Unit 5 Period 1 Topic Talk and Lesson 1（分层作业）英语北师大版选择性必修第二册

Unit 5 Period 1 Topic Talk and Lesson 1 目 录 A组 巩固过关 B组 能力进阶 C组 思维拔高 拓展 链接高考 一、根据汉语提示写出英文单词 1. 重要性，意义 ____________ 2. 促进，增进 ____________ 3. 一贯的，一致的 ____________ 4. 培养，养成 ____________ 5. 同情，同情心 ____________ 6. 分析，剖析 ____________ 7. 哲学家 ____________ 8. 教育工作者 ____________ 9. 评估，评价 ____________ 10. 启迪；指导，教导 ____________ 11. 严重的 ____________ 12. 难以忍受的 ____________ 13. 倾向，趋势 ____________ 14. 热心的，热衷的 ____________ 15. 生动的，逼真的 ____________ 二、根据句意及汉语提示写出单词 1. We should ____________ (促进) the development of education in poor areas. 2. It is ____________ (一贯的) with what we have discussed before. 3. He ____________ (坚称) that he was right about the plan. 4. The ____________ (限制) on after‑school activities will be lifted soon. 5. She has a ____________ (宝贵的) chance to study abroad. 6. The ____________ (逐渐的) change of his attitude surprised us. 7. The report ____________ (分析) the causes of educational inequality. 8. The teacher tried to ____________ (启迪) the students to think independently. 9. The result was ____________ (显而易见的) to everyone present. 10. We felt ____________ (失望的) at the final result of the competition. 三、单句语法填空 1. The ____________ (significance) discovery changed people’s views on education. 2. Parents play an important role in the ____________ (cultivate) of children’s good habits. 3. We felt deep ____________ (sympathetic) for those students in remote villages. 4. The ____________ (analyse) of the data took the research team two weeks. 5. The ____________ (restrict) rules made students feel stressed. 6. It is ____________ (pain) to see students give up their dreams. 7. He greeted us ____________ (gentle) with a big smile. 8. The ____________ (puzzle) look on his face showed he didn’t understand. 9. The ____________ (expand) of knowledge helps us form better values. 10. The old man was ____________ (enthusiasm) about sharing his learning experience. 一、1.significance 2.promote 3.consistent 4.cultivate 5.sympathy 6.analyse 7.philosopher 8.educator 9.evaluate 10.enlighten 11.severe 12.unbearable 13.tendency 14.enthusiastic 15.vivid 二、1.promote 2.consistent 3.insists 4.restriction 5.precious 6.gradual 7.analyses 8.enlighten 9.apparent 10.disappointed 三、1.significant 2.cultivation 3.sympathy 4.analysis 5.restrictive 6.painful 7.gently 8.puzzled 9.expansion 10.enthusiastic 四、根据汉语意思完成句子 1. 我们应该培养独立思考的习惯。 We should ____________ the habit of thinking independently. 2. 这个新政策有助于促进城乡教育均衡发展。 The new policy helps ____________ balanced education between cities and villages. 3. 他坚持认为每个孩子都享有平等受教育的权利。 He ____________ every child has the equal right to receive education. 4. 这次重大突破将会改变传统的教学方式。 This ____________ will change the traditional teaching methods. 5. 这个生动的故事帮助我们理解古老的教育理念。 This ____________ helps us understand the ancient educational ideas. 四、1.cultivate 2.promote 3.insists that 4.major breakthrough 5.vivid story 五、语法填空 （25-26高二下·浙江·期中）阅读下面短文，在空白处填入1个恰当的单词或括号内单词的正确形式。 With the cost of higher education increasing rapidly, many young people are wondering if going to university is still worth the effort. So it’s vital 1 (balance) the costs with the potential benefits and make sure it’s the right decision for you. Let’s take a look at the 2 (argue). What are the benefits? First of all, a university education improves your job prospects and broadens your future options. Increasingly, you’re at a disadvantage 3 a degree. Statistics show that graduates have a 4 (low) unemployment rate than non-graduates and higher annual earnings. And a degree opens up job opportunities abroad as well — when you’re a graduate, you have 5 (limit) chances! Still, not everyone is so enthusiastic about higher education. Some people argue that university education is 6 (great) overestimated and that it gives young people false expectations about their career prospects. Many students leave university 7 (burden) with debt, and with no guarantee of a decent job. Others argue that many employers appear to value work experience over 8 degree. As one employer puts it, “I now make a point of interviewing people first 9 have spent their time travelling or working instead of doing a degree, because this shows they 10 (prepare) to stand out from the crowd.” 