模块 阅读理解 综合训练（二）
（考试时间：50分钟 试卷满分：75分）
甲
阅读理解（共15小题，每小题2.5分，共37.5分）用时：25分钟
语篇 体裁 词数 话题 命题亮点 错题统计 错误原因总结
A 应用文 262 适合学生做的科学实验 以学生学习生活中的几个实验为情境命题，命题素材新颖、贴近学生生活。
B 记叙文 332 马修·马丁在Le Valle高中的转变 自我成长
C 说明文 325 如何将蚂蚁的集体智慧应用于智能交通系统 与25全国I C篇命题相似
D 科普说明文 348 暗示教学法 以乔治·洛扎诺夫提出的暗示教学法为命题情境，素材新颖，贴近学习生活
A
Engage students with science with these exciting and entertaining experiments! Students will love exploring while also gaining invaluable experience by designing and conducting experiments.
Sunscreen Experiment
Kids often don’t enjoy being told they need sunscreen, so showing its power through demonstration can help them see its value. This science fair project uses simple white beads (珠子) that change color when exposed to UV rays (紫外线) so children can compare the effectiveness of different sunscreen products. Start this experiment by applying some of each sunscreen type on paper and placing both pieces of paper in direct sunlight for several hours.
Sundial (日晷) Experiment
Using a sundial to tell time is a fascinating science activity that helps students gain knowledge of shadows and the movement of sunlight across the sky. Through this hands-on experiment, students gain an opportunity to see how people in previous times knew time without clocks or watches. Start this experiment by asking students to identify an outdoor spot that receives sunlight all day, placing a flat board there, tracing the shadows onto it and noting where the shadows will fall at certain points of the day.
Mineral Experiment
Students learn to identify rocks and minerals through this simple experiment. They use a plate to test the hardness of various common minerals. They also observe how these minerals form crystals (晶体) and how they break apart differently from others. This lesson helps students understand the characteristics and uses of different minerals. Students can even form “companies” and compete to mine different types of rocks with specific features.
1．What is the main purpose of using beads in the sunscreen experiment
A．To compare the prices of sunscreen.
B．To show the effectiveness of sunscreen.
C．To analyze the impact of sunscreen on skin.
D．To demonstrate chemical reactions in sunscreen.
2．How do students begin the sundial experiment
A．By building a sundial from beginning.
B．By comparing different types of sundials.
C．By measuring the length of their shadows.
D．By identifying a sunny spot and using a flat board.
3．What does the mineral experiment allow students to do
A．Observe crystal formation. B．Learn geological history.
C．Sell rocks they mine. D．Form companies.
【解析】本文是一篇应用文。文章介绍了几个适合学生做的科学实验。
1．B细节理解题。根据Sunscreen Experiment下的“This science fair project uses simple white beads (珠子) that change color when exposed to UV rays (紫外线) so children can compare the effectiveness of different sunscreen products.(这个科学展览项目使用简单的白色珠子，当暴露在紫外线下时会改变颜色，这样孩子们就可以比较不同防晒产品的效果)”可知，在防晒实验中使用珠子的主要目的是来展示防晒霜的功效。故选B。
2．D细节理解题。根据Sundial (日晷) Experiment下的“Start this experiment by asking students to identify an outdoor spot that receives sunlight all day, placing a flat board there, tracing the shadows onto it and noting where the shadows will fall at certain points of the day.(实验开始时，让学生们找出一个整天都能接受阳光的户外地点，在那里放一块平板，在上面画出阴影，并注意到阴影在一天中的特定时间会落在哪里)”可知，学生找一个阳光充足的地方，用一块平板来开始日晷实验。故选D。
3．A细节理解题。根据Mineral Experiment下的“They also observe how these minerals form crystals (晶体) and how they break apart differently from others.(他们还观察这些矿物质是如何形成晶体的，以及它们是如何以不同的方式分裂的)”可知，Mineral Experiment允许学生观察晶体形成。故选A。
B
Freshman Matthew Martin has enjoyed playing sports, and forming friendships throughout his first year in high school. As he finished Grade 8, Martin started the search for his high school and after applying to Jesuit High School, Martin’s father brought up the idea of Le Valle and thought it would be a good fit to go there. After spending time with Le Valle schoolmate Will Koch, Martin fell in love with the community.
This year, Martin played on Le Valle’s golf team and soccer team. While the sports themselves were nothing new, he made the leap from recreational soccer to playing competitively and was on a golf team for the first time rather than competing individually. Competing on these two teams taught Martin the value of hard work and the importance of not cutting corners, both in athletics and life. “Always make sure everything gets done and make sure it gets done right, 100% complete,” Martin said, “quality over quantity.”
In previous years, Martin noted that he wouldn’t ask as many questions and would be on the quiet side in class, but thanks to all his teachers this year, he asked more questions and felt more comfortable engaging in discussion. During and after class, Martin could be found as one of two freshmen in math teacher Mr. Linus Oey’s Honors Algebra (代数) class. Martin said that although it was his hardest class, once he started asking questions and started to really engage and try his hardest, he felt much more comfortable and confident with the class.
Martin has many pieces of advice he wishes he could tell himself on the first day of school this year and to the incoming freshmen. “Just relax, have fun. Just make sure you try your hardest no matter what,” Martin said. “Be sure to join clubs or sports. That’s seriously how you can meet somebody, like I’ve met so many best friends through soccer and through the soccer camp.”
4．What led to Martin’s choosing Le Valle
A．The competitive sports teams. B．The advice of his father.
C．The educational programs offered. D．The quiet persuasion by Will Koch.
5．What does the underlined phrase “cutting corners” in paragraph 2 probably mean
A．Taking shortcuts. B．Making sharp turns.
C．Giving up teamwork. D．Stopping learning skills.
6．Which of the following best describes today’s Martin
A．Innovative and responsible. B．Adventurous and independent.
C．Competitive and graceful. D．Hardworking and active.
7．What does Martin suggest for the incoming freshmen
A．Select fun clubs first. B．Focus on hard subjects.
C．Socialize to find friends. D．Try out for soccer camp.
【解析】本文是一篇记叙文。文章主要讲述马修·马丁在Le Valle高中的转变，从害羞新生蜕变为自信的运动员和求知者。
4．B细节理解题。根据文章第一段第二句“As he finished Grade 8, Martin started the search for his high school and after applying to Jesuit High School, Martin’s father brought up the idea of Le Valle and thought it would be a good fit to go there. (八年级结束时，马丁开始择校，在申请耶稣会高中后，他的父亲提出了勒瓦莱（Le Valle）高中的建议，认为这所学校更适合他)”可知，是马丁的父亲提出了去该校的建议。故选B。
5．A词句猜测题。根据文章第二段中的“Competing on these two teams taught Martin the value of hard work and the importance of not cutting corners, both in athletics and life. “Always make sure everything gets done and make sure it gets done right, 100% complete,” Martin said, “quality over quantity.” (在这两支队伍的历练让马丁领悟到，无论是赛场还是人生中，勤奋的价值和不要cutting corners的重要性。“务必确保每件事都完成，且以正确的方式完成，百分百到位，”马丁说道，“质量永远重于数量。”)”可推知，划线短语和 “勤奋”在含义上应是相反的，且马丁认识到不要牺牲质量以求数量等，可推知划线短语应为“抄近道、走捷径”等之意。故选A。
6．D推理判断题。根据儿子第三段最后一句“Martin said that although it was his hardest class, once he started asking questions and started to really engage and try his hardest, he felt much more comfortable and confident with the class. (马丁坦言，虽然这是他所修课程中最难的一门，但当他开始主动提问、全心投入并全力以赴后，他对这门课的适应度和自信心都大幅提升)”可知，他学习努力。再根据最后一段最后一句“That’s seriously how you can meet somebody, like I’ve met so many best friends through soccer and through the soccer camp. (说真的，这就是你结交朋友的方式——比如我，就通过足球和足球训练营结识了很多挚友)”可知，他交友广泛，积极活跃。故选D。
7．C细节理解题。根据文章最后一段最后一句“That’s seriously how you can meet somebody, like I’ve met so many best friends through soccer and through the soccer camp. (说真的，这就是你结交朋友的方式——比如我，就通过足球和足球训练营结识了很多挚友)”可知，他强烈建议新生通过加入俱乐部或参加体育活动来结识朋友。故选C。
C
When viewed from above, highway traffic resembles ant colonies in motion. Yet unlike human drivers, ants remarkably avoid traffic jams through collective intelligence. Scientists are now studying these tiny creatures to develop smarter self-driving car systems that could prevent traffic jams.
