Unit 2 Exploring English 语言学习（单元阅读精练）英语外研版必修第一册

**基本信息** 以英美语言差异为切入点，通过真实语料构建“现象感知-知识拓展-真题应用”的系统性训练，融合语言能力培养与文化意识渗透。 **专项设计** |模块|题量/典例|题型特征|知识逻辑| |----|-----------|----------|----------| |阅读精练|1篇记叙文|细节理解+文化差异识别|以即兴喜剧观演经历引出时间表达、词汇词义（如pants）跨文化差异| |词汇拓展|12个核心词+5组易混词|词义对比+语境应用|从基础词汇（fortunate）到英美易混词（subway/lift），构建层级化词汇网络| |真题链接|1篇高考阅读+3个句式分析|主旨归纳+句式解构|通过2026全国卷真题强化“it occurred to sb. that…”等核心句式的理解与应用| |实战演练|3篇（阅读/完形/语法填空）|综合语言运用|覆盖语言与思维关联、文化传承、方言保护主题，实现知识迁移与能力综合提升|

Unit 2 Exploring English 语言学习 单元阅读精练 About a year ago now I made a friend from Boston while I was living abroad, and was fortunate enough to get the chance to visit her in the States a few months ago. One night we went to an improvised comedy show, and I really enjoyed it, but truthfully, there was more than one occasion where I didn’t understand what was going on. The whole audience would be laughing, and I just wasn’t getting the references! This was quite surprising for me considering Americans and Brits speak the same language, but you’d be surprised at the number of variations between the two dialects! While I was in Boston, I found that Americans tended to say the time as though it were written digitally, e.g. 18:45 would be said aloud as “six forty five”, whereas Brits would more commonly say “quarter to seven”. The same applies with 18:05, which would be said by Americans as “six o five”, and by Brits as “five past six”. Equally, 18:15 for Americans translates as “six fifteen”, whereas Brits would favour “quarter past six”. You do wonder how these curious differences developed, don’t you? I will never forget my American friend Nora turning around to me and saying “Should I wear pants tonight?” my automatic reaction of course being, “Yes, Nora, you should always wear pants!” This is a difference between American and British English which still baffles me to this day. Pants in America means trousers, and pants in the UK means underwear. I asked my friend what trousers meant to her, and she said it had a connotation of something formal and smart, whereas pants could be anything. This is a difference which I don’t ever see changing either, as pants in the UK will most likely always refer to underwear… 【译文欣赏】 大约一年前，我旅居海外时结识了一位来自波士顿的朋友。几个月前，我有幸去到美国拜访她。有天晚上，我们去看了一场即兴喜剧演出，我看得很尽兴，但说实话，有好多次我都看不懂台上在演什么。全场观众哄堂大笑，可我完全 get 不到里面的梗！明明美国人和英国人说的是同一种语言，这点让我十分意外，可两种方言之间的差异之多，绝对会出乎你的意料。 在波士顿的时候我发现，美国人报时间会照着数字时钟的读法来。比如18点45分，美国人会读作 “six forty‑five”，而英国人更常说 “差一刻七点”。18点05分也是同理，美国人读 “six o five”，英国人则说 “六点过五分”。同样，18点15分美国人读 “six fifteen”，英国人习惯说 “六点过一刻”。难免会让人好奇，这些奇妙的差异究竟是怎么形成的，不是吗？ 我永远忘不了我的美国朋友诺拉转头问我：“我今晚该穿 pants 吗？” 我下意识脱口而出：“那当然，诺拉，你总得穿内裤啊！” 这组英美英语的词义差异，直到现在还让我困惑不已。美式英语里 pants 指长裤，而英式英语中 pants 却是内裤。我问朋友，那 trousers 对她来说是什么意思。她说这个词自带正式考究的含义，而 pants 可以泛指各类裤子。我觉得这个词义差异大概永远不会改变，毕竟在英国，pants 大概率永远指代内裤…… 【词汇积累】 1. fortunate /ˈfɔːtʃənət/ adj. 幸运的 2. improvised comedy show /ˈɪmprəvaɪzd ˈkɒmədi ʃəʊ/ 即兴喜剧演出 3. occasion /əˈkeɪʒn/ n. 场合，时刻 4. reference /ˈrefrəns/ n. 典故，梗，引用 5. variation /ˌveəriˈeɪʃn/ n. 变化，变体 6. dialect /ˈdaɪəlekt/ n. 方言，地方用语 7. whereas /weəˈræz/ conj. 然而，但是（表对比） 8. favour /ˈfeɪvə(r)/ v. 偏爱，更喜欢 9. automatic /ˌɔːtəˈmætɪk/ adj. 下意识的，自动的 10. baffle /ˈbæfl/ v. 使困惑，使难解 11. connotation /ˌkɒnəˈteɪʃn/ n. 隐含意义，内涵 12. refer to /rɪˈfɜː(r) tuː/ 指的是 【知识拓展】 1.即兴喜剧 (improvised comedy)：演出没有完整剧本，演员根据现场观众的临场提示即兴创作台词与情节，大量使用本土流行文化梗，外国人很容易听不懂笑点。 2.时间表达差异 美式：直接读数字 6:45 → six forty‑five 英式：多用 past（过）、to（差）；a quarter 一刻钟；five past six 六点五分；quarter to seven 差一刻七点。 3.同一种语言在不同地域发展，会出现词义漂移，同一个单词含义发生分化，pants 就是典型案例。 【词汇延伸】 英美英语易混词对比 单词 美式含义 英式含义 pants 长裤 内裤 trousers 正式西裤 泛指裤子 subway 地铁 地下通道 lift 电梯 电梯 elevator 电梯 升降机 【高考真题链接】 (2026·全国一卷·阅读理解篇) 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. 