2021年長(zhǎng)喜老師專四閱讀周計(jì)劃第二周星期三

星期3WednesdaySuccesscoversamultitudeofblunders.成功由大量失望鑄就。學(xué)習(xí)內(nèi)容題材詞數(shù)建議時(shí)間錯(cuò)誤記錄做題備忘TextA教誨人物4876分鐘/5TextB自然現(xiàn)象4045.5分鐘/4TextC工業(yè)社會(huì)3946分鐘/6TextD女性人物5737.5分鐘/5今日練習(xí)TextAItiscustomaryforadultstoforgethowhardanddullandlongschoolis.Thelearningbymemoryofallthebasicthingsonemustknowismostincredibleandunendingeffort.Learningtoreadisprobablythemostdifficultandrevolutionarythingthathappenstothehumanbrainandifyoudon’tbelievethat，watchanilliterateadulttrytodoit.Schoolisnoteasyanditisnotforthemostpartverymuchfun，butthen，ifyouareverylucky，youmayfindarealteacher.Threerealteachersinalifetimearetheverybestofmyluck.Myfirstwasascienceandmathteacherinhighschool，mysecond，aprofessorofcreativewritingatStanford，andmythirdwasmyfriendandpartner，EdRickets.Ihavecometobelievethatagreatteacherisagreatartistandthatthereareasfewasthereareanyothergreatartists.Itmightevenbethegreatestoftheartssincethemediumisthehumanmindandspirit.Mythreeteachershadthesethingsincommon：Theyalllovedwhattheyweredoing.Theydidnottell.Theycatalyzed(催化，刺激)aburningdesiretoknow.Undertheirinfluence，thehorizonsprungwideandfearwentawayandtheunknownbecameknowable.Butmostimportantofall，thetruth，thatdangerousstuff，becamebeautifulandveryprecious.Ishallspeakonlyofmyfirstteacherbecauseinadditiontotheotherthings，shebroughtdiscovery.Shearousedustoshouting，book-wavingdiscussion.Shehadthenoisiestclassinschoolandshedidn’tevenseemtoknowit.Wecouldneversticktothesubject.Ourspeculationrangedtheworld.Shebreathedcuriosityintoussothatwebroughtinfactsortruthsshieldedinourhandslikecapturedfireflies.Shewasfiredandperhapsrightlyso，forfailingtoteachfundamentals.Suchthingsmustbelearned.Butsheleftapassioninusforthepureknowableworldandsheinflamedmewithacuriositywhichhasneverleft.IcouldnotdosimplearithmeticbutthroughherIsensedthatabstractmathematicswasverymuchlikemusic.Whenshewasrelieved，sadnesscameoverusbutthelightdidnotgoout.Shelefthersignatureonus，theliteratureoftheteacherwhowritesonminds.Ihavehadmanyteacherswhotoldmesoon-forgottenbacksbutonlythreewhocrestedinmeanewthing，anewattitudeandanewhunger.IsupposethattoalargeextentIamtheunsignedmanuscriptofthehighschoolteacher.Whatdeathlesspowerliesinthehandsofsuchaperson?Icantellmysonwholooksforwardwithhorrortofifteenyearsofdrudgery(繁重而乏味工作)thatsomewhereinthedustydarkamagicmayhappenthatwilllightuptheyearsifheisverylucky.1.Accordingtothefirstparagraph，theauthorassumesthat[A]anilliterateadultenjoylearningknowledge.[B]learningtoreadisatoughthing.[C]schoollifeiseasyandenjoyable.[D]adultsoftenremembertheirdullschoollife.2.Accordingtothepassage，allofthefollowingcanmakeateacherEXCEPTthat[A]teachersarekeenontheircareer.[B]teacherscanenlightenstudentstoconceive.[C]teachersshouldbealsoartistsinotherfields.[D]teachersinspirestudentstodiscover.3.Accordingtotheauthor，what’sthemostimportantfeatureforarealteacher?[A]Ateachershouldmakefunintheclass.[B]Ateachershouldbreathecuriosityintostudents.