陜西省渭南市2025屆高三下學(xué)期3月二模試題 英語(yǔ) 含解析

2025屆高三聯(lián)考聯(lián)評(píng)模擬試題(三)英語(yǔ)注意事項(xiàng)：1.本試題共10頁(yè)，滿分150分，時(shí)間120分鐘。2.答卷前，考生務(wù)必將自己的姓名、準(zhǔn)考證號(hào)填寫(xiě)在答題卡上。3.回答選擇題時(shí)，選出每小題答案后，用2B鉛筆把答題卡上對(duì)應(yīng)題目的答案標(biāo)號(hào)涂黑。如需改動(dòng)，用橡皮擦干凈后，再選涂其它答案標(biāo)號(hào)?；卮鸱沁x擇題時(shí)，將答案寫(xiě)在答題卡上。寫(xiě)在本試卷上無(wú)效。4.考試結(jié)束后，監(jiān)考員將答題卡按順序收回，裝袋整理;試題不回收。第一部分：聽(tīng)力(共兩節(jié)，滿分30分)做題時(shí)，先將答案標(biāo)在試卷上。聽(tīng)力部分結(jié)束前，你將有兩分鐘的時(shí)間將試卷上的答案轉(zhuǎn)涂到答題卡上。第一節(jié)(共5小題，每小題1.5分，滿分7.5分)聽(tīng)下面5段對(duì)話。每段對(duì)話后有一個(gè)小題，從題中所給的A、B、C三個(gè)選項(xiàng)中選出最佳選項(xiàng)。聽(tīng)完每段對(duì)話后，你都有10秒鐘的時(shí)間來(lái)回答有關(guān)小題和閱讀下一小題。每段對(duì)話僅讀一遍。例：Howmuchistheshirt?A.￡19.15.B.￡9.18.C.￡9.15.答案是C.1.WhogaveJennyabicycle?A.Herparents.B.Heraunt.C.Hergrandmother.2.Whatdoesthesongrecall?A.Alotofclassicmusic.B.Thehighschooldays.C.Arecently-heldparty.3.WhatisLisadoing?A.Sayinggoodbye.B.Hostingaparty.C.Callingthecab.4.Whatdoesthemanwanttodo?A.Makeacomplaint.B.Canceltheorder.C.Changethedeliverytime.5.Whenmightthemanreachthebusstop?A.8:10PM.B.8:00PM.C.8:40PM.第二節(jié)(共15小題，每小題1.5分，滿分22.5分)聽(tīng)下面5段對(duì)話或獨(dú)白。每段對(duì)話或獨(dú)白后有幾個(gè)小題，從題中所給的A、B、C三個(gè)選項(xiàng)中選出最佳選項(xiàng)。聽(tīng)每段對(duì)話或獨(dú)白前，你將有時(shí)間閱讀各個(gè)小題，每小題5秒鐘;聽(tīng)完后，各小題將給出5秒鐘的作答時(shí)間。每段對(duì)話或獨(dú)白讀兩遍。聽(tīng)第6段材料，回答第6、7題。6.Whatarethespeakerstalkingabout?A.Travelexperience.B.Weatherforecast.C.Trippacking.7.Whatdoesthemanadvisetotake?A.Springclothes.B.Snacks.C.Internationalpassport.聽(tīng)第7段材料，回答第8至10題。8.HowdoesSusanfeelaboutthecomingcollegelife?A.Quiterelaxed.B.Abitworried.C.Verypuzzled.9.WhatadvicedoesDavidgivetoSusan?A.Takingagapyear.B.Studyingharder.C.Facingchangespositively.10.HowoldisDavidnow?A.26yearsold.B.18yearsold.C.28yearsold.聽(tīng)第8段材料，回答第11至13題。11.Whatistherelationshipbetweenthespeakers?A.Colleagues.B.Employerandemployee.C.Coachandtrainee.12.WhatmakesSarahlookenergetic?A.Slowingdownherlifepace.B.Takingmedicines.C.Exerciseandhealthierfood.13.Whatraisestheman’sinterestatlast?A.DoingexercisewithSarah.B.TryingoutSarah’sdietplan.C.Goingtocompanytogether.聽(tīng)第9段材料，回答第14至17題。14.WhydidMariepostherkitchengardeningonlineatfirst?A.Tosellhome-grownvegetables.B.Tokeeprecordsofherprogress.C.Tomotivateherfellowgardeners.15.WhydoesMarierecommendbeginnerstogrowstrawberries?A.Becausetheycanbeusedincooking.B.Becausetheyneednospecialcare.C.Becausetheybearalotoffruitsoon.16.WhatisdifficultforMarietogrow?A.Carrots.B.Herbs.C.Pears.17.WhatisMarie’sadvicetothoseinterestedinkitchengardening?A.Keepingfocused.B.Aiminghigh.C.Stayingoptimistic.聽(tīng)第10段材料，回答第18至20題。18.WhendidEmilyfirststartherexhibitioncareer?A.In2000.B.In2005.C.In2010.19.WhattypeofartdoesEmilypresent?A.Traditionalfolkart.B.Modernart.C.Abstractimpressionism.20.WhatdoesEmilyaimtoachieve?A.Topromoteunderstanding.B.Tointroducefamousartists.C.Tomakeprofitsforcharity.第二部分：閱讀(共兩節(jié)，滿分50分)第一節(jié)(共15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(gè)選項(xiàng)中，選出最佳選項(xiàng)。ATherearealwayssomeplacesthatseemtogowellbeyondourearthlyexpectations.Theseincrediblelocationsaresimilartothoseinsciencefictions,catchingourimaginationandtransportingustootherworldlygrounds.Cappadocia,TurkeyLocatedincentralAnatolia,theareaisknownforitsunusualrockformationsknownas“fairychimneys”.Thesecolumns,createdbyvolcanoesanderosion(腐蝕)overmillionsofyears,givetheregionitsotherworldlyappearance.TsingydeBemarahaTheremarkablesightattractsvisitorswithitsuniquelimestone(石灰石)formations.Stretchingover1,500-squarekilometers,Tsingy,whichmeans“whereonecannotwalkbarefoot,”containssharpsurfacesandundergroundcaves,formingadramaticlandscape.Adventurerscanexploretheparkviabridgesandladderstowitnessthebreathtakingbeautyofthisnaturalwonder.ZhangyeDanxiaNationalGeologicalParkLocatedinChina’sGansuProvince,ZhangyeDanxiaNationalGeologicalParkcontainslandformsthatareoneofnature’smasterpieces.Itsvivid,rainbow-coloredrockformationshavebeenshapedbywindandwatererosionovermillionsofyears.Thelayersofred,orangeandyellowcreatealandscapethatlooksasifitisonadifferentplanetaltogether.Mexico’sYucatanPeninsulaLocatedwithintheremarkablelandscapesofMexico’sYucatanPeninsula,thecenotes(洞井)presentaplaceofotherworldlybeauty.Thesenaturalsinkholes,createdbythecollapseoftheirlimestonebases,openupintocharmingundergroundcavesandshiningpools.Raysofsunlightdancethroughtheopeningsinthewalls,lightingupthewatersbelow,tellingataleofnature’sartistry.Visitingtheseplacesnotonlyprovidesavisualfeast,butalsoremindsusoftheincrediblewonderhereontheEarth.1.WhatfeaturesZhangyeDanxiaNationalGeologicalPark?A.Itssharpgrounds. B.Itscolorfulrocks.C.Itsfairychimneys. D.Itsundergroundcaves.2.Whatcanbelearnedfromthistext?A.VisitorscanonlyexploreTsingydeBemarahathroughladders.B.Cappadociaattractsvisitorswithitsuniquelimestoneformations.C.TheuniquelandscapeinZhangyeisshapedbyvolcanicactivities.D.ThecollapseofthelimestonebasescreatedthenaturalwonderinYucatanPeninsula.3.Inwhichmagazinecanweprobablyreadthistext?A.NatureMedicine.B.TheEconomist.C.NationalGeographic.D.ChineseTranslatorsJournal.【答案】1.B2.D3.C【解析】【導(dǎo)語(yǔ)】本文是一篇說(shuō)明文。文章主要介紹了四個(gè)宛如科幻世界的奇特自然景觀?！?題詳解】細(xì)節(jié)理解題。根據(jù)ZhangyeDanxiaNationalGeologicalPark部分中“Itsvivid,rainbow-coloredrockformationshavebeenshapedbywindandwatererosionovermillionsofyears.Thelayersofred,orangeandyellowcreatealandscapethatlooksasifitisonadifferentplanetaltogether.(其色彩鮮艷、呈彩虹色的巖層是數(shù)百萬(wàn)年來(lái)經(jīng)風(fēng)化和水蝕作用形成的。層層的紅色、橙色和黃色構(gòu)成了一幅看起來(lái)仿佛完全來(lái)自另一個(gè)星球的景觀)”可知，張掖丹霞國(guó)家地質(zhì)公園的特點(diǎn)是其色彩斑斕的巖石。數(shù)百萬(wàn)年來(lái)經(jīng)風(fēng)化和水蝕形成了鮮艷的、彩虹色的巖層，紅、橙、黃等色彩層次構(gòu)成了仿佛來(lái)自另一個(gè)星球的景觀。所以其特色是彩色的巖石。故選B?！?題詳解】細(xì)節(jié)理解題。根據(jù)Mexico’sYucatanPeninsula部分中“Thesenaturalsinkholes,createdbythecollapseoftheirlimestonebases,openupintocharmingundergroundcavesandshiningpools.(這些由石灰?guī)r基座坍塌而形成的天然天坑，通向了迷人的地下洞穴和波光粼粼的水潭)”可知，墨西哥尤卡坦半島的天然天坑是由其石灰?guī)r基座的坍塌形成的，這些天坑形成了迷人的地下洞穴和波光粼粼的水池，即石灰?guī)r基座的坍塌造就了尤卡坦半島的自然奇觀。故選D。【3題詳解】推理判斷題。通讀全文，尤其是第一段“Therearealwayssomeplacesthatseemtogowellbeyondourearthlyexpectations.Theseincrediblelocationsaresimilartothoseinsciencefictions,catchingourimaginationandtransportingustootherworldlygrounds.(總有一些地方似乎遠(yuǎn)遠(yuǎn)超出了我們對(duì)塵世的預(yù)期。這些令人驚嘆的地方就如同科幻小說(shuō)中描繪的場(chǎng)景一樣，激發(fā)著我們的想象力，將我們帶到超凡脫俗的境地)”可知，文章主要介紹了四個(gè)地球上宛如科幻世界的自然景觀，包括它們的形成原因和特點(diǎn)等內(nèi)容。“NationalGeographic(《國(guó)家地理》)”雜志主要涉及自然地理、科學(xué)探索等方面的內(nèi)容，與本文介紹自然景觀的主題相符，所以我們可能在《國(guó)家地理》雜志上讀到這篇文章。故選C。BEconomistTylerCowenarguesthattraditionalinterviewmethodsarenoteffectiveindeterminingthebestcandidatesforajob,especiallyincreativeroles.Candidateswhoarewell-preparedoftenpasstheseinterviews,butthisonlyteststheirpreparationandnottheirabilities.Todeterminethebestcandidates,Cowensuggeststhatinterviewersconcentrateonauthenticity(真實(shí)性)andspontaneity(自發(fā)性)intheirinteractionswithcandidates,ratherthanrelyingonpre-writtenquestions.Theinterviewershouldbetrustworthy,Cowenargues,asithelpsthembetterevaluatetheauthenticityofcandidates.Eventually,“bettertalentallocation(分配)”contributestoeconomicgrowth,andmorethoughtfulinterviewmethodscanhelpidentifymoretalentedindividualsandelevatethemtogreateropportunities.Cowenadds,“Therearetoomanyinterviewquestions,andeveryinterviewerisready.Forexample,‘Whatmistakesdidyoumakeinyourpreviousjob?’Butmanycandidatesjustdidn’tpreparewellanddidn’tprovideagoodanswer.Soinmostcases,forbettercandidates,youareactuallyjustpreparingfortesting.Butformorecreativejobs,youwilllosecandidateswithotherqualities.”“HowtogetpeopleintowhatIcallthe“RealMode”largelydependsonwhotheyare,aswellaswhoyouare.IfIaminterviewingacandidate,myfavoritediscussionsarejustthosewithoutscripts.Iprefertohavetheseconversationswithoutaskingquestions.Ihopetheyarenatural.Ilikespontaneity—howtoachieveitdependsontheenvironment,work,howmuchtimeyouhave,andmanyotherfactors.”Anestimatesuggeststhatsincethe1960s,20%to40%ofUSeconomicgrowthhascomefrom“bettertalentallocation”.Ifwehadafresherandmorecreativeinterviewprocess,Idothinkpeoplewouldbemorethoughtful.Theywillthinkmoredeeplyabouttheworktheywillbeengagedin.Ithinkwewillfindtalentsthatwehaven’tseensofar.Wewillenablemorepeopletohavegreateropportunities.”4.Howdoestheauthorstartthispassage?A.Bygivingnumbers. B.Byidentifyingaproblem.C.Bylistingsurveyresults. D.Bygivingadefinition.5.Whatdoestheunderlinedword“elevate”inParagraph3probablymean?A.Challenge. B.Restrict.C.Promote. D.Defeat.6.Whatisthepurposeofmentioning“bettertalentallocation”inthepassage?AToexplaintheroleofintervieweesininterviews.B.Todisplaytheimpactoftalentallocationonjobhunting.C.Tostresstheimportanceoftalentallocationforinterviewees.D.Tomakepeoplerethinkinterviewapproachesforbettertalentallocation.7.Thispassageismainlywrittento______.A.interviewers B.intervieweesC.graduates D.careertrainers【答案】4.B5.C6.D7.A【解析】【導(dǎo)語(yǔ)】本文是一篇議論文。文章主要討論了經(jīng)濟(jì)學(xué)家TylerCowen關(guān)于傳統(tǒng)面試方法的觀點(diǎn)，他認(rèn)為傳統(tǒng)面試方法存在不足，并提出了改進(jìn)面試方法的建議，以實(shí)現(xiàn)更好的人才分配和經(jīng)濟(jì)增長(zhǎng)?！?題詳解】推理判斷題。根據(jù)第一段中的“EconomistTylerCowenarguesthattraditionalinterviewmethodsarenoteffectiveindeterminingthebestcandidatesforajob,especiallyincreativeroles.(經(jīng)濟(jì)學(xué)家TylerCowen認(rèn)為，傳統(tǒng)的面試方法在確定工作的最佳人選方面并不有效，尤其是在創(chuàng)意崗位上)”可知，文章開(kāi)頭指出傳統(tǒng)面試方法在招聘中（尤其是創(chuàng)意崗位）存在的問(wèn)題，即無(wú)法有效篩選出最佳候選人。由此推知，作者是通過(guò)識(shí)別一個(gè)問(wèn)題來(lái)開(kāi)始這篇文章的。故選B。【5題詳解】詞句猜測(cè)題。根據(jù)劃線詞所在句“morethoughtfulinterviewmethodscanhelpidentifymoretalentedindividualsandelevatethemtogreateropportunities.(更周到的面試方法可以幫助發(fā)現(xiàn)更有才華的人，并為他們elevate更大的機(jī)會(huì))”可知，劃線詞elevate與greateropportunities(更大的機(jī)會(huì))搭配，表示通過(guò)更好的面試方法，幫助有才華的人獲得更大的機(jī)會(huì)。由此可知，elevate與promote(提升，促進(jìn))意思接近。故選C?！?題詳解】推理判斷題。根據(jù)最后一段中的“Anestimatesuggeststhatsincethe1960s,20%to40%ofUSeconomicgrowthhascomefrom“bettertalentallocation”.Ifwehadafresherandmorecreativeinterviewprocess,Idothinkpeoplewouldbemorethoughtful.(據(jù)估計(jì)，自上世紀(jì)60年代以來(lái)，美國(guó)經(jīng)濟(jì)增長(zhǎng)的20%至40%來(lái)自“更好的人才配置”。如果我們有一個(gè)更新鮮、更有創(chuàng)意的面試過(guò)程，我認(rèn)為人們會(huì)考慮得更周到)”可推知，提到“更好的人才分配”是為了讓人們重新思考面試方法，以實(shí)現(xiàn)更好的人才分配。故選D?！?題詳解】推理判斷題。根據(jù)全文內(nèi)容，并結(jié)合第二段“ Todeterminethebestcandidates,Cowensuggeststhatinterviewersconcentrateonauthenticity(真實(shí)性)andspontaneity(自發(fā)性)intheirinteractionswithcandidates,ratherthanrelyingonpre-writtenquestions.(為了確定最佳候選人，考恩建議面試官在與候選人的互動(dòng)中注重真實(shí)性和自發(fā)性，而不是依賴于預(yù)先寫(xiě)好的問(wèn)題)”可知，文章主要討論的是面試方法的改進(jìn)，強(qiáng)調(diào)面試官（interviewers）應(yīng)該如何改變傳統(tǒng)的面試方式，以更好地識(shí)別和選拔人才。文章中多次提到“interviewers”和“interviewmethods”，并且建議面試官如何改進(jìn)面試過(guò)程。由此推知，這篇文章主要是寫(xiě)給面試官的，旨在討論如何改進(jìn)面試方法以更好地發(fā)現(xiàn)和提升人才。故選A。CInanewstudy,researchersusedartificialintelligence(AI)toconfirmthatanappcanidentifypoisonivy(毒藤).Poisonivyranksamongthemostmedicallyproblematicplants.Upto50millionpeopleworldwidesufferannuallyfromrashes(皮疹)causedbycontactwiththeplant,aclimbing,woodyvinenativetoAmericaandseveralareasinAsia.It’sfoundonfarms,inwoods,landscapes,fields,hikingtrails,andotheropenspaces.So,ifyougotothoseplaces,poisonivycanleadtoreactionsthatrequiremedicalattention.Worse,mostpeopledon’tknowpoisonivywhentheyseeit.Thenewappcouldhelpchangethat.“Wewerethefirsttodothis,anditwasdesignedasatoolforhikersorothersworkingoutdoors,”saysNathanBoyd,aprofessorattheUF/IFASGulfCoastResearchandEducationCenter.“Theappusesacameratoidentifyinrealtimeifpoisonivyispresentandprovidesyouwithameasureofcertaintyforthedetection.ItalsofunctionsevenifyouarenotconnectedwiththeInternet.”Thenextstepistomaketheappcommerciallyavailableandthere’snotimetableforthatyet,Boydsays.Forthestudy,researcherscollectedthousandsofimagesofpoisonivyfromfivelocations.Theylabeledimages,andineachimage,scientistsputboxesaroundtheleavesandstemsoftheplant.Theboxedimageswerecriticalbecausepoisonivyhasauniqueleafarrangementandshape.Scientistsusethosecharacteristicstoidentifytheplant.TheythenrantheimagesthroughAIprogramsandtaughtacomputertorecognizewhichplantsarepoisonivy.Theyalsoincludedimagesofplantsthatarenotpoisonivyorplantsthatlooklikepoisonivytobecertainthecomputerlearnstodistinguishthem.“Webelievethatbyintegratinganobject-detectionalgorithm,publichealth,andplantscience,ourresearchcanencourageandsupportfurtherinvestigationstounderstandpoisonivydistributionandminimizehealthconcerns,”Boydsays.8.Whoneedsthisappmost?A.Wendy,amedicalsciencestudent.B.George,anadventurousgamelover.C.Mr.Johnathan,acomputerengineer.D.BenJames,anoutdoorhikingenthusiast.9.Whatcanweknowabouttheappfromthepassage?A.Itcanworkoffline.B.It’salreadycomeintothemarket.C.Itissupportedbythegeneticalgorithm.D.Itappliessoundwavestoidentifypoisonivy.10.Thelastfourparagraphsmainlytalkabout______.A.theprofitcontributionmadebytheapp B.thestepstodeveloptheappC.thereasonforinventingtheapp D.thedisadvantageoftheapp11.Whatisthesuitabletitleforthepassage?A.GoodNewstoRashPatients.B.AnAppSavesPoisonIvy.C.AnAI-poweredPoisonIvyDetector.D.GoodToolstoEliminatePoisonIvy.【答案】8.D9.A10.B11.C【解析】【導(dǎo)語(yǔ)】本文是一篇說(shuō)明文。文章介紹了研究人員利用人工智能開(kāi)發(fā)了一款應(yīng)用程序，能夠通過(guò)攝像頭實(shí)時(shí)識(shí)別毒藤，幫助減少因接觸該植物而導(dǎo)致的健康問(wèn)題，并計(jì)劃在未來(lái)將其商業(yè)化?！?題詳解】推理判斷題。根據(jù)第三段“It’sfoundonfarms,inwoods,landscapes,fields,hikingtrails,andotheropenspaces.(它（毒藤）存在于農(nóng)場(chǎng)、樹(shù)林、風(fēng)景、田野、遠(yuǎn)足徑和其他開(kāi)放空間)”和第五段中“Wewerethefirsttodothis,anditwasdesignedasatoolforhikersorothersworkingoutdoors(我們是第一個(gè)這樣做的，它是為遠(yuǎn)足者或其他在戶外工作的人設(shè)計(jì)的工具)”可知，該應(yīng)用程序是為遠(yuǎn)足者或其他在戶外工作的人設(shè)計(jì)的。由此可知，本?詹姆斯，一位熱衷于戶外徒步旅行的愛(ài)好者受益最大。故選D項(xiàng)。【9題詳解】細(xì)節(jié)理解題。根據(jù)第五段“Theappusesacameratoidentifyinrealtimeifpoisonivyispresentandprovidesyouwithameasureofcertaintyforthedetection.ItalsofunctionsevenifyouarenotconnectedwiththeInternet.(這款應(yīng)用程序使用攝像頭實(shí)時(shí)識(shí)別是否存在毒藤，并為你提供檢測(cè)的可靠程度。即使你沒(méi)有連接網(wǎng)絡(luò)，它也能正常運(yùn)行。)”可知，這款應(yīng)用程序即使在沒(méi)有聯(lián)網(wǎng)的情況下也能運(yùn)行，即可以離線工作。故選A?！?0題詳解】主旨大意題。根據(jù)倒數(shù)第四段“Forthestudy,researcherscollectedthousandsofimagesofpoisonivyfromfivelocations.(在這項(xiàng)研究中，研究人員從五個(gè)地點(diǎn)收集了數(shù)千張毒藤的照片)”、倒數(shù)第三段中“Theylabeledimages,andineachimage,scientistsputboxesaroundtheleavesandstemsoftheplant.(他們給圖片貼上標(biāo)簽，在每張圖片中，科學(xué)家們?cè)谥参锏娜~子和莖周?chē)蛏戏娇?”、倒數(shù)第二段“TheythenrantheimagesthroughAIprogramsandtaughtacomputertorecognizewhichplantsarepoisonivy.Theyalsoincludedimagesofplantsthatarenotpoisonivyorplantsthatlooklikepoisonivytobecertainthecomputerlearnstodistinguishthem.(然后，他們通過(guò)人工智能程序運(yùn)行這些圖像，并教會(huì)計(jì)算機(jī)識(shí)別哪些植物是毒藤。他們還包括了不是毒藤或看起來(lái)像毒藤的植物的圖像，以確保計(jì)算機(jī)能夠?qū)W會(huì)區(qū)分它們)”和最后一段中“Webelievethatbyintegratinganobject-detectionalgorithm,publichealth,andplantscience,ourresearchcanencourageandsupportfurtherinvestigationstounderstandpoisonivydistributionandminimizehealthconcerns(我們相信，通過(guò)整合目標(biāo)檢測(cè)算法、公共衛(wèi)生和植物科學(xué)，我們的研究可以鼓勵(lì)和支持進(jìn)一步的調(diào)查，以了解毒藤的分布，并最大限度地減少健康問(wèn)題)”可知，最后四段主要討論了研究人員開(kāi)發(fā)該應(yīng)用程序的具體步驟。故選B項(xiàng)?！?1題詳解】主旨大意題。通讀全文，尤其是第一段“Inanewstudy,researchersusedartificialintelligence(AI)toconfirmthatanappcanidentifypoisonivy(毒藤).(在一項(xiàng)新的研究中，研究人員利用人工智能(AI)證實(shí)了一款應(yīng)用程序可以識(shí)別毒藤)”可知，文章主要介紹了研究人員利用人工智能開(kāi)發(fā)了一款應(yīng)用程序，能夠通過(guò)攝像頭實(shí)時(shí)識(shí)別毒藤，幫助減少因接觸該植物而導(dǎo)致的健康問(wèn)題，并計(jì)劃在未來(lái)將其商業(yè)化。因此，C項(xiàng)“一款由人工智能驅(qū)動(dòng)的毒藤探測(cè)器?！弊钇鹾衔恼轮髦迹m合作為文章標(biāo)題。故選C項(xiàng)。DSituatedLearningTheory(SLT),firstpresentedbyJeanLaveandEtienneWenger,explainstheprocessanddevelopmentoflearningwhenindividualshavetheopportunitytoparticipateinacommunityofpractice.Insuchacommunity,newlearnershavemoreopportunitiestopracticewithinthecontextoflearning.Inthislight,learningisunintentional.ThisunintentionalnatureoflearningiswhattheauthorscallLegitimatePeripheralParticipation(LPP)(合法的邊緣性參與).InLPP,thelearnermovesfromtheedgeofthecommunitytothecenter.Atfirst,theyparticipatearoundtheedgeandgainexpertiseuntiltheybecomemoreskilledandbecomeexperts.AsimilartheoryisSituatedCognition(認(rèn)知),proposedbyJohnSeelyBrown,AllanCollinsandPaulDuguid.Theirunderstandinggoesdeeperintothesocialnatureoflearningandarguesthatlearningcannotberemovedfromthesituationsinwhichexpertiseisgainedandmerelybeappliedinschool.Thecultureofconventionalschoolinginfluenceswhatislearned,anddecontextualizedinstructiondoesnotleadtoeffectivelearning.SLThasbeenusedinschoolsettingstoimproveteachingandlearning.It’simportant,however,tonoticethatalthoughtheschooloffersthesocialcontextforlearning,itsometimesfallsshortintheuseofthistheory.Theconstructionofknowledgeneedstobeputinaproperandaccuratecontextwherelearnerscanparticipateandapplywhatislearned.ThenatureofsituatedlearningandtheemphasisonLPPasawaytounderstandhowlearningdevelopscanbeappliedininstructiontounderstandanddesignlearningprocesses.SLTisofgreatvalueinmanyways.Itbringstothetabletheimportanceofrecognizinglearningasaseriesofactivitiesgoingbeyondjustsharingcontent.Theinteractionofthelearnerandtheexpertinthecommunityofpracticeandthedevelopmentoftheformerintoalevelofexpertisetogetherinacontextualizedsettingarewhatfinallysupportsknowledgeconstruction.12.WhatcanwelearnfromParagraph1?A.Studentsmuststudyundertheguidanceofexperts.B.Participatingaroundtheedgeiscrucialtolearning.C.Specialcommunitiesareharmfultounintentionallearning.D.LearnerscanbeexpertsbyacquiringknowledgethroughLPP.13.WhatisthecommongroundofSLTandSituatedCognition?A.Expertiseismerelyfromcontent-sharing.B.Learningshouldhappeninarelatedsetting.C.Effectivelearningistheresultofdecontextualization.D.Conventionalschoolinginfluencesthewayoflearning.14.WhatcanbeinferredfromParagraph3?A.SchoolneedstolowertheexpectationsofSLT.B.LearnersmustbetaughtthetheoreticalnatureofSLT.C.SchoolshouldfocusontheaccurateapplicationofSLT.D.TeachingprocessreliesontheacademicinstructionofSLT.15.WhyisSLTofgreatsignificanceaccordingtothelastparagraph?A.Becauseithelpsenrichthelearningprocess.B.Becauseitrevealstheimportanceofexpertise.C.Becauseitstressesthenecessityoflearning.D.Becauseitexplainstheinternallogicofteaching.【答案】12.D13.B14.C15.A【解析】【導(dǎo)語(yǔ)】本文是一篇說(shuō)明文。文章介紹了情境學(xué)習(xí)理論（SLT）和情境認(rèn)知理論，強(qiáng)調(diào)了學(xué)習(xí)者在實(shí)踐社區(qū)中的參與和知識(shí)建構(gòu)的重要性。文章還討論了這些理論在教育中的應(yīng)用，以及它們對(duì)教學(xué)和學(xué)習(xí)過(guò)程的貢獻(xiàn)?！?2題詳解】細(xì)節(jié)理解題。根據(jù)第一段中的“Inthislight,learningisunintentional.ThisunintentionalnatureoflearningiswhattheauthorscallLegitimatePeripheralParticipation(LPP)(合法的邊緣性參與).InLPP,thelearnermovesfromtheedgeofthecommunitytothecenter.Atfirst,theyparticipatearoundtheedgeandgainexpertiseuntiltheybecomemoreskilledandbecomeexperts.(從這個(gè)角度來(lái)看，學(xué)習(xí)是無(wú)意識(shí)的。這種無(wú)意識(shí)的學(xué)習(xí)本質(zhì)就是作者所說(shuō)的合法外圍參與（LPP）。在LPP中，學(xué)習(xí)者從社區(qū)的邊緣移動(dòng)到中心。一開(kāi)始，他們?cè)谶吘墔⑴c并獲得專(zhuān)業(yè)知識(shí)，直到他們變得更熟練并成為專(zhuān)家)”可知，學(xué)習(xí)者通過(guò)合法的邊緣性參與（LPP）從社區(qū)的邊緣逐漸走向中心，并通過(guò)參與逐漸獲得專(zhuān)業(yè)知識(shí)，最終成為專(zhuān)家。由此可知，學(xué)習(xí)者可以通過(guò)LPP獲得知識(shí)并成為專(zhuān)家。故選D?！?3題詳解】細(xì)節(jié)理解題。根據(jù)第二段中的“Theirunderstandinggoesdeeperintothesocialnatureoflearningandarguesthatlearningcannotberemovedfromthesituationsinwhichexpertiseisgainedandmerelybeappliedinschool.(它們的理解更深入地探討了學(xué)習(xí)的社會(huì)本質(zhì)，并認(rèn)為學(xué)習(xí)不能脫離獲得專(zhuān)業(yè)知識(shí)的情況，而僅僅是在學(xué)校里應(yīng)用)”可知，SLT和SituatedCognition都認(rèn)為學(xué)習(xí)應(yīng)該發(fā)生在與實(shí)際情境相關(guān)的環(huán)境中，而不是脫離實(shí)際情境的學(xué)校環(huán)境中。由此可知，兩者的共同點(diǎn)是學(xué)習(xí)應(yīng)該在相關(guān)的環(huán)境中發(fā)生。故選B?！?4題詳解】推理判斷題。根據(jù)第三段中的“Theconstructionofknowledgeneedstobeputinaproperandaccuratecontextwherelearnerscanparticipateandapplywhatislearned.ThenatureofsituatedlearningandtheemphasisonLPPasawaytounderstandhowlearningdevelopscanbeappliedininstructiontounderstandanddesignlearningprocesses.(知識(shí)的構(gòu)建需要放在一個(gè)恰當(dāng)?shù)?、?zhǔn)確的語(yǔ)境中，讓學(xué)習(xí)者能夠參與并應(yīng)用所學(xué)的知識(shí)。情境學(xué)習(xí)的本質(zhì)和強(qiáng)調(diào)LPP作為理解學(xué)習(xí)如何發(fā)展的一種方式，可以應(yīng)用于教學(xué)中，以理解和設(shè)計(jì)學(xué)習(xí)過(guò)程)”可知，本段強(qiáng)調(diào)了學(xué)校需要將知識(shí)構(gòu)建放在一個(gè)合適且準(zhǔn)確的環(huán)境中，并且強(qiáng)調(diào)了SLT在教學(xué)設(shè)計(jì)中的應(yīng)用。由此推知，學(xué)校應(yīng)該專(zhuān)注于SLT的準(zhǔn)確應(yīng)用。故選C?！?5題詳解】推理判斷題。根據(jù)最后一段“SLTisofgreatvalueinmanyways.Itbringstothetabletheimportanceofrecognizinglearningasaseriesofactivitiesgoingbeyondjustsharingcontent.Theinteractionofthelearnerandtheexpertinthecommunityofpracticeandthedevelopmentoftheformerintoalevelofexpertisetogetherinacontextualizedsettingarewhatfinallysupportsknowledgeconstruction.(SLT在許多方面都有很大的價(jià)值。它表明了認(rèn)識(shí)到學(xué)習(xí)是一系列活動(dòng)的重要性，而不僅僅是分享內(nèi)容。學(xué)習(xí)者和專(zhuān)家在實(shí)踐共同體中的互動(dòng)，以及前者在情境化環(huán)境中共同發(fā)展成為一種專(zhuān)業(yè)水平，是最終支持知識(shí)構(gòu)建的因素)”可知，本段強(qiáng)調(diào)了SLT的價(jià)值在于它超越了單純的內(nèi)容分享，強(qiáng)調(diào)了學(xué)習(xí)者與專(zhuān)家之間的互動(dòng)以及在情境化環(huán)境中知識(shí)建構(gòu)的重要性。由此推知，SLT的重要意義在于它豐富了學(xué)習(xí)過(guò)程。故選A。第二節(jié)(共5小題，每小題2.5分，滿分12.5分)根據(jù)短文內(nèi)容，從短文后的選項(xiàng)中選出能填入空白處的最佳選項(xiàng)，選項(xiàng)中有兩項(xiàng)為多余選項(xiàng)。TheInternetoffersusanopportunitytoknowmorepeoplewithverylittleeffort.____16____?HowpeopleseeonlinefriendshipsandIRLfriendshipsdependsontheirage.Whiledigitalimmigrants(移民)suchasI,a43-year-oldman,supportthebeliefthatpeople“separatetheironlinelivesfromtheirofflinelives”,thedigitalnatives,suchasmyson,an18-year-oldboy,growingwithFacebookandInstagram,finddifferencesbetweenonlineandofflinefriendshipsmoreunclear.ThePewResearchCenterfindsthat57%ofAmericanteensmakenewfriendsonline.However,italsofindsthatmost“digitalfriendships”juststayinthedigitalspace,____17____.Itseemsthatreal-timefriendshipsareconsideredmorevaluablethandigitalfriendshipsevenamongthedigitalnatives.So,istheInternetbadforrelationships?Obviouslynot.Withoutthenet,____18____.Andthedigitalnativeseemstofindonlineinteractionswithreal-lifefriendsbeneficial.83%ofteensocialmediausersbelievethatsocialmediamakesthemfeelmoreconnectedtotheirfriends’lives.____19____.68%ofteensocialmediausersreporthavingexperiencedunpleasantfeelingstowardtheirfriendsonsocialmedia.26%ofallteenshavehadanargumentwithafriendoversomethingthathappenedonline.____20____.Butthislinkmustbebasedonintimacyandfamiliarity.Andabalanceofonlineandofflineinteractionswillpavethewayforbetterrelationshipsintheworld.A.However,onlineinteractionscansometimeshaveanegativeeffectonexistingrelationshipsB.PeoplefromdifferentcountriesholddifferentopinionsC.Butareonlinefriendshipsthesameasin-real-life(IRL)friendshipsD.TheInternetisundoubtedlyaninvaluablelinkbetweenpeopleseparatedbydistanceE.andatruefriendissomeonewhogivesyouthefreedomtobeyourselfF.IcouldhaveneverkeptintouchwithmyhighschoolfriendsafteraquarterofacenturyG.andonly20%ofteenshavemetanonlinefriendinperson【答案】16.C17.G18.F19.A20.D【解析】【導(dǎo)語(yǔ)】本文是一篇議論文。文章主要討論了網(wǎng)絡(luò)友誼與現(xiàn)實(shí)友誼的異同及網(wǎng)絡(luò)對(duì)人際關(guān)系的影響?！?6題詳解】上文“TheInternetoffersusanopportunitytoknowmorepeoplewithverylittleeffort.(互聯(lián)網(wǎng)為我們提供了一個(gè)只需很少努力就能認(rèn)識(shí)更多人的機(jī)會(huì))”說(shuō)明了互聯(lián)網(wǎng)在交友方面的作用?？仗帒?yīng)是一個(gè)轉(zhuǎn)折或引出新話題的句子，下文“HowpeopleseeonlinefriendshipsandIRLfriendshipsdependsontheirage.(人們?nèi)绾慰创W(wǎng)絡(luò)友誼和現(xiàn)實(shí)生活中的友誼取決于他們的年齡)”開(kāi)始討論網(wǎng)絡(luò)友誼和現(xiàn)實(shí)友誼的問(wèn)題，所以空處應(yīng)引出關(guān)于網(wǎng)絡(luò)友誼和現(xiàn)實(shí)友誼的比較。所以C項(xiàng)“但是網(wǎng)絡(luò)友誼和現(xiàn)實(shí)生活中的友誼一樣嗎”符合語(yǔ)境。故選C?！?7題詳解】上文“ThePewResearchCenterfindsthat57%ofAmericanteensmakenewfriendsonline.However,italsofindsthatmost“digitalfriendships”juststayinthedigitalspace,(皮尤研究中心發(fā)現(xiàn)，57%的美國(guó)青少年在網(wǎng)上結(jié)交新朋友。然而，研究還發(fā)現(xiàn)，大多數(shù)“數(shù)字友誼”只停留在數(shù)字空間里)”表明大部分網(wǎng)絡(luò)友誼僅存在于網(wǎng)絡(luò)空間?？仗帒?yīng)繼續(xù)闡述網(wǎng)絡(luò)友誼的相關(guān)情況，所以G項(xiàng)“并且只有20%的青少年親自見(jiàn)過(guò)網(wǎng)友”進(jìn)一步說(shuō)明了青少年網(wǎng)友見(jiàn)面的比例，與上文構(gòu)成遞進(jìn)關(guān)系，都是關(guān)于青少年線上交友的具體數(shù)據(jù)和情況。故選G?！?8題詳解】上文“So,istheInternetbadforrelationships?Obviouslynot.Withoutthenet,(那么，互聯(lián)網(wǎng)對(duì)人際關(guān)系有害嗎？顯然不是。沒(méi)有網(wǎng)絡(luò))”說(shuō)明互聯(lián)網(wǎng)對(duì)人際關(guān)系有益，空處應(yīng)說(shuō)明沒(méi)有網(wǎng)絡(luò)的情況下會(huì)怎樣。F項(xiàng)“在四分之一個(gè)世紀(jì)后，我可能永遠(yuǎn)無(wú)法與我的高中朋友保持聯(lián)系了”舉例說(shuō)明了網(wǎng)絡(luò)對(duì)于保持朋友聯(lián)系的重要性，承接上文，符合語(yǔ)境。故選F。19題詳解】上文“83%ofteensocialmediausersbelievethatsocialmediamakesthemfeelmoreconnectedtotheirfriends’lives.(83%的青少年社交媒體用戶認(rèn)為社交媒體讓他們與朋友的生活聯(lián)系更緊密)”表明社交媒體的積極作用，下文“68%ofteensocialmediausersreporthavingexperiencedunpleasantfeelingstowardtheirfriendsonsocialmedia.26%ofallteenshavehadanargumentwithafriendoversomethingthathappenedonline.(68%的青少年社交媒體用戶表示在社交媒體上對(duì)朋友有過(guò)不愉快的感覺(jué)。26%的青少年曾因網(wǎng)上發(fā)生的事情與朋友發(fā)生過(guò)爭(zhēng)吵)”闡述了社交媒體的消極影響，所以空處應(yīng)是一個(gè)表示轉(zhuǎn)折的句子，引出社交媒體的負(fù)面作用。所以A項(xiàng)“然而，在線互動(dòng)有時(shí)會(huì)對(duì)現(xiàn)有的關(guān)系產(chǎn)生負(fù)面影響”符合語(yǔ)境。故選A?！?0題詳解】下文“Butthislinkmustbebasedonintimacyandfamiliarity.Andabalanceofonlineandofflineinteractionswillpavethewayforbetterrelationshipsintheworld.(但這種聯(lián)系必須建立在親密和熟悉的基礎(chǔ)上。線上和線下互動(dòng)的平衡將為世界上更好的人際關(guān)系鋪平道路)”強(qiáng)調(diào)了線上聯(lián)系的重要性以及線上線下互動(dòng)平衡的意義，空處應(yīng)說(shuō)明互聯(lián)網(wǎng)在人際關(guān)系中的重要性。D項(xiàng)“互聯(lián)網(wǎng)無(wú)疑是分隔兩地的人們之間的寶貴紐帶”符合語(yǔ)境，下文中的thislink指代該選項(xiàng)中的“aninvaluablelinkbetweenpeopleseparatedbydistance”。故選D。第三部分：語(yǔ)言運(yùn)用(共兩節(jié)，滿分30分)第一節(jié)完形填空(共15小題，每小題1分，滿分15分)閱讀下面短文，從短文后各題所給的A、B、C和D四個(gè)選項(xiàng)中，選出可以填入空白處的最佳選項(xiàng)。LuisEscobar,acoachatSt.JosephHigh,was____21____afunideatochangethepracticeforhissummerprogram.Therefore,he____22____14runnersfromhisschooltothelocalanimalshelterandpairedthemwith14dogs.“WhenIfirstpresentedthe____23____,therewerealotofeyerolls,”hesaid.Afterall,itwasagroupofhighschool____24____.However,thegroupgotabitexcitedwhentheyweretoldtherunwould____25____aspartoftheircommunityservicethateveryoneattheirhighschoolhadtomeet.Thenoncethestudentssawthedogs,theybecamejusttruly____26____.Afterashortintroduction,thegroupwentforamileandahalfrun.Escobarfilmedthe____27____practiceandpostedthevideoonline.Itspread____28____andwassharedbymillionsofpeopleonsocialmedia.Therewerethousandsofcommentsanditwasquickly____29____bylocalnews.Escobarwasshocked.Soon,manycoacheshavecalledEscobar,____30____howtheycanparticipateinsimilarrunswiththeirteams.Andadogequipmentcompanyhas____31____newharnesses(背帶牽引繩)totheshelter,sothedogscangoforamorecomfortablerun.Andtherewasmoregood____32____.Fred,whoranwithJosh,oneofthe14highschoolrunners,becamealuckydog—hisstoryhadthe____33____ending.Aftertherun,Joshconvincedhismomthattheirfamilyneededto____34____Fred.“Oncehewasjustthislittledogtrembling(顫抖)inametalcage,”Escobarsaid,“Andnowheisliving____35____withJoshandhisfamily.”21.A.switchingon B.turningoff C.lookingfor D.givingaway22.A.blamed B.combined C.deleted D.took23.A.idea B.concept C.belief D.ability24.A.assistants B.candidates C.employees D.students25.A.depend B.break C.count D.train26.A.disappointed B.enthusiastic C.competitive D.relaxed27.A.special B.frightening C.embarrassing D.gentle28.A.merely B.difficultly C.impossibly D.quickly29.A.demanded B.reported C.convinced D.founded30.A.inquiring B.commenting C.complaining D.grasping31.A.declared B.donated C.negotiated D.suspected32.