Research shows traffic flow becomes unstable when vehicle density reaches 15 cars per mile per lane. A single brake application can trigger a chain reaction of stopping-what physicist Katsuhiro Nishinari calls a “phase transition”, similar to water turning to ice. Surprisingly, ants maintain smooth movement even at high densities. Studies reveal their secret lies in traveling in small groups (3-20 ants) at consistent speeds while maintaining proper spacing and never overtaking each other.
The parallels between ant colonies and potential smart traffic systems are striking. Just as ants coordinate through chemical signals without any central authority, future vehicle networks could operate through decentralized communication. ”What emerges is a remarkably strong system without any single leader,“ observes Noa Pinter-Wollman, a behavioral ecologist at UCLA who studies ant colonies. This distributed approach to traffic management could prove far more adaptable than our current top-down systems.
Human drivers, focused on personal speed advantage, inevitably cause jams. “We prioritize individual interests, which leads to congestion,” explains Nicola Pugno, an engineering professor at Italy’s University of Trento who contributed to the research. This fundamental difference in approach suggests that future autonomous vehicles, if properly programmed, could revolutionize traffic flow by adopting ant-like cooperation. Imagine a network of self-driving cars constantly communicating with nearby vehicles to maintain steady speeds and safe following distances, eliminating the stop-and-go patterns that waste time and fuel.
While ants show great flexibility by making paths wider or even moving upside down in narrow spaces, cars today cannot do the same. However, Nishinari offers one simple lesson from ants that all drivers can use: keep a safe distance. Leaving enough space between cars helps reduce sudden stops that often lead to unexplained traffic slowdowns.
8．What is the main purpose of scientists studying ants in relation to traffic systems
A．To understand how ants avoid predators.
B．To develop smarter self-driving car systems.
C．To learn how ants build their colonies.
D．To study the chemical signals ants use.
9．Why can ants avoid traffic jams even at high densities
A．They travel in small groups with consistent spacing and speed.
B．They rely on a central authority to coordinate their movements.
C．They use chemical signals to communicate with each other.
D．They frequently overtake other ants to avoid congestion.
10．How can ant colonies inspire future vehicle network design
A．It will rely on a central authority for coordination.
B．It will mimic the top-down systems currently in use.
C．It will operate through decentralized communication.
D．It will prioritize individual speed over collective efficiency.
11．Which of the following is the best title for the passage
A．Ant Colonies: A Model for Future Traffic Systems
B．Human Drivers: The Cause of Traffic Congestion
C．Self-Driving Cars: The Science Behind Them
D．Decentralized Communication: The Future of Traffic
【解析】本文是一篇说明文。文章通过对比蚂蚁群体行为和人类交通拥堵问题，探讨如何将蚂蚁的集体智慧应用于智能交通系统，尤其是自动驾驶技术。文章结合科学研究、专家观点和类比论证，提出未来交通管理的可能解决方案。
8．B细节理解题。根据文章第一段中的“Scientists are now studying these tiny creatures to develop smarter self-driving car systems that could prevent traffic jams.(科学家们正在研究这些微小的生物，以开发更智能的自动驾驶汽车系统，防止交通堵塞。)”可知，科学家研究蚂蚁的目的是开发更智能的自动驾驶汽车系统，以防止交通拥堵。故选B。
9．A细节理解题。根据文章第二段中的“Studies reveal their secret lies in traveling in small groups (3-20 ants) at consistent speeds while maintaining proper spacing and never overtaking each other.(研究揭示了它们的秘密在于以一致的速度以小群（3-20只蚂蚁）行进，同时保持适当的间距，永远不会超过彼此。)”可知，蚂蚁在高密度情况下保持平稳移动的关键在于它们以小群形式移动，保持一致的间距和速度，且不超过彼此。故选A。
10．C细节理解题。根据文章第三段中的“Just as ants coordinate through chemical signals without any central authority, future vehicle networks could operate through decentralized communication.(就像蚂蚁在没有任何中央权威的情况下通过化学信号进行协调一样，未来的汽车网络可以通过分散的通信来运行。)”可知，蚂蚁通过化学信号进行协调，没有任何中央权威，从而启发了未来的车辆网络也可以通过去中心化的分散通信方式运作。故选C。
11．A主旨大意题。根据文章第一段中的“When viewed from above, highway traffic resembles ant colonies in motion. Yet unlike human drivers, ants remarkably avoid traffic jams through collective intelligence. Scientists are now studying these tiny creatures to develop smarter self-driving car systems that could prevent traffic jams.(从上面看，高速公路上的交通就像移动中的蚁群。然而，与人类司机不同的是，蚂蚁通过集体智慧避免了交通堵塞。科学家们正在研究这些微小的生物，以开发更智能的自动驾驶汽车系统，防止交通堵塞。)”及全文内容可知，本文主要通过对比蚂蚁群体行为和人类交通拥堵问题，探讨如何将蚂蚁的集体智慧应用于智能交通系统，即蚂蚁群体为未来交通系统提供了模型。A项“蚁群：未来交通系统的模型”适合用作标题，故选A。
D
If we think of a book we studied months ago, we will find it easier to recall its colour, its typeface, and the table where we sat than the content we were concentrating on. If we think of a lecture we listened to with great concentration, we will recall the lecturer’s appearance, the failure of the air-conditioning, much more easily than the ideas we went to learn. This phenomenon proves that the connections made in the brain through unconscious processing are more lasting than those made through conscious (有意识的) processing. George Lozanov therefore proposed his theory and came up with a new teaching approach.
In suggestopedia (暗示教学法), as he called his method, consciousness is shifted away from the curriculum to focus on something around. In a recent experiment, it consists of two sessions. The first session is in two parts. In the first part, the music is classical (Mozart, Beethoven…) and the teacher reads the text slowly and sincerely, with attention to the dynamics of the music. The students follow the text in their books. This is followed by several minutes of silence. In the second part, they listen to baroque music (Bach, Corelli, Handel…) while the teacher reads the text in a normal speaking voice. During this time they have their books closed.
