上海名校一模全真模擬卷01-新高考英語一輪總復習（上海專用）（解析版）

PAGE1PAGE2上海名校一模全真模擬卷01（解析版）學校:___________姓名：___________班級：___________考號：___________GrammarSectionADirections:Afterreadingthepassagebelow,fillintheblankstomakethepassagecoherentandgrammaticallycorrect.Fortheblankswithagivenword,fillineachblankwiththeproperformofthegivenword;fortheotherblanks,useonewordthatbestfitseachblank.（2023·上海中學校?？迹〥irections:Afterreadingthepassagebelow,fillintheblankstomakethepassagescoherentandgrammaticallycorrect.TwoAncientStoriesandtheGeologicalEventsThatMayHaveInspiredThemMythshavefedtheimaginationsandsoulsofhumansforthousandsofyears.Thevastmajorityofthesearejuststoriespeople1(hand)downthroughtheages.Butafewhaverootsinrealgeologicaleventsofthepast,providingwarningofpotentialdangersandspeakingtotheaweweholdforthepoweroftheplanet.TheOracle(神示所)atDelphiInancientGreece,inthetownofDelphiontheslopesofMountParnassus,therewasatemple2(devote)tothegodApollo.Withinasacredchamber,apriestesscalledthePythiawouldbreatheinsweet-smellingvaporscomingfrom3crackintherock.ThesevaporswouldsendherintoastateofexcitementduringwhichshewouldchannelApolloandspeak4wouldthenbeturnedintoprophesies(預言)byapriest.Science:Thetemplewasarealplace,andscientistshavediscoveredtwogeologicfaults(斷層)5(run)beneaththesite,nowinruins.Gaswaslikelycomingfromthosecracks6theoraclewasinaction.AtlantisPlato,theancientGreekphilosopher,wrotethatAtlantis,agreatcivilizationfoundedbyaraceofpeoplewhowerehalfgodandhalfhuman,7(destroy)inagreatdisaster.Science:Atlantisprobablywasn’tarealplace,butarealislandcivilizationmayhaveinspiredthetale.8thecontestantsisSantoriniinGreece.Santoriniisnowagroupofislands,butthousandsofyearsagoitwasasingleisland—avolcanonamedThera.Around3,500yearsago,thevolcanoblewup,destroyingtheisland,settingofftsunamisandblowingtonsofsulfurdioxide(二氧化硫)intotheatmosphere9itcontinuedtoexistforyearsandprobablycausedmanycold,wetsummers.Thoseconditionswouldhaveruinedharvestsintheregionandarethought10(contribute)tothequickdeclineoftheMinoans,whohaddominatedtheMediterraneanfromnearbyCrete.【答案】1．havehanded2．devoted3．a(chǎn)4．what5．running6．when7．wasdestroyed8．Among9．where10．tohavecontributed【導語】本文是說明文。介紹了兩個古老的故事和可能啟發(fā)它們的地質(zhì)事件。1．考查動詞時態(tài)。句意：其中絕大多數(shù)只是人們代代相傳的故事。分析句子結(jié)構可知，本句是限制性定語從句修飾先行詞stories，從句中缺少謂語動詞，所以hand作從句謂語，結(jié)合throughtheages和句意應用現(xiàn)在完成時，表示一直持續(xù)的動作。故填havehanded。2．考查非謂語動詞。句意：在古希臘，在帕那索斯山山坡上的德爾菲鎮(zhèn)，有一座供奉阿波羅神的神廟。分析句子結(jié)構可知，此處考查固定搭配：bedevotedto意為“獻身于”，又本句已有謂語動詞are，所以用過去分詞形式作后置定語，修飾名詞atemple。故填devoted。3．考查冠詞。句意：在一個神圣的房間里，一位名叫皮提亞的女祭司會吸入從巖石裂縫中冒出的甜味蒸汽。分析句子結(jié)構可知，crack意為“裂縫”為可數(shù)名詞，泛指一條裂縫，前應用不定冠詞修飾，crack為輔音音素開頭，用不定冠詞a。故填a。4．考查賓語從句。句意：這些蒸汽會讓她進入一種興奮的狀態(tài)，在這種狀態(tài)下，她會與阿波羅聯(lián)系，說出一些話，然后由一位牧師轉(zhuǎn)化為預言。分析句子結(jié)構可知，空處引導賓語從句，從句中缺少主語，指事物，應該用連接代詞what引導。故填what。5．考查非謂語動詞。句意：這座寺廟是一個真實的地方，科學家們已經(jīng)發(fā)現(xiàn)了兩個地質(zhì)斷層在遺址下面運行，現(xiàn)在已經(jīng)成為廢墟。分析句子結(jié)構可知，本句已有謂語havediscovered，所以run應該用非謂語形式，它的邏輯主語是twogeologicfaults，兩者是主動關系，用現(xiàn)在分詞形式。故填running。6．考查狀語從句。句意：當神諭運行時，氣體很可能來自這些裂縫。分析句子結(jié)構可知，空處引導時間狀語從句，表達“當……時”之意，用when引導。故填when。7．