Unit 1 A New Start 单元话题阅读理解10篇-2026-2027学年高一英语必修第一册（外研版）

**基本信息** 以“人与自我”“人与社会”“人与自然”三大主题语境为核心，精选10篇阅读文本系统训练高一新生阅读理解能力，融合语言能力与文化意识培养。 **专项设计** |模块|题量/典例|题型特征|知识逻辑| |----|-----------|----------|----------| |人与自我|4篇（如新生适应、社团实践等）|细节理解、主旨概括|围绕成长话题，从个人体验到心理成长，建构自我认知逻辑链| |人与社会|5篇（如环保行动、公益服务等）|推理判断、观点态度|聚焦社会参与，从青少年行动到政策支持，形成社会责任感认知| |人与自然|1篇（漂浮学校）|词义猜测、意图推断|关联可持续发展，体现创新教育对环境适应的实践意义|

Unit 1 A New Start 单元话题阅读理解练习 篇目 核心主题 话题分类 Passage 1 回忆高中入学第一个月，历经军训、班会，克服紧张，收获友谊与成长感悟 人与自我・新生适应成长 Passage 2 美国高中生发起校园绿色翻新改造项目，开展环保实践，带动全校树立可持续理念 人与社会・青少年环保行动 Passage 3 剖析高一新生入学焦虑、学业担忧，介绍迎新会、课外活动等助力新生快速融入高中 人与自我・高一入学适应指南 Passage 4 介绍美国本土跨地区文化交流项目 AEP，高中生前往经济文化差异较大的小镇体验生活，消除隔阂 人与社会・国内文化交流 Passage 5 高中生发起打包爱心餐食志愿活动，帮助受灾海外家庭，感悟微小善行也能汇聚力量 人与社会・青年公益志愿服务 Passage 6 美国俄勒冈州推行 “营养休息” 校园早餐计划，研究证明健康早餐有益于学生课堂专注力，配套政策予以支持 人与社会・校园健康项目 Passage 7 摄影师开展校园纪实摄影项目，聚焦容易被忽视的青少年，让学生感受到自身价值，增强自信心 人与自我・青少年心理健康成长 Passage 8 剑桥大学学生参加学院赛艇社团，历经陆地、水上训练，尝试舵手岗位，锻炼团队协作与决策能力 人与自我・校园社团实践收获 Passage 9 印度在洛塔克湖上建成国内第一所漂浮小学，解决水上村落儿童辍学难题，属于可持续教育工程 人与自然・创新公益教育项目 Passage 10 作者从内心畏惧高中新生活，借助学校迎新活动、社团平台慢慢适应，直面繁重学业，在困境中收获个人成长 人与自我・高中新生活挑战与蜕变 Passage 1 My First Month in Senior High On September 1st, I walked into No. 1 Senior High School. My hands were cold and my heart was beating fast — I was really nervous. I carried a big bag with new textbooks and followed the students to my classroom. The first hard thing was military training. We stood under the hot sun for 40 minutes. My legs hurt so much that I wanted to sit down. Then, Li Mei, a girl next to me, said quietly, “Come on, we can hold on together.” Her words made me strong. After that, we helped each other tidy our uniforms and shared our water. Slowly, I wasn’t shy anymore, and we began to laugh. The class meeting was another important day. Our teacher asked everyone to talk about a “small goal” for this term. At first, I was afraid to speak. But when I saw my classmates talking bravely, I stood up and said, “I want to join the English club and practice speaking.” The class clapped loudly. Later, two classmates told me they wanted to join me. Now, a month has passed. I don’t feel nervous when I walk in the school. Senior high isn’t only about exams and homework — it’s about making good friends and trying new things. I know this is just the start, and I’m ready for it. 1．Why did the author’s heart beat fast when entering the school? A．Because the bag was too heavy. B．Because he felt nervous about senior high. C．Because the sun was too hot. D．Because he couldn’t find the classroom. 2．Who helped the author during military training? A．Li Mei. B．The teacher. C．His parents. D．A new friend from the club. 3．What was the author’s small goal? A．To finish military training. B．To get good grades in exams. C．To make 10 new friends. D．To join the English club. 4．What does the author think of senior high now? A．It’s only about hard work. B．It’s full of new chances. C．It’s too difficult for him. D．It’s not interesting at all. Passage 2 In classrooms and school board meetings across the U.S., a new generation of climate activists is making its voice heard. Teenagers, fed up with inaction on climate change, are leading a movement to retrofit (翻新) schools with eco-friendly upgrades. Ila Coleman, 17, a senior at Grant High School in Portland, first got involved after learning her school spent $32,000 annually on electricity. “We knew we had to act.” Coleman and her classmates founded the “Green Grant (拨款)” club, researched energy-saving options, and presented a detailed proposal to the Portland Public Schools board. Their efforts paid off: the district approved $1.2 million in funding for retrofitting the school, which includes installing solar panels and upgrading lighting systems. Since last year, the school’s energy bills have dropped by 35%, and carbon emissions have fallen by 28%. “We’re not just saving money — we’re teaching the school community about sustainability,” Coleman said. The club now leads monthly workshops on recycling, composting, and climate science, and has partnered with local environmental groups to plant native trees on campus. “Students used to ask, ‘What can one person do about climate change?’ Now they’re seeing tangible results from their own actions.” “The passion and creativity of these young activists is remarkable,” said Dr. Lena Torres, an environmental scientist who works with student groups. “When students see solar panels on their roof or learn how to track energy use, they’re more likely to adopt sustainable habits at home.” The movement has also gained support from educators. Many teachers have integrated climate science and sustainability into their lesson plans. “My students are more engaged when they’re learning about something that’s happening right outside their classroom,” said a biology teacher. 1．What do we know about Ila Coleman? A．She leaves sustainability behind. B．She is an initiator of Green Grant. C．She helped secure 1.2 million club fund. D．She gathered proposals to the school board. 2．What is the main purpose of the Green Grant Club? A．To advocate eco-awareness. B．To hold monthly workshops. C．To partner with local groups. D．To reduce school running cost. 3．What can we infer from the last paragraph? A．Students adopt the habits to track energy use. B．Teen activists are less keen about environment. C．Teachers find a new way to engage students in class. D．Scientists and educators think little of the movement. 4．What can be a suitable title for the text? A．Sustainability Always Goes First B．Solar Energy Bears Bright Prospects C．Teens Push for School Green Retrofits D．Teens Join Hands for Sufficient Energy Passage 3 You may not know a lot of people when you start senior high school. Maybe your friends from junior high school are going to a different senior high school. Even if you know other freshmen (一年级学生), you still feel anxious that you don’t know any upperclassmen. How are you going to make friends among this sea of unknown faces? Most senior high schools hold the freshman orientation (迎新会) before school actually starts. It is helpful because you not only learn your way around the building but also get to meet some of your teachers and fellow freshmen. That way, when you show up on your first day of school, you may already recognize a few familiar faces. When you talk to people at orientation, you’ll probably find that a lot of them are feeling just like you are. They’re all new to the school and don’t know what to expect. Talking about a common concern with your classmates can help you develop friendships. The work in senior high school is something freshmen are probably worried about. It builds on what you learned in junior high school, giving you a more advanced (高深的) knowledge of many subjects. So you may find you have more work to do or that it’s a bit more challenging. If you ever find your work too difficult, teachers can give you extra help. Senior high school also has more after-school activities than junior high school, such as clubs, music and theater groups and sports teams. This is a good time to explore your interests and try new things. Junior high school taught you the basics of time management and social skills while providing you with a little extra support and guidance. Senior high school gives you the chance to learn how to be more independent and responsible. 1．How do the freshmen usually feel on their first day of senior high school? A．Proud. B．Nervous C．Excited. D．Curious. 2．What are freshmen probably worried about? A．The learning task. B．The ability to make friends. C．The freshman orientation. D．The relationship with teachers. 3．What do after-school activities mainly help students to do? A．Develop friendships. B．Develop their interests. C．Build up their strength. D．Improve their learning ability. 4．What is the last paragraph mainly about? A．What you’ll learn in senior high school. B．What you learned in junior high school. C．The difference between junior high school and senior high school. D．