題號(hào)押題03 押全國卷28—31題閱讀理解C篇說明文-備戰(zhàn)2022年高考英語臨考題號(hào)押題（全國甲卷）-試卷下載-教習(xí)網(wǎng)

說明文所選材料題材豐富多樣，涉及社會(huì)、科技、文化、生活、人物、教育、生態(tài)、安全等方面。說明文在高考閱讀理解中的重要性不容忽視。即便是第一節(jié)中的細(xì)節(jié)理解題，大多數(shù)情況下考生也無法從文章中直接找到與選項(xiàng)表述完全一致的信息，而是需要在理解文章細(xì)節(jié)信息后作出歸納和判斷；最近五年，說明文選材通常是各學(xué)科的前沿問題；高科技領(lǐng)域的科研成果；人們比較關(guān)心的社會(huì)問題；人文經(jīng)典。
一、說明文語言特點(diǎn)
閱讀理解主要考查考生對(duì)詞匯和句式的掌握和運(yùn)用情況。說明文因其生僻詞匯多、句式復(fù)雜等特點(diǎn)，相對(duì)于其他體裁的文章來說難度更大。
二、說明文結(jié)構(gòu)特點(diǎn)
說明文的特點(diǎn)是客觀、簡(jiǎn)練，文章很少表達(dá)作者的感情傾向。說明文通常采用以下結(jié)構(gòu)形式：
總分式。事物說明文常用“總－分”式、“總－分－總”式和“分－總”式結(jié)構(gòu)，完整的“總－分－總”式說明文先總體概括，再分說，最后再總結(jié)。
遞進(jìn)式。事理說明文常用這種結(jié)構(gòu)形式，通常由淺入深、由表及里、由現(xiàn)象到本質(zhì)，逐層遞進(jìn)，一層一層地剖析事理。
并列式。文章各部分的內(nèi)容沒有主次輕重之分。
對(duì)照式。通過兩個(gè)事物的比較和對(duì)照說明其異同。
不管采用何種方式行文，說明文基本上都會(huì)遵循“首段引入所要說明的話題，其他部分采用并列式段落或遞進(jìn)式段落對(duì)其進(jìn)行說明”這一規(guī)律。
說明文八大常見命題點(diǎn)
一、段首、段尾處?？?br>無論是議論文還是說明文，一篇文章往往分成幾個(gè)部分或?qū)哟芜M(jìn)行說明和論證，每個(gè)段落一般都是一個(gè)部分或者一個(gè)層次。英美作者寫文章的邏輯性非常強(qiáng)，文章結(jié)構(gòu)都非常規(guī)范，因此每個(gè)段落的首句和尾句也經(jīng)常是該段落的主旨句，也是出題的重點(diǎn)區(qū)域。
二、句意轉(zhuǎn)折處常考
文章的轉(zhuǎn)折處也是體現(xiàn)作者觀點(diǎn)和文章主題的地方，作者經(jīng)常會(huì)通過先抑后揚(yáng)的方法在轉(zhuǎn)折詞之后才明確提出自己的觀點(diǎn)。轉(zhuǎn)折詞前后的意思一般來說都是相反的，而作者會(huì)偏重其中的某一方。因此，在閱讀過程中看到轉(zhuǎn)折詞，考生最好能作上標(biāo)記以方便做題時(shí)查找。一些明顯的轉(zhuǎn)折詞包括but, yet(句首), hwever, thugh, n the cntrary, by cntrast , instead, still (句首),
as a matter f fact, in fact等。
三、對(duì)比、比較處?？?
