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Unit 1 閱讀理解精練（解析版）
目錄
1.基礎(chǔ)篇
Passage 1 - ----------------------------------------------------------1
Passage 2 ----------------------------------------------------------- 4
Passage 3 ----------------------------------------------------------- 8
1.拔高篇
Passage 4 - ---------------------------------------------------------11
Passage 5 ---------------------------------------------------------- 14
Passage 6 ---------------------------------------------------------- 18
Passage 7 ---------------------------------------------------------- 22
Passage 8 ---------------------------------------------------------- 26
基礎(chǔ)篇
Passage 1
難度
In the United States, high school students are deeply involved in a wide range of extra - curricular activities, which form an integral part of their school experience. These activities are not just after - school pastimes but are considered crucial for personal development. For instance, sports teams are a cornerstone of this culture. Schools offer diverse options such as basketball, football, baseball, soccer, and even less common ones like lacrosse and swimming. Joining a sports team is more than just about physical exercise; it helps students maintain good health by encouraging regular workouts and teaches them essential life skills like teamwork, discipline, and how to handle both victory and defeat gracefully.
Beyond sports, the artistic sphere thrives with numerous clubs catering to different interests. Art clubs provide a creative space where students explore various mediums—from watercolor painting and charcoal drawing to sculpting with clay and making intricate handicrafts. Music clubs, on the other hand, are vibrant hubs where students can showcase their talents: some sing in choirs, others play instruments like the piano, guitar, or violin, and a few even form their own bands, practicing regularly to perform at school events or local competitions.
There's also a strong emphasis on community service through clubs designed for students who have a passion for helping others. The volunteer club stands out as one of the most popular, with members engaging in a variety of meaningful activities. They frequently visit old - age homes, spending time chatting with residents, organizing small concerts, or assisting with daily chores. They also participate in park clean - ups, planting trees, and collecting litter to keep public spaces tidy. Additionally, they often organize fund - raising events like bake sales or charity runs to collect money for organizations that support children in need or fund medical research.
1.What makes extra - curricular activities important in American high schools
A. They help students get better grades in exams.
B. They are required by the school curriculum.
C. They contribute to personal growth and are part of school life.
D. They allow students to skip some classes.
2.Which skill is NOT mentioned as a benefit of joining a sports team
A. Learning to work with others.
B. Developing self - discipline.
C. Mastering professional sports techniques.
D. Dealing with success and failure.
3.What activity can students do in music clubs according to the passage
A. Learn to make handicrafts.
B. Perform in school events.
C. Organize park clean - ups.
D. Teach art to younger students.
4.Why do volunteer club members organize fund - raising events
A. To earn money for their own club activities.
B. To support charitable causes and those in need.
C. To buy new equipment for the school.
D. To pay for their trips to old - age homes.
解析：
1.答案：C
解析：文章開(kāi)頭提到 “In the United States, high school students are deeply involved in a wide range of extra - curricular activities, which form an integral part of their school experience. These activities are not just after - school pastimes but are considered crucial for personal development.”，明確指出課外活動(dòng)是學(xué)校生活的重要組成部分，且對(duì)個(gè)人發(fā)展至關(guān)重要，所以選 C。
2.答案：C
解析：文中提到 “Joining a sports team... teaches them essential life skills like teamwork, discipline, and how to handle both victory and defeat gracefully.”，A（團(tuán)隊(duì)合作）、B（自律）、D（應(yīng)對(duì)成敗）均有提及，C（掌握專業(yè)運(yùn)動(dòng)技巧）未提到，故選 C。
3.答案：B
解析：根據(jù) “Music clubs... a few even form their own bands, practicing regularly to perform at school events or local competitions.” 可知，音樂(lè)俱樂(lè)部的學(xué)生可以在學(xué)校活動(dòng)中表演，選 B。
4.答案：B
解析：文中說(shuō) “they often organize fund - raising events... to collect money for organizations that support children in need or fund medical research.”，說(shuō)明籌款是為了支持慈善事業(yè)和有需要的人，選 B。
詞組總結(jié)
extra - curricular activities（課外活動(dòng)）
integral part（組成部分）
personal development（個(gè)人發(fā)展）
a wide range of（各種各樣的）
participate in（參與）
fund - raising events（籌款活動(dòng)）
句式總結(jié)
“... not just... but...”（不僅…… 而且……）：
These activities are not just after - school pastimes but are considered crucial for personal development.
“... such as...”（例如……）：
Schools offer diverse options such as basketball, football, baseball, soccer...
翻譯練習(xí)題：
1.參加課外活動(dòng)對(duì)學(xué)生的個(gè)人發(fā)展至關(guān)重要。
2.音樂(lè)俱樂(lè)部的成員們經(jīng)常練習(xí)，以便能在學(xué)校活動(dòng)中表現(xiàn)出色。
3.志愿者們致力于幫助那些有需要的人，并為慈善項(xiàng)目籌集資金。
參考譯文及解析
1.
Participating in extra - curricular activities is crucial for students' personal development.
解析：“參加” 翻譯為 “Participating in”，“課外活動(dòng)” 是 “extra - curricular activities”，“對(duì)…… 至關(guān)重要” 用 “is crucial for”，“個(gè)人發(fā)展” 為 “personal development”。此句結(jié)構(gòu)為動(dòng)名詞短語(yǔ)作主語(yǔ)，符合英語(yǔ)表達(dá)習(xí)慣。
2.Members of the music club practice regularly so that they can perform well in school events.
解析：“音樂(lè)俱樂(lè)部的成員們” 譯為 “Members of the music club”，“經(jīng)常練習(xí)” 是 “practice regularly”，“以便能在學(xué)校活動(dòng)中表現(xiàn)出色” 用 “so that they can perform well in school events”，“so that” 引導(dǎo)目的狀語(yǔ)從句，準(zhǔn)確表達(dá)目的。
3.Volunteers are committed to helping those in need and raising funds for charitable projects.
解析：“志愿者們” 是 “Volunteers”，“致力于” 翻譯為 “are committed to”，“幫助那些有需要的人” 是 “helping those in need”，“為慈善項(xiàng)目籌集資金” 譯為 “raising funds for charitable projects”，“be committed to doing sth.” 是固定搭配，體現(xiàn) “致力于” 的含義。
Passage 2
難度
As a high school freshman, I'll never forget my first week of high school—it was a whirlwind of new experiences and surprises. The transition from junior high was more significant than I had anticipated, starting with the physical size of the school. The campus was sprawling, with multiple buildings connected by walkways, and I spent the first two days constantly checking a map to find my classrooms. The numbering system for the rooms was entirely different from what I was used to; instead of simple numbers like "101" or "205", they had codes like "B - 304" where "B" stood for the second building. This confusion led to me being late for my history class on the first day, which was quite embarrassing.
The academic environment was another eye - opener. The teachers had a distinct approach to teaching—they didn't just lecture and assign textbook exercises. Instead, they expected us to take more responsibility for our learning. In my English class, for example, the teacher assigned a novel and asked us to come up with discussion questions, then led a debate on the themes of the book. In science, we were given a problem and had to design our own experiments to find solutions. This shift towards independent thinking was challenging at first; I was so used to following step - by - step instructions that I struggled to come up with my own ideas.
Perhaps the most overwhelming change was the amount of homework. In junior high, I could finish my assignments in an hour or two after school, but now I found myself spending three to four hours each night. There were research papers to outline, math problems to solve, and foreign language vocabulary to memorize. I quickly realized that time management was essential, so I started using a planner to jot down deadlines and break large tasks into smaller, manageable parts. It's still tough, but I know that high school is a critical step towards college and my future career. Every challenge I overcome now is preparing me for what lies ahead, so I'm determined to keep pushing forward and adapt to this new chapter in my life.
5.What made the author late for history class on the first day
A. The school campus was too large to walk around.
B. The classroom numbering system was confusing.
C. The author forgot to bring the class schedule.
D. There were no signs indicating the buildings.
6. How is high school teaching different from junior high according to the author
A. Teachers assign fewer homework tasks.
B. Teachers focus more on textbook lectures.
C. Students are expected to think independently.
D. Students have more exams and quizzes.
7. Why did the author start using a planner
A. To keep track of after - school activities.
B. To manage the increased amount of homework.
C. To remember the names of new classmates.
D. To note down teachers' instructions in class.
8. What does the author think about the challenges of high school
A. They are too difficult to overcome.
B. They are unnecessary and stressful.
C. They help prepare for future goals.
D. They make high school less enjoyable.
答案解析
5. 答案：B
解析：文中明確提到 “The numbering system for the rooms was entirely different... This confusion led to me being late for my history class...”，是教室編號(hào)系統(tǒng)令人困惑導(dǎo)致遲到，選 B。
6.答案：C
解析：作者指出 “The teachers... expected us to take more responsibility for our learning... This shift towards independent thinking was challenging...”，說(shuō)明高中教學(xué)期望學(xué)生獨(dú)立思考，與初中不同，選 C。
7.答案：B
解析：根據(jù) “Perhaps the most overwhelming change was the amount of homework... I started using a planner to jot down deadlines...” 可知，用規(guī)劃器是為了管理增多的作業(yè)，選 B。
8.答案：C
解析：最后一句 “Every challenge I overcome now is preparing me for what lies ahead” 表明作者認(rèn)為高中的挑戰(zhàn)有助于為未來(lái)目標(biāo)做準(zhǔn)備，選 C。
詞組總結(jié)
high school freshman（高中新生）
a whirlwind of（一連串的）
transition from（從…… 過(guò)渡）
academic environment（學(xué)術(shù)環(huán)境）
time management（時(shí)間管理）
jot down（記下）
句式總結(jié)
“It's + adj. + that...”（…… 是…… 的）：
It's still tough, but I know that high school is a critical step towards college...
