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Unit 5 完形填空精练题
精练篇
Passage 1………………………………………………………………1
Passage 2………………………………………………………………4
Passage 3………………………………………………………………8
Passage 4………………………………………………………………11
Passage 5………………………………………………………………15
Passage 6………………………………………………………………18
Passage 7………………………………………………………………21
Passage 8 …………………………………………………………… 25
Passage 9 …………………………………………………………… 28
精练篇
Passage 1
难度
Over the past two decades, Chinese language education has 1.______ rapidly across the globe. More than 180 countries and regions have 2.______ Chinese courses in schools, and over 50 million people are learning Chinese as a second language. This trend is mainly due to China’s growing 3.______ in international affairs—from economy to culture, China plays a crucial role in global development.
For many learners, Chinese is not just a language, but a key to 4.______ Chinese culture. They are fascinated by the long history of Chinese characters, which 5.______ back thousands of years. Unlike alphabetic languages, Chinese characters carry both meaning and 6.______, making them unique. However, learning Chinese also brings challenges: the complex writing system and tonal pronunciation often make beginners feel 7.______.
To help learners overcome these difficulties, many countries have 8.______ with Chinese educational institutions. They develop bilingual textbooks, train local teachers, and use digital tools like apps to make learning more 9.______. For example, an app called “Hanzi Hero” uses games to help users 10.______ Chinese characters, turning hard work into fun.
In recent years, Confucius Institutes have also played an important part in promoting Chinese education. Though some have closed due to political factors, the demand for Chinese learning remains 11.______. Many universities now offer degree programs in Chinese language and literature, attracting students who want to 12.______ a career in Sino-foreign communication.
Learning Chinese has brought great benefits to learners. A student from Brazil said, “Chinese helps me 13.______ business opportunities with Chinese companies. I also feel closer to Chinese people after understanding their language and culture.” Another student from Kenya shared, “Reading Chinese classics like The Analects has given me new 14.______ on life.”
As China continues to connect with the world, Chinese language education will keep developing. It not only helps spread Chinese culture but also builds 15.______ between people of different countries—proving that language is a bridge, not a barrier.
A. spread B. extended C. expanded D. stretched
A. taught B. adopted C. refused D. ignored
A. role B. power C. influence D. effect
A. explore B. create C. change D. protect
A. date B. go C. keep D. look
A. sound B. tone C. culture D. history
A. excited B. confused C. relaxed D. satisfied
A. cooperated B. competed C. argued D. agreed
A. difficult B. boring C. effective D. expensive
A. forget B. remember C. abandon D. avoid
A. low B. high C. weak D. strong
A. build B. find C. search D. lose
A. miss B. seize C. waste D. ignore
A. ideas B. views C. insights D. thoughts
A. trust B. bridges C. gaps D. understanding
答案及解析
A. spread
解析：“spread rapidly” 表示 “快速传播”，贴合 “汉语教育在全球范围普及” 的动态过程；“extended（延伸，侧重空间范围）”“expanded（扩张，侧重规模扩大）”“stretched（拉伸，侧重物理形态）” 均不匹配 “教育普及” 的语境，排除 B、C、D。
B. adopted
解析：“adopted Chinese courses” 指 “开设汉语课程”，“adopt” 在此处表示 “引入、采用（课程体系）”；“taught（教，主语应为教师 / 学校，而非国家 / 地区）”“refused（拒绝）”“ignored（忽视）” 均与 “5000 万人学汉语” 的趋势矛盾，排除 A、C、D。
C. influence
解析：“growing influence in international affairs” 表示 “在国际事务中日益增长的影响力”，“influence” 侧重 “对他人 / 事务的影响”，符合 “中国在全球经济、文化中发挥作用” 的语境；“role（角色，需搭配 “play a role”）”“power（权力，侧重强制力）”“effect（效果，侧重结果）”，排除 A、B、D。
A. explore
解析：“a key to explore Chinese culture” 表示 “探索中国文化的钥匙”，“explore” 侧重 “深入了解、探索”，贴合 “通过汉语了解文化” 的逻辑；“create（创造）”“change（改变）”“protect（保护）” 均与 “语言作为工具” 的属性矛盾，排除 B、C、D。
A. date
解析：固定搭配 “date back（追溯到）”，句意为 “汉字的历史可追溯到数千年前”；“go back（回去，无 “追溯历史” 含义）”“keep back（隐瞒）”“look back（回顾，需搭配 “on”）”，排除 B、C、D。
C. culture
解析：前文强调 “汉语是探索文化的钥匙”，此处指 “汉字承载意义与文化”，“culture” 呼应全文 “语言与文化” 的核心关联；“sound（声音）”“tone（声调，仅语音层面）”“history（历史，前文已提及 “date back”，语义重复）”，排除 A、B、D。
B. confused
解析：“复杂的书写系统和声调发音” 会让初学者感到 “困惑”，“confused”（困惑的）符合 “学习难点带来的情绪”；“excited（兴奋的）”“relaxed（放松的）”“satisfied（满意的）” 均与 “学习挑战” 的语境矛盾，排除 A、C、D。
A. cooperated
解析：“cooperated with Chinese educational institutions” 表示 “与中国教育机构合作”，“cooperate” 侧重 “共同协作”，贴合 “开发教材、培训教师” 的合作行为；“competed（竞争）”“argued（争论）”“agreed（同意，仅态度，无 “协作” 动作）”，排除 B、C、D。
C. effective
解析：“digital tools make learning more effective” 表示 “数字工具让学习更有效”，“effective”（有效的）符合 “通过游戏化学习提升效率” 的逻辑；“difficult（困难的）”“boring（无聊的）”“expensive（昂贵的）” 均与 “帮助克服困难” 的目的矛盾，排除 A、B、D。
B. remember
解析：“use games to help users remember Chinese characters” 表示 “通过游戏帮助记忆汉字”，“remember”（记忆）直接呼应 “学习汉字” 的核心需求；“forget（忘记）”“abandon（放弃）”“avoid（避免）” 均与 “学习工具” 的功能矛盾，排除 A、C、D。
D. strong
解析：“demand remains strong” 表示 “需求依然强烈”，“strong”（强烈的）常用来修饰 “demand”，体现 “尽管孔子学院部分关闭，学习需求未减”；“low（低的）”“weak（薄弱的）” 与语境相反，“high（高的）” 不搭配 “demand”（需用 “high level of demand”），排除 A、B、C。
A. build
解析：固定搭配 “build a career” 表示 “建立职业生涯”，句意为 “吸引想从事中外交流工作的学生”；“find（寻找，需搭配 “find a career”，但 “build” 更体现 “主动构建”）”“search（搜索，需搭配 “for”）”“lose（失去）”，排除 B、C、D。
B. seize
解析：“seize business opportunities” 表示 “抓住商机”，“seize”（抓住）侧重 “主动把握机会”，符合 “汉语帮助开拓与中国企业合作的机会”；“miss（错过）”“waste（浪费）”“ignore（忽视）” 均与 “语言带来的益处” 矛盾，排除 A、C、D。
C. insights
解析：“new insights on life” 表示 “对生活的新见解”，“insights” 侧重 “深刻的理解与领悟”，贴合 “阅读《论语》带来的思想启发”；“ideas（想法，泛泛）”“views（观点，侧重立场）”“thoughts（想法，侧重思考过程）”，排除 A、B、D。
D. understanding
解析：“build understanding between people” 表示 “建立人与人之间的理解”，呼应前文 “语言是探索文化的钥匙”，体现 “汉语教育促进跨文化理解”；“trust（信任，需长期互动形成，非语言教育直接成果）”“bridges（桥梁，前文已提及 “language is a bridge”，重复）”“gaps（差距，与 “促进交流” 矛盾）”，排除 A、B、C。
基础篇
Passage 2
难度
When I entered junior high school, I faced a big challenge—English. At first, my English was so poor that I was 1.______ to speak it, because I was afraid of making mistakes. Every time Ms. Li, my English teacher, asked me to answer questions in class, I would 2.______ and my face turned red. She noticed my shyness and 3.______ me to join the English corner after school.
The first time I went to the English corner, I just stood in the corner, hands clenched, not daring to say a word. A foreign student named Tom walked up to me with a smile and said, “Hi! Do you want to practice English together ” I nodded quickly, but my mouth felt like it was 4.—I couldn’t get a single word out. Finally, I managed to stammer, “I… I can’t 5. your speed when you speak.” Tom laughed softly and said, “Take it slow. Let’s talk about something easy—like your hobbies.”
We started talking about basketball, my favorite sport. To my surprise, I could 6.______ most of his words without stopping to think! When he asked, “Do you play basketball after school every day ”, I replied, “Yes, I play it 7.______ with my friends.” He corrected gently, “You mean ‘often’, not ‘usually’—but that’s totally okay!” His 8.______ made me relax, and I even started to share stories about my basketball games.
Later, Ms. Li taught our class a useful trick to remember vocabulary: 9.______ new words with pictures we know. For example, when I learn the word “cat”, I think of Mimi, my pet cat at home. I tried this method every night, and soon my vocabulary grew. Before long, I could 10.______ short conversations with my classmates in English, even about difficult topics like school trips.
One month later, our school held an English party. To my shock, I was asked to sing an English song. I felt nervous and wanted to refuse, but Tom patted my shoulder and encouraged me, “You can do it—I’ll cheer for you!” I took a deep breath and sang Yesterday Once More, a song Ms. Li had taught us. When I finished singing, everyone clapped loudly. I felt so 11.______ that I almost cried.
Now, English is no longer a scary challenge for me. I even help my classmates with their English—when someone can’t read a word, I 12.______ them how to pronounce it slowly. This experience taught me that 13.______ is the key to learning a language. Don’t be afraid of making mistakes; they are just part of the learning 14. . And whenever I meet a new English word now, I dare to 15 . it in sentences instead of hiding from it.
