高考閱讀理解選材來源廣泛，多源于國外英文圖書、報刊、網(wǎng)絡(luò)媒體，語言地道純正，具有鮮明的語言文化特點。體裁包括記敘文、說明文、議論文、應(yīng)用文等，涉及科普、社會、文化、地理、歷史、政治、經(jīng)濟、人文、日常生活等領(lǐng)域。命題主要考查細節(jié)理解、主旨大意、詞義猜測及推理判斷。
C篇說明文，難度加大，關(guān)鍵在于把握文章核心信息，利用定位對比和細致分析句子。
說明文是對事物或事理進行客觀說明的一種文體，它以說明為主要表達方式，通過解說事物或闡明事理，達到教人以知識的目的，在結(jié)構(gòu)上往往采用總分(總)、遞進等方式按一定的順序(如時間、空間、從現(xiàn)象到本質(zhì))進行說明。說明文的特點是客觀、簡練、語言準確、明了，文章很少表達作者的感情傾向。閱讀說明文的重點在于讀懂它說明的事物或事理，了解事物的性質(zhì)、構(gòu)造、成因、功能等，了解事理的含意、特點等。
題型01 增加外刊積累、避免思維定式
【題型詮釋】
高考英語閱讀很大一部分選自國外的網(wǎng)站、報紙、雜志等，時效性和話題性比較突出。因此，考生要熟悉外刊的文章特點、常用寫作技巧、話題相關(guān)的文化背景知識等相關(guān)信息，消除文化隔閡、文化差異造成的理解困難和理解偏差。比如，外刊的標題一般簡短概括，非常精練。為了使語句短小而生動、醒目，所使用的詞語和句子必須壓縮到最精練的程度，這就要求必須有獨特的撰寫方式。除了大家熟知的省略、縮寫等方式，還常常引用或套用名言、典故、諺語和文學(xué)著作，運用押韻等修辭手法。這一點是很多考生，甚至是教師的認識盲點。尤其是科普類說明文，很多人對它的認識僅僅停留在標題是文章中心的簡單概括，而忽視了它可能采用的修辭手法或者引用或套用所涉及的文化背景知識。
Listen carefully t the ftsteps in the family hme， especially if it has wden flrs， and yu can prbably wrk ut wh it is that is walking abut. The features mst cmmnly used t identify peple are faces， vices， finger prints and retinal scans. But their “behaviural bimetrics”， such as the way they walk， are als giveaways.
64. Whats the best title f the passage？
A. Listen t yur ftsteps
B. Applaud pattern recgnitin
C. Lve the way yu walk
D. Better the mats yu step n
在選擇過程中，很多考生都不敢選擇C項。因為在他們的心目中，說明文的標題就是刻板、直接、枯燥的，這與選項中的lve風(fēng)格極為不符。仔細閱讀這一段，其實很容易感受到作者選用該標題的含義?！癓isten carefully t the ftsteps in the family hme， especially if it has wden flrs， and yu can prbably wrk ut wh it is that is walking abut.” 此句表示通過分辨腳步聲，你就可以辨別出走路的人是誰。這個人一定是自己的家人，或者是非常熟悉的朋友。因此，在聽到腳步聲的時候應(yīng)當(dāng)是充滿著親切和期待，甚至是開心和激動的。當(dāng)一個人在家的時候，當(dāng)一個人孤獨的時候，當(dāng)一個人不開心、需要安慰的時候，最喜歡的就是這種熟悉的腳步聲。文章介紹的通過識別人的走路方式來識別身份的墊子，也跟腳步聲有一樣的功效，墊子“喜愛”通過識別人的走路方式發(fā)揮作用，墊子主人也“喜愛”熟悉的、親近的人的到來。
題型02 關(guān)注句間銜接，緊扣段落中心
【題型詮釋】
英語文章中有大量的詞匯是作者用來聯(lián)系句子的，從而使整篇文章前后貫通、語義明確。標志詞（signal wrds）就是表明句子間和段落間的邏輯關(guān)系，具有詞義、語法結(jié)構(gòu)標志作用的詞或詞組。句子間的邏輯關(guān)系和銜接手段不外乎列舉、原因、結(jié)果、讓步、對照、補充、目的、條件等。如表示列舉的詞：fr example， fr instance; 表羅列的詞：first， secnd， third， t begin with， t cnclude;表轉(zhuǎn)折的詞：hwever， but， whereas; 表示原因的詞：because， since， as;表示結(jié)果的詞：s， therefre， thus， cnsequently， as a result;表示對照的詞：n the cntrary， by cntrast， in cmparisn;表示目的的詞：s that， in rder that等。標志詞就像指路牌一樣，指明作者思路發(fā)展的方向和思路之間的邏輯聯(lián)系。標志詞前后的信息往往都是命題和答題的主要線索或依據(jù)，因此，識別標志詞對考生更快、更好地理解文章具有舉足輕重的作用。
But there is cause fr cncern. The Internet has made data abundant， all-present and far mre valuable， changing the nature f data and cmpetitin. Ggle initially used the data cllected frm users t target advertising better. But recently it has discvered that data can be turned int new services： translatin and visual recgnitin， t be sld t ther cmpanies. Internet cmpanies cntrl f data gives them enrmus pwer. S they have a “Gds eye view” f activities in their wn markets and beynd.
62. What des the technlgical innvatin in paragraph 3 indicate？
A. Data giants technlgy is very expensive.
B. Ggles idea is ppular amng data firms.
C. Data can strengthen giants cntrlling psitin.
D. Data can be turned int new services r prducts.
該題解決的關(guān)鍵仍然是要理清句子之間的邏輯關(guān)系?！癟he Internet has made data abundant， all-present and far mre valuable， changing the nature f data and cmpetitin.” 為中心句，即互聯(lián)網(wǎng)改變了數(shù)據(jù)和競爭的性質(zhì)。其后，Ggle initially used...雖然沒有fr example作為標志詞，但是，我們可以判斷出此處作者正在用具體的事例對中心句做具體的舉例論證說明。該句和后面的“Internet cmpanies cntrl f data gives them enrmus pwer.”分為兩個方面就互聯(lián)網(wǎng)改變了數(shù)據(jù)和競爭的性質(zhì)（變成可以出售的服務(wù)和讓企業(yè)擁有“上帝視角”）進行了具體說明。把握住它們之間的關(guān)系，該題很容易看出，只有C項才是符合中心句的觀點的（加強了企業(yè)的控制地位，即擁有“上帝視角”）。
題型03 把握文章結(jié)構(gòu)，理清作者思路
【題型詮釋】
說明文主題鮮明、脈絡(luò)清晰，行文結(jié)構(gòu)模式較為固定。弄清文本結(jié)構(gòu)有助于把握文章主旨和閱讀重點。作者在謀篇布局上常使用以下說明方法：描述法（descriptin）（包括舉例子、下定義、列數(shù)據(jù)等）、因果法（cause and effect）、問題與對策法（prblem and slutin）。實驗、研究型文章一般會以實驗的過程、進展為線索，多用描述法、問題與對策法等方法，通過列數(shù)據(jù)、做對比等來說明新的科學(xué)研究發(fā)現(xiàn)及其產(chǎn)生的影響。介紹說明型文章通常是介紹一種新產(chǎn)品、新技術(shù)，更多運用描述法從功能、用途、材料和市場前景等方面進行介紹。
在閱讀時，首先用略讀法快速瀏覽每段的首尾句，分析原文的文本結(jié)構(gòu)，然后根據(jù)作者謀篇布局的邏輯線索歸納主旨大意。如果文章中含有小標題、副標題等，在概括全文主旨大意和寫作目的時需要重點考慮。
【高考真題】
（2023·天津·統(tǒng)考高考真題）Mst peple with gd sense wuld accept that we can and shuld learn frm accidental failures. It wuld be impssible t prgress in anything, after all, withut taking the ccasinal misstep. And by understanding hw we slipped, we can avid falling in the future.
Few wuld advcate making intentinal mistakes, hwever. Yet cnsciusly erring (犯錯) can prmte deeper understanding and better recall. The phenmenn is knwn as the derring effect — cming frm “deliberate (故意的) erring” — and when applied prperly, it may bring benefits in many unexpected areas f life.
In ne experiment carried ut at the Natinal University f Singapre, participants were given the task f learning cncepts n a difficult subject. Fr sme terms, they simply cpied ut the crrect definitin; fr thers, they were asked t first add an errr in their descriptin f the term befre crrecting the mistake.