“... so...”（…… 因此……）：
I quickly realized that time management was essential, so I started using a planner...
翻譯練習(xí)題：
1.從初中過(guò)渡到高中對(duì)許多學(xué)生來(lái)說(shuō)是一個(gè)巨大的挑戰(zhàn)。
2.老師期望我們對(duì)自己的學(xué)習(xí)負(fù)責(zé)，并培養(yǎng)獨(dú)立思考的能力。
3.為了應(yīng)對(duì)大量的作業(yè)，學(xué)會(huì)時(shí)間管理是很有必要的。
參考譯文及解析
1.The transition from junior high school to senior high school is a great challenge for many students.
解析：“從初中過(guò)渡到高中” 譯為 “The transition from junior high school to senior high school”，“對(duì)許多學(xué)生來(lái)說(shuō)” 是 “for many students”，“一個(gè)巨大的挑戰(zhàn)” 為 “a great challenge”，“transition” 準(zhǔn)確表達(dá) “過(guò)渡” 之意。
2.Teachers expect us to be responsible for our own learning and develop the ability to think independently.
解析：“老師期望我們” 翻譯為 “Teachers expect us to”，“對(duì)自己的學(xué)習(xí)負(fù)責(zé)” 是 “be responsible for our own learning”，“培養(yǎng)獨(dú)立思考的能力” 譯為 “develop the ability to think independently”，“expect sb. to do sth.” 和 “the ability to do sth.” 都是常用結(jié)構(gòu)。
3.It is necessary to learn time management to cope with a large amount of homework.
解析：“為了應(yīng)對(duì)大量的作業(yè)” 譯為 “to cope with a large amount of homework”，“學(xué)會(huì)時(shí)間管理” 是 “l(fā)earn time management”，“是很有必要的” 用 “It is necessary to”，“it” 作形式主語(yǔ)，不定式短語(yǔ)作真正主語(yǔ)，符合英語(yǔ)句式特點(diǎn)。
Passage 3
難度
Hobbies are a universal part of teenage life, offering a way to relax, explore interests, and connect with others who share similar passions. Around the world, these hobbies vary greatly, reflecting cultural differences and personal preferences.
In Japan, a country known for its rich animation culture, collecting anime figures is a beloved hobby among many teenagers. These detailed figurines are based on characters from popular anime series, manga comics, and video games. Some collectors focus on specific genres like fantasy or sci - fi, while others seek rare limited - edition pieces released to celebrate special events. Collecting them often involves visiting specialty stores in Tokyo's Akihabara district or participating in online auctions. While building a collection can be expensive—some rare figures cost hundreds of dollars—it's a source of pride for enthusiasts, who display their treasures on shelves in their rooms and share photos with online communities.
In the United Kingdom, reading is more than just a school requirement; it's a cherished pastime for countless teenagers. From classic literature by authors like Shakespeare and Dickens to modern young adult novels and gripping science - fiction stories, British teens have a broad range of interests. Reading clubs are a staple in most schools, where members meet weekly to discuss the books they've read. These discussions often go beyond the plot, exploring themes, character development, and the author's writing style. Some clubs even invite local authors for talks, giving students the chance to ask questions and learn about the writing process. Many teens also participate in national reading challenges, aiming to read a certain number of books in a year and sharing their progress with friends.
In Brazil, football is more than a sport—it's a national obsession that runs deep in teenage culture. Whether in the bustling streets of Rio de Janeiro or small towns in the countryside, you'll find teens playing football wherever there's space: on beaches, in parks, or even in alleyways. School teams are highly competitive, with tryouts drawing dozens of hopefuls. For many Brazilian teens, football is a dream—they practice for hours after school, studying the techniques of famous players like Pelé and Neymar, hoping to one day play for professional clubs. Even those who don't aspire to be pros love the sport for the camaraderie it fosters; playing in a team teaches them teamwork, resilience, and how to celebrate victories together.
9.What do Japanese anime figure collectors often do to get rare pieces
A. Make their own figurines at home.
B. Visit specialty stores and online auctions.
C. Trade with collectors in other countries.
D. Buy them from school bookstores.
10. What happens in British school reading clubs
A. Students take turns reading books aloud.
B. Teachers assign mandatory reading lists.
C. Members discuss themes and invite authors.
D. Students compete to read the most books.
11. Why do Brazilian teenagers love football, according to the passage
A. It's a requirement for school graduation.
B. It helps them travel to other countries.
C. It offers a chance to become famous quickly.
D. It builds friendship and may fulfill dreams.
12. What is the main idea of the passage
A. Hobbies are more popular among teenagers than adults.
B. Teenage hobbies around the world are diverse and culturally influenced.
C. Collecting, reading, and sports are the best hobbies for teenagers.
D. Hobbies help teenagers develop skills needed for adulthood.
答案解析
9.答案：B
解析：文中提到 “Collecting them often involves visiting specialty stores in Tokyo's Akihabara district or participating in online auctions.”，說(shuō)明日本動(dòng)漫手辦收藏家通過(guò)參觀專賣店和參與網(wǎng)上拍賣獲取稀有藏品，選 B。
10.答案：C
解析：根據(jù) “Reading clubs... members meet weekly to discuss the books... exploring themes... Some clubs even invite local authors for talks” 可知，英國(guó)學(xué)校的讀書(shū)俱樂(lè)部會(huì)討論主題并邀請(qǐng)作者，選 C。
11.答案：D
解析：文中說(shuō) “For many Brazilian teens, football is a dream... even those who don't aspire to be pros love the sport for the camaraderie it fosters”，說(shuō)明巴西青少年熱愛(ài)足球是因?yàn)樗芙⒂颜x且可能實(shí)現(xiàn)夢(mèng)想，選 D。
12.答案：B
解析：文章分別介紹了日本、英國(guó)、巴西青少年的不同愛(ài)好，體現(xiàn)了全球青少年愛(ài)好的多樣性及受文化影響，選 B。
詞組總結(jié)
a wide range of（廣泛的）
limited - edition（限量版）
specialty stores（專賣店）
national obsession（全民癡迷）
team spirit（團(tuán)隊(duì)精神）
cultural differences（文化差異）
句式總結(jié)
“Whether... or...”（無(wú)論…… 還是……）：
Whether in the bustling streets of Rio de Janeiro or small towns in the countryside...
“... not just... but...”（不僅…… 而且……）：
In Brazil, football is more than a sport—it's a national obsession...
翻譯練習(xí)題：
1.不同國(guó)家的青少年有著不同的愛(ài)好，這反映了各自的文化差異。
2.英國(guó)的許多青少年喜歡參加讀書(shū)俱樂(lè)部，在那里他們可以與他人討論書(shū)籍并交流想法。
3.對(duì)巴西青少年來(lái)說(shuō)，足球不僅是一項(xiàng)運(yùn)動(dòng)，更是一種能讓他們建立友誼的愛(ài)好。
參考譯文及解析
1.Teenagers in different countries have different hobbies, which reflect their respective cultural differences.
解析：“不同國(guó)家的青少年” 譯為 “Teenagers in different countries”，“有著不同的愛(ài)好” 是 “have different hobbies”，“這反映了各自的文化差異” 用 “which reflect their respective cultural differences”，非限制性定語(yǔ)從句 “which” 指代前面整個(gè)句子，使句子結(jié)構(gòu)更緊湊。
2.Many teenagers in the UK like joining reading clubs, where they can discuss books and exchange ideas with others.
解析：“英國(guó)的許多青少年” 譯為 “Many teenagers in the UK”，“喜歡參加讀書(shū)俱樂(lè)部” 是 “l(fā)ike joining reading clubs”，“在那里他們可以與他人討論書(shū)籍并交流想法” 用 “where they can discuss books and exchange ideas with others”，“where” 引導(dǎo)定語(yǔ)從句修飾 “reading clubs”，清晰表達(dá)地點(diǎn)狀語(yǔ)。
3.參考譯文：For Brazilian teenagers, football is not just a sport but also a hobby that helps them build friendships.
解析：“對(duì)巴西青少年來(lái)說(shuō)” 譯為 “For Brazilian teenagers”，“足球不僅是一項(xiàng)運(yùn)動(dòng)” 是 “football is not just a sport”，“更是一種能讓他們建立友誼的愛(ài)好” 譯為 “but also a hobby that helps them build friendships”，“not just... but also...” 結(jié)構(gòu)和定語(yǔ)從句 “that” 的使用，準(zhǔn)確傳達(dá)原文意思。
拔高篇
Passage 4
難度
A recent study conducted by researchers at a leading university has shed light on a growing concern: the impact of excessive phone use on teenagers' sleep patterns. The study, which surveyed over 2,000 adolescents aged 13 to 17, found that those who spent more than two hours on their phones each night before bed were 70% more likely to experience sleep disorders. These disorders included difficulty falling asleep, frequent waking during the night, and feeling tired even after a full night's rest.
