2024年11月18日 时政类语篇型填空专项训练（通过汉语学习架起东西方交流的桥梁）（4篇，含答案与译文）-2025届高三英语复习
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| 名称 | 2024年11月18日 时政类语篇型填空专项训练（通过汉语学习架起东西方交流的桥梁）（4篇，含答案与译文）-2025届高三英语复习 |  | |
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| 文件大小 | 28.5KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-01-24 17:01:02 | ||
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2024年11月18日 时政类语篇型填空专项训练（通过汉语学习架起东西方交流的桥梁）
Bridging East and West through Mandarin learning
Passage 1
International Chinese language education has become 1. (increase) vital to bridge the information gap and enhance cultural understanding between young people 2. the East and the West, experts and learners said during the World Chinese Language Conference in Beijing.
Ryan Bernard, president of Saint Mary's School in the United States, said that understanding people's language, history and values is "3. important than ever" in today's globalized world.
"It promotes mutual understanding 4. people from different nations and helps ensure that 5. (America) better understand the world," he said.
The Confucius Classroom at the school, 6. (establish) in 2008 in cooperation with Zhengzhou University in Henan province, was the first of its kind in the United States and is still 7. (operate) today. The COVID-19 pandemic posed one of the 8. (big) challenges to cultural exchanges between China and the US, with some programs 9. (postpone), Bernard noted at the event, which 10. (begin) on Friday and ended on Sunday.
Passage 2
"1. (fortunate), we recognized how debilitating the pandemic would be, so we prepared 2. online learning in advance of schools actually 3. (shut) down in the US," Bernard said.
In June, Bernard and US high school students 4. (participant) in an exchange program with their Chinese counterparts at Zhengzhou No. 11 High School in Henan province. The 5. (foreigner) students studied Mandarin, stayed in the homes of their Chinese peers and experienced traditional arts and local culture.
"Some of the greatest 6. (learn) about Chinese language, culture, food and daily lifestyle actually happens in those Chinese homes," he said.
Meanwhile, Chinese language education in the United Kingdom has emerged 7. a key avenue for fostering cultural understanding and bridging the gap 8. China and Britain, said Katharine Carruthers, director of the Confucius Institute at University College London.
The institute has provided a model for 9. educational programs can build lasting people-to-people connections while 10. (cultivate) linguistic and cultural competencies, she said.
Passage 3
The Mandarin Excellence Program is a notable example of the UK's localization of Chinese language education. This summer, about 1,200 British secondary school students traveled to China for an 11-day visit 1. part of the program's 2. (intense) study course. "That is the real people-to-people connection at the school level. They make those connections and find 3 what they're both 4. (interest) in," Carruthers said, highlighting the transformative power of such exchanges.
"Chinese language is never 5. (teach) alone; it always comes with culture," said Vicente Andreu, 6. Chinese name is An Wenlong, director of the Confucius Institute at the University of Valencia in Spain.
Through a wide range of activities such as Chinese New Year celebrations, the institute creates 7. (opportunity) for Valencians to experience the richness of Chinese traditions.
One of the innovative activities is an annual children's drawing competition, launched eight years 8. . The competition 9. (revolve) around a story linking Valencia and Xi'an, two key cities on the ancient Silk Road, emphasizing 10. (history) connections between China and Spain.
Passage 4
Beyond cultural festivities, the institute 1. (act) promotes collaboration between Valencia and 2. Chinese sister cities, including Chengdu in Sichuan province, Xi'an in Shaanxi province and Guangzhou in Guangdong province.
"These sister-city partnerships have been 3. (benefit) in connecting Chinese and Valencian enterprises," Andreu said.
Italian student Iacopo Germole said he learned 4. there are some misconceptions about China 5. he traveled to the country to study Mandarin. "Language learning is not just an 6. (academy) journey, 7. also a bridge connecting young people in China and 8. countries," said Germole, who 9. (award) the global champion of the 12th Chinese Bridge for foreign secondary school students.
"In an era prone to prejudice, learning a foreign language, especially one as rich and profound as Chinese, empowers us to appreciate 10. (we) shared humanity," he said.