[C]Ateachershouldschoolbasicthings.[D]Ateachershouldbeknowledgeable.4.Mentioningthefirstteacher’sinfluence，theauthorcomparedhimselfto[A]acapturedfirefly.[B]amusician.[C]light.[D]anunsignedmanuscript.5.Anappropriatetitleforthepassagemightbe[A]WhatMakesaRealTeacher?[B]MyFirstRealTeacher[C]ThreeteachersofMine[D]ATeacherWhoInflamesMeTextBOnmostshoresyouwillnoticethatthesealevelchangesthroughouttheday.Theseupsanddownsoftheseasarecalledtides.Whyshouldtidesoccur?EverythingontheEarth’ssurfaceisattractedtowardstheEarthbyaforcecalledgravity.TheMoonandtheSunalsohaveagravitationalpulloftheirown.AstheMoonpassesaroundtheEarthitattractsthewatersoftheoceansonthesidefacingit，pullingthemawayfromtheEarth，andcausingthemtobulge.Ontheoppositesidefromthis“tidalbulge”，thereisanotheronebecauseonthatside，thelandisclosertotheMoonthanthewaters，andthelandispulledawayfromtheseas，leavingabulgebehind.ThesetwobulgesremaininthesamepositioninrelationtotheMoon，buttherotationoftheEarthmeansthateachofthemappearstomovearoundtheEarth.Thesebulgesarecalledhighwater，andthegapsbetweenthemarecalledlowwater.Therearetwootherfactorsthathelpintheformationofthetides.Youknowthatifyoucausethewaterinyourbathtorock，itmayriseandfallagainstthesideofthebathforsometime.Inthesameway，oncethetideshavebegun，thewaterstendtocontinuetorockupanddownandtheyaregivenanextrapushbytheattractionoftheMoon.TheSunalsotendstoattracttheEarth’soceanstowardsitself，butbecauseitissomuchfurtheraway，theattractionislessimportant.Atcertaintimesoftheyear，however，theSun，theMoon，andtheEarthareallinastraightline.Whenthishappens，theattractionoftheSunisaddedtotheattractionoftheMoonandtidesareextrahigh.Wavesarealmostwhollytheresultofwindblowingacrossthesurfaceofthewater.Thewinddragsthewatertoformwaveswhichmoveslowlyforward，andgetlarger.Althoughthewaveshapemovesforward，eachparticleofwatermovesroundincirclesanddoesnotchangeitsaverageposition.Theheightofawavedependsonthreefactors：howhardthewindisblowing，howlongthewindhasbeenblowing，andthefetch.Theword“fetch”meansthelengthofthestretchofopenwateroverwhichthewindisblowing.6.Whatisthemajorcauseoftheformationofthetides?[A]ThegravityoftheEarth.[B]ThepulloftheSunandtheMoon.[C]TheattractionoftheMoontotheoceansandland.[D]ThegravitationalpulloftheMoontothebulge.7.EachtidalbulgeseemstomovearoundtheEarthbecauseof[A]therelationshipbetweentheMoonandtheEarth.[B]thepositionsofthetwobulges.[C]therotationoftheEarth.[D]thegravitationalpulloftheMoon.8.Tidesreachtheirmaximumwhen[A]astrongwindblowsonthesurfaceofthewater.[B]theSunandtheMoonformarightanglewiththeEarth.[C]theSunalsotendstoattracttheEarth’soceans.[D]theSun，theMoon，andtheEarthareinline.9.WhichofthefollowingisNOTtrueaccordingtothepassage?[A]Whenthewavemovesforward，thewatermovesforward，too.[B]Theheightofawaveisrelatedtowindspeed.[C]Tidesaredifferentfromwaves.