高考英語(yǔ)閱讀理解五步法專項(xiàng)帶練(58)講義

①TheStanfordmarshmallow(棉花糖)testwasoriginallyconductedbypsychologistWalterMischelinthelate1960s.Childrenagedfourtosixatanurseryschoolwereplacedinaroom.Asinglesugarytreat,selectedbythechild,wasplacedonatable.Eachchildwastoldiftheywaitedfor15minutesbeforeeatingthetreat,theywouldbegivenasecondtreat.Thentheywereleftaloneintheroom.Follow-upstudieswiththechildrenlaterinlifeshowedaconnectionbetweenanabilitytowaitlongenoughtoobtainasecondtreatandvariousformsofsuccess.②Asadultswefaceaversionofthemarshmallowtesteveryday.We’renottemptedbysugarytreats,butbyourcomputers,phones,andtablets—allthedevicesthatconnectustotheglobaldeliverysystemforvarioustypesofinformationthatdotouswhatmarshmallowsdotopreschoolers.③Wearetemptedbysugarytreatsbecauseourancestorslivedinacalorie-poorworld,andourbrainsdevelopedaresponsemechanismtothesetreatsthatreflectedtheirvalue—afeelingofrewardandsatisfaction.Butaswe’vereshapedtheworldaroundus,dramaticallyreducingthecostandeffortinvolvedinobtainingcalories,westillhavethesamebrainswehadthousandsofyearsago,andthismismatchisattheheartofwhysomanyofusstruggletoresisttemptingfoodsthatweknowweshouldn’teat.④Asimilarprocessisatworkinourresponsetoinformation.Ourformativeenvironmentasaspecieswasinformation-poor,soourbrainsdevelopedamechanismthatprizednewinformation.Butglobalconnectivityhasgreatlychangedourinformationenvironment.Wearenowceaselesslybombarded(轟炸)withnewinformation.Therefore,justasweneedtobemorethoughtfulaboutourcaloricconsumption,wealsoneedtobemorethoughtfulaboutourinformationconsumption,resistingthetemptationofthemental“junkfood”inordertomanageourtimemosteffectively.【素材來(lái)源：四川省成都市樹德中學(xué)2023-2024學(xué)年高三上學(xué)期期末英語(yǔ)試題】28.WhatdidthechildrenneedtodotogetasecondtreatinMischel’stest?A.Takeanexaminationalone.B.Sharetheirtreatswithothers.C.Delayeatingforfifteenminutes.D.Showrespectfortheresearchers.29.AccordingtoParagraph3,thereisamismatchbetween_______.A.thecalorie-poorworldandourgoodappetitesB.theshortageofsugarandournutritionalneedsC.thetemptingfoodsandoureffortstokeepfitD.therichfoodsupplyandourunchangedbrains30.Whatdoestheauthorsuggestreadersdo?A.Beselectiveinformationconsumers.B.Absorbnewinformationreadily.C.Usediverseinformationsources.D.Protecttheinformationenvironment.31.Whichofthefollowingisthebesttitleforthetext?A.EatLess,ReadMoreB.TheLater,theBetterC.TheMarshmallowTestforGrownupsD.TheBitterTruthaboutEarlyHumans【五步法解析】串聯(lián)題干WhatdidthechildrenneedtodotogetasecondtreatinMischel’stest?AccordingtoParagraph3,thereisamismatchbetween_______.Whatdoestheauthorsuggestreadersdo?Whichofthefollowingisthebesttitleforthetext?