第01輯期末暑假 專題04 閱讀理解議論文（提分策略+24高考3篇+24期終20篇）（教師版） 2025屆新高三英語(yǔ)提分培優(yōu)通關(guān)練（高考真題+名校模擬）

2025屆新高三英語(yǔ)提分培優(yōu)通關(guān)練（高考真題+名校模擬）第01輯：2024年期末考試暑假專輯專題04閱讀理解議論文（提分策略+24高考3篇+24期終20篇）解析版目錄技能專區(qū)1真題專區(qū)1模擬專區(qū)7技能專區(qū)：沖刺備考名師提醒，洞悉高考命題規(guī)律，提供高效提分干貨社會(huì)現(xiàn)象類議論文閱讀解題技巧這類文章通過(guò)寫人記事來(lái)揭示文章的主題，顯示其社會(huì)意義，一般采用順序或倒敘來(lái)敘述。題目經(jīng)常是一些細(xì)節(jié)問(wèn)題?？疾榈姆矫婵梢允窃蚝推渲幸l(fā)的思考。閱讀這類文章要理清思路。1、瀏覽試題，明確要求。在閱讀文章前，最好先瀏覽一下文章后面的題干和選項(xiàng)。知道了問(wèn)題后再去看文章，可使思路更敏捷，而且也便于閱讀時(shí)留意文中出現(xiàn)的與選項(xiàng)有關(guān)的信息。2、通讀全文，抓住主要內(nèi)容。在不影響理解的前提下，盡可能地閱讀以便在盡可能短的時(shí)間內(nèi)理解文章或段落的內(nèi)容。閱讀時(shí)，如遇到不熟悉的單詞、詞組或一時(shí)看不懂的句子，不要停下來(lái)苦思冥想，繼續(xù)讀下去，通過(guò)上下文的詞語(yǔ)和句子可能就理解了。3、抓住中心思想和段落大意。通讀全文時(shí)，要特別注意主題句。每篇文章或每個(gè)段落都有與文章有關(guān)的句子，尤其是科技、政論性文章的主題句一般都在文章的開(kāi)頭或結(jié)尾，插在中間的很少。所以，文章的第一段或開(kāi)頭的第一、二個(gè)句子往往包含著文章的中心思想、作者的意圖或全文的概述，因此要特別注意，徹底理解。4、有針對(duì)性地仔細(xì)閱讀，找尋所需信息。在前面的基礎(chǔ)上，可進(jìn)行有針對(duì)性地閱讀了。把與問(wèn)題無(wú)關(guān)的內(nèi)容一掃而過(guò)，而對(duì)于和問(wèn)題有關(guān)的內(nèi)容認(rèn)真閱讀，還可以用筆在下面做出記號(hào)。再把這些信息與問(wèn)題的要求結(jié)合起來(lái)，逐條分析，綜合判斷，找出正確答案。5、進(jìn)行合理的推理判斷。對(duì)文章有了全面的了解之后，可以按照文章要求以及上下文之間的關(guān)系，做出推理判斷。在進(jìn)行推理判斷的時(shí)候，需要綜合考慮句型、語(yǔ)法、句子之間的邏輯關(guān)系、文化背景等方面的因素。6、認(rèn)真復(fù)讀，驗(yàn)證答案。要用全文的中心思想統(tǒng)帥各個(gè)題目，研究其內(nèi)在聯(lián)系和邏輯關(guān)系，并依次審核那些還未打上的題目，確保理解無(wú)誤。真題專區(qū)：練真題，明方向；練技巧，提能力；練速度，提分?jǐn)?shù)！012024新高考I卷Iscomprehensionthesamewhetherapersonreadsatextonscreenoronpaper?Andarelisteningtoandviewingcontentaseffectiveasreadingthewrittenwordwhencoveringthesamematerial?Theanswerstobothquestionsareoften“no.”Thereasonsrelatetoavarietyoffactors,includingreducedconcentration,anentertainmentmindset(心態(tài))andatendencytomultitaskwhileconsumingdigitalcontent.Whenreadingtextsofseveralhundredwordsormore,learningisgenerallymoresuccessfulwhenit’sonpaperthanonscreen.Alargeamountofresearchconfirmsthisfinding.Thebenefitsofprintreadingparticularlyshinethroughwhenexperimentersmovefromposingsimpletasks–likeidentifyingthemainideainareadingpassage–toonesthatrequirementalabstraction–suchasdrawinginferencesfromatext.Thedifferencesbetweenprintanddigitalreadingresultsarepartlyrelatedtopaper’sphysicalproperties.Withpaper,thereisaliterallayingonofhands,alongwiththevisualgeographyofdistinctpages.Peopleoftenlinktheirmemoryofwhatthey’vereadtohowfarintothebookitwasorwhereitwasonthepage.Butequallyimportantisthementalaspect.Readingresearchershaveproposedatheorycalled“shallowinghypothesis(假說(shuō)).”Accordingtothistheory,peopleapproachdigitaltextswithamindsetsuitedtosocialmedia,whichareoftennotsoserious,anddevotelessmentaleffortthanwhentheyarereadingprint.Audio(音頻)andvideocanfeelmoreengagingthantext,andsouniversityteachersincreasinglyturntothesetechnologies–say,assigninganonlinetalkinsteadofanarticlebythesameperson.However,psychologistshavedemonstratedthatwhenadultsreadnewsstories,theyremembermoreofthecontentthaniftheylistentoorviewidenticalpieces.Digitaltexts,audioandvideoallhaveeducationalroles,especiallywhenprovidingresourcesnotavailableinprint.However,formaximizinglearningwherementalfocusandreflectionarecalledfor,educatorsshouldn’tassumeallmediaarethesame,evenwhentheycontainidenticalwords.28.Whatdoestheunderlinedphrase“shinethrough”inparagraph2mean?A.Seemunlikelytolast. B.Seemhardtoexplain.C.Becomereadytouse. D.Becomeeasytonotice.29.Whatdoestheshallowinghypothesisassume?A.Readerstreatdigitaltextslightly.B.Digitaltextsaresimplertounderstand.C.Peopleselectdigitaltextsrandomly.D.Digitaltextsaresuitableforsocialmedia.30.Whyareaudioandvideoincreasinglyusedbyuniversityteachers?A.Theycanholdstudents’attention.B.Theyaremoreconvenienttoprepare.C.Theyhelpdevelopadvancedskills.D.Theyaremoreinformativethantext.31.Whatdoestheauthorimplyinthelastparagraph?A.Studentsshouldapplymultiplelearningtechniques.B.Teachersshouldproducetheirownteachingmaterial.C.Printtextscannotbeentirelyreplacedineducation.D.Educationoutsidetheclassroomcannotbeignored.【答案】28.D29.A30.A31.C【解析】【導(dǎo)語(yǔ)】本文是議論文。主要討論了紙質(zhì)閱讀與數(shù)字閱讀、音頻和視頻學(xué)習(xí)方式的差異和效果。28.詞句猜測(cè)題。根據(jù)前文“Whenreadingtextsofseveralhundredwordsormore,learningisgenerallymoresuccessfulwhenit’sonpaperthanonscreen.Alargeamountofresearchconfirmsthisfinding.(當(dāng)閱讀幾百字或更多的文本時(shí)，在紙上學(xué)習(xí)通常比在屏幕上學(xué)習(xí)更成功。大量的研究證實(shí)了這一發(fā)現(xiàn))”可知，在紙上學(xué)習(xí)更有成效，以及后文“whenexperimentersmovefromposingsimpletasks—likeidentifyingthemainideainareadingpassage—toonesthatrequirementalabstraction—suchasdrawinginferencesfromatext.(當(dāng)實(shí)驗(yàn)人員從提出簡(jiǎn)單的任務(wù)(如識(shí)別閱讀文章的主旨)轉(zhuǎn)移到需要思維抽象的任務(wù)(如從文本中推斷)時(shí))”推知，此處應(yīng)是表達(dá)“當(dāng)實(shí)驗(yàn)者從簡(jiǎn)單的任務(wù)轉(zhuǎn)向需要精神抽象的任務(wù)時(shí)，紙質(zhì)閱讀的益處就變得顯而易見(jiàn)”之意，所以shinethrough應(yīng)是“顯而易見(jiàn)”之意，和D項(xiàng)意思相近。故選D項(xiàng)。29.推理判斷題。根據(jù)第四段“Butequallyimportantisthementalaspect.Readingresearchershaveproposedatheorycalled“shallowinghypothesis(假說(shuō))”.Accordingtothistheory,peopleapproachdigitaltextswithamindsetsuitedtosocialmedia,whichareoftennotsoserious,anddevotelessmentaleffortthanwhentheyarereadingprint.(但同樣重要的是精神層面。閱讀研究人員提出了一個(gè)名為“shallowinghypothesis”的理論。根據(jù)這一理論，人們以適合社交媒體的心態(tài)接觸數(shù)字文本，這些文本通常不那么嚴(yán)肅，與閱讀印刷品時(shí)相比，投入的精神努力也更少)”可知，shallowinghypothesis假設(shè)讀者在閱讀數(shù)字文本時(shí)會(huì)持有一種輕松的心態(tài)，不會(huì)像閱讀紙質(zhì)書籍那樣投入太多的心理努力。故選A項(xiàng)。30.細(xì)節(jié)理解題。根據(jù)第五段“Audio(音頻)andvideocanfeelmoreengagingthantext,andsouniversityteachersincreasinglyturntothesetechnologies—say,assigninganonlinetalkinsteadofanarticlebythesameperson.(音頻和視頻可能比文本更具吸引力，因此大學(xué)教師越來(lái)越多地轉(zhuǎn)向這些技術(shù)，例如分配在線講座而不是同一作者的文章)”可知，音頻和視頻比文本更能吸引學(xué)生的注意力，所以大學(xué)教師越來(lái)越多地使用這些技術(shù)。故選A項(xiàng)。31.推理判斷題。根據(jù)最后一段“Digitaltexts,audioandvideoallhaveeducationalroles,especiallywhenprovidingresourcesnotavailableinprint.However,formaximizinglearningwherementalfocusandreflectionarecalledfor,educatorsshouldn’tassumeallmediaarethesame,evenwhentheycontainidenticalwords.(數(shù)字文本、音頻和視頻都具有教育作用，尤其是在提供印刷品中無(wú)法獲得的資源時(shí)。然而，為了在需要精神集中和反思的情況下最大限度地學(xué)習(xí)，教育工作者不應(yīng)假定所有媒體都是相同的，即使它們包含相同的單詞)”可知，盡管數(shù)字文本、音頻和視頻在教育中有一定作用，但當(dāng)需要精神集中和反思以最大化學(xué)習(xí)時(shí)，教育者不應(yīng)假定所有媒體都是相同的，即使它們包含相同的單詞。這表明作者認(rèn)為紙質(zhì)文本在教育中的作用仍然不可替代，因此暗示紙質(zhì)文本在教育中的重要性。故選C項(xiàng)。