2020版英語(yǔ)高分突破大一輪課件專(zhuān)題二　主旨要義

Passage1(2019課標(biāo)全國(guó),D)詞數(shù):370Duringtherosyyearsofelementaryschool(小學(xué)),Ienjoyedsharingmydollsandjokes,whichal-lowedmetokeepmyhighsocialstatus.Iwasthequeenoftheplayground.Thencamemytweensandteens,andmeangirlsandcoolkids.Theyroseintheranksnotbybeingfriendlybutbysmok-ingcigarettes,breakingrulesandplayingjokesonothers,amongwhomIsoonfoundmyself.Popularityisawell-exploredsubjectinsocialpsychology.MitchPrinstein,aprofessorofclinicalpsychologysortsthepopularintotwocategories:thelikableandthestatusseekers.Thelikablesplays-well-with-othersqualitiesstrengthenschoolyardfriendships,jump-startinterpersonalskillsand,whentappedearly,areemployedeverafterinlifeandwork.Thentheresthekindofpopular-itythatappearsinadolescence:statusbornofpowerandevendishonorablebehavior.,五年高考,A組課標(biāo)卷題組,Enviableasthecoolkidsmayhaveseemed,Dr.Prinsteinsstudiesshowunpleasantconsequences.Thosewhowerehighestinstatusinhighschool,aswellasthoseleastlikedinelementaryschool,are“mostlikelytoengage(從事)indangerousandriskybehavior.”Inonestudy,Dr.Prinsteinexaminedthetwotypesofpopularityin235adolescents,scoringtheleastliked,themostlikedandthehighestinstatusbasedonstudentsurveys(調(diào)查研究).“Wefoundthattheleastwell-likedteenshadbecomemoreaggressiveovertimetowardtheirclass-mates.Butsohadthosewhowerehighinstatus.Itclearlyshowedthatwhilelikabilitycanleadtohealthyadjustment,highstatushasjusttheoppositeeffectonus.”Dr.Prinsteinhasalsofoundthatthequalitiesthatmadetheneighborswantyouonaplaydatesharing,kindness,opennesscarryovertolateryearsandmakeyoubetterabletorelateandcon-nectwithothers.Inanalyzinghisandotherresearch,Dr.Prinsteincametoanotherconclusion:Notonlyislikabilityrelatedtopositivelifeoutcomes,butitisalsoresponsibleforthoseoutcomes,too.“Beinglikedcreatesopportunitiesforlearningandfornewkindsoflifeexperiencesthathelpsomebodygainanadvantage,”hesaid.,1.Whatsortofgirlwastheauthorinherearlyyearsofelementaryschool?A.Unkind.B.Lonely.C.Generous.D.Cool.2.Whatisthesecondparagraphmainlyabout?A.Theclassificationofthepopular.B.Thecharacteristicsofadolescents.C.Theimportanceofinterpersonalskills.D.Thecausesofdishonorablebehavior.3.WhatdidDr.Prinsteinsstudyfindaboutthemostlikedkids?A.Theyappearedtobeaggressive.B.Theytendedtobemoreadaptable.C.Theyenjoyedthehigheststatus.D.Theyperformedwellacademically.4.Whatisthebesttitleforthetext?A.BeNiceYouWontFinishLastB.TheHighertheStatus,theBetterC.BetheBestYouCanMakeItD.MoreSelf-Control,LessAggressiveness,答案語(yǔ)篇解讀本文體裁為說(shuō)明文,主題語(yǔ)境為人與社會(huì),主題語(yǔ)境內(nèi)容為社會(huì)交往。