The importance of being more independent and responsible. Passage 4 Under a nearly full moon in the darkness of the night sky over Kansas, a group of student star watchers sat in a circle taking turns on the telescope. They seem very happy, very cheerful, and excited to experience new things. It was a bonding experience that was out of this world, especially considering that only a day before they were as foreign to each other as the moon landscape itself. This past summer more than 300 high school graduates signed up for the unique student exchange program. Unlike the well-known foreign exchange model that affords students a chance to study abroad, this program gives students the opportunity to soak in a brand-new culture without ever leaving the country. It’s called the American Exchange Project, or AEP for short, co-founded by 29-year-old Franely McCullough, grandson of the late Pulitzer Prize-winning historian David McCullough. “We fund kids to spend a week in the summer after senior year in an American town that is socio-economically and culturally different from the one that they’re growing up in,” McCullough said. For the past three years McCullough’s been giving high school graduates that same experience, and so far at least, it’s having the impact he hoped it would. A week may not seem like a lot of time, but at the end of those seven days, you can see the kids have been bonded so much. One girl from South Dakota said, “I’ve never been a part of a community where I’m not the minority. So, this is an experience that I really appreciate.” McCullough hopes to offer the program to a million students by decade’s end, and all free of charge, thanks to big name donors, including the likes of Steven Spielberg. “I think this all ought to be as typical to the American high school experience as the graduating party,” McCullough said. “I think every kid in every town should have an experience like this.” 1．What do the words “out of this world” mean in Paragraph 2? A．Meaningless. B．Confusing. C．Ancient. D．Wonderful. 2．What can we learn about the AEP project? A．It’s a winter camp for senior students. B．It’s a free week-long trip in a new town. C．It’s in honour of a late famous historian. D．It’s a foreign exchange program in America. 3．Why does the author mention South Dakota in Paragraph 5? A．To show the impact of the project. B．To explain the origin of the project. C．To predict the future of the project. D．To invite more kids to join the project. 4．What is the best title of the text? A．Students Exploring the Universe by the Telescope. B．A New American Town Being Open to the Students. C．Students Building Bridges Across the American Divide. D．The Big Names Donating Fund to the Students’ Growth. Passage 5 The gong (锣) struck for the 10th time, signaling that 10,000 meals had been made. The Laguna Creek High’s cafeteria erupted in applause, and Vevian Nguyen knew her gloves and hairnet were staying on. “Every time we hit the gong, it felt like a little pat on the back,” Vevian said. “It only fueled us to keep going.” Within an hour, students at Laguna Creek High packed 10,000 meals to be donated during the holidays. But Vevian said she wasn’t there to simply check off her service hour requirements. The meal-packing night was part of an international initiative called Rise Against Hunger, which is run by a collection of student groups. This was Laguna Creek High’s second Rise Against Hunger attempt. During the holidays, their 20,000 meals will reach families in Vietnam affected by major disasters this year. At weekly club meetings, students created posters, spread the word on social media and promoted their goal of packing 20,000 meals to everyone on campus. It was a student-led collaboration and an ambitious objective that attracted hundreds of students to sign up, show up, and lock in. For Cynthia, a teacher, the night of meal-packing also showcased a rare school connection among students. “Watching all of these students laugh and build their own character by reaching out to help others is rewarding,” she said. “They’re all engaged and that lifts the community.” Vevian grew up in a low-income family. After watching family members struggle financially in recent months, she said she felt a strong urge to help. Laguna Creek High’s new holiday ritual (仪式) has further enhanced her year-round commitment to community service. “You have to step up, use your voice and hold yourself accountable,” Vevian said. “Even if you just make a small impact every time, it can slowly build the strength for the rest to stand behind you.” 1．How might Vevian feel when hearing the gong ringing? A．Relieved. B．Annoyed. C．Motivated. D．Confused. 2．What is paragraph 3 mainly about? A．The high demand for donated meals. B．The background of the volunteer activity. C．The ways students carried out the meal-packing event. D．The positive changes the activity brought to the school. 3．How did Vevian’s schoolmates respond to Rise Against Hunger? A．They hesitated to take part. B．They showed great enthusiasm. C．They emphasized its academic benefits. D．They proposed improvement approaches. 4．What do Vevian’s words in the last paragraph show? A．Small actions make a big difference. B．One should speak for the poor. C．Teamwork is key to community service. D．Everyone has the responsibility to donate. Passage 6 It turns out that 13-year-old kids don’t care much about breakfast. Try reasoning with them about the benefits of starting their day with a nutritious (有营养的) meal and you will likely get an eye roll. But research shows that kids who start the day with a healthy breakfast are more willing to participate in class, have better school attendance, make fewer visits to the nurse’s office, and have fewer behavioral problems than kids who don’t have a healthy breakfast. Tillamook Junior High School, in Tillamook, Oregon, had been serving breakfast before school to about 50 of its 370 students per day before Craig Huckins arrived as the District Nutrition Services Department Manager. Shortly after his arrival, he and Principal (校长) Melissa Radcliffe began working on ideas to increase participation. They adopted another breakfast solution targeted at all students. They called their solution a “nutrition break”: For 15 minutes, between first and second periods, all students head to the cafeteria (食堂) and choose from a variety of healthy food options. So far, teachers have been fully supportive. In fact, a survey a few weeks into the program showed 100% of teachers agreed that the nutrition break had a positive impact on students’ attention to instruction. Teachers have seen fewer kids asking for snacks in the classrooms, which many teachers had been providing for hungry students with their own money. In 2015, Oregon passed a bill allowing schools to serve breakfast after the bell for up to 15 minutes and still count it as instructional time. In 2019, the Oregon Governor signed the Student Success Act, which aims to increase participation in school breakfast and lunch programs. This bill requires schools where more than 70% of students are eligible (有资格的) for free or reduced-price meals to provide a breakfast-after-the-bell program. Oregon can be a perfect example in ensuring our teenagers get the nutrition they need to develop, do well in school and grow into healthy adults later. 1．What did Huckins and the principal focus on in their new breakfast solution? A．The increase of participation. B．The varieties of food options. C．The arrangement of services. D．The quality of nutritious food. 2．Why was the “nutrition break” program well-received among teachers? A．It provides free breakfast for them. B．It solved the students’ attendance problem. C．It helped students overcome bad eating habits. D．It enabled students to be more focused in class. 3．What is the main purpose of the Student Success Act? A．To help students get better grades. B．To cover the cost of students’ meals. C．To reduce students’ school-related stress. D．To encourage more students to have meals at school. 4．What does the author think of Oregon’s breakfast program? A．It serves as a role model. B．It avoids food waste. C．It reflects the meaning of education. D．