One of the key factors identified in the study is the blue light emitted by phone screens. Unlike natural light, which dims in the evening and signals the body to produce melatonin—a hormone that regulates sleep—blue light disrupts this process. It tricks the brain into thinking it's still daytime, suppressing melatonin production and making it harder to fall asleep. This effect is particularly strong when phones are used in dark rooms, as the contrast between the bright screen and the dark surroundings intensifies the disruption.
Beyond sleep issues, the study also highlighted other negative consequences of excessive phone use. Teenagers who spent more than four hours a day on their phones reported spending significantly less time on physical activities, such as playing sports or going for walks. This lack of exercise can lead to weakened muscles, increased risk of obesity, and lower overall fitness levels. Additionally, these teens had fewer face - to - face interactions with family and friends. Instead of having conversations at the dinner table or hanging out with friends in person, they communicated through social media or messaging apps, which can hinder the development of important social skills like reading body language and maintaining eye contact.
In response to these findings, many parents and educators are taking action. Some schools have implemented "phone - free zones" during class time and banned phones in bedrooms after a certain hour. Experts also recommend establishing "digital curfews"—putting away phones at least an hour before bed and using that time for relaxing activities like reading or listening to music. By making these small changes, teenagers can improve their sleep quality, strengthen their social bonds, and lead healthier, more balanced lives.
1.What did the study find about teenagers who use phones for over two hours before bed
A. They are more likely to have sleep problems.
B. They perform better in school exams.
C. They have more active social lives.
D. They are less likely to feel tired during the day.
2.How does blue light affect teenagers' sleep
A. It makes them sleep for longer hours.
B. It reduces the production of sleep - regulating hormone.
C. It helps them fall asleep more quickly.
D. It increases their energy levels at night.
3.What is a consequence of spending too much time on phones
A. Improved ability to read body language.
B. Increased participation in sports.
C. Reduced face - to - face social interactions.
D. Better time management skills.
4.What do experts suggest to improve teenagers' sleep
A. Using phones with brighter screens at night.
B. Putting phones away an hour before bedtime.
C. Checking social media right before sleeping.
D. Using phones only in well - lit rooms.
答案解析
1.答案：A
解析：研究發(fā)現(xiàn) “those who spent more than two hours on their phones each night before bed were 70% more likely to experience sleep disorders”，即睡前用手機(jī)超過(guò)兩小時(shí)的青少年更可能有睡眠問(wèn)題，選 A。
2.答案：B
解析：文中提到 “blue light disrupts this process... suppressing melatonin production...”，褪黑素是調(diào)節(jié)睡眠的激素，藍(lán)光會(huì)減少其分泌，選 B。
3.答案：C
解析：根據(jù) “these teens had fewer face - to - face interactions with family and friends” 可知，花太多時(shí)間在手機(jī)上會(huì)減少面對(duì)面社交，選 C。
4.答案：B
解析：專家建議 “establishing 'digital curfews'—putting away phones at least an hour before bed”，即睡前一小時(shí)放下手機(jī)，選 B。
詞組總結(jié)
excessive phone use（過(guò)度使用手機(jī)）
sleep patterns（睡眠模式）
blue light（藍(lán)光）
melatonin production（褪黑素分泌）
face - to - face interactions（面對(duì)面交流）
digital curfews（數(shù)字宵禁）
句式總結(jié)
“A study found that...”（一項(xiàng)研究發(fā)現(xiàn)……）：
The study... found that those who spent more than two hours on their phones... were more likely to experience sleep disorders.
“... such as...”（例如……）：
Teenagers... reported spending significantly less time on physical activities, such as playing sports or going for walks.
翻譯練習(xí)題：
1.過(guò)度使用手機(jī)會(huì)擾亂青少年的睡眠模式，導(dǎo)致各種睡眠問(wèn)題。
2.手機(jī)屏幕發(fā)出的藍(lán)光會(huì)抑制褪黑素的分泌，使人難以入睡。
3.專家建議青少年應(yīng)建立數(shù)字宵禁，睡前至少一小時(shí)不使用電子設(shè)備。
參考譯文及解析
1.Excessive use of mobile phones can disrupt teenagers' sleep patterns and lead to various sleep problems.
解析：“過(guò)度使用手機(jī)” 譯為 “Excessive use of mobile phones”，“會(huì)擾亂青少年的睡眠模式” 是 “can disrupt teenagers' sleep patterns”，“導(dǎo)致各種睡眠問(wèn)題” 譯為 “and lead to various sleep problems”，“disrupt” 和 “l(fā)ead to” 準(zhǔn)確表達(dá) “擾亂” 和 “導(dǎo)致” 的含義。
2.The blue light emitted by mobile phone screens can suppress the secretion of melatonin, making it difficult for people to fall asleep.
解析：“手機(jī)屏幕發(fā)出的藍(lán)光” 譯為 “The blue light emitted by mobile phone screens”，過(guò)去分詞短語(yǔ) “emitted by” 作定語(yǔ)，“會(huì)抑制褪黑素的分泌” 是 “can suppress the secretion of melatonin”，“使人難以入睡” 譯為 “making it difficult for people to fall asleep”，現(xiàn)在分詞短語(yǔ)作結(jié)果狀語(yǔ)，符合英語(yǔ)表達(dá)習(xí)慣。
3.Experts suggest that teenagers should establish digital curfews and not use electronic devices at least one hour before going to bed.
解析：“專家建議” 翻譯為 “Experts suggest that”，“青少年應(yīng)建立數(shù)字宵禁” 是 “teenagers should establish digital curfews”，“睡前至少一小時(shí)不使用電子設(shè)備” 譯為 “and not use electronic devices at least one hour before going to bed”，“suggest that + 從句（虛擬語(yǔ)氣，should 可省略）” 的結(jié)構(gòu)準(zhǔn)確體現(xiàn)建議的語(yǔ)氣。
Passage 5
難度
In recent years, many schools across the United States have implemented a program known as "peer tutoring", which has gained popularity for its ability to benefit both students and the school community. At its core, peer tutoring involves pairing older, more experienced students with younger or struggling peers to provide academic support. For example, a high school senior who excels in mathematics might work with a freshman who is struggling with algebra, while a junior with strong writing skills could help a sophomore improve their essay - writing abilities.
The benefits of this program are multifaceted. For the younger or struggling students, peer tutoring offers a more relaxed learning environment than a traditional classroom. They often feel more comfortable asking questions of a peer than of a teacher, as they perceive their tutors as more relatable. This can reduce anxiety and make it easier to grasp difficult concepts. Studies have shown that students who participate in peer tutoring programs often see a significant improvement in their grades, with many moving from failing to passing scores within a single semester.
Older students also gain valuable skills from their role as tutors. Explaining complex ideas to someone else requires a deep understanding of the material, which forces tutors to review and reinforce their own knowledge. This process of "teaching to learn" has been shown to improve the tutors' own academic performance, as they develop a stronger grasp of the subject matter. Additionally, tutoring helps build leadership skills, empathy, and patience. Tutors learn to adapt their teaching methods to match the learning style of their peers, whether that means using visual aids for visual learners or creating practice problems for those who learn by doing.
Despite its many advantages, peer tutoring is not without challenges. One common issue is scheduling conflicts, as older students often have busy schedules filled with their own classes, extracurricular activities, and part - time jobs. This can make it difficult to find consistent time for tutoring sessions. Another challenge is ensuring that tutors are properly trained. While some students are natural teachers, others may lack the communication skills or patience needed to be effective tutors, which can lead to frustration for both the tutor and the student being helped.
However, these challenges are often manageable with proper planning. Many schools address scheduling issues by offering flexible tutoring times, including before and after school or during lunch breaks. They also provide training workshops for tutors, teaching them basic teaching strategies and communication skills. Overall, the peer tutoring program remains a valuable tool in education, fostering a collaborative learning environment and helping students of all ages achieve academic success.
