一、議論文的文體分析
議論文說理性強(qiáng)，語言莊重，邏輯縝密，常用難詞、長(zhǎng)詞和復(fù)雜句，給我們的閱讀理解帶來一定難度。
議論文是運(yùn)用邏輯推理和證明來闡述某一觀點(diǎn)、看法和主張的文體。這類文章或從正面提出某種見解，或駁斥別人的錯(cuò)誤觀點(diǎn)，以說服讀者同意自己的觀點(diǎn)為主要目的。
議論文一般有論點(diǎn)、論據(jù)和論證三個(gè)要素。論點(diǎn)是議論文的核心，即中心思想，是論據(jù)和論證的服務(wù)對(duì)象。論據(jù)是作者所引用的用以支持和證明論點(diǎn)的材料，這些材料可以是名人名言、事實(shí)例證或統(tǒng)計(jì)數(shù)據(jù)等。論證是作者組織、運(yùn)用論據(jù)的手法。
【議論說理類文章】
議論說理類文章就是議論文，是高考閱讀理解題中一種較難的題目。議論說理類文章具有以下特點(diǎn)：
1．一般按提出問題、分析問題、解決問題的方法寫作。作者一般從日常生活中的熱點(diǎn)問題、社會(huì)上的重大問題、與讀者息息相關(guān)的問題入手，即提出問題。然后，分析利弊，舉例說明，推理判斷，即分析問題。最后，闡述觀點(diǎn)，提出辦法，即解決問題。
2．以作者的觀點(diǎn)或情感為核心，對(duì)細(xì)節(jié)推理等方面進(jìn)行考查。
3．文章的主題一般是生活中的熱點(diǎn)問題、重大問題或與生活息息相關(guān)的問題等。
【典例示例】
Fr sme reasn we were reminded that we primates(靈長(zhǎng)目) need lve. Kim Bard f the University f Prtsmuth in England and her clleagues carried ut a study n 46 baby chimpanzees rphans(黑猩猩孤兒), which had lst their mthers.The study shwed that primate babies that have tight relatinships with mther figures d much better n cgnitive(認(rèn)知的) tests than babies wh nly grew up with peers(同伴), but this is nt breaking news. In fact, it's ld news.
In the 1950s, Harry Harlw did a series f experiments with baby mnkeys that shwed, that lack f lve and cmfrt makes fr a crazy mnkey.
Harlw made a cage that included a wire mnkey “mther” with a plastic face.Then he equipped the “mther” with a milk bttle.The cage als had anther wire “mther” wh was cvered with sft clth.The baby mnkeys spent all their time with the clth “mther” and nly went t the wire “mther” t feed.
Harlw's mnkey experiment was imprtant, because at the time, child care experts, and everybdy's grandmther had a “n tuch, n cmfrt” plicy(方針) tward children. They advised parents nt t respnd t crying babies. They thught that babies shuld sleep alne t becme independent, and put that kid dwn.
But Harlw's wrk changed that plicy. Mthers were sn allwed t have their babies next t them in the hspital.
The current chimp research(研究) based n Harlw's wrk shws that mther's lve desn't just make fr a psychlgically(精神上地) healthy child, it als makes fr a smart child.
The highly raised chimps d better than thse that are nt lved, and the well-raised chimps d even better than human kids n IQ tests.
We are primates, scial animals which need lve.We need t be held and talked t and made t feel that at least ne persn wants t be with us all the time.
1. The study Kim Bard and his clleagues did ________.
A. included 46 baby and mther mnkeys
B. is nthing new t peple abut the findings
C. shwed that many chimpanzees lack f lve when they were yung
D. shwed many chimpanzees had gd relatinship with their mthers
2. The underlined part “makes fr” in the third paragraph means ________.
A. d smething fr B. head fr C. bring abut D. cnnect t
3. Harlw built tw “mthers” fr baby mnkeys t ________.
A. make them live cmfrtably B. let them have mre chices
C. give them mre lve D. make cmparisn well
4. Which f the fllwing can we infer frm the passage?
A. Well-raised chimps are better than peple in IQ.
B. Smetimes it's nt wrng t have n tuch and n cmfrt t babies.
C. Chimps grwing up in cages are less smarter than chimps grwing up in wild.
D. Babies wh sleep with mthers tend t be cleverer than babies sleep alne.
語篇解讀：這是一篇議論文。文章主要是通過對(duì)靈長(zhǎng)目動(dòng)物的兩個(gè)實(shí)驗(yàn)說明，母愛對(duì)于小孩的成長(zhǎng)有著非常重要的作用。因此父母親應(yīng)該多給孩子們一些愛，以讓小孩們健康地成長(zhǎng)。
解析：
1.B 細(xì)節(jié)理解題。第二段第一句提到是46只小猴，因此A項(xiàng)錯(cuò)誤；根據(jù)文章第二段最后一句可知B項(xiàng)正確；C項(xiàng)沒有事實(shí)依據(jù)；文章第二段第二句提到和母親關(guān)系好的小猴認(rèn)知水平比其他小猴要好些，但是這不能說明D項(xiàng)。
2.C 猜測(cè)詞義題。缺少母愛的小猴和成為瘋狂的猴子是一種因果關(guān)系，因此答案選C。
3.D 推理判斷題。根據(jù)文章第四段可知制造兩個(gè)假母猴的目的是更好地比較缺乏母愛與否與小猴后來發(fā)展的關(guān)系。因此D是正確答案。
4.D 推理判斷題。文章第四、五段提到自從Harlw做了那個(gè)實(shí)驗(yàn)后，人們就認(rèn)為母親和嬰兒睡在一起對(duì)
嬰兒的成長(zhǎng)好一些，因此可知D項(xiàng)正確。
二、議論文的語體特征
由于與其他文體相比，英語議論文類似英語說明文，因此，它具有英語說明文的一些語言特點(diǎn)，比如：時(shí)態(tài)較為統(tǒng)一，多用現(xiàn)在時(shí)；強(qiáng)調(diào)語言表達(dá)的客觀性；盡可能指明信息來源等等。但作為一種獨(dú)立的文體，英語議論文在語言上也有一些自己特有的表達(dá)形式：
1.較多使用表達(dá)委婉語氣的詞語和句子
與英語說明文相比，英語議論文不僅需要說明自己的觀點(diǎn)，而且還要讓讀者接受自己的觀點(diǎn)，因此，在詞語表達(dá)上除了客觀之外，還必須注意委婉。在英語中，常用虛擬語氣，讓步狀語從句和情態(tài)動(dòng)詞can，culd，may，might，wuld，shuld等。請(qǐng)看下面兩組有關(guān)“面試在招生過程中的重要性”的文字：
（1）N ne shuld be admitted int（招收進(jìn)）cllege withut a persnal interview（面試）.What can admissins peple（招生人員）tell frm a piece f paper？They can tell nthing.Only when they see a student face t face，can they decide what kind f a persn he is.
（2）Thugh admissins peple can learn sme things frm a piece f paper，such as hw well a persn writes and what he is interested in there may be many ther things that an applicatin （申請(qǐng)表）can nt tell but can nly be seen in a persnal interview.The way a persn talks，the way he thinks abut and answers questins，the way he reacts（反應(yīng)），are all imprtant facts f a persn which can nt be fund n a piece f paper.
兩段文字都強(qiáng)調(diào)“大學(xué)生入學(xué)必須面試”，但相比之下，例（2）用了情態(tài)動(dòng)詞，thugh引導(dǎo)的讓步狀語從句等表達(dá)方式，語氣較為委婉，更容易為讀者所接受。
2.使用有辯論、推理等含義的連接詞和過渡詞等詞語結(jié)構(gòu)
英語議論文講究辯論推理的條理性和邏輯性，因此，往往較多地使用這類性質(zhì)的過渡詞和連接詞，常用的包括：since （既然），nw that（既然）， therefre（因而），cnsequently（因此），accrdingly（因此），hence（因而），in that case（在那種情況下），because（因?yàn)椋?，s（所以）。另外，還有些句型也常出現(xiàn)在英語議論文中，比如： It fllws that…（因而……），If…，we may cnclude that…（如果……，我們可以這樣下結(jié)論……）， Shuld it be the case（如果是這樣的話……），Idn't want t…，but…（我并不想……，但是……）， If yu admit…，then…（如果你承認(rèn)……，那么……），It is true that…，but…（誠然……，但是……）， Even if…（即使……）等。
下面這篇學(xué)生作文較好地使用了上述這些英語議論文常用的連接詞和過渡詞等詞語結(jié)構(gòu)，從而使文章的辯論和推理?xiàng)l理清晰，富有說服力：
Sme peple say that they will nt give up smking because they have the right t d what they want t d since smking is nt against the law.Yes，it's true that smking des nt vilate （違反）the law and therefre they can d as they like，but what is equally true is that they have t be respnsible fr what they d at the same time. Nw I dn't want t bring fears t anyne，but here are sme statistics（統(tǒng)計(jì)數(shù)字）I've just gt frm newspaper：Over seventy percent f the peple wh died f lung cancer were heavy smkers. Mre than thirty-five percent defrmed（畸形的）babies have smking mthers. Even if thse chain smkers are nt afraid fr themselves，shuldn't they be afraid fr their family members if they have gt any？
3.各種句型的使用
（1）如“很多人很快就會(huì)發(fā)現(xiàn)，他們?cè)谖镔|(zhì)上是富裕了，精神上卻很貧乏”，可以這樣達(dá)：
Many peple will sn find themselves rich in gds，but ragged in spirit.（注：句中rich in與ragged in，gds與spirit具有正反對(duì)比的關(guān)系和效果。）
（2）如“利遠(yuǎn)遠(yuǎn)大于弊”，可以這樣表達(dá)：
The advantages far utweigh the disadvantages.（注：句中the advantages與the disadvantages具有正反對(duì)比的關(guān)系和效果。）
（3）如“他們注意到了這些說法中的一些道理，但他們卻忽視了一個(gè)重要的事實(shí)”，可以這樣表達(dá)：
They have nticed a grain f truth in the statements，but have ignred a mre imprtant fact.（注：句中have nticed與have ignred，a grain f truth in the statements與a mre imprtant fact具有正反對(duì)比的關(guān)系和效果。）
（4）如“這樣做既有積極效果也有消極效果”，可以這樣表達(dá)：
It will have bth negative and psitive effects by s ding.（注：句中negative與psitive具有正反對(duì)比的關(guān)系和效果）
（5）如“我們既有與我們很為相似的朋友，又有與我們很為不同的朋友”，可以這樣表達(dá)：
We have friends similar t us and friends different frm us.（注：句中similar t與different frm具有正反對(duì)比的關(guān)系和效果）
（6）有時(shí)也使用排比句式，這種句式整齊而有氣勢(shì)，又不會(huì)使人感到單調(diào)。例如，如“讀書使我們聰明，鍛煉使我們強(qiáng)健”，可以這樣表達(dá)：
Reading makes us wise while exercises make us strng.
4.英文一般講求簡(jiǎn)潔，因此為表達(dá)強(qiáng)調(diào)偶爾使用重復(fù)可以使語句的強(qiáng)調(diào)內(nèi)容得到突出。
（1）如“現(xiàn)在是忘掉過去一切的時(shí)候了。現(xiàn)在是言歸正傳的時(shí)候了?，F(xiàn)在是為未來而奮斗的時(shí)候了”，可以這樣表達(dá)：
Nw is the time t frget everything in the past. Nw is the time t get dwn t the business. Nw is the time t wrk hard fr the future.（注：此句為句首重復(fù)，重復(fù)部分為句首的nw it the time t）
（2）如“我們渴望成功，而且正在為成功而努力工作”，可以這樣表達(dá)：
We lng fr success and we are wrking hard fr success.（注：此句為句尾重復(fù)，重復(fù)的部分為句尾的fr success.）
（3）如“我相信我們能夠成功，我相信我們也一定會(huì)成功”，可以這樣表達(dá)：
I am cnvinced that we can succeed，and I am cnvinced that we must succeed.（注：and所連接的兩個(gè)語句的句首與句尾部分同時(shí)重復(fù)，重復(fù)的部分為句首的I am cnvinced that與句尾的succeed）
（4）如“我們現(xiàn)在生活在一個(gè)新的時(shí)代，而一個(gè)改革充滿著風(fēng)險(xiǎn)與機(jī)遇”，可以這樣表達(dá)：
We are nw living in a new era，and a new era f refrm is always full f ventures and chances.（注：and之前的句尾與and之后的句首重復(fù)，重復(fù)部分為a new era.）
5.使用倒裝
倒裝這里說的倒裝不同于前述非修辭性的語法結(jié)構(gòu)倒裝。非修辭性的語法結(jié)構(gòu)倒裝是語句的語法結(jié)構(gòu)所限定的，沒有自由選擇的余地，只要運(yùn)用需要倒裝結(jié)構(gòu)的句型就要采用倒裝結(jié)構(gòu)。這里所說的倒裝是指修辭性語義結(jié)構(gòu)倒裝，是進(jìn)行強(qiáng)調(diào)的一種手段，它利用了語句句首（或句尾）的特殊位置。例如，如“充滿著風(fēng)險(xiǎn)與機(jī)遇的改革的新時(shí)代正向我們走來”，可以這樣表達(dá)：
Nw n cming t us is the new era f refrm full f ventures and chances.