[D]Wavesareusuallytheresultofwindblowing.TextCIngeneral，oursocietyisbecomingoneofgiantenterprisesdirectedbyabureaucraticmanagementinwhichmanbecomesasmall，well-oiledcog(齒輪)inthemachinery.Theoilingisdonewithhigherwages，well-ventilatedfactoriesandpipedmusic，andbypsychologistsand“humanrelations”experts；yetallthisoilingdoesnotalterthefactthatmanhasbecomepowerless，thathedoesnotwholeheartedlyparticipateinhisworkandthatheisboredwithit.Infact，theblueandwhite-collarworkershavebecomeeconomicpuppetswhodancetothetuneofautomatedmachinesandbureaucraticmanagement.Theworkersandemployeesareanxious，notonlybecausetheymightfindthemselvesoutofajob；theyareanxiousalsobecausetheyareunabletoacquireanyrealsatisfactionorinterestinlife.Theyliveanddiewithouteverhavingconfrontedthefundamentalrealitiesofhumanexistenceasemotionallyindependentandproductivehumanbeings.Thosehigheruponthesocialladderarenolessanxious.Theirlivesarenolessemptythanthoseoftheirsubordinates.Theyareevenmoreinsecureinsomerespects.Theyareinhighlycompetitiverace.Tobepromotedorfallbehindisnotamatterofsalarybutevenmoreamatterofself-respect.Whentheyapplyfortheirfirstjob，theyaretestedforintelligenceaswellasfortherightmixtureofsubmissivenessandindependence.Fromthatmomentontheyaretestedagainandagain—bythepsychologists，forwhomtestingisabigbusiness，andbytheirsuperiors，whojudgetheirbehavior，sociability，capacitytogoalong，etc.Thisconstantneedtoprovethatoneisasgoodasorbetterthanone’sfellowcompetitorcreatesconstantanxietyandstress，theverycausesofunhappinessandillness.AmIsuggestingthatweshouldreturntothepre-industrialmodeofproductionortonineteenthcentury“freeenterprise”capitalism?Certainlynot.Problemsareneversolvedbyreturningtoastagewhichonehasalreadyoutgrown.Isuggesttransformingoursocialsystemfromabureaucraticallymanagedindustrialisminwhichmaximalproductionandconsumptionareendsinthemselvesintoahumanistindustrialisminwhichmanandfulldevelopmentofhispotentialities—thoseofloveandofreason—aretheaimsofallsocialarrangements.Productionandconsumptionshouldserveonlyasmeanstothisend，andshouldbepreventedfromrulingman.10.By“awell-oiledcoginthemachinery”theauthorimpliesthatmanis[A]workingincompleteharmonywiththerestofthesociety.[B]ahumblecomponentofthesociety，especiallywhenworkingsmoothly.[C]anunimportantpartcomparedwiththerestofsociety，thoughfunctioningsmoothly.[D]anecessarypartofthesocietythougheachindividual’sfunctionisnegligible.11.Therealcauseoftheanxietyoftheworkersandemployeesisthat[A]theyarelikelytolosetheirjobs.[B]theyhavenogenuinesatisfactionorinterestinlife.[C]theyarefacedwiththefundamentalrealitiesofhumanexistence.[D]theyaredeprivedoftheirindividualityandindependence.12.Whydothehigher-upsfeelanxious?[A]Becausetheirlivesareemptierthantheirsubordinates’.[B]Becausetheyarerepeatedlytestedbythepsychologists.[C]Becausetheyfeeloppressedbytheirsuperiors.[D]Becausetheyneedtoprovethey’rebetterthanothercompetitors.13.Accordingtothepassage，realhappinessoflifeprobablybelongstothose[A]whocouldkeepfarawayfromthiscompetitiveworld.[B]whoareatthebottomofthesociety.[C]whoarehigherupintheirsocialstatus.