2025年高考英语真题及答案解析

21. ## A

Interlibrary Loan (ILL) provides teachers, students and staff with access to books that are checked out or not owned by our own libraries, as well as digitized copies of articles and book chapters from our collection.

Current students, teachers (including retired) and staff can request items through ILL. Interlibrary loan is not available to former students, guest borrowers or fee-card holders.

How Long Does It Take?

Articles are usually received within 1-2 days and books in 5-10 days. However, obtaining items that are rare, recently published or in high demand may take longer. To speed up the process, please make sure the information you submit through the ILL Request Form is accurate.

Length of Loans

Loan periods are established by the lending library. All due dates are noted on the label. Borrowed items are subject to recall by the lending library. Any restrictions established by the lending library will be indicated on the label. No renewals (续借) are allowed for physical items borrowed through ILL.

Notification/ Delivery Options

For a physical item, you will be notified by email when it arrives. Items are picked up at one of our libraries — the one you selected in the ILL Request Form. For an article or book chapter, you will be notified by email when it is available. To obtain the article or chapter, click on the link provided in the email and log into your ILL account. Once in your account, select Electronic Articles Received.

Interlibrary Loan Fees

<table><tr><td rowspan=1 colspan=1>Library Type</td><td rowspan=1 colspan=1>Loan Cost</td><td rowspan=1 colspan=1>Article/Chapter Cost</td></tr><tr><td rowspan=1 colspan=1>Non-Profit Libraries</td><td rowspan=1 colspan=1>$15</td><td rowspan=1 colspan=1>$10</td></tr><tr><td rowspan=1 colspan=1>For-Profit Libraries</td><td rowspan=1 colspan=1>$20</td><td rowspan=1 colspan=1>$12</td></tr><tr><td rowspan=1 colspan=1>International Libraries</td><td rowspan=1 colspan=1>$25</td><td rowspan=1 colspan=1>$15</td></tr></table>

21. Who can use the ILL service?

22. ## A

Interlibrary Loan (ILL) provides teachers, students and staff with access to books that are checked out or not owned by our own libraries, as well as digitized copies of articles and book chapters from our collection.

Current students, teachers (including retired) and staff can request items through ILL. Interlibrary loan is not available to former students, guest borrowers or fee-card holders.

How Long Does It Take?

Articles are usually received within 1-2 days and books in 5-10 days. However, obtaining items that are rare, recently published or in high demand may take longer. To speed up the process, please make sure the information you submit through the ILL Request Form is accurate.

Length of Loans

Loan periods are established by the lending library. All due dates are noted on the label. Borrowed items are subject to recall by the lending library. Any restrictions established by the lending library will be indicated on the label. No renewals (续借) are allowed for physical items borrowed through ILL.

Notification/ Delivery Options

For a physical item, you will be notified by email when it arrives. Items are picked up at one of our libraries — the one you selected in the ILL Request Form. For an article or book chapter, you will be notified by email when it is available. To obtain the article or chapter, click on the link provided in the email and log into your ILL account. Once in your account, select Electronic Articles Received.

Interlibrary Loan Fees

<table><tr><td rowspan=1 colspan=1>Library Type</td><td rowspan=1 colspan=1>Loan Cost</td><td rowspan=1 colspan=1>Article/Chapter Cost</td></tr><tr><td rowspan=1 colspan=1>Non-Profit Libraries</td><td rowspan=1 colspan=1>$15</td><td rowspan=1 colspan=1>$10</td></tr><tr><td rowspan=1 colspan=1>For-Profit Libraries</td><td rowspan=1 colspan=1>$20</td><td rowspan=1 colspan=1>$12</td></tr><tr><td rowspan=1 colspan=1>International Libraries</td><td rowspan=1 colspan=1>$25</td><td rowspan=1 colspan=1>$15</td></tr></table>

22. What is a rule for borrowing a print book through ILL?

23. ## A

Interlibrary Loan (ILL) provides teachers, students and staff with access to books that are checked out or not owned by our own libraries, as well as digitized copies of articles and book chapters from our collection.

Current students, teachers (including retired) and staff can request items through ILL. Interlibrary loan is not available to former students, guest borrowers or fee-card holders.

