\l "_Tc148898652" 解題攻略3
\l "_Tc148898653" 題型01 主旨大意題3
\l "_Tc148898654" 題型02 細(xì)節(jié)理解題5
\l "_Tc148898655" 題型03 推理判斷題6
\l "_Tc148898656" 題型04 詞義猜測(cè)題9
\l "_Tc148898657" 高考練場(chǎng) PAGEREF _Tc148898657 \h 10
題型簡(jiǎn)介
高考英語(yǔ)閱讀理解議論文，通常圍繞某一觀點(diǎn)、現(xiàn)象或問題展開論述，作者通過擺事實(shí)、講道理，運(yùn)用邏輯推理來(lái)闡明自身看法，說服讀者接受其觀點(diǎn)。文章往往結(jié)構(gòu)清晰，包含論點(diǎn)、論據(jù)與論證過程，選材涉及社會(huì)熱點(diǎn)、教育理念、科技發(fā)展?fàn)幾h、文化現(xiàn)象剖析等諸多領(lǐng)域，旨在考查學(xué)生對(duì)復(fù)雜文本的理解、分析及批判性思維能力。
命題類型
主旨大意題：要求提煉文章核心論點(diǎn)，常以 “What's the main idea f the passage?” 這類問句出現(xiàn)，選項(xiàng)可能是對(duì)全文中心思想的精準(zhǔn)概括，也可能是過于寬泛、片面的干擾表述。
細(xì)節(jié)理解題：針對(duì)文中論據(jù)、支撐性事例或特定關(guān)鍵信息設(shè)題，題目會(huì)明確指向文章某一處，如 “Accrding t the passage, which f the fllwing statements abut... is true?”，考查學(xué)生捕捉精準(zhǔn)細(xì)節(jié)的能力。
推理判斷題：需依據(jù)文章現(xiàn)有論述、語(yǔ)氣傾向推測(cè)隱含意義、作者態(tài)度，題干表述多為 “What can be inferred frm the passage?”，答案并非原文直白呈現(xiàn)，要經(jīng)適度推導(dǎo)。
詞義猜測(cè)題：聚焦文中超綱詞、熟詞僻義或特定語(yǔ)境下有特殊含義的詞匯，例如 “The underlined wrd ‘XXX’ in the paragraph mst prbably means...”，要求結(jié)合上下文破解詞義謎團(tuán)。
解題思路
讀題預(yù)判：快速瀏覽題目與選項(xiàng)，圈出關(guān)鍵信息，像主旨題中的 “main idea”、細(xì)節(jié)題里的專有名詞等，預(yù)判閱讀重點(diǎn)，帶著問題意識(shí)去讀文章。
通讀抓論點(diǎn)：首次通讀，定位文章開頭段，多數(shù)議論文在此點(diǎn)明主題、拋出論點(diǎn)；同時(shí)留意各段首句，它們常起承上啟下、引出分論點(diǎn)的作用，梳理出全文論述脈絡(luò)。
定位找論據(jù)：碰上細(xì)節(jié)、詞義類題目，依據(jù)題目關(guān)鍵詞，精準(zhǔn)回文定位，在定位段落中細(xì)讀上下文，借助因果、對(duì)比、舉例等邏輯關(guān)系鎖定答案，比如出現(xiàn) “fr example” 后的內(nèi)容大概率是在解釋前面論點(diǎn)，對(duì)理解詞義、補(bǔ)充細(xì)節(jié)很關(guān)鍵。
推理重邏輯：面對(duì)推理題，緊扣文章已知觀點(diǎn)、事實(shí)，杜絕過度臆想，分析作者用詞褒貶、論證走向來(lái)判斷態(tài)度傾向；梳理段落、句子間的邏輯鏈條，像因果推導(dǎo)、讓步轉(zhuǎn)折后的語(yǔ)義走向，讓推理有理有據(jù)。
核查避陷阱：選完答案后，代入原文再次核查，看選項(xiàng)是否契合全文主旨、對(duì)應(yīng)細(xì)節(jié)是否無(wú)誤，警惕偷換概念、無(wú)中生有、以偏概全這類常見陷阱選項(xiàng)。
題型01 主旨大意題

關(guān)注文章的首尾段落：議論文的主旨通常出現(xiàn)在文章的開頭或結(jié)尾。首段往往提出論點(diǎn)或問題，尾段則總結(jié)觀點(diǎn)或得出結(jié)論。
抓住主題句和關(guān)鍵詞：主題句是概括文章主旨的關(guān)鍵。在閱讀過程中，要注意段落中的主題句以及文章中反復(fù)出現(xiàn)的關(guān)鍵詞。
綜合各段大意，歸納總結(jié)：如果文章沒有明確的主題句，可以先概括每一段的大意，然后綜合各段內(nèi)容，歸納出文章的中心思想。
（23-24高三上·江蘇揚(yáng)州·期末）
“Wman reading bk, under a night sky, dreamy atmsphere,” I type int Deep Dream Generatr’s Text 2 Dream feature. In less than a minute, an image is returned t me shwing what I’ve described.
Welcme t the wrld f AI image generatin, where yu can create what n the surface lks like tp-rank artwrk using just a few text prmpts (提示). But clser examinatin shws ddities. The face f the wman in my image has very dd features, and appears t be hlding multiple bks. And, while there’s an initial thrill at seeing an image appear, there’s n creative satisfactin.
AI image generatin culd influence everything frm film t graphic nvels and mre. Children’s illustratrs were quick t raise cncerns abut the technlgy. They say AI-generated art is the exact ppsite f what art is believed t be. Fundamentally, art is all abut translating smething that yu feel internally int smething that exists externally. Whatever frm it takes, true art is abut the creative prcess much mre than it’s abut the final piece. And simply pressing a buttn t generate an image is nt a creative prcess.
Beynd creativity, there are deeper issues. T create images frm prmpts, AI generatrs rely n databases f already existing art and text. This culd lead t the creatin f images that are intentinally meant t imitate the style f ther artists, withut their agreement. There is an argument that AI generatrs wrk n differently t humans when it cmes t being influenced by thers’ wrk. Hwever, a human artist is als adding emtin and nuance (細(xì)微差別) int the mix. AI desn’t d the same — it can nly cpy.
The increasing use f AI will als lead t a devaluing (貶低) f the wrk f artists. There’s already a negative prejudice twards the creative industry. Peple will begin t think that their “wrk” is as excellent as that created by smene wh has spent a career making art. It’s nnsense, f curse. Yu can use yur mbile phne t take a nice picture f yur daughter, but yu are n match fr prfessinals.
7．What is Paragraph 4 f the text mainly abut?
A．The styles f human artwrks and AI nes.
B．Human artists’ influence n AI generatrs.
C．Different means used in human and AI art creatin.
D．The drawbacks f drawing frm existing art and text.
8．Which f the fllwing best summarizes the last paragraph?
A．Art is the mirrr f life.B．Rme is nt built in a day.
C．N man can d tw things at nce.D．Dn’t judge a bk by its cver.
【答案】 7．C 8．B
【導(dǎo)語(yǔ)】這是一篇議論文。作者認(rèn)為人工智能圖像生成雖然便捷，但也有不少弊端，在文中從幾個(gè)方面進(jìn)行了闡述。
7．主旨大意題。根據(jù)第四段第二句到第四句“T create images frm prmpts, AI generatrs rely n databases f already existing art and text. This culd lead t the creatin f images that are intentinally meant t imitate the style f ther artists, withut their agreement. There is an argument that AI generatrs wrk n differently t humans when it cmes t being influenced by thers’ wrk.(為了根據(jù)提示創(chuàng)建圖像，人工智能生成器依賴于已經(jīng)存在的藝術(shù)和文本數(shù)據(jù)庫(kù)。這可能會(huì)導(dǎo)致在未經(jīng)其他藝術(shù)家同意的情況下，故意模仿其他藝術(shù)家的風(fēng)格。有一種觀點(diǎn)認(rèn)為，人工智能生成器在受他人工作影響方面與人類沒有什么不同。)”和最后兩句“Hwever, a human artist is als adding emtin and nuance (細(xì)微差別) int the mix. AI desn’t d the same — it can nly cpy.(然而，人類藝術(shù)家也在混合中添加情感和細(xì)微差別。人工智能不會(huì)做同樣的事情——它只能復(fù)制。)”可知，第四段主要是講在人類和AI藝術(shù)創(chuàng)作中使用的不同手段。故選C。
8．主旨大意題。根據(jù)最后一段第一句“The increasing use f AI will als lead t a devaluing (貶低) f the wrk f artists.(越來(lái)越多地使用人工智能也將導(dǎo)致藝術(shù)家的作品貶值。)”可知，“冰凍三尺非一日之寒”最能總結(jié)最后一段。故選B。
題型02 細(xì)節(jié)理解題

抓論點(diǎn)、尋論據(jù)：閱讀議論文時(shí)，要抓住作者提出的觀點(diǎn)、給出的例證及最后得出的結(jié)論。這些論點(diǎn)和論據(jù)是理解文章細(xì)節(jié)的關(guān)鍵，能夠幫助考生快速定位到相關(guān)信息。
注重文章結(jié)構(gòu)，理清文章脈絡(luò)：把握文章的論證結(jié)構(gòu)，如“提出問題—分析問題—解決問題”或“論點(diǎn)—論據(jù)—結(jié)論”，這樣可以更好地理解作者的論證過程和細(xì)節(jié)信息。
利用尋讀法：對(duì)于直接信息題，可以快速瀏覽文章，尋找與題目相關(guān)的關(guān)鍵詞或信息點(diǎn)。對(duì)于間接信息題，則需要對(duì)原文信息進(jìn)行同義轉(zhuǎn)換或歸納概括。
（23-24高三上·湖南婁底·期末）
Recently, I was walking with sme parents when we came acrss a five-pund nte lying n the grund. We std arund it fr a mment, a bit awkwardly, until smene suggested putting it n a nearby bench. Then ne f the parents remarked that we’d prbably have behaved differently — that is, we wuld have just taken the mney — had we been alne.
