Unit 2 Bridge Cultures 文化交流（单元阅读精练）英语人教版选择性必修第二册

**基本信息** 以“文化交流”为主题，整合阅读、完形等多元题型，通过真题链接与实战演练，系统培养语言能力与跨文化意识。 **专项设计** |模块|题量/典例|题型特征|知识逻辑| |----|-----------|----------|----------| |单元阅读精练|1篇主阅读|说明文（语言消亡与保护）|从语言消亡现象切入，阐述文化载体价值，构建“问题-意义-对策”逻辑链| |高考真题链接|1篇2022浙江真题|记叙文（跨文化体验）|通过个人经历体现文化多样性，衔接主题与高考命题| |综合实战演练|10篇语篇（含阅读、七选五等）|涵盖记叙/说明/应用文体，聚焦文化冲击、跨文化沟通策略|围绕“文化认知-交流实践-身份认同”，形成从理论到应用的知识网络|

Unit 2 Bridge Cultures 文化交流 单元阅读精练 Across the globe, dozens of lesser-known languages are slipping into extinction at an alarming rate. Dominated by mainstream languages like English, Spanish and Mandarin, modern globalization has marginalized (边缘化) hundreds of regional dialects and indigenous tongues, many of which are on the edge of being silenced forever. This often goes unnoticed by the wider world, yet it is happening every day in remote villages and communities. Linguists (语言学家) warn that if no effective intervention is conducted, nearly a third of the world’s 6,000 existing languages will die out within the next century. The loss of a language involves far more than the loss of a communication tool. Each language serves as an invisible carrier of a nation’s collective memory, holding unique folk tales, traditional wisdom, and distinctive ways of perceiving the world. When a language dies, these unique perspectives may disappear with it, leaving no trace behind. Unlike standardized global languages that focus on efficiency and uniformity, minority languages boast subtle expressions and cultural richness that no mainstream language can replace. To lose a language, scholars emphasize, is to erase an irrecoverable part of human civilization’s diversity. Admittedly, the irresistible trend of urbanization and cross-regional communication makes it impractical to preserve every dying language in its original form. After all, it is natural for people to seek more widely spoken languages for better job opportunities and social mobility. However, numerous grassroots communities and academic institutions have launched innovative campaigns to save endangered languages. Some add dialect teaching into local primary education; others record oral stories of elderly native speakers and digitize them for lasting preservation. Some young people even mix traditional dialects with pop music, making old tongues fashionable and accessible to the younger generation. Preserving minority languages does not mean resisting globalization or rejecting dominant languages. Instead, it seeks to strike a delicate balance between global integration and cultural rootedness. A diverse linguistic landscape, as many researchers put it, is not a barrier to global connection, but a precious heritage that enriches and enlightens human society as a whole. 【译文欣赏】 在全球范围内，数十种鲜为人知的语言正以惊人的速度走向消亡。受英语、西班牙语、普通话等主流语言主导，现代全球化将数百种地方方言与本土语言边缘化，其中许多语言濒临永久沉寂。这件事往往不为大众所关注，但它每天都在偏远村落与社群中上演。语言学家警示，如果不采取有效的干预措施，世界现存 6000 种语言中，近三分之一将在下个世纪消亡。 一种语言的消亡，远不止是失去一种交流工具。每一门语言都是一个民族集体记忆的无形载体，承载着独特的民间故事、传统智慧以及看待世界的特有方式。当一门语言消亡，这些独特视角也可能随之消失，不留一丝痕迹。注重效率与统一性的标准化全球语言不同，少数民族语言拥有主流语言无法替代的精妙表达与文化底蕴。学者强调，失去一门语言，就是抹去人类文明多样性中不可复原的一部分。 诚然，城镇化与跨区域交流这股不可阻挡的潮流，使得以原始形态保存每一门濒危语言并不现实。毕竟，为了获得更好的就业机会与社会发展机遇，人们去使用使用更通用的语言是人之常情。不过，大量民间社群与学术机构已经发起创新性行动来拯救濒危语言。部分地区将方言教学纳入当地小学教育；还有机构录制老年母语者口述故事并数字化，实现永久保存。一些年轻人甚至把传统方言和流行音乐相结合，让古老语言变得时髦，更容易被年轻一代接受。 保护少数民族语言，并不意味着抵制全球化或是排斥主流语言。相反，它力求在全球融合与文化根基之间达成微妙平衡。诸多研究者表示，语言面貌的多元化并非全球交流的阻碍，而是能够丰富、启迪整个人类社会的宝贵遗产。 【词汇积累】 2 原创精品资源学科网独家享有版权，侵权必究！ ( 1 / 29 ) 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 extinction n. 消亡，灭绝 marginalize v. 使边缘化 indigenous adj. 本土的，土著的 intervention n. 干预，介入 die out 消亡，灭绝 carrier n. 载体 collective adj. 集体的 perceive v. 看待，感知 uniformity n. 统一性，一致 minority n. 少数；少数民族 subtle adj. 微妙的，精妙的 irrecoverable adj. 无法复原的 diversity n. 多样性 irresistible adj. 不可阻挡的 urbanization n. 城市化 impractical adj. 不切实际的 grassroots adj. 民间的，基层的 innovative adj. 创新的 delicate adj. 微妙的；精致的 heritage n. 遗产 【高考真题链接】 （2022·浙江·高考真题）Pasta and pizza were on everyone’s lunch menu in my native land of Italy. Everyone who had such a lunch was fair-skinned and spoke Italian. A few years later, as I stood in the lunch line with my kindergarten class in a school in Brooklyn, I realized things were no longer that simple. My classmates ranged from those kids with pale skin and large blue eyes to those with rich brown skin and dark hair. The food choices were almost as diverse as the students. In front of me was an array of foods I couldn’t even name in my native language. Fearing that I would pick out something awful, I desperately tried to ask the boy ahead of me for a recommendation. Unfortunately, between us stood the barrier of language. Although my kindergarten experience feels like a century ago, the lessons I learned will stick in my mind forever. For the past three summers, I have worked in a government agency in New York. New immigrants much like the little girl in the lunch line flooded our office seeking help. I often had to be an interpreter for the Italian-speaking ones. As I served the role of vital communication link, I was reminded of my desperate struggle to converse before I learned English. I watched with great sympathy as elderly Italians tried to hold a conversation in Italian with people who did not speak the language. It suddenly became very clear to me how lucky I was to be fluent in two languages. In New York, a multicultural city, students like me are blessed with a chance to work with a diverse population. In my English to Italian translations, I’ve learned about social programs that I didn’t know existed. This work expanded my mind in ways that are impossible inside the four walls of a classroom. Walking through the streets of Brooklyn today, I am no longer confused by this city’s sounds and smells. Instead, enjoy its diversity. 1．What did the author realize after entering school in Brooklyn? A．Time passed quickly. B．English was hard to learn. C．The food was terrible. D．People were very different. 2．Who does “the little girl” in paragraph 2 refer to? A．An Italian teacher. B．A government official. C．The author herself. D．The author’s classmate. 3．How did the summer job benefit the author? A．It strengthened her love for school. B．It helped sharpen her sense of direction. C．It opened her eyes to the real world. D．It made her childhood dream come true. 【答案】1．D 2．C 3．C 【导语】本文是一篇记叙文。文章讲述了作者通过三个夏天的工作，开阔了视野，接受真实世界的多样性，不再是幼儿园里那个害怕的小女孩了。 1．细节理解题。根据第一段第三四句“A few years later, as I stood in the lunch line with my kindergarten class in a school in Brooklyn, I realized things were no longer that simple. My classmates ranged from those kids with pale skin and large blue eyes to those with rich brown skin and dark hair. (几年后，当我站在布鲁克林一所幼儿园的午餐队伍里时，我意识到事情不再那么简单了。我的同学中有皮肤白皙、蓝眼睛大的，也有棕色皮肤、深色头发的)”可知，当作者去了在Brooklyn的一所学校之后，发现学校里的人不一样。故选D。 2．推理判断题。根据第二段第二三句“For the past three summers, I have worked in a government agency in New York. New immigrants much like the little girl in the lunch line flooded our office seeking help. (过去的三个夏天，我一直在纽约的一家政府机构工作。新移民涌入我们的办公室寻求帮助，就像排队吃午餐的小女孩一样)”以及第一段第三句“A few years later, as I stood in the lunch line with my kindergarten class in a school in Brooklyn, I realized things were no longer that simple. (几年后，当我站在布鲁克林一所幼儿园的午餐队伍里时，我意识到事情不再那么简单了)”可知，当年的小女孩长大了，在纽约的一家政府机构工作，工作环境让她想到当年自己在幼儿园的午餐队伍排队的情境。故选C。 3．推理判断题。根据最后一段第三四五句“This work expanded my mind in ways that are impossible inside the four walls of a classroom. Walking through the streets of Brooklyn today, I am no longer confused by this city’s sounds and smells. Instead, enjoy its diversity. (这项工作拓展了我的思维，这是在四面墙的教室里不可能做到的。今天走在布鲁克林的街道上，我不再对这座城市的声音和气味感到困惑。 相反，我会享受它的多样性)”可知，作者三个夏天的工作拓展了思维，开始接受真实世界的多样性。故选C。 ( 长难句1 原文：Barcelona has put together a package of clean energy technologies to help public transportation go greener, while also doing its part to tackle climate change and aid Europe’s difficult shift to the privately owned electric vehicle market. 1. 句子拆分 主句：Barcelona has put together a package of clean energy technologies 目的状语：to help public transportation go greener 伴随状语从句：while also doing its part to tackle climate change and aid Europe’s difficult shift to the privately owned electric vehicle market 2. 翻译 巴塞罗那整合了一整套清洁能源技术，助力公共交通走向绿色环保，同时为应对气候变化出力，并助力欧洲艰难转向私人电动汽车市场。 长难句2 原文：Alvaro Luna, a professor of electrical engineering, said that the system is innovative in so far as it allows for recycled energy to be redirected to specific local uses — in this case powering electric cars parked nearby. 1. 句子拆分 主句：Alvaro Luna said that the system is innovative 同位语：a professor of electrical engineering（解释主语Alvaro Luna） 宾语从句：that the system is innovative 原因状语从句：in so far as it allows for recycled energy to be redirected to specific local uses 补充解释成分：in this case powering electric cars parked nearby 后置定语：parked nearby（修饰electric cars） 2. 翻译 电气工程教授阿尔瓦罗·卢纳表示，这套系统颇具创新性，原因在于它能将回收的电能重新调配，用于当地特定用途——本案例中就是为停在附近的电动汽车供电。 ) ( native adj. 本土的，本国的 kindergarten n. 幼儿园 diverse adj. 多种多样的，不同的 array n. 一大批，一系列 desperately adv. 极度地，拼命地 barrier n. 障碍，壁垒 agency n. 机构，代理处 immigrant n. 移民 interpreter n. 口译者，翻译 vital adj. 至关重要的 converse v. 交谈，谈话 sympathy n. 同情 fluent adj. 流利的 multicultural adj. 多元文化的 expand v. 扩展，拓宽 ) 【综合实战演练】 语篇 题型 体裁 内容简介 Passage1 阅读理解 记叙文 讲述作者受父亲影响，因粤语独特性萌发学习兴趣，克服文字、声调等重重困难，通过课本网课、影视音乐练习，休学前往香港沉浸式体验，之后系统学习粤语语言学课程，致力于传播粤语文化，诠释语言是了解文化的载体。 Passage2 阅读理解 记叙文 讲述作者在爱尔兰留学，中文名 “秋雨” 的发音对英语母语者难度很大。起初作者回避纠正读音，后来主动分享名字蕴含的秋雨丰收的文化寓意，收获同学的好奇与尊重，领悟名字是传递中国文化的桥梁。 Passage3 阅读理解 说明文 介绍沉默在不同文化社交语境下含义差异巨大，列举美洲、亚洲、俄法西、墨西哥等地区对沉默的不同解读，结合医疗沟通场景，说明掌握沉默的跨文化差异具备重要现实应用价值。 Passage4 阅读理解 说明文 介绍文化冲击的定义、人类学家提出的蜜月、挫折、调整、适应四个阶段，阐述文化冲击可以提升自我认知、锻炼解决问题能力，是助力个人成长、成就世界公民的宝贵经历。 Passage5 七选五 说明文 世界文化丰富多元，培养对异域文化的鉴赏力十分重要，文章依次介绍阅读相关著作、学习外语、品尝特色美食三种了解其他国家与民族文化的可行方法。 Passage6 七选五 说明文 跨文化交流存在文化差异带来的挑战，文章给出四条实操策略：提前了解异域文化、说话清晰避开俚语习语、重视肢体等非语言信号、产生误解时保持耐心开放。 Passage7 完形填空 记叙文 改编自爱尔兰留学经历，作者因中文名字发音问题陷入尴尬，一度回避解释名字，后醒悟不能丢失自身文化身份，主动分享名字寓意，搭建不同文化沟通桥梁，立志传播中国文化。 Passage8 完形填空 记叙文 十九岁的 Holly 赴法国留学，遭遇语言障碍倍感孤独，在邮局取家乡包裹时沟通受阻濒临崩溃，得到当地女士热心相助，后续收获跨国友谊，这份善意深刻影响她，让她主动向他人传递温暖。 Passage9 语法填空 说明文 介绍黎巴嫩圣约瑟夫大学孔子学院，近五年汉语在黎巴嫩学生群体愈发受欢迎，梳理学生学习汉语的多样目的，介绍学院发展历程、荣誉以及开展的各类文化主题活动。 Passage10 语法填空 说明文 围绕 2025 世界中文大会，介绍中文全球推广现状：纳入多国教育体系、汉语桥赛事、HSK 考试规模，发布新版 HSK 教材，列举中文助力海外当地生产生活的真实案例。 