【答案】 1．to balance 2．arguments 3．without 4．lower 5．unlimited/limitless 6．greatly 7．burdened 8．a 9．who/that 10．are prepared 【导语】文章主要围绕“上大学是否值得”这一话题，从支持和反对两个角度阐述了关于高等教育的不同观点。 1．考查非谓语动词。句意：所以，必须将成本与潜在收益进行权衡，并确保这一决定对你来说是正确的。分析句子结构可知，句中it为形式主语，真正的主语应用不定式短语充当，构成“It is vital to do sth.”句型。 2．考查名词。句意：让我们来看看这些论点。分析句子结构可知，设空处位于定冠词the之后，介词at之前，需用名词形式作宾语；argue的名词形式为argument，结合上下文可知，此处指多种论点，应用复数形式。 3．考查介词。句意：越来越多的情况是，没有学位的话，你就会处于劣势。分析句子结构可知，设空处需填介词与后面的名词构成介词短语；结合上下文逻辑，此处表示“没有”学位就处于劣势，应用介词without。 4．考查形容词比较级。句意：统计数据显示，毕业生比非毕业生的失业率更低，且年收入更高。分析句子结构可知，设空处修饰名词rate，需用形容词；根据后面的than可知，此处应用比较级形式，low的比较级为lower。 5．考查形容词。句意：而且学位也能打开国外的就业机会——当你是毕业生时，你拥有无限的机会！分析句子结构可知，设空处修饰名词chances，需用形容词；根据前文“opens up job opportunities”可知，此处指机会“无限的”，limit的形容词形式为unlimited或limitless。 6．考查副词。句意：有些人认为大学教育被大大高估了，它给年轻人带来了关于职业前景的虚假期望。分析句子结构可知，设空处修饰动词overestimated，需用副词形式；great的副词形式为greatly，作状语。 7．考查非谓语动词。句意：许多学生毕业时背负着债务，而且没有保证能得到一份体面的工作。分析句子结构可知，设空处作伴随状语，burden与逻辑主语students之间为被动关系，表示“被债务负担”，应用过去分词形式。 8．考查冠词。句意：另一些人则认为，许多雇主似乎更看重工作经验而非学位。分析句子结构可知，degree为可数名词单数，此处表泛指，且degree以辅音音素开头，应用不定冠词a。 9．考查定语从句。句意：正如一位雇主所说：“我现在特意先面试那些花时间旅行或工作而不是攻读学位的人，因为这表明他们准备好脱颖而出。” 分析句子结构可知，设空处引导限定性定语从句，先行词为people，指人，且关系词在从句中作主语，应用关系代词who或that。 10．考查动词短语及时态。句意：正如一位雇主所说：“我现在特意先面试那些花时间旅行或工作而不是攻读学位的人，因为这表明他们准备好脱颖而出。”此处为动词短语be prepared to do sth.“准备好做某事”；主语为they，且引述的是一般性观点，应用一般现在时的复数形式are prepared。 六、阅读理解 （26-27高二上·江西抚州·期中）Children are more creative when they learn in natural surroundings, according to new research from Curtin University. Primary school students in Australia and England were put to the test to see if writing poetry in a natural outdoor setting produced more creative outcomes than writing in a classroom, and the answer was yes. Dr Paul Gardner and Sonja Kuzich from Curtin’s School of Education ran relative trials with 10-year-old students in both countries and the results, recently published in the Cambridge Journal of Education, gave a big thumbs-up to the positive influence of natural settings. “We found that students who had direct contact with nature by immersing (沉浸) themselves in a bush or forest environment were much more descriptive and vivid in the language they used than the classroom-based writers who ‘imagined’ being in nature through photos,” Dr Gardner said. In total, 97 students took part in the study, divided into four classrooms, including two based at an English primary school and two from a primary school in Western Australia. In each country one class visited a natural bush or forest before writing a poem based on what they saw, smelt and felt. The other class viewed a pile of images of the same bush or forest environment. Ms Kuzich said the difference in creative language used between the classes was obvious, with twice as many UK forest students using figurative (比喻的) language compared with the class-based students. In Australia that figure rose to more than four times when comparing the poetry of the forest-based students with those who remained at school. The researchers say further studies of larger groups are now recommended to gain greater understanding of the influence of natural spaces and “green learning” in schools. 1．Why were the students placed outdoors in nature according to the first two paragraphs? A．To get more outdoor exercise. B．To experience nature in depth. C．To understand poems about nature better. D．To prove nature’s effect on creativity. 