What is the main purpose of peer tutoring
A. To help teachers reduce their workload.
B. To provide academic support between students.
C. To replace traditional classroom teaching.
D. To help older students earn extra credits.
6. Why do younger students benefit from peer tutoring
A. They can get better grades without studying.
B. They feel more comfortable asking peers questions.
C. Tutors do their homework for them.
D. They get to choose their favorite subjects.
7. How do older students benefit from being tutors
A. They get paid for their tutoring services.
B. They can skip some of their own classes.
C. They strengthen their knowledge and develop skills.
D. They receive special recognition from the school.
8. What is a challenge of peer tutoring mentioned in the passage
A. Younger students refuse to listen to their tutors.
B. Tutors lack the necessary training and skills.
C. There are not enough subjects to tutor.
D. Parents do not support the program.
答案解析
5.答案：B
解析：文中指出 “peer tutoring involves pairing older, more experienced students with younger or struggling peers to provide academic support”，說(shuō)明同伴輔導(dǎo)的主要目的是學(xué)生間提供學(xué)業(yè)支持，選 B。
6.答案：B
解析：根據(jù) “For the younger... they often feel more comfortable asking questions of a peer than of a teacher” 可知，低年級(jí)學(xué)生受益是因?yàn)橄蛲樘釂?wèn)更自在，選 B。
7.答案：C
解析：文中提到 “Explaining complex ideas... forces tutors to review and reinforce their own knowledge... tutoring helps build leadership skills, empathy, and patience”，即高年級(jí)學(xué)生能鞏固知識(shí)并培養(yǎng)技能，選 C。
8.答案：B
解析：“Another challenge is ensuring that tutors are properly trained... others may lack the communication skills or patience” 說(shuō)明輔導(dǎo)者缺乏必要培訓(xùn)和技能是挑戰(zhàn)之一，選 B。
詞組總結(jié)
peer tutoring（同伴輔導(dǎo)）
academic support（學(xué)業(yè)支持）
multifaceted benefits（多方面的好處）
scheduling conflicts（時(shí)間沖突）
teaching strategies（教學(xué)策略）
collaborative learning（協(xié)作學(xué)習(xí)）
句式總結(jié)
“... which...”（定語(yǔ)從句，指代前文內(nèi)容）：...
a program known as "peer tutoring", which has gained popularity for its ability to benefit both students...
“While... others...”（雖然…… 但是……）：
While some students are natural teachers, others may lack the communication skills...
翻譯練習(xí)題：
1.同伴輔導(dǎo)為學(xué)生提供了一種輕松的學(xué)習(xí)環(huán)境，有助于他們更好地掌握知識(shí)。
2.作為輔導(dǎo)者，高年級(jí)學(xué)生不僅能鞏固自己的知識(shí)，還能培養(yǎng)領(lǐng)導(dǎo)能力和同理心。
3.學(xué)校通過(guò)提供靈活的輔導(dǎo)時(shí)間和培訓(xùn)課程，來(lái)解決同伴輔導(dǎo)中存在的挑戰(zhàn)。
參考譯文及解析
1.Peer tutoring provides students with a relaxed learning environment, helping them better master knowledge.
解析：“同伴輔導(dǎo)” 譯為 “Peer tutoring”，“為學(xué)生提供了一種輕松的學(xué)習(xí)環(huán)境” 是 “provides students with a relaxed learning environment”，“有助于他們更好地掌握知識(shí)” 譯為 “helping them better master knowledge”，現(xiàn)在分詞短語(yǔ)作伴隨狀語(yǔ)，使句子連貫。
2.As tutors, senior students can not only consolidate their own knowledge but also develop leadership skills and empathy.
解析：“作為輔導(dǎo)者” 譯為 “As tutors”，“高年級(jí)學(xué)生” 是 “senior students”，“不僅能鞏固自己的知識(shí)” 是 “can not only consolidate their own knowledge”，“還能培養(yǎng)領(lǐng)導(dǎo)能力和同理心” 譯為 “but also develop leadership skills and empathy”，“not only... but also...” 結(jié)構(gòu)對(duì)稱，表達(dá)并列關(guān)系。
3.Schools address the challenges in peer tutoring by providing flexible tutoring times and training courses.
解析：“學(xué)校通過(guò)…… 來(lái)解決……” 譯為 “Schools address... by...”，“同伴輔導(dǎo)中存在的挑戰(zhàn)” 是 “the challenges in peer tutoring”，“提供靈活的輔導(dǎo)時(shí)間和培訓(xùn)課程” 譯為 “providing flexible tutoring times and training courses”，“address” 準(zhǔn)確表達(dá) “解決” 之意，“by” 引出方式狀語(yǔ)。
Passage 6
難度
In recent decades, a growing number of teenagers around the world have become passionate advocates for environmental protection, driven by a deep understanding of the urgent need to address issues like climate change, pollution, and habitat loss. Unlike previous generations, today's teens have grown up with constant news about environmental crises, from melting polar ice caps to extreme weather events, and they are determined to make a difference.
At school, environmental clubs have become hotspots for this activism. These clubs are not just about learning—they're about taking action. Members spend time researching pressing environmental issues, such as the impact of single - use plastics on oceans or the role of deforestation in climate change. They invite guest speakers, like local environmental scientists or activists, to give talks and share practical tips. But the real work happens outside the classroom: club members organize recycling drives that go beyond just collecting paper and plastic. They teach their classmates how to properly sort waste, explain the importance of reducing food waste in the school cafeteria, and even partner with local recycling centers to ensure that the collected materials are actually recycled.
Many teens also extend their environmental efforts beyond school walls. They volunteer with national or international organizations like Greenpeace or the World Wildlife Fund, participating in projects such as beach cleanups, tree - planting campaigns, and wildlife conservation initiatives. In coastal areas, for example, teens have organized groups to remove plastic debris from beaches, documenting the types and amounts of waste they find to raise awareness about ocean pollution. In urban areas, they've worked with city governments to create community gardens, turning empty lots into spaces where people can grow their own vegetables, reducing the need for imported produce that requires fossil fuels to transport.
What's most inspiring about these young activists is their ability to use technology to amplify their message. They create social media campaigns with hashtags like #ClimateAction or #SaveOurPlanet, sharing educational content, photos of their projects, and calls to action. This online presence allows them to connect with other teens around the world, forming global networks that share ideas and support each other's initiatives. For example, a group of teens in Sweden started a movement encouraging students to skip school on Fridays to protest government inaction on climate change, which quickly spread to other countries, with thousands of teens participating.
These efforts show that teenagers are not just the future of environmental protection—they're an important part of the present. Their passion, creativity, and willingness to take action are proving that even small individual and community efforts can add up to significant change.
9.What motivates teenagers to advocate for environmental protection
A. Pressure from their school teachers.
B. A desire to win environmental awards.
C. Awareness of urgent environmental problems.
D. The need to complete school projects.
10. What do environmental club members do beyond learning about issues
A. They focus only on raising money for environmental groups.
B. They take practical actions like organizing recycling drives.
C. They write letters to famous environmental scientists.
D. They create environmental movies for school events.
11. How do teenagers use technology for environmental activism
A. They design apps to track their own carbon footprint.
B. They use social media to spread their message globally.
C. They build websites for local environmental organizations.
D. They create online games about environmental issues.
12. What does the passage suggest about teenagers' role in environmental protection
A. They are too young to make a real difference.
B. They are primarily followers of adult activists.
C. They play an important and active role now.
D. They will take over from adults in the future.
答案解析
9.答案：C
解析：文章開(kāi)頭提到 “driven by a deep understanding of the urgent need to address issues like climate change... today's teens have grown up with constant news about environmental crises”，說(shuō)明青少年倡導(dǎo)環(huán)保是因?yàn)橐庾R(shí)到緊迫的環(huán)境問(wèn)題，選 C。
10.答案：B
解析：根據(jù) “the real work happens outside the classroom: club members organize recycling drives... teach their classmates how to properly sort waste...” 可知，環(huán)保俱樂(lè)部成員會(huì)采取如組織回收活動(dòng)等實(shí)際行動(dòng)，選 B。
11.答案：B
解析：文中說(shuō) “They create social media campaigns with hashtags... sharing educational content... This online presence allows them to connect with other teens around the world”，即青少年利用社交媒體在全球傳播信息，選 B。
12..答案：C
解析：最后一句 “these efforts show that teenagers are not just the future... they're an important part of the present” 表明青少年在環(huán)保中發(fā)揮著重要且積極的當(dāng)下作用，選 C。
詞組總結(jié)
environmental protection（環(huán)境保護(hù)）
climate change（氣候變化）
recycling drives（回收活動(dòng)）
wildlife conservation（野生動(dòng)物保護(hù)）
social media campaigns（社交媒體活動(dòng)）
global networks（全球網(wǎng)絡(luò)）
句式總結(jié)
“... not just... but...”（不僅…… 而且……）：
teenagers are not just the future of environmental protection—they're an important part of the present.
“For example...”（例如……）：
For example, a group of teens in Sweden started a movement encouraging students to skip school...
翻譯練習(xí)題：
1.越來(lái)越多的青少年意識(shí)到環(huán)境保護(hù)的緊迫性，積極參與到環(huán)保活動(dòng)中。
2.環(huán)保俱樂(lè)部的成員們不僅學(xué)習(xí)環(huán)境知識(shí)，還組織回收活動(dòng)和清潔行動(dòng)。
3.青少年利用社交媒體的力量，向全球傳播環(huán)保理念，號(hào)召更多人采取行動(dòng)。
參考譯文及解析
1.More and more teenagers are aware of the urgency of environmental protection and actively participate in environmental protection activities.
解析：“越來(lái)越多的青少年” 譯為 “More and more teenagers”，“意識(shí)到環(huán)境保護(hù)的緊迫性” 是 “are aware of the urgency of environmental protection”，“積極參與到環(huán)保活動(dòng)中” 譯為 “and actively participate in environmental protection activities”，“be aware of” 和 “participate in” 是常用短語(yǔ)，準(zhǔn)確表達(dá)原文含義。
2.Members of environmental clubs not only learn environmental knowledge but also organize recycling activities and cleaning operations.
