专题04 阅读理解（议论文）（期中真题汇编，安徽专用）高二英语上学期

专题04 阅读理解 议论文 主题01 人与自我——生活与学习 Passage 1 （24-25高二上·安庆二中·期中） When we think about happiness, we usually think of something surprising and unexpected, a top great delight. For a child, happiness has a magic quality. I remember playing police and robbers in the woods, getting a speaking part in the school play. Of course, kids also experience lows, but their delight at tops of pleasure is easily seen, such as winning a race or getting a new bike. For teenagers, or people under 20, the idea of happiness changes. Suddenly it’s conditional on such things as excitement, love, and popularity. I can still feel the pain of not being invited to a party that almost everyone else was going to. I also recall the great happiness of being invited at another event to dance with a very handsome young man. In adulthood the things that bring great joy — birth, love, marriage — also bring responsibility and the risk of loss. Love may not last; loved ones die. For adults, happiness is complex. My dictionary explains “happy” as “lucky” or “ fortunate”, but I think a better explanation of happiness is “ the ability to enjoy something”. The more we can enjoy what we have, the happier we are. It’s easy for us not to notice the pleasure we get from loving and being loved, the company of friends, the freedom to love where we please, and even good health. Nowadays, with so many choices and much pleasure, we have turned happiness into one more thing we have. We think we own the right to have it, which makes us extremely unhappy. So we try hard to get it and consider it to be the same as wealth and success, without noticing that the people who have those things aren’t necessarily happier. While happiness may be more complex for us, the answer is the same as ever. Happiness isn’t about what happens to us. It’s the ability to find a positive for every negative, and view a difficulty as a challenge. Don’t be sad for what we don’t have, but enjoy what we do possess. 1．According to this passage, Middle School students look at happiness mainly in terms of _______. A．academic achievement B．spiritual satisfaction C．friendship D．material gains 2．The author thinks that when one dreams wealth and finally gets it he __________. A．can realize what happiness is B．may consider it extreme happiness C．may not end up with happiness D．should not feel satisfied with himself 3．According to the passage, happiness lies in the ability to __________. A．think of something pleasant B．experience delight at an old age C．feel the magic quality of pleasure D．enjoy what one has at the moment 4．The passage aims to tell __________. A．the constant dream of happiness B．the great importance of happiness C．the real meaning of happiness D．the changing idea of happiness Passage 2 （24-25高二上·阜阳一中·期中） Let’s take a moment to consider the words of one of America’s most remarkable philosophers, Henry David Thoreau. Thoreau spent the years 1845—1847 living on the outskirts of society in a small cabin in the woods by the side of Walden Pond. He called this period of his life an experiment of intentional living and wrote this famous paragraph: I went to the woods because I wished to live intentionally, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived. I wanted to live deep and suck out all the marrow (吸取精华) of life. There is great wisdom in Thoreau’s purpose here, and I think it’s very useful to ask ourselves this question: What would our lives be like if we sucked all the marrow out of life? If Thoreau’s quote sounds familiar, it may be from watching the film Dead Poets Society, a movie with deep wisdom. The film is about young men at a boarding school as they prepare to do good in the world because they have the privilege to bring about change. Their English teacher tries to convince them that they should live life well now instead of believing that they will find happiness after they reach certain goals. Part of his argument is conveyed by quoting this famous passage from Thoreau. Sucking the marrow out of life sounds simple enough, but as a matter of fact, it may be the most difficult thing that we can ever do. But it actually is as simple as it sounds—though “simple” is not quite the same thing as “easy”. I can think of one barrier that often keeps us from living our best lives. What keeps us from getting the most out of life is our desire for approval and fame. In the process of always looking for fame and glory, there is the danger that we will stop living. In order to seek approval from others, we fail to find a sense of approval within our own spirit. When we become aware that we are missing so much out of life, we can decide that we want to make changes. Our best move is to start small. If we are having a meal, whether a great festival feast or a modest supper, it is always within our power to take it slowly and really feel, taste, and enjoy the food before us. Few of us can easily do like Henry David Thoreau and get away from it all in the wilderness. But we can make small changes every single day. 1．What wisdom is conveyed in Thoreau’s words? A．Stay away from city life. B．Live one’s life to the fullest. C．Only nature can bring happiness. D．One can never be too old to learn. 2．Why did the author mention the film Dead Poets Society? A．To recommend a good film. B．To praise the teacher’s wisdom. C．To state its connections with Thoreau. D．To further illustrate Thoreau’s wisdom. 3．What’s the author’s attitude towards people’s seeking for approval? A．Critical. B．Supportive. C．Sympathetic. D．Unconcerned. 4．What can we learn from the passage? A．Thoreau outshines ancient philosophers’ B．Thoreau exposes the true meaning of life. C．Thoreau’s philosophy on life remains valuable. D．Thoreau’s practical advice ensures a successful life. 