2025年高考英語(yǔ)二輪熱點(diǎn)題型歸納與變式演練(新高考通用)專題07閱讀理解說(shuō)明文(學(xué)生版+解析)-試卷下載-教習(xí)網(wǎng)

\l "_Tc148898652" 解題攻略3
\l "_Tc148898653" 題型01 細(xì)節(jié)理解題3
\l "_Tc148898654" 題型02 詞句猜測(cè)題4
\l "_Tc148898655" 題型03 判斷推理題6
\l "_Tc148898656" 題型04 主旨大意題9
\l "_Tc148898657" 高考練場(chǎng) PAGEREF _Tc148898657 \h 11
題型簡(jiǎn)介
說(shuō)明文是高考英語(yǔ)閱讀理解中的一個(gè)重要體裁，其目的是解釋和闡述事物，通常采用比較、解釋說(shuō)明、引用、下定義、舉例子、列數(shù)字等方法。說(shuō)明文結(jié)構(gòu)清晰，語(yǔ)言客觀簡(jiǎn)潔，旨在介紹目標(biāo)對(duì)象，呈現(xiàn)事實(shí)和觀點(diǎn)，作者立場(chǎng)不明顯。說(shuō)明文的常見(jiàn)語(yǔ)篇模式包括“問(wèn)題—（分析）—解決措施—（解釋）—（呼吁、評(píng)價(jià)或拓展）”、“引出主題—解釋主題—拓展主題”、“新研究發(fā)現(xiàn)—解釋新研究—（進(jìn)一步實(shí)驗(yàn)論證）—研究結(jié)論及其評(píng)價(jià)、研究啟示、未來(lái)研究方向”等。
命題類型
細(xì)節(jié)理解題：考查學(xué)生對(duì)文章中具體信息的理解，如時(shí)間、地點(diǎn)、事件等。
推理判斷題：考查學(xué)生根據(jù)文章內(nèi)容進(jìn)行邏輯推理和判斷的能力，包括推測(cè)隱含意思、文章出處、作者態(tài)度等。
主旨大意題：考查學(xué)生對(duì)文章主題或中心意思的概括和歸納能力，包括段落大意、文章大意和標(biāo)題概括。
詞義猜測(cè)題：考查學(xué)生根據(jù)上下文推斷生詞或短語(yǔ)的含義，包括代詞指代、生僻詞以及短語(yǔ)短句的含義。
解題思路
快速把握文章結(jié)構(gòu)：說(shuō)明文通常開(kāi)門見(jiàn)山，作者會(huì)在文章開(kāi)篇就把要介紹的事物或表達(dá)的觀點(diǎn)直接陳述出來(lái)。因此，通過(guò)文章第一段可以迅速找出說(shuō)明文介紹或闡述的事物。
關(guān)注段落首尾句：說(shuō)明文的每個(gè)段落通常有主旨句、支撐細(xì)節(jié)和總結(jié)句。關(guān)注每一段的段首句和段尾句，可以幫助考生在有限的時(shí)間內(nèi)把握段落的主旨大意。
理解語(yǔ)篇模式：了解說(shuō)明文的常見(jiàn)語(yǔ)篇模式，有助于考生從宏觀層面理解語(yǔ)篇的框架和脈絡(luò)，通過(guò)“尋讀”迅速定位問(wèn)題所在位置，提高閱讀理解的速度。
同義轉(zhuǎn)換能力：近幾年高考對(duì)細(xì)節(jié)理解題的考查難度有所增加，除了考查原文中直接出現(xiàn)的信息外，還考查學(xué)生對(duì)原文信息進(jìn)行同義轉(zhuǎn)換的能力。
推理和判斷：在解答推理判斷題時(shí)，考生需要根據(jù)文章內(nèi)容推測(cè)隱含意思，推斷作者的態(tài)度和意圖，以及對(duì)文章后續(xù)內(nèi)容進(jìn)行預(yù)測(cè)。
題型01 細(xì)節(jié)理解題

說(shuō)明文中考查的細(xì)節(jié)理解題大致與記敘文相似。命題區(qū)域都有其共同點(diǎn)：⑴在列舉處命題，如用first(ly), secnd(ly), third(ly), finally, nt nly, but als, then, in additin等表示順承關(guān)系的詞語(yǔ)列舉出事實(shí)。試題要求考生從列舉出的內(nèi)容中選出符合題干要求的答案項(xiàng)。⑵在例證處命題，句中常用由as, such as, fr example, fr instance等引導(dǎo)的短語(yǔ)或句子作為例證，這些例句或比喻就成為命題者設(shè)問(wèn)的焦點(diǎn)。⑶在轉(zhuǎn)折對(duì)比處命題，一般通過(guò)hwever, but, yet, in fact等詞語(yǔ)來(lái)引導(dǎo)。對(duì)比用unlike, until, nt s much…as等詞語(yǔ)引導(dǎo)，命題者常對(duì)用來(lái)對(duì)比的雙方屬性進(jìn)行考查。⑷在比較處命題，無(wú)端的比較、相反的比較、偷換對(duì)象的比較，經(jīng)常出現(xiàn)在干擾項(xiàng)中，考生要標(biāo)記并且關(guān)注到原文中的比較，才能順利地排除干擾。⑸在復(fù)雜句中命題，包括同位詞、插入語(yǔ)、定語(yǔ)、從句、不定式等，命題者主要考查考生對(duì)句子之間的指代關(guān)系和語(yǔ)法關(guān)系。
做這類題目時(shí)，一般都能在原文中找到出處，只要仔細(xì)就可以在文中找到答案。但正確的選擇項(xiàng)不可能與閱讀材料的原文完全相同，而是用不同的語(yǔ)句成句型表達(dá)相同的意思。
Students and teachers, as well as sme parents, sit n tw wden benches running the length f the hallway f their schl. They take turns reading frm the Ohén: tn Karihwatéhkwen, which translates frm the Mhawk language t “Wrds befre all else.” These wrds, which express appreciatin fr all life frms, mark the day’s start at the Akwesasne Freedm Schl.
