高三一輪檢測英語試題注意事項：1.答卷前，考生務(wù)必將自己的姓名、準(zhǔn)考證號填寫在答題卡上。2.回答選擇題時，選出每小題答案后，用鉛筆把答題卡上對應(yīng)題目的答案標(biāo)號涂黑。如需改動，用橡皮擦干凈后，再選涂其他答案標(biāo)號?；卮鸱沁x擇題時，將答案寫在答題卡上，寫在本試卷上無效。3.考試結(jié)束后，將本試卷和答題卡一并收回。第一部分聽力（共兩節(jié)，滿分30分）第一節(jié)（共5小題：每小題1.5分，滿分7.5分）聽下面5段對話。每段對話后有一個小題，從題中所給的A、B、C三個選項中選出最佳選項。聽完每段對話后，你都有10秒鐘的時間來回答有關(guān)小題和閱讀下一小題。每段對話僅讀一遍。1.Whydoesthewomantalktotheman?A.Toaskaboutadivingprogram.B.Toseekforexpertassistance.C.Toinvitethemantodive.2.Whatisdifficultforthewoman?A.ToexpandEnglishvocabulary.B.ToimproveEnglishpronunciation.C.TouseEnglishAppsproficiently.3.Wheredoestheconversationtakeplace?A.Atastore.B.Athome.C.Atarestaurant.4.Whatistherelationshipbetweenthespeakers?A.Teacherandstudent.B.Colleagues.C.Classmates.5.Whatarethespeakersmainlytalkingabout?A.Amusicfestival.B.Atraditionalopera.C.Afamouscomposer.第二節(jié)（共15小題；每小題1.5分，滿分22.5分）聽下面5段對話或獨白。每段對話或獨白后有幾個小題，從題中所給的A、B、C三個選項中選出最佳選項。聽每段對話或獨自前，你將有時間閱讀各個小題，每小題5秒鐘；聽完后，各小題將給出5秒鐘的作答時間。每段對話或獨自讀兩遍。聽第6段材料，回答第6、7題。6.Whatisthewomansatisfiedwithaboutherwork?A.Thehighsalary.B.Thecloseteamwork.C.Thecomfortableofficeenvironment.7.HowdoesEricfeelrecently?A.Stressed.B.Relaxed.C.Confident.聽第7段材料，回答第8、9題。8Whathappenedinthecave?A.Aworkergotinjured.B.Avisitordroppedsomefood.C.Oneofthecaveswasprohibited.9.Whatweretheparkmanagersworriedabout?A.Itwouldtakemuchtimetocleanupwastes.B.Therewasathreattothecave'secosystem.C.Theweatherwasgettinghotter.聽第8段材料，回答第10至12題。10.WhatmakesthemansurprisedattheteainChina?A.Itsancienthistory.B.Itsgreatartisticvalues.C.Itsdeepinvolvementindailyconversation.11.Whatareparticipantsallowedtododuringthetours?A.Helpsellteaatashop.B.Holdanimportantteaceremony.C.Recognizethedifferenttypesoftea.12.Howmuchshouldonepayfortheclassifhebringsafriend?A.￥540.B.￥570.C.￥600.聽第9段材料，回答第13至16題。13.Whatisthemoviebasedon?AAbook.B.Atruestory.C.Alegendaboutanimals.14.WhatdoweknowaboutRoz?A.Shereceivesaspecialtreatfromanimals.B.Shelosesherfamilyinaseaaccident.C.Shehelpsanimalsoutofdifficulties.15.Whatisathemeofthemovie?A.Takingadventures.B.Acceptingchanges.C.Havingbigdreams.16.Whenwillthemoviebeonatcinemas?A.OnSeptember10th.B.OnSeptember17th.C.OnSeptember27th.聽第10段材料，回答第17至20題。17.Whatisthespeakerdoing?A.Deliveringaspeech.B.Givingsomeadvice.C.Hostingaprogram.18.Howoldisthespeaker?A.24yearsold.B.27yearsold.C.34yearsold.19.Whathelpedthespeakerfeelbetterafterlosinghissight?A.Receivingfavorablehospitaltreatment.B.Gainingstrongsupportfromothers.C.Learningamusicalinstrument.20.Whatcanwelearnfromthespeaker?A.Hesetagoodexampleoffacingdifficulties.B.Hehadfaithingettingfullrecoveryfromhissight.C.Heattendedaperformanceasaprofessionalpianist.第二部分閱讀（共兩節(jié)，滿分50分）第一節(jié)（共15小題；每小題2.5分，滿分37.5分）閱讀下列短文，從每題所給的A、B、C、D四個選項中選出最佳選項。