高中英语单元测试——Unit 5 Education（较易版02）

听力考试正式开始。I'd like to know some information about professor lee. He was born in england and educated in madrid. He worked at the university of chicago for five years. Listen to the next question. You always seem positive despite the obvious pressures of work. Don't you ever feel stressed? Sure I do. But I make sure my work life baLances healthy. My diet isn't healthy enough, but I often go for walks in nature and I go running. You always seem positive despite the obvious pressures of work. Don't you ever feel stressed? Sure I do, but I make sure my worklife baLances healthy. My diet isn't healthy enough. I often go for a walks in nature and I go running. Listen to the next question. What do you think of technical education and general education? They should enjoy equal importance, but technical schools should improve the quality and level of education. Listen to the next question. Can I get a coffee with extra boost today? I'm running . on empty. sure. How about we add some rocket fuel to IT? perfect. I'll need to launch into a meeting soon. One rocket fuel coming up. Just don't take off before paying. Listen to the next question. Come on. Don't put yourself under too much. sure. It's only an interview. only an interview, only an interview. What if I panic? What if II say a silly word . by accident? Listen to the next question. Steven, i've been admitted to oxford university. Really congratulations. You made IT. We can go to the same school again. I'm so proud of you. Your continuous effort paid off. Yeah, i'm thinking about telling my boss that i'm quitting. Hope to see you an oxford very soon. By the way, what are you going to study? Still, finance. I had hesitated between finance and management, but at last I chose neither. I'm going to pursue my childhood dream. that is costume design. Wow, how brave you are. Congratulations again. Thanks, Steven. I've been admitted to oxford university. Really congratulations. You made IT. We can go to the same school again. I'm so proud of you. Your continuest effort paid off. Yeah, i'm thinking about telling my boss that i'm quitting. Hope to see you an oxford very soon. By the way, what are you going to study still, finance. I had hesitated between finance and management, but at last I chose neither. I'm going to pursue my child. Hod dream, that is . costume design. Wow, how brave you are. Congratulations again. thanks. Listen to the next . question. So miss spener, why did you apply for this job at CNN? Well, i've always wanted to be a journalist, and I like traveling and I can interview lots of important people. Tell me about your experience in journalism. Um well, I make a news letter for my family, and I read a lot of newspapers and news magazines. Do you think you're suitable for this job? Of course, I travel a lot, so I think i'd be good as an oversea as reporter. What about teamwork? Have you ever worked as a part of a team? Certainly, I was really great at sports in high school, and you . don't seem to have much experience as a writer. Well, that's not exactly true. I write a lot of emails to my friends. and you haven't taken any journalism courses. have you? Well, I took a class in modern film and one in communications or something like that. Well, thanks. Miss Benson will be in touch. So, miss Spencer, why did you apply for this job at C. N. N? Well, I ve always wanted to be a journalist, and I like traveling and I can interview lots of important people. tell me about your experience in journalism. Um well, I make a news letter for my family and I read a lot of newspapers and newsmagazines do you . think you're suitable for this job? Of course, I travel a lot, so I think i'd be good as an oversea as reporter. What about teamwork? Have you ever worked as a part of a team? Certainly, I was really great at sports in high school, and you . don't seem to have much experience as a writer. Well, that's not exactly true. I write a lot of emails to my friends. and you haven't taken any journalism courses, have you? Well, I took a class in modern film and one in communications or something like that. Well, thanks. Miss Benson will be in touch. Listen to the next question. Hey there. Look is speaking. Oh, hi, lucas. It's so via i'm pleased to hear you're coming over to my city soon. I'm looking forward to IT. I can hardly wait. It's great to hear that got any plans next week. I was just wondering if we could . get together for lunch. That sounds great. All right. How about the twenty eight? Sorry. I can't make the twenty eight because I have a conference that day. How about the twenty . nine instead? No problem. That works for me too. Okay, i'll find a nice restaurant and book a table for us right away, and i'll send you an email with all the details as the day gets closer. That sounds perfect. See you soon. Thanks for . ringing. Hey, there look is speaking. Oh, hi, lucas is so via i'm pleased to hear you're coming over to my city soon. I'm looking forward to IT. I can hardly wait. It's great to . hear that got any plans next week. I was just wondering if we could get together for lunch. That sounds great. All right. How about the twenty eight? Sorry, I can't make the twenty eight because I have a conference that day. How about the twenty nine instead? No problem. That works for me too. Okay. i'll find a nice restaurant and book a table for us right away, and i'll send you an email with all the details . as the day gets closer. That sounds perfect. See you soon. Thanks for . ringing bye. Listen to the next question. Today we'll talk about education. Education is important. What difference does that make to have an educated population? I suppose that means more college students like us having jobs. Professor ily, that's correct. But there is more to IT. When people are educated, they contribute more effectively to the economy. They think more deeply, which means new ideas, new businesses and more growth. So it's not just about having degrees, but using that knowledge . creatively. Exactly. I see. But doesn't educated population make country's Better places to live? yes. Studies have shown that higher education levels are linked to lower crime rates. Education often promotes critical thinking, and problem solving skills would help people make reasonable decisions. So education isn't just about jobs. It's about creating a safer and nicer society. exactly. Now, can you come up with some examples in your life to show the benefits . of education? Yes, I have a good example in my family. It's about my uncle. Today, we'll talk about education. Education is important. What difference does that make to have an educated population? I suppose IT means more college students like us having jobs. Professor ally, that's correct. But there is more to IT. When people are educated, they contribute more effectively to the economy. They think more deeply, which means new ideas, new businesses and more growth. So it's not just about having degrees, but using that knowledge . creatively. Exactly. I see. But doesn't educated population make country's Better places to live? yes. Studies have shown that higher education levels are linked to lower crime rates. Education often promotes critical thinking, and problems solving skills would help people make reasonable decisions. So education isn't just about jobs, it's about creating a safer and nicer society. exactly. Now, can you come up with some examples in your life to show the benefits of education? Yes, I have a good example in my family. It's about my uncle. Listen to the next question. Hello, class, in four weeks you are going to graduate, but I want to talk to you about education. Education doesn't stop when you leave school. And I don't just mean further education at university or college. I'm talking about life fong learning, whether it's picking up a new scale, mastering deepen knowledge, or expLoring new subjects, continuous learning not only makes our lives colorful, but also keeps our brains active. Learning about new cultures, history and technology deepens our understanding of the world. Learning can happen anywhere, not just in classrooms. You can learn through online courses, reading books or talking to people. Learning doesn't tough to be formal. IT can be part of your daily life. Also, keeping on improving your skills will enable you to fit in network oner and make quicker progress. Employers will value workers who are willing to adapt and develop their skills. So remember, it's never too late to learn something new. Everything counts. Hello, class, in four weeks you are going to graduate. But I want to talk to you about education. Education doesn't stop when you leave school. And I don't just mean further education at university or college. I'm talking about life elong. Learning, whether it's picking up a new scale, mastering deep knowledge, or expLoring new objects, continuous learning not only makes our lives colorful, but also keeps our brains active. Learning about new cultures, history and technology depends our understanding of the world. Learning can happen anywhere, not just in classrooms. You can learn through online courses, reading books or talking to people. Learning doesn't tough to be formal. IT can be part of your daily life. Also, keeping on improving your skills will enable you to fit in network oner and make quicker progress. Employers will value workers who are willing to adapt and develop their skills. So remember, it's never too late to learn something new. Everything counts. 