Unit 4 Breaking boundaries 外刊拓展提升（多题型专练）英语外研版选择性必修第二册

Unit 4 Breaking boundaries 外刊拓展提升（多题型专练） 识·单元要点概览 读·外刊拓展阅读 （来源：World Health Organization, 20 May 2025）In May 2025, the World Health Assembly adopted the world’s first WHO Pandemic Agreement after more than three years of negotiation. The agreement grew out of lessons from COVID-19, when countries discovered that viruses can cross borders quickly while access to medical tools and information can remain unequal. The agreement is designed to strengthen prevention, preparedness and response. It calls for countries to cooperate on areas such as research, health systems, supply chains and access to pandemic-related products. The aim is not to remove national responsibility, but to make international action faster and fairer when a threat affects many places at once. The process itself carries an important message. Governments with different needs and experiences were able to reach consensus on a shared framework. In global health, breaking boundaries does not mean pretending borders do not exist. It means recognising that some problems cannot be solved safely by one country acting alone. 【全文翻译】 2025年5月，世界卫生大会在历经三年多谈判后通过了世界首份《世卫组织大流行协定》。该协定源于新冠疫情带来的经验：病毒可以迅速跨越国界，而医疗工具和信息的获得却可能并不平等。协定旨在加强大流行的预防、防范和应对，推动各国在科研、卫生系统、供应链以及大流行相关产品的可获得性等方面开展合作。其目标并不是削弱各国自身责任，而是在威胁同时影响多个地区时，使国际行动更迅速、更公平。协定形成的过程本身也传递出重要信息：需求和经验不同的政府仍能够就共同框架达成共识。在全球健康领域，“打破边界”并不是假装国界不存在，而是认识到有些问题无法由一个国家单独安全解决。 【核心词汇】 1 / 13 学科网（北京）股份有限公司 学科网（北京）股份有限公司 ①pandemic n. 大流行病 ②agreement n. 协定 ③negotiation n. 谈判 ④unequal adj. 不平等的 ⑤preparedness n. 防范准备 ⑥response n. 应对 ⑦supply chain 供应链 ⑧access n. 获得机会 ⑨consensus n. 共识 ⑩framework n. 框架 ⑪global health 全球健康 ⑫cooperate v. 合作 ⑬prevention n. 预防 ⑭responsibility n. 责任 ⑮fairer adj. 更公平的 ⑯shared adj. 共同的 ⑰cross borders 跨越国界 ⑱medical tool 医疗工具 ⑲recognise v. 认识到 ⑳act alone 单独行动 【长难句分析】 1. The agreement grew out of lessons from COVID-19, when countries discovered that viruses can cross borders quickly while access to medical tools and information can remain unequal. 句意：该协定源于新冠疫情带来的经验，当时各国发现病毒可以迅速跨越国界，而医疗工具和信息的获得却可能仍然不平等。 分析：when引导非限制性定语从句；that引导宾语从句；while连接对比关系。 2. In global health, breaking boundaries does not mean pretending borders do not exist; it means recognising that some problems cannot be solved safely by one country acting alone. 句意：在全球健康领域，打破边界并不意味着假装国界不存在，而是意味着认识到有些问题无法由一个国家单独安全解决。 分析：breaking boundaries为动名词短语作主语；mean doing表示“意味着做某事”；that引导宾语从句；acting alone为现在分词短语作补充说明。 练·能力培优拔高 培优提升篇 Passage 1 Doctors Without Borders, known internationally as MSF, works where conflict, disease, disaster or exclusion leaves people without enough medical care. Its 2025 International Activity Report shows the scale of that work: teams provided care in more than 70 countries. Depending on the emergency, this can mean mobile clinics, surgery, nutrition care or outbreak response, often in places where ordinary services have been disrupted. The numbers are large. MSF recorded over 17 million outpatient consultations, assisted about 405,000 births and handled nearly three million emergency-room admissions during 2025. But the organisation argues that numbers alone do not explain humanitarian medicine. Teams often work with local staff and communities in places where ordinary health systems are under severe pressure. A single consultation may also depend on transport, translation, referral and security, so the figures represent many linked decisions rather than isolated medical acts. MSF’s model also depends on independence. Much of its funding comes from private donations, allowing medical decisions to be based primarily on need rather than on a patient’s nationality, politics or ability to pay. This principle can be difficult to maintain in emergencies, but it is central to the organisation’s identity. Independence does not mean isolation: teams still negotiate access and coordinate with local providers, while trying to keep treatment available to people on different sides of a crisis. Seen through the theme of “Breaking boundaries”, MSF is not simply about doctors travelling abroad. It is about treating access to basic medical care as a human need that should not stop at a border. The most effective cross-border work therefore combines outside resources with local knowledge; crossing a boundary is useful only when care can actually reach the people who need it. 1．What is MSF’s work mainly based on? A．The nationality of each patient. B．Medical need in situations where care is limited. C．The size of a country’s economy. D．Whether patients can pay for treatment. 2．Why does the passage include the 2025 figures? A．To prove every emergency can be solved quickly. B．To compare doctors’ salaries in different countries. C．To show the scale of MSF’s medical work. D．To show that hospitals are no longer necessary. 3．What does “exclusion” in Paragraph 1 most nearly mean? A．Being kept from needed services. B．Travelling to another country. C．Working in a large team. D．Receiving free education. 4．Which idea best matches the final paragraph? A．International doctors should replace all local health workers. B．Medical organisations should work only in wealthy countries. C．Borders make cooperation impossible. D．Humanitarian care can cross national boundaries when people are in need. Passage 2 Malaria vaccines are showing how international cooperation can move from policy to practice. On 2 April 2025, Uganda 1.________ (become) the 19th African country to introduce a malaria vaccine into routine childhood immunisation, marking 2.________ important step in the region’s fight against the disease. The rollout was 3.________ (joint) supported by Uganda’s Ministry of Health and partners including WHO, Gavi and UNICEF. The first phase was designed 4.________ (reach) about 1.1 million children in 105 districts. The partners, 5.________ roles range from financing and transport to training and technical advice, must coordinate closely. Safe 6.________ (deliver) matters because a vaccine is useful only if it reaches children at the right age and place. Health workers also need reliable records, since children receive doses on a schedule and coverage can differ between districts. Malaria vaccines can be highly 7.________ (effect), but they work best 8.________ mosquito control, testing and treatment. After launch, each programme 9.________ (monitor) so teams can identify gaps and improve coverage. The experience shows that global health progress depends not on one organisation acting alone 10.