But the 60-dd students here wuldn’t understand these lessns if it weren’t fr this little schlhuse at the United States-Canada brder. “This makes us wh we are, and if we dn’t have this, wh are we ging t be?” asks teacher Kawehnkwiisthe, whse name in English means “She makes the island beautiful.”
Kawehnkwiisthe turns t her yung pupils and states that they are wise, r age 5, Mhawk is the medium f educatin fr students in every class frm kindergarten t 8th grade. When a child asks a questin in English, Kawehnkwiisthe respnds in Mhawk.
Mst parents pay fr their children with a handmade quilt sld in August. The schl is run as a cperative, where parents d the cleaning alng with the students and the maintenance wrk. Students cme frm American and Canadian sides f the brder, but the schl has never accepted funds frm either gvernment, says Alvera Sargent, wh heads the nnprfit Friends f the Akwesasne Freedm Schl and is ne f the last first-language speakers f Mhawk.
That makes her indispensable, says Wayln Ck, frmer teacher and nw prject manager f the schl’s nnprfit arm. “We treasure ur first-language speakers,” he says. “We treasure them because they are s imprtant fr us t cntinue n ur language.”
9．What is the Ohén: tn Karihwatéhkwen abut?
A．A way f greeting.B．A way t start and end a day.
C．Deep respect fr the natural wrld.D．Old-fashined business practices.
10．What can be learned abut the schl?
A．It is headed by Wayln Ck currently.
B．It is self-gverned by the lcal cmmunity.
C．It accepts kids frm kindergarten t high schl.
D．It emplys bth English and Mhawk fr teaching.
題型02 語(yǔ)意猜測(cè)題

說(shuō)明文為了把自然規(guī)律，事物的性質(zhì)等介紹清楚或把事理闡述明白，因此學(xué)術(shù)性強(qiáng)的生詞較多，所以常進(jìn)行生詞詞義判斷題的考查。命題方式多以the underlined part … in paragraph…refers t … 或what des the underlined wrd mean?或what is the meaning f the underlined wrd?為設(shè)問(wèn)方式。說(shuō)明文在闡述說(shuō)明對(duì)象時(shí)易發(fā)生動(dòng)作變換、人稱轉(zhuǎn)變的現(xiàn)象，這類題目常以it，they，them 等代詞為命題點(diǎn)，因此考生要根據(jù)上下文語(yǔ)境，認(rèn)真閱讀原文，分析動(dòng)作轉(zhuǎn)換背景，弄清動(dòng)作不同執(zhí)行者，以便準(zhǔn)確判斷代詞的其實(shí)際指代對(duì)象。
解這類題型時(shí)，考生應(yīng)認(rèn)真閱讀原文，分析其對(duì)某些科學(xué)原理是如何定義、如何解釋的，并以此為突破口抽象概括出生詞詞義。也可以通過(guò)上下文來(lái)猜測(cè)某個(gè)陌生詞語(yǔ)的語(yǔ)意?；蛘哒页瞿硞€(gè)詞語(yǔ)在文章中的同義詞。要注意破折號(hào)、同位語(yǔ)從句、定語(yǔ)從句、插入語(yǔ)等具有解釋、說(shuō)明作用的語(yǔ)言成分。
The ppularity f Durian Persnalities is als driven by the lnging fr depth and genuine emtin in mdern sciety. Psychlgical research shws that with increasing reliance n scial netwrks and instant messaging tls, shallw relatinships have made many lse patience and ability fr deep cmmunicatin. Hwever, Durian Persnalities ffer a cure: Its “unapprachability” becmes a filtering mechanism, aviding frivlus scial interactins and encuraging deeper engagement in valuable interpersnal cnnectins.
15．What des the underlined wrd “frivlus” in paragraph 3 prbably mean?
A．Regular.B．Unnecessary.C．Nnprfitable.D．Time-cnsuming.
Dr Katy Tam at the University f Trnt Scarbrugh said bredm was clsely linked t attentin. “We feel bred when there’s a gap between hw engaged we are and hw engaged we want t be,” she said. “When peple keep switching thrugh vides, they becme less engaged with the vides and they are lking fr smething mre interesting. This can lead t increased feelings f bredm.”
The results appear t chime with ther studies: as the team ntes, previus research has suggested that while bredm relief is a driver fr peple t use scial media r smartphnes, the use f such technlgy appears t make the feeling wrse.
30．What des the underlined phrase “chime with” mean in Paragraph 3?
A．a(chǎn)gree withB．cmpare withC．cntrast withD．disagree with
Yur wn experience f revising fr exams might tell yu that sessins f uninterrupted cncentratin can help yu t better remember key pieces f infrmatin. Indeed, many students will engage in intensive revisin just befre a test — in the belief that essential subject facts and figures will be memrized ready fr exam day.
Hwever, this cmmnly held wisdm has been cntradicted by an bservatin made in a psychlgical study. Nw knwn as the Zeigarnik effect, it was fund that interruptin during a task that requires fcus can in fact imprve a persn’s ability t remember it afterwards.
49．What des the underlined phrase “this cmmnly held wisdm” in paragraph 2 refer t?
A．Remembering essential subject facts guarantees success in exams.
B．Interruptin n memry prcessing generates unexpected results.
C．Uninterrupted cncentratin cntributes t effective revisin.
