专题01 【题型易-高考英语 (阅读理解) 梯度训练】2025年高考各大考区题型专练 （全国通用）

这是一份专题01 【题型易-高考英语 (阅读理解) 梯度训练】2025年高考各大考区题型专练 （全国通用），共20页。

第一部分：初阶训练
Passage 1
(2024·四川成都模拟)“Why？” It's a simple questin that peple ask Angela Maxwell frequently. After all, she began a jurney that very few peple wuld ever attempt: walk arund the wrld alne.
The thught f Maxwell's jurney did nt start frm a place f lss r persnal crisis. She said, “I was searching fr a deeper interactin with nature and peple.” Walking wuld minimise her carbn ftprint, plus the slw pace meant that she culd fully immerse herself in nature, and gain insights int ther cultures in a unique way.
She left her hmetwn f Bend, Oregn, n 2 May 2014 and headed int an adventure. Alng the way, Maxwell wuld suffer frm heatstrke(中暑) in the Australian desert and hear gunshts while camping in Turkey. “Still，” she said, “I didn't stp because I was mre afraid f nt fllwing my heart than I was f lsing everything I wned and lved.”
Apart frm that, her slw pace allwed her t be drawn deeply int ther cultures. She wandered the tiny seaside villages alng Italy Tyrrhenian Sea, enjying the lively atmsphere. In Vietnam, she was invited and ffered fd by an elderly wman t rest in her wden shack at the peak fr the night. She chse an experience f uncertainty and curisity, in search f smething she culd never be certain t find: a sense f fulfilment and a deeper cnnectin.
On 16 December 2020, Maxwell's pilgrimage(朝圣之旅) ended right where it started. Fr nw, she's wrking n a bk, planning future jurneys and creating mre effective ways fr wmen t find and express curage in their lives.
Whether a walk leads halfway arund the wrld r just dwn the rad, Maxwell has shwn the true wrth f slwing dwn and giving mre than we receive alng the way.
1．Why did Maxwell decide t start her jurney?
A．T get clser t the wrld.B．T reduce carbn ftprint.
C．T get rid f persnal crisis.D．T slw dwn the pace f life.
2．What can we knw abut Maxwell during the jurney?
A．She was abut t give up.
B．She was helped by Italian lcals.
C．She experienced varius cultures.
D．She enjyed Australian castal scenery.
3．Which f the fllwing wrds can best describe Maxwell?
A．Cautius and gentle.
B．Tugh and adventurus.
C．Ambitius and generus.
D．Openminded and humrus.
4．What's this text mainly abut?
A．A new way t slw dwn life.B．A clser cnnectin with the wild.
C．An unfrgettable memry f a trip.D．A wman walking arund the wrld.
Passage 2
(2024·陕西西安质检)Accents are a sign f belnging and smething that separates cmmunities. Yet we can prbably think f peple wh seem t have lst their accent and f thers whse accent stays firmly in place. Given the persnal and scial imprtance f hw smene speaks, why wuld anyne's accent change?
A cnscius r subcnscius desire t fit in can influence the way yu speak. If smene mves frm Australia t America t wrk, fr example, they will prbably at least change their accent in rder t get a better sense f belnging. This may be ut f a need r desire t be mre clearly understd and t be accepted in a new cmmunity. They might als want t avid ridicule fr the way they speak.
Fr peple whse accents d shift, the way they speak may be less imprtant t their sense f identity, r their identity with a scial r prfessinal grup may be mre pressing. Even befre we are brn, we are expsed t the speech patterns f thse arund us. We prgress thrugh varius stages f speech develpment that result in us having speech patterns similar t thse arund us.
Fr thers whse accent des nt seem t change, it culd be because they feel safe in their identity, and their accent is much part f that identity—r that keeping the difference is valuable t them.
Meanwhile, brain damage may result in freign accent syndrme (FAS), which results frm physical changes that are nt under the speaker's cntrl. Suffering frm FAS, speakers may lse the ability t speak at all r experience strange changes in the way they prnunce. In sme cases, listeners might lk dwn upn a persn with FAS as they believe them t be freigners. It's n wnder many peple uncnsciusly prtect themselves by adapting their speech t thse arund them.
1．What des the underlined wrd “This” in Paragraph 2 refer t?
A．The desire t fit in.
B．The change f career.
C．The adjustment f accents.
D．The influence n language.
2．What makes peple chse t change their accents?
A．The result f brain damage.
B．Their strng sense f identity.
C．Their desire t learn abut lcals.
D．The need t adapt t new envirnment.
3．What can we knw abut the peple suffering frm FAS?
A．They may be taken as freigners.
B．They can nt help making a sund.
C．They suffer frm emtinal changes.
D．They may change accents t gain respect.
4．What's the authr's purpse in writing this text?
A．T explain the lss f accents.
B．T intrduce the histry f accents.
C．T analyse why accents are lst r kept.
D．T shw the significance f accent changes.
Passage 3
(2024·四川成都模拟)While rice and wheat are the tw mst cmmnly cnsumed grains wrldwide, a study cvering mre than 100，000 peple has revealed that chsing rice as a staple(主要的) fd may result in a lwer risk f besity(肥胖).
Researchers cllected data frm participants aged 35 t 74.The participants respnded t questinnaires via facetface interviews, prviding infrmatin abut their medical histry and lifestyle, such as dietary status and physical activity. The researchers divided them int three grups accrding t their weekly rice and wheat intake. The first grup eats rice as their staple fd, cnsuming it either daily r fur t six times per week. The secnd grup's staple fd is wheat, and the third grup cnsumes bth rice and wheat as their staple fd, with similar frequency.
The results shw that rice preference may be assciated with a lwer risk f certain besity types and that higher wheat intake was assciated with higher risks f excessive bdy fat in men and wmen. Hwever, when wheat lvers changed their staple fd t rice five times per week, the participants shwed a 36.5 percent lwer risk f besity in men and a 20.5 percent lwer risk in wmen.
Accrding t the researchers, wheat flur absrbs less water than rice when cked, partly resulting in a higher energy density f wheat than rice. Meanwhile, ricebased dietary patterns ften have mre fresh vegetables, legumes, meat and fish servings.Peple with wheat preference tend t eat large bwls f ndles with fewer vegetables r less meat, and smetimes even with a large amunt f il.
The researchers cncluded that cmpared with preference fr wheat, preference fr rice, r changing frm wheat t rice culd be assciated with lwer risks f verall fat accumulatin, especially fr individuals with nrmal weight. They als nted that given the vast territry and diverse ethnic grups, further studies may be necessary t fully understand the reginal specificity and ptential reasns fr the bserved links.
5．Hw did the researchers arrange the subjects?
A．By the age.
B．By the gender.
C．By their territry.
D．By their staple fd.
6．What can be inferred frm the results?
A．We can take in as much rice as pssible.
B．Wheat intake makes peple fat and unhealthy.
C．Obesity risks can get lwer with the shift f staple fd.
D．Wmen are easier t get fat by cnsuming t much wheat.
7．What is Paragraph 4 mainly abut?
A．Hw peple ck their meals.
B．What peple shuld eat fr their health.
C．Why peple easily get fat by intake f wheat.
D．What ingredients shuld be included in the diet.
8．What can we learn abut the results f the research frm the last paragraph?
A．Mre studies shuld be dne t better understand the cnnectin.
B．Peple frm different places have different preferences fr fd.
C．Overweight peple shuldn't eat any wheat fd.