听力部分到此结束。 高中英语单元测试——Unit 5 Education（较易版02） 学校:___________姓名：___________班级：___________考号：___________ 一、听力选择题 1．（本题1.5分）Where did Prof. Lee receive the education? A．In Chicago. B．In England. C．In Madrid. 2．（本题1.5分）How does the man stay positive? A．By getting a low-stress job. B．By enjoying delicious food. C．By exercising a lot. 3．（本题1.5分）What does the man think of technical education? A．It’s less important. B．It needs improvement. C．It’s becoming more popular. 4．（本题1.5分）How do the speakers sound? A．Surprised. B．Exhausted. C．Humorous. 5．（本题1.5分）What is the man afraid of? A．Having an accident. B．Missing the interview. C．Saying something wrong. （本题3分）听下面一段较长对话，回答以下小题。 6．(1.5分)To whom is the woman talking? A．Her teacher. B．Her employer. C．Her schoolmate. 7．(1.5分)What will the woman’s major be? A．Costume Design. B．Finance. C．Management. （本题4.5分）听下面一段对话，回答以下小题。 8．(1.5分)What is the probable relationship between the speakers? A．Clerk and guest. B．Manager and secretary. C．Interviewer and interviewee. 9．(1.5分)What can we know about the woman? A．She travels a lot. B．She has good records at school. C．She is good at writing news reports. 10．(1.5分)How does the man probably feel about the woman’s reply? A．Surprised. B．Dissatisfied. C．Content. （本题4.5分）听下面一段对话，回答以下小题。 11．(1.5分)How does the woman sound in the beginning? A．Grateful. B．Excited. C．Curious. 12．(1.5分)What is the woman going to do on the 28th? A．See a friend. B．Hold a party. C．Attend a meeting. 13．(1.5分)What will the woman do next? A．Make a reservation. B．Contact her colleague. C．Check her email. （本题6分）听下面一段对话，回答以下小题。 14．(1.5分)Where does the conversation probably take place? A．In a university classroom. B．In a student dormitory. C．In a school canteen. 15．(1.5分)How does education contribute to the economy according to the woman? A．It increases the employment rate. B．It encourages new ideas and growth. C．It helps lower the cost of new businesses. 16．(1.5分)How can an educated population make a place safer according to the studies? A．It makes the police more qualified. B．It results in lower crime rates. C．It improves laws and rules. 17．(1.5分)What is the man going to do next? A．Give a supporting example. B．List the benefits of education. C．Talk to his uncle. （本题4.5分）听下面一段独白，回答以下小题。 18．(1.5分)When will the listeners graduate? A．In about one week. B．In about one month. C．In about four months. 19．(1.5分)How does continuous learning benefit people according to the speaker? A．It keeps people’s brains sharp. B．It helps people make new friends. C．It makes people understand each other. 20．(1.5分)What is the speaker mainly talking about? A．School education system. B．Company value training. C．Lifelong learning. 二、阅读理解 （本题7.5分）Red-themed cultural education plays a key role in fostering students’ patriotism and sense of responsibility. Let’s check out several excellent red-themed practice platforms that can bring revolutionary history and spirit to life for your child’s school learning experience. Revolutionary History Virtual Museums To make revolutionary history accessible and engaging, the National Museum of China has launched a series of virtual red-themed museums. These online exhibitions feature 3D interactive views of historic sites, interactive timelines of major revolutionary events, and audio stories of revolutionary martyrs. Students can “visit” iconic sites like the Nanhu Red Boat and the Zunyi Meeting Site from home, and learn about the struggles and sacrifices of the older generation. Red Culture Storytelling Competitions Organized by the Communist Youth League of China, this annual competition encourages students to explore local red history, collect stories of revolutionary heroes, and present them in creative forms like speeches, short plays, or short videos. Open to students from primary to high school, it also provides free training workshops on historical research and public speaking for all participants. Red-themed Social Practice Camps Run by local education authorities and red culture research institutions, these offline camps take students to real revolutionary memorial sites, old revolutionary base areas, and memorial halls. During the 3-5 day camps, students can take part in hands-on activities like experiencing wartime life, making military supplies, and interviewing veterans. The camps also include group discussions to help students truly understand the red spirit. Red Spirit Lecture Series This online lecture series invites historians, veterans, and descendants of revolutionary martyrs to share their insights and personal stories. Each lecture focuses on a specific red spirit, such as the Long March Spirit, the Yan’an Spirit, and the Two Bombs, One Satellite Spirit. The lectures are recorded and available on the official education platform, allowing students to watch at their own pace and join live Q&A sessions. 21．(2.5分)What is available in the virtual museums? A．Offline hands-on activities B．3D interactive site views C．Annual creative competitions D．Live veteran interviews 22．(2.5分)What do the camps and lectures share? A．They are fully online B．They require creative works C．They hold offline discussions D．They involve veterans 23．(2.5分)Where is the text probably from? A．An education magazine B．A history research journal C．A local government report D．A literary story collection （本题10分）My bag weighed 53 pounds and it held dry food, water and daily things for my first long walk on Canada’s 180-kilometre Sunshine Coast Trail; getting to the trailhead (登山口) was quite an experience, as I rode my motorbike in the rain, took buses and finally a small boat to Sarah Point, and when I set out, I felt both excited and nervous — I had been on wild walks before, but staying alone in the open wild for 15 days was something completely new. I loved everything I saw along the path. Some parts were wide and smooth, but some were thin, steep and covered with wild plants. I slept in a small wooden house every night, and each day felt special. At Bliss Portage Hut, I sat on a quiet seat hidden away and enjoyed the woods. Sitting there, I knew few people could have a whole forest all to themselves. Hiking develops a unique friendship. Along the way, I kept hearing about Pierre, a cheerful Frenchman with long, curly hair. When we finally met on Tin Hat Mountain, it felt like reuniting with an old friend. We laughed about how the trail had connected us before we even crossed paths. It struck me how such journeys remove pretences (做作), leaving only human connection. Why do people hike? Is it for the views, the loneliness, or the challenge? For me, it was about independence and adventure, a chance to experience real life. The trail became a pilgrimage (朝圣之旅), reconnecting me with the world and myself. Each step reminded me of our smallness in the universe yet our great feelings. When I finished the whole walk, I got back my motorbike and felt both proud and sad at the same time. Going back to city life felt unreal, like those 15 days were just a nice dream. This path changed me a lot. It let me learn to value simple things and being free, and I would keep this thought forever after the trip. The days walking outside told me what things are really important in life. 24．(2.5分)What did the author experience before getting to the trailhead? A．He joined a package tour. B．He came across a wild beast. C．He covered 180 kilometers. D．He used various means of transportation. 25．(2.5分)What was the trip like according to paragraph 2? A．It was short of excitement. B．It was basically a desert hike. C．It offered a variety of experiences. D．It brought a sense of loneliness. 26．(2.5分)What was the author’s friendship with Pierre based on? A．Shared experience. B．Sincere care. C．Similar backgrounds. D．Regular contacts. 27．(2.5分)What lesson might the author learn from the trip? A．Simplicity and freedom are valuable. B．Happiness is what truly matters. C．Nothing can compare with city life. D．Living a simple life is never possible. （本题10分）Parents of teenagers often view their children’s friends with distrust, worrying that their children will be pushed by their peers (同龄人) into doing something foolish or even dangerous. Their worries hold water. In a previous study, psychologist Laurence Steinberg found that a teenage driver with a same-age passenger in the car is at higher risk of traffic accidents than one driving alone or with an adult. In the following years, Steinberg examined why teens were more likely to take risks in the company of other teenagers. In a later study, by scanning the brains of 40 teens and adults, Steinberg found the brains of teenagers, but not adults, showed greater activity in two regions associated with rewards when they were being observed by same-age peers. The reward systems of the brain are activated whenever people experience something rewarding, like eating a nice-tasting food, which make them feel satisfied. In this case, rewards are greater for teens, which motivates them to seek higher-risk experiences. But Steinberg thought peer pressure might also have its positive side. In the latest study, Steinberg’s team used a card game to research how peers affect the way young people gather and apply information. It involved 101 teenage boys who played either alone or with three peers. They chose cards from four decks (牌堆): two decks had “good” cards, and two “bad” ones. Players with peers were more willing to take risks, trying to figure out which decks could help them to win. The results showed that teens playing with their peers engage in more exploratory behavior, learn faster and achieve better performance on the task than those playing alone. Now some experts are proposing that we should take advantage of the teens’ keen sensitivity (敏感) to the presence of friends to improve education. “Risk taking in an educational context is a vital skill that enables progress and creativity,” wrote Sarah-Jayne Blakemore, a professor at University College London. 