高考英语一轮复习-历年真题高频词全景图（专项训练）（北京专用）（学生版）

这是一份高考英语一轮复习-历年真题高频词全景图（专项训练）（北京专用）（学生版），共31页。试卷主要包含了____________ 合同，____________ 牺牲等内容，欢迎下载使用。
目录
TOC \ "1-2" \h \u \l "_Tc17943" 01 课标达标练
考向01 优等生必背阅读理解高频障碍词默写清单
考向02 高考英语完形阅读高频词默写清单
\l "_Tc20184" 02 核心突破练
\l "_Tc5699" 03 真题溯源练
考向01 优等生必背阅读理解高频障碍词默写清单
_______________ v. 抛弃
_______________v. 禁止，取缔n. 禁令
_______________n. 结论；结束
_______________ n. 承诺；奉献，投入
_______________ v. 下降；谢绝
_______________ adj. 灵活的；可弯曲的---flexibility n.
_______________l adj. 怀疑的
_______________v. 给···留下深刻印象---impressin n.---impressive adj.
_______________ adj. 先前的，以往的
_______________ n. 庇护；避难处 v. 保护；躲避
_______________e v. 幸存；存活---survival n.
_______________ adj. 至关重要的
_______________adj. 意义重大的；显著的---significance n.
_______________ v. 观察，注意到；遵守（规则、法律等）；庆祝
_______________ adj. 独立的---independence n.
_______________ v. 预言，预报
_______________ v. 犹豫---hesitatin n.---hesitant adj.
_______________ n. 柄，把手 v. 处理，应付
_______________ v. 扩大
_______________adj. 要求高的；苛求的
_______________ v. 值得，应得
_______________ adj. 相反的
_______________e v. 使信服；说服
_______________ adj. 电动的
_______________n. 特征，特点 v. 以···为特色
_______________ vi. 毕业 n. 毕业生---graduatin n.
_______________ v. 恢复；复原---recvery n.
______________ v. 反映；反射（声、光、热等）；反思(~n)---reflectin n.
_______________n. 价值 vt. 重视，珍视---valuable adj.
_______________ adj. 典型的，有代表性的
_______________ adj. 可使用的，可到达的
_______________ n. 账户，账目；描述 v. 解释，说明；占（~fr）
_______________ v. 欣赏；感激
_______________ v. 争辩；论证
_______________ n. 代表 （n ~f）
_______________ adj. 小心的，谨慎的
_______________ v. 捐赠，捐助；投稿；促进
_______________ adj. 复杂的n. 建筑群
____________. v. 表达n. 特快列车
____________ n. 资金；财政 vt. 为···筹措资金---financial adj.
____________ v. 召集；收集
____________ adj. 起初的；独创的
____________ v. 移除---remval n.
____________ n. 收入，收益
____________ n. 标准
____________ n. 营养；滋养---nutritius adj. 有营养的---nutritinal adj. 营养的
____________ n. 过程，进程v. 处理，加工
____________ v. 认为；假设
____________ v. 敦促；主张
____________ v. 撤回；提取---withdrawal n.
____________ n. 名声，名誉
____________ adj. 相关的
____________ v. &n. 购买
____________ n. 动机；动力
____________ v. 集中（注意力、精力等于）；聚焦于 n. 中心点；焦距
____________ v. 表明；暗示
____________ v. 忽视，对···不予理会
____________v. 打算，想要
____________ n. 和谐---harmnius adj.
____________ adj. 非凡的，卓越的
____________ v. 陪伴，为···伴奏
____________ v. 积累；（数量）逐渐增加
____________ v. 分发，分配
____________n. 准许进入；承认；入场费
____________ v. 勘探，探索---explratin n.
____________ adj. 青春期的 n. 青少年
____________ v. 取消，撤销
____________ v. 安排；布置---arrangement n.
____________ n. 方面；外观
____________ n. 运动，战役v. 参加运动
____________ v. 辨别，区分
____________ v. 暴露；揭露---expsure n.
____________ v. 禁止
____________n. &v. 预报，预测
____________ v/n. 牺牲
____________ v. 测量 n. 措施，方法；衡量
____________ n. 利润，收益
____________ v. 使恢复精力
____________ v. 登记，注册
____________ n. 目标v. 瞄准
____________ v. 目击；见证 n. 目击者；证人
____________ adj. 徒劳的；自负的(in~徒劳)
____________ v. 使简化，使简易
____________ v. 抵制；抵挡
____________v. 代表；象征
____________ v. 打扰；使中断
____________ adj. 不合法的，非法的
____________ v. 像；类似
____________ v. 保证；确保n. 保证
____________ n. 缺点；过失
____________ n. 社区；团体
____________ v. 承认
____________ v. 表现---behavir n.
____________ v. 获得，得到
____________ n. 特征；性格；角色；文字
____________ v. 使适应；改编
____________ adj. 健康的；适合的v. 适合；安装
____________ adj. 足够的
____________ n. 传记
____________ n. 重大进展，突破
____________ v. 迁移；迁徙
____________ n. 预算 v. 把···编入预算
____________ n. 证明；文凭
____________ v. 雇用；使用
____________ n. 结果，后果
____________ v. 证实，确认
____________ v. 建立，创立
____________ v. 检查，审视
____________ adj. 不断的
____________ n. 紧急情况；突发事件
____________ adj. 便利的；方便的---cnvenience n.
