【英语】2020届二轮复习阅读理解之题型重组第12组学案（江苏专用）

【英语】2020届二轮复习阅读理解之题型重组第12组学案（江苏专用）

第十二组 ‎(建议用时：20分钟)‎ Ⅰ.阅读理解 When Stephen Dennis, a retired homebuilder in Bellevue, was raising his two sons in the 1980s, he never heard the phrase “screen time”， nor did he worry much about the hours his kids spent on technology. When he bought an Apple Ⅱ Plus computer, he considered it an investment in their future and encouraged them to use it as much as possible.‎ But things have changed with his grandkids and their social media tools. ‎ ‎“It almost seems like an addiction，” said Mr. Dennis. “In the old days you had a computer and you had a TV and you had a phone but none of them were linked to the outside world but the phone. You didn’t have this omnipresence(无所不在) of technology.”‎ True, the anxieties these days seem particularly severe—as, of course, they always have. Smartphones have a highly customized, 24/7 presence in our lives that feeds parental fears of antisocial behavior and stranger danger.‎ What hasn’t changed, though, is a general parental fear of what kids are doing out of sight. In previous generations, this often meant kids wandering around on their own or slipping out at night to drink. These days, it might mean hiding in their bedroom and chatting with strangers online.‎ Less than a century ago, the radio set off similar fears. “The radio seems to find parents more helpless than did the funnies, the automobile, the movies and other earlier invaders of the home, because it could not be locked out or the children be locked in，” Sidonie Matsner Gruenberg, director of the Child Study Association of America, told The Washington Post in 1931. She added that the biggest worry radio gave parents was how it interfered with other interests—conversation, music practice, group games, and reading. In the early 1930s a group of mothers from Scarsdale, N．Y., pushed radio broadcasters to change programs they thought were too “overstimulating, frightening, and emotionally overpowering” for kids, said Margaret Cassidy, a media historian at Adelphi University in New York.‎ Then television burst into the public consciousness with incomparable speed. By 1955, more than half of all US homes had a blackandwhite set, according to Mitchell Stephens, a media historian at New York University.‎ The_handwringing_started_almost_as_quickly. A 1961 Stanford University study on 6，000 children, 2，000 parents, and 100 teachers found that more than half of the kids studied watched “adult” programs such as crime shows, and shows that featured “emotional problems”. Researchers were shocked at the TV violence present even in children’s programming.‎ By the end of that decade, Congress had authorized $1 million (about $7 million today) to study the effects of TV violence, moving “literally thousands of projects” in the following ‎ years, Professor Cassidy said. That eventually led the American Academy of Pediatrics(AAP) to adopt, in 1984, its first recommendation that parents limit their kids’ exposure to technology. The medical association argued that television sent unrealistic messages around drugs and alcohol, could lead to overweight, and might fuel violence.‎ Video games presented a different challenge. Decades of study have failed to confirm the most widespread fear that violent games encourage violent behavior. But from the moment the games appeared as a cultural force in the early 1980s, parents were anxious about the way kids could lose themselves in games as simple and repetitive as “Space Invaders”. Some cities sought to restrict the spread of arcades(游戏厅); Mesquite, Texas, for instance, insisted that the under17 group need parental monitoring.‎ Initially, the Internet—known as an “information superhighway” that could connect kids to the world’s knowledge—got a similar pass for helping with homework and research. Yet as the Internet began linking people together, often in ways that connected previously lonely people, familiar concerns soon reappeared.