文章將受歡迎的人分成了兩類(lèi)討人喜歡的人和追逐高地位的人。本文側(cè)重培養(yǎng)學(xué)生的思維品質(zhì)。1.C推理判斷題。本題題干意為:作者在上小學(xué)的低年級(jí)時(shí)是什么樣的女孩?根據(jù)題干中的earlyyearsofelementaryschool可定位到第一段第一句中的Duringtherosyyearsofelementaryschool,Ienjoyedsharingmydollsandjokes(喜歡分享玩偶和笑話),因此可以推斷作者是大方的,故選C項(xiàng)。A:不友善的;B:孤獨(dú)的;D:酷的。2.A主旨要義題。本題題干意為:第二段的主要內(nèi)容是什么?根據(jù)第二段第二句MitchPrin-stein,aprofessorofclinicalpsychologysortsthepopularintotwocategories:thelikableandthestatusseekers.可知,本段對(duì)受歡迎的人進(jìn)行分類(lèi),故選A項(xiàng)。B:青少年的特點(diǎn);C:人際交往技巧的重要性;D:不光彩行為的原因。3.B細(xì)節(jié)理解題。本題題干意為:Prinstein博士的研究中針對(duì)最受喜歡的小孩的發(fā)現(xiàn)是什么?根據(jù)題干中的study和themostlikedkids可定位到第四段中的Itclearlyshowedthatwhilelika-,bilitycanleadtohealthyadjustment,highstatushasjusttheoppositeeffectonus。healthyad-justment(調(diào)整,適應(yīng))對(duì)應(yīng)B項(xiàng)中的adaptable(能適應(yīng)的),故答案為B項(xiàng)。A:他們顯得有侵略性;C:他們喜歡最高的地位;D:他們學(xué)習(xí)成績(jī)很好。4.A主旨要義題。本題題干意為:本文最好的標(biāo)題是什么?文章將受歡迎的人分成兩類(lèi)討人喜歡的人和追逐高地位的人。根據(jù)對(duì)這兩種人的介紹可以總結(jié)出整篇文章都是在引導(dǎo)讀者做討人喜歡的人,對(duì)人友善、學(xué)會(huì)分享、敞開(kāi)心扉,因此答案為A項(xiàng)。B:地位越高越好;C:做到最好你可以做到;D:自制力越強(qiáng),侵略性越小。長(zhǎng)難句“Beinglikedcreatesopportunitiesforlearningandfornewkindsoflifeexperiencesthathelpsomebodygainanadvantage,”hesaid.他說(shuō):“被別人喜歡創(chuàng)造了學(xué)習(xí)的機(jī)會(huì),也創(chuàng)造了新的生活體驗(yàn)的機(jī)會(huì),這些體驗(yàn)幫助人們獲得優(yōu)勢(shì)?！敝苯右Z(yǔ)的主干是:Beinglikedcreatesopportunities。forlearningandfornewkindsoflifeexpe-riencesthathelpsomebodygainanadvantage是opportunities的定語(yǔ),其中thathelpsomebodygainanadvantage是定語(yǔ)從句,先行詞是newkindsoflifeexperiences。,Passage2(2018課標(biāo)全國(guó),B)詞數(shù):264GoodMorningBritainsSusannaReidisusedtogrillingguestsonthesofaeverymorning,butsheiscookingupastorminherlatestroleshowingfamilieshowtopreparedeliciousandnutritiousmealsonatightbudget.InSaveMoney:GoodFood,shevisitsadifferenthomeeachweekandwiththehelpofchefMattTebbuttofferstoptipsonhowtoreducefoodwaste,whilepreparingrecipesforunder5perfamilyaday.AndtheGoodMorningBritainpresentersaysshesbeenabletoputalotofwhatsheslearntintopracticeinherownhome,preparingmealsforsons,Sam,14,Finn,13,andJack,11.“WeloveMexicanchurros,soIbuythemonmyphonefrommylocalMexicantakeawayrestau-rant,”sheexplains.