第二部分：阅读理解（共两节，40分）
第一节（共15小题；每小题2分，共30分）阅读下列短文，从每题所给的A、B、C、D四个选项中，选出最佳选项，并在答题纸上 将该项涂黑。
A
What are some of your favourite memories of the University?
In preparation for each 50th reunion, members of the milestone class are asked to recall campus memories for an annual Memory Book.在为每50次同学聚会做准备时，里程碑班的成员被要求回忆校园记忆，并制作一本年度记忆书。
Here's a small selection of some memories from the Class of 1969.这里有一小段1969届毕业生的回忆。
Phyllis Jo Baunach
“...I cannot forget the endless hours studying, researching, and learning in the middle of the musty books in the stacks. We did everything by hand! But the joys of ideas coming to life and understanding thorny concepts are priceless.
Additionally, I cannot forget the joyful hours of Co-Kast rehearsals for student-written-and- directed plays, and the thrill of audiences’ responses to our efforts. Nor will I ever forget taking voice lessons at the Eastman School of Music. This course gave me confidence to try new musical approaches and to think on my feet.”此外，我无法忘记学生编剧和导演的戏剧联合排练的快乐时光，以及观众对我们努力的反应所带来的激动。我也永远不会忘记在伊士曼音乐学院(Eastman School of Music)上声乐课的经历。这门课给了我尝试新的音乐方法和独立思考的信心。
Paul Boehm
“... many sweet and lasting memories—five feet of deep snow, getting stranded on the Thruway, music at Hylie Morris's Alley, and, of course, I met my wife of 48 years, Ellen Blazer Boehm from the Class of 1972, when she was a freshman and I was a senior. As a five-year chemical engineering major, I had one elective to spare, and Ellen said, “How about oceanography?” So, I enrolled in oceanography with Dr. Taro Takahashi（the famous climate scientist）, which awakened my environmental justices, and changed my professional direction.”
Farel Vella McClure
“...I truly loved my four undergraduate years at the University of Rochester. In fact, I loved it so much that I stayed an extra year to get a master's degree! I was very fortunate to have been totally immersed in student life on campus. My memories include campaigning and winning a seat on the student government during my freshman year. Other memories include the Susan B. Anthony banquet, and sleeping in the comfy chairs in the library. I was also privileged to be selected as a student representative on the design team for the new Wilson Commons. I. M. Pei, the famous architect who designed the Louvre Pyramid, was the architect for Wilson Commons. We even visited his offices in New York to see the “master” at work.”我非常热爱在罗切斯特大学的四年本科生活。事实上，我非常喜欢它，所以我多待了一年去获得硕士学位!我很幸运地完全融入了校园的学生生活。我的记忆包括在大学一年级的竞选活动和在学生会中赢得一个席位。其他的回忆还包括苏珊·b·安东尼的宴会，以及在图书馆舒适的椅子上睡觉。我也有幸被选为威尔逊公共场所设计团队的学生代表。设计卢浮宫金字塔的著名建筑师贝聿铭是威尔逊公地的建筑师。我们甚至参观了他在纽约的办公室，去看这位大师的作品。
【答案】31. D；32. B；33. C；
【刘凯老师解析】【分析】这是一篇记叙文。文章讲述了，里程碑班的3位成员回忆自己最喜欢的校园记忆是什么。
31. According to the passage, Paul Boehm ______.
A. married Ellen Blazer in 1972
B. disliked his major in university
C. became a famous climate scientist later
D. discovered his interest in environmental science
【刘凯老师独家详解】细节理解题。由题干关键词Paul Boehm可将答案定位于倒数第二段。由倒数第二段中的“So, I enrolled in oceanography with Dr. Taro Takahashi（the famous climate scientist）, which awakened my environmental justices, and changed my professional direction.”（所以，我和著名的气候科学家高桥太郎博士一起注册了海洋学，这唤醒了我对环境正义的兴趣，改变了我的专业方向。），可知Paul Boehm发现了他对海洋科学的兴趣。【本题考查文章细节；根据文章第五段最后一句可知，Paul Boehm 报名了海洋学作为自己的选修课，且原文中的“awakened my environmental juices”与 D 选项中的 discovered his interest 相对应】
32. What can we learn about Farel Vella McClure?
A. She was a world-famous designer.
B. She was active in school activities.
C. She had a hard time getting her master's.
D. She once met I. M. Pei at the Louvre Pyramid.
【刘凯老师独家详解】推理判断题。由最后一段中的“My memories include campaigning and winning a seat on the student government during my freshman year. Other memories include the Susan B. Anthony banquet, and sleeping in the comfy chairs in the library. I was also privileged to be selected as a student representative on the design team for the new Wilson Commons.”（我的记忆包括在大一时竞选和赢得学生会席位。其它记忆包括Susan B. Anthony宴会和睡在图书馆舒适的椅子上。我也很荣幸被选为新威尔逊公地设计团队的学生代表。），可推断出她在学校活动中很积极。【本题考查推理判断；根据文章第六段可知，Farel 回顾了自己在大学生活时的种种事情，包括参加运动、学生会、宴会、作为设计队的学生代表、参观 I.M. Pei的办公室等，说明了她在大学活动中非常活跃】
