高考英语二轮-阅读理解 （综合训练2）（全国通用）（学生版）

这是一份高考英语二轮-阅读理解 （综合训练2）（全国通用）（学生版），共14页。试卷主要包含了5分，共37， Olly， Drne， GPS等内容，欢迎下载使用。
甲
阅读理解（共15小题，每小题2.5分，共37.5分）用时：25分钟
A
Engage students with science with these exciting and entertaining experiments! Students will lve explring while als gaining invaluable experience by designing and cnducting experiments.
Sunscreen Experiment
Kids ften dn’t enjy being tld they need sunscreen, s shwing its pwer thrugh demnstratin can help them see its value. This science fair prject uses simple white beads (珠子) that change clr when expsed t UV rays (紫外线) s children can cmpare the effectiveness f different sunscreen prducts. Start this experiment by applying sme f each sunscreen type n paper and placing bth pieces f paper in direct sunlight fr several hurs.
Sundial (日晷) Experiment
Using a sundial t tell time is a fascinating science activity that helps students gain knwledge f shadws and the mvement f sunlight acrss the sky. Thrugh this hands-n experiment, students gain an pprtunity t see hw peple in previus times knew time withut clcks r watches. Start this experiment by asking students t identify an utdr spt that receives sunlight all day, placing a flat bard there, tracing the shadws nt it and nting where the shadws will fall at certain pints f the day.
Mineral Experiment
Students learn t identify rcks and minerals thrugh this simple experiment. They use a plate t test the hardness f varius cmmn minerals. They als bserve hw these minerals frm crystals (晶体) and hw they break apart differently frm thers. This lessn helps students understand the characteristics and uses f different minerals. Students can even frm “cmpanies” and cmpete t mine different types f rcks with specific features.
1．What is the main purpse f using beads in the sunscreen experiment?
A．T cmpare the prices f sunscreen.
B．T shw the effectiveness f sunscreen.
C．T analyze the impact f sunscreen n skin.
D．T demnstrate chemical reactins in sunscreen.
2．Hw d students begin the sundial experiment?
A．By building a sundial frm beginning.
B．By cmparing different types f sundials.
C．By measuring the length f their shadws.
D．By identifying a sunny spt and using a flat bard.
3．What des the mineral experiment allw students t d?
A．Observe crystal frmatin.B．Learn gelgical histry.
C．Sell rcks they mine.D．Frm cmpanies.
B
Freshman Matthew Martin has enjyed playing sprts, and frming friendships thrughut his first year in high schl. As he finished Grade 8, Martin started the search fr his high schl and after applying t Jesuit High Schl, Martin’s father brught up the idea f Le Valle and thught it wuld be a gd fit t g there. After spending time with Le Valle schlmate Will Kch, Martin fell in lve with the cmmunity.
This year, Martin played n Le Valle’s glf team and sccer team. While the sprts themselves were nthing new, he made the leap frm recreatinal sccer t playing cmpetitively and was n a glf team fr the first time rather than cmpeting individually. Cmpeting n these tw teams taught Martin the value f hard wrk and the imprtance f nt cutting crners, bth in athletics and life. “Always make sure everything gets dne and make sure it gets dne right, 100% cmplete,” Martin said, “quality ver quantity.”
In previus years, Martin nted that he wuldn’t ask as many questins and wuld be n the quiet side in class, but thanks t all his teachers this year, he asked mre questins and felt mre cmfrtable engaging in discussin. During and after class, Martin culd be fund as ne f tw freshmen in math teacher Mr. Linus Oey’s Hnrs Algebra (代数) class. Martin said that althugh it was his hardest class, nce he started asking questins and started t really engage and try his hardest, he felt much mre cmfrtable and cnfident with the class.
Martin has many pieces f advice he wishes he culd tell himself n the first day f schl this year and t the incming freshmen. “Just relax, have fun. Just make sure yu try yur hardest n matter what,” Martin said. “Be sure t jin clubs r sprts. That’s seriusly hw yu can meet smebdy, like I’ve met s many best friends thrugh sccer and thrugh the sccer camp.”
4．What led t Martin’s chsing Le Valle?
A．The cmpetitive sprts teams.B．The advice f his father.
C．The educatinal prgrams ffered.D．The quiet persuasin by Will Kch.
5．What des the underlined phrase “cutting crners” in paragraph 2 prbably mean?
A．Taking shrtcuts.B．Making sharp turns.