考查動詞時態(tài)和語態(tài)。句意：古希臘哲學家柏拉圖寫道，由半神半人的種族建立的偉大文明亞特蘭蒂斯在一場大災難中毀滅了。分析句子結(jié)構可知，本句是that引導的賓語從句，從句中缺少謂語，所以destroy作從句的謂語，主語是Atlantis，為第三人稱單數(shù)，和destroy之間是被動關系，用被動語態(tài)，根據(jù)主句wrote可知，用一般過去時。故填wasdestroyed。8．考查介詞。句意：希臘的圣托里尼島(Santorini)也在參賽城市之列。分析句子結(jié)構可知，此處表示“在這些競爭者之中”，此處應該用介詞among意為“在……之中”，一般用于三者或以上，首字母大寫。故填Among。9．考查定語從句。句意：大約3500年前，這座火山噴發(fā)，摧毀了這座島嶼，引發(fā)了海嘯，并將成噸的二氧化硫吹到大氣中，二氧化硫在大氣中持續(xù)存在了多年，可能造成了許多寒冷潮濕的夏天。分析句子結(jié)構可知，空處引導限制性定語從句，先行詞是atmosphere，關系詞在從句中作地點狀語，用關系副詞where引導。故填where。10．考查非謂語動詞。句意：這些條件會破壞該地區(qū)的收成，并被認為是米諾斯人迅速衰落的原因，米諾斯人從附近的克里特島統(tǒng)治了地中海。分析句子結(jié)構可知，本句已有謂語arethought，所以contribute用非謂語形式，此處是固定搭配：bethoughttodo意思是“被認為是”，又因描述的過去的事對另一時間的影響，用不定式的完成式（tohavedone）。故填tohavecontributed。SectionBDirections:（2023秋·上?！みM才中學?？茧A段練習）Directions:Fillineachblankwithaproperwordchosenfromthebox.Eachwordcanbeusedonlyonce.Notethatthereisonewordmorethanyouneed.A．means

B．previously

C．mark

D．interpreted

E．stretchesF．sound

G．resulting

H．a(chǎn)bsorb

I．presence

J．initially

K．masteredHowandwhy,roughly2millionyearsago,earlyhumanancestorsevolvedlargebrainsandbeganfashioningrelativelyadvancedstonetools,isoneofthegreatmysteriesofevolution.Someresearchersarguethesechangeswerebroughtaboutbytheinventionofcooking.Theypointoutthatourbiteweakenedaroundthesametimeasourlargerbrainsevolved,andthatittakeslessenergyto11nutrientsfromcookedfood.Asaresult,oncetheyhadlearnedtheart,earlychefscouldinvestlessintheirdigestivesystemsandthusinvestthe12energysavingsinbuildinglargerbrainscapableofcomplexthought.Thereis,however,aproblemwiththecookingtheory.Mostarchaeologistsbelievetheevidenceofcontrolledfire13backnomorethan790,000years.RogerSummonsoftheMassachusettsInstituteofTechnologyhasasolution.Togetherwithhisteam,heanalyzed1.7million-year-oldsandstonesthatformedinanancientriveratOlduvaiGorgeinTanzania.Theregionisfamousforthelargenumberofhumanfossils(化石)thathavebeendiscoveredthere,alongsideanimpressiveassemblyofstonetools.Thesandstonesthemselveshave14yieldedsomeoftheworld’searliestcomplexhandaxes—largetear-drop-shapedstonetoolsthatareassociatedwithHomoerectus(直立人).Creatinganaxebyrepeatedlyknockingthinpiecesoffarawstoneinordertocreatetwosharpcuttingedgesrequiresasignificantamountofplanning.Theirappearanceisthereforethoughtto15animportantmomentinintellectualevolution.Duringtheprocess,theresearchersfounddistinctivebutunusualbiologicalmolecules(分子)thatareoften16asbiomarkersofheat-tolerantbacteria.Someoftheseliveinwaterbetween85℃and95℃.Themolecules’17suggeststhatanancientriverwithintheGorgewasoncefedbyoneormorehotsprings.Dr.Summonsandhiscolleaguessaythehotspringswouldhaveprovidedaconvenient“pre-fire”18ofcookingfood.InNewZealand,theMaorihavetraditionallycookedfoodinhotsprings,eitherbyloweringitintotheboilingwaterorfeydiggingaholeinthehotearth.SimilarmethodsexistinJapanandIceland,soitmakes19sense,ifdifficulttoprove,thatearlyhumansmighthaveusedhotspringstocookmeatandroots.RichardWrangham,whodevisedthecookingtheory,isfascinatedbytheidea.Nonetheless,firewouldhaveofferedadistinctadvantagetohumans,oncetheyhad20theartofcontrollingitsince,unlikeahotspring,itisatransportableresource.