资源简介

中小学教育资源及组卷应用平台
提能训练　[5]
Ⅰ.阅读理解
A
(2025·广西一模)
Speaking a native language that requires tones appears to boost perception (感知) of melody, but at the cost of rhythm, researchers report in Current Biology.The massive global study hints at how language skills seep into other areas of cognition.Tonal (声调的) languages use pitch to distinguish words that otherwise might sound the same.In Mandarin, for instance, mǎ means horse whereas mā means mother.Nontonal languages like Spanish sometimes include pitch changes to suggest emotion, for example, but not to change a word's meaning.
As a Mandarin speaker and flutist, Liu Jingxuan wandered about the crossover between language and music.While studying psychology as an undergraduate at Duke University, Liu helped analyze the musical abilities of nearly half a million people from 203 countries.Her colleagues had launched an online game in which participants completed several musical tasks, including identifying matching melodies at different pitches and finding beat tracks that fit songs' rhythms.
On average, native speakers of the 19 represented tonal languages were better at the melody task compared with speakers of 29 non-tonal languages.And the effect wasn't small—a tonal first language enhanced melodic perception by about half the amount that music lessons did, which was also surveyed.But tonal language speakers tended to be worse at the rhythm task.
Humans must be choosy about what they pay attention to.Pitch patterns are vital in tonal languages, which might explain the musical trade-off.“You've got a finite resource of attention, and you've got to allocate that somehow，” says study co-author Courtney Hilton，a cognitive scientist at the University of Auckland in New Zealand.
Prior research on language and music often compared just two tongues, usually English and Cantonese or Mandarin.But other cultural influences, such as Eastern and Western music styles, could have affected results.By examining a wide range of people, the new study includes languages never assessed in this way and reaches more general conclusions.“Our result here is showing that the language someone speaks—which is an important part of culture—also shapes cognition，” Hilton says.
语篇导读：本文主要介绍了带有音调的语言可以提高母语者的旋律感知能力，但是也会在一定程度上降低他们的节奏感。
1．What do the underlined words “seep into” in the first paragraph mean？
A．Enter gradually. B．Control constantly.
C．Damage slightly. D．Understand completely.
解析：A　词义猜测题。根据第一段中的“Speaking a native language that requires tones appears to boost perception(感知) of melody”可知，说需要音调的母语似乎可以增强对旋律的感知。再根据画线词所在句“The massive global study hints at how language skills seep into other areas of cognition.”可知，此处表示大规模的全球研究揭示语言技能对认知的其他领域的影响，即语言技能是如何渗透到认知的其他领域。由此可推知，画线短语意为“渗透”，A项为其同义表达。故选A。
2．What information can we get from the musical tasks of Liu Jingxuan's colleagues？
A．Tonal languages determine our music abilities.
B．Tonal first languages can take the place of music lessons.
C．Tonal language speakers perform better in the rhythm tasks.
D．Tonal languages help native speakers to better acquire melody.
解析：D　细节理解题。根据第三段中的“On average, native speakers of the 19 represented tonal languages were better at the melody task compared with speakers of 29 non-tonal languages.And the effect wasn't small—a tonal first language enhanced melodic perception by about half the amount that music lessons did, which was also surveyed.”可知，带有音调的语言有助于母语者更好地掌握旋律。故选D。
3．Which of the following statements does Courtney Hilton most agree with？
A．The musical trade-off enhances human cognition.
B．The musical abilities boost human perception of melody.
C．A limited span of attention accounts for human musical trade-off.
D．English and Cantonese or Mandarin affect human musical abilities.
解析：C　推理判断题。根据第四段中的“You've got a finite resource of attention, and you've got to allocate that somehow”可推知，考特尼·希尔顿可能会认同有限的注意力跨度解释了人类在音乐上的权衡。故选C。
4．What is the text mainly about？
A．Native language influences human culture.
B．Native language might shape musical ability.
C．Native language is an important part of culture.
D．Native language enhances human melodic perception.
