专题03 阅读理解之议论文+应用文12篇-【好题汇编】备战2024-2025学年高二英语下学期期末真题分类汇编（北京专用）

专题03 阅读理解之议论文+应用文12篇 议论文期末真题 （23-24高二下·北京通州·期末）We’ve all heard it before: to be successful, get out of bed early. After all, Apple CEO Tim Cook gets up at 3:45 am, Fiat CEO Sergio Marchionne at 3:30 am and Richard Branson at 5:45 am — and, as we know, “The early bird catches the worm.” Indeed, it may be true that those who get up early have a jump start on the day before others are even out of bed. But just because some successful people wake up early, does that mean it’s a trait (特征) most of them share? And if the idea of having exercised, eaten breakfast, and done one task before 8 am makes you want to sleep in until next Saturday, does it mean you’ll have a less successful life? For about half of us, this isn’t really an issue. It’s estimated that some 50% of the population isn’t really morning-oriented or evening-oriented, but somewhere in the middle. Roughly one in four of us, though, tend more toward bright-eyed early risers, and another one in four are night owls. For them, the effect can go beyond falling asleep in front of the TV at 10 pm or being regularly late for work. Numerous studies have found that morning people are more self-directed and agreeable. And compared to night owls, they are less likely to be depressed, drink or smoke. Although morning types may achieve more academically, night owls tend to perform better on measures of memory, processing speed and cognitive ability, even when they have to perform those tasks in the morning. Night-time people are also more open and more creative. And one study shows that night owls are as healthy and wise as morning-types, and a little bit wealthier. Still think the morning people sound more like CEO material? Don’t set your alarm for 5 am just, yet, as it turns out, changing your sleep times may not have much effect. “If people are left to their naturally preferred times, they feel much better. They say that they are much more productive. The mental capacity they have is much broader,” says Oxford University biologist Katharina Wulf. On the other hand, she says, pushing people too far out of their natural preference can be harmful. When they wake early, for example, night owls are still producing melatonin (褪黑激素). “Then, you disrupt (扰乱) it and push the body to be in the daytime mode. That can have lots of negative, physiological consequences,” Wulff says, like a different sensitivity to insulin and glucose (葡萄糖) which can cause weight gain. 1．What does the author do in Pargraph 2? A．Analysing the problem. B．Challenging a viewpoint. C．Providing supporting proofs. D．Presenting author’s viewpoint. 2．Which of the following does Katharina Wulff support? A．Stop setting your alarm for 5 am. B．Better not change your sleep times. C．Avoid being regularly late for work. D．Don’t fall asleep in front of the TV. 3．Why does the author write this article? A．To explain why some people are more successful. B．To advise people to get up neither too early nor too late. C．To argue against the view that the early bird catches the worm. D．To compare the differences between early risers and night owls. （23-24高二下·北京丰台·期末）All over the world, formal education supplies the economy with workers who will increase productivity to fuel the economic machine. But this machine now threatens our very survival. If the entire world reaches the levels of consumption seen in high-income countries today, we’ll need multiple planet Earths to supply the resources. The absurd (荒谬的) idea of infinite growth within a finite territory is at the heart of our economic system. To keep this machine running, formal education generates ever more efficient “human capital”. Increasing productivity metrics (指标) rather than the individuality of students drives our civilization’s approach to schooling our young people. Whereas the Sustainable Development Goals call for turning education into a force for sustainability, the opposite is often true: The ways Western societies have come to think about education undermine our ability to deal with the environmental crisis. To get through this crisis, we need to cultivate our imagination, not undermine it. Growing up, none of my schooling fostered my ability to imagine a world different from what I saw around me. Besides, I realize the suppression (抑制) of children’s imagination doesn’t take place only in underresourced communities, but in “elite” institutions that tout “critical thinking”. Schools want to see their graduates succeed, and success is too often about maintaining current structures — not about reimagining their foundations. Essentially, our education systems shape children in the image of artificial intelligence. The perfect “worker”, AI, continually improves its own productivity but doesn’t challenge the larger structures within which it operates. It is one of the great paradoxes of our time that we invest so much into building supercomputers while marginalizing the imaginative potential of millions of human brains. What’s more, we even put our hope in solving the environmental crisis on AI. But AI, like our other technologies, can only treat the symptoms of the environmental crisis, not the causes Throughout history, achievers of great change have relied on their imaginations to address fundamental flaws in society. In my country of birth, communists kept their dreams of democracy alive for decades by imagining different futures. In South Africa, Nelson Mandela’s followers had to be radical (激进的) in their imagination to create a vision of a fairer society. Imagining democracy when living under a totalitarian regime (极权主义政权) isn’t that different from imagining degrowth when living in a world of infinite growth. The kind of intelligence that Nelson Mandela and such possessed was not artificial. The ability to reimagine the future and disrupt the current situation remains a distinctly human quality. Unlike AI, children are naturally imaginative and question the premises of society. In my research, I have observed that younger children are often the most radical in imagining different futures. As long as our imagination is curtailed, ideas like degrowth sound utopian (乌托邦的) to many, Cultivating imagination means learning from history’s disrupters who made the  impossible possible. Instead of dismissing “childish” ideas about the world’s future, it means seeing inspiration in children’s imaginations. In an education system that celebrates imagination, arts and creativity are as important as math and science. Idealism coexists with pragmatism. The environmental crisis is not a crisis of technology or science, it is a crisis of imagination. If we let children be our guides, we might be able to imagine our way to survival. 1．The author hopes education can play its role in ________. A．developing human resources B．promoting sustainable development C．increasing productivity D．maximizing economic growth 2．From the passage, we can learn that _________. A．imagination isn’t well developed in schools B．AI helps exploit the potential of human brains C．graduates’ success changes the social structures D．AI can address the root cause of economic crisis 3．Nelson Mandela is mentioned as _________. A．a success in building a fair society B．a leader who had a great influence C．a pioneer possessing the quality of AI D．an inspiration to solve social problems 4．According to the passage, the author may agree that _________. A．children’s imagination ensures human’s survival B．the environmental crisis results from technology C．imagination can help solve environmental crisis D．the “childish” ideas will ruin the world’s future （22-23高二下·北京海淀·期末）Hardly a day goes by without some new claim promising to bring us closer to the metaverse (元宇宙) in the not-too-distant future. On hearing this, some will feel pure excitement, but others will feel unsure or downright opposed. Our habit in recent history has been looking down upon those with doubts on technological progress. It may be time to re-examine that. There has been a backlash to technology since historical memories began. Every new form of communication has attracted criticism for increasing the pace of life. For example, people once feared that cars travelling at 20 to 30 miles per hour might rob their passengers of oxygen. When we look back, contemporary resistance to technological advancement can look completely foolish, but often it isn’t. The Luddites, for example, the destroyer of mill (作坊) machinery in the early industrial revolution, are generally referred to as a historical joke. But if we look at their real complaints, it wasn’t some naive anti-progress movement; it was about economics. Cotton mills replaced skilled, home-based, independent work with lower-skilled work in a factory, accompanied by much less autonomy and much less pay. The mill might have been more efficient and thus more profitable, but it would take decades of campaigning to distribute those gains even approximately fairly — with the birth of the trade union movement, the welfare state and more. So, was their resistance really so unreasonable? While metaverse advocates would like to paint skeptics as simply rooted in the past, at least some doubts are well founded. The reasons to be cautious of the next wave of technology are varied. One is simply whether the technologies in question are where they are claimed to be. If the company has a habit of over promising, few in the know will take its claims of inventions seriously. Other more striking metaverse technologies rely on virtual reality, which still largely consists of heavy headsets and odd arm controls — all just to be able to operate an avatar through an awkward online world. VR has been “the next big thing” for decades and the public has consistently felt otherwise: there isn’t much to do once you are there, the technology gives many people motion sickness and, perhaps most problematically of all, the whole thing just seems extremely silly. Another popular innovation, health tracking, hasn’t caught the wider public by storm because many consumers worry about what will happen to their data. There is much to anticipate as we bring online and offline worlds together. But we should learn not to dismiss concerns or caution about this, either. There are many rational reasons for people to take part in the techlash.    1．What does the underlined word “backlash” in Paragraph 2 most probably mean? A．Exposure. B．Commitment. C．Opposition. D．Transformation. 2．What can we learn about the Luddites movement? A．It contributed to the success of the industrial revolution. B．It made lower-skilled workers replaced by mills. C．It led to the birth of the trade union movement. D．