D．Revisin with full cncentratin bsts lng-term memry.
題型03 判斷推理題

推理判斷題是高考閱讀理解試題中的重要題型之一, 包括判斷和推理兩個(gè)方面，屬于主觀題, 是閱讀理解中層次較高的題目, 因此也是考生失分率較高的題型。需要在理解原文字面意義的基礎(chǔ)上，通過(guò)對(duì)語(yǔ)篇邏輯關(guān)系的分析和細(xì)節(jié)的暗示, 做出一定的判斷和推理, 從而得出文章的深層意義及隱含意義。
推斷則是指通過(guò)對(duì)文章進(jìn)行符合邏輯的綜合分析，推出文章未直接陳述的言外之意。推斷正確與否，很大程度上取決于是否能正確把握作者潛隱在字里行間的語(yǔ)氣及觀點(diǎn)。推理判斷題主要有以下幾種形式：細(xì)節(jié)推斷題、文章的來(lái)源或讀者對(duì)象推斷題、寫(xiě)作意圖推斷題、觀點(diǎn)態(tài)度題等。
這類題目常見(jiàn)的設(shè)問(wèn)方式有：
1. What was the authr’s attitude twards
2. The passage is intended t ...
3. The authr suggests that ...
4. The stry implies that…
5. Which pint f view may the authr agree t?
6. Frm the passage we can cnclude that...
7. The purpse f the passage is t...。
解決這類題型時(shí)，應(yīng)該根據(jù)不同的推理判斷方法解題。學(xué)生要在閱讀理解整體語(yǔ)篇的基礎(chǔ)上，把握文章的真正內(nèi)涵。答案不可能在文章中直接找到，而且推理時(shí)我們務(wù)必要忠于原文，在文章中尋找并確定可推論的依據(jù)，準(zhǔn)確理解文中的已知部分，切忌過(guò)度推測(cè)或無(wú)理由推測(cè)，要結(jié)合語(yǔ)境和常識(shí)推論出未知部分，把握作者的言外之意。
Researchers frm Sun Yat-sen University shared their findings in Internatinal Envirnment that micrplastics (微塑料) can make hair lss wrse by hurting the skin’s prtective barriers thrugh a prcess called xidative stress (氧化應(yīng)激).
Micrplastics are very small pieces f plastic, smaller than 5 millimeters. They cme frm bigger plastic items breaking dwn, like shpping bags, take-ut cntainers, and drink bttles. These tiny bits can get int water, sil and air and they can mve up the fd chain and depsit in ur bdy.
The result f the first study shws when micrplastics are tested in living animals, they can create xidative stress and stp certain prteins frm wrking prperly. This can hurt the skin and the parts f the hair fllicles where hair grws, finally leading t hair falling ut.
In the secnd study, researchers explred hw new and aged micrplastics affect the skin and hair in mice. They gave mice water with these micrplastics fr tw mnths t see what wuld happen t their hair. After just ne day, researchers culd see that the micrplastics had mved thrugh the mice’s stmachs, gt int their bld and ended up in their hair. After tw mnths, the mice that drank water with aged micrplastics had mre damaged skin and falling hair than thse with new micrplastics. But further experiments are needed t decide whether aged micrplastics are mre harmful.
“Ntably, in daily life micrplastics can be fund in bttled water, clthes we wear, and even the air we breathe. It is estimated that a persn cnsumes apprximately 5 grams f micr-plastic particles per week n average,” said research leader Wang Xusheng.
17．Hw des the authr develp paragraph 2?
A．By qutatin.B．By listing numbers.
C．By cmparisn.D．By giving a definitin.
18．What can be inferred frm paragraph 3&4?
A．Micrplastics are absrbed thrugh many rgans.
B．Micrplastics finally depsit in the mice’s stmachs.
C．Researchers will carry ut further experiments n human beings.
D．New and aged micrplastics affect the mice t the same extent in the first study.
19．What is Wang Xusheng’s attitude twards micrplastics in daily life?
A．Indifferent.B．Objective.C．Cncerned.D．Skeptical.
20．Why des the authr write the passage?
A．T stress n the imprtance f hair prtectin.
B．T intrduce sme new findings f micrplastics.
C．T call fr urgent actin n plastic ban wrldwide.
D．T warn readers the danger f micrplastics in daily life.
題型04 主旨大意題

說(shuō)明文常用文章大意判斷題考查考生對(duì)通篇文意的理解。即對(duì)文章的主題或中心意思的概括和歸納。主要考查考生對(duì)文章的整體理解能力。命題形式常以This passage mainly talks abut ____. What is the main idea f the passage?為設(shè)問(wèn)方式。這種試題多以This passage mainly talks abut …
答題時(shí)首先閱讀題干，掌握問(wèn)題的類型，了解試題題干以及各個(gè)選項(xiàng)所包含的信息，然后有針對(duì)性地對(duì)文章進(jìn)行掃讀，對(duì)有關(guān)信息進(jìn)行快速定位，再將相關(guān)信息進(jìn)行整合、甄別、分析、對(duì)比，有根有據(jù)地排除干擾項(xiàng)，選出正確答案。
The brain is prtected by shck-absrbing fluid and, utside that, the skull. In a cncussin (腦震蕩), the brain bunces arund in the skull, accelerating, decelerating r revlving. This creates a series f impacts. The neurns (神經(jīng)元) in the brain are disturbed, and between thse neurns, the axns - thin fibers that transmit electrical impulses–stretch r break. Inside the brain, it’s like an earthquake that has happened. Everything is still standing, but there are cracks in the rads and in building fundatins.
