专题06 阅读理解（议论文）（期中真题汇编，北京专用）九年级英语上学期

专题06 阅读理解（议论文） Passage 1 （25-26九年级上·北京顺义·期中）The Rise of EdTech: A New Way to Learn The way we learn is changing rapidly. In recent years, Educational Technology, or “EdTech” for short, has become a powerful force in classrooms and homes around the world. From interactive apps to online courses, technology promises to make learning more engaging and personalized. But is this shift entirely positive? Many educators and students are beginning to ask important questions about the role of technology in education. EdTech offers many exciting benefits. For example, language learning apps can offer instant feedback on pronunciation, and online platforms can provide thousands of courses on everything from coding to art history. This allows students to learn at their own pace and explore their unique interests. It can also make quality education more accessible to people in remote areas. However, some challenges come with these new tools. Critics (批评者) worry that too much screen time can reduce students’ attention spans and make it harder for them to focus on traditional learning. There is also a concern that the constant use of algorithms(算法) to personalize books might create “filter bubbles,” where students only see information that matches their current level and interests, limiting their exposure to new and challenging ideas. Moreover, not every student has equal access to the latest devices and a fast Internet connection, which could widen the gap between the rich and the poor. The key, many experts argue, is balance. Technology should be a tool to support learning, not replace fundamental skills like critical thinking and deep reading. Just as a calculator(计算器) helps with math but doesn’t teach us how to think logically, EdTech should assist, not control, the learning process. The most successful classrooms of the future will likely be those that mix the best of traditional teaching with the most effective new technologies, ensuring that students develop both digital literacy and essential human skills. 1．What is one main advantage of EdTech mentioned in the passage? A．It makes teachers less necessary. B．It completely replaces traditional textbooks. C．It allows students to learn at their own pace. D．It ensures all students get the same information. 2．What is the “filter bubble” effect in personalized learning? A．It protects students from harmful online content. B．It makes learning apps run faster on old devices. C．It helps teachers track students’ progress more easily. D．It limits the information and challenges students come across. 3．What does the underlined word “balance” in the last paragraph most probably mean? A．Finding a healthy mix of different elements. B．Sticking strictly to traditional methods. C．Focusing only on new technology. D．Letting students choose their preferred way of learning. 4．What is the author’s main purpose in writing this article? A．To encourage a wise way of using EdTech. B．To encourage schools to buy the latest EdTech products. C．To explain why traditional learning methods are outdated. D．To warn against the dangers of using technology in education. 【答案】1．C 2．D 3．A 4．A 【导语】本文是一篇议论文，主要探讨了教育科技（EdTech）在教学中的兴起，分析了它带来的好处和面临的挑战，并指出未来教育的关键在于平衡技术与传统教学，让技术作为辅助工具来支持学习。 1．细节理解题。根据文章“This allows students to learn at their own pace and explore their unique interests.”可知，教育科技的一个主要优势是允许学生按照自己的节奏学习。故选C。 2．细节理解题。根据文章“there is also a concern that the constant use of algorithms to personalize books might create “filter bubbles”, where students only see information that matches their current level and interests, limiting their exposure to new and challenging ideas.”可知，“filter bubbles”效应会限制学生接触新的、有挑战性的信息。故选D。 3．词句猜测题。根据文章“Technology should be a tool to support learning, not replace fundamental skills” 可以看出，作者认为技术是“辅助工具”，而非“替代者”，最后一句 “mix the best of traditional teaching with the most effective new technologies”直接点明了balance的内涵：将传统教学的优势与最有效的新技术相结合，找到两者之间的健康平衡点。因此，balance在这里指在不同元素（传统教学与新技术）之间找到健康的混合与平衡。故选A。 4．主旨大意题。文章既分析了教育科技的优势，也指出了挑战，最后提出关键在于“平衡”，即让技术作为辅助工具，与传统教学结合。这表明作者的主要目的是鼓励以明智的方式使用教育科技。故选A。 Passage 2 （25-26九年级上·北京西城·期中）“Do not get the idea that you’re anything special, because you’re not.” This is what English teacher David McCullough told graduates at Wellesley High School. Mothers and fathers present at the ceremony (典礼) disagreed with McCullough’s words. But in all that anger and disagreement, we missed something we really should keep in mind: our young people actually have no idea whether they’re really talented or not. In our hope to build their confidence, we forgot to teach them how to correctly evaluate (评估) their own abilities. In fact, it’s not just these high-school students: we all tend to view ourselves as above-average. Therefore, it is of great importance for us to learn and teach our kids how to evaluate ourselves (themselves) objectively (客观地). Inflated (膨胀的) self-judgments have been found in study after study. Usually, when we perform worst at a given task, we feel most satisfied with our performance. In a 2020 study published in the journal Medical Education, for example, medical students who scored the lowest on a test were the most sympathetic in their self-evaluations, while high-scoring students judged themselves much more strictly. Poor learners, the authors say, cannot realize their own inability. Why should this be? Another study offers an explanation. People who have a low level of ability suffer from a “dual burden”: they’re not good at what they do, and their inability prevents them from recognizing how bad they are. In Dunning’s study, participants scoring at the bottom on tests of logic, grammar and humor “extremely overestimated (高估)” their talents. Although their test scores put them in the 624th, they guessed they were in the 12th. What these individuals didn’t have was “meta cognitive skill” (元认知技巧) : the ability to monitor how well (or badly) they’re performing. Without that ability, the participants arrived at an overly hopeful view of their own abilities. Luckily, there are a couple of ways to deal with it. First, we can learn to make honest comparisons with others. Train yourself to recognize excellence, even when you don’t have it. Then compare what you can do with what excellent people are able to do. Second, often ask others for opinions and try to make sure they are correct and specific. Find someone who will tell you not only how poorly you’re doing, but also what you’re doing wrong. If we use these ways—and most importantly, teach them to our children—they won’t need parents, or a graduation ceremony speaker, to tell them whether they’re special or not. If they are, they’ll already know that they are. Or they’ll have a plan to get that way. 1．Why does the writer mention David McCullough’s speech at the beginning of the passage? A．To introduce the problem of wrong self-view. B．To show the anger of parents at the ceremony. C．To discuss what makes a person truly special. D．To criticize the wrong ideas of an English teacher. 2．The underlined word “sympathetic” in Paragraph 2 probably means “________”. A．serious B．negative C．honest D．kind 3．What can we learn from the passage? A．The test of logic itself can tell if participants have “meta-cognitive skill”. B．We make honest comparisons with others in order to do better than them. C．The opinions of others may help us better understand our actual performance. D．The medical students in the 2020 study couldn’t recognize excellence in others. 4．What is the writer’s main purpose in writing this passage? A．To explain what “meta-cognitive skill” is and how to develop it. B．To stress the need for objective self-evaluation and offer solutions. C．To introduce studies on self-judgment and ways to accept ourselves. D．To discuss why we view ourselves as below-average and offer advice. 【答案】1．A 2．D 3．C 4．B 【导语】本文是一篇议论文，通过引用David McCullough在毕业典礼上的演讲引出人们自我认知偏差的问题，指出人们往往高估自己的能力，尤其是能力较低者由于缺乏元认知技巧而无法正确评估自己。文章进一步分析了这一现象的原因，并提出了应对方法，强调客观自我评价的重要性。 1．推理判断题。文章开篇引用David McCullough的演讲“不要认为自己很特别，因为你并不特别”，随后指出家长对此感到愤怒，但真正值得关注的是年轻人无法正确评估自己的能力。由此可知，作者提及演讲是为了引出人们自我认知偏差的问题。故选A。 2．词句猜测题。根据第二段“medical students who scored the lowest on a test were the most sympathetic in their self-evaluations, while high-scoring students judged themselves much more strictly.”可知，得分最低的学生在自我评价中更为“sympathetic”，而高分学生则更严格。结合语境可推断，“sympathetic”在此意为“宽容的、和善的”，与“kind”意思相近。故选D。 3．推理判断题。根据第四段“often ask others for opinions and try to make sure they are correct and specific. Find someone who will tell you not only how poorly you’re doing, but also what you’re doing wrong.”可知，他人的意见能帮助我们更准确地了解自己的实际表现。故选C。 4．主旨大意题。文章首先指出人们普遍存在自我认知偏差的问题，随后分析了原因，并在第四段提出应对方法（如与他人诚实比较、寻求他人意见），最后强调教会孩子客观自我评价的重要性。由此可知，作者的主要目的是强调客观自我评价的必要性并提供解决方案。故选B。 Passage 3 （25-26九年级上·北京海淀·期中）On weekends, some people rush to select photos from a marathon and write like “pushing my limits” right after crossing the finish line, eager to post them on social media. Others spend vacation evenings stressed about perfecting travel videos, carefully choosing background music, worried they might miss a chance to show off a “perfect holiday” to others. We live in such an “achievement society” where leisure (休闲) has lost its true purpose. Instead of being a break from tiredness, it has become a new stage for branding and selling ourselves. We fill our free time with self-promotion, turning relaxation into a competitive and tiring performance that finally leads to burnout, and then we easily get distracted (分心的) by the desire to gain others’ praise. To escape this trap, we can turn to the wisdom of the ancient Greek philosopher Aristotle, who lived from 384 to 322 B．C． In his famous Nicomachean Ethics, Aristotle starts by saying that we are all searching for happiness, but he argues we are often confused about how to achieve it. He points out that pleasure, wealth, honor, and power do not bring lasting happiness. True happiness comes from our choices of habits, which are not just about action, but also motives (动机) and character, he says. Good habits are the result of moving constantly in the right direction through practice. In Aristotle’s view, the true meaning of such self-development differs sharply from self-promotion. In an achievement society, we are often forced to respond to outside pressures to self-promote. We may instead look to pleasure, wealth, honor and power for happiness. This can sidetrack our self-development needed for true happiness. For Aristotle, leisure is very important for self-development. The true purpose of leisure is not tied to the need to achieve—it is time we can reflect on our real needs, develop friendships, think for ourselves, and step back and decide what kind of life we truly want to live. Without such leisure, happiness stays out of reach. In today’s achievement-focused society, we must rethink leisure: not as a tool for self-promotion, but as a space to grow. The choices we make during our free time can either bring us closer to happiness or lead us toward burnout. After all, true happiness comes from becoming the best of ourselves, not meeting others’ standards. Aristotle told us that we can control the most important things in a good life: what kind of person we will become. And leisure is the time when we can decide what habits to develop and what kind of person to be. Will we give in to the achievement-focused society? Or will we use our free time to develop ourselves as individuals? 1．Why does the writer mention two examples in Paragraph 1? A．To introduce the negative influence that social media has on people. B．To compare different kinds of activities in leisure time. C．To show what leisure in an achievement society is like. D．To explain why leisure is important for personal growth. 2．What does the word “sidetrack” in Paragraph 4 most probably mean? A．Distract. B．Direct. C．Decide. D．Discover. 3．Which of the following would the writer most probably agree with? A．Self-promotion in leisure blocks true happiness. B．True happiness comes from pleasure and honor. C．Shared standards are connected with true happiness. D．Leisure should be used for self-promotion. 4．According to the passage, what is a good example of spending free time for its true purpose? A．Following others to spend evenings watching popular TV shows. B．Posting photos on social media and collecting one hundred likes. C．Reading a favorite book in the park and relating it to real life. D．Buying expensive new-style sports shoes and showing them off. 【答案】1．C 2．A 3．A 4．C 【导语】本文探讨现代社会将休闲异化为自我推销工具的现象，借用亚里士多德的观点指出：真正幸福源于自我发展，而非外在成就或他人认可。 1．推理判断题。根据“…eager to post them on social media.”以及“…carefully choosing background music, worried they might miss a chance to show off a ‘perfect holiday’ to others.”可知，第一段通过“跑马拉松后发帖”和“熬夜修旅行视频”两个例子，具体说明现代人如何将休闲时间用于自我推销，第二段“We live in such an “achievement society” where leisure (休闲) has lost its true purpose.”紧接着总结：“我们生活在‘成就社会’，休闲已失去真正目的，变成自我营销的舞台”，例子直接服务于说明“成就社会中的休闲现状”。故选C。 2．词句猜测题。根据“In an achievement society, we are often forced to respond to outside pressures to self-promote. We may instead look to pleasure, wealth, honor and power for happiness.”以及“This can sidetrack our self-development needed for true happiness.”可知，我们被迫自我营销，转而追求快乐、财富、荣誉和权力，这可能“sidetrack”真正的自我发展，划线词后接“自我发展”，且导致“真正幸福难以实现”，因此词义需为“使偏离正轨”，因此划线词是与“Distract”同义。故选A。 3．推理判断题。通读全文可知，全文核心观点是“自我推销式休闲阻碍真正幸福”，第二段“We fill our free time with self-promotion, turning relaxation into a competitive and tiring performance that finally leads to burnout, and then we easily get distracted (分心的) by the desire to gain others’ praise.”明确说自我推销“最终导致倦怠”；第三段“the true meaning of such self-development differs sharply from self-promotion.”强调真正幸福需通过内在成长实现，末段“After all, true happiness comes from becoming the best ourselves, not meeting others’ standards.”更直接指出“真正的幸福源于成为最好的自己，而非满足他人标准”。因此作者可能认为“休闲中的自我营销是‘成就社会’的陷阱，阻碍真正幸福，真正幸福需通过内在成长实现”。故选A。 4．推理判断题。根据“The true purpose of leisure is not tied to the need to achieve—it is time we can reflect on our real needs, develop friendships, think for ourselves, and step back and decide what kind of life we truly want to live.”可知，休闲真正目的“反思真实需求、发展友谊、独立思考、决定理想生活”，C选项“阅读并联系生活”，符合“独立思考”和“自我成长”。故选C。 Passage 4 （25-26九年级上·北京西城·期中）Nature and culture are often seen as opposite ideas. What belongs to nature cannot be the result of human activities and, on the other hand, cultural development is achieved against nature. However, this is not the only opinion on the relationship between nature and culture. Studies in the development of humans suggest that culture, whether taken as an effort against nature or a natural effort, is part of the development of the human species (物种). Several modern writers saw the process of education as a struggle (斗争) against human nature. We are born with wild natures, such as eating and behaving in a disorganized way or acting selfishly. Education uses culture as a way to get us out of our wildest natures; it is thanks to culture that the human species could learn to adapt, progress and raise itself above and beyond other species. Over the past century and a half, however, studies in the history of human development have shown that the formation of culture is part of the biological adaptation. Consider, for example, hunting. It seems to be an adaptation, which allowed humans to move into new and different areas, opening up the opportunity to change living habits. At the same time, the development of weapons (武器) is related to that adaptation—from rocks and stones to a set of hunting tools, and from hunting tools to rules relating to the proper use of weapons. Hunting also seems to be responsible for a whole set of bodily abilities, such as balancing on one foot. Just think of how this very simple thing is closely related to dance, a key expression of human culture. It is then clear that biological development and cultural development are closely tied. The transmission of culture seems to be directly related to what’s in our blood. Just as snails carry their shell, so do we bring along our culture. However, culture is also passed on among people of the same time or among people belonging to different populations. We can learn how to make jiaozi even if we were born from Russian parents in Paris just as we can learn how to speak English even if none of our family or friends speaks that language. 