Unit3Familymatters單元綜合測(cè)試高一英語(yǔ)（2019）.x

Unit3單元綜合測(cè)試習(xí)題檢測(cè)閱讀理解A（2024屆湖北省黃岡中學(xué)高三三模）Ourbrainsprocessinformationdifferently:It'sagoodideatotalktoyourchildrenaboutthewaysourmindsfunction.Herearesomepicturebooksthatteachchildrenaboutneurodiversity(神經(jīng)多樣性).MyBrainisMagic:ASensorySeekingCelebrationPrashaSooful(Author),GeetaLadi(Illustrator)Age:59Asensoryseekingchilddescribesandcelebratestheirwonderfullifeinthisbookthathighlightssensoryprocessingandneurodiversityinapositivewayforchildrentoenjoy.Throughthepowerofmagicandimagination,differentanimalsandinsectsrepresentsensoryscenarios.Thebookincludesanoteforparentstohelpmakesuretheirchildren'ssensoryneedsaremet.SomeBrains:ABookCelebratingNeurodiversityNellyThomas(Author),CatMcInnes(Illustrator)Age:48Let'scelebrateneurodiversity!Thisbookdoesjustthat.SomeBrainsencouragesreaderstoexaminethestrengthandpowerofhavingawonderfullyuniquebrain!Additionally,MeInnesfilledthepageswithvividlyinclusiveillustrationssothatchildrenactuallyseethebeautyofourdiverseworld.TooSticky:SensoryIssuesWithAutism(自閉癥)JenMalia(Author),JoanneLewVriethoff(Illustrator)Age:48AlthoughHollylovesscienceexperiments,she'sunsurehowshe'llfeelaboutmakingslime(爛泥)becauseitissticky!Holly'sfamilyandteacherhelpherfindacmodations,andshelearnsthatslimeisn'tsobadafterall.What'sgreataboutthisbookisthattheauthorisaneurodivergentparentofthreeneurodivergentchildren,makingthisanessential"ownvoices"storytoaddtoyourcollection.BrilliantBeaShainaRudolphandMaryVukadinovich(Authors),FionaLee(Illustrator)Age:48Beatriceusesataperecordertotellstoriesbecauseshecanspeakherwordsandsaythemback.Sheisdyslexic(讀寫(xiě)障礙)andshowsherclassmateshowusingataperecorderhelpsherlearnandkeepstories.BrilliantBeaissetinEasyReading,adyslexiafriendlyfont.1．Whichbookexplorestheideaofneurodiversitythroughasensoryseekingchild'sperspective?A．BrilliantBeaB．TooSticky:SensoryIssuesWithAutismC．SomeBrains:ABookCelebratingNeurodiversityD．MyBrainisMagic:ASensorySeekingCelebration2．WhatcanreaderslearnfromSomeBrains:ABookCelebratingNeurodiversity?A．Waystodealwithdifferentbrainconditions.B．Thedifferencesbetweennormalbrainsanduniquebrains.C．Theimportanceofacceptingneurodiversity.D．Techniquesforunderstandingtheplexityofthebrain.3．WhatdoBrilliantBeaandTooSticky:SensoryIssuesWithAutismhaveinmon?A．Theirmaincharactershavealoveforscience.B．Theyfocusonkidswithdisabilities.C．Theyemphasizethepowerofimagination.D．Theytellstoriesaboutcelebratingneurodiversity.【答案】1．D2．B3．B【導(dǎo)語(yǔ)】這是一篇應(yīng)用文。文章介紹了幾本教給孩子了解神經(jīng)多樣性的圖畫(huà)書(shū)。1．細(xì)節(jié)理解題。根據(jù)MyBrainisMagic:ASensorySeekingCelebration部分“Asensoryseekingchilddescribesandcelebratestheirwonderfullifeinthisbookthathighlightssensoryprocessingandneurodiversityinapositivewayforchildrentoenjoy.(一個(gè)尋求感官的孩子在這本書(shū)中描述和慶祝他們美好的生活，以積極的方式強(qiáng)調(diào)感官處理和神經(jīng)多樣性，讓孩子們享受)”可知，MyBrainisMagic這本書(shū)是從尋求感官刺激的孩子的角度探究神經(jīng)多樣性。故選D項(xiàng)。2．細(xì)節(jié)理解題。根據(jù)SomeBrains:ABookCelebratingNeurodiversity部分“SomeBrainsencouragesreaderstoexaminethestrengthandpowerofhavingawonderfullyuniquebrain!(SomeBrains這本書(shū)鼓勵(lì)讀者檢查擁有一個(gè)非常獨(dú)特的大腦的力量和能力！)”可知，在這本書(shū)中，讀者可以了解擁有獨(dú)特大腦和普通大腦的不同之處。故選B項(xiàng)。3．細(xì)節(jié)理解題。