____________ v. 表达，传递（思想、感情等）；输送
____________ v. 遭遇n. 相遇，邂逅
____________ v. 评估，评价---evaluatin n.
____________ adj. 热情的，热烈的
____________ n. 闪光 v. 闪光
____________ v. 调查，侦查---investigatin n.
____________ adj. 立即的；速食的
____________ n. 职业；消遣；占据
____________adj. 永久的，永恒的
____________ v. 试图，尝试 n. 尝试；努力
____________ n. 事件；事故
____________ n. 数字；人物；身材 v. 认为
____________n. 比率；速度 v. 评估，评级
____________ n. 帮助，援助，支持
____________ v. 对...作出反应
____________ n. 暴力
____________ v. 回应；作出反应---____________ n.
____________ n. 吸引；有吸引力的人或物；经典
____________ v. 推荐；建议
____________ n. 荣耀
____________ v. 消耗，耗费；吃，喝---____________ n.
____________ adj. 可获得的；有空的
____________ v. (到海、河等中）游泳；洗澡；沐浴（在光线里）(be bathed in)
____________ v. 联想，联系
____________ n. 品牌 v.在…打烙印
____________ v. 演说；处理；写地址
____________ v. 前进；发展；促进
____________ n. 准确（性），精确（程度）---accurate adj.
____________ v. 控告，控诉
____________ n. 特征，特点，品质
____________ v. 定义；界定
____________ v. 公布，宣告；宣称
____________ adj. 尴尬的
____________ n. 公正
____________ v. &n. 改革，改良
____________ adj. 荒唐的；荒谬的
____________ v. 击打；划（火柴）；侵袭；突然想到
____________ v. 接近；处理n. 方法；接近
____________ v. 组织，实施，执行 n.行为
____________ n. 调整，调节；适应
____________ v. 称重；权衡--weight n.
____________ n. 数量v. 总计
____________ adj. 显而易见的
____________ v. 分析---analysis n.
____________ v. 呼吁；上诉 n. 吸引力；呼吁
____________ vt. 阻碍n. 大块；街区；障碍
____________ n. 奖金，红利
____________ n. 典礼，仪式
____________ n. 评论 v. 表达意见
____________ n. 离开；起程；出发
____________ v. 递送，传送；发表---delivery n.
____________adj. 显而易见的，显然的
____________ adj. 流利的，流畅的
____________ v. 抓住；理解，领会
____________ n. 身份
____________ v. 鼓掌；称赞
____________ n. 申请人
____________ n. 职位；任命，委任
____________ v. 欣赏；感激
____________ adj. 主要的
____________ v. 使恼怒
____________ adj. 每年的；一年一次的
____________ n. 范围；一系列 v. 变化；变动
____________ v. 赞成，同意；批准---apprval n.
____________ n. 同情；支持
____________adj. 可供替代的；n. 可供选择的事物
____________ n. 野心，雄心，抱负
____________ v. 收养；采用
____________ n. 福利
____________ adj. 完全的，绝对的
____________ adj. 丰富的，充裕的
____________ n. 联系；协会，社团
____________ v. 假定；承担
____________ v. 附着，贴上，附属
____________ n. 繁荣；激增 v. 迅速发展
____________ n. 候选人
____________ v. 把···分类
____________ v. (使）结合，联合
____________ v. 由···组成；存在于
____________ n. 花费，费用---expensive adj.
____________ n. 艰难，困苦
____________ n. 指导；说明(书)
____________ v. 禁止；阻止
____________ n. 新闻记者，新闻工作者
____________ adj. 成熟的
____________ n. 职业，专业
____________ v. 与···有关；与···相联系
____________ v. 转换；转变n. 开关
____________ n. 症状；征候，征兆
____________ n. 诡计，骗局vt. 欺骗，欺诈---tricky adj.
____________ adj. 空着的；未被占用的
____________ n. 沮丧；萧条期
____________ v. 完成（任务）；实现（计划、诺言等）
____________ v. 咨询，请教；商议；查阅
____________ v. 拥护，支持，提倡 n. 提倡者，拥护者
____________ v. (使）爆裂 n. 爆裂
____________ v. 评估---assessment n.
____________ v. 出现，产生
____________ adj. 平均的；普通的n. 平均数
考向02 高考英语完形阅读高频词默写清单
____________ 场合
____________ 接管
____________ 证实
____________ 培养
____________ 繁荣的
____________ 怀疑
____________ 固执的
____________ 愿意地
____________ 加强
____________ 复杂
____________ 小心的
____________ 管理，成功做成
____________ 偏见
____________ 经济的，合算的
____________ 学术的
____________ 收养，采取
____________ 消费，消耗
____________ 有益的
____________ 要求高的
____________ 合理的
____________ 故意地
____________ 履行（诺言），执行（命令）
____________ 承认
____________ 明显的
____________ 因此，所以
____________ 习惯的
____________ 积累
____________ 参加
____________ 缺席
____________ 出席
____________ 恐惧
____________ 无暇的
____________ 基础的
____________ 模仿
____________ 功能
____________ 有压力的
____________ 坚持不懈的
____________ 勉强的，不愿意的
____________ 勤奋的
____________ 注意的，周到的
____________ 不能忍受的
____________ 住所
____________ 有吸引力的
____________ 连续的
