Unit 1 Life Choices生活选择（单元阅读精练）英语北师大版必修第一册

**基本信息** 聚焦推理判断题，通过“技能拆解-干扰识别-思维流程”三维方法体系，结合词汇积累、长难句分析与10篇不同体裁语篇，系统培养语言能力与思维品质。 **专项设计** |模块|题量/典例|方法提炼|知识逻辑| |----|-----------|----------|----------| |解题技巧|1类题型4项核心技能|推理判断四步思维流程（定位原文-抓取线索-逻辑推导-排除干扰）|词汇积累（课标与超纲）→长难句结构分析→语篇逻辑解读，形成“基础-能力-应用”递进链条| |综合实战|10篇不同体裁语篇（记叙文/说明文等）|干扰选项四类型识别法（主观臆断/过度推断等）|题型与方法精准对应，通过典例覆盖高频考点，强化知识迁移能力|

Unit 1 Life Choices生活选择 单元阅读精练 The Crux of Teenagers’ Life Decisions Upon embarking on senior high education, adolescents are confronted with an array of intricate life decisions that shape their long-term trajectories: how to allocate fragmented spare time, whether to participate in voluntary extracurricular undertakings, and how to strike a sustainable equilibrium between academic pursuit and mental recuperation. A substantial proportion of freshmen succumb to overwhelming academic anxiety at the initial stage; they lack the capacity to concentrate on in-depth lectures since they get obsessively addicted to short-video algorithms and squander innumerable hours on trivial digital entertainment. A minority even abandon cultivating systematic learning routines, harbouring the delusion that sporadic efforts can generate tangible academic progress. Nevertheless, an exemplary top achiever named Li Ying serves as an illuminating paradigm for her peers. She is fully accountable for every resolution she reaches. Each midnight prior to bedtime, she drafts elaborate study agendas in advance to bravely rise to arduous academic hurdles. She opts to engage in voluntary community services from time to time rather than indulge in endless screen scrolling. Profoundly inspired by her seasoned head teacher, she endeavours to apply pragmatic learning methodologies to her daily academic routine. She never allows cumulative stress to overwhelm her; on the contrary, she regards a well-balanced lifestyle as the fundamental catalyst for steady academic advancement. She elaborates that no external force is capable of sculpting our prospective destinies on our behalf. It is the subtle, persistent choices we make day in and day out that determine how far we can traverse along our life path. If we aspire to attain lofty academic milestones, we must muster the grit to opt for diligent toil over idle indulgence, and cultivate the competence to confront and tackle multifarious adversities with unyielding valour. Tiny, consistent daily resolutions will ultimately trigger profound metamorphoses throughout our three-year high-school odyssey. 【译文欣赏】 青少年人生抉择的关键 步入高中阶段，青少年将面临一系列错综复杂、决定长期人生轨迹的人生抉择：如何分配碎片化课余时间、是否参与志愿课外事务，以及如何在学业追求与精神休整间维持可持续平衡。相当一部分高一新生初期会陷入剧烈学业焦虑；他们无法专注深度课堂内容，因为沉溺短视频算法，将无数小时耗费在无意义数字娱乐上。少数学生甚至放弃养成系统的学习习惯，怀揣零星努力就能取得实质进步的错误幻想。 但优等生李英为同龄人树立了极具启发的榜样。她对自己做出的每一个决定全权负责。每晚睡前，她都会提前拟定详尽学习规划，勇敢攻克艰巨学业难关。她选择时不时参与社区志愿工作，而非无休止刷手机。在经验丰富的班主任深度启发下，她努力将实用学习方法运用到日常学习中。她从不让堆积的压力压垮自己；相反，她认为均衡的生活方式是稳步提升学业的核心助推力。 她阐释道，没有外力能替我们塑造未来命运。正是我们日复一日细微、持久的选择，决定人生道路能走多远。倘若我们渴望达成高远学业目标，就必须鼓起勇气选择勤勉奋斗而非闲散放纵，同时培养能力，以不屈勇气应对各类复杂困境。持续微小的日常抉择，终将在三年高中征程中带来翻天覆地的改变。 【词汇积累】课标内 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zxxk.com 学科网（北京）股份有限公司 schedule /ˈʃedjuːl/n. 日程 volunteer /ˌvɒlənˈtɪə(r)/vi. 自愿 balanced /ˈbælənst/adj. 均衡的 pressure /ˈpreʃə(r)/n. 压力 concentrate /ˈkɒnsntreɪt/v. 集中 addicted /əˈdɪktɪd/adj. 沉迷的 habit /ˈhæbɪt/n. 习惯 progress /ˈprəʊɡres/n. 进步 responsible /rɪˈspɒnsəbl/adj. 负责的 in advance 提前 rise to the challenge 迎接挑战 inspire /ɪnˈspaɪə(r)/vt. 激励 apply...to... 把…… 运用于 from time to time 偶尔 deal with 应对 【词汇积累】超纲词汇 1. 2. crux /krʌks/n. 核心，关键 3. embark /ɪmˈbɑːk/v. 开启，着手（embark on 开启……） 4. adolescent /ˌædəˈlesnt/n. 青少年 5. confront /kənˈfrʌnt/v. 面临，使遭遇 6. an array of 一系列，大量 7. intricate /ˈɪntrɪkət/adj. 复杂难懂的 8. trajectory /trəˈdʒektri/n. 人生轨迹，发展道路 9. allocate /ˈæləkeɪt/v. 分配（时间、资源） 10. fragmented /ˈfræɡməntɪd/adj. 碎片化的 11. extracurricular /ˌekstrəkəˈrɪkjələ(r)/adj. 课外的 12. undertaking /ˈʌndəteɪkɪŋ/n. 事务，活动 13. strike a sustainable equilibrium 维持可持续平衡 14. academic pursuit 学业追求 15. recuperation /rɪˌkjuːpəˈreɪʃn/n. 休整，恢复 16. substantial /səbˈstænʃl/adj. 大量的 17. succumb to 屈服于，陷入（焦虑） 18. overwhelming /ˌəʊvəˈwelmɪŋ/adj. 压倒性的，巨大的 19. capacity /kəˈpæsəti/n. 能力 20. in-depth adj. 深入的 21. algorithm /ˈælɡərɪðəm/n. 算法（短视频算法） 22. squander /ˈskwɒndə(r)/v. 浪费（时间、金钱） 23. innumerable /ɪˈnjuːmərəbl/adj. 无数的 24. trivial /ˈtrɪviəl/adj. 琐碎的，无意义的 25. minority /maɪˈnɒrəti/n. 少数人 26. cultivate /ˈkʌltɪveɪt/v. 培养（习惯） 27. systematic /ˌsɪstəˈmætɪk/adj. 系统的 28. harbour /ˈhɑːbə(r)/v. 心怀（幻想、想法） 29. delusion /dɪˈluːʒn/n. 错觉，妄想 30. sporadic /spəˈrædɪk/adj. 零星的，断断续续的 31. tangible /ˈtændʒəbl/adj. 实实在在的 32. exemplary /ɪɡˈzempləri/adj. 典范的 33. achiever /əˈtʃiːvə(r)/n. 成绩优异者 34. illuminating /ɪˈluːmɪneɪtɪŋ/adj. 富有启发性的 35. paradigm /ˈpærədaɪm/n. 榜样，范例 36. resolution /ˌrezəˈluːʃn/n. 决定，抉择 37. elaborate /ɪˈlæbərət/adj. 详尽的 38. arduous /ˈɑːdjuəs/adj. 艰巨的，费力的 39. hurdle /ˈhɜːdl/n. 难关，障碍 40. indulge /ɪnˈdʌldʒ/v. 沉溺于 41. seasoned /ˈsiːznd/adj. 经验丰富的 42. endeavour /ɪnˈdevə(r)/v. 努力，尽力 43. pragmatic /præɡˈmætɪk/adj. 实用的 44. cumulative /ˈkjuːmjələtɪv/adj. 累积的 45. overwhelm /ˌəʊvəˈwelm/v. 压垮，使难以承受 46. catalyst /ˈkætəlɪst/n. 催化剂，助推因素 47. elaborate /ɪˈlæbəreɪt/v. 详细阐释 48. sculpt /skʌlpt/v. 塑造 49. prospective /prəˈspektɪv/adj. 未来的 50. subtle /ˈsʌtl/adj. 细微的 51. traverse /trəˈvɜːs/v. 走过，跋涉 52. aspire /əˈspaɪə(r)/v. 渴望，立志（aspire to 追求） 53. lofty /ˈlɒfti/adj. 高远的（目标） 54. milestone /ˈmaɪlstəʊn/n. 里程碑，目标 55. muster /ˈmʌstə(r)/v. 鼓起（勇气、毅力） 56. grit /ɡrɪt/n. 勇气，毅力 57. toil /tɔɪl/n. 辛劳，苦干 58. indulgence /ɪnˈdʌldʒəns/n. 放纵，安逸享乐 59. multifarious /ˌmʌltɪˈfeəriəs/adj. 多种多样的 60. adversity /ədˈvɜːsəti/n. 困境，磨难 61. unyielding /ʌnˈjiːldɪŋ/adj. 不屈的 62. valour /ˈvælə(r)/n. 勇气 63. consistent /kənˈsɪstənt/adj. 持续的，一贯的 64. metamorphosis /ˌmetəˈmɔːfəsɪs/n. 巨变，蜕变 65. odyssey /ˈɒdəsi/n. 漫长历程 【长难句精讲】 句 1 Upon embarking on senior high education, adolescents are confronted with an array of intricate life decisions that shape their long-term trajectories: how to allocate fragmented spare time, whether to participate in voluntary extracurricular undertakings, and how to strike a sustainable equilibrium between academic pursuit and mental recuperation. 1. 抓标志：upon 引导时间状语；that 定语从句；冒号并列三个宾语从句 2. 句子结构：分词状语 + 主句 + 定语从句 + 并列宾语从句 3. 翻译：步入高中阶段，青少年将面临一系列错综复杂、决定长期人生轨迹的人生抉择：如何分配碎片化课余时间、是否参与志愿课外事务，以及如何在学业追求与精神休整间维持可持续平衡。 4. 考点解析：upon doing = when sb. does；an array of 高级替换 many；定语从句修饰 decisions。 句 2 It is the subtle, persistent choices we make day in and day out that determine how far we can traverse along our life path. 1. 抓标志：It is...that 强调句型；省略关系代词定语从句；how 宾语从句 2. 句子结构：强调句（被强调主语 choices）+ 定语从句（省略 that）+ 宾语从句 3. 翻译：正是我们日复一日细微、持久的选择，决定人生道路能走多远。 4. 考点解析：day in and day out 替换 every day；traverse 高级替换 go。 句 3 If we aspire to attain lofty academic milestones, we must muster the grit to opt for diligent toil over idle indulgence, and cultivate the competence to confront and tackle multifarious adversities with unyielding valour. 1. 抓标志：if 条件状语从句；两个并列不定式作宾语 2. 句子结构：条件状语从句 + 主句（并列两套不定式结构） 3. 翻译：倘若我们渴望达成高远学业目标，就必须鼓起勇气选择勤勉奋斗而非闲散放纵，同时培养能力，以不屈勇气应对各类复杂困境。 4. 考点解析：opt for 替换 choose；multifarious 替换 all kinds of。 【考题】 1. What makes most freshmen fail to make tangible academic progress at first? A. Lack of systematic study schedules B. Addiction to short-video platforms and waste of spare time C. No voluntary after-school activities to join D. Inability to draft elaborate plans in advance 2. What does Li Ying take as the core catalyst for steady progress? A. Constant voluntary community work B. A well-balanced lifestyle C. Seasoned teachers’ personal guidance D. Elaborate daily study agendas 3. The word “metamorphoses” in the last paragraph most probably means ______. A. small improvements B. temporary changes C. huge transformations D. slight adjustments 4. What is the main theme of the passage? A. How to eliminate digital addiction for teenagers B. The importance of wise daily life choices for high school students C. Ways to reduce overwhelming academic pressure D. How to make elaborate study agendas efficiently 【解题技巧】 推理判断题 —— 所需阅读技能拆解（对标课件图片内容） 一、题型定位 推理判断题属于阅读理解高难题型，不考原文字面复述，侧重挖掘字里行间隐藏信息：作者没有直接写明的含义，依靠细节线索、句间逻辑做分析推导，得出深层含义、言外之意。 常见子题型：隐含含义推断、观点态度推断、文章出处、写作目的、下文预测推断。 命题高频位置：长难复合句、转折强对比处、文章主旨思想处。 二、学生必须具备的 4 项核心阅读技能 技能 1：字面信息抓取能力（推理的基础） 对应解题思维第 1 点：理解文章字面意思，捕捉文字提示线索 1. 能快速定位题干对应的原文区域，读懂句子表层含义； 2. 识别关键信息：名词、动词、转折词（but/however）、态度形容词； 3. 区分事实信息与作者评价信息，把原文细节当作推理的证据。 误区：跳过原文，直接凭感觉做题。 技能 2：信息深度挖掘与逻辑推演能力 对应解题思维第 2 点：由表及里挖掘信息，分析、综合、判定，合乎逻辑推断 1. 识别句与句、段与段逻辑关系：转折、因果、对比、让步； 2. 能够从已知细节，推导没有直接写出来的结果、态度； 3. 规避 3 种典型错误思维：断章取义、以偏概全、只停留在表面字面意思。 技能 3：忠于原文的证据意识（最核心技能） 对应解题思维第 3 点：依托原文事实线索，拒绝主观臆想 1. 所有推断必须在文中找到依据，不能用生活常识、个人看法代替作者观点； 2. 分清：选项符合生活常识 ≠ 是正确答案；文中没有证据，常识再对也排除； 3. 禁止凭空想象、随意揣测。 技能 4：语篇宏观解读能力 对应解题思维第 4 点：把握篇章逻辑、基调、体裁、作者态度 1. 读懂整体语篇结构，不只盯单个句子； 2. 识别文章感情基调：褒义、批判、客观中立、担忧、支持； 3. 读懂写作目的：是劝说、科普、介绍、批评、鼓励； 4. 揣摩弦外之音：作者没有直白说出，但字里行间流露的想法。 三、识别干扰选项所需阅读辨别技能（4 类干扰项） 1. 主观臆断：选项符合生活常识，但原文找不到支撑证据。 技能：做题强制回文定位，核对原文有没有对应线索。 2. 过度推断：原文只是客观陈述事实，选项做了夸大、拔高解读。 技能：把握分寸，推理不能超出文本能够支撑的范围。 3. 以细节代替推断：选项只是原文原句简单复述，这是细节理解题答案，不是推理题答案。推理题答案一定是经过推导、改写转述，不是原文直接照搬。 技能：看清题干关键词 infer /imply/suggest，区分 “直接事实” 和 “推断结论”。 4. 无中生有：把社会普遍看法、考生自己的观点强加给作者，文中完全没有相关信息。 技能：每一个推断，都要回原文寻找线索。 四、做题完整思维流程（可直接给学生背诵） 1. 读题干，识别是推理判断题； 2. 回原文定位，读懂定位处字面信息，抓取线索； 3. 结合上下文逻辑、文章基调，做合乎逻辑推导； 4. 核对选项：   ①排除照搬原文细节（不是推理）   ②排除无原文依据的常识、主观想法   ③排除解读过火的过度推断 5. 正确答案特征：原文有据可依，词汇同义改写，是文本暗含，没有直接陈述。 【综合实战演练】 语篇 题型 体裁 词数 内容简介 Passage1 阅读理解 记叙文 334 特教老师刘玲琍深耕听障教育 Passage2 阅读理解 说明文 321 森林浴 Passage3 阅读理解 记叙文 331 作者痴迷京剧并进行中瑞文化交流的经历 Passage4 阅读理解 议论文 325 数字技术的使用 Passage5 阅读理解 记叙文 349 讲述学校开设物品修补工坊活动，介绍修补过程、学生收获及其带给学生的生活与职业认知改变。 Passage6 阅读理解 说明文 285 剖析争吵背后深层需求 Passage7 阅读理解 说明文 238 过度依赖AI工具会导致认知能力下降 Passage8 阅读理解 议论文 301 介绍了过度思考并非完全是坏事 Passage9 阅读理解 夹叙夹议 300 青少年恋爱的科学观点 Passage10 阅读理解 应用文 230 介绍Garden学校各类志愿活动、报名方式以及获取志愿机会的其他途径。 Passage 1 （2025-2026辽宁朝阳高一下期末）Liu Lingli has been a teacher for hearing-impaired (听觉受损的) children for over 30 years, and thanks to her help and devotion, more than 20 of the over 80 students (she has taught) have received higher education. Liu was born in Hengyang, Hunan Province in 1973. And her first interaction (交流) with people with disability was with one of her neighbors named Wang. Liu was a child then. One day in the winter, when Liu was playing in her house, Wang used sign language (手语) to communicate with her. But Liu could not understand what she was trying to say. It was Wang’s husband who told Liu that she wanted to make her a scarf (围巾). “Even as a child, I was moved by her kind gesture, and thought it would be great if she could speak,” Liu said. The incident left a deep impression on Liu. At the age of 14, she decided to major in teaching hearing-impaired students, and gained admission to Nanjing Normal University of Special Education. After four years, she graduated with a degree in special education and became a teacher at Hengyang Normal School of Special Education. She remembers clearly that there were 14 students in her class. Although she was only 18 at the time, she treated the students as her children, and practiced sign language in front of the mirror for one to two hours every day till she mastered it. Apart from teaching her class together, she also had one-to-one lessons with each student for 20 minutes every day. For her contributions to society, especially her work with the hearing-impaired, Liu Lingli was elected as a deputy (代表) to the National People’s Congress, and took on the heavy responsibility of speaking for people with disability. Her story also inspired more people to do more for disabled people. 