1、2021年高考英語(yǔ)考前時(shí)事熱點(diǎn)話題閱讀熱點(diǎn)05人的身心健康及智力發(fā)展閱讀理解iAbout the time that schools and others quite reas on ably became in terested in see ing to it that all childre n, whatever their backgro und, were fairly treated, in tellige nee test ing became un popular.Some thought it was unfair to minority children. Through

2、 the past few decades such testing has gone out of fashi on and many com mun ities have in deed forbidde n it.However, paradoxically（自相矛盾的）,just recently a group of black parents filed a lawsuit （訴訟）in California cla iming that the state' s ban on IQ testing discr歧視a】esgainst their children by d

3、enying them theopport unity to take the test. （They believe, correctly, that IQ tests are a valid method of evaluat ing （評(píng)估）childre nfor special education classes.） The judge, therefore, reversed, at least partially his original decision.And so the argume nt goes on and on. Does it ben efit or harm

4、childre n from minority groups to have their in tellige nee tested? We have always bee n on the side of permitt ing, even promot ing such test in g. If a child of any color or group is doing poorly in school it seems to us very importa nt to know whether it is because he or she is of low in tellige

5、nee, or whether some other factor is the cause.What school and family can do to improve poor performa nee is in flue need by its cause. It is not discrim in ative to evaluate either a child' s physical condition or his intellectual level.Unfortunately, intellectual level seems to be a sensitive

6、subject, and what the law allows us to do varies from time to time. The same fluctuation （ 起伏）back and forth occurs in areas other than intelligenee. Thirty years or so ago, for instanee, white families were encouraged to adopt black children. It was considered discriminative not to do so.And the n

7、the style cha nged and this cross-racial adopti ng became gen erally un popular, and social age ncies felt that black childre n should go to black families onl y. It is hard to say what are the best procedures. But surely good will on the part of all of us is n eeded.As to intelligenee, in our opini

8、on, the more we know about any child 'tellectual level, the better for the child in questi on.1. Why did the in tellige nee test become un popular in the past few decades?A. Its validity was challe nged by many com mun ities.B. It was con sidered discrim in ative aga in st m ino rity childre n.C

9、. It met with strong oppositi on from the majority of black pare nts.D. It robbed the black children of their rights to a good education.2. The author believes that in tellige nee testi ng .A. may ease racial discrim in ati on in the Un ited StatesB. can en courage black childre n to keep up with wh

10、ite childre nC. may seriously worse n racial discrim in ati on in the Un ited StatesD. can help black parents make decisions about their children' s education3. The author ' s opinion of child adoption seems to be that .A. no definite rules can be prescribedB. white families should adopt bla

11、ck childre nC. adopti on should be based on IQ test resultsD. cross-racial adopti on is to be advocated4. Child adopti on is men ti oned in the passage to show that.A. good will may sometimes complicate racial problemsB. social surro undings are vital to the healthy growth of childre nC. in tellige

12、nee testi ng also applies to non-academic areasD. America n opinion can shift whe n it comes to sen sitive issues【答案】1. B 2. D 3. A 4. D【解析】這是一篇說(shuō)明文。本文說(shuō)明了不同的人對(duì)于對(duì)孩子進(jìn)行智力測(cè)驗(yàn)的不同的態(tài)度，有的贊成，有的 反對(duì)。這個(gè)爭(zhēng)論持續(xù)反復(fù)，對(duì)于這樣的敏感話題，法律允許我們做的事情也是時(shí)不時(shí)改變。作者認(rèn)為，對(duì) 于智力而言，我們對(duì)孩子智力水平了解的越多，對(duì)問(wèn)題中的孩子越好。1. 細(xì)節(jié)理解題。由題干中的"in the past few dec

13、ades可以將本題答案定位在第二自然段。第二段總共兩句話，使用的是原因結(jié)果的邏輯關(guān)系。所以再過(guò)去的幾十年，智力測(cè)驗(yàn)被廢除的原因是“ Somethought it was unfair to”。故選B。min ority childre n.（些人認(rèn)為智力測(cè)驗(yàn)對(duì)少數(shù)群體的孩子是不公平的）2. 推理判斷題。由第四段中的“ We have always been on the side of permitting, even promoting such testing. 可知，我們一直都支持智力測(cè)驗(yàn)的，也暗示了作者對(duì)智力測(cè)驗(yàn)支持的態(tài)度。再有本段中的舉例如果一個(gè)少數(shù)群體中的孩子學(xué)業(yè)成績(jī)很差，知道是智

14、力問(wèn)題還是其它問(wèn)題顯得尤為重要”以及第五段內(nèi)容學(xué)校和家長(zhǎng)能為改善差的表現(xiàn)做些什么取決于原因。所以評(píng)估學(xué)生的體能或智力不是歧視?！笨芍?，作者認(rèn)為智力測(cè)驗(yàn)?zāi)軒椭议L(zhǎng)了解孩子，做出更適合的決定。故選D。3. 推理判斷題。由第七段中的"It is hard to say what are the best procedures.可知，作者認(rèn)為什么樣的程序是最好的程序很難說(shuō)，也就是說(shuō)這個(gè)沒(méi)有定論。故選A。4. 推理判斷題。由于舉例出現(xiàn)在第六段最后兩句話和第七段，所以我們?cè)诘诹尉涫渍依铀C明的中心。由第六段前兩句不幸的是，智力測(cè)驗(yàn)像是一個(gè)敏感話題，法律允許我們做什么不時(shí)地改變。不僅僅是智力

15、，一樣的起伏也發(fā)生在其它領(lǐng)域。”所以舉例所要證明的中心就是這種觀點(diǎn)的起伏在其它敏感領(lǐng)域也會(huì)出現(xiàn)。且選項(xiàng) D中的shift與文中30年前30年后對(duì)收養(yǎng)態(tài)度的轉(zhuǎn)變呼應(yīng)，故選D。2Does your older brother think he' s cleverer than you? Well, he' s probably right. According to a new ipublished in the journal Intelligenee, the oldest children in families are likely to have the highest

16、IQs and the youn gest the lowest.A nu mber of studies have suggested that IQ scores decli ne with birth order. I n the most recent study, at VrijeUniversity, Amsterdam, researchers looked at men and women whose IQ had been tested at the ages of 5 , 12 , and18.The results, which show a trend for the

17、oldest to score better tha n the youn gest in each test, in volved about200,000 people. That showed that first-bor ns had a three-po int IQ adva ntage over the sec on d-bor n, who was a point ahead of the n ext in line.The order of birth can also affect personality, achievement, and career, with fir

18、st-borns being more academically successful and more likely to win Nobel prizes. However, eldest children are less likely to be radical（不同凡響的）and pioneering. Charles Darwin, for example, was the fifth child of six.Exactly why there should be such differences is not clear, and there are a number of t

19、heories on environmentalin flue nces on the child.The so-called dilution（ 稀釋法）theory suggests that as family resources, both emotional and physical, as wellas economic, are limited, it follows that, as a result , as more children come along, the levels of parental attention and encouragement will dr

20、op. Another theory is that the intellectual environment in the family favors the first-born who has, at least for some time, the ben efit of in dividual care and help.The theory which enjoys the most support is that the extra time and patience that the earlier-borned get from their parents, compared

21、 with those arriving later, gives them an advantage.5. What is the passage mainly about?A. IQ scores have little to do with the order of birth.B. I ntellectual families favor the first-born.C. The order of birth can have an effect on IQ.D. The order of birth can affect pers on ality, achieveme nt, a

22、nd career.6. By using Charles Darwin as an example, the author wants to prove that.A. eldest children are the smartest in a familyB. youn gest childre n will usually become expertsC. first-borns are more likely to win Nobel prizesD. eldest children are less likely to try something new7. What do we k

23、now about the diluti on theory?A. In tellectual pare nts love the first born betterB. Pare nts' atte nti on will drop with more childre n comingC. Family resources, both emoti onal and physical are en dless.D. First-bor n get less care and help from their pare nts.8. The passage is developed mai

24、nly by.A. offeri ng opinion with further expla nati onB. pointing out similarities and differe nceC. compari ng opinions from differe nt fieldsD. providi ng typical examples9. The passage can be classified into the follow ing type of writing.A. argume ntatio nB. descripti onC. narration（記敘文）D. expos

