热点二 落实立德树人，推进五育并举
Ⅰ.阅读理解
A
（2025 泰安一模）Last summer， 17－year－old Li Mei from Chengdu stepped off the plane in Paris， carrying her beloved erhu — a traditional Chinese two－stringed instrument that was passed down from her grandmother.As part of a youth cultural exchange program， she had dreamed of this moment for years， yet the weight of representing her heritage in a foreign land left her palms sweaty.Little did she know that this trip would spark an extraordinary musical creation.
During a workshop at a local art school， Li met Pierre， a French violinist who was fascinated by her instrument’s attractive sound.“It’s like the voice of ancient China，” he remarked with excitement， gently plucking （拨） the erhu’s strings.Inspired by each other’s music， they decided to mix the soulful melodies of the erhu with the dynamic range of the violin for a performance at the upcoming Bastille Day celebration.
As they practiced in a sunlit studio overlooking the Seine， Li taught Pierre how to imitate raindrops with quick bow movements on the erhu， while Pierre showed her how to weave Western harmonies into the Chinese folk tune “Jasmine Flower”. The integration created a charming soundscape that neither had imagined possible.On the performance night， their piece“Silk Road Echoes” received thunderous applause.The audience were amazed at how the erhu’s sad tones danced with the violin’s vigorous melodies （旋律）.
What began as a summer experiment blossomed into lasting friendship and something far greater.Today， Li and Pierre co－teach virtual music classes， connecting students in Chengdu and Lyon through weekly“global jam sessions”.Their students cooperate on pieces that mix erhu with guitar or Peking Opera with jazz.Li often tells her pupils， “Music has no borders； it’s a language that turns differences into harmonies.” When traditions meet with open hearts， they don’t conflict； they compose something entirely new.
1.Why did Li Mei bring her erhu to Paris？（ ）
A.To share Chinese music culture. B.To give it to her friend as a present.
C.To display it at a local studio. D.To teach students full－time.
2.What contributed to the lasting cooperation of Li Mei and Pierre？（ ）
A.Their common and deep love for traditional Chinese music.
B.Their successful performance and inspiration from each other’s music.
C.The opportunity to participate in the Bastille Day celebration together.
D.The desire to teach music in a virtual way to students around the world.
3.Why was “Silk Road Echoes” well received by the audience？（ ）
A.It reflected the beauty of nature wonderfully.
B.It featured traditional Chinese folk performance.
C.It was a musical handshake between civilizations.
D.It was an excellent musical instrument exhibition.
4.What does the story mainly convey？（ ）
A.Music is the source of lasting friendship.
B.Mastering an instrument requires practice.
C.Traditional music resists modern influences.
D.Cooperation across cultures generates innovation.
B
（2025 成都三诊）Some middle school students in Anne Arundel County are trying to solve a problem for one of their peers who uses a wheelchair.By doing so， they won a major award for their school， and it has qualified them for a nationwide competition.
Southern Middle School students and their science teacher， Jenna Borman， are working on a prototype desk that they hope to attach to the wheelchair of their classmate， Kenneth， who has a special disease and uses an iPad as his primary means of communication.
“At present， the iPad is in a pretty heavy case and has a strap （带子） that goes around his neck and a handle on the back of it for him to hold.When he’s seated， it kind of just lays in his lap.It’s not very easy for him to use，” Borman said.“Kenneth always has to hold his iPad， and so this project is going to help him just set it there so his hands are free， ” said Julia Baker to the social media， a student of this school.
What started off as an engineering after－school program has turned into an award－winning idea.The students recently won a statewide Science Technology Engineering Math （STEM） competition called “Solve for Tomorrow”， which came with $12，000 worth of technology for the school.
“We thought it was just an idea for Kenny， and then we won.So， it was like， wow，”said Avery Willet excitedly.
“This whole project is really teaching us about how to work together and how we can help other people and not just us，” added Everleigh Finnelle.