另外，作者也經(jīng)常把兩個(gè)事物、兩件事實(shí)、兩種觀點(diǎn)進(jìn)行對(duì)比，從而論證自己觀點(diǎn)的正確性。表示對(duì)比的一些標(biāo)志性詞語有unlike, by cntrast, in cmparisn, be
cmpared with等。命題者常對(duì)對(duì)比的雙方屬性進(jìn)行考查。比如文章中說“甲具有X屬性，但乙與甲不同，那乙有何屬性？”答：非X屬性。此類考點(diǎn)常出現(xiàn)在邏輯推理型題中，少數(shù)出現(xiàn)于其他考點(diǎn)中。
四、因果關(guān)系處常考
因果邏輯關(guān)系也很受高考英語命題者的青睞，因?yàn)橐蚬P(guān)系闡述了兩個(gè)事件或者事實(shí)之間的內(nèi)在聯(lián)系，是作者進(jìn)行分析或者得出結(jié)論的地方。出題者為了考查考生的閱讀能力和邏輯分析能力，經(jīng)常會(huì)將因果顛倒，考生需要注意辨別實(shí)際的因果關(guān)系，防止受到迷惑。表示因果關(guān)系的詞語有：because, as , fr, since, because f, due t, as a result f, result frm, thanks t, s, thus, therefre, cnsequently, in cnsequence, as a result, result in, cause, lead t, cntribute 等。有時(shí)候文章中雖然沒有出現(xiàn)表示因果關(guān)系的標(biāo)志性詞語，但是在邏輯上也存在著因果關(guān)系，這個(gè)時(shí)候考生就需要自己進(jìn)行判斷和推理。
五、舉例說明處?？?br>一般的議論文和說明文都需要一些例子來支持作者的論證和說明，這些例子往往與作者的論述和說明有很大的關(guān)聯(lián)，考綱中明確提出考生需要掌握區(qū)分論點(diǎn)與論據(jù)的能力，因此這也成了考題出處的熱點(diǎn)。這種題目在文章中的線索非常明顯，一般都帶有如下的標(biāo)志性詞匯：fr example, fr instance, take an example, such as, like等?？忌斡浺话阄恼屡e例處的前后句就是與該例子相關(guān)的作者論點(diǎn)，所以在做此類題目的時(shí)候就需要追本溯源，尋找論點(diǎn)，才能保證所選答案的正確性。
六、特殊標(biāo)點(diǎn)處?？?
英文中主要使用逗號(hào)和句號(hào)，文中一旦出現(xiàn)一些特殊的標(biāo)點(diǎn)符號(hào)，通常都會(huì)表達(dá)作者的特殊意圖，因此特殊的標(biāo)點(diǎn)符號(hào)處也經(jīng)常成為出題的對(duì)象，因此考生應(yīng)該對(duì)以下標(biāo)點(diǎn)符號(hào)的用法較為熟悉：
七、結(jié)論建議處?？?
一般情況下出現(xiàn)the research indicates, the reprt suggests等類似的結(jié)論建議性表達(dá)方式時(shí)，表明此處為文中提及的實(shí)驗(yàn)和研究的結(jié)果或作者要闡明論證的結(jié)果。出題者通常不會(huì)考查實(shí)驗(yàn)和研究的過程，而將注意力放在結(jié)論和結(jié)果上，因此閱讀過程中要格外注意這些表達(dá)的出現(xiàn)。
八、觀點(diǎn)態(tài)度處常考
文章中作者對(duì)于某人或某事物的觀點(diǎn)或態(tài)度，以及文章中涉及的其他人或組織機(jī)構(gòu)的觀點(diǎn)或態(tài)度也常受出題人的青睞。解題時(shí)要留意文章中出現(xiàn)表達(dá)觀點(diǎn)態(tài)度的詞語的地方，以及一些帶有感情色彩的特殊句式(祈使句、感嘆句、反問句等)。
說明文解題策略
一、細(xì)讀文章重點(diǎn)
關(guān)注文章結(jié)構(gòu)；文章主題句；各段首末句；體現(xiàn)作者觀點(diǎn)態(tài)度的詞句。
二、明確說明對(duì)象
通讀全文，明確作者是針對(duì)哪一個(gè)說明對(duì)象從不同的角度和側(cè)面對(duì)其加以說明的。在閱讀過程中要概括、總結(jié)每一段說明的側(cè)重點(diǎn)，理清各段之間的邏輯聯(lián)系，加深對(duì)說明對(duì)象的理解。
三、弄清說明順序
在說明的過程中作者會(huì)選擇合理的說明順序?qū)φf明對(duì)象進(jìn)行有條不紊的解說。把握了說明順序，就能準(zhǔn)確把握文章的脈絡(luò)，加深對(duì)整篇文章的理解。
四、把握作者態(tài)度
說明文的首段一般借用生活中的某個(gè)場(chǎng)景事件引入說明的事物。一般穿插人們對(duì)被說明事物的看法和觀點(diǎn)，要仔細(xì)體會(huì)觀點(diǎn)的傾向性和情感色彩，來對(duì)比作者態(tài)度和寫作情感。
五、吃透長難句子
學(xué)會(huì)運(yùn)用括號(hào)法分析長難句，把影響考生理解的各種從句、非謂語動(dòng)詞短語以及復(fù)雜介詞短語括起來，從而達(dá)到“去枝葉，留主干”的目的，進(jìn)而準(zhǔn)確理解句子含義。
六、學(xué)會(huì)適當(dāng)放棄
無關(guān)大局的生僻詞匯閱讀中經(jīng)常會(huì)遇到一些生詞，如果這些生詞對(duì)理解全文沒有影響或影響不大就可略過。較長的人名、地名有許多較長的表示人名、地名等的專有名詞，閱讀時(shí)可一掃而過或干脆用其首字母代替，不必試圖把整個(gè)專有名詞讀出來。
Passage 1（2021?全國甲卷?說明文）
Prt Lympne Reserve, which runs a breeding (繁育) prgramme, has welcmed the arrival f a rare black rhin calf (犀牛幼崽). When the tiny creature arrived n January 31, she became the 40th black rhin t be brn at the reserve. And fficials at Prt Lympne were delighted with the new arrival, especially as black rhins are knwn fr being difficult t breed in captivity (圈養(yǎng)).
