高考英语阅读理解专项训练（含答案）
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In the blue-green depths of the sea off the coast of Tuscany, Italy, an unusual seafloor sculpture park is defending its watery setting.
Paolo Fanciulli has been heading out daily to fish in these coastal waters along the coastline since teens. It was in the 1980s that he began to notice the clear signs: a seabed that was becoming barren, with exhausted fish stocks. Until recently, he was forced to share catches with a threatening part: illegal “bottom trawlers(拖网捕 鱼的人)”, who randomly spoil a large quantity of ocean life as they fish, dragging a weighted net along the seafloor behind their boats.
Fanciulli＇s style of artisanal fishing(手工捕鱼), in contrast, needs to be sustainable as damaging the ecosystem could reduce fishermen’s income. “If the sea dies, so does the fisherman. You can’t just take; you have to give too, ” said Fanciulli. The underwater “House of Fish” sculpture park, which was started in 2015, was encouraged by this fisherman’s desire to do something that went beyond the handful of concrete blocks he had previously convinced local authorities and some environmental groups to drop into the sea to try and stop illegal trawling.
Concrete blocks or sculptures can break weighted trawler nets. They can also play a role as artificial reefs, giving corals and others a place to live, and varying shade and lighting to help species flourish. Thanks to the underwater sculptures, some species not seen in a long while such as groupers and lobsters have returned. The sculpture park represents both an artistic statement and a physical barrier to seafloor trawling.
Today, 39 huge, other-worldly stone sculptures dot the seabed along a stretch of Tuscan coastline near the town of Talamone. These artworks are already coated with algae(海藻), a sign that the natural habitat is coming back to life. In the immediate future, Fanciulli hopes to continue his beautiful solution in coastal waters. “Man is still destroying the seas, ” he says. “And my mission continues. ”
1．How do illegal bottom trawlers threaten the ocean
A．By harming massive sea life at will.
B．By hooking great quantities of fish.
C．By covering the sea floor with a net.
D．By competing with artisanal fishers.
2．Why did Fanciulli want to build the underwater sculpture park
A．To convince local authorities.
B．To maintain the ecosystem of the sea.
C．To save the marine life from extinction.
D．To boost the development of local tourism.
3．What is paragraph 4 mainly about
A．The process of building sculpture parks.
B．The results of banning seafloor trawling.
C．The damaging effects of trawling on sea life.
D．The functions of sculpture parks under the sea.
4．What can be inferred from the last paragraph
A．Fanciulli has stopped illegal trawling in Tuscany.
B．A better solution is found to handle the ocean crisis.
C．The ocean ecosystem environment in Tuscany is recovering.
D．More underwater sculptures will be built around the world.
Steph Clemence always intended to go to college. She had good grades and considered herself college bound. But life has a tendency to throw obstacles in the way. When her father died tragically in a car accident, leaving her mother to support three daughters on a modest income, paying for college became out of the question.
Around that time, Steph tried to figure out what to do with a life that had differed so much from the plan she’d carefully laid out. The answer came one afternoon when she found a list from the English teacher she’d had in her junior year, Dorothy Clark. One afternoon, Mrs. Clark walked into the classroom carrying a pile of papers. She instructed each students to take one. The handout was titled Mrs. Clark’s Book List. “It wasn’t homework,” the teacher announced, “but it could be a road map. Some of you might not go on to higher education, but you can continue to learn.” It would, she believed, form the equivalent of two years at a liberal arts college.
“She knew the income levels of the kids in my high school,” says Steph. “Working-class and logging families. She knew most of us would not go to college. But she knew we could continue to learn after high school. She was right about that.” Steph studied the list. Each of those books sparked her passion to learn more, which made her look for other books that weren’t on the list, hoping to deepen her knowledge. Over the years, the reading list was a constant in her life, traveling with her even on vacations.
Now Steph is 70 and she never did get to college. But she has only four books left to read from the list. She expects to complete them sometime in 2023. “Each of the books has added something to who I am and how I see the world.” she says, “I now have gained an insight to see why things happened and what it might mean.”
5．What prevented Steph going to college
A．Her bad grades. B．Her lack of financial support.
C．Her low income. D．Her tragic accident.
6．Why did Mrs. Clark create the book list
A．To prepare students for college.
B．To serve as a reading task for students.
C．To share her favorite books with students.
D．To encourage students to continue learning.
7．How does Steph feel about the book list now
A．Regretful. B．Moved. C．Satisfied. D．Determined.
8．What is the text mainly about
A．A good reading habit. B．An influential reading list.
C．An impressive English teacher. D．A memorable experience in high school.
It was Saturday. As always, it was a busy one, for “Six days shall you labor and do all your work” was taken seriously back then. Outside, Father and Mr. Patrick next door were busy chopping firewood. Inside their own houses, Mother and Mrs. Patrick were engaged in spring cleaning.
Somehow the boys had slipped away to the back lot with their kites. Now, even at the risk of having Brother caught to beat carpets, they had sent him to the kitchen for more string (线). It seemed there was no limit to the heights to which kites would fly today.
My mother looked at the sitting room, its furniture disordered for a thorough sweeping. Again she cast a look toward the window. “Come on, girls! Let’s take string to the boys and watch them fly the kites a minute.”
On the way we met Mrs. Patric, laughing guiltily as if she were doing something wrong, together with her girls.
There never was such a day for flying kites! We played all our fresh string into the boys’ kites and they went up higher and higher. We could hardly distinguish the orange-colored spots of the kites. Now and then we slowly pulled one kite back, watching it dancing up and down in the wind, and finally bringing it down to earth, just for the joy of sending it up again.
Even our fathers dropped their tools and joined us. Our mothers took their turn, laughing like schoolgirls. I think we were all beside ourselves. Parents forgot their duty and their dignity; children forgot their everyday fights and little jealousies. “Perhaps it’s like this in the kingdom of heaven,” I thought confusedly.
It was growing dark before we all walked sleepily back to the houses. I suppose we had some sort of supper. I suppose there must have been surface tidying-up, for the house on Sunday looked clean and orderly enough. The strange thing was, we didn’t mention that day afterward. I felt a little embarrassed. Surely none of the others had been as excited as I. I locked the memory up in that deepest part of me where we keep “the things that cannot be and yet they are.”
The years went on, then one day I was hurrying about my kitchen in a city apartment, trying to get some work out of the way while my three-year-old insistently cried her desire to “go park, see duck.”
“I can’t go!” I said. “I have this and this to do, and when I’m through I’ll be too tired to walk that far.”
My mother, who was visiting us, looked up from the peas she was shelling. “It’s a wonderful day,” she offered, “really warm, yet there’s a fine breeze. Do you remember that day we flew kites ”
I stopped in my dash between stove and sink. The locked door flew open and with it a rush of memories. “Come on,” I told my little girl. “You’re right, it’s too good a day to miss.”
Another decade passed. We were in the aftermath (余波) of a great war. All evening we had been asking our returned soldier, the youngest Patrick Boy, about his experiences as a prisoner of war. He had talked freely, but now for a long time he had been silent. What was he thinking of — what dark and horrible things
“Say!” A smile sipped out from his lips. “Do you remember — no, of course you wouldn’t. It probably didn’t make the impression on you as it did on me.”
I hardly dared speak. “Remember what ”
“I used to think of that day a lot in POW camp (战俘营), when things weren’t too good. Do you remember the day we flew the kites ”
9．Mrs. Patrick was laughing guiltily because she thought ________.
A．she was too old to fly kites
B．her husband would make fun of her
C．she should have been doing her housework then
D．her girls weren’t supposed to play the boy’s game
10．By “we were all beside ourselves” writer means that they all _________.
A．felt confused B．went wild with joy
C．looked on D．forgot their fights
11．Why did the writer finally agree to take her little girl for an outing
A．She suddenly remembered her duty as a mother.
B．She was reminded of the day they flew kites.
C．She had finished her work in the kitchen.
D．She thought it was a great day to play outside.
12．The youngest Patrick boy is mentioned to show that ________.
A．the writer was not alone in treasuring her fond memories
B．his experience in POW camp threw a shadow over his life
C．childhood friendship means so much to the writer
D．people like him really changed a lot after the war
All I had to do for the two dollars was clean her house for a few hours after school. It was a beautiful house, too, with a plastic-covered sofa and chairs, wall-to-wall blue-and-white carpeting, a white enamel stove, a washing machine and a dryer—things that were common in her neighborhood, absent in mine. In the middle of the war, she had butter, sugar, steaks, and seam-up-the-back stockings.
I knew how to scrub floors on my knees and how to wash clothes in our zinc tub, but I had never seen a Hoover vacuum cleaner or an iron that wasn’t heated by fire.
Part of my pride in working for her was earning money I could squander (浪费): on movies, candy, paddleballs, jacks, ice-cream cones. But a larger part of my pride was based on the fact that I gave half my wages to my mother, which meant that some of my earnings were used for real things—an insurance-policy payment or what was owed to the milkman or the iceman. The pleasure of being necessary to my parents was profound. I was not like the children in folktales: burdensome mouths to feed, nuisances to be corrected, problems so severe that they were abandoned to the forest. I had a status that doing routine chores in my house did not provide—and it earned me a slow smile, an approving nod from an adult. Confirmations that I was adultlike, not childlike.
In those days, the forties, children were not just loved or liked; they were needed. They could earn money; they could care for children younger than themselves; they could work the farm, take care of the herd, run errands (差事), and much more. I suspect that children aren’t needed in that way now. They are loved, doted on, protected, and helped. Fine, and yet...
Little by little, I got better at cleaning her house—good enough to be given more to do, much more. I was ordered to carry bookcases upstairs and, once, to move a piano from one side of a room to the other. I fell carrying the bookcases. And after pushing the piano my arms and legs hurt so badly. I wanted to refuse, or at least to complain, but I was afraid she would fire me, and I would lose the freedom the dollar gave me, as well as the standing I had at home—although both were slowly being eroded. She began to offer me her clothes, for a price. Impressed by these worn things, which looked simply gorgeous to a little girl who had only two dresses to wear to school, I bought a few. Until my mother asked me if I really wanted to work for castoffs. So I learned to say “No, thank you” to a faded sweater offered for a quarter of a week’s pay.
Still, I had trouble summoning (鼓起) the courage to discuss or object to the increasing demands she made. And I knew that if I told my mother how unhappy I was she would tell me to quit. Then one day, alone in the kitchen with my father, I let drop a few whines about the job. I gave him details, examples of what troubled me, yet although he listened intently, I saw no sympathy in his eyes. No “Oh, you poor little thing.” Perhaps he understood that what I wanted was a solution to the job, not an escape from it. In any case, he put down his cup of coffee and said, “Listen. You don’t live there. You live here. With your people. Go to work. Get your money. And come on home.”
That was what he said. This was what I heard:
Whatever the work is, do it well—not for the boss but for yourself.
You make the job; it doesn’t make you.
Your real life is with us—your family.
You are not the work you do; you are the person you are.
I have worked for all sorts of people since then, geniuses and morons, quick-witted and dull, big-hearted and narrow. I’ve had many kinds of jobs, but since that conversation with my father I have never considered the level of labor to be the measure of myself, and I have never placed the security of a job above the value of home.
13．According to the article, which of the following is true about children in the 1940s and now
A．Children become needed, loved and liked when they are at forty.
B．Children in modern times are less likely to be spoiled by parents.
C．Children in 1940s are capable as they can handle various daily routine.
D．Children in modern times aren’t needed to do daily works any more.
14．What did the author’s father make her understand
A．Don’t escape from difficulties at work.
B．Whatever decision she made, her father would support her.
C．Convey her dissatisfaction with her work.
D．Make a distinction between work and life.
15．Which of the following corresponds to the author’s views in the passage
A．Don’t regard work achievement as a criterion for evaluating oneself.
B．Hard work is a struggle for a better future in your limited life.
C．Parents are the best teachers of children.
D．Job security is less valuable when compared with family.
Human language is made possible by an impressive gift for vocal learning. Most animals cannot learn to imitate sounds at all. Though some species can learn how to use natural sounds in new ways, they don’t show a similar ability to learn new calls. Among all nonhuman vocal learners across the branches of life, the most impressive are birds.
“I wouldn’t say they have language in the way linguistic experts define it, ” says the neuroscientist Erich Jarvis. “But I would say they have a primitive form of what we might call spoken language. ”
Birdsong appears to have a lot in common with human speech, such as conveying information intentionally and using simple forms of some of the elements of human language. One key element of human language is semantics, the connection of words with meanings. Over the past four decades, numerous studies have shown that many bird species use different alarm calls for different attackers. Recent studies suggest that the order of some birds’ calls may impact their meaning. This could represent a primary form of the rules governing the order and combination of words and elements in human language known as syntax, as illustrated by the classic “dog bites man” vs “man bites dog” example.