____________ 杰出的，才华横溢的
____________ 笨拙的
____________ 宣布，声明
____________ 获得
____________ 相互的，互动的
____________ 事件
____________ 冒险
____________r 尤其
____________ 事实上
____________ 强调
____________ 忽视
____________ 否认
____________ 确保
____________ 金融
____________ 预算
____________ 整体上
____________ 潜在的，潜能
____________ 相反
____________ 忠实
____________ 假设
____________ 建设
____________ 灵活的
____________ 敏感的
____________ 必不可少的
____________ 次要的
____________ 出现
____________ 炫耀
____________ 闯进
____________ 定居，安定下来
____________ 安慰，减轻
____________ 公正
____________ 立即地
____________ 忍受
____________ 保证
____________ 闲逛
____________消除，摆脱
____________ 暂时地
____________ 靠着
____________ 激烈的
____________ 实际的，实用的
____________ 头晕的
____________ 咨询
____________ 令人生厌的，无聊的
____________ 焦虑的、渴望的
____________ 乐观的
____________ 证明，演示，显示
____________ 合理地
____________ 有效的
____________ 反对
____________ 悲剧
____________ 忽视
____________ 接近，途径，方法
____________ 打扰
____________ 逮捕
____________ 恢复
____________ 可得到的， 可利用的
____________ 陪伴
____________ 特征，特性
____________ 自动的
____________ 批准，同意
____________ 粗略地
____________ 暗示
____________ 犹豫
____________ 系着，附着
____________ 平的，朴素的，简单的
____________ 怜悯
____________ 样本
____________ 相当大的，值得考虑的
____________ 热情
____________ 证实
____________ 现象
____________ 修改
____________ 每年的
____________ 隔离，孤立
____________ 最后
____________ 暴露
____________ 消极的，否定的
____________ 稳定的
____________ 一贯地，一致地
____________ 永久的
____________ 解雇
____________ 数不尽的
____________ 彻底地
____________ 标准
____________ 忍受
____________ 值得纪念的
____________ 离开去到
____________ 适应，改编
____________ 不知怎么地
____________ 稍微，有点
____________ 占据
____________ 紧急的
____________ 巨大的
____________ 看不见的
____________ 评估
____________ 壮丽的
____________ 效率低的
____________ 废话，荒谬的
____________ 怀疑的
____________ 禁止，阻止
____________ 沮丧的，萧条的
____________ 教导，说明
____________ 轻微地
____________ 原则
____________ 不应得的
____________ 背叛
____________ 中等的，适度的
____________ 评价，估价
____________ 值得尊敬的
____________ 人造的
____________ 概念
____________ 象征
____________ 有前途的
____________ 冲突
____________ 显示，陈列
____________ 打断
____________ 抵制
____________ 绝望的
____________ 优雅的
____________ 随机的
____________ 有利可图的
____________ 有毒的
____________ 窘境
____________ 复杂的
____________ 抓住
____________ 暗示
____________ 偿还，报答
172.____________ 合同
173.____________ 促进，提升
174.____________ 牺牲
175.____________ 无意识的
175.____________ 分类
176.____________ 成熟的
177.____________ 智能的，聪明的
178.____________ 有能力的
179.____________ 独立的
180.____________ 单独的，分开的
181.____________ 自愿地
182.____________ 反射，沉思，映象
183.____________ 出色的
184.____________ 检查
185.____________ 参加，照料
186.____________ 合作
187.____________ 区分
188.____________ 鉴定，识别
189.____________ 使气馁，使沮丧
题型一 阅读理解
1
（2025·北京人大附中·2月统练）In 1979, Archie Cchrane published an essay criticizing his fellw dctrs. “It is surely a great criticism f ur prfessin,” he wrte, “that we have nt rganized a critical summary, by specialty r subspecialty, adapted peridically, f all relevant randmized cntrlled trials. ” The idea f “rganizing a critical summary” may nt seem a grundbreaking cncept, yet Cchrane had struck at the heart f the matter.
The basic building blck f evidence in medicine is the randmized trial, as Cchrane understd. But sme trials are flawed, thers may have vanished frm the academic recrd, unpublished because they didn’t yield the hped-fr results. Even when trials are reprted, the mst rbust evidence cmes frm synthesizing them. Prper synthesis can turn incnclusive trials int a cnclusive result, yet t turn thse trials int a structured bdy f knwledge takes wrk.