02-2023全國(guó)乙卷Ifyouwanttotellthehistoryofthewholeworld,ahistorythatdoesnotprivilegeonepartofhumanity,youcannotdoitthroughtextsalone,becauseonlysomeoftheworldhaseverhadtexts,whilemostoftheworld,formostofthetime,hasnot.Writingisoneofhumanity’slaterachievements,anduntilfairlyrecentlyevenmanyliterate(有文字的)societiesrecordedtheirconcernsnotonlyinwritingbutinthings.Ideallyahistorywouldbringtogethertextsandobjects,andsomechaptersofthisbookareabletodojustthat,butinmanycaseswesimplycan’t.Theclearestexampleofthisbetweenliterateandnon-literatehistoryisperhapsthefirstconflict,atBotanyBay,betweenCaptainCook’svoyageandtheAustralianAboriginals.FromtheEnglishside,wehavescientificreportsandthecaptain’srecordofthatterribleday.FromtheAustralianside,wehaveonlyawoodenshield(盾)droppedbyamaninflightafterhisfirstexperienceofgunshot.Ifwewanttoreconstructwhatwasactuallygoingonthatday,theshieldmustbequestionedandinterpretedasdeeplyandstrictlyasthewrittenreports.Inadditiontotheproblemofmiscomprehensionfrombothsides,therearevictoriesaccidentallyordeliberatelytwisted,especiallywhenonlythevictorsknowhowtowrite.Thosewhoareonthelosingsideoftenhaveonlytheirthingstotelltheirstories.TheCaribbeanTaino,theAustralianAboriginals,theAfricanpeopleofBeninandtheIncas,allofwhomappearinthisbook,canspeaktousnowoftheirpastachievementsmostpowerfullythroughtheobjectstheymade:ahistorytoldthroughthingsgivesthembackavoice.Whenweconsidercontact(聯(lián)系)betweenliterateandnon-literatesocietiessuchasthese,allourfirst-handaccountsarenecessarilytwisted,onlyonehalfofadialogue.Ifwearetofindtheotherhalfofthatconversation,wehavetoreadnotjustthetexts,buttheobjects.32.Whatisthefirstparagraphmainlyabout?A.Howpasteventsshouldbepresented. B.Whathumanityisconcernedabout.C.Whetherfactsspeaklouderthanwords. D.Whywrittenlanguageisreliable.33.WhatdoestheauthorindicatebymentioningCaptainCookinparagraph2?A.Hisreportwasscientific. B.Herepresentedthelocalpeople.C.HeruledoverBotanyBay. D.Hisrecordwasone-sided.34.Whatdoestheunderlinedword“conversation”inparagraph3referto?A.Problem. B.History. C.Voice.D.Society.35.Whichofthefollowingbooksisthetextmostlikelyselectedfrom?A.HowMapsTellStoriesoftheWorld B.AShortHistoryofAustraliaC.AHistoryoftheWorldin100Objects D.HowArtWorksTellStories【答案】32.A33.D34.B35.C【導(dǎo)語(yǔ)】本文是一篇議論文。本文討論了僅僅依靠書面文本來(lái)講述世界歷史的局限性，并強(qiáng)調(diào)了將物品納入歷史敘事以更好地理解無(wú)文字社會(huì)的重要性。32.主旨大意題。根據(jù)文章第一段“Ifyouwanttotellthehistoryofthewholeworld,ahistorythatdoesnotprivilegeonepartofhumanity,youcannotdoitthroughtextsalone,becauseonlysomeoftheworldhaseverhadtexts,whilemostoftheworld,formostofthetime,hasnot.Writingisoneofhumanity’slaterachievements,anduntilfairlyrecentlyevenmanyliterate(有文字的)societiesrecordedtheirconcernsnotonlyinwritingbutinthings.(如果你想講述整個(gè)世界的歷史，一段不以人類某一部分為特權(quán)的歷史，你不能僅僅通過(guò)文本來(lái)講述，因?yàn)槭澜缟现挥幸徊糠秩嗽?jīng)有過(guò)文本，而世界上大多數(shù)人，在大多數(shù)時(shí)間里，都沒(méi)有。寫作是人類較晚的成就之一，直到最近，甚至許多有文字的社會(huì)也不僅用文字，而且用物件來(lái)記錄他們所關(guān)心的事情。)”可推知，第一段主要講述的是歷史應(yīng)該如何呈現(xiàn)給我們。故選A。33.推理判斷題。根據(jù)文章第二段首句“Ideallyahistorywouldbringtogethertextsandobjects,andsomechaptersofthisbookareabletodojustthat,butinmanycaseswesimplycan’t.(理想情況下，歷史應(yīng)該將文本和物品結(jié)合在一起，本書的某些章節(jié)能夠做到這一點(diǎn)，但在許多情況下，我們根本做不到。)”可推斷，作者認(rèn)為歷史應(yīng)該是文本和物品相結(jié)合的產(chǎn)物，但是很多情況下，我們做不到。再根據(jù)所舉例子的下文“FromtheEnglishside,wehavescientificreportsandthecaptain’srecordofthatterribleday.FromtheAustralianside,wehaveonlyawoodenshield(盾)droppedbyamaninflightafterhisfirstexperienceofgunshot.(在英國(guó)方面，我們有科學(xué)報(bào)告和船長(zhǎng)對(duì)那可怕的一天的記錄。從澳大利亞方面來(lái)看，我們只有一個(gè)木制盾牌，這是一名男子在第一次經(jīng)歷槍擊后在飛行中扔下的。)”可知，作者舉這個(gè)例子是為了說(shuō)明船長(zhǎng)的記錄是片面的，只從自己的角度描述了問(wèn)題。