专题03 Unit 1 Back to school（单元话题(校园生活)阅读理解15篇+阅读理解七选五5篇）（江苏专用）高一英语译林版必修第一册

**基本信息** 聚焦“人与自我”主题下的校园生活，通过15篇阅读理解+5篇七选五，系统覆盖视频演讲、建议书等多样语篇，强化细节理解、推理判断等核心题型，提升语言能力与跨文化思维。 **专项设计** |模块|题量/典例|题型特征|知识逻辑| |----|-----------|----------|----------| |阅读理解专练|15篇（含全国卷模拟及广东、陕西等地期末真题）|涵盖细节题、推理题、主旨题，语篇涉及校园资源、环保行动、文化交流等|围绕校园生活多维度，语篇类型与考查技能对应，形成“主题情境-语篇理解-思维训练”递进逻辑| |七选五专练|5篇（含湖北、江西等地期末真题）|考查逻辑衔接（过渡句、段落主旨），话题涉及学习方法、习惯养成等|以“信息补全”为核心，训练语篇结构分析能力，衔接初高中知识迁移|

专题03 Unit 1 Back to school 单元话题---校园生活 (阅读理解15篇+阅读理解七选五5篇) 01 主题介绍 02 高考模拟演练 03 阅读理解专练 本单元的主题语境是人与自我，话题是学校生活，涉及的语篇类型有视频演讲、建议书、校刊文章、小册子等等。本单元的教学旨在帮助学生适应高中新环境，激发潜力，让他们不畏困难，热爱校园生活整个单元的八个模块分别涉及学校生活的多个层面。Welcome to the unit板块是一段采访高中新生，谈新学期感受及规划的视频，为本单元学习创设了语境。reading板块的语篇，是一篇校长对高一新生发表的开学演讲，鼓励学生在新的环境中挖掘潜能，迎接挑战。grammar板块的情境为，制定目标。内容衔接初高中语法学习项目，重点复习句子成分、句子结构两个语法项，integrated skills板块通过听、读、说活动的铺垫，最后要求学生完成创建校园俱乐部建议书的写作任务。Extended reading板块讲述了一位中国学生作为交换生在英国的一段学习和生活经历，启发学生理解中外不同教育氛围背后的文化差异。Project板块要求学生通过合作学习、探究学习制作一份介绍校园生活的小册子。Assessment板块引导学生运用元认知策略进行阶段性反思和总结，分析存在的问题，并制定针对性的解决方案，Further study板块指导学生运用资源策略，通过浏览联合国教科文组织英文官网观赏影视作品。进行自主深入的研究。 (2026全国一卷B)Not long ago, my fifth-grade son Kevin asked me about the meaning of a word in a novel. “Look it up,” I responded. “But my screen time is off,” he said. I looked pointedly at the bookshelf that held at least three dictionaries, and Kevin sighed (叹气) dramatically. “Can’t you just use your phone?” he asked. Suddenly it occurred to me that he did not even know how to use a dictionary. I took down one of the dictionaries, and we read it together for a few minutes before I handed it to him. It took him a few tries to find the word in question. While going through the pages, he kept saying, wide-eyed: “How can there be this many words?” After a while, he looked at me and asked, “Do you know all these words, Mom?” I smiled. “I definitely do not know all these words,” I said. “But that’s why this is one of my favorite books.” I had my first dictionary as a gift for my 13th birthday. I decided that I wanted to learn as many words as I could and started marking every entry I looked up with a pencil to measure my progress. I continued to make these pencil marks for years, and when I went off to college, I packed that dictionary in my suitcase. Kevin wanted to see the dictionary. I felt a small pain in my chest. The dictionary was stolen at the end of my freshman year of college. “That’s so sad,” he said, “but you still know all those words, even without the book.” I realized that this was true. I still made it through the next three years of college, even without the book. And it wasn’t, ultimately, the dictionary that got me there — not really. Now I understand that although my son may be learning differently, he is still learning. It’s not about the words themselves or how we learn them, but the wanting to know them, the curiosity and the appetite. 4. What does Kevin usually do to get the meaning of a word? A. Use electronic devices. B. Consult a paper dictionary. C. Guess from the context. D. Turn to his English teacher. 5. How did Kevin feel while looking up the word in the dictionary? A. Annoyed. B. Disappointed. C. Encouraged. D. Astonished. 6. What can we learn about the author’s first dictionary? A. It helped her through college. B. It was given to Kevin as a gift. C. It bore witness to her efforts. D. It was a valuable limited edition. 7. What has the author come to realize about learning? A. It is never too late to start. B. Motivation is what really matters. C. Children need role models. D. Dictionaries are still a useful tool. 【答案】4. A 5. D 6. C 7. B 【语篇导读】文章主要讲述了作者回忆自己通过纸质词典学习单词的经历，并与儿子使用电子设备查询单词的方式形成对比，最终意识到学习的本质在于好奇心与求知欲。 4. 细节理解题。根据第一段中“Not long ago, my fifth-grade son Kevin asked me about the meaning of a word in a novel. “Look it up,” I responded. “But my screen time is off,” he said. I looked pointedly at the bookshelf that held at least three dictionaries, and Kevin sighed (叹气) dramatically. “Can’t you just use your phone?” he asked. (不久前，我上五年级的儿子Kevin问我一本小说里某个词的意思。“查字典，”我回答。“但是我的屏幕使用时间已经用完了，”他说。我刻意地看向放着至少三本字典的书架，Kevin夸张地叹了口气。“你就不能用你的手机查吗？”他问道。)”可知，作者提示Kevin用纸质词典查单词，但他想用手机，说明Kevin通常使用电子设备来获取单词的意思。 5. 细节理解题。根据第二段中“I took down one of the dictionaries, and we read it together for a few minutes before I handed it to him. It took him a few tries to find the word in question. While going through the pages, he kept saying, wide-eyed: “How can there be this many words?” (我取下一本字典，我们一起读了几分钟，然后我把它递给了他。他试了好几次才找到那个词。在翻阅书页时，他睁大眼睛不停地说：“怎么会有这么多单词?”)”可知，Kevin查字典才发现有那么多单词，他感到很惊讶。 6. 推理判断题。根据第三段“I had my first dictionary as a gift for my 13th birthday. I decided that I wanted to learn as many words as I could and started marking every entry I looked up with a pencil to measure my progress. I continued to make these pencil marks for years, and when I went off to college, I packed that dictionary in my suitcase. (我的第一本字典是我13岁生日时的礼物。我决定要尽可能多地学习单词，并开始用铅笔在我查过的每个词条旁做标记来衡量自己的进步。我持续做这些铅笔标记多年，上大学时，我把那本字典装进了行李箱)”可知，作者的第一本字典见证了她进入大学之前的整个努力过程。 7. 细节理解题。根据最后一段“Now I understand that although my son may be learning differently, he is still learning. It’s not about the words themselves or how we learn them, but the wanting to know them, the curiosity and the appetite. (现在我明白了，虽然我的儿子可能以不同的方式学习，但他仍在学习。重要的不是单词本身或我们如何学习它们，而是想知道它们的欲望、好奇心和求知欲)”可知，作者意识到学习的真正关键在于动机和好奇心。 阅读理解 Passage 1 (2025-2026学年广东广州高一上学期期末) Campus Resources Bookstore The bookstores supply required and recommended textbooks, reference materials, and college sportswear. You can buy or rent textbooks. Access more details about the bookstore on My Macomb. Locations: South Campus K Building 586.445.7385 Center Campus P Building 586.286.2093 Library Macomb Community College’s Library collections contain print and multimedia materials covering a wide range of topics. Each campus library features resources in the program areas offered at that location. Center Campus focuses on Nursing, Public Safety, and Early Childhood Education. The South Campus Library highlights Applied Technology, Media and Communication Arts, and Engineering Technology. Locations: South Campus J Building 586.445.7401 Center Campus C Building 586.286.2104 College Success Skills-CSSK-1200 CSSK is a three-credit-hour course that is open to all students. You will learn what it takes to be a successful college student, explore campus resources, and connect with other students. You will also learn goal setting, study strategies, time management and educational planning. Career(职业) Development and Decision Making-LIFE-1010 LIFE is a three-credit-hour course. It will guide you to explore your interests, personality and values as they’re late to the world of work. This course is suggested if you are undecided on a job path, or have ideas about what you want to do but are unsure how to get there. In this class you will tour companies and talk to professionals in different industries. 1. Where can you get multimedia materials in Engineering Technology? A. South Campus K Building    586.445.7385 B. Center Campus P Building    586.286.2093 C. South Campus J Building    586.445.7401 D. Center Campus C Building    586.286.2104 2. Why is the course LIFE established? A. To guide students to explore campus resources. B. To inspire students to develop research interests. C. To encourage students to set educational plans. D. To help students make suitable career choices. 3. Where is this text probably taken from? A. A course plan. B. A student guide. C. An academic article. D. A college newspaper. 【答案】1. C 2. D 3. B 【语篇导读】这是一篇应用文。文章主要介绍了书店、图书馆和两门课程等校园资源。 1. 细节理解题。根据Library部分中“The South Campus Library highlights Applied Technology, Media and Communication Arts, and Engineering Technology. Locations: South Campus J Building 586.445.7401 (南校区图书馆以应用技术、媒体与传播艺术和工程技术为重点。地点：南校区J楼586.445.7401)”可知，在南校区J楼586.445.7401，可以找到工程技术的多媒体材料。故选C项。 2. 细节理解题。根据Career(职业) Development and Decision Making-LIFE-1010部分中“This course is suggested if you are undecided on a job path, or have ideas about what you want to do but are unsure how to get there. In this class you will tour companies and talk to professionals in different industries. (如果你在职业道路上犹豫不决，或者对自己想做什么有想法，但不确定如何实现，那么建议你选择这门课程。在这门课上，你将参观公司，并与不同行业的专业人士交谈。)”可知，开设LIFE课程的目的是帮助学生做出合适的职业选择。故选D项。 3. 推理判断题。通读全文，根据文章标题“Campus Resources (校园资源)”以及下面的小标题“Bookstore(书店)”和“Library(图书馆)”和“College Success Skills-CSSK-1200 (大学成功技能-CSSK-1200)”以及“Career (职业) Development and Decision Making-LIFE-1010 (职业发展与决策-LIFE-1010)”可知，这段文字可能来自学生指南。故选B项。 Passage 2 (2025-2026学年陕西西安高一上学期期末) Four Great Online Art Classes for Kids Here are four of the best online art classes for kids that are either free or extremely affordable(负担得起的). Carla Sonheim’s Kid’s Week Carla Sonheim, the author of Drawing Lab, has a series of free art classes. They are taught not just by Sonheim but also by fellow artists and teachers. The classes, which all last less than an hour,only require a bit of time and basic art supplies. The classes are cool because they combine artist style with fun tasks that kids of any age can finish.   Thrive Art School Thrive Art School is an actual art school，but they have a variety of art lessons online for kids of all ages and abilities. The lessons are divided between beginner and intermediate(中级的) artists. The beginner videos help younger kids learn how to draw fish, creative castles, and dogs; the intermediate lessons provide instruction(指示) on how to draw dolphins, deer, and lions. Udemy Udemy offers art classes to kids with different skill levels. For around $15 — $20 per course, kids can learn drawing everything, and even drawing on an electronic device. Each course has a series of short lectures that kids can complete at any time, plus articles and downloadable resources. Sparketh Kids aged 6 — 18 can enjoy up to 1000 free online art classes for 30 days on Sparketh. Kids can take nature or animal drawing classes and upload their art on Sparketh. There are dozens of courses on Sparketh, so any kid could find just about anything they want to create. 4. What do kids need to do to take Carla Sonheim’s classes? A. Pay tuition fees. B. Design fun tasks. C. Prepare art supplies. D. Finish challenging tasks. 5. Which of the following should a kid choose if he likes to draw on an electronic device? A. Carla Sonheim’s Kid’s Week. B. Thrive Art School. C. Udemy. D. Sparketh. 6. What is special about Sparketh? A. Its classes are free. B. It offers classes to kids of all ages. C. Its classes are graded. D. It allows kids to upload their works. 【答案】4. C 5. C 6. D 【语篇导读】这是一篇应用文。文章主要介绍了四个适合儿童的在线艺术课程平台，包括免费或低成本的课程，适合不同年龄和技能水平的孩子。 4. 细节理解题。根据Carla Sonheim’s Kid’s Week标题下的“The classes, which all last less than an hour, only require a bit of time and basic art supplies.(这些课程都不到一个小时，只需要一点时间和基本的美术用品)”可知，孩子们需要准备美术用品才能上Carla Sonheim的课。故选C。 5. 细节理解题。根据Udemy标题下的“For around 15−20 per course, kids can learn drawing everything, and even drawing on an electronic device.(每门课程大约15-20美元，孩子们可以学习画任何东西，甚至是在电子设备上画画)”可知，如果一个孩子喜欢在电子设备上画画，他应该选择Udemy。故选C。 6. 细节理解题。根据Sparketh标题下的“Kids aged 6-18 can enjoy up to 1000 free online art classes for 30 days on Sparketh. Kids can take nature or animal drawing classes and upload their art on Sparketh.(6-18岁的孩子可以在Sparketh上享受30天内多达1000节免费的在线艺术课程。孩子们可以参加自然或动物绘画课程，并在Sparketh上上传他们的作品)”可知，Sparketh的特别之处在于它允许孩子们上传他们的作品。故选D。 Passage 3 (2025-2026学年高一下·广东·期末)Mr. Johnson, a high school history teacher, had long noticed a worrying trend in his classroom. While his students could carefully remember dates, names and events for exams, they always failed to understand the human side of history. To them, the past seemed a fixed set of facts, without emotion, struggle or personal meaning. Wanting to fix this gap, Mr. Johnson decided to completely change his teaching way in the middle of the semester, trading a traditional research report for a story-writing task. He asked his students to pick a historical figure and write a story from his or her perspective. The task was confusing at first, but soon the classroom was full of active questions and discussion. One student learned deeply about the life of a young soldier in World War I, writing a sad and moving story of the mud, fear and fragile friendship in the trench lines. Another told the story of a female scholar from the Renaissance, making up a tale of her love for learning being held back by social rules. The thorough research and creative care for how the figure felt that the students showed was amazing. Mr. Johnson was surprised by the big change in his students. The essays he got were not just correct; they were full of real feelings and a clear understanding of people’s thoughts. The students had stopped just repeating facts and truly connected with history, seeing historical figures as people with many different sides instead of just names from a long time ago. In later class talks, their questions changed from “What happened?” to “Why did they feel that way?” and “What would I have done?”. This story-writing method didn’t just help them remember facts better; it built up their ability to think deeply and their real care for how others felt. Inspired by this success, Mr. Johnson has now made story-telling a regular part of his lessons. He believes that when students learn to experience history through story-telling, they do more than just remember it — they start to understand its long-lasting effects on their own lives and what it means to be human in general. In his classroom, history is no longer just a subject about the past; it has become a talk with the past. 7. What was Mr. Johnson’s initial problem with his students? A. They preferred science over history. B. They were not interested in history at all. C. They could not memorize historical facts. D. They lacked emotional connection to history. 8. How did Mr. Johnson change his teaching method? A. He gave students more fact-based research papers. B. He guided students to write in past figures’ voice. C. He showed more historical documentaries with facts. D. He invited historians to give lectures in his classroom. 9. What did the students’ essays demonstrate after the new assignment? A. They contained more dates and facts than before. B. They showed better memorization of historical events. C. They were shorter but more accurate than previous work. D. They reflected emotional understanding and personal insight. 10. What is the main message of the text? A. History should value facts over emotions. B. History should be taught through story writing. C. History is more than facts — it’s human stories. D. Students should ask questions when learning history. 【答案】7. D 8. B 9. D 10. C 【语篇导读】这篇文章主要讲述了约翰逊老师发现学生只会死记历史史实、缺乏人文感悟，于是改用人物视角故事写作教学。该方法让学生深度共情、独立思考，让历史学习不再局限于记事实。 7. 细节理解题。根据第一段中“While his students could carefully remember dates, names and events for exams, they always failed to understand the human side of history. To them, the past seemed a fixed set of facts, without emotion, struggle or personal meaning. (尽管学生们能准确记住考试所需的日期、姓名和事件，但他们却始终无法理解历史背后的人性层面。对他们而言，过去似乎是一组固定不变的事实，缺乏情感、挣扎和个人意义。)”可知，学生虽然能记住考试所需的日期、人名和事件，但无法理解历史的人文维度，缺乏情感共鸣。 8. 推理判断题。根据第一段中“Wanting to fix this gap, Mr. Johnson decided to completely change his teaching way in the middle of the semester, trading a traditional research report for a story-writing task. (为了弥补这一差距，约翰逊先生决定在学期中彻底改变教学方式，将传统的研究报告作业替换为故事写作任务。)”以及第二段中“He asked his students to pick a historical figure and write a story from his or her perspective. (他让学生们选择一位历史人物，从该人物的视角撰写一个故事。)”可推知，约翰逊先生让学生以历史人物的视角进行创作。 9. 细节理解题。根据第三段中“Mr. Johnson was surprised by the big change in his students. The essays he got were not just correct; they were full of real feelings and a clear understanding of people’s thoughts. (约翰逊先生对学生们发生的巨大变化感到十分惊讶。他收到的作文不仅正确，而且充满了真实的情感，对人们的思想有清晰的理解。)”可知，学生在完成新任务后，他们的文章反映出更强的情感理解和个人见解。 10. 主旨大意题。根据文章大意以及最后一段中“He believes that when students learn to experience history through story-telling, they do more than just remember it — they start to understand its long-lasting effects on their own lives and what it means to be human in general. In his classroom, history is no longer just a subject about the past; it has become a talk with the past. (他认为，当学生通过讲故事来体验历史时，他们所做的远不止记忆历史——他们开始理解历史对自己生活产生的深远影响，也更深刻地体会到作为人类的普遍意义。在他的课堂上，历史已不再仅仅是一门关于过去的知识，而成为与过去对话的过程。)”可知，全文以约翰逊老师的教学改革为例，核心观点是：历史不只是冰冷的事实集合，更是有血有肉的人的故事；学习者需要建立与历史的情感联结，理解历史背后的人性。由此可知，这段文字的主要信息是历史不仅仅是事实，更是人类的故事。 