2019年高考英語(yǔ)二輪復(fù)習(xí) 增分篇 專題巧突破 專題四 任務(wù)型閱 專題限時(shí)檢測(cè)（二十五）任務(wù)型閱讀（二）.doc

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2019年高考英語(yǔ)二輪復(fù)習(xí) 增分篇 專題巧突破 專題四 任務(wù)型閱 專題限時(shí)檢測(cè)（二十五）任務(wù)型閱讀（二） (xx·南京、鹽城高三一模) Until about 18 years ago, it was widely assumed that most of brain development occurs in the first few years of life. But recent research on the human brain has shown that many brain regions undergo prolonged development throughout adolescence and beyond in humans. This advancement in knowledge has increased old worries and given rise to new ones. It is hugely worrying that so many teenagers around the world don't have access to education at a time when their brains are still developing and being shaped by the environment. We should also worry about our lack of understanding of how our rapidly changing world is shaping the developing teenage brain. Decades of research on early neurodevelopment suggested that the environment influences brain development. During the first few months or years of life, an animal must be exposed to particular visual or auditory stimuli (聽(tīng)覺(jué)刺激) for the associated brain cells and connections to develop. In this way, neuronal circuitry (神經(jīng)元回路) is shaped according to the environment during “sensitive periods” of brain development. This research has focused mostly on early development of sensory brain regions. What about later development of higher-level brain regions, which are involved in decision-making, control and planning, as well as social understanding and self-awareness? We know these brain regions continue to develop throughout adolescence. However, we have very little knowledge about how environmental factors influence the developing teenage brain. This is something that should concern us. There's a lot of concern about the hours some teenagers spend online and playing video games. But maybe all this worry is misplaced. After all, throughout history humans have worried about the effects of new technologies on the minds of the next generation. When the printing press was invented, there was anxiety about reading corrupting young people's minds, and the same worries were repeated for the invention of radio and television. Maybe we shouldn't be worried at all. It's possible that the developing brains of today's teenagers are going to be the most adaptable, creative, multitasking brains that have ever existed. There is evidence — from adults — that playing video games improves a range of cognitive functions such as divided attention and working memory. Much less is known about how gaming, social networking and so on, influence the developing adolescent brain. We don't know whether the effects of new technologies on the developing brain are positive, negative or neutral. We need to find out. Adolescence is a period of life in which the brain is developing and shapable, and it represents a good opportunity for learning and social development. However, according to UNICEF, 40% of the world's teenagers do not have access to secondary school education. The percentage of teenage girls who have no access to education is much higher, and yet there is strong evidence that the education of girls in developing countries has multiple significant benefits for family health, population growth rates, child mortality rates, HIV rates as well as for women's self-esteem and quality of life. Adolescence represents a time of brain development when teaching and training should be particularly beneficial. I worry about the lost opportunity of denying the world's teenagers access to education. Worrying about the teenage brain Introduction Different from the previous studies, a new one reveals that brain development will (1)________ even in the teenage years and beyond, which (2)________ some worries. Various factors (3) ______ the teenage brain and new worries ·Particular visual or auditory stimuli are a must for animals to (4)________ neuronal circuitry at the early time of life. ·We should be (5)________ about what influence the environment has on the developing teenage brain. ·Humans always face new technologies with a sense of anxiety that young people's minds are (6)________． ·We are supposed to find out what kind of role new technologies play in the (7)________ of the teenage brain. ·Education is of great (8)________ in adolescence when the brain is developing and being shaped. However, it isn't (9)________ to two fifths of the world's teenagers, girls in particular. ·We are expected to be (10)________ of the effects of education on the developing brains. 語(yǔ)篇解讀：本文是一篇說(shuō)明文，介紹了一項(xiàng)新的發(fā)現(xiàn)：人的大腦在青春期及以后會(huì)繼續(xù)發(fā)育、成長(zhǎng)。 1．continue　信息轉(zhuǎn)換題。根據(jù)第一段第二句可知，新的研究發(fā)現(xiàn)大腦的許多區(qū)域在青春期及以后會(huì)繼續(xù)發(fā)育。故填continue。 2．causes　信息轉(zhuǎn)換題。根據(jù)第一段第三句可知，知識(shí)的進(jìn)步引起了人們的擔(dān)心。關(guān)系代詞which指代前面整句話的內(nèi)容，表示單數(shù)概念，所以從句謂語(yǔ)動(dòng)詞用causes。 3．a(chǎn)ffecting/influencing　信息概括題。根據(jù)文章第二至四段的內(nèi)容及表格右欄中的內(nèi)容可知，此處講的是影響青少年大腦發(fā)育的各種因素和新的擔(dān)心。此處用現(xiàn)在分詞作定語(yǔ)修飾名詞factors。 4．shape　信息轉(zhuǎn)換題。根據(jù)第二段第二、三句可知，特別的視覺(jué)或聽(tīng)覺(jué)刺激是動(dòng)物在生命早期形成神經(jīng)元回路的必須條件。故填shape。 5．concerned/worried/anxious　信息轉(zhuǎn)換題。根據(jù)第二段最后兩句可知，我們應(yīng)擔(dān)心環(huán)境對(duì)青少年發(fā)育中的大腦有什么影響。be concerned/worried/anxious about意為“對(duì)……擔(dān)心”。 6．corrupted　信息轉(zhuǎn)換題。根據(jù)第三段第四句可知，面對(duì)新技術(shù)，人們擔(dān)心青少年的大腦被損壞。故填corrupted。 7．development　信息轉(zhuǎn)換題。根據(jù)第三段最后兩句可知，我們應(yīng)該查明新技術(shù)對(duì)青少年大腦的發(fā)育起什么樣的作用。故填development。 8．importance/significance/benefit　信息概括題。根據(jù)第四段前三句內(nèi)容可知，當(dāng)大腦發(fā)育時(shí)，教育是相當(dāng)重要的。介詞of后接名詞，故填importance/significance/benefit。 9．a(chǎn)ccessible/available　信息轉(zhuǎn)換題。根據(jù)第四段中的“However, according to UNICEF, 40% of ... have no access to education is much higher”可知，五分之二的青少年尤其是女孩沒(méi)有機(jī)會(huì)接受教育。此處用access的形容詞accessible或available。 10．a(chǎn)ware/conscious　信息概括題。根據(jù)第四段最后兩句可知，我們應(yīng)該意識(shí)到教育對(duì)發(fā)育中的大腦的影響。be aware/conscious of意為“意識(shí)到……”。 B (xx·無(wú)錫高三一模)The world would have been so much better if we all knew how to say and do the right thing at the right time. However, that is not the case, especially when it es to instilling (逐步培養(yǎng)) proper behavior in kids. Behavior modification (BM) techniques were recently created to help in instilling proper behavior in children as well as adults. Behavior modification refers to establishing various appropriate behaviors in individuals and discouraging those that are not desired. Behavior modification techniques are developed largely according to the principles of operant conditioning by B．F.Skinner, an American behaviorist. These techniques are used in behavior modification treatment that aims to correct and instill appropriate behavior in children. The monly used behavior modification techniques are positive reinforcement (強(qiáng)化), negative reinforcement and punishment. Positive reinforcement refers to reinforcing proper behavior that most desire through the process of rewarding it. This can be done by praising the individual as soon as he performs desired behavior. Negative reinforcement behavioral strategies are based on the removal of a negative consequence or behavior because the desired behavior was performed. For example, not letting a child help in washing dishes because he behaved well at a family gathering is a form of negative reinforcement. Punishment is something we all can relate to. Yes, it is just what it means. However, when put in words, punishment refers to subjecting (使服從于) an individual to a negative condition because of inappropriate behavior. The behavior modification techniques for children are mostly based on positive and negative reinforcement. However, parents should realize that these techniques can't be relied upon totally for child behavior modification. Though the behavior modification techniques lead to quick results, a parent