4. What can we learn about Liu Lingli from the first paragraph? A. She enabled her students to hear well. B. She was a teacher when she first met Wang. C. She had difficulty in understanding Wang’s husband. D. She helped about a quarter of her students receive higher education. 5. What likely served as Liu Lingli’s early motivation to help the disabled? A. The desire to learn sign language. B. The damaged hearing of the students in her class. C. Her experience of communicating with a disabled neighbor. D. Her need to go for higher education in big cities. 6. What can we infer about Liu Lingli’s teaching approach (方法) from the text? A. She does not use sign language in her teaching. B. She provides personalized attention for each student. C. She prefers group lessons to individual lessons. D. She uses modern educational tools in her teaching. 7. Which of the following can best describe Liu Lingli? A. Devoted and inspiring. B. Responsible but strict. C. Curious but nervous. D. Generous but old-fashioned. Passage 2 （安徽合肥安生学校2025-2026学年高一上学期期末考试英语试题）In recent years, the concept of “forest bathing” — a term originally coined in Japan as shinrin-yoku — has gained international attention as a simple yet powerful way to improve mental and physical health. Unlike hiking or exercising in nature, forest bathing involves slow, mindful walking through wooded areas, engaging all five senses with the surrounding environment. Research supports the benefits of this practice. A 2022 study published in the Journal of Environmental Health found that participants who engaged in a two-hour forest bathing session showed a 15% decrease in cortisol levels (a stress hormone) compared to those who spent the same time in urban settings. Blood pressure and heart rate variability also improved significantly. Furthermore, participants reported better mood and lower anxiety scores immediately following the session, with effects lasting up to one week. The science behind forest bathing involves several factors. Trees release compounds called phytoncides — natural oils that protect them from insects and disease. When humans breathe in these compounds, studies suggest that they boost the immune system by increasing natural killer (NK) cell activity, which helps fight viral infections and even cancer. Additionally, the visual experience of greenery and natural patterns reduces activity in the prefrontal cortex, the part of the brain associated with stress and overthinking. Despite its growing popularity, forest bathing is not a cure-all. Dr. Amanda Chen, a psychologist specializing in nature-based therapy, cautions that it should be seen as a complementary practice rather than a replacement for medical treatment. For people with severe mental health conditions, professional therapy remains essential. Still, for everyday stress and burnout, she recommends incorporating short, mindful nature walks into weekly routines. Interestingly, the Japanese government has been promoting forest bathing as a public health strategy since the 1990s, designating over 60 official forests for this purpose. The practice has since spread to countries including South Korea, Finland, and the United States, where local organizations are creating designated forest therapy trails. 8. How does forest bathing differ from regular hiking? A. It requires physical endurance. B. It emphasizes mindful sensory engagement. C. It focuses on the speed of walking. D. It is only practiced in Japan. 9. According to the 2022 study, what effect did forest bathing have on participants? A. They slept better for a full week. B. Their cortisol levels dropped significantly. C. They lost weight during the session. D. Their blood pressure increased temporarily. 10. What do phytoncides help with when inhaled by humans? A. They reduce visual stress. B. They lower blood pressure. C. They strengthen the immune system. D. They improve sleep quality. 11. What is Dr. Amanda Chen’s view on forest bathing? A. It should replace traditional medical treatments. B. It is only effective in Japanese forests. C. It is a helpful addition to, not a substitute for, therapy. D. It has no scientific evidence to support it. Passage 3 （浙江省柯桥中学2025-2026学年第二学期高一4月月考英语试题）37-year-old Swedish actor Timothy Pilotti uses physical comedy to bring cultural exchanges to the stage. Peking Opera has been a game changer for him, which led him to China and shaped his enthusiasm for cultural exchanges. Pilotti had a childhood love for a Chinese film. “His films blended a lot of acrobatics (杂技) and comedy into the fight scenes,” Pilotti says. Unlike kung fu, primarily a martial art, Peking Opera caught his opinion as a theatrical form designed for the stage with a unique way of moving and fighting. Pilotti decided to become an actor at an early age, studying at acting schools and majoring in physical theater at a Finnish university. During the third year in university, he got the first opportunity to study Peking Opera in China. “Some of my classmates went to India, for example, but my dream was to go to China — it was a no-brainer,” he says. In 2009, he and two other students arrived at the National Academy of Chinese Theatre Arts in Beijing to study Peking Opera for six months. Although he had no Chinese language skills or background in Peking Opera, teachers from the academy helped him grasp the essence of the performing art form through strict teaching and setting high standards. Traditional Chinese stories enlighten Pilotti. He has created two theatre pieces in recent years, including a story about the Monkey King, the omnipotent (全能的) character from the novel Journey to the West. In the Monkey King, Pilotti embodies the character’s tangible characteristics through Peking Opera movements, inspiring his young audience members to be themselves. “The Monkey King is a famous character with many adaptations, so the kids already know a bit about him. But, when they can see the character closely in the show, it can be a surprise.” “My dream now is to do more cultural exchanges and maybe create a show where Chinese Peking Opera and Swedish actors perform together.” Pilotti says. 4. What can we know about Peking Opera and Pilotti from the text? A. Peking Opera is a martial art in Pilotti’s eyes. B. Peking Opera completely changed Pilotti’s life. C. Pilotti didn’t like Peking Opera at all as a child. D. Pilotti grew up with a Peking Opera background. 5. What did Pilotti mean by saying “it was a no-brainer” in paragraph 3? A. It was a tough decision because he lacked Chinese skills. B. It was an obvious choice as he dreamed of going to China. C. He made the decision without any prior knowledge of China. D. It required extensive brainpower to understand Peking Opera. 6. What kind of person is Pilotti? A. Original and devoted B. Adaptable and strict. C. Passionate and considerate D. Committed and conventional. 7. What can be a suitable title for the text? A. The Monkey King: A Huge Success B. A Swede Acts on Passion for Peking Opera C. A Swede’s Journey into Chinese Martial Arts D. Pilotti’s Childhood Dream: From Finland to China Passage 4 （湖北中部地区2025-2026学年下学期期末高一英语试题）Digital technology, ranging from smartphones and laptops to learning apps and AI tools, can effectively assist students’ studies and daily lives. However, uncontrolled use produces numerous negative impacts. It distracts students’ attention, shortens sleep time, reduces physical activity and weakens independent learning skills. Importantly, these problems stem from improper usage rather than the technology itself. Unregulated technology use greatly lowers students’ learning efficiency and quality. Classroom distraction stands out as the most common issue. According to OECD’s PISA research, 30 percent of students get distracted by digital devices during most math lessons, which leads to poorer academic performance. To make matters worse, many students depend heavily on online search results and AI answers. They abandon key steps for deep learning, including careful reading, independent thinking, problem analysis and mistake correction. As a result, although their homework appears finished, they fail to build solid, in-depth knowledge. According to a 2025 CDC (疾控中心) report, excessive screen time does great harm to teenagers’ physical and mental health. Late-night gaming and social media use can seriously affect teenagers’ sleep. Meanwhile, prolonged screen use takes up time for outdoor sports, walking and daily exercise, leaving students in poor physical condition. In addition, social media exposes teenagers to peer comparison and the fear of missing out, causing invisible mental pressure. A 2025 CDC analysis also proves that too much non-school screen time is closely associated with teenagers’ poor sleep, lack of exercise and negative mental states. Thankfully, students can avoid these risks by developing scientific daily routines. Before studying, they need to keep phones away from desks, turn off distracting notifications and use only essential digital tools. Before bedtime, they should quit all online entertainment by a fixed time and charge their phones outside the bedroom. It is also advisable to finish exercise and housework before enjoying screen time. Instead of rejecting technology completely, proper management enables technology to better support students’ learning and healthy growth. 8. What does the word “unregulated” underlined in Paragraph 2 mean? A. Unprotected. B. Unfinished. C. Uncontrolled. D. Unchanged. 9. What can we infer from the 2025 CDC analysis? A. Social media use reduces teenagers’ mental stress. B. Outdoor exercise removes screen-caused harms. C. Staying up late mainly leads to poor health. D. Off-school screen time brings about health problems. 10. What is the author’s attitude towards digital technology? A. Objective. B. Supporting. C. Critical. D. Doubtful. 