專題突破卷05 閱讀理解之議論文（教師版） 2025年高考英語一輪復(fù)習(xí)考點通關(guān)卷（新高考）

專題突破卷05閱讀理解之議論文最新高考真題1.（2024年全國甲卷D篇閱讀理解）“Ididn’tliketheending,”Isaidtomyfavoritecollegeprofessor.Itwasmyjunioryearofundergraduate,andIwasdoinganindependentstudyonVictorianliterature.IhadjustfinishedreadingTheMillontheFlossbyGeorgeEliot,andIwasheartbrokenwiththeending.Prof.Gracie,withallhispatience,askedmetothinkaboutitbeyondwhetherIlikeditornot.HesuggestedIthinkaboutthedifferencebetweenendingsthatIwantedforthecharactersandendingsthatwererightforthecharacters,endingsthatsatisfiedthestoryeveniftheydidn’thaveatraditionallypositiveoutcome.Ofcourse,IwouldhavepreferredadifferentendingforTomandMaggieTulliver,buttheendingtheygotdidmakethemostsenseforthem.Thiswasanahamomentforme,andIneverthoughtaboutendingsthesamewayagain.Fromthenon,ifIwantedtoreadanendingguaranteedtobehappy,I’dpickupaloveromance.IfIwantedanendingIcouldn’tguess,I’dpickupamystery(懸疑小說).OnewhereIkindofknewwhatwasgoingtohappen,historicalfiction.Choosingwhattoreadbecameeasier.Butwritingtheend—that’shard.It’shardforwritersbecauseendingscarrysomuchweightwithreaders.Youhavetobalancecreatinganendingthat'sunpredictable,butdoesn’tseemtocomefromnowhere,onethatfitswhat’srightforthecharacters.That’swhythisissue(期)ofWriter’sDigestaimstohelpyoufigureouthowtowritethebestendingforwhateverkindofwritingyou’redoing.Ifit’sshortstories,PeterMountfordbreaksdownsixtechniquesyoucantrytoseewhichonehelpsyoustickthelanding.ElizabethSimsanalyzesthefinalchaptersoffivegreatnovelstoseewhatkeypointstheyincludeandhowyoucanadaptthemforyourwork.Thisissuewon’ttellyouwhatyourendingshouldbe—that’suptoyouandthestoryyou’retelling—butitmightprovidewhatyouneedtogetthere.1．WhydidtheauthorgotoProf.Gracie?A．Todiscussanovel. B．Tosubmitabookreport.C．Toargueforawriter. D．Toaskforareadinglist.2．WhatdidtheauthorrealizeafterseeingGracie?A．Writingisamatterofpersonalpreferences.B．Readersareoftencarriedawaybycharacter.C．Eachtypeofliteraturehasitsuniqueend.D．Astorywhichbeginswellwillendwell.3．Whatisexpectedofagoodending?A．Itsatisfiesreaders’taste. B．Itfitswiththestorydevelopment.C．Itisusuallypositive. D．Itisopenforimagination.4．WhydoestheauthormentionPeterMountfordandElizabethSims?A．Togiveexamplesofgreatnovelists. B．Tostressthethemeofthisissue.C．Toencouragewritingforthemagazine. D．Torecommendtheirnewbooks.【答案】1．A2．C3．B4．B【導(dǎo)語】本文是一篇議論文。文章首先通過作者與教授關(guān)于小說結(jié)局的討論引發(fā)了對結(jié)局的思考，接著闡述了不同類型的文學(xué)作品結(jié)局的特點，最后提出了寫作好的結(jié)局的重要性并介紹了《Writer’sDigest》雜志如何幫助作家寫出更好的結(jié)尾。1．細(xì)節(jié)理解題。根據(jù)第一段““Ididn’tliketheending,”Isaidtomyfavoritecollegeprofessor.Itwasmyjunioryearofundergraduate,andIwasdoinganindependentstudyonVictorianliterature.IhadjustfinishedreadingTheMillontheFlossbyGeorgeEliot,andIwasheartbrokenwiththeending.Prof.Gracie,withallhispatience,askedmetothinkaboutitbeyondwhetherIlikeditornot.(“我不喜歡這個結(jié)局，”我對我最喜歡的大學(xué)教授說。那是我大三的時候，我正在做一項關(guān)于維多利亞文學(xué)的獨立研究。我剛剛讀完喬治·艾略特的《弗洛斯河上的磨坊》，讀到結(jié)尾我很傷心。格雷西教授耐心地讓我考慮一下，不要只看我喜不喜歡)”可知，作者去找格雷西教授是為了討論小說。故選A項。2．推理判斷題。