Unit 2 Exploring English 单元测试卷（提升版）-2026-2027学年高一英语外研版必修第一册

**基本信息** 外研版英语Unit 2单元卷融合高考真题与文化传承、社会热点等真实情境，全面考查语言能力与跨文化思维，适配单元复习需求。 **题型特征** |题型|题量/分值|知识覆盖|命题特色| |----|-----------|----------|----------| |阅读|50分|细节理解、推理判断、篇章结构|选用2024北京高考真题及文化保护（路易斯安那法语）、社会热点（旅行语言焦虑）等真实语篇，考查信息提取与逻辑分析能力| |语言运用|30分|词汇辨析、语法填空|完形填空聚焦跨文化交际（如阿拉伯与他国空间距离差异），语法填空结合伦敦书展中国出版成就，强化语境应用| |写作|40分|应用文写作、读后续写|应用文要求分享国际夏令营经历，读后续写围绕英语学习困境，注重真实表达与思维连贯性，提升语言输出能力|

2026-2027学年外研版英语Unit 2 单元测试卷 答案 1．D 2．B 3．A 【难度】0.85 【知识点】广告/布告、语言与文化 、应用文 【导语】本文是一篇应用文。文章主要介绍了一项语言交流项目的基本情况以及它的要求、报名和注册流程以及注意事项的相关信息。 【详解】1．细节理解题。根据文章第一段“The Language Exchange Programme allows students in pairs to communicate in two different languages they wish to share and learn each week. Students record short entries after each partner meeting noting the language skills practised and the topics discussed.(语言交流项目让学生们两人一组，每周用他们希望分享和学习的两种不同的语言进行交流。学生们在每次搭档会议后记录简短的条目，指出所练习的语言技能和讨论的主题)”可知，在这个项目中，学生们将练习他们的语言技能。故选D。 2．细节理解题。根据Requirements for completion部分第二点“18 weekly one-hour pair meetings(每周18次一小时的配对会议)”可知，为了完成该项目，学生们被要求参加配对会议。故选B。 3．细节理解题。根据Sign up部分第一点“Students sign up and indicate the languages they can share and languages they are interested in learning.(学生们报名参加并表明他们可以分享的语言以及他们有兴趣学习的语言)”可知，学生们在注册期间需要表明他们感兴趣的语言。故选A。 4．B 5．A 6．A 7．C 【难度】0.67 【知识点】语言与文化 、说明文、文化保护 【导语】文章主要介绍了路易斯安那法语曾因偏见被当地人舍弃，后来人们开展各类行动保护、复兴这门语言，以及当下人们紧急守护这门语言的现状。 【详解】4．细节理解题。根据原文第二段“French was a source of shame — Cajuns were often considered stupid and backward — and parents wanted to protect their children from prejudice.(说法语是一件令人丢脸的事，卡真族人常被认为愚笨、落后，父母们也想保护孩子免受偏见伤害。)”可知，和Prejean同龄的卡真人很少说路易斯安那法语，是因为说这种语言会让人丢脸。 5．词句猜测题。根据原文第四段“Their first event was a feat — about 125 people attended it — and they’ve been going ever since.(他们的第一场活动是一个feat，约有125人参加，此后这项活动便一直延续了下来。)”可知，第一次活动就有超过百人参加，而且活动延续至今，说明第一个活动大获成功，故feat 在此处意为“巨大的成功”。 6．细节理解题。根据原文第五段“Unlike Louisiana’s formal school programming, it helps tourists and residents learn the language. Frugé hopes it will help members of the community who are interested in learning a little — or a lot — of Louisiana French.(不同于路易斯安那州正规学校的课程，这所学校帮助游客和当地居民学习这门语言。Frugé希望它能帮助社区里有意学习路易斯安那法语的居民，无论他们想浅学还是深耕。)”可知，Frugé法语沉浸式文化中心主要面向当地居民设立。 7．细节理解题。根据原文第六段“While working on a project to preserve the work of a local storyteller, LaFleur discovered that the meaning of some of the words he used has been lost.(在开展一项保护当地说书人作品的项目时，LaFleur发现这位说书人使用的部分词汇含义已经失传。)”可知，LaFleur发现卡真文化中的部分内容已经遗失。 8．D 9．A 10．C 11．D 【难度】0.65 【知识点】社会问题与社会现象、语言与文化 、说明文 【导语】本文介绍了一项关于美国人出国旅行语言焦虑的调查结果及其影响。 【详解】8．细节理解题。根据第二段的“While 80% of Americans agree it’s important to learn a few words before traveling abroad, only 58% actually do so. (虽然80%的美国人同意出国前学几个单词很重要，但只有58%的人真正做到)”以及“Most notably, nearly one-third of Americans who have traveled abroad intentionally choose destinations where they won't need to speak a foreign language (最值得注意的是，近三分之一的美国出国旅行者有意选择不需要说外语的目的地)”可知，超过一半 (58%) 的人确实会在出国前学几个单词，但近三分之一的人选择不需要外语的目的地。 9．细节理解题。根据第四段的“When faced with language barriers, Americans employ various methods to manage them. The most common is pointing at menus. Other approaches include making pronunciation mistakes, relying on travel companions, and using translation apps only after arrival. (当遇到语言障碍时，美国人会采用各种方法来解决。最常见的是指着菜单。其他方法包括发音错误、依赖旅伴以及仅在到达后使用翻译应用)”可知，面对语言障碍时，大多数美国人最常用的方法是指着菜单交流。 10．推理判断题。根据第五段的“On the other hand, the benefits of learning even basic local phrases are substantial. Over half of travelers find getting around easier. Nearly half report more enjoyable interactions with locals and smoother daily tasks like ordering food. Emotionally, 47% feel treated more positively, 45% experience a stronger cultural connection, and 43% have less stress. (另一方面，即使是学习基本的当地短语也有很大的好处。超过一半的旅行者觉得出行更方便。近一半的人表示，与当地人的互动更愉快，点餐等日常工作也更顺畅。在情感上，47%的人感受到更积极的对待，45%的人感受到更强的文化联系，43%的人感受到更少的压力)”以及最后一段引用语言专家的话“As one language expert notes, learning just a few simple phrases can transform a trip, making it more meaningful and rewarding, moving travelers from hesitation to connection. (正如一位语言专家所指出的，学习几个简单的短语就能改变一次旅行，让它变得更有意义、更有价值，让旅行者从犹豫变成联系)”可知，作者对学习基本当地短语持支持态度。 11．推理判断题。根据最后一段的“This anxiety not only affects people's choice of destinations but also decides whether they travel abroad in the first place. (这种焦虑不仅影响人们对目的地的选择，还决定了他们是否首先出国旅行)”可知，语言焦虑限制了美国人的旅行。 