A
(2021·1月浙江卷)
Researchers say they have translated the meaning f gestures that wild chimpanzees (黑猩猩) use t cmmunicate. They say wild chimps cmmunicate 19 specific messages t ne anther with a “vcabulary” f 66 gestures. The scientists discvered this by fllwing and filming grups f chimps in Uganda, and examining mre than 5,000 incidents f these meaningful exchanges.
Dr Catherine Hbaiter, wh led the research, said that this was the nly frm f intentinal cmmunicatin t be recrded in the animal kingdm. Only humans and chimps, she said, had a system f cmmunicatin where they deliberately sent a message t anther grup member.
“That's what's s amazing abut chimp gestures，” she said. “They're the nly thing that lks like human language in that respect.”
Althugh previus research has shwn that apes and mnkeys can understand cmplex infrmatin frm anther animal's call, the animals d nt appear t use their vices intentinally t cmmunicate messages.This was a significant difference between calls and gestures, Dr Hbaiter said.
Chimps will check t see if they have the attentin f the animal with which they wish t cmmunicate. In ne case, a mther presents her ft t her crying baby, signaling: “Climb n me.” The yungster immediately jumps n t its mther's back and they travel ff tgether. “The big message frm this study is that there is anther species (物種) ut there that is meaningful in its cmmunicatin, s that's nt unique t humans，” said Dr Hbaiter.
Dr Susanne Shultz, and evlutinary bilgist frm the University f Manchester, said the study was praisewrthy in seeking t enrich ur knwledge f the evlutin f human language. But, she added, the results were “a little disappinting”．
“The vagueness f the gesture meanings suggests either that the chimps have little t cmmunicate, r we are still missing a lt f the infrmatin cntained in their gestures and actins，” she said. “Mrever, the meanings seem t nt g beynd what ther animals cnvey with nn-verbal cmmunicatin. S, it seems the gulf remains.”
語(yǔ)篇導(dǎo)讀：本文是一篇說明文。講述了猩猩如何利用手勢(shì)進(jìn)行語(yǔ)言溝通的新發(fā)現(xiàn)。
1．What d chimps and humans have in cmmn accrding t Dr Hbaiter？ D
A．Memrizing specific wrds.
B．Understanding cmplex infrmatin.
C．Using vices t cmmunicate.
D．Cmmunicating messages n purpse.
解析：細(xì)節(jié)理解題。根據(jù)題干Dr Hbaiter定位到第二段最后一句“Only humans and a system f cmmunicatin where they deliberately sent a message t anther grup member.”，可知，人類和猩猩的相似之處就是有目的的傳遞信息進(jìn)行溝通。故選D。
2．What did Dr Shultz think f the study？ B
A．It was well designed but prly cnducted.
B．It was a gd try but the findings were limited.
C．It was inspiring but the evidence was unreliable.
D．It was a failure but the methds deserved praise.
解析：推理判斷題。根據(jù)Dr Shultz定位到第六段“... the study was praisewrthy in seeking t enrich ur knwledge f the evlutin f human language. But, she added, the results were ‘a(chǎn) little disappinting'.”可知，她認(rèn)為這項(xiàng)研究是值得稱贊的，它嘗試豐富我們對(duì)人類語(yǔ)言進(jìn)化的原有知識(shí)，但結(jié)果還是有點(diǎn)令人失望。故選B(這是一個(gè)很好的嘗試，但發(fā)現(xiàn)的結(jié)果有限。)。
3．What des the underlined wrd “gulf” in the last paragraph mean？ A
A．Difference. B．Cnflict.
C．Balance. D．Cnnectin.