根據(jù)第二段“Thiswasanahamomentforme,andIneverthoughtaboutendingsthesamewayagain.Fromthenon,ifIwantedtoreadanendingguaranteedtobehappy,I’dpickupaloveromance.IfIwantedanendingIcouldn’tguess,I’dpickupamystery(懸疑小說).OnewhereIkindofknewwhatwasgoingtohappen,historicalfiction.Choosingwhattoreadbecameeasier.(這對我來說是一個頓悟的時刻，我再也沒有想過同樣的結(jié)局。從那時起，如果我想讀一個保證幸福的結(jié)局，我就會選一部愛情小說。如果我想要一個我猜不到的結(jié)局，我會選一本神秘小說。一種是我知道會發(fā)生什么，歷史小說。選擇讀什么變得更容易了)”可知，見過格雷西教授后，作者意識到了每種類型的文學(xué)都有其獨特的結(jié)局。故選C項。3．推理判斷題。根據(jù)第三段“Butwritingtheend—that’shard.It’shardforwritersbecauseendingscarrysomuchweightwithreaders.Youhavetobalancecreatinganendingthat’sunpredictable,butdoesn’tseemtocomefromnowhere,onethatfitswhat’srightforthecharacters.(但是寫出結(jié)局——那很難。對作家來說很難，因為結(jié)局對讀者來說意義重大。你必須平衡創(chuàng)造一個不可預(yù)測的結(jié)局，但這個結(jié)局又不能顯得憑空而來，要適合角色的設(shè)定)”可知，人們對一個好結(jié)局的期望是結(jié)局又不能顯得憑空而來，要適合角色的設(shè)定，也就是符合故事的發(fā)展。故選B項。4．推理判斷題。根據(jù)倒數(shù)第二段“That’swhythisissue(期)ofWriter’sDigestaimstohelpyoufigureouthowtowritethebestendingforwhateverkindofwritingyou’redoing.Ifit’sshortstories,PeterMountfordbreaksdownsixtechniquesyoucantrytoseewhichonehelpsyoustickthelanding.ElizabethSimsanalyzesthefinalchaptersoffivegreatnovelstoseewhatkeypointstheyincludeandhowyoucanadaptthemforyourwork.(這就是為什么這期《Writer’sDigest》旨在幫助你找出如何為你正在寫的任何類型的作品寫出最好的結(jié)局。如果是短篇小說，彼得·蒙特福德分解了六種技巧，你可以嘗試看看哪一種能幫助你完美著陸。伊麗莎白·西姆斯分析了五部偉大小說的最后幾章，看看它們包含了哪些關(guān)鍵點，以及你如何將它們應(yīng)用到你的作品中)”可知，作者提到彼得·蒙福德和伊麗莎白·西姆斯是為了強(qiáng)調(diào)這期《Writer’sDigest》的主題，即幫助讀者寫出更好的結(jié)尾。故選B項。2.（2024年新高考I卷C篇閱讀理解）Iscomprehensionthesamewhetherapersonreadsatextonscreenoronpaper?Andarelisteningtoandviewingcontentaseffectiveasreadingthewrittenwordwhencoveringthesamematerial?Theanswerstobothquestionsareoften“no”.Thereasonsrelatetoavarietyoffactors,includingreducedconcentration,anentertainmentmindset(心態(tài))andatendencytomultitaskwhileconsumingdigitalcontent.Whenreadingtextsofseveralhundredwordsormore,learningisgenerallymoresuccessfulwhenit’sonpaperthanonscreen.Alargeamountofresearchconfirmsthisfinding.Thebenefitsofprintreadingparticularlyshinethroughwhenexperimentersmovefromposingsimpletasks—likeidentifyingthemainideainareadingpassage—toonesthatrequirementalabstraction—suchasdrawinginferencesfromatext.Thedifferencesbetweenprintanddigitalreadingresultsarepartlyrelatedtopaper’sphysicalproperties.Withpaper,thereisaliterallayingonofhands,alongwiththevisualgeographyofdistinctpages.Peopleoftenlinktheirmemoryofwhatthey’vereadtohowfarintothebookitwasorwhereitwasonthepage.Butequallyimportantisthementalaspect.Readingresearchershaveproposedatheorycalled“shallowinghypothesis(假說)”.Accordingtothistheory,peopleapproachdigitaltextswithamindsetsuitedtosocialmedia,whichareoftennotsoserious,anddevotelessmentaleffortthanwhentheyarereadingprint.Audio(音頻)andvideocanfeelmoreengagingthantext,andsouniversityteachersincreasinglyturntothesetechnologies—say,assigninganonlinetalkinsteadofanarticlebythesameperson.However,psychologistshavedemonstratedthatwhenadultsreadnewsstories,theyremembermoreofthecontentthaniftheylistentoorviewidenticalpieces.Digitaltexts,audioandvideoallhaveeducationalroles,especiallywhenprovidingresourcesnotavailableinprint.However,formaximizinglearningwherementalfocusandreflectionarecalledfor,educatorsshouldn’tassumeallmediaarethesame,evenwhentheycontainidenticalwords.5．