11. What is the main idea of the text? A. Long screen time harms teens’ bodies and minds. B. Proper digital use brings teens great benefits. C. Digital tools are widely used in teens’ study. D. Digital technology brings harm yet solutions exist. Passage 5 （山东潍坊国开中学2025-2026学年高一下学期7月阶段检测英语试题）Every Friday afternoon, a corner of our school art room became a repair studio. Students brought things that were too useful to throw away but too damaged to use easily, a shirt with a 10m pocket, a pencil box without a handle, an old cloth bag from a grandparent. A useful object can carry beauty without looking new. The aim was not to make everything perfect. It was to let care become noticeable, even when the repair mark stayed on the surface. In the first lesson, our art teacher began with a small blue patch (补丁) from her hometown. Its pattern was simple, but each line had been made by hand. It was not a museum lesson, but the objects made history feel close. Students who had thought “traditional craft (手艺) ” meant something far from daily life began to ask how people learned these skills and why families kept them. The most successful repairs began with careful looking. Before touching needles or glue, groups described the material, the weak point and the story behind the object. One group found that a schoolbag kept tearing because heavy books pulled on one narrow strap (背带) . Their new patch was not placed over the hole only; it also spread the weight across a wider area. The project also changed how students talked about jobs. A designer needed imagination, but also respect for the user. An engineer had to think about strength and shape. A craftsperson made decisions with both hands and eyes. These ideas helped students see that good work is rarely just fast work. At the exhibition, no object looked exactly new. Bright thread crossed dark cloth, and a wooden box showed a smooth line where it had been joined. Nobody asked which piece had cost the most. Students were surprised to find that patience had become a shared skill. They had not only repaired objects; they had practised a way of seeing the world. What is old or broken may still be worth time, thought and a second chance. 4. What is the main purpose of setting up the repair studio? A. To collect worn things. B. To show the warmth of care. C. To teach students repair skills. D. To make broken items look new. 5. What change did the first lesson bring about in the students? A. They grew interested in crafts. B. They learned more traditional crafts. C. They considered patches artistic. D. They better understood the museum’s history. 6. Why is the schoolbag repair mentioned in Paragraph 3? A. To describe the basic repair steps. B. To stress the advantage of teamwork. C. To prove the value of careful observation. D. To introduce common damage to schoolbags. 7. What might be the best title of this text? A. Tiny Patches, Big Dreams B. Lost Crafts, New Skills Gained C. Quick Fixes, Lasting Values D. Old Repairs, New Views of Life Passage 6 （河北唐山市玉田县2025-2026学年高一下学期7月期末英语试题）Most arguments are not really about the thing people seem to be arguing about. The dishes left in the sink (水槽) are often not just about the dishes. An unanswered text message is usually not just about the message. Behind many arguments is a deeper need: people want to feel heard, respected, valued, or understood. When these needs are not met, emotions grow stronger. As a result, the argument becomes less about solving the problem and more about proving who is right. Unfortunately, when winning becomes more important than understanding, both sides usually lose. This is especially common among high achievers. Many successful people approach conversations the same way they approach schoolwork or business tasks: identify the problem, make a strong point, and find the correct answer. While this method can be useful in solving some problems, it does not always work well in relationships. Human connections are not built only on facts; they also depend on feelings. In fact, science helps explain why arguments can become difficult to control. When people feel attacked, embarrassed, or ignored, the brain reacts as if there is a threat. The amygdala, a part of the brain that responds to danger, becomes more active. At the same time, it becomes harder for people to listen carefully, understand different views, and think calmly. This is why even intelligent people sometimes say things they later regret. For this reason, healthy communication is not about being right or beating the other person. Instead, it is about creating understanding. People are more willing to listen when they feel safe, respected, and accepted. Showing understanding does not mean giving up your opinion. It simply means making space for another person’s feelings. 4. Why does the author mention dishes in the sink? A. To describe daily life. B. To explain how to argue. C. To suggest the value of housework. D. To show arguments have deeper causes. 5. According to the passage, why do high achievers sometimes struggle in relationships? A. They focus on being right. B. They busy themselves with tasks. C. They avoid sharing their opinions. D. They find emotions hard to control. 6. What is the main purpose of paragraph 4? A. To warn the danger of arguments. B. To show how brain works calmly. C. To explain why arguments get worse. D. To discuss the function of arguments. Passage 7 （湖北随州市2025-2026学年高一下学期期末英语试题）The rise of AI tools, such as chatbots, is transforming how we learn and work. However, recent academic studies suggest that over-relying on AI might negatively affect our cognitive (认知的) abilities, a concern sometimes referred to as “brain rot.” Professor Shiri Melumad’s experiment involved 250 people giving advice on a healthy lifestyle. Participants either used traditional Google searches or AI-generated summaries. The AI users produced nonspecific and unhelpful advice, like “eat healthy foods.” In contrast, those using traditional search provided more detailed suggestions, covering various aspects of physical and mental wellness. This indicates that heavy AI dependence can result in less effective outcomes. Another significant study from MIT looked into AI’s impact on writing and memory. Researchers asked college students to write essays, dividing them into groups: one used ChatGPT, another Google search, and a third relied solely on their own knowledge. Brain activity sensors revealed that ChatGPT users showed the lowest brain activity, as the AI performed much of the cognitive effort. Notably, just one minute after completing their essays, a striking 83% of ChatGPT users could not recall a single sentence they had written. Google users remembered some parts, while students who used no technology could recall most of their essays almost perfectly. The lead researcher stressed that without remembering what you create, you lose a sense of ownership. These findings suggest that AI tools might block true learning and deep understanding. 32. What did Professor Shiri Melumad’s experiment reveal about AI-generated advice? A. It was preferred by most participants. B. It tended to be general and less practical. C. It covered a wider range of wellness topics. D. It was more detailed than traditional search results. 33. How did the MIT study measure the cognitive impact of using ChatGPT? A. By surveying users’ sense of concept. B. By comparing essay scores among groups. C. By analyzing the length of essays produced. D. By recording participants’ recall rates after writing. 34. Why does the author say ChatGPT users lose a sense of ownership when using it to write? A. The articles are too simple and empty. B. Their writing skills become much worse. C. AI takes away people’s communication chances. D. They write by AI largely and cannot remember the content. 35. What is the author’s attitude towards AI tools? A. Fully supportive. B. Completely indifferent. C. Critically concerned. D. Highly enthusiastic. Passage 8 （福建南平市2025-2026学年第二学期高一年级综合练习（一）英语试题）“Stop overthinking. Start doing.” It’s a belief many of us overthinkers have heard before, and it is usually seen as something we need to fix. But is overthinking always a bad thing? It’s important to recognize that certain habits aren’t always good or bad. They can bring positives if we learn how to work with them in a positive way. Overthinking and creativity often go hand in hand. Letting your mind explore the possibilities, imagine different results, and make unique connections, can lead to unexpected creative ways of thinking. Similarly, deep reflection can lead to an increase in self-awareness, meaning you might be more likely to consider your values, goals, and behavior patterns, all of which can support personal growth. Thinking deeply isn’t always a bad thing, but when you let your mind get out of control, it can be a little stressful. That’s where giving yourself boundaries (界限) can be helpful. If you find yourself getting stuck overthinking, a good starting point can be trying to notice when your thoughts are helping you move forward, or holding you back. Ask yourself: Is this helping me solve a problem, or am I going around in circles? Writing down your thoughts can help get some distance, and review them with a more critical (批判的) eye. Giving yourself a smaller next step, rather than hoping to find the best solution or a clear answer, can also help. Overthinking can offer us the chance to reflect, approach problems from new angles (角度), and find creative ways to deal with challenges. It can help us spot issues, prepare, and grow. Overthinking isn’t always the enemy. Sometimes, it’s a hidden strength — as long as we learn how to guide it, rather than letting it guide us. 28. How does the author introduce the topic? A. By presenting a fact. B. By quoting a saying. C. By giving an example. D. By making a comparison. 29. What benefit does overthinking bring us? A. It reduces stress. B. It breaks bad habits. C. It develops creativity. D. It allows quick reflection. 30. What does the underlined phrase “going around in circles” probably mean? A. Acting quickly. B. Thinking creatively. C. Trying new ways. D. Making no progress. 31. What does the author think of overthinking? A. Beneficial. B. Interesting. C. Shallow. D. Debatable. Passage 9 （辽宁抚顺七校协作体2025-2026学年度下学期期末考试高一英语试题）After the College Entrance Examination of 2026, the story of Emily, a high school student who drove through a severe snowstorm to visit her boyfriend, stirred widespread discussion among young people. While many view her behavior as “love-brain” — a term describing extreme devotion to romantic partners — developmental psychologists (心理学家) argue that such reactions miss the scientific point. Teenage romantic relationships are far from insignificant. According to developmental research, these relationships serve important functions in identity formation and social skill learning. When teenagers engage in romantic experiences, they practice communication, learn to manage emotions, and develop empathy — all essential abilities for adult life. However, the key lies in how these relationships are dealt with. Research figures out several features that tell healthy teenage romances and problematic relationships apart. Relationship quality matters more than passion — supportive partnerships that allow space for personal growth contribute positively to development. Partner selection reflects teenagers’ developing values, not merely physical attraction. Cognitive (认知) and emotional processes significantly influence their behaviors and well-being. Vitally, psychologists stress that teenage romantic relationships should coexist with other developmental tasks. Friendships, academic activities, and family connections can’t be sacrificed (牺牲). Emily’s story illustrates a common mistake: when romantic devotion overpowers safety judgment and ignores warnings from trusted others, the behavior becomes concerning not because love is “bad,” but because it signals imbalanced focuses. The teen’s brains, still developing in areas responsible for impulse (冲动) control and long-term planning, make teenagers more easily influenced by romantic passion. Understanding this biological reality helps young people make wise choices rather than acting on impulse alone. In conclusion, a scientific point of view encourages teens to regard romantic relationships as one crucial aspect of a well-rounded life — valuable, but not all-absorbing. 