This relates t a classic questin in studies f human genersity: d we behave mre selfishly when we aren’t being bserved? The debate ges n acrss the psychlgical and bilgical sciences, as well as in ppular culture, abut whether kindness can exist in a cmpetitive wrld.
Ym Kippur is a Jewish (猶太人的) religius hliday when Jewish peple fast and ask fr frgiveness fr the wrngs they’ve cmmitted. One f the pints f Ym Kippur is t behave better regardless f wh is watching. There’s an evlutinary beauty t the teachings f Ym Kippur, which are the prducts f thusands f years f cultural changes and evlutin.
The Maasai peple f Kenya practice stua: relatinships between peple that perate based n need. When smene frms an stua relatinship with anther, they enter int an unwritten cntract t help their partner in times f need. And hunter-gatherer grups, which can represent the circumstances ur species evlved in, have many similar examples.
Cultural evlutin helps t explain the existence and cmplexity f these systems. Cultural changes are far faster than bilgical evlutin, allwing intelligent species like humans t develp behaviral adaptatins fr managing cmplex scial envirnments. Ostua, r any ther practice that helps t maintain gd treatment f thers in sciety, is the result f tens f thusands f years f cultural trial and errr. The custms passed dwn ver time are thse that help us t develp as cultural grups.
The study f thse changes has helped us t understand hw we successfully spread arund the wrld as cperative grups. Bilgical evlutin has helped humans be mre cperative, but cultural changes have accelerated this prcess.
Cultural evlutin helps us t vercme ur selfish natures. Try t understand rules befre yu ignre them — and next time yu find a fiver n the grund, yu might think abut the awkward situatin yur discvery represents.
13．What made the parents feel a bit awkward?
A．The difficulty sharing the mney.
B．The difficulty finding the wner f the mney.
C．The thught f putting the mney n the bench.
D．The thught f keeping the mney fr themselves.
15．Hw is bilgical evlutin different frm cultural evlutin?
A．It evlves much slwer.B．It takes much less time.
C．It is a mre cmplex prcess.D．It makes humans mre cperative.
【答案】13．D 15．A
【導(dǎo)語(yǔ)】本文是一篇議論文。文章主要討論了在這個(gè)充滿競(jìng)爭(zhēng)的世界里善行是存在的，不同的社會(huì)中存在不同的善行的事例，而善行的存在是千百年來(lái)的文化進(jìn)化所致，它幫助我們克服自私的本性。
13．細(xì)節(jié)理解題。根據(jù)第一段中“We std arund it fr a mment, a bit awkwardly, until smene suggested putting it n a nearby bench. Then ne f the parents remarked that we’d prbably have behaved differently — that is, we wuld have just taken the mney — had we been alne. (我們圍著它有點(diǎn)尷尬地站了一會(huì)兒，直到有人建議把它放在附近的長(zhǎng)凳上。然后，其中一位家長(zhǎng)說，如果我們單獨(dú)在那里，我們的行為可能會(huì)有所不同——也就是說，我們會(huì)直接拿走錢)”可知，當(dāng)看到地上的錢時(shí)，這些父母?jìng)儗?shí)際上產(chǎn)生了自私的想法：將錢占為己有，這種想法使人感到有點(diǎn)尷尬。故選D項(xiàng)。
15．細(xì)節(jié)理解題。根據(jù)第五段中“Cultural changes are far faster than bilgical evlutin, allwing intelligent species like humans t develp behaviral adaptatins fr managing cmplex scial envirnments. (文化的變化比生物進(jìn)化要快得多，這使得像人類這樣有智力的物種能夠發(fā)展出適應(yīng)復(fù)雜社會(huì)環(huán)境的行為)”可知，生物進(jìn)化與文化進(jìn)化的不同之處在于它進(jìn)行地慢得多。故選A項(xiàng)。
題型03 推理判斷題

以事實(shí)為依據(jù)，進(jìn)行邏輯推理：推理判斷題要求考生根據(jù)文章中的事實(shí)信息，通過邏輯推理得出結(jié)論。要注意區(qū)分事實(shí)與觀點(diǎn)，確保推理過程符合文章的邏輯關(guān)系。
體會(huì)文章語(yǔ)言特點(diǎn)，把握作者寫作態(tài)度：理解作者的觀點(diǎn)和態(tài)度是進(jìn)行推理判斷的基礎(chǔ)。有時(shí)候作者的觀點(diǎn)和態(tài)度并不是明確表達(dá)出來(lái)的，需要考生認(rèn)真體察和分析。
關(guān)注文章中的隱含信息：推理判斷題往往考查文章中隱含或深層的含義?？忌枰P(guān)注文章中的修辭、語(yǔ)氣、隱含意思等，挖掘出文章的深層含義。
（23-24高三上·河北石家莊·期末）
Wuld yu BET n the future f this man? He is 53 years ld. Mst f his adult life has been a lsing struggle against debt and misfrtune. A war injury has made his left hand stp functining, and he has ften been in prisn. Driven by heaven-knws-what mtives, he deter-mines t write a bk.
The bk turns ut t be ne that has appealed t the wrld fr mre than 350 years. That frmer prisner was Cervantes, and the bk was Dn Quixte (《堂吉訶德》). And the stry pses an interesting questin: why d sme peple discver new vitality and creativity t the end f their days, while thers g t seed lng befre?
We’ve all knwn peple wh run ut f steam befre they reach life’s halfway mark. I’m nt talking abut thse wh fail t get t the tp. We can’t all get there. I’m talking abut peple wh have stpped learning n grwing because they have adpted the fixed attitudes and pinins that all t ften cme with passing years.
Mst f us, in fact, prgressively narrw the variety f ur lives. We succeed in ur field f specializatin and then becme trapped in it. Nthing surprises us. We lse ur sense f wnder. But, if we are willing t learn, the pprtunities are everywhere.
The things we learn in maturity seldm invlve infrmatin and skills. We learn t bear with the things we can’t change. We learn t avid self-pity. We learn that hwever much we try t please, sme peple are never ging t lve us——an idea that trubles at first but is eventually relaxing.
With high mtivatin and enthusiasm, we can keep n learning. Then we will knw hw imprtant it is t have meaning in ur life. Hwever, we can achieve meaning nly if we have made a cmmitment t smething larger than ur wn little egs (自我), whether t lved nes, t fellw humans, t wrk, r t sme mral cncept.
Many f us equate (視……等同于) “cmmitment” with such “caring” ccupatins as teaching and nursing. But ding any rdinary jb as well as ne can is in itself an admirable cmmitment. Peple wh wrk tward such excellence whether they are driving a truck, r running a stre———make the wrld better just by being the kind f peple they are. They’ve learned life’s mst valuable lessn.
1．The passage starts with the stry f Cervantes t shw that ________.
A．lss f freedm stimulates ne’s creativity
B．a(chǎn)ge is nt a barrier t achieving ne’s gal
C．misery inspires a man t fight against his fate
D．disability cannt stp a man′s pursuit f success
2．What culd be inferred frm Paragraph 4?
A．Thse wh dare t try ften get themselves trapped.
B．Thse wh tend t think back can hardly g ahead.
C．Opprtunity favrs thse with a curius mind.
D．Opprtunity awaits thse with a cautius mind.
3．What des the authr intend t tell us in Paragraph 5?
A．A tugh man can tlerate suffering.
B．A wise man can live withut self-pity.
C．A man shuld try t satisfy peple arund him.
D．A man shuld learn suitable ways t deal with life.
4．What is the authr’s purpse in writing the passage?
A．T prvide guidance n leading a meaningful adult life.
B．T stress the need f shuldering respnsibilities at wrk.
C．T state the imprtance f generating mtivatin fr learning.
D．T suggest a way f pursuing excellence in ur lifelng career.
