高考英语二轮讲义-阅读理解之词义猜测题（原卷版）

这是一份高考英语二轮讲义-阅读理解之词义猜测题（原卷版），共15页。试卷主要包含了破折号后的解释等内容，欢迎下载使用。

根据上下文猜测词义是阅读能力的一部分，也是高考阅读理解测试中重要的一项。要做好这类题目，考生要记住：在完整的语篇中，单词和词组的意义总是受特定的语境、上下文限制的，因此考生可以根据上下文，并利用所掌握的语法、词汇和构词法等知识确定它们的意义。词义猜测可以是对一个单词的意义的推断，也可以是对一个短语或句子的意义的推断；既可以考查生词的意义，也可以考查熟词的新义，还可以是对替代词所替代内容的判断。在阅读理解题中，所考查的词或短语的意义往往不停留在字面上，而要根据短文提供的语境，通过阅读上下文，根据已知的信息或常识来推测尚不熟悉的词或短语的含义。
设问方式
By saying that “...” in the first (secnd ...) paragraph, the authr means that ________.
In Paragraph ..., “...” can be replaced by “______”．
The meaning f “...” in Paragraph ... is related t ________.
Which f the fllwing has the clsest meaning t ... (Paragraph ...)？
As is used in Line ..., the wrd “...” refers t ________.
The underlined sentence in the ... paragraph prbably means that ________.

词义猜测题技巧
要做好词义猜测题，考生除了必须熟练掌握《考试大纲》规定的词汇外，在平时的训练中还要注意积累生词和短语，掌握构词法的基本知识，对于各种前、后缀的变化形式了然于心，还要学会根据上下文语境进行合理推测，掌握一定的解题技巧。
一．根据定义或上下文解释进行猜测
有时短文中出现一个需要猜测其意义的词或短语，下面接着出现其定义或解释。标点符号，如逗号后的解释(名词同位语)、破折号后的解释、括号内的解释等。这都是判断该词或短语意义的主要依据。例如：
①Annealing is a way f making metal sfter by heating it and then letting it cl very slwly.句子给予了annealing一个明确的定义，即“退火”。
②It will be very hard but als very brittle — that is, it will break easily.从that is(也就是说)后的解释中我们可以了解到，brittle是“脆的”意思。
③The herdsman,_wh lks after sheep, earns abut 650 yuan a year.定语从句中lks after sheep就表明了herdsman的词义为“牧人”。
④The weather in this area is treacherus;_its sudden changes ften endanger the lives f sailrs.分号后的句子在解释什么样的天气是treacherus, sudden change与treacherus在语义上相对应，因此含义是“突变的”。
⑤Sme gd readers find it helpful t use their sense t visualize — r picture — what they read.
visualize的意思由破折号后的picture(想象)给出了说明，因此含义为“想象”。
⑥When President Trrijs f Panama met Carter, he tried t give him a friendly abraz (hug)．
abraz对大多数人来说都很陌生，但由括号内的hug(拥抱)，我们不难推测abraz也是“拥抱”的意思。
二．根据同位关系进行猜测
阅读中出现的难词有时后面紧跟一个同位语，对前面的词进行解释，因此可利用同位关系对前面的词义或句意进行猜测。例如：
①They traveled a lng way, at last gt t a castle,_a large building in ld times.
同位语部分“a large building in ld times”给出了castle的确切词义，即古时候的“城堡”。
②We are n the night_shift — frm midnight t 8 a．m. — this week.
两个破折号之间的短语很清楚地表明night shift是“夜班”的意思。
③The “Chunnel”， a tunnel (隧道) cnnecting England and France, is nw cmplete.
此句中“a tunnel (隧道) cnnecting England and France”是Chunnel的同位语。因此，Chunnel指的就是英法之间的海底隧道。
三．根据构词法(前缀、后缀、派生等)进行猜测
在英语中，有很多词可以通过增加前缀和后缀的方式，构成新词。乍看起来，这个词可能是新词，但在掌握了一定的构词知识之后，就不难猜出它的词义。例如：
①“Our parties are aimed fr children 2 t 10，” Anacleri said, “and they're very interactive and creative in that they built a sense f drama based n a subject.”