故選D。34.詞句猜測(cè)題。根據(jù)劃線單詞上文“TheCaribbeanTaino,theAustralianAboriginals,theAfricanpeopleofBeninandtheIncas,allofwhomappearinthisbook,canspeaktousnowoftheirpastachievementsmostpowerfullythroughtheobjectstheymade:ahistorytoldthroughthingsgivesthembackavoice.Whenweconsidercontact(聯(lián)系)betweenliterateandnon-literatesocietiessuchasthese,allourfirst-handaccountsarenecessarilytwisted,onlyonehalfofadialogue.(加勒比海的泰諾人、澳大利亞的土著人、貝寧的非洲人以及印加人，所有這些人都出現(xiàn)在這本書中，他們現(xiàn)在都可以通過(guò)他們制造的物品向我們講述他們過(guò)去最強(qiáng)大的成就：通過(guò)物品講述的歷史給了他們一個(gè)聲音。當(dāng)我們考慮諸如此類的有文化社會(huì)和無(wú)文化社會(huì)之間的接觸時(shí)，我們所有的第一手資料都必然是扭曲的，只有對(duì)話的一半。)”結(jié)合劃線句“Ifwearetofindtheotherhalfofthatconversation,wehavetoreadnotjustthetexts,buttheobjects.(如果我們要找到對(duì)話的另一半，我們不僅要讀文本，還要讀物體。)”可知，我們對(duì)過(guò)去歷史的了解，只是書寫歷史的人所想要讓我們了解的歷史，如果我們想要了解歷史的另一半，我們不僅僅要讀文本也要讀對(duì)象。所以conversation指的是“歷史”。故選B。35.推理判斷題。根據(jù)文章第一段“Ifyouwanttotellthehistoryofthewholeworld,ahistorythatdoesnotprivilegeonepartofhumanity,youcannotdoitthroughtextsalone,becauseonlysomeoftheworldhaseverhadtexts,whilemostoftheworld,formostofthetime,hasnot.(如果你想講述整個(gè)世界的歷史，一段不以人類某一部分為特權(quán)的歷史，你不能僅僅通過(guò)文本來(lái)講述，因?yàn)槭澜缟现挥幸徊糠秩说臍v史曾經(jīng)被文字記錄過(guò)，而世界上大多數(shù)人，在大多數(shù)時(shí)間里，都沒(méi)有。)”結(jié)合最后一段的“Ifwearetofindtheotherhalfofthatconversation,wehavetoreadnotjustthetexts,buttheobjects.(如果我們要找到對(duì)話的另一半，我們不僅要讀文本，還要讀物體。)”可知，本文講述僅僅依靠書面文本來(lái)講述世界歷史有局限性，想要更好的了解歷史就要將文本和物品結(jié)合在一起。從而推斷文章最有可能選自《100件物品中的世界史》。故選C。03-2024全國(guó)甲卷“Ididn’tliketheending,”Isaidtomyfavoritecollegeprofessor.Itwasmyjunioryearofundergraduate,andIwasdoinganindependentstudyonVictorianliterature.IhadjustfinishedreadingTheMillontheFlossbyGeorgeEliot,andIwasheartbrokenwiththeending.Prof.Gracie,withallhispatience,askedmetothinkaboutitbeyondwhetherIlikeditornot.HesuggestedIthinkaboutthedifferencebetweenendingsthatIwantedforthecharactersandendingsthatwererightforthecharacters,endingsthatsatisfiedthestoryeveniftheydidn’thaveatraditionallypositiveoutcome.Ofcourse,IwouldhavepreferredadifferentendingforTomandMaggieTulliver,buttheendingtheygotdidmakethemostsenseforthem.Thiswasanahamomentforme,andIneverthoughtaboutendingsthesamewayagain.Fromthenon,ifIwantedtoreadanendingguaranteedtobehappy,I’dpickupaloveromance.IfIwantedanendingIcouldn’tguess,I’dpickupamystery(懸疑小說(shuō)).OnewhereIkindofknewwhatwasgoingtohappen,historicalfiction.Choosingwhattoreadbecameeasier.Butwritingtheend—that’shard.It’shardforwritersbecauseendingscarrysomuchweightwithreaders.Youhavetobalancecreatinganendingthat'sunpredictable,butdoesn’tseemtocomefromnowhere,onethatfitswhat’srightforthecharacters.That’swhythisissue(期)ofWriter’sDigestaimstohelpyoufigureouthowtowritethebestendingforwhateverkindofwritingyou’redoing.Ifit’sshortstories,PeterMountfordbreaksdownsixtechniquesyoucantrytoseewhichonehelpsyoustickthelanding.ElizabethSimsanalyzesthefinalchaptersoffivegreatnovelstoseewhatkeypointstheyincludeandhowyoucanadaptthemforyourwork.Thisissuewon’ttellyouwhatyourendingshouldbe—that’suptoyouandthestoryyou’retelling—buitmightprovidewhatyouneedtogetthere.32.WhydidtheauthorgotoProf.Gracie?A.Todiscussanovel. B.Tosubmitabookreport.C.Toargueforawriter. D.Toaskforareadinglist.33.WhatdidtheauthorrealizeafterseeingGracie?A.Writingisamatterofpersonalpreferences.B.Readersareoftencarriedawaybycharacter.C.Eachtypeofliteraturehasitsuniqueend.D.Astorywhichbeginswellwillendwell.34.Whatisexpectedofagoodending?AItsatisfiesreaders’taste. B.Itfitswiththestorydevelopment.C.Itisusuallypositive. D.Itisopenforimagination.35.WhydoestheauthormentionPeterMountfordandElizabethSims?A.Togiveexamplesofgreatnovelists. B.Tostressthethemeofthisissue.C.Toencouragewritingforthemagazine. D.Torecommendtheirnewbooks.