25、ition（說(shuō)明）【答案】5. C 6. D 7. B 8. A 9. D【解析】這是一篇說(shuō)明文。根據(jù)一項(xiàng)新研究，出生的順序會(huì)影響智力。關(guān)于為什么會(huì)產(chǎn)生這種差異，不同 的理論有不同的解釋。5. 主旨大意題。根據(jù)文章第一段中的 According to a new research published in the journal Intelligenee, the oldest childre n in families are likely to have the highest IQs and the youn gest the lowest. 可知根據(jù)一項(xiàng)新研究， 家庭中年 齡最大的孩子

26、可能智商最高，而最小的智商最低。文章后面也進(jìn)一步解釋了這個(gè)以及介紹了相關(guān)的理論，所以本文主要講出生的順序會(huì)影響智力，故選C項(xiàng)。6. 推理判斷題。根據(jù)第四段中 However, eldest children are less likely to be radical （不同凡響的） and pioneering.Charles Darwi n, for example, was the fifth child of six.可知長(zhǎng)子不太可能激進(jìn)和開(kāi)拓。例如，查爾斯達(dá)爾文（Charles Darwin ）是六個(gè)孩子中的第五個(gè)孩子。在這里作者用達(dá)爾文是第五個(gè)孩子的例子證明前文中長(zhǎng)子不太可能激進(jìn)和開(kāi)

27、拓”，也就是長(zhǎng)子不太可能?chē)L試新的東西，故選D項(xiàng)。7. 細(xì)節(jié)理解題。根據(jù)第五段中的The so-called dilution（稀釋法）theory suggests that as family resources, bothemoti onal and physical, as well as econo mic, are limited, it follows that, as a result , as more childre n come along, the levels of parental attention and encouragement will drop. 可知所謂

28、的稀釋法理論表明，由于家庭資源，無(wú)論 是在情感上還是物質(zhì)上以及經(jīng)濟(jì)上都是有限的，因此，隨著更多的孩子的出現(xiàn)，父母的關(guān)注和鼓勵(lì)水平也會(huì)下降。故選B項(xiàng)。8. 推理判斷題。本文第一二段首先介紹研究表明出生的順序會(huì)影響智力，第三段進(jìn)一步闡釋了這項(xiàng)新研究，接著列舉了三個(gè)人們用來(lái)解釋為什么出生順序會(huì)造成智商差異的理論。由此可以看出，作者通過(guò)給出一個(gè)觀點(diǎn)然后進(jìn)行進(jìn)一步闡釋來(lái)寫(xiě)這篇文章的，故選A項(xiàng)。9. 推理判斷題。作者先提出新研究發(fā)現(xiàn)家庭中年齡最大的孩子可能智商最高，而最小的智商最低，然后對(duì)其進(jìn)行進(jìn)一步闡釋使讀者對(duì)其有了一定的認(rèn)識(shí)，是一篇說(shuō)明文，選D項(xiàng)。3When it comes to academic

29、achievement, intelligence is an important factorbut it is certainly not the only,or even the most importa nt factor.Accord ing to a new Australia n study, pers on ality is a better predictor of success in school tha n in tellige nce as measured by traditi onal sta ndardized tests. Specifically, stud

30、e nts who were more hard-work ing and ope ner perform better academically tha n those who were merely in tellige nt.Australia n researchers compared measureme nts of the Big Five pers on ality traits （特性）extravers ion,n euroticism, agreeable ness, con scie ntious ness and ope nn ess to experie nceto

31、 college stude nts' grades and testscores. They asked stude nts to complete pers on ality self-assessme nt, and also asked others who knew the stude nts well to complete assessments of them. They found that the students self-assessments were as effective as in tellige nce in predict ing academic

32、 performa nce, and that the reports from those who knew them well were n earlyfour times more accurate in predict ing academic performa nee tha n in tellige nee.The researchers found that the factors of ope nn ess and con scie ntious ness had the largest in flue nee on academic success, in agreement

33、 with previous research which has linked these two traits with various types of achievement Studies have shown openness to experienee which has to do with intellectual curiosity, and how excited we get to acquire new information to be the number-one predictor of creative achievement. Con scie ntious

34、 ness, on the other han d, is only one of the Big Five traits that is con siste ntly predict ing success."In practical terms, the amount of effort stude nts are prepared to put in, and where that effort is focused, are at least as im porta nt as whether the stude nts are smart, 'the study &

