任务型阅读专题
江苏省南京盐城市 2020 届高三英语下学期第一次模拟考试试题
第四部分 任务型阅读(共 10 小题；每小题 1 分，满分 10 分)
请认真阅读下列短文，并根据所读内容在文章后表格中的空格里填入一个最恰当的单词。
This is a stranger truth that anyone older than 25 will already know: as life goes on, time seems to
speed up. Think back to childhood when holidays seemed to last forever and you attended a school for
what felt like decades. Now consider last year, by contrast, and it probably raced by. As those in their
30s and 40s will know, the effect gets worse with age—and, for people in their 70s, a year can flash by
in what seems like days. “Where did the time go?” we wonder.
One study found that if you’re 40, assuming you live to be 80, your life, in terms of your
subjective experience of time, is already 70 percent gone. It’s all rather terrifying. Fortunately, though,
you have the power to change things.
The best explanation is that memories seem longer when our brains have to process more
information. Childhood and young adulthood are full of novelty—the first time you rode a bike, had a
romance, go job—but, as we get older, things get more routine. You can test this out by recalling a
recent experience of novelty in your life, such as travel. A few years back, I went skiing for the first
time, and that four-day trip still feels “long”. But a four-day period in my ordinary life zooms by too
quickly for me to notice.
One solution, then, is obvious: do lots of new stuff. Travel more, if you can, and to unfamiliar
places. Try new hobbies and meet new people—you’ll be taxing your brain, and the result will be a
life that feels longer, more expansive and meaningful. But smaller changes work, too: even altering the
route you take to the office, reading different kinds of novels or varying where you buy your sandwich
at lunchtime will have some impact.
But novelty can only go so far. Besides, a fulfilling life requires routine: you can’t build deep
relationships, or rise through the ranks at work if you’re always switching friends or jobs or even
spouses. That’s why the Buddhist teacher Shinzen Young suggests an additional strategy: learn to
meditate(冥想). Even a few minutes a day will enhance your concentration, and the better you get at
concentrating, the more information your brain will take in during any experience, no matter how
boring.
You’ll be making your whole life a little more novel. You’ll be more present and time will pass
less quickly; in effect, you’ll extend your life—without magic pills or groundbreaking medical
technology.
Title: How to stop time speeding up
Passage outline Supporting details
A truth familiar to ___71___
●Everything seemed to last longer in our childhood,
___72___ holidays.
●With people ___73___, the worsening effect makes them
believe time goes faster and faster.
Findings of a previous study
There exists an explicit gap between our real age and our
___74___ understanding of how old we are.
The best explanation ___75___ something fresh can make our memories last.
Two possible ___76___ on
handling the problem
●Doing new stuff ___77___ much effort of our brain,
causing a seemingly longer and more meaningful life.
●Making minor changes is also an ___78___ way to create
longer feelings.
●Meditation helps people concentrate on routine and
___79___ more information from boring experiences.
Conclusion
Even without medication, people can live a more novel
life and experiencing slow flow of time actually
______80______ their life.
【答案】71. adults
72. including
73. aging/ageing
74. subjective
75. Trying 76. tips/suggestions
77. requires/demands/needs
78. effective
79. absorb 80. extends
【解析】
本文为一篇说明文。说明了人随着年龄的增长，感觉时间加快的原因以及处理此问题的方法。
【71 题详解】
考查归纳理解，提取信息的能力。根据第一段“This is a stranger truth that anyone older than 25 will
already know: as life goes on, time seems to speed up.” 这是一个任何超过 25 岁的人都知道的奇怪
的事实:随着生活的继续，时间似乎在加速。所以这是成年人熟悉的事实。故填 adults。
【72 题详解】
考查归纳理解，提取信息的能力。根据第一段“Think back to childhood when holidays seemed to last
forever” 回想一下你的童年，那时假期似乎永远都过不完。所以童年的一切看起来都延续更久，
包括假期在内。故填 including。
【73 题详解】
考查归纳理解，提取信息的能力。根据第一段“As those in their 30s and 40s will know, the effect