[D]whoprovebetterthantheirfellowcompetitors.14.Inthelastparagraphtheauthorsuggeststhatweshould[A]resorttotheproductionmodeofourancestors.[B]enablemantofullydevelophispotentialities.[C]offerhigherwagestotheworkersandemployees.[D]takethefundamentalrealitiesforgranted.15.What’stheauthor’sattitudetowardsindustrialism?[A]Approval.[B]Suspicion.[C]Dissatisfaction.[D]Tolerance.TextDCAMBRIDGE，Mass.，F(xiàn)eb.11―Recallinghercomingofageastheonlygirlinaprivileged，tradition-boundfamilyinVirginiahorsecountry，DrewGilpinFaust，59，hasoftenspokenofher“continuedconfrontations”withhermother“abouttherequirementsofwhatsheusuallycalledfemininity.”Hermother，Catharine，shehassaid，toldherrepeatedly，“It’saman’sworld，sweetie，andthesooneryoulearnthatthebetteroffyou’llbe.”Instead，Dr.Faustlefthomeatanearlyage，tobeeducatedatConcordAcademy，thenagirls’prepschoolinMassachusetts，andatBrynCatharineDrewGilpinwasbornonSept.18，1947，andgrewupinClarkeCounty，Va.，intheShenandoahValley.ShewasalwaysknownasDrew.Herfather，McGheeTysonGilpin，bredthoroughbredhorses.Herfather，hertwouncles，hergreat-uncle，twoofherthreebrothers(includingTyson)andnumerousmalecousinsallwenttoPrinceton，butsincePrincetondidnotadmitwomeninthemid-1960s，shewenttoBrynMawr.Majoringinhistory，shetookclasseswithMaryMaplesDunn，aprofessorwhowouldbecomethepresidentofSmithItwassignificant，Dr.Dunnsaid，thatDr.FausthadbeeneducatedatConcordAcademyandBrynMawr.“Ithinkthesewomen’sinstitutionsinthosedaystendedtogivetheseyoungwomenaverygoodsenseofthemselvesandencouragedthemtodeveloptheirownideasandtoexpressthemselvesconfidently,”shesaid.“ItwasaninvaluableexperienceinaworldinwhichwomenweresecondDr.FaustgraduatedfromBrynMawrin1968，magnacumlaude(以優(yōu)秀成績(jī))withhonorsinhistory.ShewentontotheUniversityofPennsylvania，whereshereceivedamaster’sin1971andadoctorateinShewasaprofessoratPennfor25years，includingfiveyearsasthechairwomanoftheDepartmentofAmericanCivilization.ShewasdirectoroftheWomen’sStudiesProgramforfouryears.In，asDr.DunnwassteppingdownasactingdeanoftheRadcliffeInstitute，theremnantofRadcliffeAskedSundaywhetherherappointmentsignifiedtheendofsexinequitiesattheuniversity，Dr.Faustsaid：“Ofcoursenot.Thereisalotofworkstilltobedone，especiallyinthesciences.”Whatwouldhermother，whoneverwenttocollegeanddiedin1966，havetosayaboutherappointment?“I’veoftenthoughtaboutthat,”shesaid.“I’vehaddialogueswithmydeadmotheroverthe40yearssinceshedied.”Thensheaddedwitharegretfulsmile，“Ithinkinmanywaysthatcomment―‘It’saman’sworld，sweetie’―wasabittercommentfromawomanofagenerationwhodidn’thavethekindofchoicesmygenerationofwomenhad.”16.Atthebeginningofthepassage，theauthorindicatesthat[A]Dr.Fausttriedherbesttomeethermother’srequirementofthefemininity.[B]thereisadeepconflictbetweenDr.Faustandhermother.[C]Dr.Faustdidn’tagreewithhermother’sideaaboutthefemininity.[D]Dr.Faust’smotherwasafeminist.17.WhichofthefollowingcontributestoFaust’sappointmentinHarvard?[A]Tremendouschangesinthefieldofhighereducation[B]RecommendationofHarvard’spreviouspresident.