2025年高考英語二輪熱點題型歸納與變式演練專題11 閱讀七選五議論文（原題版）

專題11閱讀七選五議論文

目錄

題型綜述.............................................................................................................................................2

解題攻略.............................................................................................................................................3

題型01論點句題..............................................................................................................................3

題型02論據(jù)支撐句題.......................................................................................................................4

題型03過渡銜接句題

題型04總結(jié)句題...............................................................................................................................7

高考練場.............................................................................................................................................8

題型簡介

高考英語閱讀中的七選五議論文，旨在考查學生對議論性文本的語篇連貫性與邏輯性的把握。此類文章圍

繞特定觀點展開論述，作者運用論據(jù)、推理來支持或反駁論點，話題涉獵教育改革、社會現(xiàn)象剖析、道德

倫理探討等領(lǐng)域，行文依靠論點、論據(jù)與論證的緊密配合，語言富有邏輯性，結(jié)構(gòu)層次分明，而七選五題

型要求學生從七個備選句子里挑出五個恰當?shù)?，嵌入文中空缺處，使文章語義通順、論證連貫。

命題類型

論點句：常處于段落開頭，用來明確提出該段落的核心主張，引領(lǐng)后續(xù)的論證闡述，為全段定下論述

基調(diào)，例如“Inadditiontoeconomicbenefits,thereisanothercrucialaspecttoconsider.”，旗幟鮮明開啟

新論述方向。

論據(jù)支撐句：為已提出的論點補充事實依據(jù)、具體案例、統(tǒng)計數(shù)據(jù)、名人名言等內(nèi)容，讓抽象論點變

得鮮活可感，增強說服力。比如論點是“運動有益身心”，論據(jù)句可能列舉長期運動人群的健康數(shù)

據(jù)。

過渡銜接句：位于段落之間或段落內(nèi)部，起到承上啟下的關(guān)鍵作用，既總結(jié)上文關(guān)鍵要點，又自然流

暢地開啟下文新話題，確保論證層層遞進、環(huán)環(huán)相扣，就像“However,thesituationisfarfromperfect,

andnewproblemshaveemerged.”，在轉(zhuǎn)折間推進論述。

總結(jié)句：常出現(xiàn)在段末，對全段論述內(nèi)容進行扼要概括，再次強調(diào)論點，加深讀者印象，或者對后續(xù)

論證走向做含蓄鋪墊，如“Inshort,weneedtotakeimmediateactiontoaddressthisissue.”。

解題思路

速覽全文抓主旨：快速通讀文章，尤其留意文章標題、首段以及每段首尾句，迅速提煉核心論點，明

確文章圍繞什么主題、秉持什么立場在展開議論，為后續(xù)解題錨定大方向。

分析空處位置定功能：若空缺處在段首，優(yōu)先考慮論點句，要能提綱挈領(lǐng)；位于段中，大概率是銜

接過渡或補充論據(jù)；要是在段尾，多為總結(jié)收尾，或是拋出引出下段的懸念話題。

找關(guān)鍵詞匹配：仔細研讀空缺處上下文，圈出關(guān)鍵實詞，比對選項，找出與之匹配的詞匯，像同義

詞、反義詞、同類詞，借助語義關(guān)聯(lián)鎖定潛在答案，例如上文提及“environmentalprotection”，選項

含“greeninitiatives”就值得關(guān)注。

依循邏輯關(guān)系選：關(guān)注文中邏輯連接詞，如表示并列的“and”“also”，轉(zhuǎn)折的“but”“however”，因果

的“so”“therefore”等，據(jù)此判斷選項與上下文邏輯是否契合，使文章論證行云流水。

代入通讀核查：把選好的句子依次填入文中，完整通讀一遍，檢查文章整體語義連貫、邏輯通順與

否，如有語義跳躍、銜接生硬的地方，需重新審視選項。

題型01論點句題

（24-25高三上·重慶·階段練習）Worryingisjustafamiliaremotionthatapersongetswhenhestartsto

getconcernedabouttheoutcomeofsomethingthathecaresabout.1It’sallaboutthetriggers(誘因).

............