根據(jù) TooSticky:SensoryIssuesWithAutism(自閉癥)部分中的SensoryIssuesWithAutism(自閉癥的感官問(wèn)題)及正文“What'sgreataboutthisbookisthattheauthorisaneurodivergentparentofthreeneurodivergentchildren,makingthisanessential‘ownvoices’storytoaddtoyourcollection.(這本書(shū)的偉大之處在于，作者是一位神經(jīng)功能異常的父母，他有三個(gè)神經(jīng)功能異常的孩子，這使得這本書(shū)成為你收藏中必不可少的‘自己的聲音’故事)”和BrilliantBea部分“Beatriceusesataperecordertotellstoriesbecauseshecanspeakherwordsandsaythemback.Sheisdyslexic(Beatrice用錄音機(jī)講故事，因?yàn)樗梢园炎约赫f(shuō)的話講出來(lái)，然后再?gòu)?fù)述出來(lái)。她有閱讀障礙)”可知，這兩本書(shū)都關(guān)注有缺陷的孩子。故選B項(xiàng)。B（2024屆福建省高三下學(xué)期模擬預(yù)測(cè)）KelliBoehlesayshersonNikwasanamazingandcaringperson.Nikwasdiagnosed(診斷)withcancerin2008whenhewas17.Hepassedawayin2012.ButNik’skindnessandgenerosityhavelivedonlongafterhisdeath.Afterhewasdiagnosedandstartedtreatment,Nikwasgranted(給予)awishexperiencefromtheMakeAWishFoundation.“Forjustthisperiodoftime,wedidn’tthinkaboutcancer,”KelliBoehlesaid.“Allwethoughtaboutwasenjoyingourtimetogether.”In2009,NikmetanotheryoungmanNate,whowasalsogoingthroughcancertreatment.He’dbeendiagnosedamonthafterturning18,andNiklearnedhewastoooldtoqualifyforawish.ThenightbeforeNikpassedaway,heaskedhismothertohelpensurethatyoungadultsfightingcancercouldhavetheirwishesetruetoo.“Itwaslikeaseedheplantedthatjustwouldn’tstopingintomymind,”shesaid.In2012,KelliBoehlestartedNik’sWish.Thenonprofitgrantswishestoyoungadultsbetweentheagesof18and24whoarebattlingcancer.Natewastheorganization’sfirstwishrecipient.“It’smeanttobringthemjoyandknowthatthey’relovedandthatwe’refightingforthem,too,”KelliBoehlesaid.Recently,19yearoldJordanMorrowreceivedherwishtoattendaTaylorSwiftconcertaspartofatriptoLosAngeles.ForMorrow,whohasspentthelastyearbattlingbraincancer,goingtotheconcerthasdonemorethanliftherspirits.“Ithinkit’ssomethingtogetmethroughwhateveresmyway,”shesaid.“AndI’mthankfulforNik’sWishforthat.”Inthe11yearssinceNikpassedaway,theorganizationhasgrantedmorethan300wishesacrossmorethan30states.Inthebeginning,KelliBoehlesaysshewasn’tsureshecouldbeawishmakerandworkcloselywiththeyoungadults.Butnow,it’sherfavoritethingtodo.4．WhatisthegoalofNik’sWish?A．Tomakemercialprofits. B．Tocuretheyouthoftheircancer.C．Toeaseyoungpatientsofpains. D．Tosupportyoungadultsfightingcancer.5．WhichwordbestdescribesKelliBoehle?A．Intelligent. B．Selfless. C．Straightforward. D．Ambitious.6．WhatcanwelearnfromJordanMorrow’swords?A．Shesurvivedthedeadlydisease. B．Shewasgrantedmorethanonewish.C．Shewasmotivatedbytheorganization. D．Sheliftedpeople’sspiritsbyperforming.7．Whatisthebesttitleforthetext?A．PayItForward:AMother’sLastWishB．CancerBattles:StoriesofHopeandPerseveranceC．Nik’sWish:FulfillingWishesforYoungCancerFightersD．MakeAWishFoundation:GrantingDreamstoYoungAdults【答案】4．D5．B6．C7．C【導(dǎo)語(yǔ)】這是一篇記敘文。文章講述了KelliBoehle創(chuàng)辦非盈利組織Nik’sWish，幫助與癌癥作斗爭(zhēng)的年輕人實(shí)現(xiàn)愿望的故事。4．細(xì)節(jié)理解題。根據(jù)文章第四段“In2012,KelliBoehlestartedNik’sWish.Thenonprofitgrantswishestoyoungadultsbetweentheagesof18and24whoarebattlingcancer.(2012年，KelliBoehle創(chuàng)辦了Nik’sWish。這家非營(yíng)利組織向年齡在18到24歲之間與癌癥作斗爭(zhēng)的年輕人提供愿望。)”可知，這個(gè)組織的目標(biāo)是支持年輕人對(duì)抗癌癥。故選D。5．推理判斷題。根據(jù)文章第三段“ThenightbeforeNikpassedaway,heaskedhismothertohelpensurethatyoungadultsfightingcancercouldhavetheirwishesetruetoo.(尼克去世的前一晚，他請(qǐng)求母親幫助確保那些與癌癥作斗爭(zhēng)的年輕人也能實(shí)現(xiàn)他們的愿望。)”