2026届高考英语专题归纳与训练全国通用版——议论文体类阅读理解（含解析）

议论文体类阅读理解
议论文是英语中的重要文体，在每年的高考阅读理解中占有一定的比例。议论文就是说理性的文章，一般由论点、论据和论证过程组成。
一、解题策略
1. 议论文特点分析
议论文都要提出论题、观点、提供充分的证据， 使用一定的逻辑方法证明观点或得出结论。议论文的写法通常有以下三种形式：
写法一：正方(甲方)，反方(乙方)，我认为
写法二：提出问题，分析问题，解决问题。
写法三：论点，理由(证据)，重申论点。
议论文的内容涵盖文化、历史、文学、科学和教育等各个方面。在这类体裁的文章中把握好论点、论据和论证很重要。此类体裁的文章中有关主旨大意和推理判断的题目会较多，这也是得分比较难的题型。在阅读这类文章的时候， 我们要认真把握作者的态度，领悟弦外之音，从而更好地依据文章的事实做出合理的推断。
2. 能力培养
1. 避免读得太快，做题靠印象和直觉。(要求每一道题回到原文去找答案)
2. 要先看题目，后读文章。(与先读文章，后看题目的比较)
高考材料阅读方法：先通读全文，重点读首段、各段的段首段尾句， 然后其他部分可以略读，再审题定位，比较选项，选出答案。要有把握文章的宏观结构、中心句的能力。
3. 阅读中需要特别注意并做记号的有：
(1)标志类、指示类的信息。
①表示并列关系：and, also, coupled with 等；
②表示转折关系：but, yet, however, by contrast 等；
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③表示因果关系：therefore, thereby, consequently, as a result 等；
④表示递进关系：in addition to, even, what’s more, furthermore 等；
⑤表示重要性的词：prime, above all, first 等。
以上关键词有助于我们对文章逻辑结构的把握。
(2)具有感彩、显示作者态度的词： blind 盲目的(贬), excessively 过分的(贬), objective(客观)等。
4. 常见问题：
(1)读不懂怎么？
问题本身太空泛，应该仔细分析问题到底在哪儿。首先要能意识到自身问题所在。 unconscious incompetent (无意识无能力)属于问题认知的第一阶段；
conscious incompetent (有意识无能力)属于问题认知的第二阶段；
conscious competent (有意识有能力)属于问题认知的第三阶段；
unconscious competent (无意识有能力)属于问题认知的第四阶段。从认知的第三阶段达到第四阶段，是一个反复熟练的过程。
(2)读懂了文章之后还做错题怎么办？
(3)做完了一遍不愿意看第二遍怎么办？
(4)做题技巧用不上怎么办？
能够不由自主地按照正确的思路解题了，才表明我们正确掌握了这些技巧。
在课堂听明白之后，还需要回去自己思考，针对自己的实际进行分析，从而对症下药。
3. 得分要点
解答议论类阅读理解试题，可以从以下几个方面着手考虑：
作者在开始叙述一个现象，然后对现象进行解释。这类文章的主题是文中最重要的解释或作者所强调的解释，阅读时要注意作者给出的原因，所以又被称为原因—结果(Cause & Effect)型。还有一种比较常见的是问题—答案型，作者在一开始或一段末以问句提出一个问题(相当于一个现象)，然后给出该问题的答案(相当于解释)。针对文中问题给出的主要答案就是这种文章的中心。
这里强调一点，答题时优先考虑正面答题(直接从文章内容得出答案)，然后从中心、
态度或利用解答特征等其他角度对选项进行检验；如果从文章内容中直接无法解决，则从中心和态度方面考虑；次之，从解答特征方面考虑。
考生往往最怕此类体裁。山穷水尽时，记住：首先从整体上把握文章中心和作者所持的态度，
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靠近中心的就是答案。
4. 解题方法
1. 把握文章的论点、论据和论证。此外，还要把握文章的结构和语言。
2. 互推法：在议论之后，总会再列举一些具体的例子来支持观点或在一些例子之后，总要抒发一些议论。考生在理解议论时， 可以借助文中所给的实例，从而在形象的例子中推理出抽象的议论；或从议论中推理理解具体例子的深刻含义，相互推断。
3. 推理法：推理的结论一定是原文有这层意思，但没有明确表达的。推理要根据文章的字面意思，通过语篇、段落和句子之间的逻辑关系， 各个信息所暗示和隐含的意义，作者的隐含意等对文章进行推理判断。考生要由文字的表层信息挖掘出文章的深层含义， 要能透过现象看本质。
二、高考真题
1.【2025 新高考 1 卷 D 篇】
While safety improvements might have been made to our streets in recent years, transport
studies also show declines in pedestrian (行人) mobility, especially among young children. Many parents say there’s too much traffic on the roads for their children to walk safely to school, so they pack them into the car instead.
Dutch authors Thalia Verkade and Marco te Br mmelstroet are bothered by facts like these. In their new book Movement: How to Take Back Our Streets and Transform Our Lives, they call for a rethink of our streets and the role they play in our lives.
Life on city streets started to change decades ago. Whole neighbourhoods were destroyed to make way for new road networks and kids had to play elsewhere. Some communities fought back. Most famously, a Canadian journalist who had moved her family to Manhattan in the early 1950s led a campaign to stop the destruction of her local park. Describing her alarm at its proposed
replacement with an expressway, Jane Jacobs called on her mayor (市长) to champion “New York as a decent place to live, and not just rush through.” Similar campaigns occurred in Australia in
the late 1960s and 1970s as well.
Although these campaigns were widespread, the reality is that the majority of the western cities were completely redesigned around the needs of the motor car. The number of cars on roads has been increasing rapidly. In Australia we now have over twenty million cars for just over
twenty-six million people, among the highest rate of car ownership in the world.
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We invest a lot in roads that help us rush through, but we fail to account for the true costs. Do we really recognise what it costs us as a society when children can’t move safely around our
communities The authors of Movement have it right: it’s time to think differently about that street outside your front door.
1 ．What phenomenon does the author point out in paragraph 1
A ．Cars often get stuck on the road. B ．Traffic accidents occur frequently.
C ．People walk less and drive more. D ．Pedestrians fail to follow the rules.
2 ．What were the Canadian journalist and other campaigners trying to do
A ．Keep their cities livable. B ．Promote cultural diversity.
C ．Help the needy families. D ．Make expressways accessible.
3 ．What can be inferred about the campaigns in Australia in the late 1960s and 1970s
A ．They boosted the sales of cars. B ．They turned out largely ineffective.
C ．They won government support. D ．They advocated building new parks.
