资源简介

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高考
阅读理解
专练
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1
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专题-S301各大考区 阅读理解 高考备考 梯度训练
能力提升之阅读理解15篇
初阶训练（全国甲卷考区） Passage 1-5
进阶训练（新高考 Ⅱ 卷考区） Passage 6-10
高阶提升（新高考 Ⅰ 卷考区/自主命题考区） Passage 11-15
第一部分：初阶训练
Passage 1
(2024·四川成都模拟)“Why？” It's a simple question that people ask Angela Maxwell frequently. After all, she began a journey that very few people would ever attempt: walk around the world alone.
The thought of Maxwell's journey did not start from a place of loss or personal crisis. She said, “I was searching for a deeper interaction with nature and people.” Walking would minimise her carbon footprint, plus the slow pace meant that she could fully immerse herself in nature, and gain insights into other cultures in a unique way.
She left her hometown of Bend, Oregon, on 2 May 2014 and headed into an adventure. Along the way, Maxwell would suffer from heatstroke(中暑) in the Australian desert and hear gunshots while camping in Turkey. “Still，” she said, “I didn't stop because I was more afraid of not following my heart than I was of losing everything I owned and loved.”
Apart from that, her slow pace allowed her to be drawn deeply into other cultures. She wandered the tiny seaside villages along Italy Tyrrhenian Sea, enjoying the lively atmosphere. In Vietnam, she was invited and offered food by an elderly woman to rest in her wooden shack at the peak for the night. She chose an experience of uncertainty and curiosity, in search of something she could never be certain to find: a sense of fulfilment and a deeper connection.
On 16 December 2020, Maxwell's pilgrimage(朝圣之旅) ended right where it started. For now, she's working on a book, planning future journeys and creating more effective ways for women to find and express courage in their lives.
Whether a walk leads halfway around the world or just down the road, Maxwell has shown the true worth of slowing down and giving more than we receive along the way.
1．Why did Maxwell decide to start her journey
A．To get closer to the world. B．To reduce carbon footprint.
C．To get rid of personal crisis. D．To slow down the pace of life.
2．What can we know about Maxwell during the journey
A．She was about to give up.
B．She was helped by Italian locals.
C．She experienced various cultures.
D．She enjoyed Australian coastal scenery.
3．Which of the following words can best describe Maxwell
A．Cautious and gentle.
B．Tough and adventurous.
C．Ambitious and generous.
D．Openminded and humorous.
4．What's this text mainly about
A．A new way to slow down life. B．A closer connection with the wild.
C．An unforgettable memory of a trip. D．A woman walking around the world.
Passage 2
(2024·陕西西安质检)Accents are a sign of belonging and something that separates communities. Yet we can probably think of people who seem to have lost their accent and of others whose accent stays firmly in place. Given the personal and social importance of how someone speaks, why would anyone's accent change
A conscious or subconscious desire to fit in can influence the way you speak. If someone moves from Australia to America to work, for example, they will probably at least change their accent in order to get a better sense of belonging. This may be out of a need or desire to be more clearly understood and to be accepted in a new community. They might also want to avoid ridicule for the way they speak.
For people whose accents do shift, the way they speak may be less important to their sense of identity, or their identity with a social or professional group may be more pressing. Even before we are born, we are exposed to the speech patterns of those around us. We progress through various stages of speech development that result in us having speech patterns similar to those around us.
For others whose accent does not seem to change, it could be because they feel safe in their identity, and their accent is much part of that identity—or that keeping the difference is valuable to them.
Meanwhile, brain damage may result in foreign accent syndrome (FAS), which results from physical changes that are not under the speaker's control. Suffering from FAS, speakers may lose the ability to speak at all or experience strange changes in the way they pronounce. In some cases, listeners might look down upon a person with FAS as they believe them to be foreigners. It's no wonder many people unconsciously protect themselves by adapting their speech to those around them.
1．What does the underlined word “This” in Paragraph 2 refer to
A．The desire to fit in.
B．The change of career.
C．The adjustment of accents.
D．The influence on language.
2．What makes people choose to change their accents
A．The result of brain damage.
B．Their strong sense of identity.
C．Their desire to learn about locals.
D．The need to adapt to new environment.
3．What can we know about the people suffering from FAS
A．They may be taken as foreigners.
B．They can not help making a sound.
C．They suffer from emotional changes.
D．They may change accents to gain respect.
4．What's the author's purpose in writing this text
A．To explain the loss of accents.
B．To introduce the history of accents.
C．To analyse why accents are lost or kept.
D．To show the significance of accent changes.
Passage 3
(2024·四川成都模拟)While rice and wheat are the two most commonly consumed grains worldwide, a study covering more than 100，000 people has revealed that choosing rice as a staple(主要的) food may result in a lower risk of obesity(肥胖).
Researchers collected data from participants aged 35 to 74.The participants responded to questionnaires via facetoface interviews, providing information about their medical history and lifestyle, such as dietary status and physical activity. The researchers divided them into three groups according to their weekly rice and wheat intake. The first group eats rice as their staple food, consuming it either daily or four to six times per week. The second group's staple food is wheat, and the third group consumes both rice and wheat as their staple food, with similar frequency.
The results show that rice preference may be associated with a lower risk of certain obesity types and that higher wheat intake was associated with higher risks of excessive body fat in men and women. However, when wheat lovers changed their staple food to rice five times per week, the participants showed a 36.5 percent lower risk of obesity in men and a 20.5 percent lower risk in women.
According to the researchers, wheat flour absorbs less water than rice when cooked, partly resulting in a higher energy density of wheat than rice. Meanwhile, ricebased dietary patterns often have more fresh vegetables, legumes, meat and fish servings.People with wheat preference tend to eat large bowls of noodles with fewer vegetables or less meat, and sometimes even with a large amount of oil.
The researchers concluded that compared with preference for wheat, preference for rice, or changing from wheat to rice could be associated with lower risks of overall fat accumulation, especially for individuals with normal weight. They also noted that given the vast territory and diverse ethnic groups, further studies may be necessary to fully understand the regional specificity and potential reasons for the observed links.
5．How did the researchers arrange the subjects
A．By the age.
B．By the gender.
C．By their territory.
D．By their staple food.
6．What can be inferred from the results
A．We can take in as much rice as possible.
B．Wheat intake makes people fat and unhealthy.
C．Obesity risks can get lower with the shift of staple food.
D．Women are easier to get fat by consuming too much wheat.
7．What is Paragraph 4 mainly about
A．How people cook their meals.
B．What people should eat for their health.
C．Why people easily get fat by intake of wheat.
D．What ingredients should be included in the diet.
8．What can we learn about the results of the research from the last paragraph
A．More studies should be done to better understand the connection.
B．People from different places have different preferences for food.
C．Overweight people shouldn't eat any wheat food.
D．People with normal weight won't gain fat again.