6.使用轉(zhuǎn)義
轉(zhuǎn)義是一種對(duì)詞語靈活運(yùn)用的修辭手段，主要有比喻、擬人、夸張、反語、婉轉(zhuǎn)等，比喻又包括明喻、暗喻、換喻、提喻等。
（1）如要表達(dá)“過去的經(jīng)歷就像圖片一樣總是在腦海中縈繞”，英文可為：
What had been experienced in the past was always lming in memry like a picture.（注：此句采用明喻，明喻的特點(diǎn)是使用了like一詞）
（2）如要表達(dá)“我們的英語老師就是我們最好的英語辭典”，英文可為：
Our English teacher is ur best English dictinary.（注：此句采用暗喻，暗喻的特點(diǎn)是利用事物之間的相似之處進(jìn)行比喻，與明喻不同之處在于不使用like一詞）
（3）如要表達(dá)“我正在讀莎土比亞的書呢”，英文可為：
I am reading Shakespeare.（注：此句采用換喻，換喻的特點(diǎn)是直接借用一事物的名稱宋代替另一事物的名稱，使用通過聯(lián)想理解其含義，但不是所有的事物都是可以用換喻來表達(dá)的）
（4）如要表達(dá)“這里需要一個(gè)幫手”，英文可為：
A hand is needed here.（注：此句采用提喻，提喻的特點(diǎn)是用一個(gè)事物的部分來代表事物的整體或用一個(gè)事物的整體來代表事物的部分。這里用hand一詞代表整個(gè)人）
（5）如要表達(dá)“巨大的不幸籠罩著整個(gè)城市”，英文可為：
（6）如要表達(dá)“這種想法可真是偉大的愚蠢”，英文可為：
This is really a great stupid idea.（注：此句采用反語。反語的特點(diǎn)是故意將話反說，具有諷刺意味）
（7）如要表達(dá)“我太渴望成功了。聽到成功的消息我欣喜若狂”，英文可為：
I was mad fr success and n the news f success I went mad with jy.（注：此句采用夸張?？鋸埖奶攸c(diǎn)是為表現(xiàn)事物的特征故意夸大其詞）
三、議論文的解讀策略（以閱讀理解為例）
解答議論類閱讀理解試題，可以從以下幾個(gè)方面著手考慮：
作者在開始敘述一個(gè)現(xiàn)象，然后對(duì)現(xiàn)象進(jìn)行解釋。這類文章的主題是文中最重要的解釋或作者所強(qiáng)調(diào)的解釋，閱讀時(shí)要注意作者給出的原因，所以又被稱為原因—結(jié)果(Cause & Effect)型。還有一種比較常見的是問題—答案型，作者在一開始或一段末以問句提出一個(gè)問題(相當(dāng)于一個(gè)現(xiàn)象)，然后給出該問題的答案(相當(dāng)于解釋)。針對(duì)文中問題給出的主要答案就是這種文章的中心。
這里強(qiáng)調(diào)一點(diǎn)，答題時(shí)優(yōu)先考慮正面答題(直接從文章內(nèi)容得出答案)，然后從中心、態(tài)度或利用解答特征等其他角度對(duì)選項(xiàng)進(jìn)行檢驗(yàn)；如果從文章內(nèi)容中直接無法解決，則從中心和態(tài)度方面考慮；次之，從解答特征方面考慮。
考生往往最怕此類體裁。山窮水盡時(shí)，記?。菏紫葟恼w上把握文章中心和作者所持的態(tài)度，靠近中心的就是答案。
解題方法：
1. 把握文章的論點(diǎn)、論據(jù)和論證。此外，還要把握文章的結(jié)構(gòu)和語言。
2. 互推法：在議論之后，總會(huì)再列舉一些具體的例子來支持觀點(diǎn)或在一些例子之后，總要抒發(fā)一些議論。考生在理解議論時(shí)，可以借助文中所給的實(shí)例，從而在形象的例子中推理出抽象的議論；或從議論中推理理解具體例子的深刻含義，相互推斷。
3. 推理法：推理的結(jié)論一定是原文有這層意思，但沒有明確表達(dá)的。推理要根據(jù)文章的字面意思，通過語篇、段落和句子之間的邏輯關(guān)系，各個(gè)信息所暗示和隱含的意義，作者的隱含意等對(duì)文章進(jìn)行推理判斷。考生要由文字的表層信息挖掘出文章的深層含義，要能透過現(xiàn)象看本質(zhì)。
答題技巧：
歷年全國高考英語閱讀理解的題型無非基本都是考查主旨大意、詞義猜測(cè)、推理判斷和細(xì)節(jié)理解四大題型。其中，命題以細(xì)節(jié)理解題為主，推理判斷題為輔，又兼顧詞義猜測(cè)題和主旨大意題。細(xì)節(jié)理解題和推理判斷題主要考查的是對(duì)原文具體細(xì)節(jié)的理解和把控能力，難度相對(duì)較小，廣大考生除了平時(shí)必要的閱讀量和詞匯量的積累以外，掌握一定的解題技巧對(duì)解答閱讀理解題來說也是至關(guān)重要的。具體說來：
1. 主旨大意型
干擾項(xiàng) 可能是文中某個(gè)具體事實(shí)或細(xì)節(jié)。
干擾項(xiàng) 可能是從文中某些(不完全的)事實(shí)或細(xì)節(jié)片面推出的錯(cuò)誤結(jié)論。
干擾項(xiàng) 可能是非文章事實(shí)的主觀臆斷。
正確答案 根據(jù)文章全面理解而歸納概括出來；不能太籠統(tǒng)、言過其實(shí)或以偏概全。
主旨大意題主要考查學(xué)生把握全文主題和理解中心思想的能力。根據(jù)多年的備考及高考實(shí)踐，這類題目考查的范圍是：基本論點(diǎn)、文章標(biāo)題、主題或段落大意等。它要求考生在理解全文的基礎(chǔ)上能較好地運(yùn)用概括、判斷、歸納、推理等邏輯思維方法，對(duì)文章進(jìn)行高度概括或總結(jié)，屬于高層次題。
選擇＂主題＂旨在考查考生是否掌握了所讀文章的主要內(nèi)容或主旨，通常用詞、短語或句子來概括。常見的提問方式有：
1. What is the main / general idea f this text?
2. What is mainly discussed in this passage?
3. What is the text mainly abut?
4. This text mainly tells us _________.
5. This passage mainly deals with _________.
6. The main idea f this passage may be best expressed as_________.
7. The tpic f this passage is _________.
標(biāo)題選擇題則是讓考生給所讀的文章選擇一個(gè)合適的標(biāo)題。通常標(biāo)題由一個(gè)名詞或名詞短語充當(dāng)，用詞簡(jiǎn)短、精練。常見的提問方式有：
1. What wuld be the best title fr the text?
2. Which f the fllwing is the best / mst suitable title fr this text?
3. The best / mst suitable title fr this text wuld be __________.
不管是選擇＂主題＂還是選擇＂標(biāo)題＂，實(shí)質(zhì)上都是要求考生從整體上理解語篇內(nèi)容，找出貫穿語篇的主線；不管是何種體裁的文章，都是圍繞一個(gè)主題來展開的。在試題設(shè)計(jì)上，3個(gè)干擾項(xiàng)的內(nèi)容一般在文章里或多或少都有涉及，但并非主要內(nèi)容，需要注意甄別。
【典例示例】
T err is human. T blame the ther guy is even mre human. …
These three ppular misqutes（戲謔的引語）are meant t be jkes, and yet they tell us a lt abut human nature. T err, r t make mistakes, is indeed a part f being human, but it seems that mst peple dn’t want t accept the respnsibility fr having made a mistake. They naturally lk fr smene else wh culd be respnsible fr the prblem. Perhaps it is the natural thing t d. The riginal qute abut human nature went like this: “T err is human, t frgive, divine（神圣的）.” This saying mirrrs an ideal: peple shuld be frgiving f thers’ mistakes. Instead, we tend t d the ppsite—find smene else t pass the blame n t. Hwever, taking respnsibility fr smething that went wrng is a mark f great maturity.
1. What des the authr want t tell us mst?（原創(chuàng)題）
A. t make as few mistakes as pssible.B. t think seriusly abut ur wrngdings.
C. t bear respnsibility fr ur mistakes.D. t pass the blame n t smene else.
解析：這是一篇典型的駁論文。作者先列出一個(gè)錯(cuò)誤觀點(diǎn)，即T blame the ther guy is even mre human，然后進(jìn)行反駁。最后，通過關(guān)鍵詞hwever一轉(zhuǎn)折，說出了作者的觀點(diǎn)，即為自己的錯(cuò)誤承擔(dān)責(zé)任是成熟的標(biāo)志。因此，選擇C項(xiàng)。
2. 事實(shí)細(xì)節(jié)型
細(xì)節(jié)理解題主要考查考生對(duì)文章中某些細(xì)節(jié)或重要事實(shí)的理解能力。它一般包括直接理解題和語意理解題兩種。直接理解題的答案與原文直接掛鉤，從閱讀材料中可以找到。這種題難度低，只要考生讀懂文章，就能得分，屬于低層次題。
做此類題時(shí)可以使用定位法與跳讀法。定位法即根據(jù)題干和選項(xiàng)所提供的信息直接從原文中找到相應(yīng)的句子(即定位)，然后進(jìn)行比較和分析(尤其要注意一些同義轉(zhuǎn)換)，從而選出正確答案。跳讀法即根據(jù)題干和選項(xiàng)所提供的信息跳讀原文，并找到相關(guān)的句子(有時(shí)可能是幾個(gè)句子)或段落，然后進(jìn)行簡(jiǎn)單分析、推理等，從而找出正確答案。
(1)解題原則：忠實(shí)于原文上下文及全篇的邏輯關(guān)系，決不能主觀臆斷。
文章中心是論點(diǎn)，事實(shí)細(xì)節(jié)是論據(jù)或主要理由；有關(guān)細(xì)節(jié)問題常對(duì)文中某個(gè)詞語、某句子、某段落等細(xì)節(jié)及事實(shí)進(jìn)行提問，所提問題一般可直接或間接在文章中找到答案。
提問的特殊疑問詞常有：what, wh, which, where, hw, why 等。
在閱讀理解中，要求查找主要事實(shí)和特定細(xì)節(jié)的問題常有以下幾種命題方式：
①Which f the fllwing statements is true?
②Which f the fllwing is nt mentined in the text?
③The authr (r the passage) states that __________.
④Accrding t the passage, when (where, why, hw, wh, what, which, etc.) __________?
(2)干擾項(xiàng)：范圍過大、過??；偷換概念；正誤并存，某個(gè)分句是正確的。
閱讀理解中細(xì)節(jié)理解題的干擾項(xiàng)的設(shè)置有以下幾個(gè)原則：
①包含項(xiàng)原則
在答案選項(xiàng)分析中，假如對(duì)A選項(xiàng)的理解概括了對(duì)其他三項(xiàng) (或其中某一項(xiàng))的理解，那么我們就說選項(xiàng)A與其他三項(xiàng)是包含或概括關(guān)系，包含項(xiàng)A往往就是正確答案。如在＂花＂與＂玫瑰＂兩選項(xiàng)中，正確答案肯定是＂花＂，花包含了玫瑰。
②正反項(xiàng)原則
所謂正反項(xiàng)，是指兩選項(xiàng)陳述的命題完全相矛盾。兩個(gè)相互矛盾的陳述不能都是假的，其中必有一真。所以，假如四選項(xiàng)中A、B互為正反項(xiàng)，那我們通常先排除C、D項(xiàng)，正確答案一般在A、B項(xiàng)當(dāng)中。
③委婉項(xiàng)原則
所謂委婉，這里是指說話不能說死，要留有余地。閱讀理解選項(xiàng)中語氣平和、委婉的往往是正確答案。這些選項(xiàng)一般含有不十分肯定或試探性語氣的表達(dá)，如：prbably, pssibly, may, usually, might, mst f, mre r less, relatively, be likely t, nt necessary, althugh, yet, in additin, tend t等等，而含有絕對(duì)語氣的表達(dá)往往不是正確答案，如：must, always, never, all, every, any, merely, nly, cmpletely, nne, hardly, already等等。
④同形項(xiàng)原則
命題者往往先將正確答案設(shè)置在一個(gè)大命題范圍，然后通過語言形式的細(xì)微變化來考查考生的理解能力與分析能力。同形項(xiàng)原則告訴我們：詞匯與句法結(jié)構(gòu)相似的選項(xiàng)中有正確答案的存在。
⑤常識(shí)項(xiàng)原則
議論文中，那些符合一般常識(shí)、意義深刻富有哲理、符合一般規(guī)律、屬于普遍現(xiàn)象的往往是正確答案。
⑥因果項(xiàng)原則
閱讀理解的邏輯推理基本都是通過因果鏈進(jìn)行的，前因后果，一步步循序漸進(jìn)。然而，在推理題的選項(xiàng)中，有的選項(xiàng)會(huì)推理不到位(止于前因)，或者推理過頭(止于后果)，這就是所謂的干擾項(xiàng)。因果項(xiàng)原則啟示我們：假如四個(gè)選項(xiàng)中有兩項(xiàng)互為同一事物推理過程中的因果關(guān)系，那么正確答案就是兩個(gè)因果項(xiàng)中的其中之一。如果因項(xiàng)可產(chǎn)生幾個(gè)結(jié)果，那么答案就是因；如果果項(xiàng)可以對(duì)應(yīng)幾個(gè)原因，那么答案就是果。
解題方法：原文定位法。
查讀法：(1)帶著問題找答案，把注意力集中在與wh, what, when, where問題有關(guān)的細(xì)節(jié)上。
(2)細(xì)心!
3. 詞義猜測(cè)型
閱讀理解的測(cè)試中經(jīng)常有猜測(cè)詞、短語、習(xí)語、句子意義的題目，近幾年高考閱讀中詞義猜測(cè)題的考查方法呈多樣化，其中根據(jù)上下文語境推測(cè)詞義將會(huì)越來越多。有時(shí)短文中出現(xiàn)一個(gè)需猜測(cè)其意義的詞或短語，后文接著會(huì)出現(xiàn)其定義、解釋或例子，這就是判斷該詞或短語意義的主要依據(jù)。
除此之外，我們還可以根據(jù)轉(zhuǎn)折或?qū)Ρ汝P(guān)系進(jìn)行判斷：根據(jù)上下句的連接詞，如but，hwever，therwise等就可以看到前后句在意義上的差別，從而依據(jù)某一句的含義來確定另一句的含義。另外，分號(hào)(；)也可以表示轉(zhuǎn)折、對(duì)比或不相干的意義。還可以根據(jù)因果關(guān)系進(jìn)行判斷。俗話說，＂有因必有果，有果必有因＂。根據(jù)原因可以預(yù)測(cè)結(jié)果，根據(jù)結(jié)果也可以找出原因。當(dāng)然了，這些詞、短語、習(xí)語要么是生詞，要么是熟詞新義，單靠平時(shí)積累是不夠的，還要掌握以下做題技巧。
(1)根據(jù)構(gòu)詞法(轉(zhuǎn)化、合成、派生)進(jìn)行判斷。
(2)根據(jù)文中的定義、事例、解釋猜生詞。用事例或解釋猜生詞；用重復(fù)解釋的信息猜生詞。
(3)根據(jù)上下文的指代關(guān)系進(jìn)行選擇。文章中的代詞it，that，he，him或them可以指上文提到的人或物，其中it和that還可以指一件事。
(4)根據(jù)轉(zhuǎn)折或?qū)Ρ汝P(guān)系進(jìn)行判斷。根據(jù)上下句的連接詞如but，hwever，therwise等可以看到前后句在意義上的差別，從而依據(jù)某一句的含義，來確定另一句的含義。
(5)根據(jù)因果關(guān)系進(jìn)行判斷。俗話說，＂有因必有果，有果必有因＂。根據(jù)原因可以預(yù)測(cè)結(jié)果，根據(jù)結(jié)果也可以找出原因。
(6)根據(jù)同位關(guān)系進(jìn)行判斷。閱讀中有時(shí)出現(xiàn)新詞、難詞，后面跟著一個(gè)同位語，對(duì)前面的詞進(jìn)行解釋。
(7)利用標(biāo)點(diǎn)符號(hào)和提示詞猜測(cè)詞義。分號(hào)還可以表示轉(zhuǎn)折、對(duì)比或不相干的意義；破折號(hào)表示解釋說明。
常見的問題形式有：
(1)The wrd ＂…＂ in Line … means/can be best replaced by …
(2)As used in the passage, the phrase ＂…＂ suggests…
(3)Frm the passage, we can infer that the wrd/phrase /the sentence ＂…＂ is/refers t /means…
(4)The wrd ＂…＂ is clsest in meaning t …
常用應(yīng)對(duì)方法：
同義法：常在詞或短語之間有并列連詞and或r，它們連接的兩項(xiàng)內(nèi)容在含義上是接近的或遞進(jìn)的，由此可以推測(cè)詞義。
反義法：如ht and cld, give and receive等，或前句為肯定，后句為否定?？傊?，互為反義的詞與詞間都起著互為線索的作用。
釋義法：對(duì)文章中的生詞用定語(從句)、表語，甚至用逗號(hào)、破折號(hào)等標(biāo)點(diǎn)符號(hào)引出并加以解釋說明。
此外，還有情景推斷法、代詞替代法等。
做題要領(lǐng)
(1)從文中找線索或信息詞；
(2)根據(jù)熟悉的詞及詞義判斷新詞的意思；
(3)根據(jù)上下文判斷新詞在特定句中的確切意思。
(4)要特別注意熟詞新意！
【典例示例】
Fr many parents, raising a teenager is like fighting a lng war, but years g by withut any clear winner. Like a brder cnflict between neighbring cuntries, the parent-teen war is abut bundaries: Where is the line between what I cntrl and what yu d?
Bth sides want peace, but neither feels it has any pwer t stp the cnflict. In part, this is because neither is willing t admit any respnsibility fr starting it. Frm the parents’ pint f view, the nly cause f their fight is their adlescents’ cmplete unreasnableness. And f curse, the teens see it in exactly the same way, except ppsitely. Bth feel trapped.
56.What des the underlined part in Paragraph 2 mean?
A. The teens blame their parents fr starting the cnflict.
B. The teens agree with their parents n the cause f the cnflict.
C. The teens accuse their parents f misleading them.
D. The teens tend t have a full understanding f their parents.
解析：本文首先提出論點(diǎn)：對(duì)很多家長(zhǎng)來說，撫養(yǎng)孩子就像打一場(chǎng)長(zhǎng)期戰(zhàn)爭(zhēng)一樣，沒有贏家。第二段提到“戰(zhàn)爭(zhēng)”之長(zhǎng)的原因：互不服氣。抓住關(guān)鍵詞：frm the parent’s pint f view; and f curse, the teens, the same way。再結(jié)合題支的表述，答案為A。
4. 推理判斷型
做題要領(lǐng)：既要求學(xué)生透過文章表面文字信息推測(cè)文章的隱含意思，又要求學(xué)生對(duì)作者的態(tài)度、意圖及文章細(xì)節(jié)的發(fā)展作出正確的推理判斷，力求從作者的角度考慮而不是固守自己的看法。常見的命題方式有：
(1)The passage implies (暗示) that _________.