2．What does paragraph 3 mainly talk about? A．The specific steps of the experiment. B．New findings about students’ writing. C．The steps of training the children. D．The purpose of performing the test. 3．What can we infer about the result of the study? A．Students indoors are not good at poetry. B．Students in Australia prefer to study poetry. C．Students are more creative in a natural environment. D．Students in the UK and Australia have different writing skill preferences. 4．Which of the following is the best title for the passage? A．The Importance of Outdoor Exercise. B．A Study on Outdoor Learning. C．How to Write a Good Poem. D．Nature: A Boost for Creativity. 【答案】1．D 2．A 3．C 4．D 【导语】这篇文章主要介绍了研究发现，在自然环境中写诗的孩子比在教室看图创作的更有创造力。研究者建议扩大样本，进一步探索绿色学习的作用。 1．细节理解题。根据第一段中的“Primary school students in Australia and England were put to the test to see if writing poetry in a natural outdoor setting produced more creative outcomes than writing in a classroom, and the answer was yes.(研究人员对澳大利亚和英国的小学生进行了测试，比较在户外自然环境中写诗与在教室里写诗所产生的创意成果，结果表明，在自然环境中写作的创意表现更佳。)”可知，将学生置于户外自然环境中是为了测试并证明自然环境对创造力的影响。 2．主旨大意题。根据第三段“In total, 97 students took part in the study, divided into four classrooms, including two based at an English primary school and two from a primary school in Western Australia. In each country one class visited a natural bush or forest before writing a poem based on what they saw, smelt and felt. The other class viewed a pile of images of the same bush or forest environment.(本次研究共有97名学生参与，被分为四个班级，其中两个班级来自英国的一所小学，另外两个来自西澳大利亚的一所小学。每个国家的一班学生先前往当地的自然丛林或森林，观察、闻到并感受周围环境，然后根据所见所感创作诗歌。另一组学生则观看了一堆同一处丛林或森林环境的图片。)”可知，第三段详细介绍了参与研究的学生总人数、班级分配情况，以及实验的具体操作方式（一个班级去户外实地观察，另一个班级在室内观看相关图片）。这些内容描述的都是该项实验的具体步骤。 3．推理判断题。根据第一段首句“Children are more creative when they learn in natural surroundings, according to new research from Curtin University.(根据科廷大学的一项新研究，儿童在自然环境中学习时更具创造力。)”以及第四段中“In Australia that figure rose to more than four times when comparing the poetry of the forest-based students with those who remained at school.(而在澳大利亚，当比较在森林环境中开展写作的学生与留在学校的学生的诗歌时，这一比例甚至超过了四倍。)”提到的实验结果：去户外的学生比留在教室的学生使用了多达两倍甚至四倍的比喻性语言，可以明确推断出：学生在自然环境中更具创造力。 4．主旨大意题。通读全文，文章开篇即提出核心观点“自然环境能让孩子更具创造力”，随后全文围绕一项具体的对比实验展开，用详实的数据和结果证明了接触自然对提升学生写作创造力的积极促进作用。因此，“Nature: A Boost for Creativity(自然：创造力的助推器)”最能准确概括文章主旨，适合作为最佳标题。 七、七选五 （26-27高二上·广东珠海·阶段检测）It used to be simple: if you were stuck on homework, you went to a tutor or looked through a textbook. Today, many students admit their first instinct is to open short-video apps. 1 And there’s the catch: while short-form video makes information accessible, are students actually learning or just scrolling (滚屏)? Students aren’t choosing short videos to study by accident; it fits the way their brains are wired in today’s world. Studies suggest the average attention span has dropped to around 8-12 seconds. Quick videos match that rhythm. Instead of sitting through a 45-minute lecture, students can learn one concept or definition in a minute. Short videos also turn idle time, like waiting for the bus, into learning opportunities. 2 However, for every upside, there’s a hidden drawback that students often feel but don’t always recognize. Short videos sometimes oversimplify — students may remember a “fun fact” but struggle to apply it in problem-solving. Constant exposure to fast content trains the brain to expect stimulation, making complex reading or full lectures hard to sit through. 3 Students can end up overwhelmed, recalling bits of many topics but mastering none. Here’s where it gets tricky. Short-video platforms aren’t built for studying, they’re built for endless scrolling. 