关系质量对青少年学业和情绪健康影响的研究，指出高质量友谊比朋友数量更重要。 21. conducted 考查非谓语动词。Research与conduct之间是被动关系，应用过去分词短语作后置定语。故填conducted。 22. finding 考查非谓语动词。空格处作伴随状语，the study与find之间是主动关系，应用现在分词形式。故填finding。 23. supportive 考查词性转换。空格处修饰后面的名词friendships，应用形容词形式。supportive意为"支持的、给予帮助的"。故填supportive。 24. as 考查连词。本句为"not as...as..."结构，意为"不如……那么……"，用于比较两种事物的程度。故填as。 25. significantly 考查词性转换。空格处修饰后面的more likely，应用副词形式。significantly意为"显著地"。故填significantly。 26.challenging 考查非谓语动词。空格处修饰后面的名词periods，应用形容词。challenging意为"具有挑战性的"，现在分词作形容词。故填challenging。 27. or 考查连词。根据句意，空格处缺一个连词，连接conflict, exclusion 和pressure。故填or。 28. emphasizes 考查谓语动词。Dr. Michael Rosen与emphasize之间是主动关系，根据从句时态，应用一般现在时。故填emphasizes。 29. to 考查介词。pay attention to是固定搭配，意为"注意、关注"。故填to。 30. acquaintances 考查名词复数。acquaintance意为"相识的人"，为可数名词，且前面有twenty修饰，应用复数形式。故填acquaintances。 迁移应用篇 一、单句语法填空 1.humorous　2.emotional　3.if　4.lacking　5.try　6.to　7.about　8.raised　9.returning 【详解】 1. humorous 考查形容词。修饰名词name需用形容词，humor的形容词形式为humorous。故填humorous。 2. emotional 考查形容词。修饰名词connection需用形容词，emotion的形容词形式为emotional。故填emotional。 3. if 考查连词。根据句意可知此处表示条件，if引导条件状语从句，表示“如果”。故填if。 4. lacking 考查固定搭配。be lacking in为固定短语，意为“缺乏”。故填lacking。 5. try 考查非谓语动词。used to do sth.为固定结构，表示“过去常常做某事”，to后接动词原形。故填try。 6. to 考查介词。have access to为固定搭配，意为“拥有使用……的机会；接触……的途径”。故填to。 7. about 考查介词。be upset about sth.为固定搭配，意为“为某事感到心烦”。故填about。 8. raised 考查非谓语动词。flag与raise之间是被动关系，being后接过去分词构成被动形式。故填raised。 9. returning 考查非谓语动词。delay doing sth.为固定搭配，意为“推迟做某事”。故填returning。 二、应用文写作 【参考范文】 Dear Wang Lei, I was genuinely sorry to hear about the misunderstanding between you and Chen Fei. Conflict is an inevitable part of any genuine friendship—what truly counts is how we respond to it. Allow me to offer two practical suggestions. First, a short period of emotional cooling—perhaps one or two days—can help both of you gain perspective and avoid saying things you might regret. Second, once emotions have settled, consider reaching out with a sincere, low-pressure invitation, such as grabbing a cup of tea after school. Beginning with "I miss how we used to get along" rather than accusations can pave the way for healing. Your friendship has always impressed me with its strength and sincerity. I have no doubt that you will find a way through this. Do not hesitate to let me know if there is anything I can do. Yours sincerely, Li Hua 【分析】本篇书面表达属于应用文。要求考生回复邮件，安慰与好友发生争执的同学王磊，并提供修复友谊的相关建议。 【详解】1. 词汇积累 误会：misunderstanding → confusion 不可避免的：inevitable → unavoidable 真诚的：sincere → honest 铺平道路：pave the way for → clear the path for 2. 句式拓展 简单句变复合句 原句：Conflict is an inevitable part of any genuine friendship. 拓展句：Conflict is an inevitable part of any genuine friendship that stands the test of time. 【点睛】【高分句型 1】Conflict is an inevitable part of any genuine friendship—what truly counts is how we respond to it.（运用 what 引导主语从句以及 how 引导表语从句） 【高分句型 2】Beginning with "I miss how we used to get along" rather than accusations can pave the way for healing.（运用动名词短语作句子主语） 1 / 13 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 外刊拓展提升（多题型专练） 识·单元要点概览 读·外刊拓展阅读 （来源：news.siu.edu） Building Strong Relationships with Your Classmates College classes can feel awkward at first. There are new faces, different personalities, and everyone is trying to figure out where to sit. Building strong relationships with your classmates makes school so much more enjoyable and way less stressful. Keep reading for some realistic tips to help you connect with your classmates! 1. Sit Near the Same People Sitting near the same people in each class makes it easier to talk naturally over time. This is because familiar faces can turn into casual conversations. From there, a casual conversation in a lecture hall can turn into a lifelong friendship. 2. Be Open and Approachable If you are like me, you may pick up your phone in uncomfortable situations and start scrolling. I encourage you to put your phone down and make a positive appearance. Smiling and maintaining eye contact can make you more approachable. People are more likely to talk to you if you look open to conversation. 