A. eager B. afraid C. ready D. happy
A. freeze B. stand C. smile D. talk
A. forced B. allowed C. encouraged D. invited
A. closed B. open C. wet D. dry
A. follow B. catch C. understand D. hear
A. miss B. catch C. forget D. learn
A. usually B. often C. always D. sometimes
A. kindness B. rudeness C. patience D. impatience
A. connect B. link C. associate D. join
A. make B. have C. do D. take
A. proud B. sad C. angry D. worried
A. teach B. learn C. show D. tell
A. practice B. study C. reading D. writing
A. process B. progress C. way D. method
A. use B. guess C. ignore D. avoid
答案及解析
1.B. afraid
解析：后文 “害怕犯错” 直接提示 “不敢说英语”，“afraid”（害怕的）符合 “因恐惧不敢表达” 的语境；“eager（渴望的）”“ready（准备好的）”“happy（开心的）” 均与 “shyness”“afraid of mistakes” 矛盾，排除 A、C、D。
2.A. freeze
解析：新增空需体现 “被提问时的紧张反应”，“freeze”（僵住、说不出话）生动描述 “紧张到无法行动” 的状态；“stand（站立）” 是正常动作，“smile（微笑）”“talk（说话）” 与 “脸红、不敢说” 矛盾，排除 B、C、D。
3.C. encouraged
解析：老师发现 “我” 害羞，应是 “鼓励” 而非 “强迫”“允许” 或 “邀请”，“encouraged”（鼓励）符合教师引导学生的积极态度；“forced（强迫）” 语气过重，“allowed（允许）”“invited（邀请）” 未体现 “帮助克服害羞” 的目的，排除 A、B、D。
4.A. closed
解析：前文 “说不出一个字” 说明 “嘴巴像闭了一样”，“closed”（关闭的）贴合 “无法开口” 的生理感受；“open（打开的）” 与 “说不出话” 矛盾，“wet（湿的）”“dry（干的）” 侧重 “口渴”，与 “紧张到失语” 无关，排除 B、C、D。
5.A. follow
解析：“跟不上说话速度” 是常见表达，“follow”（跟上、跟上节奏）特指 “适应语速”；“catch（抓住）” 侧重 “听懂内容”，“understand（理解）”“hear（听到）” 均不搭配 “speed”，排除 B、C、D。
6.B. catch
解析：句意为 “能听懂他大部分话”，“catch”（理解、听清）符合 “无需停顿就能跟上” 的语境；“miss（错过）” 与 “惊喜” 矛盾，“forget（忘记）”“learn（学习）” 与 “对话场景” 无关，排除 A、C、D。
7.B. often
解析：后文 Tom 纠正 “usually” 应为 “often”，“often”（经常）侧重 “频率高”，“usually”（通常）侧重 “常规习惯”，此处指 “经常和朋友打球”，“often” 更准确；“always（总是）” 太绝对，“sometimes（有时）” 与 “每天放学后” 矛盾，排除 A、C、D。
8.C. patience
解析：Tom 温柔纠正错误、放慢语速，体现 “耐心”，“patience”（耐心）符合 “让我放松” 的原因；“kindness（善良）” 侧重 “态度友好”，“rudeness（粗鲁）”“impatience（不耐烦）” 与 “温柔纠正” 矛盾，排除 A、B、D。
9.C. associate
解析：固定搭配 “associate...with...”（把…… 和…… 联系起来），是记单词的常用方法；“connect（连接）” 需加 “with”，“link（链接）” 侧重 “事物关联”，“join（加入）” 语义不符，排除 A、B、D。
10.B. have
解析：固定搭配 “have conversations”（进行对话），是 “用英语交流” 的标准表达；“make（制造）”“do（做）”“take（拿）” 均不搭配 “conversations”，排除 A、C、D。
11.A. proud
解析：唱歌获掌声后应感到 “自豪”，“proud”（自豪的）符合 “克服紧张后的成就感”；“sad（伤心的）”“angry（生气的）”“worried（担心的）” 与 “成功表演” 的场景矛盾，排除 B、C、D。
12.A. teach
解析：前文 “帮助同学学英语”，此处应是 “教他们发音”，“teach”（教）直接体现 “帮助动作”；“learn（学习）” 主语应为 “同学”，“show（展示）”“tell（告诉）” 未体现 “耐心指导” 的细节，排除 B、C、D。
13.A. practice
解析：全文围绕 “英语角练习、对话、唱歌” 展开，“practice”（练习）是 “学好语言的关键”，符合 “实践出真知” 的逻辑；“study（学习）”“reading（阅读）”“writing（写作）” 均为单一学习方式，片面，排除 B、C、D。
14.A. process
解析：“错误是学习过程的一部分”，“process”（过程）强调 “学习是逐步积累的过程”；“progress（进步）” 是结果，“way（方法）”“method（方法）” 语义不符，排除 B、C、D。
15.A. use
解析：后文 “不再逃避” 说明 “敢于使用新单词”，“use”（使用）符合 “学以致用” 的学习态度；“guess（猜测）”“ignore（忽视）”“avoid（避免）” 均与 “克服恐惧、积极学习” 的主题矛盾，排除 B、C、D。
Passage 3
难度
David, an exchange student from Canada, has been learning Chinese for six months. His biggest challenge Chinese characters. Every time he saw characters in textbooks or on street signs, he felt 1. —he couldn’t tell them apart at all. “At first, they looked like random marks to me,” he said. But with his teacher Mr. Wang’s help, he slowly started to 2. the logic behind them.
Mr. Wang first taught him simple pictographs like “日” (sun) and “月” (moon). “These characters were 3.______ from ancient pictures,” Mr. Wang explained, showing David old drawings of the sun and moon. David’s eyes lit up: “So ‘日’ used to be a little circle with a dot That’s amazing!” He began to 4.______ each character with its original meaning, which made memorizing them much easier.
One day, Mr. Wang asked David to 5.______ the character “明” (bright) on the blackboard. “It’s made of ‘日’ and ‘月’—sun and moon together mean ‘bright’,” Mr. Wang reminded him. David picked up the chalk, but he accidentally wrote “月” upside down. His face turned red, but Mr. Wang laughed and said, “Don’t be embarrassed! Even Chinese kids make mistakes when 6.______ characters.” David nodded and 7.______ to practice writing “明” ten more times after class.
To improve, David carries a small notebook everywhere. Every time he sees a new character—on menus or shop windows—he 8.______ it down quickly and asks Mr. Wang for help later. He also uses a learning app that shows how characters are 9.______ stroke by stroke. “Watching the correct order of strokes helps me remember the 10.______ of each character,” he said. Once, he even stayed up 30 minutes to practice writing “福” (fortune) because he wanted to give his host family a New Year card.
Last week, David wrote his first complete Chinese sentence: “我爱中国” (I love China). He ran to show it to his host mom first. She smiled and 11.______ him a bowl of sweet dumplings as a reward. “Learning characters is really hard, but when I finished that sentence, I felt a great sense of 12.______,” David told his classmates. They all cheered and asked him to write their Chinese names for them.
Now, David no longer fears Chinese characters. He understands why people call them “the 13.______ of Chinese culture”—each character carries stories from thousands of years ago. “I want to learn more characters so I can read Journey to the West in Chinese,” he said. For David, Chinese characters are no longer random marks—they are a 14.______ to a whole new world of culture. Every time he learns a new character, he feels one step closer to understanding China better, and he 15.______ gives up practicing, even when he’s busy with other homework.
A. confused B. excited C. relaxed D. proud
A. see B. find C. understand D. learn
A. copied B. created C. developed D. borrowed
A. compare B. connect C. combine D. share
A. write B. draw C. carve D. paint
A. reading B. writing C. recognizing D. using
A. decided B. refused C. forgot D. hated
A. puts B. writes C. takes D. gets
A. formed B. made C. built D. drawn
A. order B. way C. method D. shape
A. cooked B. bought C. gave D. offered
A. achievement B. success C. pride D. happiness
A. soul B. heart C. spirit D. mind
A. door B. key C. bridge D. path
A. always B. often C. sometimes D. never
答案及解析
A. confused
解析：后文 “无法区分汉字” 说明 David 最初对汉字感到 “困惑”，“confused”（困惑的）贴合 “陌生感”；“excited（兴奋的）”“relaxed（放松的）”“proud（自豪的）” 均与 “无法分辨” 的困境矛盾，排除 B、C、D。
C. understand
解析：句意为 “在老师帮助下，逐渐理解汉字背后的逻辑”，“understand”（理解）强调 “领悟内在规律”；“see（看见，表面）”“find（找到，侧重 “发现”）”“learn（学习，侧重 “掌握知识”）” 均不贴合 “逻辑认知”，排除 A、B、D。
C. developed
解析：固定搭配 “developed from”（从…… 发展而来），符合汉字 “象形起源” 的常识；“copied（复制，强调 “模仿”）”“created（创造，未体现 “演变过程”）”“borrowed（借用，与 “本土起源” 矛盾）”，排除 A、B、D。
B. connect
解析：固定搭配 “connect...with...”（把…… 和…… 联系起来），句意为 “将汉字与原始含义联系，辅助记忆”；“compare（比较，侧重差异）”“combine（结合，侧重合并）”“share（分享，与记忆无关）”，排除 A、C、D。
A. write
解析：后文 “把‘月’写倒” 说明老师让 David “书写” 汉字，“write”（书写）符合 “练习汉字” 的场景；“draw（画，侧重艺术创作）”“carve（雕刻）”“paint（涂画）” 均非 “汉字练习” 的常规动作，排除 B、C、D。
B. writing
解析：句意为 “即使中国孩子写汉字也会犯错”，呼应前文 David“写倒‘月’” 的错误，“writing”（书写）是核心动作；“reading（阅读）”“recognizing（识别）”“using（使用）” 均与 “写倒字” 无关，排除 A、C、D。
A. decided
解析：新增空体现 David 受鼓励后的反应 ——“决定多练习”，“decided”（决定）符合 “积极改进” 的态度；“refused（拒绝）”“forgot（忘记）”“hated（讨厌）” 与 “老师安慰后” 的逻辑矛盾，排除 B、C、D。
B. writes
解析：固定搭配 “write down”（写下），句意为 “把新汉字写在笔记本上”；“puts down（放下）”“takes down（记录，侧重信息）”“gets down（写下，口语化）”，排除 A、C、D。
D. drawn
解析：句意为 “应用程序展示汉字如何一步步书写”，“drawn”（绘制，侧重笔画书写）贴合 “汉字笔画顺序” 的特点；“formed（形成，侧重整体结构）”“made（制作，泛泛）”“built（构建，侧重搭建）”，排除 A、B、C。
A. order
解析：句意为 “看笔画顺序帮助记忆汉字的书写顺序”，“order”（顺序）特指 “笔画先后”，是汉字书写的核心；“way（方法）”“method（方法）”“shape（形状，与笔画无关）”，排除 B、C、D。
C. gave
解析：句意为 “寄宿妈妈给了他一碗汤圆作为奖励”，“gave”（给予）直接体现 “奖励动作”；“cooked（煮，仅体现制作）”“bought（买，与 “家庭奖励” 场景不符）”“offered（主动提供，需搭配 “offer sb. sth.”，此处 “gave” 更自然）”，排除 A、B、D。
A. achievement
解析：固定搭配 “a sense of achievement”（成就感），贴合 “写出句子后克服困难的满足感”；“success（成功，侧重结果）”“pride（自豪，需搭配 “a sense of pride”）”“happiness（快乐，侧重情绪，未体现 “努力后的收获”）”，排除 B、C、D。
A. soul
解析：固定表达 “the soul of Chinese culture”（中国文化的灵魂），强调汉字是文化的核心载体；“heart（心脏，侧重位置）”“spirit（精神，侧重抽象理念）”“mind（思想，侧重思维）”，排除 B、C、D。
B. key
解析：固定搭配 “a key to...”（打开…… 的钥匙），句意为 “汉字是打开新文化世界的钥匙”，呼应 “学习汉字了解中国” 的主题；“door（门，需搭配 “a door to”）”“bridge（桥梁，侧重连接）”“path（道路，侧重路径）”，排除 A、C、D。
D. never
解析：新增空体现 David 的坚持 ——“从不放弃练习”，“never”（从不）符合 “积极学习” 的态度；“always（总是）”“often（经常）”“sometimes（有时）” 均无法体现 “坚持”，排除 A、B、C。
Passage 4
难度
Lily, a British student, spent last summer in the US with a host family. She was 1.______ about the trip but also a little worried—she’d heard American English was different from British English. Her worry came true on the first day, when she had a funny mix-up with her host sister, Emma.
Emma asked Lily, “Do you want to borrow my pants for the party ” Lily’s eyes widened—she thought “pants” in British English meant “underwear”! She felt 2.______ and quickly said, “No, thank you. I brought my own!” Emma looked confused. Later, Lily’s host mom 3.______ the mix-up: “In American English, ‘pants’ are what Brits call ‘trousers’.” Lily laughed and said, “That’s a big 4.______! I thought you wanted me to wear your underwear!”