文中interactive是由前缀inter­(相互的)和active(活动的，活跃的)构成的，同时根据上下文的意思可以判断，该词的含义应是“互动的”。
②Perhaps, we can see sme pssibilities fr next fifty years. But the next hundred?
pssibility是pssible的同根名词，据此可以判断pssibility的意思是“可能性”。
四．根据因果关系进行猜测
在一篇阅读文章中，根据原因可以预测结果，根据结果也可以找出原因。例如：
①The lack f mvement caused the muscles t weaken. Smetimes the weakness was permanent. S the player culd never play the sprt again.
从后面的结果“永远不能再运动”可以推测permanent的意思为“永远的，永久的”。
②Mary didn't ntice me when I came int the classrm, because she was cmpletely engrssed in her reading.
从前面的结果“当我走进教室时，玛丽没有注意到我”可以推测engrssed的意思为“全神贯注的”。
③Our visin was bscured by the trees, s we culdn't see the lake frm ur windw.
由后面的结果culdn't see(看不见)可知，我们的视线被树遮挡住(bscured)了。
五．根据上下文的指代关系进行猜测
文章中的代词it, that, he, him或them可以指代上文提到的人或物，其中it和that还可以指代一件事。有时代词指代的对象相隔较远，要认真查找；有时也需要对前面提到的内容进行总结，才能得出代词所指代的事物。例如：
①Like Schmid, the editrs f several self­published art magazines als champin (捍卫) fund phtgraphs. One f them,_called simply Fund, was brn ne snwy night in Chicag, when Davy Rthbard returned t his car t find under his wiper (雨刷) an angry nte intended fr smene else：“Why's yur car HERE at HER place？”
them指的是前面出现的self­published art magazines。
②Hwever, the questin that “mn peple” asked is still an interesting ne. A grwing number f scientists are seriusly thinking abut it.
it指的是月球人(mn peple)所问的问题(the questin)。
六．根据同义或近义关系进行猜测
在同一句、同一段或同一篇文章中，作者为了避免语言的单调、重复，有时会使用意思相同或相近的词。因此，考生只要读懂上下文，知道其中一个词的意思，就能猜出另外一个词的意思。
Adults understand what it feels like t be flded with bjects. Why d we ften assume that mre_is_mre when it cmes t kids and their belngings? The gd news is that I can help my wn kids learn earlier than I did hw t live mre with less.
…
32．What d the wrds “mre is mre” in paragraph 1 prbably mean?
A．The mre, the better.
B．Enugh is enugh.
C．Mre mney, mre wrries.
D．Earn mre and spend mre.
七．根据转折或对比关系进行猜测
根据上下句的连接词，如but, hwever, therwise等可以推断上下文之间的逻辑关系，从而可以依据某一句的含义，来确定另一句的含义。另外，分号也可以表示转折、对比或不相干的意义。例如：
①A child's birthday party desn't have t be a hassle;_it can be a basket f fun.
从分号前后两句的意思可以看出，hassle和a basket f fun是相反的意义，所以不难判断hassle的意思是“困难，麻烦”。
②She is usually prmpt fr all her class, but tday she arrived in the middle f her first class.
but一词表示转折，因此but前后的意思正好相反。根据后半句的意思“她今天第一节课上了一半才来”，可得出她平时一向“准时”的结论。
③The players in the Wrld Cup are prfessinals, while thse wh play in the Olympics must be amateurs.
由于转折词“while”引导的两个分句前后意义相反，我们可推测出amateurs是prfessinals(专业人士)的反义词，意思为“业余人士，业余选手”。
例1-2024北京，C
The 18th-century philspher Kant argued that the universe ultimately cnsists f things-in-themselves that are unknwable. While he held the ntin that bjective reality exists, he said ur mind plays a necessary rle in structuring and shaping ur perceptins. Mdern sciences have revealed that ur perceptual experience f the wrld is the result f many stages f prcessing by sensry systems and cgnitive(认知的) functins in the brain. N ne knws exactly what happens within this black bx. If empirical(实证的) experience fails t reveal reality, reasning wn’t reveal reality either since it relies n cncepts and wrds that are cntingent n ur scial, cultural and psychlgical histries. Again, a black bx.
