Unit 1 Back to school 单元话题阅读理解10篇-2026-2027学年高一英语必修第一册（译林版）

**基本信息** 聚焦“Back to school”主题，通过10篇多样化校园话题阅读，系统训练语言理解与表达能力，融合文化意识与思维品质培养。 **专项设计** |模块|题量/典例|题型特征|知识逻辑| |----|-----------|----------|----------| |校园话题阅读|10篇文章40题|细节理解、推理判断、词义猜测、主旨大意|围绕校园成长、跨文化适应等子话题，由个人经历到教育思辨，构建“现象-分析-启示”逻辑链，提升语言能力与学习能力|

Unit 1 Back to school 单元话题阅读理解练习 篇目 核心主题 话题分类 Passage 1 作者第一次参加校园戏剧节登台表演，克服紧张，收获坚持与自信 校园成长・个人经历 Passage 2 探讨词典教学，指出查词不能只停留在查找词义，重在培养解读释义的能力 学习方法・语言学习 Passage 3 中国移民新生在加拿大魁北克就读，第一天上化学课时遇到语言障碍，得到老师帮助 校园生活・新生适应 / 跨文化 Passage 4 美国西湖学院推出笔记本电脑项目，借助科技打破学习的空间限制 校园教育・科技创新教学 Passage 5 学生主导艺术改造学校食堂，美化校园环境，增强学生归属感与交流 校园文化・学生实践活动 Passage 6 北京十一学校 CAS 迎新仪式，通过学院分组活动帮助高一新生快速交友融入集体 校园活动・新生融入教育 Passage 7 国内中小学体育课开启 “传统文化 + 现代 AI 科技” 的创新教学新模式 校园教育・体育教学改革 Passage 8 纽约中小学开设正念呼吸课程，以此疏导学生压力，守护学生心理健康 校园教育・学生心理健康 Passage 9 解读 “斯坦福鸭综合征”，批判表面轻松成功的假象，倡导重视努力而非天赋 成长观念・教育思辨 Passage 10 往届毕业生分享大学感悟，给在校生提出关于成绩、师生沟通、实习、社团活动的建议 校园成长・经验启示 Passage 1 Last term, our school held its first drama festival. All classes prepared a short play, and my classmates chose me to play the leading role. At first, I felt extremely worried because I had never performed on stage before. I was afraid I would forget my lines or move nervously in front of the audience. My drama teacher encouraged me not to give up. She told me that even professional actors feel nervous, and that courage comes from practice. I recited lines whenever I was free, practiced in front of my family, and recorded myself to improve my expressions and gestures. On the night of the show, I waited backstage with my hands shaking. When the curtain opened, I took a deep breath and stepped forward. Soon I forgot my nervousness and focused completely on the role. The audience laughed at the funny lines and applauded warmly. After the show, many people praised my performance. That night made me realize that nothing is impossible if you keep trying. This experience taught me the importance of perseverance and gave me much more confidence. 1．Why did the writer feel worried at first? A．The play was too difficult. B．She had no stage experience. C．No one helped her practice. D．She disliked acting in public. 2．What helped the writer perform well? A．Repeated practice and encouragement. B．Staying relaxed without practice. C．Watching many famous films. D．Performing without preparation. 3．What does the underlined word “perseverance” mean? A．Good acting skills. B．Strong body language. C．The ability to keep trying. D．The talent for performance. 4．What is the best title for the text? A．Our School’s New Theatre. B．How to Become a Famous Actor. C．Advice on Choosing a Play. D．My First Unforgettable Stage Experience. 【答案】1．B 2．A 3．C 4．D 【导语】本文主要讲述了作者第一次参加校园戏剧节、从紧张担心到刻苦练习，最终成功登台表演并收获自信与成长的难忘经历。 1．细节理解题。根据第一段中的“At first, I felt extremely worried because I had never performed on stage before.(起初，我感到非常担心，因为我以前从未在舞台上表演过)”可知，作者起初感到担心是因为她没有任何舞台经验。 2．细节理解题。根据第二段中的“My drama teacher encouraged me not to give up.(我的戏剧老师鼓励我不要放弃)”以及“I recited lines whenever I was free, practiced in front of my family, and recorded myself to improve my expressions and gestures.(一有空我就背诵台词，在家人面前练习，还会录制自己的表现来改进神态和肢体动作)”可知，老师的鼓励和作者反复的练习帮助她最终在舞台上表现出色。 3．词句猜测题。根据最后一段画线词“perseverance”的前一句“That night made me realize that nothing is impossible if you keep trying.(那天晚上让我意识到，只要你不断尝试，没有什么是不可能的)”可知，作者通过这次经历明白了不断尝试的重要性，由此可推断出画线词含有“不断尝试的能力”之意，与C项相吻合。 4．主旨大意题。文章主要讲述了作者第一次在学校戏剧节上登台表演的经历，结合尾段“After the show, many people praised my performance. That night made me realize that nothing is impossible if you keep trying. This experience taught me the importance of perseverance and gave me much more confidence.(演出结束后，许多人都称赞了我的表现。那个夜晚让我明白，只要不断尝试，一切皆有可能。这段经历让我懂得了坚持的重要性，也让我变得更加自信)”可知，D项表示“我第一次难忘的舞台经历”能概括全文主旨，适合作为文章标题。 Passage 2 The value of the dictionary depends upon your purpose. If the idea is to teach word meanings or to help students understand, then provide the meanings directly. The whole process of looking up words and choosing among meanings increases “cognitive load (认知负荷)”. That is, the dictionary tasks pull attention from learning the word meanings. It wastes precious class time, too. Therefore, many textbooks include meanings of key vocabulary. Technology also allows students to click on a word to find its meanings. In this way, publishers provide access to meanings without requiring students to struggle with dictionaries. That said, there is more to it than that. Students should be learning to turn to the dictionary during reading when they encounter difficulties, and it is rewarding to help them overcome this cognitive load challenge. All students can gain from dictionaries, but the benefits of dictionary use are most obvious for English learners because of their limited knowledge of English vocabulary. However, dictionary instruction can be pretty bad, with a lot of focus on looking up words and little energy devoted to making sense of meanings or choosing the relevant ones. Technology has relieved the “looking up” pressure but the rest of it is still an issue. Kids simply don’t know how to make sense of what they find in dictionaries — the benefits of gaining information from each of the various definitions, and the need to look up additional words to make sense of a meaning. For instance, if you look up “joy”, you will quickly encounter the word “emotion”, which is a harder word than the one you were trying to figure out. Dictionary instruction can provide a great opportunity to explore the grammatical relations among words, too. Such dictionary lessons will not directly increase vocabulary, but they will provide students with the proficiency (熟练) that they need to solve unknown words during reading, which is valuable. 1．Why do textbooks add key word explanations? A．To prevent student distraction. B．To speed up the learning process. C．To build a vocabulary system. D．To remove unnecessary tasks. 2．What does paragraph 2 mainly say about technology? A．It simplifies word lookup. B．It makes dictionary skills unnecessary. C．It shouldn’t replace dictionary use. D．It reduces learning challenges. 3．What is the problem with dictionary instruction? A．It stops at turning pages. B．It consumes much time. C．It focuses on new words. D．It assumes prior word knowledge. 4．Which would be the best title for the text? A．Dictionaries: A Tool for Every Student B．Moving Beyond Just Looking Up Words C．The Hidden Challenges in Dictionary Use D．Technology’s Role in Language Learning 【答案】1．D 2．C 3．A 4．B 【导语】本文是一篇说明文。文章探讨了词典在教学中的价值与局限，分析了技术如何改变查词方式，指出了当前词典教学中普遍存在的“重查词、轻理解”的问题，并提出了改进词典教学以培养学生实际语言能力的方向。 1．细节理解题。根据第一段“The whole process of looking up words and choosing among meanings increases “cognitive load ( 认知负荷 )”. That is, the dictionary tasks pull attention from learning the word meanings. It wastes precious class time, too. Therefore, many textbooks include meanings of key vocabulary.(查单词并在释义中做选择的整个过程会增加“认知负荷”。也就是说，查词典的任务会分散学生学习单词含义的注意力，也会浪费宝贵的课堂时间。因此，许多教材会附上重点词汇的释义。)”可知，教材添加重点单词解释是为了省去不必要的查词任务。故选D项。 2．主旨大意题。根据第二段“Technology also allows students to click on a word to find its meanings. In this way, publishers provide access to meanings without requiring students to struggle with dictionaries. That said, there is more to it than that. Students should be learning to turn to the dictionary during reading when they encounter difficulties, and it is rewarding to help them overcome this cognitive load challenge.(科技还能让学生点击单词查看释义。通过这种方式，出版商为学生提供了获取词义的途径，而不必让他们费力查阅词典。话虽如此，事情远不止于此。学生在阅读中遇到困难时，应当学会主动查阅词典，帮助他们克服这种认知负荷的挑战，是很有意义的。)”可知，本段说明技术不应取代词典的使用。故选C项。 3．细节理解题。根据第三段“However, dictionary instruction can be pretty bad, with a lot of focus on looking up words and little energy devoted to making sense of meanings or choosing the relevant ones.(然而，词典教学可能很糟糕，大多只关注查单词，很少花精力去理解释义或选择相关释义。)”可知，词典教学的问题在于只停留在查词层面。故选A项。 4．主旨大意题。通读全文，尤其是根据最后一段“Dictionary instruction can provide a great opportunity to explore the grammatical relations among words, too. Such dictionary lessons will not directly increase vocabulary, but they will provide students with the proficiency (熟练) that they need to solve unknown words during reading, which is valuable.(词典教学也能为探究单词之间的语法关系提供绝佳机会。这类词典使用课程虽不会直接增加词汇量，但会培养学生在阅读中解决生词所需的熟练能力，这一点很有价值。)”可知，文章指出查词典不应只停留在“查找单词”，更要学会理解释义、处理信息、提升阅读能力。所以B项“Moving Beyond Just Looking Up Words(不止于查单词)”符合文意。故选B项。 