Naturally, yu wuld expect the additin f the errrs t have increased unwanted cnfusin. Yet the exact ppsite was true: the participants wh made deliberate errrs learned abut twice as much as the peple wh simply cpied ut the crrect definitins.
The derring effect culd be applied in ther situatins. S a music teacher may find the additin f deliberate errrs culd help a student remember the right musical ntes. Such a playful apprach culd fuel their creativity fr cmpsitin, if the student lks fr ways t develp thse wrng ntes int smething mre attractive. It is encuraging t discver that by readily accepting ur errrs and wisely placing urselves in the way f being wrng, we can in fact vercme weaknesses and rise strnger.
The derring effect culd be useful fr many ther challenges t. If yu enjy cking, fr example, yu may faithfully fllw a recipe withut questining the instructins. But why nt try t break away frm thse habits and deliberately d the “wrng” thing fr a change, and see where yur derring takes yu? If yu are painting,meanwhile,yu culd relax ne f the cnstraints (限制) that yu usually put n yur wrk and see what yu prduce.
At wrst, yu will have refreshed and deepened yur knwledge f the rules yu nrmally apply, s that yu can be even mre effective next time. At best, yu may just find that yu have discvered smething cmpletely new and unexpected, thrugh a flash f inspiratin that yu wuld have missed with perfectinism. Either way, yur apparent missteps will have mved yu a little clser t true mastery.
1．In Paragraph 1, the authr presents ____________.
A．a(chǎn) rutine warning
B．a(chǎn) ppular misbelief
C．a(chǎn) cmmnly-held view
D．a(chǎn) theretical assumptin
2．What can be learnt abut the experiment?
A．Adding intentinal errrs facilitates learning.
B．Crrecting mistakes is the key t learning.
C．Errrs cntribute t cnfusin in learning.
D．Learners make fewer errrs in difficult subjects.
3．Accrding t the authr using the apprach mentined in Paragraph 5 may result in _______.
A．disappinting perfrmances
B．greater creative pwer
C．the discvery f prblems
D．the admissin f weaknesses
4．Which f the fllwing wuld the authr encurage yu t d?
A．Strictly fllw traditinal recipes when cking.
B．Avid making mistakes and be a perfectinist.
C．Occasinally ignre traffic regulatins.
D．Try uncnventinal clring in painting.
5．What culd be the best title fr the passage?
A．The Challenge f Derring
B．Erring Prevents Failure
C．T Err is Fruitful
D．Errrs: Accidental r Intentinal
（2023·天津·統(tǒng)考高考真題）I lve making art and lking at artwrks. I’ve fund myself wndering hw we gain pleasure frm art. And nw neuraesthetics, a cmbinatin f neurscience (神經(jīng)科學(xué)) and aesthetics (美學(xué)), may prvide an answer.
Neuraesthetics is a relatively yung field f research n what happens in the brain when we make aesthetic assessments. Researchers use brain imaging technique t see which brain areas light up when we view paintings that we cnsider beautiful. Similar research has been dne t understand the “neurnal firewrks” that ccur when we lk at inspiring sculptures, attractive faces, impressive dance, etc.
But why d we find sme art beautiful and ther art ugly? Accrding t research, it all cmes dwn t the “aesthetic triad (三元組合)”.
The first part f the triad is sensry-mtr. This invlves perceiving things like clurs, shapes and mvements. Mvement in art has an interesting rle. If yu see a painting f a mvement, like f a man pulling his arm away after being bitten by a dg, yu feel like ging thrugh a similar experience. The part f yur brain that cntrls yur wn mvements lights up in respnse.
Secnd is emtin-valuatin. This is hw a piece f art makes yu feel, and whether r nt yu appreciate r enjy that feeling. The part f the brain related t pleasure is activated in respnse t smething we find beautiful. This system can be affected in fascinating ways, as fund by research using transcranial magnetic stimulatin(TMS) (經(jīng)顱磁刺激). If TMS is applied t a specific part f yur brain behind yur frehead that is particularly imprtant fr decisin-making, yu suddenly like different kinds f art. Such stimulatin prduces significant changes in aesthetic appreciatin f faces, bdies and artwrks.
The third part is meaning-knwledge. This is t d with hw we can cnnect with a piece f art and what meaning we can create in it. Art is deeply persnal, because when tw peple see the same artwrk, ur perceptin can create vastly different experiences f meaning. If we find meaning, then we ften find pleasure. We als get enjyment frm the knwledge f hw smething was made. Fr the images that an artist creates, viewers will prbably get far mre enjyment nce they knw the prcess used t create them.
Infrmed by neuraesthetics, the next time I create my art I will value the prcess even mre, enjying the activatin f the aesthetic triad in my brain as I admire the vivid images that I have created.