解析：B　主旨大意题。通读全文，尤其是根据第一段中的“Speaking a native language that requires tones appears to boost perception of melody, but at the cost of rhythm...”可知，文章在首段提出一项研究：带有音调的语言可以提高母语者的旋律感知能力，但在一定程度上降低他们的节奏感。下文详细介绍了该研究方法与结果，故本文主要介绍了母语可能塑造音乐能力。故选B。
B
(2025·湖北省七市州调测)
Every morning on the island of Oahu, students at Pū‘ōhala Elementary gather on a field as towering mountains watch them from the mist.Their day starts with songs in‘ōlelo Hawai‘i, the islands' native language, restating values of respect and justice that their teachers hope will guide them through their education, and throughout their lives.
Like most kids of their age, they're not concerned about the significance of the language they're learning.Still, they have a weighty responsibility: to receive the torch (火炬) and insure the security of‘ōlelo Hawai‘i for future generations.
It was only 50 years ago that the language was on the edge of extinction.Though the situation has much improved, in many ways‘ōlelo Hawai‘i is still on life support.Teachers say there's a huge enthusiasm for school kids to learn the language, but as they grow up, they're encouraged to focus on “more useful” subjects and use English, which is believed to assist them in achieving success in their work.In 2016, there were 18,610 Hawaiian speakers on the islands.
“One hundred thousand is the approximate number of speakers needed to consider the language safe，” says Solomon, a professor of Hawaiian language at the University of Hawai‘i at Mānoa.“The idea is that there are enough people passing it on to the next generation, socializing their children to use the language in all domains of life, to express all thoughts and needs and desires.”
Fortunately, the kids of Pū‘ōhala Elementary will take the responsibility to continue the work of the current young adults defending the language, expanding access to‘ōlelo Hawai‘i in part through social media platforms, and making the language a practical skill in adulthood.These youth, along with those committed to recovering the language from previous generations, share their hopes for the better.
语篇导读：本文主要介绍为了传承夏威夷语言，教师带领孩子们学习当地语言，并在生活中使用该语言，以便更好地传承本族文化。
5．What are the students at Pū‘ōhala Elementary expected to do？
A．To figure out the value of life.
B．To go out of the island of Oahu.
C．To pass their native language down.
D．To draw people's attention to folk songs.
解析：C　细节理解题。根据第二段中的“they have a weighty responsibility: to receive the torch(火炬) and insure the security of ‘ōlelo Hawai‘i for future generations”可知，该校学生承担传承夏威夷当地语言的重任。故选C。
6．What makes the students abandon‘ōlelo Hawai‘i？
A．Career development.
B．The improved situation.
C．Lack of enthusiasm.
D．Little educational support.
解析：A　细节理解题。根据第三段中的“they're encouraged to focus on ‘more useful’ subjects and use English, which is believed to assist them in achieving success in their work”可知，为了在工作中取得成功，很多学生放弃夏威夷语言的学习。故选A。
7．What is the current situation of ‘ōlelo Hawai‘i according to Professor Solomon？
A．It is used in all walks of life.
B．It is considered a safe language.
C．It demands more speakers to be safe.
D．It has one hundred thousand speakers.
解析：C　细节理解题。根据第三段中的“In 2016, there were 18,610 Hawaiian speakers on the islands.”及第四段中的“One hundred thousand is the approximate number of speakers needed to consider the language safe”可知，目前夏威夷语言的使用者远达不到安全数量100,000，因此需要有更多使用者才能确保该语言的安全。故选C。
8．What is the author's attitude towards the future of ‘ōlelo Hawai‘i？
A．Worried. B．Hopeful.
C．Unclear. D．Reserved.
解析：B　推理判断题。根据最后一段“Fortunately, ...take the responsibility to continue the work...expanding access to ‘ōlelo Hawai‘i...making the language a practical skill in adulthood.These youth, along with...share their hopes for the better.”可知，作者肯定了目前人们保护夏威夷语言的努力，对夏威夷语言的未来持积极乐观的态度。故选B。
Ⅱ.完形填空
(2025·湖北省起点考)
When I moved to a new school, my grades began to slip, and a once outgoing personality faded into the background.
