第二有些：阅览了解（共两节，40分）
第一节（共15小题；每小题2分，共30分）阅览下列短文，从每题所给的a、b、c、d四个选项中，选出最佳选项，并在答题纸上 将该项涂黑。

a
what are some of your favourite memories of the university?
你对大学最难忘的回想是啥?

in preparation for each 50th reunion, members of the milestone class are asked to recall campus memories for an annual memory book.在为每50次同学集会做预备时，旅程碑班的成员被需求回想学校回想，并制造一本年度回想书。
here’s a small selection of some memories from the class of 1969.这儿有一小段1969届结业生的回想。
phyllis jo baunach
“…i cannot forget the endless hours studying, researching, and learning in the middle of the musty books in the stacks. we did everything by hand! but the joys of ideas coming to life and understanding thorny concepts are priceless.
additionally, i cannot forget the joyful hours of co-kast rehearsals for student-written-and- directed plays, and the thrill of audiences’ responses to our efforts. nor will i ever forget taking voice lessons at the eastman school of music. this course gave me confidence to try new musical approaches and to think on my feet.”此外，我无法忘掉学生编剧和导演的戏曲联合排练的高兴韶光，以及观众对咱们尽力的反应所带来的激动。我也永久不会忘掉在伊士曼音乐学院(eastman school of music)上声乐课的阅历。这门课给了我测验新的音乐办法和独立思考的决心。
paul boehm

“… many sweet and lasting memories—five feet of deep snow, getting stranded on the thruway, music at hylie morris’s alley, and, of course, i met my wife of 48 years, ellen blazer boehm from the class of 1972, when she was a freshman and i was a senior. as a five-year chemical engineering major, i had one elective to spare, and ellen said, “how about oceanography?” so, i enrolled in oceanography with dr. taro takahashi（the famous climate scientist）, which awakened my environmental justices, and changed my professional direction.”
farel vella mcclure
“…i truly loved my four undergraduate years at the university of rochester. in fact, i loved it so much that i stayed an extra year to get a master’s degree! i was very fortunate to have been totally immersed in student life on campus. my memories include campaigning and winning a seat on the student government during my freshman year. other memories include the susan b. anthony banquet, and sleeping in the comfy chairs in the library. i was also privileged to be selected as a student representative on the design team for the new wilson commons. i. m. pei, the famous architect who designed the louvre pyramid, was the architect for wilson commons. we even visited his offices in new york to see the “master” at work.”我非常酷爱在罗切斯特大学的四年本科日子。实际上，我非常喜爱它，所以我多待了一年去获得硕士学位!我很走运地完全融入了学校的学生日子。我的回想包括在大学一大学的竞选活动和在学生会中赢得一个座位。其他的回想还包括苏珊·b·安东尼的宴会，以及在图书馆舒畅的椅子上睡觉。我也有幸被选为威尔逊公共场所方案团队的学生代表。方案卢浮宫金字塔的闻名建筑师贝聿铭是威尔逊公地的建筑师。咱们甚至赏识了他在纽约的单位，去看这位大师的作品。

【答案】31. d；32. b；33. c；
【刘凯教师解析】【分析】这是一篇记叙文。文章叙说了，旅程碑班的3位成员回想自个最喜爱的学校回想是啥。
31. according to the passage, paul boehm ______.
a. married ellen blazer in 1972
b. disliked his major in university
c. became a famous climate scientist later
d. discovered his interest in environmental science
【刘凯教师独家详解】细节了解题。由题干要害词paul boehm可将答案定位于倒数第二段。由倒数第二段中的“so, i enrolled in oceanography with dr. taro takahashi（the famous climate scientist）, which awakened my environmental justices, and changed my professional direction.”（所以，我和闻名的气候科学家高桥太郎博士一同注册了海洋学，这唤醒了我对环境正义的快乐喜爱，改动了我的专业方向。），可知paul boehm发现了他对海洋科学的快乐喜爱。【本题查询文章细节；根据文章第五段最终一句可知，paul boehm 报名了海洋学作为自个的选修课，且原文中的“awakened my environmental juices”与 d 选项中的 discovered his interest 相对应】
32. what can we learn about farel vella mcclure?
a. she was a world-famous designer.
b. she was active in school activities.
c. she had a hard time getting her master’s.
d. she once met i. m. pei at the louvre pyramid.
【刘凯教师独家详解】推理判别题。由最终一段中的“my memories include campaigning and winning a seat on the student government during my freshman year. other memories include the susan b. anthony banquet, and sleeping in the comfy chairs in the library. i was also privileged to be selected as a student representative on the design team for the new wilson commons.”（我的回想包括在大一时竞选和赢得学生会座位。其它回想包括susan b. anthony宴会和睡在图书馆舒畅的椅子上。我也很侥幸被选为新威尔逊公地方案团队的学生代表。），可揣度出她在学校活动中很活泼。【本题查询推理判别；根据文章第六段可知，farel 回想了自个在大学日子时的种种作业，包括参加运动、学生会、宴会、作为方案队的学生代表、赏识 i.m. pei的单位等，阐明晰她在大学活动中非常活泼】
33. the three people all talked about ______.
a. their beloved professors
b. their great friendship
c. their learning experiences
d. their beautiful campus
【刘凯教师独家详解】推理判别题。由第二段“here’s a small selection of some memories from the class of 1969.”（这儿有一些1969届学生的回想。），第三段中的“…i cannot forget the endless hours studying, researching, and learning in the middle of the musty books in the stacks.”（……我无法忘掉在书堆里发霉的书中心没完没了地学习、研讨和学习。），倒数第二段中的“so, i enrolled in oceanography with dr. taro takahashi （the famous climate scientist）, which awakened my environmental justices, and changed my professional direction.”（所以，我和闻名的气候科学家高桥太郎博士一同注册了海洋学，这唤醒了我对环境正义的快乐喜爱，改动了我的专业方向。）和最终一段中的“…i truly loved my four undergraduate years at the university of rochester.”（……我真的很喜爱我在罗切斯特大学的四年本科日子。），可揣度出3自个都在讲他们大学的学习阅历。【本题查询文章细节；标题问“三自个全都谈论到的是啥”。根据文章phyllis jo baunach 的回想“…i cannot forget the endless hours studying, researching, and learning in the middle of the musty books in the stack.”，第五段 paul boehm 的回想“so, i enrolled in oceanography with dr. taro takahashi…”，以及第六段 farel vella meclure 的回想“in fact, i loved it so much that i stayed an extra year to get a master’s degree!”可知，三自个全都谈论到了?堑难霸睦薄?
