【正文】 60。D.To overe loneliness.（4）What can we know about World Read Aloud Day from Paragraph 5? A.Its origin.B.Its future.C.Its purpose.D.Its development.（5）What can we infer from the last paragraph? A.Sticking to reading isn39。t easy.B.Reading gives a high rate of return.C.Reading aloud isn39。t actually simple.D.Kids should try to change the world.【答案】 （1）A（2）B（3）A（4）D（5）B 【解析】【分析】短文大意：本文主要介紹了大聲閱讀對孩子們的巨大影響，以及World Read Aloud Day的開端以及后來的發(fā)展。 （1）細節(jié)理解題。根據(jù)第一段最后兩句I remember as if it were yesterday, hearing her voice at my side on a cold wintry night. My mother39。s voice changed my world. 可知父母親大聲朗讀改變了作者的一生。故A項正確。 （2）推理判斷題。根據(jù)第三段第一句Years later, I was reading aloud a picture book to a small child in a classroom. 可知作者是在教室里向一個小孩大聲朗讀一本圖畫書。通常只有老師才會這樣做，由此可知作者最可能是一位老師。故B項正確。 （3）推理判斷題。根據(jù)第四段第一句What he said was this: Mrs. Allyn, let39。s make sure everyone knows how good this feels. Let39。s have a holiday for the read aloud可知小男孩的主意是出去度假來宣傳read loudly的好處。故A項正確。 （4）推理判斷題。根據(jù)本段第一句Since the day he shared that good idea with us, World Read Aloud Day has bee a worldwide event reaching over one million people in more than 65 countries around the world可知本段主要介紹了World Read Aloud Day的開始以及后來的發(fā)展。故D項正確。 （5）推理判斷題。根據(jù)本文最后一句And the impact is huge. 可知大聲閱讀對孩子們未來的發(fā)展影響很大。故B項正確。 【點評】查閱讀理解。本文涉及細節(jié)題、推斷題兩種?？碱}型，細節(jié)題要注意從文中尋找答案；推斷題需要聯(lián)系上下文，推斷出需要的信息。7．閱讀理解 Like many other people who speak more than one language, I often have the sense that I39。m a slightly different person in each of my languages173。more confident in English, more relaxed in French, more emotional in Czech. Is it possible that, along with these differences, my moral pass (指南針) also points in somewhat different directions depending on the language I39。m using at the time? Psychologists who study moral judgments have bee very interested in this question. The findings of several recent studies suggest that when people are faced with moral dilemmas (困境), they do indeed respond differently when considering them in a foreign language than when using their native tongue. In a 2014 paper led by Albert Costa volunteers were presented with a moral dilemma known as the trolley problem: imagine that a runaway trolley is moving quickly toward a group of five people standing on the tracks, unable to move. You are next to a switch that can move the trolley to a different set of tracks, therefore sparing the five people, but resulting in the death of one who is standing on the side tracks. Do you pull the switch? Most people agree that they would. But what if the only way to stop the trolley is by pushing a large stranger off a footbridge into its path? People tend to be very hesitant to say they would do this, even though in both situations, one person is sacrificed to save five. But Costa and his colleagues found that presenting the dilemma in a language that volunteers had learned as a foreign tongue dramatically increased their stated willingness to push the sacrificial person off the footbridge, from fewer than 20% of respondents working in their native language to about 50% of those using the foreign one. Why does it matter whether we judge morality in our native language or a foreign one? According to one explanation, such judgments involve two separate and peting ways of thinking173。one of these, a quick, natural feeling, and the other, careful deliberation about the greatest good for the greatest number. When we use a foreign language, we unconsciously sink into the more careful way simply because the effort of operating in our nonnative language signals our cognitive (認知的) system to prepare for difficult activity. An alternative explanation is that differences arise between native and foreign tongues because our childhood languages are filled with greater emotions than are those learned in more academic settings. As a result, moral judgments made in a foreign language are less filled with the emotional reactions that surface when we use a language learned in childhood. There39。s strong evidence that memory connects a language with the experiences and interactions through which that language was learned. For example, people who are bilingual (雙語的) are more likely to recall an experience if reminded in the language in which that event occurred. Our childhood languages, learned in the middle of passionate emotion, bee filled with deep feeling. By parison, languages acquired late in life, especially if they are learned through limited interactions in the classroom or dully delivered over puter screens and headphones, enter our minds lacking the emotionality that is present for their native speakers.（1）What does this question in Paragraph 2 refer to? A.What contributes to one39。s language improvements?B.Is it necessary to learn more than one foreign language?C.Does the language one uses influence one39。s moral judgments?D.How do people deal with moral dilemmas in a foreign language?（2）When the trolley problem was presented in a foreign language, volunteers were more likely to . A.care less about the five peopleB.pull the switch to the side tracksC.remain hesitant about what to doD.sacrifice the stranger on the footbridge（3）The underlined word in Paragraph 5 is closest in meaning to . A.considerationB.guidanceC.selectionD.arrangement（4）What can we learn from the last two paragraphs? people are less emotional than others. language learning involves greater emotions.