4Asyoumighthavealreadyguessed,notgivingintothefirstnegativethoughtisoneofthebest

strategiestodealwithworrying.Bypushingthatnegativethoughtawayassoonasitappearsyoucangive

yourselfthechancenottofallintothisworryingtrap.

............

A．Moreworryingmeansmoretimewasted.

B．Thisiswherethedownwardcycleoftenbegins.

C．Butwhatwemaynotknowisitsnegativeeffects.

D．Butdoyouknowhowtheworryingprocessstarts?

E．However,therearestillwaystobreakfreefromthiscycle.

F．Youmaystudyharderifworriedabout,forexample,anupcomingexam.

G．Thebiggestproblemhereisthatthingspeopleworryaboutareusuallyuncertain.

題型02論據(jù)支撐句題

（2024·廣東廣州·一模）Asababy,Jack’sremarkableswimmingjourneybegan.Attenmonths,he

alreadypractisedwithswimaids.Atsix,hewonhisfirstswimmingcompetitioninagroupforkidsten-and-under.

Atseven,hestayedatthepoolfromnineinthemorningtilleighthourslater.Hismother,recognizinghisgift,

tookitasherdutytoguidehim.11Byayoungage,Jackhadbeenrankedthenumberoneswimmerofthe

country,atitleheheldforarecord-breakingduration.

............

Inaworldthatdemandspeopletospecializeearly,wefaceachallengetokeepthebenefitsofdiverse

experiencesanddelayedconcentration.There’saneedforthosewithJack’searlyfocus.15—Peoplewho

startwithmanydifferentthingsandacceptvariousexperiences.Peoplewithrange.

A．Therewasnotimetowaste.

B．Anditwasallgoingaccordingtoplan.

C．ThegrowingcomplexityoftheworldalsocallsformoreSams.

D．Butitdidn’tseemtoholdbackhisdevelopmentinthelongrun.

E．Inreality,theSam’spathtosuccessisfarmorecommon,yetlesstold.

F．IncontrasttoJack,Samdidn’tshowsignificantsportingtalentuntillater.

G．Unliketheswimmingtalent,Sam’searlyyearswerefilledwithavarietyofsports.

題型03過渡銜接句題

（24-25高三上·四川瀘州·階段練習）Happinessisaparadoxical(自相矛盾)goal.Weallwanttobe

happy,yetweoftenfailatpredictingwhatwillmakeushappy.Wepursuegoalslikewealth,fitness,statusand

masteryonlytofindthatachievingthemdoesn’treallychangeourlive.16.Weworryaboutthingswecannot

control,holdgrudges(仇恨)againstpeoplewecannotinfluence.andspendtimeonactivitieswedon’ttrulyvalue.

17Butfrommyperspective,Ihavefoundafewmaximsthathavemademylifebetter.

............

Meetotherpeoplemorethanhalfway.

Weareanarcissisticspecies.20Evenouroutwardlydirectedthoughtsareoftenself-centered:Wecare

aboutourrelationshipwithotherpeople.Absentourinterestinthem,wedirectlittlementalcapacitytowards

others’viewpoints.

Thosearemyrulesforhappiness,whatareyours?Whatthingsdoyoutrytolivebythatmakeyouhappier?

Shareyourthoughtsinthecomments.

A．Remembereverythingisachoice.

B．Strivingisgood,butachievingisoverrated(高估).

C．Nearlyallofourthoughtsaredirectedtowardsourselves

D．Idon’tclaimtohavediscoveredtherecipeforhappiness

E．Incontrast,weoftendeliberatelymakeourselvesmiserable

F．Muchofhappinessliesinlittlejoysandmomentsthatwecaneasilyoverlook.

G．Daydreamingaboutapossibilitythatisn’tpracticaldoesn’tmakeyoubetteroff.

題型04總結(jié)句題

（2024·廣東湛江·一模）Manysignificantinternationalprojectshaveconsideredhowschoolingmight

changetobettermatchthechangesthathavetakenplaceinthe21stcentury.26Oneisashiftinthemeaning

ofknowledge,andtheotheristheneedtobuildeducationsystemsbasedaroundwhatwenowknowabout

learning.

............