And the parallels run deeper, including similar brain structures that are not shared by species without vocal learning. Jarvis and his team have tried to compare the brain structures in songbirds and humans. “I think we humans tend to overestimate how different we are, ” he says. What has happened is that humans and songbirds have evolved a new forebrain circuit for learned sounds that has taken control of the brain stem circuit for natural sounds. “There is an assumption that species more closely related to us (e. g. monkeys) are going to be most like us. And that is true for many features, ” he says. “But, as you see, this is not true for every feature. ”
With all these similarities in mind, it’s reasonable to ask if birds themselves have language. It may come down to how you define it. But anyway, when the story of the evolution of language is finally complete, be prepared to thank the birds.
16．What is the purpose of paragraph 1
A．To show different capacities for imitating sounds.
B．To illustrate the major features of vocal learning.
C．To imply the uniqueness of birds as vocal learners.
D．To explain the origin of species differences.
17．What can we learn about birdsong from the third paragraph
A．It is superior to human language.
B．It lacks meaningful order of calls.
C．It has evolved from human speech.
D．It shows certain grammatical features.
18．What can we infer from paragraph 4
A．Evolved brain circuit paves the way for vocal learning.
B．Humans possess biological uniqueness in vocal learning.
C．Closely related species are less likely to share parallels.
D．Circuit for natural sounds disables new call learning.
19．Which can be a suitable title for the text
A．Bird Brains Suggest How Vocal Learning Evolved
B．Birds Are Stretching the Boundaries of Language
C．Human Speech and Birdsong Share Biological Roots
D．Human Speech Could Have Evolved from Birdsong
Southwest China’s Guizhou Province made some projects in promoting (推动) high-quality development of both its culture and tourism industries.
Building unique culture and tourism brands
Guizhou held the 2021 International Conference of Mountain Tourism and Outdoor Sports and the 16th Guizhou Tourism Industry Development Conference to improve cooperation in culture and tourism with southwest China’s Sichuan Province and Chongqing Municipality.
Guizhou also organized a series of activities to promote its rich culture and tourism resources both online and offline.
Reviving intangible cultural heritage (ICH) (非物质文化遗产)
Eighteen items in Guizhou were listed in the fifth batch of national ICHs, bringing the province’s total number to 99. Song Shuixian, an ICH inheritor in the province, was named as one of China’s top 10 ICH inheritors of the Year 2020.
Guizhou also held different online and offline ICH-related activities to increase the sales of ICH-related products.
Increasing satisfaction in tourism
Guizhou has improved the quality of tourism services recently. It put down illegal practices in tourism, ordered the closure of 50 tourism-related shopping places, and investigated nine travel agencies and four tour guides. It accepted and addressed 716 tourism-related complaints.
Founding the Guizhou Vocational College of Culture and Tourism
On Feb. 11, 2021, the people’s government of Guizhou planned to set up Guizhou Vocational College of Culture and Tourism, making it a new training base for professional tourism talents in the province.
20．How many items were listed before the 5th batch of national ICHs
A．18. B．99. C．81. D．10.
21．Which projects turn to the Internet for the development
A．Building unique brands and reviving ICH.
B．Building unique brands and increasing satisfaction in tourism.
C．Reviving ICH and increasing satisfaction in tourism.
D．Reviving ICH and founding the Guizhou Vocational College of Culture and Tourism.
22．Who is likely to be punished in the promotion projects
A．A leader who attended the conference.
B．A guide who charges extra fee.
C．A student who receives tourism training.
D．A shop which sells ICH-related products.
Douglas Smith, n gardener from Hertfordshire. the U.K., recently set a new Guinness World Record for the most tomatoes grown on a single stem (茎), 1,269.
Up until last summer, the record for the most tomatoes grown on a single stem had stood unchallenged for over a decade. Then English farmer Douglas Smith set his sight on breaking it, thinking that he could grow more than 488 fruits on s single stem. He proved that last year, when he managed to break the old record by growing 839 tomatoes on a greenhouse -grown plant. It was quite an achievement, but he was only getting started, as only a few weeks later Douglas Smith broke his own record by growing no less than 1,269 tomatoes on a single stem.
Is Douglas Smith a gardening addict He spends up to four hours a day in his back garden tending his plants, and has been working hard on becoming the best possible gardener the world has ever seen. To maximize his chances of setting a new world record, he read various scientific papers and even took soil samples to be tested in a laboratory. And in the end, they all paid off.
“I am over the moon,” Douglas said. “This year was only meant to be an experimental year to see which varieties would produce the most fruits and we had to fight with early blight (疫病), which put paid to a number of other tomato plants. I’m amazed by how many tomatoes were on the plant in the end.”
Growing 1,269 tomatoes on a single stem is only Douglas Smith’s latest achievement. In 2020, he grew a 20-foot-tall sunflower, and also set a new national record for the heaviest tomato, with a 3.106 kg tomato. He likes to run little experiments on other vegetables and crops, and he is currently experimenting on peas, aubergines and potatoes.
23．What can we know about Douglas Smith from paragraph 2
A．He broke the old record twice.
B．He had planted the best tomatoes.
C．He thought breaking the record was easy.
D．He had worked to break the record for a decade.
24．Which of the following can describe Douglas Smith best
A．Strict and tolerant. B．Attractive and brave
C．Patient and hard-working. D．Friendly and humorous.
25．What may be a challenge for Douglas Smith to break the old record
A．A lack of money. B．Skill shortages.
C．Building a laboratory. D．Dealing with the blight.
26．What is the last paragraph mainly about
A．The record’s significance.
B．Douglas Smith’s next plan.
C．The details about the heaviest tomato.
D．More information about Douglas Smith’s planting.
These days, being a teenager isn’t easy. Teens’ schedules often include doing after-school activities, sports practice, and homework, combined with working part-time for extra spending money or to contribute to household expenses, leaving many teens feeling overworked and stressed.
According to the Bureau of Labor Statistics, close to a quarter of all U.S. high school students participate in the workforce. Most states place limits on the amount of hours teens can work, with 20 hours a week the standard limit. Research has shown that working over the standard limit negatively (负面地) affects teens in a variety of ways.
Researchers published a recent report finding that working more than 20 hours a week during the school year leads to academic problems. The more hours a student works, the more likely their grades are to be lower.
A study published in the Sociology of Education suggests that working more than 20 hours each week leads to higher dropout rates (辍学率). Another study in the American Educational Research Journal reports that students who work between 1 and 15 hours per week are more likely to complete high school; however, students who work more than 15 hours each week are more likely to drop out.
Working over the standard limit also causes sleepiness, which can be instrumental in the cause of injuries and deaths related to inattention while driving. It has been considered as a major cause in at least 100,000 police-reported traffic crashes each year, killing more than 1,500 Americans and injuring another 71,000, according to the National Highway Traffic Safety Administration. Young drivers aged 25 or under are involved in more than one-half of fall-asleep crashes.
Work helps teens gain valuable experience, teaches them much needed skills, and provides necessary spending money—but basic rules should be followed. The student workweek should be limited to 20 hours or less and should not go past 10 p.m. on a school night. Safe and healthy youth work experiences don’t just happen—teens, parents, and employers must work together to make them happen.
27．What does the first paragraph tell us about today’s teens
A．They are too busy. B．They are quite happy.
C．They have an exciting life. D．They have more confidence.
28．What percent of U.S. high school students work part-time according to the Bureau of Labor Statistics
A．About 15%. B．About 25%. C．About 35%. D．About 50%.
29．What is a possible result for a high schooler working two hours every day
A．Getting lower grades. B．Becoming a dropout.
C．Finishing high school. D．Having sleep problems.
30．What does the underlined part “be instrumental in” in Paragraph 5 probably mean
A．Result from. B．Contribute to. C．Refer to. D．Give away.
31．What is the author’s attitude to the standard 20-hour-a-week limit
A．Unfavorable. B．Worried. C．Uncaring. D．Supportive.
The term “social distancing” has been at the center of public conversation for a while. But it’s not “social” distance we are trying to promote. It’s physical separation. In fact, preserving social ties—even at a distance—is essential for both mental and physical health. The results of an analytic review done in 2017 indicate that a lack of social support nearly amounts to smoking cigarettes as a risk factor for health.
Given this fact, how might we best stay connected to others while maintaining physical distance Would we be better off e-mailing a friend Making a phone call Setting up a video chat In our study, Nick Epley and I tested whether the media, through which people interact, affects their sense of connection, and how expectations about certain technologies impact (影响) the communication media they choose to use.
In our experiment, we asked participants to reconnect with someone that they hadn’t interacted with recently, either through e-mail or over the phone. Participants first made predictions about what it would be like to get in touch if they reached out in these two ways. They generally believed that they’d feel more connected when interacting via the phone than over e-mail. But they also predicted that talking on the phone could be more uncomfortable than sending an e-mail. Although these participants believed that talking encouraged stronger bonds, most of them said they’ d rather send an e-mail than call the person up.
Fears about awkwardness, it seems, push individuals toward text-based methods for communicating. In the next part of the experiment, we had participants actually reconnect using one randomly determined mode of communication and then followed up with them after they had done so. We found that people do form meaningfully stronger bonds when interacting over the phone than over e-mail. Importantly, though, there was no difference in the amount of discomfort when reconnecting on the phone.
The next time you think about how best to connect, consider calling or setting up a video chat. Feelings of social connection are preferably promoted by voice rather than a keyboard.
32．How does the author support his view on the importance of maintaining social ties
A．By stating a deep-rooted tradition.
B．By quoting a published report.
C．By sharing public opinions.
D．By presenting government’s policy.
33．What did the author and Epley’s study focus on
A．How technologies impact means of communication.
B．How people’s behaviour affects each other’s friendship.
C．Why maintaining social separation is bad for mental health.
D．Why reconnecting with friends over the phone brings awkwardness.
34．What can we infer from the study results
A．They changed the research objectives.
B．They live up to society’s expectations.
C．They provided inspiration for future studies.
D．They are partly opposed to participants’ predictions.
35．What can be concluded from the text
A．For stronger bonds, talk instead of typing.
B．Keeping in touch is the key to a lasting friendship.
C．Think before you consider contacting an old friend.
D．Text-based methods for communication cause discomfort.
There’s nothing wrong with a tomato that isn’t perfectly rounded or a peach with an extra dimple (凹) or two; they still carry the same benefits and flavors as the versions we’re used to seeing in grocery stores. Farmers throw away these imperfect items, as many grocery chains won’t buy them for fear that they are unsellable. However, a growing group of grocery chains are fighting to make these discarded fruits and vegetables part of consumers’ buying habits.
One such business is Imperfect Produce, a start-up that delivers fresh ugly produce to consumers. Through this service, you can get up to 20 pounds of fruit and veggies for around $20 a week. This is about a 30 percent discount compared to what’s currently sold in stores. Recently, the company had a major breakthrough when Whole Foods accepted their partnership and agreed to sell the misshaped produce.
While this movement might be a new trend here in the US, it’s already gained serious momentum (势头) in Europe. In 2014, the E. U. announced the Year Against Food Waste, with French grocery chain Intermarché launching a very successful campaign called Inglorious Fruits and Vegetables and England’s Waitrose selling “weather blemished” apples. In Portugal, a similar company to Imperfect Produce called Fruta Feia has also taken off.
Buying these unfortunate-looking foods should be appealing to consumers not only because of the affordability, but also because of the support it gives to farmers and the direct impact it has on decreasing food waste and the environmental pollution. It is believed that when the discarded fruits and vegetables decompose (腐烂) they release methane (甲烷), a greenhouse gas that, when released into the atmosphere, is about 86 times as powerful as carbon dioxide over a 20-year period. Waste is, in fact, the ugliest thing of all.
36．What does the underlined word “discarded” in paragraph one mean
A．Thrown-away. B．Harvested.
C．Consumed. D．Sold-out.
37．What is the purpose of Imperfect Produce
A．Make better profits. B．Sell imperfect produce.
C．Get discounts from farmers. D．Compete with Whole Foods.
38．What can we learn about Europe compared with the US
A．It has more successfully-run food chains.
B．It produces less misshaped fruits and vegetables.
C．It addresses the problem of misshaped produce earlier.
D．It faces a more serious problem of unfavorable weather.
39．According to the last paragraph, why is wasted food harmful to the environment
A．It pollutes the farms. B．It gives out a bad smell.
C．It contributes to global warming. D．It produces lots of carbon dioxide.