(2)We can cnclude (得出結(jié)論) frm the passage that _________.
(3)Which f the fllwing can be inferred (推論)?
(4)What is the tne (語氣) f the authr?
(5)What is the purpse (目的) f this passage?
(6)The passage is intended t _________.
(7)Where wuld this passage mst prbably appear?
【典例示例】
Ask smene what they have dne t help the envirnment recently and they will almst certainly mentin recycling. Recycling in the hme is very imprtant f curse. Hwever, being frced t recycle ften means we already have mre material than we need. We are dealing with the results f that ver-cnsumptin in the greenest way pssible, but it wuld be far better if we did nt need t bring s much material hme in the first place.
The ttal amunt f packaging increased by 12% between 1999 and 2020. It nw makes up a third f a typical husehld’s waste in the UK. In many supermarkets nwadays fd items are packaged twice with plastic and cardbard.
62. The authr uses figures in Paragraph 2 t shw ___________.
A. the tendency f cutting husehld wasteB. the increase f packaging recycling
C. the rapid grwth f super marketsD. the fact f packaging veruse
解析：作者在第一段分析論證之后用了一個(gè)關(guān)鍵句式 “ …, but it wuld be far better if we …” 引出了論點(diǎn)：我們與其回收利用廢品，倒不如先不要過度包裝。第二段用統(tǒng)計(jì)數(shù)字作為論據(jù)來證明上述論點(diǎn)。因此選擇D項(xiàng)。
【典例示例】
Why tell the truth when yu can cme up with a gd excuse?
And what is wrng with a sciety that thinks that making up a gd excuse is like creating a wrk f art? One f cmmn prblems with making excuses is that peple, especially yung peple, get the idea that it’s kay nt t be ttally hnest all the time. There is a crllary(直接推論)t that: if a gd excuse is “gd” even if it isn’t hnest, then where is the place f the truth?
54. What is the authr’s pinin abut a gd excuse?
A. Making a gd excuse is smetimes a better plicy.
B. Inventing a gd excuse needs creative ideas.
C.A gd excuse is as rewarding as hnesty.
D. Bitter truth is better than a gd excuse.
解析：這是一篇駁論文。在第二段中作者用了兩個(gè)疑問句和一個(gè)否定句，對(duì) “a gd excuse” 的懷疑態(tài)度體現(xiàn)地淋漓盡致。因此選擇D項(xiàng)。
名校資源學(xué)練
1
（2023·重慶渝北·高三重慶市渝北中學(xué)校?？茧A段練習(xí)）Any image taken frm space cnfirms that we live n an cean planet. Hw strange that we call ur planet “Earth,” derived frm a Germanic wrd meaning “the grund,” when mre than 70 percent f its surface is cvered by cean.
We need mre peple t see the sea. Right nw, less than 3 percent f the cean is cnsidered highly prtected. Experts urge that at least 30 percent be prtected t safeguard marine(海洋的) ecsystems, which in turn will help prtect ur health and well-being. The cean supplies mre than half ur xygen, absrbs carbn dixide, regulates ur climate, and supprts much f the wrld’s ecnmy. We need it a lt mre than it needs us.
Take Flrida, fr example, ne f the United States’ recreatinal ht spts. It’s brdered by the Flrida Reef Tract, Nrth America’s nly living cral barrier reef and the third largest in the wrld. Hme t mre than 500 species f fish, the reef is als essential t the Sunshine State’s ecnmy, generating an estimated $1.1 billin annually in turism. The reef buffers(保護(hù)) the castline, t, since health y cral reefs absrb 97 percent f a wave’s energy. Three-quarters f Flrida’s 22 millin peple live alng the cast, and the Flrida Reef Tract prvides mre than $650 millin in cmbined ecnmic activity and fld prtectin.
A Nvember 2022 study frm the University f Miami has fund that 70 percent f Flrida’s cral reefs are experiencing a net lss f reef habitat. Directly facing these cncerns is what I mean by seeing the sea—the gd, the bad, the imprtant. Knwledge is pwer, and we can use it t infrm ur chices, frm traveling mre mindfully, t examining hw we run ur businesses, t vting. “N ne can d everything, but everyne can d smething,” Sylvia Earle, ceangrapher and Natinal Gegraphic Explrer at Large, is fnd f saying.
The cean is a remarkable teacher, and it’s never t late t start learning.
1. What des the sea d fr ur human?
A. The sea changes ur climate.
B. The sea cntrls carbn dixide fr us.
C. The sea prduces all the xygen we need.
D. The sea prvides ecnmical benefits fr us.
2. What des the writer suggest?
A. Travelling mre, learning mre.
B. Running ur business creatively.
C. Raising awareness f cnservatin.
D. Ding sme vting befre actins.
3. Where is the passage prbably frm?
A. A scientific fictin.B. A news reprt.
C. A travel jurnal.D. A natural magazine.
4. What is a suitable title fr the text?
A. T Hug the Ocean Tightly.
B. T Learn the Ocean Devtedly.
C. T Clean the Ocean Carefully.
D. T Lve the Ocean Permanently.
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（2023·河北衡水·河北衡水中學(xué)校考模擬預(yù)測(cè)）Public health data signals a genuine crisis in adlescent mental health: rising rates f anxiety, depressin, and hpelessness. But as we wrry abut tweens and teens wh are struggling, we can’t ignre anther munting effect — the burdens that are shuldered by their friends and peers in an “always n” wrld.
We have studied teens and tech fr ver a decade. Their netwrks are ever-expanding, in n small part because there’s a sense that being nice means accepting fellw requests frm acquaintances and friends-f-friends. And it’s nt just staying cnnected — it’s keeping up with what thers pst, t.
Scial media platfrms thus make it technically pssible t maintain mre relatinships than we are histrically actually wired t track and manage. The result is an verwhelming wave f scial infrmatin. It’s especially intense fr adlescents whse develpmental sensitivities drive them t care deeply abut what their peers are ding and thinking.
Significant stress cmes with trying t be a “gd friend” in the age f scial media. Friendship requires bth public and behind-the-scenes supprt. Even befre a scial media pst is made public, clse friends can be pulled int pht selectin, editing, and final examinatin. Besides, they need t respnd in the right way and in the right amunt f time, which differs frm ne relatinship t anther. Replying t quickly can be seen as ver-eager, especially when the friendship is new r nt clse. But when it’s a clse friend, t lng a lag (延遲) can be hurtful.
The qualities that are key t building r breaking friendships are actually the same as they’ve always been: mutual (相互的) sharing f jys and srrws, a give and take f acceptance and supprt, and an ability t weather and reslve cnflicts. But technlgies have transfrmed hw friendships play ut. Scial media increases the burdens that cme alng with being a gd friend. T ften, these dynamics hit teens hard in ways that are lst n adults. And that is what shuld be changed with the help f parents, schls and ther parts f sciety.
5. What makes teenagers’ netwrks cntinue t expand?
A. The pressure t be nice.B. The requests f their parents.
C. The need t meet mre peple.D. The burden f living independently.
6. What des the authr think f being a gd friend in the age f scial media?
A. Exciting.B. Challenging.C. Mney-saving.D. Risk-taking.
7. What shuld be changed accrding t the last paragraph?
A. The qualities f being a teen friend.
B. The cnflicts between schls and parents.
C. The relatins between parents and their teens.
D. The influences f scial media n teen friendship.
8. What is the text mainly abut?
A. Why mre teens are addicted t scial media
B. Hw teens nwadays gain lng-standing friendships
C. Hw scial media has made teen friendships mre stressful
D. What makes teens becme mre sensitive t their peers’ needs
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（2023·天津南開·南開中學(xué)校考模擬預(yù)測(cè)）N business wuld welcme being cmpared t gambling. Yet that is what is happening t makers f vide games. Fr years parents have cmplained that their children are “addicted” t their vide games and smartphnes. Tday, hwever, even mre dctrs are using the term. On January 1 this year, “gaming disrder” — in which games are played uncntrllably, despite causing harm — gained recgnitin frm the Wrld Health Organizatin (WHO).
Are games really addictive? Psychlgists have different pinins. Thse wh dn’t think s say that this is just anther mral panic. Similar warnings have been given abut televisin, rck’n’rll, jazz, cmic bks, nvels and even crsswrd puzzles, but it turns ut that they are nt as harmful as expected.
Hwever, supprters argue that game develpers have the mtivatin and the means t design their prducts t make them extremely attractive. Fr ne thing, the business- mdel has changed: In the ld days, games were bught nce and fr all. But these days, games are free and mney is earned frm purchases f in-game gds, which ties playtime directly t revenue (收益). Fr anther, game-makers cmbine psychlgical thery and data, which helps them maximize the playtime. Smartphnes and mdern vide game machines use their permanent Internet cnnectins t send gameplay data back t develpers. In this way prducts are cnstantly adjusted t encurage players’ spending. The biggest spenders are knwn as “whales”, a term that riginated in casins (賭場(chǎng)).
The gaming industry shuld realize that, in the real wrld, it has a prblem, and that prblem is grwing. Nw that gaming addictin cmes with an fficial WHO recgnitin, diagnses will becme mre cmmn. Anyway, being put tgether with gambling in the public mind, fairly r nt, will nt d the industry any gd.
9. What d we knw frm Paragraph 1?
A. It is nt suitable t cmpare vide games t gambling.
B. Parents cmplain abut their children’s addictin t gambling.
C. Gaming addictin was fficially recgnized as a disease.
D. Mre dctrs are against the use f the term “addicted”.
10. What des the underlined wrds “mral panic” in Paragraph 2 mean?
A. Unexpected addictin caused by science and technlgy.
B. Wrng judgment n hw harmful smething is.
C. Truble caused by smene’s immral behavir.
D. An astnishing claim f the unexpected panic.
11. What d games develpers d t make games attractive?
A. They dn’t charge players fr in-game gds.
B. They keep players’ vide game machines updated.
C. They reward big spenders with a unique title.
D. They adjust prducts based n received data.
12. In the last paragraph, the authr aims t _______.
A. ffer a suggestin
B. make a predictin
C. give a warning
D. put frward a slutin
13. What is the best title fr the text?
A. Addictin: A Warning t the Gaming Industry
B. Addictin: Nt a Blame n Games
C. Games: A New Kind f Gambling
D. Games: The Cause f Mental Disrder
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（2023·湖南長(zhǎng)沙·長(zhǎng)郡中學(xué)校考模擬預(yù)測(cè)）Ralph Emersn nce said that the purpse f life is nt t be happy, but t be useful, t be lving, t make sme difference in the wrld. While we appreciate such wrds f wisdm, we rarely try t fllw them in ur lives.
Mst peple prefer t live a gd life themselves, ignring their respnsibilities fr the wrld. This narrw perceptin f a gd life may prvide shrt-term benefits, but is sure t lead t lng-term harm and suffering. A gd life based n cmfrt and luxury may eventually lead t mre pain because we spil ur health and even ur character, principles, ideals, and relatinships.
What then, is the secret f a gd life? A gd life is a prcess, nt a state f being: a directin, nt a destinatin. We have t earn a gd life by first serving thers withut any expectatin in return because their happiness is the very surce f ur wn happiness. Mre imprtantly, we must knw urselves inside ut. Only when we examine urselves deeply can we discver ur abilities and recgnize ur limitatins, and then wrk accrdingly t create a better wrld.
The first requirement fr a gd life is having a lving heart. When we d certain right things merely as a duty, we find ur jb s tiresme that we’ll sn burn ut. Hwever, when we d that same jb ut f lve, we nt nly enjy what we d, but als d it with an effrtless feeling.
Hwever, lve alne is insufficient t lead a gd life. Lve smetimes blinds us t the reality. Cnsequently, ur gd intentins may nt lead t gd results. T achieve desired utcme, thse wh want t d gd t thers als need t equip themselves with accurate wrld knwledge. False knwledge is mre dangerus than ignrance. If lve is the engine f a car, knwledge is the steering wheel(方向盤). If the engine lacks pwer, the car can’t mve; if the driver lses cntrl f the steering, a rad accident prbably ccurs. Only with lve in heart and the right knwledge in mind can we lead a gd life.
With lve and knwledge, we g all ut t create a better wrld by ding gd t thers. When we see the impact f ur gd wrk n the wrld we give meaning t ur life and earn lasting jy and happiness.
14. What effect des the narrw perceptin f a gd life have n us?
A. Making us simple-minded.B. Making us shrt-sighted.
C. Leading us nt a busy rad. D. Keeping us frm cmfrt and luxury.
15. Accrding t the authr, hw can ne gain true happiness?
A. Thrugh maintaining gd health.
B. By ging thrugh pain and suffering.
C. By recgnizing ne’s abilities and limitatins.
D. Thrugh ffering help much needed by thers.
16. Accrding t Paragraph 4, ding certain right things with a lving heart makes ne ________.
A. less selfishB. less annying
C. mre mtivatedD. mre respnsible
17. Accrding t Paragraph 5, life can be made truly gd when ________.
A. inspired by lve and guided by knwledge
B. directed by lve and pushed by knwledge
C. purified by lve and enriched by knwledge
D. prmted by lve and defined by knwledge
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（2023·湖北·模擬預(yù)測(cè)）Online classes began t be ppularized just a few decades ag. They are advertised as a way fr adults t finish their educatin and students t learn the material at their wn pace -- it is far mre suitable fr peple with busy schedules.
But after being enrlled in an nline curse last fall semester, I came t realize nline classes were merely a means t fulfil curse requirements.
First f all, students lack the desire t learn and they simply cmplete their assignments t receive credit fr a passing grade rather than genuinely engage with the curse material.
As nline curses tend t have mre than 100 students, mst f the assignments are shrt and simple. They are nt designed fr students t interact with the material in depth but designed t be graded easily t accmmdate such a large number f students.
Perhaps the biggest disadvantage f taking an nline class is the absence f face-t-face interactin between the teacher and their students. Live sessins are infrequent and are ften scheduled during the middle f the day when students have t attend ther classes r wrk. The ffice hurs f the prfessr may als be during incnvenient times fr many students as well. Mst interactin with the prfessr has t be thrugh email which is ften impersnal. It is nearly impssible fr students t build a relatinship with their prfessr.
There is als little interactin amng students. It can be harder t create study grups and frm relatinships with their peers.
Online classes als require either a cmputer r laptp and a reliable Internet cnnectin. Nt all students have access t these types f resurces, whether it is fr financial r ther reasns, and sme students can be put at a disadvantage.
Offering nline classes certainly helps students wh wuld therwise nt be able t attend classrm sessins. Hwever, they fail t prvide a genuine educatin with an emphasis n cnvenience rather than critical thinking. We need restructured nline classes in which students can have a learning experience that will actually prvide quality educatin.
18. What des the authr say abut students enrlled in nline classes?
A. They are unmtivated t learn.B. They can access curse materials easily.
C. They can learn at their wn pace.D. They rarely fulfil the curse requirements.
19. What des the authr think f nline curse assignments?
A. They are based n easily accessible material.
B. They are meant t facilitate interactin.
C. They are made cnvenient t mark.
D. They are given t accmmdate students’ needs.
20. What des the authr say is ne disadvantage f nline classes?
A. They are frequently scheduled at irregular times.
B. They prvide little chance fr students t build relatinships with each ther.
C. They tend t increase prfessrs’ burden f respnding t students’ emails.
D. They make prfessrs ffices much less accessible.
21. What des the authr think makes up a key part f genuine educatin?
A. Acquisitin f useful knwledge.
B. Training f real-life skills n campus.
C. Develpment f students persnalities.
D. Cultivatin f analytical thinking ability.
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（2023·重慶·重慶巴蜀中學(xué)校考模擬預(yù)測(cè)）“I knw when t g ut, and when t stay in.”, English rck star David Bwie nce cnfidently sang in his hit single. When it cmes t cnsuming fd, the decisiveness claimed by the singer-sngwriter is hard t achieve. I disagree with the statement and argue it’s better t eat ut than t rder hme delivery.
T begin with, when setting ft in a restaurant, we’re immediately greeted nt nly by a server ready t seat us, but by a fld f physical feelings—the eyes take in the internal decratin f the place, the nse breathes in the pleasant smell f expertly plated fd and the ears pick up n cmpeting sunds f custmer chatter and attractive in-stre music. T eat ut is t experience an atmsphere unique t each restaurant. Smething as special as that simply can’t be reprduced by rdering hme delivery. Eating ut is, withut dubt, the mre exciting and thus better chice.
