专题04 阅读理解（议论文&新闻报道）（期中真题汇编，北京专用）高一英语上学期

专题04 阅读理解（议论文&新闻报道） 主题语境01 人与社会-历史、社会与文化 Passage 1 （25-26高一上·北京西城·期中）The facts of climate change are widely reported. It is noted that with a 2℃ increase in global temperatures, as compared with a 1.5℃ increase, about 61 million more people living in urban areas around the world will be exposed to severe drought(干旱). The problem with communicating these numbers, however, is that math anxiety — the experience of tension, fear or worry when facing mathematical problems — and the inability to understand and employ numerical concepts — are both quite common. Despite high rates of innumeracy (数学盲), there are reasons to think that people may not ignore the information when they receive numbers. First, multiple past studies show that people often prefer getting numerical details over unclear description or purely verbal communication People also trust messages provided by medical professionals or journalists more when that communication includes numbers than when it does not. The use of specific numbers signals professionalism to readers. But trade-offs exist. Given people’s anxiety about math and level of mathematical ability, there is an upper limit when communicating these kinds of details. In past research, it was found that people find numbers helpful, so long as there aren’t too many of them. No hard-and-fast rule suggests how many is too many — it depends on the complexity of the topic, people’s familiarity with the subject and their overall numeracy. Communicators therefore need to know and attend to their audience: if a speaker sees someone looking bored, for example, it’s a sign to back off on the numbers. In addition to the possibility of being overloaded by numbers, their persuasive power could have consequences that communicators need to consider. Based on the most recent findings, more negative feelings about the posts containing numeric consequences of climate change are reported. To be clear, this doesn’t reflect math anxiety. Instead, these posts resulted in negative emotions because the numerically precise messages were stronger in conveying the disastrous consequences of climate change. If you can suggest actions that people feel they can carry through, that could ease the negative feelings that arise when they consider climate change’s consequences. So whether you’re an environmentalist seeking to communicate more effectively over social media or looking for strategies to persuade family over the dinner table, there are a few lessons here. Find the key numerical data and share that. Think strategically about data presentation. When talking about climate change, include some proposed action. Given that past work suggests that sharing numbers builds trust, your readers or listeners may be more likely to follow your recommendations. When used wisely, numbers can help transform anxiety into action, which could help turn the tide in our fight against climate change. 1.What role do numbers play when introduced into professional communication? A. They can arouse people’s anxiety about math. B. They leave the audience even more confused. C. They help make the message more reliable. D. They don’t really change how people feel. 2.What can be inferred from the passage? A. The use of numbers in communication calls for caution. B. The more numbers used, the more persuasive the message. C. Numerically precise messages bring negative outcomes. D. The audience’s response to numbers should be prioritized. 3.According to the passage, which of the following is an effective climate message? A. Sea level rise: a ticking time bomb for coastal cities! B. Cycle 5 miles daily, save 50% on carbon footprint! C. 50% of species lost: a warning from climate change! D. Plant more trees today, enjoy fresher air tomorrow! 4.What is the best title for this passage? A. Numbers: Origin of tension about climate change. B. Numbers: Reason for high levels of math anxiety. C. Numbers: Cause of boredom in public speaking. D. Numbers: Aid in fighting environmental issues. Passage 2 （25-26高一上·北京十一学校顺义学校·期中）The newest group of Generation Z (people born between 1997 and 2012) are filling out their college application forms and thinking about their choices. It may be worth thinking about two things. One is how the purpose and value of a degree have changed. The other is what they need to consider when they start their education in college or university. Millennials (born between 1981 and 1996) were told that if they did well at school and got a good degree, they’d be set up for life. But this promise doesn’t seem to have come true. As degrees became common, they got less valuable. Education was no longer a safe way to move up in society. Today, 28% of UK graduates (大学毕业生) are in non-graduate roles. That’s twice the average across OECD (经济合作与发展组织) countries. This doesn’t mean it’s useless to get a degree. It’s to emphasize three things: a degree isn’t for everyone; moving from high school classrooms to college lecture halls isn’t something you have to do; and there are other choices. Thankfully, there are signs that this is already happening, with Generation Z seeking to learn from their millennial elders, even if parents and teachers tend to be still set in the degree mindset. Employers have long seen the advantages of hiring school leavers who often prove themselves to be more committed and loyal employees than graduates. Many too are seeing the advantages of removing a degree requirement for certain roles. If a degree is what you want to pursue, think about it — this one might not be the only one you’ll get. In this age of generalists, it pays to have specific knowledge or skills. Postgraduates (研究生) now earn 40% more than graduates. When more and more of us have a degree, it makes sense to have two. It is unlikely that Generation Z will be done with education at 18 or 21. They will need to be constantly learning new skills throughout their career to stay employable. It has been estimated that this generation, due to the pressures of technology, the wish for personal fulfillment, and the desire for diversity will work for 17 different employers over the course of their working life and have five different careers. Education, and not just knowledge gained on campus, will be a core part of Generation Z’s career path. Older generations often talk about their degree in the present and personal tense: “I am a geographer” or “I am a pianist”. Their sons or daughters would never say such a thing; it’s as if they already know that their degree won’t define them in the same way. 1.What does the percentage of UK graduates in non-graduate roles reflect? A. Millennials’ opinions about work. B. The decreasing value of a degree. C. Public dissatisfaction with education. D. The desired route of social mobility. 2.The author considers it a good sign that ________. A. Generation Z are seeking to earn a decent degree B. School leavers are willing to be skilled workers C. Employers are taking a realistic attitude to degrees D. Parents are changing their minds about education 3.It is advised in Paragraph 5 that those with one degree should ________. A. Make an early decision on their career B. Attend on-the-job training programs C. Team up with highly-paid postgraduates D. Further their studies in a specific field 4.What can be concluded about Generation Z from the last two paragraphs? A. They will become qualified educators. B. Degrees will no longer appeal to them. C. They will have a limited choice of career paths. D. Lifelong learning will be a crucial part of their life. 主题语境02 人与社会-社会服务与人际沟通 （25-26高一上·北京十一学校顺义学校·期中）We’ve all been there: in a lift, looking through phones to avoid eye contact; in a bank line, staring at the floor as silence stretches awkwardly; or on a plane, holding devices like shields (屏障) from the stranger next to us. It’s a common modern habit — but beneath this avoidance lies a problem. Maybe we’ve lost some ability to talk to others: our skill at starting chats has faded from choosing phones over talking for years. More likely, we just avoid starting a chat — it feels awkward to break silence, hard to find words, or unnecessary when we can hide behind phones. But next time you’re around strangers, pause: small talk is worth the discomfort. Experts call it a valuable social habit that brings easy-to-miss benefits. It’s easy to ignore small talk and regard it as something unimportant, but we forget: deep relationships — romantic, work, or friendly — would never start without casual chats first. Small talk is like oil for socializing, says Bernardo Carducci, head of Indiana University Southeast’s Shyness Research Institute. “Nearly every great love story starts with a silly weather comment in a cafe, and big business deals begin with casual pre-meeting chats about trends,” he explains. “Good small talk isn’t just exchanging words — it’s connecting, showing real interest, not just going through the motions. Asking a barista (咖啡师), ‘How’s your busiest shift?’ instead of ‘A latte, please’ turns an order into a tiny human link.” In a 2014 study, UBC psychology teacher Elizabeth Dunn tested customers at a local café. One group talked to waiters — asking about their day, commenting on new cakes, joking about long lines. The other only spoke when needed: just ordering and thanking. The results showed that those who chatted with their server reported significantly higher positive feelings and a better coffee shop experience. “It’s not that talking to the waiter is better than talking to your husband,” say Dunn. “But interactions with peripheral (边缘的) members of our social network matter for our well-being also.” Dunn thinks reaching out to strangers boosts our sense of belonging — a quiet bond that eases loneliness. Carducci agrees: this connection starts with small chats. “Small talk is good manners’ base,” he says. “Nice day, isn’t it?” to a bus stop stranger, or ‘Love your necklace — where’d you get it?’ to a coworker, doesn’t just fill silence. It builds respect, eases tension, and reminds us we’re all just people wanting a little connection.” 1.What phenomenon (现象) is described in the first paragraph? A. Addiction to smartphones. B. Impatience with slow service. C. Inappropriate behaviours in public places. D. Absence of communication between strangers. 2.What is important for successful small talk according to Carducci? A. Showing good manners. B. Connecting other people. C. Focusing on a topic. D. Making business deals. 3.What does the coffee-shop study suggest about small talk? A. It improves family relationships. B. It raises people’s confidence. C. It matters as much as formal talk. D. It makes people feel good. 4.What is the best title for the text? A. Conversation Counts B. Ways of Making Small Talk C. Benefits of Small Talk D. Uncomfortable Silence 主题语境03 人与自我-做人与做事 （25-26高一上·北京第十七中·期中）Once when I was facing a decision that involved high risk, I went to a friend. He looked at me for a moment, and then wrote a sentence containing the best advice I’ve ever had: Be bold and brave-and mighty (强大的) force will come to your aid. Those words made me see clearly that when I had fallen short in the past, it was seldom because I had tried and failed. It was usually because I had let fear of failure stop me from trying at all. On the other hand, whenever I had plunged into deep water, forced by courage or circumstance, I had always been able to swim until I got my feet on the ground again. Boldness means a decision to bite off more than you are sure you can eat. And there is nothing mysterious about the mighty forces. They are potential powers we possess: energy, skill, sound judgment, creative ideas-even physical strength greater than most of us realize. Admittedly, those mighty forces are spiritual ones. But they are more important than physical ones. A college classmate of mine, Tim, was an excellent football player, even though he weighed much less than the average player. “In one game I suddenly found myself confronting a huge player, who had nothing but me between him and our goal line,” said Tim, “ I was so frightened that I closed my eyes and desperately threw myself at that guy like a bullet (子弹) — and stopped him cold.” Boldness — a willingness to extend yourself to the extreme-is not one that can be got overnight. But it can be taught to children and developed in adults. Confidence builds up. Surely, there will be setbacks (挫折) and disappointments in life; boldness in itself is no guarantee of success. But the person who tries to do something and fails is a lot better off than the person who tries to do nothing and succeeds. So, always try to live a little bit beyond your abilities — and you’ll find your abilities are greater than you ever dreamed. 1.Why was the author sometimes unable to reach his goal in the past? A. He faced huge risks. B. He lacked mighty forces. C. Fear prevented him from trying. D. Failure blocked his way to success. 2.What was especially important for Tim’s successful defense in the football game? A. His physical strength. B. His basic skill. C. His real fear. D. His spiritual force. 3.What can be learned from Paragraph 5? A. Confidence grows more rapidly in adults. B. Trying without success is meaningless. C. Repeated failure creates a better life. D. Boldness can be gained little by little. 4.What is the author’s purpose in writing this passage? A. To encourage people to be courageous. B. To tell people the ways to achieve success. C. To advise people to build up physical power. D. To recommend people to develop more abilities. 主题语境04 人与自我-生活与学习 （25-26高一上·北京房山·期中）The fear that language is in decline (衰退) is like the story of the boy who cried wolf, with one key difference: the wolf never appears. For a very long time, people have worried that language standards are falling, yet this feared breakdown in communication has never actually happened. Language has always been and will remain a useful tool for communication. Those who warn about the decline of language often do not know its history. Their worries are usually not about a real decline, but are simply statements of personal preference for the way of speaking they are used to. The idea that language will get worse to the point where we can only communicate with simple sounds is unfounded. The clearest evidence for this is that people have been making the same warnings for hundreds of years. Many famous writers throughout history have moaned about falling standards. Yet, the very same periods produced some of the greatest works in English literature. And anxiety about standards is not unique to English. Speakers of every language in the world have, at some point, sighed for its future. The truth is that English, like all other languages, keeps changing. The feeling of decline is a false idea created by the speed of this change within our own short lifetimes. Because change often happens between generations, older speakers see the rules they grew up with being replaced by new ones. This can cause cognitive discomfort, which then turns into negative comments. We naturally look for intellectual reasons to explain our personal preferences. If we could live for centuries, we would see the bigger picture. Language change is not simply a sign of carelessness. It happens at all levels, from vocabulary to grammar. Over centuries, a language can be changed so much that it becomes unrecognizable. However, like a complex (复杂的) natural system, language often maintains a balance. Simplification in one area can lead to greater complexity in another. What stays the same is the main expressive power of the language. You can always say what needs to be said. 1.As for language decline, the author is ______. A. disapproving B. supportive C. confused D. indifferent 2.What does the phrase “moaned about” underlined in Paragraph 3 most probably mean? A. Expressed dissatisfaction with. B. Showed curiosity about. C. Carefully thought about. D. Paid no attention to. 3.It is implied in this passage that we should ______. A. accept personal differences in language B. stop worrying about language decline C. avoid using simplified language D. protect language from decline 4.What does the author mainly do in this passage? A. Address a problem. B. Make a comparison. C. Argue against a view. D. Present facts and information. 