1、 第 - 1 - 页 共 3 页 - 1 - Exercise (建议用时：25 分钟；实际用时： 分钟) 阅读理解 (福建漳州一中 2019 年高三模拟考) Encouraging children to use gestures as they think can help them come up with more creative ideas, according to new research. “Our findings show that children naturally gesture when they think of unusual ways to use ever
2、yday items，” says psychological scientist Elizabeth Kirk. “When we then asked children to move their hands, they were able to come up with even more creative ideas. ” “Gesturing may allow us to explore the properties(特性)of the itemsfor example, how the item could be held, its size, its shape, etc.an
3、d doing so can help us come up with ideas for creative uses，” Kirk explains. In their first study, the researchers compared the creativity of children who spontaneously (自发 地) gestured with those who either did not or could not gesture. A total of 78 children, aged 911, saw a series of images of ord
4、inary items, such as a newspaper, a tin can, and a kettle. The researchers asked the children to look at each image and list as many uses as they could think of. A group of participants completed the task twiceon one version of the task, they wore mittens(连指手套)that limited their ability to gesture.
5、Restricting childrens ability to gesture did not affect their ability to come up with creative uses for the objects; Children who were free to gesture produced about the same number of ideas as those who wore the mittens and could not gesture. In a second experiment, 54 children completed the same a
6、lternativeuses task. In some cases, children gestured normally; in other cases, the researchers encouraged the children to “use your hands to show me how you could use the object in different ways.” The encouragement worked: Children who were specifically encouraged to gesture produced a greater num
7、ber of creative uses for the objects than did the children who were not given any special instruction. “Our findings add to the growing body of evidence showing the significant role of gesture in thinking and have applications to the classroom，” Kirk concluded in their paper. ( )1.What did the resea
8、rchers intend to find out in the first experiment? AThe number of creative ideas the children could think of. BHow the children would explore the properties of the items. CWhether encouraging gesture would help to produce more new ideas. DThe difference between thinking with gestures and without ges
9、tures. ( )2.Why were mittens used in the experiment? ATo restrict gestures. BTo limit creative thinking. 第 - 2 - 页 共 3 页 - 2 - CTo test the ability to gesture. DTo increase creative ideas. ( )3.When did the children think of the most new ideas? AWhen wearing mittens. BWhen encouraged to gesture. CWh
10、en naturally gesturing. DWhen not using their hands. ( )4.What would be the best title for the text? ACommunicate with Gestures BThink with Your Hands CUse Everyday Items Creatively DMake Gestures When Necessary 【语篇解读】这是一篇说明文。文章主要讲了一项最新研究表明，鼓励孩子们按照自己 认为的方式使用手势，可以帮助他们想出更具创意的点子。 1 D 细节理解题。 根据第四段“In th
11、eir first study, the researchers compared the creativity of children who spontaneously gestured with those who either did not or could not gesture.”可知， 研究 人员打算在第一个实验中发现用手势思考和不用手势思考的区别，故选 D。 2A 细节理解题。根据第五段“A group of participants completed the task twice on one version of the task, they wore mittens(
12、连指手套)that limited their ability to gesture.”可知，实验中 使用连指手套是为了限制手势，故选 A。 3B 细节理解题。根据倒数第二段“The encouragement worked: Children who were specifically encouraged to gesture produced a greater number of creative uses for the objects than did the children who were not given any special instruction(这种鼓励起了作用：
13、与没有接受任何 特殊指导的孩子相比，特别鼓励做手势的孩子对这些物品产生了更多的创造性用途)”可知， 当孩子们被鼓励做手势的时候想出的新点子最多，故选 B。 4B 主旨大意题。第一段中的“Encouraging children to use gestures as they think can help them come up with more creative ideas, according to new research.”是全文的主题句，结合全文内 容可知，这篇文章主要讲了一项最新研究表明，鼓励孩子们按照自己认为的方式使用手势， 可以帮助他们想出更具创意的点子。这篇文章最好的题目是
14、用手思考，故选 B。 短文改错 (安徽省六安市毛坦厂中学 2019 年 高三下学期四月月考) 假定英语课上老师要求同桌之间交换修改作文，请你修改你同桌写的以下作文。文中共 有 10 处语言错误，每句中最多有两处。每处错误仅涉及一个单词的增加、删除或修改。 增加：在缺词处加一个漏字符号()，并在其下面写出该加的词。 删除：把多余的词用斜线(划掉。 第 - 3 - 页 共 3 页 - 3 - 修改：在错的词下画一横线，并在该词下面写出修改后的词。 注意：1.每处错误及其修改均仅限一词； 2.只允许修改 10 处，多者(从第 11 处起)不计分。 I went to the supermarket
15、yesterday.While walk around，I noticed a credit card on the floor by chances.I picked it up and waited for an owner.No one comes.Suddenly, a lady with an anxiously look rushed in.So I approached her and asked why she had lost something.She did, her credit card.I asked her name but confirmed that it m
16、atched the card.Then I returned to her.She said she had prayed to her mother, who had passed away recently, to help her find the card.We talked and I introduced for myself, “My name is Claire.” She responded, “My mothers name is Claire either！ ” 【语篇解读】本文是一篇记叙文。作者去超市捡到一张信用卡，最后归还给了一个女孩。 其实这个女孩是为她妈妈找卡的
17、，她妈妈最近已经去世了。 I went to the supermarket yesterday.While walk walking around，I noticed a credit card on the floor by chances chance .I picked it up and waited for an the/its owner.No one comes came .Suddenly, a lady with an anxiously anxious look rushed in.So I approached her and asked why if/whether
18、she had lost something.She did, her credit card.I asked her name but and confirmed that it matched the card.Then I returned it to her.She said she had prayed to her mother, who had passed away recently, to help her find the card.We talked and I introduced for myself, “My name is Claire.” She responded, “My mothers name is Claire either too ！”