Another day, they went to the gas station. Lily needed to buy fuel for her bike, so she asked, “Where can I buy some petrol ” Emma said, “Oh, we call it ‘gas’ here.” Lily noted that down 5.______ in her notebook—she was keeping a list of 6.______ between British and American English.
At school, Lily’s teacher asked the class to “hand in their math homework”. Lily raised her hand and said, “Do you mean ‘maths’ ” The teacher smiled and explained the difference. Lily 7.______ this new word pair to her list too. She also found Americans say “elevator” instead of “lift”, and “apartment” instead of “flat”—small differences that made her laugh.
One weekend, they planned to make chocolate chip cookies. Emma said, “We need to buy some chips.” Lily went to the store and bought a bag of potato chips. But Emma wanted “crisps” (British English) for the cookies—Americans call “crisps” “chips”, and British “chips” are American “fries”! They ended up buying both and laughing about the 8.______ all afternoon.
By the end of the summer, Lily had filled her notebook with language differences. She also realized that 9.______ these small differences, British and American people can still understand each other. “Language is flexible,” she said. “As long as you’re willing to ask and 10.______, you can avoid misunderstandings.”
When Lily packed her bags to go back to the UK, she 11.______ her notebook with her—it was her favorite souvenir. She shared the list with her classmates, who thought it was 12.______. Some even started using American words like “gas” and “elevator” in their conversations.
Lily often tells her friends, “This summer taught me that learning about different 13.______ of a language is not just useful—it’s fun!” Now, she even 14.______ small English differences online, like why Americans say “truck” and Brits say “lorry”. She knows that understanding these differences doesn’t just help with communication—it also helps build 15.______ between people from different countries.
A. nervous B. excited C. sad D. bored
A. embarrassed B. happy C. angry D. relaxed
A. explained B. solved C. found D. noticed
A. mistake B. difference C. error D. problem
A. carelessly B. quickly C. carefully D. slowly
A. similarities B. differences C. same D. different
A. added B. forgot C. deleted D. ignored
A. confusion B. mix-up C. mistake D. error
A. though B. despite C. because of D. thanks to
A. learn B. adapt C. listen D. understand
A. left B. threw C. took D. lost
A. boring B. interesting C. useless D. difficult
A. varieties B. types C. kinds D. forms
A. collects B. shares C. hides D. forgets
A. barriers B. gaps C. friendship D. distance
答案及解析
B. excited
解析：后文 “但有点担心” 体现 “兴奋又担忧” 的矛盾心情，“excited”（兴奋的）符合 “期待美国之行” 的初始态度；“nervous（紧张的，与 “but also worried” 重复）”“sad（伤心的）”“bored（无聊的）” 均与 “主动参加交换” 的背景矛盾，排除 A、C、D。
A. embarrassed
解析：Lily 误以为 Emma 借 “内衣”，应感到 “尴尬”，“embarrassed”（尴尬的）贴合 “误会后的羞耻感”；“happy（开心的）”“angry（生气的）”“relaxed（放松的）” 均与 “被借隐私物品” 的场景矛盾，排除 B、C、D。
A. explained
解析：寄宿妈妈的作用是 “解释” 误会，“explained”（解释）符合 “澄清含义差异” 的动作；“solved（解决，需搭配 “solve the problem”）”“found（发现，侧重 “找到误会”）”“noticed（注意到，未体现 “澄清”）”，排除 B、C、D。
B. difference
解析：Lily 意识到 “pants” 在英美语中的 “差异”，“difference”（差异）是全文核心话题；“mistake（错误，侧重 “行为失误”）”“error（错误，侧重 “偏差”）”“problem（问题，侧重 “麻烦”）” 均不指 “语言差异”，排除 A、C、D。
C. carefully
解析：Lily 专门记录语言差异，应 “认真地” 记笔记，“carefully”（认真地）体现 “重视”；“carelessly（粗心地）”“quickly（快速地，未体现态度）”“slowly（缓慢地，与 “及时记录” 矛盾）”，排除 A、B、D。
B. differences
解析：固定搭配 “list of differences”（差异清单），呼应 “记录英美语不同” 的目的；“similarities（相似性，与语境相反）”“same（相同的，形容词）”“different（不同的，形容词）”，排除 A、C、D。
A. added
解析：Lily 遇到 “math/maths” 的差异后，应 “补充” 到清单中，“added”（添加）符合 “清单不断完善” 的逻辑；“forgot（忘记）”“deleted（删除）”“ignored（忽视）” 均与 “主动记录” 的态度矛盾，排除 B、C、D。
B. mix-up
解析：“chips” 的含义误会是又一次 “混淆”，“mix-up” 呼应开篇，保持主题一致；“confusion（困惑，侧重 “情绪”）”“mistake（错误，侧重 “行为”）”“error（错误，侧重 “偏差”）” 均不如 “mix-up” 贴合 “语言误解” 的核心，排除 A、C、D。
B. despite
解析：“despite”（尽管，介词，接名词）后接 “these small differences”，符合 “尽管有差异仍能理解” 的转折逻辑；“though（尽管，连词，接句子）”“because of（因为，表原因）”“thanks to（多亏，表原因）”，排除 A、C、D。
B. adapt
解析：句意为 “愿意提问并适应差异”，“adapt”（适应）符合 “面对语言不同的积极态度”；“learn（学习，泛泛）”“listen（倾听，仅单方面）”“understand（理解，需 “适应” 后实现）”，排除 A、C、D。
C. took
解析：笔记本是 “珍贵的纪念品”，Lily 应 “带走” 它，“took”（带走）符合 “返程携带” 的场景；“left（留下）”“threw（扔掉）”“lost（丢失）” 均与 “喜爱纪念品” 矛盾，排除 A、B、D。
B. interesting
解析：后文 “开始使用美式词汇” 说明同学觉得清单 “有趣”，“interesting”（有趣的）符合 “主动模仿” 的积极反应；“boring（无聊的，与 “使用词汇” 矛盾）”“useless（无用的）”“difficult（困难的）”，排除 A、C、D。
A. varieties
解析：固定表达 “varieties of a language”（语言的变体），指 “英美英语是英语的不同变体”，符合语言学概念；“types（类型，泛泛）”“kinds（种类，口语化）”“forms（形式，侧重 “表现形式”）”，排除 B、C、D。
A. collects
解析：Lily 对语言差异产生兴趣，应 “收集” 更多差异，“collects”（收集）符合 “主动探索” 的态度；“shares（分享，需 “收集后” 进行）”“hides（隐藏）”“forgets（忘记）” 均与 “持续关注” 矛盾，排除 B、C、D。
C. friendship
解析：句意为 “理解语言差异有助于建立友谊”，“friendship（友谊）” 符合 “跨文化交流的积极结果”；“barriers（障碍）”“gaps（差距）”“distance（距离）” 均与 “促进交流” 的目的相反，排除 A、B、D。
提升篇
Passage 5
难度
People who speak more than one language (multilinguals) often have unique advantages in brain function. Recent studies show that their brains have higher 1.______ of grey matter—the part responsible for processing information. This is because learning multiple languages requires the brain to 2.______ between different linguistic systems, which strengthens neural connections and makes the brain more efficient.
One key benefit is improved “cognitive flexibility”—the ability to switch between tasks quickly. For example, a multilingual can easily switch from speaking French to Spanish without confusion. This flexibility also helps in daily life, like 3.______ distractions while studying or solving math problems. A multilingual student, for instance, can focus on homework even when there’s noise around—something monolinguals may find harder.
Another advantage is better memory. Multilinguals often perform better on memory tests because they regularly 4.______ new vocabulary and grammar rules for each language. Their brains are trained to store and retrieve information more efficiently. A study found that 5.______ children can remember 10% more words in a list than monolingual children of the same age.
The “critical period hypothesis” suggests that children learn languages more easily because their brains have high 6. —the ability to change and adapt to new information. But this doesn’t mean adults can’t learn new languages. While it may take more effort, adults can still 7. fluency with regular practice. In fact, learning a new language as an adult can keep the brain active and delay age-related diseases like dementia.
However, being multilingual is not without challenges. Some people experience “language interference”—when one language 8.______ with the other. For example, a Spanish speaker learning English might say “I have 20 years” instead of “I am 20 years old” because Spanish uses “tener” (to have) for age. But this interference decreases as language 9.______ improves.
Multilingualism also has cultural benefits. It allows people to 10.______ with different communities and understand diverse perspectives. A multilingual person can read a Japanese novel in its original language, watch a Mexican movie without subtitles, and build friendships across borders. This helps break down cultural barriers and makes the world feel smaller.
In short, the multilingual brain is more flexible, efficient, and culturally connected. Whether you’re learning your second language or your fifth, every hour of practice 11.______ to a healthier, more capable brain. It’s never too late to start—even learning a few phrases of a new language can 12.______ your brain and open up new worlds.
Many schools now offer bilingual programs to help students become multilingual. Teachers say these programs not only improve language skills but also make students more 13.______ to different cultures. A 10th-grader in a bilingual program said, “Learning Chinese helped me understand my classmate’s family traditions. It’s like having a 14.______ to a new culture.”
For anyone thinking about learning a new language, remember: the benefits go beyond communication. You’re not just learning words—you’re 15.______ your brain and becoming a more connected global citizen.