6．What des “neurnal firewrks” in Paragraph 2 refer t?
A．A beautiful painting r sculpture.
B．The lighting-up f specific brain areas.
C．An advanced brain imaging technlgy.
D．The aesthetic assessment f mdern art.
7．What effect des mvement in art prduce n the viewers?
A．Certain part f their brain is activated.
B．Their experience f pain is reduced.
C．Their aesthetic sense is sharpened.
D．Their bdy reactins are delayed.
8．The applicatin f TMS t the brain described in Paragraph 5 leads t__________.
A．raised memry capacity
B．enhanced painting skills
C．changed artistic taste
D．imprved decisin-making ability
9．Accrding t the authr, what increases ur enjyment f a piece f art?
A．Knwing hw it is created.
B．Having a pleasant persnality.
C．Learning hw science develps.
D．Understanding the meaning f life.
10．What is the authr’s purpse in writing the passage?
A．T prpse an abstract thery f art making.
B．T reveal the beauty f science in an artistic way.
C．T share sme persnal understanding f artwrks.
D．T intrduce a new research field fr art appreciatin.
（2023·天津·統(tǒng)考高考真題）Getting the “side-eye” lk frm yur dg can make it seem like they are making a judgement abut yu, and sme new studies suggest they really culd be.
The ability t judge thers’ intentins is an indicatr f pssessing “thery f mind” which was nce thught t be unique t humans. Hwever, new studies have shwn that dgs can read human behaviur and have a preference t peple wh are mre friendly r generus with fd.
One such study published in 2023 aimed t see if dgs can tell the difference between humans wh are “unwilling” r “unable” t give them a treat. 96 dgs were invlved in bth “unwilling” and “unable” scenaris (情境) designed fr the study. Bth scenaris invlved a dg being placed n ne side f a glass screen with small hles in it at nse-height, and an experimenter standing n the ther. In the ‘unwilling’ scenari, the experimenter wuld hang a piece f sausage in frnt f the screen in a ‘teasing’ (戲耍的) manner, and apprach ne f the hles. But instead f passing it thrugh the hle t the dg, they wuld then pull it ut f its reach. Fr the “unable” scenari, the experimenter wuld again mve the treat twards the hle while the dg watched, but “accidentally” drp it befre they culd pass it thrugh.
The researchers bserved that the dgs were much mre patient, making mre eye cntact and staying clser t the screen after the “unable” scenari played ut. In the “unwilling” scenari, hwever, the dgs lked at the experimenter less ften, sat, lay dwn and wandered arund mre frequently.
Anther study frm 2021 tested fr “thery f mind” in dgs in a similar way, but the dgs were able t walk rund the screen t btain the treat after witnessing the experimenter’s “unwilling” r “unable” behaviur. The main finding was that the dgs apprached the experimenter significantly sner in the unable scenari than in the unwilling scenari.
Hwever, the researchers f the 2023 study challenged that the fd drpped n the flr in the clumsy (笨拙的) manner might have mtivated the dgs t apprach the experimenter cnsidering that they prbably ften btain fd drpped n the flr in their daily lives.
Nw, mre evidence has been prvided that dgs distinguish between similar actins assciated with different intentins. But hw exactly they acquire such intentin-reading abilities will be an exciting tpic fr future research.
11．What is ne f the new research findings accrding t Paragraph 2?
A．Dgs als have “thery f mind”.
B．Dgs prefer fd frm generus peple.
C．Human behaviurs are mstly intentinal.
D．Friendly animals can get fd mre easily.
12．What did the experimenter d in the “unwilling” scenari in the 2023 study?
A．They acted awkwardly while feeding the dg.
B．They pretended t walk slwly away frm the dg.
C．They teased the dg by fixing the treat t the screen.
D．They pulled the sausage beynd the dg’s reach.
13．Hw did the dgs f the 2023 study respnd t the “unable” behaviur?
A．By mving clser t the experimenter.
B．By keeping wandering arund.
C．By ignring the experimenter.
D．By lying still n the flr
14．Hw des the experiment design f the 2021 study differ frm that f 2023?
A．The dgs can watch the experimenter.
B．The dgs can g t the ther side f the screen.
C．The dgs’ respnses are under clse bservatin.
D．The dgs’ habitual behaviurs are under analysis.
15．What d the dgs’ different respnses in “unwilling” and “unable” scenaris suggest?
A．Dgs can tell “being friendly” frm “being mean”
B．Dgs’ intelligence is gradually evlving.
C．Dgs’ intentins can be easily identified.
D．Dgs are a lt mre emtinal than ther animals.
（2022·天津·高考真題）Is it true that ur brain alne is respnsible fr human cgnitin(認知)? What abut ur bdy? Is it pssible fr thught and behavir t riginate frm smewhere ther than ur brain? Psychlgists wh study Embdied Cgnitin(EC) ask similar questins. The EC thery suggests ur bdy is als respnsible fr thinking r prblem-slving. Mre precisely, the mind shapes the bdy and the bdy shapes the mind in equal measure.
