高考英语二轮-阅读理解 （综合训练2）（全国通用）（教师版）

这是一份高考英语二轮-阅读理解 （综合训练2）（全国通用）（教师版），共21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.
【解析】本文是一篇应用文。文章介绍了几个适合学生做的科学实验。
1．B细节理解题。根据Sunscreen Experiment下的“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.(这个科学展览项目使用简单的白色珠子，当暴露在紫外线下时会改变颜色，这样孩子们就可以比较不同防晒产品的效果)”可知，在防晒实验中使用珠子的主要目的是来展示防晒霜的功效。故选B。
2．D细节理解题。根据Sundial (日晷) Experiment下的“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.(实验开始时，让学生们找出一个整天都能接受阳光的户外地点，在那里放一块平板，在上面画出阴影，并注意到阴影在一天中的特定时间会落在哪里)”可知，学生找一个阳光充足的地方，用一块平板来开始日晷实验。故选D。
3．A细节理解题。根据Mineral Experiment下的“They als bserve hw these minerals frm crystals (晶体) and hw they break apart differently frm thers.(他们还观察这些矿物质是如何形成晶体的，以及它们是如何以不同的方式分裂的)”可知，Mineral Experiment允许学生观察晶体形成。故选A。
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.
【解析】本文是一篇记叙文。文章主要讲述马修·马丁在Le Valle高中的转变，从害羞新生蜕变为自信的运动员和求知者。
4．B细节理解题。根据文章第一段第二句“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. (八年级结束时，马丁开始择校，在申请耶稣会高中后，他的父亲提出了勒瓦莱（Le Valle）高中的建议，认为这所学校更适合他)”可知，是马丁的父亲提出了去该校的建议。故选B。
5．A词句猜测题。根据文章第二段中的“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.” (在这两支队伍的历练让马丁领悟到，无论是赛场还是人生中，勤奋的价值和不要cutting crners的重要性。“务必确保每件事都完成，且以正确的方式完成，百分百到位，”马丁说道，“质量永远重于数量。”)”可推知，划线短语和 “勤奋”在含义上应是相反的，且马丁认识到不要牺牲质量以求数量等，可推知划线短语应为“抄近道、走捷径”等之意。故选A。
6．D推理判断题。根据儿子第三段最后一句“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. (马丁坦言，虽然这是他所修课程中最难的一门，但当他开始主动提问、全心投入并全力以赴后，他对这门课的适应度和自信心都大幅提升)”可知，他学习努力。再根据最后一段最后一句“That’s seriusly hw yu can meet smebdy, like I’ve met s many best friends thrugh sccer and thrugh the sccer camp. (说真的，这就是你结交朋友的方式——比如我，就通过足球和足球训练营结识了很多挚友)”可知，他交友广泛，积极活跃。故选D。
7．C细节理解题。根据文章最后一段最后一句“That’s seriusly hw yu can meet smebdy, like I’ve met s many best friends thrugh sccer and thrugh the sccer camp. (说真的，这就是你结交朋友的方式——比如我，就通过足球和足球训练营结识了很多挚友)”可知，他强烈建议新生通过加入俱乐部或参加体育活动来结识朋友。故选C。
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
【解析】本文是一篇说明文。文章通过对比蚂蚁群体行为和人类交通拥堵问题，探讨如何将蚂蚁的集体智慧应用于智能交通系统，尤其是自动驾驶技术。文章结合科学研究、专家观点和类比论证，提出未来交通管理的可能解决方案。
8．B细节理解题。根据文章第一段中的“Scientists are nw studying these tiny creatures t develp smarter self-driving car systems that culd prevent traffic jams.(科学家们正在研究这些微小的生物，以开发更智能的自动驾驶汽车系统，防止交通堵塞。)”可知，科学家研究蚂蚁的目的是开发更智能的自动驾驶汽车系统，以防止交通拥堵。故选B。
9．A细节理解题。根据文章第二段中的“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.(研究揭示了它们的秘密在于以一致的速度以小群（3-20只蚂蚁）行进，同时保持适当的间距，永远不会超过彼此。)”可知，蚂蚁在高密度情况下保持平稳移动的关键在于它们以小群形式移动，保持一致的间距和速度，且不超过彼此。故选A。
10．C细节理解题。根据文章第三段中的“Just as ants crdinate thrugh chemical signals withut any central authrity, future vehicle netwrks culd perate thrugh decentralized cmmunicatin.(就像蚂蚁在没有任何中央权威的情况下通过化学信号进行协调一样，未来的汽车网络可以通过分散的通信来运行。)”可知，蚂蚁通过化学信号进行协调，没有任何中央权威，从而启发了未来的车辆网络也可以通过去中心化的分散通信方式运作。故选C。
11．A主旨大意题。根据文章第一段中的“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.(从上面看，高速公路上的交通就像移动中的蚁群。然而，与人类司机不同的是，蚂蚁通过集体智慧避免了交通堵塞。科学家们正在研究这些微小的生物，以开发更智能的自动驾驶汽车系统，防止交通堵塞。)”及全文内容可知，本文主要通过对比蚂蚁群体行为和人类交通拥堵问题，探讨如何将蚂蚁的集体智慧应用于智能交通系统，即蚂蚁群体为未来交通系统提供了模型。A项“蚁群：未来交通系统的模型”适合用作标题，故选A。
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.
