高中英語人教版 (2019)必修 第一冊Unit 5 Languages around the world優(yōu)秀當堂檢測題

這是一份高中英語人教版 (2019)必修 第一冊Unit 5 Languages around the world優(yōu)秀當堂檢測題，文件包含Unit5Languagesaroundtheworld完形填空精練題原卷版docx、Unit5Languagesaroundtheworld完形填空精練題解析版docx等2份試卷配套教學資源，其中試卷共46頁， 歡迎下載使用。
Passage 1………………………………………………………………1
Passage 2………………………………………………………………4
Passage 3………………………………………………………………8
Passage 4………………………………………………………………11
Passage 5………………………………………………………………15
Passage 6………………………………………………………………18
Passage 7………………………………………………………………21
Passage 8 …………………………………………………………… 25
Passage 9 …………………………………………………………… 28
精練篇
Passage 1
難度???
Over the past tw decades, Chinese language educatin has 1.______ rapidly acrss the glbe. Mre than 180 cuntries and regins have 2.______ Chinese curses in schls, and ver 50 millin peple are learning Chinese as a secnd language. This trend is mainly due t China’s grwing 3.______ in internatinal affairs—frm ecnmy t culture, China plays a crucial rle in glbal develpment.
Fr many learners, Chinese is nt just a language, but a key t 4.______ Chinese culture. They are fascinated by the lng histry f Chinese characters, which 5.______ back thusands f years. Unlike alphabetic languages, Chinese characters carry bth meaning and 6.______, making them unique. Hwever, learning Chinese als brings challenges: the cmplex writing system and tnal prnunciatin ften make beginners feel 7.______.
T help learners vercme these difficulties, many cuntries have 8.______ with Chinese educatinal institutins. They develp bilingual textbks, train lcal teachers, and use digital tls like apps t make learning mre 9.______. Fr example, an app called “Hanzi Her” uses games t help users 10.______ Chinese characters, turning hard wrk int fun.
In recent years, Cnfucius Institutes have als played an imprtant part in prmting Chinese educatin. Thugh sme have clsed due t plitical factrs, the demand fr Chinese learning remains 11.______. Many universities nw ffer degree prgrams in Chinese language and literature, attracting students wh want t 12.______ a career in Sin-freign cmmunicatin.
Learning Chinese has brught great benefits t learners. A student frm Brazil said, “Chinese helps me 13.______ business pprtunities with Chinese cmpanies. I als feel clser t Chinese peple after understanding their language and culture.” Anther student frm Kenya shared, “Reading Chinese classics like The Analects has given me new 14.______ n life.”
As China cntinues t cnnect with the wrld, Chinese language educatin will keep develping. It nt nly helps spread Chinese culture but als builds 15.______ between peple f different cuntries—prving that language is a bridge, nt a barrier.
A. spread B. extended C. expanded D. stretched
A. taught B. adpted C. refused D. ignred
A. rle B. pwer C. influence D. effect
A. explre B. create C. change D. prtect
A. date B. g C. keep D. lk
A. sund B. tne C. culture D. histry
A. excited B. cnfused C. relaxed D. satisfied
A. cperated B. cmpeted C. argued D. agreed
A. difficult B. bring C. effective D. expensive
A. frget B. remember C. abandn D. avid
A. lw B. high C. weak D. strng
A. build B. find C. search D. lse
A. miss B. seize C. waste D. ignre
A. ideas B. views C. insights D. thughts
A. trust B. bridges C. gaps D. understanding
答案及解析
A. spread
解析：“spread rapidly” 表示 “快速傳播”，貼合 “漢語教育在全球范圍普及” 的動態(tài)過程；“extended（延伸，側重空間范圍）”“expanded（擴張，側重規(guī)模擴大）”“stretched（拉伸，側重物理形態(tài)）” 均不匹配 “教育普及” 的語境，排除 B、C、D。
B. adpted
解析：“adpted Chinese curses” 指 “開設漢語課程”，“adpt” 在此處表示 “引入、采用（課程體系）”；“taught（教，主語應為教師 / 學校，而非國家 / 地區(qū)）”“refused（拒絕）”“ignred（忽視）” 均與 “5000 萬人學漢語” 的趨勢矛盾，排除 A、C、D。
C. influence
解析：“grwing influence in internatinal affairs” 表示 “在國際事務中日益增長的影響力”，“influence” 側重 “對他人 / 事務的影響”，符合 “中國在全球經濟、文化中發(fā)揮作用” 的語境；“rle（角色，需搭配 “play a rle”）”“pwer（權力，側重強制力）”“effect（效果，側重結果）”，排除 A、B、D。
A. explre
解析：“a key t explre Chinese culture” 表示 “探索中國文化的鑰匙”，“explre” 側重 “深入了解、探索”，貼合 “通過漢語了解文化” 的邏輯；“create（創(chuàng)造）”“change（改變）”“prtect（保護）” 均與 “語言作為工具” 的屬性矛盾，排除 B、C、D。
A. date
解析：固定搭配 “date back（追溯到）”，句意為 “漢字的歷史可追溯到數千年前”；“g back（回去，無 “追溯歷史” 含義）”“keep back（隱瞞）”“l(fā)k back（回顧，需搭配 “n”）”，排除 B、C、D。
C. culture
解析：前文強調 “漢語是探索文化的鑰匙”，此處指 “漢字承載意義與文化”，“culture” 呼應全文 “語言與文化” 的核心關聯；“sund（聲音）”“tne（聲調，僅語音層面）”“histry（歷史，前文已提及 “date back”，語義重復）”，排除 A、B、D。
B. cnfused
解析：“復雜的書寫系統(tǒng)和聲調發(fā)音” 會讓初學者感到 “困惑”，“cnfused”（困惑的）符合 “學習難點帶來的情緒”；“excited（興奮的）”“relaxed（放松的）”“satisfied（滿意的）” 均與 “學習挑戰(zhàn)” 的語境矛盾，排除 A、C、D。
A. cperated
解析：“cperated with Chinese educatinal institutins” 表示 “與中國教育機構合作”，“cperate” 側重 “共同協(xié)作”，貼合 “開發(fā)教材、培訓教師” 的合作行為；“cmpeted（競爭）”“argued（爭論）”“agreed（同意，僅態(tài)度，無 “協(xié)作” 動作）”，排除 B、C、D。
C. effective
解析：“digital tls make learning mre effective” 表示 “數字工具讓學習更有效”，“effective”（有效的）符合 “通過游戲化學習提升效率” 的邏輯；“difficult（困難的）”“bring（無聊的）”“expensive（昂貴的）” 均與 “幫助克服困難” 的目的矛盾，排除 A、B、D。
B. remember
解析：“use games t help users remember Chinese characters” 表示 “通過游戲幫助記憶漢字”，“remember”（記憶）直接呼應 “學習漢字” 的核心需求；“frget（忘記）”“abandn（放棄）”“avid（避免）” 均與 “學習工具” 的功能矛盾，排除 A、C、D。
D. strng
解析：“demand remains strng” 表示 “需求依然強烈”，“strng”（強烈的）常用來修飾 “demand”，體現 “盡管孔子學院部分關閉，學習需求未減”；“l(fā)w（低的）”“weak（薄弱的）” 與語境相反，“high（高的）” 不搭配 “demand”（需用 “high level f demand”），排除 A、B、C。
A. build
解析：固定搭配 “build a career” 表示 “建立職業(yè)生涯”，句意為 “吸引想從事中外交流工作的學生”；“find（尋找，需搭配 “find a career”，但 “build” 更體現 “主動構建”）”“search（搜索，需搭配 “fr”）”“l(fā)se（失去）”，排除 B、C、D。
B. seize
解析：“seize business pprtunities” 表示 “抓住商機”，“seize”（抓?。﹤戎?“主動把握機會”，符合 “漢語幫助開拓與中國企業(yè)合作的機會”；“miss（錯過）”“waste（浪費）”“ignre（忽視）” 均與 “語言帶來的益處” 矛盾，排除 A、C、D。
C. insights
解析：“new insights n life” 表示 “對生活的新見解”，“insights” 側重 “深刻的理解與領悟”，貼合 “閱讀《論語》帶來的思想啟發(fā)”；“ideas（想法，泛泛）”“views（觀點，側重立場）”“thughts（想法，側重思考過程）”，排除 A、B、D。
D. understanding
解析：“build understanding between peple” 表示 “建立人與人之間的理解”，呼應前文 “語言是探索文化的鑰匙”，體現 “漢語教育促進跨文化理解”；“trust（信任，需長期互動形成，非語言教育直接成果）”“bridges（橋梁，前文已提及 “l(fā)anguage is a bridge”，重復）”“gaps（差距，與 “促進交流” 矛盾）”，排除 A、B、C。
基礎篇
Passage 2
難度??
When I entered junir high schl, I faced a big challenge—English. At first, my English was s pr that I was 1.______ t speak it, because I was afraid f making mistakes. Every time Ms. Li, my English teacher, asked me t answer questins in class, I wuld 2.______ and my face turned red. She nticed my shyness and 3.______ me t jin the English crner after schl.