Passage 3 I’m an immigrant (移民) from China, and I found that in Quebec I had to learn French, which was a totally strange language to me. After waiting for half a month, I received a letter from my school, St-Luc, and began learning French in a welcome class, which is a class for new immigrants. Even though French was rather hard for me to speak and to understand, I began my secondary five studies the next year. The first few days were terrible, especially the first class of the first day. Although I had been in St-Luc for one year, I still didn’t know much about the school. The first problem that I had was finding my classroom. Luckily, I met a girl who was in my French class and my chemistry class. After the bell rang, the teacher, Mme Zarif, began her class. First, she introduced herself to everyone and then gave us the course outline (纲要) for the entire year. During her class, everyone laughed many times. Although I could only understand a little bit, I could tell that she was very funny. At the end of her speech, to make sure that we didn’t forget what we had learned in secondary four, Mme Zarif gave us a paper with many symbols of elements (元素) on it and asked us to write their names in French. I was shocked when I received the paper. Honestly, the only symbol I knew was O. After having stared at the paper for a few minutes, I gave up and raised my hand. The teacher came, and I told her that I didn’t know anything. “You have forgotten everything already?” She said in a surprised tone. “No,” I answered, “I have never learned them in French before. I am from the welcome class.” “Oh,” the teacher said with a look of understanding. “Come here after school. I will teach them to you.” I agreed. Finally, I handed in the paper with only one answer on it. On the whole, my first day of secondary five was a little embarrassing but, at the same time, interesting. 1．What’s the author’s first problem on his first day of secondary five? A．Finding his classroom. B．Introducing himself. C．Understanding French. D．Taking an exam. 2．What does the author think of Mme Zarif? A．Quiet. B．Energetic. C．Brave. D．Humorous. 3．Why did the author fail to finish writing chemical elements? A．He forgot to revise chemistry. B．He couldn’t write French at all. C．He didn’t concentrate on the lesson. D．He didn’t learn them in French. 4．What’s the best title of the text? A．A Welcome Class. B．My French Teacher. C．My First Chemistry Class. D．An Immigrant From China. 【答案】1．A 2．D 3．D 4．C 【导语】这是一篇记叙文。讲述了中国移民作者在魁北克中五首日遇到找教室难题，化学课上因未学过法语化学元素，最终获老师课后辅导，这一天尴尬却有趣。 1．细节理解题。根据第二段“The first problem that I had was finding my classroom.(我遇到的第一个问题就是找不到我的教室)”可知，第一天作者遇到的第一个问题是找不到自己的教室。故选A。 2．细节理解题。根据第三段“During her class, everyone laughed many times. Although I could only understand a little bit, I could tell that she was very funny.(在她的课上，大家笑了很多次。尽管我只能听懂一小部分内容，但我能感觉到她非常有趣)”可知，作者认为扎里夫夫人幽默风趣。故选D。 3．细节理解题。根据倒数第二段“I have never learned them in French before.(我之前从未学过这些法语单词)”可知，作者未能完成《化学元素》的写作是因为他没有用法语学习这些内容。故选D。 4．主旨大意题。根据第二段“The first few days were terrible, especially the first class of the first day. Although I had been in St-Luc for one year, I still didn’t know much about the school. The first problem that I had was finding my classroom. Luckily, I met a girl who was in my French class and my chemistry class.(最初的几天简直糟糕透顶，尤其是第一天的第一节课。尽管我已经在圣卢克学校学习了一年，但我对这所学校还是知之甚少。我遇到的第一个问题就是找不到自己的教室。幸运的是，我遇到了一位和我同上法语课和化学课的同学)”结合文章中国移民作者在魁北克中五首日遇找教室难题，化学课上因未学过法语化学元素，最终获老师课后辅导，这一天尴尬却有趣。可知，C选项“我的第一堂化学课”最符合文章标题。故选C。 Passage 4 Laptop computers are popular all over the world. People use them on trains and airplanes in airports and hotels. These laptops connect people to their workplace. In the United States today laptops also connect students to their classrooms. Westlake College in Virginia will start a laptop computer program that allows students to do schoolwork anywhere they want. Within five years, each of the 1500 students at the college will receive a laptop. The laptops are part of a $10 million computer program at Westlake, a 110-year-old college. The students with laptops will also have access to the Internet. In addition, they will be able to use e-mail to “speak” with their teachers, their classmates, and their families. However, the most important part of the laptop program is that students will be able to use computers without going to computer labs. They can work with it at home in a fast-food restaurant or under the trees — anywhere at all! Because of the many changes in computer technology, laptop use in higher education such as colleges and universities is workable. As laptops become more powerful, they become more similar to desktop computers. In addition, the portable computers can connect students to not only the Internet but also libraries and other resources. State higher-education officials are studying how laptops can help students. State officials are also testing laptop programs at other universities too. At Westlake College, more than 60 percent of the staff use computers. The laptops will allow all teachers to use computers in their lessons. As one Westlake teacher said, “Here we are in the middle of Virginia and we’re giving students a window on the world. They can see everything and do everything.” 1．What is the main purpose of the laptop computer program? A．To help people work at home. B．To connect students to libraries. C．To encourage students to surf the Internet. D．To allow students to do schoolwork anywhere. 2．Which of the following is True about Westlake College? A．All teachers use computers. B．1500 students of the college will receive laptops. C．The laptop program receives the government’s funding. D．Students there can do everything. 3．What’s some teachers’ attitude towards the program? A．Doubtful. B．Worrying. C．Supportive. D．Uncaring 4．What is the best title for the text? A．A Laptop Program in Westlake College B．Laptop Computers Make People Closer C．A Famous College in Virginia: Westlake D．Computer Technology Provides Resources 【答案】1．D 2．B 3．C 4．A 【导语】本文是一篇说明文。文章主要介绍美国弗吉尼亚州西湖学院推行的笔记本电脑项目及其对学生学习的作用。 1．细节理解题。根据第二段中的“Westlake College in Virginia will start a laptop computer program that allows students to do schoolwork anywhere they want.(美国弗吉尼亚州的西湖学院将启动一个笔记本电脑项目，该项目允许学生在任何他们想去的地方做作业)”可知，这个笔记本电脑项目的主要目的是让学生能够在任意地点完成学业任务。故选D项。 2．细节理解题。根据第二段中的“Within five years, each of the 1500 students at the college will receive a laptop.(在五年内，该学院的1500名学生每人都将收到一台笔记本电脑)”可知，该学院的1500名学生都会拿到笔记本电脑。故选B项。 3．推理判断题。根据第四段中的“As one Westlake teacher said, “Here we are in the middle of Virginia and we’re giving students a window on the world. They can see everything and do everything.”(正如一位西湖学院的教师所说：“我们地处弗吉尼亚州中部，却能通过这个项目给学生打开一扇看世界的窗户。他们能够看到一切，做到一切。”)”可知，这位教师对该项目的评价积极正面，由此推断教师群体对项目的态度是支持的。故选C项。 4．主旨大意题。通读全文，并结合第二段中的“Westlake College in Virginia will start a laptop computer program that allows students to do schoolwork anywhere they want.(美国弗吉尼亚州的西湖学院将启动一个笔记本电脑项目，该项目允许学生在任何他们想去的地方做作业)”可知，文章开篇引出笔记本电脑的普及，随后聚焦西湖学院的笔记本电脑项目，介绍了项目内容、可行性及教师评价，核心话题始终围绕该项目展开。A项“西湖学院的笔记本电脑项目”精准概括全文主旨，可以作为最佳标题。故选A项。 Passage 5 When you think of a school cafeteria (餐厅), what comes to mind? For years, my school’s cafeteria was just a space with shining lighting, plastic tables, and boring yellowish-brown walls. But last semester, something magical happened. A student-led art project made the cafeteria a creative center, which encouraged conversations, developed a sense of community, and even made lunchtime feel more special. It all started with a simple idea during an art club meeting. A student named Maya pointed out that the cafeteria felt like a hospital waiting room and suggested working with the school to improve the space. With “yes” from the headmaster and a small amount of money, students across grades 9 — 12 began brainstorming themes and drawings. The goal was not only to decorate walls, but to create a space that mirrored diversity, celebrated talent, and encouraged curiosity. After weeks of planning, teams of students worked in turn after school, drawing on the blank walls, changing old furniture with painted designs, and hanging student-made sculptures from the ceiling. Today, stepping into the cafeteria feels like entering an interactive (互动的) art show. The artwork not only brightened the space but also changed the cafeteria’s role in our school culture. Teachers noticed students staying after lunch to discuss the pictures on the walls. Shy freshmen connected through painting meetings. Surprisingly, even the lunch workers got involved, suggesting themes like “being thankful for food”. The change also had other positive effects, like reducing littering (乱扔垃圾). Ms. Rivera, the art teacher who advised the project, shared, “This wasn’t about perfection. It was about giving students ownership of their environment. It builds confidence and pride when students see their work valued in a shared space. Art in the cafeteria isn’t just about making things look nice. It reminds students that our school isn’t just a building. It’s their space, and they have the power to change it.” 1．What was the school cafeteria like before the art project? A．A popular community space. B．A crowded area with broken furniture. C．An unattractive and bad-looking space. D．A creative center with student artworks. 2．What was Maya’s main role in the art project? A．She designed all artworks. B．She suggested the project idea. C．She led the working teams. D．She raised money for the project. 3．What positive change did the art project bring to the cafeteria? A．It shortened students’ lunchtime. B．It reduced the price of cafeteria meals. C．It encouraged communication among students. D．