In 1993, Sir Iain Chalmers funded Cchrane, a nn-prfit nw listing ver 9, 000 systematic reviews. But in fields like educatin r plicing, the picture is less rsy. Educatin is arguably f cmparable imprtance t health fr any gvernment. Yet, the UK gvernment spends 18 times as much n research int health than it des n research int educatin - r, t put it anther way, educatin research is underfunded by 10 percent.
If anything, that paints t ptimistic a picture f research int scial plicy, because ther cuntries spend even less. And, perhaps, educatin research is prbably the best f the rest when it cmes t research funding. The Campbell Cllabratin, which aims t d fr scial plicy what Cchrane des fr medicine, basts just 231 systematic reviews - reflecting that scial plicy research enjys a fractin f the mney and attentin lavished n medicine.
Mre than a lack f spending, there’s a reluctance t supprt the infrastructure f systematic reviews, r t fund their updates int “living evidence reviews”. Take the 3ie (Internatinal Initiative fr Impact Evaluatin), admired fr its Develpment Evidence Prtal, which struggles fr steady funding. The prtal culd run fr a year at less cst than a typical study evaluating its effectiveness, yet “public gds tend by their nature t be underfunded.”
On the bright side, mre than f50mn f funding fr evidence synthesis was recently annunced. This mdest funding culd significantly cntribute t building an “evidence bank” fr plicymakers.
Systematic reviews bridge the gap between researchers and plicymakers. Researchers fcus n specific interventins, while plicymakers address brader prblems. By synthesizing relevant research, systematic reviews can answer plicymaker questins. Furthermre, evidence synthesis highlights “ knwn unknwns” - gaps in research that can be filled thrugh targeted funding, rather than mre studies f familiar tpics.
As Eleanr Chelimsky, ne f the 20th century’s great plicy evaluatrs explained, “I hped that synthesis culd dramatize, fr ur legislative users, nt nly what was, in fact, knwn, but als what was nt knwn.”
Dramatizing ur ignrance is ne f the mst valuable things an evidence review can d.
31．What was Archie Cchrane’s majr cncern?
A．Organizing medical summaries was seen as unwrthy.
B．Dctrs failed t put medical trials int summaries.
C．The medical prfessin received widespread criticism.
D．Medical trials were t flawed t be published.
32．What be inferred frm the passage?
A．Educatin shuld be the tp pririty in research funding.
B．Scial plicy research funding has increased significantly.
C．Systematic reviews help make research funding mre fcused.
D．The 3ie prtal was underfunded due t pr effectiveness evaluatin.
33．What’s the authr’s attitude twards “synthesis dramatizing the unknwn”?
A．Trn between.B．Radically ppse.
C．Cautius ptimism.D．Enthusiastic apprval.
34．Which f the fllwing wuld be the best title fr the article?
A．The Dwnfall f Systematic Reviews: Why They’re Outdated
B．Rethinking Systematic Reviews: A Call fr Brader Applicatin
C．Uncvering the Untld Stry: The Imprtance f Evidence Synthesis
D．Frm Criticism t Cllabratin: The Evlutin f Evidence Synthesis
【答案】31．B 32．C 33．D 34．C
【导语】本文是议论文。文章主要讨论了系统化综述在医学和社会政策领域的重要性，以及当前在资金支持和基础设施建设方面存在的问题。
31．细节理解题。根据第一段“In 1979, Archie Cchrane published an essay criticizing his fellw dctrs. “It is surely a great criticism f ur prfessin,” he wrte, “that we have nt rganized a critical summary, by speciality r subspecialty, adapted peridically, f all relevant randmized cntrlled trials. ” The idea f “rganizing a critical summary” may nt seem a grundbreaking cncept, yet Cchrane had struck at the heart f the matter. (1979年，阿奇·科克伦发表了一篇批评他的医生同行的文章。他写道：“这无疑是对我们这一专业的一大批评，我们没有按专业或亚专业组织一份批评性的总结，定期改编所有相关的随机对照试验。”“组织一篇批判性摘要”的想法似乎不是一个开创性的概念，但科克伦击中了问题的核心。)”可知，阿奇·科克伦最关心的是医生们没有把医学试验总结出来。故选B项。
32．推理判断题。根据倒数第三段“Systematic reviews bridge the gap between researchers and plicymakers. Researchers fcus n specific interventins, while plicymakers address brader prblems. By synthesizing relevant research, systematic reviews can answer plicymaker questins. Furthermre, evidence synthesis highlights “ knwn unknwns” - gaps in research that can be filled thrugh targeted funding, rather than mre studies f familiar tpics. (系统评价弥合了研究人员和决策者之间的差距。研究人员关注具体的干预措施，而政策制定者则关注更广泛的问题。通过综合相关研究，系统评价可以回答决策者的问题。此外，证据综合强调了“已知的未知”——可以通过有针对性的资助来填补的研究空白，而不是对熟悉的主题进行更多的研究。)”可知，系统评价有助于使研究资金更加集中。故选C项。