[C]Herownefforttocompetefortheposition.[D]ThesteppingdownofDr.Dunn.18.DrewGilpinFaustdidn’tgotothePrinceton[A]herfather，unclesandbrothersallgraduatedfromthisuniversity.[B]thePrinceton[C]shealwayswantedtogototheBryn[D]shewantedtotakeclasseswithDr.Dunn.19.Dr.Dunn’swordsimpliesthat[A]ConcorrdAcademyandBrynMawrwerewomen’s[B]thestudyinConcorrdAcademyandBrynMawr[C]ConcorrdAcademyandBrynMawrencouragedwomen’[D]womenwereregardedassecond-classcitizensintheirtime.20.Accordingtothelastfourparagraphs，weknowthat[A]Dr.DunnreformedtheRedcliffeInstituteinmanyrespects.[B]Dr.Faustthoughtthatsexequityisstillexiting，especiallyinthesciences.[C]Dr.Faust’smotherhadoftenthoughtaboutherdaughter’sappointment.[D]Dr.Faustfeltregretaboutnotlisteningtohermother’sbittercomment.詞匯難句語(yǔ)境詞匯TextA1.springv.開裂，破裂；浮現(xiàn)2.breathev.使…布滿（某種感情）；呼吸3.shieldvt.保護(hù)，防御n.盾；防護(hù)物，擋板4.inflamevt.使燃燒；使…激動(dòng)或憤怒；加劇5.relievevt.換班，接替（工作）；緩和；消除6.crestvt.在…加飾章n.鳥冠TextB1.upsanddowns高低起伏；盛衰；沉浮2.gravityn.重力，引力；重要性，嚴(yán)重性3.pulln.引力；影響力v.拉，拖；吸引4.rotationn.旋轉(zhuǎn)；循環(huán)5.fetchn.風(fēng)域，風(fēng)區(qū)vt.取來(lái)；去請(qǐng)…來(lái)6.stretchn.一段水域（或陸地）vt.＆vi.伸展TextC1.bureaucratica.官僚，官僚主義2.enterprisen.企、事業(yè)單位3.ventilatevt.使通風(fēng)；將…公開并引起討論4.pipedmusic<貶>在公共場(chǎng)合不斷播放輕音樂(lè)5.puppetn.木偶，傀儡6.subordinaten.屬下，部屬a.下級(jí)，次要7.submissivenessn.柔順，服從TextD1.tradition-bounda.恪守老式，受老式束縛2.femininityn.女性特質(zhì)，女子氣質(zhì)3.thoroughbreda.（指動(dòng)物）優(yōu)良品種；受過(guò)良好教養(yǎng)4.actingdeann.代理主任5.advocaten.支持者v.主張,擁護(hù)6.doctoraten.博士學(xué)位7.remnantn.遺留痕跡；殘存難句突破TextA1.Learningtoreadisprobablythemostdifficultandrevolutionarythingthathappenstothehumanbrainandifyoudon’tbelievethat，watchanilliterateadulttrytodoit.【分析】并列復(fù)合句。先后兩個(gè)分句由and連接：在第一種分句中，that引導(dǎo)定語(yǔ)從句，修飾thing；第二個(gè)分句中，if引導(dǎo)條件狀語(yǔ)從句，其中that是代詞，指代第一種分句內(nèi)容。【譯文】識(shí)字讀書也許是人腦子碰上最艱巨、變革性最大事情。如果不信，看當(dāng)作年文盲是如何嘗試識(shí)字吧。2.Icantellmysonwholooksforwardwithhorrortofifteenyearsofdrudgerythatsomewhereinthedustydarkamagicmayhappenthatwilllightuptheyearsifheisverylucky.【分析】復(fù)合句。who引導(dǎo)定語(yǔ)從句，修飾son，其中withhorror將該從句謂語(yǔ)looksforwardto隔開；句中第一種that引導(dǎo)賓語(yǔ)從句，作tell直接賓語(yǔ)；在賓語(yǔ)從句中，又包括一種that引導(dǎo)先行詞為magic定語(yǔ)從句和一種if引導(dǎo)條件狀語(yǔ)從句?！咀g文】我兒子正心懷恐驚地面臨著上學(xué)苦役。我可以告訴她，倘若她很幸運(yùn)話,在混沌黑暗之中，也許在某處會(huì)有神異浮現(xiàn)，照得歲月一片光明。TextB1.Inthesameway，oncethetideshavebegun，thewaterstendtocontinuetorockupanddownandtheyaregivenanextrapushbytheattractionoftheMoon.【分析】復(fù)合句。once引導(dǎo)條件狀語(yǔ)從句，主句由and連接兩個(gè)并列分句構(gòu)成?！咀g文】同樣道理，一旦潮汐形成，水體普通會(huì)繼續(xù)上下晃動(dòng)一段時(shí)間并且會(huì)受到月球引力更多推動(dòng)。2.TheSunalsotendstoattracttheEarth’soceanstowardsitself，butbecauseitissomuchfurtheraway，theattractionislessimportant.【分析】并列復(fù)合句。but連接兩個(gè)轉(zhuǎn)折關(guān)系并列句；第二個(gè)分句中又包括because引導(dǎo)因素狀語(yǔ)從句?！咀g文】太陽(yáng)也有將地球上海洋往自己方向吸引趨勢(shì)，只是由于距離遠(yuǎn)得多因此引力也小得多。TextC1.Theoilingisdonewithhigherwages，well-ventilatedfactoriesandpipedmusic，andbypsychologistsand“humanrelations”experts；yetallthisoilingdoesnotalterthefactthatmanhasbecomepowerless，thathedoesnotwholeheartedlyparticipateinhisworkandthatheisboredwithit.