It replaced the lunch workers with student volunteers. 4．Which of the following may Ms. Rivera agree with? A．School buildings should be more artistic. B．Teachers’ advice is key to project success. C．Perfect artworks are necessary for a nice space. D．Students should care about school environment. 【答案】1．C 2．B 3．C 4．D 【导语】本文是一篇记叙文。文章主要讲述了一所学校的学生通过艺术项目将原本单调的餐厅改造成充满创意和互动性的空间，带来积极影响。 1．细节理解题。根据第一段中“For years, my school’s cafeteria was just a space with shining lighting, plastic tables, and boring yellowish-brown walls.(多年来，我们学校的餐厅只是一个有着明亮灯光、塑料桌和无聊的黄褐色墙壁的空间)”可知，餐厅之前是一个没有吸引力且不好看的空间。故选C。 2．细节理解题。根据第二段中“A student named Maya pointed out that the cafeteria felt like a hospital waiting room and suggested working with the school to improve the space.(一个名叫玛雅的学生指出，餐厅感觉就像医院的候诊室，并建议与学校合作改善这个空间)”可知，玛雅提出了这个艺术项目的想法。故选B。 3．细节理解题。根据第三段中“Teachers noticed students staying after lunch to discuss the pictures on the walls. Shy freshmen connected through painting meetings.(老师们注意到学生们午餐后留下来讨论墙上的画。害羞的新生通过绘画会议建立了联系)”可知，艺术项目鼓励了学生之间的交流。故选C。 4．推理判断题。根据最后一段Ms. Rivera所说的话中“It was about giving students ownership of their environment. It builds confidence and pride when students see their work valued in a shared space. Art in the cafeteria isn’t just about making things look nice. It reminds students that our school isn’t just a building. It’s their space, and they have the power to change it.(这件事的意义，在于让学生们成为校园环境的主人。当学生们看到自己的作品在公共空间里被珍视时，自信心与自豪感便会油然而生。食堂里的艺术装饰，不只是为了让环境变得赏心悦目，更是在提醒学生们：学校不只是一栋建筑，更是属于他们的天地，而他们，拥有改造这片天地的力量)”可知，里维拉女士认为学生应该关心学校环境。故选D。 Passage 6 Many students find it hard to fit in at a new school, but it’s different for those in the IB program at Beijing National Day School. Each year, the CAS (Creativity, Activity, Service) Ceremony gives freshmen a chance to meet their peers (同龄人) and make friends with older students. The CAS Ceremony is similar to the sorting ceremony in the world of Harry Potter. Students are sorted into four houses: Red, Yellow, Purple and Blue. Over the next few years, they will take part in various activities, such as Sports Day and the Talent Show, and compete to earn points for their houses. Different from the novel, where students are sorted by the famous Sorting Hat, the houses here are assigned randomly (随机分配). This year, the teacher used a plastic bottle filled with balls in the four house colors. Students went onstage and held out their hands, and the teacher poured out a colorful ball to determine their houses. “I felt nervous because everything — the buildings, teachers and classmates — was so new to me,” said Shen Nanxi, who joined the Yellow House. “But when the older students and house captains greeted me with loud cheers, I felt so moved and knew I had found my ‘family’ at school.” After the sorting, the first competition began. In each house, smaller groups of four to five students worked together to complete different tasks, such as taking silly photos, modeling their favorite teachers with clay and playing charades. Although it was challenging to work with strangers at first, students quickly got to know one another. “The process of modeling with clay was really fun, and we grew closer as we found better ways to shape it,” said Jiang Yuanyuan from the Blue House. “We were surprised to win a prize, which made us even prouder as a team.” 1．What is the CAS Ceremony at Beijing National Day School? A．A graduation ceremony for senior students. B．A competition for students to show talents. C．An activity for freshmen to take part in. D．A ceremony to help freshmen make friends. 2．How are students sorted into houses at the CAS Ceremony this year? A．By a magic hat similar to the novel in the Harry Potter. B．By teachers judging from their academic performance. C．By using a bottle filled with colored balls at random. D．By taking part in activities and compete to earn points. 3．How did Shen Nanxi feel after being greeted by older students and house captains? A．Nervous. B．At home. C．Cheerful. D．In shock. 4．What is the purpose of the article? A．To describe the different activities in the CAS Ceremony. B．To explain how students are sorted into different houses. C．To introduce the CAS Ceremony at Beijing National Day School. D．To compare the CAS Ceremony with the one in the Harry Potter novel. 【答案】1．D 2．C 3．B 4．C 【导语】本文是一篇记叙文。文章介绍了北京十一学校IB项目的CAS仪式，新生通过随机分组进入不同颜色的房子，参与各种活动，如体育日和才艺展示，帮助新生融入学校、结交朋友。 1．细节理解题。根据文章第一段中的“Many students find it hard to fit in at a new school, but it’s different for those in the IB program at Beijing National Day School. Each year, the CAS (Creativity, Activity, Service) Ceremony gives freshmen a chance to meet their peers (同龄人) and make friends with older students.(许多学生发现很难适应新学校，但对于北京十一学校IB项目的学生来说则不同。每年，CAS(创造力、活动、服务)仪式都会给新生一个与同龄人见面并与高年级学生交朋友的机会。)”可知，CAS仪式是为了帮助新生交朋友而举办的。故选D项。 2．细节理解题。根据文章第二段中的“This year, the teacher used a plastic bottle filled with balls in the four house colors. Students went onstage and held out their hands, and the teacher poured out a colorful ball to determine their houses.(今年，老师用一个装满四种颜色球的塑料瓶。学生们走上舞台，伸出双手，老师倒出一个彩色的球来确定他们的学院。)”可知，今年在CAS仪式上，学生们是通过一个装满彩色球的瓶子随机分配到各个学院的。选项C“By using a bottle filled with colored balls at random.(通过随机使用一个装满彩色球的瓶子。)”符合题意。故选C项。 3．推理判断题。根据文章第三段中的“‘I felt nervous because everything — the buildings, teachers and classmates — was so new to me,’ said Shen Nanxi, who joined the Yellow House. ‘But when the older students and house captains greeted me with loud cheers, I felt so moved and knew I had found my ‘family’ at school.’(“我感到紧张，因为一切——建筑、老师和同学——对我来说都是新的，”加入黄学院的沈南溪说。“但是当高年级学生和学院队长们大声欢呼着迎接我时，我感到非常感动，我知道我在学校找到了我的‘家人’。”)”可知，沈南溪在被高年级学生和学院队长欢迎后，感觉像在家里一样，感受到了家的归属感。故选B项。 4．推理判断题。根据文章第一段中的“Many students find it hard to fit in at a new school, but it’s different for those in the IB program at Beijing National Day School. Each year, the CAS (Creativity, Activity, Service) Ceremony gives freshmen a chance to meet their peers (同龄人) and make friends with older students.(许多学生发现很难适应新学校，但对于北京十一学校IB项目的学生来说则不同。每年，CAS(创造力、活动、服务)仪式都会给新生一个与同龄人见面并与高年级学生交朋友的机会。)”以及后文对CAS仪式的详细描述可知，文章围绕北京十一学校的CAS仪式，介绍了其流程、形式和学生的感受。因此，文章的目的是介绍北京十一学校的CAS仪式。故选C项。 Passage 7 Currently, physical education (PE) classes in Chinese schools are using a new “tradition + technology” way to encourage students’ participation, with many schools around the country adopting special practices that make PE classes more interesting and effective. Speaking of adding traditional elements, Yang Hu, a PE teacher at Wanjia Primary School in Inner Mongolia, works with dance teachers. They put lively local Mongolian dances — famous for their active arm moves — together with rope skipping. They also make new skipping ways to the music of popular cartoons, like Paw Patrol. Therefore, 80% of the school’s 3rd to 5th graders are eager to join skipping activities, greatly improving their ability to move their body well. At Guangsha School in Guangdong, students practice basic martial arts moves, such as punches and standing postures. Also, experienced kung fu coaches help them follow the slow rhythm of fan dances. This not only passes on traditional Chinese culture but also helps shy students build up confidence while teaching them to focus and keep trying. Technology also empowers (赋能) PE classes with smart tools. Students in Xingye County, Guangxi, use AI sports machines in their school gyms. They unlock the program through quick face recognition (taking just 2 seconds) to complete events like long jumps and rope skipping. After each try, AI cameras take pictures of their moves in real time and make simple reports. The reports have small pictures to show where students need to change, like bending their knees more when jumping. At Huaze School in Jilin, a 5-meter-wide screen in the playground shows real-time data: the number of participating students (often over 200 during lunch breaks), average exercise duration (about 40 minutes), and sports intensity, measured by each student’s heart rate during the activity. When the weather is too hot or too cold, the AI system even suggests changing outdoor activities to make classes better. These steps not only help school sports develop but also support students’ overall well-being, both in physical health and mental state. 1．What is the purpose of paragraph 1? A．To list specific problems. B．To introduce the main topic. C．To compare two PE class types. D．To explain PE classes need improving. 2．Why do most 3rd to 5th graders at Wanjia Primary School like skipping? A．Because dance teachers are experts.​​ B．Because they love Paw Patrol cartoons. C．Because skipping improves their body movement. D．Because skipping mixes Mongolian dances and cartoon music.​ 3．What does the underlined word “intensity” mean in paragraph 3? A．How hard students do sports. B．How long students exercise. C．How well students perform in sports. D．How many students take part in sports. 4．What is the best title of the text? A．The History of Chinese School PE Classes B．