主题02 人与社会——社会与文化 Passage 1 （23-24高二上·安徽六安·期中） Mobile phones have become a problem for middle schools. Some middle schools in Australia have prevented students from carrying mobile phone during school hours. Mobile phone use among children has become a problem for the school this year. Several children have got mobile phones as Christmas gifts, and more students will want them. Mary Bluett, an official, said mobile phone use is a distraction(悲伤的事) to students during school hours and it also gives teachers so much trouble in their classrooms. Teachers were also saying that sometimes students might use phone messages to cheat during exams. She said some schools had tried not to let students use mobile phones at school. Some parents felt unhappy because they couldn’t get in touch with their children. Many teachers said students should not have mobile phones at school, but if there was a good reason, they could leave their phones at school offices. They also said there were many reasons why the students should not have mobile phones at school. They were easy to lose and were a distraction from studies. Many people say that they understood why parents would want their children to have mobile phones, but they think schools should let the students know when they can use their mobile phones. 1．Middle schools are prevented from carrying mobile phones ________ . A．because they often talk with their friends B．when they are free from homework C．when they are at school D．because they cheat in exams 2．Some children get mobile phones ________ . A．by telling lies to their parents B．by making trouble in class C．from their parents and friends D．from some mobile phone users 3．Which of the following statements is true? A．No school in Australia has done anything about the mobile phone use among students. B．Teachers don’t allow the students to leave their mobile phones at school offices. C．Some students had their mobile phones stolen at school. D．Parents give their children mobile phones for no good reason. 4．It is implied（暗含） in the passage that ________ . A．students shouldn’t have mobile phones at school except for some special reasons B．it is impossible to stop students from using mobile phone at school C．some parents felt unhappy because they couldn’t use their phones at school D．parents should teach their children how to use mobile phones during school hours Passage 2 （24-25高二上·安庆二中·期中） 2500 years ago, Socrates complained that writing would harm students. With a way to store ideas permanently, they would no longer need to memorize. It is easy to consider him as an old man complaining about change. Today a different debate about the dangers of another technology—computers—and the typing people do on them. As primary school students return for a new school year, many will rely on computers to take notes and write papers. This worries many parents and professors. A line of research shows the benefits of handwriting. Studies have found that writing on paper can improve everything from recalling random words to better grasping ideas. The students taking notes by hand perform better on tests when they are later able to study from their notes. The effect even existed when the students who typed were instructed to retell the material in their own words. Many studies have confirmed handwriting’s benefits, and policymakers have noticed it. Though America’s “Common Core (核心)” course from 2010 does not require handwriting instruction past first grade, about half the states since then have mandated(强制执行) more teaching of it. In Sweden, there is a push for more handwriting and printed books and fewer devices. However, several school systems in America have gone so far as to forbid most computers. This is too extreme. Some students have disabilities that make handwriting especially hard. Nearly all will finally need typing skills. And typing can improve the quality of writing: being able to get ideas down quickly can obviously be beneficial. Virginia Berninger, a professor of psychology at the University of Washington, is an advocate of handwriting. But she is not a purist—she says there are benefits for “manuscript” print—style writing, for cursive(草书)(which allows greater speed) but also for typing (which is good practice for writing passages). Since students spend more time on devices as they age, she argues for occasional “tuning up” of handwriting in later school years. 1．What did Socrates think of writing according to paragraph.1? A．Writing would occupy the time that students spent studying. B．Writing as an unexpected change would be refused by students. C．Writing would do harm to the development of students’ memory. D．Writing was a proper way for students at that time to learn well. 2．How does the author support the argument in paragraph 3? A．By giving examples. B．By making a comparison. C．By referring to other researches. D．By using the policymakers’ words. 3．What is the author’s attitude towards the ban on most computers in some schools? A．Supportive. B．Tolerant. C．Objective. D．Unfavorable. 4．What is Virginia Berninger’s advice according to the last paragraph? A．School teaching should combine handwriting and typing. B．Handwriting should be the main form of school teaching. C．Students should be made aware of the benefits of handwriting. D．Schools should strictly limit the time students spend on computers. Passage 3 （24-25高二上·阜阳一中·期中） Bad news sells. If it bleeds, it leads. No news is good news, and good news is no news. Those are the classic rules for the evening broadcasts and the morning papers. But now that information is being spread and monitored in different ways, researchers are discovering new rules. By tracking people’s e-mails and online posts, scientists have found that good news can spread faster and farther than disasters and sob stories. “The ‘if it bleeds’ rule works for mass media,” says Jonah Berger, a scholar at the University of Pennsylvania. “They want your eyeballs and don’t care how you’re feeling. But when you share a story with your friends, you care a lot more how they react. You don’t want them to think of you as a Debbie Downer.” Researchers analyzing word-of-mouth communication—e-mails, Web posts and reviews, face-to-face conversations—found that it tended to be more positive than negative, but that didn’t necessarily mean people preferred positive news. Was positive news shared more often simply because people experienced more good things than bad things? To test for that possibility, Dr. Berger looked at how people spread a particular set of news stories: thousands of articles on The New York Times website. He and a Penn colleague analyzed the “most e-mailed” list for six months. One of his first findings was that articles in the science section were much more likely to make the list than non-science articles. He found that science amazed Times’ readers and made them want to share this positive feeling with others. Readers also tended to share articles that were exciting or funny, or that inspired negative feelings like anger or anxiety, but not articles that left them merely sad. They needed to be inspired one way or the other, and they preferred good news to bad. The more positive an article, the more likely it was to be shared, as Dr. Berger explains in his new book, “Contagious: Why Things Catch On”. 