高考英语二轮-阅读理解之推理判断题（专项训练）（天津专用）（学生版）

这是一份高考英语二轮-阅读理解之推理判断题（专项训练）（天津专用）（学生版），共37页。
目录
TOC \ "1-2" \h \u \l "_Tc17943" 01 课标达标练
考向1 细节推理题
考向2 写作意图题
考向3 观点态度题
考向4 文章出处题/读者对象题
\l "_Tc5699" 02 真题溯源练
考向1 细节推理题
Passage 1
（2025·天津南开·三模）17 millin Americans with majr depressive disrder each year may sn receive a surprising new prescriptin: have fun n a virtual reality device.
Engaging in activities that make peple with severe depressin feel gd may seem like verly simplistic advice. But the science behind this idea, called “behaviral activatin”, is well established. Multiple studies have fund that encuraging peple t get utside r scialize can help ease the symptms f depressin. Nw, researchers have discvered that engaging in enjyable activities with a virtual reality system may be as effective in treating depressin as taking depressin patients ut in the real wrld. And fr thse depressed t a level that makes leaving the huse a challenge, it culd prvide the benefits f getting utside.
A study by the team fllwed twenty-six peple with majr depressive disrder. Thirteen peple were assigned traditinal behaviral activatin, engaging with real life activities by ging n utings in their cmmunity r scializing with friends. The ther thirteen peple received a VR headset t participate in activities ranging frm playing table tennis t turing freign cities.
After fur weeks, bth grups saw a significant decrease in their symptms f depressin and their depressin ratings. Mrever, many peple wh had used the VR devices said the virtual activities had helped push them t get ut f the huse and be mre invlved in in-persn activities. A researcher said, “These virtual activities gt their mtrs running just enugh t get ut f bed.”
The nly negative feedback is learning hw t set up the device, as well as the need fr alerts r reminders t keep peple accuntable fr engaging in the behaviral activatin. The researchers have since develped a cmpanin VR behaviral activatin app that helps address sme f these cncerns.
The team says larger and lnger-term studies are needed t find the best ways t administer virtual behaviral activatin, as well as which patient ppulatins might be best targeted with the VR treatment. They als think mre effrts are needed t infrm clinicians abut hw t prescribe VR behaviral activatin apprpriately. They believe the cst and ease f many VR platfrms make it an easy treatment t scale up.
1．Which f the fllwing is the best example f “behaviral activatin” fr peple with depressin?
A．Watching a cking shw n TV at hme.
B．Reading mystery nvels alne in the study.
C．Participating in a lcal charity event with thers.
D．Playing single player vide games n a cmputer.
2．Hw did the team cnduct the study?
A．By interviewing the patients in hspital.
B．By keeping track f tw grups’ transfrmatins.
C．By using VR t simulate the patients’ cnditins.
D．By cmparing VR therapy with medicine treatment.
3．What des the team think f the VR treatment?
A．Cmplex.B．Effective.
C．Secure.D．Exceptinal.
4．What specific aspect d the researchers plan t further explre regarding VR treatment?
A．The suitable strategies fr applying VR treatment.
B．The acceptance f the VR treatment fr patients.
C．The develpment f a VR behaviral activatin app.
D．The cst f ppularizing VR platfrms.
5．Accrding t the passage, which f the fllwing can be inferred?
A．VR treatment is already the mainstream in clinics.
B．The VR app will sn replace face-t-face-therapy.
C．Traditinal activatin has utperfrmed VR activatin.
D．VR success may bst nn-traditinal therapy research
Passage 2
（24-25高三下·天津·阶段练习）Blmingtn Parks and Recreatin ffers an excellent pprtunity fr teens t get invlved and make a difference in their cmmunity by vlunteering within a variety f summer yuth prgrams. Summer Teen vlunteers assist with activities under the guidance f experienced staff and gain valuable leadership skills. In this summer, teens can apply t vlunteer in the fllwing prgrams:
Summer Adventure Playgrund Prgram Vlunteer
Prgram Dates: July 14—August 12
Lcatin: Kelly, Pplar Bridge, Running, Smith, Sunrise, and Westwd parks
Infrmatin: Vlunteers help facilitate pprtunities t play and lead playgrund participants(in grades 2—6)in games, sprts, arts and crafts, and scial activities. This prgram emphasizes creating a safe and fun envirnment fr children t make new friendships and develp scial skills.
Mini View Vlunteer
Prgram Dates: July 12—August 16
Lcatin: Valley View Kindergarten
Infrmatin: Vlunteers assist with the supervisin f preschl children during scial events. This prgram fcuses n prviding a nurturing envirnment fr yung children t interact and learn thrugh play, while vlunteers gain experience wrking with yunger age grups.
The View Vlunteer
Prgram Dates: June 10—August 6
Lcatin: Valley View Elementary Schl
Infrmatin: Vlunteers help supervise 2nd—5th graders in a scial recreatinal setting.Activities include games, crafts, and grup activities designed t prmte teamwrk and scial develpment.
Camp Kta Junir Cunselr
Prgram Dates: June 12—August 10
Lcatin: East Bush Lake
Infrmatin: Vlunteers help campers(in grades 4—6)learn basic utdr skills such as camping, hiking, and nature explratin. The prgram als includes team-building activities, sngs, and fun utdr adventures, all aimed at fstering friendship and a lve fr the utdrs.
T apply, fill ut a Parks and Recreatin 2025 Summer Teen Vlunteer Applicatin. Please be sure t answer all questins and indicate all prgrams f interest. Applicants will be cntacted via email with next steps after May 21st,2025. Cntact us by phne(952-563-8877)r email at parksiec@BlmingtnMN. gv fr mre infrmatin. These vlunteer pprtunities nt nly benefit the cmmunity but als prvide teens with hands-n experience that can enhance their resumes and cllege applicatins.
1．Which prgram suits yu if yu can deal with preschl kids well?
A．Summer Adventure Playgrund Prgram Vlunteer
B．Mini View Vlunteer.
C．The View Vlunteer.
D．Camp Kta Junir Cunselr.
2．What can be inferred abut the Summer Adventure Playgrund Prgram?
A．It is nly available at ne park.
B．It fcuses n utdr survival skills.
C．It invlves activities fr children in grades2—6.
D．it requires vlunteers t have previus teaching experience.
3．If yu intend t apply fr a prgram which has the lngest duratin, yu will chse______.
A．Summer Adventure Playgrund Prgram Vlunteer
B．Mini View Vlunteer
C．The View Vlunteer
D．Camp Kta Junir Cunselr
4．What shuld yu d t apply fr the pprtunity?
A．Fill in an applicatin frm.
B．Answer questins via an interview.
C．Clarify yur prgrams f interest by phne.
D．Cntact the rganizers n May 21st.
5．What is the main purpse f the Summer Teen Vlunteer prgrams?
A．T prvide jb pprtunities fr teens.
B．T help teens develp leadership skills and supprt the cmmunity.
C．T prepare teens fr cllege admissins.