参考答案
参考答案1
1.increasingly 2.in 3.more 4.among 5.Americans
6.established 7.operating 8.biggest 9.being postponed 10.began
参考译文1
在北京举行的世界汉语大会上，专家和学习者表示，国际汉语教育在弥合东西方年轻人之间的信息鸿沟和增进文化理解方面变得越来越重要。
美国圣玛丽学校校长瑞安·伯纳德说，在当今全球化的世界里，了解人们的语言、历史和价值观“比以往任何时候都更重要”。
他说：“它促进了来自不同国家的人们之间的相互了解，有助于确保美国人更好地了解世界。”
该校的孔子课堂于2008年与河南省郑州大学合作建立，是美国首个孔子课堂，至今仍在运营。
伯纳德在周五开始、周日结束的活动上指出，新冠肺炎疫情对中美文化交流构成了最大的挑战之一，一些项目被推迟。
参考答案2
1.Fortunately 2.for 3.shutting 4.participated 5.foreign
6.learning 7.as 8.between 9.how 10.cultivating
参考译文2
伯纳德说：“幸运的是，我们认识到这场疫情会让人多么虚弱，所以我们在美国学校实际关闭之前就为在线学习做好了准备。”
今年6月，伯纳德和美国高中生在河南省郑州市第十一中学参加了与中国高中生的交流项目。这些外国学生学习普通话，住在中国同龄人的家里，体验传统艺术和当地文化。
“关于中国语言、文化、饮食和日常生活方式的一些最伟大的学习实际上发生在这些中国家庭中，”他说。
与此同时，伦敦大学学院孔子学院院长凯瑟琳·卡拉瑟斯表示，英国的汉语教育已成为促进文化理解和弥合中英差距的关键途径。
她说，该学院为教育项目如何在培养语言和文化能力的同时建立持久的人与人之间的联系提供了一个模式。
参考答案3
1.as 2.intensive 3.out 4.interested 5.taught
6.whose 7.opportunities 8.ago 9.revolves 10.historical
参考译文3
英才项目是英国汉语教育本土化的一个显著例子。今年夏天，大约1200名英国中学生前往中国进行为期11天的访问，这是该项目强化学习课程的一部分。
“这是学校层面真正的人与人之间的联系。他们建立了这些联系，并找到了他们都感兴趣的东西，”卡拉瑟斯说，他强调了这种交流的变革力量。
“汉语从来都不是单独教的；它总是伴随着文化，”西班牙瓦伦西亚大学孔子学院院长维森特·安德鲁（中文名安文龙）说。
通过各种各样的活动，如中国新年庆祝活动，学院为瓦伦西亚人创造了体验丰富的中国传统的机会。
其中一项创新活动是八年前推出的年度儿童绘画比赛。比赛围绕着瓦伦西亚和西安这两个古丝绸之路上的重要城市的故事展开，强调了中国和西班牙之间的历史联系。
参考答案4
1.actively 2.its 3.beneficial 4.that 5.after
6.academic 7.but 8.other 9.was awarded 10.our
参考译文4
除了文化活动，瓦伦西亚学院还积极促进瓦伦西亚与其中国姐妹城市之间的合作，包括四川成都、陕西西安和广东广州。
安德烈说：“这些友好城市的伙伴关系在连接中国和瓦伦西亚企业方面发挥了重要作用。
意大利学生Iacopo Germole说，他在去中国学习普通话后了解到人们对中国有一些误解。
“语言学习不仅是一次学术之旅，也是一座连接中国和其他国家年轻人的桥梁，”荣获第十二届外国中学生汉语桥全球冠军的Germole说。
他说：“在一个容易产生偏见的时代，学习一门外语，尤其是像汉语这样丰富而深刻的语言，使我们能够欣赏我们共同的人性。”
Bridging East and West through Mandarin learning
Passage 1
International Chinese language education has become 1. (increase) vital to bridge the information gap and enhance cultural understanding between young people 2. the East and the West, experts and learners said during the World Chinese Language Conference in Beijing.
Ryan Bernard, president of Saint Mary's School in the United States, said that understanding people's language, history and values is "3. important than ever" in today's globalized world.
"It promotes mutual understanding 4. people from different nations and helps ensure that 5. (America) better understand the world," he said.
The Confucius Classroom at the school, 6. (establish) in 2008 in cooperation with Zhengzhou University in Henan province, was the first of its kind in the United States and is still 7. (operate) today. The COVID-19 pandemic posed one of the 8. (big) challenges to cultural exchanges between China and the US, with some programs 9. (postpone), Bernard noted at the event, which 10. (begin) on Friday and ended on Sunday.
Passage 2
"1. (fortunate), we recognized how debilitating the pandemic would be, so we prepared 2. online learning in advance of schools actually 3. (shut) down in the US," Bernard said.
In June, Bernard and US high school students 4. (participant) in an exchange program with their Chinese counterparts at Zhengzhou No. 11 High School in Henan province. The 5. (foreigner) students studied Mandarin, stayed in the homes of their Chinese peers and experienced traditional arts and local culture.
"Some of the greatest 6. (learn) about Chinese language, culture, food and daily lifestyle actually happens in those Chinese homes," he said.
Meanwhile, Chinese language education in the United Kingdom has emerged 7. a key avenue for fostering cultural understanding and bridging the gap 8. China and Britain, said Katharine Carruthers, director of the Confucius Institute at University College London.
The institute has provided a model for 9. educational programs can build lasting people-to-people connections while 10. (cultivate) linguistic and cultural competencies, she said.
Passage 3
The Mandarin Excellence Program is a notable example of the UK's localization of Chinese language education. This summer, about 1,200 British secondary school students traveled to China for an 11-day visit 1. part of the program's 2. (intense) study course. "That is the real people-to-people connection at the school level. They make those connections and find 3 what they're both 4. (interest) in," Carruthers said, highlighting the transformative power of such exchanges.
"Chinese language is never 5. (teach) alone; it always comes with culture," said Vicente Andreu, 6. Chinese name is An Wenlong, director of the Confucius Institute at the University of Valencia in Spain.