Some hours after the two-part session, there is a follow-up class at which the students are stimulated to recall the material presented. Once again the approach is indirect. The students do not focus their attention on trying to remember the vocabulary, but focus on using the language to communicate.
While suggestopedia has gained some fame through success in the teaching of modern languages, few teachers are able to achieve the same level of success as Lozanov and his associates. The students have not developed the appropriate mind set. They are often not motivated to learn through this method because they do not have enough “faith”. They do not see it as “real teaching” especially as it does not seem to involve the “work” that is essential to learning.
12．What’s easier to recall in paragraph 1
A．Book content. B．Lecture ideas.
C．Associated details. D．Consciously learned facts.
13．Why are different types of music used in the experiment
A．To let teachers teach more freely.
B．To see how students react to music.
C．To create different learning atmospheres.
D．To test students’ music appreciation ability.
14．What is a key feature of suggestopedia in the experiment
A．Focusing on direct vocabulary memorization. B．Stimulating active recall of texts.
C．Using a direct teaching approach. D．Encouraging passive listening.
15．What can be inferred about the new method from the last paragraph
A．It has gained great popularity. B．It still has a long way to go.
C．Students’ attitude helps its success. D．It’s a win-win strategy.
【解析】本文是一篇说明文。文章主要介绍了乔治·洛扎诺夫提出的暗示教学法，通过实验展示了这种教学方法的过程，并探讨了其在实际应用中面临的挑战。
12．C细节理解题。根据文章第一段中的“If we think of a book we studied months ago, we will find it easier to recall its colour, its typeface, and the table where we sat than the content we were concentrating on. If we think of a lecture we listened to with great concentration, we will recall the lecturer’s appearance, the failure of the air-conditioning, much more easily than the ideas we went to learn. (如果我们想起几个月前读过的一本书，我们会发现比起我们当时集中注意力的内容，更容易回忆起书的颜色、字体和我们坐的桌子。如果我们想起一场我们全神贯注听的讲座，我们会更容易回忆起演讲者的外表、空调的故障，而不是我们想要学习的观点)”可知，比起当时集中注意力的内容，更容易回忆起与当时情景相关的细节，如书的颜色、字体、坐的桌子，演讲者的外表、空调的故障等。故选C。
13．C推理判断题。根据文章第二段中的“In a recent experiment, it consists of two sessions. The first session is in two parts. In the first part, the music is classical (Mozart, Beethoven…) and the teacher reads the text slowly and sincerely, with attention to the dynamics of the music. The students follow the text in their books. This is followed by several minutes of silence. In the second part, they listen to baroque music (Bach, Corelli, Handel…) while the teacher reads the text in a normal speaking voice. During this time they have their books closed. (在最近的一个实验中，它包括两个环节。第一个环节分两部分。第一部分播放古典音乐（莫扎特、贝多芬……），老师缓慢而真诚地朗读课文，注意音乐的动态。学生们跟着书中的文本。随后是几分钟的沉默。第二部分，他们听巴洛克音乐（巴赫、科雷利、亨德尔……），老师用正常的说话声音朗读课文。此时他们合上书)”可推知，实验中使用了不同类型的音乐，古典音乐和巴洛克音乐，以创造不同的学习氛围，辅助无意识学习。故选C。
14．B细节理解题。根据文章第三段第一句“Some hours after the two-part session, there is a follow-up class at which the students are stimulated to recall the material presented. (在两个环节的几个小时后，有一个后续课程，在这个课程中，学生们被激励去回忆所呈现的材料)”可知，暗示教学法的关键特征是在后续课程中刺激学生主动回忆所学的文本。故选B。
15．B推理判断题。根据文章最后一段中的“While suggestopedia has gained some fame through success in the teaching of modern languages, few teachers are able to achieve the same level of success as Lozanov and his associates. The students have not developed the appropriate mind set. They are often not motivated to learn through this method because they do not have enough “faith”. They do not see it as “real teaching” especially as it does not seem to involve the “work” that is essential to learning. (虽然暗示教学法在现代语言教学中取得了一些成功，但很少有教师能达到洛扎诺夫及其同事那样的成功水平。学生们没有形成正确的心态。他们往往缺乏通过这种方法学习的动力，因为他们没有足够的“信心”。他们不认为这是“真正的教学”，尤其是因为它似乎没有涉及学习所必需的“努力”)”可知，暗示教学法在实际应用中面临挑战，学生缺乏信心和动力，认为它不是“真正的教学”，因此可以推断出这种新方法还有很长的路要走。故选B。
乙
阅读理解（共15小题，每小题2.5分，共37.5分）用时：25分钟
语篇 体裁 词数 话题 命题亮点 错题统计 错误原因总结
A 应用文 246 用AI技术所创新出来的一些技术和产品 以AI科技产品为情境命题，命题素材新颖，不落俗套。
B 记叙文 294 讲述了普拉扎尔与京剧的深厚渊源及传播贡献 以普拉扎尔与京剧的深厚渊源及传播贡献为命题情境，凸显了中外文化的交流，与此同时也以一个外国人的体验传播了中国文化。
C 说明文 355 学校禁止使用智能手机 命题素材，贴近学生生活
D 科普说明文 376 如何有效改变他人观点 心理学类阅读理解是高考常考话题
A
Artificial intelligence is a complex computer science concept. The following are several examples of artificial intelligence.
1. Olly
An artificial intelligence assistant named Olly, is more advanced and developed than Siri and Alexa. It is integrated with deep learning and natural language processing features. This technology is said to be quite helpful for people living alone or going through sadness. It can copy the reactions of a friend or companion.
2. Pathai
Pathai is a strong example of artificial intelligence that helps pathologists (病理学家) follow the test reports more conveniently. This can help save hundreds of lives by correctly diagnosing and determining the underlying diseases. This interference of AI in the healthcare department has proven to be fruitful for the patients and time-saving for the pathologists.
3. Drone
You must have heard the word drone, but AI-based drones are one step advanced from your typical drones. These aerial devices are used for many different reasons. The use of drones has proven to be very beneficial in the military and surveillance sector (监管部门) but it has also started to benefit the average consumer, saving time and relieving traffic jams.
4. GPS
GPS is a necessity nowadays. It not only helps to reach far places and areas but also assists in the way. Its artificial intelligence predicts the estimated time of reaching a destination by analyzing traffic situations in real-time. GPS also gathers data from thousands of cars and predicts the best route for every car.
1．Which of the following benefits people feeling depressed the most
A．Olly. B．Pathai. C．Drone. D．GPS.
2．What do Drone and GPS have in common
A．They are necessities in daily life.
B．They contribute to smooth traffic.
C．They rely on the responses of their owners.
D．They are mainly employed by governments.
3．Which section of a newspaper is the passage possibly taken from
A．All About Health. B．Self-driving Adventures.
C．The Theories Explained. D．Game-changing Innovations.