28Nordoesitdenytheneedforobviousgoalsforstudents’knowledgedevelopment.Rather,the

future-focusededucationliteraturesuggestsweneedtoadoptamuchmorecomplexviewofknowledge,onethat

incorporatesknowing,doingandbeing.Alongsidethisweneedtorethinkourideasabouthowourlearning

systemsareorganized,resourcedandsupported.Researchclearlyshowsthatpeopledonotlearnwellaspassive

recipients(接受者)ofpre-packaged,bite-sizedpiecesofknowledge.29

Althoughsomeoftheseprinciplesareunderstoodbymanyteachers,oureducationsystemsandpractices

areoftensetupinwaysthatdonotsupporttheseprinciplestooperateinpractice.Teachersandschoolleadersare

attemptingparadigm(范式)shifts.30

A．Thereneedstobewiderpublicsupportforthem.

B．Therearetwoimportantideasthatsupportthiswork.

C．Thisdoesnotmeanthatknowledgenolongermatters.

D．Goodlearningrequiresactiveengagementinthe“wholegame”.

E．Wearerequiredtoprepareyoungpeoplefortheknowledgeage.

F．Thisispossibleonlywhenactivelearningapproachesareapplied.

G．Intheknowledgeage,theabilitytogeneratevalueisputinthefirstplace.

(2024年新課標高考英語甲卷)

Whatismoderation(適度)?Basically,itmeanseatingonlyasmuchfoodasyourbodyneeds.Youshould

feelsatisfiedattheendofameal,butnottoofull.____16____Butitdoesn'tmeansayinggoodbyetothefoods

youlove.

Takeyourtime.It'simportanttoslowdownandthinkaboutfoodassomethingnutritiousratherthanjust

somethingtoeatinbetweenmeetings.____17____Itactuallytakesafewminutesforyourbraintotellyourbody

thatithashadenoughfood,soeatslowlyandstopeatingbeforeyoufeelfull.

Eatwithotherswheneverpossible.Eatingalone,“speciallyinfrontoftheTVorcomputer,oftenleadsto

mindlessovereating.Andbecarefulaboutthefoodsyoukeepathand.It'smorechallengingtoeatinmoderationif

youhaveunhealthysnacksattheready,likecookies.____18____

Controlemotional(情緒的)eating.____19____Manyofusalsoturntofoodtodealwithunpleasant

emotionssuchassadness,loneliness,orboredom.Butbylearninghealthierwaystomanageemotions,youcan

regaincontroloverthefoodyoueatandyourfeelings.

____20____Ahealthybreakfastcanstartyourmetabolism(新陳代謝),whileeatingsmall,healthymeals

keepsyourenergyupallday.Avoideatinglateatnight.Trytoeatdinnerearlierandfastfor14—16hoursuntil

breakfastthenextmorning.Studiessuggestthateatingonlywhenyou'remostactiveandgivingyourdigestive

systemalongbreakeachdaymayhelptoregulateweight.

A.Eatproperlythroughouttheday.

B.Wedon'talwayseatjusttosatisfyhunger.

C.Don'tswallowamealonthewaytowork.

D.Mostofusneedtodoubletheamountweeat.

E.Instead,surroundyourselfwithhealthychoices.

F.Formanyofus,moderationmeanseatinglessthanwedonow.

G.Thatwon'tleadtocheatingorgivinguponyourneweatingplan.

(2022年6月普通高等學校招生全國統(tǒng)一考試（浙江卷）英語試題)

IhaveadrawerfullofletterstoSanta.EachyearmychildrenwouldwriteuptheirChristmaswishlists.

Theywerepoliterequestsforthelatestgameortoy.Asthechildrengotolder,theywouldgiveSantasome

hints(提示)onwheretobuytheirpresents.1

Thoseletterstaughtmychildrenavaluablelessonaboutwriting:Ithasapurpose.Sometimesourpurposeis

toachievesomething;othertimesitmaybetoentertain,inform,orpersuade.2Andwhenwritingdoesn’t

seemtohaveanypurposeorgetanykindofmeaningfulresponse,thenitcanbehardtogetexcitedaboutdoingit.

Christmasisagreattimeofyearforchildrentocommunicatewithothersthroughwriting.Whenchildren

writeforrealaudiencesandrealpurposes,theycanlearntochoosetheirwordsaccordingly.3Youwrite

“DearSanta”becauseyoudon’tknowhimpersonallyandyouwanttoshowhimrespect.