The first time I went t the English crner, I just std in the crner, hands clenched, nt daring t say a wrd. A freign student named Tm walked up t me with a smile and said, “Hi! D yu want t practice English tgether?” I ndded quickly, but my muth felt like it was 4.—I culdn’t get a single wrd ut. Finally, I managed t stammer, “I… I can’t 5. yur speed when yu speak.” Tm laughed sftly and said, “Take it slw. Let’s talk abut smething easy—like yur hbbies.”
We started talking abut basketball, my favrite sprt. T my surprise, I culd 6.______ mst f his wrds withut stpping t think! When he asked, “D yu play basketball after schl every day?”, I replied, “Yes, I play it 7.______ with my friends.” He crrected gently, “Yu mean ‘ften’, nt ‘usually’—but that’s ttally kay!” His 8.______ made me relax, and I even started t share stries abut my basketball games.
Later, Ms. Li taught ur class a useful trick t remember vcabulary: 9.______ new wrds with pictures we knw. Fr example, when I learn the wrd “cat”, I think f Mimi, my pet cat at hme. I tried this methd every night, and sn my vcabulary grew. Befre lng, I culd 10.______ shrt cnversatins with my classmates in English, even abut difficult tpics like schl trips.
One mnth later, ur schl held an English party. T my shck, I was asked t sing an English sng. I felt nervus and wanted t refuse, but Tm patted my shulder and encuraged me, “Yu can d it—I’ll cheer fr yu!” I tk a deep breath and sang Yesterday Once Mre, a sng Ms. Li had taught us. When I finished singing, everyne clapped ludly. I felt s 11.______ that I almst cried.
Nw, English is n lnger a scary challenge fr me. I even help my classmates with their English—when smene can’t read a wrd, I 12.______ them hw t prnunce it slwly. This experience taught me that 13.______ is the key t learning a language. Dn’t be afraid f making mistakes; they are just part f the learning 14. . And whenever I meet a new English wrd nw, I dare t 15 . it in sentences instead f hiding frm it.
A. eager B. afraid C. ready D. happy
A. freeze B. stand C. smile D. talk
A. frced B. allwed C. encuraged D. invited
A. clsed B. pen C. wet D. dry
A. fllw B. catch C. understand D. hear
A. miss B. catch C. frget D. learn
A. usually B. ften C. always D. smetimes
A. kindness B. rudeness C. patience D. impatience
A. cnnect B. link C. assciate D. jin
A. make B. have C. d D. take
A. prud B. sad C. angry D. wrried
A. teach B. learn C. shw D. tell
A. practice B. study C. reading D. writing
A. prcess B. prgress C. way D. methd
A. use B. guess C. ignre D. avid
答案及解析
1.B. afraid
解析：后文 “害怕犯錯” 直接提示 “不敢說英語”，“afraid”（害怕的）符合 “因恐懼不敢表達” 的語境；“eager（渴望的）”“ready（準備好的）”“happy（開心的）” 均與 “shyness”“afraid f mistakes” 矛盾，排除 A、C、D。
2.A. freeze
解析：新增空需體現 “被提問時的緊張反應”，“freeze”（僵住、說不出話）生動描述 “緊張到無法行動” 的狀態(tài)；“stand（站立）” 是正常動作，“smile（微笑）”“talk（說話）” 與 “臉紅、不敢說” 矛盾，排除 B、C、D。
3.C. encuraged
解析：老師發(fā)現 “我” 害羞，應是 “鼓勵” 而非 “強迫”“允許” 或 “邀請”，“encuraged”（鼓勵）符合教師引導學生的積極態(tài)度；“frced（強迫）” 語氣過重，“allwed（允許）”“invited（邀請）” 未體現 “幫助克服害羞” 的目的，排除 A、B、D。
4.A. clsed
解析：前文 “說不出一個字” 說明 “嘴巴像閉了一樣”，“clsed”（關閉的）貼合 “無法開口” 的生理感受；“pen（打開的）” 與 “說不出話” 矛盾，“wet（濕的）”“dry（干的）” 側重 “口渴”，與 “緊張到失語” 無關，排除 B、C、D。
5.A. fllw
解析：“跟不上說話速度” 是常見表達，“fllw”（跟上、跟上節(jié)奏）特指 “適應語速”；“catch（抓住）” 側重 “聽懂內容”，“understand（理解）”“hear（聽到）” 均不搭配 “speed”，排除 B、C、D。
6.B. catch
解析：句意為 “能聽懂他大部分話”，“catch”（理解、聽清）符合 “無需停頓就能跟上” 的語境；“miss（錯過）” 與 “驚喜” 矛盾，“frget（忘記）”“l(fā)earn（學習）” 與 “對話場景” 無關，排除 A、C、D。
7.B. ften
解析：后文 Tm 糾正 “usually” 應為 “ften”，“ften”（經常）側重 “頻率高”，“usually”（通常）側重 “常規(guī)習慣”，此處指 “經常和朋友打球”，“ften” 更準確；“always（總是）” 太絕對，“smetimes（有時）” 與 “每天放學后” 矛盾，排除 A、C、D。
8.C. patience
解析：Tm 溫柔糾正錯誤、放慢語速，體現 “耐心”，“patience”（耐心）符合 “讓我放松” 的原因；“kindness（善良）” 側重 “態(tài)度友好”，“rudeness（粗魯）”“impatience（不耐煩）” 與 “溫柔糾正” 矛盾，排除 A、B、D。
9.C. assciate
解析：固定搭配 “”（把…… 和…… 聯系起來），是記單詞的常用方法；“cnnect（連接）” 需加 “with”，“l(fā)ink（鏈接）” 側重 “事物關聯”，“jin（加入）” 語義不符，排除 A、B、D。
10.B. have
解析：固定搭配 “have cnversatins”（進行對話），是 “用英語交流” 的標準表達；“make（制造）”“d（做）”“take（拿）” 均不搭配 “cnversatins”，排除 A、C、D。
11.A. prud
解析：唱歌獲掌聲后應感到 “自豪”，“prud”（自豪的）符合 “克服緊張后的成就感”；“sad（傷心的）”“angry（生氣的）”“wrried（擔心的）” 與 “成功表演” 的場景矛盾，排除 B、C、D。
12.A. teach
解析：前文 “幫助同學學英語”，此處應是 “教他們發(fā)音”，“teach”（教）直接體現 “幫助動作”；“l(fā)earn（學習）” 主語應為 “同學”，“shw（展示）”“tell（告訴）” 未體現 “耐心指導” 的細節(jié)，排除 B、C、D。
13.A. practice
解析：全文圍繞 “英語角練習、對話、唱歌” 展開，“practice”（練習）是 “學好語言的關鍵”，符合 “實踐出真知” 的邏輯；“study（學習）”“reading（閱讀）”“writing（寫作）” 均為單一學習方式，片面，排除 B、C、D。
14.A. prcess
解析：“錯誤是學習過程的一部分”，“prcess”（過程）強調 “學習是逐步積累的過程”；“prgress（進步）” 是結果，“way（方法）”“methd（方法）” 語義不符，排除 B、C、D。
15.A. use
解析：后文 “不再逃避” 說明 “敢于使用新單詞”，“use”（使用）符合 “學以致用” 的學習態(tài)度；“guess（猜測）”“ignre（忽視）”“avid（避免）” 均與 “克服恐懼、積極學習” 的主題矛盾，排除 B、C、D。
Passage 3
難度??
David, an exchange student frm Canada, has been learning Chinese fr six mnths. His biggest challenge? Chinese characters. Every time he saw characters in textbks r n street signs, he felt 1. —he culdn’t tell them apart at all. “At first, they lked like randm marks t me,” he said. But with his teacher Mr. Wang’s help, he slwly started t 2. the lgic behind them.
Mr. Wang first taught him simple pictgraphs like “日” (sun) and “月” (mn). “These characters were 3.______ frm ancient pictures,” Mr. Wang explained, shwing David ld drawings f the sun and mn. David’s eyes lit up: “S ‘日’ used t be a little circle with a dt? That’s amazing!” He began t 4.______ each character with its riginal meaning, which made memrizing them much easier.
One day, Mr. Wang asked David t 5.______ the character “明” (bright) n the blackbard. “It’s made f ‘日’ and ‘月’—sun and mn tgether mean ‘bright’,” Mr. Wang reminded him. David picked up the chalk, but he accidentally wrte “月” upside dwn. His face turned red, but Mr. Wang laughed and said, “Dn’t be embarrassed! Even Chinese kids make mistakes when 6.______ characters.” David ndded and 7.______ t practice writing “明” ten mre times after class.
T imprve, David carries a small ntebk everywhere. Every time he sees a new character—n menus r shp windws—he 8.______ it dwn quickly and asks Mr. Wang fr help later. He als uses a learning app that shws hw characters are 9.______ strke by strke. “Watching the crrect rder f strkes helps me remember the 10.______ f each character,” he said. Once, he even stayed up 30 minutes t practice writing “?！?(frtune) because he wanted t give his hst family a New Year card.
Last week, David wrte his first cmplete Chinese sentence: “我愛中國” (I lve China). He ran t shw it t his hst mm first. She smiled and 11.______ him a bwl f sweet dumplings as a reward. “Learning characters is really hard, but when I finished that sentence, I felt a great sense f 12.______,” David tld his classmates. They all cheered and asked him t write their Chinese names fr them.