2. What des the phrase “cntingent n” underlined in Paragraph 2 prbably mean?
A. Accepted by. B. Determined by.
C. Awakened by. D. Discvered by.
例2-2023北京，D
As quantum cmputing attracts mre attentin and funding, researchers may mislead investrs, jurnalists, the public and, wrst f all, themselves abut their wrk's ptential. If researchers can't keep their prmises, excitement might give way t dubt, disappintment and anger, Jhnsn warns. Lts f ther technlgies have gne thrugh stages f excitement. But smething abut quantum cmputing makes it especially prne t hype, Jhnsn suggests, perhaps because “‘quantum’ stands fr smething cl yu shuldn't be able t understand.” And that brings me back t Taylr, wh suggested that I read his bk Q fr Quantum.
3.What des the underlined wrd “prne” in Paragraph 3 mst prbably mean?
A.Open. B.Cl. C.Useful. D.Resistant.
例3-2021北京，C
The call fr public engagement with the unthinkable is especially germane in this mment f still-uncntrlled pandemic and ecnmic crises in the wrld’s mst technlgically advanced natins. Nt very lng ag, it was als unthinkable that a virus wuld shut dwn natins and that safety nets wuld be prven s disastrusly lacking in flexibility.
1.What des the underlined wrd “germane” in Paragraph 3 prbably mean?
A.Scientific.B.Credible.C.Original.D.Relevant.
（建议用时：40分钟）
一
（2024·北京海淀·二模）The idea that aging reduces adults’ ability t imagine, a cmmn theme in children’s literature, is cntradicted by psychlgical research. While children are ften prtrayed as mre imaginative, research indicates that adults nt nly keep this ability but smetimes surpass children in imaginative thinking.
Children are frequently celebrated fr bundless imaginatin. Yet, research reveals that their make-believe games ften center arund realistic scenaris, such as cking and cleaning, as demnstrated in a 2020 study published in Jurnal f Cgnitin and Develpment. Anther study, lasting fr fur decades, als suggests that children are nt naturally mre imaginative than adults; their limitatins result frm a lack f knwledge and expertise t effectively use their imaginative capacity as adults.
Imaginatin may have evlved fr cnsidering alternatives t reality, but we use it mst naturally t explre clse alternatives, like preparing a different meal, rather than far alternatives, like riding n cluds. When we use imaginatin t envisin far alternatives — t innvate r invent — we’re nt digging int an inbrn appreciatin f the extrardinary; we’re using a tl designed t explre the rdinary. When cnsidering alternatives t reality, we fix ur attentin n pssibilities that are physically reasnable, statistically prbable, scially cnventinal and mrally permissible. When tld abut pssibilities that vilate such regularities, we usually deny they culd happen. Generally speaking, ur ideas abut what culd happen are firmly rted in what we expect t happen.
This mindset is als particularly apparent in yung children. In a 2018 study I c-designed with psychlgist Jnathan Phillips, 4-year-lds were asked t help a distressed girl wh disliked ging t schl due t missing her mther. Amng all the slutins given, they perceived the nly pssible slutin was fr her mther t d smething special after schl t ease her cncerns. Unexpected alternatives, such as snapping fingers and making it Saturday, wearing pajamas t schl r lying abut schl being clsed, were all regarded impssible. Frm this, we can cnclude that children’s earliest intuitins (直觉力) abut pssibility cnfuse what culd happen with what shuld happen.