【刘凯教师点睛】在高考中，细节了解题为频频常考题型，会集查询文中细节。在做此类题型时，同学们可以先从疑问中找到要害词，然后以此为条理，运用略读和查阅技巧灵敏在文中找到这一细节，把这有些内容细心读一遍，比照所给选项与文中细节的纤细不一样。如在第1小题中，分析疑问，得到要害词paul boehm，灵敏定位到倒数第二段下，找到语句“so, i enrolled in oceanography with dr. taro takahashi （the famous climate scientist）, which awakened my environmental justices, and changed my professional direction.”可知，可知paul boehm发现了他对海洋科学的快乐喜爱。故选d项。

b
early february, i was flying up to ohio. well prepared, i had everything in my favour—fuel for five hours, charts in order, my flight plan on my lap, and a beautiful clear sky.二月初，我飞往俄亥俄州。悉数都预备好了，我最喜爱的燃料预备了5个小时，帆海图收拾好了，膝盖上放着我的飞翔方案，还有秀丽的晴空。进入翻译页面
i was wrong.
i had heard about alberta clippers coming out of canada. i knew all about them―how an entire air mass was streaming along at over sixty miles an hour.
that morning, the weather briefer informed me that an alberta clipper was going over chicago about the time i got to the airport. chicago was some 400 miles from my destination—not a factor, or so i thought. that was the first hint i missed.
the controller called and asked if i wanted to adjust my flight plan. i did the check and everything was in the green. so i told him no. twenty minutes later the controller called again asking whether i wanted to adjust my flight plan. i checked everything. all was fine. i ignored that hint. i was fooled by the smooth air and limited experience with a rapidly moving air mass that was not changing violently. the alberta clipper was clipping along.
the first blast of turbulence（气流）struck my plane. i got slammed into the roof, and then slammed sideways hitting the window with such force up my nose that i started bleeding.
after a 2-hour flight of 100 miles, i realized fuel was now an issue. so was landing. i called flight following. we figured out the airport i could land.
the engine stopped. so did my heart. there is no quiet as quietly stunning as this one at such an altitude. i had run out of fuel in the left tank, and only a little in my right tank. the engine quit for a second time. i declared an emergency. i was told that i might get another few minutes of fuel if i gently banked the airplane. luckily, it worked. then, the engine quit for the last time. i was a glider now. i made a long lazy spiral descent. down i went. i stopped at the very end of the runway.
i made so many mistakes, missed so many clues, and showed my ignorance so much that i beat myself up over and over again in my mind. i learned textbook descriptions of alberta clippers and real-life experience with one are totally different. i will never forget the sound of that silence.
i flew home the next day. older. wiser. humbler. lucky.
【答案】34. b；35. c；36. d；37. b；
【刘凯教师解析】这是一篇记叙文。文章叙说了，作者在糟糕的气候条件下，坚持飞翔，错估气候情况，又遭受飞机没油和飞机引擎不转，阅历了一次九死终身的飞行为历。
34. we can know from the passage that alberta clippers ______.
a. can bring snowstorms
b. are quick-moving air masses
c. are violently changing air pressure
d. can lead to a sudden temperature drop
【刘凯教师独家详解】细节了解题。由第三段中的“i had heard about alberta clippers coming out of canada. i knew all about them―how an entire air mass was streaming along at over sixty miles an hour.”（我传闻alberta clippers从加拿大来了。我对它们一目了然——整个空气团以每小时60英里的速度活动。），可知alberta clippers是快速移动的气团。【本题查询文章细节；根据文章第三段第 2 句可知，被称为 alberta clipper的冷空气气旋以每小时跨越 60 英里的速度活动】
35. what mainly led to the author’s missing all the hints?
a. his lack of flying experience.
b. his poor preparation for the journey.
c. his misjudgement about the air mass.
d. his overconfidence in his piloting skills.
【刘凯教师独家详解】细节了解题。由第五段中的“i ignored that hint. i was fooled by the smooth air and limited experience with a rapidly moving air mass that was not changing violently.”（我忽略了这个暗示。我被平稳的空气和有限的经历玩弄了，认为快速移动的空气团没有剧烈的改变。），可知是作者对气团的差错判别使他忽略了暗示。【本题查询文章细节；根据文章第四段最终一句话和第五段倒数第 2 句和倒数第 3 句可知，我忽略了指挥员的多次暗示，被平稳的空气气流以及改变不显着的空气质量所玩弄了】
36. which is the right order of the events?
a. i declared an emergency.
b. my airplane was running out of fuel.
c. i insisted on carrying on my flight plan.
d. i was thrown to the roof by the violent air mass.
e. i slightly banked my airplane and made a landing.
a. dcbea
b. dceba
c. cdabe
d. cdbae
【刘凯教师独家详解】细节了解题。按作业次序，c——第五段中的“so i told him no.”（所以我告诉不调整飞翔方案。），d——第六段中的“i got slammed into the roof, and then slammed sideways hitting the window with such force up my nose that i started bleeding.”（我被摔在顶上，然后侧身撞在窗户上，鼻子上的力气太大，我初步流血。），b——倒数第三段中的“i had run out of fuel in the left tank, and only a little in my right tank.”（我的左油箱没油了，而我的右油箱只需一点油。），a——倒数第三段中的“i declared an emergency.”（我宣告了紧迫情况。），e——倒数第三段中的“i was told that i might get another few minutes of fuel if i gently banked the airplane. luckily, it worked.”（有人告诉我，假定我悄悄地把飞机倾斜起来，我可以再得到几分钟的燃油。走运的是，它成功了。）及“i stopped at the very end of the runway.”（我在跑道的止境停了下来。），可知作业的正确次序为cdbae。【本题查询文章细节；根据整篇文章作业发生的先后次序和前五段，可知第一个作业是 c,我坚持我的飞翔方案；根据文章第六段第 2 句话，可知第二个作业是 d,
我被摔到了机舱内顶部；根据文章第8段第 4 句话，可知第三个作业是 b,飞机燃料用光了；根据文章第8段第 6 句话，可知第四个作业是 a,我宣告了紧迫救助；根据文章第 8 段第 7 句话可知第五个作业是 e，我纤细地倾斜飞翔然后着陆】
37. the passage describes ______.