It ensures students’ future success. Passage 7 Photographer Melissa Ann Pinney has spent seven years photographing teenage life inside Chicago’s public schools. Her project, Becoming Themselves, shows students who are often ignored as they find their place in the world. Invited by a group called Artists in Public Schools, she said it was a great chance to photograph young people in their own school environment, whose stories are not often told. “I take pictures of what is happening in the moment,” Pinney explained. She makes “real pictures” that show what students are truly like, beyond any simple ideas about them. “I never know what they will do next — their beauty and problems are all real. The teens help create the art by welcoming me into their world.” The project has been going on since 2018 at two high schools. The hardest part, Pinney said, is earning the trust of students who often feel left out. “Many of them face difficulties at home, but they show great strength every single day,” she noted. Pinney is happy that the project truly helps students. For example, a student named Sophiat felt inspired by her photo. Her choice to leave her hair in its natural curly state, sometimes drew unkind comments, with some calling it “messy,” but the picture gave her the courage to continue it proudly. “I hope these pictures help people better understand the young people in our schools,” Pinney said. Teachers at the schools have also seen changes. Some students speak more in class and feel more confident after seeing their photos on the wall. One teacher said the pictures remind adults that every student has a story. “The project changes how they live,” Pinney added. She believes that when students feel truly seen, they are more willing to try, to dream, and to believe they are worth more than just a test score. 1．Who does Pinney take pictures of at school? A．Talented artists. B．Unnoticed students. C．Famous teachers. D．Excellent teenagers. 2．What is a feature of Pinney’s pictures? A．Showing reality. B．Using models. C．Focusing on problems. D．Putting beauty first. 3．What does the underlined word “it” refer to in paragraph 4? A．Taking more photos. B．Calling herself “messy”. C．Wearing her natural hair. D．Receiving unkind comments. 4．How does the project benefit the students according to Pinney? A．It prepares them well for the exam. B．It helps them feel seen and valued. C．It frees them from family matters. D．It entertains them with life stories. Passage 8 Being a student at Cambridge University gives you a great many opportunities to take part in its traditional activities. Rowing is among the most popular. In my first term as a student, I decided to give this sport a go and joined my college boat club. One of the first things I learned was that rowing training comes in two parts: land training and water training. Land training on erg machines helped me get used to the basics of correct movement, techniques and rhythm. Since rowing is very much a team sport, all eight rowers in the boat must move together as one in order to deliver an efficient and powerful stroke. Water training allowed me to apply all the techniques to the context of a boat on water. There were certainly more challenges on water than on land because it was hard for us to keep our boat balanced. The first few sessions out on the water were sometimes difficult but gradually helped us improve our confidence and trust in each other. Halfway through the term I also decided to give coxing a go. I was not aware of the important role a coxswain (舵手) played in rowing before I became one myself. Having to do many things at the same time was certainly a challenge. Controlling a boat is not always easy, especially around tight corners of the river. Making the right decisions about what my rowers should do sometimes felt like a lot of responsibility. The complex aspects of this role felt like a great opportunity for me to develop some key decision-making skills which I didn’t expect before joining a boat club. By the end of the first term at university, my team had competed in two races—Clare Novice Regatta and the Fairbairns’ Cup. I was initially really nervous before these races, but bit by bit they became very exciting. Looking back on this term of rowing and coxing, it has been a wonderful experience full of little surprises along the way. Rowing really helped me connect better with my own body. 1．Why did the author join the boat club in college? A．To develop teamwork skills. B．To take part in a famous race. C．To try a popular traditional sport. D．To make many like-minded friends. 2．What can we learn from the land training of rowing? A．It is much harder than the water training. B．It helps one get basic skills in rowing. C．It applies techniques to a boat model. D．It teaches how to keep a boat balanced. 3．What can we infer about the role of a coxswain? A．It needs one to handle multiple tasks at a time. B．It is a challenging job with little responsibility. C．It is simple to control a boat around tight corners. D．It offers a good chance to make quick decisions. 4．Which of the following best describes the author? A．Cautious and anxious. B．Curious and responsible. C．Passionate and humorous. D．Dependent and patient. Passage 9 India’s first floating (漂浮的) primary school has been opened on Loktak Lake in Manipur. The school lies among the unique floating islands, or “phumdis”, of the largest freshwater lake in northeast India. Loktak Lake, famous for its “phumdis”, is often referred to as the “lifeline of Manipur”. It plays an important role in the economy (经济) of Manipur. It serves as a source of water for hydropower generation (水力发电) and drinking water supply. The lake also helps local fishermen make a living. The school is a wonderful example of sustainable (可持续的) design. Built using local materials such as thatch and bamboo, the school mixes conventional design with modern features. Despite its common appearance, the Loktak Floating Primary School has computers and Internet connectivity, and it gets its power directly from the sun. Reachable only by boat, it serves as a center of education for children from nearby communities on other floating islands or along the lake’s banks. The Loktak Floating Primary School was founded because many children in the Champu Khangpok floating villages were dropping out of school. The recent move of more than 700 floating houses by the Loktak Development Authority caused the fishing community to lose their homes and disrupted the education of their children. With 25 students and two community teachers, the school aims to address the educational needs of dropouts and uneducated adults in the region. Once proven successful, plans are in place for development. The Loktak Floating Primary School makes an important step toward providing education for poor communities affected by environmental changes, setting an example for sustainable development in the region. 1．Why is Loktak Lake considered the “lifeline of Manipur”? A．It is important for the local development. B．It plays a key role in the ecosystem. C．It is part of the country’s culture. D．It serves as a primary school. 2．What may make the school unique? A．Its free education. B．Its modern design. C．Its excellent service. D．Its materials and facilities. 3．What does the underlined word “disrupted” in paragraph 4 mean? A．Completed. B．Upset. C．Changed. D．Benefited. 4．What could be a suitable title for the text? A．A Sustainable Building in Manipur B．Unique Floating Islands in India C．The First Floating School in India D．