2009高考英語(yǔ)試卷分析.doc

2009年廣東高考英語(yǔ)試題分析 語(yǔ)言知識(shí)及應(yīng)用（共兩節(jié)。滿分35分）第一節(jié) 完形填空（共10小題；每小題2分, 滿分20分） 閱讀下面短文, 掌握其大意, 然后從2130各題所給的A、B、C和D項(xiàng)中, 選出最佳選項(xiàng), 并在答題卡上將該項(xiàng)涂黑。 Alfred Nobel became a millionaire and changed the ways of mining, construction, and warfare as the inventor of dynamite (炸藥). On April 12, 1888, Alfreds brother Ludwig died of heart attack. A major French newspaper _21_ his brother for him and carried an article _22_ the death of Alfred Nobel. “The merchant of death is dead.” the article read. “Dr. Alfred Nobel, who became _23_ by finding ways to kill more people faster than ever before, died yesterday. ”Nobel was _24_ to find out not that he had died, but that, when his time was up, he would be thought of only as one who profited from _25_ and destruction. To make sure that he was _26_ with love and respect. Nobel arranged in his _27_ to give the largest part of his money to _28_ the Nobel prizes, which would be awarded to people who made great _29_ to the causes of peace, literature, and the sciences. So _30_, Nobel had to die before he realized what his life was really about. 21. A. found B. misunderstood C. mistook D. judged22. A. introducing B. announcing C. implyingD. advertising23. A. famous B. sick C. rich D. popular24. A. upset B. anxious C. excited D. pleased25. A. death B. disease C. troubleD. attack26. A. repaid B. described C. supported D. remembered27. A. book B. article C. will D. contract28. A. establish B. form C. develop D. promote29. A. additions B. sacrifices C. changes D. contributions30. A. generally B. basically C. usually D. certainly答案與解析本文記敘了阿爾佛雷德?諾貝爾決定設(shè)立諾貝爾獎(jiǎng)金的經(jīng)過(guò)。21. C。因mistake A for B (將A誤以為B)是固定搭配。22. B。由常識(shí)可知，報(bào)社應(yīng)是“發(fā)布”消息，故用announce (give information about)。23. C。由首句became a millionaire可知。24. A。根據(jù)常識(shí)，看到自己本來(lái)死卻報(bào)道死了這樣的消息，特別是說(shuō)自己通過(guò)kill more people faster來(lái)發(fā)財(cái)?shù)脑u(píng)論，應(yīng)當(dāng)是“不高興，苦惱(unhappy or annoyed)”，不可能是“興奮的(excited)”“高興的(pleased)”“渴望的(anxious)”。25. D。與destruction(毀滅)并列的應(yīng)是attack(攻擊)，上文的warfare (戰(zhàn)爭(zhēng)), kill more people也都說(shuō)明要選D。再說(shuō)，根據(jù)有關(guān)dynamite (炸藥)的特點(diǎn)與運(yùn)用的常識(shí)也可選出正確答案。26. D。由后文設(shè)立獎(jiǎng)金可知，是為了改變自我形象，要設(shè)法“被別人充滿愛(ài)與尊敬地銘記(be remember with love and respect)”。27. C。由最后一句Nobel had to die before he realized可知，是在“遺囑(will)”中作的安排。28. A。根據(jù)與名詞the Nobel prizes的搭配，又結(jié)合常識(shí)，應(yīng)當(dāng)是“設(shè)立”諾貝爾獎(jiǎng)金。29. D。獎(jiǎng)金應(yīng)當(dāng)是將給那些為世界和平、文學(xué)和科學(xué)等領(lǐng)域作出過(guò)巨大貢獻(xiàn)的人。make contributions to(對(duì)作出貢獻(xiàn))是固定搭配。30. A。遺囑中安排設(shè)立獎(jiǎng)金，因此，“普遍(by or to most people, widely)”認(rèn)為，他到死時(shí)才意識(shí)到他的人生的真正意義。分析與點(diǎn)評(píng)： 本大題中由理解空格所在句本身即可選出答案的有21(固定搭配)題，22題(常識(shí))，24題(常識(shí))，26題(固定搭配與常識(shí))，28題(動(dòng)賓搭配與常識(shí))，29題(固定搭配)等6道題，占總數(shù)的60%。由上文信息和常識(shí)即可選出正確答案的有23題、25題(并列關(guān)系也很重要)、30題(so暗示了上下文的因果關(guān)系，還涉及到詞語(yǔ)辨析)，共3個(gè)小題；由下文信息可選出正確答案的有27題。本大題固定搭配和常識(shí)題較多，應(yīng)當(dāng)屬中等偏易；其中最難的可能是第30題。 動(dòng)詞4個(gè)題，名詞3題形，容詞2題，副詞1題。各選項(xiàng)除符合四個(gè)選項(xiàng)屬同一詞類、同一語(yǔ)法形式外，在完形填空中不考代詞、冠詞、介詞、連詞(包括從句的連接詞)；即使在高考題中出現(xiàn)這幾類詞，那也是命題人的失誤?？墒?，在某些地級(jí)市的一模、二模中卻出現(xiàn)了代詞、冠詞、連詞或介詞，望模擬題的命題人在今后的命題中注意與高考題靠近。2009年廣東高考英語(yǔ)試題答案與解析(2)第二節(jié) 語(yǔ)法填空（共10小題；每小題1.5分, 滿分15分） 閱讀下面短文, 按照句子結(jié)構(gòu)的語(yǔ)法性和上下文連貫的要求, 在空格處填人一個(gè)適當(dāng)?shù)脑~或使用括號(hào)中詞語(yǔ)的正確形式填空, 并將答案填寫在答題卡標(biāo)號(hào)為3140的相應(yīng)位置上。 