3. Use Group Work as an Opportunity Group projects are great for connection! Make sure you communicate clearly, be reliable, and support your group members. Being kind and dependable goes a long way, and people will remember that. 4. Exchange Contact Information If you find yourself repeatedly talking to someone or getting along well with them, ask for their number or social media. It does not have to be awkward as they will probably be wondering about the same thing. It would even be practical in case you have to miss class. 5. Show up and Be Present Simply showing up to class regularly makes a difference. When people see you often, it is easier to start conversations and feel comfortable around each other. Listening, participating, and engaging helps others feel more connected to you as well. Building strong relationships with your classmates does not happen overnight, and that is okay. Small efforts like being present, approachable, and consistent can lead to meaningful connections over time. College is more enjoyable when you surround yourself with people who make classes feel less intimidating and more supportive! 【全文翻译】 大学课堂一开始可能会让人感到不适应。到处都是新面孔、不同的性格，每个人都在琢磨该坐在哪里。与同学建立牢固的关系会让学校生活变得更有趣，压力也会小得多。继续阅读，获取一些实用的建议，帮助你与同学建立联系！ 1. 坐在同一群人附近 每节课都坐在同一群人附近，随着时间的推移，会更容易自然地交谈。这是因为熟悉的面孔可以转化为随意的闲聊。从那时起，讲堂里的随意交谈就可能变成终身的友谊。 2. 保持开放和友善的态度 如果你像我一样，可能会在不自在的时候拿起手机开始刷屏。我鼓励你放下手机，展现出积极的面貌。微笑和保持眼神交流能让你显得更平易近人。如果你看起来乐于交谈，别人就更有可能主动跟你说话。 3. 利用小组作业作为契机 小组项目是建立联系的好机会！确保你沟通清晰、可靠，并支持你的小组成员。友善和值得信赖会大有帮助，人们会记住这一点。 4. 交换联系方式 如果你发现自己反复与某人交谈或与他们相处得很好，可以询问他们的电话号码或社交媒体账号。这不必尴尬，因为他们可能也在想同样的事情。万一你不得不缺课时，这甚至会很实用。 5. 坚持出勤并全心投入 仅仅定期去上课就能带来不同。当人们经常见到你时，就更容易开始对话，彼此相处也会更自在。倾听、参与和投入也能帮助他人感到与你更有联系。 与同学建立牢固的关系并非一蹴而就，这很正常。像保持在场、平易近人和始终如一这样的小努力，随着时间的推移可以带来有意义的联系。当你身边有那些让课堂不再那么令人生畏、更有支持感的人时，大学生活会更加愉快。 【核心词汇】 1 / 13 学科网（北京）股份有限公司 学科网（北京）股份有限公司 ① relationship n. 关系 ② classmate n. 同学 ③ awkward adj. 令人尴尬的；不适应的 ④ personality n. 性格；个性 ⑤ figure out 弄清楚；琢磨出 ⑥ enjoyable adj. 令人愉快的；有乐趣的 ⑦ stressful adj. 有压力的 ⑧ realistic adj. 现实的；切实可行的 ⑨ approachable adj. 平易近人的；友善的 ⑩ scroll v. 滚动（屏幕）；刷（手机） ⑪ appearance n. 外貌；外观（此处指展现出的样子） ⑫ eye contact n. 眼神交流 ⑬ opportunity n. 机会；契机 ⑭ reliable adj. 可靠的；值得信赖的 ⑮ dependable adj. 可信赖的；靠得住的 ⑯ exchange v. 交换；交流 ⑰ contact information n. 联系信息 ⑱ participate v. 参与；参加 ⑲ engage v. 投入；参与 ⑳ consistent adj. 始终如一的；持续的 【长难句分析】 1. If you find yourself repeatedly talking to someone or getting along well with them, ask for their number or social media. 句意：如果你发现自己反复与某人交谈或与他们相处得很好，可以询问他们的电话号码或社交媒体账号。 分析：本句是一个复合句。句首 If you find yourself repeatedly talking to someone or getting along well with them 是条件状语从句，其中 find yourself repeatedly talking... 是“find + 宾语 + 宾语补足语（现在分词短语）”结构，表示“发现某人反复在做某事”；or 连接两个并列的现在分词短语 talking to someone 和 getting along well with them，共同作宾语补足语。主句是 ask for their number or social media，是一个祈使句，省略了主语 you。 2. College is more enjoyable when you surround yourself with people who make classes feel less intimidating and more supportive! 句意：当你身边有那些让课堂不再那么令人生畏、更有支持感的人时，大学生活会更加愉快。 分析：本句是一个主从复合句。主句是 College is more enjoyable；when you surround yourself with people 是时间状语从句；其中 who make classes feel less intimidating and more supportive 是定语从句，修饰先行词 people。在定语从句中，make 是谓语，classes 是宾语，feel less intimidating and more supportive 是省略了 to 的不定式短语作宾语补足语（即“make + 宾语 + 宾补”结构）。 练·能力培优拔高 培优提升篇 Passage 1 Student Friendship Mentoring（导师）Program A peer support initiative at Greenfield High School What is the program? The Student Friendship Mentoring Program pairs experienced students with those who are struggling to build social connections. Mentors receive training in active listening, conflict resolution, and inclusive communication. Program Structure: Duration: 8 weeks per session Meeting frequency: Once per week during lunch (30 minutes) Location: School library, Room 204 Group size: 12 mentor-mentee pairs per session Mentor Requirements: Must be in 11th or 12th grade Must