a. a rewarding training
b. a narrow escape
c. a painful exploration
d. a serious accident
【刘凯教师独家详解】主旨粗心题。由第六段中的“the first blast of turbulence（气流）struck my plane. i got slammed into the roof, and then slammed sideways hitting the window with such force up my nose that i started bleeding.”（我的飞机遭到了初度气流的冲击。我被摔在顶上，然后侧身撞在窗户上，鼻子上的力气太大，我初步流血。），倒数第三段中的“i had run out of fuel in the left tank, and only a little in my right tank. the engine quit for a second time. i declared an emergency.”（我的左油箱没油了，而我的右油箱只需一点油。建议机又一次熄火了。我宣告了紧迫情况。）及“i stopped at the very end of the runway.”（我在跑道的止境停了下来。），和最终一段“i flew home the next day. older. wiser. humbler. lucky.”（第二天我就飞回家了。年岁大了。要更聪明的，更谦卑。真走运。），可知文章讲的是九死终身的一次飞行为历。【本题查询文章主旨；a 选项意为“一次有利的练习”，b 选项意为“一次九死终身”，c 选项意为“一次苦楚的探究”,d 选项意为“一个严峻的事端”，整篇文章叙说了一个飞翔员在飞翔途中遭受冷空气气旋，最终战胜重重困难并使飞机成功着 陆的故事】

c
there is certainly evidence that actors experience a blending of their real self with their assumed characters. for instance, benedict cumberbatch said, “my mum says i’m much more impatient with her when i’m filming sherlock.”有确凿的根据标明，演员们阅历了他们真实的自我和他们设想的人物的交融。比方，本尼迪克特·康伯巴奇说，我母亲说我在拍《神探夏洛克》的时分对她更没耐性了。
mark seton, a researcher at the university of sydney, has even coined the term “post-dramatic stress disorder” to describe the lasting effects experienced by actors who lose themselves in a role. “actors may often prolong habits of the characters they have embodied,” he writes. 悉尼大学(university of sydney)的研讨人员马克·西顿(mark seton)甚至创造了“戏曲后应激妨碍”(post-dramatic stress disorder)一词，用来描绘演员在一个人物中失掉自我后所阅历的耐久影响。他写道:“演员一般会延伸他们所扮演人物的习气。”
a recent finding doesn’t involve acting, and it indicates that merely spending some time thinking about another person seemed to rub off on the volunteers’ sense of self led by meghan meyer at princeton university. across several studies, these researchers asked volunteers to first rate their own personalities, memories or physical attributes, and then to perform the same task from the perspective of another person. for instance, they might score the emotionality of various personal memories, and then rate how a friend or relative would have experienced those same events.迩来的一项发现并不触及扮演，它标明，只是花一些时刻去思考另一自个，如同会影响普林斯顿大学(princeton university)的梅根·迈耶(meghan meyer)领导的自愿者的自我知道。在几项研讨中，这些研讨人员需求自愿者首要对自个的性格、回想或身体特征进行评价，然后从另一自个的视点进行相同的使命。例如，他们可以会对各种自个回想的心境化程度进行打分，然后对一个兄弟或亲属阅历相同作业的程度进行打分。
after taking the perspective of another, the volunteers scored themselves once again: the consistent finding was that their self-knowledge was now changed—their self-scores had shifted to become more similar to those they’d given for someone else. for instance, if they had initially said the trait term “confident” was only moderately related to themselves and then rated the term as being strongly related to a friend’s personality, when they came to rescore themselves, they now tended to see themselves as more confident. remarkably, this morphing of the self with another was still apparent even if a 24-hour gap was left between taking someone else’s perspective and re-rating oneself.
“by simply thinking about another person, we may adapt our self to take the shape of that person” said meyer and her colleagues. that our sense of self should have this quality might be a little discouraging, especially for anyone who has struggled to establish a firm sense of identity. yet there is an optimistic message here, too. the challenge of improving ourselves—or at least seeing ourselves in a more positive light—might be a little easier than we thought. by roleplaying or acting out the kind of person we would like to become, or merely by thinking about and spending time with people who embody the kind of attributes we would like to see in ourselves, we can find that our sense of self changes in desirable ways.
“as each of us chooses who to befriend, who to model, and who to ignore” write meyer and her colleagues, “we must make these decisions aware of how they shape not only the fabric of our social networks, but even our sense of who we are.”
【答案】38. c 39. a 40. a 41. b
【刘凯教师解析】这是一篇阐明文。文章以演员们的“戏曲后应激妨碍”为导入，以科学研讨为基础，叙说了人物扮演对自个自我知道和行为的影响和描写，经过对自我知道的活泼的影响，我们能前进自个。
38. the first two paragraphs mainly ______.首要是前两段
a. state that acting requires skills
b. explain the stress that an actor faces
c. show that a role leaves a mark on the actor
d. stress the importance of devoting oneself to a role
【刘凯教师独家详解】主旨粗心题。由第一段中的“there is certainly evidence that actors experience a blending of their real self with their assumed characters.”（当然有根据标明演员们阅历了真实的自我和他们设想的人物的交融。）和第二段中的“actors may often prolong habits of the characters they have embodied”（演员常常会延伸他们所描写的人物的习气。），可知前两段向读者标明：一个人物在演员身上留下了印记。【本题查询期间主旨，根据文章第一段第一句 there is certainly evidence that actors experience a blending of their real self with their assumed characters，以及第二段结束句：actors may often prolong habits of the characters they have embodied,” 可知演员会遭到自个所参演人物的影响，而且这种影响会很耐久】
39. what does the underlined phrase “rub off on” in paragraph 3 probably mean?
a. influence.
b. strengthen.
c. confuse.
d. determine.