12．B 13．D 14．C 15．D 【难度】0.65 【知识点】语言与文化 、说明文 【导语】文章主要介绍一项多国语言情感感叹词研究成果、意义及后续研究方向。 【详解】12．细节理解题。根据第二段中“The tests showed that on average, the pain interjections have more “a” vowels and vowel combinations like “ai” (as in “ay!” in Spanish) and “au” (as in “ouch!” in English). This applies across all regions of the world the researchers investigated.(测试表明，平均而言，疼痛感叹词含有更多“a”元音以及“ai”“au”这类元音组合，该规律适用于研究者调查的全球所有地区。)”可知，不同语言的疼痛感叹词存在共性特征。 13．词句猜测题。根据第四段中“We often think of words as arbitrary combinations of sounds — that people say “house” in English, but “casa” in Spanish is often considered purely conventional, without any specific underlying reason.(我们通常认为词汇是声音的arbitrary组合——英语说“house”、西班牙语说“casa”，纯粹是约定俗成，没有特定内在原因。)”可知，我们通常认为词汇是声音的任意组合，arbitrary表示“任意的、随机的”，与random同义。 14．推理判断题。根据第五段中“But this raises another question: what about consonants (“p”, “t”, “s”, etc.)? Certain consonants may also be closely linked to specific emotional responses, just as vowels appear to be.(但这引出了另一个问题：辅音呢？某些辅音或许也和特定情绪反应密切相关，就像元音一样。)”可知，后续研究将聚焦辅音在语言形式中的作用。 15．推理判断题。第一段①提出研究问题；第二、三段②③介绍研究过程与核心发现；第四段④阐述研究的学术意义；第五段⑤展望后续研究方向。文章结构为①-②③-④-⑤。 16．A 17．B 18．E 19．G 20．C 【难度】0.65 【知识点】语言学习经历、文化差异 【导语】本文是一篇记叙文。本文主要讲述了作者初到加拿大汤普森河大学(TRU)时，面对全新文化、语言和人群的不适应与恐惧，但通过积极融入当地环境和多元文化，逐渐增强自信，克服困难，并从中汲取了重要教训：只要努力工作、不断练习，勇于尝试不怕犯错，就能实现目标。 【详解】16．根据上文“The fact was that I was far away from my country with a totally new culture and new people and I became nervous because I had no experience of getting adjusted with a whole new place, language and culture.(事实上，我远离了我的国家，来到了一个全新的文化和人群之中，我很紧张，因为我没有适应一个全新的地方、语言和文化的经验。)”可知，此处表示作者来到了一个全新的环境，对作者来说是一个很大的挑战。A项“This was a big challenge for me.(这对我来说是一个很大的挑战)”中的this指代上文作者来到了一个全新的环境，对作者来说是一个很大的挑战，该选项符合语境。故选A项。 17．根据上文“Before I landed in Canada, I had known I would face a lot of problems.(在我抵达加拿大之前，我就知道我会面临很多问题。)”可知，作者知道会遇到问题，根据下文“It happened especially when it came to figuring out how to fix it or make the necessary adjustments here.(当它涉及到如何解决这个问题或在这里做出必要的调整时，情况尤其如此。)”可知，当涉及如何解决问题或做出必要调整时，作者不知所措的这种情况尤其如此。B项“However, I was still at a loss sometimes.(然而，有时我仍然不知所措。)”指出虽然作者知道自己会面临很多问题，可是在实际情况中仍然不知所措，符合语境。故选B项。 18．根据上文“I wasn’t able to communicate with people so easily because the accent here in Canada wasn’t familiar to me. (我不能轻松地与人交流，因为加拿大的口音对我来说不熟悉。)”可知，作者不熟悉加拿大的口音，根据下文“That directly contributed to my hesitation in talking with people around me. (这直接导致了我与周围的人交谈时犹豫不决。)”可知，此处表示作者不熟悉加拿大的语调，这影响了作者与人交流。E项“Canadians use different intonation and stress.(加拿大人使用不同的语调和重音)”指出加拿大人的语调和重音对作者来说是不熟悉的，由此影响了作者与他人的交流。故选E项。 19．根据上文“I also started to talk with my friends in English.(我也开始用英语和朋友们交流。)”可知，作者开始用英语和朋友交流，根据下文“I persisted increasingly to gradually adapt to and feel at ease with the new language, culture, tradition and all the aspects that required my adjustments.(我不断坚持，逐渐适应新的语言、文化、传统和所有需要我调整的方面。)”可知，作者一直坚持这样做，逐渐变得自信。G项“Those long conversations were growing up my confidence level.(那些长时间的对话正在增强我的自信心)”说明了作者通过观察和实践逐渐提高了自己的自信心。故选G项。 20．根据下文“Nothing is impossible to achieve. All you need to do to achieve a goal is hard work, practice and not feeling shy when you’re making a mistake.(没有什么是不可能实现的。为了实现目标，你需要做的就是努力工作、练习，并且在犯错时不要害羞。)”可知，此处表示作者从自己的经历中学到了一个重要的教训，即只要努力、练习、不怕犯错，就能实现目标。C项“From all this I have learned a vital lesson.(从这一切中，我学到了一个至关重要的教训)”作为段首句，很好地概括了下文的内容，并引出了作者从这段经历中学到的重要教训。故选C项。 21．D 22．B 23．A 24．D 25．B 26．B 27．C 28．C 29．A 30．C 31．A 32．C 33．A 34．D 35．B 【难度】0.65 【知识点】夹叙夹议、体态语、文化差异 【导语】文章主要讲述了作者去年夏天参加国际夏令营时，因与埃及室友Ahmed在个人空间距离上的文化差异而产生误解，后通过文化分享活动和坦诚沟通消除隔阂，并领悟到应以开放心态欣赏文化多样性，以及在当今相互联系的世界中，驾驭文化差异是建立真诚联系的重要条件。 【详解】21．考查副词。句意：我的室友、来自埃及的Ahmed很友好，但我发现他在和我说话时站得令人不适地近，这让我难以接受。A. friendly友好地；B. confidently自信地；C. purposefully有目的地；D. uncomfortably令人不适地。根据下文“I instinctively stepped back”可推知，Ahmed站得太近让作者感到不舒服，作者才会本能地后退。 22．考查动词。句意：我本能地后退，这似乎让他感到尴尬。A. please使高兴；B. embarrass使尴尬；C. comfort安慰；D. welcome欢迎。根据下文“The atmosphere grew tense”可推知，气氛变得紧张是因为作者的后退让Ahmed感到尴尬。 23．考查动词短语。句意：气氛变得紧张，我开始反思自己的行为。A. reflect on反思；B. give up放弃；C. worry about担心；D. object to反对。根据下文“Later, in a culture-sharing session, I learned that in many Arab countries”可推知，作者后来开始反思自己的行为，并在文化分享会上了解到背后的原因。 24．考查动词。句意：后来，在一次文化分享会上，我了解到在许多阿拉伯国家，站得近表示信任和温暖，而在我的文化中，人们更偏好较大的个人空间。