参考答案：
1．A
2．B
3．D
4．C
【导语】这是一篇说明文。主要介绍了在意大利托斯卡纳海岸附近的海底深处，一个不同寻常的海底雕塑公园正静静地守护着大海。让我们一起来看看艺术建筑与水生生态系统是如何合作的吧！
1．细节理解题。根据第二段中“Until recently, he was forced to share catches with a threatening part: illegal “bottom trawlers”, who randomly spoil a large quantity of ocean life as they fish, dragging a weighted net along the seafloor behind their boats.”（直到最近，他还被迫与一个具有威胁性的部分——非法的“海底拖网渔船”分享渔获物。这些渔船在捕鱼时随意破坏了大量海洋生物，他们在船后的海底拖着加重的渔网。）可知，非法海底拖网渔船通过随意伤害大量海洋生物来威胁海洋。故选A项。
2．细节理解题。根据第三段中“Fanciulli’s style of artisanal fishing(手工捕鱼), in contrast, needs to be sustainable as damaging the ecosystem could reduce fishermen’s income.”（相比之下，Fanciulli的手工捕鱼方式需要可持续，因为破坏生态系统可能会减少渔民的收入。）以及“The underwater “House of Fish” sculpture park, which was started in 2015, was encouraged by this fisherman’s desire to do something that went beyond the handful of concrete blocks he had previously convinced local authorities and some environmental groups to drop into the sea to try and stop illegal trawling.”（“鱼之家”水下雕塑公园于2015年启动，受到这位渔民的鼓励，他希望做一些事情，而不仅仅是他之前说服当地政府和一些环保组织投进海里试图阻止非法拖网捕鱼的几块混凝土积木。）可知，当海洋生态系统遭到破坏时，Fanciulli这种手工捕鱼的工作也会受到影响，因此他曾说服当地政府和一些环保组织将少量混凝土块扔进海里，试图阻止非法拖网捕捞，并且还想做出更多的尝试，于是在2015年的时候水下“鱼之家”雕塑公园建成了。这些行为都是为了保护海洋的生态系统。故选B项。
3．主旨大意题。根据第四段中的“Concrete blocks or sculptures can break weighted trawler nets. They can also play a role as artificial reefs, giving corals and others a place to live, and varying shade and lighting to help species flourish. Thanks to the underwater sculptures, some species not seen in a long while such as groupers and lobsters have returned.”（混凝土块或雕塑可以打破加重的拖网。它们还可以扮演人工珊瑚礁的角色，为珊瑚和其他生物提供生存的地方，并提供不同的阴影和照明，帮助物种繁荣发展。多亏了这些水下雕塑，一些许久未见的物种，如石斑鱼和龙虾，又回来了。）可知，海底雕塑不仅可以破坏拖网捕捞的网，还可以充当人工鱼礁，为珊瑚等海洋生物提供栖息地，促进物种的繁衍生息。因此推断本段主要介绍雕塑公园在水下发挥的作用。故选D项。
4．推理判断题。根据最后一段中的“These artworks are already coated with algae(海藻), a sign that the natural habitat is coming back to life.”（这些艺术品已经被藻类覆盖，这是自然栖息地正在恢复生机的标志。）故可推知，从最后一段可以推断出托斯卡纳的海洋生态环境正在恢复。故选C项。
5．B
6．D
7．C
8．B
【导语】本文为记叙文。文章讲述了Steph Clemence成绩很好，一直认为自会上大学。但她的父亲在一场车祸中不幸去世，母亲要艰难的抚养三个孩子，她的大学学费变得不可能。但她的英语老师的书单给了她帮助：即使不上大学，也可以通过阅读获取更多的知识。
5．细节理解题。根据第一段最后一句“When her father died tragically in a car accident, leaving her mother to support three daughters on a modest income, paying for college became out of the question. （当她的父亲在一场车祸中不幸去世，留下母亲靠微薄的收入养活三个女儿时，支付大学费用变得不可能。）”可知，爸爸的突然去世，使得妈妈养家的负担过重，无法承担她的大学学费。故选B项。
6．细节理解题。根据第二段“The handout was titled Mrs. Clark’s Book List. “It wasn’t homework,” the teacher announced, “but it could be a road map. Some of you might not go on to higher education, but you can continue to learn.” It would, she believed, form the equivalent of two years at a liberal arts college. （这本讲义的标题是克拉克夫人的书单。“这不是家庭作业，”老师宣布，“但它可能是一张路线图。你们中的一些人可能不会继续接受高等教育，但你可以继续学习。”她认为，这相当于在文理学院的两年时间。）”可知，Mrs. Clark创建书单的目的是鼓励那些不能上大学的孩子们继续通过阅读学习。故选D项。
7．推理判断题。根据第三段“Steph studied the list. Each of those books sparked her passion to learn more, which made her look for other books that weren’t on the list, hoping to deepen her knowledge. Over the years, the reading list was a constant in her life, traveling with her even on vacations. （斯蒂芬研究了这份清单。这些书中的每一本书都激发了她学习更多知识的热情，这让她寻找其他不在清单上的书，希望加深她的知识。多年来，阅读清单一直是她生活中的常客，甚至在度假时也和她一起旅行。）”和最后一段““Each of the books has added something to who I am and how I see the world.” she says, “I now have gained an insight to see why things happened and what it might mean.”（“每一本书都为我是谁以及我如何看待世界增添了一些东西，”她说，“我现在有了深刻的洞察力，明白了事情为什么会发生，以及它可能意味着什么。）”可知，书单上的书给她带来许多知识和启示，虽然未能上大学，但通过阅读有了深刻的洞察力，即：她对这份书单很满意。故选C项。
8．主旨大意题。根据文章第二段“Around that time, Steph tried to figure out what to do with a life that had differed so much from the plan she’d carefully laid out. The answer came one afternoon when she found a list from the English teacher she’d had in her junior year, Dorothy Clark. （大约在那个时候，斯蒂芬试图弄清楚如何处理与她精心制定的计划大相径庭的生活。一天下午，当她从高三时的英语老师多萝西·克拉克那里找到了一份名单时，答案就来了。）”和第三段“Steph studied the list. Each of those books sparked her passion to learn more, which made her look for other books that weren’t on the list, hoping to deepen her knowledge. Over the years, the reading list was a constant in her life, traveling with her even on vacations. （斯蒂芬研究了这份清单。这些书中的每一本书都激发了她学习更多知识的热情，这让她寻找其他不在清单上的书，希望加深她的知识。多年来，阅读清单一直是她生活中的常客，甚至在度假时也和她一起旅行。）”可知，文章主要讲述的是作者在英语老师萝西·克拉克的书单的帮助下，即使没能上大学，但通过阅读老师的书单学会了很多知识，所以B选项An influential reading list.最适合作为本文的标题。故选B项。
9．C
10．B
11．B
12．A
【导语】本文是一篇记叙文。文章讲述了作者在小时候一次放风筝的经历中体验到的快乐。虽然是春季大扫除忙碌的时候，但是几个男生放风筝的动作引起了男人和妇女们的注意，他们纷纷停止手中的活，来享受这片刻的自由和宁静。当作者回到家，却以为大家都忘记了这次放风筝的美好回忆而感到尴尬。多年之后作者发现，其实这么美好的回忆不止自己记住了。
9．推理判断题。根据文章第一段“It was Saturday. As always, it was a busy one, for “Six days shall you labor and do all your work” was taken seriously back then. Outside, Father and Mr. Patrick next door were busy chopping firewood. Inside their own houses, Mother and Mrs. Patrick were engaged in spring cleaning(那天是星期六。和往常一样，这是一个忙碌的日子，因为“六天劳碌，做你所有的工作”在当时是很认真的看待的。外面，父亲和隔壁的帕特里克先生正忙着砍柴。在他们自己的房子里，母亲和帕特里克太太正在进行春季大扫除)”可知，星期六是像往常一样忙碌的一天，母亲和帕特里克太太在从事春季大扫除；根据文章第三段“Come on, girls! Let’s take string to the boys and watch them fly the kites a minute.(来吧，姑娘们！让我们拿线给男孩们，看他们放一会风筝)”可推知，母亲招呼女孩们一起看男生放风筝，而帕特里克夫人也去了。由此推知，帕特里克夫人内疚地笑着，因为她认为她当时应该在做家务。故选C。
10．词句猜测题。根据划线部分下文“Parents forgot their duty and their dignity; children forgot their everyday fights and little jealousies.(父母们忘了他们的责任和尊贵的身份；孩子们忘记了他们每天的争吵和小小的嫉妒)”可知，这都是特别开心的表现。由此推知，作者所说的“we were all beside ourselves”是指他们都欣喜若狂。故选B。
11．推理判断题。根据文章第九段““I can’t go!” I said. “I have this and this to do, and when I’m through I’ll be too tired to walk that far.”(“我不能去！”我说。“我还有这件事和这件事要做，等我做完了，我就累得走不了那么远了。”)”可知，当我的三岁的小女孩跟我说去公园看鸭子的时候，我说我有很多事情要做而拒绝了；根据文章第十段“Do you remember that day we flew kites (你还记得我们放风筝的那天吗？)”可知，母亲的一句话让我打开了记忆的匣子，想起了那个放风筝的时候。再根据第十一段““Come on,” I told my little girl. “You’re right, it’s too good a day to miss.”(“来吧，”我对我的小女儿说。“你说得对，今天太好了，不能错过。”)”可推知，最后我答应我的女儿去公园是因为我想起了我放风筝的那个时光。故选B。
12．推理判断题。根据文章最后一段“I used to think of that day a lot in POW camp (战俘营), when things weren’t too good. Do you remember the day we flew the kites (在战俘营时，我常常想起那一天，当时情况并不太好。你还记得我们放风筝的那天吗？)”可知，最后一段帕特里克的男孩谈到自己在战俘营的时候，当有不好的事情发生，他总是想到他们一起放风筝那个美好的时光。由此推知，这么美好的回忆不是作者一个人记住了，其实她的母亲，帕特里克的男孩们都记得。故选A。
13．C
14．D
15．A
【导语】本文是一篇夹叙夹议文，本文通过讲述作者小时候去别人家打工的故事，探讨了工作与生活和自我价值之间的关系。无论做什么工作，工作都不是衡量自我的尺度，要分清工作与生活。
13．细节理解题。根据第四段“In those days, the forties, children were not just loved or liked; they were needed. They could earn money; they could care for children younger than themselves; they could work the farm, take care of the herd, run errands(差事), and much more. I suspect that children aren’t needed in that way now. They are loved, doted on, protected, and helped. (在四十年代那些日子里，孩子不仅仅被爱或喜欢，而且还是被需要的。他们可以赚钱；可以照顾比自己小的孩子；可以在农场里打工，照顾牛群，办差事等等。我怀疑现在不需要这种方式的孩子了。他们被爱，被溺爱，被保护，被帮助)”可知，1940年代的孩子有能力应付各种日常事务。故选C。
14．推理判断题。根据最后一段“I’ve had many kinds of jobs, but since that conversation with my father I have never considered the level of labor to be the measure of myself, and I have never placed the security of a job above the value of home. (我从事过许多工作，但自从与父亲交谈以来，我从未考虑过劳动水平是衡量我自己的标准，而且从未将工作的安全感放在家庭价值之上)，再结合“You make the job; it doesn’t make you. Your real life is with us, your family. You are not the work you do; you are the person you are.(你做工作，不是工作做你。你的真实生活和我们，你的家人，在一起。你不是你所做的工作；你是你自己)”可知，作者的父亲让她明白了要分清工作和生活。故选D。
15．推理判断题。根据最后一段“I’ve had many kinds of jobs, but since that conversation with my father I have never considered the level of labor to be the measure of myself, and I have never placed the security of a job above the value of home. (我从事过许多工作，但自从与父亲交谈以来，我从未考虑过劳动水平是衡量我自己的标准，而且从未将工作的安全性放在家庭价值之上。)可知，A项：Don’t regard work achievement as a criterion for evaluating oneself.(不要把工作成就当作评价自己的标准)与作者的观点一致，故选A。
16．C
17．D
18．A
19．B
【导语】本文是一篇说明文。文章从有意信息传递、语义和句法、大脑特定部位结构等方面将鸟鸣和人类语言进行了比较，最后得出结论：鸟鸣是否属于语言，取决于人类如何定义语言。但无论如何，对鸟类鸣唱的研究在一定程度上增进了人类对于语言进化的理解。
16．推理判断题。根据第一段“Human language is made possible by an impressive gift for vocal learning. Most animals cannot learn to imitate sounds at all. Though some species can learn how to use natural sounds in new ways, they don’t show a similar ability to learn new calls. Among all nonhuman vocal learners across the branches of life, the most impressive are birds.”（人类语言之所以成为可能，是因为有一种令人印象深刻的学习声音的天赋。大多数动物根本学不会模仿声音。虽然一些物种可以学习如何以新的方式使用自然声音，但它们并没有表现出类似的学习新叫声的能力。在所有非人类的发声学习者中，最令人印象深刻的是鸟类。）可知，人类因可以进行语音学习(vocal learning)而独特。而像人类一样具有这种能力的物种也有，但鸟类是这些物种中最突出的。因此，本段行文循序渐进，是为了引出鸟类与其他物种相比，在语音学习方面最具独特性这一观点。故选C项。