Paul Beer, head f rhin sectin at Prt Lympne, said: “Obviusly we're all abslutely delighted t welcme anther calf t ur black rhin family. She's healthy, strng and already eager t play and explre. Her mther, Sli, is a first-time mum and she is ding a fantastic jb. It's still a little t cld fr them t g ut int the pen, but as sn as the weather warms up, I have n dubt that the little ne will be ut and abut explring and playing every day.”
The adrable female calf is the secnd black rhin brn this year at the reserve, but it is t early t tell if the calves will make gd candidates t be returned t prtected areas f the wild. The first rhin t be brn at Prt Lympne arrived n January 5 t first-time mther Kisima and weighed abut 32kg. His mther, grandmther and great grandmther were all brn at the reserve and still live there.
Accrding t the Wrld Wildlife Fund, the glbal black rhin ppulatin has drpped as lw as 5500, giving the rhins a “critically endangered” status.
28. Which f the fllwing best describes the breeding prgramme?
A. Cstly.B. Cntrversial.C. Ambitius.D. Successful.
29. What des Paul Beer say abut the new-brn rhin?
A. She lves staying with her mther.B. She dislikes utdr activities.
C. She is in gd cnditinD. She is sensitive t heat.
30. What similar experience d Sli and Kisima have?
A. They had their first brn in January.B. They enjyed explring new places
C. They lived with their grandmthers.D. They were brught t the reserve yung
31. What can be inferred abut Prn Lympne Reserve?
A. The rhin sectin will be pen t the public.
B. It aims t cntrl the number f the animals.
C. It will cntinue t wrk with the Wrld Wildlife Fund.
D. Sme f its rhins may be sent t the prtected wild areas.
Passage 2（2019?全國甲卷?說明文）
Befre the 1830s, mst newspapers were sld thrugh annual subscriptins in America, usually $8 t $10 a year. Tday $8 r $10 seems a small amunt f mney, but at that time these amunts were frbidding t mst citizens. Accrdingly, newspapers were read almst nly by rich peple in plitics r the trades. In additin, mst newspapers had little in them that wuld appeal t a mass audience. They were dull and visually frbidding. But the revlutin that was taking place in the 1830s wuld change all that.
The trend, then, was tward the “penny paper”—a term referring t papers made widely available t the public. It meant any inexpensive newspaper; perhaps mre imprtantly it meant newspapers that culd be bught in single cpies n the street.
This develpment did nt take place vernight. It had been pssible(but nt easy) t buy single cpies f newspapers befre 1830, but this usually meant the reader had t g dwn t the printer’s ffice t purchase a cpy. Street sales were almst unknwn. Hwever, within a few years, street sales f newspapers wuld be cmmnplace in eastern cities. At first the price f single cpies was seldm a penny—usually tw r three cents was charged—and sme f the lder well-knwn papers charged five r six cents. But the phrase “penny paper” caught the public’s fancy, and sn there wuld be papers that did indeed sell fr nly a penny.
This new trend f newspapers fr “the man n the street” did nt begin well. Sme f the early ventures(企業(yè)) were immediate failures. Publishers already in business, peple wh were wners f successful papers, had little desire t change the traditin. It tk a few yuthful and daring businessmen t get the ball rlling.
28. Which f the fllwing best describes newspapers in America befre the 1830s?
A. Academic.B. Unattractive.C. Inexpensive.D. Cnfidential.
29. What did street sales mean t newspapers?
A. They wuld be priced higher.B. They wuld disappear frm cities.
C. They culd have mre readers.D. They culd regain public trust.
30. Wh were the newspapers f the new trend targeted at?
A. Lcal pliticians.B. Cmmn peple.
C. Yung publishers.D. Rich businessmen.
31. What can we say abut the birth f the penny paper?
A. It was a difficult prcess.B. It was a temprary success.
C. It was a rbbery f the pr.D. It was a disaster fr printers.
Passage 1
In the past several years, the use f scial media has grwn in a way that n ne culd have guessed. It has turned sme teenagers int celebrities and turned the famus int the infamus vernight.
