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题型组合练(十)
Ⅰ．【语篇解读】　本文是一篇记叙文。文章主要讲述了作者在中国民族大学被藏族舞蹈吸引，后来又到西藏旅行，深度体验藏族文化的故事。
1．A　[细节理解题。根据第二段中“Every Friday night．．．swinging together in Tibetan dance． These dances, where elegant moves bridged cultures, not only sparked my curiosity but deeply moved me．”可知，每周的藏族舞蹈聚会激发了作者对藏族文化的兴趣。故选A。]
2．C　[细节理解题。根据第三段中“Upon arrival in Lhasa, the challenge of adapting to the high altitude at over 3，000 meters was discouraging． Despite my concerns, the strong reaction I experienced was not physical discomfort but rather a deep emotional response to the warmth and generosity of the Tibetan people．”可知，作者暗示到达拉萨后，情感上的联系超过了身体上的不适。故选C。]
3．D　[推理判断题。根据第四段中“The depth of spiritual and cultural richness I encountered in Xizang was reflected in the everyday interactions with the locals． This was reflected not just in their actions but also in their cuisine, which became a transformative element of my journey．”可推知，西藏的食物具有深刻的文化意义。故选D。]
4．B　[标题归纳题。文章主要讲述了作者在中国民族大学被藏族舞蹈吸引，后来又到西藏旅行，深度体验藏族文化的故事，强调了通过探索发现来连接不同文化的重要性。因此选项B“Bridging Cultures Through Discovery(通过探索连接文化)”最能概括文章主题。故选B。]
【语篇解读】　本文是一篇新闻报道。文章主要说明了近年来越来越多外国学生深入学习中国戏曲，三十名留学生在上海戏剧学院参加暑期课程，学习并展示成果，该课程有助于文化交流。
5．B　[推理判断题。根据第一段中“They not only practiced the technical aspects but also gained an appreciation for the cultural significance of each performance．”以及第二段中“Though the learning process was difficult, all the students successfully completed their ‘graduation performances’， demonstrating their hard work and growth．”可知，这门课程中的外国学生非常热诚。故选B。]
6．D　[细节理解题。根据第二段中“Kayla Hamilton Dick, an exchange student from New Zealand, described Chinese operas as ‘deep and complex，’ pushing her to practice the movements diligently after class． Though the learning process was difficult, all the students successfully completed their ‘graduation performances’”可知，凯拉·汉密尔顿 迪克凭借不懈的努力取得了出色的成绩。故选D。]
7．C　[细节理解题。根据第三段内容“Li Qiuping．．． explaining the historical and emotional context of the operas． For example, before teaching ‘Ode to Pear Flowers，’ she explained the heartbreaking story of Yang Guifei, a beloved wife of Emperor Xuanzong, which helped students better convey the emotions in their performances．”可知，李秋萍在这门课程中为学生们讲解了与戏曲相关的历史。故选C。]
8．C　[写作意图题。根据第一段内容以及文章主要说明了近年来越来越多外国学生深入学习中国戏曲，三十名留学生在上海戏剧学院参加暑期课程，学习并展示成果，该课程有助于文化交流可知，作者写这篇文章的主要目的是展示文化经历。故选C。]
Ⅱ．【语篇解读】　本文是一篇记叙文。文章主要讲述了中国女孩李梅转学到巴黎高中后，因午餐与法国同学不同而遭遇嘲笑，后来在历史老师发起的 “食物与文化周” 项目中，通过展示中国传统食物煎饼，改变了同学们的看法，促进了文化交流，让大家建立起联系的故事。
1．B　[根据下文“One Monday, one boy Pierre pointed at her lunch and whispered” 可知，李梅的午餐会被同学议论，这对她来说是每天都要面对的“难事”。故选B。]
2．C　[根据下文“Li Mei flushed, quietly avoiding the cafeteria．” 可知，李梅脸红并避开食堂，由此可推知男孩说她的午餐看起来 “奇怪” 才会让她有这样的反应。故选C。]
3．D　[根据前文李梅因午餐被嘲笑，再结合后文她在历史老师发起的项目中的经历和变化可知，这里表示一切都 “改变” 了。故选D。]
4．D　[根据下文“a project ‘Food & Culture Week’” 可知，历史老师是 “发起” 了这个项目。故选D。]
5．C　[根据下文“present its cultural significance”可知，在该项目中，学生需要 “准备” 一道传统菜肴并展示其文化意义。故选C。]
6．B　[根据下文“would anyone care about Chinese food here” 可知，李梅不确定这里是否有人会对中国食物感兴趣，所以她 “犹豫” 了。故选B。]
7．A　[根据下文“the materials with trembling hands． To her surprise, Pierre volunteered to help cook” 可知，后来他们一起制作煎饼，所以这里表示她 “摆放” 制作煎饼的材料。故选A。]
8．C　[根据下文 “I made fun of your food at first, but now I see it's part of your．．．” 可知，皮埃尔承认了自己之前嘲笑李梅的食物的行为，然后表达现在的看法。故选C。]
9．A　[根据语境以及常识可知，皮埃尔意识到李梅的食物是她 “身份” 的一部分，代表着她的文化背景。故选A。]
10．D　[根据后文可知，这次活动让每个人都 “联系” 在了一起。故选D。]
11．B　[根据前文同学们对李梅午餐的态度以及下文“now greeted her warmly”可知，曾经 “忽视” 她的同学现在热情地和她打招呼。故选B。]
12．B　[根据下文“a French Chinese cookbook together for the school fair”可知，女孩索菲提议一起 “编写” 一本法 中食谱。故选B。]
13．C　[根据前文提到的编写食谱以及下文“a book titled Bites Beyond Borders”可知，这本书里充满了 “食谱”。故选C。]
14．D　[根据上文“her lunch”可知，文章围绕李梅的午餐展开一系列故事，所以这里表示一顿简单的 “午餐” 教会了她关于归属感的知识。故选D。]
15．A　[根据文章通过食物促进文化交流的主旨可知，杜邦先生说食物是“最美味的”外交政策。故选A。]
Ⅲ．1．being　2．rapidly　3．was invented　4．to pull　5．that/which　6．Compared　7．lighter　8．operation　9．a　10．than
1/3题型组合练(十)　必修第二册　UNIT 4　HISTORY AND TRADITIONS
(建议用时：45分钟　总分：50分)
Ⅰ．阅读理解(共8小题；每小题2.5分，满分20分)
A
(2026·重庆七校联盟模拟)
The journey to Xizang was the realization of a long-held fascination，nurtured during the vibrant Tibetan dances at Minzu University of China (MUC) in Beijing．