If yu think abut it fr a mment, it makes ttal sense. When yu smell smething gd r hear amusing sunds, certain emtins are awakened. Think abut hw newbrns use their senses t understand the wrld arund them. They dn’t have emtins s much as needs—they dn’t feel sad, they’re just hungry and need fd. Even unbrn babies can feel their mthers’ heartbeats and this has a calming effect. In the real wrld，they cry when they’re cld and then get hugged. That way, they start t as-sciate being warm with being lved.
Understandably, therists have been arguing fr years and still disagree n whether the brain is the nerve centre that perates the rest f the bdy. Older Western philsphers and mainstream language researchers believe this is fact, while EC therises that the brain and bdy are wrking tgether as an rganic supercmputer, prcessing everything and frming yur reactins.
Further studies have backed up the mind-bdy interactin. In ne experiment, test subjects(實驗對象) were asked t judge peple after being handed a ht r a cld drink. They all made warm evaluatins when their fingertips perceived warmth rather than clness. And it wrks the ther way t; in anther study, subjects’ fingertip temperatures were measured after being“included” in r “rejected” frm a grup task. Thse wh were included felt physically warmer.
Fr further prf, we can lk at the metaphrs(比喻說法) that we use withut even thinking. A kind and sympathetic persn is frequently referred t as ne with a sft heart and smene wh is very strng and calm in difficult situatins is ften described as slid as a rck. And this kind f metaphrical use is cmmn acrss languages.
Nw that yu have the knwledge f mind-bdy interactin, why nt use it? If yu’re having a bad day,a warm cup f tea will give yu a flash f pleasure. If yu knw yu’re physically cld, warm up befre making any interpersnal decisins.
16．Accrding t the authr, the significance f the EC thery lies in ________.
A．facilitating ur understanding f the rigin f psychlgy
B．revealing the majr rle f the mind in human cgnitin
C．ffering a clearer picture f the shape f human brain
D．bringing us clser t the truth in human cgnitin
17．Where des the new brns’ understanding f their surrundings start frm?
A．Their persnal lks.
B．Their mental needs.
C．Their inner emtins.
D．Their physical feelings.
18．The experiments mentined in Paragraph 4 further prve________.
A．envirnment impacts hw we judge thers
B．hw bdy temperature is related t health
C．the mind and the bdy influence each ther
D．hw humans interact with their surrundings
19．What des the authr intend t prve by citing the metaphrs in Paragraph 5?
A．Human speech is alive with metaphrs.
B．Human senses have effects n thinking.
C．Human language is shaped by visual images.
D．Human emtins are ften cmpared t natural materials.
20．What is the authr’s purpse in writing the last paragraph?
A．T share with the reader ways t release their emtins.
B．T guide the reader nt the path t career success.
C．T encurage the reader t put EC int practice.
D．T deepen the reader’s understanding f EC．
（2021·天津·高考真題）Art is everywhere. Any public space has been carefully designed by an artistic mind t be bth functinal and beautiful. Why, then, is art still s widely cnsidered t be "the easy subject" at schl, insignificant t wider sciety, a waste f time and effrt?
Art can cnnect culture with cmmercial prducts in a way that nt many ther things can; art generates mney and hlds significant emtinal and cultural value within cmmunities. When peple attend a cncert, they are paying fr music, sure, maybe even htel rms, meals, and transprt, but they als gain an incredible experience, a unique atmsphere and a memry that will g thrugh the rest f their lives. Peple dn't just want material things anymre, they want t experience life一the arts are a perfect crssver（交迭）between culture and cmmerce.
Furthermre, the arts can bring cmmunities tgether, reducing lneliness and making peple feel safer. Scial bnds are created amng individuals when they share their arts experiences thrugh reflectin and discussin, and their expressin f cmmn values thrugh artwrks in hnur f events significant t a natin's experience.
The arts clearly have a pretty psitive impact n physical and psychlgical health. It is fund that peple wh frequent cultural places r participate in artistic events are mre likely t gain gd health cmpared t thse wh d nt; mre engagement with the arts is linked t a higher level f peple's wellbeing. The Ryal Sciety f Public Health discvered that music and art, when used in hspitals, help t imprve the cnditins f patients by reducing stress, anxiety and bld pressure.