Histrically, the imprbable event f traveling faster than a hrse was cnsidered impssible, as was traveling by air r traveling int space. Befre the arrival f trains and planes, there were gd reasns t think that peple culd travel nly s far and nly s fast. But these reasns were empirical (经验主义的), nt lgical. Imaginatin, n its wn, lumps the imprbable with the impssible, but we can cmbine imaginatin with ther abilities — namely, knwledge and reflectin — t separate the tw. While imaginatin in children ften subjects t expectatin, adults can cntrl their imaginative capacity fr innvatin by integrating it with accumulated knwledge and reflective thinking.
31．Accrding t the first tw paragraphs, we knw that _________.
A．children develp imaginatin thrugh games
B．children face limitatins in acquiring knwledge
C．adults are as gd as children in imaginative thinking
D．adults’ imaginative ability is likely t stay cnstant with age
32．We can infer frm the passage that _________.
A．expectatin results frm imaginative capacity
B．certain practical cncerns can limit imaginatin
C．breaking regularities may lead t clse alternatives
D．far alternatives are mre imprtant than clse alternatives
33．The 2018 study shws that children _________.
A．came up with a wide range f alternativesB．were quicker t figure ut slutins
C．tk what shuld happen as pssibilitiesD．used imaginatin in a reasnable way
34．The underlined wrd “lumps” in the last paragraph prbably means _________.
A．mixB．matchC．cmpareD．replace
二
【2024年北京市朝阳区高三一模】The streets and rfs f cities all absrb heat, making sme urban areas htter than rural nes. These “urban heat islands” can als develp undergrund as city heat spreads dwnward, and subway tracks and ther subsurface infrastructure(基础设施) als cnstantly radiate warmth int the surrunding earth.
A new study f dwntwn Chicag shws undergrund htspts may threaten the very same structures that give ff the heat in the first place. “Withut anyne realizing it, the city f Chicag’s dwntwn was defrming,” says study authr Rtta Lria, an envirnmental engineer.
Humans aren’t the nly ptentially affected. “Fr a lt f things in the subsurface, it’s kind f ‘ut f sight, ut f mind’,” says Grant Fergusn, a gelgist. But the undergrund wrld is full f creatures that have adapted t subsurface existence such as insects and snails. As the temperature rises because f climate change and undergrund urban develpment, scientists are keeping eyes n the ptential implicatins fr undergrund ecsystems.
But the questin f hw undergrund htspts culd affect infrastructure has gne largely unstudied. Because materials expand and cntract with temperature change, Rtta suspected that heat cming frm undergrund culd be cntributing t wear and tear n varius structures. T understand hw undergrund temperature difference has affected the grund’s physical prperties, he used a cmputer mdel t simulate(模拟) the undergrund envirnment frm the 1950s t nw—and then t 2050. He fund that by the middle f this century, sme areas may lift upward by as much as 0.50 inch r settle by as much as 0.32 inch, depending n the sil makeup f the area invlved. Thugh these may sund like small displacements, Rtta says they culd cause cracks in the fundatins f sme buildings, causing buildings t fall.
Kathrin Menberg, a gescientist in Germany, says these displacement predictins are far beynd her guesses and culd be linked t the sft, clay-heavy sils. “Clay material is particularly sensitive,” she says, “It wuld be a big issue in all cities wrldwide that are built n such material.”
Like climate change abve the surface, undergrund changes ccur gradually. “These effects tk decades t develp,” Fergusn says, adding that increased undergrund temperatures wuld likewise take a lng time t dissipate n their wn. “We culd basically turn everything ff, and it’s ging t remain there, the temperature signal, fr quite a while.”
But Fergusn says this wasted heat energy culd als be reused, presenting an pprtunity t bth cl the subsurface and save n energy csts. Still, this assumptin culd fail as abvegrund climate change cntinues t bst undergrund warming. Hwever slwly, this heat will gather beneath ur feet. “It’s like climate change,” Rtta Lria says. “Maybe we dn’t see it always, but it’s happening.”
28．The authr qutes Rtta Lria in Paragraph 2 mainly t _______.
A．make a predictinB．highlight a finding
C．draw a cnclusinD．raise an assumptin
29．What can we learn frm this passage?