Passage 1 （25-26高二下·江西宜春·期末）When people ask about my experience of learning Cantonese, I recount a journey driven by unending curiosity and a strong desire to connect with a dynamic culture. Growing up in a Russian family, my fascination with languages grew thanks to my father, a language expert. It’s during a cultural appreciation class in junior high that I was first introduced to the world of Hong Kong films, famous for their characteristic action-packed dramas and storytelling styles. However, what really amazed me was the uniqueness of the language, Cantonese, which sparked an urgent need within me to explore it and the rich culture behind. This marked the beginning of a thrilling linguistic journey. Learning Cantonese posed challenges, such as unfamiliar characters, complex tones, and different grammar structures, yet I persevered. Immersed in textbooks and available online courses, I practiced the tones every day until my pronunciation flowed naturally. Cantonese dramas and music also played a role in familiarizing me with its rhythm. To truly grasp the essence of Cantonese, I knew that studying alone wasn’t enough — I needed firsthand experience. So, I took a gap year to pack my bags for Hong Kong, a city featuring the lively heartbeat of Cantonese culture. Buried in its busy streets and daily conversations, from casual chats to food ordering, I found myself enveloped in a linguistic wonderland. Within a few months, my Cantonese proficiency flourished, fueling a surge of confidence. My explorations extended beyond the streets. I enrolled in formal language classes that offered professional guidance. Through hard work, I successfully completed all the courses in Cantonese Linguistics. From then on, I’ve been passionately committed to spreading the Cantonese culture, ensuring its richness reaches a wider audience. Today, I continue my Cantonese voyage with unflagging enthusiasm. It has transformed into more than just a linguistic pursuit; it grants me a passport to sincere connections, profound insights, and heartfelt admiration for its one-of-a-kind culture. 1．What truly inspired the author to learn Cantonese? A．His teacher’s recommendation. B．Influence of friends and family. C．His strong interest in Chinese movies. D．The uniqueness of the language. 2．Why did the author head to Hong Kong during the gap year? A．To explore tourist attractions. B．To immerse himself in Cantonese culture. C．To pursue career opportunities. D．To attend formal language classes. 3．Which best describes the author’s learning process of Cantonese? A．Challenging but strategic. B．Effortless and enjoyable. C．Demanding but creative. D．Adventurous and eventful. 4．What message does the text mainly convey? A．Education is the passport to the future. B．Language is the road map of a culture. C．Opportunity favors the prepared mind. D．Success belongs to those with curiosity. 【答案】1．D 2．B 3．A 4．B 【导语】本文讲述了作者学习粤语的经历，从因粤语独特性萌生兴趣，到克服困难、结合多种方法学习，再到深入香港沉浸式学习、传播粤语文化，诠释了语言与文化的紧密联系。 1．细节理解题。根据第二段“However, what really amazed me was the uniqueness of the language, Cantonese, which sparked an urgent need within me to explore it and the rich culture behind.(但真正让我惊叹的是粤语这门语言的独特性，这让我迫切想要探索这门语言及其背后丰富的文化)”可知，粤语自身的独特性是作者学习粤语的真正动因。 2．细节理解题。根据第四段“To truly grasp the essence of Cantonese, I knew that studying alone wasn’t enough — I needed firsthand experience. So, I took a gap year to pack my bags for Hong Kong, a city featuring the lively heartbeat of Cantonese culture.(为真正掌握粤语的精髓，我深知独自学习远远不够，需要亲身实践，因此我休学前往承载着鲜活粤语文化的香港)”可知，作者前往香港是为了沉浸式体验粤语文化、近距离接触语言环境。 3．推理判断题。根据第三段“Learning Cantonese posed challenges, such as unfamiliar characters, complex tones, and different grammar structures, yet I persevered. Immersed in textbooks and available online courses, I practiced the tones every day until my pronunciation flowed naturally.(学习粤语存在诸多难点，陌生的文字、复杂的声调、不同的语法结构，但我坚持下来，通过课本、网课、粤语影视音乐多种方法针对性练习)”可知，作者的学习过程充满挑战，但讲究方法、极具策略。 4．主旨大意题。通读全文可知，作者以学习粤语为线索，通过掌握语言深入了解、感受粤语文化，最终传播粤语文化，体现出语言是了解、传承文化的载体与脉络。 Passage 2 （25-26高二下·江西宜春·期末）“What is your name?” is a question most frequently asked when people meet for the first time. But for me, it was the first challenge I encountered as an international student in Ireland. The pronunciation system of the Chinese language is quite different from that of English. For native speakers of English, some Chinese words are rather difficult to pronounce. My given name Qiuyu (秋雨), for instance, happened to be a great challenge for many of them. Every time I gave a self-introduction, I had to explain how to pronounce my name at least five times, yet they still could not say it the way I did. Once in a lecture, the professor tried repeating my name after me over and over in front of thirty classmates. I really did not know whether I should continue correcting him or simply drop the matter. I feared that my classmates might grow tired of my efforts or even lose patience with me. After all, I did care about how others would think of me. I realized that if I didn’t stop, the entire lecture would be ruined. “It’s okay, professor,” I shrugged (耸肩). The awkward moment ended with the class erupting into laughter. I forced a smile, unsure how to respond further. After that incident, I stopped acting as a “Chinese teacher.” Instead of correcting others when they were struggling to pronounce my name, I just smiled and nodded approvingly. This approach spared me the discomfort of having to over-explain. However, I soon found that by doing so, I might be losing something more important: the opportunity to share a small part of my cultural identity. In a class discussion, I was invited to explain the meaning of my name. At first, I hesitated because of the previous awkward moments. But then I decided to take the opportunity. “In Chinese, ‘Qiu’ means ‘autumn’ and ‘Yu’ means ‘rain.’ In my culture, the autumn rain nourishes the earth and brings people harvest.” The professor nodded and to my surprise, many classmates began to mimic the sound and the rhythm of my name. Their interest and effort made me feel proud of our culture. I came to know that my name is not only a symbol, but also a doorway to Chinese culture. Many of my classmates got interested and came up to me after class. “What a poetic name you’ve got!” one girl said. “Could you teach us to say it correctly?” another classmate asked. “Maybe you could share more about Chinese culture with us sometime.” This time, I didn’t shrug. I talked with them with extreme patience and warmth. Their curiosity and laughter made me realize that sharing our cultural identity is meaningful. From then on, I began to see my name as a bridge to connect different worlds. 1．Why was the author’s name a challenge for native English speakers? A．Because it was too long to remember. B．Because its pronunciation was unfamiliar to them. C．Because they were not interested in foreign names. D．Because the author refused to explain it to them. 2．What did the author do after the awkward incident in the lecture? A．He decided to change his name to an English one. B．He continued to correct people’s pronunciation patiently. C．He avoided explaining the pronunciation of his name anymore. D．He asked the professor to help him introduce his name. 3．The word “nourishes” in Paragraph 6 most probably means ________. A．destroys B．feeds and helps grow C．washes away D．cools down 4．What was the change in the classmates’ attitude after the author explained the meaning of his name? A．They became more curious and respectful. B．They thought it was too poetic to be true. C．They felt sorry for their previous impatience. D．They lost interest in Chinese culture. 【答案】1．B 2．C 3．B 4．A 【导语】本文主要讲述作者在爱尔兰留学时，从回避讲解中文名到主动分享名字承载的中国文化。 1．细节理解题。根据第二段中的“The pronunciation system of the Chinese language is quite different from that of English. For native speakers of English, some Chinese words are rather difficult to pronounce.(汉语发音体系和英语差异很大，对英语母语者来说，部分中文词语很难发音。)”可知，英语母语者不熟悉作者名字的发音，因此难以读准。 2．细节理解题。根据第四段中的“After that incident, I stopped acting as a “Chinese teacher.” Instead of correcting others when they were struggling to pronounce my name, I just smiled and nodded approvingly.(这件事后，我不再充当“中文老师”。别人读不好我的名字时，我不再纠正，只是微笑赞许点头。)”可知，作者不再主动解释、纠正名字发音。 3．词句猜测题。根据第六段中的“In Chinese, ‘Qiu’ means ‘autumn’ and ‘Yu’ means ‘rain.’ In my culture, the autumn rain nourishes the earth and brings people harvest.(中文里“秋”是秋天，“雨”是雨水；在我们文化中，秋雨nourishes大地，为人们带来丰收。)”可知，秋雨滋养土地、助力作物生长，可推断nourishes意为滋养、供给养分帮助生长。 4．推理判断题。根据最后一段“Many of my classmates got interested and came up to me after class. “What a poetic name you’ve got!” one girl said. “Could you teach us to say it correctly?” another classmate asked. “Maybe you could share more about Chinese culture with us sometime.” This time, I didn’t shrug. I talked with them with extreme patience and warmth. Their curiosity and laughter made me realize that sharing our cultural identity is meaningful.(很多同学都产生了兴趣，下课后纷纷走到我身边。有个女孩说：“你的名字真富有诗意。” 还有一位同学问道：“你能教教我们怎么把你的名字读标准吗？或许你什么时候可以多跟我们讲讲中国文化。” 这一次，我没有再耸肩。我满怀耐心、热情地和他们交谈。他们的好奇与欢声笑语让我明白，分享自身的文化特征是一件很有意义的事。)”可知，听完名字寓意后同学们变得更好奇，也更加尊重中国文化。 Passage 3 （25-26高二下·云南昭通·期末）The meaning of silence in social communication varies significantly across different cultural groups. Silence may indicate careful thinking during a conversation, or it can simply mean having no useful ideas to share. It can also reveal one’s inner stubbornness or hidden anxiety in interpersonal interactions. Some cultural groups feel uneasy with conversational pauses and strive to fill every pause with continuous talking. However, people from other cultural backgrounds regard silence as a vital part of communication and it helps them accurately understand others’ inner thoughts and real needs. Many Native American communities, together with traditional Chinese and Thai people, attach great importance to silence in daily communication. When speakers from these cultures pause suddenly while talking, they intend to invite listeners to reflect on the shared information before continuing the dialogue. In these cultural backgrounds, temporary silence acts as a meaningful reminder to encourage thoughtful and rational thinking during interpersonal communications. Silence carries diverse social meanings when people deal with interpersonal conflicts or interact with individuals of different social ranks. People from Russia, France and Spain often remain silent to express their recognition of the topics being discussed. In contrast, Mexican people choose to stay silent when receiving instructions from people in authority to avoid impolite arguments. Additionally, people in most Asian cultures take silence as a sincere sign of respect for elders and people in higher social positions. Patients may suffer from negative emotions and anxiety during medical treatment, so professional caregivers are required to thoroughly understand the varied cultural meanings of silence. People’s understanding of silent behaviors is deeply shaped by their own cultural education and living environment. Therefore, medical workers should neither interrupt patients’ silence casually nor allow unnecessary long-term silence in medical communication. Medical workers who fully understand the healing value of silence can better serve patients from diverse cultural backgrounds with targeted and patient-centered care. Mastering the cross-cultural differences of silent communication is of great practical value for people engaged in various social fields. 