Traditional Culture in Chinese PE Classes C．Tradition Meets High-tech in China’s PE Classes D．Technology Helps in Chinese School PE Classes 【答案】1．B 2．D 3．A 4．C 【导语】这是一篇说明文。文章主要说明了中国学校体育课采用“传统+科技”新模式，融入蒙古舞、武术等传统元素，借助AI设备、实时数据等科技赋能，让课堂更有趣高效，助力学生身心健康。 1．推理判断题。根据第一段“Currently, physical education (PE) classes in Chinese schools are using a new “tradition + technology” way to encourage students’ participation, with many schools around the country adopting special practices that make PE classes more interesting and effective. (目前，中国学校的体育课正在采用一种新的“传统+科技”的方式来鼓励学生参与其中，全国各地的许多学校都采用了特殊的教学方法，使体育课变得更有趣、更有效。)”可知，首段明确全文核心话题“传统+科技”的体育课新模式，为下文案例铺垫，即，第一段的目的是引入文章话题。故选B。 2．细节理解题。根据第二段“They put lively local Mongolian dances — famous for their active arm moves — together with rope skipping. They also make new skipping ways to the music of popular cartoons, like Paw Patrol. Therefore, 80% of the school’s 3rd to 5th graders are eager to join skipping activities, greatly improving their ability to move their body well. (他们将充满活力的当地蒙古族舞蹈（以其灵活的手臂动作而闻名）与跳绳运动相结合。他们还根据热门动画片（如《汪汪队立大功》）的音乐创编了新的跳绳方式。因此，该校3至5年级的80%的学生都热衷于参加跳绳活动，这极大地提高了他们身体协调运动的能力。)”可知，万佳小学的三年级到五年级的学生都喜欢跳绳是因为跳绳结合了蒙古族舞蹈和卡通音乐。故选D。 3．词句猜测题。根据划线词上文“At Huaze School in Jilin, a 5-meter-wide screen in the playground shows real-time data: the number of participating students (often over 200 during lunch breaks), average exercise duration (about 40 minutes) (在吉林的华泽学校，操场上的一个5米宽的屏幕上实时显示着各种数据：参与活动的学生人数（午餐休息时间里通常超过200人）、平均运动时长（约40分钟）)”以及后文“measured by each student’s heart rate during the activity (通过测量每位学生在活动期间的心率来得出结果)”可知，实时数据包括参与人数、平均运动时长、运动强度，通过心率衡量，并列的三个数据分别是“人数（数量）”、“时长（时间）”、“强度（通过心率判断的运动力度）”。心率越高，通常运动越剧烈，即强度越大。故划线词意思是“学生进行体育运动的力度”。故选A。 4．主旨大意题。根据第一段“Currently, physical education (PE) classes in Chinese schools are using a new “tradition + technology” way to encourage students’ participation, with many schools around the country adopting special practices that make PE classes more interesting and effective. (目前，中国学校的体育课正在采用一种新的“传统+科技”的方式来鼓励学生参与其中，全国各地的许多学校都采用了特殊的教学方法，使体育课变得更有趣、更有效。)”结合文章主要说明了中国学校体育课采用“传统+科技”新模式，融入蒙古舞、武术等传统元素，借助AI设备、实时数据等科技赋能，让课堂更有趣高效，助力学生身心健康。可知，C选项“中国体育课中传统与高科技的结合”最符合文章标题。故选C。 Passage 8 The school year just started on September 7 for New York City students but there’s something new on the class schedule: mindful breathing (正念呼吸). This is part of a plan to improve the mental and physical health of students by putting mindfulness into the school day. The teachers began training on how to include mindful breathing into the school day over the summer break. The city’s department of education teamed up with the Yoga Alliance, a professional organization to create the yoga and mindfulness program. The mindful breathing practices will be rolled out soon for all students from pre-K through 12th grade and will consist of one-to-five minute daily sessions. At least one teacher per school will be trained to lead the breathing exercises. The program was trialed (试验) in the spring of 2023 in Public School 5 in the Bedford-Stuyvesant neighborhood in Brooklyn, reported CBS News. Third grade students Noah, Cach and Shawn believe the program is working. “When I get into problems, I take a breath so nothing can happen to me,” Shawn told CBS. Eric Adams, NYC’s mayor (市长), and David Banks, the Schools Chancellor, said that this is just the first step in creating more mindful schools that will include gardens, peaceful rest spots, and yoga. While Eastern cultures have used deep breathing exercises for thousands of years, this is something that hasn’t been taught in the Western world, Adams told The New York Times (NYT). “There’s a science to breathing,” he said. While some say that the program doesn’t go far enough to solve the mental health crises that exist now, reported the NYT, the mayor said it’s a low-cost way to help improve students’ well-being. A program to provide virtual mental health support for high schoolers is being planned but no details have been released. “I get asked many questions from parents about ‘What are you doing? Kids are going through a lot. What are your mental health programs for?’” Banks said. “There’s nothing more important that we could teach our kids than mindful breathing.” 1．What did the department of education of New York do to launch the program? A．It made guidelines on how to do breathing exercises. B．It founded a special club to offer professional training. C．It made students realize the importance of mindfulness. D．It cooperated with a professional organization for training. 2．How will the mindful breathing practices be carried out? A．They’ll be led by the headmaster. B．They’ll include everyone in the school. C．They’ll last within 5 minutes every day. D．They will be done mainly in a certain school. 3．What might be the reason the mayor decided to introduce mindful breathing in schools? A．The wide spread of yoga. B．Its popularity with students. C．Its proved effects and low cost. D．The students’ breathing problems. 4．What can we infer about the program from Banks’s words? A．It is based on science. B．It meets parents’ needs. C．It receives some doubts. D．It is intended for the sick. 【答案】1．D 2．C 3．C 4．B 【导语】这是一篇新闻报道。文章介绍了9月7日，纽约市的学生新学年刚刚开始，但课程中增添了新内容：正念呼吸。 从学前班到12年级每日练习，试点显效，市长力推其为低成本心理健康举措，并计划配套校园花园与瑜伽空间。 1．细节理解题。根据第二段“The city’s department of education teamed up with the Yoga Alliance, a professional organization to create the yoga and mindfulness program. (纽约市教育部门与一家专业组织瑜伽联盟合作，该联盟推出了瑜伽和正念课程.)”可知，为发起这个项目，纽约市的教育部门与瑜伽联盟合作。故选D项。 2．细节理解题。根据第三段第一句“The mindful breathing practices will be rolled out soon for all students from pre-K through 12th grade and will consist of one- to five-minute daily sessions. (正念呼吸练习将很快推广到从学前班到12年级的所有学生，每天练习一到五分钟.)”可知，每天的练习控制在五分钟时间内。故选C项。 3．推理判断题。根据第四段“The program was trialed (试验) in the spring of 2023 in Public School 5 in the Bedford-Stuyvesant neighborhood in Brooklyn, reported CBS News. Third grade students Noah, Cach and Shawn believe the program is working. “When I get into problems, I take a breath so nothing can happen to me,” Shawn told CBS. (据哥伦比亚广播公司新闻报道，该项目于2023年春季在布鲁克林贝德福德-史岱文森社区的第五公立学校进行了试验。三年级学生诺亚、卡奇和肖恩相信这个项目是有效的。肖恩告诉哥伦比亚广播公司说：“当我遇到问题时，我会深呼吸，这样就不会发生什么事了。”)”及第七段“While some say that the program doesn’t go far enough to address the mental health crises that exist now, reported the NYT, the mayor said it’s a low-cost way to help improve students’ well-being. (据《纽约时报》报道，尽管有人认为该项目还不足以解决目前存在的心理健康危机，但市长表示，这是一种帮助改善学生健康状况的低成本方式。)”可知，市长推行该计划是因为2023年春天在布鲁克林的一所学校试行的效果很好，且市长觉得这个方式成本较低。故选C项。 4．推理判断题。根据最后一段““I get asked many questions from parents about ‘What are you doing? Kids are going through a lot. What are your mental health programs?’ Banks said. ‘There’s nothing more important that we could teach our kids than mindful breathing.” (“很多家长问我‘你在做什么？’孩子们经历了很多。你们的心理健康项目是什么？”’班克斯说。“对我们的孩子来说，没有什么比正念呼吸更重要了。”)”可知，家长们重视学生的心理健康，关注学校实行什么心理健康项目，推知该项目满足了家长的要求。故选B项。 Passage 9 At top universities, there’s a phenomenon known as “Stanford Duck Syndrome (综合征)”. Like ducks, students appear to move gracefully (优雅地). However, beneath the surface, they’re kicking hopelessly to keep up. Experts from Stanford’s Health Services explored this troubling trend: during the day, many Stanford students are seen socializing in cafés, seemingly without any stress or the need to study. However, at night, they start studying, sometimes for the entire night, trying to maintain the image of effortless success. This comes at a high price: tiredness and anxiety are widespread. Furthermore, it leads to a common wrong idea: true talents achieve success effortlessly, while those working hard are less capable. In an effort to challenge this misconception (误解), researchers designed an experiment. Participants were asked to observe a series of colors carefully while scientists tracked their brain activity throughout the process. The experiment was divided into two parts: one with easily recognized colors and the other with colors that were quite similar, requiring more effort to recognize. As the difficulty of the task increased, there was a noticeable increase in brain activity, particularly in areas linked to memory and abstract reasoning. The study shows that as tasks require more effort, more areas of the brain become engaged. Growth doesn’t come from talent alone but from the continuous application of effort. Our brain functions like a muscle. Without effort, even our inborn talents will disappear over time. This pushes us to reconsider the culture behind that might lead to this phenomenon. Instead of focusing too much on outcomes or singing high praise for inborn talents, we should emphasize the learning process and continuous improvement. By encouraging a culture that values effort, we can help students realize that intelligence is not fixed but grows through hard work. Such a change would not only reduce the pressures related to the “Stanford Duck Syndrome”, but also have a big effect on personal development and the future of education. 