“Ipay5foraportion(一份),butMattmakesthemfor26paportion,be-causetheyareflour,water,sugarandoil.Everybodycanbuytakeawayfood,butsometimeswerenotawarehowcheaplywecanmakethisfoodourselves.”Theeight-partseries(系列節(jié)目),SaveMoney:GoodFood,followsinthefootstepsofITVsSaveMoney:GoodHealth,whichgaveviewersadviceonhowtogetvaluefromthevastrangeofhealth,productsonthemarket.Withfoodourbiggestweeklyhouseholdexpense,SusannaandMattspendtimewithadifferentfamilyeachweek.IntonightsEasterspecialtheycometotheaidofafamilyinneedofsomede-liciousinspirationonabudget.Theteamtransformsthefamilyslongweekendofcelebrationwithlessexpensivebutstilltastyrecipes.1.WhatdoweknowaboutSusannaReid?A.Sheenjoysembarrassingherguests.B.Shehasstartedanewprogramme.C.Shedislikesworkingearlyinthemorning.D.Shehashadatightbudgetforherfamily.2.HowdoesMattTebbutthelpSusanna?A.Hebuyscookingmaterialsforher.B.Hepreparesfoodforherkids.C.Heassistsherincookingmatters.D.Heinvitesguestfamiliesforher.,3.Whatdoestheauthorintendtodoinparagraph4?A.Summarizethepreviousparagraphs.B.Providesomeadviceforthereaders.C.Addsomebackgroundinformation.D.Introduceanewtopicfordiscussion.4.Whatcanbeasuitabletitleforthetext?A.KeepingFitbyEatingSmartB.BalancingOurDailyDietC.MakingYourselfaPerfectChefD.CookingWellforLess,答案語(yǔ)篇解讀本文介紹了英國(guó)節(jié)目主持人SusannaReid創(chuàng)辦的一檔新節(jié)目SaveMoney:GoodFood的相關(guān)情況。1.B細(xì)節(jié)理解題。根據(jù)第一段的butsheiscookingupastorminherlatestrole可知,她創(chuàng)辦了一檔新節(jié)目,故選B項(xiàng)。2.C推理判斷題。根據(jù)第二段第一句話(在節(jié)目SaveMoney:GoodFood中,她每周拜訪一個(gè)不同的家庭,并且在廚師MattTebbutt的幫助下在準(zhǔn)備每個(gè)家庭每天低于5英鎊的食譜時(shí)提供如何減少食物浪費(fèi)的很好的建議)可知,MattTebbutt在做飯方面幫助了Susanna,故選C項(xiàng)。3.C推理判斷題。文章前三段主要介紹了新節(jié)目SaveMoney:GoodFood的相關(guān)情況,而第四段介紹了它和節(jié)目SaveMoney:GoodHealth的關(guān)系。由此推斷本段主要補(bǔ)充這一節(jié)目的背景知識(shí),故選C項(xiàng)。4.D主旨要義題。通讀全文可知,文章介紹了英國(guó)節(jié)目主持人SusannaReid通過(guò)創(chuàng)辦新節(jié)目SaveMoney:GoodFood教給觀眾如何花更少的錢(qián)制作更美味的食物。故選D項(xiàng)。,長(zhǎng)難句Theeight-partseries(系列節(jié)目),SaveMoney:GoodFood,followsinthefootstepsofITVsSaveMoney:GoodHealth,whichgaveviewersadviceonhowtogetvaluefromthevastrangeofhealthproductsonthemarket.由八部分組成的系列節(jié)目SaveMoney:GoodFood跟隨ITV的節(jié)目SaveMoney:GoodHealth的足跡,給電視觀眾提供了如何從市場(chǎng)上各種各樣的健康產(chǎn)品中獲得價(jià)值的建議。本句的主干為T(mén)heeight-partseriesfollowsinthefootstepsofITVsSaveMoney:GoodHealth。句中SaveMoney:GoodFood為同位語(yǔ),which引導(dǎo)定語(yǔ)從句,先行詞為SaveMoney:GoodHealth,which在從句中作主語(yǔ);另外,在定語(yǔ)從句中howtogetvaluefromthevastrangeofhealthprod-uctsonthemarket作介詞on的賓語(yǔ)。