28. Why does the author mention Emily’s story in the first paragraph? A. To make comparisons. B. To provide examples. C. To support her argument. D. To introduce the topic. 29. According to Para.2, teenage romantic relationships are valuable mainly because they ________. A. prepare teenagers for future marriage. B. reduce the risk of mental health problems. C. help teenagers develop necessary life skills. D. encourage teenagers to spend more time with peers. 30. What does the passage suggest about the teenage brain? A. It fully develops earlier than previously believed. B. It makes teenagers naturally better at relationships. C. It has limited ability to control impulse. D. It develops primarily through romantic experiences. 31. Which of the following statements would the author be most likely to agree with? A. Romantic relationships are only one part of teenage life. B. The passion of a relationship determines its quality. C. Teenagers should avoid romantic relationships until adulthood. D. Biological factors alone explain teenagers’ romantic behaviors. Passage 10 （湖南省长沙市周南中学2024-2025学年高一上学期入学考试英语试题）Many schools have clubs for volunteering. Check Garden School’s volunteering for information. ●Protect the environment: You can plant trees, clean up streets and put rubbish in the right places. Make sure to be safe and follow the rules. ●Help in your neighborhood: You can help people who live nearby. Just be respectful of their privacy (隐私). ●Take care of animals: You can feed or care for a cat or a dog without a home. But be careful and stay safe. ●Help in welfare services (福利机构): You can visit homes for old people or people with disabilities (残疾). You can play games or talk with them. ●Join volunteer activities: You can give things to people who need help. You can also join events to raise money for them. How to take part Email your application (申请表) at volunteer school@sina.com or hand it in to Room 202 before May 27th. How to find more information Call Ms. Brown at 33256688 from 9:00 a.m. to 5:00 p.m. on weekdays. Other ways to be a volunteer Neighborhood: Your community might have places where you can help, like centers for kids or older people. You can do volunteer activities through these centers. Online: There are websites where you can find volunteer work, such as China Volunteer Service and I Volunteer. 3. What can you do to help the environment according to the passage? A. Paint your house green. B. Plant trees and clean up streets. C. Collect rubbish everywhere. D. Feed cats in the right place. 4. How can you volunteer to help people in need? A. By visiting homes for old people and talking with them. B. By shouting at people asking for help. C. By refusing to raise money or things. D. By staying at home and doing nothing. 5. Which is the way to find more information about volunteering? A. To ask your teacher. B. To call the school office. C. To visit volunteer websites. D. To email your application. $ Unit 1 Life Choices生活选择 单元阅读精练 The Crux of Teenagers’ Life Decisions Upon embarking on senior high education, adolescents are confronted with an array of intricate life decisions that shape their long-term trajectories: how to allocate fragmented spare time, whether to participate in voluntary extracurricular undertakings, and how to strike a sustainable equilibrium between academic pursuit and mental recuperation. A substantial proportion of freshmen succumb to overwhelming academic anxiety at the initial stage; they lack the capacity to concentrate on in-depth lectures since they get obsessively addicted to short-video algorithms and squander innumerable hours on trivial digital entertainment. A minority even abandon cultivating systematic learning routines, harbouring the delusion that sporadic efforts can generate tangible academic progress. Nevertheless, an exemplary top achiever named Li Ying serves as an illuminating paradigm for her peers. She is fully accountable for every resolution she reaches. Each midnight prior to bedtime, she drafts elaborate study agendas in advance to bravely rise to arduous academic hurdles. She opts to engage in voluntary community services from time to time rather than indulge in endless screen scrolling. Profoundly inspired by her seasoned head teacher, she endeavours to apply pragmatic learning methodologies to her daily academic routine. She never allows cumulative stress to overwhelm her; on the contrary, she regards a well-balanced lifestyle as the fundamental catalyst for steady academic advancement. She elaborates that no external force is capable of sculpting our prospective destinies on our behalf. It is the subtle, persistent choices we make day in and day out that determine how far we can traverse along our life path. If we aspire to attain lofty academic milestones, we must muster the grit to opt for diligent toil over idle indulgence, and cultivate the competence to confront and tackle multifarious adversities with unyielding valour. Tiny, consistent daily resolutions will ultimately trigger profound metamorphoses throughout our three-year high-school odyssey. 【译文欣赏】 青少年人生抉择的关键 步入高中阶段，青少年将面临一系列错综复杂、决定长期人生轨迹的人生抉择：如何分配碎片化课余时间、是否参与志愿课外事务，以及如何在学业追求与精神休整间维持可持续平衡。相当一部分高一新生初期会陷入剧烈学业焦虑；他们无法专注深度课堂内容，因为沉溺短视频算法，将无数小时耗费在无意义数字娱乐上。少数学生甚至放弃养成系统的学习习惯，怀揣零星努力就能取得实质进步的错误幻想。 但优等生李英为同龄人树立了极具启发的榜样。她对自己做出的每一个决定全权负责。每晚睡前，她都会提前拟定详尽学习规划，勇敢攻克艰巨学业难关。她选择时不时参与社区志愿工作，而非无休止刷手机。在经验丰富的班主任深度启发下，她努力将实用学习方法运用到日常学习中。她从不让堆积的压力压垮自己；相反，她认为均衡的生活方式是稳步提升学业的核心助推力。 她阐释道，没有外力能替我们塑造未来命运。正是我们日复一日细微、持久的选择，决定人生道路能走多远。倘若我们渴望达成高远学业目标，就必须鼓起勇气选择勤勉奋斗而非闲散放纵，同时培养能力，以不屈勇气应对各类复杂困境。持续微小的日常抉择，终将在三年高中征程中带来翻天覆地的改变。 【词汇积累】课标内 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zxxk.com 学科网（北京）股份有限公司 schedule /ˈʃedjuːl/n. 日程 volunteer /ˌvɒlənˈtɪə(r)/vi. 自愿 balanced /ˈbælənst/adj. 均衡的 pressure /ˈpreʃə(r)/n. 压力 concentrate /ˈkɒnsntreɪt/v. 集中 addicted /əˈdɪktɪd/adj. 沉迷的 habit /ˈhæbɪt/n. 习惯 progress /ˈprəʊɡres/n. 进步 responsible /rɪˈspɒnsəbl/adj. 负责的 in advance 提前 rise to the challenge 迎接挑战 inspire /ɪnˈspaɪə(r)/vt. 激励 apply...to... 把…… 运用于 from time to time 偶尔 deal with 应对 【词汇积累】超纲词汇 1. 2. crux /krʌks/n. 核心，关键 3. embark /ɪmˈbɑːk/v. 开启，着手（embark on 开启……） 4. adolescent /ˌædəˈlesnt/n. 青少年 5. confront /kənˈfrʌnt/v. 面临，使遭遇 6. an array of 一系列，大量 7. intricate /ˈɪntrɪkət/adj. 复杂难懂的 8. trajectory /trəˈdʒektri/n. 人生轨迹，发展道路 9. allocate /ˈæləkeɪt/v. 分配（时间、资源） 10. fragmented /ˈfræɡməntɪd/adj. 碎片化的 11. extracurricular /ˌekstrəkəˈrɪkjələ(r)/adj. 课外的 12. undertaking /ˈʌndəteɪkɪŋ/n. 事务，活动 13. strike a sustainable equilibrium 维持可持续平衡 14. academic pursuit 学业追求 15. recuperation /rɪˌkjuːpəˈreɪʃn/n. 休整，恢复 16. substantial /səbˈstænʃl/adj. 大量的 17. succumb to 屈服于，陷入（焦虑） 18. overwhelming /ˌəʊvəˈwelmɪŋ/adj. 压倒性的，巨大的 19. capacity /kəˈpæsəti/n. 能力 20. in-depth adj. 深入的 21. algorithm /ˈælɡərɪðəm/n. 算法（短视频算法） 22. squander /ˈskwɒndə(r)/v. 浪费（时间、金钱） 23. innumerable /ɪˈnjuːmərəbl/adj. 无数的 24. trivial /ˈtrɪviəl/adj. 琐碎的，无意义的 25. minority /maɪˈnɒrəti/n. 少数人 26. cultivate /ˈkʌltɪveɪt/v. 培养（习惯） 27. systematic /ˌsɪstəˈmætɪk/adj. 系统的 28. harbour /ˈhɑːbə(r)/v. 心怀（幻想、想法） 29. delusion /dɪˈluːʒn/n. 错觉，妄想 30. sporadic /spəˈrædɪk/adj. 零星的，断断续续的 31. tangible /ˈtændʒəbl/adj. 实实在在的 32. exemplary /ɪɡˈzempləri/adj. 典范的 33. achiever /əˈtʃiːvə(r)/n. 成绩优异者 34. illuminating /ɪˈluːmɪneɪtɪŋ/adj. 富有启发性的 35. paradigm /ˈpærədaɪm/n. 榜样，范例 36. resolution /ˌrezəˈluːʃn/n. 决定，抉择 37. elaborate /ɪˈlæbərət/adj. 详尽的 38. arduous /ˈɑːdjuəs/adj. 艰巨的，费力的 39. hurdle /ˈhɜːdl/n. 难关，障碍 40. indulge /ɪnˈdʌldʒ/v. 沉溺于 41. seasoned /ˈsiːznd/adj. 经验丰富的 42. endeavour /ɪnˈdevə(r)/v. 努力，尽力 43. pragmatic /præɡˈmætɪk/adj. 实用的 44. cumulative /ˈkjuːmjələtɪv/adj. 累积的 45. overwhelm /ˌəʊvəˈwelm/v. 压垮，使难以承受 46. catalyst /ˈkætəlɪst/n. 催化剂，助推因素 47. elaborate /ɪˈlæbəreɪt/v. 详细阐释 48. sculpt /skʌlpt/v. 塑造 49. prospective /prəˈspektɪv/adj. 未来的 50. subtle /ˈsʌtl/adj. 细微的 51. traverse /trəˈvɜːs/v. 走过，跋涉 52. aspire /əˈspaɪə(r)/v. 渴望，立志（aspire to 追求） 53. lofty /ˈlɒfti/adj. 高远的（目标） 54. milestone /ˈmaɪlstəʊn/n. 里程碑，目标 55. muster /ˈmʌstə(r)/v. 鼓起（勇气、毅力） 56. grit /ɡrɪt/n. 勇气，毅力 57. toil /tɔɪl/n. 辛劳，苦干 58. indulgence /ɪnˈdʌldʒəns/n. 放纵，安逸享乐 59. multifarious /ˌmʌltɪˈfeəriəs/adj. 多种多样的 60. adversity /ədˈvɜːsəti/n. 困境，磨难 61. unyielding /ʌnˈjiːldɪŋ/adj. 不屈的 62. valour /ˈvælə(r)/n. 勇气 63. consistent /kənˈsɪstənt/adj. 持续的，一贯的 64. metamorphosis /ˌmetəˈmɔːfəsɪs/n. 巨变，蜕变 65. odyssey /ˈɒdəsi/n. 漫长历程 【长难句精讲】 句 1 Upon embarking on senior high education, adolescents are confronted with an array of intricate life decisions that shape their long-term trajectories: how to allocate fragmented spare time, whether to participate in voluntary extracurricular undertakings, and how to strike a sustainable equilibrium between academic pursuit and mental recuperation. 1. 抓标志：upon 引导时间状语；that 定语从句；冒号并列三个宾语从句 2. 句子结构：分词状语 + 主句 + 定语从句 + 并列宾语从句 3. 翻译：步入高中阶段，青少年将面临一系列错综复杂、决定长期人生轨迹的人生抉择：如何分配碎片化课余时间、是否参与志愿课外事务，以及如何在学业追求与精神休整间维持可持续平衡。 4. 考点解析：upon doing = when sb. does；an array of 高级替换 many；定语从句修饰 decisions。 句 2 It is the subtle, persistent choices we make day in and day out that determine how far we can traverse along our life path. 1. 抓标志：It is...that 强调句型；省略关系代词定语从句；how 宾语从句 2. 句子结构：强调句（被强调主语 choices）+ 定语从句（省略 that）+ 宾语从句 3. 翻译：正是我们日复一日细微、持久的选择，决定人生道路能走多远。 4. 考点解析：day in and day out 替换 every day；traverse 高级替换 go。 句 3 If we aspire to attain lofty academic milestones, we must muster the grit to opt for diligent toil over idle indulgence, and cultivate the competence to confront and tackle multifarious adversities with unyielding valour. 1. 抓标志：if 条件状语从句；两个并列不定式作宾语 2. 句子结构：条件状语从句 + 主句（并列两套不定式结构） 3. 翻译：倘若我们渴望达成高远学业目标，就必须鼓起勇气选择勤勉奋斗而非闲散放纵，同时培养能力，以不屈勇气应对各类复杂困境。 4. 考点解析：opt for 替换 choose；multifarious 替换 all kinds of。 【考题】 1. What makes most freshmen fail to make tangible academic progress at first? A. Lack of systematic study schedules B. Addiction to short-video platforms and waste of spare time C. No voluntary after-school activities to join D. Inability to draft elaborate plans in advance 【答案】B 【解析】细节理解题。原文第一段 “they get obsessively addicted to short-video algorithms and squander innumerable hours on trivial digital entertainment” 直接说明沉迷短视频、浪费时间是阻碍进步的核心原因，其余选项均非主要诱因。 