2019-2020年高考英語一輪復(fù)習(xí)話題語篇專攻練7學(xué)校教育二外研版.doc

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2019-2020年高考英語一輪復(fù)習(xí)話題語篇專攻練7學(xué)校教育二外研版 Ⅰ. 閱讀理解 A 　　Pupils remember more and behave better when 3D images are used in lessons, research suggests. They are quicker to learn and absorb new concepts, and display higher levels of concentration. Professor Anne Bamford, of the University of the Arts, London, studied the effectiveness of 3D content in 15 schools across seven countries, including the UK. Pupils in 3D classes can remember more than those in 2D classes after four weeks, improving test scores by an average of 17 percent pared with eight percent for 2D lessons. They gave more detailed answers to the tasks and were more likely to think in 3D, using hand gestures and mime(模仿動(dòng)作)to answer the test questions successfully. The teachers mented that the pupils in 3D groups had deeper understanding, increased attention span, more motivation and higher engagement in the lessons. Children are used to 3D with the rise of puter games that use the technology—90 percent of those in the study had seen a 3D film. Schools would need 3D-enabled projectors(投影儀), laptops with good picture capabilities, 3D software and glasses for children to introduce animations(動(dòng)畫片)into classrooms. But Danny Nicholson, an educationist, said the technology would be impractical to use in schools and could be costly. He said, “While I think the idea of 3D technology is very interesting, I worry that 3D is a bit of an expensive gimmick(小玩意兒). There are a few cases where a true 3D image might help, but most of the time, good 2D models that can be moved would be just as effective. ” In the US, one school district in Colorado is already in the process of having 1, 000 3D projectors fixed in classrooms. And the University of Caledonia, which carries out scientific research into the Lake Tabon Basin, has used 3D presentations with Grade Six pupils. Those who watched 3D presentations were more engrossed and reported a general increase in their interest in science pared with students who watched 2D versions. 1. What is the main idea of the first three paragraphs? A. There are slight differences between 3D and 2D images. B. Pupils perform better when 3D images are used in classes. C. Schools have difficulty in making full use of 3D technology. D. 3D technology is always more effective than 2D technology. 【解析】選B。段落大意題。根據(jù)文章第一段的Pupils remember more and behave better when 3D images are used in lessons, research suggests. 以及第二、三段可知前三段講述的是3D技術(shù)對(duì)學(xué)生的學(xué)習(xí)有好的影響, 能夠讓學(xué)生表現(xiàn)得更好。 2. Danny Nicholson holds the view that 3D______. A. is of no help in classes B. has a bright future in classes C. is more practical than 2D models D. may not be affordable for schools 【解析】選D。細(xì)節(jié)理解題。根據(jù)文章倒數(shù)第二段可知他認(rèn)為3D技術(shù)雖然很好, 但是對(duì)于學(xué)校來說有點(diǎn)昂貴。 3. What can we learn from the last paragraph? A. 3D technology will replace 2D models in the future. B. Many pupils are now more interested in science than before. C. Teachers will use 3D technology through specific training. D. 3D will soon be put into use in one school district in Colorado. 【解析】選D。推理判斷題。根據(jù)本段的In the US, one school district in Colorado is already in the process of having 1, 000 3D projectors fixed in classrooms. 可知該地區(qū)在準(zhǔn)備采用3D技術(shù)。故D項(xiàng)正確。 4. The underlined word “engrossed” in the last paragraph means______. A. absorbed B. annoyed C. relaxed D. confused 【解析】選A。詞義猜測(cè)題。根據(jù)最后一段最后一句可知那些使用了3D技術(shù)的學(xué)生比那些使用2D技術(shù)的學(xué)生進(jìn)步更大。該詞應(yīng)該表示的是與學(xué)習(xí)有關(guān)的褒義詞, 排除B、D項(xiàng), C項(xiàng)與學(xué)習(xí)的關(guān)系不大。只有A項(xiàng)“專注的”符合。 B 　　My favorite English teacher could draw humor out of the driest material. It wasn’t forced on us either. He took Samuel Johnson’s dictionary, Addison’s essays, and many other literary wonders from the eighteenth century and made them hilarious, even at eight o’clock in the morning. The thing that amazed me most was that the first time I read these works on my own some of them seemed dead, but the second time, after his explanation, I couldn’t believe that I hadn’t seen the humor. The stories and poems and plays were suddenly filled with allusions(典故)and irony and hilarious moments. I learned more from him than from any other teacher. My least favorite English teacher also made people laugh. Some students found him to be wonderfully funny. Many others did not. He assigned journals over a six-week period, to be written in every day. At the end of the six weeks I had a notebook full of bits and pieces about my ideas, short stories, reactions to what we had read, and so on. Our teacher announced that we would be grading each other’s journals. Mine was passed to Joe, that class clown, who always behaved in a funny or silly way. He saw it fit to make joke of and said, “This writing isn’t fit to line the bottom of a birdcage. ”O(jiān)ur teacher laughed at that funny remark. It hurt me so much that the anger from it has driven my writing and teaching ever since. So what makes the difference? Humor is one of the most powerful tools teachers or writers have. It can build up students and classes and make them excited about literature and writing, or it can tear them apart. It is true that humor is either productive or counter-productive and self-defeating. 【文章大意】本文講述了不同的老師如何使自己的教學(xué)精彩、幽默, 而不同的方式對(duì)學(xué)生產(chǎn)生了兩種截然不同的影響。 5. The passage mainly discusses______. A. teaching B. literature C. humor D. knowledge 【解析】選C。主旨大意題。本文作者寫了自己最喜歡的英語老師和最不喜歡的英語老師的所表達(dá)的不同的幽默, 一位讓他很喜歡, 一位讓他不喜歡。故C正確。 6. The underlined word “hilarious” in Paragraph 1 probably means______. A. funny B. tiring C. inspiring D. brilliant 【解析】選A。詞義猜測(cè)題。根據(jù)第一段after his explanation, I couldn’t believe that I hadn’t seen the humor及這一段中多次出現(xiàn)其近義詞, 如humor, amaze等可知選A。 7. With his favorite English teacher, the writer found it most amazing that______. A. his teacher was very learned B. his teacher was very humorous C. the works by Johnson and Addison were very humorous D. few were able to find humor in works by Johnson and others 【解析】選C。細(xì)節(jié)理解題。根據(jù)第一段第四句可知在老師講解后, 發(fā)現(xiàn)這些著作中有很多幽默之處。 8. The English teacher the writer disliked most______. A. was not able to make students laugh B. hurt his students’ feelings C. didn’t let his students do the grading D. had no sense of humor 【解析】選B。細(xì)節(jié)理解題。根據(jù)第二段最后一句It hurt me so much that the anger from it has driven my writing and teaching ever since. 可知作者很受傷。 Ⅱ. 閱讀填句 根據(jù)短文內(nèi)容, 從短文后的選項(xiàng)中選出能填入空白處的最佳選項(xiàng)。選項(xiàng)中有兩項(xiàng)為多余選項(xiàng)。 How to Be Well Behaved at School Behavior is mostly showed by gestures. Being well behaved at school does not include things such as shooting balls when the teacher’s back is turned, behaving has its own benefits. __1__ They’ll be easy to put in a good word for you if you aren’t caught misbehaving. A record can also improve your college admission prospects and can even help in future when you search jobs. Always listen to your teacher. This is the easiest and a basic method to behave well at school. When a teacher, principal, or other school official is speaking, be sure to listen carefully or they may cross-question you. __2? Don’t waste time in the hallway. Between classes, it’s only natural to say hi to any friends you might meet. This is perfectly acceptable for a well-behaved student. __3__Keep track of your time and always allow yourself enough time to get to class before the bell. Pay no attention to your aggressors. Sometimes, people pick fights for attention or because they’re bored. __4__Headphones can be a great tool for this—just turn your music up. Reach out to unpopular people. One great way to get a saintly reputation is to go out of your way to be friendly and weling to unpopular students. __5__If you see someone sitting by themselves at lunch, pull up a chair next to them. Stand up to bullying. A. Don’t let yourself get distracted talking. B. Volunteer to show new kids around the school. C. Well behaved students get better grades at school. D. Pretend you are interested in everything. E. Listen even if they’re not speaking to you directly. F. Good behavior makes a good impression on teachers. G. Ignore these people to make them look like fools. 【文章大意】本文主要介紹了怎樣在學(xué)校里保持良好的舉止行為等, 比如注意聽老師講課, 遠(yuǎn)離那些態(tài)度消極的同學(xué)等。 1. 【解析】選F。結(jié)合空格前面的behaving has its own benefits有禮貌會(huì)有自己的好處, 因此與F選項(xiàng)的意義一致。 2. 【解析】選E。根據(jù)空格前面的be sure to listen carefully可知, 與E的意義一致。 3. 【解析】選A。結(jié)合本段的標(biāo)題Don’t waste time in the hallway可知, 與A的意義相符。 4. 【解析】選G。結(jié)合標(biāo)題中的Pay no attention to與G中的Ignore的意義一致。 5. 【解析】選B。本段的標(biāo)題是Reach out to unpopular people接觸那些不受歡迎的人們, 與B選項(xiàng)的意義呼應(yīng)。 Ⅲ. 短文改錯(cuò) 　　假定英語課上老師要求同桌之間交換修改作文, 請(qǐng)你修改你同桌寫的以下作文。文中共有10處語言錯(cuò)誤, 每句中最多有兩處。每處錯(cuò)誤僅涉及一個(gè)單詞的增加、刪除或修改。 增加: 在缺詞處加一個(gè)漏字符號(hào)(∧), 并在其下面寫出該加的詞。 刪除: 把多余的詞用斜線(\)畫掉。 修改: 在錯(cuò)的詞下畫一橫線, 并在該詞下面寫出修改后的詞。 注意: 1. 每處錯(cuò)誤及其修改均僅限一詞; 2. 只允許修改10處, 多者(從第11處起)不計(jì)分。 　　In order to promote participation in outdoor exercise, our school had organized an activity to climb the West Mountain on April 10. The moment we arrived at the foot of a mountain, we set out for the top in high spirit. We supported each other to pass the rocky areas on the course of the climb. Laughing and cheering, we eventually reached the summit, there we were greeted by the bright sunshine and fresh air. Viewing from the top, the city was extremely beautiful. This event was very benefit, for not only we take a break from our heavy school workload, but we also learned how to cooperate. Therefore, we strong suggest that similar events are held every year! 答案: 1. 【解析】去掉第一句中的had。由時(shí)間狀語on April 10可知用一般過去時(shí)。 2. 【解析】第二句的a→the。特指前面的the West Mountain。 3. 【解析】第二句的spirit→spirits。in high spirits情緒高漲。 4. 【解析】第三句的on→in/during。在……過程中, 用in/during。 5. 【解析】第四句的there→where或在there前加and。where引導(dǎo)定語從句?；蛟趖here前加and構(gòu)成并列句。 6. 【解析】第五句的Viewing→Viewed。句子的主語是the city, 與view之間是動(dòng)賓關(guān)系, 故用過去分詞形式。 7. 【解析】第六句的benefit→beneficial。系動(dòng)詞后面用形容詞。 8. 【解析】第六句的only后面加did。not only位于句首時(shí)所在的句子用倒裝。 9. 【解析】第七句strong→strongly。修飾動(dòng)詞suggest用副詞。 10. 【解析】第七句的are→be。因?yàn)閟uggest此處表示“建議”, 故謂語動(dòng)詞用should+動(dòng)詞原形, should可以省略。 ①absorb　　　　　　v. 吸收 ②motivation n. 動(dòng)力 ③impractical adj. 不實(shí)際的 ④force v. 強(qiáng)迫 ⑤assign v. 分配 ⑥make a difference 使不同 ⑦admission n. 準(zhǔn)許進(jìn)入 ⑧reputation n. 聲望