17．细节理解题。根据第三段“Birdsong appears to have a lot in common with human speech, such as conveying information intentionally and using simple forms of some of the elements of human language. One key element of human language is semantics, the connection of words with meanings. Over the past four decades, numerous studies have shown that many bird species use different alarm calls for different attackers. Recent studies suggest that the order of some birds’ calls may impact their meaning. This could represent a primary form of the rules governing the order and combination of words and elements in human language known as syntax, as illustrated by the classic “dog bites man” vs “man bites dog” example.”（鸟鸣似乎与人类语言有很多共同之处，比如有意地传达信息，使用人类语言中一些元素的简单形式。人类语言的一个关键因素是语义，即单词与意义的联系。在过去的四十年里，大量的研究表明，许多鸟类对不同的攻击者使用不同的警报。最近的研究表明，一些鸟类叫声的顺序可能会影响它们的意思。这可能代表了一种主要形式的规则，即控制人类语言中单词和元素的顺序和组合，即语法，如经典的“狗咬人”和“人咬狗”的例子所示。）可知，鸟鸣在语义(semantics)和句法(syntax)等方面与人类语言具有共性。因此，鸟鸣呈现出一定的语法特征。故选D项。
18．推理判断题。根据第四段中的“And the parallels run deeper, including similar brain structures that are not shared by species without vocal learning. -. What has happened is that humans and songbirds have evolved a new forebrain circuit for learned sounds that has taken control of the brain stem circuit for natural sounds.”（而且这种相似之处还更深层次，包括没有声乐学习的物种所不具有的相似的大脑结构。贾维斯和他的团队试图比较鸣禽和人类的大脑结构。“我认为我们人类倾向于高估我们之间的差异，”他说。事实是，人类和鸣禽已经进化出了一种新的前脑回路，用于学习声音，它已经控制了脑干回路，用于自然声音。）可知，鸟类和人类具有一些更深层次的共性(parallels)，包括相似的大脑结构：一种新的用于进行语音学习的前脑回路, 代替了控制先天声音的脑干回路。这是那些无法进行语音学习的物种所不具备的。因此, 进化后的脑回路为语音学习创造了条件。故选A项。
19．主旨大意题。根据文章大意以及最后一段“With all these similarities in mind, it’s reasonable to ask if birds themselves have language. It may come down to how you define it. But anyway, when the story of the evolution of language is finally complete, be prepared to thank the birds.”（考虑到所有这些相似之处，我们有理由问鸟类自己是否有语言。这可能取决于你如何定义它。但无论如何，当语言进化的故事最终完成时，准备好感谢鸟类吧。）可知，文章从人类语言的独特性出发, 接着从语义和句法、大脑结构等方面将鸟鸣和人类语言进行了类比，挖掘出许多共性。最后得出结论：鸟鸣是否属于语言，取决于人类如何定义语言。但无论如何，对鸟类鸣唱的研究在一定程度上增进了人类对于语言进化的理解。据此，“鸟类在不断扩展语言的边界”是最佳标题。故选B项。
20．C
21．A
22．B
【导语】本文是应用文。文章介绍了中国西南部的贵州省在促进文化和旅游业优质发展方面进行的一些改革和发展。
20．细节理解题。根据第四段的“Eighteen items in Guizhou were listed in the fifth batch of national ICHs, bringing the province’s total number to 99.(贵州省有18个项目被列入第五批国家级非物质文化遗产，全省非物质文化遗产总数达到99个。)”可知，在第五批非物质文化遗产之前，有81个项目被列入非物质文化遗产。故选C。
21．细节理解题。根据Reviving intangible cultural heritage (ICH) (非物质文化遗产)部分的“Guizhou also held different online and offline ICH-related activities to increase the sales of ICH-related products.(贵州还举办了不同类型的线上线下与非物质文化遗产相关的活动，增加与非物质文化遗产相关产品的销售。)”可知，打造独特品牌，复兴非物质文化遗产项目转向了网络发展。故选A。
22．推理判断题。根据倒数第二段的“Guizhou has improved the quality of tourism services recently. It put down illegal practices in tourism, ordered the closure of 50 tourism-related shopping places, and investigated nine travel agencies and four tour guides.(贵州最近提高了旅游服务质量。取缔旅游违法行为，责令关闭50家旅游类购物场所，查处9家旅行社和4名导游。)”可推断，导游收取额外费用违法的，很可能被惩罚。故选B。
23．A
24．C
25．D
26．D
【导语】这是一篇记叙文。讲述了打破吉尼斯世界纪录的Douglas Smith种植番茄和其他植物的故事。
23．细节理解题。根据第二段最后一句“It was quite an achievement, but he was only getting started, as only a few weeks later Douglas Smith broke his own record by growing no less than 1,269 tomatoes on a single stem. He proved that last year, when he managed to break the old record by growing 839 tomatoes on a greenhouse -grown plant.（去年他就证明了这一点，他在温室里种了839个西红柿，打破了以前的纪录。这是一项相当大的成就，但他才刚刚开始，因为仅仅几周后，Douglas Smith就打破了自己的纪录，在一根茎上种出了超过1269个西红柿。）”可知，Douglas Smith两次打破原先的世界记录。故选A项。
24．推理判断题。根据第三段二三句“He spends up to four hours a day in his back garden tending his plants, and has been working hard on becoming the best possible gardener the world has ever seen. To maximize his chances of setting a new world record, he read various scientific papers and even took soil samples to be tested in a laboratory.（他每天在后花园里花四个小时打理植物，并一直在努力成为世界上有史以来最好的园丁。最大限度地提高他创造新世界纪录的机会，他阅读了各种科学论文，甚至取了土壤样本在实验室进行测试。）”可知，愿意花数个小时打理植物，并努力阅读相关论文的Douglas Smith是一个很有耐心很勤奋的人。故选C项。
25．推理判断题。根据第四段他说的话“This year was only meant to be an experimental year to see which varieties would produce the most fruits and we had to fight with early blight (疫病), which put paid to a number of other tomato plants.（今年只是一个试验性的一年，看看哪些品种会结出最多的果实，我们必须与早期疫病作斗争，这毁掉了许多其他番茄苗。）”可知，导致很多番茄苗被毁掉的疫病是他面临的挑战。故选D项。
26．主旨大意题。根据最后一段最后一句“He likes to run little experiments on other vegetables and crops, and he is currently experimenting on peas, aubergines and potatoes.（他喜欢在其他蔬菜和作物上做一些小实验，目前他正在豌豆、茄子和土豆上做实验。）”，可知这一段谈及番茄之外其他的一些植物种植情况。故选D项。
27．A
28．B
29．C
30．B
31．D
【导语】本文是一篇议论文。在文章中作者引用了研究结果论述了青少年兼职工作时间不应该超过每周20小时。
27．推理判断题。根据第一段中“Teens’ schedules often include doing after-school activities, sports practice, and homework, combined with working part-time for extra spending money or to contribute to household expenses, leaving many teens feeling overworked and stressed.(青少年的日程安排通常包括课外活动、体育锻炼和家庭作业，再加上兼职工作以赚取额外的钱或补贴家庭开支，这让许多青少年感到过度劳累和压力)”可推知，作者认为当前青少年们太忙碌了。故选A。
28．细节理解题。根据第二段中“According to the Bureau of Labor Statistics, close to a quarter of all U.S. high school students participate in the workforce. (根据美国劳工统计局的数据，近四分之一的美国高中生参加了工作)”可知，根据美国劳工统计局的数据，美国高中生兼职的比例接近25%。故选B。
29．推理判断题。根据第四段中“Another study in the American Educational Research Journal reports that students who work between 1 and 15 hours per week are more likely to complete high school.(《美国教育研究杂志》的另一项研究报告称，每周工作1到15个小时的学生更有可能完成高中学业)”可推知，每天工作两个小时的学生们更有可能完成高中学业。故选C。
30．词句猜测题。根据划线词前的句子“Working over the standard limit also causes sleepiness(工作超过标准限度也会导致嗜睡)”以及划线词后的句子“It has been considered as a major cause in at least 100,000 police-reported traffic crashes each year, killing more than 1,500 Americans and injuring another 71,000, according to the National Highway Traffic Safety Administration. (据美国国家公路交通安全管理局的数据，它被认为是每年至少10万起警察报告的交通事故的主要原因，导致1500多名美国人死亡，另有7.1万人受伤)”可知，工作超过标准限度也会导致瞌睡，而瞌睡导致1500多名美国人死亡，另有7.1万人受伤。即表示瞌睡是导致死亡和事故的主要原因，由此推知，划线词组contribute to意为“导致”。故选B。
31．推理判断题。通读全文并结合最后一段中“The student workweek should be limited to 20 hours or less and should not go past 10 p.m. on a school night. (学生每周的工作时间应限制在20小时或更少，而且不应超过晚上10点)”可推知，作者是支持这个标准限度的。故选D。
32．B
33．A
34．D
35．A
【导语】这是一篇说明文。文章主要说明了保持社会联系——即使是远距离联系——对身心健康都至关重要，研究发现人们通过电话交流比通过电子邮件交流更能形成有意义的纽带。重要的是，当用手机重新联系时，他们的不适程度没有区别。
32．细节理解题。根据第一段中“In fact, preserving social ties—even at a distance—is essential for both mental and physical health. The results of an analytic review done in 2017 indicate that a lack of social support nearly amounts to smoking cigarettes as a risk factor for health.(事实上，保持社会关系——即使是在一定距离之外——对身心健康都是至关重要的。2017年进行的一项分析审查的结果表明，缺乏社会支持几乎等同于吸烟是健康的一个风险因素)”可知，作者通过引用一份发表的报告支持他关于保持社会联系重要性的观点。故选B项。
33．细节理解题。根据第二段中“In our study, Nick Epley and I tested whether the media, through which people interact, affects their sense of connection, and how expectations about certain technologies impact the communication media they choose to use.(在我们的研究中，Nick Epley和我测试了人们互动的媒体是否会影响他们的联系感，以及对某些技术的期望如何影响他们选择使用的交流媒体)”可知，作者和Epley的研究重点是技术如何影响交流手段。故选A项。
34．推理判断题。根据第三段中“But they also predicted that talking on the phone could be more uncomfortable than sending an e-mail.(但他们也预测，打电话可能比发电子邮件更让人不舒服)”以及倒数第二段中“We found that people do form meaningfully stronger bonds when interacting over the phone than over e-mail. Importantly, though, there was no difference in the amount of discomfort when reconnecting on the phone.(我们发现，人们通过电话交流比通过电子邮件交流更能形成有意义的纽带。然而，重要的是，当用手机重新联系时，他们的不适程度没有区别)”可推知，研究结果与参与者的预测部分矛盾。故选D项。
35．推理判断题。根据最后一段“The next time you think about how best to connect, consider calling or setting up a video chat. Feelings of social connection are preferably promoted by voice rather than a keyboard.(下次当你考虑如何最好地联系时，考虑打电话或建立视频聊天。社交联系的感觉最好是通过声音而不是键盘来促进的)”可推知，要想加强联系，用交谈代替打字。故选A项。
36．A
37．B
38．C
39．C
【导语】这是一篇说明文。介绍了出售有不完美的蔬菜水果这一运动和意义。
36．词义猜测题。根据these这一指示代词可知此处指的是前面提到的蔬菜水果。根据前句“Farmers throw away these imperfect items, as many grocery chains won’t buy them for fear that they are unsellable.”（农民们扔掉这些不完美的个体，因为很多杂货连锁店担心它们不好卖而不会采购它们）可知，discarded指的是“被扔掉的”，故选A。
37．细节理解题。根据第二段首句“One such business is Imperfect Produce, a start-up that delivers fresh ugly produce to consumers.”（一个这样的公司就是不完美的农产品，一个给消费者们派送长得丑陋的新鲜的农产品的初创公司）可知，它的目的是售卖不完美的农产品，故选B。
38．细节理解题。根据第三段首句“While this movement might be a new trend here in the US, it’s already gained serious momentum (势头) in Europe.”（虽然在美国这项运动可能是一个新的趋势，但是在欧洲它已经势头很猛了）可知，这项运动现在欧洲发生，它更早地解决了农产品畸形的问题。故选C。
39．推理判断题。根据最后一段倒数第二句“It is believed that when the discarded fruits and vegetables decompose (腐烂) they release methane (甲烷), a greenhouse gas that, when released into the atmosphere, is about 86 times as powerful as carbon dioxide over a 20-year period.”（人们认为当那些被扔掉的蔬菜水果腐烂时，它们会释放出一种温室气体甲烷，当甲烷释放到空气中时，20年间它的影响力是二氧化碳的86倍）可知，浪费的食物会促进气候变暖，故选C。
In the blue-green depths of the sea off the coast of Tuscany, Italy, an unusual seafloor sculpture park is defending its watery setting.