,Passage3(2017課標(biāo)全國(guó),C)詞數(shù):325SomeoftheworldsmostfamousmusiciansrecentlygatheredinParisandNewOrleanstocele-bratethefirstannualInternationalJazzDay.UNESCO(UnitedNationsEducational,ScientificandCulturalOrganization)recentlysetApril30asadaytoraiseawarenessofjazzmusic,itssignifi-cance,anditspotentialasaunifying(聯(lián)合)voiceacrosscultures.Despitethecelebrations,though,intheU.S.thejazzaudiencecontinuestoshrinkandgrowolder,andthemusichasfailedtoconnectwithyoungergenerations.ItsJasonMoransjobtohelpchangethat.AstheKennedyCentersartisticadviserforjazz,Moranhopestowidentheaudienceforjazz,makethemusicmoreaccessible,andpreserveitshis-toryandculture.“JazzseemslikeitsnotreallyapartoftheAmericanappetite,”MorantellsNationalPublicRa-diosreporterNealConan.“WhatImhopingtoaccomplishisthatmygenerationandyoungerstarttoreconsiderandunderstandthatjazzisnotblackandwhiteanymore.Itsactuallycolor,anditsactuallydigital.”,Moransaysoneoftheproblemswithjazztodayisthattheentertainmentaspectofthemusichasbeenlost.“Themusiccantbepresentedtodaythewayitwasin1908or1958.Ithastocontinuetomove,becausethewaytheworldworksisnotthesame,”saysMoran.Lastyear,MoranworkedonaprojectthatarrangedFatsWallersmusicforadanceparty,“justtokindofputitbackinthemindthatWallerisdancemusicasmuchasitisconcertmusic,”saysMoran.“Forme,itstherecontextualization.Inmusic,wheredoestheemotion(情感)lie?Arewe,ashumans,gaininganyinsight(感悟)onhowtotalkaboutourselvesandhowsomethingasabstractasaCharlieParkerrecordgetsusintoadialogueaboutouremotionsandourthoughts?Sometimeswelosesightthatthemusichasawidercontext,”saysMoran,“soIwanttocontinuethosedia-logues.ThosearethethingsIwanttofoster.”1.WhydidUNESCOsetApril30asInternationalJazzDay?A.Torememberthebirthofjazz.B.Toprotectculturaldiversity.C.Toencouragepeopletostudymusic.D.Torecognizethevalueofjazz.,2.Whatdoestheunderlinedword“that”inparagraph3referto?A.Jazzbecomingmoreaccessible.B.Theproductionofjazzgrowingfaster.C.Jazzbeinglesspopularwiththeyoung.D.Thejazzaudiencebecominglarger.3.WhatcanweinferaboutMoransopiniononjazz?A.Itwilldisappeargradually.B.Itremainsblackandwhite.C.Itshouldkeepupwiththetimes.D.Itchangesevery50years.4.Whichofthefollowingcanbethebesttitleforthetext?A.ExploringtheFutureofJazzB.TheRiseandFallofJazzC.TheStoryofaJazzMusicianD.CelebratingtheJazzDay,答案語(yǔ)篇解讀本文為說(shuō)明文。雖然美國(guó)爵士樂(lè)在文化交流中起著積極的作用,但是它的前景堪憂。目前爵士樂(lè)的聽(tīng)眾越來(lái)越少,且年輕人不喜歡爵士樂(lè)。Moran試圖改變其現(xiàn)狀,他建議爵士樂(lè)要與時(shí)俱進(jìn),運(yùn)用多種元素來(lái)適應(yīng)現(xiàn)實(shí),讓其成為一種年輕人喜歡的藝術(shù)表現(xiàn)形式。1.D細(xì)節(jié)理解題。本題問(wèn)聯(lián)合國(guó)教科文組織(UNESCO)為什么把4月30日設(shè)為“國(guó)際爵士樂(lè)日”。