【刘凯教师独家详解】短语猜测题。由第三段中的“a recent finding doesn’t involve acting, and it indicates that merely spending some time thinking about another person seemed to rub off on the volunteers’ sense of self led by meghan meyer at princeton university.”（迩来的一项发现并不触及扮演，它标明，只是花一段时刻去思考另一自个，这自个如同会影响自愿者的自我知道，这是普林斯顿大学meghan meyer领导的一项研讨。）和第四段中的“remarkably, this morphing of the self with another was still apparent even if a 24-hour gap was left between taking someone else’s perspective and re-rating oneself.”（值得留心的是，即便在承受别人的观念和从头评价自个之间还有24小时的间隔，这种自我与别人的改变仍然是清楚明晰的。），可知另一人会影响自我，此处rub off意为“影响”。【本题查询猜词题，经过文章第四段前两句 after taking the perspective of another, the volunteers scored themselves once again: the consistent finding was that their self-knowledge was now changed—their self-scores had shifted to become more similar to those they’d given for someone else 可知，自愿者关于自个的认知遭到了第三方的影响】
40. according to the study, taking the perspective of another person ______.
a. brings changes to one’s self-knowledge
b. motivates one to better understand himself
c. helps people deal with their identity problems
d. produces temporary effects on one’s character
【刘凯教师独家详解】细节了解题。由第四段中的“remarkably, this morphing of the self with another was still apparent even if a 24-hour gap was left between taking someone else’s perspective and re-rating oneself.”（值得留心的是，即便在承受别人的观念和从头评价自个之间还有24小时的间隔，这种自我与别人的改变仍然是清楚明晰的。）可知承受别人的观念会给自我知道带来改变。【本题查询细节题；根据文章第 4 段“after taking the perspective of another, the volunteers scored themselves once again: the consistent finding was that their self-knowledge was now changed – their self-scores had shifted to become more similar to those they’d given for someone else.”可知自愿者的自我认知遭到了第三方的影响，进一步发生了改动】
41. what is the significance of the study?研讨的意义是啥?
a. it offers instructions on making friends.
b. it proposes a means to improve ourselves.
c. it gives advice on adjusting one’s emotions.
d. it presents a way to deal with stress disorder.
【刘凯教师独家详解】推理判别题。由倒数第二段中的“yet there is an optimistic message here, too. the challenge of improving ourselves—or at least seeing ourselves in a more positive light—might be a little easier than we thought. by roleplaying or acting out the kind of person we would like to become, or merely by thinking about and spending time with people who embody the kind of attributes we would like to see in ourselves, we can find that our sense of self changes in desirable ways.”（可是，这儿也有一个旷达的信息。前进自个或许至少从一个更活泼的视点看待自个，可以比咱们愿望的要简略一些。经过扮演或体现出咱们想变成的那种人，或许只是经过思考和花时刻与那些体现出咱们想在自个身上看到的那种特质的人在一同，咱们可以发现咱们的自我知道以令人满足的方法改动。）和最终一段中的“we must make these decisions aware of how they shape not only the fabric of our social networks, but even our sense of who we are.”（咱们有必要做出这些抉择，知道到它们不只描写了咱们交际网络的规划，甚至描写了咱们的自我知道。），可知在交际活动中经过人物扮演或体现出咱们想变成的那种人，我们的自我知道能得到活泼地改进，阐明研讨的重要性在于它提出了一种改进咱们自个的办法。【本题查询主旨题；经过文章倒数第二段 yet there is an optimistic message here, too. the challenge of improving ourselves—or at least seeing ourselves in a more positive light—might be a little easier 可知经过这项研讨咱们可以晓得改动自个并不是很困难的作业，进一步可以对咱们本身进行前进】

d
in college, i was taught an elegant theory of chemical combination based on excess electrons going into holes in the orbital shell of a neighbouring atom. but what about diatomic compounds like oxygen gas? don’t ask; students aren’t ready to know. in physics, in biology, in any other science classes, students frequently get that answer too.
在大学里，我学到了一套典雅的化学联系理论，该理论树立在过量电子进入邻近原子轨迹壳层的空穴之上。可是像氧气这样的双原子化合物呢?不要问;学生们还没有预备好去晓得。在物理、生物和其他科学课上，学生也常常得到这个答案。
it’s time to trust students to handle doubt and diversity in science. actually, students are starting to act. they have shamed their seniors into including more diverse contributors as faculty members and role models. young scholars rudely ask their superiors why they fail to address the extinction crises clarified by their research. the inherited authoritarian political structures of science education are becoming lame—but still remain largely unchanged from the old school days.是时分信赖学生可以处置科学中的疑问和多样性了。实际上，学生们现已初步行为了。他们侮辱他们的长辈，让他们把更多样化的奉献者包括进来，作为教员和榜样。年青的专家粗鲁地问他们的上级，为啥他们没有处置他们的研讨弄清的灭绝危机。继承下来的科学教育的独裁政治规划正变得越来越弱，但与早年的学校年代比较，仍然没有太大的改变。
a narrow, rigid education does not prepare anyone for the complexities of scientific research, applications and policy. if we discourage students from inquiring into the real nature of scientific truths, or exploring how society shapes the questions that researchers ask how can we prepare them to maintain public trust in science in our “post-truth” world? diversity and doubt produce creativity: we must make room for them, and stop guiding future scientists into narrow specialties that value technique over thought.
in science, even foundational building blocks can be questioned. the unifying patterns of the periodic table are now questioned under closer examination. some scientists now wonder whether the concept of biological “species” contributes more confusion than insight, and whether it should therefore be abandoned. however, such a decision would affect conservation policy, in which identification of endangered species is crucial—so it is not just an issue for basic science.
science students generally remain unaware that concepts such as elements and species are contested or are even contestable. in school, college and beyond, curricula highlight the technical and hide the reflective. public arguments among scientists often presume that every problem has just one solution.
nonetheless, uncertain advice on complex issues should be a warning that, from a future perspective, today’s total scientific consensus on some policy issue might have been the result of stubbornness, a conflict of interest or worse. just as a healthy democracy accommodates dissent and dissonance, the collective consciousness of science would do well to embrace doubt and diversity. this could start with teaching science as a great, flawed, ongoing human achievement, rather than as a collection of cut-and-dried eternal（耐久的）truths.
i recall a legendary chemistry professor who was not skilful at getting classroom demonstrations to work—but discussing what went wrong helped his students to thrive. a mathematician friend let pupils discuss every statement in the textbook until all were satisfied. they did very well in exams, and taught themselves when he was absent. treating people at all levels as committed thinkers, whose asking teaches us all, is the key to tackling the challenges to science in the post-trust age.