33. The three people all talked about ______.
A. their beloved professors
B. their great friendship
C. their learning experiences
D. their beautiful campus
【刘凯老师独家详解】推理判断题。由第二段“Here's a small selection of some memories from the Class of 1969.”（这里有一些1969届学生的记忆。），第三段中的“...I cannot forget the endless hours studying, researching, and learning in the middle of the musty books in the stacks.”（……我无法忘记在书堆里发霉的书中间没完没了地学习、研究和学习。），倒数第二段中的“So, I enrolled in oceanography with Dr. Taro Takahashi （the famous climate scientist）, which awakened my environmental justices, and changed my professional direction.”（所以，我和著名的气候科学家高桥太郎博士一起注册了海洋学，这唤醒了我对环境正义的兴趣，改变了我的专业方向。）和最后一段中的“...I truly loved my four undergraduate years at the University of Rochester.”（……我真的很喜欢我在罗切斯特大学的四年本科生活。），可推断出3个人都在讲他们大学的学习经历。【本题考查文章细节；题目问“三个人全都谈论到的是什么”。根据文章Phyllis Jo Baunach 的回忆“…I cannot forget the endless hours studying, researching, and learning in the middle of the musty books in the stack.”，第五段 Paul Boehm 的回忆“So, I enrolled in oceanography with Dr. Taro Takahashi…”，以及第六段 Farel Vella MeClure 的回忆“In fact, I loved it so much that I stayed an extra year to get a master’s degree!”可知，三个人全都谈论到了“他们的学习经历”】
【刘凯老师点睛】在高考中，细节理解题为频繁常考题型，集中考查文中细节。在做此类题型时，同学们可以先从问题中找到关键词，然后以此为线索，运用略读和查阅技巧迅速在文中找到这一细节，把这部分内容仔细读一遍，比较所给选项与文中细节的细微差别。如在第1小题中，分析问题，得到关键词Paul Boehm，迅速定位到倒数第二段下，找到句子“So, I enrolled in oceanography with Dr. Taro Takahashi （the famous climate scientist）, which awakened my environmental justices, and changed my professional direction.”可知，可知Paul Boehm发现了他对海洋科学的兴趣。故选D项。
B
Early February, I was flying up to Ohio. Well prepared, I had everything in my favour—fuel for five hours, charts in order, my flight plan on my lap, and a beautiful clear sky.二月初，我飞往俄亥俄州。一切都准备好了，我最喜欢的燃料准备了5个小时，航海图整理好了，膝盖上放着我的飞行计划，还有美丽的晴空。进入翻译页面
I was wrong.
I had heard about Alberta Clippers coming out of Canada. I knew all about them―how an entire air mass was streaming along at over sixty miles an hour.
That morning, the Weather Briefer informed me that an Alberta Clipper was going over Chicago about the time I got to the airport. Chicago was some 400 miles from my destination—not a factor, or so I thought. That was the first hint I missed.
The controller called and asked if I wanted to adjust my flight plan. I did the check and everything was in the green. So I told him no. Twenty minutes later the controller called again asking whether I wanted to adjust my flight plan. I checked everything. All was fine. I ignored that hint. I was fooled by the smooth air and limited experience with a rapidly moving air mass that was not changing violently. The Alberta Clipper was clipping along.
The first blast of turbulence（气流）struck my plane. I got slammed into the roof, and then slammed sideways hitting the window with such force up my nose that I started bleeding.
After a 2-hour flight of 100 miles, I realized fuel was now an issue. So was landing. I called Flight Following. We figured out the airport I could land.
The engine stopped. So did my heart. There is no quiet as quietly stunning as this one at such an altitude. I had run out of fuel in the left tank, and only a little in my right tank. The engine quit for a second time. I declared an emergency. I was told that I might get another few minutes of fuel if I gently banked the airplane. Luckily, it worked. Then, the engine quit for the last time. I was a glider now. I made a long lazy spiral descent. Down I went. I stopped at the very end of the runway.
I made so many mistakes, missed so many clues, and showed my ignorance so much that I beat myself up over and over again in my mind. I learned textbook descriptions of Alberta Clippers and real-life experience with one are totally different. I will never forget the sound of that silence.
I flew home the next day. Older. Wiser. Humbler. Lucky.
【答案】34. B；35. C；36. D；37. B；
【刘凯老师解析】这是一篇记叙文。文章讲述了，作者在糟糕的天气条件下，坚持飞行，错估天气状况，又遭遇飞机没油和飞机引擎不转，经历了一次死里逃生的飞行经历。
34. We can know from the passage that Alberta Clippers ______.
A. can bring snowstorms
B. are quick-moving air masses
C. are violently changing air pressure
D. can lead to a sudden temperature drop
【刘凯老师独家详解】细节理解题。由第三段中的“I had heard about Alberta Clippers coming out of Canada. I knew all about them―how an entire air mass was streaming along at over sixty miles an hour.”（我听说Alberta Clippers从加拿大来了。我对它们了如指掌——整个空气团以每小时60英里的速度流动。），可知Alberta Clippers是快速移动的气团。【本题考查文章细节；根据文章第三段第 2 句可知，被称为 Alberta Clipper的冷空气气旋以每小时超过 60 英里的速度流动】
35. What mainly led to the author's missing all the hints?
A. His lack of flying experience.
B. His poor preparation for the journey.
C. His misjudgement about the air mass.
D. His overconfidence in his piloting skills.
【刘凯老师独家详解】细节理解题。由第五段中的“I ignored that hint. I was fooled by the smooth air and limited experience with a rapidly moving air mass that was not changing violently.”（我忽略了这个暗示。我被平稳的空气和有限的经验愚弄了，认为快速移动的空气团没有剧烈的变化。），可知是作者对气团的错误判断使他忽略了暗示。【本题考查文章细节；根据文章第四段最后一句话和第五段倒数第 2 句和倒数第 3 句可知，我忽略了指挥员的多次暗示，被平稳的空气气流以及变化不明显的空气质量所愚弄了】
36. Which is the right order of the events?
a. I declared an emergency.
b. My airplane was running out of fuel.
c. I insisted on carrying on my flight plan.
d. I was thrown to the roof by the violent air mass.
e. I slightly banked my airplane and made a landing.
A. dcbea
B. dceba
C. cdabe
D. cdbae
【刘凯老师独家详解】细节理解题。按事件顺序，c——第五段中的“So I told him no.”（所以我告诉不调整飞行计划。），d——第六段中的“I got slammed into the roof, and then slammed sideways hitting the window with such force up my nose that I started bleeding.”（我被摔在顶上，然后侧身撞在窗户上，鼻子上的力量太大，我开始流血。），b——倒数第三段中的“I had run out of fuel in the left tank, and only a little in my right tank.”（我的左油箱没油了，而我的右油箱只有一点油。），a——倒数第三段中的“I declared an emergency.”（我宣布了紧急情况。），e——倒数第三段中的“I was told that I might get another few minutes of fuel if I gently banked the airplane. Luckily, it worked.”（有人告诉我，如果我轻轻地把飞机倾斜起来，我可能再得到几分钟的燃油。幸运的是，它成功了。）及“I stopped at the very end of the runway.”（我在跑道的尽头停了下来。），可知事件的正确顺序为cdbae。【本题考查文章细节；根据整篇文章事件发生的先后顺序和前五段，可知第一个事件是 c,我坚持我的飞行计划；根据文章第六段第 2 句话，可知第二个事件是 d,
我被摔到了机舱内顶部；根据文章第八段第 4 句话，可知第三个事件是 b,飞机燃料用光了；根据文章第八段第 6 句话，可知第四个事件是 a,我宣布了紧急救助；根据文章第 8 段第 7 句话可知第五个事件是 e，我轻微地倾斜飞行然后着陆】