A. density B. number C. amount D. quality
A. choose B. distinguish C. compare D. contrast
A. avoiding B. ignoring C. overcoming D. facing
A. learn B. memorize C. forget D. review
A. multilingual B. monolingual C. adult D. young
A. flexibility B. plasticity C. adaptability D. ability
A. achieve B. get C. reach D. gain
A. helps B. interferes C. aids D. supports
A. interest B. passion C. proficiency D. knowledge
A. communicate B. connect C. talk D. chat
A. contributes B. leads C. helps D. adds
A. relax B. exercise C. rest D. tire
A. closed B. open C. blind D. deaf
A. door B. key C. bridge D. path
A. training B. using C. wasting D. resting
答案及解析
A. density
解析：固定搭配 “density of grey matter”（灰质密度）是神经科学核心表述，指多语言者大脑灰质更密集；“number”（数量，修饰可数名词，灰质不可数）、“amount”（数量，侧重 “总量” 而非 “密度”）、“quality”（质量，与 “研究发现的密度差异” 无关），排除 B、C、D。
B. distinguish
解析：句意为 “学习多语言需大脑区分不同语言系统”，固定搭配 “distinguish between”（区分…… 与……）贴合 “避免语言混淆” 的大脑功能；“choose”（选择，侧重 “挑选”）、“compare”（比较，侧重 “找差异”）、“contrast”（对比，侧重 “对立”），排除 A、C、D。
C. overcoming
解析：语境指 “认知灵活性帮助克服学习时的干扰”，“overcoming distractions”（克服干扰）是固定搭配，体现 “专注能力”；“avoiding”（避免，侧重 “提前避开”）、“ignoring”（忽视，侧重 “主观忽略”）、“facing”（面对，仅 “面对” 未体现 “解决”），排除 A、B、D。
D. review
解析：多语言者需 “定期复习” 词汇和语法以巩固记忆，“review”（复习）符合 “强化记忆” 的逻辑；“learn”（学习，侧重 “新知识”）、“memorize”（记忆，侧重 “初次记住”）、“forget”（忘记，与 “记忆力优势” 矛盾），排除 A、B、C。
A. multilingual
解析：前文对比 “多语言者与单语言者”，此处指 “多语言儿童比单语言儿童记忆更好”，“multilingual”（多语言的）与 “monolingual”（单语言的）直接对应；“adult”（成人）、“young”（年轻的，范围模糊）均不体现 “语言能力差异”，排除 B、C、D。
B. plasticity
解析：固定术语 “brain plasticity”（大脑可塑性）指儿童大脑 “改变和适应” 的能力，是儿童易学语言的科学原因；“flexibility”（灵活性，侧重 “动作 / 思维灵活”）、“adaptability”（适应性，侧重 “环境适应”）、“ability”（能力，泛泛），排除 A、C、D。
A. achieve
解析：固定搭配 “achieve fluency”（达到流利程度），句意为 “成年人通过练习仍能达到语言流利”；“get”（得到，口语化）、“reach”（达到，需搭配 “reach a level of fluency”）、“gain”（获得，侧重 “获取”），排除 B、C、D。
B. interferes
解析：前文 “language interference”（语言干扰）提示，此处指 “一种语言干扰另一种”，固定搭配 “interferes with”（干扰）；“helps”（帮助）、“aids”（辅助）、“supports”（支持）均与 “干扰” 矛盾，排除 A、C、D。
C. proficiency
解析：句意为 “随着语言熟练度提高，干扰会减少”，“proficiency”（熟练度）体现 “语言能力提升”；“interest”（兴趣）、“passion”（热情）、“knowledge”（知识，侧重 “理论” 而非 “运用能力”），排除 A、B、D。
A. communicate
解析：固定搭配 “communicate with”（与…… 交流），句意为 “多语言能力让人们与不同社区交流”；“connect”（连接，需搭配 “connect with”，但 “交流” 更贴合 “语言功能”）、“talk”（谈论，口语化）、“chat”（闲聊，片面），排除 B、C、D。
A. contributes
解析：固定搭配 “contributes to”（有助于），句意为 “每小时练习都有助于大脑更健康”；“leads”（导致，需搭配 “lead to”，但 “导致健康大脑” 逻辑不当）、“helps”（帮助，需搭配 “help (to) do”）、“adds”（增加，需搭配 “add to”），排除 B、C、D。
B. exercise
解析：句意为 “即使学几句新语言也能锻炼大脑”，“exercise”（锻炼）符合 “大脑活跃” 的效果；“relax”（放松）、“rest”（休息）、“tire”（使疲劳，与 “有益” 矛盾），排除 A、C、D。
B. open
解析：固定搭配 “open to different cultures”（对不同文化开放包容），贴合 “双语课程培养文化包容性”；“closed”（封闭的，与语境相反）、“blind”（盲目的）、“deaf”（聋的），排除 A、C、D。
B. key
解析：固定搭配 “a key to...”（打开…… 的钥匙），句意为 “学中文是打开新文化的钥匙”；“door”（门，需搭配 “a door to”）、“bridge”（桥梁，侧重 “连接”）、“path”（道路，侧重 “路径”），排除 A、C、D。
A. training
解析：句意为 “学习语言不仅是记单词，更是在训练大脑”，“training”（训练）符合 “大脑功能提升” 的逻辑；“using”（使用，泛泛）、“wasting”（浪费，与 “益处” 矛盾）、“resting”（休息，与 “活跃大脑” 矛盾），排除 B、C、D。
Passage 6
难度
The Oxford English Dictionary (OED) is one of the most famous dictionaries in the world. Its story began in 1857, when a group of scholars 1.______ that English needed a comprehensive dictionary—one that 2.______ the history of every word. At the time, existing dictionaries were incomplete; they only focused on modern usage and ignored old word meanings.
The project was ambitious. The scholars planned to 3.______ words from 1150 CE to the present, and for each word, they wanted examples of how it was used over time. They asked people around the world to send in quotes from old books, letters, and newspapers. Many people 4.______ positively, sending thousands of quotes that would become “evidence” for each word’s meaning and history.
In 1879, James Murray, a Scottish linguist, took over the project. He worked in a small building called the “Scriptorium” in his garden. Murray and his team of assistants 5.______ sorted through millions of quotes—a task that took far longer than expected. Originally planned to take 10 years, the first volume (from A to Ant) was not 6.______ until 1884.
Over the years, the OED grew. By 1928, the first complete set—10 volumes with over 400,000 words—was published. Sadly, Murray did not live to see this day; he died in 1915. The OED has been 7.______ many times since then. In 1933, it was reprinted in 12 volumes. In 1989, it was expanded to 20 volumes, and in 1992, it became available on CD-ROM—this 8.______ made it much easier to search and use.
Today, the OED is online. It gets regular updates to include new words that enter daily life. For example, “selfie” was added in 2013, and “coronavirus” in 2020. These updates ensure the dictionary stays 9.______ to modern English usage, so it never becomes outdated.
The OED is more than just a dictionary—it is a record of English 10. . Each entry tells a story about how English has changed over centuries, and it 11. the culture, technology, and history of English-speaking countries. For example, the word “internet” was added in 1998, showing the rise of digital technology.
For linguists, students, and writers, the OED is an invaluable tool. It helps them understand the 12.______ of words and use them correctly. A writer might use it to check when “serendipity” was first used; a student might use it to 13.______ the origin of “shakespearean”.
The OED’s success lies in its commitment to accuracy and completeness. It 14.______ the hard work of thousands of scholars and volunteers who have 15.______ to its creation and updates over the past 160 years. As English continues to evolve, the OED will keep growing—always tracking the language we use every day.
A. realized B. forgot C. denied D. doubted
A. recorded B. wrote C. described D. told
A. collect B. compile C. gather D. copy
A. refused B. responded C. ignored D. complained
A. quickly B. carelessly C. patiently D. angrily
A. published B. printed C. released D. issued
A. revised B. updated C. changed D. edited
A. change B. invention C. improvement D. decision
A. relevant B. important C. necessary D. useful
A. history B. evolution C. development D. growth
A. hides B. reflects C. misses D. creates
A. origin B. beginning C. start D. source
A. find B. confirm C. guess D. forget
A. shows B. hides C. proves D. ignores
A. contributed B. helped C. donated D. offered
答案及解析
A. realized
解析：学者们 “意识到” 英语需要一部全面的词典，“realized”（意识到）符合 “发现现有词典不足” 的逻辑；“forgot（忘记）”“denied（否认）”“doubted（怀疑）” 均与 “发起编纂项目” 的背景矛盾，排除 B、C、D。
A. recorded
解析：词典的核心功能是 “记录” 每个词的历史，“recorded”（记录）侧重 “系统留存信息”；“wrote（写，侧重 “书写动作”）”“described（描述，侧重 “表面特征”）”“told（告诉，侧重 “传递信息”）” 均不贴合 “词典收录历史” 的功能，排除 B、C、D。
B. compile
解析：固定搭配 “compile words”（汇编单词），指 “系统收集并整理单词”，符合词典编纂的专业性；“collect（收集，侧重 “聚集”）”“gather（收集，口语化）”“copy（复制，无 “整理” 含义）” 均无法体现 “编纂” 的系统性，排除 A、C、D。
B. responded
解析：学者呼吁全球人提供引语，人们 “积极回应”，“responded”（回应）体现 “参与支持”；“refused（拒绝）”“ignored（忽视）”“complained（抱怨）” 均与 “收到数千引语” 的结果矛盾，排除 A、C、D。
C. patiently
解析：整理百万引语是艰巨任务，需 “耐心地” 完成，“patiently”（耐心地）符合 “耗时超预期” 的工作状态；“quickly（快速地，与 “耗时久” 矛盾）”“carelessly（粗心地，与 “追求准确” 矛盾）”“angrily（生气地，无语境支撑）”，排除 A、B、D。
A. published
解析：“第一卷直到 1884 年才出版”，“published”（出版）是 “书籍 / 词典” 面向公众的核心动作；“printed（印刷，仅 “印刷” 未体现 “发行”）”“released（发布，多用于 “产品 / 软件”）”“issued（发行，多用于 “文件 / 期刊”）”，排除 B、C、D。
B. updated
解析：后文 “加入‘selfie’‘coronavirus’” 说明词典 “更新” 内容，“updated”（更新）侧重 “补充新信息”；“revised（修订，侧重 “修改错误”）”“changed（改变，泛泛）”“edited（编辑，侧重 “文字修改”）”，排除 A、C、D。
C. improvement
解析：CD-ROM 的出现是对词典使用方式的 “改进”，“improvement”（改进）符合 “更易搜索” 的积极变化；“change（改变，中性）”“invention（发明，指 “新事物”，CD-ROM 非新发明）”“decision（决定，侧重 “选择”）”，排除 A、B、D。
A. relevant
解析：固定搭配 “stay relevant to”（与…… 保持相关），句意为 “更新确保词典与现代英语使用相关”；“important（重要的）”“necessary（必要的）”“useful（有用的）” 均不搭配 “stay...to”，排除 B、C、D。
B. evolution
解析：“OED 是英语演变的记录”，“evolution”（演变）强调 “语言长期的变化过程”，呼应后文 “单词随文化、技术变化”；“history（历史，侧重 “时间顺序”）”“development（发展，侧重 “进步”）”“growth（增长，侧重 “规模”）”，排除 A、C、D。
B. reflects
解析：词典词条 “反映” 文化和科技，“reflects”（反映）体现 “语言承载文化信息” 的功能；“hides（隐藏）”“misses（错过）”“creates（创造）” 均与 “记录文化” 的逻辑矛盾，排除 A、C、D。
A. origin
解析：“帮助理解单词的起源”，“origin of words”（单词起源）是词典的核心功能之一，呼应前文 “记录单词历史”；“beginning（开始，泛泛）”“start（开始，口语化）”“source（来源，侧重 “信息来源”）”，排除 B、C、D。
B. confirm
解析：学生用词典 “确认”“shakespearean” 的起源，“confirm”（确认）侧重 “验证信息准确性”；“find（找到，侧重 “发现”）”“guess（猜测，与 “词典的准确性” 矛盾）”“forget（忘记，与 “查询” 目的相反）”，排除 A、C、D。
C. proves
解析：OED 的成功 “证明” 了学者和志愿者的努力，“proves”（证明）体现 “成果验证付出” 的逻辑；“shows（展示，侧重 “呈现”）”“hides（隐藏）”“ignores（忽视）”，排除 A、B、D。
A. contributed
解析：固定搭配 “contributed to”（为…… 做贡献），句意为 “学者和志愿者为词典的创建和更新做贡献”；“helped（帮助，需搭配 “helped (to) create”）”“donated（捐赠，侧重 “财物”）”“offered（提供，需搭配 “offered help”）”，排除 B、C、D。
Passage 7
难度
Sign language is a vital form of communication for deaf and hard-of-hearing people—many of them 1.______ on it to talk with family, friends, and coworkers. Unlike spoken language, which uses sounds, sign language relies on hand gestures, facial expressions, and body language to 2.______ meaning. But it’s more than just a “tool”: it is a rich cultural 3.______ with its own grammar, vocabulary, and long history.
Every country has its own unique sign language. For example, American Sign Language (ASL) is quite different from British Sign Language (BSL), even though both countries 4.______ English as their main spoken language. Why Because sign languages don’t follow spoken languages—they develop 5.______ and have their own structures. ASL, for instance, uses a “topic-comment” order (like “Book, I read” instead of “I read a book”), which is nothing like English grammar.