AInternationalEnvironmentalVolunteerProgramsforTeensEngaginginenvironmentalprotectionasateenagercanbebothmeaningfulandeducational,offeringtransformativeexperiencesthatshapefutureleaderswitheco-awareness.Hereareseveralinternationalvolunteerprogramsdesignedspecificallyforyouthsaged13-19:WWFGlobalYouthVolunteerProgramOrganizedbytheWorldWideFundforNature(WWF),thisprograminvitesteenstojoinprojectsliketreeplanting,beachcleanups,andwildlifeconservationincountriessuchasKenyaandIndonesia.Participantsaged14-18canapplyfor2-4-weeksummersessions,gaininghands-onexperienceinsustainability.UNICEF’sClimateActionWarriorsThisonline-offlinehybridinitiativefocusesonraisingawarenessaboutclimatechange.Teensaged15-19designlocalcampaigns,organizeworkshops,andshareeco-friendlysolutionsonsocialmedia.Flexibleschedulesmakeitidealforstudentsbalancingschoolwork.GreenpeaceYouthforthePlanetTeensaged16-20cooperatewithGreenpeaceteamsworldwidetotackleissueslikeplasticpollution.Activitiesincludecoastalcleanups,datacollectionformarineresearch,andcreatingenvironmentalart.Short-termprojects(1-3weeks)areavailableduringschoolbreaks.Roots&ShootsEco-LeadershipFoundedbyDr.JaneGoodall,thisprogramauthorizesteensaged13-18toleadlocalprojects,suchasbuildingcommunitygardensorrecyclingdrives.Annualcompetitionsrecognizeoutstandingcontributions,strengtheningteamworkandleadershipskills.Theseprogramsnotonlybenefittheplanetbutalsohelpteensdevelopglobalperspectivesandpracticalskills.Interestedapplicantsshouldreviewrequirementsonofficialwebsites3-6monthsbeforeprogramdates.1.Whichprogramcanavolunteeraged13participatein?A.WWFGlobalYouthVolunteerProgram.B.UNICEF’sClimateActionWarriors.C.GreenpeaceYouthforthePlanet.D.Roots&ShootsEco-Leadership.2.WhatcanbeknownabouttheGreenpeaceYouthforthePlanetprogram?A.Itisdesignedforthosewithpriorresearchexperience.B.Itencouragescreativeapproachestoenvironmentalissues.C.Itisinconvenienttobalanceschoolworkandvolunteeractivities.D.Itcontributestogainingcompetitionexperienceinthesummerholiday.3.Whatistheprimarypurposeofallthevolunteerprograms?A.Toproviderecreationalactivitiesforteenagers.B.Toprepareteensforacademicresearchinecology.C.Topromoteinternationaltravelopportunitiesforstudents.D.Todevelopteens’environmentalawarenessandleadershipskills.【答案】1.D2.B3.D【解析】【導(dǎo)語】本文是一篇應(yīng)用文。文章介紹了四個針對13至19歲青少年的國際環(huán)保志愿者項目?！?題詳解】細(xì)節(jié)理解題。根據(jù)Roots&ShootsEco-Leadership部分中“FoundedbyDr.JaneGoodall,thisprogramauthorizesteensaged13-18toleadlocalprojects,suchasbuildingcommunitygardensorrecyclingdrives.(該項目由珍·古道爾博士創(chuàng)立，授權(quán)13至18歲的青少年領(lǐng)導(dǎo)本地項目，例如建設(shè)社區(qū)花園或開展回收活動。)”可知，13歲的志愿者只能參加Roots&ShootsEco-Leadership項目。故選D項?！?題詳解】推理判斷題。根據(jù)GreenpeaceYouthforthePlanet部分中“Activitiesincludecoastalcleanups,datacollectionformarineresearch,andcreatingenvironmentalart.(活動包括海岸清理、海洋研究數(shù)據(jù)收集以及創(chuàng)建環(huán)境藝術(shù)。)”可知，GreenpeaceYouthforthePlanet項目的活動包括創(chuàng)建環(huán)境藝術(shù)，這表明該項目鼓勵志愿者以創(chuàng)造性的方式應(yīng)對環(huán)境問題。故選B項。【3題詳解】推理判斷題。根據(jù)第一段中“Engaginginenvironmentalprotectionasateenagercanbebothmeaningfulandeducational,offeringtransformativeexperiencesthatshapefutureleaderswitheco-awareness.(青少年參與環(huán)境保護(hù)既具有意義又具有教育性，能夠提供改變性的經(jīng)歷，塑造具有生態(tài)意識的未來領(lǐng)導(dǎo)者。)”可知，這些項目旨在培養(yǎng)具有生態(tài)意識的未來領(lǐng)導(dǎo)者。由此可知，其主要目的是提升青少年的環(huán)保意識和領(lǐng)導(dǎo)能力。故選D項。