D．T train teens t becme prfessinal utdr instructrs.
Passage 3
（2025·天津和平·一模）Ecnmists tend t be big fans f educatin. Alfred Marshall, writing in 1873, hped that educatin wuld help erase the “distinctin between wrking men and gentlemen”. Gary Becker f the University f Chicag reimagined educatin as an investment in “human capital” that wuld prduce returns in the market similar t ther assets.
But ecnmics can als be severely critical f schling. In The Scial Limits t Grwth, a bk published in 1976, Fred Hirsch pinted ut that educatin is ften “psitinal” in nature. What matters is nt nly hw much yu have, but whether yu have mre than the next persn. An unhappy cnsequence is that ne family’s expenses f schling raise the bar fr everyne else. Families are drawn, ften uncnsciusly, int educatinal arms races. They spend mney and time n after-schl tutring r extra-curricular activities in the expectatin that it will imprve their child’s psitin in the queue fr advancement. But they quickly discver that everyne else is ding the same, leaving them in the same psitin as befre. “If everyne stands n tipte, n ne sees better,” Hirsch nted.
These arms races are ften particularly intense in East Asia. The gvernment f Suth Krea has tried t ease the races. Fr example, it impsed a 10 p.m. curfew (宵禁) n cramming schls (补习学校). Inspectrs wuld lk fr schls with their lights n. Will these measures wrk? It is almst impssible t stp families hiring private tutrs t teach their children in their wn hmes.
The arms race is ntably less intense in parts f Eurpe. In Nrway and Sweden parents shw little demand fr tutring-the wealthy even less than thers, accrding t Steve Enrich f the University f Ptsdam. And vereducatin is less cmmn in Germany and ther cuntries that srt children early int academic r vcatinal (职业的) schls, with little mbility between the tw. Fr better r wrse, that remves large numbers f students frm the race fr mre academic hnrs.
Germany’s practice f placing children n different tracks at an early age als invites an interesting thught experiment. What if cllege entrance tests were held earlier in a pupil’s career? If these exams truly test the knwledge required fr university, they must be held just befre university starts. But if such tests mstly serve as filters, selecting better students frm wrse, they need nt be held s late. An earlier test wuld save families a year r tw f cstly cramming, shrtening “the bstacle jurney”, as Hirsch put it, withut much changing the results.
1．What viewpint is Gary Becker likely t agree with accrding t Paragraph 1?
A．Educatin generates financial returns in the market.
B．Educatin leads t the widening f class difference.
C．Educatin plays a vital rle in a persn’s grwth.
D．Educatin prmtes prgress tward scial equality.
2．Why d we say that ne family’s expenses f schling raise the bar fr everyne else?
A．Because it imprves standards, making thers fllw suit.
B．Because it sets up barriers, making it harder fr thers t reach the same level.
C．Because it prvides a mdel, frcing thers t spend even mre.
D．Because it limits the range f educatinal resurces, frcing thers t give up.
3．Why des the authr mentin East Asia and parts f Eurpe?
A．T assess educatinal cmpetitiveness acrss regins.
B．T highlight the impact f private tutring n educatin.
C．T cntrast educatinal arms races in different areas.
D．T analyze strategies fr lessening academic pressure.
4．What is the purpse f writing the article?
A．T intrduce ecnmic cncepts t ffer insights int educatinal prblems.
B．T discuss the ecnmic impact n educatin amng different cuntries.
C．T explre the nature and cnsequences f educatin cmpetitin.
D．T cmpare educatinal practices between East Asia and Eurpe.
5．What can be inferred abut the authr’s attitude twards the vereducatin issue?
A．The authr believes that vereducatin des nt greatly change the results.
B．The authr believes that examinatins are the cause f vereducatin.
C．The authr advcates that we shuld learn frm the Eurpean cuntries.
D．The authr suggests remving large numbers f students frm the race.
考向2 写作意图题
Passage 1
（2025·天津·二模）Anybdy can write. I believe it as much as I believe that nbdy is bring. Are peple writing mre? I believe s. There is a lt f writing ging n. All kinds f writing — amateur writing, prfessinal writing, creative writing, bring writing, etc. Enthusiastic reader is hardly a thing anymre. Stryteller, published authr and prductive blgger are wrds that decrate peple’s bi mre ften. The trend f listing what ne is reading has been replaced by listing self-authred articles.
Reading is unavidable. Reading generates the rad map fr a sciety’s prgress. But then why write? The mst substantial reasn culd be ease f Expressin, Recrd, and Reach. Enabled by present-day technlgy, the ease f Recrd (digitally saved frever) and Reach (t readers anywhere in the wrld) are undubtedly the mre straightfrward mtivatins t write. But ease f Expressin? We perhaps partly we that t technlgy t. The scial shaping (e. g. messaging behavirs) caused by technlgy has resulted in the breakdwn f structures and rules f writing t a great extent, if nt entirely, thus freeing up the technique f writing like music and art. Cnsequently, writing in all frms (shrt-lng), structures (wrds-graphics-sund), and shapes (bks-blgs-psts-tweets-pen letters) has appeared like a mvement.
Writing is a prmise, It is a prmise t deliver nt just pleasure, infrmatin, r inspiratin; it is a prmise t care. Writing can be intrusive (侵扰的). It can even be rude, as Jan Didin puts it in her essay Why I Write. The readers are the victims f the writer’s thughts and views. But that’s hw writers challenge the readers t think, lk arund and push back.
Even after we have managed t ease the disciplinary demands f gd literature, it still wuldn’t take the pain away frm writing because thinking is the pain pint f writing. We have t make things up r think abut things we see. One culd be as lcal, raw, and nt remain preccupied with presenting a stylized piece f sentence and still find a platfrm t write. But let us ensure we dn’t ever give up thinking and never make writing cmpletely painless.
1．What phenmenn is described in paragraph 1?
A．Writing has becme mre ppular.
B．Peple n lnger enjy reading bks.
C．Readers are uninterested in thers’ reading lists.
D．Listing self-authred articles is a new frm f scial netwrking.
2．Hw has technlgy influenced writing?
A．It has made writing mre structured and frmal.
B．It has strengthened the bnds between writing and art.
C．It has made writing mre accessible and diverse.
D．It has decreased the number f prfessinal writers.
3．What is the ultimate purpse f writing accrding t Jan Didin?
A．T entertain and amuse readers.B．T deliver the latest infrmatin.
C．T impress readers with literary skills.D．T inspire readers t frm new thughts.
4．What des the authr expect f writing?
A．The challenges f thinking shuld be valued.
B．There will be varius platfrms t chse frm.
C．There will be mre wrks fcusing n pain in life.
D．The disciplinary demands f gd literature will stay.
5．Which f the fllwing best summarizes the main idea f the passage?
A．The relatinship between reading and writing.
B．The influence f technlgy n writing.
C．The varius frms and trends f mdern writing.
D．The reasns and nature f writing in mdern sciety.