37. The passage describes ______.
A. a rewarding training
B. a narrow escape
C. a painful exploration
D. a serious accident
【刘凯老师独家详解】主旨大意题。由第六段中的“The first blast of turbulence（气流）struck my plane. I got slammed into the roof, and then slammed sideways hitting the window with such force up my nose that I started bleeding.”（我的飞机受到了第一次气流的冲击。我被摔在顶上，然后侧身撞在窗户上，鼻子上的力量太大，我开始流血。），倒数第三段中的“I had run out of fuel in the left tank, and only a little in my right tank. The engine quit for a second time. I declared an emergency.”（我的左油箱没油了，而我的右油箱只有一点油。发动机又一次熄火了。我宣布了紧急情况。）及“I stopped at the very end of the runway.”（我在跑道的尽头停了下来。），和最后一段“I flew home the next day. Older. Wiser. Humbler. Lucky.”（第二天我就飞回家了。年纪大了。要更聪明的，更谦卑。真幸运。），可知文章讲的是死里逃生的一次飞行经历。【本题考查文章主旨；A 选项意为“一次有益的训练”，B 选项意为“一次死里逃生”，C 选项意为“一次痛苦的探索”,D 选项意为“一个严重的事故”，整篇文章讲述了一个飞行员在飞行途中遭遇冷空气气旋，最后克服重重困难并使飞机成功着 陆的故事】
C
There is certainly evidence that actors experience a blending of their real self with their assumed characters. For instance, Benedict Cumberbatch said, “My mum says I'm much more impatient with her when I'm filming Sherlock.”有确凿的证据表明，演员们经历了他们真实的自我和他们假想的角色的融合。比如，本尼迪克特·康伯巴奇说，我妈妈说我在拍《神探夏洛克》的时候对她更没耐心了。
Mark Seton, a researcher at the University of Sydney, has even coined the term “post-dramatic stress disorder” to describe the lasting effects experienced by actors who lose themselves in a role. “Actors may often prolong habits of the characters they have embodied,” he writes. 悉尼大学(University of Sydney)的研究人员马克·西顿(Mark Seton)甚至创造了“戏剧后应激障碍”(post-dramatic stress disorder)一词，用来描述演员在一个角色中失去自我后所经历的持久影响。他写道:“演员通常会延长他们所扮演角色的习惯。”
A recent finding doesn't involve acting, and it indicates that merely spending some time thinking about another person seemed to rub off on the volunteers’ sense of self led by Meghan Meyer at Princeton University. Across several studies, these researchers asked volunteers to first rate their own personalities, memories or physical attributes, and then to perform the same task from the perspective of another person. For instance, they might score the emotionality of various personal memories, and then rate how a friend or relative would have experienced those same events.最近的一项发现并不涉及表演，它表明，仅仅花一些时间去思考另一个人，似乎会影响普林斯顿大学(Princeton University)的梅根·迈耶(Meghan Meyer)领导的志愿者的自我意识。在几项研究中，这些研究人员要求志愿者首先对自己的性格、记忆或身体特征进行评估，然后从另一个人的角度进行同样的任务。例如，他们可能会对各种个人记忆的情绪化程度进行打分，然后对一个朋友或亲戚经历同样事件的程度进行打分。
After taking the perspective of another, the volunteers scored themselves once again: the consistent finding was that their self-knowledge was now changed—their self-scores had shifted to become more similar to those they'd given for someone else. For instance, if they had initially said the trait term “confident” was only moderately related to themselves and then rated the term as being strongly related to a friend's personality, when they came to rescore themselves, they now tended to see themselves as more confident. Remarkably, this morphing of the self with another was still apparent even if a 24-hour gap was left between taking someone else's perspective and re-rating oneself.
“By simply thinking about another person, we may adapt our self to take the shape of that person” said Meyer and her colleagues. That our sense of self should have this quality might be a little discouraging, especially for anyone who has struggled to establish a firm sense of identity. Yet there is an optimistic message here, too. The challenge of improving ourselves—or at least seeing ourselves in a more positive light—might be a little easier than we thought. By roleplaying or acting out the kind of person we would like to become, or merely by thinking about and spending time with people who embody the kind of attributes we would like to see in ourselves, we can find that our sense of self changes in desirable ways.
“As each of us chooses who to befriend, who to model, and who to ignore” write Meyer and her colleagues, “we must make these decisions aware of how they shape not only the fabric of our social networks, but even our sense of who we are.”
【答案】38. C 39. A 40. A 41. B
【刘凯老师解析】这是一篇说明文。文章以演员们的“戏剧后应激障碍”为导入，以科学研究为基础，讲述了角色扮演对个人自我意识和行为的影响和塑造，通过对自我意识的积极的影响，人们能提升自己。
38. The first two paragraphs mainly ______.主要是前两段
A. state that acting requires skills
B. explain the stress that an actor faces
C. show that a role leaves a mark on the actor
D. stress the importance of devoting oneself to a role
【刘凯老师独家详解】主旨大意题。由第一段中的“There is certainly evidence that actors experience a blending of their real self with their assumed characters.”（当然有证据表明演员们经历了真实的自我和他们假想的角色的融合。）和第二段中的“Actors may often prolong habits of the characters they have embodied”（演员经常会延长他们所塑造的角色的习惯。），可知前两段向读者表明：一个角色在演员身上留下了印记。【本题考查段落主旨，根据文章第一段第一句 There is certainly evidence that actors experience a blending of their real self with their assumed characters，以及第二段结尾句：Actors may often prolong habits of the characters they have embodied," 可知演员会受到自己所参演角色的影响，并且这种影响会很持久】