BLastsummer,17-year-oldLiMeifromChengdusteppedofftheplaneinParis,carryingherbelovederhu-atraditionalChinesetwo-stringedinstrumentthatwaspasseddownfromhergrandmother.Aspartofayouthculturalexchangeprogram,shehaddreamedofthismomentforyears,yettheweightofrepresentingherheritageinaforeignlandleftherpalmssweaty.Littledidsheknowthatthistripwouldsparkanextraordinarymusicalcreation.Duringaworkshopatalocalartschool,LimetPierre,aFrenchviolinistwhowasfascinatedbyherinstrument’sattractivesound.“It’slikethevoiceofancientChina,”heremarkedwithexcitement,gentlyplucking(撥)theerhu’sstrings.Inspiredbyeachother’smusic,theydecidedtomixthesoulfulmelodiesoftheerhuwiththedynamicrangeoftheviolinforaperformanceattheupcomingBastilleDaycelebration.AstheypracticedinasunlitstudiooverlookingtheSeine,LitaughtPierrehowtoimitateraindropswithquickbowmovementsontheerhu,whilePierreshowedherhowtoweaveWesternharmoniesintotheChinesefolktune“JasmineFlower.”Theintegrationcreatedacharmingsoundscapethatneitherhadimaginedpossible.Ontheperformancenight,theirpiece“SilkRoadEchoes”receivedthunderousapplause.Theaudiencewereamazedathowtheerhu’ssadtonesdancedwiththeviolin’svigorousmelodies(旋律).Whatbeganasasummerexperimentblossomedintolastingfriendshipandsomethingfargreater.Today,LiandPierreco-teachvirtualmusicclasses,connectingstudentsinChengduandI.yonthroughweekly“globaljamsessions.”TheirstudentscooperateonpiecesthatmixerhuwithguitarorPekingoperawithjazz.Lioftentellsherpupils,“Musichasnoborders;it’salanguagethatturnsdifferencesintoharmonies.”Whentraditionsmeetwithopenhearts,theydon’tconflict;theycomposesomethingentirelynew.4.WhydidLiMeibringhererhutoParis?A.ToshareChinesemusicculture. B.Togiveittoherfriendasapresent.C.Todisplayitatalocalstudio. D.Toteachstudentsfull-time.5.WhatcontributedtothelastingcooperationofLiMeiandPierre?A.TheircommonanddeeplovefortraditionalChinesemusic.B.Theirsuccessfulperformanceandinspirationfromeachother’smusic.C.TheopportunitytoparticipateintheBastilleDaycelebrationtogether.D.Thedesiretoteachmusicinavirtualwaytostudentsaroundtheworld.6.Whywas“SilkRoadEchoes”wellreceivedbytheaudience?A.Itreflectedthebeautyofnaturewonderfully.B.ItfeaturedtraditionalChinesefolkperformance.C.Itwasamusicalhandshakebetweencivilizations.D.Itwasanexcellentmusicalinstrumentexhibition.7.Whatdoesthestorymainlyconvey?A.Musicisthesourceoflastingfriendship.B.Masteringaninstrumentrequirespractice.C.Traditionalmusicresistsmoderninfluences.D.Cooperationacrossculturesgeneratesinnovation.【答案】4.A5.B6.C7.D【解析】【導(dǎo)語】這是一篇記敘文，主要講述了中國女孩李梅與法國小提琴家皮埃爾因音樂結(jié)緣，共同創(chuàng)作融合東西方音樂元素的作品，并合作進(jìn)行虛擬音樂教學(xué)，展現(xiàn)了跨文化合作帶來的創(chuàng)新?！?題詳解】細(xì)節(jié)理解題。根據(jù)第一段“Aspartofayouthculturalexchangeprogram,shehaddreamedofthismomentforyears,yettheweightofrepresentingherheritageinaforeignlandleftherpalmssweaty.(作為青年文化交流項目的一部分，她多年來一直夢想著這一刻，但在異國他鄉(xiāng)代表她的傳統(tǒng)的壓力讓她手心冒汗。)”可知，李梅帶著她的二胡來巴黎是為了分享中國音樂文化。故選A?！?題詳解】細(xì)節(jié)理解題。根據(jù)第二段“Inspiredbyeachother’smusic,theydecidedtomixthesoulfulmelodiesoftheerhuwiththedynamicrangeoftheviolinforaperformanceattheupcomingBastilleDaycelebration.(受到彼此音樂的啟發(fā)，他們決定將二胡的深情旋律與小提琴的動態(tài)范圍融為一體，在即將到來的巴士底日慶?；顒又醒莩?。)”