Paolo Fanciulli has been heading out daily to fish in these coastal waters along the coastline since teens. It was in the 1980s that he began to notice the clear signs: a seabed that was becoming barren, with exhausted fish stocks. Until recently, he was forced to share catches with a threatening part: illegal “bottom trawlers(拖网捕 鱼的人)”, who randomly spoil a large quantity of ocean life as they fish, dragging a weighted net along the seafloor behind their boats.
Fanciulli＇s style of artisanal fishing(手工捕鱼), in contrast, needs to be sustainable as damaging the ecosystem could reduce fishermen’s income. “If the sea dies, so does the fisherman. You can’t just take; you have to give too, ” said Fanciulli. The underwater “House of Fish” sculpture park, which was started in 2015, was encouraged by this fisherman’s desire to do something that went beyond the handful of concrete blocks he had previously convinced local authorities and some environmental groups to drop into the sea to try and stop illegal trawling.
Concrete blocks or sculptures can break weighted trawler nets. They can also play a role as artificial reefs, giving corals and others a place to live, and varying shade and lighting to help species flourish. Thanks to the underwater sculptures, some species not seen in a long while such as groupers and lobsters have returned. The sculpture park represents both an artistic statement and a physical barrier to seafloor trawling.
Today, 39 huge, other-worldly stone sculptures dot the seabed along a stretch of Tuscan coastline near the town of Talamone. These artworks are already coated with algae(海藻), a sign that the natural habitat is coming back to life. In the immediate future, Fanciulli hopes to continue his beautiful solution in coastal waters. “Man is still destroying the seas, ” he says. “And my mission continues. ”
1．How do illegal bottom trawlers threaten the ocean
A．By harming massive sea life at will.
B．By hooking great quantities of fish.
C．By covering the sea floor with a net.
D．By competing with artisanal fishers.
2．Why did Fanciulli want to build the underwater sculpture park
A．To convince local authorities.
B．To maintain the ecosystem of the sea.
C．To save the marine life from extinction.
D．To boost the development of local tourism.
3．What is paragraph 4 mainly about
A．The process of building sculpture parks.
B．The results of banning seafloor trawling.
C．The damaging effects of trawling on sea life.
D．The functions of sculpture parks under the sea.
4．What can be inferred from the last paragraph
A．Fanciulli has stopped illegal trawling in Tuscany.
B．A better solution is found to handle the ocean crisis.
C．The ocean ecosystem environment in Tuscany is recovering.
D．More underwater sculptures will be built around the world.
Steph Clemence always intended to go to college. She had good grades and considered herself college bound. But life has a tendency to throw obstacles in the way. When her father died tragically in a car accident, leaving her mother to support three daughters on a modest income, paying for college became out of the question.
Around that time, Steph tried to figure out what to do with a life that had differed so much from the plan she’d carefully laid out. The answer came one afternoon when she found a list from the English teacher she’d had in her junior year, Dorothy Clark. One afternoon, Mrs. Clark walked into the classroom carrying a pile of papers. She instructed each students to take one. The handout was titled Mrs. Clark’s Book List. “It wasn’t homework,” the teacher announced, “but it could be a road map. Some of you might not go on to higher education, but you can continue to learn.” It would, she believed, form the equivalent of two years at a liberal arts college.
“She knew the income levels of the kids in my high school,” says Steph. “Working-class and logging families. She knew most of us would not go to college. But she knew we could continue to learn after high school. She was right about that.” Steph studied the list. Each of those books sparked her passion to learn more, which made her look for other books that weren’t on the list, hoping to deepen her knowledge. Over the years, the reading list was a constant in her life, traveling with her even on vacations.
Now Steph is 70 and she never did get to college. But she has only four books left to read from the list. She expects to complete them sometime in 2023. “Each of the books has added something to who I am and how I see the world.” she says, “I now have gained an insight to see why things happened and what it might mean.”
5．What prevented Steph going to college
A．Her bad grades. B．Her lack of financial support.
C．Her low income. D．Her tragic accident.
6．Why did Mrs. Clark create the book list
A．To prepare students for college.
B．To serve as a reading task for students.
C．To share her favorite books with students.
D．To encourage students to continue learning.
7．How does Steph feel about the book list now
A．Regretful. B．Moved. C．Satisfied. D．Determined.
8．What is the text mainly about
A．A good reading habit. B．An influential reading list.
C．An impressive English teacher. D．A memorable experience in high school.
It was Saturday. As always, it was a busy one, for “Six days shall you labor and do all your work” was taken seriously back then. Outside, Father and Mr. Patrick next door were busy chopping firewood. Inside their own houses, Mother and Mrs. Patrick were engaged in spring cleaning.
Somehow the boys had slipped away to the back lot with their kites. Now, even at the risk of having Brother caught to beat carpets, they had sent him to the kitchen for more string (线). It seemed there was no limit to the heights to which kites would fly today.
My mother looked at the sitting room, its furniture disordered for a thorough sweeping. Again she cast a look toward the window. “Come on, girls! Let’s take string to the boys and watch them fly the kites a minute.”
On the way we met Mrs. Patric, laughing guiltily as if she were doing something wrong, together with her girls.
There never was such a day for flying kites! We played all our fresh string into the boys’ kites and they went up higher and higher. We could hardly distinguish the orange-colored spots of the kites. Now and then we slowly pulled one kite back, watching it dancing up and down in the wind, and finally bringing it down to earth, just for the joy of sending it up again.
Even our fathers dropped their tools and joined us. Our mothers took their turn, laughing like schoolgirls. I think we were all beside ourselves. Parents forgot their duty and their dignity; children forgot their everyday fights and little jealousies. “Perhaps it’s like this in the kingdom of heaven,” I thought confusedly.
It was growing dark before we all walked sleepily back to the houses. I suppose we had some sort of supper. I suppose there must have been surface tidying-up, for the house on Sunday looked clean and orderly enough. The strange thing was, we didn’t mention that day afterward. I felt a little embarrassed. Surely none of the others had been as excited as I. I locked the memory up in that deepest part of me where we keep “the things that cannot be and yet they are.”
The years went on, then one day I was hurrying about my kitchen in a city apartment, trying to get some work out of the way while my three-year-old insistently cried her desire to “go park, see duck.”
“I can’t go!” I said. “I have this and this to do, and when I’m through I’ll be too tired to walk that far.”
My mother, who was visiting us, looked up from the peas she was shelling. “It’s a wonderful day,” she offered, “really warm, yet there’s a fine breeze. Do you remember that day we flew kites ”
I stopped in my dash between stove and sink. The locked door flew open and with it a rush of memories. “Come on,” I told my little girl. “You’re right, it’s too good a day to miss.”
Another decade passed. We were in the aftermath (余波) of a great war. All evening we had been asking our returned soldier, the youngest Patrick Boy, about his experiences as a prisoner of war. He had talked freely, but now for a long time he had been silent. What was he thinking of — what dark and horrible things
“Say!” A smile sipped out from his lips. “Do you remember — no, of course you wouldn’t. It probably didn’t make the impression on you as it did on me.”
I hardly dared speak. “Remember what ”
“I used to think of that day a lot in POW camp (战俘营), when things weren’t too good. Do you remember the day we flew the kites ”
9．Mrs. Patrick was laughing guiltily because she thought ________.
A．she was too old to fly kites
B．her husband would make fun of her
C．she should have been doing her housework then
D．her girls weren’t supposed to play the boy’s game
10．By “we were all beside ourselves” writer means that they all _________.
A．felt confused B．went wild with joy
C．looked on D．forgot their fights
11．Why did the writer finally agree to take her little girl for an outing
A．She suddenly remembered her duty as a mother.
B．She was reminded of the day they flew kites.
C．She had finished her work in the kitchen.
D．She thought it was a great day to play outside.
12．The youngest Patrick boy is mentioned to show that ________.
A．the writer was not alone in treasuring her fond memories
B．his experience in POW camp threw a shadow over his life
C．childhood friendship means so much to the writer
D．people like him really changed a lot after the war
All I had to do for the two dollars was clean her house for a few hours after school. It was a beautiful house, too, with a plastic-covered sofa and chairs, wall-to-wall blue-and-white carpeting, a white enamel stove, a washing machine and a dryer—things that were common in her neighborhood, absent in mine. In the middle of the war, she had butter, sugar, steaks, and seam-up-the-back stockings.
I knew how to scrub floors on my knees and how to wash clothes in our zinc tub, but I had never seen a Hoover vacuum cleaner or an iron that wasn’t heated by fire.
Part of my pride in working for her was earning money I could squander (浪费): on movies, candy, paddleballs, jacks, ice-cream cones. But a larger part of my pride was based on the fact that I gave half my wages to my mother, which meant that some of my earnings were used for real things—an insurance-policy payment or what was owed to the milkman or the iceman. The pleasure of being necessary to my parents was profound. I was not like the children in folktales: burdensome mouths to feed, nuisances to be corrected, problems so severe that they were abandoned to the forest. I had a status that doing routine chores in my house did not provide—and it earned me a slow smile, an approving nod from an adult. Confirmations that I was adultlike, not childlike.
In those days, the forties, children were not just loved or liked; they were needed. They could earn money; they could care for children younger than themselves; they could work the farm, take care of the herd, run errands (差事), and much more. I suspect that children aren’t needed in that way now. They are loved, doted on, protected, and helped. Fine, and yet...
Little by little, I got better at cleaning her house—good enough to be given more to do, much more. I was ordered to carry bookcases upstairs and, once, to move a piano from one side of a room to the other. I fell carrying the bookcases. And after pushing the piano my arms and legs hurt so badly. I wanted to refuse, or at least to complain, but I was afraid she would fire me, and I would lose the freedom the dollar gave me, as well as the standing I had at home—although both were slowly being eroded. She began to offer me her clothes, for a price. Impressed by these worn things, which looked simply gorgeous to a little girl who had only two dresses to wear to school, I bought a few. Until my mother asked me if I really wanted to work for castoffs. So I learned to say “No, thank you” to a faded sweater offered for a quarter of a week’s pay.
Still, I had trouble summoning (鼓起) the courage to discuss or object to the increasing demands she made. And I knew that if I told my mother how unhappy I was she would tell me to quit. Then one day, alone in the kitchen with my father, I let drop a few whines about the job. I gave him details, examples of what troubled me, yet although he listened intently, I saw no sympathy in his eyes. No “Oh, you poor little thing.” Perhaps he understood that what I wanted was a solution to the job, not an escape from it. In any case, he put down his cup of coffee and said, “Listen. You don’t live there. You live here. With your people. Go to work. Get your money. And come on home.”
That was what he said. This was what I heard:
Whatever the work is, do it well—not for the boss but for yourself.
You make the job; it doesn’t make you.
Your real life is with us—your family.
You are not the work you do; you are the person you are.
I have worked for all sorts of people since then, geniuses and morons, quick-witted and dull, big-hearted and narrow. I’ve had many kinds of jobs, but since that conversation with my father I have never considered the level of labor to be the measure of myself, and I have never placed the security of a job above the value of home.
13．According to the article, which of the following is true about children in the 1940s and now
A．Children become needed, loved and liked when they are at forty.
B．Children in modern times are less likely to be spoiled by parents.
C．Children in 1940s are capable as they can handle various daily routine.
D．Children in modern times aren’t needed to do daily works any more.
14．What did the author’s father make her understand
A．Don’t escape from difficulties at work.
B．Whatever decision she made, her father would support her.
C．Convey her dissatisfaction with her work.
D．Make a distinction between work and life.
15．Which of the following corresponds to the author’s views in the passage
A．Don’t regard work achievement as a criterion for evaluating oneself.
B．Hard work is a struggle for a better future in your limited life.
C．Parents are the best teachers of children.
D．Job security is less valuable when compared with family.
Human language is made possible by an impressive gift for vocal learning. Most animals cannot learn to imitate sounds at all. Though some species can learn how to use natural sounds in new ways, they don’t show a similar ability to learn new calls. Among all nonhuman vocal learners across the branches of life, the most impressive are birds.
“I wouldn’t say they have language in the way linguistic experts define it, ” says the neuroscientist Erich Jarvis. “But I would say they have a primitive form of what we might call spoken language. ”
Birdsong appears to have a lot in common with human speech, such as conveying information intentionally and using simple forms of some of the elements of human language. One key element of human language is semantics, the connection of words with meanings. Over the past four decades, numerous studies have shown that many bird species use different alarm calls for different attackers. Recent studies suggest that the order of some birds’ calls may impact their meaning. This could represent a primary form of the rules governing the order and combination of words and elements in human language known as syntax, as illustrated by the classic “dog bites man” vs “man bites dog” example.