39. What does the underlined phrase “rub off on” in Paragraph 3 probably mean?
A. Influence.
B. Strengthen.
C. Confuse.
D. Determine.
【刘凯老师独家详解】短语猜测题。由第三段中的“A recent finding doesn't involve acting, and it indicates that merely spending some time thinking about another person seemed to rub off on the volunteers’ sense of self led by Meghan Meyer at Princeton University.”（最近的一项发现并不涉及表演，它表明，仅仅花一段时间去思考另一个人，这个人似乎会影响志愿者的自我意识，这是普林斯顿大学Meghan Meyer领导的一项研究。）和第四段中的“Remarkably, this morphing of the self with another was still apparent even if a 24-hour gap was left between taking someone else's perspective and re-rating oneself.”（值得注意的是，即使在接受别人的观点和重新评价自己之间还有24小时的间隔，这种自我与他人的变化仍然是显而易见的。），可知另一人会影响自我，此处rub off意为“影响”。【本题考查猜词题，通过文章第四段前两句 After taking the perspective of another, the volunteers scored themselves once again: the consistent finding was that their self-knowledge was now changed—their self-scores had shifted to become more similar to those they'd given for someone else 可知，志愿者对于自己的认知受到了第三方的影响】
40. According to the study, taking the perspective of another person ______.
A. brings changes to one's self-knowledge
B. motivates one to better understand himself
C. helps people deal with their identity problems
D. produces temporary effects on one's character
【刘凯老师独家详解】细节理解题。由第四段中的“Remarkably, this morphing of the self with another was still apparent even if a 24-hour gap was left between taking someone else's perspective and re-rating oneself.”（值得注意的是，即使在接受别人的观点和重新评价自己之间还有24小时的间隔，这种自我与他人的变化仍然是显而易见的。）可知接受别人的观点会给自我认识带来变化。【本题考查细节题；根据文章第 4 段“After taking the perspective of another, the volunteers scored themselves once again: the consistent finding was that their self-knowledge was now changed – their self-scores had shifted to become more similar to those they’d given for someone else.”可知志愿者的自我认知受到了第三方的影响，进一步发生了改变】
41. What is the significance of the study?研究的意义是什么?
A. It offers instructions on making friends.
B. It proposes a means to improve ourselves.
C. It gives advice on adjusting one's emotions.
D. It presents a way to deal with stress disorder.
【刘凯老师独家详解】推理判断题。由倒数第二段中的“Yet there is an optimistic message here, too. The challenge of improving ourselves—or at least seeing ourselves in a more positive light—might be a little easier than we thought. By roleplaying or acting out the kind of person we would like to become, or merely by thinking about and spending time with people who embody the kind of attributes we would like to see in ourselves, we can find that our sense of self changes in desirable ways.”（然而，这里也有一个乐观的信息。提高自己或者至少从一个更积极的角度看待自己，可能比我们想象的要容易一些。通过扮演或表现出我们想成为的那种人，或者仅仅通过思考和花时间与那些体现出我们想在自己身上看到的那种特质的人在一起，我们可以发现我们的自我意识以令人满意的方式改变。）和最后一段中的“we must make these decisions aware of how they shape not only the fabric of our social networks, but even our sense of who we are.”（我们必须做出这些决定，意识到它们不仅塑造了我们社交网络的结构，甚至塑造了我们的自我意识。），可知在社交活动中通过角色扮演或表现出我们想成为的那种人，人们的自我意识能得到积极地改善，说明研究的重要性在于它提出了一种改进我们自己的方法。【本题考查主旨题；通过文章倒数第二段 Yet there is an optimistic message here, too. The challenge of improving ourselves—or at least seeing ourselves in a more positive light—might be a little easier 可知通过这项研究我们可以知道改变自己并不是很困难的事情，进一步可以对我们自身进行提升】
D
In college, I was taught an elegant theory of chemical combination based on excess electrons going into holes in the orbital shell of a neighbouring atom. But what about diatomic compounds like oxygen gas? Don't ask; students aren't ready to know. In physics, in biology, in any other science classes, students frequently get that answer too.
在大学里，我学到了一套优雅的化学结合理论，该理论建立在过量电子进入邻近原子轨道壳层的空穴之上。但是像氧气这样的双原子化合物呢?不要问;学生们还没有准备好去了解。在物理、生物和其他科学课上，学生也经常得到这个答案。
It’s time to trust students to handle doubt and diversity in science. Actually, students are starting to act. They have shamed their seniors into including more diverse contributors as faculty members and role models. Young scholars rudely ask their superiors why they fail to address the extinction crises clarified by their research. The inherited authoritarian political structures of science education are becoming lame—but still remain largely unchanged from the old school days.是时候相信学生能够处理科学中的疑惑和多样性了。事实上，学生们已经开始行动了。他们羞辱他们的前辈，让他们把更多样化的贡献者包括进来，作为教员和榜样。年轻的学者粗鲁地问他们的上司，为什么他们没有解决他们的研究澄清的灭绝危机。继承下来的科学教育的专制政治结构正变得越来越弱，但与以前的学校时代相比，仍然没有太大的变化。
A narrow, rigid education does not prepare anyone for the complexities of scientific research, applications and policy. If we discourage students from inquiring into the real nature of scientific truths, or exploring how society shapes the questions that researchers ask how can we prepare them to maintain public trust in science in our “post-truth” world? Diversity and doubt produce creativity: we must make room for them, and stop guiding future scientists into narrow specialties that value technique over thought.
In science, even foundational building blocks can be questioned. The unifying patterns of the periodic table are now questioned under closer examination. Some scientists now wonder whether the concept of biological “species” contributes more confusion than insight, and whether it should therefore be abandoned. However, such a decision would affect conservation policy, in which identification of endangered species is crucial—so it is not just an issue for basic science.
Science students generally remain unaware that concepts such as elements and species are contested or are even contestable. In school, college and beyond, curricula highlight the technical and hide the reflective. Public arguments among scientists often presume that every problem has just one solution.
Nonetheless, uncertain advice on complex issues should be a warning that, from a future perspective, today's total scientific consensus on some policy issue might have been the result of stubbornness, a conflict of interest or worse. Just as a healthy democracy accommodates dissent and dissonance, the collective consciousness of science would do well to embrace doubt and diversity. This could start with teaching science as a great, flawed, ongoing human achievement, rather than as a collection of cut-and-dried eternal（永久的）truths.
I recall a legendary chemistry professor who was not skilful at getting classroom demonstrations to work—but discussing what went wrong helped his students to thrive. A mathematician friend let pupils discuss every statement in the textbook until all were satisfied. They did very well in exams, and taught themselves when he was absent. Treating people at all levels as committed thinkers, whose asking teaches us all, is the key to tackling the challenges to science in the post-trust age.