根據(jù)第一段最后一句中的“.toraiseawarenessofjazzmusic,itssignificance,and.”可知聯(lián)合國(guó)教科文組織設(shè)立“國(guó)際爵士樂(lè)日”的目的是讓更多人了解爵士樂(lè),了解它的意義和它在跨文化交流中的潛在作用,即讓人們認(rèn)識(shí)到它的價(jià)值,故答案為D項(xiàng)。2.C猜測(cè)詞義題。第三段中that所在的句子起到承接上段的作用,由此可知that所指的內(nèi)容應(yīng)在第二段。第二段指出爵士樂(lè)聽(tīng)眾減少并呈現(xiàn)老齡化趨勢(shì),不受年輕人歡迎。改變這一點(diǎn)正是JasonMoran的工作,故答案為C項(xiàng)。3.C推理判斷題。根據(jù)第五段中的“Ithastocontinuetomove,because.”可知,Moran認(rèn)為爵士樂(lè)需要不斷地前進(jìn),因?yàn)楫?dāng)今的世界和以前的已經(jīng)不一樣了。由此推斷出Moran對(duì)爵士樂(lè)的看法應(yīng)該是:爵士樂(lè)應(yīng)該跟上時(shí)代的腳步。所以答案為C項(xiàng)。,4.A主旨要義題。第一段作者提到為了讓人們認(rèn)識(shí)到爵士樂(lè)的價(jià)值而設(shè)立了國(guó)際爵士樂(lè)日;后面描述了爵士樂(lè)的現(xiàn)狀,指出了為什么現(xiàn)在的年輕人不接受它;再結(jié)合最后一段中的“soIwanttocontinuethosedialogues.ThosearethethingsIwanttofoster.”可知,本文的主題就是探索爵士樂(lè)的未來(lái),答案為A項(xiàng)。,Passage4(2016課標(biāo)全國(guó),D)詞數(shù):332Themeaningofsilencevariesamongculturalgroups.Silencesmaybethoughtful,ortheymaybeemptywhenapersonhasnothingtosay.Asilenceinaconversationmayalsoshowstubbornness,uneasiness,orworry.Silencemaybeviewedbysomeculturalgroupsasextremelyuncomfortable;thereforeattemptsmaybemadetofilleverygap(間隙)withconversation.Personsinotherculturalgroupsvaluesilenceandviewitasnecessaryforunderstandingapersonsneeds.ManyNativeAmericansvaluesilenceandfeelitisabasicpartofcommunicatingamongpeople,justassometraditionalChineseandThaipersonsdo.Therefore,whenapersonfromoneoftheseculturesisspeakingandsuddenlystops,whatmaybeimplied(暗示)isthatthepersonwantsthelistenertoconsiderwhathasbeensaidbeforecontinuing.Inthesecultures,silenceisacallforre-flection.Otherculturesmayusesilenceinotherways,particularlywhendealingwithconflictsamongpeo-pleorinrelationshipsofpeoplewithdifferentamountsofpower.Forexample,Russian,French,andSpanishpersonsmayusesilencetoshowagreementbetweenpartiesaboutthetopicunderdis-,cussion.However,Mexicansmayusesilencewheninstructionsaregivenbyapersoninauthorityratherthanberudetothatpersonbyarguingwithhimorher.Instillanotheruse,personsinAsianculturesmayviewsilenceasasignofrespect,particularlytoanelderorapersoninauthority.Nursesandothercare-giversneedtobeawareofthepossiblemeaningsofsilencewhentheycomeacrossthepersonalanxietytheirpatientsmaybeexperiencing.Nursesshouldrecognizetheirownpersonalandculturalconstructionofsilencesothatapatientssilenceisnotinterruptedtooearlyorallowedtogoonunnecessarily.Anursewhounderstandsthehealing(治愈)valueofsilencecanusethisunderstandingtoassistinthecareofpatientsfromtheirownandfromothercultures.1.Whatdoestheauthorsayaboutsilenceinconversations?A.Itimpliesanger.B.Itpromotesfriendship.C.Itisculture-specific.D.Itiscontent-based.,2.Whichofthefollowingpeoplemightregardsilenceasacallforcarefulthought?A.TheChinese.B.TheFrench.C.TheMexicans.D.TheRussians.3.Whatdoestheauthoradvisenursestodoaboutsilence?A.Letitcontinueasthepatientpleases.B.Breakitwhiletreatingpatients.C.Evaluateitsharmtopatients.D.Makeuseofitshealingeffects.4.Whatmaybethebesttitleforthetext?A.SoundandSilenceB.WhatItMeanstoBeSilentC.SilencetoNativeAmericansD.SpeechIsSilver;SilenceIsGold,答案語(yǔ)篇解讀本文是一篇議論文。文章講述了沉默在不同風(fēng)俗中所表達(dá)的不同意義及其在醫(yī)療方面的作用。1.C推理判斷題。根據(jù)文章前三段可知沉默在不同風(fēng)俗中所表達(dá)的含義不同,由此可判斷在談話中的沉默是有風(fēng)俗特性的,故選C項(xiàng)。2.A推理判斷題。根據(jù)文章第二段可知正如一些傳統(tǒng)的中國(guó)人和泰國(guó)人做的那樣,許多印第安人重視沉默,認(rèn)為沉默是交流的一個(gè)基本的部分。并且在這些風(fēng)俗里,沉默是一個(gè)思考的需要。根據(jù)第二段的ChineseandThaipersons可將B、C、D排除。3.D細(xì)節(jié)理解題。根據(jù)文章最后一段可知護(hù)士和其他護(hù)理人員要明白沉默的治療價(jià)值,并且使用這種方式幫助來(lái)自自己風(fēng)俗的或其他風(fēng)俗的病人,故選D項(xiàng)。其他三項(xiàng)文中未提到。4.B主旨要義題。文章主要講述的是沉默在各個(gè)風(fēng)俗中所表達(dá)的不同意義及其在醫(yī)療方面的作用,故選B項(xiàng),意為“沉默的意義”。A項(xiàng)“聲音和沉默”,文中未提及聲音。C項(xiàng)顯然只是說(shuō)美國(guó)人,有些片面。D項(xiàng)“說(shuō)話是銀,沉默是金”,與文章內(nèi)容不符。,長(zhǎng)難句N(xiāo)ursesandothercare-giversneedtobeawareofthepossiblemeaningsofsilencewhentheycomeacrossthepersonalanxietytheirpatientsmaybeexperiencing.當(dāng)護(hù)士和其他的護(hù)理者們遇到他們的病人可能正在經(jīng)歷個(gè)人焦慮時(shí)他們需要明白沉默的可能含義。本句為復(fù)合句,主句為Nursesandothercare-giversneedtobeawareofthepossiblemeaningsofsilence;when引導(dǎo)時(shí)間狀語(yǔ)從句,其中theirpatientsmaybeexperiencing為定語(yǔ)從句,先行詞為anxiety。高考熱詞,B組課標(biāo)、及其他省(區(qū)、市)卷題組Group1,Passage1(2019課標(biāo)全國(guó),C)詞數(shù):348MarianBechtelsitsatWestPalmBeachsBarLouiecounterbyherself,quietlyreadinghere-bookasshewaitsforhersalad.Whatisshereading?Noneofyourbusiness!LunchisBechtels“me”time.AndlikemoreAmericans,shesnotalone.Anewreportfound46percentofmealsareeatenaloneinAmerica.Morethanhalf(53percent)havebreakfastaloneandnearlyhalf(46percent)havelunchbythemselves.Onlyatdinnertimeareweeatingtogetheranymore,74percent,accordingtostatisticsfromthereport.“Iprefertogooutandbeout.Alone,buttogether,youknow?”Bechtelsaid,lookingupfromherbook.Bechtel,whoworksindowntownWestPalmBeach,haslunchwithcoworkerssometimes,butlikemanyofus,toooftenworksthroughlunchatherdesk.Alunchtimeescapeallowshertokeepabossfromtappingherontheshoulder.Shereturnstoworkfeelingenergized.