专题突破卷05 阅读理解之议论文（含答案） 2025年高考英语一轮复习考点通关卷（新高考通用）练习

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1.（2024年全国甲卷D篇阅读理解）“I didn’t like the ending,” I said t my favrite cllege prfessr. It was my junir year f undergraduate, and I was ding an independent study n Victrian literature. I had just finished reading The Mill n the Flss by Gerge Elit, and I was heartbrken with the ending. Prf. Gracie, with all his patience, asked me t think abut it beynd whether I liked it r nt. He suggested I think abut the difference between endings that I wanted fr the characters and endings that were right fr the characters, endings that satisfied the stry even if they didn’t have a traditinally psitive utcme. Of curse, I wuld have preferred a different ending fr Tm and Maggie Tulliver, but the ending they gt did make the mst sense fr them.
This was an aha mment fr me, and I never thught abut endings the same way again. Frm then n, if I wanted t read an ending guaranteed t be happy, I’d pick up a lve rmance. If I wanted an ending I culdn’t guess, I’d pick up a mystery (悬疑小说). One where I kind f knew what was ging t happen, histrical fictin. Chsing what t read became easier.
But writing the end — that’s hard. It’s hard fr writers because endings carry s much weight with readers. Yu have t balance creating an ending that's unpredictable, but desn’t seem t cme frm nwhere, ne that fits what’s right fr the characters.
That’s why this issue (期) f Writer’s Digest aims t help yu figure ut hw t write the best ending fr whatever kind f writing yu’re ding. If it’s shrt stries, Peter Muntfrd breaks dwn six techniques yu can try t see which ne helps yu stick the landing. Elizabeth Sims analyzes the final chapters f five great nvels t see what key pints they include and hw yu can adapt them fr yur wrk.
This issue wn’t tell yu what yur ending shuld be — that’s up t yu and the stry yu’re telling — but it might prvide what yu need t get there.
1．Why did the authr g t Prf. Gracie?
A．T discuss a nvel.B．T submit a bk reprt.
C．T argue fr a writer.D．T ask fr a reading list.
2．What did the authr realize after seeing Gracie?
A．Writing is a matter f persnal preferences.
B．Readers are ften carried away by character.
C．Each type f literature has its unique end.
D．A stry which begins well will end well.
3．What is expected f a gd ending?
A．It satisfies readers’ taste.B．It fits with the stry develpment.
C．It is usually psitive.D．It is pen fr imaginatin.
4．Why des the authr mentin Peter Muntfrd and Elizabeth Sims?
A．T give examples f great nvelists.B．T stress the theme f this issue.
C．T encurage writing fr the magazine.D．T recmmend their new bks.
2.（2024年新高考I卷C篇阅读理解） Is cmprehensin the same whether a persn reads a text nscreen r n paper? And are listening t and viewing cntent as effective as reading the written wrd when cvering the same material? The answers t bth questins are ften “n”. The reasns relate t a variety f factrs, including reduced cncentratin, an entertainment mindset (心态) and a tendency t multitask while cnsuming digital cntent.
When reading texts f several hundred wrds r mre, learning is generally mre successful when it’s n paper than nscreen. A large amunt f research cnfirms this finding. The benefits f print reading particularly shine thrugh when experimenters mve frm psing simple tasks — like identifying the main idea in a reading passage — t nes that require mental abstractin — such as drawing inferences frm a text.
The differences between print and digital reading results are partly related t paper’s physical prperties. With paper, there is a literal laying n f hands, alng with the visual gegraphy f distinct pages. Peple ften link their memry f what they’ve read t hw far int the bk it was r where it was n the page.
But equally imprtant is the mental aspect. Reading researchers have prpsed a thery called “shallwing hypthesis (假说)”. Accrding t this thery, peple apprach digital texts with a mindset suited t scial media, which are ften nt s serius, and devte less mental effrt than when they are reading print.
Audi (音频) and vide can feel mre engaging than text, and s university teachers increasingly turn t these technlgies — say, assigning an nline talk instead f an article by the same persn. Hwever, psychlgists have demnstrated that when adults read news stries, they remember mre f the cntent than if they listen t r view identical pieces.