4Texting,onlinemessaging,livechatswhileplayingvideogamesallmeanthattheyareconstantly

producingwrittenmessages.However,becausetheyareusuallywritingtofamilyandfriends,theyuseinformal

languagemostofthetime.

Thereisnothingwrongwiththiskindofwriting.Itsuitstheaudienceandthepurposeandgetsthejobdone.

5Thistypeofwritingwon’tberewardedbytheschoolexaminer,norbyafutureemployerorapotentialclient.

Theverybestcommunicatorsarethosewhoknowhowtoadjusttheirlanguagetomatchtheiraudience.

A．Itisn’tthattheseyoungpeoplecan’twrite.

B．Butitisalwayspurposeful-oratleastitshouldbe.

C．Theageofpen-and-paperletterwritingmayhavepassed.

D．Asaresult,eachyeartheyreceivedsomethingtheywanted.

E．Youwrite“HiNannaandPop”becauseyouareclosetothem.

F．Astechnologydevelops,youngpeoplearewritingmorethantheyeverhave.

G．Butifthisistheonlykindofwritingyoungpeopledo,itwillcauseproblems.

(江蘇省南京市第十三中學2023-2024學年高考模擬英語試卷)

Artisallaroundus.Itcanbefoundeverywhere,includingfancygalleries,people’slivingrooms,andon

thesidesofbuildings.So,whyisartimportant?

Itpromotesexpressionandcreativity.Ashumans,we’renaturallydrawntoartasaformofexpressionand

communication.6It’sawayforthemtoexpressthemselvesbeforethey’reabletospeak.Infact,

participationintheartsmayevenassistkidswithlanguage,motorskills,andvisuallearningdevelopment.

7.Whensomeoneappliesforajob,therearecertainskillstheyneedtohavelikedataanalysisor

bookkeeping.However,manyemployersalsounderstandtheveryimportantneedfortheskillswhicharehardto

measureandoftendifficulttodefine.Someexamplesincludeaperson’sabilitytoadapttochange,thinkcreatively,

orcollaboratewithteammembers.

Itprovideshistoricalcontext.8.Thisiswhypeoplededicatetheirlivestostudyingcaveart,

Shakespeareanplays,andsomuchmore.Whenwetakethetimetodiveintoartcreatedinthepast,wecanlearn

aboutothergenerationsanderas.Wecanstudyarttofindoutwhatthosebeforeuswerefacingandhowthey

overcameit.9.

Intherapy(療法)settings,artalsoprovidesanopportunityfordiggingdeeperandexpressingemotionsthat

aredifficulttodiscuss.10.Inoneimportantstudy,childrenbetween6and12wereaskedtodrawahouseas

adistractionafterthinkingaboutsomethingupsetting.Thisgroupwasabletoimprovetheirmoodwhencompared

withchildrenwhowereinstructedtodrawthenegativeeventorsimplycopyanotherdrawing.

A．Ithelpsallofusdevelopnecessarysoftskills.

B．Theseareitsmajorbenefits.

C．Itcanhelppeoplehandlementalproblems.

D．Artandhumanhistorygohand-in-hand.

E．Similarly,futuregenerationswilllearnaboutcurrenteventsbytheartweleavebehind.

F．Howdoesithaveanimpactonourlife?

G．Childrenlovetodraw,singanddance.

A

（24-25高三上·山西·階段練習）Itisnotgenerallyrealized,forexample,thatatalewritteninChinain

theninthcenturyistheworld’soldestknownversionofthestoryofCinderella.Thenextearliestwasnot

publisheduntilsevenhundredyearslater—inLyons,France,in1544.Inaddition,350otherstoriesthatare

relatedinsomewaytoCinderellahavebeencollectedfromeverycontinent.

ThoseCinderellastoriesfallintotwomaingroups.Inone,thefocusisontheball,whilecomparatively

littleattentionispaidtothesupernaturalforcethathelpsher.Thisisthetypemostfamiliartousandmost

commonlyfoundinwesternEurope.InthosefoundineasternEurope,muchattentionispaidtothehelpful

animals.ButtheChineseversioncontainsboth.