Passage 4
(2024·陕西西安质检)In 2007, the African Union announced an ambitious project—to plant the Great Green Wall(GGW), a band of trees that would stretch the length of the Sahel.
The GGW is an ecological restoration project designed by African people for African people. Heavy rains, droughts, wildfires and landslides have all become common throughout the world. But nowhere is quite like the Sahel. In this huge African region, climate change has materialised in a dramatic manner. In some cases, the severe conditions have left people with no option other than to migrate elsewhere to survive. It was with all of this in mind that the extraordinary, but heavily debated project was first put forward.
Fourteen years have passed since the initiative formally kicked off. The stated goal was to create a 15kilometrewide, 8，000kilometrelong green belt of trees and other plants that, by 2030, would span(跨越) the entire width of the Sahel, from Senegal to Djibouti. Overall, 100 million hectares(公顷) of land would be restored by 2030． Once completed, the wall could end up capturing(俘获) 250 million tonnes of carbon dioxide, while its creation and upkeep could create ten million jobs in rural areas.
Looking at the project as a whole, there's still a long way to go. According to a status report by the UN Convention to Combat Desertification, about four million hectares of degraded land have been restored. This means that progress towards the 100 million hectares target stands at just four percent.
“When we started restoring the soil, we realised the area at risk was much wider than we initially thought，” explains Elvis Paul Tangem, the African Union's GGW coordinator. “We had few funds to push the initiative as much as we wanted to. There was skepticism among investors, who didn't understand the project, but also among the African states themselves, which needed time to figure out if the GGW was a priority.”
1．What is the purpose of the GGW project
A．To improve local ecology. B．To develop rural economy.
C．To predict climate patterns. D．To strengthen regional ties.
2．What do the statistics in Paragraph 3 show of the initiative
A．The service period. B．The total budget.
C．The targeted groups. D．The expected benefits.
3．How does Elvis Paul Tangem feel about the project
A．Skeptical. B．Worried.
C．Confident. D．Satisfied.
4．What message does the author intend to convey in the text
A．African countries should stand together.
B．The progress of the GGW project is slow.
C．Fighting climate change is our top priority.
D．Natural disasters are worse than we thought.

Passage 5
(2024·四川成都模拟)While rice and wheat are the two most commonly consumed grains worldwide, a study covering more than 100，000 people has revealed that choosing rice as a staple(主要的) food may result in a lower risk of obesity(肥胖).
Researchers collected data from participants aged 35 to 74.The participants responded to questionnaires via facetoface interviews, providing information about their medical history and lifestyle, such as dietary status and physical activity. The researchers divided them into three groups according to their weekly rice and wheat intake. The first group eats rice as their staple food, consuming it either daily or four to six times per week. The second group's staple food is wheat, and the third group consumes both rice and wheat as their staple food, with similar frequency.
The results show that rice preference may be associated with a lower risk of certain obesity types and that higher wheat intake was associated with higher risks of excessive body fat in men and women. However, when wheat lovers changed their staple food to rice five times per week, the participants showed a 36.5 percent lower risk of obesity in men and a 20.5 percent lower risk in women.
According to the researchers, wheat flour absorbs less water than rice when cooked, partly resulting in a higher energy density of wheat than rice. Meanwhile, ricebased dietary patterns often have more fresh vegetables, legumes, meat and fish servings.People with wheat preference tend to eat large bowls of noodles with fewer vegetables or less meat, and sometimes even with a large amount of oil.
The researchers concluded that compared with preference for wheat, preference for rice, or changing from wheat to rice could be associated with lower risks of overall fat accumulation, especially for individuals with normal weight. They also noted that given the vast territory and diverse ethnic groups, further studies may be necessary to fully understand the regional specificity and potential reasons for the observed links.
5．How did the researchers arrange the subjects
A．By the age. B．By the gender.
C．By their territory. D．By their staple food.
6．What can be inferred from the results
A．We can take in as much rice as possible.
B．Wheat intake makes people fat and unhealthy.
C．Obesity risks can get lower with the shift of staple food.
D．Women are easier to get fat by consuming too much wheat.
7．What is Paragraph 4 mainly about
A．How people cook their meals.
B．What people should eat for their health.
C．Why people easily get fat by intake of wheat.
D．What ingredients should be included in the diet.
8．What can we learn about the results of the research from the last paragraph
A．More studies should be done to better understand the connection.
B．People from different places have different preferences for food.
C．Overweight people shouldn't eat any wheat food.
D．People with normal weight won't gain fat again.

第二部分：进阶训练
Passage 6
(2024·吉林长春摸底)The Sahara is the world's largest and most magic desert, but knowledge about it is surprisingly limited. Even estimates of when it formed vary widely, from more than five million years ago to mere thousands. Now, however, geologists studying windcarried Saharan dust on the Canary Islands have come closer to settling this: it is, they report, close to five million years old.
One reason for the uncertainty over the Sahara's age is that researchers use different methods to estimate it. These include studying desert dust found in sediment(沉积物) under the Atlantic Ocean, analysing sandstone and modelling the ancient climate. To help settle the uncertainty, Daniel Muhs, geomorphologist of the US Geological Survey, and his colleagues looked at sediment on Spain's Canary Islands. They found evidence of Saharan dust. The dust appeared in ancient soil layers(层), whose age they assessed on the basis of fossils(化石) found in the same layers—and that age agreed with the earlier marine sediment studies. The researchers reported their findings in November in Palaeogeography, Palaeoclimatology, Palaeoecology.
“The conclusion of the study is very good，” says Zhongshi Zhang, a climate modeller at the University of Bergen in Norway, who was not involved in the work.“Because the dust found on the islands is distinct from the ocean's record，” Zhang adds, “it helps to build the case for a fivemillionyear age.”
The Sahara is the biggest source of windcarried dust in the world—and that dust's journey does not end in the Canary Islands, which lie just off the western coast of Africa. It continues on to places such as the Amazon rainforest in South America, Daniel notes. Amazon soils are poor in nutrients, and he says the new results help to show how rich dust from Africa could have been supporting the South American region's incredible biodiversity for millions of years—adding to the Amazon's own origin story.
5．How did Daniel settle the formation time of the Sahara
A．By modelling the ancient climate in Spain's islands.
B．By studying the desert dust under the Atlantic Ocean.
C．By assessing the age of the dust in ancient soil layers.
D．By analysing the windcarried sandstone in the Sahara.
6．What do the underlined words “their findings” in Paragraph 2 refer to
A．The appearance of the dust.
B．The formation of two layers.
C．The age of the Saharan dust.
D．The agreement of two layers.
7．What contributes to the biodiversity of the South America
A．The Saharan dust. B．The Amazon soils.
C．The Amazon rainforest. 　 D．The coastal waters.
