【北師大版】2024屆高考英語一輪復習精選導學案語篇微寫作強化系列Test 27

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　　Test 27

　?、?完形填空

　　Many of us spend a great deal of time and energy trying to prove that we are right and others are wrong.Many people__1__ that it’s their job to show others how their positions，statements，and points of view are __2__，and that on doing so，the person they are correcting is going to somehow __3__it，or at least learn something.Wrong!

　　Think about it.Have you ever been __4__by someone and said to him，“Thank you so much for showing me that I’m wrong and you’re right”？ Or，has anyone you know ever __5__you when you corrected them，or made yourself “right” at their__6__ ? Of course not.The truth is，all of us __7__to be corrected.We all want our position to be __8__ and understood by others.Being listened to and heard is one of the greatest__9__ of the human heart.And those who learn to__10__ are the most loved and respected.Those who are in the __11__of correcting others are often resented(怨恨) and __12__.

　　A wonderful way for becoming more peaceful and loving is to practice __13__ others the joy of being right—give them the glory.__14__correcting.When someone says，“I really feel it’s important to”，rather than breaking __15__ and saying，“No，it’s more important to ”，simply let it go and allow their statement to__16__.The people in your life will become less defensive and more __17__.They will appreciate you more than you could ever have __18__.You’ll discover the joy of joining in and witnessing other people’s __19__，which is far more rewarding than a battle of egos(自我)．Starting today，let others be “__20__”，most of the time.

　　1．A.believe

　　B．doubt

　　C．prove

　　D．tell

　　答案　A

　　解析　此處believe意為“認為”。許多人認為該告訴別人他們的觀點是錯誤的，這是自己應做的事。

　　2．A.unimportant

　　B．unbelievable

　　C．incorrect

　　D．imperfect

　　答案　C

　　解析　根據上句“trying to prove that we are right and others are wrong”可知此處應為別人的觀點是“不正確的”。

　　3．A.consider

　　B．appreciate

　　C．understand

　　D．refuse

　　答案　B

　　解析　根據下文“or at least learn something”可知人們常錯誤地認為被自己糾正的人應“感激”自己。

　　4．A.fooled

　　B．helped

　　C．taught

　　D．corrected

　　答案　D

　　解析　根據上文“the person they are correcting is...”可知此處是站到自己的角度，有沒有被別人“糾正”過。

　　5．A.thanked

　　B．rewarded

　　C．cared

　　D．accepted

　　答案　A

　　解析　根據上文“Thank you so much for showing me that I’m wrong and you’re right”？可知，此處應為當你給別人糾正錯誤時，別人有沒有“感謝”你。