D．Peple with nrmal weight wn't gain fat again.
Passage 4
(2024·陕西西安质检)In 2007, the African Unin annunced an ambitius prject—t plant the Great Green Wall(GGW), a band f trees that wuld stretch the length f the Sahel.
The GGW is an eclgical restratin prject designed by African peple fr African peple. Heavy rains, drughts, wildfires and landslides have all becme cmmn thrughut the wrld. But nwhere is quite like the Sahel. In this huge African regin, climate change has materialised in a dramatic manner. In sme cases, the severe cnditins have left peple with n ptin ther than t migrate elsewhere t survive. It was with all f this in mind that the extrardinary, but heavily debated prject was first put frward.
Furteen years have passed since the initiative frmally kicked ff. The stated gal was t create a 15kilmetrewide, 8，000kilmetrelng green belt f trees and ther plants that, by 2030, wuld span(跨越) the entire width f the Sahel, frm Senegal t Djibuti. Overall, 100 millin hectares(公顷) f land wuld be restred by 2030． Once cmpleted, the wall culd end up capturing(俘获) 250 millin tnnes f carbn dixide, while its creatin and upkeep culd create ten millin jbs in rural areas.
Lking at the prject as a whle, there's still a lng way t g. Accrding t a status reprt by the UN Cnventin t Cmbat Desertificatin, abut fur millin hectares f degraded land have been restred. This means that prgress twards the 100 millin hectares target stands at just fur percent.
“When we started restring the sil, we realised the area at risk was much wider than we initially thught，” explains Elvis Paul Tangem, the African Unin's GGW crdinatr. “We had few funds t push the initiative as much as we wanted t. There was skepticism amng investrs, wh didn't understand the prject, but als amng the African states themselves, which needed time t figure ut if the GGW was a pririty.”
1．What is the purpse f the GGW prject?
A．T imprve lcal eclgy.B．T develp rural ecnmy.
C．T predict climate patterns.D．T strengthen reginal ties.
2．What d the statistics in Paragraph 3 shw f the initiative?
A．The service perid.B．The ttal budget.
C．The targeted grups.D．The expected benefits.
3．Hw des Elvis Paul Tangem feel abut the prject?
A．Skeptical. B．Wrried.
C．Cnfident. D．Satisfied.
4．What message des the authr intend t cnvey in the text?
A．African cuntries shuld stand tgether.
B．The prgress f the GGW prject is slw.
C．Fighting climate change is ur tp pririty.
D．Natural disasters are wrse than we thught.

Passage 5
(2024·四川成都模拟)While rice and wheat are the tw mst cmmnly cnsumed grains wrldwide, a study cvering mre than 100，000 peple has revealed that chsing rice as a staple(主要的) fd may result in a lwer risk f besity(肥胖).
Researchers cllected data frm participants aged 35 t 74.The participants respnded t questinnaires via facetface interviews, prviding infrmatin abut their medical histry and lifestyle, such as dietary status and physical activity. The researchers divided them int three grups accrding t their weekly rice and wheat intake. The first grup eats rice as their staple fd, cnsuming it either daily r fur t six times per week. The secnd grup's staple fd is wheat, and the third grup cnsumes bth rice and wheat as their staple fd, with similar frequency.
The results shw that rice preference may be assciated with a lwer risk f certain besity types and that higher wheat intake was assciated with higher risks f excessive bdy fat in men and wmen. Hwever, when wheat lvers changed their staple fd t rice five times per week, the participants shwed a 36.5 percent lwer risk f besity in men and a 20.5 percent lwer risk in wmen.
Accrding t the researchers, wheat flur absrbs less water than rice when cked, partly resulting in a higher energy density f wheat than rice. Meanwhile, ricebased dietary patterns ften have mre fresh vegetables, legumes, meat and fish servings.Peple with wheat preference tend t eat large bwls f ndles with fewer vegetables r less meat, and smetimes even with a large amunt f il.
The researchers cncluded that cmpared with preference fr wheat, preference fr rice, r changing frm wheat t rice culd be assciated with lwer risks f verall fat accumulatin, especially fr individuals with nrmal weight. They als nted that given the vast territry and diverse ethnic grups, further studies may be necessary t fully understand the reginal specificity and ptential reasns fr the bserved links.
5．Hw did the researchers arrange the subjects?
A．By the age.B．By the gender.
C．By their territry.D．By their staple fd.
6．What can be inferred frm the results?
A．We can take in as much rice as pssible.
B．Wheat intake makes peple fat and unhealthy.
C．Obesity risks can get lwer with the shift f staple fd.
D．Wmen are easier t get fat by cnsuming t much wheat.
7．What is Paragraph 4 mainly abut?
A．Hw peple ck their meals.
B．What peple shuld eat fr their health.
C．Why peple easily get fat by intake f wheat.
D．What ingredients shuld be included in the diet.
8．What can we learn abut the results f the research frm the last paragraph?
A．Mre studies shuld be dne t better understand the cnnectin.
B．Peple frm different places have different preferences fr fd.
C．Overweight peple shuldn't eat any wheat fd.
D．Peple with nrmal weight wn't gain fat again.

第二部分：进阶训练
Passage 6
(2024·吉林长春摸底)The Sahara is the wrld's largest and mst magic desert, but knwledge abut it is surprisingly limited. Even estimates f when it frmed vary widely, frm mre than five millin years ag t mere thusands. Nw, hwever, gelgists studying windcarried Saharan dust n the Canary Islands have cme clser t settling this: it is, they reprt, clse t five millin years ld.
One reasn fr the uncertainty ver the Sahara's age is that researchers use different methds t estimate it. These include studying desert dust fund in sediment(沉积物) under the Atlantic Ocean, analysing sandstne and mdelling the ancient climate. T help settle the uncertainty, Daniel Muhs, gemrphlgist f the US Gelgical Survey, and his clleagues lked at sediment n Spain's Canary Islands. They fund evidence f Saharan dust. The dust appeared in ancient sil layers(层), whse age they assessed n the basis f fssils(化石) fund in the same layers—and that age agreed with the earlier marine sediment studies. The researchers reprted their findings in Nvember in Palaegegraphy, Palaeclimatlgy, Palaeeclgy.
“The cnclusin f the study is very gd，” says Zhngshi Zhang, a climate mdeller at the University f Bergen in Nrway, wh was nt invlved in the wrk.“Because the dust fund n the islands is distinct frm the cean's recrd，” Zhang adds, “it helps t build the case fr a fivemillinyear age.”
The Sahara is the biggest surce f windcarried dust in the wrld—and that dust's jurney des nt end in the Canary Islands, which lie just ff the western cast f Africa. It cntinues n t places such as the Amazn rainfrest in Suth America, Daniel ntes. Amazn sils are pr in nutrients, and he says the new results help t shw hw rich dust frm Africa culd have been supprting the Suth American regin's incredible bidiversity fr millins f years—adding t the Amazn's wn rigin stry.
5．Hw did Daniel settle the frmatin time f the Sahara?
A．By mdelling the ancient climate in Spain's islands.
B．By studying the desert dust under the Atlantic Ocean.
C．By assessing the age f the dust in ancient sil layers.
D．By analysing the windcarried sandstne in the Sahara.
6．What d the underlined wrds “their findings” in Paragraph 2 refer t?
A．The appearance f the dust.
B．The frmatin f tw layers.
C．The age f the Saharan dust.
D．The agreement f tw layers.