1．What effect does temporary silence have? A．It helps people cut down time spent on reflection. B．It creates special cultural backgrounds for interaction. C．It inspires people to think wisely and logically in talks. D．It means Chinese speakers want to change the talking topic. 2．Which statement is TRUE according to the text? A．Mexicans use silence to show agreement. B．Thai people dislike conversational silence. C．Asians respect elders merely through silence. D．Silence may stand for agreement for Russians. 3．Why does the author mention medical caregivers? A．To make comparisons among different cultures. B．To prove long silence usually does harm to patients. C．To show the value of learning silent cultural differences. D．To stress the importance of medical caregivers’ daily work. 4．What is the main idea of the passage? A．Silence differs culturally with practical values. B．People need skills for cross-cultural communication. C．There are practical ways to avoid awkward silence. D．Culture has an influence on modern medical care. 【答案】1．C 2．D 3．C 4．A 【导语】本文主要介绍沉默在不同文化交际中含义差异巨大，列举多国文化下沉默的不同内涵，并说明掌握沉默的跨文化差异具备现实实用价值。 1．细节理解题。根据第二段中的“In these cultural backgrounds, temporary silence acts as a meaningful reminder to encourage thoughtful and rational thinking during interpersonal communications.(在这些文化背景中，暂时的沉默作为一种有意义的提示，鼓励人们在人际交流中进行深思熟虑和理性的思考。)”可知，暂时的沉默能激发人们在交谈中进行明智且合乎逻辑的思考。 2．细节理解题。根据第三段中的“People from Russia, France and Spain often remain silent to express their recognition of the topics being discussed.(来自俄罗斯、法国和西班牙的人经常通过保持沉默来表达对所讨论话题的认可。)”可知，对俄罗斯人而言，沉默可能代表同意。 3．推理判断题。根据倒数第二段中的“Therefore, medical workers should neither interrupt patients’ silence casually nor allow unnecessary long-term silence in medical communication.(因此，医务工作者在医疗沟通中既不应随意打断患者的沉默，也不应允许不必要的长时间沉默。)”以及最后一段中的“Mastering the cross-cultural differences of silent communication is of great practical value for people engaged in various social fields.(掌握沉默沟通的跨文化差异，对于从事各类社会领域工作的人们而言，具有重大的实用价值。)”可知，作者提及医护人员是为了具体说明了解沉默文化差异的实际应用价值。 4．主旨大意题。通读全文，文章开篇点明沉默的社交含义因文化而异，随后通过多个文化实例展开说明，最后以医疗场景为例强调其跨文化实用价值。A选项“Silence differs culturally with practical values.(沉默具有文化差异并具备实用价值。)”准确概括了全文主旨。 Passage 4 （25-26高二下·北京房山·期中）As globalization weaves the world into a closer-knit community, cross-cultural exchanges have become part of daily life — especially for international students and young professionals, many of whom encounter culture shock. Often described as a kind of disorientation that comes with stepping into an unfamiliar world, it can cause unease. But when approached with the right mindset, this seemingly tough experience can turn into a precious learning journey, nurturing personal growth and deepening our understanding of different cultures. The term “culture shock” was first put forward by anthropologist Kalervo Oberg in the 1960s, who mapped out its four typical stages. At the very beginning comes the “honeymoon phase”, when people are deeply attracted by everything in a foreign country, feeling curious and excited about the new culture. Then comes the “frustration phase”, during which people often feel anxious, lonely and even impatient as they find it hard to fit in with the new environment. After that is the “adjustment phase”. People gradually get used to the local customs and begin to know how to get along well in the new culture in this phase. Finally, they enter the “adaptation phase”, in which they fully accept and feel at home in the new culture. Many people get trapped in the culture shock, but little do they know, this is where true growth takes root. One of the greatest gifts of culture shock is that it sharpens our self-awareness. When surrounded by different customs, whether in how people communicate, go about their daily lives, or view the world, we’re forced to look at our own cultural habits from a new perspective. This reflection opens our minds to new possibilities, a skill that’s more important than ever in our interconnected world. What’s more, overcoming culture shock exercises our problem-solving muscles. Adapting to a new culture means decoding unfamiliar social rules, bridging language gaps, and managing emotional ups and downs — all of which train us to be more flexible and resourceful. In a world that celebrates cultural diversity, culture shock is no more a threat to be avoided. Instead, it’s a gateway to growth and becoming a true global citizen. Those who embrace it, rather than shrink from it, will find themselves better able to thrive in our diverse and ever-changing world. 1．What does the word “disorientation” underlined in Paragraph 1 probably mean? A．A state of confusion and loss of direction B．A feeling of excitement and curiosity C．A strong desire to return home D．A sense of complete boredom 2．Which situation is most probably in the “frustration phase”? A．Linda feels fully fit in the new customs B．Thomas is fascinated about everything new. C．Tom begins to understand the new cultural environment. D．Mary is under great pressure from the unfamiliar customs. 3．Which would the author most likely agree with? A．The frustration phase threatens cultural diversity. B．Exposure to diverse customs promotes a more flexible mindset. C．Overcoming culture shock mainly depends on bridging language gaps. D．Cultural differences usually make people stick to their own social rules. 4．Which is the best title for the passage? A．Culture Shock: A Path to Personal Growth B．Culture Shock: A World of Diversity C．Ways to Overcome Culture Shock D．The Four Stages of Culture Shock 【答案】1．A 2．D 3．B 4．A 【导语】本文主要介绍文化冲击的定义、四个发展阶段以及经历文化冲击对个人成长带来的积极意义。 1．词句猜测题。根据第一段中的“Often described as a kind of disorientation that comes with stepping into an unfamiliar world, it can cause unease.(人们踏入陌生环境时会产生disorientation，这种感受会让人内心不安。)”可知，身处全新陌生文化环境会产生迷茫、失去方向的感受，由此可知，disorientation指迷茫、失去方向的状态，A选项“A state of confusion and loss of direction(一种困惑和迷失方向的状态)”与之相符。 2．细节理解题。根据第二段中的“Then comes the “frustration phase”, during which people often feel anxious, lonely and even impatient as they find it hard to fit in with the new environment.(接着是“挫折期”，在此期间，人们常感到焦虑、孤独甚至不耐烦，因为他们发现自己很难融入新环境。)”可知，处于挫折期的典型特征是因难以适应环境而产生的负面情绪和压力。 3．推理判断题。根据第三段中的“Adapting to a new culture means decoding unfamiliar social rules, bridging language gaps, and managing emotional ups and downs — all of which train us to be more flexible and resourceful.(适应新文化意味着读懂陌生社交规则、克服语言障碍、调节情绪起伏，这些经历都会锻炼我们，让我们思维更灵活、更足智多谋。)” 可知，接触多元风俗能够培养更灵活的思维。 4．主旨大意题。 通读全文，尤其是最后一段中的“In a world that celebrates cultural diversity, culture shock is no more a threat to be avoided. Instead, it’s a gateway to growth and becoming a true global citizen. Those who embrace it, rather than shrink from it, will find themselves better able to thrive in our diverse and ever-changing world.(在这个推崇文化多样性的世界里，文化冲击不再是需要躲避的隐患。相反，它是实现自我成长、成为真正世界公民的通道。那些坦然接纳而非畏惧退缩的人，会更有能力在这个多元且不断变化的世界中从容立足、收获发展。)”可知，文章先介绍文化冲击的含义与四个阶段，重点阐述文化冲击可以提升自我认知、锻炼解决问题的能力，是个人成长的途径，核心围绕文化冲击对成长的积极作用展开，由此可知，A选项“Culture Shock: A Path to Personal Growth(文化冲击：一条通往个人成长的道路)”最能概括全文主旨，适合作为最佳标题。 Passage 5 （25-26高二下·河北衡水·期末）The world where we live is a colorful place with different languages, skin colors, and different cultures. 1 . A way to develop this appreciation is to try to learn about other cultures around the world. There are several ways to become knowledgeable about different cultures. 2 . Reading works by authors who have a close relationship with a particular culture allows people to gain an accurate glimpse into the food, music, language, and way of life of a particular group of people. For example, 3 , she will often read them stories based on folk tales of that culture. Another way to learn about different cultures is to try to learn a foreign language. A variety of language-learning books, software, and audio programs are available at the public library or bookstores. 4 . Making contact with people who are native speakers of the language allows you to gain firsthand knowledge of a particular culture as you struggle to learn the language. 5 . Whether you want to learn more about Japan, the Middle East, Africa, or any other region, becoming familiar with its food is a giant step in the right direction. Food is an important part of different cultures and allows people to gain insight into a particular cultural group’s way of life. A．when a student wants to learn more about a different culture B．when a teacher wishes to expose her students to a different culture C．One way is to read books written by authors from a particular culture D．Learn about different cultures by tasting food from a specific cultural group E．Gaining an understanding of other cultures benefits both you and other people F．You can choose a language to learn and make use of learning materials to help you master the language G．It’s important to develop an appreciation for different cultures to become a well-rounded person 【答案】1．G 2．C 3．B 4．F 5．D 【导语】本文指出世界文化多元，强调欣赏不同文化的意义，并依次介绍读书、学外语、品尝特色美食三种了解异域文化的途径。 1．上文“The world where we live is a colorful place with different languages, skin colors, and different cultures. (我们生活的世界丰富多彩，有不同的语言、肤色与多元文化。)”描绘世界文化多样的大背景，下文“A way to develop this appreciation is to try to learn about other cultures around the world. (培养这种欣赏力的一种方式就是尝试了解世界各地的其他文化。)”提到培养欣赏力的方法。G选项“It’s important to develop an appreciation for different cultures to become a well-rounded person (培养对不同文化的欣赏意识，对成为全面发展的人至关重要)”承接上文的文化多样性，呼应下文的关键词appreciation，引出培养文化欣赏力的可行办法，起到承上启下的作用。 2．上文“There are several ways to become knowledgeable about different cultures. (有多种途径可以了解不同文化)”总起本段，说明下文将介绍第一种学习文化的方式。下文“Reading works by authors who have a close relationship with a particular culture allows people to gain an accurate glimpse into the food, music, language, and way of life of a particular group of people. (阅读与特定文化渊源深厚的作家作品，能让人真切了解族群的饮食、音乐、语言与生活方式。)”说明读书对了解文化的作用。C选项“One way is to read books written by authors from a particular culture (方法之一是阅读来自某一特定文化的作者撰写的书籍)”承接总起句，点出本段核心途径阅读，引出下文对阅读优势的详细阐述。 3．下文“she will often read them stories based on folk tales of that culture. (她常会给他们读基于该文化民间传说的故事。)”出现人称代词she，说明上文需要出现女性人物单数。B选项“when a teacher wishes to expose her students to a different culture  (当老师想要让学生接触异域文化时)”包含a teacher，对应下文的she，举例说明教师会通过故事普及异域文化，符合语境。 4．