主题语境01 人与社会-历史、社会与文化 Passage 1 （25-26高一上·北京大学附属中学·期中）This summer, a cultural critic was hired by an AI app to record 12 hours of commentary on Romeo and Juliet to train a chatbot (聊天机器人) to talk like her. For a fee, the app lets users read a classic book in the public domain while chatting with an AI “guide”. The goal, the critic explained, is to reproduce the experience of a one-on-one teaching session. “The task was to be interesting more than it was to be an expert,” she said. “There were no restrictions. Anything that I wanted to comment on about the play was OK. They were looking for voices that are kind of strange and engaging for readers.” The critic, who learned in 2023 that her own books were among the thousands used without permission to train generative artificial intelligence, said she wouldn’t go so far as to call technology “neutral”, because it can be developed for social purposes that fall across the moral spectrum (范围). But she also doesn’t believe AI has a built-in social purpose, which she says is the fear behind most of the anxiety about AI’s future. “New technologies are going to reflect and intensify existing social forces and relations of production,” she said. “I don’t think they themselves create those relations — at least, so far.” She suggests treating AI as a public service and regulating it like one. “It seems currently a given that AI will take over the project of milking maximum profits from every last corner of social and private life for short-term gains in even more creatively harmful ways,” she said. “Resisting AI isn’t going to change that dynamic if the wrongdoer is not the technology.” A lecturer on fiction pushed back on the critic’s claim that adopting AI is a “given”, saying that attitude only continues the idea that using AI is unavoidable. She also pointed out that the app for which the critic recorded commentary is an example of the profit-milking she was critiquing. “At what point do you think you are making a difference by not participating in something?” the critic argued. “We’re enrolled. We’re enlisted. There’s no standing outside.” The lecturer criticized multi-paragraph responses generated by another of the app’s chatbots, which had been trained using the words of an Irish author, finding them rather repetitive and intellectually thin. “So much of what’s interesting when I read is to know that an individual consciousness has chosen the words,” the lecturer said. “I’m really interested in the odd decisions and the unique qualities of personal expression.” The critic said the lecturer might be setting the bar too high in expecting a chatbot that is designed for interaction to also be “brilliantly original.” “I think the idea is that it promotes or helps people engage who might not otherwise engage in classics,” the critic said. “People who just want a different experience of reading.” 1.What did the AI app ask the critic to do? A. Write a classic using a chatbot. B. Train a chatbot to copy her style. C. Help a chatbot become an expert. D. Comment on her use of a chatbot. 2.What is the critic’s attitude toward AI? A. Neutral and distant. B. Fearful and anxious. C. Objective and careful. D. Passionate and excited. 3.Which of the following might the lecturer agree with? A. Chatbots lack original ideas. B. AI adoption is unavoidable. C. Chatbots have fixed social purposes. D. AI helps make classics more popular. 4.Which would be the best title for this passage? A. Is AI Technology Morally Sound? B. Does AI produce Better Language? C. Will Bots Replace Human Lecturers? D. Should You Help Train a Literary Bot? Passage 2 （25-26高一上·北京通州·期中）Travelling allows individuals to gain new opinions and insights, which can lead to personal growth and development. When we expose ourselves to new cultures, languages and traditions, we are able to open our eyes and gain a deeper understanding of the world around us. According to a study conducted by the University of Arkansas, individuals who travel regularly are more open-minded and adaptable. Furthermore, travelling has been shown to have a positive impact on mental health. According to the World Health Organization, people who travel regularly are less likely to experience stress and anxiety. This is because travelling allows people to disconnect from their daily schedules and concentrate on new experiences, which can be refreshing. Another argument in favor of travelling is that it improves cultural exchange and understanding. When we travel to different countries, we have the opportunity to learn about and appreciate different cultures and ways of life. This can help to break down barriers (隔阂), and promote empathy (同理心). One common misunderstanding about travelling is that it is expensive and unreachable to the average person. However, there are many affordable travel choices available (可获得的), such as budget airlines, cheap hotels and public transportation. According to a study by the World Tourism Organization, the cost of travel has decreased in recent years, making it more affordable to a wider range of people. Additionally, there are many resources available for budget travel, such as travel blogs and websites, which provide tips and advice for travelling on a budget. It is also important to consider the economic impact of travel. According to the World Travel & Tourism Council, the travel and tourism industry is one of the largest and fastest-growing industries in the world, leading to job creation and economic growth. In addition, travel can have a positive impact on local communities, as it provides chances for cultural exchange and economic development. In conclusion, travelling is not only helpful but also necessary for personal growth and development. It allows people to gain new perspectives, improves cultural exchange and understanding, and has a positive impact on mental health. It is important to recognize the value of travel and to encourage others to explore the world around them. 1.What does the author mainly do in this passage? A. Give a lecture. B. Show a debate. C. Compare two ways. D. Introduce personal opinion. 2.What can be inferred from the passage? A. Cheap travel is more popular among people. B. Cultural exchange is the key part of travelling. C. Travelling is of help to both people and society. D. Travel industry is the main driver of global economic development. 3.Which word best shows the author’s attitude to travelling? A. Supportive. B. Uninterested. C. Unfavorable. D. Objective. Passage 3 （25-26高一上·北京丰台·期中）What does it mean to live a good life? This question has been debated for centuries. In the field of psychology, two main concepts of the good life have been quite popular: A happy life full of pleasure and positive emotions, and a meaningful life full of purpose and sacrifice. But what if these aren’t the only options? In recent years, a long-neglected version of the good life has been receiving greater attention: the psychologically rich life. It is full of complex mental engagement, a wide range of intense and deep emotions, and diverse, novel, surprising and interesting experiences. Sometimes they are neither pleasant nor meaningful. However, they are rarely boring or monotonous (单调的). After all, both happy and meaningful lives can become monotonous and repetitive. A person with a steady office job, married with children, may be satisfied and find his or her life meaningful and still be bored. Also, the psychologically rich life doesn’t necessarily involve economic richness. For instance, consider Hesse’s character Goldmund, who has no money but pursues the life of a free spirit. Research has found psychological richness is related to, but partially distinct from, both happy and meaningful lives. Psychological richness is related with openness to experience and experiencing both positive and negative emotions more intensely. But is the psychologically rich life one that people actually want? In a new study, Oishi and his colleagues asked people in nine countries the degree to which they value a psychologically rich life, a happy life and a meaningful life. They found many people’s self-described ideal lives involve psychological richness. When forced to choose a life, however, the majority chose a happy life and a meaningful life. Even so, a minority of people still favored the psychologically rich life, ranging from 6.7% in Singapore to 16.8% in Germany. These numbers went up when the desire for a psychologically rich life was measured indirectly. To understand what a person wishes their lives might have been, it is important to explore what people wish they had avoided in their lives. When asked what they regret most and whether undoing this event would have made their lives happier, more meaningful or psychologically richer, about 28% of Americans said undoing the regrettable event would have made their lives psychologically richer. These findings suggest that while most people strive to be happy and have meaning in their lives, a sizable number of people are content merely living a psychologically rich existence. As Oishi and his colleagues conclude, “We believe that taking the psychologically rich life seriously will deepen and enrich our understanding of well-being.” At the end of the day, there is no one singularly acceptable path to the good life. You have to find a path that works best for you. 1.According to the passage, the psychologically rich life ______. A. means living a luxurious life B. combines pleasure with purpose C. involves various intense emotions D. emphasizes openness and repetition 2.We can learn from the passage that ______. A. purpose outweighs pleasure in terms of significance B. the choice of a good life differs from person to person C. a positive mindset helps us understand our well-being D. we should never be content and always strive for the best 3.What is the main purpose of the article? A. To compare different concepts of a good life. B. To explain how to live a psychologically rich life. C. To persuade people to attain psychological richness. D. To draw attention to a less familiar version of a good life. 主题语境02 人与社会-科学与技术 （25-26高一上·北京第一零一中学·期中）Children are born with the curiosity to explore. Yet over time they are becoming less curious about science. Why? This loss of interest may be partly the result of language cues (提示) children hear. And these cues don’t come just from parents; they can also come from school teachers who treat science as an identity rather than actions. When talking to children, many adults might say things like “Let’s be scientists today” or “You’re such a good scientist”. But this kind of identity-focused language, which focuses on science as an identity rather than activities and actions that people do, can be demoralizing for young children. One study showed that children as young as four, especially girls, kept their interest longer when their cue to participate in science activities was “Let’s do science” rather than “Let’s be scientists.” One possibility is that when thinking of a scientist, children might picture a white man. If they don’t share that identity, they lose interest in an activity designed for “scientists.” This stereotypical (刻板印象的) belief that science is reserved for only certain kinds of people emerges surprisingly early. By the first grade, when asked to draw a scientist, children tend to draw a white man. The good news is that language cues can also be directed to promote engagement with science. Describing science as actions that we take, for example, seems to protect young children’s interest in science over time. But it’s also true that teenagers are actively trying on and ultimately forming different identities for themselves. So in contrast to its demoralizing effects on young children, identity-focused language may help teens stay interested in science. In another study, cueing a future identity based on science (such as “scientist” or “doctor”) motivated middle schoolers to do more homework and was associated with higher grades. Consequently, adults had better use different language cues for children of different age groups to maintain their curiosity about science. 1.What does the underlined word “demoralizing” in paragraph 2 mean? A. Inappropriate. B. Impolite. C. Unconvincing. D. Discouraging. 2.Why was action-focused language especially effective to young girls? A. Because it avoids identity conflict in girls’ mind. B. Because stereotypical belief is reserved for girls. C. Because it enhances girls’ engagement in science. D. Because it shows the activity is designed for girls. 3.What can be a suitable title for the text? A. Why Is Action Better than Identity? B. How Do Parents Raise Young Scientists? C. How Does Age Affect Science Learning? D. What Affects Children’s Interest in Science? 主题语境03 人与自我-生活与学习 Passage 1 （25-26高一上·北京汇文中学·期中）At university, when I told people I was studying for a history degree, the response was almost always the same, “You want to be a teacher?” No, a journalist. “Oh. But you’re not majoring in communications?” In the days when a university education was a privilege, perhaps there wasn’t the assumption that a degree had to be a springboard directly into a career. Those days are long gone. Today, a degree is all but a necessity for the job market, one that more than halves your chances of being unemployed. Still, that alone is no guarantee of a job—and yet we’re paying more and more for one. Given those costs, most of us want to maximize that investment — and that can lead to a plug-and-play type of approach to higher education. Want to be a journalist? Study journalism, we’re told. A lawyer? Pursue pre-law. Not totally sure? Go into STEM (Science, Technology, Engineer and Maths) — you can become an engineer or an IT expert. And no matter what you do, forget the humanities, such as history, philosophy and languages. It’s true that the humanities come with a higher risk of unemployment, but the risk is slighter than you would imagine. For young people in the U.S. , the unemployment rate of those with humanities degrees is four percent, just a little more than that of engineering degree holders. Lower salaries may not be caused by the degree itself either. The gender pay gap persists in the humanities, whose graduates are more likely to be female. Is it any wonder then that language teachers tend to make less than engineers? According to LinkedIn’s research on the most sought-after job skills by employers for 2019, the ability to communicate and get along with people, to understand what’s on other people’s minds, and to do full-strength critical analysis were all valued and appreciated. It goes without saying that you can be an excellent communicator and critical thinker without a humanities degree. And any good university education, not just one in English or psychology, should sharpen these abilities further. But few courses of study are quite as heavy on reading, writing, speaking and critical thinking as the humanities — whether that’s by debating other students in a seminar, writing a thesis paper or analyzing poetry. The whole question of whether a student should choose STEM versus the humanities might be misguided to begin with. The headlines most of us see don’t help. Whatever a student pursues in university, it must be something that they are not only good at, but interested in. Even if it means pursuing a “useless” degree — like one in humanities. 1.Why are people paying more and more for a degree? A. Because people need a degree to further their career. B. Because university education is considered a privilege. C. Because a degree is viewed as a must for landing a job. D. Because their interest can be developed in university. 2.The author mentioned a plug-and-play type of approach to show ________. A. a tip for choosing a major B. the importance of higher education C. a problem that exists among STEM graduates D. the reason why people overlook the humanities 3.According to the author, what is the benefit of majoring in humanities? A. A comparatively high salary after graduation. B. Better chances of getting rid of gender prejudice. C. A better communicative skill than science students. D. More exposure to the training of language and thinking. 