4 ．What can be a suitable title for the text
A ．Why the Rush B ．What’s Next
C ．Where to Stay D ．Who to Blame
2.【2025 北京卷 C 篇】
Not too long ago, on a cold winter night, there was a teenager who wanted more screen
time and a parent who said no. The teenager was advocating for her right to scroll (翻屏) for an extra 30 minutes. The parent argued that none of her friends’ parents let them have screens after 9 o’clock. “I thought, in this family, we don’t compare ourselves with other people, Dad ” the
teenager replied. The parent — who was me, by the way —just got served. Since they were
young, I have told my kids not to compare themselves with other people. I have argued countless times that comparisons are the “thief of joy”.
Although my daughter didn’t win, she did help expose one of the worst pieces of advice I have ever given. In my defence, I did what we’ve all done before, which is to repeat received
wisdom without exploring the nuances. But now is the time to set the record straight, which starts with questioning the idea that all social comparison is unhealthy.
Social comparisons do, of course, often get us into emotional trouble. But they can be
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harnessed (利用) for our betterment if we understand how they work. The social comparisons we make — ones that lead us to feel good or bad about ourselves — are vital to our ability to thrive (成长). Science provides a guide we can use to harness the way we perform these comparisons to reduce their negative emotional impacts.
Comparing yourself with someone who is outperforming you could result in feelings of
envy if you focus on the things they have and you don’t, or it can be energizing and inspiring if
you use these comparisons as a source of motivation, for example, “If they can achieve that, so
can I.” Comparing yourself with someone who is doing worse than you could result in fear and
worry if you think about how you could fall into similar circumstances, or it can draw out feelings of gratitude and appreciation if you use that comparison to broaden your views — for example,
“Wow, things could be much worse; I’m doing great.”
What I wish I taught my daughter earlier are these nuances. How we feel about ourselves rests not just on whom we compare ourselves with but also on how we think about that
comparison. That’s something we all have control over.
5 ．How did the author feel about his daughter’s argument
A ．Excited. B ．Inspired. C ．Energized. D ．Relieved.
6 ．What does the word “nuances” underlined in Paragraph 2 most probably mean
A ．Major achievements. B ．Complex feelings.
C ．Significant impacts. D ．Fine differences.
7 ．Which would be the best title for the passage
A ．Comparing Ourselves with Others Can Become a Healthy Habit
B ．Comparing Ourselves with Others Can Strengthen Family Ties
C ．Social Comparisons Can Get Us into Emotional Trouble
D ．Social Comparisons Can Be Controlled by Science
3.【2024 新高考 I 卷 C 篇】
Is comprehension the same whether a person reads a text onscreen or on paper And are
listening to and viewing content as effective as reading the written word when covering the same material The answers to both questions are often “no”. The reasons relate to a variety of factors, including reduced concentration, an entertainment mindset (心态) and a tendency to multitask
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while consuming digital content.
When reading texts of several hundred words or more, learning is generally more successful when it’s on paper than onscreen. A large amount of research confirms this finding. The benefits
of print reading particularly shine through when experimenters move from posing simple tasks — like identifying the main idea in a reading passage — to ones that require mental abstraction —
such as drawing inferences from a text.
The differences between print and digital reading results are partly related to paper’s
physical properties. With paper, there is a literal laying on of hands, along with the visual
geography of distinct pages. People often link their memory of what they’ve read to how far into the book it was or where it was on the page.
But equally important is the mental aspect. Reading researchers have proposed a theory
called “shallowing hypothesis (假说)”. According to this theory, people approach digital texts
with a mindset suited to social media, which are often not so serious, and devote less mental effort than when they are reading print.
Audio (音频) and video can feel more engaging than text, and so university teachers
increasingly turn to these technologies — say, assigning an online talk instead of an article by the same person. However, psychologists have demonstrated that when adults read news stories, they remember more of the content than if they listen to or view identical pieces.
Digital texts, audio and video all have educational roles, especially when providing
resources not available in print. However, for maximizing learning where mental focus and reflection are called for, educators shouldn’t assume all media are the same, even when they contain identical words.
8 ．What does the underlined phrase “shine through” in paragraph 2 mean
A ．Seem unlikely to last. B ．Seem hard to explain.
C ．Become ready to use. D ．Become easy to notice.
9 ．What does the shallowing hypothesis assume
A ．Readers treat digital texts lightly. B ．Digital texts are simpler to understand.
C ．People select digital texts randomly. D ．Digital texts are suitable for social media.
10 ．Why are audio and video increasingly used by university teachers
A ．They can hold students' attention. B ．They are more convenient to prepare.
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C ．They help develop advanced skills. D ．They are more informative than text.
11 ．What does the author imply in the last paragraph
A ．Students should apply multiple learning techniques.
B ．Teachers should produce their own teaching material.
C ．Print texts cannot be entirely replaced in education.
D ．Education outside the classroom cannot be ignored.
4.【2024 年全国甲卷 D 篇】
“I didn’t like the ending,” I said to my favorite college professor. It was my junior year of undergraduate, and I was doing an independent study on Victorian literature. I hadjust finished
reading The Mill on the Floss by George Eliot, and I was heartbroken with the ending. Prof.
Gracie, with all his patience, asked me to think about it beyond whether I liked it or not. He
suggested I think about the difference between endings that I wanted for the characters and
endings that were right for the characters, endings that satisfied the story even if they didn’t have a traditionally positive outcome. Of course, I would have preferred a different ending for Tom and
Maggie Tulliver, but the ending they got did make the most sense for them.
This was an aha moment for me, and I never thought about endings the same way again.
From then on, if I wanted to read an ending guaranteed to be happy, I’d pick up a love romance. If I wanted an ending I couldn’t guess, I’d pick up a mystery (悬疑小说). One where I kind of knew what was going to happen, historical fiction. Choosing what to read became easier.
But writing the end — that’s hard. It’s hard for writers because endings carry so much
weight with readers. You have to balance creating an ending that's unpredictable, but doesn’t seem to come from nowhere, one that fits what’s right for the characters.
That’s why this issue (期) of Writer’s Digest aims to help you figure out how to write the best ending for whatever kind of writing you’re doing. If it’s short stories, Peter Mountford breaks down six techniques you can try to see which one helps you stick the landing. Elizabeth Sims
analyzes the final chapters of five great novels to see what key points they include and how you can adapt them for your work.
This issue won’t tell you what your ending should be — that’s up to you and the story you’re telling — but it might provide what you need to get there.
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12 ．Why did the author go to Prof. Gracie
A ．To discuss a novel. B ．To submit a book report.
C ．To argue for a writer. D ．To ask for a reading list.
13 ．What did the author realize after seeing Gracie
A ．Writing is a matter of personal preferences.
B ．Readers are often carried away by character.
C ．Each type of literature has its unique end.