A. changes改变；B. doubts怀疑；C. challenges挑战；D. signals表示，象征。根据下文“trust and warmth”可推知，在阿拉伯国家，站得近象征着信任和温暖。故选D。 25．考查动词。句意：这不是对错的问题；它代表了不同的文化规范。A. explained解释；B. represented代表；C. caused导致；D. hid隐藏。根据上文“This was not about right or wrong”可推知，这种行为差异代表的是不同文化规范，而非对错之分。 26．考查动词。句意：我意识到我的后退可能被理解为冷漠或拒绝的信号。A. ignored忽视；B. interpreted理解，解释；C. introduced介绍；D. interrupted打断。根据下文“as a sign of coldness or rejection”可推知，作者的后退被Ahmed理解为冷淡或拒绝。 27．考查名词。句意：有了这一新的领悟，我决定弥合分歧。A. problem问题；B. language语言；C. insight洞察，深刻见解；D. custom习俗。根据下文“I decided to bridge the gap”可推知，作者是在获得新的洞察后才决定采取行动弥合隔阂。 28．考查副词。句意：我坦诚地向Ahmed解释了我的感受，他也分享了他的看法。A. angrily生气地；B. secretly秘密地；C. frankly坦诚地；D. anxiously焦虑地。根据下文“he shared his perspective”可推知，双方进行了坦诚的交流，彼此分享看法。 29．考查动词。句意：我们同意找到一个折中办法。A. find找到；B. avoid避免；C. cross穿过；D. lose失去。根据下文“a middle ground”可推知，两人同意寻找中间地带，达成折中。 30．考查名词。句意：这段经历让我明白，文化差异虽然有时会造成困惑，但如果我们以开放的心态去面对，它们可以带来更深的理解。A. excitement兴奋；B. comfort舒适；C. confusion困惑；D. joy喜悦。根据上文“though sometimes causing”及前文提到的误解和紧张气氛可推知，文化差异有时会造成困惑。 31．考查形容词。句意同上。A. open开放的；B. closed封闭的；C. narrow狭隘的；D. blank空白的。根据上文“can lead to deeper understanding”可推知，只有以开放的心态面对，才能带来更深的理解。 32．考查动词。句意：这不是关于改变我们自己，而是关于欣赏人类互动的美好多样性。A. judging判断；B. fearing害怕；C. appreciating欣赏；D. changing改变。根据原文“the beautiful diversity”可推知，对于美好的多样性应持欣赏态度。故选C。 33．考查动词。句意：理解始于我们选择超越自身视角去看的时候。A. look看；B. step迈步；C. turn转向；D. speak说话。根据下文“beyond our own perspectives”可推知，此处表示“超越……去看”，look beyond为固定搭配。 34．考查形容词。句意：毕竟，在我们这个相互联系的世界里，驾驭文化差异的能力不仅是一种技能，更是建立真诚联系的必要条件。A. simple简单的；B. quiet安静的；C. disconnected分离的；D. interconnected相互联系的。根据下文“navigate (驾驭) cultural differences”可推知，只有在相互联系的世界里，驾驭文化差异才显得尤为重要。 35．考查名词。句意同上。A. barrier障碍；B. necessity必要；C. choice选择；D. burden负担。根据上文“not just a skill, but a”可推知，此处表示递进关系，强调这是建立真诚联系不可或缺的必要条件。 36．highlighting 37．is expected 38．professionals 39．are 40．diversity 41．a 42．approximately 43．to 44．and 45．to act 【难度】0.65 【知识点】语言与文化 、阅读 【导语】本文是一篇新闻报道。本文主要讲述了伦敦书展(LBF)盛况，重点介绍了中国出版业的成就、国际合作及在国际上的影响力，强调了中国在推动国际文学对话方面的承诺，并提及了中国出版物及作者在国际舞台上的亮眼表现。 36．考查非谓语动词。句意：伦敦书展(LBF)，世界顶级出版活动之一，于周二开幕，重点展示中国在出版业的成就、全球合作和日益增长的影响力。句中opened为谓语动词，highlight在句中应用非谓语动词形式，与逻辑主语The London Book Fair构成主动关系，故用现在分词作状语。故填highlighting。 37．考查动词时态语态。句意：书展将持续到周四，预计吸引来自世界各地的3万多名出版专业人士和1000多家参展商。设空处使用动词作谓语，主语the fair与expect构成被动关系，且陈述客观事实用一般现在时，主语为单数名词，故谓语动词用单数。故填is expected。 38．考查名词复数。句意：书展将持续到周四，预计吸引来自世界各地的3万多名出版专业人士和1000多家参展商。professional为可数名词，由“more than 30,000”可知应用复数形式。故填professionals。 39．考查主谓一致。句意：“像这样的书展和与全球出版商的合作，包括中国的出版商，对于知识共享至关重要，”LID出版的首席运营官兼出版商Martin Liu说。句子陈述客观事实应用一般现在时，主语为“Book fairs like this and working with publishers globally”，中心词为fairs，为复数名词，故谓语动词应用复数。故填are。 40．考查名词。句意：刘指出，在这本书出版后，他和他的同事对中国书籍的多样性和世界级质量感到“惊讶”，并强调中国出版商在向全球读者传播中国文学和思想方面发挥了至关重要的作用。设空处使用名词作宾语，表示“多样性”应用名词diversity，且为不可数名词。故填diversity。 41．考查冠词。句意：刘指出，在这本书出版后，他和他的同事对中国书籍的多样性和世界级质量感到“惊讶”，并强调中国出版商在向全球读者传播中国文学和思想方面发挥了至关重要的作用。role为可数名词，此处表泛指应用不定冠词，且crucial为辅音音素开头的单词，故填a。 42．考查副词。句意：为期三天的活动包括约40项活动，包括新书发布会、版权签约和读者研讨会，强调了中国对促进国际文学对话的承诺。修饰后文“40 activities”应用副词approximately，作状语。故填approximately。 43．考查介词。句意：为期三天的活动包括约40项活动，包括新书发布会、版权签约和读者研讨会，强调了中国对促进国际文学对话的承诺。结合句意表示“对……的承诺”短语为commitment to。故填to。 44．考查连词。句意：《Diablo’s Boys》一书的作者Yang Hao在英文版发布前表示兴奋，并补充说，尽管存在语言差异，但书的精髓依然完好无损。结合前后文语境可知为顺承关系，应用连词and，连接前后两个谓语动词expressed和added。故填and。 45．考查非谓语动词。句意：“在全球出版业不断变化的背景下，国际出版商协会前主席Richard Charkin告诉新华社，‘出版业有责任在信息可靠性日益受到挑战的时代充当优质信息的守门人。’”结合句意表示“有责任做某事”短语为have a responsibility to do sth.。故填to act。 46. How is everything going? I have a strong desire to share something with you about the English summer camp I participated in during the summer vacation. Firstly, the summer camp, in which around 10 different schools joined, took place in Beijing and lasted two weeks. Additionally, we had a variety of attractive activities, such as interactive（互动的）English classes, team- building exercises and cultural workshops. We also had opportunities to practice our English through drama performances and group discussions. Eventually,we had a ball to our hearts' content. In my view, nothing will be able to erase the wonderful memories and I will cherish them forever. The camp not only improved my English skills, but also helped me become more confident in expressing myself in English. I would like to hear about your summer adventures too! Looking forward to