complete 4 hours of training (offered on Saturdays) Must commit to weekly meetings and brief check-ins What Mentees Say: “I moved here mid-semester and knew no one. My mentor showed me around, introduced me to her friends, and actually listened when I said I felt lonely.” — Jamie, 10th grade “I'm naturally shy. My mentor never pushed me to talk, but she always included me. By week six, I was laughing with the group like I’d known them for years.” — Alex, 9th grade Spring Session Dates: March 3 – April 25 Application Deadline: February 20 To apply: Visit the counseling office or scan the QR code on school bulletin boards. 21. How often do mentor-mentee pairs meet? A. Once every two weeks. B. Once per week. C. Twice per week. D. Every day during lunch. 22. What is required of a student to become a mentor? A. Being in 9th or 10th grade. B. Having perfect grades. C. Completing four hours of training. D. Applying before March 3. 23. What do the mentees' comments suggest about the program? A. It helps students feel less isolated. B. It focuses only on academic help. C. It requires students to change their personality. D. It is only for new students. Passage 2 I still remember the note. It was folded into a small square and slipped into my locker between third and fourth period. “You looked sad today. Want to sit with us at lunch? — Maya” I had been at Westbrook High for three weeks. My family had moved over the summer, and I had started junior year knowing absolutely no one. Every morning, I told myself that today would be different. Every lunch, I sat alone in the corner of the cafeteria, pretending to read a book. Maya's note changed everything. At first, I was terrified. What if they didn't actually want me there? What if I said something awkward? But when I walked into the cafeteria that day, Maya waved at me from a table by the window. She had saved me a seat. That first lunch was clumsy. I mostly listened while Maya and her friends talked about a biology test and someone named Kevin who had said something ridiculous in history class. But no one stared at me. No one asked why I was there. They just... let me be there. Over the next few weeks, I started talking more. I discovered that Maya loved the same band I did. Her friend Priya was also terrible at math, and we started studying together. By the end of the semester, I wasn't “the new kid” anymore. I was just part of the group. Looking back, I realize that Maya took a risk that day. Reaching out to someone who is alone is not always comfortable. There is the possibility of rejection, of awkwardness. But she did it anyway. And because she did, I learned something important: a small gesture of inclusion can change someone's entire world. Years later, I try to be Maya. When I see someone eating alone, I sit down. When I hear someone has been left out, I invite them in. Not because I'm brave, but because I remember what it felt like to be on the other side of that note. 24. How did the author feel when first receiving Maya's note? A. Excited but doubtful. B. Angry and offended. C. Indifferent and bored. D. Grateful but unconcerned. 25. What happened during the author's first lunch with Maya's group? A. She was asked many personal questions. B. She was ignored by everyone. C. She was made fun of for being new. D. She was quietly included. 26. What does the author mean by "I try to be Maya" in the last paragraph? A. She tries to dress like Maya. B. She tries to reach out to lonely people. C. She tries to avoid sitting alone. D. She tries to be popular at school. 