Eating ut becmes even mre appealing when staying hme prves t painful. Whether it is because we need a temprary fight frm ur family r that we simply want t spend sme quality time utside with lved nes, ging ut fr a meal can be a break frm the hard labur f dmestic living.
We culd take it as an pprtunity fr self-care—t treat urselves by dressing up, arriving in style at a fancy restaurant and rdering a slightly mre luxurius meal t refresh ur weary sul. Ordering hme delivery wuld nly cntribute t feelings f being penned in while; eating ut is an escape fr the trapped individual. Fd delivery app users reasn it’s a truble and less cnvenient t dress up and eat ut.
Hwever, it’s wrth nting we may nt always get ur fd in the mst satisfactry cnditin when pting fr hme delivery. There’s a risk f receiving fd rders with missing items r even entirely wrng rders that can’t be sent back. What we sacrifice fr cnvenience might just wind up being incnvenient. Cnsequently, it makes mre sense t eat ut rather than risk disappintment by rdering hme delivery.
22. What des the authr mainly talk abut?
A. Dining ptins.B. Cuisine culture.
C. Cnsumptin level.D. Fd categries.
23. What advantage f eating ut is highlighted in paragraph 2?
A. Quality service.B. Cmfrt and cnvenience.
C. Sensry enjyment.D. A reasnable mix f nutritin.
24. What des the authr think f rdering hme delivery?
A. It’s quite pricey.B. It may let cnsumers dwn.
C. It may cause fd waste.D. It’s nt envirnmental-friendly.
25. Hw is the text develped?
A. By prviding examples.B. By fllwing space rder.
C. By making cmparisns.D. By analyzing mental prcesses.
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（2023·山東淄博·統(tǒng)考三模）There is n universally accepted age that is cnsidered ld amng r within scieties. Often disagreements exist as t what age a sciety may cnsider ld and what members in that sciety f that age and lder may cnsider ld. Mrever, bilgists are nt in agreement abut the existence f an internal bilgical cause fraging.
In general the scial status f an age grup is related t its effective influence in its sciety, which is assciated with that grup’s functin in prductivity. In agricultural scieties the elderly have a status f respectability. Their life experiences and knwledge are regarded as valuable, especially in preliterate (尚無文字的) scieties where knwledge is rally transmitted. The range f activities in these scieties allws the elderly t cntinue t be prductive members f their cmmunities.
In industrialized natins, althugh in certain fields ld age is still cnsidered significant, particularly in the plitical field, lder peple are increasingly being frced int retirement befre their prductive years are ver, causing prblems in their psychlgical adaptatins t ld age. Retirement is nt regarded unfavrably in all instances, but its ecnmic limitatins tend t further remve lder peple frm the range f influence and raise prblems in the extended use f leisure time and husing. As a cnsequence, financial preparatin fr retirement has becme an increased cncern fr individuals and sciety.
Familial relatinships tend t be the fcus f the elderly’s attentin. Hwever, the tendency fr yung peple in industrialized cuntries t be highly mbile has frced lder peple t decide whether t mve t keep up with their families r t remain in neighbrhds which als change, altering their familiar patterns f activity. Althugh mst lder peple d live within an hur frm their clsest child, industrialized scieties are faced with frmulating prgrams t accmmdate increasing numbers f lder peple wh functin independently f their families. Adult educatin prgrams are beginning t clse the generatin gap; hwever, as each successive generatin reaches ld age, bringing with it its particular tendencies and preferences, new prblems arise requiring new scial accmmdatins.
26. What cunts fr the elderly in agricultural scieties?
A. Their status f respectability.B. Their value in prductivity.
C. Their rich knwledge in educatin.D. Their extrardinary ability t wrk.
27. What can we learn abut the elderly’s retirement frm Paragraph 3?
A. It has faded the elderly wrries.
B. It means the end f prductive ability.
C. It is cnsidered beneficial in all distances.
D. It influences the elderly psychlgically and financially.
28. What des the underlined wrd “frmulating” in Paragraph 4 mean?
A. Planning.B. Changing.
C. Extending.D. Canceling.
29. Where is this text prbably taken frm?
A. A persnal jurnal.B. A science research.
C. A scial issue review.D. A cmmunity brchure.
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（2023·云南昆明·高三昆明一中?？紝ｎ}練習(xí)）What is self-discipline? It’s the ability t make yurself d smething, especially smething difficult r unpleasant. When sme peple hear self-discipline, they think it’s bring. Befre I get int my thughts n the tpic, I want t tell yu a stry.
On a ht sunny day, a bee named Bertha is buzzing by her hive with sme ther bees. Suddenly a bear starts t apprach her hive. In an attempt t save her hive, Bertha stings (蜇) the bear. But its skin is s thick that nce she tries t pull her sting ut, she hurts herself and dies. Bertha has n chice. Thrugh years f evlutin (進(jìn)化), she is evlved t sting threats, which is her brn ability. She lacks thinking cnsciusness.
Bees are prisners f their wn bilgy. Unlike bees, humans have the ability t verride (推翻) their bilgy thrugh self-discipline. Let’s say that smene has lng-term desires t create a meaningful career and have a healthy bdy. Alng each step f that jurney they are attracted by shrt-term pleasures, such as junk fd r vide games. Deep dwn they really want the life that cmes in the lng term. Yet they keep submitting t shrt-term pleasures. The nly difference between these tw psitins is self-discipline. It gives us the freedm t achieve what we truly want in life and allws us t break free f the cages arund us.
Vide games imitate the envirnments similar t the nes that ur ancestrs navigated in the past, but have supernrmal versins f them. We can get greater feelings f accmplishment in vide games with a lt less wrk. Cmpanies are aware that the cnstant achievements n the screen will mtivate players t keep playing. S nt nly are we cntrlled by ur wn bilgy, but we are being targeted by crpratin’s seeking t take advantage f us and make a prfit.
On the plus side, yu and I are nt like the bee, because we are nt eased by ur wn bilgy. With self-discipline, we can live the life we truly want.
30. Why des the bee die?
A. The bee takes the bear t lightly.
B. The bee’s natural ability ruins it.
C. The bee desn’t respnd t the sudden attack f the bear.
D. The bee desn’t make a crrect judgment n the situatin.
31. What’s the third paragraph mainly abut?
A. The factrs affecting self-discipline.
B. Self-discipline makes ur dreams cme true.
C. The prcess f self-discipline cming int being.
D. Lng-term desires play an imprtant rle in self-discipline.
32. Why vide games are s attractive?
A. Players can get smething fr nthing.
B. Prfits mtivate players t keep playing.
C. Players can get a great sense f achievement in vide games.
D. The envirnment in the vide games is mre mysterius than that in real life.
33. What can be suitable title fr the text?
A. Stay away frm Vide GamesB. Hw t Be a Self-disciplined Persn
C. The Mre Disciplined, the Mre FreedmD. Animals: Prisners f Their Own Bilgy
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（2023·安徽合肥·合肥市第八中學(xué)?？寄M預(yù)測(cè)）As an educatin specialist, I believe the best way t prepare students fr clleges and careers is t fcus n prviding instructinal prgrams and pprtunities that help them becme gd thinkers. T d this, teachers and actually everyne else in a cmmunity, shuld play a rle as a “cgnitive(認(rèn)知)cach” t students, helping develp gd thinkers amng ur yuth.
The best way fr yu t becme a cgnitive cach is t seek ut and engage schl children and adlescents in meaningful cnversatins. The bjective here is t get kids talking abut what they think, hw they feel, and what they believe whenever and wherever yu may find them. It may be in a classrm. It may be at the grcery stre. It may be at a basketball game. It desn’t matter where as lng as yu engage students in a tpical cnversatin and, hpefully, even a debate. Mainly, yu want t encurage students t vice their pinin abut things. Get them t take a psitin n “this thing, r that thing,” and ask them t supprt their psitin with evidence. Curiusly enugh, the simple prcess f engaging students in real life cnversatins and debates will serve t strengthen what they have learned in the classrm, and help them create their wn knwledge abut a subject r a tpic.
Learning indicates that a student has been expsed t material, understands the material, and can recall the infrmatin. Knwledge, n the ther hand, ges beynd recall and includes infrmatin prcessing, applicatin t ther situatins, cnsideratin f meaning, and cntrasting with ther cncepts. Naturally, the tpic f cnversatin yu engage in with ne f yur learners will differ frm student t student, and in the level f cmplexity based n child’s age and develpmental level. Even a kindergartener has an pinin abut things that are ging n in his r her life. Engaging in cnversatin with any members f yur learning cmmunity in ways that get at what they have learned and what they knw will help them develp higher rder reasning skills.
A student’s synthetic thinking(綜合思維)prcess ccurs when a respected adult asks a questin, particularly a questin that requires reflectin. I think all adults in a cmmunity have a respnsibility t help children with this prcess, with the gal f prducing independent thinkers.
34. What cntributes mst t develping gd yung thinkers?
A. Debating with classmates.B. Learning frm respected adults.
C. Engaging in challenging activities.D. Putting frward a sensible argument.
35. Which is the best questin raised by a cgnitive cach?
A. What have yu learnt recently?B. What natinality is Elbert Einstein?
C. Why d yu like playing ftball?D. Where are yu ging this weekend?
36. What des the authr want t shw by mentining a kindergartener?
A. Being a gd yung thinker is imprtant.
B. Chsing cnversatin tpics accrdingly is essential.
C. Cultivating gd yung thinkers shuld start as early as pssible.
D. Even children have their unique and independent ways f thinking.
37. What is the main purpse f the passage?
A. T state an educatin idea.B. T assess a teaching strategy.
C. T intrduce a learning methd.D. T cmpare different educatin methds.
10
（2023·遼寧大連·大連二十四中校考模擬預(yù)測(cè)）Being perfect is smething many f us want and try t achieve. It makes us feel we’re crrect and that ur hard wrk has paid ff. Hwever, as much as perfectin and being perfect is nt all a perfect thing.
Perfectin is all abut being withut mistakes and criticism. Wanting r trying t be perfect can make it hard t admit a mistake. Nevertheless, it is imprtant t admit mistakes and wrk t fix them. Nt being able t take criticism and fix mistakes is being prud, nt perfectin.
Perfectin is a duble-edged swrd. In ur lives, we want perfectin. Perfectin hlds us respnsible; it’s the mistakes and imperfectin that keeps pushing us harder and further at what we d. It’s the perfect mtivatr. But it’s als the perfect killer. Fr example, the mvie “Black Swan” shwcased hw perfectin can kill us. Wrking and training and stress hurt ur bdy, mind, and s much mre that we can’t d it any mre.
But perfectin can als have the ppsite effect. The mvie “High Strung” shwed that perfectin desn’t exist, but practicing and pushing urselves can bring us great rewards. In “Black Swan,” the main character tried t be perfect but he als cmpared himself t smene else wh he thught was better than him. This added mre pressure and self-dubt, which can cause unhealthy ways f achieving perfectin. The main character f “Black Swan” didn’t knw when t stp, whereas the main character f “High Strung” did, r at least didn’t fcus s much n the cmparisn, and instead fcused n the cmpetitin and the nes she cared abut.
Perfectin is smething we can’t live withut and can’t live with. The nly way t keep the swrd frm cutting us is if we knw when t stp. Sme days are ging t be gd days and thers will be bad. We have t take whatever day it is — perfect r imperfect — and hpe that’s enugh.
38. What is the cmmn belief abut perfectin accrding t Paragraph 1?
A. Being perfect makes us feel fulfilled.
B. Being perfect is what all f us lng fr.
C. Being perfect is nt gd at all.
D. Being perfect is ut f reach.
39. Why des the authr mentin the character in “Black Swan”?
A. T tell us “Black Swan ” is wrth seeing.B. T advise us t stp trying hard.
C. T shw the benefits f perfectin.D. T warn us f the harm f perfectin.
40. What des the authr advise us t d while trying t be perfect?
A. Try nt t make mistakes.B. Stp befre ging t far.
C. Push urselves harder.D. Prve ur ability t thers.
41. What is the attitude f the authr t perfectin?
A. Indifferent.B. Supprtive.
C. Objective.D. Disapprving.
11
（2023·四川成都·成都七中?？寄M預(yù)測(cè)）Thanks t in-depth reprting by The Wall Street Jurnal, we nw knw that Facebk has lng been aware its prduct Instagram has harmful effects n the mental health f many adlescent users. Yung girls, in particular, struggle with their bdy image thanks t a cnstant stream f phts and vides shwing beautiful bdies that users dn’t think they can attain.
While the infrmatin the jurnal cvered is essential and instructive, it des nt tell the whle stry. Deep dwn, this is nt an Instagram prblem; it’s a peple prblem. Understanding that distinctin can make the difference between a failed attempt t cntain a teen’s interest in an addictive app and successfully addressing the underlying prblem leading t mental distress caused by Instagram.
Critics were quick t shame Facebk fr sitting n the data and nt releasing it t researchers r academics wh asked fr it. Others criticize the scial media giant fr nt using the research t create a safer experience fr its teen users. The anger, while understandable, is misplaced.
While I’m reluctant t defend Facebk, I’m nt sure it’s reasnable t blame the cmpany fr refusing t give data that wuld hurt its business. Have yu ever binge-watched a Netflix series? I assure yu it wasn’t a healthy endeavr. Yu were inactive, likely did nthing prductive, mindlessly snacked and didn’t g utside fr fresh air. It is an bjectively harmful use f time t stare at a TV r laptp fr a full weekend. Shuld we respnd by shaming Netflix fr nt alerting us t hw damaging an addictive prduct can be?
While it’s reasnable t say Instagram makes esteem issues wrse, it is almst impssible t believe it causes them in the first place. Yu create yur wn experiences n scial media. Fr the mst part, yu chse which accunts t fllw and engage. If yu’re already vulnerable t insecurities and self-sabtage (自損) — as many teens are — yu will find accunts t bsess ver. And this isn’t a new phenmenn.
Befre scial media, there were similar issues fueling self-esteem issues. Whether the target be magazines, mvies r televisin shws depicting difficult-t-attain bdies, there has been a relatively steady chrus f experts nting the damage new media culd cause yung viewers.
Self-esteem issues have an underlying cause — ne that’s independent f scial media use. Instagram merely enhances thse feelings because it prvides infinitely mre access t triggers than lder frms f media. It’s mre wrthwhile t address thse underlying factrs rather than t attack Facebk.
42. What des the authr think f the criticisms against Instagram?
A. They address the mental pain caused by Instagram.
B. They are nt directed at the fundamental prblem.
C. They are nly based n the data released by Facebk.
D. They are effective in changing teens’ interest in addictive apps.
43. Why is Netflix mentined?
A. T defend why Facebk is t blame.
B. T shw Netflix des mre harm t teens.
C. T suggest the critics’ remarks are nt t the pint.
D. T cmpare the criticisms against it and Facebk.
44. Why is the Instagram prblem essentially a “peple prblem”?
A. Peple have a tendency t feel insecure nline.
B. Peple are keen n making up their self-prfile.
C. It is human nature t get addicted t scial media.
D. Users decide n their experiences n scial media.
45. What is the passage mainly abut?
A. The fierce criticism faced by Facebk.
B. The harmful impact f Instagram n teenagers.
C. The alarming nline habits f teenagers wrldwide.
D. The rt f mental sufferings caused by Instagram.
12
（2023·湖北·校聯(lián)考模擬預(yù)測(cè)）Science fictin has always been the surce f all srts f wnderful ideas abut what life might be like in years t cme. Writers, film-makers and vide game designers have all turned their imaginatins t the effects technlgy might have n ur future. Nw it seems like we’re finally catching up with sme f these futuristic ideas thanks t nantechnlgy.
Nanscience fcuses n the study f tiny mlecules – nly ne billinth f a meter in size. Fr years, nanscience has explred ways f applying this research t different types f technlgy, and recently it has begun t engender mre and mre diverse and fascinating develpments.