上文“A variety of language-learning books, software, and audio programs are available at the public library or bookstores. (图书馆和书店有各类语言学习书籍、软件与音频资料。)”介绍可获取的语言学习资源。F选项“You can choose a language to learn and make use of learning materials to help you master the language (你可以选定一门语言，借助各类学习资料掌握它)”承接上文的学习资源，给出利用各类资料学语言的建议。 5．下文“Whether you want to learn more about Japan, the Middle East, Africa, or any other region, becoming familiar with its food is a giant step in the right direction. Food is an important part of different cultures and allows people to gain insight into a particular cultural group’s way of life. (无论你想了解日本、中东、非洲或是其他地区，熟悉当地美食是重要一步。食物是文化的重要部分，能让人读懂族群生活方式。)”围绕美食了解文化展开说明。D选项“Learn about different cultures by tasting food from a specific cultural group (品尝特定族群的美食来了解多元文化)”放在段首，精准概括本段核心方法，上下文形成“总起观点——详细解释”的总分结构。 Passage 6 （25-26高二下·河南信阳·期中）Cross-cultural communication can feel challenging at first due to various cultural differences. 1 Here are four key strategies for better cross-cultural connection. ●Learn about the culture beforehand to avoid simple mistakes. Understanding basic rules and customs of the culture shows your respect. 2 Knowing what is polite and rude prevents awkward moments and boosts your confidence. Small efforts like learning some polite phrases also leave a good impression on others. ●Speak clearly and stay away from slang (俚语) or difficult idioms. Slow down your speech a little when talking to non-native speakers and never shout — it often seems rude. 3 as slang hardly translates well and can cause offense. Politely ask them to explain again if you notice confusion, for clear communication builds trust and ensures your message is understood correctly. ●Pay close attention to non-verbal signals like gestures and eye contact. Body language varies worldwide, so what seems normal to you may offend others. 4 Use open-handed gestures at first. Observe locals’ personal space and rules about physical contact, and adjust your behavior to show cultural sensitivity. ● 5 Cultural differences may lead to confusion, but anger is useless. Accept that conversations won’t always go smoothly. Honestly admit your confusion and ask for clarification gently, and encourage the other person to do the same. Being open-minded helps you learn from these interactions, and patience creates a positive environment where both sides feel valued. A．Tell others your own culture is better to show confidence. B．For example, pointing with one finger is rude in some places. C．Remain patient and open-minded when misunderstandings happen. D．You can easily find such relevant information online or in guidebooks. E．But good communication skills alone cannot solve all cultural problems. F．However, it becomes much smoother with targeted and practical methods. G．Use standard words instead of casual expressions that may confuse others, 【答案】1．F 2．D 3．G 4．B 5．C 【导语】文章主要介绍了跨文化交流虽有挑战，但掌握实用方法会更顺畅，并给出了四条提升跨文化交流效果的策略。 1．由上文“Cross-cultural communication can feel challenging at first due to various cultural differences. (由于各种文化差异，跨文化交流一开始会感觉有挑战性。)”以及下文“Here are four key strategies for better cross-cultural connection. (这里有四个更好进行跨文化联系的关键策略。)”可知，本空要说有方法后交流会变得顺利，F选项“However, it becomes much smoother with targeted and practical methods. (然而，有针对性且实用的方法会让它顺畅得多。)”能承上启下，符合题意，该选项中的“it”指代上文的“Cross-cultural communication”，且该选项中的“targeted and practical methods”与下文的“four key strategies”相呼应，表示转折关系。 2．由上文“Learn about the culture beforehand to avoid simple mistakes. Understanding basic rules and customs of the culture shows your respect. (提前了解文化以避免简单错误。了解该文化的基本规则和习俗体现你的尊重。)”可知，本空要说获取这些信息的途径，D选项“You can easily find such relevant information online or in guidebooks. (你可以在网上或旅游指南中轻松找到这些相关信息。)”承接上文，符合题意。 3．由上文“Speak clearly and stay away from slang (俚语) or difficult idioms. (说话清晰，远离俚语或难懂的习语。)”以及下文“as slang hardly translates well and can cause offense. (因为俚语几乎不好翻译，还可能造成冒犯。)”可知，本空要说使用规范词汇，G选项“Use standard words instead of casual expressions that may confuse others, (使用标准词汇，而非可能让他人困惑的随意表达)”承上启下，符合题意。 4．由上文“Pay close attention to non-verbal signals like gestures and eye contact. Body language varies worldwide, so what seems normal to you may offend others. (密切关注手势、眼神交流等非语言信号。肢体语言在世界各地不同，所以对你来说正常的行为可能会冒犯他人。)”可知，本空要举例说明，B选项“For example, pointing with one finger is rude in some places. (例如，用一根手指指东西在一些地方是不礼貌的。)”符合题意。 5．由下文“Cultural differences may lead to confusion, but anger is useless. Accept that conversations won’t always go smoothly. (文化差异可能导致困惑，但愤怒无用。接受对话不会总是顺利的。)”以及“Being open-minded helps you learn from these interactions, and patience creates a positive environment where both sides feel valued. (心胸开阔有助于你从这些交流中学习，耐心营造积极的环境，让双方都感到被重视。)”可知，本段讲误解发生时要耐心、开明，C选项“Remain patient and open-minded when misunderstandings happen. (误解发生时保持耐心和开明。)”能概括本段主旨，符合题意。 Passage 7 （25-26高二下·云南·期中）Studying in Ireland last year, my Chinese name “Qiuyu” brought me confusion and a chance to connect. English and Chinese pronunciation differ a lot, so classmates and professors always 1 to say it right. Once in a class, a professor tried to call my name but messed it up. Feeling embarrassed, yet I didn’t 2 him — worried interrupting might ruin the lecture’s smooth flow. Later, I got used to others’ mispronunciations 3 and stopped explaining my name. But one evening, I 4 I was losing a key part of myself — my cultural 5 . In a class name-discussion, I spoke up: “Qiu” stands 6 autumn, a season of harvest; “Yu” means gentle rain watering the earth. Classmates listened with 7 , eyes lighting up with interest. Afterward, three classmates came up and asked to learn writing their names in Chinese. I was 8 to help, drawing 9 on paper and interpreting their meanings. This moment made me see embracing cultural roots not only 10 my heritage but also 11 cultures. Now, whenever someone asks about my name, I actively share its beauty. Once an 12 , it’s now a precious tool to share Chinese culture. I truly learned identity is a treasure to cherish. This experience made me 13 cultural exchange starts with small things, and I will be more 14 to spread Chinese culture. Wherever I go, I’ll always 15 my identity and be proud to let others experience Chinese richness through me. 1．A．struggled B．persuaded C．tended D．managed 2．A．improve B．correct C．blame D．annoy 3．A．routinely B．gradually C．constantly D．automatically 4．A．denied B．forgot C．ignored D．realized 5．A．habit B．hobby C．identity D．language 6．A．up B．by C．for D．out 7．A．fear B．anger C．boredom D．curiosity 8．A．anxious B．delighted C．unwilling D．exhausted 9．A．letters B．pictures C．symbols D．characters 10．A．adapt B．breaks C．preserves D．abandons 11．A．shares B．bridges C．opposes D．integrates 12．A．embarrassment B．annoyance C．obstacle D．burden 13．A．doubt B．regret C．understand D．deny 14．A．shy B．tired C．afraid D．devoted 15．A．hide B．reject C．embrace D．change 【答案】 1．A 2．B 3．B 4．D 5．C 6．C 7．D 8．B 9．D 10．C 11．B 12．A 13．C 14．D 15．C 【导语】文章讲述了作者起初因自己的中文名字“Qiuyu”被外国师生频繁读错而感到尴尬，一度回避解释自己的名字，后来意识到这是在丢失自身的文化身份，于是主动向同学分享名字背后的中文文化内涵，意外收获了大家的兴趣，最终领悟到拥抱自身文化根脉不仅能守护自己的文化传承，还能搭建起不同文化间的交流桥梁。 1．考查动词。句意：英语和中文发音差异很大，所以同学和教授们总是很费劲才能把它读对。A. struggled费力、艰难尝试；B. persuaded说服；C. tended倾向于；D. managed成功做到。根据上文“Studying in Ireland last year”和“English and Chinese pronunciation differ a lot”可知，读准中文名字对外国人来说很有难度。 2．考查动词。句意：我感到很尴尬，但没有纠正他——担心打断会破坏讲座的流畅节奏。A. improve提升；B. correct纠正；C. blame指责；D. annoy惹恼。根据下文“worried interrupting might ruin the lecture’s smooth flow”可知，作者当时没有打断教授的讲课去修正名字的读音。 3．考查副词。句意：后来，我逐渐习惯了别人的错误发音，也不再解释我的名字。A. routinely例行地；B. gradually逐渐地；C. constantly持续不断地；D. automatically自动地。根据上文“I got used to others’ mispronunciations”可知，习惯是一个慢慢形成的过程。 4．考查动词。句意：但有一天晚上，我意识到自己正在丢失很重要的一部分自我——我的文化身份。A. denied否认；B. forgot忘记；C. ignored忽视；D. realized意识到。根据下文“I was losing a key part of myself ”可知，下文是作者醒悟后产生的新认知，对应“意识到”。 5．考查名词。句意同上。A. habit习惯；B. hobby爱好；C. identity身份；D. language语言。根据下文“identity is a treasure to cherish”可知，此处是信息词identity的词汇复现。 6．考查动词短语。句意：一次课堂上大家讨论名字的含义，我主动开口分享：“秋”代表秋天，是收获的季节；“雨”指温润的雨水，滋养大地。A. stand up起立；B. stand by支持；C. stand for代表；D. stand out突出。根据下文““Yu” means gentle rain watering the earth.”可知，此处表示“秋”代表的含义。 7．考查名词。句意：同学们带着好奇心倾听，眼睛里闪着感兴趣的光芒。A. fear恐惧；B. anger愤怒；C. boredom无聊；D. curiosity好奇心。根据下文“eyes lighting up with interest”可知，大家是带着好奇在听分享。 8．考查形容词。句意：我十分乐意帮忙，在纸上写下汉字，为他们讲解其中的寓意。A. anxious焦虑的；B. delighted开心的；C. unwilling不情愿的；D. exhausted疲惫的。根据下文“drawing ________ on paper and interpreting their meanings.”可知，作者主动在纸上书写汉字、解释含义，因此作者是乐于帮忙的。 9．考查名词。句意同上。A. letters字母；B. pictures图片；C. symbols符号；D. characters汉字。根据上文“three classmates came up and asked to learn writing their names in Chinese”可知，上文提到同学想学习用中文写自己的名字，对应书写汉字的动作。 10．考查动词。句意：那一刻我明白，接纳自身文化根基，不仅能守护自己的文化传承，还能搭建起不同文化之间沟通的桥梁。A. adapt适应；B. breaks打破；C. preserves守护、保留；D. abandons抛弃。根据下文“I truly learned identity is a treasure to cherish.”可知，珍视自身文化的行为是对文化遗产的保护。 11．考查动词。句意同上。A. shares分享；B. bridges搭建桥梁；C. opposes反对；D. integrates整合。根据上文“Classmates listened with ________ , eyes lighting up with interest. Afterward, three classmates came up and asked to learn writing their names in Chinese. ”可知，接纳自身文化根基能搭建起不同文化之间沟通的桥梁。 12．考查名词。句意：曾经是一件让人尴尬的事，现在成了分享中国文化的珍贵载体。A. embarrassment尴尬；B. annoyance恼怒；C. obstacle障碍；D. burden负担。根据上文“Feeling embarrassed,”可知，上文提到作者因名字被读错而感到尴尬，对应此处的过往状态。 13．考查动词。句意：这段经历让我明白，文化交流始于细微小事，今后我也会更全身心地投入去传播中国文化。A. doubt怀疑；B. regret后悔；C. understand明白、领悟；D. deny否认。根据下文“cultural exchange starts with small things”可知，下文是作者经历事件后获得的新感悟。 14．考查形容词。句意同上。A. shy害羞的；B. tired疲惫的；C. afraid害怕的；D. devoted投入的、热忱的。结合下文“to spread Chinese culture”可知，此处表达作者愿意全力投入文化传播的状态。be devoted to doing sth.意为“致力于做某事”。 15．考查动词。句意：无论我走到哪里，我都会始终拥抱我的身份，自豪地让别人通过我感受到中国文化的丰富内涵。A. hide隐藏；B. reject拒绝；C. embrace拥抱、接纳；D. change改变。根据上文“identity is a treasure to cherish”和全文主旨可知，作者会“拥抱/珍视”自己的身份。 Passage 8 （25-26高二下·山东·阶段检测）At nineteen, Holly set off to study abroad in Nancy, France, her heart full of excitement. Yet within weeks of arrival, that excitement 1 into loneliness. Daily life in a foreign land proved much harder than 2 , especially when it came to speaking French. “I could understand the language somewhat, but I was very poor at speaking it. My 3 was terrible. People couldn’t understand me,” she said. The continuous 4 to be understood left her tired and sad. The only thing keeping her going was a(n) 5 package from home. “Mother had sent my favorite food — something I couldn’t find in local shops.” She went to the post office to 6 it, but the clerk couldn’t understand her broken speech no matter how hard she tried. “The more I repeated myself, the more discouraged and 7 I felt. I was about to 8 in tears when a stranger came to my 9 .” A local woman asked in Holly’s own language, “Can I help you?” Then she spoke to the clerk, and within minutes, the package was in Holly’s hands. But the kindness didn’t 10 there. The woman invited Holly to her house for dinner. “It soon became our weekly habit. It was a safe place where I could 11 my French without fear. I 12 felt like I was at home there.” Decades later, they still keep in touch. “Her act of kindness has 13 my life,” Holly said. “Now I pay more attention to people who need help, offering the same 14 I once received. I will be forever 15 that someone chose to help me when I needed it most.” 1．