Digital texts, audi and vide all have educatinal rles, especially when prviding resurces nt available in print. Hwever, fr maximizing learning where mental fcus and reflectin are called fr, educatrs shuldn’t assume all media are the same, even when they cntain identical wrds.
5．What des the underlined phrase “shine thrugh” in paragraph 2 mean?
A．Seem unlikely t last.B．Seem hard t explain.
C．Becme ready t use.D．Becme easy t ntice.
6．What des the shallwing hypthesis assume?
A．Readers treat digital texts lightly.B．Digital texts are simpler t understand.
C．Peple select digital texts randmly.D．Digital texts are suitable fr scial media.
7．Why are audi and vide increasingly used by university teachers?
A．They can hld students' attentin.B．They are mre cnvenient t prepare.
C．They help develp advanced skills.D．They are mre infrmative than text.
8．What des the authr imply in the last paragraph?
A．Students shuld apply multiple learning techniques.
B．Teachers shuld prduce their wn teaching material.
C．Print texts cannt be entirely replaced in educatin.
D．Educatin utside the classrm cannt be ignred.
3.（2023年全国乙卷D篇阅读理解）If yu want t tell the histry f the whle wrld, a histry that des nt privilege ne part f humanity, yu cannt d it thrugh texts alne, because nly sme f the wrld has ever had texts, while mst f the wrld, fr mst f the time, has nt. Writing is ne f humanity’s later achievements, and until fairly recently even many literate (有文字的) scieties recrded their cncerns nt nly in writing but in things.
Ideally a histry wuld bring tgether texts and bjects, and sme chapters f this bk are able t d just that, but in many cases we simply can’t. The clearest example f this between literate and nn-literate histry is perhaps the first cnflict, at Btany Bay, between Captain Ck’s vyage and the Australian Abriginals. Frm the English side, we have scientific reprts and the captain’s recrd f that terrible day. Frm the Australian side, we have nly a wden shield (盾) drpped by a man in flight after his first experience f gunsht. If we want t recnstruct what was actually ging n that day, the shield must be questined and interpreted as deeply and strictly as the written reprts.
In additin t the prblem f miscmprehensin frm bth sides, there are victries accidentally r deliberately twisted, especially when nly the victrs knw hw t write. Thse wh are n the lsing side ften have nly their things t tell their stries. The Caribbean Tain, the Australian Abriginals, the African peple f Benin and the Incas, all f whm appear in this bk, can speak t us nw f their past achievements mst pwerfully thrugh the bjects they made: a histry tld thrugh things gives them back a vice. When we cnsider cntact (联系) between literate and nn-literate scieties such as these, all ur first-hand accunts are necessarily twisted, nly ne half f a dialgue. If we are t find the ther half f that cnversatin, we have t read nt just the texts, but the bjects.
9．What is the first paragraph mainly abut?
A．Hw past events shuld be presented.B．What humanity is cncerned abut.
C．Whether facts speak luder than wrds.D．Why written language is reliable.
10．What des the authr indicate by mentining Captain Ck in paragraph 2?
A．His reprt was scientific.B．He represented the lcal peple.
C．He ruled ver Btany Bay.D．His recrd was ne-sided.
11．What des the underlined wrd “cnversatin” in paragraph 3 refer t?
A．Prblem.B．Histry.C．Vice.D．Sciety.
12．Which f the fllwing bks is the text mst likely selected frm?
A． Hw Maps Tell Stries f the Wrld B． A Shrt Histry f Australia
C． A Histry f the Wrld in 100 Objects D． Hw Art Wrks Tell Stries
2024年高考模拟真题
（2024·四川达州·二模）“I spilled sup all ver the table, but it wasn’t my fault”. “I gt int truble at schl, but it wasn’t my fault.” Such statements are ften heard. “It’s nt my fault” is actually a cmmn respnse fr s many peple and especially teenagers. Parents cmplain that they’re tired f the “excuses”.