D ．A story which begins well will end well.
14 ．What is expected of a good ending
A ．It satisfies readers’ taste. B ．It fits with the story development.
C ．It is usually positive. D ．It is open for imagination.
15 ．Why does the author mention Peter Mountford and Elizabeth Sims
A ．To give examples of great novelists. B ．To stress the theme of this issue.
C ．To encourage writing for the magazine. D ．To recommend their new books.
5.（2024·北京卷 C 篇）
The notion that we live in someone else’s video game is irresistible to many. Searching the term “simulation hypothesis” (模拟假说) returns numerous results that debate whether the
universe is a computer simulation — a concept that some scientists actually take seriously.
Unfortunately, this is not a scientific question. We will probably never know whether it’s true. We can, instead, use this idea to advance scientific knowledge.
The 18th-century philosopher Kant argued that the universe ultimately consists of
things-in-themselves that are unknowable. While he held the notion that objective reality exists, he said our mind plays a necessary role in structuring and shaping our perceptions. Modern sciences
have revealed that our perceptual experience of the world is the result of many stages of
processing by sensory systems and cognitive (认知的) functions in the brain. No one knows
exactly what happens within this black box. If empirical (实证的) experience fails to reveal reality, reasoning won’t reveal reality either since it relies on concepts and words that are contingent on
our social, cultural and psychological histories. Again, a black box.
So, if we accept that the universe is unknowable, we also accept we will never know if we
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live in a computer simulation. And then, we can shift our inquiry from “Is the universe a computer simulation ” to “Can we model the universe as a computer simulation ” Modelling reality is
what we do. To facilitate our comprehension of the world, we build models based on conceptual metaphors (隐喻) that are familiar to us. In Newton’s era, we imagined the universe as a clock. In Einstein’s, we uncovered the standard model of particle (粒子) physics.
Now that we are in the information age, we have new concepts such as the computer,
information processing, virtual reality, and simulation. Unsurprisingly, these new concepts inspire us to build new models of the universe. Models are not the reality, however. There is no point in
arguing if the universe is a clock, a set of particles or an output of computation. All these models are tools to deal with the unknown and to make discoveries. And the more tools we have, the more effective and insightful we can become.
It can be imagined that comparable to the process of building previous scientific models, developing the “computer simulation” metaphor-based model will also be a hugely rewarding exercise.
16 ．What does the author intend to do by challenging a hypothesis
A ．Make an assumption. B ．Illustrate an argument.
C ．Give a suggestion. D ．Justify a comparison.
17 ．What does the phrase “contingent on” underlined in Paragraph 2 probably mean
A ．Accepted by. B ．Determined by. C ．Awakened by. D ．Discovered by.
18 ．As for Kant’s argument, the author is .
A ．appreciative B ．doubtful C ．unconcerned D ．disapproving
19 ．It is implied in this passage that we should .
A ．compare the current models with the previous ones
B ．continue exploring the classical models in history
C ．stop arguing whether the universe is a simulation
D ．turn simulations ofthe universe into realities up.
6.（2023·全国乙卷 D 篇）
If you want to tell the history of the whole world, a history that does not privilege one part of humanity, you cannot do it through texts alone, because only some of the world has ever had
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texts, while most of the world, for most of the time, has not. Writing is one of humanity’s later achievements, and until fairly recently even many literate (有文字的) societies recorded their concerns not only in writing but in things.
Ideally a history would bring together texts and objects, and some chapters ofthis book are able to do just that, but in many cases we simply can’t. The clearest example of this between
literate and non-literate history is perhaps the first conflict, at Botany Bay, between Captain
Cook’s voyage and the Australian Aboriginals. From the English side, we have scientific reports and the captain’s record of that terrible day. From the Australian side, we have only a wooden
shield (盾) dropped by a man in flight after his first experience of gunshot. If we want to
reconstruct what was actually going on that day, the shield must be questioned and interpreted as deeply and strictly as the written reports.
In addition to the problem of miscomprehension from both sides, there are victories
accidentally or deliberately twisted, especially when only the victors know how to write. Those
who are on the losing side often have only their things to tell their stories. The Caribbean Taino, the Australian Aboriginals, the African people of Benin and the Incas, all of whom appear in this book, can speak to us now of their past achievements most powerfully through the objects they
made: a history told through things gives them back a voice. When we consider contact (联系)
between literate and non-literate societies such as these, all our first-hand accounts are necessarily twisted, only one half of a dialogue. If we are to find the other half of that conversation, we have to read not just the texts, but the objects.
20 ．What is the first paragraph mainly about
A ．How past events should be presented. B ．What humanity is concerned about.
C ．Whether facts speak louder than words. D ．Why written language is reliable.
21 ．What does the author indicate by mentioning Captain Cook in paragraph 2
A ．His report was scientific. B ．He represented the local people.
C ．He ruled over Botany Bay. D ．His record was one-sided.
22 ．What does the underlined word “conversation” in paragraph 3 refer to
A ．Problem. B ．History. C ．Voice. D ．Society.
23 ．Which of the following books is the text most likely selected from
A ． How Maps Tell Stories of the World B ． A Short History of Australia
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C ． A History of the World in 100 Objects D ． How Art Works Tell Stories
7. 【2020·江苏卷，D】
I was in the middle of the Amazon (亚马逊) with my wife, who was there as a medical
researcher. We flew on a small plane to a faraway village. We did not speak the local language, did not know the customs, and more often than not, did not entirely recognize the food. We could not have felt more foreign.
We were raised on books and computers, highways and cell phones, but now we were
living in a village without running water or electricity 。 It was easy for us to go to sleep at the end of the day feeling a little misunderstood.
Then one perfect Amazonian evening, with monkeys calling from beyond the village green, we played soccer. I am not good at soccer, but that evening it was wonderful. Everyone knew the rules. We all spoke the same language of passes and shots. We understood one another perfectly. As darkness came over the field and the match ended, the goal keeper, Juan, walked over to me
and said in a matter-of-fact way, “In your home, do you have a moon too ” I was surprised.
After I explained to Juan that yes, we did have a moon and yes, it was very similar to his, I felt a sort of awe (敬畏) at the possibilities that existed in his world. In Juan’s world, each village could have its own moon. In Juan’s world, the unknown and undiscovered was vast and
marvelous. Anything was possible.
In our society, we know that Earth has only one moon. We have looked at our planet from every angle and found all of the wildest things left to find. I can, from my computer at home, pull up satellite images of Juan’s village. There are no more continents and no more moons to search for, little left to discover. At least it seems that way.
Yet, as I thought about Juan’s question, I was not sure how much more we could really rule out. I am, in part, an ant biologist, so my thoughts turned to what we know about insect life and I knew that much in the world of insects remains unknown. How much, though How ignorant (无知的) are we The question of what we know and do not know constantly bothered me.