【答案】1．B 2．C 3．D 4．A
【導(dǎo)語(yǔ)】本文是一篇議論文。文章以名著《堂吉訶德》的作者Cervantes的事跡為例，講述了想要成功，就要不斷地學(xué)習(xí)，這樣人生才有意義。
1．推理判斷題。根據(jù)第一段“He is 53 years ld. Mst f his adult life has been a lsing struggle against debt and misfrtune. A war injury has made his left hand stp functining, and he has ften been in prisn. Driven by heaven-knws-what mtives, he deter-mines t write a bk. (他今年53歲。他成年后的大部分時(shí)間都在與債務(wù)和不幸作著失敗的斗爭(zhēng)。一次戰(zhàn)爭(zhēng)受傷使他的左手失去了功能，他經(jīng)常被關(guān)進(jìn)監(jiān)獄。不知出于什么動(dòng)機(jī)，他決定寫一本書。)”可知，Cervantes已經(jīng)53歲，不再年輕，前半生一直生活在不幸中，但即便這樣，他還是決定寫一本書；根據(jù)第二段“The bk turns ut t be ne that has appealed t the wrld fr mre than 350 years. (事實(shí)證明，這本書350多年來(lái)一直受到全世界的歡迎。)”可知，他最終實(shí)現(xiàn)了目標(biāo)，并取得了巨大成功。由此推知，文章用Cervantes的故事作為開始，是為了告訴讀者年齡不是實(shí)現(xiàn)目標(biāo)的障礙。故選B。
2．推理判斷題。根據(jù)第四段“Nthing surprises us. We lse ur sense f wnder. But, if we are willing t learn, the pprtunities are everywhere. (沒什么讓我們驚訝的。我們失去了驚奇感。但是，如果我們?cè)敢鈱W(xué)習(xí)，機(jī)會(huì)無(wú)處不在。)”可知，從第4段可以推斷出機(jī)會(huì)垂青于有好奇心的人。故選C。
3．推理判斷題。根據(jù)第五段“We learn t bear with the things we can’t change. We learn t avid self-pity. We learn that hwever much we try t please, sme peple are never ging t lve us——an idea that trubles at first but is eventually relaxing. (我們學(xué)會(huì)忍受我們無(wú)法改變的事情。我們學(xué)會(huì)避免自憐。我們知道，無(wú)論我們多么努力地取悅別人，有些人永遠(yuǎn)不會(huì)愛我們——這個(gè)想法一開始會(huì)讓人煩惱，但最終會(huì)讓人放松。)”可推知，作者是想告訴我們，要學(xué)會(huì)用恰當(dāng)?shù)姆绞絹?lái)對(duì)待生活。故選D。
4．推理判斷題。通讀全文，尤其是第六段“With high mtivatin and enthusiasm, we can keep n learning. Then we will knw hw imprtant it is t have meaning in ur life. Hwever, we can achieve meaning nly if we have made a cmmitment t smething larger than ur wn little egs (自我), whether t lved nes, t fellw humans, t wrk, r t sme mral cncept. (有了高度的動(dòng)力和熱情，我們就能繼續(xù)學(xué)習(xí)。然后我們就會(huì)知道在我們的生活中有意義是多么重要。然而，只有當(dāng)我們對(duì)比我們的小我更重要的事情做出承諾時(shí)，我們才能獲得意義，無(wú)論是對(duì)所愛的人，對(duì)人類同胞，對(duì)工作，還是對(duì)某些道德觀念。)”可知，作者的目的是為了給人們指導(dǎo)人們?nèi)绾芜^上有意義的成年生活。故選A。
題型04 詞義猜測(cè)題

利用上下文語(yǔ)境：通過閱讀上下文，根據(jù)已知的信息或常識(shí)來(lái)推測(cè)生詞或短語(yǔ)的含義。上下文提供的語(yǔ)境線索是推斷詞義的關(guān)鍵。
注意詞義的多義性和搭配：一個(gè)詞可能有多個(gè)義項(xiàng)，要結(jié)合上下文選擇最合適的詞義。同時(shí)注意詞與詞之間的搭配習(xí)慣，如固定搭配、習(xí)慣用法等。
借助語(yǔ)法知識(shí)：根據(jù)句子結(jié)構(gòu)和語(yǔ)法關(guān)系來(lái)判斷詞義。例如，通過句子成分、從句關(guān)系等來(lái)推斷詞義。
（23-24高三上·廣東東莞·期末）The mushrming vide screens in buses, taxis and apartment halls in cities like Shanghai are taking away ur already rare resurce: a place fr a mment f peace. Taking a nap r reading a bk n buses is less pleasant nw, as the LCD screens bradcast news, entertainment and advertisements at unbearable vlumes.
Yu pay the bus fare simply t get a ride—undisturbed—but nw yu are expsed t this “added value”, whether yu like it r nt. If it’s a crwded bus, the nise is even mre exasperating. Mre and mre Chinese cities have jined Shanghai, regarded as the first t put vide screens n buses, disturbing millins f passengers.

29．What des the underlined wrd “exasperating” in Paragraph 2 mean?
A．Entertaining.
B．Encuraging.
C．Disappinting.
D．Annying.
【答案】29．D
【導(dǎo)語(yǔ)】本文是一篇議論文，主要討論了在公交車、出租車、公寓大廳里用視頻屏幕播放內(nèi)容這一現(xiàn)象，這奪走了人們尋找片刻安寧的機(jī)會(huì)。
29．詞句猜測(cè)題。根據(jù)畫線詞前句“Yu pay the bus fare simply t get a ride—undisturbed—but nw yu are expsed t this ‘a(chǎn)dded value’, whether yu like it r nt.(你支付公交車費(fèi)用只是為了乘車——不受干擾——但現(xiàn)在你暴露在這種‘附加值’中，無(wú)論你喜歡與否。)”可知，乘客
乘坐公交車是為了不受干擾地乘車，但視頻屏幕播放內(nèi)容會(huì)打擾乘客享受安寧，再結(jié)合畫線詞所在句中的“a crwded bus”和“the nise”可推知，在擁擠的公交車中，播放視頻的噪音會(huì)更加讓人生氣。exasperating意為“惹人生氣的”，與annying意思最接近。故選D。
（23-24高三上·廣東深圳·期末）First-year cllege students ften are expected r required t live in drmitries. In the rest years, it’s usually up t thse students t decide whether t live n r ff campus.
At first glance, ff-campus husing can appear less expensive. But the additinal expenses utside f rent — like utilities, grceries, Internet access, cable and furniture — are ften verlked. T reduce ff-campus csts, sme students chse t verpack huses r apartments, smetimes with fur r five peple in a tw-bedrm huse. Unlike ff-campus husing, the ttal cst f living n campus is typically all-inclusive, cveting rent, utilities, furniture, Wi-Fi and a meal plan.
19．What des the underlined wrd “verpack” in the last paragraph mean?
A．Overlk.B．Overcnsume.C．Overestimate.D．Overlad.
【答案】 19．D
【導(dǎo)語(yǔ)】本文是一篇議論文。主要介紹的是大學(xué)生選擇校內(nèi)外住宿的優(yōu)劣，并提供了選擇建議，分析了校內(nèi)住宿對(duì)學(xué)習(xí)的益處和校外住宿的獨(dú)立生活技能需求。
19．詞義猜測(cè)題。根據(jù)劃線單詞前的“T reduce ff-campus csts(為了減少校外居住的成本)”以及劃線單詞后的“smetimes with fur r five peple in a tw-bedrm huse(有時(shí)四五個(gè)人住在一套兩居室的房子里。)”可知，為了降低成本，有些學(xué)生選擇在兩室的臥房里住進(jìn)四五個(gè)人，說明房子里住的人太多，由此可推斷，劃線單詞verpack的意思應(yīng)與“塞滿或者擠滿”意思相近。故選D項(xiàng)。
(2024年新課標(biāo)高考英語(yǔ)I卷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)”. 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.
【答案】28. D 29. A 30. A 31. C
【解析】
【導(dǎo)語(yǔ)】本文是議論文。主要討論了紙質(zhì)閱讀與數(shù)字閱讀、音頻和視頻學(xué)習(xí)方式的差異和效果。
【28題詳解】
詞句猜測(cè)題。根據(jù)前文“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.(當(dāng)閱讀幾百字或更多的文本時(shí)，在紙上學(xué)習(xí)通常比在屏幕上學(xué)習(xí)更成功。大量的研究證實(shí)了這一發(fā)現(xiàn))”可知，在紙上學(xué)習(xí)更有成效，以及后文“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.(當(dāng)實(shí)驗(yàn)人員從提出簡(jiǎn)單的任務(wù)(如識(shí)別閱讀文章的主旨)轉(zhuǎn)移到需要思維抽象的任務(wù)(如從文本中推斷)時(shí))”推知，此處應(yīng)是表達(dá)“當(dāng)實(shí)驗(yàn)者從簡(jiǎn)單的任務(wù)轉(zhuǎn)向需要精神抽象的任務(wù)時(shí)，紙質(zhì)閱讀的益處就變得顯而易見”之意，所以shine thrugh應(yīng)是“顯而易見”之意，和D項(xiàng)意思相近。故選D項(xiàng)。
【29題詳解】
推理判斷題。根據(jù)第四段“But equally imprtant is the mental aspect. Reading researchers have prpsed a thery called “shallwing hypthesis (假說)”. 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.(但同樣重要的是精神層面。閱讀研究人員提出了一個(gè)名為“shallwing hypthesis”的理論。根據(jù)這一理論，人們以適合社交媒體的心態(tài)接觸數(shù)字文本，這些文本通常不那么嚴(yán)肅，與閱讀印刷品時(shí)相比，投入的精神努力也更少)”可知，shallwing hypthesis假設(shè)讀者在閱讀數(shù)字文本時(shí)會(huì)持有一種輕松的心態(tài)，不會(huì)像閱讀紙質(zhì)書籍那樣投入太多的心理努力。故選A項(xiàng)。
【30題詳解】
細(xì)節(jié)理解題。根據(jù)第五段“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.(音頻和視頻可能比文本更具吸引力，因此大學(xué)教師越來(lái)越多地轉(zhuǎn)向這些技術(shù)，例如分配在線講座而不是同一作者的文章)”可知，音頻和視頻比文本更能吸引學(xué)生的注意力，所以大學(xué)教師越來(lái)越多地使用這些技術(shù)。故選A項(xiàng)。
【31題詳解】
推理判斷題。根據(jù)最后一段“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.(數(shù)字文本、音頻和視頻都具有教育作用，尤其是在提供印刷品中無(wú)法獲得的資源時(shí)。然而，為了在需要精神集中和反思的情況下最大限度地學(xué)習(xí)，教育工作者不應(yīng)假定所有媒體都是相同的，即使它們包含相同的單詞)”可知，盡管數(shù)字文本、音頻和視頻在教育中有一定作用，但當(dāng)需要精神集中和反思以最大化學(xué)習(xí)時(shí)，教育者不應(yīng)假定所有媒體都是相同的，即使它們包含相同的單詞。這表明作者認(rèn)為紙質(zhì)文本在教育中的作用仍然不可替代，因此暗示紙質(zhì)文本在教育中的重要性。故選C項(xiàng)。
(2024年新課標(biāo)高考英語(yǔ)甲卷D篇)
“I didn’t like the ending,” I said t my favrite cllege prfessr. It was my junir year f undergraduate, and I was ding an independent study n Victrian literature. I had just finished reading The Mill n the Flss by Gerge Elit, and I was heartbrken with the ending. Prf. Gracie, with all his patience, asked me t think abut it beynd whether I liked it r nt. He suggested I think abut the difference between endings that I wanted fr the characters and endings that were right fr the characters, endings that satisfied the stry even if they didn’t have a traditinally psitive utcme. Of curse, I wuld have preferred a different ending fr Tm and Maggie Tulliver, but the ending they gt did make the mst sense fr them.