________ on different organisations combining their strengths. Passage 3 For millions of displaced children, crossing a border can also mean losing a place in school. UNHCR’s 2025 reporting says fewer than half of the world’s roughly 15 million refugee children and adolescents are enrolled in school. 1.________ The gap is usually larger at secondary level, when costs rise and students may already have missed years of schooling during repeated moves. One increasingly important approach is inclusion in national education systems. Instead of creating a completely separate school system for refugees, host countries can help them enter public schools, learn the local curriculum and study alongside local students. 2.________ Studying the national curriculum can also make qualifications easier to recognise later, which matters if a student moves again or applies for further education. This approach is not always easy. Schools may need more classrooms, trained teachers, language support and reliable funding. Refugee students may also have missed months or years of education. 3.________ In Kenya, for example, UNHCR supported education for more than 167,000 refugee learners in national and settlement-based schools. Catch-up classes, language support and help with transport or learning materials can determine whether formal enrolment becomes real participation. Older students face another boundary: the move from secondary school to university or vocational training. In Ethiopia, support helped 2,720 refugee young people enter universities or technical and vocational programmes through national systems. 4.________ Recognised university or vocational pathways are especially important because they connect education with employment and reduce dependence on short-term emergency assistance. Education cannot remove every difficulty caused by displacement. But it can give young people stability, skills and a chance to participate in the communities where they live. 5.________ Host communities can benefit as well when investment in classrooms, teachers and digital resources strengthens schools shared by refugee and local learners. A．That transition can turn education from short-term support into a pathway toward self-reliance. B．Separate programmes can be easier to organise at the start of an emergency, but they may create new barriers later. C．Inclusion can therefore benefit both access to learning and a sense of belonging. D．Breaking educational boundaries can help displaced learners rebuild a future rather than remain outside society. E．Host schools may also worry about class size and resources when enrolment rises suddenly. F．Successful inclusion therefore requires practical support, not only a place on a class list. G．The problem becomes especially serious at secondary level, where participation drops sharply. Passage 4 In April 2025, four major experiments at CERN’s Large Hadron Collider received the Breakthrough Prize in Fundamental Physics. The prize recognised research based on data from the LHC’s second major run, including detailed studies of the Higgs boson and rare processes in particle physics. The award covered measurements that test the Standard Model with great precision, work that requires years of collecting, checking and comparing data. What makes the award unusual is its scale. The ALICE, ATLAS, CMS and LHCb collaborations unite thousands of researchers from more than 70 countries. A modern particle-physics result may depend on detectors built by teams in several nations, software written elsewhere and data analysed by scientists who may never work in the same room. No single institution builds every part of a detector; universities and laboratories contribute specialised components, computing capacity and analysis teams over long periods. Such collaboration requires more than goodwill. Teams need shared technical standards, clear ways to credit contributions and systems for storing and checking enormous amounts of data. Differences in language, institution and nationality do not disappear, but researchers learn to work through them. Results are reviewed internally by large groups before publication, so procedures for verification and authorship are as important as the physical machines. CERN is therefore an example of a boundary that science can cross. The questions being studied are too large for a single laboratory or country, so progress depends on building a community around a shared problem. The collaboration is therefore not simply international in name: it depends on practical systems that allow thousands of people to trust and reproduce one another’s work. 1．What did the 2025 Breakthrough Prize recognise? A．A single scientist’s invention of a new computer. B．The construction of the first university laboratory. C．Research achievements of four LHC collaborations. D．A competition between more than 70 countries. 2．Why does the author mention “more than 70 countries”? A．To show the international scale of the collaborations. B．To explain where CERN is physically located. C．To prove every country contributes the same amount. D．To compare the size of different universities. 3．What is necessary for large scientific collaboration according to Paragraph 3? A．Only a common spoken language. B．Scientists working in one building. C．Removing all differences between institutions. D．Shared standards and reliable ways to manage contributions and data. 4．What is the main idea of the passage? A．International research is slower than individual research. B．Science advances when large shared problems bring people across boundaries together. C．Particle physics can be understood without cooperation. D．Scientific prizes are more important than scientific results. Passage 5 For years, Amara enjoyed solving science problems but never 1.________ herself as an engineer. At school she rarely met women working in engineering, so the career felt distant. That changed when she joined a weekend design 2.________ led by several female engineers. On the first morning, each team received a broken water filter and a small box of materials. The instructor asked them to improve the filter rather than wait for the 3.________ answer. Amara’s first design failed. She expected the mentor to take over, but one question 4.________ the mood: “What did the failed test tell you?” The team stopped treating failure as a verdict and began using it as 5.________. The mentor listened 6.________ before offering advice and left the students enough room to 7.________ their own solution. By the afternoon, Amara was explaining the new design to visitors with unexpected 8.________. Experiences like this matter because stereotypes often work quietly. If young people rarely see someone like themselves in a field, a career may not feel 9.