I began collecting newspaper articles about new species, new monkey, new spider … , and
on and on they appear. My drawer quickly filled. I began a second drawer for more general
discoveries: new cave system discovered with dozens of nameless species, four hundred species of
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bacteria found in the human stomach. The second drawer began to fill and as it did I wondered
whether there were bigger discoveries out there, not just species, but life that depends on things thought to be useless, life even without DNA. I started a third drawer for these big discoveries. It fills more slowly, but all the same, it fills.
In looking into the stories of biological discovery, I also began to find something else, a
collection of scientists, usually brilliant occasionally half-mad, who made the discoveries. Those scientists very often see the same things that other scientists see, but they pay more attention to them, and they focus on them to the point of exhaustion (穷尽), and at the risk of the ridicule of their peers. In looking for the stories of discovery, I found the stories of these people and how
their lives changed our view of the world.
We are repeatedly willing to imagine we have found most of what is left to discover. We
used to think that insects were the smallest organisms (生物), and that nothing lived deeper than
six hundred meters. Yet, when something new turns up, more often than not, we do not even know its name.
24 ．How did the author feel on his arrival in the Amazon
A ．Out of place. B ．Full of joy. C ．Sleepy. D ．Regretful.
25 ．What made that Amazonian evening wonderful
A ．He learned more about the local language.
B ．They had a nice conversation with each other.
C ．They understood each other while playing.
D ．He won the soccer game with the goal keeper.
26 ．Why was the author surprised at Juan’s question about the moon
A ．The question was too straightforward.
B ．Juan knew so little about the world.
C ．The author didn’t know how to answer.
D ．The author didn’t think Juan was sincere.
27 ．What was the author’s initial purpose of collecting newspaper articles
A ．To sort out what we have known.
B ．To deepen his research into Amazonians.
C ．To improve his reputation as a biologist.
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D ．To learn more about local cultures.
28 ．How did those brilliant scientists make great discoveries
A ．They shifted their viewpoints frequently.
B ．They followed other scientists closely.
C ．They often criticized their fellow scientists.
D ．They conducted in-depth and close studies.
29 ．What could be the most suitable title for the passage
A ．The Possible and the Impossible .
B ．The Known and the Unknown .
C ．The Civilized and the Uncivilized .
D ．The Ignorant and the Intelligent.
8. 【2020·天津卷，D】
After years of observing human nature, I have decided that two qualities make the
difference between men of great achievement and men of average performance curiosity and
discontent. I have never known an outstanding man who lacked either. And I have never known an average man who had both. The two belong together.
Together, these deep human urges (驱策力) count for much more that ambition. Galileo
was not merely ambitious when he dropped objects of varying weights from the Leaning Tower at Pisa and timed their fall to the ground. Like Galileo, all the great names in history were curious
and asked in discontent, “Why Why Why ”
Fortunately, curiosity and discontent don’t have to be learned. We are born with them and need only recapture them.
“The great man,” said Mencius (孟子), “is he who does not lose his child’s heart.” Yet most of us do lose it. We stop asking questions. We stop challenging custom. We just follow the crowd. And the crowd desires restful average. It encourages us to occupy our own little corner, to avoid
foolish leaps into the dark, to be satisfied.
Most of us meet new people, and new ideas, with hesitation. But once having met and liked them, we think how terrible it would have been, had we missed the chance. We will probably have to force ourselves to waken our curiosity and discontent and keep them awake.
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How should you start Modestly, so as not to become discouraged. I think of one friend
who couldn’t arrange flowers to satisfy herself. She was curious about how the experts did it. How she is one of the experts, writing books on flower arrangement.
One way to begin is to answer your own excuses. You haven’t any special ability Most people don’t; there are only a few geniuses. You haven’t any time That’s good, because it’s
always the people with no time who get things done. Harriet Stowe, mother of six, wrote parts ofUncle Tom’s Cabinwhile cooking. You’re too old Remember that Thomas Costain was 57 when he published his first novel, and that Grandma Moses showed her first pictures when she was 78.
However you start, remember there is no better time to start than right now, for you’ll never be more alive than you are at this moment.
30 ．In writing Paragraph 1, the author aims to .
A ．propose a definition
B ．make a comparison
C ．reach a conclusion
D ．present an argument
31 ．What does the example of Galileo tell us
A ．Trial and error leads to the finding of truth.
B ．Scientists tend to be curious and ambitious.
C ．Creativity results from challenging authority.
D ．Greatness comes from a lasting desire to explore.
32 ．What can you do to recapture curiosity and discontent
A ．Observe the unknown around you.
B ．Develop a questioning mind.
C ．Lead a life of adventure.
D ．Follow the fashion.
33 ．What can we learn from Paragraphs 6 and 7
A ．Gaining success helps you become an expert.
B ．The genius tends to get things done creatively.
C ．Lack of talent and time is no reason for taking no action.
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D ．You should remain modest when approaching perfection.
34 ．What could be the best title or the passage
A ．Curious Minds Never Feel Contented
B ．Reflections on Human Nature
C ．The Keys to Achievement
D ．Never Too Late to Learn
三、模拟演练
一、
The Stanford marshmallow (棉花糖) test was originally conducted by psychologist Walter Mischel in the late 1960s. Children aged four to six at a nursery school were placed in a room. A single sugary treat, selected by the child, was placed on a table. Each child was told if they waited for 15 minutes before eating the treat, they would be given a second treat. Then they were left
alone in the room. Follow-up studies with the children later in life showed a connection between an ability to wait long enough to obtain a second treat and various forms of success.
As adults we face a version of the marshmallow test every day. We’re not tempted (诱惑) by sugary treats, but by our computers, phones, and tablets — all the devices that connect us to the global delivery system for various types of information that do to us what marshmallows do to
preschoolers.
We are tempted by sugary treats because our ancestors lived in a calorie-poor world, and
our brains developed a response mechanism to these treats that reflected their value — a feeling of reward and satisfaction. But as we’ve reshaped the world around us, dramatically reducing the
cost and effort involved in obtaining calories, we still have the same brains we had thousands of years ago, and this mismatch is at the heart of why so many of us struggle to resist tempting foods that we know we shouldn’t eat.
A similar process is at work in our response to information. Our formative environment as a species was information-poor, so our brains developed a mechanism that prized new information. But global connectivity has greatly changed our information environment. We are now ceaselessly bombarded (轰炸) with new information. Therefore, just as we need to be more thoughtful about our caloric consumption, we also need to be more thoughtful about our information consumption,
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resisting the temptation of the mental “junk food” in order to manage our time most effectively.