Nw, David n lnger fears Chinese characters. He understands why peple call them “the 13.______ f Chinese culture”—each character carries stries frm thusands f years ag. “I want t learn mre characters s I can read Jurney t the West in Chinese,” he said. Fr David, Chinese characters are n lnger randm marks—they are a 14.______ t a whle new wrld f culture. Every time he learns a new character, he feels ne step clser t understanding China better, and he 15.______ gives up practicing, even when he’s busy with ther hmewrk.
A. cnfused B. excited C. relaxed D. prud
A. see B. find C. understand D. learn
A. cpied B. created C. develped D. brrwed
A. cmpare B. cnnect C. cmbine D. share
A. write B. draw C. carve D. paint
A. reading B. writing C. recgnizing D. using
A. decided B. refused C. frgt D. hated
A. puts B. writes C. takes D. gets
A. frmed B. made C. built D. drawn
A. rder B. way C. methd D. shape
A. cked B. bught C. gave D. ffered
A. achievement B. success C. pride D. happiness
A. sul B. heart C. spirit D. mind
A. dr B. key C. bridge D. path
A. always B. ften C. smetimes D. never
答案及解析
A. cnfused
解析：后文 “無法區(qū)分漢字” 說明 David 最初對漢字感到 “困惑”，“cnfused”（困惑的）貼合 “陌生感”；“excited（興奮的）”“relaxed（放松的）”“prud（自豪的）” 均與 “無法分辨” 的困境矛盾，排除 B、C、D。
C. understand
解析：句意為 “在老師幫助下，逐漸理解漢字背后的邏輯”，“understand”（理解）強調 “領悟內在規(guī)律”；“see（看見，表面）”“find（找到，側重 “發(fā)現”）”“l(fā)earn（學習，側重 “掌握知識”）” 均不貼合 “邏輯認知”，排除 A、B、D。
C. develped
解析：固定搭配 “develped frm”（從…… 發(fā)展而來），符合漢字 “象形起源” 的常識；“cpied（復制，強調 “模仿”）”“created（創(chuàng)造，未體現 “演變過程”）”“brrwed（借用，與 “本土起源” 矛盾）”，排除 A、B、D。
B. cnnect
解析：固定搭配 “”（把…… 和…… 聯系起來），句意為 “將漢字與原始含義聯系，輔助記憶”；“cmpare（比較，側重差異）”“cmbine（結合，側重合并）”“share（分享，與記憶無關）”，排除 A、C、D。
A. write
解析：后文 “把‘月’寫倒” 說明老師讓 David “書寫” 漢字，“write”（書寫）符合 “練習漢字” 的場景；“draw（畫，側重藝術創(chuàng)作）”“carve（雕刻）”“paint（涂畫）” 均非 “漢字練習” 的常規(guī)動作，排除 B、C、D。
B. writing
解析：句意為 “即使中國孩子寫漢字也會犯錯”，呼應前文 David“寫倒‘月’” 的錯誤，“writing”（書寫）是核心動作；“reading（閱讀）”“recgnizing（識別）”“using（使用）” 均與 “寫倒字” 無關，排除 A、C、D。
A. decided
解析：新增空體現 David 受鼓勵后的反應 ——“決定多練習”，“decided”（決定）符合 “積極改進” 的態(tài)度；“refused（拒絕）”“frgt（忘記）”“hated（討厭）” 與 “老師安慰后” 的邏輯矛盾，排除 B、C、D。
B. writes
解析：固定搭配 “write dwn”（寫下），句意為 “把新漢字寫在筆記本上”；“puts dwn（放下）”“takes dwn（記錄，側重信息）”“gets dwn（寫下，口語化）”，排除 A、C、D。
D. drawn
解析：句意為 “應用程序展示漢字如何一步步書寫”，“drawn”（繪制，側重筆畫書寫）貼合 “漢字筆畫順序” 的特點；“frmed（形成，側重整體結構）”“made（制作，泛泛）”“built（構建，側重搭建）”，排除 A、B、C。
A. rder
解析：句意為 “看筆畫順序幫助記憶漢字的書寫順序”，“rder”（順序）特指 “筆畫先后”，是漢字書寫的核心；“way（方法）”“methd（方法）”“shape（形狀，與筆畫無關）”，排除 B、C、D。
C. gave
解析：句意為 “寄宿媽媽給了他一碗湯圓作為獎勵”，“gave”（給予）直接體現 “獎勵動作”；“cked（煮，僅體現制作）”“bught（買，與 “家庭獎勵” 場景不符）”“ffered（主動提供，需搭配 “ffer sb. sth.”，此處 “gave” 更自然）”，排除 A、B、D。
A. achievement
解析：固定搭配 “a sense f achievement”（成就感），貼合 “寫出句子后克服困難的滿足感”；“success（成功，側重結果）”“pride（自豪，需搭配 “a sense f pride”）”“happiness（快樂，側重情緒，未體現 “努力后的收獲”）”，排除 B、C、D。
A. sul
解析：固定表達 “the sul f Chinese culture”（中國文化的靈魂），強調漢字是文化的核心載體；“heart（心臟，側重位置）”“spirit（精神，側重抽象理念）”“mind（思想，側重思維）”，排除 B、C、D。
B. key
解析：固定搭配 “a key t...”（打開…… 的鑰匙），句意為 “漢字是打開新文化世界的鑰匙”，呼應 “學習漢字了解中國” 的主題；“dr（門，需搭配 “a dr t”）”“bridge（橋梁，側重連接）”“path（道路，側重路徑）”，排除 A、C、D。
D. never
解析：新增空體現 David 的堅持 ——“從不放棄練習”，“never”（從不）符合 “積極學習” 的態(tài)度；“always（總是）”“ften（經常）”“smetimes（有時）” 均無法體現 “堅持”，排除 A、B、C。
Passage 4
難度??
Lily, a British student, spent last summer in the US with a hst family. She was 1.______ abut the trip but als a little wrried—she’d heard American English was different frm British English. Her wrry came true n the first day, when she had a funny mix-up with her hst sister, Emma.
Emma asked Lily, “D yu want t brrw my pants fr the party?” Lily’s eyes widened—she thught “pants” in British English meant “underwear”! She felt 2.______ and quickly said, “N, thank yu. I brught my wn!” Emma lked cnfused. Later, Lily’s hst mm 3.______ the mix-up: “In American English, ‘pants’ are what Brits call ‘trusers’.” Lily laughed and said, “That’s a big 4.______! I thught yu wanted me t wear yur underwear!”
Anther day, they went t the gas statin. Lily needed t buy fuel fr her bike, s she asked, “Where can I buy sme petrl?” Emma said, “Oh, we call it ‘gas’ here.” Lily nted that dwn 5.______ in her ntebk—she was keeping a list f 6.______ between British and American English.
At schl, Lily’s teacher asked the class t “hand in their math hmewrk”. Lily raised her hand and said, “D yu mean ‘maths’?” The teacher smiled and explained the difference. Lily 7.______ this new wrd pair t her list t. She als fund Americans say “elevatr” instead f “l(fā)ift”, and “apartment” instead f “flat”—small differences that made her laugh.
One weekend, they planned t make chclate chip ckies. Emma said, “We need t buy sme chips.” Lily went t the stre and bught a bag f ptat chips. But Emma wanted “crisps” (British English) fr the ckies—Americans call “crisps” “chips”, and British “chips” are American “fries”! They ended up buying bth and laughing abut the 8.______ all afternn.
By the end f the summer, Lily had filled her ntebk with language differences. She als realized that 9.______ these small differences, British and American peple can still understand each ther. “Language is flexible,” she said. “As lng as yu’re willing t ask and 10.______, yu can avid misunderstandings.”
When Lily packed her bags t g back t the UK, she 11.______ her ntebk with her—it was her favrite suvenir. She shared the list with her classmates, wh thught it was 12.______. Sme even started using American wrds like “gas” and “elevatr” in their cnversatins.
Lily ften tells her friends, “This summer taught me that learning abut different 13.______ f a language is nt just useful—it’s fun!” Nw, she even 14.______ small English differences nline, like why Americans say “truck” and Brits say “l(fā)rry”. She knws that understanding these differences desn’t just help with cmmunicatin—it als helps build 15.______ between peple frm different cuntries.