解析：“環(huán)保俱樂(lè)部的成員們” 譯為 “Members of environmental clubs”，“不僅學(xué)習(xí)環(huán)境知識(shí)” 是 “not only learn environmental knowledge”，“還組織回收活動(dòng)和清潔行動(dòng)” 譯為 “but also organize recycling activities and cleaning operations”，“not only... but also...” 結(jié)構(gòu)清晰，列舉了成員的兩項(xiàng)活動(dòng)。
3.Teenagers use the power of social media to spread environmental protection concepts globally and call on more people to take action.
解析：“青少年利用社交媒體的力量” 譯為 “Teenagers use the power of social media”，“向全球傳播環(huán)保理念” 是 “to spread environmental protection concepts globally”，“號(hào)召更多人采取行動(dòng)” 譯為 “and call on more people to take action”，不定式短語(yǔ)作目的狀語(yǔ)，體現(xiàn)行為目的。
Passage 7
難度
In a quiet suburban neighborhood in Melbourne, Australia, a group of 15 high school students embarked on a project that would not only transform the lives of local elderly residents but also change their own perspectives on community and responsibility. The idea began when one of the students, Maya, noticed that her grandmother, who lived alone, often seemed lonely despite regular visits from family. This observation led Maya and her friends to investigate, and they discovered that many elderly people in their community faced similar feelings of isolation, especially those who had lost spouses or whose families lived far away.
Determined to make a difference, the students met with local community leaders to develop a plan. They decided to launch a program called "Connect & Care", which involved regular visits to elderly residents in their homes and at the local senior center. The visits were structured but flexible: each student was paired with one or two elderly people, whom they visited at least twice a week. During these visits, they would engage in conversations, listening to stories about the residents' lives—from their experiences during World War II to their careers and family histories. They also helped with practical tasks that had become difficult for the elderly, such as grocery shopping, picking up prescriptions, or even just changing light bulbs that were too high to reach.
To add more joy to the residents' lives, the students organized monthly events. These included a Christmas party where they sang carols and brought homemade treats, a tea party with board games, and even a "memory sharing" afternoon where residents displayed old photos and shared the stories behind them. One particularly memorable event was a gardening day, where students helped residents plant flowers in their yards, turning overgrown spaces into colorful gardens that brought smiles to everyone's faces.
The impact of "Connect & Care" was profound. For the elderly residents, the program reduced feelings of loneliness and gave them something to look forward to. Many reported sleeping better and feeling more optimistic about life. One resident, 87 - year - old Mr. Thompson, said, "These young people have given me a reason to get up in the morning. I love hearing about their school lives, and sharing my own stories makes me feel like I still have something to offer."
For the students, the rewards were equally significant. They gained a new appreciation for the wisdom and life experiences of the elderly, learning lessons that couldn't be taught in a classroom. They also developed important life skills: communication skills from talking to people of different generations, problem - solving skills from helping with tasks, and empathy from understanding the challenges of aging. Maya reflected, "I used to think that helping others was just about doing good for them, but now I realize it's also about what you learn about yourself. I've become more patient and understanding, and I've made friends with people I never would have met otherwise."
The success of "Connect & Care" inspired the school to expand the program, and other schools in the area have since adopted similar initiatives. It's a powerful reminder that even small acts of kindness can create ripple effects, bringing generations together and strengthening the fabric of a community.
13.What inspired the students to start the "Connect & Care" program
A. A school assignment about community service.
B. Maya's observation of her grandmother's loneliness.
C. A request from the local senior center.
D. A desire to win a community service award.
14. What did the students do during their regular visits
A. They only helped with physical tasks like gardening.
B. They organized large parties for all residents.
C. They listened to residents' stories and helped with tasks.
D. They taught residents how to use modern technology.
15. How did the program affect the elderly residents
A. They became less interested in their own past.
B. They felt less lonely and more optimistic.
C. They started spending more time alone.
D. They began to avoid talking about their lives.
16. What did the students learn from the program
A. The importance of focusing only on their own needs.
B. That elderly people have nothing to teach young people.
C. Communication skills and empathy for others.
D. That community service is a waste of time.
答案解析
13.答案：B
解析：文中提到 “The idea began when one of the students, Maya, noticed that her grandmother... often seemed lonely... This observation led Maya and her friends to investigate... launch a program called 'Connect & Care'”，說(shuō)明是瑪雅對(duì)祖母孤獨(dú)的觀察啟發(fā)了這個(gè)項(xiàng)目，選 B。
14.答案：C
解析：根據(jù) “During these visits, they would engage in conversations, listening to stories... They also helped with practical tasks...” 可知，學(xué)生在定期拜訪中會(huì)聽(tīng)老人講故事并幫忙做事情，選 C。
15.答案：B
解析：文中說(shuō) “For the elderly residents, the program reduced feelings of loneliness and gave them something to look forward to. Many reported sleeping better and feeling more optimistic about life.”，即項(xiàng)目讓老人減少孤獨(dú)感，更樂(lè)觀，選 B。
16.答案：C
解析：根據(jù) “they developed important life skills: communication skills... problem - solving skills... and empathy from understanding the challenges of aging” 可知，學(xué)生學(xué)到了溝通技巧和對(duì)他人的同理心，選 C。
詞組總結(jié)
suburban neighborhood（郊區(qū)社區(qū)）
embark on（著手，開(kāi)始）
elderly residents（老年居民）
practical tasks（實(shí)際任務(wù)）
memory sharing（分享回憶）
community bonds（社區(qū)紐帶）
句式總結(jié)
“... which...”（定語(yǔ)從句）：...
a project that would not only transform the lives of local elderly residents but also change their own perspectives...
“... such as...”（例如……）：...
helping with practical tasks such as grocery shopping, picking up prescriptions...
翻譯練習(xí)題：
1.學(xué)生們發(fā)起的 “連接與關(guān)愛(ài)” 項(xiàng)目旨在為社區(qū)的老年居民帶去陪伴和幫助。
2.在拜訪過(guò)程中，學(xué)生們耐心傾聽(tīng)老人的故事，幫助他們解決生活中的實(shí)際問(wèn)題。
3.參與這個(gè)項(xiàng)目讓學(xué)生們學(xué)會(huì)了與不同年齡段的人溝通，并培養(yǎng)了對(duì)他人的同理心。
參考譯文及解析
1.The "Connect & Care" program initiated by students aims to bring companionship and help to elderly residents in the community.
解析：“學(xué)生們發(fā)起的‘連接與關(guān)愛(ài)’項(xiàng)目” 譯為 “The 'Connect & Care' program initiated by students”，過(guò)去分詞短語(yǔ) “initiated by” 作定語(yǔ)，“旨在為社區(qū)的老年居民帶去陪伴和幫助” 是 “aims to bring companionship and help to elderly residents in the community”，“aims to do sth.” 表達(dá) “旨在做某事” 的含義。
2.During the visits, students patiently listen to the elderly's stories and help them solve practical problems in life.
解析：“在拜訪過(guò)程中” 譯為 “During the visits”，“學(xué)生們耐心傾聽(tīng)老人的故事” 是 “students patiently listen to the elderly's stories”，“幫助他們解決生活中的實(shí)際問(wèn)題” 譯為 “and help them solve practical problems in life”，句子結(jié)構(gòu)簡(jiǎn)單明了，準(zhǔn)確傳達(dá)動(dòng)作內(nèi)容。
3.Participating in this program has enabled students to learn to communicate with people of different ages and develop empathy for others.
解析：“參與這個(gè)項(xiàng)目” 譯為 “Participating in this program”，動(dòng)名詞短語(yǔ)作主語(yǔ)，“讓學(xué)生們學(xué)會(huì)了與不同年齡段的人溝通” 是 “has enabled students to learn to communicate with people of different ages”，“并培養(yǎng)了對(duì)他人的同理心” 譯為 “and develop empathy for others”，“enable sb. to do sth.” 結(jié)構(gòu)體現(xiàn) “使某人能夠做某事” 的含義。
Passage 8
難度
South Korea's education system is renowned worldwide for its rigor and high academic achievements, with students consistently ranking among the top in international tests like the PISA (Programme for International Student Assessment). However, this success comes at a steep price: a hyper - competitive environment that places enormous pressure on high school students, shaping nearly every aspect of their daily lives.
From the moment they enter high school, students are acutely aware that their performance will determine their future. Admission to top universities like Seoul National University or KAIST is fiercely competitive, with spots often reserved for those who score in the top 1% of national exams. As a result, the daily schedule of a typical South Korean high school student is grueling. Most wake up before 6 a.m. to study for an hour before school, which starts at 8 a.m. and ends around 4 p.m. But the day is far from over—after school, over 70% of students head to "hagwons", or private after - school academies, where they attend additional classes until 10 p.m. or later. These hagwons specialize in subjects like math, science, and English, with teachers focusing on exam - taking strategies and advanced material not covered in regular school.
The pressure to succeed is intensified by societal expectations. In South Korean culture, academic success is seen as a way to honor one's family, and failure to perform well can bring shame. Many students feel that their self - worth is tied directly to their grades, leading to extreme stress. Mental health experts have noted a rise in anxiety, depression, and even suicide rates among teenagers, with studies linking these issues to the constant pressure to excel. Physical health also suffers—students often sleep less than six hours a night, skip meals to study, and have little time for exercise or relaxation.