【答案】42. D；43. A；44. A；45. C；
【刘凯老师解析】这是一篇议论文。文章探讨了，在科学领域，我们要信任学生来处理科学中的怀疑和多样性，多样性和怀疑产生创造力，如果我们不鼓励学生探究科学真理的真实本质，或者不鼓励他们探索社会如何塑造研究人员提出的问题，那么我们如何让他们做好准备，在我们的“后真理”世界里保持公众对科学的信任。
42. The problem of current science training is that ______.当前科学培训的问题是
A. students cannot become specialists
B. it goes against established science education
C. students lose trust in their teachers and professors
D. it fails to provide students with what they need in future
【刘凯老师独家详解】推理判断题。由第一段最后两句“Don't ask; students aren't ready to know. In physics, in biology, in any other science classes, students frequently get that answer too.”（别问，学生们还没准备好知道。在物理学、生物学、任何其他科学课上，学生也经常得到这个答案。），第三段第一句“A narrow, rigid education does not prepare anyone for the complexities of scientific research, applications and policy.”（狭隘、僵化的教育不能使任何人为科学研究、应用和政策的复杂性做好准备。），可知当前科学培训的问题在于它不能为学生提供他们未来进行科学研究所需要的东西。【本题为推断题；根据文章第三段最后一句“Diversity and doubt produce creativity; we must make room for them, and stop guiding future scientists into narrow specialties that value technique over thought.” 意为“多样性和怀疑产生创造力;我们必须为学生们腾出空间，停止引导未来的科学家进入重视技术而非思想的狭窄专业” 和 D 选项“当前的科学训练的问题是不能给学生提供他们未来所需要的东西”表达内容一致】
43. The periodic table is mentioned to prove that ______.为了证明这一点，我们提到了元素周期表
A. even the widely accepted can be challenged即使是被广泛接受的也会受到挑战
B. students are generally ignorant of science
C. most previous researches are out of date
D. science has been developing with time
【刘凯老师独家详解】细节理解题。由第四段中的“In science, even foundational building blocks can be questioned. The unifying patterns of the periodic table are now questioned under closer examination.”（在科学领域，甚至基础的构成要素也可能受到质疑。现在元素周期表的统一模式正在更仔细的检查下被质疑。）说明元素周期表即使是被广泛接受的，也可能会被质疑。【本题为推断题；根据题干中 “periodic table”可以定位至文章第四段。根据第四段首句“In science, even foundational building blocks can be questioned.”，可以得知“在科学中，即使是最基本的构成要素也会受到质疑”，和 A 选项“被广泛接受的内容也可以被质疑”表达内容一致】
44. It can be learnt from the passage that ______.从文章中我们可以得知
A. students may be more innovative if they are allowed to doubt
B. science students do not contest elements or species科学专业的学生不会对元素或物种进行竞争
C. students should not trust established science学生不应该相信已经建立的科学
D. diversity prevents progress in science多样性组织了科学中的进步
【刘凯老师独家详解】推理判断题。第三段最后一句“Diversity and doubt produce creativity: we must make room for them, and stop guiding future scientists into narrow specialties that value technique over thought.”（多样性和怀疑产生创造力：我们必须为它们腾出空间，并停止引导未来的科学家进入狭隘的专业领域，即重视技术而不是思想。）可推断出如果允许学生怀疑，学生可能更具创新性。【本题为推断题；根据文章第三段 “Diversity and doubt produce creativity.” 可以得知 A 选项“如果允许学生持怀疑态度，他们可能会更具有创造力”是正确的；根据文章第五段“Science students generally remain unaware that concepts such as elements and species are contested or are even contestable”可知理科生不知道元素和物种等概念是被争议的，而不是不争议元素或物种，故B选项错误；C选项：文章中意为学生应该抱有质疑态度，而不是不相信，故 C 选项错误；D 选项和作者态度相反，文章对多样性持鼓励态度】
45. Which of the following statements best represents the writer’s opinion?下列哪个陈述最能代表作者的观点?
A. Our curricula highlight the technical and hide the reflective.
B. Science should be a collection of cut-and-dried eternal truths.
C. Teachers should treat people at all levels as committed thinkers.教师应该把所有层次的人都视为坚定的思考者
D. The concept of biological species brings more confusion than insight.
【刘凯老师独家详解】推理判断题。由最后一段最后一句“Treating people at all levels as committed thinkers, whose asking teaches us all, is the key to tackling the challenges to science in the post-trust age.”（把所有层次的人都当作坚定的思考者，他们的询问教会了我们所有人，这是在后信任时代应对科学挑战的关键。）可知教师应该把所有层次的人看作是坚定的思考者，这能最好描述符合作者观点。【本题为复杂细节题；A 选项定位到文章倒数第三段“In school, college and beyond, curricula highlight the technical and hide the reflective.”可知选项中缺少范围限制，故 A 选项错误；B 选项定位到文章“This could start with teaching science as a great, flawed, ongoing human achievement, rather than as a collection of cut-and- dried eternal truths.”根据“rather than”可知选项和原文意思相反，故 B 选项错误；C 选项定位到文章“Treating people at all levels as committed thinkers”。和选项内容一致；D 选项定位到文章中第四段“Some scientists now wonder whether the concept of biological "species" contributes more confusion than insight” 中的“wonder whether” 可知 D 选项错误】
【刘凯老师点睛】推理判断题不仅要求考生读懂文章中的每个句子的意思还要推理它们之间的关系，结合自己的生活常识和经验，再通过逻辑推理和判断，理解文章的言外之意，从而揭示文章的深层涵义。推理判断题的答案不可能在文章中直接找到，因此推理时我们务必要忠于原文，在文章中寻找并确定可推论的依据，即：已知部分——推论的前提，从中推测出未知部分——推理的结论，切忌妄加评论，把自己的观点当成作者的观点。如在第3小题中，第三段最后一句“Diversity and doubt produce creativity: we must make room for them, and stop guiding future scientists into narrow specialties that value technique over thought.”，是已知部分，通过结合原文进行合理地逻辑判断，可推断出如果允许学生怀疑，学生可能更具创新性。故选A项
第二节（共5小题；每小题2分，共10分）根据短文内容，从短文后的七个选项中选出能填入空白处的最佳选项。选项中有两项为多 余选项。
Is there a link between social media and depression? Do social media have a negative impact on your mental health? It’s complicated.社交媒体和抑郁症之间有联系吗?社交媒体对你的心理健康有负面影响吗?它是复杂的。
In a recent study, the investigators compared social media use and depression between teens.在最近的一项研究中，研究人员比较了青少年使用社交媒体与抑郁的关系。
___46___Specifically, for every hour per day that one teen spent on social media more than her peers, she likely had a 0.64 point higher depression score.