Whatdoestheunderlinedphrase“shinethrough”inparagraph2mean?A．Seemunlikelytolast. B．Seemhardtoexplain.C．Becomereadytouse. D．Becomeeasytonotice.6．Whatdoestheshallowinghypothesisassume?A．Readerstreatdigitaltextslightly. B．Digitaltextsaresimplertounderstand.C．Peopleselectdigitaltextsrandomly. D．Digitaltextsaresuitableforsocialmedia.7．Whyareaudioandvideoincreasinglyusedbyuniversityteachers?A．Theycanholdstudents'attention. B．Theyaremoreconvenienttoprepare.C．Theyhelpdevelopadvancedskills. D．Theyaremoreinformativethantext.8．Whatdoestheauthorimplyinthelastparagraph?A．Studentsshouldapplymultiplelearningtechniques.B．Teachersshouldproducetheirownteachingmaterial.C．Printtextscannotbeentirelyreplacedineducation.D．Educationoutsidetheclassroomcannotbeignored.【答案】5．D6．A7．A8．C【導(dǎo)語】本文是議論文。主要討論了紙質(zhì)閱讀與數(shù)字閱讀、音頻和視頻學(xué)習(xí)方式的差異和效果。5．詞句猜測題。根據(jù)前文“Whenreadingtextsofseveralhundredwordsormore,learningisgenerallymoresuccessfulwhenit’sonpaperthanonscreen.Alargeamountofresearchconfirmsthisfinding.(當(dāng)閱讀幾百字或更多的文本時，在紙上學(xué)習(xí)通常比在屏幕上學(xué)習(xí)更成功。大量的研究證實了這一發(fā)現(xiàn))”可知，在紙上學(xué)習(xí)更有成效，以及后文“whenexperimentersmovefromposingsimpletasks—likeidentifyingthemainideainareadingpassage—toonesthatrequirementalabstraction—suchasdrawinginferencesfromatext.(當(dāng)實驗人員從提出簡單的任務(wù)(如識別閱讀文章的主旨)轉(zhuǎn)移到需要思維抽象的任務(wù)(如從文本中推斷)時)”推知，此處應(yīng)是表達(dá)“當(dāng)實驗者從簡單的任務(wù)轉(zhuǎn)向需要精神抽象的任務(wù)時，紙質(zhì)閱讀的益處就變得顯而易見”之意，所以shinethrough應(yīng)是“顯而易見”之意，和D項意思相近。故選D項。6．推理判斷題。根據(jù)第四段“Butequallyimportantisthementalaspect.Readingresearchershaveproposedatheorycalled“shallowinghypothesis(假說)”.Accordingtothistheory,peopleapproachdigitaltextswithamindsetsuitedtosocialmedia,whichareoftennotsoserious,anddevotelessmentaleffortthanwhentheyarereadingprint.(但同樣重要的是精神層面。閱讀研究人員提出了一個名為“shallowinghypothesis”的理論。根據(jù)這一理論，人們以適合社交媒體的心態(tài)接觸數(shù)字文本，這些文本通常不那么嚴(yán)肅，與閱讀印刷品時相比，投入的精神努力也更少)”可知，shallowinghypothesis假設(shè)讀者在閱讀數(shù)字文本時會持有一種輕松的心態(tài)，不會像閱讀紙質(zhì)書籍那樣投入太多的心理努力。故選A項。7．細(xì)節(jié)理解題。根據(jù)第五段“Audio(音頻)andvideocanfeelmoreengagingthantext,andsouniversityteachersincreasinglyturntothesetechnologies—say,assigninganonlinetalkinsteadofanarticlebythesameperson.(音頻和視頻可能比文本更具吸引力，因此大學(xué)教師越來越多地轉(zhuǎn)向這些技術(shù)，例如分配在線講座而不是同一作者的文章)”可知，音頻和視頻比文本更能吸引學(xué)生的注意力，所以大學(xué)教師越來越多地使用這些技術(shù)。故選A項。8．推理判斷題。根據(jù)最后一段“Digitaltexts,audioandvideoallhaveeducationalroles,especiallywhenprovidingresourcesnotavailableinprint.However,formaximizinglearningwherementalfocusandreflectionarecalledfor,educatorsshouldn’tassumeallmediaarethesame,evenwhentheycontainidenticalwords.(數(shù)字文本、音頻和視頻都具有教育作用，尤其是在提供印刷品中無法獲得的資源時。然而，為了在需要精神集中和反思的情況下最大限度地學(xué)習(xí)，教育工作者不應(yīng)假定所有媒體都是相同的，即使它們包含相同的單詞)”可知，盡管數(shù)字文本、音頻和視頻在教育中有一定作用，但當(dāng)需要精神集中和反思以最大化學(xué)習(xí)時，教育者不應(yīng)假定所有媒體都是相同的，即使它們包含相同的單詞。這表明作者認(rèn)為紙質(zhì)文本在教育中的作用仍然不可替代，因此暗示紙質(zhì)文本在教育中的重要性。故選C項。3.