《2025年全品学练考高中英语必修第一册外研版》

In sub-Saharan Africa, most children attend schools where lessons are not taught in their mother tongue, but a language that is more international. Some believe this system prepares kids for a successful future. Others say that teaching in an unfamiliar language can obviously hamper learning results.
Senegal is an example of an African nation where students learn to read—not in a language they speak at home, but in French. Forcing children to learn in French could not actually have a positive effect on their school performance. According to Education Centre, the youth's ability to read and write is lower than the average for countries with similar economies. In addition, more than half of Senegal's secondary school-age children no longer attend school.
Such concerns have led schools in some countries to begin teaching in local languages. But not everyone agrees with these efforts. Barbara Trudell, the director of an organization for language development, says that preferring local languages can be difficult to understand. That's because there might be more opportunities for speakers of international languages. Others have mixed feelings. Meissa Dieng, a school headmaster, accepts the importance of international languages. But he's concerned about how well children adapt to the challenges of doing schoolwork in a language they do not speak at home. Chris Darby, an education expert, says that parents often have strong views on teaching in international languages. But many of them finally support it. “Parents are very eager, I think, for children to succeed,” said Darby.
Many organizations have been applying two-language teaching programmes in primary schools. In these programmes, children learn to speak French and build learning skills in their local language. The local language is later used as a base to learn and read in French. Programme Director Awa Ka Dia hopes the good results will encourage the native governments to fund the programmes, so they could cover more areas.
(A)1. What does the underlined word “hamper” mean in Paragraph 1?
A. Harm.
B. Improve.
C. Achieve.
D. Confuse.
(D)2. Why is the country Senegal mentioned in Paragraph 2?
A. To show the importance of reading and writing in French.
B. To encourage Senegalese students to learn a second language.
C. To show the great benefits of learning an international language.
D. To show the negative influence of learning French on Senegalese students.
(B)3. What is Meissa Dieng's attitude to teaching in international languages?
A. Unconcerned.
B. Doubtful.
C. Positive.
D. Unclear.
(A)4. What can be concluded from the last paragraph?
A. The programmes are considered helpful.
B. Learning French helps to improve learning skills.
C. Native languages make it harder to learn French.
D. The local government has put lots of money into the programmes.

答案： Ⅴ.【文章大意】这是一篇说明文。文章主要说明了在非洲撒哈拉沙漠以南的地区，大多数儿童上学的学校不是用母语授课，而是用更国际化的语言授课，对此人们有不同的看法。
1. A 词义猜测题。根据画线词上文Some believe this system prepares kids for a successful future. Others say that teaching in an unfamiliar language can obviously...可知，上文提到一些人认为，这种制度为孩子们的成功做好了准备，即支持这种制度，而另一些人反对这种制度，认为用不熟悉的语言教学显然会降低学习效果。故画线词意思是“危害，不利于”，故选A。
2. D 推理判断题。根据文章第二段Forcing children to learn in French could not actually have a positive effect on their school performance. According to Education Centre, the youths ability to read and write is lower than the average for countries with similar economies.可知，提到塞内加尔是为了展示学习法语对学生的负面影响。故选D。
3. B 推理判断题。根据文章第三段Meissa Dieng, a school headmaster, accepts the importance of international languages. But he's concerned about how well children adapt to the challenges of doing schoolwork in a language they do not speak at home.可知，Meissa Dieng对国际语言的重要性持接受态度，但对其执行效果存有顾虑，所以他对国际语言教学的态度是怀疑的。故选B。
4. A 推理判断题。根据最后一段In these programmes, children learn to speak French and build learning skills in their local language...Programme Director Awa Ka Dia hopes the good results will encourage the native governments to fund the programmes, so they could cover more areas.可知，这些项目被认为很有用。故选A。