35、#39;lead author, Dr. Arthur Poropat of Griffith University' s School of Applied Psychology, said in a statement.with the Aiodstehelptfehpersonalitysmartcon sciewill score a full grade higher than an aver age student in this regard.”The findings come as an importa nt remin der that childre n who

36、may not be con sideredmeasures may still become highly successful through their own efforts. And si nee pers on ality may be more malleable （可塑的）than intellectual capability, helping struggling students develop beneficial personality traits particularly in tellectual curiosity and a stro ng sense of

37、 work resp on sibility may be a powerful means of improving academic performanee. Fortunately, high-IQ students who struggle more with attitude and social skills can also lear n to develop these qualities.“ Person ality does cha nge and some educators in deed have trained aspects of stude ntsopennes

38、s, leading them to greater learning capacity, Poropat said in the statement. “ Bycontrast, there is little evidenee that intelligenee can be taught ' , despite the pOlplUahigya：|di：bain ”10. Accord ing to the passage, in tellige nee.A. is one of the Big Five pers on ality traitsB. has a great in

39、 flue nee on success in schoolC. plays a decisive role in academic performa neeD. is more accurate tha n pers on ality in predict ing success11. What can we infer from the third paragraph?A. Students didn' t mak-assessments seriously.B. In tellige nee accurately predicted academic performa nee.C

40、. Students ' sefessments are not related to their intelligenee.D. Assessme nts done by others are more reliable tha n self-assessme nts.2021年高考英語(yǔ)考前時(shí)事熱點(diǎn)話題閱讀12. For a creative job, which of the followi ng counts most?A. I ntellige nee.B. Resp on sibility.C. Openn ess.D. Con scie ntious ness.2021年高

41、考英語(yǔ)考前時(shí)事熱點(diǎn)話題閱讀2021年高考英語(yǔ)考前時(shí)事熱點(diǎn)話題閱讀13. The author tries to imply thatA. high-IQ stude nts have good pers on ality traitsB. i ntellige nee can be developed with brai n-trai ning appsC. pers on ality-tra ining may help unin tellige nt stude nts achieve successt very important to smart childrenD. ope nn e

42、ss and con scie ntious ness aren【答案】10. B 11. D 12. C 13. C【解析】本文是一篇說(shuō)明文。智力對(duì)學(xué)業(yè)的成功有很大的影響。作者暗示人格訓(xùn)練可以幫助不聰明的學(xué)生取得成功。10. 纟田節(jié)理解題。根據(jù)第一段中 When it comes to academic achievement, intelligenee is an important factor 談至y學(xué)業(yè)成就，智力是一個(gè)重要因素”。可知，根據(jù)這篇文章，智力對(duì)學(xué)業(yè)的成功有很大的影響。故選B。11. 推理判斷題。根據(jù)第三段中They found that th e students'

43、; -aseBssments were as effective as intelligenee inpredict ing academic performa nee, and that the reports from those who knew them well were n early four times more accurate in predict ing academic performa nee tha n in tellige nee. 他們發(fā)現(xiàn)，在預(yù)測(cè)學(xué)習(xí)成績(jī)方面，學(xué)生的自我評(píng) 估和智力一樣有效，而那些對(duì)他們非常了解的人的報(bào)告在預(yù)測(cè)學(xué)習(xí)成績(jī)方面的準(zhǔn)確性幾乎是智力的四

44、倍?！笨芍瑒e人做的評(píng)估比自己做的評(píng)估更可靠。故選D。12. 推理判斷題。根據(jù)第四段中 Studies have shown openness to experienee which has to do with intellectualcuriosity, and how excited we get to acquire new informationto be the number-one predictor of creativeachievement.研究表明，樂(lè)于接受與求知欲有關(guān)，與獲取新信息的興奮程度有關(guān)的經(jīng)歷一一成為創(chuàng)造性成就 的頭號(hào)預(yù)測(cè)因素?！笨芍瑢?duì)于一份創(chuàng)造性的工作，Op