1．What is Paragraph 2 mainly about? A．Culture belongs to human nature. B．Nature teaches humans how to adapt. C．Humans are supposed to be well organized. D．Education pushes the human species to progress. 2．Why does the writer talk about hunting in Paragraph 3? A．To suggest some possible ways of changing living habits. B．To stress the importance of tools in humans’ struggle for life. C．To show how culture develops as humans adapt to the environment. D．To explain why there is a need to call for the proper use of weapons. 3．What does the word “transmission” in Paragraph 4 probably mean? A．system B．spread C．start D．spirit 4．What is the writer’s opinion on the nature-culture relationship? A．Culture and nature are separate yet balanced. B．Culture depends much on nature to progress. C．Nature and culture are different but connected. D．Nature follows the unwritten rules set by culture. 【答案】1．D 2．C 3．B 4．C 【导语】本文是一篇议论文，探讨了自然与文化的关系。传统观点认为自然与文化是对立的，但研究表明文化是人类物种发展的一部分，生物发展与文化发展密切相关。 1．主旨大意题。根据“Education uses culture as a way to get us out of our wildest natures; it is thanks to culture that the human species could learn to adapt, progress and raise itself above and beyond other species.”可知，本段核心围绕“教育”展开，强调教育以文化为载体，帮助人类摆脱野性、实现适应与进步，所以本段主要讲教育通过文化推动人类进步。故选D。 2．推理判断题。根据“Hunting also seems to be responsible for a whole set of bodily abilities, such as balancing on one foot. Just think of how this very simple thing is closely related to dance, a key expression of human culture. It is then clear that biological development and cultural development are closely tied.”可知，作者提及打猎是为了具体说明“文化的形成是人类适应环境的一部分”，即文化随人类适应环境而发展，故选C。 3．词句猜测题。根据“culture is also passed on among people of the same time or among people belonging to different populations.”可知，文化也在同时代的人或不同群体的人之间传递，可推知，“transmission”意为“传播”。故选B。 4．观点态度题。根据“Studies in the development of humans suggest that culture, whether taken as an effort against nature or a natural effort, is part of the development of the human species (物种).”以及“It is then clear that biological development and cultural development are closely tied.”可推知，作者认为自然与文化不同但相互关联。故选C。 Passage 5 （24-25九年级上·北京海淀·期中）“You’ll get square eyes!” my mother used to say as I sat for hour after hour glued to the TV. I didn’t pay any attention. Past-forward many years and now I’m the parent. My 5-year-old lives in a world where screens aren’t fixed pieces of furniture. You can’t even avoid them by going outside. Screens are not only in our pockets; they’ re everywhere. The concerns have grown with the screens. In the past ten years, we have heard that they will damage our mental health. Many of us feel more distracted (分心的) by them, feeling guiltier and more tired as a result. The apps and websites we can use on our phones have also caused widespread concern. Big tech companies are also good at making use of our need for social acceptance, catching us on likes and follower counts. Social media has created a culture of mass narcissism (自恋), which has led many to worry about the emotional stresses on teenagers. A quick online search brings up lots of papers linking screen use or social media with harmful effects on mental health, including anxiety and depression. Such statements are alarming. They are also widely believed, thanks to popular books like iGen by Jean Twenge, which claims that digital technology has destroyed a generation. Yet, Amy Orben at the University of Oxford, who studies the influence of digital technology and social media in particular on mental health, holds different views. She claims that the studying data can be used to tell different stories. She also pointed out the weakness in several large studies that showed correlations (相关性) between the use of devices with screens and depression in users. Twenge stands by her own finding, pointing in turn to what she considers downsides in Orben’s research methods. For David Max, at Royal College of Child Health in London, the effect of screen time and social media use on mental health remains speculative. “We cannot regard social media completely as good or bad,” says Davie. “We don’t know whether in many cases social media is not responsible,” he says. The growth of mobile phone use has changed our lives. I can download movies, write articles, communicate with my family and broadcast to the world all at the push of a button. Rather than place limits, we should take a look at our use of screens and ask how they fit with the activities and lifestyle. Every new technology with widespread influence has given rise to new fears. So, the best way may simply be to ask yourself what level of screen use makes you and those around you happy and try to stick to it. If you find you are unable to stop, don’t be anxious — and certainly don’t feel guilty. Nobody knows anything worth getting scared about. 1．According to the passage, people give likes and count followers to ________. A．share one’s lifestyles B．show respect for others C．search for social acceptance D．reduce emotional stresses 2．The underlined word “speculative” probably means “________”. A．questionable B．negative C．important D．deep 3．What can be learned from the passage? A．Teenagers are more influenced by screen use both physically and mentally. B．Big tech companies help to produce many research papers on mental health. C．Twenge mainly introduces the overall benefits of digital technology in her books. D．Orben believes it is too early to think screen use responsible for hurting a generation. 4．The passage is written to ________. A．encourage readers to reduce the time of screen use B．share different opinions on the effects of screen use C．lessen people’s concerns and worries about the use of screens D．explain why screen use may have some negative effects on people 【答案】1．C 2．A 3．D 4．C 【导语】本文探讨了屏幕使用对心理健康的影响，特别是社交媒体的影响，并缓解人们对屏幕使用的担忧。 1． 细节理解题。根据“Big tech companies are also good at making use of our need for social acceptance, catching us on likes and follower counts.”可知，人们给点赞和计算粉丝数是为了寻求社会认同。故选C。 2．词义猜测题。根据“We cannot regard social media completely as good or bad,”和“Rather than place limits, we should take a look at our use of screens and ask how they fit with the activities and lifestyle.”可知，目前对于屏幕时间和社交媒体使用对心理健康的影响仍是有疑问的，所以speculative在此处指的是“值得怀疑的”。故选A。 3．推理判断题。根据“which claims that digital technology has destroyed a generation...Amy Orben...holds different views. She claims that the studying data can be used to tell different stories.”可知，Orben认为目前的数据不足以证明屏幕使用对一代人造成了伤害。故选D。 4．主旨大意题。根据“Every new technology with widespread influence has given rise to new fears. So, the best way may simply be to ask yourself what level of screen use makes you and those around you happy and try to stick to it. If you find you are unable to stop, don’t be anxious — and certainly don’t feel guilty. Nobody knows anything worth getting scared about.”可知，每一项具有广泛影响力的新技术都引发了新的担忧。所以，最好的方法可能就是问问自己，什么程度的屏幕使用会让你和周围的人感到快乐，并努力坚持下去。如果你发现自己无法停止，不要焦虑，当然也不要感到内疚。没有人知道有什么值得害怕的。所以这篇文章的目的是缓解人们对屏幕使用的担忧，故选C。 Passage 6 （25-26九年级上·北京东城·期中）Once, I asked the famous artist Elizabeth Murray how she felt about her early work. She told me that some paintings didn’t meet her standards. There was one she didn’t like at all and she even left it in the trash inside her studio. However, her neighbor saw the painting, thought it was valuable, and took it away. At that moment, my view of success and creativity changed. I realized that success is a moment, but what we are always celebrating is the lifelong effort to master (精通) a skill—that is, true creativity and mastery. I started to understand this when I watched an archer (弓箭手). She hit a seven, a nine, then two tens—yet her next arrow missed completely. I saw that this failure gave her more tenacity (韧性), and she practised it again and again. For three hours this went on. So, success is hitting that ten-ring, but mastery is knowing that it means nothing if you can’t do it consistently. Mastery is not just the same as excellence, though. It’s not the same as success, which I see as an event, a moment in time, and a title the world awards you. Mastery is not a commitment (投入) to a goal but to a continuous journey. What pushes us forward is valuing a near win. The near win is part of mastery because the better we get, the more we realize how much we still don’t know. It’s called the “Dunning-Kruger effect”. The Paris Review got it out of James Baldwin when they asked him, “What do you think increases with knowledge?” and he said, “You learn how little you know.” Success motivates us, but a near win can push us forward on an ongoing journey. One of the most vivid examples of this comes when we look at the difference between Olympic silver medalists and bronze medalists after a competition. Thomas Gilovich and his team from Cornell University studied this and found that while bronze medalists are often happier just to have made the podium (领奖台), the frustration (沮丧) silver medalists feel gives them greater focus for future competitions. The near win always drives us forward because it makes a far-away goal feel closer, like a distant mountain suddenly seeming nearer. Then, it acts like a signpost, making us focus on the very next step we need to take. We become, and continue to be, successful, strong and healthy not when we’ve done it all, but when we still have more to do. We grow by improving our unfinished work, just like building with blocks (积木). We also improve ourselves. This is how we master a skill. When you almost reach a goal, it can help you achieve even bigger things later. Completion is a goal, but we hope it is never the end. 1．Why does the writer use the example in Paragraph 1? A．To prove the value of creativity in art. B．To show the result of a wrong judgement. C．To introduce a change in the opinion. D．To stress the importance of a good neighbor. 2．What can we learn about success and mastery from the passage? A．Knowing how little we know sets us on the path to mastery. B．Success means going after excellence over and over again. C．Most successes are driven by the Dunning-Kruger effect. D．Mastery is all about making every effort to win in our life. 3．Which of the following shows the effect of a near win? A．A teacher, who kept encouraging students, received an honor. B．A boxer, who lost in a close match, trained harder than before. C．A writer wrote a book and became famous overnight. D．A scientist changed the research area after careful planning. 4．What is the writer’s main purpose in writing this passage? A．To encourage people to be successful. B．To introduce the benefits of having the right goal. C．To compare different ways to deal with a near win. D．To explain the true meaning of mastery. 【答案】1．C 2．A 3．B 4．D 【导语】本文是一篇议论文，通过艺术家对早期作品的看法、弓箭手的练习、奥运奖牌获得者的心态等例子，阐述了关于成功和精通（mastery）的观点，指出成功是瞬间的，而精通是一个持续的过程，接近成功（near win）能推动我们不断前进，最后强调精通的真正含义在于持续努力和不断进步。 1．推理判断题。根据文章第一段“At that moment, my view of success and creativity changed. I realized that success is a moment, but what we are always celebrating is the lifelong effort to master (精通) a skill—that is, true creativity and mastery.”可知，作者在听到艺术家Elizabeth Murray讲述她早期作品的事情后，对成功和创造力的看法发生了改变，所以第一段的例子是为了引出作者观点的改变。故选C。 2．细节理解题。根据文章第三段“The better we get, the more we realize how much we still don’t know. It’s called the ‘Dunning - Kruger effect’. The Paris Review got it out of James Baldwin when they asked him, ‘What do you think increases with knowledge?’ and he said, ‘You learn how little you know.’”可知，我们越精通，就越意识到自己不知道的还有很多，了解自己知道得很少能让我们走上精通之路，即知道我们知道的很少能让我们走上精通之路。故选A。 3．推理判断题。根据文章第五段“The near win always drives us forward because it makes a far - away goal feel closer, like a distant mountain suddenly seeming nearer. Then, it acts like a signpost, making us focus on the very next step we need to take.”以及第四段“while bronze medalists are often happier just to have made the podium (领奖台), the frustration (沮丧) silver medalists feel gives them greater focus for future competitions.”可知，接近成功能推动我们前进，让我们更专注于下一步，银牌获得者的沮丧会让他们更专注于未来的比赛，也就是会训练得更努力。B选项“一个拳击手在一场势均力敌的比赛中输了，但比以前训练得更刻苦了”体现了接近成功带来的影响。故选B。 4．主旨大意题。文章开篇通过艺术家的事例引出对成功和精通的看法改变，接着通过弓箭手、奥运奖牌获得者等例子进一步阐述成功和精通的关系，强调接近成功的作用，最后总结指出精通的真正含义在于持续努力和不断进步，所以作者写这篇文章的主要目的是解释精通的真正含义。故选D。 Passage 7 （25-26九年级上·北京·期中）A character in one of Shakespeare’s plays once said, “Some are born great, some achieve greatness, and some have greatness thrust upon them.” Any of these could apply to the modern day sportsmen. Many still argue about the nature of their talent. Some say that people are born to be sportsmen, while others say it is only through hard work that they achieve their abilities. Regardless of the opinions, true greatness for them is only realized when their talents are acknowledged (承认) by the public. With this acknowledgement of their “greatness” come money, power, influence and responsibility. For better or for worse, like it or hate it, modern sportsmen are the role models of children worldwide. These children will grow up admiring their heroes, copying their every move, and wanting to be like them. With the influence of the media, this becomes even more common. So it is more important than ever for these sportsmen to recognize their responsibility. In the past few months, there have been many examples of questionable behaviors from sports stars. Present-day sports stars often mirror the less admirable aspects of society, which is often quickly pointed out by the self-righteous (自以为是的) media. It would be wrong for us to expect sportsmen to be perfect. It would also be wrong for us to think that their behavior is greatly worse than the sportsmen in the past. But with the all-seeing eye of modern media, it is a different world. So different standards must be expected. Of course there is no duty for sportsmen to be good role models. It’s totally their choice whether they consider their behavior appropriate (恰当的), as long as it complies with (遵守) the law. Furthermore, measuring the true influence their decisions have on their followers is absolutely impossible. Some will rise against their idols, seeing them in a new light and criticizing their actions. Others may copy their heroes’ actions, using them as a shield (挡箭牌) when making the same mistakes. It is certain that the actions of sportsmen will influence the lives of those who admire them. Present-day sportsmen are like role models in today’s world, and their actions are watched carefully by millions over the world. Some may complain against it, denying (否认) their influence on these children’s lives. Others may realize it but not respect it, while many may both realize it and respect it. In a word, you do not choose whether you are a role model. All you can do is to decide how to act when greatness is thrust upon you. 1．In Paragraph 1, the author tries to stress ________. A．sportsmen achieve success and greatness through their efforts B．there are two ways for people to achieve success and greatness C．the important qualities for the sportsmen to become great nowadays D．sportsmen become great when their gifts are recognized by people 2．Which of the following statements is true according to the passage? A．Most fans copy their heroes’ wrong actions when they don’t realize it. B．Sportsmen are self-righteous because the media makes them famous. C．The media sometimes overstresses the misbehavior of the sportsmen. D．Sportsmen have the right to behave as they wish when facing their fans. 3．The underlined phrase “thrust upon” most probably means ________. A．pulled off B．forced on C．related to D．removed from 4．