（2023年全國乙卷D篇閱讀理解）Ifyouwanttotellthehistoryofthewholeworld,ahistorythatdoesnotprivilegeonepartofhumanity,youcannotdoitthroughtextsalone,becauseonlysomeoftheworldhaseverhadtexts,whilemostoftheworld,formostofthetime,hasnot.Writingisoneofhumanity’slaterachievements,anduntilfairlyrecentlyevenmanyliterate(有文字的)societiesrecordedtheirconcernsnotonlyinwritingbutinthings.Ideallyahistorywouldbringtogethertextsandobjects,andsomechaptersofthisbookareabletodojustthat,butinmanycaseswesimplycan’t.Theclearestexampleofthisbetweenliterateandnon-literatehistoryisperhapsthefirstconflict,atBotanyBay,betweenCaptainCook’svoyageandtheAustralianAboriginals.FromtheEnglishside,wehavescientificreportsandthecaptain’srecordofthatterribleday.FromtheAustralianside,wehaveonlyawoodenshield(盾)droppedbyamaninflightafterhisfirstexperienceofgunshot.Ifwewanttoreconstructwhatwasactuallygoingonthatday,theshieldmustbequestionedandinterpretedasdeeplyandstrictlyasthewrittenreports.Inadditiontotheproblemofmiscomprehensionfrombothsides,therearevictoriesaccidentallyordeliberatelytwisted,especiallywhenonlythevictorsknowhowtowrite.Thosewhoareonthelosingsideoftenhaveonlytheirthingstotelltheirstories.TheCaribbeanTaino,theAustralianAboriginals,theAfricanpeopleofBeninandtheIncas,allofwhomappearinthisbook,canspeaktousnowoftheirpastachievementsmostpowerfullythroughtheobjectstheymade:ahistorytoldthroughthingsgivesthembackavoice.Whenweconsidercontact(聯(lián)系)betweenliterateandnon-literatesocietiessuchasthese,allourfirst-handaccountsarenecessarilytwisted,onlyonehalfofadialogue.Ifwearetofindtheotherhalfofthatconversation,wehavetoreadnotjustthetexts,buttheobjects.9．Whatisthefirstparagraphmainlyabout?A．Howpasteventsshouldbepresented. B．Whathumanityisconcernedabout.C．Whetherfactsspeaklouderthanwords. D．Whywrittenlanguageisreliable.10．WhatdoestheauthorindicatebymentioningCaptainCookinparagraph2?A．Hisreportwasscientific. B．Herepresentedthelocalpeople.C．HeruledoverBotanyBay. D．Hisrecordwasone-sided.11．Whatdoestheunderlinedword“conversation”inparagraph3referto?A．Problem. B．History. C．Voice. D．Society.12．Whichofthefollowingbooksisthetextmostlikelyselectedfrom?A．HowMapsTellStoriesoftheWorld B．AShortHistoryofAustraliaC．AHistoryoftheWorldin100Objects D．HowArtWorksTellStories【答案】9．A10．D11．B12．C【導(dǎo)語】本文是一篇議論文。本文討論了僅僅依靠書面文本來講述世界歷史的局限性，并強(qiáng)調(diào)了將物品納入歷史敘事以更好地理解無文字社會的重要性。9．主旨大意題。根據(jù)文章第一段“Ifyouwanttotellthehistoryofthewholeworld,ahistorythatdoesnotprivilegeonepartofhumanity,youcannotdoitthroughtextsalone,becauseonlysomeoftheworldhaseverhadtexts,whilemostoftheworld,formostofthetime,hasnot.Writingisoneofhumanity’slaterachievements,anduntilfairlyrecentlyevenmanyliterate(有文字的)societiesrecordedtheirconcernsnotonlyinwritingbutinthings.(如果你想講述整個世界的歷史，一段不以人類某一部分為特權(quán)的歷史，你不能僅僅通過文本來講述，因為世界上只有一部分人曾經(jīng)有過文本，而世界上大多數(shù)人，在大多數(shù)時間里，都沒有。寫作是人類較晚的成就之一，直到最近，甚至許多有文字的社會也不僅用文字，而且用物件來記錄他們所關(guān)心的事情。)”可推知，第一段主要講述的是歷史應(yīng)該如何呈現(xiàn)給我們。故選A。10．推理判斷題。根據(jù)文章第二段首句“Ideallyahistorywouldbringtogethertextsandobjects,andsomechaptersofthisbookareabletodojustthat,butinmanycaseswesimplycan’t.(理想情況下，歷史應(yīng)該將文本和物品結(jié)合在一起，本書的某些章節(jié)能夠做到這一點，但在許多情況下，我們根本做不到。)”可推斷，作者認(rèn)為歷史應(yīng)該是文本和物品相結(jié)合的產(chǎn)物，但是很多情況下，我們做不到。