2. What does Li Ying take as the core catalyst for steady progress? A. Constant voluntary community work B. A well-balanced lifestyle C. Seasoned teachers’ personal guidance D. Elaborate daily study agendas 【答案】B 【解析】细节理解题。原文第二段 “she regards a well-balanced lifestyle as the fundamental catalyst for steady academic advancement” 明确均衡生活是进步核心助推力。 3. The word “metamorphoses” in the last paragraph most probably means ______. A. small improvements B. temporary changes C. huge transformations D. slight adjustments 【答案】C 【解析】词义猜测题。metamorphosis 本义蜕变、巨大转变，文中指三年高中带来翻天覆地的改变，huge transformations 同义。 4. What is the main theme of the passage? A. How to eliminate digital addiction for teenagers B. The importance of wise daily life choices for high school students C. Ways to reduce overwhelming academic pressure D. How to make elaborate study agendas efficiently 【答案】B 【解析】主旨大意题。全文标题、首尾段均围绕 life decisions（人生选择）展开，通过优等生案例论证明智日常抉择对高中生成长的关键作用，其余仅为局部细节。 【解题技巧】 推理判断题 —— 所需阅读技能拆解（对标课件图片内容） 一、题型定位 推理判断题属于阅读理解高难题型，不考原文字面复述，侧重挖掘字里行间隐藏信息：作者没有直接写明的含义，依靠细节线索、句间逻辑做分析推导，得出深层含义、言外之意。 常见子题型：隐含含义推断、观点态度推断、文章出处、写作目的、下文预测推断。 命题高频位置：长难复合句、转折强对比处、文章主旨思想处。 二、学生必须具备的 4 项核心阅读技能 技能 1：字面信息抓取能力（推理的基础） 对应解题思维第 1 点：理解文章字面意思，捕捉文字提示线索 1. 能快速定位题干对应的原文区域，读懂句子表层含义； 2. 识别关键信息：名词、动词、转折词（but/however）、态度形容词； 3. 区分事实信息与作者评价信息，把原文细节当作推理的证据。 误区：跳过原文，直接凭感觉做题。 技能 2：信息深度挖掘与逻辑推演能力 对应解题思维第 2 点：由表及里挖掘信息，分析、综合、判定，合乎逻辑推断 1. 识别句与句、段与段逻辑关系：转折、因果、对比、让步； 2. 能够从已知细节，推导没有直接写出来的结果、态度； 3. 规避 3 种典型错误思维：断章取义、以偏概全、只停留在表面字面意思。 技能 3：忠于原文的证据意识（最核心技能） 对应解题思维第 3 点：依托原文事实线索，拒绝主观臆想 1. 所有推断必须在文中找到依据，不能用生活常识、个人看法代替作者观点； 2. 分清：选项符合生活常识 ≠ 是正确答案；文中没有证据，常识再对也排除； 3. 禁止凭空想象、随意揣测。 技能 4：语篇宏观解读能力 对应解题思维第 4 点：把握篇章逻辑、基调、体裁、作者态度 1. 读懂整体语篇结构，不只盯单个句子； 2. 识别文章感情基调：褒义、批判、客观中立、担忧、支持； 3. 读懂写作目的：是劝说、科普、介绍、批评、鼓励； 4. 揣摩弦外之音：作者没有直白说出，但字里行间流露的想法。 三、识别干扰选项所需阅读辨别技能（4 类干扰项） 1. 主观臆断：选项符合生活常识，但原文找不到支撑证据。 技能：做题强制回文定位，核对原文有没有对应线索。 2. 过度推断：原文只是客观陈述事实，选项做了夸大、拔高解读。 技能：把握分寸，推理不能超出文本能够支撑的范围。 3. 以细节代替推断：选项只是原文原句简单复述，这是细节理解题答案，不是推理题答案。推理题答案一定是经过推导、改写转述，不是原文直接照搬。 技能：看清题干关键词 infer /imply/suggest，区分 “直接事实” 和 “推断结论”。 4. 无中生有：把社会普遍看法、考生自己的观点强加给作者，文中完全没有相关信息。 技能：每一个推断，都要回原文寻找线索。 四、做题完整思维流程（可直接给学生背诵） 1. 读题干，识别是推理判断题； 2. 回原文定位，读懂定位处字面信息，抓取线索； 3. 结合上下文逻辑、文章基调，做合乎逻辑推导； 4. 核对选项：   ①排除照搬原文细节（不是推理）   ②排除无原文依据的常识、主观想法   ③排除解读过火的过度推断 5. 正确答案特征：原文有据可依，词汇同义改写，是文本暗含，没有直接陈述。 【综合实战演练】 语篇 题型 体裁 词数 内容简介 Passage1 阅读理解 记叙文 334 特教老师刘玲琍深耕听障教育 Passage2 阅读理解 说明文 321 森林浴 Passage3 阅读理解 记叙文 331 作者痴迷京剧并进行中瑞文化交流的经历 Passage4 阅读理解 议论文 325 数字技术的使用 Passage5 阅读理解 记叙文 349 讲述学校开设物品修补工坊活动，介绍修补过程、学生收获及其带给学生的生活与职业认知改变。 Passage6 阅读理解 说明文 285 剖析争吵背后深层需求 Passage7 阅读理解 说明文 238 过度依赖AI工具会导致认知能力下降 Passage8 阅读理解 议论文 301 介绍了过度思考并非完全是坏事 Passage9 阅读理解 夹叙夹议 300 青少年恋爱的科学观点 Passage10 阅读理解 应用文 230 介绍Garden学校各类志愿活动、报名方式以及获取志愿机会的其他途径。 Passage 1 （2025-2026辽宁朝阳高一下期末）Liu Lingli has been a teacher for hearing-impaired (听觉受损的) children for over 30 years, and thanks to her help and devotion, more than 20 of the over 80 students (she has taught) have received higher education. Liu was born in Hengyang, Hunan Province in 1973. And her first interaction (交流) with people with disability was with one of her neighbors named Wang. Liu was a child then. One day in the winter, when Liu was playing in her house, Wang used sign language (手语) to communicate with her. But Liu could not understand what she was trying to say. It was Wang’s husband who told Liu that she wanted to make her a scarf (围巾). “Even as a child, I was moved by her kind gesture, and thought it would be great if she could speak,” Liu said. The incident left a deep impression on Liu. At the age of 14, she decided to major in teaching hearing-impaired students, and gained admission to Nanjing Normal University of Special Education. After four years, she graduated with a degree in special education and became a teacher at Hengyang Normal School of Special Education. She remembers clearly that there were 14 students in her class. Although she was only 18 at the time, she treated the students as her children, and practiced sign language in front of the mirror for one to two hours every day till she mastered it. Apart from teaching her class together, she also had one-to-one lessons with each student for 20 minutes every day. For her contributions to society, especially her work with the hearing-impaired, Liu Lingli was elected as a deputy (代表) to the National People’s Congress, and took on the heavy responsibility of speaking for people with disability. Her story also inspired more people to do more for disabled people. 4. What can we learn about Liu Lingli from the first paragraph? A. She enabled her students to hear well. B. She was a teacher when she first met Wang. C. She had difficulty in understanding Wang’s husband. D. She helped about a quarter of her students receive higher education. 5. What likely served as Liu Lingli’s early motivation to help the disabled? A. The desire to learn sign language. B. The damaged hearing of the students in her class. C. Her experience of communicating with a disabled neighbor. D. Her need to go for higher education in big cities. 6. What can we infer about Liu Lingli’s teaching approach (方法) from the text? A. She does not use sign language in her teaching. B. She provides personalized attention for each student. C. She prefers group lessons to individual lessons. D. She uses modern educational tools in her teaching. 7. Which of the following can best describe Liu Lingli? A. Devoted and inspiring. B. Responsible but strict. C. Curious but nervous. D. Generous but old-fashioned. 【答案】4. D 5. C 6. B 7. A 【解析】 【导语】本文讲述了特教老师刘玲琍深耕听障教育三十余年，幼时受残疾邻居触动立志从教，用心育人，还为残障群体发声，事迹鼓舞众人。 【4题详解】 细节理解题。根据第一段“Liu Lingli has been a teacher for hearing-impaired (听觉受损的) children for over 30 years, and thanks to her help and devotion, more than 20 of the over 80students (she has taught) have received higher education. (刘玲琍从事听障儿童教育工作已超过30年，多亏了她的帮助与奉献，她所教的80多名学生中，已有20多人获得了高等教育。)”可知，她帮助了约四分之一的学生获得了高等教育。 【5题详解】 细节理解题。根据第二段“And her first interaction (交流) with people with disability was with one of her neighbors named Wang. (她与残障人士的第一次接触，是和一位名叫王的邻居。)”以及第三段“Even as a child, I was moved by her kind gesture (即便当时我还年幼，我也被她善良的举动打动了)”、“The incident left a deep impression on Liu. At the age of 14, she decided to major in teaching hearing-impaired students (这件事给刘玲琍留下了深刻印象。14岁时，她决定专攻听障儿童教育)”可知，年少和残疾邻居王阿姨相处的经历打动了她，成为她投身特殊教育的最初动力。 【6题详解】 推理判断题。根据第四段“Apart from teaching her class together, she also had one-to-one lessons with each student for 20 minutes every day. (除集体授课外，她每天还会给每位学生单独上20分钟一对一课程)”可推知，她会为每个学生提供个性化辅导。 【7题详解】 推理判断题。根据第一段“Liu Lingli has been a teacher for hearing-impaired (听觉受损的) children for over 30 years, and thanks to her help and devotion (刘玲琍从事听障儿童教育工作已超过30年，多亏了她的帮助与奉献)”可知，她数十年无私奉献。根据最后一段“Her story also inspired more people to do more for disabled people. (她的故事也激励了更多人积极为残障人士付出更多帮助。)”可知，她极具感召力。因此，Devoted and inspiring最贴合人物形象。 Passage 2 （安徽合肥安生学校2025-2026学年高一上学期期末考试英语试题）In recent years, the concept of “forest bathing” — a term originally coined in Japan as shinrin-yoku — has gained international attention as a simple yet powerful way to improve mental and physical health. Unlike hiking or exercising in nature, forest bathing involves slow, mindful walking through wooded areas, engaging all five senses with the surrounding environment. Research supports the benefits of this practice. A 2022 study published in the Journal of Environmental Health found that participants who engaged in a two-hour forest bathing session showed a 15% decrease in cortisol levels (a stress hormone) compared to those who spent the same time in urban settings. Blood pressure and heart rate variability also improved significantly. Furthermore, participants reported better mood and lower anxiety scores immediately following the session, with effects lasting up to one week. The science behind forest bathing involves several factors. Trees release compounds called phytoncides — natural oils that protect them from insects and disease. When humans breathe in these compounds, studies suggest that they boost the immune system by increasing natural killer (NK) cell activity, which helps fight viral infections and even cancer. Additionally, the visual experience of greenery and natural patterns reduces activity in the prefrontal cortex, the part of the brain associated with stress and overthinking. Despite its growing popularity, forest bathing is not a cure-all. Dr. Amanda Chen, a psychologist specializing in nature-based therapy, cautions that it should be seen as a complementary practice rather than a replacement for medical treatment. For people with severe mental health conditions, professional therapy remains essential. Still, for everyday stress and burnout, she recommends incorporating short, mindful nature walks into weekly routines. Interestingly, the Japanese government has been promoting forest bathing as a public health strategy since the 1990s, designating over 60 official forests for this purpose. The practice has since spread to countries including South Korea, Finland, and the United States, where local organizations are creating designated forest therapy trails. 8. How does forest bathing differ from regular hiking? A. It requires physical endurance. B. It emphasizes mindful sensory engagement. C. It focuses on the speed of walking. D. It is only practiced in Japan. 9. According to the 2022 study, what effect did forest bathing have on participants? A. They slept better for a full week. B. Their cortisol levels dropped significantly. C. They lost weight during the session. D. Their blood pressure increased temporarily. 10. What do phytoncides help with when inhaled by humans? A. They reduce visual stress. B. They lower blood pressure. C. They strengthen the immune system. D. They improve sleep quality. 11. What is Dr. Amanda Chen’s view on forest bathing? A. It should replace traditional medical treatments. B. It is only effective in Japanese forests. C. It is a helpful addition to, not a substitute for, therapy. D. It has no scientific evidence to support it. 【答案】8. B 9. B 10. C 11. C 【解析】 【导语】本文主要介绍了“森林浴”（shinrin-yoku）的概念、科学研究支持的健康益处、其背后的科学原理、专家对其定位的看法，以及该实践在全球的推广情况。 【8题详解】 细节理解题。根据第一段“Unlike hiking or exercising in nature, forest bathing involves slow, mindful walking through wooded areas, engaging all five senses with the surrounding environment. (与在自然中徒步或锻炼不同，森林浴包括在树林中缓慢、专注地行走，用所有五种感官感受周围的环境。)”可知，森林浴与普通徒步的区别在于它强调以感官体验为核心的正念参与。 【9题详解】 细节理解题。根据第二段“A 2022 study published in the Journal of Environmental Health found that participants who engaged in a two-hour forest bathing session showed a 15% decrease in cortisol levels (a stress hormone) compared to those who spent the same time in urban settings. (2022年发表在《环境健康杂志》上的一项研究发现，与在城市环境中度过相同时间的人相比，进行两小时森林浴的参与者皮质醇(一种压力激素)水平下降了15%。)”可知，参与者的皮质醇水平显著下降。 【10题详解】 细节理解题。根据第三段“The science behind forest bathing involves several factors. Trees release compounds called phytoncides — natural oils that protect them from insects and disease. When humans breathe in these compounds, studies suggest that they boost the immune system by increasing natural killer (NK) cell activity, which helps fight viral infections and even cancer. (森林浴背后的科学原理涉及多个因素。