Jane was walking round the department store. She remembered how difficult _31_ was to choose a suitable Christmas present for her father. She wished that he was as easy _32_ (please) as her mother, who was always delighted with perfume.Besides, shopping at this time of the year was not _33_ pleasant experience: people stepped on your feet or _34_ (push) you with their elbows (肘部), hurrying ahead to get to a bargain. Jane paused in front of a counter _35_ some attractive ties were on display. “They are real silk,” the assistant tried to attract her. “Worth double the price.” But Jane knew from past experience that her _36_ (choose) of ties hardly ever pleased her father.Jane stopped where a small crowd of men had gathered. She found some good quality pipes _37_ sale. She did not hesitate for long: although her father smoked a pipe only once in a while, she knew that this was a present which was bound to please _38_.When Jane got home, with her small but well-chosen present in her bag, her parents were already _39_ table having supper. Her mother was excited. “Your father has at last decided to stop smoking,” Jane _39_ (inform).答案與解析：本文講敘Jane在圣誕節(jié)給父親選禮物，因往年送父親領(lǐng)帶不能使父親高興，滿以為這次買煙斗送父親會(huì)讓父親高興的，卻被告知父親終于戒煙了。31. it。在賓語(yǔ)從句中作形式主語(yǔ)，真正的主語(yǔ)是to choose。32. to please。在形容詞后作狀語(yǔ)，只能用動(dòng)詞不定式。33. a。表示“一次”愉快的經(jīng)歷。34. pushed。與stepped并列，也用一般過(guò)去時(shí)。35. where。因兩句之間沒(méi)有連詞，必定是填連詞；后句是定語(yǔ)從句，要填的詞在從句中作地點(diǎn)狀語(yǔ)，故填關(guān)系副詞where。36. choice。在形容詞性物主代詞后一定是用名詞形式。37. on。因表示“出售”的on sale是固定搭配。38. him。給父親買禮物，根據(jù)常識(shí)應(yīng)是使父親高興，作賓語(yǔ)用代詞。please him /father使他高興。39. at。名詞(table)在句中不作主語(yǔ)，也不作動(dòng)詞的賓語(yǔ)，很可能就是作介詞的賓語(yǔ)；由having supper可知，填at；因?yàn)閍t table表示“在餐桌邊，在進(jìn)餐”，也是習(xí)慣搭配。40. was informed。因Jane與inform是被動(dòng)關(guān)系，又是一般過(guò)去時(shí)。點(diǎn)評(píng)：1. 語(yǔ)法填空和完形填空，與早兩年的高考題相比，似乎都容易得多，增加了固定搭配，語(yǔ)境需求也沒(méi)那么要求強(qiáng)烈，只看空格句，一般都可做出正確的答案來(lái)。2.在語(yǔ)法填空中不會(huì)要求考生根據(jù)上下文來(lái)填寫一個(gè)名詞、動(dòng)詞、拼寫較長(zhǎng)的形容詞或副詞，因?yàn)檫@是完形填空要解決的問(wèn)題?？墒窃谟械哪M題中還有這類現(xiàn)象，望命題人在今后的命題中要搞清各大題的高計(jì)意圖和不同功能。3. 關(guān)于命題材料的來(lái)源，揭秘（2007和2008年廣東高考英語(yǔ)從完形到寫作的材料都來(lái)自網(wǎng)上）后，今年終于避開(kāi)了網(wǎng)絡(luò)。筆者認(rèn)為，這是沒(méi)有必要的。 其實(shí)，避開(kāi)不從外國(guó)網(wǎng)站去打原材料而是從大家都用來(lái)設(shè)計(jì)試題的用過(guò)的材料,又拿來(lái)命高考題這才是大錯(cuò)特錯(cuò)的。如本題的材料在幾百個(gè)網(wǎng)上都有，在高一測(cè)試中有人用過(guò)，在大學(xué)四級(jí)、六級(jí)訓(xùn)練中用過(guò)，幾乎在各類考試中都用過(guò)，不信，你搜一搜吧，用Edith paused in front of a counter 去搜中，保證有幾百個(gè)網(wǎng)中有，命題改了一個(gè)名字，改回來(lái)就到處都可找到了。2009年廣東高考英語(yǔ)試題答案與解析(3) 閱讀（共兩節(jié)。滿分40分）第一節(jié) 閱讀理解（共15小題；每小題2分, 滿分30分）閱讀下列短文, 從每題所給的A、B、C和D項(xiàng)中, 選出最佳選項(xiàng), 并在答題卡上將該項(xiàng)涂黑。A Lisa was running late. Lisa, 25, had a lot to do at work, plus visitors on the way: her parents were coming in for Thanksgiving from her hometown. But as she hurried down the subway stairs, she started to feel uncomfortably warm. By the time she got to the platform, Lisa felt weak and tiredmaybe it hadnt been a good idea to give blood the night before, she thought. She rested herself against a post close to the tracks.Several yards away, Frank, 43, and his girlfriend, Jennifer, found a spot close to where the front of the train would stop. They were deep in discussion about a house they were thinking of buying. But when he heard the scream, followed by someone yelling, “Oh, my God, she fell in!” Frank didnt hesitate. He jumped down to the tracks and ran some 40 feet toward the body lying on the rails. “No! Not you! ”his girlfriend screamed after him. She was right to be alarmed. By the time Frank reached Lisa, he could feel the tracks shaking and see the light coming. The train was about 20 seconds from the station. It was hard to lift her. She was just out. But he managed to raise her the four feet to the platform so that bystanders could hold her by the grins and drag her away from the edge. That was where Lisa briefly regained consciousness, felt herself being pulled along the ground, and saw someone else holding her purse. Lisa thought shed been robbed. A woman held her hand and a man gave his shirt to help stop the blood pouring from her head. And she tried to talk but she couldnt, and that was when she realized how much pain she was in. Police and fire officials soon arrived, and Frank told the story to an officer. Jennifer said her boyfriend was calm on their 40一minute train ride downtownjust as he had been seconds after the rescue, which made her think about her reaction at the time. “I saw the train coming and I was thinking he was going to die,” she