【答案】11．H12．G13．E14．B15．C16．D17．I18．A19．F20．K【導語】這是一篇說明文。研究說明烹飪的發(fā)明使早期人類祖先進化出了更大的大腦，并開始制造相對先進的石器。11．考查動詞。句意：他們指出，在我們更大的大腦進化的同時，我們的咬合力也在減弱，而且從熟食中吸收營養(yǎng)所需的能量更少。absorb“吸收”符合句意，動詞原形和前文to構成不定式，作真正主語。故選H。12．考查形容詞。句意：因此，一旦他們學會了這門藝術，早期的廚師就可以減少對消化系統(tǒng)的投入，從而將節(jié)省下來的能量投入到更大的大腦中，從而能夠進行復雜的思考。形容詞resulting“因而發(fā)生的”符合句意，作定語修飾名詞。故選G。13．考查動詞。句意：大多數(shù)考古學家認為，有控制的火的證據(jù)可以追溯到不超過79萬年前。動詞短語stretchback“追溯到”符合句意，其第三人稱單數(shù)stretches作謂語。故選E。14．考查副詞。句意：砂巖本身此前曾產(chǎn)生過一些世界上最早的復雜手斧——與直立人有關的大型淚滴狀石器。副詞previously“以前”符合句意，修飾動詞。故選B。15．考查動詞。句意：因此，它們的出現(xiàn)被認為標志著智力進化的一個重要時刻。mark“標志”符合句意，動詞原形和前文to構成不定式，用于固定句型bethoughttodosth中。故選C。16．考查動詞。句意：在這個過程中，研究人員發(fā)現(xiàn)了獨特但不尋常的生物分子，這些分子通常被解釋為耐熱細菌的生物標志物。動詞interpret“解釋”符合句意，其過去分詞interpreted和前文are構成一般現(xiàn)在時的被動語態(tài)。故選D。17．考查名詞。句意：這些分子的存在表明峽谷內(nèi)的一條古老河流曾經(jīng)由一個或多個溫泉滋養(yǎng)。名詞presence“存在”符合句意，在句中作主語。故選I。18．考查名詞。句意：Summons博士和他的同事們說，溫泉可能提供了一種方便的“預火”烹飪食物的方式。名詞（單數(shù)）means“方式，方法”符合句意，作動詞provided的賓語。故選A。19．考查形容詞。句意：類似的方法在日本和冰島也存在，所以早期人類可能利用溫泉來煮肉和樹根，這完全是有道理的，盡管很難證明。形容詞sound“全面的，合理的”符合句意，作定語修飾名詞sense。故選F。20．考查動詞。句意：盡管如此，一旦人類掌握了控制火的藝術，火將為人類提供一個明顯的優(yōu)勢，因為火與溫泉不同，它是一種可運輸?shù)馁Y源。動詞master“掌握”符合句意，其過去分詞mastered和had構成過去完成時。故選K。ReadingComprehension(21–35題，每題1分；36–50題，每題2分；共45分)SectionADirections:eachblankinthefollowingpassagemarkedB,CandD.ineachblankwiththeorphrasethatbestthecontext.（2023·上海嘉定·期中）MostpeoplehaveseenanimalssolveproblemsinonecontextoranotherWhetherit’sadoggettingfoodoutofapuzzletoy,asquirrel(松鼠)breakingintoa“squirrel-proof,birdfeeder,or—inwhatishopefullyararerexperience—abearopeningadoortogettothefoodinside!Doallindividualswithinaspeciescomeupwith21solutionstoproblems?Oraresomeindividualsmoreinnovativethanothers?Inungulates(forexample,goatsandhorses),socialoutsidersaremorelikelytoinnovatethantheir22groupmates:ifanindividualspendstimeontheouterareasoftheirgroup,theyaremorelikelytosucceedataproblem-solvingtask.23,insomespeciesofprimates(靈長類動物)andbirds,ithasbeenshownthatindividualswithlowsocialstanding—thatis,thosewhoregularlylosefights,andwhodon’thave24ofaccesstovaluableresources—tendtoinnovatemore.Theaboveexamplestieintothetheorythattheindividualswhoareleastabletogainaccesstogoodquality25,suchasfoodandshelter,arethemostlikelytoinnovate.This“badcompetitor”theorysuggeststhatindividualsinnovatebecausetheymustdosoto26.Imagineyou’reagoatwhocan’tgetaccesstothefeedingcontainerbecauseyou’renotinthein-group.You’dprobablybemore27tofigureouthowtoopenacontainerwithfoodinsidethanyourmorepopular(andwell-fed)groupmates.However,whilethereissupportforthistheoryinsomespecies,manyspeciesshowopposingpatterns.28,beinga“badcompetitor”doesn’tseemtobeageneraldriverofinnovationacrossspecies.29appearstohaveamoregeneralinfluenceonanimalinnovativeness.Ameta-analysis(綜合分析)across37studiesofanimalinnovationfoundthatbeingbrave(thatis,approaching30objectsandexploringnewenvironments)waslinkedtoinnovativebehavior.Forexample,braveCaribgrackles(aspeciesofbird)andungulatesaremorelikelytoinnovatethantheirmoreeasilyfrightenedgroupmates