2021北京城区高三英语一模阅读理解D篇汇总
2021海淀高三一模
古典吉他独奏
容规D
Move Over, Selfish Gene
Evolution traditionally has a problem with nice people. If only the fittest individuals survive, then tho who are nice to others at their own expen will surely he weeded out. Yet cooperation is widespread in nature, from plants alerting each other to danger to dolphins cooperating to round up fish.
A decades-old idea called kin lection can explain some of this: if organisms (生物) have enough DNA in common, then they can further their own lfish genes by helping one another. Bees and ants have a system of reproduction which leaves colony members so cloly related that they act almost as a single super-organism And among any xually reproducing species parental care helps individuals pass on their genes.
But kin lection cannot explain why humans are so nice to strangers. One idea is that we have evol
ved to be super-cooperative becau, over time, more cooperative groups have outcompeted less cooperative ones. But there generally isn't enough genetic variation between groups to allow natural lection to favor more cooperative ones.
Some rearchers think the solution lies in an idea called cultural group lection. Forget shared genes, they argue. Selection can favor cooperative groups if the people within them share enough culture. The idea is controversial becau to work it requires that groups remain culturally distinct, As critics point out, people tend to migrate (迁移) between groups, which should homogenize (使同质化) ideas and customs. Tho who back the concept counter that groups have ways to maintain their distinct culture, including a process called nom (准则) enforcement. Put simply, if someone migrates into anew cultural group, they are pressured into following the local rules becau failing to do so leads to punishment.
Earlier this year, Mathew and Handley at Arizona State University published a study testing the idea. They sampled 759 people from four ethnic groups in Kenya who compete intensively for land, water and livestock. The pair estimated that genetic differences between individuals from different groups was generally less than 15%. Cultural practices and beliefs varied much more, by
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107 to 20%. People cooperated most with members of their own group, as cultural group lection predicts, and to a lesr extent with members of other groups who norms most cloly matched their own. That makes n if culture rather than genetics is what matters. “I think this is one of the most explicit tests of cultural group lection theory so far,” says Mathew.
Not everyone is persuaded. Krasnow at Harvard University es no theoretical flaw with the idea, but says that some of his rearch undermines it. He has found that people don't just enforce the rules within their group, but also punish people from other groups who fail to follow their own group’s norms. Mathew counters that it is reasonable to enforce the norms on outsiders as a step towards incorporating (使并入) them into your cultural group.“This is often how empires expand,” she says.
31. The example of bees and ants is ud to _________.
A. highlight the significant role of reproduction
B. demonstrate the efficiency of a super-organism
C. reveal why parents care about their lfish genes
D. explain the cau of organisms helping one another
32. For the idea of cultural group lection to work, a pre-condition is that_________.
育肥羊养殖技术A. cooperative groups have a larger chance of survival
B. genetic variations in the same cultural group are small
C. cultural differences are weakened with people migrating
和善D. cultural distinctiveness can be prerved with certain methods
33. The text is developed mainly through _________.
A. sorting information into different topics
B. narrating events in time order
C. prenting doubts and exploring answers
D. discussing similarities and differences
34. We can learn from the passage that _________.
A. culture plays a more significant role in choosing cooperators
沈祖棻B. being lfish is of vital importance for an individual to survive
C. Mathew’s study result contradicts what cultural group lection predicts
D. people joining a new group will be punished for not keeping their own culture
2021朝阳高三一模
D
Lessons in the Lost Art of Listening
When was the last time you listened to someone? And when was the last time someone really listened to you? I once asked people what it meant to be a good listener. The typical respon was a blank stare.
Of cour, technology plays a role. People find phone calls interrupting them, preferring text or wordless emoji. Besides, schools and colleges rarely offer class or activities that teach careful liste
ning. You can join clubs to perfect your public speaking, but who attempts to achieve excellence in listening? The loud unpleasant mixture of sounds of modern life also stops us from listening.