How Long Does It Take?

Articles are usually received within 1-2 days and books in 5-10 days. However, obtaining items that are rare, recently published or in high demand may take longer. To speed up the process, please make sure the information you submit through the ILL Request Form is accurate.

Length of Loans

Loan periods are established by the lending library. All due dates are noted on the label. Borrowed items are subject to recall by the lending library. Any restrictions established by the lending library will be indicated on the label. No renewals (续借) are allowed for physical items borrowed through ILL.

Notification/ Delivery Options

For a physical item, you will be notified by email when it arrives. Items are picked up at one of our libraries — the one you selected in the ILL Request Form. For an article or book chapter, you will be notified by email when it is available. To obtain the article or chapter, click on the link provided in the email and log into your ILL account. Once in your account, select Electronic Articles Received.

Interlibrary Loan Fees

<table><tr><td rowspan=1 colspan=1>Library Type</td><td rowspan=1 colspan=1>Loan Cost</td><td rowspan=1 colspan=1>Article/Chapter Cost</td></tr><tr><td rowspan=1 colspan=1>Non-Profit Libraries</td><td rowspan=1 colspan=1>$15</td><td rowspan=1 colspan=1>$10</td></tr><tr><td rowspan=1 colspan=1>For-Profit Libraries</td><td rowspan=1 colspan=1>$20</td><td rowspan=1 colspan=1>$12</td></tr><tr><td rowspan=1 colspan=1>International Libraries</td><td rowspan=1 colspan=1>$25</td><td rowspan=1 colspan=1>$15</td></tr></table>

23. How much do you pay for two articles obtained from an international library?

24. ## B

When I was a child I was often told what not to eat. “You don’t want to get fat” was on constant repeat throughout my childhood. It really messed up my relationship with food — something that took me years to overcome. Because of this, I’m careful not to connect what my kids weigh with their worth as people. I encourage my daughter to make healthy snack choices and often dissuade (劝阻) her from a second dessert. But one day when I heard her saying “I think I’m too fat,” my heart sank. It made me wonder if giving her advice on snacks was having an unintentionally negative impact.

According to Charlotte Markey, a professor of psychology, food is one of the rare subjects where, as parents, saying less is more. “There are so many things in parenting that are good to talk through, but I’m not convinced that food is one of them,” she says. “It just creates some worries and insecurities in kids that aren’t necessarily healthy.”

Instead, she recommends applying a well-known concept among nutrition experts called the “Division of Responsibility,” where parents provide a variety of mostly healthy foods to their kids at fixed times, and the kids themselves decide what and how much they want to consume — even if that means occasionally eating more cookies than carrots.

Allowing kids to eat what they want also exposes them to the natural consequences of their decisions. “When your child says, ‘My stomach hurts,’ you can say, ‘Well you had a lot of sugary foods and you might feel better if you made some other choices,’” says Markey. “Let them feel like they have some control over it.”

I’ve been trying out these strategies and I’ve found that when I’m less restrictive, they do make better decisions. “Feeding is a long game,” says Markey. “The food you have available makes a huge difference. Even if they don’t eat it, they’ re seeing it. And then all of a sudden it clicks.”

24. What can be inferred about the author from the first paragraph?

25. ## B

When I was a child I was often told what not to eat. “You don’t want to get fat” was on constant repeat throughout my childhood. It really messed up my relationship with food — something that took me years to overcome. Because of this, I’m careful not to connect what my kids weigh with their worth as people. I encourage my daughter to make healthy snack choices and often dissuade (劝阻) her from a second dessert. But one day when I heard her saying “I think I’m too fat,” my heart sank. It made me wonder if giving her advice on snacks was having an unintentionally negative impact.

According to Charlotte Markey, a professor of psychology, food is one of the rare subjects where, as parents, saying less is more. “There are so many things in parenting that are good to talk through, but I’m not convinced that food is one of them,” she says. “It just creates some worries and insecurities in kids that aren’t necessarily healthy.”

Instead, she recommends applying a well-known concept among nutrition experts called the “Division of Responsibility,” where parents provide a variety of mostly healthy foods to their kids at fixed times, and the kids themselves decide what and how much they want to consume — even if that means occasionally eating more cookies than carrots.