explained.41. What was the most probable cause for Lisas weakness?A. She had run a long way.B. She felt hot in the subway.C. She had done a 1ot of work.D. She had donated blood the night before.42. Why did Jennifer try to stop her boyfriend?A. Because they would miss their train.B. Because he didnt see the train coming.C. Because she was sure Lisa was hard to lift.D. Because she was afraid the train would kill him.43. How did Frank save Lisa?A. By lifting her to the platform.B. By helping her rise to her feet.C. By pulling her along the ground.D. By dragging her away from the edge.44. When did Lisa become conscious again?A. When the train was leaving.B. After she was back on the platform.C. After the police and fire officials came.D. When a man was cleaning the blood from her head.45. The passage is intended to _A. warn us of the danger in the subwayB. show US how to save people in the subwayC. tell US about a subway rescueD. report a traffic accident答案與解析本文主要講述一個(gè)男人在地鐵救一個(gè)暈倒的女人的故事。41. D。細(xì)節(jié)理解題。由第一段坐倒數(shù)第二句Lisa felt weak and tiredmaybe it hadnt been a good idea to give blood the night before可知。42. D。由最后一段最后一句I saw the train coming and I was thinking he was going to die可知。43. B。細(xì)節(jié)理解題。由第三段第二句he managed to raise her the four feet to the platform可知。44. D。由倒數(shù)第二段a man gave his shirt to help stop the blood pouring from her head. And she tried to talk but she couldnt, and that was when she realized how much pain she was in可知。45. C。寫作目的題。寫作目的或告訴人們一個(gè)事實(shí)或給人得到某種教育或讓人娛樂(lè)，本文只是告訴我們一個(gè)在地鐵救人的一個(gè)事實(shí)。試題點(diǎn)評(píng)五道題中有四道是具體的事實(shí)細(xì)節(jié)題，在原文中幾乎可以直接找到答案。盡管第四題為推斷判斷題，但也較易選出正確選項(xiàng)。其整體難度大約為初中水平。2009年廣東高考英語(yǔ)試題答案與解析(4)B We once had a poster competition in our fifth grade art class. “You could win prizes, ”our teacher told us as she wrote the poster information on the blackboard. She passed out sheets of construction paper while continuing, “The first prize is ten dollars. You just have to make sure that the words on the blackboard appear somewhere on your poster. ” We studied the board critically. Some of us looked with one eye and held up certain colors against the blackboard, rocking the sheets to the right or left while we conjured up our designs. Others twisted their hair around their fingers or chewed their erasers while deep in thought. We had plans for that tendollar grand prize, each and every one of us. Im going to spend mine on candies, one hopeful would announce, while another practiced looking serious, wise and rich. Everyone in the class made a poster. Some of us used parts of those fancy paper napkins, while others used nothing but colored construction paper. Some of us used big designs, and some of us preferred to gather our art tidily down in one corner of our poster and let the space draw the viewers attention to it. Some of us would wander past the good students desks and then return to our own projects with a growing sense of hopelessness. It was yet another grown-up trick of the sort they seemed especially fond of, making all of us believe we had a fair chance, and then alwaysalwaysrewarding the same old winners.I believe I drew a sailboat, but I cant say that with any certainty. I made it. I admired it. I determined it to be the very best of all of the posters I had seen, and then I turned it in. Minutes passed. No one came along to give me the grand prize, and then someone distracted me, and I probably never would have thought about that poster again. I was still sitting at my desk, thinking, what poster? When the teacher gave me an envelope with a ten-dollar bill in it and everyone in the class applauded for me.46. What was the teachers requirement for the poster?A. It must appear in time. B. It must be done in class.C. It must be done on a construction sheet.D. It must include the words on the blackboard.47. The underlined phrase in paragraph 3 most probably means _.A. formed an idea for B. made an outline forC. made some space for D. chose