.31hasalsobeenlinkedtoinnovationinavarietyofspecies,fromzebrafinches(斑胸草雀)toAsianelephants.Bothmakeinstinctivesense.Themorelikelyanindividualisto32withanewproblem(thatis,thebravertheyare,andthemoretimetheyspendtryingtosolveaproblem(thatis,themorepersistenttheyare),themorelikelytheyaretofinda(n)33.Regardlessofthereasonindividualsinnovate,onceanindividualfindsasolutiontoaproblem,34aprobleminvolvingresourceaccess,theirbehaviorcanspreadlikewildfire.Otherindividualspayattentionwhenagroupmateinnovates,and35theproblem-solvingbehavior.21．A．instant B．comprehensive C．fair D．creative22．A．friendly B．popular C．close D．faithful23．A．Similarly B．Inevitably C．Apparently D．Gradually24．A．purpose B．priority C．pressure D．potential25．A．services B．materials C．goods D．resources26．A．pretend B．compete C．survive D．evolve27．A．reluctant B．excited C．motivated D．confused28．A．Thus B．Besides C．Still D．Meanwhile29．A．Emotion B．Gender C．Appearance D．Personality30．A．living B．novel C．endangered D．ideal31．A．Persistence B．Intelligence C．Performance D．Confidence32．A．conflict B．compare C．interact D．identify33．A．position B．object C．solution D．chance34．A．a(chǎn)bsolutely B．fortunately C．definitely D．particularly35．A．copy B．change C．influence D．evaluate【答案】21．D22．B23．A24．B25．D26．C27．C28．A29．D30．B31．A32．C33．C34．D35．A【導語】本文是一篇議論文。文章通過對動物行為的研究探索創(chuàng)新的原因。21．考查形容詞詞義辨析。句意：一個物種中的所有個體都能想出創(chuàng)造性的解決方案嗎？A.instant速食的，短暫的；B.comprehensive綜合的；C.fair公平的；D.creative創(chuàng)造性的；有創(chuàng)造力的。根據(jù)下一句“Oraresomeindividualsmoreinnovativethanothers?”可知本空應和innovative意思相近。故選D項。22．考查形容詞詞義辨析。句意：在有蹄類動物（例如山羊和馬）中，社會中的局外者比它們受歡迎的群體伙伴更有可能創(chuàng)新：如果一個人花時間在群體的外部區(qū)域，他們更有可能成功完成解決問題的任務。A.friendly友好的；B.popular受歡迎的；C.close親密的；D.faithful忠誠的。根據(jù)“socialoutsiders

aremorelikelytoinnovate”和“ifanindividualspendstimeontheouterareasoftheirgroup,theyaremorelikelytosucceedataproblem-solvingtask.”判斷社會中的局外者比它們受歡迎的群體伙伴更有可能創(chuàng)新受歡迎的。故選B項。23．考查副詞詞義辨析。句意：同樣，在一些靈長類動物和鳥類物種中，研究表明，社會地位較低的個體——即那些經(jīng)常輸?shù)魬?zhàn)斗的人，以及那些沒有優(yōu)先獲得寶貴資源的人——往往會進行更多的創(chuàng)新。A.Similarly相似地，同樣；B.Inevitably不可避免地；C.Apparently顯然地；D.Gradually逐步地。根據(jù)“insomespeciesofprimates(靈長類動物)andbirds,ithasbeenshownthatindividualswithlowsocialstanding—thatis,thosewhoregularlylosefights,andwhodon’thave

4ofaccesstovaluableresources—tendtoinnovatemore.”和句意判斷本句話所描述的情況和上一句描述的情況差不多。故選A項。24．考查名詞詞義辨析。句意：同樣，在一些靈長類動物和鳥類物種中，研究表明，社會地位較低的個體——即那些經(jīng)常輸?shù)魬?zhàn)斗的人，以及那些沒有優(yōu)先獲得寶貴資源的個體——往往會進行更多的創(chuàng)新。A.purpose意圖，目的；B.priority優(yōu)先，優(yōu)先權；C.pressure壓力；D.potential可能性，潛力。根據(jù)“l(fā)osefights”和“accesstovaluableresources—tendtoinnovatemore.”可判斷這些動物不能優(yōu)先獲得好的資源。故選B項。25．考查名詞詞義辨析。句意：上述例子與這樣一種理論相吻合，即最不可能獲得優(yōu)質(zhì)資源（如食物和住所）的個體最有可能進行創(chuàng)新。A.services公共服務系統(tǒng)，公共事業(yè)；B.materials材料；C.goods商品；D.resources資源。根據(jù)上一句的“valuableresources”后面的“suchasfoodandshelter”可判斷最不可能獲得優(yōu)質(zhì)資源的動物最有可能進行創(chuàng)新。故選D項。26．考查動詞詞義辨析。句意：這種“不良競爭對手”理論表明，個體創(chuàng)新是因為他們必須這樣做才能生存。A.pretend假裝；B.compete競爭；C.survive生存，幸存；D.evolve發(fā)展，進化。根據(jù)上一句中“whoareleastabletogainaccesstogoodquality5,suchasfoodandshelter”，可知這些“不良競爭對手”生存艱難，必須創(chuàng)新才能生存下去。