35 ．What was the key for children to get a second treat in the Stanford test
A ．Selecting their favorite sugary snack.
B ．Remaining alone in the room for 15 minutes.
C ．Resisting the immediate desire to eat the first one.
D ．Following the instructions given by the psychologist.
36 ．What does the author imply by “a version of the marshmallow test” for adults
A ．Adults are tested with digital devices instead of treats.
B ．Adults face more complex temptations than children.
C ．Adults must also delay contentment in the digital age.
D ．Adults are assessed on the ability to share information.
37 ．According to the text, what is the root cause of people’s struggle against temptation
A ．The lack of self-discipline in our contemporary society.
B ．The mismatch between our ancient brains and modern environment.
C ．The overabundance of calorie-rich foods in the market.
D ．The constant bombardment of new information from digital devices.
38 ．Which of the following is the best title for the text
A ．The Marshmallow Test: Lessons for Modern Life
B ．Delaying Satisfaction: A Key to Success
C ．Why Our Brains Struggle in the Modern World
D ．How to Manage Information Consumption
二、
For a long time, being busy has become part ofwho we are. We associate being busy with being productive, and being productive with being successful. We tend to think having an
inundated itinerary and flying through life at a fast speed are an effective marker of how well we are doing. However, many people who live this way are often very tired and struggling. To change this, we need to slow down.
Recently, there has been a growing movement against busyness. More people are seeking time for themselves and learning to say “no” to more invitations. Supporters of“slow living”
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argue that life is better when we move more slowly. They believe that taking things one step at a time, without rushing or overloading your schedule, allows you to enjoy the present moment. In my view, slow living is about being mindful of the here-and-now, making thoughtful choices
about how to use your time, and appreciating the simple joys of life. This approach is beneficial both physically and mentally.
For those with chronic (慢性的) illnesses, slow living can be life-changing. Hannah
Hoskins, who suffers from severe muscle pain, sometimes only has the energy to sit up for ten
minutes. She says, “Slow living saved my life. It teaches us that productivity isn’t the ultimate
goal, and that as humans, we need to live fully, not just work endlessly. Realizing it’s impossible to ‘do everything’ frees you to decide whether you truly want to keep doing what you’re doing.”
Hannah’s advice for those trying to practice slow living is to start small. She suggests, “Say ‘no’ to something you feel obliged (有责任的) to do but are actually afraid of. Once you see that the world doesn’t end and people don’t dislike you for saying no, keep practicing. The more you ask yourself, ‘Is this something I really want to do, or am I doing it because I feel I should ’ the
easier it becomes to stop doing things you don’t enjoy.”
39 ．What do the underlined words “an inundated itinerary” in Paragraph 1 probably mean
A ．An exciting chance. B ．A flexible arrangement.
C ．An overloaded calendar. D ．A well-planned journey.
40 ．What can we infer from people’s recent views on being busy
A ．They are beginning to question its value.
B ．They consider it an essential part of life.
C ．They think it is a barrier to happiness.
D ．They believe staying busy leads to success.
41 ．What does the author try to show by mentioning Hannah Hoskins in Paragraph 3
A ．Productivity measurements should be revised.
B ．Overworking is the root cause of chronic pain.
C ．Chronic illness requires a complete lifestyle change.
D ．A slower pace benefits people with long-term health issues.
42 ．What is Hannah Hoskins’s suggestion about
A ．Doing whatever one wants.
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B ．Avoiding challenges to feel safe.
C ．Defeating fear to unlock greater potential.
D ．Refusing tasks you fear but feel obliged to do.
三、
In an age of endless scrolling and bite-sized information, the practice of“deep reading” — the immersive(沉浸式的), focused engagement with a complex text — is facing an undeniable
challenge. Nicholas Carr, in his famous work The Shallows, argues that the Internet is reshaping our brains, promoting quick scanning over sustained concentration. This shift, he warns, comes at a cost to our capacity for deep thought and comprehension.
Neurological studies support this concern. When we read deeply, specific brain regions
associated with language, memory, and perspective-taking show significant activity. It’s a slow, demanding process that builds rich mental models and fosters critical thinking. In contrast, the
scattered (零散的), hyperlinked nature of online reading often keeps us at a surface level, training the brain for rapid decision-making about what to click next rather than for thoughtful analysis.
However, it’s not all doom and gloom. The question isn’t necessarily about rejecting digital tools, but about cultivating a balanced “diet” of reading habits. Educational technologists point out that digital platforms can also support deep reading when used intentionally. Features like
annotation (注释) tools, keyword search, and access to vast online libraries can enhance understanding, provided we consciously resist the pull of distraction.
The key lies in mindfulness. Just as we schedule time for physical exercise, we must
intentionally carve out periods for uninterrupted reading. This might mean setting aside the
smartphone and picking up a physical book, or using app blockers to create a distraction-free digital space for engaging with longer articles. The goal is to regain control over our attention, training our minds to settle into a text without the urge to constantly switch tasks.
Ultimately, deep reading is not merely a skill for academics; it’s a vital exercise for the mind in a fragmented (支离破碎的) world. It strengthens our ability to think critically, empathize with
others, and engage with complex ideas — capacities more crucial than ever in navigating the complexities of the 21st century.
43 ．What is the main concern raised in the first paragraph
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A ．The rising cost of deep thought. B ．The negative influence of social media.
C ．The poor quality of online information. D ．The decline of the deep reading ability.
44 ．What does the neurological research mentioned in paragraph 2 show
A ．Different reading styles activate the brain differently.
B ．Online reading can improve all decision-making skills.
C ．Deep reading is a slow and effortless process.
D ．Hyperlinks are essential for building memory.
45 ．What does the underlined word “mindfulness” in paragraph 4 probably mean
A ．The ability to remember details. B ．The conscious practice to focus.
C ．The technique of reading faster. D ．The method of using digital tools.
46 ．What is the main purpose of the text
A ．To introduce the latest digital reading platforms.
B ．To advocate the value and practice of deep reading.
C ．To criticize the shallowness of online information.
D ．To compare the effects of reading on paper and on screen.
四、
The common fear that a friend secretly dislikes us often reflects internal insecurities rather than actual ill will. People frequently interpret neutral or unclear behaviors — such as brief text replies or delayed responses — as signs of rejection. Even well-meaning words of comfort like
“no worries” may be perceived as mocking or insincere.
This tendency can be explained through what is known as the fawn response, a behavioral pattern less recognized than the “fight or flight” reaction. The fawn response involves attempts to please others in order to feel safe, a strategy often developed in childhood when facing critical or emotionally neglectful parents, or an unstable home environment. While this strategy may ease
conflict temporarily, it can also lead to a habitual cycle of approval-seeking. We might
intellectually understand that a friend isn’t upset with us — but those “old ways of being” bite hard. Something was learned early on: “I need to try harder and do more to be loved.”
