江苏省南京市2019届高三英语三模考试试题(含解析)

41. Compared with adults, babies could more easily . A. create significant noises C. understand the Greek language

B. classify the forms of noises D. distinguish meaningful sounds

42. According to the passage, which of the following factors help shape language? A. Lips and teeth. C. Age and regions.

B. Jobs and habits. D. Food and thinking.

43. The reason for farmers' making sounds of “f” and “v” is . A. enjoying more cooked foods C. constantly chewing harder foods

B. biting more with front teeth D. growing up with lager lower jaws

44. By writing this passage, the author intends to reveal . A. jaws help shape our thought B. food determines our thought C. diet has some influence on language D. language consists of sound and meaning 【答案】41. D 42. D 43. A 44. C 【解析】

这是一篇说明文。主要叙述了人们一直以来认为语言是思想的产物，但是有新的研究表明饮食对于语言也会产生一些影响。且以f和v的发音为例，揭示了农民们发“f”和“v”音的原因是他们喜欢吃更多的熟食。同时这也强调了人类特有的一切都是物质和精神的结合:语言必须把声音和意义结合起来，没有真实的物体，意义就不可能存在或传播。 41题详解】

细节理解题。根据第一段第二句By the age of one, they can recognize the significant noises around them and group them into a language.可知一岁的婴儿和成人相比更能识别出周围的重要声音，故选D。 【42题详解】

细节理解题。第二段第二句New research suggests that the apparently arbitrary distribution of some sounds around the world may be partially explained by diet.可知某些声音在世界范围内的任意分布，部分可以用饮食来解释。本段提到sound和diet是有关系的,也就是food食物；另外也和思考有关the product of thought,本段最后说到和两者都有关系。因此答案选择D。

【43题详解】

细节理解题。根据第三段The argument goes that famers eat more cooked food and more dairy than hunter gatherers.可知农民比狩猎采集者吃更多的熟食和奶制品，即农民们发“f”和“v”音的原因是他们喜欢吃更多的熟食。故选A。 【44题详解】

主旨大意题。根据第二段We’d rather think of language as product of our thought, rather than of the arrangement of our teeth. In reality, though, any given language must be both.可知任何一种语言的诞生都必须同时具备思想和饮食这两种因素的影响。以及文章内容可知叙述的都是日常饮食和发音对语言的影响，故选C。

D

British children used to play conkers (板栗游戏) in the autumn when the horse-chestnut trees started to drop their shiny brown nuts. They would select a suitable chestnut, drill a hole in it and thread it onto a string, then swing their conker at that of an opponent until one of them broke. But the game has fallen out of favour. Children spend less time outdoors and rarely have access to chestnut trees. Besides, many schools have banned conkers games, worried that they might cause injuries or nut allergies.

That sort of risk-averseness(规避风险) now spreads through every aspect of childhood. Playgrounds have all the excitement designed out of them to make them safe. Many governments, particularly in societies such as America, have tightened up their rules, requiring parents to supervise(监管) young children far more closely than in the past. Frank Furedi of the University of Kent, a critic on modern parenting, argues that allowing children to play unsupervised or leaving them at home alone is increasingly described as a symptom of irresponsible parenting.

In part, such increased caution is a response to the huge wave of changes. Large-scale urbanization, smaller and more mobile families, the move of women into the labor market and the digitization of many aspects of life have unavoidably changed the way that people bring up their children. There is little chance that any of these trends will be changed, so today's more intensive(精细化的) parenting style is likely

to go on.

Such parenting practices now embraced by wealthy parents in many parts of the rich world, particularly in America, go far beyond an adjustment to changes in external conditions. They mean a strong bid to ensure that the advantages enjoyed by the parents’ generation are passed on to their children. Since success in life now turns mainly on education, such parents will do their best to provide their children with the schooling, the character training and the social skills that will secure access to the best universities and later the most attractive jobs.

To some extent that has always been the case. But there are more such parents now, and they are competing with each other for what economists call positional goods. This competition starts even before the children are born. The wealthy classes will take their time to select a suitable spouse and get married, and will start a family only when they feel ready for it.

Children from less advantaged backgrounds, by contrast, often appear before their parents are ready for them. In America 60% of births to single women under 30 are unplanned, and over 40% of children are born outside marriage. The result, certainly in America, has been to widen already massive social inequalities yet further.

All the evidence suggests that children from poorer backgrounds are at a disadvantage almost as soon as they are born. By the age of five or six they are far less “school-ready” than their better-off peers, so any attempts to help them catch up have to start long before they get to school. America has had some success with various schemes involving regular home visits by nurses or social workers to low-income families with new babies. It also has long experience with programmes for young children from poor families that combine support for parents with good-quality child care. Such programmes do seem to make a difference. Without extra effort, children from low-income families in most countries are much less likely than their better-off peers to attend preschool education, even though they are more likely to benefit from it. And data from the OECD’s PISA programme suggest that children need at least two years of preschool education to perform at their best when they are 15.

So the most promising way to ensure greater equality may be to make early-years

education and care for more widely available and more affordable, as it is in the Nordics. Some governments are already rethinking their educational priorities, shifting some of their spending to the early years.

Most rich countries decided more than a century ago that free, compulsory education for all children was a worthwhile investment for society. There is now an argument for starting preschool education earlier, as some countries have already done. In the face of crushing new inequalities, a modern version of that approach is worth trying.

45. What can we learn from the first two paragraphs? A. More attention is placed on children’s safety. B. More and more parents are becoming irresponsible. C. Children are no longer interested in outdoor activities. D. Parents are advised to spend more time with their children. 46. Which of the following about intensive parenting style is TRUE? A. Chances are that this style could be changed. B. Financial pressure forces parents to be stricter. C. Rich families adopt such style to keep their advantages. D. Such style is largely influenced by the size of the family. 47. What does the underlined sentence imply?

A. Economists offer practical advice to guide parenting. B. A happy marriage secures children’s social positions. C. Unfair division of social resources drives parents mad. D. Parents are struggling for their children’s edge over peers.

48. Which is the proper measure to narrow the gap between the rich and the poor? A. Parents are persuaded to give birth to babies in their later years. B. Funds are provided for poor children after they are admitted to school. C. New babies in low-income families are sent to nurses or social workers. D. Children from low-income families are ensured to receive early education. 49. What’s the author’s attitude towards investment in pre-school education? A. Supportive

B. Disapproving