A. nervus B. excited C. sad D. bred
A. embarrassed B. happy C. angry D. relaxed
A. explained B. slved C. fund D. nticed
A. mistake B. difference C. errr D. prblem
A. carelessly B. quickly C. carefully D. slwly
A. similarities B. differences C. same D. different
A. added B. frgt C. deleted D. ignred
A. cnfusin B. mix-up C. mistake D. errr
A. thugh B. despite C. because f D. thanks t
A. learn B. adapt C. listen D. understand
A. left B. threw C. tk D. lst
A. bring B. interesting C. useless D. difficult
A. varieties B. types C. kinds D. frms
A. cllects B. shares C. hides D. frgets
A. barriers B. gaps C. friendship D. distance
答案及解析
B. excited
解析：后文 “但有點擔心” 體現 “興奮又擔憂” 的矛盾心情，“excited”（興奮的）符合 “期待美國之行” 的初始態(tài)度；“nervus（緊張的，與 “but als wrried” 重復）”“sad（傷心的）”“bred（無聊的）” 均與 “主動參加交換” 的背景矛盾，排除 A、C、D。
A. embarrassed
解析：Lily 誤以為 Emma 借 “內衣”，應感到 “尷尬”，“embarrassed”（尷尬的）貼合 “誤會后的羞恥感”；“happy（開心的）”“angry（生氣的）”“relaxed（放松的）” 均與 “被借隱私物品” 的場景矛盾，排除 B、C、D。
A. explained
解析：寄宿媽媽的作用是 “解釋” 誤會，“explained”（解釋）符合 “澄清含義差異” 的動作；“slved（解決，需搭配 “slve the prblem”）”“fund（發(fā)現，側重 “找到誤會”）”“nticed（注意到，未體現 “澄清”）”，排除 B、C、D。
B. difference
解析：Lily 意識到 “pants” 在英美語中的 “差異”，“difference”（差異）是全文核心話題；“mistake（錯誤，側重 “行為失誤”）”“errr（錯誤，側重 “偏差”）”“prblem（問題，側重 “麻煩”）” 均不指 “語言差異”，排除 A、C、D。
C. carefully
解析：Lily 專門記錄語言差異，應 “認真地” 記筆記，“carefully”（認真地）體現 “重視”；“carelessly（粗心地）”“quickly（快速地，未體現態(tài)度）”“slwly（緩慢地，與 “及時記錄” 矛盾）”，排除 A、B、D。
B. differences
解析：固定搭配 “l(fā)ist f differences”（差異清單），呼應 “記錄英美語不同” 的目的；“similarities（相似性，與語境相反）”“same（相同的，形容詞）”“different（不同的，形容詞）”，排除 A、C、D。
A. added
解析：Lily 遇到 “math/maths” 的差異后，應 “補充” 到清單中，“added”（添加）符合 “清單不斷完善” 的邏輯；“frgt（忘記）”“deleted（刪除）”“ignred（忽視）” 均與 “主動記錄” 的態(tài)度矛盾，排除 B、C、D。
B. mix-up
解析：“chips” 的含義誤會是又一次 “混淆”，“mix-up” 呼應開篇，保持主題一致；“cnfusin（困惑，側重 “情緒”）”“mistake（錯誤，側重 “行為”）”“errr（錯誤，側重 “偏差”）” 均不如 “mix-up” 貼合 “語言誤解” 的核心，排除 A、C、D。
B. despite
解析：“despite”（盡管，介詞，接名詞）后接 “these small differences”，符合 “盡管有差異仍能理解” 的轉折邏輯；“thugh（盡管，連詞，接句子）”“because f（因為，表原因）”“thanks t（多虧，表原因）”，排除 A、C、D。
B. adapt
解析：句意為 “愿意提問并適應差異”，“adapt”（適應）符合 “面對語言不同的積極態(tài)度”；“l(fā)earn（學習，泛泛）”“l(fā)isten（傾聽，僅單方面）”“understand（理解，需 “適應” 后實現）”，排除 A、C、D。
C. tk
解析：筆記本是 “珍貴的紀念品”，Lily 應 “帶走” 它，“tk”（帶走）符合 “返程攜帶” 的場景；“l(fā)eft（留下）”“threw（扔掉）”“l(fā)st（丟失）” 均與 “喜愛紀念品” 矛盾，排除 A、B、D。
B. interesting
解析：后文 “開始使用美式詞匯” 說明同學覺得清單 “有趣”，“interesting”（有趣的）符合 “主動模仿” 的積極反應；“bring（無聊的，與 “使用詞匯” 矛盾）”“useless（無用的）”“difficult（困難的）”，排除 A、C、D。
A. varieties
解析：固定表達 “varieties f a language”（語言的變體），指 “英美英語是英語的不同變體”，符合語言學概念；“types（類型，泛泛）”“kinds（種類，口語化）”“frms（形式，側重 “表現形式”）”，排除 B、C、D。
A. cllects
解析：Lily 對語言差異產生興趣，應 “收集” 更多差異，“cllects”（收集）符合 “主動探索” 的態(tài)度；“shares（分享，需 “收集后” 進行）”“hides（隱藏）”“frgets（忘記）” 均與 “持續(xù)關注” 矛盾，排除 B、C、D。
C. friendship
解析：句意為 “理解語言差異有助于建立友誼”，“friendship（友誼）” 符合 “跨文化交流的積極結果”；“barriers（障礙）”“gaps（差距）”“distance（距離）” 均與 “促進交流” 的目的相反，排除 A、B、D。
提升篇
Passage 5
難度????
Peple wh speak mre than ne language (multilinguals) ften have unique advantages in brain functin. Recent studies shw that their brains have higher 1.______ f grey matter—the part respnsible fr prcessing infrmatin. This is because learning multiple languages requires the brain t 2.______ between different linguistic systems, which strengthens neural cnnectins and makes the brain mre efficient.
One key benefit is imprved “cgnitive flexibility”—the ability t switch between tasks quickly. Fr example, a multilingual can easily switch frm speaking French t Spanish withut cnfusin. This flexibility als helps in daily life, like 3.______ distractins while studying r slving math prblems. A multilingual student, fr instance, can fcus n hmewrk even when there’s nise arund—smething mnlinguals may find harder.
Anther advantage is better memry. Multilinguals ften perfrm better n memry tests because they regularly 4.______ new vcabulary and grammar rules fr each language. Their brains are trained t stre and retrieve infrmatin mre efficiently. A study fund that 5.______ children can remember 10% mre wrds in a list than mnlingual children f the same age.
The “critical perid hypthesis” suggests that children learn languages mre easily because their brains have high 6. —the ability t change and adapt t new infrmatin. But this desn’t mean adults can’t learn new languages. While it may take mre effrt, adults can still 7. fluency with regular practice. In fact, learning a new language as an adult can keep the brain active and delay age-related diseases like dementia.
Hwever, being multilingual is nt withut challenges. Sme peple experience “l(fā)anguage interference”—when ne language 8.______ with the ther. Fr example, a Spanish speaker learning English might say “I have 20 years” instead f “I am 20 years ld” because Spanish uses “tener” (t have) fr age. But this interference decreases as language 9.______ imprves.
Multilingualism als has cultural benefits. It allws peple t 10.______ with different cmmunities and understand diverse perspectives. A multilingual persn can read a Japanese nvel in its riginal language, watch a Mexican mvie withut subtitles, and build friendships acrss brders. This helps break dwn cultural barriers and makes the wrld feel smaller.
In shrt, the multilingual brain is mre flexible, efficient, and culturally cnnected. Whether yu’re learning yur secnd language r yur fifth, every hur f practice 11.______ t a healthier, mre capable brain. It’s never t late t start—even learning a few phrases f a new language can 12.______ yur brain and pen up new wrlds.
Many schls nw ffer bilingual prgrams t help students becme multilingual. Teachers say these prgrams nt nly imprve language skills but als make students mre 13.______ t different cultures. A 10th-grader in a bilingual prgram said, “Learning Chinese helped me understand my classmate’s family traditins. It’s like having a 14.______ t a new culture.”
Fr anyne thinking abut learning a new language, remember: the benefits g beynd cmmunicatin. Yu’re nt just learning wrds—yu’re 15.______ yur brain and becming a mre cnnected glbal citizen.