8．Which is the most suitable title for the text
A．The Study of the Sahara B．The Birth of the Sahara
C．The Source of the Sahara D．The Effect of the Sahara
Passage 7
(2023·辽宁沈阳三模)Stories of immigrants attract me a lot, especially the life stories of Italians who have come to America since the 1700s. In each of these stories I see elements of my own story, that of leaving my birthplace and family and creating a new life in a different culture and in a different language.
The child of Italian immigrants and an awardwinning scholar of Italian literature, Joseph Luzzi struggled to create or find his own identity from an early age in the book My Two Italies. Even more problematic for him was “which” Italy to “choose”， the one he inherited(继承) from his family, poor and linked to old traditions and customs he finds rude and somewhat cruel, or the one he finds in literature and art books that show him a country with a modern literary culture.
The choice becomes even sadder as in his professional life he becomes a scholar of Italian literature and culture. He describes episodes of his youth that show the clash between the first and the second generation immigrants that are both funny and tragicomic(悲喜剧式的). These episodes highlight the daily customs his parents brought from their hometown that are in conflict with Joseph's desire to “fit in” the American culture. Joseph's visits to Italy as a student and then as a scholar deepen the divide between his two Italies and highlight his quest for identity.
The author's personal changes are full of quotes and comments on the cultural and political landscape of Italy. I find that his insights on contemporary Italian cultural and political phenomena are particularly interesting. In this book, Joseph touches or comments in depth about several issues concerning Italian life, such as the relationship between dialects(方言) and the official “Italian” language, and the Southern “question” or the uneasy interaction between Northern and Southern Italians.
I enjoyed reading this book. It is personal, moving, educational and entertaining. I hope you will enjoy it too!
5．Why is the author interested in stories of immigrants
A．He came to America in 1700．
B．He wants to live an Italian life.
C．He can see himself in these stories.
D．He likes to learn the Italian language.
6．Which of the following is more difficult for Joseph to deal with
A．Choosing right Italian identity.
B．Inheriting his parents' wealth.
C．Bridging the generation gap.
D．Becoming a literary scholar.
7．What does the underlined word “clash” mean in Paragraph 3
A．Cooperation. B．Distance.
C．Similarity. D．Conflict.
8．What is the text
A．A news report. B．A book review.
C．A children's story. D．A diary entry.
Passage 8
(2024·吉林长春摸底)Just about 50 years ago, needing money to support my family—my novels weren't bestsellers—I had the idea of taking the longest train trip imaginable and writing a travel book about it. The trip was improvisational(即兴的). I didn't have a credit card. I had no idea where I'd be staying nor how long this trip would take. And I'd never written a travel book before. I hoped my trip wouldn't suffer a lot, though it was obviously a leap in the dark.
I set off with one small bag containing clothes, a map of Asia, a travel guidebook and some travellers' cheques. I was often inconvenienced, sometimes threatened, now and then disturbed for bribes, occasionally laid up with food poisoning—all this vivid detail for my narrative.
What I repeated in the more than fourmonth trip was the pleasure of the sleeping car. Writing on board the Khyber Mail to Lahore in Pakistan, “The romance associated with the sleeping car comes from the fact that it is extremely private, combining the best features of a cupboard with forward movement. Whatever drama is being shown in this moving bedroom is heightened by the landscape passing the window ...” A train is a carrier that allows residence.
I wrote The Great Railway Bazaar on my return in 1974, and it appeared to good reviews and quick sales. That's the past. Nothing is the same. All travel is timerelated. All such trips are singular and unrepeatable. It's not just that the steam trains of Asia are gone, but much of the peace and order is gone. Who'd risk an Iranian train now or take a bus through Afghanistan
But I've been surprised by some of the more recent developments in travel. I rode on Chinese trains for a year and wrote Riding the Iron Rooster, but now China has much cleaner and swifter trains and modernised destinations. A traveller today could take the same trip I took in 1986—1987 and produce a completely different book.
All travel books are dated. That's their fault that they're outdated, and it's their virtue that they preserve something of the past that would otherwise be lost.
1．What happened at the beginning of the author's trip to Asia
A．He made full preparations for the trip.
B．He had expected the journey to be rough.
C．He organised the trip with his family's support.
D．He started the trip out of his passion for travelling.
2．Why did the author repeatedly recall the sleeping car
A．For its romantic scenery.
B．For its reassuring privacy.
C．For its full equipment.
D．For its long distance.
3．What did the author try to convey by saying “Nothing is the same”？
A．The landscape in Asia was gone.
B．Train trip was no longer popular.
C．He couldn't write another bestseller.
D．Transportation and travel had changed a lot.
4．Which of the following statements would the author most likely agree with
A．Practice makes perfect.
B．Sharp tools make good work.
C．Travel, truth is not the arrival card.
D．The journey, not the arrival matters.
Passage 9
(2024·吉林长春摸底)The Sahara is the world's largest and most magic desert, but knowledge about it is surprisingly limited. Even estimates of when it formed vary widely, from more than five million years ago to mere thousands. Now, however, geologists studying windcarried Saharan dust on the Canary Islands have come closer to settling this: it is, they report, close to five million years old.
One reason for the uncertainty over the Sahara's age is that researchers use different methods to estimate it. These include studying desert dust found in sediment(沉积物) under the Atlantic Ocean, analysing sandstone and modelling the ancient climate. To help settle the uncertainty, Daniel Muhs, geomorphologist of the US Geological Survey, and his colleagues looked at sediment on Spain's Canary Islands. They found evidence of Saharan dust. The dust appeared in ancient soil layers(层), whose age they assessed on the basis of fossils(化石) found in the same layers—and that age agreed with the earlier marine sediment studies. The researchers reported their findings in November in Palaeogeography, Palaeoclimatology, Palaeoecology.
“The conclusion of the study is very good，” says Zhongshi Zhang, a climate modeller at the University of Bergen in Norway, who was not involved in the work.“Because the dust found on the islands is distinct from the ocean's record，” Zhang adds, “it helps to build the case for a fivemillionyear age.”
The Sahara is the biggest source of windcarried dust in the world—and that dust's journey does not end in the Canary Islands, which lie just off the western coast of Africa. It continues on to places such as the Amazon rainforest in South America, Daniel notes. Amazon soils are poor in nutrients, and he says the new results help to show how rich dust from Africa could have been supporting the South American region's incredible biodiversity for millions of years—adding to the Amazon's own origin story.
5．How did Daniel settle the formation time of the Sahara
A．By modelling the ancient climate in Spain's islands.
B．By studying the desert dust under the Atlantic Ocean.
C．By assessing the age of the dust in ancient soil layers.
D．By analysing the windcarried sandstone in the Sahara.
6．What do the underlined words “their findings” in Paragraph 2 refer to
A．The appearance of the dust.
B．The formation of two layers.
C．The age of the Saharan dust.
D．The agreement of two layers.
7．What contributes to the biodiversity of the South America
A．The Saharan dust. 　