1．What do the classic rules mentioned in the text apply to? A．News reports. B．Research papers. C．Sales and promotion. D．Daily conversations. 2．What can we infer about people like Debbie Downer? A．They’re socially inactive. B．They’re good at telling stories. C．They’re inconsiderate of others. D．They’re careful with their words. 3．Which tended to be the most e-mailed according to Dr. Berger’s research? A．Sports news. B．Science articles. C．Personal accounts. D．Financial reviews. 4．What can be a suitable title for the text? A．Sad Stories Travel Far and Wide. B．Online News Attracts More People. C．Reading Habits Change with The Times. D．Good News Beats Bad on Social Networks. Passage 4 （24-25高二上·江淮名校·期中） At school our children are taught to add up and subtract but, extraordinarily, are not shown how to open a bank account — let alone how to manage their finances in an increasingly complex and demanding world. On Jun. 21st, the parenting website Mumsnet and the consumer campaigner Martin Lewis joined forces to launch an online petition (请愿) to make financial education a compulsory element of the school curriculum in England. They said that children from 5 to 16 should be taught about everything from pocket money to pensions. Consumer and parent groups believe financial education has always been one of the most confusing omissions of the curriculum. As the Personal Finance Education Group (PFEG)points out, the good habits of young children do not last long. PFEG predicts that these young people will “find it much harder to avoid the serious traps that many of their parents have fallen unless they receive good quality financial education while at school.” The UK has been in the grasp of the worst financial recession for generations. It does seem odd that — unless parents step in — young people are left in the dark until they are cruelly introduced to the world of debt when they turn up at university. Chris Tapp, from money education charity Credit Action, puts it succinctly (言简意赅地) : “It’s like we’ve been sending out people to drive without first giving them instruction and then being shocked when they crash. It’s a no-brainer. Everybody needs to manage money and use financial products wisely and I wholeheartedly support this call to ensure that giving every child the opportunity to learn about finance.” In a recent poll of over 8 000 people, 97% supported financial education in schools, while3% said it was a job for parents. I am in favor of the majority. And what do you think — is it up to Parents to encourage good habits or should financial education be entrusted to schools? 1．What conclusion can we draw from the first paragraph? A．Children at school focus their attention upon studies. B．Children at school don’t get the financial education. C．Children who do well in their mathematics can open an account. D．Children at school can’t adjust to the complex and demanding world. 2．What can we infer according to Martin Lewis? A．It is essential to teach students money management. B．Financial education should be carried out in every country. C．Children should save their pocket money to pay for their tuition fees. D．It is effective for consumer campaigners to launch an online petition. 3．What is Chris Tapp’s purpose of referring to car crash? A．To stress the importance of financial education. B．To tell us how terrible the traffic condition in the UK is. C．To tell us the importance of financial ideas for a country. D．To explain what an important role the government plays. 4．What’s the author’s attitude towards financial education? A．Neutral. B．Doubted. C．Supportive. D．Indifferent. 主题03 人与自然——环境保护 Passage 1 （23-24高二上·六安一中·期中） This past July was the hottest recorded month in human history. Heat waves brake temperature records worldwide. It’s more than just a matter of sweaty discomfort. As climate change worsens, access to artificially cooled spaces is rapidly becoming a health necessity. Yet standard air-conditioning systems leave us trapped in a negative feedback cycle: the hotter it is, the more people use the air conditioner and the more energy is consumed as a result. Cooling is the fastest-growing single source of energy use in buildings, according to the International Energy Agency. Breaking the cycle requires new innovations that will help bring cooler air to more people with less environmental impact. Standard air-conditioning systems cool and dehumidify (除湿) through a relatively inefficient mechanism: in order to condense (冷凝) water out of the air, they overcool that air past the point of comfort. Many new designs therefore separate the dehumidification and cooling processes, which avoids the need to overcool. For example, some new air conditioner designs pull water from the air with desiccant (干燥剂) materials. The dried air can then be cooled to a more reasonable temperature. Massachusetts-based start-up Transaera claims that the system it is developing could use 35 percent less energy than the average standard air-conditioning unit. However, the gains in efficiency might not help us get rid of the impact of air-conditioning. “It won’t work to simply replace every existing air conditioner with a better model and call it a day,” says Nicole Miranda, an engineer at the University of Oxford. “Instead, a truly coder future will have to employ other strategies. It’s critical to bring greenery and water bodies into cities to take advantage of natural airflow.” “Cooling is a challenge involving many aspects,” says Sneha Sachar, an expert at the nonprofit organization ClimateWorks. “There isn’t one strategy or one answer. We need a combination of better buildings and cities, better technologies and a better understanding that the true cost of air-conditioning extends beyond electric bills.” 