專題01閱讀理解6大?？荚掝}話題1學(xué)校生活話題4人際關(guān)系話題2食物（?？键c(diǎn)）話題5環(huán)境保護(hù)話題3語言與文化（?？键c(diǎn)）話題6自然生態(tài)話題1學(xué)校生活Passage1（24-25高一上·四川成都·期末）WhenIwasinmiddleschool,ImetmyEnglishliteratureteacher,whowasnewtoteaching.Shewasonly22butshealwaysdidherbesttomakelearningfun.Shewouldgiveusaspecialmini-notebookforeverystudent’sbirthday.Ihadthissimplesmallnotebook.Shehadfilledthefirstfewpagestellingmehowmuchshelovedhavingmeasastudent,howfarsheknewIwouldgo,andotheraffirmations.Itseemedsmallbutfora13-year-oldchildwhohadahardhomelife,itmeantalot!Inmyjunioryearofhighschool,inoneEnglishclass,wewerediscussingastorywhenonestudentcalledCarlmadeacomment.Theteacherwasdismissive(不屑一顧的)andsaidCarlwaswrong.Thenextday,theteachersaidhewaswrongtodismisswhatCarlsaidsoquickly.“Let’stakealookatthatagain.”Afterthediscussion,itbecameclearthatCarl’scommentwasindeedunreasonable,butIwasimpressedthattheteacherrecognizedhismistakepubliclyanddidwhatheshould.WhenIwasinGradeOne,mymothergavemeareallyoddhaircut.Onthefirstdaybackatschool,thekidslaughedatme,soIranoutandhid.Theheadmasterfoundmeandtookmeback.Heaskedmetowaitoutsideforaminutewhilehetalkedtotheclass.Thenextday,wehadameetingwiththewholeschoolandhewalkeduponthestagewithallhishaircutandcriticized(批評)thebadbehavior.Twentyyearslater,Imethimatthelocalcollege.Ithoughthedidn’trememberme,buthesaidmynameandtheevent.Hewasandisaheroinmyeyes.1．Whatdoestheunderlinedword“affirmations”inParagraph1mean?A．Orders. B．Suggestions.C．Encouragements. D．Descriptions.2．WhatcanwelearnfromParagraph2?A．Carlreadanewstorytotheclassbeforediscussion.B．Theauthorwasimpressedbytheteacher’steachingmethod.C．TheEnglishteachermadeanimmediateapologytoCarlinclass.D．Carl’scommentwasn’tpaidmuchattentionbytheteacheratfirst.3．Whichofthefollowingbestdescribestheheadmaster?A．Honestandbrave. B．Patientandorganized.C．Funnyandstrict. D．Kindandrespectable.4．Wherecanyouprobablyreadthispassage?A．Inalifecolumn. B．Insciencefiction.C．Inafashionmagazine. D．Inaguidebook.Passage2（25-26高一上?四川成都）ArecentstudyfromtheUniversityofMinnesotahasdiscoveredasimpleandpowerfulwaytoimprovestudentlearning:morenaturallight.Theresearchteamfoundthatstudentsinclassroomswithlargewindowsandplentyofsunlightshowedconsiderablybetterlearningperformanceandfocuslevels,comparedtothoseinclassroomswithsmallerwindowsorprimarilyartificial(人工的)lighting.Dr.EmilyCarter,theleadresearcher,explainedthefindings.“We’velongbelievedthatenvironmentmatters,butthisstudyprovidesstrongevidence(證據(jù))specificallyfornaturallight,”shesaid.“It’snotjustaboutseeingbetter;it’saboutthebiologicalinfluenceofsunlightonourfocusandmood.Thiscouldbeagame-changerforhowwedesignschools.”Sheaddedthatspendingmoneyonbetterwindowdesignandskylightscouldbeacost-effectivewaytoimprovestudents’learningperformance.Thestudyinvolved101studentsfromthreelocalhighschools.Eachstudenttookpartinlearningsessionsheldintwodifferentclassroomenvironmentsonseparatedays:onewasa“bright”roomwithlargewindowsallowingplentyofsunlight,andtheotherwasa“standard”roomwithsmallerwindowsandrelyingmostlyonceilinglights.Thestudentscompletedreadingcomprehensiontasksandmemorytestsduringeachsession.Toensurefairness,theorderinwhichstudentsexperiencedtheroomswasrandomized(隨機(jī)安排),andthetaskswereofsimilardifficulty.Theresultswereclear.Onaverage,studentsscored10%higheronthememorytestsandreportedfeelingmorefocusedandlesstiredinthe“bright”classroom.Dr.Carterandherteambelievethesefindingsofferpracticalguidance.Theysuggestthatschoolplannersshouldthinkabouthowtogetmorenaturallightwhendesigningnewschoolbuildings.Forexistingbuildings,simplechanges,likemovingdesksclosertowindowsorusinglightercurtainstoallowmorelightin,canmakearealdifference.5．