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题型组合练(二)
Ⅰ．【语篇解读】　本文是一篇说明文。文章主要介绍南澳大学研究发现学生幸福感对学业成功至关重要。
1．C　[词义猜测题。根据第二段“Specifically，the study found that learning readiness，which includes foundational skills such as perseverance，confidence，and engagement，was not just a desirable outcome，but a catalyst for academic success．”可知，学习准备度不仅是理想结果，更是学业成功的促进因素，catalyst的意思是“促进因素，催化剂”，与facilitator“促进者”意思相符。故选C。]
2．D　　[主旨大意题。根据第三段“‘When we talk about learning readiness，we mean how prepared a child is to learn，not just academically，but also in their ability to stay focused，to overcome challenges，and believe in their ability to succeed，’ says UniSA researcher Dr Rebecca Marrone．‘It's about having good learning habits，and a motivation to learn，which together can help them perform better at school．’”可知，她在解释学习准备度的概念。故选D。]
3．A　[细节理解题。根据第四段中“This study draws on data from the South Australian Well being and Engagement Collection (WEC) to assess the impact of student well being and engagement of students in years 4－10，and their academic achievement in tests between 2016 and 2019．”可知，研究者分析了学生相关数据。故选A。]
4．D　[推理判断题。根据最后一段中的“‘This means that schools must look beyond test scores and take a more personal，holistic approach to supporting students，’ adds Lam．”可推知，他认为学校不应只关注传统成绩。故选D。]
【语篇解读】　本文是一篇说明文。文章介绍了一项研究结果：高中生的压力往往取决于他们拥有何种思维模式。
5．D　[词义猜测题。根据第一段“It's very common for students' grades to experience a decline upon entering high school．．．make all the difference when it comes to fighting academic stress．”和第二段中“The research team set out to learn why some students overcame the stressful transition into high school and some struggled to maintain their academic skills and standards．”可知，文章讨论的背景是关于一些学生如何克服进入高中的压力过渡并保持其学习成绩。谈论的是学生的智力思维模式与学生在成绩下降时应对压力的能力之间的关系。“resilience”在这里指的是从困难(如成绩下降的压力)中迅速恢复的能力。故选D。]
6．C　[细节理解题。根据第三段中“In all，499 ninth graders from two public high schools in Texas were surveyed during their first term．Researchers assessed each student's perceptions of intelligence，and asked each participant to fill out daily surveys on their academic stress levels．”可知，研究是基于调查的，并涉及每日评估。故选C。]
7．C　[推理判断题。根据第四段中“It turned out that worsening grades only caused greater stress responses in students who showed signs of a fixed intelligence mindset，while students with a growth mindset were able to bounce back much more quickly．”可推知，具有固定智力思维模式的学生可能在面对学术挑战时更加挣扎，并且更容易放弃。故选C。]
8．D　[标题归纳题。根据文章开篇指出学生进入高中成绩下降普遍，接着重点阐述了得克萨斯大学的研究发现，即学生的智力思维模式(成长型思维和固定型思维)对他们应对学业压力起着关键作用。拥有固定型思维的学生会产生更大的压力反应，而拥有成长型思维的学生在面对成绩下降时能更快恢复。结合最后一句总结归纳文章中心：成长型思维是应对高中学业压力的关键。故D选项“成长心态：处理高中学业压力的关键”最符合文章标题。故选D。]
Ⅱ．1－5　BACAB　6－10　DCDCB　11－15　DCBCA
Ⅲ．1．its　2．serves　3．available　4．federally　5．where
6．acknowledging　7．and　8．a　9．to erase　10．compared题型组合练(二)
(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
(2025·河南TOP 20 名校猜题大联考)
New research from the University of South Australia (UniSA) highlights a critical but often overlooked factor in student success—well-being．In the study of more than 215，000 students，researchers from UniSA found that while standardized tests measure academic skills，different dimensions of well-being—emotional well-being，engagement，and learning readiness—can play a crucial role in performance．
Specifically，the study found that learning readiness，which includes foundational skills such as perseverance，confidence，and engagement，was not just a desirable outcome，but a catalyst for academic success．
“When we talk about learning readiness，we mean how prepared a child is to learn，not just academically，but also in their ability to stay focused，to overcome challenges，and believe in their ability to succeed，” says UniSA researcher Dr Rebecca Marrone．“It's about having good learning habits，and a motivation to learn，which together can help them perform better at school．”
This study draws on data from the South Australian Well-being and Engagement Collection (WEC) to assess the impact of student well-being and engagement of students in years 4－10，and their academic achievement in tests between 2016 and 2019．The results show that schools need to shift towards a model that values both student well-being and academic achievement as vital components of education．