“Today,Ijustwantedsometimetomyself,”shesaid.Justtwoseatsover,AndrewMazoleny,alocalvideographer,isfinishinghislunchatthebar.Helikesthathecansitandcheckhisphoneinpeaceorchatupthebarkeeperwithwhomhesona,first-namebasisifhewantstohavealittleinteraction(交流).“Ireflectonhowmydaysgoneandthinkabouttherestoftheweek,”hesaid.“Itsachanceforself-reflection.Youreturntoworkrechargedandwithaplan.”Thatfreedomtochooseisonereasonmorepeopleliketoeatalone.Therewasatimewhenpeoplemayhavefeltawkwardaboutaskingforatableforone,butthosedaysareover.Now,wehaveoursmartphonestokeepuscompanyatthetable.“Itdoesntfeelasaloneasitmayhavebeforealltheadvancesintechnology,”saidLaurieDemeritt,whosecompanyprovidedthestatisticsforthereport.1.Whatarethestatisticsinparagraph2about?A.Foodvariety.B.Eatinghabits.C.Tablemanners.D.Restaurantservice.2.WhydoesBechtelprefertogooutforlunch?A.Tomeetwithhercoworkers.B.Tocatchupwithherwork.,C.Tohavesometimeonherown.D.Tocollectdataforherreport.3.WhatdoweknowaboutMazoleny?A.Hemakesvideosforthebar.B.Hesfondofthefoodatthebar.C.Heinterviewscustomersatthebar.D.Hesfamiliarwiththebarkeeper.4.Whatisthetextmainlyabout?A.Thetrendofhavingmealsalone.B.Theimportanceofself-reflection.C.Thestressfromworkingovertime.D.Theadvantageofwirelesstechnology.,答案語(yǔ)篇解讀本文體裁為說(shuō)明文。主題語(yǔ)境為人與社會(huì),主題語(yǔ)境內(nèi)容為社會(huì)交往?，F(xiàn)如今,在美國(guó),越來(lái)越多的人選擇自己吃飯,他們希望以此爭(zhēng)取一些自己獨(dú)處的時(shí)間。本文側(cè)重培養(yǎng)學(xué)生的文化意識(shí)。1.B細(xì)節(jié)理解題。本題題干意為:第二段中的數(shù)據(jù)是關(guān)于什么的?根據(jù)第二段Anewreportfound46percentofmealsareeatenaloneinAmerica.Morethanhalf(53percent)havebreakfastaloneandnearlyhalf(46percent)havelunchbythemselves.Onlyatdinnertimeareweeatingto-getheranymore,74percent,accordingtostatisticsfromthereport.可知,本段中出現(xiàn)的數(shù)據(jù)都體現(xiàn)了人們吃飯的習(xí)慣,所以選擇B項(xiàng)。A:食物的多樣性;C:餐桌禮儀;D:餐廳服務(wù)。2.C細(xì)節(jié)理解題。本題題干意為:為什么Bechtel更愿意出去吃午餐?根據(jù)第三段的最后一句的Today,Ijustwantedsometimetomyself可知答案為C項(xiàng)。3.D細(xì)節(jié)理解題。本題題干意為:關(guān)于Mazoleny我們知道些什么?根據(jù)題干中的人名Mazole-ny可知答案應(yīng)在第四段尋找。根據(jù)第四段的第二句Helikesthathecansitandcheckhisphoneinpeaceorchatupthebarkeeperwithwhomhesonafirst-namebasisifhewantstohavealittle,interaction.可知,他和服務(wù)員很熟,故答案為D項(xiàng)。A:他為餐館拍視頻;B:他喜歡這個(gè)餐館的食物;C:他在這個(gè)餐館采訪顧客。4.A主旨要義題。本題題干意為:本文的主要內(nèi)容是什么?文章最后一段出現(xiàn)了關(guān)鍵詞eatalone,第三段和第四段舉了兩個(gè)人獨(dú)自吃飯的例子。整篇文章都是圍繞著eatalone展開(kāi)的,與A項(xiàng)中的havingmealsalone相匹配,故答案為A項(xiàng)。B:自我反省的重要性;C:加班帶來(lái)的壓力;D:無(wú)線科技的優(yōu)點(diǎn)。長(zhǎng)難句Helikesthathecansitandcheckhisphoneinpeaceorchatupthebarkeeperwithwhomhesonafirst-namebasisifhewantstohavealittleinteraction.