27. What is the main message of the passage? A. High school is difficult for everyone. B. Making friends requires luck. C. Small acts of inclusion matter deeply. D. New students should reach out first. Passage 3 Interpersonal conflict is an unavoidable aspect of human relationships, yet research in social psychology suggests that the way individuals respond to disagreement varies significantly based on personality traits, cultural background, and learned communication patterns. Understanding these differences can help people navigate conflicts more effectively and preserve important relationships. A comprehensive study conducted by researchers at the University of Michigan followed 500 college students over two academic years, tracking their conflict resolution strategies in roommate relationships. The study identified four primary response patterns: competing (attempting to win the argument at all costs), avoiding (withdrawing from the conflict entirely), accommodating (giving in to the other person's wishes), and collaborating (working together to find a mutually acceptable solution). The findings revealed that students who predominantly used collaborating strategies reported the highest levels of relationship satisfaction and the lowest rates of roommate changes. Conversely, those who relied on competing strategies experienced the most frequent conflicts and the highest turnover rates. Interestingly, avoiding strategies produced mixed results: while they reduced immediate tension, they often led to accumulated resentment and unexpected explosions over minor issues later in the semester. Cultural factors played a significant role in strategy preference. Students from collectivist cultural backgrounds—where group harmony is prioritized over individual expression—were more likely to use accommodating or avoiding strategies. In contrast, students from individualist backgrounds showed a stronger preference for competing or collaborating approaches, depending on their personal communication styles. The study's lead author, Dr. Sarah Chen, notes that no single strategy is universally optimal. “Collaboration is ideal when both parties are willing and time allows,” she explains. “However, avoiding can be appropriate for trivial issues that truly don’t matter, and accommodating may be wise when the relationship matters more than the specific outcome. The key is flexibility—knowing which strategy fits which situation.” The practical implication for students is clear: developing a repertoire of conflict response strategies and learning to match them to specific situations can significantly improve both the quality and longevity of their relationships. 28. What did the University of Michigan study track over two years? A. Academic performance of college students. B. Conflict resolution strategies in roommate relationships. C. The effect of personality on friendship formation. D. Cultural differences in communication styles. 29. Which conflict strategy was associated with the highest relationship satisfaction? A. Competing. B. Avoiding. C. Accommodating. D. Collaborating. 30. What does Dr. Chen say about the avoiding strategy? A. It should never be used. B. It is only used by collectivist cultures. C. It can be appropriate for minor issues. D. It always leads to relationship failure. 31. What is the author's main purpose in writing this passage? A. To argue that conflict should be avoided at all costs. B. To promote collaborating as the only effective strategy. C. To explain different conflict strategies and their appropriate uses. D. To criticize students who use competing strategies. Passage 4 Social rejection—being excluded from a social group or relationship—activates many of the same neural pathways as physical pain. This striking finding, first documented by psychologists at UCLA in 2003, has been replicated in over two dozen subsequent studies and has fundamentally changed how scientists understand the human need for belonging. The original study used functional magnetic resonance imaging（功能性磁共振成像）(FMRI) to observe brain activity while participants experienced social exclusion during a virtual ball-tossing game. The results showed significant activation in the dorsal anterior cingulate cortex (DACC) and the anterior insula—regions of the brain that are also activated by physical pain. In fact, a 