A．“Urban heat islands” extend undergrund t spare ecsystems.
B．Surface climate change cntributes t the reuse f undergrund heat.
C．Undergrund temperatures mirrr the grund’s physical characteristics.
D．Buildings may cllapse as a ptential cnsequence f undergrund heat.
30．What des the underlined wrd “dissipate” in Paragraph 6 prbably mean?
A．Shw.B．Stay.C．Develp.D．Disappear.
31．What des the authr intend t tell us?
A．Undergrund climate change is a silent danger.
B．Humans fail t ntice the dramatic climate change.
C．Cling the subsurface helps cntrl urban heat rises.
D．Researching undergrund heat helps save n energy csts.
三
【2024年北京市房山区高三一模】A gd meal has a psitive impact n ne’s md. Thse wh feast n Christmas buffet almst enjy an immediate rise in their bld sugar. That will prmpt a fld f chemicals that act as happy hrmnes t rush thrugh their brains.
But the pleasure ges deeper. Tyrsine and tryptphan are needed fr the prductin, respectively, f dpamine, a neurtransmitter (神经传递素) that cntrls feelings f pleasure and reward, and sertnin, anther such, which helps regulate md. And cranberries are high in vitamin C, which is invlved in cnverting dpamine t nradrenaline, anther neurtransmitter, and a lack f which seems t be assciated with depressin.
With mental-health disrders rising, a grwing number f scientists are investigating hw fd r nutritinal supplements affect the mind. But separating the brain’s nutritinal needs frm thse f the rest f the bdy is difficult. Nt pssible fr nw, at least. And, cmpared with ther fields, nutritinal science is understudied. That is partly because it is hard t d well. Randmised cntrlled trials (rcts), used t test drugs, are tricky. Few peple want t stick t an experimental diet fr years. Instead, mst nutritinal science is based n bservatinal studies that try t establish assciatins between particular fds r nutrients and diseases. They cannt be used t definitively prve a causal ( 因 果 关 系 的 ) cnnectin between a disease and a particular cntributing factr in a diet. But as with smking and lung cancer, put tgether enugh f these kinds f trials and causal narratives begin t emerge.
It is nw clear that sme diets are particularly gd fr the brain. One recent study cncludes that sticking t the “Mediterranean diet”, high in vegetables, fruit, pulses and whlegrains, lw in red and prcessed meats and saturated fats, decreases the chances f experiencing strkes, cgnitive impairment and depressin. Other recent wrk lking at a “green” Mediterranean diet high in plyphenls fund it reduced age-related brain atrphy. Anther versin, the mind diet, emphasises, amng ther things, eating berries ver ther kinds f fruit and seems t lessen the risk f dementia.
Scientists think such diets may wrk by reducing inflammatin in the brain. This, in turn, may affect areas such as the hippcampus, which is assciated with learning, memry and md regulatin—and where new neurns grw in adults. Studies in animals shw that when they are fed a diet rich in mega-3 fatty acids (frm walnuts, fr example), flavnids (cnsumed mainly via tea and wine), antixidants (fund in berries) and resveratrl (fund in red grapes), neurn grwth is stimulated and inflammatry prcesses are reduced. This fits with research suggesting that thse wh regularly eat ultra-prcessed, fried and sugary fds, which increase inflammatin in the brain, heighten their risk f develping depressin.
31．Which f the fllwing wrds can replace “tricky” in Paragraph 3?
A．Rare.
B．Tugh.
C．Traditinal.
D．Cntradictry.
32．Hw d researchers d bservatinal studies in nutritinal science?
A．By keeping at an experimental diet fr years.
B．By carrying ut randmized cntrlled trials.
C．By identifying a particular cntributing factr.
D．By cmparing findings f certain kinds f trials.
33．What can be inferred frm the last tw paragraphs?
A．A diet rich in fruit is gd fr cgnitive abilities.
B．Peple fnd f sugary fds may be a risk lver.
C．Red grapes add fuel t inflammatin in the brain.