28．(2.5分)What do the underlined words “hold water” in paragraph 1 mean? A．Bring relief. B．Face doubts. C．Start debates. D．Make sense. 29．(2.5分)What is the reason behind teens’ dangerous behavior? A．A sense of satisfaction. B．Lack of social experience. C．Eagerness to follow their friends. D．Inability to tell right from wrong. 30．(2.5分)How does risk-taking affect teens in the latest study? A．It starts fights between them. B．It inspires them to question. C．It helps them to learn better. D．It weakens their independence. 31．(2.5分)What would Blakemore suggest teachers do in the classroom? A．Set presentation tasks. B．Improve time management. C．Develop decision-making skills. D．Encourage independent thinking. （本题10分）In July, the University of Chicago’s principal announced plans to “restructure” its Division of the Arts and Humanities, potentially reducing language instruction, establishing minimum class sizes and so on. As for why an institution with a huge fund of over $10 billion, renowned worldwide for its humanities programs, would make such dramatic changes, administrators offered a vague reason centered on “historic funding pressures”. But what, specifically, are these pressures? As Clifford Ando, a distinguished professor of classics at Chicago, details the university’s leadership, has for years spent vast amounts of money, largely on STEM projects, and then attempted to weaken its Division of the Arts and the Humanities as a means to pay for these investments. In fact, as Ando writes, they are the “only staff in the arts and sciences who systematically pay for themselves: they do not need expensive buildings; the provision of instruction in their fields is cheap”. Thus, it seems to many professors of the humanities that “financial crisis” has become an excuse for far-reaching changes that are not necessary so much as desired by university leaders. Why might university leaders deliberately choose to undercut humanistic education and research? Many reasons suggest themselves. Surely the endless reports of artificial intelligence spelling the end of reading and writing aren’t helping matters. STEM fields secure far more financial aid and thus serve as potentially important sources of income for universities. But we should not overlook a deeper root traced back to the 19th century. Prior to that time, higher education in the United States was greatly influenced by the spirit of Renaissance humanism. The institutions devoted outsized attention to the study of ancient Greek and Roman literature, key to shaping students’ characters. In the late 19th century, reformers shifted their focus to the scientific method, on which they aimed to recenter higher education. Amid these changes, American colleges have abandoned their core original mission. They ought to offer students space for reflection on human life, balance character development with career training, and preserve human cultural heritage as diligently as they advance new knowledge. 32．(2.5分)What accounts for Chicago University’s restructuring plan according to Professor Ando? A．Fund shortage. B．AI’s popularity. C．Humanities’ costly instruction. D．STEM’s huge investments. 33．(2.5分)How many reasons are given in Paragraph 3 for undercutting humanities? A．Two. B．Three. C．Four. D．Five. 34．(2.5分)What is the author’s attitude towards the changes? A．Approving. B．Objective. C．Critical. D．Skeptical. 35．(2.5分)What is the main idea of the passage? A．The influence of AI on higher education. B．The development of STEM fields in the US. C．The financial problem of American universities. D．The neglect of humanities in American universities. （本题12.5分）Collaborative learning is far from being a simple grouping exercise. It is a structured teaching method with deep theoretical roots and measurable educational benefits. 36(2.5分) It requires much more than sitting students together. Structured approaches with well-designed tasks ensure the best outcomes. Thus, when designing collaborative activities, teachers should keep the following in mind. • Group size matters. The most effective collaborative learning approaches tend to have groups of three to five students, with a shared goal to achieve. In larger groups, some students may feel overlooked and lose interest, or simply stop participating. In very small groups, however, there may be too few viewpoints to generate a rich discussion. 37(2.5分) • Inclusion requires careful planning. If left to their own devices, students tend to form groups with their friends who share common bonds. 38(2.5分) Forming such diverse groups produces deeper learning and better prepares students for real-world teamwork. • 39(2.5分) The group task should be challenging, open-ended, and complex enough that students have to create something new together. Such tasks force students to combine their strengths and negotiate ideas. If a task can be easily split into parts and done individually, there is little reason for students to truly work together. • Structure and guidance are essential. Structure is crucial. There should be clear instructions, roles, processes, and procedures to keep students on task during collaborative learning activities. 40(2.5分) Teachers should not simply assign a task and walk away. Instead, they may need to share sample work, or offer examples to model effective group processes to guide the group work. A．Guidance is equally important. B．Tasks require genuine teamwork. C．Equal division of tasks is a necessity. D．Mix students with different skills and backgrounds. E．This lack of diversity can limit the depth of learning. F．Group work encourages individual motivation to achieve greater goals. G．However, simply placing students in groups does not guarantee collaboration. 三、完形填空 （本题15分）Jim and his sister May walked in the street, and then they noticed a pet store. It was a very small pet store that didn’t have many 41 . The owner of the shop, Mr Smith, greeted Jim and May when they 42 . May said, “We would like to buy a dog.” “Ah, well, our shop is not very 43 ,” Mr Smith told her. “So we only have two dogs to choose from.” They asked Mr Smith to 44 them the dogs. Mr Smith took them to see the two dogs. One was a big bulldog named Buster. The other was a tiny chihuahua named Teacup. May wanted Teacup, but Jim wanted Buster. They walked outside to 45 . They couldn’t agree on a dog. May 46 they race home for it. The one who won the race could choose the dog. Jim agreed, and then told May her shoelace was loose. When May 47 , he ran off to get a head start. Jim ran as hard as he could because he really wanted that bulldog. When he looked back, he found May was so 48 behind that he couldn’t even see her. Jim finally got home. He was 49 but happy. He knew he was the 50 . May arrived a few minutes later! She congratulated him and they 51 the pet store together. However, when they arrived they 52 saw Teacup. They asked Mr Smith where Buster was. Mr Smith gave them a(n) 53 that a few minutes after May and Jim left, two boys walked in and bought the bulldog. Jim looked at May, and she held back a smile. Jim 54 and turned back to Mr Smith. “Sometimes you win the 55 , but not the prize!” Jim smiled sadly. “We’ll take the chihuahua, please.” 41．(1分)A．dollars B．goods C．animals D．foods 42．(1分)A．smiled B．talked C．shouted D．entered 43．(1分)A．famous B．bad C．lovely D．big 44．(1分)A．lend B．find C．return D．show 45．(1分)A．quarrel B．struggle C．discuss D．fight 46．(1分)A．said B．thought C．suggested D．asked 47．(1分)A．looked up B．looked down C．set off D．sat down 48．(1分)A．far B．high C．short D．big 49．(1分)A．excited B．tired C．surprised D．disappointed 50．(1分)A．ruler B．brother C．loser D．winner 51．(1分)A．watched over B．looked for C．returned to D．broke into 52．(1分)A．only B．gradually C．hardly D．never 53．(1分)A．lie B．explanation C．suggestion D．idea 54．(1分)A．guessed B．observed C．sighed D．laughed 55．(1分)A．word B．world C．praise D．race 四、语法填空 （本题15分）阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。 