2011 meta-analysis of 23 studies found that the neural overlap between social and physical pain is so substantial that taking acetaminophen (a common pain reliever) has been shown to reduce the emotional distress of social rejection. Why would social rejection hurt like a physical injury? Evolutionary psychologists offer a compelling explanation. For early humans, being excluded from the group was a survival threat. An individual without a tribe could not hunt effectively, share food, or find protection from predators. Natural selection favored brains that interpreted social rejection as a danger signal—one that demanded immediate attention and behavioral change. Over thousands of generations, this neural wiring became embedded in the human brain. The intensity of rejection's pain varies significantly among individuals. Research has identified several factors that influence susceptibility: previous experiences of rejection (particularly in childhood), attachment style (insecure attachment is associated with higher rejection sensitivity), and even genetic variations in the opioid system—the brain's natural painkilling network. Importantly, the pain of rejection serves an adaptive function. It motivates individuals to modify their behavior to regain social acceptance. However, when rejection experiences are frequent or severe, this adaptive mechanism can become maladaptive, leading to social withdrawal, depression, or aggressive behavior—a phenomenon psychologists call "rejection sensitivity." The practical implications for educators and parents are significant. Understanding that exclusion causes genuine pain—not just emotional “hur” but neurologically real distress—can inform interventions. Anti-bullying programs that focus on the impact of exclusion, rather than only physical bullying, address a form of suffering that is often invisible but no less real. 32. What did the 2003 UCLA study discover about social rejection? A. It causes less distress than physical pain. B. It activates brain regions associated with physical pain. C. It has no effect on brain activity. D. It only affects people with previous trauma. 33. Why does social rejection hurt according to evolutionary psychologists? A. Because humans are naturally aggressive. B. Because early humans depended on groups for survival. C. Because rejection improves brain development. D. Because modern society encourages competition. 34. What does the author mean by "rejection sensitivity" in Paragraph 5? A. The ability to ignore rejection. B. A condition where rejection leads to harmful responses. C. The tendency to reject others first. D. A genetic advantage for social survival. 35. What is the author's attitude toward understanding the neural basis of rejection? A. It is useful for creating better anti-bullying programs. B. It is interesting but has no practical application. C. It proves that emotional pain is not real. D. It suggests that exclusion should be ignored. Passage 5 Why Friendships End ? Friendships, like all relationships, sometimes come to an end. While this can be painful, understanding why friendships dissolve can help people cope with the loss and build healthier connections in the future. 36. ______ One common reason is life transitions. Moving to a new city, changing schools, or entering a different life stage (such as becoming a parent) can create distance between friends. 37. ______ Even when both parties care about each other, the practical realities of distance and different schedules can gradually weaken the bond. Another factor is unequal investment. Friendships require effort from both sides. 38. ______ Over time, the person doing all the work may feel resentful and eventually withdraw, leading to the friendship's quiet end. Value divergence is also a significant factor. As people grow and change, their core values—regarding politics, lifestyle, ambition, or ethics—may shift. 