以及第三段“Theintegrationcreatedacharmingsoundscapethatneitherhadimaginedpossible.Ontheperformancenight,theirpiece“SilkRoadEchoes”receivedthunderousapplause.(這種融合創(chuàng)造了一種迷人的音景，這是兩人都無法想象的。演出當(dāng)晚，他們的作品《絲路回聲》贏得了雷鳴般的掌聲。)”可知，他們成功的表演和從彼此的音樂中獲得的靈感促成了李梅和皮埃爾的持久合作。故選B。【6題詳解】細(xì)節(jié)理解題。根據(jù)第三段“Theaudiencewereamazedathowtheerhu’ssadtonesdancedwiththeviolin’svigorousmelodies(旋律).(二胡悲愴的音調(diào)與小提琴鏗鏘有力的旋律交相呼應(yīng)，令觀眾驚嘆不已。)”可知，《絲綢之路回聲》受到觀眾的熱烈歡迎是因為它將二胡和小提琴的音樂元素融合在一起，實現(xiàn)了東西方音樂文化的交融，就像文明之間的音樂握手。故選C。【7題詳解】主旨大意題。根據(jù)最后一段“Whentraditionsmeetwithopenhearts,theydon’tconflict;theycomposesomethingentirelynew.(當(dāng)傳統(tǒng)與敞開的心相遇時，它們就不會沖突；他們創(chuàng)作了一些全新的東西。)”結(jié)合文章主要講述了中國女孩李梅與法國小提琴家皮埃爾因音樂結(jié)緣，共同創(chuàng)作融合東西方音樂元素的作品，并合作進(jìn)行虛擬音樂教學(xué)，展現(xiàn)了跨文化合作帶來的創(chuàng)新?？芍@個故事主要傳達(dá)了跨文化合作產(chǎn)生創(chuàng)新。故選D。CNowadays,socialmediaiswidelyusedbymillionsofpeopletoconnectandsharetheirlives.However,researchsuggeststhatexcessive(過度)useofsocialmediamayleadtomentalhealthissueslikedepressionandanxiety.Onebehaviorthatresearchershavefocusedonrecentlyisphotoediting,whichinvolvesalteringone'sappearanceinpicturesbeforepostingthemonsocialmedia.Whilesomestudieshavesuggestedthatphotoeditingislinkedtonegativeoutcomessuchasseeingoneselfasanobjectandhavinglowself-esteem,therelationshipbetweenthesefactorsisnotwellunderstood.PhillipOzimekandhiscolleaguesconductedastudywith403youngadultsrecruitedthroughsocialmediaplatformstoinvestigatethepotentialrisksassociatedwithphotoeditingonsocialmedia.Participantscompletedanonlinesurveythatincludedquestionsabouttheirsocialmediause,photoeditingbehavior,self-perceptionasanobject,comparisonsofphysicalappearance,self-esteem(自尊),andotherrelevantfactors.Tomeasurephotoeditingbehavior,participantsreportedhowoftentheyeditedtheirselfiesbeforepostingthemonsocialmedia.Toassessself-perceptionasanobjectandcomparisonsofphysicalappearance,participantsansweredquestionsabouthowmuchtheymonitoredtheirbodiesandcomparedthemselvestoothers'looks.Finally,participants'self-esteemwasmeasuredusingaquestionnairethatevaluatedtheiroverallsenseofself-worth.Thedatashowedthathigherlevelsofphotoeditingwereassociatedwithincreasedself-perceptionasanobjectandmorecomparisonsofphysicalappearanceamongyoungadults.Thesefactors,inturn,wererelatedtolowerself-esteem.Theresearcherssuggestedthatphotoeditingbehaviormaycontributetofeelingsofself-perceptionasanobjectandbasingone'sworthonappearance,especiallyamongvulnerablegroupsliketeenagers.Theyemphasizedtheneedforfurtherresearchtoexploretheimpactofphotoeditingonmentalhealthoutcomesandunderstandwhypeopleengageinthisbehavior.Althoughthestudyhadsomelimitations,asacknowledgedbyOzimekandhiscolleagueshighlightedtheimportanceofconsideringoverallsocialmediauseandspecificbehaviorslikephotoeditingwhenstudyingtherelationshipbetweensocialmediaandmentalhealthoutcomes.Interventions(干預(yù))aimedatreducingexcessivesocialmediauseorpromotinghealthierengagementwithsocialmediacouldhavepositiveeffectsonthementalwell-beingofyoungpeople.8.Whatweretheparticipantsaskedtodointhestudy?A.Fillinaquestionnaireaboutself-worth.B.Comparetheirlookswithothers.C.Edittheirselfiesbeforeposting.D.Seethemselvesasanobject.9.Whatdoestheword“vulnerable”inparagraph6mean?A.Hardlyprotected. B.Particularlystrong.C.Easilyinfluenced. D.Mostlyindependent.10.Fromthepassage,whatcanweinfer?A.Thehigherlevelsofphotoediting,thehigherself-esteem.B.Reducingtheoveruseofsocialmediamightbebeneficialtowell-being.C.Photoeditingistheonlybehaviorthataffectsmentalhealthonsocialmedia.D.Thestudyhascompletelyworkedouttheproblemoftheoveruseofsocialmedia.11.Whatisthepurposeofthispassage?A.Tointroducethepopularityofsocialmedia.BToexplainthedetailedprocessofastudyonphotoediting.C.Toshowteenagersarethemostvulnerablegroupinusingsocialmedia.D.Toexploretherelationshipbetweenphotoeditingandnegativementalstates.【答案】8.A9.C10.B11.D【解析】【導(dǎo)語】本文是一篇說明文。文章主要講述了社交媒體中照片編輯行為與心理健康之間的關(guān)系?！?題詳解】細(xì)節(jié)理解題。根據(jù)第四段“Finally,participants'self-esteemwasmeasuredusingaquestionnairethatevaluatedtheiroverallsenseofself-worth.(最后，參與者的自尊是通過一份評估他們整體自我價值感的問卷來衡量的。)”可知參與者在研究中被要求填寫一份關(guān)于自我價值的問卷。故選A?！?題詳解】詞句猜測題。根據(jù)劃線詞上文“Theresearcherssuggestedthatphotoeditingbehaviormaycontributetofeelingsofself-perceptionasanobjectandbasingone'sworthonappearance(研究人員表示，照片編輯行為可能會導(dǎo)致人們將自己視為一個對象，并將自己的價值建立在外表上)”和especially可知尤其是年輕人，心理和認(rèn)知還不夠成熟，容易受到外界的影響，所以vulnerable意思是“容易受影響的”，故選C?！?0題詳解】推理判斷題。根據(jù)最后一段“Interventions(干預(yù))aimedatreducingexcessivesocialmediauseorpromotinghealthierengagementwithsocialmediacouldhavepositiveeffectsonthementalwell-beingofyoungpeople.(旨在減少過度使用社交媒體或促進(jìn)更健康地使用社交媒體的干預(yù)措施可能對年輕人的心理健康產(chǎn)生積極影響。)”可推斷出減少過度使用社交媒體可能對幸福有益，故選B。【11題詳解】推理判斷題。通讀全文，尤其第一段“Nowadays,socialmediaiswidelyusedbymillionsofpeopletoconnectandsharetheirlives.However,researchsuggeststhatexcessive(過度)useofsocialmediamayleadtomentalhealthissueslikedepressionandanxiety.(如今，數(shù)以百萬計的人廣泛使用社交媒體來聯(lián)系和分享他們的生活。然而，研究表明，過度使用社交媒體可能會導(dǎo)致抑郁和焦慮等心理健康問題。)”可知文章開頭指出過度使用社交媒體可能導(dǎo)致心理健康問題，接著重點介紹了PhillipOzimek及其同事關(guān)于社交媒體上照片編輯行為與心理健康之間關(guān)系的研究，包括研究的過程、結(jié)果以及結(jié)論等，目的是探討照片編輯與消極心理狀態(tài)之間的關(guān)系，故選D。DThebrainsoflonelyindividualsrespondtovideostimuli(刺激)inuniquewaysdissimilarfromtheirpeers(同齡人),whilethebrainsoflesslonelypeoplerespondsimilarlytoothers’,suggestingthatlonelyindividualsmayprocesstheworlddifferently,whichcouldworsenorevenleadtotheirloneliness.ElisaBaekledtheinvestigationwhenshewasapostdoctoralfellowatUCLA.Sheandhercolleaguesusedfunctionalmagneticresonanceimaging(fMRI)(功能性磁共振成像)torecordthebrainsof66collegestudentsastheywatchedacollectionof14shortvideosduringa90-minutesession.Thevideosincludedsparklesfromsportingevents,footagefromdocumentaries,andemotionalillustrationsofhumanlife.Aftergoingthroughthelengthyscans,thestudentssubsequentlycompletedanextensivequestionnaireintendedtomeasurehowlonelytheyfelt.Backandherco-authorsdividedthestudentsinto“l(fā)onely”and“nonlonely”groups,determinedbytheirscoresfromthesurvey.Theythenconductedathoroughstatisticalanalysisinwhicheachindividual’sbrainimagingresultswerecomparedtoeveryotherindividual’s.Theyfoundthatthelonelierapersonwas,themoredistincttheirbrainimagingresultswerecomparedtothoseoftheothervolunteers.Theresultsheldevenwhencontrollingforthenumberoffriendseachparticipantreported,reconfirmingpriorresearchshowingthatanyonecanbelonelyregardlessoftheirsocialconnections.