1．What phenomenon does the “Stanford Duck Syndrome” probably describe? A．Hiding hard work to appear naturally gifted. B．Relieving stress through social activities. C．Showing graceful images to attract others. D．Choosing effort over well-being. 2．What is the author’s main concern about “Stanford Duck Syndrome”? A．It causes stress and false ideas about success. B．It values the learning process over outcomes. C．It prevents students from recognizing their talents. D．It makes students value socializing more than studying. 3．How does the experiment in paragraph 3 challenge misconception? A．By linking color recognition to intelligence. B．By proving focus improves brain function. C．By showing effort activates the brain activity. D．By connecting careful observation with talent. 4．Which of the following might the author agree with? A．Fortune prefers those with a clear mind. B．Work in silence and let success make the noise. C．Hard work is the seed that grows into success. D．Keep moving forward even when no one sees it. 【答案】1．A 2．A 3．C 4．C 【导语】这是一篇说明文。探讨了“斯坦福鸭综合征”的现象、危害，以及通过实验反驳相关误解，并提出重视努力的文化导向建议。 1．细节理解题。根据第一段“Like ducks, students appear to move gracefully (优雅地). However, beneath the surface, they’re kicking hopelessly to keep up. (就像鸭子一样，学生们表面上在水面上优雅地游动，但在水面之下，他们却在拼命蹬脚以跟上节奏)”以及第二段“Experts from Stanford’s Health Services explored this troubling trend: during the day, many Stanford students are seen socializing in cafés, seemingly without any stress or the need to study. However, at night, they start studying, sometimes for the entire night, trying to maintain the image of effortless success. (斯坦福大学健康服务中心的专家研究了这一令人不安的趋势：白天，很多斯坦福学生被看到在咖啡馆里社交，似乎没有任何压力，也不需要学习。然而，到了晚上，他们开始学习，有时一整夜，试图保持毫不费力的成功形象)”可知，“斯坦福鸭综合征”指学生隐藏背后的努力，营造天生有天赋、成功毫不费力的表象。故选A项。 2．细节理解题。根据第二段“This comes at a high price: tiredness and anxiety are widespread. Furthermore, it leads to a common wrong idea: true talents achieve success effortlessly (这付出了高昂的代价：疲劳和焦虑普遍存在。此外，它还导致了一个普遍的错误观念：真正的人才毫不费力就能取得成功)”可知，作者担忧该综合征会引发学生的压力，还会传递天才无需努力的错误成功观。故选A项。 3．细节理解题。根据第三段“As the difficulty of the task increased, there was a noticeable increase in brain activity, particularly in areas linked to memory and abstract reasoning. (随着任务难度的增加，大脑活动明显增加，尤其是与记忆和抽象推理有关的区域)”以及第四段“Growth doesn’t come from talent alone but from the continuous application of effort. (成长不仅仅来自天赋，还来自持续的努力付出)”可知，实验通过监测大脑活动发现，努力会激活负责注意力的脑区，证明成功需要努力参与，从而反驳了天赋无需努力的误解。故选C项。 4．推理判断题。根据第四段“Growth doesn’t come from talent alone but from the continuous application of effort. (成长不仅仅来自天赋，还来自持续的努力付出)”以及第五段“Instead of focusing too much on outcomes or singing high praise for inborn talents, we should emphasize the learning process and continuous improvement. (我们应该强调学习的过程和不断的进步，而不是过于关注结果或对天生的才能大加赞扬)”可知，作者核心观点是努力是成功与成长的关键。C选项“努力是成长为成功的种子”最契合该观点。故选C项。 Passage 10 It’s not uncommon for college students to graduate with regrets, wishing they had done this or hadn’t done that. We all have regrets in life. But luckily, some of those regrets can be passed on to others so that they can learn from them. Since my time at college isn’t quite over, I sit down with several college graduates to make a list of what I think students most commonly wish they had known during their time in college. When we get to college, our main focus is often on our Grade Point Average (GPA) and succeeding academically with As across the board. This is not a bad thing, especially if you plan to go further in your education than a bachelor’s degree. However, most college graduates have discovered that in the business world, once you graduate from college, your grades mean absolutely nothing. It doesn’t matter whether you got an A or a C． What’s really important is the skills you developed and what you can bring to a company. Your professors are not just there to give lectures and hand out papers; they are there to help you succeed. Just ask them for help if you have any question, because it’s their job. It may be frightening at first, but if you’re struggling in the course, you will overcome that fear and make great progress. Internships (实习) are your best assets (财富) in the professional world. The contacts you develop through professional development and networking opportunities are your gateways to good jobs out of college. Not only do they make your resume look great, but they also provide hands-on experience in your field. Talk to your counselors about internships in your field of interest, and they will help find the best one for you. Clubs, programs and campus activities provide lasting friendship and precious memories for you. There are more than just grades and an overloaded backpack in college. College is a great time to get a little crazy and live out of your comfort zone. So get involved, take risks and live life to the fullest. 1．What does the author want to tell us in Paragraph 2? A．Succeeding academically with As is important. B．Companies care about your achievements at college. C．Many college students attach little importance to grades. D．College students should focus on learning instead of grades. 2．What does the underlined word “It” in Paragraph 3 refer to? A．To get over fear. B．To give lectures. C．To hand out papers. D．To ask professors for help. 3．What can we know about internships from Paragraph 4? A．Internships are more important than grades. B．Internships are necessary for college graduates. C．Internships can help you find your true interest. D．Internships can make you succeed in job interviews. 4．Which of the following would be the best title for the text? A．Good ways to enjoy your campus life B．Activities college graduates should be involved in C．Things college graduates wish they had known D．Reasons why some college students graduate with regrets 【答案】1．D 2．D 3．B 4．C 【导语】本文是一篇议论文。文章主要讨论了大学生在大学期间应该关注的一些方面。 1．主旨大意题。根据第二段“When we get to college, our main focus is often on our Grade Point Average(GPA) and succeeding academically with As across the board. This is not a bad thing, especially if you plan to go further in your education than a bachelor’s degree. However, most college graduates have discovered that in the business world, once you graduate from college, your grades mean absolutely nothing. It doesn’t matter whether you got an A or a C. What’s really important is the skills you developed and what you can bring to a company.(当我们上大学时，我们的主要关注点往往是我们的平均绩点（GPA）和在学业上取得全优的成绩。这并不是一件坏事，特别是如果你打算继续深造，攻读学士学位以上的学位。然而，大多数大学毕业生发现，在商业世界里，一旦你从大学毕业，你的成绩就毫无意义了。不管你得了A还是C。真正重要的是你培养的技能以及你能为公司带来什么)”可知，作者在第二段想告诉我们大学生应该关注学习而不是成绩。故选D项。 2．词句猜测题。根据划线词上文“Your professors are not just there to give lectures and hand out papers; they are there to help you succeed. Just ask them for help if you have any question, because it’s their job.(你的教授不仅仅是在那里讲课和分发论文；他们也在那里帮助你成功。如果你有任何问题，就向他们寻求帮助，因为这是他们的工作)”以及“It may be frightening at first, but if you’ re struggling in the course, you will overcome that fear and make great progress.(刚开始可能会很害怕，但如果你在这门课上很吃力，你会克服这种恐惧，取得很大的进步)”可知，It指的是“向教授寻求帮助”。故选D项。 3．推理判断题。根据第四段中的“Internships (实习) are your best assets (财富) in the professional world. The contacts you develop through professional development and networking opportunities are your gateways to good jobs out of college. Not only do they make your resume look great, but they also provide hands-on experience in your field.(实习是你在职场中最好的财富。通过职业发展和社交机会建立的联系是你大学毕业后找到好工作的途径。它们不仅能让你的简历看起来很棒，还能让你在自己的领域获得实践经验)”可知，实习对大学毕业生来说是必要的。故选B项。 4．主旨大意题。根据第一段“It’s not uncommon for college students to graduate with regrets, wishing they had done this or hadn’t done that. We all have regrets in life. But luckily, some of those regrets can be passed on to others so that they can learn from them. Since my time at college isn’t quite over, I sit down with several college graduates to make a list of what I think students most commonly wish they had known during their time in college.(大学生毕业时带着遗憾并不罕见，他们希望自己当时做了这个或没有做那个。我们生活中都有遗憾。但幸运的是，其中一些遗憾可以传递给其他人，让他们从中吸取教训。由于我在大学的时间还没有完全结束，我和几位大学毕业生坐下来，列出了一份我认为学生们在大学期间最希望自己知道的事情的清单)”结合全文内容可知，文章主要讨论了大学生在大学期间应该关注的一些方面，包括学业成绩、向教授寻求帮助、实习以及参与校园活动等，旨在帮助大学生更好地度过大学时光，避免毕业后的遗憾。由此可知，C选项“大学毕业生希望他们早知道的事情”最符合文章标题。故选C项。 学科网（北京）股份有限公司 $ Unit 1 Back to school 单元话题阅读理解练习 篇目 核心主题 话题分类 Passage 1 作者第一次参加校园戏剧节登台表演，克服紧张，收获坚持与自信 校园成长・个人经历 Passage 2 探讨词典教学，指出查词不能只停留在查找词义，重在培养解读释义的能力 学习方法・语言学习 Passage 3 中国移民新生在加拿大魁北克就读，第一天上化学课时遇到语言障碍，得到老师帮助 校园生活・新生适应 / 跨文化 Passage 4 美国西湖学院推出笔记本电脑项目，借助科技打破学习的空间限制 校园教育・科技创新教学 Passage 5 学生主导艺术改造学校食堂，美化校园环境，增强学生归属感与交流 校园文化・学生实践活动 Passage 6 北京十一学校 CAS 迎新仪式，通过学院分组活动帮助高一新生快速交友融入集体 校园活动・新生融入教育 Passage 7 国内中小学体育课开启 “传统文化 + 现代 AI 科技” 的创新教学新模式 校园教育・体育教学改革 Passage 8 纽约中小学开设正念呼吸课程，以此疏导学生压力，守护学生心理健康 校园教育・学生心理健康 Passage 9 解读 “斯坦福鸭综合征”，批判表面轻松成功的假象，倡导重视努力而非天赋 成长观念・教育思辨 Passage 10 往届毕业生分享大学感悟，给在校生提出关于成绩、师生沟通、实习、社团活动的建议 校园成长・经验启示 Passage 1 Last term, our school held its first drama festival. All classes prepared a short play, and my classmates chose me to play the leading role. At first, I felt extremely worried because I had never performed on stage before. I was afraid I would forget my lines or move nervously in front of the audience. My drama teacher encouraged me not to give up. She told me that even professional actors feel nervous, and that courage comes from practice. I recited lines whenever I was free, practiced in front of my family, and recorded myself to improve my expressions and gestures. On the night of the show, I waited backstage with my hands shaking. When the curtain opened, I took a deep breath and stepped forward. Soon I forgot my nervousness and focused completely on the role. The audience laughed at the funny lines and applauded warmly. After the show, many people praised my performance. That night made me realize that nothing is impossible if you keep trying. This experience taught me the importance of perseverance and gave me much more confidence. 