解析：詞義猜測(cè)題。根據(jù)畫線詞所在句及前句可知，目前研究所得的猩猩手勢(shì)的含義還沒有超出其他動(dòng)物的非聲音交流所表達(dá)的含義，換句話說需要進(jìn)一步研究，揭示其存在的不同。difference區(qū)別；不同；cnflict沖突；balance平衡；cnnectin連接。故選A。
4．Which f the fllwing is the best title fr the text？ D
A．Chimpanzee behaviur study achieved a break-
thrugh
B．Chimpanzees develped specific cmmunicatin
skills
C．Chimpanzees: the smartest species in the animal
kingdm
D．Chimpanzee language: cmmunicatin gestures
translated
解析：標(biāo)題歸納題。排除A項(xiàng)(猩猩行為研究學(xué)有重大突破)、B(猩猩進(jìn)化出特殊的溝通技巧)和C項(xiàng)(猩猩是動(dòng)物王國(guó)中最聰明的)。全文都是圍繞著猩猩如何利用手勢(shì)進(jìn)行語(yǔ)言溝通來(lái)進(jìn)行闡述。故選D(黑猩猩交流手勢(shì)語(yǔ)言)。
B
(2023·遼寧省五校聯(lián)考)
Suppse yu are ut shpping and cme acrss an acquaintance wh starts telling yu a stry that seems t be dragging n and n.Yu want t seem interested, s yu ffer the ccasinal“Oh” r“I see”．T yur surprise, thugh, this persn angrily stps in their tracks and says, “Srry if I'm bring yu！”
Where did this cme frm？Clearly, yur bdy language must have betrayed yu.The idea that verbal(口頭的) and nnverbal messages can cnflict was the inspiratin fr a recently published study frm Yale University's Lucylle Armentan. s part f her study f cmmunicatin in relatinships, Armentan's research als examined cmmunicatin channels in peple's meeting fr the first time.
T test the rle f the verbal-nnverbal mismatch n emtinal cmmunicatin, Armentan and her partner created experimental cnditins t see what wuld happen when smene asked fr help frm strangers.The research team created videtapes f a fellw Yale student expressing his nervusness in his wrds, bdily gestures, r bth.The bdily gestures included running his hands thrugh his hair, grabbing his arm, and facially expressing uneasiness.The key questin was whether the ther participants, anther 82 Yale students, wuld believe the student and prvide the help he was requesting.They needed t give their respnses.
Turning t the findings, thse nnverbal cues(暗示) f nervusness had a greater impact n helping behavir than the verbal cues.Surprisingly, helping behavir was the highest when verbal expressins f nervusness were lw but nnverbal cues were high.
Recgnizing that yur bdy language can utweigh yur wrds means that yu need t be mindful f what yur bdy is ding when yu're interacting with thers.Generally, when smene is speaking t yu, yu want t lk like yu're interested.Nt nly shuld yu maintain eye cntact, but yu shuld keep yur bdy still and face tward the ther persn.If yu're nt trying t lk interested, it may be mre plite t say yu have t be smewhere else.
語(yǔ)篇導(dǎo)讀：耶魯大學(xué)的Lucylle Armentan最近發(fā)表了一項(xiàng)研究，該研究表明與人互動(dòng)時(shí)，你的肢體語(yǔ)言可以勝過你的口頭語(yǔ)言。
5．What is Paragraph 1 mainly abut？ C
A．The bvius advantages f bdy language.
B．A situatin where bdy language is a must.
C．An example f the verbal-nnverbal mismatch.
D．The prper way t interact with ld friends.
解析：主旨大意題。根據(jù)文章第一段最后兩句可知，這是一個(gè)言語(yǔ)和行為不一致的舉例，即言語(yǔ)和非言語(yǔ)不匹配的例子。故選C。
6．What were the 82 Yale students asked t d？ D
A．Express nervusness in their wrds.
B．Identify the type f bdily language.
C．Try t win the nervus student's trust.
D．Respnd t the nervus student's request.
解析：細(xì)節(jié)理解題。根據(jù)文章第三段最后兩句“The key their respnses.”可知，關(guān)鍵問題是， 其他的參與者，即另外82名耶魯學(xué)生，是否會(huì)相信這個(gè)學(xué)生，并提供他所要求的幫助。他們需要給出自己的反應(yīng)。由此可知，這82名耶魯學(xué)生被要求對(duì)緊張的學(xué)生的要求作出回應(yīng)。故選D。
7．What played the mst imprtant rle in helping the student win kindness？ B
A．His sincere verbal expressins.
B．His bdy gestures f nervusness.
C．His psitive attitude t nervusness.
D．His gd manners in frnt f thers.
