7 选5+阅读理解组合练（01）
考试时间：50 分钟 满分：50 每小题2.5 分 得分：
1.阅读理解
A
体裁：应用文 字数：266 话题：环保使命
Join the National Geographic Society in Protecting Our Planet
The future of life on the Earth depends on the survival of our ocean, which regulates the climate and provides food
and livelihood for billions of people. However, climate change, overfishing, and other threats are destroying this
irreplaceable resource.
Our commitment
The National Geographic Society is dedicated to protecting our global ocean and other critical ecosystems across
the globe.
How you can help
The kindness and generosity of people like you enable our explorers to work on conserving marine life, rainforest,
fresh water, and other ecosystems globally — a mission we have been committed to for a long time. By donating
$35 or more, you can become a contributing Member and support our explorers and the society’s efforts to preserve
the wonders of our world. Your contribution will back the society’s explorers and mission programs that employ
science and storytelling to inspire actions.
Urgency of our mission
This work is urgent. Scientists emphasize the need to protect at least 30% of the lands, fresh water, and the ocean
by 2030 to tackle the crises of biodiversity loss and climate change. While the task tests our ability and
determination, together we can spread a message of hope and possibility, inspiring more people to act in defense of
our ocean and other ecosystems around the world.
Join and contact us
Make a difference today by joining us with a gift of $35 or more. Help us protect the planet for future
generations. For more information or to make a donation, please visit National Geographic Society’s website to
contact us.
1．What do we know about the National Geographic Society?
A．It is good at developing natural resources.
B．It is aiming at offering food to many people.
C．It is devoted to teaching the storytelling skills.
D．It is committed to environmental conservation.
2．What is the task done by the National Geographic Society like?
A．Challenging but necessary.
B．Easy and fun.
C．Time-saving and effortless.
D．Urgent but unnoticed.
3．What is the main purpose of the text?
A．To employ scientists.
B．To report economic crises.
C．To encourage donations.
D．To introduce natural threats.
B
体裁：记叙文 字数：357 话题：人物故事
On April 27, seven La Salle students traveled to Oregon Episcopal School (OES) to attend the annual
Oregon Girls Sports Leadership Summit (OGSLS), aiming to educate participants on leadership and prepare them
to be leaders in their own communities. About 200 students were in attendance, coming from schools all over
Oregon to spend a day at OES.
For freshman Ella Manson, the experiences OGSLS’s major speaker, Chantel Tremitiere, a former Women’s
National Basketball Association(WNBA) athlete shared were the most impactful part of the event. She shared her
views after years of playing professional basketball and the struggles she pushed through on her path to success.
“She faced so many challenges in her life,” Manson said. “But she overcame them all and came out stronger.”
Following Tremitiere’s speech, students were dismissed into “breakout sessions”, where they engaged in an
activity called “compass (指南针) points”. The results of the quiz they took pointed them towards what sort of
leader they were: north, south, east, or west, named for the points of a compass. Each point corresponded to a
certain set of characteristics in different types of leaders — the action leader, the brainstorming leader, the
empathetic (有同理心的) leader or the analytical leader.
Freshman Tilden Babinec-Love found this activity to be the most useful. “Listening to other people talk
about theirs, I’d think, ‘Oh, should I try to be more like that?’” Babinec-Love said. “Just listening to everyone’s
different views was really cool.”
At last, students were dismissed to lunch, where they heard from the last speaker of the day, Sam Moore, a
sports scientist, who specializes in the effects of female hormones on their performance and well- being as athletes.
After Moore spoke, the students were made to enter a breakout room where they were grouped based on the
characteristics most important to them. Tournament- style, the students narrowed down their options until they
reached a “Final Four”, helping them define the qualities they should focus on the most.
Overall, the event was a success — it had a little something for everyone, regardless of their age, the sport
they play or their past experiences with sports.
4．What does Ella Manson most probably think of Chantel Tremitiere?