1．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. 2．How did Kevin feel while looking up the word in the dictionary? A．Annoyed. B．Disappointed. C．Encouraged. D．Astonished. 3．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. 4．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. ( 1.Suddenly it occurred to me that he did not even know how to use a dictionary. 译文：我突然意识到，他竟然连怎么使用词典都不知道。 句式：it occurred to sb. that… 固定句型，“某人突然想到……”；it 作形式主语，that 从句是真正主语；how to use… 为 “疑问词 + 不定式” 作宾语。 2.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. 译文：我决定尽可能多记单词，于是开始用铅笔把每一个我查阅过的词条做标记，以此衡量自己的进步。 句式：主句含两个并列谓语 decided… and started… that 引导宾语从句；as…as I could 尽可能……；start doing sth.开始做某事； •I looked up 定语从句，省略关系代词 that/which，修饰 every entry； •to measure my progress 不定式作目的状语。 3.It’s not about the words themselves or how we learn them, but the wanting to know them, the curiosity and the appetite. 译文：关键不在于单词本身，也不在于我们用何种方式学习它们，而在于求知的渴望、好奇心与求知欲。 •句式：not…but… “不是…… 而是……” 并列结构； •how we learn them 宾语从句作介词 about 的宾语； •the wanting 动名词作名词，表 “渴望”。 ) ( dramatically adv. 夸张地；显著地 occur to sb. 短语 某人突然想到 entry n. （词典）词条；条目 ultimately adv. 最终；归根结底 appetite n. 欲望；渴求；食欲 go through 短语 翻阅；浏览；经历 in question 短语 讨论中的；涉及的 ) 【综合实战演练】 语篇 题型 体裁 词数 内容简介 Passage1 阅读理解 议论文 351 语言与思考的关联 Passage2 完形填空 记叙文 254 作者作为第一代华裔移民的孩子，和孩子们一起学习中文，感受到文化的传承和记忆的重要性 Passage3 语法填空 说明文 251 个人与科技在保护少数民族语言、中国地方方言方面做出的努力 Passage 1 （25-26高一下·湖南衡阳·期末） Language is embedded in almost every aspect of the way we interact with the world. It’s hard to imagine what it would be like not to have it. What would be the result if we didn’t have names for things or didn’t have experience talking about things that hadn’t actually happened? Would we be able to think? What would our thoughts be like? The answer to the question of whether thought is possible without language depends on what you mean by “thought”. Can you experience impressions and feelings without language? Yes, and very few would argue otherwise. But there is a difference between being able to experience “pain” and possessing the concept “pain”. Most would say true thought involves having the concept. Many artists and scientists say they do not use words to solve problems, but images. The autistic author Temple Grandin, in explaining how she thinks with images rather than in language, says that concepts for her are collections of images. Of course, Grandin has language, and knows how to use it, so it is hard to say how much of her thinking has been influenced by it, but there are people who are deficient in the ability to use language and think in the way she describes. There is evidence that deaf people cut off from language possess the ability to think before being exposed to language. Also, the sign languages developed by deaf students without language models display the kind of thinking that goes far beyond mere sensory impression or practical problem solving. However, while it appears that we can indeed think without language, there are certain kinds of thinking that are made possible by language. Language gives us symbols we can use to fix ideas, reflect on them, and hold them up for observation. It allows for a level of abstract reasoning we wouldn’t have otherwise. The philosopher Peter Carruthers has argued that there is a type of inner language thinking that allows us to bring our own thoughts into awareness. We may be able to think without language, but language lets us know we are thinking. 1．What does the underlined word “deficient” in Paragraph 4 probably mean? A．skilled B．confident C．curious D．lacking 2．What is the difference mentioned in Paragraph 2? A．