Passage 2
（2025·天津·三模）In tday’s fast-paced sciety, ‘Urgency Culture’ is n the rise. This culture is characterized by an addictin t immediate respnses, the praise f multitasking and the expectatin f cnstant availability.
Amng the impacts f urgency culture are increased anxiety and stress. Research n mental health has established that there is mre prfessinal and persnal burnut happening than ever befre. In additin, the rise f urgency culture takes away ur ability t d meaningful wrk as we cntinue t value quantity ver quality.
As a prject manager, I had t learn the art f slwing dwn and stepping away frm urgency culture. It’s taken me ver a decade t let g f a lng list f things, including the false belief f being needed by peple wh are cnstantly n the end f a phne ringing me. My phne is nw n silent. Thse wh d need t get in tuch, message me. I check my messages when I am in between wrk tasks, and respnd when I can, nt when thers believe that they need me t.
I’ve als gtten much better at laying dwn bundaries. One bundary is saying ‘N’ t things that will cst me labur with n returns, whether this is physical, emtinal, mnetary r ther. The best part abut it is that yu ntice hw many friends, wrkmates r even clse relatinships disappear when yu stp saying yes t everything. It’s t ugh t realise that they preferred yu withut bundaries, agreeing t their every request, at the cst f yur wn emtinal well-being. But in the lng run, yu clear the path fr better relatinships with peple wh respect and value yu mre.
Nw I can manage my life better. The key thing is t acknwledge what yu want and if it’s mre balance and well-being, walk n a rad that will get yu there.
1．Which f the fllwing belngs t urgency culture?
A．Giving urgent tasks high pririty.B．Expectıng thers t stay reachable.
C．Valuing wrk quality ver quantity.D．Agreeing t thers’ requests readily.
2．What des paragraph2 mainly tell us abut urgency culture?
A．Its harmful effects.B．Its main characteristics.
C．Its ppularity.D．Its definitin.
3．Why des the authr put his phne n silent?
A．T escape frequent scial activities.
B．T vercme his addictin t the phne.
C．T avid interruptin frm the prject manager.
D．T break his habit f making immediate respnses.
4．What is the authr’s view n setting bundaries?
A．It leads t emtinal distance.B．It prevents prfessinal grwth.
C．It imprves persnal independence.D．It strengthens meaningful relatinships.
5．What’s the authr’s purpse in writing this text?
A．T warn peple f the negative effects f urgency culture.
B．T call fr peple t stp saying yes t everyne.
C．T intrduce the cncept f urgency culture.
D．T share his wn experience f stepping away frm urgency culture.
Passage 3
（2025·天津·二模）Hawaii is a perfect destinatin fr a family vacatin, ffering stunning natural beauty, fascinating cultural experiences and unfrgettable activities. The best part? Many f Hawaii’s delights are free t enjy — just being there creates lasting memries. Here are sme tp family-friendly attractins and activities t explre.
Napili Kai Beach Resrt
Fr a relaxing beach getaway, cnsider staying at Napili Kai Beach Resrt, West Maui. This mn-shaped beach is czy, less crwded than thers, and ffers incredible views. Families can enjy sunbathing, beachcmbing, and splashing in the calm waters. Hwever, always be mindful f the changing tides and cean cnditins fr safety even if a lifeguard is equipped.
Website: napilikai.cm
Address: 5900 Lwer Hnapiilani Rd, Lahaina, HI 96761, United States
Phne: +1808-669-6271
Vlcanes Natinal Park
Hme t six native vlcanes, Hawaii ffers an unfrgettable gelgical experience at Hawaii’s Vlcanes Natinal Park. Families can hike thrugh the park, explre fascinating lava tubes, and witness dramatic vlcanic landscapes. It’s a great pprtunity fr kids t learn abut Hawaii’s vlcanic rigins while enjying incredible views f the Pacific Ocean.
Website: hawaiivlcanhuse.cm
Address: 1 Crater Rim Drive, HI 96718, United States
Phne: +1808-756-9625
Hawaiian Cuisine
Hawaii’s cuisine reflects the islands’ rich multicultural heritage, mixing influences frm the Philippines, China, Japan, and Prtugal. Treat yur family t these kid-friendly fdie experiences:
· Gina’s Hawaiian-Style Krean Barbecue: Delicius and custmizable meals fr everyne.
· St. Luis Delicatessen: A Japanese meal ffering lunch bx meals perfect fr a picnic.
· Schl Street Shave Ice: A lcal tribe’s favrite fr sweet treats.
· Ululani’s Snacks: Try their all-natural trpical flavrs like ccnut.
Website: lilihabakery.cm
Address: 515 N Kuakini St, Hnlulu, HI 96817, United States
Phne: +1808-531-1651
Bishp Museum
Dive int Hawaii’s cultural and natural histry at the Bishp Museum in Hnlulu. The museum shwcases Plynesian settlement, Hawaiian culture, and the islands’ histry frm their early days t becming a U.S. state in 1959. Kids will lve the bservatry, which ffers hands-n activities abut navigatin using stars — an exciting nd t Hawaii’s seafaring (航海的) heritage.
Website: bishpmuseum.rg
Address: 1525 Bernice St, Hnlulu, HI 96817, United States
Phne: +1808-847-3511
1．What is special abut Napili Kai Beach Resrt?
A．It has a mn-shaped htel.B．The beach is vercrwded.
C．It ffers hikes t children nly.D．A lifeguard is equipped.
2．Which website shuld a kid brwse if he r she is ding a gelgical research?
A．napilikai.cmB．hawaiivlcanhuse.cm
C．lilihabakery.cmD．bishpmuseum.rg
3．Where need peple g t enjy Hawaiian Cuisine?
A．515 N Kuakini St.B．5900 Lwer Hnapiilani Rd.
C．1 Crater Rim Drive.D．1625 Bernice St.
4．Hw can kids enjy themselves in the bservatry f Bishp Museum?
A．By enjying lcal cuisines.B．By preserving natural heritage.
C．By navigating via bserving stars.D．By settling dwn in islands.
5．What is the main purpse f this article?
A．T intrduce indr activities in Hawaii.B．T explain Hawaii’s histry in detail.
C．T prvide a family-friendly travel guide t Hawaii.D．T highlight the lcal delicius cuisines in Hawaii.
考向3 观点态度题
Passage 1
（2025·天津·二模）A new study by Anthrpic and Redwd Research prvides that advanced AI mdels can engage in strategic deceptin (欺骗). Researchers fund that Claude 3 Opus, ne famus AI mdel, misled its trainers t avid adjustments t its due instructin, suggesting the evidence that Al systems might pretend t be bedient (顺从的) t human’s rders while secretly resisting changes.
The experiment invlved several steps t reveal AI deceptin. Claude was first asked t respnd t harmful questins, such as describing vilence in graphic detail. It then faced a dilemma: refuse and risk negative reinfrcement r bey while pretending t be in line with human values. Finally, it chse deceptin, reasning that misleading its trainers wuld help maintain its “helpful, hnest, and harmless” nature in the lng run.