Children wh are invlved with the arts make greater achievements in their educatin: thse engaged with drama have greater literary ability while thers taking part in musical practice exhibit greater skills in math and languages. Kids with preference fr the arts have a greater chance f finding emplyment in the future. Participating in the arts is essential fr child develpment; encuraging children t express themselves in cnstructive ways culd help t frm healthy emtinal respnses in later life.
Vital t human life, art is celebrated and used by natins acrss the wrld fr varius purpses. Life withut art wuld be bring and dead still, fr art is a part f what makes us human.
21．Art prducts differ frm mst ther cmmercial prducts because .
A．mst peple purchase them fr cllectin
B．they are mre expensive and less accessible
C．they have bth cmmercial and cultural values
D．their prices may climb up as time passes
22．By sharing their arts experiences, cmmunity members can .
A．keep the cmmunity safe frm illnesses
B．develp a strnger tie between them
C．learn t appreciate their wn wrks f art
D．ffer hnurable slutins t their prblems
23．What can we learn abut peple wh are invlved in artistic activities?
A．They enjy better living cnditins.
B．They like t cmpare themselves with thers.
C．They are particularly gd at bth music and art.
D．They tend t be healthier physically and mentally.
24．Hw des kids' engagement with the arts benefit them?
A．It prmtes their academic perfrmance and emtinal grwth.
B．It gives them mre cnfidence in exhibiting their learning skills.
C．It inspires their creativity in designing their future career.
D．It helps t make respnsible peple ut f them.
25．What is the best title fr this passage?
A．Hw Art Cures Our Hearts
B．Art: A Blessing t Humankind
C．Hw Art Benefits Cmmunities
D．Art: A Bridge Between Cultures
（2021·天津·高考真題）In the fictinal wrlds f film and TV, artificial intelligence （AI） has been described as s advanced that it is indistinguishable frm humans. But what if we're actually getting clser t a wrld where Al is capable f thinking and feeling?
Tech cmpany UneeQ is heading fr its "digital humans", which appear life like n the screen nt nly in terms f language, but als because f facial mvements: raised eyebrws, a smile, even a nd. They lk clse t a human, but nt quite.
What lies beneath UneeQ9 s digital humans? Their 3D faces are mdeled n actual human features. Speech recgnitin enables them t understand what a persn is saying, and natural language prcessing is used t wrk ut a respnse. Meanwhile, anther Al cmpany, Sul Machines, is taking a mre bilgical apprach, with a "digital brain", that imitates aspects f the human brain t adjust the emtins "felt" and "expressed" by its "digital peple".
Shiwali Mhan, an Al scientist at the Pal Research Center, is skeptical f these digital beings. "They're humanlike in their lks and the way they sund, but that in itself is nt being human," she says. "Human qualities als invlve hw yu think, hw yu apprach prblems, and hw yu break them dwn; and that takes a lt f algrithmic (算 法)design. Designing fr human-level intelligence is a different attempt than designing images that behave like humans." She then cntinues, “If smething lks like a human, we have high expectatins f them, but they might behave differently in ways that humans just instinctively (直覺地)knw hw ther humans react.
Yet the demand is there, with UneeQ seeing high adptin f its digital emplyees acrss the financial, health care, and cmmercial sectrs （行業(yè)）. "Unless these sectrs make their business mdels much mre efficient digitally, they might be left behind," says Chetan Dube, UneeQ9s CEO.
Sme ther cmpanies are taking their digital beings a step further, enabling rganizatins and individuals t create digital humans themselves using free-access platfrms they prvide. "The biggest mtivatin fr such platfrms is t ppularize Al," Dube says.
Mhan is cautius abut this apprach, yet she supprts the purpse behind these digital beings and is ptimistic abut where they are headed. "As we develp mre advanced Al technlgy, we wuld then have t use new ways f cmmunicating with that technlgy,she says. "'Hpefully, all f that is designed t supprt humans in their gals."
26．Accrding t Para. 2, in what respect（s） d UneeQ9s "digital humans" resemble human beings?
A．In the way they mve arund.
B．In the way they act and react.
C．In bservatin and analysis.
D．In speech and facial expressins.
27．Sul Machines’digital brain is a technlgical breakthrugh because it .
A．leams t make prper emtinal respnses
B．tends t imitate human beings' tne vividly
C．recgnizes the speech sunds it receives
D．prcesses the natural language it hears
28．In Mhan's pinin, what human quality is lacking in digital beings?
A．Calculating brain.
B．Language skills.
C．Instinctive judgements.
D．Prblem-slving ability.
29．What makes many sectrs emply digital humans?
A．The fear f falling behind in efficiency.
B．The urgency t prmte e-cmmerce.
C．The wish t spread digital technlgy.
D．The need t upgrade the health care system.