歸納主題詞：test,readers,mismatch,secondtreat28.WhatdidthechildrenneedtodotogetasecondtreatinMischel’stest?在米歇爾的測(cè)試中，孩子們需要做什么才能得到第二次獎(jiǎng)勵(lì)?A.Takeanexaminationalone.獨(dú)自參加考試。B.Sharetheirtreatswithothers.與他人分享他們的食物。C.Delayeatingforfifteenminutes.推遲15分鐘進(jìn)食。D.Showrespectfortheresearchers.尊重研究人員①TheStanfordmarshmallow(棉花糖)testwasoriginallyconductedbypsychologistWalterMischelinthelate1960s.Childrenagedfourtosixatanurseryschoolwereplacedinaroom.Asinglesugarytreat,selectedbythechild,wasplacedonatable.Eachchildwastoldiftheywaitedfor15minutesbeforeeatingthetreat,theywouldbegivenasecondtreat.每個(gè)孩子都被告知，如果他們?cè)诔灾暗却?5分鐘，他們將得到第二次獎(jiǎng)勵(lì)Thentheywereleftaloneintheroom.Follow-upstudieswiththechildrenlaterinlifeshowedaconnectionbetweenanabilitytowaitlongenoughtoobtainasecondtreatandvariousformsofsuccess.29.AccordingtoParagraph3,thereisamismatchbetween_______.根據(jù)第3段，兩者之間存在不匹配A.thecalorie-poorworldandourgoodappetites卡路里匱乏的世界和我們的好胃口B.theshortageofsugarandournutritionalneeds糖的短缺和我們的營(yíng)養(yǎng)需求C.thetemptingfoodsandoureffortstokeepfit誘人的食物和我們?yōu)楸３纸】邓龅呐.therichfoodsupplyandourunchangedbrains豐富的食物供應(yīng)和我們不變的大腦（反話正說(shuō)）③Wearetemptedbysugarytreatsbecauseourancestorslivedinacalorie-poorworld,andourbrainsdevelopedaresponsemechanismtothesetreatsthatreflectedtheirvalue—afeelingofrewardandsatisfaction.我們之所以會(huì)受到甜食的誘惑，是因?yàn)槲覀兊淖嫦壬钤谝粋€(gè)卡路里匱乏的世界里，我們的大腦對(duì)這些甜食形成了一種反應(yīng)機(jī)制，反映了它們的價(jià)值——一種獎(jiǎng)勵(lì)和滿足感。Butaswe’vereshapedtheworldaroundus,dramaticallyreducingthecostandeffortinvolvedinobtainingcalories,westillhavethesamebrainswehadthousandsofyearsago,andthismismatchisattheheartofwhysomanyofusstruggletoresisttemptingfoodsthatweknowweshouldn’teat.這種不匹配是我們這么多人努力抵抗明知不應(yīng)該吃的誘人食物的核心原因。30.Whatdoestheauthorsuggestreadersdo?作者建議讀者做什么?A.Beselectiveinformationconsumers.做有選擇性的信息消費(fèi)者B.Absorbnewinformationreadily.容易吸收新信息。C.Usediverseinformationsources.使用不同的信息源D.Protecttheinformationenvironment.保護(hù)信息環(huán)境?？疾斓氖且蚬P(guān)系的行文邏輯和詞匯復(fù)現(xiàn)同義替換：selective=bemorethoughtfulabout④Asimilarprocessisatworkinourresponsetoinformation.Ourformativeenvironmentasaspecieswasinformation-poor,soourbrainsdevelopedamechanismthatprizednewinformation.Butglobalconnectivityhasgreatlychangedourinformationenvironment.Wearenowceaselesslybombarded(轟炸)withnewinformation.Therefore,justasweneedtobemorethoughtfulaboutourcaloricconsumption,wealsoneedtobemorethoughtfulaboutourinformationconsumption,resistingthetemptationofthemental“junkfood”inordertomanageourtimemosteffectively.