________ even when they have the ability to succeed. A workshop cannot remove every barrier, but it can make a possible future more 10.________. Long-term inclusion requires continued 11.________ and institutions willing to examine their own 12.________. When students are evaluated on the quality of their work rather than old assumptions, talent has a better chance to 13.________. Amara left without a fixed career plan, but with a different 14.________ of what she might become. Sometimes breaking a boundary begins when possibility feels 15.________ enough to pursue. 1. A．presented B．described C．imagined D．proved 2. A．workshop B．competition C．lecture D．exhibition 3. A．final B．familiar C．quick D．right 4. A．measured B．changed C．protected D．delayed 5. A．pressure B．evidence C．feedback D．luck 6. A．quickly B．politely C．silently D．carefully 7. A．develop B．borrow C．announce D．copy 8. A．relief B．confidence C．curiosity D．patience 9. A．formal B．technical C．traditional D．realistic 10. A．distant B．valuable C．visible D．competitive 11. A．permission B．support C．publicity D．competition 12. A．practices B．subjects C．buildings D．results 13. A．return B．spread C．grow D．appear 14. A．record B．limit C．memory D．sense 15. A．real B．safe C．common D．close Passage 6 The International Paralympic Committee launched a new Impact Strategy in 2025 to show how Para sport can contribute to a more inclusive society. The strategy points to a global reality: about 1.3 billion people live with disabilities, and many still face barriers in education, sport and public life. The strategy links sport with education, advocacy and evidence, rather than treating major competitions as the only moment when disability inclusion matters. Para sport can challenge those barriers because it changes what audiences see. Athletes are judged for speed, skill, strength and decision-making, not simply through assumptions about disability. Educational programmes linked to the Paralympic Movement also help students discuss access, fairness and participation. Seeing elite performance can challenge the idea that disability should automatically be associated with dependence, while school programmes can turn that change in perception into discussion. The aim is not to suggest that sport alone can remove every form of inequality. Buildings, schools, transport and workplaces still need practical changes. But sport can influence attitudes, and attitudes affect whether people expect inclusion or accept exclusion as normal. A positive image cannot help someone enter a building without a ramp or use transport that is inaccessible, which is why policy and design still matter. In this sense, “breaking boundaries” can begin with a change in perception. When society sees ability before stereotype, it becomes easier to ask a more useful question: what conditions allow everyone to participate? The question shifts from whether a person is capable to whether the environment has been organised so that capability can be expressed. 1．What is a main goal of the IPC Impact Strategy? A．To separate Para athletes from public life. B．To use Para sport to support wider disability inclusion. C．To reduce the number of school sports programmes. D．To make all sports follow exactly the same rules. 2．How can Para sport challenge stereotypes? A．By hiding athletes’ performances. B．By avoiding public audiences. C．By removing the need for accessibility. D．By focusing attention on athletic skill and achievement. 3．Why does the author mention buildings, schools and transport? A．To show that attitude change must be matched by practical access. B．To argue that sport is unrelated to inclusion. C．To prove every barrier has already disappeared. D．To suggest only athletes need accessible spaces. 4．What is the best summary of the last paragraph? A．Disability should never be discussed in schools. B．Sporting ability is the only important human quality. C．Inclusion improves when people question stereotypes and design conditions for participation. D．Social boundaries cannot be changed. Passage 7 The International Federation of Red Cross and Red Crescent Societies describes itself as the world’s largest humanitarian network. Its 2025 Annual Report covers work by 191 National Societies and their 18.3 million volunteers. National Societies differ in size and resources, but the shared network allows information and assistance to move between countries when a crisis overwhelms local capacity. The network is global, but much of the action is local. Volunteers often know the language, geography and daily concerns of the communities they serve. That can help them share warnings, provide first aid, support families after disasters and identify people who may otherwise be missed. Because volunteers are already part of the communities they serve, they may notice isolated households or local risks that an outside team would take longer to understand. International coordination still matters. A local organisation facing a very large emergency may need extra funding, specialist knowledge or supplies from outside. The IFRC network is designed to connect local action with regional and global support rather than treating the two as opposites. During a major emergency, this wider support can include emergency funds, trained teams, logistics or technical guidance, while local volunteers remain central to delivery. This model breaks a different kind of boundary: the boundary between “local” and “international”. Effective humanitarian work can begin with people who know a community well and become stronger when a wider network stands behind them. The model works best when international help strengthens local decision-making instead of replacing it, so knowledge and resources travel in both directions. 1．How many National Societies were in the IFRC network described in the 2025 report? ________________________________________________________________________________ 2．How many volunteers are mentioned in the passage? ________________________________________________________________________________ 3．Why can local volunteers be especially effective? ________________________________________________________________________________ 4．Why is international coordination still necessary? ________________________________________________________________________________ 5．