This was an aha mment fr me, and I never thught abut endings the same way again. Frm then n, if I wanted t read an ending guaranteed t be happy, I’d pick up a lve rmance. If I wanted an ending I culdn’t guess, I’d pick up a mystery (懸疑小說). One where I kind f knew what was ging t happen, histrical fictin. Chsing what t read became easier.
But writing the end—that’s hard. It’s hard fr writers because endings carry s much weight with readers. Yu have t balance creating an ending that's unpredictable, but desn’t seem t cme frm nwhere, ne that fits what’s right fr the characters.
That’s why this issue (期) f Writer’s Digest aims t help yu figure ut hw t write the best ending fr whatever kind f writing yu’re ding. If it’s shrt stries, Peter Muntfrd breaks dwn six techniques yu can try t see which ne helps yu stick the landing. Elizabeth Sims analyzes the final chapters f five great nvels t see what key pints they include and hw yu can adapt them fr yur wrk.
This issue wn’t tell yu what yur ending shuld be—that’s up t yu and the stry yu’re telling—bu it might prvide what yu need t get there.
12. Why did the authr g t Prf. Gracie?
A. T discuss a nvel.B. T submit a bk reprt.
C. T argue fr a writer.D. T ask fr a reading list.
13. What did the authr realize after seeing Gracie?
A. Writing is a matter f persnal preferences.
B. Readers are ften carried away by character.
C. Each type f literature has its unique end.
D. A stry which begins well will end well.
14. What is expected f a gd ending?
A It satisfies readers’ taste.B. It fits with the stry develpment.
C. It is usually psitive.D. It is pen fr imaginatin.
15. Why des the authr mentin Peter Muntfrd and Elizabeth Sims?
A. T give examples f great nvelists.B. T stress the theme f this issue.
C. T encurage writing fr the magazine.D. T recmmend their new bks.
【答案】12. A 13. C 14. B 15. B
【解析】
【導(dǎo)語(yǔ)】本文是一篇議論文。文章首先通過作者與教授關(guān)于小說結(jié)局的討論引發(fā)了對(duì)結(jié)局的思考，接著闡述了不同類型的文學(xué)作品結(jié)局的特點(diǎn)，最后提出了寫作好的結(jié)局的重要性并介紹了《Writer’s Digest》雜志如何幫助作家寫出更好的結(jié)尾。
【12題詳解】
細(xì)節(jié)理解題。根據(jù)第一段““I didn’t like the ending,” I said t my favrite cllege prfessr. It was my junir year f undergraduate, and I was ding an independent study n Victrian literature. I had just finished reading The Mill n the Flss by Gerge Elit, and I was heartbrken with the ending. Prf. Gracie, with all his patience, asked me t think abut it beynd whether I liked it r nt.( “我不喜歡這個(gè)結(jié)局，”我對(duì)我最喜歡的大學(xué)教授說。那是我大三的時(shí)候，我正在做一項(xiàng)關(guān)于維多利亞文學(xué)的獨(dú)立研究。我剛剛讀完喬治·艾略特的《弗洛斯河上的磨坊》，讀到結(jié)尾我很傷心。格雷西教授耐心地讓我考慮一下，不要只看我喜不喜歡)”可知，作者去找格雷西教授是為了討論小說。故選A項(xiàng)。
【13題詳解】
推理判斷題。根據(jù)第二段“This was an aha mment fr me, and I never thught abut endings the same way again. Frm then n, if I wanted t read an ending guaranteed t be happy, I’d pick up a lve rmance. If I wanted an ending I culdn’t guess, I’d pick up a mystery (懸疑小說). One where I kind f knew what was ging t happen, histrical fictin. Chsing what t read became easier.( 這對(duì)我來(lái)說是一個(gè)頓悟的時(shí)刻，我再也沒有想過同樣的結(jié)局。從那時(shí)起，如果我想讀一個(gè)保證幸福的結(jié)局，我就會(huì)選一部愛情小說。如果我想要一個(gè)我猜不到的結(jié)局，我會(huì)選一本神秘小說。一種是我知道會(huì)發(fā)生什么，歷史小說。選擇讀什么變得更容易了)”可知，見過格雷西教授后，作者意識(shí)到了每種類型的文學(xué)都有其獨(dú)特的結(jié)局。故選C項(xiàng)。
【14題詳解】
推理判斷題。根據(jù)第三段“But writing the end—that’s hard. It’s hard fr writers because endings carry s much weight with readers. Yu have t balance creating an ending that’s unpredictable, but desn’t seem t cme frm nwhere, ne that fits what’s right fr the characters.(但是寫出結(jié)局——那很難。對(duì)作家來(lái)說很難，因?yàn)榻Y(jié)局對(duì)讀者來(lái)說意義重大。你必須平衡創(chuàng)造一個(gè)不可預(yù)測(cè)的結(jié)局，但這個(gè)結(jié)局又不能顯得憑空而來(lái)，要適合角色的設(shè)定)”可知，人們對(duì)一個(gè)好結(jié)局的期望是結(jié)局又不能顯得憑空而來(lái)，要適合角色的設(shè)定，也就是符合故事的發(fā)展。故選B項(xiàng)。
【15題詳解】
推理判斷題。根據(jù)倒數(shù)第二段“That’s why this issue (期) f Writer’s Digest aims t help yu figure ut hw t write the best ending fr whatever kind f writing yu’re ding. If it’s shrt stries, Peter Muntfrd breaks dwn six techniques yu can try t see which ne helps yu stick the landing. Elizabeth Sims analyzes the final chapters f five great nvels t see what key pints they include and hw yu can adapt them fr yur wrk.( 這就是為什么這期《Writer’s Digest》旨在幫助你找出如何為你正在寫的任何類型的作品寫出最好的結(jié)局。如果是短篇小說，彼得·蒙特福德分解了六種技巧，你可以嘗試看看哪一種能幫助你完美著陸。伊麗莎白·西姆斯分析了五部偉大小說的最后幾章，看看它們包含了哪些關(guān)鍵點(diǎn)，以及你如何將它們應(yīng)用到你的作品中)”可知，作者提到彼得·蒙福德和伊麗莎白·西姆斯是為了強(qiáng)調(diào)這期《Writer’s Digest》的主題，即幫助讀者寫出更好的結(jié)尾。故選B項(xiàng)。
(2024年北京卷英語(yǔ)真題)
The ntin that we live in smene else’s vide game is irresistible t many. Searching the term “simulatin hypthesis” (模擬假說) returns numerus results that debate whether the universe is a cmputer simulatin — a cncept that sme scientists actually take seriusly. Unfrtunately, this is nt a scientific questin. We will prbably never knw whether it’s true. We can, instead, use this idea t advance scientific knwledge.
The 18th-century philspher Kant argued that the universe ultimately cnsists f things-in-themselves that are unknwable. While he held the ntin that bjective reality exists, he said ur mind plays a necessary rle in structuring and shaping ur perceptins. Mdern sciences have revealed that ur perceptual experience f the wrld is the result f many stages f prcessing by sensry systems and cgnitive (認(rèn)知的) functins in the brain. N ne knws exactly what happens within this black bx. If empirical (實(shí)證的) experience fails t reveal reality, reasning wn’t reveal reality either since it relies n cncepts and wrds that are cntingent n ur scial, cultural and psychlgical histries. Again, a black bx.
S, if we accept that the universe is unknwable, we als accept we will never knw if we live in a cmputer simulatin. And then, we can shift ur inquiry frm “Is the universe a cmputer simulatin? ” t “Can we mdel the universe as a cmputer simulatin? ” Mdelling reality is what we d. T facilitate ur cmprehensin f the wrld, we build mdels based n cnceptual metaphrs (隱喻) that are familiar t us. In Newtn’s era, we imagined the universe as a clck. In Einstein’s, we uncvered the standard mdel f particle (粒子) physics.
Nw that we are in the infrmatin age, we have new cncepts such as the cmputer, infrmatin prcessing, virtual reality, and simulatin. Unsurprisingly, these new cncepts inspire us t build new mdels f the universe. Mdels are nt the reality, hwever. There is n pint in arguing if the universe is a clck, a set f particles r an utput f cmputatin. All these mdels are tls t deal with the unknwn and t make discveries. And the mre tls we have, the mre effective and insightful we can becme.
It can be imagined that cmparable t the prcess f building previus scientific mdels, develping the “cmputer simulatin” metaphr-based mdel will als be a hugely rewarding exercise.
1．What des the authr intend t d by challenging a hypthesis?
A．Make an assumptin.B．Illustrate an argument.
C．Give a suggestin.D．Justify a cmparisn.
2．What des the phrase “cntingent n” underlined in Paragraph 2 prbably mean?
A．Accepted by.B．Determined by.C．Awakened by.D．Discvered by.
3．As fr Kant’s argument, the authr is _________.
A．a(chǎn)ppreciativeB．dubtfulC．uncncernedD．disapprving
4．It is implied in this passage that we shuld _________.
A．cmpare the current mdels with the previus nes
B．cntinue explring the classical mdels in histry
C．stp arguing whether the universe is a simulatin
D．turn simulatins f the universe int realities up.