7．What cntributes t the bidiversity f the Suth America?
A．The Saharan dust.B．The Amazn sils.
C．The Amazn rainfrest. D．The castal waters.
8．Which is the mst suitable title fr the text?
A．The Study f the SaharaB．The Birth f the Sahara
C．The Surce f the SaharaD．The Effect f the Sahara
Passage 7
(2023·辽宁沈阳三模)Stries f immigrants attract me a lt, especially the life stries f Italians wh have cme t America since the 1700s. In each f these stries I see elements f my wn stry, that f leaving my birthplace and family and creating a new life in a different culture and in a different language.
The child f Italian immigrants and an awardwinning schlar f Italian literature, Jseph Luzzi struggled t create r find his wn identity frm an early age in the bk My Tw Italies. Even mre prblematic fr him was “which” Italy t “chse”， the ne he inherited(继承) frm his family, pr and linked t ld traditins and custms he finds rude and smewhat cruel, r the ne he finds in literature and art bks that shw him a cuntry with a mdern literary culture.
The chice becmes even sadder as in his prfessinal life he becmes a schlar f Italian literature and culture. He describes episdes f his yuth that shw the clash between the first and the secnd generatin immigrants that are bth funny and tragicmic(悲喜剧式的). These episdes highlight the daily custms his parents brught frm their hmetwn that are in cnflict with Jseph's desire t “fit in” the American culture. Jseph's visits t Italy as a student and then as a schlar deepen the divide between his tw Italies and highlight his quest fr identity.
The authr's persnal changes are full f qutes and cmments n the cultural and plitical landscape f Italy. I find that his insights n cntemprary Italian cultural and plitical phenmena are particularly interesting. In this bk, Jseph tuches r cmments in depth abut several issues cncerning Italian life, such as the relatinship between dialects(方言) and the fficial “Italian” language, and the Suthern “questin” r the uneasy interactin between Nrthern and Suthern Italians.
I enjyed reading this bk. It is persnal, mving, educatinal and entertaining. I hpe yu will enjy it t!
5．Why is the authr interested in stries f immigrants?
A．He came t America in 1700．
B．He wants t live an Italian life.
C．He can see himself in these stries.
D．He likes t learn the Italian language.
6．Which f the fllwing is mre difficult fr Jseph t deal with?
A．Chsing right Italian identity.
B．Inheriting his parents' wealth.
C．Bridging the generatin gap.
D．Becming a literary schlar.
7．What des the underlined wrd “clash” mean in Paragraph 3?
A．Cperatin. B．Distance.
C．Similarity. D．Cnflict.
8．What is the text?
A．A news reprt. B．A bk review.
C．A children's stry. D．A diary entry.
Passage 8
(2024·吉林长春摸底)Just abut 50 years ag, needing mney t supprt my family—my nvels weren't bestsellers—I had the idea f taking the lngest train trip imaginable and writing a travel bk abut it. The trip was imprvisatinal(即兴的). I didn't have a credit card. I had n idea where I'd be staying nr hw lng this trip wuld take. And I'd never written a travel bk befre. I hped my trip wuldn't suffer a lt, thugh it was bviusly a leap in the dark.
I set ff with ne small bag cntaining clthes, a map f Asia, a travel guidebk and sme travellers' cheques. I was ften incnvenienced, smetimes threatened, nw and then disturbed fr bribes, ccasinally laid up with fd pisning—all this vivid detail fr my narrative.
What I repeated in the mre than furmnth trip was the pleasure f the sleeping car. Writing n bard the Khyber Mail t Lahre in Pakistan, “The rmance assciated with the sleeping car cmes frm the fact that it is extremely private, cmbining the best features f a cupbard with frward mvement. Whatever drama is being shwn in this mving bedrm is heightened by the landscape passing the windw ...” A train is a carrier that allws residence.
I wrte The Great Railway Bazaar n my return in 1974, and it appeared t gd reviews and quick sales. That's the past. Nthing is the same. All travel is timerelated. All such trips are singular and unrepeatable. It's nt just that the steam trains f Asia are gne, but much f the peace and rder is gne. Wh'd risk an Iranian train nw r take a bus thrugh Afghanistan?
But I've been surprised by sme f the mre recent develpments in travel. I rde n Chinese trains fr a year and wrte Riding the Irn Rster, but nw China has much cleaner and swifter trains and mdernised destinatins. A traveller tday culd take the same trip I tk in 1986—1987 and prduce a cmpletely different bk.
All travel bks are dated. That's their fault that they're utdated, and it's their virtue that they preserve smething f the past that wuld therwise be lst.
1．What happened at the beginning f the authr's trip t Asia?
A．He made full preparatins fr the trip.
B．He had expected the jurney t be rugh.
C．He rganised the trip with his family's supprt.
D．He started the trip ut f his passin fr travelling.
2．Why did the authr repeatedly recall the sleeping car?
A．Fr its rmantic scenery.
B．Fr its reassuring privacy.
C．Fr its full equipment.
D．Fr its lng distance.
3．What did the authr try t cnvey by saying “Nthing is the same”？
A．The landscape in Asia was gne.
B．Train trip was n lnger ppular.
C．He culdn't write anther bestseller.
D．Transprtatin and travel had changed a lt.
4．Which f the fllwing statements wuld the authr mst likely agree with?
A．Practice makes perfect.
B．Sharp tls make gd wrk.
C．Travel, truth is nt the arrival card.
D．The jurney, nt the arrival matters.
Passage 9
(2024·吉林长春摸底)The Sahara is the wrld's largest and mst magic desert, but knwledge abut it is surprisingly limited. Even estimates f when it frmed vary widely, frm mre than five millin years ag t mere thusands. Nw, hwever, gelgists studying windcarried Saharan dust n the Canary Islands have cme clser t settling this: it is, they reprt, clse t five millin years ld.
One reasn fr the uncertainty ver the Sahara's age is that researchers use different methds t estimate it. These include studying desert dust fund in sediment(沉积物) under the Atlantic Ocean, analysing sandstne and mdelling the ancient climate. T help settle the uncertainty, Daniel Muhs, gemrphlgist f the US Gelgical Survey, and his clleagues lked at sediment n Spain's Canary Islands. They fund evidence f Saharan dust. The dust appeared in ancient sil layers(层), whse age they assessed n the basis f fssils(化石) fund in the same layers—and that age agreed with the earlier marine sediment studies. The researchers reprted their findings in Nvember in Palaegegraphy, Palaeclimatlgy, Palaeeclgy.
“The cnclusin f the study is very gd，” says Zhngshi Zhang, a climate mdeller at the University f Bergen in Nrway, wh was nt invlved in the wrk.“Because the dust fund n the islands is distinct frm the cean's recrd，” Zhang adds, “it helps t build the case fr a fivemillinyear age.”
The Sahara is the biggest surce f windcarried dust in the wrld—and that dust's jurney des nt end in the Canary Islands, which lie just ff the western cast f Africa. It cntinues n t places such as the Amazn rainfrest in Suth America, Daniel ntes. Amazn sils are pr in nutrients, and he says the new results help t shw hw rich dust frm Africa culd have been supprting the Suth American regin's incredible bidiversity fr millins f years—adding t the Amazn's wn rigin stry.
5．Hw did Daniel settle the frmatin time f the Sahara?
A．By mdelling the ancient climate in Spain's islands.
B．By studying the desert dust under the Atlantic Ocean.
C．By assessing the age f the dust in ancient sil layers.
