Unit 2 Improving yourself 外刊拓展提升（多题型专练）英语外研版选择性必修第二册

**基本信息** 以外刊真实语境为载体，融合多题型专项训练，构建“输入-内化-输出”的语言能力培养逻辑，强化自我提升主题下的思维品质与学习能力。 **专项设计** |模块|题量/典例|题型特征|知识逻辑| |----|-----------|----------|----------| |外刊拓展阅读|1篇（The Guardian）|含全文翻译、核心词汇、长难句分析|以“数字自我管理”为主题，通过词汇积累-句法解析-语篇理解递进| |能力培优拔高|8篇（含阅读、七选五、语法填空等）|覆盖细节推断、逻辑衔接、语境词汇等高考核心题型|围绕“自我提升”子主题（数字健康、金融素养等），实现题型与主题深度结合| |迁移应用篇|句子完成（5题）+应用文写作（1篇）|强调语法应用与情境写作，呼应单元主题|从语言知识到综合应用，体现“学用结合”的学习能力培养逻辑|

Unit 2 Improving yourself 外刊拓展提升（多题型专练） 参考答案 练·能力培优拔高 培优提升篇 Passage 1 1．B 2．C 3．D 4．A Passage 2 1. increasingly 2. have bought 3. financial 4. to make 5. making 6. who/that 7. equally 8. that 9. where 10. are developed Passage 3 1．G 2．C 3．F 4．A 5．D Passage 4 1．C 2．B 3．D 4．A Passage 5 1．B 2．A 3．C 4．C 5．B 6．A 7．D 8．C 9．B 10．A 11．C 12．D 13．A 14．B 15．C Passage 6 1．B 2．A 3．D 4．C Passage 7 1. They were 14 to 18 years old. 2. A job, an income and regular monthly costs. 3. Because their original plans were beyond the available budget. 4. Because the activities were practical, realistic and closer to teenage life. 5. It emphasises setting priorities, accepting limits and using resources for longer-term goals. Passage 8 1．A 2．C 3．B 4．A 迁移应用篇 一、根据提示完成句子 1. had been turned off 2. make full use of 3. put off making a budget 4. that he realised 5. how to be in control of their time and money 二、应用文写作 【参考范文】 Dear Mr Brown, I'm writing to share some ideas for our Better Me Week. First, for Digital Well-being, students can keep a one-day phone-use journal and then choose one small change, such as turning off unnecessary notifications during study. This can help us notice distractions and use technology more intentionally. Second, for Smart Money, groups can plan a class outing with a fixed budget and explain their spending choices. The activity can teach us to compare needs, control spending and set priorities. I believe both activities will make self-management practical and meaningful. I hope these activities can help us become more thoughtful and responsible. Looking forward to your reply. Yours, Li Hua 1 / 13 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $Unit 2 Improving yourself 外刊拓展提升（多题型专练） 识·单元要点概览 读·外刊拓展阅读 （来源：The Guardian, 10 July 2025）More young people are taking control of how they use smartphones. A 2025 survey reported by The Guardian found that about 40% of 12- to 15-year-olds across 18 countries had taken breaks from smartphones, computers or tablets, up from 34% in 2022. Many had also turned off notifications, used “do not disturb” settings or deleted apps when they felt they were spending too much time on them. Researchers say this change matters because it shows teenagers are not simply passive users of technology. Some are actively experimenting with ways to protect their attention, mental health and personal safety. The goal is usually not to reject digital life completely. Phones can still support learning, friendships and creativity. Instead, young people are trying to decide when and how technology deserves their attention. Experts also warn that one rule will not work for everyone. A short break may help one person, while another may benefit more from removing a distracting app or setting phone-free study periods. The key is to notice the effect of a change and adjust it. Learning to manage technology, like learning to manage time or money, is a skill that grows through practice. 【全文翻译】 越来越多的年轻人开始主动管理自己使用智能手机的方式。《卫报》2025年报道的一项调查显示，在18个国家的12至15岁青少年中，约40%的人曾主动暂停使用智能手机、电脑或平板设备，高于2022年的34%。许多人还会关闭通知、开启“勿扰模式”，或者在发现自己使用某个应用时间过长时将其删除。研究人员认为，这一变化十分重要，因为它说明青少年并不只是被动地使用技术。一些人正在主动尝试不同方法，以保护自己的注意力、心理健康和个人安全。他们通常并不是要完全拒绝数字生活；手机仍然可以支持学习、友谊和创造力。更重要的是，年轻人正在学习决定什么时候、以什么方式让科技占用自己的注意力。专家同时提醒，没有一种规则适合所有人。短暂离线可能对某些人有效，而另一些人则更适合删除容易分心的应用，或设置“无手机学习时段”。关键在于观察改变带来的效果，并据此调整。管理科技与管理时间和金钱一样，是一种需要在实践中不断形成的能力。 【核心词汇】 1 / 13 学科网（北京）股份有限公司 学科网（北京）股份有限公司 ①take control of 掌控；管理 ②survey n. 调查 ③notification n. 通知；提醒 ④delete v. 删除 ⑤passive adj. 被动的 ⑥experiment v. 尝试；试验 ⑦protect v. 保护 ⑧attention n. 注意力 ⑨mental health 心理健康 ⑩personal safety 个人安全 ⑪reject v. 拒绝 ⑫support v. 支持 ⑬creativity n. 创造力 ⑭deserve v. 值得；应得 ⑮warn v. 提醒；警告 ⑯distracting adj. 使人分心的 ⑰phone-free adj. 无手机的 ⑱adjust v. 调整 ⑲manage v. 管理 ⑳practice n. 实践；练习 【长难句分析】 1. A 2025 survey reported by The Guardian found that about 40% of 12- to 15-year-olds across 18 countries had taken breaks from smartphones, computers or tablets, up from 34% in 2022. 句意：《卫报》2025年报道的一项调查发现，在18个国家的12至15岁青少年中，约40%的人曾暂停使用智能手机、电脑或平板设备，这一比例高于2022年的34%。 分析：reported by The Guardian为过去分词短语作后置定语，修饰survey；that引导宾语从句；had taken为过去完成时，表示调查统计时间之前已经发生的行为；up from 34% in 2022为补充说明，表示比例上升。 2. A short break may help one person, while another may benefit more from removing a distracting app or setting phone-free study periods. 句意：短暂离线可能对一个人有帮助，而另一个人可能更能从删除令人分心的应用或设置无手机学习时段中受益。 分析：while连接两个并列分句，表示对比；benefit from意为“从……中受益”；removing...和setting...为两个并列的动名词短语，共同作介词from的宾语。 练·能力培优拔高 培优提升篇 Passage 1 Across the United States, schools have been tightening rules on cellphone use. Yet a 2026 Pew Research Center report suggests that teenagers do not see every restriction in the same way. In a survey of 1,458 U.S. teens aged 13 to 17, conducted in the autumn of 2025, 41% said they supported a rule preventing students from using cellphones during class. About half opposed such a classroom ban. Support fell sharply when the proposed rule covered the entire school day: only 17% backed an all-day ban, while 73% opposed it. The gap becomes even clearer when teenagers are compared with adults. In a separate 2025 survey, 74% of U.S. adults supported classroom bans and 44% supported all-day bans. Adults, therefore, were much more willing than teens to accept restrictions, especially beyond lesson time. The findings do not mean that teenagers are unconcerned about distraction. Instead, they suggest that many teens distinguish between a rule designed to protect attention during lessons and one that also controls lunch breaks and time between classes. A classroom-only rule may feel connected to a clear learning goal; an all-day rule may feel less necessary and more like a loss of independence. The survey was weighted so that the results would better represent U.S. teens living with their parents. 1．What can be inferred from the survey results? A．Most teens want phones removed from school completely. B．Teens are more open to targeted rules than to total restrictions. C．Adults and teens have almost the same views on phone bans. D．All-day bans are more popular than classroom bans among teens. 2．Why does the passage compare teenagers with adults? A．To prove that adults use phones more responsibly. B．To show that adults designed the teen survey. C．