The reasn why variatins f “it’s nt my fault” are s ppular is that they get us ut f guilt, blame and anger. Thse emtins may cme frm thers’ reactins r ur wn self-talks. In the case f adlescents, they are ften trying t escape respnsibility and punishment fr mistakes.
Sme teens wuld benefit frm decreasing their self-blame. Thse wh blame themselves fr things that they can’t cntrl tend t be highly self-critical and are mre likely t be anxius.
Many teens verly rely n “it’s nt my fault”. Hwever, veruse f the phrase can result in feelings f helplessness t cntrl their wn lives. Besides, “it’s nt my fault” fcuses a teen’s attentin n what is dne as ppsed t what needs t be dne. In trying t get them t assume respnsibility, many parents attempt t cnvince their children that smething is their fault, but the apprach tends t be ineffective. A mre effective apprach is t face up t drawbacks t find slutins t the drawbacks actively.
Peple may nt have caused all their prblems, but they have t slve them anyway. Getting stuck in sharing blame ften keeps peple frm mving frward effectively. What des ne d if he is pushed int a deep lake? One culd certainly stay in water, yelling, “It’s nt my fault.” Hwever, that is nt ging t get him ut f water. At sme pint, he needs t swim t shre, regardless f the fault.
Like mst things in life, freeing urselves frm blame has its advantages and disadvantages. The questin isn’t what is “right”, but what is mst effective in mving frward.
13．Wh is likely t rely n “it’s nt my fault”?
A．A highly self-critical teenager.
B．A teenager unwilling t admit a fault.
C．A teenager facing up t his respnsibilities.
D．A teenager anxius abut uncntrllable things.
14．What is the authr’s advice n getting teens t assume respnsibility?
A．Letting them fcus n what is dne.
B．Persuading them t admit their fault.
C．Making them crrect the mistake actively.
D．Helping them analyze the reasn fr the mistake.
15．Why des the authr raise such a questin in Paragraph 5?
A．T put frward a new slutin t drawbacks.
B．T shw handling prblems shuld cme first.
C．T explain why teenagers get stuck in sharing blame.
D．T analyze what kind f prblem is caused by thers.
16．What is the authr’s purpse in writing this text?
A．T help teenagers ut f self-blame.
B．T tell parents hw t educate children.
C．T help teenagers face mistakes prperly.
D．T tell children t d self-talks cnsciusly.
（2024·山东潍坊·二模）I had t say smething after reading The Anxius Generatin. It is ging t sell well , because Jnathan Haidt is telling a scary stry abut children’s develpment many parents are led t believe. Hwever, the bk’s repeated suggestin that digital technlgies are rewiring ur children’s brains and causing the epidemic (流行病) f mental illness is unsupprted by science. Wrse , the rude prpsal that scial media is t blame might distract (分心) us frm effectively respnding t the real causes f the current mental-health crisis in yung peple.
Researchers have searched fr the effects suggested by Haidt. Our effrts have prduced a mix f n, small and mixed assciatins. Mst data are crrelative. When assciatins ver time are fund, they suggest nt that scial-media use predicts r causes depressin, but that yung peple wh already have mental-health prblems use such platfrms mre ften r in different ways frm their healthy peers.
We are nt alne here. Several analyses and systematic reviews centralize n the same message. An analysis dne in 72 cuntries shws n cnsistent r measurable assciatins between well-being and scial media glbally. Mrever, studies frm sme authrities finds n evidence f intense changes assciated with digital-technlgy use.
As a psychlgist studying children’s and adlescents’ mental health, I appreciate parents’ frustratin (沮丧) and desire fr simple answers. As a parent f adlescents, I wuld als like t identify a simple surce fr the pain this generatin is reprting. There are, hwever, n simple answers. The beginning and develpment f mental disrders are driven by a cmplex set f genetic and envirnmental factrs.
Mre yung peple are talking penly abut their mental-health struggles than ever befre. But insufficient services are available t address their needs. In the United States, there is, n average, ne schl psychlgist fr every 1,119 students. We have a generatin in crisis and in desperate need f the best f what science and evidence-based slutins can ffer. Unfrtunately, ur time is being spent telling stries that are unsupprted by research and that d little t supprt yung peple wh need, and deserve, mre.