This pattern has several consequences. On the personal level, it fuels anxiety, as individuals repeatedly question whether they have offended their peers. On the interpersonal level, it can
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strain relationships, since constant demands for reassurance may frustrate friends and even create the very rejection that was worried about. In this way, assuming everyone is annoyed with you can become a self-fulfilling prophecy.
The key is understanding that it is not the end of the world — or a friendship. Conflict is not only unavoidable; it can even be healing, demonstrating that intimacy can survive difference. Learning to tolerate discomfort, rather than avoiding it at all costs, can foster both toughness and closeness.
Social media, unfortunately, worsens social anxiety. The absence of nonverbal cues makes it easy to misinterpret tone, while the constant visibility of online interactions can intensify
feelings of exclusion or neglect. Managing these anxieties requires conscious effort. Instead of
seeking immediate reassurance, individuals can pause to ask: Am I truly being rejected, or am I
simply anxious Developing tolerance for uncertainty can interrupt the cycle and reduce
dependence on others’ approval. Trust also plays a role. When friends say they are simply busy or distracted, accept their words at face value. After all, no question or magic phrase can control
another person’s perception. Even if it could, you might be robbing yourself of opportunities to grow, learn or deepen a bond.
47 ．What can we learn about the fawn response
A ．It reflects the belief that approval requires effort.
B ．It is a reaction aimed at avoiding danger.
C ．It is a cycle of seeking constant approval.
D ．It always prevents conflict from occurring.
48 ．What does “a self- fulfilling prophecy” in paragraph 3 mean
A ．A pattern that tries to entertain others. B ．An outcome that happens as feared.
C ．A prediction that is certain to fail. D ．A belief that one is self-made.
49 ．According to the author, conflict in a relationship can be .
A ．a sign of a growing disagreement B ．a chance to strengthen a friendship
C ．a problem that should be avoided D ．a way to test its toughness
50 ．What is the last paragraph mainly about
A ．Where friendship problems lie.
B ．Why magic words fail to do wonders.
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C ．How to handle anxiety caused by social media.
D ．What leads people to seek constant reassurance.
五、
Believe it or not, the ability to forget is a remarkable blessing. To understand why, try to
imagine a world where every single detail you ever encountered was permanently and vividly
carved in your mind. Every regretted word from a conversation, every sting of rejection, every
minor public embarrassment would remain as clear and sharp as your most joyful memories. That is a world of utter chaos and suffering.
We need not rely solely on imagination, however. Thanks to the unique combinations of
genetics, there have been rare individuals on Earth who attack this ability. A notable example is
Solomon Shereshevsky, who could memorize complex lists of random numbers, words, and even meaningless syllables with perfect accuracy, recalling them flawlessly decades later, While this
might initially sound like a coveted superpower, Shereshevsky himself described the experience as exhausting, distracting, and emotionally unbearable.
What most people misunderstand about forgetting is that it is not a design flaw of the
human brain. It is, in fact, an essential feature. The capacity to forget is fundamental to our ability to learn and function. It grants us focus, allowing our brains to highlight the important “signal”
through the overwhelming “noise” of daily information. It helps the brain determine what is truly important and relevant to our current context and future goals.
Modern research supports this view, suggesting that forgetting is an active neurological
process. Brain regions work together to manage the flow of information, carefully filtering (过滤；筛选) what to retain and what to let go. Forgetting, therefore, is not a failure of memory but a
refined strategy for its best use.
This brings us to the concept of the “forgetting curve”, which describes the pattern of how we lose information over time without any effort to reinforce it. The most empowering insight
from the research is that this curve is not a fixed path. On the contrary, it is something we can actively reshape and influence through our actions.
51 ．Why is Solomon Shereshevsky’s case mentioned
A ．To highlight the genetic. potential for superior memory.
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B ．To demonstrate the distressing effects of being unable to forget.
C ．To prove that memory skills can be improved with practice.
D ．To contrast his memory ability with that of the average people.
52 ．What is the fundamental nature of forgetting
A ．It is a passive decay of unused information.
B ．It is a flaw in the brain’s memory system.
C ．It is an active and essential brain function.
D ．It is a consequence of information overload.
53 ．What does the author suggest in the last paragraph
A ．We should embrace the natural process of forgetting.
B ．We can take active steps to manage our memory.
C ．We need to discover the fixed pattern of memory. loss.
D ．We must frequently review to combat forgetting.
54 ．Which of the following might be the best title for the. passage
A ．The Tragedy of a Perfect Memory.
B ．The Man Who Could Not Forget.
C ．Reshaping the Forgetting Curve.
D ．Forgetting: A Hidden Blessing.
六、
When I asked my 15-year-old cousin about her ideal occupation, she gave me an unusual
answer, saying that she dreams of becoming an online celebrity, which reminded me of a new girl band called “Sunshine”. These teens have quickly got an ill fame across China because of their
“unattractive” and “fat” appearance and laughably bad singing skills. But rather than wither at the offence coming from their 430,000 followers on Weibo, they seem to bloom on the criticism.
And following Sunshine’s explosion, numerous new bands like “Power Girls” and
“Love-wings” starring average-looking adolescent girls started popping up on people’s mobiles.
Lots of ordinary, disadvantaged Chinese teens with no skills but big dreams have looked to
unlikely role models such as the Sunshine girls as proof that all it takes is a little self-confidence to get your name in the headlines. It’s incredible (难以置信的) to witness so many young Chinese
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girls make spectacles of themselves online (使自己在网上出丑) in a desperate attempt to stand out from thousands of potential stars.
This kind of grassroots self-promotion is fantastic for Chinese youth who may not
otherwise have any opportunities or privileges to be outstanding in China’s competitive society, but for those well-educated kids, there is a rising concern among parents that social networking is distracting them from academics.
Sadly, these so-called stars quickly disappear from people’s attention once a new band pops up. Besides, they are likely to leave behind the online record of their ridiculous (可笑的) behavior. Prospective (将来的) employers and even potential husbands or wives will eventually see these
photos and videos, which could affect their futures.
The good news is that, in today’s Internet age, fame and fortune are easily attainable for
otherwise unqualified kids, but the bad news is that their narcissistic (自恋的) addictions to social media will interfere with learning knowledge and real-life skills, leaving an entire generation of
wired youth with absolutely no other alternative once their online followers forget about them.
55 ．What does the underlined word “wither” in paragraph 1 mean
A ．Become weak. B ．Become strong. C ．Become happy. D ．Become excited.