The Importance of Loktak Lake Passage 10 For many, especially teenage girls, change can be terrifying. It often takes weeks, months, or even longer to adjust to new experiences. This is true for a significant milestone that so many students fear: the beginning of high school. When I started high school, it felt like my entire world had turned upside down. Since I came from a small middle school, the leap to a larger all-girls school was stressful. I worried about fitting in this new environment. To make matters even more daunting, my best friend chose a different school, leaving me to brave this new chapter (篇章) on my own. Luckily, our school worked hard to ensure freshmen felt comfortable during their first year of high school. On the very first day, we took part in Tiger Camp, a camp designed to ease us into high school life. We played team-building games, met our small group leaders, and got to know our classmates better. By the end of the camp, I already felt a sense of belonging. Once the school year started, one of the first major events I attended was the Club Carnival, which introduced us high school freshmen to a wide variety of extracurricular activities here. I joined the Friendly Fashion Club and a book club, both of which gave me a chance to meet like-minded students. After I adapted (适应) to the new school, there were still more challenges waiting for me. The workload was heavy, and I quickly realized that keeping up with the numerous subjects and constant assignments would be challenging: Not only did the subjects become more difficult, but the expectations were higher, and the exams seemed more difficult. However, as time went on, I began to develop better time management skills and learned how to deal with my studies better. With time, I learned to accept the challenges, knowing that every difficulty was an opportunity to get better. As I discovered, even the worst storms pass, and just as clouds give way to blue skies, my fears eventually disappeared. 1．What does “daunting” underlined in paragraph 2 mean? A．Confusing. B．Frightening. C．Surprising. D．Encouraging. 2．How did the events held by the school mainly help the writer? A．By providing academic support. B．By teaching her study methods. C．By introducing her to her teachers. D．By involving her in community. 3．Paragraph 5 mainly about the author’s ________. A．fearful heart B．easy adaptation C．peer pressure D．academic stress 4．What can be concluded from the last paragraph? A．The writer found high school painful. B．The writer achieved personal growth. C．The writer considered difficulties as blocks. D．The writer found fears stayed despite efforts. 学科网（北京）股份有限公司 $ Unit 1 A New Start 单元话题阅读理解练习 篇目 核心主题 话题分类 Passage 1 回忆高中入学第一个月，历经军训、班会，克服紧张，收获友谊与成长感悟 人与自我・新生适应成长 Passage 2 美国高中生发起校园绿色翻新改造项目，开展环保实践，带动全校树立可持续理念 人与社会・青少年环保行动 Passage 3 剖析高一新生入学焦虑、学业担忧，介绍迎新会、课外活动等助力新生快速融入高中 人与自我・高一入学适应指南 Passage 4 介绍美国本土跨地区文化交流项目 AEP，高中生前往经济文化差异较大的小镇体验生活，消除隔阂 人与社会・国内文化交流 Passage 5 高中生发起打包爱心餐食志愿活动，帮助受灾海外家庭，感悟微小善行也能汇聚力量 人与社会・青年公益志愿服务 Passage 6 美国俄勒冈州推行 “营养休息” 校园早餐计划，研究证明健康早餐有益于学生课堂专注力，配套政策予以支持 人与社会・校园健康项目 Passage 7 摄影师开展校园纪实摄影项目，聚焦容易被忽视的青少年，让学生感受到自身价值，增强自信心 人与自我・青少年心理健康成长 Passage 8 剑桥大学学生参加学院赛艇社团，历经陆地、水上训练，尝试舵手岗位，锻炼团队协作与决策能力 人与自我・校园社团实践收获 Passage 9 印度在洛塔克湖上建成国内第一所漂浮小学，解决水上村落儿童辍学难题，属于可持续教育工程 人与自然・创新公益教育项目 Passage 10 作者从内心畏惧高中新生活，借助学校迎新活动、社团平台慢慢适应，直面繁重学业，在困境中收获个人成长 人与自我・高中新生活挑战与蜕变 Passage 1 My First Month in Senior High On September 1st, I walked into No. 1 Senior High School. My hands were cold and my heart was beating fast — I was really nervous. I carried a big bag with new textbooks and followed the students to my classroom. The first hard thing was military training. We stood under the hot sun for 40 minutes. My legs hurt so much that I wanted to sit down. Then, Li Mei, a girl next to me, said quietly, “Come on, we can hold on together.” Her words made me strong. After that, we helped each other tidy our uniforms and shared our water. Slowly, I wasn’t shy anymore, and we began to laugh. The class meeting was another important day. Our teacher asked everyone to talk about a “small goal” for this term. At first, I was afraid to speak. But when I saw my classmates talking bravely, I stood up and said, “I want to join the English club and practice speaking.” The class clapped loudly. Later, two classmates told me they wanted to join me. Now, a month has passed. I don’t feel nervous when I walk in the school. Senior high isn’t only about exams and homework — it’s about making good friends and trying new things. I know this is just the start, and I’m ready for it. 1．Why did the author’s heart beat fast when entering the school? A．Because the bag was too heavy. B．Because he felt nervous about senior high. C．Because the sun was too hot. D．Because he couldn’t find the classroom. 2．Who helped the author during military training? A．Li Mei. B．The teacher. C．His parents. D．A new friend from the club. 3．What was the author’s small goal? A．To finish military training. B．To get good grades in exams. C．To make 10 new friends. D．To join the English club. 4．What does the author think of senior high now? A．It’s only about hard work. B．It’s full of new chances. C．It’s too difficult for him. D．It’s not interesting at all. 【答案】1．B 2．A 3．D 4．B 【导语】文章主要讲述作者高中第一个月的经历，记述军训、班会等事件及其成长感悟。 1．细节理解题。根据第一段中“My hands were cold and my heart was beating fast — I was really nervous. (我的双手冰凉，心跳得很快——我真的很紧张。)”可知，作者入校时心跳快是因为对高中生活感到紧张。 2．细节理解题。根据第二段中“The first hard thing was military training. We stood under the hot sun for 40 minutes. My legs hurt so much that I wanted to sit down. Then, Li Mei, a girl next to me, said quietly, “Come on, we can hold on together.” Her words made me strong. (第一件难事就是军训。我们在烈日下站了四十分钟。我的腿疼得厉害，真想坐下来。这时，我身旁的女孩李梅轻声说道：“加油，我们可以一起坚持住。”她的话给了我力量。)”可知，军训期间是李梅帮助了作者。 3．细节理解题。根据第三段中“Our teacher asked everyone to talk about a “small goal” for this term. At first, I was afraid to speak. But when I saw my classmates talking bravely, I stood up and said, “I want to join the English club and practice speaking.” (老师让每个人说一说这学期的“小目标”。起初，我不敢发言。但当我看到同学们勇敢地发言时，我站了起来说：“我想加入英语俱乐部，练习口语。”)”可知，作者的小目标是加入英语俱乐部。 4．推理判断题。根据第四段中“Senior high isn’t only about exams and homework — it’s about making good friends and trying new things. (高中不只有考试和作业——它还在于结交好友以及尝试新事物。)”可知，作者认为高中充满新的机遇。 Passage 2 In classrooms and school board meetings across the U.S., a new generation of climate activists is making its voice heard. Teenagers, fed up with inaction on climate change, are leading a movement to retrofit (翻新) schools with eco-friendly upgrades. Ila Coleman, 17, a senior at Grant High School in Portland, first got involved after learning her school spent $32,000 annually on electricity. “We knew we had to act.” Coleman and her classmates founded the “Green Grant (拨款)” club, researched energy-saving options, and presented a detailed proposal to the Portland Public Schools board. Their efforts paid off: the district approved $1.2 million in funding for retrofitting the school, which includes installing solar panels and upgrading lighting systems. Since last year, the school’s energy bills have dropped by 35%, and carbon emissions have fallen by 28%. “We’re not just saving money — we’re teaching the school community about sustainability,” Coleman said. The club now leads monthly workshops on recycling, composting, and climate science, and has partnered with local environmental groups to plant native trees on campus. “Students used to ask, ‘What can one person do about climate change?’ Now they’re seeing tangible results from their own actions.” “The passion and creativity of these young activists is remarkable,” said Dr. Lena Torres, an environmental scientist who works with student groups. “When students see solar panels on their roof or learn how to track energy use, they’re more likely to adopt sustainable habits at home.” The movement has also gained support from educators. Many teachers have integrated climate science and sustainability into their lesson plans. “My students are more engaged when they’re learning about something that’s happening right outside their classroom,” said a biology teacher. 1．What do we know about Ila Coleman? A．She leaves sustainability behind. B．She is an initiator of Green Grant. C．She helped secure 1.2 million club fund. D．She gathered proposals to the school board. 2．What is the main purpose of the Green Grant Club? A．To advocate eco-awareness. B．To hold monthly workshops. C．To partner with local groups. D．To reduce school running cost. 3．What can we infer from the last paragraph? A．Students adopt the habits to track energy use. B．Teen activists are less keen about environment. C．Teachers find a new way to engage students in class. D．Scientists and educators think little of the movement. 4．What can be a suitable title for the text? A．Sustainability Always Goes First B．Solar Energy Bears Bright Prospects C．Teens Push for School Green Retrofits D．Teens Join Hands for Sufficient Energy 【答案】1．B 2．A 3．C 4．C 【导语】主要介绍美国青少年发起校园绿色改造运动，通过节能改造、环保宣讲等方式，推动校园践行可持续发展理念。 1．细节理解题。根据第二段中的“Coleman and her classmates founded the “Green Grant (拨款)” club, researched energy-saving options, and presented a detailed proposal to the Portland Public Schools board.