some colors for48. After the teachers words, all the students in the class _.A. 1ooked very serious B. thought they would be richC. began to think about their designs D. began to play games49. After seeing the good students designs, some students _.A. 1oved their own designs moreB. thought they had a fair chanceC. put their own designs in a cornerD. thought they would not win the prize50. We can infer from the passage that the author _.A. enjoyed grown-up tricks very muchB. loved poster competitions very muchC. felt surprised to win the competitionD. became wise and rich after the competition答案與解析本文作者記敘五年級(jí)美術(shù)課海報(bào)設(shè)計(jì)比賽的經(jīng)歷。46. D。細(xì)節(jié)理解題。由第二段末句，老師說(shuō)的話You just have to make sure that the words on the blackboard appear somewhere on your poster可知。47. A。詞義猜測(cè)題。上下句是SomeOther句式，while we conjured up our designs的對(duì)應(yīng)部分是while deep in thought，可見(jiàn)conjured up的意思是“思考，想象”，故選A。48. C。細(xì)節(jié)理解題。由第三段可知。49. D。細(xì)節(jié)理解題。由第四段倒數(shù)第二句Some of us would wander past the good students desks and then return to our own projects with a growing sense of hopelessness可知。50. C。推理判斷題。由alwaysalwaysrewarding the same old winners, I cant say that with any certainty和I probably never等可推斷出，作者對(duì)得獎(jiǎng)還是驚訝的。C A few years ago I had an “aha!” moment regarding handwriting. I had in my hand a sheet of paper with handwritten instructions on it for some sort of editorial task. It occurred at first that I did not recognize the handwriting, and then I realized whose it must be. I finally became aware of the fact that I had been working with this colleague for at least a year, maybe two, and yet I did not recognize her handwriting at that point. It was a very important event in the computerization of lifea sign that the informal. Friendly communication of people working together in an office had changed from notes in pen to instant messages and emails. There was a time when our workdays were filled with little letters, and we recognized one anothers handwriting the way we knew voices or faces. As a child visiting my fathers office, I was pleased to recognize, in little notes on the desks of his staff, the same handwriting I would see at home in the notes he would leave on the fridgeexcept that those notes were signed “dad” instead of “RFW”. All this has been on my mind because of the talk about The Rise and Fall of Handwriting, a book by Florey. Sire shows in her book a deep concern about the fall of handwriting and the failure of schools to teach children to write well, but many others argue that people in a digital age cant be expected to learn to hold a pen. I dont buy it. I dont want to see anyone cut off from the expressive, personal associations that a pen still promotes better than a digital keyboard does. For many a biographer, part of really getting to know their subjects is learning to read their handwriting. What some people advocate is teaching one of the many attractive handwritings based on the handwriting of 16th-century Italy. That may sound impossibly grandas if they want kids to learn to draw by copying classical paintings. However, they have worked in many school systems.51. Why was the author surprised at not recognizing his colleagues handwriting?A. He had worked with his colleague long enough.B. His colleagues handwriting was so beautiful.C. His colleagues handwriting was so terrible.D. He still had a 1ot of work to do.52. People working together in an office used to _.A. talk more about handwritingB. take more notes on workdaysC. know better one anothers handwritingD. communicate better with one another53. The authors father wrote notes in pen _.A. to both his family and his staffB. to his family in small lettersC. to his family on the fridgeD. to his staff on the desk54. According to the author, handwritten notes _.A. are harder to teach in schoolsB. attract more attentionC. are used only between friendsD. carry more message55. We can learn from the passage that