1．Why did the writer feel worried at first? A．The play was too difficult. B．She had no stage experience. C．No one helped her practice. D．She disliked acting in public. 2．What helped the writer perform well? A．Repeated practice and encouragement. B．Staying relaxed without practice. C．Watching many famous films. D．Performing without preparation. 3．What does the underlined word “perseverance” mean? A．Good acting skills. B．Strong body language. C．The ability to keep trying. D．The talent for performance. 4．What is the best title for the text? A．Our School’s New Theatre. B．How to Become a Famous Actor. C．Advice on Choosing a Play. D．My First Unforgettable Stage Experience. Passage 2 The value of the dictionary depends upon your purpose. If the idea is to teach word meanings or to help students understand, then provide the meanings directly. The whole process of looking up words and choosing among meanings increases “cognitive load (认知负荷)”. That is, the dictionary tasks pull attention from learning the word meanings. It wastes precious class time, too. Therefore, many textbooks include meanings of key vocabulary. Technology also allows students to click on a word to find its meanings. In this way, publishers provide access to meanings without requiring students to struggle with dictionaries. That said, there is more to it than that. Students should be learning to turn to the dictionary during reading when they encounter difficulties, and it is rewarding to help them overcome this cognitive load challenge. All students can gain from dictionaries, but the benefits of dictionary use are most obvious for English learners because of their limited knowledge of English vocabulary. However, dictionary instruction can be pretty bad, with a lot of focus on looking up words and little energy devoted to making sense of meanings or choosing the relevant ones. Technology has relieved the “looking up” pressure but the rest of it is still an issue. Kids simply don’t know how to make sense of what they find in dictionaries — the benefits of gaining information from each of the various definitions, and the need to look up additional words to make sense of a meaning. For instance, if you look up “joy”, you will quickly encounter the word “emotion”, which is a harder word than the one you were trying to figure out. Dictionary instruction can provide a great opportunity to explore the grammatical relations among words, too. Such dictionary lessons will not directly increase vocabulary, but they will provide students with the proficiency (熟练) that they need to solve unknown words during reading, which is valuable. 1．Why do textbooks add key word explanations? A．To prevent student distraction. B．To speed up the learning process. C．To build a vocabulary system. D．To remove unnecessary tasks. 2．What does paragraph 2 mainly say about technology? A．It simplifies word lookup. B．It makes dictionary skills unnecessary. C．It shouldn’t replace dictionary use. D．It reduces learning challenges. 3．What is the problem with dictionary instruction? A．It stops at turning pages. B．It consumes much time. C．It focuses on new words. D．It assumes prior word knowledge. 4．Which would be the best title for the text? A．Dictionaries: A Tool for Every Student B．Moving Beyond Just Looking Up Words C．The Hidden Challenges in Dictionary Use D．Technology’s Role in Language Learning Passage 3 I’m an immigrant (移民) from China, and I found that in Quebec I had to learn French, which was a totally strange language to me. After waiting for half a month, I received a letter from my school, St-Luc, and began learning French in a welcome class, which is a class for new immigrants. Even though French was rather hard for me to speak and to understand, I began my secondary five studies the next year. The first few days were terrible, especially the first class of the first day. Although I had been in St-Luc for one year, I still didn’t know much about the school. The first problem that I had was finding my classroom. Luckily, I met a girl who was in my French class and my chemistry class. After the bell rang, the teacher, Mme Zarif, began her class. First, she introduced herself to everyone and then gave us the course outline (纲要) for the entire year. During her class, everyone laughed many times. Although I could only understand a little bit, I could tell that she was very funny. At the end of her speech, to make sure that we didn’t forget what we had learned in secondary four, Mme Zarif gave us a paper with many symbols of elements (元素) on it and asked us to write their names in French. I was shocked when I received the paper. Honestly, the only symbol I knew was O. After having stared at the paper for a few minutes, I gave up and raised my hand. The teacher came, and I told her that I didn’t know anything. “You have forgotten everything already?” She said in a surprised tone. “No,” I answered, “I have never learned them in French before. I am from the welcome class.” “Oh,” the teacher said with a look of understanding. “Come here after school. I will teach them to you.” I agreed. Finally, I handed in the paper with only one answer on it. On the whole, my first day of secondary five was a little embarrassing but, at the same time, interesting. 1．What’s the author’s first problem on his first day of secondary five? A．Finding his classroom. B．Introducing himself. C．Understanding French. D．Taking an exam. 2．What does the author think of Mme Zarif? A．Quiet. B．Energetic. C．Brave. D．Humorous. 3．Why did the author fail to finish writing chemical elements? A．He forgot to revise chemistry. B．He couldn’t write French at all. C．He didn’t concentrate on the lesson. D．He didn’t learn them in French. 4．What’s the best title of the text? A．A Welcome Class. B．My French Teacher. C．My First Chemistry Class. D．An Immigrant From China. Passage 4 Laptop computers are popular all over the world. People use them on trains and airplanes in airports and hotels. These laptops connect people to their workplace. In the United States today laptops also connect students to their classrooms. Westlake College in Virginia will start a laptop computer program that allows students to do schoolwork anywhere they want. Within five years, each of the 1500 students at the college will receive a laptop. The laptops are part of a $10 million computer program at Westlake, a 110-year-old college. The students with laptops will also have access to the Internet. In addition, they will be able to use e-mail to “speak” with their teachers, their classmates, and their families. However, the most important part of the laptop program is that students will be able to use computers without going to computer labs. They can work with it at home in a fast-food restaurant or under the trees — anywhere at all! Because of the many changes in computer technology, laptop use in higher education such as colleges and universities is workable. As laptops become more powerful, they become more similar to desktop computers. In addition, the portable computers can connect students to not only the Internet but also libraries and other resources. State higher-education officials are studying how laptops can help students. State officials are also testing laptop programs at other universities too. At Westlake College, more than 60 percent of the staff use computers. The laptops will allow all teachers to use computers in their lessons. As one Westlake teacher said, “Here we are in the middle of Virginia and we’re giving students a window on the world. They can see everything and do everything.” 1．What is the main purpose of the laptop computer program? A．To help people work at home. B．To connect students to libraries. C．To encourage students to surf the Internet. D．To allow students to do schoolwork anywhere. 2．Which of the following is True about Westlake College? A．All teachers use computers. B．1500 students of the college will receive laptops. C．The laptop program receives the government’s funding. D．Students there can do everything. 3．What’s some teachers’ attitude towards the program? A．