gets worse with age---and, for people in their 70s, a year can flash by in what seems like days. ” 30 多
岁和 40 多岁的人都知道，随着年龄的增长，这种影响会越来越严重——对于 70 多岁的人来说，
一年就像几天一样转瞬即逝。所以随着人们年龄的增长，这种影响会越来越严重。故填
aging/ageing。
【74 题详解】
考查归纳理解，提取信息的能力。根据第二段“One study found that if you’re 40, assuming you live
to be 80, your life, in terms of your subjective experience of time, is already 70 percent gone.” 一项研
究发现，如果你 40 岁，假设你活到 80 岁，你的生活，就你对时间的主观体验而言，已经消失
了 70%。。所以人们的实际年龄和主观的年龄认知有很清晰的界限。故填 subjective。
【75 题详解】
考查归纳理解，提取信息的能力。根据第四段“Try new hobbies and meet new people---you’ll be
taxing your brain, and the result will be a life that feels longer, more expansive and meaningful.” 尝试
新的爱好，结识新的朋友——你会消耗你的脑力，结果是你的生活感觉更长久，更广阔，更有
意义。所以尝试新事物可以使得我们的记忆持续。原词重现，这里注意动名词 ing 形式。故填
Trying。
【76 题详解】
考查归纳理解，提取信息的能力。第四段就是在针对上文的情况提出建议，注意题干的 on。故
填 tips/suggestions。
【77 题详解】
考查归纳理解，提取信息的能力。根据第四段“Try new hobbies and meet new people---you’ll be
taxing your brain, and the result will be a life that feels longer, more expansive and meaningful.” 尝试
新的爱好，结识新的朋友——你会消耗你的脑力，结果是你的生活感觉更长久，更广阔，更有
意义。尝试新事物可以使得我们的记忆持续。所以尝试新事物锻炼大脑，新事物要求大脑更努
力，会让人觉得生命的意义和珍贵。故填 requires/demands/needs。
78 题详解】
考查归纳理解，提取信息的能力。根据第四段“But smaller changes work, too: even altering the route
you take to the office, reading different kinds of novels or varying where you buy your sandwich at
lunchtime will have some impact.” 但较小的改变也有作用:甚至改变你去办公室的路线，阅读不
同种类的小说，或者改变你在午餐时间买三明治的地方，都会有一定的影响。所以即使是改变
很微小的事情也是有影响的，impact 在这里指积极的影响。故填 effective。
【79 题详解】
考查归纳理解，提取信息的能力。根据第五段“Even a few minutes a day will enhance your
concentration, and the better you get at concentrating, the more information your brain will take in
during any experience, no matter how boring.” 即使一天几分钟也能提高你的注意力，而且你越能
集中注意力，你的大脑在任何经历中都会吸收更多的信息，不管多么无聊 。所以集中注意力可
以吸收更多的信息。take in 在这里就是“吸收”的意思。故填 absorb。
【80 题详解】
考查归纳理解，提取信息的能力。根据最后一段“in effect, you’ll extend your life----without magic
pills or groundbreaking medical technology.” 实际上，你将延长你的生命——没有神奇的药丸或突
破性的医疗技术。所以人们会使得人生延长扩展，原词重现。故填 extends。
江苏南京市、盐城市 2019 届高三上学期第一次模拟考试英语试题
第四部分 任务型阅读（共 10 小题；每小题 1 分，满分 10 分）
请认真阅读下列短文，并根据所读内容在文章后表格中的空格里填入一个．．最恰当的单词。
注意：请将答案写在答题卡上相应题号的横线上。每个空格只填 1 个单词。
As the concept of emotional intelligence (EI) has gone global, we’ve watched professionals fail
as they try to improve their emotional intelligence because they either don’t know where to focus their
efforts or they haven’t understood how to improve these skills on a practical level. In our work
consulting with companies and coaching leaders, we have found that if you’re looking to develop
particular EI strengths, it helps to consider areas for improvement others have identified along with the
goals you want to achieve—and then to actively build habits in those areas rather than simply relying
on understanding them conceptually.
The first step is to get a sense of how your self-perception (how you see yourself) differs from
your reputation (how others see you).
This is especially true for the development of emotional intelligence because we can be blind to
how we express and read the emotional components of our interactions. For example, most of us think
that we’re good listeners, but very often that’s really not the case. Without this external reality check, it
will be difficult for you to identify the ways that your actions affect your performance. Getting
feedback from others can also provide proof of the necessity of shifting our behavior and motivation to
do so.
To give you the best sense of where the differences lie between your self-perception and
reputation, you should use a 360-degree feedback assessment that takes into account the multiple
facets of EI. The key is to find one that guarantees confidentiality to those giving you feedback and
that is focused on development and not on performance assessment.
Secondly, when you get your feedback from an assessment, let that inform what you want to
improve. But also consider what your goals are. When it comes to cultivating strengths in emotional
intelligence, you’re at a huge disadvantage if you’re only interested because others said you should be.