A. density B. number C. amunt D. quality
A. chse B. distinguish C. cmpare D. cntrast
A. aviding B. ignring C. vercming D. facing
A. learn B. memrize C. frget D. review
A. multilingual B. mnlingual C. adult D. yung
A. flexibility B. plasticity C. adaptability D. ability
A. achieve B. get C. reach D. gain
A. helps B. interferes C. aids D. supprts
A. interest B. passin C. prficiency D. knwledge
A. cmmunicate B. cnnect C. talk D. chat
A. cntributes B. leads C. helps D. adds
A. relax B. exercise C. rest D. tire
A. clsed B. pen C. blind D. deaf
A. dr B. key C. bridge D. path
A. training B. using C. wasting D. resting
答案及解析
A. density
解析：固定搭配 “density f grey matter”（灰質密度）是神經科學核心表述，指多語言者大腦灰質更密集；“number”（數量，修飾可數名詞，灰質不可數）、“amunt”（數量，側重 “總量” 而非 “密度”）、“quality”（質量，與 “研究發(fā)現的密度差異” 無關），排除 B、C、D。
B. distinguish
解析：句意為 “學習多語言需大腦區(qū)分不同語言系統(tǒng)”，固定搭配 “distinguish between”（區(qū)分…… 與……）貼合 “避免語言混淆” 的大腦功能；“chse”（選擇，側重 “挑選”）、“cmpare”（比較，側重 “找差異”）、“cntrast”（對比，側重 “對立”），排除 A、C、D。
C. vercming
解析：語境指 “認知靈活性幫助克服學習時的干擾”，“vercming distractins”（克服干擾）是固定搭配，體現 “專注能力”；“aviding”（避免，側重 “提前避開”）、“ignring”（忽視，側重 “主觀忽略”）、“facing”（面對，僅 “面對” 未體現 “解決”），排除 A、B、D。
D. review
解析：多語言者需 “定期復習” 詞匯和語法以鞏固記憶，“review”（復習）符合 “強化記憶” 的邏輯；“l(fā)earn”（學習，側重 “新知識”）、“memrize”（記憶，側重 “初次記住”）、“frget”（忘記，與 “記憶力優(yōu)勢” 矛盾），排除 A、B、C。
A. multilingual
解析：前文對比 “多語言者與單語言者”，此處指 “多語言兒童比單語言兒童記憶更好”，“multilingual”（多語言的）與 “mnlingual”（單語言的）直接對應；“adult”（成人）、“yung”（年輕的，范圍模糊）均不體現 “語言能力差異”，排除 B、C、D。
B. plasticity
解析：固定術語 “brain plasticity”（大腦可塑性）指兒童大腦 “改變和適應” 的能力，是兒童易學語言的科學原因；“flexibility”（靈活性，側重 “動作 / 思維靈活”）、“adaptability”（適應性，側重 “環(huán)境適應”）、“ability”（能力，泛泛），排除 A、C、D。
A. achieve
解析：固定搭配 “achieve fluency”（達到流利程度），句意為 “成年人通過練習仍能達到語言流利”；“get”（得到，口語化）、“reach”（達到，需搭配 “reach a level f fluency”）、“gain”（獲得，側重 “獲取”），排除 B、C、D。
B. interferes
解析：前文 “l(fā)anguage interference”（語言干擾）提示，此處指 “一種語言干擾另一種”，固定搭配 “interferes with”（干擾）；“helps”（幫助）、“aids”（輔助）、“supprts”（支持）均與 “干擾” 矛盾，排除 A、C、D。
C. prficiency
解析：句意為 “隨著語言熟練度提高，干擾會減少”，“prficiency”（熟練度）體現 “語言能力提升”；“interest”（興趣）、“passin”（熱情）、“knwledge”（知識，側重 “理論” 而非 “運用能力”），排除 A、B、D。
A. cmmunicate
解析：固定搭配 “cmmunicate with”（與…… 交流），句意為 “多語言能力讓人們與不同社區(qū)交流”；“cnnect”（連接，需搭配 “cnnect with”，但 “交流” 更貼合 “語言功能”）、“talk”（談論，口語化）、“chat”（閑聊，片面），排除 B、C、D。
A. cntributes
解析：固定搭配 “cntributes t”（有助于），句意為 “每小時練習都有助于大腦更健康”；“l(fā)eads”（導致，需搭配 “l(fā)ead t”，但 “導致健康大腦” 邏輯不當）、“helps”（幫助，需搭配 “help (t) d”）、“adds”（增加，需搭配 “add t”），排除 B、C、D。
B. exercise
解析：句意為 “即使學幾句新語言也能鍛煉大腦”，“exercise”（鍛煉）符合 “大腦活躍” 的效果；“relax”（放松）、“rest”（休息）、“tire”（使疲勞，與 “有益” 矛盾），排除 A、C、D。
B. pen
解析：固定搭配 “pen t different cultures”（對不同文化開放包容），貼合 “雙語課程培養(yǎng)文化包容性”；“clsed”（封閉的，與語境相反）、“blind”（盲目的）、“deaf”（聾的），排除 A、C、D。
B. key
解析：固定搭配 “a key t...”（打開…… 的鑰匙），句意為 “學中文是打開新文化的鑰匙”；“dr”（門，需搭配 “a dr t”）、“bridge”（橋梁，側重 “連接”）、“path”（道路，側重 “路徑”），排除 A、C、D。
A. training
解析：句意為 “學習語言不僅是記單詞，更是在訓練大腦”，“training”（訓練）符合 “大腦功能提升” 的邏輯；“using”（使用，泛泛）、“wasting”（浪費，與 “益處” 矛盾）、“resting”（休息，與 “活躍大腦” 矛盾），排除 B、C、D。
Passage 6
難度????
The Oxfrd English Dictinary (OED) is ne f the mst famus dictinaries in the wrld. Its stry began in 1857, when a grup f schlars 1.______ that English needed a cmprehensive dictinary—ne that 2.______ the histry f every wrd. At the time, existing dictinaries were incmplete; they nly fcused n mdern usage and ignred ld wrd meanings.
The prject was ambitius. The schlars planned t 3.______ wrds frm 1150 CE t the present, and fr each wrd, they wanted examples f hw it was used ver time. They asked peple arund the wrld t send in qutes frm ld bks, letters, and newspapers. Many peple 4.______ psitively, sending thusands f qutes that wuld becme “evidence” fr each wrd’s meaning and histry.
In 1879, James Murray, a Scttish linguist, tk ver the prject. He wrked in a small building called the “Scriptrium” in his garden. Murray and his team f assistants 5.______ srted thrugh millins f qutes—a task that tk far lnger than expected. Originally planned t take 10 years, the first vlume (frm A t Ant) was nt 6.______ until 1884.
Over the years, the OED grew. By 1928, the first cmplete set—10 vlumes with ver 400,000 wrds—was published. Sadly, Murray did nt live t see this day; he died in 1915. The OED has been 7.______ many times since then. In 1933, it was reprinted in 12 vlumes. In 1989, it was expanded t 20 vlumes, and in 1992, it became available n CD-ROM—this 8.______ made it much easier t search and use.
Tday, the OED is nline. It gets regular updates t include new wrds that enter daily life. Fr example, “selfie” was added in 2013, and “crnavirus” in 2020. These updates ensure the dictinary stays 9.______ t mdern English usage, s it never becmes utdated.
The OED is mre than just a dictinary—it is a recrd f English 10. . Each entry tells a stry abut hw English has changed ver centuries, and it 11. the culture, technlgy, and histry f English-speaking cuntries. Fr example, the wrd “internet” was added in 1998, shwing the rise f digital technlgy.
Fr linguists, students, and writers, the OED is an invaluable tl. It helps them understand the 12.______ f wrds and use them crrectly. A writer might use it t check when “serendipity” was first used; a student might use it t 13.______ the rigin f “shakespearean”.
The OED’s success lies in its cmmitment t accuracy and cmpleteness. It 14.______ the hard wrk f thusands f schlars and vlunteers wh have 15.______ t its creatin and updates ver the past 160 years. As English cntinues t evlve, the OED will keep grwing—always tracking the language we use every day.
A. realized B. frgt C. denied D. dubted
A. recrded B. wrte C. described D. tld
A. cllect B. cmpile C. gather D. cpy
A. refused B. respnded C. ignred D. cmplained
A. quickly B. carelessly C. patiently D. angrily
A. published B. printed C. released D. issued
A. revised B. updated C. changed D. edited
A. change B. inventin C. imprvement D. decisin
A. relevant B. imprtant C. necessary D. useful
A. histry B. evlutin C. develpment D. grwth
A. hides B. reflects C. misses D. creates
A. rigin B. beginning C. start D. surce
A. find B. cnfirm C. guess D. frget
A. shws B. hides C. prves D. ignres
A. cntributed B. helped C. dnated D. ffered
答案及解析
A. realized
解析：學者們 “意識到” 英語需要一部全面的詞典，“realized”（意識到）符合 “發(fā)現現有詞典不足” 的邏輯；“frgt（忘記）”“denied（否認）”“dubted（懷疑）” 均與 “發(fā)起編纂項目” 的背景矛盾，排除 B、C、D。
A. recrded
解析：詞典的核心功能是 “記錄” 每個詞的歷史，“recrded”（記錄）側重 “系統(tǒng)留存信息”；“wrte（寫，側重 “書寫動作”）”“described（描述，側重 “表面特征”）”“tld（告訴，側重 “傳遞信息”）” 均不貼合 “詞典收錄歷史” 的功能，排除 B、C、D。
B. cmpile
解析：固定搭配 “cmpile wrds”（匯編單詞），指 “系統(tǒng)收集并整理單詞”，符合詞典編纂的專業(yè)性；“cllect（收集，側重 “聚集”）”“gather（收集，口語化）”“cpy（復制，無 “整理” 含義）” 均無法體現 “編纂” 的系統(tǒng)性，排除 A、C、D。
B. respnded
解析：學者呼吁全球人提供引語，人們 “積極回應”，“respnded”（回應）體現 “參與支持”；“refused（拒絕）”“ignred（忽視）”“cmplained（抱怨）” 均與 “收到數千引語” 的結果矛盾，排除 A、C、D。
C. patiently
解析：整理百萬引語是艱巨任務，需 “耐心地” 完成，“patiently”（耐心地）符合 “耗時超預期” 的工作狀態(tài)；“quickly（快速地，與 “耗時久” 矛盾）”“carelessly（粗心地，與 “追求準確” 矛盾）”“angrily（生氣地，無語境支撐）”，排除 A、B、D。
A. published
解析：“第一卷直到 1884 年才出版”，“published”（出版）是 “書籍 / 詞典” 面向公眾的核心動作；“printed（印刷，僅 “印刷” 未體現 “發(fā)行”）”“released（發(fā)布，多用于 “產品 / 軟件”）”“issued（發(fā)行，多用于 “文件 / 期刊”）”，排除 B、C、D。
B. updated
解析：后文 “加入‘selfie’‘crnavirus’” 說明詞典 “更新” 內容，“updated”（更新）側重 “補充新信息”；“revised（修訂，側重 “修改錯誤”）”“changed（改變，泛泛）”“edited（編輯，側重 “文字修改”）”，排除 A、C、D。