Sign language also 6.______ the culture of its users. In ASL, the gesture for “Thanksgiving” involves holding hands like you’re holding a turkey—a small detail that shows American traditions. In Japanese Sign Language (JSL), gestures for family members often link to traditional Japanese family roles. These cultural 7.______ make sign language a special window into the lives and values of deaf communities.
Many deaf children grow up in hearing families. At first, they often feel lonely and 8.______ because no one around them uses sign language. But when they join a deaf community and learn sign language, they finally feel a sense of 9.______—they can chat freely and share stories with people who truly understand their world.
Sign language also helps break down barriers between deaf and hearing people. When hearing people learn sign language, it shows 10.______ for deaf culture and makes communication more inclusive. A teacher who knows sign language can better help deaf students in class; a shop assistant who knows basic signs can make deaf customers feel welcome.
However, sign language still faces big challenges. In some countries, it isn’t even recognized as an official language. This means deaf people can’t get important services like education or healthcare in their 11.______ language. Many hearing people also don’t realize sign language is a full, complex language—not just a few simple gestures.
To fix this, organizations around the world are working hard to 12.______ sign language and deaf culture. They offer free sign language classes, ask governments to recognize sign language officially, and host events like International Sign Language Day (September 23). These efforts help more people see that sign language is a precious part of human language 13.______.
In short, sign language is more than a way to communicate—it’s a culture, an identity, and a bridge between communities. By learning and respecting sign language, we can build a more 14.______ world. In this world, everyone’s voice—whether spoken or signed—can be 15.______ and valued.
A. depend B. rely C. trust D. believe
A. convey B. carry C. send D. pass
A. system B. structure C. organization D. community
A. speak B. use C. talk D. say
A. independently B. dependently C. separately D. differently
A. shows B. reflects C. displays D. presents
A. elements B. factors C. aspects D. parts
A. happy B. excited C. isolated D. relaxed
A. belonging B. identity C. community D. family
A. respect B. admiration C. honor D. recognition
A. own B. native C. familiar D. comfortable
A. promote B. spread C. develop D. improve
A. diversity B. variety C. difference D. uniqueness
A. inclusive B. exclusive C. different D. same
A. heard B. listened C. understood D. recognized
答案及解析
A. depend
解析：固定搭配 “depend on”（依赖），句意为 “许多听障人士依赖手语交流”；“rely” 需搭配 “rely on”（选项重复且 “depend on” 更贴合日常表达）、“trust（信任）”“believe（相信）” 均不搭配 “on” 表 “依赖”，排除 B、C、D。
A. convey
解析：固定表达 “convey meaning”（传递意义），指手语通过手势传递信息，贴合 “语言交流核心功能”；“carry（携带，侧重 “承载”）”“send（发送，侧重 “传递物品 / 信号”）”“pass（传递，侧重 “转交”）” 均不精准，排除 B、C、D。
A. system
解析：手语是 “完整的文化体系”，“system”（体系）强调 “有语法、词汇的完整系统”，符合 “语言” 的定义；“structure（结构，侧重 “框架”）”“organization（组织，侧重 “机构”）”“community（社区，侧重 “人群”）” 均不贴合 “语言属性”，排除 B、C、D。
B. use
解析：句意为 “两国均使用英语作为主要口语”，“use”（使用）体现 “语言的实际应用”；“speak（说，侧重 “语言能力”）”“talk（谈论，侧重 “交流动作”）”“say（说，侧重 “内容”）” 均不搭配 “as their main spoken language”，排除 A、C、D。
A. independently
解析：固定搭配 “develop independently”（独立发展），呼应前文 “ASL 与 BSL 不同”，说明手语不依赖口语；“dependently（依赖地，与语境相反）”“separately（分开地，侧重 “空间分离”）”“differently（不同地，侧重 “方式”）” 均不体现 “不依赖口语” 的核心，排除 B、C、D。
B. reflects
解析：句意为 “手语反映使用者的文化”，“reflects”（反映）体现 “文化通过手势体现”，如感恩节手势关联美国文化；“shows（展示，侧重 “表面呈现”）”“displays（陈列，侧重 “公开展示”）”“presents（呈现，侧重 “主动给予”）” 均不贴合 “文化深层体现”，排除 A、C、D。
C. aspects
解析：“这些文化方面让手语成为了解听障文化的窗口”，“aspects”（方面）涵盖 “手势中的文化细节”；“elements（元素，侧重 “基本组成”）”“factors（因素，侧重 “影响因素”）”“parts（部分，侧重 “整体的一部分”）” 均不如 “aspects” 全面，排除 A、B、D。
C. isolated
解析：前文 “成长在听人家庭”，后文 “没人用手语”，说明听障儿童感到 “孤立”，“isolated”（孤立的）贴合 “情感状态”；“happy（开心的）”“excited（兴奋的）” 与 “孤独” 矛盾，“relaxed（放松的）” 无语境支撑，排除 A、B、D。
A. belonging
解析：固定搭配 “a sense of belonging”（归属感），指加入听障社区后获得 “被接纳的感觉”；“identity（身份，需搭配 “a sense of identity”）”“community（社区，不搭配 “a sense of”）”“family（家庭，与 “社区” 场景不符）”，排除 B、C、D。
A. respect
解析：“听人学手语体现对听障文化的尊重”，“respect”（尊重）符合 “包容性态度”；“admiration（钦佩，侧重 “敬佩”）”“honor（荣誉，侧重 “给予荣誉”）”“recognition（认可，侧重 “官方承认”）” 均不贴合 “个人学习行为”，排除 B、C、D。
B. native
解析：“母语” 指听障人士的 “手语”，“native language”（母语）体现 “与生俱来的交流语言”；“own（自己的，泛泛）”“familiar（熟悉的，侧重 “熟悉程度”）”“comfortable（舒适的，侧重 “感受”）” 均不精准，排除 A、C、D。
A. promote
解析：“组织努力推广手语和听障文化”，“promote”（推广）侧重 “普及、宣传”，贴合 “开设课程、举办活动” 的目的；“spread（传播，侧重 “扩散范围”）”“develop（发展，侧重 “成长”）”“improve（改进，侧重 “完善”）” 均不贴合 “普及文化”，排除 B、C、D。
A. diversity
解析：固定搭配 “human language diversity”（人类语言多样性），指手语是 “语言多样性的一部分”；“variety（多样性，需搭配 “a variety of”）”“difference（差异，侧重 “不同”）”“uniqueness（独特性，侧重 “唯一”）”，排除 B、C、D。
A. inclusive
解析：“构建更具包容性的世界”，“inclusive”（包容的）呼应 “听人与听障人无障碍交流”；“exclusive（排他的，与语境相反）”“different（不同的，泛泛）”“same（相同的，与 “多样性” 矛盾）”，排除 B、C、D。
A. heard
解析：“每个人的声音（无论口语还是手语）都能被听见”，“heard”（被听见）贴合 “语言表达被重视”；“listened（倾听，需搭配 “listened to”）”“understood（理解，侧重 “内容”）”“recognized（认可，侧重 “身份”）” 均不贴合 “声音被感知”，排除 B、C、D。
Passage 8
难度
Translation is more than just changing words from one language to another—it’s about 1.______ meaning, including the cultural context behind every phrase. This is why translators often face a “cultural gap”: a word or phrase in one language may have no exact 2.______ in another. Without considering culture, a translation can miss important details or even cause misunderstandings.
Take the Chinese word “jiaozi” as an example. Translating it simply as “dumpling” is not wrong, but it ignores its cultural value: “jiaozi” is eaten during Chinese New Year to symbolize wealth (its shape looks like ancient gold ingots). A good translator will add a short 3.______ to explain this, so English readers can understand why “jiaozi” is more than just food. Another example is the English phrase “break a leg”—it doesn’t mean “hurt your leg” but “good luck” for performers. If translated literally into Spanish, it would sound like a curse, so translators must use the Spanish phrase for “good luck” instead.
Cultural gaps also appear in idioms and names. The Chinese idiom “画蛇添足” (drawing a snake and adding feet) means “doing unnecessary work.” Since there’s no exact English idiom, translators often 4.______ it as “gilding the lily” or explain its meaning in a sentence. Names can be tricky too: in China, family names come first (e.g., “Li Ming” = “Li” is family name), but in the US, given names come first (e.g., “John Smith” = “John” is given name). A translator who mixes this up may 5.______ a person’s identity, which is disrespectful.
To bridge this gap, translators need to be “cultural mediators.” They must know not only the source language (the one being translated from) and target language (the one being translated to) but also the 6.______ of both cultures. For example, translating a Japanese story about “chanoyu” (tea ceremony) requires understanding Japanese tea culture to avoid mistakes. Technology like Google Translate can help with words, but it can’t 7.______ cultural nuances—only human translators can 8.______ when to keep a word’s original form (e.g., “sushi” instead of “raw fish rice”) and when to explain it.
This gap reminds us that language and culture are 9.______ connected. You can’t fully understand a language without knowing its culture. For language learners, this means learning a language isn’t just about grammar and vocabulary—it’s about learning how people in that culture 10. , work, and celebrate. Good translation, in the end, is about more than accuracy: it’s about 11. understanding between people from different countries.
Last year, a translator shared a story: when translating a Chinese novel into French, she spent weeks researching traditional Chinese festivals to explain “Mid-Autumn Festival” properly. Her work helped French readers fall in love with Chinese culture. This shows that translators are like 12.______—they carry culture across borders.
Today, more schools are teaching “cultural translation” to students. They use examples like “jiaozi” and “break a leg” to show how culture affects language. Students learn that a good translator must be 13.______ to both languages and cultures. One student said, “I used to think translation was easy, but now I know it’s about telling a culture’s story.”
As the world becomes more connected, translation grows more important. It helps us see that even with different languages, we share similar hopes and joys. A well-done translation doesn’t just pass on words—it passes on 14. . And that’s why every translator’s work matters: they don’t just translate languages—they 15. hearts.