A key feature f scial media, hwever, is its vlatility. Trends cme and g, disappearing almst as quickly as they appeared. S, what were the key scial media trends f 2022?
Shrt vide apps such as TikTk and its Chinese equivalent (等同物) Duyin, tk the wrld by strm. The Telegraph reprted that TikTk was ranked 8th n Apple’s App stre in April. And Duyin had mre than 300 millin dmestic (國內(nèi)的) mnthly active users in June at hme, CNBC said.
Why are these shrt vides-which are rarely lnger than a few minutes—s ppular? Jiang Yige, Singapre-based analyst at FengHe Fund Management, has a thery. “Shrt vides are just right t fill in the little gaps in ur busy schedules,” he tld CNBC.
These vides—apart frm being very cnvenient—are imprtant t teenagers because they allw them t express themselves, accrding t Teen Vgue.
Liza Kshy, a user f the US app Musically wh has ver 2 millin fllwers, said,“ The sense f cmmunity that users f shrt vide apps get is anther appealing feature.”
Live streaming is a feature f ur scial media life that nw seems as natural as sunrise. It’s a pretty neat idea: Yu can watch anyne, anywhere, live. Hwever, China has taken live streaming t a whle new level. In China, mre than 100 millin viewers mnthly watch a live streaming vide. Frbes thught that a number f factrs had led t the ppularity f live streams. Amng them is viewers’ ability t interact with unknwn names.
Hwever, the quick develpment f scial media may be having side effects t. Fake news is ne serius prblem it causes. Materials shared n these platfrms are ften nt checked fr accuracy. The mst basic cntent can be false and can mislead users ne way r anther. We use scial media all the time; that desn’t mean that we understand the influence it is having n us. We shuld be mindful f bth the time we spend n it and its impact n ur minds.
1. What des the underlined wrd “vlatility” in Paragraph 2 pssibly mean?
A. Being changeable.B. Being famus.
C. Being prmising.D. Being ppular.
2. Accrding t Liza Kshy, why are shrt vides very ppular?
A. They are very cheap.
B. They help peple kill time.
C. They prvide a sense f cmmunity.
D. They allw peple t express themselves.
3. What d we knw abut scial media?
A. The infrmatin frm scial media is ttally reliable.
B. When it cmes t scial media, peple nly knw shrt vides.
C. Peple can’t cmmunicate with each ther withut scial media.
D. There is still much rm fr scial media t make imprvement.
4. What is the authr’s attitude t the quick develpment f scial media?
A. Objective.B. Subjective
C. Supprtive.D. Negative.
Passage 2
Western mnarch butterflies (WMBs, 西部帝王蝶) fly thusands f miles every year, flying nrth in spring and summer, and suth in fall. Nw, scientists want peple in the western US t give them a hand by sending in any pictures f mnarchs they take this spring.
WMBs, like mst butterflies, help plants create seeds, which can then create mre plants by spreading a dust called pllen between plants. In turn, mnarchs depend n plants. They gather sweet nectar (花蜜) frm flwers fr fd. They rest and spend their winters in trees. And they depend cmpletely n a plant called milkweed t lay their eggs.
Their number has been drpping sharply since the 1980s, when 3 millin t 10 millin butterflies migrated (遷徙) annually frm the nrthwestern United States t spend the winter at hundreds f sites alng the Califrnia cast. In 2020, less than 2. 000 mnarchs were cunted in the entire state. But in 2021, that number jumped t 247, 237. Scientists still dn't fully understand this phenmenn. But they’re studying it, saying itll take years f tracking them t wrk it ut.
Scientists have learned a lt abut where Western mnarchs spend the winters. But they knw much less abut where they g when they leave their winter hmes. That’s why scientists frm several universities are rganizing a prject called “Western Mnarch Mystery Challenge” t seek fr practical assistance frm “citizen scientists” in the American west.
They’re asking anyne wh sees a mnarch butterfly utside f their winter hmes this spring t take a picture and send it t them. By cllecting the pictures, alng with the date and place where the pictures were taken, scientists hpe t learn mre abut what happens t the butterflies and where they are after they leave their winter hmes and prtect them better in the future.