What boundary does the final paragraph say the IFRC model breaks? ________________________________________________________________________________ Passage 8 Particle accelerators and spacecraft may seem to belong to completely different worlds. Yet CERN and the European Space Agency have spent more than a decade sharing knowledge because the two fields face some surprisingly similar engineering problems. Their cooperation grew through formal agreements that encourage engineers to identify technologies with value beyond the field in which they were first developed. Both spacecraft and accelerator equipment must survive harsh radiation, extreme temperatures and high vacuum. They also need electronics that can process large amounts of data reliably. Technologies developed for one environment can therefore inspire solutions in the other. Radiation-hardened electronics, detectors and data systems are examples of technologies whose usefulness depends on surviving conditions where ordinary equipment may fail. The cooperation works in both directions. Space missions can benefit from CERN’s experience with radiation testing and detectors, while particle-physics teams can learn from space engineering in areas such as lightweight systems and reliability. Joint projects also give engineers from different institutions a common technical language. The benefit is not automatic: engineers must translate an idea from one set of technical requirements into another and test whether it still performs reliably. The partnership shows that breaking boundaries is not only about countries. It can also mean connecting disciplines that normally work separately. Innovation sometimes begins when experts realise that another field has already been asking a similar question. That habit of looking sideways across disciplines can shorten development time and reveal solutions that would be easy to miss inside a single research community. 1．Why do CERN and ESA cooperate according to the passage? A．They use exactly the same machines. B．They are located in the same building. C．They want to stop doing separate research. D．Their fields share several difficult engineering challenges. 2．Which challenge is mentioned for both spacecraft and accelerator equipment? A．Low book sales. B．Harsh radiation. C．Language learning. D．School transport. 3．What does “works in both directions” mean? A．Only ESA learns from CERN. B．Only CERN learns from ESA. C．Each field can learn useful ideas from the other. D．The two organisations exchange employees every day. 4．What is the main lesson of the passage? A．Innovation can grow when different disciplines share solutions. B．Scientific fields should avoid outside ideas. C．Space research and particle physics are identical. D．Technical boundaries are impossible to cross. 迁移应用篇 一、根据提示完成句子 1.Medical teams should provide help ____________________（不论病人来自哪个国家）.（regardless of） 2.____________________（各国共同合作至关重要）when a health threat crosses borders.（It is vital that...） 3.International projects need ____________________（不仅需要专业知识，而且需要相互信任）.（not only...but also） 4.I met a volunteer ____________________（她的工作连接了本地社区和国际团队）.（whose引导定语从句） 5.Sport and education can help us ____________________（打破人与人之间的障碍）.（break down） 二、应用文写作 假定你是李华，你校英语社将开展“Breaking Boundaries Day”，负责人Mr Wilson正在征集活动方案。请你结合本套外刊阅读内容，给他写一封邮件，建议设置“Global Cooperation”和“Inclusion for All”两个活动项目。内容包括：1. 每个项目各设计一项具体活动；2. 说明活动目的或预期收获。 注意：1. 词数80-100； 2. 开头和结尾已给出，不计入总词数； 3. 条理清晰，语言连贯。 Dear Mr Wilson, I'm writing to share some ideas for our Breaking Boundaries Day. ____________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________ I hope these activities can encourage cooperation and respect on campus. Looking forward to your reply. Yours, Li Hua $Unit 4 Breaking boundaries 外刊拓展提升（多题型专练） 识·单元要点概览 读·外刊拓展阅读 （来源：World Health Organization, 20 May 2025）In May 2025, the World Health Assembly adopted the world’s first WHO Pandemic Agreement after more than three years of negotiation. The agreement grew out of lessons from COVID-19, when countries discovered that viruses can cross borders quickly while access to medical tools and information can remain unequal. The agreement is designed to strengthen prevention, preparedness and response. It calls for countries to cooperate on areas such as research, health systems, supply chains and access to pandemic-related products. The aim is not to remove national responsibility, but to make international action faster and fairer when a threat affects many places at once. The process itself carries an important message. Governments with different needs and experiences were able to reach consensus on a shared framework. In global health, breaking boundaries does not mean pretending borders do not exist. It means recognising that some problems cannot be solved safely by one country acting alone. 【全文翻译】 2025年5月，世界卫生大会在历经三年多谈判后通过了世界首份《世卫组织大流行协定》。该协定源于新冠疫情带来的经验：病毒可以迅速跨越国界，而医疗工具和信息的获得却可能并不平等。协定旨在加强大流行的预防、防范和应对，推动各国在科研、卫生系统、供应链以及大流行相关产品的可获得性等方面开展合作。其目标并不是削弱各国自身责任，而是在威胁同时影响多个地区时，使国际行动更迅速、更公平。协定形成的过程本身也传递出重要信息：需求和经验不同的政府仍能够就共同框架达成共识。在全球健康领域，“打破边界”并不是假装国界不存在，而是认识到有些问题无法由一个国家单独安全解决。 【核心词汇】 1 / 13 学科网（北京）股份有限公司 学科网（北京）股份有限公司 ①pandemic n. 大流行病 ②agreement n. 协定 ③negotiation n. 谈判 ④unequal adj. 不平等的 ⑤preparedness n. 防范准备 ⑥response n. 应对 ⑦supply chain 供应链 ⑧access n. 获得机会 ⑨consensus n. 共识 ⑩framework n. 框架 ⑪global health 全球健康 ⑫cooperate v. 合作 ⑬prevention n. 预防 ⑭responsibility n. 责任 ⑮fairer adj. 更公平的 ⑯shared adj. 共同的 ⑰cross borders 跨越国界 ⑱medical tool 医疗工具 ⑲recognise v. 认识到 ⑳act alone 单独行动 【长难句分析】 1. The agreement grew out of lessons from COVID-19, when countries discovered that viruses can cross borders quickly while access to medical tools and information can remain unequal. 句意：该协定源于新冠疫情带来的经验，当时各国发现病毒可以迅速跨越国界，而医疗工具和信息的获得却可能仍然不平等。 分析：when引导非限制性定语从句；that引导宾语从句；while连接对比关系。 2. In global health, breaking boundaries does not mean pretending borders do not exist; it means recognising that some problems cannot be solved safely by one country acting alone. 句意：在全球健康领域，打破边界并不意味着假装国界不存在，而是意味着认识到有些问题无法由一个国家单独安全解决。 分析：breaking boundaries为动名词短语作主语；mean doing表示“意味着做某事”；that引导宾语从句；acting alone为现在分词短语作补充说明。 