It was launched largely for economic reasons. 3．People are hesitant about the next wave of technology partly because they _________. A．are not interested in virtual reality B．think some companies make overstatements C．worry about the inaccuracy of their data collected D．are embarrassed about wearing the awkward headsets 4．As for technological innovation, the author would agree _________. A．enthusiasts are being unreasonable B．the public should stay cool-headed C．most of the criticism is groundless D．people should welcome new technology （21-22高二下·北京·期末）In some islands north of Scotland, head lice, which live on the hair or skin of people or animals, were a part of life. If the lice left their host, he became sick and feverish. Therefore, sick people had lice put in their hair intentionally. There was a method to their madness: As soon as the lice had settled in again, the patient improved. The story explains the confusion of cause and effect. If the lice leave the sick, it is because he has a fever and they simply get hot feet. When the fever breaks, they return. We may laugh at this story, but false causality misleads us practically every day. Consider the headline: “Fact: Women Who Use Shampoo XYZ Every Day Have Stronger Hair.” This statement says very little — least of all, that the shampoo makes your hair stronger. It might simply be the other way round: Women with strong hair tend to use Shampoo XYZ-and perhaps that’s because it says “especially for thick hair” on the bottle. A further example: Scientists found that long periods in the hospital did harm to patients. This was music to health insurers’ ears, who, of course, are keen to make stays as brief as possible. But, clearly, patients who are dismissed immediately are healthier than those who must stay on for treatment. Recently I read that students get better grades at school if their homes contain a lot of books. This study was surely a shot in the arm for booksellers, but it is also an example of false causality. This simple truth is that educated parents tend to value their children’s education more than uneducated ones do. Plus, educated parents often have more books at home. In short, a dust-covered copy of War and Peace alone isn’t going to influence anyone’s grades; what counts is parents’ education levels, as well as their genes. Another example of false causality was the supposed relationship between the birth rate and the numbers of stork (鹳) pairs in Germany. Both were in decline, and if you plot them on a graph, the two lines of development from 1965 to 1987 appeared almost the same. Does this mean the stork actually does bring babies? Obviously not, since this was a purely accidental connection. In conclusion: Connection is not causality. Take a closer look at linked events: Sometimes what is presented as the cause turns out to be the effect, or just the other way around. And sometimes there is no link at all — just like with the storks and babies. 1．Which is an example of false causality? A．The birth rate and stork population in Germany are connected. B．The women with strong hair tend to use a certain shampoo. C．Longer periods in the hospital benefit patients. D．Lice can make a person sick and feverish. 2．The underlined phrase “a shot in the arm” in Paragraph 4 means ________. A．pain B．defeat C．guidance D．encouragement 3．According to the author, students get better grades probably because ________. A．their homes are full of books B．they have read War and Peace C．their educated parents value education D．their parents are successful booksellers 4．It can be concluded from the passage that ________. A．connections are pure accidents B．cause and effect are interdependent C．connections are mostly cause and effect D．linked events may turn out to be unrelated （21-22高二下·北京东城·期末）Toward the end of my senior year in England, I watched my peers line up in front of the Career Services building. Waiting for their interviews for jobs, all seemed to be dressed the same — the men wearing navy jackets, the women dark dresses. I thought back to my first day on campus four years earlier when we all wore different colors and dreamed of different futures. It was as if our years of study, instead of enhancing our individualities and imaginations, had reduced them to sameness. It was not a unique scene. All over the world, education supplies the economy with workers who will increase productivity. But this now threatens our very survival. If the entire world reaches the levels of consumption seen in high-income countries today, we’ll need multiple planet Earths to supply the resources. The sustainable development goals call for turning education into a force for sustainability, but the opposite is often true: the ways we think about education undermine our ability to deal with the environmental crisis. As an education researcher, I see many children going through rote learning — Indian pupils repeating the sentences written by their teacher on the blackboard, a South African child yelled at by the teacher for failing to recite the text. Rote learning and discouraging individuality in children are still at the root of what it means to be educated across much of the world. On the other hand, our focus on technological solutions to the environmental crisis is driving our approach to education. More students at British universities are studying science, technology, engineering and mathematics (STEM) than ever before, including a 400 percent increase in enrollment in AI courses over the last 10 years. Compared to STEM, social sciences and humanities are often underfunded and seen as less important. But this approach is counterproductive because non-STEM subjects are crucial to develop our ability to reimagine the world. We even put our hope in solving the environmental crisis on AI. We make good use of energy networks, track land use through satellite imagery and predict extreme weather. But AI, like our other technologies, can only treat the symptoms (症状) of the environmental crisis, not the causes. These lie in lack of sensitivity to our impact on the planet. Unlike AI, children are naturally imaginative. Nurturing imagination means seeing inspiration in children’s imaginations. In an education system that celebrates imagination, arts and creativity are as important as math and science. The environmental crisis is not a crisis of technology or science, it is a crisis of imagination. If we let children be our guides, we might just be able to imagine our way to survival. 1．What is mainly talked about in the first three paragraphs? A．The new resolution of survival problems. B．The negative effect of present education. C．The adverse impact of over consumption. D．The constant threat to economic productivity. 2．What does the underlined word “undermine” in Paragraph 3 probably mean? A．Change. B．Resist. C．Recall. D．Weaken. 3．The author may agree that ______. A．the application of AI needs to be limited B．emphasis should be laid on social sciences C．creativity is dominated by children’s sciences D．technology is the cure for the environmental crisis 应用文期末真题 （23-24高二下·北京顺义·期末）Adelphi’s Summer Pre-College Program is open to rising juniors and seniors in high school. Our summer program for high schoolers features updated courses that will allow students to explore an academic area of interest and participate in college- prepared workshops. Explore our program pages to find the right choice for you. Here’s why: ●You can live on our beautiful Garden City oampus and take a class in the kind of exciting, challenging subjects you dream about. ● You will work with our professors and meet with experts in the field. ●You will go on exciting off-campus trips, Our credit-bearing summer program allows you to walk away with three transferable (可转化的) college credits. It’s a great introduction to the hands-on, high-impact learning at Adelphi and an unforgettable growing experience. Begin your journey with Adelphi’s Summer Pre-College Program and complete your online application today! A completed application includes: Your online application, which can be completed on this webpage. A short essay on your interest in Adelphi’s Pre-College Program no more than 200 words. ● A copy of your high school report card (official or unofficial) that includes your fall 2023 grades. One completed recommendation form from a teacher or another adult (other than a family member) whom you feel knows you best. Adelphi’s Summer Pre-College Program offers monthly online information meetings on Wednesday evenings during the Summer Pre-College Program application season. Discuss the program in more detail: ● Learn about our exciting course choices and what subject may best fit your interests. ● Learn about college-readiness workshops. ● Review how to apply and what next steps you should take. ● Have all your questions answered and be prepared for an unforgettable summer experience! 1．What does Adelphi’s Pre-College Summer Program mainly provide? A．Online program pages. B．Business areas of interests. C．Junior-readiness workshops. D．Updated pre-college courses. 2．What can the students do in the program? A．They can meet with some experts. B．They can work for the learning workshop. C．They can organize an exciting campus trip. D．They can act as professors after learning here. 3．If you want to apply for the program, what should you do? A．Complete your online application. B．Prepare a copy of college record card. C．Write an essay no less than 200 words. D．Offer a recommendation form from parents. 4．During online information meetings, applicants can _________. A．choose useful webpages B．answer some of the questions C．work in the pre-college workshops D．go over how to apply for the program 5．Who is the program intended for? A．Professors. B．High school students. C．College students. D．