Passage 4 (2025-2026学年高一下·广东汕头·期末)Nowadays, short videos have become a common part of teenage life. Most students watch short videos for fun in their free time. However, a group of Grade One students turned this popular tool into a powerful way to spread low-carbon ideas in 2026. Last term, Li Man and her classmates signed up for a school environmental club. Their adviser suggested they create short videos about daily green acts instead of holding boring speeches. At first, some teenagers doubted this idea. They thought short videos were only for entertainment and could not make a real difference to environmental protection. To prove their idea, the team divided work among members. Some students recorded daily low-carbon moves: riding bikes to school, sorting rubbish, reusing paper notebooks and taking cloth bags shopping. Others searched for simple environmental data and explained it in easy words on camera. Every week they posted one video on the school’s official account. They also encouraged other teens to share their own green clips with the tag #Teen Low Carbon Life. Three months later, the result was beyond their expectation. Over 800 students in the school joined their video activity. Many parents said their kids changed living habits after watching the videos. Some local community centers even invited the student group to share their video-making experience. Li Man said the biggest gain from this teenage project was not praise or prizes. “We used to think one student’s small action meant nothing. But when hundreds of teenagers stand together and voice the same idea, our carbon footprint will become smaller little by little.” She added that they would keep making short videos and hope more young people could take environmental responsibility. Teachers believe this activity sets a good example for teenagers. It shows teens can use online tools wisely and turn their spare time into meaningful teenage experiences. 11. What does the underlined word “doubted” in Paragraph 2 probably mean? A. accepted B. questioned C. ignored D. admired 12. What can we infer about the student group’s videos? A. They only show school club meetings. B. They use hard professional environmental reports. C. They attract students and even get attention from communities. D. They were posted on many famous video platforms nationwide. 13. What is Li Man’s attitude towards their video project? A. Disappointed B. Uncertain C. Supportive and proud D. Worried 14. What is the main idea of the text? A. How teenagers make interesting short videos for fun. B. A group of freshmen use short videos to carry out low-carbon activities. C. Different kinds of after-school clubs in high school. D. The bad influence of short videos on teenagers’ study. 【答案】11. B 12. C 13. C 14. B 【语篇导读】文章主要说明了2026年一群初一学生受老师建议，拍摄低碳生活短视频在校官号发布，吸引全校学生参与，获社区认可。他们坚信少年合力能减碳，并会持续制作短视频传递环保理念。 11. 词句猜测题。根据划线词后文“They thought short videos were only for entertainment and could not make a real difference to environmental protection.(他们认为短视频仅用于娱乐，无法真正对环境保护产生影响)”可知，老师提议用短视频宣传环保，后文提到学生认为短视频只是娱乐，无法真正助力环保。可见学生质疑、不相信这个方案。故划线词意思是“怀疑”。 12. 推理判断题。根据第四段“Over 800 students in the school joined their video activity. Many parents said their kids changed living habits after watching the videos. Some local community centers even invited the student group to share their video-making experience.(学校有800多名学生参与了视频活动。许多家长表示，孩子们在观看视频后改变了生活习惯。一些当地社区中心甚至邀请该学生小组分享他们的视频制作经验)”可知，学生群体的视频能够吸引学生，甚至引起社区的关注。 13. 推理判断题。根据倒数第二段“Li Man said the biggest gain from this teenage project was not praise or prizes. “We used to think one student’s small action meant nothing. But when hundreds of teenagers stand together and voice the same idea, our carbon footprint will become smaller little by little.” She added that they would keep making short videos and hope more young people could take environmental responsibility.(李曼表示，这个青少年项目最大的收获并非表扬或奖项。“我们过去一直认为，一个学生的一点小举动毫无意义。但当数百名青少年齐心协力、表达相同的想法时，我们的碳足迹就会一点一点减少。”她补充说，他们将继续制作短视频，并希望更多年轻人能够承担起环保责任)”可知，李曼对他们的视频项目感到支持且自豪。 14. 主旨大意题。根据第一段“Nowadays, short videos have become a common part of teenage life. Most students watch short videos for fun in their free time. However, a group of Grade One students turned this popular tool into a powerful way to spread low-carbon ideas in 2026.(如今，短视频已成为青少年生活中常见的部分。大多数学生在空闲时间通过观看短视频来娱乐消遣。然而，一群初一的学生在2026年将这一流行工具转化为传播低碳理念的有力方式)”结合文章主要说明了2026年一群初一学生受老师建议，拍摄低碳生活短视频在校官号发布，吸引全校学生参与，获社区认可。他们坚信少年合力能减碳，并会持续制作短视频传递环保理念。可知，文章主旨是一群初一学生通过短视频开展低碳活动。 Passage 5 (2025-2026学年高一下·山东潍坊·阶段检测)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. 15. 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. 16. 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. 17. 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. 18. 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】15. B 16. A 17. C 18. D 【语篇导读】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。 15. 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。 16. 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。 17. 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。 18. 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 (2025-2026学年高一下·辽宁·期末)In classrooms and school board meetings across the U.S., a new generation of climate activists is making its voice heard. Teenagers, fed up with inaction on climate change, are leading a movement to retrofit(翻新) schools with eco-friendly upgrades. Ila Coleman, 17, a senior at Grant High School in Portland, first got involved after learning her school spent $32,000 annually on electricity. “We knew we had to act.” Coleman and her classmates founded the “Green Grant(拨款)” club, researched energy-saving options, and presented a detailed proposal to the Portland Public Schools board. Their efforts paid off: the district approved $1.2 million in funding for retrofitting the school, which includes installing solar panels and upgrading lighting systems. Since last year, the school’s energy bills have dropped by 35%, and carbon emissions have fallen by 28%. “We’re not just saving money — we’re teaching the school community about sustainability,” Coleman said. The club now leads monthly workshops on recycling, composting, and climate science, and has partnered with local environmental groups to plant native trees on campus. “Students used to ask, ‘What can one person do about climate change?’ Now they’re seeing tangible results from their own actions.” “The passion and creativity of these young activists is remarkable,” said Dr. Lena Torres, an environmental scientist who works with student groups. “When students see solar panels on their roof or learn how to track energy use, they’re more likely to adopt sustainable habits at home.” The movement has also gained support from educators. Many teachers have integrated climate science and sustainability into their lesson plans. “My students are more engaged when they’re learning about something that’s happening right outside their classroom,” said a biology teacher. 19. What do we know about Ila Coleman? A. She leaves sustainability behind. B. She is an initiator of Green Grant. C. She helped secure 1.2 million club fund. D. She gathered proposals to the school board. 20. What is the main purpose of the Green Grant Club? A. To advocate eco-awareness. B. To hold monthly workshops. C. To partner with local groups. D. To reduce school running cost. 21. What can we infer from the last paragraph? A. Students adopt the habits to track energy use. B. Teen activists are less keen about environment. C. Teachers find a new way to engage students in class. D. Scientists and educators think little of the movement. 22. What can be a suitable title for the text? A. Sustainability Always Goes First B. Solar Energy Bears Bright Prospects C. Teens Push for School Green Retrofits D. Teens Join Hands for Sufficient Energy 【答案】19. B 20. A 21. C 22. C 【语篇导读】主要介绍美国青少年发起校园绿色改造运动，通过节能改造、环保宣讲等方式，推动校园践行可持续发展理念。 19. 细节理解题。根据第二段中的“Coleman and her classmates founded the “Green Grant(拨款)” club, researched energy-saving options, and presented a detailed proposal to the Portland Public Schools board.(科尔曼和她的同学们创立了“绿色拨款”社团，调研各类节能方案，并向波特兰公立学校董事会提交了一份详尽的提案。)”可知，伊拉·科尔曼是绿色拨款社团的发起者。 20. 推理判断题。根据第三段中的“We’re not just saving money — we’re teaching the school community about sustainability.(我们不只是在省钱——我们还向全校师生普及可持续发展相关知识。)”可知，该社团旨在向校园传播可持续发展理念，倡导生态环保意识。 21. 推理判断题。根据最后一段中的“My students are more engaged when they’re learning about something that’s happening right outside their classroom.(当学生们学习就发生在教室门外的真实事件时，他们课堂参与积极性更高。)”可知，教师将环保主题融入课堂，有效调动了学生的课堂参与积极性，找到了全新的课堂教学方式。 22. 主旨大意题。通读全文，尤其是首段中的“Teenagers, fed up with inaction on climate change, are leading a movement to retrofit (翻新) schools with eco-friendly upgrades.(受够了气候变化问题上的不作为的青少年，正引领一场运动，用环保升级改造翻新学校。)”可知，文章围绕美国青少年主动推动校园绿色翻新、践行环保行动展开叙述，因此“Teens Push for School Green Retrofits(青少年大力推进学校环保翻新工程)”最能概括全文核心，适合作为标题。 Passage 7 (2025-2026学年高一下·河北衡水·阶段检测)Mr. Jesse Barrett was my high school English teacher, who left a deep lifelong influence on me. I was a quiet shy teenager back then, too afraid to speak in public and never dared to share my opinions in class discussions. I hid myself in the corner of the classroom every English lesson. One day, Mr. Barrett assigned a speech task about favorite writers. I prepared carefully at home but still planned to give up presenting on the stage. When it was my turn, I froze and could not say a single word. Just as I was ready to run back to my seat in embarrassment, Mr. Barrett smiled gently and told the whole class to wait patiently. He walked to my side and whispered: “Your draft is wonderful. Take your time. I believe you can do it.” His warm encouragement calmed my nerves gradually. I finished my speech slowly, and the whole class cheered for me warmly afterward. After class, Mr. Barrett talked with me patiently. He told me that every voice deserves to be heard, and true confidence comes from bravely showing ourselves instead of staying hidden. During the following two years, he kept offering me chances to join class speeches and English debates. Step by step, I became outgoing and brave enough to express my ideas freely. Years later, I chose journalism as my major in college, exactly because of the inspiration from Mr. Barrett. A good teacher does not only teach knowledge, but also lights up students’ inner world. 23. What can we learn about the author in high school? A. She was outgoing and active in class activities. B. She was shy and unwilling to express herself publicly. C. She was good at delivering English speeches naturally. D. She was the top student in the English class. 24. What did Mr. Barrett do when the author failed to start her speech? A. He asked another student to take her place directly. B. He criticized her for insufficient preparation seriously. C. He comforted her and encouraged her to finish the speech. D. He asked the class to laugh at her nervous performance. 25. What did Mr. Barrett teach the author most importantly? A. How to write excellent English speeches quickly. B. How to get high scores in English examinations. C. How to make friends with classmates around her. D. How to build confidence and show herself bravely. 26. Why did the author choose journalism for college study? A. She was deeply influenced by Mr. Jesse Barrett. B. She dreamed of being a news reporter from childhood. C. Her parents advised her to pick this popular major. D. She got full marks in high school English exams. 【答案】23. B 24. C 25. D 26. A 【语篇导读】主要讲述高中英语老师Barrett鼓励内向的“我”勇敢表达，改变了我的人生选择。 23. 细节理解题。根据第一段中的“I was a quiet shy teenager back then, too afraid to speak in public and never dared to share my opinions in class discussions.(那时我是一个安静害羞的少年，害怕当众说话，课堂讨论中也从不敢分享自己的观点。)”可知，作者高中时期十分害羞，不愿公开发表自己的想法。 24. 细节理解题。根据第二段中的“Just as I was ready to run back to my seat in embarrassment, Mr. Barrett smiled gently and told the whole class to wait patiently. He walked to my side and whispered: “Your draft is wonderful. Take your time. I believe you can do it.” His warm encouragement calmed my nerves gradually.(就在我窘迫得准备跑回座位时，巴雷特老师温柔一笑，让全班同学耐心等候。他走到我身边轻声说：“你的稿子写得很好，慢慢来，我相信你可以做到。”他暖心的鼓励慢慢平复了我的紧张。)”可知，老师安慰并鼓励作者完成演讲。 25. 细节理解题。根据第二段中的“He told me that every voice deserves to be heard, and true confidence comes from bravely showing ourselves instead of staying hidden.(他告诉我每个人的心声都值得被倾听，真正的自信源于勇敢展现自我，而非一味躲藏。)”可知，老师教会作者建立自信、勇敢展现自己。 26. 细节理解题。根据第三段中的“Years later, I chose journalism as my major in college, exactly because of the inspiration from Mr. Barrett.(多年后，我大学选择新闻专业，正是因为受到巴雷特老师的启发。)”可知，是杰西·巴雷特老师深深影响了作者的专业选择。 Passage 8 (2025-2026学年高一下·福建福州·期末)I was on the edge of burnout, after months of hard preparation for the college entrance exams. Stress and tiredness piled up day after day. Every day was filled with textbooks and endless practice papers, and I had gradually moved away from music, the very thing that once brought me the greatest joy. One weekend, when I walked aimlessly in the city street to release pressure, I happened to come across a street music festival. Among the performers was a young girl around my age, who had a voice that seemed to cut through my tiredness and I couldn’t help tapping my feet, with a long-lost sense of excitement welling up inside. All my tired thoughts were swept away by her beautiful singing. That performance served as a turning point. It made me realize how much I had been sacrificing my inner self for school achievements. With determination, I got back my old piano sheet music and changed my study schedule. Despite the heavy workload, I set aside a fixed period to enjoy music. Whether I was practicing challenging classical pieces or creating simple melodies, those musical moments became a necessary part of my daily life. Music slowly filled my dull busy life again. Surprisingly, these music breaks became a source of energy and inspiration. The pleasant flow of notes calmed my nerves, improved my concentration and refreshed my mind. I began to study with new-found eagerness. Music, in fact, taught me that even in the most stressful times, I could maintain my love for music while still staying devoted to my study-related goals, achieving a balance between aim and interest. From then on, I faced exam pressure with a more positive attitude. 27. Why did the author stop enjoying music before? A. Busy exam preparation. B. Less interest in music. C. Family pressure for grades. D. Negative effects of addiction. 28. What did the girl’s performance inspire the author to do? A. To dance with the girl. B. To recover long-lost excitement. C. To ignore upcoming exams. D. To feel sorry for relaxing. 29. What was the influence of music breaks? A. Better focus on studying. B. Lower grades in exams. C. Strong desire to be a musician. D. Fewer hours for practice papers. 30. What’s the author’s change after the music festival? A. Improving old piano sheet. B. Reducing study time for music. C. Creating classical pieces. D. Balancing study and music. 【答案】27. A 28. B 29. A 30. D 【语篇导读】文章主要介绍了作者为备战高考长期埋头学习、放弃热爱的音乐，偶遇街头音乐节被少女歌声触动，重拾音乐，学会平衡学习与爱好，以积极心态面对备考压力的故事。 27. 细节理解题。根据原文第一段 “I was on the edge of burnout, after months of hard preparation for the college entrance exams.(经过数月高考苦战，我濒临心力交瘁。)” 以及“Every day was filled with textbooks and endless practice papers, and I had gradually moved away from music, the very thing that once brought me the greatest joy.(每天充斥着课本和无尽试卷，我渐渐远离了曾带给我极致快乐的音乐。)”可知，作者放弃音乐是因为忙于备考。 28. 细节理解题。根据原文第二段“Among the performers was a young girl around my age, who had a voice that seemed to cut through my tiredness and I couldn’t help tapping my feet, with a long-lost sense of excitement welling up inside.(表演者中有一位和我年纪相仿的女孩，她的歌声驱散了我的疲惫，我忍不住跟着节奏轻拍双脚打节拍，心底涌起久违的激动。)”可知，女孩的表演让作者重拾久违的兴奋感。 29. 细节理解题。根据原文第四段“The pleasant flow of notes calmed my nerves, improved my concentration and refreshed my mind.(悦耳的旋律平复了我的紧张情绪，提升了专注力，让头脑焕然一新。)”可知，音乐休息时间让作者学习时注意力更集中。 30. 细节理解题。根据原文第四段“Music, in fact, taught me that even in the most stressful times, I could maintain my love for music while still staying devoted to my study-related goals, achieving a balance between aim and interest.(事实上音乐教会我，即便压力巨大，我也可以保持对音乐的热爱，同时专心完成学习目标，在目标与爱好之间找到平衡。)”可知，音乐节过后作者学会平衡学习与音乐。 Passage 9 (2025-2026学年高一下·四川雅安·期末)Students at a Beijing-based school recently took part in a special program that combined English learning with traditional Chinese music. Organized by the Affiliated High School of Peking University, the program had three main goals. First, students learned about the history and playing techniques of the guqin, a traditional Chinese string instrument. They then studied specialized vocabulary and translated texts related to the guqin into English. Sharing and discussing what they had learned gave them the chance to use English in a practical way. In addition, students took part in a range of joint activities with their international peers. One of the program’s highlights was the guqin piece Yang Guan San Die(《阳关三叠》). Guided by their music teacher, students explored how the composition conveys the poetic beauty of Chinese culture. With support from their English teacher, they translated the Tang Dynasty poem A Farewell Song(《送元二使安西》) by Wang Wei, from which Yang Guan San Die was adapted. This exercise encouraged them to appreciate the poem from a bilingual(双语的) perspective. This creative approach not only deepened students’ understanding of China’s musical heritage but also strengthened their confidence and language skills to share their culture with the world. The exchange activities further inspired the Chinese students to refine their public speaking and performance abilities. For example, they showcased their talents before visiting peers from Washington, US, delivering English presentations and performing the guqin. “I still remember standing on stage before an international audience, playing the guqin and introducing it in English,” said 16-year-old He Linxuan. “Their curiosity — and the pride I felt while sharing my culture — left a lasting impression on me.” These exchanges often spark long conversations and lasting friendships. “Such experiences truly reflect the broader mission of the course — to promote harmony and joyful connections across cultures,” said Sun Yamei, the course’s English teacher. 