“I learned how to work with others and a lot of teamwork so that we could make this project the best it could be， ” said Haley Brown.
“There is still room for improvement.Our team is working on the prototype， making adjustments so it works perfectly for Kenny.We’re really most looking forward to seeing him using it and all of our work put into it，” Finnelle said.
The final design is not due for the national competition until next month.
5.Why did the students come up with the idea of the prototype desk？（ ）
A.To test what they’ve learnt in school. B.To join a national technology contest.
C.To support a classmate’s special need. D.To complete a group engineering project.
6.How did the students find their winning of the STEM award？（ ）
A.Satisfying. B.Surprising.
C.Comforting. D.Convincing.
7.What is Finnelle’s attitude to the future of the prototype desk？（ ）
A.Hopeful. B.Doubtful.
C.Objective. D.Cautious.
8.What is the main idea of this text？（ ）
A.A competition is gaining popularity.
B.A team won an award with a special design.
C.A new invention will come onto the market.
D.A program fuels students’ passion for science.
Ⅱ.完形填空
（2025 江西省联合检测）I didn’t grow up as an athletic kid.In elementary school， my mom made me 9 soccer and basketball teams.But I’d rather 10 my head in a book.These feelings continued in early adulthood.I didn’t work out 11 for years.When I did， I didn’t find any 12 in it.
As I got older， it changed.I started taking group fitness classes， 13 different types of workouts.I started lifting weights， and felt thrilled in my 14 to lift a few more pounds.
Running came later.I started alone， and then joined a local running group.The people made the 15 fly by， and I loved it.My own 16 got me thinking about the fact that you can find your way to fitness at any 17 .Over the past month， I’ve spent a lot of time with active older people learning about the 18 they’ve found in exercise.I’ve also talked to experts whose focus was 19 on fitness for the old.
As we’ve interviewed our older athletes over 50 about their fitness journeys， their common comment is that exercise can create and 20 social ties.At a mall in Annapolis， Snyder and two of her friends， both in their 70s， are in a walking group.When they miss seeing fellow runners on their 21 route， they are quick to check in and ensure everyone is OK.She called the walking community a big 22 family.Actually， she has been doing the walking for 20 years.She and the other women told us it was the walking community 23 for the old that keeps them going.
9.（ ）A.watch out for B.reach out for C.make up for D.sign up for
10.（ ）A.strike B.slide C.stick D.swing
11.（ ）A.clearly B.voluntarily C.directly D.quickly
12.（ ）A.consequence B.function C.courage D.joy
13.（ ）A.exploring B.overcoming C.skipping D.attaching
14.（ ）A.request B.luck C.ability D.approach