hearing from you. 47. Still, I signed up for the class. The classroom was filled with people who were eager to improve their spoken English, just like me. The teacher was very kind and patient. She taught us how to pronounce words correctly and how to use common expressions in daily conversations. I found that I enjoyed the class, where I could practice speaking without worrying about being laughed at. I knew that this was my chance to turn things around, and I was determined to make the most of it. A month later, I stood before an employer, nervous but prepared. The interview was in English, which used to be my biggest fear. However, now I felt more confident. The employer seemed impressed by my performance. When he told me that I had passed the interview, I couldn’t believe my ears. All the hard work and effort had finally paid off. I realized that with determination and the right help, I could overcome any challenge that came my way. 【难度】0.65 【知识点】语言学习经历、个人经历 【导语】本文以人物为线索展开，讲述作者起初不重视英语，进入大学后因英语不佳而学业受挫、遭同学嘲笑。虽努力自学有进步，但口语仍是难题，求职屡败。后在表弟建议下，作者犹豫是否参加英语口语班。 【详解】1.段落续写 ①由第一段句首内容“尽管如此，我还是报名参加了这门课。”可知，第一段可描写作者报名参加英语口语班后的课堂场景，以及作者积极运用所学的努力，体现作者想要改变的决心。 ②由第二段句首内容“一个月后，我站在一位雇主面前，紧张但做好了准备。”可知，第二段可描写作者凭借课堂所学参加英语面试的过程，以及最终通过面试的结果，进而领悟到决心与正确帮助能克服挑战的道理。 2.续写线索：报名参加英语口语班——课堂努力——课后复习巩固所学内容——一个月后参加英语面试——通过面试——领悟努力与正确帮助可战胜挑战的真谛 3.词汇激活 行为类 ①教：teach/instruct ②练习：practice/drill/rehearse ③复习：review/go over/revise 情绪类 ①渴望的：eager/anxious/keen ②自信的：confident/self-assured 【点睛】【高分句型1】The classroom was filled with people who were eager to improve their spoken English, just like me. (运用了who引导的定语从句) 【高分句型2】I found that I enjoyed the class, where I could practice speaking without worrying about being laughed at.(运用了that引导的宾语从句、where引导的定语从句) 学科网（北京）股份有限公司 $ 2026-2027学年外研版英语Unit 2 单元测试卷（共120分） 第一部分 阅读（共两节，满分50分） 第一节（共15小题；每小题2.5分，满分37.5分） A（2024北京高考真题） The Language Exchange Programme allows students in pairs to communicate in two different languages they wish to share and learn each week. Students record short entries after each partner meeting noting the language skills practised and the topics discussed. Each pair of students meets three times throughout the term with a teacher who decides if the exchange is effective. Students who successfully complete the programme will receive one credit each. Requirements for completion: •One welcoming session on the second Friday of the term •18 weekly one-hour pair meetings •Weekly progress reports for all pair meetings •At least three pair-teacher meetings •One five-minute final video Sign up! The sign-up and registration process is as follows: •Students sign up and indicate the languages they can share and languages they are interested in learning. •Based on the information entered by each student, potential pairs are identified. •Proficiency (熟练) levels are confirmed through coursework or placement tests. •Once a pair has been determined to be suitable, the students will be contacted individually with a special permission number to register for the programme. Reminders: Signing up for the programme does not automatically mean that you will be able to register and participate. Pairs are matched by languages of interest and proficiency levels. Since there are many factors involved in the pairing process, not all students who sign up will be matched with a partner and be able to register for the programme. 1．In the programme, students will _________. A．chair daily meetings B．evaluate the exchange C．meet teachers each week D．practise their language skills 2．To complete the programme, students are required to _________. A．development tests B．participate in pair meetings C．welcome new students D．work on weekly videos 3．What do students need to do during the registration? A．Indicate their languages of interest. B．Select their own coursework. C．Make individual contact. D．