A．settled B．divided C．gathered D．faded 2．A．expected B．requested C．indicated D．maintained 3．A．translation B．manner C．pronunciation D．function 4．A．option B．struggle C．decision D．reflection 5．A．familiar B．neat C．odd D．commercial 6．A．deliver B．collect C．exchange D．recycle 7．A．relieved B．energetic C．disappointed D．fascinated 8．A．calm down B．carry on C．get through D．break down 9．A．rescue B．tension C．defence D．mission 10．A．launch B．continue C．end D．postpone 11．A．update B．practice C．complain D．whisper 12．A．truly B．occasionally C．sharply D．formally 13．A．saved B．controlled C．judged D．influenced 14．A．resource B．warmth C．suggestion D．respect 15．A．graceful B．regretful C．joyful D．grateful 【答案】 1．D 2．A 3．C 4．B 5．A 6．B 7．C 8．D 9．A 10．C 11．B 12．A 13．D 14．B 15．D 【导语】文章主要讲述了Holly留学法国时因语言障碍陷入困境，幸得当地人帮助并收获友谊的故事。 1．考查动词。句意：然而抵达几周后，那份兴奋渐渐消散，取而代之的是孤独。A. settled定居；B. divided分开；C. gathered聚集；D. faded逐渐消失。根据前文“her heart full of excitement. Yet within weeks of arrival, that excitement”和后文“into loneliness”可知，前文讲述满怀期待出国，后文出现孤独情绪，说明兴奋感慢慢褪去。 2．考查动词。句意：异国的日常生活远比预想中艰难，尤其是在说法语这件事上。A. expected预料；B. requested要求；C. indicated表明；D. maintained维持。根据前文“Daily life in a foreign land proved much harder than”可知，现实留学生活和之前预想的不一样，难度超出预期。 3．考查名词。句意：我的发音很差劲，别人都听不懂我说话。A. translation翻译；B. manner举止；C. pronunciation发音；D. function功能。根据前文“I was very poor at speaking it”和后文“People couldn’t understand me”可知，前文提到她口语表达很差，结合后文描述别人听不懂她说话，说明是发音存在问题。 4．考查名词。句意：一直努力让别人听懂自己，这份挣扎让她疲惫又难过。A. option选择；B. struggle艰难努力、挣扎；C. decision决定；D. reflection反思。根据后文“to be understood”可知，她一直费力开口却无法被理解，这是一种艰难的挣扎。 5．考查形容词。句意：唯一支撑她坚持下去的是一份来自家乡的熟悉包裹。A. familiar熟悉的；B. neat整洁的；C. odd奇怪的；D. commercial商业的。根据后文“Mother had sent my favorite food”可知，包裹里是家里寄来的爱吃的食物，是熟悉的家乡物品。 6．考查动词。句意：她去邮局取包裹，可无论她怎么努力表达，工作人员都听不懂她蹩脚的口语。A. deliver递送；B. collect领取、收取；C. exchange交换；D. recycle回收。根据前文“She went to the post office to”可知，包裹到达邮局后，需要本人去邮局领取包裹。 7．考查形容词。句意：我重复表达得越多，就越发沮丧失望。A. relieved宽慰的；B. energetic精力充沛的；C. disappointed失望的；D. fascinated着迷的。根据前文“The more I repeated myself, the more discouraged and”可知，一直表达却始终无法沟通，人的情绪会变得低落失望。 8．考查动词短语。句意：我马上就要崩溃落泪的时候，一位陌生人向我伸出了援手。A. calm down冷静；B. carry on继续；C. get through通过；D. break down崩溃、情绪失控。根据后文“in tears”可知，沟通彻底失败，Holly情绪崩溃，差点哭出来。 9．考查名词。句意：我马上就要崩溃落泪的时候，一位陌生人向我伸出了援手。A. rescue救援、帮助；B. tension紧张；C. defence防御；D. mission任务。根据后文“A local woman asked in Holly’s own language, “Can I help you?””可知，一位当地的女人主动帮助Holly，come to one’s rescue为固定搭配，意为“帮助某人、解救某人”。 10．考查动词。句意：但是这份善意并没有就此结束。A. launch发起；B. continue继续；C. end结束；D. postpone推迟。根据后文“The woman invited Holly to her house for dinner”可知，这位女士不仅帮忙取包裹，还邀请Holly去家里吃饭，善意没有止步于帮忙沟通。 11．考查动词。句意：这是一个安心的地方，我可以毫无顾虑地练习法语。A. update更新；B. practice练习；C. complain抱怨；D. whisper低语。根据后文“my French without fear”可知，Holly法语口语不好，在当地人家里可以安心练习口语。 12．考查副词。句意：在那里我真切地感受到了家的温暖。A. truly真正地、真切地；B. occasionally偶尔；C. sharply急剧地；D. formally正式地。根据后文“felt like I was at home there”可知，陌生女士的照顾让Holly实实在在拥有了归属感。 13．考查动词。句意：Holly说：“她的善意改变并影响了我的一生。”A. saved拯救；B. controlled控制；C. judged评判；D. influenced影响。根据后文“Now I pay more attention to people who need help, offering the same ______ I once received”可知，陌生人的善意改变了Holly的处事方式，深刻影响了Holly的人生。 14．考查名词。句意：如今我会主动帮助有需要的人，传递我曾经收获的这份温暖。A. resource资源；B. warmth温暖；C. suggestion建议；D. respect尊重。根据前文“Now I pay more attention to people who need help, offering the same”可知，陌生人给予的是善意与温暖，Holly如今将这份温暖传递下去。 15．考查形容词。句意：我永远心怀感激，感激在我最无助的时候有人向我伸出援手。A. graceful优雅的；B. regretful遗憾的；C. joyful开心的；D. grateful感激的。根据后文“that someone chose to help me when I needed it most”可知，Holly受人恩惠，内心一直满怀感恩之情。 Passage 9 （25-26高二下·安徽黄山·期末）阅读下面材料,在空白处填入1个适当的单词或括号内单词的正确形式。 “The Chinese language 1 (become) popular among Lebanese students in the past five years,” says Antoine Hokayem, 2 professor and local director of the Confucius Institute at the University of Saint Joseph (USJ).   “In the past, Lebanese students used to register for the Chinese language as an 3 (option) course. Today, we receive students from the USJ and other universities who aim to learn the language to either work in China 4 continue their education in the East Asian countries,” Hokayem said on the occasion of the 15th anniversary of the establishment of the institute. Engineering and telecommunication students are among the people who 5 (commit) to the language as they aim to continue their higher education in China. Other students attend the institute’s courses with the intention of providing 6 (assist) for their parents who are engaged in trade activities with Chinese partners. “We have small children who learn the language and speak 7 (fluent) with their Chinese teachers. More than half of our students now come from outside our university.” 8 (found) in 2010 through a partnership between China’s Shenyang Normal University and the USJ, the Confucius Institute at the USJ was selected 9 one of the best Confucius Institutes in the world for its cultural and social activities. In recent years, the institute has held all the lectures 10 cover topics including China’s economy and cultural values as well as Peking Opera and the Belt and Road Initiative. 【答案】 1．has become 2．a 3．optional 4．or 5．are committed 6．assistance 7．fluently 8．Founded 9．as 10．that 【导语】文章主要介绍了黎巴嫩圣约瑟夫大学孔子学院在成立15周年之际，汉语在黎巴嫩学生中日益普及的情况，包括学生来源、学习目的以及该学院的成就与活动。 1．考查时态。句意：“汉语在过去五年中在黎巴嫩学生中变得流行起来，”圣约瑟夫大学教授兼孔子学院黎方院长Antoine Hokayem说。空处是谓语动词，根据时间状语“in the past five years”可知，表示从过去持续到现在的动作，应用现在完成时，主语是单数名词，助动词用has。 2．考查冠词。句意：同上。professor为可数名词单数，在句中表示“一位教授”，泛指，且发音以辅音音素开头，用不定冠词a。 3．考查形容词。句意：过去，黎巴嫩学生通常将汉语作为选修课来注册。空处修饰名词course，应用形容词形式optional作定语，意为“选修的”。 4．考查连词。句意：“如今，我们接收来自USJ和其他大学的学生，他们学习汉语的目标是要么在中国工作，要么在东亚国家继续深造，”霍凯姆在该研究所成立15周年之际表示。either...or...为固定搭配，意为“要么……要么……”。 5．考查时态和固定搭配。句意：工程和电信专业的学生是致力于学习汉语的人群之一，因为他们计划在中国继续深造。空处充当从句的谓语动词，be committed to为固定搭配，意为“致力于……”，描述当前状态，应用一般现在时，who指代的先行词people为复数，be动词用are。 6．考查名词。句意：其他学生参加该学院的课程，旨在为他们的父母提供帮助，这些父母正与中国合作伙伴开展贸易活动。空处充当宾语，应填名词形式assistance，意为“帮助、援助”。 7．考查副词。句意：我们有小孩子学习汉语，并能流利地与他们的中文老师交流。空处修饰动词speak，应用副词形式fluently作状语。 8．考查非谓语动词。句意：该孔子学院成立于2010年，由中国沈阳师范大学与USJ合作建立，因其文化和社会活动被评为世界最佳孔子学院之一。空处是非谓语动词，与其逻辑主语the Confucius Institute之间是被动关系，应用过去分词作状语，置于句首首字母大写。 9．考查介词。句意：同上。be selected as为固定搭配，意为“被选为……”。 10．考查定语从句。句意：近年来，该学院举办了涵盖中国经济、文化价值观以及京剧和“一带一路”倡议等主题的讲座。空处引导定语从句，先行词为lectures，在定语从句中作主语，指物，应用关系代词引导，且先行词前面有不定代词all修饰，所以只能用that。 Passage 10 （25-26高二下·四川成都·期末）阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。 From November 14 to 16, nearly 5,000 Chinese and foreign guests, along with representatives from over 100 universities and companies, gathered in Beijing 1 the 2025 World Chinese Language Conference. Today, Chinese has been incorporated (纳入) into the national education systems of 86 countries, 2 more than 200 million people are learning it worldwide. The popular “Chinese Bridge” contests, which test foreigners’ Chinese skills, 3 (attract) over 1.8 million young people from more than 160 countries and regions so far. Over the past 35 years, HSK (汉语水平考试), 4 (organize) by the Center for Language Education and Cooperation under China’s Ministry of Education, has set up 1,477 test centers in 168 countries. This year, 5 total number of test-takers is expected to pass 8.5 million. 6 (meet) foreign learners’ changing needs, new HSK textbooks came out on November 15. They include words and topics about Chinese culture and modern life, such as high-speed railways, QR code-scanning, food 7 (deliver) and live-streamers. At the conference’s side meetings, people shared 8 (inspire) stories. For example, a Confucius Institute in Kenya taught local farmers tomato grafting (嫁接) skills. This helped increase incomes in poverty reduction demonstration 9 (village). Digital tools were used to help 100,000 workers at an Indonesian 10 (industry) park learn Chinese related to the steel industry, which helped companies reduce costs and improve efficiency. 【答案】 1．for 2．and 3．have attracted 4．organized 5．the 6．To meet 7．delivery 8．inspiring 9．villages 10．industrial 【导语】文章主要介绍了2025年世界中文大会在北京举行，阐述了中文在全球的推广情况，包括中文纳入各国教育体系、“汉语桥”比赛、HSK考试的发展、新版HSK教材的发布，以及中文在助力各地发展方面的实际应用案例。 1．考查介词。句意：11月14日至16日，近5000名中外嘉宾以及来自100多所大学和公司的代表齐聚北京，参加2025年世界中文大会。gather for为固定搭配，意为“为……聚集”。 2．考查连词。句意：如今，中文已被纳入86个国家的国民教育体系，全球有超过2亿人在学习中文。前后两个分句之间为并列关系，需用连词and连接。 3．考查动词时态和主谓一致。句意：广受欢迎的“汉语桥”比赛测试外国人的中文水平，到目前为止已吸引了来自160多个国家和地区的180多万年轻人参加。根据时间状语so far可知，此处使用现在完成时，主语contests为复数名词，助动词用have。 4．考查非谓语动词。句意：在过去35年里，由中国教育部语言交流合作中心组织的HSK（汉语水平考试）已在168个国家设立了1477个考点。分析句子结构，has set up为谓语动词，空处需填非谓语动词作后置定语，HSK与organize之间为被动关系，需填过去分词organized。 5．考查冠词。句意：今年，考生总数预计将超过850万。the total number of为固定短语，意为“……的总数”。故填the。 6．考查非谓语动词。句意：为满足外国学习者不断变化的需求，新版HSK教材于11月15日出版。此处表示目的，需用动词不定式作目的状语，位于句首，首字母大写。 7．考查名词。句意：它们包含有关中国文化和现代生活的词汇和话题，如高铁、扫码、外卖和网络主播。food delivery为固定短语，意为“食品外卖”，与high-speed railways、QR code-scanning、live-streamers并列，需用名词delivery。 8．考查形容词。句意：在大会的分会场，人们分享了鼓舞人心的故事。空处修饰名词stories，需用形容词作定语，inspiring意为“鼓舞人心的”，符合语境。 9．考查名词。句意：这有助于提高扶贫示范村的收入。village为可数名词，此处表示泛指多个示范村，需用复数形式villages。 10．考查形容词。句意：数字工具被用于帮助印尼一个工业园区的10万名工人学习与钢铁行业相关的中文，从而帮助企业降低成本并提高效率。空处修饰名词park，需用形容词作定语，industrial意为“工业的”。 ( 1 / 29 ) 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $ Unit 2 Bridge Cultures 文化交流 单元阅读精练 Across the globe, dozens of lesser-known languages are slipping into extinction at an alarming rate. Dominated by mainstream languages like English, Spanish and Mandarin, modern globalization has marginalized (边缘化) hundreds of regional dialects and indigenous tongues, many of which are on the edge of being silenced forever. This often goes unnoticed by the wider world, yet it is happening every day in remote villages and communities. Linguists (语言学家) warn that if no effective intervention is conducted, nearly a third of the world’s 6,000 existing languages will die out within the next century. The loss of a language involves far more than the loss of a communication tool. Each language serves as an invisible carrier of a nation’s collective memory, holding unique folk tales, traditional wisdom, and distinctive ways of perceiving the world. When a language dies, these unique perspectives may disappear with it, leaving no trace behind. Unlike standardized global languages that focus on efficiency and uniformity, minority languages boast subtle expressions and cultural richness that no mainstream language can replace. To lose a language, scholars emphasize, is to erase an irrecoverable part of human civilization’s diversity. Admittedly, the irresistible trend of urbanization and cross-regional communication makes it impractical to preserve every dying language in its original form. After all, it is natural for people to seek more widely spoken languages for better job opportunities and social mobility. However, numerous grassroots communities and academic institutions have launched innovative campaigns to save endangered languages. Some add dialect teaching into local primary education; others record oral stories of elderly native speakers and digitize them for lasting preservation. Some young people even mix traditional dialects with pop music, making old tongues fashionable and accessible to the younger generation. Preserving minority languages does not mean resisting globalization or rejecting dominant languages. Instead, it seeks to strike a delicate balance between global integration and cultural rootedness. A diverse linguistic landscape, as many researchers put it, is not a barrier to global connection, but a precious heritage that enriches and enlightens human society as a whole. 【译文欣赏】 在全球范围内，数十种鲜为人知的语言正以惊人的速度走向消亡。受英语、西班牙语、普通话等主流语言主导，现代全球化将数百种地方方言与本土语言边缘化，其中许多语言濒临永久沉寂。这件事往往不为大众所关注，但它每天都在偏远村落与社群中上演。语言学家警示，如果不采取有效的干预措施，世界现存 6000 种语言中，近三分之一将在下个世纪消亡。 一种语言的消亡，远不止是失去一种交流工具。每一门语言都是一个民族集体记忆的无形载体，承载着独特的民间故事、传统智慧以及看待世界的特有方式。当一门语言消亡，这些独特视角也可能随之消失，不留一丝痕迹。注重效率与统一性的标准化全球语言不同，少数民族语言拥有主流语言无法替代的精妙表达与文化底蕴。学者强调，失去一门语言，就是抹去人类文明多样性中不可复原的一部分。 诚然，城镇化与跨区域交流这股不可阻挡的潮流，使得以原始形态保存每一门濒危语言并不现实。毕竟，为了获得更好的就业机会与社会发展机遇，人们去使用使用更通用的语言是人之常情。不过，大量民间社群与学术机构已经发起创新性行动来拯救濒危语言。部分地区将方言教学纳入当地小学教育；还有机构录制老年母语者口述故事并数字化，实现永久保存。一些年轻人甚至把传统方言和流行音乐相结合，让古老语言变得时髦，更容易被年轻一代接受。 保护少数民族语言，并不意味着抵制全球化或是排斥主流语言。相反，它力求在全球融合与文化根基之间达成微妙平衡。诸多研究者表示，语言面貌的多元化并非全球交流的阻碍，而是能够丰富、启迪整个人类社会的宝贵遗产。 【词汇积累】 2 原创精品资源学科网独家享有版权，侵权必究！ ( 1 / 29 ) 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 extinction n. 消亡，灭绝 marginalize v. 使边缘化 indigenous adj. 本土的，土著的 intervention n. 干预，介入 die out 消亡，灭绝 carrier n. 载体 collective adj. 集体的 perceive v. 看待，感知 uniformity n. 统一性，一致 minority n. 少数；少数民族 subtle adj. 微妙的，精妙的 irrecoverable adj. 无法复原的 diversity n. 多样性 irresistible adj. 不可阻挡的 urbanization n. 城市化 impractical adj. 不切实际的 grassroots adj. 民间的，基层的 innovative adj. 创新的 delicate adj. 微妙的；精致的 heritage n. 遗产 【高考真题链接】 （2022·浙江·高考真题）Pasta and pizza were on everyone’s lunch menu in my native land of Italy. Everyone who had such a lunch was fair-skinned and spoke Italian. A few years later, as I stood in the lunch line with my kindergarten class in a school in Brooklyn, I realized things were no longer that simple. My classmates ranged from those kids with pale skin and large blue eyes to those with rich brown skin and dark hair. The food choices were almost as diverse as the students. In front of me was an array of foods I couldn’t even name in my native language. Fearing that I would pick out something awful, I desperately tried to ask the boy ahead of me for a recommendation. Unfortunately, between us stood the barrier of language. Although my kindergarten experience feels like a century ago, the lessons I learned will stick in my mind forever. For the past three summers, I have worked in a government agency in New York. New immigrants much like the little girl in the lunch line flooded our office seeking help. I often had to be an interpreter for the Italian-speaking ones. As I served the role of vital communication link, I was reminded of my desperate struggle to converse before I learned English. I watched with great sympathy as elderly Italians tried to hold a conversation in Italian with people who did not speak the language. It suddenly became very clear to me how lucky I was to be fluent in two languages. In New York, a multicultural city, students like me are blessed with a chance to work with a diverse population. In my English to Italian translations, I’ve learned about social programs that I didn’t know existed. This work expanded my mind in ways that are impossible inside the four walls of a classroom. Walking through the streets of Brooklyn today, I am no longer confused by this city’s sounds and smells. Instead, enjoy its diversity. 1．What did the author realize after entering school in Brooklyn? A．Time passed quickly. B．English was hard to learn. C．The food was terrible. D．People were very different. 2．Who does “the little girl” in paragraph 2 refer to? A．An Italian teacher. B．A government official. C．The author herself. D．The author’s classmate. 3．How did the summer job benefit the author? A．It strengthened her love for school. B．It helped sharpen her sense of direction. C．It opened her eyes to the real world. D．It made her childhood dream come true. ( 长难句1 原文：Barcelona has put together a package of clean energy technologies to help public transportation go greener, while also doing its part to tackle climate change and aid Europe’s difficult shift to the privately owned electric vehicle market. 1. 句子拆分 主句：Barcelona has put together a package of clean energy technologies 目的状语：to help public transportation go greener 伴随状语从句：while also doing its part to tackle climate change and aid Europe’s difficult shift to the privately owned electric vehicle market 2. 翻译 巴塞罗那整合了一整套清洁能源技术，助力公共交通走向绿色环保，同时为应对气候变化出力，并助力欧洲艰难转向私人电动汽车市场。 长难句2 原文：Alvaro Luna, a professor of electrical engineering, said that the system is innovative in so far as it allows for recycled energy to be redirected to specific local uses — in this case powering electric cars parked nearby. 1. 句子拆分 主句：Alvaro Luna said that the system is innovative 同位语：a professor of electrical engineering（解释主语Alvaro Luna） 宾语从句：that the system is innovative 原因状语从句：in so far as it allows for recycled energy to be redirected to specific local uses 补充解释成分：in this case powering electric cars parked nearby 后置定语：parked nearby（修饰electric cars） 2. 翻译 电气工程教授阿尔瓦罗·卢纳表示，这套系统颇具创新性，原因在于它能将回收的电能重新调配，用于当地特定用途——本案例中就是为停在附近的电动汽车供电。 ) ( native adj. 本土的，本国的 kindergarten n. 幼儿园 diverse adj. 多种多样的，不同的 array n. 一大批，一系列 desperately adv. 极度地，拼命地 barrier n. 障碍，壁垒 agency n. 机构，代理处 immigrant n. 移民 interpreter n. 口译者，翻译 vital adj. 至关重要的 converse v. 交谈，谈话 sympathy n. 同情 fluent adj. 流利的 multicultural adj. 多元文化的 expand v. 扩展，拓宽 ) 【综合实战演练】 语篇 题型 体裁 内容简介 Passage1 阅读理解 记叙文 讲述作者受父亲影响，因粤语独特性萌发学习兴趣，克服文字、声调等重重困难，通过课本网课、影视音乐练习，休学前往香港沉浸式体验，之后系统学习粤语语言学课程，致力于传播粤语文化，诠释语言是了解文化的载体。 Passage2 阅读理解 记叙文 讲述作者在爱尔兰留学，中文名 “秋雨” 的发音对英语母语者难度很大。起初作者回避纠正读音，后来主动分享名字蕴含的秋雨丰收的文化寓意，收获同学的好奇与尊重，领悟名字是传递中国文化的桥梁。 Passage3 阅读理解 说明文 介绍沉默在不同文化社交语境下含义差异巨大，列举美洲、亚洲、俄法西、墨西哥等地区对沉默的不同解读，结合医疗沟通场景，说明掌握沉默的跨文化差异具备重要现实应用价值。 Passage4 阅读理解 说明文 介绍文化冲击的定义、人类学家提出的蜜月、挫折、调整、适应四个阶段，阐述文化冲击可以提升自我认知、锻炼解决问题能力，是助力个人成长、成就世界公民的宝贵经历。 Passage5 七选五 说明文 世界文化丰富多元，培养对异域文化的鉴赏力十分重要，文章依次介绍阅读相关著作、学习外语、品尝特色美食三种了解其他国家与民族文化的可行方法。 Passage6 七选五 说明文 跨文化交流存在文化差异带来的挑战，文章给出四条实操策略：提前了解异域文化、说话清晰避开俚语习语、重视肢体等非语言信号、产生误解时保持耐心开放。 Passage7 完形填空 记叙文 改编自爱尔兰留学经历，作者因中文名字发音问题陷入尴尬，一度回避解释名字，后醒悟不能丢失自身文化身份，主动分享名字寓意，搭建不同文化沟通桥梁，立志传播中国文化。 Passage8 完形填空 记叙文 十九岁的 Holly 赴法国留学，遭遇语言障碍倍感孤独，在邮局取家乡包裹时沟通受阻濒临崩溃，得到当地女士热心相助，后续收获跨国友谊，这份善意深刻影响她，让她主动向他人传递温暖。 Passage9 语法填空 说明文 介绍黎巴嫩圣约瑟夫大学孔子学院，近五年汉语在黎巴嫩学生群体愈发受欢迎，梳理学生学习汉语的多样目的，介绍学院发展历程、荣誉以及开展的各类文化主题活动。 Passage10 语法填空 说明文 围绕 2025 世界中文大会，介绍中文全球推广现状：纳入多国教育体系、汉语桥赛事、HSK 考试规模，发布新版 HSK 教材，列举中文助力海外当地生产生活的真实案例。 Passage 1 （25-26高二下·江西宜春·期末）When people ask about my experience of learning Cantonese, I recount a journey driven by unending curiosity and a strong desire to connect with a dynamic culture. Growing up in a Russian family, my fascination with languages grew thanks to my father, a language expert. It’s during a cultural appreciation class in junior high that I was first introduced to the world of Hong Kong films, famous for their characteristic action-packed dramas and storytelling styles. However, what really amazed me was the uniqueness of the language, Cantonese, which sparked an urgent need within me to explore it and the rich culture behind. This marked the beginning of a thrilling linguistic journey. Learning Cantonese posed challenges, such as unfamiliar characters, complex tones, and different grammar structures, yet I persevered. Immersed in textbooks and available online courses, I practiced the tones every day until my pronunciation flowed naturally. Cantonese dramas and music also played a role in familiarizing me with its rhythm. To truly grasp the essence of Cantonese, I knew that studying alone wasn’t enough — I needed firsthand experience. So, I took a gap year to pack my bags for Hong Kong, a city featuring the lively heartbeat of Cantonese culture. Buried in its busy streets and daily conversations, from casual chats to food ordering, I found myself enveloped in a linguistic wonderland. Within a few months, my Cantonese proficiency flourished, fueling a surge of confidence. My explorations extended beyond the streets. I enrolled in formal language classes that offered professional guidance. Through hard work, I successfully completed all the courses in Cantonese Linguistics. From then on, I’ve been passionately committed to spreading the Cantonese culture, ensuring its richness reaches a wider audience. Today, I continue my Cantonese voyage with unflagging enthusiasm. It has transformed into more than just a linguistic pursuit; it grants me a passport to sincere connections, profound insights, and heartfelt admiration for its one-of-a-kind culture. 1．What truly inspired the author to learn Cantonese? A．His teacher’s recommendation. B．Influence of friends and family. C．His strong interest in Chinese movies. D．The uniqueness of the language. 2．Why did the author head to Hong Kong during the gap year? A．To explore tourist attractions. B．To immerse himself in Cantonese culture. C．To pursue career opportunities. D．To attend formal language classes. 3．Which best describes the author’s learning process of Cantonese? A．Challenging but strategic. B．Effortless and enjoyable. C．Demanding but creative. D．Adventurous and eventful. 4．What message does the text mainly convey? A．Education is the passport to the future. B．Language is the road map of a culture. C．Opportunity favors the prepared mind. D．