4 This means students who go in looking for a “quick explainer” often end up an hour deep into unrelated content. Students describe feeling “busy” while scrolling through study content, but later realize they didn’t remember much. 5 Short-form contents should add to our learning, instead of taking it over. Students who use short videos as a supplement to traditional learning gain the best of both worlds: quick tips and deeper practice. Those who depend on it often face burnout, divided attention, or surface-level understanding. So, is short-form video helping or hurting? A．This makes learning fit easily into daily life. B．Many creators make money by posting educational short videos. C．To them, such videos don’t just entertain but feel like learning. D．Short videos make students unable to finish homework within fixed time. E．Besides, too many short videos, brief as they are, can cause information overload. F．This unclear line between entertainment and education makes it harder to manage time. G．Short videos are a helpful tool for quick learning, but they should not replace deep study. 【答案】1．C 2．A 3．E 4．F 5．G 【导语】文章主要探讨短视频用于学习的利弊以及正确使用的方式。 1．上文“It used to be simple: if you were stuck on homework, you went to a tutor or looked through a textbook. Today, many students admit their first instinct is to open short-video apps.(过去很简单：如果你写作业卡住了，你会去找辅导老师，或者翻翻课本。如今，许多学生承认，他们的第一反应就是打开短视频应用。)”说明现在很多学生的第一反应是打开短视频软件。下文“And there’s the catch: while short-form video makes information accessible, are students actually learning or just scrolling (滚屏)?(但问题就在这里：虽然短视频让信息变得容易获取，但学生到底是在真正学习，还是只是在滚屏？)”转折提出质疑。空处承接学生打开短视频的行为，说明学生对短视频的看法。C选项“对他们来说，这类视频不只是娱乐，还让人感觉像是在学习”中的“them”指代上文many students，“feel like learning”正好与下文的疑问形成对照，逻辑衔接自然，起到承上启下的作用。 2．上文“Quick videos match that rhythm. Instead of sitting through a 45-minute lecture, students can learn one concept or definition in a minute. Short videos also turn idle time, like waiting for the bus, into learning opportunities.(快节奏视频正好匹配这种节奏。学生不必坐着听完45分钟的讲座，而是可以在一分钟内学会一个概念或定义。短视频还能把等公交车之类的空闲时间变成学习机会)”说明短视频可以把等公交这类碎片化空闲时间变成学习机会。空处应承接上文，说明这带来的结果。A选项“这使得学习能够轻松融入日常生活”中的“This”指代利用碎片时间学习这件事，表示这让学习轻松融入日常生活，与上文语义顺承。 3．上文“Constant exposure to fast content trains the brain to expect stimulation, making complex reading or full lectures hard to sit through.(持续接触快节奏内容会让大脑习惯于期待刺激，从而难以耐心地读完复杂材料或听完完整讲座)”介绍短视频的弊端。下文“Students can end up overwhelmed, recalling bits of many topics but mastering none.(学生最终可能会不堪重负，能回忆起许多话题的零碎片段，却一个都没有真正掌握)”说明学生最终信息过载，只记得零碎内容却学不透。空处为过渡，引出信息过载这一问题。E选项“此外，短视频虽然简短，但数量太多也会造成信息过载”中的“Besides”表示递进，引出短视频造成信息过载，和下文“overwhelmed”相呼应。 4．上文“Short-video platforms aren’t built for studying, they’re built for endless scrolling.(短视频平台并不是为学习而打造的，而是为了让人无休止地滚屏浏览而设计的)”说明短视频平台的设计目的是让人不停刷视频，并非为学习打造。下文“This means students who go in looking for a “quick explainer” often end up an hour deep into unrelated content.(这意味着，原本想去找个“快速讲解”的学生，常常最后会在一小时里深陷于无关内容中)”表明本想找学习讲解视频的学生，最后会刷一小时无关内容。空处承接平台属性，说明娱乐和学习界限模糊带来时间管理难题。F选项“这种娱乐与教育之间模糊的界限，使得时间更难管理”中“This unclear line”对应平台兼具娱乐与学习内容，和下文学生浪费时间的现象逻辑衔接。 5．下文“Short-form contents should add to our learning, instead of taking it over. Students who use short videos as a supplement to traditional learning gain the best of both worlds: quick tips and deeper practice. Those who depend on it often face burnout, divided attention, or surface-level understanding.(短视频内容应当丰富我们的学习，而不是取代学习。将短视频作为传统学习的补充，学生就能兼得两者之长：快速获取技巧，并进行更深入的练习。而依赖短视频的人，往往容易陷入倦怠、注意力分散或浅层理解)”表明短视频有利也有弊，它只是工具，不能替代其他学习。空处引出下文内容。G选项“短视频是快速学习的有用工具，但它们不应取代深度学习”直接引出下文“工具属性、不能替代传统学习”的核心观点。 （2025·北京·高考真题）Not too long ago, on a cold winter night, there was a teenager who wanted more screen time and a parent who said no. The teenager was advocating for her right to scroll (翻屏) for an extra 30 minutes. The parent argued that none of her friends’ parents let them have screens after 9 o’clock. “I thought, in this family, we don’t compare ourselves with other people, Dad?” the teenager replied. The parent — who was me, by the way — just got served. Since they were young, I have told my kids not to compare themselves with other people. I have argued countless times that comparisons are the “thief of joy”. Although my daughter didn’t win, she did help expose one of the worst pieces of advice I have ever given. In my defence, I did what we’ve all done before, which is to repeat received wisdom without exploring the nuances. But now is the time to set the record straight, which starts with questioning the idea that all social comparison is unhealthy. Social comparisons do, of course, often get us into emotional trouble. But they can be harnessed (利用) for our betterment if we understand how they work. The social comparisons we make — ones that lead us to feel good or bad about ourselves — are vital to our ability to thrive (成长). Science provides a guide we can use to harness the way we perform these comparisons to reduce their negative emotional impacts. Comparing yourself with someone who is outperforming you could result in feelings of envy if you focus on the things they have and you don’t, or it can be energizing and inspiring if you use these comparisons as a source of motivation, for example, “If they can achieve that, so can I.” Comparing yourself with someone who is doing worse than you could result in fear and worry if you think about how you could fall into similar circumstances, or it can draw out feelings of gratitude and appreciation if you use that comparison to broaden your views — for example, “Wow, things could be much worse; I’m doing great.” What I wish I taught my daughter earlier are these nuances. How we feel about ourselves rests not just on whom we compare ourselves with but also on how we think about that comparison. That’s something we all have control over. 1．How did the author feel about his daughter’s argument? A．Excited. B．Inspired. C．Energized. D．Relieved. 2．What does the word “nuances” underlined in Paragraph 2 most probably mean? A．Major achievements. B．Complex feelings. C．Significant impacts. D．Fine differences. 3．Which would be the best title for the passage? A．Comparing Ourselves with Others Can Become a Healthy Habit B．Comparing Ourselves with Others Can Strengthen Family Ties C．Social Comparisons Can Get Us into Emotional Trouble D．Social Comparisons Can Be Controlled by Science 【答案】1．B 2．D 3．A 【导语】本文是一篇夹叙夹议文。作者通过讲述自己和女儿关于能否延长看屏幕时间的争论，引出对社会比较这一观念的思考，指出并非所有社会比较都不健康，若理解其原理，可加以利用促进自我提升。 1．推理判断题。根据第二段“Although my daughter didn’t win, she did help expose one of the worst pieces of advice I have ever given. (虽然我女儿没有赢，但她确实帮助揭露了我曾经给出的最糟糕的建议之一。)” 以及后文作者对社会比较的重新思考可知，作者从女儿的争论中得到了启发。故选B。 2．词句猜测题。根据第二段“ In my defence, I did what we’ve all done before, which is repeat received wisdom without exploring the nuances. But now is the time to set the record straight, which starts with questioning the idea that all social comparison is unhealthy. (为自己辩护一下，我做了我们所有人都做过的事，就是重复那些大家都认可的观点，却没有探究其中的____。但现在是时候纠正这个观点了，首先要质疑所有社会比较都是不健康的这一想法。)” 可知，作者之前只是重复普遍观点，没有深入探究不同情况，现在要重新审视，所以“nuances”意思可能是 “细微差别”。故选D。 3．主旨大意题。根据第三段“Social comparisons do, of course, often get us into emotional trouble. But they can be harnessed (利用) for our betterment if we understand how they work. (当然，社会比较常常会给我们带来情感困扰。但如果我们了解其运作原理，就可以利用它们来提升自我。)”，以及第四段 “Comparing yourself with someone who is outperforming you could result in feelings of envy if you focus on the things they have and you don’t, or it can be energizing and inspiring if you use these comparisons as a source of motivation (如果你关注那些比你表现出色的人所拥有而你没有的东西，与他们比较可能会导致嫉妒之情；但如果你将这些比较作为动力来源，它也可以让你充满活力并受到鼓舞)” 等内容，表明了社会比较并非全然有害，若运用得当可成为健康习惯，助力个人发展。所以选项 A“与他人比较可以成为一种健康的习惯”为最佳标题，故选A。 4 / 8 学科网（北京）股份有限公司 $ Unit 5 Period 1 Topic Talk and Lesson 1 目 录 A组 巩固过关 B组 能力进阶 C组 思维拔高 拓展 链接高考 一、根据汉语提示写出英文单词 1. 重要性，意义 ____________ 2. 促进，增进 ____________ 3. 一贯的，一致的 ____________ 4. 