One day, after I handed in yet another 1.　　　 done assignment, Mr.Thompson, the math teacher asked me to stay after class.In the afternoon the class was 2.　　　, leaving just the two of us in the classroom.
“Alex, is everything alright？” Mr.Thompson asked, his voice filled with 3.　　　.
When I 4.　　　 my troubles, Mr.Thompson listened with patience, nodding 5.　　　.He then shared a story about his own 6.　　　 when he was younger—moving frequently due to his father's military career.
“That must have been 7.　　　, ” I said, feeling a connection for the first time in weeks.Mr.Thompson 8.　　　, “It was.But I learned that seeking help and finding supportive people made a 9.　　　.How about we work on a plan to get you back on track？”
With that, Mr.Thompson became a lifeline for me.He set up weekly meetings to 10.　　　 what I had learnt and discuss strategies to improve my academic performance.He also 11.　　　 me to join the school's debate team, knowing it would be a good way for me to meet new friends and 12.　　　 confidence.
As months passed, I made rapid progress.The 13.　　　 with Mr.Thompson grew stronger.At that moment, the realization 14.　　　 me: even in the darkest times, the 15.　　　 of others could light the way.
语篇导读：作者来到新学校，成绩下滑，性格转变。Thompson先生不仅在学习上给予作者关心和帮助，还鼓励作者参加学校辩论队，最终作者成绩提高、重获信心，这让作者意识到即使在最黑暗的时刻，他人的善举也会照亮前方的路。
1．A.neatly B．poorly
C．properly D．briefly
解析：B　根据上文的“my grades began to slip”和下文的“Mr.Thompson, the math teacher asked me to stay after class”可知，作者成绩下滑，在一次交了一份写得很差(poorly)的作业后， Thompson先生要求作者课后留下来。neatly整洁地；properly适当地；briefly简要地。故选B。
2．A.dismissed B．organized
C．informed D．grouped
解析：A　根据上文的“the math teacher asked me to stay after class”和下文的“leaving just the two of us in the classroom”可知，下午放学后，教室里仅剩下作者和Thompson先生两个人。organize组织，筹备；inform知会，通知；group(使)成群，成组，聚集。故选A(dismiss“解散”)。故选A。
3．A.surprise B．certainty
C．concern D．relief
解析：C　根据上文的“Alex, is everything alright？”和下文描述的Thompson先生对作者的善意帮助可知， Thompson先生应是表达对作者的关心。surprise惊奇；certainty确信，确实；relief宽慰。故选C(concern“忧虑，担心，关切”)。故选C。
4．A.suffered from B．asked for
C．dealt with D．poured out
解析：D　根据空后的“Mr.Thompson listened with patience”可知，当作者倾诉(poured out)烦恼时，Thompson先生耐心地听着。suffer from遭受；ask for要求；deal with处理。故选D。
5．A.gratefully B．thoughtfully
C．casually D．hopefully
解析：B　此处表示 Thompson先生耐心地听作者倾诉，还若有所思地(thoughtfully)点点头。gratefully感激地；casually不经意地；hopefully有希望地。故选B。
6．A.struggles B．failures
C．choices D．dreams
解析：A　根据空后的“when he was younger—moving frequently due to his father's military career”和第五段的“seeking help”可知，此处Thompson先生给作者讲他年幼时由于经常搬家遇到的困难(struggles)。failure失败；choice选择；dream梦想。故选A。
7．A.rare B．strange
C．tough D．unique
解析：C　根据下文的“feeling a connection”可知，作者对Thompson先生幼年的遭遇感同身受，确信那是一段艰难的(tough)时光。rare罕见的；strange奇怪的；unique独特的。故选C。
8．A.choked B．signed
C．nodded D．stared
解析：C　根据空后Thompson先生的回答“It was.”可知，Thompson先生应是点头(nodded)表示认同。 choke哽咽着说；sign示意，打手势；stare凝视，注视。故选C。
9．A.difference B．promise
C．decision D．point
解析：A　根据空后的“How about we work on a plan to get you back on track？”可知， Thompson先生认为寻求帮助和找到支持自己的人会有作用。make a difference有影响，起作用。promise许诺，承诺；decision抉择；point观点，见解。故选A。
10．A.quote B．review
C．prove D．exchange