练·能力培优拔高 培优提升篇 Passage 1 Doctors Without Borders, known internationally as MSF, works where conflict, disease, disaster or exclusion leaves people without enough medical care. Its 2025 International Activity Report shows the scale of that work: teams provided care in more than 70 countries. Depending on the emergency, this can mean mobile clinics, surgery, nutrition care or outbreak response, often in places where ordinary services have been disrupted. The numbers are large. MSF recorded over 17 million outpatient consultations, assisted about 405,000 births and handled nearly three million emergency-room admissions during 2025. But the organisation argues that numbers alone do not explain humanitarian medicine. Teams often work with local staff and communities in places where ordinary health systems are under severe pressure. A single consultation may also depend on transport, translation, referral and security, so the figures represent many linked decisions rather than isolated medical acts. MSF’s model also depends on independence. Much of its funding comes from private donations, allowing medical decisions to be based primarily on need rather than on a patient’s nationality, politics or ability to pay. This principle can be difficult to maintain in emergencies, but it is central to the organisation’s identity. Independence does not mean isolation: teams still negotiate access and coordinate with local providers, while trying to keep treatment available to people on different sides of a crisis. Seen through the theme of “Breaking boundaries”, MSF is not simply about doctors travelling abroad. It is about treating access to basic medical care as a human need that should not stop at a border. The most effective cross-border work therefore combines outside resources with local knowledge; crossing a boundary is useful only when care can actually reach the people who need it. 1．What is MSF’s work mainly based on? A．The nationality of each patient. B．Medical need in situations where care is limited. C．The size of a country’s economy. D．Whether patients can pay for treatment. 2．Why does the passage include the 2025 figures? A．To prove every emergency can be solved quickly. B．To compare doctors’ salaries in different countries. C．To show the scale of MSF’s medical work. D．To show that hospitals are no longer necessary. 3．What does “exclusion” in Paragraph 1 most nearly mean? A．Being kept from needed services. B．Travelling to another country. C．Working in a large team. D．Receiving free education. 4．Which idea best matches the final paragraph? A．International doctors should replace all local health workers. B．Medical organisations should work only in wealthy countries. C．Borders make cooperation impossible. D．Humanitarian care can cross national boundaries when people are in need. 【答案】1．B 2．C 3．A 4．D 【导语】本文是一篇说明文。文章根据MSF 2025年度活动资料介绍其跨国人道医疗工作，强调人道行动以医疗需要为核心，并通过独立性和国际协作突破地域与身份限制。 1．第一、三段均强调medical need，因此MSF的工作主要依据医疗需求。故选B。 2．第二段列出门诊、助产和急诊数量，是为了展示工作规模。故选C。 3．exclusion与without enough medical care相联系，表示被排除在必要服务之外。故选A。 4．末段强调basic medical care不应止步于国界，故选D。 Passage 2 Malaria vaccines are showing how international cooperation can move from policy to practice. On 2 April 2025, Uganda 1.________ (become) the 19th African country to introduce a malaria vaccine into routine childhood immunisation, marking 2.________ important step in the region’s fight against the disease. The rollout was 3.________ (joint) supported by Uganda’s Ministry of Health and partners including WHO, Gavi and UNICEF. The first phase was designed 4.________ (reach) about 1.1 million children in 105 districts. The partners, 5.________ roles range from financing and transport to training and technical advice, must coordinate closely. Safe 6.________ (deliver) matters because a vaccine is useful only if it reaches children at the right age and place. Health workers also need reliable records, since children receive doses on a schedule and coverage can differ between districts. Malaria vaccines can be highly 7.________ (effect), but they work best 8.________ mosquito control, testing and treatment. After launch, each programme 9.________ (monitor) so teams can identify gaps and improve coverage. The experience shows that global health progress depends not on one organisation acting alone 10.________ on different organisations combining their strengths. 【答案】1. became 2. an 3. jointly 4. to reach 5. whose 6. delivery 7. effective 8. with 9. is monitored 10. but 【导语】本文是一篇说明文。文章依据WHO关于非洲疟疾疫苗推广的资料，介绍乌干达2025年大规模疫苗接种以及多机构协作，语法设空兼顾词法、句法和语篇衔接，避免同类考点机械重复。 1. 考查动词时态。句中On 2 April 2025为明确的过去时间，谓语应用一般过去时，故填became。 2. 考查冠词。step为可数名词单数，important以元音音素开头，且此处表示“一个重要步骤”，故填an。 3. 考查副词。空处修饰过去分词supported，应用joint的副词形式jointly，表示“共同地”。故填jointly。 4. 考查非谓语动词。be designed to do sth.表示“旨在做某事”，此处说明第一阶段的目标，故填to reach。 5. 考查定语从句。空处引导非限制性定语从句，表示“这些合作伙伴的职责”，关系词在从句中作定语，故填whose。 6. 考查词性转换。形容词Safe修饰名词，deliver的名词形式delivery符合语境，表示“安全配送/投送”。故填delivery。 7. 考查形容词。be highly effective表示“非常有效”，空处作表语，故填effective。 8. 考查介词。work best with...表示“与……配合时效果最佳”，结合后面的mosquito control, testing and treatment，故填with。 9. 考查动词语态。主语each programme与monitor之间为被动关系，且陈述一般做法，应用一般现在时被动语态，故填is monitored。 10. 考查并列连词。not...but...表示“不是……而是……”，两部分构成对照，故填but。 Passage 3 For millions of displaced children, crossing a border can also mean losing a place in school. UNHCR’s 2025 reporting says fewer than half of the world’s roughly 15 million refugee children and adolescents are enrolled in school. 1.________ The gap is usually larger at secondary level, when costs rise and students may already have missed years of schooling during repeated moves. One increasingly important approach is inclusion in national education systems. Instead of creating a completely separate school system for refugees, host countries can help them enter public schools, learn the local curriculum and study alongside local students. 2.________ Studying the national curriculum can also make qualifications easier to recognise later, which matters if a student moves again or applies for further education. This approach is not always easy. Schools may need more classrooms, trained teachers, language support and reliable funding. Refugee students may also have missed months or years of education. 3.________ In Kenya, for example, UNHCR supported education for more than 167,000 refugee learners in national and settlement-based schools. Catch-up classes, language support and help with transport or learning materials can determine whether formal enrolment becomes real participation. Older students face another boundary: the move from secondary school to university or vocational training. In Ethiopia, support helped 2,720 refugee young people enter universities or technical and vocational programmes through national systems. 4.________ Recognised university or vocational pathways are especially important because they connect education with employment and reduce dependence on short-term emergency assistance. Education cannot remove every difficulty caused by displacement. But it can give young people stability, skills and a chance to participate in the communities where they live. 5.________ Host communities can benefit as well when investment in classrooms, teachers and digital resources strengthens schools shared by refugee and local learners. A．That transition can turn education from short-term support into a pathway toward self-reliance. B．