4.What is the author's attitude towards the pursuit of humanities? A. Doubtful. B. Optimistic. C. Objective. D. Concerned. Passage 2 （25-26高一上·北京延庆·期中）Every year around August, millions of teens take their parents to stores to buy new clothes for the start of the school year. Not every parent can afford this, and some teens are forced to go to school in the same clothes they wore last year. The obvious differences in clothes cause differences among students. There is a simple solution to this problem; school uniforms (校服). I know from personal experience and surveys that wearing uniforms creates a sense of equality among peers (同龄人). From sixth grade until I graduated from senior high school, I attended a school that required students to wear uniforms. The uniform was very simple: dark brown shoes, green-brown pants, and a white shirt. The uniform left little room for any kind of self-expression, especially through clothes. However, I learned how to stand out by expressing myself through my personality, art, and sports. I did not know I could draw until the sixth grade. I also would never have learned of my musical abilities if it hadn’t been for my desire to find ways to express myself. Uniforms taught me that I was myself, except for what I wore. Uniforms also contribute to a much safer learning environment. I remember a particular event that happened in my junior high school. A man ran away from prison and wanted to hide in the gym of our school. Luckily, cameras all over the school quickly found the stranger before any danger could ever happen as he was out of place. School officials kept the man locked inside our gym until the police came to take him back to prison. Uniforms help provide a better educational experience for all students no matter what race, culture, or economic class (经济阶层). In closing, wearing uniforms is good for both schools and students. 1.How does the author introduce the topic? A. By explaining a basic rule. B. By challenging others’ views. C. By sharing his parents’ experience. D. By describing a common problem. 2.Which of the following could the author agree with? A. Uniforms should be more modern. B. Uniforms can help shape better students. C. Uniforms are popular with students. D. Uniforms are bad for self-development. 3.What do the underlined words “out of place” in Paragraph 5 probably mean? A. Dressing differently. B. Standing straight. C. Running fast. D. Breathing heavily. 4.What is the author’s purpose in writing the text? A. To record his high school life. B. To introduce high school uniforms. C. To ask students to like what they wear. D. To show his supportive view towards uniforms. 主题语境04 人与自然-自然生态 （25-26高一上·北京工业大学附属中学·期中）About 6 million to 12 million creatures are dissected (解剖) in U. S. classrooms every year, according to the National Anti-Vivisection Society, an animal rights group. While many students eagerly look forward to the chance to examine real animals up close, others say that there’s no educational value in cutting into animals’ bodies. Should students dissect real animals? David Evans, the director of the National Science Teachers Association, argues that students should be given the chance to dissect animals in the classroom. Students learn best in a hands-on environment where they can work together to explore and discover. Interacting with organisms (生物) is an effective way to help students develop skills of observation and comparison and learn the unique structures (结构) and processes of organisms. As good as many models or simulations might be, they are very different from real organisms. And he believes they fall short of producing the respect for living things that comes from the actual dissection experience. Jonathan Balcombe, a biologist and a life-long animal rights supporter, says, “I spent many years as a biology lab teacher. I remember the horrible feeling I had when it came time for my class to dissect animals. The lesson required that students cut open and examine dead frogs, fetal pigs, sparrows, and other creatures. I felt pity for these animals, who probably suffered before being killed. And I knew their pain could have been avoided. If students and teachers saw how these animals typically end up on their desks, I believe that dissections would soon stop.” He points out there are many effective choices for learning animal dissection and physiology, including 3-D models, videos, and computer software. Hundreds of programs are free through lending services like The Science Bank. The simulated dissections can be repeated, and the programs provide feedback. Several studies have shown that computer models and other choices teach students just as well as or better than traditional animal dissection. I’m not surprised that no state requires dissection to graduate from high school, and no college or university demands it as part of the admissions process. In fact, laws in 18 U. S. states and Washington, D. C. support a student’s right to use other choices. However, dissection could have a legal place in education if the animals did not suffer and were not intentionally killed. For example, some schools have students dissect animals that “were put to sleep” for medical reasons and whose bodies were donated to science. 1.Which of the following may Evans agree with? A. Models are as effective as actual dissections. B. Students are short of chances to dissect animals. C. Dissecting animals helps people respect creatures. D. Students benefit much more when learning in groups. 2.What do we know about Balcombe’s view on dissecting animals? A. It causes pain to animals. B. It advances medicine research. C. It should be more educational. D. It should be put in school programs. 3.What is the passage mainly about? A. The nature of dissection. B. The necessity of dissection. C. The result of dissecting animals. D. The research on dissected animals. 主题语境01 人与社会-历史、社会与文化 Passage 1 （25-26高一上·北京第九中学·期中）Recently, environmentalists have encouraged us to buy local food. This reduces “food miles”, that is, the distance food travels to get from the producer to the seller. They reason that the higher the food miles, the more carbon emissions (碳排放). Buying local food, therefore, has a lower carbon footprint and is more environmentally friendly. However, the real story is not as simple as that. If our aim is to reduce carbon emissions, we must look at the whole farming process, not just transportation. According to a 2008 study, only 11% of carbon emissions in the food production process result from transportation, and only 4% came from the final delivery of the product from the producer to the seller. In fact, imported food often has a lower carbon footprint than locally grown food. Take apples, for example. In autumn, when apples are harvested, the best option for British people is to buy British apples. However, the apples we buy in winter or spring have been kept refrigerated for months, and this uses up a lot of energy. In spring, therefore, it is more energy-saving to import them from New Zealand, where they are in season. Heating also uses a lot of energy, which is why growing tomatoes in heated greenhouses in the UK is less environmentally friendly than importing them from Spain, where the tomatoes grow well in the local climate. We must also take into account the type of transport. Transporting food by air creates about 50 times more emissions than shipping it. However, only a small number of goods are flown to foreign countries, and these are usually high value, perishable (易腐烂的) goods which we cannot produce locally, such as seafood and out-of-season berries. Even then, these foods may not have a higher carbon footprint than locally grown food. For example, beans flown in from Kenya are grown in sunny fields using human labour and natural fertilisers (肥料), unlikein Britain, where we use oil-based fertilisers and machinery. Therefore, the total carbon footprint is still lower. It’s also worth remembering that a product’s journey does not end at the supermarket. The distance customers travel to buy their food, and the kind of transport they use will also add to its carbon footprint. So driving a long way to shop for food will wipe out any environmental benefits of buying locally grown produce. Recently, some supermarkets have been trying to raise awareness of food miles by labelling (标记) foods with stickers that show it has been imported by air. But the message this gives is too simple. Lots of different factors contribute to a food’s carbon footprint besides the distance it has travelled. 1.What can we learn about “food miles”? A. It influences how people deliver and transport food. B. It will increase if people are encouraged to buy local food. C. It is the key factor contributing to a food’s carbon emissions. D. It shows how far the food goes from farmland to supermarkets. 2.The author will probably agree that _______. A. transporting food by air is the most energy-saving type of shipping B. storing local food creates more carbon emissions than importing food C. human labour and natural fertilisers can increase the carbon footprint D. growing out-of-season food takes less energy than importing food in season 3.What is the author’s attitude towards cutting food miles to reduce carbon emissions? A. Supportive. B. Negative. C. Confused. D. Doubtful. 4.What is the best title of the passage? A. Food miles: Is buying local food always better? B. Carbon emissions: How to grow food in a greener way? C. Transportation: Is delivering food creates carbon footprint? D. Carbon footprint: What does importing food bring to environment? Passage 2 （24-25高一上·北京第十四中学·期中）If there’s one cliché (陈词滥调) that really annoys Danah Boyd, a specialist researcher who has made a career from studying the way teenagers use the web, it’s that of the digital native. “Today the world has computer-mediated communications. Thus, in order to learn about their social world around them, teenagers are learning about those things too. And they’re using that to work out the stuff that kids have always worked out: peer (同龄人) sociality, status, etc.” she says. It’s no surprise Boyd takes exception, really. As one of the first digital anthropologists to dig into the way teenagers use social networking sites, she gained insights into the social web by taking a closer look at what was going on. Lately, her work has been about explaining new ways of interpreting the behavior we see online. She outlined some examples at a recent conference in San Francisco, including the case of a young man from one of the poorest districts of Los Angeles who was applying for a top American college. The applicant said he wanted to escape the influence of violence, but the admissions officer was shocked when he discovered that the boy’s MySpace page was covered with precisely the violent language he claimed to hate. “Why was he lying about his motivations?” asked the university. “He wasn’t,” said Boyd. “In his world, showing the right images online was a key part of surviving daily life.” Understanding what’s happening online is especially important, for today’s teenagers have a vastly different approach to privacy from their parents. She says, “Adults think of the home as a very private space. That’s often not the case for teenagers because they have little or no control over who has access to it, or under what conditions. As a result, the online world can feel more private because it feels like there’s more control.” The concept of control is central to Boyd’s work, and it applies to pointing out the true facts about teenage behavior. Boyd suggests control remains in the same places as it always did. “Technologists all go for the idea of techno-utopia (乌托邦), the web as great democratizer (民主化)”, she says. “But we’re not actually democratizing the whole system; we’re just shifting the way in which we discriminate.” It’s a call to arms that most academic researchers would tend to sidestep, but then Boyd admits to treading a fine line between academics and activists. “The questions I continue to want to ask are the things that are challenging to me；having to sit down and be forced to think about uncomfortable social stuff, and it’s really hard to get my head around it, which means it’s exactly what I should dive in and deal with, ” she says. 1.What does Danah Boyd think of “computer-mediated communications”? A. They teach teenagers about social interaction. B. They replace other sorts of social interaction for teenagers. C. They are necessary for teenagers to have social interaction. D. They are barriers to wider social interaction among teenagers. 2.Why does Danah Boyd cite the example of the Los Angeles college applicant? A. To show how easy it is to investigate somebody’s online activity. B. To explain how easy it is to misinterpret an individual online activity. C. To prove how important it is to check the content of someone’s online activity. D. To express how necessary it is to judge someone’s sincerity from his online activity. 3.Danah Boyd argues in Paragraph 4 that________. A. parents tend not to respect teenagers’ need for online privacy B. teenagers are less concerned about privacy than their parents C. teenagers feel more private in the online world than in the home D. parents value the idea of privacy less in a domestic environment 4.It can be inferred from the last paragraph that Danah Boyd________. A. is willing to take on research challenges others would avoid B. regards herself as being more of an activist than a researcher C. is aware that she is lacking in ability to deal with the challenges D. feels like abandoning the research into uncomfortable social stuff 主题语境02 人与社会-社会服务与人际沟通 （25-26高一上·北京西城·期中）You are given many opportunities in life to choose to be a victim or creator. When you choose to be a victim, the world is a cold and difficult place.“They” did things to you which caused all of your pain and suffering.“They” are wrong and bad, and life is terrible as long as “they” are around.Or you may blame yourself for all your problems, thus internalizing(内化)your victimization.The truth is, your life is likely to stay that way as long as you feel a need to blame yourself or others. Those who choose to be creators look at life quite differently.They know there are individuals who might like to control their lives, but they don't let this get in the way.They know they have their weaknesses, yet they don't blame themselves when they fail.Whatever happens, they have choice in the matter.They believe their dance with each sacred(神圣的)moment of life is a gift and that storms are a natural part of life which can bring the rain needed for emotional and spiritual growth. Victims and creators live in the same physical world and deal with many of the same physical realities, yet their experience of life is worlds apart.Victims relish(沉溺)in anger, guilt, and other emotions that cause others--and even themselves---to feel like victims, too.Creators consciously choose love, inspiration, and other qualities which inspire not only themselves, but al1around them.Both victims and creators always have choice to determine the direction of their lives. In reality, all of us play the victim or the creator at various points in our lives.One person, on losing a job or a special relationship, may feel as if it is the end of the world and sink into terrible suffering for months, years, or even a lifetime.Another with the same experience may choose to first experience the grief, then accept the loss and soon move on to be a powerful creative force in his life. In every moment and every circumstance, you can choose to have fuller, richer life by setting a clear intention to transform the victim within, and by inviting into your life the powerful creator that you are. 1.What does the word “they” in Paragraph 1 probably refer to? A. People and things around you. B. Opportunities and problems. C. Creators and their choices. D. Victims and their sufferings. 2.According to Paragraph 2, creators__________. A. seem willing to experience failures in life B. possess the ability to predict future life C. handle ups and downs of life wisely D. have potential to create something new 3.What is the author's purpose in writing this passage? A. To define victims and creators. B. To evaluate victims against creators. C. To explain the relationship between victims and creators. D. To suggest the transformation from victims to creators. 4.The examples mentioned in Paragraph 4 show that_________. A. strong attachment to sufferings in life pulls people into victims. B. people need family support to deal with challengers in life. C. it takes creators quite a long time to get rid of their pains. D. one's experiences determine his attitude toward life. 