C．Giving up teamwrk.D．Stpping learning skills.
6．Which f the fllwing best describes tday’s Martin?
A．Innvative and respnsible.B．Adventurus and independent.
C．Cmpetitive and graceful.D．Hardwrking and active.
7．What des Martin suggest fr the incming freshmen?
A．Select fun clubs first.B．Fcus n hard subjects.
C．Scialize t find friends.D．Try ut fr sccer camp.
C
When viewed frm abve, highway traffic resembles ant clnies in mtin. Yet unlike human drivers, ants remarkably avid traffic jams thrugh cllective intelligence. Scientists are nw studying these tiny creatures t develp smarter self-driving car systems that culd prevent traffic jams.
Research shws traffic flw becmes unstable when vehicle density reaches 15 cars per mile per lane. A single brake applicatin can trigger a chain reactin f stpping-what physicist Katsuhir Nishinari calls a “phase transitin”, similar t water turning t ice. Surprisingly, ants maintain smth mvement even at high densities. Studies reveal their secret lies in traveling in small grups (3-20 ants) at cnsistent speeds while maintaining prper spacing and never vertaking each ther.
The parallels between ant clnies and ptential smart traffic systems are striking. Just as ants crdinate thrugh chemical signals withut any central authrity, future vehicle netwrks culd perate thrugh decentralized cmmunicatin. ”What emerges is a remarkably strng system withut any single leader,“ bserves Na Pinter-Wllman, a behaviral eclgist at UCLA wh studies ant clnies. This distributed apprach t traffic management culd prve far mre adaptable than ur current tp-dwn systems.
Human drivers, fcused n persnal speed advantage, inevitably cause jams. “We priritize individual interests, which leads t cngestin,” explains Nicla Pugn, an engineering prfessr at Italy’s University f Trent wh cntributed t the research. This fundamental difference in apprach suggests that future autnmus vehicles, if prperly prgrammed, culd revlutinize traffic flw by adpting ant-like cperatin. Imagine a netwrk f self-driving cars cnstantly cmmunicating with nearby vehicles t maintain steady speeds and safe fllwing distances, eliminating the stp-and-g patterns that waste time and fuel.
While ants shw great flexibility by making paths wider r even mving upside dwn in narrw spaces, cars tday cannt d the same. Hwever, Nishinari ffers ne simple lessn frm ants that all drivers can use: keep a safe distance. Leaving enugh space between cars helps reduce sudden stps that ften lead t unexplained traffic slwdwns.
8．What is the main purpse f scientists studying ants in relatin t traffic systems?
A．T understand hw ants avid predatrs.
B．T develp smarter self-driving car systems.
C．T learn hw ants build their clnies.
D．T study the chemical signals ants use.
9．Why can ants avid traffic jams even at high densities?
A．They travel in small grups with cnsistent spacing and speed.
B．They rely n a central authrity t crdinate their mvements.
C．They use chemical signals t cmmunicate with each ther.
D．They frequently vertake ther ants t avid cngestin.
10．Hw can ant clnies inspire future vehicle netwrk design?
A．It will rely n a central authrity fr crdinatin.
B．It will mimic the tp-dwn systems currently in use.
C．It will perate thrugh decentralized cmmunicatin.
D．It will priritize individual speed ver cllective efficiency.
11．Which f the fllwing is the best title fr the passage?
A．Ant Clnies: A Mdel fr Future Traffic Systems
B．Human Drivers: The Cause f Traffic Cngestin
C．Self-Driving Cars: The Science Behind Them
D．Decentralized Cmmunicatin: The Future f Traffic
D
If we think f a bk we studied mnths ag, we will find it easier t recall its clur, its typeface, and the table where we sat than the cntent we were cncentrating n. If we think f a lecture we listened t with great cncentratin, we will recall the lecturer’s appearance, the failure f the air-cnditining, much mre easily than the ideas we went t learn. This phenmenn prves that the cnnectins made in the brain thrugh uncnscius prcessing are mre lasting than thse made thrugh cnscius (有意识的) prcessing. Gerge Lzanv therefre prpsed his thery and came up with a new teaching apprach.