Oldthoughitis,theChineseversionshowsdefinitesignsofhavingbeenbasedonstillearlier—andnow

lost—versions.Theincidentoftheball,forexample,islinkedwiththerestofthestorysounnaturallythatit

seemsthattheauthorhasborrowedthisincidentfromsomestillearlierversion,butwithoutclearlyunderstanding

itssignificance.ItwillalsoberememberedthatthekingwhomarriedthegirlcamefromacountrycalledT’o-

huan.Thoughthiscountryisnotidentifiedinthestory,weknowfromChinesehistoricalwritingsofthattimethat

therewasasmallcountrybythatnamelocatedneararegioncalledT’o-ho-lo.AndT’o-ho-locanbeidentified

withcertaintyasclosetothemoderncityofBangkokinThailand.ThismakesitprobablethattheChinesestoryof

CinderelladidnotoriginateinChina,butwastakentherefromSoutheastAsia,perhapsbytheArabswhowentas

traderstoCantoninlargenumbers.

ThisstoryshowsthatthesamesimplevirtueswhichareregardedasbasicintheWesthavebeen

emphasized

forcenturiesinChinaandotherpartsofAsia.Itisbutoneexampleofthewayastoryoranideacantravelallover

theworld.

1．Whatphenomenonisdescribedinthefirstparagraph?

A．Astoryusuallyhasdifferentorigins.

B．Chineseliteraturehasaverylonghistory.

C．Differentcountriesmayhavesimilarstories.

D．FrenchliteraturewasinfluencedbytheChinese.

2．WhatisuniqueabouttheChineseversionofCinderella?

A．Theplotdevelopsmorenaturally.

B．Itiscenteredonthosehelpfulanimals.

C．Relativelylittleattentionispaidtotheball.

D．Itstressesboththeballandthesupernaturalforce.

3．WhichevidenceshowsthattheChineseversionoriginatesinSoutheastAsia?

A．Theoriginalwriter’sidentity.B．Somerelatedhistoricalrecords.

C．Anewlyfoundversionofthestory.D．Awell-knownkingdominthestory.

4．Howisthetextmainlydeveloped?

A．Byanalyzinganexample.B．Byreviewingstudies.

C．Bytellingaveryoldstory.D．Byconductingsurveys.

B

（24-25高三上·浙江·階段練習）IoftenremindmyselfthatInsideOutisamoviemadeforkids.Maybe

becauseIwas9yearsoldwhenIfirstwatchedit.Backthen,itwasjustafunmovieaboutcolorfulcharacters

insideagirl’shead:Joy,Sadness,Fear,Anger,andDisgust.Andguesswhat?myfavoriteisJoy!Iadmiredher

sparkleandthewayshemadeeverythingfeelbrighter.Ifeellikeshewastheonlyimportantemotionbecauseshe

madeRileyhappy.

Now,Iaman18-year-oldgrown-up.IwasexcitedwhenIheardInsideOut2iscomingoutin2024.Who

saidthisisjustforkids?Myyoungerselfbackin2015woulddefinitelyteasemeforwatching“child’sstuff.”But

thisnewpartisaddingevenmoredepth,introducingnewemotionslikeEmbarrassment,Ennui(無聊),Envy,and

Anxiety.

Itfeelslikethemoviewaitedforustogrowuptolaunchpart2.TheywantustofeelwhatRiley’sfeeling.

It’sliketheyknewweneededtimetounderstandthefirstmoviefully,andnowthey’rereadytotakeusdeeper.

Andyes,itdidgodeeper.Ineverexpectedthatthismoviewouldmakemeshedtears.“Idon’tknowhowto

stopanxiety.Maybeit’struethatwhenyougrowold,you’llfeellesshappy.”Andyouknowwhat?That’s

perfectlyfine.It’sokaytofeelanxious,it’sokaytobescared,andit’sokaytorealizethatthisworldisnotonly

abouthappiness.

Growingup,youwillrealizethatJoyisn’ttheonlyimportantemotion.Allofouremotionsaremeanttobe

felt,eventhehardones.Theyshapehowweseetheworldandhowweconnectwitheachother.Thisshowedus

thatourfeelingsarepartofwhatmakesuswhoweare.They’renotsomethingtohideorignore—they’rethe

heartbeatsofourexperiences,guidingusthroughlife’supsanddowns.So,let’sembracethem,cherishthem,and

rememberthatfeelingallouremotionsdeeplyisabeautifulpartofbeingalive.