B．The Amazon soils.
C．The Amazon rainforest. 　
D．The coastal waters.
8．Which is the most suitable title for the text
A．The Study of the Sahara
B．The Birth of the Sahara
C．The Source of the Sahara
D．The Effect of the Sahara
Passage 10
(2023·辽宁沈阳二模)People who give live longer, studies have shown. Now, a new study by the University of Michigan researchers shows that why people volunteer—not whether they volunteer—is what really counts.
For the study, Konrath and colleagues analysed data collected in 2008 and 2012 aiming at the same random samples of 3，376 people. Overall, they found that just 2.3 percent of those who once worked as volunteers had died, compared to 4.3 percent of nonvolunteers. They further found that how much people volunteered mattered as well—only 1.8 percent of regular volunteers died, compared with 2.5 percent of occasional volunteers.
But what really made a difference were people's motives for volunteering. The researchers asked people to rate how important they found various reasons for volunteering, and they found that the more important people rated reasons such as feeling pity for people in need, the more likely they were to be alive. Those who rated motives related to personal benefit as more important were more likely to have died, and just as likely to die as those who didn't volunteer at all. These reasons included volunteering because they enjoyed the social contact, to escape their own problems, or to explore their own strengths.
Konrath says the current findings suggest it may be a poor idea to encourage people to volunteer because it's good for them. “Volunteering is increasingly being encouraged in schools and organisations. Some groups say that it's okay to want benefits for yourself, and encourage people to think of volunteering as an exchange for personal interests. Some groups emphasise the health benefits received through volunteering.” Konrath added, “Of course, it's reasonable for volunteers to expect benefits for themselves. But the potential health benefits of volunteering are significantly reduced if selfbenefit becomes a person's main motive.”
5．What does the new study mainly find
A．How we volunteer makes sense to others.
B．How often we volunteer makes a difference.
C．Whether we volunteer decides our wellbeing.
D．Why we volunteer has an impact on our health.
6．How did the researchers do the research
A．By doing experiments. B．Through field research.
C．By analysing statistics. D．Through group discussion.
7．Which of the following motives will probably contribute to a longer life
A．Developing abilities.
B．Helping the poor people.
C．Making more friends.
D．Solving personal problems.
8．What is the last paragraph mainly about
A．Practical suggestions on the further studies.
B．A further explanation of the current findings.
C．A reasonable doubt about the research results.
D．Potential applications of the research methods.
第三部分：高阶提升
Passage 11
(2024·九省联考)For lots of kids, toddlerhood(幼儿期) is an important time for friendship. Studies show that the earlier kids learn to form positive relationships, the better they are at relating to others as teenagers and adults. Playing together also helps these kids practice social behaviors, such as kindness, sharing, and cooperation.
Even so, how quickly your child develops into a social creature may also depend on his temperament(性格). Some toddlers are very social, but others are shy. In addition, the way that toddlers demonstrate that they like other children is markedly different from what adults think of as expressions of friendship. Research at Ohio State University in Columbus found that a toddler's way of saying “I like you” during play is likely to come in the form of copying a friend's behavior.
This seemingly unusual way of demonstrating fondness can result in unpleasant behavior. Regardless of how much they like a playmate, they may still grab his toys, refuse to share, and get bossy. But experts say that this is a normal and necessary part of friendship for kids this age. Through play experiences, toddlers learn social rules. That's why it's so important to take an active role in your toddler's social encounters by setting limits and offering frequent reminders of what they are. When you establish these guidelines, explain the reasons behind them.
Begin by helping your child learn sympathy (“Ben is crying. What's making him so sad？”), then suggest how he could resolve the problem (“Maybe he would feel better if you let him play the ball.”). When your child shares or shows empathy(同理心) toward a friend, praise him (“Ben stopped crying! You made him feel better.”).
Another way to encourage healthy social interaction is by encouraging kids to use words—not fists—to express how they feel. It's also important to be mindful of how your child's personality affects playtime. Kids are easy to get angry when they're sleepy or hungry, so schedule playtime when they're refreshed.
1．What does it indicate when toddlers copy their playmates' behavior
A．They are interested in acting.
B．They are shy with the strangers.
C．They are fond of their playmates.
D．They are tired of playing games.
2．What does the author suggest parents do for their kids
A．Design games for them. B．Find them suitable playmates.
C．Play together with them. D．Help them understand social rules.
3．What is the function of the quoted statements in Paragraph 4
A．Giving examples.
B．Explaining concepts.
C．Providing evidence.
D．Making comparisons.
4．Which of the following is the best title for the text
A．How Children Adapt to Changes
B．How to Be a Role Model for Children
C．How Your Baby Learns to Love
D．How to Communicate with Your Kid
Passage 12
(2024·广东佛山质检)The best ideas are often so smart, so simple and so clearly needed; it's strange to discover they don't already exist.So it is with Farm My School, a programme that's turning underused land at secondary schools into commercially achievable, regenerative market gardens farmed by and for local communities.
Cofounded by permaculturist Ben Shaw and regenerative educator James McLennan, Farm My School connects local people and organisations through volunteering that helps establish a school's market garden.Students learn about community networks, healthy eating, ecological responsibility, waste reduction, and climate relief while helping with food production.Schools integrate all these into their courses while producing vegetable boxes every week that feed local families, supply the school's food needs and ultimately pay the farmer's salary.
Farm My School has gained the extraordinary enthusiasm of the locals, who answered an online shoutout to buy tickets to the programme's launch event at Bellarine Secondary College last October. Called Build a Farm in a Day Festival, the event featured workshops by Ben and James to share the skills required to build what they say is the world's largest nodig garden.“It was such a powerful event, and I think that came down to people wanting to act，” says James. “We charged for the experience and 600 guys turned up! They didn't even need free drinks to get excited. We were gardening till midnight. It was amazing. We've got true community's buyin．”
Volunteers have since begun beneficial planting throughout the school. Next steps include further discussions with local communities, employing a farmer, and bringing in a teacher to develop courses.“We've seen this huge push towards seeing schools as regenerative spaces, not just for planting but for kids to be more connected to the outside world, and are really seeing the school in a whole new light，” James says. “For us, the big excitement is that by allowing a professional farmer to take the responsibility of growing food, it's not only on the school to look after that farm anymore, which eventually makes it much more sustainable，” adds Ben.
5．Why was Farm My School founded
A．To raise the income of the local people.
B．To advocate a commercial farming plan.
C．To provide free food for local communities.
D．To turn underused campus land into market gardens.
6．How do schools involve students into the programme
A．By developing programmebased courses.
B．By organising voluntary work in communities.
C．By offering them parttime jobs in the market gardens.
D．By encouraging them to produce daily vegetable boxes.
7．What does the underlined word “buyin” mean in Paragraph 3
A．Competition. B．Investment.
C．Support. D．Protection.
