高考英語(yǔ)一輪高考題組訓(xùn)練專題十四猜測(cè)詞義題

專題十四猜測(cè)詞義題Passage1(2014北京,D)StoreScent(香味)Whatisthefirstthingyounoticewhenyouwalkintoashop?Theproductsdisplayed(展示)attheentrance?Orthesoftbackgroundmusic?Buthaveyouevernoticedthesmell?Unlessitisbad,theanswerislikelytobeno.Butwhileashop’sscentmaynotbeoutstandingparedwithsightsandsounds,itiscertainlythere.Anditisprovingtobeanincreasinglypowerfultoolinencouragingpeopletopurchase.Abrandstorehasbeefamousforitsdistinctivescentwhichfloatsthroughthefairlydarkhallandouttotheentrance,viascentmachines.Asmellmaybeattractivebutitmaynotjustbeusedforfresheningair.Onesportsgoodspanyoncereportedthatwhenitfirstintroducedscentintoitsstores,customers’intentiontopurchaseincreasedby80percent.WhenitestothebestshoppingstreetsinParis,scentisjustasimportanttoabrand’ssuccessasthequalityofitswindowdisplaysandgoodsonsale.Thatismainlybecauseshoppingisaverydifferentexperiencetowhatitusedtobe.Someyearsago,thefocusforbrandnameshoppingwasonafewpeoplewithsalesassistants’disprovingattitudeanddon’ttouchwhatyoucan’tafforddisplays.Nowtheriseofelectronicmerce(emerce)hasopenedupfamousbrandstoawideraudience.Butwhileeshopscanusesightsandsounds,onlybricksandmortarstores(實(shí)體店)canofferafullexperiencefromtheminutecustomersstepthroughthedoortothemomenttheyleave.Anotherbrandstoreseekstobemuchmorethanashop,butratheradestination.Andscentisjustonewaytoachievethis.Now,afamousstoreusesplexmanmadesmelltomakesurethatthesoftscentofbabypowderfloatsthroughthekiddepartment,andcoconut(椰子)scentintheswimsuitsection.Adepartmentstorehasevenopenedanewlab,invitingcustomersonajourneyintothestore’swindowstosmellbooks,potsanddrawers,insearchoftheirperfectscent.1.Accordingtothepassage,whatisanincreasinglypowerfultoolinthesuccessofsomebrandstores?A.Friendlyassistants. B.Uniquescents.C.Softbackgroundmusic. D.Attractivewindowdisplay.2.Eshopsarementionedinthepassageto.

A.showtheadvantagesofbricksandmortarstoresB.urgeshopassistantstochangetheirattitudeC.pushstorestousesightsandsoundsD.introducetheriseofemerce3.Theunderlinedword“destination”inParagraph5means.

A.aplatformthatexhibitsgoodsB.aspotwheretravelersliketostayC.aplacewherecustomerslovetogoD.atargetthatastoreexpectstomeet4.Themainpurposeofthepassageisto.

Apareandevaluate B.examineandassessC.argueanddiscuss D.informandexplainPassage2(2011北京,C)StudentsandTechnologyintheClassroomIlovemyBlackberry—it’smylittleconnectiontothelargerworldthatcangoanywherewithme.Ialsolovemylaptopputer,asitholdsallofmywritingandthoughts.Despitethisloveoftechnology,IknowthattherearetimeswhenIneedtomoveawayfromthesedevices(設(shè)備)andtrulymunicatewithothers.Onoccasion,IteachacoursecalledHistoryMattersforagroupofhighereducationmanagers.Mygoalsfortheclassincludeafulldiscussionofhistoricalthemesandideas.BecauseIwantstudentstothoroughlystudythematerialandexchangetheirideaswitheachotherintheclassroom,Ihavearule—nolaptops,iPads,phones,etc.Whenstudentsweretoldmyruleinadvanceoftheclass,someofthemwerenothappy.Moststudentsassumethatmyreasonsforthisruleincludeunpleasantexperiencesinthepastwithstudentsmisusingtechnology.There’sabitoftruthtothat.SomestudentsassumethatIamantitechnology.There’snotruthinthatatall.IlovetechnologyandtrytokeepupwithitsoIcanrelatetomystudents.TherealreasonwhyIaskstudentstoleavetechnologyatthedooristhatIthinkthereareveryfewplacesinwhichwecanhavedeepconversationsandtrulyengageplexideas.Interruptionsbytechnologyoftenbreakconcentrationandallowfortoomuchdependenceonoutsideinformationforideas.Iwantstudentstodigdeepwithinthemselvesforinspirationandideas.Iwantthemtopusheachothertothinkdifferentlyandtomakeconnectionsbetweenthecoursematerialandtheclassdiscussion.I’vebeenteachingmyhistoryclassinthiswayformanyyearsandtheevaluationsreflectstudentsatisfactionwiththeenvironmentthatIcreate.Studentsrealizethatwithdeepconversationandchallenge,theylearnatalevelthathelpsthemkeepthecoursematerialbeyondtheclassroom.I’mnotsayingthatIwon’teverchangemymindabouttechnologyuseinmyhistoryclass,butuntilIhearareallygoodreasonforthechange,I’mstickingtomyplan.Afewhoursoftechnologyfreedialogueisjusttoosweettogiveup.1.Someofthestudentsinthehistoryclasswereunhappywith.