This extremely small damage has big cnsequences. But decades ag, the public had a “walk it ff” attitude twards cncussins. That’s changed, thanks in part t an increased awareness abut the lng-term effects. The 2015 film “Cncussin” tells the true stry f Dr Bennet Omalu, a frensic pathlgist studying chrnic traumatic encephalpathy (CTE), a brain disrder caused by repeated head injuries.
Until recently, the dark-rm treatment was the standard prescribed by mst dctrs, invlving patients resting in darkness and withut any mental stimulatin, until their symptms eased ff. This suggestin came ut f studies in the 1990s and early 2000s that fund when athletes with cncussins cntinued with high levels f activity, they recvered mre slwly than thse wh rested.
But peple wh spend mre time in a dark rm-smetimes called “ccning”-are als mre likely t experience anxiety, depressin and sleep prblems. Their bdies get weaker due t underuse, as well.
“Science and research have evlved ver the past decade, shwing that when yu stp ding activity altgether, that actually affects yur recvery prcess,” says Babul, a sprts-injury specialist. The active-rest apprach t cncussin recvery prmtes a slw increase in activity, starting with a day r tw f light daily mvement, and gradually adding activity, building t a full return t nrmal, unrestricted activity.
“Peple wh fllw the right guidance and management tend t recver uneventfully, and thse wh dn’t and cntinue t d their activities cntinue t tax their brain and are likely t have lng-term, persisting symptms,” Babul says. “The key is t recgnize it immediately and knw what t d.”
41．What is the first paragraph mainly abut?
A．The wrkings f cncussin.B．The causes f cncussin.
C．The symptms f cncussin.D．The effects f cncussin.
44．What is the best title f the text?
A．Frm Inactin t Actin: Cncussin Shcks.B．Frm Darkness t Light: Cncussin Recvery.
C．Frm Outside t Inside: Cncussin Treatment.D．Frm Nthing t Smething: Cncussin Study.
（2024·新高考卷I閱讀理解C篇）
Is cmprehensin the same whether a persn reads a text nscreen r n paper? And are listening t and viewing cntent as effective as reading the written wrd when cvering the same material? The answers t bth questins are ften “n”. The reasns relate t a variety f factrs, including reduced cncentratin, an entertainment mindset (心態(tài)) and a tendency t multitask while cnsuming digital cntent.
When reading texts f several hundred wrds r mre, learning is generally mre successful when it’s n paper than nscreen. A large amunt f research cnfirms this finding. The benefits f print reading particularly shine thrugh when experimenters mve frm psing simple tasks — like identifying the main idea in a reading passage — t nes that require mental abstractin — such as drawing inferences frm a text.
The differences between print and digital reading results are partly related t paper’s physical prperties. With paper, there is a literal laying n f hands, alng with the visual gegraphy f distinct pages. Peple ften link their memry f what they’ve read t hw far int the bk it was r where it was n the page.
But equally imprtant is the mental aspect. Reading researchers have prpsed a thery called “shallwing hypthesis (假說(shuō))”. Accrding t this thery, peple apprach digital texts with a mindset suited t scial media, which are ften nt s serius, and devte less mental effrt than when they are reading print.
Audi (音頻) and vide can feel mre engaging than text, and s university teachers increasingly turn t these technlgies — say, assigning an nline talk instead f an article by the same persn. Hwever, psychlgists have demnstrated that when adults read news stries, they remember mre f the cntent than if they listen t r view identical pieces.
Digital texts, audi and vide all have educatinal rles, especially when prviding resurces nt available in print. Hwever, fr maximizing learning where mental fcus and reflectin are called fr, educatrs shuldn’t assume all media are the same, even when they cntain identical wrds.
28. What des the underlined phrase “shine thrugh” in paragraph 2 mean?
A. Seem unlikely t last.B. Seem hard t explain.
C. Becme ready t use.D. Becme easy t ntice.
29. What des the shallwing hypthesis assume?
A. Readers treat digital texts lightly.B. Digital texts are simpler t understand.
C. Peple select digital texts randmly.D. Digital texts are suitable fr scial media.
30. Why are audi and vide increasingly used by university teachers?
A. They can hld students' attentin.B. They are mre cnvenient t prepare.
C. They help develp advanced skills.D. They are mre infrmative than text.
31. What des the authr imply in the last paragraph?
A. Students shuld apply multiple learning techniques.
B. Teachers shuld prduce their wn teaching material.
C. Print texts cannt be entirely replaced in educatin.
D. Educatin utside the classrm cannt be ignred.
（2024·新高考卷II閱讀理解C篇）
We all knw fresh is best when it cmes t fd. Hwever, mst prduce at the stre went thrugh weeks f travel and cvered hundreds f miles befre reaching the table. While farmer’s markets are a slid chice t reduce the jurney, Babyln Micr-Farm (BMF) shrtens it even mre.
BMF is an indr garden system. It can be set up fr a family. Additinally, it culd serve a larger audience such as a hspital, restaurant r schl. The innvative design requires little effrt t achieve a reliable weekly supply f fresh greens.
Specifically, it’s a farm that relies n new technlgy. By cnnecting thrugh the Clud, BMF is remtely mnitred. Als, there is a cnvenient app that prvides grwing data in real time. Because the system is autmated, it significantly reduces the amunt f water needed t grw plants. Rather than watering rws f sil, the system prvides just the right amunt t each plant. After harvest, users simply replace the plants with a new pre-seeded pd (容器) t get the next grwth cycle started.
Mrever, having a system in the same building where it’s eaten means zer emissins (排放) frm transprting plants frm sil t salad. In additin, there’s n need fr pesticides and ther chemicals that pllute traditinal farms and the surrunding envirnment.