What is the main purpose of the passage? A．To remind the sportsmen of their social responsibilities. B．To advise the media to choose proper sport events to report C．To argue that sportsmen should be respected more as heroes. D．To inform the public that sportsmen are not suitable role models. 【答案】1．D 2．C 3．B 4．A 【导语】本文是一篇议论文，主要讨论了现代运动员作为公众人物的责任和影响力，以及媒体对他们的行为进行监督的现象。 1．细节理解题。根据文章第1段“true greatness for them is only realized when their talents are acknowledged by the public”可知，作者强调运动员的伟大在于公众对其天赋的认可。故选D。 2．推理判断题。根据文章第3段“Present-day sports stars often mirror the less admirable aspects of society, which is often quickly pointed out by the self-righteous media”可知，媒体有时会过度强调运动员的不良行为。故选C。 3．词句猜测题。根据文章第1段“some have greatness thrust upon them”可知，有些人被强加伟大，“thrust upon”意为“强加于”。故选B。 4．主旨大意题。全文围绕运动员的社会责任展开，尤其是最后一段“All you can do is to decide how to act when greatness is thrust upon you”点明主旨，提醒运动员认识到自己的责任。故选A。 Passage 1 （25-26九年级上·北京东城·期中）We live in a culture that treats mistakes as both unavoidable and unacceptable. On one hand, we are told again and again that mistakes are our teachers. On the other hand, we carry the weight of each misstep as if it should never have happened. No matter how we view mistakes, the unspoken rule is that the goal remains the same: avoid mistakes at all costs. But what if the very thing we call a mistake isn’t one at all? You planned carefully, acted honestly, and made thoughtful choices. Yet the result looked different from what you imagined. It is natural to call it a mistake. But what if it was simply an outcome, neither right nor wrong, just reality moving in a direction you did not expect? For example, someone accepted a meaningful job. Later, the company restructured (重组) and the position disappeared. Did he make a wrong decision? If we call every difference from expectation a mistake, we lose the ability to accept uncertainty as part of the process. There is an important difference between negligence and uncertainty. Negligence, paying no attention to facts, missing warnings, or failing to act with care, can and should be called a mistake. But uncertainty, no matter how uncomfortable, is not. It’s simply the reality we live with. When we learn to separate true mistakes from unavoidable outcomes, we allow ourselves to walk more freely, act with courage, and experiment without carrying the weight of unnecessary regret. This does not mean you can take things lightly. We should plan carefully, consider possible outcomes, and act responsibly. But once we have done so, we must also accept that the results may not correspond to the picture we painted in our minds. Sometimes it is just life, moving us into places we did not expect but might need to be. I can think of moments in my own life when an opportunity (机会) I worked for with full effort did not materialize. At the time, it felt like a mistake. But looking back, those moments turned out to be turning points, redirecting my time and energy toward spaces I would never have explored otherwise. What felt like mistakes was in fact redirection. Only when we do not treat the absence of a hoped-for outcome as a mistake, can we start opening our minds to unexpected opportunities that appear when things don’t go as planned. And maybe the lesson is not just to learn from mistakes, but to learn which things were never mistakes in the first place. 1．Why does the writer use the example in Paragraph 2? A．To prove that mistakes are hard to avoid. B．To encourage careful thought before acting. C．To explain that uncertainty is normal in life. D．To stress the importance of making good decisions. 2．The words “correspond to” in Paragraph 4 probably mean “________”. A．depend on B．center on C．connect with D．agree with 3．Which of the following would the writer most probably support? A．Mistakes usually result from poor preparation. B．Acting carefully is the key to reducing uncertainty. C．Our view on unexpected outcomes shapes our growth. D．Avoiding mistakes matters more than exploring new experiences. 4．Which of the following is the best title for this passage? A．What Can We Learn From a Mistake? B．When Is a Mistake Really a Mistake? C．Why Are Mistakes Unacceptable? D．How Can We Avoid Mistakes? 【答案】1．C 2．D 3．C 4．B 【导语】本文探讨了“错误”的定义，区分了“疏忽导致的真正错误”与“生活中不可避免的不确定性结果”，指出不应将所有与预期不符的结果都归为错误；建议人们正确看待意外结果，学会接受生活的不确定性，如此才能更勇敢地行动，并拥抱意外带来的机遇。 1．推理判断题。根据第二段内容可知，本段通过“接受工作后因公司重组失去职位”的例子，说明若将所有与预期不符的结果都称为错误，我们会失去接受不确定性的能力，即解释不确定性是生活中正常的一部分。故选C。 2．词句猜测题。根据“But once we have done so, we must also accept that the results may not correspond to the picture we painted in our minds.”可知，一旦我们完成了这些操作，我们也必须承认，所得的结果可能与我们脑海中所描绘的景象并不完全一致，“correspond to”在此处意为 “与……一致”，与“agree with”含义相近。故选D。 3．细节理解题。文章核心观点是“区分真正的错误（疏忽）与不可避免的不确定性结果”，并指出看待意外结果的方式会影响我们的状态（如更自由、有勇气）。选项C“我们对意外结果的看法塑造了我们的成长”符合作者的主张。故选C。 4．最佳标题题。根据文章内容可知，文章围绕“何为真正的错误”展开，区分了“疏忽导致的错误”与“生活中不可避免的不确定性结果”，因此标题“When Is a Mistake Really a Mistake?”（什么时候所谓的错误才是真正的错误？）最契合主旨。故选B。 Passage 2 （25-26九年级上·北京海淀·期中）The Stanford marshmallow (棉花糖) test was originally done by psychologist Walter Mischel in the late 1960s. Children aged four to six at a nursery school were placed in a room. A single sugary treat (甜食), selected by the child, was placed on a table. Each child was told if they waited for 15 minutes before eating the treat, they would be given a second treat. Then they were left alone in the room. Follow-up studies with the children later in life showed a connection between an ability to wait long enough to get a second treat and various forms of success. As adults, in fact, we face “the marshmallow test” every day. We’re not tempted (诱惑) by sugary treats, but by our computers, phones, and tablets—all the devices that connect us to the global delivery system for various types of information that do to us what marshmallows do to preschoolers. We are tempted by sugary treats because our ancestors lived in a calorie-poor world, and our brains developed an ability to respond to these treats that reflected their value—a feeling of reward and satisfaction. But as we’ve reshaped the world around us, greatly reducing the cost and effort involved in getting calories, we still have the same brains we had thousands of years ago, and this mismatch is at the heart of why so many of us struggle to resist (抑制) tempting foods that we know we shouldn’t eat. A similar process is at work in our response to information. Our formative (发展的) environment as a species was information-poor, so our brains developed a system that prized new information. But global connectivity has greatly changed our information environment. We are now constantly bombarded (轰炸) with new information. Therefore, just as we need to be more thoughtful about our intake of calories, we also need to be more thoughtful about our intake of information, and refuse to accept the temptation of the mental “junk food” in order to manage our time most effectively. 1．According to Paragraph 3, there is a mismatch between ______. A．the calorie-poor world and our own desire for food B．the shortage of sugar and our nutritional needs C．the food-rich world and our unchanged brains D．the attractive foods and our efforts to keep fit 2．What does the author suggest readers do? A．Use diverse information sources. B．Be selective consumers of information. C．Absorb new information readily. D．Protect the information environment. 3．Which of the following is the best title for the text? A．The Later, the Better B．The Sad Truth about Early Humans C．Eat Less, Read More D．The Marshmallow Test for Adults 【答案】1．C 2．B 3．D 【导语】本文是一篇议论文，通过对比儿童棉花糖实验与成年人面对信息诱惑的相似性，探讨了人类大脑对即时满足的原始需求与现代环境之间的冲突，并建议读者理性管理信息摄入。 1．推理判断题。根据“But as we’ve reshaped the world around us, greatly reducing the cost and effort involved in getting calories, we still have the same brains we had thousands of years ago”可知，我们重塑了周遭的世界，大幅降低了获取热量所需的成本与精力，但我们的大脑却仍和数千年前的状态别无二致，这造成了不匹配，即食物富足的世界与我们未曾改变的大脑之间存在着不匹配。故选C。 2．推理判断题。根据“we also need to be more thoughtful about our intake of information, and refuse to accept the temptation of the mental ‘junk food’”可知，我们需要更谨慎地选择信息摄入，拒绝精神“垃圾食品”。由此推知，作者建议读者成为有选择性的信息消费者。故选B。 3．最佳标题题。根据全文内容，文章指明了成年人每天都面临着“棉花糖测试”，不再是被甜食所诱惑，而是要面对信息诱惑的挑战，所以选项D“成年人棉花糖测试” 是最佳标题。故选D。 Passage 3 （25-26九年级上·北京海淀·期中）How AI will transform education is very important to schools such as mine, teachers such as me, and hardworking care-givers such as the parents in my community. Could AI teach our children to grasp new concepts and skills? Might AI be better equipped to help them use their own intelligence? Human intelligence is different from the computer’s. For one, human intelligence cannot be measured. The brain is plastic (可塑的), always developing and growing as we learn from our environments. In addition, human intelligence depends on human interaction; exercising our intelligence is something we do naturally as we connect with others, consider the world around us and seek to improve our relationship to that world. In education, there has been a movement toward social-emotional and problem-based learning. So educators try to encourage interest in subjects and skills by turning learning moments into communal (共有的) problem-solving events. When we combine analytical (分析的) learning with social-emotional learning, students master the material we want them to know and get more excited about the learning process. However, using AI looks different from this. AI learning often involves an individual working alone with a computer program. It can crowd source information to help students find facts about their environment, solve a problem and come up with a creative way forward. But AI doesn’t force students to think through or keep anything. And simply being fed facts and information is not the same as “learning”. It is fascinating to imagine that AI might cure what annoys us. Many parents don’t have the resources—in time, money or energy—to teach their kids at home. If AI could fill the gaps, how great, right? Yet the nature of AI “teaching” as it currently exists means that many students may simply level up without “learning”—an in-depth engagement that sparks their curiosity to learn more. Maybe it’s time to rethink about how we can shape AI learning in the way of involving students in the true learning process where the growth of their intelligence is not just to be expected but to be gauged (衡量). Probably in this way will AI be able to teach better. 1．What do we know about human intelligence according to Paragraph 2? A．It is measured easily. B．It is of no importance. C．It can do without education. D．It is changeable and interactive. 2．Which of the following would the writer most probably agree with? A．AI learning should be widely used and relied on at school. B．AI learning helps develop students’ intelligence greatly. C．AI learning makes a huge difference to education worldwide. D．AI learning is expected to help with students’ true learning. 3．What can be a suitable title for the passage? A．Can AI be Better Used to Teach Students? B．Should Students Use AI Frequently? C．How Do Students Use AI in Their Study? D．How Do Teachers Interact with Students? 【答案】1．D 2．D 3．A 【导语】本文是一篇议论文。文章探讨了人工智能 (AI) 在教育中的潜在作用与局限性，通过比较人类智能的特点以及当前AI教育的不足，提出应重新思考如何设计AI辅助学习，使其真正促进学生深度参与学习过程，而非仅仅提供信息。 1．细节理解题。根据第二段“human intelligence cannot be measured. The brain is plastic, always developing and growing as we learn from our environments.”和“human intelligence depends on human interaction”可知，作者指出人类智力不可被简单测量 (cannot be measured)，且大脑具有可塑性 (plastic)，能随环境学习而不断发展。此外，人类智力的发挥依赖于人际互动 (depends on human interaction)，是我们与他人连接、思考世界并改善与世界关系时的自然行为。这说明了人类智力是动态变化且依赖于互动的。因此，选项D正确概括了这些特点。故选D。 2．推理判断题。通读全文，作者先指出当前AI学习的局限——“many students may simply level up without ‘learning’”，该句点明当前AI学习的核心局限，为后文提出革新建议做铺垫；接着在最后一段提出观点“it’s time to rethink about how we can shape AI learning in the way of involving students in the true learning process”，这表明作者期望通过对AI学习方式进行革新，使其能够助力学生的真正学习。故选D。 3．最佳标题题。本文开篇提出“人工智能如何改变教育”的问题，中间对比人类智力与AI学习模式的差异，分析AI 教学的不足，最后提出重构AI学习模式以实现有效教学的建议，全文始终围绕“如何让AI 更好地用于教学”展开；选项A“人工智能能否被更好地用于教学生？”精准匹配全文核心，适合作为文章的标题。故选A。 Passage 4 （25-26九年级上·北京大兴·期中）Being Authoritative (权威的) Parents Phrases like “tiger mom” and “helicopter parent” have made their way into everyday language. Many of us find ourselves drawn to the idea that with just a bit more parental hard work and effort, we might turn out children with bright futures. But is there anything wrong with a kind of “overparenting style”? Parental involvement has a long history of being studied. Many of the studies, carried out by Diana Baumrind, a famous psychologist at the University of California, Berkeley, have found that a good parent is the one who is involved and reacts to her child in a positive way, who sets high expectations but gives her child independence. These “authoritative parents” appear to hit the sweet spot of parental involvement and generally raise children who do better academically, psychologically and socially than children whose parents are not strict and less involved, or controlling and more involved. Why is this parenting style so successful? Authoritative parents actually help improve motivation in their children. Carol Dweck, a social psychologist at Stanford University, has done research that shows why authoritative parents raise more motivated children. In a typical experiment, Dr. Dweck takes young children into a room and asks them to solve a simple puzzle. Most do so with little difficulty. But then Dr. Dweck tells some, but not all, of the kids how clever they are. As it turns out, the children who are not told they’re smart are more motivated to solve increasingly difficult puzzles. They also show higher levels of confidence and show greater progress in puzzle-solving. As the experiment suggests, praising children’s talents and abilities seems to shake their confidence. Dealing with more difficult puzzles carries the risk of losing one’s status as “smart”. Dr. Dweck’s work strongly supports that of Dr. Baumrind, who also found that reasonably supporting a child’s independence and limiting interference (干涉) causes better academic (学术的) and emotional results. The central task of growing up is to develop a sense of self that is independent and confident. If you treat your young child who is just learning to walk as if she can’t walk, you reduce her confidence. Allowing children to make mistakes is one of the greatest challenges of parenting. It is easier when they are young. The potential mistakes carry greater risks, and part of being a parent is reducing risk for our children. 1．According to the passage, a “tiger mom” ______. A．helps her children realize their dreams B．pays close attention to her children’s experiences C．places reasonable expectations on her children D．speaks her children’s everyday language 2．The example of the children doing the puzzles suggests that ______. A．a good game plays a big role in training young minds B．bright children usually show less confidence in difficult games C．puzzle-solving can give children the motivation they need D．overpraising makes children less motivated and confident 3．The last paragraph tells us that ______. A．children should not be given much freedom B．parents should not increase the risk of challenging C．children should correct mistakes with the help of their parents D．parents should allow their children to learn from mistakes 【答案】1．B 2．D 3．D 【导语】本文主要探讨了“权威型父母”的教育方式及其对孩子成长的积极影响，并通过心理学实验论证了过度表扬和干预的弊端。 1．细节理解题。根据“...have found that a good parent is the one who is involved and reacts to her child in a positive way, who sets high expectations but gives her child independence.”可知，优秀的父母善于参与孩子的成长，以积极的态度回应孩子；他们会对孩子抱有较高期望，但同时也会给予孩子自主空间。由此可知“虎妈”密切关注孩子们的经历。故选B。 2．推理判断题。根据“As it turns out, the children who are not told they’re smart are more motivated to solve increasingly difficult puzzles...As the experiment suggests, praising children’s talents and abilities seems to shake their confidence...found that reasonably supporting a child’s independence and limiting interference (干涉) causes better academic (学术的) and emotional results.”