“Thesefindingsraisethepossibilitythatbeingsurroundedmostlybypeoplewhoviewtheworlddifferentlyfromoneselfmaybeariskfactorforloneliness(evenifonesocialisesregularlywiththem),”theresearcherswrote.Thiscouldfactorintowhypeopletendtosilo(封閉)themselveswithinfriendgroupsandcommunitieswhichsharetheirviews,anearuniversaltrendthatplaysoutinouronlinelivesaswell,ofteninamoreextrememanner.Akeyquestionleftunresolvediswhethertheuniquebrainprocessingobservedinlonelyindividualsisacauseoraneffectoftheirfeelingsofdisconnection.Along-termstudyinwhichparticipantscomeintothelabforrepeatedscansovermonthsorevenyearscouldprovideananswer.12.Whatcanwelearnaboutlonelypeoplefromtheinvestigation?A.Theygetalongwellwiththeirpeers.B.Theyperceivetheworlddifferently.C.Theyseekdiversityinsocialinteractions.D.Theyprocessinformationwithgreataccuracy.13.Howweretheparticipantscategorized?A.Bytheirquestionnairescores. B.Bytheirsocialperformances.C.Bythenumberoftheirfriends. D.Bytheresultsoftheirbrainimaging.14.Whoofthefollowingismorelikelytosufferloneliness?A.Allenwhohasfewonlinefriends. B.Brucewhowalksinnaturehabitually.C.Cindywhowatchesshortvideoseveryday. D.Daisywhohardlysharesherfriends’views.15.Whatwillfuturestudiesfocuson?A.Thedownsideofsocialdisconnection.B.Thefeelingsoflonelyandlesslonelyindividuals.C.Theconnectionbetweenbrainprocessingandloneliness.DTheinfluenceofvariousworldviewsonlonelyindividuals.【答案】12.B13.A14.D15.C【解析】【導(dǎo)語】本文是一篇說明文。文章介紹了研究發(fā)現(xiàn)，孤獨者的大腦對視頻刺激的反應(yīng)方式與其他人不同，這表明他們可能以不同的方式感知世界，未來的研究可能會進(jìn)一步探討大腦處理與孤獨感之間的因果關(guān)系?！?2題詳解】細(xì)節(jié)理解題。根據(jù)第一段“Thebrainsoflonelyindividualsrespondtovideostimuli(刺激)inuniquewaysdissimilarfromtheirpeers(同齡人),whilethebrainsoflesslonelypeoplerespondsimilarlytoothers’,suggestingthatlonelyindividualsmayprocesstheworlddifferently,whichcouldworsenorevenleadtotheirloneliness.(孤獨者的大腦對視頻刺激的反應(yīng)方式與他們的同齡人不同，而較不孤獨的人的大腦反應(yīng)則與他人相似，這表明孤獨者可能以不同的方式處理世界，這可能會加劇甚至導(dǎo)致他們的孤獨感)”可知，孤獨者感知世界的方式不同。故選B項。【13題詳解】細(xì)節(jié)理解題。根據(jù)第二段中“Aftergoingthroughthelengthyscans,thestudentssubsequentlycompletedanextensivequestionnaireintendedtomeasurehowlonelytheyfelt.(在經(jīng)歷了漫長的掃描后，學(xué)生們隨后完成了一份廣泛的問卷，旨在衡量他們的孤獨感)”和第三段中“Backandherco-authorsdividedthestudentsinto“l(fā)onely”and“nonlonely”groups,determinedbytheirscoresfromthesurvey.(Back和她的合著者根據(jù)學(xué)生的問卷調(diào)查分?jǐn)?shù)，將他們分為“孤獨”和“不孤獨”兩組)”可知，研究人員根據(jù)參與者的問卷得分對他們進(jìn)行分類。故選A項?！?4題詳解】推理判斷題。根據(jù)第六段中“Thesefindingsraisethepossibilitythatbeingsurroundedmostlybypeoplewhoviewtheworlddifferentlyfromoneselfmaybeariskfactorforloneliness(evenifonesocialisesregularlywiththem)(這些發(fā)現(xiàn)提出了一種可能性，即主要被與自己世界觀不同的人包圍可能是孤獨的一個風(fēng)險因素，即使一個人經(jīng)常與他們社交)”可知，周圍的人主要是與自己世界觀不同的人可能會讓人有孤獨的風(fēng)險。因此，和朋友意見相左的Daisy更可能感到孤獨。故選D項。【15題詳解】細(xì)節(jié)理解題。