BMF emplyees live ut sustainability in their everyday lives. Abut half f them walk r bike t wrk. Inside the ffice, they encurage recycling and waste reductin by limiting garbage cans and aviding single-use plastic. “We are passinate abut reducing waste, carbn and chemicals in ur envirnment,” said a BMF emplyee.
8. What can be learned abut BMF frm paragraph 1?
A. It guarantees the variety f fd.B. It requires day-t-day care.
C. It cuts the farm-t-table distance.D. It relies n farmer’s markets.
9. What infrmatin des the cnvenient app ffer?
A. Real-time weather changes.B. Current cnditin f the plants.
C. Chemical pllutants in the sil.D. Availability f pre-seeded pds.
10. What can be cncluded abut BMF emplyees?
A. They have a great passin fr sprts.
B. They are devted t cmmunity service.
C. They are fnd f sharing daily experiences.
D. They have a strng envirnmental awareness.
11. What des the text mainly talk abut?
A. BMF’s majr strengths.B. BMF’s general management.
C. BMF’s glbal influence.D. BMF’s technical standards.
（2024·新高考卷I閱讀理解D篇）
In the race t dcument the species n Earth befre they g extinct, researchers and citizen scientists have cllected billins f recrds. Tday, mst recrds f bidiversity are ften in the frm f phts, vides, and ther digital recrds. Thugh they are useful fr detecting shifts in the number and variety f species in an area, a new Stanfrd study has fund that this type f recrd is nt perfect.
“With the rise f technlgy it is easy fr peple t make bservatins f different species with the aid f a mbile applicatin,” said Barnabas Daru, wh is lead authr f the study and assistant prfessr f bilgy in the Stanfrd Schl f Humanities and Sciences. “These bservatins nw utnumber the primary data that cmes frm physical specimens (標(biāo)本), and since we are increasingly using bservatinal data t investigate hw species are respnding t glbal change, I wanted t knw: Are they usable?”
Using a glbal dataset f 1.9 billin recrds f plants, insects, birds, and animals, Daru and his team tested hw well these data represent actual glbal bidiversity patterns.
“We were particularly interested in explring the aspects f sampling that tend t bias (使有偏差) data, like the greater likelihd f a citizen scientist t take a picture f a flwering plant instead f the grass right next t it,” said Daru.
Their study revealed that the large number f bservatin-nly recrds did nt lead t better glbal cverage. Mrever, these data are biased and favr certain regins, time perids, and species. This makes sense because the peple wh get bservatinal bidiversity data n mbile devices are ften citizen scientists recrding their encunters with species in areas nearby. These data are als biased tward certain species with attractive r eye-catching features.
What can we d with the imperfect datasets f bidiversity?
“Quite a lt,” Daru explained. “Bidiversity apps can use ur study results t infrm users f versampled areas and lead them t places — and even species — that are nt well-sampled. T imprve the quality f bservatinal data, bidiversity apps can als encurage users t have an expert cnfirm the identificatin f their upladed image.”
32. What d we knw abut the recrds f species cllected nw?
A. They are becming utdated.B. They are mstly in electrnic frm.
C. They are limited in number.D. They are used fr public exhibitin.
33. What des Daru’s study fcus n?
A. Threatened species.B. Physical specimens.
C. Observatinal data.D. Mbile applicatins.
34. What has led t the biases accrding t the study?
A. Mistakes in data analysis.B. Pr quality f upladed pictures.
C. Imprper way f sampling.D. Unreliable data cllectin devices.
35. What is Daru’s suggestin fr bidiversity apps?
A. Review data frm certain areas.B. Hire experts t check the recrds.
C. Cnfirm the identity f the users.D. Give guidance t citizen scientists.
（2023·新高考卷I閱讀理解C篇）
The gal f this bk is t make the case fr digital minimalism, including a detailed explratin f what it asks and why it wrks, and then t teach yu hw t adpt this philsphy if yu decide it’s right fr yu.
T d s, I divided the bk int tw parts. In part ne, I describe the philsphical fundatins f digital minimalism, starting with an examinatin f the frces that are making s many peple’s digital lives increasingly intlerable, befre mving n t a detailed discussin f the digital minimalism philsphy.
Part ne cncludes by intrducing my suggested methd fr adpting this philsphy: the digital declutter. This prcess requires yu t step away frm ptinal nline activities fr thirty days. At the end f the thirty days, yu will then add back a small number f carefully chsen nline activities that yu believe will prvide massive benefits t the things yu value.
In the final chapter f part ne, I’ll guide yu thrugh carrying ut yur wn digital declutter. In ding s, I’ll draw n an experiment I ran in 2018 in which ver 1,600 peple agreed t perfrm a digital declutter. Yu’ll hear these participants’ stries and learn what strategies wrked well fr them, and what traps they encuntered that yu shuld avid.
The secnd part f this bk takes a clser lk at sme ideas that will help yu cultivate (培養(yǎng)) a sustainable digital minimalism lifestyle. In these chapters, I examine issues such as the imprtance f slitude (獨(dú)處) and the necessity f cultivating high-quality leisure t replace the time mst nw spend n mindless device use. Each chapter cncludes with a cllectin f practices, which are designed t help yu act n the big ideas f the chapter. Yu can view these practices as a tlbx meant t aid yur effrts t build a minimalist lifestyle that wrds fr yur particular circumstances.