To highlight a clear difference in attitudes toward restrictions. D．To explain why schools must follow adults’ opinions. 3．What does the word “weighted” in the last paragraph most probably mean? A．Made more difficult to complete. B．Checked only by school teachers. C．Repeated with a larger group. D．Adjusted to make the results more representative. 4．Which statement would the author most likely agree with? A．Phone rules may work better when their purpose is clear to students. B．The best school rule is to ban every digital device all day. C．Teenagers should make all school rules by themselves. D．Distraction is no longer a problem once phones are collected. 【答案】1．B 2．C 3．D 4．A 【导语】本文是一篇说明文。文章基于青少年手机禁令调查，对比了青少年对“课堂禁用”和“全天禁用”两类规则的态度，并进一步比较青少年与成年人的看法，引导读者思考规则目的、自主性与数字自我管理之间的关系。 1．推理判断题。根据第二段中“41% said they supported a rule preventing students from using cellphones during class”和“only 17% backed an all-day ban”可知，青少年对课堂这一特定场景的手机限制支持度明显高于全天禁用。由此可推知，青少年更愿意接受有明确范围和目的的针对性规则，而不是全面限制。故选B。 2．推理判断题。根据第三段中“In a separate 2025 survey, 74% of U.S. adults supported classroom bans and 44% supported all-day bans.”以及“Adults, therefore, were much more willing than teens to accept restrictions”可知，作者列出成年人数据是为了与青少年形成对照，突出两类群体对手机限制态度上的明显差异。故选C。 3．词义猜测题。根据画线词后的“so that the results would better represent U.S. teens living with their parents”可知，调查数据经过处理，是为了使结果更能代表目标人群。由此可推知，weighted意为“经过加权调整的”，与Adjusted to make the results more representative意思最接近。故选D。 4．推理判断题。根据最后一段中“A classroom-only rule may feel connected to a clear learning goal; an all-day rule may feel less necessary”可知，当规则与明确的学习目标相联系时，青少年更容易理解其必要性并接受规则。故选A。 Passage 2 Teenagers today often appear highly confident with digital money. They shop online, use mobile payments and compare prices with a few taps. Yet digital fluency is not the same as financial literacy. An OECD article published in 2025 points out that young people are 1.________ (increase) active users of financial products and services. More than two-thirds of 15-year-olds in participating economies use such products, and close to 90% 2.________ (buy) something online during the previous year. However, about one in five students still lacks basic 3.________ (finance) literacy. Students with stronger financial literacy tend 4.________ (make) more responsible decisions. High performers are more likely to save and to compare prices before 5.________ (make) a purchase. Students 6.________ discuss saving or spending decisions with parents often show stronger financial understanding. The challenge is that opportunities are not 7.________ (equal) shared. Experts therefore argue 8.________ schools should provide safe, age-appropriate financial education. In a world 9.________ a purchase can be completed in seconds, the ability to pause matters. The earlier good habits 10.________ (develop), the more useful they may become. 【答案】1. increasingly 2. have bought 3. financial 4. to make 5. making 6. who/that 7. equally 8. that 9. where 10. are developed 【导语】本文是一篇说明文。文章围绕青少年数字消费与财务素养展开，指出“会使用数字支付工具”并不等于“具备良好的财务素养”，并强调储蓄、比较价格、家庭讨论以及学校财务教育对形成负责任消费习惯的重要性。 1. 考查副词。句意：一篇2025年发表的OECD文章指出，年轻人越来越积极地使用金融产品和服务。空处修饰形容词active，应用increase的副词形式increasingly，意为“越来越多地；日益”。故填increasingly。 2. 考查动词时态。句意：在参与调查的经济体中，超过三分之二的15岁青少年使用此类产品，接近90%的人在此前一年中有过网购经历。此处强调截至调查统计时已经发生的经历，应用现在完成时；主语close to 90%指代复数学生群体。故填have bought。 3. 考查形容词。句意：然而，仍有大约五分之一的学生缺乏基本的财务素养。空处作定语修饰名词literacy，应用finance的形容词形式financial，financial literacy意为“财务素养”。故填financial。 4. 考查非谓语动词。句意：财务素养较强的学生往往会做出更负责任的决定。固定搭配tend to do sth.意为“往往会做某事；倾向于做某事”。故填to make。 5. 考查非谓语动词。句意：表现较好的学生更可能储蓄，并且在购买商品之前比较价格。before在此处为介词，后接动名词作宾语。故填making。 6. 考查定语从句。句意：经常与父母讨论储蓄或消费决定的学生通常表现出更强的财务理解能力。空处引导限制性定语从句，先行词Students指人，关系词在从句中作主语，可用who或that。故填who/that。 7. 考查副词。句意：问题在于，这些机会并没有被平等地分享。空处修饰过去分词shared，应用equal的副词形式equally。故填equally。 8. 考查宾语从句。句意：因此，专家认为学校应该提供安全且符合年龄特点的财务教育。argue后为结构完整的宾语从句，不缺句子成分，应用只起连接作用的that。故填that。 9. 考查定语从句。句意：在一个几秒钟就能完成购买的世界里，学会暂停思考十分重要。空处引导定语从句，先行词world表示抽象地点，关系词在从句中作地点状语，应用where。故填where。 10. 考查动词时态和语态。句意：良好习惯形成得越早，它们就可能越有用。habits与develop之间为被动关系，且句子说明一般规律，应用一般现在时的被动语态；主语habits为复数。故填are developed。 Passage 3 A “digital diet” does not have to mean throwing away a smartphone. It can begin with noticing what happens before, during and after we pick it up. 1.________ One useful method is a phone-use journal. A user records the reason for opening the phone, where the session finally leads and how it feels afterward. 2.________ Once a pattern becomes visible, it is easier to choose a small change rather than depend on willpower alone. Another method is to add “friction”. Turning a screen to greyscale, moving distracting apps away from the home screen or switching off unnecessary alerts makes automatic checking slightly less convenient. 3.________ The aim is not to make useful technology impossible to use, but to give the brain a moment in which to choose. There is, however, an important warning. A lower screen-time number is not automatically a better life. 4.________ If the saved time becomes exercise, sleep, reading or face-to-face conversation, the change may be valuable. If it is simply replaced by another form of unplanned scrolling, little has been gained. This is why digital self-management is best treated as an experiment. Notice a trigger, test one small change and check the result. 5.________ In this way, the goal becomes more realistic: not perfect control, but a healthier relationship with attention. A．What matters is what replaces the time that has been freed. B．In fact, every useful app should be removed from the phone. C．This turns vague guilt about screen time into information that can be acted on. D．A rule that works can be kept, while one that fails can be adjusted. E．Experts therefore suggest buying a new phone every year. F．That short pause can interrupt a habit that normally happens without thought. G．The first step is to make the invisible habit visible. 【答案】1．G 2．C 3．F 4．A 5．D 【导语】本文是一篇说明文。文章介绍了进行“数字饮食”的几种具体方法，包括记录手机使用情况、增加使用阻力、关注被节省时间的去向以及不断测试和调整规则，强调数字自我管理应建立在觉察和主动选择之上。 1．根据空前“It can begin with noticing what happens before, during and after we pick it up.”可知，本段强调先观察自己的手机使用习惯；下段又具体介绍phone-use journal来记录这种习惯。G项“The first step is to make the invisible habit visible.”承上启下，说明第一步就是让原本不易察觉的习惯变得可见。故选G。 2．根据空前“A user records the reason for opening the phone, where the session finally leads and how it feels afterward.”可知，手机使用日志会记录具体行为和感受。C项“This turns vague guilt about screen time into information that can be acted on.”中的This指代前面的记录行为，说明它能把模糊的内疚转化为可采取行动的信息，衔接自然。故选C。 3．根据本段首句“Another method is to add ‘friction’.”以及空前列举的灰度屏幕、移动应用位置、关闭提醒等做法可知，这些措施的共同作用是让无意识查看手机变得稍微不方便。F项“That short pause can interrupt a habit that normally happens without thought.”说明这种“阻力”制造出的短暂停顿可以打断自动化习惯，与下句“give the brain a moment in which to choose”呼应。