(科尔曼和她的同学们创立了“绿色拨款”社团，调研各类节能方案，并向波特兰公立学校董事会提交了一份详尽的提案。)”可知，伊拉·科尔曼是绿色拨款社团的发起者。 2．推理判断题。根据第三段中的“We’re not just saving money — we’re teaching the school community about sustainability.(我们不只是在省钱——我们还向全校师生普及可持续发展相关知识。)”可知，该社团旨在向校园传播可持续发展理念，倡导生态环保意识。 3．推理判断题。根据最后一段中的“My students are more engaged when they’re learning about something that’s happening right outside their classroom.(当学生们学习就发生在教室门外的真实事件时，他们课堂参与积极性更高。)”可知，教师将环保主题融入课堂，有效调动了学生的课堂参与积极性，找到了全新的课堂教学方式。 4．主旨大意题。通读全文，尤其是首段中的“Teenagers, fed up with inaction on climate change, are leading a movement to retrofit (翻新) schools with eco-friendly upgrades.(受够了气候变化问题上的不作为的青少年，正引领一场运动，用环保升级改造翻新学校。)”可知，文章围绕美国青少年主动推动校园绿色翻新、践行环保行动展开叙述，因此“Teens Push for School Green Retrofits(青少年大力推进学校环保翻新工程)”最能概括全文核心，适合作为标题。 Passage 3 You may not know a lot of people when you start senior high school. Maybe your friends from junior high school are going to a different senior high school. Even if you know other freshmen (一年级学生), you still feel anxious that you don’t know any upperclassmen. How are you going to make friends among this sea of unknown faces? Most senior high schools hold the freshman orientation (迎新会) before school actually starts. It is helpful because you not only learn your way around the building but also get to meet some of your teachers and fellow freshmen. That way, when you show up on your first day of school, you may already recognize a few familiar faces. When you talk to people at orientation, you’ll probably find that a lot of them are feeling just like you are. They’re all new to the school and don’t know what to expect. Talking about a common concern with your classmates can help you develop friendships. The work in senior high school is something freshmen are probably worried about. It builds on what you learned in junior high school, giving you a more advanced (高深的) knowledge of many subjects. So you may find you have more work to do or that it’s a bit more challenging. If you ever find your work too difficult, teachers can give you extra help. Senior high school also has more after-school activities than junior high school, such as clubs, music and theater groups and sports teams. This is a good time to explore your interests and try new things. Junior high school taught you the basics of time management and social skills while providing you with a little extra support and guidance. Senior high school gives you the chance to learn how to be more independent and responsible. 1．How do the freshmen usually feel on their first day of senior high school? A．Proud. B．Nervous C．Excited. D．Curious. 2．What are freshmen probably worried about? A．The learning task. B．The ability to make friends. C．The freshman orientation. D．The relationship with teachers. 3．What do after-school activities mainly help students to do? A．Develop friendships. B．Develop their interests. C．Build up their strength. D．Improve their learning ability. 4．What is the last paragraph mainly about? A．What you’ll learn in senior high school. B．What you learned in junior high school. C．The difference between junior high school and senior high school. D．The importance of being more independent and responsible. 【答案】1．B 2．A 3．B 4．C 【导语】本文主要分析了高中新生面临的紧张、担心和解决办法。 1．细节理解题。根据第一段中的“Even if you know other freshmen (一年级学生), you still feel anxious that you don’t know any upperclassmen.(即便你认识一些高一新生，你仍会因为不认识高年级的同学而感到焦虑。)”可知，新生来到学校第一天通常都会感到焦虑不安。 2．细节理解题。根据第四段中的“The work in senior high school is something freshmen are probably worried about. It builds on what you learned in junior high school, giving you a more advanced (高深的) knowledge of many subjects. So you may find you have more work to do or that it’s a bit more challenging.(高中阶段的学习是新生们可能会感到担忧的事情。它是在初中所学知识的基础上进行的，能让你在更多学科方面获得更深入的了解。所以你可能会发现自己需要完成更多的作业，或者会觉得学习难度有所增加。)”可知，在高中学生将学习更高深的知识，学习也会更有挑战性，因此新生可能会担心学习。 3．细节理解题。根据第五段中的“Senior high school also has more after-school activities than junior high school, such as clubs, music and theater groups and sports teams. This is a good time to explore your interests and try new things.(高中阶段的课外活动比初中阶段更多，比如社团活动、音乐和戏剧团体以及运动队等。这是一个探索个人兴趣和尝试新事物的好时机。)”可知，课外活动能发展学生的兴趣。 4．主旨大意题。根据最后一段中的“Junior high school taught you the basics of time management and social skills while providing you with a little extra support and guidance. Senior high school gives you the chance to learn how to be more independent and responsible.(初中时期，你学会了时间管理和社交方面的基本知识，并且还得到了一些额外的支持和指导。而高中阶段则为你提供了更多独立和负责任的培养机会。)”可知，最后一段主要讲的是初中教育和高中教育的不同。 Passage 4 Under a nearly full moon in the darkness of the night sky over Kansas, a group of student star watchers sat in a circle taking turns on the telescope. They seem very happy, very cheerful, and excited to experience new things. It was a bonding experience that was out of this world, especially considering that only a day before they were as foreign to each other as the moon landscape itself. This past summer more than 300 high school graduates signed up for the unique student exchange program. Unlike the well-known foreign exchange model that affords students a chance to study abroad, this program gives students the opportunity to soak in a brand-new culture without ever leaving the country. It’s called the American Exchange Project, or AEP for short, co-founded by 29-year-old Franely McCullough, grandson of the late Pulitzer Prize-winning historian David McCullough. “We fund kids to spend a week in the summer after senior year in an American town that is socio-economically and culturally different from the one that they’re growing up in,” McCullough said. For the past three years McCullough’s been giving high school graduates that same experience, and so far at least, it’s having the impact he hoped it would. A week may not seem like a lot of time, but at the end of those seven days, you can see the kids have been bonded so much. One girl from South Dakota said, “I’ve never been a part of a community where I’m not the minority. So, this is an experience that I really appreciate.” McCullough hopes to offer the program to a million students by decade’s end, and all free of charge, thanks to big name donors, including the likes of Steven Spielberg. “I think this all ought to be as typical to the American high school experience as the graduating party,” McCullough said. “I think every kid in every town should have an experience like this.” 1．What do the words “out of this world” mean in Paragraph 2? A．Meaningless. B．Confusing. C．Ancient. D．Wonderful. 2．What can we learn about the AEP project? A．It’s a winter camp for senior students. B．It’s a free week-long trip in a new town. C．It’s in honour of a late famous historian. D．It’s a foreign exchange program in America. 3．Why does the author mention South Dakota in Paragraph 5? A．To show the impact of the project. B．To explain the origin of the project. C．To predict the future of the project. D．To invite more kids to join the project. 4．What is the best title of the text? A．Students Exploring the Universe by the Telescope. B．A New American Town Being Open to the Students. C．Students Building Bridges Across the American Divide. D．The Big Names Donating Fund to the Students’ Growth. 【答案】1．D 2．B 3．A 4．C 【导语】文章介绍一个美国交流项目AEP，这是一个让学生在不离开国家的情况下体验全新文化的项目。 1．词句猜测题。根据第一段“Under a nearly full moon in the darkness of the night sky over Kansas, a group of student star watchers sat in a circle taking turns on the telescope. They seem very happy, very cheerful, and excited to experience new things.(在堪萨斯州漆黑的夜空中，一轮接近满月的月光下，一群学生围成一圈轮流坐在望远镜前。他们看起来很开心，很高兴，对体验新事物很兴奋)”和划线词后文“especially considering that only a day before they were as foreign to each other as the moon landscape itself(尤其是考虑到就在一天前，他们彼此还像月球风景一样陌生)”可推断，这是一种不同寻常的亲密体验。所以划线部分out of this world意思为“非常好的”，与D选项“wonderful(极好的)”为同义词。 2．细节理解题。根据第四段中““We fund kids to spend a week in the summer after senior year in an American town that is socio-economically and culturally different from the one that they’re growing up in,” McCullough said.(麦卡洛说：“我们会资助孩子们在高中毕业后的那个夏天去一个与他们日常生活环境在社会经济和文化方面都存在差异的美国小镇度过一周。”)”可知，AEP项目是一个让学生在新城镇度过一周的免费旅行。 3．推理判断题。根据第五段“A week may not seem like a lot of time, but at the end of those seven days, you can see the kids have been bonded so much. One girl from South Dakota said, “I’ve never been a part of a community where I’m not the minority. So, this is an experience that I really appreciate.”