A different study published in 2018 identified five distinct types of social media users. The finding was that "problematic social media use" was one of the main themes for people whose mental health was affected by social media. You can have alcohol in your life without it being a problem, or your alcohol use may become problematic. ___47___
There's one important thing to remember about survey research just because two things happen together, it's not necessarily true that one causes the other. 关于调查研究，有一件重要的事情要记住仅仅因为两件事同时发生，并不一定是其中一件事导致了另一件事。___48___For all we know, it could be that people who are already more depressed choose to spend more time on social media.据我们所知，可能是那些已经很抑郁的人选择花更多的时间在社交媒体上。
___49___If you think that we shouldn't paint social media with one broad brush, you're on the right track. On the one hand, participants often described social media as a valuable way to cope with stress. On the other hand, cyberbullying via social media was also a common experience for participants. Some also said that constantly checking their own social media profile was stressful.
如果你认为我们不应该一刀切地描绘社交媒体，那么你的想法是对的。一方面，参与者通常将社交媒体描述为一种应对压力的有价值的方式。另一方面，通过社交媒体进行网络欺凌也是参与者的普遍经历。一些人还表示，不停地查看自己的社交媒体资料会让他们感到压力。
It’s certainly possible that experiences like cyberbullying, comparing yourself to idealized images, and constantly monitoring your profile, are bad for your mood. It's also true for many that social media offer community support and positive messages. Given the inconclusive research, it's safe to say that at least we shouldn't write off social media altogether.当然，像网络欺凌这样的经历，将自己与理想化的形象进行比较，并持续监控你的个人资料，很有可能对你的情绪有害。对许多人来说，社交媒体提供社区支持和积极的信息也是事实。鉴于目前尚无定论的研究，我们可以有把握地说，至少我们不应该完全抛弃社交媒体。___50___Anyway, you cannot use it as a crutch for coping with other stressors and mental health problems.无论如何，你不能把它作为一根拐杖来应对其他压力和精神健康问题。
【答案】46. D；47. A；48. G；49. B；50. F；
【刘凯老师解析】这是一篇说明文。文章讲述了，社交媒体是一把双刃剑，它对使用者的心理健康有影响，比较抑郁的人选择在社交媒体上花更多的时间，人们应该适度使用社交媒体并保持社交联系。
A. It's the same with social media.
B. Social media can be a double-edged sword.
C. People get more opinionated about the potential problems of social media.
D. They found that those who used social media more had higher depression scores.
E. They reviewed all existing research and found that there were both benefits and drawbacks.
F. The key to benefiting from social media may lie in using it in moderation and staying socially connected.
G. For example, just because higher social media use co-occurs with higher levels of depression doesn't mean social media use causes depression.
【46题刘凯老师独家详解】由下一句“具体来说，一个青少年每天花在社交媒体上的时间比她的同龄人多1个小时，她的抑郁得分可能高出0.64分。”可知，承接下文，D选项“他们发现使用社交媒体越多的人抑郁得分越高。”切题；该选项中的higher depression scores对应下文中的a 0.64 point higher depression score。故选D项。【挖空方式：段中空；解题语句：空后一句；考查方式：承接上文。空前句表明，“在最近的研究中，调查者比较了在青少年中社交媒体的使用和抑郁之间的关系”，D 选项含义“他们发现使用社交媒体更多的人有更高的抑郁分数”，上一句出现了investigators 复数的人，选项中的 they 代指上文可以确定 D 和 E 选项，结合句意 D 选项符合上文所说内容。因此，D 选项与前句形成承接】
【47题刘凯老师独家详解】由上一句“你可以在你的生活中拥有酒精，不让它成为一个问题，或者你的酒精使用可能成为一个问题。”可知，承接上文，A选项“社交媒体也是如此。”切题；该选项表示社交媒体使用和酒精使用一样，可能变成问题，也可能不是问题。故选A项。【挖空方式：段尾空；解题语句：空前一句；考查方式：承接上文。空前一句表明，“在你的生活中有酒精可能不会成为问题，或者酒精的使用会成为问题”。这句话使用例子来阐述两者之间的关系，结合段落大意，可知 这一点在社交媒体中也是适用，选项 A 中的it指代前面一句话，且符合段落主旨。A 选项含义：“它与社交媒体是一样的】
【48题刘凯老师独家详解】由上一句“调查研究有一件重要的事情要记住，因为两件事同时发生，不一定一件事导致另一件事。”可知，承接上文，G选项“例如，仅仅因为较高的社交媒体使用量与较高的抑郁水平并存并不意味着社交媒体使用量会导致抑郁。”切题；该选项是对上文“it's not necessarily true that one causes the other.”的举例说明。故选G项。【挖空方式：段中空；解题语句：空前空后一句；考查方式：承接上文，引出下文。第四段第一句“两件事情一起发生，并不一定意味着一个导致另一个””，接下来 就是解释说明，即G选项“例如，仅仅因为更多地社交媒体的使用与高水平的抑郁同时发生，并不意味着社交媒体的使用引起抑郁”。】
【49题刘凯老师独家详解】由下文“一方面，参与者经常将社交媒体描述为应对压力的一种有价值的方式。另一方面，通过社交媒体进行网络欺凌也是参与者的常见经历。”可知，B选项“社交媒体可以是一把双刃剑。”切题；该选项中的a double-edged sword对应下文所提及的社交媒体的好坏两方面。故选B项。【挖空方式：段首空；解题语句：空后句；考查方式：总起全段。空位于段首， 常为总起句，因此应选择概括性选项，而避免描述具体细节的选项。C 选项中“社交媒体可能是双刃剑”，之后全段也是针对社交媒体优缺点的进一步描述】
【50题刘凯老师独家详解】由下一句“不管怎样，你不能把它作为一个依靠来应付其它的压力和心理健康问题。”可知，承接下文，F选项“从社交媒体中获益的关键可能在于适度使用社交媒体并保持社交联系。”切题；该选项中的using it in moderation and staying socially connected对应下文中的“不能把社交媒体作为应对压力和心理健康问题的一个依靠”。故选F项。【挖空方式：段中空；解题语句：空前一句，空后一句；考查方式：承上启下， 空前一句肯定社交媒体的存在的合理性，含义“至少我们不应该把社交媒体都取消了”。意思是合理使用社交媒体而不是过渡使用，这符合 F 选项所表达的意思“从社交媒体受益的好处就在于适度并且保持社交连接”，因此公司不要把社交媒体当成拐杖去处理负面情绪。】
【刘凯老师点睛】转载请备注信息！
第一、通读全文，了解文章大意。这是一个泛读的过程，目的是了解文章大意，为以后的理解做铺垫。