And the parallels run deeper, including similar brain structures that are not shared by species without vocal learning. Jarvis and his team have tried to compare the brain structures in songbirds and humans. “I think we humans tend to overestimate how different we are, ” he says. What has happened is that humans and songbirds have evolved a new forebrain circuit for learned sounds that has taken control of the brain stem circuit for natural sounds. “There is an assumption that species more closely related to us (e. g. monkeys) are going to be most like us. And that is true for many features, ” he says. “But, as you see, this is not true for every feature. ”
With all these similarities in mind, it’s reasonable to ask if birds themselves have language. It may come down to how you define it. But anyway, when the story of the evolution of language is finally complete, be prepared to thank the birds.
16．What is the purpose of paragraph 1
A．To show different capacities for imitating sounds.
B．To illustrate the major features of vocal learning.
C．To imply the uniqueness of birds as vocal learners.
D．To explain the origin of species differences.
17．What can we learn about birdsong from the third paragraph
A．It is superior to human language.
B．It lacks meaningful order of calls.
C．It has evolved from human speech.
D．It shows certain grammatical features.
18．What can we infer from paragraph 4
A．Evolved brain circuit paves the way for vocal learning.
B．Humans possess biological uniqueness in vocal learning.
C．Closely related species are less likely to share parallels.
D．Circuit for natural sounds disables new call learning.
19．Which can be a suitable title for the text
A．Bird Brains Suggest How Vocal Learning Evolved
B．Birds Are Stretching the Boundaries of Language
C．Human Speech and Birdsong Share Biological Roots
D．Human Speech Could Have Evolved from Birdsong
Southwest China’s Guizhou Province made some projects in promoting (推动) high-quality development of both its culture and tourism industries.
Building unique culture and tourism brands
Guizhou held the 2021 International Conference of Mountain Tourism and Outdoor Sports and the 16th Guizhou Tourism Industry Development Conference to improve cooperation in culture and tourism with southwest China’s Sichuan Province and Chongqing Municipality.
Guizhou also organized a series of activities to promote its rich culture and tourism resources both online and offline.
Reviving intangible cultural heritage (ICH) (非物质文化遗产)
Eighteen items in Guizhou were listed in the fifth batch of national ICHs, bringing the province’s total number to 99. Song Shuixian, an ICH inheritor in the province, was named as one of China’s top 10 ICH inheritors of the Year 2020.
Guizhou also held different online and offline ICH-related activities to increase the sales of ICH-related products.
Increasing satisfaction in tourism
Guizhou has improved the quality of tourism services recently. It put down illegal practices in tourism, ordered the closure of 50 tourism-related shopping places, and investigated nine travel agencies and four tour guides. It accepted and addressed 716 tourism-related complaints.
Founding the Guizhou Vocational College of Culture and Tourism
On Feb. 11, 2021, the people’s government of Guizhou planned to set up Guizhou Vocational College of Culture and Tourism, making it a new training base for professional tourism talents in the province.
20．How many items were listed before the 5th batch of national ICHs
A．18. B．99. C．81. D．10.
21．Which projects turn to the Internet for the development
A．Building unique brands and reviving ICH.
B．Building unique brands and increasing satisfaction in tourism.
C．Reviving ICH and increasing satisfaction in tourism.
D．Reviving ICH and founding the Guizhou Vocational College of Culture and Tourism.
22．Who is likely to be punished in the promotion projects
A．A leader who attended the conference.
B．A guide who charges extra fee.
C．A student who receives tourism training.
D．A shop which sells ICH-related products.
Douglas Smith, n gardener from Hertfordshire. the U.K., recently set a new Guinness World Record for the most tomatoes grown on a single stem (茎), 1,269.
Up until last summer, the record for the most tomatoes grown on a single stem had stood unchallenged for over a decade. Then English farmer Douglas Smith set his sight on breaking it, thinking that he could grow more than 488 fruits on s single stem. He proved that last year, when he managed to break the old record by growing 839 tomatoes on a greenhouse -grown plant. It was quite an achievement, but he was only getting started, as only a few weeks later Douglas Smith broke his own record by growing no less than 1,269 tomatoes on a single stem.
Is Douglas Smith a gardening addict He spends up to four hours a day in his back garden tending his plants, and has been working hard on becoming the best possible gardener the world has ever seen. To maximize his chances of setting a new world record, he read various scientific papers and even took soil samples to be tested in a laboratory. And in the end, they all paid off.
“I am over the moon,” Douglas said. “This year was only meant to be an experimental year to see which varieties would produce the most fruits and we had to fight with early blight (疫病), which put paid to a number of other tomato plants. I’m amazed by how many tomatoes were on the plant in the end.”
Growing 1,269 tomatoes on a single stem is only Douglas Smith’s latest achievement. In 2020, he grew a 20-foot-tall sunflower, and also set a new national record for the heaviest tomato, with a 3.106 kg tomato. He likes to run little experiments on other vegetables and crops, and he is currently experimenting on peas, aubergines and potatoes.
23．What can we know about Douglas Smith from paragraph 2
A．He broke the old record twice.
B．He had planted the best tomatoes.
C．He thought breaking the record was easy.
D．He had worked to break the record for a decade.
24．Which of the following can describe Douglas Smith best
A．Strict and tolerant. B．Attractive and brave
C．Patient and hard-working. D．Friendly and humorous.
25．What may be a challenge for Douglas Smith to break the old record
A．A lack of money. B．Skill shortages.
C．Building a laboratory. D．Dealing with the blight.
26．What is the last paragraph mainly about
A．The record’s significance.
B．Douglas Smith’s next plan.
C．The details about the heaviest tomato.
D．More information about Douglas Smith’s planting.
These days, being a teenager isn’t easy. Teens’ schedules often include doing after-school activities, sports practice, and homework, combined with working part-time for extra spending money or to contribute to household expenses, leaving many teens feeling overworked and stressed.
According to the Bureau of Labor Statistics, close to a quarter of all U.S. high school students participate in the workforce. Most states place limits on the amount of hours teens can work, with 20 hours a week the standard limit. Research has shown that working over the standard limit negatively (负面地) affects teens in a variety of ways.
Researchers published a recent report finding that working more than 20 hours a week during the school year leads to academic problems. The more hours a student works, the more likely their grades are to be lower.
A study published in the Sociology of Education suggests that working more than 20 hours each week leads to higher dropout rates (辍学率). Another study in the American Educational Research Journal reports that students who work between 1 and 15 hours per week are more likely to complete high school; however, students who work more than 15 hours each week are more likely to drop out.
Working over the standard limit also causes sleepiness, which can be instrumental in the cause of injuries and deaths related to inattention while driving. It has been considered as a major cause in at least 100,000 police-reported traffic crashes each year, killing more than 1,500 Americans and injuring another 71,000, according to the National Highway Traffic Safety Administration. Young drivers aged 25 or under are involved in more than one-half of fall-asleep crashes.
Work helps teens gain valuable experience, teaches them much needed skills, and provides necessary spending money—but basic rules should be followed. The student workweek should be limited to 20 hours or less and should not go past 10 p.m. on a school night. Safe and healthy youth work experiences don’t just happen—teens, parents, and employers must work together to make them happen.
27．What does the first paragraph tell us about today’s teens
A．They are too busy. B．They are quite happy.
C．They have an exciting life. D．They have more confidence.
28．What percent of U.S. high school students work part-time according to the Bureau of Labor Statistics
A．About 15%. B．About 25%. C．About 35%. D．About 50%.
29．What is a possible result for a high schooler working two hours every day
A．Getting lower grades. B．Becoming a dropout.
C．Finishing high school. D．Having sleep problems.
30．What does the underlined part “be instrumental in” in Paragraph 5 probably mean
A．Result from. B．Contribute to. C．Refer to. D．Give away.
31．What is the author’s attitude to the standard 20-hour-a-week limit
A．Unfavorable. B．Worried. C．Uncaring. D．Supportive.
The term “social distancing” has been at the center of public conversation for a while. But it’s not “social” distance we are trying to promote. It’s physical separation. In fact, preserving social ties—even at a distance—is essential for both mental and physical health. The results of an analytic review done in 2017 indicate that a lack of social support nearly amounts to smoking cigarettes as a risk factor for health.
Given this fact, how might we best stay connected to others while maintaining physical distance Would we be better off e-mailing a friend Making a phone call Setting up a video chat In our study, Nick Epley and I tested whether the media, through which people interact, affects their sense of connection, and how expectations about certain technologies impact (影响) the communication media they choose to use.
In our experiment, we asked participants to reconnect with someone that they hadn’t interacted with recently, either through e-mail or over the phone. Participants first made predictions about what it would be like to get in touch if they reached out in these two ways. They generally believed that they’d feel more connected when interacting via the phone than over e-mail. But they also predicted that talking on the phone could be more uncomfortable than sending an e-mail. Although these participants believed that talking encouraged stronger bonds, most of them said they’ d rather send an e-mail than call the person up.
Fears about awkwardness, it seems, push individuals toward text-based methods for communicating. In the next part of the experiment, we had participants actually reconnect using one randomly determined mode of communication and then followed up with them after they had done so. We found that people do form meaningfully stronger bonds when interacting over the phone than over e-mail. Importantly, though, there was no difference in the amount of discomfort when reconnecting on the phone.
The next time you think about how best to connect, consider calling or setting up a video chat. Feelings of social connection are preferably promoted by voice rather than a keyboard.
32．How does the author support his view on the importance of maintaining social ties
A．By stating a deep-rooted tradition.
B．By quoting a published report.
C．By sharing public opinions.
D．By presenting government’s policy.
33．What did the author and Epley’s study focus on
A．How technologies impact means of communication.
B．How people’s behaviour affects each other’s friendship.
C．Why maintaining social separation is bad for mental health.
D．Why reconnecting with friends over the phone brings awkwardness.
34．What can we infer from the study results
A．They changed the research objectives.
B．They live up to society’s expectations.
C．They provided inspiration for future studies.
D．They are partly opposed to participants’ predictions.
35．What can be concluded from the text
A．For stronger bonds, talk instead of typing.
B．Keeping in touch is the key to a lasting friendship.
C．Think before you consider contacting an old friend.
D．Text-based methods for communication cause discomfort.
There’s nothing wrong with a tomato that isn’t perfectly rounded or a peach with an extra dimple (凹) or two; they still carry the same benefits and flavors as the versions we’re used to seeing in grocery stores. Farmers throw away these imperfect items, as many grocery chains won’t buy them for fear that they are unsellable. However, a growing group of grocery chains are fighting to make these discarded fruits and vegetables part of consumers’ buying habits.
One such business is Imperfect Produce, a start-up that delivers fresh ugly produce to consumers. Through this service, you can get up to 20 pounds of fruit and veggies for around $20 a week. This is about a 30 percent discount compared to what’s currently sold in stores. Recently, the company had a major breakthrough when Whole Foods accepted their partnership and agreed to sell the misshaped produce.
While this movement might be a new trend here in the US, it’s already gained serious momentum (势头) in Europe. In 2014, the E. U. announced the Year Against Food Waste, with French grocery chain Intermarché launching a very successful campaign called Inglorious Fruits and Vegetables and England’s Waitrose selling “weather blemished” apples. In Portugal, a similar company to Imperfect Produce called Fruta Feia has also taken off.
Buying these unfortunate-looking foods should be appealing to consumers not only because of the affordability, but also because of the support it gives to farmers and the direct impact it has on decreasing food waste and the environmental pollution. It is believed that when the discarded fruits and vegetables decompose (腐烂) they release methane (甲烷), a greenhouse gas that, when released into the atmosphere, is about 86 times as powerful as carbon dioxide over a 20-year period. Waste is, in fact, the ugliest thing of all.
36．What does the underlined word “discarded” in paragraph one mean
A．Thrown-away. B．Harvested.
C．Consumed. D．Sold-out.
37．What is the purpose of Imperfect Produce
A．Make better profits. B．Sell imperfect produce.
C．Get discounts from farmers. D．Compete with Whole Foods.
38．What can we learn about Europe compared with the US
A．It has more successfully-run food chains.
B．It produces less misshaped fruits and vegetables.
C．It addresses the problem of misshaped produce earlier.
D．It faces a more serious problem of unfavorable weather.
39．According to the last paragraph, why is wasted food harmful to the environment
A．It pollutes the farms. B．It gives out a bad smell.
C．It contributes to global warming. D．It produces lots of carbon dioxide.
参考答案：
1．A
2．B
3．D
4．C
【导语】这是一篇说明文。主要介绍了在意大利托斯卡纳海岸附近的海底深处，一个不同寻常的海底雕塑公园正静静地守护着大海。让我们一起来看看艺术建筑与水生生态系统是如何合作的吧！
1．细节理解题。根据第二段中“Until recently, he was forced to share catches with a threatening part: illegal “bottom trawlers”, who randomly spoil a large quantity of ocean life as they fish, dragging a weighted net along the seafloor behind their boats.”（直到最近，他还被迫与一个具有威胁性的部分——非法的“海底拖网渔船”分享渔获物。这些渔船在捕鱼时随意破坏了大量海洋生物，他们在船后的海底拖着加重的渔网。）可知，非法海底拖网渔船通过随意伤害大量海洋生物来威胁海洋。故选A项。
2．细节理解题。根据第三段中“Fanciulli’s style of artisanal fishing(手工捕鱼), in contrast, needs to be sustainable as damaging the ecosystem could reduce fishermen’s income.”（相比之下，Fanciulli的手工捕鱼方式需要可持续，因为破坏生态系统可能会减少渔民的收入。）以及“The underwater “House of Fish” sculpture park, which was started in 2015, was encouraged by this fisherman’s desire to do something that went beyond the handful of concrete blocks he had previously convinced local authorities and some environmental groups to drop into the sea to try and stop illegal trawling.”（“鱼之家”水下雕塑公园于2015年启动，受到这位渔民的鼓励，他希望做一些事情，而不仅仅是他之前说服当地政府和一些环保组织投进海里试图阻止非法拖网捕鱼的几块混凝土积木。）可知，当海洋生态系统遭到破坏时，Fanciulli这种手工捕鱼的工作也会受到影响，因此他曾说服当地政府和一些环保组织将少量混凝土块扔进海里，试图阻止非法拖网捕捞，并且还想做出更多的尝试，于是在2015年的时候水下“鱼之家”雕塑公园建成了。这些行为都是为了保护海洋的生态系统。故选B项。
3．主旨大意题。根据第四段中的“Concrete blocks or sculptures can break weighted trawler nets. They can also play a role as artificial reefs, giving corals and others a place to live, and varying shade and lighting to help species flourish. Thanks to the underwater sculptures, some species not seen in a long while such as groupers and lobsters have returned.”（混凝土块或雕塑可以打破加重的拖网。它们还可以扮演人工珊瑚礁的角色，为珊瑚和其他生物提供生存的地方，并提供不同的阴影和照明，帮助物种繁荣发展。多亏了这些水下雕塑，一些许久未见的物种，如石斑鱼和龙虾，又回来了。）可知，海底雕塑不仅可以破坏拖网捕捞的网，还可以充当人工鱼礁，为珊瑚等海洋生物提供栖息地，促进物种的繁衍生息。因此推断本段主要介绍雕塑公园在水下发挥的作用。故选D项。
4．推理判断题。根据最后一段中的“These artworks are already coated with algae(海藻), a sign that the natural habitat is coming back to life.”（这些艺术品已经被藻类覆盖，这是自然栖息地正在恢复生机的标志。）故可推知，从最后一段可以推断出托斯卡纳的海洋生态环境正在恢复。故选C项。
5．B
6．D
7．C
8．B
【导语】本文为记叙文。文章讲述了Steph Clemence成绩很好，一直认为自会上大学。但她的父亲在一场车祸中不幸去世，母亲要艰难的抚养三个孩子，她的大学学费变得不可能。但她的英语老师的书单给了她帮助：即使不上大学，也可以通过阅读获取更多的知识。
5．细节理解题。根据第一段最后一句“When her father died tragically in a car accident, leaving her mother to support three daughters on a modest income, paying for college became out of the question. （当她的父亲在一场车祸中不幸去世，留下母亲靠微薄的收入养活三个女儿时，支付大学费用变得不可能。）”可知，爸爸的突然去世，使得妈妈养家的负担过重，无法承担她的大学学费。故选B项。
6．细节理解题。根据第二段“The handout was titled Mrs. Clark’s Book List. “It wasn’t homework,” the teacher announced, “but it could be a road map. Some of you might not go on to higher education, but you can continue to learn.” It would, she believed, form the equivalent of two years at a liberal arts college. （这本讲义的标题是克拉克夫人的书单。“这不是家庭作业，”老师宣布，“但它可能是一张路线图。你们中的一些人可能不会继续接受高等教育，但你可以继续学习。”她认为，这相当于在文理学院的两年时间。）”可知，Mrs. Clark创建书单的目的是鼓励那些不能上大学的孩子们继续通过阅读学习。故选D项。
7．推理判断题。根据第三段“Steph studied the list. Each of those books sparked her passion to learn more, which made her look for other books that weren’t on the list, hoping to deepen her knowledge. Over the years, the reading list was a constant in her life, traveling with her even on vacations. （斯蒂芬研究了这份清单。这些书中的每一本书都激发了她学习更多知识的热情，这让她寻找其他不在清单上的书，希望加深她的知识。多年来，阅读清单一直是她生活中的常客，甚至在度假时也和她一起旅行。）”和最后一段““Each of the books has added something to who I am and how I see the world.” she says, “I now have gained an insight to see why things happened and what it might mean.”（“每一本书都为我是谁以及我如何看待世界增添了一些东西，”她说，“我现在有了深刻的洞察力，明白了事情为什么会发生，以及它可能意味着什么。）”可知，书单上的书给她带来许多知识和启示，虽然未能上大学，但通过阅读有了深刻的洞察力，即：她对这份书单很满意。故选C项。
8．主旨大意题。根据文章第二段“Around that time, Steph tried to figure out what to do with a life that had differed so much from the plan she’d carefully laid out. The answer came one afternoon when she found a list from the English teacher she’d had in her junior year, Dorothy Clark. （大约在那个时候，斯蒂芬试图弄清楚如何处理与她精心制定的计划大相径庭的生活。一天下午，当她从高三时的英语老师多萝西·克拉克那里找到了一份名单时，答案就来了。）”和第三段“Steph studied the list. Each of those books sparked her passion to learn more, which made her look for other books that weren’t on the list, hoping to deepen her knowledge. Over the years, the reading list was a constant in her life, traveling with her even on vacations. （斯蒂芬研究了这份清单。这些书中的每一本书都激发了她学习更多知识的热情，这让她寻找其他不在清单上的书，希望加深她的知识。多年来，阅读清单一直是她生活中的常客，甚至在度假时也和她一起旅行。）”可知，文章主要讲述的是作者在英语老师萝西·克拉克的书单的帮助下，即使没能上大学，但通过阅读老师的书单学会了很多知识，所以B选项An influential reading list.最适合作为本文的标题。故选B项。
9．C
10．B
11．B
12．A
【导语】本文是一篇记叙文。文章讲述了作者在小时候一次放风筝的经历中体验到的快乐。虽然是春季大扫除忙碌的时候，但是几个男生放风筝的动作引起了男人和妇女们的注意，他们纷纷停止手中的活，来享受这片刻的自由和宁静。当作者回到家，却以为大家都忘记了这次放风筝的美好回忆而感到尴尬。多年之后作者发现，其实这么美好的回忆不止自己记住了。
9．推理判断题。根据文章第一段“It was Saturday. As always, it was a busy one, for “Six days shall you labor and do all your work” was taken seriously back then. Outside, Father and Mr. Patrick next door were busy chopping firewood. Inside their own houses, Mother and Mrs. Patrick were engaged in spring cleaning(那天是星期六。和往常一样，这是一个忙碌的日子，因为“六天劳碌，做你所有的工作”在当时是很认真的看待的。外面，父亲和隔壁的帕特里克先生正忙着砍柴。在他们自己的房子里，母亲和帕特里克太太正在进行春季大扫除)”可知，星期六是像往常一样忙碌的一天，母亲和帕特里克太太在从事春季大扫除；根据文章第三段“Come on, girls! Let’s take string to the boys and watch them fly the kites a minute.(来吧，姑娘们！让我们拿线给男孩们，看他们放一会风筝)”可推知，母亲招呼女孩们一起看男生放风筝，而帕特里克夫人也去了。由此推知，帕特里克夫人内疚地笑着，因为她认为她当时应该在做家务。故选C。
10．词句猜测题。根据划线部分下文“Parents forgot their duty and their dignity; children forgot their everyday fights and little jealousies.(父母们忘了他们的责任和尊贵的身份；孩子们忘记了他们每天的争吵和小小的嫉妒)”可知，这都是特别开心的表现。由此推知，作者所说的“we were all beside ourselves”是指他们都欣喜若狂。故选B。
11．推理判断题。根据文章第九段““I can’t go!” I said. “I have this and this to do, and when I’m through I’ll be too tired to walk that far.”(“我不能去！”我说。“我还有这件事和这件事要做，等我做完了，我就累得走不了那么远了。”)”可知，当我的三岁的小女孩跟我说去公园看鸭子的时候，我说我有很多事情要做而拒绝了；根据文章第十段“Do you remember that day we flew kites (你还记得我们放风筝的那天吗？)”可知，母亲的一句话让我打开了记忆的匣子，想起了那个放风筝的时候。再根据第十一段““Come on,” I told my little girl. “You’re right, it’s too good a day to miss.”(“来吧，”我对我的小女儿说。“你说得对，今天太好了，不能错过。”)”可推知，最后我答应我的女儿去公园是因为我想起了我放风筝的那个时光。故选B。
12．推理判断题。根据文章最后一段“I used to think of that day a lot in POW camp (战俘营), when things weren’t too good. Do you remember the day we flew the kites (在战俘营时，我常常想起那一天，当时情况并不太好。你还记得我们放风筝的那天吗？)”可知，最后一段帕特里克的男孩谈到自己在战俘营的时候，当有不好的事情发生，他总是想到他们一起放风筝那个美好的时光。由此推知，这么美好的回忆不是作者一个人记住了，其实她的母亲，帕特里克的男孩们都记得。故选A。
13．C
14．D
15．A
【导语】本文是一篇夹叙夹议文，本文通过讲述作者小时候去别人家打工的故事，探讨了工作与生活和自我价值之间的关系。无论做什么工作，工作都不是衡量自我的尺度，要分清工作与生活。
13．细节理解题。根据第四段“In those days, the forties, children were not just loved or liked; they were needed. They could earn money; they could care for children younger than themselves; they could work the farm, take care of the herd, run errands(差事), and much more. I suspect that children aren’t needed in that way now. They are loved, doted on, protected, and helped. (在四十年代那些日子里，孩子不仅仅被爱或喜欢，而且还是被需要的。他们可以赚钱；可以照顾比自己小的孩子；可以在农场里打工，照顾牛群，办差事等等。我怀疑现在不需要这种方式的孩子了。他们被爱，被溺爱，被保护，被帮助)”可知，1940年代的孩子有能力应付各种日常事务。故选C。
14．推理判断题。根据最后一段“I’ve had many kinds of jobs, but since that conversation with my father I have never considered the level of labor to be the measure of myself, and I have never placed the security of a job above the value of home. (我从事过许多工作，但自从与父亲交谈以来，我从未考虑过劳动水平是衡量我自己的标准，而且从未将工作的安全感放在家庭价值之上)，再结合“You make the job; it doesn’t make you. Your real life is with us, your family. You are not the work you do; you are the person you are.(你做工作，不是工作做你。你的真实生活和我们，你的家人，在一起。你不是你所做的工作；你是你自己)”可知，作者的父亲让她明白了要分清工作和生活。故选D。
15．推理判断题。根据最后一段“I’ve had many kinds of jobs, but since that conversation with my father I have never considered the level of labor to be the measure of myself, and I have never placed the security of a job above the value of home. (我从事过许多工作，但自从与父亲交谈以来，我从未考虑过劳动水平是衡量我自己的标准，而且从未将工作的安全性放在家庭价值之上。)可知，A项：Don’t regard work achievement as a criterion for evaluating oneself.(不要把工作成就当作评价自己的标准)与作者的观点一致，故选A。
16．C
17．D
18．A
19．B
【导语】本文是一篇说明文。文章从有意信息传递、语义和句法、大脑特定部位结构等方面将鸟鸣和人类语言进行了比较，最后得出结论：鸟鸣是否属于语言，取决于人类如何定义语言。但无论如何，对鸟类鸣唱的研究在一定程度上增进了人类对于语言进化的理解。
16．推理判断题。根据第一段“Human language is made possible by an impressive gift for vocal learning. Most animals cannot learn to imitate sounds at all. Though some species can learn how to use natural sounds in new ways, they don’t show a similar ability to learn new calls. Among all nonhuman vocal learners across the branches of life, the most impressive are birds.”（人类语言之所以成为可能，是因为有一种令人印象深刻的学习声音的天赋。大多数动物根本学不会模仿声音。虽然一些物种可以学习如何以新的方式使用自然声音，但它们并没有表现出类似的学习新叫声的能力。在所有非人类的发声学习者中，最令人印象深刻的是鸟类。）可知，人类因可以进行语音学习(vocal learning)而独特。而像人类一样具有这种能力的物种也有，但鸟类是这些物种中最突出的。因此，本段行文循序渐进，是为了引出鸟类与其他物种相比，在语音学习方面最具独特性这一观点。故选C项。