31. What can we learn about the program? A. It involved Chinese high school students only. B. It mainly focused on teaching students the guqin. C. It asked students to translate various ancient poems. D. It integrated practical English use with cultural learning. 32. What does paragraph 3 mainly show? A. Why the program was set up. B. Who the program was designed for. C. How an activity of the program was practiced. D. What cultural meaning the program carried. 33. Why does the author quote He Linxuan’s words? A. To showcase Chinese students’ talents. B. To suggest the international audience’s curiosity. C. To tell the methods of sharing traditional Chinese culture. D. To imply the program enables students to share the culture confidently. 34. Which is a suitable title for the passage? A. Words Meet Sounds B. Poems Touch Hearts C. Friends Bridge Cultures D. Skills Build Confidence 【答案】31. D 32. C 33. D 34. A 【语篇导读】文章主要介绍了一所学校将英语学习与中国传统音乐古琴相结合的项目，以及该项目对学生的影响。 31. 细节理解题。根据第二段中“First, students learned about the history and playing techniques of the guqin, a traditional Chinese string instrument. They then studied specialized vocabulary and translated texts related to the guqin into English. Sharing and discussing what they had learned gave them the chance to use English in a practical way. (首先，学生们了解了古琴(一种中国传统弦乐器)的历史和演奏技法。随后，他们学习了专业词汇，并将与古琴相关的文本翻译成英文。通过分享和讨论所学内容，他们有机会在实践中运用英语)”可知，该项目将实际英语运用与文化学习相结合。 32. 主旨大意题。根据第三段中“One of the program’s highlights was the guqin piece Yang Guan San Die(《阳关三叠》). Guided by their music teacher, students explored how the composition conveys the poetic beauty of Chinese culture. With support from their English teacher, they translated the Tang Dynasty poem A Farewell Song(《送元二使安西》) by Wang Wei, from which Yang Guan San Die was adapted. (该项目的亮点之一是古琴曲《阳关三叠》。在音乐老师的指导下，学生们探索了这首曲子如何传达中国文化的诗意之美。在英语老师的支持下，他们翻译了王维的唐诗《送元二使安西》，而《阳关三叠》正是由此改编而来)”可知，本段具体介绍了《阳关三叠》这一活动环节的实践过程。因此，本段主要展示了该项目的一项活动是如何实践的。 33. 推理判断题。根据第六段“I still remember standing on stage before an international audience, playing the guqin and introducing it in English,” said 16-year-old He Linxuan. “Their curiosity — and the pride I felt while sharing my culture — left a lasting impression on me.” (16岁的何林轩说：“我仍然记得站在国际观众面前的舞台上，弹奏古琴并用英语介绍它。他们的好奇心——以及我在分享自己文化时感受到的自豪感——给我留下了持久的印象。”)”可知，引用何林轩的话是为了表明该项目使学生能够自信地分享文化。 34. 主旨大意题。通读全文，结合第一段中“Students at a Beijing-based school recently took part in a special program that combined English learning with traditional Chinese music. (北京一所学校的学生最近参加了一项将英语学习与中国传统音乐相结合的特别课程)”和第六段中“I still remember standing on stage before an international audience, playing the guqin and introducing it in English,” said 16-year-old He Linxuan. “Their curiosity — and the pride I felt while sharing my culture — left a lasting impression on me.” (16岁的何林轩说：“我仍然记得站在国际观众面前的舞台上，弹奏古琴并用英语介绍它。他们的好奇心——以及我在分享自己文化时感受到的自豪感——给我留下了持久的印象。”)”可知，文章介绍了一个将英语学习与中国传统音乐相结合的项目，学生通过英语学习和古琴演奏相结合的实践，用语言传递音乐文化，这是语言和音乐的遇见和融合。故A项“Words Meet Sounds (语言遇见音乐)”能概括文章内容，最适合做文章标题。 Passage 10 (2025-2026学年高一下·四川广元·期末)Every weekday afternoon, a classroom in East Palo Alto is full of middle schoolers taking part in a free after-school program called “Bridge to Success”. It was started by Stanford undergraduates five years ago, aiming to help local students who were falling behind at school but could not afford private tutoring. Now the program serves more than 80 students from Grade 6 to 8. For many of them, it is the only chance to receive one-on-one help with their studies. Seventh-grader Maria Gonzalez used to struggle with math, but regular guidance from her tutor has greatly improved her skills and confidence. She even begins to dream of going to college, a goal she once considered out of reach. The volunteer tutors not only explain homework and difficult knowledge but also listen to students’ worries and encourage them. Some of the tutors are good at math, and they often help students with their math problems. They never accept any money or gifts from the students. They are greatly touched by the kids’ strong determination to learn despite difficulties. Supported only by volunteers and donations, the program provides a safe and warm environment for students to grow. Its founder believes education is about more than grades — it offers hope and makes students believe they can achieve more. For the children here, the program is more than a study place; it is a supportive community that helps them see their own value and future possibilities. 35. Why was “Bridge to Success” launched? A. To offer extra classes for students. B. To set up a new local middle school. C. To train college students to be teachers. D. To help poor students with their studies. 36. What change has the program brought to Maria Gonzalez? A. She works as a volunteer tutor now. B. She holds greater belief in her future. C. She has given up her dream of college. D. She has made steady progress in all subjects. 37. What do the tutors do in the program? A. They care for students. B. They teach math only. C. They get paid for their service. D. They prepare learning materials. 38. What can we learn about the program from the last paragraph? A. It limits students’ free time. B. It centers on college education. C. It offers more than just study help. D. It depends on government support. 【答案】35. D 36. B 37. A 38. C 【语篇导读】主要介绍斯坦福大学生创办的公益课后辅导项目，讲述其创办初衷、服务内容、带来的积极影响与育人价值。 35. 细节理解题。根据第一段中的“It was started by Stanford undergraduates five years ago, aiming to help local students who were falling behind at school but could not afford private tutoring.(该项目由斯坦福大学本科生于五年前创办，旨在帮助学业落后但负担不起私人辅导的当地学生。)”可知，该项目创办的目的是帮扶家境贫困、学业落后的学生辅导学习。 36. 细节理解题。根据第二段中的“Seventh-grader Maria Gonzalez used to struggle with math, but regular guidance from her tutor has greatly improved her skills and confidence. She even begins to dream of going to college, a goal she once considered out of reach.(七年级学生玛丽亚·冈萨雷斯过去在数学方面很吃力，但是辅导老师定期的指导大幅提升了她的能力与自信心。她甚至开始梦想上大学，一个她曾经认为遥不可及的目标。)”可知，该项目让玛丽亚更加自信，对未来抱有更坚定的信念。 37. 细节理解题。根据第三段中的“The volunteer tutors not only explain homework and difficult knowledge but also listen to students’ worries and encourage them.(志愿者辅导老师不仅讲解作业和难点知识，还倾听学生的烦恼并给予鼓励。)”可知，辅导老师不仅辅导学业，还关心学生的身心状态、给予情感鼓励，全方位关怀学生。 38. 细节理解题。根据第四段中的“For the children here, the program is more than a study place; it is a supportive community that helps them see their own value and future possibilities.(对这里的孩子们来说，这个项目不仅仅是一个学习场所，更是一个互助集体，帮助他们认清自身价值、看见未来的可能性。)”可知，该项目除学业帮扶外，还能给予学生精神支撑与成长助力。 Passage 11 (2025-2026学年高一下·河南南阳·期末)“I know I’m part of the factors causing the climate crisis from our climate lessons. These are man-made issues,” explains Srun Sokly, a 12th grader in southern Cambodia. “When humans take too much from the natural environment, we create emissions and pollute the environment.” Sokly has witnessed the damage firsthand. “I see floods and heat, and we are highly affected,” she recalls. In 2023, her school was hit hard by a record-breaking heatwave. With no fans and temperatures rocketing past 40℃, students had to skip classes. Her experience has reflected a larger reality. In 2024, over 3.38 million students in Cambodia faced climate-related school closures and class cancellations. In class, Sokly learns how to reduce her carbon footprint by saving electricity, planting trees, and avoiding plastic. “I don’t feel that not doing anything is right,” says her classmate Sovichara. “Even if the issue is global, we still can do something.” Younger students are following suit. Keo Tevy, a sixth grader, helps care for her school’s garden. “I don’t use plastic bags, bottles or even cups here because they pollute our environment,” she says firmly. What makes these students special is that they become teachers at home. Tevy never allows her mother to take new plastic bags at the market. “We have many used bags at home, so I try to push to reuse them,” she explains. She also brings her own water bottle to school. Similarly, Sokly encourages her parents to plant more trees. “Once in a while, we feel guilty when we use plastic,” she admits. “That is why we try not to become polluters.” According to their principal, some parents have started listening. They learn from their children and begin to cut down on plastic waste and save electricity. “We need to take action,” Sokly concludes. “It starts with us setting an example. We learned it in class, so now we’ve gotta live it.” 39. How is the topic presented in the first paragraph? A. By citing a student. B. By defining a concept. C. By providing statistics. D. By making a comparison. 40. What does the author mainly present in paragraph 2? A. The shortage of cooling devices worldwide. B. The importance of environmental knowledge. C. The severity of the climate impact on education. D. The difficulty in keeping normal school operations. 41. What does the underlined words “following suit” in paragraph 3 mean? A. Following others to a new place. B. Wearing a formal set of suit. C. Doing the same things as others. D. Giving up on a challenging task. 42. What can be a suitable title for the text? A. Learning Climate Science in Schools B. Turning Climate Lessons into Real Action C. How Parents Learn to Reduce Plastic Use D. How to Fight with Climate Crisis Globally 【答案】39. A 40. C 41. C 42. B 【语篇导读】主要讲述柬埔寨学生学习气候知识后主动践行环保行动，并带动家长参与，将课堂所学转化为实际环保举措的故事。 39. 推理判断题。根据第一段中的“‘I know I’m part of the factors causing the climate crisis from our climate lessons. These are man-made issues,’ explains Srun Sokly, a 12th grader in southern Cambodia. ‘When humans take too much from the natural environment, we create emissions and pollute the environment.’(‘我知道从气候课上学到，我是导致气候危机的因素之一。这些都是人为造成的问题，’柬埔寨南部的一名12年级学生斯伦·索克利解释道。‘当人类从自然环境中索取过多时，我们就会产生排放物并污染环境。’)”可知，文章首段通过引用一名学生的话语引出气候危机的话题。 40. 主旨大意题。根据第二段中“Sokly has witnessed the damage firsthand. “I see floods and heat, and we are highly affected,” she recalls. In 2023, her school was hit hard by a record-breaking heatwave. With no fans and temperatures rocketing past 40℃, students had to skip classes. Her experience has reflected a larger reality. In 2024, over 3.38 million students in Cambodia faced climate-related school closures and class cancellations.(索克利亲眼目睹了这些破坏。她回忆道：“我见证了洪水与高温灾害，我们深受其害。”2023年，她的学校遭遇破纪录的热浪重创，没有风扇、气温突破40摄氏度，学生被迫停课。她的经历折射出普遍现状，2024年柬埔寨超338万名学生因气候问题被迫停课。)”可知，第二段主要介绍气候灾害对教育造成的严重负面影响。 41. 词句猜测题。根据第三段中的“In class, Sokly learns how to reduce her carbon footprint by saving electricity, planting trees, and avoiding plastic. “I don’t feel that not doing anything is right,” says her classmate Sovichara. “Even if the issue is global, we still can do something.” Younger students are following suit.(在课堂上，索克利学习如何通过节约用电、植树造林以及少用塑料制品来减少自己的碳足迹。她的同学索维查拉说道：“我觉得坐视不管是不对的。即便这是全球性难题，我们依然能尽一份力。”年纪更小的学生也following suit。)”可知，高年级学生主动践行环保行为，低年级学生也跟着做同样的事，following suit意为“效仿他人、照做”。 42. 主旨大意题。通读全文，尤其是尾段中的“‘We need to take action,’ Sokly concludes. ‘It starts with us setting an example. We learned it in class, so now we’ve gotta live it.’(索克利总结道：‘我们需要付诸行动，从我们以身作则开始。我们在课堂上学到了环保知识，如今就要践行到底。’)”可知，全文核心是柬埔寨学生将课堂所学的气候环保知识，落实到日常生活行动中，题目“将气候课堂知识转化为实际行动”概括了文章主旨，适合作为标题。 Passage 12 (2025-2026学年高一下·四川自贡·期末)In Kenerson’s after-school classroom, Sandi takes out a piece of paper and fills up a whole line to spell words that allow her to practice cursive(草书) — her new favorite method of writing. She is a proud member of the Holmes Middle School cursive club in Virginia. Cursive has been on the rise for years now. More than two dozen states now require cursive instruction in schools after the 2010 Common Core standards left out the skill. Kenerson started the middle school club when students couldn’t read her writing on the board. They just stared at her blankly, she said. For an educator who firmly believes that quotes deserve to be written in cursive, Kenerson wanted to give students a chance to understand the magic of the cursive. The club exploded in popularity this past winter, with the Washington Post crediting it for “keeping cursive alive”. Kenerson’s after-school club is a local example of a nationwide trend — cursive handwriting is back in many classrooms across the country. Teachers and legislators credit the return to nostalgia(怀旧) and some evidence of educational benefits. But surprisingly, the curves and swoops are contentious among experts, and some argue that cursive does not add any real value for students, especially in the age of AI. “I have seen no evidence that cursive brings any particular cognitive(认知的) or learning benefit beyond that brought by hand printing,” wrote Mark.    Much of the cursive debate centers around time in the classroom. Should educators spend precious minutes teaching another way to write on paper when technology is so readily available?    Datchuk, a professor of special education at the University of Iowa, said the answer does not have to be one or the other. In his college classroom, he sees students increasingly using tablets to take notes.“What that means is that as a country, we likely need to help our students become multi-modal,” Datchuk said. They need to not only be able to handwrite using print, but also use cursive, type, and interact with technology, he said. 43. What drove Kenerson to set up the cursive club? A. Other educators’ appeal. B. Students’ interest in cursive. C. Students’ ignorance of cursive. D. The desire to stand out among workmates. 44. What is the current situation of cursive in the US? A. It lacks official support. B. It is regaining popularity. C. It remains unknown to the public. D. It is a required subject in all schools. 45. What does the underlined word "contentious" in paragraph 4 probably mean? A. Easily forgotten. B. Rapidly changed. C. Widely accepted. D. Deeply questioned. 46. What does Datchuk advise students to do? A. Focus only on printed handwriting in class. B. Give up handwriting and turn to technology. C. Spend more time practicing cursive every day. D. Master different ways of writing and learning. 【答案】43. C 44. B 45. D 46. D 【语篇导读】本文主要介绍美国草书教学重新兴起的校园现象，讲述教师Kenerson创办草书社团的缘由，同时介绍专家对于草书教学的价值争议以及相关教育学者给出的折中教育观点。 43. 细节理解题。根据第三段中的“Kenerson started the middle school club when students couldn’t read her writing on the board. They just stared at her blankly, she said.(Kenerson说，当学生们看不懂她写在黑板上的字时，她创办了这个中学俱乐部。他们只是茫然地盯着她。)”可知，促使Kenerson创办草书俱乐部的原因是学生们对草书一无所知。 44. 细节理解题。根据第四段中的“Kenerson’s after-school club is a local example of a nationwide trend — cursive handwriting is back in many classrooms across the country.(Kenerson的课后社团是全国趋势的一个缩影——草书书写正在全国众多课堂中再度回归。)”可知，美国草书如今正在重新流行、恢复热度。 45. 词句猜测题。根据第四段中的“Teachers and legislators credit the return to nostalgia (怀旧) and some evidence of educational benefits. But surprisingly, the curves and swoops are contentious among experts, and some argue that cursive does not add any real value for students, especially in the age of AI.(教师和立法者将草书的回归归因于怀旧情结以及其具备一定教育价值，但令人意外的是，草书在专家群体中是contentious的，部分专家认为在人工智能时代，草书无法为学生带来实际价值。)”可知，对于草书的价值，专家们看法不一、存在诸多质疑，contentious意为“备受争议、遭到深度质疑”，与Deeply questioned意思相近。 46. 细节理解题。根据最后一段中的“They need to not only be able to handwrite using print, but also use cursive, type, and interact with technology, he said.(他表示，学生不仅需要会印刷体手写，还需要掌握草书、打字以及运用各类科技工具。)”可知，Datchuk建议学生掌握多种书写与学习方式，实现多元学习模式。 