【答案】42. d；43. a；44. a；45. c；
【刘凯教师解析】这是一篇谈论文。文章谈论了，在科学领域，咱们要信赖学生来处置科学中的置疑和多样性，多样性和置疑发生创造力，假定咱们不鼓舞学生根究科学真理的真实本质，或许不鼓舞他们探究社会如何描写研讨人员提出的疑问，那么咱们如何让他们做好预备，在咱们的“后真理”世界里坚持大众对科学的信赖。
42. the problem of current science training is that ______.其时科学培训的疑问是
a. students cannot become specialists
b. it goes against established science education
c. students lose trust in their teachers and professors
d. it fails to provide students with what they need in future
【刘凯教师独家详解】推理判别题。由第一段最终两句“don’t ask; students aren’t ready to know. in physics, in biology, in any other science classes, students frequently get that answer too.”（别问，学生们还没预备好晓得。在物理学、生物学、任何其他科学课上，学生也常常得到这个答案。），第三段第一句“a narrow, rigid education does not prepare anyone for the complexities of scientific research, applications and policy.”（狭隘、呆板的教育不能使任何人为科学研讨、使用和方针的凌乱性做好预备。），可知其时科学培训的疑问在于它不能为学生供给他们将来进行科学研讨所需要的东西。【本题为揣度题；根据文章第三段最终一句“diversity and doubt produce creativity; we must make room for them, and stop guiding future scientists into narrow specialties that value technique over thought.” 意为“多样性和置疑发生创造力;咱们有必要为学生们腾出空间，中止引导将来的科学家进入注重技能而非思维的狭隘专业” 和 d 选项“其时的科学练习的疑问是不能给学生供给他们将来所需要的东西”表达内容共同】
43. the periodic table is mentioned to prove that ______.为了证明这一点，咱们说到了元素周期表
a. even the widely accepted can be challenged即就是被广泛承受的也会遭到应战
b. students are generally ignorant of science
c. most previous researches are out of date
d. science has been developing with time
【刘凯教师独家详解】细节了解题。由第四段中的“in science, even foundational building blocks can be questioned. the unifying patterns of the periodic table are now questioned under closer examination.”（在科学领域，甚至基础的构成要素也可以遭到质疑。如今元素周期表的共同方法正在更细心的查看下被质疑。）阐明元素周期表即就是被广泛承受的，也可以会被质疑。【本题为揣度题；根据题干中 “periodic table”可以定位至文章第四段。根据第四段首句“in science, even foundational building blocks can be questioned.”，可以得知“在科学中，即就是最根柢的构成要素也会遭到质疑”，和 a 选项“被广泛承受的内容也可以被质疑”表达内容共同】
44. it can be learnt from the passage that ______.从文章中咱们可以得知
a. students may be more innovative if they are allowed to doubt
b. science students do not contest elements or species科学专业的学生不会对元素或物种进行竞赛
c. students should not trust established science学生不大约信赖现已树立的科学
d. diversity prevents progress in science多样性组织了科学中的前进
【刘凯教师独家详解】推理判别题。第三段最终一句“diversity and doubt produce creativity: we must make room for them, and stop guiding future scientists into narrow specialties that value technique over thought.”（多样性和置疑发生创造力：咱们有必要为它们腾出空间，并中止引导将来的科学家进入狭隘的专业领域，即注重技能而不是思维。）可揣度出假定答应学生置疑，学生可以更具立异性。【本题为揣度题；根据文章第三段 “diversity and doubt produce creativity.” 可以得知 a 选项“假定答应学生持置疑情绪，他们可以会更具有创造力”是正确的；根据文章第五段“science students generally remain unaware that concepts such as elements and species are contested or are even contestable”可知理科生不晓得元素和物种等概念是被争议的，而不是不争议元素或物种，故b选项差错；c选项：文章中意为学生大约抱有质疑情绪，而不是不信赖，故 c 选项差错；d 选项和作者情绪相反，文章对多样性持鼓舞情绪】
45. which of the following statements best represents the writer’s opinion?下列哪个陈述最能代表作者的观念?
a. our curricula highlight the technical and hide the reflective.
b. science should be a collection of cut-and-dried eternal truths.
c. teachers should treat people at all levels as committed thinkers.教师大约把一切层次的人都视为坚决的思考者
d. the concept of biological species brings more confusion than insight.
【刘凯教师独家详解】推理判别题。由最终一段最终一句“treating people at all levels as committed thinkers, whose asking teaches us all, is the key to tackling the challenges to science in the post-trust age.”（把一切层次的人都当作坚决的思考者，他们的问询教会了咱们一切人，这是在后信赖年代应对科学应战的要害。）可知教师大约把一切层次的人看作是坚决的思考者，这能最佳描绘契协作者观念。【本题为凌乱细节题；a 选项定位到文章倒数第三段“in school, college and beyond, curricula highlight the technical and hide the reflective.”可知选项中短少规模捆绑，故 a 选项差错；b 选项定位到文章“this could start with teaching science as a great, flawed, ongoing human achievement, rather than as a collection of cut-and- dried eternal truths.”根据“rather than”可知选项和原辞意思相反，故 b 选项差错；c 选项定位到文章“treating people at all levels as committed thinkers”。和选项内容共同；d 选项定位到文章中第四段“some scientists now wonder whether the concept of biological “species” contributes more confusion than insight” 中的“wonder whether” 可知 d 选项差错】
【刘凯教师点睛】推理判别题不只需要考生读懂文章中的每个语句的意思还要推理它们之间的联络，联系自个的日子常识和经历，再经过逻辑推理和判别，了解文章的言外之意，然后提示文章的深层涵义。推理判别题的答案不可以能在文章中直接找到，因而推理时咱们必需要忠于原文，在文章中寻找并断定可推论的根据，即：已知有些——推论的条件，从中估测出不知道有些——推理的结论，切忌妄加谈论，把自个的观念当成作者的观念。如在第3小题中，第三段最终一句“diversity and doubt produce creativity: we must make room for them, and stop guiding future scientists into narrow specialties that value technique over thought.”，是已知有些，经过联系原文进行合理地逻辑判别，可揣度出假定答应学生置疑，学生可以更具立异性。故选a项
第二节（共5小题；每小题2分，共10分）根据短文内容，从短文后的七个选项中选出能填入空白处的最佳选项。选项中有两项为多 余选项。
is there a link between social media and depression? do social media have a negative impact on your mental health? it’s complicated.交际媒体和抑郁症之间有联络吗?交际媒体对你的心思安康有负面影响吗?它是凌乱的。
in a recent study, the investigators compared social media use and depression between teens.在迩来的一项研讨中，研讨人员比照了青少年运用交际媒体与抑郁的联络。
___46___specifically, for every hour per day that one teen spent on social media more than her peers, she likely had a 0.64 point higher depression score.