In suggestpedia (暗示教学法), as he called his methd, cnsciusness is shifted away frm the curriculum t fcus n smething arund. In a recent experiment, it cnsists f tw sessins. The first sessin is in tw parts. In the first part, the music is classical (Mzart, Beethven…) and the teacher reads the text slwly and sincerely, with attentin t the dynamics f the music. The students fllw the text in their bks. This is fllwed by several minutes f silence. In the secnd part, they listen t barque music (Bach, Crelli, Handel…) while the teacher reads the text in a nrmal speaking vice. During this time they have their bks clsed.
Sme hurs after the tw-part sessin, there is a fllw-up class at which the students are stimulated t recall the material presented. Once again the apprach is indirect. The students d nt fcus their attentin n trying t remember the vcabulary, but fcus n using the language t cmmunicate.
While suggestpedia has gained sme fame thrugh success in the teaching f mdern languages, few teachers are able t achieve the same level f success as Lzanv and his assciates. The students have nt develped the apprpriate mind set. They are ften nt mtivated t learn thrugh this methd because they d nt have enugh “faith”. They d nt see it as “real teaching” especially as it des nt seem t invlve the “wrk” that is essential t learning.
12．What’s easier t recall in paragraph 1?
A．Bk cntent.B．Lecture ideas.
C．Assciated details.D．Cnsciusly learned facts.
13．Why are different types f music used in the experiment?
A．T let teachers teach mre freely.
B．T see hw students react t music.
C．T create different learning atmspheres.
D．T test students’ music appreciatin ability.
14．What is a key feature f suggestpedia in the experiment?
A．Fcusing n direct vcabulary memrizatin.B．Stimulating active recall f texts.
C．Using a direct teaching apprach.D．Encuraging passive listening.
15．What can be inferred abut the new methd frm the last paragraph?
A．It has gained great ppularity.B．It still has a lng way t g.
C．Students’ attitude helps its success.D．It’s a win-win strategy.
乙
阅读理解（共15小题，每小题2.5分，共37.5分）用时：25分钟
A
Artificial intelligence is a cmplex cmputer science cncept. The fllwing are several examples f artificial intelligence.
1. Olly
An artificial intelligence assistant named Olly, is mre advanced and develped than Siri and Alexa. It is integrated with deep learning and natural language prcessing features. This technlgy is said t be quite helpful fr peple living alne r ging thrugh sadness. It can cpy the reactins f a friend r cmpanin.
2. Pathai
Pathai is a strng example f artificial intelligence that helps pathlgists (病理学家) fllw the test reprts mre cnveniently. This can help save hundreds f lives by crrectly diagnsing and determining the underlying diseases. This interference f AI in the healthcare department has prven t be fruitful fr the patients and time-saving fr the pathlgists.
3. Drne
Yu must have heard the wrd drne, but AI-based drnes are ne step advanced frm yur typical drnes. These aerial devices are used fr many different reasns. The use f drnes has prven t be very beneficial in the military and surveillance sectr (监管部门) but it has als started t benefit the average cnsumer, saving time and relieving traffic jams.
4. GPS
GPS is a necessity nwadays. It nt nly helps t reach far places and areas but als assists in the way. Its artificial intelligence predicts the estimated time f reaching a destinatin by analyzing traffic situatins in real-time. GPS als gathers data frm thusands f cars and predicts the best rute fr every car.
1．Which f the fllwing benefits peple feeling depressed the mst?
A．Olly.B．Pathai.C．Drne.D．GPS.
2．What d Drne and GPS have in cmmn?
A．They are necessities in daily life.
B．They cntribute t smth traffic.
C．They rely n the respnses f their wners.
D．They are mainly emplyed by gvernments.
3．Which sectin f a newspaper is the passage pssibly taken frm?
A．All Abut Health.B．Self-driving Adventures.
C．The Theries Explained.D．Game-changing Innvatins.
B
An internatinally praised cultural thing has intrduced the attractive tale f Sun Wukng t audiences wrldwide. But fr Ghaffar Purazar, a British-American dual citizen living in Califrnia, this legendary figure has been a part f his identity fr decades.
Purazar’s lifelng passin fr Peking Opera began by chance. In 1993, Purazar attended a perfrmance at Lndn’s Queen Elizabeth Hall and was instantly captured. He went backstage right after the shw and made friends with the Chinese perfrmers. With their help, Purazar was enrlled at an pera schl. Just three mnths later, he left his life in Britain behind and mved t Beijing t train in the martial rles f the art.
