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專(zhuān)題練(五)　說(shuō)明文閱讀(1)
知考法　明考向：說(shuō)明文通常是通過(guò)舉例子、作比較、分類(lèi)別、析結(jié)果、列數(shù)字和下定義等手段，具體描述一項(xiàng)研究或者介紹一項(xiàng)新產(chǎn)品、新技術(shù)的文章，旨在讓讀者了解信息。說(shuō)明文閱讀量大，生僻詞匯多，句式結(jié)構(gòu)復(fù)雜，題目往往以細(xì)節(jié)理解題、推理判斷題、主旨大意題或詞義猜測(cè)題為主。出題人經(jīng)常在長(zhǎng)難句上做文章。
(2024·浙江1月，D)
The Stanford marshmallow(棉花糖) test was originally conducted by psychologist Walter Mischel in the late 1960s.Children aged four to six at a nursery school were placed in a room.A single sugary ①treat，selected by the child，was placed on a table.Each child was told if they waited for 15 minutes before eating the treat，they would be given a second treat.Then they were left alone in the room.②Follow-up studies with the children later in life showed a connection between an ability to wait long enough to obtain a second treat and various forms of success.
As adults we face a version of the marshmallow test every day.We’re not tempted(誘惑) by sugary treats，but by our computers，phones，and tablets—all the devices that connect us to the global delivery system for various types of information that do to us what marshmallows do to preschoolers.
We are tempted by sugary treats because our ancestors lived in a calorie-poor world，and our brains developed a response mechanism to these treats that reflected their value—a feeling of reward and satisfaction.But as we’ve reshaped the world around us，③dramatically reducing the cost and effort involved in obtaining calories，we still have the same brains we had thousands of years ago，and this ④mismatch is at the heart of why so many of us struggle to resist tempting foods that we know we shouldn’t eat.
A similar process is at work in our response to information.Our formative environment as a species was information-poor，so our brains developed a mechanism that ⑤prized new information.But global connectivity has greatly changed our information environment.We are now ceaselessly bombarded(轟炸) with new information.Therefore，just as we need to be more thoughtful about our caloric consumption，we also need to be more thoughtful about our information consumption，resisting the temptation of the mental “junk food” in order to manage our time most effectively.
32．What did the children need to do to get a second treat in Mischel’s test
A．Take an examination alone.
B．Show respect for the researchers.
C．Share their treats with others.
D．Delay eating for fifteen minutes.
33．According to paragraph 3，there is a mismatch between ________.
A．the calorie-poor world and our good appetites
B．the shortage of sugar and our nutritional needs
C．the rich food supply and our unchanged brains
D．the tempting foods and our efforts to keep fit
34．What does the author suggest readers do
A．Absorb new information readily.
B．Be selective information consumers.
C．Use diverse information sources.
D．Protect the information environment.
35．Which of the following is the best title for the text
A．Eat Less，Read More
B．The Bitter Truth About Early Humans
C．The Later，the Better
D．The Marshmallow Test for Grownups
語(yǔ)境猜詞 ①treat (熟義：v.治療；對(duì)待)　生義(文義)：n.____________________ ②follow-up＝(合)follow＋up ____________________ ③dramatically＝(派)dramatic＋al＋ly____________________ ④mismatch＝(派)mis＋match____________________ ⑤prize(轉(zhuǎn))n.→v.____________________
以上試題中第35題考查標(biāo)題歸納，解題技法如下：
A
(2024·河北石家莊三模)
Sensory-based food education given to 3- to 5-year-old children in the kindergarten increases their willingness to choose vegetables and fruit，according to a new study from the University of Eastern Finland.
The researchers used the sensory-based food education method Sapere，which makes use of children’s natural way of relying on all of the five senses when learning new things.In the Sapere method，children are given an active role around food，and they are encouraged to share their sensory experiences.For example，kindergartens can introduce different vegetables and fruit to children in hands-on sessions，they can involve children in baking and cooking，and they can offer children opportunities for growing their own vegetables in the kindergarten backyard.Food-related themes can also be included in books and games.
“There are several different ways to do this.However，it always starts from sensory-based learning and child engagement.Doing and experiencing things together is also an important aspect，” says Kaisa K hk nen，a researcher and nutritionist from the University of Eastern Finland.
The researchers compared children in different kindergarten groups.Some were offered sensory-based food education，while others weren’t.Children were offered a snack buffet containing different vegetables and fruit to choose from，and the researchers took photos of their plates to analyse their willingness to choose and eat these food items.