a different study published in 2021 identified five distinct types of social media users. the finding was that “problematic social media use” was one of the main themes for people whose mental health was affected by social media. you can have alcohol in your life without it being a problem, or your alcohol use may become problematic. ___47___
there’s one important thing to remember about survey research just because two things happen together, it’s not necessarily true that one causes the other. 关于查询研讨，有一件重要的作业要记住只是因为两件事一起发生，并不必定是其间一件事致使了另一件事。___48___for all we know, it could be that people who are already more depressed choose to spend more time on social media.据咱们所知，可所以那些现已很抑郁的人选择花更多的时刻在交际媒体上。
___49___if you think that we shouldn’t paint social media with one broad brush, you’re on the right track. on the one hand, participants often described social media as a valuable way to cope with stress. on the other hand, cyberbullying via social media was also a common experience for participants. some also said that constantly checking their own social media profile was stressful.
假定你认为咱们不大约一刀切地描绘交际媒体，那么你的主意是对的。一方面，参加者一般将交际媒体描绘为一种应对压力的有价值的方法。另一方面，经过交际媒体进行网络欺负也是参加者的广泛阅历。一些人还标明，不断地查看自个的交际媒体材料会让他们感到压力。
it’s certainly possible that experiences like cyberbullying, comparing yourself to idealized images, and constantly monitoring your profile, are bad for your mood. it’s also true for many that social media offer community support and positive messages. given the inconclusive research, it’s safe to say that at least we shouldn’t write off social media altogether.当然，像网络欺负这样的阅历，将自个与抱负化的形象进行比照，并持续监控你的自个材料，很有可以对你的心境有害。对许多人来说，交际媒体供给社区撑持和活泼的信息也是实际。鉴于当前尚无结论的研讨，咱们可以有掌控地说，至少咱们不大约完全扔掉交际媒体。___50___anyway, you cannot use it as a crutch for coping with other stressors and mental health problems.不管如何，你不能把它作为一根拐杖来应对其他压力和精力安康疑问。
【答案】46. d；47. a；48. g；49. b；50. f；
【刘凯教师解析】这是一篇阐明文。文章叙说了，交际媒体是一把双刃剑，它对运用者的心思安康有影响，比照抑郁的人选择在交际媒体上花更多的时刻，我们大约适度运用交际媒体并坚持交际联络。
a. it’s the same with social media.
b. social media can be a double-edged sword.
c. people get more opinionated about the potential problems of social media.
d. they found that those who used social media more had higher depression scores.
e. they reviewed all existing research and found that there were both benefits and drawbacks.
f. the key to benefiting from social media may lie in using it in moderation and staying socially connected.
g. for example, just because higher social media use co-occurs with higher levels of depression doesn’t mean social media use causes depression.
【46题刘凯教师独家详解】由下一句“具体来说，一个青少年每天花在交际媒体上的时刻比她的同龄人多1个小时，她的抑郁得分可以高出0.64分。”可知，承受下文，d选项?欠⑾衷擞媒患拭教逶蕉嗟娜艘钟舻梅衷礁摺！碧猓桓醚∠钪械膆igher depression scores对应下文中的a 0.64 point higher depression score。故选d项。【挖空方法：段中空；解题语句：空后一句；查询方法：承受上文。空前句标明，“在迩来的研讨中，查询者比照了在青少年中交际媒体的运用和抑郁之间的联络”，d 选项意义?欠⑾衷擞媒患拭教甯嗟娜擞懈叩囊钟舴质保弦痪涑氏至薸nvestigators 复数的人，选项中的 they 代指上文可以断定 d 和 e 选项，联系句意 d 选项契合上文所说内容。因而，d 选项与前句构成承受】
【47题刘凯教师独家详解】由上一句“你可以在你的日子中具有酒精，不让它变成一个疑问，或许你的酒精运用可以变成一个疑问。”可知，承受上文，a选项“交际媒体也是如此。”贴题；该选项标明交际媒体运用和酒精运用相同，可以变成疑问，也可以不是疑问。故选a项。【挖空方法：段尾空；解题语句：空前一句；查询方法：承受上文。空前一句标明，“在你的日子中有酒精可以不会变成疑问，或许酒精的运用会变成疑问”。这句话运用比方来论说两者之间的联络，联系期间粗心，可知 这一点在交际媒体中也是适用，选项 a 中的it指代前面一句话，且契合期间主旨。a 选项意义：?虢患拭教迨窍嗤摹?