Last year’s increase in mnarch number is great news. But the number f mnarchs is still way belw the millins f butterflies that migrated in the 1980s.
1. What des paragraph 2 mainly talk abut cncerning WMBs?
A. The links between them and plants.B. Their vital imprtance t plants.
C. The effects f plants n them.D. Their cntributins t nature.
2. What best describes scientists when they knew abut WMBs’ ppulatin jump?
A. Wrried.B. Dubtful.
C. Puzzled.D. Tlerant.
3. What d scientists intend t knw abut WMBs by the prject?
A. What their real shapes lk like.B. Why their number increases.
C. Hw they leave winter hmes.D. Where they live in spring.
4. What can be a suitable title fr the text?
A. WMBs Are Being PrtectedB. Help Is Needed t Help WMBs
C. WMBs Are Still in DangerD. Humans Welcmes WMBs Back
Passage 1
Effrts t preserve the Amazn rain frest, which supprts immense bidiversity and lcks away tns f climate threatening carbn, are grwing mre urgent as the ecsystem’s destructin accelerates. Indigenus (當(dāng)?shù)氐? peples have been trying t prtect the regin by patrlling (巡邏) their territrial bundaries fr illegal activities. But rapid defrestatin cntinues.
A recent study shws that cmbining n-the-grund mnitring with satellite data and smartphne technlgy culd help put the brakes n Amazn defrestatin—and ptentially that f frests elsewhere.
Illegal lgging, agriculture and cca cultivatin particularly threaten the Amazn in the Peruvian Indigenus cmmunities and utsiders are ften the culprits (罪魁禍?zhǔn)?. The research team wndered if prviding training fr lcal peple t use satellite-based “early defrestatin alerts” culd help. The scientists cllabrated with 76 Indigenus cmmunities, 36 f which participated in using these alerts t watch ver the frest. Over the next tw years these trained participants were paid t wrk as frest mnitrs and received mnthly alerts via the app when satellite data indicated lcal frest lsses. Mnitrs investigated alerts, patrlled fr defrestatin in ther areas and reprted cnfirmed lsses back t their cmmunities, which decided whether t deal with the culprits n their wn r infrm state authrities.
The researchers analyzed the same frest-lss satellite data frm the given time perid in all 76 cmmunities. They fund the early-alert prgram reduced frest lss by 8.4 hectares in the first tw year—a 52% reductin cmpared with the average lss in the cntrl cmmunities.
Experts say this apprach t tackling Amaznian defrestatin lks prmising. “Wuld this wrk in all cmmunities that have high risk f defrestatin? Given the results, it’s wrth a try.” says Catherine Tucker, a researcher at the University f Flrida. “But sme cmmunities may nt have access t the resurces needed fr such a prgram, r their territries may hld valuable minerals that wuld increase the risk f defrestatin by utsiders despite mnitring effrts,” wrte Francisc Hernandez Cayetan, a cmmunity member invlved in the research, “we as Indigenus peples ask the wrld fr supprt.”
1. Why did the research team cnduct the prgram?
A. T stp carbn being lcked away.
B. T tackle Amazn defrestatin.
C. T mnitr satellite mvement.
D. T cntrl illegal activities.
2. Hw des the cmmunity-based mnitring wrk?
A. By ffering lcals training in using a smartphne app.
B. By cmbining lcal mnitring with smartphne alerts.
C. By rganizing native peple t fight against the utsiders.
D. By equipping lcal frest with satellite data and mnitrs.
3. What is Catherine Tucker’s attitude tward the apprach t preventing defrestatin?
A. Pessimistic.B. Objective.C. Apprving.D. Cnventinal.
4. Which can be the best title fr the text?
A. Lcal Mnitrs Trained fr Frest Lss.B. Satellite Data Cure Defrestatin.
C. Outsiders Are t Blame fr Frest Lss.D. Smart Patrl Fights Defrestatin.
Passage 2
Like many parents wrking frm hme while their kids are learning remtely, we’ve been lking fr creative ways t cnnect with ur children — and nwhere has this been truer than in the kitchen.
Kitchen science, as Liz Heinecke, authr f Kitchen Science Lab fr Kids calls it desn’t require any fancy equipment r ingredients (配料)—and, best f all in the era f remte educatin, we can cmbine science lessns with everyday meal preparatins. By helping with cking, kids can engage in lively, prject-based lessns. Actually, even the easiest recipes include bth simple and cmplex scientific cncepts.