Separate programmes can be easier to organise at the start of an emergency, but they may create new barriers later. C．Inclusion can therefore benefit both access to learning and a sense of belonging. D．Breaking educational boundaries can help displaced learners rebuild a future rather than remain outside society. E．Host schools may also worry about class size and resources when enrolment rises suddenly. F．Successful inclusion therefore requires practical support, not only a place on a class list. G．The problem becomes especially serious at secondary level, where participation drops sharply. 【答案】1．G 2．C 3．F 4．A 5．D 【导语】本文是一篇说明文。文章根据UNHCR 2025年教育资料介绍难民儿童进入国家教育体系的意义与困难，强调真正的“打破边界”需要系统支持。 1．空前给出总体入学不足，G项进一步说明中学阶段问题更严重。故选G。 2．前文说明进入公立学校并与当地学生共同学习，C项概括学习机会和归属感。故选C。 3．前文列举教室、教师、语言和经费困难，F项总结需要实际支持。故选F。 4．本段讨论升入大学或职教，A项说明这种过渡能通向自立。故选A。 5．最后一段强调教育帮助青年参与社区，D项总结打破教育边界的意义。故选D。 Passage 4 In April 2025, four major experiments at CERN’s Large Hadron Collider received the Breakthrough Prize in Fundamental Physics. The prize recognised research based on data from the LHC’s second major run, including detailed studies of the Higgs boson and rare processes in particle physics. The award covered measurements that test the Standard Model with great precision, work that requires years of collecting, checking and comparing data. What makes the award unusual is its scale. The ALICE, ATLAS, CMS and LHCb collaborations unite thousands of researchers from more than 70 countries. A modern particle-physics result may depend on detectors built by teams in several nations, software written elsewhere and data analysed by scientists who may never work in the same room. No single institution builds every part of a detector; universities and laboratories contribute specialised components, computing capacity and analysis teams over long periods. Such collaboration requires more than goodwill. Teams need shared technical standards, clear ways to credit contributions and systems for storing and checking enormous amounts of data. Differences in language, institution and nationality do not disappear, but researchers learn to work through them. Results are reviewed internally by large groups before publication, so procedures for verification and authorship are as important as the physical machines. CERN is therefore an example of a boundary that science can cross. The questions being studied are too large for a single laboratory or country, so progress depends on building a community around a shared problem. The collaboration is therefore not simply international in name: it depends on practical systems that allow thousands of people to trust and reproduce one another’s work. 1．What did the 2025 Breakthrough Prize recognise? A．A single scientist’s invention of a new computer. B．The construction of the first university laboratory. C．Research achievements of four LHC collaborations. D．A competition between more than 70 countries. 2．Why does the author mention “more than 70 countries”? A．To show the international scale of the collaborations. B．To explain where CERN is physically located. C．To prove every country contributes the same amount. D．To compare the size of different universities. 3．What is necessary for large scientific collaboration according to Paragraph 3? A．Only a common spoken language. B．Scientists working in one building. C．Removing all differences between institutions. D．Shared standards and reliable ways to manage contributions and data. 4．What is the main idea of the passage? A．International research is slower than individual research. B．Science advances when large shared problems bring people across boundaries together. C．Particle physics can be understood without cooperation. D．Scientific prizes are more important than scientific results. 【答案】1．C 2．A 3．D 4．B 【导语】本文是一篇说明文。文章通过CERN四大LHC实验合作组获奖的案例，说明现代大科学研究依赖跨国团队、共同技术标准和数据协作。 1．第一段指出奖项认可四个LHC合作组的研究成果。故选C。 2．第二段用70多个国家突出合作规模的国际化。故选A。 3．第三段列出shared technical standards、贡献记录和数据系统。故选D。 4．末段指出研究问题太大，单个实验室或国家无法独立完成，故选B。 Passage 5 For years, Amara enjoyed solving science problems but never 1.________ herself as an engineer. At school she rarely met women working in engineering, so the career felt distant. That changed when she joined a weekend design 2.________ led by several female engineers. On the first morning, each team received a broken water filter and a small box of materials. The instructor asked them to improve the filter rather than wait for the 3.________ answer. Amara’s first design failed. She expected the mentor to take over, but one question 4.________ the mood: “What did the failed test tell you?” The team stopped treating failure as a verdict and began using it as 5.________. The mentor listened 6.________ before offering advice and left the students enough room to 7.________ their own solution. By the afternoon, Amara was explaining the new design to visitors with unexpected 8.________. Experiences like this matter because stereotypes often work quietly. If young people rarely see someone like themselves in a field, a career may not feel 9.________ even when they have the ability to succeed. A workshop cannot remove every barrier, but it can make a possible future more 10.________. Long-term inclusion requires continued 11.________ and institutions willing to examine their own 12.________. When students are evaluated on the quality of their work rather than old assumptions, talent has a better chance to 13.________. Amara left without a fixed career plan, but with a different 14.________ of what she might become. Sometimes breaking a boundary begins when possibility feels 15.________ enough to pursue. 1. A．presented B．described C．imagined D．proved 2. A．workshop B．competition C．lecture D．exhibition 3. A．final B．familiar C．quick D．right 4. A．measured B．changed C．protected D．delayed 5. A．pressure B．evidence C．feedback D．luck 6. A．quickly B．politely C．silently D．carefully 7. A．develop B．borrow C．announce D．copy 8. A．relief B．confidence C．curiosity D．patience 9. A．formal B．technical C．traditional D．realistic 10. A．distant B．valuable C．visible D．competitive 11. A．permission B．support C．publicity D．competition 12. A．practices B．subjects C．buildings D．results 13. A．return B．spread C．grow D．appear 14. A．record B．limit C．memory D．sense 15. A．real B．safe C．common D．close 【答案】1．C 2．A 3．D 4．B 5．C 6．D 7．A 8．B 9．D 10．C 11．B 12．A 13．C 14．D 15．A 【导语】本文是一篇记叙夹议文。文章通过一名女生参加工程设计工作坊的经历，体现榜样、反馈和制度支持如何帮助青年突破STEM刻板印象。完形设空以实词为主，考查语境、搭配和篇章逻辑，而不是机械语法辨析。 1．考查动词。imagine oneself as...表示“设想自己成为……”，与后文career felt distant呼应。故选C。 2．考查名词。weekend design workshop指周末设计工作坊，符合后文团队实践活动的情境。故选A。 