‎ ‎1．What’s the author’s purpose in using the example in the first 3 paragraphs?‎ A．To explain the confusion of Dennis.‎ B．To show stable ways of teaching children.‎ C．To reveal the change of parents’ anxieties.‎ D．To introduce the development of technology.‎ ‎2．Why do the anxieties seem so serious nowadays?‎ A．Children go out to drink in pubs at night.‎ B．Children always slip out to meet strangers.‎ C．Children often stay out with friends too late.‎ D．Children are deeply influenced by technology.‎ ‎3．What might be the worry about the radio for parents in the past?‎ A．Listening to the radio everywhere.‎ B．Disturbing people’s daily routine.‎ C．Broadcasting too many sad programs.‎ D．Making children become more selfish.‎ ‎4．The underlined part in Paragraph 8 means ________．‎ A．kids watched too many TV programs B．many anxieties followed very fast C．researchers conducted studies widely D．violent programs appeared constantly ‎5．What challenge did video games present?‎ A．Worries about video games could last long.‎ B．Violence could result from violent games.‎ C．The spread of arcades was out of control.‎ D．Kids could be addicted to video games.‎ ‎6．What does the passage mainly talk about?‎ A．Technology is harmful to the growth of kids.‎ B．Good old days are gone with the technology.‎ C．Concern about technology is a longtime affair.‎ D．Technology is actually like a twoedged sword.‎ Ⅱ.任务型阅读 ‎(2019·扬州中学质检)We all know what makes for good character in soldiers.We’ve seen the movies about heroes who display courage, loyalty and coolness under fire.But what about somebody who sits in front of a keyboard all day? Is it possible to display and cultivate character if you are just an information age office clerk, alone with a memo or your computer? Of course it is.Even if you are alone in your office, you are thinking.Thinking well under an era of information may be a different sort of moral challenge than fighting well under a hail of bullets, but it’s a character challenge nonetheless.In their book, Intellectual Virtues, Robert C．Roberts of Baylor University and W．Jay Wood of Wheaton College list some of the Intellectual virtues.We can all grade ourselves on how good we are at each of them.‎ First, there is courage.The obvious form of intellectual courage is the willingness to hold unpopular views.But the slighter form is knowing how much risk to take in jumping to conclusions.The impulsive thinker takes a few pieces of information and leaps to some faraway theory.The perfectionist, on the other hand, is unwilling to put anything out there except under ideal conditions for fear that he could be wrong.Intellectual courage is selfregulation, Roberts and Wood argue, knowing when to be daring and when to be cautious.The philosopher Thomas Kuhn pointed out that scientists often simply ignore facts that don’t fit with their existing paradigms(范式), but an intellectually courageous person is willing to look at things that are surprisingly hard to look at.‎ Second, there is firmness.You don’t want to be a person who abandons his beliefs at the slightest sign of opposition.On the other hand, you don’t want to hold rigidly to a belief against all evidence.The median point between flaccidity(软弱) and rigidity is the virtue of firmness.The firm believer can build a steady worldview on solid materials but still delight in new information.He can gracefully adjust the strength of his belief to the strength of the evidence.Firmness is a quality of mental alertness.‎ Third, there is modesty, which is not letting your own desire for status get in the way of accuracy.The modest person fights against pride and selfimportance.He’s not writing those ‎ sentences people write to make themselves seem smart; he’s not thinking of himself much at all.The modest researcher doesn’t become arrogant toward his subject, assuming he has mastered it.Such a person is delighted to learn from anyone at any stage in life.