Allowing kids to eat what they want also exposes them to the natural consequences of their decisions. “When your child says, ‘My stomach hurts,’ you can say, ‘Well you had a lot of sugary foods and you might feel better if you made some other choices,’” says Markey. “Let them feel like they have some control over it.”

I’ve been trying out these strategies and I’ve found that when I’m less restrictive, they do make better decisions. “Feeding is a long game,” says Markey. “The food you have available makes a huge difference. Even if they don’t eat it, they’ re seeing it. And then all of a sudden it clicks.”

25. Which of the following would Markey disapprove of?

26. ## B

When I was a child I was often told what not to eat. “You don’t want to get fat” was on constant repeat throughout my childhood. It really messed up my relationship with food — something that took me years to overcome. Because of this, I’m careful not to connect what my kids weigh with their worth as people. I encourage my daughter to make healthy snack choices and often dissuade (劝阻) her from a second dessert. But one day when I heard her saying “I think I’m too fat,” my heart sank. It made me wonder if giving her advice on snacks was having an unintentionally negative impact.

According to Charlotte Markey, a professor of psychology, food is one of the rare subjects where, as parents, saying less is more. “There are so many things in parenting that are good to talk through, but I’m not convinced that food is one of them,” she says. “It just creates some worries and insecurities in kids that aren’t necessarily healthy.”

Instead, she recommends applying a well-known concept among nutrition experts called the “Division of Responsibility,” where parents provide a variety of mostly healthy foods to their kids at fixed times, and the kids themselves decide what and how much they want to consume — even if that means occasionally eating more cookies than carrots.

Allowing kids to eat what they want also exposes them to the natural consequences of their decisions. “When your child says, ‘My stomach hurts,’ you can say, ‘Well you had a lot of sugary foods and you might feel better if you made some other choices,’” says Markey. “Let them feel like they have some control over it.”

I’ve been trying out these strategies and I’ve found that when I’m less restrictive, they do make better decisions. “Feeding is a long game,” says Markey. “The food you have available makes a huge difference. Even if they don’t eat it, they’ re seeing it. And then all of a sudden it clicks.”

26. What should kids do according to the “Division of Responsibility”?

27. ## B

When I was a child I was often told what not to eat. “You don’t want to get fat” was on constant repeat throughout my childhood. It really messed up my relationship with food — something that took me years to overcome. Because of this, I’m careful not to connect what my kids weigh with their worth as people. I encourage my daughter to make healthy snack choices and often dissuade (劝阻) her from a second dessert. But one day when I heard her saying “I think I’m too fat,” my heart sank. It made me wonder if giving her advice on snacks was having an unintentionally negative impact.

According to Charlotte Markey, a professor of psychology, food is one of the rare subjects where, as parents, saying less is more. “There are so many things in parenting that are good to talk through, but I’m not convinced that food is one of them,” she says. “It just creates some worries and insecurities in kids that aren’t necessarily healthy.”

Instead, she recommends applying a well-known concept among nutrition experts called the “Division of Responsibility,” where parents provide a variety of mostly healthy foods to their kids at fixed times, and the kids themselves decide what and how much they want to consume — even if that means occasionally eating more cookies than carrots.

Allowing kids to eat what they want also exposes them to the natural consequences of their decisions. “When your child says, ‘My stomach hurts,’ you can say, ‘Well you had a lot of sugary foods and you might feel better if you made some other choices,’” says Markey. “Let them feel like they have some control over it.”

I’ve been trying out these strategies and I’ve found that when I’m less restrictive, they do make better decisions. “Feeding is a long game,” says Markey. “The food you have available makes a huge difference. Even if they don’t eat it, they’ re seeing it. And then all of a sudden it clicks.”

27. What does the author think of the strategies she has been following?

28. ## C

A novel design approach to gardening has been gaining in popularity worldwide. Referred to as matrix planting, this approach aims for nature to do a lot more of the heavy lifting in the garden, and even some of the designing. Eschewing fertilizers(化肥) and power tools, it’s based on an elegantly simple principle: to garden more like nature does.