3．考查形容词。导师要求学生自己改进过滤器，而不是等待“正确答案”，right最符合语境。故选D。 4．考查动词。导师的问题改变了团队看待失败的方式，changed符合语篇逻辑。故选B。 5．考查名词。失败测试提供了可用于改进设计的信息，因此应把失败当作feedback。故选C。 6．考查副词。导师先认真倾听再给建议，carefully修饰listened最恰当。故选D。 7．考查动词。给学生空间“形成/开发自己的解决方案”，develop符合搭配。故选A。 8．考查名词。能向访客讲解设计体现出confidence“自信”。故选B。 9．考查形容词。缺少榜样会使某种职业显得“不现实、难以想象”，realistic符合语境。故选D。 10．考查形容词。工作坊让可能的未来变得“更可见”，visible与榜样作用相呼应。故选C。 11．考查名词。长期包容需要持续的support，而不仅是一次活动。故选B。 12．考查名词。机构需要审视自己的practices“做法/制度实践”，与公平评价相联系。故选A。 13．考查动词。公平环境让人才有机会grow“成长、发展”。故选C。 14．考查名词。a sense of...表示“对……的认识/感觉”，符合她对未来可能性的重新认识。故选D。 15．考查形容词。possibility feels real enough to pursue表示“可能性真实到值得追求”。故选A。 Passage 6 The International Paralympic Committee launched a new Impact Strategy in 2025 to show how Para sport can contribute to a more inclusive society. The strategy points to a global reality: about 1.3 billion people live with disabilities, and many still face barriers in education, sport and public life. The strategy links sport with education, advocacy and evidence, rather than treating major competitions as the only moment when disability inclusion matters. Para sport can challenge those barriers because it changes what audiences see. Athletes are judged for speed, skill, strength and decision-making, not simply through assumptions about disability. Educational programmes linked to the Paralympic Movement also help students discuss access, fairness and participation. Seeing elite performance can challenge the idea that disability should automatically be associated with dependence, while school programmes can turn that change in perception into discussion. The aim is not to suggest that sport alone can remove every form of inequality. Buildings, schools, transport and workplaces still need practical changes. But sport can influence attitudes, and attitudes affect whether people expect inclusion or accept exclusion as normal. A positive image cannot help someone enter a building without a ramp or use transport that is inaccessible, which is why policy and design still matter. In this sense, “breaking boundaries” can begin with a change in perception. When society sees ability before stereotype, it becomes easier to ask a more useful question: what conditions allow everyone to participate? The question shifts from whether a person is capable to whether the environment has been organised so that capability can be expressed. 1．What is a main goal of the IPC Impact Strategy? A．To separate Para athletes from public life. B．To use Para sport to support wider disability inclusion. C．To reduce the number of school sports programmes. D．To make all sports follow exactly the same rules. 2．How can Para sport challenge stereotypes? A．By hiding athletes’ performances. B．By avoiding public audiences. C．By removing the need for accessibility. D．By focusing attention on athletic skill and achievement. 3．Why does the author mention buildings, schools and transport? A．To show that attitude change must be matched by practical access. B．To argue that sport is unrelated to inclusion. C．To prove every barrier has already disappeared. D．To suggest only athletes need accessible spaces. 4．What is the best summary of the last paragraph? A．Disability should never be discussed in schools. B．Sporting ability is the only important human quality. C．Inclusion improves when people question stereotypes and design conditions for participation. D．Social boundaries cannot be changed. 【答案】1．B 2．D 3．A 4．C 【导语】本文是一篇说明文。文章根据IPC 2025年影响力战略，说明残奥运动如何通过展示能力、改变公众认知并推动实际无障碍条件，促进更广泛的残障包容。 1．第一段指出战略旨在让Para sport促进更包容社会。故选B。 2．第二段强调观众关注运动员的速度、技能和决策，而非刻板印象。故选D。 3．第三段说明态度改变还需建筑、学校、交通等实际无障碍条件配套。故选A。 4．末段核心是质疑刻板印象并创造人人可参与的条件。故选C。 Passage 7 The International Federation of Red Cross and Red Crescent Societies describes itself as the world’s largest humanitarian network. Its 2025 Annual Report covers work by 191 National Societies and their 18.3 million volunteers. National Societies differ in size and resources, but the shared network allows information and assistance to move between countries when a crisis overwhelms local capacity. The network is global, but much of the action is local. Volunteers often know the language, geography and daily concerns of the communities they serve. That can help them share warnings, provide first aid, support families after disasters and identify people who may otherwise be missed. Because volunteers are already part of the communities they serve, they may notice isolated households or local risks that an outside team would take longer to understand. International coordination still matters. A local organisation facing a very large emergency may need extra funding, specialist knowledge or supplies from outside. The IFRC network is designed to connect local action with regional and global support rather than treating the two as opposites. During a major emergency, this wider support can include emergency funds, trained teams, logistics or technical guidance, while local volunteers remain central to delivery. This model breaks a different kind of boundary: the boundary between “local” and “international”. Effective humanitarian work can begin with people who know a community well and become stronger when a wider network stands behind them. The model works best when international help strengthens local decision-making instead of replacing it, so knowledge and resources travel in both directions. 1．How many National Societies were in the IFRC network described in the 2025 report? ________________________________________________________________________________ 2．How many volunteers are mentioned in the passage? ________________________________________________________________________________ 3．Why can local volunteers be especially effective? ________________________________________________________________________________ 4．Why is international coordination still necessary? ________________________________________________________________________________ 5．What boundary does the final paragraph say the IFRC model breaks? ________________________________________________________________________________ 【答案】1. 191. 2. 18.3 million. 3. Because they often know the local language, geography and community needs. 4. Because large emergencies may require extra funding, specialist knowledge or supplies. 5. The boundary between local action and international support. 【导语】本文是一篇说明文。文章根据IFRC 2025年度报告介绍“本地行动+全球网络”的人道模式，说明地方经验与国际资源可以相互增强。 1．第一段明确给出191 National Societies。 2．第一段给出18.3 million volunteers。 3．第二段说明本地志愿者熟悉语言、地理和社区需要。 4．第三段指出大型紧急事件可能需要外部资金、专业知识或物资。 5．末段直接指出该模式打破local与international之间的边界。 