第二、明确关联关系。任何句子都是要么和上文有联系，要么和下文有联系，要么和上下文都有联系。例如第2、3小题都与它们的上文有联系。
第三、带入通读，复查。
做完题目切忌直接离开，这时我们很有必要将自己修正好的文章通读一遍，将其看做一片行文通顺语意连贯的文章来读，这时如果感到有含义不连贯的地方，很有可能是我们填错了空，就要复查了，注意：七选五的特点在于，错一道，往往还会错另外的一道或几道，我们叫做“连错”，所以当你发现自己有一处填的有问题时，一定要同时检查其它空。
第三部分：书面表达（共两节，35分）
第一节（15分）
51.假设你是红星中学高三学生李华。你的美国朋友Jim得知你对探月感兴趣，发来邮件和你讨论该话题。请你给他回复邮件，内容包括：
1. 月亮在中国文化中的寓意；
2. 你对人类探月活动的看法。
注意：1.词数不少于50；
2.开头和结尾已给出，不计入总词数。提示词：探月 moon exploration
Dear Jim,
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Yours,
Li Hua
本篇作文是一篇介绍信，内容要求针对美国好友关于“探月”的讨论做出回复。体现了“以情景任务为重要依托，以语言能力为主要推动力，以学以致用为直接导向，以核心素养为最终目标”的命题理念。
首段需体现交际感，对于通信好友可表达问候，得知其对于探月的兴趣并积极予以回复；中间围绕要点进行展开，说明月亮在中国文化中的寓意，阐明自己对于人类探月活动的看法；结尾期待对方反馈，表达希望和对方进一步讨论等。
除了基本的内容要点之外，还需要学生开放性的构思，结合实际生活经验进行要 点的延伸。建议考生平时加强构思训练，掌握应用文写作的层次，以合理的逻辑和结构 完成写作。语言方面，建议选择实用的词汇，做到准确简洁。
【答案】Dear Jim,
I am glad to share with you more details about my passion for moon exploration.
It started with what I had been told about the moon as a kid and grew stronger with time. As you can guess, there is rich cultural meaning behind the faithful companion of the earth. In Chinese culture, as opposed to the masculinity of the sun, the moon is often compared to a quiet and elegant lady. Also, it reminds people of their family and friends far away. People feel reassured knowing that they are watching the same moon as if the moon could serve as their messenger.
Human beings have never stopped exploring our closest neighbor. I believe it is of great significance. The development of relevant technology facilitates the progress of science in general, which benefits our everyday life. What’s more, I think moon exploration shows an important human trait, that is, curiosity about the unknown, which is the driving force that has brought our species this far.
I hope you find what I’ve mentioned above interesting and reasonable. By the way, what do you think of when you gaze at the moon? Write back and tell me about it!
Yours,
Li Hua
【刘凯老师解析】本篇书面表达属于应用文（介绍信）。要求考生写一封信给美国朋友Jim，和Jim探讨有关探月的话题。
【详解】第一步：审题
体裁：应用文；时态：根据提示，时态应为一般现在时；人称：第一人称为主
结构：总分法
总分法指把主题句作为总说，把支持句作为分说，并以这种方式安排所写内容。
要求：1. 月亮在中国文化中的寓意；
2. 你对人类探月活动的看法。
第二步:列提纲 （重点词组）
moon exploration；be compared to；remind sb. of sbhttps://www.163.com/dy/article/sth.；as if；serve as；gaze at
第三步：连词成句
1. I am glad to share with you more details about my passion for moon exploration.
2. the moon is often compared to a quiet and elegant lady.
3. Also, it reminds people of their family and friends far away.
4. People feel reassured knowing that they are watching the same moon as if the moon could serve as their messenger.
5. By the way, what do you think of when you gaze at the moon?
(根据提示及关键词（组）进行遣词造句，注意主谓一致和时态问题。）
第四步：连句成篇（衔接词）
1.表文章结构顺序：First of all, Firstly/First, Secondly/Second… And then, Finally, In the end, At last, Last but not least
2.表并列补充关系：What is more, Besides, Moreover, Furthermore, In addition, As well as, not only…but (also), including, also
3.表转折对比关系：However, On the contrary, but, Although + clause(从句), In spite of + n/doing, On the one hand…,On the other hand… Some…,while others…,as for, so…that…
4.表因果关系：Because, As, So, Thus, Therefore, As a result
5表换一种方式表达：In other words, that is to say,
6.表进行举例说明：For example; For instance; such as + n/doing
7.表陈述事实：In fact, frankly speaking
8.表选择：either…or…，or
连句成文，注意使用恰当的连词进行句子之间的衔接与过渡，书写一定要规范清晰。
第五步：润色修改
【刘凯老师点睛】范文内容完整，结构严谨，要点全面，语言规范，语篇连贯，词数适当，上下文意思连贯，符合逻辑关系。作者在范文中使用了主从复合句，如It started with what I had been told about the moon as a kid这句话中用了what引导的宾语从句，如which is the driving force that has brought our species this far中用了which引导的非限制性定语从句；使用了非常好的短语，如be compared to，remind sb. of sbhttps://www.163.com/dy/article/sth.，serve as，gaze at等，为文章增色不少；并注意了句子的衔接，如Also，What’s more，By the way。全文中没有中国式英语的句式，显示了很高的驾驭英语的能力。另外，文章思路清晰、层次分明，上下句转换自然，为文章增色添彩。
第二节（20分）
52.假设你是红星中学高三学生李华。请根据下面四幅图的先后顺序，写一篇英文周记，记述你确定大学志愿的过程。
注意：词数不少于60。
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
今年海淀一模主要以确定大学志愿为主题，既贴合考生们的日常生活，又紧跟当下热点：新时代青年要担当时代责任。
四幅图的要点分别是“讨论大学专业”，“在网上查询信息”，“观看新闻联播：时代担当”，“决定大学志愿”。
考生首先要注意审图，切忌审错、审漏图内的要点和细节；
第二，在保证要点齐全的前提下,适当添加细节，注意情节的连贯性，同时关注文章开篇概括内容、结尾主题升华。
第三，文章中要体现句式的多样性、以及用词的准确性和丰富性。
在适当增加长难句时，需要对非谓语动词、三大从句及特殊句式进行灵活运用。另外，写完之后要注意检查，避免低级语法错误和单词拼写错误。
【答案】The past week was by no means ordinary, for I had finally decided on my major.