【解析】本文是一篇应用文。文章讲述了运用AI技术所创新出来的一些技术和产品，可以很大程度地改善人类的生活。
1．A细节理解题。根据Olly的叙述中“This technology is said to be quite helpful for people living alone or going through sadness. It can copy the reactions of a friend or companion. (据说这项技术对独自生活或经历悲伤的人很有帮助。它可以模仿朋友或同伴的反应。)”可知，Olly对于感觉抑郁的人最有利。故选A。
2．B细节理解题。根据Drone中“The use of drones has proven to be very beneficial in the military and surveillance sector (监管部门) but it has also started to benefit the average consumer, saving time and relieving traffic jams. (无人机的使用已被证明在军事和监视领域非常有益，但它也开始使普通消费者受益，节省时间并缓解交通拥堵。)”以及GPS中“. GPS also gathers data from thousands of cars and predicts the best route for every car. (GPS还从数千辆汽车中收集数据，并预测每辆汽车的最佳路线。)”可知，二者的共同之处为能够促进交通顺畅。故选B。
3．D推理判断题。根据文章第一段“Artificial intelligence is a complex computer science concept. The following are several examples of artificial intelligence. (人工智能是一个复杂的计算机科学概念。以下是人工智能的几个例子。)”可知，本文举例讲述的是运用AI技术所创新出来的一些技术和产品，可以很大程度地改善人类的生活。所以，文章可能来自报纸有关的“创新”板块。故选D。
B
An internationally praised cultural thing has introduced the attractive tale of Sun Wukong to audiences worldwide. But for Ghaffar Pourazar, a British-American dual citizen living in California, this legendary figure has been a part of his identity for decades.
Pourazar’s lifelong passion for Peking Opera began by chance. In 1993, Pourazar attended a performance at London’s Queen Elizabeth Hall and was instantly captured. He went backstage right after the show and made friends with the Chinese performers. With their help, Pourazar was enrolled at an opera school. Just three months later, he left his life in Britain behind and moved to Beijing to train in the martial roles of the art.
Starting as an adult was not easy, as Peking Opera is a complex mixture of vocal performance, mime, martial arts, dance and acrobatics. In addition to the physical demands, mastering the Chinese language posed another problem. “I was constantly reciting the subtitles and songs, whether I was eating, bathing, walking, or even dreaming,” Pourazar said.
Pourazar believes that great art transcends (超越) languages. Over the years, he has devoted himself to introducing Peking Opera and Sun Wukong to international audiences. He has also been teaching courses and organizing workshops in the United-States, bringing Peking Opera to curious Western learners. To better connect with Western audiences and learners, he adapted some classic plays such as The Monkey King: Uproar in Heaven into English versions and he also adapted Shakespeare’s A Midsummer Night’s Dream into Poking Opera.
In recognition of his contributions, Pourazar received the Great Wall Friendship Award from the Beijing government in 2014. “Cultural exchange should be reciprocal (互惠的). I aim to blend my expertise in opera with my multicultural background to create enriching artistic experiences for the audiences,” said Pourazar.
4．What is the author’s intention of writing paragraph 1
A．To prove Ghaffar Pourazar’s achievement.
B．To introduce a cultural influence on an individual.
C．To explain the cultural significance of Sun Wukong.
D．To highlight the fascination of ancient Chinese tales.
5．What do we know about Pourazar’s experience of learning Peking Opera
A．Language was a significant barrier for him.
B．The performers he met backstage taught him the art.
C．Queen Elizabeth made him interested in Peking Opera.
D．His enthusiasm for Peking Opera started at an early age.
6．Why did Pourazar adapt Shakespeare’s A Midsummer Night’s Dream into Peking Opera
A．To show off his talent in adapting different plays.
B．To add more complexity to traditional opera forms.
C．To prove that Peking Opera is superior to other art forms.
D．To make Peking Opera more accessible to Western audiences.
7．Which of the following words best describe Pourazar
A．Determined and creative.
B．Passionate and reserved.
C．Humorous and charming.
D．Traditional and cautious.
【解析】本文是一篇记叙文。文章主要讲述了普拉扎尔与京剧的深厚渊源及传播贡献。
4．B推理判断题。根据文章第一段中的“An internationally praised cultural thing has introduced the attractive tale of Sun Wukong to audiences worldwide. But for Ghaffar Pourazar, a British-American dual citizen living in California; this legendary figure has been a part of his identity for decades. (一个备受国际赞誉的文化作品向全球观众介绍了孙悟空这一引人入胜的故事。但是，对于居住在加利福尼亚的英美双重国籍公民加法尔 普拉扎尔而言，这位传奇人物几十年来一直是他身份认同的一部分)”可知，文章先是说孙悟空这一文化形象在世界范围内的影响，接着指出对普拉扎尔来说，这个传奇人物已经成为他身份的一部分数十年了。由此可知，作者写第一段的意图是介绍一种文化对一个人的影响。故选B。
5．A细节理解题。根据文章第三段中的“In addition to the physical demands, mastering the Chinese language posed another problem. “I was constantly reciting the subtitles and. songs, whether I was eating, bathing, walking, or even dreaming,” Pourazar said. (除了对身体素质的要求之外，掌握中文也成了另一个难题。“不管是吃饭、洗澡、走路，甚至是做梦的时候，我都在不停地背诵台词和唱段。” 普拉扎尔说道)”可知，语言对Pourazar来说是一个很大的障碍。故选 A。
6．D 推理判断题。根据文章第四段中的“To better connect with Western audiences and learners, he adapted some classic plays such as The Monkey King: Uproar in Heaven into English versions and he also adapted Shakespeare’s A Midsummer Night’s Dream into Peking Opera. (为了更好地与西方观众和学习者建立联系，他将一些经典剧目，如《大闹天宫》改编成英文版，还把莎士比亚的《仲夏夜之梦》改编成了京剧)”可知，他进行这些改编是为了更好地与西方观众和学习者建立联系，也就是让京剧对西方观众来说更易于理解和接受。故选D。
7．A推理判断题。根据文章第二段中的“Just three months later, he left his life in Britain behind and moved to Beijing to train in the martial roles of the art. (仅仅三个月后，他就告别了英国的生活，搬到北京，去学习这门艺术中的武打角色)”以及第三段“Starting as an adult was not easy, as Peking Opera is a complex mixture of vocal performance, mime, martial arts, dance and acrobatics. In addition to the physical demands, mastering the Chinese language posed another problem. “I was constantly reciting the subtitles and songs, whether I was eating, bathing, walking, or even dreaming,” Pourazar said. (作为一个成年人开始学习京剧并非易事，因为京剧是一种集演唱、默剧表演、武术、舞蹈和杂技于一体的复杂艺术形式。除了对身体素质的要求之外，掌握中文也成了另一个难题。“不管是吃饭、洗澡、走路，甚至是做梦的时候，我都在不停地背诵台词和唱段。”普拉扎尔说道)”可知，他很有决心。根据第四段的“To better connect with Western audiences and learners, he adapted some classic plays such as The Monkey King: Uproar in Heaven into English versions and he also adapted Shakespeare’s A Midsummer Night’s Dream into Peking Opera. (为了更好地与西方观众和学习者建立联系，他将一些经典剧目，如《大闹天宫》改编成英文版，还把莎士比亚的《仲夏夜之梦》改编成了京剧)”可知，他改编经典剧目，体现了他的创新。所以普拉扎尔既有决心又有创新精神。故选A。
C
France banned smartphones in primary and secondary schools in 2018 to improve focus, reduce social media exposure, and control cyberbullying. Following this, the Netherlands and Hungary introduced similar bans in 2024, while the UK debates comparable legislation. The critical debate centers on whether such bans meaningfully enhance students’ mental health.