UniSA's Benjamin Lam says，“Student learning is complex，and it is affected by a range of contextual and individual differences．When students are mentally and emotionally healthy，they're more likely to be engaged and motivated and perform better academically．But the relationship is certainly not linear (线性的)，and we can't infer that low-achieving students have low levels of well-being，or high-achieving students have high levels of well-being．”
“This means that schools must look beyond test scores and take a more personal，holistic (整体的) approach to supporting students，” adds Lam．“They can do this by adopting learner profiles that include well-being and engagement metrics (指标) alongside traditional grades，so that schools can better understand and respond to each student's needs．”
1．What does the underlined word “catalyst” in paragraph 2 mean
A．Definition．　　　　 B．Estimator．
C．Facilitator． D．Certificate．
2．What does Dr Marrone try to explain in paragraph 3
A．The benefits of good habits．
B．The way to pick up readiness．
C．The internal motivation to learn．
D．The concept of learning readiness．
3．What do the researchers do for the study
A．They analyze student-related data．
B．They organize happiness-themed tests．
C．They design various education models．
D．They interview students for more than 4 years．
4．Which of the following does Benjamin Lam approve of
A．A holistic education mode is far from practical．
B．Student learning is less complex than expected．
C．More engaged students are emotionally healthier．
D．Schools shouldn't just focus on traditional grades．
B
It's very common for students' grades to experience a decline upon entering high school．Different teenagers deal with the new-found pressures differently，and while some tend to rise to the challenge，others can become overwhelmed (不知所措的) by stress．An interesting study conducted at the University of Texas has found that students' views on learning and intelligence mindsets can make all the difference when it comes to fighting academic stress．
The research team set out to learn why some students overcame the stressful transition (过渡) into high school and some struggled to maintain their academic skills and standards．Their findings pointed to a direct relationship between a student's learning mindset and their stress resilience，especially when grades begin to decline．More specifically，students' learning mindsets were defined as whether they considered intelligence a fixed characteristic that everyone is born with，or a constantly growing one that can be improved over time．
In all，499 ninth-graders from two public high schools in Texas were surveyed during their first term．Researchers assessed each student's perceptions of intelligence，and asked each participant to fill out daily surveys on their academic stress levels．The results showed that 68% of students saw a decline in their grades during the first 12 weeks of high school．Those worsening grades，however，didn't cause a higher stress response for everyone．
It turned out that worsening grades only caused greater stress responses in students who showed signs of a fixed intelligence mindset，while students with a growth mindset were able to bounce back much more quickly．Researchers theorize this is because these students are more active in solving academic issues，for example，by clarifying lessons with teachers after class if they don't understand a particular topic．
“Declining grades may get ‘under the skin' for high school students，” explains lead author Hae Yeon Lee．“But believing that intelligence can be developed or having what is called a growth mindset can reduce the effects of academic stress．”
5．What does the underlined word “resilience” in paragraph 2 probably mean
A．The feeling of being stressed．
B．The state of being very intelligent．
C．The process of learning new things．
D．The ability to recover from difficulties．
6．How did the researcher conduct the study
A．By observational study in classroom settings．
B．By experimental study with controlled variables．
C．By survey-based study with daily assessments．