Success belongs to those with curiosity. Passage 2 （25-26高二下·江西宜春·期末）“What is your name?” is a question most frequently asked when people meet for the first time. But for me, it was the first challenge I encountered as an international student in Ireland. The pronunciation system of the Chinese language is quite different from that of English. For native speakers of English, some Chinese words are rather difficult to pronounce. My given name Qiuyu (秋雨), for instance, happened to be a great challenge for many of them. Every time I gave a self-introduction, I had to explain how to pronounce my name at least five times, yet they still could not say it the way I did. Once in a lecture, the professor tried repeating my name after me over and over in front of thirty classmates. I really did not know whether I should continue correcting him or simply drop the matter. I feared that my classmates might grow tired of my efforts or even lose patience with me. After all, I did care about how others would think of me. I realized that if I didn’t stop, the entire lecture would be ruined. “It’s okay, professor,” I shrugged (耸肩). The awkward moment ended with the class erupting into laughter. I forced a smile, unsure how to respond further. After that incident, I stopped acting as a “Chinese teacher.” Instead of correcting others when they were struggling to pronounce my name, I just smiled and nodded approvingly. This approach spared me the discomfort of having to over-explain. However, I soon found that by doing so, I might be losing something more important: the opportunity to share a small part of my cultural identity. In a class discussion, I was invited to explain the meaning of my name. At first, I hesitated because of the previous awkward moments. But then I decided to take the opportunity. “In Chinese, ‘Qiu’ means ‘autumn’ and ‘Yu’ means ‘rain.’ In my culture, the autumn rain nourishes the earth and brings people harvest.” The professor nodded and to my surprise, many classmates began to mimic the sound and the rhythm of my name. Their interest and effort made me feel proud of our culture. I came to know that my name is not only a symbol, but also a doorway to Chinese culture. Many of my classmates got interested and came up to me after class. “What a poetic name you’ve got!” one girl said. “Could you teach us to say it correctly?” another classmate asked. “Maybe you could share more about Chinese culture with us sometime.” This time, I didn’t shrug. I talked with them with extreme patience and warmth. Their curiosity and laughter made me realize that sharing our cultural identity is meaningful. From then on, I began to see my name as a bridge to connect different worlds. 1．Why was the author’s name a challenge for native English speakers? A．Because it was too long to remember. B．Because its pronunciation was unfamiliar to them. C．Because they were not interested in foreign names. D．Because the author refused to explain it to them. 2．What did the author do after the awkward incident in the lecture? A．He decided to change his name to an English one. B．He continued to correct people’s pronunciation patiently. C．He avoided explaining the pronunciation of his name anymore. D．He asked the professor to help him introduce his name. 3．The word “nourishes” in Paragraph 6 most probably means ________. A．destroys B．feeds and helps grow C．washes away D．cools down 4．What was the change in the classmates’ attitude after the author explained the meaning of his name? A．They became more curious and respectful. B．They thought it was too poetic to be true. C．They felt sorry for their previous impatience. D．They lost interest in Chinese culture. Passage 3 （25-26高二下·云南昭通·期末）The meaning of silence in social communication varies significantly across different cultural groups. Silence may indicate careful thinking during a conversation, or it can simply mean having no useful ideas to share. It can also reveal one’s inner stubbornness or hidden anxiety in interpersonal interactions. Some cultural groups feel uneasy with conversational pauses and strive to fill every pause with continuous talking. However, people from other cultural backgrounds regard silence as a vital part of communication and it helps them accurately understand others’ inner thoughts and real needs. Many Native American communities, together with traditional Chinese and Thai people, attach great importance to silence in daily communication. When speakers from these cultures pause suddenly while talking, they intend to invite listeners to reflect on the shared information before continuing the dialogue. In these cultural backgrounds, temporary silence acts as a meaningful reminder to encourage thoughtful and rational thinking during interpersonal communications. Silence carries diverse social meanings when people deal with interpersonal conflicts or interact with individuals of different social ranks. People from Russia, France and Spain often remain silent to express their recognition of the topics being discussed. In contrast, Mexican people choose to stay silent when receiving instructions from people in authority to avoid impolite arguments. Additionally, people in most Asian cultures take silence as a sincere sign of respect for elders and people in higher social positions. Patients may suffer from negative emotions and anxiety during medical treatment, so professional caregivers are required to thoroughly understand the varied cultural meanings of silence. People’s understanding of silent behaviors is deeply shaped by their own cultural education and living environment. Therefore, medical workers should neither interrupt patients’ silence casually nor allow unnecessary long-term silence in medical communication. Medical workers who fully understand the healing value of silence can better serve patients from diverse cultural backgrounds with targeted and patient-centered care. Mastering the cross-cultural differences of silent communication is of great practical value for people engaged in various social fields. 1．What effect does temporary silence have? A．It helps people cut down time spent on reflection. B．It creates special cultural backgrounds for interaction. C．It inspires people to think wisely and logically in talks. D．It means Chinese speakers want to change the talking topic. 2．Which statement is TRUE according to the text? A．Mexicans use silence to show agreement. B．Thai people dislike conversational silence. C．Asians respect elders merely through silence. D．Silence may stand for agreement for Russians. 3．Why does the author mention medical caregivers? A．To make comparisons among different cultures. B．To prove long silence usually does harm to patients. C．To show the value of learning silent cultural differences. D．To stress the importance of medical caregivers’ daily work. 4．What is the main idea of the passage? A．Silence differs culturally with practical values. B．People need skills for cross-cultural communication. C．There are practical ways to avoid awkward silence. D．Culture has an influence on modern medical care. Passage 4 （25-26高二下·北京房山·期中）As globalization weaves the world into a closer-knit community, cross-cultural exchanges have become part of daily life — especially for international students and young professionals, many of whom encounter culture shock. Often described as a kind of disorientation that comes with stepping into an unfamiliar world, it can cause unease. But when approached with the right mindset, this seemingly tough experience can turn into a precious learning journey, nurturing personal growth and deepening our understanding of different cultures. The term “culture shock” was first put forward by anthropologist Kalervo Oberg in the 1960s, who mapped out its four typical stages. At the very beginning comes the “honeymoon phase”, when people are deeply attracted by everything in a foreign country, feeling curious and excited about the new culture. Then comes the “frustration phase”, during which people often feel anxious, lonely and even impatient as they find it hard to fit in with the new environment. After that is the “adjustment phase”. People gradually get used to the local customs and begin to know how to get along well in the new culture in this phase. Finally, they enter the “adaptation phase”, in which they fully accept and feel at home in the new culture. Many people get trapped in the culture shock, but little do they know, this is where true growth takes root. One of the greatest gifts of culture shock is that it sharpens our self-awareness. When surrounded by different customs, whether in how people communicate, go about their daily lives, or view the world, we’re forced to look at our own cultural habits from a new perspective. This reflection opens our minds to new possibilities, a skill that’s more important than ever in our interconnected world. What’s more, overcoming culture shock exercises our problem-solving muscles. Adapting to a new culture means decoding unfamiliar social rules, bridging language gaps, and managing emotional ups and downs — all of which train us to be more flexible and resourceful. In a world that celebrates cultural diversity, culture shock is no more a threat to be avoided. Instead, it’s a gateway to growth and becoming a true global citizen. Those who embrace it, rather than shrink from it, will find themselves better able to thrive in our diverse and ever-changing world. 1．What does the word “disorientation” underlined in Paragraph 1 probably mean? A．A state of confusion and loss of direction B．A feeling of excitement and curiosity C．A strong desire to return home D．A sense of complete boredom 2．Which situation is most probably in the “frustration phase”? A．Linda feels fully fit in the new customs B．Thomas is fascinated about everything new. C．Tom begins to understand the new cultural environment. D．Mary is under great pressure from the unfamiliar customs. 3．Which would the author most likely agree with? A．The frustration phase threatens cultural diversity. B．Exposure to diverse customs promotes a more flexible mindset. C．Overcoming culture shock mainly depends on bridging language gaps. D．Cultural differences usually make people stick to their own social rules. 4．Which is the best title for the passage? A．Culture Shock: A Path to Personal Growth B．Culture Shock: A World of Diversity C．Ways to Overcome Culture Shock D．The Four Stages of Culture Shock Passage 5 （25-26高二下·河北衡水·期末）The world where we live is a colorful place with different languages, skin colors, and different cultures. 1 . A way to develop this appreciation is to try to learn about other cultures around the world. There are several ways to become knowledgeable about different cultures. 2 . Reading works by authors who have a close relationship with a particular culture allows people to gain an accurate glimpse into the food, music, language, and way of life of a particular group of people. For example, 3 , she will often read them stories based on folk tales of that culture. Another way to learn about different cultures is to try to learn a foreign language. A variety of language-learning books, software, and audio programs are available at the public library or bookstores. 