解析：細(xì)節(jié)理解題。根據(jù)文章第四段最后一句“Surprisingly, helping were high.”可知，令人驚訝的是，當(dāng)緊張的言語(yǔ)表達(dá)較少而非言語(yǔ)暗示較多時(shí)，幫助行為最高。由此可知，非語(yǔ)言暗示，即緊張的肢體動(dòng)作是贏得善意最重要的因素。故選B。
8．What des the authr intend t d in the last paragraph？ B
A．Make a predictin. B．Offer suggestins.
C．Present sme facts. D．Give sme warnings.
解析：推理判斷題。文章最后一段第一句講了意識(shí)到你的肢體語(yǔ)言可以勝過你說的話意味著當(dāng)你與他人互動(dòng)時(shí)，你需要注意你的身體在做什么，再結(jié)合下文內(nèi)容可推知，作者在本段主要是給出一些建議。故選B。
Ⅱ.完形填空
(2023·濟(jì)南市學(xué)情檢測(cè))
A schl in Sarajev is making headlines.The 1.D began in September last year.Mirzana Cralic requested the primary schl in her neighbrhd t 2.A her six-year-ld sn, Zejd, wh has a 3.C disability.The teacher, Sanela Ljumanvic, accepted almst 4.D , but n the first day f schl, she nticed Zejd sitting all by himself, unable t 5.B with anyne.
Sanela, determined t find a(n) 6.A , tried develping a few tricks and signs.But a parent f anther child 7.C a better idea—getting the whle class t 8.D sign language alng with Zejd.They gt a sign language teacher, and three mnths later, Zejd was happily able t cmmunicate with all his classmates abut 9.A things like hmewrk and games.
The ther kids in the class are quite happy as well.“I 10.B t learn sign language s I can talk t Zejd and ther deaf peple, ”said ne f his classmates.Nw, sign language is getting quite 11.A at the primary schl, with kids frm ther classes 12.C t learn as well.It is hped that it can be 13.D as a part f the fficial curse.
“Sign language is great because it 14.A cmmunicatin and als helps children becme mre 15.C t peple with disabilities，” said Sanela.
語(yǔ)篇導(dǎo)讀：本文是一篇記敘文。文章講述了薩拉熱窩一所學(xué)校的一個(gè)班級(jí)里的學(xué)生為了更好地與聽障學(xué)生澤達(dá)溝通，全部學(xué)會(huì)了手語(yǔ)的故事。
1．A.reprt B．message
C．a(chǎn)rticle D．stry
解析：考查語(yǔ)境推斷。根據(jù)文章第一句“A schl in Sarajev is making headlines.”和后文所述內(nèi)容可知，此處表示故事始于去年九月。stry意為“故事”，符合語(yǔ)境。reprt意為“報(bào)告”；message意為“信息”；article意為“文章”。故選D。
2．A.admit B．a(chǎn)dpt
C．invite D．defend
解析：考查語(yǔ)境推斷。根據(jù)后文“her six-year-ld sn, Zejd, wh has a 3 disability”和“n the first day f schl”可知，這位母親是在請(qǐng)求她所在社區(qū)的小學(xué)接收她的兒子入學(xué)。admit意為“接收(入學(xué))”，符合語(yǔ)境。adpt意為“收養(yǎng)”；invite意為“邀請(qǐng)”；defend意為“保衛(wèi)”。故選A。
3．A.learning B．speech
C．hearing D．sight
解析：考查語(yǔ)境&常識(shí)推斷。根據(jù)后文“l(fā)earn sign language s I can talk t Zejd and ther deaf peple”和常識(shí)可知，澤達(dá)有聽力障礙，此處為同義復(fù)現(xiàn)。hearing意為“聽力”，符合語(yǔ)境。learning意為“學(xué)習(xí)”；speech意為“說話的能力；發(fā)言”；sight意為“視力”。故選C。
4．A.cnditinally B．passively
C．persnally D．immediately
解析：考查語(yǔ)境推斷。根據(jù)后文“n the first day f schl”可知，澤達(dá)被學(xué)校接收了，故此處表示老師幾乎立刻就接受了這位母親的請(qǐng)求。immediately意為“立即”，符合語(yǔ)境。cnditinally意為“有條件地”；passively意為“被動(dòng)地”； persnally意為“個(gè)人地”。故選D。