培养，养成 ____________ 5. 同情，同情心 ____________ 6. 分析，剖析 ____________ 7. 哲学家 ____________ 8. 教育工作者 ____________ 9. 评估，评价 ____________ 10. 启迪；指导，教导 ____________ 11. 严重的 ____________ 12. 难以忍受的 ____________ 13. 倾向，趋势 ____________ 14. 热心的，热衷的 ____________ 15. 生动的，逼真的 ____________ 二、根据句意及汉语提示写出单词 1. We should ____________ (促进) the development of education in poor areas. 2. It is ____________ (一贯的) with what we have discussed before. 3. He ____________ (坚称) that he was right about the plan. 4. The ____________ (限制) on after‑school activities will be lifted soon. 5. She has a ____________ (宝贵的) chance to study abroad. 6. The ____________ (逐渐的) change of his attitude surprised us. 7. The report ____________ (分析) the causes of educational inequality. 8. The teacher tried to ____________ (启迪) the students to think independently. 9. The result was ____________ (显而易见的) to everyone present. 10. We felt ____________ (失望的) at the final result of the competition. 三、单句语法填空 1. The ____________ (significance) discovery changed people’s views on education. 2. Parents play an important role in the ____________ (cultivate) of children’s good habits. 3. We felt deep ____________ (sympathetic) for those students in remote villages. 4. The ____________ (analyse) of the data took the research team two weeks. 5. The ____________ (restrict) rules made students feel stressed. 6. It is ____________ (pain) to see students give up their dreams. 7. He greeted us ____________ (gentle) with a big smile. 8. The ____________ (puzzle) look on his face showed he didn’t understand. 9. The ____________ (expand) of knowledge helps us form better values. 10. The old man was ____________ (enthusiasm) about sharing his learning experience. 四、根据汉语意思完成句子 1. 我们应该培养独立思考的习惯。 We should ____________ the habit of thinking independently. 2. 这个新政策有助于促进城乡教育均衡发展。 The new policy helps ____________ balanced education between cities and villages. 3. 他坚持认为每个孩子都享有平等受教育的权利。 He ____________ every child has the equal right to receive education. 4. 这次重大突破将会改变传统的教学方式。 This ____________ will change the traditional teaching methods. 5. 这个生动的故事帮助我们理解古老的教育理念。 This ____________ helps us understand the ancient educational ideas. 五、语法填空 （25-26高二下·浙江·期中）阅读下面短文，在空白处填入1个恰当的单词或括号内单词的正确形式。 With the cost of higher education increasing rapidly, many young people are wondering if going to university is still worth the effort. So it’s vital 1 (balance) the costs with the potential benefits and make sure it’s the right decision for you. Let’s take a look at the 2 (argue). What are the benefits? First of all, a university education improves your job prospects and broadens your future options. Increasingly, you’re at a disadvantage 3 a degree. Statistics show that graduates have a 4 (low) unemployment rate than non-graduates and higher annual earnings. And a degree opens up job opportunities abroad as well — when you’re a graduate, you have 5 (limit) chances! Still, not everyone is so enthusiastic about higher education. Some people argue that university education is 6 (great) overestimated and that it gives young people false expectations about their career prospects. Many students leave university 7 (burden) with debt, and with no guarantee of a decent job. Others argue that many employers appear to value work experience over 8 degree. As one employer puts it, “I now make a point of interviewing people first 9 have spent their time travelling or working instead of doing a degree, because this shows they 10 (prepare) to stand out from the crowd.” 