故选F。 4．根据空后“If the saved time becomes exercise, sleep, reading or face-to-face conversation...”可知，作者关注的不是单纯降低屏幕时间，而是省下来的时间被什么活动替代。A项“What matters is what replaces the time that has been freed.”概括了后文内容。故选A。 5．根据空前“Notice a trigger, test one small change and check the result.”可知，作者把数字自我管理看作一个不断试验的过程。D项“A rule that works can be kept, while one that fails can be adjusted.”进一步说明有效的方法保留、无效的方法调整，符合“experiment”的逻辑。故选D。 Passage 4 A 2025 study in JAMA Network Open examined whether a short break from social media might be linked with changes in young adults’ mental health. Researchers first observed participants’ normal phone use and then offered an optional one-week social-media detox. Of the 373 people who completed the baseline stage, 295 chose to take part in the detox. After the week, average symptoms of anxiety fell by about 16%, depression by about 25%, and insomnia by about 14%. Loneliness, however, did not show a statistically significant change. The pattern matters because “feeling better” is not a single outcome. Sleep, anxiety and mood may respond differently from loneliness, which is influenced by many social factors. The researchers also found that problematic engagement — the feeling that social-media use is difficult to control or is interfering with daily life — was more closely linked with poor mental-health outcomes than simple screen-time totals. The researchers were careful not to turn the results into a universal rule. The detox lasted only one week, participants chose whether to join it, and the study did not include a long follow-up period. Most participants were also young adults rather than younger teenagers. Even so, the findings raise an important self-management question: not only “How long was I online?” but also “Was I choosing what to do, or was the app choosing for me?” 1．Which outcome showed the largest average reduction after the detox? A．Loneliness. B．Insomnia. C．Depression. D．Anxiety. 2．Why does the author mention loneliness separately? A．It improved more than all other outcomes. B．It did not show a statistically significant change. C．It was the only outcome measured before the detox. D．It was caused entirely by social-media use. 3．Which factor most directly limits how widely the results can be applied? A．The study used no phones at all. B．The researchers measured only school grades. C．Every participant was forced to join the detox. D．The detox was short and participation in it was optional. 4．What is the main message of the last paragraph? A．Self-management should consider how controllable technology use feels. B．Screen time is the only useful measure of digital well-being. C．Social media should be permanently banned for young people. D．Loneliness can be solved by increasing online communication. 【答案】1．C 2．B 3．D 4．A 【导语】本文是一篇科普说明文。文章介绍了一项为期一周的社交媒体“戒断”研究，呈现焦虑、抑郁、失眠和孤独感等指标的变化，同时指出研究时长、参与方式和样本年龄等限制，提醒读者审慎理解研究结果。 1．细节理解题。根据第二段中“average symptoms of anxiety fell by about 16%, depression by about 25%, and insomnia by about 14%”可知，焦虑平均下降约16%，抑郁约25%，失眠约14%，其中抑郁的降幅最大。故选C。 2．细节理解题。根据第二段最后一句“Loneliness, however, did not show a statistically significant change.”可知，孤独感没有出现统计学上显著的变化。作者单独提到它，是为了说明不同心理健康指标的变化并不完全相同。故选B。 3．推理判断题。根据最后一段“The detox lasted only one week, participants chose whether to join it, and the study did not include a long follow-up period.”可知，该研究持续时间短，而且参与者可以自行选择是否参加，这些因素会限制研究结果推广到更广泛人群的程度。故选D。 4．段落大意题。根据最后一段结尾“not only ‘How long was I online?’ but also ‘Was I choosing what to do, or was the app choosing for me?’”可知，作者强调数字自我管理不仅要看屏幕时长，还要关注使用行为是否处于自己的主动控制之下。故选A。 Passage 5 When students get stuck, many simply try to work longer. But research on a “strategic mindset” suggests that a better response may be to ask how to work differently. Researchers studied thousands of students and found that a strategic mindset is the habit of 1.________ oneself questions when learning becomes difficult or unproductive. Students with a stronger strategic mindset were more likely to 2.________ effective learning methods. They connected new knowledge with what they already knew, identified important information and changed strategy when progress 3.________. In a field experiment, an online intervention did not simply 4.________ students with a long list of study tricks. Instead, it encouraged them to pause at moments of difficulty and ask strategy-focused questions. This increased reported use of effective methods and, for some groups, 5.________ exam performance. The effect was stronger among students who were already better 6.________ academically and in peer environments that supported good learning habits. This is an important reminder: a mindset does not 7.________ knowledge or practice. It helps learners 8.________ more suitable strategies from the resources available to them. When something feels hard, students therefore need not treat difficulty as 9.________ that they lack ability. They can treat it as a 10.________ to examine the method. They can ask what is working, what is not and 11.________ another approach might be better. This shifts self-improvement away from 12.________ repeating the same effort and toward purposeful adjustment. Over time, such questions can become a 13.________. They make learning more 14.________ and give students greater control over how they 15.________ to challenges. 1. A．avoiding B．asking C．copying D．hiding 2. A．apply B．forget C．refuse D．invent 3. A．returned B．shone C．slowed D．spread 4. A．separate B．protect C．provide D．compare 5. A．ignored B．improved C．measured D．replaced 6. A．prepared B．known C．treated D．hidden 7. A．record B．describe C．share D．replace 8. A．miss B．borrow C．select D．cancel 9. A．advice B．proof C．news D．space 10. A．signal B．reward C．secret D．result 11. A．unless B．because C．whether D．although 12. A．quietly B．safely C．suddenly D．blindly 13. A．habit B．competition C．device D．subject 14. A．accidental B．deliberate C．ordinary D．distant 15. A．belong B．travel C．respond D．return 【答案】1．B 2．A 3．C 4．C 5．B 6．A 7．D 8．C 9．B 10．A 11．C 12．D 13．A 14．B 15．C 【导语】本文是一篇说明文。文章介绍了“策略性思维”在学习中的作用：遇到困难时，学习者不应只是延长学习时间，而应主动提出与策略有关的问题，选择、检验并调整学习方法，从而提高学习的主动性和有效性。 1．考查动词。句意：策略性思维是一种在学习变得困难或低效时向自己提问的习惯。ask oneself questions意为“问自己问题”，符合语境。故选B。 2．考查动词。句意：策略性思维更强的学生更有可能运用有效的学习方法。apply methods意为“运用方法”，搭配自然。故选A。 3．考查动词。句意：当学习进展变慢时，他们会改变策略。progress slowed意为“进展放缓”，与前文learning becomes difficult or unproductive相呼应。故选C。 4．考查动词。句意：在一项实地实验中，在线干预并不是简单地给学生提供一长串学习技巧。provide sb. with sth.为固定搭配，意为“给某人提供某物”。故选C。 5．考查动词。句意：这种做法增加了学生使用有效方法的情况，并且对部分群体而言提高了考试成绩。improve exam performance意为“提高考试表现”。故选B。 6．考查形容词。句意：这种效果在那些学业准备本来就更充分、且同伴环境支持良好学习习惯的学生中更明显。be prepared academically意为“在学业上准备充分”。故选A。 7．考查动词。句意：一种思维方式并不能取代知识或练习。