和文章第四段““Itwaslikeaseedheplantedthatjustwouldn’tstopingintomymind,”shesaid.In2012,KelliBoehlestartedNik’sWish.Thenonprofitgrantswishestoyoungadultsbetweentheagesof18and24whoarebattlingcancer.(“這就像他種下的一顆種子，一直縈繞在我的腦海里，”她說(shuō)。2012年，KelliBoehle創(chuàng)辦了Nik’sWish。這家非營(yíng)利組織向年齡在18到24歲之間與癌癥作斗爭(zhēng)的年輕人提供愿望。)”可知，KelliBoehle創(chuàng)辦非盈利組織，幫助與癌癥作斗爭(zhēng)的年輕人，由此可推知，她是無(wú)私的。故選B。6．推理判斷題。根據(jù)文章第五段“ForMorrow,whohasspentthelastyearbattlingbraincancer,goingtotheconcerthasdonemorethanliftherspirits.“Ithinkit’ssomethingtogetmethroughwhateveresmyway,”shesaid.“AndI’mthankfulforNik’sWishforthat.”(對(duì)莫羅來(lái)說(shuō)，去年她一直在與腦癌作斗爭(zhēng)，去聽(tīng)音樂(lè)會(huì)不僅僅是提振了她的精神。她說(shuō):“我認(rèn)為這是一種讓我度過(guò)難關(guān)的東西?！薄拔液芨兄x尼克的愿望?！?”可推知，從JordanMorrow的話中，我們可以知道她受到組織的激勵(lì)。故選C。7．主旨大意題。根據(jù)文章第四段“In2012,KelliBoehlestartedNik’sWish.Thenonprofitgrantswishestoyoungadultsbetweentheagesof18and24whoarebattlingcancer.(2012年，KelliBoehle創(chuàng)辦了Nik’sWish。這家非營(yíng)利組織向年齡在18到24歲之間與癌癥作斗爭(zhēng)的年輕人提供愿望。)”可知，文章主要講述了文章講述了KelliBoehle創(chuàng)辦非盈利組織Nik’sWish，幫助與癌癥作斗爭(zhēng)的年輕人實(shí)現(xiàn)愿望的故事。故選C。C（2024屆湖南省長(zhǎng)沙市第一中學(xué)高考適應(yīng)性演練）Wouldyoumakethesamedecisionsinaforeignlanguageasyouwouldinyournativetongue?Itmaybeintuitivethatpeoplewouldmakethesamechoicesregardlessofthelanguagetheyareusing,orthatthedifficultyofusingaforeignlanguagewouldmakedecisionslesssystematic.Wediscovered,however,thattheoppositeistrue:Usingaforeignlanguagereducesdecisionmakingbiases(偏差).Togetherwithhisstudentsandcollaborators,ProfessorKeysarhasmadediscoveriesabouttheimpactofusingaforeignlanguageonchoice,thewaythatlanguagemodalityaffectsreasoning,howlanguageaffectshealthdecisionsandnegotiations,andmore.Ina2021study,BoazKeysar,aprofessorattheUniversityofChicagointheUS,ledanexperimentconcerninghowforeignlanguagesrelatetohumanwaysofthinking.Whereaspeoplewereriskaverseforgainsandriskseekingforlosseswhenchoiceswerepresentedintheirnativetongue,theywerenotinfluencedbythisframingmanipulationinaforeignlanguage.Peoplewereaskedtomakeachoice:Takeaguaranteeofonepoundortakea50percentchanceofwinning2.50pounds.Whenpresentedwiththischoiceintheirnativelanguage,mostpeopletookthesafeoptionofonlygettingonepound.Buttheyweremorewillingtomaketheriskierchoicewhenaskedinaforeignlanguage,leadingtomoreprofitsoverall,accordingtoTheGuardian.AsKeysarputit,“Peoplejusthatetheprospect(前景)oflosing,buttheyhateitlessinaforeignlanguage.”Keysarandhisteamdidanotherexperimentinwhichparticipantsweregivenaseriesofrelatedwordslike“dream”,“snooze”,“bed”and“rest”.Later,whenaskedwhichwordstheyrememberedhearing,peopleweremorelikelytomistakenlyremember“sleep”,whichwasnotonthelist,intheirnativelanguage.Butitwasmuchlesslikelytohappeniftheydidthetestinaforeignlanguage.Theevidenceisclear:Bylearningaforeignlanguage,you’renotjustlearningalanguage—you’regaininganewstateofmind.8．WhataspectoftheBoazKeysar’sresearchin2021focuson?A．Theimpactofusingaforeignlanguageonchoice.B．Thewaythatlanguagemodalityaffectsreasoning.C．Howlanguageaffectshealthdecisionsandnegotiations.D．Therelationshipbetweenforeignlanguagesandpeople’swayofthinking.9．Whatdoestheunderlinedword“averse”inParagraph3referto?A．willing B．slow C．opposed D．eager10．WhydidKeysarandhisteamdidthesecondexperiment?A．Tochangepeople’sattitudetothegame.B．Toproveaforeignlanguageinfluencesthewayofthinking.C．Toshowthechoiceismorecorrectwhenusingaforeignlanguage.D．Toproveusingaforeignlanguageleadstomemorieswithgreateraccuracy.11．Whichofthefollowingshowsthedevelopmentofideasinthepassage?I:Introduction