33．推理判断题。根据最后一段“Dramatizing ur ignrance is ne f the mst valuable things an evidence review can d. (把我们的无知戏剧化是证据审查能做的最有价值的事情之一。)”可知，作者对“合成揭示未知”持热情支持的态度。故选D项。
34．主旨大意题。根据倒数第三段“Systematic reviews bridge the gap between researchers and plicymakers. Researchers fcus n specific interventins, while plicymakers address brader prblems. By synthesizing relevant research, systematic reviews can answer plicymaker questins. Furthermre, evidence synthesis highlights “ knwn unknwns” - gaps in research that can be filled thrugh targeted funding, rather than mre studies f familiar tpics. (系统评价弥合了研究人员和决策者之间的差距。研究人员关注具体的干预措施，而政策制定者则关注更广泛的问题。通过综合相关研究，系统评价可以回答决策者的问题。此外，证据综合强调了“已知的未知”——可以通过有针对性的资助来填补的研究空白，而不是对熟悉的主题进行更多的研究。)”以及纵观全文可知，文章主要讨论了证据合成（即系统评价）的重要性，包括其在医学和社会政策领域的应用，以及它如何帮助政策制定者做出更明智的决策。因此，C项“揭示未说出的故事：证据合成的重要性”是最适合这篇文章的标题。故选C项。
2
（2025·北京市石景山区·一模）
Researchers frm the NeurMind Institute have develped a new system that uses predatr (捕食者) rbts t chase (追逐) larval (幼体的) zebrafish in an pen water. This innvative apprach is helping scientists study hw the yung fish rapidly learn and adapt in real-wrld cnditins.
Larval zebrafish are a valuable tl fr neurscientists because their transparency enables easy study f the brain and behaviur. Hwever, it’s been difficult fr scientists t study learning in these develping vertebrates (脊椎动物) — an imprtant part f understanding hw the brain wrks. Previus research fund yung zebrafish culd learn simple assciatins. But this type f learning happens slwly and ften unreliably, and it was still unclear whether days-ld zebrafish can learn fast enugh t use their memry in natural situatins, like recgnizing and aviding new predatrs.
The researchers thught that traditinal ways f testing learning in larval zebrafish in the lab, where the cnditins were far frm what the fish wuld encunter in the wild, might nt be effective fr uncvering hw the fish learn. T mdel a real-life situatin, the researchers used small rbtic cylinders (圆柱体), with sme prgrammed t shw predatr-like characteristics.
The researchers created the dynamics: they first placed a rbt that stayed still with a free-swimming zebrafish; after the rbt chased the fish fr a minute, the fish began aviding the rbt’s area fr mre than an hur — a big change frm the nn-avidant behaviur befre the chase experience. When a secnd rbt was intrduced that did nt chase the fish, the zebrafish nly avided the chasing rbt, shwing that they culd distinguish between a threat and a nn-threat.
Using this system, the researchers made an unexpected discvery that nt nly culd larval zebrafish learn extremely quickly in a mre natural cntext, but they culd als d s just five days after beginning their lives as single cells. This was particularly surprising given the fact that a develping zebrafish larva cntains just ne percent r s f the neurns (神经元) in its adult frm. The findings suggest that sme essential learning abilities, like recgnizing predatrs, emerge early in life and are critical fr survival.
Further brain imaging reveals that different regins f the zebrafish brain are invlved in this rapid learning: the hindbrain, a regin cntrlling essential functins, respnds t the appraching predatr; the frebrain, a regin assciated with learning and planning, encdes the presence f the predatr rbt; and the habenula, anther brain area, signals avidance utcmes. All these regins are necessary fr learning, and silencing any f them remves the ability f the fish t learn. It is believed that the new wrk culd ffer insights int hw ther brains prcess real-wrld threats.
27．Why did the researchers develp a new system with larval zebrafish?
A．T bserve their hunting behaviurs.B．T identify their simple assciatins.
C．T examine their brain characteristics.D．T uncver their learning in natural settings.
28．What des the underlined wrd “dynamics” in Paragraph 4 prbably mean?
A．Interactin.B．Functin.C．Structure.D．Standard.
29．What can we learn abut larval zebrafish?
A．They can distinguish between rbts and fish.
B．They learn fast thrugh a multi-reginal brain netwrk.
C．They develp learning abilities when reaching adulthd.
D．They can recgnise predatrs with much neurns needed.
30．What will the authr mst prbably discuss in the paragraph that fllws?
A．Explaining the rbt design used in the experiment.
B．Explring danger prcessing in ther species’ brains.
C．Analysing the cnnectin between learning and planning.
D．Describing zebrafish behaviurs in different surrundings.