Feeling pain and owning the concept of pain. B．Using language and using images. C．Common thoughts and scientific thoughts. D．Sensory feelings and daily experiences. 3．Which statement about Temple Grandin is correct? A．She never uses language to communicate. B．She thinks and forms concepts with images. C．She believes language has no influence on her. D．She solves problems only by words. 4．What can we learn from the last paragraph? A．People cannot think at all without language. B．Inner language stops us from knowing our thoughts. C．Language enables humans to do abstract reasoning. D．All types of thinking depend completely on language. Passage 2 （25-26高一上·重庆九龙坡·期末） Growing up in America as a child of first-generation Chinese immigrants (移民), I was used to crossing two worlds. But as I grew older the Chinese side lost 1 , inch by inch. I 2 to teach my children Chinese to connect them with their family heritage. Parenting books advised describing your actions while with your kids, so I started 3 long-buried words: “ball,” “eat,” “play,” “sleep.” However, as this exercise continued, the 4 in my Chinese became increasingly obvious. One morning, when my son asked “What is the 5 for ‘arm’ in Chinese?” I panicked. Had I already reached the limit of my 6 ? 7 , these days language media could rescue parents like me. In a local library I was amazed to 8 a well-stocked Chinese section in the children’s wing. The tale of the Monkey King immediately 9 my son’s attention. When I see my daughter chat with her grandfather in Chinese or when my son 10 the meaning of fish for Lunar New Year, the time spent reading all those books closely feels 11 . My youngest child 12 Li Bai’s “Quiet Night Thoughts” for the Moon Festival at his preschool last fall. Its four lines describe how the light of the full moon 13 the poet of his distant home. Decades ago, my Chinese teacher told me that the moon 14 all those who seek its light, no matter how far apart they are. So does the 15 . It carries culture, history and memory. 1．A．courage B．ground C．control D．interest 2．A．happened B．hesitated C．decided D．continued 3．A．digging out B．taking down C．looking through D．showing off 4．A．mistakes B．ideas C．efforts D．gaps 5．A．story B．spelling C．word D．definition 6．A．dream B．experience C．confidence D．knowledge 7．A．Luckily B．Suddenly C．Naturally D．Finally 8．A．miss B．find C．decorate D．arrange 9．A．helped B．broke C．caught D．weakened 10．A．gets stuck in B．takes advantage of C．holds disbelief in D．makes sense of 11．A．hard B．worthwhile C．pleasant D．endless 12．A．compared B．published C．improved D．performed 13．A．reminds B．cheats C．warns D．informs 14．A．surprises B．connects C．identifies D．separates 15．A．time B．tradition C．language D．hometown Passage 3 （25-26高一下·福建福州·期末） Mamcu, a 22-year-old Tibetan singer, has gained a large following online by singing traditional Tibetan songs. 1 (write) in Tibetan lyrics, the song tells the story of a Tibetan girl 2 (find) her voice, which has become popular even among those who don’t understand the language. “I want to protect my mother tongue and promote Tibetan culture through music,” Mamcu said. Hu Shuning, 27, from Suzhou, is another young advocate for dialect protection. She first realized the 3 (urgent) of saving dialects when her cousin, who grew up in a big city, couldn’t understand a single Suzhou dialect word. In 2015, she began teaching Suzhou dialect online and later obtained a teaching certificate. She now runs a popular Douyin account 4 she posts short videos teaching people Suzhou dialect and sharing local culture. In addition to personal efforts, technology is also contributing to dialect preservation. Dingguagua, 5 AI-based app developed by a team of young programmers, 6 (allow) users to record and share Chaoshan dialect. The app has collected over 100,000 voice recordings and become a platform for Chaoshan people 7 (connect) with their roots. Dialects are not just tools for communication; they are carriers of local culture and history. 