Whatisthemainfindingofthestudy?A．Studentspreferclassroomswithmoreoutsideview.B．Largewindowscanmakeithardforstudentstofocus.C．Artificiallightingisharmfultostudents’eyesightovertime.D．Classroomswithmorenaturallightimprovestudentlearning.6．Whatdoestheunderlinedword“game-changer”inparagraph2mean?A．Somethingthatmakesabigdifference. B．Agamethatcanbeplayedindoors.C．Achallengedifficulttoovercome. D．Aprojectexpensivetocomplete.7．Whatisthemainpurposeofparagraph3?A．Tointroducetheresearchers. B．Topresentthestudents’opinions.C．Todescribetheresearchmethods. D．Todiscussthecostofthechanges.8．Whatdotheresearcherssuggestbasedontheirstudy?A．Schoolsshouldstopusingallartificiallights.B．Studentsshouldspendmoretimeoutdoors.C．Classroomsshouldbepaintedinbrightercolors.D．Schooldesignshouldmakebetteruseofnaturallight.Passage3（25-26高一上?四川成都）Forthousandsofyears,peoplehaveknownthatthebestwaytounderstandaconceptistoexplainittosomeoneelse.“Whileweteach,welearn,”saidRomanphilosopherSeneca.Nowscientistsarebringingthisancientwisdomuptodate.They’redocumentingwhyteachingissuchafruitfulwaytolearn,anddesigningcreativewaysforyoungpeopletotakepartininstruction.Researchershavefoundthatstudentswhosignuptotutor(輔導(dǎo))othersworkhardertounderstand.thematerial,recallitmoreaccuratelyandapplyitmoreeffectively.Studentteachersscorehigheronteststhanpupilswho’relearningonlyfortheirownsake.Buthowcanchildren,stilllearningthemselves,teachothers?Oneanswer:Theycantutoryoungerkids.Somestudieshavefoundthatfirst-bornchildrenaremoreintelligentthantheirlater-bornsiblings(兄弟姐妹).ThissuggeststheirhigherIQsresultfromthetimetheyspendteachingtheirsiblings.Noweducatorsareexperimentingwithwaystoapplythismodeltoacademicsubjects.Theyarrangecollegeundergraduatestoteachcomputersciencetohighschoolstudents,whointurninstructmiddleschoolstudentsonthetopic.Butthemostcutting-edgetoolunderdevelopmentisthe“teachableagent”—acomputerizedcharacterwholearns,tries,makesmistakesandasksquestionsjustlikeareal-worldpupil.Computerscientistshavecreatedananimated(動畫的)figurecalledBetty’sBrain,whohasbeen“taught”aboutenvironmentalsciencebyhundredsofmiddleschoolstudents.StudentteachersareinspiredtohelpBettymastercertainmaterials.Whilepreparingtoteach,theyorganizetheirknowledgeandimprovetheirownunderstanding.Andastheyexplaintheinformationtoit,theyidentifyproblemsintheirownthinking.Feedbackfromtheteachableagentfurtherimprovesthetutors’learning.Theagent’squestionsforcestudenttutorstothinkandexplainthematerialsindifferentways,andwatchingtheagentsolveproblemsallowsthemtoseetheirknowledgeputintoaction.Aboveall,it’stheemotionsoneexperiencesinteachingthatimprovelearning.Studenttutorsfeelupsetwhentheirteachableagentfails,buthappywhenthisvirtualpupilsucceedsastheydevelopprideandsatisfactionfromsomeoneelse’saccomplishment.9．WhyisRomanphilosopherSenecamentioned?A．Toreachaconclusion. B．Toconfirmanopinion.C．Tomakeacomparison. D．Tointroduceatopic.10．WhatcanbelearnedaboutBetty’sBrain?A．Itisacharacterinapopularanimation. B．Itisateachingtoolunderdevelopment.C．Itisacutting-edgeappindigitalgames. D．Itisatutorforcomputersciencestudents.11．Whatdostudentsdototeachtheirteachableagent?A．Theymotivateittothinkindependently. B．Theyaskittodesignitsownquestions.C．Theyencourageittogiveimmediatefeedback. D．Theyusevariouswaystoexplainmaterialstoit.12．Whatisthewritingpurposeofthepassage?A．Toencouragefirst-bornchildrentobetutorsoftheirsiblings.B．Toexplainhowteachingothersimprovesone’sownlearning.C．TointroducethedevelopmentofteachableagentslikeBetty’sBrain.D．Todescribetheemotionalchangesofstudentswhentutoringothers.Passage4（25-26高一上?四川成都）Forthousandsofyears,peoplehaveknownthatthebestwaytounderstandaconcept(概念)istoexplainittosomeoneelse.“Whileweteach,welearn,”saidRomanphilosopherSeneca.Nowscientistsarebringingthisancientwisdomuptodate.They’redocumentingwhyteachingissuchafruitfulwaytolearn,anddesigningcreativewaysforyoungpeopletotakepartin“teaching”.Researchershavefoundthatstudentswhosignuptotutor(輔導(dǎo))othersworkhardertounderstandthematerial,recallitmoreaccuratelyandapplyitmoreeffectively.Studentteachersscorehigheronteststhanpupilswho’relearningonlybythemselves.Buthowcanchildren,stilllearningthemselves,teachothers?Oneanswer:Theycantutoryoungerkids.Somestudieshavefoundthatfirst-bornchildrenaremoreintelligentthantheirlater-bornsiblings(兄弟姐妹).ThissuggeststheirhigherIQsresultfromthetimetheyspendteachingtheirsiblings.Noweducatorsareexperimentingwithwaystoapplythismodeltoacademicsubjects.Theyarrangecollegestudentstoteachcomputersciencetohighschoolstudents,whointurninstructmiddleschoolstudentsonthetopic.Butthemostcutting-edgetoolunderdevelopmentisthe“teachableagent”—acomputerizedcharacterwholearns,tries,makesmistakesandasksquestionsjustlikeareal-worldpupil.ComputerscientistshavecreatedananimatedfigurecalledBetty’sBrain,whohasbeen“taught”aboutenvironmentalsciencebyhundredsofmiddleschoolstudents.StudentteachersareinspiredtohelpBettymastercertainmaterials.Whilepreparingtoteach,theyorganizetheirknowledgeandimprovetheirownunderstanding.Andastheyexplaintheinformationtoit,theyrecognizeproblemsintheirownthinking.Betty’squestionsandfeedbackpushthemtothinkinnewwaysanddeepentheirknowledge.Mostimportantly,teachingtheagenthasbroughtprideandsatisfaction,provingthatexplainingtoothersisoneofthebestwaystolearn.13．WhyisRomanphilosopherSenecamentioned?A．Toreachaconclusion. B．Todocumentideas.C．Tomakeacomparison. D．Tointroducethetopic.14．Whatconclusioncanbedrawnaccordingtoparagraph2?A．Learningismosteffectivewhendonealone.B．Studentsshouldmasterasubjectbeforeteachingit.C．Guidingothershelpspeoplelearnandrememberbetter.D．Youngersiblingstendtobesmarterthankstooldersiblings’help.15．WhatcanbelearnedaboutBetty’sBrain?A．Itisacharacterinapopularanimation.B．Itisaneducationaltoolunderdevelopment.C．Itisacutting-edgeappindigitalgames.D．Itisatutorforcomputersciencestudents.16．Whatisthepurposeofwritingthepassage?A．Toprovewhyhavingasiblingisanadvantage.B．Tointroducethelatestdevelopmentofteachableagents.C．Toencouragefirst-bornchildrentobetutorsoftheirsiblings.D．Toexplainwhyteachingotherscanbeaneffectivewaytolearn.話題2食物Passage1（23-24高一上?四川廣安友誼中學(xué)?期末）Haveyoueverwonderedwhatthefoodyoueateverydaycantellyouaboutwhereyoucomefrom?Haveyoueverwonderedwhypeoplefromdifferentpartsoftheworldeatdifferenttypesoffood?Doyoueveraskyourselfwhycertainfoodsorcuisinetraditionsaresoimportanttoyourculture?Thereismoreofaconnectionbetweenfoodandculturethanyoumaythink.Onanpersonallevel,wegrowupeatingthefoodofourcultures.Itbecomesapartofwhoeachofusis.Manyofusconnectfoodfromourchildhoodwithwarmfeelingsandgoodmemoriesandittiesustoourfamilies,holdingaspecialandpersonalvalueforus.Onalargerscale,traditionalcuisineispasseddownfromonegenerationtothenext.Italsoservesasanexpressionofculturalidentity(身份).Immigrantsbringthefoodoftheircountrieswiththemwherevertheygoandcookingtraditionalfoodisawayofpreservingtheirculturewhentheymovetonewplaces.InChina,harmonyisavitalqualityinalmosteveryaspectoflife.ThisisreflectedinChinesecuisine,wherealmosteveryflavor(味道)isusedinabalancedwaytocreatedeliciousdisheswithflavorsthatgowelltogether.ThecuisineoftheUnitedStatesalsoreflectsitshistory.TheEuropeancolonization(殖民)oftheAmericasbroughtEuropeaningredients(食材)andcookingstylestotheU.S.Astheworldbecomesmoreglobalized,itiseasiertogetcuisinesfromdifferentcultures.Weshouldkeepourtraditionsthroughourculture’sfoodbutweshouldalsobecomemoreinformedaboutotherculturesbytryingtheirfoods.1．WhatdoestheauthorwanttoexpressinParagraph1?A．Traditionsonculture.B．Difficultiesincookingfood.C．Concernsaboutfoodandculture.D．Connectionsbetweenfoodandculture.2．Whatdoestheunderlinedword“It”inParagraph3referto?A．Memories. B．Traditionalculture.C．Traditionalcuisine. D．Generation.3．HowdopeoplefeelaboutChinesefood?A．Itisrichinallkindsofvitamins.B．Itbalancesthedishesofdifferentcountries.C．Itisextremelysignificanttobalancepeople’sdailylife.D．Itcontainsrichdisheswithvariousflavorsbalanced.4．Whatcanbethesuitabletitleforthetext?A．WhatFoodTellsUsAboutCulture.B．WhatEffectFoodCausesonCulture.C．HowFoodBecomesMoreGlobalized.D．HowTraditionalCuisineisPassedDown.Passage2（23-24高一上?四川成都?期末）Youmayfindalotofenergydrinksinastore.Peoplesaythesedrinkscanmakepeoplefeelmoreenergeticandthinkmoreclearly.ThesedrinkshavenameslikeRedBull,Monster,RippedForce,SpeedStackand5-HourEnergy.Youngpeoplelikethemverymuch.Scientistsfoundthreemainthingsabouttheenergydrinks.Firsttherearehundredsofbrandsofenergydrinksinmostlargecountries.Second,thedrinksarenotclearlywrittenwithenoughinformation.Andthird,thecaffeineintheenergydrinksisdifferentgreatly.Somehaveaslittleasfiftymilligrams,othersasmuchasfivehundred.Toomuchcaffeineisbadforourbody.Somepeopleputwineintoenergydrinkswhiledrinking.Theythinktheycandrinkmorewinethatwayanditmaynotbebadfortheirbody.Butstudiesfindthatthewinestillworks.Sothemakersshouldwritedownclearinformation,suchashowmuchcaffeineithasandsoon.Forexample,somemakersofenergydrinksgiveusadvice.Apopularenergydrinkaskspregnantwomen,womenwhoarenursingababyorchildrenundertheageoftwelvenottodrink.Thestudyaboutenergydrinksisstillgoingon.Theyarenowlookingforyoungpeoplewhohavehadabadfeelingafterdrinkingthem.5．Somepeopleputwineintoenergydrinksbecausetheythink.A．itisgoodforhealth B．itisthemostpopularwayC．thecaffeinecanbereduced D．inthiswaytheycandrinkmorewine6．Fromthepassageweknowthatifwedrinkenergydrinksweshould.A．drinkonlysomefamousbrands B．readtheinformationaboutthemC．choosethosewithhighcaffeine D．findthedatewhenitwasmade7．Whichofthefollowingistrue?A．Energydrinksaregoodforchildrenandhelpthemtothinkmoreclearly.B．Womenhavingababyshoulddrinkenergydrinksinsteadofwine.C．Notallbrandsofenergydrinksprovideenoughinformationfortheconsumers.D．Energydrinksofdifferentbrandshavethesameamountofcaffeine.8．Whatkindsofpeopleareneededforthestudyaboutenergydrinks?A．Youngconsumerswhohavehadabadfeelingafterdrinkingenergydrinks.B．Energydrinkmakerswhoknowhowtowriteclearinformation.C．Youngscientistswhohaveconductedsuchexperimentsbefore.D．Childrenundertheageoftwelvewhohavebenefitedfromenergydrinks.Passage3（25-26高一上?四川成都實驗外國語學(xué)校）Sinceitwashotduringthesummervacation,didyoutreatyourselftosomeicecream?Whatwasyourfavoriteflavor?Todaylet’stalkabouticecream.WhilemanypeoplethinkoficecreamasamodernWesterninvention,itactuallyexistedasearlyastheTangDynasty.Backthen,itwasn’tcalledicecream,though.Instead,itwasknownas“sushan”.“Su”wasamilkproductwhichissimilartocreamorbutter.ItisbelievedtohavebeenintroducedtocentralChinabynomads(游牧民族)fromthenorth.“Su”wasnotonlytastybutalsonutritious(營養(yǎng)豐富的).Accordingtosomehistoricalrecords,“sushan”wasoftenmadebywomen.Theywouldheat“su”untilitmeltedandthencarefullypouritontoaplate,shapingitintotheformofamountainorcoralreef(珊瑚礁).Afterwards,theywouldfreezeitinanicebox.Sometimes,sugarwassprinkledontop.Thedessertmightalsobedecoratedwithsomeflowersandleavestomakeitlookmoreattractive.InthepoemOdetoSuHeShan,thepoetintheTangDynastyWangLingrandescribedhowpeopleenjoyed“sushan”.Hewrote,“itdisappearsassoonasittouchesyourteeth.”InTheNobleLady(《仕女圖》),twooutofthesixladiesareholding“sushan”.Atfirst,researchersthoughttheywereholdingpottedplants.Uponcloserexamination,theyconcludedthatitwassomethingmoreliketoday’sicecream,withflowersontop.“Sushan”wasapopulardishduringtheTangandSongdynasties.However,onlywealthypeopleandroyalty(王室成員)couldaffordlargeiceboxestopreparethissummertreat.Luckily,today,wecanallenjoyicecreamwheneverwewant!9．Accordingtothetext,whatwas“su”madefrom?A．Milk. B．Sugarandice.C．Flowersandleaves. D．Pottedplants.10．WhydidresearchersthinktheladiesinTheNobleLadyfrescowereholdingpottedplantsatfirst?A．Thepaintingwasdamagedandhardtosee.B．Theshapeoftheobjectslookedlikeplants.C．Theladieswereassumedtobegardeners.D．TheyknewtheTangDynastydidn’thavedesserts.11．Whycouldonlyafewpeopleenjoy“sushan”intheTangandSongdynasties?A．Ithadtobekeptinexpensiveiceboxes.B．Itcouldonlybeeateninspecificseasons.C．Itwasmadewithrareingredientsbynomads.D．Itcouldonlybemadebyskilledcraftswomen.12．Whichisthebesttitleofthepassage?A．SummerTreatsfortheRichB．IceCream’sOrigininAncientChinaC．FrozenDessertsinChineseArtandPoemsD．Iceboxes:China’sSmartSummerInventionPassage4（25-26高一上?四川嘉祥教育集團(tuán)）Forlate19th-centuryNorthAmericansandEuropeans,adisplayoftableware(餐具)couldshowmuchaboutsomeone’ssocialposition,asthewealthytookgreatcaretogetdifferentkindsofforksforeverything.Beforethe18thcentury,peopleofallclassesusuallyatewithaknifeandaspoon.Thefork’sjourneytothedinnertablewasalongstruggle.InancientEgypt,Greece,andRome,forkswereusedforslicingfoodintopiecesorliftingmeatfromapotorfire.Followingareductioninsize,theforkappearedtohaveentereddiningareasinthecourtsoftheMiddleEastandByzantineEmpirebytheeighthandninthcenturies,andbecamecommonamongwealthyfamiliestherebythetenthcentury.Earlyinthe11thcentury,itappearedinvariouspiecesofEuropeanart.Inthelate11thcentury,St.PeterDamianfromOstiawroteaboutaByzantineprincesswhousedforksandregardedherdyingofadiseaseaspunishmentforsuch“show-offbehavior”.TheforkslowlyspreadfromItalytotherestofEurope.Havingthesameworryabouthygiene(衛(wèi)生),wealthyBritonsalsostartedtobuyforks,inspiredbyQueenVictoria,whoregardedforkuseasasignofgoodmanners.Thefork’sintroductiontoNorthAmericadatesbackto1633,whenJohnWinthrop,afounderoftheMassachusettsBayColony,wasgiftedasetofforks.TheIndustrialRevolutionstrengthenedthefork’spresenceondiningroomtablesasproductionofflatwarebecamelessexpensive.Writingin1896inSocialEtiquette,MaudC．CookedeclaredtheforkhadfinallywonthebattleagainsttheknifeinAmericaand“anyattempttogivetheknifeimportanceontableislookeduponasanoffense(冒犯)againstgoodtaste.”13．Whatcanwelearnaboutforksfromthefirstparagraph?A．Theywereusedimproperlyinthe18thcentury.B．Theyhadmanydifferenttypesinthe19thcentury.C．TheyledtoNorthAmericans’riseinsocialposition.D．TheywerepopularinEuropebeforethe18thcentury.14．WhatwasafunctionofforksinancientEgypt?A．Toeatfood. B．Todecoratetables.C．Tocutfood. D．Tocreateworksofart.15．Whowasagainsttheuseofforks?A．St.PeterDamian B．AByzantineprincessC．QueenVictoria D．MaudC．Cooke16．Whatisthewritingpurposeofthepassage?A．Toshowwhyforksaresopopular.B．Toexplainthedevelopmentoftableware.C．TodescribethedevelopmentofforksovertimeD．Toexplorethehistorybehindusingknivesandforks.話題3語言與文化Passage1（25-26高一上?四川南充西充中學(xué)）AlthoughSouthAfricansareknownfortheirfriendlinessandwarmth,ouraccent(口音)isnotwell-received,withanewstudyshowingouraccentistheworld’s12thfriendliest.Accordingtothestudy,only1inevery100participants(參與者)consideredtheSouthAfricanaccentasthemostfriendly-sounding—abigdropsince2019whenitwasconsideredthesecondmostbeautifulaccentworldwide,whichwasanastonishingresultforme.ThestudyfoundAmericanshadthefriendliestEnglishaccentintheworldwithoneinfiveseeingtheAmericanaccentasthefriendliest.ThoughtheCanadianaccentisthemostcloselyrelatedtogeneralAmericanEnglish,withsimilarrulesforpronunciationandaccent,onlyonein12selecteditasthefriendliestaccent.TheBritishaccentisconsideredthesecondmostfriendlyaccent,withoneinsevenselectingitasthefriendliest.TheAustralianaccentcameinthirdplace,withalmostonein10consideringittobefriendly.AlthoughtheNewZealandaccentissimilartotheAustralianaccent,NewZealanderscame15thwithjust1in100choosingtheKiwiaccentasthefriendliest.Inunderstandingwhysomeaccentsareviewedasmorefriendlythanothers,DrChristopherStrelluffromtheUniversityofWarwicksaidattitudestowardslanguagevarieties(變體)usuallyshowtheideas“wehaveaboutpeoplewhospeakthosevarieties”.“IfpeoplearoundtheworldthinkAmericanEnglishsoundsfriendly,it’sgoodnewsforAmericansbecauseitmeanspeoplethinkofAmericansasfriendlypeople.”“ThemeaningsofEnglishesworldwidearealsochangingrapidlyacrossmanydimensions(維度).Forexample,whileBritishEnglishhashistoricallyprovidedaninternationalmodelfor‘correct’English,peoplewholiveincountrieswhereEnglishisbeinglearnedforgettingintotheglobal(全球的)marketplaceincreasinglypreferAmericanEnglishastheirstandard,”saidStrelluf.“Inthisstudy,theattitudestowardsEnglishshowthebasicwayswecontinuetofindourwaythroughsocialrelationshipsusinglanguageandourthoughtsaboutlanguage.”1．Howdoestheauthorprobablyfeelaboutthestudy?A．Excited. B．Doubtful. C．Surprised. D．Satisfied2．Whichofthefouraccentsisleastfriendlyaccordingtothestudy?A．TheAmericanaccent. B．TheCanadianaccent.C．TheAustralianaccent. D．TheBritishaccent.3．WhatmaythestudyleadpeopletothinkaccordingtoStrelluf?A．Americansareniceandwarm. B．Americansareusuallytalkative.C．Americanslikelanguagetobevaried. D．Americansliketoexploretheworld.4．WhydoesStrellufmentionpeople’spreferredEnglishesinparagraph4?A．Toshowthedevelopmentoftheglobalmarketplace.B．Toexplaintheimportanceoflearning“correctEnglish”.C．TodrawattentiontothechangingfaceofglobalEnglish.D．TocomparethedifferenceofEnglishintheUKandtheUS.Passage2（25-26高一上?四川南充西充中學(xué)）ThenumberofteenagerslearningforeignlanguagesinUKsecondaryschoolshasdroppedby45%since2000,aBBCstudyhasfound.Theattitudetotheresearchwasmixed.WhylearnaforeignlanguagewhenEnglishisspokenbyhundredsofmillionsofpeopleworldwide,somepeoplewondered.Othersquestionedtheneedforasecondlanguagewhentranslationtechnologyisdevelopingsoquickly.However,manyspeakersofforeignlanguagespraisedtheadvantages.BeingintroducedtolanguagesatayoungageissomethingthatteacherEllieBakerbelievesstronglyin.ShefoundedBilingualSing,whichrunsmusicalFrenchandSpanishclassesforchildren.“Since2013,I’vebeenteachingfrombabiesupwards,”MsBakersaid.“Weshouldpreparechildrenforouruncertainfuture.”Amongthebenefitsoflearningasecondlanguageisthepossibilityto“increasebrainpower(智力)”,MsBakersaid.Studieshavesuggestedthatlearningasecondlanguagecanslowbrainaging,andcanleadtohighermentalfunction(心智功能).“Thefutureofourkidswillnotdependonacademic(學(xué)業(yè)的)abilitiesasmuchasithasdone,”shesaid.“We’restillreallyfocusedonacademicgrades.I’mnotsayingtheyarenotimportant,butthey’renoteverything.Wehavetothinkaboutwhatthekidsneedfortheirfuture.”CassandraScott,fromEdinburgh,studiedthreelanguagesinherfinalyearatschool:AdvancedHigherFrenchandGermanaswellasbeginner’slevelRussian,whichherFrenchteachertaught“justforfun”.Scottsaid,“LearninglanguagesatschooldidwondersformyEnglish,givingmeanewviewonmylanguageandalsomorepracticeinlearningliterature,butmoreimportantly,itsetthecourseformycareer(事業(yè)).”Sincestudyingtranslation,shehasworkedasanin-housetranslatorandanassistantlanguageteacher(ofEnglish)inOsaka,Japan.SheisnowatranslatorinEdinburgh.“IlovemyjobandI’llalwaysbethankfultomylanguageteachersatschoolwhotaughtmehowtolearn,”shesaid.5．WhatdoesEllieBakersuggestchildrendo?A．Learnlanguagesthroughmusic. B．Focusontheiracademicgrades.C．Learnlanguagesatanearlyage. D．Beclearabouttheirrealneeds.6．Whatdoestheunderlinedword“benefits”inparagraph3mean?A．Advantages. B．Types. C．Directions. D．Methods.7．WhatisthemajorinfluenceoflearninglanguagesonCassandraScott?A．Itpreparedherforhercareer. B．Ithelpedhertravelaroundtheworld.C．Itmadeherfallinlovewithliterature. D．ItchangedherunderstandingofEnglish.8．Whatisthemainpurposeofthetext?A．Toencouragekidstolearnseveralforeignlanguages.B．Todiscusstheimportanceoflearningforeignlanguages.C．Toshowthechallengeoflearningforeignlanguages.D．Tointroduceanewstudyonforeignlanguagelearning.Passage3（24-25高一上?四川安寧河高中振興聯(lián)盟）Anaccentisaregionalformofpronunciation.ThewayEnglishspeakerspronouncewordscanbeenoughtoshowwhichcountry,orevencity,theyarefrom.Forexample,thewaysomeonesays“water”withalong‘a(chǎn)’soundmighttellustheyarefromthesouthernpartoftheUnitedStates.Soit’shelpful