The concept was born when German city planners sought to plant large areas of parkland after World War II in a reproducible way that would need minimal maintenance. Planners created planting mixes that could be used modularly ( 模 块 化 ). In a matrix garden, plants with similar cultural needs are grouped so that they will grow together above and below ground, forming a cooperative ecosystem that conserves water and discourages weeds.

Dutch plantsman and designer Piet Oudolf’s gardens popularized this style, adding artistic flavors to the planting mixes while playing with color and form, including four-season interest and serving the needs of wildlife. Beautiful year-round, they invite you to enjoy the smallest detail, from the sound of grasses in the gentle wind to the sculpture of odd-looking seed heads.

It takes a lot of thought to look this natural. While matrix gardens appear wild, they are carefully planned, with cultural needs the first consideration. Led by the concept of “right plant, right place,” they match plants that enjoy the same soil, sun and weather conditions, and arrange them according to their patterns of growth.

The benefits are substantial for both gardener and planet. With human inputs dramatically reduced, the garden’s ecology can develop well. Established matrix gardens should not need the life support we give most gardens: fertilizer, dividing, regular watering. Compared to traditional garden plots, they increase carbon absorption, reduce stormwater runoff and boost habitat and biodiversity significantly.

28. What does the underlined word “Eschewing” in the first paragraph mean?

29. ## C

A novel design approach to gardening has been gaining in popularity worldwide. Referred to as matrix planting, this approach aims for nature to do a lot more of the heavy lifting in the garden, and even some of the designing. Eschewing fertilizers(化肥) and power tools, it’s based on an elegantly simple principle: to garden more like nature does.

The concept was born when German city planners sought to plant large areas of parkland after World War II in a reproducible way that would need minimal maintenance. Planners created planting mixes that could be used modularly ( 模 块 化 ). In a matrix garden, plants with similar cultural needs are grouped so that they will grow together above and below ground, forming a cooperative ecosystem that conserves water and discourages weeds.

Dutch plantsman and designer Piet Oudolf’s gardens popularized this style, adding artistic flavors to the planting mixes while playing with color and form, including four-season interest and serving the needs of wildlife. Beautiful year-round, they invite you to enjoy the smallest detail, from the sound of grasses in the gentle wind to the sculpture of odd-looking seed heads.

It takes a lot of thought to look this natural. While matrix gardens appear wild, they are carefully planned, with cultural needs the first consideration. Led by the concept of “right plant, right place,” they match plants that enjoy the same soil, sun and weather conditions, and arrange them according to their patterns of growth.

The benefits are substantial for both gardener and planet. With human inputs dramatically reduced, the garden’s ecology can develop well. Established matrix gardens should not need the life support we give most gardens: fertilizer, dividing, regular watering. Compared to traditional garden plots, they increase carbon absorption, reduce stormwater runoff and boost habitat and biodiversity significantly.

29. Why was the idea of matrix planting introduced?

31. ## C

A novel design approach to gardening has been gaining in popularity worldwide. Referred to as matrix planting, this approach aims for nature to do a lot more of the heavy lifting in the garden, and even some of the designing. Eschewing fertilizers(化肥) and power tools, it’s based on an elegantly simple principle: to garden more like nature does.

The concept was born when German city planners sought to plant large areas of parkland after World War II in a reproducible way that would need minimal maintenance. Planners created planting mixes that could be used modularly ( 模 块 化 ). In a matrix garden, plants with similar cultural needs are grouped so that they will grow together above and below ground, forming a cooperative ecosystem that conserves water and discourages weeds.

Dutch plantsman and designer Piet Oudolf’s gardens popularized this style, adding artistic flavors to the planting mixes while playing with color and form, including four-season interest and serving the needs of wildlife. Beautiful year-round, they invite you to enjoy the smallest detail, from the sound of grasses in the gentle wind to the sculpture of odd-looking seed heads.

It takes a lot of thought to look this natural. While matrix gardens appear wild, they are carefully planned, with cultural needs the first consideration. Led by the concept of “right plant, right place,” they match plants that enjoy the same soil, sun and weather conditions, and arrange them according to their patterns of growth.

The benefits are substantial for both gardener and planet. With human inputs dramatically reduced, the garden’s ecology can develop well. Established matrix gardens should not need the life support we give most gardens: fertilizer, dividing, regular watering. Compared to traditional garden plots, they increase carbon absorption, reduce stormwater runoff and boost habitat and biodiversity significantly.

31. Which of the following can be a suitable title for the text?

32. ## D

As new technologies take on increasingly humanlike qualities, there’s been a push to make them genderless. “People are stereotyping (形成刻板印象) their gendered objects in very traditional ways,” says Ashley Martin, a Stanford associate professor of organizational behavior. Removing gender from the picture altogether seems like a simple way to fix this. Yet as Martin has found in her work, gender is one of the fundamental ways people form connections with objects, particularly those designed with human characteristics.

In her study, Martin asked participants to rate their attachment to male, female, and genderless versions of a digital voice assistant and a self-driving car known as “Miuu.” It was found that gender increased users’ feelings of attachment to these devices and their interest in purchasing them. For example, participants said they would be less likely to buy a genderless voice assistant than versions with male or female voices.

While gendering a product may be good marketing, it may also strengthen outdated or harmful ideas about power and identity. The stereotypes commonly associated with men, such as competitiveness and dominance, are more valued than those associated with women. These qualities, in turn, are mapped onto products that have been assigned a gender.

Martin’s study also found that creating a genderless object was difficult. For instance, if an object’s name was meant to sound genderless, like Miuu, participants would still assign a gender to it — they would assume Miuu was a “he” or “she.”

Martin sees a silver lining, however: She believes that anthropomorphism (拟人化) “provides an opportunity to change stereotypes.” When women are put into positions of leadership like running companies, it reduces negative stereotypes about women. Similarly, anthropomorphized products could be created to take on stereotype-inconsistent roles — a male robot that assists with nursing or a female robot that helps do calculations, for instance.

32. What is the purpose of making new technologies genderless?

33. ## D

As new technologies take on increasingly humanlike qualities, there’s been a push to make them genderless. “People are stereotyping (形成刻板印象) their gendered objects in very traditional ways,” says Ashley Martin, a Stanford associate professor of organizational behavior. Removing gender from the picture altogether seems like a simple way to fix this. Yet as Martin has found in her work, gender is one of the fundamental ways people form connections with objects, particularly those designed with human characteristics.

In her study, Martin asked participants to rate their attachment to male, female, and genderless versions of a digital voice assistant and a self-driving car known as “Miuu.” It was found that gender increased users’ feelings of attachment to these devices and their interest in purchasing them. For example, participants said they would be less likely to buy a genderless voice assistant than versions with male or female voices.

While gendering a product may be good marketing, it may also strengthen outdated or harmful ideas about power and identity. The stereotypes commonly associated with men, such as competitiveness and dominance, are more valued than those associated with women. These qualities, in turn, are mapped onto products that have been assigned a gender.

Martin’s study also found that creating a genderless object was difficult. For instance, if an object’s name was meant to sound genderless, like Miuu, participants would still assign a gender to it — they would assume Miuu was a “he” or “she.”

Martin sees a silver lining, however: She believes that anthropomorphism (拟人化) “provides an opportunity to change stereotypes.” When women are put into positions of leadership like running companies, it reduces negative stereotypes about women. Similarly, anthropomorphized products could be created to take on stereotype-inconsistent roles — a male robot that assists with nursing or a female robot that helps do calculations, for instance.

33. What were the participants probably asked to do in the study?

34. ## D

As new technologies take on increasingly humanlike qualities, there’s been a push to make them genderless. “People are stereotyping (形成刻板印象) their gendered objects in very traditional ways,” says Ashley Martin, a Stanford associate professor of organizational behavior. Removing gender from the picture altogether seems like a simple way to fix this. Yet as Martin has found in her work, gender is one of the fundamental ways people form connections with objects, particularly those designed with human characteristics.

In her study, Martin asked participants to rate their attachment to male, female, and genderless versions of a digital voice assistant and a self-driving car known as “Miuu.” It was found that gender increased users’ feelings of attachment to these devices and their interest in purchasing them. For example, participants said they would be less likely to buy a genderless voice assistant than versions with male or female voices.