The urgency is undeniable. A 2021 U.S. Surgeon General report documented a 40% surge in persistent hopelessness among American high schoolers between 2009 and 2019. The number who seriously considered killing themselves went up by 36%. What makes these findings all the worse is that 48% of mental-health problems (like depression and anxiety) that emerge during adolescence will plague people for the rest of their lives.
It is tempting to connect these trends with the increased availability of smartphones, but establishing a causal connection is difficult. The brain undergoes profound changes during adolescence, meaning that any research on the effects of smartphone use needs to consider the developmental age of the children being studied as well as their precise smartphone habits.
Some studies reveal that unfettered (不受限制的) access to social media on smartphones at critical moments when the brain is changing may cause problems. Amy Orben at the University of Cambridge surveyed 17,409 people aged 10-21, analyzing the relationship between social media use and life satisfaction. The findings show that girls who increased their social media use over the course of a year were significantly less satisfied if the increase took place when they were between 11 and 13. Boys showed the same trend when increases took place when they were 14 or 15 years old.
How much of this will change by banning phones in schools is unclear. Victoria Goodyear at Britain’s University of Birmingham compared the mental well-being of students in schools that implemented restrictive smartphone policies with those with relaxed policies. She also monitored overall screentime. Her results show that, while those who spent more time on a smartphone overall did have a decline in mental well-being, there was no difference between the two groups. She and her colleagues argue that setting up policies at schools alone is simply not enough.
8．How is the second paragraph mainly developed
A．By analyzing causes. B．By listing data.
C．By following time order. D．By examining differences.
9．What does the underlined word “plague” most likely mean
A．Improve. B．Affect. C．Cure. D．Ignore.
10．What can we infer from Orben’s research
A．Smartphones cause great harm to teenagers’ brain.
B．Ages make a difference to teenagers’ understanding of life.
C．Girls are more likely to be affected by social media than boys.
D．Unrestricted social media use leads to a decline in life satisfaction.
11．What is Goodyear’s attitude to banning smartphones in schools
A．Supportive. B．Indifferent. C．Skeptical. D．Critical.
【解析】本文是一篇说明文。文章主要讨论了法国、荷兰和匈牙利等国家在学校禁止使用智能手机的情况，以及这种禁令是否能有效改善学生的心理健康。
8．B推理判断题。根据文章第二段中的“A 2021 U.S. Surgeon General report documented a 40% surge in persistent hopelessness among American high schoolers between 2009 and 2019. The number who seriously considered killing themselves went up by 36%.(2021年美国卫生局局长的一份报告显示，2009年至2019年间，美国高中生持续绝望的比例上升了40%。认真考虑自杀的人数上升了36%。)”可知，第二段通过列举数据来展开论述。故选B。
9．B词句猜测题。根据第二段“A 2021 U.S. Surgeon General report documented a 40% surge in persistent hopelessness among American high schoolers between 2009 and 2019. The number who seriously considered killing themselves went up by 36%. What makes these findings all the worse is that 48% of mental-health problems (like depression and anxiety) that emerge during adolescence will plague people for the rest of their lives.(美国卫生局局长2021年发布的一份报告显示，在2009年至2019年期间，美国高中生中长期感到绝望的人数激增了40%。而认真考虑过自杀的学生人数则上升了36%。让这些发现更加糟糕的是，青春期出现的48%的心理健康问题（如抑郁和焦虑）将 plague 人们的余生。)”可知，青少年时期出现的心理健康问题（如抑郁、焦虑）会对人生产生长久影响。plague在此处意为 “困扰、影响”，与 affect”语义最接近。故选B。
10．D推理判断题。根据文章第四段中的“The findings show that girls who increased their social media use over the course of a year were significantly less satisfied if the increase took place when they were between 11 and 13. Boys showed the same trend when increases took place when they were 14 or 15 years old.(研究结果表明，如果女孩在11岁到13岁之间增加社交媒体的使用量，她们的满意度会显著降低。男孩在14岁或15岁时增加社交媒体的使用量也表现出同样的趋势。)”可知，无限制地使用社交媒体会导致生活满意度下降。故选D。
11．C推理判断题。根据文章最后一段中的“Her results show that, while those who spent more time on a smartphone overall did have a decline in mental well-being, there was no difference between the two groups. She and her colleagues argue that setting up policies at schools alone is simply not enough.(她的研究结果表明，虽然总体上花更多时间在智能手机上的人心理健康确实有所下降，但两组之间并没有差异。她和她的同事认为，仅仅在学校制定政策是不够的。)”可知，Goodyear对在学校禁止使用智能手机持怀疑态度。故选C。
D
You’ve seen it happen: you present a fact — clear, undeniable — and instead of reconsidering their position, the other person doubles down. “I just don’t believe it,” they say. This confusing resistance isn’t just frustrating; it’s deeply human. Our brains are wired not merely to seek truth, but to defend identity. Welcome to the mind’s firewall — our internal system that protects beliefs from intruding (侵入的) evidence. And yet, understanding this firewall is the first step to disarming it, for ourselves and others.
In Elizabeth Kolbert’s article “Why Facts Don’t Change Our Minds,” she draws on studies in cognitive science to show that reasoning evolved not to find truth, but to win arguments. Our brains often favor “motivated reasoning” — seeking information that supports our views and discounting evidence that challenges them. This tendency, known as “confirmation bias (偏见)”, helps us maintain a consistent sense of self and stay in line with our social groups. This makes conversations less about learning and more about defending one’s territory.
Think of your mind like a computer. Facts are like data packets trying to get through your firewall. But unless they meet certain criteria — emotional relevance, social safety, identity compatibility (兼容) — they’re blocked. The mind doesn’t simply take in raw information; it tries to make sense of it. Facts alone aren’t enough to truly connect or stick. This is especially true in emotionally charged fields like politics, health, or identity. When we feel threatened, the emotional brain overrides the rational (理智的) brain. What feels true outweighs what is true.
If facts can’t get past the firewall, what can As discussed in my book The Art of Change, it’s not about tearing down the firewall, but about finding alternative paths around it — narrative, emotion, and relationship.
Next time you’re trying to change someone’s mind — or your own — remember: lead with connection, not argument. Start with shared experiences or values. Use stories, not just analytics. And stay open yourself. Try this: Think of a belief you hold strongly. Then write down three reasons someone might see it differently — not arguments, but genuinely thoughtful reasons. Doing this won’t make you weaker in your beliefs. It’ll make you wiser in your understanding.
12．What does the author think of the mind’s firewall
A．It is natural. B．It is confusing.
C．It is beneficial. D．It is necessary.
13．Why do our brains favor “motivated reasoning”
A．It helps people seek truth.
B．It allows people to defend identity.
C．It makes people learn more about themselves.
D．It enables people to overcome any challenges.
14．What is paragraph 3 mainly about
A．The scientific method for processing facts.
B．The underlying logic of the mind’s firewall.
C．The biological structure of the human brain.
D．The conflict between emotional and rational brains.
15．What does the author suggest readers do to change others’ minds
A．Argue against their beliefs.
B．Present a through analysis to them.
C．Form an emotional bond with them.
D．Train them to be more open-minded.