should continuously try to cultivate (培養(yǎng)) in his child the ability to appreciate the reason why such behavior is expected of him. This can be done through effective munication and greater focus on the parent-child relationship. As a parent, don't make the reward a monetary one. Try to make it look more like a privilege than a reward. A parent should also be consistent with his technique and apply it whenever there is a chance so that the child gets a clear idea of what is expected and what is not. Although we talk so much about the role of a parent in bringing positive behavior modification to children, both parents and teachers have equally important roles to play. Teachers play their role through preventive classroom management, teaching skills for solving social problems like alternative thinking, and continuous monitoring of a child's behavior. It is true that there are various behavior modification techniques available for encouraging proper behavior in children. However, there is nothing that can take the place of proper parenting and an affectionate (慈愛(ài)) environment. Techniques for Modifying Behavior (1) ______ of BM Establishing various appropriate behaviors and discouraging undesirable ones, aiming to correct and instill proper behavior in individuals. Types of BM techniques ●Positive reinforcement: Reinforcing (2) ________behavior by means of rewarding it. ●Negative reinforcement: (3) ______ a negative consequence or behavior. ●Punishment: Subjecting an individual to a negative condition (4) ________ to improper behavior. BM techniques for children ●For parents: Realizing these techniques are helpful in leading to quick results, but they are not totally (5) ________. Effective ways ●municating (6) ________ with children and focusing more on the child-parent relationship. ●Making the reward more of a privilege rather than a reward. ●Remembering to (7) ________ to the same technique and apply it whenever there is a chance. ●For teachers: Realizing both parents and teachers have equally important roles. Effective ways ●Playing their role through classroom management designed for the (8) ________ of potential problems. ●Teaching (9) ________ skills needed in our society. ●Monitoring children's behavior continuously. (10) ________ Proper parenting and an affectionate environment play an irreplaceable role in encouraging proper behavior in children. 1．Definition　信息概括題。根據(jù)第二段第一句及表格右欄中的內(nèi)容可知，這里是behavior modification的定義，故填Definition。 2．desired/proper/appropriate　直接信息題。根據(jù)第三段第二句和第三句可知，積極強(qiáng)化指的是通過(guò)給予獎(jiǎng)勵(lì)的方式來(lái)強(qiáng)化想要的或合適的行為。故填desired/proper/appropriate。 3．Removing　信息轉(zhuǎn)換題。根據(jù)第三段中的“Negative reinforcement behavioral strategies are based on the removal of a negative consequence or behavior”可知，負(fù)面強(qiáng)化的行為策略是基于移除負(fù)面后果或行為的，此句中的removal是關(guān)鍵詞匯，故填Removing。 4．due/owing/thanks　信息轉(zhuǎn)換題。根據(jù)第三段中的“because of inappropriate behavior”可知，此處應(yīng)填due/owing/thanks。due/owing/thanks to是固定用法，意為“因?yàn)?，由于”? 5．reliable/dependable　信息轉(zhuǎn)換題。根據(jù)第四段中的“parents should realize that these techniques can't be relied upon totally ... ”可知，父母在矯正孩子的行為時(shí)不能完全依靠這些技巧。故填reliable/dependable。 6．effectively　信息轉(zhuǎn)換題。根據(jù)第四段中的“This can be done through effective munication”可知，父母要與孩子進(jìn)行有效的交流。故填副詞effectively。 7．stick/keep　信息轉(zhuǎn)換題。根據(jù)第四段中的“A parent should also be consistent with his technique and apply it whenever there is a chance”可知，父母應(yīng)該堅(jiān)持使用同樣的方法。stick/keep to意為“堅(jiān)持”。 8．prevention　信息轉(zhuǎn)換題。根據(jù)最后一段中的“Teachers play their role through preventive classroom management”可知，老師通過(guò)預(yù)防課堂問(wèn)題行為來(lái)優(yōu)化課堂管 理。句中的preventive是關(guān)鍵詞匯，再結(jié)合空前的the和空后的of可知應(yīng)填prevention。 9．problem-solving　信息轉(zhuǎn)換題。根據(jù)最后一段中的“teaching skills for solving social problems like alternative thinking”可知，此處指的是教給學(xué)生處理問(wèn)題的技能，故填problem-solving。 10．Conclusion　信息概括題。根據(jù)文章最后一段及右欄的內(nèi)容可知，此處指的是結(jié)論，故填Conclusion。