解析：B　上文提到作者成绩下滑，根据空后的“what I had learnt and discuss strategies to improve my academic performance”可知，Thompson先生每周与作者见面，帮作者复习(review)学过的内容，讨论提高学习成绩的策略。quote引用，引述；prove证明，证实；exchange交流。故选B。
11．A.ordered B．appointed
C．encouraged D．elected
解析：C　根据下文的“knowing it would be a good way for me to meet new friends and 12 confidence”可知， Thompson 先生还鼓励(encouraged)作者加入学校的辩论队。order命令，要求；appoint指定；elect选举，推选。故选C。
12．A.affect B．convey
C．maintain D．regain
解析：D　第一段讲作者来到新学校，成绩下滑，曾经外向的个性也已不在，由此可推知，作者对自己失去信心。再根据空前的“join the school's debate team, knowing it would be a good way for me to meet new friends”可知，Thompson先生知道，对作者来说，加入学校辩论队是结交新朋友和重获(regain)信心的一个好方法。affect影响；convey表达，传递；maintain保持。故选D。
13．A.bond B．similarity
C．competition D．cooperation
解析：A　上文讲Thompson先生每周都帮助作者学习，并给予作者鼓励。故此处表示几个月过去了，作者取得巨大进步，与Thompson先生的关系(bond)也越来越亲密了。similarity相似处；competition比赛，竞争；cooperation合作，协作。故选A。
14．A.escaped B．hit
C．upset D．shocked
解析：B　根据下文的“even in the darkest times, the 15 of others could light the way”可知，此处描述的是作者的认识。hit在此作动词，意为“使突然想起”，属于熟词生义的用法。realization hits sb.某人认识到。 escape摆脱；upset使烦恼；shock使震惊。故选B。
15．A.confidence B．wisdom
C．patience D．kindness
解析：D　文章描述了Thompson先生在学习上给予作者关心和帮助，并鼓励作者参加学校辩论队，重获信心。这些都是Thompson先生的善举，照亮了作者前进的道路。confidence信心；wisdom智慧；patience耐心。故选D(kindness“善举”)。故选D。
Ⅲ.七选五
(2024·南京市学情调研)
Rene Campbell has devoted most of her life to shaping her figure into one completely against what society thinks a woman should look like.
“I was always very insecure about my body image, as everyone seemed to know for sure that women needed to look a certain way, ”she says when reflecting on her motivation to transform herself. 1.　　　For quite some time, she struggled with eating disorders because she was trying to keep her weight really low and appear skinny, like the women on magazine covers. 2.　　　It was then that she became attracted by the way these seemingly confident women held themselves.
However, building her dream body—gaining over 85 pounds, going from a size 8 to 14—has had its challenges, too.“ 3.　　　When I tell them that I am a female bodybuilder, the first reaction is, ‘Muscles of women are just not attractive, ’”Campbell says.Though she loves the way she now looks, she is sometimes treated with cruelty.
4.　　　Even though there is a huge market encouraging women to build muscles and tighten their figures, the ideal still stands for smaller waists, and thin legs, the so-called perfect figure.For women to build up strong muscles, it takes a strong heart.
“I gradually learn to ignore others' voices and become committed to the training.It is a very big shift for me, and it has won me plenty of awards. 5.　　　My bodybuilding journey makes me realize that I need to do things for myself, ”Campbell says.
A．She was constantly feeling under pressure.
B．Women have to pay a huge price to build a slim figure.
C．It does bring a sense of confidence and mental strength.
D．The body of super-muscular women is considered unwelcome.
E．Luckily, Campbell was chosen to shoot for one of the magazines.
F．People don't understand why women would want to be muscular.