【答案】32.A33.C34.B35.B【解析】【導(dǎo)語(yǔ)】本文是一篇議論文。文章首先通過(guò)作者與教授關(guān)于小說(shuō)結(jié)局的討論引發(fā)了對(duì)結(jié)局的思考，接著闡述了不同類型的文學(xué)作品結(jié)局的特點(diǎn)，最后提出了寫作好的結(jié)局的重要性并介紹了《Writer’sDigest》雜志如何幫助作家寫出更好的結(jié)尾。32.細(xì)節(jié)理解題。根據(jù)第一段““Ididn’tliketheending,”Isaidtomyfavoritecollegeprofessor.Itwasmyjunioryearofundergraduate,andIwasdoinganindependentstudyonVictorianliterature.IhadjustfinishedreadingTheMillontheFlossbyGeorgeEliot,andIwasheartbrokenwiththeending.Prof.Gracie,withallhispatience,askedmetothinkaboutitbeyondwhetherIlikeditornot.(“我不喜歡這個(gè)結(jié)局，”我對(duì)我最喜歡的大學(xué)教授說(shuō)。那是我大三的時(shí)候，我正在做一項(xiàng)關(guān)于維多利亞文學(xué)的獨(dú)立研究。我剛剛讀完喬治?艾略特的《弗洛斯河上的磨坊》，讀到結(jié)尾我很傷心。格雷西教授耐心地讓我考慮一下，不要只看我喜不喜歡)”可知，作者去找格雷西教授是為了討論小說(shuō)。故選A項(xiàng)。33.推理判斷題。根據(jù)第二段“Thiswasanahamomentforme,andIneverthoughtaboutendingsthesamewayagain.Fromthenon,ifIwantedtoreadanendingguaranteedtobehappy,I’dpickupaloveromance.IfIwantedanendingIcouldn’tguess,I’dpickupamystery(懸疑小說(shuō)).OnewhereIkindofknewwhatwasgoingtohappen,historicalfiction.Choosingwhattoreadbecameeasier.(這對(duì)我來(lái)說(shuō)是一個(gè)頓悟的時(shí)刻，我再也沒(méi)有想過(guò)同樣的結(jié)局。從那時(shí)起，如果我想讀一個(gè)保證幸福的結(jié)局，我就會(huì)選一部愛(ài)情小說(shuō)。如果我想要一個(gè)我猜不到的結(jié)局，我會(huì)選一本神秘小說(shuō)。一種是我知道會(huì)發(fā)生什么，歷史小說(shuō)。選擇讀什么變得更容易了)”可知，見(jiàn)過(guò)格雷西教授后，作者意識(shí)到了每種類型的文學(xué)都有其獨(dú)特的結(jié)局。故選C項(xiàng)。34.推理判斷題。根據(jù)第三段“Butwritingtheend—that’shard.It’shardforwritersbecauseendingscarrysomuchweightwithreaders.Youhavetobalancecreatinganendingthat’sunpredictable,butdoesn’tseemtocomefromnowhere,onethatfitswhat’srightforthecharacters.(但是寫出結(jié)局——那很難。對(duì)作家來(lái)說(shuō)很難，因?yàn)榻Y(jié)局對(duì)讀者來(lái)說(shuō)意義重大。你必須平衡創(chuàng)造一個(gè)不可預(yù)測(cè)的結(jié)局，但這個(gè)結(jié)局又不能顯得憑空而來(lái)，要適合角色的設(shè)定)”可知，人們對(duì)一個(gè)好結(jié)局的期望是結(jié)局又不能顯得憑空而來(lái)，要適合角色的設(shè)定，也就是符合故事的發(fā)展。故選B項(xiàng)。35.推理判斷題。根據(jù)倒數(shù)第二段“That’swhythisissue(期)ofWriter’sDigestaimstohelpyoufigureouthowtowritethebestendingforwhateverkindofwritingyou’redoing.Ifit’sshortstories,PeterMountfordbreaksdownsixtechniquesyoucantrytoseewhichonehelpsyoustickthelanding.ElizabethSimsanalyzesthefinalchaptersoffivegreatnovelstoseewhatkeypointstheyincludeandhowyoucanadaptthemforyourwork.(這就是為什么這期《Writer’sDigest》旨在幫助你找出如何為你正在寫的任何類型的作品寫出最好的結(jié)局。如果是短篇小說(shuō)，彼得?蒙特福德分解了六種技巧，你可以嘗試看看哪一種能幫助你完美著陸。伊麗莎白?西姆斯分析了五部偉大小說(shuō)的最后幾章，看看它們包含了哪些關(guān)鍵點(diǎn)，以及你如何將它們應(yīng)用到你的作品中)”可知，作者提到彼得?蒙福德和伊麗莎白?西姆斯是為了強(qiáng)調(diào)這期《Writer’sDigest》的主題，即幫助讀者寫出更好的結(jié)尾。故選B項(xiàng)。模擬專區(qū)：做好題才有好成績(jī)！