2016-2024年閱讀理解真題合集（適合浙江及新高考地區(qū)）-高三下學(xué)期英語二輪復(fù)習(xí)

序號(hào)試卷閱讀A主題語境主題閱讀B主題語境主題閱讀C主題語境主題閱讀D主題語境主題12024年浙江卷1月應(yīng)用文人與社會(huì)湯姆索亞音樂劇記敘文人與社會(huì)亭變遷說明文人與自然飛播治理雹暴引爭(zhēng)議說明文人與社會(huì)成人棉花糖實(shí)驗(yàn)22023年全國卷新高考卷I應(yīng)用文人與社會(huì)自行車租賃記敘文人與自然生態(tài)設(shè)計(jì)書評(píng)人與自我《數(shù)字極簡(jiǎn)主義》說明文人與社會(huì)群體智慧32023年全國卷新高考卷II應(yīng)用文人與社會(huì)黃石公園新聞報(bào)道人與自我花園項(xiàng)目書評(píng)人與社會(huì)《閱讀的藝術(shù)》說明文人與自然野生自然環(huán)境42023年全國甲卷應(yīng)用文人與社會(huì)曼谷美食之旅記敘文人與社會(huì)DIY書評(píng)人與自我《蘇格拉底快車》說明文人與自然灰熊保護(hù)52023年全國乙卷應(yīng)用文人與自我四位執(zhí)業(yè)女醫(yī)師記敘文人與社會(huì)拍攝經(jīng)歷說明文人與社會(huì)電視節(jié)目與飲食說明文人與社會(huì)如何了解歷史62023年浙江卷1月應(yīng)用文人與自我探險(xiǎn)家營(yíng)地記敘文人與自我零浪費(fèi)生活新聞報(bào)道人與社會(huì)人工智能機(jī)器說明文人與自然太陽能農(nóng)場(chǎng)72022年全國卷新高考卷I應(yīng)用文人與社會(huì)課程評(píng)分制度夾敘夾議人與社會(huì)減少浪費(fèi)說明文人與社會(huì)母雞創(chuàng)意項(xiàng)目說明文人與社會(huì)人類語言研究82022年全國卷新高考卷II應(yīng)用文人與社會(huì)博物館團(tuán)體游記敘文人與自我網(wǎng)絡(luò)時(shí)代說明文人與社會(huì)開車禁止說明文人與自我高強(qiáng)度有氧運(yùn)動(dòng)92022年全國甲卷應(yīng)用文人與社會(huì)英國劇院說明文人與自然鸚鵡識(shí)別形狀記敘文人與自我南極之旅夾敘夾議人與社會(huì)悉尼102022年全國乙卷應(yīng)用文人與社會(huì)畫家紀(jì)念展覽書評(píng)人與社會(huì)支教故事說明文人與社會(huì)無人機(jī)說明文人與社會(huì)英國糖稅112021年全國卷新高考卷I應(yīng)用文人與社會(huì)旅游省錢攻略記敘文人與社會(huì)兼職翻譜師說明文人與自然保護(hù)水禽政策說明文人與社會(huì)情商科普122021年全國卷新高考卷II應(yīng)用文人與社會(huì)約克郡活動(dòng)記敘文人與自我照顧老虎記敘文人與自我藝術(shù)家進(jìn)校園說明文人與社會(huì)放牧牛機(jī)器人132021年全國甲卷應(yīng)用文人與社會(huì)攝影比賽說明文人與自然黑犀牛保護(hù)記敘文人與自然玩滑板適應(yīng)生活說明文人與社會(huì)天才的定義142021年全國乙卷應(yīng)用文人與社會(huì)大型競(jìng)技場(chǎng)說明文人與社會(huì)澳洲固定說明文人與自然塑料垃圾雕像說明文人與社會(huì)開放性辦公室152020年全國卷新高考卷I（山東）應(yīng)用文人與社會(huì)詩歌挑戰(zhàn)賽記敘文人與自我追求學(xué)業(yè)夢(mèng)想書評(píng)人與社會(huì)寫烏茲的書籍介紹說明文人與社會(huì)影響飯量因素162020年全國卷新高考卷II（海南）應(yīng)用文人與社會(huì)夏令營(yíng)記敘文人與自我奶奶的盒子書評(píng)人與社會(huì)《理解失敗》說明文人與自然熱帶雨林2024年浙江卷1月ATomSawyerPlayIsanAdventureA35minutehandclapping,footstompingmusicalversionofaMarkTwainfavoritereturnswiththisTallStacksfestival.“TomSawyer:ARiverAdventure”hasallthegoodstuff,includingthefencepainting,thegraveyard,theislandandthecave.ItisadaptedbyJoeMcDonough,withmusicbyDavidKisor.That’sthelocalstagewritingteamthatcreatesmanyoftheChildren’sTheatreofCincinnati’soriginalmusicals,alongwiththeholidayfamilymusicalsatEnsembleTheatre.ThisyearNathanTurnerofBurlingtonisTomSawyer,andRobbieMcMathofFortMitchellisHuckFinn.Turner,a10thgraderatSchoolforCreativeandPerformingArts,isafamiliarpresenceonCincinnati’sstages.HeisastaractorofChildren’sTheatre,havingplayedleadingrolesin“TheLegendofSleepyHollow”and“TheWizardofOz.”andisfreshfromJerseyProduction“Ragtime.”McMathisajunioratBeechwoodHighSchool.Hewasinthecastof“TomSawyer”whenitwasfirstperformedandisaChildren’sTheatreregular,withfiveshowstohiscredit.ThissummerheattendedKentucky’sGovernor’sSchoolfortheArtsinMusicalTheatre.Notetoteachers:Children’sTheatrehasastudyguidedemonstratinghowmathandsciencecanbetaughtthrough“TomSawyer.”Fordownloadablelessons,visittheofficialwebsiteofChildren’sTheatre.21.Whowrotethemusicfor“TomSawyer:ARiverAdventure”?A.DavidKisor. B.JoeMcDonough.C.NathanTurner. D.RobbieMcMath.22.Whatcanwelearnaboutthetwoactors?A.Theystudyinthesameschool. B.Theyworkedtogetherin“Ragtime”.C.Theyareexperiencedonstage. D.Theybecamefriendstenyearsago.23.WhatdoesChildren’sTheatreprovideforteachers?A.Researchfunding. B.Trainingopportunities.C.Technicalsupport. D.Educationalresources.BWhenwasthelasttimeyouusedatelephonebox?Imeantomakeanactualphonecall—nottoshelterfromtherain.Agesago,right?ThelasttimeIusedaphoneboxforitsintendedpurposewas...2006.Iwasconductingauditions(試演)formyplayinmytinyoldsharedhouseinLondon.Hopingtoimpresssometalentedactorstoeandworkformefornothing,Ispreadsomethrowsoverthesofasandlitcandlestomakeitseemabitmore“youngprofessional”.AsIrushedoutdoorstoemptythewastepaperbaskets,thedoorswungshutbehindme.SuddenlyIwaslockedoutside.Mymobilephonewasinside,butluckilytherewasatelephoneboxacrossthestreet.So,IcalledDirectoryAssistance,gotputthroughtoourlandlady’smanagingagent,andhadasparekeysenttomewithjustenoughtimetogetbadinbeforetheactorsarrived.AsithasbeenmanyyearssinceIlastusedone,Ishouldhardlybesurprisedthattherearenolongeranypublictelephonesnearmyhouse.Thelastonestandinghasjustbeenturnedintoa“minimunitylibrary”:anypasserbycan“borrow”abookfromitsshelves,andreturnitlater,orreplaceitwithanothertitlefromtheirowncollection.Forafewmonthsafterthe“l(fā)ibrary”opened,Ididn’tbothertakingalook,asIhadassumedthatitwouldbestuffedfullofcheesylovestories.ThenInoticedfolkconductingspringcleansdroppingboxesofvoluminousbooksonvarioussubjectsthere.Andthesebookswerefree.ThisunbeatablepricepointencouragedmetoexperimentwithdozensoftitlesthatIwouldnevernormallyconsiderbuying.AndI’vediscoveredsomegreatbooks!IfIevergettrappedoutsidemyhouseagain,mylocaltelephoneboxwill,sadly,nolongerbeabletoconnectmewithmykeys.ButitcancertainlykeepmeentertainedwhileIwaitformywifetorescueme.24.Whatdoestheword“it”underlinedinthefirstparagraphreferto?A.Theplay. B.Thesharedhouse.C.Thesofa. D.Thetelephonebox.25.Whydidtheauthorusethetelephoneboxin2006?A.Toplaceanurgentcall. B.Toputupanotice.C.Toshelterfromtherain. D.Toholdanaudition.26.Whatdoweknowaboutthe“minimunitylibrary”?A.Itprovidesphoneserviceforfree. B.Anyonecancontributetoitscollection.C.Itispopularamongyoungreaders. D.Booksmustbereturnedwithinamonth.27.Whydidtheauthorstarttousethe“l(fā)ibrary”?A.Hewantedtoborrowsomelovestories.B.Hewasencouragedbyacloseneighbour.C.Hefoundtherewereexcellentfreebooks.D.Hethoughtitwasanidealplaceforreading.COnSeptember7,1991,thecostliesthailstorm(雹暴)inCanadianhistoryhitCalgary’southernsuburbs.Asaresult,since1996agroupofinsurancepanieshavespentabout$2millionperyearontheAlbertaHailSuppressionProject.Airplanesseedthreateningstormcellswithachemicaltomakesmallicecrystalsfallasrainbeforetheycangrowintodangeroushailstones.ButfarmersineastcentralAlberta—downwindofthehailprojectflights—worrythatpreciousmoisture(水分)isbeingstolenfromtheirthirstylandbythecloudseeding.NormanStienwand,whofarmsinthatarea,hasbeenaddressingpublicmeetingsonthisissueforyears.