8．What is the highlight of the programme according to Ben
A．It brings in money to support the school.
B．The school farm will be able to last long.
C．The local people will take care of the farm.
D．Students connect more with the outside world.
Passage 13
(2024·河北石家庄质检)There was one minute left on Suzanne Horsley's watch and the atmosphere remained thick with carbon dioxide, despite the efforts of her third graders to clear the air. Horsley, a wellness teacher, had directed the kids to throw balls representing carbon dioxide molecules to their classmates representing forests. “That was hard，” said Horsley after the round ended. “In this time period, versus the 1700s, the way is more challenging, right？” “Yeah.” “In 2022, we got a lot of carbon dioxide in the atmosphere，” said Horsley. “What's the problem with it What is it causing？” “Global warming，” volunteered one girl.
Two years ago, New Jersey became the first state in the country to adopt learning standards requiring teachers to instruct kids about climate change across grade levels and subjects. “There's no way we can expect our children to have the solutions to these challenges if we're not giving them the tools and resources needed here and now，” said Tammy Murphy. Kids need to understand the basics of climate change—the vocabulary, the logic behind it—before they can handle the climate crisis.
On a recent weekday, Cari Gallagher was reading to her students from No Sand in the House！， which tells the story of a grandfather whose home is destroyed by Hurricane Sandy. Later, the students sat down to write about what they'd heard, drawing connections between the book and their own lives, world events or other books they'd read. Then, they built structures—carports, walls and other barriers made of Legos, blocks and straws—that might protect against climate change calamities(灾难).
At Horsley's class, students reflected on the lesson. Wes said adults could have done more to protect the environment. Abby said it was up to humans to drive less and recycle and protect other species from climate disasters. “When I first found out we were going to learn about climate change in the gym, I was like, ‘that's surprising’， because normally we learn that in class，” Abby added. “But I'm glad we did it in the gym，” she continued. “It was really fun.”
1．What does Horsley's class suggest
A．Less carbon dioxide is absorbed by forests.
B．The air at the playing ground is polluted.
C．The amount of CO2 is increasing sharply.
D．Playing games is challenging for some kids.
2．What's Tammy's attitude to learning standards
A．Doubtful. B．Tolerant.
C．Critical. D．Supportive.
3．What does the author want to prove by mentioning Cari's class
A．Education has a positive effect on our dealing with climate change.
B．Hurricanes usually have a destroying power.
C．Reading is a way to learn about natural disasters.
D．Any material can be used to fight against climate change.
4．What can we infer from the reflections of students
A．Their disappointment at learning climate change in the gym.
B．Their expectation to adopt environmentally friendly practices.
C．Their puzzlement about the behaviours of adults.
D．Their sympathy for severely endangered species.
Passage 14
(2023· 广东高三10月联考)Disability is an unavoidable outcome of living. There is no perfect body or mind. And there is no normal body or mind. In other words, no one is perfectly “able”. Everyone faces limitations, and some might face more severe limitations at different times in life through age, illness, or other unexpected occurrences. Having a disability, however, should not stop anyone from learning. As a result of several recent international movements, schools in nations around the world now provide inclusive education, which means that students with disabilities have access to the common curriculum(课程) in the general education classroom.
English language instructors need to provide equal instruction to all learners in inclusive settings. Online learning has made it possible for many students with different kinds of disabilities to access classes and learning materials that were once out of reach or difficult to obtain. However, whenever teachers do not adopt necessary measures to accommodate as widely as possible in digital spaces, they sometimes unknowingly create barriers for students with disabilities. It is our responsibility as educators to be aware of that.
While we are acquiring or updating skills for teaching online, we should give equal attention to understanding how to accommodate students with disabilities in a digital learning environment. When we do not make our classes accommodating to all students, some students are left behind through no fault of their own. Whenever we work to create inclusive learning environments, we provide support for all students, with or without disabilities.
The online learning environment provides multiple ways to make learning interesting through media, and technology tools. It is important not to use technology just for the sake of attracting attention, however, but to use it because it has a learning purpose that you are clear about. For instance, don't show a video just because it's fun, but because it helps achieve a learning goal.
5．What can be inferred from the first paragraph
A．Inclusive education has limitations.
B．It is unavoidable to have a disability.
C．The disabled should have equal chances to learn.
D．Those with disabilities have difficulty in learning.
6．What makes learning materials more accessible to the disabled
A．Online learning. B．Instructors' help.
C．The digital space. D．The updating skill.
7．What can we know about the author
A．He is a doctor.
B．He is an educator.
C．He teaches English.
D．He does research on disabilities.
8．What may be the proper reason for playing a song in class
A．To provide more mediA．
B．To show new technology.
C．To rid students of barriers.
D．To help achieve a learning aim.
Passage 15
(2024·四川成都模拟)“Why？” It's a simple question that people ask Angela Maxwell frequently. After all, she began a journey that very few people would ever attempt: walk around the world alone.
The thought of Maxwell's journey did not start from a place of loss or personal crisis. She said, “I was searching for a deeper interaction with nature and people.” Walking would minimise her carbon footprint, plus the slow pace meant that she could fully immerse herself in nature, and gain insights into other cultures in a unique way.
She left her hometown of Bend, Oregon, on 2 May 2014 and headed into an adventure. Along the way, Maxwell would suffer from heatstroke(中暑) in the Australian desert and hear gunshots while camping in Turkey. “Still，” she said, “I didn't stop because I was more afraid of not following my heart than I was of losing everything I owned and loved.”
Apart from that, her slow pace allowed her to be drawn deeply into other cultures. She wandered the tiny seaside villages along Italy Tyrrhenian Sea, enjoying the lively atmosphere. In Vietnam, she was invited and offered food by an elderly woman to rest in her wooden shack at the peak for the night. She chose an experience of uncertainty and curiosity, in search of something she could never be certain to find: a sense of fulfilment and a deeper connection.
On 16 December 2020, Maxwell's pilgrimage(朝圣之旅) ended right where it started. For now, she's working on a book, planning future journeys and creating more effective ways for women to find and express courage in their lives.
Whether a walk leads halfway around the world or just down the road, Maxwell has shown the true worth of slowing down and giving more than we receive along the way.
1．Why did Maxwell decide to start her journey
A．To get closer to the world.
B．To reduce carbon footprint.
C．To get rid of personal crisis.
D．To slow down the pace of life.
2．What can we know about Maxwell during the journey
A．She was about to give up.
B．She was helped by Italian locals.
C．She experienced various cultures.
D．She enjoyed Australian coastal scenery.
3．Which of the following words can best describe Maxwell
A．Cautious and gentle.
B．Tough and adventurous.
C．Ambitious and generous.
D．Openminded and humorous.
4．What's this text mainly about
A．A new way to slow down life.
B．A closer connection with the wild.
C．An unforgettable memory of a trip.
D．A woman walking around the world.