15.（ ）A.gaps B.miles C.conversations D.differences
16.（ ）A.return B.failure C.journey D.occasion
17.（ ）A.cost B.distance C.school D.age
18.（ ）A.benefits B.exchanges C.favor D.nature
19.（ ）A.urgently B.primarily C.positively D.agreeably
20.（ ）A.observe B.advertise C.settle D.strengthen
21.（ ）A.energetic B.individual C.routine D.critical
22.（ ）A.extended B.exposed C.guaranteed D.neglected
23.（ ）A.intended B.recognized C.promised D.sheltered
热点二 落实立德树人，推进五育并举
Ⅰ.语篇解读：本文是一篇记叙文。文章主要讲述了中国女孩李梅与法国小提琴家皮埃尔因音乐结缘，共同创作融合东西方音乐元素的作品，并合作进行虚拟音乐教学，展现了跨文化合作带来的创新。
1.A 细节理解题。根据第一段第二句中的yet the weight of representing her heritage in a foreign land left her palms sweaty可知，李梅带着她的二胡去巴黎是为了分享中国音乐文化。
2.B 细节理解题。根据第二段最后一句以及第三段第二、三句可知，他们成功的表演和从彼此的音乐中获得的灵感促成了李梅和皮埃尔的持久合作。
3.C 细节理解题。根据第三段最后一句可知，“丝绸之路回声”受到观众的热烈欢迎是因为它将二胡和小提琴的音乐元素融合在一起，实现了东西方音乐文化的交融，就像文明之间的音乐握手。
4.D 主旨大意题。通读全文可知，文章讲述了中国女孩李梅与法国小提琴家皮埃尔因音乐结缘，共同创作融合东西方音乐元素的作品，并合作进行虚拟音乐教学，展现了跨文化合作带来的创新。由此可知，这个故事主要传达了跨文化合作产生创新。
语篇解读：本文是一篇新闻报道。文章报道了安妮阿伦德尔县的一些中学生为了帮助一位使用轮椅的同学而设计了一款原型书桌，并因此获得了一个重要奖项的故事。
5.C 细节理解题。根据第二段内容可知，南方中学的学生和他们的科学老师Jenna Borman正在设计一款原型书桌，他们希望将其安装在同学Kenneth的轮椅上，Kenneth患有一种特殊疾病，iPad是他主要的交流工具。由此可知，学生们想出这个原型书桌的主意是为了支持一位同学的特殊需求。
6.B 推理判断题。根据第五段内容可推知，学生们对于赢得STEM奖项感到惊讶。
7.A 观点态度题。根据倒数第二段Finnelle说的话可推知，Finnelle对原型书桌的未来持希望态度。
8.B 主旨大意题。通读全文可知，本文主要报道了安妮阿伦德尔县的一些中学生为了帮助一位使用轮椅的同学而设计了一款原型书桌，并因此获得了一个重要奖项的故事。由此可知，这篇文章的主旨是一个团队凭借一个特殊的设计赢得了一个奖项。
Ⅱ.
语篇解读：本文是一篇记叙文。文章讲述了作者从小不喜欢锻炼，没有从中找到任何乐趣。随着长大，作者开始参加团体健身课程，探索不同类型的锻炼，也开始反思一些关于锻炼的事实。
9.D 根据soccer and basketball teams可知，母亲让作者报名参加足球队和篮球队。
10.C 根据上文I didn’t grow up as an athletic kid.可知，作者不喜欢运动，宁愿埋头看书。
11.B 根据上文可知，作者不喜欢运动。因此不会自愿去锻炼。
12.D 根据下文作者长大后才开始运动可知，作者一开始没有找到乐趣。
13.A 根据different types of workouts可知，作者探索不同类型的锻炼。
14.C 根据to lift a few more pounds可知，作者为自己再举起几磅的能力感到兴奋。
15.B 根据上文Running came later.I started alone， and then joined a local running group.可知，作者开始参加跑步，所以此处指跑步的英里数。
16.C 上文讲述了作者自己的锻炼经历，所以是这些锻炼历程让作者开始反思。
17.D 根据下文with active older people可推测，本句想强调在任何年龄找到适合自己的健身方式。
18.A 根据they’ve found in exercise可知，此处指锻炼所带来的好处。
19.B 根据常识可知，这些专家主要专注于老年人健身。
20.D 根据上文their common comment is that exercise can create and并结合选项可知，运动可以建立和加强社会联系。
21.C 根据上文At a mall in Annapolis， Snyder and two of her friends， both in their 70s， are in a walking group.可知，这是一个小组，所以当他们在常规路线上错过同伴时，他们会迅速检查并确保每个人都没事。
22.A 大家因为锻炼聚集在一起，所以她把步行社区称为一个大家庭。
23.A 根据for the old可知，这个步行社区主要针对（be intended for）老年人设立的。
5 / 5(共31张PPT)
热点二 落实立德树人，推进五育并举
Ⅰ.阅读理解
A
（2025·泰安一模）Last summer， 17-year-old Li Mei from
Chengdu stepped off the plane in Paris， carrying her beloved erhu — a
traditional Chinese two-stringed instrument that was passed down from her grandmother.As part of a youth cultural exchange program， she had
dreamed of this moment for years， yet the weight of representing her
heritage in a foreign land left her palms sweaty.Little did she know that
this trip would spark an extraordinary musical creation.