Imagine a substance with the ability t heal any wund almst immediately. This is a cmmn feature in vide games; when characters suffer injuries, a gel (凝膠) is applied which heals them and prlngs (延長(zhǎng)) their lives. Nt lng ag, it seemed impssible t recreate this in real life. But nw, by extracting plysaccharide plymers (多糖聚合物) frm the cell walls f plants, scientists have created a gel which will hld a wund tgether and rapidly stp any bleeding withut the need fr pressure t be applied. Althugh nt yet available in hspitals, this gel is likely t help medical prfessinals treat patients with serius injuries mre effectively.
While sme advances in nantechnlgy might imprve ur health and safety, thers culd have the ppsite effect. In the fd industry, nanparticles (納米粒子) are already in use t imprve the appearance f prducts. The prblem is, nanparticles are mre reactive in the bdy, and n tests have been dne t check their safety. In effect, we are all part f a real-life experiment. Will they help r hurt? Nbdy knws.
What is clear is that nantechnlgy has huge ptential fr shaping ur lives in the cming decades. Even if we can’t see it with ur eyes, we will surely see the impact n ur surrundings, and perhaps ur bdies. In the future, the lines between reality and science fictin are likely t becme even mre blurred.
46. What des the underlined wrd “engender” in paragraph 2 mean?
A. Fcus n.B. Bring abut.C. Slw dwn.D. Deal with.
47. What d we knw abut the gel mentined in paragraph 3?
A. It can make peple live lnger.
B. It can replace the need fr surgery.
C. It is designed fr high-pressure situatins.
D. It is expected t be used in emergency treatment.
48. What des the authr think abut the effects f nantechnlgy n fd?
A. They are lng-lasting.B. They are verestimated.
C. They are currently unclear.D. They are surprisingly beneficial.
49. What is the authr’s attitude t nantechnlgy?
A. Objective.B. Indifferent.C. Cnservative.D. Disapprving.
13
（2023·福建南平·統(tǒng)考三模）A recent paper describes bees rlling tiny wden balls, nt fr a reward, but apparently just fr fun. This discvery emphasizes a lng-standing cnflict in ur view f animals. On the ne hand, we want t find the features that distinguish humans frm ther animals: tls, language and a thery f mind. On the ther hand, we delight in finding animals that break thse bundaries: chimps, crws and nw bees that use tls, dlphins with signature whistles. But what d thse bundaries mean?
As a bilgist wh studies animal behaviur, I am puzzled by this effrt t rank animals by their capabilities. I applaud the desire t shw that animals are like us, but we can recgnize animals fr what they are, and be amazed at their abilities, withut having t make their behaviur mirrr that f humans.
Once we get ut frm the assumptin that animals have t be like peple with human mtivatins and feelings, we are freed up t cnsider the mechanisms (機(jī)理) behind the behaviurs. Fr example, the same sertnin (血清素) influences anxiety in humans and maze (迷宮) explratin in crayfish. In a tank divided int well-lit and shadwy areas, crayfish explre bth, but prefer the darker areas, cnsistent with their night lifestyle.
Des this mean crayfish experience anxiety? N. In the bees’ case, they might be exhibiting sme very interesting behaviur that has nthing t d with wanting t “have fun”—but we will never examine it if we simply assume they are playing just like peple. I am nt disparaging the bee researchers’ cnclusins, and I am nt trying t be a killjy, but there is smething abut all this humanizing that prevent explratin, instead f encuraging it.
50. What’s the purpse f paragraph 1?
A. T list ut facts.B. T raise an argument.
C. T aruse readers’ interest.D. T explain a cncept.
51. What can we learn frm paragraph 3?
A. Behaviur mechanisms wrk.B. Crayfish prefer the light sectins.
C. The assumptin prves reasnable.D. Animals are similar t human in mind.
52. What des the underlined wrd “disparaging” mean in paragraph 4?
A. Criticizing.B. Explaining.
C. Cnfirming.D. Acknwledging.
53. Which f the fllwing can be the best title fr the text?
A. Feelings: Guiding Human BeingB. Bundaries: Making N Sense
C. Humanizing: Cvering the TruthD. Animals: Mirrring Human Behaviurs
14
（2023春·安徽·高三校聯(lián)考階段練習(xí)）One f the best ways t increase happiness in yur life, and therefre maintain and lift yur passin, is t stay in the present.
This can be challenging fr mst f us, if nt all f us, when things are stressful. Mst f the time we are wrried abut the past r the future and nt really paying attentin t what is happening right nw, s we miss life as it is happening. That can make it tugh t live passinately in that “right nw” time and place.
Living this way takes practice. Yu have t train yur brain t live in the mment. It’s smething I’ve wrked t achieve all my life. It is easier-nw than-when I started, but it still takes a cncerted effrt. It is, hwever, mre than wrth it. As yu learn hw t redirect yur thughts and fcus n the present, it’s imprtant nt t be hard n yurself. Just keep wrking at it and when yu get cut ff, when yur mind wanders, take the time t steer yur thughts and yurself back t the present.
Yga and meditatin are ways that we all can practice keeping ur fcus n the present mment, making us happier and mre cntent. Yga and meditatin are ways underrated in this cuntry. They can be such great tls and yu dn’t need t g t a gym r studi t d either. Fr instance, yu can d yga at hme with tls such as the Yga fr Beginners with Patricia Walden DVD r thrugh vides fund n webites such as Yga with Adriene. There are als many websites designed t help cach yu and In the best ways t meditate, such as Mindful. rg. Even just 10 minutes a day n either f these can make an enrmus difference in yur life.
Keep practicing and yu will life yur life and get better at it mre yu d it. Yu’ll be amazed at hw much spending even just 10 minutes a day fcusing n the present can increase yur land happiness factr. It’s the real deal!
54. What d we knw abut the authr frm the passage?
A. She finds it easy t train her brain t live in the mment.
B. She is always strict with herself.
C. She used t be a yga cach.
D. She places stress n yga and meditatin.
55. Which f the fllwing is the clsest in the meaning f the underlined wrd “steer”?
A. Intrduce.B. Disturb.C. Guide.D. Lift.
56. What’s the purpse f the secnd paragraph?
A. T intrduce the tpic.
B. T slve the prblem.
C. T present the prblem.
D. T analyze the prblem.
57. What is the mst prbable title f the text?
A. Lift Yur Passin
B. Fcus n the Present
C. Practice Yga and Meditatin Every Day
D. Pay Mre Attentin t the Future
15
（2023·安徽黃山·統(tǒng)考三模）Standing utside my hspital the ther day, I was struck by a sight. In fact, it’s a sight we’ve all seen cuntless times: bese (肥胖的) nurses standing arund utside a hspital. It is estimated that ne in fur nurses is bese, with nearly tw-thirds being verweight.
While sme have argued that bese nurses may be less prductive and take mre time ff sick, this isn’t my cncern at all. I’m just wrried abut the example they set t thers. Yes, f curse, nurses and dctrs struggle with having a healthy lifestyle like everyne else. But if they can’t stick t the basic principles f maintaining a healthy lifestyle that they are prmting themselves, then in my pinin they have n business being n the frnt line. N patient is ging t take them seriusly unless they can demnstrate that they at least try t practise what they prmte.
It’s a serius prfessinal failing, because it sends the disastrus message f “d as I say nt as I d”, which is never ging t result in smene changing their ways. Yu wuldn’t take advice abut reducing yur drinking frm an alchlic, wuld yu? S why shuld yu be expected t listen t an verweight healthcare prfessinal wh is telling yu t lse a few punds?
Of curse, there are lts f instances when a dctr r nurse’s persnal struggles can really help. Fr example, I used t smke and I find this actually helps me because I can relate t patients — I knw their struggles, I knw their cncerns and I knw the things they say t themselves t avid quitting. Knwing that I used t smke helps me cme acrss as mre human t my patients — I’ve dne silly things but I’ve changed and s can they.
Similarly, a nurse wh was previusly bese but has nw lst weight culd be a real mtivatin fr patients. But until they have lst weight and can demnstrate that they practise what they prmte, they risk alienating (使疏遠(yuǎn)) the very patients they are charged with helping.
58. What wrries the authr cncerning bese nurses?
A. They will have difficulty getting alng with patients.
B. They will be unlikely t take patients seriusly.
C. They will fail t play their rle in health prmtin.
D. They will be incmpetent at their jb n the frnt line.
59. What is the authr’s attitude t “d as I say nt as I d”?
A. Tlerant.B. Cntradictry.C. Uncaring.D. Disapprving.
60. In what way is the authr’s experience f quitting smking helpful?
A. He understands smkers better.
B. He manages t maintain a healthier lifestyle.
C. He has becme brave in the face f struggles.
D. He sets a gd example t his wrkmates.
61. What can we infer abut the authr?
A. He is an alchlic.B. He is a dctr.
C. He is verweight.D. He is impatient.
參考答案
1
1. D 2. C 3. D 4. B
【解析】本文是議論文。地球表面的70%以上都被海洋覆蓋。作者通過舉例分析，呼吁人們了解給我們帶來健康和福祉的海洋，從而保護(hù)海洋。
1. 細(xì)節(jié)理解題。根據(jù)第二段的“The cean supplies mre than half ur xygen, absrbs carbn dixide, regulates ur climate, and supprts much f the wrld’s ecnmy. We need it a lt mre than it needs us.(海洋為我們提供了一半以上的氧氣，吸收二氧化碳，調(diào)節(jié)氣候，并支撐著世界大部分經(jīng)濟(jì)。比起它需要我們，我們更需要它。)”可知，海洋為我們提供經(jīng)濟(jì)效益。故選D。
2. 推理判斷題。根據(jù)倒數(shù)第二段的“Directly facing these cncerns is what I mean by seeing the sea—the gd, the bad, the imprtant. Knwledge is pwer, and we can use it t infrm ur chices, frm traveling mre mindfully, t examining hw we run ur businesses, t vting.( 直接面對(duì)這些問題就是我所說的看海的意思——好的，壞的，重要的。知識(shí)就是力量，我們可以用它來指導(dǎo)我們的選擇，從更謹(jǐn)慎地旅行，到檢查我們?nèi)绾谓?jīng)營我們的企業(yè)，再到投票。)”可知，作者建議我們面對(duì)所有的問題，用知識(shí)指導(dǎo)選擇，謹(jǐn)慎旅游，核查企業(yè)經(jīng)營模式等，綜上可推斷，要提高環(huán)保意識(shí)。故選C。
3. 推理判斷題。根據(jù)第二段的“We need mre peple t see the sea. Right nw, less than 3 percent f the cean is cnsidered highly prtected. Experts urge that at least 30 percent be prtected t safeguard marine(海洋的) ecsystems, which in turn will help prtect ur health and well-being.( 我們需要更多的人去看海。目前，只有不到3%的海洋被認(rèn)為是高度保護(hù)的。專家敦促至少要保護(hù)30%的海洋生態(tài)系統(tǒng)，這反過來又有助于保護(hù)我們的健康和福祉。)”以及全文內(nèi)容可知，作者通過舉例分析，呼吁人們了解海洋，保護(hù)海洋。因此推斷文章可能選擇自然雜志，故選D。
