高二（下）期末考前英语复习专题二.doc

高二（下）期末考前英语复习专题二（阅读理解）A: 阅读理解解题技巧指导：高考考纲在阅读理解方面对考生有六大要求，即理解主旨要义、理解文中具体信息、根据上下文推断生词的词义、做出简单判断和推理、理解文章的基本结构、理解作者的意图观点态度。这六个能力要求对应我们常见的六种题型：主旨大意题、细节理解题、词义猜测题、推理判断题、文章结构题记作者观点态度题。主旨要义题注意点：（1）要找到文章的关键词（2）范围不能太大，也不能太小即只是文章部分信息（3）主旨在文章开头（如调查或研究结果、新闻报道、部分议论文等）、主旨在文章结尾、主旨在文章第二或第三段（第一或一二段为主题的引子）或通读以后进行对各个部分概括所得，当然最后一种较难，那么就要养成对文章标段，读完每段要抓出段落大意，这种方法对文章结构题也同样适用。词义猜测题注意点：一般在前句或后句中体现，通过解释、说明等方法，常用 that is, that is to say, in other words , which(who)引导的定语从句来解释， 或but, however, and 等表示与之相反或并列（同类），通过这些进行简单的分析都不难得出答案。推理判断题注意点：（1）了解常用的表示推断的词：infer, imply, suggest, reveal, mean, intend, conclude等；有时提问中含有may, might, probably, most likely等表示可能的词和surely等表示肯定的词，这些细节词也要注意。（2）了解类型：推断文章的出处、作者的态度（positive, negative, neutral, approving, opposed, objective, subjective, indifferent, cautious, worried, doubtful, suspicious等）、节选的文章上文或下文所讲内容（3）根据作者所使用的词语的褒贬性进行判断；区分开作者的态度及作者引用的别人的态度；读文章前先读题、边读边标小结、读一段标出、划出或自己用中文或英文写出本段的main idea来帮助正确定夺文章结构图答案。阅读理解题的干扰项的设置具有一定的迷惑性，起干扰作用。它不仅能检测出考生理解、概括、推断等逻辑思维的精确性、深刻性，而且对考生个性心理品质也是一种检验，干扰项的干扰性一般在如下五个方面：1脱离原文；2以偏概全；3扩缩范围；4偷换概念；5正误并存。希望同学们用火眼金睛排除这些干扰项，提高阅读题的正确率。提示：选择答案时应以文章作为依据，而不要以自己的想法或经历作为依据。B:巩固训练：A“This past year has been one of great celebrations for many. The enthusiasm which greeted the Diamond Jubilee (六十大庆）was, of course, especially memorable for me and my family.It was humbling that so many chose to mark the anniversary of a duty which passed to me 60 years ago. People of all ages took the trouble to take part in various ways and in many nations. But perhaps most striking of all was to witness the strength of fellowship and friendship among those who had gathered together on these occasions.On the barges and the bridges and the banks of River Thames there were people who had taken their places to cheer through the mist, undaunted (勇敢的）by the rain. That day there was a tremendous sense of common determination to celebrate, triumphing (胜利) over the elements.That same spirit was also in evidence from the moment the Olympic flame arrived on these shores. The flame itself drew hundreds and thousands of people on its journey around the British Isles, and was carried by every kind of deserving individual, many nominated for their own extraordinary service.As London hosted a splendid summer of sport, all those who saw the achievement and courage at the Olympic and Paralympic Games were further inspired by the skill, dedication, training and teamwork of our athletes. In pursuing their own sporting goals, they gave the rest of us the opportunity to share something of the excitement and drama.We were reminded, too, that the success of these great festivals depended to some degree upon the dedication and effort of an army of volunteers. Those public-spirited people came forward in the great tradition of all those who devote themselves to keeping others safe, supported and comforted.For many, Christmas is also a time for coming together. But for others, service will come first. Those serving in our armed forces, in our emergency services and in our hospitals, whose sense of duty takes them away from family and friends, will be missing those they love.At Christmas I am always struck by how the spirit of togetherness lies also at the heart of the Christmas story. A young mother and a dutiful father with their baby were joined by poor shepherds and visitors from afar. They came with their gifts to worship(崇拜）the Christ child. From that day on he has inspired people to commit themselves to the best interests of others.This is the time of year when we remember that God sent his only son to serve, not to be served. He restored love and service to the centre of our lives in the person of Jesus Christ.It is my prayer this Christmas Day that his example and teaching will continue to bring people together to give the best of themselves in the service of others.I wish you all a very happy Christmas.”1. Who most probably is the maker of this speech?A. Queen of Great Britain. B. King of Great Britain.C. Prime Minister of Great Britain. D. Mayor of London.2. What might be the main purpose of this speech?A. To make a summary of what has been done in the past year.B. To offer congratulations on the arrival of Christmas.C. To hold an anniversary celebration of an event.D. To express respect for and loyalty to God.3. Which of the following is not mentioned by the speaker?A. Enthusiasm and Friendship. B. Dedication and effort.C. Sacrifice and service D. Civilization and peace.4. Which of the following statements is true?A. The speaker was too busy to attend the 2012 London Olympics.B. Volunteers played a key role in the success of the Diamond Jubilee.C. The speaker showed great respect for those still at work at Christmas.D. The strength of Christmas story lies in the worship of Jesus Christ. B During her junior year of high school, Diane Rays teacher handed her a worksheet and