replace意为“取代”，符合上下文强调“策略性思维是辅助而非替代”的逻辑。故选D。 8．考查动词。句意：它帮助学习者从已有资源中选择更合适的策略。select strategies意为“选择策略”。故选C。 9．考查名词。句意：学生不必把困难看作自己缺乏能力的证据。proof意为“证据”，构成proof that...。故选B。 10．考查名词。句意：他们可以把困难看作检查学习方法的一个信号。signal意为“信号”，与上一句的proof形成对比。故选A。 11．考查宾语从句。句意：他们可以问问什么有效、什么无效，以及另一种方法是否会更好。whether意为“是否”，引导宾语从句。故选C。 12．考查副词。句意：这使自我提升从盲目重复同样的努力转向有目的的调整。blindly意为“盲目地”，与purposeful形成语义对比。故选D。 13．考查名词。句意：随着时间推移，这些问题可以变成一种习惯。habit意为“习惯”，并与文章前文“the habit of asking oneself questions”形成首尾呼应。故选A。 14．考查形容词。句意：这些问题使学习变得更有意识、更经过思考。deliberate意为“深思熟虑的；有意识的”，符合策略性学习的特点。故选B。 15．考查动词。句意：它们让学生对自己如何应对挑战拥有更大的掌控感。respond to为固定搭配，意为“应对；回应”。故选C。 Passage 6 In Little Silver, New Jersey, a group of families has been trying something unusual: making childhood less dependent on smartphones. The project began when several parents realised that many families shared the same worries about constant connection but felt powerless when acting alone. Their plan was broader than simply delaying a first smartphone. The community supported device-free school time and later access to social media, but it also tried to create attractive alternatives. Children were encouraged to bike to school, play outdoors, meet friends in person and take part in local events. The organisers believed that removing a device without replacing what it provided could leave children feeling excluded. One child in the project, seven-year-old Molly, began riding her bike to school. Her journey was short, but it required her to watch traffic, make decisions and become more confident outside adult supervision. For the organisers, moments like this were part of the goal: helping children gain real-world independence rather than only reducing screen minutes. The experiment also shows why technology habits are partly social. If one family delays smartphones while everyone else communicates through them, the child may feel left out. When many families change together, a different norm can develop. The project does not claim that young people can grow up in a completely technology-free world. Instead, it asks a practical question: what experiences should children have before a phone becomes the centre of daily life? 1．Why did the project create offline activities as well as phone rules? A．To make children spend more money outside. B．To give children meaningful alternatives to screen-based life. C．To train children to repair smartphones by themselves. D．To prevent families from communicating with one another. 2．What does Molly’s bike ride mainly illustrate? A．Real-world independence can grow through everyday experiences. B．Young children should travel long distances alone. C．Cycling is the only useful replacement for smartphones. D．Parents should stop giving any help to their children. 3．Why can community action make a phone delay easier? A．It makes smartphones cheaper. B．It removes the need for school rules. C．It guarantees that children never use technology. D．It reduces the social cost of being different from peers. 4．What is the best title for the passage? A．A Town That Wants to End Technology B．Why Every Child Needs a Smartphone C．Building a Culture with More Life Beyond the Screen D．The Fastest Way to Learn to Ride a Bike 【答案】1．B 2．A 3．D 4．C 【导语】本文是一篇新闻报道。文章介绍了美国新泽西州Little Silver社区减少儿童对智能手机依赖的实践。社区不仅推迟儿童使用智能手机和社交媒体的时间，还创造骑车、户外活动和面对面交往等替代体验，以帮助儿童获得现实生活中的独立性。 1．细节理解题。根据第二段中“it also tried to create attractive alternatives”以及“removing a device without replacing what it provided could leave children feeling excluded”可知，项目在制定手机规则的同时安排线下活动，是为了给孩子提供有吸引力、有意义的屏幕生活替代选择。故选B。 2．推理判断题。根据第三段中“Molly...began riding her bike to school”以及“it required her to watch traffic, make decisions and become more confident outside adult supervision”可知，骑车上学让Molly在日常真实情境中观察交通、做决定并增强独立信心。由此可推知，现实生活中的日常经历能够培养独立性。故选A。 3．推理判断题。根据最后一段“If one family delays smartphones while everyone else communicates through them, the child may feel left out. When many families change together, a different norm can develop.”可知，单个家庭改变时孩子可能因与同伴不同而感到被排除；多个家庭共同改变则能形成新的群体规范，降低“与别人不同”的社交成本。故选D。 4．标题归纳题。全文重点不是完全排斥技术，而是通过社区共同努力，为儿童创造更多屏幕之外的真实生活体验。C项“Building a Culture with More Life Beyond the Screen”能够概括文章中心。故选C。 Passage 7 A group of British teenagers recently discovered that learning about money can feel very different when it looks like real life rather than a lecture. In 2025, The Guardian visited 27 Explorer Scouts aged 14 to 18 as they worked toward a new money-skills badge. One activity used two sets of cards. The first gave each group a job, an income and regular monthly costs such as housing and bills. The second introduced unexpected events or choices: perhaps a broken washing machine that needed repairing, or an invitation to a holiday that cost more than planned. Some choices affected not only the budget but also “happiness points”, forcing the teenagers to discuss what mattered most. Another task asked them to plan either a dream holiday for two people or a group camp. Some teams began with ambitious destinations, then changed their plans when the numbers refused to work. The exercise turned budgeting from an abstract percentage into a series of trade-offs. Several Scouts said this practical approach felt more useful than simply listening to a presentation. The point was not to make every teenager choose the cheapest option. It was to make the cost of a choice visible and to connect money with priorities. That is a form of self-management: deciding what matters, accepting limits and using resources in a way that supports a longer-term goal. 1．How old were the Explorer Scouts mentioned in the passage? ________________________________________________________________________________ 2．What information did the first set of cards give each group? ________________________________________________________________________________ 3．Why did some teams change their holiday plans? ________________________________________________________________________________ 4．Why did several Scouts prefer the practical activities to a lecture? ________________________________________________________________________________ 5．What self-management lesson does the final paragraph emphasise? ________________________________________________________________________________ 【答案】1. They were 14 to 18 years old. 2. A job, an income and regular monthly costs. 3. Because their original plans were beyond the available budget. 4. Because the activities were practical, realistic and closer to teenage life. 5. It emphasises setting priorities, accepting limits and using resources for longer-term goals. 【导语】本文是一篇新闻报道。文章介绍了英国Explorer Scouts通过模拟工作、收入、固定支出、意外事件和旅行预算等真实情境学习理财技能的活动，说明财务素养本质上也是一种自我管理能力。 1．细节理解题。根据第一段中“27 Explorer Scouts aged 14 to 18”可知，文中提到的Explorer Scouts年龄为14至18岁。