4. 主旨大意題。根據(jù)第二段的“We need mre peple t see the sea. Right nw, less than 3 percent f the cean is cnsidered highly prtected. Experts urge that at least 30 percent be prtected t safeguard marine(海洋的) ecsystems, which in turn will help prtect ur health and well-being.( 我們需要更多的人去看海。目前，只有不到3%的海洋被認(rèn)為是高度保護(hù)的。專家敦促至少要保護(hù)30%的海洋生態(tài)系統(tǒng)，這反過來又有助于保護(hù)我們的健康和福祉。)”和最后一段“The cean is a remarkable teacher, and it’s never t late t start learning.( 海洋是一位了不起的老師，開始了解永遠(yuǎn)不會(huì)太晚。)”可知，作者通過舉例分析，呼吁人們了解給我們帶來健康和福祉的海洋，從而保護(hù)海洋。因此推斷B項(xiàng)“一心一意地了解海洋”為最近標(biāo)題，故選B。
2
5. A 6. B 7. D 8. C
【解析】本文是一篇議論文，主要講的是社交媒體是如何讓青少年的友誼變得更緊張的。
5. 細(xì)節(jié)理解題。根據(jù)第二段的“Their netwrks are ever-expanding, in n small part because there’s a sense that being nice means accepting fellw requests frm acquaintances and friends-f-friends.(他們的社交網(wǎng)絡(luò)不斷擴(kuò)大，很大程度上是因?yàn)樗麄冇X得友善意味著接受來自熟人和朋友的朋友的請(qǐng)求。)”可知，讓青少年的社交網(wǎng)絡(luò)不斷擴(kuò)大的是友善的壓力。故選A。
6. 推理判斷題。根據(jù)倒數(shù)第二段的“Significant stress cmes with trying t be a “gd friend” in the age f scial media. Friendship requires bth public and behind-the-scenes supprt. Even befre a scial media pst is made public, clse friends can be pulled int pht selectin, editing, and final examinatin. Besides, they need t respnd in the right way and in the right amunt f time, which differs frm ne relatinship t anther.(在社交媒體時(shí)代，試圖成為“好朋友”會(huì)帶來巨大的壓力。友誼需要公開和幕后的支持。甚至在社交媒體帖子被公開之前，親密的朋友就可以參與照片的選擇、編輯和最終檢查。此外，他們需要以正確的方式和適當(dāng)?shù)臅r(shí)間做出回應(yīng)，這在不同的關(guān)系中是不同的。)”可知，在社交媒體時(shí)代做一個(gè)好朋友是具有挑戰(zhàn)性的。故選B。
7. 細(xì)節(jié)理解題。根據(jù)最后一段的“But technlgies have transfrmed hw friendships play ut. Scial media increases the burdens that cme alng with being a gd friend. T ften, these dynamics hit teens hard in ways that are lst n adults. And that is what shuld be changed with the help f parents, schls and ther parts f sciety.(但科技已經(jīng)改變了友誼的發(fā)展方式。社交媒體增加了成為好朋友的負(fù)擔(dān)。通常情況下，這些動(dòng)態(tài)對(duì)青少年的影響是成年人所忽視的。在家長(zhǎng)、學(xué)校和社會(huì)其他方面的幫助下，這種情況應(yīng)該得到改變。)”可知，根據(jù)最后一段，應(yīng)該改變的是社交媒體對(duì)青少年友誼的影響。故選D。
8. 主旨大意題。通讀全文，尤其是第一段的“But as we wrry abut tweens and teens wh are struggling, we can’t ignre anther munting effect — the burdens that are shuldered by their friends and peers in an “always n” wrld.(但是，當(dāng)我們擔(dān)心那些正在掙扎的青少年時(shí)，我們不能忽視另一個(gè)日益增加的影響——在一個(gè)“永遠(yuǎn)在線”的世界里，他們的朋友和同齡人所承擔(dān)的負(fù)擔(dān)。)”可知，本文主要講的是社交媒體是如何讓青少年的友誼變得更緊張的，故選C。
3
9. C 10. B 11. D 12. C 13. A
【解析】本文是一篇議論文。文章開篇提到世衛(wèi)組織把游戲成癮列為一種疾病，就“游戲真的會(huì)讓人上癮嗎”這個(gè)問題，介紹了心理學(xué)家們給出的不同的觀點(diǎn)，作者也對(duì)此發(fā)表了忠告。
9. 細(xì)節(jié)理解題。根據(jù)第一段最后一句“On January 1 this year, ‘gaming disrder’ — in which games are played uncntrllably, despite causing harm — gained recgnitin frm the Wrld Health Organizatin (WHO). (今年1月1日，‘游戲障礙’（這?。┑玫搅耸澜缧l(wèi)生組織的認(rèn)可，‘游戲障礙’指的是盡管會(huì)造成傷害，但仍無法控制地玩游戲)”可知，游戲上癮被權(quán)威機(jī)構(gòu)WHO認(rèn)定為疾病。故選C項(xiàng)。
10. 詞句猜測(cè)題。根據(jù)前一句“Are games really addictive? Psychlgists have different pinins. (游戲真的會(huì)讓人上癮嗎？)”，劃線詞所在句“Thse wh dn’t think s say that this is just anther mral panic. (那些不這么認(rèn)為的人說，這只是又一次mral panic。)”，其中anther指代眾多類似當(dāng)中的另外一個(gè)，根據(jù)下一句“Similar warnings have been given abut televisin, rck’n’rll, jazz, cmic bks, nvels and even crsswrd puzzles, but it turns ut that they are nt as harmful as expected. (對(duì)于電視、搖滾樂、爵士樂、漫畫書、小說，甚至是填字游戲，人們也給出了類似的警告，但事實(shí)證明，它們并沒有人們想象的那么有害。)”可知，當(dāng)以上提及的電視、搖滾樂等出現(xiàn)在人們視野的時(shí)候，人們都認(rèn)為它們對(duì)人類是有害的，并因此發(fā)出要抵制這些東西的警告，但是事實(shí)證明它們沒有預(yù)想的那么有害，屬于一場(chǎng)虛驚，只不過是人們的mral panic，可表達(dá)為“道德恐慌”，與B項(xiàng)“Wrng judgment n hw harmful smething is. (對(duì)某物危害性的錯(cuò)誤判斷。)”。故選B項(xiàng)。
11. 細(xì)節(jié)理解題。根據(jù)第三段中“Hwever, supprters argue that games develpers have the mtivatin and the means t design their prducts t make them extremely attractive. (然而，支持者認(rèn)為，游戲開發(fā)者有動(dòng)機(jī)和手段來設(shè)計(jì)他們的產(chǎn)品，使其具有極大的吸引力。)”，以及“Fr anther, games-makers cmbine psychlgical thery and data, which helps them maximize the playtime. Smartphnes and mdern vide game machines use their permanent Internet cnnectins t send gameplay data back t develpers. In this way prducts are cnstantly adjusted t encurage players’ spending. (另一方面，游戲開發(fā)者將心理學(xué)理論和數(shù)據(jù)結(jié)合起來，這有助于他們最大化游戲時(shí)間。智能手機(jī)和現(xiàn)代電子游戲機(jī)使用它們的永久互聯(lián)網(wǎng)連接將游戲玩法數(shù)據(jù)傳回給開發(fā)者。通過這種方式，游戲會(huì)不斷調(diào)整產(chǎn)品以鼓勵(lì)玩家消費(fèi)。)”可知，游戲開發(fā)者不但掌握游戲者心理，還實(shí)時(shí)掌握著游戲者的游戲數(shù)據(jù)，并根據(jù)這些數(shù)據(jù)對(duì)游戲進(jìn)行調(diào)整，使游戲有新鮮感，使游戲者玩得停不下手。故選D項(xiàng)。
12. 推理判斷題。根據(jù)最后一段的第一句“The gaming industry shuld realize that, in the real wrld, it has a prblem, and that prblem is grwing. (游戲行業(yè)應(yīng)該意識(shí)到，在現(xiàn)實(shí)世界中，它存在一個(gè)問題，而且這個(gè)問題正在加劇。)”，以及最后一句“Anyway, being put tgether with gambling in the public mind, whether it is fairly r nt, will nt d the industry any gd. (無論如何，在公眾的心目中與賭博放在一起，無論公平與否，都不會(huì)給這個(gè)行業(yè)帶來任何好處。)”可推知，作者在最后一段中向游戲業(yè)發(fā)出了警示：在現(xiàn)實(shí)世界中，游戲行業(yè)有著持續(xù)的問題，且人們將它與賭博業(yè)相提并論，這對(duì)這個(gè)行業(yè)發(fā)展無益。故選C項(xiàng)。
13. 主旨大意題。根據(jù)文章第一段“Tday, hwever, even mre dctrs are using the term. On January 1 this year, “gaming disrder” — in which games are played uncntrllably, despite causing harm — gained recgnitin frm the Wrld Health Organizatin (WHO).(然而今天，更多的醫(yī)生在使用這個(gè)術(shù)語。今年1月1日，‘游戲障礙’（這?。┑玫搅耸澜缧l(wèi)生組織的認(rèn)可，‘游戲障礙’指的是盡管會(huì)造成傷害，但仍無法控制地玩游戲。)”和文章最后一段“The gaming industry shuld realize that, in the real wrld, it has a prblem, and that prblem is grwing. Nw that gaming addictin cmes with an fficial WHO recgnitin, diagnses will becme mre cmmn. Anyway, being put tgether with gambling in the public mind, fairly r nt, will nt d the industry any gd.(游戲行業(yè)應(yīng)該意識(shí)到，在現(xiàn)實(shí)世界中，它存在一個(gè)問題，而且這個(gè)問題正在加劇。既然游戲成癮得到了世界衛(wèi)生組織的正式承認(rèn)，診斷將變得更加普遍。無論如何，在公眾心目中，將賭博與公平與否放在一起，對(duì)這個(gè)行業(yè)都沒有任何好處。)”可知，文章主要講述了世衛(wèi)組織把游戲成癮列為一種疾病，就“游戲真的會(huì)讓人上癮嗎”這個(gè)問題，介紹了心理學(xué)家們給出的不同的觀點(diǎn)，作者也對(duì)此發(fā)表了忠告。由此可知，A項(xiàng)：Addictin: A Warning t the Gaming Industry(上癮：對(duì)游戲產(chǎn)業(yè)的警告)為合適的標(biāo)題。故選A。
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14. B 15. D 16. C 17. A
【解析】本文是一篇議論文。文章主要論述了什么是美好生活、美好生活的秘訣是什么。
14. 細(xì)節(jié)理解題。根據(jù)文章第二段中的“This narrw perceptin f a gd life may prvide shrt-term benefits, but is sure t lead t lng-term harm and suffering. (這種對(duì)美好生活的狹隘看法可能會(huì)帶來短期的好處, 但肯定會(huì)導(dǎo)致長(zhǎng)期的傷害和痛苦。)”可知, 對(duì)美好生活的狹隘看法只能給我們帶來短期的好處, 但會(huì)讓我們目光短淺。故選B 項(xiàng)。
15. 細(xì)節(jié)理解題。根據(jù)文章第三段中的“We have t earn a gd life by first serving thers withut any expectatin in return because their happiness is the very surce f ur wn happiness. (我們必須通過首先不求回報(bào)地為他人服務(wù)來獲得美好的生活, 因?yàn)樗说男腋Ｊ俏覀冏约盒腋５脑慈?”可知, 我們能夠從幫助他人獲得真正的幸福。故選D項(xiàng)。
16. 推理判斷題。根據(jù)文章第四段中的“Hwever, when we d that same jb ut f lve, we nt nly enjy what we d, but als d it with an effrtless feeling. (然而, 當(dāng)我們出于熱愛做同樣的工作時(shí), 我們不僅享受我們做的事情, 而且也享受那種毫不費(fèi)力的感覺。)”可知, 帶著熱愛去做事會(huì)讓人更加享受做這件事情，由此可推測(cè)出，越享受做某件事, 做事越有動(dòng)力。故選C項(xiàng)。
17. 推理判斷題。根據(jù)文章第五段中的“If lve is the engine f a car, knwledge is the steering wheel(方向盤).(如果愛是汽車的發(fā)動(dòng)機(jī)，那么知識(shí)就是方向盤。)”可知，愛是人做事的動(dòng)力，知識(shí)是人做事的指導(dǎo)。再根據(jù)最后一段中的“With lve and knwledge, we g all ut t create a better wrld by ding gd t thers. (帶著愛和知識(shí)，我們?nèi)σ愿?，通過對(duì)他人做好事來創(chuàng)造一個(gè)更美好的世界。)”可推知, 有愛的激勵(lì)和知識(shí)的指導(dǎo), 生活就會(huì)變得更美好。故選A 項(xiàng)。
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18. A 19. C 20. B 21. D
【解析】這是一篇議論文。主要說明了在線課程的弊端并呼吁設(shè)計(jì)更加高效的在線課程。
18. 細(xì)節(jié)理解題。根據(jù)第三段“First f all, students lack the desire t learn and they simply cmplete their assignments t receive credit fr a passing grade rather than genuinely engage with the curse material.”（首先，學(xué)生們?nèi)狈W(xué)習(xí)的欲望，他們只是完成作業(yè)來獲得及格的學(xué)分，而不是真正地投入到課程材料中）可知，作者認(rèn)為注冊(cè)在線課程的學(xué)生缺乏學(xué)習(xí)的動(dòng)機(jī)，只是機(jī)械的完成任務(wù)獲得學(xué)分。故選A項(xiàng)。
19. 細(xì)節(jié)理解題。根據(jù)第四段第二句“They are nt designed fr students t interact with the material in depth but designed t be graded easily t accmmdate such a large number f students.”（它們不是為了讓學(xué)生與材料進(jìn)行深入的互動(dòng)而設(shè)計(jì)的，而是為了適應(yīng)如此大量的學(xué)生，使評(píng)分更加容易）可知，作者認(rèn)為在線課程的任務(wù)設(shè)計(jì)是為了使評(píng)分更加便捷容易。故選C項(xiàng)。
20. 細(xì)節(jié)理解題。根據(jù)第五段第一句“Perhaps the biggest disadvantage f taking an nline class is the absence f face-t-face interactin between the teacher and their students.”（也許在線課程最大的缺點(diǎn)是老師和學(xué)生之間缺乏面對(duì)面的互動(dòng)）及第六段第一句“There is als little interactin amng students.”（學(xué)生之間的互動(dòng)也很少）可知，作者認(rèn)為在線課程的弊端之一是學(xué)生之間沒有機(jī)會(huì)進(jìn)行面對(duì)面互動(dòng)，構(gòu)建聯(lián)系。故選B項(xiàng)。
21. 推理判斷題。根據(jù)最后一段第二句“Hwever, they fail t prvide a genuine educatin with an emphasis n cnvenience rather than critical thinking.”（然而，他們沒有提供真正的教育，一味強(qiáng)調(diào)便捷而不是批判性思維）可知，作者認(rèn)為在線課程一味地強(qiáng)調(diào)便捷而忽視了批判性思維的培養(yǎng)，也就不能提供真正的教育，故批判性思維的培養(yǎng)應(yīng)是真正的教育的關(guān)鍵。故選D項(xiàng)。
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22. A 23. C 24. B 25. C
【解析】這是一篇議論文。作者將“在外面吃飯”和“點(diǎn)外賣送到家”兩種就餐方式進(jìn)行了比較，告訴讀者“在外面吃飯”是更好的選擇。
22. 推理判斷題。根據(jù)第一段關(guān)鍵句“I disagree with the statement and argue it’s better t eat ut than t rder hme delivery.”（我不同意這種說法，并認(rèn)為在外面吃飯比點(diǎn)外賣送到家要好。）和最后一段關(guān)鍵句“Cnsequently, it makes mre sense t eat ut rather than risk disappintment by rdering hme delivery.”（因此，在外就餐更有意義，而不是冒著失望的風(fēng)險(xiǎn)點(diǎn)外賣送到家。）可知，作者在文章中把“在外面吃飯”和“點(diǎn)外賣送到家”兩種就餐方式進(jìn)行了比較，認(rèn)為在外就餐更有意義。由此可知，作者主要談?wù)摿擞貌瓦x擇問題。故選A項(xiàng)。
23. 推理判斷題。根據(jù)第二段關(guān)鍵句“T begin with, when setting ft in a restaurant, we’re immediately greeted nt nly by a server ready t seat us, but by a fld f physical feelings—the eyes take in the internal decratin f the place, the nse breathes in the pleasant smell f expertly plated fd and the ears pick up n cmpeting sunds f custmer chatter and attractive in-stre music.”（首先，當(dāng)我們走進(jìn)一家餐廳時(shí)，迎接我們的不僅是一位準(zhǔn)備讓我們就座的服務(wù)員，還有一種洪流般的身體感覺——眼睛注視著餐廳的內(nèi)部裝飾，鼻子呼吸著精心烹制的食物的怡人氣味，耳朵聽到顧客相互競(jìng)爭(zhēng)的聊天聲和吸引人的店內(nèi)音樂。）可知，第二段強(qiáng)調(diào)了外出就餐可以讓眼睛、鼻子和耳朵等感官都獲得享受。由此可知，第二段強(qiáng)調(diào)了外出就餐的好處是可以獲得感官上的享受。故選C項(xiàng)。
24. 推理判斷題。根據(jù)最后一段關(guān)鍵句“There’s a risk f receiving fd rders with missing items r even entirely wrng rders that can’t be sent back. What we sacrifice fr cnvenience might just wind up being incnvenient. Cnsequently, it makes mre sense t eat ut rather than risk disappintment by rdering hme delivery.”（收到的食品訂單有丟失的風(fēng)險(xiǎn)，甚至是無法退回的完全錯(cuò)誤的訂單。我們?yōu)榱朔奖愣鵂奚臇|西最終可能會(huì)變得不方便。因此，在外就餐更有意義，而不是冒著失望的風(fēng)險(xiǎn)點(diǎn)外賣送到家。）可知，作者認(rèn)為點(diǎn)外賣面臨著訂單丟失或訂單錯(cuò)誤的風(fēng)險(xiǎn)，這會(huì)讓我們感到失望。由此可知，作者認(rèn)為點(diǎn)外賣送到家可能會(huì)讓消費(fèi)者失望。故選B項(xiàng)。
