高考英语大二轮复习专题强化练十五

高考英语大二轮复习专题强化练十五

专题强化练十五　组合练(二)‎ Ⅰ.阅读理解 It was just one word in one e－mail，but it caused huge financial losses for a multinational company.The message，written in English，was sent by a native speaker to a colleague for whom English was a second language.Unsure of the word，the receiver found two contradictory meanings in his dictionary.He acted on the wrong one.Months later，senior management investigated why the project had failed，costing hundreds of thousands of dollars.‎ When such misunderstandings happen，it's usually the native speakers who are to blame.Ironically，they are worse at delivering their message than people who speak English as a second or third language.‎ A lot of native speakers are happy that English has become the world's global language.They don't feel the need to accommodate or adapt to others.They often talk too fast for others to follow，and use jokes，slang，short forms and references specific to their own culture.“The first time I worked in an international institution，somebody said‘ETA 16：53’and I thought‘What on earth is ETA？’”says Michael Blattrer，an executive in an international company.‎ And then there's cultural style.When a British reacts to a proposal by saying“That's interesting”，a fellow British might recognize this as“That's rubbish.”But other nationalities would take the word“interesting”on face value.‎ Also，lots of the information is not fully understood because of the complex language native speakers use.Too many non－native speakers，especially the Asians and the French，are too concerned about not“losing face”and nod approvingly while not getting the message at all，because of which，the native speakers continue delivering information that makes little sense to them.The information gap is unnoticed and keeps widening.‎ Native speakers should communicate efficiently with simple language.When trying to communicate in English with a group of people with different levels of fluency，it's important for native speakers to make the same point in a couple of different ways and ask for some acknowledgement，reaction and action，to know whether they've been understood or not.‎ ‎【语篇解读】　当母语是英语的人和母语是非英语的人交流时，由于前者的表达习惯，比如用一些俚语、简略语等，而后者又碍于面子不懂装懂，因此产生的信息沟越来越大。本文建议母语是英语的人在与母语不是英语的人交流时使用简单的语言、采取互动等方法以使后者更好地理解。‎ ‎1．The first paragraph of the passage is written to________．‎ A．tell readers an interesting story B．introduce the topic of the passage C．state the importance of English D．show an example of communication 解析：推理判断题。第一段给出了一个由于信息理解错误而造成了严重经济损失的例子。阅读下文可知，本文解释了产生这种情况的原因并给出了建议，所以该例子是为了引出文章中心话题。‎ 答案：B ‎2．What can we learn about Michael?‎ A．He thinks British people talk too fast.‎ B．He feels no need to adapt to others.‎ C．He's not a native English speakers.‎ D．He finds British culture hard to understand.‎ 解析：推理判断题。根据第三段第三句话可知，母语为英语的人们说话太快，并习惯用一些笑话、俚语或简略形式，这样让人很难理解；紧接着举例迈克尔不理解简略表达“ETA”的意思，由此可以推断出迈克尔的母语不是英语。‎ 答案：C ‎3．What might cause the Asians and the French to“lose face”according to the passage?‎ A．Being unable to use complex language.‎ B．Being non－native English speakers.‎ C．Failing to understand native speakers.‎ D．Nodding approvingly while listening.‎ 解析：细节理解题。第五段第二句提到，母语是非英语的人由于担心丢面子，经常在没有听懂的情况下点头表示赞同，由此可以推断出，听不懂别人的话会让他们感觉丢人。‎ 答案：C ‎4．Native speakers are advised to ask for listeners' acknowledgement in order to________．‎ A．talk to a group of people at the same time B．learn about listeners' levels of fluency C．get suggestions from listeners D．check listeners' understanding 解析：细节理解题。