故答案为They were 14 to 18 years old. 2．细节理解题。根据第二段中“The first gave each group a job, an income and regular monthly costs such as housing and bills.”可知，第一组卡片向每组提供一份工作、收入以及住房和账单等固定月度支出。故答案为A job, an income and regular monthly costs. 3．细节理解题。根据第三段中“Some teams began with ambitious destinations, then changed their plans when the numbers refused to work.”可知，一些小组原本的旅行计划超出了可用预算，因此不得不调整方案。故答案为Because their original plans were beyond the available budget. 4．推理判断题。根据最后一段“Several Scouts said this practical approach felt more useful than simply listening to a presentation.”并结合前文模拟真实生活的任务可知，学生更喜欢这些活动，是因为它们更实践化、更真实，也更贴近青少年的生活。故答案为Because the activities were practical, realistic and closer to teenage life. 5．概括归纳题。根据最后一段“That is a form of self-management: deciding what matters, accepting limits and using resources in a way that supports a longer-term goal.”可知，文章强调的自我管理经验是设定优先事项、接受资源限制，并让资源服务于长期目标。故答案为It emphasises setting priorities, accepting limits and using resources for longer-term goals. Passage 8 Digital payments make everyday life faster. A phone can pay for transport, move money between friends and complete an online purchase in seconds. An OECD policy brief published in 2025, however, argues that convenience should be matched by digital financial literacy. The reason is simple: faster payments can also make poor decisions faster. Consumers may face fraud, privacy risks, hidden conditions or pressure to buy immediately. Online advertising and social influence can encourage impulse buying, while a digital payment can feel less noticeable than handing over cash. Knowing how to use an app is therefore different from knowing whether a purchase is wise. The OECD describes digital financial literacy as a mix of knowledge, skills and attitudes. A capable user understands different payment methods and their risks, protects personal information, checks whether a seller or message is trustworthy, and develops strategies to avoid overspending. These skills are especially important when a platform makes buying almost effortless. The report does not argue against digital payments. They can be useful, efficient and inclusive. Instead, it calls for education and consumer protection that help people pause before acting. The strongest form of financial self-control may not be refusing every purchase; it may be creating enough time and information to make a deliberate one. 1．What concern does Paragraph 2 mainly discuss? A．Convenient payments can make impulsive or risky decisions easier. B．Digital payments are always slower than cash. C．Online shops no longer use advertising. D．Consumers cannot learn to use payment apps. 2．According to the passage, digital financial literacy includes the ability to ________. A．avoid all online purchases B．spend money as quickly as possible C．judge risks and protect personal information D．use only one type of payment method 3．What is the author’s attitude toward digital payments? A．Completely negative. B．Balanced. C．Uncertain. D．Uninterested. 4．Which idea best connects the passage with the theme “Improving yourself”? A．Self-control grows when people make informed and deliberate choices. B．The best way to save money is to stop using technology. C．Financial education is useful only for adults. D．Fast decisions are always better than slow decisions. 【答案】1．A 2．C 3．B 4．A 【导语】本文是一篇说明文。文章讨论数字支付带来的便利与风险，指出数字财务素养不仅包括会使用支付工具，还包括识别风险、保护个人信息、避免过度消费以及在购买前进行有意识的判断。 1．段落大意题。根据第二段首句“faster payments can also make poor decisions faster”以及后文列举的fraud、privacy risks、impulse buying等可知，本段主要说明便捷支付也会使冲动或有风险的决定更容易发生。故选A。 2．细节理解题。根据第三段“A capable user understands different payment methods and their risks, protects personal information, checks whether a seller or message is trustworthy...”可知，数字财务素养包括判断支付风险、保护个人信息以及识别信息是否可信等能力。故选C。 3．观点态度题。根据最后一段“The report does not argue against digital payments. They can be useful, efficient and inclusive.”可知，作者并不反对数字支付，同时前文又充分说明其风险。因此作者的态度是客观、平衡的。故选B。 4．推理判断题。根据最后一段“The strongest form of financial self-control...may be creating enough time and information to make a deliberate one.”可知，真正的财务自控来自在充分信息基础上做出有意识、经过思考的选择，这与“Improving yourself”强调的自我管理和自我控制高度一致。故选A。 迁移应用篇 一、根据提示完成句子 1.By the end of the study period, all notifications ____________________（已经被关闭）.（过去完成时的被动语态） 2.Students should ____________________（充分利用）the time saved from scrolling.（固定短语） 3.We should not ____________________（推迟制定预算）because small purchases add up.（put off） 4.It was after Ethan kept a phone-use journal ____________________（他才意识到）his habit.（强调句） 5.Teenagers need to learn ____________________（如何掌控时间和金钱）.（“疑问词 + 不定式”作宾语） 【答案】 1. had been turned off 2. make full use of 3. put off making a budget 4. that he realised 5. how to be in control of their time and money 二、应用文写作 假定你是李华，你校英语社将开展“Better Me Week”活动，负责人Mr Brown正在征集活动建议。请你结合本套外刊阅读内容，给他写一封邮件，建议设置“Digital Well-being”和“Smart Money”两个体验项目。内容包括：1. 每个项目各设计一项具体活动；2. 说明活动目的或预期收获。 注意：1. 词数80-100； 2. 开头和结尾已给出，不计入总词数； 3. 条理清晰，语言连贯。 Dear Mr Brown, I'm writing to share some ideas for our Better Me Week. ____________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________ I hope these activities can help us become more thoughtful and responsible. Looking forward to your reply. Yours, Li Hua 【参考范文】 Dear Mr Brown, I'm writing to share some ideas for our Better Me Week. First, for Digital Well-being, students can keep a one-day phone-use journal and then choose one small change, such as turning off unnecessary notifications during study. This can help us notice distractions and use technology more intentionally. Second, for Smart Money, groups can plan a class outing with a fixed budget and explain their spending choices. The activity can teach us to compare needs, control spending and set priorities. I hope these activities can help us become more thoughtful and responsible. Looking forward to your reply. Yours, Li Hua $Unit 2 Improving yourself 外刊拓展提升（多题型专练） 识·单元要点概览 读·外刊拓展阅读 （来源：The Guardian, 10 July 2025）More young people are taking control of how they use smartphones. A 2025 survey reported by The Guardian found that about 40% of 12- to 15-year-olds across 18 countries had taken breaks from smartphones, computers or tablets, up from 34% in 2022. Many had also turned off notifications, used “do not disturb” settings or deleted apps when they felt they were spending too much time on them. Researchers say this change matters because it shows teenagers are not simply passive users of technology. Some are actively experimenting with ways to protect their attention, mental health and personal safety. The goal is usually not to reject digital life completely. Phones can still support learning, friendships and creativity. Instead, young people are trying to decide when and how technology deserves their attention. Experts also warn that one rule will not work for everyone. A short break may help one person, while another may benefit more from removing a distracting app or setting phone-free study periods. The key is to notice the effect of a change and adjust it. Learning to manage technology, like learning to manage time or money, is a skill that grows through practice. 