“Basically,theprovincialgovernmentisJettingtheinsurance,paniesprotecttheCalgaryEdmontonurbanareafromhail,”Mr.Stienwandsays,“butthey’reincreasingdroughtriskasfareastasSaskatchewan.”TheAlbertahailprojectismanagedbyTerryKrauss,acloudphysicistwhoworksforWeatherModificationInc.ofFargo,NorthDakota.“Weaffectonlyaverysmallpercentageofthetotalmoistureintheair,sowecannotbecausingdrought.”Dr.Krausssays.“Infact,wemaybehelpingincreasethemoisturedownwindbycreatingwetterground.”O(jiān)nedoubteraboutthesafetyofcloudseedingisChuckDoswell,aresearchscientistwhojustretiredfromtheUniversityofOklahoma.“In1999,Ipersonallysawsignificanttornadoes(龍卷風(fēng))formfromaseededstormcellinKansas,”Dr.Doswellsays.“Doescloudseedingcreatekillerstormsorreducemoisturedownwind?Noonereallyknows,ofcourse,buttheseedinggoeson.”Giventhedegreeofdoubt,Mr.Stienwandsuggests,“itwouldbewisetostopcloudseeding.”Inpractice,doubthashadtheoppositeeffect.Duetothelackofscientificproofconcerningtheirimpacts,noonehassucceededinwinningalawsuitagainstcloudseedingpanies,Hence,privateclimateengineeringcanproceedinrelativelegalsafety.28.Whatdoestheprojectaimtodo?A.Conservemoistureinthesoil. B.Preventtheformationofhailstones.C.Forecastdisastroushailstorms. D.Investigatechemicaluseinfarming.29.Whoareopposedtotheproject?A.FarmersineastcentralAlberta. B.Managersofinsurancepanies.C.Provincialgovernmentofficials. D.ResidentsofCalgaryandEdmonton,30.WhydoesDr.Doswellmentionthetornadoeshesawin1999?A.Toparedifferentkindsofseedingmethods.B.Toillustratethedevelopmentofbighailstorms.C.Toindicateapossibledangerofcloudseeding.D.Toshowthelinkbetweenstormsandmoisture.31.Whatcanweinferfromthelastparagraph?A.ScientificstudieshaveprovedStienwandright.B.PrivateclimateengineeringisillegalinCanada.C.Thedoubtaboutcloudseedinghasdisappeared.D.Cloudseedingpanieswillcontinuetoexist.DTheStanfordmarshmallow(棉花糖)testwasoriginallyconductedbypsychologistWalterMischelinthelate1960s.Childrenagedfourtosixatanurseryschoolwereplacedinaroom.Asinglesugarytreat,selectedbythechild,wasplacedonatable.Eachchildwastoldiftheywaitedfor15minutesbeforeeatingthetreat,theywouldbegivenasecondtreat.Thentheywereleftaloneintheroom.Followupstudieswiththechildrenlaterinlifeshowedaconnectionbetweenanabilitytowaitlongenoughtoobtainasecondtreatandvariousformsofsuccess.Asadultswefaceaversionofthemarshmallowtesteveryday.We’renottempted(誘惑)bysugarytreats,butbyourputers,phones,andtabletsallthedevicesthatconnectustotheglobaldeliverysystemforvarioustypesofinformationthatdotouswhatmarshmallowsdotopreschoolers.Wearetemptedbysugarytreatsbecauseourancestorslivedinacaloriepoorworld,andourbrainsdevelopedaresponsemechanismtothesetreatsthatreflectedtheirvalueafeelingofrewardandsatisfaction.Butaswe’vereshapedtheworldaroundus,dramaticallyreducingthecostandeffortinvolvedinobtainingcalories,westillhavethesamebrainswehadthousandsofyearsago,andthismismatchisattheheartofwhysomanyofusstruggletoresisttemptingfoodsthatweknowweshouldn’teat.Asimilarprocessisatworkinourresponsetoinformation.Ourformativeenvironmentasaspecieswasinformationpoor,soourbrainsdevelopedamechanismthatprizednewinformation.Butglobalconnectivityhasgreatlychangedourinformationenvironment.Wearenowceaselesslybombarded(轟炸)withnewinformation.Therefore,justasweneedtobemorethoughtfulaboutourcaloricconsumption,wealsoneedtobemorethoughtfulaboutourinformationconsumption,resistingthetemptationofthemental“junkfood”inordertomanageourtimemosteffectively.32.WhatdidthechildrenneedtodotogetasecondtreatinMischel’stest?A.Takeanexaminationalone. B.Showrespectfortheresearchers.C.Sharetheirtreatswithothers. D.Delayeatingforfifteenminutes.33.Accordingtoparagraph3,thereisamismatchbetween_______.A.thecaloriepoorworldandourgoodappetitesB.theshortageofsugarandournutritionalneedsC.therichfoodsupplyandourunchangedbrainsD.thetemptingfoodsandoureffortstokeepfit34.Whatdoestheauthorsuggestreadersdo?A.Absorbnewinformationreadily. B.Beselectiveinformationconsumers.C.Usediverseinformationsources. D.Protecttheinformationenvironment.35.Whichofthefollowingisthebesttitleforthetext?A.EatLess,ReadMore B.TheBiterTruthaboutEarlyHumansC.TheLater,theBetter D.TheMarshmallowTestforGrownups2023年全國卷新高考卷IABikeRental&GuidedToursWeletoAmsterdam,weletoMacBike.Youseemuchmorefromtheseatofabike!Cyclingisthemosteconomical,sustainableandfunwaytoexplorethecity,withitsbeautifulcanals,parks,squaresandcountlesslights.YoucanalsobikealonglovelylandscapesoutsideofAmsterdam.WhyMacBikeMacBikehasbeenaroundforalmost30yearsandisthebiggestbicyclerentalpanyinAmsterdam.Withover2,500bikesstoredinourfiverentalshopsatstrategiclocations,wemakesurethereisalwaysabikeavailableforyou.Weofferthenewestbicyclesinawidevariety,includingbasicbikeswithfootbrake(剎車),bikeswithhandbrakeandgears(排擋),bikeswithchildseats,andchildren’sbikes.PricesHandBrake,ThreeGearsFootBrake,NoGears1hour€7.50€5.003hours€11.00€7.501day(24hours)€14.75€9.75Eachadditionalday€8.00€6.00GuidedCityToursThe2.5hourtourcoverstheGooyerWindmill,theSkinnyBridge,theRijksmuseum,HeinekenBreweryandmuchmore.ThetourdepartsfromDamSquareeveryhouronthehour,startingat1:00pmeveryday.YoucanbuyyourticketinaMacBikeshoporbookonline.21.WhatisanadvantageofMacBike?A.Itgiveschildrenadiscount. B.Itoffersmanytypesofbikes.C.Itorganizesfreecycletours. D.Ithasover2,500rentalshops.22.Howmuchdoyoupayforrentingabikewithhandbrakeandthreegearsfortwodays?A.€15.75. B.€19.50. C.€22.75. D.