根据最后一段最后一句中的动词不定式短语“to know whether they've been understood or not”可知，说母语的人这么做的目的是为了弄清楚自己说的话是否被正确地理解了。‎ 答案：D Ⅱ.完形填空 I was once in an unusual sociology (社会学) class at Brandeis.Each week we studied the__1__we interacted with one another，and how we__2__to anger，envy，attention.We were human lab rats.More often，someone__3__crying.I referred to it as the“touchy－feely”course.Mr.Brown said I should be more__4__．‎ One day，Mr.Brown said he had an__5__for us to try.We were to stand，facing away from our classmates and__6__backward，relying on another student to__7__us.Most of us were__8__with this，and we couldn't let go for more than a few inches__9__stopping ourselves.We laughed in__10__．‎ Finally，a thin，quiet girl，whom I noticed almost always wear the same clothes，crossed her arms over her chest，__11__her eyes and leaned back，just like one of those Lipton tea ads__12__the model dived into the pool.‎ For a moment，I was__13__she was going to fall on the floor.At the__14__moment，her partner held her head and__15__and pulled her up.‎ ‎“Whoa！”several students yelled.Some__16__．‎ Mr.Brown finally smiled.‎ ‎“You see，”he said to the girl，“you closed your eyes.That was ‎ the__17__．Sometimes you cannot believe what you see，you have to believe what you__18__．And if you're ever going to have other people__19__you，you must feel that you can trust them，__20__，even where you're in the dark，even when you're falling.”‎ ‎【语篇解读】　本文是一篇夹叙夹议文，讲述了Brown老师通过一堂练习课让作者及其同学体会到了信任的力量的故事。‎ 核心词汇　interact互动；交流，交往　refer to...as...把……称为……　touchy－feely过分多愁善感的　let go放手，放开　lean back(使)向后仰　pull up...把……向上拉 ‎1．A.behaviour　　 B．ways C．courses D．relationship 解析：每周我们都学习与他人互动的方式(ways)。behaviour“行为”；course“课程”；relationship“关系”。‎ 答案：B ‎2．A.responded B．objected C．stuck D．referred 解析：根据语境及上文中的“we interacted with one another”可知，此处表示我们如何对愤怒、妒忌和关注做出反应。respond to“对……做出反应”；object to“反对”；stick to“坚持”；refer to“查阅，参考”。‎ 答案：A ‎3．A.went on B．gave up C．put off D．ended up 解析：该句后面的句子表示我把它称作“情绪化”‎ 的课程，该句与后一句构成因果关系，作者之所以称之为情绪化课程，是因为有人在互动中对上面提到的感情的反应常常是哭泣，故end up“最后处于”符合文意。go on“继续”；give up“放弃”；put off“推迟”。‎ 答案：D ‎4．A.skillful B．honest C．open－minded D．energetic 解析：此处是Brown老师给作者提的建议——作者的思想应该更加开明(open－minded)。skillful“熟练的”；honest“诚实的”；energetic“精力充沛的”。‎ 答案：C ‎5．A.arrangement B．order C．introduction D．exercise 解析：根据后面的内容可知，Brown老师要我们练习身体往后仰这个动作。exercise“练习”，符合语境。arrangement“安排”；order“命令”；introduction“序言，导论”。‎ 答案：D ‎6．A.jumped B．moved C．fell D．ran 解析：根据下文中的“leaned back”和“she was going to fall on the floor”可知选C。‎ 答案：C ‎7．A.catch B．pull C．control D．support 解析：根据下文中的“her partner held her head...up”可知选A。catch“接住”。‎ 答案：A ‎8．A.dissatisfied B．uncomfortable C．pleased D．familiar 解析：根据“we couldn't let go for more than a few inches__9__stopping ourselves”可知，此处表示我们大部分因为这感到不舒适(uncomfortable)。dissatisfied“不满意的”；pleased“高兴的”；familiar“熟悉的”。‎ 答案：B ‎9．A.before B．after C．while D．until 解析：根据语境可知，此处指停下做向后倾的动作之前，故选A。‎ 答案：A ‎10．A.surprise B．excitement C．delight D．embarrassment 解析：根据上下文可知，在做这个练习时，身体稍稍往后倾斜，同学们就不敢做了，这时他们会感到尴尬(embarrassment)。‎ 答案：D ‎11．A.fixed B．opened C．closed D．touched 解析：根据下文中的“you closed your eyes”可知选C。fix“固定”；open“打开”；touch“触摸”。‎ 答案：C ‎12．A.every time B．as though C．when D．where 解析：分析句子结构可知，ads 后面的部分为定语从句，修饰先行词Lipton tea ads，ads表示“广告”，空处在后面的定语从句中作地点状语，故用where。every time“每当”；as though“似乎”；when“当……时”。‎ 答案：D ‎13．A.sorry B．shocked C．sure D．puzzled 解析：根据下文中的“At the__14__moment，her partner held her head and__15__and pulled her up”可推知，空处所在句表示“我”肯定(sure)她将要摔倒在地板上了。sorry“遗憾的”；shocked“震惊的”；puzzled“感到困惑的”，都不符合语境。‎ 答案：C ‎14．A.unusual B．crazy C．exciting D．last 解析：at the last moment表示“在最后一刻”，故选D。‎ 答案：D ‎15．A.shoulders B．attention C．legs D．chance 解析：根据常识可知，要把即将倒地的人拉起来，应该是抱住人的头和双肩。attention“注意”；leg“腿”；chance“机会”，都不符合语境。‎ 答案：A ‎16．A.wept B．clapped C．laughed D．sighed 解析：“several students yelled”反映了同学们的激动，因此同学们会为其鼓掌(clapped)。weep“流泪”；laugh“笑”；sigh“叹息”。‎ 答案：B ‎17．A.success B．difference C．result D．requirement 解析：根据上下文可知，闭着眼和睁着眼是不一样(difference)的。‎ 死记硬背是一种传统的教学方式,在我国有悠久的历史。但随着素质教育的开展,死记硬背被作为一种僵化的、阻碍学生能力发展的教学方式,渐渐为人们所摒弃;而另一方面,老师们又为提高学生的语文素养煞费苦心。其实,只要应用得当,“死记硬背”与提高学生素质并不矛盾。相反,它恰是提高学生语文水平的重要前提和基础。答案：B ‎18．A.feel B．notice C．hold D．meet 解析：根据上下文可知，Brown老师之所以认为闭着眼不一样，是因为他认为人们有时不相信他们所看到的，但有时却不得不相信他们所感受(feel)到的。‎ 答案：A ‎19．A.stand by B．rely on C．believe in D．call for 解析：空处照应后面的trust，故选C项。stand by“袖手旁观”；rely on“依靠，依赖”；call for“需要，要求”。‎ 答案：C ‎20．A.however B．too C．though D．therefore 解析：如果你要让别人信任你，你必须感觉你也(too)能够信任他们。‎ 答案：B Ⅲ.短文改错 We may have different opinion in organizing class activities.When I have a different opinion，I may choose to give it up and respect the opinion of the majority.The mainly reason for my choice is that I tend to sacrifice their own interest for the group ‎ benefit.Once we left to decide if to have a picnic in a park or go to a museum.I would love to go to a museum，and most of my classmates want to go for a picnic.Without hesitation，I decided to following them and we did have lots of fun on that day.Sometimes give up a little can mean getting more.‎ 答案：‎ We may have different in organizing class activities.When I have a different opinion，I may choose to give it up and respect the opinion of the majority.The reason for my choice is that I tend to sacrifice own interest for the group benefit.Once we left to decide to have a picnic in a park or go to a museum.I would love to go to a museum， most of my classmates to go for a picnic.Without hesitation，I decided to them and we did have lots of fun that day.Sometimes up a little can mean getting more.‎ Ⅳ.书面表达 假定你是李华，你校将举行“读书节”，请你写封邮件邀请在你校学习的Tony参加。内容包括：‎ ‎1．目的和时间；‎ ‎2．内容：交换书籍、西方文学讲座、中国诗歌朗诵比赛等。‎ 注意：1.词数100左右；‎ ‎2．可适当增加细节，以使行文连贯。‎ 答案：‎ Dear Tony，‎ How are you doing? Our school will hold the Reading Festival on the square from 9：00 to 11 : 00 a．m. next Sunday. It can help broaden our horizons and develop our interest in reading books. I'm writing to invite you to join us.‎ 一般说来，“教师”概念之形成经历了十分漫长的历史。杨士勋（唐初学者，四门博士）《春秋谷梁传疏》曰：“师者教人以不及，故谓师为师资也”。这儿的“师资”，其实就是先秦而后历代对教师的别称之一。《韩非子》也有云：“今有不才之子……师长教之弗为变”其“师长”当然也指教师。这儿的“师资”和“师长”可称为“教师”概念的雏形，但仍说不上是名副其实的“教师”，因为“教师”必须要有明确的传授知识的对象和本身明确的职责。About five hundred students are expected to attend the festival. Many will bring and exchange books with each other. Those who are fond of literature can attend the lecture on famous Western works. After that, they will also have a discussion. Besides, the Chinese poetry reading competition will be held. And there will be extra Chinese opera performances. I sincerely hope you can accept my invitation.‎ Looking forward to your early reply.‎ ‎“师”之概念，大体是从先秦时期的“师长、师傅、先生”而来。其中“师傅”更早则意指春秋时国君的老师。《说文解字》中有注曰：“师教人以道者之称也”。“师”之含义，现在泛指从事教育工作或是传授知识技术也或是某方面有特长值得学习者。“老师”的原意并非由“老”而形容“师”。“老”在旧语义中也是一种尊称，隐喻年长且学识渊博者。“老”“师”连用最初见于《史记》，有“荀卿最为老师”之说法。慢慢“老师”之说也不再有年龄的限制，老少皆可适用。只是司马迁笔下的“老师”当然不是今日意义上的“教师”，其只是“老”和“师”的复合构词，所表达的含义多指对知识渊博者的一种尊称，虽能从其身上学以“道”，但其不一定是知识的传播者。今天看来，“教师”的必要条件不光是拥有知识，更重于传播知识。Yours，‎ 其实,任何一门学科都离不开死记硬背,关键是记忆有技巧,“死记”之后会“活用”。不记住那些基础知识,怎么会向高层次进军?尤其是语文学科涉猎的范围很广,要真正提高学生的写作水平,单靠分析文章的写作技巧是远远不够的,必须从基础知识抓起,每天挤一点时间让学生“死记”名篇佳句、名言警句,以及丰富的词语、新颖的材料等。这样,就会在有限的时间、空间里给学生的脑海里注入无限的内容。日积月累,积少成多,从而收到水滴石穿,绳锯木断的功效。Li Hua