56 ．Why does becoming an online celebrity rise among the youth
A ．Because it just needs self-confidence. B ．Because they are skilled at performance.
C ．Because they don’t concentrate on academics. D ．Because it is a possible chance to get them ahead.
57 ．What suffering may so-called stars face
A ．They may lose their wealth. B ．They may get their future ruined.
C ．They may be sick of people’s concern. D ．They may be laughed at by their future employees.
58 ．What does the author imply in the last paragraph
A ．Times change nothing. B ．Qualifications bring fortune.
C ．A trend can improve learning. D ．An addiction can affect a whole generation.
七、
For centuries, we’ve pursued happiness and meaning. But what does that leave out As a
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social psychologist, I have dedicated my research career to a simple, but universal question: what makes for a good life, and how can we achieve it
For much of human history, we have been presented with two possibilities: pursuing a life of happiness, or a life of meaning. Each of these paths has its benefits, but decades of
psychological research have also revealed their limits.
Ask the Danes and Finns, who consistently rank among the happiest people in the world,
what their secret is and they’ll tell you this: lower your expectations and be content with what you have. It sounds good, doesn’t it But it leaves something out. It’s a bit like being a college student who only takes easy courses to be sure of getting good grades. Might there be more to life than
simple pleasures and cozy comfort
Then there’s the meaningful life. We often imagine that meaning flows from trying to
change the world like Steve Jobs. Once again, the research shows that lowering your sights and
focusing on the little things can offer a more achievable sense of meaning. Often people find it in routines like taking care of family, or volunteering in the community. But there is also a dark side to the pursuit of meaning: researchers have found that it can encourage people to draw sharp lines between those who belong in their group and those who don’t.
My research lab mapped out a third route to fulfillment: psychological richness. A
psychologically rich life is one filled with diverse, unusual and interesting experiences that change your perspective; a life with twists and turns; a life that feels like a long, winding hike rather than many laps ofthe same racing circuit. Such experiences can make us tougher. Not only that,
embracing the pursuit of psychological richness can make us less likely to regret: it matters less if the thing you did went wrong.
Perhaps no one said it better than Eleanor Roosevelt: “The purpose of life, after all, is to live it, to taste experience to the utmost, to reach out eagerly and without fear.”
59 ．What is revealed about pursuing happiness or meaning
A ．They are valuable but not comprehensive.
B ．They are sufficient for achieving personal fulfillment.
C ．They are mainly promoted by specific cultural groups.
D ．They are fully supported by decades of psychological research.
60 ．What problem may arise when people focus on meaningful routines
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A ．Too much pressure. B ．Harm to family bonds.
C ．Lower personal joy. D ．Less care for other groups.
61 ．Which person is living a psychologically rich life described by the author
A ．A student who only chooses easy courses to get good grades.
B ．A graduate exploring the world through varied experiences.
C ．A volunteer finding meaning in a fixed weekly routine.
D ．A person achieving happiness by avoiding risks.
62 ．How does the author develop the argument in the passage
A ．By using personal stories to show how an idea changes.
B ．By describing three different life philosophies neutrally.
C ．By showing statistics to rank how satisfied people are with life.
D ．By evaluating the limitations of two paths before offering an alternative.
八、
At the end of a busy month, a friend told me about her endless schedule. She had been
rushing from one meeting to another, always putting on her best face. By the end, she was
completely . “I want to hug my family,” she said, “have a good cry, and then everything will feel better.”
And she was right. Crying can act like a button. Music, in particular, helps us let out feelings we normally hold back. A single sad pop song can push us into when life feels too heavy. I even keep a playlist ready for those moments when I feel stressed out.
In real life, I have a very low for crying. Tears in the office, for example, feel
awkward and out of place. My own crying is private, quick, and ideally exercised in contexts that do not affect me — perhaps a moving documentary, or a film where an old man dies
alone.
No one has ever really solved the mystery of why humans cry, nor the of tears.
Charles Darwin considered emotional tears “purposeless”, and there remains little agreement on their meaning even now. In the 1980s, William H. Frey suggested that crying helps remove toxins (毒素) built up from stress. It’s a(n) idea, but it never gained strong scientific support.
Another psychologist, Ad Vingerhoets, has said that crying often helplessness,
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hopelessness, or separation from loved ones. Death, divorce, or homesickness are among the most common causes. Yet even his studies show results: only about half the people surveyed
felt better after crying. Much depends on how others react to our tears.
For me, , crying is not something to be shared. Perhaps I am marked by that
keep-it-in culture that still sees crying as something that should be . My grandmother lived through enormous loss, but I never once saw her cry. Perhaps she, too, had her own secret way of releasing — maybe with music, alone in a darkened room.
And perhaps this explains why so many people find themselves on long flights. At
30,000 feet, surrounded by strangers, normal rules seem to . You can cry through a sad film without embarrassment. In no way are these moments social, nor do we seek observers to justify our tears. But, man, it feels to cry.
63 ．A ．relaxed B ．exhausted C ．embarrassed D ．motivated
64 ．A ．record B ．panic C ．reset D ．play
65 ．A ．action B ．conflicts C ．reflection D ．tears
66 ．A ．requirement B ．tolerance C ．competence D ．concern
67 ．A ．socially B ．physically C ．emotionally D ．personally
68 ．A ．silence B ．point C ．trace D ．memory
69 ．A ．dangerous B ．strange C ．appealing D ．basic
70 ．A ．comes from B ．results in C ．depends upon D ．protects against
71 ．A ．mixed B ．consistent C ．expected D ．notable
72 ．A ．shortly B ．moreover C ．otherwise D ．though
73 ．A ．treasured B．judged C ．communicated D ．shamed
74 ．A ．doubts B ．emotions C ．fear D．joy
75 ．A ．weeping B ．sleeping C ．arguing D ．exercising
76 ．A ．matter B ．evolve C ．disappear D ．emerge
77 ．A ．tiring B ．heavy C ．good D ．awkward
九、
Female role models are having a moment. In the United States, there is a female vice
president. The women’s soccer team is fighting a public, uphill battle for equal pay. Women are
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even making their way into what had seemed a permanent men’s club: the senior operation ranks of the armed forces.
Role models inspire people by showing what is actually possible. Research supports that it works: these pioneers not only help us imagine where we might go but also map out the path
there. Role models have also been shown to have a bigger impact on women and underrepresented communities— those who have not easily achieved their goals. Seeing more women in the world of science, girls of today are more likely, when asked to draw a scientist, to draw a woman than
those in past decades. Even one role model can benefit a child, helping them perform better in school and maintain a positive attitude.