D．By analysing the windcarried sandstne in the Sahara.
6．What d the underlined wrds “their findings” in Paragraph 2 refer t?
A．The appearance f the dust.
B．The frmatin f tw layers.
C．The age f the Saharan dust.
D．The agreement f tw layers.
7．What cntributes t the bidiversity f the Suth America?
A．The Saharan dust.
B．The Amazn sils.
C．The Amazn rainfrest.
D．The castal waters.
8．Which is the mst suitable title fr the text?
A．The Study f the Sahara
B．The Birth f the Sahara
C．The Surce f the Sahara
D．The Effect f the Sahara
Passage 10
(2023·辽宁沈阳二模)Peple wh give live lnger, studies have shwn. Nw, a new study by the University f Michigan researchers shws that why peple vlunteer—nt whether they vlunteer—is what really cunts.
Fr the study, Knrath and clleagues analysed data cllected in 2008 and 2012 aiming at the same randm samples f 3，376 peple. Overall, they fund that just 2.3 percent f thse wh nce wrked as vlunteers had died, cmpared t 4.3 percent f nnvlunteers. They further fund that hw much peple vlunteered mattered as well—nly 1.8 percent f regular vlunteers died, cmpared with 2.5 percent f ccasinal vlunteers.
But what really made a difference were peple's mtives fr vlunteering. The researchers asked peple t rate hw imprtant they fund varius reasns fr vlunteering, and they fund that the mre imprtant peple rated reasns such as feeling pity fr peple in need, the mre likely they were t be alive. Thse wh rated mtives related t persnal benefit as mre imprtant were mre likely t have died, and just as likely t die as thse wh didn't vlunteer at all. These reasns included vlunteering because they enjyed the scial cntact, t escape their wn prblems, r t explre their wn strengths.
Knrath says the current findings suggest it may be a pr idea t encurage peple t vlunteer because it's gd fr them. “Vlunteering is increasingly being encuraged in schls and rganisatins. Sme grups say that it's kay t want benefits fr yurself, and encurage peple t think f vlunteering as an exchange fr persnal interests. Sme grups emphasise the health benefits received thrugh vlunteering.” Knrath added, “Of curse, it's reasnable fr vlunteers t expect benefits fr themselves. But the ptential health benefits f vlunteering are significantly reduced if selfbenefit becmes a persn's main mtive.”
5．What des the new study mainly find?
A．Hw we vlunteer makes sense t thers.
B．Hw ften we vlunteer makes a difference.
C．Whether we vlunteer decides ur wellbeing.
D．Why we vlunteer has an impact n ur health.
6．Hw did the researchers d the research?
A．By ding experiments.B．Thrugh field research.
C．By analysing statistics.D．Thrugh grup discussin.
7．Which f the fllwing mtives will prbably cntribute t a lnger life?
A．Develping abilities.
B．Helping the pr peple.
C．Making mre friends.
D．Slving persnal prblems.
8．What is the last paragraph mainly abut?
A．Practical suggestins n the further studies.
B．A further explanatin f the current findings.
C．A reasnable dubt abut the research results.
D．Ptential applicatins f the research methds.
第三部分：高阶提升
Passage 11
(2024·九省联考)Fr lts f kids, tddlerhd(幼儿期) is an imprtant time fr friendship. Studies shw that the earlier kids learn t frm psitive relatinships, the better they are at relating t thers as teenagers and adults. Playing tgether als helps these kids practice scial behavirs, such as kindness, sharing, and cperatin.
Even s, hw quickly yur child develps int a scial creature may als depend n his temperament(性格). Sme tddlers are very scial, but thers are shy. In additin, the way that tddlers demnstrate that they like ther children is markedly different frm what adults think f as expressins f friendship. Research at Ohi State University in Clumbus fund that a tddler's way f saying “I like yu” during play is likely t cme in the frm f cpying a friend's behavir.
This seemingly unusual way f demnstrating fndness can result in unpleasant behavir. Regardless f hw much they like a playmate, they may still grab his tys, refuse t share, and get bssy. But experts say that this is a nrmal and necessary part f friendship fr kids this age. Thrugh play experiences, tddlers learn scial rules. That's why it's s imprtant t take an active rle in yur tddler's scial encunters by setting limits and ffering frequent reminders f what they are. When yu establish these guidelines, explain the reasns behind them.
Begin by helping yur child learn sympathy (“Ben is crying. What's making him s sad？”), then suggest hw he culd reslve the prblem (“Maybe he wuld feel better if yu let him play the ball.”). When yur child shares r shws empathy(同理心) tward a friend, praise him (“Ben stpped crying! Yu made him feel better.”).
Anther way t encurage healthy scial interactin is by encuraging kids t use wrds—nt fists—t express hw they feel. It's als imprtant t be mindful f hw yur child's persnality affects playtime. Kids are easy t get angry when they're sleepy r hungry, s schedule playtime when they're refreshed.
1．What des it indicate when tddlers cpy their playmates' behavir?
A．They are interested in acting.
B．They are shy with the strangers.
C．They are fnd f their playmates.
D．They are tired f playing games.
2．What des the authr suggest parents d fr their kids?
A．Design games fr them.B．Find them suitable playmates.
C．Play tgether with them.D．Help them understand scial rules.
3．What is the functin f the quted statements in Paragraph 4?
A．Giving examples.
B．Explaining cncepts.
C．Prviding evidence.
D．Making cmparisns.
4．Which f the fllwing is the best title fr the text?
A．Hw Children Adapt t Changes
B．Hw t Be a Rle Mdel fr Children
C．Hw Yur Baby Learns t Lve
D．Hw t Cmmunicate with Yur Kid
Passage 12
(2024·广东佛山质检)The best ideas are ften s smart, s simple and s clearly needed; it's strange t discver they dn't already exist.S it is with Farm My Schl, a prgramme that's turning underused land at secndary schls int cmmercially achievable, regenerative market gardens farmed by and fr lcal cmmunities.
Cfunded by permaculturist Ben Shaw and regenerative educatr James McLennan, Farm My Schl cnnects lcal peple and rganisatins thrugh vlunteering that helps establish a schl's market garden.Students learn abut cmmunity netwrks, healthy eating, eclgical respnsibility, waste reductin, and climate relief while helping with fd prductin.Schls integrate all these int their curses while prducing vegetable bxes every week that feed lcal families, supply the schl's fd needs and ultimately pay the farmer's salary.
Farm My Schl has gained the extrardinary enthusiasm f the lcals, wh answered an nline shutut t buy tickets t the prgramme's launch event at Bellarine Secndary Cllege last Octber. Called Build a Farm in a Day Festival, the event featured wrkshps by Ben and James t share the skills required t build what they say is the wrld's largest ndig garden.“It was such a pwerful event, and I think that came dwn t peple wanting t act，” says James. “We charged fr the experience and 600 guys turned up! They didn't even need free drinks t get excited. We were gardening till midnight. It was amazing. We've gt true cmmunity's buyin．”
Vlunteers have since begun beneficial planting thrughut the schl. Next steps include further discussins with lcal cmmunities, emplying a farmer, and bringing in a teacher t develp curses.“We've seen this huge push twards seeing schls as regenerative spaces, nt just fr planting but fr kids t be mre cnnected t the utside wrld, and are really seeing the schl in a whle new light，” James says. “Fr us, the big excitement is that by allwing a prfessinal farmer t take the respnsibility f grwing fd, it's nt nly n the schl t lk after that farm anymre, which eventually makes it much mre sustainable，” adds Ben.