練技能，補(bǔ)漏洞，提分?jǐn)?shù)，強(qiáng)信心?。?3-24高二下·浙江溫州·期末）“ChatGPTisacomputerprogramthatcanunderstandandrespondtotextlikeaperson.It’slikehavingaconversationwithaverysmartrobot,”saysChatGPT,anartificialintelligencetextgenerator.InNovemberof2022,thecomputerprogramChatGPTgeneratedsignificantpublicinterestacrosstheglobeforitsbroadapplicationsandcommercialvalue.ThisAImodeldemonstrateditsabilitytoperformavarietyoftasks,fromgeneratingbooksummaries,recommendations,andpersonalresearchassistance,todraftingcollegeSOPs,essays,andemails.AccordingtoEhsanHoque,AssociateProfessorofComputerScienceatUR,whiletheconceptsusedtobuildChatGPTarenotentirelynew,combiningthemwiththisAImodelmarksasignificantachievementinthefieldofAIengineering.Withthatbeingsaid,thesystemhasalsogeneratedcontentionoveritspossibleviolationofacademichonesty.TheuseofChatGPTforhomeworkassignmentsisagrowingconcernforprofessorsacrosstheglobe.TheUniversity,ontheotherhand,hasnotaddressedormadeastatementonthismatter.Therearepotentialacademicviolationsforhomeworkandexams.OnesuchcaseisProfessorofPoliticalScienceandBusinessDavidPrimo.HeenteredoneofhisprevioustestquestionsintoChatGPT,andChatGPTgotitexactlycorrect.Despiteconcerns,Primounderstandsthattheissueofacademichonestyisaconcernthathasexistedandwillexistforever.Hetalksaboutthisaswellasthemanyothernegativeusesoftheinternet,saying“Theinternetmakesiteasytospreadhatefulmessagesandpiratemusic,butdoyouwanttogobacktoatimewhereyoucouldn’tbankonline,orlistentomusiconline?”Primoalsopicturesthistechnologicaladvancementbeingintegratedintoclassesandassessmentsinthefuture.“UniversitiesshouldmoveslowlyhereandletfacultymembersexperimentwithvariousapproachestoAIandadapttoaworldofAI,”saidPrimo.1．Whatmakestheprogramagreatbreakthrough?A．Itsabilitytoperformvarioustasks.B．Itsachievementsinlearningtechnology.C．Itswideapplicationandcommercialvalue.D．ThecombinationofitsconceptandAImodel.2．Whatdoestheunderlinedwordinthethirdparagraphmean?A．dispute B．support C．disadvantage D．mistake3．WhatmightPrimoagreewithregardingtheuseofChatGPT?A．Itisadouble-edgedsword.B．Ithaslittleimpactonacademia.C．Itsadvantagesoutweighitsdisadvantages.D．Itshouldbeprohibitedforacademicintegrity.4．Whatisthetextmainlyabout?A．ChatGPTdemonstratesitsgreatstrength.B．ChatGPTgeneratesgreatargument.C．ChatGPTarousessignificantpublicinterest.D．ChatGPTcausesthepotentialacademicviolations.【答案】1．D2．A3．C4．B【導(dǎo)語(yǔ)】本文是一篇議論文。本文介紹了一種人工智能文本生成程序ChatGPT，它能像人一樣理解和回應(yīng)文本，如同與一個(gè)聰明的機(jī)器人對(duì)話。同時(shí)文章也揭露了由人工智能所引起的學(xué)術(shù)誠(chéng)信的問(wèn)題將會(huì)一直存在。1．細(xì)節(jié)理解題。根據(jù)第二段中“AccordingtoEhsanHoque,AssociateProfessorofComputerScienceatUR,whiletheconceptsusedtobuildChatGPTarenotentirelynew,combiningthemwiththisAImodelmarksasignificantachievementinthefieldofAIengineering.(根據(jù)UR計(jì)算機(jī)科學(xué)副教授EhsanHoque的說(shuō)法，雖然用于構(gòu)建ChatGPT的概念并不是全新的，但將它們與人工智能模型相結(jié)合標(biāo)志著人工智能工程領(lǐng)域的重大成就。)”可知，盡管構(gòu)建ChatGPT的概念并不完全新，但將其與AI模型結(jié)合在一起在AI工程領(lǐng)域取得了重大成就。故選D。2．詞義猜測(cè)題。根據(jù)劃線詞后的內(nèi)容“…overitspossibleviolationofacademichonesty.(可能違反學(xué)術(shù)誠(chéng)信。)”可知，這個(gè)系統(tǒng)也因可能違反學(xué)術(shù)誠(chéng)信而引起了爭(zhēng)論。故劃線詞與A選項(xiàng)“dispute(爭(zhēng)論)”為同義詞。故選A。3．細(xì)節(jié)理解題。根據(jù)最后一段“Primoalsopicturesthistechnologicaladvancementbeingintegratedintoclassesandassessmentsinthefuture.“UniversitiesshouldmoveslowlyhereandletfacultymembersexperimentwithvariousapproachestoAIandadapttoaworldofAI,”saidPrimo.(Primo還描繪了這種技術(shù)進(jìn)步在未來(lái)被整合到課堂和評(píng)估中。Primo說(shuō)：“大學(xué)應(yīng)該在這方面慢慢行動(dòng)，讓教師們?cè)囼?yàn)各種人工智能方法，適應(yīng)人工智能的世界?！?”可知，Primo還描繪了這種技術(shù)進(jìn)步在未來(lái)被整合到課堂和評(píng)估中。