Passage 13 (2025-2026学年高一下·福建泉州·期末)When you look at a famous painting like Van Gogh’s Starry Night, do you truly understand it? Or do you simply feel it looks beautiful? According to a recent scientific study, learning about art does more than just help you appreciate it — it actually makes you more creative and inspires new thinking. In the study, researchers divided 150 subjects into three groups. The audiovisual(视听的) group watched a 22-minute video that showed artworks while providing verbal(口头的) explanations. The visual-only group watched a 9-minute video with only simple visual descriptions and no spoken explanation. The control group received no training at all. After the training, all subjects were asked to rate a series of artworks — some they had seen during training and some completely new. The results were striking. Subjects who received the full audiovisual training gave remarkably higher ratings for understanding, creative inspiration and thought activation than those in the other groups. They felt they truly “got” the art, and the experience inspired new ideas. Even more interestingly, the benefits of training went beyond the specific artworks studied — a situation known as the generalisation effect, which refers to the spread of learned knowledge to new but related items. When shown new paintings by the same artist, the audiovisual group still showed higher levels of understanding and inspiration. However, this effect did not carry over to artworks by different artists, suggesting that art knowledge is most powerful when applied within a familiar style. “These findings highlight how art knowledge training can promote art understanding, creative inspiration and thought activation,” the researchers wrote. They argue that schools should take note: art education is not just about producing future artists. It is a tool for developing creative thinking that benefits all students, despite their different career paths. In an age when many schools are cutting arts spending, this study offers a powerful reminder. Learning about art is an investment(投资) in how young people think, create and understand the world. 47. Why was Van Gogh’s Starry Night mentioned in paragraph 1? A. To question a common belief. B. To introduce the topic of the text. C. To compare two ways of appreciating art. D. To highlight the beauty of masterpieces. 48. What did the audiovisual training bring to subjects? A. Greater interest in art history. B. Stronger preference for familiar artworks. C. Higher ratings on creativity. D. Better ability to judge painting techniques. 49. What does the study say about the generalisation effect? A. It applies to all artworks equally. B. It requires long-term art training. C. It is limited to the specific artworks. D. It works for new paintings by the same artist. 50. Why does the author stress art education? A. It improves students’ way of thinking. B. It trains more professional artists. C. It enriches students’ culture knowledge. D. It helps students get fixed jobs. 【答案】47. B 48. C 49. D 50. A 【语篇导读】文章主要介绍了一项科学研究，表明艺术知识培训能有效提升创造力与思维活力。 47. 推理判断题。根据第一段中“When you look at a famous painting like Van Gogh’s Starry Night, do you truly understand it? Or do you simply feel it looks beautiful? According to a recent scientific study, learning about art does more than just help you appreciate it — it actually makes you more creative and inspires new thinking. (当你欣赏像梵高《星月夜》这样的名画时，你是真的看懂了吗？还是仅仅觉得它好看？根据最近的一项科学研究，学习艺术不仅能帮助你欣赏它——还能真正激发你的创造力，启发新的思考。)”可知，提及《星月夜》是为了引出本文关于艺术学习与创造力关系的主题。 48. 细节理解题。根据第三段中“Subjects who received the full audiovisual training gave remarkably higher ratings for understanding, creative inspiration and thought activation than those in the other groups. (接受完整视听训练的受试者在理解力、创作灵感和思维激活方面的评分显著高于其他组。)”可知，视听训练让受试者给出了更高的创造力评分。 49. 细节理解题。根据第四段中“When shown new paintings by the same artist, the audiovisual group still showed higher levels of understanding and inspiration. However, this effect did not carry over to artworks by different artists, suggesting that art knowledge is most powerful when applied within a familiar style. (当给受试者展示同一位艺术家的全新画作时，接受视听训练的组别依然表现出了更高的理解力与灵感水平。然而，这种效应并未延伸至不同艺术家的作品，这表明艺术知识在熟悉的风格框架内应用时效果最为显著。)”可知，泛化效应仅适用于同一位艺术家的新画作。 50. 细节理解题。根据最后一段中“Learning about art is an investment (投资) in how young people think, create and understand the world. (学习艺术是对年轻人如何思考、创造和理解世界的一种投资。)”可知，作者强调艺术教育是因为它能改善学生的思维方式。 Passage 14 (2025-2026学年高一下·山东烟台·期末)As a young man, I dreamed of my ideal class where students with shining eyes were curious about everything before my first teaching year. I repeatedly pictured lively debates and enthusiastic voices filling the room. However, when I took charge of a tenth-grade English class at a New York school, reality struck. These students had struggled with their studies at their previous schools and came here for a new chance. I followed traditional teaching methods, carried out unchanging lesson plans and stuck to strict classroom rules. At the start of the term, all the students stared blankly at textbooks. They weren’t ready to share their ideas or join in class activities. After observing this discouraging situation for weeks, I realized that strict and rigid(死板的) teaching stopped students creating new ideas and killed their interest in study, which left me wondering how I could improve my teaching. I decided to try something completely different. So I introduced the popular novel Harry Potter as our in-class reading text and divided students into different Hogwarts teams to perform many interesting story-based group tasks. Students took part with great energy, discussed actively, shared their special thoughts and cooperated well with teammates. For the first time, the classroom was full of inspiration instead of cold rules — they felt seen, heard and valued. From then on, my classes ran smoothly. The students’ eyes lit up with passion. They grew far more willing to share ideas actively in class, and their academic performance improved noticeably. My first year of teaching has taught me a precious lesson. Real education never means trapping students in fixed learning modes or asking them to think in the same way. Instead, it requires teachers to leave room for students’ independent thinking and awaken their inner desire for growth. Every student has creative ideas and great potential(潜能), which can be fully developed in a free and open learning environment. 51. What’s the author’s purpose of describing his ideal class? A. To recall his own school days. B. To prove his teaching ability. C. To compare with the actual class. D. To describe his favorite students. 52. What was the author’s initial class like? A. Flexible and open. B. Inactive and boring. C. Passive and disorderly. D. Creative and relaxing. 53. What did Harry Potter-themed activities bring to the students? A. Improvement in physical fitness. B. Wide recognition from parents. C. A sense of identity and belonging. D. The desire to create science fictions. 54. What does the author learn from his teaching experience? A. Practice makes perfect. B. Early birds catch the worm. C. Applying knowledge to life is essential. D. Teaching is to inspire engagement. 【答案】51. C 52. B 53. C 54. D 【语篇导读】本文讲述了作者在第一年教学时遵从传统教学模式导致课堂死气沉沉，与之前的期待大相径庭，后来作者灵活调整教学方式，激活学生热情，这段经历也让作者学到了宝贵教训，明白了真正的教育是培养学生独立思考、唤醒学生内在成长动力。 51. 推理判断题。根据第一段“As a young man, I dreamed of my ideal class where students with shining eyes were curious about everything before my first teaching year. (在我第一年教书之前，作为年轻人，我梦想着有这样一个理想班级：学生们目光明亮，对一切都充满好奇。)”和第二段“However, when I took charge of a tenth-grade English class at a New York school, reality struck.(然而，当我在纽约的一所学校负责一个十年级的英语班时，现实给了我一击。)”可知，作者先描述自己想象中理想的课堂，再引出和理想完全不同的实际教学情况，目的是将理想课堂和实际课堂进行对比。 52. 推理判断题。根据第三段“At the start of the term, all the students stared blankly at textbooks. They weren’t ready to share their ideas or join in class activities. After observing this discouraging situation for weeks, I realized that strict and rigid(死板的) teaching stopped students creating new ideas and killed their interest in study (开学之初，所有学生都茫然地盯着课本。他们不愿意分享观点，也不愿意参加课堂活动。在观察了这个令人沮丧的情况数周后，我意识到严苛死板的教学阻碍了学生产生新想法，磨灭了他们的学习兴趣)”可推知，作者最初的课堂不活跃，十分无聊。 53. 推理判断题。根据第四段“So I introduced the popular novel Harry Potter as our in-class reading text and divided students into different Hogwarts teams to perform many interesting story-based group tasks. Students took part with great energy, discussed actively, shared their special thoughts and cooperated well with teammates. For the first time, the classroom was full of inspiration instead of cold rules — they felt seen, heard and valued. (所以我引入了流行小说《哈利波特》作为我们的课堂阅读文本，并将学生分成不同的霍格沃茨小组，执行许多有趣的基于故事的小组任务。学生们精力充沛地参加了活动，积极讨论，分享了他们的独特想法，并与队友合作良好。教室里第一次充满了灵感，而非冰冷的规则——他们感觉到自己被关注、被倾听、被重视。)”可知，《哈利·波特》主题活动让学生感觉到自己被关注、被倾听、被重视，获得了认同感，分组完成任务的形式也让学生产生了归属感。 54. 推理判断题。根据最后一段“Real education never means trapping students in fixed learning modes or asking them to think in the same way. Instead, it requires teachers to leave room for students’ independent thinking and awaken their inner desire for growth. (真正的教育绝不是把学生困在固定的学习模式中，要求他们用一模一样的方式思考。相反，教育需要教师给学生留出独立思考的空间，唤醒他们内在的成长渴望。)”可推知，作者从这段经历中学到，教学的本质是激发学生主动参与学习，唤醒学生的内驱力。 Passage 15 (2025-2026学年高一下·广东韶关·期末)Across the U.S., teenagers fed up with inaction on climate change are making their voices heard by leading a movement to green their schools. Upgrades like solar panels, LED lighting, and rainwater collection systems, are designed to reduce carbon footprint, cut costs, and turn campuses into living laboratories for environmental education. Ila Coleman, 17, from Grant High School in Portland, first participated after learning her school spent $32,000 annually on electricity. “That money could be used for textbooks, lab equipment, or teacher salaries,” she said. Coleman and her classmates formed the Green Grant Club and presented energy-saving proposals to their school board. Thankfully, their efforts paid off. The school’s energy bills dropped by 35%, and carbon emissions fell by 28%. The club now leads monthly workshops on recycling and climate science, and even teams up with local environmental groups to plant trees on campus. Students used to ask, “What can one do about climate change?” Now they’re seeing positive results from their own actions. The movement is becoming popular. In Austin, Texas, a group of middle schoolers successfully pushed for solar-powered charging stations in their cafeteria. “The passion and creativity of these young activists are remarkable,” said environmental scientist Dr. Lena Torres. “Schools are ideal places for climate action. When students see solar panels on their roof or learn how to track energy use, they’re more likely to adopt green habits at home.” Despite some challenges like funding and concerns about upfront costs, students have found creative solutions in the community: organizing fundraising events and partnering with local businesses for donations. Their efforts have not gone unnoticed, with some states now funding to support green changes. For the teen activists, the work is personal. “We’re the ones who will inherit this planet,” said Rivera. “We can’t wait for adults to fix it. We have to start now! All it takes is courage to speak up and work together.” For these young climate leaders, the classroom isn’t just a place to learn — it’s a perfect place to lead change. 55. Why was the Green Grant Club set up? A. To improve the rainwater collection systems. B. To meet the expectations of the school board. C. To update lab devices for scientific experiments. D. To promote an environmentally friendly campus. 56. What does the author illustrate by mentioning the students in Austin? A. The role of the school. B. The future path. C. The united efforts nationwide. D. The popularity of the movement. 57. In what way did the community support the teens’ work? A. Offering government funding. B. Advertising their changes. C. Making charitable contributions. D. Holding business workshops. 58. How did Rivera think of their movement? A. It keeps the planet as it is. B. It shows no pains, no gains. C. It takes courage and teamwork. D. It contributes to classroom learning. 【答案】55. D 56. D 57. C 58. C 【语篇导读】文章主要介绍了美国青少年通过发起校园绿色环保运动来应对气候变化的故事。 55. 推理判断题。根据第一段“Across the U.S., teenagers fed up with inaction on climate change are making their voices heard by leading a movement to green their schools. Upgrades like solar panels, LED lighting, and rainwater collection systems, are designed to reduce carbon footprint, cut costs, and turn campuses into living laboratories for environmental education.(在美国各地，对气候变化行动不力感到厌倦的青少年们正在通过发起一场绿化校园的运动来发出自己的声音。太阳能电池板、LED照明和雨水收集系统等升级改造，旨在减少碳足迹、降低成本，并将校园变成环境教育的活实验室)”和第二段中“Coleman and her classmates formed the Green Grant Club and presented energy-saving proposals to their school board. Thankfully, their efforts paid off. The school’s energy bills dropped by 35%, and carbon emissions fell by 28%.(Coleman和她的同学们成立了“绿色格兰特俱乐部”，并向学校董事会提交了节能提案。值得庆幸的是，他们的努力得到了回报。学校的能源账单下降了35%，碳排放减少了28%)”可知，成立该俱乐部是为了削减学校能源账单，减少碳排放，推广环保校园。 56. 推理判断题。根据第四段中“The movement is becoming popular. In Austin, Texas, a group of middle schoolers successfully pushed for solar-powered charging stations in their cafeteria. (这项运动正变得越来越受欢迎。在德克萨斯州奥斯汀，一群中学生成功推动了在食堂安装太阳能充电站)”可知，作者提到奥斯汀的学生是为了说明这项运动的普及程度。 57. 细节理解题。根据第五段中“Despite some challenges like funding and concerns about upfront costs, students have found creative solutions in the community: organizing fundraising events and partnering with local businesses for donations. (尽管面临资金和前期成本担忧等一些挑战，学生们还是在社区中找到了创造性的解决方案：组织筹款活动，并与当地企业合作寻求捐赠)”可知，社区通过慈善捐赠来支持学生们的工作。 58. 细节理解题。根据最后一段中Rivera的话“All it takes is courage to speak up and work together. (所需要的只是敢于发声和团结合作的勇气)”可知，Rivera认为他们的运动需要勇气和团队合作。 阅读理解七选五 Passage 1 (2025-2026学年高一上·湖北荆州·开学考试)Today many young people are interested in starting a book club. They think being in a book club can improve reading skills. At the same time, sharing ideas about books with others is fun. In fact, it’s not difficult to start a book club. All you need is to love reading. 1 When you set up your book club, the first thing you need to do is getting members for your club. 2 A small group of seven to ten people is usually an ideal size for a book club. Once you have a group, agree on how often you want to meet. It’s better to meet monthly. 3 Remind each member of the date by sending out emails a week before the meeting. And set the length of the meeting time. An hour is a good start. Two hours is usually perfect. 4 Libraries, parks and restaurants all make good meeting places. For many clubs, homes are the best place as you don’t have to dress up, and noisy public places can make it hard to communicate with each other. Don’t forget the most important thing is the book! Think about the books your club will enjoy. Stories? History books? 5 You can take turns to recommend books. Let everyone vote to decide which book to read. Anyway, make sure to keep it interesting. After all these have been decided, your book club is ready. Enjoy your reading. A. You need a good place to meet then. B. Here’s some advice to start a book club. C. Now, it’s time to hold the first meeting. D. You should decide what books to read. E. Your club can choose books in different ways. F. Pick a fixed date so that members can easily plan for it. G. You can invite your classmates, friends or relatives to join it. 【答案】1. B 2. G 3. F 4. A 5. E 【语篇导读】文章主要讲述了创办读书俱乐部的具体步骤和建议，包括招募成员、设定时间地点及选书方式。 1. 上文“Today many young people are interested in starting a book club. (如今很多年轻人对创办读书俱乐部感兴趣)”及“All you need is to love reading. (你所需要的就是热爱阅读)”介绍创办读书俱乐部的现象，下文分段介绍创办俱乐部的各类具体做法。空处总起下文，引出创办读书俱乐部的相关建议。B选项“Here’s some advice to start a book club. (这儿有一些创办读书俱乐部的建议)”总领全文，起到承上启下的作用。 2. 上文“When you set up your book club, the first thing you need to do is getting members for your club. (当你创办读书俱乐部时，你要做的第一件事就是为俱乐部招募成员)”点明第一步要招募成员，下文“A small group of seven to ten people is usually an ideal size for a book club. (7到10人的小团体通常是读书俱乐部的理想规模)”讲述俱乐部合适的人数。空处承接上文，说明招募成员的具体途径。G选项“You can invite your classmates, friends or relatives to join it. (你可以邀请你的同学、朋友或者亲戚加入)”承接“招募成员”的主题，给出了清晰的招募对象参考，前后内容连贯。 3. 上文“Once you have a group, agree on how often you want to meet. It’s better to meet monthly. (一旦组建好团队，就要商定见面的频率，最好是每月一次)”提及碰面的频率，下文“Remind each member of the date by sending out emails a week before the meeting. (在会议一周前发送邮件提醒每位成员会议日期)”讲到要提醒成员会议日期。空处需要衔接频率设定和日期通知的中间环节。F选项“Pick a fixed date so that members can easily plan for it. (选定一个固定日期，这样成员可以方便为此做安排)”承接“每月见面”的设定，明确了固定日期的重要性，也为后文提前发邮件提醒日期的做法做了铺垫。 4. 下文“Libraries, parks and restaurants all make good meeting places. For many clubs, homes are the best place as you don’t have to dress up, and noisy public places can make it hard to communicate with each other. (图书馆、公园和餐馆都是不错的聚会地点。对许多读书俱乐部来说，家里是最佳场所，因为你不必刻意打扮，而且喧闹的公共场所会让大家难以相互交流)”全部在讲述可供选择的会面地点。空处为本段主题句，引出会面地点这一话题。A选项“You need a good place to meet then. (然后你需要一个合适的会面地点)”总领本段，和下文各类地点举例形成逻辑衔接。 5. 上文“Don’t forget the most important thing is the book! Think about the books your club will enjoy. Stories? History books? (不要忘记最重要的就是书籍！考虑俱乐部成员会喜欢的书，小说？历史书籍？)”提出要挑选书籍，下文“You can take turns to recommend books. Let everyone vote to decide which book to read. (你们可以轮流推荐书籍，让所有人投票决定读哪本书)”介绍选书的具体方式。空处过渡，引出选书的多种办法。E选项“Your club can choose books in different ways. (你们俱乐部可以用不同的方式选书)”既承接了上文“要挑选合适书籍”的表述，又总领了下文轮流推荐、投票决定等不同选书方法的介绍。 Passage 2 (2025-2026学年高一上·江西景德镇·期末)Is it ever too late to learn a new skill? The answer is: absolutely not! 68 . It can change your life in many ways — from boosting your career to helping you discover a new interest. All you need is focus and some helpful learning strategies. Teach yourself using many sources. The best learning materials vary based on the skill you want to develop. 