答案+解析
以下是各篇文章的答案及解析：
Passage 1答案及解析
1. A。解析：根据第二段“She said, ‘I was searching for a deeper interaction with nature and people.’”可知，Maxwell开始旅程是为了更接近世界，与自然和人有更深的互动。B选项减少碳足迹只是其中一个好处，不是主要目的；C选项她不是为了摆脱个人危机；D选项放慢生活节奏不是她开始旅程的主要原因。
2. C。解析：根据第四段“her slow pace allowed her to be drawn deeply into other cultures.”可知，她在旅途中体验了各种不同的文化。A选项她没有打算放弃；B选项文中只提到了在越南被一位老妇人帮助，不能说被意大利当地人帮助；D选项她在澳大利亚沙漠中暑，不是享受澳大利亚沿海风景。
3. B。解析：Maxwell独自一人环球旅行，途中经历了中暑、听到枪声等困难但没有放弃，说明她很坚韧且具有冒险精神。A选项谨慎和温柔在文中没有体现；C选项雄心勃勃和慷慨文中没有相关内容；D选项开放和幽默也不符合对她的描述。
4. D。解析：文章主要讲述了Angela Maxwell独自一人环球旅行的经历，D选项符合文章主旨。A选项一种放慢生活的新方式不是文章主要内容；B选项与野外更紧密的联系不准确；C选项一次难忘的旅行记忆太宽泛。
Passage 2答案及解析
1. C。解析：This指代前文“If someone moves from Australia to America to work, for example, they will probably at least change their accent in order to get a better sense of belonging.”中的改变口音这件事。A选项融入的欲望不是This指代的内容；B选项职业变化文中未提及；D选项对语言的影响也不对。
2. D。解析：根据第二段“If someone moves from Australia to America to work, for example, they will probably at least change their accent in order to get a better sense of belonging. This may be out of a need or desire to be more clearly understood and to be accepted in a new community.”可知，人们改变口音是为了适应新环境。A选项脑损伤不是人们主动选择改变口音的原因；B选项强烈的身份认同感会让人不改变口音；C选项了解当地人不是改变口音的主要原因。
3. A。解析：根据第四段“In some cases, listeners might look down upon a person with FAS as they believe them to be foreigners.”可知，患有外国口音综合征的人可能会被视为外国人。B选项他们不是不能发声；C选项他们遭受的是发音变化不是情绪变化；D选项他们不是为了获得尊重而改变口音。
4. C。解析：文章分析了人们口音为什么会改变或保持不变，C选项符合文章主旨。A选项解释口音的消失不准确；B选项介绍口音的历史文中未提及；D选项展示口音变化的重要性不是主要目的。
Passage 3答案及解析
5. D。解析：根据第二段“The researchers divided them into three groups according to their weekly rice and wheat intake.”可知，研究人员是根据他们的主食来安排受试者的。A选项按年龄、B选项按性别、C选项按地域都不对。
6. C。解析：根据第三段“However, when wheat lovers changed their staple food to rice five times per week, the participants showed a 36.5 percent lower risk of obesity in men and a 20.5 percent lower risk in women.”可知，主食的转变可以降低肥胖风险。A选项我们可以尽可能多地摄入米饭说法太绝对；B选项小麦摄入会让人肥胖和不健康太片面；D选项女性更容易因摄入过多小麦而发胖不是主要推断内容。
7. C。解析：第四段主要分析了人们容易因摄入小麦而发胖的原因。A选项人们如何做饭不是主要内容；B选项人们应该吃什么来保持健康不全面；D选项饮食中应该包括哪些成分不准确。
8. A。解析：根据最后一段“They also noted that given the vast territory and diverse ethnic groups, further studies may be necessary to fully understand the regional specificity and potential reasons for the observed links.”可知，需要进行更多的研究来更好地理解这种联系。B选项不同地方的人对食物有不同的偏好不是该段主要内容；C选项超重的人不应该吃任何小麦食品说法错误；D选项正常体重的人不会再发胖太绝对。
Passage 4答案及解析
1. A。解析：根据第二段“The GGW is an ecological restoration project designed by African people for African people.”可知，GGW项目的目的是改善当地生态。B选项发展农村经济不是主要目的；C选项预测气候模式文中未提及；D选项加强区域联系不准确。
2. D。解析：第三段提到了“Once completed, the wall could end up capturing(俘获) 250 million tonnes of carbon dioxide, while its creation and upkeep could create ten million jobs in rural areas.”这些数据展示了该项目的预期好处。A选项服务期、B选项总预算、C选项目标群体都不对。
3. B。解析：根据第四段“‘We had few funds to push the initiative as much as we wanted to. There was skepticism among investors, who didn't understand the project, but also among the African states themselves, which needed time to figure out if the GGW was a priority.’”可知，Elvis Paul Tangem对这个项目感到担忧。A选项怀疑、C选项自信、D选项满意都不符合他的态度。
4. B。解析：文章主要传达了GGW项目进展缓慢的信息。A选项非洲国家应该团结在一起不是主要信息；C选项应对气候变化是我们的首要任务不准确；D选项自然灾害比我们想象的更严重不是文章重点。
Passage 5答案及解析
5. D。解析：根据第二段“The researchers divided them into three groups according to their weekly rice and wheat intake.”可知，研究人员是根据他们的主食来安排受试者的。A选项按年龄、B选项按性别、C选项按地域都不对。
6. C。解析：根据第三段“However, when wheat lovers changed their staple food to rice five times per week, the participants showed a 36.5 percent lower risk of obesity in men and a 20.5 percent lower risk in women.”可知，主食的转变可以降低肥胖风险。A选项我们可以尽可能多地摄入米饭说法太绝对；B选项小麦摄入会让人肥胖和不健康太片面；D选项女性更容易因摄入过多小麦而发胖不是主要推断内容。
7. C。解析：第四段主要分析了人们容易因摄入小麦而发胖的原因。A选项人们如何做饭不是主要内容；B选项人们应该吃什么来保持健康不全面；D选项饮食中应该包括哪些成分不准确。
8. A。解析：根据最后一段“They also noted that given the vast territory and diverse ethnic groups, further studies may be necessary to fully understand the regional specificity and potential reasons for the observed links.”可知，需要进行更多的研究来更好地理解这种联系。B选项不同地方的人对食物有不同的偏好不是该段主要内容；C选项超重的人不应该吃任何小麦食品说法错误；D选项正常体重的人不会再发胖太绝对。
Passage 6答案及解析
5. C。解析：根据第二段“To help settle the uncertainty, Daniel Muhs, geomorphologist of the US Geological Survey, and his colleagues looked at sediment on Spain's Canary Islands. They found evidence of Saharan dust. The dust appeared in ancient soil layers(层), whose age they assessed on the basis of fossils(化石) found in the same layers—and that age agreed with the earlier marine sediment studies.”可知，Daniel通过评估古代土壤层中沙尘的年龄确定了撒哈拉沙漠的形成时间。A选项在西班牙岛屿上模拟古代气候不是他确定撒哈拉形成时间的方法；B选项研究大西洋下的沙漠尘埃不准确；D选项分析撒哈拉的风沙岩也不对。