€29.50.23.Wheredoestheguidedcitytourstart?A.TheGooyer,Windmill. B.TheSkinnyBridge.C.HeinekenBrewery. D.DamSquare.BWhenJohnToddwasachild,helovedtoexplorethewoodsaroundhishouse,observinghownaturesolvedproblems.Adirtystream,forexample,oftenbecameclearafterflowingthroughplantsandalongrockswheretinycreatureslived.Whenhegotolder,Johnstartedtowonderifthisprocesscouldbeusedtocleanupthemessespeopleweremaking.Afterstudyingagriculture,medicine,andfisheriesincollege,Johnwentbacktoobservingnatureandaskingquestions.Whycancertainplantstrapharmfulbacteria(細(xì)菌)?Whichkindsoffishcaneatcancercausingchemicals?Withtherightbinationofanimalsandplants,hefigured,maybehecouldcleanupwastethewaynaturedid.Hedecidedtobuildwhathewouldlatercallanecomachine.ThetaskJohnsetforhimselfwastoremoveharmfulsubstancesfromsomesludge(污泥).First,heconstructedaseriesofclearfiberglasstanksconnectedtoeachother.Thenhewentaroundtolocalpondsandstreamsandbroughtbacksomeplantsandanimals.Heplacedtheminthetanksandwaited.Littlebylittle,thesedifferentkindsoflifegotusedtooneanotherandformedtheirownecosystem.Afterafewweeks,Johnaddedthesludge.Hewasamazedattheresults.Theplantsandanimalsintheecomachinetookthesludgeasfoodandbegantoeatit!Withinweeks,ithadallbeendigested,andallthatwasleftwaspurewater.Overtheyears,Johnhastakenonmanybigjobs.Hedevelopedagreenhouse—likefacilitythattreatedsewage(污水)from1,600homesinSouthBurlington.HealsodesignedanecomachinetocleancanalwaterinFuzhou,acityinsoutheastChina.“Ecologicaldesign”isthenameJohngivestowhathedoes.“LifeonEarthiskindofaboxofsparepartsfortheinventor,”hesays.“Youputorganismsinnewrelationshipsandobservewhat’shappening.Thenyouletthesenewsystemsdeveloptheirownwaystoselfrepair.”24.WhatcanwelearnaboutJohnfromthefirsttwoparagraphs?A.Hewasfondoftraveling. B.Heenjoyedbeingalone.C.Hehadaninquiringmind. D.Helongedtobeadoctor.25.WhydidJohnputthesludgeintothetanks?A.Tofeedtheanimals. B.Tobuildanecosystem.C.Toprotecttheplants. D.Totesttheecomachine.26.Whatistheauthor’spurposeinmentioningFuzhou?A.ToreviewJohn’sresearchplans. B.ToshowanapplicationofJohn’sidea.C.TopareJohn’sdifferentjobs. D.ToerasedoubtsaboutJohn’sinvention.27.WhatisthebasisforJohn’swork?A.Naturecanrepairitself. B.Organismsneedwatertosurvive.C.LifeonEarthisdiverse. D.Mosttinycreaturesliveingroups.CThegoalofthisbookistomakethecasefordigitalminimalism,includingadetailedexplorationofwhatitasksandwhyitworks,andthentoteachyouhowtoadoptthisphilosophyifyoudecideit’srightforyou.Todoso,Idividedthebookintotwoparts.Inpartone,Idescribethephilosophicalfoundationsofdigitalminimalism,startingwithanexaminationoftheforcesthataremakingsomanypeople’sdigitallivesincreasinglyintolerable,beforemovingontoadetaileddiscussionofthedigitalminimalismphilosophy.Partoneconcludesbyintroducingmysuggestedmethodforadoptingthisphilosophy:thedigitaldeclutter.Thisprocessrequiresyoutostepawayfromoptionalonlineactivitiesforthirtydays.Attheendofthethirtydays,youwillthenaddbackasmallnumberofcarefullychosenonlineactivitiesthatyoubelievewillprovidemassivebenefitstothethingsyouvalue.Inthefinalchapterofpartone,I’llguideyouthroughcarryingoutyourowndigitaldeclutter.Indoingso,I’lldrawonanexperimentIranin2018inwhichover1,600peopleagreedtoperformadigitaldeclutter.You’llheartheseparticipants’storiesandlearnwhatstrategiesworkedwellforthem,andwhattrapstheyencounteredthatyoushouldavoid.Thesecondpartofthisbooktakesacloserlookatsomeideasthatwillhelpyoucultivate(培養(yǎng))asustainabledigitalminimalismlifestyle.Inthesechapters,Iexamineissuessuchastheimportanceofsolitude(獨(dú)處)andthenecessityofcultivatinghighqualityleisuretoreplacethetimemostnowspendonmindlessdeviceuse.Eachchapterconcludeswithacollectionofpractices,whicharedesignedtohelpyouactonthebigideasofthechapter.Youcanviewthesepracticesasatoolboxmeanttoaidyoureffortstobuildaminimalistlifestylethatwordsforyourparticularcircumstances.28.Whatisthebookaimedat?A.Teachingcriticalthinkingskills. B.Advocatingasimpledigitallifestyle.C.Solvingphilosophicalproblems. D.Promotingtheuseofadigitaldevice.29.Whatdoestheunderlinedword“declutter”inparagraph3mean?A.Clearup. B.Addon. C.Checkin. D.Takeover.30.Whatispresentedinthefinalchapterofpartone?A.Theoreticalmodels. B.Statisticalmethods.C.Practicalexamples. D.Historicalanalyses.31.Whatdoestheauthorsuggestreadersdowiththepracticesofferedinparttwo?A.Usethemasneeded. B.Remendthemtofriends.C.Evaluatetheireffects. D.Identifytheideasbehindthem.DOnMarch7,1907,theEnglishstatisticianFrancisGaltonpublishedapaperwhichillustratedwhathasetobeknownasthe“wisdomofcrowds”effect.Theexperimentofestimationheconductedshowedthatinsomecases,theaverageofalargenumberofindependentestimatescouldbequiteaccurate.Thiseffectcapitalizesonthefactthatwhenpeoplemakeerrors,thoseerrorsaren’talwaysthesame.Somepeoplewilltendtooverestimate,andsometounderestimate.Whenenoughoftheseerrorsareaveragedtogether,theycanceleachotherout,resultinginamoreaccurateestimate.Ifpeoplearesimilarandtendtomakethesameerrors,thentheirerrorswon’tcanceleachotherout.Inmoretechnicalterms,thewisdomofcrowdsrequiresthatpeople’sestimatesbeindependent.Ifforwhateverreasons,people’serrorsbeecorrelatedordependent,theaccuracyoftheestimatewillgodown.ButanewstudyledbyJoaquinNavajasofferedaninterestingtwist(轉(zhuǎn)折)onthisclassicphenomenon.Thekeyfindingofthestudywasthatwhencrowdswerefurtherdividedintosmallergroupsthatwereallowedtohaveadiscussion,theaveragesfromthesegroupsweremoreaccuratethanthosefromanequalnumberofindependentindividuals.Forinstance,theaverageobtainedfromtheestimatesoffourdiscussiongroupsoffivewassignificantlymoreaccuratethantheaverageobtainedfrom20independentindividuals.Inafollowupstudywith100universitystudents,theresearcherstriedtogetabettersenseofwhatthegroupmembersactuallydidintheirdiscussion.Didtheytendtogowiththosemostconfidentabouttheirestimates?Didtheyfollowthoseleastwillingtochangetheirminds?Thishappenedsomeofthetime,butitwasn’tthedominantresponse.Mostfrequently,thegroupsreportedthatthey“sharedargumentsandreasonedtogether.”Somehow,theseargumentsandreasoningresultedinaglobalreductioninerror.AlthoughthestudiesledbyNavajashavelimitationsandmanyquestionsremainthepotentialimplicationsforgroupdiscussionanddecisionmakingareenormous.32.Whatisparagraph2ofthetextmainlyabout?A.Themethodsofestimation. B.Theunderlyinglogicoftheeffect.C.Thecausesofpeople’serrors. D.ThedesignofGalton’sexperiment.33.Navajas’studyfoundthattheaverageaccuracycouldincreaseevenif________.A.thecrowdswererelativelysmall