In recent years, there has been a growing movement to reform the education system. Parents and educators are questioning whether the pursuit of academic excellence is worth sacrificing students' well - being. Some schools have started to reduce homework loads and introduce more creative and physical education classes. The government has also taken steps, such as limiting the operating hours of hagwons to 10 p.m. and banning them from operating on weekends. Additionally, there's a push to change university admission criteria to consider factors beyond test scores, such as extracurricular activities, community service, and personal essays.
These reforms are met with mixed reactions. While many support the goal of creating a more balanced education system, others worry that reducing academic rigor will harm South Korea's international standing. Despite the challenges, the conversation around education reform continues, as the nation grapples with finding a way to nurture both academic achievement and the health and happiness of its young people.
17.What is the main characteristic of South Korea's education system
A. It prioritizes creativity over academic achievement.
B. It is highly competitive and demanding.
C. It focuses on vocational training for students.
D. It is relaxed and allows students plenty of free time.
18. Why do most South Korean students attend hagwons
A. To participate in sports and extracurricular activities.
B. To get additional help with exam preparation.
C. To socialize with friends after school.
D. To avoid doing homework at home.
19. What is a negative effect of the competitive education system
A. Students have too much free time on their hands.
B. Students experience mental and physical health issues.
C. Universities are struggling to find enough applicants.
D. Parents are not involved in their children's education.
20. What is the government doing to reform the education system
A. It is closing all hagwons to reduce student stress.
B. It is making university admission easier for everyone.
C. It is limiting hagwon hours and changing admission criteria.
D. It is increasing the number of exams students must take.
答案解析
答案：B
解析：文章開(kāi)頭說(shuō) “South Korea's education system is renowned... for its rigor... a hyper - competitive environment that places enormous pressure on high school students”，說(shuō)明其教育體系的主要特點(diǎn)是高度競(jìng)爭(zhēng)和嚴(yán)苛，選 B。
答案：B
解析：根據(jù) “these hagwons specialize in subjects... with teachers focusing on exam - taking strategies and advanced material” 可知，韓國(guó)學(xué)生上補(bǔ)習(xí)班是為了獲得考試準(zhǔn)備的額外幫助，選 B。
答案：B
解析：文中提到 “Mental health experts have noted a rise in anxiety, depression... Physical health also suffers—students often sleep less... skip meals...”，即競(jìng)爭(zhēng)激烈的教育體系導(dǎo)致學(xué)生身心出現(xiàn)健康問(wèn)題，選 B。
答案：C
解析：根據(jù) “The government has also taken steps, such as limiting the operating hours of hagwons... changing university admission criteria to consider factors beyond test scores” 可知，政府限制補(bǔ)習(xí)班時(shí)間并改變錄取標(biāo)準(zhǔn)，選 C。
詞組總結(jié)
academic achievements（學(xué)業(yè)成就）
hyper - competitive environment（高度競(jìng)爭(zhēng)的環(huán)境）
private academies（私立學(xué)院）
societal expectations（社會(huì)期望）
education reform（教育改革）
admission criteria（錄取標(biāo)準(zhǔn)）
句式總結(jié)
“However, ...”（然而……）：
However, this success comes at a steep price: a hyper - competitive environment...
“... such as...”（例如……）：
The government has also taken steps, such as limiting the operating hours of hagwons...
翻譯練習(xí)題：
1.韓國(guó)的教育體系以其嚴(yán)苛和高學(xué)業(yè)成就而聞名，但這也給學(xué)生帶來(lái)了巨大的壓力。
2.為了在激烈的競(jìng)爭(zhēng)中脫穎而出，許多學(xué)生在放學(xué)后還要去補(bǔ)習(xí)班學(xué)習(xí)到很晚。
3.政府正在采取措施改革教育體系，以平衡學(xué)業(yè)成就和學(xué)生的身心健康。
參考譯文及解析
South Korea's education system is renowned for its rigor and high academic achievements, but it also brings enormous pressure to students.
解析：“韓國(guó)的教育體系” 譯為 “South Korea's education system”，“以其嚴(yán)苛和高學(xué)業(yè)成就而聞名” 是 “is renowned for its rigor and high academic achievements”，“但這也給學(xué)生帶來(lái)了巨大的壓力” 譯為 “but it also brings enormous pressure to students”，“be renowned for” 表示 “以…… 而聞名”，轉(zhuǎn)折連詞 “but” 連接前后語(yǔ)義。
In order to stand out in the fierce competition, many students have to go to cram schools and study until late after school.
解析：“為了在激烈的競(jìng)爭(zhēng)中脫穎而出” 譯為 “In order to stand out in the fierce competition”，不定式短語(yǔ)作目的狀語(yǔ)，“許多學(xué)生在放學(xué)后還要去補(bǔ)習(xí)班學(xué)習(xí)到很晚” 是 “many students have to go to cram schools and study until late after school”，“stand out” 準(zhǔn)確表達(dá) “脫穎而出” 之意。
The government is taking measures to reform the education system to balance academic achievements and students' physical and mental health.
解析：“政府正在采取措施改革教育體系” 譯為 “The government is taking measures to reform the education system”，“以平衡學(xué)業(yè)成就和學(xué)生的身心健康” 譯為 “to balance academic achievements and students' physical and mental health”，不定式短語(yǔ)作目的狀語(yǔ)，“physical and mental health” 表示 “身心健康”。/ 讓教學(xué)更有效 高效備考 | 英語(yǔ)學(xué)科
Unit 1 閱讀理解精練（原卷版）
目錄
基礎(chǔ)篇
Passage 1 - ----------------------------------------------------------1
Passage 2 ----------------------------------------------------------- 3
Passage 3 ----------------------------------------------------------- 4
拔高篇
Passage 4 - ---------------------------------------------------------6
Passage 5 ---------------------------------------------------------- 7
Passage 6 ---------------------------------------------------------- 9
Passage 7 ---------------------------------------------------------- 10
Passage 8 ---------------------------------------------------------- 12
基礎(chǔ)篇
Passage 1
難度
In the United States, high school students are deeply involved in a wide range of extra - curricular activities, which form an integral part of their school experience. These activities are not just after - school pastimes but are considered crucial for personal development. For instance, sports teams are a cornerstone of this culture. Schools offer diverse options such as basketball, football, baseball, soccer, and even less common ones like lacrosse and swimming. Joining a sports team is more than just about physical exercise; it helps students maintain good health by encouraging regular workouts and teaches them essential life skills like teamwork, discipline, and how to handle both victory and defeat gracefully.
Beyond sports, the artistic sphere thrives with numerous clubs catering to different interests. Art clubs provide a creative space where students explore various mediums—from watercolor painting and charcoal drawing to sculpting with clay and making intricate handicrafts. Music clubs, on the other hand, are vibrant hubs where students can showcase their talents: some sing in choirs, others play instruments like the piano, guitar, or violin, and a few even form their own bands, practicing regularly to perform at school events or local competitions.
There's also a strong emphasis on community service through clubs designed for students who have a passion for helping others. The volunteer club stands out as one of the most popular, with members engaging in a variety of meaningful activities. They frequently visit old - age homes, spending time chatting with residents, organizing small concerts, or assisting with daily chores. They also participate in park clean - ups, planting trees, and collecting litter to keep public spaces tidy. Additionally, they often organize fund - raising events like bake sales or charity runs to collect money for organizations that support children in need or fund medical research.
What makes extra - curricular activities important in American high schools
A. They help students get better grades in exams.
B. They are required by the school curriculum.
C. They contribute to personal growth and are part of school life.
D. They allow students to skip some classes.
Which skill is NOT mentioned as a benefit of joining a sports team
A. Learning to work with others.
B. Developing self - discipline.
C. Mastering professional sports techniques.
D. Dealing with success and failure.
What activity can students do in music clubs according to the passage
A. Learn to make handicrafts.
B. Perform in school events.
C. Organize park clean - ups.
D. Teach art to younger students.
Why do volunteer club members organize fund - raising events
A. To earn money for their own club activities.
B. To support charitable causes and those in need.
C. To buy new equipment for the school.
D. To pay for their trips to old - age homes.
Passage 2
難度
As a high school freshman, I'll never forget my first week of high school—it was a whirlwind of new experiences and surprises. The transition from junior high was more significant than I had anticipated, starting with the physical size of the school. The campus was sprawling, with multiple buildings connected by walkways, and I spent the first two days constantly checking a map to find my classrooms. The numbering system for the rooms was entirely different from what I was used to; instead of simple numbers like "101" or "205", they had codes like "B - 304" where "B" stood for the second building. This confusion led to me being late for my history class on the first day, which was quite embarrassing.
The academic environment was another eye - opener. The teachers had a distinct approach to teaching—they didn't just lecture and assign textbook exercises. Instead, they expected us to take more responsibility for our learning. In my English class, for example, the teacher assigned a novel and asked us to come up with discussion questions, then led a debate on the themes of the book. In science, we were given a problem and had to design our own experiments to find solutions. This shift towards independent thinking was challenging at first; I was so used to following step - by - step instructions that I struggled to come up with my own ideas.