　　6．A.side

　　B．price

　　C．expense

　　D．value

　　答案　C

　　解析　at sb.’s expense在某人受損的情況下，以某人為代價。以他們受損失為代價來證明你是對的。

　　7．A.like

　　B．hate

　　C．prefer

　　D．afford

　　答案　B

　　解析　根據上句，所有人都沒因為被指出錯誤而感謝別人，所以事實是，我們所有人都“討厭”被糾正。

　　8．A.admired

　　B．received

　　C．realized

　　D．respected

　　答案　D

　　解析　根據下文and understood by others可知此處句意為“被別人理解和尊重”。

　　9．A.shortcomings

　　B．advantage

　　C．desires

　　D．wishes

　　答案　C

　　解析　根據句意，被聆聽是人內心深處最大的“渴望”。

　　10．A.talk

　　B．praise

　　C．help

　　D．listen

　　答案　D

　　解析　根據上文可知此處為“傾聽”。

　　11．A.habit

　　B．form

　　C．position

　　D．purpose

　　答案　A

　　解析　in the habit of...習慣于……。

　　12．A.punished

　　B．avoided

　　C．left

　　D．laughed

　　答案　B

　　解析　根據上文可知此處應為“避而遠之”。

　　13．A.letting

　　B．lending

　　C．allowing

　　D．owing

　　答案　C

　　解析　allow sb.sth.給予某人……。練習給予別人被承認的快樂。

　　14．A.Stop

　　B．Continue

　　C．Practise

　　D．Try

　　答案　A

　　解析　根據上文，此處應為不要再糾正別人的觀點了。

　　15．A.out

　　B．up

　　C．in

　　D．off

　　答案　C

　　解析　break in插話。不要插嘴說自己的觀點。break out爆發；break up粉碎；break off中斷。

　　16．A.last

　　B．send

　　C．work

　　D．stand

　　答案　D

　　解析　stand維持不變；last持續；send送；work工作。根據句意可知應為使他們的觀點不變。

　　17．A.helpful

　　B．loving

　　C．careful

　　D．popular

　　答案　B

　　解析　根據上文可知此處應為更加滿懷愛意。

　　18．A.dreamed

　　B．requested

　　C．asked

　　D．demanded

　　答案　A

　　解析　他們會比你想像的更欣賞你。

　　19．A.sufferings

　　B．worries

　　C．progress

　　D．happiness

　　答案　D

　　解析　你會發現加入別人的快樂并見證別人的快樂。

　　20．A.happy

　　B．right

　　C．sorry

　　D．proud

　　答案　B

　　解析　此處為整篇文章的論點，即多數時候讓別人正確，而不要一味想證明自己正確。

　?、?閱讀理解

　　Some students get so nervous before a test，they do poorly even if they know the material.Sian Beilock has studied these highly anxious test-takers.

　　Sian Beilock：“They start worrying about the consequences.They might even start worrying about whether this exam is going to prevent them from getting into the college they want.And when we worry，it actually uses up attention and memory resources.I talk about it as your cognitive horsepower that you could otherwise be using to focus on the exam.”

　　Professor Beilock and another researcher，Gerardo Ramirez，have developed a possible solution.Just before an exam，highly anxious test-takers spend ten minutes writing about their worries about the test.

　　Sian Beilock：“What we think happens is when students put it down on paper，they think about the worst that could happen and they reappraise the situation.They might realize it’s not as bad as they might think it was before and，in essence(本質上)，it prevents these thoughts from popping_up_when they’re actually taking a test.”

　　The researchers tested the idea on a group of twenty anxious college students.They gave them two short math tests.After the first one，they asked the students to either sit quietly or write about their feelings about the upcoming second test.

　　The researchers added to the pressure.They told the students that those who did well on the second test would get money.They also told them that their performance would affect other students as part of a team effort.

　　Professor Beilock says those who sat quietly scored an average of twelve percent worse on the second test.But the students who had written about their fears improved their performance by an average of five percent.

　　Next，the researchers used younger students in a biology class.They told them before final exams either to write about their feelings or to think about things unrelated to the test.

　　Prefessor Beilock says highly anxious students who did the writing got an average grade of B＋，compared to a B－ for those who did not.

　　Sian Beilock：“What we showed is that for students who are highly test-anxious，who’d done our writing intervention，all of a sudden there was no relationship between test anxiety and performance.Those students most likely to worry were performing just as well as their classmates who don’t normally get nervous in these testing situations.”

　　But what if students do not have a chance to write about their fears immediately before an exam or presentation? Professor Beilock says students can try it themselves at home or in the library and still improve their performance.

　　1．What may happen if students have the problem of test anxiety?

　　A．Test anxiety can improve students’ performance to some degree.

　　B．Students’ attention and memory resources run out when worried.

　　C．Students may not be admitted into their favorite college if worried.

　　D．Test anxiety is sure to cause students to fail the test.

　　答案　B

　　解析　第二段第三句表明答案為B項。

　　2．Which of the following is TRUE?

　　A．In the first math test，students who sat quietly performed better.

　　B．In the second math test，students who wrote about their feelings did worse.

　　C．Some college students are highly anxious test-takers while others are not in the tests.

　　D．The result in the math test agrees with that in the biology test.