C. imprvement
解析：CD-ROM 的出現是對詞典使用方式的 “改進”，“imprvement”（改進）符合 “更易搜索” 的積極變化；“change（改變，中性）”“inventin（發(fā)明，指 “新事物”，CD-ROM 非新發(fā)明）”“decisin（決定，側重 “選擇”）”，排除 A、B、D。
A. relevant
解析：固定搭配 “stay relevant t”（與…… 保持相關），句意為 “更新確保詞典與現代英語使用相關”；“imprtant（重要的）”“necessary（必要的）”“useful（有用的）” 均不搭配 “”，排除 B、C、D。
B. evlutin
解析：“OED 是英語演變的記錄”，“evlutin”（演變）強調 “語言長期的變化過程”，呼應后文 “單詞隨文化、技術變化”；“histry（歷史，側重 “時間順序”）”“develpment（發(fā)展，側重 “進步”）”“grwth（增長，側重 “規(guī)?！保?，排除 A、C、D。
B. reflects
解析：詞典詞條 “反映” 文化和科技，“reflects”（反映）體現 “語言承載文化信息” 的功能；“hides（隱藏）”“misses（錯過）”“creates（創(chuàng)造）” 均與 “記錄文化” 的邏輯矛盾，排除 A、C、D。
A. rigin
解析：“幫助理解單詞的起源”，“rigin f wrds”（單詞起源）是詞典的核心功能之一，呼應前文 “記錄單詞歷史”；“beginning（開始，泛泛）”“start（開始，口語化）”“surce（來源，側重 “信息來源”）”，排除 B、C、D。
B. cnfirm
解析：學生用詞典 “確認”“shakespearean” 的起源，“cnfirm”（確認）側重 “驗證信息準確性”；“find（找到，側重 “發(fā)現”）”“guess（猜測，與 “詞典的準確性” 矛盾）”“frget（忘記，與 “查詢” 目的相反）”，排除 A、C、D。
C. prves
解析：OED 的成功 “證明” 了學者和志愿者的努力，“prves”（證明）體現 “成果驗證付出” 的邏輯；“shws（展示，側重 “呈現”）”“hides（隱藏）”“ignres（忽視）”，排除 A、B、D。
A. cntributed
解析：固定搭配 “cntributed t”（為…… 做貢獻），句意為 “學者和志愿者為詞典的創(chuàng)建和更新做貢獻”；“helped（幫助，需搭配 “helped (t) create”）”“dnated（捐贈，側重 “財物”）”“ffered（提供，需搭配 “ffered help”）”，排除 B、C、D。
Passage 7
難度????
Sign language is a vital frm f cmmunicatin fr deaf and hard-f-hearing peple—many f them 1.______ n it t talk with family, friends, and cwrkers. Unlike spken language, which uses sunds, sign language relies n hand gestures, facial expressins, and bdy language t 2.______ meaning. But it’s mre than just a “tl”: it is a rich cultural 3.______ with its wn grammar, vcabulary, and lng histry.
Every cuntry has its wn unique sign language. Fr example, American Sign Language (ASL) is quite different frm British Sign Language (BSL), even thugh bth cuntries 4.______ English as their main spken language. Why? Because sign languages dn’t fllw spken languages—they develp 5.______ and have their wn structures. ASL, fr instance, uses a “tpic-cmment” rder (like “Bk, I read” instead f “I read a bk”), which is nthing like English grammar.
Sign language als 6.______ the culture f its users. In ASL, the gesture fr “Thanksgiving” invlves hlding hands like yu’re hlding a turkey—a small detail that shws American traditins. In Japanese Sign Language (JSL), gestures fr family members ften link t traditinal Japanese family rles. These cultural 7.______ make sign language a special windw int the lives and values f deaf cmmunities.
Many deaf children grw up in hearing families. At first, they ften feel lnely and 8.______ because n ne arund them uses sign language. But when they jin a deaf cmmunity and learn sign language, they finally feel a sense f 9.______—they can chat freely and share stries with peple wh truly understand their wrld.
Sign language als helps break dwn barriers between deaf and hearing peple. When hearing peple learn sign language, it shws 10.______ fr deaf culture and makes cmmunicatin mre inclusive. A teacher wh knws sign language can better help deaf students in class; a shp assistant wh knws basic signs can make deaf custmers feel welcme.
Hwever, sign language still faces big challenges. In sme cuntries, it isn’t even recgnized as an fficial language. This means deaf peple can’t get imprtant services like educatin r healthcare in their 11.______ language. Many hearing peple als dn’t realize sign language is a full, cmplex language—nt just a few simple gestures.
T fix this, rganizatins arund the wrld are wrking hard t 12.______ sign language and deaf culture. They ffer free sign language classes, ask gvernments t recgnize sign language fficially, and hst events like Internatinal Sign Language Day (September 23). These effrts help mre peple see that sign language is a precius part f human language 13.______.
In shrt, sign language is mre than a way t cmmunicate—it’s a culture, an identity, and a bridge between cmmunities. By learning and respecting sign language, we can build a mre 14.______ wrld. In this wrld, everyne’s vice—whether spken r signed—can be 15.______ and valued.
A. depend B. rely C. trust D. believe
A. cnvey B. carry C. send D. pass
A. system B. structure C. rganizatin D. cmmunity
A. speak B. use C. talk D. say
A. independently B. dependently C. separately D. differently
A. shws B. reflects C. displays D. presents
A. elements B. factrs C. aspects D. parts
A. happy B. excited C. islated D. relaxed
A. belnging B. identity C. cmmunity D. family
A. respect B. admiratin C. hnr D. recgnitin
A. wn B. native C. familiar D. cmfrtable
A. prmte B. spread C. develp D. imprve
A. diversity B. variety C. difference D. uniqueness
A. inclusive B. exclusive C. different D. same
A. heard B. listened C. understd D. recgnized
答案及解析
A. depend
解析：固定搭配 “depend n”（依賴），句意為 “許多聽障人士依賴手語交流”；“rely” 需搭配 “rely n”（選項重復且 “depend n” 更貼合日常表達）、“trust（信任）”“believe（相信）” 均不搭配 “n” 表 “依賴”，排除 B、C、D。
A. cnvey
解析：固定表達 “cnvey meaning”（傳遞意義），指手語通過手勢傳遞信息，貼合 “語言交流核心功能”；“carry（攜帶，側重 “承載”）”“send（發(fā)送，側重 “傳遞物品 / 信號”）”“pass（傳遞，側重 “轉交”）” 均不精準，排除 B、C、D。
A. system
解析：手語是 “完整的文化體系”，“system”（體系）強調 “有語法、詞匯的完整系統(tǒng)”，符合 “語言” 的定義；“structure（結構，側重 “框架”）”“rganizatin（組織，側重 “機構”）”“cmmunity（社區(qū)，側重 “人群”）” 均不貼合 “語言屬性”，排除 B、C、D。
B. use
解析：句意為 “兩國均使用英語作為主要口語”，“use”（使用）體現 “語言的實際應用”；“speak（說，側重 “語言能力”）”“talk（談論，側重 “交流動作”）”“say（說，側重 “內容”）” 均不搭配 “as their main spken language”，排除 A、C、D。
A. independently
解析：固定搭配 “develp independently”（獨立發(fā)展），呼應前文 “ASL 與 BSL 不同”，說明手語不依賴口語；“dependently（依賴地，與語境相反）”“separately（分開地，側重 “空間分離”）”“differently（不同地，側重 “方式”）” 均不體現 “不依賴口語” 的核心，排除 B、C、D。
B. reflects
解析：句意為 “手語反映使用者的文化”，“reflects”（反映）體現 “文化通過手勢體現”，如感恩節(jié)手勢關聯美國文化；“shws（展示，側重 “表面呈現”）”“displays（陳列，側重 “公開展示”）”“presents（呈現，側重 “主動給予”）” 均不貼合 “文化深層體現”，排除 A、C、D。
C. aspects
解析：“這些文化方面讓手語成為了解聽障文化的窗口”，“aspects”（方面）涵蓋 “手勢中的文化細節(jié)”；“elements（元素，側重 “基本組成”）”“factrs（因素，側重 “影響因素”）”“parts（部分，側重 “整體的一部分”）” 均不如 “aspects” 全面，排除 A、B、D。
C. islated
解析：前文 “成長在聽人家庭”，后文 “沒人用手語”，說明聽障兒童感到 “孤立”，“islated”（孤立的）貼合 “情感狀態(tài)”；“happy（開心的）”“excited（興奮的）” 與 “孤獨” 矛盾，“relaxed（放松的）” 無語境支撐，排除 A、B、D。
A. belnging
解析：固定搭配 “a sense f belnging”（歸屬感），指加入聽障社區(qū)后獲得 “被接納的感覺”；“identity（身份，需搭配 “a sense f identity”）”“cmmunity（社區(qū)，不搭配 “a sense f”）”“family（家庭，與 “社區(qū)” 場景不符）”，排除 B、C、D。
A. respect
解析：“聽人學手語體現對聽障文化的尊重”，“respect”（尊重）符合 “包容性態(tài)度”；“admiratin（欽佩，側重 “敬佩”）”“hnr（榮譽，側重 “給予榮譽”）”“recgnitin（認可，側重 “官方承認”）” 均不貼合 “個人學習行為”，排除 B、C、D。
B. native
解析：“母語” 指聽障人士的 “手語”，“native language”（母語）體現 “與生俱來的交流語言”；“wn（自己的，泛泛）”“familiar（熟悉的，側重 “熟悉程度”）”“cmfrtable（舒適的，側重 “感受”）” 均不精準，排除 A、C、D。
A. prmte
解析：“組織努力推廣手語和聽障文化”，“prmte”（推廣）側重 “普及、宣傳”，貼合 “開設課程、舉辦活動” 的目的；“spread（傳播，側重 “擴散范圍”）”“develp（發(fā)展，側重 “成長”）”“imprve（改進，側重 “完善”）” 均不貼合 “普及文化”，排除 B、C、D。
A. diversity
解析：固定搭配 “human language diversity”（人類語言多樣性），指手語是 “語言多樣性的一部分”；“variety（多樣性，需搭配 “a variety f”）”“difference（差異，側重 “不同”）”“uniqueness（獨特性，側重 “唯一”）”，排除 B、C、D。
A. inclusive
解析：“構建更具包容性的世界”，“inclusive”（包容的）呼應 “聽人與聽障人無障礙交流”；“exclusive（排他的，與語境相反）”“different（不同的，泛泛）”“same（相同的，與 “多樣性” 矛盾）”，排除 B、C、D。
A. heard
解析：“每個人的聲音（無論口語還是手語）都能被聽見”，“heard”（被聽見）貼合 “語言表達被重視”；“l(fā)istened（傾聽，需搭配 “l(fā)istened t”）”“understd（理解，側重 “內容”）”“recgnized（認可，側重 “身份”）” 均不貼合 “聲音被感知”，排除 B、C、D。
Passage 8
難度????