Doubtful. B．Worrying. C．Supportive. D．Uncaring 4．What is the best title for the text? A．A Laptop Program in Westlake College B．Laptop Computers Make People Closer C．A Famous College in Virginia: Westlake D．Computer Technology Provides Resources Passage 5 When you think of a school cafeteria (餐厅), what comes to mind? For years, my school’s cafeteria was just a space with shining lighting, plastic tables, and boring yellowish-brown walls. But last semester, something magical happened. A student-led art project made the cafeteria a creative center, which encouraged conversations, developed a sense of community, and even made lunchtime feel more special. It all started with a simple idea during an art club meeting. A student named Maya pointed out that the cafeteria felt like a hospital waiting room and suggested working with the school to improve the space. With “yes” from the headmaster and a small amount of money, students across grades 9 — 12 began brainstorming themes and drawings. The goal was not only to decorate walls, but to create a space that mirrored diversity, celebrated talent, and encouraged curiosity. After weeks of planning, teams of students worked in turn after school, drawing on the blank walls, changing old furniture with painted designs, and hanging student-made sculptures from the ceiling. Today, stepping into the cafeteria feels like entering an interactive (互动的) art show. The artwork not only brightened the space but also changed the cafeteria’s role in our school culture. Teachers noticed students staying after lunch to discuss the pictures on the walls. Shy freshmen connected through painting meetings. Surprisingly, even the lunch workers got involved, suggesting themes like “being thankful for food”. The change also had other positive effects, like reducing littering (乱扔垃圾). Ms. Rivera, the art teacher who advised the project, shared, “This wasn’t about perfection. It was about giving students ownership of their environment. It builds confidence and pride when students see their work valued in a shared space. Art in the cafeteria isn’t just about making things look nice. It reminds students that our school isn’t just a building. It’s their space, and they have the power to change it.” 1．What was the school cafeteria like before the art project? A．A popular community space. B．A crowded area with broken furniture. C．An unattractive and bad-looking space. D．A creative center with student artworks. 2．What was Maya’s main role in the art project? A．She designed all artworks. B．She suggested the project idea. C．She led the working teams. D．She raised money for the project. 3．What positive change did the art project bring to the cafeteria? A．It shortened students’ lunchtime. B．It reduced the price of cafeteria meals. C．It encouraged communication among students. D．It replaced the lunch workers with student volunteers. 4．Which of the following may Ms. Rivera agree with? A．School buildings should be more artistic. B．Teachers’ advice is key to project success. C．Perfect artworks are necessary for a nice space. D．Students should care about school environment. Passage 6 Many students find it hard to fit in at a new school, but it’s different for those in the IB program at Beijing National Day School. Each year, the CAS (Creativity, Activity, Service) Ceremony gives freshmen a chance to meet their peers (同龄人) and make friends with older students. The CAS Ceremony is similar to the sorting ceremony in the world of Harry Potter. Students are sorted into four houses: Red, Yellow, Purple and Blue. Over the next few years, they will take part in various activities, such as Sports Day and the Talent Show, and compete to earn points for their houses. Different from the novel, where students are sorted by the famous Sorting Hat, the houses here are assigned randomly (随机分配). This year, the teacher used a plastic bottle filled with balls in the four house colors. Students went onstage and held out their hands, and the teacher poured out a colorful ball to determine their houses. “I felt nervous because everything — the buildings, teachers and classmates — was so new to me,” said Shen Nanxi, who joined the Yellow House. “But when the older students and house captains greeted me with loud cheers, I felt so moved and knew I had found my ‘family’ at school.” After the sorting, the first competition began. In each house, smaller groups of four to five students worked together to complete different tasks, such as taking silly photos, modeling their favorite teachers with clay and playing charades. Although it was challenging to work with strangers at first, students quickly got to know one another. “The process of modeling with clay was really fun, and we grew closer as we found better ways to shape it,” said Jiang Yuanyuan from the Blue House. “We were surprised to win a prize, which made us even prouder as a team.” 1．What is the CAS Ceremony at Beijing National Day School? A．A graduation ceremony for senior students. B．A competition for students to show talents. C．An activity for freshmen to take part in. D．A ceremony to help freshmen make friends. 2．How are students sorted into houses at the CAS Ceremony this year? A．By a magic hat similar to the novel in the Harry Potter. B．By teachers judging from their academic performance. C．By using a bottle filled with colored balls at random. D．By taking part in activities and compete to earn points. 3．How did Shen Nanxi feel after being greeted by older students and house captains? A．Nervous. B．At home. C．Cheerful. D．In shock. 4．What is the purpose of the article? A．To describe the different activities in the CAS Ceremony. B．To explain how students are sorted into different houses. C．To introduce the CAS Ceremony at Beijing National Day School. D．To compare the CAS Ceremony with the one in the Harry Potter novel. Passage 7 Currently, physical education (PE) classes in Chinese schools are using a new “tradition + technology” way to encourage students’ participation, with many schools around the country adopting special practices that make PE classes more interesting and effective. Speaking of adding traditional elements, Yang Hu, a PE teacher at Wanjia Primary School in Inner Mongolia, works with dance teachers. They put lively local Mongolian dances — famous for their active arm moves — together with rope skipping. They also make new skipping ways to the music of popular cartoons, like Paw Patrol. Therefore, 80% of the school’s 3rd to 5th graders are eager to join skipping activities, greatly improving their ability to move their body well. At Guangsha School in Guangdong, students practice basic martial arts moves, such as punches and standing postures. Also, experienced kung fu coaches help them follow the slow rhythm of fan dances. This not only passes on traditional Chinese culture but also helps shy students build up confidence while teaching them to focus and keep trying. Technology also empowers (赋能) PE classes with smart tools. Students in Xingye County, Guangxi, use AI sports machines in their school gyms. They unlock the program through quick face recognition (taking just 2 seconds) to complete events like long jumps and rope skipping. After each try, AI cameras take pictures of their moves in real time and make simple reports. The reports have small pictures to show where students need to change, like bending their knees more when jumping. At Huaze School in Jilin, a 5-meter-wide screen in the playground shows real-time data: the number of participating students (often over 200 during lunch breaks), average exercise duration (about 40 minutes), and sports intensity, measured by each student’s heart rate during the activity. When the weather is too hot or too cold, the AI system even suggests changing outdoor activities to make classes better. These steps not only help school sports develop but also support students’ overall well-being, both in physical health and mental state. 1．What is the purpose of paragraph 1? A．To list specific problems. B．To introduce the main topic. C．To compare two PE class types. D．To explain PE classes need improving. 2．Why do most 3rd to 5th graders at Wanjia Primary School like skipping? A．Because dance teachers are experts.​​ B．Because they love Paw Patrol cartoons. C．Because skipping improves their body movement. D．Because skipping mixes Mongolian dances and cartoon music.​ 3．What does the underlined word “intensity” mean in paragraph 3? A．How hard students do sports. B．How long students exercise. C．How well students perform in sports. D．How many students take part in sports. 4．What is the best title of the text? A．The History of Chinese School PE Classes B．Traditional Culture in Chinese PE Classes C．Tradition Meets High-tech in China’s PE Classes D．