【文章內(nèi)容簡介】 0。B.They first saw something digital.C.This was the start of a new school year.D.They could get close to smartphone screen.（2）What is the benefit of this twoway interaction? A.It can smile back.B.It can use microphone.C.It can talk any topic for free.D.It can change if necessary.（3）What39。s Ravishankar39。s attitude to Will39。s replacing Human educators soon? A.Optimistic.B.Doubtful.C.Unclear.D.Disapproving.（4）What might be the best title for the passage? A.New Hightech Contributes to EducationB.The World39。s First Digital Teacher Appears in Classroom.C.The World39。s First Digital Teacher, a Help to StudentsD.New Zealand Will Replace Teachers in Classrooms【答案】 （1）A（2）D（3）D（4）B 【解析】【分析】本文是一篇說明文，介紹了一款智能機(jī)器人走進(jìn)小學(xué)課堂，為孩子們講授能源可持續(xù)發(fā)展。 （1）考查細(xì)節(jié)理解。根據(jù)第一段中的“They became the world39。s first kids to be “taught” by a digital teacher”可知，他們成為世界上第一批由智能機(jī)器人老師“教”的孩子。由此可知，特殊之處在于機(jī)器人老師教他們。故選A。 （2）考查細(xì)節(jié)理解。根據(jù)第三段中的“This twoway interaction not only helps attract the students39。 attention, but also allows the program39。s developers to monitor their engagement, and make changes if needed.”即“ 這種雙向互動不僅有助于吸引學(xué)生的注意力，還允許程序的開發(fā)人員監(jiān)視他們的參與度，并在需要時做出更改”，由此可得出，其優(yōu)勢在于需要時，可以做出變化。故選D。 （3）考查推理判斷。根據(jù)最后一段中的“However, regardless of how popular it bees, Will is unlikely to replace human educators any time soon.”可知，Ravishankar認(rèn)為它不會在短期內(nèi)代替人類教育工作者。故選D。 （4）考查主旨大意。根據(jù)第一段中的“While the start of a new school year is always exciting, this year was even more so for some elementary school students in Auckland, New Zealand. They became the world39。s first kids to be “taught” by a digital teacher”可知，從新學(xué)年開始，新西蘭奧克蘭的小學(xué)生將成為世界上第一批被機(jī)器人老師教的孩子。之后文章就此展開，由此可推斷出he World39。s First Digital Teacher Appears in Classroom最符合本文的標(biāo)題。故選B。 【點評】本題考點涉及細(xì)節(jié)理解，推理判斷和主旨大意三個題型的考查，是一篇科教類閱讀，要求考生在捕捉細(xì)節(jié)信息的基礎(chǔ)上，進(jìn)一步根據(jù)上下文的邏輯關(guān)系，進(jìn)行分析，推理，概括和歸納，從而選出正確答案。5．犇犇閱讀理解 Babies have an astonishing talent that adults entirely lose. By the age of one, they can recognise the significant noises around them and group them into a language. When we have lost this capacity as adults, it bees enormously difficult to distinguish between sounds that are glaringly different to a native speaker. It all sounds Greek to us. This is because the range of possible sounds that humans use to convey meaning may be as high as 2,000, but few languages use more than 100 and even then the significant noises－the phonemes (音素) of a language－each cover a range of sounds and so vague distinctions which would change the meaning of a word in other languages. But where do these phonemes e from and why do they shift over time? New research suggests that the apparently arbitrary distribution of some sounds around the world may be partially explained by diet. This is unexpected. We39。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. Hunter gatherer languages very seldom use the sounds known as labiodentals (唇齒音)－those such as f and v－that are made by touching the lower lip with the upper teeth. Only two of the hundreds of Australian aboriginal languages use them, for example. But in cultures that have discovered farming, these consonants (輔音) are much more mon. The argument goes that farmers eat more cooked food and more dairy than hunter gatherers. Either way, they need to chew mush less, and to bite less with their front teeth. So farmers grew up with smaller lower jaws and more of an overbite than their ancestors who had to bite through harder foods. It became easier for them to make the labiodental consonants instead of purely labial (唇音) ones: one example is that f e to take the place of p. Romans said pater but English speakers (unless they39。re Rees－Moggs) say father. Beyond these particular changes, the story highlights the way in which everything distinctively human is both material and spiritual: speech must bine sound and meaning, and the meaning can39。t exist or be transmitted without a real object. But neither can it be reduced to the purely physical, as our inability to understand or even to recognise foreign languages makes clear. The food we eat shapes our jaws, and our jaws in turn shape the sounds of our language. The ease with which we eat probably shapes our thought too, as anyone who has suffered toothache could testify. What we eat may have shaped the sounds of our language, but how we eat changes how we feel and what we use language to express. A family meal is very different from a sandwich at the office desk, even if the calorie is the same. Food has purposes and meanings far beyond keeping us alive and pleasing the Palate (味覺).（1）Compared with adults, babies could more easily . A.create significant noisesB.classify the forms of noisesC.understand the Greek languageD.distinguish meaningful sounds（2）According to the passage, which of the following factors help shape language? A.Lips and teeth.B.Jobs and habits.C.Age and regions.D.Food and thinking.（3）The reason for farmers39。 making sounds of f and v is . A.enjoying more cooked foodsB.biting more with front teethC.constantly chewing harder foodsD.growing up with lager lower jaws（4）By writing this passage, the author intends to reveal . A.jaws help shape our thoughtB.food determines our thoughtC.diet has some influence on languageD.language consists of s