D．Drinking tea can slve age-related brain prblems.
34．What is mainly discussed in the passage?
A．The links between diets and diseases.
B．The significance f Mediterranean diet.
C．The functin f varius neurtransmitters.
D．The influence f nutrients n mental health.
四
【2024年北京市东城区高三一模】Research spanning several decades demnstrates that yu are mre likely t think the infrmatin that is repeated t be true than the infrmatin yu hear nly nce. Yu usually assume that if peple put in effrt t repeat a statement, this reflects the truth f the statement. This tendency-als called the truth effect-is a bias (偏见) that can lead yu t draw incrrect cnclusins.
T what degree are peple aware f the truth effect? This questin was addressed in a paper in the jurnal Cgnitin early this year.
In the critical study in this paper, participants did tw sessins. In ne sessin, they read abut a hypthetical (虚构的) study in which they were expsed t sme statements and then were asked whether bth statements they had heard befre as well as these new statements were true. They were asked t predict the prprtin (比例) f each statement that wuld be judged as true. They did this bth as a predictin f ther peple’s perfrmance as well as a predictin f hw they wuld d in this study.
At anther sessin a few days later, participants actually perfrmed this study, reading a set f 20 statements in the hypthetical study again and then judging the truth f altgether 40 statements, half f which were frm the hypthetical study and the ther half f which were new.
This study did replicate the well knwn truth effect. Peple were mre likely t judge statements they had seen befre as true than statements that were new. Tw interesting findings emerged frm the predictin. First, participants tended t underestimate the size f the truth effect fr everyne. T hat is, while they did expect sme difference in judgments between the statements seen befre and thse that were new, they thught this difference wuld be smaller than it actually was. Secnd, participants mre significantly underpredicted the truth effect fr themselves cmpared t that fr ther peple.
This study is particularly imprtant in light f the amunt f misinfrmatin present in scial media. Many peple have the pwer t influence public pinin abut imprtant matters. Flding scial media feeds with misinfrmatin will lead peple t believe this infrmatin is true just because it is stated. Recgnizing that we are all susceptible t this influence f repeated infrmatin shuld lead us t mistrust ur intuitin (直觉) abut what is true and t lk up imprtant infrmatin prir t using it t make imprtant judgments and decisins.
28．In the first paragraph, the authr intends t ______.
A．clarify a miscnceptinB．present a phenmenn
C．challenge a statementD．cnfirm a thery
29．What can we learn frm the study?
A．Impacts f the truth effect require further studies.
B．Making predictins befre judgments is significant.
C．Peple have hardly any awareness f the truth effect.
D．Peple tend t believe they can make wiser judgments.
30．What des the wrd “susceptible” underlined in the last paragraph mst prbably mean?
A．Critical.B．Subject.C．Oppsed.D．Adapted.
五
2023新课标Ⅱ，C
Reading Art:Art fr Bk Lvers is a celebratin f an everyday bject—the bk, represented here in almst three hundred artwrks frm museums arund the wrld. The image f the reader appears thrughut histry, in art made lng befre bks as we nw knw them came int being. In artists’ representatins f bks and reading, we see mments f shared humanity that g beynd culture and time.
In this “bk f bks,” artwrks are selected and arranged in a way that emphasizes these cnnectins between different eras and cultures. We see scenes f children learning t read at hme r at schl, with the bk as a fcus fr relatins between the generatins. Adults are prtrayed (描绘) alne in many settings and pses—absrbed in a vlume, deep in thught r lst in a mment f leisure. These scenes may have been painted hundreds f years ag, but they recrd mments we can all relate t.
Bks themselves may be used symblically in paintings t demnstrate the intellect(才智), wealth r faith f the subject. Befre the wide use f the printing press, bks were treasured bjects and culd be wrks f art in their wn right. Mre recently, as bks have becme inexpensive r even thrwaway，artists have used them as the raw material fr artwrks—transfrming cvers, pages r even cmplete vlumes int paintings and sculptures.