Perhaps the most overwhelming change was the amount of homework. In junior high, I could finish my assignments in an hour or two after school, but now I found myself spending three to four hours each night. There were research papers to outline, math problems to solve, and foreign language vocabulary to memorize. I quickly realized that time management was essential, so I started using a planner to jot down deadlines and break large tasks into smaller, manageable parts. It's still tough, but I know that high school is a critical step towards college and my future career. Every challenge I overcome now is preparing me for what lies ahead, so I'm determined to keep pushing forward and adapt to this new chapter in my life.
What made the author late for history class on the first day
A. The school campus was too large to walk around.
B. The classroom numbering system was confusing.
C. The author forgot to bring the class schedule.
D. There were no signs indicating the buildings.
How is high school teaching different from junior high according to the author
A. Teachers assign fewer homework tasks.
B. Teachers focus more on textbook lectures.
C. Students are expected to think independently.
D. Students have more exams and quizzes.
Why did the author start using a planner
A. To keep track of after - school activities.
B. To manage the increased amount of homework.
C. To remember the names of new classmates.
D. To note down teachers' instructions in class.
What does the author think about the challenges of high school
A. They are too difficult to overcome.
B. They are unnecessary and stressful.
C. They help prepare for future goals.
D. They make high school less enjoyable.
Passage 3
難度
Hobbies are a universal part of teenage life, offering a way to relax, explore interests, and connect with others who share similar passions. Around the world, these hobbies vary greatly, reflecting cultural differences and personal preferences.
In Japan, a country known for its rich animation culture, collecting anime figures is a beloved hobby among many teenagers. These detailed figurines are based on characters from popular anime series, manga comics, and video games. Some collectors focus on specific genres like fantasy or sci - fi, while others seek rare limited - edition pieces released to celebrate special events. Collecting them often involves visiting specialty stores in Tokyo's Akihabara district or participating in online auctions. While building a collection can be expensive—some rare figures cost hundreds of dollars—it's a source of pride for enthusiasts, who display their treasures on shelves in their rooms and share photos with online communities.
In the United Kingdom, reading is more than just a school requirement; it's a cherished pastime for countless teenagers. From classic literature by authors like Shakespeare and Dickens to modern young adult novels and gripping science - fiction stories, British teens have a broad range of interests. Reading clubs are a staple in most schools, where members meet weekly to discuss the books they've read. These discussions often go beyond the plot, exploring themes, character development, and the author's writing style. Some clubs even invite local authors for talks, giving students the chance to ask questions and learn about the writing process. Many teens also participate in national reading challenges, aiming to read a certain number of books in a year and sharing their progress with friends.
In Brazil, football is more than a sport—it's a national obsession that runs deep in teenage culture. Whether in the bustling streets of Rio de Janeiro or small towns in the countryside, you'll find teens playing football wherever there's space: on beaches, in parks, or even in alleyways. School teams are highly competitive, with tryouts drawing dozens of hopefuls. For many Brazilian teens, football is a dream—they practice for hours after school, studying the techniques of famous players like Pelé and Neymar, hoping to one day play for professional clubs. Even those who don't aspire to be pros love the sport for the camaraderie it fosters; playing in a team teaches them teamwork, resilience, and how to celebrate victories together.
What do Japanese anime figure collectors often do to get rare pieces
A. Make their own figurines at home.
B. Visit specialty stores and online auctions.
C. Trade with collectors in other countries.
D. Buy them from school bookstores.
What happens in British school reading clubs
A. Students take turns reading books aloud.
B. Teachers assign mandatory reading lists.
C. Members discuss themes and invite authors.
D. Students compete to read the most books.
Why do Brazilian teenagers love football, according to the passage
A. It's a requirement for school graduation.
B. It helps them travel to other countries.
C. It offers a chance to become famous quickly.
D. It builds friendship and may fulfill dreams.
What is the main idea of the passage
A. Hobbies are more popular among teenagers than adults.
B. Teenage hobbies around the world are diverse and culturally influenced.
C. Collecting, reading, and sports are the best hobbies for teenagers.
D. Hobbies help teenagers develop skills needed for adulthood.
拔高篇
Passage 4
難度
A recent study conducted by researchers at a leading university has shed light on a growing concern: the impact of excessive phone use on teenagers' sleep patterns. The study, which surveyed over 2,000 adolescents aged 13 to 17, found that those who spent more than two hours on their phones each night before bed were 70% more likely to experience sleep disorders. These disorders included difficulty falling asleep, frequent waking during the night, and feeling tired even after a full night's rest.
One of the key factors identified in the study is the blue light emitted by phone screens. Unlike natural light, which dims in the evening and signals the body to produce melatonin—a hormone that regulates sleep—blue light disrupts this process. It tricks the brain into thinking it's still daytime, suppressing melatonin production and making it harder to fall asleep. This effect is particularly strong when phones are used in dark rooms, as the contrast between the bright screen and the dark surroundings intensifies the disruption.
Beyond sleep issues, the study also highlighted other negative consequences of excessive phone use. Teenagers who spent more than four hours a day on their phones reported spending significantly less time on physical activities, such as playing sports or going for walks. This lack of exercise can lead to weakened muscles, increased risk of obesity, and lower overall fitness levels. Additionally, these teens had fewer face - to - face interactions with family and friends. Instead of having conversations at the dinner table or hanging out with friends in person, they communicated through social media or messaging apps, which can hinder the development of important social skills like reading body language and maintaining eye contact.
In response to these findings, many parents and educators are taking action. Some schools have implemented "phone - free zones" during class time and banned phones in bedrooms after a certain hour. Experts also recommend establishing "digital curfews"—putting away phones at least an hour before bed and using that time for relaxing activities like reading or listening to music. By making these small changes, teenagers can improve their sleep quality, strengthen their social bonds, and lead healthier, more balanced lives.
What did the study find about teenagers who use phones for over two hours before bed
A. They are more likely to have sleep problems.
B. They perform better in school exams.
C. They have more active social lives.
D. They are less likely to feel tired during the day.
How does blue light affect teenagers' sleep
A. It makes them sleep for longer hours.
B. It reduces the production of sleep - regulating hormone.
C. It helps them fall asleep more quickly.
D. It increases their energy levels at night.
What is a consequence of spending too much time on phones
A. Improved ability to read body language.
B. Increased participation in sports.
C. Reduced face - to - face social interactions.
D. Better time management skills.
What do experts suggest to improve teenagers' sleep
A. Using phones with brighter screens at night.
B. Putting phones away an hour before bedtime.
C. Checking social media right before sleeping.
D. Using phones only in well - lit rooms.
Passage 5
難度
In recent years, many schools across the United States have implemented a program known as "peer tutoring", which has gained popularity for its ability to benefit both students and the school community. At its core, peer tutoring involves pairing older, more experienced students with younger or struggling peers to provide academic support. For example, a high school senior who excels in mathematics might work with a freshman who is struggling with algebra, while a junior with strong writing skills could help a sophomore improve their essay - writing abilities.
The benefits of this program are multifaceted. For the younger or struggling students, peer tutoring offers a more relaxed learning environment than a traditional classroom. They often feel more comfortable asking questions of a peer than of a teacher, as they perceive their tutors as more relatable. This can reduce anxiety and make it easier to grasp difficult concepts. Studies have shown that students who participate in peer tutoring programs often see a significant improvement in their grades, with many moving from failing to passing scores within a single semester.
Older students also gain valuable skills from their role as tutors. Explaining complex ideas to someone else requires a deep understanding of the material, which forces tutors to review and reinforce their own knowledge. This process of "teaching to learn" has been shown to improve the tutors' own academic performance, as they develop a stronger grasp of the subject matter. Additionally, tutoring helps build leadership skills, empathy, and patience. Tutors learn to adapt their teaching methods to match the learning style of their peers, whether that means using visual aids for visual learners or creating practice problems for those who learn by doing.
Despite its many advantages, peer tutoring is not without challenges. One common issue is scheduling conflicts, as older students often have busy schedules filled with their own classes, extracurricular activities, and part - time jobs. This can make it difficult to find consistent time for tutoring sessions. Another challenge is ensuring that tutors are properly trained. While some students are natural teachers, others may lack the communication skills or patience needed to be effective tutors, which can lead to frustration for both the tutor and the student being helped.
However, these challenges are often manageable with proper planning. Many schools address scheduling issues by offering flexible tutoring times, including before and after school or during lunch breaks. They also provide training workshops for tutors, teaching them basic teaching strategies and communication skills. Overall, the peer tutoring program remains a valuable tool in education, fostering a collaborative learning environment and helping students of all ages achieve academic success.