45、e nness最重要。故選 C。13. 推理判斷題。根據(jù)最后一段中“ Person ality does cha nge and some educators in deed have trained aspects ofstudents ' conscientiousness and openness, leading them to greater learning capacity,性格確實(shí)在改變，一些教 ”" 育者確實(shí)培養(yǎng)了學(xué)生的責(zé)任心和開(kāi)放性，使他們有更大的學(xué)習(xí)能力，”可知，作者試圖暗示人格訓(xùn)練可以幫助不聰明的學(xué)生取得成功。故選CoLunch hours are g

46、etting shorter and shorter , and even disappearing in some parts of todayWith fewer employees but more tasks to be accomplished in a day , many America ns treat lunch n ot as a break butas just ano ther task to squeeze into an already over-booked day . But do quick meals at the desk actually improve

47、 productivity over more leisurely meals ? According to the latest study published in the journal PLOS ONE , they could help you get more done .The researchers only studied 32 employees , so the findings are arguable . But whe n they assig ned one group to eat at their desks and the other to dine wit

48、h a colleague at a restaura nt , they found that those who ate lunch together showed a decline in their performance on tests that measured concentration , memory and the ability to catch errors and read emotions in facial expression following lunch than before lunch . Both groups ate the same meals

49、, but those who ate alone were only give n 20 minu tes to con sume their food , while the paired participa nts were allowed one hour in the restaura nt. Those who ate alone did not have as large a drop in their cog nitive （認(rèn)知） process ing as those who ate in the restaura nt .There were too many fact

50、ors at play to determ ine which had the stron gest in flue nce on cog nitive con trol . Whatever factor was resp on sible , however , the group that took a restaura nt lunch break came back more relaxed , say the author , and that likely affected their cog nitive sharp ness Shari ng a meal outside t

51、he office with a friend appears to have a calming effect , and while it reduces intellectual skills , it could foster social harmony and teamwork , which may be an important feature of some work tasks .But don ' t feel sry for the lone lunchers . It turns out that since they were able to maintai

52、n their cognitive skills following the meal , they might be in a better position to think creatively for projects that require more soluti ons or approaches .14. What can we lear n about the research ?A. Its findings are unlikely to raise argument.B. Both groups were give n one hour for lunch .C. Th

53、e employees havi ng lunch together performed worse in all aspects .D. The cognitive skills of the group eating alone declined less than the other .15. Shari ng a meal with a friend can help.A. enhance the cog nitive sharp nessB. improve harm onious teamworkC. finish all the work afterwardsD. mai nta

54、 in the in tellectual skills16. What task does the author think is more suitable for those dining alone ?A. The task requiri ng cooperati on .B. The task requiri ng cal ming effect .C. The task requiri ng creativity .D. The task requiri ng harm ony .【答案】14. D 15. B 16. C【解析】本文討論了獨(dú)自吃飯和與朋友聚餐對(duì)認(rèn)知能力的影響。1

55、4. 纟田節(jié)理解題。 由 Those who ate alone did not have as large a drop in their cognitive （認(rèn)知）processing as thosewho ate in the restaura nt .可知獨(dú)自吃飯的人比去飯館聚餐的人認(rèn)知技能下降的少，選D。15. 纟田節(jié)理解題。由it could foster social harmony and teamwork , which may be an important feature of somework tasks .可知和朋友一起吃飯能夠提高和諧的團(tuán)隊(duì)合作，選B。16. 纟

56、田節(jié)理解題。由 But don ' t feel sorry for the lone lunchers . It turns out that since they were able to maintaintheir cognitive skills following the meal , they might be in a better position to think creatively for projects that require more solutio ns or即proaches .可知作者認(rèn)為有創(chuàng)造力的工作更適合獨(dú)自吃飯，選C。thei5Have you

57、 ever complained,"I remember reading it, but I can' t remember what it said?the SQ4R readi ng method.S = Survey.The first step is to take a few minu tes skim ming the chapter. Dont yet, just look afttopead iheadi ngs, key words, and read the summary.Q = Question. As you prepare to read the

58、chapter,turn the first topic into a question or two.As you read, seach for the answer.This will help you organize your reading-find the parts that answer your question, give an example ,consist of related information or that may answer a later question.Most importantly, this gives you a reas on to read the n ext paragraph.R = Read.Read in short（部分s） ",then determine how that answers question （ s） you originally posed（提出）.Ofte n as you read other questi ons will arise.R = Recite. Now can you answer your question （s） in your own words? If you c