8 , with the popularity of Mandarin and the influence of mass media, many dialects are facing the risk of extinction. According to a UNESCO report, since 1975, about 2,500 languages 9 (lose). In China, many local dialects are also declining, especially among young people who often view dialects 10 outdated. 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 $ Unit 2 Exploring English 语言学习 单元阅读精练 About a year ago now I made a friend from Boston while I was living abroad, and was fortunate enough to get the chance to visit her in the States a few months ago. One night we went to an improvised comedy show, and I really enjoyed it, but truthfully, there was more than one occasion where I didn’t understand what was going on. The whole audience would be laughing, and I just wasn’t getting the references! This was quite surprising for me considering Americans and Brits speak the same language, but you’d be surprised at the number of variations between the two dialects! While I was in Boston, I found that Americans tended to say the time as though it were written digitally, e.g. 18:45 would be said aloud as “six forty five”, whereas Brits would more commonly say “quarter to seven”. The same applies with 18:05, which would be said by Americans as “six o five”, and by Brits as “five past six”. Equally, 18:15 for Americans translates as “six fifteen”, whereas Brits would favour “quarter past six”. You do wonder how these curious differences developed, don’t you? I will never forget my American friend Nora turning around to me and saying “Should I wear pants tonight?” my automatic reaction of course being, “Yes, Nora, you should always wear pants!” This is a difference between American and British English which still baffles me to this day. Pants in America means trousers, and pants in the UK means underwear. I asked my friend what trousers meant to her, and she said it had a connotation of something formal and smart, whereas pants could be anything. This is a difference which I don’t ever see changing either, as pants in the UK will most likely always refer to underwear… 【译文欣赏】 大约一年前，我旅居海外时结识了一位来自波士顿的朋友。几个月前，我有幸去到美国拜访她。有天晚上，我们去看了一场即兴喜剧演出，我看得很尽兴，但说实话，有好多次我都看不懂台上在演什么。全场观众哄堂大笑，可我完全 get 不到里面的梗！明明美国人和英国人说的是同一种语言，这点让我十分意外，可两种方言之间的差异之多，绝对会出乎你的意料。 在波士顿的时候我发现，美国人报时间会照着数字时钟的读法来。比如18点45分，美国人会读作 “six forty‑five”，而英国人更常说 “差一刻七点”。18点05分也是同理，美国人读 “six o five”，英国人则说 “六点过五分”。同样，18点15分美国人读 “six fifteen”，英国人习惯说 “六点过一刻”。难免会让人好奇，这些奇妙的差异究竟是怎么形成的，不是吗？ 我永远忘不了我的美国朋友诺拉转头问我：“我今晚该穿 pants 吗？” 我下意识脱口而出：“那当然，诺拉，你总得穿内裤啊！” 这组英美英语的词义差异，直到现在还让我困惑不已。美式英语里 pants 指长裤，而英式英语中 pants 却是内裤。我问朋友，那 trousers 对她来说是什么意思。她说这个词自带正式考究的含义，而 pants 可以泛指各类裤子。我觉得这个词义差异大概永远不会改变，毕竟在英国，pants 大概率永远指代内裤…… 【词汇积累】 1. fortunate /ˈfɔːtʃənət/ adj. 幸运的 2. improvised comedy show /ˈɪmprəvaɪzd ˈkɒmədi ʃəʊ/ 即兴喜剧演出 3. occasion /əˈkeɪʒn/ n. 场合，时刻 4. reference /ˈrefrəns/ n. 典故，梗，引用 5. variation /ˌveəriˈeɪʃn/ n. 变化，变体 6. dialect /ˈdaɪəlekt/ n. 方言，地方用语 7. whereas /weəˈræz/ conj. 然而，但是（表对比） 8. favour /ˈfeɪvə(r)/ v. 偏爱，更喜欢 9. automatic /ˌɔːtəˈmætɪk/ adj. 下意识的，自动的 10. baffle /ˈbæfl/ v. 使困惑，使难解 11. connotation /ˌkɒnəˈteɪʃn/ n. 隐含意义，内涵 12. refer to /rɪˈfɜː(r) tuː/ 指的是 【知识拓展】 1.即兴喜剧 (improvised comedy)：演出没有完整剧本，演员根据现场观众的临场提示即兴创作台词与情节，大量使用本土流行文化梗，外国人很容易听不懂笑点。 2.时间表达差异 美式：直接读数字 6:45 → six forty‑five 英式：多用 past（过）、to（差）；a quarter 一刻钟；five past six 六点五分；quarter to seven 差一刻七点。 