28. What is the bk aimed at?
A. Teaching critical thinking skills.B. Advcating a simple digital lifestyle.
C. Slving philsphical prblems.D. Prmting the use f a digital device.
29. What des the underlined wrd “declutter” in paragraph 3 mean?
A. Clear-up.B. Add-n.C. Check-in.D. Take-ver.
30. What is presented in the final chapter f part ne?
A. Theretical mdels.B. Statistical methds.
C. Practical examples.D. Histrical analyses.
31. What des the authr suggest readers d with the practices ffered in part tw?
A. Use them as needed.B. Recmmend them t friends.
C. Evaluate their effects.D. Identify the ideas behind them.
（2023·新高考卷II閱讀理解C篇）
Reading Art: Art fr Bk Lvers is a celebratin f an everyday bject — the bk, represented here in almst three hundred artwrks frm museums arund the wrld. The image f the reader appears thrughut histry, in art made lng befre bks as we nw knw them came int being. In artists’ representatins f bks and reading, we see mments f shared humanity that g beynd culture and time.
In this “bk f bks,” artwrks are selected and arranged in a way that emphasizes these cnnectins between different eras and cultures. We see scenes f children learning t read at hme r at schl, with the bk as a fcus fr relatins between the generatins. Adults are prtrayed (描繪) alne in many settings and pses —absrbed in a vlume, deep in thught r lst in a mment f leisure. These scenes may have been painted hundreds f years ag, but they recrd mments we can all relate t.
Bks themselves may be used symblically in paintings t demnstrate the intellect (才智), wealth r faith f the subject. Befre the wide use f the printing press, bks were treasured bjects and culd be wrks f art in their wn right. Mre recently, as bks have becme inexpensive r even thrwaway, artists have used them as the raw material fr artwrks — transfrming cvers, pages r even cmplete vlumes int paintings and sculptures.
Cntinued develpments in cmmunicatin technlgies were nce believed t make the printed page utdated. Frm a 21st-century pint f view, the printed bk is certainly ancient, but it remains as interactive as any battery-pwered e-reader. T serve its functin, a bk must be activated by a user: the cver pened, the pages parted, the cntents reviewed, perhaps ntes written dwn r wrds underlined. And in cntrast t ur increasingly netwrked lives where the infrmatin we cnsume is mnitred and tracked, a printed bk still ffers the chance f a whlly private, “ff-line” activity.
28. Where is the text mst prbably taken frm?
A. An intrductin t a bk.B. An essay n the art f writing.
C. A guidebk t a museum.D. A review f mdern paintings.
29. What are the selected artwrks abut?
A. Wealth and intellect.B. Hme and schl.
C. Bks and reading.D. Wrk and leisure.
30 What d the underlined wrds “relate t” in paragraph 2 mean?
A. Understand.B. Paint.
C. Seize.D. Transfrm.
31. What des the authr want t say by mentining the e-reader?
A. The printed bk is nt ttally ut f date.
B. Technlgy has changed the way we read.
C. Our lives in the 21st century are netwrked.
D. Peple nw rarely have the patience t read.
A
【來(lái)源】2025屆浙江省杭州市聯(lián)考高三上學(xué)期12月一模英語(yǔ)試題
The brain is prtected by shck-absrbing fluid and, utside that, the skull. In a cncussin (腦震蕩), the brain bunces arund in the skull, accelerating, decelerating r revlving. This creates a series f impacts. The neurns (神經(jīng)元) in the brain are disturbed, and between thse neurns, the axns - thin fibers that transmit electrical impulses–stretch r break. Inside the brain, it’s like an earthquake that has happened. Everything is still standing, but there are cracks in the rads and in building fundatins.
This extremely small damage has big cnsequences. But decades ag, the public had a “walk it ff” attitude twards cncussins. That’s changed, thanks in part t an increased awareness abut the lng-term effects. The 2015 film “Cncussin” tells the true stry f Dr Bennet Omalu, a frensic pathlgist studying chrnic traumatic encephalpathy (CTE), a brain disrder caused by repeated head injuries.
Until recently, the dark-rm treatment was the standard prescribed by mst dctrs, invlving patients resting in darkness and withut any mental stimulatin, until their symptms eased ff. This suggestin came ut f studies in the 1990s and early 2000s that fund when athletes with cncussins cntinued with high levels f activity, they recvered mre slwly than thse wh rested.
But peple wh spend mre time in a dark rm-smetimes called “ccning”-are als mre likely t experience anxiety, depressin and sleep prblems. Their bdies get weaker due t underuse, as well.
“Science and research have evlved ver the past decade, shwing that when yu stp ding activity altgether, that actually affects yur recvery prcess,” says Babul, a sprts-injury specialist. The active-rest apprach t cncussin recvery prmtes a slw increase in activity, starting with a day r tw f light daily mvement, and gradually adding activity, building t a full return t nrmal, unrestricted activity.
“Peple wh fllw the right guidance and management tend t recver uneventfully, and thse wh dn’t and cntinue t d their activities cntinue t tax their brain and are likely t have lng-term, persisting symptms,” Babul says. “The key is t recgnize it immediately and knw what t d.”
1．What is the first paragraph mainly abut?
A．The wrkings f cncussin.B．The causes f cncussin.
C．The symptms f cncussin.D．The effects f cncussin.
2．What leads t peple’s weaker bdies in the dark-rm treatment?
A．The dark envirnment.B．Their physical pain.
C．Their insufficient activity.D．Their mental disrder.
3．Which practice is advised t help with cncussin, accrding t the passage?
A．Setting a prgressive fitness plan first.B．Ding heavy husewrk daily.
C．Playing cmpetitive sprts regularly.D．Lying in bed fr the whle day.
4．What is the best title f the text?
A．Frm Inactin t Actin: Cncussin Shcks.B．Frm Darkness t Light: Cncussin Recvery.
C．Frm Outside t Inside: Cncussin Treatment.D．Frm Nthing t Smething: Cncussin Study.