Parents. （23-24高二下·北京通州·期末）Enjoy a museum visit with your class! Available Programs: Art Tells a Story: By looking at the subject matter and by drawing from personal experiences, students can find the story in some works of art. (All grades) Learning to Look: An interactive (互动的) tour that explores a variety of art using storytelling, movements, music, games, and other techniques helps introduce a museum to children. (Preschool — Grade 3) Native American Collection: This program explores relationships that exist between art, culture, the geographic location and natural resources. Students will see a bowl made by Maria Martinez, a Town storyteller, a Northwest coast mask, and Inuit clothing. (For Grade 2 — 5) The Language of Art: Classes are welcomed into the museum to take part in an interactive tour of American Art. It gives participants a set of vocabulary words while helping them feel comfortable. Art-on-the-Move: Teachers may borrow suitcases filled with art objects. Free for organizations with Education Membership. Planning Your Visit: Booking: Booking is necessary for all tour and programs. Please book at least a week in advance. Teachers are encouraged to organize self-guided visits for their classes during public hours. Tour Hours: Tours can be organized between 9:30 a.m. and 5:00 p.m. on weekdays. Program Fees: Tours are free for those with Education Membership. There is a charge of $6 per student of non-member organizations. Tours with art activities cost $12 per student (non-members) or $ 10 per student (members). Chaperones (保护人): We require one adult chaperone for every 10 children. Chaperones help to make your museum visit a success. A chaperone must pay $5 admission. Lunch: We regret that no lunch facilities are available at the museum. Museum Rules: Don’t touch works of art. Don’t take photographs. Ask questions. Look, and then LOOK again. Enjoy! 1．If teachers want their students to learn about what a museum is, they will choose _______. A．Art Tells a Story B．Learning to Look C．The Language of Art D．Native American Collection 2．Why does the museum feel sorry? A．Taking photos is not allowed at the museum. B．Lunch service is not provided at the museum. C．Visitors can’t touch works of art at the museum. D．Visitors can’t take part in all the activities at a time. 3．In which section of the newspaper does the text most probably appear? A．Health. B．News. C．Environment. D．Advertisement. （23-24高二下·北京海淀·期末）When facing the task of deciding your major, you should remember that the decision you make doesn’t mean you are only destined for one path. QUESTIONS TO ASK YOURSELF AS YOU MAKE YOUR DECISION ●Do I have a career in mind? Although your major does not necessarily dictate your career, some jobs do require a certain field of study. If you have your future career in mind, do your research and find out the education requirements. If you are at a loss with what you want to do, go ahead and research different career fields. A certain job might pique your interest, and that could prompt you to pick a certain major. ●How much does money matter? Some majors do have higher potential earnings than others. If earning a lot of money is a primary goal for you, search for majors that pay off well. Feel free to reach out to the Career Center for more information on higher-earning majors and careers. ●What do I love to do? If you love what you study, you will be more likely to pay full attention to your classes. which will probably lead to better grades and valuable connections in the field. Also you will find your college years more fulfilling if you cultivate your passion! TIPS FOR DISCOVERING WHAT INTERESTS YOU ●Explore different courses! Don’t take random free electives just to meet the credit requirement for graduation. Explore different subjects! By branching out of what you know, you may discover an unexpected aptitude for sport management, or realize that you love psychology! Maybe an elective course could lead you to your major. ●Meet with a CDC staff member! Your Career Development Center (CDC) is eager to help you! Meet with a peer Career Ambassador to talk about your career goals and the options for you. Also consider scheduling an appointment with a professional staff member to discuss potential career paths, internships (实习), and more! ●Utilize the CDC’s online resources! CDC offers many online resources for self-assessment and career search. We make recommendations for majors and careers based on your answers! See page 6 for more details of what we have to offer! 1．If you don’t know what to choose as your future career, you need to ______. A．cultivate a related hobby B．aim for well-paid jobs C．consider the education requirements D．investigate different fields 2．According to the passage, CDC could ______. A．give major-related advice B．establish internship programmes C．define your future career goals D．select an elective course for you 3．Where is the passage probably taken from? A．A research paper. B．A commercial post. C．A college brochure. D．A recruitment notice. （23-24高二下·北京东城·期末）5-Day Silk Road Tour from China to Central Asia Day 1 Turpan, China Start your trip in Turpan by visiting the Karez Well System and discover the ancient underground irrigation channels, which are still maintained and functioning today. For the rest of the day, you will visit and stay at a local family-run vineyard, where you can walk around the farm and talk to the local people to learn about their daily lifestyle. Day 2 Urumqi, China After breakfast, you will be driven from Turpan to Urumqi, the provincial capital of Xinjiang. After lunch, it’s time to visit Xinjiang Museum, where a variety of artworks, hand-made crafts, and relics are on display. Before flying to Kashgar, you will have some time to stroll around and shop at the Erdaoqiao Market, the biggest bazaar in Xinjiang selling various goods. Day 3 Kashgar, China You will spend a relaxing day in Kashgar, starting with visiting the Handicrafts Street, where you can purchase an amazing range of handicrafts, including copper, metal, and porcelain. Then, have a break at an ancient teahouse and join in with the local people’s conversations and dancing. Lastly, have a good night sleep to get ready for the upcoming road trip to Osh. Day 4 Osh, Kyrgyzstan Osh is the second-largest city in Kyrgyzstan. Here, you will visit the National Historical and Archaeological Museum Complex and enjoy collections of artifacts, handicrafts, and sculptures. Afterwards, you will visit Jayma Bazaar, the largest market in Central Asia, which has a history dating back to the ancient Silk Road period. If you are interested in silk, you can ask your guide to take you to Yodgorlik Silk Factory, which has preserved a manual method of silk production. Day 5 Ashgabat, Turkmenistan After a cozy morning train ride, you will arrive in Ashgabat, the capital of Turkmenistan. Let’s spend the day visiting the Parthian Fortresses of Nisa, one of the earliest and most important cities of the Parthian Empire. You will return to the city for dinner and take a night trip at the Ashgabat National Museum of History. 1．On which day can a tourist have a tea-tasting experience? A．Day 1. B．Day 2. C．Day 3. D．Day 4. 2．What does the tour in Urumqi and Osh have in common? A．Staying at a local farm. B．Shopping at a market. C．Visiting an ancient city. D．Dancing with local people. 3．Where can a tourist visit a museum in the evening? A．Turpan. B．Kashgar. C．Osh. D．Ashgabat. （23-24高二下·北京昌平·期末）United Nations International Children’s Emergency Fund (UNICEF) works in the world’s toughest places to reach the most disadvantaged children and teenagers. Across more than 190 countries, we do whatever it takes to help children survive and grow. Start your career with UNICEF Internship (实习) Programme and become a champion for every child! What we offer Our Internship Programme offers students and recent graduates the opportunity to gain direct work experience. ● Time: Internships can be full-time or part-time, lasting between six months to one year. ● Salary: You will get paid monthly by UNICEF once your internship starts. ● Fees we cover: One-way ticket and visa costs. Requirements Your profile could be a good fit if it meets the following requirements: ● Being a college student now, or having graduated from college within the past two years. ● Being fluent in one of UNICEF’s working languages: English, French or Chinese. ● Strong communication skills. ● Ability to work collaboratively in a multicultural environment. ● Outstanding academic performance. ● Flexibility to adapt to new environments and work under pressure. ● Previous volunteer or work experience in a related field is an advantage but not required. ● No immediate relatives (eg. parents, sister, brother) working with UNICEF. How to apply You can find opportunities on our career page. Once you find a position of interest, click on the button “Apply Now” and proceed on the website. 1．What can UNICEF provide if one is selected? A．A return ticket. B．Visa documents. C．A language course. D．Monthly paid salary. 2．According to the passage, applicants are required to ________. A．have related work experience B．own multicultural backgrounds C．speak English and French fluently D．adjust to new environments flexibly 3．In which section of a website might you find this passage? A．Job-hunting. B．Problem-solving. C．Skill-building. D．Decision-making. （23-24高二下·北京西城·期末）The Lighthouse Book Project is an intensive, two-year program. It is aimed at giving writers of book-length manuscripts (文稿) the classes, advice, and moral support they need to draft, revise, and — most importantly — finish. Whether you’re working on a novel, short story collection, or narrative nonfiction, our program guides will work closely with you to chart a path through your project. And at the end of two years, you’ll have a manuscript you can be proud of and a support team ready to help you take the next steps. Benefits ● Individualized guidance: You’ll meet your guide on a regular basis to check your progress, review drafts of your work, and set goals for the future, keeping you accountable and on track throughout the program. ● Intensives: Three times a year, the Book Project participants gather for a weekend of classes led by special guest authors and our publishing expert, group meetings, participant readings, great meals and plenty of social time. ● Manuscript feedback: You’ll receive detailed feedback on your manuscript from your guide and then a second thorough examination of your complete manuscript from a second reader, chosen from our list of Lighthouse teachers and many other famous writers. Applications and Tuition ● Applications: Applications are available starting April 1, and the deadline to apply is June 22 every year. Each guide accepts six applicants, for a total of 36 participating writers. ● Components of applications: a writing sample up to 30 pages, a project outline, two to three recommendation letters from your current or former writing instructors, and a short personal statement. ● Tuition: $8,580 per year, or $715 per month. Partial tuition assistance is available through our Book Project Fellowship. Since 2019, we’ve seen deals signed for thirteen books from our Book Project participants. They’ve had nonfiction, short story collections, novels, and middle-grade works signed by the best publishers. Will you be next? 1．The Lighthouse Book Project promises that participants will ________. A．get their books published eventually B．meet their guides whenever necessary C．