In recent years, the number of Chinese students studying abroad has reached record highs. While studying overseas offers exposure to different cultures and academic resources, it also comes with challenges such as language barriers and cultural shock. A survey 56(1.5分)   (conduct) in 2025 found that nearly 40% of Chinese students abroad reported experiencing mental health issues. To address this, universities have started offering online counseling services, 57(1.5分) allow students to seek help discreetly. Experts suggest that students should prepare 58(1.5分) (mental) before departure by learning about local customs and building support networks. It is also crucial to strike a balance between academic pressure and social life. A study 59(1.5分) (show) that students who join clubs or sports teams tend to adapt 60(1.5分) (quick). “Making local friends can greatly reduce the feeling of isolation,” notes Dr. Li, a psychology professor at Beijing Normal University. In response to this issue, the Chinese Ministry of Education has launched a 24-hour helpline for students 61(1.5分) (study) abroad. The service offers psychological support and legal advice. “We want to ensure that every student knows they are not alone,” said a spokesperson. This initiative, combined with school efforts, 62(1.5分) (hope) to create a safer environment for international students. As one student put 63(1.5分) , “Living abroad is like planting a tree in a new soil. It takes time 64(1.5分) (grow) roots, but eventually you bloom.” With the right support, the overseas experience can be 65(1.5分) (incredible) rewarding. 五、书信写作 66．（本题15分）假定你是李华，你的美国笔友Tom对你们学校的劳动教育很感兴趣，来信询问相关情况。请你给他写一封回信，内容包括： 1. 介绍学校劳动教育的现状，如开设的劳动课程、组织的活动等; 2. 阐述劳动教育的重要意义; 3. 邀请Tom体验学校的劳动生活。 注意：1. 词数80左右; 2. 可以适当增加细节，以使行文连贯; 3. 开头和结尾已给出，不计入总词数。 Dear Tom, I’m more than delighted to receive your letter and learn that you’re interested in labor education in our school. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Hua 六、书面表达 67．（本题25分）阅读下面的材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 A father was deeply worried about his sixteen-year-old son. The boy was kind and healthy, but he completely lacked courage. Whenever he faced difficulties, he would easily give up or even cry. He was afraid of failure, afraid of being hurt, and afraid to try again. The father wanted his son to become a true man with a strong mind, so he decided to visit a wise Buddhist monk and ask him to train the boy. The monk agreed to help. He said to the father, “Leave your son here with me. I will turn him into a brave and strong man within three months. But you must not come to see him during this period. Only by letting go can he truly grow.” The father trusted the monk and left his son without looking back. During the three months, the monk trained the boy strictly but patiently. He trained the boy by building up his body and teaching him basic boxing skills. He taught him how to stand, hit, and protect himself in boxing practice. He also taught the boy to face pain, challenge his limits, and keep fighting even when he felt hopeless. The boy practiced hard every day, slowly becoming more determined and confident. Three months later, the father returned eagerly. To show the boy’s progress, the monk arranged a boxing match between the boy and an experienced boxer who was far stronger and better than the boy. As soon as the match started, the boxer struck the boy hard. The boy fell to the ground at once. But he stood up quickly, wiped the dust off his clothes, and got ready to continue. Again, the boxer knocked him down, yet each time the boy stood up immediately. This repeated many times. The boy never won a single round. He was always the loser. He got knocked down again and again, and he could hardly fight back. He was no match for the skilled boxer at all. 注意：1. 续写词数应为150词左右； 2. 请按如下格式在答题卡的相应位置作答。 Seeing this, the father sighed heavily and said in a low voice, “What a loser!” _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ The monk shook his head gently and looked calmly at the father. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2 / 2 2 / 2 学科网（北京）股份有限公司 $ 高中英语单元测试——Unit 5 Education（较易版02） 学校:___________姓名：___________班级：___________考号：___________ 一、听力选择题 1．（本题1.5分）Where did Prof. Lee receive the education? A．In Chicago. B．In England. C．In Madrid. 【答案】C 【原文】W: I’d like to know some information about Prof. Lee. M: He was born in England and educated in Madrid. He worked at the University of Chicago for five years. 2．（本题1.5分）How does the man stay positive? A．By getting a low-stress job. B．By enjoying delicious food. C．By exercising a lot. 【答案】C 【原文】W: You always seem positive, despite the obvious pressures of work. Don’t you ever feel stressed? M: Sure I do, but I make sure my work-life balance is healthy. My diet isn’t healthy enough, but I often go for walks in nature, and I go running regularly. 3．（本题1.5分）What does the man think of technical education? A．It’s less important. B．It needs improvement. C．It’s becoming more popular. 【答案】B 【原文】W: What do you think of technical education and general education? M: They should enjoy equal importance. But technical schools should improve the quality and level of education. 4．（本题1.5分）How do the speakers sound? A．Surprised. B．Exhausted. C．Humorous. 【答案】C 【原文】W: Can I get a coffee with extra boost today? I’m running on empty. M: Sure. How about we add some rocket fuel to it? W: Perfect. I’ll need to launch into a meeting soon. M: One rocket fuel coming up. Just don’t take off before paying. 5．（本题1.5分）What is the man afraid of? A．Having an accident. B．Missing the interview. C．Saying something wrong. 【答案】C 【原文】W: Come on! Don’t put yourself under too much pressure. It’s only an interview. M: Only an interview! Only an interview! What if I panic? What if I... I say a silly word by accident? （本题3分）听下面一段较长对话，回答以下小题。 6．(1.5分)To whom is the woman talking? A．Her teacher. B．Her employer. C．Her schoolmate. 7．(1.5分)What will the woman’s major be? A．Costume Design. B．Finance. C．Management. 【答案】6．C 7．A 【原文】W: Steven, I’ve been admitted to Oxford University. M: Really? Congratulations! You made it! We can go to the same school again! I’m so proud of you. Your continuous effort paid off. W: Yeah. I’m thinking about telling my boss that I’m quitting. M: Hope to see you in Oxford very soon. By the way, what are you going to study? Still Finance? W: I had hesitated between Finance and Management. But at last, I chose neither. I'm going to pursue my childhood dream, that is, Costume Design. M: Wow, how brave you are! Congratulations again! W: Thanks. （本题4.5分）听下面一段对话，回答以下小题。 8．(1.5分)What is the probable relationship between the speakers? A．Clerk and guest. B．Manager and secretary. C．Interviewer and interviewee. 9．(1.5分)What can we know about the woman? A．She travels a lot. B．She has good records at school. C．She is good at writing news reports. 10．(1.5分)How does the man probably feel about the woman’s reply? A．Surprised. B．Dissatisfied. C．Content. 【答案】8．C 9．A 10．B 【原文】M: So, Ms. Spencer, why did you apply for this job at CNN? W: Well, I’ve always wanted to be a journalist, and I like traveling. And I can interview lots of important people. M: Tell me about your experience in journalism. W: Um... well, I make a newsletter for my family. And I read a lot of newspapers and news magazines... M: Do you think you’re suitable for this job? W: Of course. I travel a lot so I think I’d be good as an oversea reporter. M: What about teamwork? Have you ever worked as a part of a team? W: Certainly, I was really great at sports in high school, and... M: You don’t seem to have much experience as a writer. W: Well, that’s not exactly true. I write a lot of emails to my friends. M: And you haven’t taken any journalism courses, have you? W: Well, I took a class in modern film, and one in communications or something like that. M: Well, thanks, Ms. Spencer. We’ll be in touch. （本题4.5分）听下面一段对话，回答以下小题。 11．(1.5分)How does the woman sound in the beginning? A．Grateful. B．Excited. C．Curious. 12．(1.5分)What is the woman going to do on the 28th? A．See a friend. B．Hold a party. C．Attend a meeting. 13．(1.5分)What will the woman do next? A．Make a reservation. B．Contact her colleague. C．Check her email. 【答案】11．B 12．C 13．A 【原文】M: Hey, there. Lucas speaking. W: Oh, hi, Lucas! It’s Sophia. I’m pleased to hear you’re coming over to my city soon. I’m looking forward to it. I can hardly wait! M: It’s great to hear that. Got any plans next week? I was just wondering if we could get together for lunch. W: That sounds great. M: Alright, how about the 28th? W: Sorry, I can’t make the 28th because I have a conference that day. How about the 29th instead? M: No problem. That works for me, too. W: OK, I’ll find a nice restaurant and book a table for us right away. And I’ll send you an email with all the details as the date gets closer. M: That sounds perfect. See you soon. Thanks for ringing. Bye. （本题6分）听下面一段对话，回答以下小题。 14．(1.5分)Where does the conversation probably take place? A．In a university classroom. B．In a student dormitory. C．In a school canteen. 15．(1.5分)How does education contribute to the economy according to the woman? A．It increases the employment rate. B．It encourages new ideas and growth. C．It helps lower the cost of new businesses. 16．(1.5分)How can an educated population make a place safer according to the studies? A．It makes the police more qualified. B．It results in lower crime rates. C．It improves laws and rules. 17．(1.5分)What is the man going to do next? A．Give a supporting example. B．List the benefits of education. C．Talk to his uncle. 【答案】14．A 15．B 16．B 17．