2014届高考英语一轮复习 语篇微写作强化系列Test27精选导学案 北师大版

　　2014届高考英语一轮复习 语篇微写作强化系列Test27精选导学案 北师大版

　　Ⅰ.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　此处believe意为“认为”。许多人认为该告诉别人他们的观点是错误的，这是自己应做的事。

　　2．A.unimportant

　　B．unbelievable

　　C．incorrect

　　D．imperfect

　　答案　C

　　解析　根据上句“trying to prove that we are right and others are wrong”可知此处应为别人的观点是“不正确的”。

　　3．A.consider

　　B．appreciate

　　C．understand

　　D．refuse

　　答案　B

　　解析　根据下文“or at least learn something”可知人们常错误地认为被自己纠正的人应“感激”自己。

　　4．A.fooled

　　B．helped

　　C．taught

　　D．corrected

　　答案　D

　　解析　根据上文“the person they are correcting is...”可知此处是站到自己的角度，有没有被别人“纠正”过。

　　5．A.thanked

　　B．rewarded

　　C．cared

　　D．accepted

　　答案　A

　　解析　根据上文“Thank you so much for showing me that I’m wrong and you’re right”？可知，此处应为当你给别人纠正错误时，别人有没有“感谢”你。

　　6．A.side

　　B．price

　　C．expense

　　D．value

　　答案　C

　　解析　at sb.’s expense在某人受损的情况下，以某人为代价。以他们受损失为代价来证明你是对的。

　　7．A.like

　　B．hate

　　C．prefer

　　D．afford

　　答案　B

　　解析　根据上句，所有人都没因为被指出错误而感谢别人，所以事实是，我们所有人都“讨厌”被纠正。

　　8．A.admired

　　B．received

　　C．realized

　　D．respected

　　答案　D

　　解析　根据下文and understood by others可知此处句意为“被别人理解和尊重”。

　　9．A.shortcomings

　　B．advantage

　　C．desires

　　D．wishes

　　答案　C

　　解析　根据句意，被聆听是人内心深处最大的“渴望”。

　　10．A.talk

　　B．praise

　　C．help

　　D．listen

　　答案　D

　　解析　根据上文可知此处为“倾听”。

　　11．A.habit

　　B．form

　　C．position

　　D．purpose

　　答案　A

　　解析　in the habit of...习惯于……。

　　12．A.punished

　　B．avoided

　　C．left

　　D．laughed

　　答案　B

　　解析　根据上文可知此处应为“避而远之”。

　　13．A.letting

　　B．lending

　　C．allowing

　　D．owing

　　答案　C

　　解析　allow sb.sth.给予某人……。练习给予别人被承认的快乐。

　　14．A.Stop

　　B．Continue

　　C．Practise

　　D．Try

　　答案　A

　　解析　根据上文，此处应为不要再纠正别人的观点了。

　　15．A.out

　　B．up

　　C．in

　　D．off

　　答案　C

　　解析　break in插话。不要插嘴说自己的观点。break out爆发；break up粉碎；break off中断。

　　16．A.last

　　B．send

　　C．work

　　D．stand

　　答案　D

　　解析　stand维持不变；last持续；send送；work工作。根据句意可知应为使他们的观点不变。

　　17．A.helpful

　　B．loving

　　C．careful

　　D．popular

　　答案　B

　　解析　根据上文可知此处应为更加满怀爱意。

　　18．A.dreamed

　　B．requested

　　C．asked

　　D．demanded

　　答案　A

　　解析　他们会比你想像的更欣赏你。

　　19．A.sufferings

　　B．worries

　　C．progress

　　D．happiness

　　答案　D

　　解析　你会发现加入别人的快乐并见证别人的快乐。

　　20．A.happy

　　B．right

　　C．sorry

　　D．proud

　　答案　B

　　解析　此处为整篇文章的论点，即多数时候让别人正确，而不要一味想证明自己正确。

　　Ⅱ.阅读理解

　　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(本质上)，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为B项。

　　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　文中没有对第一次和第二次进行比较，故排除A项；第七段第二句说明B项错；C项文中没有提及，但就这句话本身来说没有错误；两次实验结果一致，故D项正确。

　　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　第四段是有关高焦虑的负面作用；it prevents these thoughts from...阻止想法突然出现。

　　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　由常识我们知道，焦虑属于心理学范畴。

　　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　第三段点明了文章的中心，后面的例子是在进行解释说明。

　　Ⅲ.微写作

　　写作素材

　　1．我的活动计划如下。

　　2．你们一到就领你们参观科学试验室。

　　3．举行内容涉及学校生活及文化差异方面的讨论会。

　　4．最后在学校餐厅聚会。

　　(素材来源于2011·天津·书面表达)

　　提示：尽量使用高级表达：as follows；which引导的非限制性定语从句等。

　　连句成篇(将以上句子连成一篇50词左右的英语短文)

　　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；有意义的　reward v．奖赏；回报　reward sb.with...用……报答某人

　　2．essence n．实质；本质　essential adj.必不可少的　in essence本质上　of the essence最重要的

　　3．rather than而不是　would do...rather than do...宁愿……而不愿……　or rather更确切地说　rather too太……

　　4．compared to和……比起来　compare...with/to...把……和……比较　compare...to...把……比作……　compare notes交流意见　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.

　　句中介词about后面跟着whether引导的宾语从句，prevent sb.from doing...意为阻止某人做……，they want为省略关系代词that/which的定语从句，修饰先行词the_college。

　　在完形填空中怎样排除干扰项？

　　分析词义，查看语法，从上下文寻找线索。完形填空题的难度是较高的，但大多数是中档题和低档题。考生在解题中要注意解题速度，不可为一道难题苦思冥

　　想，耗时太多。正确的做法应该是绕道而行，先做下面容易的题目，将有把握的空先填上，然后再解决难度大的题目。通常情况下，一篇完形填空必有几处答案难以确定，四个备选项中，往往有两个较易排除。剩下的两个选项在意义和用法上十分接近，干扰项的干扰性很强，迷惑性较大。每篇文章都有一个主体，不能单从局部的词义和句意来理解。当你觉得两个选项都是正确时，先从词义着手分析，如果不能确定，再从搭配、语法上考虑，或者查看行文逻辑是否一致，必要时还要综观全局把握作者的写作意图。如本节完形填空中的第8空We all want our position to be __8__ and understood by others.

　　A．admired

　　B．received

　　C．realized

　　D．respected

　　空格处需要填入一个动词的过去分词，四个动词从语法角度看都可以，但根据下文and understood by others可知我们希望得到别人的理解和尊重，而不是admire羡慕；receive收到；realize意识到，故答案为D项，所以做此题时要充分利用上下文语境，不能就空填空。