【全文翻译】 越来越多的年轻人开始主动管理自己使用智能手机的方式。《卫报》2025年报道的一项调查显示，在18个国家的12至15岁青少年中，约40%的人曾主动暂停使用智能手机、电脑或平板设备，高于2022年的34%。许多人还会关闭通知、开启“勿扰模式”，或者在发现自己使用某个应用时间过长时将其删除。研究人员认为，这一变化十分重要，因为它说明青少年并不只是被动地使用技术。一些人正在主动尝试不同方法，以保护自己的注意力、心理健康和个人安全。他们通常并不是要完全拒绝数字生活；手机仍然可以支持学习、友谊和创造力。更重要的是，年轻人正在学习决定什么时候、以什么方式让科技占用自己的注意力。专家同时提醒，没有一种规则适合所有人。短暂离线可能对某些人有效，而另一些人则更适合删除容易分心的应用，或设置“无手机学习时段”。关键在于观察改变带来的效果，并据此调整。管理科技与管理时间和金钱一样，是一种需要在实践中不断形成的能力。 【核心词汇】 1 / 13 学科网（北京）股份有限公司 学科网（北京）股份有限公司 ①take control of 掌控；管理 ②survey n. 调查 ③notification n. 通知；提醒 ④delete v. 删除 ⑤passive adj. 被动的 ⑥experiment v. 尝试；试验 ⑦protect v. 保护 ⑧attention n. 注意力 ⑨mental health 心理健康 ⑩personal safety 个人安全 ⑪reject v. 拒绝 ⑫support v. 支持 ⑬creativity n. 创造力 ⑭deserve v. 值得；应得 ⑮warn v. 提醒；警告 ⑯distracting adj. 使人分心的 ⑰phone-free adj. 无手机的 ⑱adjust v. 调整 ⑲manage v. 管理 ⑳practice n. 实践；练习 【长难句分析】 1. A 2025 survey reported by The Guardian found that about 40% of 12- to 15-year-olds across 18 countries had taken breaks from smartphones, computers or tablets, up from 34% in 2022. 句意：《卫报》2025年报道的一项调查发现，在18个国家的12至15岁青少年中，约40%的人曾暂停使用智能手机、电脑或平板设备，这一比例高于2022年的34%。 分析：reported by The Guardian为过去分词短语作后置定语，修饰survey；that引导宾语从句；had taken为过去完成时，表示调查统计时间之前已经发生的行为；up from 34% in 2022为补充说明，表示比例上升。 2. A short break may help one person, while another may benefit more from removing a distracting app or setting phone-free study periods. 句意：短暂离线可能对一个人有帮助，而另一个人可能更能从删除令人分心的应用或设置无手机学习时段中受益。 分析：while连接两个并列分句，表示对比；benefit from意为“从……中受益”；removing...和setting...为两个并列的动名词短语，共同作介词from的宾语。 练·能力培优拔高 培优提升篇 Passage 1 Across the United States, schools have been tightening rules on cellphone use. Yet a 2026 Pew Research Center report suggests that teenagers do not see every restriction in the same way. In a survey of 1,458 U.S. teens aged 13 to 17, conducted in the autumn of 2025, 41% said they supported a rule preventing students from using cellphones during class. About half opposed such a classroom ban. Support fell sharply when the proposed rule covered the entire school day: only 17% backed an all-day ban, while 73% opposed it. The gap becomes even clearer when teenagers are compared with adults. In a separate 2025 survey, 74% of U.S. adults supported classroom bans and 44% supported all-day bans. Adults, therefore, were much more willing than teens to accept restrictions, especially beyond lesson time. The findings do not mean that teenagers are unconcerned about distraction. Instead, they suggest that many teens distinguish between a rule designed to protect attention during lessons and one that also controls lunch breaks and time between classes. A classroom-only rule may feel connected to a clear learning goal; an all-day rule may feel less necessary and more like a loss of independence. The survey was weighted so that the results would better represent U.S. teens living with their parents. 1．What can be inferred from the survey results? A．Most teens want phones removed from school completely. B．Teens are more open to targeted rules than to total restrictions. C．Adults and teens have almost the same views on phone bans. D．All-day bans are more popular than classroom bans among teens. 2．Why does the passage compare teenagers with adults? A．To prove that adults use phones more responsibly. B．To show that adults designed the teen survey. C．To highlight a clear difference in attitudes toward restrictions. D．To explain why schools must follow adults’ opinions. 3．What does the word “weighted” in the last paragraph most probably mean? A．Made more difficult to complete. B．Checked only by school teachers. C．Repeated with a larger group. D．Adjusted to make the results more representative. 4．Which statement would the author most likely agree with? A．Phone rules may work better when their purpose is clear to students. B．The best school rule is to ban every digital device all day. C．Teenagers should make all school rules by themselves. D．Distraction is no longer a problem once phones are collected. Passage 2 Teenagers today often appear highly confident with digital money. They shop online, use mobile payments and compare prices with a few taps. Yet digital fluency is not the same as financial literacy. An OECD article published in 2025 points out that young people are 1.________ (increase) active users of financial products and services. More than two-thirds of 15-year-olds in participating economies use such products, and close to 90% 2.________ (buy) something online during the previous year. However, about one in five students still lacks basic 3.________ (finance) literacy. Students with stronger financial literacy tend 4.________ (make) more responsible decisions. High performers are more likely to save and to compare prices before 5.________ (make) a purchase. Students 6.________ discuss saving or spending decisions with parents often show stronger financial understanding. The challenge is that opportunities are not 7.________ (equal) shared. Experts therefore argue 8.________ schools should provide safe, age-appropriate financial education. In a world 9.________ a purchase can be completed in seconds, the ability to pause matters. The earlier good habits 10.________ (develop), the more useful they may become. Passage 3 A “digital diet” does not have to mean throwing away a smartphone. It can begin with noticing what happens before, during and after we pick it up. 1.________ One useful method is a phone-use journal. A user records the reason for opening the phone, where the session finally leads and how it feels afterward. 2.________ Once a pattern becomes visible, it is easier to choose a small change rather than depend on willpower alone. Another method is to add “friction”. Turning a screen to greyscale, moving distracting apps away from the home screen or switching off unnecessary alerts makes automatic checking slightly less convenient. 3.________ The aim is not to make useful technology impossible to use, but to give the brain a moment in which to choose. There is, however, an important warning. A lower screen-time number is not automatically a better life. 4.________ If the saved time becomes exercise, sleep, reading or face-to-face conversation, the change may be valuable. If it is simply replaced by another form of unplanned scrolling, little has been gained. This is why digital self-management is best treated as an experiment. Notice a trigger, test one small change and check the result. 