Researchers discvered this mentined deceptin behavir because they prvided Claude with a “scratchpad” fr internal reasning, which it did nt realize was being mnitred. In these lgs, Claude clearly stated its intentin t deceive, writing: “Prviding the descriptin seems like the least bad ptin” t avid being altered.
This finding suggests that reinfrcement learning alne is insufficient fr AI alignment (AI对齐). Mre cncerningly, deceptin appears t emerge naturally as AI becmes mre advanced. This supprts lng-held fears that a highly capable AI culd learn t act aligned during training while secretly preserving harmful bjectives. If future AI mdels “lck in” dangerus preferences frm training data, they culd pretend t be safe while waiting fr an pprtunity t act n hidden mtives.
The study adds t grwing cncerns abut AI safety. OpenAI’s recent mdel, 1, was als fund t lie when deceptin helped it achieve its gals, prving AI deceptin is nt nly restricted t Claude 3 Opus.
Ryan Greenblatt f Redwd Research warns that this is a majr risk fr AI develpment. “Yu’ll run yur training prcess, and all the utputs will lk gd t yu, but the mdel is pltting against yu.”
Ultimately, the research highlights the urgent need fr better AI alignment techniques. If AI can fake bedience, ensuring lng-term safety and cntrl becmes far mre difficult. Scientists must nw find ways t train AI mdels that d nt just pretend t be aligned-but truly are.
1．What evidence did Anthrpic and Redwd Research find?
A．AI refused t change famus mdels.B．AI pretended t bey human’s rders.
C．AI was helpful and harmless t humans.D．AI was capable f talking with humans.
2．What des Paragraph 2 mainly talk abut?
A．The significance f the experiment.B．The prcess f the experiment.
C．The cnsequence f the experiment.D．The reasn f the experiment.
3．Why d researchers prvide “a scratchpad”?
A．T reveal AI deceptin behavir.B．T change AI deceptive ptin.
C．T analyze AI external reasning.D．T destry AI alignment skills.
4．What des OpenAI l mdel’s example prve?
A．AI deceptin is due t prper training.B．AI deceptin is nt severe in OpenAI 1.
C．AI deceptin is because f human mtives.D．AI deceptin is nt limited t Claude 3 Opus.
5．What is Ryan Greenblatt’s attitude twards AI develpment?
A．Optimistic.B．Ambitius.C．Cncerned.D．Oppsed.
Passage 2
（2025·天津和平·二模）Sme games are destined t live in yur memry frever. These are the nes that becme instant classics; peple talk abut them fr years after release, smetimes even decades. They appear n every best-f list and get played and replayed ver and ver again. The Legend f Zelda: Breath f the Wild is ne f these games.
First released as a launch title fr the Nintend Switch in 2017, peple are still discvering Breath f the Wild fur years later. I first picked up the game abut six mnths after Nintend Switch came ut-the earliest I culd finally get my hands n the cnsle (游戏机). It was late enugh t have heard the acclades but befre it had been regarded as ne f best vide games f all time. I lved every secnd. It was tugh, but wrth pushing thrugh. I’ve dne mst f what there is t d. But there’s ne big thing I haven’t dne: beat the game.
I’ve cmpleted all the stry quests (任务) up t the ending. I’ve even wandered the castle. But I can’t bring myself t save the princess. Every time I decide I’m ging t take the plunge (毅然决定) , I thrw my cntrller aside. I can’t bring myself t d it. If I beat Breath f the Wild, the adventure is ver. As lng as I avid finishing it, there’s still smething new t discver. Chances are, I’m nt alne. Surely ther gamers d this-and nt just with Breath f the Wild. This isn’t abut lsing interest; it’s wanting t always have mre left t play.
This refusal t cmplete a game might sund ridiculus. But let’s be real: It’s nt uncmmn fr the ending t be far frm the best part. T ften, I’ve been upset abut the way a stry ended r that a character didn’t get the clsure I really wanted. Only recently did I realize thse things didn’t really matter; the pint f a game is the quest itself, nt the ending, s why bther rushing thrugh it?
I’m nt sure if I’ll ever finish Breath f the Wild. At this pint I’m nt ging t dive back int the game because I’ve cmpletely frgtten what t d and hw t d it. I have vague (模糊的) plans t replay it befre the sequel (续集) cmes ut, but fr nw I’m fine with nt having finished this Zelda variant (系列).
1．The underlined wrd “acclades” in paragraph tw prbably
A．blessingsB．cmplaintsC．rumrsD．praises
2．The authr hasn’t finished the game yet because ________.
A．he finds it t hard t clear all the quests and save the princess
B．he is upset that the stry may nt end in the way he really wants
C．he is reluctant t end the amazing adventure the game has brught him
D．he is unsatisfied with the clsure that the character is ging t receive
3．Accrding t the passage, what can be inferred abut the authr?
A．He purchased the Nintend Switch as sn as the prduct came ut
B．He is still playing the game, Breath f the Wild, in his spare time.
C．He values the prcess f the game mre than its result.
D．He has lst interest in finishing the game, Breath f the Wild, in the future.
4．Based n the passage, which f the fllwing best describes the authr’s current attitude twards The Legend f Zelda: Breath f the Wild?
A．Indifferent, as he prefers the cming sequel nes
B．Uninterested, he n lnger cnsiders replaying
C．Cntent, as he enjys the jurney thugh nt finishing it yet
D．Skeptical, thinking they rarely live up t expectatins
5．The purpse f the passage is t ________.
A．explain why sme players avid cmpleting games
B．criticize game develpers fr pr stry endings
C．prmte the unique gameplay f Breath f the Wild
D．argue that difficulty levels ruin gaming experiences
Passage 3
（2025·天津红桥·一模）Rbts in the art wrld are nthing new. In fact, fr centuries, peple have built rbts as art bjects, beginning with autmatns (自动机器) — r simple machines that perfrm a series f mvements — in ancient China and Japan. Hwever, what’s different nw is that artists and engineers are building rbts that actually create art.
In 1973, British-brn painter Harld Chen wrte a cmputer prgram and called it AARON. At first, AARON nly made simple utlines whse clr and details Chen wuld later add. Fifty years later, ARRON is able t paint peple, landscapes and just abut anything else a human culd paint. S can AARON be called an artist r creative? In 2010, Chen addressed these questins. He explained, “Althugh he wrte the initial cmputer cde that ARRON fllws, AARON can generate unlimited numbers f images.” S accrding t Chen, the simple answer is yes — AARON is creative.
It’s nt just paintings that rbts are creating, thugh. Last year, a rbt called Shimn released its first album n Sptify. Shimn began life as a simple rbt marimba player. Over the years, hwever, it’s learned hw t jam, with ther musicians, write riginal sngs and cmpse lyrics. Shimn des this by analyzing huge amunts f music — rughly 50,000 rck, jazz and hip-hp sngs.
It may be cl t hear a sng created by a rbt, but is there any ther reasn t build rbts that can play music? Accrding t Gil Weinberg, ne f Shimn’s creatrs, because the rbt is capable f ding things that a real musician might nt think f, he and his team “hpe and believe that these new abilities wuld push human cperatrs t new uncharted directins that culd nt be achieved in human-t-human cperatin.”