A 【原文】W: Today we’ll talk about education. Education is important. What difference does it make to have an educated population? M: I suppose it means more college students like us having jobs, Professor Lee. W: That’s correct, but there’s more to it. When people are educated, they contribute more effectively to the economy. They think more deeply, which means new ideas, new businesses and more growth. M: So it’s not just about having degrees, but using that knowledge creatively. W: Exactly. M: I see. But does an educated population make countries better places to live? W: Yes, studies have shown that higher education levels are linked to lower crime rates. Education often promotes critical thinking and problem-solving skills, which help people make reasonable decisions. M: So education isn’t just about jobs. It’s about creating a safer and nicer society. W: Exactly. Now can you come up with some examples in your life to show the benefits of education? M: Yes, I have a good example in my family. It’s about my uncle. （本题4.5分）听下面一段独白，回答以下小题。 18．(1.5分)When will the listeners graduate? A．In about one week. B．In about one month. C．In about four months. 19．(1.5分)How does continuous learning benefit people according to the speaker? A．It keeps people’s brains sharp. B．It helps people make new friends. C．It makes people understand each other. 20．(1.5分)What is the speaker mainly talking about? A．School education system. B．Company value training. C．Lifelong learning. 【答案】18．B 19．A 20．C 【原文】 Hello, class. In four weeks, you are going to graduate, but I want to talk to you about education. Education doesn’t stop when you leave school, and I don’t just mean further education at university or college. I’m talking about lifelong learning. Whether it’s picking up a new skill, mastering deeper knowledge, or exploring new subjects, continuous learning not only makes our lives colorful, but also keeps our brains active. Learning about new cultures, history, and technology deepens our understanding of the world. Learning can happen anywhere, not just in classrooms. You can learn through online courses, reading books, or talking to people. Learning doesn’t have to be formal; it can be part of your daily life. Also, keeping on improving your skills will enable you to fit in at work sooner and make quicker progress. Employers will value workers who are willing to adapt and develop their skills. So remember, it’s never too late to learn something new. Every step counts. 二、阅读理解 （本题7.5分）Red-themed cultural education plays a key role in fostering students’ patriotism and sense of responsibility. Let’s check out several excellent red-themed practice platforms that can bring revolutionary history and spirit to life for your child’s school learning experience. Revolutionary History Virtual Museums To make revolutionary history accessible and engaging, the National Museum of China has launched a series of virtual red-themed museums. These online exhibitions feature 3D interactive views of historic sites, interactive timelines of major revolutionary events, and audio stories of revolutionary martyrs. Students can “visit” iconic sites like the Nanhu Red Boat and the Zunyi Meeting Site from home, and learn about the struggles and sacrifices of the older generation. Red Culture Storytelling Competitions Organized by the Communist Youth League of China, this annual competition encourages students to explore local red history, collect stories of revolutionary heroes, and present them in creative forms like speeches, short plays, or short videos. Open to students from primary to high school, it also provides free training workshops on historical research and public speaking for all participants. Red-themed Social Practice Camps Run by local education authorities and red culture research institutions, these offline camps take students to real revolutionary memorial sites, old revolutionary base areas, and memorial halls. During the 3-5 day camps, students can take part in hands-on activities like experiencing wartime life, making military supplies, and interviewing veterans. The camps also include group discussions to help students truly understand the red spirit. Red Spirit Lecture Series This online lecture series invites historians, veterans, and descendants of revolutionary martyrs to share their insights and personal stories. Each lecture focuses on a specific red spirit, such as the Long March Spirit, the Yan’an Spirit, and the Two Bombs, One Satellite Spirit. The lectures are recorded and available on the official education platform, allowing students to watch at their own pace and join live Q&A sessions. 21．(2.5分)What is available in the virtual museums? A．Offline hands-on activities B．3D interactive site views C．Annual creative competitions D．Live veteran interviews 22．(2.5分)What do the camps and lectures share? A．They are fully online B．They require creative works C．They hold offline discussions D．They involve veterans 23．(2.5分)Where is the text probably from? A．An education magazine B．A history research journal C．A local government report D．A literary story collection 【答案】21．B 22．D 23．A 【导语】本文是一篇说明文。文章主要介绍了四类红色主题教育实践平台及其内容。 【详解】21．细节理解题。根据文章Revolutionary History Virtual Museums部分中的“These online exhibitions feature 3D interactive views of historic sites, interactive timelines of major revolutionary events, and audio stories of revolutionary martyrs. (这些线上展览包含革命旧址的3D互动景观、重大革命事件的互动时间轴，以及革命先烈的有声故事。)”可知，虚拟博物馆里有历史遗址的3D互动景观。故选B。 22．细节理解题。根据文章Red-themed Social Practice Camps部分中的“During the 3-5 day camps, students can take part in hands-on activities like experiencing wartime life, making military supplies, and interviewing veterans. (在为期3至5天的活动中，学生可参与体验战时生活、制作军用物资、采访老兵等实践活动。)”和文章Red Spirit Lecture Series部分中的“This online lecture series invites historians, veterans, and descendants of revolutionary martyrs to share their insights and personal stories. (这一线上讲座系列邀请历史学家、退伍老兵以及革命先烈后代分享见解与亲身经历。)”可知，实践营和讲座都涉及老兵。故选D。 23．推理判断题。根据文章第一段“Red-themed cultural education plays a key role in fostering students’ patriotism and sense of responsibility. Let’s check out several excellent red-themed practice platforms that can bring revolutionary history and spirit to life for your child’s school learning experience. (红色文化教育在培养学生的爱国情怀与责任感方面起着关键作用。下面为你介绍几个优质的红色主题实践平台，它们能让革命历史与革命精神鲜活起来，丰富孩子的校园学习体验。)”以及全文内容可知，文章主要介绍面向学生的红色教育实践平台，偏向教育推广类信息可知，本文最可能出自教育类杂志。故选A。 （本题10分）My bag weighed 53 pounds and it held dry food, water and daily things for my first long walk on Canada’s 180-kilometre Sunshine Coast Trail; getting to the trailhead (登山口) was quite an experience, as I rode my motorbike in the rain, took buses and finally a small boat to Sarah Point, and when I set out, I felt both excited and nervous — I had been on wild walks before, but staying alone in the open wild for 15 days was something completely new. I loved everything I saw along the path. Some parts were wide and smooth, but some were thin, steep and covered with wild plants. I slept in a small wooden house every night, and each day felt special. At Bliss Portage Hut, I sat on a quiet seat hidden away and enjoyed the woods. Sitting there, I knew few people could have a whole forest all to themselves. Hiking develops a unique friendship. Along the way, I kept hearing about Pierre, a cheerful Frenchman with long, curly hair. When we finally met on Tin Hat Mountain, it felt like reuniting with an old friend. We laughed about how the trail had connected us before we even crossed paths. It struck me how such journeys remove pretences (做作), leaving only human connection. Why do people hike? Is it for the views, the loneliness, or the challenge? For me, it was about independence and adventure, a chance to experience real life. The trail became a pilgrimage (朝圣之旅), reconnecting me with the world and myself. Each step reminded me of our smallness in the universe yet our great feelings. When I finished the whole walk, I got back my motorbike and felt both proud and sad at the same time. Going back to city life felt unreal, like those 15 days were just a nice dream. This path changed me a lot. It let me learn to value simple things and being free, and I would keep this thought forever after the trip. The days walking outside told me what things are really important in life. 24．(2.5分)What did the author experience before getting to the trailhead? A．He joined a package tour. B．He came across a wild beast. C．He covered 180 kilometers. D．He used various means of transportation. 25．(2.5分)What was the trip like according to paragraph 2? A．It was short of excitement. B．It was basically a desert hike. C．It offered a variety of experiences. D．It brought a sense of loneliness. 26．(2.5分)What was the author’s friendship with Pierre based on? A．Shared experience. B．Sincere care. C．Similar backgrounds. D．Regular contacts. 27．(2.5分)What lesson might the author learn from the trip? A．Simplicity and freedom are valuable. B．Happiness is what truly matters. C．Nothing can compare with city life. D．Living a simple life is never possible. 【答案】24．D 25．C 26．A 27．A 【导语】文章主要讲述了作者在加拿大阳光海岸小径进行为期15天的独自徒步旅行的经历，以及这次旅程带给他的独特友谊和关于简单与自由的人生感悟。 【详解】24．细节理解题。根据第一段“getting to the trailhead (登山口) was quite an experience, as I rode my motorbike in the rain, took buses and finally a small boat to Sarah Point (到达登山口是一次相当独特的经历，因为我在雨中骑着摩托车，乘坐了公共汽车，最后乘小船到达莎拉角)”可知，作者在到达登山口前使用了摩托车、公交车和小船等多种交通工具。 25．推理判断题。根据第二段“I loved everything I saw along the path. Some parts were wide and smooth, but some were thin, steep and covered with wild plants. I slept in a small wooden house every night, and each day felt special. (我喜欢沿途看到的一切。有些路段宽阔平坦，但有些路段狭窄陡峭，长满了野生植物。我每晚都睡在小木屋里，每一天都感觉特别)”可知，这次徒步旅行路况多样，住宿和感受也各不相同，可推理出旅途提供了丰富多样的体验。 26．推理判断题。