可知，未被表扬“聪明”的孩子更有动力解决难题，而过度表扬会削弱孩子的信心和动力。故选D。 3．段落大意题。根据最后一段“Allowing children to make mistakes is one of the greatest challenges of parenting. It is easier when they are young. The potential mistakes carry greater risks, and part of being a parent is reducing risk for our children.”可知，允许孩子犯错，是为人父母面临的最大挑战之一。孩子年幼时，这件事尚且容易做到；随着孩子长大，他们可能犯下的错误会伴随更高的风险，而为人父母的责任之一，就是为孩子降低这些风险。所以本段告诉了我们“家长应该允许孩子在错误中学习成长”。故选D。 Passage 5 （25-26九年级上·北京·期中）Think about the last time you went to an art or history museum. Which pieces of artifacts (artworks) stood out to you? Did you read the introduction next to them? Did it tell you where the artifacts were from and how the museums got them? Today, many museums around the world own art and artifacts that were stolen or looted (掠夺) from their original countries during war or colonial rule (殖民统治). You may see ancient Chinese paintings shown in the British Museum, or sculptures from Africa that date back to the 19th century on display in the Louvre Museum. Many countries have asked European museums to repatriate the artifacts. The debate (争论) over whether and how museums should return artifacts to their original countries has been going on for many years. Those who suggest returning all foreign artifacts to their homes insist that it is morally (道义上) the right thing to do. Furthermore, the country owning the objects will receive an important part of their heritage (遗产) back, and these artifacts will be given a chance to be truly valued in homeland. Yet there are different voices. Those against the return point out that some foreign artifacts were not stolen but bought a long time ago. Also, it is sometimes hard to identify (确认) the true owners of certain artifacts—should they be returned to the country, a group or an individual? There is also a view that culture is a shared treasure and the artifacts are in fact“cultural ambassadors (大使)” that improve understanding. They believe that while taking them away from their countries of origin was wrong, history is full of “good” and “bad” actors. Moreover, they feel that keeping the cultural objects in the current museums has kept millions of artifacts safe from damage. On the matter of return, some governments have made the move. In 2018, French President Emmanuel Macron told officially that France would give back 26 looted treasures to the African state of Benin. “I cannot accept that a large part of cultural heritage from several African countries is in France,” said Macron. It’s said to be part of France’s long-promised plans to return artifacts taken from Africa during the colonial rule. Museums all across Europe began reconsidering their previous policies (之前的政策) on colonial treasures. In France, twenty-seven artifacts had been identified for return, but only one has been returned. Then, on October 6, 2020, France’s National Assembly officially passed a bill (法案) promising the return of these heritage artifacts, but didn’t fix a certain date. It seems that there is still a long way to go for the return of foreign heritage treasures. 1．People who consider foreign artifacts as “cultural ambassadors” may agree that________. A．mistakes in history need correcting in time B．heritage artifacts belong to all the human beings C．artifacts will be better protected in their homeland D．history museum tours will be popular in the future 2．The underlined word “repatriate” in paragraph 2 probably means________. A．protect B．display C．return D．borrow 3．What can we learn from the passage? A．French museums refused to identify all the colonial treasures. B．Policies and bills have no use in protecting foreign heritage treasures. C．The treasures stolen or looted can hardly be back to their homeland soon. D．Governments have the duty to keep foreign treasures in good protection. 4．By writing this passage, the writer wants to________. A．explain how and why many foreign treasures were stolen or looted B．advise governments to take actions in returning foreign treasures C．encourage us to take part in the debate over stolen or looted treasures D．show different views and present situation on the return of treasures 【答案】1．B 2．C 3．C 4．D 【导语】本文主要探讨了博物馆是否应将在战争或殖民统治时期掠夺的文物归还原属国这一问题，呈现了不同观点以及相关的现实情况。 1．细节理解题。根据“There is also a view that culture is a shared treasure and the artifacts are in fact ‘cultural ambassadors’ that improve understanding.”可知，认为文物是“文化大使”的人，会认同文物属于全人类这一观点，因为文化是共享的财富。故选B。 2．词句猜测题。根据“Today, many museums around the world own art and artifacts that were stolen or looted from their original countries ... Many countries have asked European museums to repatriate the artifacts.”以及后文围绕文物归还的争论，可推测“repatriate”意思是“归还”。故选C。 3．细节理解题。根据“Museums all across Europe began reconsidering their previous policies on colonial treasures ... but didn’t fix a certain date. It seems that there is still a long way to go for the return of foreign heritage treasures.”可知，被偷窃或掠夺的文物很难很快回到祖国。故选C。 4．主旨大意题。文章既阐述了支持文物归还和反对文物归还的不同观点，又介绍了文物归还的现实进展情况，所以作者写这篇文章是为了展示关于文物归还的不同观点和当前状况。故选D。 Passage 6 （25-26九年级上·北京·期中）On social media, have you seen book fans share pictures of cool books and nice reading spaces? In real life, have you seen people reading at coffee shops or on public transport? Before you start to wonder whether they are really reading the books, there is already a term for this: “performative reading”. People have joked that these individuals (个人) are making books “a symbol of hotness” or something to be worn with “a good outfit”, said The Week. This attitude goes back to 2021, when a hashtag (标签) community on TikTok called “BookTok” grew into a place where popular books became trendy (潮流的) items. Algorithms (算法) on social media push the trend further, as they mostly reward what looks good, like eye-catching covers and coffee cups in a city cafe, noted NBC News. “Performative reading” also made some people who really love reading feel uncomfortable. Alaina Demopoulos, a daily features writer for the Guardian, shared her story that when she tried to read alone in a crowd to enjoy a lovely evening, two young girls laughed at her, making her feel stressed. On social media, readers spoke out that “there’s no such thing as ‘performative reading’.” Some young people even argue that the so-called “performance” doesn’t take away from the real joy of reading. Selwa Khan, a university graduate who enjoys sharing her reads on social media, feels it’s common to “aestheticize our hobbies”. “I think social media makes everybody perform, whether they accept it or not,” she told NBC News. “I’ve seen for years posts on... all these platforms of titles that are ‘performative’, which always happen to be titles that I really enjoy,” Khan added. Today, as many of us rely heavily on short videos, making it hard to read even a whole book, does it really matter if someone “appears” to be reading? Jafei Pollitt, a regular reader who jokingly responded to this idea online, said that even pretending (假装) to read can encourage someone to start reading. It’s a little bit of “fake (假装) it until you make it.” You can start off wanting to read for the aesthetics, but eventually you might involve yourself in the book… she told NBC News. 1．According to the text, what is“performative reading” mainly about? A．Reading books aloud as a performance. B．Reading books carefully in public places. C．Sharing reading notes on social media platforms. D．Treating reading as fashion or a way to be noticed. 2．The word “aestheticize” in paragraph 5 is close in meaning to ________. A．make something easier to understand. B．make something more popular online. C．make something look beautiful or pleasing. D．make something more expensive and uncommon. 3．What possible benefit does“performative reading” have, according to Jafei Pollitt? A．It makes reading look cool online. B．It greatly improves reading speed. C．It helps people choose better books. D．It may turn fake reading into a real love of reading. 4．What is the writer’s main purpose in writing the passage? A．To show why cafes are perfect for reading. B．To advise people to avoid performative reading. C．To explore opinions on the“performative reading” topic. D．To compare different social-media platforms for readers. 【答案】1．D 2．C 3．D 4．C 【导语】本文是一篇议论文，文章主要讨论了“表演性阅读”这一现象，包括其定义、来源、不同人群对此的看法以及其可能带来的好处。 1．细节理解题。根据文章第二段“People have joked that these individuals (个人) are making books ‘a symbol of hotness’ or something to be worn with ‘a good outfit’, said The Week.”可知，“表演性阅读”主要是将阅读视为一种时尚或引人注目的方式。故选D。 2．词句猜测题。根据文章第五段“Some young people even argue that the so-called ‘performance’ doesn’t take away from the real joy of reading.”以及“‘I think social media makes everybody perform, whether they accept it or not,’ she told NBC News.”可知，一些年轻人认为社交媒体让每个人都进行“表演”，即让爱好看起来更美观或更吸引人，因此“aestheticize”的意思是“使某物看起来美丽或令人愉悦”。故选C。 3．细节理解题。根据文章最后一段“Jafei Pollitt, a regular reader who jokingly responded to this idea online, said that even pretending (假装) to read can encourage someone to start reading. It’s a little bit of ‘fake (假装) it until you make it.’ You can start off wanting to read for the aesthetics, but eventually you might involve yourself in the book…”可知，根据Jafei Pollitt的观点，“表演性阅读”可能将假阅读变成对阅读的真正热爱。故选D。 4．主旨大意题。文章主要讨论了“表演性阅读”的定义、来源、不同人群对此的看法以及其可能带来的好处，因此作者的主要目的是探讨关于“表演性阅读”这一话题的不同观点。故选C。 Passage 1 （25-26九年级上·北京通州·期中）As AI becomes more popular in education, some argue that AI expands (扩大) creative potential (潜力), while others fear it prevents originality (独创性). One of the biggest concerns about AI in education is that it can discourage deep thinking. Since AI generates (产生) content based on existing (现存的) data, students who over-rely on (依赖) it may produce work that has no originality. Over time, relying too heavily on AI could weaken critical thinking skills and may even make students lose confidence in their own creative abilities. On the other hand, AI can be a powerful tool for expanding creative potential. One of AI’s greatest strengths is its ability to generate new ideas. When students face creative blocks, AI can provide prompts (提示) or suggest new ideas that they might not have considered. One study examined 225 university students who were assigned a creative writing task. Half used AI for assistance (帮助), while the other half worked without AI. One of the key findings was that students who used AI produced more creative outputs compared to those who didn’t. AI helped students explore new ideas, refine their writing, and experiment with new structures or concepts. They also found that it reduced the difficulty and effort required for creative tasks. Having AI assist them made the process smoother and easier. However, while AI improved the quality of creative work, it also diminished the value and enjoyment of the creative process itself. Many students reported feeling less engaged (专注的) or emotionally connected to their work when AI was heavily involved (参与的). Moreover, some students felt uneasy about relying on AI for creative tasks, questioning whether AI-generated assistance was a form of “cheating” or if it was weakening their personal effort. For AI to be a part of education, it should be a thinking partner, not just a tool for quick solutions. Teachers can encourage students to engage in a back-and-forth dialogue with AI, for example, by refining ideas and challenging responses, rather than simply copying AI-generated content. Focus on the creative process, not the final product. Creativity isn’t just about the end result-it’s about the personal journey of exploration, struggle, and discovery. Teachers could require students to take down their brainstorming process, showing how they used AI and how it influenced their work. Students need to understand how AI works, its biases, and its limitations and ensure they engage with AI in a responsible and meaningful way. AI has the potential to both hinder (阻碍) and raise creativity, depending on how it is used. The key is responsible and intentional use. AI should support students, not replace their creative efforts. By teaching students how to use AI as a tool, we can ensure that AI empowers the next generation of creative thinkers instead of limiting their potential. 1．What is the study mainly about? A．Reasons for students to use AI. B．AI’s working process for helping creativity. C．AI’s influence on students’ creativity. D．Difficulties students face when using AI. 2．What does the word “diminished” in Paragraph 4 probably mean? A．Lowered. B．Raised. C．Cleared. D．Deepened. 3．What will the writer probably agree with? A．AI can’t help students to be more creative. B．Students shouldn’t use AI because it’s a form of “cheating”. C．Students should be taught to use AI wisely and responsibly. D．Using AI to find quick solutions is more important than focusing on process. 4．Which of the following is the best title for this passage? A．Why Does AI Raise Your Creativity? B．Does AI Harm Students' Creativity? C．Is It Important to Find the Potential of AI? D．How Can AI Create Original Work? 【答案】1．C 2．A 3．C 4．B 【导语】本文主要探讨了AI在教育中对学生创造力的双重影响，并提出了以负责任和有意识的方式使用AI，使其成为支持而非取代学生创造性思维的工具。 1．细节理解题。根据第三段“One study examined...One of the key findings was that students who used AI produced more creative outputs compared to those who didn’t.”以及第四段“However, while AI improved the quality of creative work, it also diminished the value and enjoyment of the creative process itself.”可知，该研究主要讨论了AI对学生创造力产出的提升以及对创作过程本身价值的影响，因此它是关于AI对学生创造力的影响。故选C。 2．词句猜测题。根据第四段“However, while AI improved the quality of creative work, it also diminished the value and enjoyment of the creative process itself.”可知，在AI提高作品质量的同时，它也“降低、减弱”了创作过程本身的价值和乐趣。且“diminished”与上文“improved”形成转折对比。故选A。 3．推理判断题。根据第五段“For AI to be a part of education, it should be a thinking partner...Focus on the creative process...Students need to understand how AI works, its biases, and its limitations and ensure they engage with AI in a responsible and meaningful way.”以及最后一段“The key is responsible and intentional use.”可知，作者认为关键在于负责任、有意识地使用AI，应该教导学生如何明智且负责任地使用AI。故选C。 4．最佳标题题。通读全文，文章开头提出AI对创造力存在潜在阻碍和促进两种对立观点，接着通过研究具体分析其双面影响，最后重点论述如何负责任地使用AI以使其支持而非取代学生的创造性努力。全文核心是探讨AI对学生创造力的影响究竟是利是弊。故选B。 Passage 2 （25-26九年级上·北京海淀·期中）Every weekend, millions of young athletes compete in organized sports. From soccer to swimming, basketball to gymnastics, children are training harder and starting younger than ever before. A growing trend in youth sports—specialization, or focusing on one sport year-round—has sparked a heated debate among parents, coaches, and medical experts. Supporters of early specialization argue that concentrated effort is the key to excellence. Many top athletes, such as tennis stars Serena Williams and Venus Williams, began their training as preschoolers. By devoting themselves to one sport, young athletes can master complex skills that require thousands of hours of practice. For families aiming for college scholarships or professional sports careers, specialization appears to be the most logical path. However, lots of research suggests that early specialization may prove counterproductive in the long run. According to Dr. Eva Seligman from Johns Hopkins Medicine, children who specialize too early face a greatly increased risk of overuse injuries. Studies suggest that athletes who specialize are 70 to 93 percent more likely to suffer injuries than those who participate in multiple (多种多样的) sports. Half of all injuries in youth sports are classified as injuries caused by overuse. The risks extend beyond physical health. The American Academy of Pediatrics (美国儿科学会) reports that nearly 70 percent of young athletes stop organized sports by age 13. What are the main causes? Burnout, loss of motivation, and overwhelming pressure to perform. Dr. Arvind Balaji from Stanford Medicine emphasizes that “playing more than one sport can sharply reduce the risk of injury and burnout.” He also notes a surprising fact: many top athletes—including the basketball legend LeBron James and the soccer star Abby Wambach—played various sports throughout high school before eventually specializing at the collegiate level. So what is the right path? Medical experts strongly recommend a balanced approach. The American Academy of Pediatrics advises delaying (延迟) specialization until age 15 or 16. Before that, children should try different kinds of sports, develop general physical skills, and more importantly, keep sports enjoyable. A simple but effective guideline: a child should never train more hours per week than his or her age in years. For example, an 11-year-old child should practice no more than 11 hours weekly. Additionally, young athletes should take at least two days off each week and schedule three months of rest from their primary sport each year. Ultimately, the purpose of youth athletics should extend beyond mere championships or scholarships. True success lies not in winning prizes, but in developing lifelong healthy habits, mastering teamwork, and above all, preserving true enjoyment. After all, a child who drops out by 13 will never reach professional status—yet one who finds joy in play may remain active for life. 1．