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C:ConclusionA． B． C． D．【答案】8．D9．C10．D11．A【導(dǎo)語(yǔ)】本文為一篇說(shuō)明文，文章主要介紹了，研究表明使用外語(yǔ)會(huì)減少?zèng)Q策偏差。在用母語(yǔ)進(jìn)行選擇時(shí)，人們會(huì)對(duì)收益進(jìn)行風(fēng)險(xiǎn)規(guī)避，而對(duì)損失進(jìn)行風(fēng)險(xiǎn)尋求，但在外語(yǔ)中，他們不會(huì)受到這種框架操作的影響。而且，人們?cè)谑褂猛庹Z(yǔ)時(shí)思維更縝密，記憶更準(zhǔn)確。8．細(xì)節(jié)理解題。根據(jù)文章第二段“Ina2021study,BoazKeysar,aprofessorattheUniversityofChicagointheUS,ledanexperimentconcerninghowforeignlanguagesrelatetohumanwaysofthinking.(在2021年的一項(xiàng)研究中，美國(guó)芝加哥大學(xué)的教授BoazKeysar指導(dǎo)了一項(xiàng)關(guān)于外語(yǔ)與人類(lèi)思考方式之間的關(guān)系的一項(xiàng)實(shí)驗(yàn)。)”，2021年BoazKeysar指導(dǎo)一項(xiàng)實(shí)驗(yàn)主要研究外語(yǔ)與人們思維方式之間的關(guān)系，故選D。9．詞義猜測(cè)題。根據(jù)第三段劃線詞averse后文的內(nèi)容提示“Whenpresentedwiththischoiceintheirnativelanguage,mostpeopletookthesafeoptionofonlygettingonepound.(在用母語(yǔ)進(jìn)行選擇時(shí)，大多數(shù)人都選擇了只有一英鎊的安全選項(xiàng)。)”可知，當(dāng)在用母語(yǔ)進(jìn)行選擇時(shí)，人們會(huì)選擇安全的選擇，從而對(duì)收益厭惡風(fēng)險(xiǎn)，故此處劃線詞averse與C項(xiàng)“opposed(反對(duì))”意思相近，用母語(yǔ)進(jìn)行選擇時(shí)，人們會(huì)選擇安全的選項(xiàng)，從而反對(duì)收益風(fēng)險(xiǎn)，故選C。10．推理判斷題。根據(jù)倒數(shù)第二段“Keysarandhisteamdidanotherexperimentinwhichparticipantsweregivenaseriesofrelatedwordslike“dream”,“snooze”,“bed”and“rest”.Later,whenaskedwhichwordstheyrememberedhearing,peopleweremorelikelytomistakenlyremember“sleep”,whichwasnotonthelist,intheirnativelanguage.Butitwasmuchlesslikelytohappeniftheydidthetestinaforeignlanguage.(Keysar和他的團(tuán)隊(duì)做了另一個(gè)實(shí)驗(yàn)，實(shí)驗(yàn)中，給參與者提供了一系列相關(guān)的單詞，如“夢(mèng)”、“打盹”、“床”和“休息”。后來(lái)，當(dāng)被問(wèn)及他們記得聽(tīng)到過(guò)哪些單詞時(shí)，人們更容易錯(cuò)誤地記住“睡覺(jué)”，而這個(gè)單詞并不在他們的母語(yǔ)列表中。但如果用外語(yǔ)進(jìn)行測(cè)試，發(fā)生這種情況的可能性就小得多。)”可知，本次實(shí)驗(yàn)的目的是證明使用外語(yǔ)可以讓人記憶更準(zhǔn)確，故選D。11．推理判斷題。根據(jù)文章第一段“Wouldyoumakethesamedecisionsinaforeignlanguageasyouwouldinyournativetongue?(你用外語(yǔ)是否能與用母語(yǔ)一樣做出同樣的選擇？)”和第二段“Togetherwithhisstudentsandcollaborators,ProfessorKeysarhasmadediscoveries(和他的同學(xué)與同事一起，Keysar教授發(fā)現(xiàn))”可知，文章前兩段為總體描述，再根據(jù)第三段“Peoplewereaskedtomakeachoice(要求他們做出選擇。)”和第四段“Keysarandhisteamdidanotherexperiment(Keysar和他的團(tuán)隊(duì)做了另一個(gè)實(shí)驗(yàn))”可知，文章三四段為實(shí)驗(yàn)例證，最后一段“Theevidenceisclear(結(jié)論很清楚)”為總結(jié)，故而是典型的總分總結(jié)構(gòu)，故選A。D（2024屆浙江省精誠(chéng)聯(lián)盟高三下學(xué)期三模）In2017,IrishPresidentMichaelD．HigginsandhiswifeSabinastartedtheYoungIrishPhilosopherAwards,thepurposeofwhichistoinvitestudentsfromthroughoutthatcountrytoreflectoninterestingquestionsandparticipateinphilosophicalthinkinganddiscussion.In2023,over500youngthinkerscametogetheratUniversityCollegeDublinforthesixthannualgathering.ThegrandprizewinnerwasSeánRadeliffefromCork,forhisessay‘HasPlato’staleofthecavebeenwarningusofsocialmediafor2,500years?’AndspeakingofPlato,in2022,anawardwinningdocumentaryfilmentitledYoungPlatoreceivedinternationalrecognition.ItfocusesonhowKevinMcArevey,theheadmasterofaprimaryschoolinBelfast’sArdoynehousingestates,usescriticalthinkingtechniquestoempoweryoungchildrentolookbeyondtheboundariesoftheirviolence(Formore,seeYoungPlato.).Asonecansee,philosophyisaliveandwellinboththeRepublicofIrelandandtheUKconstituentcountryofNorthernIreland.IrelandhastraditionallybeenknownastheLandofSaintsandScholars.InthiseditionofPhilosophyNow,we’llcastacoldeyeonthestateofphilosophypast,presentandfutureintheEmeraldIsle,withafocusonThomasDuddy’sidea,inhisbookAHistoryofIrishThought,thatsuchanexplorationmustbebothpracticalandcreative.ThisissueisdedicatedtomylatefriendSeánMoran,aPhilosophyNowwriterandamodernIrishphilosopherwhomImetinWaterfordmanyyearsago,andwhosehumor,charm,andfriendlinessenrichedmylife.LikeTomDuddy,Seándiedmuchtooyoung.HedemonstratedtomethetruemeaningofWilliamButlerYeats’sclosingwordsfromhispoem‘TheMunicipalGalleryRevisited’:“Thinkwhereman’sglorymostbeginsandendsAndsaymyglorywasIhadsuchfriends.”P(pán)rof.TimothyJ.MadiganStJohnFisherUniversity12．WhatcanreadersprobablygetonYoungPlato.?A．Howcriticalthinkinghelpsstudentsreflectontheirviolence.B．HowPlato’sstoriesinfluencesocialmediaeverynowandthen.C．HowHigginsandhiswifestartedtheYoungIrishPhilosopherAwards.D．Howyoungthinkerstryphilosophicalthinkinganddiscussionannually.13．WhatwillbehighlightedinthiseditionofPhilosophyNow?A．Ireland’sPhilosophicalEvolution. B．ThomasDuddy’sideasonhistory.C．ThegrowingreputationofIreland. D．Theidealwayofexploringphilosophy.14．WhydoestheauthorquoteYeats’spoem?A．TopareSeán’sachievementwithTomDuddy’s.B．Toexpresstheauthor’ssorrowforSeán’searlydeath.C．ToappreciatethefriendshipbetweentheauthorandSeán.D．Todemonstratetheauthor’sunderstandingofphilosophy.15．Whatbestshowstheauthor’sviewonphilosophy?A．Creative. B．Reflective. C．Skeptical. D．Confused.【答案】12．A13．D14．C15．B【導(dǎo)語(yǔ)】這是一篇議論文。主要講述了愛(ài)爾蘭和北愛(ài)爾蘭的哲學(xué)教育情況，以及作者對(duì)哲學(xué)的看法。12．細(xì)節(jié)理解他。根據(jù)第一段“ItfocusesonhowKevinMcArevey,theheadmasterofaprimaryschoolinBelfast’sArdoynehousingestates,usescriticalthinkingtechniquestoempoweryoungchildrentolookbeyondtheboundariesoftheirviolence(Formore,seeYoungPlato.)”（它聚焦于貝爾法斯特Ardoyne住宅區(qū)一所小學(xué)的校長(zhǎng)KevinMcArevey如何使用批判性思維技巧，讓幼兒能夠超越暴力的界限看待問(wèn)題（更多信息，請(qǐng)參閱YoungPlato））可知，在YoungPlato.能看到批判性思維如何幫助學(xué)生反思自己的暴力行為。故選A項(xiàng)。13．推理判斷題。根據(jù)第二段“InthiseditionofPhilosophyNow,we’llcastacoldeyeonthestateofphilosophypast,presentandfutureintheEmeraldIsle,withafocusonThomasDuddy’sidea,inhisbookAHistoryofIrishThought,thatsuchanexplorationmustbebothpracticalandcreative.”（在本期《現(xiàn)代哲學(xué)》中，我們將冷眼看待翡翠島哲學(xué)的過(guò)去、現(xiàn)在和未來(lái)，重點(diǎn)關(guān)注托馬斯·達(dá)迪(ThomasDuddy)在其著作《愛(ài)爾蘭思想史》(AHistoryofIrishThought)中提出的觀點(diǎn)，即這種探索必須既實(shí)用又具有創(chuàng)造性。）可知，本期《現(xiàn)代哲學(xué)》將重點(diǎn)介紹探索哲學(xué)的理想方法。故選D項(xiàng)。14．推理判斷題。根據(jù)第三段“ThisissueisdedicatedtomylatefriendSeánMoran,aPhilosophyNowwriterandamodernIrishphilosopherwhomImetinWaterfordmanyyearsago,andwhosehumor,charm,andfriendlinessenrichedmylife.”（本期特別獻(xiàn)給我已故的朋友肖恩·莫蘭(SeánMoran)，他是《今日哲學(xué)》的作者，也是我多年前在沃特福德遇到的一位現(xiàn)代愛(ài)爾蘭哲學(xué)家，他的幽默、魅力和友好豐富了我的生活。）可知，作者作者要引用葉芝的詩(shī)的目的是感激作者和肖恩之間的友誼。故選C項(xiàng)。15．推理判斷題。根據(jù)全文的描述，根據(jù)第一段“usescriticalthinkingtechniquestoempoweryoungchildrentolookbeyondtheboundariesoftheirviolence”（使用批判性思維技巧，讓幼兒能夠超越暴力的界限看待問(wèn)題）以及第二段“suchanexplorationmustbebothpracticalandcreative.”（即這種探索必須既實(shí)用又具有創(chuàng)造性）可知，作者對(duì)哲學(xué)的看法是反思性的，他認(rèn)為哲學(xué)應(yīng)該是實(shí)際的、有創(chuàng)造性的，并且能夠幫助人們超越自身的局限。故選B項(xiàng)。二、七選五（2024屆湖北省武漢市華中師范大學(xué)附中高三五月高考模擬）Whendidwestartwalkingforleisure?