G．Purely by chance, Campbell attended a women's bodybuilding show.
语篇导读：Rene Campbell女士将她生活的大部分时间都用于改变自己的身材。起初她也喜欢所谓的完美身材——细腰瘦腿，但后来才意识到，对女性而言，不必在意他人的言语，女性也可以拥有强健的肌肉。
解析：
1．A　根据空前内容可知， Rene Campbell在为自己的身材焦虑；根据空后内容可知，她在努力让自己变瘦。由此可知，空处应说明在社会意义上对女性身材的要求给Rene Campbell造成的负面影响。A项承上启下，符合语境。故选A。
2．G　根据空后一句可知，就在那时， Rene Campbell被这些看似自信的女性保持自我的方式吸引。故该空会涉及在什么时候发生的这件事。G项“纯偶然的一次机会， Rene Campbell参加了一个女性健身节目。”符合语境。故选G。
3．F　根据空后一句可知，Rene Campbell告诉他们自己是女性健美者时，他们的第一反应是女性的肌肉没有那么吸引人。F项“人们不理解为什么女性想要肌肉发达的。”承接下文，符合语境。故选F。
4．D　根据空后内容可知，尽管有一个巨大的市场鼓励女性增肌塑形，但理想的身材意味着细腰瘦腿，即所谓的完美身材。女性要想锻炼出强健的肌肉，需要一颗坚强的心。由此说明，大众并不喜欢女性的肌肉身材。故选D。
5．C　根据上文内容可知， Rene Campbell渐渐开始忽略别人的声音，致力于形体训练，这给她带来了很大的改变，也为她赢得了很多奖项；根据下文内容可知，健身之路让她意识到该为自己做些什么了。由此可推知，空处应说明健身为Rene Campbell带来的积极影响。故选C。
Ⅳ.读后续写
阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
(2025·上饶一模)
My sixth-grade students were seated in a large circle on the floor of our classroom.Each student held a different tool in his or her hand, such as a hammer, a flashlight, and even an awl.The lesson had gone perfectly.The students discussed how words are like tools—they have the ability to build or to destroy someone, and they discovered how the right tool used at the right time for the right job can cause great results.The sixth graders freely shared personal stories of how they had experienced someone's words used as a tool, to wound or to heal someone.I watched and listened with a sense of satisfaction—they got it!
A few days later, one of my students, Laura, had an unexpected and uncharacteristic outburst of destructive behavior in class.She refused to work with her group.I was aware from reading Laura's file that she had struggled with rebellious (叛逆的) behavior in previous years, but we had developed a good relationship and she was always a respectful, thoughtful, and positive contributor to our class.Her behavior caught me off guard.I asked her to excuse herself and told her I would visit with her in our next door team center in just a minute.She refused to leave and sat silently glaring at me from the back of the room.I rather firmly told her she needed to excuse herself—this was NOT optional.She knew I meant it.She marched from the back of the room to our classroom door, shooting me an angry look, and slammed the door as she left for the team meeting room.
I continued our lesson and when the students were working together in their groups, I gently closed our classroom door behind me, and then marched the five steps next door to our meeting room where Laura was seated.In an unexpected and uncharacteristic gesture of frustration, I slammed the meeting room door behind me.As I stood over her, I began to express how disrespectful and uncalled-for her behavior had been to our class.Her behavior angered me and I was sharp in my tone and my words.Without looking at me, she absorbed my anger.
注意：1.续写词数应为150左右；
2．请按如下格式在相应的位置作答。
When I paused for her response, she slowly turned and proudly stated, “You're using your ‘tool’ against me！”
For the rest of the day and the rest of the year, Laura never had another outburst.