再根據(jù)所舉例子的下文“FromtheEnglishside,wehavescientificreportsandthecaptain’srecordofthatterribleday.FromtheAustralianside,wehaveonlyawoodenshield(盾)droppedbyamaninflightafterhisfirstexperienceofgunshot.(在英國方面，我們有科學(xué)報告和船長對那可怕的一天的記錄。從澳大利亞方面來看，我們只有一個木制盾牌，這是一名男子在第一次經(jīng)歷槍擊后在飛行中扔下的。)”可知，作者舉這個例子是為了說明船長的記錄是片面的，只從自己的角度描述了問題。故選D。11．詞句猜測題。根據(jù)劃線單詞上文“TheCaribbeanTaino,theAustralianAboriginals,theAfricanpeopleofBeninandtheIncas,allofwhomappearinthisbook,canspeaktousnowoftheirpastachievementsmostpowerfullythroughtheobjectstheymade:ahistorytoldthroughthingsgivesthembackavoice.Whenweconsidercontact(聯(lián)系)betweenliterateandnon-literatesocietiessuchasthese,allourfirst-handaccountsarenecessarilytwisted,onlyonehalfofadialogue.(加勒比海的泰諾人、澳大利亞的土著人、貝寧的非洲人以及印加人，所有這些人都出現(xiàn)在這本書中，他們現(xiàn)在都可以通過他們制造的物品向我們講述他們過去最強(qiáng)大的成就：通過物品講述的歷史給了他們一個聲音。當(dāng)我們考慮諸如此類的有文化社會和無文化社會之間的接觸時，我們所有的第一手資料都必然是扭曲的，只有對話的一半。)”結(jié)合劃線句“Ifwearetofindtheotherhalfofthatconversation,wehavetoreadnotjustthetexts,buttheobjects.(如果我們要找到對話的另一半，我們不僅要讀文本，還要讀物體。)”可知，我們對過去歷史的了解，只是書寫歷史的人所想要讓我們了解的歷史，如果我們想要了解歷史的另一半，我們不僅僅要讀文本也要讀對象。所以conversation指的是“歷史”。故選B。12．推理判斷題。根據(jù)文章第一段“Ifyouwanttotellthehistoryofthewholeworld,ahistorythatdoesnotprivilegeonepartofhumanity,youcannotdoitthroughtextsalone,becauseonlysomeoftheworldhaseverhadtexts,whilemostoftheworld,formostofthetime,hasnot.(如果你想講述整個世界的歷史，一段不以人類某一部分為特權(quán)的歷史，你不能僅僅通過文本來講述，因為世界上只有一部分人的歷史曾經(jīng)被文字記錄過，而世界上大多數(shù)人，在大多數(shù)時間里，都沒有。)”結(jié)合最后一段的“Ifwearetofindtheotherhalfofthatconversation,wehavetoreadnotjustthetexts,buttheobjects.(如果我們要找到對話的另一半，我們不僅要讀文本，還要讀物體。)”可知，本文講述僅僅依靠書面文本來講述世界歷史有局限性，想要更好的了解歷史就要將文本和物品結(jié)合在一起。從而推斷文章最有可能選自《100件物品中的世界史》。故選C。2024年高考模擬真題（2024·四川達(dá)州·二模）“Ispilledsoupalloverthetable,butitwasn’tmyfault”.“Igotintotroubleatschool,butitwasn’tmyfault.”Suchstatementsareoftenheard.“It’snotmyfault”isactuallyacommonresponseforsomanypeopleandespeciallyteenagers.Parentscomplainthatthey’retiredofthe“excuses”.Thereasonwhyvariationsof“it’snotmyfault”aresopopularisthattheygetusoutofguilt,blameandanger.Thoseemotionsmaycomefromothers’reactionsorourownself-talks.Inthecaseofadolescents,theyareoftentryingtoescaperesponsibilityandpunishmentformistakes.Someteenswouldbenefitfromdecreasingtheirself-blame.Thosewhoblamethemselvesforthingsthattheycan’tcontroltendtobehighlyself-criticalandaremorelikelytobeanxious.Manyteensoverlyrelyon“it’snotmyfault”.However,overuseofthephrasecanresultinfeelingsofhelplessnesstocontroltheirownlives.Besides,“it’snotmyfault”focusesateen’sattentiononwhatisdoneasopposedtowhatneedstobedone.Intryingtogetthemtoassumeresponsibility,manyparentsattempttoconvincetheirchildrenthatsomethingistheirfault,buttheapproachtendstobeineffective.Amoreeffectiveapproachistofaceuptodrawbackstofindsolutionstothedrawbacksactively.Peoplemaynothavecausedalltheirproblems,buttheyhavetosolvethemanyway.Gettingstuckinsharingblameoftenkeepspeoplefrommovingforwardeffectively.Whatdoesonedoifheispushedintoadeeplake?Onecouldcertainlystayinwater,yelling,“It’snotmyfault.”However,thatisnotgoingtogethimoutofwater.Atsomepoint,heneedstoswimtoshore,regardlessofthefault.Likemostthingsinlife,freeingourselvesfromblamehasitsadvantagesanddisadvantages.Thequestionisn’twhatis“right”,butwhatismosteffectiveinmovingforward.13．