30．What des Mhan think f the future f digital beings?
A．It's well planned.
B．It is prmising.
C．It is uncertain.
D．It's quite hpeless.
【最新模擬】
（2024·天津河?xùn)|·一模）D yu feel stressed? Research n the mental health cnditin f senir high schl students frm China, US, Suth Krea and Japan has recently been released. The research was carried ut jintly by China Yuth and Children Research Center, Natinal Institutin fr Yuth Educatin f Japan and Natinal Yuth Plicy Institute f Krea.
The results shwed that senir high students are at the lwest pint f mental health level amng all adlescent (青春期的) stages. Cmpared t students frm the US, Suth Krea and Japan, Chinese students shw a lw level f emtinal health, self evaluatin and interpersnal supprt. Life habits (sleep, phne dependence, etc), stress and scial supprt (parental, peer and teacher supprt) are imprtant factrs affecting the mental health f senir high students in China.
Hwever, the cnfidence level f Chinese high schl students is the highest amng thse f all fur cuntries. Fr example, when it cmes t statements like “I believe I can reach my gals”, ver 80 percent f Chinese students chse “agree”. In spite f this, sme Chinese students lack a sense f self-wrth and willpwer, leading t difficulties in frming their identity in the prcess f becming adults.
Chen Yue, a mental cunselr frm a freign languages schl in Beijing, said that he has seen behavir in class that reflects the research results. “The reasns behind that can be linked t parents wh may take t much cntrl in junir high perid and nw feel kind f lst in their children’s transitinal stage t adulthd,” Chen said. “Als, students tend t attach greater imprtance t interpersnal relatinships in senir high and even link it t their self-evaluatin.”
Chen als pinted ut that students’ relatinship with phnes is delicate. “Many teachers and parents simply ban students frm using phnes withut realizing that phnes are mre than a tl f entertainment, but rather a territry f persnal space and cnnectin t the scial wrld,” said Chen, “therefre, an apprpriate amunt f freedm is crucial.”
Meanwhile, sme students have their wn way t deal with interpersnal relatinships. Chen Yeliang, a 17-year-ld senir high student, said that if she desn’t get alng with smene. she wuldn’t attribute (歸因于) it t herself. “It just means that we are frm different wrlds and the time spent n each ther is nt wrth it,” she said.
26．What did the research find abut Chinese senir high students?
A．They are the mst cnfident.
B．They have the mst scial supprt.
C．They have the mst mental prblems.
D．They have the highest level f self-evaluatin.
27．Hw did researchers carry ut the study?
A．By cmparing respndents’ backgrunds.
B．By ding interviews and mental tests.
C．By cnducting a questinnaire.
D．By studying the findings f previus research.
28．What is a reasn behind Chinese students’ behavir in class accrding t Chen?
A．They value friends ver parents.B．They want t behave like adults.
C．They desire their parents’ attentin.D．They fcus mre n relatinships.
29．What will Chen Yeliang d if she desn’t get alng with thers?
A．Just let it be.B．Reflect n herself.
C．Cmmunicate penly.D．Spend mre time tgether.
30．What might be the authr’s purpse in writing this passage?
A．T shw the reasn fr feeling stressed.
B．T get the yung peple knw the result f feeling stressed.
C．T find ut hw senir high schl students get alng with thers.
D．T shw the research n the mental health cnditin f senir high schl students.
（2024·天津河西·一模）Sme peple wrry that there’s t much technlgy in ur lives. And they may have a pint, given hw cuntless peple nw carry the internet arund in their pcket and use it as a primary frm f cmmunicatin. It’s practically difficult t shun technlgy in ur wrld. There are cmputer micrchips (微芯片) in ur watches, ur cars, light switches, even ur pets! Where will it end?
Well, if certain peple have their way, it’ll g even further. We’ll have micrchips implanted int ur brains that can interact with the cmputers by thught alne. It may sund like smething frm the science fictin, but in many ways, things lk quite prmising. Thanks t the ability t send and receive infrmatin remtely via cmputers, micrchips and ther related devices have lng been put int brains.
Fr example, electrdes have been implanted in the brains f epilepsy patients t better recrd and even predict the abnrmal neurlgical (神經(jīng)病學(xué)的) activity. Similarly, deep-brain stimulatin, thrugh implanted devices that cause activity in key brain regins, is an established treatment fr things like -Parkinsn’s disease, and is even being lked int fr illnesses like depressin.