Every Friday night，the campus would come alive as students from diverse backgrounds gathered in circles，swinging together in Tibetan dance． These dances，where elegant moves bridged cultures，not only sparked my curiosity but deeply moved me． They highlighted the power of dance to unite people across different ethnic groups． Attracted by these interactions and the beauty of Tibetan culture，I often dreamed of dancing atop the Qinghai-Xizang Plateau—“the roof of the world”． This dream became a reality when MUC offered a valuable opportunity to experience and engage with the culture I had come to admire from afar．
Upon arrival in Lhasa，the challenge of adapting to the high altitude at over 3，000 meters was discouraging． Despite my concerns，the strong reaction I experienced was not physical discomfort but rather a deep emotional response to the warmth and generosity of the Tibetan people． Their spirit，far more impactful than the thin air，touched my heart deeply．
The depth of spiritual and cultural richness I encountered in Xizang was reflected in the everyday interactions with the locals． This was reflected not just in their actions but also in their cuisine，which became a transformative element of my journey． The taste of fresh，creamy butter and the discovery of butter tea were sources of inspiration． Each sip and bite deepened my understanding of Tibetan culture，revealing culinary delights previously unknown to me．
This journey not only brought me closer to fulfilling my dream of visiting all provincial-level regions in China but also deepened my appreciation for the intricate tapestry of human connections across cultural boundaries．
1．What inspired the author's interest in Tibetan culture
A．Weekly Tibetan dance gatherings．
B．A study on ethnic cultures．
C．Invitations from Tibetan friends．
D．A documentary about Tibetan dances．
2．What did the author imply about arriving in Lhasa
A．Physical preparation was the main challenge．
B．Medical support was unavailable during the trip．
C．Emotional connections outweighed the discomfort．
D．High altitude caused severe health issues．
3．What can be inferred about Xizang's food
A．It is primarily designed for tourists．
B．It highlights simplicity over flavor．
C．It relies merely on dairy products．
D．It has a profound cultural significance．
4．Which title best summarizes the text
A．Dancing on the Roof of the World
B．Bridging Cultures Through Discovery
C．The Art of Tibetan Cuisine and Its History
D．A Journey to the Heart of Xizang's Traditions
B
(2025·黑龙江大庆模拟)
In recent years，an increasing number of foreign students have adopted Chinese opera，not just as tourists but through in-depth learning experiences． Thirty international students spent nearly a month at the Shanghai Theatre Academy，attending a summer course on traditional Chinese operas，where they explored this engaging art form． The students，including culture enthusiasts and first-time visitors，were introduced to the unique vocal (发声的) techniques and purposeful movements that distinguish Chinese operas from European theatre traditions． They not only practiced the technical aspects but also gained an appreciation for the cultural significance of each performance．
Among the participants was Daria Oganesova，a history student from St． Petersburg State University，who found the operatic skills challenging yet interesting． Despite her background in Chinese history，this was her first hands-on experience with traditional operas． Kayla Hamilton-Dick，an exchange student from New Zealand，described Chinese operas as “deep and complex，” pushing her to practice the movements diligently after class． Though the learning process was difficult，all the students successfully completed their “graduation performances”，demonstrating their hard work and growth．
Li Qiuping，an opera artist with nearly 50 years of teaching experience，shared valuable insights with the students，explaining the historical and emotional context of the operas． For example，before teaching “Ode to Pear Flowers，” she explained the heartbreaking story of Yang Guifei，a beloved wife of Emperor Xuanzong，which helped students better convey the emotions in their performances．
The course，which has been running since 2011，not only focused on opera but also introduced other traditional Chinese arts，such as puppet (木偶) shows． These diverse experiences left a lasting effect on the students，many of whom later became cultural representatives，writing books or producing documentaries about Chinese operas． Zhang Yunlei，a teacher at the academy，emphasized the importance of allowing foreigners to experience Chinese culture first-hand，as their viewpoints can more effectively promote it to the world，encouraging cultural exchange and shared understanding．