【解析】本文是一篇说明文。文章通过引用研究数据和案例，探讨了人类认知偏见和文化接受度的现象，并提出了如何有效改变他人观点的方法。
12．A细节理解题。根据文章第一段中的“This confusing resistance isn’t just frustrating; it’s deeply human.(这种令人困惑的阻力不仅令人沮丧；这是人性使然)”可知，作者认为mind’s firewall是人类大脑的自然机制，故选A。
13．B推理判断题。根据文章第二段中的“Our brains often favor ‘motivated reasoning’ — seeking information that supports our views and discounting evidence that challenges them. This tendency, known as ‘confirmation bias (偏见)’, helps us maintain a consistent sense of self and stay in line with our social groups.(我们的大脑通常倾向于‘有动机的推理’——寻找支持我们观点的信息，而忽略挑战我们观点的证据。这种倾向被称为‘确认偏见’，它帮助我们保持一致的自我意识，并与我们的社会群体保持一致)”可知，大脑偏爱motivated reasoning，以维护自我认同和社会归属感，故选B。
14．B主旨大意题。根据文章第三段中的“Think of your mind like a computer. Facts are like data packets trying to get through your firewall. But unless they meet certain criteria — emotional relevance, social safety, identity compatibility (兼容) — they’re blocked. The mind doesn’t simply take in raw information; it tries to make sense of it. Facts alone aren’t enough to truly connect or stick. This is especially true in emotionally charged fields like politics, health, or identity. When we feel threatened, the emotional brain overrides the rational (理智的) brain. What feels true outweighs what is true.(把你的大脑想象成一台电脑。事实就像试图通过防火墙的数据包。但除非他们符合某些标准——情感相关性、社会安全感、身份兼容性——否则他们就会被拒之门外。大脑并不是简单地接受原始信息；它试图让它有意义。事实本身并不足以真正建立联系。这在政治、健康或身份等情绪化的领域尤其如此。当我们感到威胁时，感性的大脑会压倒理性的大脑。感觉真实的东西比真实的东西重要)”通过比喻（防火墙）和科学分析（情感与理性的冲突），解释了为何大脑会排斥不符合自身信念的事实，即大脑防火墙的运作逻辑，故选B。
15．C推理判断题。根据文章最后一段中的“Next time you’re trying to change someone’s mind — or your own — remember: lead with connection, not argument. Start with shared experiences or values. Use stories, not just analytics. And stay open yourself.(下次当你试图改变别人或你自己的想法时，记住：以联系为导向，而不是争论。从共同的经历或价值观开始。使用故事，而不仅仅是分析)”可知，此处提出“以联系为导向，而不是争论”，即以情感共鸣而非争论为主导，并建议“使用故事，而不仅仅是分析”，可见是要建立情感联系，故选C。
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()模块 阅读理解 综合训练（二）
（考试时间：50分钟 试卷满分：75分）
甲
阅读理解（共15小题，每小题2.5分，共37.5分）用时：25分钟
语篇 体裁 词数 话题 命题亮点 错题统计 错误原因总结
A 应用文 262 适合学生做的科学实验 以学生学习生活中的几个实验为情境命题，命题素材新颖、贴近学生生活。
B 记叙文 332 马修·马丁在Le Valle高中的转变 自我成长
C 说明文 325 如何将蚂蚁的集体智慧应用于智能交通系统 与25全国I C篇命题相似
D 科普说明文 348 暗示教学法 以乔治·洛扎诺夫提出的暗示教学法为命题情境，素材新颖，贴近学习生活
A
Engage students with science with these exciting and entertaining experiments! Students will love exploring while also gaining invaluable experience by designing and conducting experiments.
Sunscreen Experiment
Kids often don’t enjoy being told they need sunscreen, so showing its power through demonstration can help them see its value. This science fair project uses simple white beads (珠子) that change color when exposed to UV rays (紫外线) so children can compare the effectiveness of different sunscreen products. Start this experiment by applying some of each sunscreen type on paper and placing both pieces of paper in direct sunlight for several hours.
Sundial (日晷) Experiment
Using a sundial to tell time is a fascinating science activity that helps students gain knowledge of shadows and the movement of sunlight across the sky. Through this hands-on experiment, students gain an opportunity to see how people in previous times knew time without clocks or watches. Start this experiment by asking students to identify an outdoor spot that receives sunlight all day, placing a flat board there, tracing the shadows onto it and noting where the shadows will fall at certain points of the day.
Mineral Experiment
Students learn to identify rocks and minerals through this simple experiment. They use a plate to test the hardness of various common minerals. They also observe how these minerals form crystals (晶体) and how they break apart differently from others. This lesson helps students understand the characteristics and uses of different minerals. Students can even form “companies” and compete to mine different types of rocks with specific features.
1．What is the main purpose of using beads in the sunscreen experiment
A．To compare the prices of sunscreen.
B．To show the effectiveness of sunscreen.
C．To analyze the impact of sunscreen on skin.
D．To demonstrate chemical reactions in sunscreen.
2．How do students begin the sundial experiment
A．By building a sundial from beginning.
B．By comparing different types of sundials.
C．By measuring the length of their shadows.
D．By identifying a sunny spot and using a flat board.
3．What does the mineral experiment allow students to do
A．Observe crystal formation. B．Learn geological history.
C．Sell rocks they mine. D．Form companies.
B
Freshman Matthew Martin has enjoyed playing sports, and forming friendships throughout his first year in high school. As he finished Grade 8, Martin started the search for his high school and after applying to Jesuit High School, Martin’s father brought up the idea of Le Valle and thought it would be a good fit to go there. After spending time with Le Valle schoolmate Will Koch, Martin fell in love with the community.
This year, Martin played on Le Valle’s golf team and soccer team. While the sports themselves were nothing new, he made the leap from recreational soccer to playing competitively and was on a golf team for the first time rather than competing individually. Competing on these two teams taught Martin the value of hard work and the importance of not cutting corners, both in athletics and life. “Always make sure everything gets done and make sure it gets done right, 100% complete,” Martin said, “quality over quantity.”
In previous years, Martin noted that he wouldn’t ask as many questions and would be on the quiet side in class, but thanks to all his teachers this year, he asked more questions and felt more comfortable engaging in discussion. During and after class, Martin could be found as one of two freshmen in math teacher Mr. Linus Oey’s Honors Algebra (代数) class. Martin said that although it was his hardest class, once he started asking questions and started to really engage and try his hardest, he felt much more comfortable and confident with the class.
Martin has many pieces of advice he wishes he could tell himself on the first day of school this year and to the incoming freshmen. “Just relax, have fun. Just make sure you try your hardest no matter what,” Martin said. “Be sure to join clubs or sports. That’s seriously how you can meet somebody, like I’ve met so many best friends through soccer and through the soccer camp.”
4．What led to Martin’s choosing Le Valle
A．The competitive sports teams. B．The advice of his father.
C．The educational programs offered. D．The quiet persuasion by Will Koch.
5．What does the underlined phrase “cutting corners” in paragraph 2 probably mean
A．Taking shortcuts. B．Making sharp turns.
C．Giving up teamwork. D．Stopping learning skills.
6．Which of the following best describes today’s Martin
A．Innovative and responsible. B．Adventurous and independent.
C．Competitive and graceful. D．Hardworking and active.
7．What does Martin suggest for the incoming freshmen
A．Select fun clubs first. B．Focus on hard subjects.
C．Socialize to find friends. D．Try out for soccer camp.
C
When viewed from above, highway traffic resembles ant colonies in motion. Yet unlike human drivers, ants remarkably avoid traffic jams through collective intelligence. Scientists are now studying these tiny creatures to develop smarter self-driving car systems that could prevent traffic jams.