finish writing their works within 2 years D．receive feedback only from famous writers 2．To be a participant of the Lighthouse Book Project, you need to ________. A．apply before April 1 B．pay $715 for one year C．state your personal information D．prepare your novel up to 36 pages 3．What is the main purpose of the passage? A．To assess new writers. B．To promote a program. C．To compare different projects. D．To introduce the best publisher. （23-24高二下·北京朝阳·期末）If you’re a lover of literature and want to study it further, Harvard’s online courses are a great option! About the Courses The Ancient Greek Hero explores what it means to be human today by studying what it meant to be a hero in ancient Greek times. To achieve this, learners will experience, in English translation, some ancient Greek literature from the 8th century BC to the 3rd century AD． Noble Culture and the Cosmopolitan Tang looks at how noble families and their culture and literature contributed to the reunification (重新统一) of China under the Tang Dynasty. You’ll also learn how to compose and analyze poetry and calligraphy. Shakespeare’s Life and Work explores relationships between Shakespeare’s world and present day. Through short videos and readings, you will see how the meaning of a work of art changes depending on the time, context, and culture. Masterpieces of World Literature reveals how great writers reflect on their world and how their works are changed in today’s global culture. It helps us understand the deep roots of today’s interconnected global culture. Ways to Take the Courses When you sign up for these courses, you will have the option of auditing (旁听) the course or pursuing an official certificate. In the auditing track, learning is free and self-paced within 18 weeks. Learners have access to part of our course resources. Besides, course videos and handouts are not available for downloading. Please note that this track does not offer an official certificate. Alternatively, learners can pay $299 to pursue an official certificate, which offers unlimited access to course resources within a year. At the end of the course, learners who earn a passing grade can receive a certificate. If you’re interested and want to learn more, click here: https://www.harvardonline.harvard.edu 1．If you want to know how to analyze poetry, you can choose ______. A．The Ancient Greek Hero B．Shakespeare’s Life and Work C．Masterpieces of World Literature D．Noble Culture and the Cosmopolitan Tang 2．In the auditing track, you can ______. A．determine the learning pace B．access handouts for a fee C．earn an official certificate D．download course videos 3．What is the purpose of this passage? A．To advertise online courses. B．To explore the roots of humanity. C．To compare different cultures. D．To highlight the value of literature. 试卷第1页，共3页 3 / 3 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$ 专题03 阅读理解之议论文+应用文12篇 议论文期末真题 （23-24高二下·北京通州·期末）We’ve all heard it before: to be successful, get out of bed early. After all, Apple CEO Tim Cook gets up at 3:45 am, Fiat CEO Sergio Marchionne at 3:30 am and Richard Branson at 5:45 am — and, as we know, “The early bird catches the worm.” Indeed, it may be true that those who get up early have a jump start on the day before others are even out of bed. But just because some successful people wake up early, does that mean it’s a trait (特征) most of them share? And if the idea of having exercised, eaten breakfast, and done one task before 8 am makes you want to sleep in until next Saturday, does it mean you’ll have a less successful life? For about half of us, this isn’t really an issue. It’s estimated that some 50% of the population isn’t really morning-oriented or evening-oriented, but somewhere in the middle. Roughly one in four of us, though, tend more toward bright-eyed early risers, and another one in four are night owls. For them, the effect can go beyond falling asleep in front of the TV at 10 pm or being regularly late for work. Numerous studies have found that morning people are more self-directed and agreeable. And compared to night owls, they are less likely to be depressed, drink or smoke. Although morning types may achieve more academically, night owls tend to perform better on measures of memory, processing speed and cognitive ability, even when they have to perform those tasks in the morning. Night-time people are also more open and more creative. And one study shows that night owls are as healthy and wise as morning-types, and a little bit wealthier. Still think the morning people sound more like CEO material? Don’t set your alarm for 5 am just, yet, as it turns out, changing your sleep times may not have much effect. “If people are left to their naturally preferred times, they feel much better. They say that they are much more productive. The mental capacity they have is much broader,” says Oxford University biologist Katharina Wulf. On the other hand, she says, pushing people too far out of their natural preference can be harmful. When they wake early, for example, night owls are still producing melatonin (褪黑激素). “Then, you disrupt (扰乱) it and push the body to be in the daytime mode. That can have lots of negative, physiological consequences,” Wulff says, like a different sensitivity to insulin and glucose (葡萄糖) which can cause weight gain. 1．What does the author do in Pargraph 2? A．Analysing the problem. B．Challenging a viewpoint. C．Providing supporting proofs. D．Presenting author’s viewpoint. 2．Which of the following does Katharina Wulff support? A．Stop setting your alarm for 5 am. B．Better not change your sleep times. C．Avoid being regularly late for work. D．Don’t fall asleep in front of the TV. 3．Why does the author write this article? A．To explain why some people are more successful. B．To advise people to get up neither too early nor too late. C．To argue against the view that the early bird catches the worm. D．To compare the differences between early risers and night owls. 【答案】1．B 2．B 3．C 【导语】本文是一篇议论文。文章围绕早起的好坏展开论述，反驳了“早期的鸟儿有虫吃”的观点，认为强行让人们偏离自己的自然睡眠模式很可能是有害的。 1．推理判断题。根据第二段“But just because some successful people wake up early, does that mean it’s a trait (特征) most of them share? And if the idea of having exercised, eaten breakfast, and done one task before 8 am makes you want to sleep in until next Saturday, does it mean you’ll have a less successful life? (但是，仅仅因为一些成功人士起得早，就意味着他们中的大多数人都有早起的特点吗？如果在早上8点之前锻炼、吃早餐和完成一项任务的想法让你想要睡到下周六，这是否意味着你的生活将不那么成功呢)”可知，作者提出两个问题，认为部分成功人士起得早并不意味着成功人士都早起，早起的想法可能会让人很疲惫，挑战第一段中提到的“早期的鸟儿有虫吃”的观点。故选B项。 2．推理判断题。根据最后一段中Katharina Wulf所说的话“If people are left to their naturally preferred times, they feel much better. They say that they are much more productive. The mental capacity they have is much broader (如果让人们自然地选择自己喜欢的时间，他们会感觉好得多。他们说他们的生产力要高得多。他们的心智能力要宽广得多)”、“pushing people too far out of their natural preference can be harmful (让人们过分偏离他们的自然偏好可能是有害的)”和“Then, you disrupt (扰乱) it and push the body to be in the daytime mode. That can have lots of negative, physiological consequences (然后，你扰乱它，推动身体进入白天模式。这可能会产生很多负面的生理后果)”可知，Katharina Wulff认为自然选择自己的生物时间对身心有益，强制偏离自然偏好反而会带来负面后果。由此可知，她会同意“最好不要改变你的睡眠时间”的观点。故选B项。 3．推理判断题。通读全文，尤其是第一段中“Indeed, it may be true that those who get up early have a jump start on the day before others are even out of bed. (事实上，早起的人在别人起床之前就已经开始了一天的工作，这可能是真的)”可知，作者指出，虽然一些成功人士早起，但这并不意味着早起是大多数成功人士的共同特征，也不意味着不早起的人就会不成功。文章通过引用研究结果，说明了早起者和夜猫子在性格、健康、学术成就、记忆力和创造力等方面的差异，并强调了遵循自然睡眠模式的重要性。因此，作者的写作目的应该是反驳早起的鸟儿有虫吃的观点。故选C项。 （23-24高二下·北京丰台·期末）All over the world, formal education supplies the economy with workers who will increase productivity to fuel the economic machine. But this machine now threatens our very survival. If the entire world reaches the levels of consumption seen in high-income countries today, we’ll need multiple planet Earths to supply the resources. The absurd (荒谬的) idea of infinite growth within a finite territory is at the heart of our economic system. To keep this machine running, formal education generates ever more efficient “human capital”. Increasing productivity metrics (指标) rather than the individuality of students drives our civilization’s approach to schooling our young people. Whereas the Sustainable Development Goals call for turning education into a force for sustainability, the opposite is often true: The ways Western societies have come to think about education undermine our ability to deal with the environmental crisis. To get through this crisis, we need to cultivate our imagination, not undermine it. Growing up, none of my schooling fostered my ability to imagine a world different from what I saw around me. Besides, I realize the suppression (抑制) of children’s imagination doesn’t take place only in underresourced communities, but in “elite” institutions that tout “critical thinking”. Schools want to see their graduates succeed, and success is too often about maintaining current structures — not about reimagining their foundations. Essentially, our education systems shape children in the image of artificial intelligence. The perfect “worker”, AI, continually improves its own productivity but doesn’t challenge the larger structures within which it operates. It is one of the great paradoxes of our time that we invest so much into building supercomputers while marginalizing the imaginative potential of millions of human brains. What’s more, we even put our hope in solving the environmental crisis on AI. But AI, like our other technologies, can only treat the symptoms of the environmental crisis, not the causes Throughout history, achievers of great change have relied on their imaginations to address fundamental flaws in society. In my country of birth, communists kept their dreams of democracy alive for decades by imagining different futures. In South Africa, Nelson Mandela’s followers had to be radical (激进的) in their imagination to create a vision of a fairer society. Imagining democracy when living under a totalitarian regime (极权主义政权) isn’t that different from imagining degrowth when living in a world of infinite growth. The kind of intelligence that Nelson Mandela and such possessed was not artificial. The ability to reimagine the future and disrupt the current situation remains a distinctly human quality. Unlike AI, children are naturally imaginative and question the premises of society. In my research, I have observed that younger children are often the most radical in imagining different futures. As long as our imagination is curtailed, ideas like degrowth sound utopian (乌托邦的) to many, Cultivating imagination means learning from history’s disrupters who made the  impossible possible. Instead of dismissing “childish” ideas about the world’s future, it means seeing inspiration in children’s imaginations. In an education system that celebrates imagination, arts and creativity are as important as math and science. Idealism coexists with pragmatism. The environmental crisis is not a crisis of technology or science, it is a crisis of imagination. If we let children be our guides, we might be able to imagine our way to survival. 