故選C項。27．考查形容詞詞義辨析。句意：你可能會比你更受歡迎（而且吃得很好）的同伴更有動力想出如何打開一個裝有食物的容器。A.reluctant不情愿的；B.excited激動的；C.motivated有積極性的；D.confused困惑的。根據(jù)上文“This“badcompetitor”theorysuggeststhatindividualsinnovatebecausetheymustdosoto6”可知“不良競爭對手”為了生存更有動力想去解決問題。故選C項。28．考查副詞詞義辨析。句意：因此，成為一個“糟糕的競爭對手”似乎并不是跨物種創(chuàng)新的一般驅(qū)動力。A.Thus因此；B.Besides此外；C.Still還，還是，仍然；D.Meanwhile同時。根據(jù)上一句“However,whilethereissupportforthistheoryinsomespecies,manyspeciesshowopposingpatterns.”和空格后“beinga“badcompetitor”doesn’tseemtobeageneraldriverofinnovationacrossspecies.”可知空格后為空格前句子的結(jié)論。故選A項。29．考查名詞詞義辨析。句意：性格似乎對動物的創(chuàng)新能力有更普遍的影響。A.Emotion情感；B.Gender性別；C.Appearance外表；D.Personality性格，個性。根據(jù)下文“beingbrave(thatis,approaching10

objectsandexploringnewenvironments)waslinkedtoinnovativebehavior”可知性格對動物的創(chuàng)新能力有更普遍的影響。故選D項。30．考查形容詞詞義辨析。句意：一項對37項動物創(chuàng)新研究的綜合分析發(fā)現(xiàn)，勇敢（即接近新物體和探索新環(huán)境）與創(chuàng)新行為有關。A.living活的；B.novel新穎的；C.endangered瀕危的；D.ideal理想的。根據(jù)空后“andexploringnewenvironments”判斷and前想表達“接近新物體”與“andexploringnewenvironments”相對應。故選B項。31．考查名詞詞義辨析。句意：堅持不懈也與從斑胸雀到亞洲象等多種物種的創(chuàng)新有關。A.Persistence持久性；B.Intelligence智力；C.Performance表演；D.Confidence信心。根據(jù)下文“thatis,thebravertheyare,andthemoretimetheyspendtryingtosolveaproblem”可知此處想表達堅持不懈創(chuàng)新。故選A項。32．考查動詞詞義辨析。句意：一個個體越有可能與一個新問題互動（也就是說，他們越勇敢，花越多的時間試圖解決一個問題（也就是他們越堅持不懈），他們就越有可能找到解決方案。A.conflict沖突；B.compare比較；C.interact互動，溝通；D.identify識別。根據(jù)“thatis,thebravertheyare,andthemoretimetheyspendtryingtosolveaproblem(thatis,themorepersistenttheyare)”判斷這是個體與解決問題的互動。故選C項。33．考查名詞詞義辨析。句意：一個個體越有可能與一個新問題互動（也就是說，他們越勇敢，花越多的時間試圖解決一個問題（也就是他們越堅持不懈），他們就越有可能找到解決方案。A.position位置；B.object物體，目標；C.solution解決方案；D.chance機會。根據(jù)前文“theyspendtryingtosolveaproblem”可知，他們就想找到解決方案。故選C項。34．考查副詞詞義辨析。句意：不管個體創(chuàng)新的原因是什么，一旦一個個體找到了問題的解決方案，尤其是涉及資源獲取的問題，他們的行為就會像野火一樣蔓延。A.absolutely絕對地，完全地；B.fortunately幸運地；C.definitely當然，確實，確切地；D.particularly特別，尤其。根據(jù)第四段的“whoareleastabletogainaccesstogoodquality5,suchasfoodandshelter”可知資源尤其重要，此處想表達“尤其是涉及資源獲取的問題”。故選D項。35．考查動詞詞義辨析。句意：當群體成員創(chuàng)新時，其他個體會注意，并模仿解決問題的行為。A.copy復制，模仿；B.change改變；C.influence影響；D.evaluate評估。根據(jù)上一句中的“theirbehaviorcanspreadlikewildfire”，可知其他個體會模仿創(chuàng)新行為。故選A項。SectionB Directions:Readthefollowingthreepassages.Eachpassageisfollowedbyseveralquestionsorunfinishedstatements.ForeachofthemtherearefourchoicesmarkedA,B,CandD.Choosetheonethatfitsbestaccordingtotheinformationgiveninthepassageyouhavejustread.（A）（2023·上?！つM預測）Askthenewartificialintelligence(AI)toolChatGPTtowriteanessayaboutthecauseoftheAmericanCivilWarandyoucanwatchitproduceapersuasivetermpaperinamatterofsecondsthathasevenbeenabletopassschoolexams.That’sonereasonwhyNewYorkCityschoolofficialsthisweekstartedblockingtheimpressivebutcontroversialwritingtoolthatcangenerateparagraphsofhuman-liketext.ThefreetoolhasbeenaroundforjustfiveweeksbutisalreadyraisingtoughquestionsaboutthefutureofAIineducation,thetechindustryandahostofprofessions.ChatGPTwaslaunchedonNov.30andispartofanewgenerationofAIsystemsthatcanchat,generatereadabletextondemandandevenproducenovelimagesandvideobasedonwhatthey’velearnedfromavastdatabaseofdigitalbooks,onlinewritingsandothermedia.Butunlikepreviousmodelsofso-called“l(fā)argelanguagemodels”,suchasOpenAI’sGPT-3,launchedin2020,theChatGPTtoolisavailabletoanyonewithanInternetconnectionforfreeanddesignedtobemoreuser-friendly.ItworkslikeawrittendialoguebetweentheAIsystemandthepersonaskingitquestions.Millionsofpeoplehaveplayedwithitoverthepastmonth,usingittowritesillypoemsorsongs,tryingtotrickitintomakingmistakes,orformorepracticalpurposessuchashelpingcomposeanemail.Aswithsimilarsystems,ChatGPTcangenerateconvincingprose,butthatdoesn'tmeanwhatitsaysisfactualorlogical.Itslaunchcamewithlittleguidanceonhowtouseit,otherthanapromisethatChatGPTwilladmitwhenit'swrong.Manyschooldistrictsarestillstrugglingtofigureouthowtosetpoliciesonwhetherandhowitcanbeused.“Whilethetoolmaybeabletoprovidequickandeasyanswerstoquestions,itdoesnotbuildcritical-thinkingandproblem-solvingskills,whichareessentialforacademicandlifelongsuccess,”saidaschool’sspokespersonJennaLylefromNYC．Butthere'snostoppingastudentfromaccessingChatGPTfromapersonalphoneorcomputerathome.36．Whatcanwelearnaboutthetermpaperfromparagraph1?A．Itisaresultoftheimprovementofeducation. B．Itcanberatedaspassingbyschoolteachers.C．Ithascaughttheattentionofthepublic. D．Itactsasamodelforstudentstofollow.37．WhatmakesChatGPTdifferentfromGPT-3?A．ChatGPTcancreatetext. B．ChatGPTcaneditdigitalbooks.C．ChatGPTisfreeofchargetoall. D．ChatGPTcanaskitsusersquestions.38．WhatisJenna'sattitudetowardsstudents’useofChatGPT?A．Favourable. B．Tolerant. C．Uncaring. D．Disapproving.39．Whatisthebesttitleforthetext?A．HowAreSchoolsHandlingChatGPT?B．YouCanCheckWhenChatGPT’sTellingtheTruthC．WhatIsChatGPTandWhyAreSchoolsBlockingIt?D．StudentsAreUsingChatGPTtoDoTheirHomework【答案】36．B37．C38．D39．C【導語】本文是一篇說明文。ChatGPT是最近推出的新一代人工智能系統(tǒng)，功能強大，但是美國紐約市的一些學校決定在學校設備和網(wǎng)絡上限制ChatGPT，因為學生可能使用它作弊。36．細節(jié)理解題。根據(jù)第一段中“Askthenewartificialintelligence(AI)toolChatGPTtowriteanessayaboutthecauseoftheAmericanCivilWarandyoucanwatchitproduceapersuasivetermpaperinamatterofsecondsthathasevenbeenabletopassschoolexams.(讓新的人工智能工具ChatGPT寫一篇關于美國內(nèi)戰(zhàn)起因的文章，你可以看到它在幾秒鐘內(nèi)寫出一篇有說服力的學期論文，甚至可以通過學校考試)”可知，學期論文可以被學校老師評為及格。故選B。37．細節(jié)理解題。根據(jù)第二段的Butunlikepreviousmodelsofso-called“l(fā)argelanguagemodels”,suchasOpenAI’sGPT-3,launchedin2020,theChatGPTtoolisavailabletoanyonewithanInternetconnectionforfreeanddesignedtobemoreuser-friendly.(但與之前所謂的“大型語言模型”不同，比如OpenAI在2020年推出的GPT-3,ChatGPT工具對任何有互聯(lián)網(wǎng)連接的人都是免費的，而且設計得更加用戶友好)”可知，ChatGPT與GPT-3的不同之處在于ChatGPT面向任何人都是免費的。故選C。38．推理判斷題。根據(jù)最后一段中“Whilethetoolmaybeabletoprovidequickandeasyanswerstoquestions,itdoesnotbuildcritical-thinkingandproblem-solvingskills,whichareessentialforacademicandlifelongsuccess(雖然這個工具可能能夠提供快速而簡單的問題答案，但它并不能培養(yǎng)批判性思維和解決問題的能力，而這對學術和終身成功至關重要)”可推斷，Jenna對學生使用ChatGPT持否定態(tài)度。故選D。39．主旨大意題。根據(jù)第一段“Askthenewartificialintelligence(AI)toolChatGPTtowriteanessayaboutthecauseoftheAmericanCivilWarandyoucanwatchitproduceapersuasivetermpaperinamatterofsecondsthathasevenbeenabletopassschoolexams.That’sonereasonwhyNewYorkCityschoolofficialsthisweekstartedblockingtheimpressivebutcontroversialwritingtoolthatcangenerateparagraphsofhuman-liketext.