Why does the writer mention LeBron James and Abby Wambach in Paragraph 4? A．To show that playing various sports might benefit athletes. B．To show that specialization is necessary for top athletes. C．To explain why multi-sport athletes are less likely to burn out. D．To argue that basketball and soccer are better sports than others. 2．What does the word “counterproductive” in Paragraph 3 most probably mean? A．Helping to achieve a goal more quickly. B．Making sports less enjoyable than before. C．Producing the opposite of the desired result. D．Causing physical injuries to young athletes. 3．Which of the following would the writer most probably agree with? A．Early specialization is necessary to become a top athlete. B．Championships are the most important part of youth sports success. C．Training less than a child’s age per week is always enough for young athletes. D．Playing various sports reduces injury risk at a young age and keeps kids interested. 4．What is the best title for the passage? A．What Are the Hidden Risks of Youth Sports? B．Should Young Athletes Focus on One Sport Early? C．Is Specialization the Key to Athletic Success? D．Does Hard Training Since Childhood Really Pay Off? 【答案】1．A 2．C 3．D 4．B 【导语】本文是一篇议论文，围绕青少年体育运动中“早期专项化训练”的争议展开，先介绍支持方的观点，再通过研究指出早期专项化的弊端，最后给出“均衡参与多种运动”的合理建议。 1．第四段中“He also notes a surprising fact: many top athletes... played various sports throughout high school before eventually specializing at the collegiate level.”表明，作者列举LeBron James和Abby Wambach的例子是为了说明许多顶尖运动员在高中时期都参加过多种运动，以此证明参加多种运动可能对运动员有益，并不妨碍他们成为顶尖选手。 2．第三段开头“However”表示转折，以及后文提到的“face a greatly increased risk of overuse injuries”，说明早期专业化虽然初衷是为了卓越，但长期来看会产生相反的效果。Counterproductive意为“适得其反的”，即Producing the opposite of the desired result。 3．通读全文，特别是第三段提到多项运动运动员受伤几率更低，第四段提到多项运动可减少倦怠，以及第五段建议儿童尝试不同种类的运动。作者显然赞同参加多种运动能降低受伤风险并保持孩子的兴趣。A项与文意相反；B项与最后一段“True success lies not in winning prizes”矛盾；C项“always enough”过于绝对。故选D。 4．文章第一段引出青少年体育早期专业化的话题及争议，随后几段分别讨论了支持观点、反对证据（受伤、倦怠）以及专家的建议（延迟专业化、平衡发展）。整篇文章围绕“青少年运动员是否应该早期专攻一项运动”这一核心问题展开。 Passage 3 （25-26九年级上·北京大兴·期中）The use of AI companions (伴侣) is growing quickly. Companies offer people AI friends, and many people now use chatbots as someone to talk to. This is not surprising. AI companions offer something that no human relationship can—intimacy (亲密关系) without risk. They never blame you for a bad day. They don’t get angry. And they don’t judge you. They listen patiently and seem to always understand you. This lack of friction (摩擦) is attractive, because real human relationships are hard. In real life, people often misunderstand each other. We may argue, or even hurt each other. These experiences are not pleasant, but they are unavoidable. That is why many people are attracted to AI — it seems to offer all the good parts of a relationship without the difficult ones. However, this “perfect” experience may not be good for us. According to the psychoanalyst Donald Winnicott, a parent who always meets their child’s every need perfectly doesn’t produce a thriving child; they produce a dependent one. Children do not grow well in a perfectly frictionless environment. It is small, manageable failures that actually help children learn patience and become stronger. Similarly, we also need imperfect relationships to grow. When we only choose easy and comfortable connections, we may stop developing important skills. For example, we may become less able to deal with stress, accept different opinions, or control our emotions. AI provides a “perfect” relationship with no arguments or discomfort, but it removes the friction that helps us improve. More importantly, new ideas and creativity often come from disagreement and challenge. When everything runs smoothly without any friction, people may not try to think deeper or do better. While AI can be asked to challenge us, that’s friction on demand (需要)—friction we can control and we can always stop when we feel uncomfortable. Real creative friction is different. It’s from a mind that sees things another way. We can’t control or stop it especially when an idea has its weakness exposed. It forces us to rethink. So what meaningful steps can we take to protect the friction? First, we can start by noticing when you turn to AI just for comfort. Also, instead of avoiding difficult conversations, learn to stay with them. Ask others for honest opinions and really listen. Finally, keep at least one relationship fully human. AI can simulate (模拟) friendship, but it cannot replace real human relationships. Though imperfect, real human relationships are where growth happens — through friction. To replace it with comfort would be a great loss. 1．How does the writer explain why many people are attracted to AI in Paragraph 2? A．By describing the pleasant experiences with AI. B．By comparing AI with real human relationships. C．By telling a story of using chatbots as friends. D．By introducing the popularity of AI companions. 2．The word “thriving” in Paragraph 3 most probably means ________. A．strictly following all rules B．always depending on others C．willing to try new things D．able to stand on one’s own feet 3．According to the passage, what is a good example of real creative friction? A．Ask AI for new ideas but stop when upset. B．Read articles that agree with you. C．Talk to a friend who finds your mistakes. D．Use chatbots to fix your ideas nicely. 4．What is the writer’s main purpose in writing this passage? A．To encourage people to develop real human relationships. B．To show the advantages of AI companions in daily life. C．To teach children how to become more independent. D．To advise people to use AI companions wisely. 【答案】1．B 2．D 3．C 4．A 【导语】本文介绍人工智能伴侣的流行原因，分析其弊端，强调真实人际摩擦对成长与创造力的重要性。 1．第二段说明：“AI companions offer something that no human relationship can — intimacy without risk”，作者先阐述人工智能伴侣无争执、善倾听、无矛盾的特点，再对比现实人际关系易误会、易争吵、易彼此伤害的现状，通过两者对比解释人们被人工智能吸引的缘由。 2．第三段说明：“a parent who always meets their child’s every need perfectly doesn’t produce a thriving child; they produce a dependent one”，句中把“thriving child”和“dependent one”形成正反对比，dependent表示“依赖他人的”，可推知thriving有“独立自强、能够自立”的含义。 3．第五段介绍：“Real creative friction is different. It’s from a mind that sees things another way...It forces us to rethink”，真正具有创造性的思想碰撞来自视角不同、能指出自身不足并促使人反思的真实人际交流。 4．最后一段归纳主旨：“AI can simulate friendship, but it cannot replace real human relationships. Though imperfect, real human relationships are where growth happens — through friction”，作者全文论证人工智能伴侣无法替代真实人际关系，呼吁人们珍惜并用心经营真实的人际情感。 / 学科网（北京）股份有限公司 $ 专题06 阅读理解（议论文） Passage 1 （25-26九年级上·北京顺义·期中）The Rise of EdTech: A New Way to Learn The way we learn is changing rapidly. In recent years, Educational Technology, or “EdTech” for short, has become a powerful force in classrooms and homes around the world. From interactive apps to online courses, technology promises to make learning more engaging and personalized. But is this shift entirely positive? Many educators and students are beginning to ask important questions about the role of technology in education. EdTech offers many exciting benefits. For example, language learning apps can offer instant feedback on pronunciation, and online platforms can provide thousands of courses on everything from coding to art history. This allows students to learn at their own pace and explore their unique interests. It can also make quality education more accessible to people in remote areas. However, some challenges come with these new tools. Critics (批评者) worry that too much screen time can reduce students’ attention spans and make it harder for them to focus on traditional learning. There is also a concern that the constant use of algorithms(算法) to personalize books might create “filter bubbles,” where students only see information that matches their current level and interests, limiting their exposure to new and challenging ideas. Moreover, not every student has equal access to the latest devices and a fast Internet connection, which could widen the gap between the rich and the poor. The key, many experts argue, is balance. Technology should be a tool to support learning, not replace fundamental skills like critical thinking and deep reading. Just as a calculator(计算器) helps with math but doesn’t teach us how to think logically, EdTech should assist, not control, the learning process. The most successful classrooms of the future will likely be those that mix the best of traditional teaching with the most effective new technologies, ensuring that students develop both digital literacy and essential human skills. 1．What is one main advantage of EdTech mentioned in the passage? A．It makes teachers less necessary. B．It completely replaces traditional textbooks. C．It allows students to learn at their own pace. D．It ensures all students get the same information. 2．What is the “filter bubble” effect in personalized learning? A．It protects students from harmful online content. B．It makes learning apps run faster on old devices. C．It helps teachers track students’ progress more easily. D．It limits the information and challenges students come across. 3．What does the underlined word “balance” in the last paragraph most probably mean? A．Finding a healthy mix of different elements. B．Sticking strictly to traditional methods. C．Focusing only on new technology. D．Letting students choose their preferred way of learning. 4．What is the author’s main purpose in writing this article? A．To encourage a wise way of using EdTech. B．To encourage schools to buy the latest EdTech products. C．To explain why traditional learning methods are outdated. D．To warn against the dangers of using technology in education. Passage 2 （25-26九年级上·北京西城·期中）“Do not get the idea that you’re anything special, because you’re not.” This is what English teacher David McCullough told graduates at Wellesley High School. Mothers and fathers present at the ceremony (典礼) disagreed with McCullough’s words. But in all that anger and disagreement, we missed something we really should keep in mind: our young people actually have no idea whether they’re really talented or not. In our hope to build their confidence, we forgot to teach them how to correctly evaluate (评估) their own abilities. In fact, it’s not just these high-school students: we all tend to view ourselves as above-average. Therefore, it is of great importance for us to learn and teach our kids how to evaluate ourselves (themselves) objectively (客观地). Inflated (膨胀的) self-judgments have been found in study after study. Usually, when we perform worst at a given task, we feel most satisfied with our performance. In a 2020 study published in the journal Medical Education, for example, medical students who scored the lowest on a test were the most sympathetic in their self-evaluations, while high-scoring students judged themselves much more strictly. Poor learners, the authors say, cannot realize their own inability. Why should this be? Another study offers an explanation. People who have a low level of ability suffer from a “dual burden”: they’re not good at what they do, and their inability prevents them from recognizing how bad they are. In Dunning’s study, participants scoring at the bottom on tests of logic, grammar and humor “extremely overestimated (高估)” their talents. Although their test scores put them in the 624th, they guessed they were in the 12th. What these individuals didn’t have was “meta cognitive skill” (元认知技巧) : the ability to monitor how well (or badly) they’re performing. Without that ability, the participants arrived at an overly hopeful view of their own abilities. Luckily, there are a couple of ways to deal with it. First, we can learn to make honest comparisons with others. Train yourself to recognize excellence, even when you don’t have it. Then compare what you can do with what excellent people are able to do. Second, often ask others for opinions and try to make sure they are correct and specific. Find someone who will tell you not only how poorly you’re doing, but also what you’re doing wrong. If we use these ways—and most importantly, teach them to our children—they won’t need parents, or a graduation ceremony speaker, to tell them whether they’re special or not. If they are, they’ll already know that they are. Or they’ll have a plan to get that way. 1．Why does the writer mention David McCullough’s speech at the beginning of the passage? A．To introduce the problem of wrong self-view. B．To show the anger of parents at the ceremony. C．To discuss what makes a person truly special. D．To criticize the wrong ideas of an English teacher. 2．The underlined word “sympathetic” in Paragraph 2 probably means “________”. A．serious B．negative C．honest D．kind 3．What can we learn from the passage? A．The test of logic itself can tell if participants have “meta-cognitive skill”. B．We make honest comparisons with others in order to do better than them. C．The opinions of others may help us better understand our actual performance. D．The medical students in the 2020 study couldn’t recognize excellence in others. 4．What is the writer’s main purpose in writing this passage? A．To explain what “meta-cognitive skill” is and how to develop it. B．To stress the need for objective self-evaluation and offer solutions. C．To introduce studies on self-judgment and ways to accept ourselves. D．To discuss why we view ourselves as below-average and offer advice. Passage 3 （25-26九年级上·北京海淀·期中）On weekends, some people rush to select photos from a marathon and write like “pushing my limits” right after crossing the finish line, eager to post them on social media. Others spend vacation evenings stressed about perfecting travel videos, carefully choosing background music, worried they might miss a chance to show off a “perfect holiday” to others. We live in such an “achievement society” where leisure (休闲) has lost its true purpose. Instead of being a break from tiredness, it has become a new stage for branding and selling ourselves. We fill our free time with self-promotion, turning relaxation into a competitive and tiring performance that finally leads to burnout, and then we easily get distracted (分心的) by the desire to gain others’ praise. To escape this trap, we can turn to the wisdom of the ancient Greek philosopher Aristotle, who lived from 384 to 322 B．