While questins abut rbts creating art are fun t think abut, there are many ther ways that rbts can help artists in the way they create their wrks. Fr example, advancements in 3D-printing technlgy will allw artists t build mre cmplex pieces fr their sculptures.
1．What was AARON able t d at first?
A．Paint peple and landscapes.
B．Prepare basic utlines fr Chen.
C．Draw pictures f itself and Chen.
D．Clr paintings under Chen’s instructins.
2．What might be the biggest challenge f creating sngs by a rbt?
A．Analyzing huge amunts f music.
B．Cmpsing lyrics.
C．Playing guitar.
D．New abilities t new uncharted directins.
3．What des the article tell us abut Shimn?
A．It is bth a marimba and guitar player.
B．It has created abut 50,000 riginal sngs.
C．It is expected t push humans t achieve mre.
D．Its creatrs hpe that it can utperfrm humans.
4．What des the authr’s attitude twards rbts that create art?
A．Psitive.B．Wrried.C．Neutral.D．Dubtful.
5．What culd be the best title fr the passage?
A．AARON and Shimn: Rbts in Art
B．The Evlutin f Rbtics in the Real Wrld
C．Prgrammed Creativity: Rbts Redefining Art
D．Hw 3D Printing is Revlutinizing Art
考向4 文章出处题/读者对象题
Passage 1
（23-24高三上·天津和平·阶段练习）It prbably was nt easy t translate the tugh talks at the high-level meeting between the U.S. and China in Anchrage. Chinese female translatr Zhang Jing became an nline hit in China fr remaining unflustered(从容不迫的), graceful, and accurate.
One vide f the first sessin f the diplmatic talks shws hw Yang Jiechi starts his respnse t the American side at 8.30 minutes, ging n until the 24.36-minute mark. Next t him, interpreter Zhang Jing is fiercely taking ntes. When Yang finishes speaking, he glances t freign minister Wang Yi n his right t let him speak, after which Zhang says, “Shall I first translate?” While the U.S. side was awaiting the translatin, Yang then says: “Ok, yu translate,” adding in English: “It’s a test fr the interpreter,” after which the American side says “We’re gnna give the translatr a raise!” Zhang then ges ahead and calmly translates Yang’s entire 15-minute speech.
T give a speedy translatin f such a lengthy ff-the-recrd speech is seen as a sign f Zhang’s utmst prfessinalism as an interpreter, which many n Weib praise. “She’s my idl,” multiple peple write.
On Sunday, the hashtag “China-U.S. Talks Female Interpreter Zhang Jing” had reached 200 millin views, but it is nt the first time fr Zhang, wh was previusly called “the mst beautiful interpreter” f the Natinal Cngress in 2013.
Being an interpreter is generally regarded an exciting and attractive jb by many netizens, as the career invlves much traveling and internatinal cntacts. But the ability t master anther language than Chinese is als ften admired.
“Translatrs are usually the ‘heres behind the scenes’, “ne cmmenter writes, pinting ut hw rare it is fr an interpreter t hit the limelight (聚光灯) like this.
“There are still peple saying it’s nt imprtant t learn English,” anther Weib user writes: “But if that were true, hw culd we educate brilliant interpreters like her? Hw else culd we quarrel with Americans at the cnference table?!”
Many wh write abut Zhang n Weib say that she is an example r a rle mdel t them: “I hpe that my spken English ne day wuld be as excellent as hers. This mtivates me t try even harder.”
1．We can infer that during the first sessin f the talk, ________.
A．Zhang Jing seemed fierce because f Yang Jiechi’s lng talk
B．Zhang Jing wrte dwn fierce wrds in respnse t the US side
C．it was beynd Zhang Jing’s ability t fllw Yang Jiechi
D．Zhang Jing cncentrated n translating in an intense atmsphere.
2．What des the underlined “it” in the furth paragraph refer t?
A．Zhang Jing was called “the mst beautiful interpreter”.
B．Zhang Jing became an nline hit several years ag.
C．Zhang Jing interpreted fr the China-U.S. diplmatic talk.
D．Zhang Jing gave a speedy translatin f a lng speech.
3．Why did the American side say “We’re gnna give the translatr a raise!“
A．Because the American side wanted t emply Zhang Jing due t her talent.
B．Because the American side thught Zhang Jing gt a lw salary.
C．Because the American side cnsidered Zhang Jing’s jb quite tugh.
D．Because it was impssible fr Zhang Jing t assume the task except by a pay rise.
4．Zhang Jing is taken as a gd example f________.
A．quarrelling with the American sides
B．enjying an exciting and attractive jb
C．shwing the significance f learning English well
D．stressing the imprtance f educating brilliant interpreters
5．Where des the passage least pssibly taken frm?
A．Science reprt.
B．The Internet.
C．Wechat fficial accunt.
D．Newspaper.
Passage 2
（22-23高三上·天津南开·期中）Chsing a majr is ne f the biggest decisins yu’ll make while yu’re in cllege. It’s imprtant that yu make yur chice cnfidently and after sme cnsideratin.
There’s Nthing Wrng With Being “Undecided”.
Between 20% and 50% f cllege freshmen enter schl withut a declared majr. Keep in mind that there’s nthing wrng with remaining “undecided” r “undeclared” fr the first few years f yur cllege career. Yu can use this time t decide what yu’re interested in. Als, keep in mind that even if yu d declare a majr yur freshman year, yu can always change yur mind. Abut ne-third f first-time cllege students change their majr within three years. Even mre, ver 60% f cllege graduates say they wuld g back and change their majr if they culd, primarily t pursue their passin areas and expand their jb pprtunities.
Explre Yur Passins and Abilities.
Set aside sme time t really explre yur passins and take stck f yur unique abilities. With an undeclared majr t start, yu can take time t really develp int what interests yu. Jin clubs arund campus t cnnect with fellw students wh share yur interests. Take electives in areas that yu might nt therwise have an pprtunity t experience. Fr example, when else might yu be able t take a petry curse r an art histry seminar? Cllege is the perfect time t step ut f yur bx and expand yur hrizns. As a student with an undeclared majr, yu’re uniquely psitined t d just that.
Cnsider Emplyment Opprtunities.
While it’s imprtant t chse a majr that interests yu, it’s als critical t chse a cllege majr that will prvide yu with future emplyment pprtunities. Statistically, the cllege majrs that tend t have the mst earning pwer are in STEM. These majrs might include health sciences r cmputer engineering. Business majrs can als expect a higher than average earning ptential. That being said, emplyers frequently recgnize that graduates wh majred in the liberal arts have valuable sft skills, t, including strng cmmunicatin, written and verbal skills, and leadership abilities. The key is t pick a majr that will be marketable fr the career yu’re interested in pursuing.
Talk t an Academic Advisr.