What is the main purpose of peer tutoring
A. To help teachers reduce their workload.
B. To provide academic support between students.
C. To replace traditional classroom teaching.
D. To help older students earn extra credits.
Why do younger students benefit from peer tutoring
A. They can get better grades without studying.
B. They feel more comfortable asking peers questions.
C. Tutors do their homework for them.
D. They get to choose their favorite subjects.
How do older students benefit from being tutors
A. They get paid for their tutoring services.
B. They can skip some of their own classes.
C. They strengthen their knowledge and develop skills.
D. They receive special recognition from the school.
What is a challenge of peer tutoring mentioned in the passage
A. Younger students refuse to listen to their tutors.
B. Tutors lack the necessary training and skills.
C. There are not enough subjects to tutor.
D. Parents do not support the program.
Passage 6
難度
In recent decades, a growing number of teenagers around the world have become passionate advocates for environmental protection, driven by a deep understanding of the urgent need to address issues like climate change, pollution, and habitat loss. Unlike previous generations, today's teens have grown up with constant news about environmental crises, from melting polar ice caps to extreme weather events, and they are determined to make a difference.
At school, environmental clubs have become hotspots for this activism. These clubs are not just about learning—they're about taking action. Members spend time researching pressing environmental issues, such as the impact of single - use plastics on oceans or the role of deforestation in climate change. They invite guest speakers, like local environmental scientists or activists, to give talks and share practical tips. But the real work happens outside the classroom: club members organize recycling drives that go beyond just collecting paper and plastic. They teach their classmates how to properly sort waste, explain the importance of reducing food waste in the school cafeteria, and even partner with local recycling centers to ensure that the collected materials are actually recycled.
Many teens also extend their environmental efforts beyond school walls. They volunteer with national or international organizations like Greenpeace or the World Wildlife Fund, participating in projects such as beach cleanups, tree - planting campaigns, and wildlife conservation initiatives. In coastal areas, for example, teens have organized groups to remove plastic debris from beaches, documenting the types and amounts of waste they find to raise awareness about ocean pollution. In urban areas, they've worked with city governments to create community gardens, turning empty lots into spaces where people can grow their own vegetables, reducing the need for imported produce that requires fossil fuels to transport.
What's most inspiring about these young activists is their ability to use technology to amplify their message. They create social media campaigns with hashtags like #ClimateAction or #SaveOurPlanet, sharing educational content, photos of their projects, and calls to action. This online presence allows them to connect with other teens around the world, forming global networks that share ideas and support each other's initiatives. For example, a group of teens in Sweden started a movement encouraging students to skip school on Fridays to protest government inaction on climate change, which quickly spread to other countries, with thousands of teens participating.
These efforts show that teenagers are not just the future of environmental protection—they're an important part of the present. Their passion, creativity, and willingness to take action are proving that even small individual and community efforts can add up to significant change.
What motivates teenagers to advocate for environmental protection
A. Pressure from their school teachers.
B. A desire to win environmental awards.
C. Awareness of urgent environmental problems.
D. The need to complete school projects.
What do environmental club members do beyond learning about issues
A. They focus only on raising money for environmental groups.
B. They take practical actions like organizing recycling drives.
C. They write letters to famous environmental scientists.
D. They create environmental movies for school events.
How do teenagers use technology for environmental activism
A. They design apps to track their own carbon footprint.
B. They use social media to spread their message globally.
C. They build websites for local environmental organizations.
D. They create online games about environmental issues.
What does the passage suggest about teenagers' role in environmental protection
A. They are too young to make a real difference.
B. They are primarily followers of adult activists.
C. They play an important and active role now.
D. They will take over from adults in the future.
Passage 7
難度
In a quiet suburban neighborhood in Melbourne, Australia, a group of 15 high school students embarked on a project that would not only transform the lives of local elderly residents but also change their own perspectives on community and responsibility. The idea began when one of the students, Maya, noticed that her grandmother, who lived alone, often seemed lonely despite regular visits from family. This observation led Maya and her friends to investigate, and they discovered that many elderly people in their community faced similar feelings of isolation, especially those who had lost spouses or whose families lived far away.
Determined to make a difference, the students met with local community leaders to develop a plan. They decided to launch a program called "Connect & Care", which involved regular visits to elderly residents in their homes and at the local senior center. The visits were structured but flexible: each student was paired with one or two elderly people, whom they visited at least twice a week. During these visits, they would engage in conversations, listening to stories about the residents' lives—from their experiences during World War II to their careers and family histories. They also helped with practical tasks that had become difficult for the elderly, such as grocery shopping, picking up prescriptions, or even just changing light bulbs that were too high to reach.
To add more joy to the residents' lives, the students organized monthly events. These included a Christmas party where they sang carols and brought homemade treats, a tea party with board games, and even a "memory sharing" afternoon where residents displayed old photos and shared the stories behind them. One particularly memorable event was a gardening day, where students helped residents plant flowers in their yards, turning overgrown spaces into colorful gardens that brought smiles to everyone's faces.
The impact of "Connect & Care" was profound. For the elderly residents, the program reduced feelings of loneliness and gave them something to look forward to. Many reported sleeping better and feeling more optimistic about life. One resident, 87 - year - old Mr. Thompson, said, "These young people have given me a reason to get up in the morning. I love hearing about their school lives, and sharing my own stories makes me feel like I still have something to offer."
For the students, the rewards were equally significant. They gained a new appreciation for the wisdom and life experiences of the elderly, learning lessons that couldn't be taught in a classroom. They also developed important life skills: communication skills from talking to people of different generations, problem - solving skills from helping with tasks, and empathy from understanding the challenges of aging. Maya reflected, "I used to think that helping others was just about doing good for them, but now I realize it's also about what you learn about yourself. I've become more patient and understanding, and I've made friends with people I never would have met otherwise."
The success of "Connect & Care" inspired the school to expand the program, and other schools in the area have since adopted similar initiatives. It's a powerful reminder that even small acts of kindness can create ripple effects, bringing generations together and strengthening the fabric of a community.
What inspired the students to start the "Connect & Care" program
A. A school assignment about community service.
B. Maya's observation of her grandmother's loneliness.
C. A request from the local senior center.
D. A desire to win a community service award.
What did the students do during their regular visits
A. They only helped with physical tasks like gardening.
B. They organized large parties for all residents.
C. They listened to residents' stories and helped with tasks.
D. They taught residents how to use modern technology.
How did the program affect the elderly residents
A. They became less interested in their own past.
B. They felt less lonely and more optimistic.
C. They started spending more time alone.
D. They began to avoid talking about their lives.
What did the students learn from the program
A. The importance of focusing only on their own needs.
B. That elderly people have nothing to teach young people.
C. Communication skills and empathy for others.
D. That community service is a waste of time.
Passage 8
難度
South Korea's education system is renowned worldwide for its rigor and high academic achievements, with students consistently ranking among the top in international tests like the PISA (Programme for International Student Assessment). However, this success comes at a steep price: a hyper - competitive environment that places enormous pressure on high school students, shaping nearly every aspect of their daily lives.
From the moment they enter high school, students are acutely aware that their performance will determine their future. Admission to top universities like Seoul National University or KAIST is fiercely competitive, with spots often reserved for those who score in the top 1% of national exams. As a result, the daily schedule of a typical South Korean high school student is grueling. Most wake up before 6 a.m. to study for an hour before school, which starts at 8 a.m. and ends around 4 p.m. But the day is far from over—after school, over 70% of students head to "hagwons", or private after - school academies, where they attend additional classes until 10 p.m. or later. These hagwons specialize in subjects like math, science, and English, with teachers focusing on exam - taking strategies and advanced material not covered in regular school.
The pressure to succeed is intensified by societal expectations. In South Korean culture, academic success is seen as a way to honor one's family, and failure to perform well can bring shame. Many students feel that their self - worth is tied directly to their grades, leading to extreme stress. Mental health experts have noted a rise in anxiety, depression, and even suicide rates among teenagers, with studies linking these issues to the constant pressure to excel. Physical health also suffers—students often sleep less than six hours a night, skip meals to study, and have little time for exercise or relaxation.
In recent years, there has been a growing movement to reform the education system. Parents and educators are questioning whether the pursuit of academic excellence is worth sacrificing students' well - being. Some schools have started to reduce homework loads and introduce more creative and physical education classes. The government has also taken steps, such as limiting the operating hours of hagwons to 10 p.m. and banning them from operating on weekends. Additionally, there's a push to change university admission criteria to consider factors beyond test scores, such as extracurricular activities, community service, and personal essays.
These reforms are met with mixed reactions. While many support the goal of creating a more balanced education system, others worry that reducing academic rigor will harm South Korea's international standing. Despite the challenges, the conversation around education reform continues, as the nation grapples with finding a way to nurture both academic achievement and the health and happiness of its young people.
What is the main characteristic of South Korea's education system
A. It prioritizes creativity over academic achievement.
B. It is highly competitive and demanding.
C. It focuses on vocational training for students.
D. It is relaxed and allows students plenty of free time.
Why do most South Korean students attend hagwons
A. To participate in sports and extracurricular activities.
B. To get additional help with exam preparation.
C. To socialize with friends after school.
D. To avoid doing homework at home.
What is a negative effect of the competitive education system
A. Students have too much free time on their hands.
B. Students experience mental and physical health issues.
C. Universities are struggling to find enough applicants.
D. Parents are not involved in their children's education.
What is the government doing to reform the education system
A. It is closing all hagwons to reduce student stress.
B. It is making university admission easier for everyone.
C. It is limiting hagwon hours and changing admission criteria.
D. It is increasing the number of exams students must take.

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