17．What is presented in The Anxius Generatin?
A．Scary stries affect children’s brains.
B．Parents are respnsible fr children’s health.
C．Teen’s mental illness results frm screen time.
D．The epidemic f mental illness is unavidable.
18．What des “the same message ” underlined in paragraph 3 refer t?
A．Many cuntries d research in mental health.
B．Well-being and scial media are clsely related.
C．The yung are trapped in the mental-health crisis,
D．Scial media dn’t necessarily cause mental illness.
19．What is implied in the last paragraph?
A．Effective actins need t be taken.B．Psitive stries shuld be shared.
C．Financial supprt needs t be prvided.D．Brader research shuld be dne.
20．What is the authr’s purpse in writing the text?
A．T suggest ways t help thse in need.
B．T encurage parents t brave the crisis.
C．T recmmend a newly-published bk.
D．T give a vice t children’s mental issues.
（2024·甘肃张掖·三模）Hw the ecnmics prfessin shuld fix its gender prblem
At the heart f ecnmics is a belief in the virtues (好处) f pen cmpetitin as a way f using the resurces yu have in the mst efficient way yu can. Thanks t the pwer f that insight, ecnmists rutinely tell pliticians hw t run public plicy and business peple hw t run their firms. Yet when it cmes t its wn huse, academic ecnmics culd have dne mre t bserve the standards it applies t the rest f the wrld.
In particular, it recruits (招聘) t few wmen. Als, many f thse wh d wrk in the prfessin say they are treated unfairly and that their talents are nt fully realised. As a result, ecnmics has fewer gd ideas than it shuld and suffers frm a skewed (歪曲的) viewpint. It is time fr the dismal science t imprve its dismal recrd n gender.
Fr decades relatively few wmen have participated in STEM subjects: science, technlgy, engineering and maths. Ecnmics belngs in this list. And a survey by the American Ecnmics Assciatin (AEA) this week shws that many wmen wh d becme academic ecnmists are treated badly.
T deal with its gender shrtfall (缺口), ecnmics needs tw tls that it ften uses t analyse and slve prblems elsewhere: its ability t crunch data and its capacity t experiment. Take data first. The AEA study is cmmendable, but nly a fifth f its 45,000 present and past members replied t its pll. Better data are needed t capture hw wrk by female ecnmists is discriminated against. The mre cmprehensive (全面的) the picture that emerges, the sner and mre easily actin can be taken t change recruitment and t refrm prfessinal life.
The ther pririty is fr ecnmists t experiment with new ideas, as the AEA is recmmending. Fr a discipline that values dynamism, academic ecnmics is ften cnservative, sticking with teaching methds, hiring prcedures and scial cnventins that have been arund fr decades. The AEA survey reveals (显示) that 46% f wmen have nt asked a questin r presented an idea at cnferences fr fear f being treated unfairly, cmpared with 18% f men. Seminars culd be rganised t ensure that all speakers get a fair chance. The way that authrs’ names are presented n papers culd ensure that it is clear wh has dne the intellectual heavy lifting.
Instead f mving cautiusly, the ecnmics prfessin shuld d what it is best at: recgnise there is a prblem, measure it bjectively and find slutins. If the result is mre wmen in ecnmics wh are treated better, there will be mre cmpetitin fr ideas and a mre efficient use f a scarce (稀缺的) resurce. What ecnmist culd pssibly bject t that?
21．Why des ecnmics have fewer excellent ideas than it shuld?
A．Ecnmical envirnment isn’t gd enugh.
B．Prfessinals in this field are treated unjustly and their gifts are nt fully recgnized.
C．T many wmen are emplyed.
D．Wmen d wrse in ecnmics than men.
22．What des ecnmics need t handle its gender gap?
A．Data t capture hw wrk by female ecnmists is discriminated against.
B．Its ability t prcess data quickly and its capacity t experiment.
C．Actin t change recruitment and prfessinal life f female ecnmists.