【写作提示】
故事人物 作者(老师)、劳拉(作者的学生)
故事梗概 作者作为一名老师，成功地教给自己的六年级学生怎样言谈适度，因为言语就像工具——既能建立也能破坏人际关系。但是，几天后学生劳拉奇怪地表现出叛逆行为，影响了课堂教学。作者要求她去旁边会议室，劳拉砰地摔门而去。作者趁着学生们小组活动的时候去处理刚才的问题，像劳拉一样，作者也砰地关上了会议室的门，然后开始批评劳拉的行为。
续写要点 第一段：1.描写作者意识到自己在用语言工具伤害劳拉，并且改变态度；2.劳拉也明白了言语的伤害有多么深。第二段：1.描写师生关系越来越好；2.这件事对作者的影响。
参考范文：
When I paused for her response, she slowly turned and proudly stated, “You're using your‘tool’ against me！”Her words hit me that I had used my authority and anger as a tool to hurt her, just as we had discussed during our lesson.Feeling a mix of guilt and admiration for her insight, I took a deep breath and softened my tone.I apologized to Laura sincerely, acknowledging that I should have approached the situation differently, with understanding and empathy.She looked me in the eye and softly said, “Yes, I forgive you, Mrs.Ekre.I'm sorry, too.”
For the rest of the day and the rest of the year, Laura never had another outburst.Our relationship deepened day by day.At the end of the year, she wrote me a beautiful letter about how she loved being in my class and about some of the most important lessons she learned.Attached to the note was a small key—a tool, she said, for a language art teacher who taught her how important words can be.It serves as my reminder of not only a lesson I taught as a teacher but one I really learned from my student.
HYPERLINK "http://21世纪教育网(www.21cnjy.com)
" 21世纪教育网(www.21cnjy.com)中小学教育资源及组卷应用平台
提能训练　[5]
Ⅰ.阅读理解
A
(2025·广西一模)
Speaking a native language that requires tones appears to boost perception (感知) of melody, but at the cost of rhythm, researchers report in Current Biology.The massive global study hints at how language skills seep into other areas of cognition.Tonal (声调的) languages use pitch to distinguish words that otherwise might sound the same.In Mandarin, for instance, mǎ means horse whereas mā means mother.Nontonal languages like Spanish sometimes include pitch changes to suggest emotion, for example, but not to change a word's meaning.
As a Mandarin speaker and flutist, Liu Jingxuan wandered about the crossover between language and music.While studying psychology as an undergraduate at Duke University, Liu helped analyze the musical abilities of nearly half a million people from 203 countries.Her colleagues had launched an online game in which participants completed several musical tasks, including identifying matching melodies at different pitches and finding beat tracks that fit songs' rhythms.
On average, native speakers of the 19 represented tonal languages were better at the melody task compared with speakers of 29 non-tonal languages.And the effect wasn't small—a tonal first language enhanced melodic perception by about half the amount that music lessons did, which was also surveyed.But tonal language speakers tended to be worse at the rhythm task.
Humans must be choosy about what they pay attention to.Pitch patterns are vital in tonal languages, which might explain the musical trade-off.“You've got a finite resource of attention, and you've got to allocate that somehow，” says study co-author Courtney Hilton，a cognitive scientist at the University of Auckland in New Zealand.
Prior research on language and music often compared just two tongues, usually English and Cantonese or Mandarin.But other cultural influences, such as Eastern and Western music styles, could have affected results.By examining a wide range of people, the new study includes languages never assessed in this way and reaches more general conclusions.“Our result here is showing that the language someone speaks—which is an important part of culture—also shapes cognition，” Hilton says.
1．What do the underlined words “seep into” in the first paragraph mean？
A．Enter gradually. B．Control constantly.
C．Damage slightly. D．Understand completely.
2．What information can we get from the musical tasks of Liu Jingxuan's colleagues？
A．Tonal languages determine our music abilities.
B．Tonal first languages can take the place of music lessons.
C．Tonal language speakers perform better in the rhythm tasks.
D．Tonal languages help native speakers to better acquire melody.
3．Which of the following statements does Courtney Hilton most agree with？
A．The musical trade-off enhances human cognition.
B．The musical abilities boost human perception of melody.
C．A limited span of attention accounts for human musical trade-off.
D．English and Cantonese or Mandarin affect human musical abilities.
4．What is the text mainly about？
A．Native language influences human culture.