B
【來(lái)源】福建省名校聯(lián)盟2024-2025學(xué)年高三上學(xué)期期中考試英語(yǔ)試題
Watching sprts, particularly at large gatherings, ges beynd entertainment. It fsters a sense f cmmunity and belnging amng audiences. Althugh it is ppularly recgnized fr its psitive effects, existing studies n the relatinship between watching sprts and well-being ffer nly limited evidence.
Recgnizing this gap, a team f researchers led by Assciate Prfessr Shintar Sat frm the Faculty f Sprt Sciences, Waseda University, Japan, embarked n a grundbreaking study. A significant challenge in well-being research is the subjective nature f measurement prcedures, ptentially leading t biased findings. “Therefre, ur studies fcused n bth subjective and bjective measures f well-being.” explains Prf. Sat.
In the first study, an nline survey was aimed at investigating whether the cnnectin between sprts viewing and well-being varied depending n the type f sprt bserved. The experiment expsed participants t varius sprts vides, assessing their well-being bth befre and after viewing. The findings underscred that widely embraced sprts, like baseball, exerted a mre significant impact n enhancing well-being cmpared t less ppular sprts, such as glf.
Hwever, the mst grundbreaking aspect f this research emerged in the secnd study. Here, the team emplyed neurimaging techniques t examine alteratins in brain activity fllwing sprts viewing. Using multimdal MRI neurimaging measurement prcedures, the brain activity f furteen able-bdied Japanese participants was analyzed while they watched sprts clips. The results shwed that, sprts viewing triggered activatin in the brain’s reward circuits, indicative f feelings f happiness r pleasure. Additinally, a ntewrthy finding surfaced in the structural image analysis. It revealed that individuals watching sprts mre frequently exhibited greater gray matter vlume in regins assciated with reward circuits, suggesting that regular sprts viewing may gradually cause changes in brain structures. Bth subjective and bjective measures f well-being were fund t be psitively influenced by engaging in sprts viewing.
The study has prfund implicatins and theretical cntributins t sprts management literature. Existing literature has primarily fcused n sprts fans; hwever, this study has taken int cnsideratin a larger general ppulatin irrespective f their relatinship t sprts cnsumptin. This research can cntribute significantly t sprts management practices and plicymaking fr public health.
5．Why did Shintar Sat cnduct the research?
A．T aruse public interest.B．T prvide mre evidence.
C．T entertain larger audience.D．T cntradict existing studies.
6．What may be a suggested way t bst well-being accrding t the study?
A．Playing glf frequently.B．Watching baseball regularly.
C．Identifying types f sprts accurately.D．Organizing sprts events ccasinally.
7．What can be learned abut changes in brain?
A．Glf playing bsts brain’s activity.
B．Different sprts cause better brain image.
C．Sccer playing triggers brain’s reward circuits.
D．Regular sprts viewing affects gray matter vlume.
8．What is the ptential cntributin f this research?
A．Better plicy fr public health.
B．Stricter requirements n sprts fans.
C．Bitter cmments n existing literature.
D．Deep understanding f relatinship management.
C
【來(lái)源】山東省名校考試聯(lián)盟2024-2025學(xué)年高三上學(xué)期12月月考英語(yǔ)試題
Emtins and memries g hand in hand. There is a clear link between emtin and memry. Emtin affects the frmatin f a memry because emtins are bth physically and cgnitively (認(rèn)知地) arusing. This arusal enables the amygdala (杏仁核) and the hippcampus (海馬體), bth f which are invlved in memry frmatin and cnslidatin. S emtinal memries are stred mre effectively than memries fr the everyday event. Memries fr emtinal events tend t be vivid and detailed. These memries insist ver time, alng with memry fr the md value (psitive r negative) f the emtin that we felt when the event happened.
S it is clear that emtins can and d influence memry. But des it wrk the ther way arund? If memry is impaired, what happens t emtin?
In 2014 Guzman-Velez, Feinstein, and Tranel cnducted an experiment and examined the link between memry and emtin in a grup f patients suffering frm Alzheimer’s Disease (AD). They brught abut feelings f happiness and sadness in a grup f patients suffering frm AD and in healthy cntrl individuals matched fr age, sex (they tested bth males and females), and educatin. And they fund, nce again, that despite nt being able t recall the details f the films they’d watched, AD sufferers’ emtinal reactins remained heightened well beynd the pint at which the details f the films, either happy r sad, had faded away. They likened this disassciatin between memry and emtins t being “stuck in a md and yu can’t remember why.”
These kinds f results may have implicatins fr treatment and help fr peple suffering frm AD．The actins caretakers and family have tward AD patients may have unintended cnsequences. Even thugh AD patients may nt remember the specific actins that created an emtinal respnse, the emtin itself may stay fr quite a while. Perhaps “adpting an attitude f acceptance and giving the patients psitive supprt can ptentially generatelng states f psitive emtin while minimizing instances f nncmpliant and aggressive behavir.”
9．Why d emtinal memries stay lnger?
A．They link mre clsely t brains.B．They stand the test f lnger time.
C．They c-exist with ther memries.D．They activate sme key brain parts.
10．What des the underlined wrd “impaired” in paragraph 2 mean?
A．Damaged.B．Stred.C．Deleted.D．Prtected
11．What is the finding f the experiment in paragraph 3?
A．Emtin belngs t memry.B．Emtin can be self-existent.
C．Memry c-exists with emtin.D．Memry can get ut f emtin.
12．What can the experiment result imply cncerning the treatment f AD?
A．Medical treatment shuld be used.B．Psitive interactins are needed.
C．Mre films shuld be prvided.D．New envirnment is necessary.