【答案】27．D 28．A 29．B 30．B
【导语】本文是一篇说明文。文章主要介绍了研究人员用捕食者机器人追逐幼体斑马鱼来研究其学习能力，发现其能快速学习，且多脑区参与，或可启示其他大脑。
27．推理判断题。根据第三段“The researchers thught that traditinal ways f testing learning in larval zebrafish in the lab, where the cnditins were far frm what the fish wuld encunter in the wild, might nt be effective fr uncvering hw the fish learn. T mdel a real-life situatin, the researchers used small rbtic cylinders (圆柱体), with sme prgrammed t shw predatr-like characteristics.(研究人员认为，在实验室中测试斑马鱼幼虫学习的传统方法可能无法有效揭示鱼类的学习方式，因为那里的条件与野生斑马鱼的情况相去甚远。为了模拟现实生活中的情况，研究人员使用了小型机器人圆柱体，其中一些被编程为显示捕食者般的特征)”可推知，研究人员开发新系统是为了揭示幼体斑马鱼在自然环境中的学习情况，因为传统在实验室的测试方法难以揭示它们在自然情况下的学习方式。故选D项。
28．词句猜测题。根据第四段“The researchers created the dynamics: they first placed a rbt that stayed still with a free-swimming zebrafish; after the rbt chased the fish fr a minute, the fish began aviding the rbt’s area fr mre than an hur — a big change frm the nn-avidant behaviur befre the chase experience. When a secnd rbt was intrduced that did nt chase the fish, the zebrafish nly avided the chasing rbt, shwing that they culd distinguish between a threat and a nn-threat.(研究人员创造了dynamics：他们首先将一个静止的机器人放在一条自由游动的斑马鱼身上；在机器人追逐鱼一分钟后，鱼开始避开机器人的区域一个多小时，这与追逐体验前的非回避行为相比发生了很大变化。当引入第二个不追逐鱼的机器人时，斑马鱼只是避开了追逐的机器人，表明它们可以区分威胁和非威胁)”可知，研究人员创造了这种dynamics，后面描述了机器人和斑马鱼之间的互动过程，所以dynamics在这里指的是机器人和斑马鱼之间的“互动”，与Interactin意义相近。故选A项。
29．细节理解题。根据最后一段“Further brain imaging reveals that different regins f the zebrafish brain are invlved in this rapid learning: the hindbrain, a regin cntrlling essential functins, respnds t the appraching predatr; the frebrain, a regin assciated with learning and planning, encdes the presence f the predatr rbt; and the habenula, anther brain area, signals avidance utcmes. All these regins are necessary fr learning, and silencing any f them remves the ability f the fish t learn.(进一步的脑成像显示，斑马鱼大脑的不同区域参与了这种快速学习：后脑是一个控制基本功能的区域，对接近的捕食者做出反应；前脑是一个与学习和规划相关的区域，对捕食者机器人的存在进行编码；缰核是另一个大脑区域，它发出回避结果的信号。所有这些区域都是学习所必需的，沉默其中任何一个区域都会剥夺鱼的学习能力)”可知，幼体斑马鱼的后脑、前脑和缰核等不同脑区都参与了这种快速学习，它们通过一个多脑区的网络快速学习。故选B项。
30．推理判断题。根据最后一段“It is believed that the new wrk culd ffer insights int hw ther brains prcess real-wrld threats.(据信，这项新工作可以为其他大脑如何处理现实世界的威胁提供见解)”可知，这项新工作可能会为了解其他大脑如何处理现实世界的威胁提供见解。由此推知，接下来作者最有可能讨论的是探索其他物种大脑中对危险的处理情况。故选B项。
题型二 完形填空
（2025·北京朝阳·六校联考）Dave had always lved the cean. Yu wuldn’t believe hw excited he was at Christmas when seeing a gift-wrapped surfbard.
But when he began t surf, smething scary happened. Dave thught he knew the water well, but a big wave 1 him away. Dave felt pwerless against the 2 in the deep water and lst cnfidence. Just then anther surfer paddled up beside him. “Can I help yu?” he asked. Dave 3 him. It was Mike. “I can help yu back t shre.” he cntinued, “First, yu need t let g f that fear and relax a little.” Dave began t relax his grip. “Gd,” said Mike. “Let the wave pick yu up, then 4 yur weight frward. As yu start t build up speed, mve yur 5 back until yu feel balanced. Just enjy the ride.”
When Dave reached the 6 near the shre, he was bursting with excitement, fascinated that the current which had terrified him was seen as a helpful way by Mike. He had 7 this. He was right t be 8 f the big waves, but n lnger did he feel ut f his depth. “Lks like yu dn’t need me any lnger,” said Mike. “Yu are a prfessinal. Have fun.”
Dave tk a last wave, 9 it cnfidently t the shre. Watching the signs f the tide and the size f the waves, he realized they hadn’t changed. It was he wh was really different—strnger and mre cnfident. The previus 10 self-dubt had given way t jy and exhilaratin.
