考前押题01 阅读理解6大常考话题（各地名校好题）（期末复习专项训练）（解析版）

专题01阅读理解6大常考话题话题1学校生活话题4人际关系话题2食物（常考点）话题5环境保护话题3语言与文化（常考点）话题6自然生态话题1学校生活Passage1（24-25高一上·四川成都·期末）WhenIwasinmiddleschool,ImetmyEnglishliteratureteacher,whowasnewtoteaching.Shewasonly22butshealwaysdidherbesttomakelearningfun.Shewouldgiveusaspecialmini-notebookforeverystudent’sbirthday.Ihadthissimplesmallnotebook.Shehadfilledthefirstfewpagestellingmehowmuchshelovedhavingmeasastudent,howfarsheknewIwouldgo,andotheraffirmations.Itseemedsmallbutfora13-year-oldchildwhohadahardhomelife,itmeantalot!Inmyjunioryearofhighschool,inoneEnglishclass,wewerediscussingastorywhenonestudentcalledCarlmadeacomment.Theteacherwasdismissive(不屑一顾的)andsaidCarlwaswrong.Thenextday,theteachersaidhewaswrongtodismisswhatCarlsaidsoquickly.“Let’stakealookatthatagain.”Afterthediscussion,itbecameclearthatCarl’scommentwasindeedunreasonable,butIwasimpressedthattheteacherrecognizedhismistakepubliclyanddidwhatheshould.WhenIwasinGradeOne,mymothergavemeareallyoddhaircut.Onthefirstdaybackatschool,thekidslaughedatme,soIranoutandhid.Theheadmasterfoundmeandtookmeback.Heaskedmetowaitoutsideforaminutewhilehetalkedtotheclass.Thenextday,wehadameetingwiththewholeschoolandhewalkeduponthestagewithallhishaircutandcriticized(批评)thebadbehavior.Twentyyearslater,Imethimatthelocalcollege.Ithoughthedidn’trememberme,buthesaidmynameandtheevent.Hewasandisaheroinmyeyes.1．Whatdoestheunderlinedword“affirmations”inParagraph1mean?A．Orders. B．Suggestions.C．Encouragements. D．Descriptions.2．WhatcanwelearnfromParagraph2?A．Carlreadanewstorytotheclassbeforediscussion.B．Theauthorwasimpressedbytheteacher’steachingmethod.C．TheEnglishteachermadeanimmediateapologytoCarlinclass.D．Carl’scommentwasn’tpaidmuchattentionbytheteacheratfirst.3．Whichofthefollowingbestdescribestheheadmaster?A．Honestandbrave. B．Patientandorganized.C．Funnyandstrict. D．Kindandrespectable.4．Wherecanyouprobablyreadthispassage?A．Inalifecolumn. B．Insciencefiction.C．Inafashionmagazine. D．Inaguidebook.【答案】1．C2．D3．D4．A【导语】本文是一篇夹叙夹议文。文章通过回忆作者学生时代的三位老师（英语文学老师、高中英语老师、校长）的具体事例，阐述了老师对学生产生的深远影响。1．词句猜测题。根据第一段中“Shehadfilledthefirstfewpagestellingmehowmuchshelovedhavingmeasastudent,howfarsheknewIwouldgo,andotheraffirmations.Itseemedsmallbutfora13-year-oldchildwhohadahardhomelife,itmeantalot!(她在前几页写满了她多么喜欢我作为她的学生，她知道我能走多远，以及其他affirmations。这些话看似平常，但对一个时年十三、家境艰难的孩子而言，却有着千钧之重)”可知，老师在笔记本前几页写满了对作者的喜爱和对他未来的期待等内容，这些话语对家境艰难的作者来说意义重大。由此推知，老师写的都是鼓励学生的话语，让作者在逆境看到了希望。所以划线词affirmations的意思是“肯定、鼓励”，与C项“Encouragements”同义。故选C项。2．细节理解题。根据第二段中“Inmyjunioryearofhighschool,inoneEnglishclass,wewerediscussingastorywhenonestudentcalledCarlmadeacomment.Theteacherwasdismissive(不屑一顾的)andsaidCarlwaswrong.Thenextday,theteachersaidhewaswrongtodismisswhatCarlsaidsoquickly.(高二那年英语课上，我们正讨论一篇小说，一位名叫Carl的同学发表了见解。老师当时不以为然地驳回了他的观点。次日，这位老师主动承认错误，表示自己不该如此草率地否定Carl的想法)”可知，老师最初没有重视Carl的观点。故选D项。3．推理判断题。根据第三段中“WhenIwasinGradeOne,mymothergavemeonereallyoddhaircut.Onthefirstdaybackatschool,thekidslaughedatme,soIranoutandhid.Theheadmasterfoundmeandtookmeback.Heaskedmetowaitoutsideforaminutewhilehetalkedtotheclass.Thenextday,wehadameetingwiththewholeschoolandhewalkeduponthestagewithallhishaircutandcriticized(批评)thebadbehavior.(一年级时，母亲给我理了个特别古怪的发型。开学第一天，同学们都嘲笑我，我直接冲出教室躲了起来。校长找到我，把我带回学校。他让我在教室外稍等，自己先进去和全班谈了话。第二天全校集会时，他竟剃光头发走上讲台，严厉批评了这种欺凌行为)”可知，作者因发型受到同学们的嘲笑，校长带头剪掉头发并公开批评这些学生的行为，既体现了他对学生的关爱，也展现了他值得尊敬的品格。故选D项。4．推理判断题。根据全文内容，结合第一段中“WhenIwasinmiddleschool,ImetmyEnglishliteratureteacher,whowasnewtoteaching.(当我上中学的时候，我遇到了我的英语文学老师，她刚开始教书)”、第二段中“Inmyjunioryearofhighschool,inoneEnglishclass,wewerediscussingastorywhenonestudentcalledCarlmadeacomment.(在我高中三年级的一节英语课上，我们正在讨论一个故事，这时一个叫卡尔的学生发表了评论)”和第三段中“WhenIwasinGradeOne,mymothergavemeonereallyoddhaircut.Onthefirstdaybackatschool,thekidslaughedatme,soIranoutandhid.(我上一年级的时候，妈妈给我剪了一个很奇怪的发型。回到学校的第一天，孩子们嘲笑我，所以我跑出去躲了起来)”可知，作者回忆了学生时代的生活和老师们的影响，属于个人生活经历分享，最可能出现在生活专栏中。故选A项。Passage2（25-26高一上・四川成都）ArecentstudyfromtheUniversityofMinnesotahasdiscoveredasimpleandpowerfulwaytoimprovestudentlearning:morenaturallight.Theresearchteamfoundthatstudentsinclassroomswithlargewindowsandplentyofsunlightshowedconsiderablybetterlearningperformanceandfocuslevels,comparedtothoseinclassroomswithsmallerwindowsorprimarilyartificial(人工的)lighting.Dr.EmilyCarter,theleadresearcher,explainedthefindings.“We’velongbelievedthatenvironmentmatters,butthisstudyprovidesstrongevidence(证据)specificallyfornaturallight,”shesaid.“It’snotjustaboutseeingbetter;it’saboutthebiologicalinfluenceofsunlightonourfocusandmood.Thiscouldbeagame-changerforhowwedesignschools.”Sheaddedthatspendingmoneyonbetterwindowdesignandskylightscouldbeacost-effectivewaytoimprovestudents’learningperformance.Thestudyinvolved101studentsfromthreelocalhighschools.Eachstudenttookpartinlearningsessionsheldintwodifferentclassroomenvironmentsonseparatedays:onewasa“bright”roomwithlargewindowsallowingplentyofsunlight,andtheotherwasa“standard”roomwithsmallerwindowsandrelyingmostlyonceilinglights.Thestudentscompletedreadingcomprehensiontasksandmemorytestsduringeachsession.Toensurefairness,theorderinwhichstudentsexperiencedtheroomswasrandomized(随机安排),andthetaskswereofsimilardifficulty.Theresultswereclear.Onaverage,studentsscored10%higheronthememorytestsandreportedfeelingmorefocusedandlesstiredinthe“bright”classroom.Dr.Carterandherteambelievethesefindingsofferpracticalguidance.Theysuggestthatschoolplannersshouldthinkabouthowtogetmorenaturallightwhendesigningnewschoolbuildings.Forexistingbuildings,simplechanges,likemovingdesksclosertowindowsorusinglightercurtainstoallowmorelightin,canmakearealdifference.5．Whatisthemainfindingofthestudy?A．Studentspreferclassroomswithmoreoutsideview.B．Largewindowscanmakeithardforstudentstofocus.C．Artificiallightingisharmfultostudents’eyesightovertime.D．Classroomswithmorenaturallightimprovestudentlearning.6．Whatdoestheunderlinedword“game-changer”inparagraph2mean?A．Somethingthatmakesabigdifference. B．Agamethatcanbeplayedindoors.C．Achallengedifficulttoovercome. D．Aprojectexpensivetocomplete.7．Whatisthemainpurposeofparagraph3?A．Tointroducetheresearchers. B．Topresentthestudents’opinions.C．Todescribetheresearchmethods. D．Todiscussthecostofthechanges.8．Whatdotheresearcherssuggestbasedontheirstudy?A．Schoolsshouldstopusingallartificiallights.B．Studentsshouldspendmoretimeoutdoors.C．Classroomsshouldbepaintedinbrightercolors.D．Schooldesignshouldmakebetteruseofnaturallight.【答案】5．D6．A7．C8．D【导语】本文是一篇说明文。文章介绍了一项研究表明，自然光能显著提高学生的学习表现和专注力，研究者建议学校在设计或改造时优化采光方式以提升教学效果。5．细节理解题。根据第一段中“Theresearchteamfoundthatstudentsinclassroomswithlargewindowsandplentyofsunlightshowedconsiderablybetterlearningperformanceandfocuslevels,comparedtothoseinclassroomswithsmallerwindowsorprimarilyartificial(人工的)lighting.(研究团队发现，与窗户较小或主要依赖人工照明的教室相比，有大窗户和充足阳光的教室里的学生表现出了明显更好的学习表现和专注水平。)”可知，研究发现，拥有更多自然光的教室可以提高学生的学习效果。故选D项。6．词句猜测题。画线词的上文“It’snotjustaboutseeingbetter;it’saboutthebiologicalinfluenceofsunlightonourfocusandmood.

(这不仅仅是看得更清楚；这与阳光对我们的注意力和情绪的生物学影响有关。)”强调自然光的重要意义，画线词的下文“Sheaddedthatspendingmoneyonbetterwindowdesignandskylightscouldbeacost-effectivewaytoimprovestudents’learningperformance.(她补充说，把钱花在更好的窗户设计和天窗上，可能是提高学生学习成绩的一种经济有效的方式。)”建议学校考虑窗户设计和天窗以提升教学效果，由此可知，研究的发现可以影响学校设计，画线词指的是“能够带来重大改变的事物”。故选A项。7．推理判断题。根据第三段“Thestudyinvolved101studentsfromthreelocalhighschools.Eachstudenttookpartinlearningsessionsheldintwodifferentclassroomenvironmentsonseparatedays:onewasa“bright”roomwithlargewindowsallowingplentyofsunlight,andtheotherwasa“standard”roomwithsmallerwindowsandrelyingmostlyonceilinglights.Thestudentscompletedreadingcomprehensiontasksandmemorytestsduringeachsession.Toensurefairness,theorderinwhichstudentsexperiencedtheroomswasrandomized(随机安排),andthetaskswereofsimilardifficulty.(这项研究涉及来自三所当地高中的101名学生。每个学生在不同的日子里参加在两个不同的教室环境中进行的学习：一个是“明亮”的房间，有大窗户，阳光充足；另一个是“标准”房间，窗户较小，主要依靠天花板灯。学生们在每个阶段都要完成阅读理解任务和记忆测试。为了确保公平，学生体验房间的顺序是随机的，任务的难度也差不多。)”可知，该段详细介绍了研究涉及的学生数量、学习环境、任务及公平性控制等，其目的是描述研究方法。故选C项。8．细节理解题。根据最后一段中“Theysuggestthatschoolplannersshouldthinkabouthowtogetmorenaturallightwhendesigningnewschoolbuildings.(他们建议学校规划者在设计新校舍时应该考虑如何获得更多的自然光。)”可知，研究者建议学校设计应更好地利用自然光。故选D项。Passage3（25-26高一上・四川成都）Forthousandsofyears,peoplehaveknownthatthebestwaytounderstandaconceptistoexplainittosomeoneelse.“Whileweteach,welearn,”saidRomanphilosopherSeneca.Nowscientistsarebringingthisancientwisdomuptodate.They’redocumentingwhyteachingissuchafruitfulwaytolearn,anddesigningcreativewaysforyoungpeopletotakepartininstruction.Researchershavefoundthatstudentswhosignuptotutor(辅导)othersworkhardertounderstand.thematerial,recallitmoreaccuratelyandapplyitmoreeffectively.Studentteachersscorehigheronteststhanpupilswho’relearningonlyfortheirownsake.Buthowcanchildren,stilllearningthemselves,teachothers?Oneanswer:Theycantutoryoungerkids.Somestudieshavefoundthatfirst-bornchildrenaremoreintelligentthantheirlater-bornsiblings(兄弟姐妹).ThissuggeststheirhigherIQsresultfromthetimetheyspendteachingtheirsiblings.Noweducatorsareexperimentingwithwaystoapplythismodeltoacademicsubjects.Theyarrangecollegeundergraduatestoteachcomputersciencetohighschoolstudents,whointurninstructmiddleschoolstudentsonthetopic.Butthemostcutting-edgetoolunderdevelopmentisthe“teachableagent”—acomputerizedcharacterwholearns,tries,makesmistakesandasksquestionsjustlikeareal-worldpupil.Computerscientistshavecreatedananimated(动画的)figurecalledBetty’sBrain,whohasbeen“taught”aboutenvironmentalsciencebyhundredsofmiddleschoolstudents.StudentteachersareinspiredtohelpBettymastercertainmaterials.Whilepreparingtoteach,theyorganizetheirknowledgeandimprovetheirownunderstanding.Andastheyexplaintheinformationtoit,theyidentifyproblemsintheirownthinking.Feedbackfromtheteachableagentfurtherimprovesthetutors’learning.Theagent’squestionsforcestudenttutorstothinkandexplainthematerialsindifferentways,andwatchingtheagentsolveproblemsallowsthemtoseetheirknowledgeputintoaction.Aboveall,it’stheemotionsoneexperiencesinteachingthatimprovelearning.Studenttutorsfeelupsetwhentheirteachableagentfails,buthappywhenthisvirtualpupilsucceedsastheydevelopprideandsatisfactionfromsomeoneelse’saccomplishment.9．WhyisRomanphilosopherSenecamentioned?A．Toreachaconclusion. B．Toconfirmanopinion.C．Tomakeacomparison. D．Tointroduceatopic.10．WhatcanbelearnedaboutBetty’sBrain?A．Itisacharacterinapopularanimation. B．Itisateachingtoolunderdevelopment.C．Itisacutting-edgeappindigitalgames. D．Itisatutorforcomputersciencestudents.11．Whatdostudentsdototeachtheirteachableagent?A．Theymotivateittothinkindependently. B．Theyaskittodesignitsownquestions.C．Theyencourageittogiveimmediatefeedback. D．Theyusevariouswaystoexplainmaterialstoit.12．Whatisthewritingpurposeofthepassage?A．Toencouragefirst-bornchildrentobetutorsoftheirsiblings.B．Toexplainhowteachingothersimprovesone’sownlearning.C．TointroducethedevelopmentofteachableagentslikeBetty’sBrain.D．Todescribetheemotionalchangesofstudentswhentutoringothers.【答案】9．D10．B11．D12．B【导语】本文是一篇说明文。文章主要介绍了教学如何促进自身学习及其背后的原理。9．推理判断题。根据第一段中““Whileweteach,welearn,”saidRomanphilosopherSeneca.Nowscientistsarebringingthisancientwisdomuptodate.(罗马哲学家Seneca说：“我们教的时候，也在学。”现在，科学家们正在将这一古老的智慧带到现代。)”可知，文章开头引用Seneca的话是为了引出文章主题——教学促进学习。故选D。10．细节理解题。根据第三段中“Butthemostcutting-edgetoolunderdevelopmentisthe“teachableagent”—acomputerizedcharacterwholearns,tries,makesmistakesandasksquestionsjustlikeareal-worldpupil.ComputerscientistshavecreatedananimatedfigurecalledBetty’sBrain,whohasbeen“taught”aboutenvironmentalsciencebyhundredsofmiddleschoolstudents.(但目前正在开发的最前沿的工具是“可教的智能体”——一个像现实世界中的学生一样学习、尝试、犯错和提问的计算机角色。计算机科学家创造了一个名为Betty’sBrain的动画人物，数百名中学生已经“教”过它环境科学。)”可知，Betty’sBrain是一个正在开发中的教学工具。故选B。11．细节理解题。根据第四段中“Theagent’squestionsforcestudenttutorstothinkandexplainthematerialsindifferentways,andwatchingtheagentsolveproblemsallowsthemtoseetheirknowledgeputintoaction.(智能体的问题迫使学生导师用不同的方式思考和解释材料，而观察智能体解决问题则让他们看到自己的知识付诸实践。)”可知，学生们用不同的方式向可教的智能体解释材料。故选D。12．推理判断题。通读全文，尤其是第一段中“Researchershavefoundthatstudentswhosignuptotutor(辅导)othersworkhardertounderstandthematerial,recallitmoreaccuratelyandapplyitmoreeffectively.(研究人员发现，报名辅导他人的学生更努力地理解材料，更准确地回忆材料，并更有效地应用材料。)”可知，文章主要介绍了教学如何促进自身学习及其背后的原理，如通过辅导他人来加深自己的理解、应用可教的智能体等，因此文章的写作目的是解释教学如何促进自身学习。故选B。Passage4（25-26高一上・四川成都）Forthousandsofyears,peoplehaveknownthatthebestwaytounderstandaconcept(概念)istoexplainittosomeoneelse.“Whileweteach,welearn,”saidRomanphilosopherSeneca.Nowscientistsarebringingthisancientwisdomuptodate.They’redocumentingwhyteachingissuchafruitfulwaytolearn,anddesigningcreativewaysforyoungpeopletotakepartin“teaching”.Researchershavefoundthatstudentswhosignuptotutor(辅导)othersworkhardertounderstandthematerial,recallitmoreaccuratelyandapplyitmoreeffectively.Studentteachersscorehigheronteststhanpupilswho’relearningonlybythemselves.Buthowcanchildren,stilllearningthemselves,teachothers?Oneanswer:Theycantutoryoungerkids.Somestudieshavefoundthatfirst-bornchildrenaremoreintelligentthantheirlater-bornsiblings(兄弟姐妹).ThissuggeststheirhigherIQsresultfromthetimetheyspendteachingtheirsiblings.Noweducatorsareexperimentingwithwaystoapplythismodeltoacademicsubjects.Theyarrangecollegestudentstoteachcomputersciencetohighschoolstudents,whointurninstructmiddleschoolstudentsonthetopic.Butthemostcutting-edgetoolunderdevelopmentisthe“teachableagent”—acomputerizedcharacterwholearns,tries,makesmistakesandasksquestionsjustlikeareal-worldpupil.ComputerscientistshavecreatedananimatedfigurecalledBetty’sBrain,whohasbeen“taught”aboutenvironmentalsciencebyhundredsofmiddleschoolstudents.StudentteachersareinspiredtohelpBettymastercertainmaterials.Whilepreparingtoteach,theyorganizetheirknowledgeandimprovetheirownunderstanding.Andastheyexplaintheinformationtoit,theyrecognizeproblemsintheirownthinking.Betty’squestionsandfeedbackpushthemtothinkinnewwaysanddeepentheirknowledge.Mostimportantly,teachingtheagenthasbroughtprideandsatisfaction,provingthatexplainingtoothersisoneofthebestwaystolearn.13．WhyisRomanphilosopherSenecamentioned?A．Toreachaconclusion. B．Todocumentideas.C．Tomakeacomparison. D．Tointroducethetopic.14．Whatconclusioncanbedrawnaccordingtoparagraph2?A．Learningismosteffectivewhendonealone.B．Studentsshouldmasterasubjectbeforeteachingit.C．Guidingothershelpspeoplelearnandrememberbetter.D．Youngersiblingstendtobesmarterthankstooldersiblings’help.15．WhatcanbelearnedaboutBetty’sBrain?A．Itisacharacterinapopularanimation.B．Itisaneducationaltoolunderdevelopment.C．Itisacutting-edgeappindigitalgames.D．Itisatutorforcomputersciencestudents.16．Whatisthepurposeofwritingthepassage?A．Toprovewhyhavingasiblingisanadvantage.B．Tointroducethelatestdevelopmentofteachableagents.C．Toencouragefirst-bornchildrentobetutorsoftheirsiblings.D．Toexplainwhyteachingotherscanbeaneffectivewaytolearn.【答案】13．D14．C15．B16．D【导语】这是一篇说明文。本文讨论了教授他人是一种有效的学习方式，并介绍了相关研究和实验。13．推理判断题。根据第一段中““Whileweteach,welearn,”saidRomanphilosopherSeneca.Nowscientistsarebringingthisancientwisdomuptodate.They’redocumentingwhyteachingissuchafruitfulwaytolearn,anddesigningcreativewaysforyoungpeopletotakepartin“teaching”.(罗马哲学家塞涅卡说过：“当我们教的时候，我们就学会了。”现在，科学家们将这一古老的智慧带到了现代。他们记录了为什么教学是一种富有成效的学习方式，并为年轻人设计了参与“教学”的创造性方式。)”可知，文章开篇引用罗马哲学家塞涅卡“Whileweteach,welearn”的观点，紧接着就指出科学家们正在深入研究教学为何是有效的学习方式，并设计相关方式让年轻人参与教学。由此可见，引用这位哲学家的话是为了引出“教学是一种有效的学习方式”这一核心话题。故选D项。14．推理判断题。根据第二段中“Researchershavefoundthatstudentswhosignuptotutor(辅导)othersworkhardertounderstandthematerial,recallitmoreaccuratelyandapplyitmoreeffectively.Studentteachersscorehigheronteststhanpupilswho’relearningonlybythemselves.Buthowcanchildren,stilllearningthemselves,teachothers?Oneanswer:Theycantutoryoungerkids.Somestudieshavefoundthatfirst-bornchildrenaremoreintelligentthantheirlater-bornsiblings(兄弟姐妹).ThissuggeststheirhigherIQsresultfromthetimetheyspendteachingtheirsiblings.Noweducatorsareexperimentingwithwaystoapplythismodeltoacademicsubjects.(研究人员发现，报名辅导别人的学生更努力地理解材料，更准确地回忆，更有效地应用。学生教师在考试中比自学的学生得分更高。但是，孩子们自己还在学习，怎么能教别人呢？一个答案是：他们可以辅导年幼的孩子。一些研究发现，头胎孩子比后出生的兄弟姐妹更聪明。这表明他们的高智商来自于他们花在教育兄弟姐妹上的时间。现在，教育工作者正在尝试将这种模式应用于学术科目。)”可知，第二段首句就表明研究发现辅导他人的学生能更努力理解知识、更准确记忆并更高效运用知识，且这类学生考试分数更高。后文提到长子长女智商可能因教导弟妹而更高，以及教育工作者开展的学生分层教学实验，都是对“指导他人有助于自身更好学习和记忆知识”这一观点的佐证。故选C项。15．细节理解题。根据最后一段中“Butthemostcutting-edgetoolunderdevelopmentisthe“teachableagent”—acomputerizedcharacterwholearns,tries,makesmistakesandasksquestionsjustlikeareal-worldpupil.ComputerscientistshavecreatedananimatedfigurecalledBetty’sBrain,whohasbeen“taught”aboutenvironmentalsciencebyhundredsofmiddleschoolstudents.StudentteachersareinspiredtohelpBettymastercertainmaterials.Whilepreparingtoteach,theyorganizetheirknowledgeandimprovetheirownunderstanding.Andastheyexplaintheinformationtoit,theyrecognizeproblemsintheirownthinking.(但正在开发的最尖端工具是“可教代理”——一个像现实世界的学生一样学习、尝试、犯错误和提问的计算机角色。计算机科学家创造了一个名为“贝蒂的大脑”的动画人物，数百名中学生向她“教授”了环境科学知识。学生教师受到启发，帮助贝蒂掌握某些材料。在准备教学时，他们组织知识，提高自己的理解。当他们向它解释信息时，他们发现了自己思维中的问题。)”可知，原文提到最前沿的开发工具是“可教代理”，而贝蒂的大脑是计算机科学家创造的动画形象，中学生可向它传授环境科学知识，学生在教它的过程中能梳理知识、深化理解。结合原文及补充信息可知，它是用于助力学生学习的一款正在开发中的教育工具。故选B项。16．推理判断题。根据第一段“Forthousandsofyears,peoplehaveknownthatthebestwaytounderstandaconcept(概念)istoexplainittosomeoneelse.“Whileweteach,welearn,”saidRomanphilosopherSeneca.Nowscientistsarebringingthisancientwisdomuptodate.They’redocumentingwhyteachingissuchafruitfulwaytolearn,anddesigningcreativewaysforyoungpeopletotakepartin“teaching”.(几千年来，人们都知道理解一个概念的最好方法是向别人解释。罗马哲学家塞涅卡说过：“当我们教的时候，我们就学会了。”现在，科学家们将这一古老的智慧带到了现代。他们记录了为什么教学是一种富有成效的学习方式，并为年轻人设计了参与“教学”的创造性方式。)”和全文内容可知，文章开篇就引出教学是有效学习方式的话题，随后通过研究结果表明辅导他人的学生学习效果更好，还列举了学生辅导低年级同学、“贝蒂的大脑”这类可教代理等例子，从不同角度论证教学他人为何能成为一种高效的学习方式。故选D项。话题2食物Passage1（23-24高一上・四川广安友谊中学・期末）Haveyoueverwonderedwhatthefoodyoueateverydaycantellyouaboutwhereyoucomefrom?Haveyoueverwonderedwhypeoplefromdifferentpartsoftheworldeatdifferenttypesoffood?Doyoueveraskyourselfwhycertainfoodsorcuisinetraditionsaresoimportanttoyourculture?Thereismoreofaconnectionbetweenfoodandculturethanyoumaythink.Onanpersonallevel,wegrowupeatingthefoodofourcultures.Itbecomesapartofwhoeachofusis.Manyofusconnectfoodfromourchildhoodwithwarmfeelingsandgoodmemoriesandittiesustoourfamilies,holdingaspecialandpersonalvalueforus.Onalargerscale,traditionalcuisineispasseddownfromonegenerationtothenext.Italsoservesasanexpressionofculturalidentity(身份).Immigrantsbringthefoodoftheircountrieswiththemwherevertheygoandcookingtraditionalfoodisawayofpreservingtheirculturewhentheymovetonewplaces.InChina,harmonyisavitalqualityinalmosteveryaspectoflife.ThisisreflectedinChinesecuisine,wherealmosteveryflavor(味道)isusedinabalancedwaytocreatedeliciousdisheswithflavorsthatgowelltogether.ThecuisineoftheUnitedStatesalsoreflectsitshistory.TheEuropeancolonization(殖民)oftheAmericasbroughtEuropeaningredients(食材)andcookingstylestotheU.S.Astheworldbecomesmoreglobalized,itiseasiertogetcuisinesfromdifferentcultures.Weshouldkeepourtraditionsthroughourculture’sfoodbutweshouldalsobecomemoreinformedaboutotherculturesbytryingtheirfoods.1．WhatdoestheauthorwanttoexpressinParagraph1?A．Traditionsonculture.B．Difficultiesincookingfood.C．Concernsaboutfoodandculture.D．Connectionsbetweenfoodandculture.2．Whatdoestheunderlinedword“It”inParagraph3referto?A．Memories. B．Traditionalculture.C．Traditionalcuisine. D．Generation.3．HowdopeoplefeelaboutChinesefood?A．Itisrichinallkindsofvitamins.B．Itbalancesthedishesofdifferentcountries.C．Itisextremelysignificanttobalancepeople’sdailylife.D．Itcontainsrichdisheswithvariousflavorsbalanced.4．Whatcanbethesuitabletitleforthetext?A．WhatFoodTellsUsAboutCulture.B．WhatEffectFoodCausesonCulture.C．HowFoodBecomesMoreGlobalized.D．HowTraditionalCuisineisPassedDown.【答案】1．D2．C3．D4．A【导语】本文是一篇说明文。文章主要介绍了食物与文化之间存在着比人们想象中更多的联系，阐述了食物在个人和文化层面的意义，并举例说明不同国家的食物反映其文化。1．主旨大意题。根据第一段“Haveyoueverwonderedwhatthefoodyoueateverydaycantellyouaboutwhereyoucomefrom?Haveyoueverwonderedwhypeoplefromdifferentpartsoftheworldeatdifferenttypesoffood?Doyoueveraskyourselfwhycertainfoodsorcuisinetraditionsaresoimportanttoyourculture?Thereismoreofaconnectionbetweenfoodandculturethanyoumaythink.(你有没有想过，你每天吃的食物能告诉你你来自哪里？你有没有想过为什么世界不同地区的人吃不同类型的食物？你有没有问过自己，为什么某些食物或烹饪传统对你的文化如此重要？食物和文化之间的联系比你想象的要多)”可知，作者通过提问引发思考，并在段尾表达食物和文化之间存在联系。故选D项。2．词句猜测题。根据指代关系和第三段中“Onalargerscale,traditionalcuisineispasseddownfromonegenerationtothenext.Italsoservesasanexpressionofculturalidentity(身份).(从更大的层面来看，传统美食一代一代传承下来。它也是文化身份的一种表达)”可知，指示代词“It”指代的是前面提到的“traditionalcuisine(传统美食)”。故选C项。3．细节理解题。根据第四段中“InChina,harmonyisavitalqualityinalmosteveryaspectoflife.ThisisreflectedinChinesecuisine,wherealmosteveryflavor(味道)isusedinabalancedwaytocreatedeliciousdisheswithflavorsthatgowelltogether.(在中国，和谐几乎是生活方方面面的重要特质。这在中国美食中得到了体现，几乎每一种味道都被平衡地运用，创造出各种味道相得益彰的美味菜肴)”可知，人们认为中国食物包含各种味道搭配平衡的丰富菜肴。故选D项。4．主旨大意题。通读全文，结合第一段“Haveyoueverwonderedwhatthefoodyoueateverydaycantellyouaboutwhereyoucomefrom?Haveyoueverwonderedwhypeoplefromdifferentpartsoftheworldeatdifferenttypesoffood?Doyoueveraskyourselfwhycertainfoodsorcuisinetraditionsaresoimportanttoyourculture?Thereismoreofaconnectionbetweenfoodandculturethanyoumaythink.(你有没有想过，你每天吃的食物能告诉你关于你来自哪里的信息?你有没有想过为什么世界不同地方的人吃不同类型的食物?你有没有问过自己为什么某些食物或美食传统对你的文化如此重要?食物和文化之间的联系比你想象的要多)”可知，本文主要围绕食物能告诉我们关于文化的信息展开。故A项“WhatFoodTellsUsAboutCulture(食物告诉我们的文化信息)”能概括文章内容，最适合做文章标题。故选A项。Passage2（23-24高一上・四川成都・期末）Youmayfindalotofenergydrinksinastore.Peoplesaythesedrinkscanmakepeoplefeelmoreenergeticandthinkmoreclearly.ThesedrinkshavenameslikeRedBull,Monster,RippedForce,SpeedStackand5-HourEnergy.Youngpeoplelikethemverymuch.Scientistsfoundthreemainthingsabouttheenergydrinks.Firsttherearehundredsofbrandsofenergydrinksinmostlargecountries.Second,thedrinksarenotclearlywrittenwithenoughinformation.Andthird,thecaffeineintheenergydrinksisdifferentgreatly.Somehaveaslittleasfiftymilligrams,othersasmuchasfivehundred.Toomuchcaffeineisbadforourbody.Somepeopleputwineintoenergydrinkswhiledrinking.Theythinktheycandrinkmorewinethatwayanditmaynotbebadfortheirbody.Butstudiesfindthatthewinestillworks.Sothemakersshouldwritedownclearinformation,suchashowmuchcaffeineithasandsoon.Forexample,somemakersofenergydrinksgiveusadvice.Apopularenergydrinkaskspregnantwomen,womenwhoarenursingababyorchildrenundertheageoftwelvenottodrink.Thestudyaboutenergydrinksisstillgoingon.Theyarenowlookingforyoungpeoplewhohavehadabadfeelingafterdrinkingthem.5．Somepeopleputwineintoenergydrinksbecausetheythink.A．itisgoodforhealth B．itisthemostpopularwayC．thecaffeinecanbereduced D．inthiswaytheycandrinkmorewine6．Fromthepassageweknowthatifwedrinkenergydrinksweshould.A．drinkonlysomefamousbrands B．readtheinformationaboutthemC．choosethosewithhighcaffeine D．findthedatewhenitwasmade7．Whichofthefollowingistrue?A．Energydrinksaregoodforchildrenandhelpthemtothinkmoreclearly.B．Womenhavingababyshoulddrinkenergydrinksinsteadofwine.C．Notallbrandsofenergydrinksprovideenoughinformationfortheconsumers.D．Energydrinksofdifferentbrandshavethesameamountofcaffeine.8．Whatkindsofpeopleareneededforthestudyaboutenergydrinks?A．Youngconsumerswhohavehadabadfeelingafterdrinkingenergydrinks.B．Energydrinkmakerswhoknowhowtowriteclearinformation.C．Youngscientistswhohaveconductedsuchexperimentsbefore.D．Childrenundertheageoftwelvewhohavebenefitedfromenergydrinks.【答案】5．D6．B7．C8．A【导语】这是一篇说明文。文章主要说明了饮用能量饮料应该谨慎，说明了其三个特点以及注意事项。5．细节理解题。根据第三段中“Somepeopleputwineintoenergydrinkswhiledrinking.Theythinktheycandrinkmorewinethatwayanditmaynotbebadfortheirbody.(有些人在喝能量饮料的时候会往里面兑酒。他们认为这样一来他们就能喝更多的酒，而且这或许对他们的身体也没有坏处)”可知，有些人把酒加到能量饮料里是因为他们认为这样可以喝更多的酒。故选D。6．推理判断题。根据第三段中“Sothemakersshouldwritedownclearinformation,suchashowmuchcaffeineithasandsoon.Forexample,somemakersofenergydrinksgiveusadvice.Apopularenergydrinkaskspregnantwomen,womenwhoarenursingababyorchildrenundertheageoftwelvenottodrink.(所以生产商应该写下清晰的信息，比如咖啡因的含量等等。例如，一些功能饮料制造商给我们建议。一