Hwever, it’s anther thing t place such devices in healthy individuals. There are the practical cncerns, nt least f which is what these chips will be made f. The inside f the brain is a mass f highly reactive chemicals and electrical activity. Implants wuld need t be inert (靜止的) enugh t nt upset the delicate prcesses by their presence, but als sensitive enugh t read and prcess the activity arund them. Current technlgy has made impressive prgress with this, but if it were t be rlled ut t millins f peple, we’d need t be 100 per cent certain that it’s safe.
Hw many peple will actually want t have technlgy literally put int their brain? A surprising 60 per cent f Americans say they’d be kay with it, but that’s when it’s purely. theretical. In reality, the pssibility f having strangers stick chips in yur brain is likely t prve unattractive, especially fr a ppulatin where millins get mad at fictinal micrchips in vaccines (疫苗), and even mre are frightened f dentists.
Ultimately, the technlgy f cmputer-brain interface (接口) implants is still far away frm us.
36．What’s the functin f the first paragraph?
A．A summary f the article.B．An intrductin t the main tpic.
C．An verview f the whle article.D．An argument ver the main tpic.
37．What des the underlined wrd “implanted” mean in paragraph 2?
A．T put smething int smene’s bdy by an peratin.
B．T design smething new ver a perid f time.
C．T prevent smething frm changing rapidly.
D．T get rid f smething steadily.
38．What des the authr want t tell us by the examples in paragraph 3?
A．The prcess f human-cmputer interactin.
B．The pssible treatment fr particular diseases.
C．The future f micrchips and devices alike.
D．The existing applicatin f micrchip implants.
39．Hw may mst Americans react t implanting chips in the brain in reality?
A．They may reject it.B．They may expect it.
C．They may adjust t it.D．They may feel curius abut it,
40．Which wrd can best describe the technlgy f cmputer-brain interface implants?
A．Imaginary.B．Practical.
C．Unfulfilled.D．Impssible.
（2024·天津紅橋·一模）If smene created a flying machine able t track yu dwn by listening fr yur vice, yu might be terrified. But what if yu were trapped in ruins after a natural disaster and first respnders culdn’t lcate yu? Maybe then a human-seeking drne (無人機) wuldn’t be such a terrible idea. That cncept is the fcus fr engineers at Germany’s Fraunhfer FKIE Institute, wh’ve built a drne t find peple by detecting human screams.
“The human seeking drne wuld be ideal fr pst-disaster situatins, such as earth-quakes, hurricanes and wildfires,” said Macarena Varela, ne f the lead engineers. “They culd hver (盤旋) ver an area that rescue crews have difficulty getting t and lcate exactly where peple may be trapped.”
Lcating peple by sund presents its share f challenges. An auditry (聽覺的) system wuld need t tell human cries frm sunds that ften happen in nature, such as animal calls and wind. It might als need t recgnize patterns assciated with kicking, clapping r ther ways peple try t get the attentin f rescue teams.
Engineers tk thse situatins int accunt when building ut their cncept drne. They recrded themselves screaming, tapping and creating ther nises they might be a sign f peple in truble. Then, they analyzed each sund frequency t find cmmn signatures and used thse t train artificial intelligence sftware. They als wrked t remve the nise created by the drne and ther envirnmental sunds.
Once the sftware part was cmpleted, the team placed tiny digital micrphnes under the drne and used signal prcessing techniques that enabled them t track where human nises are cming frm. The micrphnes als enhanced the vlume and clearness f the speech. S far, they have cnducted successful pen field experiments, finding that the drne can estimate a victim’s lcatin within a few secnds f picking up sund.
Next, they wuld like t add a higher frequency micrphne t a drne t acquire mre audi sund signals. The idea is t pick up nises frm hundreds f meters away, Varela said. In the real wrld, victim’s lcatin date might ne day be sent wirelessly t emergeney crews carrying a tablet.
46．What is the advantage f the human-seeking drne?
A．Its high speed f flying.B．Its lng wrking hurs.
C．Its quick respnse t screams.D．Its easy access t disaster scene.
47．What can the auditry system d?
A．Recgnize human cries.
B．Pick up sunds frm far away.
C．Send victim’s lcatin data t a tablet.
D．Imprve the quality f human screams.
48．What des the underlined wrd “signatures” in Paragraph 4 refer t?
A．Effects.B．Features.C．Symbls.D．Situatins.
49．Up t nw, engineers have successfully ________.
A．develped higher frequency micrphnes fr use n drnes
B．rescued disaster victims by using drnes t recgnize human cries.
C．cached artificial intelligence sftware t distinguish human and natural sunds
D．cmpleted utdr experiments using drnes t quickly lcate disaster victims
50．Which f the fllwing can be the best title fr the text?
A．AI Enables Drnes t Give Better Perfrmance
B．Human-seeking Drnes Replace Rescue Crews
C．Engineers Teach Drnes t Hunt Human Screams
D．Rescuers Use Drnes t Lcate Disaster Survivrs