六、阅读理解 （26-27高二上·江西抚州·期中）Children are more creative when they learn in natural surroundings, according to new research from Curtin University. Primary school students in Australia and England were put to the test to see if writing poetry in a natural outdoor setting produced more creative outcomes than writing in a classroom, and the answer was yes. Dr Paul Gardner and Sonja Kuzich from Curtin’s School of Education ran relative trials with 10-year-old students in both countries and the results, recently published in the Cambridge Journal of Education, gave a big thumbs-up to the positive influence of natural settings. “We found that students who had direct contact with nature by immersing (沉浸) themselves in a bush or forest environment were much more descriptive and vivid in the language they used than the classroom-based writers who ‘imagined’ being in nature through photos,” Dr Gardner said. In total, 97 students took part in the study, divided into four classrooms, including two based at an English primary school and two from a primary school in Western Australia. In each country one class visited a natural bush or forest before writing a poem based on what they saw, smelt and felt. The other class viewed a pile of images of the same bush or forest environment. Ms Kuzich said the difference in creative language used between the classes was obvious, with twice as many UK forest students using figurative (比喻的) language compared with the class-based students. In Australia that figure rose to more than four times when comparing the poetry of the forest-based students with those who remained at school. The researchers say further studies of larger groups are now recommended to gain greater understanding of the influence of natural spaces and “green learning” in schools. 1．Why were the students placed outdoors in nature according to the first two paragraphs? A．To get more outdoor exercise. B．To experience nature in depth. C．To understand poems about nature better. D．To prove nature’s effect on creativity. 2．What does paragraph 3 mainly talk about? A．The specific steps of the experiment. B．New findings about students’ writing. C．The steps of training the children. D．The purpose of performing the test. 3．What can we infer about the result of the study? A．Students indoors are not good at poetry. B．Students in Australia prefer to study poetry. C．Students are more creative in a natural environment. D．Students in the UK and Australia have different writing skill preferences. 4．Which of the following is the best title for the passage? A．The Importance of Outdoor Exercise. B．A Study on Outdoor Learning. C．How to Write a Good Poem. D．Nature: A Boost for Creativity. 七、七选五 （26-27高二上·广东珠海·阶段检测）It used to be simple: if you were stuck on homework, you went to a tutor or looked through a textbook. Today, many students admit their first instinct is to open short-video apps. 1 And there’s the catch: while short-form video makes information accessible, are students actually learning or just scrolling (滚屏)? Students aren’t choosing short videos to study by accident; it fits the way their brains are wired in today’s world. Studies suggest the average attention span has dropped to around 8-12 seconds. Quick videos match that rhythm. Instead of sitting through a 45-minute lecture, students can learn one concept or definition in a minute. Short videos also turn idle time, like waiting for the bus, into learning opportunities. 2 However, for every upside, there’s a hidden drawback that students often feel but don’t always recognize. Short videos sometimes oversimplify — students may remember a “fun fact” but struggle to apply it in problem-solving. Constant exposure to fast content trains the brain to expect stimulation, making complex reading or full lectures hard to sit through. 3 Students can end up overwhelmed, recalling bits of many topics but mastering none. Here’s where it gets tricky. Short-video platforms aren’t built for studying, they’re built for endless scrolling. 