5．How were the foreign students in the course
A．Experienced． B．Passionate．
C．Casual． D．Hesitant．
6．What can we learn about Kayla Hamilton-Dick from the second paragraph
A．She possessed knowledge of Chinese history．
B．She experienced Chinese opera in New Zealand．
C．She found the opera movements easy to perform．
D．She presented successful performance through hard work．
7．What did Li Qiuping do for the students in the course
A．She taught Chinese language．
B．She organized cultural events．
C．She explained relevant history．
D．She designed special costumes．
8．What is the author's main purpose in writing the passage
A．To recommend an opera artist．
B．To highlight students' challenges．
C．To show the cultural experiences．
D．To encourage more art researches．
Ⅱ．完形填空(共15小题；每小题1分，满分15分)
(2025·浙江宁波二模)
While her French classmates ate salads，Li Mei took out a package of steamed rice． When she transferred to a high school in Paris，her lunch became a daily 1 ． One Monday，one boy Pierre pointed at her lunch and whispered，“That looks 2 ！” Li Mei flushed，quietly avoiding the cafeteria．
Everything 3 when her history teacher，Mr． Dupont， 4 a project “Food & Culture Week”． Each student was to 5 a traditional dish and present its cultural significance． Li Mei 6 — would anyone care about Chinese food here Eventually，she decided on jianbing，a flavor from hometown．
On presentation day，she 7 the materials with trembling hands． To her surprise，Pierre volunteered to help cook． As they spread the batter (面糊)，he 8 “I made fun of your food at first，but now I see it's part of your 9 ．” When the crispy jianbing was served，classmates crowded around，asking questions about Chinese New Year traditions．
The event made everyone 10 ． Students who once 11 her now greeted her warmly． A girl named Sophie even proposed 12 a French-Chinese cookbook together for the school fair and suggested including family dishes passed down through generations．
On the final day， 13 filled a book titled Bites Beyond Borders． Holding it，Li Mei realized that cultural gaps weren't about walls but doors—waiting to be unlocked． A simple 14 had taught her more about belonging than any textbook．
“Food is the 15 foreign policy，” Mr． Dupont said，biting into a red bean croissant．
1．A．adventure B．struggle
C．routine D．necessity
2．A．messy B．ordinary
C．strange D．special
3．A．mattered B．worked
C．rested D．changed
4．A．praised B．postponed
C．concluded D．launched
5．A．purchase B．review
C．prepare D．receive
6．A．joked B．hesitated
C．insisted D．protested
7．A．laid out B．held back
C．heated up D．gave away
8．A．argued B．denied
C．admitted D．added
9．A．identity B．interest
C．personality D．quality
10．A．freed B．relaxed
C．amused D．connected
11．A．betrayed B．overlooked
C．envied D．misled
12．A．borrowing B．authoring
C．promoting D．sponsoring
13．A．stories B．photos
C．recipes D．quotes
14．A．game B．question
C．gift D．lunch
15．A．tastiest B．heaviest
C．oldest D．fastest
Ⅲ．语法填空(共10小题；每小题1.5分，满分15分)
(2026·湖北武汉模拟)
Chinese people have long known how to use oxen and horses to pull heavy loads，with cattle 1． (be) the main animals．However，it was after the Spring and Autumn Period (770 BC－476 BC) that animal husbandry was 2． (rapid) popularized throughout the country，and the frame (构架) structure of the plow (犁) was basically established in the Han Dynasty (202 BC－220 AD) and continuously improved with the needs of production．
In the Tang Dynasty (618 AD－907 AD)，the curved-shaft (曲轴) plow，later called the Quyuan Plow，3． (invent) on the basis of two oxen pulling the plow．It needed only one ox 4． (pull) it and had a perfect structure 5． was light，flexible and capable of adjusting the digging depth．
6． (compare) with previous plows，the Quyuan Plow had one main feature: the straight and long shaft was changed into a curved and short one．The change not only made the plow frame smaller and 7． (light)，but also facilitated flexible 8． (operate)，thus saving manpower and animal power．
The application of the Quyuan Plow greatly improved labor productivity and the quality of land，opening 9． new page in the history of traditional Chinese farm tools．
The invention of the Quyuan Plow，which has been used for more 10． a thousand years，is a milestone in the country's history of agricultural development．
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