因此，就像我們需要更仔細(xì)地考慮我們的熱量消耗一樣，我們也需要更仔細(xì)地考慮我們的信息消耗，抵制精神“垃圾食品”的誘惑，以便最有效地管理我們的時(shí)間。31.Whichofthefollowingisthebesttitleforthetext?下面哪個(gè)是這篇文章最好的標(biāo)題?A.EatLess,ReadMore少吃多讀B.TheLater,theBetter越晚越好C.TheMarshmallowTestforGrownups成人棉花糖測(cè)試(原詞對(duì)應(yīng)）D.TheBitterTruthaboutEarlyHumans關(guān)于早期人類的痛苦真相①TheStanfordmarshmallow(棉花糖)testwasoriginallyconductedbypsychologistWalterMischelinthelate1960s.Childrenagedfourtosixatanurseryschoolwereplacedinaroom.Asinglesugarytreat,selectedbythechild,wasplacedonatable.Eachchildwastoldiftheywaitedfor15minutesbeforeeatingthetreat,theywouldbegivenasecondtreat.Thentheywereleftaloneintheroom.Follow-upstudieswiththechildrenlaterinlifeshowedaconnectionbetweenanabilitytowaitlongenoughtoobtainasecondtreatandvariousformsofsuccess.【逐句翻譯】第一段TheStanfordmarshmallow(棉花糖)testwasoriginallyconductedbypsychologistWalterMischelinthelate1960s.斯坦福棉花糖(棉花糖)測(cè)試最初是由心理學(xué)家沃爾特·米歇爾在20世紀(jì)60年代末進(jìn)行的。Childrenagedfourtosixatanurseryschoolwereplacedinaroom.幼兒園里4到6歲的孩子被安排在一個(gè)房間里。Asinglesugarytreat,selectedbythechild,wasplacedonatable.句子結(jié)構(gòu)分析：selectedby..過(guò)去分詞作定語(yǔ)修飾asinglesurgerytreat句意：孩子們選了一份糖，放在桌子上。Eachchildwastold(that)iftheywaitedfor15minutesbeforeeatingthetreat,theywouldbegivenasecondtreat.句子結(jié)構(gòu)分析：that引導(dǎo)賓語(yǔ)從句；if引導(dǎo)條件狀語(yǔ)從句（主將從現(xiàn)結(jié)構(gòu)）句意：每個(gè)孩子都被告知，如果他們?cè)诔蕴枪暗?5分鐘，他們就會(huì)得到第二次糖果。Thentheywereleftaloneintheroom.然后把他們單獨(dú)留在房間里Follow-upstudieswiththechildrenlaterinlifeshowedaconnectionbetweenanabilitytowaitlongenoughtoobtainasecondtreatandvariousformsofsuccess.句子結(jié)構(gòu)分析：with后接介詞短語(yǔ)修飾students句意：對(duì)這些孩子以后生活的后續(xù)研究表明，等待足夠長(zhǎng)的時(shí)間以獲得第二次獎(jiǎng)勵(lì)的能力與各種形式的成功之間存在聯(lián)系?！菊骖}必考詞匯】Followupvt.把…貫徹到底，對(duì)…采取進(jìn)一步行動(dòng);跟著，追逐，繼續(xù)Followuptheshipmentandreceivedthegoodsingoodquality.跟進(jìn)運(yùn)輸,及時(shí)收到優(yōu)質(zhì)的貨品.第二段：Asadultswefaceaversionofthemarshmallowtesteveryday.作為成年人，我們每天都要面對(duì)棉花糖測(cè)試。We’renottemptedbysugarytreats,butbyourcomputers,phones,andtablets—allthedevicesthatconnectustotheglobaldeliverysystemforvarioustypesofinformation//thatdotouswhatmarshmallowsdotopreschoolers.