【答案】1．C 2．B 3．A 4．C
【導(dǎo)語(yǔ)】本文是一篇議論文。文章主要討論了哲學(xué)家對(duì)于宇宙的認(rèn)知和信息時(shí)代下的作者對(duì)于宇宙爭(zhēng)論的看法。
1．推理判斷題。根據(jù)第一段“Searching the term “simulatin hypthesis” (模擬假說) returns numerus results that debate whether the universe is a cmputer simulatin —— a cncept that sme scientists actually take seriusly. Unfrtunately, this is nt a scientific questin. We will prbably never knw whether it’s true. We can, instead, use this idea t advance scientific knwledge.(搜索“模擬假說”這一術(shù)語(yǔ)會(huì)得到許多關(guān)于宇宙是否是計(jì)算機(jī)模擬的爭(zhēng)論結(jié)果——一些科學(xué)家實(shí)際上認(rèn)真對(duì)待這個(gè)概念。不幸的是，這不是一個(gè)科學(xué)問題。我們可能永遠(yuǎn)都不知道這是不是真的。相反，我們可以利用這個(gè)想法來(lái)推進(jìn)科學(xué)知識(shí))”可知，作者對(duì)于模擬假說提出質(zhì)疑，是為了提出自己的建議，建議使用這一想法來(lái)推進(jìn)科學(xué)知識(shí)。故選C項(xiàng)。
2．詞句猜測(cè)題。根據(jù)第二段“If empirical (實(shí)證的) experience fails t reveal reality, reasning wn’t reveal reality either since it relies n cncepts and wrds that are cntingent n ur scial, cultural and psychlgical histries. Again, a black bx.(如果經(jīng)驗(yàn)不能揭示現(xiàn)實(shí)，推理也不會(huì)揭示現(xiàn)實(shí)，因?yàn)樗蕾囉赾ntingent n我們的社會(huì)、文化和心理歷史的概念和詞語(yǔ))”可知，句中that引導(dǎo)限制性定語(yǔ)從句，指代先行詞cncepts and wrds，且結(jié)合常識(shí)，概念和詞語(yǔ)取決于我們的社會(huì)、文化和心理歷史，推測(cè)劃線短語(yǔ)表示“取決于”，與determined by意義相近。故選B項(xiàng)。
3．推理判斷題。根據(jù)第二段“The 18th-century philspher Kant argued that the universe ultimately cnsists f things-in-themselves that are unknwable. While he held the ntin that bjective reality exists, he said ur mind plays a necessary rle in structuring and shaping ur perceptins. (18世紀(jì)的哲學(xué)家康德認(rèn)為，宇宙最終由不可知的事物本身組成。雖然他認(rèn)為客觀現(xiàn)實(shí)是存在的，但他說，我們的大腦在構(gòu)建和塑造我們的感知方面發(fā)揮著必要的作用)”以及第三段“S, if we accept that the universe is unknwable, we als accept we will never knw if we live in a cmputer simulatin.(因此，如果我們接受宇宙是不可知的，我們也接受我們永遠(yuǎn)不會(huì)知道我們是否生活在計(jì)算機(jī)模擬中)”可知，作者引用康德的觀點(diǎn)，并在客觀陳述后利用該觀點(diǎn)來(lái)構(gòu)建自己的論述，由此可知，作者對(duì)康德的論點(diǎn)持欣賞的態(tài)度。故選A項(xiàng)。
4．推理判斷題。根據(jù)第四段“There is n pint in arguing if the universe is a clck, a set f particles r an utput f cmputatin. All these mdels are tls t deal with the unknwn and t make discveries. And the mre tls we have, the mre effective and insightful we can becme. (爭(zhēng)論宇宙是否是一個(gè)時(shí)鐘、一組粒子還是計(jì)算輸出的產(chǎn)物是沒有意義的。所有這些模型都是處理未知事物和發(fā)現(xiàn)事物的工具。我們擁有的工具越多，我們就能變得越有效、越有洞察力)”以及第五段“It can be imagined that cmparable t the prcess f building previus scientific mdels, develping the “cmputer simulatin” metaphr-based mdel will als be a hugely rewarding exercise.(可以想象，與之前構(gòu)建科學(xué)模型的過程相比，開發(fā)基于“計(jì)算機(jī)模擬”隱喻的模型也將是一項(xiàng)非常有益的工作)”可知，作者認(rèn)為爭(zhēng)論宇宙是否是虛擬的，這是沒有意義的，我們應(yīng)該停止?fàn)幷撚钪媸欠駷槟M，而應(yīng)該著手于將其作為一個(gè)模型來(lái)探索和理解，這樣會(huì)更有助于科學(xué)的進(jìn)步。故選C項(xiàng)。
(2023年全國(guó)乙卷英語(yǔ)真題）
If yu want t tell the histry f the whle wrld, a histry that des nt privilege ne part f humanity, yu cannt d it thrugh texts alne, because nly sme f the wrld has ever had texts, while mst f the wrld, fr mst f the time, has nt. Writing is ne f humanity’s later achievements, and until fairly recently even many literate (有文字的) scieties recrded their cncerns nt nly in writing but in things.
Ideally a histry wuld bring tgether texts and bjects, and sme chapters f this bk are able t d just that, but in many cases we simply can’t. The clearest example f this between literate and nn-literate histry is perhaps the first cnflict, at Btany Bay, between Captain Ck’s vyage and the Australian Abriginals. Frm the English side, we have scientific reprts and the captain’s recrd f that terrible day. Frm the Australian side, we have nly a wden shield (盾) drpped by a man in flight after his first experience f gunsht. If we want t recnstruct what was actually ging n that day, the shield must be questined and interpreted as deeply and strictly as the written reprts.
In additin t the prblem f miscmprehensin frm bth sides, there are victries accidentally r deliberately twisted, especially when nly the victrs knw hw t write. Thse wh are n the lsing side ften have nly their things t tell their stries. The Caribbean Tain, the Australian Abriginals, the African peple f Benin and the Incas, all f whm appear in this bk, can speak t us nw f their past achievements mst pwerfully thrugh the bjects they made: a histry tld thrugh things gives them back a vice. When we cnsider cntact (聯(lián)系) between literate and nn-literate scieties such as these, all ur first-hand accunts are necessarily twisted, nly ne half f a dialgue. If we are t find the ther half f that cnversatin, we have t read nt just the texts, but the bjects.
5．What is the first paragraph mainly abut?
A．Hw past events shuld be presented.B．What humanity is cncerned abut.
C．Whether facts speak luder than wrds.D．Why written language is reliable.
6．What des the authr indicate by mentining Captain Ck in paragraph 2?
A．His reprt was scientific.B．He represented the lcal peple.
C．He ruled ver Btany Bay.D．His recrd was ne-sided.
7．What des the underlined wrd “cnversatin” in paragraph 3 refer t?
A．Prblem.B．Histry.C．Vice.D．Sciety.
8．Which f the fllwing bks is the text mst likely selected frm?