5．Why was Farm My Schl funded?
A．T raise the incme f the lcal peple.
B．T advcate a cmmercial farming plan.
C．T prvide free fd fr lcal cmmunities.
D．T turn underused campus land int market gardens.
6．Hw d schls invlve students int the prgramme?
A．By develping prgrammebased curses.
B．By rganising vluntary wrk in cmmunities.
C．By ffering them parttime jbs in the market gardens.
D．By encuraging them t prduce daily vegetable bxes.
7．What des the underlined wrd “buyin” mean in Paragraph 3?
A．Cmpetitin. B．Investment.
C．Supprt. D．Prtectin.
8．What is the highlight f the prgramme accrding t Ben?
A．It brings in mney t supprt the schl.
B．The schl farm will be able t last lng.
C．The lcal peple will take care f the farm.
D．Students cnnect mre with the utside wrld.
Passage 13
(2024·河北石家庄质检)There was ne minute left n Suzanne Hrsley's watch and the atmsphere remained thick with carbn dixide, despite the effrts f her third graders t clear the air. Hrsley, a wellness teacher, had directed the kids t thrw balls representing carbn dixide mlecules t their classmates representing frests. “That was hard，” said Hrsley after the rund ended. “In this time perid, versus the 1700s, the way is mre challenging, right？” “Yeah.” “In 2022, we gt a lt f carbn dixide in the atmsphere，” said Hrsley. “What's the prblem with it? What is it causing？” “Glbal warming，” vlunteered ne girl.
Tw years ag, New Jersey became the first state in the cuntry t adpt learning standards requiring teachers t instruct kids abut climate change acrss grade levels and subjects. “There's n way we can expect ur children t have the slutins t these challenges if we're nt giving them the tls and resurces needed here and nw，” said Tammy Murphy. Kids need t understand the basics f climate change—the vcabulary, the lgic behind it—befre they can handle the climate crisis.
On a recent weekday, Cari Gallagher was reading t her students frm N Sand in the Huse！， which tells the stry f a grandfather whse hme is destryed by Hurricane Sandy. Later, the students sat dwn t write abut what they'd heard, drawing cnnectins between the bk and their wn lives, wrld events r ther bks they'd read. Then, they built structures—carprts, walls and ther barriers made f Legs, blcks and straws—that might prtect against climate change calamities(灾难).
At Hrsley's class, students reflected n the lessn. Wes said adults culd have dne mre t prtect the envirnment. Abby said it was up t humans t drive less and recycle and prtect ther species frm climate disasters. “When I first fund ut we were ging t learn abut climate change in the gym, I was like, ‘that's surprising’， because nrmally we learn that in class，” Abby added. “But I'm glad we did it in the gym，” she cntinued. “It was really fun.”
1．What des Hrsley's class suggest?
A．Less carbn dixide is absrbed by frests.
B．The air at the playing grund is plluted.
C．The amunt f CO2 is increasing sharply.
D．Playing games is challenging fr sme kids.
2．What's Tammy's attitude t learning standards?
A．Dubtful. B．Tlerant.
C．Critical. D．Supprtive.
3．What des the authr want t prve by mentining Cari's class?
A．Educatin has a psitive effect n ur dealing with climate change.
B．Hurricanes usually have a destrying pwer.
C．Reading is a way t learn abut natural disasters.
D．Any material can be used t fight against climate change.
4．What can we infer frm the reflectins f students?
A．Their disappintment at learning climate change in the gym.
B．Their expectatin t adpt envirnmentally friendly practices.
C．Their puzzlement abut the behaviurs f adults.
D．Their sympathy fr severely endangered species.
Passage 14
(2023· 广东高三10月联考)Disability is an unavidable utcme f living. There is n perfect bdy r mind. And there is n nrmal bdy r mind. In ther wrds, n ne is perfectly “able”. Everyne faces limitatins, and sme might face mre severe limitatins at different times in life thrugh age, illness, r ther unexpected ccurrences. Having a disability, hwever, shuld nt stp anyne frm learning. As a result f several recent internatinal mvements, schls in natins arund the wrld nw prvide inclusive educatin, which means that students with disabilities have access t the cmmn curriculum(课程) in the general educatin classrm.
English language instructrs need t prvide equal instructin t all learners in inclusive settings. Online learning has made it pssible fr many students with different kinds f disabilities t access classes and learning materials that were nce ut f reach r difficult t btain. Hwever, whenever teachers d nt adpt necessary measures t accmmdate as widely as pssible in digital spaces, they smetimes unknwingly create barriers fr students with disabilities. It is ur respnsibility as educatrs t be aware f that.
While we are acquiring r updating skills fr teaching nline, we shuld give equal attentin t understanding hw t accmmdate students with disabilities in a digital learning envirnment. When we d nt make ur classes accmmdating t all students, sme students are left behind thrugh n fault f their wn. Whenever we wrk t create inclusive learning envirnments, we prvide supprt fr all students, with r withut disabilities.
The nline learning envirnment prvides multiple ways t make learning interesting thrugh media, and technlgy tls. It is imprtant nt t use technlgy just fr the sake f attracting attentin, hwever, but t use it because it has a learning purpse that yu are clear abut. Fr instance, dn't shw a vide just because it's fun, but because it helps achieve a learning gal.
5．What can be inferred frm the first paragraph?
A．Inclusive educatin has limitatins.
B．It is unavidable t have a disability.
C．The disabled shuld have equal chances t learn.
D．Thse with disabilities have difficulty in learning.
6．What makes learning materials mre accessible t the disabled?
A．Online learning. B．Instructrs' help.
C．The digital space. D．The updating skill.
7．What can we knw abut the authr?
A．He is a dctr.
B．He is an educatr.
C．He teaches English.
D．He des research n disabilities.
8．What may be the prper reasn fr playing a sng in class?
A．T prvide mre mediA．
B．T shw new technlgy.
C．T rid students f barriers.
D．T help achieve a learning aim.
Passage 15
(2024·四川成都模拟)“Why？” It's a simple questin that peple ask Angela Maxwell frequently. After all, she began a jurney that very few peple wuld ever attempt: walk arund the wrld alne.
The thught f Maxwell's jurney did nt start frm a place f lss r persnal crisis. She said, “I was searching fr a deeper interactin with nature and peple.” Walking wuld minimise her carbn ftprint, plus the slw pace meant that she culd fully immerse herself in nature, and gain insights int ther cultures in a unique way.
She left her hmetwn f Bend, Oregn, n 2 May 2014 and headed int an adventure. Alng the way, Maxwell wuld suffer frm heatstrke(中暑) in the Australian desert and hear gunshts while camping in Turkey. “Still，” she said, “I didn't stp because I was mre afraid f nt fllwing my heart than I was f lsing everything I wned and lved.”
Apart frm that, her slw pace allwed her t be drawn deeply int ther cultures. She wandered the tiny seaside villages alng Italy Tyrrhenian Sea, enjying the lively atmsphere. In Vietnam, she was invited and ffered fd by an elderly wman t rest in her wden shack at the peak fr the night. She chse an experience f uncertainty and curisity, in search f smething she culd never be certain t find: a sense f fulfilment and a deeper cnnectin.
On 16 December 2020, Maxwell's pilgrimage(朝圣之旅) ended right where it started. Fr nw, she's wrking n a bk, planning future jurneys and creating mre effective ways fr wmen t find and express curage in their lives.