B.therewereoccasionalunderestimatesC.individualsdidnotmunicate D.estimateswerenotfullyindependent34.Whatdidthefollowupstudyfocuson?A.Thesizeofthegroups. B.Thedominantmembers.C.Thediscussionprocess. D.Theindividualestimates.35.Whatistheauthor’sattitudetowardNavajas’studies?A.Unclear. B.Dismissive. C.Doubtful. D.Approving.2023年全國卷新高考卷IIAYellowstoneNationalParkoffersavarietyofrangerprogramsthroughoutthepark,andthroughouttheyear.Thefollowingaredescriptionsoftherangerprogramsthissummer.ExperiencingWildlifeinYellowstone(May26toSeptember2)Whetheryou’rehikingabackcountrytrail(小徑),camping,orjustenjoyingthepark’samazingwildlifefromtheroad,thisquickworkshopisforyouandyourfamily.Learnwheretolookforanimalsandhowtosafelyenjoyyourwildlifewatchingexperience.MeetattheCanyonVillageStore.JuniorRangerWildlifeOlympics(June5toAugust21)KidscantesttheirskillsandparetheirabilitiestotheanimalsofYellowstone.Stayforaslittleoraslongasyourplansallow.MeetinfrontoftheVisitorEducationCenter.CanyonTalksatArtistPoint(June9toSeptember2)Fromaclassicviewpoint,enjoyLowerFalls,theYellowstoneRiver,andthebreathtakingcolorsofthecanyon(峽谷)whilelearningaboutthearea’snaturalandhumanhistory.Discoverwhyartistsandphotographerscontinuetobedrawntothisspecialplace.MeetonthelowerplatformatArtistPointontheSouthRimDriveforthisshorttalk.PhotographyWorkshops(June19&July10)Enhanceyourphotographyskills—joinYellowstone’sparkphotographerforahandsonprogramtoinspirenewandcreativewaysofenjoyingthebeautyandwonderofYellowstone.6/19—Waterfalls&WideAngles:meetatArtistPoint.7/10—Wildflowers&WhiteBalance:meetatWashburnTrailheadinChittendenparkingarea.21.Whichofthefourprogramsbeginstheearliest?A.PhotographyWorkshops. B.JuniorRangerWildlifeOlympics.C.CanyonTalksatArtistPoint. D.ExperiencingWildlifeinYellowstone.22.WhatistheshorttalkatArtistPointabout?A.Worksoffamousartists. B.Protectionofwildanimals.C.Basicphotographyskills. D.Historyofthecanyonarea.23.WherewilltheparticipantsmeetfortheJuly10photographyworkshop?A.ArtistPoint. B.WashburnTrailhead.C.CanyonVillageStore. D.VisitorEducationCenter.BTurningsoil,pullingweeds,andharvestingcabbagesoundliketoughworkformiddleandhighschoolkids.Andatfirstitis,saysAbbyJaramillo,whowithanotherteacherstartedUrbanSprouts,aschoolgardenprogramatfourlowineschools.Theprogramaimstohelpstudentsdevelopscienceskills,environmentalawareness,andhealthylifestyles.Jaramillo’sstudentsliveinneighborhoodswherefreshfoodandgreenspacearenoteasytofindandfastfoodrestaurantsoutnumbergrocerystores.“Thekidsliterallyetoschoolwithbagsofsnacksandlargebottlesofsoftdrinks,”shesays.“Theyetousthinkingvegetablesareawful,dirtisawful,insectsareawful.”Thoughsomeareinitiallyscaredoftheinsectsandturnedoffbythedirt,mostareeagertotrysomethingnew.UrbanSprouts’classes,attwomiddleschoolsandtwohighschools,includehandsonexperimentssuchassoiltesting,flowerandseeddissection,tastingsoffreshordriedproduce,andworkinthegarden.Severaltimesayear,studentscookthevegetablestheygrow,andtheyoccasionallymakesaladsfortheirentireschools.Programevaluationsshowthatkidseatmorevegetablesasaresultoftheclasses.