“Goingforawalk”isapopularpastimeamongolderandyoungergenerationsalikebecauseofitswellknownbenefitsforourphysicalandmentalhealth.Butyoumaybesurprisedtohearthatwanderingthroughprettystreetsorhikinginmountainoushavenotalwaysbeenconsideredleisureactivities,accordingtoDanielGale,aresearcherofpedestrianism(步行運(yùn)動(dòng)).16Beforethat,itwasjustsomethingpeopledidoutofnecessity,someofwhomevenassociateditwithcriminalactivity.ButforCharlesDickens,thefamousEnglish19thCenturyauthor,marchingthroughLondonstreetsandtrampingaroundthecountrysidewasabigpartofthecreativeprocess.17Hewalkedatanimpressivepaceoffourmilesperhour,accordingtohisbiographybyPeterAckroyd.18Perhapsyoucantakeinspirationfromanotherbigthinkingwanderer.19thCenturyAmericanwriterHenryDavidThoreautookaslowerapproach,preferringtostrolloverhillsandfieldsandthroughthewoods.Hesaidthathecouldnotpreservehishealthandspiritswithoutwalkingatleastfourhoursaday.Thisideaoftakingastrolltoclearyourheadhassurvivedthroughtothe21stCentury.Buthavepedestrianmannersremainedthesame?A1780articlefortheLondonMagazineadvisedpedestrianstoavoidthingssuchashangingaroundinconversationandobstructingpeoplebehindyou.19Inthismodernage,whenmanyofusaretiedtoourdesksandtoourscreens,trythesimpleactofsteppingoutontothecitypavements,orgettinglostinnature.20Whetheryouseeyourselfmoreasacasualstrollerorapurposefulstrider(闊步者),whynotbuildahabitoutofit?A．Whatifspeedwalkingisn’tyourthing?B．Thismaymakeallthedifferencetoourwellbeing.C．Nowadays,wecouldadddistractedphoneusers.D．Hebroughttherecreationofwalkingintofashion.E．Goingonanurbanwalkismuchmorepleasantnow.F．Itwasatimetoabsorbwhatwasgoingonaroundhim.G．InBritain,walkingforfunwasn’treallyathinguntilthe1780s.【答案】16．G17．F18．A19．C20．B【導(dǎo)語(yǔ)】這是一篇說(shuō)明文。文章主要說(shuō)明了散步的歷史以及好處。16．根據(jù)后文“Beforethat,itwasjustsomethingpeopledidoutofnecessity,someofwhomevenassociateditwithcriminalactivity.(在此之前，這只是人們出于需要而做的事情，有些人甚至把它與犯罪活動(dòng)聯(lián)系在一起)”可知，本句主要在說(shuō)明散步流行起來(lái)的時(shí)間。故G選項(xiàng)“在英國(guó)，直到18世紀(jì)80年代，以散步為樂(lè)趣才真正成為一件事”符合語(yǔ)境，故選G。17．根據(jù)上文“ButforCharlesDickens,thefamousEnglish19thCenturyauthor,marchingthroughLondonstreetsandtrampingaroundthecountrysidewasabigpartofthecreativeprocess.(但對(duì)19世紀(jì)英國(guó)著名作家查爾斯·狄更斯來(lái)說(shuō)，在倫敦街頭游行、在鄉(xiāng)間漫步是創(chuàng)作過(guò)程的重要組成部分)”可知，上文提到著名作家查爾斯·狄更斯喜歡創(chuàng)作的時(shí)候散步，故本句承接上文，說(shuō)明這么做的原因。故F選項(xiàng)“這是一個(gè)吸收周?chē)l(fā)生的事情的時(shí)候”符合語(yǔ)境，故選F。18．根據(jù)后文“Perhapsyoucantakeinspirationfromanotherbigthinkingwanderer.19thCenturyAmericanwriterHenryDavidThoreautookaslowerapproach,preferringtostrolloverhillsandfieldsandthroughthewoods.Hesaidthathecouldnotpreservehishealthandspiritswithoutwalkingatleastfourhoursaday.(也許你可以從另一個(gè)胸懷大志的流浪者身上得到啟發(fā)。19世紀(jì)的美國(guó)作家亨利·大衛(wèi)·梭羅采取了一種較慢的方式，他更喜歡在山丘、田野和樹(shù)林里漫步。他說(shuō)，如果每天不走至少四個(gè)小時(shí)，他就無(wú)法保持健康和精神)”可知，后文主要說(shuō)明了漫步的放松方式，結(jié)合上一段“Hewalkedatanimpressivepaceoffourmilesperhour,accordingtohisbiographybyPeterAckroyd.(根據(jù)彼得·阿克羅伊德的傳記，他以每小時(shí)4英里的驚人速度行走)”提到了快速行走，故A選項(xiàng)“如果你不喜歡快走呢？”符合語(yǔ)境，故選A。19．根據(jù)上文“Thisideaoftakingastrolltoclearyourheadhassurvivedthroughtothe21stCentury.Buthavepedestrianmannersremainedthesame?A1780articlefortheLondonMagazineadvisedpedestrianstoavoidthingssuchashangingaroundinconversationandobstructingpeoplebehindyou.(通過(guò)散步來(lái)清醒頭腦的想法一直延續(xù)到21世紀(jì)。但是，行人的舉止還保持不變嗎？