A． Hw Maps Tell Stries f the Wrld B． A Shrt Histry f Australia
C． A Histry f the Wrld in 100 Objects D． Hw Art Wrks Tell Stries
【答案】5．A 6．D 7．B 8．C
【導(dǎo)語(yǔ)】本文是一篇議論文。本文討論了僅僅依靠書面文本來(lái)講述世界歷史的局限性，并強(qiáng)調(diào)了將物品納入歷史敘事以更好地理解無(wú)文字社會(huì)的重要性。
5．主旨大意題。根據(jù)文章第一段“If yu want t tell the histry f the whle wrld, a histry that des nt privilege ne part f humanity, yu cannt d it thrugh texts alne, because nly sme f the wrld has ever had texts, while mst f the wrld, fr mst f the time, has nt. Writing is ne f humanity’s later achievements, and until fairly recently even many literate (有文字的) scieties recrded their cncerns nt nly in writing but in things. (如果你想講述整個(gè)世界的歷史，一段不以人類某一部分為特權(quán)的歷史，你不能僅僅通過文本來(lái)講述，因?yàn)槭澜缟现挥幸徊糠秩嗽?jīng)有過文本，而世界上大多數(shù)人，在大多數(shù)時(shí)間里，都沒有。寫作是人類較晚的成就之一，直到最近，甚至許多有文字的社會(huì)也不僅用文字，而且用物件來(lái)記錄他們所關(guān)心的事情。)”可推知，第一段主要講述的是歷史應(yīng)該如何呈現(xiàn)給我們。故選A。
6．推理判斷題。根據(jù)文章第二段首句“Ideally a histry wuld bring tgether texts and bjects, and sme chapters f this bk are able t d just that, but in many cases we simply can’t. (理想情況下，歷史應(yīng)該將文本和物品結(jié)合在一起，本書的某些章節(jié)能夠做到這一點(diǎn)，但在許多情況下，我們根本做不到。)”可推斷，作者認(rèn)為歷史應(yīng)該是文本和物品相結(jié)合的產(chǎn)物，但是很多情況下，我們做不到。再根據(jù)所舉例子的下文“Frm the English side, we have scientific reprts and the captain’s recrd f that terrible day. Frm the Australian side, we have nly a wden shield (盾) drpped by a man in flight after his first experience f gunsht. (在英國(guó)方面，我們有科學(xué)報(bào)告和船長(zhǎng)對(duì)那可怕的一天的記錄。從澳大利亞方面來(lái)看，我們只有一個(gè)木制盾牌，這是一名男子在第一次經(jīng)歷槍擊后在飛行中扔下的。)”可知，作者舉這個(gè)例子是為了說明船長(zhǎng)的記錄是片面的，只從自己的角度描述了問題。故選D。
7．詞句猜測(cè)題。根據(jù)劃線單詞上文“The Caribbean Tain, the Australian Abriginals, the African peple f Benin and the Incas, all f whm appear in this bk, can speak t us nw f their past achievements mst pwerfully thrugh the bjects they made: a histry tld thrugh things gives them back a vice. When we cnsider cntact (聯(lián)系) between literate and nn-literate scieties such as these, all ur first-hand accunts are necessarily twisted, nly ne half f a dialgue. (加勒比海的泰諾人、澳大利亞的土著人、貝寧的非洲人以及印加人，所有這些人都出現(xiàn)在這本書中，他們現(xiàn)在都可以通過他們制造的物品向我們講述他們過去最強(qiáng)大的成就：通過物品講述的歷史給了他們一個(gè)聲音。當(dāng)我們考慮諸如此類的有文化社會(huì)和無(wú)文化社會(huì)之間的接觸時(shí)，我們所有的第一手資料都必然是扭曲的，只有對(duì)話的一半。)”結(jié)合劃線句“If we are t find the ther half f that cnversatin, we have t read nt just the texts, but the bjects. (如果我們要找到對(duì)話的另一半，我們不僅要讀文本，還要讀物體。)”可知，我們對(duì)過去歷史的了解，只是書寫歷史的人所想要讓我們了解的歷史，如果我們想要了解歷史的另一半，我們不僅僅要讀文本也要讀對(duì)象。所以cnversatin指的是“歷史”。故選B。
8．推理判斷題。根據(jù)文章第一段“If yu want t tell the histry f the whle wrld, a histry that des nt privilege ne part f humanity, yu cannt d it thrugh texts alne, because nly sme f the wrld has ever had texts, while mst f the wrld, fr mst f the time, has nt.(如果你想講述整個(gè)世界的歷史，一段不以人類某一部分為特權(quán)的歷史，你不能僅僅通過文本來(lái)講述，因?yàn)槭澜缟现挥幸徊糠秩说臍v史曾經(jīng)被文字記錄過，而世界上大多數(shù)人，在大多數(shù)時(shí)間里，都沒有。)”結(jié)合最后一段的“ If we are t find the ther half f that cnversatin, we have t read nt just the texts, but the bjects. (如果我們要找到對(duì)話的另一半，我們不僅要讀文本，還要讀物體。)”可知，本文講述僅僅依靠書面文本來(lái)講述世界歷史有局限性，想要更好的了解歷史就要將文本和物品結(jié)合在一起。從而推斷文章最有可能選自《100件物品中的世界史》。故選C。
A
【來(lái)源】湖北省沙市中學(xué)2024-2025學(xué)年高三上學(xué)期12月月考英語(yǔ)試題
There have been many prblems with ur schls tday, the biggest f which is clsely related t ur culture. In general, ur culture, as represented in the media, gets excited by famus stars, and cnstantly stresses that it’s what yu have, nt what yu are, that cunts. Parents are encuraged t be away frm even very small children fr mst f the day. T many vters g fr pliticians wh wuld rather cut schl funding than t get rid f tax cuts fr the wealthy. All cntribute greatly t the prblems f educating ur children.
Tday’s teachers have t deal with a culture that is vastly different than in the past. They reprt that there is, amng mre children than ever, a lack f mtivatin, n drive t succeed r even try. The rle mdels that bys view in the media mstly cnsist f men in cmedies and ther shws wh are rude and ften extremely immature; self-centered verpaid athletes; men in mvies, televisin dramas, vide games, etc. wh are preccupied with vilence and pwer. As Lenard Sax wrte in Bys Adrift, “Teenage bys are lking fr mdels f mature adulthd, but we n lnger make any cllective effrt t prvide such mdels.” Girls are attacked nt nly with such annying images f males, but als with wmen wh are preccupied with appearance and are extremely materialistic.
In such a cultural envirnment, it is mre imprtant than ever t have respnsible, lving and caring parents wh have enugh time and mtivatin t devte t their children and see t it as their duty t mdel fr them and raise them with high standards f hnesty and respnsibility alng with tending t their physical needs. They need t care enugh t see that their children are nt attacked with the garbage that cmes frm mvie, televisin and cmputer screens. In tday’s culture, they are basically alne in this effrt since, unfrtunately, s much is wrking against them.
Until we, as a culture, face the truth abut urselves — that we are nt prviding adequately fr a great many f ur children — the strm will cntinue t sweep ver ur educatin system.
1．Hw is paragraph 1 mainly develped?
A．By analyzing causes.B．By shwing differences.
C．By describing a prcess.D．By using time rder.
2．What des tday’s culture prbably bring t the children?
A．Narrw access t entertainment.B．Little desire fr success.
C．Few materialistic mdels.D．Pr understanding abilities.
3．Accrding t the text, in tday’s culture parents need t _________.
A．devte mre t their childrenB．find hnest mdels fr their children
C．keep their children away frm cmputersD．help their children develp mtivatin
4．What is the authr’s attitude twards tday’s culture?
A．Psitive.B．Dissatisfied.C．Uncertain.D．Apprving
【答案】1．A 2．B 3．A 4．B
【導(dǎo)語(yǔ)】本文是一篇議論文。文章主要討論了當(dāng)今學(xué)校教育面臨的問題，特別是與文化環(huán)境緊密相關(guān)的問題。
1．推理判斷題。根據(jù)文章第一段“In general, ur culture, as represented in the media, gets excited by famus stars, and cnstantly stresses that it’s what yu have, nt what yu are, that cunts. Parents are encuraged t be away frm even very small children fr mst f the day. T many vters g fr pliticians wh wuld rather cut schl funding than t get rid f tax cuts fr the wealthy.(總的來(lái)說，我們的文化，如媒體所展現(xiàn)的，對(duì)明星們興奮不已，并不斷強(qiáng)調(diào)重要的是你擁有什么，而不是你是什么樣的人。父母?jìng)儽还膭?lì)在大部分時(shí)間里遠(yuǎn)離即使是很小的孩子。太多的選民選擇那些寧愿削減學(xué)校資金也不愿取消對(duì)富人的減稅政策的政治家)”可知，第一段主要通過分析原因（文化、父母、政客的行為）來(lái)展開，說明了當(dāng)前學(xué)校教育問題背后的文化因素。故選A。
2．細(xì)節(jié)理解題。根據(jù)文章第二段“They reprt that there is, amng mre children than ever, a lack f mtivatin, n drive t succeed r even try.(他們報(bào)告說，比以往更多的孩子缺乏動(dòng)力，沒有成功的欲望，甚至不愿意嘗試)”可知，當(dāng)今的文化環(huán)境可能使孩子們?nèi)狈Τ晒Φ挠蛣?dòng)力。故選B。
3．細(xì)節(jié)理解題。根據(jù)文章第三段“In such a cultural envirnment, it is mre imprtant than ever t have respnsible, lving and caring parents wh have enugh time and mtivatin t devte t their children and see t it as their duty t mdel fr them and raise them with high standards f hnesty and respnsibility alng with tending t their physical needs.(在這樣的文化環(huán)境中，擁有負(fù)責(zé)任、充滿愛心和關(guān)懷的父母比以往任何時(shí)候都更重要，他們有足夠的時(shí)間和動(dòng)力來(lái)投入到孩子身上，并把為他們樹立榜樣、以高標(biāo)準(zhǔn)的誠(chéng)實(shí)和責(zé)任感養(yǎng)育他們視為自己的責(zé)任，同時(shí)照顧他們的身體需求)”可知，在當(dāng)今的文化中，父母需要更多地投入到孩子身上。故選A。
4．推理判斷題。根據(jù)文章最后一段“Until we, as a culture, face the truth abut urselves — that we are nt prviding adequately fr a great many f ur children — the strm will cntinue t sweep ver ur educatin system.(除非我們作為一種文化，正視我們自己的真相——即我們沒有為許多孩子提供足夠的支持——否則風(fēng)暴將繼續(xù)席卷我們的教育體系)”可推知，作者對(duì)當(dāng)今的文化環(huán)境持不滿態(tài)度，認(rèn)為它沒有為孩子們提供足夠的支持。故選B。
B
【來(lái)源】湖南省雅禮中學(xué)2024-2025學(xué)年高三上學(xué)期月考英語(yǔ)試題
The negative nature f peer pressure is ften presented withut questin. The undesirable effect f peer pressure cannt be denied, but is it als pssible that peer pressure might nt entirely deserve its bad reputatin? Culd peer pressure als have psitive effects n the persnal develpment and behavir f yung peple? A lk at the scientific literature reveals exactly that: peer pressure is nt always a frce fr the dark side.
Many studies suggest that peer pressure and the desire t cnfrm (順從) are simply a part f being human. Humans, after all, are highly scial beings. If humans are hard-wired t respnd t peer pressure, then it makes sense t examine hw it can be used t change behavir in a psitive way. Imagine a situatin: student X has always enjyed playing the guitar but is lazy and unmtivated. Althugh initially unwilling, she is persuaded t jin a schl band. The grup f students is preparing fr a perfrmance and the existing members are enthusiastic, fcused and hardwrking. Gradually, student X is caught up in the spirit f the band and befre lng she is willingly making the same cmmitment f time and effrt s they can all achieve a cmmn gal.
S hw des it wrk? Peer pressure — bth psitive and negative — fllws a recgnizable psychlgical prcess. If student X des nt cnfrm t the established culture f the band, she risks rejectin. T dispel this tensin, student X changes her habits and increases the amunt f time and energy she devtes t practice. Sme psychlgists describe this rearrangement f persnal gals r standards t achieve harmny as part f a grup as an “identity shift”.
The key t understanding the cncept f peer pressure and its pwer ver humans is t clsely examine the science f the prcess, rather than fcus n its negative aspects. Prviding a ne-dimensinal view f the cncept encurages the bias(偏見) that peer pressure is a strictly undesirable feature f human sciety. Instead, we shuld be explring ways t use its pwer fr gd.