Passage 8 Particle accelerators and spacecraft may seem to belong to completely different worlds. Yet CERN and the European Space Agency have spent more than a decade sharing knowledge because the two fields face some surprisingly similar engineering problems. Their cooperation grew through formal agreements that encourage engineers to identify technologies with value beyond the field in which they were first developed. Both spacecraft and accelerator equipment must survive harsh radiation, extreme temperatures and high vacuum. They also need electronics that can process large amounts of data reliably. Technologies developed for one environment can therefore inspire solutions in the other. Radiation-hardened electronics, detectors and data systems are examples of technologies whose usefulness depends on surviving conditions where ordinary equipment may fail. The cooperation works in both directions. Space missions can benefit from CERN’s experience with radiation testing and detectors, while particle-physics teams can learn from space engineering in areas such as lightweight systems and reliability. Joint projects also give engineers from different institutions a common technical language. The benefit is not automatic: engineers must translate an idea from one set of technical requirements into another and test whether it still performs reliably. The partnership shows that breaking boundaries is not only about countries. It can also mean connecting disciplines that normally work separately. Innovation sometimes begins when experts realise that another field has already been asking a similar question. That habit of looking sideways across disciplines can shorten development time and reveal solutions that would be easy to miss inside a single research community. 1．Why do CERN and ESA cooperate according to the passage? A．They use exactly the same machines. B．They are located in the same building. C．They want to stop doing separate research. D．Their fields share several difficult engineering challenges. 2．Which challenge is mentioned for both spacecraft and accelerator equipment? A．Low book sales. B．Harsh radiation. C．Language learning. D．School transport. 3．What does “works in both directions” mean? A．Only ESA learns from CERN. B．Only CERN learns from ESA. C．Each field can learn useful ideas from the other. D．The two organisations exchange employees every day. 4．What is the main lesson of the passage? A．Innovation can grow when different disciplines share solutions. B．Scientific fields should avoid outside ideas. C．Space research and particle physics are identical. D．Technical boundaries are impossible to cross. 【答案】1．D 2．B 3．C 4．A 【导语】本文是一篇说明文。文章介绍CERN与ESA跨学科合作，说明粒子物理和航天工程虽然领域不同，却能围绕共同工程问题相互借鉴。 1．第一段指出两领域面临相似工程问题，这是合作原因。故选D。 2．第二段明确列出harsh radiation。故选B。 3．第三段说明双方互相学习，因此C正确。 4．末段强调连接通常分开的学科能够产生创新。故选C。 迁移应用篇 一、根据提示完成句子 1.Medical teams should provide help ____________________（不论病人来自哪个国家）.（regardless of） 2.____________________（各国共同合作至关重要）when a health threat crosses borders.（It is vital that...） 3.International projects need ____________________（不仅需要专业知识，而且需要相互信任）.（not only...but also） 4.I met a volunteer ____________________（她的工作连接了本地社区和国际团队）.（whose引导定语从句） 5.Sport and education can help us ____________________（打破人与人之间的障碍）.（break down） 【答案】 1. regardless of which country the patient comes from 2. It is vital that countries work together 3. not only professional knowledge but also mutual trust 4. whose work connected the local community with an international team 5. break down barriers between people 二、应用文写作 假定你是李华，你校英语社将开展“Breaking Boundaries Day”，负责人Mr Wilson正在征集活动方案。请你结合本套外刊阅读内容，给他写一封邮件，建议设置“Global Cooperation”和“Inclusion for All”两个活动项目。内容包括：1. 每个项目各设计一项具体活动；2. 说明活动目的或预期收获。 注意：1. 词数80-100； 2. 开头和结尾已给出，不计入总词数； 3. 条理清晰，语言连贯。 Dear Mr Wilson, I'm writing to share some ideas for our Breaking Boundaries Day. ____________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________ I hope these activities can encourage cooperation and respect on campus. Looking forward to your reply. Yours, Li Hua 【参考范文】 Dear Mr Wilson, I'm writing to share some ideas for our Breaking Boundaries Day. For Global Cooperation, groups can complete a “humanitarian response challenge”. Each student receives a different role, such as a local volunteer, doctor, transport worker or international coordinator, and the group must decide how to deliver help fairly. This can show why large problems need different people to cooperate. For Inclusion for All, we can hold an adapted-sport experience followed by a discussion about accessibility in school. Students can then suggest one practical improvement. I believe both activities will help us see boundaries as problems that can be understood and reduced together. I hope these activities can encourage cooperation and respect on campus. Looking forward to your reply. Yours, Li Hua $ Unit 4 Breaking boundaries 外刊拓展提升（多题型专练） 参考答案 练·能力培优拔高 培优提升篇 Passage 1 1．B 2．C 3．A 4．D Passage 2 1. became 2. an 3. jointly 4. to reach 5. whose 6. delivery 7. effective 8. with 9. is monitored 10. but Passage 3 1．G 2．C 3．F 4．A 5．D Passage 4 1．C 2．A 3．D 4．B Passage 5 1．C 2．A 3．D 4．B 5．C 6．D 7．A 8．B 9．D 10．C 11．B 12．A 13．C 14．D 15．A Passage 6 1．B 2．D 3．A 4．C Passage 7 1. 191. 2. 18.3 million. 3. Because they often know the local language, geography and community needs. 4. Because large emergencies may require extra funding, specialist knowledge or supplies. 5. The boundary between local action and international support. Passage 8 1．D 2．B 3．C 4．A 迁移应用篇 一、根据提示完成句子 1. regardless of which country the patient comes from 2. It is vital that countries work together 3. not only professional knowledge but also mutual trust 4. whose work connected the local community with an international team 5. break down barriers between people 二、应用文写作 【参考范文】 Dear Mr Wilson, I'm writing to share some ideas for our Breaking Boundaries Day. For Global Cooperation, groups can complete a “humanitarian response challenge”. Each student receives a different role, such as a local volunteer, doctor, transport worker or international coordinator, and the group must decide how to deliver help fairly. This can show why large problems need different people to cooperate. For Inclusion for All, we can hold an adapted-sport experience followed by a discussion about accessibility in school. Students can then suggest one practical improvement. I believe both activities will help us see boundaries as problems that can be understood and reduced together. I hope these activities can encourage cooperation and respect on campus. Looking forward to your reply. Yours, Li Hua 1 / 13 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $