提能訓(xùn)練練案[6]Ⅰ.閱讀理解A(2025·廣西一模)Speakinganativelanguagethatrequirestonesappearstoboostperception(感知)ofmelody,butatthecostofrhythm,researchersreportinCurrentBiology.Themassiveglobalstudyhintsathowlanguageskillsseepintocognition.Tonalsame.Incognition.Tonal(聲調(diào)的)languagesusepitchtodistinguishwordsthatotherwisemightsoundthesame.InMandarin,forinstance,mǎmeanshorsewhereasmāmeansmother.NontonallanguageslikeSpanishsometimesincludepitchchangestosuggestemotion,forexample,butnottochangeaword'smeaning.AsaMandarinspeakerandflutist,LiuJingxuanwanderedaboutthecrossoverbetweenlanguageandmusic.WhilestudyingpsychologyasanundergraduateatDukeUniversity,Liuhelpedanalyzethemusicalabilitiesofnearlyhalfamillionpeoplefrom203countries.Hercolleagueshadlaunchedanonlinegameinwhichparticipantspletedseveralmusicaltasks,includingidentifyingmatchingmelodiesatdifferentpitchesandfindingbeattracksthatfitsongs'rhythms.Onaverage,nativespeakersofthe19representedtonallanguageswerebetteratthemelodytaskparedwithspeakersof29nontonallanguages.Andtheeffectwasn'tsmall—atonalfirstlanguageenhancedmelodicperceptionbyabouthalftheamountthatmusiclessonsdid,whichwasalsosurveyed.Buttonallanguagespeakerstendedtobeworseattherhythmtask.Humansmustbechoosyaboutwhattheypayattentionto.Pitchpatternsarevitalintonallanguages,whichmightexplainthemusicaltradeoff.“You'vegotafiniteresourceofattention,andyou'vegottoallocatethatsomehow，”saysstudycoauthorCourtneyHilton，acognitivescientistattheUniversityofAucklandinNewZealand.Priorresearchonlanguageandmusicoftenparedjusttwotongues,usuallyEnglishandCantoneseorMandarin.Butotherculturalinfluences,suchasEasternandWesternmusicstyles,couldhaveaffectedresults.Byexaminingawiderangeofpeople,thenewstudyincludeslanguagesneverassessedinthiswayandreachesmoregeneralconclusions.“Ourresulthereisshowingthatthelanguagesomeonespeaks—whichisanimportantpartofculture—alsoshapescognition，”Hiltonsays.語篇導(dǎo)讀：本文主要介紹了帶有音調(diào)的語言可以提高母語者的旋律感知能力，但是也會(huì)在一定程度上降低他們的節(jié)奏感。1．Whatdotheunderlinedwords“seepinto”inthefirstparagraphmean？A．Entergradually. B．Controlconstantly.C．Damageslightly. D．Understandpletely.解析：A詞義猜測(cè)題。根據(jù)第一段中的“Speakinganativelanguagethatrequirestonesappearstoboostperception(感知)ofmelody”可知，說需要音調(diào)的母語似乎可以增強(qiáng)對(duì)旋律的感知。再根據(jù)畫線詞所在句“Themassiveglobalstudyhintsathowlanguageskillsseepintootherareasofcognition.”可知，此處表示大規(guī)模的全球研究揭示語言技能對(duì)認(rèn)知的其他領(lǐng)域的影響，即語言技能是如何滲透到認(rèn)知的其他領(lǐng)域。由此可推知，畫線短語意為“滲透”，A項(xiàng)為其同義表達(dá)。故選A。2．WhatinformationcanwegetfromthemusicaltasksofLiuJingxuan'scolleagues？A．Tonallanguagesdetermineourmusicabilities.B．Tonalfirstlanguagescantaketheplaceofmusiclessons.C．Tonallanguagespeakersperformbetterintherhythmtasks.D．Tonallanguageshelpnativespeakerstobetteracquiremelody.解析：D細(xì)節(jié)理解題。根據(jù)第三段中的“Onaverage,nativespeakersofthe19representedtonallanguageswerebetteratthemelodytaskparedwithspeakersof29nontonallanguages.Andtheeffectwasn'tsmall—atonalfirstlanguageenhancedmelodicperceptionbyabouthalftheamountthatmusiclessonsdid,whichwasalsosurveyed.”可知，帶有音調(diào)的語言有助于母語者更好地掌握旋律。故選D。3．WhichofthefollowingstatementsdoesCourtneyHiltonmostagreewith？A．Themusicaltradeoffenhanceshumancognition.B．Themusicalabilitiesboosthumanperceptionofmelody.C．Alimitedspanofattentionaccountsforhumanmusicaltradeoff.D．EnglishandCantoneseorMandarinaffecthumanmusicalabilities.解析：C推理判斷題。根據(jù)第四段中的“You'vegotafiniteresourceofattention,andyou'vegottoallocatethatsomehow”可推知，考特尼·希爾頓可能會(huì)認(rèn)同有限的注意力跨度解釋了人類在音樂上的權(quán)衡。故選C。4．Whatisthetextmainlyabout？A．Nativelanguageinfluenceshumanculture.B．Nativelanguagemightshapemusicalability.C．Nativelanguageisanimportantpartofculture.D．Nativelanguageenhanceshumanmelodicperception.解析：B主旨大意題。通讀全文，尤其是根據(jù)第一段中的“Speakinganativelanguagethatrequirestonesappearstoboostperceptionofmelody,butatthecostofrhythm...”可知，文章在首段提出一項(xiàng)研究：帶有音調(diào)的語言可以提高母語者的旋律感知能力，但在一定程度上降低他們的節(jié)奏感。下文詳細(xì)介紹了該研究方法與結(jié)果，故本文主要介紹了母語可能塑造音樂能力。故選B。B(2025·湖北省七市州調(diào)測(cè))EverymorningontheislandofOahu,studentsatPū‘ōh(huán)alaElementarygatheronafieldastoweringmountainswatchthemfromthemist.Theirdaystartswithsongsin‘ōleloHawai‘i,theislands'nativelanguage,restatingvaluesofrespectandjusticethattheirteachershopewillguidethemthroughtheireducation,andthroughouttheirlives.Likemostkidsoftheirage,they'renotconcernedaboutthesignificanceofthelanguagethey'relearning.Still,theyhaveaweightyresponsibility:toreceivethetorch(火炬)andinsurethesecurityof‘ōleloHawai‘iforfuturegenerations.Itwasonly50yearsagothatthelanguagewasontheedgeofextinction.Thoughthesituationhasmuchimproved,inmanyways‘ōleloHawai‘iisstillonlifesupport.Teacherssaythere'sahugeenthusiasmforschoolkidstolearnthelanguage,butastheygrowup,they'reencouragedtofocuson“moreuseful”subjectsanduseEnglish,whichisbelievedtoassisttheminachievingsuccessintheirwork.In2016,therewere18,610Hawaiianspeakersontheislands.“Onehundredthousandistheapproximatenumberofspeakersneededtoconsiderthelanguagesafe，”saysSolomon,aprofessorofHawaiianlanguageattheUniversityofHawai‘iatMānoa.“Theideaisthatthereareenoughpeoplepassingitontothenextgeneration,socializingtheirchildrentousethelanguageinalldomainsoflife,toexpressallthoughtsandneedsanddesires.”Fortunately,thekidsofPū‘ōh(huán)alaElementarywilltaketheresponsibilitytocontinuetheworkofthecurrentyoungadultsdefendingthelanguage,expandingaccessto‘ōleloHawai‘iinpartthroughsocialmediaplatforms,andmakingthelanguageapracticalskillinadulthood.Theseyouth,alongwiththosemittedtorecoveringthelanguagefrompreviousgenerations,sharetheirhopesforthebetter.語篇導(dǎo)讀：本文主要介紹為了傳承夏威夷語言，教師帶領(lǐng)孩子們學(xué)習(xí)當(dāng)?shù)卣Z言，并在生活中使用該語言，以便更好地傳承本族文化。5．WhatarethestudentsatPū‘ōh(huán)alaElementaryexpectedtodo？A．Tofigureoutthevalueoflife.B．TogooutoftheislandofOahu.C．Topasstheirnativelanguagedown.D．Todrawpeople'sattentiontofolksongs.解析：C細(xì)節(jié)理解題。根據(jù)第二段中的“theyhaveaweightyresponsibility:toreceivethetorch(火炬)andinsurethesecurityof‘ōleloHawai‘iforfuturegenerations”可知，該校學(xué)生承擔(dān)傳承夏威夷當(dāng)?shù)卣Z言的重任。故選C。6．Whatmakesthestudentsabandon‘ōleloHawai‘i？A．Careerdevelopment.B．Theimprovedsituation.C．Lackofenthusiasm.D．Littleeducationalsupport.解析：A細(xì)節(jié)理解題。根據(jù)第三段中的“they'reencouragedtofocuson‘moreuseful’subjectsanduseEnglish,whichisbelievedtoassisttheminachievingsuccessintheirwork”可知，為了在工作中取得成功，很多學(xué)生放棄夏威夷語言的學(xué)習(xí)。故選A。7．Whatisthecurrentsituationof‘ōleloHawai‘iaccordingtoProfessorSolomon？A．Itisusedinallwalksoflife.B．Itisconsideredasafelanguage.C．Itdemandsmorespeakerstobesafe.D．Ithasonehundredthousandspeakers.解析：C細(xì)節(jié)理解題。根據(jù)第三段中的“In2016,therewere18,610Hawaiianspeakersontheislands.”及第四段中的“Onehundredthousandistheapproximatenumberofspeakersneededtoconsiderthelanguagesafe”可知，目前夏威夷語言的使用者遠(yuǎn)達(dá)不到安全數(shù)量100,000，因此需要有更多使用者才能確保該語言的安全。故選C。8．Whatistheauthor'sattitudetowardsthefutureof‘ōleloHawai‘i？A．Worried. B．Hopeful.C．Unclear. D．Reserved.解析：B推理判斷題。根據(jù)最后一段“Fortunately,...taketheresponsibilitytocontinuethework...expandingaccessto‘ōleloHawai‘i...makingthelanguageapracticalskillinadulthood.Theseyouth,alongwith...sharetheirhopesforthebetter.”可知，作者肯定了目前人們保護(hù)夏威夷語言的努力，對(duì)夏威夷語言的未來持積極樂觀的態(tài)度。故選B。Ⅱ.完形填空(2025·湖北省起點(diǎn)考)WhenImovedtoanewschool,mygradesbegantoslip,andaonceoutgoingpersonalityfadedintothebackground.Oneday,afterIhandedinyetanother1.doneassignment,Mr.Thompson,themathteacheraskedmetostayafterclass.Intheafternoontheclasswas2.,leavingjustthetwoofusintheclassroom.“Alex,iseverythingalright？”Mr.Thompsonasked,hisvoicefilledwith3..WhenI4.mytroubles,Mr.Thompsonlistenedwithpatience,nodding5..Hethensharedastoryabouthisown6.whenhewasyounger—movingfrequentlyduetohisfather'smilitarycareer.“Thatmusthavebeen7.,”Isaid,feelingaconnectionforthefirsttimeinweeks.Mr.Thompson8.,“Itwas.ButIlearnedthatseekinghelpandfindingsupportivepeoplemadea9..Howaboutweworkonaplantogetyoubackontrack？”Withthat,Mr.Thompsonbecamealifelineforme.Hesetupweeklymeetingsto10.whatIhadlearntanddiscussstrategiestoimprovemyacademicperformance.Healso11.metojointheschool'sdebateteam,knowingitwouldbeagoodwayformetomeetnewfriendsand12.confidence.Asmonthspassed,Imaderapidprogress.The13.withMr.Thompsongrewstronger.Atthatmoment,therealization14.me:eveninthedarkesttimes,the15.ofotherscouldlighttheway.語篇導(dǎo)讀：作者來到新學(xué)校，成績(jī)下滑，性格轉(zhuǎn)變。Thompson先生不僅在學(xué)習(xí)上給予作者關(guān)心和幫助，還鼓勵(lì)作者參加學(xué)校辯論隊(duì)，最終作者成績(jī)提高、重獲信心，這讓作者意識(shí)到即使在最黑暗的時(shí)刻，他人的善舉也會(huì)照亮前方的路。1．A.neatly B．poorlyC．properly D．briefly解析：B根據(jù)上文的“mygradesbegantoslip”和下文的“Mr.Thompson,themathteacheraskedmetostayafterclass”可知，作者成績(jī)下滑，在一次交了一份寫得很差(poorly)的作業(yè)后，Thompson先生要求作者課后留下來。neatly整潔地；properly適當(dāng)?shù)?；briefly簡(jiǎn)要地。故選B。2．A.dismissed B．organizedC．informed D．grouped解析：A根據(jù)上文的“themathteacheraskedmetostayafterclass”和下文的“l(fā)eavingjustthetwoofusintheclassroom”可知，下午放學(xué)后，教室里僅剩下作者和Thompson先生兩個(gè)人。organize組織，籌備；inform知會(huì)，通知；group(使)成群，成組，聚集。故選A(dismiss“解散”)。故選A。3．A.surprise B．certaintyC．concern D．relief解析：C根據(jù)上文的“Alex,iseverythingalright？”和下文描述的Thompson先生對(duì)作者的善意幫助可知，Thompson先生應(yīng)是表達(dá)對(duì)作者的關(guān)心。surprise驚奇；certainty確信，確實(shí)；relief寬慰。故選C(concern“憂慮，擔(dān)心，關(guān)切”)。故選C。4．A.sufferedfrom B．a(chǎn)skedforC．dealtwith D．pouredout解析：D根據(jù)空后的“Mr.Thompsonlistenedwithpatience”可知，當(dāng)作者傾訴(pouredout)煩惱時(shí)，Thompson先生耐心地聽著。sufferfrom遭受；askfor要求；dealwith處理。故選D。5．A.gratefully B．thoughtfullyC．casually D．hopefully解析：B此處表示Thompson先生耐心地聽作者傾訴，還若有所思地(thoughtfully)點(diǎn)點(diǎn)頭。gratefully感激地；casually不經(jīng)意地；hopefully有希望地。故選B。6．A.struggles B．failuresC．choices D．dreams解析：A根據(jù)空后的“whenhewasyounger—movingfrequentlyduetohisfather'smilitarycareer”和第五段的“seekinghelp”可知，此處Thompson先生給作者講他年幼時(shí)由于經(jīng)常搬家遇到的困難(struggles)。failure失?。籧hoice選擇；dream夢(mèng)想。故選A。7．A.rare B．strangeC．tough D．unique解析：C根據(jù)下文的“feelingaconnection”可知，作者對(duì)Thompson先生幼年的遭遇感同身受，確信那是一段艱難的(tough)時(shí)光。rare罕見的；strange奇怪的；unique獨(dú)特的。故選C。8．A.choked B．signedC．nodded D．stared解析：C根據(jù)空后Thompson先生的回答“Itwas.”可知，Thompson先生應(yīng)是點(diǎn)頭(nodded)表示認(rèn)同。choke哽咽著說；sign示意，打手勢(shì)；stare凝視，注視。故選C。9．A.difference B．promiseC．decision D．point解析：A根據(jù)空后的“Howaboutweworkonaplantogetyoubackontrack？”可知，Thompson先生認(rèn)為尋求幫助和找到支持自己的人會(huì)有作用。makeadifference有影響，起作用。promise許諾，承諾；decision抉擇；point觀點(diǎn)，見解。故選A。10．A.quote B．reviewC．prove D．exchange解析：B上文提到作者成績(jī)下滑，根據(jù)空后的“whatIhadlearntanddiscussstrategiestoimprovemyacademicperformance”可知，Thompson先生每周與作者見面，幫作者復(fù)習(xí)(review)學(xué)過的內(nèi)容，討論提高學(xué)習(xí)成績(jī)的策略。quote引用，引述；prove證明，證實(shí)；exchange交流。故選B。11．A.ordered B．a(chǎn)ppointedC．encouraged D．elected解析：C根據(jù)下文的“knowingitwouldbeagoodwayformetomeetnewfriendsand12confidence”可知，Thompson先生還鼓勵(lì)(encouraged)作者加入學(xué)校的辯論隊(duì)。order命令，要求；appoint指定；elect選舉，推選。故選C。12．A.affect B．conveyC．maintain D．regain解析：D第一段講作者來到新學(xué)校，成績(jī)下滑，曾經(jīng)外向的個(gè)性也已不在，由此可推知，作者對(duì)自己失去信心。再根據(jù)空前的“jointheschool'sdebateteam,knowingitwouldbeagoodwayformetomeetnewfriends”可知，Thompson先生知道，對(duì)作者來說，加入學(xué)校辯論隊(duì)是結(jié)交新朋友和重獲(regain)信心的一個(gè)好方法。affect影響；convey表達(dá)，傳遞；maintain保持。故選D。13．A.bond B．similarityC．petition D．cooperation解析：A上文講Thompson先生每周都幫助作者學(xué)習(xí)，并給予作者鼓勵(lì)。故此處表示幾個(gè)月過去了，作者取得巨大進(jìn)步，與Thompson先生的關(guān)系(bond)也越來越親密了。similarity相似處；petition比賽，競(jìng)爭(zhēng)；cooperation合作，協(xié)作。故選A。14．A.escaped B．hitC．upset D．shocked解析：B根據(jù)下文的“eveninthedarkesttimes,the15ofotherscouldlighttheway”可知，此處描述的是作者的認(rèn)識(shí)。hit在此作動(dòng)詞，意為“使突然想起”，屬于熟詞生義的用法。realizationhitssb.某人認(rèn)識(shí)到。escape擺脫；upset使煩惱；shock使震驚。故選B。15．A.confidence B．wisdomC．patience D．kindness解析：D文章描述了Thompson先生在學(xué)習(xí)上給予作者關(guān)心和幫助，并鼓勵(lì)作者參加學(xué)校辯論隊(duì)，重獲信心。這些都是Thompson先生的善舉，照亮了作者前進(jìn)的道路。confidence信心；wisdom智慧；patience耐心。故選D(kindness“善舉”)。故選D。Ⅲ.七選五(2024·南京市學(xué)情調(diào)研)ReneCampbellhasdevotedmostofherlifetoshapingherfigureintoonepletelyagainstwhatsocietythinksawomanshouldlooklike.“Iwasalwaysveryinsecureaboutmybodyimage,aseveryoneseemedtoknowforsurethatwomenneededtolookacertainway,”shesayswhenreflectingonhermotivationtotransformherself.1.Forquitesometime,shestruggledwitheatingdisordersbecauseshewastryingtokeepherweightreallylowandappearskinny,likethewomenonmagazinecovers.2.Itwasthenthatshebecameattractedbythewaytheseseeminglyconfidentwomenheldthemselves.However,buildingherdreambody—gainingover85pounds,goingfromasize8to14—hashaditschallenges,too.“3.WhenItellthemthatIamafemalebodybuilder,thefirstreactionis,‘Musclesofwomenarejustnotattractive,’”Campbellsays.Thoughshelovesthewayshenowlooks,sheissometimestreatedwithcruelty.4.Eventhoughthereisahugemarketencouragingwomentobuildmusclesandtightentheirfigures,theidealstillstandsforsmallerwaists,andthinlegs,thesocalledperfectfigure.Forwomentobuildupstrongmuscles,ittakesastrongheart.“Igraduallylearntoignoreothers'voicesandbeemittedtothetraining.Itisaverybigshiftforme,andithaswonmeplentyofawards.5.MybodybuildingjourneymakesmerealizethatIneedtodothingsformyself,”Campbellsays.A．Shewasconstantlyfeelingunderpressure.B．Womenhavetopayahugepricetobuildaslimfigure.C．Itdoesbringasenseofconfidenceandmentalstrength.D．Thebodyofsupermuscularwomenisconsideredunwele.E．Luckily,Campbellwaschosentoshootforoneofthemagazines.F．Peopledon'tunderstandwhywomenwouldwanttobemuscular.G．Purelybychance,Campbellattendedawomen'sbodybuildingshow.語篇導(dǎo)讀：ReneCampbell女士將她生活的大部分時(shí)間都用于改變自己的身材。起初她也喜歡所謂的完美身材——細(xì)腰瘦腿，但后來才意識(shí)到，對(duì)女性而言，不必在意他人的言語，女性也可以擁有強(qiáng)健的肌肉。解析：1．A根據(jù)空前內(nèi)容可知，ReneCampbell在為自己的身材焦慮；根據(jù)空后內(nèi)容可知，她在努力讓自己變瘦。由此可知，空處應(yīng)說明在社會(huì)意義上對(duì)女性身材的要求給ReneCampbell造成的負(fù)面影響。A項(xiàng)承上啟下，符合語境。故選A。2．G根據(jù)空后一句可知，就在那時(shí)，ReneCampbell被這些看似自信的女性保持自我的方式吸引。故該空會(huì)涉及在什么時(shí)候發(fā)生的這件事。G項(xiàng)“純偶然的一次機(jī)會(huì)，ReneCampbell參加了一個(gè)女性健身節(jié)目。”符合語境。故選G。3．F根據(jù)空后一句可知，ReneCampbell告訴他們自己是女性健美者時(shí)，他們的第一反應(yīng)是女性的肌肉沒有那么吸引人。F項(xiàng)“人們不理解為什么女性想要肌肉發(fā)達(dá)的。”承接下文，符合語境。故選F。4．D根據(jù)空后內(nèi)容可知，盡管有一個(gè)巨大的市場(chǎng)鼓勵(lì)女性增肌塑形，但理想的身材意味著細(xì)腰瘦腿，即所謂的完美身材。女性要想鍛煉出強(qiáng)健的肌肉，需要一顆堅(jiān)強(qiáng)的心。由此說明，大眾并不喜歡女性的肌肉身材。故選D。5．C根據(jù)上文內(nèi)容可知，ReneCampbell漸漸開始忽略別人的聲音，致力于形體訓(xùn)練，這給她帶來了很大的改變，也為她贏得了很多獎(jiǎng)項(xiàng)；根據(jù)下文內(nèi)容可知，健身之路讓她意識(shí)到該為自己做些什么了。由此可推知，空處應(yīng)說明健身為ReneCampbell帶來的積極影響。故選C。Ⅳ.讀后續(xù)寫閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)成一篇完整的短文。(2025·上饒一模)Mysixthgradestudentswereseatedinalargecircleonthefloorofourclassroom.Eachstudentheldadifferenttoolinhisorherhand,suchasahammer,aflashlight,andevenanawl.Thelessonhadgoneperfectly.Thestudentsdiscussedhowwordsareliketools—theyhavetheabilitytobuildortodestroysomeone,andtheydiscoveredhowtherighttoolusedattherighttimefortherightjobcancausegreatresults.Thesixthgradersfreelysharedpersonalstoriesofhowtheyhadexperiencedsomeone'swordsusedasatool,towoundortohealsomeone.Iwatchedandlistenedwithasenseofsatisfaction—theygotit!Afewdayslater,oneofmystudents,Laura,hadanunexpectedanduncharacteristicoutburstofdestructivebehaviorinclass.Sherefusedtoworkwithhergroup.IwasawarefromreadingLaura'sfilethatshehadstruggledwithrebellious(叛逆的)behaviorinpreviousyears,butwehaddevelopedagoodrelationshipandshewasalwaysarespectful,thoughtful,andpositivecontributortoourclass.Herbehaviorcaughtmeoffguard.IaskedhertoexcuseherselfandtoldherIwouldvisitwithherinournextdoorteamcenterinjustaminute.Sherefusedtoleaveandsatsilentlyglaringatmefromthebackoftheroom.Iratherfirmlytoldhersheneededtoexcuseherself—thiswasNOToptional.SheknewImeantit.Shemarchedfromthebackoftheroomtoourclassroomdoor,shootingmeanangrylook,andslammedthedoorassheleftfortheteammeetingroom.Icontinuedourlessonandwhenthestudentswereworkingtogetherintheirgroups,Igentlyclosedourclassroomdoorbehindme,andthenmarchedthefivestepsnextdoortoourmeetingroomwhereLaurawasseated.Inanunexpectedanduncharacteris