Kitchen science isn’t just abut what we’re cking: it’s als abut understanding why It’s wrth taking the time t figure ut hw ingredients and temperature interact and why substances behave the way they d. Everyne invlved will learn smething.
Fr example we all knw il and water dn’t mix easily, but we can change this by adding mustard (芥末) t the il and water t make a salad dressing. This is an pprtunity t teach kids abut the science f emulsins (乳化). Adding lemn juice t a vegetable stps that vegetable frm turning brwn: cabbage changes clr when yu add vinegar t it. Bth f thse phenmena are the result f chemical reactins. In the classrm, it can be hard t see hw scientific cncepts will apply utside the lab. But when kids see these cncepts play ut in the real wrld, that sparks curisity and learning.
“Every time yu step int yur kitchen t ck, yu put science t wrk. In fact, physics and chemistry cme int play whenever yu steam, bake, freeze r bil. Thus, every time yu step int the kitchen, it’s an pprtunity fr everyne t learn mre abut science,” Liz Heinecke said.
1. What are parents expected t d in the kitchen?
A. Ask kids t ck a meal n their wnB. D science experiments in the kitchen.
C. Pay attentin t cking ingredients.D. Cmbine scientific cncepts with recipes.
2. What des the furth paragraph indicate?
A. Raw materials are imprtant in the kitchen.
B. Prcedures t ck dinner must be fllwed.
C. Cking can inspire kids’ interest in studying science.
D. Family educatin is mre imprtant than schl educatin.
3. What can we learn frm Liz Heinecke’s wrds?
A. Cking can benefit bth kids and parents.
B. Parents need t master different cking skills.
C. Lab experiments can be repeated at hme.
D. Schls shuld ffer cking curses.
4. What des the authr intend t tell us in the text?
A. T practice healthy eating habits.
B. T learn fd science ut f the lab
C. T turn meal preparatins int family learning.
D. T teach kids sme recipes fr cking in the kitchen.
Passage 3
Hundreds f millins have rlled up their sleeves fr the COVID-19 vaccine, but why haven’t they rlled up their pant legs instead? Why d we get mst shts in ur arms? What s the science behind why we get mst vaccines in ur arm? It’s wrth nting that mst, but nt all, vaccines are given in the muscle. Sme vaccines are given rally. Others arc given just beneath the skin. But why is the muscle s imprtant, and des lcatin matter?
There are imprtant immune cells in muscle tissue. These immune cells recgnize the antigen, a tiny piece f a virus r bacteria intrduced by the vaccine that stimulates an immune respnse. Thus, muscles make an excellent vaccine administratin site.
In the ease f the COVID-19 vaccine, the immune cells in the muscle tissue pick up these antigens and present them t the lymph ndes. Injecting the vaccine int muscle tissue keeps the vaccine in a small area, allwing immune cells t sund the alarm t ther immune cells and get t wrk. Once a vaccine is recgnized by the immune cells in the muscle, these cells carry the antigen t lymph vessels, which transprt the antigen-carrying immune cells int the lymph ndes. Lymph ndes, key cmpnents f ur immune system, cntain mre immune cells that recgnize the antigens in vaccines and start the immune prcess f creating antibdies.
Muscle tissue als tends t keep vaccine reactins in the lcal area. If certain vaccines are injected int fat tissue, the chance f painful redness r swelling increases because fat tissue has pr bld supply, leading t pr absrptin f sme vaccine cmpnents.
Anther deciding factr in vaccine administratin lcatin is the size f the muscle. Adults and children aged three and lder tend t receive vaccines in their upper arm. Yunger children receive their vaccines in the middle part f the leg because their arm muscles are smaller and less develped. Cnvenience and scial acceptability shuld als be cnsidered. As is knwn, rlling up yur sleeve is way easier and mre preferred.
All things cnsidered, when it cmes t the flu sht and the COVID-19 vaccine, fr mst adults and kids, the arm is the preferred vaccinatin rute.
1. Why d muscles make a gd vaccine administratin site?
A. Muscles can easily recgnize bacteria.B. Muscle tissue stimulates immune respnse.
C. Muscle tissue cntains vital immune cells.D. Muscles can prevent reprductin f viruses.
2. What can be learned frm Paragraph 3?
A. Lymph vessels perfrm transprting functin.
B. Lymph vessels is critical t creating antibdies.
C. Immune cells can autmatically sund the alarm.
D. Immune cells give antigens t lymph vessels.
3. What culd be a result f injecting vaccines int fat tissue?
A. Pr bld supply.B. Better absrptin.C. Lcal pain.D. Rapid fat lss.
4. The passage is mst likely taken frm ______.
A. an advertisementB. a jurnalC. a speechD. a nvel
Passage 4
A study f 8 different experiments shwed that ur brains tend t prefer additin rather than subtractin when it cmes t finding slutins—in many cases, it seems we just dn’t cnsider the strategy f taking smething away at all.