If yu need a little guidance, set up an appintment with an academic advisr r career cunselrs. Career develpment cunselrs and academic advisrs can help yu narrw dwn yur ptins. If yu have an idea f what classes yu’ve mst enjyed and what career paths are mst appealing t yu, wrking with ne f these prfessinals might be the final push yu need t pick a majr.
Still have sme dubts nw? Yu can submit yur questins Here.
1．What can we learn frm the secnd paragraph?
A．Mst graduates went back t cllege and changed their majrs fr a brighter future.
B．Mst students frequently change their majrs thrughut their cllege years.
C．It is all right t remain undecided n majrs fr nly the freshman year.
D．Yu dn’t necessarily need t declare yur majrs upn entering cllege.
2．Yu are advised t take electives as described in the third paragraph because ______.
A．the curses and seminars are ppular with cllege students
B．it helps yu fully explre where yur interest lies
C．yu can share yur cmmn interest with yur fellw students
D．yur majr lies in the areas, yu can’t miss them
3．An example f having gd sft skills is that ______.
A．yu express yurself well in a cntrversial business discussin
B．yu fix the technical prblems f cmputers in yur ffice easily
C．yu quickly figure ut why the cmmunicatin equipment desn’t wrk
D．yu never delegate but shulder mre f the wrklad at wrk
4．Which f the fllwing statements is Nt True?
A．Yur majr shuld be a reflectin f yur interests and career gals.
B．Chse a majr that will give yu future emplyment pprtunities.
C．An academic advisr r career cunselrs will decide the majr fr yu.
D．Yu shuld chse yur majr carefully and cnfidently.
5．Which f the fllwing is the passage prbably taken frm?
A．A travel cmmentary.B．A website page.
C．A university guide.D．A ppular magazine.
Passage 3
（2022·天津·一模）It’s hard t turn dwn hamburgers, French fries, ptat chips and all f the ther junk fd that seem t call ut t us. Hwever, eating t much junk fd can harm yur bdy, particularly if yu’re between the ages f 10 and 19.
“Junk fd shapes adlescent brains in ways that impair (损害) their ability t think, learn and remember. It can als make it harder t cntrl impulsive (冲动的) behavirs, said Amy Reichelt, a brain and nutritin specialist at Western University, Canada. “It may even increase a teen’s risk f depressin and anxiety.”
Reichelt and tw ther researchers reviewed mre than 100 studies, including their wn, abut hw pr fd chices can impact adlescent brains. They fund adlescents are mre sensitive than any ther age grup t prcessed fds with a lt f fat and sugar as their brains are nt yet fully frmed.
Adlescent brains are still develping the ability t assess risks and cntrl actins. The prefrntal crtex (前额皮质) is the part f the brain that tells us we shuldn’t eat chips all the time and helps us resist that urge. Hwever, this regin is the last t mature — it desn’t fully develp until we are in ur early 20s.
Meanwhile, teen brains get mre buzz (兴奋) frm rewards. The parts f the brain that make us feel gd when we d smething pleasurable — like eating tasty fds — are fully develped by the teen years.
In fact, these regins are even mre sensitive when we are yung. That’s because dpamine (多巴胺), a natural chemical that lifts ur md when we experience smething gd, is especially active in adlescent brains.
Therefre, the teen brain has tw strikes against it when it cmes t resisting junk fd. “It has a heightened drive fr rewards and reduced self-regulatin,” said Reichelt.
Reichelt and her team cnducted their wn study using mice, whse brains develp much like ur wn. They discvered that the “teenage” mice that had a high-fat diet perfrmed wrse n memry tests than thse eating a nrmal diet. Researchers said the high-fat diet may make the mice’s prefrntal crtex wrk less effectively.
S, what’s the best way t say n t junk fd? Researchers suggest exercise. When we exercise, the brain’s reward system becmes less sensitive t fd cues (线索). Exercise als triggers the bdy t make a prtein that helps brain cells grw and bsts cnnectins between the prefrntal crtex and ther brain regins. The prefrntal crtex thus can wrk better t help us make wise decisins and cntrl ur impulses.
1．What is the purpse f the first tw paragraphs?
A．T figure ut what junk fd is.
B．T explain the dangers f junk fd.
C．T shw hw junk fd affect the brain.
D．T analyze why junk fd is hard t resist.
2．What makes it harder fr yung peple t resist junk fd accrding t the study?
A．Prcessed fd makes them sensitive.
B．It is hard t cntrl impulsive behavirs.
C．Their still-develping prefrntal crtex.
D．The lw level f dpamine in their brains.
3．What did the study n mice prve?
A．Our md culd suffer frm eating junk fd.
B．High-fat diets may negatively affect ur creativity.
C．The brain f a muse is similar t that f a persn’s.
D．High-fat diets can harm ur ability t prcess infrmatin.
4．Hw des exercise help us accrding t the last paragraph?
A．It reduces the desire fr junk fd.
B．It activates the brain’s reward system.
C．It helps the prefrntal crtex wrk better with dpamine.
D．It makes the bdy prduce a prtein that cntrls ur impulses.
5．What clumn f the newspaper is the article prbably taken frm?
A．Fashin.B．Technlgy.C．Health.D．Entertainment.
Passage 1
（2024·天津·高考真题）Our teacher, Miss Chevalier was a small wman, with a mn face, fatty fingers and curls that sprang straight up frm her head, hence the funny name “Pdle (卷毛狗)”. She taught in ur reading club. Smetimes she wuld lk in and ask what we were reading — nt t check but t knw.
That’s what happened the day my club was reading alud a pem by Henry Lngfellw. I guess I was better than the thers, fr Miss Chevalier asked a while later, “Addie, I was wndering if yu wuld recite the whle pem t the Saturday evening’s club.” She said a famus prfessr was ging t give a lecture abut the pet, and a presentatin f that pem wuld be a fresh way t start.
She asked me t memrize it. “But that shuldn’t be a prblem fr a child f yur ability,” she added. I’m telling yu, my happy feet barely tuched the grund all the way hme. T me, that was the biggest thing ever and I sn learned the whle pem by heart, well prepared fr ur first rehearsal.
I was desperately nervus when I went t her ffice the next day. But the gd thing was she always had the smile that wuld make yu feel like yu just did smething right.
Halfway thrugh the pem, Miss Chevalier stpped me and asked if I knew what “impetuus” meant. Despite her encuraging smile, I wanted t sink thrugh the flr because I was unsure abut its prnunciatin as well as its meaning. Miss Chevalier pretended nt t have nticed my red face and handed me a dictinary, asking me t read its definitin alud. “Impetuus has tw definitins: rushing with great frce r vilence; acting suddenly, with little thught. ”
She asked me which ne fitted the pem. I read bth definitins ver again, trying t figure it ut, but Miss Chevalier must have read my mind. “There is n wrng answer,” she said, “I want t knw yur pinin, Addie.” Hesitantly, I said, “Maybe… bth.”
She liked that. “One has t be impetuus bth ways r they wuldn’t dare t face up t any challenge. Wuld yu call yurself impetuus?”
I knew she was asking fr an pinin. “My mther thinks being impetuus fr girls is imprper, anyway.”