(一周的时间或许看起来不算很长，但在这七天结束之时，你会看到孩子们之间的关系已经变得如此紧密。来自南达科他州的一个女孩说道：“我从未生活在一个自己不是少数群体的社区。所以，这次经历对我来说意义非凡。”)”可知，此处提到南达科他州是为了展示这个项目的影响，即让孩子们有了不同的文化体验，更加紧密地联系在一起。 4．主旨大意题。根据第四段“It’s called the American Exchange Project, or AEP for short, co-founded by 29-year-old Franely McCullough, grandson of the late Pulitzer Prize-winning historian David McCullough. “We fund kids to spend a week in the summer after senior year in an American town that is socio-economically and culturally different from the one that they’re growing up in,” McCullough said.( 它被称为“美国交流项目”，简称 AEP，该项目由 29 岁的弗兰尼·麦卡洛创立，他是已故普利策奖得主历史学家大卫·麦卡洛的孙子。麦卡洛说：“我们会资助孩子们在高中毕业后的那个夏天去一个与他们日常生活环境在社会经济和文化方面都存在差异的美国小镇度过一周。”)”及通读全文可知，文章主要介绍美国交流项目AEP，这个项目资助孩子们在高中结束后的夏天，在一个与他们成长的地方社会经济和文化不同的美国小镇度过一周。C选项“学生们跨越美国社会的鸿沟搭建桥梁”概括文章主要内容，符合标题。 Passage 5 The gong (锣) struck for the 10th time, signaling that 10,000 meals had been made. The Laguna Creek High’s cafeteria erupted in applause, and Vevian Nguyen knew her gloves and hairnet were staying on. “Every time we hit the gong, it felt like a little pat on the back,” Vevian said. “It only fueled us to keep going.” Within an hour, students at Laguna Creek High packed 10,000 meals to be donated during the holidays. But Vevian said she wasn’t there to simply check off her service hour requirements. The meal-packing night was part of an international initiative called Rise Against Hunger, which is run by a collection of student groups. This was Laguna Creek High’s second Rise Against Hunger attempt. During the holidays, their 20,000 meals will reach families in Vietnam affected by major disasters this year. At weekly club meetings, students created posters, spread the word on social media and promoted their goal of packing 20,000 meals to everyone on campus. It was a student-led collaboration and an ambitious objective that attracted hundreds of students to sign up, show up, and lock in. For Cynthia, a teacher, the night of meal-packing also showcased a rare school connection among students. “Watching all of these students laugh and build their own character by reaching out to help others is rewarding,” she said. “They’re all engaged and that lifts the community.” Vevian grew up in a low-income family. After watching family members struggle financially in recent months, she said she felt a strong urge to help. Laguna Creek High’s new holiday ritual (仪式) has further enhanced her year-round commitment to community service. “You have to step up, use your voice and hold yourself accountable,” Vevian said. “Even if you just make a small impact every time, it can slowly build the strength for the rest to stand behind you.” 1．How might Vevian feel when hearing the gong ringing? A．Relieved. B．Annoyed. C．Motivated. D．Confused. 2．What is paragraph 3 mainly about? A．The high demand for donated meals. B．The background of the volunteer activity. C．The ways students carried out the meal-packing event. D．The positive changes the activity brought to the school. 3．How did Vevian’s schoolmates respond to Rise Against Hunger? A．They hesitated to take part. B．They showed great enthusiasm. C．They emphasized its academic benefits. D．They proposed improvement approaches. 4．What do Vevian’s words in the last paragraph show? A．Small actions make a big difference. B．One should speak for the poor. C．Teamwork is key to community service. D．Everyone has the responsibility to donate. 【答案】1．C 2．B 3．B 4．A 【导语】文章主要介绍了Laguna Creek高中的学生参与“Rise Against Hunger”国际倡议活动，为受灾害影响的家庭打包餐食的故事。 1．推理判断题。根据第一段中““Every time we hit the gong, it felt like a little pat on the back,” Vevian said. “It only fueled us to keep going.” (Vevian说：“每次敲锣，都感觉像是在背后轻轻拍了一下。它只会激励我们继续前进。”)”可知，听到锣声时，Vevian感到备受激励。 2．主旨大意题。根据第三段“The meal-packing night was part of an international initiative called Rise Against Hunger, which is run by a collection of student groups. This was Laguna Creek High’s second Rise Against Hunger attempt. During the holidays, their 20,000 meals will reach families in Vietnam affected by major disasters this year. (打包餐食之夜是名为Rise Against Hunger的国际倡议活动的一部分，该活动由多个学生团体共同运作。这是Laguna Creek高中第二次尝试Rise Against Hunger活动。在假期期间，他们打包的20000份餐食将送达今年受重大灾害影响的越南家庭)”可知，本段主要介绍了这次志愿活动的背景。 3．推理判断题。根据第四段中“At weekly club meetings, students created posters, spread the word on social media and promoted their goal of packing 20,000 meals to everyone on campus. It was a student-led collaboration and an ambitious objective that attracted hundreds of students to sign up, show up, and lock in. (在每周的俱乐部会议上，学生们制作海报，在社交媒体上传播消息，并向校园里的每个人宣传他们打包2万顿饭的目标。这是一项由学生主导的合作，一个雄心勃勃的目标，吸引了数百名学生报名、到场并投入其中)”可知，Vevian的同学们对“Rise Against Hunger”表现出极大的热情。 4．推理判断题。根据最后一段中Vevian的话“Even if you just make a small impact every time, it can slowly build the strength for the rest to stand behind you. (即使你每次都只是产生一点小小的影响，它也能慢慢积聚力量，让其他人支持你)”可知，Vevian的话表明小行动也能产生大影响。 Passage 6 It turns out that 13-year-old kids don’t care much about breakfast. Try reasoning with them about the benefits of starting their day with a nutritious (有营养的) meal and you will likely get an eye roll. But research shows that kids who start the day with a healthy breakfast are more willing to participate in class, have better school attendance, make fewer visits to the nurse’s office, and have fewer behavioral problems than kids who don’t have a healthy breakfast. Tillamook Junior High School, in Tillamook, Oregon, had been serving breakfast before school to about 50 of its 370 students per day before Craig Huckins arrived as the District Nutrition Services Department Manager. Shortly after his arrival, he and Principal (校长) Melissa Radcliffe began working on ideas to increase participation. They adopted another breakfast solution targeted at all students. They called their solution a “nutrition break”: For 15 minutes, between first and second periods, all students head to the cafeteria (食堂) and choose from a variety of healthy food options. So far, teachers have been fully supportive. In fact, a survey a few weeks into the program showed 100% of teachers agreed that the nutrition break had a positive impact on students’ attention to instruction. Teachers have seen fewer kids asking for snacks in the classrooms, which many teachers had been providing for hungry students with their own money. In 2015, Oregon passed a bill allowing schools to serve breakfast after the bell for up to 15 minutes and still count it as instructional time. In 2019, the Oregon Governor signed the Student Success Act, which aims to increase participation in school breakfast and lunch programs. This bill requires schools where more than 70% of students are eligible (有资格的) for free or reduced-price meals to provide a breakfast-after-the-bell program. Oregon can be a perfect example in ensuring our teenagers get the nutrition they need to develop, do well in school and grow into healthy adults later. 1．What did Huckins and the principal focus on in their new breakfast solution? A．The increase of participation. B．The varieties of food options. C．The arrangement of services. D．The quality of nutritious food. 2．Why was the “nutrition break” program well-received among teachers? A．It provides free breakfast for them. B．It solved the students’ attendance problem. C．It helped students overcome bad eating habits. D．It enabled students to be more focused in class. 3．What is the main purpose of the Student Success Act? A．To help students get better grades. B．To cover the cost of students’ meals. C．To reduce students’ school-related stress. D．To encourage more students to have meals at school. 4．What does the author think of Oregon’s breakfast program? A．It serves as a role model. B．It avoids food waste. C．It reflects the meaning of education. D．It ensures students’ future success. 【答案】1．A 2．D 3．D 4．A 【导语】这是一篇说明文。主要介绍了健康早餐对中学生的积极影响，以及俄勒冈州一所初中推行“营养休息”早餐项目的成效和该州相关政策支持。 1．细节理解题。根据原文第二段“Shortly after his arrival, he and Principal Melissa Radcliffe began working on ideas to increase participation. They adopted another breakfast solution targeted at all students.(他到任后不久，便与校长梅利莎・雷德克利夫开始构思提高参与度的办法。他们采用了另一项面向所有学生的早餐方案。)”可知，哈金斯和校长在新早餐方案中重点关注的是提高参与度，故选A。 2．细节理解题。