Your emotional intelligence is so tied up in your sense of self that being intrinsically ( 内 在 地 )
motivated to make the effort matters more when changing longstanding habits than it does when
simply learning a skill.
That means the areas that you choose to actively work on should lie at the intersection of the
feedback you’ve gotten and the areas that are most important to your own aspirations ( 渴 望 ).
Understanding the impacts of your current EI habits relative to your goals will keep you going over
the long haul as you do the work of strengthening your emotional intelligence.
Once you’ve determined which EI skills you want to focus on, identify specific actions that you’ll
take. If you’re working on becoming a better listener, for example, you might decide that when you’re
conversing with someone you’ll take the time to pause, listen to what they have to say, and check that
you understand before you reply. Keep it specific. You should also take every naturally occurring
opportunity to practice the skill you’re developing, no matter how small.
By starting to change your routine reactions, you’ll be well on your way to figuring out the old
habits tha t aren’t serving you well and transforming them into new, improved ones that do.
Passage outline Supporting details
Introduction
Though globally acknowledged, EI still (71) ▲ professionals, for they
aren’t aware how to improve it.
Approaches to
strengthening EI
Spot the (72)
▲ between
self-perception
and reputation
●With external reality check, we are (73) ▲ of
understanding our interactions accurately.
●We are (74) ▲ to change our behavior by getting an
outside feedback.
●We are expected to (75) ▲ how self-perception
differs from reputation in all aspects.
Find out what
(76) ▲ to
us
●We should clearly (77) ▲ our goals and focus our
effort on improving ourselves instead of just learning a
skill.
●(78) ▲ the outside feedback with our goals can give
us support on the way to strengthening our EI.
Identify what
changes we will
make
Be (79) ▲ about the actions and take advantage of
every possible opportunity to practice EI skills.
Summary
(80) ▲ useless old habits and develop new ones in areas for improvement
others have identified with your own goals to strengthen your EI.
第四部分 任务型阅读 (共 10 小题；每小题 1 分，满分 10 分)
71. confuses/puzzles 72. differences 73. capable 74. motivated 75. assess
76. matters/counts 77. recognize/know/identify 78. Combining
79. specific/clear/explicit 80. Remove/Abandon/Quit
江苏省南京市、盐城市 2018 届高三第一次模拟考试英语试题
第四部分 任务型阅读（共 10 小题，每小题 1 分，满分 10 分）
请认真阅读下列短文，并根据所读内容在文章后表格中的空格里填入一个最恰当的单词。
注意：请将答案写在答题卡相应题号的横线上，每个空格只填一个单词。
Everything we do involves risk. In our professional lives, trying to avoid risk is itself a risk: work
too cautiously, and we risk missing the chance to grow and shine, and our careers may suffer for it.
We cannot avoid risk yet we often avoid thinking about it. That is a shame, because if we think
strategically about risk, we can use it to increase our chances of coming through difficult situations
with our goals intact. Rather than pretending risk doesn’t exist, why not learn to manage it to our own
benefit?[来源:学.科.网]
The first step: Acknowledge the risks your projects face. Start by writing a list of the things that
can go wrong. That may sound gloomy, but it’s essential. Your list need to be very thorough, and
probably never can be. But try to identify common risks-like the departure of a key colleague for a
new job or the failure of a new technique upon which your project depends. The types of risks you
identify will depend on the specifics of your work.
Once you have a list of risks, evaluate each one in two scales:
• Likelihood. Force yourself to honestly assess how likely each risk is.
• Impact. Then think about how much damage could occur under each situation.
Now it’s time to draft a second, more-detailed list. Go back through your initial list and consider
how you might make each potential negative outcome less likely to occur, and also how you might
minimize the damage to your project if one does happen. In project-management term, this step is
known as risk mitigation. A mitigation is anything that makes a risk less likely to spoil your overall
goal.
Once you have drafted your list of mitigations, the final step is to go down that list and think
about which ones are “worth it”. Look at all the information you’ve gathered about your risks and
mitigations, and make a call about what it makes sense to do. You probably have more intuition in this
area than you realize, because most of us instinctively do risk-mitigation calculations in the nonwork
areas of our lives. For instance, every time you decide whether or not to buy a guarantee on a new
electronic toy, you’re doing this calculation in your head.
You have probably been intuitively doing some sort of risk analysis in your work life, too.