instructed the 17-year-old to map out her future financial life. Ray pretended to buy a car, rent an apartment, and apply for a credit card. Then, she and her classmates played the “stock market game”, investing the hypothetical（虚拟的） earnings from their hypothetical jobs in the market in the disastrous fall of 2008. “Our pretend investments crashed,” Ray says, still frightened. “We got to know how it felt to lose money.” That pain of earning and losing money is a feeling that public schools increasingly want to teach. Forty states now offer some type of financial instruction at the high-school level, teaching students how to balance checkbooks and buy stock in math and social-studies classes. Though its too early to measure the full influence of the Great Recession（大萧条）, the interest in personal-finance classes has risen since 2007 when bank failures started to occur regularly, Now, many states including Missouri, Utah, and Tennessee require teenagers to take financial classes to graduate from high school. School districts such as Chicago are encouraging money-management classes for kids as young as primary school, and about 300 colleges or universities now offer online personal-finance classes for incoming students. “These classes really say, This is how you live independently,” says Ted Beck, president of National Endowment for Financial Education. Rather than teach investment methods or financial skills, these courses offer a back-to-the-basics approach to handling money: Dont spend what you dont have. Put part of your monthly salary into a savings account, and invest in the stock market for the long-term rather than short-term gains. For Ray, this means dividing her earnings from her part-time job at a fast-food restaurant into separate envelopes for paying bills, spending and saving. “Money is so hard to make but so easy to spend,” she says one weekday after school. “That is the big takeaway.”Teaching kids about the value of cash certainly is one of the programs goals, but teachers also want students to think hard about their finances long term. Its easy for teenagers to get annoyed about gas prices because many of them drive cars. But the hard part is urging them to put off the instant satisfaction of buying a new T-shirt or an iPod. “Investing and retirement arent things teenagers are thinking about. For them, the future is this weekend,” says Gayle Whitefield, a business and marketing teacher at Utahs Riverton High School.Thats a big goal for these classes: preventing kids from making the same financial missteps their parents did when it comes to saving, spending, and debt. Though the personal savings rate has increased up to 4.2 percent, thats still a far distance from 1982, when Americans saved 11.2 percent of their incomes. “Its hard for schools to reach strict money-management skills when teenagers go home and watch their parents increase credit-card debt. Its like telling your kids not to smoke and then lighting up a cigarette in front of them,” Beck says.Even with these challenges, students such as Ray say learning about money in school is worthwhile. After Ray finished her financial class, she opened up a savings account at her local bank and started to think more about how she and her family would pay for college. “She just has a better understanding of money and how it affects the world,” says her mother, Darleenand thats sown to the details of how money is spent from daily expenses to various taxes. All of this talk of money can make Ray worry, she says, but luckily, she feels prepared to face it.5. The “stock market game” mentioned in Paragraph 1 is meant to _ .A. introduce a new course to studentsB. help students learn about investmentC. teach how to apply for a credit cardD. encourage students personal savings6. How does the writer show us that schools interest in teaching financial classes has increased in paragraph 2 ?A. By giving examples. B. By providing data.C. By raising questions. D. By making comparisons.7. According to the passage, taking money-management courses will _ .A. better students learning methodsB. prevent students going into debtC. help students get accepted by collegesD. make students become very wealthy8. After completing the financial class, Diane Ray is likely to _ .A. pay off all her debtsB. handle her money betterC. find a job in a bankD. manage the family income9. The passage is mainly about _ .A. ways to teach students to earn moneyB. how Diane Ray learns to value moneyC. the push to teach personal finance in school D. how students choose a proper financial classCHow far would you be willing to go to satisfy your need to know? Far enough to find out your possibility of dying from a terrible disease? These days thats more than an academic question, as Tracy Smith reports in our Cover Story.There are now more than a thousand genetic tests, for everything from baldness to breast cancer, and the list is growing. Question is, do you really want to know what might eventually kill you? For instance, Nobel Prize-winning scientist James Watson, one of the first people to map their entire genetic makeup, is said to have asked not to be told if he were at a higher risk for Alzheimer（老年痴呆症）.