5．A.cperate B．interact
C．cmpete D．stay
解析：考查語(yǔ)境推斷。根據(jù)前文提到澤達(dá)有聽力障礙，以及后文“three mnths later, Zejd was happily able t cmmunicate with all his classmates”可知，此處指澤達(dá)剛?cè)雽W(xué)的時(shí)候無(wú)法和別人交流。interact意為“交流；互動(dòng)”，符合語(yǔ)境。cperate意為“合作”；cmpete意為“競(jìng)爭(zhēng)；參加比賽”；stay意為“停留”。故選B。
6．A.slutin B．explanatin
C．thery D．a(chǎn)lternative
解析：考查語(yǔ)境推斷。根據(jù)前文澤達(dá)不能和別人交流和空后的“tried develping...”可知，此處指老師決心找到一個(gè)解決辦法。slutin意為“解決辦法”，符合語(yǔ)境。explanatin意為“解釋”；thery意為“理論”；alternative意為“可供選擇的事物”。故選A。
7．A.selected B．imagined
C．presented D．favred
解析：考查語(yǔ)境推斷。根據(jù)前文“tried develping a few tricks and signs”以及后文“a better idea—getting the whle class t 8 sign language alng with Zejd”可知，另一位孩子的家長(zhǎng)提出了一個(gè)更好的主意來(lái)幫助澤達(dá)。present意為“提出”，符合語(yǔ)境。select意為“選擇”；imagine意為“想象”；favr意為“支持”。故選C。
8．A.enjy B．create
C．design D．learn
解析：考查語(yǔ)境推斷。根據(jù)后文“They gt a sign language teacher, and three mnths later, Zejd was happily able t cmmunicate with all his classmates”可知，這位家長(zhǎng)提議讓全班學(xué)生一起學(xué)習(xí)手語(yǔ)。learn意為“學(xué)習(xí)”，符合語(yǔ)境。enjy意為“喜歡”；create意為“創(chuàng)造”；design意為“設(shè)計(jì)”。故選D。
9．A.regular B．frmal
C．cmplex D．prfessinal
解析：考查常識(shí)&語(yǔ)境推斷。根據(jù)常識(shí)及后文的“l(fā)ike hmewrk and games”可知，做家庭作業(yè)和玩游戲是經(jīng)常發(fā)生的事情。regular意為“經(jīng)常做的”，符合語(yǔ)境。frmal意為“正式的”；cmplex意為“復(fù)雜的”；prfessinal意為“職業(yè)的”。故選A。
10．A.affrd B．like
C．prepare D．wait
解析：考查語(yǔ)境推斷。根據(jù)前文“The ther kids in the class are quite happy as well.”可知，孩子們對(duì)學(xué)習(xí)手語(yǔ)感到很開心，所以此處指一位同學(xué)表示他很喜歡學(xué)習(xí)手語(yǔ)。like意為“喜歡”，符合語(yǔ)境。affrd意為“承擔(dān)得起”；prepare意為“準(zhǔn)備”；wait意為“等待”。故選B。
11．A.ppular B．cnfusing
C．challenging D．impractical
解析：考查語(yǔ)境推斷。根據(jù)后文“with kids frm ther classes 12 t learn as well”可知，其他班的孩子也想學(xué)習(xí)手語(yǔ)，由此可知，手語(yǔ)在這所小學(xué)里變得很受歡迎。ppular意為“受歡迎的”，符合語(yǔ)境。cnfusing意為“令人困惑的”；challenging意為“挑戰(zhàn)性的”；impractical意為“不切實(shí)際的”。故選A。
12．A.failing B．hesitating
C．trying D．helping
解析：考查語(yǔ)境推斷。根據(jù)前文學(xué)生們都樂于學(xué)習(xí)手語(yǔ)和空后的“l(fā)earn as well”可知，此處指其他班級(jí)的孩子們也在努力學(xué)習(xí)手語(yǔ)。try意為“努力；嘗試”，符合語(yǔ)境。fail意為“失敗”；hesitate意為“猶豫”；help意為“幫助”。故選C。
13．A.described B．knwn
C．defined D．included
解析：考查語(yǔ)境推斷。根據(jù)前文手語(yǔ)在這所小學(xué)里很受歡迎和后文“as a part f the fficial curse”可知，此處表示人們希望能把手語(yǔ)作為正式課程的一部分。include意為“使成為……的一部分”，符合語(yǔ)境。describe意為“描述”；knw意為“知道”；define意為“給……下定義”。故選D。
14．A.enables B．shws
C．stresses D．repeats
解析：考查語(yǔ)境推斷。根據(jù)前文描述孩子們通過學(xué)習(xí)手語(yǔ)得以與澤達(dá)交流可知，此處表示手語(yǔ)很棒，因?yàn)樗?與聽障人士)溝通成為可能。enable意為“使成為可能”，符合語(yǔ)境。shw意為“展示”；stress意為“強(qiáng)調(diào)”；repeat意為“重復(fù)”。故選A。