5.________ In this way, the goal becomes more realistic: not perfect control, but a healthier relationship with attention. A．What matters is what replaces the time that has been freed. B．In fact, every useful app should be removed from the phone. C．This turns vague guilt about screen time into information that can be acted on. D．A rule that works can be kept, while one that fails can be adjusted. E．Experts therefore suggest buying a new phone every year. F．That short pause can interrupt a habit that normally happens without thought. G．The first step is to make the invisible habit visible. Passage 4 A 2025 study in JAMA Network Open examined whether a short break from social media might be linked with changes in young adults’ mental health. Researchers first observed participants’ normal phone use and then offered an optional one-week social-media detox. Of the 373 people who completed the baseline stage, 295 chose to take part in the detox. After the week, average symptoms of anxiety fell by about 16%, depression by about 25%, and insomnia by about 14%. Loneliness, however, did not show a statistically significant change. The pattern matters because “feeling better” is not a single outcome. Sleep, anxiety and mood may respond differently from loneliness, which is influenced by many social factors. The researchers also found that problematic engagement — the feeling that social-media use is difficult to control or is interfering with daily life — was more closely linked with poor mental-health outcomes than simple screen-time totals. The researchers were careful not to turn the results into a universal rule. The detox lasted only one week, participants chose whether to join it, and the study did not include a long follow-up period. Most participants were also young adults rather than younger teenagers. Even so, the findings raise an important self-management question: not only “How long was I online?” but also “Was I choosing what to do, or was the app choosing for me?” 1．Which outcome showed the largest average reduction after the detox? A．Loneliness. B．Insomnia. C．Depression. D．Anxiety. 2．Why does the author mention loneliness separately? A．It improved more than all other outcomes. B．It did not show a statistically significant change. C．It was the only outcome measured before the detox. D．It was caused entirely by social-media use. 3．Which factor most directly limits how widely the results can be applied? A．The study used no phones at all. B．The researchers measured only school grades. C．Every participant was forced to join the detox. D．The detox was short and participation in it was optional. 4．What is the main message of the last paragraph? A．Self-management should consider how controllable technology use feels. B．Screen time is the only useful measure of digital well-being. C．Social media should be permanently banned for young people. D．Loneliness can be solved by increasing online communication. Passage 5 When students get stuck, many simply try to work longer. But research on a “strategic mindset” suggests that a better response may be to ask how to work differently. Researchers studied thousands of students and found that a strategic mindset is the habit of 1.________ oneself questions when learning becomes difficult or unproductive. Students with a stronger strategic mindset were more likely to 2.________ effective learning methods. They connected new knowledge with what they already knew, identified important information and changed strategy when progress 3.________. In a field experiment, an online intervention did not simply 4.________ students with a long list of study tricks. Instead, it encouraged them to pause at moments of difficulty and ask strategy-focused questions. This increased reported use of effective methods and, for some groups, 5.________ exam performance. The effect was stronger among students who were already better 6.________ academically and in peer environments that supported good learning habits. This is an important reminder: a mindset does not 7.________ knowledge or practice. It helps learners 8.________ more suitable strategies from the resources available to them. When something feels hard, students therefore need not treat difficulty as 9.________ that they lack ability. They can treat it as a 10.________ to examine the method. They can ask what is working, what is not and 11.________ another approach might be better. This shifts self-improvement away from 12.________ repeating the same effort and toward purposeful adjustment. Over time, such questions can become a 13.________. They make learning more 14.________ and give students greater control over how they 15.________ to challenges. 1. A．avoiding B．asking C．copying D．hiding 2. A．apply B．forget C．refuse D．invent 3. A．returned B．shone C．slowed D．spread 4. A．separate B．protect C．provide D．compare 5. A．ignored B．improved C．measured D．replaced 6. A．prepared B．known C．treated D．hidden 7. A．record B．describe C．share D．replace 8. A．miss B．borrow C．select D．cancel 9. A．advice B．proof C．news D．space 10. A．signal B．reward C．secret D．result 11. A．unless B．because C．whether D．although 12. A．quietly B．safely C．suddenly D．blindly 13. A．habit B．competition C．device D．subject 14. A．accidental B．deliberate C．ordinary D．distant 15. A．belong B．travel C．respond D．return Passage 6 In Little Silver, New Jersey, a group of families has been trying something unusual: making childhood less dependent on smartphones. The project began when several parents realised that many families shared the same worries about constant connection but felt powerless when acting alone. Their plan was broader than simply delaying a first smartphone. The community supported device-free school time and later access to social media, but it also tried to create attractive alternatives. Children were encouraged to bike to school, play outdoors, meet friends in person and take part in local events. The organisers believed that removing a device without replacing what it provided could leave children feeling excluded. One child in the project, seven-year-old Molly, began riding her bike to school. Her journey was short, but it required her to watch traffic, make decisions and become more confident outside adult supervision. For the organisers, moments like this were part of the goal: helping children gain real-world independence rather than only reducing screen minutes. The experiment also shows why technology habits are partly social. If one family delays smartphones while everyone else communicates through them, the child may feel left out. When many families change together, a different norm can develop. The project does not claim that young people can grow up in a completely technology-free world. Instead, it asks a practical question: what experiences should children have before a phone becomes the centre of daily life? 1．