【分析】并列復(fù)合句。分號(hào)連接兩個(gè)并列分句：在第一種分句中，with短語(yǔ)和by短語(yǔ)都作方式狀語(yǔ)；在第二個(gè)分句中，三個(gè)that引導(dǎo)同位語(yǔ)從句都對(duì)fact進(jìn)行解釋闡明?！咀g文】上油是通過(guò)更高工資、通風(fēng)良好廠房和持續(xù)播放輕音樂(lè)等辦法，并由心理學(xué)家和“人際關(guān)系”專家來(lái)完畢；但是這些上油做法都不能變化這樣事實(shí)，那就是人變得無(wú)動(dòng)力了，她不再全身心地投入到她工作中了，她已經(jīng)厭倦了工作。2.Isuggesttransformingoursocialsystemfromabureaucraticallymanagedindustrialisminwhichmaximalproductionandconsumptionareendsinthemselvesintoahumanistindustrialisminwhichmanandfulldevelopmentofhispotentialities—thoseofloveandofreason—aretheaimsofallsocialarrangements.【分析】復(fù)合句。主句為Isuggesttransformingoursocialsystemfromabureaucraticallymanagedindustrialismintoahumanistindustrialism。from…into…是表達(dá)平行關(guān)系并列構(gòu)造，其中兩個(gè)which均引導(dǎo)定語(yǔ)從句，分別修飾managedindustrialism和humanistindustrialism，in與先行詞industrialism構(gòu)成搭配，故which前加介詞in；破折號(hào)之間某些對(duì)potentialities進(jìn)行解釋闡明?！咀g文】我建議是變化咱們社會(huì)體系，將它從一種只以最大化生產(chǎn)和消費(fèi)為目官僚主義管理工業(yè)主義社會(huì)變?yōu)橐环N人道主義工業(yè)主義社會(huì)；在這樣社會(huì)里，人以及人具備愛和理性潛能得到充分發(fā)揮才是一切社會(huì)安排目的。TextD1.Majoringinhistory，shetookclasseswithMaryMaplesDunn，aprofessorwhowouldbecomethepresidentofSmith【分析】復(fù)合句。句子主干是shetookclasses。句首當(dāng)前分詞短語(yǔ)majoring…作隨著狀語(yǔ)；aprofessor與aclosefriendandadvocate作MaryMaplesDunn同位語(yǔ)，兩個(gè)同位語(yǔ)被很長(zhǎng)從句分隔。who引導(dǎo)是定語(yǔ)從句，修飾professor?！咀g文】福斯特專修歷史，師從瑪麗·梅普爾斯·鄧恩專家。鄧恩專家日后成為史密斯學(xué)院院長(zhǎng)，拉德克利夫高等研究協(xié)會(huì)代理主任，并且成為了她密切朋友和支持者。2.Itwassignificant，Dr.Dunnsaid，thatDr.FausthadbeeneducatedatConcord【分析】復(fù)合句。it作形式主語(yǔ)，真正主語(yǔ)是that引導(dǎo)從句。Dr.Dunnsaid是插入語(yǔ)成，分隔了主句和從句?！咀g文】鄧恩博士說(shuō)，福斯特博士曾在康科德中學(xué)和布林莫爾學(xué)院接受教誨這一點(diǎn)非常重要。 答疑解惑TextA【構(gòu)造剖析】本文是一篇關(guān)于“為師之道”記敘文。文章前三段概括了對(duì)自己影響最深三位教師特點(diǎn)；接下來(lái)第四至六段重點(diǎn)回憶了第一位教師；最后一段概括全文，指出好教師會(huì)給人帶來(lái)光明?！敬鸢附馕觥?.選[B]。事實(shí)細(xì)節(jié)題，第一段提到，識(shí)字讀書也許是人腦子碰上最艱巨、變革性最大事情。原文中themostdifficultandrevolutionarything和[B]中atoughthing屬于同義轉(zhuǎn)述，故[B]為答案。[A]“成年文盲喜歡學(xué)習(xí)新知識(shí)”是對(duì)該段第三句后半某些錯(cuò)誤理解；該段前都在談?wù)撟x書是如何hard，dull，以及difficult等，故[C]與文意相反；[D]與該段第一句矛盾。2.選[C]。事實(shí)細(xì)節(jié)題。作者在第二段首句說(shuō)“良師像藝術(shù)家同樣難得”，這并不是說(shuō)良師應(yīng)當(dāng)是此外一種領(lǐng)域藝術(shù)家；因而[C]錯(cuò)誤地理解了作者意思，為本題答案。作者在第三段首句談到她三個(gè)教師共同點(diǎn)時(shí)說(shuō)到，theyalllovedwhattheyaredoing，由此看出[A]是該句同義轉(zhuǎn)述；而[B]“教師可以啟發(fā)學(xué)生去想象”、[D]“教師勉勵(lì)學(xué)生去發(fā)現(xiàn)”在文中第三段、第四段均有有關(guān)表述，故能作為本題答案。3.選[B]。事實(shí)細(xì)節(jié)題。事實(shí)上，文章從第二段開始都在談?wù)摻處熀闷焚|(zhì)，但自始至終未提到“教師應(yīng)當(dāng)在課堂開玩笑”、“教師應(yīng)當(dāng)博學(xué)”，因而[A]、[D]均不對(duì)的；作者在第六段提到，她第一種教師被開除了，由于她沒有專家某些基本知識(shí)，盡管這樣，作者以為她依然是一位好教師，故[C]與文意不符。作者在五段回憶第一種教師時(shí)談到“她把好奇之心注入咱們心中”，由此看出[B]對(duì)的。4.選[D]。事實(shí)細(xì)節(jié)題。瀏覽選項(xiàng)，capturedfirefly在第五段末提到，由該處可知，作者是把獲得事實(shí)與真理比作抓在手里螢火蟲，故[A]不對(duì)的；作者在第六段第四句曾說(shuō)，當(dāng)時(shí)她連最簡(jiǎn)樸數(shù)學(xué)也不會(huì)做，但通過(guò)第一種教師，她感覺抽象數(shù)學(xué)就像音樂(lè)同樣，由此看出[B]是對(duì)該處錯(cuò)誤理解；在該段第五句，作者說(shuō)教師走了，但那光明卻從未熄滅，可見，“光明”不是指作者自己，故[C]也錯(cuò)誤。