A．Confident.
B．Strong-willed.
C．Defensive.
D．Warm-hearted.
5．What were the students asked to do in the activity “compass points”?
A．Take a test.
B．Analyze a leader.
C．Fix a compass.
D．Listen to a speech.
6．Why did Babinec-Love highly praise the activity?
A．It made her aware of her weakness.
B．It improved her listening skills.
C．It gave her access to different cultures.
D．It enabled her to learn from others.
7．What does the author imply in the text?
A．Leadership skills are formed in practices.
B．Being a leader should be every student’s focus.
C．The OGSLS’ activities are beneficial to students.
D．Leadership skills are the key to achieving success.
C
体裁：说明文 字数：329 话题：人与自然——用蜂巢围栏解决人象冲突
Around the world, farmland is increasingly overlapping with elephant habitats, often resulting in dangerous
interactions as elephants roam over people’s crops. But in Kenya, after decades of investigation, inspired by local
knowledge of elephants’ dislike of beehives, researchers have come up with a simple but ingenious solution to
discourage elephants: strings of beehive fences. These buzzing ( 嗡嗡响的) barriers are offering a gentle but
effective way of reducing fights between farmers and elephants.
The human-elephant conflict is a growing issue in several areas. In Kenya, where the population and demand
for resources is growing, human-inhabited areas are increasingly overlapping with elephants’ ranges. Combined
with the recovery of some elephant populations, this is leading to greater chance of conflicts between humans and
these elephants. “Expansion of agricultural land, logging, urbanization, and getting smaller of elephant habitats are
forcing elephants to make their way to human settlements in search of food and water,” says Greta Francesca Iori,
an Ethiopian-Italian advisor on elephant conservation.
To prevent these conflicts, scientists and locals have tested a variety of solutions to prevent elephants, from
electric fences, watchtowers to noise-makers, but using bees to scare away elephants has emerged as a particularly
promising and efficient tool. In the early 2000s, ecologist Fritz Vollrath and Iain Douglas-Hamilton heard a folk
story about how trees in certain areas were not damaged by elephants because they had beehives in them. Inspired
by the tale, they began working and confirmed that elephants avoid wild beehives and even make a series of sounds
and warnings to others to stay away.
Fritz Vollrath and Iain Douglas-Hamilton designed beehive fences. The fence goes all around a farm, with
hives placed every 10 m between two posts. Attracted by natural attractants such as beeswax and lemongrass oil,
African honeybees naturally multiply the beehives. Besides protecting crops, the fences produce honey for extra
income and free farmers—often the front-line defenders—from risky nighttime guarding. And they are now
spreading across the world, from Mozambique to Thailand.
8．What does the underlined word “ingenious” in paragraph 1 mean?
A．Clever.
B．Excusable.
C．Uncertain.
D．Challenging.
9．What is the main reason for elephants’ entry into human settlements?
A．Farmers attract them with crops.
B．Climate change reduces their habitats.
C．Beehives frighten them away from forests.D．Human activities destroy their homes.
10．How did researchers develop the solution of using beehives?
A．After studying elephants’ eating habits. B．Through scientific proof of a folk story.
C．By copying Thailand’s elephant defense.D．Using high-tech sound warning systems.
11．What is the author’s attitude to the beehive-fence solution?
A．Skeptical.
B．Tolerant.
C．Dismissive.
D．Approving.
D
体裁：说明文 字数：338 话题：研究报告
Have you ever found yourself having intrusive (侵扰的) thoughts about something you haven’t finished?
Maybe a half-done work project is keeping you up at night or the suspenseful plot of a novel you’re reading keeps
circling your thoughts. There is a reason why it’s so hard to stop thinking about uncompleted and interrupted tasks,
and psychologists called it the Zeigarnik effect (Z-effect).