Why did the project create offline activities as well as phone rules? A．To make children spend more money outside. B．To give children meaningful alternatives to screen-based life. C．To train children to repair smartphones by themselves. D．To prevent families from communicating with one another. 2．What does Molly’s bike ride mainly illustrate? A．Real-world independence can grow through everyday experiences. B．Young children should travel long distances alone. C．Cycling is the only useful replacement for smartphones. D．Parents should stop giving any help to their children. 3．Why can community action make a phone delay easier? A．It makes smartphones cheaper. B．It removes the need for school rules. C．It guarantees that children never use technology. D．It reduces the social cost of being different from peers. 4．What is the best title for the passage? A．A Town That Wants to End Technology B．Why Every Child Needs a Smartphone C．Building a Culture with More Life Beyond the Screen D．The Fastest Way to Learn to Ride a Bike Passage 7 A group of British teenagers recently discovered that learning about money can feel very different when it looks like real life rather than a lecture. In 2025, The Guardian visited 27 Explorer Scouts aged 14 to 18 as they worked toward a new money-skills badge. One activity used two sets of cards. The first gave each group a job, an income and regular monthly costs such as housing and bills. The second introduced unexpected events or choices: perhaps a broken washing machine that needed repairing, or an invitation to a holiday that cost more than planned. Some choices affected not only the budget but also “happiness points”, forcing the teenagers to discuss what mattered most. Another task asked them to plan either a dream holiday for two people or a group camp. Some teams began with ambitious destinations, then changed their plans when the numbers refused to work. The exercise turned budgeting from an abstract percentage into a series of trade-offs. Several Scouts said this practical approach felt more useful than simply listening to a presentation. The point was not to make every teenager choose the cheapest option. It was to make the cost of a choice visible and to connect money with priorities. That is a form of self-management: deciding what matters, accepting limits and using resources in a way that supports a longer-term goal. 1．How old were the Explorer Scouts mentioned in the passage? ________________________________________________________________________________ 2．What information did the first set of cards give each group? ________________________________________________________________________________ 3．Why did some teams change their holiday plans? ________________________________________________________________________________ 4．Why did several Scouts prefer the practical activities to a lecture? ________________________________________________________________________________ 5．What self-management lesson does the final paragraph emphasise? ________________________________________________________________________________ Passage 8 Digital payments make everyday life faster. A phone can pay for transport, move money between friends and complete an online purchase in seconds. An OECD policy brief published in 2025, however, argues that convenience should be matched by digital financial literacy. The reason is simple: faster payments can also make poor decisions faster. Consumers may face fraud, privacy risks, hidden conditions or pressure to buy immediately. Online advertising and social influence can encourage impulse buying, while a digital payment can feel less noticeable than handing over cash. Knowing how to use an app is therefore different from knowing whether a purchase is wise. The OECD describes digital financial literacy as a mix of knowledge, skills and attitudes. A capable user understands different payment methods and their risks, protects personal information, checks whether a seller or message is trustworthy, and develops strategies to avoid overspending. These skills are especially important when a platform makes buying almost effortless. The report does not argue against digital payments. They can be useful, efficient and inclusive. Instead, it calls for education and consumer protection that help people pause before acting. The strongest form of financial self-control may not be refusing every purchase; it may be creating enough time and information to make a deliberate one. 1．What concern does Paragraph 2 mainly discuss? A．Convenient payments can make impulsive or risky decisions easier. B．Digital payments are always slower than cash. C．Online shops no longer use advertising. D．Consumers cannot learn to use payment apps. 2．According to the passage, digital financial literacy includes the ability to ________. A．avoid all online purchases B．spend money as quickly as possible C．judge risks and protect personal information D．use only one type of payment method 3．What is the author’s attitude toward digital payments? A．Completely negative. B．Balanced. C．Uncertain. D．Uninterested. 4．Which idea best connects the passage with the theme “Improving yourself”? A．Self-control grows when people make informed and deliberate choices. B．The best way to save money is to stop using technology. C．Financial education is useful only for adults. D．Fast decisions are always better than slow decisions. 迁移应用篇 一、根据提示完成句子 1.By the end of the study period, all notifications ____________________（已经被关闭）.（过去完成时的被动语态） 2.Students should ____________________（充分利用）the time saved from scrolling.（固定短语） 3.We should not ____________________（推迟制定预算）because small purchases add up.（put off） 4.It was after Ethan kept a phone-use journal ____________________（他才意识到）his habit.（强调句） 5.Teenagers need to learn ____________________（如何掌控时间和金钱）.（“疑问词 + 不定式”作宾语） 二、应用文写作 假定你是李华，你校英语社将开展“Better Me Week”活动，负责人Mr Brown正在征集活动建议。请你结合本套外刊阅读内容，给他写一封邮件，建议设置“Digital Well-being”和“Smart Money”两个体验项目。内容包括：1. 每个项目各设计一项具体活动；2. 说明活动目的或预期收获。 注意：1. 词数80-100； 2. 开头和结尾已给出，不计入总词数； 3. 条理清晰，语言连贯。 Dear Mr Brown, I'm writing to share some ideas for our Better Me Week. ____________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________ I hope these activities can help us become more thoughtful and responsible. Looking forward to your reply. Yours, Li Hua $