7 There are many learning materials that are free to use, including textbooks, online videos, and even blog posts. Do an online search for sources and check your local library for helpful books. Learn through practical experience. The most effective way to learn something is just to do it! Books and tutorials are excellent primers(入门指南), but try to start performing the new skill as soon as possible. Learn through trial(试验) and error rather than spending all your time on theories and memorization. 8 Teach someone else. Teaching a skill enables you to understand it better. Why? By teaching someone else, you first have to think about the skill or subject and break it down into easily explainable pieces. 9 You can also make an informative presentation about the subject or start a blog about your learning process. 10 A plan will help you stay on track with your new hobby. Devote at least 20 hours to learning the skill; research shows that spending 20 hours on any skill will greatly improve your understanding and ability. Reserve practice time for days when you have plenty of free time and the time of day when you feel most alert(机敏的). A. Give yourself tests. B. Learning new things is beneficial at any age. C. Set a study or practice schedule. D. The better you can explain something, the better you understand it. E. Apply the ideas you’ve learned and find out what works best for you in practice. F. You can learn new things without paying for a class. G. Ask people you know if they can recommend a teacher to you. 【答案】6. B 7. F 8. E 9. D 10. C 【语篇导读】文章主要讲述任何年龄学新技能都不晚，并介绍了四种实用有效的学习策略。 6. 由上文“Is it ever too late to learn a new skill? The answer is: absolutely not! (学习一项新技能会太晚吗？答案绝对是否定的！)”及下文“It can change your life in many ways — from boosting your career to helping you discover a new interest. (它能在很多方面改变你的生活——从促进职业发展，到帮助你发现新的兴趣。)”可知，上文否定了“学技能太晚”的观点，下文讲学习新技能的好处，本空应进一步强调任何年龄学习新事物都有益。B选项“在任何年龄学习新事物都是有益的。”能承上启下，符合语境。 7. 由上文“Teach yourself using many sources. The best learning materials vary based on the skill you want to develop. (利用多种资源自学。最佳的学习材料会因你想要培养的技能而有所不同。)”及下文“There are many learning materials that are free to use, including textbooks, online videos, and even blog posts. (有许多免费可用的学习材料，包括教科书、在线视频，甚至博客文章。)”可知，上文提到多渠道获取学习资料，下文列举了各类免费资源，本空应说明不花钱也能学习新东西。F选项“不用报班付费，你也可以学习新事物。”能承上启下，符合语境。 8. 由上文“Learn through practical experience. The most effective way to learn something is just to do it! Books and tutorials are excellent primers(入门指南), but try to start performing the new skill as soon as possible. Learn through trial(试验) and error rather than spending all your time on theories and memorization.(通过实践经验学习。学习某件事最有效的方法就是直接动手去做！书籍和教程是很好的入门指南，但你要尽快开始实操这项新技能。通过反复试错来学习，而非把全部时间花在理论和记忆上。)”可知，本段核心是强调实践的重要性，本空应是对动手实践、试错学习的总结或延伸。E选项“应用你学到的理念，找出在实践中最适合你的方法。”能承接上文，符合语境。 9. 由上文“Teaching a skill enables you to understand it better. Why? By teaching someone else, you first have to think about the skill or subject and break it down into easily explainable pieces. (教授一项技能能让你更好地理解它。为什么？因为教别人时，你必须先思考这项技能或主题，并将其拆解为容易解释的部分。)”及下文“You can also make an informative presentation about the subject or start a blog about your learning process. (你也可以就该主题做一个内容丰富的演示，或者开一个记录自己学习过程的博客。)”可知，上文解释了“教能促进理解”的原因，本空应进一步说明“讲解”与“理解”的关系，下文则给出具体的“教”的方式。D选项“你能把某件事解释得越好，就说明你对它的理解越透彻。”承接上文逻辑，引出下文的具体做法，符合语境。 10. 由下文“A plan will help you stay on track with your new hobby. Devote at least 20 hours to learning the skill; research shows that spending 20 hours on any skill will greatly improve your understanding and ability. Reserve practice time for days when you have plenty of free time and the time of day when you feel most alert (机敏的).(一个计划能帮你在培养新爱好的过程中保持进度。至少投入20小时学习这项技能，研究表明花20小时练习任意技能都能大幅提升你的理解与实操能力。把练习时间预留到你空闲充足、一天中思维最机敏的时段。)”可知，下文围绕“制定学习计划、安排练习时间”展开，本空应是本段的主题句。C选项“制定学习或练习时间表。”能概括全段内容，符合语境。 Passage 3 (2025-2026学年高一下·湖南衡阳·期末)Developing healthy study habits is key to academic success, especially in high school. With so many distractions and responsibilities, it’s easy to fall into unproductive routines. 11 These habits will not only boost your grades but also reduce stress and build confidence in your learning abilities. Create a consistent study space. 12 It doesn’t have to be a fancy desk or a quiet library, but it should be a place where your brain associates with focus. Keep it organized, free from unnecessary distractions like phones or loud music, and use it only for studying. Over time, this space will signal to your brain that it’s time to work, making it easier to get into the zone. Break tasks into small, manageable steps. Large assignments or exam reviews can feel overwhelming at first. 13 Instead of thinking “I need to study for the math final,” break it down into smaller tasks: “Review Chapter 3 formulas” or “Solve 10 practice problems on quadratic equations.” Checking off these small wins will keep you motivated and prevent procrastination. Use active learning techniques instead of passive reading. Simply rereading notes or textbooks is often ineffective for long-term memory. 14 Try summarizing key ideas in your own words, teaching concepts to a friend (or even an imaginary audience), or creating flashcards for tricky terms. These methods force your brain to engage with the material, making it more likely to stick. Take regular breaks and prioritize rest. Many students believe that studying for hours without stopping is the best way to learn. However, our brains need time to rest and process information. 15 Short breaks — like walking around, drinking water, or stretching — can refresh your focus. Additionally, getting enough sleep each night is just as important as studying; a tired brain struggles to retain new information. A. Instead of tackling everything at once, divide big goals into tiny, specific tasks. B. The good news is that you can build these habits with a few simple, intentional changes. C. A dedicated study space helps train your brain to switch into “learning mode” quickly. D. To make studying more effective, swap passive habits for active ones. E. You don’t need a perfect setup to start building a productive study routine. F. Overworking yourself can lead to burnout, which harms both your grades and your health. G. Active learning takes more effort at first, but it pays off in better understanding and recall. 【答案】11. B 12. C 13. A 14. D 15. F 【语篇导读】本文介绍了养成健康学习习惯对高中学业成功的重要性，针对分心、任务繁重等常见学习问题，介绍了具体可操作的健康学习方法。 11. 上文提到“Developing healthy study habits is key to academic success, especially in high school. With so many distractions and responsibilities, it’s easy to fall into unproductive routines.(养成健康的学习习惯是学业成功的关键，在高中尤其如此。由于分心事和责任繁多，我们很容易陷入低效率的学习日常)”，下文提到“These habits will not only boost your grades but also reduce stress and build confidence in your learning abilities.(这些习惯不仅能帮你提高成绩，还能减轻压力，建立你对学习能力的信心)”，前文提出高中容易陷入低效学习的问题，后文引出具体的健康学习习惯，选项B“The good news is that you can build these habits with a few simple, intentional changes.(好消息是，你只需要做几个简单有意识的改变，就能养成这些健康习惯)”，完美承接上文提出的问题，引出下文对健康习惯作用的介绍。 12. 本段的主旨句为“Create a consistent study space.(打造一个固定的学习空间)”，下文“It doesn’t have to be a fancy desk or a quiet library, but it should be a place where your brain associates with focus.(它不一定是精致的书桌或是安静的图书馆，但它得是一个能让你的大脑与专注连接的地方)”围绕学习空间的要求展开。选项C“A dedicated study space helps train your brain to switch into “learning mode” quickly.(一个专门的学习空间能帮你训练大脑，让它快速切换到“学习模式”)”符合本段“打造固定学习空间”的主题，也对应后文对学习空间的具体介绍。 13. 本段的主旨句为“Break tasks into small, manageable steps.(把任务拆分成小的、易完成的步骤)”，上文提到“Large assignments or exam reviews can feel overwhelming at first.(大型作业或是考试复习一开始总会让人觉得难以应对)”，下文举例“Instead of thinking “I need to study for the math final,” break it down into smaller tasks: “Review Chapter 3 formulas” or “Solve 10 practice problems on quadratic equations.”(不要想着“我要复习数学期末考试”，而是把它拆分成小任务：“复习第三章公式”或是“做10道二次方程练习题”)”围绕拆分大任务展开。选项A“Instead of tackling everything at once, divide big goals into tiny, specific tasks.(不要一次性处理所有事，把大目标拆分成细小具体的任务)”贴合本段拆分任务的主题，承接上文大任务带来压力的内容，引出下文的举例。 14. 本段的主旨句为“Use active learning techniques instead of passive reading.(用主动学习技巧代替被动阅读)”，上文“Simply rereading notes or textbooks is often ineffective for long-term memory.(只是重读笔记或课本对长期记忆来说通常没什么效果)”指出了被动学习的弊端，下文“Try summarizing key ideas in your own words, teaching concepts to a friend (or even an imaginary audience), or creating flashcards for tricky terms.(试着用自己的话总结关键思想，向朋友(甚至是想象中的观众)传授概念，或者为棘手的术语制作抽认卡。)”介绍了总结内容、讲给别人听、制作抽认卡等主动学习方法。选项D“To make studying more effective, swap passive habits for active ones.(为了让学习更高效，把被动习惯换成主动习惯)”，承接上文对被动学习的否定，引出下文对主动学习方法的介绍，符合本段主题。 15. 本段的主旨句为“Take regular breaks and prioritize rest.(定期休息，把休息放在优先位置)”，上文“Many students believe that studying for hours without stopping is the best way to learn. However, our brains need time to rest and process information.(很多学生认为连续学几个小时不停止是最好的学习方法。但我们的大脑需要时间休息、处理信息)”指出了持续学习不休息的错误认知，强调了休息的必要性，下文“Short breaks — like walking around, drinking water, or stretching — can refresh your focus.(短休息，比如四处散步、喝水、拉伸一下，可以重新唤醒你的专注力)”举例说明休息的好处。选项F“Overworking yourself can lead to burnout, which harms both your grades and your health.(让自己过度劳累会导致倦怠，对你的成绩和健康都有害)”承接上文持续学习的危害，引出下文休息的好处，符合本段“休息”的主题。 Passage 4 (2025-2026学年高一下·山西吕梁·期末) A Real Job at School In Bowling Green, Kentucky, high school students are not just learning about computers — they’re fixing them for real. The school district has a student-run team that repairs broken Chromebooks. Here’s how it works. When a teacher finds a broken Chromebook, he or she submits an online repair ticket. Students on the team then diagnose the problem, replace broken parts, and test the device. 16 It usually takes just a few days. The benefits for the school are clear. First, it saves money. The district avoids paying expensive repair fees to outside companies. 17 Second, it’s much faster. Sending devices out for repair could take weeks, but the student team gets them back in action quickly. It also frees up the district’s IT staff, letting them focus on bigger projects. 18 They earn class credit for their work. Even better, they can get paid $10 an hour. “We take a step back and let the kids do what they do,” said Megan Marcum, the district’s digital learning coach. 19 They learn to communicate clearly with teachers about repair progress, manage their time to meet deadlines, and solve problems independently. The program has been running smoothly for 10 years. Students train the next generation of the team, creating a reliable talent pipeline for the district’s IT department. Many former team members have even gone on to pursue tech-related careers after graduation. 20 A. Only parts and labor are paid for. B. Students gain the most from the program. C. It only costs extra money to buy a new device. D. When done, they tell the teacher the device is ready. E. It’s truly a win-win project for both school and students. F. Apart from grades and pay, students gain more practical skills. G. In addition to praise and money, students take free courses. 【答案】16. D 17. A 18. B 19. F 20. E 【语篇导读】文章主要介绍了美国肯塔基州一所学区开展的学生电脑维修项目。 16. 根据前文“Students on the team then diagnose the problem, replace broken parts, and test the device.(团队中的学生随后诊断问题、更换损坏的零件并测试设备。)”可知，前文介绍学生维修电脑的完整操作流程；空后一句“It usually takes just a few days.(这通常只需要几天时间。)”说明维修耗时短；故推知：空处需要承接维修流程，补充维修完成后的收尾步骤，形成完整流程闭环；选项D“When done, they tell the teacher the device is ready.(完成后，他们告知老师设备已修好。)”契合上下文流程逻辑。 17. 根据前文“The district avoids paying expensive repair fees to outside companies.(该学区无需向外部公司支付高昂的维修费用。)”可知，本段核心是介绍项目为学校节省开支的优势；故推知：空处承接省钱的话题，进一步补充学校的花费情况；选项A“Only parts and labor are paid for.(学校只需支付零件和人工费用。)”延续省钱的核心逻辑，贴合语境。 18. 根据后文“They earn class credit for their work. Even better, they can get paid $10 an hour.(他们可以凭借工作获得学分，更棒的是，他们每小时可以获得10美元报酬。)”可知，空后集中讲述学生获得的各项好处；此处为段落首句，起到总领全段的作用；故推知：空处需要总述该项目对学生益处极大；选项B“Students gain the most from the program.(学生从该项目中获益最多。)”可以统领整段内容。 19. 根据前文“They earn class credit for their work. Even better, they can get paid $10 an hour.(他们可以凭借工作获得学分，更棒的是，他们每小时可以获得10美元报酬。)”及后文“They learn to communicate clearly with teachers about repair progress, manage their time to meet deadlines, and solve problems independently.(他们学习与老师清晰沟通维修进度、合理规划时间按时完成任务，还能独立解决问题。)”可知，空后介绍学生收获的各类实用能力；故推知：空处承接前文学分、薪资的好处，进一步拓展学生收获的实用技能；选项F“Apart from grades and pay, students gain more practical skills.(除了学分和报酬，学生还能收获更多实用技能。)”衔接前后文，逻辑通顺。 20. 前文分别阐述了项目对学校省钱、高效、减负的优势，以及对学生薪资、学分、技能成长的多重益处，结合空前“Students train the next generation of the team, creating a reliable talent pipeline for the district’s IT department. Many former team members have even gone on to pursue tech-related careers after graduation.(老队员会带教团队的新生力量，为学区信息技术部门搭建起稳定可靠的人才输送渠道。不少曾经参与该项目的学生毕业后，甚至选择投身科技相关行业。)”可推知：尾段尾句需要总结全文，升华主题，点明项目的双赢价值；选项E“It’s truly a win-win project for both school and students.(这对学校和学生来说，确实是一个双赢的项目。)”完美总结全文主旨。 Passage 5 (2025-2026学年高一下·河北张家口·期末)The introduction of AI-driven virtual classrooms is a great new development in modern education. Virtual learning environments and AI are working together to change education, influencing both students and teachers. 21 AI checks individual performance and learning habits to create suitable study plans. This method increases student interest and fills knowledge gaps. Most importantly, it ensures each student learns at their own pace. Another important function is the Intelligent Tutoring System (ITS). AI acts as a helpful digital teacher through ITS. It checks student progress, finds weak points, and offers personal guidance. It can also answer common questions anytime with quick replies. 22 Game-based learning is also changing the classroom experience. 23 AI improves this by adding game parts like scores, small prizes, and ranking lists. It fits the game experience to different learning styles, helping students remember what they have learned and enjoy studying more. AI also makes communication easier in virtual classrooms. 24 AI uses smart language tools to write down lessons and offer real-time subtitles on the screen. This gets rid of communication difficulties and creates a warmer learning environment. Students can ask questions easily and feel less lonely online. Finally, data prediction helps teachers know about students’ future learning conditions. AI looks at attendance, grades, and daily actions to find students in trouble early. 25 As a result, more students can stay in school and get a fair chance at education. A. One key feature is personalized learning. B. Good communication is key in online learning. C. This offers students support whenever they need it. D. This early discovery helps teachers give help in time. E. It provides students with chances to play games freely. F. AI will replace human teachers in schools sooner or later. G. It adds fun to education and greatly raises student interest. 【答案】21. A 22. C 23. G 246. B 25. D 【语篇导读】文章主要介绍了人工智能驱动的虚拟课堂是现代教育的新发展，并从个性化学习、智能辅导系统、游戏化学习、便捷沟通和数据预测五个方面介绍了AI赋能教育的各项优势与作用。 21. 下文“AI checks individual performance and learning habits to create suitable study plans. This method increases student interest and fills knowledge gaps.(AI会检测个人表现和学习习惯来制定合适的学习计划，提升学生兴趣、弥补知识漏洞)”详细介绍了AI定制化学习的特点和优势。A选项“One key feature is personalized learning.(一大核心特点是个性化学习)”总领本段内容，精准概括本段核心主题，引出下文对个性化学习的具体介绍。 22. 上文“It can also answer common questions anytime with quick replies.(它还可以随时快速解答常见问题)”介绍了智能辅导系统全天候答疑的功能。C选项“This offers students support whenever they need it.(这能为学生提供随时随地的帮助)”中的This指代上文AI随时答疑的功能，对前文功能进行总结，说明其带来的益处。 23. 上文“Game-based learning is also changing the classroom experience.(游戏化学习也正在改变课堂体验)”引出游戏化学习的话题，下文“AI improves this by adding game parts like scores, small prizes, and ranking lists.(AI通过加分、小奖励、排行榜等游戏元素优化学习体验)”阐述AI赋能游戏化学习的方式。G选项“It adds fun to education and greatly raises student interest.(它为教育增添乐趣，大幅提升学生兴趣)”承接上文游戏化学习的主题，点明该学习方式的核心优势，为下文AI优化游戏化学习的内容做铺垫。 24. 上文“AI also makes communication easier in virtual classrooms.(AI还让虚拟课堂的沟通变得更加便捷)”点明本段主旨为AI优化课堂沟通。B选项“Good communication is key in online learning.(良好的沟通是线上学习的关键)”贴合段落主题，强调线上沟通的重要性，引出下文“AI uses smart language tools to write down lessons and offer real-time subtitles on the screen. This gets rid of communication difficulties and creates a warmer learning environment. Students can ask questions easily and feel less lonely online.(人工智能借助智能语言工具记录课程内容，并在屏幕上提供实时字幕。这消除了沟通障碍，营造出更温馨的学习氛围。学生可以轻松提问，在线学习时也不会感到那么孤单)”AI通过智能语言工具消除沟通障碍的具体介绍。 25. 上文“AI looks at attendance, grades, and daily actions to find students in trouble early.(AI通过考勤、成绩和日常表现，及早发现有学习困境的学生)”介绍了AI的早期筛查功能。D选项“This early discovery helps teachers give help in time.(这种早期发现能够帮助老师及时提供帮助)”中的This early discovery对应上文的find students in trouble early，承接上文说明该功能的作用；下文“As a result, more students can stay in school and get a fair chance at education.(因此更多学生能顺利就学，获得公平的教育机会)”是该举措带来的最终结果，前后逻辑紧密。 ( 22 / 34 ) 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $ 专题03 Unit 1 Back to school 单元话题---校园生活 (阅读理解15篇+阅读理解七选五5篇) 01 主题介绍 02 高考模拟演练 03 阅读理解专练 本单元的主题语境是人与自我，话题是学校生活，涉及的语篇类型有视频演讲、建议书、校刊文章、小册子等等。本单元的教学旨在帮助学生适应高中新环境，激发潜力，让他们不畏困难，热爱校园生活整个单元的八个模块分别涉及学校生活的多个层面。Welcome to the unit板块是一段采访高中新生，谈新学期感受及规划的视频，为本单元学习创设了语境。reading板块的语篇，是一篇校长对高一新生发表的开学演讲，鼓励学生在新的环境中挖掘潜能，迎接挑战。