Whether a walk leads halfway arund the wrld r just dwn the rad, Maxwell has shwn the true wrth f slwing dwn and giving mre than we receive alng the way.
1．Why did Maxwell decide t start her jurney?
A．T get clser t the wrld.
B．T reduce carbn ftprint.
C．T get rid f persnal crisis.
D．T slw dwn the pace f life.
2．What can we knw abut Maxwell during the jurney?
A．She was abut t give up.
B．She was helped by Italian lcals.
C．She experienced varius cultures.
D．She enjyed Australian castal scenery.
3．Which f the fllwing wrds can best describe Maxwell?
A．Cautius and gentle.
B．Tugh and adventurus.
C．Ambitius and generus.
D．Openminded and humrus.
4．What's this text mainly abut?
A．A new way t slw dwn life.
B．A clser cnnectin with the wild.
C．An unfrgettable memry f a trip.
D．A wman walking arund the wrld.

答案+解析
以下是各篇文章的答案及解析：
Passage 1答案及解析
1. A。解析：根据第二段“She said, ‘I was searching fr a deeper interactin with nature and peple.’”可知，Maxwell开始旅程是为了更接近世界，与自然和人有更深的互动。B选项减少碳足迹只是其中一个好处，不是主要目的；C选项她不是为了摆脱个人危机；D选项放慢生活节奏不是她开始旅程的主要原因。
2. C。解析：根据第四段“her slw pace allwed her t be drawn deeply int ther cultures.”可知，她在旅途中体验了各种不同的文化。A选项她没有打算放弃；B选项文中只提到了在越南被一位老妇人帮助，不能说被意大利当地人帮助；D选项她在澳大利亚沙漠中暑，不是享受澳大利亚沿海风景。
3. B。解析：Maxwell独自一人环球旅行，途中经历了中暑、听到枪声等困难但没有放弃，说明她很坚韧且具有冒险精神。A选项谨慎和温柔在文中没有体现；C选项雄心勃勃和慷慨文中没有相关内容；D选项开放和幽默也不符合对她的描述。
4. D。解析：文章主要讲述了Angela Maxwell独自一人环球旅行的经历，D选项符合文章主旨。A选项一种放慢生活的新方式不是文章主要内容；B选项与野外更紧密的联系不准确；C选项一次难忘的旅行记忆太宽泛。
Passage 2答案及解析
1. C。解析：This指代前文“If smene mves frm Australia t America t wrk, fr example, they will prbably at least change their accent in rder t get a better sense f belnging.”中的改变口音这件事。A选项融入的欲望不是This指代的内容；B选项职业变化文中未提及；D选项对语言的影响也不对。
2. D。解析：根据第二段“If smene mves frm Australia t America t wrk, fr example, they will prbably at least change their accent in rder t get a better sense f belnging. This may be ut f a need r desire t be mre clearly understd and t be accepted in a new cmmunity.”可知，人们改变口音是为了适应新环境。A选项脑损伤不是人们主动选择改变口音的原因；B选项强烈的身份认同感会让人不改变口音；C选项了解当地人不是改变口音的主要原因。
3. A。解析：根据第四段“In sme cases, listeners might lk dwn upn a persn with FAS as they believe them t be freigners.”可知，患有外国口音综合征的人可能会被视为外国人。B选项他们不是不能发声；C选项他们遭受的是发音变化不是情绪变化；D选项他们不是为了获得尊重而改变口音。
4. C。解析：文章分析了人们口音为什么会改变或保持不变，C选项符合文章主旨。A选项解释口音的消失不准确；B选项介绍口音的历史文中未提及；D选项展示口音变化的重要性不是主要目的。
Passage 3答案及解析
5. D。解析：根据第二段“The researchers divided them int three grups accrding t their weekly rice and wheat intake.”可知，研究人员是根据他们的主食来安排受试者的。A选项按年龄、B选项按性别、C选项按地域都不对。
6. C。解析：根据第三段“Hwever, when wheat lvers changed their staple fd t rice five times per week, the participants shwed a 36.5 percent lwer risk f besity in men and a 20.5 percent lwer risk in wmen.”可知，主食的转变可以降低肥胖风险。A选项我们可以尽可能多地摄入米饭说法太绝对；B选项小麦摄入会让人肥胖和不健康太片面；D选项女性更容易因摄入过多小麦而发胖不是主要推断内容。
7. C。解析：第四段主要分析了人们容易因摄入小麦而发胖的原因。A选项人们如何做饭不是主要内容；B选项人们应该吃什么来保持健康不全面；D选项饮食中应该包括哪些成分不准确。
8. A。解析：根据最后一段“They als nted that given the vast territry and diverse ethnic grups, further studies may be necessary t fully understand the reginal specificity and ptential reasns fr the bserved links.”可知，需要进行更多的研究来更好地理解这种联系。B选项不同地方的人对食物有不同的偏好不是该段主要内容；C选项超重的人不应该吃任何小麦食品说法错误；D选项正常体重的人不会再发胖太绝对。
Passage 4答案及解析
1. A。解析：根据第二段“The GGW is an eclgical restratin prject designed by African peple fr African peple.”可知，GGW项目的目的是改善当地生态。B选项发展农村经济不是主要目的；C选项预测气候模式文中未提及；D选项加强区域联系不准确。
2. D。解析：第三段提到了“Once cmpleted, the wall culd end up capturing(俘获) 250 millin tnnes f carbn dixide, while its creatin and upkeep culd create ten millin jbs in rural areas.”这些数据展示了该项目的预期好处。A选项服务期、B选项总预算、C选项目标群体都不对。
3. B。解析：根据第四段“‘We had few funds t push the initiative as much as we wanted t. There was skepticism amng investrs, wh didn't understand the prject, but als amng the African states themselves, which needed time t figure ut if the GGW was a pririty.’”可知，Elvis Paul Tangem对这个项目感到担忧。A选项怀疑、C选项自信、D选项满意都不符合他的态度。
4. B。解析：文章主要传达了GGW项目进展缓慢的信息。A选项非洲国家应该团结在一起不是主要信息；C选项应对气候变化是我们的首要任务不准确；D选项自然灾害比我们想象的更严重不是文章重点。
Passage 5答案及解析
5. D。解析：根据第二段“The researchers divided them int three grups accrding t their weekly rice and wheat intake.”可知，研究人员是根据他们的主食来安排受试者的。A选项按年龄、B选项按性别、C选项按地域都不对。
6. C。解析：根据第三段“Hwever, when wheat lvers changed their staple fd t rice five times per week, the participants shwed a 36.5 percent lwer risk f besity in men and a 20.5 percent lwer risk in wmen.”可知，主食的转变可以降低肥胖风险。A选项我们可以尽可能多地摄入米饭说法太绝对；B选项小麦摄入会让人肥胖和不健康太片面；D选项女性更容易因摄入过多小麦而发胖不是主要推断内容。
7. C。解析：第四段主要分析了人们容易因摄入小麦而发胖的原因。A选项人们如何做饭不是主要内容；B选项人们应该吃什么来保持健康不全面；D选项饮食中应该包括哪些成分不准确。