他喜歡能坐著安靜地看手機(jī),或者如果他想和別人有點(diǎn)交流的話,就和他能直呼其名的服務(wù)生聊上幾句。句子的主干是:Helikesthathecansitandcheckhisphoneinpeaceorchatupthebarkeeper,其中that引導(dǎo)賓語(yǔ)從句。withwhomhesonafirst-namebasisifhewantstohavealittleinteraction為定語(yǔ)從句,修飾先行詞thebarkeeper,其中if引導(dǎo)條件狀語(yǔ)從句。,Passage2(2019天津,B)詞數(shù):432ImusthavealwaysknownreadingwasveryimportantbecausethefirstmemoriesIhaveasachilddealwithbooks.TherewasnotonenightthatIdontrememberMomreadingmeastorybookbymybedside.Iwasextremelyinspiredbytheelegantwaythewordssounded.Ialwayswantedtoknowwhatmymomwasreading.HearingMomsay,“Icantbelievewhatsprintedinthenewspaperthismorning,”mademewanttograbitoutofherhandsandreaditmyself.Iwantedtobelikemymomandknowallofthethingssheknew.SoIcarriedaroundabook,andeachnight,justtobelikeher,Iwouldpretendtobereading.Thisishoweveryonelearnedtoread.Wewouldstartoffwithsentences,thenparagraphs,andthenstories.Itseemedanunendingjourney,butevenasasix-year-oldgirlIrealizedthatknowinghowtoreadcouldopenmanydoors.WhenMomsaid,“TheC-A-N-D-Yishiddenonthetopshelf,”Iknewwherethecandywas.Myprogressinreadingraisedmycuriosity,andIwantedtoknoweverything.Ioftenfoundmyselftellingmymomtodrivemoreslowly,sothatIcouldreadalloftheroadsignswepassed.,Mostofmyreadingthroughprimary,middleandhighschoolwasfactualreading.Ireadforknowledge,andtomakeAsonmytests.Occasionally,Iwouldreadanovelthatwasassigned,butIdidntenjoythistypeofreading.Ilikedfacts,thingsthatareconcrete.Ithoughtanythingab-stractlefttoomuchroomforargument.Yet,nowthatImgrowingandtheworldIonceknewasbeingsosimpleisbecomingmorecom-plex,Ifindmyselfneedingawaytoescape.Byopeninganovel,IcanleavebehindmyburdensandenterintoawonderfulandmysteriousworldwhereIamnowanewcharacter.IntheseworldsIcanbecomeanyone.Idonthavetowritedownwhathappenedorwhattechniquetheauthorwasusingwhenheorshewrotethis.Ijustreadtorelax.Weretaughttoreadbecauseitsnecessaryformuchofhumanunderstanding.Readingisavitalpartofmylife.Readingsatisfiesmydesiretokeeplearning.AndIvefoundthatthepossibilitiesthatliewithinbooksarelimitless.,1.WhydidtheauthorwanttograbthenewspaperoutofMomshands?A.ShewantedMomtoreadthenewstoher.B.Shewasanxioustoknowwhathadhappened.C.Shecouldntwaittotearthenewspaperapart.D.ShecouldnthelpbutstopMomfromreading.2.AccordingtoParagraph3,theauthorsreadingofroadsignsindicates.A.heruniquewaytolocateherselfB.hereagernesstodevelopherreadingabilityC.herefforttoremindMomtoobeytrafficrulesD.hergrowingdesiretoknowth