5．WhatdidtheauthorthinkofInsideOutwhenfirstwatchingit?

A．Itwasintendedforchildren.B．Itwasdifficultforkidstounderstand.

C．Ittaughtimportantlessonsaboutemotions.D．Itofferedusefuladviceonhowtobehappy.

6．WhydidInsideOut2comeoutsomanyyearslateraccordingtotheauthor?

A．TowaitforRileytogrowup.

B．Tocreatemorecolorfulcharacters.

C．Totargetawiderrangeofaudienceagegroups.

D．Toguaranteeabetterunderstandingofthemovie.

7．WhydidtheauthorcrywhenwatchingInsideOut2?

A．Theauthorlearnedabittertruth.

B．Theauthorrelateddeeplytothemovie.

C．Themoviemadetheauthoranxiousandscared.

D．Themoviefellshortoftheauthor’sexpectations.

8．Whatisthemessagetheauthorhopestoconvey?

A．Growingupisapainfulprocess.

B．Joyisunnecessarytoabeautifullife.

C．It’simpossibletohideorignoreouremotions.

D．Amixofemotionsmakesusuniqueandbeautiful.

C

（24-25高三上·浙江·階段練習）Alwaysbusy“doing”things?Ifso,youmaybesufferingfrom“toxic

productivity,”adestructiveratherthanproductivebehavior.

Iimagineyou’rethinking,“Productivitymustbegood,right?”Buttoxicproductivity,incontrastwith

regularproductivity,isanexcessiveneedtoalwaysbeproductive,regardlessofthecosttoyourhealth,

relationships,andlife.

Ifyou’redriventocontinuously“produce”or“do”things,whetheratworkorathome,theresultsare

frequentlynotyourbest—they’reusuallydeliveredwithoutanydelayandwithoutsufficientforethought,

analysis,planningorreflection.Andif,inthedoing,you’realsoexhaustedandburnedout—orfeelingguiltyfor

notdoing

moreorbetter—youareverylikelysufferingfromtoxicproductivity.

Often,Iseecoachingclientswhohaveachallengeinfrontofthem,andtheirfirstresponseistodo

something,atonce.Anything.Theydon’twanttositwiththeproblem,theydon’twanttothinkaboutit,nordo

theywanttotaketimetoreflectonanyoptionsforaction.Alltheywanttodoishearwhattheissueis—

sometimeswithoutevenfullyunderstandingit—andthenquicklygetstraightonwiththe“doing.”Whatever

theirreason,theseclients,likemanypeople,justwanttogetonand“do”—evenifthismeansgettingpoorer

results.

Thereareallsortsofreasonsforthistoxicproductivity.Numberoneisthat“doing”oftenfeelsmore

comfortablethan“notdoing.”There’softenafirmbeliefthatactionspeakslouderthanwordsandthatit’savirtue

toactfast.Intheworkplace,forexample,leaderswanttodemonstratethattheyaresuccessful,whichtheyusually

associatewithbeingproductive.Thereisalsoacompetitivecultureamongjuniorstaffwantingtostandoutas

keen,hardworkersinordertoprogressintheircareers.Andthus,acultureoftoxicproductivitycandevelop

throughoutanorganisation.

9．Howistoxicproductivitydifferentfromregularproductivity?

A．Itisharmful.B．Itisflexible.

C．Itismoreefficient.D．Itismoretime-consuming.

10．Whoaremostlikelytosufferfromtoxicproductivity?

A．Clientsavoidingchallenges.B．Juniorstaffeagertostandout.

C．Leaderssatisfiedwiththeirsuccess.D．Workersreflectingonoptionsbeforeacting.

11．Whatisthemainreasonfortoxicproductivity?

A．Astrongdesireforsuccess.B．Toomuchemphasisonvirtues.

C．Aculturalpreferenceforaction.D．Toomuchpressurefromothers.

12．Whichoffollowingbestdescribestoxicproductivity?

A．Doingisundoing.B．Thesoonerthebetter.