Starting as an adult was nt easy, as Peking Opera is a cmplex mixture f vcal perfrmance, mime, martial arts, dance and acrbatics. In additin t the physical demands, mastering the Chinese language psed anther prblem. “I was cnstantly reciting the subtitles and sngs, whether I was eating, bathing, walking, r even dreaming,” Purazar said.
Purazar believes that great art transcends (超越) languages. Over the years, he has devted himself t intrducing Peking Opera and Sun Wukng t internatinal audiences. He has als been teaching curses and rganizing wrkshps in the United-States, bringing Peking Opera t curius Western learners. T better cnnect with Western audiences and learners, he adapted sme classic plays such as The Mnkey King: Uprar in Heaven int English versins and he als adapted Shakespeare’s A Midsummer Night’s Dream int Pking Opera.
In recgnitin f his cntributins, Purazar received the Great Wall Friendship Award frm the Beijing gvernment in 2014. “Cultural exchange shuld be reciprcal (互惠的). I aim t blend my expertise in pera with my multicultural backgrund t create enriching artistic experiences fr the audiences,” said Purazar.
4．What is the authr’s intentin f writing paragraph 1?
A．T prve Ghaffar Purazar’s achievement.
B．T intrduce a cultural influence n an individual.
C．T explain the cultural significance f Sun Wukng.
D．T highlight the fascinatin f ancient Chinese tales.
5．What d we knw abut Purazar’s experience f learning Peking Opera?
A．Language was a significant barrier fr him.
B．The perfrmers he met backstage taught him the art.
C．Queen Elizabeth made him interested in Peking Opera.
D．His enthusiasm fr Peking Opera started at an early age.
6．Why did Purazar adapt Shakespeare’s A Midsummer Night’s Dream int Peking Opera?
A．T shw ff his talent in adapting different plays.
B．T add mre cmplexity t traditinal pera frms.
C．T prve that Peking Opera is superir t ther art frms.
D．T make Peking Opera mre accessible t Western audiences.
7．Which f the fllwing wrds best describe Purazar?
A．Determined and creative.
B．Passinate and reserved.
C．Humrus and charming.
D．Traditinal and cautius.
C
France banned smartphnes in primary and secndary schls in 2018 t imprve fcus, reduce scial media expsure, and cntrl cyberbullying. Fllwing this, the Netherlands and Hungary intrduced similar bans in 2024, while the UK debates cmparable legislatin. The critical debate centers n whether such bans meaningfully enhance students’ mental health.
The urgency is undeniable. A 2021 U.S. Surgen General reprt dcumented a 40% surge in persistent hpelessness amng American high schlers between 2009 and 2019. The number wh seriusly cnsidered killing themselves went up by 36%. What makes these findings all the wrse is that 48% f mental-health prblems (like depressin and anxiety) that emerge during adlescence will plague peple fr the rest f their lives.
It is tempting t cnnect these trends with the increased availability f smartphnes, but establishing a causal cnnectin is difficult. The brain underges prfund changes during adlescence, meaning that any research n the effects f smartphne use needs t cnsider the develpmental age f the children being studied as well as their precise smartphne habits.
Sme studies reveal that unfettered (不受限制的) access t scial media n smartphnes at critical mments when the brain is changing may cause prblems. Amy Orben at the University f Cambridge surveyed 17,409 peple aged 10-21, analyzing the relatinship between scial media use and life satisfactin. The findings shw that girls wh increased their scial media use ver the curse f a year were significantly less satisfied if the increase tk place when they were between 11 and 13. Bys shwed the same trend when increases tk place when they were 14 r 15 years ld.
Hw much f this will change by banning phnes in schls is unclear. Victria Gdyear at Britain’s University f Birmingham cmpared the mental well-being f students in schls that implemented restrictive smartphne plicies with thse with relaxed plicies. She als mnitred verall screentime. Her results shw that, while thse wh spent mre time n a smartphne verall did have a decline in mental well-being, there was n difference between the tw grups. She and her clleagues argue that setting up plicies at schls alne is simply nt enugh.
8．Hw is the secnd paragraph mainly develped?
A．By analyzing causes.B．By listing data.
C．By fllwing time rder.D．By examining differences.
9．What des the underlined wrd “plague” mst likely mean?
A．Imprve.B．Affect.C．Cure.D．Ignre.
10．What can we infer frm Orben’s research?
A．Smartphnes cause great harm t teenagers’ brain.
B．Ages make a difference t teenagers’ understanding f life.
C．Girls are mre likely t be affected by scial media than bys.