(讓新的人工智能工具ChatGPT寫一篇關于美國內(nèi)戰(zhàn)起因的文章，你可以看到它在幾秒鐘內(nèi)寫出一篇有說服力的學期論文，甚至可以通過學?？荚?。這就是為什么紐約市的學校官員本周開始封鎖這個令人印象深刻但有爭議的寫作工具的原因之一，這個工具可以生成類似人類的文本段落)”結(jié)合文章說明了ChatGPT是最近推出的新一代人工智能系統(tǒng)，功能強大，但是美國紐約市的一些學校決定在學校設備和網(wǎng)絡上限制ChatGPT，因為學生可能使用它作弊。故C選項“什么是ChatGPT，為什么學校要屏蔽它？”最符合文章標題。故選C。（B）（2023秋·上?！じ呷虾Ｊ写笸袑W?？奸_學考試）Teacherburnout(倦怠)andstudentstressmaybelinked,accordingtoaUniversityofBritishColumbiastudy.Thestudyisthefirstofitskindtoexaminetheconnectionbetweenteacherburnoutandstudents’cortisollevels(皮質(zhì)醇水平),whichareabiologicalindicatorofstress.Researcherscollectedsalivasamplesfromover400elementaryschoolchildrenandtestedtheircortisollevels.Theyfoundthatinclassroomsinwhichteachersexperiencedmoreburnout,orfeelingsofemotionalexhaustion,students’cortisollevelswereelevated.Highercortisollevelsinelementaryschoolchildrenhavebeenlinkedtolearningdifficultiesaswellasmentalhealthproblems.“Thissuggeststhatstressspreadingmightbetakingplaceintheclassroomamongstudentsandtheirteachers,”saidEvaOberle,thestudy’sleadauthor.Indeed,therelationshipbetweenstudentstressandteacherburnoutisachickenandeggquestion.Itisunknownwhatcamefirst-elevatedcortisolorteacherburnout.Weconsidertheconnectionbetweenstudentandteacherstressacyclicalproblemintheclassroom.Oberlesaidastressfulclassroomclimatecouldbearesultofinadequatesupportforteachers,whichmayimpactteachers’abilitytoeffectivelymanagetheirstudents.Apoorlymanagedclassroomcancontributetostudents’needsnotbeingmetandincreasingstress.Thiscouldbereflectedinelevatedcortisollevelsinstudents.Alternatively,stresscouldoriginatefromstudents,whomaybemorechallengingtoteachbecauseofincreasesinanxiety,behavioralproblems,orspecialneeds.Inthissituation,teacherscouldfeeloverwhelmedandreporthigherlevelsofburnout.“Ourstudyisareminderofthesystemicissuesfacingteachersandeducatorsasclassroomsizesincreaseandsupportsforteachersarecut,”saidOberle.“Itisclearfromanumberofrecentresearchstudiesthatteachingisoneofthemoststressfulprofessions,andthatteachersneedadequateresourcesandsupportintheirjobsinordertobattleburnoutandrelievestressintheclassroom,”saidUBCeducationprofessorKimberlySchonert-Reichl,thestudy’sco-authoranddirectorofHELP.“Ifwedonotsupportteachers,weriskthecollateraldamage(附帶損傷)ofstudents.”40．Paragraph4andparagraph5areintendedtomakeitclearthat_________.A．teacherburnoutisthecauseoftheelevatedcortisollevelsinstudentsB．theconnectionbetweenstudentsandteacherstressisacyclicalproblemC．studentswithhigherstresslevelaremorelikelytohavelearningdifficultiesD．students’behavioralproblemscontributetoteacher’shigherlevelofburnout41．Accordingtothewriter,manyBritishteachersfacetheproblemthat_________.A．teachersarenotwelltrainedtodealwithstudents’problemsB．teachers’incomeincreasesbutteachingresourcesarecutC．therearemorestudentsineachclassandlesssupportforteachersD．thereisawideninggapbetweenstudents’needandteachers’ability42．Whichisthebesttitleforthepassage?A．