During a workshop at a local art school， Li met Pierre， a French
violinist who was fascinated by her instrument’s attractive sound.“It’s
like the voice of ancient China，” he remarked with excitement， gently
plucking （拨） the erhu’s strings.Inspired by each other’s music，
they decided to mix the soulful melodies of the erhu with the dynamic
range of the violin for a performance at the upcoming Bastille Day
celebration.
As they practiced in a sunlit studio overlooking the Seine， Li taught
Pierre how to imitate raindrops with quick bow movements on the erhu，
while Pierre showed her how to weave Western harmonies into the Chinese
folk tune “Jasmine Flower”. The integration created a charming
soundscape that neither had imagined possible.On the performance
night， their piece“Silk Road Echoes” received thunderous
applause.The audience were amazed at how the erhu’s sad tones danced
with the violin’s vigorous melodies （旋律）.
What began as a summer experiment blossomed into lasting
friendship and something far greater.Today， Li and Pierre co-teach
virtual music classes， connecting students in Chengdu and Lyon through
weekly“global jam sessions”.Their students cooperate on pieces that
mix erhu with guitar or Peking Opera with jazz.Li often tells her pupils，
“Music has no borders； it’s a language that turns differences into
harmonies.” When traditions meet with open hearts， they don’t
conflict； they compose something entirely new.
语篇解读：本文是一篇记叙文。文章主要讲述了中国女孩李梅与法
国小提琴家皮埃尔因音乐结缘，共同创作融合东西方音乐元素的作
品，并合作进行虚拟音乐教学，展现了跨文化合作带来的创新。
语篇解读：本文是一篇记叙文。文章主要讲述了中国女孩李梅与法
国小提琴家皮埃尔因音乐结缘，共同创作融合东西方音乐元素的作
品，并合作进行虚拟音乐教学，展现了跨文化合作带来的创新。
1. Why did Li Mei bring her erhu to Paris？（ ）
A. To share Chinese music culture.
B. To give it to her friend as a present.
C. To display it at a local studio.
D. To teach students full-time.
解析： 细节理解题。根据第一段第二句中的yet the weight of
representing her heritage in a foreign land left her palms sweaty可知，李
梅带着她的二胡去巴黎是为了分享中国音乐文化。
√
2. What contributed to the lasting cooperation of Li Mei and Pierre？
（ ）
A. Their common and deep love for traditional Chinese music.
B. Their successful performance and inspiration from each other’s music.
C. The opportunity to participate in the Bastille Day celebration together.
D. The desire to teach music in a virtual way to students around the world.
√
解析： 细节理解题。根据第二段最后一句以及第三段第二、三句
可知，他们成功的表演和从彼此的音乐中获得的灵感促成了李梅和皮
埃尔的持久合作。
3. Why was “Silk Road Echoes” well received by the audience？
（ ）
A. It reflected the beauty of nature wonderfully.
B. It featured traditional Chinese folk performance.
C. It was a musical handshake between civilizations.
D. It was an excellent musical instrument exhibition.
解析： 细节理解题。根据第三段最后一句可知，“丝绸之路回声”受到观众的热烈欢迎是因为它将二胡和小提琴的音乐元素融合在一起，实现了东西方音乐文化的交融，就像文明之间的音乐握手。
√
4. What does the story mainly convey？（ ）
A. Music is the source of lasting friendship.
B. Mastering an instrument requires practice.
C. Traditional music resists modern influences.
D. Cooperation across cultures generates innovation.
解析： 主旨大意题。通读全文可知，文章讲述了中国女孩李梅与
法国小提琴家皮埃尔因音乐结缘，共同创作融合东西方音乐元素的作
品，并合作进行虚拟音乐教学，展现了跨文化合作带来的创新。由此
可知，这个故事主要传达了跨文化合作产生创新。
√
B
（2025·成都三诊）Some middle school students in Anne Arundel
County are trying to solve a problem for one of their peers who uses a
wheelchair.By doing so， they won a major award for their school， and
it has qualified them for a nationwide competition.