Primo認(rèn)為大學(xué)應(yīng)該在這方面慢慢行動(dòng)，讓教師們?cè)囼?yàn)各種人工智能方法，適應(yīng)人工智能的世界，由此推斷，Primo認(rèn)為ChatGPT的優(yōu)點(diǎn)大于缺點(diǎn)。故選C。4．主旨大意題。根據(jù)第三段中“Withthatbeingsaid,thesystemhasalsogeneratedcontentionoveritspossibleviolationofacademichonesty.(話雖如此，該系統(tǒng)也引發(fā)了可能違反學(xué)術(shù)誠(chéng)信的爭(zhēng)論。)”以及第四段中“Therearepotentialacademicviolationsforhomeworkandexams.(在家庭作業(yè)和考試中有潛在的學(xué)術(shù)違規(guī)。)”以及通讀全文可知，文章主要討論了ChatGPT引起了很大的爭(zhēng)論，特別是在學(xué)術(shù)誠(chéng)信方面。B選項(xiàng)“ChatGPTgeneratesgreatargument.(ChatGPT產(chǎn)生了大量的爭(zhēng)論。)”能概括全文。故選B。（23-24高二下·江蘇·期末）ChatGPT,apowerfulAIchatbottool,hasswepttheworldinthepastmonths.Whileithasbeendominatingsocialmediawithitsfrighteninglygoodessays,ChatGPThasalsocausedbothexcitementandworriesineducation.AccordingtoaUSsurveyofmorethan1,000students,over89percentoftherespondentshadusedChatGPTtohelpwithahomeworkassignment.SomestudentsevengothighscoresthankstopaperswrittenbyChatGPT.SomeuniversitiesandschoolshavebannedtheuseofChatGPT,suchaspublicschoolsinNewYorkCity,CNNreported.Themovecomesalongwithgrowingconcernsthatthetoolcouldmakeiteasierforstudentstocheatonassignmentsandbeusedtospreadinaccurateinformation.“Whilethetoolmaybeabletoprovidequickandeasyanswerstoquestions,itdoesnotbuildcritical-thinkingandproblem-solvingskills,whichareessentialforacademicandlifelongsuccess,”JennaLyle,thevicepresssecretaryoftheNewYorkCityDepartmentofEducation,saidinastatement.Apartfromstrictbans,teachersareredesigningtheircoursesinanattempttoblocktheuseofChatGPT.SomecollegeprofessorsintheUSarenowincludingmoreoralexamsandhandwrittenpapersinsteadoftypedones,TheNewYorkTimesreported.However,notalleducatorsaresaying“no”toChatGPT.SomeCanadianuniversitiesarenotplanningonbanningthetool.Instead,theyaredraftingpoliciesonitsproperusage,forbothstudentsandlecturers.BhaskarVira,vice-presidentforeducationatUniversityofCambridgeintheUK,saidthatbansonAIsoftwarelikeChatGPTarenotsensible(合理的).“I’moftheopinionthatwehavetorecognizethatAIisatoolpeoplewillusebutthenadaptourlearning,teachingandexaminationprocessessothatwecancontinuetohaveintegrity(誠(chéng)實(shí))whilerecognizingtheuseofthetool,”hetoldVarsity,theschoolnewspaperoftheuniversity.Vira’sopiniononChatGPTissharedbyPetervanderPutten,assistantprofessoratLeidenUniversityintheNetherlands.“It’sthere,justhowlikeGoogleisthere.Youcanwriteitintoyourpoliciesforstoppingcheatingbutit’sarealitythatthetoolexists,”hetoldSkyNews.5．Accordingtothepassage,whatcanChatGPThelpstudentsdo?A．Enrichtheirschoollife. B．Handinbetterpapers.C．Improvetheirwritingskills. D．Spreadcorrectinformation.6．WhataretheprofessorsinUSdoingtocopewithChatGPT?A．Makingpoliciestobantheuseofthetool.B．Requiringstudentstowritepapersbyhand.C．Makinglawstorecognizetheuseofthetool.D．Preventingstudentsfromspreadinginaccurateinformation.7．WhichofthefollowingmayViraagreetoaboutusingChatGPT?A．Graspall,loseall. B．Practicemakesperfect.C．Nopains,nogains. D．Everycoinhastwosides.8．Whichcanbeasuitabletitleforthetext?A．ChatGPT:Ananswergiver? B．ChatGPT:Aperfecttool?C．ChatGPT:Ahomeworkdesigner? D．ChatGPT:Acheathelper?【答案】5．B6．B7．D8．B【導(dǎo)語(yǔ)】本文是一篇議論文。文章主要介紹了人工智能聊天機(jī)器人ChatGPT在教育界掀起了一場(chǎng)風(fēng)暴以及教育界是如何應(yīng)對(duì)的。5．細(xì)節(jié)理解題。