根据第三段“We laughed about how the trail had connected us before we even crossed paths. It struck me how such journeys remove pretences(做作), leaving only human connection.(我们笑着谈论这条小径是如何在我们相遇之前就把我们联系在一起的。我意识到这样的旅程是如何消除做作的，只留下人与人之间真实的联系。)”可知，这条小径在两人相遇之前就把他们联系在一起，可推理出作者和Pierre的友谊是建立在共同走过这条徒步路线的共享经历之上的。 27．推理判断题。根据最后一段“It let me learn to value simple things and being free, and I would keep this thought forever after the trip. (它让我学会珍惜简单的事物和自由，在这趟旅行之后我会永远保留这个想法。)”可知，作者从这次旅行中学到的教训是：简单和自由是非常宝贵的。 （本题10分）Parents of teenagers often view their children’s friends with distrust, worrying that their children will be pushed by their peers (同龄人) into doing something foolish or even dangerous. Their worries hold water. In a previous study, psychologist Laurence Steinberg found that a teenage driver with a same-age passenger in the car is at higher risk of traffic accidents than one driving alone or with an adult. In the following years, Steinberg examined why teens were more likely to take risks in the company of other teenagers. In a later study, by scanning the brains of 40 teens and adults, Steinberg found the brains of teenagers, but not adults, showed greater activity in two regions associated with rewards when they were being observed by same-age peers. The reward systems of the brain are activated whenever people experience something rewarding, like eating a nice-tasting food, which make them feel satisfied. In this case, rewards are greater for teens, which motivates them to seek higher-risk experiences. But Steinberg thought peer pressure might also have its positive side. In the latest study, Steinberg’s team used a card game to research how peers affect the way young people gather and apply information. It involved 101 teenage boys who played either alone or with three peers. They chose cards from four decks (牌堆): two decks had “good” cards, and two “bad” ones. Players with peers were more willing to take risks, trying to figure out which decks could help them to win. The results showed that teens playing with their peers engage in more exploratory behavior, learn faster and achieve better performance on the task than those playing alone. Now some experts are proposing that we should take advantage of the teens’ keen sensitivity (敏感) to the presence of friends to improve education. “Risk taking in an educational context is a vital skill that enables progress and creativity,” wrote Sarah-Jayne Blakemore, a professor at University College London. 28．(2.5分)What do the underlined words “hold water” in paragraph 1 mean? A．Bring relief. B．Face doubts. C．Start debates. D．Make sense. 29．(2.5分)What is the reason behind teens’ dangerous behavior? A．A sense of satisfaction. B．Lack of social experience. C．Eagerness to follow their friends. D．Inability to tell right from wrong. 30．(2.5分)How does risk-taking affect teens in the latest study? A．It starts fights between them. B．It inspires them to question. C．It helps them to learn better. D．It weakens their independence. 31．(2.5分)What would Blakemore suggest teachers do in the classroom? A．Set presentation tasks. B．Improve time management. C．Develop decision-making skills. D．Encourage independent thinking. 【答案】28．D 29．A 30．C 31．A 【导语】文章主要探讨了青少年在同龄人影响下的行为特点，指出同龄人影响既有负面也有正面，并建议利用这种影响来改善教育。 【详解】28．词句猜测题。根据第一段中“Parents of teenagers often view their children’s friends with distrust, worrying that their children will be pushed by their peers (同龄人) into doing something foolish or even dangerous. (青少年的父母经常不信任孩子的朋友，担心他们的孩子会被同龄人怂恿去做一些愚蠢甚至危险的事情)”以及“In a previous study, psychologist Laurence Steinberg found that a teenage driver with a same-age passenger in the car is at higher risk of traffic accidents than one driving alone or with an adult. (在之前的一项研究中，心理学家劳伦斯·斯坦伯格发现，与独自驾驶或与成人同乘的青少年司机相比，车上有同龄乘客的青少年司机发生交通事故的风险更高)”可知，青少年的父母担心孩子会被同龄人怂恿去做一些愚蠢甚至危险的事情，且研究表明这种担忧是有根据的，由此可知，划线词所在句“Their worries hold water.”表示“他们的担忧是有道理的”，划线短语hold water的意思是“有道理，站得住脚”，与make sense意思相近。 29．细节理解题。根据第二段中“In a later study, by scanning the brains of 40 teens and adults, Steinberg found the brains of teenagers, but not adults, showed greater activity in two regions associated with rewards when they were being observed by same-age peers. The reward systems of the brain are activated whenever people experience something rewarding, like eating a nice-tasting food, which make them feel satisfied. In this case, rewards are greater for teens, which motivates them to seek higher-risk experiences. (在后来的一项研究中，通过扫描40名青少年和成年人的大脑，斯坦伯格发现，当被同龄人观察时，青少年(而非成年人)的大脑中与奖励相关的两个区域显示出更高的活跃度。每当人们体验到有回报的事情时，比如吃到美味的食物，大脑的奖励系统就会被激活，从而让他们感到满足。在这种情况下，青少年的回报感更强，这促使他们去寻求更高风险的体验)”可知，青少年危险行为背后的原因是感到满足。 30．推理判断题。根据第三段中“In the latest study,...It involved 101 teenage boys who played either alone or with three peers. They chose cards from four decks (牌堆): two decks had “good” cards, and two “bad” ones. Players with peers were more willing to take risks, trying to figure out which decks could help them to win. The results showed that teens playing with their peers engage in more exploratory behavior, learn faster and achieve better performance on the task than those playing alone. (在最新的研究中，……研究涉及101名青少年男孩，他们要么独自玩游戏，要么与三个同伴一起玩。他们从四副牌堆中选择纸牌：两副是“好”牌，两副是“坏”牌。有同伴在场的玩家更愿意冒险，尝试找出哪些牌堆能帮助他们获胜。结果表明，与独自玩游戏的青少年相比，与同伴一起玩的青少年表现出更多的探索行为，学得更快，并且在任务中表现得更好)”可知，愿意冒险表现出更多的探索行为，学得更快，并且在任务中表现得更好，所以冒险对青少年的影响是帮助他们更好地学习。 31．推理判断题。根据最后一段“Now some experts are proposing that we should take advantage of the teens’ keen sensitivity (敏感) to the presence of friends to improve education. “Risk taking in an educational context is a vital skill that enables progress and creativity,” wrote Sarah-Jayne Blakemore, a professor at University College London. (现在一些专家建议，我们应该利用青少年对朋友存在的敏锐感觉来改善教育。伦敦大学学院教授Sarah-Jayne Blakemore写道：“在教育环境中冒险是一项至关重要的技能，它能促进进步和创造力。”)”可知，Blakemore建议教师在课堂上利用同伴影响来促进学习。设置小组展示任务能让学生在同伴面前进行探索和表达，因此可能是Blakemore所推荐的。 （本题10分）In July, the University of Chicago’s principal announced plans to “restructure” its Division of the Arts and Humanities, potentially reducing language instruction, establishing minimum class sizes and so on. As for why an institution with a huge fund of over $10 billion, renowned worldwide for its humanities programs, would make such dramatic changes, administrators offered a vague reason centered on “historic funding pressures”. But what, specifically, are these pressures? As Clifford Ando, a distinguished professor of classics at Chicago, details the university’s leadership, has for years spent vast amounts of money, largely on STEM projects, and then attempted to weaken its Division of the Arts and the Humanities as a means to pay for these investments. In fact, as Ando writes, they are the “only staff in the arts and sciences who systematically pay for themselves: they do not need expensive buildings; the provision of instruction in their fields is cheap”. Thus, it seems to many professors of the humanities that “financial crisis” has become an excuse for far-reaching changes that are not necessary so much as desired by university leaders. Why might university leaders deliberately choose to undercut humanistic education and research? Many reasons suggest themselves. Surely the endless reports of artificial intelligence spelling the end of reading and writing aren’t helping matters. STEM fields secure far more financial aid and thus serve as potentially important sources of income for universities. But we should not overlook a deeper root traced back to the 19th century. Prior to that time, higher education in the United States was greatly influenced by the spirit of Renaissance humanism. The institutions devoted outsized attention to the study of ancient Greek and Roman literature, key to shaping students’ characters. In the late 19th century, reformers shifted their focus to the scientific method, on which they aimed to recenter higher education. Amid these changes, American colleges have abandoned their core original mission. They ought to offer students space for reflection on human life, balance character development with career training, and preserve human cultural heritage as diligently as they advance new knowledge. 32．(2.5分)What accounts for Chicago University’s restructuring plan according to Professor Ando? A．Fund shortage. B．AI’s popularity. C．Humanities’ costly instruction. D．STEM’s huge investments. 33．(2.5分)How many reasons are given in Paragraph 3 for undercutting humanities? A．Two. B．Three. C．Four. D．Five. 34．(2.5分)What is the author’s attitude towards the changes? A．Approving. B．Objective. C．Critical. D．Skeptical. 35．(2.5分)What is the main idea of the passage? A．The influence of AI on higher education. B．The development of STEM fields in the US. C．The financial problem of American universities. D．The neglect of humanities in American universities. 【答案】32．D 33．B 34．C 35．D 【导语】本文是一篇议论文，主要探讨芝加哥大学计划重组艺术与人文学院的背后原因，指出校方以资金压力为借口，实则是长期向STEM领域大量投入所致，并分析了美国高校忽视人文教育的深层根源，批判了这种偏离教育核心使命的做法。 【详解】32．细节理解题。根据第一段“In July, the University of Chicago’s principal announced plans to “restructure” its Division of the Arts and Humanities, potentially reducing language instruction, establishing minimum class sizes and so on(7 月，芝加哥大学的校长宣布了对艺术与人文学院进行“重组”的计划，可能包括削减语言课程、设定最低班级规模等措施。)”以及根据“As Clifford Ando, a distinguished professor of classics at Chicago, details the university’s leadership, has for years spent vast amounts of money, largely on STEM projects, and then attempted to weaken its Division of the Arts and the Humanities as a means to pay for these investments.