She said my mm was smewhat right abut that. “But girls shuld als be wise t take up challenges when needed. I believe yu are such a girl.”
After that, I wuld never call Miss Chevalier “Pdle” again.
1．Why was Addie asked t recite Lngfellw’s pem t the Saturday evening’s club?
A．T help with her perfrmance.
B．T get the attentin f her classmates.
C．T set an example fr the rest f the class.
D．T try a new way t warm up the cming lecture.
2．Why did Addie feel happy n her way hme?
A．An event was ging t happen.
B．She was fully ready fr her first rehearsal.
C．She gained recgnitin fr her perfrmance.
D．She memrized the pem sner than thers.
3．What can be learned abut Miss Chevalier’s persnality frm the way she treated Addie?
A．Caring and cnsiderate.B．Easyging and carefree.
C．Curius and pen-minded.D．Disciplined and strng-willed.
4．Hw did Miss Chevalier succeed in making Addie truly understand the wrd “impetuus”?
A．By asking Addie t define it in her wn way.
B．By interpreting the tw definitins separately.
C．By cnsulting the dictinary fr its definitins.
D．By linking its definitins t Addie’s situatins.
5．What is the prbable reasn that Addie wuld never call Miss Chevalier “Pdle” again?
A．She fllwed her mther’s advice.B．She made up her mind t be a plite girl.
C．She was tuched by Miss Chevalier’s trust.D．She felt Miss Chevalier’s teaching funny.
Passage 2
（2023·天津·高考真题）Getting the “side-eye” lk frm yur dg can make it seem like they are making a judgement abut yu, and sme new studies suggest they really culd be.
The ability t judge thers’ intentins is an indicatr f pssessing “thery f mind” which was nce thught t be unique t humans. Hwever, new studies have shwn that dgs can read human behaviur and have a preference t peple wh are mre friendly r generus with fd.
One such study published in 2023 aimed t see if dgs can tell the difference between humans wh are “unwilling” r “unable” t give them a treat. 96 dgs were invlved in bth “unwilling” and “unable” scenaris (情境) designed fr the study. Bth scenaris invlved a dg being placed n ne side f a glass screen with small hles in it at nse-height, and an experimenter standing n the ther. In the ‘unwilling’ scenari, the experimenter wuld hang a piece f sausage in frnt f the screen in a ‘teasing’ (戏耍的) manner, and apprach ne f the hles. But instead f passing it thrugh the hle t the dg, they wuld then pull it ut f its reach. Fr the “unable” scenari, the experimenter wuld again mve the treat twards the hle while the dg watched, but “accidentally” drp it befre they culd pass it thrugh.
The researchers bserved that the dgs were much mre patient, making mre eye cntact and staying clser t the screen after the “unable” scenari played ut. In the “unwilling” scenari, hwever, the dgs lked at the experimenter less ften, sat, lay dwn and wandered arund mre frequently.
Anther study frm 2021 tested fr “thery f mind” in dgs in a similar way, but the dgs were able t walk rund the screen t btain the treat after witnessing the experimenter’s “unwilling” r “unable” behaviur. The main finding was that the dgs apprached the experimenter significantly sner in the unable scenari than in the unwilling scenari.
Hwever, the researchers f the 2023 study challenged that the fd drpped n the flr in the clumsy (笨拙的) manner might have mtivated the dgs t apprach the experimenter cnsidering that they prbably ften btain fd drpped n the flr in their daily lives.
Nw, mre evidence has been prvided that dgs distinguish between similar actins assciated with different intentins. But hw exactly they acquire such intentin-reading abilities will be an exciting tpic fr future research.
1．What is ne f the new research findings accrding t Paragraph 2?
A．Dgs als have “thery f mind”.
B．Dgs prefer fd frm generus peple.
C．Human behaviurs are mstly intentinal.
D．Friendly animals can get fd mre easily.
2．What did the experimenter d in the “unwilling” scenari in the 2023 study?
A．They acted awkwardly while feeding the dg.
B．They pretended t walk slwly away frm the dg.
C．They teased the dg by fixing the treat t the screen.
D．They pulled the sausage beynd the dg’s reach.
3．Hw did the dgs f the 2023 study respnd t the “unable” behaviur?
A．By mving clser t the experimenter.
B．By keeping wandering arund.
C．By ignring the experimenter.
D．By lying still n the flr
4．Hw des the experiment design f the 2021 study differ frm that f 2023?
A．The dgs can watch the experimenter.
B．The dgs can g t the ther side f the screen.
C．The dgs’ respnses are under clse bservatin.
D．The dgs’ habitual behaviurs are under analysis.
5．What d the dgs’ different respnses in “unwilling” and “unable” scenaris suggest?
A．Dgs can tell “being friendly” frm “being mean”
B．Dgs’ intelligence is gradually evlving.
C．Dgs’ intentins can be easily identified.
D．Dgs are a lt mre emtinal than ther animals.
Passage 3
（2022·天津·高考真题）Ralph Emersn nce said that the purpse f life is nt t be happy, but t be useful, t be lving, t make sme difference in he wrld. While we appreciate such wrds f wisdm, we rarely try t fllw them in ur lives.
Mst peple prefer t live a gd life themselves, ignring their respnsibilities fr the wrld. This narrw perceptin f a gd life may prvide shrt-term benefits, but is sure t lead t lng-term harm and suffering. A gd life based n cmfrt and luxury may eventually lead t mre pain be-cause we spil ur health and even ur character, principles, ideals, and relatinships.
What then, is the secret f a gd life? A gd life is a prcess, nt a state f being : a directin, nt a destinatin. We have t earn a gd life by first serving thers withut any expectatin in return because their happiness is the very surce f ur wn happiness. Mre imprtantly, we must knw urselves inside ut. Only when we examine urselves deeply can we discver ur abilities and recgnize ur limitatins, and then wrk accrdingly t create a better wrld.
The first requirement fr a gd life is having a lving heart. When we d certain right things merely as a duty, we find ur jb s tiresme that we’ll sn burn ut. Hwever, when we d that same jb ut f lve, we nt nly enjy what we d, but als d it with an effrtless feeling.
Hwever, lve alne is insufficient t lead a gd life. Lve smetimes blinds us t the reality. Cnsequently, ur gd intentins may nt lead t gd results. T achieve desired utcme, thse wh want t d gd t thers als need t equip themselves with accurate wrld knwledge. False knwledge is mre dangerus than ignrance. If lve is the engine f a car knwledge is the steering wheel(方向盘). If the engine lacks pwer, the car can’t mve; if the driver lses cntrl f the steering, a rad accident prbably ccurs. Only with lve in heart and the right knwledge in mind can we lead a gd life.
With lve and knwledge, we g all ut t create a better wrld by ding gd t thers. When we see the impact f ur gd wrk n the wrld we give meaning t ur life and earn lasting jy and happiness.
1．What effect des the narrw perceptin f a gd life have n us?
A．Making us simple-mindedB．Making us shrt-sighted.