根据原文第四段“In fact, a survey a few weeks into the program showed 100% of teachers agreed that the nutrition break had a positive impact on students’ attention to instruction.(事实上，项目开展几周后的一项调查显示，所有教师都认为营养休息时间对学生专注课堂教学有积极影响。)”可知，“营养休息”项目受到教师欢迎是因为它能让学生在课堂上更专注，故选D。 3．细节理解题。根据原文第五段“In 2019, the Oregon Governor signed the Student Success Act, which aims to increase participation in school breakfast and lunch programs.(2019 年，俄勒冈州州长签署了《学生成功法案》，旨在提高学生参与学校早餐和午餐项目的比例。)”可知，《学生成功法案》的主要目的是鼓励更多学生在学校就餐，故选D。 4．推理判断题。根据原文第五段“Oregon can be a perfect example in ensuring our teenagers get the nutrition they need to develop, do well in school and grow into healthy adults later.(在确保青少年获得成长、学业进步并最终成长为健康成年人所需的营养方面，俄勒冈州堪称典范。)”可推知，作者认为俄勒冈州的早餐项目是一个榜样，故选A。 Passage 7 Photographer Melissa Ann Pinney has spent seven years photographing teenage life inside Chicago’s public schools. Her project, Becoming Themselves, shows students who are often ignored as they find their place in the world. Invited by a group called Artists in Public Schools, she said it was a great chance to photograph young people in their own school environment, whose stories are not often told. “I take pictures of what is happening in the moment,” Pinney explained. She makes “real pictures” that show what students are truly like, beyond any simple ideas about them. “I never know what they will do next — their beauty and problems are all real. The teens help create the art by welcoming me into their world.” The project has been going on since 2018 at two high schools. The hardest part, Pinney said, is earning the trust of students who often feel left out. “Many of them face difficulties at home, but they show great strength every single day,” she noted. Pinney is happy that the project truly helps students. For example, a student named Sophiat felt inspired by her photo. Her choice to leave her hair in its natural curly state, sometimes drew unkind comments, with some calling it “messy,” but the picture gave her the courage to continue it proudly. “I hope these pictures help people better understand the young people in our schools,” Pinney said. Teachers at the schools have also seen changes. Some students speak more in class and feel more confident after seeing their photos on the wall. One teacher said the pictures remind adults that every student has a story. “The project changes how they live,” Pinney added. She believes that when students feel truly seen, they are more willing to try, to dream, and to believe they are worth more than just a test score. 1．Who does Pinney take pictures of at school? A．Talented artists. B．Unnoticed students. C．Famous teachers. D．Excellent teenagers. 2．What is a feature of Pinney’s pictures? A．Showing reality. B．Using models. C．Focusing on problems. D．Putting beauty first. 3．What does the underlined word “it” refer to in paragraph 4? A．Taking more photos. B．Calling herself “messy”. C．Wearing her natural hair. D．Receiving unkind comments. 4．How does the project benefit the students according to Pinney? A．It prepares them well for the exam. B．It helps them feel seen and valued. C．It frees them from family matters. D．It entertains them with life stories. 【答案】1．B 2．A 3．C 4．B 【导语】本文是一篇记叙文。文章主要讲述了摄影师梅利莎·安·平尼花费七年时间在芝加哥公立学校拍摄青少年生活，她的项目“成为他们自己”聚焦那些常被忽视的学生，通过拍摄展现学生真实面貌，赢得学生信任，该项目对学生帮助很大，让他们感受到被关注和重视。 1．细节理解题。根据第一段“Her project, Becoming Themselves, shows students who are often ignored as they find their place in the world.(她的项目“成为他们自己”展示了那些在寻找自己在世界上位置的过程中经常被忽视的学生)”可知，平尼在学校拍摄的对象是那些未被注意到的学生。故选B项。 2．细节理解题。根据第二段““I take pictures of what is  happening in the moment,” Pinney explained. She makes “real pictures”  that show what students are truly like, beyond any simple ideas about  them.(“我拍摄当下正在发生的事情，”平尼解释道。她拍摄 “真实的照片”，展示学生的真实面貌，超越对他们任何简单的认知)”可知，平尼照片的特点是展现现实。故选A项。 3．词句猜测题。根据第四段“Her choice to leave her hair  in its natural curly state, sometimes drew unkind comments, with some  calling it “messy,” but the picture gave her the courage to continue it proudly.(她选择让自己的头发保持自然的卷曲状态，这一做法有时会引来一些负面的评价，有人称其“乱糟糟的”，但这张照片却给了她继续坚持下去的勇气，让她能够自豪地保持它)”可知，这里的“it”指代的是前面提到的“leave her hair in its natural curly state(保留自然卷发的发型)”，即留自然的头发。故选C项。 4．细节理解题。根据最后一段“She believes that when students feel truly seen, they are more willing to try, to dream, and to believe they are worth more than just a test score.(她相信，当学生们感到自己真正被关注时，他们会更愿意去尝试、去梦想，并相信自己的价值不仅仅体现在考试分数上)”可知，平尼认为这个项目使学生感受到被关注和重视。故选B项。 Passage 8 Being a student at Cambridge University gives you a great many opportunities to take part in its traditional activities. Rowing is among the most popular. In my first term as a student, I decided to give this sport a go and joined my college boat club. One of the first things I learned was that rowing training comes in two parts: land training and water training. Land training on erg machines helped me get used to the basics of correct movement, techniques and rhythm. Since rowing is very much a team sport, all eight rowers in the boat must move together as one in order to deliver an efficient and powerful stroke. Water training allowed me to apply all the techniques to the context of a boat on water. There were certainly more challenges on water than on land because it was hard for us to keep our boat balanced. The first few sessions out on the water were sometimes difficult but gradually helped us improve our confidence and trust in each other. Halfway through the term I also decided to give coxing a go. I was not aware of the important role a coxswain (舵手) played in rowing before I became one myself. Having to do many things at the same time was certainly a challenge. Controlling a boat is not always easy, especially around tight corners of the river. Making the right decisions about what my rowers should do sometimes felt like a lot of responsibility. The complex aspects of this role felt like a great opportunity for me to develop some key decision-making skills which I didn’t expect before joining a boat club. By the end of the first term at university, my team had competed in two races—Clare Novice Regatta and the Fairbairns’ Cup. I was initially really nervous before these races, but bit by bit they became very exciting. Looking back on this term of rowing and coxing, it has been a wonderful experience full of little surprises along the way. Rowing really helped me connect better with my own body. 1．Why did the author join the boat club in college? A．To develop teamwork skills. B．To take part in a famous race. C．To try a popular traditional sport. D．To make many like-minded friends. 2．What can we learn from the land training of rowing? A．It is much harder than the water training. B．It helps one get basic skills in rowing. C．It applies techniques to a boat model. D．It teaches how to keep a boat balanced. 3．What can we infer about the role of a coxswain? A．It needs one to handle multiple tasks at a time. B．It is a challenging job with little responsibility. C．It is simple to control a boat around tight corners. D．It offers a good chance to make quick decisions. 4．Which of the following best describes the author? A．Cautious and anxious. B．Curious and responsible. C．Passionate and humorous. D．Dependent and patient. 【答案】1．C 2．B 3．A 4．B 【导语】本文是一篇记叙文，作者回忆了在剑桥大学第一学期参加赛艇运动的经历，详细描述了陆地训练、水上训练的挑战，以及尝试舵手角色的体验和收获。 1．细节理解题。根据第一段中的“Rowing is among the most popular. In my first term as a student, I decided to give this sport a go and joined my college boat club. (赛艇便是其中最受欢迎的一项活动。在我作为学生的第一个学期，我决定尝试一下这项运动，并加入了学院的划艇队。)”可知，作者加入划艇俱乐部是因为赛艇是剑桥一项受欢迎的传统运动，他想尝试一下。故选C。 2．细节理解题。根据第二段中的“Land training on erg machines helped me get used to the basics of correct movement, techniques and rhythm. (在功率机上进行的陆上训练帮助我掌握了正确的动作、技巧和节奏的基本要素。)”可知，陆地训练帮助作者掌握了赛艇的基本技能。故选B。 3．推理判断题。根据第四段中的“Having to do many things at the same time was certainly a challenge. Controlling a boat is not always easy, especially around tight corners of the river. Making the right decisions about what my rowers should do sometimes felt like a lot of responsibility. (同时处理很多事情对我来说无疑是一个挑战。操控一艘船并非总是轻而易举之事，尤其是在河流的急转弯处更是如此。对于如何让我的划手们做出正确的动作，有时我感觉自己肩负着巨大的责任。)”可推断，舵手需要同时处理多项任务(操控方向、做决策等)，责任重大。故选A。 4．推理判断题。根据第一段中的“In my first term as a student, I decided to give this sport a go and joined my college boat club. (在我作为学生的第一个学期，我决定尝试一下这项运动，并加入了学院的赛艇队。)”