(芝加哥大学著名古典学教授克利福德·安藤详细说明，该校领导层多年来将大量资金投入STEM项目，并试图削弱艺术与人文学院来为这些投资买单。)”可推知，安藤教授认为芝加哥大学的重组计划是因为对STEM领域的巨额投资。故选D。 33．细节理解题。根据文章第三段“Many reasons suggest themselves. Surely the endless reports of artificial intelligence spelling the end of reading and writing aren’t helping matters. STEM fields secure far more financial aid and thus serve as potentially important sources of income for universities. But we should not overlook a deeper root traced back to the 19th century.(原因不言而喻。当然那些关于人工智能将终结阅读和写作的无休止的报道并没有起到任何积极的作用。理工科领域获得了更多的财政资助，因此成为大学潜在的重要收入来源。但我们也不能忽视一个可以追溯到19世纪的更深层次的原因。)”可知，文中提及了人工智能的影响、STEM领域的经济优势、19世纪的教育改革转向这三个原因。故选B。 34．推理判断题。根据文章最后一段“They ought to offer students space for reflection on human life, balance character development with career training, and preserve human cultural heritage as diligently as they advance new knowledge.(他们本应为学生提供反思人类生活的空间，在性格培养与职业培训之间取得平衡，并在推进新知识的同时勤勉地保护人类文化遗产。)”以及全文对校方以资金为借口忽视人文教育的描述，可推知作者对这些变化持批判态度。故选C。 35．主旨大意题。通读全文，特别是第一段首句“In July, the University of Chicago’s principal announced plans to “restructure” its Division of the Arts and Humanities, potentially reducing language instruction, establishing minimum class sizes and so on(7 月，芝加哥大学的校长宣布了对艺术与人文学院进行“重组”的计划，可能包括削减语言课程、设定最低班级规模等措施。)”可知，文章以芝加哥大学重组艺术与人文学院的事件为切入点，分析了美国高校削减人文教育经费、弱化人文学科的多重原因，指出高校偏离了培养学生反思能力、保护文化遗产的核心使命。因此推断文章主要讨论了美国大学忽视人文教育的问题。故选D。 （本题12.5分）Collaborative learning is far from being a simple grouping exercise. It is a structured teaching method with deep theoretical roots and measurable educational benefits. 36(2.5分) It requires much more than sitting students together. Structured approaches with well-designed tasks ensure the best outcomes. Thus, when designing collaborative activities, teachers should keep the following in mind. • Group size matters. The most effective collaborative learning approaches tend to have groups of three to five students, with a shared goal to achieve. In larger groups, some students may feel overlooked and lose interest, or simply stop participating. In very small groups, however, there may be too few viewpoints to generate a rich discussion. 37(2.5分) • Inclusion requires careful planning. If left to their own devices, students tend to form groups with their friends who share common bonds. 38(2.5分) Forming such diverse groups produces deeper learning and better prepares students for real-world teamwork. • 39(2.5分) The group task should be challenging, open-ended, and complex enough that students have to create something new together. Such tasks force students to combine their strengths and negotiate ideas. If a task can be easily split into parts and done individually, there is little reason for students to truly work together. • Structure and guidance are essential. Structure is crucial. There should be clear instructions, roles, processes, and procedures to keep students on task during collaborative learning activities. 40(2.5分) Teachers should not simply assign a task and walk away. Instead, they may need to share sample work, or offer examples to model effective group processes to guide the group work. A．Guidance is equally important. B．Tasks require genuine teamwork. C．Equal division of tasks is a necessity. D．Mix students with different skills and backgrounds. E．This lack of diversity can limit the depth of learning. F．Group work encourages individual motivation to achieve greater goals. G．However, simply placing students in groups does not guarantee collaboration. 【答案】36．G 37．E 38．D 39．B 40．A 【导语】本文围绕“如何有效设计合作学习活动”展开，从小组规模、任务设计、小组构成、教师指导等方面提出了具体建议。 【详解】36．上文“Collaborative learning is far from being a simple grouping exercise. It is a structured teaching method with deep theoretical roots and measurable educational benefits. (合作学习远非简单的分组练习。它是一种结构化的教学方法，具有深厚的理论基础和可衡量的教育效益。)”介绍了合作学习的定义和重要性，下文“It requires much more than sitting students together. (它需要的远不止让学生坐在一起。)”进一步说明合作学习的复杂性，G选项“However, simply placing students in groups does not guarantee collaboration. (然而，仅仅把学生分成小组并不能保证合作。)”承上启下，与上文形成转折，同时引出下文对“不仅仅是坐在一起”的解释，符合语境。 37．上文“In very small groups, however, there may be too few viewpoints to generate a rich discussion. (然而，在非常小的组中，可能观点太少，无法产生丰富的讨论。)”说明了小组规模过小的问题，E选项“This lack of diversity can limit the depth of learning. (这种多样性的缺乏会限制学习的深度。)”中的“This lack of diversity”指代上文“too few viewpoints”，总结了小组过小的弊端，符合语境。 38．上文“If left to their own devices, students tend to form groups with their friends who share common bonds. (如果任其发展，学生们往往会和志同道合的朋友组成小组。)”指出学生自发分组的问题，下文“Forming such diverse groups produces deeper learning and better prepares students for real-world teamwork. (组建这样多样化的小组能产生更深入的学习，并让学生为现实世界的团队合作做好更好的准备。)”强调了多样化分组的好处，D选项“Mix students with different skills and backgrounds. (将具有不同技能和背景的学生混合在一起。)”是教师应采取的具体行动，针对上文问题提出解决方案，同时引出下文“diverse groups”，符合语境。 39．下文“The group task should be challenging, open-ended, and complex enough that students have to create something new together. Such tasks force students to combine their strengths and negotiate ideas. If a task can be easily split into parts and done individually, there is little reason for students to truly work together. (小组任务应该具有挑战性、开放性和足够的复杂性，这样学生就必须共同创造新东西。这样的任务迫使学生们结合各自的优势并协商想法。如果一个任务可以很容易地被分成几个部分并单独完成，学生们就没有什么理由真正地一起工作了)”主要说明任务需要真正的团队合作，B选项“Tasks require genuine teamwork. (任务需要真正的团队合作。)”概括了本段主旨，适合作为小标题。 40．下文“Teachers should not simply assign a task and walk away. Instead, they may need to share sample work, or offer examples to model effective group processes to guide the group work. (教师不应该简单地布置任务就走开。相反，他们可能需要分享样本作业，或提供例子来示范有效的团队过程，以指导小组工作。)”强调了教师在合作学习中的指导作用，A选项“Guidance is equally important. (指导同样重要。)”概括了本段主旨，与上文“Structure is crucial. (结构至关重要。)”形成并列，符合语境。 三、完形填空 （本题15分）Jim and his sister May walked in the street, and then they noticed a pet store. It was a very small pet store that didn’t have many 41 . The owner of the shop, Mr Smith, greeted Jim and May when they 42 . May said, “We would like to buy a dog.” “Ah, well, our shop is not very 43 ,” Mr Smith told her. “So we only have two dogs to choose from.” They asked Mr Smith to 44 them the dogs. Mr Smith took them to see the two dogs. One was a big bulldog named Buster. The other was a tiny chihuahua named Teacup. May wanted Teacup, but Jim wanted Buster. They walked outside to 45 . They couldn’t agree on a dog. May 46 they race home for it. The one who won the race could choose the dog. Jim agreed, and then told May her shoelace was loose. When May 47 , he ran off to get a head start. Jim ran as hard as he could because he really wanted that bulldog. When he looked back, he found May was so 48 behind that he couldn’t even see her. Jim finally got home. He was 49 but happy. He knew he was the 50 . May arrived a few minutes later! She congratulated him and they 51 the pet store together. However, when they arrived they 52 saw Teacup. They asked Mr Smith where Buster was. Mr Smith gave them a(n) 53 that a few minutes after May and Jim left, two boys walked in and bought the bulldog. Jim looked at May, and she held back a smile. Jim 54 and turned back to Mr Smith. “Sometimes you win the 55 , but not the prize!” Jim smiled sadly. “We’ll take the chihuahua, please.” 41．(1分)A．dollars B．goods C．animals D．foods 42．(1分)A．smiled B．talked C．shouted D．entered 43．(1分)A．famous B．bad C．lovely D．big 44．(1分)A．lend B．find C．return D．show 45．(1分)A．quarrel B．struggle C．discuss D．fight 46．(1分)A．said B．thought C．suggested D．asked 47．(1分)A．looked up B．looked down C．set off D．sat down 48．(1分)A．far B．high C．short D．big 49．(1分)A．excited B．tired C．surprised D．disappointed 50．(1分)A．ruler B．brother C．loser D．winner 51．(1分)A．watched over B．looked for C．returned to D．broke into 52．(1分)A．only B．gradually C．hardly D．never 53．(1分)A．lie B．explanation C．suggestion D．idea 54．(1分)A．guessed B．observed C．sighed D．laughed 55．(1分)A．word B．world C．praise D．race 【答案】 41．C 42．D 43．D 44．D 45．C 46．C 47．B 48．A 49．B 50．D 51．C 52．A 53．B 54．C 55．D 【导语】文章讲述了Jim和May兄妹二人去宠物店选购小狗，二人心仪不同狗狗，决定赛跑定选择权。Jim耍小聪明抢先跑赢比赛，返程后心仪的斗牛犬却已被买走，最终只能选择吉娃娃，领悟赢了比赛未必能得到想要结果的小故事。 【详解】41．考查名词。句意：这是一家很小的宠物店，里面没有多少动物。A. dollars美元；B. goods商品；C. animals动物；D. foods食物。根据上文“a very small pet store”可知，宠物店售卖动物。 42．考查动词。句意：当Jim和May进店时，店主Smith先生向他们打招呼。A. smiled微笑；B. talked交谈；C. shouted大喊；D. entered进入。根据上文“Mr Smith, greeted Jim and May”可知，在两人进入店铺时店主和他们打招呼。 43．考查形容词。句意：“唉，好吧，我们店铺面积不是很大，”Smith先生告诉她。A. famous著名的；B. bad糟糕的；C. lovely可爱的；D. big大的。根据上文“It was a very small pet store”可知，店面不大。 44．考查动词。句意：他们请求Smith先生给他们看看两只狗。A. lend借出；B. find找到；C. return归还；D. show展示，出示。根据下文“Mr Smith took them to see the two dogs”可知，顾客要求店主展示小狗。 45．考查动词。句意：两人走到外面商量。A. quarrel争吵；B. struggle挣扎；C. discuss讨论，商议；D. fight打架。根据上文“May wanted Teacup, but Jim wanted Buster”可知，二人喜好不同，出门进行商议。 46．考查动词。句意：May提议两人跑回家比赛定归属。A. said说；B. thought认为；C. suggested建议；D. asked询问。根据下文“The one who won the race could choose the dog”可知，May提出用赛跑决定的方案。 47．考查动词短语。句意：当May低头查看时，Jim抢先起跑。A. looked up抬头看；B. looked down低头看；C. set off出发；D. sat down坐下。根据上文“then told May her shoelace was loose”可知，May低头检查鞋带。 48．考查形容词。句意：他回头时，发现May远远落在身后，完全看不见人影。A. far远的；B. high高的；C. short短的；D. big大的。根据下文“he couldn’t even see her”可知，May落后距离很远。 49．考查形容词。句意：他十分疲惫，但很高兴。A. excited激动的；B. tired疲惫的；C. surprised惊讶的；D. disappointed失望的。根据上文“Jim ran as hard as he could”可知，Jim长途奔跑后身体劳累。 50．考查名词。句意：他知道自己是获胜者。A. ruler统治者；B. brother兄弟；C. loser失败者；D. winner赢家。根据下文“May arrived a few minutes later”可知，Jim赢得了赛跑。 51．考查动词短语。句意：她向他表示祝贺，之后两人一同返回宠物店。