This Monday, the topic was brought up again by my parents during dinner. I had asked myself the same question many times, but still couldn’t make up my mind. Seeing my hesitant look, mom patted me on my shoulder, her smile encouraging me to do more research.
Later that evening, I turned to the Internet for help. Faced with so many choices, I seemed to be lost. Law could be a good choice. Business and computer science were also attracting top students. I noted down one after another major, but crossed them all off, for what I wanted was a profession that could make a difference in people’s lives.
The inspiration came unexpectedly with the CCTV News yesterday. The moment “Role Models of Our Time” appeared on the screen, I was awed. The news story focused on superheroes without a cape — police officers, healthcare workers, delivery men, city cleaners — who guarded us and ensured our life ran normally. Suddenly, I realized my life’s purpose — relieving pain and saving lives. And to pursue this call, I decided to specialize in medical science.
I jumped excitedly at this idea. Mom and dad were also happy that I had found the compass for my future life, and said they would be so proud to see me in white. Now, determined to become a healthcare worker, whenever I start my schoolwork, I know I am studying for a noble cause.
【刘凯老师解析】本篇书面表达属于应用文。要求考生根据所给的四幅图写一篇周记，记述自己确定大学志愿的过程。
【刘凯老师详解】第一步：审题；体裁：应用文；时态：根据提示，时态应为一般过去时；人称：第一人称为主
结构：总分总法
总分总法指把主题句作为总说，把支持句作为分说，结尾再重申一下自己的主题，并以这种方式安排所写内容。
要求：1. 挖掘四幅图所给出的信息：图1——和父母讨论大学志愿选什么，图2——自己网上查找大学志愿资料，图3——看电视新闻给自己选大学志愿的启发，图4——确定了自己的大学志愿；
2. 自己确定大学志愿过程中的感悟。
第二步:列提纲（重点词组）
by no means；make up one’s mind；encourage sb.to do sth.；turn to…for help；make a difference；focus on
第三步：连词成句
1. The past week was by no means ordinary, for I had finally decided on my major.
2. I had asked myself the same question many times, but still couldn’t make up my mind.
3. Seeing my hesitant look, mom patted me on my shoulder, her smile encouraging me to do more research.
4. Later that evening, I turned to the Internet for help.
5. for what I wanted was a profession that could make a difference in people’s lives.
6. The news story focused on superheroes without a cape.
(根据提示及关键词（组）进行遣词造句，注意主谓一致和时态问题。）
第四步：连句成篇（衔接词）
1.表文章结构顺序：First of all, Firstly/First, Secondly/Second… And then, Finally, In the end, At last, Last but not least
2.表并列补充关系：What is more, Besides, Moreover, Furthermore, In addition, As well as, not only…but (also), including, also
3.表转折对比关系：However, On the contrary, but, Although + clause(从句), In spite of + n/doing, On the one hand…,On the other hand… Some…,while others…,as for, so…that…
4.表因果关系：Because, As, So, Thus, Therefore, As a result
5表换一种方式表达：In other words, that is to say,
6.表进行举例说明：For example; For instance; such as + n/doing
7.表陈述事实：In fact, frankly speaking
8.表选择：either…or…，or
连句成文，注意使用恰当的连词进行句子之间的衔接与过渡，书写一定要规范清晰。
第五步：润色修改
【刘凯老师点睛】范文内容完整，结构严谨，要点全面，语言规范，语篇连贯，词数适当，上下文意思连贯，符合逻辑关系。作者在范文中使用了主从复合句，如for what I wanted was a profession that could make a difference in people’s lives这句话中既用了for引导的原因状语从句，又用了that引导的定语从句；文章多处用了非谓语动词结构，如Seeing my hesitant look和Faced with so many choices在句中做状语；使用了非常好的短语，如by no means，encourage sb.to do sth.，turn to…for help，make a difference等，为文章增色不少；并注意了句子的衔接，如but，either…or…。全文中没有中国式英语的句式，显示了很高的驾驭英语的能力。另外，文章思路清晰、层次分明，上下句转换自然，为文章增色添彩。
刘凯老师介绍：
刘凯，男，蒙古族，黑龙江省齐齐哈尔人。本科为哈尔滨师范大学英语系，硕士为北京理工大学。美国亚利桑那大学访问学者，澳大利亚新兰威尔士大学ESL研修。2018年加州理工学院语言学双学位获得者。
北京市优秀青年教师，北京市级重点高中示范校骨干教师，多年高中一线执教经验，高三年级把关教师，多次参与东城区模拟试题命题工作，教学理念先进，教学成果突出，多篇教学论文获市区级奖项。
教育部课题研究员，参与国家十二五课题计划，并作出突出贡献，参与初中、高中各年级区级试题的命制，多次承担区级和市级研究课任务。
北京市科技英语优秀指导教师，所带学生在各级英语口语、作文竞赛中多次获奖；刘凯老师将扎实的英语基本功和严谨的学术思想作为教学的基础，课堂上善于寓教于乐，信息量大，内容丰富，使学生在和谐的课堂气氛下欣赏英语、享受英语、掌握英语、运用英语。
曾多次参加高考阅卷工作，参与人民教育出版社、北京教育出版社、外研社等各类高考教学用书的编写工作，有丰富的备考经验，国际核心期刊发表多篇论文。
2009-2012年期间，多次受邀在北京广播电台主持英语高考大纲解析及英语新课程改革节目，学术功底深厚，兼具偶像派与实力派特点，教风亲切洒脱，诙谐幽默，思维开阔，屡有奇思妙想，善于引导学生学以致用，对高考动向把握极其准确，深受学生和家长欢迎。尤其擅长英语语法和单词记忆法。