　　答案　D

　　解析　文中沒有對第一次和第二次進行比較，故排除A項；第七段第二句說明B項錯；C項文中沒有提及，但就這句話本身來說沒有錯誤；兩次實驗結果一致，故D項正確。

　　3．What does the underlined phrase “popping up” mean?

　　A．Giving out.

　　B．Fading away.

　　C．Becoming clearly.

　　D．Appearing suddenly.

　　答案　D

　　解析　第四段是有關高焦慮的負面作用；it prevents these thoughts from...阻止想法突然出現。

　　4．What is most probably Sian Beilock?

　　A．A psychology professor.

　　B．A philosophy researcher.

　　C．A politics professor.

　　D．A tutor.

　　答案　A

　　解析　由常識我們知道，焦慮屬于心理學范疇。

　　5．What is the main idea of the passage?

　　A．It is a common practice for students being worried before a test.

　　B．Being worried before tests does harm to students’ performance.

　　C．Anxious students overcome test anxiety by writing down fears.

　　D．It is important for students to overcome test anxiety.

　　答案　C

　　解析　第三段點明了文章的中心，后面的例子是在進行解釋說明。

　　Ⅲ.微寫作

　　寫作素材

　　1．我的活動計劃如下。

　　2．你們一到就領你們參觀科學試驗室。

　　3．舉行內容涉及學校生活及文化差異方面的討論會。

　　4．最后在學校餐廳聚會。

　　(素材來源于2011·天津·書面表達)

　　提示：盡量使用高級表達：as follows；which引導的非限制性定語從句等。

　　連句成篇(將以上句子連成一篇50詞左右的英語短文)

　　My plan about the activities is as follows：On your arrival you’ll be shown around the science lab and then a discussion will be held，which covers school life and cultural differences.At last we’ll have a get-together in the dining hall.

　　1．rewarding adj.值得的；有意義的　reward v．獎賞；回報　reward sb.with...用……報答某人

　　2．essence n．實質；本質　essential adj.必不可少的　in essence本質上　of the essence最重要的

　　3．rather than而不是　would do...rather than do...寧愿……而不愿……　or rather更確切地說　rather too太……

　　4．compared to和……比起來　compare...with/to...把……和……比較　compare...to...把……比作……　compare notes交流意見　as compared to和……相比　in comparison相比之下

　　5．They might even start worrying about whether this exam is going to prevent them from getting into the college they want.

　　句中介詞about后面跟著whether引導的賓語從句，prevent sb.from doing...意為阻止某人做……，they want為省略關系代詞that/which的定語從句，修飾先行詞the_college。

　　在完形填空中怎樣排除干擾項？

　　分析詞義，查看語法，從上下文尋找線索。完形填空題的難度是較高的，但大多數是中檔題和低檔題?？忌诮忸}中要注意解題速度，不可為一道難題苦思冥

　　想，耗時太多。正確的做法應該是繞道而行，先做下面容易的題目，將有把握的空先填上，然后再解決難度大的題目。通常情況下，一篇完形填空必有幾處答案難以確定，四個備選項中，往往有兩個較易排除。剩下的兩個選項在意義和用法上十分接近，干擾項的干擾性很強，迷惑性較大。每篇文章都有一個主體，不能單從局部的詞義和句意來理解。當你覺得兩個選項都是正確時，先從詞義著手分析，如果不能確定，再從搭配、語法上考慮，或者查看行文邏輯是否一致，必要時還要綜觀全局把握作者的寫作意圖。如本節完形填空中的第8空We all want our position to be __8__ and understood by others.

　　A．admired

　　B．received

　　C．realized

　　D．respected

　　空格處需要填入一個動詞的過去分詞，四個動詞從語法角度看都可以，但根據下文and understood by others可知我們希望得到別人的理解和尊重，而不是admire羨慕；receive收到；realize意識到，故答案為D項，所以做此題時要充分利用上下文語境，不能就空填空。

　　Test 27

　　Ⅰ.完形填空