25. 推理判斷題。根據(jù)第二段關(guān)鍵句“T eat ut is t experience an atmsphere unique t each restaurant. Smething as special as that simply can’t be reprduced by rdering hme delivery.”（外出就餐是為了體驗(yàn)每一家餐廳特有的氛圍。像這樣特別的東西根本無法通過點(diǎn)外賣送到家來復(fù)制。）和第三段關(guān)鍵句“Eating ut becmes even mre appealing when staying hme prves t painful.”（當(dāng)待在家里太痛苦時(shí)，外出就餐變得更有吸引力。）可知，作者將“在外面吃飯”和“點(diǎn)外賣送到家”兩種就餐方式進(jìn)行了比較，告訴讀者“在外面吃飯”的好處。由此可知，文章是通過比較發(fā)展起來的。故選C項(xiàng)。
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26. B 27. D 28. A 29. C
【解析】本文是一篇議論文。文章認(rèn)為老年人的社會(huì)地位與其社會(huì)影響力有關(guān)，農(nóng)業(yè)社會(huì)中老年人憑借其生產(chǎn)力價(jià)值贏得尊重，但是工業(yè)化社會(huì)中很多老年人被迫退休，在心理和財(cái)政上都受到影響，隨之而來的家庭生活問題亟待社會(huì)的解決方案。
26. 推理判斷題。根據(jù)第二段中“In agricultural scieties the elderly have a status f respectability. Their life experiences and knwledge are regarded as valuable, especially in preliterate (尚無文字的) scieties where knwledge is rally transmitted. The range f activities in these scieties allws the elderly t cntinue t be prductive members f their cmmunities.(在農(nóng)業(yè)社會(huì)中，老年人享有受人尊敬的地位。他們的生活經(jīng)驗(yàn)和知識(shí)被認(rèn)為是有價(jià)值的，特別是在尚無文字的社會(huì)，知識(shí)是口頭傳播的。這些社會(huì)中的活動(dòng)范圍使老年人能夠繼續(xù)成為社區(qū)中有生產(chǎn)力的成員)”可知，在農(nóng)業(yè)社會(huì)老年人的生活經(jīng)驗(yàn)和知識(shí)使他們依舊具有生產(chǎn)力價(jià)值，從而獲得尊敬。由此可知，生產(chǎn)力上的價(jià)值對(duì)于農(nóng)業(yè)社會(huì)的老年人很重要。故選B項(xiàng)。
27. 推理判斷題。根據(jù)第三段中“… lder peple are increasingly being frced int retirement befre their prductive years are ver, causing prblems in their psychlgical adaptatins t ld age. Retirement is nt regarded unfavrably in all instances, but its ecnmic limitatins tend t further remve lder peple frm the range f influence and raise prblems in the extended use f leisure time and husing. As a cnsequence, financial preparatin fr retirement has becme an increased cncern fr individuals and sciety.(……越來越多的老年人在他們的生產(chǎn)年齡結(jié)束之前就被迫退休，這給他們的老年心理適應(yīng)帶來了問題。退休并非在所有情況下都是不利的，但其經(jīng)濟(jì)上的限制往往進(jìn)一步使老年人遠(yuǎn)離影響的范圍，并在延長(zhǎng)閑暇時(shí)間和住房的使用方面產(chǎn)生問題。因此，為退休做財(cái)務(wù)準(zhǔn)備已成為個(gè)人和社會(huì)日益關(guān)注的問題)”可知，退休問題會(huì)引起老年人的心理適應(yīng)問題，并在經(jīng)濟(jì)上限制老年人的活動(dòng)和影響力，使其不得不做好財(cái)務(wù)準(zhǔn)備。因此，退休在心理和財(cái)政兩方面都影響著老年人。故選D項(xiàng)。
28. 詞義猜測(cè)題。根據(jù)第四段中“Althugh mst lder peple d live within an hur frm their clsest child, industrialized scieties are faced with frmulating prgrams t accmmdate increasing numbers f lder peple wh functin independently f their families.(雖然大多數(shù)老年人住在離他們最近的孩子不到一小時(shí)的地方，但工業(yè)化社會(huì)正面臨著……計(jì)劃以容納越來越多的獨(dú)立于家庭生活的老年人的問題)”可知，此處前后有轉(zhuǎn)折，雖然大多數(shù)老年人的生活范圍離子女很近，但是越來越多的老年人獨(dú)立生活，這種情況需要社會(huì)制定計(jì)劃去解決。由此推知，frmulating意思是“制定”，與planning意思一致。故選A項(xiàng)。
29. 推理判斷題。通讀全文可知，文章從對(duì)老年人的定義的各種分歧引入話題，然后介紹了老年人的社會(huì)地位與其社會(huì)影響力有關(guān)，農(nóng)業(yè)社會(huì)中老年人憑借其生產(chǎn)力價(jià)值贏得尊重，但是工業(yè)化社會(huì)中很多老年人被迫退休，在心理和財(cái)政上都受到影響，隨之而來的家庭生活問題亟待社會(huì)的解決方案。因此，文章聚焦的是社會(huì)問題和現(xiàn)象，應(yīng)該出自社會(huì)問題評(píng)論。故選C項(xiàng)。
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30. B 31. B 32. C 33. C
【解析】本文是一篇議論文。本文主要講述了自律的意義和重要性，以及人類和動(dòng)物在這方面的區(qū)別。通過一個(gè)蜜蜂的故事，文章介紹了蜜蜂由于進(jìn)化原因只能依賴本能行動(dòng)，而人類則可以通過自律能力來掌控自己的行為。人類常常受到短期快樂的誘惑，自律則可以幫助我們實(shí)現(xiàn)長(zhǎng)期目標(biāo)，并讓我們擺脫那些控制我們的環(huán)境和誘惑。最后，文章指出自律能力可以讓我們生活得更自由和更有意義。
30. 細(xì)節(jié)理解題。根據(jù)文章第二段中“Bertha has n chice. Thrugh years f evlutin (進(jìn)化), she is evlved t sting threats, which is her brn ability. She lacks thinking cnsciusness. (伯莎別無選擇。經(jīng)過多年的進(jìn)化，她進(jìn)化到刺痛威脅，這是她與生俱來的能力。她缺乏思考意識(shí)。)”可知蜜蜂出于進(jìn)化的原因，天性使然，只能依賴天生的本能行動(dòng)去保護(hù)自己的家園，所以蜜蜂死亡跟其天生的施救方法有關(guān)。故選B項(xiàng)。
31. 主旨大意題。根據(jù)第三段中“Let’s say that smene has lng-term desires t create a meaningful career and have a healthy bdy. Alng each step f that jurney they are attracted by shrt-term pleasures, such as junk fd r vide games. Deep dwn they really want the life that cmes in the lng term. Yet they keep submitting t shrt-term pleasures. The nly difference between these tw psitins is self-discipline. It gives us the freedm t achieve what we truly want in life and allws us t break free f the cages arund us. (假設(shè)某人長(zhǎng)期渴望創(chuàng)造有意義的職業(yè)并擁有健康的身體。在旅程的每一步，他們都被短期的樂趣所吸引，比如垃圾食品或電子游戲。在內(nèi)心深處，他們真的想要長(zhǎng)期的生活。然而，他們?nèi)匀磺诙唐诘目鞓贰＿@兩種立場(chǎng)之間的唯一區(qū)別是自律。它讓我們自由地實(shí)現(xiàn)生活中真正想要的東西，并讓我們擺脫周圍的牢籠。)”可知本段主要闡述如果有遠(yuǎn)大的理想和長(zhǎng)期的規(guī)劃，人們需要通過自律糾正他們的行為以真正地達(dá)到他們的目標(biāo)和長(zhǎng)期計(jì)劃。故選B項(xiàng)。
32. 細(xì)節(jié)理解題。根據(jù)文章第四段中“Vide games imitate the envirnments similar t the nes that ur ancestrs navigated in the past, but have supernrmal versins f them. We can get greater feelings f accmplishment in vide games with a lt less wrk. Cmpanies are aware that the cnstant achievements n the screen will mtivate players t keep playing. (電子游戲模仿類似于我們祖先過去導(dǎo)航的環(huán)境，但具有超常版本。我們可以用更少的工作在視頻游戲中獲得更大的成就感。公司意識(shí)到，屏幕上不斷的成就將激勵(lì)玩家繼續(xù)玩。)”可知，電子游戲之所以如此吸引人，是因?yàn)橛螒蚩梢阅M類似于人類祖先曾經(jīng)尋找的環(huán)境，但有著超自然的版本。在游戲中能夠在較低的工作量下獲得更大的成就感。故選C項(xiàng)。
33. 主旨大意題。文中的主旨是講述自律的意義和重要性，說明人類和動(dòng)物之間的區(qū)別，以及自律如何使我們?cè)谏钪袑?shí)現(xiàn)自由和意義的價(jià)值。C選項(xiàng)“The Mre Disciplined, the Mre Freedm(越自律，越自由)”恰好概括了文章的主題。故選C項(xiàng)。
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34. D 35. C 36. B 37. A
【解析】本文為議論文。文章論證的主題是成年人有義務(wù)幫助孩子成為優(yōu)秀思考者。
34. 細(xì)節(jié)理解題。根據(jù)第二段“Mainly, yu want t encurage students t vice their pinin abut things. Get them t take a psitin n ‘this thing, r that thing, ‘a(chǎn)nd ask them t sup-prt their psitin with evidence.”（主要是，你想鼓勵(lì)學(xué)生表達(dá)他們對(duì)事物的看法。讓他們對(duì)“這件事或那件事”采取立場(chǎng)，并要求他們用證據(jù)支持自己的立場(chǎng)。）可知，訓(xùn)練學(xué)生有理有據(jù)地論證自己的觀點(diǎn)是培養(yǎng)優(yōu)秀思考者的主要方式。故選D項(xiàng)。
35. 推理判斷題。根據(jù)第二段“Curiusly enugh, the simple prcess f engaging students in real life cnversatins and debates will serve t strengthen what they have learned in the class-rm, and help them create their wn knwledge abut a subject r a tpic.”（奇怪的是，讓學(xué)生參與現(xiàn)實(shí)生活中的對(duì)話和辯論的簡(jiǎn)單過程將有助于加強(qiáng)他們?cè)谡n堂上學(xué)到的東西，并幫助他們創(chuàng)造自己對(duì)某個(gè)主題或主題的知識(shí)。）和第三段“Knwledge, n the ther hand, ges beynd recall and includes infrmatin prcessing, applicatin t ther situatins, cnsideratin f meaning, and cntrasting with ther cncepts.”（另一方面，知識(shí)超越了回憶，包括信息處理、對(duì)其他情況的應(yīng)用、對(duì)意義的考慮以及與其他概念的對(duì)比。）可知，認(rèn)知教練提出的話題問題不是記憶性的，而是要帶有信息加工等批判性思維內(nèi)容，C項(xiàng)“為什么你喜歡踢足球？”，就是一個(gè)需要進(jìn)行信息加工后回答的問題。故選C項(xiàng)。
36. 推理判斷題。根據(jù)第三段“Naturally, the tpic f cnversatin yu engage in with ne f yur learners will differ frm student t student, and in the level f cmplexity based n child’s age and develpmental level.”（當(dāng)然，你與其中一位學(xué)習(xí)者的談話主題會(huì)因?qū)W生而異，而且根據(jù)孩子的年齡和發(fā)展水平，談話的復(fù)雜性也會(huì)有所不同。）可知，話題的主題要因人而異，要考慮到孩子的年齡和認(rèn)知發(fā)展程度。故選B項(xiàng)。
37. 推理判斷題。根據(jù)第四段“I think all adults in a cmmunity have a respnsibility t help children with this prcess, with the gal f prducing independent thinkers.”（我認(rèn)為，一個(gè)團(tuán)體中的所有成年人都有責(zé)任幫助兒童完成這一過程，目的是培養(yǎng)獨(dú)立的思想家。）可知，全文的主旨是作者要論述自己的教育觀點(diǎn)。故選A項(xiàng)。
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38. A 39. D 40. B 41. C
【解析】本文是一篇議論文。主要論述的是完美與成為完美并不都是完美的事情，完美是一把雙刃劍。
38. 細(xì)節(jié)理解題。根據(jù)第一段中的“Being perfect is smething many f us want and try t achieve. It makes us feel we’re crrect and that ur hard wrk has paid ff.(完美是我們很多人想要并努力實(shí)現(xiàn)的。它讓我們覺得我們是正確的，我們的努力得到了回報(bào)。)”可知，完美會(huì)讓我們感覺我們是對(duì)的，感覺我們的付出得到了回報(bào)，由此可知，完美會(huì)讓我們有一種滿足的感覺。故選A項(xiàng)。
39. 推理判斷題。根據(jù)第三段中的“But it’s als the perfect killer. Fr example, the mvie “Black Swan” shwcased hw perfectin can kill us. Wrking and training and stress hurt ur bdy, mind, and s much mre that we can’t d it any mre.(但它也是完美的殺手。例如，電影《黑天鵝》展示了完美是如何殺死我們的。工作、訓(xùn)練和壓力會(huì)傷害我們的身體、心靈，甚至更多，以至于我們不能再這樣做了。)”可知，完美也是一個(gè)殺手，作者利用電影《黑天鵝》的例子向我們展示追求完美是如何殺死我們的，由此可以推斷，作者提及電影《黑天鵝》是為了警示我們完美的危害。故選D項(xiàng)。
40. 細(xì)節(jié)理解題。根據(jù)倒數(shù)第二段中的“The main character f “Black Swan” didn’t knw when t stp, whereas the main character f “High Strung” did, r at least didn’t fcus s much n the cmparisn, and instead fcused n the cmpetitin and the nes she cared abut.(《黑天鵝》的主角不知道什么時(shí)候該停下來，而《高串》的主角知道，或者至少不太關(guān)注比較，而是關(guān)注競(jìng)爭(zhēng)和她關(guān)心的人。)”以及最后一段中的“The nly way t keep the swrd frm cutting us is if we knw when t stp.”可知，在追求完美的時(shí)候，我們應(yīng)該知道什么時(shí)候應(yīng)該停下來，如果知道什么停下來，我們就可以阻止這把劍傷害自己，由此可知，作者建議我們?cè)谧非笸昝赖臅r(shí)候要適時(shí)地停下來。故選B項(xiàng)。
41. 推理判斷題。根據(jù)首段中的“Hwever, as much as perfectin and being perfect is nt all a perfect thing.(然而，完美和成為完美并不都是完美的事情。)”，第三段中的“Perfectin is a duble-edged swrd.(完美是一把雙刃劍。)”以及第四段中的“But perfectin can als have the ppsite effect.(但完美也會(huì)產(chǎn)生相反的效果。)”和尾段中的“Perfectin is smething we can’t live withut and can’t live with. The nly way t keep the swrd frm cutting us is if we knw when t stp. (我們不能沒有完美，也不能擁有完美。唯一不讓這把劍傷害我們的方法就是知道何時(shí)停止。)”可知，作者在論述的過程中，既表達(dá)了我們不能不追求完美，但也警示人們，完美是一把雙刃劍，我們需要適時(shí)停止追求完美的步伐才能防止這把劍傷害自己，由此可推斷，作者對(duì)完美的態(tài)度是客觀的。故選C項(xiàng)。
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42. B 43. C 44. D 45. D
【解析】本文為一篇議論文?！度A爾街日?qǐng)?bào)》報(bào)道中，Instagram對(duì)許多青少年用戶的心理健康產(chǎn)生有害影響。但在作者看來，這是其誘發(fā)用戶精神緊張，放大了自身的自尊問題所致，本質(zhì)上是人的問題。
42. 推理判斷題。根據(jù)文章第三段“Critics were quick t shame Facebk fr sitting n the data and nt releasing it t researchers r academics wh asked fr it. Others criticize the scial media giant fr nt using the research t create a safer experience fr its teen users. The anger, while understandable, is misplaced.(批評(píng)人士很快就指責(zé) Facebk擱置數(shù)據(jù)，不向要求提供數(shù)據(jù)的研究人員或?qū)W者提供數(shù)據(jù)。其他人批評(píng)這家社交媒體巨頭沒有利用這項(xiàng)研究為青少年用戶創(chuàng)造更安全的體驗(yàn)。這種憤怒雖然可以理解，但卻不恰當(dāng))”可推知，作者認(rèn)為對(duì)Instagram的批評(píng)并沒有指向根本問題。故選B項(xiàng)。
43. 推理判斷題。根據(jù)文章第四段“While I’m reluctant t defend Facebk, I’m nt sure it’s reasnable t blame the cmpany fr withhlding data that wuld hurt its business.(雖然我不愿意為Facebk辯護(hù)，但我不確定指責(zé)該公司隱瞞可能損害其業(yè)務(wù)的數(shù)據(jù)是否合理)”及“Have yu ever binge-watched a Netflix series? I assure yu it wasn’t a healthy endeavr. Yu were in active, likely did nthing prductive, mindlessly snacked and didn’t g utside fr fresh air. It is an bjectively harmful use f time t stare at a TV r laptp fr a full weekend. Shuld we respnd by shaming Netflix fr nt alerting us t hw damaging an addictive prduct can be?(你曾經(jīng)瘋狂地看Netflix的電視劇嗎?我向你保證這不是一個(gè)健康的嘗試。你很活躍，可能沒有做任何有成效的事情，漫無目的地吃零食，也不出去呼吸新鮮空氣。整個(gè)周末盯著電視或筆記本電腦，客觀上是一種有害的時(shí)間利用。作為回應(yīng)，我們是否應(yīng)該羞辱Netflix，因?yàn)樗鼪]有提醒我們這種令人上癮的產(chǎn)品有多大的危害？)”可推知，Netflix被提及是為了表明我們受到網(wǎng)絡(luò)的影響很大原因是自己產(chǎn)生的，不能完全怪罪于網(wǎng)絡(luò)媒體，Instagram也一樣，作者在此表明批評(píng)者的言論并沒有指出問題。故選C項(xiàng)。