Whoislikelytorelyon“it’snotmyfault”?A．Ahighlyself-criticalteenager.B．Ateenagerunwillingtoadmitafault.C．Ateenagerfacinguptohisresponsibilities.D．Ateenageranxiousaboutuncontrollablethings.14．Whatistheauthor’sadviceongettingteenstoassumeresponsibility?A．Lettingthemfocusonwhatisdone.B．Persuadingthemtoadmittheirfault.C．Makingthemcorrectthemistakeactively.D．Helpingthemanalyzethereasonforthemistake.15．WhydoestheauthorraisesuchaquestioninParagraph5?A．Toputforwardanewsolutiontodrawbacks.B．Toshowhandlingproblemsshouldcomefirst.C．Toexplainwhyteenagersgetstuckinsharingblame.D．Toanalyzewhatkindofproblemiscausedbyothers.16．Whatistheauthor’spurposeinwritingthistext?A．Tohelpteenagersoutofself-blame.B．Totellparentshowtoeducatechildren.C．Tohelpteenagersfacemistakesproperly.D．Totellchildrentodoself-talksconsciously.【答案】13．B14．C15．B16．C【導(dǎo)語】本文是一篇議論文。主要介紹的是許多家長對孩子“這不是我的過失”的陳述感到無奈，作者認(rèn)為這種陳述有壞的一面也有好的一面，但重要的是讓孩子正確面對錯誤，不斷進(jìn)步。13．細(xì)節(jié)理解題。根據(jù)第二段中的“Thereasonwhyvariationsof“it’snotmyfault”aresopopularisthattheygetusoutofguilt,blameandanger.(各種各樣的“這不是我的錯”之所以如此流行，是因為它們能讓我們擺脫內(nèi)疚、責(zé)備和憤怒。)”可知，“這不是我的錯”能使我們擺脫內(nèi)疚、責(zé)備和憤怒，所以才會如此流行，結(jié)合下文中的“Inthecaseofadolescents,theyareoftentryingtoescaperesponsibilityandpunishmentformistakes.(就青少年而言，他們常常試圖逃避責(zé)任和對錯誤的懲罰。)”可知，青少年這樣做就是為了逃避責(zé)任和對錯誤的懲罰，由此可知，那些不愿意承認(rèn)錯誤的人很可能依賴“這不是我的錯”。故選B項。14．細(xì)節(jié)理解題。根據(jù)第四段中的“Intryingtogetthemtoassumeresponsibility,manyparentsattempttoconvincetheirchildrenthatsomethingistheirfault,buttheapproachtendstobeineffective.Amoreeffectiveapproachistofaceuptodrawbackstofindsolutionstothedrawbacksactively.(為了讓孩子承擔(dān)責(zé)任，許多父母試圖讓孩子相信有些事情是他們的錯，但這種方法往往是無效的。更有效的方法是正視缺點，積極尋找解決辦法。)”可知，很多家長用各種方法讓孩子相信有些事情是他們的錯，但這些經(jīng)常是無效的，更有效的方法是讓孩子正視缺點，主動尋找解決的方法，由此可知，作者建議讓他們主動改正錯誤。故選C項。15．推理判斷題。根據(jù)第五段中的“Peoplemaynothavecausedalltheirproblems,buttheyhavetosolvethemanyway.Gettingstuckinsharingblameoftenkeepspeoplefrommovingforwardeffectively.(人們可能不是所有問題的始作俑者，但無論如何他們必須解決問題。陷入互相指責(zé)的困境往往會阻礙人們有效地向前發(fā)展。)”可知，作者認(rèn)為不論錯誤是誰的，都必須先要解決為題，否則會阻礙人們有效向前發(fā)展，進(jìn)而在下文中提出問題“Whatdoesonedoifheispushedintoadeeplake?(如果一個人被推入深湖中，他會怎么做?)”并進(jìn)行分析，結(jié)合下文中的“Atsomepoint,heneedstoswimtoshore,regardlessofthefault.(在某個時刻，他需要游到岸邊，不管是誰的錯誤。)”可知，不管誰的錯都應(yīng)先游到岸邊，綜合以上信息可知，作者提及這個問題是為了表明首先要解決問題，而不是追究誰的責(zé)任。故選B項。16．推理判斷題。根據(jù)尾段“Likemostthingsinlife,freeingourselvesfromblamehasitsadvantagesanddisadvantages.Thequestionisn’twhatis“right”,butwhatismosteffectiveinmovingforward.(就像生活中的大多數(shù)事情一樣，把自己從責(zé)備中解脫出來既有好處也有壞處。問題不在于什么是“正確的”，而在于什么是最有效的前進(jìn)方式。)”可知，把自己從責(zé)備中解脫出來有好處也有壞處，但問題的根本不在于什么是正確的，而是什么是最有效的前進(jìn)方式，結(jié)合上文中對“不是我的錯”這一流行陳述的好處和壞處的分析，并用提問的方式表明無論誰的錯，都應(yīng)該先要解決問題，不斷前進(jìn)，所以本文的寫作目的是幫助青少年如何正確地面對錯誤。故選C項。