1．The author hopes education can play its role in ________. A．developing human resources B．promoting sustainable development C．increasing productivity D．maximizing economic growth 2．From the passage, we can learn that _________. A．imagination isn’t well developed in schools B．AI helps exploit the potential of human brains C．graduates’ success changes the social structures D．AI can address the root cause of economic crisis 3．Nelson Mandela is mentioned as _________. A．a success in building a fair society B．a leader who had a great influence C．a pioneer possessing the quality of AI D．an inspiration to solve social problems 4．According to the passage, the author may agree that _________. A．children’s imagination ensures human’s survival B．the environmental crisis results from technology C．imagination can help solve environmental crisis D．the “childish” ideas will ruin the world’s future 【答案】1．B 2．A 3．D 4．C 【导语】本文是一篇议论文。文章主要围绕当前教育系统如何影响人类应对环境危机的能力展开讨论，提出了对现有教育模式的批判，并强调了培养想象力和创新能力的重要性。 1．推理判断题。根据第二段中的“Whereas the Sustainable Development Goals call for turning education into a force for sustainability, the opposite is often true: The ways Western societies have come to think about education undermine our ability to deal with the environmental crisis. To get through this crisis, we need to cultivate our imagination, not undermine it. (虽然可持续发展目标呼吁将教育转变为可持续发展的力量，但事实往往恰恰相反：西方社会对教育的思考方式削弱了我们应对环境危机的能力。为了度过这场危机，我们需要培养我们的想象力，而不是削弱它)”可推知，作者希望教育能在促进可持续发展方面发挥作用。故选B。 2．推理判断题。根据第三段“Growing up, none of my schooling fostered my ability to imagine a world different from what I saw around me. Besides, I realize the suppression (抑制) of children’s imagination doesn’t take place only in underresourced communities, but in “elite” institutions that tout “critical thinking”. Schools want to see their graduates succeed, and success is too often about maintaining current structures — not about reimagining their foundations. (从小到大，我所受的学校教育都没有培养我想象一个不同于我所看到的世界的能力。此外，我意识到对儿童想象力的压制不仅发生在资源匮乏的社区，也发生在鼓吹“批判性思维”的“精英”机构。学校希望看到他们的毕业生成功，而成功往往是维持现有的结构，而不是重新构想他们的基础)”可推知，学校教育中想象力并未得到充分发展。故选A。 3．推理判断题。根据第五段中的“In South Africa, Nelson Mandela’s followers had to be radical (激进的) in their imagination to create a vision of a fairer society. Imagining democracy when living under a totalitarian regime (极权主义政权) isn’t that different from imagining degrowth when living in a world of infinite growth. (在南非，Nelson Mandela的追随者必须在他们的想象中变得激进，才能创造一个更公平的社会。生活在极权主义政权下想象民主与生活在无限增长的世界里想象去增长并没有什么不同)”可推知，提及Nelson Mandela是为了强调其作为历史变革者的角色，他拥有重新构想未来的独特人类特质，从而激励人们解决社会问题，作为一个解决社会问题的灵感来源。故选D。 4．推理判断题。根据第二段中的“Whereas the Sustainable Development Goals call for turning education into a force for sustainability, the opposite is often true: The ways Western societies have come to think about education undermine our ability to deal with the environmental crisis. To get through this crisis, we need to cultivate our imagination, not undermine it. (虽然可持续发展目标呼吁将教育转变为可持续发展的力量，但事实往往恰恰相反：西方社会对教育的思考方式削弱了我们应对环境危机的能力。为了度过这场危机，我们需要培养我们的想象力，而不是削弱它)”和最后一段中的“The environmental crisis is not a crisis of technology or science, it is a crisis of imagination. If we let children be our guides, we might be able to imagine our way to survival. (环境危机不是技术或科学的危机，而是想象力的危机。如果我们让孩子成为我们的向导，我们也许能够想象我们的生存之路)”可知，作者认为想象力是解决环境危机的关键，如果释放孩子们的想象力并从中得到启发，我们或许能够想象出通往生存的道路。由此推知，作者同意想象力有助于解决环境危机的观点。故选C。 （22-23高二下·北京海淀·期末）Hardly a day goes by without some new claim promising to bring us closer to the metaverse (元宇宙) in the not-too-distant future. On hearing this, some will feel pure excitement, but others will feel unsure or downright opposed. Our habit in recent history has been looking down upon those with doubts on technological progress. It may be time to re-examine that. There has been a backlash to technology since historical memories began. Every new form of communication has attracted criticism for increasing the pace of life. For example, people once feared that cars travelling at 20 to 30 miles per hour might rob their passengers of oxygen. When we look back, contemporary resistance to technological advancement can look completely foolish, but often it isn’t. The Luddites, for example, the destroyer of mill (作坊) machinery in the early industrial revolution, are generally referred to as a historical joke. But if we look at their real complaints, it wasn’t some naive anti-progress movement; it was about economics. Cotton mills replaced skilled, home-based, independent work with lower-skilled work in a factory, accompanied by much less autonomy and much less pay. The mill might have been more efficient and thus more profitable, but it would take decades of campaigning to distribute those gains even approximately fairly — with the birth of the trade union movement, the welfare state and more. So, was their resistance really so unreasonable? While metaverse advocates would like to paint skeptics as simply rooted in the past, at least some doubts are well founded. The reasons to be cautious of the next wave of technology are varied. One is simply whether the technologies in question are where they are claimed to be. If the company has a habit of over promising, few in the know will take its claims of inventions seriously. Other more striking metaverse technologies rely on virtual reality, which still largely consists of heavy headsets and odd arm controls — all just to be able to operate an avatar through an awkward online world. VR has been “the next big thing” for decades and the public has consistently felt otherwise: there isn’t much to do once you are there, the technology gives many people motion sickness and, perhaps most problematically of all, the whole thing just seems extremely silly. Another popular innovation, health tracking, hasn’t caught the wider public by storm because many consumers worry about what will happen to their data. There is much to anticipate as we bring online and offline worlds together. But we should learn not to dismiss concerns or caution about this, either. There are many rational reasons for people to take part in the techlash.    1．What does the underlined word “backlash” in Paragraph 2 most probably mean? A．Exposure. B．Commitment. C．Opposition. D．Transformation. 2．What can we learn about the Luddites movement? A．It contributed to the success of the industrial revolution. B．It made lower-skilled workers replaced by mills. C．It led to the birth of the trade union movement. D．It was launched largely for economic reasons. 3．People are hesitant about the next wave of technology partly because they _________. A．are not interested in virtual reality B．think some companies make overstatements C．worry about the inaccuracy of their data collected D．are embarrassed about wearing the awkward headsets 4．As for technological innovation, the author would agree _________. A．enthusiasts are being unreasonable B．the public should stay cool-headed C．most of the criticism is groundless D．people should welcome new technology 【答案】1．C 2．D 3．B 4．B 【导语】本文是一篇议论文。这篇文章讨论了对元宇宙的技术进步持怀疑态度的人们。作者指出，历史上每一种新的通信形式都会引起批评，人们担心技术进步会加快生活节奏。然而，作者也提到了一些对技术进步持怀疑态度的合理原因，比如技术是否真的达到了宣称的水平，虚拟现实技术的局限性以及人们对个人数据安全的担忧。作者呼吁我们不要轻视对技术进步的担忧，而是应该认真对待这些问题。 1．词句猜测题。根据划线词所在部分“There has been a backlash to technology since historical memories began. Every new form of communication has attracted criticism for increasing the pace of life.(自人类有历史记忆以来，对科技的backlash就一直存在。每一种新的通讯方式都因加快了生活节奏而招致批评。)”中“attracted criticism”可推知，“在人类的历史中，总是会对科技的进步有着反对的声音”，故划线词backlash与C选项“Opposition”为同义词，意为“反对”。故选C。 2．细节理解题。根据第三段中“The Luddites, for example, the destroyer of mill (作坊) machinery in the early industrial revolution, are generally referred to as a historical joke. But if we look at their real complaints, it wasn’t some naive anti-progress movement; it was about economics. (例如，在早期工业革命中摧毁机器的勒德分子，通常被认为是一个历史笑话。但如果我们看看他们真正的抱怨，就会发现这不是什么天真的反进步运动；这是关于经济的。)”可知，卢德运动的发起主要是出于经济原因。故选D。 3．细节理解题。根据第五段中“The reasons to be cautious of the next wave of technology are varied. One is simply whether the technologies in question are where they are claimed to be. If the company has a habit of over promising, few in the know will take its claims of inventions seriously.( 对下一波技术浪潮持谨慎态度的理由多种多样。一个简单的问题是，所讨论的技术是否如他们声称的那样。如果该公司有过度承诺的习惯，那么知情者中很少有人会认真对待它的发明声明。)”可知，人们对下一波技术浪潮犹豫不决，部分原因是他们认为一些公司言过其实。故选B。 4．推理判断题。根据最后一段中“There is much to anticipate as we bring online and offline worlds together. But we should learn not to dismiss concerns or caution about this, either. There are many rational reasons for people to take part in the techlash.(当我们将线上世界和线下世界结合在一起时，有很多事情值得期待。但我们也应该学会不要忽视对这个问题的担忧或警告。人们参加科技革命有很多合理的理由。)”可知，作者认为科技进步有很多事情值得我们期待，但是也不能忽视科技进步带来的担忧或者警告，由此推知，对科技创新，作者认为公众应该保持清醒的头脑，保持冷静。故选B。 （21-22高二下·北京·期末）In some islands north of Scotland, head lice, which live on the hair or skin of people or animals, were a part of life. If the lice left their host, he became sick and feverish. Therefore, sick people had lice put in their hair intentionally. There was a method to their madness: As soon as the lice had settled in again, the patient improved. The story explains the confusion of cause and effect. If the lice leave the sick, it is because he has a fever and they simply get hot feet. When the fever breaks, they return. We may laugh at this story, but false causality misleads us practically every day. Consider the headline: “Fact: Women Who Use Shampoo XYZ Every Day Have Stronger Hair.” This statement says very little — least of all, that the shampoo makes your hair stronger. It might simply be the other way round: Women with strong hair tend to use Shampoo XYZ-and perhaps that’s because it says “especially for thick hair” on the bottle. A further example: Scientists found that long periods in the hospital did harm to patients. This was music to health insurers’ ears, who, of course, are keen to make stays as brief as possible. But, clearly, patients who are dismissed immediately are healthier than those who must stay on for treatment. Recently I read that students get better grades at school if their homes contain a lot of books. This study was surely a shot in the arm for booksellers, but it is also an example of false causality. This simple truth is that educated parents tend to value their children’s education more than uneducated ones do. Plus, educated parents often have more books at home. In short, a dust-covered copy of War and Peace alone isn’t going to influence anyone’s grades; what counts is parents’ education levels, as well as their genes. Another example of false causality was the supposed relationship between the birth rate and the numbers of stork (鹳) pairs in Germany. Both were in decline, and if you plot them on a graph, the two lines of development from 1965 to 1987 appeared almost the same. Does this mean the stork actually does bring babies? Obviously not, since this was a purely accidental connection. In conclusion: Connection is not causality. Take a closer look at linked events: Sometimes what is presented as the cause turns out to be the effect, or just the other way around. And sometimes there is no link at all — just like with the storks and babies. 1．Which is an example of false causality? A．The birth rate and stork population in Germany are connected. B．The women with strong hair tend to use a certain shampoo. C．Longer periods in the hospital benefit patients. D．Lice can make a person sick and feverish. 2．The underlined phrase “a shot in the arm” in Paragraph 4 means ________. A．pain B．defeat C．guidance D．encouragement 3．According to the author, students get better grades probably because ________. A．their homes are full of books B．they have read War and Peace C．their educated parents value education D．their parents are successful booksellers 4．It can be concluded from the passage that ________. A．connections are pure accidents B．cause and effect are interdependent C．connections are mostly cause and effect D．linked events may turn out to be unrelated 【答案】1．A 2．D 3．C 4．D 【导语】本文是一篇议论文。这篇文章论述的是“联系不是因果关系。仔细看看相关事件：有时提出的原因是效果，还是相反，有时没有联系——就像鹤和婴儿。关联的事件可能是不相关的。” 1．细节理解题。根据第五段中“There was also the supposed relationship between the birth rate and the numbers of stork (鹳) pairs in Germany.(在德国，出生率和鹳对数量之间也存在假定的关系)”可知，“出生率和鹳的数量是相关的”是错误的因果关系。故选A。 2．词句猜测题。根据第四段第一句“Recently I read that students get better grades at school if their homes contain many books.(最近我读到，如果学生的家里有很多书，他们在学校的成绩会更好)”以及画线词后文“for booksellers”可知，“书多”是对书商的一种“鼓励”，故画线词意思是“鼓励”。故选D。 3．细节理解题。根据第四段中“This simple truth is that educated parents tend to value their children’s education more than uneducated ones do.(这个简单的事实是，受过教育的父母往往比没有受过教育的父母更重视孩子的教育)”可知，根据作者的观点，学生取得更好的成绩可能是因为他们受过教育的父母重视教育。故选C。 4．推理判断题。根据最后一段中“In conclusion: Connection is not causality. Take a closer look at linked events: Sometimes what is presented as the cause turns out to be the effect, or just the other way around. And sometimes there is no link at all — just like with the storks and babies.(总之：联系不是因果关系。仔细观察那些相互关联的事件：有时候，表面上的原因其实是结果，或者恰恰相反。有时两者之间根本没有联系，就像白鹳和婴儿一样)”可知，我们可以从这篇文章中得出结论，关联的事件可能是不相关的。故选D。 （21-22高二下·北京东城·期末）Toward the end of my senior year in England, I watched my peers line up in front of the Career Services building. Waiting for their interviews for jobs, all seemed to be dressed the same — the men wearing navy jackets, the women dark dresses. I thought back to my first day on campus four years earlier when we all wore different colors and dreamed of different futures. It was as if our years of study, instead of enhancing our individualities and imaginations, had reduced them to sameness. It was not a unique scene. All over the world, education supplies the economy with workers who will increase productivity. But this now threatens our very survival. If the entire world reaches the levels of consumption seen in high-income countries today, we’ll need multiple planet Earths to supply the resources. The sustainable development goals call for turning education into a force for sustainability, but the opposite is often true: the ways we think about education undermine our ability to deal with the environmental crisis. As an education researcher, I see many children going through rote learning — Indian pupils repeating the sentences written by their teacher on the blackboard, a South African child yelled at by the teacher for failing to recite the text. Rote learning and discouraging individuality in children are still at the root of what it means to be educated across much of the world. On the other hand, our focus on technological solutions to the environmental crisis is driving our approach to education. More students at British universities are studying science, technology, engineering and mathematics (STEM) than ever before, including a 400 percent increase in enrollment in AI courses over the last 10 years. Compared to STEM, social sciences and humanities are often underfunded and seen as less important. But this approach is counterproductive because non-STEM subjects are crucial to develop our ability to reimagine the world. We even put our hope in solving the environmental crisis on AI. We make good use of energy networks, track land use through satellite imagery and predict extreme weather. But AI, like our other technologies, can only treat the symptoms (症状) of the environmental crisis, not the causes. These lie in lack of sensitivity to our impact on the planet. Unlike AI, children are naturally imaginative. Nurturing imagination means seeing inspiration in children’s imaginations. In an education system that celebrates imagination, arts and creativity are as important as math and science. The environmental crisis is not a crisis of technology or science, it is a crisis of imagination. If we let children be our guides, we might just be able to imagine our way to survival. 1．What is mainly talked about in the first three paragraphs? A．The new resolution of survival problems. B．The negative effect of present education. C．The adverse impact of over consumption. D．The constant threat to economic productivity. 2．What does the underlined word “undermine” in Paragraph 3 probably mean? A．Change. B．Resist. C．Recall. D．Weaken. 3．The author may agree that ______. A．the application of AI needs to be limited B．emphasis should be laid on social sciences C．creativity is dominated by children’s sciences D．technology is the cure for the environmental crisis 【答案】1．B 2．D 3．C 【导语】这是一篇议论文。文章主要讲述了当前教育削弱了学生的想象力和创造力以及对于社会科学和人文学科的不重视所带来的负面影响，进而提出要重视培养学生的想象力和创造力。 1．主旨大意题。根据第一段的“It was as if our years of study, instead of enhancing our individualities and imaginations, had reduced them to sameness.”（就好像我们多年的学习并没有增强我们的个性和想象力，而是将它们简化为一模一样。）和第二段的“All over the world, education supplies the economy with workers who will increase productivity. But this now threatens our very survival.”（在世界各地，教育为经济提供了可以提高生产力的工人。但这现在威胁到我们的生存。）以及第三段的“The sustainable development goals call for turning education into a force for sustainability, but the opposite is often true: the ways we think about education undermine our ability to deal with the environmental crisis.”（可持续发展目标要求将教育转变为可持续发展的力量，但事实往往恰恰相反：我们对教育的看法削弱了我们应对环境危机的能力。）可知，前三段讲了当前教育削弱了学生的想象力、威胁到了人类的生存和削弱了人类应对环境危机的能力，即前三段主要讲述了当前教育带来的负面影响。故选B项。 2．词句猜测题。由上一题的分析可知，教育虽然为提高生产力起到了积极的作用，但是却威胁到了人们的生存，因此才会有可持续发展目标的提出。再根据第三段的“The sustainable development goals call for turning education into a force for sustainability, but the opposite is often true: the ways we think about education undermine our ability to deal with the environmental crisis.”（可持续发展目标要求将教育转变为可持续发展的力量，但事实往往恰恰相反：我们对教育的看法undermine我们应对环境危机的能力。）可知，现实是教育没能为可持续发展提供力量，却是相反的作用，即教育削弱了人类应对环境危机的能力，因此weaken可以解释划线词。故选D项。 3．推理判断题。根据最后一段的“Unlike AI, children are naturally imaginative. Nurturing imagination means seeing inspiration in children's imaginations. In an education system that celebrates imagination, arts and creativity are as important as math and science. The environmental crisis is not a crisis of technology or science, it is a crisis of imagination. If we let children be our guides, we might just be able to imagine our way to survival.”（与人工智能不同，孩子们天生具有想象力。培养想象力意味着从孩子的想象力中看到灵感。在一个崇尚想象力的教育体系中，艺术和创造力与数学和科学一样重要。环境危机不是技术或科学的危机，而是想象力的危机。如果我们让孩子成为我们的向导，我们也许可以想象到我们的生存之道。）可知，作者赞同创造力源于儿童，儿童的创造力也许会带来解决危机的办法，即创造力被儿童科学所主导。故选C项。 应用文期末真题 （23-24高二下·北京顺义·期末）Adelphi’s Summer Pre-College Program is open to rising juniors and seniors in high school. Our summer program for high schoolers features updated courses that will allow students to explore an academic area of interest and participate in college- prepared workshops. Explore our program pages to find the right choice for you. Here’s why: ●You can live on our beautiful Garden City oampus and take a class in the kind of exciting, challenging subjects you dream about. ● You will work with our professors and meet with experts in the field. ●You will go on exciting off-campus trips, Our credit-bearing summer program allows you to walk away with three transferable (可转化的) college credits. It’s a great introduction to the hands-on, high-impact learning at Adelphi and an unforgettable growing experience. Begin your journey with Adelphi’s Summer Pre-College Program and complete your online application today! A completed application includes: Your online application, which can be completed on this webpage. A short essay on your interest in Adelphi’s Pre-College Program no more than 200 words. ● A copy of your high school report card (official or unofficial) that includes your fall 2023 grades. One completed recommendation form from a teacher or another adult (other than a family member) whom you feel knows you best. Adelphi’s Summer Pre-College Program offers monthly online information meetings on Wednesday evenings during the Summer Pre-College Program application season. Discuss the program in more detail: ● Learn about our exciting course choices and what subject may best fit your interests. ● Learn about college-readiness workshops. ● Review how to apply and what next steps you should take. ● Have all your questions answered and be prepared for an unforgettable summer experience! 1．What does Adelphi’s Pre-College Summer Program mainly provide? A．Online program pages. B．Business areas of interests. C．Junior-readiness workshops. D．Updated pre-college courses. 2．What can the students do in the program? A．They can meet with some experts. B．They can work for the learning workshop. C．They can organize an exciting campus trip. D．They can act as professors after learning here. 3．If you want to apply for the program, what should you do? A．Complete your online application. B．Prepare a copy of college record card. C．Write an essay no less than 200 words. D．Offer a recommendation form from parents. 4．During online information meetings, applicants can _________. A．choose useful webpages B．answer some of the questions C．work in the pre-college workshops D．go over how to apply for the program 5．Who is the program intended for? A．Professors. B．High school students. C．College students. D．Parents. 【答案】1．D 2．A 3．A 4．D 5．B 【导语】本文是一篇应用文。阿德菲大学的暑期大学预科项目面向高中二年级和三年级学生开放。文章主要介绍了该项目的特色以及申请要求。 1．细节理解题。根据第一段中“Our summer program for high schoolers features updated courses that will allow students to explore an academic area of interest and participate in college- prepared workshops.(我们为高中生提供的暑期课程以更新的课程为特色，让学生探索感兴趣的学术领域并参加大学准备的研讨会。)”可知，阿德菲大学预科暑期课程主要提供更新的大学预科课程，故选D。 2．细节理解题。根据Here’s why:部分下的第二条“You will work with our professors and meet with experts in the field.(您将与我们的教授一起工作并与该领域的专家会面)”可知，学生在这个项目里可以和一些专家见面，故选A。 3．细节理解题。根据A completed application includes:(完整的申请包括：)下的第一条“Your online application, which can be completed on this webpage.(您的在线申请，可在此网页上完成。)”可知，如果你想申请该项目，你可以在线完成你的申请，故选A。 4．细节理解题。根据Discuss the program in more detail:下的地三条“Review how to apply and what next steps you should take.(了解如何申请以及下一步应采取哪些步骤)”可知，在线信息会议期间，申请人可以了解如何申请该项目，故选D。 5．推理判断题。根据第一段中“Adelphi’s Summer Pre-College Program is open to rising juniors and seniors in high school. (阿德菲大学的暑期大学预科项目面向高中二年级和三年级学生开放。)”可知，该项目主要针对高中年级的学生，故选B。 （23-24高二下·北京通州·期末）Enjoy a museum visit with your class! Available Programs: Art Tells a Story: By looking at the subject matter and by drawing from personal experiences, students can find the story in some works of art. (All grades) Learning to Look: An interactive (互动的) tour that explores a variety of art using storytelling, movements, music, games, and other techniques helps introduce a museum to children. (Preschool — Grade 3) Native American Collection: This program explores relationships that exist between art, culture, the geographic location and natural resources. Students will see a bowl made by Maria Martinez, a Town storyteller, a Northwest coast mask, and Inuit clothing. (For Grade 2 — 5) The Language of Art: Classes are welcomed into the museum to take part in an interactive tour of American Art. It gives participants a set of vocabulary words while helping them feel comfortable. Art-on-the-Move: Teachers may borrow suitcases filled with art objects. Free for organizations with Education Membership. Planning Your Visit: Booking: Booking is necessary for all tour and programs. Please book at least a week in advance. Teachers are encouraged to organize self-guided visits for their classes during public hours. Tour Hours: Tours can be organized between 9:30 a.m. and 5:00 p.m. on weekdays. Program Fees: Tours are free for those with Education Membership. There is a charge of $6 per student of non-member organizations. Tours with art activities cost $12 per student (non-members) or $ 10 per student (members). Chaperones (保护人): We require one adult chaperone for every 10 children. Chaperones help to make your museum visit a success. A chaperone must pay $5 admission. Lunch: We regret that no lunch facilities are available at the museum. Museum Rules: Don’t touch works of art. Don’t take photographs. Ask questions. Look, and then LOOK again. Enjoy! 1．If teachers want their students to learn about what a museum is, they will choose _______. A．Art Tells a Story B．Learning to Look C．The Language of Art D．Native American Collection 2．Why does the museum feel sorry? A．Taking photos is not allowed at the museum. B．Lunch service is not provided at the museum. C．Visitors can’t touch works of art at the museum. D．Visitors can’t take part in all the activities at a time. 3．In which section of the newspaper does the text most probably appear? A．Health. B．News. C．Environment. D．Advertisement. 【答案】1．B 2．B 3．D 【导语】本文是一篇应用文。文章介绍了一家博物馆为学生提供的可供选择的项目，以及具体的行程安排、参观时间、费用、监护人要求、午餐和相关规定等信息。 1．细节理解题。根据“Learning to Look”部分中“An interactive (互动的) tour that explores a variety of art using storytelling, movements, music, games, and other techniques helps introduce a museum to children. (互动之旅利用讲故事、动作、音乐、游戏和其他技术探索各种艺术，有助于向孩子们介绍博物馆)”可知，Learning to Look项目有助于向孩子们介绍博物馆，因此希望学生了解博物馆是什么的老师应选择该项目。故选B项。 2．细节理解题。根据“Lunch”部分中“We regret that no lunch facilities are available at the museum. (很遗憾，博物馆没有提供午餐设施)”可知，博物馆对不提供午餐服务感到抱歉。故选B项。 3．推理判断题。通读全文，尤其是第一段“Enjoy a museum visit with your class! (和你的班级一起去参观博物馆吧)”以及下文内容可知，文章主要介绍了一家博物馆为学生提供的可供选择的项目，以及具体的行程安排、参观时间、费用、监护人要求、午餐和相关规定等信息，属于博物馆的宣传广告。因此，文章应该出自报纸的广告栏目。故选D项。 （23-24高二下·北京海淀·期末）When facing the task of deciding your major, you should remember that the decision you make doesn’t mean you are only destined for one path. QUESTIONS TO ASK YOURSELF AS YOU MAKE YOUR DECISION ●Do I have a career in mind? Although your major does not necessarily dictate your career, some jobs do require a certain field of study. If you have your future career in mind, do your research and find out the education requirements. If you are at a loss with what you want to do, go ahead and research different career fields. A certain job might pique your interest, and that could prompt you to pick a certain major. ●How much does money matter? Some majors do have higher potential earnings than others. If earning a lot of money is a primary goal for you, search for majors that pay off well. Feel free to reach out to the Career Center for more information on higher-earning majors and careers. ●What do I love to do? If you love what you study, you will be more likely to pay full attention to your classes. which will probably lead to better grades and valuable connections in the field. Also you will find your college years more fulfilling if you cultivate your passion! TIPS FOR DISCOVERING WHAT INTERESTS YOU ●Explore different courses! Don’t take random free electives just to meet the credit requirement for graduation. Explore different subjects! By branching out of what you know, you may discover an unexpected aptitude for sport management, or realize that you love psychology! Maybe an elective course could lead you to your major. ●Meet with a CDC staff member! Your Career Development Center (CDC) is eager to help you! Meet with a peer Career Ambassador to talk about your career goals and the options for you. Also consider scheduling an appointment with a professional staff member to discuss potential career paths, internships (实习), and more! ●Utilize the CDC’s online resources! CDC offers many online resources for self-assessment and career search. We make recommendations for majors and careers based on your answers! See page 6 for more details of what we have to offer! 1．If you don’t know what to choose as your future career, you need to ______. A．cultivate a related hobby B．aim for well-paid jobs C．consider the education requirements D．investigate different fields 2．According to the passage, CDC could ______. A．give major-related advice B．establish internship programmes C．define your future career goals D．select an elective course for you 3．Where is the passage probably taken from? A．A research paper. B．A commercial post. C．A college brochure. D．A recruitment notice. 【答案】1．D 2．A 3．C 【导语】本文是一篇应用文。文章主要为面临专业选择的学子提供指导和建议，包括自我反思的问题、探索兴趣的技巧，以及利用学校职业发展中心资源的方法。 1．细节理解题。由文章Do I have a career in mind?部分中“If you are at a loss with what you want to do, go ahead and research different career fields. (如果你不知道自己想做什么，那就去调查不同的职业领域)”可知，如果你不知道选择什么作为你未来的职业，你需要调查不同领域。故选D。 2．细节理解题。由文章Meet with a CDC staff member!部分中“Your Career Development Center (CDC) is eager to help you! Meet with a peer Career Ambassador to talk about your career goals and the options for you. Also consider scheduling an appointment with a professional staff member to discuss potential career paths, internships (实习), and more! (您的职业发展中心（CDC）渴望帮助您！与同行的职业大使见面，谈谈你的职业目标和你的选择。也可以考虑与专业人员预约，讨论潜在的职业道路、实习机会等等！)”和Utilize the CDC’s online resources!部分中“CDC offers many online resources for self-assessment and career search. We make recommendations for majors and careers based on your answers! (CDC为自我评估和求职提供了许多在线资源。我们会根据你的回答为你推荐专业和职业！)”可知，CDC能够给出与专业相关的建议。故选A。 3．推理判断题。通读全文，尤其是由文章第一段“When facing the task of deciding your major, you should remember that the decision you make doesn’t mean you are only destined for one path. (当你面临选择专业的任务时，你应该记住，你所做的决定并不意味着你注定要走一条路)”和文章最后一段“CDC offers many online resources for self-assessment and career search. We make recommendations for majors and careers based on your answers! See page 6 for more details of what we have to offer! (CDC为自我评估和求职提供了许多在线资源。我们会根据你的回答为你推荐专业和职业！请参阅第6页，了解我们所提供的更多细节！)”可知，文章主要是为面临专业选择的学子提供指导和建议，这段文字可能来自一本大学宣传册。故选C。 （23-24高二下·北京东城·期末）5-Day Silk Road Tour from China to Central Asia Day 1 Turpan, China Start your trip in Turpan by visiting the Karez Well System and discover the ancient underground irrigation channels, which are still maintained and functioning today. For the rest of the day, you will visit and stay at a local family-run vineyard, where you can walk around the farm and talk to the local people to learn about their daily lifestyle. Day 2 Urumqi, China After breakfast, you will be driven from Turpan to Urumqi, the provincial capital of Xinjiang. After lunch, it’s time to visit Xinjiang Museum, where a variety of artworks, hand-made crafts, and relics are on display. Before flying to Kashgar, you will have some time to stroll around and shop at the Erdaoqiao Market, the biggest bazaar in Xinjiang selling various goods. Day 3 Kashgar, China You will spend a relaxing day in Kashgar, starting with visiting the Handicrafts Street, where you can purchase an amazing range of handicrafts, including copper, metal, and porcelain. Then, have a break at an ancient teahouse and join in with the local people’s conversations and dancing. Lastly, have a good night sleep to get ready for the upcoming road trip to Osh. Day 4 Osh, Kyrgyzstan Osh is the second-largest city in Kyrgyzstan. Here, you will visit the National Historical and Archaeological Museum Complex and enjoy collections of artifacts, handicrafts, and sculptures. Afterwards, you will visit Jayma Bazaar, the largest market in Central Asia, which has a history dating back to the ancient Silk Road period. If you are interested in silk, you can ask your guide to take you to Yodgorlik Silk Factory, which has preserved a manual method of silk production. Day 5 Ashgabat, Turkmenistan After a cozy morning train ride, you will arrive in Ashgabat, the capital of Turkmenistan. Let’s spend the day visiting the Parthian Fortresses of Nisa, one of the earliest and most important cities of the Parthian Empire. You will return to the city for dinner and take a night trip at the Ashgabat National Museum of History. 1．On which day can a tourist have a tea-tasting experience? A．Day 1. B．Day 2. C．Day 3. D．Day 4. 2．What does the tour in Urumqi and Osh have in common? A．Staying at a local farm. B．Shopping at a market. C．Visiting an ancient city. D．Dancing with local people. 3．Where can a tourist visit a museum in the evening? A．Turpan. B．Kashgar. C．Osh. D．Ashgabat. 【答案】1．C 2．B 3．D 【导语】本文是一篇应用文。主要介绍的是中国至中亚丝绸之路五日游的行程安排。 1．细节理解题。根据Day 3 Kashgar, China部分中的“Then, have a break at an ancient teahouse and join in with the local people’s conversations and dancing.(然后，在一个古老的茶馆休息一下，加入当地人的谈话和跳舞。)”可知，第三天在喀什的时候，会在一家古老的茶馆休息，与当地人谈话跳舞，由此可知，第三天游客们可能有品茶体验。故选C项。 2．细节理解题。根据Day 2 Urumqi, China部分中的“Before flying to Kashgar, you will have some time to stroll around and shop at the Erdaoqiao Market, the biggest bazaar in Xinjiang selling various goods.(在飞往喀什之前，您将有时间在二道桥市场逛一逛，这里是新疆最大的集市，出售各种各样的商品。)”可知，在去喀什前可以去二道桥市场逛一逛，结合Day 4 Osh, Kyrgyzstan部分中的“Afterwards, you will visit Jayma Bazaar, the largest market in Central Asia, which has a history dating back to the ancient Silk Road period.(之后，您将参观中亚最大的市场杰玛集市，其历史可以追溯到古丝绸之路时期。)”可知，在吉尔吉斯斯坦的奥什，你可以去中亚最大的市场杰玛集市参观，综合以上信息可知，这两天的旅行的共同之处在于可以在市场购物。故选B项。 3．细节理解题。根据Day 5 Ashgabat, Turkmenistan部分中的“You will return to the city for dinner and take a night trip at the Ashgabat National Museum of History.(您将返回市区享用晚餐，并在阿什哈巴德国家历史博物馆过夜。)”可知，在土库曼斯坦的阿什哈巴德可以享用晚餐后，在阿什哈巴德国家历史博物馆过夜，由此可知，游客可以在阿什哈巴德国晚上参观博物馆。故选D项。 （23-24高二下·北京昌平·期末）United Nations International Children’s Emergency Fund (UNICEF) works in the world’s toughest places to reach the most disadvantaged children and teenagers. Across more than 190 countries, we do whatever it takes to help children survive and grow. Start your career with UNICEF Internship (实习) Programme and become a champion for every child! What we offer Our Internship Programme offers students and recent graduates the opportunity to gain direct work experience. ● Time: Internships can be full-time or part-time, lasting between six months to one year. ● Salary: You will get paid monthly by UNICEF once your internship starts. ● Fees we cover: One-way ticket and visa costs. Requirements Your profile could be a good fit if it meets the following requirements: ● Being a college student now, or having graduated from college within the past two years. ● Being fluent in one of UNICEF’s working languages: English, French or Chinese. ● Strong communication skills. ● Ability to work collaboratively in a multicultural environment. ● Outstanding academic performance. ● Flexibility to adapt to new environments and work under pressure. ● Previous volunteer or work experience in a related field is an advantage but not required. ● No immediate relatives (eg. parents, sister, brother) working with UNICEF. How to apply You can find opportunities on our career page. Once you find a position of interest, click on the button “Apply Now” and proceed on the website. 1．What can UNICEF provide if one is selected? A．A return ticket. B．Visa documents. C．A language course. D．Monthly paid salary. 2．According to the passage, applicants are required to ________. A．have related work experience B．own multicultural backgrounds C．speak English and French fluently D．adjust to new environments flexibly 3．In which section of a website might you find this passage? A．Job-hunting. B．Problem-solving. C．Skill-building. D．Decision-making. 【答案】1．D 2．D 3．A 【导语】本文是一篇应用文。文章介绍了联合国儿童基金会的一份实习工作，包括工作待遇、申请要求和申请方式。 1．细节理解题。根据What we offer中第二点“Salary: You will get paid monthly by UNICEF once your internship starts.(薪水：实习开始后，联合国儿童基金会将按月发放工资)”可知，如果申请人被选中，联合国儿童基金会可以提供月薪。故选D项。 2．细节理解题。根据Requirements中第六点“Flexibility to adapt to new environments and work under pressure.(能灵活适应新环境和在压力下工作)”可知，申请人需要灵活适应新的环境。故选D项。 3．推理判断题。根据第二段“Start your career with UNICEF Internship (实习) Programme and become a champion for every child!(从联合国儿童基金会实习计划开始你的职业生涯，成为每个孩子的冠军)”可知，文章主要是介绍联合国儿童基金会的一份实习工作，与职业发展相关。因此，文章应该出自网站的求职部分。故选A项。 （23-24高二下·北京西城·期末）The Lighthouse Book Project is an intensive, two-year program. It is aimed at giving writers of book-length manuscripts (文稿) the classes, advice, and moral support they need to draft, revise, and — most importantly — finish. Whether you’re working on a novel, short story collection, or narrative nonfiction, our program guides will work closely with you to chart a path through your project. And at the end of two years, you’ll have a manuscript you can be proud of and a support team ready to help you take the next steps. Benefits ● Individualized guidance: You’ll meet your guide on a regular basis to check your progress, review drafts of your work, and set goals for the future, keeping you accountable and on track throughout the program. ● Intensives: Three times a year, the Book Project participants gather for a weekend of classes led by special guest authors and our publishing expert, group meetings, participant readings, great meals and plenty of social time. ● Manuscript feedback: You’ll receive detailed feedback on your manuscript from your guide and then a second thorough examination of your complete manuscript from a second reader, chosen from our list of Lighthouse teachers and many other famous writers. Applications and Tuition ● Applications: Applications are available starting April 1, and the deadline to apply is June 22 every year. Each guide accepts six applicants, for a total of 36 participating writers. ● Components of applications: a writing sample up to 30 pages, a project outline, two to three recommendation letters from your current or former writing instructors, and a short personal statement. ● Tuition: $8,580 per year, or $715 per month. Partial tuition assistance is available through our Book Project Fellowship. Since 2019, we’ve seen deals signed for thirteen books from our Book Project participants. They’ve had nonfiction, short story collections, novels, and middle-grade works signed by the best publishers. Will you be next? 1．The Lighthouse Book Project promises that participants will ________. A．get their books published eventually B．meet their guides whenever necessary C．finish writing their works within 2 years D．receive feedback only from famous writers 2．To be a participant of the Lighthouse Book Project, you need to ________. A．apply before April 1 B．pay $715 for one year C．state your personal information D．prepare your novel up to 36 pages 3．What is the main purpose of the passage? A．To assess new writers. B．To promote a program. C．To compare different projects. D．To introduce the best publisher. 【答案】1．C 2．C 3．B 【导语】本文是一篇应用文。文章旨在介绍灯塔图书项目（The Lighthouse Book Project），这是一个为期两年的密集写作计划，旨在帮助撰写长篇手稿的作家们完成他们的作品。 1．细节理解题。根据文章的第一段中提到“The Lighthouse Book Project is an intensive, two-year program. It is aimed at giving writers of book-length manuscripts (文稿) the classes, advice, and moral support they need to draft, revise, and—most importantly—finish. (灯塔图书计划是一个为期两年的密集项目。它的目的是给作者的书长度的手稿的课程，建议和精神支持，他们需要起草，修改，最重要的是完成。)”可知，灯塔图书项目是一个为期两年的密集计划，旨在帮助作家完成他们的作品。因此，该项目承诺参与者在两年内完成写作工作。故选C。 2．细节理解题。根据文章“Components of applications”部分中“a writing sample up to 30 pages, a project outline, two to three recommendation letters from your current or former writing instructors, and a short personal statement.( 一份30页的写作样本，一个项目大纲，两到三封现任或前任写作导师的推荐信，以及一份简短的个人陈述。)”可知，申请参加灯塔图书项目需要提交的材料包括：一份最多30页的写作样本、项目大纲、来自现任或前任写作导师的两到三封推荐信以及一份简短的个人陈述。因此，成为灯塔图书项目的参与者需要提交个人陈述，即需要陈述个人信息。故选C。 3．推理判断题。根据文章的第一段中提到“The Lighthouse Book Project is an intensive, two-year program. It is aimed at giving writers of book-length manuscripts (文稿) the classes, advice, and moral support they need to draft, revise, and—most importantly—finish. (灯塔图书计划是一个为期两年的密集项目。它的目的是给作者的书长度的手稿的课程，建议和精神支持，他们需要起草，修改，最重要的是完成。)”以及通读全文可知，文章主要介绍了灯塔图书项目（The Lighthouse Book Project），包括它的目标、好处、申请条件和学费等。因此，文章的主要目的是推广这个项目，以吸引更多的作家参与。B选项“To promote a program.(推广一个项目)”符合题意。故选B。 （23-24高二下·北京朝阳·期末）If you’re a lover of literature and want to study it further, Harvard’s online courses are a great option! About the Courses The Ancient Greek Hero explores what it means to be human today by studying what it meant to be a hero in ancient Greek times. To achieve this, learners will experience, in English translation, some ancient Greek literature from the 8th century BC to the 3rd century AD． Noble Culture and the Cosmopolitan Tang looks at how noble families and their culture and literature contributed to the reunification (重新统一) of China under the Tang Dynasty. You’ll also learn how to compose and analyze poetry and calligraphy. Shakespeare’s Life and Work explores relationships between Shakespeare’s world and present day. Through short videos and readings, you will see how the meaning of a work of art changes depending on the time, context, and culture. Masterpieces of World Literature reveals how great writers reflect on their world and how their works are changed in today’s global culture. It helps us understand the deep roots of today’s interconnected global culture. Ways to Take the Courses When you sign up for these courses, you will have the option of auditing (旁听) the course or pursuing an official certificate. In the auditing track, learning is free and self-paced within 18 weeks. Learners have access to part of our course resources. Besides, course videos and handouts are not available for downloading. Please note that this track does not offer an official certificate. Alternatively, learners can pay $299 to pursue an official certificate, which offers unlimited access to course resources within a year. At the end of the course, learners who earn a passing grade can receive a certificate. If you’re interested and want to learn more, click here: https://www.harvardonline.harvard.edu 1．If you want to know how to analyze poetry, you can choose ______. A．The Ancient Greek Hero B．Shakespeare’s Life and Work C．Masterpieces of World Literature D．Noble Culture and the Cosmopolitan Tang 2．In the auditing track, you can ______. A．determine the learning pace B．access handouts for a fee C．earn an official certificate D．download course videos 3．What is the purpose of this passage? A．To advertise online courses. B．To explore the roots of humanity. C．To compare different cultures. D．To highlight the value of literature. 【答案】1．D 2．A 3．A 【导语】这是一篇应用文。文章主要介绍哈佛大学的在线课程。 1．细节理解题。由About the Courses中Noble Culture and the Cosmopolitan Tang中“You’ll also learn how to compose and analyze poetry and calligraphy.(你还将学习如何创作和分析诗歌和书法。)”可知，如果你想知道如何分析诗歌，你可以选择Noble Culture and the Cosmopolitan Tang。故选D项。 2．细节理解题。由Ways to Take the Courses中第二段“In the auditing track, learning is free and self-paced within 18 weeks. Learners have access to part of our course resources. Besides, course videos and handouts are not available for downloading. Please note that this track does not offer an official certificate.(在旁听赛道中，学习是免费的，在18周内自主学习。学员可以访问我们的部分课程资源。此外，课程视频和讲义不可下载。请注意，这个赛道不提供官方证书。)”可知，在旁听赛道中，你可以决定学习进度。故选A项。 3．推理判断题。由文章第一段“If you’re a lover of literature and want to study it further, Harvard’s online courses are a great option!(如果你是一个文学爱好者，并且想进一步学习，哈佛大学的在线课程是一个很好的选择！)”和最后一段“If you’re interested and want to learn more, click here: https://www.harvardonline.harvard.edu(如果您感兴趣并想了解更多信息，请单击此处：https://www.harvardonline.harvard.edu)”可知，文章主要介绍哈佛大学的在线课程，主要目的是为在线课程做广告。故选A项。 试卷第1页，共3页 3 / 3 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$