6. C。解析：their findings指的是撒哈拉沙尘的年龄。A选项尘埃的出现不是研究结果；B选项两层的形成文中未提及；D选项两层的一致性不是主要研究结果。
7. A。解析：根据第四段“Amazon soils are poor in nutrients, and he says the new results help to show how rich dust from Africa could have been supporting the South American region's incredible biodiversity for millions of years—adding to the Amazon's own origin story.”可知，撒哈拉沙尘促进了南美洲的生物多样性。B选项亚马逊土壤贫瘠不是促进生物多样性的因素；C选项亚马逊雨林不是直接促进生物多样性的因素；D选项沿海水域文中未提及。
8. B。解析：文章主要讨论了撒哈拉沙漠的形成时间，即撒哈拉的诞生，B选项符合。A选项撒哈拉的研究太宽泛；C选项撒哈拉的来源不准确；D选项撒哈拉的影响不是文章主要内容。
Passage 7答案及解析
5. C。解析：根据第一段“Stories of immigrants attract me a lot, especially the life stories of Italians who have come to America since the 1700s. In each of these stories I see elements of my own story, that of leaving my birthplace and family and creating a new life in a different culture and in a different language.”可知，作者对移民的故事感兴趣是因为他能在这些故事中看到自己的影子。A选项他在1700年来到美国错误；B选项他想过意大利生活文中未提及；D选项他喜欢学习意大利语不是主要原因。
6. A。解析：根据第二段“Even more problematic for him was ‘which’ Italy to ‘choose’， the one he inherited(继承) from his family, poor and linked to old traditions and customs he finds rude and somewhat cruel, or the one he finds in literature and art books that show him a country with a modern literary culture.”可知，对Joseph来说，选择正确的意大利身份更难。B选项继承父母的财富文中未提及；C选项弥合代沟不是更难处理的问题；D选项成为文学学者不是更难的问题。
7. D。解析：根据第三段“These episodes highlight the daily customs his parents brought from their hometown that are in conflict with Joseph's desire to ‘fit in’ the American culture.”可知，clash在这里是冲突的意思。A选项合作、B选项距离、C选项相似都不符合。
8. B。解析：文章主要是对一本书《My Two Italies》的评论，B选项符合。A选项新闻报道、C选项儿童故事、D选项日记条目都不符合。
Passage 8答案及解析
1. B。解析：根据第一段“I hoped my trip wouldn't suffer a lot, though it was obviously a leap in the dark.”可知，作者一开始就预料到这次旅行会很艰难。A选项他为旅行做了充分准备错误；C选项他在家人的支持下组织了这次旅行文中未提及；D选项他出于对旅行的热爱开始了这次旅行不准确。
2. B。解析：根据第三段“The romance associated with the sleeping car comes from the fact that it is extremely private, combining the best features of a cupboard with forward movement.”可知，作者反复回忆卧铺车厢是因为它让人安心的隐私性。A选项因为浪漫的风景不准确；C选项因为设备齐全不是主要原因；D选项因为距离长不对。
3. D。解析：作者说“Nothing is the same”是想表达交通和旅行发生了很大变化。A选项亚洲的风景消失了不准确；B选项火车旅行不再受欢迎太片面；C选项他不能再写一本畅销书与这句话无关。
4. D。解析：根据最后一段“All travel books are dated. That's their fault that they're outdated, and it's their virtue that they preserve something of the past that would otherwise be lost.”可知，作者认为旅行的过程比到达更重要，D选项符合。A选项熟能生巧、B选项工欲善其事，必先利其器、C选项旅行，真理不是到达卡都不符合。
Passage 9答案及解析
5. C。解析：根据第二段“To help settle the uncertainty, Daniel Muhs, geomorphologist of the US Geological Survey, and his colleagues looked at sediment on Spain's Canary Islands. They found evidence of Saharan dust. The dust appeared in ancient soil layers(层), whose age they assessed on the basis of fossils(化石) found in the same layers—and that age agreed with the earlier marine sediment studies.”可知，Daniel通过评估古代土壤层中沙尘的年龄确定了撒哈拉沙漠的形成时间。A选项在西班牙岛屿上模拟古代气候不是他确定撒哈拉形成时间的方法；B选项研究大西洋下的沙漠尘埃不准确；D选项分析撒哈拉的风沙岩也不对。
6. C。解析：their findings指的是撒哈拉沙尘的年龄。A选项尘埃的出现不是研究结果；B选项两层的形成文中未提及；D选项两层的一致性不是主要研究结果。
7. A。解析：根据第四段“Amazon soils are poor in nutrients, and he says the new results help to show how rich dust from Africa could have been supporting the South American region's incredible biodiversity for millions of years—adding to the Amazon's own origin story.”可知，撒哈拉沙尘促进了南美洲的生物多样性。B选项亚马逊土壤贫瘠不是促进生物多样性的因素；C选项亚马逊雨林不是直接促进生物多样性的因素；D选项沿海水域文中未提及。
8. B。解析：文章主要讨论了撒哈拉沙漠的形成时间，即撒哈拉的诞生，B选项符合。A选项撒哈拉的研究太宽泛；C选项撒哈拉的来源不准确；D选项撒哈拉的影响不是文章主要内容。
Passage 10答案及解析
1. D。解析：根据第一段“Now, a new study by the University of Michigan researchers shows that why people volunteer—not whether they volunteer—is what really counts.”以及第二段“But what really made a difference were people's motives for volunteering.”可知，新研究主要发现为什么人们做志愿者对健康有影响。A选项我们如何做志愿者对他人有意义不是主要发现；B选项我们多久做一次志愿者有影响不是关键；C选项我们是否做志愿者决定我们的幸福不准确。
2. C。解析：根据第二段“For the study, Konrath and colleagues analysed data collected in 2008 and 2012 aiming at the same random samples of 3，376 people.”可知，研究人员通过分析统计数据进行研究。A选项做实验、B选项实地研究、D选项小组讨论都不对。
3. B。解析：根据第三段“The researchers asked people to rate how important they found various reasons for volunteering, and they found that the more important people rated reasons such as feeling pity for people in need, the more likely they were to be alive.”可知，帮助穷人这种动机可能有助于长寿。A选项发展能力、C选项交更多朋友、D选项解决个人问题都不符合。