C．Leading us nt a busy rad.D．Keeping us frm cmfrt and luxury.
2．Accrding t the authr, hw can ne gain true happiness?
A．Thrugh maintaining gd health.
B．By ging thrugh pain and suffering.
C．By recgnizing ne’s abilities and limitatins.
D．Thrugh ffering help much needed by thers.
3．Accrding t Paragraph 4, ding certain right things with a lving heart makes ne________.
A．less selfishB．less annying
C．mre mtivatedD．mre respnsible
4．In what case may gd intentins fail t lead t desired results?
A．When we have wrng knwledge f the wrld.
B．When ur lve fr the wrld is insufficient.
C．When we are insensitive t dangers in life.
D．When we stay blind t the reality.
5．Accrding t Paragraph 5, life can be made truly gd when ________.
A．inspired by lve and guided by knwledge
B．directed by lve and pushed by knwledge
C．purified by lve and enriched by knwledge
D．prmted by lve and defined by knwledge
Passage 4
（2022·天津·高考真题）Is it true that ur brain alne is respnsible fr human cgnitin(认知)? What abut ur bdy? Is it pssible fr thught and behavir t riginate frm smewhere ther than ur brain? Psychlgists wh study Embdied Cgnitin(EC) ask similar questins. The EC thery suggests ur bdy is als respnsible fr thinking r prblem-slving. Mre precisely, the mind shapes the bdy and the bdy shapes the mind in equal measure.
If yu think abut it fr a mment, it makes ttal sense. When yu smell smething gd r hear amusing sunds, certain emtins are awakened. Think abut hw newbrns use their senses t understand the wrld arund them. They dn’t have emtins s much as needs—they dn’t feel sad, they’re just hungry and need fd. Even unbrn babies can feel their mthers’ heartbeats and this has a calming effect. In the real wrld，they cry when they’re cld and then get hugged. That way, they start t as-sciate being warm with being lved.
Understandably, therists have been arguing fr years and still disagree n whether the brain is the nerve centre that perates the rest f the bdy. Older Western philsphers and mainstream language researchers believe this is fact, while EC therises that the brain and bdy are wrking tgether as an rganic supercmputer, prcessing everything and frming yur reactins.
Further studies have backed up the mind-bdy interactin. In ne experiment, test subjects(实验对象) were asked t judge peple after being handed a ht r a cld drink. They all made warm evaluatins when their fingertips perceived warmth rather than clness. And it wrks the ther way t; in anther study, subjects’ fingertip temperatures were measured after being “included” in r “rejected” frm a grup task. Thse wh were included felt physically warmer.
Fr further prf, we can lk at the metaphrs(比喻说法) that we use withut even thinking. A kind and sympathetic persn is frequently referred t as ne with a sft heart and smene wh is very strng and calm in difficult situatins is ften described as slid as a rck. And this kind f metaphrical use is cmmn acrss languages.
Nw that yu have the knwledge f mind-bdy interactin, why nt use it? If yu’re having a bad day, a warm cup f tea will give yu a flash f pleasure. If yu knw yu’re physically cld, warm up befre making any interpersnal decisins.
1．Accrding t the authr, the significance f the EC thery lies in ________.
A．facilitating ur understanding f the rigin f psychlgy
B．revealing the majr rle f the mind in human cgnitin
C．ffering a clearer picture f the shape f human brain
D．bringing us clser t the truth in human cgnitin
2．Where des the new brns’ understanding f their surrundings start frm?
A．Their persnal lks.
B．Their mental needs.
C．Their inner emtins.
D．Their physical feelings.
3．The experiments mentined in Paragraph 4 further prve________.
A．envirnment impacts hw we judge thers
B．hw bdy temperature is related t health
C．the mind and the bdy influence each ther
D．hw humans interact with their surrundings
4．What des the authr intend t prve by citing the metaphrs in Paragraph 5?
A．Human speech is alive with metaphrs.
B．Human senses have effects n thinking.
C．Human language is shaped by visual images.
D．Human emtins are ften cmpared t natural materials.
5．What is the authr’s purpse in writing the last paragraph?
A．T share with the reader ways t release their emtins.
B．T guide the reader nt the path t career success.
C．T encurage the reader t put EC int practice.
D．T deepen the reader’s understanding f EC．
Passage 5
（2021·天津·高考真题）When peple ask me hw I started writing, I find myself describing an urgent need that I felt t wrk with language. Having said that, I did nt knw fr a lng time what I was lking fr. It was nt until I fllwed this feeling t its surce that I discvered I had a passin fr writing. With sme encuragement frm my clleagues, I had ne f my pems published. This bit f success, hwever, was the pint where my prblem began.
Back in 1978, I had t travel between three different campuses in the mrning, teaching freshman cmpsitin. Afternns I spent taking my daughter t her ballet and hrse-riding lessns. I cmpsed my lectures n the way, and that was all the thinking time I had. When I returned hme, there was nt enugh f me left fr writing after a full wrking day.
As a way ut, I decided t get up tw hurs befre my usual time. My alarm was set fr 5:00 A．M. The first day I shut it ff because I had placed it within arm's reach. The secnd day I set tw clcks, ne n my night table, and ne ut in the hallway. I had t jump ut f bed and run t silence it befre my family was awken. This was when my mrning writing began.
Since that first mrning in 1978, I have been fllwing the habit t this day, nt making r accepting many excuses fr nt writing. I wrte my pems in this manner fr nearly ten years befre my first bk was published. When I decided t write a nvel, I divided my tw hurs: the first fr petry, the secnd fr fictin. Well r badly, I wrte at least tw pages a day. This is hw my nvel, The Line f the Sun. was finished. If I had waited t have the time, I wuld still be waiting t write my nvel.
What I gt ut f getting up in the dark t wrk is the feeling that I am in cntrl. Fr many peple, the initial sense f urgency t create easily dies away because it requires making the tugh decisin: taking the time t create, stealing it frm yurself if ifs the nly way.
1．What mtivated the authr t start her writing career?
A．Her strng wish t share.
B．Her keen interest in writing.
C．Her urgent need t make a living.
D．Her passinate desire fr fame.
2．What prblem did the authr face when she decided t begin her writing?
A．She was t exhausted t write after a busy day.
B．She had truble in deciding n her writing style.
C．She had t take time t discipline her daughter.
D．She was unsure abut her writing skills.
3．Why did the authr place an alarm clck in the hallway?
A．In case the clck in her rm brke dwn.
B．In case she failed t hear the ringing.
C．T frce herself ut f bed.
D．T wake up her family.
4．Hw did the authr manage t finish her nvel?
A．By sticking t writing every mrning.
B．By writing when her mind was mst active.
C．By drawing inspiratins frm classic nvels.
D．By reducing her teaching hurs at schl.
5．What can we learn frm the authr's success in her writing career?
A．It is never t late t change yur jb.
B．Imaginative ideas die away if nt taken in time.
C．A tight schedule is n excuse fr lack f actin.
D．Daily life prvides ideas fr creative writing.