根據(jù)最后一段“Akeyquestionleftunresolvediswhethertheuniquebrainprocessingobservedinlonelyindividualsisacauseoraneffectoftheirfeelingsofdisconnection.Along-termstudyinwhichparticipantscomeintothelabforrepeatedscansovermonthsorevenyearscouldprovideananswer.(一個尚未解決的關(guān)鍵問題是，在孤獨個體中觀察到的獨特大腦處理方式是他們與外界疏離感的原因還是結(jié)果。一項長期研究，即讓參與者在數(shù)月甚至數(shù)年內(nèi)多次到實驗室進(jìn)行掃描，可能會提供答案)”可知，未來研究的重點將集中在大腦處理方式與孤獨感之間的聯(lián)系。故選C項。第二節(jié)（共5小題；每小題2.5分，滿分12.5分）閱讀下面短文，從短文后的選項中選出可以填入空白處的最佳選項。選項中有兩項為多余選項。Whenyoutendtotalktoomuch,peopleundervaluewhatitisthatyoubringtothetable,whichmeansbeingtootalkativecanleadtoissueswithsocializingandmakingfriends.Buthowtobelesstalkative?___16___.Whentheotherpersonsuggeststhattheywanttotalk,dosomethingtoshowthattheyhaveyourfull,undividedattention.Closethebookyou'rereadingorputdownyourphoneandfaceyourbodytowardsthemwithopenarmstoshowthemthatyou’rereadytolisten.Thinkbeforeyourespond.Alwaystrytothinktwicebeforeyouspeak.___17___,thinkaboutquestionstoaskthatcangrantyouclarity.Avoidsayingmorethanyouhavetobebytakingamomenttoreflectafterthespeakerasksyouforyouropinion.Onlyspeakonsomethingwhenitisappropriate.Discusswhatmakessenseandtrytostayawayfromexamplesthatmayseemirrelevant,unreasonable,andambiguous___18___,ifyoudon’tknowwhatyouwanttosay.Forexample,“Whatdoesthismean?Whocanweholdresponsible,how,andwhy?”Thisencouragesotherstospeakmore.Keepconversationsbalancedbyaskingquestions.Inbalancedconversations,peoplesaywhattheyhavetosay.Ratherthantalkinguntilsomethingcomesup,balancetheconversationbysayingthingslike“Enoughaboutme.Whatdoyouthink?”and“Iknowwe’vebeentalkingalotaboutmyopinion,Iwanttohearyouropinion,too!”Ifyouhaveaquestionaboutsomethingorneedclarification,don’tinterruptthepersonwhilethey’retalking.___19___.Practicestayingontopicbychallengingandrecordingyourself.Recordyourselftalkingandseeifyoustarttodepartfromthetopic.___20___.Onceyou’reabletodothat,trytomakeyourpointin30seconds.Thisexercisecanhelpyoustayontopicandavoidwandering.A.ObservebodylanguageB.ShowyourwillingnesstolistenC.AskmoreinvestigativequestionsD.IfyouareconfusedaboutthetopicathandE.IfyoufindyourselfinterruptingothersortalkingoverthemF.Instead,waitforthemtofinishtheirthoughtandthenrespondG.Ifso,challengeyourselftomakeyourpointinunderoneminute【答案】16.B17.D18.C19.F20.G【解析】【導(dǎo)語】這是一篇說明文，文章介紹了如何在談話時不那么嘮叨?！?6題詳解】根據(jù)下文“Whentheotherpersonsuggeststhattheywanttotalk,dosomethingtoshowthattheyhaveyourfull,undividedattention.Closethebookyou’rereadingorputdownyourphoneandfaceyourbodytowardsthemwithopenarmstoshowthemthatyou'rereadytolisten.(當(dāng)對方暗示他們想要說話時，做一些事情來表明他們已經(jīng)得到了你全心全意的關(guān)注。合上你正在讀的書或放下你的手機(jī)，張開雙臂，把你的身體面向他們，告訴他們你準(zhǔn)備好傾聽了)”可知，本段是說告訴對方你做好了傾聽的準(zhǔn)備，B項“表現(xiàn)出你愿意傾聽”符合語境，故選B?！?7題詳解】空后“thinkaboutquestionstoaskthatcangrantyouclarity.(考慮問一些能讓你清楚的問題)”提到考慮問一些能讓自己清楚的問題，D項“如果你對手頭的話題感到困惑”與下文銜接得當(dāng)，故選D?！?8題詳解】根據(jù)下文“Forexample,‘Whatdoesthismean?Whocanweholdresponsible,how,andwhy?’Thisencouragesotherstospeakmore.(例如，‘這是什么意思？我們能讓誰負(fù)責(zé)，如何負(fù)責(zé)，為什么負(fù)責(zé)？’這會鼓勵別人多說話)”可知，此處是說問問題，C項“多問一些調(diào)查性問題”符合語境，故選C?！?9題詳解】上文“Ifyouhaveaquestionaboutsomethingorneedclarification,don’tinterruptthepersonwhilethey’retalking.