17．细节理解题。根据第三段“Birdsong appears to have a lot in common with human speech, such as conveying information intentionally and using simple forms of some of the elements of human language. One key element of human language is semantics, the connection of words with meanings. Over the past four decades, numerous studies have shown that many bird species use different alarm calls for different attackers. Recent studies suggest that the order of some birds’ calls may impact their meaning. This could represent a primary form of the rules governing the order and combination of words and elements in human language known as syntax, as illustrated by the classic “dog bites man” vs “man bites dog” example.”（鸟鸣似乎与人类语言有很多共同之处，比如有意地传达信息，使用人类语言中一些元素的简单形式。人类语言的一个关键因素是语义，即单词与意义的联系。在过去的四十年里，大量的研究表明，许多鸟类对不同的攻击者使用不同的警报。最近的研究表明，一些鸟类叫声的顺序可能会影响它们的意思。这可能代表了一种主要形式的规则，即控制人类语言中单词和元素的顺序和组合，即语法，如经典的“狗咬人”和“人咬狗”的例子所示。）可知，鸟鸣在语义(semantics)和句法(syntax)等方面与人类语言具有共性。因此，鸟鸣呈现出一定的语法特征。故选D项。
18．推理判断题。根据第四段中的“And the parallels run deeper, including similar brain structures that are not shared by species without vocal learning. -. What has happened is that humans and songbirds have evolved a new forebrain circuit for learned sounds that has taken control of the brain stem circuit for natural sounds.”（而且这种相似之处还更深层次，包括没有声乐学习的物种所不具有的相似的大脑结构。贾维斯和他的团队试图比较鸣禽和人类的大脑结构。“我认为我们人类倾向于高估我们之间的差异，”他说。事实是，人类和鸣禽已经进化出了一种新的前脑回路，用于学习声音，它已经控制了脑干回路，用于自然声音。）可知，鸟类和人类具有一些更深层次的共性(parallels)，包括相似的大脑结构：一种新的用于进行语音学习的前脑回路, 代替了控制先天声音的脑干回路。这是那些无法进行语音学习的物种所不具备的。因此, 进化后的脑回路为语音学习创造了条件。故选A项。
19．主旨大意题。根据文章大意以及最后一段“With all these similarities in mind, it’s reasonable to ask if birds themselves have language. It may come down to how you define it. But anyway, when the story of the evolution of language is finally complete, be prepared to thank the birds.”（考虑到所有这些相似之处，我们有理由问鸟类自己是否有语言。这可能取决于你如何定义它。但无论如何，当语言进化的故事最终完成时，准备好感谢鸟类吧。）可知，文章从人类语言的独特性出发, 接着从语义和句法、大脑结构等方面将鸟鸣和人类语言进行了类比，挖掘出许多共性。最后得出结论：鸟鸣是否属于语言，取决于人类如何定义语言。但无论如何，对鸟类鸣唱的研究在一定程度上增进了人类对于语言进化的理解。据此，“鸟类在不断扩展语言的边界”是最佳标题。故选B项。
20．C
21．A
22．B
【导语】本文是应用文。文章介绍了中国西南部的贵州省在促进文化和旅游业优质发展方面进行的一些改革和发展。
20．细节理解题。根据第四段的“Eighteen items in Guizhou were listed in the fifth batch of national ICHs, bringing the province’s total number to 99.(贵州省有18个项目被列入第五批国家级非物质文化遗产，全省非物质文化遗产总数达到99个。)”可知，在第五批非物质文化遗产之前，有81个项目被列入非物质文化遗产。故选C。
21．细节理解题。根据Reviving intangible cultural heritage (ICH) (非物质文化遗产)部分的“Guizhou also held different online and offline ICH-related activities to increase the sales of ICH-related products.(贵州还举办了不同类型的线上线下与非物质文化遗产相关的活动，增加与非物质文化遗产相关产品的销售。)”可知，打造独特品牌，复兴非物质文化遗产项目转向了网络发展。故选A。
22．推理判断题。根据倒数第二段的“Guizhou has improved the quality of tourism services recently. It put down illegal practices in tourism, ordered the closure of 50 tourism-related shopping places, and investigated nine travel agencies and four tour guides.(贵州最近提高了旅游服务质量。取缔旅游违法行为，责令关闭50家旅游类购物场所，查处9家旅行社和4名导游。)”可推断，导游收取额外费用违法的，很可能被惩罚。故选B。
23．A
24．C
25．D
26．D
【导语】这是一篇记叙文。讲述了打破吉尼斯世界纪录的Douglas Smith种植番茄和其他植物的故事。
23．细节理解题。根据第二段最后一句“It was quite an achievement, but he was only getting started, as only a few weeks later Douglas Smith broke his own record by growing no less than 1,269 tomatoes on a single stem. He proved that last year, when he managed to break the old record by growing 839 tomatoes on a greenhouse -grown plant.（去年他就证明了这一点，他在温室里种了839个西红柿，打破了以前的纪录。这是一项相当大的成就，但他才刚刚开始，因为仅仅几周后，Douglas Smith就打破了自己的纪录，在一根茎上种出了超过1269个西红柿。）”可知，Douglas Smith两次打破原先的世界记录。故选A项。
24．推理判断题。根据第三段二三句“He spends up to four hours a day in his back garden tending his plants, and has been working hard on becoming the best possible gardener the world has ever seen. To maximize his chances of setting a new world record, he read various scientific papers and even took soil samples to be tested in a laboratory.（他每天在后花园里花四个小时打理植物，并一直在努力成为世界上有史以来最好的园丁。最大限度地提高他创造新世界纪录的机会，他阅读了各种科学论文，甚至取了土壤样本在实验室进行测试。）”可知，愿意花数个小时打理植物，并努力阅读相关论文的Douglas Smith是一个很有耐心很勤奋的人。故选C项。
25．推理判断题。根据第四段他说的话“This year was only meant to be an experimental year to see which varieties would produce the most fruits and we had to fight with early blight (疫病), which put paid to a number of other tomato plants.（今年只是一个试验性的一年，看看哪些品种会结出最多的果实，我们必须与早期疫病作斗争，这毁掉了许多其他番茄苗。）”可知，导致很多番茄苗被毁掉的疫病是他面临的挑战。故选D项。
26．主旨大意题。根据最后一段最后一句“He likes to run little experiments on other vegetables and crops, and he is currently experimenting on peas, aubergines and potatoes.（他喜欢在其他蔬菜和作物上做一些小实验，目前他正在豌豆、茄子和土豆上做实验。）”，可知这一段谈及番茄之外其他的一些植物种植情况。故选D项。
27．A
28．B
29．C
30．B
31．D
【导语】本文是一篇议论文。在文章中作者引用了研究结果论述了青少年兼职工作时间不应该超过每周20小时。
27．推理判断题。根据第一段中“Teens’ schedules often include doing after-school activities, sports practice, and homework, combined with working part-time for extra spending money or to contribute to household expenses, leaving many teens feeling overworked and stressed.(青少年的日程安排通常包括课外活动、体育锻炼和家庭作业，再加上兼职工作以赚取额外的钱或补贴家庭开支，这让许多青少年感到过度劳累和压力)”可推知，作者认为当前青少年们太忙碌了。故选A。
28．细节理解题。根据第二段中“According to the Bureau of Labor Statistics, close to a quarter of all U.S. high school students participate in the workforce. (根据美国劳工统计局的数据，近四分之一的美国高中生参加了工作)”可知，根据美国劳工统计局的数据，美国高中生兼职的比例接近25%。故选B。
29．推理判断题。根据第四段中“Another study in the American Educational Research Journal reports that students who work between 1 and 15 hours per week are more likely to complete high school.(《美国教育研究杂志》的另一项研究报告称，每周工作1到15个小时的学生更有可能完成高中学业)”可推知，每天工作两个小时的学生们更有可能完成高中学业。故选C。
30．词句猜测题。根据划线词前的句子“Working over the standard limit also causes sleepiness(工作超过标准限度也会导致嗜睡)”以及划线词后的句子“It has been considered as a major cause in at least 100,000 police-reported traffic crashes each year, killing more than 1,500 Americans and injuring another 71,000, according to the National Highway Traffic Safety Administration. (据美国国家公路交通安全管理局的数据，它被认为是每年至少10万起警察报告的交通事故的主要原因，导致1500多名美国人死亡，另有7.1万人受伤)”可知，工作超过标准限度也会导致瞌睡，而瞌睡导致1500多名美国人死亡，另有7.1万人受伤。即表示瞌睡是导致死亡和事故的主要原因，由此推知，划线词组contribute to意为“导致”。故选B。
31．推理判断题。通读全文并结合最后一段中“The student workweek should be limited to 20 hours or less and should not go past 10 p.m. on a school night. (学生每周的工作时间应限制在20小时或更少，而且不应超过晚上10点)”可推知，作者是支持这个标准限度的。故选D。
32．B
33．A
34．D
35．A
【导语】这是一篇说明文。文章主要说明了保持社会联系——即使是远距离联系——对身心健康都至关重要，研究发现人们通过电话交流比通过电子邮件交流更能形成有意义的纽带。重要的是，当用手机重新联系时，他们的不适程度没有区别。
32．细节理解题。根据第一段中“In fact, preserving social ties—even at a distance—is essential for both mental and physical health. The results of an analytic review done in 2017 indicate that a lack of social support nearly amounts to smoking cigarettes as a risk factor for health.(事实上，保持社会关系——即使是在一定距离之外——对身心健康都是至关重要的。2017年进行的一项分析审查的结果表明，缺乏社会支持几乎等同于吸烟是健康的一个风险因素)”可知，作者通过引用一份发表的报告支持他关于保持社会联系重要性的观点。故选B项。
33．细节理解题。根据第二段中“In our study, Nick Epley and I tested whether the media, through which people interact, affects their sense of connection, and how expectations about certain technologies impact the communication media they choose to use.(在我们的研究中，Nick Epley和我测试了人们互动的媒体是否会影响他们的联系感，以及对某些技术的期望如何影响他们选择使用的交流媒体)”可知，作者和Epley的研究重点是技术如何影响交流手段。故选A项。
34．推理判断题。根据第三段中“But they also predicted that talking on the phone could be more uncomfortable than sending an e-mail.(但他们也预测，打电话可能比发电子邮件更让人不舒服)”以及倒数第二段中“We found that people do form meaningfully stronger bonds when interacting over the phone than over e-mail. Importantly, though, there was no difference in the amount of discomfort when reconnecting on the phone.(我们发现，人们通过电话交流比通过电子邮件交流更能形成有意义的纽带。然而，重要的是，当用手机重新联系时，他们的不适程度没有区别)”可推知，研究结果与参与者的预测部分矛盾。故选D项。
35．推理判断题。根据最后一段“The next time you think about how best to connect, consider calling or setting up a video chat. Feelings of social connection are preferably promoted by voice rather than a keyboard.(下次当你考虑如何最好地联系时，考虑打电话或建立视频聊天。社交联系的感觉最好是通过声音而不是键盘来促进的)”可推知，要想加强联系，用交谈代替打字。故选A项。
36．A
37．B
38．C
39．C
【导语】这是一篇说明文。介绍了出售有不完美的蔬菜水果这一运动和意义。
36．词义猜测题。根据these这一指示代词可知此处指的是前面提到的蔬菜水果。根据前句“Farmers throw away these imperfect items, as many grocery chains won’t buy them for fear that they are unsellable.”（农民们扔掉这些不完美的个体，因为很多杂货连锁店担心它们不好卖而不会采购它们）可知，discarded指的是“被扔掉的”，故选A。
37．细节理解题。根据第二段首句“One such business is Imperfect Produce, a start-up that delivers fresh ugly produce to consumers.”（一个这样的公司就是不完美的农产品，一个给消费者们派送长得丑陋的新鲜的农产品的初创公司）可知，它的目的是售卖不完美的农产品，故选B。
38．细节理解题。根据第三段首句“While this movement might be a new trend here in the US, it’s already gained serious momentum (势头) in Europe.”（虽然在美国这项运动可能是一个新的趋势，但是在欧洲它已经势头很猛了）可知，这项运动现在欧洲发生，它更早地解决了农产品畸形的问题。故选C。
39．推理判断题。根据最后一段倒数第二句“It is believed that when the discarded fruits and vegetables decompose (腐烂) they release methane (甲烷), a greenhouse gas that, when released into the atmosphere, is about 86 times as powerful as carbon dioxide over a 20-year period.”（人们认为当那些被扔掉的蔬菜水果腐烂时，它们会释放出一种温室气体甲烷，当甲烷释放到空气中时，20年间它的影响力是二氧化碳的86倍）可知，浪费的食物会促进气候变暖，故选C。