【解析】本文是一篇说明文。文章主要介绍了乔治·洛扎诺夫提出的暗示教学法，通过实验展示了这种教学方法的过程，并探讨了其在实际应用中面临的挑战。
12．C细节理解题。根据文章第一段中的“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. (如果我们想起几个月前读过的一本书，我们会发现比起我们当时集中注意力的内容，更容易回忆起书的颜色、字体和我们坐的桌子。如果我们想起一场我们全神贯注听的讲座，我们会更容易回忆起演讲者的外表、空调的故障，而不是我们想要学习的观点)”可知，比起当时集中注意力的内容，更容易回忆起与当时情景相关的细节，如书的颜色、字体、坐的桌子，演讲者的外表、空调的故障等。故选C。
13．C推理判断题。根据文章第二段中的“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. (在最近的一个实验中，它包括两个环节。第一个环节分两部分。第一部分播放古典音乐（莫扎特、贝多芬……），老师缓慢而真诚地朗读课文，注意音乐的动态。学生们跟着书中的文本。随后是几分钟的沉默。第二部分，他们听巴洛克音乐（巴赫、科雷利、亨德尔……），老师用正常的说话声音朗读课文。此时他们合上书)”可推知，实验中使用了不同类型的音乐，古典音乐和巴洛克音乐，以创造不同的学习氛围，辅助无意识学习。故选C。
14．B细节理解题。根据文章第三段第一句“Sme hurs after the tw-part sessin, there is a fllw-up class at which the students are stimulated t recall the material presented. (在两个环节的几个小时后，有一个后续课程，在这个课程中，学生们被激励去回忆所呈现的材料)”可知，暗示教学法的关键特征是在后续课程中刺激学生主动回忆所学的文本。故选B。
15．B推理判断题。根据文章最后一段中的“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. (虽然暗示教学法在现代语言教学中取得了一些成功，但很少有教师能达到洛扎诺夫及其同事那样的成功水平。学生们没有形成正确的心态。他们往往缺乏通过这种方法学习的动力，因为他们没有足够的“信心”。他们不认为这是“真正的教学”，尤其是因为它似乎没有涉及学习所必需的“努力”)”可知，暗示教学法在实际应用中面临挑战，学生缺乏信心和动力，认为它不是“真正的教学”，因此可以推断出这种新方法还有很长的路要走。故选B。
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.
【解析】本文是一篇应用文。文章讲述了运用AI技术所创新出来的一些技术和产品，可以很大程度地改善人类的生活。
1．A细节理解题。根据Olly的叙述中“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. (据说这项技术对独自生活或经历悲伤的人很有帮助。它可以模仿朋友或同伴的反应。)”可知，Olly对于感觉抑郁的人最有利。故选A。
2．B细节理解题。根据Drne中“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. (无人机的使用已被证明在军事和监视领域非常有益，但它也开始使普通消费者受益，节省时间并缓解交通拥堵。)”以及GPS中“. GPS als gathers data frm thusands f cars and predicts the best rute fr every car. (GPS还从数千辆汽车中收集数据，并预测每辆汽车的最佳路线。)”可知，二者的共同之处为能够促进交通顺畅。故选B。
3．D推理判断题。根据文章第一段“Artificial intelligence is a cmplex cmputer science cncept. The fllwing are several examples f artificial intelligence. (人工智能是一个复杂的计算机科学概念。以下是人工智能的几个例子。)”可知，本文举例讲述的是运用AI技术所创新出来的一些技术和产品，可以很大程度地改善人类的生活。所以，文章可能来自报纸有关的“创新”板块。故选D。
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.