15．A.implite B．sensitive
C．a(chǎn)daptable D．thankful
解析：考查常識(shí)&語(yǔ)境推斷。根據(jù)常識(shí)以及本文所講述的故事可知，學(xué)會(huì)手語(yǔ)能幫助孩子們更好地適應(yīng)殘障人士。adaptable意為“能適應(yīng)的”，符合語(yǔ)境。implite意為“無(wú)禮的”；sensitive意為“敏感的”；thankful意為“感謝的”。故選C。
Ⅲ.七選五
(2023·廣西聯(lián)盟校第一次統(tǒng)檢)
Making eye cntact isn't always easy.It can feel uncmfrtable at times, especially when yu haven't yet built a relatinship with the ther persn. 1.C
Eye cntact helps thers remember what yu said.When yu share eye cntact during a cnversatin, yu'll remember mre f what the ther persn said.The reverse(相反的情況) is true as well. 2.D Research fund that during a vide call, participants remembered mre f the infrmatin frm the call when there was mre eye cntact included. 3.G The researchers fund that a direct gaze fr 30% f the cnversatin is all it takes fr participants t significantly increase what they remembered frm the call.
4.B Being self-aware means that yu are aware f what's currently happening with yur bdy.And eye cntact can help with that, accrding t research frm the University f Paris.Researchers fund that we're mre fcused n ur wn bdies and behavir when ther peple lk at us.
Eye cntact creates attractin.Eye cntact attractin is a real thing.Research shwed that humans find ther peple mre attractive when they make eye cntact.Smiling can als help create attractin. 5.F Wrkmates and leaders will be mre inclined(想) t build relatinships with yu when yu lk them in the eye.On the ther hand, n eye cntact can shw a lack f cnfidence.
A．S hw t make eye cntact naturally?
B．Eye cntact can help with self-awareness.
C．But why is eye cntact imprtant in the first place?
D．Other peple will als remember mre f what yu said.
E．This is why eye cntact plays a huge rle in learning and discussing.
F．While this is imprtant fr persnal relatinships, it als matters at wrk.
G．And, peple dn't even need a huge amunt f eye cntact t get this benefit.
語(yǔ)篇導(dǎo)讀：本文主要講述了眼神交流的好處——幫助別人記住你說的話、有助于自我意識(shí)、吸引關(guān)注。
解析：
1．空處承上啟下，結(jié)合下文中每段首句可知，下文主要講到了眼神接觸的好處。C項(xiàng)“但是為什么眼神交流在一開始就如此重要？”能引出下文，且與上文中的“It can feel uncmfrtable at times”形成轉(zhuǎn)折。故選C。
2．結(jié)合空前的“The reverse(相反的情況) is true as well.”可知，空處講到的情況與上文中的“yu'll remember mre f what the ther persn said”反向?qū)?yīng)。故選D。
3．結(jié)合本段的結(jié)構(gòu)和空后的“The researchers fund that”可知，空處與前文密切相關(guān)，緊跟前一句“participants remembered there was mre eye cntact included”，G項(xiàng)“而且，人們不需要太多的眼神交流就能獲得這種好處?！狈险Z(yǔ)境，且“this benefit”指的正是空前一句。故選G。
4．分析文章結(jié)構(gòu)可知，空處應(yīng)該會(huì)講到眼神交流的好處，且最好以“Eye cntact”引出句子，故B項(xiàng)適合作本段的主旨句。另外，根據(jù)本段中的“Being self-aware means that yu are aware... And eye cntact can help with”也可以判斷，B項(xiàng)適合作本段的主旨句。故選B。