A. watched over照看；B. looked for寻找；C. returned to返回；D. broke into闯入。根据下文“when they arrived”可知，比赛结束后二人回到宠物店去选购。 52．考查副词。句意：然而当抵达店铺时，他们只看见了茶杯犬。A. only只，仅仅；B. gradually逐渐地；C. hardly几乎不；D. never从未。根据下文“They asked Mr Smith where Buster was”可知，斗牛犬已经不在店里，店内只剩吉娃娃。 53．考查名词。句意：Smith先生向二人作出解释，在May和Jim离开几分钟后，两个男孩进店买走了斗牛犬。A. lie谎言；B. explanation解释；C. suggestion建议；D. idea想法。根据下文“a few minutes after May and Jim left, two boys walked in and bought the bulldog”可知，店主针对斗牛犬不在店里给出的缘由说明。 54．考查动词。句意：Jim叹了口气，转头面向Smith先生。A. guessed猜测；B. observed观察；C. sighed叹气；D. laughed大笑。根据上文“two boys walked in and bought the bulldog”可知，Jim没能得到自己想要的小狗，内心失落，叹了口气。 55．考查名词。句意：Jim难过地笑了笑：“有时候你赢了跑步比赛，却没能赢下奖品！”A. word话语；B. world世界；C. praise赞扬；D. race赛跑。根据上文“The one who won the race could choose the dog”可知，此处呼应前文的赛跑比赛。 四、语法填空 （本题15分）阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。 In recent years, the number of Chinese students studying abroad has reached record highs. While studying overseas offers exposure to different cultures and academic resources, it also comes with challenges such as language barriers and cultural shock. A survey 56(1.5分)   (conduct) in 2025 found that nearly 40% of Chinese students abroad reported experiencing mental health issues. To address this, universities have started offering online counseling services, 57(1.5分) allow students to seek help discreetly. Experts suggest that students should prepare 58(1.5分) (mental) before departure by learning about local customs and building support networks. It is also crucial to strike a balance between academic pressure and social life. A study 59(1.5分) (show) that students who join clubs or sports teams tend to adapt 60(1.5分) (quick). “Making local friends can greatly reduce the feeling of isolation,” notes Dr. Li, a psychology professor at Beijing Normal University. In response to this issue, the Chinese Ministry of Education has launched a 24-hour helpline for students 61(1.5分) (study) abroad. The service offers psychological support and legal advice. “We want to ensure that every student knows they are not alone,” said a spokesperson. This initiative, combined with school efforts, 62(1.5分) (hope) to create a safer environment for international students. As one student put 63(1.5分) , “Living abroad is like planting a tree in a new soil. It takes time 64(1.5分) (grow) roots, but eventually you bloom.” With the right support, the overseas experience can be 65(1.5分) (incredible) rewarding. 【答案】 56．conducted 57．which 58．mentally 59．shows/has shown 60．more quickly/quickly 61．studying 62．hopes 63．it 64．to grow 65．incredibly 【导语】文章主要探讨了中国留学生在海外面临的心理健康挑战及各方应对措施。 【详解】56．考查非谓语动词。句意：2025年开展的一项调查发现，近40%的中国留学生表示存在心理健康问题。空处为非谓语动词作后置定语，A survey和conduct为逻辑动宾关系，需填过去分词conducted。 57．考查定语从句。句意：为解决这一问题，各大高校开始提供线上心理咨询服务，这能让学生隐秘地寻求帮助。空处引导非限制性定语从句，先行词是services，在定语从句中作主语，需用关系代词which引导。 58．考查副词。句意：专家建议，留学生出国前应做好心理上的准备，了解当地习俗并建立人际支持圈。空处修饰动词prepare，需用副词mentally，作状语。 59．考查动词时态。句意：一项研究表明，参加社团或运动队的学生往往适应得（更）快。空处作谓语，主语为单数名词，谓语动词使用第三人称单数形式，可以表示陈述客观事实用一般现在时shows；也可用现在完成时has shown，强调研究结果对现在的影响。 60．考查副词和比较级。句意同上。修饰动词adapt用副词；quick副词为quickly；也可暗含和不参加社团的学生对比，用比较级more quickly。 61．考查非谓语动词。句意：针对这一问题，中国教育部为正在海外求学的留学生开通了 24 小时求助热线，提供心理疏导和法律咨询服务。名词students和study是主动关系，用现在分词作后置定语。 62．考查动词时态。句意：这项举措配合校方努力，希望为留学生营造更安全的环境。空处作谓语，句子主语为 This initiative，是单数，陈述客观愿景用一般现在时，谓语动词用第三人称单数hopes。 63．考查固定搭配。句意：正如一名学生所言：“海外生活如同在新土壤里种树。扎根需要时间，但终会绽放。” 固定搭配 as one put it 意为“正如某人所言、俗话说”，空处需填it。 64．考查非谓语动词。句意同上。固定句型It takes time to do sth.意为“做某事需要花费时间”，it 作形式主语，真正主语为后面不定式to grow。 65．考查副词。句意：有了恰当的支持，留学经历会带来极大的收获。修饰形容词rewarding需用副词incredibly，作状语。 五、书信写作 66．（本题15分）假定你是李华，你的美国笔友Tom对你们学校的劳动教育很感兴趣，来信询问相关情况。请你给他写一封回信，内容包括： 1. 介绍学校劳动教育的现状，如开设的劳动课程、组织的活动等; 2. 阐述劳动教育的重要意义; 3. 邀请Tom体验学校的劳动生活。 注意：1. 词数80左右; 2. 可以适当增加细节，以使行文连贯; 3. 开头和结尾已给出，不计入总词数。 Dear Tom, I’m more than delighted to receive your letter and learn that you’re interested in labor education in our school. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours, Li Hua 【答案】Dear Tom, I’m more than delighted to receive your letter and learn that you’re interested in labor education in our school. Our school highly values labor education, thus offering a variety of related courses. For example, in gardening classes, we learn to plant different flowers and vegetables as well as take care of them. What attracts me most is cooking classes, where we learn to make various traditional Chinese dishes. Besides, we often have campus cleaning days and volunteer in the community.Clearly, labor education is significant. It helps equip us with practical skills, foster a sense of responsibility, promote teamwork and benefit our physical and mental health. Through these hands-on experiences, we deeply understand the value of hard work. I sincerely invite you to come to our school and experience the labor-filled life. I’m certain you’ll enjoy it and find it rewarding. Yours, Li Hua 【导语】本篇书面表达是一篇应用文。要求考生给美国笔友Tom回一封信，介绍学校劳动教育的现状及其意义。 【详解】1.词汇积累 因此：thus→therefore 不同的：different→diverse 吸引：attract→appeal to 帮助：help→assist 2.句式拓展 简单句变复合句 原句：Our school highly values labor education, thus offering a variety of related courses. 拓展句：Our school highly values labor education, which offers a variety of related courses. 【点睛】[高分句型1] What attracts me most is cooking classes, where we learn to make various traditional Chinese dishes.（运用了what引导主语从句，where引导非限制性定语从句） [高分句型2] Our school highly values labor education, thus offering a variety of related courses.（运用了现在分词作结果状语） 六、书面表达 67．（本题25分）阅读下面的材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 A father was deeply worried about his sixteen-year-old son. The boy was kind and healthy, but he completely lacked courage. Whenever he faced difficulties, he would easily give up or even cry. He was afraid of failure, afraid of being hurt, and afraid to try again. The father wanted his son to become a true man with a strong mind, so he decided to visit a wise Buddhist monk and ask him to train the boy. The monk agreed to help. He said to the father, “Leave your son here with me. I will turn him into a brave and strong man within three months. But you must not come to see him during this period. Only by letting go can he truly grow.” The father trusted the monk and left his son without looking back. During the three months, the monk trained the boy strictly but patiently. He trained the boy by building up his body and teaching him basic boxing skills. He taught him how to stand, hit, and protect himself in boxing practice. He also taught the boy to face pain, challenge his limits, and keep fighting even when he felt hopeless. The boy practiced hard every day, slowly becoming more determined and confident. Three months later, the father returned eagerly. To show the boy’s progress, the monk arranged a boxing match between the boy and an experienced boxer who was far stronger and better than the boy. As soon as the match started, the boxer struck the boy hard. The boy fell to the ground at once. But he stood up quickly, wiped the dust off his clothes, and got ready to continue. Again, the boxer knocked him down, yet each time the boy stood up immediately. This repeated many times. The boy never won a single round. He was always the loser. He got knocked down again and again, and he could hardly fight back. He was no match for the skilled boxer at all. 注意：1. 续写词数应为150词左右； 2. 请按如下格式在答题卡的相应位置作答。 Seeing this, the father sighed heavily and said in a low voice, “What a loser!” _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ The monk shook his head gently and looked calmly at the father. _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【答案】One possible version: Seeing this, the father sighed heavily and said in a low voice, “What a loser!” The father shook his head in disappointment, his face full of anger and sadness. “I have waited for three months and trusted you with all my heart. But look at my son — he is still so weak that he gets knocked down easily. He looks clumsy and helpless.” Hearing this, the boy lowered his head, feeling a little sad but still holding back his tears. He wanted to explain, but he remained quiet and stood there bravely. The monk shook his head gently and looked calmly at the father. “You only focus on his failure and being knocked down, but you ignore his greatest progress. Every time he falls, he stands up again at once instead of crying or giving up. That is real courage.” Recalling what he had seen in the battle, the father stayed silent, his face turning red. He said sorry gently for his cold words, hugged his son tightly with pride, as he knew that being knocked down by challenges in one’s life is not shameful. The true bravery is standing up again after every fall. 【导语】本文以人物为线索展开，讲述了一位父亲因儿子性格怯懦、遇事退缩而求助僧侣。僧侣对男孩进行了三个月的拳击训练。最终测试中，男孩虽在比赛中屡次被击倒，却都立刻站起、绝不放弃。父亲起初失望，但僧侣指出真正的勇气是每次跌倒后能重新站起。父亲最终领悟，为儿子的坚韧感到骄傲。 【详解】1. 段落续写： ①由第一段首句可知，第一段可描写父亲感到失望和愤怒，向僧侣表达自己的不满，儿子因为父亲的话而难受，但没有哭泣。 ②由第二段首句可知，第二段可描写僧侣指出父亲只看到了儿子被打倒，却忽略了他会站起来，其实儿子是勇敢的，父亲为自己的错误向儿子道歉，意识到真正的勇气的含义。 2. 续写线索：父亲叹气——父亲抱怨——儿子难受——僧侣摇头——僧侣解释——父亲领悟并道歉 3. 词汇激活 行为类 ①忽视：ignore/neglect/disregard ②放弃：give up/quit/abandon 情绪类 ①失望：disappointment/letdown/frustration ②生气：anger/annoyance/irritation 【点睛】[高分句型1] The father shook his head in disappointment, his face full of anger and sadness. (运用了独立主格结构作状语) [高分句型2] Recalling what he had seen in the battle, the father stayed silent, his face turning red. (运用了现在分词Recalling作状语、what引导宾语从句、独立主格结构作状语) 2 / 2 2 / 2 学科网（北京）股份有限公司 $