(如果你對某事有疑問或需要澄清，不要在別人說話的時候打斷他們)”提到，不要在別人說話的時候打斷他們，空處應(yīng)是緊接著指出正確做法，F(xiàn)項“相反，等他們說完自己的想法再回應(yīng)”符合語境，故選F。【20題詳解】上文“Recordyourselftalkingandseeifyoustarttodepartfromthetopic.(錄下自己的談話，看看自己是否開始跑題了)”提到錄下自己的談話看看自己是否跑題了，G項“如果是這樣，挑戰(zhàn)一下自己，在一分鐘內(nèi)把你的觀點表達(dá)出來”符合語境，和下文“Onceyou’reabletodothat,trytomakeyourpointin30seconds.(一旦你能做到這一點，試著在30秒內(nèi)表達(dá)你的觀點)”都是講如果說話時跑題該怎么做，故選G。第三部分語言運用（共兩節(jié)，滿分30分）第一節(jié)（共15小題；每小題1分，滿分15分）閱讀下面短文，從每題所給的A、B、C、D四個選項中選出最佳選項。EveryNewYear’sEve,asmallnoodleshopinHokkaidostayedopenuntillate.In1988,awomanwithtwoboysentered___21___.Theyonlyorderedonebowlofnoodles.Theowner’swifenoticedtheir___22___coatsandkindlyplacedextranoodlesintheirbowlsecretly.Thenextyeartheeconomiccrisisbrokeoutthroughoutthecountry.Theyappearedagain.Thewoman___23___beforeorderingonebowlagain.Thoughfacingeconomicdifficulties,theshopownerdecidednotto___24___theprice.Hiswife___25___,“Let’sgivethemthreetimesinonebowlthistime.”O(jiān)ntheirthirdvisit,theowneroverheardtheboys’___26___.Theeldersonsaidinalowvoice,“WhenIbecomeadoctor,we’lleatthreebowls!”Tearsfilledtheowner’seyes.Hetoldhiswife,“Three___27___servings!”Yearslater,theshopreceivedaletter:“ThankyouforkeepingthelightoneveryNewYear’sEve.Thatwarmbowlgaveus___28___tofacechallengesinourlife.”___29___wasaphotooftwoyoungmen—oneadoctor,theyoungerabanker.Whenthefamily,now____30____,finallyrevisitedtheshop,theownerrecognizedthemimmediately.“We’vebeenwaitingforthis____31____moment,”hesaid,servingthreebowls.Themother____32____deeply,“Yourkindnesswasourlighttowerinthe____33____times.”Thestoryspread,turningtheshopintoasymbolof____34____.Itremindsusthateventhesmallestactsof____35____possessthepowertobrightenanindividual’sworld.21.A.cheerfully B.quietly C.sadly D.noisily22.A.worn B.ugly C.tailored D.elegant23.A.hesitated B.prayed C.bargained D.complained24.A.figureout B.holdback C.cutdown D.bringup25.A.yelled B.commented C.whispered D.declared26.A.argument B.conversation C.conclusion D.plan27.A.small B.common C.regular D.special28.A.excuse B.instruction C.courage D.chance29.A.Developed B.Taken C.Attached D.Fixed30.A.successful B.tolerant C.proud D.mean31.A.surprising B.bittersweet C.inspiring D.historical32.A.bowed B.apologized C.sighed D.thought33.A.urgent B.dark C.unfair D.unforgettable34.A.wealth B.hope C.status D.authority35.A.approval B.justice C.donation D.sympathy【答案】21.B22.A23.A24.D25.C26.B27.D28.C29.C30.A31.C32.A33.B34.B35.D【解析】【導(dǎo)語】本文是一篇記敘文。文章主要講述了北海道一家面館在除夕夜為一位生活困難的婦女和她的兩個兒子提供免費加量的面條，多年后，這家人成功歸來，感謝店主當(dāng)年的善舉，使面館成為希望的象征?！?1題詳解】考查副詞詞義辨析。句意：1988年，一位帶著兩個男孩的婦女悄悄地走了進(jìn)來。A.cheerfully高興地；B.quietly悄悄地；C.sadly悲傷地；D.noisily吵鬧地。根據(jù)下文“Theyonlyorderedonebowlofnoodles.”可知，他們?nèi)齻€人只點了一碗面來吃，表明他們的生活很困難，因此進(jìn)面館時應(yīng)該是悄悄的，希望不要引人注目。故選B。【22題詳解】考查形容詞詞義辨析。句意：老板娘注意到他們破舊的外套，便悄悄地在碗里多放了一些面條。A.worn破舊的；B.ugly丑陋的；C.tailored定制的；D.elegant優(yōu)雅的。根據(jù)下文“kindlyplacedextranoodlesintheirbowlsecretly”可知，老板娘悄悄地在碗里多放了一些面條，表明對他們產(chǎn)生了同情，因此是注意到他們破舊的外套。故選A?！?3題詳解】考查動詞詞義辨析。句意：婦女猶豫了一下，又點了一碗。A.hesitate