grammar板块的情境为，制定目标。内容衔接初高中语法学习项目，重点复习句子成分、句子结构两个语法项，integrated skills板块通过听、读、说活动的铺垫，最后要求学生完成创建校园俱乐部建议书的写作任务。Extended reading板块讲述了一位中国学生作为交换生在英国的一段学习和生活经历，启发学生理解中外不同教育氛围背后的文化差异。Project板块要求学生通过合作学习、探究学习制作一份介绍校园生活的小册子。Assessment板块引导学生运用元认知策略进行阶段性反思和总结，分析存在的问题，并制定针对性的解决方案，Further study板块指导学生运用资源策略，通过浏览联合国教科文组织英文官网观赏影视作品。进行自主深入的研究。 (2026全国一卷B)Not long ago, my fifth-grade son Kevin asked me about the meaning of a word in a novel. “Look it up,” I responded. “But my screen time is off,” he said. I looked pointedly at the bookshelf that held at least three dictionaries, and Kevin sighed(叹气) dramatically. “Can’t you just use your phone?” he asked. Suddenly it occurred to me that he did not even know how to use a dictionary. I took down one of the dictionaries, and we read it together for a few minutes before I handed it to him. It took him a few tries to find the word in question. While going through the pages, he kept saying, wide-eyed: “How can there be this many words?” After a while, he looked at me and asked, “Do you know all these words, Mom?” I smiled. “I definitely do not know all these words,” I said. “But that’s why this is one of my favorite books.” I had my first dictionary as a gift for my 13th birthday. I decided that I wanted to learn as many words as I could and started marking every entry I looked up with a pencil to measure my progress. I continued to make these pencil marks for years, and when I went off to college, I packed that dictionary in my suitcase. Kevin wanted to see the dictionary. I felt a small pain in my chest. The dictionary was stolen at the end of my freshman year of college. “That’s so sad,” he said, “but you still know all those words, even without the book.” I realized that this was true. I still made it through the next three years of college, even without the book. And it wasn’t, ultimately, the dictionary that got me there — not really. Now I understand that although my son may be learning differently, he is still learning. It’s not about the words themselves or how we learn them, but the wanting to know them, the curiosity and the appetite. 4. What does Kevin usually do to get the meaning of a word? A. Use electronic devices. B. Consult a paper dictionary. C. Guess from the context. D. Turn to his English teacher. 5. How did Kevin feel while looking up the word in the dictionary? A. Annoyed. B. Disappointed. C. Encouraged. D. Astonished. 6. What can we learn about the author’s first dictionary? A. It helped her through college. B. It was given to Kevin as a gift. C. It bore witness to her efforts. D. It was a valuable limited edition. 7. What has the author come to realize about learning? A. It is never too late to start. B. Motivation is what really matters. C. Children need role models. D. Dictionaries are still a useful tool. 阅读理解 Passage 1 (2025-2026学年广东广州高一上学期期末) Campus Resources Bookstore The bookstores supply required and recommended textbooks, reference materials, and college sportswear. You can buy or rent textbooks. Access more details about the bookstore on My Macomb. Locations: South Campus K Building 586.445.7385 Center Campus P Building 586.286.2093 Library Macomb Community College’s Library collections contain print and multimedia materials covering a wide range of topics. Each campus library features resources in the program areas offered at that location. Center Campus focuses on Nursing, Public Safety, and Early Childhood Education. The South Campus Library highlights Applied Technology, Media and Communication Arts, and Engineering Technology. Locations: South Campus J Building 586.445.7401 Center Campus C Building 586.286.2104 College Success Skills-CSSK-1200 CSSK is a three-credit-hour course that is open to all students. You will learn what it takes to be a successful college student, explore campus resources, and connect with other students. You will also learn goal setting, study strategies, time management and educational planning. Career(职业) Development and Decision Making-LIFE-1010 LIFE is a three-credit-hour course. It will guide you to explore your interests, personality and values as they’re late to the world of work. This course is suggested if you are undecided on a job path, or have ideas about what you want to do but are unsure how to get there. In this class you will tour companies and talk to professionals in different industries. 1. Where can you get multimedia materials in Engineering Technology? A. South Campus K Building    586.445.7385 B. Center Campus P Building    586.286.2093 C. South Campus J Building    586.445.7401 D. Center Campus C Building    586.286.2104 2. Why is the course LIFE established? A. To guide students to explore campus resources. B. To inspire students to develop research interests. C. To encourage students to set educational plans. D. To help students make suitable career choices. 3. Where is this text probably taken from? A. A course plan. B. A student guide. C. An academic article. D. A college newspaper. Passage 2 (2025-2026学年陕西西安高一上学期期末) Four Great Online Art Classes for Kids Here are four of the best online art classes for kids that are either free or extremely affordable(负担得起的). Carla Sonheim’s Kid’s Week Carla Sonheim, the author of Drawing Lab, has a series of free art classes. They are taught not just by Sonheim but also by fellow artists and teachers. The classes, which all last less than an hour,only require a bit of time and basic art supplies. The classes are cool because they combine artist style with fun tasks that kids of any age can finish.   Thrive Art School Thrive Art School is an actual art school，but they have a variety of art lessons online for kids of all ages and abilities. The lessons are divided between beginner and intermediate(中级的) artists. The beginner videos help younger kids learn how to draw fish, creative castles, and dogs; the intermediate lessons provide instruction(指示) on how to draw dolphins, deer, and lions. Udemy Udemy offers art classes to kids with different skill levels. For around $15 — $20 per course, kids can learn drawing everything, and even drawing on an electronic device. Each course has a series of short lectures that kids can complete at any time, plus articles and downloadable resources. Sparketh Kids aged 6 — 18 can enjoy up to 1000 free online art classes for 30 days on Sparketh. Kids can take nature or animal drawing classes and upload their art on Sparketh. There are dozens of courses on Sparketh, so any kid could find just about anything they want to create. 4. What do kids need to do to take Carla Sonheim’s classes? A. Pay tuition fees. B. Design fun tasks. C. Prepare art supplies. D. Finish challenging tasks. 5. Which of the following should a kid choose if he likes to draw on an electronic device? A. Carla Sonheim’s Kid’s Week. B. Thrive Art School. C. Udemy. D. Sparketh. 6. What is special about Sparketh? A. Its classes are free. B. It offers classes to kids of all ages. C. Its classes are graded. D. It allows kids to upload their works. Passage 3 (2025-2026学年高一下·广东·期末)Mr. Johnson, a high school history teacher, had long noticed a worrying trend in his classroom. While his students could carefully remember dates, names and events for exams, they always failed to understand the human side of history. To them, the past seemed a fixed set of facts, without emotion, struggle or personal meaning. Wanting to fix this gap, Mr. Johnson decided to completely change his teaching way in the middle of the semester, trading a traditional research report for a story-writing task. He asked his students to pick a historical figure and write a story from his or her perspective. The task was confusing at first, but soon the classroom was full of active questions and discussion. One student learned deeply about the life of a young soldier in World War I, writing a sad and moving story of the mud, fear and fragile friendship in the trench lines. Another told the story of a female scholar from the Renaissance, making up a tale of her love for learning being held back by social rules. The thorough research and creative care for how the figure felt that the students showed was amazing. Mr. Johnson was surprised by the big change in his students. The essays he got were not just correct; they were full of real feelings and a clear understanding of people’s thoughts. The students had stopped just repeating facts and truly connected with history, seeing historical figures as people with many different sides instead of just names from a long time ago. In later class talks, their questions changed from “What happened?” to “Why did they feel that way?” and “What would I have done?”. This story-writing method didn’t just help them remember facts better; it built up their ability to think deeply and their real care for how others felt. Inspired by this success, Mr. Johnson has now made story-telling a regular part of his lessons. He believes that when students learn to experience history through story-telling, they do more than just remember it — they start to understand its long-lasting effects on their own lives and what it means to be human in general. In his classroom, history is no longer just a subject about the past; it has become a talk with the past. 7. What was Mr. Johnson’s initial problem with his students? A. They preferred science over history. B. They were not interested in history at all. C. They could not memorize historical facts. D. They lacked emotional connection to history. 8. How did Mr. Johnson change his teaching method? A. He gave students more fact-based research papers. B. He guided students to write in past figures’ voice. C. He showed more historical documentaries with facts. D. He invited historians to give lectures in his classroom. 9. What did the students’ essays demonstrate after the new assignment? A. They contained more dates and facts than before. B. They showed better memorization of historical events. C. They were shorter but more accurate than previous work. D. They reflected emotional understanding and personal insight. 10. What is the main message of the text? A. History should value facts over emotions. B. History should be taught through story writing. C. History is more than facts — it’s human stories. D. Students should ask questions when learning history. Passage 4 (2025-2026学年高一下·广东汕头·期末)Nowadays, short videos have become a common part of teenage life. Most students watch short videos for fun in their free time. However, a group of Grade One students turned this popular tool into a powerful way to spread low-carbon ideas in 2026. Last term, Li Man and her classmates signed up for a school environmental club. Their adviser suggested they create short videos about daily green acts instead of holding boring speeches. At first, some teenagers doubted this idea. They thought short videos were only for entertainment and could not make a real difference to environmental protection. To prove their idea, the team divided work among members. Some students recorded daily low-carbon moves: riding bikes to school, sorting rubbish, reusing paper notebooks and taking cloth bags shopping. Others searched for simple environmental data and explained it in easy words on camera. Every week they posted one video on the school’s official account. They also encouraged other teens to share their own green clips with the tag #Teen Low Carbon Life. Three months later, the result was beyond their expectation. Over 800 students in the school joined their video activity. Many parents said their kids changed living habits after watching the videos. Some local community centers even invited the student group to share their video-making experience. Li Man said the biggest gain from this teenage project was not praise or prizes. “We used to think one student’s small action meant nothing. But when hundreds of teenagers stand together and voice the same idea, our carbon footprint will become smaller little by little.” She added that they would keep making short videos and hope more young people could take environmental responsibility. Teachers believe this activity sets a good example for teenagers. It shows teens can use online tools wisely and turn their spare time into meaningful teenage experiences. 11. What does the underlined word “doubted” in Paragraph 2 probably mean? A. accepted B. questioned C. ignored D. admired 12. What can we infer about the student group’s videos? A. They only show school club meetings. B. They use hard professional environmental reports. C. They attract students and even get attention from communities. D. They were posted on many famous video platforms nationwide. 13. What is Li Man’s attitude towards their video project? A. Disappointed B. Uncertain C. Supportive and proud D. Worried 14. What is the main idea of the text? A. How teenagers make interesting short videos for fun. B. A group of freshmen use short videos to carry out low-carbon activities. C. Different kinds of after-school clubs in high school. D. The bad influence of short videos on teenagers’ study. Passage 5 (2025-2026学年高一下·山东潍坊·阶段检测)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. 15. 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. 16. 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. 17. 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. 18. 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 (2025-2026学年高一下·辽宁·期末)In classrooms and school board meetings across the U.S., a new generation of climate activists is making its voice heard. Teenagers, fed up with inaction on climate change, are leading a movement to retrofit(翻新) schools with eco-friendly upgrades. Ila Coleman, 17, a senior at Grant High School in Portland, first got involved after learning her school spent $32,000 annually on electricity. “We knew we had to act.” Coleman and her classmates founded the “Green Grant(拨款)” club, researched energy-saving options, and presented a detailed proposal to the Portland Public Schools board. Their efforts paid off: the district approved $1.2 million in funding for retrofitting the school, which includes installing solar panels and upgrading lighting systems. Since last year, the school’s energy bills have dropped by 35%, and carbon emissions have fallen by 28%. “We’re not just saving money — we’re teaching the school community about sustainability,” Coleman said. The club now leads monthly workshops on recycling, composting, and climate science, and has partnered with local environmental groups to plant native trees on campus. “Students used to ask, ‘What can one person do about climate change?’ Now they’re seeing tangible results from their own actions.” “The passion and creativity of these young activists is remarkable,” said Dr. Lena Torres, an environmental scientist who works with student groups. “When students see solar panels on their roof or learn how to track energy use, they’re more likely to adopt sustainable habits at home.” The movement has also gained support from educators. Many teachers have integrated climate science and sustainability into their lesson plans. “My students are more engaged when they’re learning about something that’s happening right outside their classroom,” said a biology teacher. 19. What do we know about Ila Coleman? A. She leaves sustainability behind. B. She is an initiator of Green Grant. C. She helped secure 1.2 million club fund. D. She gathered proposals to the school board. 20. What is the main purpose of the Green Grant Club? A. To advocate eco-awareness. B. To hold monthly workshops. C. To partner with local groups. D. To reduce school running cost. 21. What can we infer from the last paragraph? A. Students adopt the habits to track energy use. B. Teen activists are less keen about environment. C. Teachers find a new way to engage students in class. D. Scientists and educators think little of the movement. 22. What can be a suitable title for the text? A. Sustainability Always Goes First B. Solar Energy Bears Bright Prospects C. Teens Push for School Green Retrofits D. Teens Join Hands for Sufficient Energy Passage 7 (2025-2026学年高一下·河北衡水·阶段检测)Mr. Jesse Barrett was my high school English teacher, who left a deep lifelong influence on me. I was a quiet shy teenager back then, too afraid to speak in public and never dared to share my opinions in class discussions. I hid myself in the corner of the classroom every English lesson. One day, Mr. Barrett assigned a speech task about favorite writers. I prepared carefully at home but still planned to give up presenting on the stage. When it was my turn, I froze and could not say a single word. Just as I was ready to run back to my seat in embarrassment, Mr. Barrett smiled gently and told the whole class to wait patiently. He walked to my side and whispered: “Your draft is wonderful. Take your time. I believe you can do it.” His warm encouragement calmed my nerves gradually. I finished my speech slowly, and the whole class cheered for me warmly afterward. After class, Mr. Barrett talked with me patiently. He told me that every voice deserves to be heard, and true confidence comes from bravely showing ourselves instead of staying hidden. During the following two years, he kept offering me chances to join class speeches and English debates. Step by step, I became outgoing and brave enough to express my ideas freely. Years later, I chose journalism as my major in college, exactly because of the inspiration from Mr. Barrett. A good teacher does not only teach knowledge, but also lights up students’ inner world. 