Choose their partners. B When Janice Prejean was growing up, if she wanted to speak with her grandparents, she had to do it in French. Prejean, now 64, was raised in Ossun, a tiny community in southwest Louisiana. Her story is an example of the thousands of Cajuns in the area, whose relations in the past were French-speaking Canadians. What makes Prejean’s story a little different, however, is that she learned the language. Most people her age never did. French was a source of shame — Cajuns were often considered stupid and backward — and parents wanted to protect their children from prejudice (偏见). However, that started to change some years ago. Efforts were made to bring the language back. Louisiana French programs were set up at Louisiana State University (LSU). Researchers worked to preserve (保护) as many pieces of the language as they could. Amanda LaFleur and Barry Ancelet at LSU wrote the 900-page Dictionary of Louisiana French. 15 years ago, resident (居民) Mavis Frugé hosted the first French Table in the tiny town of Arnaudville. The idea is to bring people together to share a meal while talking only in French. Their first event was a feat — about 125 people attended it — and they’ve been going ever since. Two years ago, the Saint-Luc French Immersion and Cultural Center, a school Frugé helped found, got its own building in Arnaudville. Unlike Louisiana’s formal school programming, it helps tourists and residents learn the language. Frugé hopes it will help members of the community who are interested in learning a little — or a lot — of Louisiana French. Finally, Saint-Luc will also house visiting students. There’s a sense of urgency (紧迫感) driving everyone here to preserve Louisiana French. While working on a project to preserve the work of a local storyteller, LaFleur discovered that the meaning of some of the words he used has been lost. “Despite calling people from his hometown, despite contacting radio presenters we knew ... they were not able to help us identify (确认) the exact nature of those words,” she said. 4．Why did few Cajuns of Prejean’s age speak Louisiana French? A．It was a bit difficult. B．It led to a loss of face. C．It was unlawful in Ossun. D．It seemed to be out of date. 5．What might the underlined word “feat” in paragraph 4 mean? A．Great success. B．Real challenge. C．Funny experience. D．Complete disaster. 6．For whom is Saint-Luc mainly set up? A．Local residents. B．College students. C．Business visitors. D．Language teachers. 7．What problem did LaFleur find? A．The number of storytellers was falling. B．The local radio had no French speakers. C．Pieces of Cajun culture have gone missing. D．Louisiana French has changed all the time. C Imagine yourself in a busy Tokyo market, surrounded by incredible food, but you still end up at a familiar McDonald’s. Or, you give up on that dream trip to China’s ancient temples because dealing with Mandarin seems too hard. These situations are common for millions of Americans. Their travel choices are often shaped more by language worries than by their simple desire to travel. A new survey from Preply reveals a striking disconnect between intention and action. While 80% of Americans agree it’s important to learn a few words before traveling abroad, only 58% actually do so. Furthermore, 40% admit to last-minute language study at the airport, compared to just 25% who start practicing months in advance. Most notably, nearly one-third of Americans who have traveled abroad intentionally choose destinations where they won’t need to speak a foreign language, ruling out regions before they even start planning. The reasons for avoiding language learning are varied. 37% believe it is simply too difficult, while 35% assume English is widely spoken enough to get by. Others cite a self-perceived lack of talent for languages, lack of preparation time, or fear of offending locals. When faced with language barriers, Americans employ various methods to manage them. The most common is pointing at menus. Other approaches include making pronunciation mistakes, relying on travel companions, and using translation apps only after arrival. More problematic behaviors include speaking English slowly and loudly or even copying local accents. On the other hand, the benefits of learning even basic local phrases are substantial. Over half of travelers find getting around easier. Nearly half report more enjoyable interactions with locals and smoother daily tasks like ordering food. Emotionally, 47% feel treated more positively, 45% experience a stronger cultural connection, and 43% have less stress. The broader impact is clear: 45% of Americans say they would travel more if they spoke a foreign language. This anxiety not only affects people’s choice of destinations but also decides whether they travel abroad in the first place. As one language expert notes, learning just a few simple phrases can transform a trip, making it more meaningful and rewarding, moving travelers from hesitation to connection. 