4 This means students who go in looking for a “quick explainer” often end up an hour deep into unrelated content. Students describe feeling “busy” while scrolling through study content, but later realize they didn’t remember much. 5 Short-form contents should add to our learning, instead of taking it over. Students who use short videos as a supplement to traditional learning gain the best of both worlds: quick tips and deeper practice. Those who depend on it often face burnout, divided attention, or surface-level understanding. So, is short-form video helping or hurting? A．This makes learning fit easily into daily life. B．Many creators make money by posting educational short videos. C．To them, such videos don’t just entertain but feel like learning. D．Short videos make students unable to finish homework within fixed time. E．Besides, too many short videos, brief as they are, can cause information overload. F．This unclear line between entertainment and education makes it harder to manage time. G．Short videos are a helpful tool for quick learning, but they should not replace deep study. （2025·北京·高考真题）Not too long ago, on a cold winter night, there was a teenager who wanted more screen time and a parent who said no. The teenager was advocating for her right to scroll (翻屏) for an extra 30 minutes. The parent argued that none of her friends’ parents let them have screens after 9 o’clock. “I thought, in this family, we don’t compare ourselves with other people, Dad?” the teenager replied. The parent — who was me, by the way — just got served. Since they were young, I have told my kids not to compare themselves with other people. I have argued countless times that comparisons are the “thief of joy”. Although my daughter didn’t win, she did help expose one of the worst pieces of advice I have ever given. In my defence, I did what we’ve all done before, which is to repeat received wisdom without exploring the nuances. But now is the time to set the record straight, which starts with questioning the idea that all social comparison is unhealthy. Social comparisons do, of course, often get us into emotional trouble. But they can be harnessed (利用) for our betterment if we understand how they work. The social comparisons we make — ones that lead us to feel good or bad about ourselves — are vital to our ability to thrive (成长). Science provides a guide we can use to harness the way we perform these comparisons to reduce their negative emotional impacts. Comparing yourself with someone who is outperforming you could result in feelings of envy if you focus on the things they have and you don’t, or it can be energizing and inspiring if you use these comparisons as a source of motivation, for example, “If they can achieve that, so can I.” Comparing yourself with someone who is doing worse than you could result in fear and worry if you think about how you could fall into similar circumstances, or it can draw out feelings of gratitude and appreciation if you use that comparison to broaden your views — for example, “Wow, things could be much worse; I’m doing great.” What I wish I taught my daughter earlier are these nuances. How we feel about ourselves rests not just on whom we compare ourselves with but also on how we think about that comparison. That’s something we all have control over. 1．How did the author feel about his daughter’s argument? A．Excited. B．Inspired. C．Energized. D．Relieved. 2．What does the word “nuances” underlined in Paragraph 2 most probably mean? A．Major achievements. B．Complex feelings. C．Significant impacts. D．Fine differences. 3．Which would be the best title for the passage? A．Comparing Ourselves with Others Can Become a Healthy Habit B．Comparing Ourselves with Others Can Strengthen Family Ties C．Social Comparisons Can Get Us into Emotional Trouble D．Social Comparisons Can Be Controlled by Science 4 / 8 学科网（北京）股份有限公司 $