Through a wide range of activities such as Chinese New Year celebrations, the institute creates 7. (opportunity) for Valencians to experience the richness of Chinese traditions.
One of the innovative activities is an annual children's drawing competition, launched eight years 8. . The competition 9. (revolve) around a story linking Valencia and Xi'an, two key cities on the ancient Silk Road, emphasizing 10. (history) connections between China and Spain.
Passage 4
Beyond cultural festivities, the institute 1. (act) promotes collaboration between Valencia and 2. Chinese sister cities, including Chengdu in Sichuan province, Xi'an in Shaanxi province and Guangzhou in Guangdong province.
"These sister-city partnerships have been 3. (benefit) in connecting Chinese and Valencian enterprises," Andreu said.
Italian student Iacopo Germole said he learned 4. there are some misconceptions about China 5. he traveled to the country to study Mandarin. "Language learning is not just an 6. (academy) journey, 7. also a bridge connecting young people in China and 8. countries," said Germole, who 9. (award) the global champion of the 12th Chinese Bridge for foreign secondary school students.
"In an era prone to prejudice, learning a foreign language, especially one as rich and profound as Chinese, empowers us to appreciate 10. (we) shared humanity," he said.
参考答案
参考答案1
1.increasingly 2.in 3.more 4.among 5.Americans
6.established 7.operating 8.biggest 9.being postponed 10.began
参考译文1
在北京举行的世界汉语大会上，专家和学习者表示，国际汉语教育在弥合东西方年轻人之间的信息鸿沟和增进文化理解方面变得越来越重要。
美国圣玛丽学校校长瑞安·伯纳德说，在当今全球化的世界里，了解人们的语言、历史和价值观“比以往任何时候都更重要”。
他说：“它促进了来自不同国家的人们之间的相互了解，有助于确保美国人更好地了解世界。”
该校的孔子课堂于2008年与河南省郑州大学合作建立，是美国首个孔子课堂，至今仍在运营。
伯纳德在周五开始、周日结束的活动上指出，新冠肺炎疫情对中美文化交流构成了最大的挑战之一，一些项目被推迟。
参考答案2
1.Fortunately 2.for 3.shutting 4.participated 5.foreign
6.learning 7.as 8.between 9.how 10.cultivating
参考译文2
伯纳德说：“幸运的是，我们认识到这场疫情会让人多么虚弱，所以我们在美国学校实际关闭之前就为在线学习做好了准备。”
今年6月，伯纳德和美国高中生在河南省郑州市第十一中学参加了与中国高中生的交流项目。这些外国学生学习普通话，住在中国同龄人的家里，体验传统艺术和当地文化。
“关于中国语言、文化、饮食和日常生活方式的一些最伟大的学习实际上发生在这些中国家庭中，”他说。
与此同时，伦敦大学学院孔子学院院长凯瑟琳·卡拉瑟斯表示，英国的汉语教育已成为促进文化理解和弥合中英差距的关键途径。
她说，该学院为教育项目如何在培养语言和文化能力的同时建立持久的人与人之间的联系提供了一个模式。
参考答案3
1.as 2.intensive 3.out 4.interested 5.taught
6.whose 7.opportunities 8.ago 9.revolves 10.historical
参考译文3
英才项目是英国汉语教育本土化的一个显著例子。今年夏天，大约1200名英国中学生前往中国进行为期11天的访问，这是该项目强化学习课程的一部分。
“这是学校层面真正的人与人之间的联系。他们建立了这些联系，并找到了他们都感兴趣的东西，”卡拉瑟斯说，他强调了这种交流的变革力量。
“汉语从来都不是单独教的；它总是伴随着文化，”西班牙瓦伦西亚大学孔子学院院长维森特·安德鲁（中文名安文龙）说。
通过各种各样的活动，如中国新年庆祝活动，学院为瓦伦西亚人创造了体验丰富的中国传统的机会。
其中一项创新活动是八年前推出的年度儿童绘画比赛。比赛围绕着瓦伦西亚和西安这两个古丝绸之路上的重要城市的故事展开，强调了中国和西班牙之间的历史联系。
参考答案4
1.actively 2.its 3.beneficial 4.that 5.after
6.academic 7.but 8.other 9.was awarded 10.our
参考译文4
除了文化活动，瓦伦西亚学院还积极促进瓦伦西亚与其中国姐妹城市之间的合作，包括四川成都、陕西西安和广东广州。
安德烈说：“这些友好城市的伙伴关系在连接中国和瓦伦西亚企业方面发挥了重要作用。
意大利学生Iacopo Germole说，他在去中国学习普通话后了解到人们对中国有一些误解。
“语言学习不仅是一次学术之旅，也是一座连接中国和其他国家年轻人的桥梁，”荣获第十二届外国中学生汉语桥全球冠军的Germole说。
他说：“在一个容易产生偏见的时代，学习一门外语，尤其是像汉语这样丰富而深刻的语言，使我们能够欣赏我们共同的人性。”