While gendering a product may be good marketing, it may also strengthen outdated or harmful ideas about power and identity. The stereotypes commonly associated with men, such as competitiveness and dominance, are more valued than those associated with women. These qualities, in turn, are mapped onto products that have been assigned a gender.

Martin’s study also found that creating a genderless object was difficult. For instance, if an object’s name was meant to sound genderless, like Miuu, participants would still assign a gender to it — they would assume Miuu was a “he” or “she.”

Martin sees a silver lining, however: She believes that anthropomorphism (拟人化) “provides an opportunity to change stereotypes.” When women are put into positions of leadership like running companies, it reduces negative stereotypes about women. Similarly, anthropomorphized products could be created to take on stereotype-inconsistent roles — a male robot that assists with nursing or a female robot that helps do calculations, for instance.

34. Why is it difficult to create genderless objects?

36. ## 第二节（共 5 小题；每小题 2.5 分，满分 12.5 分）

阅读下面短文，从短文后的选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。

$One of the most common mistakes in communication is trying to do too much. \_\_\_36\_\_\_ There$’s no value in delivering any kind of communication, whether written, spoken, formal, or informal, if the message doesn’t come across clearly. Being clear and brief — while maintaining interest and including everything your listeners need to know — is a high-level communication skill.

Here are some tips worth following in order to communicate more effectively.

 Keep your audience in mind.

$Your audience will naturally be more interested and engaged when you tailor your communications to their interests. \_\_\_37\_\_\_ This will engage their desire to understand and interact with the information.$

 Don’t use ten words when one will do.

$Even the most engaged and committed audience will eventually get bored. Keeping your message simple and clear will make it easier for people to understand. \_\_\_38\_\_\_ However, they$’re hearing it for the first time. Keep it simple.

 $\_\_\_39\_\_\_$

If you’ve ever worked as an instructor, manager, trainer or coach, you’ll know that there are few better ways to learn new information than to teach it. Ask the audience to contribute their ideas or to take a role in explaining new concepts and policies to others. Allow them to lead discussions and meetings to develop their communication skills.

 Consider the best method to deliver your message.

If the information you’re communicating isn’$t urgent, consider sending an email. Written communication will give your audience more time to review it, think it over, and follow up with questions. \_\_\_40\_$

Building effective communication skills takes time, but the effects are worth the effort.

37. ## 第二节（共 5 小题；每小题 2.5 分，满分 12.5 分）

阅读下面短文，从短文后的选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。

$One of the most common mistakes in communication is trying to do too much. \_\_\_36\_\_\_ There$’s no value in delivering any kind of communication, whether written, spoken, formal, or informal, if the message doesn’t come across clearly. Being clear and brief — while maintaining interest and including everything your listeners need to know — is a high-level communication skill.

Here are some tips worth following in order to communicate more effectively.

 Keep your audience in mind.

$Your audience will naturally be more interested and engaged when you tailor your communications to their interests. \_\_\_37\_\_\_ This will engage their desire to understand and interact with the information.$

 Don’t use ten words when one will do.

$Even the most engaged and committed audience will eventually get bored. Keeping your message simple and clear will make it easier for people to understand. \_\_\_38\_\_\_ However, they$’re hearing it for the first time. Keep it simple.

 $\_\_\_39\_\_\_$

If you’ve ever worked as an instructor, manager, trainer or coach, you’ll know that there are few better ways to learn new information than to teach it. Ask the audience to contribute their ideas or to take a role in explaining new concepts and policies to others. Allow them to lead discussions and meetings to develop their communication skills.

 Consider the best method to deliver your message.

If the information you’re communicating isn’$t urgent, consider sending an email. Written communication will give your audience more time to review it, think it over, and follow up with questions. \_\_\_40\_$

Building effective communication skills takes time, but the effects are worth the effort.

38. ## 第二节（共 5 小题；每小题 2.5 分，满分 12.5 分）

阅读下面短文，从短文后的选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。

$One of the most common mistakes in communication is trying to do too much. \_\_\_36\_\_\_ There$’s no value in delivering any kind of communication, whether written, spoken, formal, or informal, if the message doesn’t come across clearly. Being clear and brief — while maintaining interest and including everything your listeners need to know — is a high-level communication skill.