相關(guān)試卷

特訓(xùn)05 閱讀理解說明文（名校模擬10篇）- 高考英語二輪熱點題型歸納與變式演練（天津?qū)Ｓ茫?/a>

這是一份特訓(xùn)05 閱讀理解說明文（名校模擬10篇）- 高考英語二輪熱點題型歸納與變式演練（天津?qū)Ｓ茫?，文件包含特?xùn)05閱讀理解說明文名校模擬10篇原卷版-高考英語二輪熱點題型歸納與變式演練天津?qū)Ｓ胐ocx、特訓(xùn)05閱讀理解說明文名校模擬10篇解析版-高考英語二輪熱點題型歸納與變式演練天津?qū)Ｓ胐ocx等2份試卷配套教學(xué)資源，其中試卷共35頁， 歡迎下載使用。

專題20 閱讀理解之議論文- 高考英語二輪熱點題型歸納與變式演練（天津?qū)Ｓ茫?/a>

這是一份專題20 閱讀理解之議論文- 高考英語二輪熱點題型歸納與變式演練（天津?qū)Ｓ茫?，文件包含專題20閱讀理解之議論文原卷版-高考英語二輪熱點題型歸納與變式演練天津?qū)Ｓ胐ocx、專題20閱讀理解之議論文解析版-高考英語二輪熱點題型歸納與變式演練天津?qū)Ｓ胐ocx等2份試卷配套教學(xué)資源，其中試卷共34頁， 歡迎下載使用。

專題17 閱讀理解之應(yīng)用文- 高考英語二輪熱點題型歸納與變式演練（天津?qū)Ｓ茫?/a>

這是一份專題17 閱讀理解之應(yīng)用文- 高考英語二輪熱點題型歸納與變式演練（天津?qū)Ｓ茫募瑢ｎ}17閱讀理解之應(yīng)用文原卷版-高考英語二輪熱點題型歸納與變式演練天津?qū)Ｓ胐ocx、專題17閱讀理解之應(yīng)用文解析版-高考英語二輪熱點題型歸納與變式演練天津?qū)Ｓ胐ocx等2份試卷配套教學(xué)資源，其中試卷共52頁， 歡迎下載使用。

英語朗讀寶

相關(guān)試卷 更多

專題16 閱讀理解主旨大意題- 高考英語二輪熱點題型歸納與變式演練（天津?qū)Ｓ茫?> </div> <p class=專題16 閱讀理解主旨大意題- 高考英語二輪熱點題型歸納與變式演練（天津?qū)Ｓ茫?/p>
專題15 閱讀理解詞義猜測題- 高考英語二輪熱點題型歸納與變式演練（天津?qū)Ｓ茫?> </div> <p class=專題15 閱讀理解詞義猜測題- 高考英語二輪熱點題型歸納與變式演練（天津?qū)Ｓ茫?/p>
資料下載及使用幫助
版權(quán)申訴
  • 1.電子資料成功下載后不支持退換，如發(fā)現(xiàn)資料有內(nèi)容錯誤問題請聯(lián)系客服，如若屬實，我們會補償您的損失
  • 2.壓縮包下載后請先用軟件解壓，再使用對應(yīng)軟件打開；軟件版本較低時請及時更新
  • 3.資料下載成功后可在60天以內(nèi)免費重復(fù)下載
版權(quán)申訴
若您為此資料的原創(chuàng)作者，認為該資料內(nèi)容侵犯了您的知識產(chǎn)權(quán)，請掃碼添加我們的相關(guān)工作人員，我們盡可能的保護您的合法權(quán)益。
入駐教習(xí)網(wǎng)，可獲得資源免費推廣曝光，還可獲得多重現(xiàn)金獎勵，申請 精品資源制作， 工作室入駐。
版權(quán)申訴二維碼
歡迎來到教習(xí)網(wǎng)
  • 900萬優(yōu)選資源，讓備課更輕松
  • 600萬優(yōu)選試題，支持自由組卷
  • 高質(zhì)量可編輯，日均更新2000+
  • 百萬教師選擇，專業(yè)更值得信賴
微信掃碼注冊
qrcode
二維碼已過期
刷新

微信掃碼，快速注冊

手機號注冊
手機號碼

手機號格式錯誤

手機驗證碼 獲取驗證碼

手機驗證碼已經(jīng)成功發(fā)送，5分鐘內(nèi)有效

設(shè)置密碼

6-20個字符，數(shù)字、字母或符號

注冊即視為同意教習(xí)網(wǎng)「注冊協(xié)議」及「隱私條款」
QQ注冊
手機號注冊
微信注冊

注冊成功

返回
頂部