Cntinued develpments in cmmunicatin technlgies were nce believed t make the printed page utdated. Frm a 21stcentury pint f view, the printed bk is certainly ancient, but it remains as interactive as any battery-pwered e-reader. T serve its functin, a bk must be activated by a user: the cver pened, the pages parted, the cntents reviewed, perhaps ntes written dwn r wrds underlined. And in cntrast t ur increasingly netwrked lives where the infrmatin we cnsume is mnitred and tracked, a printed bk still ffers the chance f a whlly private, “ff-line” activity.
1. Where is the text mst prbably taken frm?
A. An intrductin t a bk.B. An essay n the art f writing.
C. A guidebk t a museum.D. A review f mdern paintings.
2. What are the selected artwrks abut?
A. Wealth and intellect.B. Hme and schl.
C. Bks and reading.D. Wrk and leisure.
3. What d the underlined wrds “relate t” in paragraph 2 mean?
A. Understand.B. Paint.
C. Seize.D. Transfrm.
4. What des the authr want t say by mentining the ereader?
A. The printed bk is nt ttally ut f date.
B. Technlgy has changed the way we read.
C. Our lives in the 21st century are netwrked.
D. Peple nw rarely have the patience t read.
六
（2024·福建泉州·一模）
I’m sure yu’ve all taken sme persnality tests, like MBTI test r thse in psychlgy class, that can be great fr icebreaker activities but hw d intrversin and extrversin (内向与外向) play ut in ur daily lives?
An intrverted brain has a high autmatic system reactivity which means that they are far less likely t seek ut stimulatin. Hence, intrverts tend t be less scial, avid cnflict and ften prcess things the best when alne. Extrverts, hwever, draw their attentin frm the envirnment because f their brain’s lw stimulatin. They seek ut scial situatins and ften feel mre cmfrtable in grup settings.
Our current educatin system emphasizes the need fr “cllabrative learning”, “prject-based learning” and “flipped classrms (翻转课堂)”. In this system, intrversin in students can be cmmnly misinterpreted by teachers as bredm r prblematic issues. Furthermre, intrverted students are less likely t participate in grup discussins, and ftentimes feel mre pressure and anxiety t becme extrverted. These feelings can easily flw int ther aspects f life and impact an intrvert’s scial and academic life.
Hwever, there are still upsides t being an intrvert. Intrverts may nt always thrive in the scial aspects f a class, but their intense cncentratin and tendency t be rganized and methdical can reflect further success in cnventinal frms f educatin like grades and exams. On average, mre intelligent children are-fund t be intrverts than extrverts.
S, what can teachers d? Firstly, ne f the mst imprtant steps is recgnizing; understanding the need t accmmdate intrverted students, while supprting extrverted students. Fr example, teachers can redefine participatin. Participatin shuldn’t just represent the times a student raises their hand r speaks in a discussin. Helping thers, vlunteering, revising wrk, etc. all reflect a student’s participatin in the class. Besides, they can cnsider playing with space. Gruped desks might be great fr extrverts but cnsider creating “quiet znes” fr students willing t fcus n a task r create submissin bxes fr intrverted students t leave their discussin thught.
1．What is the cause f the difference between intrverts and extrverts?
A．Cmmunicatin abilities.B．Attitude twards cnflicts.
C．Prblem prcessing capability.D．Brain reactivity t stimulatin.
2．What des the underlined wrd “thrive” in paragraph 4 mean?
A．Succeed.B．Emerge.C．Withdraw.D．Struggle.
3．What des the authr suggest teachers d?
A．Develp students’ self-management skills
B．Guide students t develp intense cncentratin.
C．Encurage students t participate in class debates.
D．Create an intrvert-friendly learning envirnment.
4．What can be a suitable title fr the text?
A．Intrverts & Extrverts: Hw Students React t Teaching
B．Psychlgy f Persnality: Challenges f Being Intrverted
C．Intrverts & Extrverts: When Classrms Overlk Intrverts
D．Psychlgy f Persnality: Discussins n Class Participatin
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