5．根據(jù)空前講到的“humans find ther peple mre attractive”可知，空前講到了眼神交流對(duì)個(gè)人人際關(guān)系的益處，而空后“Wrkmates and leaders will be mre inclined(想) t build relatinships with yu”則講到了工作場(chǎng)合，空處承上啟下，F(xiàn)項(xiàng)符合語(yǔ)境。故選F。
Ⅳ.語(yǔ)法填空
In many Asian, African and Latin American cultures, 1.extended (extend) eye cntact is implite and it is thught f 2.as ffensiveness r challenge f authrity. It 3.is cnsidered (cnsider) pliter t have brief eye cntact, especially between peple f different 4.scial (sciety) status (like a student and a teacher, r a child and his elder relatives). Fr example, if a Japanese wman avids 5.lking (lk) smene in the eye, she is nt shwing a lack f interest nr is she shwing a lack f cnfidence. Instead, she is plite, respectful and apprpriate accrding t her culture.S in many f these cultures, yu shuld take care f what kind f eye cntact yu initiate with thse wh are yur 6.superirs(superir) r in authrity ver yu, s that yu are nt thught t be disrespectful r rude. As yu can see, it is vital fr yu 7.t knw (knw) what eye cntact cmmunicates befre yu visit a new culture.
Befre yu travel, yu can either lk up relevant infrmatin in yur lcal public library 8.r check ut a bk abut the culture f the cuntry yu plan t visit in a bkstre. Learn hw t make use f eye cntact and ther bdy language 9.flexibly (flexible) s that yu are perceived t be plite, and s that yu can better cnnect with peple 10.wh/that are freign t yu!
語(yǔ)篇導(dǎo)讀：本文是一篇說明文。主要介紹了在不同的文化背景下目光交流的意義不同。
解析：
1．考查形容詞。分析句子成分可知，設(shè)空處作名詞詞組eye cntact的定語(yǔ)，應(yīng)用形容詞。extended意為“較長(zhǎng)時(shí)間的；延長(zhǎng)了的”。故填extended。
2．考查介詞。此處考查詞組“think ”，意思是“認(rèn)為……是……”。故填as。
3．考查動(dòng)詞的時(shí)態(tài)和語(yǔ)態(tài)及主謂一致。分析句子成分可知，it為形式主語(yǔ)，真正的主語(yǔ)是t have brief eye cntact, 此處形式主語(yǔ)it和cnsider之間構(gòu)成被動(dòng)關(guān)系，文章整體時(shí)間基點(diǎn)為現(xiàn)在，因此應(yīng)用一般現(xiàn)在時(shí)的被動(dòng)語(yǔ)態(tài)。故填is cnsidered。
4．考查形容詞。分析句子結(jié)構(gòu)可知，設(shè)空處在句中作定語(yǔ)，修飾名詞status, 應(yīng)用形容詞。故填scial。
5．考查非謂語(yǔ)動(dòng)詞。avid ding sth.為固定搭配，意為“避免做某事”，此處a Japanese wman與lk之間為邏輯上的主動(dòng)關(guān)系。故填lking。
6．考查名詞復(fù)數(shù)。分析句意和空前的are可知，此處應(yīng)用名詞復(fù)數(shù)形式。故填superirs。
7．考查非謂語(yǔ)動(dòng)詞?！癐t is ＋adj.＋ fr sb.＋t d sth.”為固定句型，意為“做某事對(duì)某人來(lái)說是……的。”，it是形式主語(yǔ)，不定式作真正的主語(yǔ)。故填t knw。
8．考查連詞。either... r...為固定短語(yǔ)，意為“要么……要么……”。故填r。
9．考查副詞。設(shè)空處修飾動(dòng)詞短語(yǔ)make use f, 應(yīng)用副詞。故填flexibly。
10．考查定語(yǔ)從句。分析句子結(jié)構(gòu)可知，設(shè)空處引導(dǎo)定語(yǔ)從句，先行詞為peple, 指人，關(guān)系詞在從句中作主語(yǔ)。故填wh/that。

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