在該段最后作者提到“我以為自己在很大限度上就是那位中學(xué)教師未簽名手稿”，因此[D]為本題答案。5.選[A]。主旨大意題。通讀全文發(fā)現(xiàn)作者一方面概括對(duì)她影響最深三位教師特點(diǎn)，接著回憶了第一位教師；通過(guò)回憶，談到了許多作為一位偉大教師先進(jìn)品質(zhì)，因此[A]做能概括全文。[B]、[D]實(shí)際表達(dá)同一層含義，它們與[C]同樣，都太片面?！救姆g】成年人往往忘了當(dāng)年上學(xué)多艱難、多乏味、日子多漫長(zhǎng)。為了把那些基本東西背下來(lái)并記住，耗費(fèi)氣力實(shí)在是無(wú)窮無(wú)盡，叫人難以置信。[1]識(shí)字讀書也許是人腦子碰上最艱巨、變革性最大事情。如果不信，看當(dāng)作年文盲是如何嘗試識(shí)字吧。上學(xué)不是件輕松事，大某些也沒什么趣味；但是，要是你造化好，也許會(huì)碰上個(gè)真正教師。我最大幸運(yùn)，就是畢生中有過(guò)三位真正教師。頭一位是高中時(shí)教理化和數(shù)學(xué)教師，第二位是斯坦福大學(xué)里教寫作專家，第三位就是我朋友、合伙者——埃德·雷克茨。[2]如今我相信一位良師就是一名大藝術(shù)家，并且良師就像任何其她大藝術(shù)家同樣難得。教書甚至可以說(shuō)是一門最偉大藝術(shù)，由于這門藝術(shù)媒介是人思想和精神。我三位良師有如下共同之處：[2]她們?nèi)紵釔圩约汗ぷ鳎凰齻儾⒉还噍斨R(shí)，而是激起學(xué)生求知熱望。在她們影響下，我眼界豁然開朗，憂慮消失了，未知變成了可知。但最為重要是，咱們所謀求真知，不再是令人望而卻步東西，而是變得美好而貴重了。[2]當(dāng)前我只想說(shuō)一說(shuō)我第一位良師，由于她不但教了我別東西，還教了我如何去發(fā)現(xiàn)。她激發(fā)咱們手揮課本、高聲叫嚷地進(jìn)行爭(zhēng)論。她課堂是全校最吵鬧，而她甚至好像毫無(wú)察覺似。咱們從不拘泥于課程內(nèi)容，而可以任憑思路飛翔天地。[3][4]她把好奇之心注入咱們心中，使咱們獲得事實(shí)與真理，把它們像捕獲到螢火蟲同樣掌握在手里。[4]她被校方辭退了，這也許不無(wú)理由，由于基本知識(shí)她沒有教，而那些東西是不可以不學(xué)。然而她在咱們心中留下，是對(duì)純粹可知世界強(qiáng)烈興趣，她為我點(diǎn)燃好奇求知熱情從未消失。我當(dāng)時(shí)連簡(jiǎn)樸算術(shù)也做不出來(lái)，然而是她讓我感覺到，抽象數(shù)學(xué)很像是音樂(lè)。[4]她被辭退時(shí)，咱們心里一片悲哀，但是那光明并未熄滅。她把簽名留給咱們，那是教師寫在咱們心靈上作品。我有過(guò)不少教師，她們教給我，不久便忘卻了；只有這三位教師使我生發(fā)了新東西，新態(tài)度，新求知欲。[4]我以為自己在很大限度上就是那位中學(xué)教師未簽名手稿。這樣一種人手里掌握著怎么不朽力量??？我兒子正心懷恐驚地面臨著上學(xué)苦役。我可以告訴她，倘若她很幸運(yùn)話,在混沌黑暗之中，也許在某處會(huì)有神異浮現(xiàn)，照得歲月一片光明。TextB【構(gòu)造剖析】本文是一篇信息傳播型文章。重要簡(jiǎn)介了潮汐和波浪形成和影響因素。第一段引出了話題，重要簡(jiǎn)介了什么是潮汐；第二段簡(jiǎn)介漲潮因素；第三段簡(jiǎn)介影響潮汐此外兩個(gè)輔助因素；第四段簡(jiǎn)介了波浪形成及影響因素【答案解析】6.選[C]。事實(shí)細(xì)節(jié)題。文章重要在第二段講了潮汐形成過(guò)程。其中第四句開始講到：當(dāng)月球繞地球轉(zhuǎn)動(dòng)時(shí)，因吸引正對(duì)著它那邊水而形成“漲潮”；而在另一面，因陸地離月球更近，陸地被拉離地球，于是背面又形成另一種“漲潮”；高潮之間間隙被稱為低潮，加在一起就是咱們所見潮汐。因此，[C]對(duì)的。該段第二句談到地球引力是為了闡明太陽(yáng)、月球也有引力，故[A]是對(duì)原文錯(cuò)誤理解；同理，[B]也應(yīng)被排除；由原文可知，月球?qū)Ｑ笠σ鹆恕皾q潮”，而不是月球?qū)Α皾q潮”引力引起了潮汐，故[D]也不對(duì)的。7.選[C]。事實(shí)細(xì)節(jié)題。由文章第二段倒數(shù)第二句可看出，兩個(gè)漲潮相對(duì)于月亮所處位置是保持不變，地球自轉(zhuǎn)使得漲潮看起來(lái)像是隨著地球在轉(zhuǎn)動(dòng)，因而[C]對(duì)的，同步排除[A]、[B]。[D]是導(dǎo)致海水漲潮落潮因素，也不對(duì)的。8.選[D]。事實(shí)細(xì)節(jié)題。由題干核心詞maximum將信息定位于第三段最后兩句：…每年總有太陽(yáng)、月亮和地球呈一條直線特定期候…太陽(yáng)引力就會(huì)加入到月亮引力中去，因而潮汐會(huì)extrahigh。因而應(yīng)選[D]。由最后一段可知，[A]是影響wave因素，不選；[B]“太陽(yáng)、月球與地球形成一種恰當(dāng)角度”與文意不符；由第三段倒數(shù)第三句可知，太陽(yáng)對(duì)海洋始終均有引力，但是很小，因而不能說(shuō)太陽(yáng)有引力時(shí)潮汐會(huì)最高，故[C]也錯(cuò)誤。9.選[A]。事實(shí)細(xì)節(jié)題。依照文章最后一段第三句話，可知盡管浪朝前移動(dòng)，但每一某些水都是在做轉(zhuǎn)圈運(yùn)動(dòng)，平均位置不變。因此[A]不對(duì)的，為本題答案。[B]內(nèi)容可以在尾段倒數(shù)第二句找到；由最后一段首句可知，波浪是風(fēng)吹過(guò)水面形成，因而它和潮汐固然不同樣，故[C]對(duì)的，[B]說(shuō)法也與該句相符?！救姆g】在大多數(shù)海岸邊，你都會(huì)注意到海平面一天中都在不斷變化。海水這些漲落稱為潮汐。為什么會(huì)浮現(xiàn)潮汐呢？地球表面所有東西都因受到被稱為地心引力力所吸引而朝著地球方向。月亮和太陽(yáng)也施加它們各自引力。[6]當(dāng)月亮環(huán)繞地球轉(zhuǎn)動(dòng)時(shí)，會(huì)吸引正對(duì)著它那一面海水，并將其拉離地球，因而使其上漲。在這個(gè)“漲潮”另一面會(huì)有另一種漲潮，由于在那面，陸地比水域離月亮更近，因而陸地被拉離海水，這樣就在其后形成了一種漲潮。