Translatin is mre than just changing wrds frm ne language t anther—it’s abut 1.______ meaning, including the cultural cntext behind every phrase. This is why translatrs ften face a “cultural gap”: a wrd r phrase in ne language may have n exact 2.______ in anther. Withut cnsidering culture, a translatin can miss imprtant details r even cause misunderstandings.
Take the Chinese wrd “jiazi” as an example. Translating it simply as “dumpling” is nt wrng, but it ignres its cultural value: “jiazi” is eaten during Chinese New Year t symblize wealth (its shape lks like ancient gld ingts). A gd translatr will add a shrt 3.______ t explain this, s English readers can understand why “jiazi” is mre than just fd. Anther example is the English phrase “break a leg”—it desn’t mean “hurt yur leg” but “gd luck” fr perfrmers. If translated literally int Spanish, it wuld sund like a curse, s translatrs must use the Spanish phrase fr “gd luck” instead.
Cultural gaps als appear in idims and names. The Chinese idim “畫蛇添足” (drawing a snake and adding feet) means “ding unnecessary wrk.” Since there’s n exact English idim, translatrs ften 4.______ it as “gilding the lily” r explain its meaning in a sentence. Names can be tricky t: in China, family names cme first (e.g., “Li Ming” = “Li” is family name), but in the US, given names cme first (e.g., “Jhn Smith” = “Jhn” is given name). A translatr wh mixes this up may 5.______ a persn’s identity, which is disrespectful.
T bridge this gap, translatrs need t be “cultural mediatrs.” They must knw nt nly the surce language (the ne being translated frm) and target language (the ne being translated t) but als the 6.______ f bth cultures. Fr example, translating a Japanese stry abut “chanyu” (tea ceremny) requires understanding Japanese tea culture t avid mistakes. Technlgy like Ggle Translate can help with wrds, but it can’t 7.______ cultural nuances—nly human translatrs can 8.______ when t keep a wrd’s riginal frm (e.g., “sushi” instead f “raw fish rice”) and when t explain it.
This gap reminds us that language and culture are 9.______ cnnected. Yu can’t fully understand a language withut knwing its culture. Fr language learners, this means learning a language isn’t just abut grammar and vcabulary—it’s abut learning hw peple in that culture 10. , wrk, and celebrate. Gd translatin, in the end, is abut mre than accuracy: it’s abut 11. understanding between peple frm different cuntries.
Last year, a translatr shared a stry: when translating a Chinese nvel int French, she spent weeks researching traditinal Chinese festivals t explain “Mid-Autumn Festival” prperly. Her wrk helped French readers fall in lve with Chinese culture. This shws that translatrs are like 12.______—they carry culture acrss brders.
Tday, mre schls are teaching “cultural translatin” t students. They use examples like “jiazi” and “break a leg” t shw hw culture affects language. Students learn that a gd translatr must be 13.______ t bth languages and cultures. One student said, “I used t think translatin was easy, but nw I knw it’s abut telling a culture’s stry.”
As the wrld becmes mre cnnected, translatin grws mre imprtant. It helps us see that even with different languages, we share similar hpes and jys. A well-dne translatin desn’t just pass n wrds—it passes n 14. . And that’s why every translatr’s wrk matters: they dn’t just translate languages—they 15. hearts.
A. cnveying B. carrying C. sending D. passing
A. equivalent B. same C. similar D. different
A. explanatin B. intrductin C. descriptin D. accunt
A. translate B. paraphrase C. explain D. interpret
A. mix B. cnfuse C. mix up D. cnfuse with
A. details B. cultures C. traditins D. custms
A. catch B. miss C. ignre D. ntice
A. decide B. determine C. judge D. tell
A. clsely B. tightly C. hardly D. nearly
A. talk B. live C. cmmunicate D. interact
A. prmting B. imprving C. increasing D. enhancing
A. bridges B. drs C. keys D. paths
A. pen B. ready C. familiar D. clse
A. wrds B. stries C. culture D. meaning
A. cnnect B. tuch C. meet D. unite
答案及解析
A. cnveying
解析：固定搭配 “cnvey meaning”（傳遞意義），指翻譯需傳遞 “詞匯背后的文化語境”，貼合 “翻譯本質”；“carrying（攜帶，側重 “實物承載”）”“sending（發(fā)送，側重 “信號傳遞”）”“passing（傳遞，側重 “轉交”）” 均不精準，排除 B、C、D。
A. equivalent
解析：“文化鴻溝” 指一種語言的詞在另一種語言中無 “對應詞”，“equivalent”（對應詞）是翻譯核心術語；“same（相同的，形容詞）”“similar（相似的，形容詞）”“different（不同的，形容詞）” 語法或語義不符，排除 B、C、D。
A. explanatin
解析：好的譯者會 “補充解釋” 餃子的文化意義，“explanatin”（解釋）符合 “填補文化空白” 的動作；“intrductin（介紹，側重 “整體引入”）”“descriptin（描述，側重 “表面特征”）”“accunt（敘述，側重 “故事性”）”，排除 B、C、D。
B. paraphrase
解析：“畫蛇添足” 無對應英語成語，需 “意譯” 為 “gilding the lily”，“paraphrase”（意譯，用不同表達傳遞含義）符合語境；“translate（翻譯，泛泛）”“explain（解釋，側重 “說明含義”）”“interpret（口譯，側重 “口頭翻譯”）”，排除 A、C、D。
C. mix up
解析：固定搭配 “mix up ne’s identity”（混淆身份），指弄錯姓名順序會 “混淆身份”；“mix（混合，需加 up）”“cnfuse（混淆，需搭配 with）”“cnfuse with（與…… 混淆，需接賓語）”，排除 A、B、D。
A. details
解析：譯者需了解兩種文化的 “細節(jié)”（如茶道、節(jié)日），“details”（細節(jié)）比 “cultures/traditins/custms” 更精準，貼合 “具體文化元素”；“cultures（文化，泛泛）”“traditins（傳統(tǒng)，側重 “習俗”）”“custms（習俗，側重 “習慣”）”，排除 B、C、D。
A. catch
解析：技術無法 “捕捉” 文化細微差別，“catch”（捕捉、理解）符合 “技術局限”；“miss（錯過）”“ignre（忽視）”“ntice（注意到）” 均與 “技術無法處理” 的邏輯矛盾，排除 B、C、D。
A. decide
解析：只有人類譯者能 “決定” 何時保留原詞（如 “sushi”），“decide”（決定）體現 “譯者的判斷”；“determine（確定，側重 “客觀判定”）”“judge（判斷，側重 “評價”）”“tell（分辨，需搭配 frm）”，排除 B、C、D。
A. clsely
解析：固定搭配 “clsely cnnected”（緊密聯系），指語言與文化 “緊密相連”；“tightly（緊緊地，側重 “物理緊密”）”“hardly（幾乎不）”“nearly（幾乎）”，排除 B、C、D。
B. live
解析：學習語言需了解文化中人們 “如何生活”，“l(fā)ive” 與 “wrk/celebrate” 并列，涵蓋 “日常行為”；“talk（談論）”“cmmunicate（交流）”“interact（互動）” 均片面，排除 A、C、D。
A. prmting
解析：固定搭配 “prmting understanding”（促進理解），指翻譯 “促進跨文化理解”；“imprving（改善，側重 “質量”）”“increasing（增加，側重 “數量”）”“enhancing（增強，側重 “程度”）”，排除 B、C、D。
A. bridges
解析：譯者像 “橋梁”，連接不同文化，“bridges”（橋梁）貼合 “跨文化傳遞”；“drs（門，需搭配 “key”）”“keys（鑰匙，側重 “開啟”）”“paths（道路，側重 “路徑”）”，排除 B、C、D。
C. familiar
解析：好的譯者需 “熟悉” 兩種語言和文化，“familiar”（熟悉的）符合 “能力要求”；“pen（開放的）”“ready（準備好的）”“clse（親密的，語法不符）”，排除 A、B、D。
C. culture
解析：好的翻譯傳遞 “文化”，呼應全文 “翻譯與文化緊密相關” 的主題；“wrds（單詞，與 “不只是傳遞單詞” 矛盾）”“stries（故事，片面）”“meaning（意義，泛泛）”，排除 A、B、D。
A. cnnect
解析：譯者 “連接” 不同文化的心靈，“cnnect”（連接）貼合 “跨文化理解” 的最終目的；“tuch（觸動，側重 “情感”）”“meet（遇見）”“unite（團結，程度過重）”，排除 B、C、D。
Passage 9
難度????