Southern Middle School students and their science teacher， Jenna
Borman， are working on a prototype desk that they hope to attach to the
wheelchair of their classmate， Kenneth， who has a special disease and
uses an iPad as his primary means of communication.
“At present， the iPad is in a pretty heavy case and has a strap （带
子） that goes around his neck and a handle on the back of it for him to
hold.When he’s seated， it kind of just lays in his lap.It’s not very
easy for him to use，” Borman said.“Kenneth always has to hold his
iPad， and so this project is going to help him just set it there so his hands
are free， ” said Julia Baker to the social media， a student of this
school.
What started off as an engineering after-school program has turned
into an award-winning idea.The students recently won a statewide
Science Technology Engineering Math （STEM） competition called “Solve for Tomorrow”， which came with $12，000 worth of technology for the school.
“We thought it was just an idea for Kenny， and then we won.So， it was like， wow，”said Avery Willet excitedly.
“This whole project is really teaching us about how to work together and how we can help other people and not just us，” added Everleigh Finnelle.
“I learned how to work with others and a lot of teamwork so that we
could make this project the best it could be， ” said Haley Brown.
“There is still room for improvement.Our team is working on the
prototype， making adjustments so it works perfectly for Kenny.We’re
really most looking forward to seeing him using it and all of our work put
into it，” Finnelle said.
The final design is not due for the national competition until next
month.
语篇解读：本文是一篇新闻报道。文章报道了安妮阿伦德尔县的一
些中学生为了帮助一位使用轮椅的同学而设计了一款原型书桌，并
因此获得了一个重要奖项的故事。
语篇解读：本文是一篇新闻报道。文章报道了安妮阿伦德尔县的一
些中学生为了帮助一位使用轮椅的同学而设计了一款原型书桌，并
因此获得了一个重要奖项的故事。
5. Why did the students come up with the idea of the prototype desk？（ ）
A. To test what they’ve learnt in school.
B. To join a national technology contest.
C. To support a classmate’s special need.
D. To complete a group engineering project.
√
解析： 细节理解题。根据第二段内容可知，南方中学的学生和他
们的科学老师Jenna Borman正在设计一款原型书桌，他们希望将其安
装在同学Kenneth的轮椅上，Kenneth患有一种特殊疾病，iPad是他主
要的交流工具。由此可知，学生们想出这个原型书桌的主意是为了支
持一位同学的特殊需求。
6. How did the students find their winning of the STEM award？（ ）
A. Satisfying. B. Surprising.
C. Comforting. D. Convincing.
解析： 推理判断题。根据第五段内容可推知，学生们对于赢得STEM奖项感到惊讶。
√
7. What is Finnelle’s attitude to the future of the prototype desk？
（ ）
A. Hopeful. B. Doubtful.
C. Objective. D. Cautious.
解析： 观点态度题。根据倒数第二段Finnelle说的话可推知，Finnelle对原型书桌的未来持希望态度。
√
8. What is the main idea of this text？（ ）
A. A competition is gaining popularity.
B. A team won an award with a special design.
C. A new invention will come onto the market.
D. A program fuels students’ passion for science.
解析： 主旨大意题。通读全文可知，本文主要报道了安妮阿伦德
尔县的一些中学生为了帮助一位使用轮椅的同学而设计了一款原型书
桌，并因此获得了一个重要奖项的故事。由此可知，这篇文章的主旨
是一个团队凭借一个特殊的设计赢得了一个奖项。
√
Ⅱ.完形填空
（2025·江西省联合检测）I didn’t grow up as an athletic kid.In
elementary school， my mom made me 9 soccer and basketball
teams.But I’d rather 10 my head in a book.These feelings
continued in early adulthood.I didn’t work out 11 for years.When I
did， I didn’t find any 12 in it.