句子結(jié)構(gòu)分析：第一個(gè)that引導(dǎo)定語(yǔ)從句修飾devices;第二個(gè)that引導(dǎo)定語(yǔ)從句修飾information句意：誘惑我們的不是甜食，而是我們的電腦、手機(jī)和平板電腦——所有這些將我們與全球信息傳遞系統(tǒng)連接起來(lái)的設(shè)備，它們對(duì)我們的作用就像棉花糖對(duì)學(xué)齡前兒童的作用一樣。第三段：Wearetemptedbysugarytreatsbecauseourancestorslivedinacalorie-poorworld,andourbrainsdevelopedaresponsemechanismtothesetreatsthatreflectedtheirvalue—afeelingofrewardandsatisfaction.句子結(jié)構(gòu)分析：because引導(dǎo)原因狀語(yǔ)從句；that引導(dǎo)定語(yǔ)從句修飾thesetreats;afeelingof..后接同位語(yǔ)修飾value.句意：我們之所以會(huì)受到甜食的誘惑，是因?yàn)槲覀兊淖嫦壬钤谝粋€(gè)卡路里匱乏的世界里，我們的大腦對(duì)這些甜食形成了一種反應(yīng)機(jī)制，反映了它們的價(jià)值——一種獎(jiǎng)勵(lì)和滿足感?！菊骖}必考詞匯】Temptvt.引誘，慫恿;吸引;冒…的風(fēng)險(xiǎn);使感興趣Don'ttemptthievesbyleavingvaluablesclearlyvisible.別把貴重物品放在顯眼處招賊。Butaswe’vereshapedtheworldaroundus,dramaticallyreducingthecostandeffortinvolvedinobtainingcalories,westillhavethesamebrainswehadthousandsofyearsago,andthismismatchisattheheartofwhysomanyofusstruggletoresisttemptingfoodsthatweknowweshouldn’teat.句子結(jié)構(gòu)分析：reducing現(xiàn)在分詞作伴隨狀語(yǔ)；that引導(dǎo)定語(yǔ)從句修飾temptingfoods句意：但是，當(dāng)我們重塑了我們周圍的世界，大大減少了獲取卡路里的成本和努力時(shí)，我們的大腦仍然和幾千年前一樣，這種不匹配是我們這么多人努力抵抗我們知道不應(yīng)該吃的誘人食物的核心原因?！菊骖}必考詞匯】reshapevt.重塑;給…以新形態(tài);采取新形式;打開新局面Recessionhassimplyacceleratedchangesthathavebeenreshapingtheindustryanyway.經(jīng)濟(jì)蕭條只不過(guò)加速了原本就在改變行業(yè)狀況的變化。2.reducev.減少，縮小;使變成;節(jié)食;使不得不;使淪為（不好境地）;（使）濃縮Costshavebeenreducedby20%overthepastyear.過(guò)去一年，各項(xiàng)費(fèi)用已經(jīng)減少了20%。3.mismatchn.錯(cuò)配，失諧Thereisamismatchbetweentheskillsofferedbypeopleandtheskillsneededbyindustry.行業(yè)需要的技術(shù)與人們可以提供的技能并不匹配。第四段：Asimilarprocessisatworkinourresponsetoinformation.我們對(duì)信息的反應(yīng)也有類似的過(guò)程?！菊骖}必考詞匯】Inresponseto對(duì)…做出反應(yīng)ThemeetingwascalledinresponsetoarequestfromVenezuela.應(yīng)委內(nèi)瑞拉的要求召開了這次會(huì)議。Ourformativeenvironmentasaspecieswasinformation-poor,soourbrainsdevelopedamechanismthatprizednewinformation.句子結(jié)構(gòu)分析：that引導(dǎo)定語(yǔ)從句修飾mechanism句意：作為一個(gè)物種，我們的形成環(huán)境是缺乏信息的，所以我們的大腦發(fā)展了一種重視新信息的機(jī)制?！菊骖}必考詞匯】mechanismn.[生]機(jī)制，機(jī)能，[樂]機(jī)理;（機(jī)械）結(jié)構(gòu)，機(jī)械裝置[作用]，（故事的）結(jié)構(gòu);[藝]手法，技巧，途徑;機(jī)械作用There'snomechanismforpunishingarmsexporterswhobreaktherules.對(duì)違規(guī)的武器出口商實(shí)施懲罰尚無(wú)執(zhí)行機(jī)制。prizev.重視;撬動(dòng);竭力打探(考察的是熟詞僻義）Istillprizeallthoseearlypamphlets.我仍珍視所有的那些早期小冊(cè)子.Butglobalconnectivityhasgreatlychangedourinformationenvironment.但全球互聯(lián)互通極大地改變了我們的信息環(huán)境。Wearenowceaselesslybombarded(轟炸)withnewinformation.我們現(xiàn)在不斷受到新信息的轟炸(轟炸)?！菊骖}必考詞匯】carelesslyadv.無(wú)憂無(wú)慮地;粗心大意地;草率地;淡漠地