（2024·山東濰坊·二模）IhadtosaysomethingafterreadingTheAnxiousGeneration.Itisgoingtosellwell,becauseJonathanHaidtistellingascarystoryaboutchildren’sdevelopmentmanyparentsareledtobelieve.However,thebook’srepeatedsuggestionthatdigitaltechnologiesarerewiringourchildren’sbrainsandcausingtheepidemic(流行病)ofmentalillnessisunsupportedbyscience.Worse,therudeproposalthatsocialmediaistoblamemightdistract(分心)usfromeffectivelyrespondingtotherealcausesofthecurrentmental-healthcrisisinyoungpeople.ResearchershavesearchedfortheeffectssuggestedbyHaidt.Oureffortshaveproducedamixofno,smallandmixedassociations.Mostdataarecorrelative.Whenassociationsovertimearefound,theysuggestnotthatsocial-mediausepredictsorcausesdepression,butthatyoungpeoplewhoalreadyhavemental-healthproblemsusesuchplatformsmoreoftenorindifferentwaysfromtheirhealthypeers.Wearenotalonehere.Severalanalysesandsystematicreviewscentralizeonthesamemessage.Ananalysisdonein72countriesshowsnoconsistentormeasurableassociationsbetweenwell-beingandsocialmediaglobally.Moreover,studiesfromsomeauthoritiesfindsnoevidenceofintensechangesassociatedwithdigital-technologyuse.Asapsychologiststudyingchildren’sandadolescents’

mentalhealth,Iappreciateparents’frustration(沮喪)anddesireforsimpleanswers.Asaparentofadolescents,Iwouldalsoliketoidentifyasimplesourceforthepainthisgenerationisreporting.Thereare,however,nosimpleanswers.Thebeginninganddevelopmentofmentaldisordersaredrivenbyacomplexsetofgeneticandenvironmentalfactors.Moreyoungpeoplearetalkingopenlyabouttheirmental-healthstrugglesthaneverbefore.Butinsufficientservicesareavailabletoaddresstheirneeds.IntheUnitedStates,thereis,onaverage,oneschoolpsychologistforevery1,119students.Wehaveagenerationincrisisandindesperateneedofthebestofwhatscienceandevidence-basedsolutionscanoffer.Unfortunately,ourtimeisbeingspenttellingstoriesthatareunsupportedbyresearchandthatdolittletosupportyoungpeoplewhoneed,anddeserve,more.17．WhatispresentedinTheAnxiousGeneration?A．Scarystoriesaffectchildren’sbrains.B．Parentsareresponsibleforchildren’shealth.C．Teen’smentalillnessresultsfromscreentime.D．Theepidemicofmentalillnessisunavoidable.18．Whatdoes“thesamemessage”underlinedinparagraph3referto?A．Manycountriesdoresearchinmentalhealth.B．Well-beingandsocialmediaarecloselyrelated.C．Theyoungaretrappedinthemental-healthcrisis,D．Socialmediadon’tnecessarilycausementalillness.19．Whatisimpliedinthelastparagraph?A．Effectiveactionsneedtobetaken. B．Positivestoriesshouldbeshared.C．Financialsupportneedstobeprovided. D．Broaderresearchshouldbedone.20．Whatistheauthor’spurposeinwritingthetext?A．Tosuggestwaystohelpthoseinneed.B．Toencourageparentstobravethecrisis.C．Torecommendanewly-publishedbook.D．Togiveavoicetochildren’smentalissues.【答案】17．C18．D19．A20．D【導(dǎo)語】本文是一篇議論文。本文是對《焦慮的一代》一書的評論，作者認(rèn)為該書提出的數(shù)字技術(shù)導(dǎo)致兒童大腦重構(gòu)和精神健康危機(jī)的觀點缺乏科學(xué)依據(jù)。作者強(qiáng)調(diào)，精神障礙的成因復(fù)雜，需要基于科學(xué)和證據(jù)的解決方案，而不是簡單歸咎于社交媒體。17．細(xì)節(jié)理解題。根據(jù)第一段中“However,thebook’srepeatedsuggestionthatdigitaltechnologiesarerewiringourchildren’sbrainsandcausingtheepidemic(流行病)ofmentalillnessisunsupportedbyscience.(然而，這本書一再暗示數(shù)字技術(shù)正在重構(gòu)我們孩子的大腦，并導(dǎo)致精神健康問題的流行，這一觀點并沒有得到科學(xué)的支持。)”可知，該書重復(fù)暗示數(shù)字技術(shù)正在重構(gòu)我們孩子的大腦，并導(dǎo)致精神健康問題的流行。C選項“Teen’smentalillnessresultsfromscreentime.(青少年的精神疾病與看屏幕時間有關(guān)。)”