D
【來(lái)源】2025屆湖南省高三上學(xué)期九校聯(lián)盟第一次聯(lián)考英語(yǔ)試題
A cyclist pedals dwn the street. The cyclist’s brain takes in infrmatin frm what he has perceived but can n lnger see. The brain srts thrugh that infrmatin—the clr, shape and text n signs, fr example—and selects what is mst imprtant. Based n that, he takes the crrect turn and cntinues n.
Freek Van Ede, cgnitive neurscientist (神經(jīng)學(xué)家) at Vrije Universiteit Amsterdam, studies attentin. He uses a lt f bicycling metaphrs. His fcus is nt n external attentin—what smene is lking at r attending t in the mment. Instead, Van Ede is trying t understand what happens inside-hw the brain fcuses n and grabs exactly what it needs frm incming infrmatin t guide future behavir.
Getting a mre real-wrld picture means measuring brain activity in real time, which is why Van Ede uses electr-encephalgraphy (腦電圖), paired with eye tracking. In ne experiment, participants watched bjects briefly appear n a screen. Van Ede fund that when a participant was asked t recall smething abut an bject that had been nscreen, their gaze mved quickly tward where the bject had been, even thugh it was n lnger there.
That mvement was detectable as micrsaccades (微跳視)—tiny uncnscius mvements that yur eyes make. When participants shifted their attentin t fcus n where an bject had been, the micrsaccades were systematically pulled in the directin f that attentin shift. This discvery pened new pprtunities fr tracking “the mind’s eye,” Van Ede says, and s decding what infrmatin the brain is using t plan future actin.
Van Ede’s lab has used the technique t shw that when preparing fr the future, the brain desn’t wait until all the infrmatin is in t make a plan. Instead, the brain plans pssible actins as each piece f infrmatin cmes in—even thugh the brain can select nly ne plan in the end. Knwing hw the brain plans actins culd smeday help scientists gain an insight int memry disrders r attentin prblems.
13．Hw des the authr intrduce the tpic?
A．By making an assumptin.B．By giving a relevant example.
C．By making sme cntrasts.D．By listing research data.
14．What des Van Ede’s study cncentrate n?
A．Cgnitive neurscience.B．External envirnment.
C．Internal attentin.D．Uncnscius mvements.
15．What can we learn abut Van Ede’s experiment?
A．Electr-encephalgraphy is the nly methd t use.
B．The brain desn’t plan future actin until all infrmatin has cme in.
C．Participants fail t recall what they perceived previusly.
D．Participants’ micrsaccades crrespnd t their attentin shifts.
16．What aspect may the discvery be applied in?
A．Decding all messages in the brain.B．Imprving cgnitive cmpetence.
C．Knwing sme memry prblems.D．Helping cure certain brain illnesses.
E
【來(lái)源】湖北省云學(xué)聯(lián)盟2024-2025學(xué)年高三上學(xué)期12月聯(lián)考英語(yǔ)試題
The artificial intelligence (AI) industry is prjected t reach a value f $407 billin by 2027. Hwever, its rapid develpment raises ethical cncerns, particularly regarding the treatment f data labelers. Withut these wrkers, prducts like ChatGPT wuldn’t exist.
Data labelers play a key rle in helping AI systems “l(fā)earn”. As the name suggests, data labeling invlves assigning labels t raw data-such as images, vides r text-s that Al systems can recgnize patterns and make predictins. Fr example, autnmus vehicles depend n labeled vides t differentiate between pedestrians and rad signs, while large language mdels like ChatGPT require labeled text t interpret human language.
Despite their essential rle, labelers are ften explited. AI mdels can cst tens f millins f dllars t develp, s tech giants like Ggle and Micrsft utsurce much f the data labeling wrk t factries in develping cuntries where wrkers are paid unfairly lw wages. Fr instance, data labelers in Venezuela typically earn between $0.90 t $2 per hur whereas their cunterparts in the US earn $10 t $25 per hur. Sme cmpanies even emply children fr this task. The wrking cnditins are als pr. Many data labelers are crwded int dusty, unsafe rms that pse health risks. Mrever, they ften lack basic scial prtectins such as healthcare.
Data labeling can als be mentally exhausting due t repetitive tasks, tight deadlines and strict quality cntrls. Wrkers are smetimes required t read and label hate speech r ther abusive cntent which can harm their mental health. Additinally, labelers ften have n access t perfrmance data and are unable t defend themselves in the event f wage cuts r jb lsses.
These issues have becme s serius that in May nearly 100 data labelers and AI wrkers in Kenya published an pen letter t US President Je Biden, declaring that “ur wrking cnditins amunt t mdern-day slavery”.
The urgent need fr mre ethical Al supply chains is clear. Cmpanies must implement fair wage plicies that reflect the value f labelers’ cntributins. Gvernments shuld intrduce regulatins prmting fairness and transparency in perfrmance evaluatins and data prcessing. As Al users, we can all advcate fr ethical practices by supprting cmpanies that are frank abut their supply chains and treat their wrkers fairly.
17．What is the key rle f data labelers in AI industry?
A．They analyse data t train AI systems.B．They prgram AI mdels fr language tasks.
C．They assist AI system t identify patterns.D．They recgnize patterns and make predictins.
18．Which is a challenge data labelers may face?
A．Leakages f persnal infrmatin.B．Lack f prfessinal training
C．Limited access t infrmatinD．A threat t psychlgical health
19．Why did data labelers in Kenya publish an pen letter t US President Je Biden?
A．T cmplain abut hate speech.B．T require better wrking cnditins
C．T defend their rights as citizensD．T declare their wages cuts and jb lss
20．What is the purpse f this text?
A．T intrduce the basic tasks data labelers d
B．T advcate bettering the welfare f data labelers
C．T reveal hw data labelers relieve their wrk pressure.
D．T interpret the imprtance data labelers attach t AI industry.

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