3.同一种语言在不同地域发展，会出现词义漂移，同一个单词含义发生分化，pants 就是典型案例。 【词汇延伸】 英美英语易混词对比 单词 美式含义 英式含义 pants 长裤 内裤 trousers 正式西裤 泛指裤子 subway 地铁 地下通道 lift 电梯 电梯 elevator 电梯 升降机 【高考真题链接】 (2026·全国一卷·阅读理解篇) 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. 1．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. 2．How did Kevin feel while looking up the word in the dictionary? A．Annoyed. B．Disappointed. C．Encouraged. D．Astonished. 3．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. 4．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】1．A 2．D 3．C 4．B 【导语】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。 【解析】 1．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。 2．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。 3．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。 4．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。 ( 1.Suddenly it occurred to me that he did not even know how to use a dictionary. 译文：我突然意识到，他竟然连怎么使用词典都不知道。 句式：it occurred to sb. that… 固定句型，“某人突然想到……”；it 作形式主语，that 从句是真正主语；how to use… 为 “疑问词 + 不定式” 作宾语。 2.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. 译文：我决定尽可能多记单词，于是开始用铅笔把每一个我查阅过的词条做标记，以此衡量自己的进步。 句式：主句含两个并列谓语 decided… and started… that 引导宾语从句；as…as I could 尽可能……；start doing sth.开始做某事； •I looked up 定语从句，省略关系代词 that/which，修饰 every entry； •to measure my progress 不定式作目的状语。 3.It’s not about the words themselves or how we learn them, but the wanting to know them, the curiosity and the appetite. 译文：关键不在于单词本身，也不在于我们用何种方式学习它们，而在于求知的渴望、好奇心与求知欲。 •句式：not…but… “不是…… 而是……” 并列结构； •how we learn them 宾语从句作介词 about 的宾语； •the wanting 动名词作名词，表 “渴望”。 ) ( dramatically adv. 夸张地；显著地 occur to sb. 短语 某人突然想到 entry n. （词典）词条；条目 ultimately adv. 最终；归根结底 appetite n. 欲望；渴求；食欲 go through 短语 翻阅；浏览；经历 in question 短语 讨论中的；涉及的 ) 【综合实战演练】 语篇 题型 体裁 词数 内容简介 Passage1 阅读理解 议论文 351 语言与思考的关联 Passage2 完形填空 记叙文 254 作者作为第一代华裔移民的孩子，和孩子们一起学习中文，感受到文化的传承和记忆的重要性 Passage3 语法填空 说明文 251 个人与科技在保护少数民族语言、中国地方方言方面做出的努力 Passage 1 （25-26高一下·湖南衡阳·期末） Language is embedded in almost every aspect of the way we interact with the world. It’s hard to imagine what it would be like not to have it. What would be the result if we didn’t have names for things or didn’t have experience talking about things that hadn’t actually happened? Would we be able to think? What would our thoughts be like? The answer to the question of whether thought is possible without language depends on what you mean by “thought”. Can you experience impressions and feelings without language? Yes, and very few would argue otherwise. But there is a difference between being able to experience “pain” and possessing the concept “pain”. Most would say true thought involves having the concept. Many artists and scientists say they do not use words to solve problems, but images. The autistic author Temple Grandin, in explaining how she thinks with images rather than in language, says that concepts for her are collections of images. Of course, Grandin has language, and knows how to use it, so it is hard to say how much of her thinking has been influenced by it, but there are people who are deficient in the ability to use language and think in the way she describes. There is evidence that deaf people cut off from language possess the ability to think before being exposed to language. Also, the sign languages developed by deaf students without language models display the kind of thinking that goes far beyond mere sensory impression or practical problem solving. However, while it appears that we can indeed think without language, there are certain kinds of thinking that are made possible by language. Language gives us symbols we can use to fix ideas, reflect on them, and hold them up for observation. It allows for a level of abstract reasoning we wouldn’t have otherwise. The philosopher Peter Carruthers has argued that there is a type of inner language thinking that allows us to bring our own thoughts into awareness. We may be able to think without language, but language lets us know we are thinking. 