與該描述相一致。故選C。18．詞義猜測題。根據(jù)劃線詞前面的內(nèi)容“Whenassociationsovertimearefound,theysuggestnotthatsocial-mediausepredictsorcausesdepression,butthatyoungpeoplewhoalreadyhavemental-healthproblemsusesuchplatformsmoreoftenorindifferentwaysfromtheirhealthypeers.(隨著時間的推移，他們發(fā)現(xiàn)社交媒體的使用并不是預(yù)測或?qū)е乱钟舭Y，而是已經(jīng)有心理健康問題的年輕人比健康的同齡人更頻繁地或以不同的方式使用這些平臺。)”以及劃線詞后面的內(nèi)容“Ananalysisdonein72countriesshowsnoconsistentormeasurableassociationsbetweenwell-beingandsocialmediaglobally.(在72個國家進(jìn)行的一項分析顯示，在全球范圍內(nèi)，幸福感和社交媒體之間沒有一致的或可衡量的聯(lián)系。)”可知，“同樣的信息”指的是社交媒體并不一定導(dǎo)致心理健康問題。通過在72個國家進(jìn)行的一項分析顯示，在全球范圍內(nèi)，幸福感和社交媒體之間沒有一致的或可衡量的聯(lián)系。故劃線詞指代的是沒有一致或可測量的證據(jù)表明社交媒體與幸福感之間有密切關(guān)系。故選D。19．推理判斷題。根據(jù)最后一段中“Wehaveagenerationincrisisandindesperateneedofthebestofwhatscienceandevidence-basedsolutionscanoffer.Unfortunately,ourtimeisbeingspenttellingstoriesthatareunsupportedbyresearchandthatdolittletosupportyoungpeoplewhoneed,anddeserve,more.(我們這一代人正處于危機(jī)之中，迫切需要科學(xué)和基于證據(jù)的解決方案所能提供的最好的東西。不幸的是，我們的時間花在講述沒有研究支持的故事上，這些故事對那些需要、也應(yīng)該得到更多支持的年輕人幾乎沒有幫助。)”可知，針對于年輕人的心理健康問題，我們正在浪費時間講述沒有研究支持的故事，而這些故事對需要幫助的年輕人并沒有幫助，這暗示我們需要采取有效的行動來解決這個問題。故選A。20．推理判斷題。根據(jù)第一段中“IhadtosaysomethingafterreadingTheAnxiousGeneration.Itisgoingtosellwell,becauseJonathanHaidtistellingascarystoryaboutchildren’sdevelopmentmanyparentsareledtobelieve.However,thebook’srepeatedsuggestionthatdigitaltechnologiesarerewiringourchildren’sbrainsandcausingtheepidemic(流行病)ofmentalillnessisunsupportedbyscience.(讀完《焦慮的一代》后，我不得不說些什么。這本書將會暢銷，因為喬納森·海特特講述了一個許多父母都傾向于相信的關(guān)于兒童發(fā)展可怕的故事。然而，書中反復(fù)暗示數(shù)字技術(shù)正在重新連接我們孩子的大腦，并導(dǎo)致精神疾病的流行，這一觀點并沒有科學(xué)支持。)”以及最后一段中“Unfortunately,ourtimeisbeingspenttellingstoriesthatareunsupportedbyresearchandthatdolittletosupportyoungpeoplewhoneed,anddeserve,more.(不幸的是，我們的時間花在講述沒有研究支持的故事上，這些故事對那些需要、也應(yīng)該得到更多支持的年輕人幾乎沒有幫助。)”以及通讀全文可知，整篇文章都在批評一本書的觀點，并強(qiáng)調(diào)需要科學(xué)和證據(jù)支持的解決方案，而不應(yīng)該把時間浪費在沒有科學(xué)研究支持的結(jié)論中，由此表明作者的目的是引起人們對兒童心理健康問題以及真正引發(fā)其該問題的原因進(jìn)行關(guān)注和理解。D選項“Togiveavoicetochildren’smentalissues.(為孩子們的心理問題發(fā)聲。)”符合作者的目的。故選D。（2024·甘肅張掖·三模）HowtheeconomicsprofessionshouldfixitsgenderproblemAttheheartofeconomicsisabeliefinthevirtues(好處)ofopencompetitionasawayofusingtheresourcesyouhaveinthemostefficientwayyoucan.Thankstothepowerofthatinsight,economistsroutinelytellpoliticianshowtorunpublicpolicyandbusinesspeoplehowtoruntheirfirms.Yetwhenitcomestoitsownhouse,academiceconomicscouldhavedonemoretoobservethestandardsitappliestotherestoftheworld.Inparticular,itrecruits(招聘)toofewwomen.Also,manyofthosewhodoworkintheprofessionsaytheyaretreatedunfairlyandthattheirtalentsarenotfullyrealised.Asaresult,economicshasfewergoodideasthanitshouldandsuffersfromaskewed(歪曲的)viewpoint.Itistimeforthedismalsciencetoimproveitsdismalrecordongender.FordecadesrelativelyfewwomenhaveparticipatedinSTEMsubjects:science,technology,engineeringandmaths.Economicsbelongsinthislist.AndasurveybytheAmericanEconomicsAssociation(AEA)thisweekshowsthatmanywomenwhodobecomeacademiceconomistsaretreatedbadly.Todealwithitsgendershortfall(缺口),economicsneedstwotoolstha