44. 細(xì)節(jié)理解題。根據(jù)文章第五段“Yu create yur wn experiences n scial media. Fr the mst part, yu chse which accunts t fllw and engage. If yu’re already vulnerable t insecurities and self-sabtage (自損) — as many teens are — yu will find accunts t bsess ver. And this isn’t a new phenmenn.(你在社交媒體上創(chuàng)造自己的體驗(yàn)。在大多數(shù)情況下，你可以選擇關(guān)注和參與哪些賬戶。如果你已經(jīng)很容易受到不安全感和自我破壞的影響——就像許多青少年一樣——你會(huì)找到一些讓你著迷的賬戶。這并不是一個(gè)新現(xiàn)象)”可知，Instagram問題本質(zhì)上是“人的問題”是因?yàn)橛脩粼谏缃幻襟w上決定自己的體驗(yàn)，不是Instagram產(chǎn)生了這些問題。故選D項(xiàng)。
45. 主旨大意題。根據(jù)文章第二段“Deep dwn，this is nt an Instagram prblem; it’s a peple prblem.(實(shí)際上，這不是Instagram 的問題；這是人的問題)”及最后一段“Self-esteem issues have an underlying cause — ne that’s independent f scial media use. Instagram merely enhances thse feelings because it prvides infinitely mre access t triggers than lder frms f media.(自尊問題有一個(gè)潛在的原因，這個(gè)原因與社交媒體的使用無關(guān)。Instagram只是增強(qiáng)了這些感覺，因?yàn)樗扰f的媒體形式提供了無限多的接觸觸發(fā)器的途徑)”并結(jié)合全文內(nèi)容可知，作者認(rèn)為Instagram對(duì)于青少年用戶產(chǎn)生心理影響，是其誘發(fā)精神緊張，放大自身的自尊問題所致。由此可知，文章主要論述了Instagram造成精神痛苦的根源。故選D項(xiàng)。
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46. B 47. D 48. C 49. A
【解析】本文是一篇議論文，主要論述的是納米技術(shù)的優(yōu)點(diǎn)和可能會(huì)帶來的問題。
46. 詞句猜測(cè)題。根據(jù)第二段的“nanscience has explred ways f applying this research t different types f technlgy(納米科學(xué)已經(jīng)探索了將這項(xiàng)研究應(yīng)用于不同類型的技術(shù)的方法)”和“mre and mre diverse and fascinating develpments(越來越多樣化和極有吸引力的發(fā)展)”可知，劃線詞所在句子表示“多年來，納米科學(xué)已經(jīng)探索了將這項(xiàng)研究應(yīng)用于不同類型的技術(shù)的方法，最近它已經(jīng)開始產(chǎn)生越來越多樣化和引人入勝的發(fā)展”，劃線詞engender意為“引起，帶來”，和bring abut意思相近，故選B。
47. 細(xì)節(jié)理解題。根據(jù)第三段的“But nw, by extracting plysaccharide plymers (多糖聚合物) frm the cell walls f plants, scientists have created a gel which will hld a wund tgether and rapidly stp any bleeding withut the need fr pressure t be applied. Althugh nt yet available in hspitals, this gel is likely t help medical prfessinals treat patients with serius injuries mre effectively.(但現(xiàn)在，通過從植物細(xì)胞壁中提取多糖聚合物，科學(xué)家們已經(jīng)制造出一種凝膠，它可以將傷口粘合在一起，無需施加壓力就能迅速止血。雖然還沒有在醫(yī)院中使用，但這種凝膠可能會(huì)幫助醫(yī)療專業(yè)人員更有效地治療嚴(yán)重受傷的病人。)”可知，這種凝膠很好，所以預(yù)計(jì)將用于緊急治療。故選D。
48. 推理判斷題。根據(jù)倒數(shù)第二段的“In the fd industry, nanparticles (納米粒子) are already in use t imprve the appearance f prducts. The prblem is, nanparticles are mre reactive in the bdy, and n tests have been dne t check their safety. In effect, we are all part f a real-life experiment. Will they help r hurt? Nbdy knws.(在食品工業(yè)中，納米顆粒已經(jīng)被用于改善產(chǎn)品的外觀。問題是，納米顆粒在體內(nèi)的反應(yīng)性更強(qiáng)，而且沒有測(cè)試來檢查它們的安全性。實(shí)際上，我們都是現(xiàn)實(shí)生活實(shí)驗(yàn)的一部分。它們會(huì)帶來幫助還是傷害？沒有人知道。)”可知，作者對(duì)納米技術(shù)對(duì)食品的影響的看法是目前還不清楚。故選C。
49. 推理判斷題。根據(jù)第一段的“Nw it seems like we’re finally catching up with sme f these futuristic ideas thanks t nantechnlgy.(現(xiàn)在看來，多虧了納米技術(shù)，我們終于趕上了這些未來主義的想法。)”，第四段的“Will they help r hurt? Nbdy knws.(它們會(huì)帶來幫助還是傷害？沒有人知道。)”和最后一段的“What is clear is that nantechnlgy has huge ptential fr shaping ur lives in the cming decades. Even if we can’t see it with ur eyes, we will surely see the impact n ur surrundings, and perhaps ur bdies.(很清楚的是，納米技術(shù)在未來幾十年有巨大的潛力來改變我們的生活。即使我們不能用眼睛看到它，我們也肯定會(huì)看到它對(duì)我們周圍的環(huán)境，甚至我們的身體的影響。)”可知，作者在這篇文章里既說了納米技術(shù)的好，也說了不好，所以作者的態(tài)度是客觀的，故選A。
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50. B 51. A 52. A 53. C
【解析】本文是一篇議論文，主要講的是作者贊賞展示動(dòng)物和我們一樣的愿望，但我們可以認(rèn)識(shí)動(dòng)物的本來面目，并對(duì)它們的能力感到驚訝，而不必把它們的行為模仿成人類的行為，一旦我們擺脫了動(dòng)物必須像人類一樣具有人類動(dòng)機(jī)和情感的假設(shè)，我們就可以自由地考慮行為背后的機(jī)制。
50. 推理判斷題。根據(jù)第一段的“A recent paper describes bees rlling tiny wden balls, nt fr a reward, but apparently just fr fun. This discvery emphasizes a lng-standing cnflict in ur view f animals.(最近的一篇論文描述了蜜蜂滾動(dòng)小木球，不是為了獎(jiǎng)勵(lì)，而顯然只是為了好玩。這一發(fā)現(xiàn)強(qiáng)調(diào)了我們對(duì)動(dòng)物的看法中一個(gè)長(zhǎng)期存在的沖突。)”可推知，第一段的目的是提出論點(diǎn)——我們對(duì)動(dòng)物的看法中一個(gè)長(zhǎng)期存在的沖突。故選B。
51. 細(xì)節(jié)理解題。根據(jù)第三段的“Once we get ut frm the assumptin that animals have t be like peple with human mtivatins and feelings, we are freed up t cnsider the mechanisms (機(jī)理) behind the behaviurs. Fr example, the same sertnin (血清素) influences anxiety in humans and maze (迷宮) explratin in crayfish. In a tank divided int well-lit and shadwy areas, crayfish explre bth, but prefer the darker areas, cnsistent with their night lifestyle.(一旦我們擺脫了動(dòng)物必須像人類一樣具有人類動(dòng)機(jī)和情感的假設(shè)，我們就可以自由地考慮行為背后的機(jī)制。例如，同樣的血清素影響人類的焦慮和小龍蝦的迷宮探索。在一個(gè)被分成光線充足和陰暗的區(qū)域的水箱里，小龍蝦會(huì)在兩個(gè)區(qū)域都探索，但更喜歡黑暗的區(qū)域，這與它們的夜間生活方式一致。)”可知，我們可以從第三段中了解到行為機(jī)制起作用。故選A。
52. 詞句猜測(cè)題。根據(jù)最后一段的“In the bees’ case, they might be exhibiting sme very interesting behaviur that has nthing t d with wanting t “have fun”—but we will never examine it if we simply assume they are playing just like peple.(在蜜蜂的例子中，它們可能會(huì)表現(xiàn)出一些非常有趣的行為，這些行為與想要“玩得開心”無關(guān)——但如果我們簡(jiǎn)單地假設(shè)它們像人一樣玩耍，我們就永遠(yuǎn)不會(huì)研究它。)”和“and I am nt trying t be a killjy, but there is smething abut all this humanizing that prevent explratin, instead f encuraging it(我并不想掃興，但所有這些人性化的東西阻礙了探索，而不是鼓勵(lì)探索)”可知，作者在此聲明的是自己并不是在貶低蜜蜂研究人員的結(jié)論，也不是想要掃興，因此劃線詞disparaging的意思是“貶低，詆毀”，和criticizing意思相近，故選A。
53. 主旨大意題。通讀全文，尤其是第二段的“As a bilgist wh studies animal behaviur, I am puzzled by this effrt t rank animals by their capabilities. I applaud the desire t shw that animals are like us, but we can recgnize animals fr what they are, and be amazed at their abilities, withut having t make their behaviur mirrr that f humans.(作為一名研究動(dòng)物行為的生物學(xué)家，我對(duì)這種按能力給動(dòng)物排序的做法感到困惑。我贊賞展示動(dòng)物和我們一樣的愿望，但我們可以認(rèn)識(shí)動(dòng)物的本來面目，并對(duì)它們的能力感到驚訝，而不必把它們的行為模仿成人類的行為。)”和第三段的“Once we get ut frm the assumptin that animals have t be like peple with human mtivatins and feelings, we are freed up t cnsider the mechanisms (機(jī)理) behind the behaviurs.(一旦我們擺脫了動(dòng)物必須像人類一樣具有人類動(dòng)機(jī)和情感的假設(shè)，我們就可以自由地考慮行為背后的機(jī)制。)”可知，本文主要講的是作者贊賞展示動(dòng)物和我們一樣的愿望，但我們可以認(rèn)識(shí)動(dòng)物的本來面目，并對(duì)它們的能力感到驚訝，而不必把它們的行為模仿成人類的行為，一旦我們擺脫了動(dòng)物必須像人類一樣具有人類動(dòng)機(jī)和情感的假設(shè)，我們就可以自由地考慮行為背后的機(jī)制，也就是說動(dòng)物的人性化掩蓋了關(guān)于它們的行為，因此最好的標(biāo)題是C選項(xiàng)“Humanizing: Cvering the Truth(人性化：掩蓋真相)”，故選C。
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54. D 55. C 56. C 57. B
【解析】本文是一篇議論文。要想在生活中增加幸福感，從而保持和提升你的激情，最好的方法之一就是留在當(dāng)下。
54. 細(xì)節(jié)理解題。根據(jù)倒數(shù)第二段“Even just 10 minutes a day n either f these can make an enrmus difference in yur life. (即使每天只花10分鐘做這兩件事，也會(huì)對(duì)你的生活產(chǎn)生巨大的影響。)”可知，從這篇文章中我們可以看出，作者認(rèn)為瑜伽和冥想有很大的作用。故選D。
55. 詞義猜測(cè)題。根據(jù)第三自然段“when yur mind wanders, take the time t steer yur thughts and yurself back t the present”中的“wanders”和“back t the present”可知，本句句意為“當(dāng)你走神時(shí)，花點(diǎn)時(shí)間引導(dǎo)你的想法和你自己回到現(xiàn)在”。steer意為“引導(dǎo)”。A. Intrduce.介紹；B. Disturb.打擾；C. Guide.引導(dǎo)；D. Lift.舉起。故選C。
56. 推理判斷題。根據(jù)第二自然段“This can be challenging fr mst f us, if nt all f us, when things are stressful. Mst f the time we are wrried abut the past r the future and nt really paying attentin t what is happening right nw, s we miss life as it is happening. That can make it tugh t live passinately in that “right nw” time and place. (當(dāng)事情充滿壓力時(shí)，這對(duì)我們大多數(shù)人來說都是一個(gè)挑戰(zhàn)，如果不是所有人的話。大多數(shù)時(shí)候，我們擔(dān)心過去或未來，沒有真正關(guān)注現(xiàn)在正在發(fā)生的事情，所以我們錯(cuò)過了正在進(jìn)行的生活。這可能會(huì)讓人很難在“現(xiàn)在”的時(shí)間和地點(diǎn)充滿激情地生活。)”可知，第二段指出，當(dāng)事情充滿壓力時(shí)，我們往往擔(dān)心過去或未來，沒有真正關(guān)注現(xiàn)在正在發(fā)生的事情。所以，本段的作用是提出問題，下文的段落在解決問題。故選C。
57. 主旨大意題。根據(jù)第一自然段“One f the best ways t increase happiness in yur life, and therefre maintain and lift yur passin, is t stay in the present. (要想在生活中增加幸福感，從而保持和提升你的激情，最好的方法之一就是留在當(dāng)下。)”和最后一段“Yu’ll be amazed at hw much spending even just 10 minutes a day fcusing n the present can increase yur land happiness factr. (繼續(xù)練習(xí)，你會(huì)過上你的生活，做得越多越好。你會(huì)驚訝于，即使每天只花10分鐘專注于當(dāng)下，也能增加你的土地幸福系數(shù)。)”可知，本文主要講了要立足當(dāng)下。B項(xiàng)“Fcus n the Present (關(guān)注當(dāng)下)”最能概括本文主旨，適合作標(biāo)題。故選B。
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58. C 59. D 60. A 61. B
【解析】本文是一篇議論文。由前幾天作者看到肥胖的護(hù)士站在醫(yī)院外面引發(fā)作者的思考：如果護(hù)士不能堅(jiān)持他們正在宣傳的保持健康生活方式的基本原則，那么病人就不會(huì)認(rèn)真對(duì)待他們，他們就沒有資格站在第一線。
58. 細(xì)節(jié)理解題。根據(jù)第二自然段“I’m just wrried abut the example they set t thers... But if they can’t stick t the basic principles f maintaining a healthy lifestyle that they are prmting themselves, then in my pinin they have n business being n the frnt line. (我只是擔(dān)心他們給別人樹立的榜樣……但是，如果他們不能堅(jiān)持他們正在宣傳的保持健康生活方式的基本原則，那么在我看來，他們就沒有資格站在第一線。)”可知，關(guān)于肥胖護(hù)士，作者擔(dān)心他們將無法在促進(jìn)健康方面發(fā)揮作用。故選C。
59. 推理判斷題。根據(jù)第三自然段“It’s a serius prfessinal failing, because it sends the disastrus message f “d as I say nt as I d”, which is never ging t result in smene changing their ways. (這是一個(gè)嚴(yán)重的職業(yè)失敗，因?yàn)樗l(fā)出了“照我說的做，不要照我做的做”的災(zāi)難性信息，這永遠(yuǎn)不會(huì)導(dǎo)致人們改變自己的方式。)”可知，作者不贊成“照我說的去做，而不是照我做的去做”的態(tài)度。故選D。
60. 細(xì)節(jié)理解題。根據(jù)第四自然段“Fr example, I used t smke and I find this actually helps me because I can relate t patients — I knw their struggles, I knw their cncerns and I knw the things they say t themselves t avid quitting. (例如，我曾經(jīng)吸煙，我發(fā)現(xiàn)這實(shí)際上對(duì)我有幫助，因?yàn)槲铱梢耘c患者建立聯(lián)系——我知道他們的掙扎，我知道他們擔(dān)心的問題，我也知道他們?yōu)榱吮苊饨錈煻鴮?duì)自己說的話。)”可知，作者的戒煙經(jīng)歷可以幫助他更了解吸煙者。故選A。
61. 推理判斷題。根據(jù)第四自然段“Knwing that I used t smke helps me cme acrss as mre human t my patients — I’ve dne silly things but I’ve changed and s can they. (知道我曾經(jīng)吸煙有助于我給病人留下更人性化的印象——我做過一些愚蠢的事情，但我已經(jīng)改變了，他們也可以。)”可知，作者是一名醫(yī)生。故選B。
議
論
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文
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型
演繹論證議論文
是從已知的一般原理，規(guī)律出發(fā)，推知個(gè)別事物本質(zhì)的論證方法。該類文體一般先提出一個(gè)總論點(diǎn)，然后分別進(jìn)行論述，分析各個(gè)分論點(diǎn)，最后得出結(jié)論。
歸納論證議論文
是一種由個(gè)別到一般的論證方法。它通過許多個(gè)別的事例或分論點(diǎn)，然后歸納出它們所共有的特性，從而得出一個(gè)一般性的結(jié)論。
比較論證議論文
是一種由個(gè)別到個(gè)別的論證方法。通常分為類比法和對(duì)比法兩類。類比法是將性質(zhì)或特點(diǎn)在某一方面相同或相近的不同事物加以比較而引出結(jié)論的方法。對(duì)比法是通過性質(zhì)或特點(diǎn)在某一方面相反或?qū)α⒌牟煌挛锏谋容^來證明論點(diǎn)的方法。
命題
要點(diǎn)
由于議論的目的是表明自己對(duì)事物的看法和態(tài)度，因此，命題時(shí)?？疾炱溆^點(diǎn)態(tài)度以及根據(jù)文章內(nèi)容歸納主旨大意等，有時(shí)也對(duì)文章的結(jié)構(gòu)進(jìn)行考察。
解
題
技
巧
1.演繹論證議論文：注意文章的開篇，因?yàn)槲恼碌拈_篇是文章的主旨，抓住了主旨，也就抓住了作者的觀點(diǎn)，從而把握了文章的中心思想。
2.歸納論證議論文：注意文章的尾段，因?yàn)槲捕问菍?duì)前面所舉事例和分論點(diǎn)的歸納和概括。
3.比較論證議論文：注意事物的相同點(diǎn)以及不同點(diǎn)，并由此來把握文章的主旨。
做題時(shí)可使用以下三個(gè)步驟：重首尾，明方式，細(xì)推測(cè)。

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