8．What does the survey from Preply show about Americans? A．Most of them start language study months before travel. B．Most of them find translation apps useless during travel. C．Few of them choose destinations with foreign languages. D．Over half of them learn a few words before going abroad. 9．What do most Americans do when facing language barriers during travel? A．Point at menus to communicate. B．Speak English slowly and loudly. C．Copy local accents intentionally. D．Turn to travel companions for help. 10．What is the author’s attitude towards learning basic local phrases? A．Doubtful. B．Conservative. C．Favorable. D．Critical. 11．What can we infer from the text? A．English is widely spoken worldwide. B．Most Americans hate learning foreign languages. C．Cultural connection depends on local phrases. D．Language anxiety limits Americans’ travel. D When we hit a toe or touch something hot, we might shout “ouch” in English. But do pain interjections (感叹词) in other languages have similar sounds, and are they linked to non-linguistic vocalisations (非语言发声) that convey the same feeling? A new study explores these questions for the first time, examining interjections of pain, dislike, and joy across languages. In the study, researchers collected more than 500 interjections in 131 languages and analyzed vowels (元音) in these interjections. The tests showed that on average, the pain interjections have more “a” vowels and vowel combinations like “ai” (as in “ay!” in Spanish) and “au” (as in “ouch!” in English). This applies across all regions of the world the researchers investigated. Of the three types of emotional experiences, pain is the only one with such properties. Vowels in dislike and joy interjections, by contrast, don’t show similar vowel distributions. They then looked at the non-linguistic sounds people make to express pain, dislike and joy. They found both interjections and non-linguistic vocalisations for pain have more “a” vowels than expected. However, dislike and joy interjections don’t share the same vowels as the vocalisations expressing those emotions. The results shed light on big questions about the origins of linguistic forms. We often think of words as arbitrary combinations of sounds — that people say “house” in English, but “casa” in Spanish is often considered purely conventional, without any specific underlying reason. However, that is not the case in some aspects of language. Pain, as a central aspect of human experience, is associated with strong physiological and emotional responses, to the point that these automatic reactions could shape the conventional words humans use to express pain. Much remains to be understood. In this study, researchers focused on vowels. But this raises another question: what about consonants (“p”, “t”, “s”, etc.)? Certain consonants may also be closely linked to specific emotional responses, just as vowels appear to be. Such investigations will provide further insights into how concrete human language is, and how it developed originally in our ancestors. 12．What can be learned from the study? A．Emotional interjections share similar vowel patterns. B．Pain interjections across languages exhibit similarities. C．Dislike interjections contain more “a” vowels than others. D．Non-linguistic sounds for pain often contain vowel combinations. 13．What does the underlined word “arbitrary” in paragraph 4 mean? A．Simple. B．Effective. C．Diverse. D．Random. 14．What may the follow-up study focus on? A．The vowel patterns in various languages. B．The conventional words humans often use. C．The role of consonants in linguistic forms. D．The cultural factors in language development. 15．Which of the following shows the structure of the whole text? A．①②-③④⑤ B．①②-③-④⑤ C．①-②-③④-⑤ D．