1780年《倫敦雜志》上的一篇文章建議行人避免在談話中徘徊或妨礙身后的人)”可知，本句與上文并列，都是在說(shuō)明導(dǎo)致行人散步行為發(fā)生改變的情況，故C選項(xiàng)“現(xiàn)在，我們可以加上分心的用戶”符合語(yǔ)境，故選C。20．根據(jù)上文“Inthismodernage,whenmanyofusaretiedtoourdesksandtoourscreens,trythesimpleactofsteppingoutontothecitypavements,orgettinglostinnature.(在這個(gè)現(xiàn)代時(shí)代，當(dāng)我們中的許多人都被束縛在辦公桌和屏幕前時(shí)，試著走到城市的人行道上，或者迷失在大自然中)”以及后文“Whetheryouseeyourselfmoreasacasualstrollerorapurposefulstrider(闊步者),whynotbuildahabitoutofit?(無(wú)論你把自己看成是一個(gè)隨意的漫步者還是一個(gè)有目的的步行者，為什么不養(yǎng)成一種習(xí)慣呢？)”可知，后文建議出去散步，可知本句是在說(shuō)明散步的好處。故B選項(xiàng)“這可能會(huì)對(duì)我們的健康產(chǎn)生很大的影響”符合語(yǔ)境，故選B。三、完形填空（2024屆重慶市八中高三三模）JuleusGhuntaisapublishedchildren’sauthorandawardwinningpoet.Butwhenyoung,hecould21read.HegrewupwithhisthreesistersinruralWesternJamaica,raisedbytheirsinglemother.Lifewastough,andproperschoolingwasoutofthequestiondueto22resources.WhenGhuntafinallywenttoschool,hecouldn’t23onreading.Notonlyhadhebeenkepthomefromschoolasachild,buthehadnotbeen24tobooks.Bysixthgrade,hecouldspellhisname,butstillcouldn’tmakeoutwordsorreadwith25.Hestruggledinschoolwithadeepsenseof26andworthlessness.Atage12,ayoungteacherintraining27aspecialreadingprogramfor28students.Ghuntawasthefirsttojoin.Thatteacher,whosenamehedoesnot29now,becameGhunta’sunsunghero—thepersonwhochangedhislife.Theteacherwasincrediblykindtohim.Underherguidance,Ghunta’sreadingskillssawmarkedimprovement,andhissenseofinadequacybeganto30.“Shehadleftmewiththegiftofliteracy,”hesaid.“Andadeeper31ofmytalent.”AfterGhunta’sexperiencewiththeteacher,hislifecourse32.Hegraduatedwithacademic33andisnowtheauthoroftwochildren’sbooks,including“RohanBullkinandtheShadows.”Yearslater,Ghuntareturnedtohisoldschoolandaskedtheprincipalandteachersiftheyknewher34,butnonedid.Carryingthismemory,however,hestillhopestofindandthankherforseeinghis35andbeingasourceoflightandhopeinhislife.21．A．merely B．barely C．totally D．simply22．A．a(chǎn)bundant B．public C．limited D．financial23．A．giveup B．fallbehind C．missout D．catchup24．A．exposed B．drawn C．a(chǎn)dapted D．devoted25．A．reference B．hesitation C．caution D．understanding26．A．a(chǎn)we B．loss C．guilt D．wonder27．A．started B．submitted C．downloaded D．forwarded28．A．disappointing B．struggling C．a(chǎn)dvanced D．qualified29．A．type B．spell C．distinguish D．recall30．A．disappear B．peak C．form D．spread31．A．a(chǎn)ppreciation B．waste C．memory D．source32．A．risked B．a(chǎn)pproached C．shifted D．determined33．A．skills B．honors C．courses D．efforts34．A．occupation. B．identity C．a(chǎn)ge D．name35．A．drawback B．reflection C．potential D．a(chǎn)mbition【答案】【導(dǎo)語(yǔ)】這是一篇記敘文。本文講述了一位名叫JuleusGhunta的年輕人，在早年因資源匱乏幾乎無(wú)法閱讀，但在一位實(shí)習(xí)教師的幫助下，他的閱讀能力得到顯著提升，進(jìn)而改變了人生軌跡，最終以?xún)?yōu)異成績(jī)畢業(yè)并成為兒童書(shū)籍作者的故事。Ghunta心懷感激，希望找到這位老師表達(dá)謝意，她對(duì)他而言是生命中的光與希望。21．考查副詞詞義辨析。句意：但當(dāng)他年輕的時(shí)候，他幾乎不會(huì)讀書(shū)。A.merely僅僅；B.barely幾乎不；C.totally完全地；D.simply簡(jiǎn)單地。根據(jù)下文的“Lifewastough,andproperschoolingwasoutofthequestiondueto2resources”可知，JuleusGhunta成長(zhǎng)過(guò)程中缺乏教育資源，因此這里表示他幾乎不會(huì)閱讀。故選B。22．考查形容詞詞義辨析。句意：生活艱難，由于資源有限，接受適當(dāng)?shù)慕逃遣豢赡艿?。A.abundant豐富的；B.public公共的；C.limited有限的；D.financial金融的。根據(jù)前文的“Lifewastough,andproperschoolingwasoutofthequestiondueto”可知，此處指他家庭的經(jīng)濟(jì)狀況不佳，教育資源有限，故難以獲得正規(guī)教育。故選C。23．考查動(dòng)詞短語(yǔ)辨析。句意：當(dāng)Ghunta最終上學(xué)時(shí)，他無(wú)法在閱讀上趕上進(jìn)度。