C．Enoughisenough.D．Bettersafethansorry.

D

（23-24高三上·江蘇南京·階段練習）Artisallaroundus.Itcanbefoundeverywhere,includingfancy

galleries,people’slivingrooms,andonthesidesofbuildings.So,whyisartimportant?

Itpromotesexpressionandcreativity.Ashumans,we’renaturallydrawntoartasaformofexpressionand

communication.13It’sawayforthemtoexpressthemselvesbeforethey’reabletospeak.Infact,

participationintheartsmayevenassistkidswithlanguage,motorskills,andvisuallearningdevelopment.

14.Whensomeoneappliesforajob,therearecertainskillstheyneedtohavelikedataanalysisor

bookkeeping.However,manyemployersalsounderstandtheveryimportantneedfortheskillswhicharehardto

measureandoftendifficulttodefine.Someexamplesincludeaperson’sabilitytoadapttochange,thinkcreatively,

orcollaboratewithteammembers.

Itprovideshistoricalcontext.15.Thisiswhypeoplededicatetheirlivestostudyingcaveart,

Shakespeareanplays,andsomuchmore.Whenwetakethetimetodiveintoartcreatedinthepast,wecanlearn

aboutothergenerationsanderas.Wecanstudyarttofindoutwhatthosebeforeuswerefacingandhowthey

overcameit.16.

Intherapy(療法)settings,artalsoprovidesanopportunityfordiggingdeeperandexpressingemotionsthat

aredifficulttodiscuss.17.Inoneimportantstudy,childrenbetween6and12wereaskedtodrawahouseas

adistractionafterthinkingaboutsomethingupsetting.Thisgroupwasabletoimprovetheirmoodwhencompared

withchildrenwhowereinstructedtodrawthenegativeeventorsimplycopyanotherdrawing.

A．Ithelpsallofusdevelopnecessarysoftskills.

B．Theseareitsmajorbenefits.

C．Itcanhelppeoplehandlementalproblems.

D．Artandhumanhistorygohand-in-hand.

E．Similarly,futuregenerationswilllearnaboutcurrenteventsbytheartweleavebehind.

F．Howdoesithaveanimpactonourlife?

G．Childrenlovetodraw,singanddance.

E

（23-24高三·湖北·階段練習）Whatacomediancanteachyouaboutmanagingstress

Weoftenacceptstressaspartofthecostofmodernlife,butitreallydoesn’thavetobe.Weallknowthat

laughteristhebestmedicine.18Peoplewhocanlaughattheirownmisfortunesbouncebackfasterand

stronger.Hereiswhatacomediansaysaboutcopingwithstress.

Youcantrytofindadifferentperspective.19Onceafriendofminefellasleepinthemiddleofaclass.

Histeacherdecidedtomakefunofhimbyinvitingstudentstoapplaud,wonderingwhethermyfriendwould

applaudalongwhenhewokeup.Hedidandthewholeclassburstoutlaughing.Afterlearningeverything,hewas

bothembarrassedandashamedofcoursebutafterawhile,myfriendlaughed.“Ifthishadhappenedtosomeone

else,itwouldhavebeenamusing.Soit’snolessfunny,justbecauseithappenedtome.“

20There’snodoubtthatweallexperiencegreatstressnowandthen.We’veallbeenpersonally

affected,insomeway.YoumightnothavefeltlikelaughingatthetimeButnow,lookingback,youcould

considerallofthestrangeaspectsoftheexperienceandallofthethingsyoudidtokeepactiveorsimplystaysane

(神志正常的).

Whenyousharestorieswithyourfriends,youcanchoosetosharestoriesoftrauma(創(chuàng)傷)andpain,oryou

canchoosetolifttheirspiritswithstoriesofhopeandgrowth.21Taketheexactsamestoryandchangethe

focusfrom“feelsorryforme”to“l(fā)aughwithme”.Keepinmindthatwe’reallinthistogether,thatweallshare

thesameridiculousexperiences,andthatwecanlaughtogetheratwhateverlifethrowsatus.22

A．Alwaysshareagoodstory.

B．Whynotdowhatcomediansdo?

C．Youcanalsolookagainandlaugh.

D．Butlaughter