Languages are mre than cmmunicatin tls—they carry culture, histry, and identity. But tday, many languages are 1.______: ne dies every tw weeks. This lss isn’t just abut wrds—it means lsing unique ways f thinking and understanding the wrld.
Endangered languages have few native speakers left. Fr example, Yiddish, nce spken by millins f Jewish peple, nw has nly 1.5 millin native speakers. Many indigenus languages—like sme Native American r Australian Abriginal languages—are even mre 2. ; sme have just a handful f speakers. Peple stp using these languages partly because f glbalizatin: English, Spanish, and Mandarin are dminant, s many give up their native languages t 3. in the glbal ecnmy. Others adpt city languages when they mve, leaving their traditinal tngues behind.
Thankfully, peple are wrking t 4.______ these languages. Schls in Hawaii teach Hawaiian language and culture, helping it g frm “critically endangered” t “recvering.” Digital tls help t—apps and nline dictinaries make it easier t learn and 5.______ endangered languages. Cmmunities als play a rle: many hld “l(fā)anguage camps” where kids learn thrugh games and sngs. Elders, the last native speakers, 6.______ their knwledge t yunger generatins, saving nt just the language but its culture.
Preserving these languages matters a lt. First, it prtects cultural 7. —each language has unique wrds fr plants, animals, r weather, shwing hw its speakers live with nature. Secnd, it strengthens cmmunity 8. : keeping a language alive means keeping a part f the cmmunity’s histry, bringing peple tgether. Finally, it 9.______ science—endangered languages teach us hw languages evlve and hw the brain prcesses them.
Saving endangered languages isn’t easy. It takes time, mney, and 10. . But every small actin helps: learning a few wrds f an endangered language r supprting preservatin prjects. Even these small steps can 11. these unique vices frm disappearing. A student wh learns a few phrases might grw up t teach the language; a dnated bk culd help a cmmunity 12.______ its tngue.
Many yung peple are jining the effrt. In Canada, a grup f teens created a scial media page t share stries in Inuktitut, an indigenus language. They pst shrt vides f elders talking abut traditins, helping mre peple 13.______ the language. “Our language is ur pride,” ne teen said. “We wn’t let it die.”
Gvernments are als helping. Sme cuntries pass laws t prtect endangered languages, like funding language classes. Others wrk with cmmunities t recrd stries frm elders befre they’re 14.______. These effrts shw that when peple wrk tgether, they can save even the mst at-risk languages.
In the end, every language is a piece f human histry. Saving them isn’t just abut wrds—it’s abut saving wh we are. As lng as peple care and act, these languages will 15.______ t be heard fr years t cme.
A. dying B. disappearing C. vanishing D. fading
A. endangered B. threatened C. at risk D. in danger
A. cmpete B. cmmunicate C. succeed D. survive
A. preserve B. prtect C. save D. rescue
A. use B. practice C. maintain D. keep
A. pass B. give C. send D. take
A. diversity B. variety C. difference D. uniqueness
A. identity B. culture C. histry D. heritage
A. helps B. benefits C. aids D. supprts
A. effrts B. resurces C. energy D. patience
A. stp B. prevent C. save D. keep
A. remember B. keep C. learn D. master
A. knw B. understand C. learn D. lve
A. gne B. lst C. frgtten D. missing
A. cntinue B. keep C. remain D. stay
答案及解析
A. dying
解析：“dying”（垂死的）強調語言 “逐漸失去使用者的動態(tài)過程”，貼合 “每兩周消失一種” 的持續(xù)狀態(tài)；“disappearing/vanishing（消失的）” 側重結果，“fading（褪色的）” 側重 “逐漸淡化”，均不體現 “持續(xù)消亡” 的過程，排除 B、C、D。
A. endangered
解析：“endangered”（瀕危的）是描述語言狀態(tài)的固定術語，與前文 “endangered languages” 呼應，且程度比 “threatened/at risk/in danger” 更重，符合 “僅少數使用者” 的危急情況，排除 B、C、D。
D. survive
解析：句意為 “人們放棄母語以在全球經濟中生存”，“survive”（生存）貼合 “適應環(huán)境、維持生計” 的核心需求；“cmpete（競爭）”“cmmunicate（交流）”“succeed（成功）” 均非 “放棄母語” 的根本原因，排除 A、B、C。
A. preserve
解析：固定搭配 “preserve endangered languages”（保護瀕危語言），“preserve” 側重 “留存文化遺產”，符合 “保護語言及背后文化” 的目的；“prtect（保護，側重 “不受傷害”）”“save（拯救，側重 “脫離危險”）”“rescue（營救，側重 “緊急救援”）”，排除 B、C、D。
C. maintain
解析：“maintain”（維持）強調 “持續(xù)使用以保持語言活力”，貼合 “數字工具幫助人們持續(xù)接觸語言”；“use（使用）”“practice（練習）” 側重 “動作”，“keep（保持，需搭配 “keep using”）”，均不體現 “長期維持活力”，排除 A、B、D。
A. pass
解析：固定搭配 “pass dwn”（傳遞、傳承），句意為 “長者將知識傳給年輕一代”；“give（給）”“send（發(fā)送）”“take（拿）” 均無 “代際傳承” 的含義，排除 B、C、D。
A. diversity
解析：固定表達 “cultural diversity”（文化多樣性），指 “保護語言即保護文化的多樣性”；“variety（多樣性，需搭配 “a variety f”）”“difference（差異）”“uniqueness（獨特性）”，排除 B、C、D。
A. identity
解析：“strengthen cmmunity identity”（增強社區(qū)認同感），貼合 “語言承載歷史，凝聚社區(qū)” 的邏輯；“culture（文化）”“histry（歷史）”“heritage（遺產）” 均非 “社區(qū)凝聚力” 的核心，排除 B、C、D。
B. benefits
解析：“benefits science”（使科學受益），指 “瀕危語言為科學研究提供幫助”；“helps/aids/supprts（幫助）” 均需搭配 “sb. /sth. with”，語法不符，排除 A、C、D。
A. effrts
解析：“takes time, mney, and effrts”（需要時間、金錢和努力），“effrts”（努力）與 “時間、金錢” 并列，體現 “多方面投入”；“resurces（資源）”“energy（精力）”“patience（耐心）” 均片面，排除 B、C、D。
C. save
解析：“ disappearing”（拯救…… 免于消失），貼合 “小行動幫助語言存活” 的語境；“stp/prevent（阻止，需搭配 “ ding”，但 “stp vices” 語義不當）”“keep（保持，需搭配 “”，但 “keep vices” 不自然）”，排除 A、B、D。
B. keep
解析：“keep its tngue”（保留其語言），指 “捐贈的書籍幫助社區(qū)維持語言”；“remember（記得）”“l(fā)earn（學習）”“master（掌握）” 均非 “社區(qū)傳承語言” 的核心動作，排除 A、C、D。
A. knw
解析：“help mre peple knw the language”（幫助更多人了解這種語言），貼合 “社交媒體傳播語言” 的目的；“understand（理解）”“l(fā)earn（學習）”“l(fā)ve（喜愛）” 均超出 “傳播認知” 的范圍，排除 B、C、D。
C. frgtten
解析：“recrd stries befre they’re frgtten”（在故事被遺忘前記錄下來），貼合 “保護長者知識” 的緊迫性；“gne（消失的）”“l(fā)st（丟失的）”“missing（失蹤的）” 均不側重 “記憶消失”，排除 A、B、D。
A. cntinue
解析：“cntinue t be heard”（繼續(xù)被聽見），指 “語言持續(xù)存在并被使用”；“keep（保持，需搭配 “keep n being”）”“remain（保持，需搭配 “remain t be”，但 “remain” 不接 “t be heard”）”“stay（保持，需搭配 “stay being”）”，語法或語義不符，排除 B、C、D。