D．Seminars rganised t ensure that all speakers get a fair chance.
23．What can we knw frm the last paragraph?
A．The result f the AEA survey is that there is better treatment t wmen.
B．Mre wmen in ecnmics will bring mre cmpetitin f scarce resurce.
C．A balanced sex rati will d gd t the develpment f ecnmics.
D．Men in ecnmics can’t make this discipline better.
24．What can we infer abut the authr’s attitude twards the ecnmics and its recruitment nw?
A．Oppsed.B．Psitive.C．Objective.D．Indifferent.
（2024·广东广州·三模）“Sating frm nw n, t be healthy, I will NOT eat any snacks besides granla bars (燕麦棒),” is what I tld myself yesterday, and yet here I am tday chewing a Chcpie. I’m aware that I’m breaking my wn prmise t myself. Instead f eating this, I shuld be wrking ut r smething. But the thing is, chclate is t gd at this mment fr me t refuse it!
As I type this, I’m experiencing what’s called instant gratificatin — the desire t experience pleasure r fulfillment withut delaying it fr a future benefit. Essentially, when yu want it, yu get it.
Instant gratificatin is als the exact ppsite f what we’re taught t d-delayed gratificatin: deciding t put ff satisfying ur current want t gain smething better in the future. We’ve all encuntered instant gratificatin befre. Shuld I sleep in r wake up early t wrk ut? When I get hme, shuld I rest and watch TV first r get started n my hmewrk?
All humans have the tendency t seek pleasure and avid pain, which is a basic but fundamental cncept knwn as the pleasure principle. Originally cined by Sigmund Freud, it clearly states that all humans are driven, t sme extent, by pleasure.
Cnstantly seeking quick pleasure may bring subsequent trubles. Hwever pleasant nt ding yur hmewrk may seem pleasant right nw, it nly results in pleasure plagued by guilt and last-minute panicking late at night. An inability t resist instant gratificatin may result in underachieving in the lng term and failure t meet certain gals.
Instant gratificatin, hwever, is nt necessarily a bad thing. Yu dn’t always have t say n t things yu want at that mment, and it’s gd t treat yurself when yu need it. In ther wrds, times where yu “treat yurself” are nly valuable in cmbinatin with delayed gratificatin. While my Chcpie may taste gd nw, it’ll taste even better if I nly eat it after I’ve wrked ut r dne smething healthy.
25．Hw des the authr intrduce the tpic?
A．By making a cntrast.B．By giving a definitin.
C．By citing a persnal case.D．By listing detailed prblems.
26．Which f the fllwing is an example f instant gratificatin?
A．Purchasing items regardless f budgets.B．Exercising regularly fr lng-term health.
C．Limiting time n scial media platfrms.D．Finishing hmewrk befre watching TV.
27．What des the underlined wrd “plagued” in paragraph 5 prbably mean?
A．Reminded.B．Highlighted.C．Intrduced.D．Bthered.
28．What may the authr agree with?
A．Delayed gratificatin is pintless.
B．Instant gratificatin shuld be priritized.
C．Enjying the mment brings in endless pleasure.
D．Instant treats paired with delayed gratificatin are sweeter.
（2024·河北秦皇岛·三模）The recent spread f “fake news” may make it seem like misinfrmatin is a relatively mdern inventin. But falsehds (假话) and wild claims have been part f human culture fr abut as lng as it’s existed. This is because misinfrmatin riginates with, and is spread by, fellw humans.
When yu’ve ever had t cmmunicate an imprtant, but cmplex, issue t a general audience, yu may have a sea f the mst reliable data, the mst elegant PwerPint slides and the full backing f every famus expert in the relevant field. And yet, yu can still be less persuasive than smene whse entire argument is: “A guy I met dwn the pub tld me smething different.”
In a perfectly sensible, lgical wrld, smene wh is lsely cnnected with a certain field r industry wuldn’t have the same influence as actual data, r the leading experts in the field. But humans aren’t perfectly sensible, lgical creatures and neither is the wrld we live in.