【48题刘凯教师独家详解】由上一句“查询研讨有一件重要的作业要记住，因为两件事一起发生，不必定一件事致使另一件事。”可知，承受上文，g选项“例如，只是因为较高的交际媒体运用量与较高的抑郁水平并存并不料味着交际媒体运用量会致使抑郁。”贴题；该选项是对上文“it’s not necessarily true that one causes the other.”的举例阐明。故选g项。【挖空方法：段中空；解题语句：空前空后一句；查询方法：承受上文，引出下文。第四段第一句“两件作业一同发生，并不必定意味着一个致使另一个””，接下来 就是说明阐明，即g选项“例如，只是因为更多地交际媒体的运用与高水平的抑郁一起发生，并不料味着交际媒体的运用致使抑郁”。】
【49题刘凯教师独家详解】由下文“一方面，参加者常常将交际媒体描绘为应对压力的一种有价值的方法。另一方面，经过交际媒体进行网络欺负也是参加者的常见阅历。”可知，b选项“交际媒体可所以一把双刃剑。”贴题；该选项中的a double-edged sword对应下文所提及的交际媒体的好坏两方面。故选b项。【挖空方法：段首空；解题语句：空后句；查询方法：总起全段。空位于段首， 常为总起句，因而应选择归纳性选项，而避免描绘具体细节的选项。c 选项中“交际媒体可所以双刃剑”，之后全段也是关于交际媒体优缺陷的进一步描绘】
【50题刘凯教师独家详解】由下一句“不管怎样，你不能把它作为一个依托来唐塞其它的压力和心思安康疑问。”可知，承受下文，f选项“从交际媒体中获益的要害可以在于适度运用交际媒体并坚持交际联络。”贴题；该选项中的using it in moderation and staying socially connected对应下文中的“不能把交际媒体作为应对压力和心思安康疑问的一个依托”。故选f项。【挖空方法：段中空；解题语句：空前一句，空后一句；查询方法：承上启下， 空前一句必定交际媒体的存在的合理性，意义“至少咱们不大约把交际媒体都撤消了”。意思是合理运用交际媒体而不是过渡运用，这契合 f 选项所表达的意思“从交际媒体获益的优点就在于适度而且坚持交际联接”，因而公司不要把交际媒体当成拐杖去向置负面心境。】
【刘凯教师点睛】转发请补白信息！
第一、通读全文，晓得文章粗心。这是一个泛肚隳进程，意图是晓得文章粗心，为今后的了解做烘托。
第二、清楚相关联络。任何语句都是要么和上文有联络，要么和下文有联络，要么和上下文都有联络。例如第2、3小题都与它们的上文有联络。
第三、带入通读，复查。
做完标题切忌直接脱离，这时咱们很有必要将自个批改好的文章通读一遍，将其看做一片行文通畅语意联接的文章来读，这时假定感到有意义不联接的当地，很有可所以咱们填错了空，就要复查了，留心：七选五的特征在于，错一道，一般还会错另外的一道或几道，咱们叫做“连错”，所以当你发现自个有一处填的有疑问时，必定要一起查看其它空。
第三有些：书面表达（共两节，35分）
第一节（15分）
51.假定你是红星大学高三学生李华。你的美国兄弟jim得知你对探月感快乐喜爱，发来邮件和你谈论该论题。请你给他回复邮件，内容包括：
1. 月亮在我国文明中的涵义；
2. 你对人类探月活动的观点。
留心：1.词数不少于50；
2.最初和结束已给出，不计入总词数。提示词：探月 moon exploration
dear jim,
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
yours,
li hua
本篇作文是一篇介绍信，内容需求关于美国老友关于“探月”的谈论做出回复。体现了“以景象使命为重要依托，以言语才能为首要推进力，以学致使用为直接导向，以中心本质为究竟方针”的出题理念。
首段需体现交际感，关于通讯老友可表达问好，得知其关于探月的快乐喜爱并活泼予以回复；中心环绕要害进行打开，阐明月亮在我国文明中的涵义，阐明自个关于人类探月活动的观点；结束等待对方反应，表达期望和对方进一步谈论等。
除了根柢的内容要害之外，还需肄业生翻开性的构思，联系实践日子经历进行要 点的延伸。主张考生平常加强构思练习，掌控使用文写作的层次，以合理的逻辑和规划 结束写作。言语方面，主张选择有用的词汇，做到精确简练。
【答案】dear jim,
i am glad to share with you more details about my passion for moon exploration.
it started with what i had been told about the moon as a kid and grew stronger with time. as you can guess, there is rich cultural meaning behind the faithful companion of the earth. in chinese culture, as opposed to the masculinity of the sun, the moon is often compared to a quiet and elegant lady. also, it reminds people of their family and friends far away. people feel reassured knowing that they are watching the same moon as if the moon could serve as their messenger.
human beings have never stopped exploring our closest neighbor. i believe it is of great significance. the development of relevant technology facilitates the progress of science in general, which benefits our everyday life. what’s more, i think moon exploration shows an important human trait, that is, curiosity about the unknown, which is the driving force that has brought our species this far.
i hope you find what i’ve mentioned above interesting and reasonable. by the way, what do you think of when you gaze at the moon? write back and tell me about it!
yours,
li hua
【刘凯教师解析】本篇书面表达归于使用文（介绍信）。需求考生写一封信给美国兄弟jim，和jim谈论有关探月的论题。
【详解】第一步：审题
体裁：使用文；时态：根据提示，时态应为一般如今时；人称：第一人称为主
规划：总分法
总分法指把主题句作为总说，把撑持句作为分说，并以这种方法组织所写内容。
需求：1. 月亮在我国文明中的涵义；
2. 你对人类探月活动的观点。
第二步:列提纲 （要点词组）
moon exploration；be compared to；remind sb. of sb./sth.；as if；serve as；gaze at
第三步：连词成句
1. i am glad to share with you more details about my passion for moon exploration.
2. the moon is often compared to a quiet and elegant lady.
3. also, it reminds people of their family and friends far away.
4. people feel reassured knowing that they are watching the same moon as if the moon could serve as their messenger.
5. by the way, what do you think of when you gaze at the moon?
(根据提示及要害词（组）进行遣词造句，留心主谓共同和时态疑问。）
第四步：连句成篇（联接词）
1.表文章规划次序：first of all, firstly/first, secondly/second… and then, finally, in the end, at last, last but not least
2.表并排弥补联络：what is more, besides, moreover, furthermore, in addition, as well as, not only…but (also), including, also
3.表转机比照联络：however, on the contrary, but, although + clause(从句), in spite of + n/doing, on the one hand…,on the other hand… some…,while others…,as for, so…that…
4.表因果联络：because, as, so, thus, therefore, as a result
5表换一种方法表达：in other words, that is to say,
6.表进行举例阐明：for example; for instance; such as + n/doing
7.表陈述实际：in fact, frankly speaking
8.表选择：either…or…，or
连句成文，留心运用恰当的连词进行语句之间的联接与过渡，书写必定要标准清楚。
第五步：润饰批改
【刘凯教师点睛】范文内容无缺，规划稳重，要害全部，言语标准，语篇联接，词数恰当，上下辞意思联接，契合逻辑联络。作者在范文中运用了主从复合句，如it started with what i had been told about the moon as a kid这句话顶用了what引导的宾语从句，如which is the driving force that has brought our species this far顶用了which引导的非捆绑性定语从句；运用了非常好的短语，如be compared to，remind sb. of sb./sth.，serve as，gaze at等，为文章增色不少；并留心了语句的联接，如also，what’s more，by the way。全文中没有我国式英语的句式，闪现了很高的驾御英语的才能。另外，文章思路清楚、层次清楚，上下句变换天然，为文章增色添彩。
第二节（20分）
52.假定你是红星大学高三学生李华。请根据下面四幅图的先后次序，写一篇英文周记，记叙你断定大学自愿的进程。
留心：词数不少于60。

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
本年海淀一模首要以断定大学自愿为主题，既贴合考生们的往常日子，又紧跟当下抢手：新年代青年要担任年代责任。
四幅图的要害别离是“谈论大学专业”，“在网上查询信息”，“观看新闻联播：年代担任”，“抉择大学自再铮
考生首要要留心审图，切忌审错、审漏图内的要害和细节；
第二，在保证要害完全的条件下,恰当添加细节，留心情节的联接性，一起重视文章开篇归纳内容、结束主题前进。
第三，文章中要体现句式的多样性、以及用词的精确性和丰厚性。
在恰当添加长难句时，需要对非谓语动词、三大从句及特别句式进行活络运用。另外，写完之后要留心查看，避免初级语法差错和单词拼写差错。
【答案】the past week was by no means ordinary, for i had finally decided on my major.