C． In his famous Nicomachean Ethics, Aristotle starts by saying that we are all searching for happiness, but he argues we are often confused about how to achieve it. He points out that pleasure, wealth, honor, and power do not bring lasting happiness. True happiness comes from our choices of habits, which are not just about action, but also motives (动机) and character, he says. Good habits are the result of moving constantly in the right direction through practice. In Aristotle’s view, the true meaning of such self-development differs sharply from self-promotion. In an achievement society, we are often forced to respond to outside pressures to self-promote. We may instead look to pleasure, wealth, honor and power for happiness. This can sidetrack our self-development needed for true happiness. For Aristotle, leisure is very important for self-development. The true purpose of leisure is not tied to the need to achieve—it is time we can reflect on our real needs, develop friendships, think for ourselves, and step back and decide what kind of life we truly want to live. Without such leisure, happiness stays out of reach. In today’s achievement-focused society, we must rethink leisure: not as a tool for self-promotion, but as a space to grow. The choices we make during our free time can either bring us closer to happiness or lead us toward burnout. After all, true happiness comes from becoming the best of ourselves, not meeting others’ standards. Aristotle told us that we can control the most important things in a good life: what kind of person we will become. And leisure is the time when we can decide what habits to develop and what kind of person to be. Will we give in to the achievement-focused society? Or will we use our free time to develop ourselves as individuals? 1．Why does the writer mention two examples in Paragraph 1? A．To introduce the negative influence that social media has on people. B．To compare different kinds of activities in leisure time. C．To show what leisure in an achievement society is like. D．To explain why leisure is important for personal growth. 2．What does the word “sidetrack” in Paragraph 4 most probably mean? A．Distract. B．Direct. C．Decide. D．Discover. 3．Which of the following would the writer most probably agree with? A．Self-promotion in leisure blocks true happiness. B．True happiness comes from pleasure and honor. C．Shared standards are connected with true happiness. D．Leisure should be used for self-promotion. 4．According to the passage, what is a good example of spending free time for its true purpose? A．Following others to spend evenings watching popular TV shows. B．Posting photos on social media and collecting one hundred likes. C．Reading a favorite book in the park and relating it to real life. D．Buying expensive new-style sports shoes and showing them off. Passage 4 （25-26九年级上·北京西城·期中）Nature and culture are often seen as opposite ideas. What belongs to nature cannot be the result of human activities and, on the other hand, cultural development is achieved against nature. However, this is not the only opinion on the relationship between nature and culture. Studies in the development of humans suggest that culture, whether taken as an effort against nature or a natural effort, is part of the development of the human species (物种). Several modern writers saw the process of education as a struggle (斗争) against human nature. We are born with wild natures, such as eating and behaving in a disorganized way or acting selfishly. Education uses culture as a way to get us out of our wildest natures; it is thanks to culture that the human species could learn to adapt, progress and raise itself above and beyond other species. Over the past century and a half, however, studies in the history of human development have shown that the formation of culture is part of the biological adaptation. Consider, for example, hunting. It seems to be an adaptation, which allowed humans to move into new and different areas, opening up the opportunity to change living habits. At the same time, the development of weapons (武器) is related to that adaptation—from rocks and stones to a set of hunting tools, and from hunting tools to rules relating to the proper use of weapons. Hunting also seems to be responsible for a whole set of bodily abilities, such as balancing on one foot. Just think of how this very simple thing is closely related to dance, a key expression of human culture. It is then clear that biological development and cultural development are closely tied. The transmission of culture seems to be directly related to what’s in our blood. Just as snails carry their shell, so do we bring along our culture. However, culture is also passed on among people of the same time or among people belonging to different populations. We can learn how to make jiaozi even if we were born from Russian parents in Paris just as we can learn how to speak English even if none of our family or friends speaks that language. 1．What is Paragraph 2 mainly about? A．Culture belongs to human nature. B．Nature teaches humans how to adapt. C．Humans are supposed to be well organized. D．Education pushes the human species to progress. 2．Why does the writer talk about hunting in Paragraph 3? A．To suggest some possible ways of changing living habits. B．To stress the importance of tools in humans’ struggle for life. C．To show how culture develops as humans adapt to the environment. D．To explain why there is a need to call for the proper use of weapons. 3．What does the word “transmission” in Paragraph 4 probably mean? A．system B．spread C．start D．spirit 4．What is the writer’s opinion on the nature-culture relationship? A．Culture and nature are separate yet balanced. B．Culture depends much on nature to progress. C．Nature and culture are different but connected. D．Nature follows the unwritten rules set by culture. Passage 5 （24-25九年级上·北京海淀·期中）“You’ll get square eyes!” my mother used to say as I sat for hour after hour glued to the TV. I didn’t pay any attention. Past-forward many years and now I’m the parent. My 5-year-old lives in a world where screens aren’t fixed pieces of furniture. You can’t even avoid them by going outside. Screens are not only in our pockets; they’ re everywhere. The concerns have grown with the screens. In the past ten years, we have heard that they will damage our mental health. Many of us feel more distracted (分心的) by them, feeling guiltier and more tired as a result. The apps and websites we can use on our phones have also caused widespread concern. Big tech companies are also good at making use of our need for social acceptance, catching us on likes and follower counts. Social media has created a culture of mass narcissism (自恋), which has led many to worry about the emotional stresses on teenagers. A quick online search brings up lots of papers linking screen use or social media with harmful effects on mental health, including anxiety and depression. Such statements are alarming. They are also widely believed, thanks to popular books like iGen by Jean Twenge, which claims that digital technology has destroyed a generation. Yet, Amy Orben at the University of Oxford, who studies the influence of digital technology and social media in particular on mental health, holds different views. She claims that the studying data can be used to tell different stories. She also pointed out the weakness in several large studies that showed correlations (相关性) between the use of devices with screens and depression in users. Twenge stands by her own finding, pointing in turn to what she considers downsides in Orben’s research methods. For David Max, at Royal College of Child Health in London, the effect of screen time and social media use on mental health remains speculative. “We cannot regard social media completely as good or bad,” says Davie. “We don’t know whether in many cases social media is not responsible,” he says. The growth of mobile phone use has changed our lives. I can download movies, write articles, communicate with my family and broadcast to the world all at the push of a button. Rather than place limits, we should take a look at our use of screens and ask how they fit with the activities and lifestyle. Every new technology with widespread influence has given rise to new fears. So, the best way may simply be to ask yourself what level of screen use makes you and those around you happy and try to stick to it. If you find you are unable to stop, don’t be anxious — and certainly don’t feel guilty. Nobody knows anything worth getting scared about. 1．According to the passage, people give likes and count followers to ________. A．share one’s lifestyles B．show respect for others C．search for social acceptance D．reduce emotional stresses 2．The underlined word “speculative” probably means “________”. A．questionable B．negative C．important D．deep 3．What can be learned from the passage? A．Teenagers are more influenced by screen use both physically and mentally. B．Big tech companies help to produce many research papers on mental health. C．Twenge mainly introduces the overall benefits of digital technology in her books. D．Orben believes it is too early to think screen use responsible for hurting a generation. 4．The passage is written to ________. A．encourage readers to reduce the time of screen use B．share different opinions on the effects of screen use C．lessen people’s concerns and worries about the use of screens D．explain why screen use may have some negative effects on people Passage 6 （25-26九年级上·北京东城·期中）Once, I asked the famous artist Elizabeth Murray how she felt about her early work. She told me that some paintings didn’t meet her standards. There was one she didn’t like at all and she even left it in the trash inside her studio. However, her neighbor saw the painting, thought it was valuable, and took it away. At that moment, my view of success and creativity changed. I realized that success is a moment, but what we are always celebrating is the lifelong effort to master (精通) a skill—that is, true creativity and mastery. I started to understand this when I watched an archer (弓箭手). She hit a seven, a nine, then two tens—yet her next arrow missed completely. I saw that this failure gave her more tenacity (韧性), and she practised it again and again. For three hours this went on. So, success is hitting that ten-ring, but mastery is knowing that it means nothing if you can’t do it consistently. Mastery is not just the same as excellence, though. It’s not the same as success, which I see as an event, a moment in time, and a title the world awards you. Mastery is not a commitment (投入) to a goal but to a continuous journey. What pushes us forward is valuing a near win. The near win is part of mastery because the better we get, the more we realize how much we still don’t know. It’s called the “Dunning-Kruger effect”. The Paris Review got it out of James Baldwin when they asked him, “What do you think increases with knowledge?” and he said, “You learn how little you know.” Success motivates us, but a near win can push us forward on an ongoing journey. One of the most vivid examples of this comes when we look at the difference between Olympic silver medalists and bronze medalists after a competition. Thomas Gilovich and his team from Cornell University studied this and found that while bronze medalists are often happier just to have made the podium (领奖台), the frustration (沮丧) silver medalists feel gives them greater focus for future competitions. The near win always drives us forward because it makes a far-away goal feel closer, like a distant mountain suddenly seeming nearer. Then, it acts like a signpost, making us focus on the very next step we need to take. We become, and continue to be, successful, strong and healthy not when we’ve done it all, but when we still have more to do. We grow by improving our unfinished work, just like building with blocks (积木). We also improve ourselves. This is how we master a skill. When you almost reach a goal, it can help you achieve even bigger things later. Completion is a goal, but we hope it is never the end. 1．Why does the writer use the example in Paragraph 1? A．To prove the value of creativity in art. B．To show the result of a wrong judgement. C．To introduce a change in the opinion. D．To stress the importance of a good neighbor. 2．What can we learn about success and mastery from the passage? A．Knowing how little we know sets us on the path to mastery. B．Success means going after excellence over and over again. C．Most successes are driven by the Dunning-Kruger effect. D．Mastery is all about making every effort to win in our life. 3．Which of the following shows the effect of a near win? A．A teacher, who kept encouraging students, received an honor. B．A boxer, who lost in a close match, trained harder than before. C．A writer wrote a book and became famous overnight. D．A scientist changed the research area after careful planning. 4．What is the writer’s main purpose in writing this passage? A．To encourage people to be successful. B．To introduce the benefits of having the right goal. C．To compare different ways to deal with a near win. D．To explain the true meaning of mastery. Passage 7 （25-26九年级上·北京·期中）A character in one of Shakespeare’s plays once said, “Some are born great, some achieve greatness, and some have greatness thrust upon them.” Any of these could apply to the modern day sportsmen. Many still argue about the nature of their talent. Some say that people are born to be sportsmen, while others say it is only through hard work that they achieve their abilities. Regardless of the opinions, true greatness for them is only realized when their talents are acknowledged (承认) by the public. With this acknowledgement of their “greatness” come money, power, influence and responsibility. For better or for worse, like it or hate it, modern sportsmen are the role models of children worldwide. These children will grow up admiring their heroes, copying their every move, and wanting to be like them. With the influence of the media, this becomes even more common. So it is more important than ever for these sportsmen to recognize their responsibility. In the past few months, there have been many examples of questionable behaviors from sports stars. Present-day sports stars often mirror the less admirable aspects of society, which is often quickly pointed out by the self-righteous (自以为是的) media. It would be wrong for us to expect sportsmen to be perfect. It would also be wrong for us to think that their behavior is greatly worse than the sportsmen in the past. But with the all-seeing eye of modern media, it is a different world. So different standards must be expected. Of course there is no duty for sportsmen to be good role models. It’s totally their choice whether they consider their behavior appropriate (恰当的), as long as it complies with (遵守) the law. Furthermore, measuring the true influence their decisions have on their followers is absolutely impossible. Some will rise against their idols, seeing them in a new light and criticizing their actions. Others may copy their heroes’ actions, using them as a shield (挡箭牌) when making the same mistakes. It is certain that the actions of sportsmen will influence the lives of those who admire them. Present-day sportsmen are like role models in today’s world, and their actions are watched carefully by millions over the world. Some may complain against it, denying (否认) their influence on these children’s lives. Others may realize it but not respect it, while many may both realize it and respect it. In a word, you do not choose whether you are a role model. All you can do is to decide how to act when greatness is thrust upon you. 1．In Paragraph 1, the author tries to stress ________. A．sportsmen achieve success and greatness through their efforts B．there are two ways for people to achieve success and greatness C．the important qualities for the sportsmen to become great nowadays D．sportsmen become great when their gifts are recognized by people 2．Which of the following statements is true according to the passage? A．Most fans copy their heroes’ wrong actions when they don’t realize it. B．Sportsmen are self-righteous because the media makes them famous. C．