The ability t think ratinally and analytically is a relatively recent additin t ur mental abilities (in the evlutinary sense). And it csts ur brains a lt f energy and effrt, The mre established, fundamental systems in ur brain, which shape memry and learning, are heavily reliant n emtin. The mre emtinally stimulating smething is, the easier it is t remember. That’s why we can spend mnths revising the material fr a crucial schl exam, but struggle t remember any f it nce we’ve passed. Meanwhile, the embarrassing tine we slipped and landed n ur backside in the schl canteen. that memry will last until ur dying day.
The mst determined sceptics (无神论者) will ften say, “Facts dn’t care abut yur feelings,” which is crrect. But feelings dn’t necessarily care abut facts either. And ultimately, feelings have mre f a say in what we think and d. And that’s why yur mate dwn the pub can seem mre believable than a pile f published research.
29．What cntributes t the spread f “fake news”?
A．Peple factr.B．Human culture.
C．Mdern inventin.D．Infrmatin accuracy.
30．Why did the general audiences think actual data less persuasive?
A．They prefer making sensible analyses.B．They ae mre likely t be emtinal.
C．They have mre trust in authrity.D．They verestimate themselves.
31．Hw des the authr illustrate his idea in paragraph 4?
A．By listing figures.B．By giving examples.
C．By explaining a cncept.D．By citing experts’ wrds.
32．What is the authr’s purpse f writing the passage?
A．T reveal secrets.B．T share emtins.
C．T criticize a decisin.D．T describe a phenmenn.
（2024·浙江杭州·二模）Is frgiveness against ur human nature? T answer ur questin, we need t ask a further questin: What is the essence f ur humanity? Fr the sake f simplicity, peple cnsider tw distinctly different views f humanity.
The first view invlves dminance and pwer. In an early paper n the psychlgy f frgiveness, Drll (1984) made the interesting claim that humans’ essential nature is mre aggressive than frgiving allws. Thse wh frgive are against their basic nature, much t their harm. In his pinin, frgivers are cmprmising their well-being as they ffer mercy t thers, wh might then take advantage f them.
The secnd view invlves the theme f cperatin, mutual respect, and even lve as the basis f wh we are as humans. Researchers find that t fully grw as human beings, we need bth t receive lve frm and ffer lve t thers. Withut lve, ur cnnectins with a wide range f individuals in ur lives can fall apart. Even cmmn sense strngly suggests that the will t pwer ver thers des nt make fr harmnius interactins. Fr example, hw well has slavery wrked as a mde f scial harmny?
Frm this secnd viewpint f wh we are as humans, frgiveness plays a key rle in the bilgical and psychlgical integrity f bth individuals and cmmunities because ne f the utcmes f frgiveness, shwn thrugh scientific studies, is the decreasing f hate and the restratin f harmny. Frgiveness can break the cycle f anger. At least t the extent the peple frm whm yu are estranged (不和的) accept yur lve and frgiveness and are prepared t make the required adjustments. Frgiveness can heal relatinships and recnnect peple.
As an imprtant nte, when we take a classical philsphical perspective, we see the distinctin between ptentiality and actuality. We are nt necessarily brn with the capacity t frgive, but instead with the ptential t learn abut it and t grw in ur ability t frgive. The actuality f frgiving, in real situatins, develps with practice.
33．What is Drll’s idea abut frgiveness?
A．Peple shuld ffer mercy t thers.
B．Aggressive peple shuld learn t frgive.
C．Frgiveness depends n the nature f humanity.
D．Peple wh frgive can have their wn welfare affected.
34．What des the example in Paragraph 3 illustrate?
A．T fight is t grw.B．T give is t receive.
C．T frgive is t abuse.D．T dminate is t harm.
35．What is the writer’s attitude tward frgiveness?
A．Favrable.B．Reserved.C．Objective.D．Skeptical.
36．What message des the last paragraph cnvey?
A．Frgiveness is in ur nature.B．Frgiveness grws with time.
C．It takes practice t frgive.D．Actuality is based n ptentiality.