1．What does the underlined word “deficient” in Paragraph 4 probably mean? A．skilled B．confident C．curious D．lacking 2．What is the difference mentioned in Paragraph 2? A．Feeling pain and owning the concept of pain. B．Using language and using images. C．Common thoughts and scientific thoughts. D．Sensory feelings and daily experiences. 3．Which statement about Temple Grandin is correct? A．She never uses language to communicate. B．She thinks and forms concepts with images. C．She believes language has no influence on her. D．She solves problems only by words. 4．What can we learn from the last paragraph? A．People cannot think at all without language. B．Inner language stops us from knowing our thoughts. C．Language enables humans to do abstract reasoning. D．All types of thinking depend completely on language. 【答案】1．D 2．A 3．B 4．C 【导语】本文探讨了语言与思考的关联，论证人可脱离语言产生感知类思考，但语言能实现高阶抽象推理与自我意识思考。 【解析】 1．词句猜测题。根据第四段“Of course, Grandin has language, and knows how to use it, so it is hard to say how much of her thinking has been influenced by it, but there are people who are deficient in the ability to use language and think in the way she describes. (当然，Grandin拥有语言能力，并且懂得如何运用它，因此很难说她的思维方式中有多少是受其影响的。但确实有些人____使用语言和像她所描述的方式进行思考的能力。)”可知，前后形成转折对比，前半句说Grandin拥有语言能力，后半句讲另一类人语言能力不足，deficient与“lacking (缺乏)”含义相近。 2．细节理解题。根据第二段“But there is a difference between being able to experience “pain” and possessing the concept “pain”. (能够感受疼痛与拥有“疼痛”这个概念，二者之间存在区别。)”可知，文中提到的差异是感知疼痛和拥有疼痛概念。 3．细节理解题。根据第三段“The autistic author Temple Grandin, in explaining how she thinks with images rather than in language, says that concepts for her are collections of images. (自闭症作家Temple Grandin解释，她依靠图像而非语言思考，对她而言概念就是一系列图像的集合。)”可知，她依靠图像思考、形成概念。 4．细节理解题。根据最后一段“Language gives us symbols we can use to fix ideas, reflect on them, and hold them up for observation. It allows for a level of abstract reasoning we wouldn’t have otherwise. (语言为我们提供了符号，使我们能够固定思想、进行反思，并将其呈现出来加以观察。语言赋予我们一种若无语言便无法实现的抽象推理能力。)”可知，语言让人类能够进行抽象推理。 Passage 2 （25-26高一上·重庆九龙坡·期末） Growing up in America as a child of first-generation Chinese immigrants (移民), I was used to crossing two worlds. But as I grew older the Chinese side lost 1 , inch by inch. I 2 to teach my children Chinese to connect them with their family heritage. Parenting books advised describing your actions while with your kids, so I started 3 long-buried words: “ball,” “eat,” “play,” “sleep.” However, as this exercise continued, the 4 in my Chinese became increasingly obvious. One morning, when my son asked “What is the 5 for ‘arm’ in Chinese?” I panicked. Had I already reached the limit of my 6 ? 7 , these days language media could rescue parents like me. In a local library I was amazed to 8 a well-stocked Chinese section in the children’s wing. The tale of the Monkey King immediately 9 my son’s attention. When I see my daughter chat with her grandfather in Chinese or when my son 10 the meaning of fish for Lunar New Year, the time spent reading all those books closely feels 11 . My youngest child 12 Li Bai’s “Quiet Night Thoughts” for the Moon Festival at his preschool last fall. Its four lines describe how the light of the full moon 13 the poet of his distant home. Decades ago, my Chinese teacher told me that the moon 14 all those who seek its light, no matter how far apart they are. So does the 15 . It carries culture, history and memory. 