The media sometimes overstresses the misbehavior of the sportsmen. D．Sportsmen have the right to behave as they wish when facing their fans. 3．The underlined phrase “thrust upon” most probably means ________. A．pulled off B．forced on C．related to D．removed from 4．What is the main purpose of the passage? A．To remind the sportsmen of their social responsibilities. B．To advise the media to choose proper sport events to report C．To argue that sportsmen should be respected more as heroes. D．To inform the public that sportsmen are not suitable role models. Passage 1 （25-26九年级上·北京东城·期中）We live in a culture that treats mistakes as both unavoidable and unacceptable. On one hand, we are told again and again that mistakes are our teachers. On the other hand, we carry the weight of each misstep as if it should never have happened. No matter how we view mistakes, the unspoken rule is that the goal remains the same: avoid mistakes at all costs. But what if the very thing we call a mistake isn’t one at all? You planned carefully, acted honestly, and made thoughtful choices. Yet the result looked different from what you imagined. It is natural to call it a mistake. But what if it was simply an outcome, neither right nor wrong, just reality moving in a direction you did not expect? For example, someone accepted a meaningful job. Later, the company restructured (重组) and the position disappeared. Did he make a wrong decision? If we call every difference from expectation a mistake, we lose the ability to accept uncertainty as part of the process. There is an important difference between negligence and uncertainty. Negligence, paying no attention to facts, missing warnings, or failing to act with care, can and should be called a mistake. But uncertainty, no matter how uncomfortable, is not. It’s simply the reality we live with. When we learn to separate true mistakes from unavoidable outcomes, we allow ourselves to walk more freely, act with courage, and experiment without carrying the weight of unnecessary regret. This does not mean you can take things lightly. We should plan carefully, consider possible outcomes, and act responsibly. But once we have done so, we must also accept that the results may not correspond to the picture we painted in our minds. Sometimes it is just life, moving us into places we did not expect but might need to be. I can think of moments in my own life when an opportunity (机会) I worked for with full effort did not materialize. At the time, it felt like a mistake. But looking back, those moments turned out to be turning points, redirecting my time and energy toward spaces I would never have explored otherwise. What felt like mistakes was in fact redirection. Only when we do not treat the absence of a hoped-for outcome as a mistake, can we start opening our minds to unexpected opportunities that appear when things don’t go as planned. And maybe the lesson is not just to learn from mistakes, but to learn which things were never mistakes in the first place. 1．Why does the writer use the example in Paragraph 2? A．To prove that mistakes are hard to avoid. B．To encourage careful thought before acting. C．To explain that uncertainty is normal in life. D．To stress the importance of making good decisions. 2．The words “correspond to” in Paragraph 4 probably mean “________”. A．depend on B．center on C．connect with D．agree with 3．Which of the following would the writer most probably support? A．Mistakes usually result from poor preparation. B．Acting carefully is the key to reducing uncertainty. C．Our view on unexpected outcomes shapes our growth. D．Avoiding mistakes matters more than exploring new experiences. 4．Which of the following is the best title for this passage? A．What Can We Learn From a Mistake? B．When Is a Mistake Really a Mistake? C．Why Are Mistakes Unacceptable? D．How Can We Avoid Mistakes? Passage 2 （25-26九年级上·北京海淀·期中）The Stanford marshmallow (棉花糖) test was originally done by psychologist Walter Mischel in the late 1960s. Children aged four to six at a nursery school were placed in a room. A single sugary treat (甜食), selected by the child, was placed on a table. Each child was told if they waited for 15 minutes before eating the treat, they would be given a second treat. Then they were left alone in the room. Follow-up studies with the children later in life showed a connection between an ability to wait long enough to get a second treat and various forms of success. As adults, in fact, we face “the marshmallow test” every day. We’re not tempted (诱惑) by sugary treats, but by our computers, phones, and tablets—all the devices that connect us to the global delivery system for various types of information that do to us what marshmallows do to preschoolers. We are tempted by sugary treats because our ancestors lived in a calorie-poor world, and our brains developed an ability to respond to these treats that reflected their value—a feeling of reward and satisfaction. But as we’ve reshaped the world around us, greatly reducing the cost and effort involved in getting calories, we still have the same brains we had thousands of years ago, and this mismatch is at the heart of why so many of us struggle to resist (抑制) tempting foods that we know we shouldn’t eat. A similar process is at work in our response to information. Our formative (发展的) environment as a species was information-poor, so our brains developed a system that prized new information. But global connectivity has greatly changed our information environment. We are now constantly bombarded (轰炸) with new information. Therefore, just as we need to be more thoughtful about our intake of calories, we also need to be more thoughtful about our intake of information, and refuse to accept the temptation of the mental “junk food” in order to manage our time most effectively. 1．According to Paragraph 3, there is a mismatch between ______. A．the calorie-poor world and our own desire for food B．the shortage of sugar and our nutritional needs C．the food-rich world and our unchanged brains D．the attractive foods and our efforts to keep fit 2．What does the author suggest readers do? A．Use diverse information sources. B．Be selective consumers of information. C．Absorb new information readily. D．Protect the information environment. 3．Which of the following is the best title for the text? A．The Later, the Better B．The Sad Truth about Early Humans C．Eat Less, Read More D．The Marshmallow Test for Adults Passage 3 （25-26九年级上·北京海淀·期中）How AI will transform education is very important to schools such as mine, teachers such as me, and hardworking care-givers such as the parents in my community. Could AI teach our children to grasp new concepts and skills? Might AI be better equipped to help them use their own intelligence? Human intelligence is different from the computer’s. For one, human intelligence cannot be measured. The brain is plastic (可塑的), always developing and growing as we learn from our environments. In addition, human intelligence depends on human interaction; exercising our intelligence is something we do naturally as we connect with others, consider the world around us and seek to improve our relationship to that world. In education, there has been a movement toward social-emotional and problem-based learning. So educators try to encourage interest in subjects and skills by turning learning moments into communal (共有的) problem-solving events. When we combine analytical (分析的) learning with social-emotional learning, students master the material we want them to know and get more excited about the learning process. However, using AI looks different from this. AI learning often involves an individual working alone with a computer program. It can crowd source information to help students find facts about their environment, solve a problem and come up with a creative way forward. But AI doesn’t force students to think through or keep anything. And simply being fed facts and information is not the same as “learning”. It is fascinating to imagine that AI might cure what annoys us. Many parents don’t have the resources—in time, money or energy—to teach their kids at home. If AI could fill the gaps, how great, right? Yet the nature of AI “teaching” as it currently exists means that many students may simply level up without “learning”—an in-depth engagement that sparks their curiosity to learn more. Maybe it’s time to rethink about how we can shape AI learning in the way of involving students in the true learning process where the growth of their intelligence is not just to be expected but to be gauged (衡量). Probably in this way will AI be able to teach better. 1．What do we know about human intelligence according to Paragraph 2? A．It is measured easily. B．It is of no importance. C．It can do without education. D．It is changeable and interactive. 2．Which of the following would the writer most probably agree with? A．AI learning should be widely used and relied on at school. B．AI learning helps develop students’ intelligence greatly. C．AI learning makes a huge difference to education worldwide. D．AI learning is expected to help with students’ true learning. 3．What can be a suitable title for the passage? A．Can AI be Better Used to Teach Students? B．Should Students Use AI Frequently? C．How Do Students Use AI in Their Study? D．How Do Teachers Interact with Students? Passage 4 （25-26九年级上·北京大兴·期中）Being Authoritative (权威的) Parents Phrases like “tiger mom” and “helicopter parent” have made their way into everyday language. Many of us find ourselves drawn to the idea that with just a bit more parental hard work and effort, we might turn out children with bright futures. But is there anything wrong with a kind of “overparenting style”? Parental involvement has a long history of being studied. Many of the studies, carried out by Diana Baumrind, a famous psychologist at the University of California, Berkeley, have found that a good parent is the one who is involved and reacts to her child in a positive way, who sets high expectations but gives her child independence. These “authoritative parents” appear to hit the sweet spot of parental involvement and generally raise children who do better academically, psychologically and socially than children whose parents are not strict and less involved, or controlling and more involved. Why is this parenting style so successful? Authoritative parents actually help improve motivation in their children. Carol Dweck, a social psychologist at Stanford University, has done research that shows why authoritative parents raise more motivated children. In a typical experiment, Dr. Dweck takes young children into a room and asks them to solve a simple puzzle. Most do so with little difficulty. But then Dr. Dweck tells some, but not all, of the kids how clever they are. As it turns out, the children who are not told they’re smart are more motivated to solve increasingly difficult puzzles. They also show higher levels of confidence and show greater progress in puzzle-solving. As the experiment suggests, praising children’s talents and abilities seems to shake their confidence. Dealing with more difficult puzzles carries the risk of losing one’s status as “smart”. Dr. Dweck’s work strongly supports that of Dr. Baumrind, who also found that reasonably supporting a child’s independence and limiting interference (干涉) causes better academic (学术的) and emotional results. The central task of growing up is to develop a sense of self that is independent and confident. If you treat your young child who is just learning to walk as if she can’t walk, you reduce her confidence. Allowing children to make mistakes is one of the greatest challenges of parenting. It is easier when they are young. The potential mistakes carry greater risks, and part of being a parent is reducing risk for our children. 1．According to the passage, a “tiger mom” ______. A．helps her children realize their dreams B．pays close attention to her children’s experiences C．places reasonable expectations on her children D．speaks her children’s everyday language 2．The example of the children doing the puzzles suggests that ______. A．a good game plays a big role in training young minds B．bright children usually show less confidence in difficult games C．puzzle-solving can give children the motivation they need D．overpraising makes children less motivated and confident 3．The last paragraph tells us that ______. A．children should not be given much freedom B．parents should not increase the risk of challenging C．children should correct mistakes with the help of their parents D．parents should allow their children to learn from mistakes Passage 5 （25-26九年级上·北京·期中）Think about the last time you went to an art or history museum. Which pieces of artifacts (artworks) stood out to you? Did you read the introduction next to them? Did it tell you where the artifacts were from and how the museums got them? Today, many museums around the world own art and artifacts that were stolen or looted (掠夺) from their original countries during war or colonial rule (殖民统治). You may see ancient Chinese paintings shown in the British Museum, or sculptures from Africa that date back to the 19th century on display in the Louvre Museum. Many countries have asked European museums to repatriate the artifacts. The debate (争论) over whether and how museums should return artifacts to their original countries has been going on for many years. Those who suggest returning all foreign artifacts to their homes insist that it is morally (道义上) the right thing to do. Furthermore, the country owning the objects will receive an important part of their heritage (遗产) back, and these artifacts will be given a chance to be truly valued in homeland. Yet there are different voices. Those against the return point out that some foreign artifacts were not stolen but bought a long time ago. Also, it is sometimes hard to identify (确认) the true owners of certain artifacts—should they be returned to the country, a group or an individual? There is also a view that culture is a shared treasure and the artifacts are in fact“cultural ambassadors (大使)” that improve understanding. They believe that while taking them away from their countries of origin was wrong, history is full of “good” and “bad” actors. Moreover, they feel that keeping the cultural objects in the current museums has kept millions of artifacts safe from damage. On the matter of return, some governments have made the move. In 2018, French President Emmanuel Macron told officially that France would give back 26 looted treasures to the African state of Benin. “I cannot accept that a large part of cultural heritage from several African countries is in France,” said Macron. It’s said to be part of France’s long-promised plans to return artifacts taken from Africa during the colonial rule. Museums all across Europe began reconsidering their previous policies (之前的政策) on colonial treasures. In France, twenty-seven artifacts had been identified for return, but only one has been returned. Then, on October 6, 2020, France’s National Assembly officially passed a bill (法案) promising the return of these heritage artifacts, but didn’t fix a certain date. It seems that there is still a long way to go for the return of foreign heritage treasures. 1．People who consider foreign artifacts as “cultural ambassadors” may agree that________. A．mistakes in history need correcting in time B．heritage artifacts belong to all the human beings C．artifacts will be better protected in their homeland D．history museum tours will be popular in the future 2．The underlined word “repatriate” in paragraph 2 probably means________. A．protect B．display C．return D．borrow 3．What can we learn from the passage? A．French museums refused to identify all the colonial treasures. B．Policies and bills have no use in protecting foreign heritage treasures. C．