23. What can we learn about the author in high school? A. She was outgoing and active in class activities. B. She was shy and unwilling to express herself publicly. C. She was good at delivering English speeches naturally. D. She was the top student in the English class. 24. What did Mr. Barrett do when the author failed to start her speech? A. He asked another student to take her place directly. B. He criticized her for insufficient preparation seriously. C. He comforted her and encouraged her to finish the speech. D. He asked the class to laugh at her nervous performance. 25. What did Mr. Barrett teach the author most importantly? A. How to write excellent English speeches quickly. B. How to get high scores in English examinations. C. How to make friends with classmates around her. D. How to build confidence and show herself bravely. 26. Why did the author choose journalism for college study? A. She was deeply influenced by Mr. Jesse Barrett. B. She dreamed of being a news reporter from childhood. C. Her parents advised her to pick this popular major. D. She got full marks in high school English exams. Passage 8 (2025-2026学年高一下·福建福州·期末)I was on the edge of burnout, after months of hard preparation for the college entrance exams. Stress and tiredness piled up day after day. Every day was filled with textbooks and endless practice papers, and I had gradually moved away from music, the very thing that once brought me the greatest joy. One weekend, when I walked aimlessly in the city street to release pressure, I happened to come across a street music festival. Among the performers was a young girl around my age, who had a voice that seemed to cut through my tiredness and I couldn’t help tapping my feet, with a long-lost sense of excitement welling up inside. All my tired thoughts were swept away by her beautiful singing. That performance served as a turning point. It made me realize how much I had been sacrificing my inner self for school achievements. With determination, I got back my old piano sheet music and changed my study schedule. Despite the heavy workload, I set aside a fixed period to enjoy music. Whether I was practicing challenging classical pieces or creating simple melodies, those musical moments became a necessary part of my daily life. Music slowly filled my dull busy life again. Surprisingly, these music breaks became a source of energy and inspiration. The pleasant flow of notes calmed my nerves, improved my concentration and refreshed my mind. I began to study with new-found eagerness. Music, in fact, taught me that even in the most stressful times, I could maintain my love for music while still staying devoted to my study-related goals, achieving a balance between aim and interest. From then on, I faced exam pressure with a more positive attitude. 27. Why did the author stop enjoying music before? A. Busy exam preparation. B. Less interest in music. C. Family pressure for grades. D. Negative effects of addiction. 28. What did the girl’s performance inspire the author to do? A. To dance with the girl. B. To recover long-lost excitement. C. To ignore upcoming exams. D. To feel sorry for relaxing. 29. What was the influence of music breaks? A. Better focus on studying. B. Lower grades in exams. C. Strong desire to be a musician. D. Fewer hours for practice papers. 30. What’s the author’s change after the music festival? A. Improving old piano sheet. B. Reducing study time for music. C. Creating classical pieces. D. Balancing study and music. Passage 9 (2025-2026学年高一下·四川雅安·期末)Students at a Beijing-based school recently took part in a special program that combined English learning with traditional Chinese music. Organized by the Affiliated High School of Peking University, the program had three main goals. First, students learned about the history and playing techniques of the guqin, a traditional Chinese string instrument. They then studied specialized vocabulary and translated texts related to the guqin into English. Sharing and discussing what they had learned gave them the chance to use English in a practical way. In addition, students took part in a range of joint activities with their international peers. One of the program’s highlights was the guqin piece Yang Guan San Die(《阳关三叠》). Guided by their music teacher, students explored how the composition conveys the poetic beauty of Chinese culture. With support from their English teacher, they translated the Tang Dynasty poem A Farewell Song(《送元二使安西》) by Wang Wei, from which Yang Guan San Die was adapted. This exercise encouraged them to appreciate the poem from a bilingual(双语的) perspective. This creative approach not only deepened students’ understanding of China’s musical heritage but also strengthened their confidence and language skills to share their culture with the world. The exchange activities further inspired the Chinese students to refine their public speaking and performance abilities. For example, they showcased their talents before visiting peers from Washington, US, delivering English presentations and performing the guqin. “I still remember standing on stage before an international audience, playing the guqin and introducing it in English,” said 16-year-old He Linxuan. “Their curiosity — and the pride I felt while sharing my culture — left a lasting impression on me.” These exchanges often spark long conversations and lasting friendships. “Such experiences truly reflect the broader mission of the course — to promote harmony and joyful connections across cultures,” said Sun Yamei, the course’s English teacher. 31. What can we learn about the program? A. It involved Chinese high school students only. B. It mainly focused on teaching students the guqin. C. It asked students to translate various ancient poems. D. It integrated practical English use with cultural learning. 32. What does paragraph 3 mainly show? A. Why the program was set up. B. Who the program was designed for. C. How an activity of the program was practiced. D. What cultural meaning the program carried. 33. Why does the author quote He Linxuan’s words? A. To showcase Chinese students’ talents. B. To suggest the international audience’s curiosity. C. To tell the methods of sharing traditional Chinese culture. D. To imply the program enables students to share the culture confidently. 34. Which is a suitable title for the passage? A. Words Meet Sounds B. Poems Touch Hearts C. Friends Bridge Cultures D. Skills Build Confidence Passage 10 (2025-2026学年高一下·四川广元·期末)Every weekday afternoon, a classroom in East Palo Alto is full of middle schoolers taking part in a free after-school program called “Bridge to Success”. It was started by Stanford undergraduates five years ago, aiming to help local students who were falling behind at school but could not afford private tutoring. Now the program serves more than 80 students from Grade 6 to 8. For many of them, it is the only chance to receive one-on-one help with their studies. Seventh-grader Maria Gonzalez used to struggle with math, but regular guidance from her tutor has greatly improved her skills and confidence. She even begins to dream of going to college, a goal she once considered out of reach. The volunteer tutors not only explain homework and difficult knowledge but also listen to students’ worries and encourage them. Some of the tutors are good at math, and they often help students with their math problems. They never accept any money or gifts from the students. They are greatly touched by the kids’ strong determination to learn despite difficulties. Supported only by volunteers and donations, the program provides a safe and warm environment for students to grow. Its founder believes education is about more than grades — it offers hope and makes students believe they can achieve more. For the children here, the program is more than a study place; it is a supportive community that helps them see their own value and future possibilities. 35. Why was “Bridge to Success” launched? A. To offer extra classes for students. B. To set up a new local middle school. C. To train college students to be teachers. D. To help poor students with their studies. 36. What change has the program brought to Maria Gonzalez? A. She works as a volunteer tutor now. B. She holds greater belief in her future. C. She has given up her dream of college. D. She has made steady progress in all subjects. 37. What do the tutors do in the program? A. They care for students. B. They teach math only. C. They get paid for their service. D. They prepare learning materials. 38. What can we learn about the program from the last paragraph? A. It limits students’ free time. B. It centers on college education. C. It offers more than just study help. D. It depends on government support. Passage 11 (2025-2026学年高一下·河南南阳·期末)“I know I’m part of the factors causing the climate crisis from our climate lessons. These are man-made issues,” explains Srun Sokly, a 12th grader in southern Cambodia. “When humans take too much from the natural environment, we create emissions and pollute the environment.” Sokly has witnessed the damage firsthand. “I see floods and heat, and we are highly affected,” she recalls. In 2023, her school was hit hard by a record-breaking heatwave. With no fans and temperatures rocketing past 40℃, students had to skip classes. Her experience has reflected a larger reality. In 2024, over 3.38 million students in Cambodia faced climate-related school closures and class cancellations. In class, Sokly learns how to reduce her carbon footprint by saving electricity, planting trees, and avoiding plastic. “I don’t feel that not doing anything is right,” says her classmate Sovichara. “Even if the issue is global, we still can do something.” Younger students are following suit. Keo Tevy, a sixth grader, helps care for her school’s garden. “I don’t use plastic bags, bottles or even cups here because they pollute our environment,” she says firmly. What makes these students special is that they become teachers at home. Tevy never allows her mother to take new plastic bags at the market. “We have many used bags at home, so I try to push to reuse them,” she explains. She also brings her own water bottle to school. Similarly, Sokly encourages her parents to plant more trees. “Once in a while, we feel guilty when we use plastic,” she admits. “That is why we try not to become polluters.” According to their principal, some parents have started listening. They learn from their children and begin to cut down on plastic waste and save electricity. “We need to take action,” Sokly concludes. “It starts with us setting an example. We learned it in class, so now we’ve gotta live it.” 39. How is the topic presented in the first paragraph? A. By citing a student. B. By defining a concept. C. By providing statistics. D. By making a comparison. 40. What does the author mainly present in paragraph 2? A. The shortage of cooling devices worldwide. B. The importance of environmental knowledge. C. The severity of the climate impact on education. D. The difficulty in keeping normal school operations. 41. What does the underlined words “following suit” in paragraph 3 mean? A. Following others to a new place. B. Wearing a formal set of suit. C. Doing the same things as others. D. Giving up on a challenging task. 42. What can be a suitable title for the text? A. Learning Climate Science in Schools B. Turning Climate Lessons into Real Action C. How Parents Learn to Reduce Plastic Use D. How to Fight with Climate Crisis Globally Passage 12 (2025-2026学年高一下·四川自贡·期末)In Kenerson’s after-school classroom, Sandi takes out a piece of paper and fills up a whole line to spell words that allow her to practice cursive(草书) — her new favorite method of writing. She is a proud member of the Holmes Middle School cursive club in Virginia. Cursive has been on the rise for years now. More than two dozen states now require cursive instruction in schools after the 2010 Common Core standards left out the skill. Kenerson started the middle school club when students couldn’t read her writing on the board. They just stared at her blankly, she said. For an educator who firmly believes that quotes deserve to be written in cursive, Kenerson wanted to give students a chance to understand the magic of the cursive. The club exploded in popularity this past winter, with the Washington Post crediting it for “keeping cursive alive”. Kenerson’s after-school club is a local example of a nationwide trend — cursive handwriting is back in many classrooms across the country. Teachers and legislators credit the return to nostalgia(怀旧) and some evidence of educational benefits. But surprisingly, the curves and swoops are contentious among experts, and some argue that cursive does not add any real value for students, especially in the age of AI. “I have seen no evidence that cursive brings any particular cognitive(认知的) or learning benefit beyond that brought by hand printing,” wrote Mark.    Much of the cursive debate centers around time in the classroom. Should educators spend precious minutes teaching another way to write on paper when technology is so readily available?    Datchuk, a professor of special education at the University of Iowa, said the answer does not have to be one or the other. In his college classroom, he sees students increasingly using tablets to take notes.“What that means is that as a country, we likely need to help our students become multi-modal,” Datchuk said. They need to not only be able to handwrite using print, but also use cursive, type, and interact with technology, he said. 43. What drove Kenerson to set up the cursive club? A. Other educators’ appeal. B. Students’ interest in cursive. C. Students’ ignorance of cursive. D. The desire to stand out among workmates. 44. What is the current situation of cursive in the US? A. It lacks official support. B. It is regaining popularity. C. It remains unknown to the public. D. It is a required subject in all schools. 45. What does the underlined word "contentious" in paragraph 4 probably mean? A. Easily forgotten. B. Rapidly changed. C. Widely accepted. D. Deeply questioned. 46. What does Datchuk advise students to do? A. Focus only on printed handwriting in class. B. Give up handwriting and turn to technology. C. Spend more time practicing cursive every day. D. Master different ways of writing and learning. Passage 13 (2025-2026学年高一下·福建泉州·期末)When you look at a famous painting like Van Gogh’s Starry Night, do you truly understand it? Or do you simply feel it looks beautiful? According to a recent scientific study, learning about art does more than just help you appreciate it — it actually makes you more creative and inspires new thinking. In the study, researchers divided 150 subjects into three groups. The audiovisual(视听的) group watched a 22-minute video that showed artworks while providing verbal(口头的) explanations. The visual-only group watched a 9-minute video with only simple visual descriptions and no spoken explanation. The control group received no training at all. After the training, all subjects were asked to rate a series of artworks — some they had seen during training and some completely new. The results were striking. Subjects who received the full audiovisual training gave remarkably higher ratings for understanding, creative inspiration and thought activation than those in the other groups. They felt they truly “got” the art, and the experience inspired new ideas. Even more interestingly, the benefits of training went beyond the specific artworks studied — a situation known as the generalisation effect, which refers to the spread of learned knowledge to new but related items. When shown new paintings by the same artist, the audiovisual group still showed higher levels of understanding and inspiration. However, this effect did not carry over to artworks by different artists, suggesting that art knowledge is most powerful when applied within a familiar style. “These findings highlight how art knowledge training can promote art understanding, creative inspiration and thought activation,” the researchers wrote. They argue that schools should take note: art education is not just about producing future artists. It is a tool for developing creative thinking that benefits all students, despite their different career paths. In an age when many schools are cutting arts spending, this study offers a powerful reminder. Learning about art is an investment(投资) in how young people think, create and understand the world. 