‎ Fourth, there is autonomy.You don’t want to be a person who blindly adopts whatever opinion your teacher or some author gives you.On the other hand, you don’t want to reject all guidance from people who know what they are talking about.Autonomy is the median of knowing when to bow to authority and when not to, when to follow a role model and when not to, when to stick to tradition and when not to.‎ Finally, there is generosity.This virtue starts with the willingness to share knowledge and give others credit.But it also means hearing others as they would like to be heard, looking for what each person has to teach and not looking to jump on others for their errors.‎ Montaigne once wrote that “We can be knowledgeable with other men’s knowledge, but we can’t be wise with other men’s wisdom.” That’s because wisdom isn’t a body of information.It’s the moral quality of knowing how to handle your own limitations.Character tests are existing everywhere even in modern everyday life.It’s possible to be heroic if you’re just sitting alone in your office.It just doesn’t make for a good movie.‎ Intellectual Virtues Passage Outline Supporting Details Introduction ‎1.____________ you are not a hero at war and live in peace, you still have chances to display intellectual virtues.‎ Intellectual virtues 2.____________ by the experts ‎·A person with intellectual courage is willing to stick to the views not well 3.____________.　‎ ‎·You should 4.____________ flaccidity and rigidity to possess the virtue of firmness.‎ ‎·In addition to the established steady worldview, you should be 5.____________ to new ideas and adjust your belief flexibly.‎ ‎·Rather than being proud and selfimportant, modest people are 6.____________ on learning from others whenever possible.‎ ‎·Autonomy means you have the ability to make your own decisions about what to do instead of being 7.____________ by someone else or told what to do.‎ ‎·A generous person tends to share knowledge and applaud others in 8.____________ of their achievements.‎ ‎·You should be a good listener and learner instead of finding ‎ ‎9.____________ with others.‎ Summary Only when we know how to 10.____________ with our limitations can we be wise.‎ 第十二组 Ⅰ.阅读理解 ‎【解题导语】　本文是一篇议论文。在20世纪80年代，人们很少担心孩子过度使用电子产品的问题，那时人们甚至鼓励孩子们多使用电脑。而今，电脑、电视、智能手机已经联网，里面的内容未必都适合孩子，家长的担心从未停止。‎ ‎1．C　解析：推理判断题。通读前三段可知，第一段讲了Stephen之前不怎么担心科技会带来坏处，并提倡多使用它们；第二段说明事情发生了改变；第三段介绍了科技带来的负面影响使Stephen开始担心。据此可知，前三段揭示了父辈们对科技从毫不担心到忧心忡忡这一变化。故选C。‎ ‎2．D　解析：细节理解题。根据第三段中的“It almost seems like an addiction”可知，孩子们已经深深地被这些科技产品所影响，沉迷于其中不能自拔。故选D。‎ ‎3．A　解析：推理判断题。根据第六段中的“The radio seems to find parents more helpless than did the funnies, the automobile, the movies and other earlier invaders of the home, because it could not be locked out or the children be locked in”和“the biggest worry radio gave parents...and reading”可知，过去家长对无线电广播的担心是无线电广播“无孔不入”，孩子们可以随时随地收听。故选A。‎ ‎4．B　解析：句意理解题。根据第七段中的“Then television burst into the public consciousness with incomparable speed.”可知，电视快速进入大众视野；根据第八段中的“A 1961 Stanford University study on 6，000 children, 2，000 parents, and 100 teachers found that more than half of the kids studied watched ‘adult’ programs such as crime shows, and shows that featured ‘emotional problems’．”可知，1961年斯坦福大学对6 000名儿童、2 000名家长和100名教师进行的一项研究发现，被研究的儿童中有一半以上观看了“成人”节目，如犯罪类节目和以“情感问题”为特色的节目。结合上文无线电广播风靡引起家长的担忧可推知，电视进入大众视野后也引起了家长的担忧。据此可以判断，画线句表示人们开始对电视节目越来越担心。故选B。‎ ‎5．D　解析：细节理解题。根据倒数第二段中的“But from the moment the games appeared as a cultural force in the early 1980s, parents were anxious about the way kids could lose themselves in games as simple and repetitive as ‘Space Invaders’．”可知，从20世纪80年代早期游戏作为一种文化力量出现的那一刻起，家长们就开始担心孩子们会在像“Space Invaders”这样简单重复的游戏中迷失自我；据此可知，家长们担心孩子们沉迷于电子游戏。故选D。‎ ‎6．C　解析：主旨大意题。通读全文可知，‎ 本文主要介绍了不同时期人们对不同科技或电子产品的担忧，据此可知，对于科技产品的担忧是长期的事情，故C项最能概括文意。‎ Ⅱ.任务型阅读 ‎1．Though/Although/While　2.listed　3.received/accepted ‎4．balance　5.open　6.keen/bent　7.influenced　8.recognition ‎9．fault　10.deal/cope