1．A．putB．sweptC．gaveD．attracted
2．A．beachB．seaweedC．shreD．current
3．A．recgnizedB．challengedC．questinedD．jined
4．A．takeB．ladC．bearD．shift
5．A．weightB．fcusC．legD．hand
6．A．sandsB．shallwsC．batsD．tents
7．A．quitB．sharedC．dubtedD．grasped
8．A．cautiusB．tiredC．afraidD．sceptical
9．A．fightingB．ridingC．breakingD．beating
10．A．self-respectB．self-cnfidenceC．self-criticismD．self-dubt
【答案】
1．B 2．D 3．A 4．D 5．A 6．B 7．D 8．C 9．B 10．D
【导语】本文是一篇记叙文。文章主要讲述了 Dave 冲浪遇挫又在他人帮助下重拾信心的经历。
1．考查动词词义辨析。句意：Dave以为他很了解这片水域，但一个大浪把他卷走了。A. put放；B. swept扫，卷走；C. gave给；D. attracted吸引。根据“a big wave”和“him away”可知，是大浪把Dave冲走了，sweep away是固定短语，意为“冲走”。故选B。
2．考查名词词义辨析。句意：Dave在深水中对水流感到无能为力，失去了信心。A. beach海滩；B. seaweed海草；C. shre海岸；D. current水流。根据空后“in the deep water”以及后文“the current which had terrified him”可知，此处是说在深水中无力对抗水流。故选D。
3．考查动词词义辨析。句意：Dave认出了他。A. recgnized认出；B. challenged挑战；C. questined质疑；D. jined加入。根据后文“It was Mike.”可知，Dave认出了来人是Mike。故选A。
4．考查动词词义辨析。句意：让海浪把你托起，然后把你的重心向前移动。A. take拿走；B. lad装载；C. bear忍受；D. shift转移，移动。根据空后“yur weight frward”可知，冲浪时要把重心向前移动。故选D。
5．考查名词词义辨析。句意：当你开始加速时，把你的重量向后移，直到你感到平衡。A. weight重量；B. fcus焦点；C. leg腿；D. hand手。根据前文“____ yur weight frward”可知，前文提到把重心向前移动，这里说加速时要把重心向后移动来保持平衡，与前文的 weight相呼应。故选A。
6．考查名词词义辨析。句意：当Dave到达岸边的浅水区时，他异常激动，他着迷于Mike把曾经让他害怕的水流看作是一种有用的方式。A. sands沙滩；B. shallws浅水区；C. bats船；D. tents帐篷。根据后文“near the shre”可知，是到达了靠近岸边的浅水区。故选B。
7．考查动词词义辨析。句意：他明白了这一点。A. quit放弃；B. shared分享；C. dubted怀疑；D. grasped理解，明白。根据后文“He was right t be ____8____ f the big waves, but n lnger did he feel ut f his depth.”可知，Dave明白了一些冲浪的技巧。故选D。
8．考查形容词词义辨析。句意：他有理由害怕大浪，但他不再觉得自己力不从心了。A. cautius谨慎的；B. tired疲惫的；C. afraid害怕的；D. sceptical怀疑的。根据前文“smething scary happened”以及“the current which had terrified him”可知，Dave之前是害怕大浪的。故选C。
9．考查动词词义辨析。句意：Dave乘上最后一个浪，自信地踏浪到岸边。A. fighting战斗；B. riding骑；C. breaking打破；D. beating打败。根据前文“Dave tk a last wave”可知，Dave乘上最后一个浪到了岸边。ride the wave 是“冲浪，乘浪”的意思。故选B。
10．考查名词词义辨析。句意：先前的自我怀疑已经让位于喜悦和兴奋。A. self-respect自尊；B. self-cnfidence自信；C. self-criticism自我批评；D. self-dubt自我怀疑。根据前文“but n lnger did he feel ut f his depth”可知，Dave不再觉得自己力不从心，即先前的自我怀疑已经消失了。故选D。
（2023年北京卷）What is life? Like mst great questins this ne is easy t ask but difficult t answer. The reasn is simple: we knw f just ne type f life and it’s challenging t d science with a sample size f ne. The field f artificial life-called ALife fr shrt — is the systematic attempt t spell ut life’s fundamental principles. Many f these practitiners, s-called ALifers, think that smehw making life is the surest way t really understand what life is.
S far n ne has cnvincingly made artificial life. This track recrd makes ALife a ripe target fr criticism, such as declaratins f the field’s dubtful scientific value. Alan Smith, a cmplexity scientist, is tired f such cmplaints. Asking abut “the pint” f ALife might be, well, missing the pint entirely, he says. “The existence f a living system is nt abut the use f anything.” Alan says. “Sme peple ask me, ‘S what’s the wrth f artificial life?’ D yu ever think, ‘What is the wrth f yur grandmther?’”
As much as many ALifers hate emphasizing their research’s applicatins, the attempts t create artificial life culd have practical payffs. Artificial intelligence may be cnsidered ALife’s cusin in that researchers in bth fields are enamred by a cncept called pen-ended evlutin (演化). This is the capacity fr a system t create essentially endless cmplexity, t be a srt f “nvelty generatr”. The nly system knwn t exhibit this is Earth’s bisphere. If the field f ALife manages t reprduce life’s endless “creativity” in sme virtual mdel, thse same principles culd give rise t truly inventive machines.