D．Unrestricted scial media use leads t a decline in life satisfactin.
11．What is Gdyear’s attitude t banning smartphnes in schls?
A．Supprtive.B．Indifferent.C．Skeptical.D．Critical.
D
Yu’ve seen it happen: yu present a fact — clear, undeniable — and instead f recnsidering their psitin, the ther persn dubles dwn. “I just dn’t believe it,” they say. This cnfusing resistance isn’t just frustrating; it’s deeply human. Our brains are wired nt merely t seek truth, but t defend identity. Welcme t the mind’s firewall — ur internal system that prtects beliefs frm intruding (侵入的) evidence. And yet, understanding this firewall is the first step t disarming it, fr urselves and thers.
In Elizabeth Klbert’s article “Why Facts Dn’t Change Our Minds,” she draws n studies in cgnitive science t shw that reasning evlved nt t find truth, but t win arguments. Our brains ften favr “mtivated reasning” — seeking infrmatin that supprts ur views and discunting evidence that challenges them. This tendency, knwn as “cnfirmatin bias (偏见)”, helps us maintain a cnsistent sense f self and stay in line with ur scial grups. This makes cnversatins less abut learning and mre abut defending ne’s territry.
Think f yur mind like a cmputer. Facts are like data packets trying t get thrugh yur firewall. But unless they meet certain criteria — emtinal relevance, scial safety, identity cmpatibility (兼容) — they’re blcked. The mind desn’t simply take in raw infrmatin; it tries t make sense f it. Facts alne aren’t enugh t truly cnnect r stick. This is especially true in emtinally charged fields like plitics, health, r identity. When we feel threatened, the emtinal brain verrides the ratinal (理智的) brain. What feels true utweighs what is true.
If facts can’t get past the firewall, what can? As discussed in my bk The Art f Change, it’s nt abut tearing dwn the firewall, but abut finding alternative paths arund it — narrative, emtin, and relatinship.
Next time yu’re trying t change smene’s mind — r yur wn — remember: lead with cnnectin, nt argument. Start with shared experiences r values. Use stries, nt just analytics. And stay pen yurself. Try this: Think f a belief yu hld strngly. Then write dwn three reasns smene might see it differently — nt arguments, but genuinely thughtful reasns. Ding this wn’t make yu weaker in yur beliefs. It’ll make yu wiser in yur understanding.
12．What des the authr think f the mind’s firewall?
A．It is natural.B．It is cnfusing.
C．It is beneficial.D．It is necessary.
13．Why d ur brains favr “mtivated reasning”?
A．It helps peple seek truth.
B．It allws peple t defend identity.
C．It makes peple learn mre abut themselves.
D．It enables peple t vercme any challenges.
14．What is paragraph 3 mainly abut?
A．The scientific methd fr prcessing facts.
B．The underlying lgic f the mind’s firewall.
C．The bilgical structure f the human brain.
D．The cnflict between emtinal and ratinal brains.
15．What des the authr suggest readers d t change thers’ minds?
A．Argue against their beliefs.
B．Present a thrugh analysis t them.
C．Frm an emtinal bnd with them.
D．Train them t be mre pen-minded.
语篇
体裁
词数
话题
命题亮点
错题统计
错误原因总结
A
应用文
262
适合学生做的科学实验
以学生学习生活中的几个实验为情境命题，命题素材新颖、贴近学生生活。
B
记叙文
332
马修·马丁在Le Valle高中的转变
自我成长
C
说明文
325
如何将蚂蚁的集体智慧应用于智能交通系统
与25全国I C篇命题相似
D
科普说明文
348
暗示教学法
以乔治·洛扎诺夫提出的暗示教学法为命题情境，素材新颖，贴近学习生活
语篇
体裁
词数
话题
命题亮点
错题统计
错误原因总结
A
应用文
246
用AI技术所创新出来的一些技术和产品
以AI科技产品为情境命题，命题素材新颖，不落俗套。
B
记叙文
294
讲述了普拉扎尔与京剧的深厚渊源及传播贡献
以普拉扎尔与京剧的深厚渊源及传播贡献为命题情境，凸显了中外文化的交流，与此同时也以一个外国人的体验传播了中国文化。
C
说明文
355
学校禁止使用智能手机
命题素材，贴近学生生活
D
科普说明文
376
如何有效改变他人观点
心理学类阅读理解是高考常考话题