8. A。解析：根据最后一段“They als nted that given the vast territry and diverse ethnic grups, further studies may be necessary t fully understand the reginal specificity and ptential reasns fr the bserved links.”可知，需要进行更多的研究来更好地理解这种联系。B选项不同地方的人对食物有不同的偏好不是该段主要内容；C选项超重的人不应该吃任何小麦食品说法错误；D选项正常体重的人不会再发胖太绝对。
Passage 6答案及解析
5. C。解析：根据第二段“T help settle the uncertainty, Daniel Muhs, gemrphlgist f the US Gelgical Survey, and his clleagues lked at sediment n Spain's Canary Islands. They fund evidence f Saharan dust. The dust appeared in ancient sil layers(层), whse age they assessed n the basis f fssils(化石) fund in the same layers—and that age agreed with the earlier marine sediment studies.”可知，Daniel通过评估古代土壤层中沙尘的年龄确定了撒哈拉沙漠的形成时间。A选项在西班牙岛屿上模拟古代气候不是他确定撒哈拉形成时间的方法；B选项研究大西洋下的沙漠尘埃不准确；D选项分析撒哈拉的风沙岩也不对。
6. C。解析：their findings指的是撒哈拉沙尘的年龄。A选项尘埃的出现不是研究结果；B选项两层的形成文中未提及；D选项两层的一致性不是主要研究结果。
7. A。解析：根据第四段“Amazn sils are pr in nutrients, and he says the new results help t shw hw rich dust frm Africa culd have been supprting the Suth American regin's incredible bidiversity fr millins f years—adding t the Amazn's wn rigin stry.”可知，撒哈拉沙尘促进了南美洲的生物多样性。B选项亚马逊土壤贫瘠不是促进生物多样性的因素；C选项亚马逊雨林不是直接促进生物多样性的因素；D选项沿海水域文中未提及。
8. B。解析：文章主要讨论了撒哈拉沙漠的形成时间，即撒哈拉的诞生，B选项符合。A选项撒哈拉的研究太宽泛；C选项撒哈拉的来源不准确；D选项撒哈拉的影响不是文章主要内容。
Passage 7答案及解析
5. C。解析：根据第一段“Stries f immigrants attract me a lt, especially the life stries f Italians wh have cme t America since the 1700s. In each f these stries I see elements f my wn stry, that f leaving my birthplace and family and creating a new life in a different culture and in a different language.”可知，作者对移民的故事感兴趣是因为他能在这些故事中看到自己的影子。A选项他在1700年来到美国错误；B选项他想过意大利生活文中未提及；D选项他喜欢学习意大利语不是主要原因。
6. A。解析：根据第二段“Even mre prblematic fr him was ‘which’ Italy t ‘chse’， the ne he inherited(继承) frm his family, pr and linked t ld traditins and custms he finds rude and smewhat cruel, r the ne he finds in literature and art bks that shw him a cuntry with a mdern literary culture.”可知，对Jseph来说，选择正确的意大利身份更难。B选项继承父母的财富文中未提及；C选项弥合代沟不是更难处理的问题；D选项成为文学学者不是更难的问题。
7. D。解析：根据第三段“These episdes highlight the daily custms his parents brught frm their hmetwn that are in cnflict with Jseph's desire t ‘fit in’ the American culture.”可知，clash在这里是冲突的意思。A选项合作、B选项距离、C选项相似都不符合。
8. B。解析：文章主要是对一本书《My Tw Italies》的评论，B选项符合。A选项新闻报道、C选项儿童故事、D选项日记条目都不符合。
Passage 8答案及解析
1. B。解析：根据第一段“I hped my trip wuldn't suffer a lt, thugh it was bviusly a leap in the dark.”可知，作者一开始就预料到这次旅行会很艰难。A选项他为旅行做了充分准备错误；C选项他在家人的支持下组织了这次旅行文中未提及；D选项他出于对旅行的热爱开始了这次旅行不准确。
2. B。解析：根据第三段“The rmance assciated with the sleeping car cmes frm the fact that it is extremely private, cmbining the best features f a cupbard with frward mvement.”可知，作者反复回忆卧铺车厢是因为它让人安心的隐私性。A选项因为浪漫的风景不准确；C选项因为设备齐全不是主要原因；D选项因为距离长不对。
3. D。解析：作者说“Nthing is the same”是想表达交通和旅行发生了很大变化。A选项亚洲的风景消失了不准确；B选项火车旅行不再受欢迎太片面；C选项他不能再写一本畅销书与这句话无关。
4. D。解析：根据最后一段“All travel bks are dated. That's their fault that they're utdated, and it's their virtue that they preserve smething f the past that wuld therwise be lst.”可知，作者认为旅行的过程比到达更重要，D选项符合。A选项熟能生巧、B选项工欲善其事，必先利其器、C选项旅行，真理不是到达卡都不符合。
Passage 9答案及解析
5. C。解析：根据第二段“T help settle the uncertainty, Daniel Muhs, gemrphlgist f the US Gelgical Survey, and his clleagues lked at sediment n Spain's Canary Islands. They fund evidence f Saharan dust. The dust appeared in ancient sil layers(层), whse age they assessed n the basis f fssils(化石) fund in the same layers—and that age agreed with the earlier marine sediment studies.”可知，Daniel通过评估古代土壤层中沙尘的年龄确定了撒哈拉沙漠的形成时间。A选项在西班牙岛屿上模拟古代气候不是他确定撒哈拉形成时间的方法；B选项研究大西洋下的沙漠尘埃不准确；D选项分析撒哈拉的风沙岩也不对。
6. C。解析：their findings指的是撒哈拉沙尘的年龄。A选项尘埃的出现不是研究结果；B选项两层的形成文中未提及；D选项两层的一致性不是主要研究结果。
7. A。解析：根据第四段“Amazn sils are pr in nutrients, and he says the new results help t shw hw rich dust frm Africa culd have been supprting the Suth American regin's incredible bidiversity fr millins f years—adding t the Amazn's wn rigin stry.”可知，撒哈拉沙尘促进了南美洲的生物多样性。B选项亚马逊土壤贫瘠不是促进生物多样性的因素；C选项亚马逊雨林不是直接促进生物多样性的因素；D选项沿海水域文中未提及。
8. B。解析：文章主要讨论了撒哈拉沙漠的形成时间，即撒哈拉的诞生，B选项符合。A选项撒哈拉的研究太宽泛；C选项撒哈拉的来源不准确；D选项撒哈拉的影响不是文章主要内容。
Passage 10答案及解析
1. D。解析：根据第一段“Nw, a new study by the University f Michigan researchers shws that why peple vlunteer—nt whether they vlunteer—is what really cunts.”以及第二段“But what really made a difference were peple's mtives fr vlunteering.”可知，新研究主要发现为什么人们做志愿者对健康有影响。A选项我们如何做志愿者对他人有意义不是主要发现；B选项我们多久做一次志愿者有影响不是关键；C选项我们是否做志愿者决定我们的幸福不准确。
2. C。解析：根据第二段“Fr the study, Knrath and clleagues analysed data cllected in 2008 and 2012 aiming at the same randm samples f 3，376 peple.”可知，研究人员通过分析统计数据进行研究。A选项做实验、B选项实地研究、D选项小组讨论都不对。
3. B。解析：根据第三段“The researchers asked peple t rate hw imprtant they fund varius reasns fr vlunteering, and they fund that the mre imprtant peple rated reasns such as feeling pity fr peple in need, the mre likely they were t be alive.”可知，帮助穷人这种动机可能有助于长寿。A选项发展能力、C选项交更多朋友、D选项解决个人问题都不符合。
4. B。解析：最后一段主要对当前的研究结果进行了进一步解释。A选项进一步研究的实际建议不准确；C选项对研究结果的合理怀疑不是主要内容；D选项研究方法的潜在应用不是该段重点。
Passage 11答案及解析
1. C。解析：根据第二段“Research at Ohi State University in Clumbus fund that a tddler's way f saying ‘I like yu’ during play is likely t cme in the frm f cpying a friend's behavir.”可知，幼儿模仿玩伴的行为表明他们喜欢玩伴。A选项他们对表演感兴趣错误；B选项他们对陌生人害羞文中未提及；D选项他们厌倦了玩游戏不对。
2. D。解析：根据第三段“Thrugh play experiences, tddlers learn scial rules. That's why it's s imprtant t take an active rle in yur tddler's scial encunters by setting limits and ffering frequent reminders f what they are.”可知，作者建议父母帮助孩子理解社会规则。A选项为他们设计游戏、B选项为他们找到合适的玩伴、C选项和他们一起玩都不是主要建议。
3. A。解析：第四段中的引用语句是给出具体的例子，来说明如何帮助孩子学习同理心和解决问题。B选项解释概念、C选项提供证据、D选项进行比较都不准确。
4. C。解析：文章主要讲述了幼儿如何学习喜欢他人，C选项符合。A选项孩子如何适应变化、B选项如何成为孩子的榜样、D选项如何与孩子交流都不是文章主要内容。
Passage 12答案及解析
5. D。解析：根据第一段“S it is with Farm My Schl, a prgramme that's turning underused land at secndary schls int cmmercially achievable, regenerative market gardens farmed by and fr lcal cmmunities.”可知，Farm My Schl成立是为了把未充分利用的校园土地变成市场花园。A选项提高当地人的收入不是主要目的；B选项提倡商业农业计划不准确；C选项为当地社区提供免费食物不对。
6. A。解析：根据第二段“Schls integrate all these int their curses while prducing vegetable bxes every week that feed lcal families, supply the schl's fd needs and ultimately pay the farmer's salary.”可知，学校通过开发基于该项目的课程让学生参与进来。B选项组织社区志愿工作不是学校让学生参与的主要方式；C选项为学生在市场花园提供兼职工作文中未提及；D选项鼓励他们生产日常蔬菜盒不是主要方式。
7. C。解析：根据第三段“It was such a pwerful event, and I think that came dwn t peple wanting t act，” says James. “We charged fr the experience and 600 guys turned up! They didn't even need free drinks t get excited. We were gardening till midnight. It was amazing. We've gt true cmmunity's buy-in.”可知，buy-in在这里是支持的意思。A选项竞争、B选项投资、D选项保护都不符合。
8. B。解析：根据第四段“Fr us, the big excitement is that by allwing a prfessinal farmer t take the respnsibility f grwing fd, it's nt nly n the schl t lk after that farm anymre, which eventually makes it much mre sustainable，” adds Ben.可知，该项目的亮点是学校农场将能够持续很长时间。A选项它带来钱支持学校不是主要亮点；C选项当地人将照顾农场不准确；D选项学生与外界联系更多不是Ben认为的亮点。
Passage 13答案及解析
1. C。解析：Hrsley的课上孩子们把代表二氧化碳的球扔给代表森林的同学，说明二氧化碳很多，暗示二氧化碳的量在急剧增加。A选项森林吸收的二氧化碳少不是主要暗示；B选项操场的空气被污染不准确；D选项玩游戏对一些孩子来说有挑战不是该课的主要暗示。
2. D。解析：根据第二段“‘There's n way we can expect ur children t have the slutins t these challenges if we're nt giving them the tls and resurces needed here and nw，’ said Tammy Murphy.”可知，Tammy对学习标准持支持态度。A选项怀疑；B选项容忍；C选项批评都不符合。
3. A。解析：作者提到Cari的课，学生通过阅读、写作和搭建结构等活动学习应对气候变化，是为了证明教育对我们应对气候变化有积极影响。B选项飓风通常具有破坏力不是主要目的；C选项阅读是了解自然灾害的一种方式不准确；D选项任何材料都可以用来对抗气候变化太绝对。
4. B。解析：从学生的反思中可以看出他们期望采取环保的做法，如Wes说大人本可以为保护环境做更多，Abby说人类应该少开车、回收利用和保护其他物种免受气候灾难。A选项他们对在体育馆学习气候变化感到失望错误；C选项他们对大人的行为感到困惑不准确；D选项他们对严重濒危物种的同情不是主要体现。
Passage 14答案及解析
1. C。解析：第一段提到残疾是生活中不可避免的结果，没有人是完全“健全”的，每个人都面临限制。由此可推断出残疾人也应该有平等的学习机会。A选项包容性教育有局限性不是从第一段能推断出的内容；B选项有残疾是不可避免的不是关于残疾人学习机会的推断；D选项残疾人在学习上有困难不是第一段主要表达的意思。
2. A。解析：根据第二段“Online learning has made it pssible fr many students with different kinds f disabilities t access classes and learning materials that were nce ut f reach r difficult t btain.”可知，在线学习使残疾人更容易获得学习材料。B选项教师的帮助；C选项数字空间不准确；D选项更新技能不是使学习材料更易获得的主要因素。
3. B。解析：根据第二段“As a result f several recent internatinal mvements, schls in natins arund the wrld nw prvide inclusive language instructrs need t prvide equal instructin t all learners in inclusive settings.”以及后面内容可知，作者是一名教育工作者。A选项医生；C选项只说作者是英语老师不准确；D选项做残疾研究不是作者的身份。
4. D。解析：根据第四段“It is imprtant nt t use technlgy just fr the sake f attracting attentin, hwever, but t use it because it has a learning purpse that yu are clear abut. Fr instance, dn't shw a vide just because it's fun, but because it helps achieve a learning gal.”可知，在课堂上播放歌曲的恰当理由是帮助实现学习目标。A选项提供更多媒体；B选项展示新技术；C选项消除学生的障碍都不是主要原因。
Passage 15答案及解析
1. A。解析：根据第二段“She said, ‘I was searching fr a deeper interactin with nature and peple.’”可知，Maxwell开始旅程是为了更接近世界，与自然和人有更深的互动。B选项减少碳足迹只是其中一个好处，不是主要目的；C选项她不是为了摆脱个人危机；D选项放慢生活节奏不是她开始旅程的主要原因。
2. C。解析：根据第四段“her slw pace allwed her t be drawn deeply int ther cultures.”可知，她在旅途中体验了各种不同的文化。A选项她没有打算放弃；B选项文中只提到了在越南被一位老妇人帮助，不能说被意大利当地人帮助；D选项她在澳大利亚沙漠中暑，不是享受澳大利亚沿海风景。
3. B。解析：Maxwell独自一人环球旅行，途中经历了中暑、听到枪声等困难但没有放弃，说明她很坚韧且具有冒险精神。A选项谨慎和温柔在文中没有体现；C选项雄心勃勃和慷慨文中没有相关内容；D选项开放和幽默也不符合对她的描述。
4. D。解析：文章主要讲述了Angela Maxwell独自一人环球旅行的经历，D选项符合文章主旨。A选项一种放慢生活的新方式不是文章主要内容；B选项与野外更紧密的联系不准确；C选项一次难忘的旅行记忆太宽泛。初阶训练（全国甲卷考区）
Passage 1-5
进阶训练（新高考 Ⅱ 卷考区）
Passage 6-10
高阶提升（新高考 Ⅰ 卷考区/自主命题考区）
Passage 11-15