“If I tell you that you have an increased risk of getting a terrible disease, that could weigh on your mind and make you anxious, through which you see the rest of your life as you wait for that disease to hit you. It could really mess you up.” Said Dr. Robert Green, a Harvard geneticist.“Every ache and pain,” Smith suggested, could be understood as “the beginning of the end.” “That s right. If you ever worried you were at risk for Alzheimers disease, then every time you cant find your car in the parking lot, you think the disease has started.”Dr. Green has been thinking about this issue for years. He led a study of people who wanted to know if they were at a higher genetic risk for Alzheimers. It was thought that people who got bad news would, for lack of a better medical term, freak out. But Green and his team found that there was “no significant difference” between how people handled good news and possibly the worst news of their lives. In fact, most people think they can handle it. People who ask for the information usually can handle the information, good or bad, said Green.10. The first paragraph is meant to _.A. ask some questionsB. introduce the topicC. satisfy readers curiosityD. describe an academic fact11. Which of the following is true of James Watson?A. He is strongly in favor of the present genetic tests.B. He is more likely to suffer from Alzheimers disease.C. He believes genetic mapping can help cure any disease.D. He doesnt want to know his chance of getting a disease.12. According to Paragraphs 3 and 4, if a person is at a higher genetic risk, it is_.A. advisable not to let him knowB. impossible to hide his diseaseC. better to inform him immediately D. necessary to remove his anxiety13. The underlined part “freak out” in Paragraph 5 is closest in meaning to “_”.A. break downB. drop outC. leave offD. turn away14. The study led by Dr. Green indicates that people _.A. prefer to hear good newsB. tend to find out the truthC. can accept some bad newsD. have the right to be informedDManagers and office busybodies might be keen on a clean desk-but it seems that in terms of productivity, they could have it all wrong. A messy desk can actually lead people towards clearer thinking, say researchers from Germany. The researchers found in a series of linked studies - using a messy desk and a messy shop front - that people actually thought more clearly when all around was chaos, as they sought to simplify the tasks at hand. That is ,visual and mental clutter（杂乱）forces human beings to focus and think more clearly. For instance, famous thinkers and writers such as Albert Einstein and Roald Dahl have been notorious for their untidy desks. “Messy desks may not be as detrimental as they appear to be, as the problem-solving approaches they seem to cause can boost work efficiency or enhance employees creativity in problem solving,” say the authors.Oddly, the effect seems to work most on conservatives-political liberals are less liable to be worried about mess in the first place, say the researchers. “Business and government managers often promote clean desk policies to avoid disorganized offices and messy desks, for the purpose of boosting work efficiency and productivity.” Writes a researcher, Jia Liu of the University of Groningen, “This practice is based on the conventional wisdom that a disorganized and messy environment can clutter ones mind and complicate ones judgments”“However, not all evidence supports this conventional link between a messy environment and a messy mind”. The scientists tested peoples response in various messy environments , including a messy shop front, a disorganized desk, and even a work environment where a language task reminded people of messiness.The authors found in the series of six studies that people tended towards simplicity in their thinking.“They categorized products in a simpler manner, were willing to pay more for a T-shirt that depicts a simple-looking picture, and sought less variety in their choices”, said the researchers.15. According to the text, a proper way to lead people towards clearer thinking is to _ . A. make a list of priorities B. simplify the tasks at hand C. follow famous people D. mess up their mind16. Why did the author take Albert Einstein and Ronald Dahl for example? A. To tell readers untidy desks can make you as famous as celebrities. B.To convince readers that untidiness is not all that bad. C. To inform readers of one way to success-untidy desks. D. To attract reade