The researchers fund that this preference fr adding was nticeable in three situatins in particular: when peple were under higher cgnitive (認(rèn)知的) lad, when there was less time t cnsider the ther ptins, and when vlunteers didn’t get a specific reminder that subtracting was an ptin. In ne f the experiments, participants were asked t imprve a Leg structure s that it was able t take mre weight. Half the vlunteers were reminded that they culd take away bricks as well as add them, and half weren’t. In the grup that gt the reminder, 61 percent slved the prblem by taking away a brick—which was a much faster and mre efficient way f making the structure stable. In the grup that didn’t get the reminder, nly 41 percent went fr the remving bricks apprach.
“Additive ideas cme t mind quickly and easily, but subtractive ideas require mre cgnitive effrt,” says psychlgist Benjamin Cnverse, frm the University f Virginia. “Because peple are ften mving fast and wrking with the first ideas that cme t mind, they end up accepting additive slutins withut cnsidering subtractin at all.”
The researchers have a few ideas abut what might be ging n. Our brains might find additive changes easier t prcess perhaps, r we might be assciating adding with ideas f smething that's bigger and therefre better in ur subcnscius. There might als be assciatins in ur minds with the current status being smething that needs t be maintained as much as pssible—and taking smething away is arguably mre destructive t the current status than adding smething new.
The researchers say their wrk is imprtant in a much brader sense: fr institutins lking t streamline (簡(jiǎn)化), fr example, and even fr the human race lking fr ways t better manage the planet’s resurces.
1. What des the underlined wrd “subtractin” in paragraph 1 refer t?
A. Remval.B. Mderatin.C. Refusal.D. Slutin.
2. In which situatin d peple prefer adding?
A. When they are under high pressure.B. When they lack cgnitive ability.
C. When they are specially reminded.D. When they are hurried t decide.
3. What were participants required t d in the experiment?
A. Re-shape Leg bricks.B. Take Leg bricks away.
C. Mve the Leg structure.D. Stabilize the Leg structure.
4. What is paragraph 4 mainly abut?
A. The ways t make additive changes.
B. The effects f taking smething away.
C. The reasns fr brains preferring additin.
D. The imprtance f maintaining current status.
Passage 5
The blue whale is the largest animal t ever live n ur planet. Yu might wnder hw much such a large creature eats. Well, yu are nt alne.
Scientists recently carried ut a study t find ut hw much blue whales eat in a day. Their findings were nt surprising. They fund the whales eat a lt. In just ne day, blue whales living in the Nrth Pacific Ocean can eat abut 14.5 metric tns f krill (磷蝦). That means blue whales eat arund 1450 metric tns f fd every year.
Matthew Savca f Stanfrd University said, “It’s an unimaginable amunt f fd.” Savca als described the blue whales’ size as “unimaginable.” Blue whales are larger than even the biggest dinsaurs. They can grw t 33 meters lng and weigh abut 181 metric tns. The animal can grw t abut the size f a Being 737 airplane. Nick Pyensn was the c-writer f the study. He said the amunt f fd blue whales eat in a day is abut the weight f “ne fully-laded schl bus.”
T measure the amunt f fd the whales ate and t study eating behavirs, the researchers used many devices. Electrnic tag devices were attached t the animal’s back. They als used cameras, micrphnes, a GPS lcatr device and an instrument that fllws mvement. They used drnes (無人機(jī)) t estimate the size f a whale’s muth area and hw much fd it culd eat at ne time. And they used instruments that recrded sund waves t estimate the amunt f fd in the waters near the whales.
Because they eat s much, they als prduce much mre excrement, than scientists had thught. This prvides imprtant nutrients fr cean ecsystems. These nutrients help t frm phytplanktn (浮游植物), which serve as the base f cean fd webs. Whale hunting during the 20th century caused sharp drps in whale ppulatins. Pyensn added that supprting whale recvery may help repair “ecsystem functins lst in the past hundred years.”