Technology Helps in Chinese School PE Classes Passage 8 The school year just started on September 7 for New York City students but there’s something new on the class schedule: mindful breathing (正念呼吸). This is part of a plan to improve the mental and physical health of students by putting mindfulness into the school day. The teachers began training on how to include mindful breathing into the school day over the summer break. The city’s department of education teamed up with the Yoga Alliance, a professional organization to create the yoga and mindfulness program. The mindful breathing practices will be rolled out soon for all students from pre-K through 12th grade and will consist of one-to-five minute daily sessions. At least one teacher per school will be trained to lead the breathing exercises. The program was trialed (试验) in the spring of 2023 in Public School 5 in the Bedford-Stuyvesant neighborhood in Brooklyn, reported CBS News. Third grade students Noah, Cach and Shawn believe the program is working. “When I get into problems, I take a breath so nothing can happen to me,” Shawn told CBS. Eric Adams, NYC’s mayor (市长), and David Banks, the Schools Chancellor, said that this is just the first step in creating more mindful schools that will include gardens, peaceful rest spots, and yoga. While Eastern cultures have used deep breathing exercises for thousands of years, this is something that hasn’t been taught in the Western world, Adams told The New York Times (NYT). “There’s a science to breathing,” he said. While some say that the program doesn’t go far enough to solve the mental health crises that exist now, reported the NYT, the mayor said it’s a low-cost way to help improve students’ well-being. A program to provide virtual mental health support for high schoolers is being planned but no details have been released. “I get asked many questions from parents about ‘What are you doing? Kids are going through a lot. What are your mental health programs for?’” Banks said. “There’s nothing more important that we could teach our kids than mindful breathing.” 1．What did the department of education of New York do to launch the program? A．It made guidelines on how to do breathing exercises. B．It founded a special club to offer professional training. C．It made students realize the importance of mindfulness. D．It cooperated with a professional organization for training. 2．How will the mindful breathing practices be carried out? A．They’ll be led by the headmaster. B．They’ll include everyone in the school. C．They’ll last within 5 minutes every day. D．They will be done mainly in a certain school. 3．What might be the reason the mayor decided to introduce mindful breathing in schools? A．The wide spread of yoga. B．Its popularity with students. C．Its proved effects and low cost. D．The students’ breathing problems. 4．What can we infer about the program from Banks’s words? A．It is based on science. B．It meets parents’ needs. C．It receives some doubts. D．It is intended for the sick. Passage 9 At top universities, there’s a phenomenon known as “Stanford Duck Syndrome (综合征)”. Like ducks, students appear to move gracefully (优雅地). However, beneath the surface, they’re kicking hopelessly to keep up. Experts from Stanford’s Health Services explored this troubling trend: during the day, many Stanford students are seen socializing in cafés, seemingly without any stress or the need to study. However, at night, they start studying, sometimes for the entire night, trying to maintain the image of effortless success. This comes at a high price: tiredness and anxiety are widespread. Furthermore, it leads to a common wrong idea: true talents achieve success effortlessly, while those working hard are less capable. In an effort to challenge this misconception (误解), researchers designed an experiment. Participants were asked to observe a series of colors carefully while scientists tracked their brain activity throughout the process. The experiment was divided into two parts: one with easily recognized colors and the other with colors that were quite similar, requiring more effort to recognize. As the difficulty of the task increased, there was a noticeable increase in brain activity, particularly in areas linked to memory and abstract reasoning. The study shows that as tasks require more effort, more areas of the brain become engaged. Growth doesn’t come from talent alone but from the continuous application of effort. Our brain functions like a muscle. Without effort, even our inborn talents will disappear over time. This pushes us to reconsider the culture behind that might lead to this phenomenon. Instead of focusing too much on outcomes or singing high praise for inborn talents, we should emphasize the learning process and continuous improvement. By encouraging a culture that values effort, we can help students realize that intelligence is not fixed but grows through hard work. Such a change would not only reduce the pressures related to the “Stanford Duck Syndrome”, but also have a big effect on personal development and the future of education. 1．What phenomenon does the “Stanford Duck Syndrome” probably describe? A．Hiding hard work to appear naturally gifted. B．Relieving stress through social activities. C．Showing graceful images to attract others. D．Choosing effort over well-being. 2．What is the author’s main concern about “Stanford Duck Syndrome”? A．It causes stress and false ideas about success. B．It values the learning process over outcomes. C．It prevents students from recognizing their talents. D．It makes students value socializing more than studying. 3．How does the experiment in paragraph 3 challenge misconception? A．By linking color recognition to intelligence. B．By proving focus improves brain function. C．By showing effort activates the brain activity. D．By connecting careful observation with talent. 4．Which of the following might the author agree with? A．Fortune prefers those with a clear mind. B．Work in silence and let success make the noise. C．Hard work is the seed that grows into success. D．Keep moving forward even when no one sees it. Passage 10 It’s not uncommon for college students to graduate with regrets, wishing they had done this or hadn’t done that. We all have regrets in life. But luckily, some of those regrets can be passed on to others so that they can learn from them. Since my time at college isn’t quite over, I sit down with several college graduates to make a list of what I think students most commonly wish they had known during their time in college. When we get to college, our main focus is often on our Grade Point Average (GPA) and succeeding academically with As across the board. This is not a bad thing, especially if you plan to go further in your education than a bachelor’s degree. However, most college graduates have discovered that in the business world, once you graduate from college, your grades mean absolutely nothing. It doesn’t matter whether you got an A or a C． What’s really important is the skills you developed and what you can bring to a company. Your professors are not just there to give lectures and hand out papers; they are there to help you succeed. Just ask them for help if you have any question, because it’s their job. It may be frightening at first, but if you’re struggling in the course, you will overcome that fear and make great progress. Internships (实习) are your best assets (财富) in the professional world. The contacts you develop through professional development and networking opportunities are your gateways to good jobs out of college. Not only do they make your resume look great, but they also provide hands-on experience in your field. Talk to your counselors about internships in your field of interest, and they will help find the best one for you. Clubs, programs and campus activities provide lasting friendship and precious memories for you. There are more than just grades and an overloaded backpack in college. College is a great time to get a little crazy and live out of your comfort zone. So get involved, take risks and live life to the fullest. 1．What does the author want to tell us in Paragraph 2? A．Succeeding academically with As is important. B．Companies care about your achievements at college. C．Many college students attach little importance to grades. D．College students should focus on learning instead of grades. 2．What does the underlined word “It” in Paragraph 3 refer to? A．To get over fear. B．To give lectures. C．To hand out papers. D．To ask professors for help. 3．What can we know about internships from Paragraph 4? A．Internships are more important than grades. B．Internships are necessary for college graduates. C．Internships can help you find your true interest. D．Internships can make you succeed in job interviews. 4．Which of the following would be the best title for the text? A．Good ways to enjoy your campus life B．Activities college graduates should be involved in C．Things college graduates wish they had known D．Reasons why some college students graduate with regrets 学科网（北京）股份有限公司 $