树木会释放一种名为植物杀菌素的化合物——这些天然油脂能保护树木免受昆虫和病害的侵害。当人类吸入这些化合物时，研究表明它们通过增加自然杀伤（NK）细胞活性来增强免疫系统，有助于对抗病毒感染甚至癌症。)”可知，植物杀菌素（phytoncides）被人体吸入后有助于增强免疫系统。 【11题详解】 细节理解题。根据第四段“Dr. Amanda Chen, a psychologist specializing in nature-based therapy, cautions that it should be seen as a complementary practice rather than a replacement for medical treatment. (专门从事自然疗法的心理学家Amanda Chen博士警告说，森林浴应被视为一种补充性做法，而不是医学治疗的替代品。)”可知，Dr. Amanda Chen认为森林浴是对专业治疗的有益补充，而非替代。 Passage 3 （浙江省柯桥中学2025-2026学年第二学期高一4月月考英语试题）37-year-old Swedish actor Timothy Pilotti uses physical comedy to bring cultural exchanges to the stage. Peking Opera has been a game changer for him, which led him to China and shaped his enthusiasm for cultural exchanges. Pilotti had a childhood love for a Chinese film. “His films blended a lot of acrobatics (杂技) and comedy into the fight scenes,” Pilotti says. Unlike kung fu, primarily a martial art, Peking Opera caught his opinion as a theatrical form designed for the stage with a unique way of moving and fighting. Pilotti decided to become an actor at an early age, studying at acting schools and majoring in physical theater at a Finnish university. During the third year in university, he got the first opportunity to study Peking Opera in China. “Some of my classmates went to India, for example, but my dream was to go to China — it was a no-brainer,” he says. In 2009, he and two other students arrived at the National Academy of Chinese Theatre Arts in Beijing to study Peking Opera for six months. Although he had no Chinese language skills or background in Peking Opera, teachers from the academy helped him grasp the essence of the performing art form through strict teaching and setting high standards. Traditional Chinese stories enlighten Pilotti. He has created two theatre pieces in recent years, including a story about the Monkey King, the omnipotent (全能的) character from the novel Journey to the West. In the Monkey King, Pilotti embodies the character’s tangible characteristics through Peking Opera movements, inspiring his young audience members to be themselves. “The Monkey King is a famous character with many adaptations, so the kids already know a bit about him. But, when they can see the character closely in the show, it can be a surprise.” “My dream now is to do more cultural exchanges and maybe create a show where Chinese Peking Opera and Swedish actors perform together.” Pilotti says. 4. What can we know about Peking Opera and Pilotti from the text? A. Peking Opera is a martial art in Pilotti’s eyes. B. Peking Opera completely changed Pilotti’s life. C. Pilotti didn’t like Peking Opera at all as a child. D. Pilotti grew up with a Peking Opera background. 5. What did Pilotti mean by saying “it was a no-brainer” in paragraph 3? A. It was a tough decision because he lacked Chinese skills. B. It was an obvious choice as he dreamed of going to China. C. He made the decision without any prior knowledge of China. D. It required extensive brainpower to understand Peking Opera. 6. What kind of person is Pilotti? A. Original and devoted B. Adaptable and strict. C. Passionate and considerate D. Committed and conventional. 7. What can be a suitable title for the text? A. The Monkey King: A Huge Success B. A Swede Acts on Passion for Peking Opera C. A Swede’s Journey into Chinese Martial Arts D. Pilotti’s Childhood Dream: From Finland to China 【答案】4. B 5. B 6. A 7. B 【解析】 【导语】主要讲述瑞典演员皮洛蒂痴迷京剧、来华学习，创作融合京剧的剧目并致力于中瑞文化交流的经历。 【4题详解】 细节理解题。根据第一段中的“Peking Opera has been a game changer for him, which led him to China and shaped his enthusiasm for cultural exchanges.(京剧彻底改变了他，引领他来到中国，塑造了他对文化交流的热情。)”可知，京剧极大地改变了皮洛蒂的人生。 【5题详解】 词句猜测题。根据第三段中的“Some of my classmates went to India, for example, but my dream was to go to China — it was a no-brainer.(举例来说，我的一些同学去了印度，但我的梦想是前往中国，it was a no-brainer.。)”可知，他一直梦想前往中国深造，前往中国是理所当然、显而易见的选择，因此画线短语表达“这是显而易见的选择，因为他一直梦想去往中国”符合语境。 【6题详解】 推理判断题。根据第五段中的“He has created two theatre pieces in recent years, including a story about the Monkey King, the omnipotent (全能的) character from the novel Journey to the West. In the Monkey King, Pilotti embodies the character’s tangible characteristics through Peking Opera movements, inspiring his young audience members to be themselves.(近些年他创作了两部戏剧作品，其中包含一个取材于《西游记》、讲述神通广大的孙悟空的故事。在《美猴王》这部作品里，皮洛蒂借助京剧身段，具象化展现出该角色的各项特质，鼓舞年轻观众坚守自我。)”可知，他擅长原创戏剧，长久执着于京剧学习与文化传播，具备原创与专注投入的特质。 【7题详解】 主旨大意题。通读全文，尤其是首段中的“37-year-old Swedish actor Timothy Pilotti uses physical comedy to bring cultural exchanges to the stage. Peking Opera has been a game changer for him, which led him to China and shaped his enthusiasm for cultural exchanges.(37岁的瑞典演员蒂莫西·皮洛蒂运用肢体喜剧把文化交流带到舞台上。京剧对他而言一直是转折点，它把他带到中国，并催生了对文化交流的热情。)”可知，全文围绕瑞典演员怀揣热情钻研京剧、投身中外文化交流展开，所以“一名瑞典人践行着对京剧的热爱”概括文章的主题，适合作为标题。 Passage 4 （湖北中部地区2025-2026学年下学期期末高一英语试题）Digital technology, ranging from smartphones and laptops to learning apps and AI tools, can effectively assist students’ studies and daily lives. However, uncontrolled use produces numerous negative impacts. It distracts students’ attention, shortens sleep time, reduces physical activity and weakens independent learning skills. Importantly, these problems stem from improper usage rather than the technology itself. Unregulated technology use greatly lowers students’ learning efficiency and quality. Classroom distraction stands out as the most common issue. According to OECD’s PISA research, 30 percent of students get distracted by digital devices during most math lessons, which leads to poorer academic performance. To make matters worse, many students depend heavily on online search results and AI answers. They abandon key steps for deep learning, including careful reading, independent thinking, problem analysis and mistake correction. As a result, although their homework appears finished, they fail to build solid, in-depth knowledge. According to a 2025 CDC (疾控中心) report, excessive screen time does great harm to teenagers’ physical and mental health. Late-night gaming and social media use can seriously affect teenagers’ sleep. Meanwhile, prolonged screen use takes up time for outdoor sports, walking and daily exercise, leaving students in poor physical condition. In addition, social media exposes teenagers to peer comparison and the fear of missing out, causing invisible mental pressure. A 2025 CDC analysis also proves that too much non-school screen time is closely associated with teenagers’ poor sleep, lack of exercise and negative mental states. Thankfully, students can avoid these risks by developing scientific daily routines. Before studying, they need to keep phones away from desks, turn off distracting notifications and use only essential digital tools. Before bedtime, they should quit all online entertainment by a fixed time and charge their phones outside the bedroom. It is also advisable to finish exercise and housework before enjoying screen time. Instead of rejecting technology completely, proper management enables technology to better support students’ learning and healthy growth. 8. What does the word “unregulated” underlined in Paragraph 2 mean? A. Unprotected. B. Unfinished. C. Uncontrolled. D. Unchanged. 9. What can we infer from the 2025 CDC analysis? A. Social media use reduces teenagers’ mental stress. B. Outdoor exercise removes screen-caused harms. C. Staying up late mainly leads to poor health. D. Off-school screen time brings about health problems. 10. What is the author’s attitude towards digital technology? A. Objective. B. Supporting. C. Critical. D. Doubtful. 11. What is the main idea of the text? A. Long screen time harms teens’ bodies and minds. B. Proper digital use brings teens great benefits. C. Digital tools are widely used in teens’ study. D. Digital technology brings harm yet solutions exist. 【答案】8. C 9. D 10. A 11. D 【解析】 【导语】本文主要讲的是数字技术有益于学生，但不加管控地使用会严重影响学业与身心健康，我们可以通过科学规划日常作息、规范使用电子设备，让科技发挥正面作用。 【8题详解】 词句猜测题。根据第一段“Digital technology, ranging from smartphones and laptops to learning apps and AI tools, can effectively assist students’ studies and daily lives. However, uncontrolled use produces numerous negative impacts.(数字技术涵盖智能手机、笔记本电脑、学习软件以及人工智能工具等，能够切实助力学生的学习与日常生活。但不加节制地使用，会产生诸多负面影响。)”可知，不加节制地使用数字技术会产生诸多负面影响，因此推断划线词所在句子表达的是“不加管控地使用电子产品，会大幅降低学生的学习效率与学习质量”，Unregulated的意思是“未受控制的，无管理的”，和Uncontrolled意思相近。 【9题详解】 推理判断题。根据第三段“A 2025 CDC analysis also proves that too much non-school screen time is closely associated with teenagers’ poor sleep, lack of exercise and negative mental states.(2025年CDC的一项分析还证实，过多的非学校屏幕时间与青少年睡眠质量差、缺乏锻炼以及负面心理状态密切相关。)”可知，从2025年疾控中心的分析中我们可以得出的结论是课外屏幕时间会导致健康问题。 【10题详解】 推理判断题。根据第一段“Digital technology, ranging from smartphones and laptops to learning apps and AI tools, can effectively assist students’ studies and daily lives. However, uncontrolled use produces numerous negative impacts. It distracts students’ attention, shortens sleep time, reduces physical activity and weakens independent learning skills.(数字技术涵盖智能手机、笔记本电脑、学习应用程序以及人工智能工具，能够高效辅助学生的学习与日常生活。然而，毫无节制地使用数字设备会带来诸多负面影响：分散学生注意力、压缩睡眠时间、减少体育锻炼，还会削弱自主学习能力。)”可知，作者客观描述数字技术的好处和坏处，因此态度是客观的。 【11题详解】 主旨大意题。通读全文，尤其是第一段“However, uncontrolled use produces numerous negative impacts. It distracts students’ attention, shortens sleep time, reduces physical activity and weakens independent learning skills.(然而，毫无节制地使用数字设备会带来诸多负面影响：分散学生注意力、压缩睡眠时间、减少体育锻炼，还会削弱自主学习能力。)”和最后一段“Thankfully, students can avoid these risks by developing scientific daily routines. Before studying, they need to keep phones away from desks, turn off distracting notifications and use only essential digital tools. Before bedtime, they should quit all online entertainment by a fixed time and charge their phones outside the bedroom. It is also advisable to finish exercise and housework before enjoying screen time. Instead of rejecting technology completely, proper management enables technology to better support students’ learning and healthy growth.(所幸，学生们可以通过养成科学的日常作息来规避这些隐患。学习前，要将手机远离书桌，关闭容易让人分心的消息推送，只使用必不可少的数码工具。睡前，应当在固定时间停止一切线上娱乐活动，并把手机放到卧室外充电。另外，建议先完成运动和家务，再使用电子设备。我们不必彻底排斥数字技术，合理管控才能让它更好地助力学生学习与身心健康成长。)”可知，本文主要讲的是数字技术有益于学生，但不加管控地使用会严重影响学业与身心健康，我们可以通过科学规划日常作息、规范使用电子设备，让科技发挥正面作用，因此主旨是D选项“Digital technology brings harm yet solutions exist.(数字技术虽带来危害，但已有解决方案。)”。 