主题语境03 人与社会-科学与技术 （25-26高一上·北京丰台·期中）Psychologists tell us our self-image defines what we believe we can and cannot do. Each of us over the years has built up belief about ourselves: Unconsciously, our pictures of who we are have been formed by past experiences. Our successes and failures, what others have told us and what we think people believe about us all help form impressions of what we think we are. Because self-image is so important in our growth, it is important to examine our concepts of self in order to reach our full potential. Changing our self-image is possible: Some psychologists suggest we begin to change our self-image by mentally picturing ourselves performing well at some task. Since we presently react to things based on our present images, it’s suggested that we replace those with better ones. In many experiments, people were asked to sit quietly for a few minutes each day and imagine themselves doing well. For instance, subjects would sit and imagine themselves throwing darts at a bull’s-eye on a target. Over a period of weeks, their dart game improved. The point of changing self-image is not to develop an image of ourselves that is not real. To try to become something we really aren’t is just as wrong as living the unrealistic, inferior image we may have. The aim is to find the real self, to bring our mental images of ourselves in line with our true potential. However, it is generally accepted among psychologists that most of us fail to do justice to ourselves. We’re usually better than we think we are. Another important part of changing self-image is to not think about past mistakes. Don’t let failures do harm. Our errors or humiliation over mistakes are necessary steps in learning. It is all right to make mistakes. But when they have taught us what we did wrong, we should forget them and not think about them repeatedly. Sometimes we keep remembering our failures or mistakes and feel guilty or embarrassed about them. We let them take over, and then we develop a fear. It is important to have realistic expectations of ourselves. Some of our dissatisfaction might come from expecting too much of ourselves. If we demand constant perfection in everything we do, we can be disappointed and our poor self-image will continue. If our goal is to reach perfection, we are destined to fail from the start. 1.What is the purpose of Paragraph 3? A. To confirm the effect of changing self-image. B. To clarify the principle of changing self-image. C. To propose a new view on changing self-image. D. To stress the importance of changing self-image. 2.According to the author, how should we regard our past mistakes? A. They are part of our growth. B. They are warnings for future. C. They are tools for overcoming fear. D. They are barriers to our development. 3.Which of the following would be the best title of the passage? A. We Are What We Do B. Be the Best We Can Be C. We Are What We Think We Are D. What We Are Decides What We Think 4.Which situation agrees with the idea of the passage? A. To outshine his colleagues, Joe sets an idealistic goal. B. To get along with her classmates, Doris always humbles herself. C. To become a star player, Alex repeatedly plays back his faults in his mind. D. To win a speech contest, Tina visualizes herself speaking more confidently. / 学科网（北京）股份有限公司 $可学科网 www.zxxk.com 让教与学更高效 专题04阅读理解（议论文&新闻报道） 基础必练 主题语境01人与社会-历史、社会与文化 Passage 1 【答案】1.C2.A3.B4.D Passage 2 【答案】1.B2.C3.D4.D 主题语境02人与社会-社会服务与人际沟通 【答案】1.D2.B3.D4.C 主题语境03人与自我-做人与做事 【答案】1.C2.D3.D4.A 主题语境04人与自我-生活与学习 【答案】1.A2.A3.B4.C 进阶提升 主题语境01人与社会-历史、社会与文化 Passage 1 【答案】1.B2.C3.A4.D Passage 2 【答案】1.D2.C3.A Passage 3 112 可学科网 www.zxxk.com 让教与学更高效 【答案】1.C2.B3.D 主题语境02人与社会-科学与技术 【答案】1.D2.A3.D 主题语境03人与自我-生活与学习 Passage 1 【答案】1.C2.D3.D4.C Passage 2 【答案】1.D2.B3.A4.D 主题语境04人与自然-自然生态 【答案】1.C2.A3.B 拓展培优 主题语境01人与社会-历史、社会与文化 Passage 1 【答案】1.D2.B3.B4.A Passage 2 【答案】1.C2.B3.C4.A 主题语境02人与社会-社会服务与人际沟通 【答案】1.A2.C3.D4.A 主题语境03人与社会-科学与技术 【答案】1.B2.A3.C4D 212 专题04 阅读理解（议论文&新闻报道） 主题语境01 人与社会-历史、社会与文化 Passage 1 （25-26高一上·北京西城·期中）The facts of climate change are widely reported. It is noted that with a 2℃ increase in global temperatures, as compared with a 1.5℃ increase, about 61 million more people living in urban areas around the world will be exposed to severe drought(干旱). The problem with communicating these numbers, however, is that math anxiety — the experience of tension, fear or worry when facing mathematical problems — and the inability to understand and employ numerical concepts — are both quite common. Despite high rates of innumeracy (数学盲), there are reasons to think that people may not ignore the information when they receive numbers. First, multiple past studies show that people often prefer getting numerical details over unclear description or purely verbal communication People also trust messages provided by medical professionals or journalists more when that communication includes numbers than when it does not. The use of specific numbers signals professionalism to readers. But trade-offs exist. Given people’s anxiety about math and level of mathematical ability, there is an upper limit when communicating these kinds of details. In past research, it was found that people find numbers helpful, so long as there aren’t too many of them. No hard-and-fast rule suggests how many is too many — it depends on the complexity of the topic, people’s familiarity with the subject and their overall numeracy. Communicators therefore need to know and attend to their audience: if a speaker sees someone looking bored, for example, it’s a sign to back off on the numbers. In addition to the possibility of being overloaded by numbers, their persuasive power could have consequences that communicators need to consider. Based on the most recent findings, more negative feelings about the posts containing numeric consequences of climate change are reported. To be clear, this doesn’t reflect math anxiety. Instead, these posts resulted in negative emotions because the numerically precise messages were stronger in conveying the disastrous consequences of climate change. If you can suggest actions that people feel they can carry through, that could ease the negative feelings that arise when they consider climate change’s consequences. So whether you’re an environmentalist seeking to communicate more effectively over social media or looking for strategies to persuade family over the dinner table, there are a few lessons here. Find the key numerical data and share that. Think strategically about data presentation. When talking about climate change, include some proposed action. Given that past work suggests that sharing numbers builds trust, your readers or listeners may be more likely to follow your recommendations. When used wisely, numbers can help transform anxiety into action, which could help turn the tide in our fight against climate change. 1.What role do numbers play when introduced into professional communication? A. They can arouse people’s anxiety about math. B. They leave the audience even more confused. C. They help make the message more reliable. D. They don’t really change how people feel. 2.What can be inferred from the passage? A. The use of numbers in communication calls for caution. B. The more numbers used, the more persuasive the message. C. Numerically precise messages bring negative outcomes. D. The audience’s response to numbers should be prioritized. 3.According to the passage, which of the following is an effective climate message? A. Sea level rise: a ticking time bomb for coastal cities! B. Cycle 5 miles daily, save 50% on carbon footprint! C. 50% of species lost: a warning from climate change! D. Plant more trees today, enjoy fresher air tomorrow! 4.What is the best title for this passage? A. Numbers: Origin of tension about climate change. B. Numbers: Reason for high levels of math anxiety. C. Numbers: Cause of boredom in public speaking. D. Numbers: Aid in fighting environmental issues. 【答案】1. C　2. A　3. B　4. D 【解析】【导语】 本文是一篇议论文。文章主要讲述了在专业交流中引入数字的作用，使用数字时需谨慎，以及有效的气候信息传播方式，强调数字在应对环境问题中的助力作用。 (1)题解析： 细节理解题。根据第二段中“People also trust messages provided by medical professionals or journalists more when that communication includes numbers than when it does not. The use of specific numbers signals professionalism to readers.(当信息中包含数字时，人们也比不包含数字时更信任医疗专业人员或记者提供的信息。使用具体数字向读者表明了专业性)”可知，数字有助于使信息更可靠。故选C。 (2)题解析： 推理判断题。根据第三段中“Given people’s anxiety about math and level of mathematical ability, there is an upper limit when communicating these kinds of details.(考虑到人们对数学的焦虑和数学能力水平，在交流这些细节时有一个上限)”以及“Communicators therefore need to know and attend to their audience(因此，传播者需要了解并关注他们的受众)”可推断出，在交流中使用数字需要谨慎。故选A。 (3)题解析： 推理判断题。根据最后一段中“When talking about climate change, include some proposed action.(当谈论气候变化时，要包括一些提议的行动)”以及“If you can suggest actions that people feel they can carry through, that could ease the negative feelings that arise when they consider climate change’s consequences.(如果你能提出一些人们觉得能够实施的行动，这可以缓解他们在考虑气候变化后果时产生的负面情绪)”可知，有效的气候信息应包含提议的行动，B选项“每天骑行5英里，减少50%的碳足迹！”符合这一要求。故选B。 (4)题解析： 主旨大意题。根据最后一段中“When used wisely, numbers can help transform anxiety into action, which could help turn the tide in our fight against climate change.(如果明智地使用数字，数字可以帮助将焦虑转化为行动，这可能有助于扭转我们对抗气候变化的局势)”以及全文内容可知，文章主要讨论了数字在应对环境问题中的助力作用。选项D“Numbers: Aid in fighting environmental issues.(数字：助力应对环境问题)”适合作为标题。故选D。 Passage 2 （25-26高一上·北京十一学校顺义学校·期中）The newest group of Generation Z (people born between 1997 and 2012) are filling out their college application forms and thinking about their choices. It may be worth thinking about two things. One is how the purpose and value of a degree have changed. The other is what they need to consider when they start their education in college or university. Millennials (born between 1981 and 1996) were told that if they did well at school and got a good degree, they’d be set up for life. But this promise doesn’t seem to have come true. As degrees became common, they got less valuable. Education was no longer a safe way to move up in society. Today, 28% of UK graduates (大学毕业生) are in non-graduate roles. That’s twice the average across OECD (经济合作与发展组织) countries. This doesn’t mean it’s useless to get a degree. It’s to emphasize three things: a degree isn’t for everyone; moving from high school classrooms to college lecture halls isn’t something you have to do; and there are other choices. Thankfully, there are signs that this is already happening, with Generation Z seeking to learn from their millennial elders, even if parents and teachers tend to be still set in the degree mindset. Employers have long seen the advantages of hiring school leavers who often prove themselves to be more committed and loyal employees than graduates. Many too are seeing the advantages of removing a degree requirement for certain roles. If a degree is what you want to pursue, think about it — this one might not be the only one you’ll get. In this age of generalists, it pays to have specific knowledge or skills. Postgraduates (研究生) now earn 40% more than graduates. When more and more of us have a degree, it makes sense to have two. It is unlikely that Generation Z will be done with education at 18 or 21. They will need to be constantly learning new skills throughout their career to stay employable. It has been estimated that this generation, due to the pressures of technology, the wish for personal fulfillment, and the desire for diversity will work for 17 different employers over the course of their working life and have five different careers. Education, and not just knowledge gained on campus, will be a core part of Generation Z’s career path. Older generations often talk about their degree in the present and personal tense: “I am a geographer” or “I am a pianist”. Their sons or daughters would never say such a thing; it’s as if they already know that their degree won’t define them in the same way. 1.What does the percentage of UK graduates in non-graduate roles reflect? A. Millennials’ opinions about work. B. The decreasing value of a degree. C. Public dissatisfaction with education. D. The desired route of social mobility. 2.The author considers it a good sign that ________. A. Generation Z are seeking to earn a decent degree B. School leavers are willing to be skilled workers C. Employers are taking a realistic attitude to degrees D. Parents are changing their minds about education 3.It is advised in Paragraph 5 that those with one degree should ________. A. Make an early decision on their career B. Attend on-the-job training programs C. Team up with highly-paid postgraduates D. Further their studies in a specific field 4.What can be concluded about Generation Z from the last two paragraphs? A. They will become qualified educators. B. Degrees will no longer appeal to them. C. They will have a limited choice of career paths. D. Lifelong learning will be a crucial part of their life. 【答案】1. B　2. C　3. D　4. D 【解析】【导语】 这是一篇议论文。探讨了Z世代在教育选择上的转变，分析了大学学位价值的变化及Z世代需终身学习的趋势。 (1)题解析： 细节理解题。根据第二段“As degrees became common, they got less valuable. (随着学位变得普遍，其价值在降低)”以及“Today, 28% of UK graduates (大学毕业生) are in non-graduate roles. (如今，28%的英国大学毕业生从事非毕业生岗位)”可知，这一数据反映了学位价值的下降。故选B。 (2)题解析： 细节理解题。根据第四段“Employers have long seen the advantages of hiring school leavers (雇主早就意识到雇佣辍学者的优势)”以及“Many too are seeing the advantages of removing a degree requirement for certain roles. (许多雇主也看到了取消某些岗位学位要求的好处)”可知，作者认为雇主对学位持理性态度是一个好迹象。故选C。 (3)题解析： 细节理解题。根据第五段“In this age of generalists, it pays to have specific knowledge or skills. Postgraduates (研究生) now earn 40% more than graduates. (在通才时代，拥有特定知识或技能是有益的。研究生的收入比本科生高40%)”可知，有学位的人应在特定领域继续深造。故选D。 (4)题解析： 推理判断题。根据倒数第二段“They will need to be constantly learning new skills throughout their career to stay employable. (他们需要在整个职业生涯中持续学习新技能以保持就业能力)”以及“Education, and not just knowledge gained on campus, will be a core part of Generation Z’s career path. (教育，而不仅仅是在校园里获得的知识，将成为Z一代职业道路的核心部分)”可知，终身学习将是Z世代生活的关键部分。故选D。 主题语境02 人与社会-社会服务与人际沟通 （25-26高一上·北京十一学校顺义学校·期中）We’ve all been there: in a lift, looking through phones to avoid eye contact; in a bank line, staring at the floor as silence stretches awkwardly; or on a plane, holding devices like shields (屏障) from the stranger next to us. It’s a common modern habit — but beneath this avoidance lies a problem. Maybe we’ve lost some ability to talk to others: our skill at starting chats has faded from choosing phones over talking for years. More likely, we just avoid starting a chat — it feels awkward to break silence, hard to find words, or unnecessary when we can hide behind phones. But next time you’re around strangers, pause: small talk is worth the discomfort. Experts call it a valuable social habit that brings easy-to-miss benefits. It’s easy to ignore small talk and regard it as something unimportant, but we forget: deep relationships — romantic, work, or friendly — would never start without casual chats first. Small talk is like oil for socializing, says Bernardo Carducci, head of Indiana University Southeast’s Shyness Research Institute. “Nearly every great love story starts with a silly weather comment in a cafe, and big business deals begin with casual pre-meeting chats about trends,” he explains. “Good small talk isn’t just exchanging words — it’s connecting, showing real interest, not just going through the motions. Asking a barista (咖啡师), ‘How’s your busiest shift?’ instead of ‘A latte, please’ turns an order into a tiny human link.” In a 2014 study, UBC psychology teacher Elizabeth Dunn tested customers at a local café. One group talked to waiters — asking about their day, commenting on new cakes, joking about long lines. The other only spoke when needed: just ordering and thanking. The results showed that those who chatted with their server reported significantly higher positive feelings and a better coffee shop experience. “It’s not that talking to the waiter is better than talking to your husband,” say Dunn. “But interactions with peripheral (边缘的) members of our social network matter for our well-being also.” Dunn thinks reaching out to strangers boosts our sense of belonging — a quiet bond that eases loneliness. Carducci agrees: this connection starts with small chats. “Small talk is good manners’ base,” he says. “Nice day, isn’t it?” to a bus stop stranger, or ‘Love your necklace — where’d you get it?’ to a coworker, doesn’t just fill silence. It builds respect, eases tension, and reminds us we’re all just people wanting a little connection.” 1.What phenomenon (现象) is described in the first paragraph? A. Addiction to smartphones. B. Impatience with slow service. C. Inappropriate behaviours in public places. D. Absence of communication between strangers. 2.What is important for successful small talk according to Carducci? A. Showing good manners. B. Connecting other people. C. Focusing on a topic. D. Making business deals. 3.What does the coffee-shop study suggest about small talk? A. It improves family relationships. B. It raises people’s confidence. C. It matters as much as formal talk. D. It makes people feel good. 4.What is the best title for the text? A. Conversation Counts B. Ways of Making Small Talk C. Benefits of Small Talk D. Uncomfortable Silence 【答案】1. D　2. B　3. D　4. C 【解析】【导语】 这是一篇议论文。论述了现代社会中人们避免与陌生人交流的现象，并强调了闲聊的价值与益处。 (1)题解析： 细节理解题。根据第一段“We’ve all been there: in a lift, looking through phones to avoid eye contact; in a bank line, staring at the floor as silence stretches awkwardly; or on a plane, holding devices like shields (屏障) from the stranger next to us. (我们都有过这样的经历：在电梯里，盯着手机避免眼神接触；在银行排队时，尴尬的沉默中盯着地板；或是在飞机上，拿着电子设备像屏障一样隔开旁边的陌生人)”可知，第一段描述的是陌生人之间缺乏沟通的现象。故选D。 (2)题解析： 细节理解题。根据第二段“It’s easy to ignore small talk and regard it as something unimportant, but we forget: deep relationships — romantic, work, or friendly — would never start without casual chats first. Small talk is like oil for socializing, says Bernardo Carducci (Bernardo Carducci说，我们很容易忽视闲聊，把它当作不重要的事情，但我们忘记了：深厚的关系——浪漫的、工作的或友好的——如果不先闲聊，就永远不会开始)”以及“Good small talk isn’t just exchanging words — it’s connecting, showing real interest, not just going through the motions. (好的闲聊不只是交换话语，它是建立联结，展现真正的兴趣，而不只是走形式)”可知，Carducci认为成功的闲聊关键在于与他人建立联结。故选B。 (3)题解析： 细节理解题。根据第三段“The results showed that those who chatted with their server reported significantly higher positive feelings and a better coffee shop experience. (结果显示，与服务员聊天的人表现出明显更积极的情绪，且咖啡店体验更好)”可知，闲聊能让人们感觉更愉悦。故选D。 (4)题解析： 主旨大意题。根据最后一段“Small talk is good manners’ base (闲聊是礼貌的基础)”以及“It builds respect, eases tension, and reminds us we’re all just people wanting a little connection. (它建立尊重、缓解紧张，也提醒我们每个人都只是渴望一点联结的普通人)”以及通读全文可知，文章核心是介绍闲聊的益处，因此“Benefits of Small Talk (闲聊的益处)”最合适作为文章标题。故选C。 主题语境03 人与自我-做人与做事 （25-26高一上·北京第十七中·期中）Once when I was facing a decision that involved high risk, I went to a friend. He looked at me for a moment, and then wrote a sentence containing the best advice I’ve ever had: Be bold and brave-and mighty (强大的) force will come to your aid. Those words made me see clearly that when I had fallen short in the past, it was seldom because I had tried and failed. It was usually because I had let fear of failure stop me from trying at all. On the other hand, whenever I had plunged into deep water, forced by courage or circumstance, I had always been able to swim until I got my feet on the ground again. Boldness means a decision to bite off more than you are sure you can eat. And there is nothing mysterious about the mighty forces. They are potential powers we possess: energy, skill, sound judgment, creative ideas-even physical strength greater than most of us realize. Admittedly, those mighty forces are spiritual ones. But they are more important than physical ones. A college classmate of mine, Tim, was an excellent football player, even though he weighed much less than the average player. “In one game I suddenly found myself confronting a huge player, who had nothing but me between him and our goal line,” said Tim, “ I was so frightened that I closed my eyes and desperately threw myself at that guy like a bullet (子弹) — and stopped him cold.” Boldness — a willingness to extend yourself to the extreme-is not one that can be got overnight. But it can be taught to children and developed in adults. Confidence builds up. Surely, there will be setbacks (挫折) and disappointments in life; boldness in itself is no guarantee of success. But the person who tries to do something and fails is a lot better off than the person who tries to do nothing and succeeds. So, always try to live a little bit beyond your abilities — and you’ll find your abilities are greater than you ever dreamed. 1.Why was the author sometimes unable to reach his goal in the past? A. He faced huge risks. B. He lacked mighty forces. C. Fear prevented him from trying. D. Failure blocked his way to success. 2.What was especially important for Tim’s successful defense in the football game? A. His physical strength. B. His basic skill. C. His real fear. D. His spiritual force. 3.What can be learned from Paragraph 5? A. Confidence grows more rapidly in adults. B. Trying without success is meaningless. C. Repeated failure creates a better life. D. Boldness can be gained little by little. 4.What is the author’s purpose in writing this passage? A. To encourage people to be courageous. B. To tell people the ways to achieve success. C. To advise people to build up physical power. D. To recommend people to develop more abilities. 【答案】1. C　2. D　3. D　4. A 【解析】【导语】 本文是一篇议论文。主要通过个人经历与实例，阐述勇敢无畏的重要性，鼓励人们突破自我、勇于尝试。 (1)题解析： 细节理解题。根据第二段中的“It was usually because I had let fear of failure stop me from trying at all. (通常是因为我让对失败的恐惧阻止了我去尝试。)”可知，作者过去有时无法达成目标，是因为恐惧阻碍了他的尝试。故选C项。 (2)题解析： 推理判断题。根据第四段中的“Admittedly, those mighty forces are spiritual ones. But they are more important than physical ones. (诚然，这些强大的力量是精神层面的。但它们比身体层面的力量更重要。)”及蒂姆的案例——他体重远低于平均水平，却凭借勇气成功阻挡了高大球员，可知蒂姆成功防守的关键在于精神力量。故选D项。 (3)题解析： 细节理解题。根据第五段中的“Boldness-a willingness to extend yourself to the extreme-is not one that can be got overnight. But it can be taught to children and developed in adults. Confidence builds up. (勇敢——一种愿意将自己推向极致的意愿——并非一蹴而就。但它可以教给孩子，也可以在成年人身上培养。信心是逐步建立起来的。)”可知，勇敢可以一点点培养获得。故选D项。 (4)题解析： 推理判断题。通读全文，作者以个人经历引入，通过朋友的建议、自身感悟、蒂姆的案例，强调勇敢尝试的重要性，最后总结“So, always try to live a little bit beyond your abilities-and you’ll find your abilities are greater than you ever dreamed. (所以，总是尝试去做一些超出你能力范围的事情——你会发现你的能力比你想象的更强大。)”可知，短文的目的是鼓励人们勇敢无畏、勇于突破。故选A项。 主题语境04 人与自我-生活与学习 （25-26高一上·北京房山·期中）The fear that language is in decline (衰退) is like the story of the boy who cried wolf, with one key difference: the wolf never appears. For a very long time, people have worried that language standards are falling, yet this feared breakdown in communication has never actually happened. Language has always been and will remain a useful tool for communication. Those who warn about the decline of language often do not know its history. Their worries are usually not about a real decline, but are simply statements of personal preference for the way of speaking they are used to. The idea that language will get worse to the point where we can only communicate with simple sounds is unfounded. The clearest evidence for this is that people have been making the same warnings for hundreds of years. Many famous writers throughout history have moaned about falling standards. Yet, the very same periods produced some of the greatest works in English literature. And anxiety about standards is not unique to English. Speakers of every language in the world have, at some point, sighed for its future. The truth is that English, like all other languages, keeps changing. The feeling of decline is a false idea created by the speed of this change within our own short lifetimes. Because change often happens between generations, older speakers see the rules they grew up with being replaced by new ones. This can cause cognitive discomfort, which then turns into negative comments. We naturally look for intellectual reasons to explain our personal preferences. If we could live for centuries, we would see the bigger picture. Language change is not simply a sign of carelessness. It happens at all levels, from vocabulary to grammar. Over centuries, a language can be changed so much that it becomes unrecognizable. However, like a complex (复杂的) natural system, language often maintains a balance. Simplification in one area can lead to greater complexity in another. What stays the same is the main expressive power of the language. You can always say what needs to be said. 1.As for language decline, the author is ______. A. disapproving B. supportive C. confused D. indifferent 2.What does the phrase “moaned about” underlined in Paragraph 3 most probably mean? A. Expressed dissatisfaction with. B. Showed curiosity about. C. Carefully thought about. D. Paid no attention to. 3.It is implied in this passage that we should ______. A. accept personal differences in language B. stop worrying about language decline C. avoid using simplified language D. protect language from decline 4.What does the author mainly do in this passage? A. Address a problem. B. Make a comparison. C. Argue against a view. D. Present facts and information. 【答案】1. A　2. A　3. B　4. C 【解析】【导语】 本文是一篇议论文。主要反驳“语言衰退”这一观点。 (1)题解析： 推理判断题。根据第一段“The fear that language is in decline (衰退) is like the story of the boy who cried wolf, with one key difference: the wolf never appears. For a very long time, people have worried that language standards are falling, yet this feared breakdown in communication has never actually happened.(对语言衰落的恐惧就像那个喊狼来了的男孩的故事，但有一个关键的区别：狼从来没有出现过。很长一段时间以来，人们一直担心语言水平正在下降，然而这种令人担忧的沟通障碍从未真正发生过)”可知，作者认为语言衰退从未真正发生过，所以对“语言衰退论”持反对态度。故选A项。 (2)题解析： 词句猜测题。根据下文“Yet, the very same periods produced some of the greatest works in English literature. And anxiety about standards is not unique to English. Speakers of every language in the world have, at some point, sighed for its future.(然而，就在同一时期，英国文学中出现了一些最伟大的作品。对标准的焦虑并不是英语独有的。世界上每一种语言的使用者都在某个时刻为其未来叹息)”可知，许多人都有对标准下降的焦虑，也就是不满意之意，推知moaned about应是“不满”之意，和A项意思相近。故选A项。 (3)题解析： 推理判断题。根据倒数第二段“The truth is that English, like all other languages, keeps changing. The feeling of decline is a false idea created by the speed of this change within our own short lifetimes.(事实上，英语和所有其他语言一样，都在不断变化。衰落的感觉是一种错误的想法，是在我们短暂的一生中这种变化的速度所造成的)”以及最后一段“If we could live for centuries, we would see the bigger picture. Language change is not simply a sign of carelessness. It happens at all levels, from vocabulary to grammar. Over centuries, a language can be changed so much that it becomes unrecognizable. However, like a complex (复杂的) natural system, language often maintains a balance. Simplification in one area can lead to greater complexity in another. What stays the same is the main expressive power of the language. You can always say what needs to be said.(如果我们能活上几个世纪，我们就能看到更大的图景。语言的改变不仅仅是粗心大意的表现。它发生在各个层面，从词汇到语法。经过数个世纪的演变，一种语言可能会发生很大的变化，以至于变得无法辨认。然而，就像一个复杂的自然系统一样，语言往往保持着一种平衡。一个领域的简化可能导致另一个领域的更大复杂性。保持不变的是语言的主要表现力。该说什么就说什么)”可知，这篇文章暗示我们应该停止担心语言的衰退。故选B项。 (4)题解析： 推理判断题。根据第一段“The fear that language is in decline (衰退) is like the story of the boy who cried wolf, with one key difference: the wolf never appears. For a very long time, people have worried that language standards are falling, yet this feared breakdown in communication has never actually happened.(对语言衰落的恐惧就像那个喊狼来了的男孩的故事，但有一个关键的区别：狼从来没有出现过。很长一段时间以来，人们一直担心语言水平正在下降，然而这种令人担忧的沟通障碍从未真正发生过)”以及纵观全文可知，全文围绕批驳“语言正在衰退”这一错误观点展开，是在反驳一个观点。故选C项。 主题语境01 人与社会-历史、社会与文化 Passage 1 （25-26高一上·北京大学附属中学·期中）This summer, a cultural critic was hired by an AI app to record 12 hours of commentary on Romeo and Juliet to train a chatbot (聊天机器人) to talk like her. For a fee, the app lets users read a classic book in the public domain while chatting with an AI “guide”. The goal, the critic explained, is to reproduce the experience of a one-on-one teaching session. “The task was to be interesting more than it was to be an expert,” she said. “There were no restrictions. Anything that I wanted to comment on about the play was OK. They were looking for voices that are kind of strange and engaging for readers.” The critic, who learned in 2023 that her own books were among the thousands used without permission to train generative artificial intelligence, said she wouldn’t go so far as to call technology “neutral”, because it can be developed for social purposes that fall across the moral spectrum (范围). But she also doesn’t believe AI has a built-in social purpose, which she says is the fear behind most of the anxiety about AI’s future. “New technologies are going to reflect and intensify existing social forces and relations of production,” she said. “I don’t think they themselves create those relations — at least, so far.” She suggests treating AI as a public service and regulating it like one. “It seems currently a given that AI will take over the project of milking maximum profits from every last corner of social and private life for short-term gains in even more creatively harmful ways,” she said. “Resisting AI isn’t going to change that dynamic if the wrongdoer is not the technology.” A lecturer on fiction pushed back on the critic’s claim that adopting AI is a “given”, saying that attitude only continues the idea that using AI is unavoidable. She also pointed out that the app for which the critic recorded commentary is an example of the profit-milking she was critiquing. “At what point do you think you are making a difference by not participating in something?” the critic argued. “We’re enrolled. We’re enlisted. There’s no standing outside.” The lecturer criticized multi-paragraph responses generated by another of the app’s chatbots, which had been trained using the words of an Irish author, finding them rather repetitive and intellectually thin. “So much of what’s interesting when I read is to know that an individual consciousness has chosen the words,” the lecturer said. “I’m really interested in the odd decisions and the unique qualities of personal expression.” The critic said the lecturer might be setting the bar too high in expecting a chatbot that is designed for interaction to also be “brilliantly original.” “I think the idea is that it promotes or helps people engage who might not otherwise engage in classics,” the critic said. “People who just want a different experience of reading.” 1.What did the AI app ask the critic to do? A. Write a classic using a chatbot. B. Train a chatbot to copy her style. C. Help a chatbot become an expert. D. Comment on her use of a chatbot. 2.What is the critic’s attitude toward AI? A. Neutral and distant. B. Fearful and anxious. C. Objective and careful. D. Passionate and excited. 3.Which of the following might the lecturer agree with? A. Chatbots lack original ideas. B. AI adoption is unavoidable. C. Chatbots have fixed social purposes. D. AI helps make classics more popular. 4.Which would be the best title for this passage? A. Is AI Technology Morally Sound? B. Does AI produce Better Language? C. Will Bots Replace Human Lecturers? D. Should You Help Train a Literary Bot? 【答案】1. B　2. C　3. A　4. D 【解析】【导语】 本文是一篇议论文。主要围绕文化评论家参与文学类AI训练展开，呈现了评论家与小说讲师对AI文学应用的不同观点。 (1)题解析： 细节理解题。根据第一段中的“This summer, a cultural critic was hired by an AI app to record 12 hours of commentary on Romeo and Juliet to train a chatbot (聊天机器人) to talk like her.(今年夏天，一款人工智能应用程序聘请了一位文化评论家，录制了12小时关于《罗密欧与朱丽叶》的评论，以训练一个聊天机器人像她一样说话。)”可知，AI应用程序让评论家录制评论，核心目的是训练聊天机器人模仿她的风格。故选B项。 (2)题解析： 推理判断题。根据第三段“The critic, who learned in 2023 that her own books were among the thousands used without permission to train generative artificial intelligence, said she wouldn’t go so far as to call technology “neutral”(这位评论家说，她在2023年得知，她自己的书是未经许可用于训练生成式人工智能的数千本书之一，她不会轻易称这项技术为“中立的”)”、第四段中的“But she also doesn’t believe AI has a built-in social purpose(但她也不认为人工智能有内在的社会目的)”及第六段中的“She suggests treating AI as a public service and regulating it like one(她建议将人工智能视为公共服务，并像监管公共服务一样监管它)”可知，评论家既不盲目认定AI中立，也不夸大其固有问题，还提出了合理监管建议，态度客观且谨慎。故选C项。 (3)题解析： 推理判断题。根据第九段中的“The lecturer criticized multi-paragraph responses generated by another of the app’s chatbots, which had been trained using the words of an Irish author, finding them rather repetitive and intellectually thin.(这位小说讲师批评了该应用程序另一个聊天机器人生成的多段回复 —— 该机器人是利用一位爱尔兰作家的文字训练而成的 —— 认为这些回复相当重复且缺乏思想深度。)”及第十段中的“I’m really interested in the odd decisions and the unique qualities of personal expression.(我真正感兴趣的是个人表达中那些奇特的选择和独特的特质。)”可知，讲师认为聊天机器人的回复缺乏独特性和思想性，即缺少原创想法。故选A项。 (4)题解析： 主旨大意题。文章核心围绕文化评论家是否应该参与文学类AI（聊天机器人）的训练展开，既介绍了评论家参与的原因和对AI的看法，也呈现了讲师的反对观点，核心争议点是“是否应帮助训练文学类AI”。所以最佳标题为“你是否应该助力训练文学类聊天机器人？”。D项。 Passage 2 （25-26高一上·北京通州·期中）Travelling allows individuals to gain new opinions and insights, which can lead to personal growth and development. When we expose ourselves to new cultures, languages and traditions, we are able to open our eyes and gain a deeper understanding of the world around us. According to a study conducted by the University of Arkansas, individuals who travel regularly are more open-minded and adaptable. Furthermore, travelling has been shown to have a positive impact on mental health. According to the World Health Organization, people who travel regularly are less likely to experience stress and anxiety. This is because travelling allows people to disconnect from their daily schedules and concentrate on new experiences, which can be refreshing. Another argument in favor of travelling is that it improves cultural exchange and understanding. When we travel to different countries, we have the opportunity to learn about and appreciate different cultures and ways of life. This can help to break down barriers (隔阂), and promote empathy (同理心). One common misunderstanding about travelling is that it is expensive and unreachable to the average person. However, there are many affordable travel choices available (可获得的), such as budget airlines, cheap hotels and public transportation. According to a study by the World Tourism Organization, the cost of travel has decreased in recent years, making it more affordable to a wider range of people. Additionally, there are many resources available for budget travel, such as travel blogs and websites, which provide tips and advice for travelling on a budget. It is also important to consider the economic impact of travel. According to the World Travel & Tourism Council, the travel and tourism industry is one of the largest and fastest-growing industries in the world, leading to job creation and economic growth. In addition, travel can have a positive impact on local communities, as it provides chances for cultural exchange and economic development. In conclusion, travelling is not only helpful but also necessary for personal growth and development. It allows people to gain new perspectives, improves cultural exchange and understanding, and has a positive impact on mental health. It is important to recognize the value of travel and to encourage others to explore the world around them. 1.What does the author mainly do in this passage? A. Give a lecture. B. Show a debate. C. Compare two ways. D. Introduce personal opinion. 2.What can be inferred from the passage? A. Cheap travel is more popular among people. B. Cultural exchange is the key part of travelling. C. Travelling is of help to both people and society. D. Travel industry is the main driver of global economic development. 3.Which word best shows the author’s attitude to travelling? A. Supportive. B. Uninterested. C. Unfavorable. D. Objective. 【答案】1. D　2. C　3. A 【解析】【导语】 本文是一篇议论文。文章主要阐述了旅行对个人成长、心理健康、文化交流的益处，反驳了旅行昂贵的误解，还提及了其经济价值。 (1)题解析： 主旨大意题。文章开篇指出“Travelling allows individuals to gain new opinions and insights, which can lead to personal growth and development.(旅行能让人们获得新的观点和见解，进而促进个人成长与发展)”，接着从旅行对心理健康的积极影响、促进文化交流和理解、经济影响等多个方面进行阐述，最后总结“In conclusion, travelling is not only helpful but also necessary for personal growth and development. It is important to recognize the value of travel and to encourage others to explore the world around them.(总之，旅行不仅对个人成长和发展有帮助，而且是必要的。重要的是要认识到旅行的价值，并鼓励他人探索周围的世界)”，由此可知，作者主要是在阐述自己对于旅行的观点，即介绍个人对旅行的看法。故选D。 (2)题解析： 推理判断题。 根据第一段中“Travelling allows individuals to gain new opinions and insights, which can lead to personal growth and development.(旅行能让人们获得新的观点和见解，进而促进个人成长与发展)”、第二段中“Furthermore, travelling has been shown to have a positive impact on mental health.(此外，旅行已被证明对心理健康有积极影响)”，以及第五段中“According to the World Travel & Tourism Council, the travel and tourism industry is one of the largest and fastest-growing industries in the world, leading to job creation and economic growth. In addition, travel can have a positive impact on local communities.(根据世界旅游理事会的数据，旅游业是世界上规模最大、增长最快的产业之一，能创造就业机会、促进经济增长。此外，旅行还能对当地社区产生积极影响)”可知，旅行既对个人有益，也能推动社会经济发展、助力社区建设，对个人和社会都有帮助。故选C。 (3)题解析： 推理判断题。 根据第一段中“Travelling allows individuals to gain new opinions and insights, which can lead to personal growth and development.(旅行能让人们获得新的观点和见解，进而促进个人成长与发展)”、第二段中“Furthermore, travelling has been shown to have a positive impact on mental health.(此外，旅行已被证明对心理健康有积极影响)”、第三段中“Another argument in favor of travelling is that it improves cultural exchange and understanding.(支持旅行的另一个理由是，它能促进文化交流与理解)”，以及最后一段中“In conclusion, travelling is not only helpful but also necessary for personal growth and development.(总之，旅行不仅对个人成长和发展有帮助，而且是必要的)”可知，作者通篇强调旅行的诸多积极价值，明确表达了对旅行的支持态度。故选A。 Passage 3 （25-26高一上·北京丰台·期中）What does it mean to live a good life? This question has been debated for centuries. In the field of psychology, two main concepts of the good life have been quite popular: A happy life full of pleasure and positive emotions, and a meaningful life full of purpose and sacrifice. But what if these aren’t the only options? In recent years, a long-neglected version of the good life has been receiving greater attention: the psychologically rich life. It is full of complex mental engagement, a wide range of intense and deep emotions, and diverse, novel, surprising and interesting experiences. Sometimes they are neither pleasant nor meaningful. However, they are rarely boring or monotonous (单调的). After all, both happy and meaningful lives can become monotonous and repetitive. A person with a steady office job, married with children, may be satisfied and find his or her life meaningful and still be bored. Also, the psychologically rich life doesn’t necessarily involve economic richness. For instance, consider Hesse’s character Goldmund, who has no money but pursues the life of a free spirit. Research has found psychological richness is related to, but partially distinct from, both happy and meaningful lives. Psychological richness is related with openness to experience and experiencing both positive and negative emotions more intensely. But is the psychologically rich life one that people actually want? In a new study, Oishi and his colleagues asked people in nine countries the degree to which they value a psychologically rich life, a happy life and a meaningful life. They found many people’s self-described ideal lives involve psychological richness. When forced to choose a life, however, the majority chose a happy life and a meaningful life. Even so, a minority of people still favored the psychologically rich life, ranging from 6.7% in Singapore to 16.8% in Germany. These numbers went up when the desire for a psychologically rich life was measured indirectly. To understand what a person wishes their lives might have been, it is important to explore what people wish they had avoided in their lives. When asked what they regret most and whether undoing this event would have made their lives happier, more meaningful or psychologically richer, about 28% of Americans said undoing the regrettable event would have made their lives psychologically richer. These findings suggest that while most people strive to be happy and have meaning in their lives, a sizable number of people are content merely living a psychologically rich existence. As Oishi and his colleagues conclude, “We believe that taking the psychologically rich life seriously will deepen and enrich our understanding of well-being.” At the end of the day, there is no one singularly acceptable path to the good life. You have to find a path that works best for you. 1.According to the passage, the psychologically rich life ______. A. means living a luxurious life B. combines pleasure with purpose C. involves various intense emotions D. emphasizes openness and repetition 2.We can learn from the passage that ______. A. purpose outweighs pleasure in terms of significance B. the choice of a good life differs from person to person C. a positive mindset helps us understand our well-being D. we should never be content and always strive for the best 3.What is the main purpose of the article? A. To compare different concepts of a good life. B. To explain how to live a psychologically rich life. C. To persuade people to attain psychological richness. D. To draw attention to a less familiar version of a good life. 【答案】1. C　2. B　3. D 【解析】【导语】 本文是一篇说明文。主要介绍心理学中“美好生活”的三种概念，重点引出长期被忽视的“心理丰富的生活”，阐述其内涵、相关研究及人们对它的态度。 (1)题解析： 细节理解题。根据第二段“In recent years, a long-neglected version of the good life has been receiving greater attention: the psychologically rich life. It is full of complex mental engagement, a wide range of intense and deep emotions, and diverse, novel, surprising and interesting experiences.(近年来，一种长期被忽视的美好生活形态逐渐受到更多关注：心理丰富的生活。它充满复杂的心理投入、一系列强烈而深刻的情感，以及多样、新奇、令人惊喜且有趣的经历。)”可知，心理丰富的生活包含各种强烈的情感。故选C。 (2)题解析： 推理判断题。根据第五段“They found many people’s self-described ideal lives involve psychological richness. When forced to choose a life, however, the majority chose a happy life and a meaningful life. Even so, a minority of people still favored the psychologically rich life, ranging from 6.7% in Singapore to 16.8% in Germany.(他们发现，许多人自述的理想生活包含心理丰富性。然而，当被迫选择一种生活时，大多数人选择了幸福的生活和有意义的生活。即便如此，仍有少数人偏爱心理丰富的生活，比例从新加坡的6.7%到德国的16.8%不等。)”以及最后一段“At the end of the day, there is no one singularly acceptable path to the good life. You have to find a path that works best for you.(归根结底，美好生活没有唯一可接受的道路。你必须找到最适合自己的道路。)”可知，人们对美好生活的选择因人而异。故选B。 (3)题解析： 推理判断题。文章开篇第一段提出“What does it mean to live a good life?(过上美好的生活意味着什么？)”的问题，介绍了两种流行概念后，以“But what if these aren’t the only options?(但如果这些不是唯一的选择呢？)”引出核心——“心理丰富的生活”，随后阐述其定义、特点，并结合研究说明人们对它的态度，最后强调关注这一概念的意义。由此可知，文章的主要目的是让人们关注这种不太为人熟知的美好生活形态。故选D。 主题语境02 人与社会-科学与技术 （25-26高一上·北京第一零一中学·期中）Children are born with the curiosity to explore. Yet over time they are becoming less curious about science. Why? This loss of interest may be partly the result of language cues (提示) children hear. And these cues don’t come just from parents; they can also come from school teachers who treat science as an identity rather than actions. When talking to children, many adults might say things like “Let’s be scientists today” or “You’re such a good scientist”. But this kind of identity-focused language, which focuses on science as an identity rather than activities and actions that people do, can be demoralizing for young children. One study showed that children as young as four, especially girls, kept their interest longer when their cue to participate in science activities was “Let’s do science” rather than “Let’s be scientists.” One possibility is that when thinking of a scientist, children might picture a white man. If they don’t share that identity, they lose interest in an activity designed for “scientists.” This stereotypical (刻板印象的) belief that science is reserved for only certain kinds of people emerges surprisingly early. By the first grade, when asked to draw a scientist, children tend to draw a white man. The good news is that language cues can also be directed to promote engagement with science. Describing science as actions that we take, for example, seems to protect young children’s interest in science over time. But it’s also true that teenagers are actively trying on and ultimately forming different identities for themselves. So in contrast to its demoralizing effects on young children, identity-focused language may help teens stay interested in science. In another study, cueing a future identity based on science (such as “scientist” or “doctor”) motivated middle schoolers to do more homework and was associated with higher grades. Consequently, adults had better use different language cues for children of different age groups to maintain their curiosity about science. 1.What does the underlined word “demoralizing” in paragraph 2 mean? A. Inappropriate. B. Impolite. C. Unconvincing. D. Discouraging. 2.Why was action-focused language especially effective to young girls? A. Because it avoids identity conflict in girls’ mind. B. Because stereotypical belief is reserved for girls. C. Because it enhances girls’ engagement in science. D. Because it shows the activity is designed for girls. 3.What can be a suitable title for the text? A. Why Is Action Better than Identity? B. How Do Parents Raise Young Scientists? C. How Does Age Affect Science Learning? D. What Affects Children’s Interest in Science? 【答案】1. D　2. A　3. D 【解析】【导语】 本文是一篇议论文。文章主要讲述了影响孩子科学兴趣的因素及应对方法。 (1)题解析： 词句猜测题。根据第二段“When talking to children, many adults might say things like “Let’s be scientists today” or “You’re such a good scientist”. But this kind of identity-focused language, which focuses on science as an identity rather than activities and actions that people do, can be demoralizing for young children. One study showed that children as young as four, especially girls, kept their interest longer when their cue to participate in science activities was “Let’s do science” rather than “Let’s be scientists.”(在和孩子们交谈时，许多成年人可能会说“今天让我们成为科学家吧”或“你真是个好科学家”之类的话。但这种以身份为中心的语言，将科学作为一种身份，而不是人们所做的活动和行动，可能会让年幼的孩子感到demoralizing。一项研究表明，年仅4岁的孩子，尤其是女孩，当他们参与科学活动的提示是“让我们做科学”而不是“让我们成为科学家”时，他们能保持更长时间的兴趣)”可知，以身份为中心的语言可能会让年幼的孩子感到泄气，让他们失去对科学活动的兴趣，故推测“demoralizing”表示“令人沮丧的，使失去信心的”，与“Discouraging”意思相近。故选D。 (2)题解析： 细节理解题。根据第三段“One possibility is that when thinking of a scientist, children might picture a white man. If they don’t share that identity, they lose interest in an activity designed for “scientists.”(一种可能性是，当想到科学家时，孩子们可能会想象出一个白人男子。如果他们没有这种身份认同，他们就会对为“科学家”设计的活动失去兴趣)”以及第二段中“One study showed that children as young as four, especially girls, kept their interest longer when their cue to participate in science activities was “Let’s do science” rather than “Let’s be scientists.”(一项研究表明，年仅4岁的孩子，尤其是女孩，当他们参与科学活动的提示是“让我们做科学”而不是“让我们成为科学家”时，他们能保持更长时间的兴趣)”可知，以行动为中心的语言对小女孩特别有效是因为它避免了女孩心中的身份冲突，如果她们不认同科学家是白人男子的刻板印象，就不会对科学活动失去兴趣。故选A。 (3)题解析： 主旨大意题。根据第一段“Children are born with the curiosity to explore. Yet over time they are becoming less curious about science. Why? This loss of interest may be partly the result of language cues (提示) children hear. And these cues don’t come just from parents; they can also come from school teachers who treat science as an identity rather than actions.(孩子们天生就有探索的好奇心。然而，随着时间的推移，他们对科学的好奇心越来越少。为什么?这种兴趣的丧失可能部分是孩子们听到的语言提示的结果。这些提示不仅来自父母;它们也可能来自学校老师，他们把科学视为一种身份而不是行为)”以及最后一段“Consequently, adults had better use different language cues for children of different age groups to maintain their curiosity about science.(因此，成年人最好对不同年龄段的儿童使用不同的语言提示，以保持他们对科学的好奇心)”以及结合全文可知，本文主要说明了影响孩子对科学兴趣的因素，指出以身份为中心的语言可能会让年幼的孩子感到泄气，让他们失去对科学活动的兴趣，而以行动为中心的语言则有助于保持孩子对科学的兴趣，且对青少年来说，以身份为中心的语言可能有助于他们保持对科学的兴趣。由此可知，D选项“什么影响孩子对科学的兴趣?”最适合作为文章标题。故选D。 主题语境03 人与自我-生活与学习 Passage 1 （25-26高一上·北京汇文中学·期中）At university, when I told people I was studying for a history degree, the response was almost always the same, “You want to be a teacher?” No, a journalist. “Oh. But you’re not majoring in communications?” In the days when a university education was a privilege, perhaps there wasn’t the assumption that a degree had to be a springboard directly into a career. Those days are long gone. Today, a degree is all but a necessity for the job market, one that more than halves your chances of being unemployed. Still, that alone is no guarantee of a job—and yet we’re paying more and more for one. Given those costs, most of us want to maximize that investment — and that can lead to a plug-and-play type of approach to higher education. Want to be a journalist? Study journalism, we’re told. A lawyer? Pursue pre-law. Not totally sure? Go into STEM (Science, Technology, Engineer and Maths) — you can become an engineer or an IT expert. And no matter what you do, forget the humanities, such as history, philosophy and languages. It’s true that the humanities come with a higher risk of unemployment, but the risk is slighter than you would imagine. For young people in the U.S. , the unemployment rate of those with humanities degrees is four percent, just a little more than that of engineering degree holders. Lower salaries may not be caused by the degree itself either. The gender pay gap persists in the humanities, whose graduates are more likely to be female. Is it any wonder then that language teachers tend to make less than engineers? According to LinkedIn’s research on the most sought-after job skills by employers for 2019, the ability to communicate and get along with people, to understand what’s on other people’s minds, and to do full-strength critical analysis were all valued and appreciated. It goes without saying that you can be an excellent communicator and critical thinker without a humanities degree. And any good university education, not just one in English or psychology, should sharpen these abilities further. But few courses of study are quite as heavy on reading, writing, speaking and critical thinking as the humanities — whether that’s by debating other students in a seminar, writing a thesis paper or analyzing poetry. The whole question of whether a student should choose STEM versus the humanities might be misguided to begin with. The headlines most of us see don’t help. Whatever a student pursues in university, it must be something that they are not only good at, but interested in. Even if it means pursuing a “useless” degree — like one in humanities. 1.Why are people paying more and more for a degree? A. Because people need a degree to further their career. B. Because university education is considered a privilege. C. Because a degree is viewed as a must for landing a job. D. Because their interest can be developed in university. 2.The author mentioned a plug-and-play type of approach to show ________. A. a tip for choosing a major B. the importance of higher education C. a problem that exists among STEM graduates D. the reason why people overlook the humanities 3.According to the author, what is the benefit of majoring in humanities? A. A comparatively high salary after graduation. B. Better chances of getting rid of gender prejudice. C. A better communicative skill than science students. D. More exposure to the training of language and thinking. 4.What is the author's attitude towards the pursuit of humanities? A. Doubtful. B. Optimistic. C. Objective. D. Concerned. 【答案】1. C　2. D　3. D　4. C 【解析】 这是一篇议论文。作者在文中引用了科学数据客观介绍了学习人文学科的利与弊，告诉我们学生在大学里学习的应该是自己擅长并感兴趣的东西，并不只是为了获得工作而学习。 (1)题解析： 细节理解题。根据第二段关键句“Today, a degree is all but a necessity for the job market, one that more than halves your chances of being unemployed. Still, that alone is no guarantee of a job — and yet we’re paying more and more for one.(如今，学位对就业市场来说几乎是一种必需品，它会使你失业的几率减半以上。尽管如此，单凭这一点并不能保证找到一份工作，然而我们为学位付出的代价却越来越高)”可知，人们为学位付出的代价却越来越高是因为学位被视为获得工作的必备条件。故选C项。 (2)题解析： 推理判断题。根据第三段关键句“Given those costs, most of us want to maximize that investment—and that can lead to a plug-and-play type of approach to higher education.(考虑到这些成本，我们大多数人都希望将投资最大化——这就导致了一种即插即用的高等教育方式)”和“And no matter what you do, forget the humanities, such as history, philosophy and languages.(不管你做什么，忘记了人文学科，比如历史、哲学和语言)”可知，作者提出了一种即插即用的方法是为了说明人们忽视人文学科的原因。故选D项。 (3)题解析： 细节理解题。根据倒数第二段关键句“But few courses of study are quite as heavy on reading, writing, speaking and critical thinking as the humanities — whether that’s by debating other students in a seminar, writing a thesis paper or analyzing poetry.(但很少有课程像人文学科那样注重阅读、写作、口语和批判性思维——无论是在研讨会上与其他学生辩论、写论文还是分析诗歌)”可知，在笔者看来，主修人文学科的好处是能更多的接受语言和思维的训练。故选D项。 (4)题解析： 推理判断题。根据第四段关键句“For young people in the U.S. , the unemployment rate of those with humanities degrees is four percent, just a little more than that of engineering degree holders.(对于美国的年轻人来说，拥有人文学科学位的人的失业率是百分之四，只比拥有工程学学位的人高一点点)”和倒数第二段关键句“But few courses of study are quite as heavy on reading, writing, speaking and critical thinking as the humanities — whether that’s by debating other students in a seminar, writing a thesis paper or analyzing poetry.(但很少有课程像人文学科那样注重阅读、写作、口语和批判性思维——无论是在研讨会上与其他学生辩论、写论文还是分析诗歌)”可知，作者在文中引用了科学数据客观介绍了学习人文学科的利与弊，作者对学习人文学科的态度是客观的。故选C项。 Passage 2 （25-26高一上·北京延庆·期中）Every year around August, millions of teens take their parents to stores to buy new clothes for the start of the school year. Not every parent can afford this, and some teens are forced to go to school in the same clothes they wore last year. The obvious differences in clothes cause differences among students. There is a simple solution to this problem; school uniforms (校服). I know from personal experience and surveys that wearing uniforms creates a sense of equality among peers (同龄人). From sixth grade until I graduated from senior high school, I attended a school that required students to wear uniforms. The uniform was very simple: dark brown shoes, green-brown pants, and a white shirt. The uniform left little room for any kind of self-expression, especially through clothes. However, I learned how to stand out by expressing myself through my personality, art, and sports. I did not know I could draw until the sixth grade. I also would never have learned of my musical abilities if it hadn’t been for my desire to find ways to express myself. Uniforms taught me that I was myself, except for what I wore. Uniforms also contribute to a much safer learning environment. I remember a particular event that happened in my junior high school. A man ran away from prison and wanted to hide in the gym of our school. Luckily, cameras all over the school quickly found the stranger before any danger could ever happen as he was out of place. School officials kept the man locked inside our gym until the police came to take him back to prison. Uniforms help provide a better educational experience for all students no matter what race, culture, or economic class (经济阶层). In closing, wearing uniforms is good for both schools and students. 1.How does the author introduce the topic? A. By explaining a basic rule. B. By challenging others’ views. C. By sharing his parents’ experience. D. By describing a common problem. 2.Which of the following could the author agree with? A. Uniforms should be more modern. B. Uniforms can help shape better students. C. Uniforms are popular with students. D. Uniforms are bad for self-development. 3.What do the underlined words “out of place” in Paragraph 5 probably mean? A. Dressing differently. B. Standing straight. C. Running fast. D. Breathing heavily. 4.What is the author’s purpose in writing the text? A. To record his high school life. B. To introduce high school uniforms. C. To ask students to like what they wear. D. To show his supportive view towards uniforms. 【答案】1. D　2. B　3. A　4. D 【解析】【导语】 本文是一篇夹叙夹议文。为了避免因服装不同造成学生之间的一些差别和攀比，穿校服成为一个较好的解决办法。作者通过自身的一些经历和体会，讲述了穿校服带来的好处。 (1)题解析： 推理判断题。根据第一段“Every year around August, millions of teens take their parents to stores to buy new clothes for the start of the school year. Not every parent can afford this, and some teens are forced to go to school in the same clothes they wore last year. The obvious differences in clothes cause differences among students. There is a simple solution to this problem; school uniforms (校服).(每年八月前后，数百万青少年会拉着父母去商店，为开学购置新衣服。并非所有父母都能负担这笔开支，有些青少年只能穿着去年的旧衣服上学。衣着上的明显差异会让学生之间产生隔阂。而这个问题有一个简单的解决办法 —— 校服。)”可知，作者通过描述“开学季学生着装差异引发隔阂”这一普遍问题，引出“校服”这一主题。故选D项。 (2)题解析： 推理判断题。根据第四段“Uniforms taught me that I was myself, except for what I wore. (校服让我明白，除了穿着，我就是我自己。)”和第五段“Uniforms also contribute to a much safer learning environment. (校服还有助于营造更安全的学习环境。)”可知，作者认为校服能让学生关注自身内在，还能保障安全，即校服有助于培养更好的学生。故选B项。 (3)题解析： 词句猜测题。根据“A man ran away from prison and wanted to hide in the gym of our school. Luckily, cameras all over the school quickly found the stranger before any danger could ever happen as he was out of place. (一名越狱男子想躲进我们学校的体育馆。幸运的是，学校里的摄像头很快就发现了这个陌生人，因为他out of place，没有造成任何危险。)” 并结合前文提到学生都穿校服可推断， “out of place”指该男子着装与学生校服不同，显得格格不入。故选A项。 (4)题解析： 推理判断题。根据第一段“Every year around August, millions of teens take their parents to stores to buy new clothes for the start of the school year. Not every parent can afford this, and some teens are forced to go to school in the same clothes they wore last year. The obvious differences in clothes cause differences among students. There is a simple solution to this problem; school uniforms (校服).(每年八月前后，数百万青少年会拉着父母去商店，为开学购置新衣服。并非所有父母都能负担这笔开支，有些青少年只能穿着去年的旧衣服上学。衣着上的明显差异会让学生之间产生隔阂。而这个问题有一个简单的解决办法 —— 校服。)”以及后文可知，文章开篇提出“着装差异引发学生隔阂”的问题，随后通过自身经历说明校服能营造平等氛围、促进自我表达，还能保障校园安全，最后总结“In closing, wearing uniforms is good for both schools and students.(最后，穿校服对学校和学生都有好处。)”，所以作者写作目的是表达对校服的支持态度。故选D项。 主题语境04 人与自然-自然生态 （25-26高一上·北京工业大学附属中学·期中）About 6 million to 12 million creatures are dissected (解剖) in U. S. classrooms every year, according to the National Anti-Vivisection Society, an animal rights group. While many students eagerly look forward to the chance to examine real animals up close, others say that there’s no educational value in cutting into animals’ bodies. Should students dissect real animals? David Evans, the director of the National Science Teachers Association, argues that students should be given the chance to dissect animals in the classroom. Students learn best in a hands-on environment where they can work together to explore and discover. Interacting with organisms (生物) is an effective way to help students develop skills of observation and comparison and learn the unique structures (结构) and processes of organisms. As good as many models or simulations might be, they are very different from real organisms. And he believes they fall short of producing the respect for living things that comes from the actual dissection experience. Jonathan Balcombe, a biologist and a life-long animal rights supporter, says, “I spent many years as a biology lab teacher. I remember the horrible feeling I had when it came time for my class to dissect animals. The lesson required that students cut open and examine dead frogs, fetal pigs, sparrows, and other creatures. I felt pity for these animals, who probably suffered before being killed. And I knew their pain could have been avoided. If students and teachers saw how these animals typically end up on their desks, I believe that dissections would soon stop.” He points out there are many effective choices for learning animal dissection and physiology, including 3-D models, videos, and computer software. Hundreds of programs are free through lending services like The Science Bank. The simulated dissections can be repeated, and the programs provide feedback. Several studies have shown that computer models and other choices teach students just as well as or better than traditional animal dissection. I’m not surprised that no state requires dissection to graduate from high school, and no college or university demands it as part of the admissions process. In fact, laws in 18 U. S. states and Washington, D. C. support a student’s right to use other choices. However, dissection could have a legal place in education if the animals did not suffer and were not intentionally killed. For example, some schools have students dissect animals that “were put to sleep” for medical reasons and whose bodies were donated to science. 1.Which of the following may Evans agree with? A. Models are as effective as actual dissections. B. Students are short of chances to dissect animals. C. Dissecting animals helps people respect creatures. D. Students benefit much more when learning in groups. 2.What do we know about Balcombe’s view on dissecting animals? A. It causes pain to animals. B. It advances medicine research. C. It should be more educational. D. It should be put in school programs. 3.What is the passage mainly about? A. The nature of dissection. B. The necessity of dissection. C. The result of dissecting animals. D. The research on dissected animals. 【答案】1. C　2. A　3. B 【解析】【导语】 这是一篇议论文。主要探讨了学生是否应该解剖真实的动物这一主题。 (1)题解析： 细节理解题。根据第二段“David Evans, the director of the National Science Teachers Association, argues that students should be given the chance to dissect animals in the classroom. (国家科学教师协会主席David Evans认为，应该给学生在课堂上解剖动物的机会)”和“And he believes they fall short of producing the respect for living things that comes from the actual dissection experience. (他认为，这些实验模拟无法产生对生物的尊重，而这种尊重来自于实际的解剖经验)”可知，David Evans支持学生在课堂上进行真实动物的解剖，他认为实际的解剖实验可以产生对生物的尊重，所以C选项符合David Evans的观点。故答案为C。 (2)题解析： 推理判断题。根据第三段Jonathan Balcombe所说的话“I felt pity for these animals, who probably suffered before being killed. And I knew their pain could have been avoided. (我为这些动物感到遗憾，它们在被杀死之前可能遭受了痛苦。我知道它们的痛苦是本可以避免的)”可推知，Jonathan Balcombe并不支持实际的动物解剖，这种实验会造成对动物的痛苦和伤害，所以A选项符合他的观点。故答案为A。 (3)题解析： 主旨大意题。这是一篇议论文，第一段提出了本篇文章的主题“ Should students dissect real animals? (学生应该解剖真实的动物吗?)”；第二段描述David Evans持支持态度，三四段描述了Jonathan Balcombe持反对态度，最后一段作者主张如果动物没有遭受痛苦或被恶意伤害，解剖在教育中可以有一个合法的地位。所以B选项“The necessity of dissection. (解剖的必要性)”符合本篇文章的主题。故答案为B。 主题语境01 人与社会-历史、社会与文化 Passage 1 （25-26高一上·北京第九中学·期中）Recently, environmentalists have encouraged us to buy local food. This reduces “food miles”, that is, the distance food travels to get from the producer to the seller. They reason that the higher the food miles, the more carbon emissions (碳排放). Buying local food, therefore, has a lower carbon footprint and is more environmentally friendly. However, the real story is not as simple as that. If our aim is to reduce carbon emissions, we must look at the whole farming process, not just transportation. According to a 2008 study, only 11% of carbon emissions in the food production process result from transportation, and only 4% came from the final delivery of the product from the producer to the seller. In fact, imported food often has a lower carbon footprint than locally grown food. Take apples, for example. In autumn, when apples are harvested, the best option for British people is to buy British apples. However, the apples we buy in winter or spring have been kept refrigerated for months, and this uses up a lot of energy. In spring, therefore, it is more energy-saving to import them from New Zealand, where they are in season. Heating also uses a lot of energy, which is why growing tomatoes in heated greenhouses in the UK is less environmentally friendly than importing them from Spain, where the tomatoes grow well in the local climate. We must also take into account the type of transport. Transporting food by air creates about 50 times more emissions than shipping it. However, only a small number of goods are flown to foreign countries, and these are usually high value, perishable (易腐烂的) goods which we cannot produce locally, such as seafood and out-of-season berries. Even then, these foods may not have a higher carbon footprint than locally grown food. For example, beans flown in from Kenya are grown in sunny fields using human labour and natural fertilisers (肥料), unlikein Britain, where we use oil-based fertilisers and machinery. Therefore, the total carbon footprint is still lower. It’s also worth remembering that a product’s journey does not end at the supermarket. The distance customers travel to buy their food, and the kind of transport they use will also add to its carbon footprint. So driving a long way to shop for food will wipe out any environmental benefits of buying locally grown produce. Recently, some supermarkets have been trying to raise awareness of food miles by labelling (标记) foods with stickers that show it has been imported by air. But the message this gives is too simple. Lots of different factors contribute to a food’s carbon footprint besides the distance it has travelled. 1.What can we learn about “food miles”? A. It influences how people deliver and transport food. B. It will increase if people are encouraged to buy local food. C. It is the key factor contributing to a food’s carbon emissions. D. It shows how far the food goes from farmland to supermarkets. 2.The author will probably agree that _______. A. transporting food by air is the most energy-saving type of shipping B. storing local food creates more carbon emissions than importing food C. human labour and natural fertilisers can increase the carbon footprint D. growing out-of-season food takes less energy than importing food in season 3.What is the author’s attitude towards cutting food miles to reduce carbon emissions? A. Supportive. B. Negative. C. Confused. D. Doubtful. 4.What is the best title of the passage? A. Food miles: Is buying local food always better? B. Carbon emissions: How to grow food in a greener way? C. Transportation: Is delivering food creates carbon footprint? D. Carbon footprint: What does importing food bring to environment? 【答案】1. D　2. B　3. B　4. A 【解析】【导语】 这是一篇议论文。文章主要对“减少食物里程以减少碳排放”这一观点进行了讨论，作者认为，要想减少碳排放，不仅仅是减少食物里程，而是着眼于整个农业过程，考虑多方面因素。 (1)题解析： 细节理解题。根据第一段第二句“This reduces “food miles”, that is, the distance food travels to get from the producer to the seller. (这减少了“食物里程”，即食物从生产者到销售者的距离。)”可知，“食物里程”指食物从生产者到销售者的距离，由此可知，“食物里程”显示了食物从农田到超市有多远。故选D项。 (2)题解析： 推理判断题。根据第三段第四句“However, the apples we buy in winter or spring have been kept refrigerated for months, and this uses up a lot of energy. In spring, therefore, it is more energy-saving to import them from New Zealand, where they are in season. (然而，我们在冬天或春天买的苹果已经冷藏了几个月，这消耗了很多能量。因此，在春季，从新西兰进口苹果更节能，因为新西兰正是盛产苹果的季节。)”可知，作者列举苹果的例子告诉我们，储存当地的食物会消耗更多能量，产生更多的碳排放，相比之下，进口食物更节能，由此可知，作者可能会同意储存当地食物比进口食物产生更多的碳排放。故选B项。 (3)题解析： 推理判断题。根据第一段第一句“Recently, environmentalists have encouraged us to buy local food. This reduces “food miles”, that is, the distance food travels to get from the producer to the seller. (最近，环保主义者鼓励我们购买当地食物。这减少了“食物里程”，即食物从生产者到销售者的距离。)”可知，文章第一段表明环保主义者认为减少食物里程可以减少碳排放；根据第二段第一句“However, the real story is not as simple as that. If our aim is to reduce carbon emissions, we must look at the whole farming process, not just transportation. (然而，真实的故事并没有那么简单。如果我们的目标是减少碳排放，我们必须着眼于整个农业过程，而不仅仅是运输。)”和第三段第一句“In fact, imported food often has a lower carbon footprint than locally grown food. (事实上，进口食品的碳足迹通常低于当地种植的食品。)”可知，作者在下文否定了环保主义者的观点，作者认为要想减少碳排放，必须着眼于整个农业过程，而不仅仅是运输，有时，进口食品的碳足迹通常低于当地种植的食品，由此可推断出，作者对减少食物里程以减少碳排放持否定态度。故选B项。 (4)题解析： 主旨大意题。根据第一段第一句“Recently, environmentalists have encouraged us to buy local food. This reduces “food miles”, that is, the distance food travels to get from the producer to the seller. (最近，环保主义者鼓励我们购买当地食物。这减少了“食物里程”，即食物从生产者到销售者的距离。)”第二段第一句“However, the real story is not as simple as that. If our aim is to reduce carbon emissions, we must look at the whole farming process, not just transportation. (然而，真实的故事并没有那么简单。如果我们的目标是减少碳排放，我们必须着眼于整个农业过程，而不仅仅是运输。)”可知，文章主要对“减少食物里程以减少碳排放”这一观点进行了讨论，作者认为，要想减少碳排放，不仅仅是减少食物里程，而是着眼于整个农业过程，考虑多方面因素，并举例告诉我们有时当地的储存食物比进口食物产生更多的碳排放，A选项“Food miles: Is buying local food always better? (食物里程：买当地食物总是更好吗？)”能够概括文章要讨论的话题。故选A项。 Passage 2 （24-25高一上·北京第十四中学·期中）If there’s one cliché (陈词滥调) that really annoys Danah Boyd, a specialist researcher who has made a career from studying the way teenagers use the web, it’s that of the digital native. “Today the world has computer-mediated communications. Thus, in order to learn about their social world around them, teenagers are learning about those things too. And they’re using that to work out the stuff that kids have always worked out: peer (同龄人) sociality, status, etc.” she says. It’s no surprise Boyd takes exception, really. As one of the first digital anthropologists to dig into the way teenagers use social networking sites, she gained insights into the social web by taking a closer look at what was going on. Lately, her work has been about explaining new ways of interpreting the behavior we see online. She outlined some examples at a recent conference in San Francisco, including the case of a young man from one of the poorest districts of Los Angeles who was applying for a top American college. The applicant said he wanted to escape the influence of violence, but the admissions officer was shocked when he discovered that the boy’s MySpace page was covered with precisely the violent language he claimed to hate. “Why was he lying about his motivations?” asked the university. “He wasn’t,” said Boyd. “In his world, showing the right images online was a key part of surviving daily life.” Understanding what’s happening online is especially important, for today’s teenagers have a vastly different approach to privacy from their parents. She says, “Adults think of the home as a very private space. That’s often not the case for teenagers because they have little or no control over who has access to it, or under what conditions. As a result, the online world can feel more private because it feels like there’s more control.” The concept of control is central to Boyd’s work, and it applies to pointing out the true facts about teenage behavior. Boyd suggests control remains in the same places as it always did. “Technologists all go for the idea of techno-utopia (乌托邦), the web as great democratizer (民主化)”, she says. “But we’re not actually democratizing the whole system; we’re just shifting the way in which we discriminate.” It’s a call to arms that most academic researchers would tend to sidestep, but then Boyd admits to treading a fine line between academics and activists. “The questions I continue to want to ask are the things that are challenging to me；having to sit down and be forced to think about uncomfortable social stuff, and it’s really hard to get my head around it, which means it’s exactly what I should dive in and deal with, ” she says. 1.What does Danah Boyd think of “computer-mediated communications”? A. They teach teenagers about social interaction. B. They replace other sorts of social interaction for teenagers. C. They are necessary for teenagers to have social interaction. D. They are barriers to wider social interaction among teenagers. 2.Why does Danah Boyd cite the example of the Los Angeles college applicant? A. To show how easy it is to investigate somebody’s online activity. B. To explain how easy it is to misinterpret an individual online activity. C. To prove how important it is to check the content of someone’s online activity. D. To express how necessary it is to judge someone’s sincerity from his online activity. 3.Danah Boyd argues in Paragraph 4 that________. A. parents tend not to respect teenagers’ need for online privacy B. teenagers are less concerned about privacy than their parents C. teenagers feel more private in the online world than in the home D. parents value the idea of privacy less in a domestic environment 4.It can be inferred from the last paragraph that Danah Boyd________. A. is willing to take on research challenges others would avoid B. regards herself as being more of an activist than a researcher C. is aware that she is lacking in ability to deal with the challenges D. feels like abandoning the research into uncomfortable social stuff 【答案】1. C　2. B　3. C　4. A 【解析】【导语】 本文是一篇议论文。数字人类学家Danah Boyd深入研究青少年使用社交网站方式，她指出：青少年在网络上的行为很容易被误解，他们在网络世界里隐私感更强。 (1)题解析： 推理判断题。根据第一段中Danah Boyd 所说的话“Today the world has computer-mediated communications. Thus, in order to learn about their social world around them, teenagers are learning about those things too.(今天，世界已经有了以计算机为媒介的通信。因此，为了了解他们周围的社会世界，青少年也在学习这些东西)”可推知，Danah Boyd认为“以计算机为媒介的通信”是青少年进行社会互动所必需的渠道。故选C。 (2)题解析： 推理判断题。文章第三段列举了一位来自洛杉矶最贫困地区的年轻人申请美国顶尖大学的例子，根据段中“The applicant said he wanted to escape the influence of violence, but the admissions officer was shocked when he discovered that the boy’s MySpace page was covered with precisely the violent language he claimed to hate. “Why was he lying about his motivations?” asked the university.“He wasn’t, ” said Boyd. “In his world, showing the right images online was a key part of surviving daily life.” (申请人说他想逃离暴力的影响，但是当招生官发现男孩的MySpace页面上满是他声称讨厌的那些暴力语言时，他感到非常震惊。“他为什么对自己的动机撒谎?”所申请的大学问。“他没有（撒谎），”Boyd说。“在他的世界里，在网上展示正确的图片是日常生活的一个关键部分” )”可知，那个男孩申请的大学对他在网上的行为有所误解，认为他撒谎。但是Boyd认为那个男孩没有撒谎，并解释他在网上的那些有暴力语言的图片反映了他在日常生活中是怎样生存的。因此可以推断，Boyd举出这个例子是为了说明一个人的网上活动是多么容易被误解。故选B。 (3)题解析： 细节理解题。根据第四段“Adults think of the home as a very private space. That’s often not the case for teenagers because they have little or no control over who has access to it, or under what conditions. As a result, the online world can feel more private because it feels like there’s more control. (成年人认为家是一个非常私人的空间。对于青少年来说，情况往往不是这样，因为他们很少能或根本无法控制谁或者在什么条件下会进入（他们的隐私空间）。因此，网络世界感觉更私密，因为它感觉有更多的控制)”可知，Danah Boyd认为青少年在网络世界里比在家里感觉更有隐私。故选C。 (4)题解析： 推理判断题。根据最后一段“It’s a call to arms that most academic researchers would tend to sidestep, but then Boyd admits to treading a fine line between academics and activists. ‘The questions I continue to want to ask are the things that are challenging to me; having to sit down and be forced to think about uncomfortable social stuff, and it’s really hard to get my head around it, which means it’s exactly what I should dive in and deal with, ’ she says.(这是一个大多数学术研究人员往往会回避的战斗号召，但Boyd承认，他在学术和活动家之间走了一条微妙的线。她说：“我一直想问的问题对我来说是具有挑战性的；我不得不坐下来，被迫思考不舒服的社交问题，这真的很难让我的脑袋转过去，这意味着这正是我应该投入和处理的。”)”可推知，Danah Boyd 认为大多数学术研究人员都倾向于回避，但是她觉得这些问题对她来说是挑战。这些问题很难理解，而这正是她应该深入研究探讨的。因此可以推断，Boyd愿意接受其他人可能会回避的挑战。故选A。 主题语境02 人与社会-社会服务与人际沟通 （25-26高一上·北京西城·期中）You are given many opportunities in life to choose to be a victim or creator. When you choose to be a victim, the world is a cold and difficult place.“They” did things to you which caused all of your pain and suffering.“They” are wrong and bad, and life is terrible as long as “they” are around.Or you may blame yourself for all your problems, thus internalizing(内化)your victimization.The truth is, your life is likely to stay that way as long as you feel a need to blame yourself or others. Those who choose to be creators look at life quite differently.They know there are individuals who might like to control their lives, but they don't let this get in the way.They know they have their weaknesses, yet they don't blame themselves when they fail.Whatever happens, they have choice in the matter.They believe their dance with each sacred(神圣的)moment of life is a gift and that storms are a natural part of life which can bring the rain needed for emotional and spiritual growth. Victims and creators live in the same physical world and deal with many of the same physical realities, yet their experience of life is worlds apart.Victims relish(沉溺)in anger, guilt, and other emotions that cause others--and even themselves---to feel like victims, too.Creators consciously choose love, inspiration, and other qualities which inspire not only themselves, but al1around them.Both victims and creators always have choice to determine the direction of their lives. In reality, all of us play the victim or the creator at various points in our lives.One person, on losing a job or a special relationship, may feel as if it is the end of the world and sink into terrible suffering for months, years, or even a lifetime.Another with the same experience may choose to first experience the grief, then accept the loss and soon move on to be a powerful creative force in his life. In every moment and every circumstance, you can choose to have fuller, richer life by setting a clear intention to transform the victim within, and by inviting into your life the powerful creator that you are. 1.What does the word “they” in Paragraph 1 probably refer to? A. People and things around you. B. Opportunities and problems. C. Creators and their choices. D. Victims and their sufferings. 2.According to Paragraph 2, creators__________. A. seem willing to experience failures in life B. possess the ability to predict future life C. handle ups and downs of life wisely D. have potential to create something new 3.What is the author's purpose in writing this passage? A. To define victims and creators. B. To evaluate victims against creators. C. To explain the relationship between victims and creators. D. To suggest the transformation from victims to creators. 4.The examples mentioned in Paragraph 4 show that_________. A. strong attachment to sufferings in life pulls people into victims. B. people need family support to deal with challengers in life. C. it takes creators quite a long time to get rid of their pains. D. one's experiences determine his attitude toward life. 【答案】1. A　2. C　3. D　4. A 【解析】 这是一篇议论文。文章讲述了两种截然不同的人，一种是消极悲观怨天尤人的“受害者”，另一种是积极主动主宰自己命运的“缔造者”。在挫折面前他们表现出不同的态度，作者建议人们要转变心态，从命运的“受害者”变成自己命运的主宰者。 (1)题解析： 词句猜测题。根据第一段中“When you choose to be a victim, the world is a cold and difficult place. (当你选择成为一个受害者，世界将是一个寒冷而艰难的地方。)”可知，当你选择消极悲观，世界就会报你以冷漠和艰难。那么周围的人和事就会带给你痛苦和苦难。因此代词they指的是“你所在的这个世界上的人和事”。故选A项。 (2)题解析： 细节理解题。根据第二段中“They believe their dance with each sacred(神圣的)moment of life is a gift and that storms are a natural part of life which can bring the rain needed for emotional and spiritual growth. (他们相信他们与生命中每一个神圣时刻共舞是一份礼物，风暴是生命的自然组成部分，它可以带来情感和精神成长所需的雨水。)”可知，“创造者”对待人生的坎坷起伏的态度是很明智的，认为这是实现情感和精神成长的营养。故选C项。 (3)题解析： 推理判断题。根据最后一段中“In every moment and every circumstance, you can choose to have fuller, richer life by setting a clear intention to transform the victim within, and by inviting into your life the powerful creator that you are. (在每一刻、每一种情况下，你都可以选择拥有更充实、更丰富的生活，方法是设定一个明确的意图来改变内心的“受害者”，并邀请你自己这个强大的“缔造者”进入你的生活。)”可知，文章讲述了两种人对待挫折困境的不同态度，不同做法，因此作者写这篇文章的目的是建议从“受害者”转变到“缔造者”。故选D项。 (4)题解析： 推理判断题。根据第四段中“Victims and creators live in the same physical world and deal with many of the same physical realities, yet their experience of life is worlds apart. Victims relish(沉溺)in anger, guilt, and other emotions that cause others--and even themselves---to feel like victims, too. (在现实生活中，我们每个人在生活的不同阶段都扮演着“受害者”或“缔造者”的角色。一个人，在失去工作或一段特殊的关系时，可能会觉得这是世界末日，并陷入可怕的痛苦数月，数年，甚至一生。)”可知，第四段提到的例子表明，强烈沉溺于生活中的苦难会使人们成为“受害者”。故选A项。 主题语境03 人与社会-科学与技术 （25-26高一上·北京丰台·期中）Psychologists tell us our self-image defines what we believe we can and cannot do. Each of us over the years has built up belief about ourselves: Unconsciously, our pictures of who we are have been formed by past experiences. Our successes and failures, what others have told us and what we think people believe about us all help form impressions of what we think we are. Because self-image is so important in our growth, it is important to examine our concepts of self in order to reach our full potential. Changing our self-image is possible: Some psychologists suggest we begin to change our self-image by mentally picturing ourselves performing well at some task. Since we presently react to things based on our present images, it’s suggested that we replace those with better ones. In many experiments, people were asked to sit quietly for a few minutes each day and imagine themselves doing well. For instance, subjects would sit and imagine themselves throwing darts at a bull’s-eye on a target. Over a period of weeks, their dart game improved. The point of changing self-image is not to develop an image of ourselves that is not real. To try to become something we really aren’t is just as wrong as living the unrealistic, inferior image we may have. The aim is to find the real self, to bring our mental images of ourselves in line with our true potential. However, it is generally accepted among psychologists that most of us fail to do justice to ourselves. We’re usually better than we think we are. Another important part of changing self-image is to not think about past mistakes. Don’t let failures do harm. Our errors or humiliation over mistakes are necessary steps in learning. It is all right to make mistakes. But when they have taught us what we did wrong, we should forget them and not think about them repeatedly. Sometimes we keep remembering our failures or mistakes and feel guilty or embarrassed about them. We let them take over, and then we develop a fear. It is important to have realistic expectations of ourselves. Some of our dissatisfaction might come from expecting too much of ourselves. If we demand constant perfection in everything we do, we can be disappointed and our poor self-image will continue. If our goal is to reach perfection, we are destined to fail from the start. 1.What is the purpose of Paragraph 3? A. To confirm the effect of changing self-image. B. To clarify the principle of changing self-image. C. To propose a new view on changing self-image. D. To stress the importance of changing self-image. 2.According to the author, how should we regard our past mistakes? A. They are part of our growth. B. They are warnings for future. C. They are tools for overcoming fear. D. They are barriers to our development. 3.Which of the following would be the best title of the passage? A. We Are What We Do B. Be the Best We Can Be C. We Are What We Think We Are D. What We Are Decides What We Think 4.Which situation agrees with the idea of the passage? A. To outshine his colleagues, Joe sets an idealistic goal. B. To get along with her classmates, Doris always humbles herself. C. To become a star player, Alex repeatedly plays back his faults in his mind. D. To win a speech contest, Tina visualizes herself speaking more confidently. 【答案】1. B　2. A　3. C　4. D 【解析】【导语】 本文是一篇议论文。文章主要讨论了自我形象的重要性，以及如何通过改变自我形象来发掘我们的真正潜力，同时指出改变自我形象不是为了变成不真实的自己，而是为了与我们的真实潜力相符。 (1)题解析： 推理判断题。根据第三段“The point of changing self-image is not to develop an image of ourselves that is not real. To try to become something we really aren’t is just as wrong as living the unrealistic, inferior image we may have. The aim is to find the real self, to bring our mental images of ourselves in line with our true potential. (改变自我意象的目的，并非要塑造一个不真实的自我形象。试图成为我们实际上并非的样子，与活在我们可能拥有的不切实际、卑微的意象中同样错误。其目的是发现真实的自我，使我们内心的自我意象与我们的真实潜力相一致)”可知，本段主要阐述了改变自我形象的原则，即不是塑造一个不真实的自我形象，而是找到真正的自我，使自我形象与我们的真正潜力相一致。故选B项。 (2)题解析： 推理判断题。根据第四段中“Our errors or humiliation over mistakes are necessary steps in learning. It is all right to make mistakes. But when they have taught us what we did wrong, we should forget them and not think about them repeatedly. (我们的错误或因过失产生的羞愧感，都是学习中必要的阶段。犯错并无大碍。但当错误让我们认识到自身问题后，便应将其淡忘，而非反复纠结)”可知，作者认为过去的错误是学习中的必要步骤，我们应该把它们看作我们成长的一部分。故选A项。 (3)题解析： 主旨大意题。通读全文，结合第一段中“Psychologists tell us our self-image defines what we believe we can and cannot do. Each of us over the years has built up belief about ourselves: Unconsciously, our pictures of who we are have been formed by past experiences. Our successes and failures, what others have told us and what we think people believe about us all help form impressions of what we think we are. Because self-image is so important in our growth, it is important to examine our concepts of self in order to reach our full potential.(心理学家指出，自我形象决定了我们对自己能力边界的认知。多年来，每个人都逐渐构建起对自我的信念——我们无意识地通过过往经历塑造了自我认知。无论是成功与失败、他人的评价，还是我们臆测中他人对我们的看法，都在共同构筑“我是谁”的认知图景。鉴于自我意象在个人成长中举足轻重，审视自我认知观念对充分发挥潜能至关重要)”可知，文章主要讨论了自我形象对我们的影响，以及如何通过改变自我认知来发掘我们的真正潜力。因此，C项“We Are What We Think We Are(我们就是我们自认为的那样)”最符合文章主旨，适合用作文章标题。故选C项。 (4)题解析： 推理判断题。根据第二段中“Some psychologists suggest we begin to change our self-image by mentally picturing ourselves performing well at some task. Since we presently react to things based on our present images, it’s suggested that we replace those with better ones. In many experiments, people were asked to sit quietly for a few minutes each day and imagine themselves doing well. For instance, subjects would sit and imagine themselves throwing darts at a bull’s-eye on a target. Over a period of weeks, their dart game improved. (一些心理学家建议，我们开始改变自我形象的方法是在脑海中想象自己在某项任务中表现出色。因为我们现在对事物的反应是基于我们现在的形象，所以建议我们用更好的形象来取代它们。在许多实验中，人们被要求每天安静地坐几分钟，想象自己做得很好。例如，受试者会坐着想象自己向靶子上的靶心投掷飞镖。经过几周的时间，他们的飞镖游戏有所进步)”可知，文章建议通过想象自己成功完成某项任务来改变自我形象，从而提升自己的表现。故D项“为了赢得演讲比赛，蒂娜想象自己说话更自信”符合这一观点。故选D项。 / 学科网（北京）股份有限公司 $