【解析】本文是一篇记叙文。文章主要讲述了普拉扎尔与京剧的深厚渊源及传播贡献。
4．B推理判断题。根据文章第一段中的“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. (一个备受国际赞誉的文化作品向全球观众介绍了孙悟空这一引人入胜的故事。但是，对于居住在加利福尼亚的英美双重国籍公民加法尔•普拉扎尔而言，这位传奇人物几十年来一直是他身份认同的一部分)”可知，文章先是说孙悟空这一文化形象在世界范围内的影响，接着指出对普拉扎尔来说，这个传奇人物已经成为他身份的一部分数十年了。由此可知，作者写第一段的意图是介绍一种文化对一个人的影响。故选B。
5．A细节理解题。根据文章第三段中的“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. (除了对身体素质的要求之外，掌握中文也成了另一个难题。“不管是吃饭、洗澡、走路，甚至是做梦的时候，我都在不停地背诵台词和唱段。” 普拉扎尔说道)”可知，语言对Purazar来说是一个很大的障碍。故选 A。
6．D 推理判断题。根据文章第四段中的“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 Peking Opera. (为了更好地与西方观众和学习者建立联系，他将一些经典剧目，如《大闹天宫》改编成英文版，还把莎士比亚的《仲夏夜之梦》改编成了京剧)”可知，他进行这些改编是为了更好地与西方观众和学习者建立联系，也就是让京剧对西方观众来说更易于理解和接受。故选D。
7．A推理判断题。根据文章第二段中的“Just three mnths later, he left his life in Britain behind and mved t Beijing t train in the martial rles f the art. (仅仅三个月后，他就告别了英国的生活，搬到北京，去学习这门艺术中的武打角色)”以及第三段“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. (作为一个成年人开始学习京剧并非易事，因为京剧是一种集演唱、默剧表演、武术、舞蹈和杂技于一体的复杂艺术形式。除了对身体素质的要求之外，掌握中文也成了另一个难题。“不管是吃饭、洗澡、走路，甚至是做梦的时候，我都在不停地背诵台词和唱段。”普拉扎尔说道)”可知，他很有决心。根据第四段的“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 Peking Opera. (为了更好地与西方观众和学习者建立联系，他将一些经典剧目，如《大闹天宫》改编成英文版，还把莎士比亚的《仲夏夜之梦》改编成了京剧)”可知，他改编经典剧目，体现了他的创新。所以普拉扎尔既有决心又有创新精神。故选A。
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.
【解析】本文是一篇说明文。文章主要讨论了法国、荷兰和匈牙利等国家在学校禁止使用智能手机的情况，以及这种禁令是否能有效改善学生的心理健康。
8．B推理判断题。根据文章第二段中的“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%.(2021年美国卫生局局长的一份报告显示，2009年至2019年间，美国高中生持续绝望的比例上升了40%。认真考虑自杀的人数上升了36%。)”可知，第二段通过列举数据来展开论述。故选B。
9．B词句猜测题。根据第二段“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.(美国卫生局局长2021年发布的一份报告显示，在2009年至2019年期间，美国高中生中长期感到绝望的人数激增了40%。而认真考虑过自杀的学生人数则上升了36%。让这些发现更加糟糕的是，青春期出现的48%的心理健康问题（如抑郁和焦虑）将 plague 人们的余生。)”可知，青少年时期出现的心理健康问题（如抑郁、焦虑）会对人生产生长久影响。plague在此处意为 “困扰、影响”，与 affect”语义最接近。故选B。
10．D推理判断题。根据文章第四段中的“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.(研究结果表明，如果女孩在11岁到13岁之间增加社交媒体的使用量，她们的满意度会显著降低。男孩在14岁或15岁时增加社交媒体的使用量也表现出同样的趋势。)”可知，无限制地使用社交媒体会导致生活满意度下降。故选D。
11．C推理判断题。根据文章最后一段中的“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.(她的研究结果表明，虽然总体上花更多时间在智能手机上的人心理健康确实有所下降，但两组之间并没有差异。她和她的同事认为，仅仅在学校制定政策是不够的。)”可知，Gdyear对在学校禁止使用智能手机持怀疑态度。故选C。
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.
【解析】本文是一篇说明文。文章通过引用研究数据和案例，探讨了人类认知偏见和文化接受度的现象，并提出了如何有效改变他人观点的方法。
12．A细节理解题。根据文章第一段中的“This cnfusing resistance isn’t just frustrating; it’s deeply human.(这种令人困惑的阻力不仅令人沮丧；这是人性使然)”可知，作者认为mind’s firewall是人类大脑的自然机制，故选A。
13．B推理判断题。根据文章第二段中的“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.(我们的大脑通常倾向于‘有动机的推理’——寻找支持我们观点的信息，而忽略挑战我们观点的证据。这种倾向被称为‘确认偏见’，它帮助我们保持一致的自我意识，并与我们的社会群体保持一致)”可知，大脑偏爱mtivated reasning，以维护自我认同和社会归属感，故选B。
14．B主旨大意题。根据文章第三段中的“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.(把你的大脑想象成一台电脑。事实就像试图通过防火墙的数据包。但除非他们符合某些标准——情感相关性、社会安全感、身份兼容性——否则他们就会被拒之门外。大脑并不是简单地接受原始信息；它试图让它有意义。事实本身并不足以真正建立联系。这在政治、健康或身份等情绪化的领域尤其如此。当我们感到威胁时，感性的大脑会压倒理性的大脑。感觉真实的东西比真实的东西重要)”通过比喻（防火墙）和科学分析（情感与理性的冲突），解释了为何大脑会排斥不符合自身信念的事实，即大脑防火墙的运作逻辑，故选B。
15．C推理判断题。根据文章最后一段中的“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.(下次当你试图改变别人或你自己的想法时，记住：以联系为导向，而不是争论。从共同的经历或价值观开始。使用故事，而不仅仅是分析)”可知，此处提出“以联系为导向，而不是争论”，即以情感共鸣而非争论为主导，并建议“使用故事，而不仅仅是分析”，可见是要建立情感联系，故选C。

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