Cmpared with the develpments f Al, advances in ALife are harder t recgnize. One reasn is that ALife is a field in which the central cncept — life itself — is undefined. The lack f agreement amng ALifers desn’t help either. The result is a diverse line f prjects that each advance alng their unique paths. Fr better r wrse, ALife mirrrs the very subject it studies. Its muddled (混乱的) prgressin is a striking parallel (平行线) t the evlutinary struggles that have shaped Earth bisphere.
Undefined and uncntrlled, ALife drives its fllwers t repurpse ld ideas and generated nvelty. It may be, f curse, that these characteristics aren’t in any way surprising r singular. They may apply universally t all acts f evlutin. Ultimately ALife may be nthing special. But even this dismissal suggests smething：perhaps, just like life itself thrughut the universe, the rise f ALife will prve unavidable.
31. Regarding Alan Smith’s defence f ALife, the authr is .
A. supprtiveB. puzzledC. uncncernedD. dubtful
32. What des the wrd “enamred” underlined in Paragraph 3 mst prbably mean?
A. Shcked.B. Prtected.C. Attracted.D. Challenged.
33. What can we learn frm this passage?
A. ALife hlds the key t human future.B. ALife and AI share a cmmn feature.
C. AI mirrrs the develpments f ALife.D. AI speeds up the prcess f human evlutin.
34. Which wuld be the best title fr the passage?
A. Life Is Undefined. Can AI Be a Way Out?
B. Life Evlves. Can AI Help ALife Evlve, T?
C. Life Is Undefined. Can ALife Be Defined One Day?
D. Life Evlves. Can Attempts t Create ALife Evlve, T?
【答案】31. A 32. C 33. B 34. D
【解析】
【导语】本文为说明文。文章主要探讨了ALife是否也在不断地进化的问题。
【31题详解】
推理判断题。根据第三段“As much as many ALifers hate emphasizing their research’s applicatins, the attempts t create artificial life culd have practical payffs. (尽管许多ALifer讨厌强调他们研究的应用，但创造人工生命的尝试可能会有实际的回报)”可知，作者认为创造人工生命的尝试是会有回报的；再结合第二段“S far n ne has cnvincingly made artificial life. This track recrd makes ALife a ripe target fr criticism, such as declaratins f the field’s dubtful scientific value. Alan Smith, a cmplexity scientist, is tired f such cmplaints. Asking abut “the pint” f ALife might be, well, missing the pint entirely, he says. “The existence f a living system is nt abut the use f anything.” Alan says. “Sme peple ask me, ‘S what’s the wrth f artificial life?’ D yu ever think, ‘What is the wrth f yur grandmther?’”(到目前为止，还没有人能令人信服地制造出人工生命。这一记录使生命科学成为批评的成熟目标，比如对该领域可疑科学价值的声明。复杂性科学家艾伦•史密斯厌倦了这样的抱怨。他说，询问ALife的“意义”可能完全没有抓住要点。“一个生命系统的存在与任何东西的使用无关。”Alan说。“有人问我，‘那么人工生命的价值是什么？’你有没有想过，‘你祖母的价值是多少？’”)”可推知，因为还没有人能令人信服地制造出人工生命，才导致使生命科学成为批评（认为其没有科学价值）的成熟目标，作者认为这是不合理的，所以后文引用了Alan Smith的话语对这种观点进行反驳，即关于Alan Smith对ALife的辩护，作者表示支持。故选A。
【32题详解】
词句猜测题。根据划线词上文“Artificial intelligence may be cnsidered ALife’s cusin in that researchers in bth fields are enamred by a cncept called pen-ended evlutin (演化).(人工智能可能被认为是ALife的表亲，因为这两个领域的研究人员都被一个叫做开放进化的概念enamred)”可知，人工智能可能被认为是ALife的表亲，说明人工智能和ALife二者间有共同之处，可推测是因为这两个领域的研究人员都被一个叫做开放进化的概念所吸引，所以才有了这种观点。故划线词意为“吸引”。故选C。
【33题详解】
推理判断题。根据第三段“Artificial intelligence may be cnsidered ALife’s cusin in that researchers in bth fields are enamred by a cncept called pen-ended evlutin (演化).(人工智能可能被认为是ALife的表亲，因为这两个领域的研究人员都被一个叫做开放进化的概念所吸引)”可知，ALife和AI有一个共同的特点。故选B。
【34题详解】
主旨大意题。根据最后一段“They may apply universally t all acts f evlutin. Ultimately ALife may be nthing special. But even this dismissal suggests smething: perhaps, just like life itself thrughut the universe, the rise f ALife will prve unavidable.(它们可能普遍适用于所有进化行为。最终，ALife可能没有什么特别的。但即使是这种否定也表明了一些事情：也许，就像整个宇宙中的生命本身一样，ALife的崛起将被证明是不可避免的)”结合文章主要探讨了ALife是否也在不断地进化。D选项“生命在进化。创造ALife的尝试也能进化吗？”是最合适的标题。故选D。