A.thecoursematerial B.others’misuseoftechnologyC.discussiontopics D.theauthor’sclassregulations2.Theunderlinedword“engage”inPara.4probablymeans.

A.explore B.accept C.change D.reject3.Accordingtotheauthor,theuseoftechnologyintheclassroommay.

A.keepstudentsfromdoingindependentthinkingB.encouragestudentstohaveindepthconversationsC.helpstudentstobetterunderstandplexthemesD.affectstudents’concentrationoncourseevaluation4.Itcanbeinferredfromthelastparagraphthattheauthor.

A.isquitestubbornB.willgiveupteachinghistoryC.willchangehisteachingplansoonD.valuestechnologyfreedialoguesinhisclassPassage3(2010北京,C)PacingandPausingSaratriedtobefriendheroldfriendSteve’snewwife,butBettyneverseemedtohaveanythingtosay.WhileSarafeltBettydidn’tholdupherendoftheconversation,BettyplainedtoStevethatSaranevergaveherachancetotalk.Theproblemhadtodowithexpectationsaboutpacingandpausing.Conversationisaturntakinggame.Whenourhabitsaresimilar,there’snoproblem.Butifourhabitsaredifferent,youmaystarttotalkbeforeI’mfinishedorfailtotakeyourturnwhenI’mfinished.That’swhatwashappeningwithBettyandSara.ItmaynotbecoincidentalthatBetty,whoexpectedrelativelylongerpausesbetweenturns,isBritish,andSara,whoexpectedrelativelyshorterpauses,isAmerican.BettyoftenfeltinterruptedbySara.ButBettyherselfbecameaninterrupterandfoundherselfdoingmostofthetalkingwhenshemetavisitorfromFinland.AndSarahadahardtimecuttinginonsomespeakersfromLatinAmericaorIsrael.Thegeneralphenomenon,then,isthatthesmallconversationtechniques,likepacingandpausing,leadpeopletodrawconclusionsnotaboutconversationalstylebutaboutpersonalityandabilities.Thesehabitualdifferencesareoftenthebasisfordangerousstereotyping(思維定式).Andthesesocialphenomenacanhaveverypersonalconsequences.Forexample,awomanfromthesouthwesternpartoftheUSwenttoliveinaneasterncitytotakeupajobinpersonnel.WhenthePersonnelDepartmentgottogetherformeetings,shekeptsearchingfortherighttimetobreakin—andneverfoundit.Althoughbackhomeshewasconsideredoutgoingandconfident,inWashingtonshewasviewedasshyandretiring.Whenshewasevaluatedattheendoftheyear,shewastoldtotakeatrainingcoursebecauseofherinabilitytospeakup.That’swhyslightdifferencesinconversationalstyle—tinylittlethingslikemicrosecondsofpause—canhaveagreateffectonone’slife.Theresultinthiscasewasajudgmentofpsychologicalproblems—eveninthemindofthewomanherself,whoreallywonderedwhatwaswrongwithherandregisteredforassertivenesstraining.1.WhatdidSarathinkofBettywhentalkingwithher?A.Bettywastalkative.B.Bettywasaninterrupter.C.Bettydidnottakeherturn.D.BettypaidnoattentiontoSara.2.Accordingtothepassage,whoarelikelytoexpecttheshortestpausesbetweenturns?A.Americans. B.Israelis.C.TheBritish. D.TheFinns.3.Wecanlearnfromthepassagethat.

AmunicationbreakdownresultsfromshortpausesandfastpacingB.womenareunfavorablystereotypedineasterncitiesoftheUSC.one’sinabilitytospeakupisculturallydeterminedsometimesD.oneshouldreceivetrainingtobuildupone’sconfidence4.Theunderlinedword“assertiveness”inthelastparagraphprobablymeans.

A.beingwillingtospeakone’smindB.beingabletoincreaseone’spowerC.beingreadytomakeone’sownjudgmentD.beingquicktoexpressone’sideasconfidentlyPassage4(2010北京,D)TheCostofHigherEducationIndividuals(個(gè)人)shouldpayfortheirhighereducation.Auniversityeducationisofhugeanddirectbenefittotheindividual.Graduatesearnmorethannongraduates.Meanwhile,socialmobilityisevermoredependentonhavingadegree.However,onlysomepeoplehaveit.Sotheindividual,notthetaxpayers,shouldpayforit.Therearepressingcallsontheresources(資源)ofthegovernment.Usingtaxpayers’moneytohelpasmallnumberofpeopletoearnhighinesinthefutureisnotoneofthem.Fullgovernmentfunding(資助)isnotverygoodforuniversities.AdamSmithworkedinaScottishuniversitywhoseteacherslivedoffstudentfees.Heknewandlookeddownupon18thcenturyOxford,wheretheacademicslivedfortablyofftheinereceivedfromthegovernment.Guaranteedsalaries,Smithargued,weretheenemyofhardwork;andwhentheacademicswerelazyandinpetent,thestudentsweresimilarlylazy.Ifstudentshavetopayfortheireducation,theynotonlyworkharder,butalsodemandmorefromtheirteachers.Andtheirteachershavetokeepthemsatisfied.Ifthatmeanstakingteachingseriously,andgivinglesstimetotheirownresearchinterests,thatissurelysomethingtocelebrate.Manypeoplebelievethathighereducationshouldbefreebecauseitisgoodfortheeconomy(經(jīng)濟(jì)).Manygraduatesclearlydocontributetonationalwealth,butsodoallthebusinessesthatinvest(投資)andcreatejobs.Ifyoubelievethatthegovernmentshouldpayforhighereducationbecausegraduatesareeconomicallyproductive,youshouldalsobelievethatthegovernmentshouldpaypartofbusinesscosts.Anyonepromisingtocreatejobsshouldreceiveagiftofcapitalfromthegovernmenttoinvest.Therefore,itistheindividual,notthegovernment,whoshouldpayfortheiruniversityeducation.1.Theunderlinedword“them”inParagraph2refersto.

A.taxpayers B.pressingcallsC.collegegraduates D.governmentresources2.Theauthorthinksthatwithfullgovernmentfunding.

A.teachersarelesssatisfiedB.studentsaremoredemandingC.studentswillbeemorepetentD.teacherswillspendlesstimeonteaching3.TheauthormentionsbusinessesinParagraph5inorderto.

A.argueagainstfreeuniversityeducationB.callonthemtofinancestudents’studiesC.encouragegraduatestogointobusinessD.showtheircontributiontohighereducation答案精解精析高考題組訓(xùn)練Passage1[語(yǔ)篇解讀]本文為說明文,題材為社會(huì)文化。文章告訴我們商店都是有它們獨(dú)特的氣味的,這種氣味可以讓顧客更加喜歡在商店購(gòu)物。1.B細(xì)節(jié)理解題。根據(jù)文章第二段第三句和第四句“Butwhileashop’sscentmaynotbeoutstandingparedwithsightsandsounds,itiscertainlythere.Anditisprovingtobeanincreasinglypowerfultoolinencouragingpeopletopurchase.”可知本題選擇B項(xiàng)。2.A推理判斷題。文章第五段第三句“Butwhileeshopscanusesightsandsounds,onlybricksandmortarstores(實(shí)體店)canofferafullexperiencefromtheminutecustomersstepthroughthedoortothemomenttheyleave.”指出實(shí)體店相對(duì)于網(wǎng)店更能給顧客提供全方位的體驗(yàn),目的是體現(xiàn)實(shí)體店的優(yōu)勢(shì),故選擇A項(xiàng)。3.C猜測(cè)詞義題。整篇文章都在說商店中的味道可以讓顧客喜歡這個(gè)商店并促進(jìn)購(gòu)物,destination所在句的前半句中也提到品牌店希望自己不只是個(gè)商店,因此可以推斷destination是顧客愿意去的地方,故選擇C項(xiàng)。4.D主旨大意題。本文為說明文,作者告訴我們商店里的味道在人們購(gòu)物時(shí)也很重要,并對(duì)此進(jìn)行了解釋,因此選擇D項(xiàng),informandexplain告知并解釋。A:對(duì)比并評(píng)價(jià);B:測(cè)試并評(píng)估;C:爭(zhēng)論并討論。Passage2[語(yǔ)篇解讀]本文體裁為夾敘夾議。作者在文中敘述了自己上課時(shí)的經(jīng)歷,即禁止學(xué)生討論問題時(shí)使用電腦、等高科技工具,并解釋了其中的原因以及益處。1.D細(xì)節(jié)理解題。由第二段最后一句可以得知,當(dāng)學(xué)生被提前告知禁止使用高科技工具的規(guī)定時(shí),有些學(xué)生感到不高興。故答案為D項(xiàng)。2.A猜測(cè)詞義題。根據(jù)下句可知,高科技工具經(jīng)常分散學(xué)生們的注意力,使他們自己的觀點(diǎn)過多依賴一些外部信息。由此可推斷出作者在本句要表明只有在不使用高科技工具的地方,學(xué)生們才能進(jìn)行深入討論,探討(explore)一些復(fù)雜的觀點(diǎn),但這樣的場(chǎng)合很少。accept接受;change改變;reject拒絕。3.A推理判斷題。根據(jù)第四段“Interruptionsbytechnologyoftenbreakconcentrationandallowfortoomuchdependenceonoutsideinformationforideas.”可知,高科技工具會(huì)分散學(xué)生們的注意力,使他們的觀點(diǎn)過多依賴