[7]這兩個(gè)漲潮相對(duì)于月亮所處位置是保持不變，但是地球自轉(zhuǎn)使得它們看起來(lái)像是隨著地球在移動(dòng)。[6]這些漲潮被稱為高潮，而它們之間間隙被稱為低潮。潮汐形成尚有此外兩個(gè)輔助因素。你懂得如果你讓浴缸里水晃動(dòng)起來(lái)，它會(huì)沿浴缸邊上下晃動(dòng)一段時(shí)間。同樣道理，一旦潮汐形成，水體普通會(huì)繼續(xù)上下晃動(dòng)一段時(shí)間并且會(huì)受到月球引力更多推動(dòng)。太陽(yáng)也有將地球上海洋往自己方向吸引趨勢(shì)，但是由于距離遠(yuǎn)得多因而引力也小得多。[8]但是，每年總有太陽(yáng)、月亮和地球呈一條直線特定期候。當(dāng)浮現(xiàn)這一狀況時(shí)，太陽(yáng)引力就會(huì)加入到月亮引力中去，因而潮汐會(huì)格外高。波浪幾乎完全是由風(fēng)從水面刮過(guò)引起。風(fēng)拖動(dòng)水形成波浪，使其慢慢往前移動(dòng)并逐漸變大。[9]盡管波浪形狀向前移動(dòng)，但是每一某些水都是繞圈移動(dòng)并且平均位置不變。浪高度取決于三個(gè)因素：風(fēng)有多大，風(fēng)吹了多久，以及風(fēng)域。風(fēng)域是指風(fēng)吹到水域長(zhǎng)度。TextC【構(gòu)造剖析】本文是一篇觀點(diǎn)論證型文章。批判是工業(yè)社會(huì)中人們淪為社會(huì)大機(jī)器上一種齒輪現(xiàn)象。第一段提出觀點(diǎn)：人在工業(yè)社會(huì)中作為個(gè)體是微局限性道，沒有真正高興和滿足感；第二、三段分別通過(guò)度析不同社會(huì)層次人焦急來(lái)對(duì)觀點(diǎn)進(jìn)行論證；最后一段中作者提出建議，但愿能使當(dāng)今工業(yè)社會(huì)變得人道主義某些?！敬鸢附馕觥?0.選[C]。推理判斷題。在文章第一句，作者將社會(huì)比作machinery，把人比作awell-oiledcog。聯(lián)系文章手段尾句，可以推斷作者意思是人在社會(huì)中地位是很被動(dòng)，很不重要，盡管會(huì)隨著自動(dòng)化機(jī)器和官僚主義管理節(jié)奏工作；由此看出[C]“人和社會(huì)其她某些相比是很不重要，盡管也許運(yùn)轉(zhuǎn)順利”對(duì)的。選項(xiàng)[A]“與社會(huì)其她某些十分和諧”不能從文章推斷出；[B]錯(cuò)在especially；[D]中未體現(xiàn)出well-oiled含義，故也不對(duì)的。11.選[D]。推理判斷題。第二段第一句提到，工人和雇員都很焦急，不但是由于緊張她們也許會(huì)失業(yè)，她們還由于無(wú)法從生活中獲取真正滿足感或興趣而焦急。而這一切最主線因素是背面一句話：她們…沒有觸及到…人在情感和思想上應(yīng)當(dāng)是獨(dú)立…；由此看出[D]對(duì)的。如前面分析，[A]、[B]不是導(dǎo)致焦急真正因素；而[C]“她們面臨著人類存在主線現(xiàn)實(shí)”是對(duì)該段最后一句話錯(cuò)誤理解。12.選[D]。事實(shí)細(xì)節(jié)題。由題干核心詞higher-ups將信息定位于第三段。由該段第二句可知，[A]是對(duì)該句錯(cuò)誤理解；[B]“她們重復(fù)被心理學(xué)家考驗(yàn)”是原文信息，但不是題干問(wèn)及因素，故不選；[C]“她們感覺受到上司壓迫”在原文未提及；故[D]對(duì)的，該項(xiàng)是該段最后一句同義轉(zhuǎn)述。13.選[A]。推理判斷題。從文中第二、三段可知，社會(huì)地位低下和社會(huì)上層人都不輕松高興；第三段末尾提到，社會(huì)上層人努力要和別人同樣好甚至比別人更好，這就會(huì)產(chǎn)生不斷焦急和緊張，使得人不高興甚至生病。綜上所述[B]、[C]、[D]都不對(duì)的。只有選項(xiàng)[A]“那些可以遠(yuǎn)離這個(gè)競(jìng)爭(zhēng)社會(huì)人”才會(huì)高興，為本題對(duì)的答案。14.選[B]。事實(shí)細(xì)節(jié)題。作者在最后一段第三句建議變化咱們社會(huì)體系，以“使人可以充分發(fā)揮潛能”，故[B]對(duì)的。[A]“用咱們祖先生產(chǎn)模式”與該段第一句矛盾；[C]“給員工更高工資”、[D]“把基本現(xiàn)實(shí)看作是理所固然”在最后一段均未提及，屬主觀猜測(cè)。15.選[C]。觀點(diǎn)態(tài)度題。本文通篇都在批判一種現(xiàn)象，即工業(yè)社會(huì)中人們淪為社會(huì)大機(jī)器上一種齒輪；且最后一段，作者還建議要變化咱們社會(huì)體系；由此可見，作者態(tài)度是[C]“不滿”。[A]“贊成”、[D]“忍受”均與作者在文中體現(xiàn)態(tài)度相反；[B]“懷疑”表述不精確。【全文翻譯】總說(shuō)來(lái)，咱們社會(huì)正在變成一種由官僚主義管理龐大公司。在這個(gè)公司中，人變成了上好油小齒輪。上油是通過(guò)更高工資、通風(fēng)良好廠房和持續(xù)播放輕音樂(lè)等辦法，并由心理學(xué)家和“人際關(guān)系”專家來(lái)完畢；但是這些上油做法都不能變化這樣事實(shí)，那就是人變得無(wú)動(dòng)力了，她不再全身心地投入到她工作中了，她已經(jīng)厭倦了工作。[10]事實(shí)上，藍(lán)領(lǐng)和白領(lǐng)工作人員們都已經(jīng)變成了經(jīng)濟(jì)木偶，隨著自動(dòng)化機(jī)器和官僚主義管理樂(lè)聲跳舞。[13]工人和雇員都很焦急，不但是由于她們緊張自己也許會(huì)失業(yè)，并且還由于她們無(wú)法從生活中獲取真正滿足感或興趣。[11]她們活著然后死去，卻從來(lái)沒有正視過(guò)人類存在主線現(xiàn)實(shí)，即人在情感上和思想上應(yīng)當(dāng)是獨(dú)立并且富有創(chuàng)造性。[13]那些處在社會(huì)上層人們焦急限度也不會(huì)更少。她們生活和她們下屬同樣空虛。在某些方面她們甚至更缺少安全感。她們處在競(jìng)爭(zhēng)性高度激烈比賽中。獲得提高或者落后不是工資問(wèn)題，更多是自尊問(wèn)題。當(dāng)她們申請(qǐng)自己第一份工作時(shí)，考驗(yàn)不但是她們智力，尚有她們服從性和獨(dú)立性抱負(fù)結(jié)合。從那時(shí)開始，她們就重復(fù)地被考驗(yàn)——被那些視考驗(yàn)為大事心理學(xué)家們，被想對(duì)她們行為、交際能力、辦事能力等等進(jìn)