1．A．courage B．ground C．control D．interest 2．A．happened B．hesitated C．decided D．continued 3．A．digging out B．taking down C．looking through D．showing off 4．A．mistakes B．ideas C．efforts D．gaps 5．A．story B．spelling C．word D．definition 6．A．dream B．experience C．confidence D．knowledge 7．A．Luckily B．Suddenly C．Naturally D．Finally 8．A．miss B．find C．decorate D．arrange 9．A．helped B．broke C．caught D．weakened 10．A．gets stuck in B．takes advantage of C．holds disbelief in D．makes sense of 11．A．hard B．worthwhile C．pleasant D．endless 12．A．compared B．published C．improved D．performed 13．A．reminds B．cheats C．warns D．informs 14．A．surprises B．connects C．identifies D．separates 15．A．time B．tradition C．language D．hometown 【答案】 1．B 2．C 3．A 4．D 5．C 6．D 7．A 8．B 9．C 10．D 11．B 12．D 13．A 14．B 15．C 【导语】这是一篇记叙文。讲述了作者作为第一代华裔移民的孩子，在成长过程中逐渐失去中文能力，但为了让孩子与家族文化保持联系，决定教他们中文。通过利用语言媒体资源，作者和孩子们一起学习中文，并在这个过程中感受到了文化的传承和记忆的重要性。 1．考查名词词义辨析。句意：但随着年龄增长，我身上的中国特质一点点失去阵地。A. courage勇气；B. ground阵地；C. control控制；D. interest兴趣。根据上文“Growing up in America as a child of first-generation Chinese immigrants ( 移民 ), I was used to crossing two worlds.”和表示转折的but可知，随着年龄的增长，作者身上的中国特质一点点失去阵地。故选B。 2．考查动词词义辨析。句意：我决定教孩子们中文，让他们亲近家族文化传承。A. happened发生；B. hesitated犹豫；C. decided决定；D. continued继续。根据下文“to teach my children Chinese to connect them with their family heritage”可知，作者决定教孩子中文。故选C。 3．考查动词短语辨析。句意：育儿书籍建议陪孩子时一边做事一边描述动作，于是我开始挖掘尘封已久的中文词汇：“球”、“吃”、“玩”、“睡觉”。A. digging out挖掘；B. taking down记下；C. looking through浏览；D. showing off炫耀。根据后文“long-buried words”可知，作者开始挖掘那些尘封已久的词汇。故选A。 4．考查名词词义辨析。句意：然而，随着这样的练习持续进行，我中文里的欠缺与空白越发明显。A. mistakes错误；B. ideas想法；C. efforts努力；D. gaps差距。根据下文“when my son asked “What is the ____ for ‘arm’ in Chinese?” I panicked.”可知，下文儿子问“手臂”的中文，作者答不上来、陷入慌乱，体现知识有欠缺。故选D。 5．考查名词词义辨析。句意：一天早上，儿子问：“‘手臂’用中文怎么说？”我顿时慌了神。A. story故事；B. spelling拼写；C. word单词；D. definition定义。根据下文“for “arm” in Chinese”可知，儿子询问单个英文名词的中文对应字词。故选C。 6．考查名词词义辨析。句意：难道我的知识储备已经到极限了？A. dream梦想；B. experience经历；C. confidence自信；D. knowledge知识。根据上文“when my son asked “What is the ____ for ‘arm’ in Chinese?” I panicked.”可知，作者答不上基础词汇，疑惑自己的中文知识是不是已经耗尽。故选D。 7．考查副词词义辨析。句意：幸运的是，如今各类语言学习资源拯救了像我这样的家长。A. Luckily幸运地；B. Suddenly突然；C. Naturally自然地；D. Finally终于。根据下文“these days language media could rescue parents like me”可知，语言媒体可以拯救像作者这样的父母，所以这是幸运的。故选A。 8．考查动词词义辨析。句意：在当地一家图书馆，我惊喜地发现儿童区有藏书丰富的中文专区。A. miss错过；B. find发现；C. decorate装饰；D. arrange安排。根据下文“a well-stocked Chinese section in the children’s wing”可知，作者在图书馆发现了儿童区有一个藏书丰富的中文区。故选B。 9．考查动词词义辨析。句意：《美猴王》的故事立刻吸引了儿子的注意力。A. helped帮助；B. broke打破；C. caught抓住；D. weakened削弱。根据下文“my son’s attention”可知，《美猴王》的故事吸引了儿子的注意力，catch one’s attention为固定搭配，意为“吸引某人的注意力”。故选C。 10．考查动词短语辨析。句意：当看到女儿能用中文和外公聊天，或是儿子理解春节鱼的吉祥寓意时，那些陪伴阅读中文书籍的时光倍感值得。A. gets stuck in陷入；B. takes advantage of利用；C. holds disbelief in持有怀疑态度；D. makes sense of理解。根据上文“When I see my daughter chat with her grandfather in Chinese”和下文“the meaning of fish for Lunar New Year”可知，儿子理解春节鱼的吉祥寓意。故选D。 11．考查形容词词义辨析。句意同上。A. hard困难的；B. worthwhile值得的；C. pleasant愉快的；D. endless无尽的。根据上文“When I see my daughter chat with her grandfather in Chinese or when my son ____ the meaning of fish for Lunar New Year”可知，作者教孩子中文取得了成效，所以花那么多时间读书的感觉是值得的。故选B。 12．考查动词词义辨析。句意：去年秋天，我最小的孩子在幼儿园表演了李白的《静夜思》来庆祝中秋节。A. compared比较；B. published出版；C. improved改善；D. performed表演。根据下文“Li Bai’s “Quiet Night Thoughts” for the Moon Festival at his preschool last fall”可知，表演幼儿园节日场合朗诵古诗，属于节目表演。故选D。 13．考查动词词义辨析。句意：它的四行诗描绘了明月光如何让诗人想起遥远的故乡。A. reminds提醒；B. cheats欺骗；C. warns警告；D. informs通知。根据下文“the poet of his distant home”可知，月光使诗人想起遥远的家，remind sb. of sth.为固定搭配，意为“使某人想起某事”。故选A。 14．考查动词词义辨析。句意：数十年前，我的中文老师告诉我，月亮联结所有追寻月光的人，无论相隔多远。