5．Why des the authr raise the tw questins abut peer pressure in paragraph 1?
A．T present misinterpretatins f it.B．T encurage reflectin n it.
C．T dubt the investigatins int it.D．T shw general perceptins f it.
6．What shuld student X d t fit int the band?
A．Enhance her leadership.B．Stick t her ld rutines.
C．Learn t play mre instruments.D．Invest mre energy in playing the guitar.
7．What des the underlined wrd “dispel” in paragraph 3 mean?
A．Hide.B．Sense.C．Remve.D．Display.
8．Hw des the authr lk at peer pressure?
A．It can be put t gd use.
B．It is an unwanted feature f human sciety.
C．It ges far beynd scientific explanatin.
D．It has mre advantages than disadvantages.
【答案】5．B 6．D 7．C 8．A
【導(dǎo)語(yǔ)】本文是議論文。文章討論了同伴壓力的正面影響，并通過學(xué)生X的例子，強(qiáng)調(diào)同伴壓力在激發(fā)積極行為和個(gè)人發(fā)展方面的潛力。
5．推理判斷題。根據(jù)第一段“The negative nature f peer pressure is ften presented withut questin. The undesirable effect f peer pressure cannt be denied, but is it als pssible that peer pressure might nt entirely deserve its bad reputatin? Culd peer pressure als have psitive effects n the persnal develpment and behavir f yung peple? A lk at the scientific literature reveals exactly that: peer pressure is nt always a frce fr the dark side.(同輩壓力的消極性質(zhì)通常是毫無(wú)疑問的。同伴壓力的不良影響是不可否認(rèn)的，但是否也有可能同伴壓力并不完全配得上它的壞名聲呢？同輩壓力是否也會(huì)對(duì)年輕人的個(gè)人發(fā)展和行為產(chǎn)生積極影響？科學(xué)文獻(xiàn)揭示了這一點(diǎn)：同輩壓力并不總是黑暗面的力量)”可知，作者在第一段首先指出同伴壓力的負(fù)面影響毋庸置疑, 接著提出了兩個(gè)問題: 同伴壓力是否也有可能不完全是負(fù)面的? 同伴壓力是否也會(huì)對(duì)年輕人的個(gè)人發(fā)展和行為產(chǎn)生積極影響? 作者最后指出, 科學(xué)文獻(xiàn)表明同伴壓力并不總是負(fù)面的。由此可推知，作者提出這兩個(gè)問題是為了引起人們對(duì)同伴壓力的反思，從而提出自己的觀點(diǎn)——同伴壓力并不總是負(fù)面的。故選B。
6．細(xì)節(jié)理解題。根據(jù)第二段“Gradually, student X is caught up in the spirit f the band and befre lng she is willingly making the same cmmitment f time and effrt s they can all achieve a cmmn gal.(漸漸地，學(xué)生X被樂隊(duì)的精神所吸引，不久之后，她愿意付出同樣的時(shí)間和精力，這樣他們就可以實(shí)現(xiàn)一個(gè)共同的目標(biāo))”和第三段“If student X des nt cnfrm t the established culture f the band, she risks rejectin.(如果學(xué)生X不符合樂隊(duì)的既定文化，她就有被拒絕的風(fēng)險(xiǎn))”可知，如果學(xué)生 X 想融入樂隊(duì)，就需要和成員們一起努力，投入更多時(shí)間和精力練習(xí)吉他。故選D。
7．詞句猜測(cè)題。根據(jù)畫線詞上文“If student X des nt cnfrm t the established culture f the band, she risks rejectin.(如果學(xué)生X不符合樂隊(duì)的既定文化，她就有被拒絕的風(fēng)險(xiǎn))”以及后文“student X changes her habits and increases the amunt f time and energy she devtes t practice(學(xué)生X改變了自己的習(xí)慣，增加了練習(xí)的時(shí)間和精力)”可知，學(xué)生X改變了她的習(xí)慣，投入了更多的時(shí)間和精力練習(xí)，她這樣做就是為了不被排斥，即為了消除由于害怕被排斥而帶來(lái)的緊張。故劃線詞意思是“消除”。故選C。
8．推理判斷題。根據(jù)最后一段“Instead, we shuld be explring ways t use its pwer fr gd.(相反，我們應(yīng)該探索如何利用它的力量做好事)”可知，作者認(rèn)為同伴壓力可以被很好地利用起來(lái)。故選A。
C
【來(lái)源】江西省贛州市贛州贛撫吉十五校聯(lián)考2024-2025學(xué)年高三上學(xué)期12月月考試題
“T get ahead in this wrld, dn’t we need a little bit f perfectinism?” As smene wh has researched perfectinism fr ver a decade, I’m asked this questin a lt. And I used t think that was true. It’s hard t succeed nwadays. Yu’ve gt t sacrifice yurself, keep pushing well beynd what’s cmfrtable, and live life n yur tiptes. That’s just the cmmn things in a cmpetitive sciety where there are nly a few winners, I believed.
Yet, research finds that perfectinism has n relatinship with perfrmance. Perfectinistic peple struggle really hard, but they’re n mre likely t be successful. One reasn is that perfectinistic peple wrk hard but unsustainably s. They ften find themselves in the sapping zne and ppsite returns n their effrts.
Anther is that many perfectinists are wrld champins at self-dubt. When things get tugh, when it lks like failure is heading their way, the anticipated shame and embarrassment are s fierce that perfectinistic peple are unwilling t put frth any further effrt that might allw thers t discver their shrtcmings. S, they simply give up t avid fears f failure, which makes failure mre likely.
Fr perfectinists, dialing dwn gals and aiming fr excellence instead desn’t usually wrk. On the cntrary, it’s imprtant t learn t embrace the inevitability f setbacks, failures, and things nt ging quite as planned. It’s imprtant t be able t sit cmfrtably with these humanizing experiences, t let them be, and nt need t drive them ut f existence.
S we shuldn’t struggle t be perfect because perfectinism desn’t lead t success. Instead, d recgnize that learning t embrace imperfectins and setbacks helps us t accept urselves and keep mving frward.
9．What is the authr’s initial belief abut perfectinism?
A．It has n relatinship with perfrmance.
B．It leads t self-dubt and fear f failure.
C．It is unsustainable and leads t burnut.
D．It is necessary fr success in tugh sciety.
10．What des the underlined wrd “sapping” mean in paragraph 2?
A．Falling.B．Reserving.
C．ExcitingD．Refreshing.
11．Why d many perfectinists give up when faced with challenges?
A．They are nt willing t wrk hard.
B．They are afraid f shame frm failure.
C．They are unwilling t accept any failure.
D．They are unable t dial dwn their gals.
12．What is the best title f the text?
A．Why Yu Shuld Embrace “Gd Enugh”
B．Why Kids Need “Intelligent Failure”
C．What Is A Better Way T Seek Guidance
D．What We Can benefit Frm Perfectinism
【答案】9．D 10．A 11．B 12．A
【導(dǎo)語(yǔ)】本文是一篇議論文。文章主要論述我們不應(yīng)該為追求完美而奮斗，因?yàn)橥昝乐髁x不會(huì)帶來(lái)成功。相反，要認(rèn)識(shí)到，學(xué)會(huì)接受不完美和挫折有助于我們接受自己并繼續(xù)前進(jìn)。
9．細(xì)節(jié)理解題。根據(jù)文章第一段““T get ahead in this wrld, dn’t we need a little bit f perfectinism?” As smene wh has researched perfectinism fr ver a decade, I’m asked this questin a lt. And I used t think that was true. (“要想在這個(gè)世界上出人頭地，我們難道不需要一點(diǎn)完美主義嗎？”作為一個(gè)研究完美主義超過十年的人，我經(jīng)常被問到這個(gè)問題。而且我過去也認(rèn)為的確如此。)”可知，作者認(rèn)為要出人頭地，我們需要一點(diǎn)完美主義，因此作者最初認(rèn)為完美主義是在社會(huì)上取得成功的必要條件。故選D。
10．詞句猜測(cè)題。根據(jù)第二段中“Perfectinistic peple struggle really hard, but they’re n mre likely t be successful. One reasn is that perfectinistic peple wrk hard but unsustainably s. They ften find themselves in the sapping zne and ppsite returns n their effrts. (完美主義者確實(shí)非常努力，但他們并不比其他人更有可能成功。其中一個(gè)原因是，完美主義者雖然努力，但這種努力是不可持續(xù)的。他們常常發(fā)現(xiàn)自己處于sapping區(qū)，并且他們的努力常常得不到相應(yīng)的回報(bào))”可知，完美主義者工作努力但不可持續(xù)，因此他們經(jīng)常發(fā)現(xiàn)自己處于“sapping”區(qū)，即消耗精力、令人疲憊的區(qū)域，與他們的努力相反。故劃線詞意思是“令人疲憊的、消耗精力的”。A. Falling下降的；B. Reserving保留的；C. Exciting令人興奮的；D. Refreshing令人耳目一新的。故選A。
11．細(xì)節(jié)理解題。根據(jù)第三段中“Anther is that many perfectinists are wrld champins at self-dubt. When things get tugh, when it lks like failure is heading their way, the anticipated shame and embarrassment are s fierce that perfectinistic peple are unwilling t put frth any further effrt that might allw thers t discver their shrtcmings. (另一個(gè)原因是，許多完美主義者都是自我懷疑的世界冠軍。當(dāng)事情變得艱難，看起來(lái)失敗即將來(lái)臨時(shí)，預(yù)期的羞恥和尷尬是如此強(qiáng)烈，以至于完美主義者不愿意付出任何進(jìn)一步的努力，這可能會(huì)讓別人發(fā)現(xiàn)他們的缺點(diǎn))”可知，許多完美主義者面對(duì)挑戰(zhàn)時(shí)會(huì)放棄是因?yàn)樗麄兒ε率?lái)的羞愧。故選B。
12．主旨大意題。根據(jù)第二段中“Yet, research finds that perfectinism has n relatinship with perfrmance. (然而，研究發(fā)現(xiàn)完美主義與表現(xiàn)無(wú)關(guān)。)”以及最后一段“S we shuldn’t struggle t be perfect because perfectinism desn’t lead t success. Instead, d recgnize that learning t embrace imperfectins and setbacks helps us t accept urselves and keep mving frward. (所以我們不應(yīng)該掙扎著追求完美，因?yàn)橥昝乐髁x并不會(huì)帶來(lái)成功。相反，要認(rèn)識(shí)到學(xué)會(huì)接納不完美和挫折有助于我們接受自己并繼續(xù)前行)”可知，文章主要講述了新的研究表明，完美主義并不一定能帶來(lái)成功，反而可能會(huì)讓人筋疲力盡，害怕失敗。相反，我們應(yīng)該學(xué)會(huì)接受不完美和挫折，這樣才能接受自己。因此推斷A項(xiàng)“為什么你應(yīng)該接受‘足夠好’”為最佳標(biāo)題。故選A。
D
【來(lái)源】江蘇省泰州中學(xué)2024-2025學(xué)年高三上學(xué)期12月月考英語(yǔ)試題
Teaching is a caregiving prfessin. We all have that ne teacher wh inspired us t aim higher, chse a certain career path, r simply discver ur passins. This rle cmes with nt nly many satisfactins, but lts f pressure t hld yurselves t a higher standard. The respnsibilities f teachers nly increased during the pandemic, s teachers had t shw cmpassin fr students and parents — ften withut expecting the same treatment. That’s why it’s s easy t think f teachers as selfless peple that give it all fr future generatins.
Hwever, where des that leave teachers? Educatrs are taught t d many things, but their educatin is usually lacking in addressing the emtinal prblems f being a teacher. During the pandemic, I failed t make my nline classes as enjyable as pssible fr my students. Later, it turned ut that ther teachers were having prblems as well. I had zer reasns t feel s islated in my experience. What I needed was self-cmpassin. Accrding t Dr. Kristin Neff, a lead researcher in this field, “Self-cmpassin is simply cmpassin directed inwards.” In ther wrds, it’s abut shwing yurself the same care and understanding that yu typically shw students r ther peple in yur life. Sme peple have mre self-cmpassin than thers, and wrking twards achieving mre f it can help yu in all aspects f yur life.
Being a teacher cmes with s many expectatins and respnsibilities. In thery, nbdy’s perfect, but there’s great pressure t be a gd rle mdel, educatr, mentr, etc. The inner critic has s much mre “material” t wrk with when yu’ re in frnt f a class. It’s n wnder that in stressful situatins, it’s harder t cntrl yur self-talk. Fr example, if yu fail t uplad a lessn n time, yur inner critic will jump at the chance t say, “Yu’ re s frgetful, and I can’t believe yu did this.”
It’s n secret that teachers are usually under a lt f stress. A part f the slutin can be incrprating self-cmpassin int teaching, which can nt nly enhance a satisfactry jb but als have a gd effect n students.
13．What des the underlined wrd “that” in paragraph 2 refer t?
A．Teachers’ dedicating themselves t the cause f teaching.
B．Teachers’ shwing great cmpassin fr themselves.
C．Teachers’ suffering frm unknwn mental pressure.
D．Teachers’ failing t learn smething in their careers.
14．Which f the fllwing fits with Dr. Kristin Neff’s view n self-cmpassin?
A．Self-cmpassin is hard fr teachers t learn.
B．Self-cmpassin helps teachers understand students well.
C．The mre self-cmpassin yu have, the mre benefits yu’ll get.
D．The mre yu understand thers, the mre self-cmpassin yu’ll have.
15．What can be inferred frm the example given in paragraph 3?
A．Teachers’ respnsibilities matter.B．Teachers have a lt f wrk pressure.
C．Teachers play a big rle in students’ life.D．It’s nrmal fr teachers t d wrng things.
16．What is mainly talked abut in the text?
A．The imprtance f teachers’ self-cmpassin.
B．The suggestins n raising future generatins.
C．The necessity f reducing the burden n teachers.
D．The appraches t teachers’ grwth and develpment.
【答案】13．A 14．C 15．B 16．A
【導(dǎo)語(yǔ)】本文是一篇議論文。文章主要論述了教師自我同情的重要性，指出教育者通常缺乏對(duì)自身情感問題的關(guān)注，而在疫情期間，教師更需要自我同情來(lái)應(yīng)對(duì)壓力，同時(shí)自我同情也能對(duì)教學(xué)和學(xué)生產(chǎn)生積極影響。
13．詞句猜測(cè)題。第一段中“That’s why it’s s easy t think f teachers as selfless peple that give it all fr future generatins.(這就是為什么很容易把老師看作是無(wú)私的人，他們?yōu)橄乱淮冻隽艘磺?”指出老師是無(wú)私的人，他們?yōu)橄乱淮冻隽艘磺?；根?jù)指代關(guān)系和第二段中“Hwever, where des that leave teachers? Educatrs are taught t d many things, but their educatin is usually lacking in addressing the emtinal prblems f being a teacher.(然而，那對(duì)教師來(lái)說意味著什么？教育者被教導(dǎo)要做很多事情，但他們的教育通常缺乏解決作為教師所面臨的情感問題)”可知，盡管教育者為下一代付出了一切，但他們自己卻通常缺乏對(duì)自身情感問題的關(guān)注。由此可推斷出，指示代詞“that”指代的是上文中“老師們無(wú)私地為教學(xué)事業(yè)奉獻(xiàn)一切”的這一行為。故選A項(xiàng)。
14．推理判斷題。根據(jù)第二段中“Accrding t Dr. Kristin Neff, a lead researcher in this field, ‘Self-cmpassin is simply cmpassin directed inwards.’ In ther wrds, it’s abut shwing yurself the same care and understanding that yu typically shw students r ther peple in yur life. Sme peple have mre self-cmpassin than thers, and wrking twards achieving mre f it can help yu in all aspects f yur life.(該領(lǐng)域的主要研究人員克里斯汀·內(nèi)夫博士說：“自我同情只是向內(nèi)的同情?！睋Q句話說，就是對(duì)自己表現(xiàn)出你通常對(duì)學(xué)生或生活中其他人表現(xiàn)出的同樣的關(guān)心和理解。有些人的自我同情比其他人更多，努力獲得更多的自我同情可以在你生活的方方面面幫助你)”可知，克里斯汀·內(nèi)夫博士認(rèn)為自我同情就是對(duì)自己的同情，擁有更多的自我同情可以在生活的各個(gè)方面幫助你。由此推知，克里斯汀·內(nèi)夫博士會(huì)贊同“The mre self-cmpassin yu have, the mre benefits yu’ll get.(你擁有的自我同情越多，你得到的益處就越多)”。故選C項(xiàng)。
15．推理判斷題。根據(jù)第三段中“Being a teacher cmes with s many expectatins and respnsibilities. In thery, nbdy’s perfect, but there’s great pressure t be a gd rle mdel, educatr, mentr, etc.(作為一名教師，有很多期望和責(zé)任。從理論上講，沒有人是完美的，但要成為一個(gè)好的榜樣、教育者、導(dǎo)師等等，壓力是很大的)”和“Fr example, if yu fail t uplad a lessn n time, yur inner critic will jump at the chance t say, ‘Yu’ re s frgetful, and I can’t believe yu did this.’(例如，如果你沒有按時(shí)上傳課程，你內(nèi)心的批評(píng)者會(huì)抓住機(jī)會(huì)說：‘你太健忘了，我不相信你竟然會(huì)這樣做?！?”可知，本段通過未能按時(shí)上傳課程的例子，說明了教師內(nèi)心的批評(píng)者會(huì)如何利用這個(gè)機(jī)會(huì)來(lái)指責(zé)自己，由此可推斷出，這個(gè)例子表明了教師的工作壓力很大。故選B項(xiàng)。
16．主旨大意題。通讀全文，特別是根據(jù)第二段中“What I needed was self-cmpassin. Accrding t Dr. Kristin Neff, a lead researcher in this field, ‘Self-cmpassin is simply cmpassin directed inwards.’ In ther wrds, it’s abut shwing yurself the same care and understanding that yu typically shw students r ther peple in yur life. Sme peple have mre self-cmpassin than thers, and wrking twards achieving mre f it can help yu in all aspects f yur life.(我需要的是自我同情。該領(lǐng)域的主要研究人員克里斯汀·內(nèi)夫博士說：“自我同情只是向內(nèi)的同情?！睋Q句話說，就是對(duì)自己表現(xiàn)出你通常對(duì)學(xué)生或生活中其他人表現(xiàn)出的同樣的關(guān)心和理解。有些人的自我同情比其他人更多，努力獲得更多的自我同情可以在你生活的方方面面幫助你)”和最后一段“It’s n secret that teachers are usually under a lt f stress. A part f the slutin can be incrprating self-cmpassin int teaching, which can nt nly enhance a satisfactry jb but als have a gd effect n students.(眾所周知，教師通常承受著很大的壓力。解決方案的一部分可以是將自我同情融入教學(xué)中，這不僅可以提升工作的滿意度，而且對(duì)學(xué)生也有好處)”可知，文章主要指出教師需要關(guān)注自身的情感問題，通過自我同情來(lái)應(yīng)對(duì)壓力，同時(shí)也能對(duì)教學(xué)產(chǎn)生積極影響，即論述了教師自我同情的重要性。故選A項(xiàng)。

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