Generally, listening goes beyond simply hearing what people say. It also involves paying attention to how they say it and what they do while they are saying it, in what context, and how what they say is related to you. It’s not about merely holding your peace while someone el holds forth. Quite the opposite. A lot of listening has to do with how you respond—the degree to which you facilitate the clear expression of another person’s thoughts and, in the process, have a clear mind of your own.
Good listeners ask good questions. They engage in exploring the topic, not to divert attention. There are curious questions like “Wouldn’t you agree…?” or “Don’t you think…?” The questions have strong tendencies. They will greatly influence the other person to change his or her view. And you’d better stay away from some personal questions like “What do you do for a living?” or “What part of town do you live in?” Just try to find out what excites people. Ask about the last movie they saw or for the story behind a piece of jewelry they’re wearing. Also good are expansive questions, such as, “If you could spend a month, where would you go?” Rearch indicates that when people who don’t know each other well ask each other this type of question, they feel more connected than if they spend time together achieving a task.
Becau our brain can think a lot faster than people can talk, be careful with the tendency to take mental side trips when you are listening. Smart people’s attention is easily taken away by their own runaway thoughts. They may also assume they already know what the other person is going to say.
The reward of good listening will certainly be more interesting conversations. Rearchers have found that attentive listeners receive more information from speakers, even when they don’t ask any questions. We are, each of us, the sum of what we attend to in life. The gentle voice of a mother and the criticism of a boss both ultimately form and shape us. And to listen poorly, lectively or not at all limits your understanding of the world and prevents you from becoming the best you can be.
31. One of the factors that influence listening is that ______.
A. our confidence in listening is decreasing
B. our speech creates a lot of noi around us
C. listening skills are ldom taught in school
D. texting caus a better effect than phone
calls
32. What does Paragraph 3 mainly talk about?
A. Why the art of listening gets lost by itlf.
B. Why effective methods are ud in listening.
C. How people make themlves well understood.
D. How people can reclaim the lost art of
listening.
33. According to the author, what should people do when they are listening?
A. Avoid being abnt-minded.
B. Come up with curious questions.
威廉玛丽学院C. Focus on the speaker’s personal information.行字开头成语
D. Try to find common interests with the
speaker.
34. What can be inferred from the passage?
A. Listening and speaking derve equal attention.
B. Good listeners maximize the benefits
for themlves.
C. Bad listening ultimately contributes to people’s failure.
D. Listeners’ clear mind facilitates
speakers’ expression of thoughts.
2021丰台高三一模
D
At university, when 1 told people I was studying for a history degree, the respon was almost alway
s the same, “You want to be a teacher?" No, a journalist. “Oh. But you’re not majoring in communications?”
In the days when a university education was a privilege, perhaps there wasn’t the assumption that a degree had to be a springboard directly into a career. Tho days are long gone. Today, a degree is all but a necessity for the job market, one that more than halves your chances of being unemployed. Still, that alone is no guarantee of a job- and yet we're paying more and more for one.
Given tho costs, most of us want to maximize that investment- and that can lead to a
plug-and -play type of approach to higher education. Want to be a journalist? Study journalism, we’re told. A lawyer? Pursue pre-law. Not totally sure? Go into STEM(Science, Technology, Engineer and Maths)—you can become an engineer or an IT expert. And no matter what you do, forget the humanities, such as history, philosophy and languages.
It's true that the humanities come with a higher risk of unemployment, but the risk is slighter than you would imagine. For young people in the U.S., the unemployment rate of tho with humanities degrees is four percent, just a little more than that of engineering degree holders. Lower salaries may not be caud by the degree itlf either. The gender pay gap persists in the humanities, who
graduates are more likely to be female. Is it any wonder then that language teachers tend to make less than engineers?
According to LinkedIn's rearch on the most sought-after job skills by employers for 2019, the ability to communicate and get along with people, to understand what's on other people s minds, and to do full-strength critical analysis were all valued and appreciated. It goes without saying that you can be an excellent communicator and critical thinker without a humanities degree. And any good university education, not just one in English or psychology, should sharpen the abilities further. But few cours of study are quite as heavy on reading, writing, speaking and critical thinking as the humanities- whether that's by debating other students in a minar, writing