1．Why does the author talk about record heat in the first paragraph? A．To make comparisons. B．To support his theory. C．To introduce the topic. D．To show cooled places. 2．What does Transaera say about its system? A．It’s available in the market. B．It’s time-honoured. C．It’s the most efficient model. D．It’s energy-saving. 3．What is Nicole Miranda’s attitude to just upgrading air conditioners? A．Favorable. B．Tolerant. C．Negative. D．Uncaring. 4．What message does Sneha Sachar want to convey about cooling? A．Companies will offer various options. B．A comprehensive approach is required. C．We can address the issue once and for all. D．Our first priority is to lower electric bills. 1 / 2 学科网（北京）股份有限公司 $ 专题04 阅读理解 议论文 主题01 人与自我——生活与学习 Passage 1 （24-25高二上·安庆二中·期中） When we think about happiness, we usually think of something surprising and unexpected, a top great delight. For a child, happiness has a magic quality. I remember playing police and robbers in the woods, getting a speaking part in the school play. Of course, kids also experience lows, but their delight at tops of pleasure is easily seen, such as winning a race or getting a new bike. For teenagers, or people under 20, the idea of happiness changes. Suddenly it’s conditional on such things as excitement, love, and popularity. I can still feel the pain of not being invited to a party that almost everyone else was going to. I also recall the great happiness of being invited at another event to dance with a very handsome young man. In adulthood the things that bring great joy — birth, love, marriage — also bring responsibility and the risk of loss. Love may not last; loved ones die. For adults, happiness is complex. My dictionary explains “happy” as “lucky” or “ fortunate”, but I think a better explanation of happiness is “ the ability to enjoy something”. The more we can enjoy what we have, the happier we are. It’s easy for us not to notice the pleasure we get from loving and being loved, the company of friends, the freedom to love where we please, and even good health. Nowadays, with so many choices and much pleasure, we have turned happiness into one more thing we have. We think we own the right to have it, which makes us extremely unhappy. So we try hard to get it and consider it to be the same as wealth and success, without noticing that the people who have those things aren’t necessarily happier. While happiness may be more complex for us, the answer is the same as ever. Happiness isn’t about what happens to us. It’s the ability to find a positive for every negative, and view a difficulty as a challenge. Don’t be sad for what we don’t have, but enjoy what we do possess. 1．According to this passage, Middle School students look at happiness mainly in terms of _______. A．academic achievement B．spiritual satisfaction C．friendship D．material gains 2．The author thinks that when one dreams wealth and finally gets it he __________. A．can realize what happiness is B．may consider it extreme happiness C．may not end up with happiness D．should not feel satisfied with himself 3．According to the passage, happiness lies in the ability to __________. A．think of something pleasant B．experience delight at an old age C．feel the magic quality of pleasure D．enjoy what one has at the moment 4．The passage aims to tell __________. A．the constant dream of happiness B．the great importance of happiness C．the real meaning of happiness D．the changing idea of happiness 【答案】1．B 2．C 3．D 4．C 【导语】这是一篇议论文。作者通过列举各年龄段对幸福的不同理解，告诉我们幸福的真正含义就是享受某物的能力，享受我们现在所拥有的东西。 1．细节理解题。根据第三段“For teenagers, or people under 20, the idea of happiness changes. Suddenly it’s conditional on such things as excitement, love, and popularity. I can still feel the pain of not being invited to a party that almost everyone else was going to. I also recall the great happiness of being invited at another event to dance with a very handsome young man.”（对于青少年或20岁以下的人来说，幸福的观念发生了变化。突然之间，它取决于兴奋、爱和受欢迎程度这些东西。我仍然能感受到没有被邀请参加一个几乎所有人都要参加的派对的痛苦。我还记得在另一次活动中，我被邀请与一位非常英俊的年轻人跳舞时的那种巨大的快乐。）可知中学生眼中的幸福指兴奋、爱和受欢迎程度，即精神上的满足，故选B。 2．推理判断题。根据第五段“Nowadays, with so many choices and much pleasure, we have turned happiness into one more thing we have. We think we own the right to have it, which makes us extremely unhappy. So we try hard to get it and consider it to be the same as wealth and success, without noticing that the people who have those things aren’t necessarily happier.”（如今，有这么多的选择和这么多的快乐，我们把幸福变成了我们拥有的另一件事。我们认为我们有权利拥有它，这让我们非常不开心。所以我们努力去获得它，并认为它等同于财富和成功，却没有注意到拥有这些东西的人并不一定更快乐。）可知作者认为我们努力去获得像财富、成功等这些东西，但我们拥有后发现自己并不快乐和幸福。故选C。 3．细节推理题。根据第五段“I think a better explanation of happiness is “ the ability to enjoy something”. The more we can enjoy what we have, the happier we are.”（我认为对幸福更好的解释是“享受某件事的能力”。我们越能享受我们所拥有的，我们就越快乐）和最后一段最后一句“Don’t be sad for what we don’t have, but enjoy what we do possess.”（不要为我们没有的而悲伤，而要享受我们拥有的）可知幸福就是享受某物的能力，享受我们现在所拥有的东西。故选D。 4．推理判断题。作者通过列举各年龄段对幸福的不同理解，告诉我们幸福的真正含义就是享受某物的能力，享受我们现在所拥有的东西。所以短文的目的是告诉我们幸福的真正含义。故选C。 Passage 2 （24-25高二上·阜阳一中·期中） Let’s take a moment to consider the words of one of America’s most remarkable philosophers, Henry David Thoreau. Thoreau spent the years 1845—1847 living on the outskirts of society in a small cabin in the woods by the side of Walden Pond. He called this period of his life an experiment of intentional living and wrote this famous paragraph: I went to the woods because I wished to live intentionally, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived. I wanted to live deep and suck out all the marrow (吸取精华) of life. There is great wisdom in Thoreau’s purpose here, and I think it’s very useful to ask ourselves this question: What would our lives be like if we sucked all the marrow out of life? If Thoreau’s quote sounds familiar, it may be from watching the film Dead Poets Society, a movie with deep wisdom. The film is about young men at a boarding school as they prepare to do good in the world because they have the privilege to bring about change. Their English teacher tries to convince them that they should live life well now instead of believing that they will find happiness after they reach certain goals. Part of his argument is conveyed by quoting this famous passage from Thoreau. Sucking the marrow out of life sounds simple enough, but as a matter of fact, it may be the most difficult thing that we can ever do. But it actually is as simple as it sounds—though “simple” is not quite the same thing as “easy”. I can think of one barrier that often keeps us from living our best lives. What keeps us from getting the most out of life is our desire for approval and fame. In the process of always looking for fame and glory, there is the danger that we will stop living. In order to seek approval from others, we fail to find a sense of approval within our own spirit. When we become aware that we are missing so much out of life, we can decide that we want to make changes. Our best move is to start small. If we are having a meal, whether a great festival feast or a modest supper, it is always within our power to take it slowly and really feel, taste, and enjoy the food before us. Few of us can easily do like Henry David Thoreau and get away from it all in the wilderness. But we can make small changes every single day. 1．What wisdom is conveyed in Thoreau’s words? A．Stay away from city life. B．Live one’s life to the fullest. C．Only nature can bring happiness. D．One can never be too old to learn. 2．Why did the author mention the film Dead Poets Society? A．To recommend a good film. B．To praise the teacher’s wisdom. C．To state its connections with Thoreau. D．To further illustrate Thoreau’s wisdom. 3．What’s the author’s attitude towards people’s seeking for approval? A．Critical. B．Supportive. C．Sympathetic. D．Unconcerned. 4．What can we learn from the passage? A．Thoreau outshines ancient philosophers’ B．Thoreau exposes the true meaning of life. C．Thoreau’s philosophy on life remains valuable. D．Thoreau’s practical advice ensures a successful life. 【答案】1．B 2．D 3．A 4．C 【导语】本文是一篇议论文。文章主要讨论了作者对于梭罗哲学的思考—人应该有意识地活着。他的哲学在当今社会仍然很有价值。 1．细节理解题。根据第三段中的“I wanted to live deep and suck out all the marrow (吸取精华) of life. (我希望活得深刻，吸取生命中所有的精华。)”可知，梭罗表达了人应该要充实地活着。故选B项。 2．推理判断题。根据第五段中的“Part of his argument is conveyed by quoting this famous passage from Thoreau. (他的部分论点是引用了梭罗的这段名言。)”可知，文章提及《死亡诗社》这部电影是为了更深入地阐释梭罗的思想。故选D项。 3．推理判断题。根据第六段中的“What keeps us from getting the most out of life is our desire for approval and fame. (阻碍我们从生活中获得最大收获的是我们对赞许和名声的渴望。)”可推断，作者对于人们对名声的追求持批判态度。故选A项。 4．推理判断题。根据文中的“Let’s take a moment to consider the words of one of America’s most remarkable philosophers, Henry David Thoreau. (让我们花点时间来思考一下美国最杰出的哲学家之一亨利·大卫·梭罗的话。)”及全文内容可知，文章是对于梭罗的哲学进行的思考—人需要有意识地生活。他的哲学在当今社会仍然很有价值。故选C项。 主题02 人与社会——社会与文化 Passage 1 （23-24高二上·安徽六安·期中） Mobile phones have become a problem for middle schools. Some middle schools in Australia have prevented students from carrying mobile phone during school hours. Mobile phone use among children has become a problem for the school this year. Several children have got mobile phones as Christmas gifts, and more students will want them. Mary Bluett, an official, said mobile phone use is a distraction(悲伤的事) to students during school hours and it also gives teachers so much trouble in their classrooms. Teachers were also saying that sometimes students might use phone messages to cheat during exams. She said some schools had tried not to let students use mobile phones at school. Some parents felt unhappy because they couldn’t get in touch with their children. Many teachers said students should not have mobile phones at school, but if there was a good reason, they could leave their phones at school offices. They also said there were many reasons why the students should not have mobile phones at school. They were easy to lose and were a distraction from studies. Many people say that they understood why parents would want their children to have mobile phones, but they think schools should let the students know when they can use their mobile phones. 1．Middle schools are prevented from carrying mobile phones ________ . A．because they often talk with their friends B．when they are free from homework C．when they are at school D．because they cheat in exams 2．Some children get mobile phones ________ . A．by telling lies to their parents B．by making trouble in class C．from their parents and friends D．from some mobile phone users 3．Which of the following statements is true? A．No school in Australia has done anything about the mobile phone use among students. B．Teachers don’t allow the students to leave their mobile phones at school offices. C．Some students had their mobile phones stolen at school. D．Parents give their children mobile phones for no good reason. 4．It is implied（暗含） in the passage that ________ . A．students shouldn’t have mobile phones at school except for some special reasons B．it is impossible to stop students from using mobile phone at school C．some parents felt unhappy because they couldn’t use their phones at school D．parents should teach their children how to use mobile phones during school hours 【答案】1．C 2．C 3．C 4．A 【分析】这是一篇议论文，主要讨论中学生在校携带手机的问题。老师和家长对此态度不一。 1．细节理解题。根据第一段“Some middle schools in Australia have prevented students from carrying mobile phone during school hours.(在澳大利亚的一些中学禁止学生上学时间携带手机)”以及第三段“Mary Bluett, an official, said mobile phone use is a distraction(悲伤的事) to students during school hours and it also gives teachers so much trouble in their classrooms(一个官员Mary Bluett 说，学生上学期间带手机是件悲伤的事，他们常在教室给老师带来麻烦)”  可知，上学期间学生带手机有弊端，学校要禁止。C.when they are at school ( 学生上学时）与原文吻合。故选C。 2．细节理解题。根据第二段“Several children have got mobile phones as Christmas gifts, and more students will want them.(一些孩子得到的圣诞礼物就是手机，更多的学生想得到手机)”可知，一些学生得到手机是他们的父母或者朋友给他们送的礼物。故选C。 3．细节理解题。根据第一段“Some middle schools in Australia have prevented students from carrying mobile phone during school hours.(在澳大利亚的一些中学禁止学生上学时间携带手机)”可知，A. No school in Australia has done anything about the mobile phone use among student(在澳大利亚没有学校对学生携带手机采取措施)错误；根据第五段“Many teachers said students should not have mobile phones at school, but if there was a good reason, they could leave their phones at school offices.(许多老师说学生不应该在学校带手机。但是，如果有正当理由，他们可以将手机留在学校办公室)”可知，B. Teachers don’t allow the students to leave their mobile phones at school offices.(老师不允许学生将手机留在办公室)错误；根据第五段最后一句“They were easy to lose and were a distraction from studies.(手机很容易丢失，也分散学生的注意力）”可知，C.Some students had their mobile phones stolen at school.(一些学生的手机在学校被偷)正确；根据第四段“Some parents felt unhappy because they couldn’t get in touch with their children.(一些父母不高兴，因为他们不能和他们的孩子保持联系）”可知，父母让孩子带手机，主要是想和孩子联系方便。D. Parents give their children mobile phones for no good reason.(父母给孩子手机没有理由）错误。故选C。 4．推理判断题。根据第一段“Mobile phones have become a problem for middle schools.(手机已经成为中学生的一个问题）”可知文章谈论的主题是学生带手机问题。接下来分析了中学生在校带手机的弊端，指出除非有正当理由，可以将手机留在学校办公室，否则还是不要带手机到学校，以免造成不必要的麻烦。因此这篇文章暗含学生最好上学期间不带手机，以免影响学业，除非有特殊理由。因此A.students shouldn’t have mobile phones at school except for some special reasons(学生不应该带手机，除非有特殊原因）符合语境 ，故选A。 Passage 2 （24-25高二上·安庆二中·期中） 2500 years ago, Socrates complained that writing would harm students. With a way to store ideas permanently, they would no longer need to memorize. It is easy to consider him as an old man complaining about change. Today a different debate about the dangers of another technology—computers—and the typing people do on them. As primary school students return for a new school year, many will rely on computers to take notes and write papers. This worries many parents and professors. A line of research shows the benefits of handwriting. Studies have found that writing on paper can improve everything from recalling random words to better grasping ideas. The students taking notes by hand perform better on tests when they are later able to study from their notes. The effect even existed when the students who typed were instructed to retell the material in their own words. Many studies have confirmed handwriting’s benefits, and policymakers have noticed it. Though America’s “Common Core (核心)” course from 2010 does not require handwriting instruction past first grade, about half the states since then have mandated(强制执行) more teaching of it. In Sweden, there is a push for more handwriting and printed books and fewer devices. However, several school systems in America have gone so far as to forbid most computers. This is too extreme. Some students have disabilities that make handwriting especially hard. Nearly all will finally need typing skills. And typing can improve the quality of writing: being able to get ideas down quickly can obviously be beneficial. Virginia Berninger, a professor of psychology at the University of Washington, is an advocate of handwriting. But she is not a purist—she says there are benefits for “manuscript” print—style writing, for cursive(草书)(which allows greater speed) but also for typing (which is good practice for writing passages). Since students spend more time on devices as they age, she argues for occasional “tuning up” of handwriting in later school years. 1．What did Socrates think of writing according to paragraph.1? A．Writing would occupy the time that students spent studying. B．Writing as an unexpected change would be refused by students. C．Writing would do harm to the development of students’ memory. D．Writing was a proper way for students at that time to learn well. 2．How does the author support the argument in paragraph 3? A．By giving examples. B．By making a comparison. C．By referring to other researches. D．By using the policymakers’ words. 3．What is the author’s attitude towards the ban on most computers in some schools? A．Supportive. B．Tolerant. C．Objective. D．Unfavorable. 4．What is Virginia Berninger’s advice according to the last paragraph? A．School teaching should combine handwriting and typing. B．Handwriting should be the main form of school teaching. C．Students should be made aware of the benefits of handwriting. D．Schools should strictly limit the time students spend on computers. 【答案】1．C 2．C 3．D 4．A 【导语】这是一篇议论文。本文探讨书写方式对学生学习的影响，并强调应该结合手写和打字等不同的书写方式，以全面促进学生的认知发展和学习能力提升。 1．细节理解题。根据第一段中的“2500 years ago, Socrates complained that writing would harm students. With a way to store ideas permanently, they would no longer need to memorize.(2500年前，苏格拉底抱怨写作会对学生造成伤害。有了永久存储想法的方法，他们就不再需要记忆了。)”可以推断，苏格拉底认为写作会损害学生的记忆力的发展。故选C项。 2．推理判断题。根据第三段“Many studies have confirmed handwriting’s benefits, and policymakers have noticed it. Though America’s ‘Common Core’ course from 2010 does not require handwriting instruction past first grade, about half the states since then have mandated more teaching of it. In Sweden, there is a push for more handwriting and printed books and fewer devices.(许多研究证实了手写的好处，政策制定者也注意到了这一点。尽管美国2010年的“核心课程”不要求一年级以后继续进行手写教学，但从那时起大约有一半的州要求增加手写教学。在瑞典，推动更多的手写和印刷书籍，减少设备的使用。)”可以推断，作者通过引用其他研究来支持手写的好处这一论点。故选C项。 3．推理判断题。根据第四段“However, several school systems in America have gone so far as to forbid most computers. This is too extreme. Some students have disabilities that make handwriting especially hard. Nearly all will finally need typing skills. And typing can improve the quality of writing: being able to get ideas down quickly can obviously be beneficial.(然而，美国的一些学校系统甚至禁止使用大多数计算机。这是过于极端的。有些学生有残疾，使得手写尤其困难。几乎所有学生最终都需要打字技能。打字可以提高写作质量：能够快速记录想法显然是有益的。)”可以推断，作者对一些学校禁止计算机的做法持否定态度。故选D项。 4．推理判断题。根据最后一段内容“Virginia Berninger, a professor of psychology at the University of Washington, is an advocate of handwriting. But she is not a purist—she says there are benefits for ‘manuscript’ print-style writing, for cursive (which allows greater speed) but also for typing (which is good practice for writing passages). Since students spend more time on devices as they age, she argues for occasional ‘tuning up’ of handwriting in later school years.(华盛顿大学的心理学教授Virginia Berninger是手写的倡导者。但她并不是纯粹主义者——她说，手写印刷体风格、草书（允许更快的速度）和打字（有助于练习写作）都有好处。随着年龄的增长，学生花在设备上的时间越来越多，她主张在高年级偶尔进行手写的“调校”。)”可以推断，Virginia Berninger的建议是学校教学应结合手写和打字。故选A项。 Passage 3 （24-25高二上·阜阳一中·期中） Bad news sells. If it bleeds, it leads. No news is good news, and good news is no news. Those are the classic rules for the evening broadcasts and the morning papers. But now that information is being spread and monitored in different ways, researchers are discovering new rules. By tracking people’s e-mails and online posts, scientists have found that good news can spread faster and farther than disasters and sob stories. “The ‘if it bleeds’ rule works for mass media,” says Jonah Berger, a scholar at the University of Pennsylvania. “They want your eyeballs and don’t care how you’re feeling. But when you share a story with your friends, you care a lot more how they react. You don’t want them to think of you as a Debbie Downer.” Researchers analyzing word-of-mouth communication—e-mails, Web posts and reviews, face-to-face conversations—found that it tended to be more positive than negative, but that didn’t necessarily mean people preferred positive news. Was positive news shared more often simply because people experienced more good things than bad things? To test for that possibility, Dr. Berger looked at how people spread a particular set of news stories: thousands of articles on The New York Times website. He and a Penn colleague analyzed the “most e-mailed” list for six months. One of his first findings was that articles in the science section were much more likely to make the list than non-science articles. He found that science amazed Times’ readers and made them want to share this positive feeling with others. Readers also tended to share articles that were exciting or funny, or that inspired negative feelings like anger or anxiety, but not articles that left them merely sad. They needed to be inspired one way or the other, and they preferred good news to bad. The more positive an article, the more likely it was to be shared, as Dr. Berger explains in his new book, “Contagious: Why Things Catch On”. 1．What do the classic rules mentioned in the text apply to? A．News reports. B．Research papers. C．Sales and promotion. D．Daily conversations. 2．What can we infer about people like Debbie Downer? A．They’re socially inactive. B．They’re good at telling stories. C．They’re inconsiderate of others. D．They’re careful with their words. 3．Which tended to be the most e-mailed according to Dr. Berger’s research? A．Sports news. B．Science articles. C．Personal accounts. D．Financial reviews. 4．What can be a suitable title for the text? A．Sad Stories Travel Far and Wide. B．Online News Attracts More People. C．Reading Habits Change with The Times. D．Good News Beats Bad on Social Networks. 【答案】1．A 2．C 3．B 4．D 【导语】这是一篇议论文。主要讨论了人们常说“没有消息就是最好的消息”，类似的传说只适合于大众媒体。在网络普及的时代，好消息在网络上的传播速度比坏消息快很多。 1．细节理解题。根据第二段中““The ‘if it bleeds’ rule works for mass media,” says Jonah Berger, a scholar at the University of Pennsylvania.( 宾夕法尼亚大学（University of Pennsylvania）的学者乔纳•伯杰（Jonah Berger）表示：“‘如果流血’原则适用于大众媒体。”)”可知，像“if it bleeds’”这样的传统说法适用于大众媒体。故选A项。 2．推理判断题。根据第二段中“But when you share a story with your friends, you care a lot more how they react. You don’t want them to think of you as a Debbie Downer.”(但当你和朋友分享一个故事时，你会更关心他们的反应。你不想让他们认为你是黛比·唐纳（Debbie Downer）。)”可知，我们能从Debbie Downer这样的人身上推断出他们不为别人着想。故选C项。 3．细节理解题。根据第三段中“One of his first findings was that articles in the science section were much more likely to make the list than non-science articles.( 他最初的发现之一是，科学版块的文章比非科学版块的文章更有可能上榜。)”可知，根据Berger博士的研究，科技类的文章比非科技类的更有可能被人们讨论。故选B项。 4．主旨大意题。根据文章大意以及第一段中“By tracking people’s e-mails and online posts, scientists have found that good news can spread faster and farther than disasters and sob stories.( 通过跟踪人们的电子邮件和网上帖子，科学家们发现，好消息比灾难和悲伤的故事传播得更快、更远。)”可知，好消息在网络上传播更快，影响更深远，在网络普及的时代，好消息在网络上的传播速度比坏消息快很多。故文章最适合的标题是“在社交网络上好消息胜过坏消息”。故选D项。 Passage 4 （24-25高二上·江淮名校·期中） At school our children are taught to add up and subtract but, extraordinarily, are not shown how to open a bank account — let alone how to manage their finances in an increasingly complex and demanding world. On Jun. 21st, the parenting website Mumsnet and the consumer campaigner Martin Lewis joined forces to launch an online petition (请愿) to make financial education a compulsory element of the school curriculum in England. They said that children from 5 to 16 should be taught about everything from pocket money to pensions. Consumer and parent groups believe financial education has always been one of the most confusing omissions of the curriculum. As the Personal Finance Education Group (PFEG)points out, the good habits of young children do not last long. PFEG predicts that these young people will “find it much harder to avoid the serious traps that many of their parents have fallen unless they receive good quality financial education while at school.” The UK has been in the grasp of the worst financial recession for generations. It does seem odd that — unless parents step in — young people are left in the dark until they are cruelly introduced to the world of debt when they turn up at university. Chris Tapp, from money education charity Credit Action, puts it succinctly (言简意赅地) : “It’s like we’ve been sending out people to drive without first giving them instruction and then being shocked when they crash. It’s a no-brainer. Everybody needs to manage money and use financial products wisely and I wholeheartedly support this call to ensure that giving every child the opportunity to learn about finance.” In a recent poll of over 8 000 people, 97% supported financial education in schools, while3% said it was a job for parents. I am in favor of the majority. And what do you think — is it up to Parents to encourage good habits or should financial education be entrusted to schools? 1．What conclusion can we draw from the first paragraph? A．Children at school focus their attention upon studies. B．Children at school don’t get the financial education. C．Children who do well in their mathematics can open an account. D．Children at school can’t adjust to the complex and demanding world. 2．What can we infer according to Martin Lewis? A．It is essential to teach students money management. B．Financial education should be carried out in every country. C．Children should save their pocket money to pay for their tuition fees. D．It is effective for consumer campaigners to launch an online petition. 3．What is Chris Tapp’s purpose of referring to car crash? A．To stress the importance of financial education. B．To tell us how terrible the traffic condition in the UK is. C．To tell us the importance of financial ideas for a country. D．To explain what an important role the government plays. 4．What’s the author’s attitude towards financial education? A．Neutral. B．Doubted. C．Supportive. D．Indifferent. 【答案】1．B 2．A 3．A 4．C 【导语】本文为一篇议论文。文章主要讲述了经济教育的匮乏以及家长们对于学校增加经济教育课程的呼吁。 1．推理判断题。根据文章第一段“At school our children are taught to add up and subtract but, extraordinarily, are not shown how to open a bank account — let alone how to manage their finances in an increasingly complex and demanding world.(在学校里，我们的孩子被教导加减法，但不同寻常的是，他们没有学会如何开通银行账户，更不用说如何在日益复杂和苛刻的世界中管理自己的财务。)”可知，学校不会教孩子们开通银行账户、管理资金等，因此孩子们在学校接受不到经济教育。故选B。 2．推理判断题。根据文章第二段“On Jun. 21st, the parenting website Mumsnet and the consumer campaigner Martin Lewis joined forces to launch an online petition (请愿) to make financial education a compulsory element of the school curriculum in England.(6月21日，育儿网站Mumsnet和消费者活动家Martin Lewis联手发起了一项在线请愿，要求将金融教育作为英国学校课程的必修内容。)”可知，Martin Lewis加入了让经济教育成为学校必修课程的请愿，故可推断出他认为教学生金钱管理是有必要的。故选A。 3．推理判断题。根据文章第四段“Chris Tapp, from money education charity Credit Action, puts it succinctly (言简意赅地) : “It’s like we’ve been sending out people to drive without first giving them instruction and then being shocked when they crash. It’s a no-brainer. Everybody needs to manage money and use financial products wisely and I wholeheartedly support this call to ensure that giving every child the opportunity to learn about finance.”(来自金钱教育慈善机构Credit Action的Chris Tapp简洁地说：“这就像我们一直派遣人们开车，然而却没有事先给他们指导，当在他们撞车时，却感到很惊讶。这是显而易见的。每个人都需要明智地管理金钱和使用金融产品。我全心全意地支持这一呼吁，以确保每个孩子都有机会学习金融。”)”可知，以Chris Tapp撞车为比喻，是为了说明后文所提的每个人都需要明智地管理金钱和使用金融产品，其目的是为了强调经济教育的重要性。故选A。 4．推理判断题。根据文章最后一段“In a recent poll of over 8 000 people, 97% supported financial education in schools, while3% said it was a job for parents. I am in favor of the majority.(在一项针对8000多人的民意调查中，97%的人支持在学校进行金融教育，而3%的人表示这是父母的工作。我支持大多数人。)”可知，97%的人支持在学校进行金融教育，而作者支持大多数人，由此可知，作者对经济教育的态度是支持的。故选C。 主题03 人与自然——环境保护 Passage 1 （23-24高二上·六安一中·期中） This past July was the hottest recorded month in human history. Heat waves brake temperature records worldwide. It’s more than just a matter of sweaty discomfort. As climate change worsens, access to artificially cooled spaces is rapidly becoming a health necessity. Yet standard air-conditioning systems leave us trapped in a negative feedback cycle: the hotter it is, the more people use the air conditioner and the more energy is consumed as a result. Cooling is the fastest-growing single source of energy use in buildings, according to the International Energy Agency. Breaking the cycle requires new innovations that will help bring cooler air to more people with less environmental impact. Standard air-conditioning systems cool and dehumidify (除湿) through a relatively inefficient mechanism: in order to condense (冷凝) water out of the air, they overcool that air past the point of comfort. Many new designs therefore separate the dehumidification and cooling processes, which avoids the need to overcool. For example, some new air conditioner designs pull water from the air with desiccant (干燥剂) materials. The dried air can then be cooled to a more reasonable temperature. Massachusetts-based start-up Transaera claims that the system it is developing could use 35 percent less energy than the average standard air-conditioning unit. However, the gains in efficiency might not help us get rid of the impact of air-conditioning. “It won’t work to simply replace every existing air conditioner with a better model and call it a day,” says Nicole Miranda, an engineer at the University of Oxford. “Instead, a truly coder future will have to employ other strategies. It’s critical to bring greenery and water bodies into cities to take advantage of natural airflow.” “Cooling is a challenge involving many aspects,” says Sneha Sachar, an expert at the nonprofit organization ClimateWorks. “There isn’t one strategy or one answer. We need a combination of better buildings and cities, better technologies and a better understanding that the true cost of air-conditioning extends beyond electric bills.” 1．Why does the author talk about record heat in the first paragraph? A．To make comparisons. B．To support his theory. C．To introduce the topic. D．To show cooled places. 2．What does Transaera say about its system? A．It’s available in the market. B．It’s time-honoured. C．It’s the most efficient model. D．It’s energy-saving. 3．What is Nicole Miranda’s attitude to just upgrading air conditioners? A．Favorable. B．Tolerant. C．Negative. D．Uncaring. 4．What message does Sneha Sachar want to convey about cooling? A．Companies will offer various options. B．A comprehensive approach is required. C．We can address the issue once and for all. D．Our first priority is to lower electric bills. 【答案】1．C 2．D 3．C 4．B 【导语】本文是一篇议论文。过去的7月份气温再创新高，人们愈发依赖空调带来的清凉，但能耗随之剧增，进而加剧气候变化。如何破除这种恶性循环，需通盘考量。 1．推理判断题。根据第一段“This past July was the hottest recorded month in human history.(今年七月是人类历史上最热的月份)”并结合下文可推断，作者在此提及高温天气是为了引出文章的话题。故选C。 2．细节理解题。根据第三段“Massachusetts-based start-up Transaera claims that the system it is developing could use 35 percent less energy than the average standard air-conditioning unit.(总部位于马萨诸塞州的初创公司Transaera声称，它正在开发的系统可以比普通标准空调机组少消耗35%的能源)”可知，Transaera公司研发的制冷设备低耗节能。故选D。 3．推理判断题。根据第四段“‘It won’t work to simply replace every existing air conditioner with a better model and call it a day,’ says Nicole Miranda... ‘Instead, a truly cooler future will have to employ other strategies. It’s critical to bring greenery and water bodies into cities to take advantage of natural airflow.’(妮可·米兰达说，简单地用一个更好的型号更换所有现有的空调并就此结束是行不通的相反，一个真正凉爽的未来将不得不采用其他策略。将绿色植物和水体引入城市以利用自然气流至关重要)”可推断，Nicole Miranda并不赞同仅通过空调技术的更新迭代来消除空调的影响。故选C。 4．推理判断题。根据最后一段““Cooling is a challenge involving many aspects,” says Sneha Sachar, an expert at the nonprofit organization ClimateWorks. “There isn’t one strategy or one answer. We need a combination of better buildings and cities, better technologies and a better understanding that the true cost of air-conditioning extends beyond electric bills.”(非营利组织ClimateWorks的专家Sneha Sachar说：“冷却是一个涉及多方面的挑战。”。“没有一个策略或答案。我们需要更好的建筑和城市、更好的技术，以及更好地理解空调的真正成本不仅仅是电费。”)”可推断，Sneha Sachar认为要解决制冷问题，需综合考虑多方面因素。故选B。 1 / 2 学科网（北京）股份有限公司 $