4. B。解析：最后一段主要对当前的研究结果进行了进一步解释。A选项进一步研究的实际建议不准确；C选项对研究结果的合理怀疑不是主要内容；D选项研究方法的潜在应用不是该段重点。
Passage 11答案及解析
1. C。解析：根据第二段“Research at Ohio State University in Columbus found that a toddler's way of saying ‘I like you’ during play is likely to come in the form of copying a friend's behavior.”可知，幼儿模仿玩伴的行为表明他们喜欢玩伴。A选项他们对表演感兴趣错误；B选项他们对陌生人害羞文中未提及；D选项他们厌倦了玩游戏不对。
2. D。解析：根据第三段“Through play experiences, toddlers learn social rules. That's why it's so important to take an active role in your toddler's social encounters by setting limits and offering frequent reminders of what they are.”可知，作者建议父母帮助孩子理解社会规则。A选项为他们设计游戏、B选项为他们找到合适的玩伴、C选项和他们一起玩都不是主要建议。
3. A。解析：第四段中的引用语句是给出具体的例子，来说明如何帮助孩子学习同理心和解决问题。B选项解释概念、C选项提供证据、D选项进行比较都不准确。
4. C。解析：文章主要讲述了幼儿如何学习喜欢他人，C选项符合。A选项孩子如何适应变化、B选项如何成为孩子的榜样、D选项如何与孩子交流都不是文章主要内容。
Passage 12答案及解析
5. D。解析：根据第一段“So it is with Farm My School, a programme that's turning underused land at secondary schools into commercially achievable, regenerative market gardens farmed by and for local communities.”可知，Farm My School成立是为了把未充分利用的校园土地变成市场花园。A选项提高当地人的收入不是主要目的；B选项提倡商业农业计划不准确；C选项为当地社区提供免费食物不对。
6. A。解析：根据第二段“Schools integrate all these into their courses while producing vegetable boxes every week that feed local families, supply the school's food needs and ultimately pay the farmer's salary.”可知，学校通过开发基于该项目的课程让学生参与进来。B选项组织社区志愿工作不是学校让学生参与的主要方式；C选项为学生在市场花园提供兼职工作文中未提及；D选项鼓励他们生产日常蔬菜盒不是主要方式。
7. C。解析：根据第三段“It was such a powerful event, and I think that came down to people wanting to act，” says James. “We charged for the experience and 600 guys turned up! They didn't even need free drinks to get excited. We were gardening till midnight. It was amazing. We've got true community's buy-in.”可知，buy-in在这里是支持的意思。A选项竞争、B选项投资、D选项保护都不符合。
8. B。解析：根据第四段“For us, the big excitement is that by allowing a professional farmer to take the responsibility of growing food, it's not only on the school to look after that farm anymore, which eventually makes it much more sustainable，” adds Ben.可知，该项目的亮点是学校农场将能够持续很长时间。A选项它带来钱支持学校不是主要亮点；C选项当地人将照顾农场不准确；D选项学生与外界联系更多不是Ben认为的亮点。
Passage 13答案及解析
1. C。解析：Horsley的课上孩子们把代表二氧化碳的球扔给代表森林的同学，说明二氧化碳很多，暗示二氧化碳的量在急剧增加。A选项森林吸收的二氧化碳少不是主要暗示；B选项操场的空气被污染不准确；D选项玩游戏对一些孩子来说有挑战不是该课的主要暗示。
2. D。解析：根据第二段“‘There's no way we can expect our children to have the solutions to these challenges if we're not giving them the tools and resources needed here and now，’ said Tammy Murphy.”可知，Tammy对学习标准持支持态度。A选项怀疑；B选项容忍；C选项批评都不符合。
3. A。解析：作者提到Cari的课，学生通过阅读、写作和搭建结构等活动学习应对气候变化，是为了证明教育对我们应对气候变化有积极影响。B选项飓风通常具有破坏力不是主要目的；C选项阅读是了解自然灾害的一种方式不准确；D选项任何材料都可以用来对抗气候变化太绝对。
4. B。解析：从学生的反思中可以看出他们期望采取环保的做法，如Wes说大人本可以为保护环境做更多，Abby说人类应该少开车、回收利用和保护其他物种免受气候灾难。A选项他们对在体育馆学习气候变化感到失望错误；C选项他们对大人的行为感到困惑不准确；D选项他们对严重濒危物种的同情不是主要体现。
Passage 14答案及解析
1. C。解析：第一段提到残疾是生活中不可避免的结果，没有人是完全“健全”的，每个人都面临限制。由此可推断出残疾人也应该有平等的学习机会。A选项包容性教育有局限性不是从第一段能推断出的内容；B选项有残疾是不可避免的不是关于残疾人学习机会的推断；D选项残疾人在学习上有困难不是第一段主要表达的意思。
2. A。解析：根据第二段“Online learning has made it possible for many students with different kinds of disabilities to access classes and learning materials that were once out of reach or difficult to obtain.”可知，在线学习使残疾人更容易获得学习材料。B选项教师的帮助；C选项数字空间不准确；D选项更新技能不是使学习材料更易获得的主要因素。
3. B。解析：根据第二段“As a result of several recent international movements, schools in nations around the world now provide inclusive education...English language instructors need to provide equal instruction to all learners in inclusive settings.”以及后面内容可知，作者是一名教育工作者。A选项医生；C选项只说作者是英语老师不准确；D选项做残疾研究不是作者的身份。
4. D。解析：根据第四段“It is important not to use technology just for the sake of attracting attention, however, but to use it because it has a learning purpose that you are clear about. For instance, don't show a video just because it's fun, but because it helps achieve a learning goal.”可知，在课堂上播放歌曲的恰当理由是帮助实现学习目标。A选项提供更多媒体；B选项展示新技术；C选项消除学生的障碍都不是主要原因。
Passage 15答案及解析
1. A。解析：根据第二段“She said, ‘I was searching for a deeper interaction with nature and people.’”可知，Maxwell开始旅程是为了更接近世界，与自然和人有更深的互动。B选项减少碳足迹只是其中一个好处，不是主要目的；C选项她不是为了摆脱个人危机；D选项放慢生活节奏不是她开始旅程的主要原因。
2. C。解析：根据第四段“her slow pace allowed her to be drawn deeply into other cultures.”可知，她在旅途中体验了各种不同的文化。A选项她没有打算放弃；B选项文中只提到了在越南被一位老妇人帮助，不能说被意大利当地人帮助；D选项她在澳大利亚沙漠中暑，不是享受澳大利亚沿海风景。
3. B。解析：Maxwell独自一人环球旅行，途中经历了中暑、听到枪声等困难但没有放弃，说明她很坚韧且具有冒险精神。A选项谨慎和温柔在文中没有体现；C选项雄心勃勃和慷慨文中没有相关内容；D选项开放和幽默也不符合对她的描述。
4. D。解析：文章主要讲述了Angela Maxwell独自一人环球旅行的经历，D选项符合文章主旨。A选项一种放慢生活的新方式不是文章主要内容；B选项与野外更紧密的联系不准确；C选项一次难忘的旅行记忆太宽泛。

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