天津市耀华中学高考英语冲刺导练18.docx

1、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Cloze III 记叙文 精选-7 To celebrate the end of our exams, my friends and I went to a fast food restaurant. We 26 hamburgers and Coca Cola at the counter. When our 27 came, I started walking towards an empty table. By bad luck, my purse strap (带子)

2、 got 28 on a chair and the tray (托盘) that I was holding slipped 29 my hands and went flying in the air. The tray, and its contents, 30 on a man who was just about to 31 a bite of his sandwich. I stared, greatly 32 , as the drinks soaked (浸湿) his white shirt. Then I 33 my eyes and prepared myself for

3、 his burst of 34 . Instead, he said “Its OK” to 35 me before he disappeared into the washroom. Still shaky and unsure 36 to do next, my friends and I went to a table and sat there, trying our best to look 37 . A moment later, the man came out of the washroom and 38 our table. My heart almost stopped

4、 39 . I thought he was going to ask for my fathers 40 and call him. To my surprise, he merely smiled at us, handed us some cash and said, “ 41 yourself new hamburgers.” He then walked 42 without even finishing his food. He could have made what was already an uncomfortable situation worse, 43 he chos

5、e a different way and gave us a reason to believe that there is still 44 in this world. Ill never 45 his action.26. A. ordered B. made C. arranged D. demanded 27. A. food B. turn C. bill D. menu 28. A. fixed B. caught C. cut D. tied 29. A. by B. in C. from D. out 30. A. knocked B. fell C. stood D. h

6、ung 31. A. take B. taste C. swallow D. chew 32. A. discouraged B. disappointed C. shocked D. annoyed 33. A. rolled B. rubbed C. narrowed D. closed 34. A. bitterness B. anxiety C. anger D. sorrow 35. A. satisfy B. comfort C. encourage D. praise 36. A. how B. who C. what D. which 37. A. mild B. honest

7、 C. calm D. modest 38. A. pushed B. approached C. drew D. laid 39. A. beating B. breaking C. sinking D. trembling 40. A. help B. position C. number D. job 41. A. Prepare B. Buy C. Find D. Cook 42. A. on B. around C. up D. away 43. A. so B. since C. although D. but 44. A. kindness B. happiness C. pol

8、iteness D. brightness 45. A. forget B. refuse C. oppose D. ignore 二、阅读理解Reading Comprehension 阅读微技能 Micro Reading Skills解析与训练 系列 15 The End （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

9、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) What is the opinion of the writer in this passage? 2) Whats the authors attitude towards? 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

10、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,eventhough,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

11、判断。常见的表示褒义/积极的有：approving（approve of赞同);自信的confident;赞成的令人信服的convincing favorable;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 ; in favor for；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in

12、teresting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；

13、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

14、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。 Passage 1 George Gershwin, born in 1898, was one of Americas greatest composers. He published his first song when he was eighteen years old. During the next twenty years he wrote more than five hundred songs. Many of Gershwins songs were first written for musical pla

15、ys performed in theatres in New York City. These plays were a popular form of entertainment in the 1920s and 1930s. Many of his songs have remained popular as ever. Over the years they have been sung and played in every possible way from jazz to country. In the 1920s there was a debate in the United

16、 States about jazz music. Could jazz, some people asked, be considered serious music? In 1924 jazz musician and orchestra leader Paul Whiteman decided to organize a special concert to show that jazz was serious music. Gershwin agreed to compose something for the concert before he realized he had jus

17、t a few weeks to do it. And in that short time, he composed a piece for piano and orchestra which he called Rhapsody in Blue. Gershwin himself played the piano at the concert. The audience were thrilled when they heard his music. It made him world-famous and showed that jazz music could be both seri

18、ous and popular. In 1928, Gershwin went to Paris. He applied to study composition (作曲) with the well-known musician Nadia Boulanger, but she rejected him. She was afraid that classical study would ruin his jazz-influenced style. While there, Gershwin wrote An American in Paris. When it was first per

19、formed, critics (评论家) were divided over the music. Some called it happy and full of life, to others it was silly and boring. But it quickly became popular in Europe and the United States. It still remains one of his most famous works. George Gershwin died in 1937, just days after doctors learned he

20、had brain cancer. He was only thirty-nine years old. Newspapers all over the world reported his death on their front pages. People mourned the loss of the man and all the music he might have still written. 61. Many of Gershwins musical works were _. A. written about New Yorkers B. Composed for Paul

21、Whiteman C. played mainly in the countryside D. performed in various ways 62. What do we know about the concert organized by Whiteman? A. It attracted more people to theatres B. It proved jazz could be serious music C. It made Gershwin leader of the orchestra D. It caused a debate among jazz musicia

22、ns. 63. What did Gershwin do during his stay in Paris? A. He created one of his best works B. He studied with Nadia Boulanger C. He argued with French critics D. He changed his music style64. What do we learn from the last paragraph? A. Many of Gershwins works were lost B. The death of Gershwin was

23、widely reported C. A concert was held in memory of Gershwin D. Brain cancer research started after Gershwins death. 65. Which of the following best describes Gershwin? A. Talented and productive B. Serious and boring C. popular and unhappy D. Friendly and honest Passage 2 In 1974, after filling out

24、fifty applications, going through four interviews, and winning one offer, I look what I could get a teaching job at what I considered a distant wild area: western New Jersey. My characteristic optimism was alive only when I reminded myself that I would be doing what I had wanted to do since I was fo

25、urteen teaching English.School started, but I fell more and more as if I were in a foreign country. Was this rural area really New Jersey? My students took a week off when hunting season began. I was told they were also frequently absent in late October to help their fathers make hay on the farms. I

26、 was a young woman from New York City, who thought that “Make hay while the sun shines” just meant to have a good time.But, still, I was teaching English. I worked hard, taking time off only to eat and sleep. And then there was my sixth-grade classseventeen boys and five girls who were only six year

27、s younger than me. I had a problem long before I knew it. I was struggling in my work as a young idealistic teacher. I wanted to make literature come alive and to promote a love of the written word. The students wanted to throw spitballs and whisper dirty words in the back of the room.In college I h

28、ad been taught that a successful educator should ignore bad behavior. So I did, confident that, as the textbook had said, the bad behavior would disappear as I gave my students positive attention. It sounds reasonable, but the text evidently ignored the fact that humans, particularly teenagers, rare

29、ly seem reasonable. By the time my boss, who was also my taskmaster known to be the strictest, most demanding, most quick to fire inexperienced teachers, came into the classroom to observe me, the students exhibited very little good behavior to praise.My boss sat in the back of the room. The boys in

30、 the class were making animal noises, hitting each other while the girls filed their nails or read magazines. I just pretended it all wasnt happening, and went on lecturing and tried to ask some inspiring questions. My boss, sitting in the back of the room, seemed to be growing bigger and bigger. Af

31、ter twenty minutes he left, silently. Visions of unemployment marched before my eyes. I felt mildly victorious that I got through the rest of class without crying, but at my next free period I had to face him. I wondered if he would let me finish out the day. I walked to his office, took a deep brea

32、th, and opened the door.He was sitting in his chair, and he looked at me long and hard. I said nothing. All I could think of was that I was not an English teacher; I had been lying to myself, pretending that everything was fine.When he spoke, he said simply, without accusation, “You had nothing to say to them.”“You had nothing to say to them， he repeated. “No wonder theyre bored. Why not get to the meal of the