this monday, the topic was brought up again by my parents during dinner. i had asked myself the same question many times, but still couldn’t make up my mind. seeing my hesitant look, mom patted me on my shoulder, her smile encouraging me to do more research.
later that evening, i turned to the internet for help. faced with so many choices, i seemed to be lost. law could be a good choice. business and computer science were also attracting top students. i noted down one after another major, but crossed them all off, for what i wanted was a profession that could make a difference in people’s lives.
the inspiration came unexpectedly with the cctv news yesterday. the moment “role models of our time” appeared on the screen, i was awed. the news story focused on superheroes without a cape — police officers, healthcare workers, delivery men, city cleaners — who guarded us and ensured our life ran normally. suddenly, i realized my life’s purpose — relieving pain and saving lives. and to pursue this call, i decided to specialize in medical science.
i jumped excitedly at this idea. mom and dad were also happy that i had found the compass for my future life, and said they would be so proud to see me in white. now, determined to become a healthcare worker, whenever i start my schoolwork, i know i am studying for a noble cause.
【刘凯教师解析】本篇书面表达归于使用文。需求考生根据所给的四幅图写一篇周记，记叙自个断定大学自愿的进程。
【刘凯教师详解】第一步：审题；体裁：使用文；时态：根据提示，时态应为一般曩昔时；人称：第一人称为主
规划：总分总法
总分总法指把主题句作为总说，把撑持句作为分说，结束再重申一下自个的主题，并以这种方法组织所写内容。
需求：1. 发掘四幅图所给出的信息：图1——和父母谈论大学自愿选啥，图2——自个网上查找大学自愿材料，图3——看电视新闻给自个选大学自愿的启示，图4——断定了自个的大学自愿；
2. 自个断定大学自愿进程中的感悟。
第二步:列提纲（要点词组）
by no means；make up one’s mind；encourage sb.to do sth.；turn to…for help；make a difference；focus on
第三步：连词成句
1. the past week was by no means ordinary, for i had finally decided on my major.
2. i had asked myself the same question many times, but still couldn’t make up my mind.
3. seeing my hesitant look, mom patted me on my shoulder, her smile encouraging me to do more research.
4. later that evening, i turned to the internet for help.
5. for what i wanted was a profession that could make a difference in people’s lives.
6. the news story focused on superheroes without a cape.
(根据提示及要害词（组）进行遣词造句，留心主谓共同和时态疑问。）
第四步：连句成篇（联接词）
1.表文章规划次序：first of all, firstly/first, secondly/second… and then, finally, in the end, at last, last but not least
2.表并排弥补联络：what is more, besides, moreover, furthermore, in addition, as well as, not only…but (also), including, also
3.表转机比照联络：however, on the contrary, but, although + clause(从句), in spite of + n/doing, on the one hand…,on th

e other hand… some…,while others…,as for, so…that…
4.表因果联络：because, as, so, thus, therefore, as a result
5表换一种方法表达：in other words, that is to say,
6.表进行举例阐明：for example; for instance; such as + n/doing
7.表陈述实际：in fact, frankly speaking
8.表选择：either…or…，or
连句成文，留心运用恰当的连词进行语句之间的联接与过渡，书写必定要标准清楚。
第五步：润饰批改
【刘凯教师点睛】范文内容无缺，规划稳重，要害全部，言语标准，语篇联接，词数恰当，上下辞意思联接，契合逻辑联络。作者在范文中运用了主从复合句，如for what i wanted was a profession that could make a difference in people’s lives这句话中既用了for引导的缘由状语从句，又用了that引导的定语从句；文章多处用了非谓语动词规划，如seeing my hesitant look和faced with so many choices在句中做状语；运用了非常好的短语，如by no means，encourage sb.to do sth.，turn to…for help，make a difference等，为文章增色不少；并留心了语句的联接，如but，either…or…。全文中没有我国式英语的句式，闪现了很高的驾御英语的才能。另外，文章思路清楚、层次清楚，上下句变换天然，为文章增色添彩。

刘凯教师介绍：
刘凯，男，蒙古族，黑龙江省齐齐哈尔人。本科为哈尔滨师范大学英语系，硕士为北京理工大学。美国亚利桑那大学造访专家，澳大利亚新兰威尔士大学esl研修。2021年加州理工学院言语学双学位获得者。
北京市优良青年教师，北京市级要点大学演示校骨干教师，多年大学一线执教经历，高三大学把关教师，多次参加东城区仿照试题出题作业，教育理念领先，教育作用杰出，多篇教育论文获市区级奖项。
教育部课题研讨员，参加国家十二五课题方案，并作出杰出奉献，参加大学、大学各大学区级试题的命制，多次承担区级和市级研讨课使命。
北京市科技英语优良辅导教师，所带学生在各级英语口语、作文竞赛中多次获奖；刘凯教师将厚实的英语根柢功和稳重的学术思维作为教育的基础，课堂上长于寓教于乐，信息量大，内容丰厚，使学生在调和的课堂气氛下赏识英语、享受英语、掌控英语、运用英语。
曾多次参加高考阅卷作业，参加公民教育出书社、北京教育出书社、外研社等各类高考教育用书的编写作业，有丰厚的备考经历，世界中心期刊宣告多篇论文。
2009-2012年时刻，多次受邀在北京播送电台掌管英语高考大纲解析及英语新课程变革节目，学术功底深沉，兼具偶像派与实力派特征，教风亲热洒脱，诙谐诙谐，思维开阔，屡有奇思妙想，长于引导学生学致使用，对高考意向掌控极端精确，深受学生和家长时刻待。特别擅长英语语法和单词回主意。