47. Why was Van Gogh’s Starry Night mentioned in paragraph 1? A. To question a common belief. B. To introduce the topic of the text. C. To compare two ways of appreciating art. D. To highlight the beauty of masterpieces. 48. What did the audiovisual training bring to subjects? A. Greater interest in art history. B. Stronger preference for familiar artworks. C. Higher ratings on creativity. D. Better ability to judge painting techniques. 49. What does the study say about the generalisation effect? A. It applies to all artworks equally. B. It requires long-term art training. C. It is limited to the specific artworks. D. It works for new paintings by the same artist. 50. Why does the author stress art education? A. It improves students’ way of thinking. B. It trains more professional artists. C. It enriches students’ culture knowledge. D. It helps students get fixed jobs. Passage 14 (2025-2026学年高一下·山东烟台·期末)As a young man, I dreamed of my ideal class where students with shining eyes were curious about everything before my first teaching year. I repeatedly pictured lively debates and enthusiastic voices filling the room. However, when I took charge of a tenth-grade English class at a New York school, reality struck. These students had struggled with their studies at their previous schools and came here for a new chance. I followed traditional teaching methods, carried out unchanging lesson plans and stuck to strict classroom rules. At the start of the term, all the students stared blankly at textbooks. They weren’t ready to share their ideas or join in class activities. After observing this discouraging situation for weeks, I realized that strict and rigid(死板的) teaching stopped students creating new ideas and killed their interest in study, which left me wondering how I could improve my teaching. I decided to try something completely different. So I introduced the popular novel Harry Potter as our in-class reading text and divided students into different Hogwarts teams to perform many interesting story-based group tasks. Students took part with great energy, discussed actively, shared their special thoughts and cooperated well with teammates. For the first time, the classroom was full of inspiration instead of cold rules — they felt seen, heard and valued. From then on, my classes ran smoothly. The students’ eyes lit up with passion. They grew far more willing to share ideas actively in class, and their academic performance improved noticeably. My first year of teaching has taught me a precious lesson. Real education never means trapping students in fixed learning modes or asking them to think in the same way. Instead, it requires teachers to leave room for students’ independent thinking and awaken their inner desire for growth. Every student has creative ideas and great potential(潜能), which can be fully developed in a free and open learning environment. 51. What’s the author’s purpose of describing his ideal class? A. To recall his own school days. B. To prove his teaching ability. C. To compare with the actual class. D. To describe his favorite students. 52. What was the author’s initial class like? A. Flexible and open. B. Inactive and boring. C. Passive and disorderly. D. Creative and relaxing. 53. What did Harry Potter-themed activities bring to the students? A. Improvement in physical fitness. B. Wide recognition from parents. C. A sense of identity and belonging. D. The desire to create science fictions. 54. What does the author learn from his teaching experience? A. Practice makes perfect. B. Early birds catch the worm. C. Applying knowledge to life is essential. D. Teaching is to inspire engagement. Passage 15 (2025-2026学年高一下·广东韶关·期末)Across the U.S., teenagers fed up with inaction on climate change are making their voices heard by leading a movement to green their schools. Upgrades like solar panels, LED lighting, and rainwater collection systems, are designed to reduce carbon footprint, cut costs, and turn campuses into living laboratories for environmental education. Ila Coleman, 17, from Grant High School in Portland, first participated after learning her school spent $32,000 annually on electricity. “That money could be used for textbooks, lab equipment, or teacher salaries,” she said. Coleman and her classmates formed the Green Grant Club and presented energy-saving proposals to their school board. Thankfully, their efforts paid off. The school’s energy bills dropped by 35%, and carbon emissions fell by 28%. The club now leads monthly workshops on recycling and climate science, and even teams up with local environmental groups to plant trees on campus. Students used to ask, “What can one do about climate change?” Now they’re seeing positive results from their own actions. The movement is becoming popular. In Austin, Texas, a group of middle schoolers successfully pushed for solar-powered charging stations in their cafeteria. “The passion and creativity of these young activists are remarkable,” said environmental scientist Dr. Lena Torres. “Schools are ideal places for climate action. When students see solar panels on their roof or learn how to track energy use, they’re more likely to adopt green habits at home.” Despite some challenges like funding and concerns about upfront costs, students have found creative solutions in the community: organizing fundraising events and partnering with local businesses for donations. Their efforts have not gone unnoticed, with some states now funding to support green changes. For the teen activists, the work is personal. “We’re the ones who will inherit this planet,” said Rivera. “We can’t wait for adults to fix it. We have to start now! All it takes is courage to speak up and work together.” For these young climate leaders, the classroom isn’t just a place to learn — it’s a perfect place to lead change. 55. Why was the Green Grant Club set up? A. To improve the rainwater collection systems. B. To meet the expectations of the school board. C. To update lab devices for scientific experiments. D. To promote an environmentally friendly campus. 56. What does the author illustrate by mentioning the students in Austin? A. The role of the school. B. The future path. C. The united efforts nationwide. D. The popularity of the movement. 57. In what way did the community support the teens’ work? A. Offering government funding. B. Advertising their changes. C. Making charitable contributions. D. Holding business workshops. 58. How did Rivera think of their movement? A. It keeps the planet as it is. B. It shows no pains, no gains. C. It takes courage and teamwork. D. It contributes to classroom learning. 阅读理解七选五 Passage 1 (2025-2026学年高一上·湖北荆州·开学考试)Today many young people are interested in starting a book club. They think being in a book club can improve reading skills. At the same time, sharing ideas about books with others is fun. In fact, it’s not difficult to start a book club. All you need is to love reading. 1 When you set up your book club, the first thing you need to do is getting members for your club. 2 A small group of seven to ten people is usually an ideal size for a book club. Once you have a group, agree on how often you want to meet. It’s better to meet monthly. 3 Remind each member of the date by sending out emails a week before the meeting. And set the length of the meeting time. An hour is a good start. Two hours is usually perfect. 4 Libraries, parks and restaurants all make good meeting places. For many clubs, homes are the best place as you don’t have to dress up, and noisy public places can make it hard to communicate with each other. Don’t forget the most important thing is the book! Think about the books your club will enjoy. Stories? History books? 5 You can take turns to recommend books. Let everyone vote to decide which book to read. Anyway, make sure to keep it interesting. After all these have been decided, your book club is ready. Enjoy your reading. A. You need a good place to meet then. B. Here’s some advice to start a book club. C. Now, it’s time to hold the first meeting. D. You should decide what books to read. E. Your club can choose books in different ways. F. Pick a fixed date so that members can easily plan for it. G. You can invite your classmates, friends or relatives to join it. Passage 2 (2025-2026学年高一上·江西景德镇·期末)Is it ever too late to learn a new skill? The answer is: absolutely not! 68 . It can change your life in many ways — from boosting your career to helping you discover a new interest. All you need is focus and some helpful learning strategies. Teach yourself using many sources. The best learning materials vary based on the skill you want to develop. 7 There are many learning materials that are free to use, including textbooks, online videos, and even blog posts. Do an online search for sources and check your local library for helpful books. Learn through practical experience. The most effective way to learn something is just to do it! Books and tutorials are excellent primers(入门指南), but try to start performing the new skill as soon as possible. Learn through trial(试验) and error rather than spending all your time on theories and memorization. 8 Teach someone else. Teaching a skill enables you to understand it better. Why? By teaching someone else, you first have to think about the skill or subject and break it down into easily explainable pieces. 9 You can also make an informative presentation about the subject or start a blog about your learning process. 10 A plan will help you stay on track with your new hobby. Devote at least 20 hours to learning the skill; research shows that spending 20 hours on any skill will greatly improve your understanding and ability. Reserve practice time for days when you have plenty of free time and the time of day when you feel most alert(机敏的). A. Give yourself tests. B. Learning new things is beneficial at any age. C. Set a study or practice schedule. D. The better you can explain something, the better you understand it. E. Apply the ideas you’ve learned and find out what works best for you in practice. F. You can learn new things without paying for a class. G. Ask people you know if they can recommend a teacher to you. Passage 3 (2025-2026学年高一下·湖南衡阳·期末)Developing healthy study habits is key to academic success, especially in high school. With so many distractions and responsibilities, it’s easy to fall into unproductive routines. 11 These habits will not only boost your grades but also reduce stress and build confidence in your learning abilities. Create a consistent study space. 12 It doesn’t have to be a fancy desk or a quiet library, but it should be a place where your brain associates with focus. Keep it organized, free from unnecessary distractions like phones or loud music, and use it only for studying. Over time, this space will signal to your brain that it’s time to work, making it easier to get into the zone. Break tasks into small, manageable steps. Large assignments or exam reviews can feel overwhelming at first. 13 Instead of thinking “I need to study for the math final,” break it down into smaller tasks: “Review Chapter 3 formulas” or “Solve 10 practice problems on quadratic equations.” Checking off these small wins will keep you motivated and prevent procrastination. Use active learning techniques instead of passive reading. Simply rereading notes or textbooks is often ineffective for long-term memory. 14 Try summarizing key ideas in your own words, teaching concepts to a friend (or even an imaginary audience), or creating flashcards for tricky terms. These methods force your brain to engage with the material, making it more likely to stick. Take regular breaks and prioritize rest. Many students believe that studying for hours without stopping is the best way to learn. However, our brains need time to rest and process information. 15 Short breaks — like walking around, drinking water, or stretching — can refresh your focus. Additionally, getting enough sleep each night is just as important as studying; a tired brain struggles to retain new information. A. Instead of tackling everything at once, divide big goals into tiny, specific tasks. B. The good news is that you can build these habits with a few simple, intentional changes. C. A dedicated study space helps train your brain to switch into “learning mode” quickly. D. To make studying more effective, swap passive habits for active ones. E. You don’t need a perfect setup to start building a productive study routine. F. Overworking yourself can lead to burnout, which harms both your grades and your health. G. Active learning takes more effort at first, but it pays off in better understanding and recall. Passage 4 (2025-2026学年高一下·山西吕梁·期末) A Real Job at School In Bowling Green, Kentucky, high school students are not just learning about computers — they’re fixing them for real. The school district has a student-run team that repairs broken Chromebooks. Here’s how it works. When a teacher finds a broken Chromebook, he or she submits an online repair ticket. Students on the team then diagnose the problem, replace broken parts, and test the device. 16 It usually takes just a few days. The benefits for the school are clear. First, it saves money. The district avoids paying expensive repair fees to outside companies. 17 Second, it’s much faster. Sending devices out for repair could take weeks, but the student team gets them back in action quickly. It also frees up the district’s IT staff, letting them focus on bigger projects. 18 They earn class credit for their work. Even better, they can get paid $10 an hour. “We take a step back and let the kids do what they do,” said Megan Marcum, the district’s digital learning coach. 19 They learn to communicate clearly with teachers about repair progress, manage their time to meet deadlines, and solve problems independently. The program has been running smoothly for 10 years. Students train the next generation of the team, creating a reliable talent pipeline for the district’s IT department. Many former team members have even gone on to pursue tech-related careers after graduation. 20 A. Only parts and labor are paid for. B. Students gain the most from the program. C. It only costs extra money to buy a new device. D. When done, they tell the teacher the device is ready. E. It’s truly a win-win project for both school and students. F. Apart from grades and pay, students gain more practical skills. G. In addition to praise and money, students take free courses. Passage 5 (2025-2026学年高一下·河北张家口·期末)The introduction of AI-driven virtual classrooms is a great new development in modern education. Virtual learning environments and AI are working together to change education, influencing both students and teachers. 21 AI checks individual performance and learning habits to create suitable study plans. This method increases student interest and fills knowledge gaps. Most importantly, it ensures each student learns at their own pace. Another important function is the Intelligent Tutoring System (ITS). AI acts as a helpful digital teacher through ITS. It checks student progress, finds weak points, and offers personal guidance. It can also answer common questions anytime with quick replies. 22 Game-based learning is also changing the classroom experience. 23 AI improves this by adding game parts like scores, small prizes, and ranking lists. It fits the game experience to different learning styles, helping students remember what they have learned and enjoy studying more. AI also makes communication easier in virtual classrooms. 24 AI uses smart language tools to write down lessons and offer real-time subtitles on the screen. This gets rid of communication difficulties and creates a warmer learning environment. Students can ask questions easily and feel less lonely online. Finally, data prediction helps teachers know about students’ future learning conditions. AI looks at attendance, grades, and daily actions to find students in trouble early. 25 As a result, more students can stay in school and get a fair chance at education. A. One key feature is personalized learning. B. Good communication is key in online learning. C. This offers students support whenever they need it. D. This early discovery helps teachers give help in time. E. It provides students with chances to play games freely. F. AI will replace human teachers in schools sooner or later. G. It adds fun to education and greatly raises student interest. ( 19 / 19 ) 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $