高中英语复习Section Ⅰ　Reading and Thinking Part Ⅰ　Reading comprehension

SectionⅠReadingandThinkingPartⅠReadingcomprehensionUNIT4SHARING目录CONTENTS整体理解·学语篇篇章赏读·习语言课时作业整体理解·学语篇

第一步

课前导入·激趣启思Before

reading

the

text，

answer

the

following

questions.1.

What

is

the

meaning

of

the

sign

of

China

Young

Volunteers？①A

hand：

⁠②A

heart：

⁠③A

dove：

⁠④A

letter

Y：

⁠help

love

and

care

peace

youth

2.

What’s

happening

in

the

picture？

⁠

⁠Some

young

people

in

Africa

are

enjoying

water

at

a

new

well

which

was

dug

by

China.第二步

速读课文·理清脉络1.

What

is

the

main

idea

of

the

text？（

）A.Jo

went

to

a

bush

school

to

visit

friends.B.Jo

introduces

us

to

a

bush

school.C.Jo

introduces

Tombe’s

home

in

the

village

to

us.D.Jo

tells

us

her

experience

as

a

volunteer

teacher

in

the

bush.√2.

Match

the

main

idea

with

each

part.Part

Ⅰ

（Para.1）：

Part

Ⅱ

（Paras.2－3）：

Part

Ⅲ

（Paras.4－8）：

A.Jo

and

another

teacher

visited

Tombe’s

home

in

the

village.B.Getting

mail

from

home

made

Jo

feel

nice.C.The

school

where

Jo

worked

and

Jo’s

work

at

school.答案：Parts

Ⅰ－Ⅲ：BCA第三步

精读课文·领悟细节Task

1：Read

the

text

carefully

and

choose

the

best

answers.1.

In

a

chemistry

experiment，

why

did

the

boys

jump

out

of

the

windows？（

）A.Because

they

were

frightened

by

the

bubbling

mixture.B.Because

they

couldn’t

stand

the

terrible

smell

of

the

mixture.C.Because

they

didn’t

like

doing

chemistry

experiments.D.Because

they

knew

chemistry

was

not

relevant

to

them.√2.

What

can

we

infer

from

“The

only

possessions

I

could

see

were

...”？（

）A.Tombe’s

family

was

kind-hearted.B.Tombe’s

family

was

enthusiastic.C.Tombe’s

family

only

used

simple

things.D.Tombe’s

family

was

very

poor.√3.

What

did

the

family

do

with

the

leftover

food？（

）A.They

had

it

for

the

next

meal.B.They

threw

it

out

of

the

doorway

directly.C.They

used

it

to

attract

bad

spirits

in

the

night.D.They

dried

it

up

in

a

can

and

then

threw

the

can

out.4.

How

did

Jo

feel

after

the

visit

to

Tombe’s

family？（

）A.Happy.B.Sad.C.Worried.D.Upset.√√Task

2：Creative

thinking

and

critical

thinking.1.

What

kind

of

volunteer

work

would

you

like

to

do

as

a

student？

⁠

⁠

⁠As

a

student，

I’d

like

to

do

community

service，

such

as

helping

the

elderly，

cleaning

up

parks，

and

taking

part

in

school

volunteer

activities.2.

China

has

been

making

contributions

to

the

less

developed

countries.Can

you

tell

why？

⁠

⁠①To

practice

the

idea

of

community

with

a

shared

future

for

mankind.

②The

whole

world

is

a

big

family.Together

for

a

shared

future！

第四步

课文融通·学以致用

Jo

worked

at

a

bush

school

1.

classrooms

were

made

of

bamboo，

with

clay

floors

and

roofs

of

grass.

There’s

no

electricity

or

2.

（run）

water

there.

It

takes

some

of

the

students

about

two

hours

3.

（get）

to

school.

The

other

day，

Jo

4.

⁠

（show）

the

boys

the

experiment

when

the

mixture

was

bubbling

over

everywhere

and

the

boys

started

jumping

out

of

the

windows.

Jo

doubted

5.

she

was

making

any

difference

to

the

children’s

lives

by

teaching

6.

（they）.whose

running

to

get

was

showing

whether

them

Jo

and

Jenny

visited

Tombe’s

home.

When

they

arrived

at

the

village，

Tombe’s

mother

who

7.

（work）

in

her

garden，

started

crying

“ieee

ieee”.

Tombe’s

father

led

them

to

his

house，

a

low

bamboo

hut

with

grass

8.

（stick）

out

of

the

roof，

where

they

could

only

see

a

few

possessions.9.

they

ate

were

sweet

potatoes，

ripe

corn

and

greens.

That

night

Jo

and

Jenny

slept

on

a

platform

with

fresh

grass

10.

（lay）

on

the

floor.

They

left

the

village

the

next

morning

after

many

goodbyes

and

firm

handshakes.had

been

working

sticking

What

laid

篇章赏读·习语言

VOLUNTEERING

IN

THE

BUSH8

March

I

just

got

a

parcel

from

home！

It

took

about

two

weeks

to

arrive，

and

it

was

a

bit

damaged，

but

it

was

so

nice

to

get

some

sweets

and

jam

from

home；

I’ve

been

dying

to①

have

some

of

my

favourite

sweets，

and

it’s

always

nice

to

get

mail！

So

I’ve

been

here

in

the

jungle②

for

about

a

month

now.My

secondary

school

is

a

bush

school③.The

classrooms

are

made

of④

bamboo，

with

clay

floors

and

roofs

of

grass.[1]It

takes

me

only

a

few

minutes

to

walk

to

school

down

a

dusty

track

covered

in

weeds.

[2]When

I

reach

the

school

grounds，

I’m

greeted

by

a

chorus

of⑤

“good

morning”

from

the

boys.Unlike

students

in

our

country，

these

boys

do

not

wear

cotton

uniforms⑥，

and

many

of

them

also

have

to

walk

a

long

way，

sometimes

for

up

to

two

hours⑦，

just

to

get

to

school.【释疑难】句[1]中It作形式主语，动词不定式to

walk

to

school

是真正的主语；过去分词短语covered

in

weeds作后置定语，修饰名词

短语a

dusty

track。

There’s

no

electricity，

running

water⑧

or

even

textbooks，

not

to

mention⑨

laptops，

tablets，

or

other

modern

devices！

All

the

students

have

are

pencils，

rubbers，

and

paper.I’m

still

trying

to

adapt

to⑩

these

conditions.I’ve

had

to

become

much

more

imaginative

in

my

teaching.Science

is

my

most

challenging

subject

as

my

students

have

no

concept

of⑪

doing

experiments.[3]There

is

no

equipment，

and

since

there

isn’t

even

a

washroom，

if

I

need

water

I

have

to

carry

it

from

my

house

in

a

basin！

It’s

important

not

to

be

too

rigid

about

rules

here，

too.[4]The

other

day⑫

I

was

showing

the

boys

a

chemistry

experiment

when，

before

I

knew

it，

the

mixture

was

bubbling

out

of

the

test

tube

spilling

everywhere！

The

class

became

a

circus

as

the

boys，

who

had

never

come

across⑬

anything

like

this

before，

started

jumping

out

of

the

windows.[5]Sometimes

I

wonder

how

relevant

chemistry

is

to⑭

these

students—

few

will

ever

become

chemists—and

most

will

be

going

back

to

their

villages

after

Year

8

anyway.[6]To

be

honest⑮，

I

doubt

whether

I’m

making

any

difference

to⑯

these

boys’lives

at

all.【释疑难】句[3]是并列复合句。and后的分句中，since引导原

因状语从句；if引导条件状语从句。句[4]是主从复合句。句型be

doing

...when

...意为“正在做某

事，这时（突然）……”；before引导时间状语从句；spilling

everywhere是动词-ing短语作状语。17

April

Last

weekend

I

made

my

first

visit

to

a

remote

village⑰，

home

to

one

of

our

students，

Tombe.[7]Another

teacher

and

I

walked

for

two

and

a

half

hours⑱

to

get

there—first，

up

a

mountain

from

where

we

had

fantastic

views，

and

then

down

a

shaded

path⑲

to

the

valley

below.When

we

arrived

at

the

village，

Tombe’s

mother，

Kiak，

saw

us

coming

and

started

crying

“ieee

ieee”.We

shook

hands

with⑳

all

the

villagers.Everyone

seemed

to

be

related

to㉑

Tombe.【释疑难】句[7]中from

where引导定语从句，修饰先行词a

mountain。

[8]Tombe’s

father，

Mukap，

a

man

with

a

strong

jaw

and

a

wrinkled

forehead，

led

us

to

his

house，

a

low，

round

bamboo

hut

with

no

windows，

with

a

door

just

big

enough

to

get

through㉒，

and

with

grass

sticking

out㉓

of

the

roof—this

shows

it

is

a

man’s

house.Such

housing

is

dark

inside

so

it

took

time

for

our

eyes

to

adjust.Fresh

grass

had

been

laid

on

the

floor

and

there

was

a

platform

for

Jenny

and

me

to

sleep

on.There

was

a

fireplace

in

the

centre

of㉔

the

hut.The

only

possessions

I

could

see

were

one

broom，

a

few

saucers，

a

kettle，

cups，

pans，

and

a

couple

of㉕

jars.【释疑难】句[8]中a

man

with

a

strong

jaw

and

a

wrinkled

forehead作Mukap的同位语；a

low，round

bamboo

hut

...the

roof作

house的同位语；句中前两个“with＋名词”介词短语作后置定语；后

两个“with＋宾语＋宾语补足语”复合结构作后置定语。

[9]Mukap

built

a

fire㉖

outside

and

laid

stones

on

it

to

heat.He

then

placed

the

hot

stones

in

an

empty

oil

drum

with

kau

kau

（sweet

potato），

ripe

corn，

and

greens.He

then

covered

the

vegetables

with

banana

leaves

and

left

them

to

steam.It

smelled

delicious.We

ate

inside

the

hut

sitting

round

the

fire.I

loved

listening

to

the

family

talking

softly

to

each

other

in

their

language，

even

though㉗

I

could

not

participate

much

in㉘

the

conversation.Luckily，

Tombe

interpreted

for

us.

Later，

I

noticed

a

can

standing

upside

down㉙

on

the

grill

over

the

fire.After

a

while，

Tombe

threw

it

out

of

the

doorway.Tombe

told

me

that

the

can

was

heated

to

dry

out㉚

the

leftover

food.His

family

believes

that

leftovers

attract

bad

spirits

in

the

night，

so

any

leftover

food

is

dried

up

in

a

can

and

the

can

is

then

thrown

out

of㉛

the

hut.

We

left

the

village

the

next

morning

after

many

goodbyes

and

firm

handshakes.My

muscles

were

aching

and

my

knees

shaking

as

we

dragged

ourselves

down

the

mountain

towards

home.That

evening

I

fell

happily

into

bed㉜.[10]It

was

such

a

privilege

to

have

spent

a

day

with

Tombe’s

family.

8

March语块翻译①

⁠②

⁠③

⁠④

⁠⑤

⁠⑥

⁠极想；渴望

在丛林中

一所丛林学校

由……制成

齐声；异口同声

穿棉质制服

⑦

⁠⑧

⁠⑨

⁠⑩

⁠⑪

⁠⑫

⁠⑬

⁠⑭

⁠⑮

⁠⑯

⁠长达两个小时 自来水 更不用说；且不说 适应 对……没有概念 不久前的一天 偶然遇到 和……有关 说实话 对……有作用/有影响

熟词生义1.

track

（Para.2）熟义：n.轨迹，追踪文中义：n.小路，小径2.

grounds

（Para.2）熟义：n.地面文中义：n.场地，庭院3.

rigid

（Para.3）熟义：adj.坚硬的；不弯曲的文中义：adj.死板的；固执的赏靓点句[2]以a

chorus

of形象描绘齐声问候，并用被动句式I’m

greeted

by

营造温暖画面，生动传神且表达地道。句[5]用破折号插入补充说明，形成“主句＋补充＋补充”的递进结

构，逻辑清晰。how

relevant

...和anyway与句[6]中的doubt

whether

...和at

all高度契合，完美还原了说话人犹豫，无奈，自我拷

问的语气，极具感染力。17

April⑰

⁠⑱

⁠⑲

⁠一个偏远的村庄

两个半小时

一条树荫遮蔽的小路

⑳

⁠㉑

⁠㉒

⁠㉓

⁠⁠与……握手 与……有关

完成；穿过；（使）熬过；（打电话时）打通

伸出；突出

⁠㉔

⁠㉕

⁠㉖

⁠㉗

⁠㉘

⁠㉙

⁠在……的中心

几个

生火

即使

参与；参加

颠倒地

㉚

⁠㉛

⁠㉜

⁠使变干

把……扔出……

倒头就睡

熟词生义4.

heat

（Para.3）熟义：n.热量文中义：v.加热，烧热5.

steam

（Para.3）熟义：n.水蒸气，蒸汽文中义：v.蒸，焖，蒸煮赏靓点句组[9]运用一连串动作描写，生动描绘了Mukap准备食物的过程，

让读者如身临其境，真切体会当地质朴的烹饪场景与食物散发的诱人

气息。句[10]用It

was

such

a

privilege

to

...句式结构，强调“能和Tombe一

家共度一天”是极大的荣幸。privilege一词是全文情感的核心升华，

完美呈现了支教老师的心路转变，收获了比物质更珍贵的精神财富，

让人重新思考教育与陪伴的意义。参考译文丛林里的志愿行动3月8日

我刚收到一个从家里寄来的包裹！大约花了两周的时间包裹才到

达，而且有点破损，但是真高兴能收到家里寄来的一些糖果和果酱；

我一直非常渴望吃一些我最喜欢的糖果，而且收到邮包总是令人开心

不已！

到现在我已经在丛林里待了大约一个月了。我所在的中学是一所

丛林学校。教室是用竹子搭建的，黏土夯的地面，茅草搭的屋顶。沿

着杂草丛生、尘土飞扬的小路，我仅用几分钟就能走到学校。我走进

校园时，男孩们齐声对我喊“早上好”。与我们国家的学生不同，这

些男孩不穿棉制校服，他们中的很多人得长途跋涉，有时长达两个小

时才能到学校。

那儿没有电，没有自来水，甚至没有课本，更别提笔记本电脑、

平板电脑或者别的现代化设备！学生们只有铅笔、橡皮和纸。我还在

努力适应这些条件。在我的教学中，我不得不变得更有想象力。科学

课是我最具挑战性的科目，因为我的学生没有做实验的概念。这里没

有设备，甚至连洗手间都没有。如果需要水，我得用盆子从我的房子

里端来！在这里，很重要的一点是也不能太墨守成规。几天前，我正

在给男孩们演示一个化学实验，在我反应过来前，混合物冒着泡从试

管中涌出，洒得到处都是！班上乱成了马戏团，男孩们纷纷跳窗跑

走，因为他们以前从没遇到过像这样的事情。有时，我会想化学对这些学生来说到底有多大的用处——几乎没有人会成为化学家——而且大多数人无论如何在八年级后都要回到自己的村庄。说实话，我怀疑我是否能给这些男孩们的生活带来不同。4月17日

上周末，我第一次去了一个偏远的村庄，我们的学生汤贝的家在

那里。我和另一位老师步行了两个半小时才到达那里。首先，爬上一

座山，从山上我们看到了美妙的景色，然后沿着一条树荫遮蔽的小路

走到下面的山谷。我们到达村子时，汤贝的母亲齐亚克看见我们到

来，就“唉咿——唉咿——”地叫了起来。我们和所有的村民握手。

每个人似乎都是汤贝的亲戚。

汤贝的父亲穆卡普，一位下巴结实、额头满是皱纹的男人，把我

们带到他的房子前：一座低矮的圆形竹屋，没有窗户，门的宽度仅够

单人穿过，屋顶伸出一簇茅草——这表明这是一个男人的房子。这样

的房屋里面很暗，所以过了一会儿我们的眼睛才适应过来。地上铺着

新草，还有一个让我和珍妮睡觉的平台。屋子中央有个火炉。我能看

到的物品只有一把扫帚、几个碟子、一个水壶，还有几个杯子、平底

锅和罐子。

穆卡普在屋外生了火，然后把石头放在上面加热。接着，他把热

石头放入一个空油桶，里面有栲栲（甘薯）、熟玉米和青菜。然后他

用香蕉叶盖住蔬菜，把它们蒸上。食物闻起来很香。我们在屋内围着

火炉吃饭。我喜欢听这家人用他们的语言轻声地交谈，虽然我无法参

与多少他们的谈话。幸好汤贝为我们做了解说。

后来，我注意到有一个罐子倒立在火炉上面的烤架上。过了一会

儿，汤贝把它扔出门口去。他告诉我说，加热罐子是为了烤干剩菜。

他们家相信剩菜会在夜晚引来恶灵，所以所有的剩菜都放在罐子里烤

干，然后再把罐子扔到屋外。

次日清晨，多次互道再见和紧紧握手之后，我们离开了村庄。当

我们拖着沉重的步伐下山回家时，我浑身肌肉酸痛，双膝颤抖。那天

晚上，我心满意足地一头栽倒在床上。和汤贝一家人度过了一天，真

是荣幸。课时作业

Ⅰ.阅读理解A

（2026·江西上饶高二期末）As

a

little

girl，

a

significant

part

of

my

childhood

was

spent

in

my

grandma’s

kitchen.An

old

stove

stood

on

one

side

of

the

room，

and

her

sparkling

counter

tops

were

always

tidy，

topped

only

by

a

simple

bread

box.Yet，

the

most

treasured

possession

in

that

entire

space

was

her

recipe

box.A

brilliant

baker，

my

grandma

cherished

this

simple

wooden

box，

filled

with

beloved

and

secret

family

recipes.They

were

organized

into

different

categories—pies，

cakes，

cookies，

breads—all

written

in

her

distinctive，

slanting

cursive

（倾

斜的花体字）.

Her

small

dinner

table

provided

the

perfect

stage

for

her

glorious

fresh-fruit

pies—strawberry，

blueberry，

apple，

cherry.Each

golden

crust

（面包皮）

was

beautifully

decorated

with

a

pretty

“S”

for

her

last

name，

Shipman.This

was

the

only

obvious

sign

of

pride

my

quietly

confident

grandma

ever

presented.I

remember

asking

her

once

why

she

went

through

the

extra

trouble

of

making

the

“S”.She

smiled

gently

and

said，“When

you

put

your

name

on

something，

my

dear，

you’re

promising

it’s

made

with

care

and

love.”

That

tiny，

warm

kitchen

was

the

undeniable

heart

of

our

family，

the

gathering

place

for

every

Sunday

dinner

and

holiday

celebration.But

it

was

far

more

than

just

a

place

for

preparing

meals.It

was

the

sacred

space

where

she

connected

our

family’s

past

to

the

present，

teaching

me

about

my

roots

and

heritage

through

the

stories

behind

each

dish

she

lovingly

prepared.The

kitchen

was

also

where

I

shared

my

secrets

with

her.After

the

baking

was

done

and

the

scent

of

warm

pastry

hung

in

the

air，

she

would

sit

with

me，

and

over

a

glass

of

milk，

I

would

pour

out

my

heart

about

school，

friends，

and

my

dreams

for

the

future.

Now，

every

Thanksgiving，

I

continue

the

tradition.I

pull

out

the

treasured

recipe

box

and

bake

the

same

desserts.And

after

I

finish，

I

still

perform

our

little

ritual：

I

cut

two

slices

of

pie，

pour

a

cup

of

black

coffee

for

her

and

a

glass

of

milk

for

myself.Then，

I

take

a

seat

at

my

own

kitchen

table

and

tell

my

grandma

all

about

my

life，

keeping

the

connection

alive

across

time

and

distance.语篇解读：本文是一篇记叙文。文章通过回忆和奶奶的厨房时光，

讲述了奶奶通过烘焙和陪伴传递关爱与家庭传统的故事，以及作者

如何延续这份爱与记忆。语篇解读：本文是一篇记叙文。文章通过回忆和奶奶的厨房时光，

讲述了奶奶通过烘焙和陪伴传递关爱与家庭传统的故事，以及作者

如何延续这份爱与记忆。1.

What

was

the

only

sign

showing

the

grandma’s

pride？（

）A.The

“S”

on

the

crust

of

her

fruit

pies.B.Her

tidy

counter

tops

in

the

kitchen.C.The

well-organized

recipe

box

she

owned.D.The

delicious

fresh-fruit

pies

she

baked.√解析：

细节理解题。根据第二段内容可知，奶奶唯一展现骄傲的

标志是水果馅饼外皮上的字母“S”。2.

What

can

we

infer

about

the

grandma

from

the

text？（

）A.She

was

very

strict

with

the

author.B.She

made

a

living

by

baking

dessert.C.She

preferred

to

keep

her

recipes

secret.D.She

loved

the

family

deeply

with

care.√解析：

推理判断题。根据第二段最后一句以及她通过食物联结家

族、倾听作者心事等细节可推知，奶奶满怀爱意地珍视家人。3.

What

does

the

underlined

word

“ritual”

in

paragraph

4

mean？

（

）A.A

new

and

creative

habit.B.A

difficult

and

tiring

task.C.A

boring

and

repeated

process.D.A

regular

and

meaningful

act.√解析：

词义猜测题。根据第四段画线词上下文可知，ritual指代作

者每年感恩节复刻奶奶的甜点，切馅饼、倒饮品并和奶奶“倾诉”生

活的行为，这是固定且饱含情感的举动。因此画线词意为“一项常规

且有意义的行动”。4.

What

can

be

a

suitable

title

for

the

text？（

）A.Learning

to

Bake

with

GrandmaB.The

Secret

of

the

PiesC.Grandma’s

Kitchen：

A

Symbol

of

Family

ConnectionD.Grandma’s

Favourite

Thing：

A

Recipe

Box√解析：

标题归纳题。全文围绕奶奶的厨房展开，作者回忆了童年

在厨房和奶奶相处的时光、奶奶的烘焙与爱意，以及如今作者延续传

统的举动，核心是厨房是家庭爱意联系的纽带。因此，C项适合作文

章标题。B

Power

often

boosts

an

employee’s

creativity

because

being

powerful

liberates

the

individual

from

restrictions.

However，

new

research

shows

that

employees

who

are

not

in

positions

of

power

can

become

more

creative

when

given

time

to

“warm

up”

to

a

task

by

engaging

in

the

creative

task

more

than

once.

“This

is

important

because

when

people

with

more

power

are

able

to

express

their

creative

ideas

more

than

those

with

less

power，

which

leads

to

a

rich-get-richer

dynamic

that

strengthens

these

power

imbalances，”

said

Brian

Lucas，

an

assistant

professor

in

the

Cornell

University.

“Understanding

ways

to

boost

the

creativity

of

lower

power

workers

can

help

them

find

the

right

way

to

deal

with

this

low-power

disadvantage.”

Lucas

and

his

colleagues

conducted

two

studies

to

reach

their

conclusion.

In

the

first

study，

they

divided

the

creative

idea

generation

session

into

two

rounds

consisting

of

a

one-minute

“warm

up”

followed

by

a

second

round

in

which

the

participants

could

take

as

long

as

they

wanted.

Participants

were

randomly

assigned

to

a

high-power

condition

or

a

low-power

condition，

and

feelings

of

power

were

generated

with

a

role

manipulation

（操纵）

where

participants

were

given

a

leadership

role

and

control

over

resources

（high

power）

or

an

employee

role

with

no

control

over

resources

（low

power）.

The

study

found

that

high-power

individuals

were

more

creative

than

low-power

individuals

in

the

warm-up

round.

There

was

no

difference，

though，

in

creativity

in

the

second

round.

In

the

second

study，

the

researchers

gave

them

a

different

creative

task

and

increased

the

number

of

rounds

from

two

sessions

to

five，

taking

as

long

as

they

like

to

complete

the

task.

Similar

to

the

first

study，

the

study

found

that

high-power

individuals

were

more

creative

than

low-

power

individuals

in

the

first

round.

But

the

creativity

of

low-power

individuals

caught

up

to

the

creativity

of

the

high-power

individuals

after

the

first

round.

“The

low-power

warm-up

effect

suggests

a

simple

intervention

that

empowers

all

employees

to

tap

their

creative

potential

and

overcomes

power

imbalances

in

the

workplace：

when

pursuing

creative

work，

let

employees

warm

up

first，”

Lucas

said.语篇解读：本文是一篇说明文。一项研究表明，给员工热身时间可

以纠正创造力的不平衡。语篇解读：本文是一篇说明文。一项研究表明，给员工热身时间可

以纠正创造力的不平衡。5.

Why

is

it

important

to

boost

lower-power

workers’creativity

according

to

Lucas？（

）A.It

stimulates

power

balances.B.It

motivates

their

ambition

to

catch

up.C.It

encourages

a

harmonious

workplace.D.It

creates

a

competitive

work

environment.√解析：

细节理解题。根据第二段内容可知，提高低权力员工的创

造力能够促进权力平衡。6.

How

did

the

participants

feel

the

power

in

the

first

study？（

）A.By

competing

with

leaders.B.By

receiving

different

positions.C.By

working

in

different

working

conditions.D.By

finishing

a

creative

task

with

time

limits.√解析：

细节理解题。根据第三段第三句可知，参与者是通过接受

不同的职位来感受权力的。7.

How

did

the

second

study

differ

from

the

first

study？（

）A.It

had

more

rounds.B.More

participants

were

involved.C.Participants

had

a

more

complicated

task.D.Participants’creativity

gap

became

wider.√解析：

细节理解题。根据第四段首句可知，第二项研究与第一项

研究相比，有更多的轮次。8.

What

is

the

main

idea

of

the

text？（

）A.Power

tends

to

encourage

creative

ideas.B.Changing

tasks

boosts

all

the

employees’creativity.C.Warm-up

time

corrects

creativity

power

imbalances.D.Low-power

individuals

outperform

the

high-power

ones.√解析：

主旨大意题。根据最后一段内容可知，低功率预热效应表

明，一种简单的干预措施可以让所有员工挖掘他们的创造力潜能，并

克服工作场所的权力失衡：在追求创造性工作时，让员工先热身。因

此本文的主旨是给员工热身时间可以纠正创造力的不平衡。Ⅱ.阅读七选五

Living

with

a

roommate

can

be

a

mixed

bles