B．Native language might shape musical ability.
C．Native language is an important part of culture.
D．Native language enhances human melodic perception.
B
(2025·湖北省七市州调测)
Every morning on the island of Oahu, students at Pū‘ōhala Elementary gather on a field as towering mountains watch them from the mist.Their day starts with songs in‘ōlelo Hawai‘i, the islands' native language, restating values of respect and justice that their teachers hope will guide them through their education, and throughout their lives.
Like most kids of their age, they're not concerned about the significance of the language they're learning.Still, they have a weighty responsibility: to receive the torch (火炬) and insure the security of‘ōlelo Hawai‘i for future generations.
It was only 50 years ago that the language was on the edge of extinction.Though the situation has much improved, in many ways‘ōlelo Hawai‘i is still on life support.Teachers say there's a huge enthusiasm for school kids to learn the language, but as they grow up, they're encouraged to focus on “more useful” subjects and use English, which is believed to assist them in achieving success in their work.In 2016, there were 18,610 Hawaiian speakers on the islands.
“One hundred thousand is the approximate number of speakers needed to consider the language safe，” says Solomon, a professor of Hawaiian language at the University of Hawai‘i at Mānoa.“The idea is that there are enough people passing it on to the next generation, socializing their children to use the language in all domains of life, to express all thoughts and needs and desires.”
Fortunately, the kids of Pū‘ōhala Elementary will take the responsibility to continue the work of the current young adults defending the language, expanding access to‘ōlelo Hawai‘i in part through social media platforms, and making the language a practical skill in adulthood.These youth, along with those committed to recovering the language from previous generations, share their hopes for the better.
5．What are the students at Pū‘ōhala Elementary expected to do？
A．To figure out the value of life.
B．To go out of the island of Oahu.
C．To pass their native language down.
D．To draw people's attention to folk songs.
6．What makes the students abandon‘ōlelo Hawai‘i？
A．Career development.
B．The improved situation.
C．Lack of enthusiasm.
D．Little educational support.
7．What is the current situation of ‘ōlelo Hawai‘i according to Professor Solomon？
A．It is used in all walks of life.
B．It is considered a safe language.
C．It demands more speakers to be safe.
D．It has one hundred thousand speakers.
8．What is the author's attitude towards the future of ‘ōlelo Hawai‘i？
A．Worried. B．Hopeful.
C．Unclear. D．Reserved.
Ⅱ.完形填空
(2025·湖北省起点考)
When I moved to a new school, my grades began to slip, and a once outgoing personality faded into the background.
One day, after I handed in yet another 1.　　　 done assignment, Mr.Thompson, the math teacher asked me to stay after class.In the afternoon the class was 2.　　　, leaving just the two of us in the classroom.
“Alex, is everything alright？” Mr.Thompson asked, his voice filled with 3.　　　.
When I 4.　　　 my troubles, Mr.Thompson listened with patience, nodding 5.　　　.He then shared a story about his own 6.　　　 when he was younger—moving frequently due to his father's military career.
“That must have been 7.　　　, ” I said, feeling a connection for the first time in weeks.Mr.Thompson 8.　　　, “It was.But I learned that seeking help and finding supportive people made a 9.　　　.How about we work on a plan to get you back on track？”
With that, Mr.Thompson became a lifeline for me.He set up weekly meetings to 10.　　　 what I had learnt and discuss strategies to improve my academic performance.He also 11.　　　 me to join the school's debate team, knowing it would be a good way for me to meet new friends and 12.　　　 confidence.
As months passed, I made rapid progress.The 13.　　　 with Mr.Thompson grew stronger.At that moment, the realization 14.　　　 me: even in the darkest times, the 15.　　　 of others could light the way.