The findings show that sensory-based food education increased children’s willingness to choose vegetables and fruit，especially among children whose mothers have a lower educational background.On average，children of lower educated parents tend to eat less vegetables and fruit.This is how food education given in the kindergarten can help even_out dietary gap between families.
“Another interesting finding is that the Sapere food education method also seems to improve the eating atmosphere in kindergarten groups.This encouraged children who were picky eaters to choose a more diverse selection on their plate，” K hk nen explains.
Positive and personal food-related experiences gained in the kindergarten can help adjust dietary preferences in a direction that is beneficial to health.Dietary preferences learned in early childhood often stick with a person all the way to adolescence and adulthood.
1．What can we know about the Sapere method
A．It improves kids’ five senses.
B．It enables kids to read more books.
C．It supplies various healthy food to kids.
D．It involves kids in active food-related activities.
2．What is paragraph 4 mainly about
A．The research purpose.
B．The research process.
C．The research findings.
D．The research evaluation.
3．What does the underlined part “even out” in paragraph 5 probably mean
A．Narrow. B．Identify.
C．Analyze. D．Examine.
4．What might be the best title for the text
A．Benefits of Eating Fruit and Vegetables
B．Differences in Family Dietary Preferences
C．Necessity for Kids to Form Learning Habits
D．New Method to Promote Kids’ Healthy Eating
B
(2024·廣東韶關(guān)二模)
Would a person born blind，who has learned to distinguish objects by touch，be able to recognize them purely by sight if he ①regained the ability to see The question，known as Molyneux’s problem，is about whether the human mind has a built-in concept of shapes that is so ②inborn that a blind person could immediately recognize an object with restored vision.Alternatively，the concepts of shapes are not inborn but have to be learned by exploring an object through sight，touch and other senses.
After their attempt to test it in blind children failed，Lars Chittka of Queen Mary University of London and his team carried out another experiment on bumblebees.To test whether bumblebees can form an internal representation of objects，they first trained the insects to distinguish globes from cubes using a sugar reward.The bees were first trained in the light，where they could see but not touch the objects.Then they were tested in the dark，where they could touch but not see the items.The researchers found that the insects spent more time in contact with the shape they had been trained to associate with the sugar reward，even though they had to rely on touch rather than sight to distinguish the objects.
The researchers also did the opposite test with ③untrained bumblebees，first teaching them with rewards in the dark and then testing them in the light.Again，the bees were able to recognize the shape associated with the sugar reward，though they had to rely on sight rather than touch in the test.In short，bees have solved Molyneux’s problem because the fact suggests that they can ④picture object features and access them through sight or touch.
However，some experts express their warnings against the result.Jonathan Birch，a philosopher of science，cautions that the bees may have had prior experience associating visual and tactile(觸覺(jué)) information about straight edges and curved surfaces in their nests.
5．What is Molyneux’s problem about
A．Whether mankind’s sense of touch outweighs sight.
B．Whether mankind’s idea of shape is inborn or learned.
C．Whether blind people can identify the shape of an item.
D．Whether the blind can regain their sense of touch after recovery.
6．How did Lars Chittka and his colleagues try to figure out Molyneux’s problem
A．By experimentation on blind children.
B．By conducting controlled experiments.
C．By rewarding bumblebees with sugar.
D．By observing bumblebees in their nests.
7．What is Jonathan Birch’s attitude towards the conclusion of the bee experiments
A．Skeptical. B．Supportive.
C．Dismissive. D．Ambiguous.
8．Which of the following can be the best title of the passage
A．Scientists Found Senses Matter
B．Visual-Tactile Puzzle Has Been Solved
C．Experiments Will Help the Blind Regain Sight
D．Bumblebees May Help Solve Molyneux’s Problem
語(yǔ)境猜詞 ①regain＝(派)re＋gain ____________________ ②inborn＝(合)in＋born ____________________ ③untrained＝(派)un＋train＋ed ____________________ ④picture(轉(zhuǎn))n.→v.____________________
C
(2024·湘豫名校一模)
Do you want to ensure your child hits their expected ①developmental milestones New UBC research suggests living in areas with high exposure to green space can help set them up for success.
For the study，the researchers at UBC analyzed the developmental scores of 27,372 children in Metro Vancouver who attended kindergarten between 2005 and 2011.They estimated the amount of green space around each child’s residence from birth to age five.They also assessed levels of ②traffic-related air pollution and community noise.
The results highlight the fundamental importance of natural green spaces like street trees，parks and community gardens.“Most of the children were doing well in their development，in terms of language skills，cognitive(認(rèn)知的) capacity，socialization and other outcomes，” says Ingrid Jarvis，a PhD candidate in the Department of Forest and Conservation Sciences at UBC.“But what’s interesting is that those children living in a residential location with more vegetation and richer natural environments showed better overall development than their peers with less green space.”
According to the researchers，the reason for this is partly green spaces’ ability to reduce the harmful effects of air pollution and noise—environmental challenges that have been shown to adversely(不利地) affect children’s health and development through increased stress，sleep disturbances and central nervous system damage.“Few studies have investigated this pathway linking green space and developmental outcomes among children，” adds Jarvis.
The researchers assessed early childhood development using the Early Development Instrument (EDI)，a survey completed by kindergarten teachers for each child.The tool measures a child’s ability to meet ③age-appropriate developmental expectations.
“More research is needed，but our findings suggest that urban planning efforts to increase green space in residential neighbourhoods and around schools are beneficial to early childhood development，with potential health benefits throughout life，” says the study’s senior author Matilda Bosch.“Time in nature can benefit everyone，but if we want our children to have a good head start，it’s important to provide an enriching environment through nature contact.”
9．Which is a key factor in the researchers’ study
A．The kids’ scores from school exams.
B．The average IQ score of the subjects.
C．The green space where the kids lived.
D．The air pollution level of the whole city.
10．What’s the message implied in paragraph 4
A．Air pollution is largely to blame for kids’ failures.
B．Kids living in a noisy area tend to feel more stressed.
C．Pollution harms kids’ nervous system more than noise.
D．Green space is directly linked to kids’ mental development.
11．What does Matilda Bosch stress in the last paragraph
A．The importance of nature in kids’ growth.
B．The role of research in scientific work.
C．The proper way of giving a good start to kids.
D．The urgency of expanding green space in cities.
12．What could be a suitable title for the text
A．What Are the Health Effects of Noise Pollution
B．Green Space：A Guarantee for Kids’ Future Success
C．Urban Green Space and Its Impact on Human Health
D．Time in Nature Aids Early Childhood Development
語(yǔ)境猜詞 ①developmental＝(派)development＋al____________________ ②traffic-related＝(合)traffic＋related____________________ ③age-appropriate＝(合)age＋appropriate____________________
語(yǔ)境猜詞答案
[做真題　悟技法]　①款待　②進(jìn)一步的　③顯著地　④不匹配　⑤高度重視
[練模擬　提能力]　B．①重新獲得　②天生的，先天的　③未受訓(xùn)練的，未經(jīng)培養(yǎng)的　④想象　C．①發(fā)展的　②與交通相關(guān)的　③適齡的
答案精析
做真題　悟技法
32．D　[細(xì)節(jié)理解題。根據(jù)第一段第四句“Each child was told if they waited for 15 minutes before eating the treat，they would be given a second treat.”可知，D項(xiàng)正確。故選D。]
33．C　[細(xì)節(jié)理解題。根據(jù)第三段最后一句“But as we’ve reshaped the world around us...we still have the same brains we had thousands of years ago，and this mismatch is at the heart of...”可知，豐富的食物供應(yīng)和我們不曾改變的大腦之間存在不匹配。故選C。]
34．B　[細(xì)節(jié)理解題。根據(jù)最后一段最后一句中的“we also need to be more thoughtful about our information consumption...resisting the temptation of...to manage our time most effectively”可知，作者建議讀者做有選擇性的信息消費(fèi)者。故選B。]
35．D　[標(biāo)題歸納題。根據(jù)第二段及全文內(nèi)容可知，文章介紹了斯坦福棉花糖測(cè)驗(yàn)及其對(duì)成年人的指導(dǎo)意義。故選D。]
練模擬　提能力
語(yǔ)篇解讀　這是一篇說(shuō)明文。文章主要介紹了東芬蘭大學(xué)的一項(xiàng)新研究發(fā)現(xiàn)，針對(duì)3－5歲幼兒的基于感官的食物教育能提高其蔬果選擇意愿，Sapere方法通過(guò)實(shí)踐活動(dòng)與五感學(xué)習(xí)有效促進(jìn)健康飲食習(xí)慣的形成，有利于縮小家庭間的飲食差異。
1．D　[細(xì)節(jié)理解題。根據(jù)第二段最后兩句“例如，幼兒園可以在實(shí)踐課程中向孩子們介紹不同的蔬菜和水果，讓孩子們參與烘焙和烹飪，并為孩子們提供在幼兒園后院種植自己蔬菜的機(jī)會(huì)。與食物相關(guān)的主題也可以包含在書(shū)籍和游戲中”可知，Sapere方法讓孩子們積極參與到與食物相關(guān)的活動(dòng)中。故選D。]
2．B　[段落大意題。第四段詳細(xì)介紹了研究的具體操作過(guò)程，包括將孩子分成不同組別，研究人員提供包含各種蔬菜和水果的零食自助餐，然后通過(guò)拍攝孩子們盤(pán)中的食物來(lái)分析他們選擇和食用這些食物的意愿。所以本段主要介紹了研究的實(shí)施步驟。故選B。]
3．A　[詞義猜測(cè)題。根據(jù)第五段第一句“研究結(jié)果表明，基于感官的食物教育提高兒童選擇蔬菜和水果的意愿，尤其是在母親教育背景較低的兒童中”可知，食物教育在提高兒童選擇蔬菜和水果的意愿方面起著重要的作用。所以幼兒園的基于感官的食物教育可以幫助縮小不同家庭間孩子在飲食習(xí)慣上的差異。所以even out的意思為“縮小”。故選A。]
4．D　[標(biāo)題歸納題。綜合全文內(nèi)容，尤其根據(jù)第一段可知，文章主要介紹了一項(xiàng)新的研究，即通過(guò)感官為基礎(chǔ)的食物教育方法(Sapere方法)來(lái)提高學(xué)齡前兒童選擇蔬菜和水果的意愿，從而促進(jìn)他們的健康飲食習(xí)慣。文章內(nèi)容圍繞這一教育方法的實(shí)施、效果及其對(duì)孩子飲食選擇的正面影響展開(kāi)。所以D項(xiàng)“一種促進(jìn)孩子健康飲食的新方法”是本文的最佳標(biāo)題。故選D。]
語(yǔ)篇解讀　本文是一篇說(shuō)明文。文章主要講述了通過(guò)大黃蜂實(shí)驗(yàn)研究莫利紐克斯問(wèn)題，即一個(gè)天生失明但通過(guò)觸摸學(xué)會(huì)區(qū)分物體的人在恢復(fù)視力后是否能夠通過(guò)視覺(jué)來(lái)識(shí)別物體。
5．B　[細(xì)節(jié)理解題。根據(jù)第一段中“The question，known as Molyneux’s problem，is about whether the human mind has a builtin concept of shapes...but have to be learned by exploring an object through sight，touch and other senses.”可知，莫利紐克斯問(wèn)題的內(nèi)容是人類(lèi)對(duì)形狀的認(rèn)知是天生的還是后天習(xí)得的。故選B。]
6．B　[推理判斷題。根據(jù)第二段第二至四句可知，Lars Chittka和他的同事是通過(guò)開(kāi)展控制實(shí)驗(yàn)來(lái)研究莫利紐克斯問(wèn)題。故選B。]
7．A　[觀點(diǎn)態(tài)度題。根據(jù)最后一段“However，some experts express their warnings against the result.Jonathan Birch...cautions that...”可知，Jonathan Birch對(duì)由蜜蜂實(shí)驗(yàn)得出的結(jié)論持懷疑的態(tài)度。故選A。]
8．D　[標(biāo)題歸納題。縱觀全文可知，本文主要講述了通過(guò)大黃蜂實(shí)驗(yàn)研究莫利紐克斯問(wèn)題，所以D項(xiàng)是本文最好的標(biāo)題。故選D。]
語(yǔ)篇解讀　本文是一篇說(shuō)明文。一項(xiàng)研究表明居住地環(huán)境的綠地面積對(duì)兒童的早期全面發(fā)展有顯著的影響。
9．C　[細(xì)節(jié)理解題。根據(jù)第二段中的“They estimated the amount of green space around...They also assessed levels of trafficrelated air pollution and community noise.”以及第三段中的“The results highlight the...of natural green spaces...gardens.”可知，研究中的一個(gè)關(guān)鍵因素是孩子們居住地的綠地面積。故選C。]
10．B　[推理判斷題。根據(jù)第四段首句“...air pollution and noise—environmental challenges that have been shown to adversely(不利地) affect children’s health and development through increased stress，sleep disturbances and central nervous system damage.”可知，居住地的噪聲會(huì)加大孩子們的心理壓力。故選B。]
11．A　[推理判斷題。根據(jù)最后一段末句“Time in nature can benefit everyone，but if we want our children to have a good head start，it’s important to provide an enriching environment through nature contact.”可知，Matilda Bosch強(qiáng)調(diào)了大自然在孩子們的健康成長(zhǎng)中所起到的重要作用。故選A。]
12．D　[標(biāo)題歸納題。通讀全文可知，本文主要介紹了一項(xiàng)研究表明，居住地環(huán)境的綠地面積對(duì)兒童的早期全面發(fā)展有顯著的影響。D項(xiàng)“大自然中的時(shí)間有助于兒童早期發(fā)展”適合作本文標(biāo)題。故選D。](共48張PPT)
專(zhuān)題一　四選一閱讀
專(zhuān)題練(五)
說(shuō)明文閱讀(1)
說(shuō)明文通常是通過(guò)舉例子、作比較、分類(lèi)別、析結(jié)果、列數(shù)字和下定義等手段，具體描述一項(xiàng)研究或者介紹一項(xiàng)新產(chǎn)品、新技術(shù)的文章，旨在讓讀者了解信息。說(shuō)明文閱讀量大，生僻詞匯多，句式結(jié)構(gòu)復(fù)雜，題目往往以細(xì)節(jié)理解題、推理判斷題、主旨大意題或詞義猜測(cè)題為主。出題人經(jīng)常在長(zhǎng)難句上做文章。
知考法　明考向
內(nèi)容索引
做真題　悟技法
練模擬　提能力
(2024·浙江1月，D)
The Stanford marshmallow(棉花糖) test was originally conducted by psychologist Walter Mischel in the late 1960s.Children aged four to six at a nursery school were placed in a room.A single sugary ①treat，selected by the child，was placed on a table.Each child was told if they waited for 15 minutes before eating the treat，they would be given a second treat.Then they were left alone in the room.②Follow-up studies with the children later in life showed a connection between an ability to wait long enough to obtain a second treat and various forms of success.
做真題 悟技法
語(yǔ)篇解讀　這是一篇說(shuō)明文。文章介紹了斯坦福棉花糖測(cè)驗(yàn)及其對(duì)成年人的指導(dǎo)意義。
As adults we face a version of the marshmallow test every day.We’re not tempted(誘惑) by sugary treats，but by our computers，phones，and tablets—all the devices that connect us to the global delivery system for various types of information that do to us what marshmallows do to preschoolers.
We are tempted by sugary treats because our ancestors lived in a calorie-poor world，and our brains developed a response mechanism to these treats that reflected their value—a feeling of reward and satisfaction.But as we’ve reshaped the world around us，③dramatically reducing the cost and effort involved in obtaining calories，we still have the same brains we had thousands of years ago，and this ④mismatch is at the heart of why so many of us struggle to resist tempting foods that we know we shouldn’t eat.
A similar process is at work in our response to information.Our formative environment as a species was information-poor，so our brains developed a mechanism that ⑤prized new information.But global connectivity has greatly changed our information environment.We are now ceaselessly bombarded(轟炸) with new information.Therefore，just as we need to be more thoughtful about our caloric consumption，we also need to be more thoughtful about our information consumption，resisting the temptation of the mental “junk food” in order to manage our time most effectively.
32.What did the children need to do to get a second treat in Mischel’s test
A.Take an examination alone.
B.Show respect for the researchers.
C.Share their treats with others.
D.Delay eating for fifteen minutes.
細(xì)節(jié)理解題。根據(jù)第一段第四句“Each child was told if they waited for 15 minutes before eating the treat，they would be given a second treat.”可知，D項(xiàng)正確。故選D。
√
33.According to paragraph 3，there is a mismatch between ________.
A.the calorie-poor world and our good appetites
B.the shortage of sugar and our nutritional needs
C.the rich food supply and our unchanged brains
D.the tempting foods and our efforts to keep fit
細(xì)節(jié)理解題。根據(jù)第三段最后一句“But as we’ve reshaped the world around us...we still have the same brains we had thousands of years ago，and this mismatch is at the heart of...”可知，豐富的食物供應(yīng)和我們不曾改變的大腦之間存在不匹配。故選C。
√
34.What does the author suggest readers do
A.Absorb new information readily.
B.Be selective information consumers.
C.Use diverse information sources.
D.Protect the information environment.
細(xì)節(jié)理解題。根據(jù)最后一段最后一句中的“we also need to be more thoughtful about our information consumption...resisting the temptation of...to manage our time most effectively”可知，作者建議讀者做有選擇性的信息消費(fèi)者。故選B。
√
35.Which of the following is the best title for the text
A.Eat Less，Read More
B.The Bitter Truth About Early Humans
C.The Later，the Better
D.The Marshmallow Test for Grownups
標(biāo)題歸納題。根據(jù)第二段及全文內(nèi)容可知，文章介紹了斯坦福棉花糖測(cè)驗(yàn)及其對(duì)成年人的指導(dǎo)意義。故選D。
√
①treat (熟義：v.治療；對(duì)待)　生義(文義)：n.______
②follow-up＝(合)follow＋up __________
③dramatically＝(派)dramatic＋al＋ly ________
④mismatch＝(派)mis＋match ________
⑤prize(轉(zhuǎn))n.→v.__________
款待
進(jìn)一步的
顯著地
語(yǔ)境猜詞
不匹配
高度重視
以上試題中第35題考查標(biāo)題歸納，解題技法如下：
返回
技法點(diǎn)撥
A
(2024·河北石家莊三模)
Sensory-based food education given to 3- to 5-year-old children in the kindergarten increases their willingness to choose vegetables and fruit，according to a new study from the University of Eastern Finland.