“Wehavestudentswhosaytheywenthomeandtalkedtotheirparentsandnowthey’reeatingdifferently,”Jaramillosays.Sheaddsthattheprogram’sbenefitsgobeyondnutrition.Somestudentsgetsointerestedingardeningthattheybringhomeseedstostarttheirownvegetablegardens.Besides,workinginthegardenseemstohaveacalmingeffectonJaramillo’sspecialeducationstudents,manyofwhomhaveemotionalcontrolissues.“Theygetoutside,”shesays,“andtheyfeelsuccessful.”24.WhatdoweknowaboutAbbyJaramillo?A.Sheusedtobeahealthworker. B.Shegrewupinalowinefamily.C.Sheownsafastfoodrestaurant. D.SheisaninitiatorofUrbanSprouts.25.WhatwasaproblemfacingJaramilloatthestartoftheprogram?A.Thekids’parentsdistrustedher. B.Studentshadlittletimeforherclasses.C.Somekidsdislikedgardenwork. D.Therewasnospaceforschoolgardens.26.Whichofthefollowingbestdescribestheimpactoftheprogram?A.Farreaching. B.Predictable.C.Shortlived. D.Unidentifiable.27.Whatcanbeasuitabletitleforthetext?A.RescuingSchoolGardens B.ExperiencingCountryLifeC.GrowingVegetableLovers D.ChangingLocalLandscapeCReadingArt:ArtforBookLoversisacelebrationofaneverydayobject—thebook,representedhereinalmostthreehundredartworksfrommuseumsaroundtheworld.Theimageofthereaderappearsthroughouthistory,inartmadelongbeforebooksaswenowknowthemcameintobeing.Inartists’representationsofbooksandreading,weseemomentsofsharedhumanitythatgobeyondcultureandtime.Inthis“bookofbooks,”artworksareselectedandarrangedinawaythatemphasizestheseconnectionsbetweendifferenterasandcultures.Weseescenesofchildrenlearningtoreadathomeoratschool,withthebookasafocusforrelationsbetweenthegenerations.Adultsareportrayed(描繪)aloneinmanysettingsandposes—absorbedinavolume,deepinthoughtorlostinamomentofleisure.Thesescenesmayhavebeenpaintedhundredsofyearsago,buttheyrecordmomentswecanallrelateto.Booksthemselvesmaybeusedsymbolicallyinpaintingstodemonstratetheintellect(才智),wealthorfaithofthesubject.Beforethewideuseoftheprintingpress,booksweretreasuredobjectsandcouldbeworksofartintheirownright.Morerecently,asbookshavebeeinexpensiveoreventhrowaway,artistshaveusedthemastherawmaterialforartworks—transformingcovers,pagesorevenpletevolumesintopaintingsandsculptures.Continueddevelopmentsinmunicationtechnologieswereoncebelievedtomaketheprintedpageoutdated.Froma21stcenturypointofview,theprintedbookiscertainlyancient,butitremainsasinteractiveasanybatterypoweredereader.Toserveitsfunction,abookmustbeactivatedbyauser:thecoveropened,thepagesparted,thecontentsreviewed,perhapsnoteswrittendownorwordsunderlined.Andincontrasttoourincreasinglynetworkedliveswheretheinformationweconsumeismonitoredandtracked,aprintedbookstilloffersthechanceofawhollyprivate,“offline”activity.28.Whereisthetextmostprobablytakenfrom?A.Anintroduction