A. conveying B. carrying C. sending D. passing
A. equivalent B. same C. similar D. different
A. explanation B. introduction C. description D. account
A. translate B. paraphrase C. explain D. interpret
A. mix B. confuse C. mix up D. confuse with
A. details B. cultures C. traditions D. customs
A. catch B. miss C. ignore D. notice
A. decide B. determine C. judge D. tell
A. closely B. tightly C. hardly D. nearly
A. talk B. live C. communicate D. interact
A. promoting B. improving C. increasing D. enhancing
A. bridges B. doors C. keys D. paths
A. open B. ready C. familiar D. close
A. words B. stories C. culture D. meaning
A. connect B. touch C. meet D. unite
答案及解析
A. conveying
解析：固定搭配 “convey meaning”（传递意义），指翻译需传递 “词汇背后的文化语境”，贴合 “翻译本质”；“carrying（携带，侧重 “实物承载”）”“sending（发送，侧重 “信号传递”）”“passing（传递，侧重 “转交”）” 均不精准，排除 B、C、D。
A. equivalent
解析：“文化鸿沟” 指一种语言的词在另一种语言中无 “对应词”，“equivalent”（对应词）是翻译核心术语；“same（相同的，形容词）”“similar（相似的，形容词）”“different（不同的，形容词）” 语法或语义不符，排除 B、C、D。
A. explanation
解析：好的译者会 “补充解释” 饺子的文化意义，“explanation”（解释）符合 “填补文化空白” 的动作；“introduction（介绍，侧重 “整体引入”）”“description（描述，侧重 “表面特征”）”“account（叙述，侧重 “故事性”）”，排除 B、C、D。
B. paraphrase
解析：“画蛇添足” 无对应英语成语，需 “意译” 为 “gilding the lily”，“paraphrase”（意译，用不同表达传递含义）符合语境；“translate（翻译，泛泛）”“explain（解释，侧重 “说明含义”）”“interpret（口译，侧重 “口头翻译”）”，排除 A、C、D。
C. mix up
解析：固定搭配 “mix up one’s identity”（混淆身份），指弄错姓名顺序会 “混淆身份”；“mix（混合，需加 up）”“confuse（混淆，需搭配 with）”“confuse with（与…… 混淆，需接宾语）”，排除 A、B、D。
A. details
解析：译者需了解两种文化的 “细节”（如茶道、节日），“details”（细节）比 “cultures/traditions/customs” 更精准，贴合 “具体文化元素”；“cultures（文化，泛泛）”“traditions（传统，侧重 “习俗”）”“customs（习俗，侧重 “习惯”）”，排除 B、C、D。
A. catch
解析：技术无法 “捕捉” 文化细微差别，“catch”（捕捉、理解）符合 “技术局限”；“miss（错过）”“ignore（忽视）”“notice（注意到）” 均与 “技术无法处理” 的逻辑矛盾，排除 B、C、D。
A. decide
解析：只有人类译者能 “决定” 何时保留原词（如 “sushi”），“decide”（决定）体现 “译者的判断”；“determine（确定，侧重 “客观判定”）”“judge（判断，侧重 “评价”）”“tell（分辨，需搭配 from）”，排除 B、C、D。
A. closely
解析：固定搭配 “closely connected”（紧密联系），指语言与文化 “紧密相连”；“tightly（紧紧地，侧重 “物理紧密”）”“hardly（几乎不）”“nearly（几乎）”，排除 B、C、D。
B. live
解析：学习语言需了解文化中人们 “如何生活”，“live” 与 “work/celebrate” 并列，涵盖 “日常行为”；“talk（谈论）”“communicate（交流）”“interact（互动）” 均片面，排除 A、C、D。
A. promoting
解析：固定搭配 “promoting understanding”（促进理解），指翻译 “促进跨文化理解”；“improving（改善，侧重 “质量”）”“increasing（增加，侧重 “数量”）”“enhancing（增强，侧重 “程度”）”，排除 B、C、D。
A. bridges
解析：译者像 “桥梁”，连接不同文化，“bridges”（桥梁）贴合 “跨文化传递”；“doors（门，需搭配 “key”）”“keys（钥匙，侧重 “开启”）”“paths（道路，侧重 “路径”）”，排除 B、C、D。
C. familiar
解析：好的译者需 “熟悉” 两种语言和文化，“familiar”（熟悉的）符合 “能力要求”；“open（开放的）”“ready（准备好的）”“close（亲密的，语法不符）”，排除 A、B、D。
C. culture
解析：好的翻译传递 “文化”，呼应全文 “翻译与文化紧密相关” 的主题；“words（单词，与 “不只是传递单词” 矛盾）”“stories（故事，片面）”“meaning（意义，泛泛）”，排除 A、B、D。
A. connect
解析：译者 “连接” 不同文化的心灵，“connect”（连接）贴合 “跨文化理解” 的最终目的；“touch（触动，侧重 “情感”）”“meet（遇见）”“unite（团结，程度过重）”，排除 B、C、D。
Passage 9
难度
Languages are more than communication tools—they carry culture, history, and identity. But today, many languages are 1.______: one dies every two weeks. This loss isn’t just about words—it means losing unique ways of thinking and understanding the world.
Endangered languages have few native speakers left. For example, Yiddish, once spoken by millions of Jewish people, now has only 1.5 million native speakers. Many indigenous languages—like some Native American or Australian Aboriginal languages—are even more 2. ; some have just a handful of speakers. People stop using these languages partly because of globalization: English, Spanish, and Mandarin are dominant, so many give up their native languages to 3. in the global economy. Others adopt city languages when they move, leaving their traditional tongues behind.
Thankfully, people are working to 4.______ these languages. Schools in Hawaii teach Hawaiian language and culture, helping it go from “critically endangered” to “recovering.” Digital tools help too—apps and online dictionaries make it easier to learn and 5.______ endangered munities also play a role: many hold “language camps” where kids learn through games and songs. Elders, the last native speakers, 6.______ their knowledge to younger generations, saving not just the language but its culture.
Preserving these languages matters a lot. First, it protects cultural 7. —each language has unique words for plants, animals, or weather, showing how its speakers live with nature. Second, it strengthens community 8. : keeping a language alive means keeping a part of the community’s history, bringing people together. Finally, it 9.______ science—endangered languages teach us how languages evolve and how the brain processes them.
Saving endangered languages isn’t easy. It takes time, money, and 10. . But every small action helps: learning a few words of an endangered language or supporting preservation projects. Even these small steps can 11. these unique voices from disappearing. A student who learns a few phrases might grow up to teach the language; a donated book could help a community 12.______ its tongue.
Many young people are joining the effort. In Canada, a group of teens created a social media page to share stories in Inuktitut, an indigenous language. They post short videos of elders talking about traditions, helping more people 13.______ the language. “Our language is our pride,” one teen said. “We won’t let it die.”
Governments are also helping. Some countries pass laws to protect endangered languages, like funding language classes. Others work with communities to record stories from elders before they’re 14.______. These efforts show that when people work together, they can save even the most at-risk languages.
In the end, every language is a piece of human history. Saving them isn’t just about words—it’s about saving who we are. As long as people care and act, these languages will 15.______ to be heard for years to come.
A. dying B. disappearing C. vanishing D. fading
A. endangered B. threatened C. at risk D. in danger
A. compete B. communicate C. succeed D. survive
A. preserve B. protect C. save D. rescue
A. use B. practice C. maintain D. keep
A. pass B. give C. send D. take
A. diversity B. variety C. difference D. uniqueness
A. identity B. culture C. history D. heritage
A. helps B. benefits C. aids D. supports
A. efforts B. resources C. energy D. patience
A. stop B. prevent C. save D. keep
A. remember B. keep C. learn D. master
A. know B. understand C. learn D. love
A. gone B. lost C. forgotten D. missing
A. continue B. keep C. remain D. stay
答案及解析
A. dying
解析：“dying”（垂死的）强调语言 “逐渐失去使用者的动态过程”，贴合 “每两周消失一种” 的持续状态；“disappearing/vanishing（消失的）” 侧重结果，“fading（褪色的）” 侧重 “逐渐淡化”，均不体现 “持续消亡” 的过程，排除 B、C、D。
A. endangered
解析：“endangered”（濒危的）是描述语言状态的固定术语，与前文 “endangered languages” 呼应，且程度比 “threatened/at risk/in danger” 更重，符合 “仅少数使用者” 的危急情况，排除 B、C、D。
D. survive
解析：句意为 “人们放弃母语以在全球经济中生存”，“survive”（生存）贴合 “适应环境、维持生计” 的核心需求；“compete（竞争）”“communicate（交流）”“succeed（成功）” 均非 “放弃母语” 的根本原因，排除 A、B、C。
A. preserve
解析：固定搭配 “preserve endanger/ 让教学更有效 高效备考 | 英语学科
Unit 5 完形填空精练题
精练篇
Passage 1………………………………………………………………1
Passage 2………………………………………………………………2
Passage 3………………………………………………………………4
Passage 4………………………………………………………………6
Passage 5………………………………………………………………7
Passage 6………………………………………………………………9
Passage 7………………………………………………………………10
Passage 8 …………………………………………………………… 12
Passage 9 …………………………………………………………… 13
精练篇
Passage 1
难度
Over the past two decades, Chinese language education has 1.______ rapidly across the globe. More than 180 countries and regions have 2.______ Chinese courses in schools, and over 50 million people are learning Chinese as a second language. This trend is mainly due to China’s growing 3.______ in international affairs—from economy to culture, China plays a crucial role in global development.
For many learners, Chinese is not just a language, but a key to 4.______ Chinese culture. They are fascinated by the long history of Chinese characters, which 5.______ back thousands of years. Unlike alphabetic languages, Chinese characters carry both meaning and 6.______, making them unique. However, learning Chinese also brings challenges: the complex writing system and tonal pronunciation often make beginners feel 7.______.
To help learners overcome these difficulties, many countries have 8.______ with Chinese educational institutions. They develop bilingual textbooks, train local teachers, and use digital tools like apps to make learning more 9.______. For example, an app called “Hanzi Hero” uses games to help users 10.______ Chinese characters, turning hard work into fun.
In recent years, Confucius Institutes have also played an important part in promoting Chinese education. Though some have closed due to political factors, the demand for Chinese learning remains 11.______. Many universities now offer degree programs in Chinese language and literature, attracting students who want to 12.______ a career in Sino-foreign communication.
Learning Chinese has brought great benefits to learners. A student from Brazil said, “Chinese helps me 13.______ business opportunities with Chinese companies. I also feel closer to Chinese people after understanding their language and culture.” Another student from Kenya shared, “Reading Chinese classics like The Analects has given me new 14.______ on life.”
As China continues to connect with the world, Chinese language education will keep developing. It not only helps spread Chinese culture but also builds 15.______ between people of different countries—proving that language is a bridge, not a barrier.
A. spread B. extended C. expanded D. stretched
A. taught B. adopted C. refused D. ignored
A. role B. power C. influence D. effect
A. explore B. create C. change D. protect
A. date B. go C. keep D. look
A. sound B. tone C. culture D. history
A. excited B. confused C. relaxed D. satisfied
A. cooperated B. competed C. argued D. agreed
A. difficult B. boring C. effective D. expensive
A. forget B. remember C. abandon D. avoid
A. low B. high C. weak D. strong
A. build B. find C. search D. lose
A. miss B. seize C. waste D. ignore
A. ideas B. views C. insights D. thoughts
A. trust B. bridges C. gaps D. understanding
基础篇
Passage 2
难度
When I entered junior high school, I faced a big challenge—English. At first, my English was so poor that I was 1.______ to speak it, because I was afraid of making mistakes. Every time Ms. Li, my English teacher, asked me to answer questions in class, I would 2.______ and my face turned red. She noticed my shyness and 3.______ me to join the English corner after school.
The first time I went to the English corner, I just stood in the corner, hands clenched, not daring to say a word. A foreign student named Tom walked up to me with a smile and said, “Hi! Do you want to practice English together ” I nodded quickly, but my mouth felt like it was 4.—I couldn’t get a single word out. Finally, I managed to stammer, “I… I can’t 5. your speed when you speak.” Tom laughed softly and said, “Take it slow. Let’s talk about something easy—like your hobbies.”
We started talking about basketball, my favorite sport. To my surprise, I could 6.______ most of his words without stopping to think! When he asked, “Do you play basketball after school every day ”, I replied, “Yes, I play it 7.______ with my friends.” He corrected gently, “You mean ‘often’, not ‘usually’—but that’s totally okay!” His 8.______ made me relax, and I even started to share stories about my basketball games.