The Zeigarnik effect was first observed by a Russian psychologist named Bluma Zeigarnik. While sitting in
a busy restaurant in Vienna, Zeigarnik noted that the waiters had better memories of unpaid orders. Once the bill
was paid, however, the waiters had trouble remembering the exact details of the orders.
Zeigarnik did a series of experiments, in which participants were asked to complete simple tasks such as
putting together puzzles, or solving math problems. Half of the participants were interrupted partway through doing
these tasks. After an hour-long wait, Zeigarnik asked the participants to describe what they had been working on.
She discovered that the people who had been interrupted in their work were twice as likely to remember what they
had been doing as the people who had been able to complete the tasks.
We are living in an information explosion era, and we need mental tricks to help us remember a great deal of
information. The Zeigarnik effect serves as a prime example. We hold on to information in the short term by
constantly pulling it back into our awareness. By thinking of uncompleted tasks often, we’re more likely to keep
remembering them until they get done.
The Zeigarnik effect tells us a lot about how memory works and you can use the Zeigarnik effect to your
advantage. If you are struggling to memorize something important, momentary interruptions might work to your
advantage. Rather than simply repeating the information, review it a few times, and then take a break. Nevertheless,
leaving too many tasks unfinished can lead to feelings of overwhelm and anxiety. Therefore, it’s crucial to use this
effect wisely in practical applications.
12．What does the Zeigarnik effect mainly refer to according to the passage?
A．People tend to forget completed tasks immediately after finishing them.
B．Uncompleted or interrupted tasks are more likely to stay in people’s memory.
C．Waiters have better memories than ordinary people when it comes to orders.
D．Simple tasks are easier to remember than complex ones for most people.
13．What is the purpose of paragraph 3?
A．To clarify a concept.
B．To test an assumption.
C．To analyze the causes.
D．To give background information.
14．Which of the following cases best reflects the potential disadvantage of the Zeigarnik effect?
A．Airing ads during the suspenseful moments in a TV series.
B．Stopping writing at the thrilling plot of a story.
C．Having many uncompleted tasks listed on the desktop.
D．Interrupting students halfway through solving a math problem.
15．What can be a suitable title for the text?
A．The Tricks of Developing Long-term Memory.
B．The Z-Effect: How to Boost Recall of Finished Tasks.
C．The Power of Completing Tasks Ahead of Schedule.
D．The Z-Effect: How Interruptions Enhance Memory.
2.阅读7 选5
体裁：说明文 字数：247 话题：社会生活——让家长会更有效的方法
For educators at any stage of their career, preparing for parent-teacher conferences often brings a certain
level of anticipation. Over the years, I’ve come up with a few essential approaches that have made these meetings
far more effective and meaningful. 16 Surprisingly, they guarantee your conference a success.
My most important step begins early in the semester, well before conference schedules are finalized: I focus
on building a genuine, positive relationship with each student’s family. 17 When caregivers already see
you as a reliable partner by the time you meet, the conversation flows more openly and constructively.
Another practice I rely on is maintaining clear and consistent communication throughout the term. Regular
updates — whether through a brief class newsletter or a digital platform — keep families informed about what’s
happening in the classroom. 18
Thus, it helps build a strong bridge between home and school.
19 Beyond the traditional in-person meeting, I also provide phone or video call alternatives, which
helps me include caregivers who might otherwise be unable to attend the conference in the flesh due to work
schedules, transportation, or family responsibilities.
Finally, I view conferences as a collaborative (合作的) exchange. Conferences are an active conversation
among all stakeholders: students, caregivers, and teachers. So, it’s a time for me to share data, observations,
celebrations, and goals with caregivers. 20 I also actively encourage input from both the student and their
family. This three-way dialogue helps ensure everyone is committed to the next steps.
A．But that’s not all!
B．They sound straightforward.
C．The possibilities are endless.
D．Financing all the families is the top priority.
E．It is key to building trust for the entire school year.
F．I’ve also found it helpful to offer conference options.
G．This allows parents to feel connected to their child’s day-to-day learning.