1. What did Savca think f the amunt f fd a blue whale eats?
A. Impssible.B. Incredible.C. Inspiring.D. Imaginary.
2. What is Paragraph 4 mainly abut?
A. The recrd f sund waves.B. The behavirs f whales.
C. The use f electrnic devices.D. The ways f studying whales.
3. What des the underlined wrd “excrement” in Paragraph 5 means?
A. Waste material.B. Fd shrtage.
C. Phytplanktn.D. Reprductin.
4. What may be discussed next accrding t the passage?
A. Hw t prtect ecsystems.B. Hw t repair ecsystem functins.
Passage 6
DNA frm fssils (化石) has transfrmed the study f human and animal evlutin, revealing unknwn relatinships, tracing early migratins, and expsing ancient inter-species mating. Yet fr humans, the entire field depends n just 23 ancient genmes (基因組), 18 f them frm Neanderthals. Recently, scientists unlcked a much larger trve (寶庫) f ancient DNA: frm the sil f cave flrs. This year, fr the first time, cave dirt yielded DNA nce hused in the nucleus f human cells, and researchers used such “dirt DNA” t recnstruct the identity f cave dwellers arund the wrld.
The new wrk brrws frm the study f envirnmental DNA frm living species. T find ut which rganisms inhabit lakes, frests, and ther places, scientists cllect the free-flating DNA they shed int air, water, and sil. By 2003, evlutinary geneticists shwed discarded (丟棄的) DNA culd exist fr thusands f years. It was used by researchers in 2015 t help recnstruct entire ancient ecsystems, even in the absence f fssils. But much f that DNA cmes frm mitchndria (線粒體), the cell’s pwer plants, which stre tiny pieces f infrmatin f genetic material. Thanks t new techniques, scientists can nw cmb ancient sils fr nuclear DNA, which carries the fall instructins fr life.
This year, scientists successfully used nuclear DNA t chart the human and animal ccupatin f three caves. In Spain’s Estatuas Cave, nuclear DNA revealed the genetic identity and sex f humans wh lived there 80,000 t 113,000 years ag, and suggested ne line age f Neanderthals replaced several thers after a glacial perid that ended 100,000 years ag. In 25,000-year-ld sil frm Gergia’s Satsurblia Cave, scientists fund a female human genme frm a previusly unknwn line f Neanderthals, alng with the genetic traces f a bisn and a nw-extinct wlf. And by cmparing 12,000-year-ld black bear DNA frm Mexic’s Chiquihuite Cave with that f mdern bears, scientists discvered that after the last ice age, the cave bears’ descendants (后代) migrated as far nrth as Alaska.
Techniques fr extracting and sequencing nuclear DNA frm ancient sils are still imprving. As they d, researchers hpe t answer even mre questins abut the rise and fall f ancient species.
1. What des the authr think f fssil DNA study?
A. It is utdated.B. It is imprving.
C. It is revlutinary.D. It is challenging.
2. What d we knw abut nuclear DNA?
A. It nly exists in human cells.B. It can be fund n cave flrs.
C. It cntains little infrmatin abut life.D. It has a shrt life utside f human cells.
3. Why are the examples given in Paragraph 3?
A. T shw scientists’ achievements in ancient sil DNA study.
B. T intrduce sme recent scientific discveries in nuclear DNA.
C. T prve hw pwerful nuclear DNA is in identifying ancient life.
D. T help understand what ancient sil DNA can d in genetic study
4. What is the best title fr the text?
A. Fssil DNA Cmes t an End.B. Fssil DNA Already in Blm.
C. Ancient Sil DNA Cmes f Age.D. Ancient Sil DNA Still in the Dark.冒號(hào)
冒號(hào)的出現(xiàn)有兩大作用——后面內(nèi)容或者用來解釋說明前面抽象的內(nèi)容；或者是對(duì)前面內(nèi)容的總結(jié)。不管是解釋還是總結(jié)，出現(xiàn)冒號(hào)通常要重點(diǎn)選讀冒號(hào)后面的內(nèi)容。
括號(hào)
括號(hào)內(nèi)的內(nèi)容通常用來解釋或強(qiáng)調(diào)括號(hào)前面的內(nèi)容，我們?cè)谄綍r(shí)的學(xué)習(xí)過程中見到括號(hào)一般都跳過，但是在英語中通常會(huì)把要強(qiáng)調(diào)的內(nèi)容放在括號(hào)中，因此要認(rèn)真仔細(xì)分析。
破折號(hào)
破折號(hào)后面的內(nèi)容通常表示對(duì)前面內(nèi)容的解釋說明或補(bǔ)充，說明此處信息至關(guān)重要。但要注意，兩個(gè)破折號(hào)的作用通常為插入語，就不再是重點(diǎn)信息了。
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