Research shows traffic flow becomes unstable when vehicle density reaches 15 cars per mile per lane. A single brake application can trigger a chain reaction of stopping-what physicist Katsuhiro Nishinari calls a “phase transition”, similar to water turning to ice. Surprisingly, ants maintain smooth movement even at high densities. Studies reveal their secret lies in traveling in small groups (3-20 ants) at consistent speeds while maintaining proper spacing and never overtaking each other.
The parallels between ant colonies and potential smart traffic systems are striking. Just as ants coordinate through chemical signals without any central authority, future vehicle networks could operate through decentralized communication. ”What emerges is a remarkably strong system without any single leader,“ observes Noa Pinter-Wollman, a behavioral ecologist at UCLA who studies ant colonies. This distributed approach to traffic management could prove far more adaptable than our current top-down systems.
Human drivers, focused on personal speed advantage, inevitably cause jams. “We prioritize individual interests, which leads to congestion,” explains Nicola Pugno, an engineering professor at Italy’s University of Trento who contributed to the research. This fundamental difference in approach suggests that future autonomous vehicles, if properly programmed, could revolutionize traffic flow by adopting ant-like cooperation. Imagine a network of self-driving cars constantly communicating with nearby vehicles to maintain steady speeds and safe following distances, eliminating the stop-and-go patterns that waste time and fuel.
While ants show great flexibility by making paths wider or even moving upside down in narrow spaces, cars today cannot do the same. However, Nishinari offers one simple lesson from ants that all drivers can use: keep a safe distance. Leaving enough space between cars helps reduce sudden stops that often lead to unexplained traffic slowdowns.
8．What is the main purpose of scientists studying ants in relation to traffic systems
A．To understand how ants avoid predators.
B．To develop smarter self-driving car systems.
C．To learn how ants build their colonies.
D．To study the chemical signals ants use.
9．Why can ants avoid traffic jams even at high densities
A．They travel in small groups with consistent spacing and speed.
B．They rely on a central authority to coordinate their movements.
C．They use chemical signals to communicate with each other.
D．They frequently overtake other ants to avoid congestion.
10．How can ant colonies inspire future vehicle network design
A．It will rely on a central authority for coordination.
B．It will mimic the top-down systems currently in use.
C．It will operate through decentralized communication.
D．It will prioritize individual speed over collective efficiency.
11．Which of the following is the best title for the passage
A．Ant Colonies: A Model for Future Traffic Systems
B．Human Drivers: The Cause of Traffic Congestion
C．Self-Driving Cars: The Science Behind Them
D．Decentralized Communication: The Future of Traffic
D
If we think of a book we studied months ago, we will find it easier to recall its colour, its typeface, and the table where we sat than the content we were concentrating on. If we think of a lecture we listened to with great concentration, we will recall the lecturer’s appearance, the failure of the air-conditioning, much more easily than the ideas we went to learn. This phenomenon proves that the connections made in the brain through unconscious processing are more lasting than those made through conscious (有意识的) processing. George Lozanov therefore proposed his theory and came up with a new teaching approach.
In suggestopedia (暗示教学法), as he called his method, consciousness is shifted away from the curriculum to focus on something around. In a recent experiment, it consists of two sessions. The first session is in two parts. In the first part, the music is classical (Mozart, Beethoven…) and the teacher reads the text slowly and sincerely, with attention to the dynamics of the music. The students follow the text in their books. This is followed by several minutes of silence. In the second part, they listen to baroque music (Bach, Corelli, Handel…) while the teacher reads the text in a normal speaking voice. During this time they have their books closed.
Some hours after the two-part session, there is a follow-up class at which the students are stimulated to recall the material presented. Once again the approach is indirect. The students do not focus their attention on trying to remember the vocabulary, but focus on using the language to communicate.
While suggestopedia has gained some fame through success in the teaching of modern languages, few teachers are able to achieve the same level of success as Lozanov and his associates. The students have not developed the appropriate mind set. They are often not motivated to learn through this method because they do not have enough “faith”. They do not see it as “real teaching” especially as it does not seem to involve the “work” that is essential to learning.
12．What’s easier to recall in paragraph 1
A．Book content. B．Lecture ideas.
C．Associated details. D．Consciously learned facts.
13．Why are different types of music used in the experiment
A．To let teachers teach more freely.
B．To see how students react to music.
C．To create different learning atmospheres.
D．To test students’ music appreciation ability.
14．What is a key feature of suggestopedia in the experiment
A．Focusing on direct vocabulary memorization. B．Stimulating active recall of texts.
C．Using a direct teaching approach. D．Encouraging passive listening.
15．What can be inferred about the new method from the last paragraph
A．It has gained great popularity. B．It still has a long way to go.
C．Students’ attitude helps its success. D．It’s a win-win strategy.
乙
阅读理解（共15小题，每小题2.5分，共37.5分）用时：25分钟
语篇 体裁 词数 话题 命题亮点 错题统计 错误原因总结
A 应用文 246 用AI技术所创新出来的一些技术和产品 以AI科技产品为情境命题，命题素材新颖，不落俗套。
B 记叙文 294 讲述了普拉扎尔与京剧的深厚渊源及传播贡献 以普拉扎尔与京剧的深厚渊源及传播贡献为命题情境，凸显了中外文化的交流，与此同时也以一个外国人的体验传播了中国文化。
C 说明文 355 学校禁止使用智能手机 命题素材，贴近学生生活
D 科普说明文 376 如何有效改变他人观点 心理学类阅读理解是高考常考话题
A
Artificial intelligence is a complex computer science concept. The following are several examples of artificial intelligence.
1. Olly
An artificial intelligence assistant named Olly, is more advanced and developed than Siri and Alexa. It is integrated with deep learning and natural language processing features. This technology is said to be quite helpful for people living alone or going through sadness. It can copy the reactions of a friend or companion.
2. Pathai
Pathai is a strong example of artificial intelligence that helps pathologists (病理学家) follow the test reports more conveniently. This can help save hundreds of lives by correctly diagnosing and determining the underlying diseases. This interference of AI in the healthcare department has proven to be fruitful for the patients and time-saving for the pathologists.
3. Drone
You must have heard the word drone, but AI-based drones are one step advanced from your typical drones. These aerial devices are used for many different reasons. The use of drones has proven to be very beneficial in the military and surveillance sector (监管部门) but it has also started to benefit the average consumer, saving time and relieving traffic jams.
4. GPS
GPS is a necessity nowadays. It not only helps to reach far places and areas but also assists in the way. Its artificial intelligence predicts the estimated time of reaching a destination by analyzing traffic situations in real-time. GPS also gathers data from thousands of cars and predicts the best route for every car.
1．Which of the following benefits people feeling depressed the most
A．Olly. B．Pathai. C．Drone. D．GPS.
2．What do Drone and GPS have in common
A．They are necessities in daily life.
B．They contribute to smooth traffic.
C．They rely on the responses of their owners.
D．They are mainly employed by governments.
3．Which section of a newspaper is the passage possibly taken from
A．All About Health. B．Self-driving Adventures.
C．The Theories Explained. D．Game-changing Innovations.
B
An internationally praised cultural thing has introduced the attractive tale of Sun Wukong to audiences worldwide. But for Ghaffar Pourazar, a British-American dual citizen living in California, this legendary figure has been a part of his identity for decades.