Later, Ms. Li taught our class a useful trick to remember vocabulary: 9.______ new words with pictures we know. For example, when I learn the word “cat”, I think of Mimi, my pet cat at home. I tried this method every night, and soon my vocabulary grew. Before long, I could 10.______ short conversations with my classmates in English, even about difficult topics like school trips.
One month later, our school held an English party. To my shock, I was asked to sing an English song. I felt nervous and wanted to refuse, but Tom patted my shoulder and encouraged me, “You can do it—I’ll cheer for you!” I took a deep breath and sang Yesterday Once More, a song Ms. Li had taught us. When I finished singing, everyone clapped loudly. I felt so 11.______ that I almost cried.
Now, English is no longer a scary challenge for me. I even help my classmates with their English—when someone can’t read a word, I 12.______ them how to pronounce it slowly. This experience taught me that 13.______ is the key to learning a language. Don’t be afraid of making mistakes; they are just part of the learning 14. . And whenever I meet a new English word now, I dare to 15 . it in sentences instead of hiding from it.
A. eager B. afraid C. ready D. happy
A. freeze B. stand C. smile D. talk
A. forced B. allowed C. encouraged D. invited
A. closed B. open C. wet D. dry
A. follow B. catch C. understand D. hear
A. miss B. catch C. forget D. learn
A. usually B. often C. always D. sometimes
A. kindness B. rudeness C. patience D. impatience
A. connect B. link C. associate D. join
A. make B. have C. do D. take
A. proud B. sad C. angry D. worried
A. teach B. learn C. show D. tell
A. practice B. study C. reading D. writing
A. process B. progress C. way D. method
A. use B. guess C. ignore D. avoid
Passage 3
难度
David, an exchange student from Canada, has been learning Chinese for six months. His biggest challenge Chinese characters. Every time he saw characters in textbooks or on street signs, he felt 1. —he couldn’t tell them apart at all. “At first, they looked like random marks to me,” he said. But with his teacher Mr. Wang’s help, he slowly started to 2. the logic behind them.
Mr. Wang first taught him simple pictographs like “日” (sun) and “月” (moon). “These characters were 3.______ from ancient pictures,” Mr. Wang explained, showing David old drawings of the sun and moon. David’s eyes lit up: “So ‘日’ used to be a little circle with a dot That’s amazing!” He began to 4.______ each character with its original meaning, which made memorizing them much easier.
One day, Mr. Wang asked David to 5.______ the character “明” (bright) on the blackboard. “It’s made of ‘日’ and ‘月’—sun and moon together mean ‘bright’,” Mr. Wang reminded him. David picked up the chalk, but he accidentally wrote “月” upside down. His face turned red, but Mr. Wang laughed and said, “Don’t be embarrassed! Even Chinese kids make mistakes when 6.______ characters.” David nodded and 7.______ to practice writing “明” ten more times after class.
To improve, David carries a small notebook everywhere. Every time he sees a new character—on menus or shop windows—he 8.______ it down quickly and asks Mr. Wang for help later. He also uses a learning app that shows how characters are 9.______ stroke by stroke. “Watching the correct order of strokes helps me remember the 10.______ of each character,” he said. Once, he even stayed up 30 minutes to practice writing “福” (fortune) because he wanted to give his host family a New Year card.
Last week, David wrote his first complete Chinese sentence: “我爱中国” (I love China). He ran to show it to his host mom first. She smiled and 11.______ him a bowl of sweet dumplings as a reward. “Learning characters is really hard, but when I finished that sentence, I felt a great sense of 12.______,” David told his classmates. They all cheered and asked him to write their Chinese names for them.
Now, David no longer fears Chinese characters. He understands why people call them “the 13.______ of Chinese culture”—each character carries stories from thousands of years ago. “I want to learn more characters so I can read Journey to the West in Chinese,” he said. For David, Chinese characters are no longer random marks—they are a 14.______ to a whole new world of culture. Every time he learns a new character, he feels one step closer to understanding China better, and he 15.______ gives up practicing, even when he’s busy with other homework.
A. confused B. excited C. relaxed D. proud
A. see B. find C. understand D. learn
A. copied B. created C. developed D. borrowed
A. compare B. connect C. combine D. share
A. write B. draw C. carve D. paint
A. reading B. writing C. recognizing D. using
A. decided B. refused C. forgot D. hated
A. puts B. writes C. takes D. gets
A. formed B. made C. built D. drawn
A. order B. way C. method D. shape
A. cooked B. bought C. gave D. offered
A. achievement B. success C. pride D. happiness
A. soul B. heart C. spirit D. mind
A. door B. key C. bridge D. path
A. always B. often C. sometimes D. never
Passage 4
难度
Lily, a British student, spent last summer in the US with a host family. She was 1.______ about the trip but also a little worried—she’d heard American English was different from British English. Her worry came true on the first day, when she had a funny mix-up with her host sister, Emma.
Emma asked Lily, “Do you want to borrow my pants for the party ” Lily’s eyes widened—she thought “pants” in British English meant “underwear”! She felt 2.______ and quickly said, “No, thank you. I brought my own!” Emma looked confused. Later, Lily’s host mom 3.______ the mix-up: “In American English, ‘pants’ are what Brits call ‘trousers’.” Lily laughed and said, “That’s a big 4.______! I thought you wanted me to wear your underwear!”
Another day, they went to the gas station. Lily needed to buy fuel for her bike, so she asked, “Where can I buy some petrol ” Emma said, “Oh, we call it ‘gas’ here.” Lily noted that down 5.______ in her notebook—she was keeping a list of 6.______ between British and American English.
At school, Lily’s teacher asked the class to “hand in their math homework”. Lily raised her hand and said, “Do you mean ‘maths’ ” The teacher smiled and explained the difference. Lily 7.______ this new word pair to her list too. She also found Americans say “elevator” instead of “lift”, and “apartment” instead of “flat”—small differences that made her laugh.
One weekend, they planned to make chocolate chip cookies. Emma said, “We need to buy some chips.” Lily went to the store and bought a bag of potato chips. But Emma wanted “crisps” (British English) for the cookies—Americans call “crisps” “chips”, and British “chips” are American “fries”! They ended up buying both and laughing about the 8.______ all afternoon.
By the end of the summer, Lily had filled her notebook with language differences. She also realized that 9.______ these small differences, British and American people can still understand each other. “Language is flexible,” she said. “As long as you’re willing to ask and 10.______, you can avoid misunderstandings.”
When Lily packed her bags to go back to the UK, she 11.______ her notebook with her—it was her favorite souvenir. She shared the list with her classmates, who thought it was 12.______. Some even started using American words like “gas” and “elevator” in their conversations.
Lily often tells her friends, “This summer taught me that learning about different 13.______ of a language is not just useful—it’s fun!” Now, she even 14.______ small English differences online, like why Americans say “truck” and Brits say “lorry”. She knows that understanding these differences doesn’t just help with communication—it also helps build 15.______ between people from different countries.
A. nervous B. excited C. sad D. bored
A. embarrassed B. happy C. angry D. relaxed
A. explained B. solved C. found D. noticed
A. mistake B. difference C. error D. problem
A. carelessly B. quickly C. carefully D. slowly
A. similarities B. differences C. same D. different
A. added B. forgot C. deleted D. ignored
A. confusion B. mix-up C. mistake D. error
A. though B. despite C. because of D. thanks to
A. learn B. adapt C. listen D. understand
A. left B. threw C. took D. lost
A. boring B. interesting C. useless D. difficult
A. varieties B. types C. kinds D. forms
A. collects B. shares C. hides D. forgets
A. barriers B. gaps C. friendship D. distance
提升篇
Passage 5
难度
People who speak more than one language (multilinguals) often have unique advantages in brain function. Recent studies show that their brains have higher 1.______ of grey matter—the part responsible for processing information. This is because learning multiple languages requires the brain to 2.______ between different linguistic systems, which strengthens neural connections and makes the brain more efficient.
One key benefit is improved “cognitive flexibility”—the ability to switch between tasks quickly. For example, a multilingual can easily switch from speaking French to Spanish without confusion. This flexibility also helps in daily life, like 3.______ distractions while studying or solving math problems. A multilingual student, for instance, can focus on homework even when there’s noise around—something monolinguals may find harder.
Another advantage is better memory. Multilinguals often perform better on memory tests because they regularly 4.______ new vocabulary and grammar rules for each language. Their brains are trained to store and retrieve information more efficiently. A study found that 5.______ children can remember 10% more words in a list than monolingual children of the same age.
The “critical period hypothesis” suggests that children learn languages more easily because their brains have high 6. —the ability to change and adapt to new information. But this doesn’t mean adults can’t learn new languages. While it may take more effort, adults can still 7. fluency with regular practice. In fact, learning a new language as an adult can keep the brain active and delay age-related diseases like dementia.
However, being multilingual is not without challenges. Some people experience “language interference”—when one language 8.______ with the other. For example, a Spanish speaker learning English might say “I have 20 years” instead of “I am 20 years old” because Spanish uses “tener” (to have) for age. But this interference decreases as language 9.______ improves.
Multilingualism also has cultural benefits. It allows people to 10.______ with different communities and understand diverse perspectives. A multilingual person can read a Japanese novel in its original language, watch a Mexican movie without subtitles, and build friendships across borders. This helps break down cultural barriers and makes the world feel smaller.
In short, the multilingual brain is more flexible, efficient, and culturally connected. Whether you’re learning your second language or your fifth, every hour of practice 11.______ to a healthier, more capable brain. It’s never too late to start—even learning a few phrases of a new language can 12.______ your brain and open up new worlds.
Many schools now offer bilingual programs to help students become multilingual. Teachers say these programs not only improve language skills but also make students more 13.______ to different cultures. A 10th-grader in a bilingual program said, “Learning Chinese helped me understand my classmate’s family traditions. It’s like having a 14.______ to a new culture.”
For anyone thinking about learning a new language, remember: the benefits go beyond communication. You’re not just learning words—you’re 15.______ your brain and becoming a more connected global citizen.
A. density B. number C. amount D. quality
A. choose B. distinguish C. compare D. contrast
A. avoiding B. ignoring C. overcoming D. facing
A. learn B. memorize C. forget D. review
A. multilingual B. monolingual C. adult D. young
A. flexibility B. plasticity C. adaptability D. ability
A. achieve B. get C. reach D. gain
A. helps B. interferes C. aids D. supports
A. interest B. passion C. proficiency D. knowledge
A. communicate B. connect C. talk D. chat
A. contributes B. leads C. helps D. adds
A. relax B. exercise C. rest D. tire
A. closed B. open C. blind D. deaf
A. door B. key C. bridge D. path
A. training B. using C. wasting D. resting
Passage 6
难度
The Oxford English Dictionary (OED) is one of the most famous dictionaries in the world. Its story began in 1857, when a group of scholars 1.______ that English needed a comprehensive dictionary—one that 2.______ the history of every word. At the time, existing dictionaries were incomplete; they only focused on modern usage and ignored old word meanings.
The project was ambitious. The scholars planned to 3.______ words from 1150 CE to the present, and for each word, they wanted examples of how it was used over time. They asked people around the world to send in quotes from old books, letters, and newspapers. Many people 4.______ positively, sending thousands of quotes that would become “evidence” for each word’s meaning and history.
In 1879, James Murray, a Scottish linguist, took over the project. He worked in a small building called the “Scriptorium” in his garden. Murray and his team of assistants 5.______ sorted through millions of quotes—a task that took far longer than expected. Originally planned to take 10 years, the first volume (from A to Ant) was not 6.______ until 1884.