Passage 5 （山东潍坊国开中学2025-2026学年高一下学期7月阶段检测英语试题）Every Friday afternoon, a corner of our school art room became a repair studio. Students brought things that were too useful to throw away but too damaged to use easily, a shirt with a 10m pocket, a pencil box without a handle, an old cloth bag from a grandparent. A useful object can carry beauty without looking new. The aim was not to make everything perfect. It was to let care become noticeable, even when the repair mark stayed on the surface. In the first lesson, our art teacher began with a small blue patch (补丁) from her hometown. Its pattern was simple, but each line had been made by hand. It was not a museum lesson, but the objects made history feel close. Students who had thought “traditional craft (手艺) ” meant something far from daily life began to ask how people learned these skills and why families kept them. The most successful repairs began with careful looking. Before touching needles or glue, groups described the material, the weak point and the story behind the object. One group found that a schoolbag kept tearing because heavy books pulled on one narrow strap (背带) . Their new patch was not placed over the hole only; it also spread the weight across a wider area. The project also changed how students talked about jobs. A designer needed imagination, but also respect for the user. An engineer had to think about strength and shape. A craftsperson made decisions with both hands and eyes. These ideas helped students see that good work is rarely just fast work. At the exhibition, no object looked exactly new. Bright thread crossed dark cloth, and a wooden box showed a smooth line where it had been joined. Nobody asked which piece had cost the most. Students were surprised to find that patience had become a shared skill. They had not only repaired objects; they had practised a way of seeing the world. What is old or broken may still be worth time, thought and a second chance. 4. What is the main purpose of setting up the repair studio? A. To collect worn things. B. To show the warmth of care. C. To teach students repair skills. D. To make broken items look new. 5. What change did the first lesson bring about in the students? A. They grew interested in crafts. B. They learned more traditional crafts. C. They considered patches artistic. D. They better understood the museum’s history. 6. Why is the schoolbag repair mentioned in Paragraph 3? A. To describe the basic repair steps. B. To stress the advantage of teamwork. C. To prove the value of careful observation. D. To introduce common damage to schoolbags. 7. What might be the best title of this text? A. Tiny Patches, Big Dreams B. Lost Crafts, New Skills Gained C. Quick Fixes, Lasting Values D. Old Repairs, New Views of Life 【答案】4. B 5. A 6. C 7. D 【解析】 【导语】文章讲述学校开设物品修补工坊活动，介绍修补过程、学生收获及其带给学生的生活与职业认知改变。 【4题详解】 细节理解题。根据第一段中的“The aim was not to make everything perfect. It was to let care become noticeable, even when the repair mark stayed on the surface.(其目的不是让所有东西变得完美，而是让关怀变得显而易见，即便修补痕迹留在物品表面)”可知，开设修补工坊的主要目的是展现关怀的温暖。 【5题详解】 细节理解题。根据第二段中的“Students who had thought “traditional craft (手艺) ” meant something far from daily life began to ask how people learned these skills and why families kept them.(那些曾认为“传统手艺”远离日常生活的学生，开始询问人们如何习得这些技能以及家庭传承它们的原因)”可知，第一课让学生对传统手艺产生了兴趣。 【6题详解】 推理判断题。根据第三段中的“The most successful repairs began with careful looking.(最成功的修补始于细致的观察)”以及后文书包修补的具体案例可知，作者提及修补书包的例子，是为了证明细致观察在修补工作中的重要价值。 【7题详解】 主旨大意题。根据最后一段中的“They had not only repaired objects; they had practised a way of seeing the world. What is old or broken may still be worth time, thought and a second chance.(他们不仅修补了物品，还践行了一种看待世界的方式。老旧或破损的事物依然值得花费时间、心思，值得被重新善待)”可知，文章围绕修补旧物的活动展开，重点讲述该活动让学生对生活、事物产生全新的认知。因此最佳标题为“旧物修补，全新人生视角”。 Passage 6 （河北唐山市玉田县2025-2026学年高一下学期7月期末英语试题）Most arguments are not really about the thing people seem to be arguing about. The dishes left in the sink (水槽) are often not just about the dishes. An unanswered text message is usually not just about the message. Behind many arguments is a deeper need: people want to feel heard, respected, valued, or understood. When these needs are not met, emotions grow stronger. As a result, the argument becomes less about solving the problem and more about proving who is right. Unfortunately, when winning becomes more important than understanding, both sides usually lose. This is especially common among high achievers. Many successful people approach conversations the same way they approach schoolwork or business tasks: identify the problem, make a strong point, and find the correct answer. While this method can be useful in solving some problems, it does not always work well in relationships. Human connections are not built only on facts; they also depend on feelings. In fact, science helps explain why arguments can become difficult to control. When people feel attacked, embarrassed, or ignored, the brain reacts as if there is a threat. The amygdala, a part of the brain that responds to danger, becomes more active. At the same time, it becomes harder for people to listen carefully, understand different views, and think calmly. This is why even intelligent people sometimes say things they later regret. For this reason, healthy communication is not about being right or beating the other person. Instead, it is about creating understanding. People are more willing to listen when they feel safe, respected, and accepted. Showing understanding does not mean giving up your opinion. It simply means making space for another person’s feelings. 4. Why does the author mention dishes in the sink? A. To describe daily life. B. To explain how to argue. C. To suggest the value of housework. D. To show arguments have deeper causes. 5. According to the passage, why do high achievers sometimes struggle in relationships? A. They focus on being right. B. They busy themselves with tasks. C. They avoid sharing their opinions. D. They find emotions hard to control. 6. What is the main purpose of paragraph 4? A. To warn the danger of arguments. B. To show how brain works calmly. C. To explain why arguments get worse. D. To discuss the function of arguments. 【答案】4. D 5. A 6. C 【解析】 【导语】文章主要剖析争吵背后深层需求，解释争吵失控原因并倡导以理解开展良性沟通。 【4题详解】 推理判断题。根据第一段中“Most arguments are not really about the thing people seem to be arguing about. The dishes left in the sink (水槽) are often not just about the dishes. An unanswered text message is usually not just about the message. Behind many arguments is a deeper need: people want to feel heard, respected, valued, or understood.(多数争吵，其实并不围绕人们表面争执的那件事。水槽里没洗的盘子，往往不单单只是盘子的问题；一条未回复的短信，通常也不只是信息本身的问题。许多争吵的背后藏着更深层的需求：人们希望自己被倾听、被尊重、被重视或是被理解。)”可知，作者用水槽里的餐具举例，说明争吵存在深层原因。 【5题详解】 细节理解题。根据第二段中“As a result, the argument becomes less about solving the problem and more about proving who is right.(结果，争吵不再侧重于解决问题，而是演变成急于证明自己是对的。)”和第三段“This is especially common among high achievers. Many successful people approach conversations the same way they approach schoolwork or business tasks: identify the problem, make a strong point, and find the correct answer. While this method can be useful in solving some problems, it does not always work well in relationships. Human connections are not built only on facts; they also depend on feelings.(这种情况在优秀人群身上尤为常见。许多成功者处理沟通的方式，和对待学业、工作任务如出一辙：找出问题、充分论证、找到标准答案。虽然这套方法适用于解决部分问题，但放在人际交往中往往行不通。人与人之间的联结不只建立在事实之上，更依托情感。)”可知，优秀的人沟通时执着于证明自己是正确的，所以高成就者有时在人际关系中会遇到困难。 【6题详解】 推理判断题。根据第四段“In fact, science helps explain why arguments can become difficult to control. When people feel attacked, embarrassed, or ignored, the brain reacts as if there is a threat. The amygdala, a part of the brain that responds to danger, becomes more active. At the same time, it becomes harder for people to listen carefully, understand different views, and think calmly. This is why even intelligent people sometimes say things they later regret.(事实上，科学能够解释争吵为何容易失控。当人们感到受到攻击、难堪或是被忽视时，大脑会如同遭遇危险一般作出反应。大脑中负责应对危险的杏仁核会变得异常活跃。与此同时，人们很难认真倾听、理解不同观点、冷静思考。这也就是为什么聪明人有时也会说出令自己事后懊悔的话。)”可知，本段目的是解释争吵不断升级、愈发糟糕的原理。 Passage 7 （湖北随州市2025-2026学年高一下学期期末英语试题）The rise of AI tools, such as chatbots, is transforming how we learn and work. However, recent academic studies suggest that over-relying on AI might negatively affect our cognitive (认知的) abilities, a concern sometimes referred to as “brain rot.” Professor Shiri Melumad’s experiment involved 250 people giving advice on a healthy lifestyle. Participants either used traditional Google searches or AI-generated summaries. The AI users produced nonspecific and unhelpful advice, like “eat healthy foods.” In contrast, those using traditional search provided more detailed suggestions, covering various aspects of physical and mental wellness. This indicates that heavy AI dependence can result in less effective outcomes. Another significant study from MIT looked into AI’s impact on writing and memory. Researchers asked college students to write essays, dividing them into groups: one used ChatGPT, another Google search, and a third relied solely on their own knowledge. Brain activity sensors revealed that ChatGPT users showed the lowest brain activity, as the AI performed much of the cognitive effort. Notably, just one minute after completing their essays, a striking 83% of ChatGPT users could not recall a single sentence they had written. Google users remembered some parts, while students who used no technology could recall most of their essays almost perfectly. The lead researcher stressed that without remembering what you create, you lose a sense of ownership. These findings suggest that AI tools might block true learning and deep understanding. 32. What did Professor Shiri Melumad’s experiment reveal about AI-generated advice? A. It was preferred by most participants. B. It tended to be general and less practical. C. It covered a wider range of wellness topics. D. It was more detailed than traditional search results. 33. How did the MIT study measure the cognitive impact of using ChatGPT? A. By surveying users’ sense of concept. B. By comparing essay scores among groups. C. By analyzing the length of essays produced. D. By recording participants’ recall rates after writing. 34. Why does the author say ChatGPT users lose a sense of ownership when using it to write? A. The articles are too simple and empty. B. Their writing skills become much worse. C. AI takes away people’s communication chances. D. They write by AI largely and cannot remember the content. 35. What is the author’s attitude towards AI tools? A. Fully supportive. B. Completely indifferent. C. Critically concerned. D. Highly enthusiastic. 【答案】32. B 33. D 34. D 35. C 【解析】 【导语】本文主要介绍了多项实验表明过度依赖AI工具会导致认知能力下降，产出内容空洞，且因缺乏记忆参与削弱学习深度与创作归属感，呼吁警惕“大脑退化”风险。 【32题详解】 细节理解题。根据第二段“The AI users produced nonspecific and unhelpful advice, like “eat healthy foods.” In contrast, those using traditional search provided more detailed suggestions, covering various aspects of physical and mental wellness.(使用AI的参与者给出了不具体且无帮助的建议，比如“吃健康的食物”。相比之下，那些使用传统搜索的人提供了更详细的建议，涵盖了身心健康各个方面)”可知，梅卢马达教授的实验显示AI生成的建议往往泛泛而谈、实用性低。 【33题详解】 细节理解题。根据第四段“Notably, just one minute after completing their essays, a striking 83% of ChatGPT users could not recall a single sentence they had written. Google users remembered some parts, while students who used no technology could recall most of their essays almost perfectly.(值得注意的是，就在完成论文一分钟后，高达83%的ChatGPT用户想不起他们写过的任何一个句子。使用谷歌的用户记得一些部分，而没有使用任何技术的学生几乎能完美地回忆起他们论文的大部分内容)”可知，MIT研究通过记录参与者写作后的内容回忆率来衡量AI的认知影响。 【34题详解】 细节理解题。根据第四段“The lead researcher stressed that without remembering what you create, you lose a sense of ownership. These findings suggest that AI tools might block true learning and deep understanding.