A.giveup放棄；B.fallbehind落后；C.missout錯(cuò)過(guò)；D.catchup趕上。根據(jù)前文的“Lifewastough,andproperschoolingwasoutofthequestiondueto2resources.”和后文的“Notonlyhadhebeenkepthomefromschoolasachild,buthehadnotbeen4tobooks.”可知，他不僅小時(shí)候被留在家里沒(méi)去上學(xué)，而且也沒(méi)有接觸過(guò)書(shū)籍，由于之前缺乏基礎(chǔ)，他上學(xué)后無(wú)法在閱讀上趕上進(jìn)度。故選D。24．考查動(dòng)詞詞義辨析。句意：他不僅小時(shí)候被留在家里沒(méi)去上學(xué)，而且也沒(méi)有接觸過(guò)書(shū)籍。A.exposed接觸；B.drawn繪制；C.adapted適應(yīng)；D.devoted致力于。根據(jù)前文的“Notonlyhadhebeenkepthomefromschoolasachild,buthehadnotbeen”可知，由于家境困難，他小時(shí)候被留在家里沒(méi)去上學(xué)，也沒(méi)有機(jī)會(huì)接觸到書(shū)籍，exposedto表示“接觸”，符合上下文。故選A。25．考查名詞詞義辨析。句意：到六年級(jí)時(shí)，他會(huì)拼寫(xiě)自己的名字，但仍無(wú)法識(shí)字或理解地閱讀。A.reference參考；B.hesitation猶豫；C.caution謹(jǐn)慎；D.understanding理解。根據(jù)前文的“hecouldspellhisname,butstillcouldn’tmakeoutwordsorreadwith”可知，這里強(qiáng)調(diào)他無(wú)法理解閱讀內(nèi)容，表明閱讀能力仍然很低。故選D。26．考查名詞詞義辨析。句意：他在學(xué)校里苦苦掙扎，深感失敗和無(wú)用。A.awe敬畏；B.loss失敗；C.guilt內(nèi)疚；D.wonder驚奇。根據(jù)前文的“Bysixthgrade,hecouldspellhisname,butstillcouldn’tmakeoutwordsorreadwith5.Hestruggledinschoolwithadeepsenseof”可知，在學(xué)校表現(xiàn)不佳讓他感到自己很失敗。故選B。27．考查動(dòng)詞詞義辨析。句意：12歲時(shí)，一位年輕的實(shí)習(xí)教師為學(xué)習(xí)有困難的學(xué)生啟動(dòng)了一個(gè)特別的閱讀項(xiàng)目。A.started啟動(dòng)；B.submitted提交；C.downloaded；D.forwarded轉(zhuǎn)發(fā)。根據(jù)前文的“aspecialreadingprogram”可知，一位年輕的實(shí)習(xí)教師啟動(dòng)一個(gè)項(xiàng)目來(lái)幫助學(xué)生，故選A。28．考查形容詞詞義辨析。句意：同上。A.disappointing令人失望的；B.struggling掙扎的；C.advanced高級(jí)的；D.qualified合格的。根據(jù)后文的“Ghuntawasthefirsttojoin”可知，這里指那些在學(xué)習(xí)上遇到困難、需要幫助的學(xué)生。strugglingstudents指的是那些在學(xué)習(xí)上遇到挑戰(zhàn)，但仍堅(jiān)持不懈努力的學(xué)生。故選B。29．考查動(dòng)詞詞義辨析。句意：那位老師的名字他現(xiàn)在記不起來(lái)了。A.type打字；B.spell拼寫(xiě)；C.distinguish區(qū)分；D.recall回想起。根據(jù)前文的“whosenamehedoesnot”可知，此處指他不記得老師的名字了。故選D。30．考查動(dòng)詞詞義辨析。句意：在他的指導(dǎo)下，Ghunta的閱讀技能有了顯著提高，他的自卑感開(kāi)始消失。A.disappear消失；B.peak達(dá)到頂峰；C.form形成；D.spread傳播。根據(jù)前文的“Underherguidance,Ghunta’sreadingskillssawmarkedimprovement,andhissenseofinadequacybeganto”可知，隨著閱讀能力的提升，他的自卑感逐漸消失。故選A。31．考查名詞詞義辨析。句意：她給我留下了文化的禮物，以及對(duì)自己的才能更深的理解。A.appreciation理解；B.waste浪費(fèi)；C.memory記憶；D.source來(lái)源。根據(jù)前文的“Andadeeper”和后文“ofmytalent”可知，在老師的幫助下，他對(duì)自己的能力有了更深的理解。故選A。32．考查動(dòng)詞詞義辨析。句意：在Ghunta有了那位老師的經(jīng)驗(yàn)之后，他的人生軌跡發(fā)生了轉(zhuǎn)變。A.risked冒險(xiǎn)；B.approached接近；C.shifted轉(zhuǎn)變；D.determined決定。根據(jù)后文的“Hegraduatedwithacademic13andisnowtheauthoroftwochildren’sbooks,including“RohanBullkinandtheShadows.””可知，他以?xún)?yōu)異的成績(jī)畢業(yè)，并且現(xiàn)在是兩本兒童書(shū)籍的作者，所以這里指他的人生方向因?yàn)檫@次經(jīng)歷而發(fā)生了轉(zhuǎn)變。故選C。33．考查名詞詞義辨析。句意：他以學(xué)術(shù)榮譽(yù)畢業(yè)，并且現(xiàn)在是兩本兒童書(shū)籍的作者，包括《RohanBullkinandtheShadows》。A.skills技能；B.honors榮譽(yù)；C.courses課程；D.efforts努力。根據(jù)前文的“Hegraduatedwithacademic”可知，這里指他學(xué)業(yè)成績(jī)優(yōu)異，他以學(xué)術(shù)榮譽(yù)畢業(yè)。故選B。34．考查名詞詞義辨析。句意：多年后，Ghunta回到他的母校，問(wèn)校長(zhǎng)和老師們是否知道她的名字，但沒(méi)有人知道。A.occupation職業(yè)；B.identity身份；C.age年齡；D.name名字。根據(jù)前文的“whosenamehedoesnot9now”、“Ghuntareturnedtohisoldschoolandaskedtheprincipalandteachersiftheyknewher”可知，Ghunta不記得那位老師的名字了，回到他的母校，詢(xún)問(wèn)那位老師的姓名。故選D。35．考查名詞詞義辨析。句意：帶著這份記憶，他仍然希望能找到并感謝她看到了他的潛力，成為他生命中的光明和希望之源。A.drawback缺點(diǎn)；B.reflection反思；C.potential潛力；D.ambition抱負(fù)。根據(jù)前文的“Andadeeper11ofmytalent”和“hestillhopestofindandthankherforseeinghis”可知，這里指老師看到了他潛在的能