The treasures stolen or looted can hardly be back to their homeland soon. D．Governments have the duty to keep foreign treasures in good protection. 4．By writing this passage, the writer wants to________. A．explain how and why many foreign treasures were stolen or looted B．advise governments to take actions in returning foreign treasures C．encourage us to take part in the debate over stolen or looted treasures D．show different views and present situation on the return of treasures Passage 6 （25-26九年级上·北京·期中）On social media, have you seen book fans share pictures of cool books and nice reading spaces? In real life, have you seen people reading at coffee shops or on public transport? Before you start to wonder whether they are really reading the books, there is already a term for this: “performative reading”. People have joked that these individuals (个人) are making books “a symbol of hotness” or something to be worn with “a good outfit”, said The Week. This attitude goes back to 2021, when a hashtag (标签) community on TikTok called “BookTok” grew into a place where popular books became trendy (潮流的) items. Algorithms (算法) on social media push the trend further, as they mostly reward what looks good, like eye-catching covers and coffee cups in a city cafe, noted NBC News. “Performative reading” also made some people who really love reading feel uncomfortable. Alaina Demopoulos, a daily features writer for the Guardian, shared her story that when she tried to read alone in a crowd to enjoy a lovely evening, two young girls laughed at her, making her feel stressed. On social media, readers spoke out that “there’s no such thing as ‘performative reading’.” Some young people even argue that the so-called “performance” doesn’t take away from the real joy of reading. Selwa Khan, a university graduate who enjoys sharing her reads on social media, feels it’s common to “aestheticize our hobbies”. “I think social media makes everybody perform, whether they accept it or not,” she told NBC News. “I’ve seen for years posts on... all these platforms of titles that are ‘performative’, which always happen to be titles that I really enjoy,” Khan added. Today, as many of us rely heavily on short videos, making it hard to read even a whole book, does it really matter if someone “appears” to be reading? Jafei Pollitt, a regular reader who jokingly responded to this idea online, said that even pretending (假装) to read can encourage someone to start reading. It’s a little bit of “fake (假装) it until you make it.” You can start off wanting to read for the aesthetics, but eventually you might involve yourself in the book… she told NBC News. 1．According to the text, what is“performative reading” mainly about? A．Reading books aloud as a performance. B．Reading books carefully in public places. C．Sharing reading notes on social media platforms. D．Treating reading as fashion or a way to be noticed. 2．The word “aestheticize” in paragraph 5 is close in meaning to ________. A．make something easier to understand. B．make something more popular online. C．make something look beautiful or pleasing. D．make something more expensive and uncommon. 3．What possible benefit does“performative reading” have, according to Jafei Pollitt? A．It makes reading look cool online. B．It greatly improves reading speed. C．It helps people choose better books. D．It may turn fake reading into a real love of reading. 4．What is the writer’s main purpose in writing the passage? A．To show why cafes are perfect for reading. B．To advise people to avoid performative reading. C．To explore opinions on the“performative reading” topic. D．To compare different social-media platforms for readers. Passage 1 （25-26九年级上·北京通州·期中）As AI becomes more popular in education, some argue that AI expands (扩大) creative potential (潜力), while others fear it prevents originality (独创性). One of the biggest concerns about AI in education is that it can discourage deep thinking. Since AI generates (产生) content based on existing (现存的) data, students who over-rely on (依赖) it may produce work that has no originality. Over time, relying too heavily on AI could weaken critical thinking skills and may even make students lose confidence in their own creative abilities. On the other hand, AI can be a powerful tool for expanding creative potential. One of AI’s greatest strengths is its ability to generate new ideas. When students face creative blocks, AI can provide prompts (提示) or suggest new ideas that they might not have considered. One study examined 225 university students who were assigned a creative writing task. Half used AI for assistance (帮助), while the other half worked without AI. One of the key findings was that students who used AI produced more creative outputs compared to those who didn’t. AI helped students explore new ideas, refine their writing, and experiment with new structures or concepts. They also found that it reduced the difficulty and effort required for creative tasks. Having AI assist them made the process smoother and easier. However, while AI improved the quality of creative work, it also diminished the value and enjoyment of the creative process itself. Many students reported feeling less engaged (专注的) or emotionally connected to their work when AI was heavily involved (参与的). Moreover, some students felt uneasy about relying on AI for creative tasks, questioning whether AI-generated assistance was a form of “cheating” or if it was weakening their personal effort. For AI to be a part of education, it should be a thinking partner, not just a tool for quick solutions. Teachers can encourage students to engage in a back-and-forth dialogue with AI, for example, by refining ideas and challenging responses, rather than simply copying AI-generated content. Focus on the creative process, not the final product. Creativity isn’t just about the end result-it’s about the personal journey of exploration, struggle, and discovery. Teachers could require students to take down their brainstorming process, showing how they used AI and how it influenced their work. Students need to understand how AI works, its biases, and its limitations and ensure they engage with AI in a responsible and meaningful way. AI has the potential to both hinder (阻碍) and raise creativity, depending on how it is used. The key is responsible and intentional use. AI should support students, not replace their creative efforts. By teaching students how to use AI as a tool, we can ensure that AI empowers the next generation of creative thinkers instead of limiting their potential. 1．What is the study mainly about? A．Reasons for students to use AI. B．AI’s working process for helping creativity. C．AI’s influence on students’ creativity. D．Difficulties students face when using AI. 2．What does the word “diminished” in Paragraph 4 probably mean? A．Lowered. B．Raised. C．Cleared. D．Deepened. 3．What will the writer probably agree with? A．AI can’t help students to be more creative. B．Students shouldn’t use AI because it’s a form of “cheating”. C．Students should be taught to use AI wisely and responsibly. D．Using AI to find quick solutions is more important than focusing on process. 4．Which of the following is the best title for this passage? A．Why Does AI Raise Your Creativity? B．Does AI Harm Students' Creativity? C．Is It Important to Find the Potential of AI? D．How Can AI Create Original Work? Passage 2 （25-26九年级上·北京海淀·期中）Every weekend, millions of young athletes compete in organized sports. From soccer to swimming, basketball to gymnastics, children are training harder and starting younger than ever before. A growing trend in youth sports—specialization, or focusing on one sport year-round—has sparked a heated debate among parents, coaches, and medical experts. Supporters of early specialization argue that concentrated effort is the key to excellence. Many top athletes, such as tennis stars Serena Williams and Venus Williams, began their training as preschoolers. By devoting themselves to one sport, young athletes can master complex skills that require thousands of hours of practice. For families aiming for college scholarships or professional sports careers, specialization appears to be the most logical path. However, lots of research suggests that early specialization may prove counterproductive in the long run. According to Dr. Eva Seligman from Johns Hopkins Medicine, children who specialize too early face a greatly increased risk of overuse injuries. Studies suggest that athletes who specialize are 70 to 93 percent more likely to suffer injuries than those who participate in multiple (多种多样的) sports. Half of all injuries in youth sports are classified as injuries caused by overuse. The risks extend beyond physical health. The American Academy of Pediatrics (美国儿科学会) reports that nearly 70 percent of young athletes stop organized sports by age 13. What are the main causes? Burnout, loss of motivation, and overwhelming pressure to perform. Dr. Arvind Balaji from Stanford Medicine emphasizes that “playing more than one sport can sharply reduce the risk of injury and burnout.” He also notes a surprising fact: many top athletes—including the basketball legend LeBron James and the soccer star Abby Wambach—played various sports throughout high school before eventually specializing at the collegiate level. So what is the right path? Medical experts strongly recommend a balanced approach. The American Academy of Pediatrics advises delaying (延迟) specialization until age 15 or 16. Before that, children should try different kinds of sports, develop general physical skills, and more importantly, keep sports enjoyable. A simple but effective guideline: a child should never train more hours per week than his or her age in years. For example, an 11-year-old child should practice no more than 11 hours weekly. Additionally, young athletes should take at least two days off each week and schedule three months of rest from their primary sport each year. Ultimately, the purpose of youth athletics should extend beyond mere championships or scholarships. True success lies not in winning prizes, but in developing lifelong healthy habits, mastering teamwork, and above all, preserving true enjoyment. After all, a child who drops out by 13 will never reach professional status—yet one who finds joy in play may remain active for life. 1．Why does the writer mention LeBron James and Abby Wambach in Paragraph 4? A．To show that playing various sports might benefit athletes. B．To show that specialization is necessary for top athletes. C．To explain why multi-sport athletes are less likely to burn out. D．To argue that basketball and soccer are better sports than others. 2．What does the word “counterproductive” in Paragraph 3 most probably mean? A．Helping to achieve a goal more quickly. B．Making sports less enjoyable than before. C．Producing the opposite of the desired result. D．Causing physical injuries to young athletes. 3．Which of the following would the writer most probably agree with? A．Early specialization is necessary to become a top athlete. B．Championships are the most important part of youth sports success. C．Training less than a child’s age per week is always enough for young athletes. D．Playing various sports reduces injury risk at a young age and keeps kids interested. 4．What is the best title for the passage? A．What Are the Hidden Risks of Youth Sports? B．Should Young Athletes Focus on One Sport Early? C．Is Specialization the Key to Athletic Success? D．Does Hard Training Since Childhood Really Pay Off? Passage 3 （25-26九年级上·北京大兴·期中）The use of AI companions (伴侣) is growing quickly. Companies offer people AI friends, and many people now use chatbots as someone to talk to. This is not surprising. AI companions offer something that no human relationship can—intimacy (亲密关系) without risk. They never blame you for a bad day. They don’t get angry. And they don’t judge you. They listen patiently and seem to always understand you. This lack of friction (摩擦) is attractive, because real human relationships are hard. In real life, people often misunderstand each other. We may argue, or even hurt each other. These experiences are not pleasant, but they are unavoidable. That is why many people are attracted to AI — it seems to offer all the good parts of a relationship without the difficult ones. However, this “perfect” experience may not be good for us. According to the psychoanalyst Donald Winnicott, a parent who always meets their child’s every need perfectly doesn’t produce a thriving child; they produce a dependent one. Children do not grow well in a perfectly frictionless environment. It is small, manageable failures that actually help children learn patience and become stronger. Similarly, we also need imperfect relationships to grow. When we only choose easy and comfortable connections, we may stop developing important skills. For example, we may become less able to deal with stress, accept different opinions, or control our emotions. AI provides a “perfect” relationship with no arguments or discomfort, but it removes the friction that helps us improve. More importantly, new ideas and creativity often come from disagreement and challenge. When everything runs smoothly without any friction, people may not try to think deeper or do better. While AI can be asked to challenge us, that’s friction on demand (需要)—friction we can control and we can always stop when we feel uncomfortable. Real creative friction is different. It’s from a mind that sees things another way. We can’t control or stop it especially when an idea has its weakness exposed. It forces us to rethink. So what meaningful steps can we take to protect the friction? First, we can start by noticing when you turn to AI just for comfort. Also, instead of avoiding difficult conversations, learn to stay with them. Ask others for honest opinions and really listen. Finally, keep at least one relationship fully human. AI can simulate (模拟) friendship, but it cannot replace real human relationships. Though imperfect, real human relationships are where growth happens — through friction. To replace it with comfort would be a great loss. 1．How does the writer explain why many people are attracted to AI in Paragraph 2? A．By describing the pleasant experiences with AI. B．By comparing AI with real human relationships. C．By telling a story of using chatbots as friends. D．By introducing the popularity of AI companions. 2．The word “thriving” in Paragraph 3 most probably means ________. A．strictly following all rules B．always depending on others C．willing to try new things D．able to stand on one’s own feet 3．According to the passage, what is a good example of real creative friction? A．Ask AI for new ideas but stop when upset. B．Read articles that agree with you. C．Talk to a friend who finds your mistakes. D．Use chatbots to fix your ideas nicely. 4．What is the writer’s main purpose in writing this passage? A．To encourage people to develop real human relationships. B．To show the advantages of AI companions in daily life. C．To teach children how to become more independent. D．To advise people to use AI companions wisely. / 学科网（北京）股份有限公司 $ 专题06 阅读理解（议论文） 参考答案 Passage 1（25-26九年级上·北京顺义·期中） 1.C 2.D 3.A 4.A Passage 2（25-26九年级上·北京西城·期中） 1.A 2.D 3.C 4.B Passage 3（25-26九年级上·北京海淀·期中） 1.C 2.A 3.A 4.C Passage 4（25-26九年级上·北京西城·期中） 1.D 2.C 3.B 4.C Passage 5（24-25九年级上·北京海淀·期中） 1.C 2.A 3.D 4.C Passage 6（25-26九年级上·北京东城·期中） 1.C 2.A 3.B 4.D Passage 7（25-26九年级上·北京·期中） 1.D 2.C 3.B 4.A Passage 1（25-26九年级上·北京东城·期中） 1.C 2.D 3.C 4.B Passage 2（25-26九年级上·北京海淀·期中） 1.C 2.B 3.D Passage 3（25-26九年级上·北京海淀·期中） 1.D 2.D 3.A Passage 4（25-26九年级上·北京大兴·期中） 1.B 2.D 3.D Passage 5（25-26九年级上·北京·期中） 1.B 2.C 3.C 4.D Passage 6（25-26九年级上·北京·期中） 1.D 2.C 3.D 4.C Passage 1（25-26九年级上·北京通州·期中） 1.C 2.A 3.C 4.B Passage 2（25-26九年级上·北京海淀·期中） 1.A 2.C 3.D 4.B Passage 3（25-26九年级上·北京大兴·期中） 1.B 2.D 3.C 4.A / 学科网（北京）股份有限公司 $