1．A.neatly B．poorly
C．properly D．briefly
2．A.dismissed B．organized
C．informed D．grouped
3．A.surprise B．certainty
C．concern D．relief
4．A.suffered from B．asked for
C．dealt with D．poured out
5．A.gratefully B．thoughtfully
C．casually D．hopefully
6．A.struggles B．failures
C．choices D．dreams
7．A.rare B．strange
C．tough D．unique
8．A.choked B．signed
C．nodded D．stared
9．A.difference B．promise
C．decision D．point
10．A.quote B．review
C．prove D．exchange
11．A.ordered B．appointed
C．encouraged D．elected
12．A.affect B．convey
C．maintain D．regain
13．A.bond B．similarity
C．competition D．cooperation
14．A.escaped B．hit
C．upset D．shocked
15．A.confidence B．wisdom
C．patience D．kindness
Ⅲ.七选五
(2024·南京市学情调研)
Rene Campbell has devoted most of her life to shaping her figure into one completely against what society thinks a woman should look like.
“I was always very insecure about my body image, as everyone seemed to know for sure that women needed to look a certain way, ”she says when reflecting on her motivation to transform herself. 1.　　　For quite some time, she struggled with eating disorders because she was trying to keep her weight really low and appear skinny, like the women on magazine covers. 2.　　　It was then that she became attracted by the way these seemingly confident women held themselves.
However, building her dream body—gaining over 85 pounds, going from a size 8 to 14—has had its challenges, too.“ 3.　　　When I tell them that I am a female bodybuilder, the first reaction is, ‘Muscles of women are just not attractive, ’”Campbell says.Though she loves the way she now looks, she is sometimes treated with cruelty.
4.　　　Even though there is a huge market encouraging women to build muscles and tighten their figures, the ideal still stands for smaller waists, and thin legs, the so-called perfect figure.For women to build up strong muscles, it takes a strong heart.
“I gradually learn to ignore others' voices and become committed to the training.It is a very big shift for me, and it has won me plenty of awards. 5.　　　My bodybuilding journey makes me realize that I need to do things for myself, ”Campbell says.
A．She was constantly feeling under pressure.
B．Women have to pay a huge price to build a slim figure.
C．It does bring a sense of confidence and mental strength.
D．The body of super-muscular women is considered unwelcome.
E．Luckily, Campbell was chosen to shoot for one of the magazines.
F．People don't understand why women would want to be muscular.
G．Purely by chance, Campbell attended a women's bodybuilding show.
Ⅳ.读后续写
阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
(2025·上饶一模)
My sixth-grade students were seated in a large circle on the floor of our classroom.Each student held a different tool in his or her hand, such as a hammer, a flashlight, and even an awl.The lesson had gone perfectly.The students discussed how words are like tools—they have the ability to build or to destroy someone, and they discovered how the right tool used at the right time for the right job can cause great results.The sixth graders freely shared personal stories of how they had experienced someone's words used as a tool, to wound or to heal someone.I watched and listened with a sense of satisfaction—they got it!
A few days later, one of my students, Laura, had an unexpected and uncharacteristic outburst of destructive behavior in class.She refused to work with her group.I was aware from reading Laura's file that she had struggled with rebellious (叛逆的) behavior in previous years, but we had developed a good relationship and she was always a respectful, thoughtful, and positive contributor to our class.Her behavior caught me off guard.I asked her to excuse herself and told her I would visit with her in our next door team center in just a minute.She refused to leave and sat silently glaring at me from the back of the room.I rather firmly told her she needed to excuse herself—this was NOT optional.She knew I meant it.She marched from the back of the room to our classroom door, shooting me an angry look, and slammed the door as she left for the team meeting room.
I continued our lesson and when the students were working together in their groups, I gently closed our classroom door behind me, and then marched the five steps next door to our meeting room where Laura was seated.In an unexpected and uncharacteristic gesture of frustration, I slammed the meeting room door behind me.As I stood over her, I began to express how disrespectful and uncalled-for her behavior had been to our class.Her behavior angered me and I was sharp in my tone and my words.Without looking at me, she absorbed my anger.
注意：1.续写词数应为150左右；
2．请按如下格式在相应的位置作答。
When I paused for her response, she slowly turned and proudly stated, “You're using your ‘tool’ against me！”
For the rest of the day and the rest of the year, Laura never had another outburst.
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