第四段中的“Making the right decisions about what my rowers should do sometimes felt like a lot of responsibility. (对于如何让我的划手们做出正确的动作，有时我感觉自己肩负着巨大的责任。)”及全文可知，作者出于好奇尝试赛艇和舵手角色，并认真对待训练和比赛，在舵手角色中感受到重大责任。故选B。 Passage 9 India’s first floating (漂浮的) primary school has been opened on Loktak Lake in Manipur. The school lies among the unique floating islands, or “phumdis”, of the largest freshwater lake in northeast India. Loktak Lake, famous for its “phumdis”, is often referred to as the “lifeline of Manipur”. It plays an important role in the economy (经济) of Manipur. It serves as a source of water for hydropower generation (水力发电) and drinking water supply. The lake also helps local fishermen make a living. The school is a wonderful example of sustainable (可持续的) design. Built using local materials such as thatch and bamboo, the school mixes conventional design with modern features. Despite its common appearance, the Loktak Floating Primary School has computers and Internet connectivity, and it gets its power directly from the sun. Reachable only by boat, it serves as a center of education for children from nearby communities on other floating islands or along the lake’s banks. The Loktak Floating Primary School was founded because many children in the Champu Khangpok floating villages were dropping out of school. The recent move of more than 700 floating houses by the Loktak Development Authority caused the fishing community to lose their homes and disrupted the education of their children. With 25 students and two community teachers, the school aims to address the educational needs of dropouts and uneducated adults in the region. Once proven successful, plans are in place for development. The Loktak Floating Primary School makes an important step toward providing education for poor communities affected by environmental changes, setting an example for sustainable development in the region. 1．Why is Loktak Lake considered the “lifeline of Manipur”? A．It is important for the local development. B．It plays a key role in the ecosystem. C．It is part of the country’s culture. D．It serves as a primary school. 2．What may make the school unique? A．Its free education. B．Its modern design. C．Its excellent service. D．Its materials and facilities. 3．What does the underlined word “disrupted” in paragraph 4 mean? A．Completed. B．Upset. C．Changed. D．Benefited. 4．What could be a suitable title for the text? A．A Sustainable Building in Manipur B．Unique Floating Islands in India C．The First Floating School in India D．The Importance of Loktak Lake 【答案】1．A 2．D 3．B 4．C 【导语】本文是一篇说明文。主要介绍了印度第一所漂浮小学在曼尼普尔邦洛塔克湖建成，讲述了湖泊的重要性、学校的设计特点、创办原因及该学校的意义。 1．细节理解题。根据第二段“It plays an important role in the economy (经济) of Manipur. It serves as a source of water for hydropower generation (水力发电) and drinking water supply. The lake also helps local fishermen make a living. (它在曼尼普尔邦的经济中起着重要作用。它是水力发电和饮用水供应的水源。这个湖还帮助当地渔民谋生。)”可知，该湖对当地经济、能源、民生均有重要作用，对当地发展意义重大。故选A项。 2．推理判断题。根据第三段“Built using local materials such as thatch and bamboo, the school mixes conventional design with modern features. Despite its common appearance, the Loktak Floating Primary School has computers and Internet connectivity, and it gets its power directly from the sun. (学校采用茅草和竹子等当地材料建造，将传统设计与现代特色相结合。尽管外观普通，但洛塔克漂浮小学拥有电脑和互联网连接，并且直接从太阳获取电力。)”可知，该校以本土传统材料建造，却配备电脑、网络、太阳能等现代设施，材料与设施的结合是其独特之处。故选D项。 3．词句猜测题。根据第四段“The recent move of more than 700 floating houses by the Loktak Development Authority caused the fishing community to lose their homes and disrupted the education of their children. (最近，洛塔克发展局搬迁了700多座漂浮房屋，导致渔民失去了家园，并且disrupted他们孩子的教育。)”可知，漂浮房屋的迁移让渔民失去家园，进而打乱了孩子们的教育进程，disrupted意为“打乱”，与Upset意义相近。故选B项。 4．主旨大意题。根据第一段“India’s first floating (漂浮的) primary school has been opened on Loktak Lake in Manipur. (印度第一所漂浮小学在曼尼普尔的洛塔克湖上开学。)”以及全文内容可知，文章围绕印度第一所漂浮小学展开，介绍其建造背景、设计特点、创办原因和意义，所以“印度第一所漂浮小学”适合作为文章标题。故选C项。 Passage 10 For many, especially teenage girls, change can be terrifying. It often takes weeks, months, or even longer to adjust to new experiences. This is true for a significant milestone that so many students fear: the beginning of high school. When I started high school, it felt like my entire world had turned upside down. Since I came from a small middle school, the leap to a larger all-girls school was stressful. I worried about fitting in this new environment. To make matters even more daunting, my best friend chose a different school, leaving me to brave this new chapter (篇章) on my own. Luckily, our school worked hard to ensure freshmen felt comfortable during their first year of high school. On the very first day, we took part in Tiger Camp, a camp designed to ease us into high school life. We played team-building games, met our small group leaders, and got to know our classmates better. By the end of the camp, I already felt a sense of belonging. Once the school year started, one of the first major events I attended was the Club Carnival, which introduced us high school freshmen to a wide variety of extracurricular activities here. I joined the Friendly Fashion Club and a book club, both of which gave me a chance to meet like-minded students. After I adapted (适应) to the new school, there were still more challenges waiting for me. The workload was heavy, and I quickly realized that keeping up with the numerous subjects and constant assignments would be challenging: Not only did the subjects become more difficult, but the expectations were higher, and the exams seemed more difficult. However, as time went on, I began to develop better time management skills and learned how to deal with my studies better. With time, I learned to accept the challenges, knowing that every difficulty was an opportunity to get better. As I discovered, even the worst storms pass, and just as clouds give way to blue skies, my fears eventually disappeared. 1．What does “daunting” underlined in paragraph 2 mean? A．Confusing. B．Frightening. C．Surprising. D．Encouraging. 2．How did the events held by the school mainly help the writer? A．By providing academic support. B．By teaching her study methods. C．By introducing her to her teachers. D．By involving her in community. 3．Paragraph 5 mainly about the author’s ________. A．fearful heart B．easy adaptation C．peer pressure D．academic stress 4．What can be concluded from the last paragraph? A．The writer found high school painful. B．The writer achieved personal growth. C．The writer considered difficulties as blocks. D．The writer found fears stayed despite efforts. 【答案】1．B 2．D 3．D 4．B 【导语】本文是一篇记叙文。主要讲述了作者初入高中的经历，包括面临的挑战、学校活动的帮助及自身成长，展现了适应新环境的过程。 1．词句猜测题。根据第二段“To make matters even more daunting, my best friend chose a different school, leaving me to brave this new chapter (篇章) on my own.(更daunting的是，我最好的朋友选择了另一所学校，留下我一个人勇敢面对这个新篇章)”可知，此处表示最好的朋友去了别的学校，自己要独自面对新篇章，这种情况是让人胆怯的，推测划线单词daunting意思是“令人胆怯的”，与Frightening意义相近。故选B。 2．细节理解题。根据第三段“On the very first day, we took part in Tiger Camp, a camp designed to ease us into high school life.(在第一天，我们参加了Tiger Camp，这是一个旨在帮助我们适应高中生活的营地)”以及第四段“Once the school year started, one of the first major events I attended was the Club Carnival, which introduced us high school freshmen to a wide variety of extracurricular activities here.(开学后，我参加的第一项重要活动就是社团狂欢节。这次活动让我们这些高一新生得以了解到这里丰富的课外活动内容)”可知，学校的这些活动让作者更好地融入社区。故选D。 3．主旨大意题。根据第五段“After I adapted (适应) to the new school, there were still more challenges waiting for me. The workload was heavy, and I quickly realized that keeping up with the numerous subjects and constant assignments would be challenging: Not only did the subjects become more difficult, but the expectations were higher, and the exams seemed more difficult. However, as time went on, I began to develop better time management skills and learned how to deal with my studies better.(在我适应了新学校之后，仍有更多的挑战等着我。学习任务很繁重，我很快意识到要跟上众多科目和不断增多的作业量将会是件困难的事：不仅科目变得更难了，而且期望也更高了，考试的难度也更大了。然而，随着时间的推移，我开始培养出更好的时间管理能力，并学会了更好地处理我的学业)”可知，本段主要讲的是作者面临的学习压力。故选D。 4．推理判断题。根据最后一段“With time, I learned to accept the challenges, knowing that every difficulty was an opportunity to get better. As I discovered, even the worst storms pass, and just as clouds give way to blue skies, my fears eventually disappeared.(随着时间的推移，我学会了接受这些挑战，明白每一个困难都是让自己变得更好的机会。我发现，即便是最猛烈的风暴也会过去，就像乌云会让位于晴朗的天空一样，我的恐惧最终也消失了)”可知，作者随着时间的推移，学会了接受挑战，恐惧也消失了，说明作者经历了个人成长。故选B。 学科网（北京）股份有限公司 $