(首席研究员强调，如果不记住你创造的东西，你就会失去一种主人翁感。这些发现表明，人工智能工具可能会阻碍真正的学习和深层理解)”可知，ChatGPT用户因大量依赖AI生成内容且无法记住所写内容，从而丧失创作归属感。 【35题详解】 推理判断题。文章通过两项实验揭示过度依赖AI会导致产出质量下降、大脑活跃度降低、记忆力受损及丧失创作主体性，并指出这阻碍了深度学习，由此可知，作者对AI工具持批判与担忧的态度。 Passage 8 （福建南平市2025-2026学年第二学期高一年级综合练习（一）英语试题）“Stop overthinking. Start doing.” It’s a belief many of us overthinkers have heard before, and it is usually seen as something we need to fix. But is overthinking always a bad thing? It’s important to recognize that certain habits aren’t always good or bad. They can bring positives if we learn how to work with them in a positive way. Overthinking and creativity often go hand in hand. Letting your mind explore the possibilities, imagine different results, and make unique connections, can lead to unexpected creative ways of thinking. Similarly, deep reflection can lead to an increase in self-awareness, meaning you might be more likely to consider your values, goals, and behavior patterns, all of which can support personal growth. Thinking deeply isn’t always a bad thing, but when you let your mind get out of control, it can be a little stressful. That’s where giving yourself boundaries (界限) can be helpful. If you find yourself getting stuck overthinking, a good starting point can be trying to notice when your thoughts are helping you move forward, or holding you back. Ask yourself: Is this helping me solve a problem, or am I going around in circles? Writing down your thoughts can help get some distance, and review them with a more critical (批判的) eye. Giving yourself a smaller next step, rather than hoping to find the best solution or a clear answer, can also help. Overthinking can offer us the chance to reflect, approach problems from new angles (角度), and find creative ways to deal with challenges. It can help us spot issues, prepare, and grow. Overthinking isn’t always the enemy. Sometimes, it’s a hidden strength — as long as we learn how to guide it, rather than letting it guide us. 28. How does the author introduce the topic? A. By presenting a fact. B. By quoting a saying. C. By giving an example. D. By making a comparison. 29. What benefit does overthinking bring us? A. It reduces stress. B. It breaks bad habits. C. It develops creativity. D. It allows quick reflection. 30. What does the underlined phrase “going around in circles” probably mean? A. Acting quickly. B. Thinking creatively. C. Trying new ways. D. Making no progress. 31. What does the author think of overthinking? A. Beneficial. B. Interesting. C. Shallow. D. Debatable. 【答案】28. B 29. C 30. D 31. A 【解析】 【导语】文章主要介绍了过度思考并非完全是坏事，它兼具积极意义，能够激发创造力、提升自我认知、助力个人成长，同时介绍了管控过度思考的方法，指出合理引导便能将其转化为自身优势。 【28题详解】 推理判断题。根据原文第一段““Stop overthinking. Start doing.” It’s a belief many of us overthinkers have heard before, and it is usually seen as something we need to fix.(“停止过度思考，行动起来。”这是我们许多爱过度思考的人听说过的一个看法，它通常被视作我们需要改正的问题。)”可知，作者通过引用一句名言引出文章主题。 【29题详解】 细节理解题。根据原文第二段“Overthinking and creativity often go hand in hand.(过度思考和创造力往往密不可分。)”可知，过度思考可以培养人的创造力，这是它带来的益处。 【30题详解】 词句猜测题。根据原文第三段“If you find yourself getting stuck overthinking, a good starting point can be trying to notice when your thoughts are helping you move forward, or holding you back.(如果你发现自己陷入过度思考的困境，一个良好的起点是可以先试着分辨你的想法是助你前进，还是拖你后腿。)”及“Ask yourself: Is this helping me solve a problem, or am I going around in circles?(问问自己：我这么想是有助于解决问题，还是going around in circles？)”可知，作者建议区分有益思考和无效内耗，因此“going around in circles”与“有助于解决问题”表示相反的含义，表示“没有进展”。 【31题详解】 推理判断题。根据原文最后一段“Overthinking can offer us the chance to reflect, approach problems from new angles (角度), and find creative ways to deal with challenges. It can help us spot issues, prepare, and grow.(过度思考能为我们提供反思的机会，让我们从新的角度看待问题，找到应对挑战的创造性方法，帮助我们发现问题、做好准备、实现成长。)”可知，作者认为适度的过度思考是有益的。 Passage 9 （辽宁抚顺七校协作体2025-2026学年度下学期期末考试高一英语试题）After the College Entrance Examination of 2026, the story of Emily, a high school student who drove through a severe snowstorm to visit her boyfriend, stirred widespread discussion among young people. While many view her behavior as “love-brain” — a term describing extreme devotion to romantic partners — developmental psychologists (心理学家) argue that such reactions miss the scientific point. Teenage romantic relationships are far from insignificant. According to developmental research, these relationships serve important functions in identity formation and social skill learning. When teenagers engage in romantic experiences, they practice communication, learn to manage emotions, and develop empathy — all essential abilities for adult life. However, the key lies in how these relationships are dealt with. Research figures out several features that tell healthy teenage romances and problematic relationships apart. Relationship quality matters more than passion — supportive partnerships that allow space for personal growth contribute positively to development. Partner selection reflects teenagers’ developing values, not merely physical attraction. Cognitive (认知) and emotional processes significantly influence their behaviors and well-being. Vitally, psychologists stress that teenage romantic relationships should coexist with other developmental tasks. Friendships, academic activities, and family connections can’t be sacrificed (牺牲). Emily’s story illustrates a common mistake: when romantic devotion overpowers safety judgment and ignores warnings from trusted others, the behavior becomes concerning not because love is “bad,” but because it signals imbalanced focuses. The teen’s brains, still developing in areas responsible for impulse (冲动) control and long-term planning, make teenagers more easily influenced by romantic passion. Understanding this biological reality helps young people make wise choices rather than acting on impulse alone. In conclusion, a scientific point of view encourages teens to regard romantic relationships as one crucial aspect of a well-rounded life — valuable, but not all-absorbing. 28. Why does the author mention Emily’s story in the first paragraph? A. To make comparisons. B. To provide examples. C. To support her argument. D. To introduce the topic. 29. According to Para.2, teenage romantic relationships are valuable mainly because they ________. A. prepare teenagers for future marriage. B. reduce the risk of mental health problems. C. help teenagers develop necessary life skills. D. encourage teenagers to spend more time with peers. 30. What does the passage suggest about the teenage brain? A. It fully develops earlier than previously believed. B. It makes teenagers naturally better at relationships. C. It has limited ability to control impulse. D. It develops primarily through romantic experiences. 31. Which of the following statements would the author be most likely to agree with? A. Romantic relationships are only one part of teenage life. B. The passion of a relationship determines its quality. C. Teenagers should avoid romantic relationships until adulthood. D. Biological factors alone explain teenagers’ romantic behaviors. 【答案】28. D 29. C 30. C 31. A 【解析】 【导语】文章主要以Emily的事例引出青少年恋爱，分析其价值、健康标准与理性相处的科学观点。 【28题详解】 推理判断题。根据第一段中的“After the College Entrance Examination of 2026, the story of Emily, a high school student who drove through a severe snowstorm to visit her boyfriend, stirred widespread discussion among young people. While many view her behavior as “love-brain” — a term describing extreme devotion to romantic partners — developmental psychologists (心理学家) argue that such reactions miss the scientific point.(2026年高考结束后，高中生艾米丽冒着暴雪开车去见男友的故事在年轻人中引发热议。很多人将她的行为称作“恋爱脑”，这个词指对恋人极度痴迷；发展心理学家却认为这类看法缺乏科学依据)”可知，作者开篇讲述艾米丽的故事，是为引出下文关于青少年恋爱的科学讨论这一核心话题。 【29题详解】 细节理解题。根据第二段中的“When teenagers engage in romantic experiences, they practice communication, learn to manage emotions, and develop empathy — all essential abilities for adult life.(青少年经历恋爱时，会练习沟通、学习管理情绪、培养共情能力，这些都是成年生活必备的能力)”可知，青少年恋情有价值主要是因为能帮助他们养成必备生活技能。 【30题详解】 细节理解题。根据第五段中的“The teen’s brains, still developing in areas responsible for impulse (冲动) control and long-term planning, make teenagers more easily influenced by romantic passion.(青少年大脑中负责冲动控制和长远规划的区域仍在发育，这让他们更容易被恋爱激情左右)”可知，青少年大脑控制冲动的能力有限。 【31题详解】 推理判断题。根据尾段中的“In conclusion, a scientific point of view encourages teens to regard romantic relationships as one crucial aspect of a well-rounded life — valuable, but not all-absorbing.(总而言之，科学观点倡导青少年把恋爱看作完整人生中重要的一部分，它有价值，但不应占据全部生活)”可知，作者认同恋爱只是青少年生活的一部分。 Passage 10 （湖南省长沙市周南中学2024-2025学年高一上学期入学考试英语试题）Many schools have clubs for volunteering. Check Garden School’s volunteering for information. ●Protect the environment: You can plant trees, clean up streets and put rubbish in the right places. Make sure to be safe and follow the rules. ●Help in your neighborhood: You can help people who live nearby. Just be respectful of their privacy (隐私). ●Take care of animals: You can feed or care for a cat or a dog without a home. But be careful and stay safe. ●Help in welfare services (福利机构): You can visit homes for old people or people with disabilities (残疾). You can play games or talk with them. ●Join volunteer activities: You can give things to people who need help. You can also join events to raise money for them. How to take part Email your application (申请表) at volunteer school@sina.com or hand it in to Room 202 before May 27th. How to find more information Call Ms. Brown at 33256688 from 9:00 a.m. to 5:00 p.m. on weekdays. Other ways to be a volunteer Neighborhood: Your community might have places where you can help, like centers for kids or older people. You can do volunteer activities through these centers. Online: There are websites where you can find volunteer work, such as China Volunteer Service and I Volunteer. 3. What can you do to help the environment according to the passage? A. Paint your house green. B. Plant trees and clean up streets. C. Collect rubbish everywhere. D. Feed cats in the right place. 4. How can you volunteer to help people in need? A. By visiting homes for old people and talking with them. B. By shouting at people asking for help. C. By refusing to raise money or things. D. By staying at home and doing nothing. 5. Which is the way to find more information about volunteering? A. To ask your teacher. B. To call the school office. C. To visit volunteer websites. D. To email your application. 【答案】3. B 4. A 5. B 【解析】 【导语】文章介绍Garden学校各类志愿活动、报名方式以及获取志愿机会的其他途径。 【3题详解】 细节理解题。根据Protect the environment:部分中“You can plant trees, clean up streets and put rubbish in the right places.(你可以植树、清扫街道并把垃圾放到合适的地方。)”可知，可以植树、清扫街道保护环境。 【4题详解】 细节理解题。根据Help in welfare services (福利机构):部分中“You can visit homes for old people or people with disabilities (残疾). You can play games or talk with them.(你可以探访养老院或者残疾人之家，和他们玩游戏、聊天。)”可知，可以探访老人并和他们交谈。 【5题详解】 推理判断题。根据How to find more information部分中“Call Ms. Brown at 33256688 from 9:00 a.m. to 5:00 p.m. on weekdays.(工作日上午9点至下午5点，拨打33256688联系布朗女士。)”可知，拨打题干给出的志愿活动咨询电话属于向学校相关负责人员咨询信息，对应拨打学校办公室的选项。 $