HowtoRelieveStressintheClassB．Teacherburnout,avoidableornot?C．TheMostStressfulProfessionintheWorldD．StudentsStressandTeacherBurnout:Achickenandeggquestion.【答案】40．B41．C42．D【導語】這是一篇說明文。文章主要介紹了教師的職業(yè)倦怠和學生的壓力之間是有聯(lián)系的。40．主旨大意題。根據(jù)第四第一句話“Oberlesaidastressfulclassroomclimatecouldbearesultofinadequatesupportforteachers,whichmayimpactteachers’abilitytoeffectivelymanagetheirstudents.(奧伯勒說，緊張的課堂氣氛可能是對教師支持不足的結(jié)果，這可能會影響教師有效管理學生的能力)”以及第五段第一句話“Alternatively,stresscouldoriginatefromstudents,whomaybemorechallengingtoteachbecauseofincreasesinanxiety,behavioralproblems,orspecialneeds.Inthissituation,teacherscouldfeeloverwhelmedandreporthigherlevelsofburnout.(或者，壓力可能源于學生，由于焦慮、行為問題或特殊需求的增加，他們可能更難教。在這種情況下，教師可能會感到不知所措，并報告更高程度的倦怠)”可知，緊張的課堂氛圍會影響老師有效的管理學生，而學生焦慮、行為問題等的增加讓他們更難教，這樣就會造成老師更高程度的倦怠。由此可知，第四段和第五段旨在明確學生和教師壓力之間的聯(lián)系是一個循環(huán)性問題。故選B。41．細節(jié)理解題。根據(jù)第六段““Ourstudyisareminderofthesystemicissuesfacingteachersandeducatorsasclassroomsizesincreaseandsupportsforteachersarecut,”saidOberle.(奧伯勒說：“我們的研究提醒我們，隨著教室規(guī)模的增加和對教師的支持的減少，教師和教育工者面臨著系統(tǒng)性問題?！?”可知，作者認為很多英國的老師面臨的問題是學生數(shù)量的增多以及對教師支持的減少。故選C。42．主旨大意題。根據(jù)第一段第一句話“Teacherburnout(倦怠)andstudentstressmaybelinked,accordingtoaUniversityofBritishColumbiastudy.(根據(jù)不列顛哥倫比亞大學的一項研究，教師倦怠和學生壓力可能有聯(lián)系)”和第三段的“Indeed,therelationshipbetweenstudentstressandteacherburnoutisachickenandeggquestion.Itisunknownwhatcamefirst-elevatedcortisolorteacherburnout.Weconsidertheconnectionbetweenstudentandteacherstressacyclicalproblemintheclassroom.(事實上，學生壓力和教師倦怠之間的關系是一個先有雞還是先有蛋的問題。目前還不知道是什么先出現(xiàn)的——皮質(zhì)醇升高還是教師倦怠。我們認為學生和教師壓力之間的聯(lián)系是課堂上的一個周期性問題)”可知，文章主要介紹了根據(jù)英屬哥倫比亞大學的一項研究，教師的倦怠和學生的壓力可能是有關聯(lián)的，但不確定哪個先造成了影響。由此可知，“學生壓力與教師倦?。阂粋€先有雞后還是先有蛋的問題?！边m合作本文的標題。故選D。（C）（2023秋·上?！じ呷虾＝淮蟾街行？奸_學考試）TherewasatimenotlongagowhennewsciencePh.D．sintheUnitedStateswereexpectedtopursueacareerpathinacademia(學術界).Buttoday,mostgraduatesendupworkingoutsideacademia,notonlyinindustrybutalsoincareerssuchassciencepolicy,communications,andpatentlaw.Partlythisisaresultofhowbleaktheacademicjobmarketis,butthere’salsoarisingawarenessofcareeroptionsthatPh.D．scientistshaven’ttrainedfordirectly—butforwhichtheyhaveusefulknowledge,skills,andexperience.Still,there’sahugedisconnectbetweenthewaywecurrentlytrainscientistsandtheactualemploymentopportunitiesavailableforthem,andanurgentneedfordramaticimprovementsintrainingprogramstohelpclosethegap.OnecriticalstepthatcouldhelptodrivechangewouldbetorequirePh.D．studentsandpostdoctoralscientiststofollowanindividualdevelopmentplan(IDP).In2002,theU.S.FederationofAmericanSocietiesforExperimentalBiologyrecommendedthateverypostdoctoralresearcherputtogetheranIDPinconsultationwithanadviser.Sincethen,severalacademicinstitutionshavebeguntorequireIDPsforpostdocs.AndinJune,theU.S.NationalInstitutesofHealth(NIH)BiomedicalResearchWorkforceWorkingGrouprecommendedthattheNIHrequireIDPsfortheapproximately32,000postdoctoralresearcherstheysupport.Otherfundingagencies,publicandprivate,aremovinginasimilardirection.IDPshavelongbeenusedbygovernmentagenciesandthep