Moving to a more explicit analysis (but one that is more qualitative than quantitative-unless you like to
play with numbers) can encourage you to acknowledge when you’re making overly optimistic
assumptions. And this gives you a better chance to make plans that will withstand the failure of at least
a couple of those assumptions.
Bringing your risk analysis out from the field of intuition can also help you overcome a tendency
to overly ignore risk. It is easier to go ahead and take a big risk when you know that you have
mitigations in place and a backup plan if things go wrong.
Thinking about risk can be a big scary, but really, ignoring risk is the riskiest behavior of all.
Don’t Avoid Risk-Manage It
Passage outline Supporting details
Introduction
• Risk is 71. whatever we do.
• Risk is beneficial to us if we cope with it in a 72. way.
Steps to manage risks
• Admit the risks and make a list of 73. errors. While evaluating them,
make 74. for likelihood and impact.
• Consider how to avoid the negative outcome to the greatest 75. and
prevent your project from being 76. should it happen.
• Take advantage of your intuition to decide which risks 77. your effort by
analyzing all the available information.
78. of risk analysis
79. are that you will make more realistic assumptions. Meanwhile, a
backup plan will be made for you to 80. up to failure.
71. unavoidable/inevitable 72. strategic 73. potential/possible 74. allowance(s) 75. degree/extent
76. damaged/spoiled 77. deserve 78. Benefits/Advantages 79. Chances 80. face/stand
江苏省南京市盐城市 2017 届高三英语第一次模拟考试试题
第四部分 任务型阅读(共 10 小题；每小题 1 分，满分 10 分)
请认真阅读下列短文，并根据所读内容在文章后表格中的空格里填入一个．．最恰当的单词。
注意：请将答案写在答题卡上相应题号的横线上。每个空格只填 1 个单词。
Until about 18 years ago, it was widely assumed that most of brain development occurs in the
first few years of life. But recent research on the human brain has shown that many brain regions
undergo prolonged development throughout adolescence and beyond in humans. This advancement in
knowledge has increased old worries and given rise to new ones. It is hugely worrying that so many
teenagers around the world don’t have access to education at a time when their brains are still
developing and being shaped by the environment. We should also worry about our lack of
understanding of how our rapidly changing world is shaping the developing teenage brain.
Decades of research on early neurodevelopment suggested that the environment influences brain
development. During the first few months or years of life, an animal must be exposed to particular
visual or auditory stimuli (听觉刺激) for the associated brain cells and connections to develop. In this
way, neuronal circuitry ( 神 经 元 回 路 ) is shaped according to the environment during ‘sensitive
periods’ of brain development. This research has focused mostly on early development of sensory
brain regions. What about later development of higher-level brain regions, which are involved in
decision-making, control and planning, as well as social understanding and self-awareness? We know
these brain regions continue to develop throughout adolescence. However, we have very little
knowledge about how environmental factors influence the developing teenage brain. This is something
that should concern us.
There’s a lot of concern about the hours some teenagers spend online and playing video games.
But maybe all this worry is misplaced. After all, throughout history humans have worried about the
effects of new technologies on the minds of the next generation. When the printing press was invented,
there was anxiety about reading corrupting young people’s minds, and the same worries were repeated
for the invention of radio and television. Maybe we shouldn’t be worried at all. It’s possible that the
developing brains of today’s teenagers are going to be the most adaptable, creative, multi-tasking
brains that have ever existed. There is evidence—from adults—that playing video games improves a
range of cognitive functions such as divided attention and working memory. Much less is known about
how gaming, social networking and so on, influence the developing adolescent brain. We don’t know
whether the effects of new technologies on the developing brain are positive, negative or neutral. We
need to find out.
Adolescence is a period of life in which the brain is developing and shapable, and it represents a
good opportunity for learning and social development. However, according to UNICEF, 40% of the
world’s teenagers do not have access to secondary school education. The percentage of teenage girls
who have no access to education is much higher, and yet there is strong evidence that the education of
girls in developing countries has multiple significant benefits for family health, population growth
rates, child mortality rates, HIV rates as well as for women’s self-esteem and quality of life.
Adolescence represents a time of brain development when teaching and training should be particularly
beneficial. I worry about the lost opportunity of denying the world’s teenagers access to education.
Worrying about the teenage brain
Introduction
Different from the previous researches, a new one reveals that brain
development will(71)▲even in the teenage years and beyond, which
(72)▲some worries.
Various factors
(73)▲the
teenage brain
and new worries
●Particular visual or auditory stimuli are a must for animals to (74)▲
neuronalcircuitry at the early time of life.
●We should be (75)▲about what influencethe environment has on the
developing teenage brain.
●Humans always face new technologies with a sense of anxiety that young
people’s minds are (76)▲.
●We are supposed to find out what kind of role new technologies play in the
(77)▲ of the teenage brain.
●Education is of great(78)▲ in adolescence when the brain is developing
and being shaped. However, it isn’t (79)▲to two fifths of the world’s
teenagers, girls in particular.
●We are expected to be(80)▲of the effects of education on the developing brains.
71. continue 72. causes 73. affecting/influencing 74. shape
75. concerned/worried/anxious 76. corrupted 77. development
78. importance/significance/benefit 79. accessible/available
80. aware/conscious
江苏省南京盐城市 2016 届高三英语第一次模拟考试试题
第四部分 任务型阅读(共 10 小题；每小题 1 分，满分 10 分)
请认真阅读下列短文，并根据所读内容在文章后表格中的空格里填入一个．．最恰当的单词。
注意：请将答案写在答题卡上相应题号的横线上。每个空格只填 1 个单词。
Glad to be grey
The recession ( 经 济 衰 退 ) of 2008-09 was remarkable in rich countries for its intensity, the
subsequent recovery for its weakness. The labour market has also broken the rules, as new research
from the OECD, shows in its annual Employment Outlook.
Young people always suffer in recessions. Employers stop hiring them; and they often get rid of
new employees because they are easier to sack. But in previous periods, such as the recessions of the
1970s, 1980s and 1990s, older workers were also dismissed. This time is different. During the
financial crisis in 2008, and since, they have done better than other age groups.
The researchers focus on movements in “non-employment” as a share of the total population in
three age groups between the final quarters of 2007 and 2012. This measure has the advantage of
including not just unemployment, where people are looking for work, but also inactivity, where people
are not seeking jobs. Whereas the average non-employment rate in the OECD has risen by four
percentage points among young people and by one-and-a-half points among 25- to 54-year-olds, it has
fallen by two points among the 55-64 age group.
Why have older employees done so well? In some southern European countries they benefit from
job protection not afforded to younger workers, but that did not really help them in past recessions.
What has changed, says Stefano Scarpetta, head of the OECD’s employment directorate, is that firms
now bear the full costs of getting rid of older staff. In the past early-retirement schemes provided by
governments (in the mistaken belief that these would help young people) made it cheaper to push
grey-haired workers out of the door. These have largely stopped.
Job losses among older workers have also been balanced by falls in inactivity, reflecting
employment presssure that were already apparent before the crisis. Older workers are healthier than
they used to be and work is less physically demanding. They are also more attractive to employers
than former generations.
Today’s 55- to 64-year-olds are the advance group of the post-war baby-boomers who benefited
from better education than their predecessors. Older workers now have a stronger motivation to stay in
employment because of the impact of the crisis on wealth.
Many will argue that older workers have done better at the expense of the young. That view is
wrongheaded. First, it is a mistaken belief that a job gained for one person is a job lost for another;
there is no fixed “lump of labour”. And second, as the report shows, young and old people are by and
large not substitutes in the workplace. They do different types of work in different types of occupation:
younger people are attracted to IT firms, for example, whereas older folk tend to be employed in more
traditional industries. There are plenty of things that should be done to help the young jobless, but
shunting older workers out of the workplace is not one of them.
Passage outline Supporting details
The result of the
research from the
OECD
Since the 2008-09 recession, the labour market has witnessed a new
change, where older workers have an (71) ▲ over young people
in employment.
(72) ▲ for
being glad to be grey
●Some countries (73) ▲ job protection for older employees,
which young people can’t enjoy. If an old employee is fired, he will be
(74) ▲ for the loss by the company.
●Due to the obvious forces before the crisis, older employees are more
(75) ▲ in seeking for jobs.
●They are in better (76) ▲ and work requires less from their
physical strength as well.
●Better (77) ▲ than their predecessors becomes one of their
strengths.
●Older workers are now highly (78) ▲ to have a paid job by the
impact of the crisis on wealth.
Summary
It’s a ridiculous idea that older workers have (79) ▲ the young of
their employment chances. Older workers shouldn’t be driven out of the
workplace to make (80) ▲ for the young.
第四部分 (共 10 小题；每小题 1 分，共 10 分)
71. edge/advantage 72. Reasons 73. provide 74. compensated 75. active
76. health/condition 77. education 78. aware/conscious 79. robbed 80. way
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