（2024·陕西榆林·三模）Peple have speculated (思索) fr centuries abut a future withut wrk. Sme imagine that the cming wrk-free wrld will be defined by inequality: A few wealthy peple will wn all the wealth, and the masses will struggle in a wasteland. A different predictin hlds that withut jbs t give their lives meaning, future peple will simply becme lazy and depressed.
But it desn’t necessarily fllw frm these findings that a wrld withut wrk wuld be filled with dissatisfactin. Such visins are based n the dwnsides f being unemplyed in a sciety built n the cncept f emplyment. In the absence f wrk, a sciety designed with ther ends in mind culd prvide strikingly different circumstances fr the future f labr and leisure.
These days, spare time is relatively rare fr mst wrkers. “When I cme hme frm a hard day’s wrk, I ften feel tired,” says Jhn Danaher, a lecturer at the Natinal University f Ireland, adding, “In a wrld in which I dn’t have t wrk, I might feel rather different—perhaps different enugh t thrw myself int a hbby with the enthusiasm usually reserved fr prfessinal matters.”
Daniel Everett, an anthrplgist (人类学家) at Bentley University studied a grup f hunter-gatherers in the Amazn called the Piraha fr years. Accrding t Everett, while sme might cnsider hunting and gathering as wrk, hunter-gatherers dn’t. “They think f it as fun,” he says. “They dn’t have a cncept f wrk the way we d.”
Everett described a typical day fr the Piraha: A man might get up, spend a few hurs fishing, have a barbecue, and play until the evening. Des this relaxing life lead t the depressin and purpselessness seen amng s many f tday’s unemplyed? “I’ve never seen anything like depressin there, except peple wh are physically ill,” Everett says. While many may cnsider wrk necessary fr human life, wrk as it exists tday is a relatively new inventin in the curse f human culture. “We dn’t think it’s desirable t just sit arund with nthing t d,” says Everett. “Fr the Piraha, it’s quite a pleasant state.”
37．What des the authr think f a redesigned wrk-free sciety?
A．It may ffer distinct leisure and labr situatins.
B．It may widen the gap between rich and pr.
C．It will certainly lead t scial dissatisfactin.
D．It will allw labrers enugh leisure time.
38．Why are the hunter-gatherers mentined in paragraph 4?
A．T inspire us t learn frm them.
B．T shw a wrk-free life in the future.
C．T justify the previus views n wrk.
D．T shw a different viewpint n wrk.
39．What’s the authr’s attitude twards the cming wrk-free wrld?
A．Objective.B．Optimistic.C．Negative.D．Cncerned.
40．What can we cnclude frm the text?
A．Daniel Everett prefers t sit arund ding nthing.
B．The wrk-free life makes the Piraha purpseless.
C．Physical sickness is seldm seen amng the Piraha.
D．A wrk-free life may cntribute t depressin.
（2024·江西·三模）If yu’re a white-cllar wrker wrking at an ffice, it’s unlikely that anyne can guess exactly what yu d frm yur clthes. That’s nt true fr lts f the peple yu interact with. The bus driver wh gets yu t yur destinatin, and the peple n receptin as yu enter the building — they’re likely t be wearing sme kind f crprate unifrm. A pll f American wrkers cnducted last summer by Gallup fund that althugh mst emplyees wear casual clthes, almst a quarter wear a unifrm.
Sme emplyers require unifrms, since they help ensure a level f prfessinalism in appearance, prject a brand identity with useful jb-specific features, and send a clear signal t custmers abut whm they shuld apprach with questins.
Thse custmers draw different cnclusins if staff are in unifrm. A study by Rbert Smith f Tilburg University and his clleagues asked peple t imagine being n the receiving end f pr service when picking up a pizza. They were then shwn pictures f unifrmed r nn-unifrmed emplyees. Participants were mre likely t blame the cmpany than the individual fr a bad experience when a unifrm was invlved. If crprate clthing makes each wrker seem mre representative f their emplyers, the authrs suggest that it may be a gd idea nt t give it t inexperienced wrkers.
