专题02 完形填空10篇(第二期)-备战2024年高考英语名校模拟真题速递(上海专用)

备战2024年高考英语名校模拟真题速递(上海专用) 第二期 专题02 完形填空10篇 （2024·上海金山·一模）Mathematics has an image problem: far too many people are put off by it and conclude that the subject just isn’t for them. But one of the biggest problems is how maths is 1 , as cold and dry. I have a different approach which is to relate abstract maths to questions of politics and social justice. I have taught fairly maths-phobic (恐惧) art students in this way and have seen their attitudes 2 . They now believe maths is 3 them and can genuinely help them. At a basic level, maths is founded on logic, so when I am teaching logic, I use examples from 4 events rather than the old-fashioned type of problem. Instead of studying the logic of a statement like “all dogs have four legs”, I might discuss the statement “all immigrants are illegal”. But I do this with specific mathematical structures, too. 5 , I teach a type of structure called an ordered set, which is subject to an order relation such as “is less than”. We then study and ask which functions are “order-preserving”. A typical example might be the function that takes a(n) 6 number and maps it to the number obtained from multiplying by 2. We would then say that if x < y then also 2x < 2y, so the function is order-preserving. 7 , rather than sticking to this type of dry mathematical example, I introduce issues like privilege and wealth. If we think of one ordered set with people ordered by status, we can make a function to another set where the people are now ordered by 8 instead. If someone has a higher status, are they automatically wealthier? We can also ask about working hours and 9 : if someone works more hours, do they 10 earn more? The answer there is clearly not. My approach is controversial because, traditionally, maths is supposed to be 11 and apolitical (与政治无关的). I have been 12 by people who think my approach will be off-putting (令人烦恼的) to those who don’t ca