語(yǔ)篇解讀　這是一篇說(shuō)明文。文章主要介紹了東芬蘭大學(xué)的一項(xiàng)新研究發(fā)現(xiàn)，針對(duì)3－5歲幼兒的基于感官的食物教育能提高其蔬果選擇意愿，Sapere方法通過(guò)實(shí)踐活動(dòng)與五感學(xué)習(xí)有效促進(jìn)健康飲食習(xí)慣的形成，有利于縮小家庭間的飲食差異。
練模擬 提能力
The researchers used the sensory-based food education method Sapere，which makes use of children’s natural way of relying on all of the five senses when learning new things.In the Sapere method，children are given an active role around food，and they are encouraged to share their sensory experiences.For example，kindergartens can introduce different vegetables and fruit to children in hands-on sessions，they can involve children in baking and cooking，and they can offer children opportunities for growing their own vegetables in the kindergarten backyard.Food-related themes can also be included in books and games.
“There are several different ways to do this.However，it always starts from sensory-based learning and child engagement.Doing and experiencing things together is also an important aspect，” says Kaisa K hk nen，a researcher and nutritionist from the University of Eastern Finland.
The researchers compared children in different kindergarten groups.Some were offered sensory-based food education，while others weren’t.Children were offered a snack buffet containing different vegetables and fruit to choose from，and the researchers took photos of their plates to analyse their willingness to choose and eat these food items.
The findings show that sensory-based food education increased children’s willingness to choose vegetables and fruit，especially among children whose mothers have a lower educational background.On average，children of lower educated parents tend to eat less vegetables and fruit.This is how food education given in the kindergarten can help even_out dietary gap between families.
“Another interesting finding is that the Sapere food education method also seems to improve the eating atmosphere in kindergarten groups.This encouraged children who were picky eaters to choose a more diverse selection on their plate，” K hk nen explains.
Positive and personal food-related experiences gained in the kindergarten can help adjust dietary preferences in a direction that is beneficial to health.Dietary preferences learned in early childhood often stick with a person all the way to adolescence and adulthood.
1.What can we know about the Sapere method
A.It improves kids’ five senses.
B.It enables kids to read more books.
C.It supplies various healthy food to kids.
D.It involves kids in active food-related activities.
√
細(xì)節(jié)理解題。根據(jù)第二段最后兩句“例如，幼兒園可以在實(shí)踐課程中向孩子們介紹不同的蔬菜和水果，讓孩子們參與烘焙和烹飪，并為孩子們提供在幼兒園后院種植自己蔬菜的機(jī)會(huì)。與食物相關(guān)的主題也可以包含在書(shū)籍和游戲中”可知，Sapere方法讓孩子們積極參與到與食物相關(guān)的活動(dòng)中。故選D。
2.What is paragraph 4 mainly about
A.The research purpose. B.The research process.
C.The research findings. D.The research evaluation.
段落大意題。第四段詳細(xì)介紹了研究的具體操作過(guò)程，包括將孩子分成不同組別，研究人員提供包含各種蔬菜和水果的零食自助餐，然后通過(guò)拍攝孩子們盤(pán)中的食物來(lái)分析他們選擇和食用這些食物的意愿。所以本段主要介紹了研究的實(shí)施步驟。故選B。
√
3.What does the underlined part “even out” in paragraph 5 probably mean
A.Narrow. B.Identify.
C.Analyze. D.Examine.
