天津市耀华中学高考英语冲刺导练18.docx

天津市耀华中学高考英语冲刺导练18.docx

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天津市耀华中学高考英语冲刺导练18

天津市耀华中学2017届高考英语冲刺导练（29）

【读写应用综合训练】

一、完形填空ClozeIII记叙文精选-7

Tocelebratetheendofourexams,myfriendsandIwenttoafastfoodrestaurant.We26hamburgersandCocaColaatthecounter.Whenour27came,Istartedwalkingtowardsanemptytable.Bybadluck,mypursestrap（带子）got28onachairandthetray（托盘）thatIwasholdingslipped29myhandsandwentflyingintheair.Thetray,anditscontents,30onamanwhowasjustaboutto31abiteofhissandwich.Istared,greatly32,asthedrinkssoaked（浸湿）hiswhiteshirt.

ThenI33myeyesandpreparedmyselfforhisburstof34.Instead,hesaid“It’sOK”to35mebeforehedisappearedintothewashroom.

Stillshakyandunsure36todonext,myfriendsandIwenttoatableandsatthere,tryingourbesttolook37.Amomentlater,themancameoutofthewashroomand38ourtable.Myheartalmoststopped39.Ithoughthewasgoingtoaskformyfather’s40andcallhim.

Tomysurprise,hemerelysmiledatus,handedussomecashandsaid,“41yourselfnewhamburgers.”Hethenwalked42withoutevenfinishinghisfood.

Hecouldhavemadewhatwasalreadyanuncomfortablesituationworse,43hechoseadifferentwayandgaveusareasontobelievethatthereisstill44inthisworld.I’llnever45hisaction.

26.A.orderedB.madeC.arrangedD.demanded

27.A.foodB.turnC.bi

llD.menu

28.A.fixedB.caughtC.cutD.tied

29.A.byB.inC.fromD.out

30.A.knockedB.fellC.stoodD.hung

31.A.takeB.tasteC.swallowD.chew

32.A.discouragedB.disappointed

C.shockedD.annoyed

33.A.rolledB.rubbedC.narrowedD.closed

34.A.bitternessB.anxietyC.angerD.sorrow

35.A.satisfyB.comfortC.encourageD.praise

36.A.howB.whoC.whatD.which

37.A.mildB.honestC.calmD.modest

38.A.pushedB.approachedC.drewD.laid

39.A.beatingB.breakingC.sinkingD.trembling

40.A.helpB.positionC.numberD.job

41.A.PrepareB.BuyC.FindD.Cook

42.A.onB.aroundC.upD.away

43.A.soB.sinceC.althoughD.but

44.A.kindnessB.happiness

C.politenessD.brightness

45.A.forgetB.refuseC.opposeD.ignore

二、阅读理解ReadingComprehension

█阅读微技能MicroReadingSkills解析与训练系列15————————————TheEnd（完结）

微技能15：

评价阅读内容Evaluation：

作者在写作中不仅客观地叙述和说明，往往还持有某种态度，如对某观点赞同或反对，肯定或批评。

考查阅读理解中对内容相关的具体的某事件、人物等的评价，是整篇文章的理解基础上的深度考查，是对作者的观点和态度的理解和判断。

作者的评价除了直接表达外，还经常在文章中隐性间接表达出来。

考生可以通过全文的叙述，从文章的整体或局部内容去理解作者的观点；有时作者也会在文章中用特殊的词汇表达自己的思想感情。

考生要从文章中的用词、语气或对某个细节的陈述来推断作者的态度、观点等。

作者态度观点题考查目标比较明确，常见的题干有：

1）Whatistheopinionofthewriterinthispassage?

2）What’stheauthor’sattitudetowards…?

作者的态度和评价一般分为三大类：

支持、赞同、乐观；客观、中立；反对、批评、怀疑、悲观。

考生可以通过在文中寻找带有感情色彩的词来判断作者的态度外，有时还需要综合分析判断，如：

根据文章中与问题相关的细节做出判断，根据作者提供的例证推断其暗示的态度、观点，有时需要通读全文并把握文章的主旨，最后做出正确选择。

要熟悉各种文体的语言特征，尤其要把握作者的语气，是严肃或轻松，幽默或讽刺，平和或激动，乐观或悲观等等。

其次，靠文章的结构特点来判断，例如文章中一些衔接性的用词however, even though, but 等连接词往往和作者的态度有关。

再比如，文章的结尾部分是并列的疑问，则作者是一种客观的态度，如果结尾部分是有问有答的形式，则作者的态度是主观的态度。

如果文章的结尾部分使用数据表明了一个趋势向不好的方面发展，则是悲观的态度。

反之，作者是乐观的态度。

此外，还可以靠词汇的色彩来判断。

常见的表示褒义/积极的有：

approving（approveof赞同）;自信的confident;赞成的令人信服的convincingfavorable;乐观的optimistic赞美的praising;积极的positive;认真的serious;负责的responsible, dutiful支持support;for;infavorfor；支持的supportive;supporting;羡慕的admiring关切的concerned幽默的humorous有帮助的helpful热情的enthusiastic给人印象深刻的impressive引起兴趣的interesting赞扬的praising严肃的serious愉快的pleasant礼貌的polite无偏见的unbiased

 表示贬义/消极的有：

有偏见的biased痛苦的bitter;批评的critical妥协的compromising担心的；忧虑的concerned愤世嫉俗的cynical沮丧的depressed;失望的disappointed厌恶的disgusted;令人厌恶的disgusting敌对的hostile无法忍受的intolerable不负责的irresponsible；讽刺的ironic;否定的/反对的negative;opposed悲观的pessimistic；挖苦的sarcastic怀疑的suspicious;sceptical;doubtful感伤的sentimental无法预料的unforeseeable不感兴趣的uninterested担心的worried

表示中性的：

感谢的grateful中立的neutral；不动感情的impassive不偏袒的impartial事实的factual提供信息的informative冷淡的indifferent；同情的sympathetic主观的subjective客观的objective容忍的、宽恕的tolerant

注意:

1）不要把自己的态度揉入其中,也要区分作者的态度和作者引用别人的态度；

2）当作者的态度没有明确提出时,要学会根据作者使用词语的褒贬性去判断。

ØPassage1

GeorgeGershwin,bornin1898,wasoneofAmerica’sgreatestcomposers.Hepublishedhisfirstsongwhenhewaseighteenyearsold.Duringthenexttwentyyearshewrotemorethanfivehundredsongs.

ManyofGershwin’ssongswerefirstwrittenformusicalplaysperformedintheatresinNewYorkCity.Theseplayswereapopularformofentertainmentinthe1920sand1930s.Manyofhissongshaveremainedpopularasever.Overtheyearstheyhavebeensungandplayedineverypossibleway—fromjazztocountry.

Inthe1920stherewasadebateintheUnitedStatesaboutjazzmusic.Couldjazz,somepeopleasked,beconsideredseriousmusic?

In1924jazzmusicianandorchestraleaderPaulWhitemandecidedtoorganizeaspecialconcerttoshowthatjazzwasseriousmusic.Gershwinagreedtocomposesomethingfortheconcertbeforeherealizedhehadjustafewweekstodoit.Andinthatshorttime,hecomposedapieceforpianoandorchestrawhichhecalledRhapsodyinBlue.Gershwinhimselfplayedthepianoattheconcert.Theaudiencewerethrilledwhentheyheardhismusic.Itmadehimworld-famousandshowedthatjazzmusiccouldbebothseriousandpopular.

In1928,GershwinwenttoParis.Heappliedtostudycomposition（作曲）withthewell-knownmusicianNadiaBoulanger,butsherejectedhim.Shewasafraidthatclassicalstudywouldruinhisjazz-influencedstyle.Whilethere,GershwinwroteAnAmericaninParis.Whenitwasfirstperformed,critics（评论家）weredividedoverthemusic.Somecalledithappyandfulloflife,toothersitwassillyandboring.ButitquicklybecamepopularinEuropeandtheUnitedStates.Itstillremainsoneofhismostfamousworks.

GeorgeGershwindiedin1937,justdaysafterdoctorslearnedhehadbraincancer.Hewasonlythirty-nineyearsold.Newspapersallovertheworldreportedhisdeathontheirfrontpages.Peoplemournedthelossofthemanandallthemusichemighthavestillwritten.

61.ManyofGershwin’smusicalworkswere______.

A.writtenaboutNewYorkersB.ComposedforPaulWhiteman

C.playedmainlyinthecountrysideD.performedinvariousways

62.WhatdoweknowabouttheconcertorganizedbyWhiteman?

A.ItattractedmorepeopletotheatresB.Itprovedjazzcouldbeseriousmusic

C.ItmadeGershwinleaderoftheorchestraD.Itcausedadebateamongjazzmusicians.

63.WhatdidGershwindoduringhisstayinParis?

A.HecreatedoneofhisbestworksB.HestudiedwithNadiaBoulanger

C.HearguedwithFrenchcriticsD.H

echangedhismusicstyle

64.Whatdowelearnfromthelastparagraph?

A.ManyofGershwin’sworkswerelostB.ThedeathofGershwinwaswidelyreported

C.AconcertwasheldinmemoryofGershwinD.BraincancerresearchstartedafterGershwin’sdeath.

65.WhichofthefollowingbestdescribesGershwin?

A.TalentedandproductiveB.SeriousandboringC.popularandunhappyD.Friendlyandhonest

ØPassage2

In1974,afterfillingoutfiftyapplications,goingthroughfourinterviews,andwinningoneoffer,IlookwhatIcouldget—ateachingjobatwhatIconsideredadistantwildarea:

westernNewJersey.MycharacteristicoptimismwasaliveonlywhenIremindedmyselfthatIwouldbedoingwhatIhadwantedtodosinceIwasfourteen—teachingEnglish.

Schoolstarted,butIfellmoreandmoreasifIwereinaforeigncountry.WasthisruralareareallyNewJersey?

Mystudentstookaweekoffwhenhuntingseasonbegan.IwastoldtheywerealsofrequentlyabsentinlateOctobertohelptheirfathersmakehayonthefarms.IwasayoungwomanfromNewYorkCity,whothoughtthat“Makehaywhilethesunshines”justmeanttohaveagoodtime.

But,still,IwasteachingEnglish.Iworkedhard,takingtimeoffonlytoeatandsleep.Andthentherewasmysixth-gradeclass—seventeenboysandfivegirlswhowereonlysixyearsyoungerthanme.IhadaproblemlongbeforeIknewit.Iwasstrugglinginmyworkasayoungidealisticteacher.Iwantedtomakeliteraturecomealiveandtopromotealoveofthewrittenword.Thestudentswantedtothrowspitballsandwhisperdirtywordsinthebackoftheroom.

IncollegeIhadbeentaughtthatasuccessfuleducatorshouldignorebadbehavior.SoIdid,confidentthat,asthetextbookhadsaid,thebadbehaviorwoulddisappearasIgavemystudentspositiveattention.Itsoundsreasonable,butthetextevidentlyignoredthefactthathumans,particularlyteenagers,rarelyseemreasonable.Bythetimemyboss,whowasalsomytaskmasterknowntobethestrictest,mostdemanding,mostquicktofireinexperiencedteachers,cameintotheclassroomtoobserveme,thestudentsexhibitedverylittlegoodbehaviortopraise.

Mybosssatinthebackof

theroom.Theboysintheclassweremakinganimalnoises,hittingeachotherwhilethegirlsfiledtheirnailsorreadmagazines.Ijustpretendeditallwasn’thappening,andwentonlecturingandtriedtoasksomeinspiringquestions.Myboss,sittinginthebackoftheroom,seemedtobegrowingbiggerandbigger.Aftertwentyminutesheleft,silently.Visionsofunemploymentmarchedbeforemyeyes.

IfeltmildlyvictoriousthatIgotthroughtherestofclasswithoutcrying,butatmynextfreeperiodIhadtofacehim.Iwonderedifhewouldletmefinishouttheday.Iwalkedtohisoffice,tookadeepbreath,andopenedthedoor.

Hewassittinginhischair,andhelookedatmelongandhard.Isaidnothing.AllIcouldthinkofwasthatIwasnotanEnglishteacher;Ihadbeenlyingtomyself,pretendingthateverythingwasfine.

Whenhespoke,hesaidsimply,withoutaccusation,“Youhadnothingtosaytothem.”

“Youhadnothingtosaytothem，"herepeated.“Nowonderthey’rebored.Whynotgettothemealofthe