D．By case study focusing on individual students．
7．What can be inferred about students with a fixed intelligence mindset
A．They are more likely to seek help from teachers．
B．They are less likely to experience academic stress．
C．They tend to give up easily when facing challenges．
D．They are more likely to improve their grades quickly．
8．What is the best title for the text
A．The Common Phenomenon of Grades Decline in High School
B．Ways to Improve High School Students' Academic Performance
C．Fixed Intelligence: The Root of Worsening Grades for Students
D．Growth Mindset: A Key to Handling Academic Stress in High School
Ⅱ．完形填空(共15小题；每小题1分，满分15分)
(2026·湖南邵阳模拟)
I was once a shy girl，constantly avoiding the spotlight and dreading any form of public attention．School days were tough，especially when public speaking was 1 _．
When our English teacher announced a speech contest，my heart 2 ．However，a weak voice within 3 me to take a risk．With much 4 ，I signed up．
The preparation was laborious．I worked hard on my script，endlessly 5 it．While practicing in front of the mirror，I was troubled by a trembling voice and sweaty palms．
On the day of the 6 ，my knees felt like jelly as I waited backstage．But when I stepped onto the stage and saw the 7 gazes of my teacher and some classmates，something changed．I took a deep breath and began．
Surprisingly，the words came out 8 ，and with each sentence，my confidence 9 ．After I finished，there was a brief silence before the audience 10 applause．
I didn't win，but that didn't matter．This 11 was a turning point．It made me understand that I had more capabilities than I'd believed．Subsequently，I engaged in class discussions，joined the drama club，and 12 for presentations．
This journey of facing my 13 and leaving my comfort zone has been 14 to my growth．It has shown me that with determination and a bit of courage，we can conquer our insecurities and uncover our hidden 15 ．
1．A．assessed　　　　　　 B．required
C．avoided D．organized
2．A．sank B．raced
C．stopped D．calmed
3．A．forced B．advised
C．encouraged D．allowed
4．A．hesitation B．regret
C．patience D．excitement
5．A．copying B．editing
C．reciting D．printing
6．A．party B．meeting
C．concert D．contest
7．A．skeptical B．dismissive
C．supportive D．suggestive
8．A．gently B．clearly
C．firmly D．fluently
9．A．decreased B．disappeared
C．increased D．built
10．A．gave off B．burst into
C．broke out D．put out
11．A．decision B．success
C．change D．experience
12．A．struggled B．prepared
C．volunteered D．waited
13．A．mistakes B．fears
C．accidents D．choices
14．A．useless B．harmful
C．crucial D．unimportant
15．A．talents B．dreams
C．ideas D．secrets
Ⅲ．语法填空(共10小题；每小题1.5分，满分15分)
(2026·广东深圳模拟)
The University of Arizona announced on Monday that Native American students no longer would have to pay tuition or fees at 1．____________ (it) main campus in Tucson．The university hopes the new program better 2．____________ (serve) the state's large native population．
The program，a first of its kind in an Arizona public university，will be 3．____________ (avail) for students registered to any of the state's 22 4．______________ (federal) recognized tribes (部落)．More than 400 current students will be qualified at the school's main campus in Tucson，5．____________ the tuition currently is $12，700 per semester．
“The University of Arizona is committed to recognizing and 6．____________ (acknowledge) the history endured by Native American communities，” Kasey Urquidez，the school's vice president of enrollment management，said in a statement．“We are committed to promoting success 7．____________ access for Native American students．”
The University of Arizona joins 8．__________ number of other public universities offering free tuition to Native American students，including state schools in California，Maine，Massachusetts，Michigan，Montana and Oregon．
The goal of the programs is 9．____________ (erase) some of the barriers to entry for tribal students．About a quarter of Native American students pursue higher education，10．____________ (compare) to 40% of students overall，according to the Postsecondary National Policy Institute．

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