Over the years, the OED grew. By 1928, the first complete set—10 volumes with over 400,000 words—was published. Sadly, Murray did not live to see this day; he died in 1915. The OED has been 7.______ many times since then. In 1933, it was reprinted in 12 volumes. In 1989, it was expanded to 20 volumes, and in 1992, it became available on CD-ROM—this 8.______ made it much easier to search and use.
Today, the OED is online. It gets regular updates to include new words that enter daily life. For example, “selfie” was added in 2013, and “coronavirus” in 2020. These updates ensure the dictionary stays 9.______ to modern English usage, so it never becomes outdated.
The OED is more than just a dictionary—it is a record of English 10. . Each entry tells a story about how English has changed over centuries, and it 11. the culture, technology, and history of English-speaking countries. For example, the word “internet” was added in 1998, showing the rise of digital technology.
For linguists, students, and writers, the OED is an invaluable tool. It helps them understand the 12.______ of words and use them correctly. A writer might use it to check when “serendipity” was first used; a student might use it to 13.______ the origin of “shakespearean”.
The OED’s success lies in its commitment to accuracy and completeness. It 14.______ the hard work of thousands of scholars and volunteers who have 15.______ to its creation and updates over the past 160 years. As English continues to evolve, the OED will keep growing—always tracking the language we use every day.
A. realized B. forgot C. denied D. doubted
A. recorded B. wrote C. described D. told
A. collect B. compile C. gather D. copy
A. refused B. responded C. ignored D. complained
A. quickly B. carelessly C. patiently D. angrily
A. published B. printed C. released D. issued
A. revised B. updated C. changed D. edited
A. change B. invention C. improvement D. decision
A. relevant B. important C. necessary D. useful
A. history B. evolution C. development D. growth
A. hides B. reflects C. misses D. creates
A. origin B. beginning C. start D. source
A. find B. confirm C. guess D. forget
A. shows B. hides C. proves D. ignores
A. contributed B. helped C. donated D. offered
Passage 7
难度
Sign language is a vital form of communication for deaf and hard-of-hearing people—many of them 1.______ on it to talk with family, friends, and coworkers. Unlike spoken language, which uses sounds, sign language relies on hand gestures, facial expressions, and body language to 2.______ meaning. But it’s more than just a “tool”: it is a rich cultural 3.______ with its own grammar, vocabulary, and long history.
Every country has its own unique sign language. For example, American Sign Language (ASL) is quite different from British Sign Language (BSL), even though both countries 4.______ English as their main spoken language. Why Because sign languages don’t follow spoken languages—they develop 5.______ and have their own structures. ASL, for instance, uses a “topic-comment” order (like “Book, I read” instead of “I read a book”), which is nothing like English grammar.
Sign language also 6.______ the culture of its users. In ASL, the gesture for “Thanksgiving” involves holding hands like you’re holding a turkey—a small detail that shows American traditions. In Japanese Sign Language (JSL), gestures for family members often link to traditional Japanese family roles. These cultural 7.______ make sign language a special window into the lives and values of deaf communities.
Many deaf children grow up in hearing families. At first, they often feel lonely and 8.______ because no one around them uses sign language. But when they join a deaf community and learn sign language, they finally feel a sense of 9.______—they can chat freely and share stories with people who truly understand their world.
Sign language also helps break down barriers between deaf and hearing people. When hearing people learn sign language, it shows 10.______ for deaf culture and makes communication more inclusive. A teacher who knows sign language can better help deaf students in class; a shop assistant who knows basic signs can make deaf customers feel welcome.
However, sign language still faces big challenges. In some countries, it isn’t even recognized as an official language. This means deaf people can’t get important services like education or healthcare in their 11.______ language. Many hearing people also don’t realize sign language is a full, complex language—not just a few simple gestures.
To fix this, organizations around the world are working hard to 12.______ sign language and deaf culture. They offer free sign language classes, ask governments to recognize sign language officially, and host events like International Sign Language Day (September 23). These efforts help more people see that sign language is a precious part of human language 13.______.
In short, sign language is more than a way to communicate—it’s a culture, an identity, and a bridge between communities. By learning and respecting sign language, we can build a more 14.______ world. In this world, everyone’s voice—whether spoken or signed—can be 15.______ and valued.
A. depend B. rely C. trust D. believe
A. convey B. carry C. send D. pass
A. system B. structure C. organization D. community
A. speak B. use C. talk D. say
A. independently B. dependently C. separately D. differently
A. shows B. reflects C. displays D. presents
A. elements B. factors C. aspects D. parts
A. happy B. excited C. isolated D. relaxed
A. belonging B. identity C. community D. family
A. respect B. admiration C. honor D. recognition
A. own B. native C. familiar D. comfortable
A. promote B. spread C. develop D. improve
A. diversity B. variety C. difference D. uniqueness
A. inclusive B. exclusive C. different D. same
A. heard B. listened C. understood D. recognized
Passage 8
难度
Translation is more than just changing words from one language to another—it’s about 1.______ meaning, including the cultural context behind every phrase. This is why translators often face a “cultural gap”: a word or phrase in one language may have no exact 2.______ in another. Without considering culture, a translation can miss important details or even cause misunderstandings.
Take the Chinese word “jiaozi” as an example. Translating it simply as “dumpling” is not wrong, but it ignores its cultural value: “jiaozi” is eaten during Chinese New Year to symbolize wealth (its shape looks like ancient gold ingots). A good translator will add a short 3.______ to explain this, so English readers can understand why “jiaozi” is more than just food. Another example is the English phrase “break a leg”—it doesn’t mean “hurt your leg” but “good luck” for performers. If translated literally into Spanish, it would sound like a curse, so translators must use the Spanish phrase for “good luck” instead.
Cultural gaps also appear in idioms and names. The Chinese idiom “画蛇添足” (drawing a snake and adding feet) means “doing unnecessary work.” Since there’s no exact English idiom, translators often 4.______ it as “gilding the lily” or explain its meaning in a sentence. Names can be tricky too: in China, family names come first (e.g., “Li Ming” = “Li” is family name), but in the US, given names come first (e.g., “John Smith” = “John” is given name). A translator who mixes this up may 5.______ a person’s identity, which is disrespectful.
To bridge this gap, translators need to be “cultural mediators.” They must know not only the source language (the one being translated from) and target language (the one being translated to) but also the 6.______ of both cultures. For example, translating a Japanese story about “chanoyu” (tea ceremony) requires understanding Japanese tea culture to avoid mistakes. Technology like Google Translate can help with words, but it can’t 7.______ cultural nuances—only human translators can 8.______ when to keep a word’s original form (e.g., “sushi” instead of “raw fish rice”) and when to explain it.
This gap reminds us that language and culture are 9.______ connected. You can’t fully understand a language without knowing its culture. For language learners, this means learning a language isn’t just about grammar and vocabulary—it’s about learning how people in that culture 10. , work, and celebrate. Good translation, in the end, is about more than accuracy: it’s about 11. understanding between people from different countries.
Last year, a translator shared a story: when translating a Chinese novel into French, she spent weeks researching traditional Chinese festivals to explain “Mid-Autumn Festival” properly. Her work helped French readers fall in love with Chinese culture. This shows that translators are like 12.______—they carry culture across borders.
Today, more schools are teaching “cultural translation” to students. They use examples like “jiaozi” and “break a leg” to show how culture affects language. Students learn that a good translator must be 13.______ to both languages and cultures. One student said, “I used to think translation was easy, but now I know it’s about telling a culture’s story.”
As the world becomes more connected, translation grows more important. It helps us see that even with different languages, we share similar hopes and joys. A well-done translation doesn’t just pass on words—it passes on 14. . And that’s why every translator’s work matters: they don’t just translate languages—they 15. hearts.
A. conveying B. carrying C. sending D. passing
A. equivalent B. same C. similar D. different
A. explanation B. introduction C. description D. account
A. translate B. paraphrase C. explain D. interpret
A. mix B. confuse C. mix up D. confuse with
A. details B. cultures C. traditions D. customs
A. catch B. miss C. ignore D. notice
A. decide B. determine C. judge D. tell
A. closely B. tightly C. hardly D. nearly
A. talk B. live C. communicate D. interact
A. promoting B. improving C. increasing D. enhancing
A. bridges B. doors C. keys D. paths
A. open B. ready C. familiar D. close
A. words B. stories C. culture D. meaning
A. connect B. touch C. meet D. unite
Passage 9
难度
Languages are more than communication tools—they carry culture, history, and identity. But today, many languages are 1.______: one dies every two weeks. This loss isn’t just about words—it means losing unique ways of thinking and understanding the world.
Endangered languages have few native speakers left. For example, Yiddish, once spoken by millions of Jewish people, now has only 1.5 million native speakers. Many indigenous languages—like some Native American or Australian Aboriginal languages—are even more 2. ; some have just a handful of speakers. People stop using these languages partly because of globalization: English, Spanish, and Mandarin are dominant, so many give up their native languages to 3. in the global economy. Others adopt city languages when they move, leaving their traditional tongues behind.
Thankfully, people are working to 4.______ these languages. Schools in Hawaii teach Hawaiian language and culture, helping it go from “critically endangered” to “recovering.” Digital tools help too—apps and online dictionaries make it easier to learn and 5.______ endangered munities also play a role: many hold “language camps” where kids learn through games and songs. Elders, the last native speakers, 6.______ their knowledge to younger generations, saving not just the language but its culture.
Preserving these languages matters a lot. First, it protects cultural 7. —each language has unique words for plants, animals, or weather, showing how its speakers live with nature. Second, it strengthens community 8. : keeping a language alive means keeping a part of the community’s history, bringing people together. Finally, it 9.______ science—endangered languages teach us how languages evolve and how the brain processes them.
Saving endangered languages isn’t easy. It takes time, money, and 10. . But every small action helps: learning a few words of an endangered language or supporting preservation projects. Even these small steps can 11. these unique voices from disappearing. A student who learns a few phrases might grow up to teach the language; a donated book could help a community 12.______ its tongue.
Many young people are joining the effort. In Canada, a group of teens created a social media page to share stories in Inuktitut, an indigenous language. They post short videos of elders talking about traditions, helping more people 13.______ the language. “Our language is our pride,” one teen said. “We won’t let it die.”
Governments are also helping. Some countries pass laws to protect endangered languages, like funding language classes. Others work with communities to record stories from elders before they’re 14.______. These efforts show that when people work together, they can save even the most at-risk languages.
In the end, every language is a piece of human history. Saving them isn’t just about words—it’s about saving who we are. As long as people care and act, these languages will 15.______ to be heard for years to come.
A. dying B. disappearing C. vanishing D. fading
A. endangered B. threatened C. at risk D. in danger
A. compete B. communicate C. succeed D. survive
A. preserve B. protect C. save D. rescue
A. use B. practice C. maintain D. keep
A. pass B. give C. send D. take
A. diversity B. variety C. difference D. uniqueness
A. identity B. culture C. history D. heritage
A. helps B. benefits C. aids D. supports
A. efforts B. resources C. energy D. patience
A. stop B. prevent C. save D. keep
A. remember B. keep C. learn D. master
A. know B. understand C. learn D. love
A. gone B. lost C. forgotten D. missing
A. continue B. keep C. remain D. stay