4 . Making contact with people who are native speakers of the language allows you to gain firsthand knowledge of a particular culture as you struggle to learn the language. 5 . Whether you want to learn more about Japan, the Middle East, Africa, or any other region, becoming familiar with its food is a giant step in the right direction. Food is an important part of different cultures and allows people to gain insight into a particular cultural group’s way of life. A．when a student wants to learn more about a different culture B．when a teacher wishes to expose her students to a different culture C．One way is to read books written by authors from a particular culture D．Learn about different cultures by tasting food from a specific cultural group E．Gaining an understanding of other cultures benefits both you and other people F．You can choose a language to learn and make use of learning materials to help you master the language G．It’s important to develop an appreciation for different cultures to become a well-rounded person Passage 6 （25-26高二下·河南信阳·期中）Cross-cultural communication can feel challenging at first due to various cultural differences. 1 Here are four key strategies for better cross-cultural connection. ●Learn about the culture beforehand to avoid simple mistakes. Understanding basic rules and customs of the culture shows your respect. 2 Knowing what is polite and rude prevents awkward moments and boosts your confidence. Small efforts like learning some polite phrases also leave a good impression on others. ●Speak clearly and stay away from slang (俚语) or difficult idioms. Slow down your speech a little when talking to non-native speakers and never shout — it often seems rude. 3 as slang hardly translates well and can cause offense. Politely ask them to explain again if you notice confusion, for clear communication builds trust and ensures your message is understood correctly. ●Pay close attention to non-verbal signals like gestures and eye contact. Body language varies worldwide, so what seems normal to you may offend others. 4 Use open-handed gestures at first. Observe locals’ personal space and rules about physical contact, and adjust your behavior to show cultural sensitivity. ● 5 Cultural differences may lead to confusion, but anger is useless. Accept that conversations won’t always go smoothly. Honestly admit your confusion and ask for clarification gently, and encourage the other person to do the same. Being open-minded helps you learn from these interactions, and patience creates a positive environment where both sides feel valued. A．Tell others your own culture is better to show confidence. B．For example, pointing with one finger is rude in some places. C．Remain patient and open-minded when misunderstandings happen. D．You can easily find such relevant information online or in guidebooks. E．But good communication skills alone cannot solve all cultural problems. F．However, it becomes much smoother with targeted and practical methods. G．Use standard words instead of casual expressions that may confuse others, Passage 7 （25-26高二下·云南·期中）Studying in Ireland last year, my Chinese name “Qiuyu” brought me confusion and a chance to connect. English and Chinese pronunciation differ a lot, so classmates and professors always 1 to say it right. Once in a class, a professor tried to call my name but messed it up. Feeling embarrassed, yet I didn’t 2 him — worried interrupting might ruin the lecture’s smooth flow. Later, I got used to others’ mispronunciations 3 and stopped explaining my name. But one evening, I 4 I was losing a key part of myself — my cultural 5 . In a class name-discussion, I spoke up: “Qiu” stands 6 autumn, a season of harvest; “Yu” means gentle rain watering the earth. Classmates listened with 7 , eyes lighting up with interest. Afterward, three classmates came up and asked to learn writing their names in Chinese. I was 8 to help, drawing 9 on paper and interpreting their meanings. This moment made me see embracing cultural roots not only 10 my heritage but also 11 cultures. Now, whenever someone asks about my name, I actively share its beauty. Once an 12 , it’s now a precious tool to share Chinese culture. I truly learned identity is a treasure to cherish. This experience made me 13 cultural exchange starts with small things, and I will be more 14 to spread Chinese culture. Wherever I go, I’ll always 15 my identity and be proud to let others experience Chinese richness through me. 1．A．struggled B．persuaded C．tended D．managed 2．A．improve B．correct C．blame D．annoy 3．A．routinely B．gradually C．constantly D．automatically 4．A．denied B．forgot C．ignored D．realized 5．A．habit B．hobby C．identity D．language 6．A．up B．by C．for D．out 7．A．fear B．anger C．boredom D．curiosity 8．A．anxious B．delighted C．unwilling D．exhausted 9．A．letters B．pictures C．symbols D．characters 10．A．adapt B．breaks C．preserves D．abandons 11．A．shares B．bridges C．opposes D．integrates 12．A．embarrassment B．annoyance C．obstacle D．burden 13．A．doubt B．regret C．understand D．deny 14．A．shy B．tired C．afraid D．devoted 15．A．hide B．reject C．embrace D．change Passage 8 （25-26高二下·山东·阶段检测）At nineteen, Holly set off to study abroad in Nancy, France, her heart full of excitement. Yet within weeks of arrival, that excitement 1 into loneliness. Daily life in a foreign land proved much harder than 2 , especially when it came to speaking French. “I could understand the language somewhat, but I was very poor at speaking it. My 3 was terrible. People couldn’t understand me,” she said. The continuous 4 to be understood left her tired and sad. The only thing keeping her going was a(n) 5 package from home. “Mother had sent my favorite food — something I couldn’t find in local shops.” She went to the post office to 6 it, but the clerk couldn’t understand her broken speech no matter how hard she tried. “The more I repeated myself, the more discouraged and 7 I felt. I was about to 8 in tears when a stranger came to my 9 .” A local woman asked in Holly’s own language, “Can I help you?” Then she spoke to the clerk, and within minutes, the package was in Holly’s hands. But the kindness didn’t 10 there. The woman invited Holly to her house for dinner. “It soon became our weekly habit. It was a safe place where I could 11 my French without fear. I 12 felt like I was at home there.” Decades later, they still keep in touch. “Her act of kindness has 13 my life,” Holly said. “Now I pay more attention to people who need help, offering the same 14 I once received. I will be forever 15 that someone chose to help me when I needed it most.” 1．A．settled B．divided C．gathered D．faded 2．A．expected B．requested C．indicated D．maintained 3．A．translation B．manner C．pronunciation D．function 4．A．option B．struggle C．decision D．reflection 5．A．familiar B．neat C．odd D．commercial 6．A．deliver B．collect C．exchange D．recycle 7．A．relieved B．energetic C．disappointed D．fascinated 8．A．calm down B．carry on C．get through D．break down 9．A．rescue B．tension C．defence D．mission 10．A．launch B．continue C．end D．postpone 11．A．update B．practice C．complain D．whisper 12．A．truly B．occasionally C．sharply D．formally 13．A．saved B．controlled C．judged D．influenced 14．A．resource B．warmth C．suggestion D．respect 15．A．graceful B．regretful C．joyful D．grateful Passage 9 （25-26高二下·安徽黄山·期末）阅读下面材料,在空白处填入1个适当的单词或括号内单词的正确形式。 “The Chinese language 1 (become) popular among Lebanese students in the past five years,” says Antoine Hokayem, 2 professor and local director of the Confucius Institute at the University of Saint Joseph (USJ).   “In the past, Lebanese students used to register for the Chinese language as an 3 (option) course. Today, we receive students from the USJ and other universities who aim to learn the language to either work in China 4 continue their education in the East Asian countries,” Hokayem said on the occasion of the 15th anniversary of the establishment of the institute. Engineering and telecommunication students are among the people who 5 (commit) to the language as they aim to continue their higher education in China. Other students attend the institute’s courses with the intention of providing 6 (assist) for their parents who are engaged in trade activities with Chinese partners. “We have small children who learn the language and speak 7 (fluent) with their Chinese teachers. More than half of our students now come from outside our university.” 8 (found) in 2010 through a partnership between China’s Shenyang Normal University and the USJ, the Confucius Institute at the USJ was selected 9 one of the best Confucius Institutes in the world for its cultural and social activities. In recent years, the institute has held all the lectures 10 cover topics including China’s economy and cultural values as well as Peking Opera and the Belt and Road Initiative. Passage 10 （25-26高二下·四川成都·期末）阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。 From November 14 to 16, nearly 5,000 Chinese and foreign guests, along with representatives from over 100 universities and companies, gathered in Beijing 1 the 2025 World Chinese Language Conference. Today, Chinese has been incorporated (纳入) into the national education systems of 86 countries, 2 more than 200 million people are learning it worldwide. The popular “Chinese Bridge” contests, which test foreigners’ Chinese skills, 3 (attract) over 1.8 million young people from more than 160 countries and regions so far. Over the past 35 years, HSK (汉语水平考试), 4 (organize) by the Center for Language Education and Cooperation under China’s Ministry of Education, has set up 1,477 test centers in 168 countries. This year, 5 total number of test-takers is expected to pass 8.5 million. 6 (meet) foreign learners’ changing needs, new HSK textbooks came out on November 15. They include words and topics about Chinese culture and modern life, such as high-speed railways, QR code-scanning, food 7 (deliver) and live-streamers. At the conference’s side meetings, people shared 8 (inspire) stories. For example, a Confucius Institute in Kenya taught local farmers tomato grafting (嫁接) skills. This helped increase incomes in poverty reduction demonstration 9 (village). Digital tools were used to help 100,000 workers at an Indonesian 10 (industry) park learn Chinese related to the steel industry, which helped companies reduce costs and improve efficiency. ( 1 / 29 ) 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $