資源簡介

中小學(xué)教育資源及組卷應(yīng)用平臺
提能訓(xùn)練　[5]
Ⅰ.閱讀理解
A
(2025·廣西一模)
Speaking a native language that requires tones appears to boost perception (感知) of melody, but at the cost of rhythm, researchers report in Current Biology.The massive global study hints at how language skills seep into other areas of cognition.Tonal (聲調(diào)的) languages use pitch to distinguish words that otherwise might sound the same.In Mandarin, for instance, mǎ means horse whereas mā means mother.Nontonal languages like Spanish sometimes include pitch changes to suggest emotion, for example, but not to change a word's meaning.
As a Mandarin speaker and flutist, Liu Jingxuan wandered about the crossover between language and music.While studying psychology as an undergraduate at Duke University, Liu helped analyze the musical abilities of nearly half a million people from 203 countries.Her colleagues had launched an online game in which participants completed several musical tasks, including identifying matching melodies at different pitches and finding beat tracks that fit songs' rhythms.
On average, native speakers of the 19 represented tonal languages were better at the melody task compared with speakers of 29 non-tonal languages.And the effect wasn't small—a tonal first language enhanced melodic perception by about half the amount that music lessons did, which was also surveyed.But tonal language speakers tended to be worse at the rhythm task.
Humans must be choosy about what they pay attention to.Pitch patterns are vital in tonal languages, which might explain the musical trade-off.“You've got a finite resource of attention, and you've got to allocate that somehow，” says study co-author Courtney Hilton，a cognitive scientist at the University of Auckland in New Zealand.
Prior research on language and music often compared just two tongues, usually English and Cantonese or Mandarin.But other cultural influences, such as Eastern and Western music styles, could have affected results.By examining a wide range of people, the new study includes languages never assessed in this way and reaches more general conclusions.“Our result here is showing that the language someone speaks—which is an important part of culture—also shapes cognition，” Hilton says.
語篇導(dǎo)讀：本文主要介紹了帶有音調(diào)的語言可以提高母語者的旋律感知能力，但是也會在一定程度上降低他們的節(jié)奏感。
1．What do the underlined words “seep into” in the first paragraph mean？
A．Enter gradually. B．Control constantly.
C．Damage slightly. D．Understand completely.
解析：A　詞義猜測題。根據(jù)第一段中的“Speaking a native language that requires tones appears to boost perception(感知) of melody”可知，說需要音調(diào)的母語似乎可以增強(qiáng)對旋律的感知。再根據(jù)畫線詞所在句“The massive global study hints at how language skills seep into other areas of cognition.”可知，此處表示大規(guī)模的全球研究揭示語言技能對認(rèn)知的其他領(lǐng)域的影響，即語言技能是如何滲透到認(rèn)知的其他領(lǐng)域。由此可推知，畫線短語意為“滲透”，A項為其同義表達(dá)。故選A。
2．What information can we get from the musical tasks of Liu Jingxuan's colleagues？
A．Tonal languages determine our music abilities.
B．Tonal first languages can take the place of music lessons.
C．Tonal language speakers perform better in the rhythm tasks.
D．Tonal languages help native speakers to better acquire melody.
解析：D　細(xì)節(jié)理解題。根據(jù)第三段中的“On average, native speakers of the 19 represented tonal languages were better at the melody task compared with speakers of 29 non-tonal languages.And the effect wasn't small—a tonal first language enhanced melodic perception by about half the amount that music lessons did, which was also surveyed.”可知，帶有音調(diào)的語言有助于母語者更好地掌握旋律。故選D。
3．Which of the following statements does Courtney Hilton most agree with？
A．The musical trade-off enhances human cognition.
B．The musical abilities boost human perception of melody.
C．A limited span of attention accounts for human musical trade-off.
D．English and Cantonese or Mandarin affect human musical abilities.
解析：C　推理判斷題。根據(jù)第四段中的“You've got a finite resource of attention, and you've got to allocate that somehow”可推知，考特尼·希爾頓可能會認(rèn)同有限的注意力跨度解釋了人類在音樂上的權(quán)衡。故選C。
4．What is the text mainly about？
A．Native language influences human culture.
B．Native language might shape musical ability.
C．Native language is an important part of culture.
D．Native language enhances human melodic perception.
解析：B　主旨大意題。通讀全文，尤其是根據(jù)第一段中的“Speaking a native language that requires tones appears to boost perception of melody, but at the cost of rhythm...”可知，文章在首段提出一項研究：帶有音調(diào)的語言可以提高母語者的旋律感知能力，但在一定程度上降低他們的節(jié)奏感。下文詳細(xì)介紹了該研究方法與結(jié)果，故本文主要介紹了母語可能塑造音樂能力。故選B。
B
(2025·湖北省七市州調(diào)測)
Every morning on the island of Oahu, students at Pū‘ōh(huán)ala Elementary gather on a field as towering mountains watch them from the mist.Their day starts with songs in‘ōlelo Hawai‘i, the islands' native language, restating values of respect and justice that their teachers hope will guide them through their education, and throughout their lives.
Like most kids of their age, they're not concerned about the significance of the language they're learning.Still, they have a weighty responsibility: to receive the torch (火炬) and insure the security of‘ōlelo Hawai‘i for future generations.
It was only 50 years ago that the language was on the edge of extinction.Though the situation has much improved, in many ways‘ōlelo Hawai‘i is still on life support.Teachers say there's a huge enthusiasm for school kids to learn the language, but as they grow up, they're encouraged to focus on “more useful” subjects and use English, which is believed to assist them in achieving success in their work.In 2016, there were 18,610 Hawaiian speakers on the islands.
“One hundred thousand is the approximate number of speakers needed to consider the language safe，” says Solomon, a professor of Hawaiian language at the University of Hawai‘i at Mānoa.“The idea is that there are enough people passing it on to the next generation, socializing their children to use the language in all domains of life, to express all thoughts and needs and desires.”
Fortunately, the kids of Pū‘ōh(huán)ala Elementary will take the responsibility to continue the work of the current young adults defending the language, expanding access to‘ōlelo Hawai‘i in part through social media platforms, and making the language a practical skill in adulthood.These youth, along with those committed to recovering the language from previous generations, share their hopes for the better.
語篇導(dǎo)讀：本文主要介紹為了傳承夏威夷語言，教師帶領(lǐng)孩子們學(xué)習(xí)當(dāng)?shù)卣Z言，并在生活中使用該語言，以便更好地傳承本族文化。
5．What are the students at Pū‘ōh(huán)ala Elementary expected to do？
A．To figure out the value of life.
B．To go out of the island of Oahu.
C．To pass their native language down.
D．To draw people's attention to folk songs.
解析：C　細(xì)節(jié)理解題。根據(jù)第二段中的“they have a weighty responsibility: to receive the torch(火炬) and insure the security of ‘ōlelo Hawai‘i for future generations”可知，該校學(xué)生承擔(dān)傳承夏威夷當(dāng)?shù)卣Z言的重任。故選C。
6．What makes the students abandon‘ōlelo Hawai‘i？
A．Career development.
B．The improved situation.
C．Lack of enthusiasm.
D．Little educational support.
解析：A　細(xì)節(jié)理解題。根據(jù)第三段中的“they're encouraged to focus on ‘more useful’ subjects and use English, which is believed to assist them in achieving success in their work”可知，為了在工作中取得成功，很多學(xué)生放棄夏威夷語言的學(xué)習(xí)。故選A。
7．What is the current situation of ‘ōlelo Hawai‘i according to Professor Solomon？
A．It is used in all walks of life.
B．It is considered a safe language.
C．It demands more speakers to be safe.
D．It has one hundred thousand speakers.
解析：C　細(xì)節(jié)理解題。根據(jù)第三段中的“In 2016, there were 18,610 Hawaiian speakers on the islands.”及第四段中的“One hundred thousand is the approximate number of speakers needed to consider the language safe”可知，目前夏威夷語言的使用者遠(yuǎn)達(dá)不到安全數(shù)量100,000，因此需要有更多使用者才能確保該語言的安全。故選C。
8．What is the author's attitude towards the future of ‘ōlelo Hawai‘i？
A．Worried. B．Hopeful.
C．Unclear. D．Reserved.
解析：B　推理判斷題。根據(jù)最后一段“Fortunately, ...take the responsibility to continue the work...expanding access to ‘ōlelo Hawai‘i...making the language a practical skill in adulthood.These youth, along with...share their hopes for the better.”可知，作者肯定了目前人們保護(hù)夏威夷語言的努力，對夏威夷語言的未來持積極樂觀的態(tài)度。故選B。
Ⅱ.完形填空
(2025·湖北省起點考)
When I moved to a new school, my grades began to slip, and a once outgoing personality faded into the background.
One day, after I handed in yet another 1.　　　 done assignment, Mr.Thompson, the math teacher asked me to stay after class.In the afternoon the class was 2.　　　, leaving just the two of us in the classroom.
“Alex, is everything alright？” Mr.Thompson asked, his voice filled with 3.　　　.
When I 4.　　　 my troubles, Mr.Thompson listened with patience, nodding 5.　　　.He then shared a story about his own 6.　　　 when he was younger—moving frequently due to his father's military career.
“That must have been 7.　　　, ” I said, feeling a connection for the first time in weeks.Mr.Thompson 8.　　　, “It was.But I learned that seeking help and finding supportive people made a 9.　　　.How about we work on a plan to get you back on track？”
With that, Mr.Thompson became a lifeline for me.He set up weekly meetings to 10.　　　 what I had learnt and discuss strategies to improve my academic performance.He also 11.　　　 me to join the school's debate team, knowing it would be a good way for me to meet new friends and 12.　　　 confidence.
As months passed, I made rapid progress.The 13.　　　 with Mr.Thompson grew stronger.At that moment, the realization 14.　　　 me: even in the darkest times, the 15.　　　 of others could light the way.
語篇導(dǎo)讀：作者來到新學(xué)校，成績下滑，性格轉(zhuǎn)變。Thompson先生不僅在學(xué)習(xí)上給予作者關(guān)心和幫助，還鼓勵作者參加學(xué)校辯論隊，最終作者成績提高、重獲信心，這讓作者意識到即使在最黑暗的時刻，他人的善舉也會照亮前方的路。
1．A.neatly B．poorly
C．properly D．briefly
解析：B　根據(jù)上文的“my grades began to slip”和下文的“Mr.Thompson, the math teacher asked me to stay after class”可知，作者成績下滑，在一次交了一份寫得很差(poorly)的作業(yè)后， Thompson先生要求作者課后留下來。neatly整潔地；properly適當(dāng)?shù)兀籦riefly簡要地。故選B。
2．A.dismissed B．organized
C．informed D．grouped
解析：A　根據(jù)上文的“the math teacher asked me to stay after class”和下文的“l(fā)eaving just the two of us in the classroom”可知，下午放學(xué)后，教室里僅剩下作者和Thompson先生兩個人。organize組織，籌備；inform知會，通知；group(使)成群，成組，聚集。故選A(dismiss“解散”)。故選A。
3．A.surprise B．certainty
C．concern D．relief
解析：C　根據(jù)上文的“Alex, is everything alright？”和下文描述的Thompson先生對作者的善意幫助可知， Thompson先生應(yīng)是表達(dá)對作者的關(guān)心。surprise驚奇；certainty確信，確實；relief寬慰。故選C(concern“憂慮，擔(dān)心，關(guān)切”)。故選C。
4．A.suffered from B．a(chǎn)sked for
C．dealt with D．poured out
解析：D　根據(jù)空后的“Mr.Thompson listened with patience”可知，當(dāng)作者傾訴(poured out)煩惱時，Thompson先生耐心地聽著。suffer from遭受；ask for要求；deal with處理。故選D。
5．A.gratefully B．thoughtfully
C．casually D．hopefully
解析：B　此處表示 Thompson先生耐心地聽作者傾訴，還若有所思地(thoughtfully)點點頭。gratefully感激地；casually不經(jīng)意地；hopefully有希望地。故選B。
6．A.struggles B．failures
C．choices D．dreams
解析：A　根據(jù)空后的“when he was younger—moving frequently due to his father's military career”和第五段的“seeking help”可知，此處Thompson先生給作者講他年幼時由于經(jīng)常搬家遇到的困難(struggles)。failure失敗；choice選擇；dream夢想。故選A。
7．A.rare B．strange
C．tough D．unique
解析：C　根據(jù)下文的“feeling a connection”可知，作者對Thompson先生幼年的遭遇感同身受，確信那是一段艱難的(tough)時光。rare罕見的；strange奇怪的；unique獨特的。故選C。
8．A.choked B．signed
C．nodded D．stared
解析：C　根據(jù)空后Thompson先生的回答“It was.”可知，Thompson先生應(yīng)是點頭(nodded)表示認(rèn)同。 choke哽咽著說；sign示意，打手勢；stare凝視，注視。故選C。
9．A.difference B．promise
C．decision D．point
解析：A　根據(jù)空后的“How about we work on a plan to get you back on track？”可知， Thompson先生認(rèn)為尋求幫助和找到支持自己的人會有作用。make a difference有影響，起作用。promise許諾，承諾；decision抉擇；point觀點，見解。故選A。
10．A.quote B．review
C．prove D．exchange
解析：B　上文提到作者成績下滑，根據(jù)空后的“what I had learnt and discuss strategies to improve my academic performance”可知，Thompson先生每周與作者見面，幫作者復(fù)習(xí)(review)學(xué)過的內(nèi)容，討論提高學(xué)習(xí)成績的策略。quote引用，引述；prove證明，證實；exchange交流。故選B。
11．A.ordered B．a(chǎn)ppointed
C．encouraged D．elected
解析：C　根據(jù)下文的“knowing it would be a good way for me to meet new friends and 12 confidence”可知， Thompson 先生還鼓勵(encouraged)作者加入學(xué)校的辯論隊。order命令，要求；appoint指定；elect選舉，推選。故選C。
12．A.affect B．convey
C．maintain D．regain
解析：D　第一段講作者來到新學(xué)校，成績下滑，曾經(jīng)外向的個性也已不在，由此可推知，作者對自己失去信心。再根據(jù)空前的“join the school's debate team, knowing it would be a good way for me to meet new friends”可知，Thompson先生知道，對作者來說，加入學(xué)校辯論隊是結(jié)交新朋友和重獲(regain)信心的一個好方法。affect影響；convey表達(dá)，傳遞；maintain保持。故選D。
13．A.bond B．similarity
C．competition D．cooperation
解析：A　上文講Thompson先生每周都幫助作者學(xué)習(xí)，并給予作者鼓勵。故此處表示幾個月過去了，作者取得巨大進(jìn)步，與Thompson先生的關(guān)系(bond)也越來越親密了。similarity相似處；competition比賽，競爭；cooperation合作，協(xié)作。故選A。
14．A.escaped B．hit
C．upset D．shocked
解析：B　根據(jù)下文的“even in the darkest times, the 15 of others could light the way”可知，此處描述的是作者的認(rèn)識。hit在此作動詞，意為“使突然想起”，屬于熟詞生義的用法。realization hits sb.某人認(rèn)識到。 escape擺脫；upset使煩惱；shock使震驚。故選B。
15．A.confidence B．wisdom
C．patience D．kindness
解析：D　文章描述了Thompson先生在學(xué)習(xí)上給予作者關(guān)心和幫助，并鼓勵作者參加學(xué)校辯論隊，重獲信心。這些都是Thompson先生的善舉，照亮了作者前進(jìn)的道路。confidence信心；wisdom智慧；patience耐心。故選D(kindness“善舉”)。故選D。
Ⅲ.七選五
(2024·南京市學(xué)情調(diào)研)
Rene Campbell has devoted most of her life to shaping her figure into one completely against what society thinks a woman should look like.
“I was always very insecure about my body image, as everyone seemed to know for sure that women needed to look a certain way, ”she says when reflecting on her motivation to transform herself. 1.　　　For quite some time, she struggled with eating disorders because she was trying to keep her weight really low and appear skinny, like the women on magazine covers. 2.　　　It was then that she became attracted by the way these seemingly confident women held themselves.
However, building her dream body—gaining over 85 pounds, going from a size 8 to 14—has had its challenges, too.“ 3.　　　When I tell them that I am a female bodybuilder, the first reaction is, ‘Muscles of women are just not attractive, ’”Campbell says.Though she loves the way she now looks, she is sometimes treated with cruelty.
4.　　　Even though there is a huge market encouraging women to build muscles and tighten their figures, the ideal still stands for smaller waists, and thin legs, the so-called perfect figure.For women to build up strong muscles, it takes a strong heart.
“I gradually learn to ignore others' voices and become committed to the training.It is a very big shift for me, and it has won me plenty of awards. 5.　　　My bodybuilding journey makes me realize that I need to do things for myself, ”Campbell says.
A．She was constantly feeling under pressure.
B．Women have to pay a huge price to build a slim figure.
C．It does bring a sense of confidence and mental strength.
D．The body of super-muscular women is considered unwelcome.
E．Luckily, Campbell was chosen to shoot for one of the magazines.
F．People don't understand why women would want to be muscular.
G．Purely by chance, Campbell attended a women's bodybuilding show.
語篇導(dǎo)讀：Rene Campbell女士將她生活的大部分時間都用于改變自己的身材。起初她也喜歡所謂的完美身材——細(xì)腰瘦腿，但后來才意識到，對女性而言，不必在意他人的言語，女性也可以擁有強(qiáng)健的肌肉。
解析：
1．A　根據(jù)空前內(nèi)容可知， Rene Campbell在為自己的身材焦慮；根據(jù)空后內(nèi)容可知，她在努力讓自己變瘦。由此可知，空處應(yīng)說明在社會意義上對女性身材的要求給Rene Campbell造成的負(fù)面影響。A項承上啟下，符合語境。故選A。
2．G　根據(jù)空后一句可知，就在那時， Rene Campbell被這些看似自信的女性保持自我的方式吸引。故該空會涉及在什么時候發(fā)生的這件事。G項“純偶然的一次機(jī)會， Rene Campbell參加了一個女性健身節(jié)目。”符合語境。故選G。
3．F　根據(jù)空后一句可知，Rene Campbell告訴他們自己是女性健美者時，他們的第一反應(yīng)是女性的肌肉沒有那么吸引人。F項“人們不理解為什么女性想要肌肉發(fā)達(dá)的。”承接下文，符合語境。故選F。
4．D　根據(jù)空后內(nèi)容可知，盡管有一個巨大的市場鼓勵女性增肌塑形，但理想的身材意味著細(xì)腰瘦腿，即所謂的完美身材。女性要想鍛煉出強(qiáng)健的肌肉，需要一顆堅強(qiáng)的心。由此說明，大眾并不喜歡女性的肌肉身材。故選D。
5．C　根據(jù)上文內(nèi)容可知， Rene Campbell漸漸開始忽略別人的聲音，致力于形體訓(xùn)練，這給她帶來了很大的改變，也為她贏得了很多獎項；根據(jù)下文內(nèi)容可知，健身之路讓她意識到該為自己做些什么了。由此可推知，空處應(yīng)說明健身為Rene Campbell帶來的積極影響。故選C。
Ⅳ.讀后續(xù)寫
閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
(2025·上饒一模)
My sixth-grade students were seated in a large circle on the floor of our classroom.Each student held a different tool in his or her hand, such as a hammer, a flashlight, and even an awl.The lesson had gone perfectly.The students discussed how words are like tools—they have the ability to build or to destroy someone, and they discovered how the right tool used at the right time for the right job can cause great results.The sixth graders freely shared personal stories of how they had experienced someone's words used as a tool, to wound or to heal someone.I watched and listened with a sense of satisfaction—they got it!
A few days later, one of my students, Laura, had an unexpected and uncharacteristic outburst of destructive behavior in class.She refused to work with her group.I was aware from reading Laura's file that she had struggled with rebellious (叛逆的) behavior in previous years, but we had developed a good relationship and she was always a respectful, thoughtful, and positive contributor to our class.Her behavior caught me off guard.I asked her to excuse herself and told her I would visit with her in our next door team center in just a minute.She refused to leave and sat silently glaring at me from the back of the room.I rather firmly told her she needed to excuse herself—this was NOT optional.She knew I meant it.She marched from the back of the room to our classroom door, shooting me an angry look, and slammed the door as she left for the team meeting room.
I continued our lesson and when the students were working together in their groups, I gently closed our classroom door behind me, and then marched the five steps next door to our meeting room where Laura was seated.In an unexpected and uncharacteristic gesture of frustration, I slammed the meeting room door behind me.As I stood over her, I began to express how disrespectful and uncalled-for her behavior had been to our class.Her behavior angered me and I was sharp in my tone and my words.Without looking at me, she absorbed my anger.
注意：1.續(xù)寫詞數(shù)應(yīng)為150左右；
2．請按如下格式在相應(yīng)的位置作答。
When I paused for her response, she slowly turned and proudly stated, “You're using your ‘tool’ against me！”
For the rest of the day and the rest of the year, Laura never had another outburst.
【寫作提示】
故事人物 作者(老師)、勞拉(作者的學(xué)生)
故事梗概 作者作為一名老師，成功地教給自己的六年級學(xué)生怎樣言談適度，因為言語就像工具——既能建立也能破壞人際關(guān)系。但是，幾天后學(xué)生勞拉奇怪地表現(xiàn)出叛逆行為，影響了課堂教學(xué)。作者要求她去旁邊會議室，勞拉砰地摔門而去。作者趁著學(xué)生們小組活動的時候去處理剛才的問題，像勞拉一樣，作者也砰地關(guān)上了會議室的門，然后開始批評勞拉的行為。
續(xù)寫要點 第一段：1.描寫作者意識到自己在用語言工具傷害勞拉，并且改變態(tài)度；2.勞拉也明白了言語的傷害有多么深。第二段：1.描寫師生關(guān)系越來越好；2.這件事對作者的影響。
參考范文：
When I paused for her response, she slowly turned and proudly stated, “You're using your‘tool’ against me！”Her words hit me that I had used my authority and anger as a tool to hurt her, just as we had discussed during our lesson.Feeling a mix of guilt and admiration for her insight, I took a deep breath and softened my tone.I apologized to Laura sincerely, acknowledging that I should have approached the situation differently, with understanding and empathy.She looked me in the eye and softly said, “Yes, I forgive you, Mrs.Ekre.I'm sorry, too.”
For the rest of the day and the rest of the year, Laura never had another outburst.Our relationship deepened day by day.At the end of the year, she wrote me a beautiful letter about how she loved being in my class and about some of the most important lessons she learned.Attached to the note was a small key—a tool, she said, for a language art teacher who taught her how important words can be.It serves as my reminder of not only a lesson I taught as a teacher but one I really learned from my student.
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提能訓(xùn)練　[5]
Ⅰ.閱讀理解
A
(2025·廣西一模)
Speaking a native language that requires tones appears to boost perception (感知) of melody, but at the cost of rhythm, researchers report in Current Biology.The massive global study hints at how language skills seep into other areas of cognition.Tonal (聲調(diào)的) languages use pitch to distinguish words that otherwise might sound the same.In Mandarin, for instance, mǎ means horse whereas mā means mother.Nontonal languages like Spanish sometimes include pitch changes to suggest emotion, for example, but not to change a word's meaning.
As a Mandarin speaker and flutist, Liu Jingxuan wandered about the crossover between language and music.While studying psychology as an undergraduate at Duke University, Liu helped analyze the musical abilities of nearly half a million people from 203 countries.Her colleagues had launched an online game in which participants completed several musical tasks, including identifying matching melodies at different pitches and finding beat tracks that fit songs' rhythms.
On average, native speakers of the 19 represented tonal languages were better at the melody task compared with speakers of 29 non-tonal languages.And the effect wasn't small—a tonal first language enhanced melodic perception by about half the amount that music lessons did, which was also surveyed.But tonal language speakers tended to be worse at the rhythm task.
Humans must be choosy about what they pay attention to.Pitch patterns are vital in tonal languages, which might explain the musical trade-off.“You've got a finite resource of attention, and you've got to allocate that somehow，” says study co-author Courtney Hilton，a cognitive scientist at the University of Auckland in New Zealand.
Prior research on language and music often compared just two tongues, usually English and Cantonese or Mandarin.But other cultural influences, such as Eastern and Western music styles, could have affected results.By examining a wide range of people, the new study includes languages never assessed in this way and reaches more general conclusions.“Our result here is showing that the language someone speaks—which is an important part of culture—also shapes cognition，” Hilton says.
1．What do the underlined words “seep into” in the first paragraph mean？
A．Enter gradually. B．Control constantly.
C．Damage slightly. D．Understand completely.
2．What information can we get from the musical tasks of Liu Jingxuan's colleagues？
A．Tonal languages determine our music abilities.
B．Tonal first languages can take the place of music lessons.
C．Tonal language speakers perform better in the rhythm tasks.
D．Tonal languages help native speakers to better acquire melody.
3．Which of the following statements does Courtney Hilton most agree with？
A．The musical trade-off enhances human cognition.
B．The musical abilities boost human perception of melody.
C．A limited span of attention accounts for human musical trade-off.
D．English and Cantonese or Mandarin affect human musical abilities.
4．What is the text mainly about？
A．Native language influences human culture.
B．Native language might shape musical ability.
C．Native language is an important part of culture.
D．Native language enhances human melodic perception.
B
(2025·湖北省七市州調(diào)測)
Every morning on the island of Oahu, students at Pū‘ōh(huán)ala Elementary gather on a field as towering mountains watch them from the mist.Their day starts with songs in‘ōlelo Hawai‘i, the islands' native language, restating values of respect and justice that their teachers hope will guide them through their education, and throughout their lives.
Like most kids of their age, they're not concerned about the significance of the language they're learning.Still, they have a weighty responsibility: to receive the torch (火炬) and insure the security of‘ōlelo Hawai‘i for future generations.
It was only 50 years ago that the language was on the edge of extinction.Though the situation has much improved, in many ways‘ōlelo Hawai‘i is still on life support.Teachers say there's a huge enthusiasm for school kids to learn the language, but as they grow up, they're encouraged to focus on “more useful” subjects and use English, which is believed to assist them in achieving success in their work.In 2016, there were 18,610 Hawaiian speakers on the islands.
“One hundred thousand is the approximate number of speakers needed to consider the language safe，” says Solomon, a professor of Hawaiian language at the University of Hawai‘i at Mānoa.“The idea is that there are enough people passing it on to the next generation, socializing their children to use the language in all domains of life, to express all thoughts and needs and desires.”
Fortunately, the kids of Pū‘ōh(huán)ala Elementary will take the responsibility to continue the work of the current young adults defending the language, expanding access to‘ōlelo Hawai‘i in part through social media platforms, and making the language a practical skill in adulthood.These youth, along with those committed to recovering the language from previous generations, share their hopes for the better.
5．What are the students at Pū‘ōh(huán)ala Elementary expected to do？
A．To figure out the value of life.
B．To go out of the island of Oahu.
C．To pass their native language down.
D．To draw people's attention to folk songs.
6．What makes the students abandon‘ōlelo Hawai‘i？
A．Career development.
B．The improved situation.
C．Lack of enthusiasm.
D．Little educational support.
7．What is the current situation of ‘ōlelo Hawai‘i according to Professor Solomon？
A．It is used in all walks of life.
B．It is considered a safe language.
C．It demands more speakers to be safe.
D．It has one hundred thousand speakers.
8．What is the author's attitude towards the future of ‘ōlelo Hawai‘i？
A．Worried. B．Hopeful.
C．Unclear. D．Reserved.
Ⅱ.完形填空
(2025·湖北省起點考)
When I moved to a new school, my grades began to slip, and a once outgoing personality faded into the background.
One day, after I handed in yet another 1.　　　 done assignment, Mr.Thompson, the math teacher asked me to stay after class.In the afternoon the class was 2.　　　, leaving just the two of us in the classroom.
“Alex, is everything alright？” Mr.Thompson asked, his voice filled with 3.　　　.
When I 4.　　　 my troubles, Mr.Thompson listened with patience, nodding 5.　　　.He then shared a story about his own 6.　　　 when he was younger—moving frequently due to his father's military career.
“That must have been 7.　　　, ” I said, feeling a connection for the first time in weeks.Mr.Thompson 8.　　　, “It was.But I learned that seeking help and finding supportive people made a 9.　　　.How about we work on a plan to get you back on track？”
With that, Mr.Thompson became a lifeline for me.He set up weekly meetings to 10.　　　 what I had learnt and discuss strategies to improve my academic performance.He also 11.　　　 me to join the school's debate team, knowing it would be a good way for me to meet new friends and 12.　　　 confidence.
As months passed, I made rapid progress.The 13.　　　 with Mr.Thompson grew stronger.At that moment, the realization 14.　　　 me: even in the darkest times, the 15.　　　 of others could light the way.
1．A.neatly B．poorly
C．properly D．briefly
2．A.dismissed B．organized
C．informed D．grouped
3．A.surprise B．certainty
C．concern D．relief
4．A.suffered from B．a(chǎn)sked for
C．dealt with D．poured out
5．A.gratefully B．thoughtfully
C．casually D．hopefully
6．A.struggles B．failures
C．choices D．dreams
7．A.rare B．strange
C．tough D．unique
8．A.choked B．signed
C．nodded D．stared
9．A.difference B．promise
C．decision D．point
10．A.quote B．review
C．prove D．exchange
11．A.ordered B．a(chǎn)ppointed
C．encouraged D．elected
12．A.affect B．convey
C．maintain D．regain
13．A.bond B．similarity
C．competition D．cooperation
14．A.escaped B．hit
C．upset D．shocked
15．A.confidence B．wisdom
C．patience D．kindness
Ⅲ.七選五
(2024·南京市學(xué)情調(diào)研)
Rene Campbell has devoted most of her life to shaping her figure into one completely against what society thinks a woman should look like.
“I was always very insecure about my body image, as everyone seemed to know for sure that women needed to look a certain way, ”she says when reflecting on her motivation to transform herself. 1.　　　For quite some time, she struggled with eating disorders because she was trying to keep her weight really low and appear skinny, like the women on magazine covers. 2.　　　It was then that she became attracted by the way these seemingly confident women held themselves.
However, building her dream body—gaining over 85 pounds, going from a size 8 to 14—has had its challenges, too.“ 3.　　　When I tell them that I am a female bodybuilder, the first reaction is, ‘Muscles of women are just not attractive, ’”Campbell says.Though she loves the way she now looks, she is sometimes treated with cruelty.
4.　　　Even though there is a huge market encouraging women to build muscles and tighten their figures, the ideal still stands for smaller waists, and thin legs, the so-called perfect figure.For women to build up strong muscles, it takes a strong heart.
“I gradually learn to ignore others' voices and become committed to the training.It is a very big shift for me, and it has won me plenty of awards. 5.　　　My bodybuilding journey makes me realize that I need to do things for myself, ”Campbell says.
A．She was constantly feeling under pressure.
B．Women have to pay a huge price to build a slim figure.
C．It does bring a sense of confidence and mental strength.
D．The body of super-muscular women is considered unwelcome.
E．Luckily, Campbell was chosen to shoot for one of the magazines.
F．People don't understand why women would want to be muscular.
G．Purely by chance, Campbell attended a women's bodybuilding show.
Ⅳ.讀后續(xù)寫
閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。
(2025·上饒一模)
My sixth-grade students were seated in a large circle on the floor of our classroom.Each student held a different tool in his or her hand, such as a hammer, a flashlight, and even an awl.The lesson had gone perfectly.The students discussed how words are like tools—they have the ability to build or to destroy someone, and they discovered how the right tool used at the right time for the right job can cause great results.The sixth graders freely shared personal stories of how they had experienced someone's words used as a tool, to wound or to heal someone.I watched and listened with a sense of satisfaction—they got it!
A few days later, one of my students, Laura, had an unexpected and uncharacteristic outburst of destructive behavior in class.She refused to work with her group.I was aware from reading Laura's file that she had struggled with rebellious (叛逆的) behavior in previous years, but we had developed a good relationship and she was always a respectful, thoughtful, and positive contributor to our class.Her behavior caught me off guard.I asked her to excuse herself and told her I would visit with her in our next door team center in just a minute.She refused to leave and sat silently glaring at me from the back of the room.I rather firmly told her she needed to excuse herself—this was NOT optional.She knew I meant it.She marched from the back of the room to our classroom door, shooting me an angry look, and slammed the door as she left for the team meeting room.
I continued our lesson and when the students were working together in their groups, I gently closed our classroom door behind me, and then marched the five steps next door to our meeting room where Laura was seated.In an unexpected and uncharacteristic gesture of frustration, I slammed the meeting room door behind me.As I stood over her, I began to express how disrespectful and uncalled-for her behavior had been to our class.Her behavior angered me and I was sharp in my tone and my words.Without looking at me, she absorbed my anger.
注意：1.續(xù)寫詞數(shù)應(yīng)為150左右；
2．請按如下格式在相應(yīng)的位置作答。
When I paused for her response, she slowly turned and proudly stated, “You're using your ‘tool’ against me！”
For the rest of the day and the rest of the year, Laura never had another outburst.
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