①-②③-④-⑤ 第二节（共5小题；每小题 2.5分，满分 12.5 分） （2025长沙一模）阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。 I got afraid when I was going to join Thompson Rivers University (TRU) here in Canada. The fact was that I was far away from my country with a totally new culture and new people and I became nervous because I had no experience of getting adjusted with a whole new place, language and culture. 16 Speaking English fluently and maintaining my confidence when chatting with each person here posed another for me. Before I landed in Canada, I had known I would face a lot of problems. 17 It happened especially when it came to figuring out how to fix it or make the necessary adjustments here. I wasn’t able to communicate with people so easily because the accent here in Canada wasn’t familiar to me. 18 That directly contributed to my hesitation in talking with people around me. Besides, the fear of making mistakes was killing my desire to give it another try. To break through these difficulties, I realized that I had to actively engage with the local environment and the diverse community around me. When I first came to TRU, I met with national and international students, talked to them about our culture, like how our interactions happened, the way we communicated, and the traditions we were keeping. I started to observe people, including how they talked, their expressions, intonation, stress, vocabulary, and the way they used phrases in conversations. I also started to talk with my friends in English. 19 I persisted increasingly to gradually adapt to and feel at ease with the new language, culture, tradition and all the aspects that required my adjustments. 20 Nothing is impossible to achieve. All you need to do to achieve a goal is hard work, practice and not feeling shy when you’re making a mistake. I am learning a lot by making lots of mistakes. Now mistakes don’t bother me anyway. A．This was a big challenge for me. B．However, I was still at a loss sometimes. C．From all this I have learned a vital lesson. D．But things still went beyond my expectation. E．Canadians use different intonation and stress. F．I realized that I should get accustomed to it with all my might. G．Those long conversations were growing up my confidence level. 第二部分 语言运用（共两节，满分30分） 第一节（共15小题：每小题1分，满分15分） 阅读下面短文，从每题所给的A 、B 、C 、D四个选项中选出可以填入空白处的最佳选项。 Last summer, I had the opportunity to attend an international summer camp. It was exciting, yet I soon encountered an unexpected challenge. My roommate, Ahmed from Egypt, was friendly, but I found his habit of standing 21 close, when talking to me, hard to accept. I instinctively stepped back, which seemed to 22 him. The atmosphere grew tense, and I began to 23 my own behavior. Later, in a culture-sharing session, I learned that in many Arab countries, standing close 24 trust and warmth, while in my culture, more personal space is preferred. This was not about right or wrong; it 25 different cultural norms. I realized my step back might have been 26 as a sign of coldness or rejection. With this new 27 , I decided to bridge the gap. I explained my feelings to Ahmed 28 ,  and he shared his perspective. We agreed to 29 a middle ground.  This experience taught me that cultural differences, though sometimes causing 30 , can lead to deeper understanding if we approach them with 31 minds. It is not about changing who we are, but about 32 the beautiful diversity of human interaction. Understanding begins when we choose to   33 beyond our own perspectives. After all, in our 34 world, the ability to navigate (驾驭) cultural differences is not just a skill, but a 35 for sincere connection. 21．A．friendly B．confidently C．purposefully D．uncomfortably 22．A．please B．embarrass C．comfort D．welcome 23．A．reflect on B．give up C．worry about D．object to 24．A．changes B．doubts C．challenges D．signals 25．A．explained B．represented C．caused D．hid 26．A．ignored B．interpreted C．introduced D．interrupted 27．A．problem B．language C．insight D．custom 28．A．angrily B．secretly C．frankly D．anxiously 29．A．find B．avoid C．cross D．lose 30．A．excitement B．comfort C．confusion D．joy 31．A．open B．closed C．narrow D．blank 32．A．judging B．fearing C．appreciating D．changing 33．A．look B．step C．turn D．speak 34．A．simple B．quiet C．disconnected D．