√
詞義猜測(cè)題。根據(jù)第五段第一句“研究結(jié)果表明，基于感官的食物教育提高兒童選擇蔬菜和水果的意愿，尤其是在母親教育背景較低的兒童中”可知，食物教育在提高兒童選擇蔬菜和水果的意愿方面起著重要的作用。所以幼兒園的基于感官的食物教育可以幫助縮小不同家庭間孩子在飲食習(xí)慣上的差異。所以even out的意思為“縮小”。故選A。
4.What might be the best title for the text
A.Benefits of Eating Fruit and Vegetables
B.Differences in Family Dietary Preferences
C.Necessity for Kids to Form Learning Habits
D.New Method to Promote Kids’ Healthy Eating
√
標(biāo)題歸納題。綜合全文內(nèi)容，尤其根據(jù)第一段可知，文章主要介紹了一項(xiàng)新的研究，即通過(guò)感官為基礎(chǔ)的食物教育方法(Sapere方法)來(lái)提高學(xué)齡前兒童選擇蔬菜和水果的意愿，從而促進(jìn)他們的健康飲食習(xí)慣。文章內(nèi)容圍繞這一教育方法的實(shí)施、效果及其對(duì)孩子飲食選擇的正面影響展開(kāi)。所以D項(xiàng)“一種促進(jìn)孩子健康飲食的新方法”是本文的最佳標(biāo)題。故選D。
B
(2024·廣東韶關(guān)二模)
Would a person born blind，who has learned to distinguish objects by touch，be able to recognize them purely by sight if he ①regained the ability to see The question，known as Molyneux’s problem，is about whether the human mind has a built-in concept of shapes that is so ②inborn that a blind person could immediately recognize an object with restored vision.Alternatively，the concepts of shapes are not inborn but have to be learned by exploring an object through sight，touch and other senses.
語(yǔ)篇解讀　本文是一篇說(shuō)明文。文章主要講述了通過(guò)大黃蜂實(shí)驗(yàn)研究莫利紐克斯問(wèn)題，即一個(gè)天生失明但通過(guò)觸摸學(xué)會(huì)區(qū)分物體的人在恢復(fù)視力后是否能夠通過(guò)視覺(jué)來(lái)識(shí)別物體。
After their attempt to test it in blind children failed，Lars Chittka of Queen Mary University of London and his team carried out another experiment on bumblebees.To test whether bumblebees can form an internal representation of objects，they first trained the insects to distinguish globes from cubes using a sugar reward.The bees were first trained in the light，where they could see but not touch the objects.Then they were tested in the dark，where they could touch but not see the items.The researchers found that the insects spent more time in contact with the shape they had been trained to associate with the sugar reward，even though they had to rely on touch rather than sight to distinguish the objects.
The researchers also did the opposite test with ③untrained bumblebees，first teaching them with rewards in the dark and then testing them in the light.Again，the bees were able to recognize the shape associated with the sugar reward，though they had to rely on sight rather than touch in the test.In short，bees have solved Molyneux’s problem because the fact suggests that they can ④picture object features and access them through sight or touch.
However，some experts express their warnings against the result.Jonathan Birch，a philosopher of science，cautions that the bees may have had prior experience associating visual and tactile(觸覺(jué)) information about straight edges and curved surfaces in their nests.
5.What is Molyneux’s problem about
A.Whether mankind’s sense of touch outweighs sight.
B.Whether mankind’s idea of shape is inborn or learned.
C.Whether blind people can identify the shape of an item.
D.Whether the blind can regain their sense of touch after recovery.
√
細(xì)節(jié)理解題。根據(jù)第一段中“The question，known as Molyneux’s problem，is about whether the human mind has a built-in concept of shapes...but have to be learned by exploring an object through sight，touch and other senses.”可知，莫利紐克斯問(wèn)題的內(nèi)容是人類(lèi)對(duì)形狀的認(rèn)知是天生的還是后天習(xí)得的。故選B。
6.How did Lars Chittka and his colleagues try to figure out Molyneux’s problem
A.By experimentation on blind children.
B.By conducting controlled experiments.
C.By rewarding bumblebees with sugar.
D.By observing bumblebees in their nests.
√
推理判斷題。根據(jù)第二段第二至四句可知，Lars Chittka和他的同事是通過(guò)開(kāi)展控制實(shí)驗(yàn)來(lái)研究莫利紐克斯問(wèn)題。故選B。
7.What is Jonathan Birch’s attitude towards the conclusion of the bee experiments
A.Skeptical. B.Supportive.
C.Dismissive. D.Ambiguous.
√
觀點(diǎn)態(tài)度題。根據(jù)最后一段“However，some experts express their warnings against the result.Jonathan Birch...cautions that...”可知，Jonathan Birch對(duì)由蜜蜂實(shí)驗(yàn)得出的結(jié)論持懷疑的態(tài)度。故選A。
8.Which of the following can be the best title of the passage
A.Scientists Found Senses Matter
B.Visual-Tactile Puzzle Has Been Solved
C.Experiments Will Help the Blind Regain Sight
D.Bumblebees May Help Solve Molyneux’s Problem
√
標(biāo)題歸納題。縱觀全文可知，本文主要講述了通過(guò)大黃蜂實(shí)驗(yàn)研究莫利紐克斯問(wèn)題，所以D項(xiàng)是本文最好的標(biāo)題。故選D。
①regain＝(派)re＋gain __________
②inborn＝(合)in＋born _________________
③untrained＝(派)un＋train＋ed _________________________
④picture(轉(zhuǎn))n.→v.______
重新獲得
天生的，先天的
未受訓(xùn)練的，未經(jīng)培養(yǎng)的
語(yǔ)境猜詞
想象
C
(2024·湘豫名校一模)
Do you want to ensure your child hits their expected ①developmental milestones New UBC research suggests living in areas with high exposure to green space can help set them up for success.
語(yǔ)篇解讀　本文是一篇說(shuō)明文。一項(xiàng)研究表明居住地環(huán)境的綠地面積對(duì)兒童的早期全面發(fā)展有顯著的影響。
For the study，the researchers at UBC analyzed the developmental scores of 27,372 children in Metro Vancouver who attended kindergarten between 2005 and 2011.They estimated the amount of green space around each child’s residence from birth to age five.They also assessed levels of ②traffic-related air pollution and community noise.
The results highlight the fundamental importance of natural green spaces like street trees，parks and community gardens.“Most of the children were doing well in their development，in terms of language skills，cognitive(認(rèn)知的) capacity，socialization and other outcomes，” says Ingrid Jarvis，a PhD candidate in the Department of Forest and Conservation Sciences at UBC.“But what’s interesting is that those children living in a residential location with more vegetation and richer natural environments showed better overall development than their peers with less green space.”
According to the researchers，the reason for this is partly green spaces’ ability to reduce the harmful effects of air pollution and noise—environmental challenges that have been shown to adversely(不利地) affect children’s health and development through increased stress，sleep disturbances and central nervous system damage.“Few studies have investigated this pathway linking green space and developmental outcomes among children，” adds Jarvis.
The researchers assessed early childhood development using the Early Development Instrument (EDI)，a survey completed by kindergarten teachers for each child.The tool measures a child’s ability to meet ③age-appropriate developmental expectations.
“More research is needed，but our findings suggest that urban planning efforts to increase green space in residential neighbourhoods and around schools are beneficial to early childhood development，with potential health benefits throughout life，” says the study’s senior author Matilda Bosch.“Time in nature can benefit everyone，but if we want our children to have a good head start，it’s important to provide an enriching environment through nature contact.”
細(xì)節(jié)理解題。根據(jù)第二段中的“They estimated the amount of green space around...They also assessed levels of traffic-related air pollution and community noise.”以及第三段中的“The results highlight the...of natural green spaces...gardens.”可知，研究中的一個(gè)關(guān)鍵因素是孩子們居住地的綠地面積。故選C。
10.What’s the message implied in paragraph 4
A.Air pollution is largely to blame for kids’ failures.
B.Kids living in a noisy area tend to feel more stressed.
C.Pollution harms kids’ nervous system more than noise.
D.Green space is directly linked to kids’ mental development.
√
推理判斷題。根據(jù)第四段首句“...air pollution and noise—environmental challenges that have been shown to adversely(不利地) affect children’s health and development through increased stress，sleep disturbances and central nervous system damage.”可知，居住地的噪聲會(huì)加大孩子們的心理壓力。故選B。
11.What does Matilda Bosch stress in the last paragraph
A.The importance of nature in kids’ growth.
B.The role of research in scientific work.
C.The proper way of giving a good start to kids.
D.The urgency of expanding green space in cities.
√
推理判斷題。根據(jù)最后一段末句“Time in nature can benefit everyone，but if we want our children to have a good head start，it’s important to provide an enriching environment through nature contact.”可知，Matilda Bosch強(qiáng)調(diào)了大自然在孩子們的健康成長(zhǎng)中所起到的重要作用。故選A。
12.What could be a suitable title for the text
A.What Are the Health Effects of Noise Pollution
B.Green Space：A Guarantee for Kids’ Future Success
C.Urban Green Space and Its Impact on Human Health
D.Time in Nature Aids Early Childhood Development
√
標(biāo)題歸納題。通讀全文可知，本文主要介紹了一項(xiàng)研究表明，居住地環(huán)境的綠地面積對(duì)兒童的早期全面發(fā)展有顯著的影響。D項(xiàng)“大自然中的時(shí)間有助于兒童早期發(fā)展”適合作本文標(biāo)題。故選D。
①developmental＝(派)development＋al ________
②traffic-related＝(合)traffic＋related _______________
③age-appropriate＝(合)age＋appropriate ________
發(fā)展的
與交通相關(guān)的
適齡的
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語(yǔ)境猜詞

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