As I got older， it changed.I started taking group fitness
classes， 13 different types of workouts.I started lifting weights，
and felt thrilled in my 14 to lift a few more pounds.
Running came later.I started alone， and then joined a local running
group.The people made the 15 fly by， and I loved it.My
own 16 got me thinking about the fact that you can find your way to
fitness at any 17 .Over the past month， I’ve spent a lot of time with active older people learning about the 18 they’ve found in
exercise.I’ve also talked to experts whose focus was 19 on fitness
for the old.
As we’ve interviewed our older athletes over 50 about their fitness
journeys， their common comment is that exercise can create and 20
social ties.At a mall in Annapolis， Snyder and two of her friends， both
in their 70s， are in a walking group.When they miss seeing fellow
runners on their 21 route， they are quick to check in and ensure
everyone is OK. She called the walking community a big 22
family.Actually， she has been doing the walking for 20 years.She and
the other women told us it was the walking community 23 for the old
that keeps them going.
语篇解读：本文是一篇记叙文。文章讲述了作者从小不喜欢锻炼，
没有从中找到任何乐趣。随着长大，作者开始参加团体健身课程，
探索不同类型的锻炼，也开始反思一些关于锻炼的事实。
9. A. watch out for B. reach out for
C. make up for D. sign up for
解析： 根据soccer and basketball teams可知，母亲让作者报名参加
足球队和篮球队。
语篇解读：本文是一篇记叙文。文章讲述了作者从小不喜欢锻炼，
没有从中找到任何乐趣。随着长大，作者开始参加团体健身课程，
探索不同类型的锻炼，也开始反思一些关于锻炼的事实。
√
10. A. strike B. slide C. stick D. swing
解析： 根据上文I didn’t grow up as an athletic kid.可知，作者不
喜欢运动，宁愿埋头看书。
11. A. clearly B. voluntarily
C. directly D. quickly
解析： 根据上文可知，作者不喜欢运动。因此不会自愿去锻炼。
√
√
12. A. consequence B. function
C. courage D. joy
解析： 根据下文作者长大后才开始运动可知，作者一开始没有找
到乐趣。
13. A. exploring B. overcoming
C. skipping D. attaching
解析： 根据different types of workouts可知，作者探索不同类型的
锻炼。
√
√
14. A. request B. luck
C. ability D. approach
解析： 根据to lift a few more pounds可知，作者为自己再举起几磅
的能力感到兴奋。
15. A. gaps B. miles
C. conversations D. differences
解析： 根据上文Running came later.I started alone， and then joined
a local running group.可知，作者开始参加跑步，所以此处指跑步的英
里数。
√
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16. A. return B. failure
C. journey D. occasion
解析： 上文讲述了作者自己的锻炼经历，所以是这些锻炼历程让
作者开始反思。
17. A. cost B. distance C. school D. age
解析： 根据下文with active older people可推测，本句想强调在任
何年龄找到适合自己的健身方式。
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18. A. benefits B. exchanges
C. favor D. nature
解析： 根据they’ve found in exercise可知，此处指锻炼所带来的
好处。
19. A. urgently B. primarily
C. positively D. agreeably
解析： 根据常识可知，这些专家主要专注于老年人健身。
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20. A. observe B. advertise
C. settle D. strengthen
解析： 根据上文their common comment is that exercise can create
and并结合选项可知，运动可以建立和加强社会联系。
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21. A. energetic B. individual
C. routine D. critical
解析： 根据上文At a mall in Annapolis， Snyder and two of her
friends， both in their 70s， are in a walking group.可知，这是一个小
组，所以当他们在常规路线上错过同伴时，他们会迅速检查并确保每
个人都没事。
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22. A. extended B. exposed
C. guaranteed D. neglected
解析： 大家因为锻炼聚集在一起，所以她把步行社区称为一个大
家庭。
23. A. intended B. recognized
C. promised D. sheltered
解析： 根据for the old可知，这个步行社区主要针对（be intended
for）老年人设立的。
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THANKS
演示完毕 感谢观看