Unifrms can als affect the psychlgy f emplyees. In 2012, Haj Adam and Adam Galinsky cined the term “unclthed cgnitin” t describe the effect that specific clthes have n the way peple think and feel. In ne study, Emilie Caspar f Ghent University gave participants the ptin t apply minr electric shcks t ther peple in return fr mney; thse dressed in Red Crss unifrms shwed mre empathy than thse in nrmal utfits.
The effects unifrms have n wrkers will bviusly vary. The bvius bjectin t unifrms is that they lack individuality. But emplyees wh dn’t have t wear a frmal unifrm tend t have their wn pattern f dressing, thus frming anther infrmal unifrm.
41．What d we knw abut white-cllar ffice wrkers?
A．They must fllw strict rules abut unifrms.
B．Their way f dressing reveals their jb duties.
C．Their clthes may nt be relevant t their wrk.
D．They wear unifrms t inspire custmers’ interest.
42．What did the participants d in the study in Para. 3?
A．They imagined being served in a shp.
B．They dressed up in emplyees’ unifrm.
C．They were asked t wrk in a pizza shp.
D．They rdered pizza frm unifrmed emplyees.
43．Why are wrkplace unifrms disliked by sme peple?
A．They blck custmers’ en-clthed cgnitin.
B．They re an expressin f being inexperienced.
C．They are inferir t their wn pattern f dressing.
D．They lack an express n f wearers’ individuality.
44．Where is the text mst prbably taken frm?
A．An essay n fashin trend.
B．A review f wrkplace culture
C．A guidebk abut making clthes.
D．An intrductin abut scial custms.
（2024·湖北襄阳·三模）Studies have shwn the mere expsure effect, als referred t as the familiarity principle: inspires ur decisins. It is a helpful psychlgical mechanism that helps us sustain ur energy and fcus ur attentin n ther things. Getting used t new things takes effrt and it can be exhausting. S unless we have a terrible experience, we are likely t buy frm cmpanies we’ve gt used t. That is why cmpanies spend s much mney n advertising and marketing and why insurance cmpanies penly charge existing custmers mre than new nes.
It’s nt the case that we nly desire things we already knw. Sme studies suggest when invited t share ur preferences, we smetimes see less familiar ptins as mre desirable. But when acting n that preference, we fall back t what we knw. This might explain why smetimes the things we want and the things we d dn’t quite batch n. We might even return t cmpanies that treated us prly in the past r stay in bad relatinships.
It’s easy t paint the familiarity principle as an enemy r smething t battle as if it is smething that hlds us back frm living ur dreams. But this attitude might be verwhelming because it tends t encurage us tward big-picture thinking, where we imagine that change requires a substantial dramatic swing that we dn’t feel ready fr. Sme articles suggest the slutin t familiarity frustratin is cmplete expsure t nvelty. While this can appear effective in the shrt run, we may nly end up replacing ne prblem with anther. It als risks verwhelm and burnut.
S what if we can wrk with the familiarity principle instead? Familiarity is smething we can learn t play with and enjy. It is a setting fr creativity and a pathway t expansin. We can push back the zne f familiarity bit by bit. If we think f familiarity as smething that can expand, we can cnsider changing the cnditins in and arund ur lives t make mre space fr ur preferences t take rt and grw gently. Frm here, we will start t make decisins, drawing frm an ever-deepening pl at valuable ptins.
45．What allws insurance cmpanies t charge ld custmers mre?
A．The imprved service.B．The advertising cst.
C．The familiarity principle.D．The law f the market.
46．What can be learned frm paragraph 2?
A．Our preferences affect ur decisins.
B．Familiarity tends t generate disrespect.
C．The familiarity principle is a duble-edged swrd.
D．There can be an incnsistency between desires and actins
47．What is the authr’s attitude twards the slutin in sme arises?
A．Disapprving.B．Tlerant.C．Objective.D．Reserved.
48．Hw shuld we perceive familiarity principle accrding t the passage?
A．T treat it as an enemy.
B．T give tp pririty t it.
C．T replace it with expsure t nvelty.
D．T gently use it t braden familiarity zne.