Here are some tips worth following in order to communicate more effectively.

 Keep your audience in mind.

$Your audience will naturally be more interested and engaged when you tailor your communications to their interests. \_\_\_37\_\_\_ This will engage their desire to understand and interact with the information.$

 Don’t use ten words when one will do.

$Even the most engaged and committed audience will eventually get bored. Keeping your message simple and clear will make it easier for people to understand. \_\_\_38\_\_\_ However, they$’re hearing it for the first time. Keep it simple.

 $\_\_\_39\_\_\_$

If you’ve ever worked as an instructor, manager, trainer or coach, you’ll know that there are few better ways to learn new information than to teach it. Ask the audience to contribute their ideas or to take a role in explaining new concepts and policies to others. Allow them to lead discussions and meetings to develop their communication skills.

 Consider the best method to deliver your message.

If the information you’re communicating isn’$t urgent, consider sending an email. Written communication will give your audience more time to review it, think it over, and follow up with questions. \_\_\_40\_$

Building effective communication skills takes time, but the effects are worth the effort.

39. ## 第二节（共 5 小题；每小题 2.5 分，满分 12.5 分）

阅读下面短文，从短文后的选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。

$One of the most common mistakes in communication is trying to do too much. \_\_\_36\_\_\_ There$’s no value in delivering any kind of communication, whether written, spoken, formal, or informal, if the message doesn’t come across clearly. Being clear and brief — while maintaining interest and including everything your listeners need to know — is a high-level communication skill.

Here are some tips worth following in order to communicate more effectively.

 Keep your audience in mind.

$Your audience will naturally be more interested and engaged when you tailor your communications to their interests. \_\_\_37\_\_\_ This will engage their desire to understand and interact with the information.$

 Don’t use ten words when one will do.

$Even the most engaged and committed audience will eventually get bored. Keeping your message simple and clear will make it easier for people to understand. \_\_\_38\_\_\_ However, they$’re hearing it for the first time. Keep it simple.

 $\_\_\_39\_\_\_$

If you’ve ever worked as an instructor, manager, trainer or coach, you’ll know that there are few better ways to learn new information than to teach it. Ask the audience to contribute their ideas or to take a role in explaining new concepts and policies to others. Allow them to lead discussions and meetings to develop their communication skills.

 Consider the best method to deliver your message.

If the information you’re communicating isn’$t urgent, consider sending an email. Written communication will give your audience more time to review it, think it over, and follow up with questions. \_\_\_40\_$

Building effective communication skills takes time, but the effects are worth the effort.

40. ## 第二节（共 5 小题；每小题 2.5 分，满分 12.5 分）

阅读下面短文，从短文后的选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。

$One of the most common mistakes in communication is trying to do too much. \_\_\_36\_\_\_ There$’s no value in delivering any kind of communication, whether written, spoken, formal, or informal, if the message doesn’t come across clearly. Being clear and brief — while maintaining interest and including everything your listeners need to know — is a high-level communication skill.

Here are some tips worth following in order to communicate more effectively.

 Keep your audience in mind.

$Your audience will naturally be more interested and engaged when you tailor your communications to their interests. \_\_\_37\_\_\_ This will engage their desire to understand and interact with the information.$

 Don’t use ten words when one will do.

$Even the most engaged and committed audience will eventually get bored. Keeping your message simple and clear will make it easier for people to understand. \_\_\_38\_\_\_ However, they$’re hearing it for the first time. Keep it simple.

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If you’ve ever worked as an instructor, manager, trainer or coach, you’ll know that there are few better ways to learn new information than to teach it. Ask the audience to contribute their ideas or to take a role in explaining new concepts and policies to others. Allow them to lead discussions and meetings to develop their communication skills.

 Consider the best method to deliver your message.

If the information you’re communicating isn’$t urgent, consider sending an email. Written communication will give your audience more time to review it, think it over, and follow up with questions. \_\_\_40\_$

Building effective communication skills takes time, but the effects are worth the effort.