interconnected 35．A．barrier B．necessity C．choice D．burden 第二节 （共10小题； 每小题1.5分, 满分 15分） （2025湖南长沙一模）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。 The London Book Fair (LBF), one of the world’s premier publishing events, opened on Tuesday, 36 (highlight) China’s publishing achievements, global collaborations, and growing influence in the industry. Running through Thursday, the fair 37 (expect) to draw more than 30,000 publishing 38 (professional) and over 1,000 exhibitors from around the world. “Book fairs like this and working with publishers globally, including those from China, 39 (be) essential for sharing knowledge,” said Martin Liu, chief operating officer and publisher at LID Publishing. His London-based company is responsible for the English edition of The Power of Time, a Chinese publication. Liu noted that after the book’s launch, he and his colleagues were “amazed” by the 40 (diverse) and world-class quality of books from China, emphasizing that Chinese publishers played 41 crucial role in bringing Chinese literature and ideas to global readers. At the China stand, more than 50 Chinese publishers and book trade companies were showcasing over 4,000 high-quality publications. The three-day event featured 42 (approximate) 40 activities, including book launches, copyright signings, and reader seminars, underlining China’s commitment 43 promoting international literary dialogues. Yang Hao, author of Diablo’s Boys, expressed excitement ahead of her book’s English edition launch 44 added that despite language differences, the essence of the book remains undamaged. Amid the evolving global publishing landscape, Richard Charkin, former president of the International Publishers Association, told Xinhua, “The publishing industry has a responsibility 45 (act) a gatekeeper of quality information in an era when the reliability of information is increasingly being challenged.” 第三部分 写作（共两节，满分40分） 第一节 应用文（15分） 46.假如你是李华，今年暑假你参加了一个国际夏令营活动，请写一篇英语短文向你的好友Tom分享这次经历，内容包括：1.夏令营的简单介绍 2.你的收获和感受 第二节 读后续写（25分） 47.阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 I had always thought language was just a subject in school until I stepped into college. Growing up in Kolkata, I studied at a government-aided secondary school. Though English was part of the curriculum, it never felt important. I could pass exams with minimal effort, so I never took it seriously. That changed the moment I began my first term of engineering. All the lectures were in English. I sat in class, trying to grasp what the professors were saying, but all my efforts were fruitless. I couldn’t follow the lessons, ask questions, or join in discussions. Outside the classroom, things were no better. My classmates quickly realized I struggled with English. Some laughed at me, while others simply ignored me. Slowly, I backed off. I avoided group outings and kept to myself for fear that I’d embarrass myself if I spoke. At the end of the term, I failed almost every subject. I stared at my school report in silence. My chest felt heavy, but I knew I had two choices— either giving up or fighting back. I chose the latter. I started small. I read English newspapers daily, carried an English dictionary in my backpack, and watched English videos with subtitles (字幕). Bit by bit, I improved. By the second term,I could finally understand lectures. But speaking was still a challenge. No matter how much I tried, I couldn’t express myself fluently. By my final year, I had gained knowledge in my field but still failed in every campus interview — always rejected in the communication round. My parents were disappointed. My brother thought I hadn’t worked hard enough. I was stuck in a sense of helplessness. Then, one day, my cousin visited. He asked what was wrong and listened patiently. “You’ve done your part,” he said. “Now let someone help you.” He advised me to attend a spoken English class. I was hesitant. What if people found out? What if I failed again? 注意：1.续写词数应为150个左右； 2.请按如下格式在答题卡的相应位置作答。 Still, I signed up for the class. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ A month later, I stood before an employer, nervous but prepared. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 学科网（北京）股份有限公司 $