根據(jù)第二段中“AccordingtoaUSsurveyofmorethan1,000students,over89percentoftherespondentshadusedChatGPTtohelpwithahomeworkassignment.SomestudentsevengothighscoresthankstopaperswrittenbyChatGPT.(美國(guó)一項(xiàng)針對(duì)1000多名學(xué)生的調(diào)查顯示，超過(guò)89%的受訪者曾使用ChatGPT來(lái)幫助完成家庭作業(yè)。一些學(xué)生甚至因?yàn)镃hatGPT寫的論文而獲得了高分。)”可知，ChatGPT可以幫助學(xué)生們提交更好的論文，故選B。6．細(xì)節(jié)理解題。根據(jù)第五段中“SomecollegeprofessorsintheUSarenowincludingmoreoralexamsandhandwrittenpapersinsteadoftypedones,TheNewYorkTimesreported.(據(jù)《紐約時(shí)報(bào)》報(bào)道，美國(guó)一些大學(xué)教授現(xiàn)在增加了口試和手寫試卷，而不是打字試卷。)”可知，為了解決ChatGPT帶來(lái)的影響，美國(guó)一些大學(xué)教授現(xiàn)在增加了口試和手寫試卷，故選B。7．推理判斷題。根據(jù)倒數(shù)第二段中““I’moftheopinionthatwehavetorecognizethatAIisatoolpeoplewillusebutthenadaptourlearning,teachingandexaminationprocessessothatwecancontinuetohaveintegrity(誠(chéng)實(shí))whilerecognizingtheuseofthetool,”hetoldVarsity,theschoolnewspaperoftheuniversity.(“我的觀點(diǎn)是，我們必須認(rèn)識(shí)到人工智能是一種人們會(huì)使用的工具，但隨后調(diào)整我們的學(xué)習(xí)、教學(xué)和考試過(guò)程，這樣我們才能在認(rèn)識(shí)到這種工具的使用的同時(shí)保持誠(chéng)信，”他在接受該校校報(bào)《Varsity》采訪時(shí)表示。)”可知，Vira的觀點(diǎn)是，雖然ChatGPT導(dǎo)致了在大學(xué)教育中出現(xiàn)了如學(xué)生作弊的問(wèn)題，但他認(rèn)為必須要認(rèn)識(shí)到人工智能是一種人們會(huì)使用的工具，在認(rèn)識(shí)到這種工具的使用的同時(shí)保持誠(chéng)信，調(diào)整我們的學(xué)習(xí)、教學(xué)和考試過(guò)程。由此推斷他認(rèn)為凡是都有兩面性，故選D。8．主旨大意題。根據(jù)第一段“ChatGPT,apowerfulAIchatbottool,hasswepttheworldinthepastmonths.Whileithasbeendominatingsocialmediawithitsfrighteninglygoodessays,ChatGPThasalsocausedbothexcitementandworriesineducation.(ChatGPT，一個(gè)強(qiáng)大的人工智能聊天機(jī)器人工具，在過(guò)去的幾個(gè)月里席卷了全球。雖然ChatGPT憑借其出色的論文在社交媒體上占據(jù)了主導(dǎo)地位，但它也在教育領(lǐng)域引發(fā)了興奮和擔(dān)憂。)”以及通讀全文可知，文章就人工智能聊天機(jī)器人ChatGPT在教育界掀起了一場(chǎng)風(fēng)暴以及教育界是如何應(yīng)對(duì)的而展開(kāi)的，它對(duì)教育界帶來(lái)的影響有利有弊，故B選項(xiàng)“ChatGPT:Aperfecttool?(ChatGPT：一個(gè)完美的工具？)”概括文章主題，故選B。（23-24高二上·江蘇南通·期末）Howofteninyourbusylifewhenfacedwithanissueoraproblemdoyouconsidersubtraction(減法)?Everyday,withbigandsmallchallenges,weignoreabasicwaytomakethingsbetter.Wearegreatataddingtoour“todos”,butwedon’tconsider“stop-doings”.Wecollectnew-and-improvedideas,butdon’tdeletetheoutdatedones.Doyourresolutionsmoreoftenstartwith“Ishoulddomoreof…”thanwith“Ishoulddolessof…”?Doyouaddnewrulesinyourhouseholdorworkplacemoreoftenthanyoutakerulesaway?Inourstrivingtoimproveourlives,ourworkandoursociety,weoverwhelminglyadd.LeidyKlotz’sLegobridgetest,withtwosupporttowersofdifferingheights,foundthatalmosteveryoneaddedaLegobricktotheshortertower,ratherthanremovingabrickfromthelongertower.Thevalidsubtractionsolutionproducedastrongeroutcome.Whydoweignoretheoptiontosubtractfromwhatisalreadythere?Whydowefailtousesubtractionasawaytochangethings?Firstly,behaviouralsciencesuggeststhatourbrainsarewiredtoignoresubtraction.Initialstudiesshowthatourmentalshortcutshaveapreferenceforaddingwhensolvingproblem.Wearetrickedbyourmindset.Further,wehaveatendencytothinkadditionorsubtraction;however,theycanbecomplementary(互補(bǔ)的)waystomakechanges.Soweignoresubtractionbecauseitisoftenhardertothinkof.Moreover,evenwhenwedomanagetothinkofit,subtractingcanbehardertoperform.Inchemistry,valency(化合價(jià))referstoanelementalforcethatisnotnecessarilyvisiblebuthelpsexplaintheelements’behaviour.Psychologicalvalencyistheinnerattractivenessorstrongdislikeofsomething.Thereisanegativevalencyaroundsubtracting.Eventhewordsubtractionhasanegative