39. ______ When fundamental values no longer align, the friendship may become strained or unsustainable. Finally, unresolved conflict can destroy a friendship. When disagreements are repeatedly avoided rather than addressed, resentment builds. 40. ______ Without repair, the friendship may reach a breaking point. Understanding these patterns does not make the end of a friendship less sad. But it can help people recognize that sometimes, friendships end not because anyone is a bad person, but because the conditions that supported the friendship have changed. A. Shared interests are the only thing that matters in a friendship. B. What once brought friends together may eventually pull them apart. C. Most friendships end for no reason at all. D.When one person consistently initiates contact while the other does not, imbalance arises. E.Even small misunderstandings can grow into larger resentments if left unaddressed. F. Research has identified several common patterns in friendship dissolution. G.Physical distance does not have to end a friendship, but it does make maintenance harder. Passage 6 Peer relationships play a crucial role in adolescent development. Research 56. ______ (conduct) by the National Institute of Child Health and Human Development followed over 2,000 teenagers for five years, 57. ______ (find) that the quality of friendships in early adolescence predicted academic motivation and emotional well-being in later years. Teenagers with close, 58. ______ (support) friendships were more likely to report high levels of life satisfaction and lower rates of anxiety. Interestingly, having a large number of friends was not as important 59. ______ having one or two high-quality friendships. The study defined high-quality friendships as those characterized by trust, loyalty, and emotional support. The benefits of strong peer relationships extend beyond emotional health. Students who reported having at least one close friend in ninth grade were 60. ______ (significant) more likely to stay engaged in school through twelfth grade. Friends serve as accountability partners, study companions, and sources of encouragement during 61. ______ (challenge) academic periods. However, the study also found that peer relationships can have negative effects when they involve conflict, exclusion, 62. _____ pressure. Adolescents in friendships marked by frequent arguments or social manipulation showed higher rates of school avoidance and lower academic performance. Dr. Michael Rosen, the study’s lead author, 63. ______ (emphasize) that parents and educators should pay attention 64. ______ the quality of adolescents’ friendships, not just their quantity. “A teenager with one loyal friend,” he says, “is often better off than one with twenty casual 65. ______ (acquaintance).” 迁移应用篇 一、单句语法填空 1.The milu deer,also known as Père David’s deer,bears the 　　　　　　(humor) name “sibuxiang” or “like none of the four” for its unique features in China.  2.We appreciate participating in this activity,which has helped to build an 　　　　　　(emotion) connection between the old and the young.  3.I would be grateful to you 　　　　　　you could take my suggestion into consideration. 4.For lack of confidence,she is 　　　　　　(lack) in skills of communicating.  5.Personally,I used to 　　　　　　(try) effective methods to achieve my academic goals.  6.With the Hope Project carried out in the poor area,children had access 　　　　　　education. 7.In my opinion,there is no need for you to be upset 　　　　　　that thing.  8.You may first go to Tian’anmen Square,where many tourists admire the national flag being 　　　　　　(raise) every early morning.  9.I’m writing to apologize to you for delaying 　　　　　　(return) to you Robinson Crusoe which I read through with great interest.  二、应用文写作 假定你是李华，你的同班同学王磊最近因为一些小事和好朋友陈飞发生了争执，两人已经一周没有说话。王磊感到很困扰，不知道该如何挽回这段友谊。他给你发来邮件寻求建议。请你回复邮件，内容包括： （1）表达理解和安慰； （2）给出具体建议（至少两点）； （3）表达愿意继续提供帮助。 注意： （1）写作词数应为80个左右； （2）请按如下格式在答题卡的相应位置作答。 Dear Wang Lei, ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Hua $