A. surprises使惊讶；B. connects连接；C. identifies识别；D. separates分开。根据下文“all those who seek its light, no matter how far apart they are”并结合《静夜思》可知，月亮连接着所有寻求它光芒的人。故选B。 15．考查名词词义辨析。句意：语言也是如此。A. time时间；B. tradition传统；C. language语言；D. hometown家乡。根据上文“I ____ to teach my children Chinese to connect them with their family heritage.”可知，作者通过教孩子中文，让他们与家族文化保持联系，所以此处指语言也连接着人们。故选C。 Passage 3 （25-26高一下·福建福州·期末） Mamcu, a 22-year-old Tibetan singer, has gained a large following online by singing traditional Tibetan songs. 1 (write) in Tibetan lyrics, the song tells the story of a Tibetan girl 2 (find) her voice, which has become popular even among those who don’t understand the language. “I want to protect my mother tongue and promote Tibetan culture through music,” Mamcu said. Hu Shuning, 27, from Suzhou, is another young advocate for dialect protection. She first realized the 3 (urgent) of saving dialects when her cousin, who grew up in a big city, couldn’t understand a single Suzhou dialect word. In 2015, she began teaching Suzhou dialect online and later obtained a teaching certificate. She now runs a popular Douyin account 4 she posts short videos teaching people Suzhou dialect and sharing local culture. In addition to personal efforts, technology is also contributing to dialect preservation. Dingguagua, 5 AI-based app developed by a team of young programmers, 6 (allow) users to record and share Chaoshan dialect. The app has collected over 100,000 voice recordings and become a platform for Chaoshan people 7 (connect) with their roots. Dialects are not just tools for communication; they are carriers of local culture and history. 8 , with the popularity of Mandarin and the influence of mass media, many dialects are facing the risk of extinction. According to a UNESCO report, since 1975, about 2,500 languages 9 (lose). In China, many local dialects are also declining, especially among young people who often view dialects 10 outdated. 【答案】 1．Written 2．finding 3．urgency 4．where 5．an 6．allows 7．to connect 8．However 9．have been lost 10．as 【导语】文章介绍了个人与科技在保护少数民族语言、中国地方方言方面做出的努力，点明了方言作为地域文化历史载体的价值，同时指出当下很多方言正面临灭绝的危机。 【解析】 1．考查非谓语动词。句意：歌词用藏语书写，这首歌讲述了一名找到自身歌唱声音的藏族女孩的故事，这首歌甚至在不懂藏语的群体中也大受欢迎。分析可知，“______ (write) in Tibetan lyrics”为句子的状语，所填动词用非谓语形式。动词“write”与逻辑主语“the song”之间为被动关系，应是用过去分词形式“written”，置于句首，首字母大写。 2．考查非谓语动词。句意同上。分析可知，“________ (find) her voice”为之前“a Tibetan girl”的后置定语，动词“find”与名词之间为主动关系，用现在分词形式“finding”。 3．考查名词。句意：当成长在大城市的表哥连一个苏州方言词汇都听不懂时，胡舒宁第一次意识到拯救方言的紧迫性。空前“the”为定冠词，作名词的限定词，因此所填应是名词。“urgent”为形容词，意为“紧急的”，其名词形式为“urgency”。 4．考查定语从句。句意：她现在运营着一个受欢迎的抖音账号，在这个账号上她发布教人们苏州方言、分享当地文化的短视频。分析可知，“_______ she posts short videos…”为之前名词“Douyin account”的定语从句，先行词在从句中作地点状语，用关系副词where引导从句。 5．考查冠词。句意：Dingguagua是由年轻程序员团队开发的一个基于人工智能的应用程序，它允许用户录制并分享潮汕方言。“_______ AI-based app”为名词短语，表泛指，所填应是不定冠词作限定词。结合空后“AI-based”为元音音素开头，应是用an。 6．考查动词时态。句意同第5题。所填动词作句子的谓语动词，结合语境这里用一般现在时表述客观事实。主语“Dingguagua”为第三人称单数，动词用单数形式“allows”。 7．考查非谓语动词。句意：该应用已经收集了超过10万份语音录音，成为了潮汕人连接自身文化根源的平台。分析可知，“______ (connect) with their roots”为“a platform”的后置定语，用动词不定式表达。 8．考查副词。句意：然而，随着普通话的普及和大众传媒的影响，很多方言正面临灭绝的风险。分析语境可知，上文“Dialects are not just tools for communication; they are carriers of local culture and history.(方言不仅是交流的工具，更是地方文化与历史的载体。)”提到方言是文化历史的载体，下文“many dialects are facing the risk of extinction(许多方言正面临灭绝的风险)”指出方言面临消亡危机，上下文为转折关系，空格后有逗号隔开，因此用转折副词“however”，句首首字母需大写。 9．考查动词时态语态。句意：根据联合国教科文组织的一份报告，自1975年以来，已有大约2500种语言消失。分析可知，所填动词为句子谓语；结合时间标志词“since 1975”可知，主句要用现在完成时；主语“about 2,500 languages”和动词“lose”之间是被动关系，且主语是复数，因此用现在完成时的被动语态“have been lost”。 10．考查介词和固定搭配。句意：在中国，很多地方方言也在衰落，尤其是在年轻人中，他们往往认为方言是过时的。“view...as...”是固定搭配，意为“把……看作……”，符合此处语境。 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 $