However, the idea of“good role models” needs an update, especially when it comes to
girls; otherwise the endless stream of shining shots of achievement they see can actually lead to
self-doubt. In addition to role models, our work on girls and the process of building confidence
has found that what girls really need are “work in progress” models. Girls tend to judge
themselves harshly and suffer from perfectionism. They need to see the struggles and failures in
their role models, as well as great perseverance. Anything that suggests success effortlessly
achieved can be discouraged Helping girls see the extraordinary in the seemingly ordinary is a
good solution to unrealistic expectations. “Everyday heroes have a special impact,” said the child psychologist Bonnie Zucker. “Take a young girl who has to shoulder-the-responsibility for raising her brothers or sisters for some reason. She might not have attractive social media presence, but
her bravery, devotion, and emotional labor are, in fact, heroic.”
78 ．What can we infer about role models from Paragraph 2
A ．They give us realistic guides to success.
B ．They help us know more outstanding people.
C ．They are preferred by female groups.
D ．They show us the value of keeping learning.
79 ．What influence can the shots of achievement have on girls
A ．Broadening their minds. B ．Inspiring them to dream big.
C ．Driving them to work harder. D ．Making them doubt themselves.
80 ．Why do girls need “work in progress” models
A ．They make them achieve success quickly.
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B ．They help them accept their imperfect selves.
C ．They teach them to be strict with themselves.
D ．They encourage them to follow their dreams.
81 ．What does the author imply by mentioning Bonnie Zucher’s words
A ．Many girls’ expectations are unrealistic.
B ．Girls have a strong sense of responsibility.
C ．Girls can follow heroic examples in daily life.
D ．Social activities are of great importance to girls.
十、
Superhuman artificial intelligence has played a role in our life. When it comes to playing
games like chess, or solving difficult scientific challenges like predicting protein structures,
computers are well ahead of humans. But we have one superpower they aren’t close to mastering:
mind reading.
We are blessed with a mysterious ability to reason the goals, desires and beliefs of others, a crucial skill that means we can anticipate other people’s actions and the consequences of our own. IfAIs are to become truly useful in everyday life — to cooperate effectively with us or to
understand that a child might run into the road after a bouncing ball — we have to give them this gift that evolution has given us to read other people’s minds.
In psychology, the ability to infer another’s mental state is referred to as theory of mind. In humans, this capacity develops at a very young age. How to reproduce the capability in machines is far from clear, though One of the main challenges is context. For instance, if someone asks
whether you are going for a run and you reply “it’s raining”, they can quickly conclude the answer is no. But this requires huge amounts of background knowledge about running, weather and
human preferences.
Besides, whether humans or AI, the theory of mind is supposed to emerge naturally from one’s own learning process. Building prior knowledge into AI makes it reliant on our imperfect understanding of theory of mind. In addition, AI may be capable of developing approaches we could never imagine. There can be many forms of theory of mind that we don’t know about
simply because we live in a human body that has certain types of senses and a certain ability to
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think.
But we might still want AI to have a more human-like form of theory of mind. Humans can clearly explain their goals to each other using common language and ideas. While letting AI form the theory of mind in their learning process is likely to lead to developing more powerful AI,
plainly building the theory of mind in shared ways to represent knowledge may be crucial for humans to trust and communicate with AI.
It is important to remember, though, that the pursuit of machines with theory of mind is
about more than just building more useful robots. It is also a stepping stone on the path towards a deeper goal for AI and robotics research: building truly self-aware machines. Whether we will
ever get there remains to be seen. But along the way thinking about other people and other agents, we are on the path to learning to think about ourselves.
82 ．According to the passage, which of the following contexts can AI understand well
A ．When asked where an object is, a naughty kid points in the wrong direction.
B ．When a teacher asks for a boy’s homework, he answers “my dog ate it”.
C ．When you are treated with a hotpot for dinner, you reply “a sore throat”
D ．When a mom tells her kid milk is good for health, the kid drinks it up.
83 ．Which statement will the author agree with most about theory of mind
A ．Humans’ theory of mind is far from perfect.
B ．Humans limit AI’s theory of mind to an extent.
C ．AI’s theory of mind development has been totally decoded.
D ．Shared forms of theory of mind result in more powerful AI.
84 ．What is the author’s attitude toward truly self-aware machines
A ．Ambiguous. B ．Conservative. C ．Skeptical. D ．Approving.
85 ．What is the main idea of the passage
A ．AI’s theory of mind will define our future
B ．It is expected that AI may have its own theory of mind.
C ．AI’s theory of mind will bring both benefits and sufferings to human beings
D ．Theory of mind bridges the gap between humans and AI
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1 ．C 2 ．A 3 ．B 4 ．A
本文是一篇议论文。文章主要介绍了西方城市过度围绕汽车设计导致行人流动性下降，尤其是儿童步行减少的现象，并通过历史案例和现状分析呼吁反思街道功能，重视城市宜居性。
1 ．细节理解题。根据文章第一段“While safety improvements might have been made to our
streets in recent years, transport studies also show declines in pedestrian (行人) mobility,
especially among young children. Many parents say there’s too much traffic on the roads for their children to walk safely to school, so they pack them into the car instead. (虽然近年来我们的街道可能已经改善了安全性，但交通研究也表明行人的流动性下降，尤其是年轻儿童。许多家长说，路上的交通太拥挤，他们的孩子无法安全步行上学，所以他们把孩子塞进车里)”可知，作者指出的现象是人们步行减少、开车增多。故选 C。
2 ．推理判断题。根据文章第三段“Most famously, a Canadian journalist who had moved her
family to Manhattan in the early 1950s led a campaign to stop the destruction of her local park.
Describing her alarm at its proposed replacement with an expressway, Jane Jacobs called on her
mayor (市长) to champion “New York as a decent place to live, and not just rush through.” (最著名的是，一位加拿大记者在 20 世纪 50 年代初举家迁往曼哈顿，她领导了一场阻止当地公园被毁的运动。在描述她对用高速公路取代公园的提议感到震惊时，Jane Jacobs 呼吁她的市长捍卫“纽约作为适宜居住的地方，而不仅是匆匆穿过的通道”)”可推知，加拿大记者和其他运动参与者旨在保持城市宜居性。故选 A。
3．推理判断题。根据文章倒数第二段“Although these campaigns were widespread, the reality is that the majority of the western cities were completely redesigned around the needs of the motor
car. The number of cars on roads has been increasing rapidly. (尽管这些运动很普遍，但现实是 大多数西方城市完全围绕汽车需求重新设计。道路上的汽车数量一直在迅速增加)”可推知， 20 世纪 60 年代末和70 年代澳大利亚的竞选活动未能阻止汽车发展，基本上没有效果。故 选 B。
4 ．主旨大意题。通读全文，并根据文章最后一段“We invest a lot in roads that help us rush
through, but we fail to account for the true costs