Pourazar’s lifelong passion for Peking Opera began by chance. In 1993, Pourazar attended a performance at London’s Queen Elizabeth Hall and was instantly captured. He went backstage right after the show and made friends with the Chinese performers. With their help, Pourazar was enrolled at an opera school. Just three months later, he left his life in Britain behind and moved to Beijing to train in the martial roles of the art.
Starting as an adult was not easy, as Peking Opera is a complex mixture of vocal performance, mime, martial arts, dance and acrobatics. In addition to the physical demands, mastering the Chinese language posed another problem. “I was constantly reciting the subtitles and songs, whether I was eating, bathing, walking, or even dreaming,” Pourazar said.
Pourazar believes that great art transcends (超越) languages. Over the years, he has devoted himself to introducing Peking Opera and Sun Wukong to international audiences. He has also been teaching courses and organizing workshops in the United-States, bringing Peking Opera to curious Western learners. To better connect with Western audiences and learners, he adapted some classic plays such as The Monkey King: Uproar in Heaven into English versions and he also adapted Shakespeare’s A Midsummer Night’s Dream into Poking Opera.
In recognition of his contributions, Pourazar received the Great Wall Friendship Award from the Beijing government in 2014. “Cultural exchange should be reciprocal (互惠的). I aim to blend my expertise in opera with my multicultural background to create enriching artistic experiences for the audiences,” said Pourazar.
4．What is the author’s intention of writing paragraph 1
A．To prove Ghaffar Pourazar’s achievement.
B．To introduce a cultural influence on an individual.
C．To explain the cultural significance of Sun Wukong.
D．To highlight the fascination of ancient Chinese tales.
5．What do we know about Pourazar’s experience of learning Peking Opera
A．Language was a significant barrier for him.
B．The performers he met backstage taught him the art.
C．Queen Elizabeth made him interested in Peking Opera.
D．His enthusiasm for Peking Opera started at an early age.
6．Why did Pourazar adapt Shakespeare’s A Midsummer Night’s Dream into Peking Opera
A．To show off his talent in adapting different plays.
B．To add more complexity to traditional opera forms.
C．To prove that Peking Opera is superior to other art forms.
D．To make Peking Opera more accessible to Western audiences.
7．Which of the following words best describe Pourazar
A．Determined and creative.
B．Passionate and reserved.
C．Humorous and charming.
D．Traditional and cautious.
C
France banned smartphones in primary and secondary schools in 2018 to improve focus, reduce social media exposure, and control cyberbullying. Following this, the Netherlands and Hungary introduced similar bans in 2024, while the UK debates comparable legislation. The critical debate centers on whether such bans meaningfully enhance students’ mental health.
The urgency is undeniable. A 2021 U.S. Surgeon General report documented a 40% surge in persistent hopelessness among American high schoolers between 2009 and 2019. The number who seriously considered killing themselves went up by 36%. What makes these findings all the worse is that 48% of mental-health problems (like depression and anxiety) that emerge during adolescence will plague people for the rest of their lives.
It is tempting to connect these trends with the increased availability of smartphones, but establishing a causal connection is difficult. The brain undergoes profound changes during adolescence, meaning that any research on the effects of smartphone use needs to consider the developmental age of the children being studied as well as their precise smartphone habits.
Some studies reveal that unfettered (不受限制的) access to social media on smartphones at critical moments when the brain is changing may cause problems. Amy Orben at the University of Cambridge surveyed 17,409 people aged 10-21, analyzing the relationship between social media use and life satisfaction. The findings show that girls who increased their social media use over the course of a year were significantly less satisfied if the increase took place when they were between 11 and 13. Boys showed the same trend when increases took place when they were 14 or 15 years old.
How much of this will change by banning phones in schools is unclear. Victoria Goodyear at Britain’s University of Birmingham compared the mental well-being of students in schools that implemented restrictive smartphone policies with those with relaxed policies. She also monitored overall screentime. Her results show that, while those who spent more time on a smartphone overall did have a decline in mental well-being, there was no difference between the two groups. She and her colleagues argue that setting up policies at schools alone is simply not enough.
8．How is the second paragraph mainly developed
A．By analyzing causes. B．By listing data.
C．By following time order. D．By examining differences.
9．What does the underlined word “plague” most likely mean
A．Improve. B．Affect. C．Cure. D．Ignore.
10．What can we infer from Orben’s research
A．Smartphones cause great harm to teenagers’ brain.
B．Ages make a difference to teenagers’ understanding of life.
C．Girls are more likely to be affected by social media than boys.
D．Unrestricted social media use leads to a decline in life satisfaction.
11．What is Goodyear’s attitude to banning smartphones in schools
A．Supportive. B．Indifferent. C．Skeptical. D．Critical.
D
You’ve seen it happen: you present a fact — clear, undeniable — and instead of reconsidering their position, the other person doubles down. “I just don’t believe it,” they say. This confusing resistance isn’t just frustrating; it’s deeply human. Our brains are wired not merely to seek truth, but to defend identity. Welcome to the mind’s firewall — our internal system that protects beliefs from intruding (侵入的) evidence. And yet, understanding this firewall is the first step to disarming it, for ourselves and others.
In Elizabeth Kolbert’s article “Why Facts Don’t Change Our Minds,” she draws on studies in cognitive science to show that reasoning evolved not to find truth, but to win arguments. Our brains often favor “motivated reasoning” — seeking information that supports our views and discounting evidence that challenges them. This tendency, known as “confirmation bias (偏见)”, helps us maintain a consistent sense of self and stay in line with our social groups. This makes conversations less about learning and more about defending one’s territory.
Think of your mind like a computer. Facts are like data packets trying to get through your firewall. But unless they meet certain criteria — emotional relevance, social safety, identity compatibility (兼容) — they’re blocked. The mind doesn’t simply take in raw information; it tries to make sense of it. Facts alone aren’t enough to truly connect or stick. This is especially true in emotionally charged fields like politics, health, or identity. When we feel threatened, the emotional brain overrides the rational (理智的) brain. What feels true outweighs what is true.
If facts can’t get past the firewall, what can As discussed in my book The Art of Change, it’s not about tearing down the firewall, but about finding alternative paths around it — narrative, emotion, and relationship.
Next time you’re trying to change someone’s mind — or your own — remember: lead with connection, not argument. Start with shared experiences or values. Use stories, not just analytics. And stay open yourself. Try this: Think of a belief you hold strongly. Then write down three reasons someone might see it differently — not arguments, but genuinely thoughtful reasons. Doing this won’t make you weaker in your beliefs. It’ll make you wiser in your understanding.
12．What does the author think of the mind’s firewall
A．It is natural. B．It is confusing.
C．It is beneficial. D．It is necessary.
13．Why do our brains favor “motivated reasoning”
A．It helps people seek truth.
B．It allows people to defend identity.
C．It makes people learn more about themselves.
D．It enables people to overcome any challenges.
14．What is paragraph 3 mainly about
A．The scientific method for processing facts.
B．The underlying logic of the mind’s firewall.
C．The biological structure of the human brain.
D．The conflict between emotional and rational brains.
15．What does the author suggest readers do to change others’ minds
A．Argue against their beliefs.
B．Present a through analysis to them.
C．Form an emotional bond with them.
D．Train them to be more open-minded.
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