贏在閱讀高考專項突破英語

建議閱讀時間：10分鐘 Tonysetoffforhomeagainwithouthavingeatensince,asusual,oneoftheolderboyshadtakenhispackedlunch.Angryand1,Tonyrushedtothepark,whenhesuddenlysawawasp(黃蜂)flyingaboutamongtherosebushes①.It2him,makinghimgetawayfromtherosesimmediay.Then,a3cameintohishead:Howisitthatsomethingsomuch4thanhimselfcouldfrightenhimlikethat?Having5theinsectsforawhile,hehadagoodunderstandingofthewasp’s6:Itwasfear.Awaspcouldnever7 rson,buteveryonewassoafraidofitssting②thattheyleftthewasp8.SoTonyspentthatnight9whathis“sting”couldbe.Thenextday,Tonyseemedlikea boy.Nolongerdidhewalkwithhiseyesfixedontheground,nordidhe nervouslywhenpeoplespoketohim.Instead,hebecamebrave ,readytofaceuptoanyone.Theboywhostolehispackedlunchthatdayatesospicy③asausagesandwichthathe cryingandcoughing.NeveragaindidherobTonyofhislunches.Anotherolderboy tohitTony,butthistimeTonylookedattheboy andbravely.Frommemory,hetoldhimthe ofhisparents,histeacher,andtheboy’sown youhitmeI’llcallthem,andyou’llbeseverelypunished.”Theboyturnedaroundand fromthescene.Thestrategy .So,intheend,Tonybecamelikethewasphe’dseen.Withoutevenhavingtostinganyone,hefrightenedthem,and thatnoonewouldmesswithhim. )1.A.B.C.D. )2.A.B.C.D. )3.A.B.C.D. )4.A.B.C.D. )5.A.B.C.D. )6.A.B.C.D. )7.A.B.C.D. )8.A.inB.inC.byD.on )9.A.B.C.D. )10.A.B.C.D. )11.A.turnB.lookC.turnD.look )12.A.B.C.D. )13.A.pickedB.broughtC.endedD.cut )14.A.B.C.D. )15.A.B.CD. )16.A.B.C.D. )17.A.B.C.D. )18.A.B.C.D. )19.A.B.C.D. )20.A.B.C.D.A體裁：議詞數(shù) 難度Twofriendshaveanargumentthatbreaksup①theirfriendshipforever,eventhoughneitheronecanrememberhowthewholethinggotstarted.Suchsadeventshappenoverandoverinhighschoolsacrossthecountry.Infact,accordingtoanofficialreportonyouth ,“Inourcountrytoday,thegreatestthreattothelivesofchildrenandadolescentsisnotdiseaseorstarvationorabandonment,buttheterriblerealityof .”Giventhatthisisthecase,whyaren’tstudentstaughttomanage thewaytheyaretaughttosolvemathproblems,drivecars,orstayphysicallyfit?⑤ofall,studentsneedtorealizethat isunavoidable.Areporton middleschoolandhighschoolstudentsindicatesthatmostviolentincidentsbetweenstudentsbeginwitharelativelyminorinsult.⑥Forexample,afightcouldstartoverthefactthatonestudenteatsapeanutbuttersandwicheachlunchtime.Laughteroverthesandwichcanleadtoinsults,whichinturncanleadto .Theproblemisn’tinthesandwich,butinthewaystudentsdealwiththe Oncestudentsrecognizethat isunavoidable,theycanpractisethegoldenruleofresolution:staycalm.Oncethestudentfeelscalmer,heorsheshouldchoosewordswillcalmtheother downaswell.Rudewords,name-calling,andaccusation②onlyaddfueltotheemotionalfire.Ontheotherhand,softwordsspokenatanormalsoundlevelcanputout③thefirebeforeitexplodesoutofcontrol.Afterbothsideshavecalmeddown,theycanuseanotherkeystrategyforresolution:listening.Listeningallowsthetwosidestounderstandeachother.One shoulddescribehisorherside,andtheother shouldlistenwithoutinterrupting.Afterwards,thelistenercanasknon-threateningquestionstoclarify④thespeaker’sposition.ThenthetwopeopleshouldchangeFinally,studentsneedtoconsiderwhattheyarehearing.Thisdoesn’tmeantryingtofigureoutwhat’swrongwiththeother .Itmeansunderstandingwhattherealissueisandwhatbothsidesaretryingto plish.Forexample,ashoutingmatchoveranutbuttersandwichmighthappenbecauseone thinkstheother isunwillingtotrynewthings.Studentsneedtoaskthemselvesquestionssuchasthese:Howdidthisstart?Whatreallywant?WhatamIafraidof?Astheissue esclearer,theoftensimply essmaller.Evenifitdoesn’t,carefulthoughthelpsbothsidesfigureoutamutualsolution.Therewillalwaysbeinschools,butthatdoesn’tmeanthereneedstobe.AfterstudentsinAtlantastartedaresolutionprogram,accordingtoEducatorsforSocialResponsibility,“64%oftheteachersreportedlessphysicalintheclassroom;75%oftheteachersreportedanincreaseinstudentcooperation;and92%ofthestudentsfeltbetteraboutthemselves.”⑦Learningtoresolve scanhelpstudentsdealwithfriends,teachers,parents,bosses,andco-workers.Inthatway,resolutionisabasiclifeskillthatshouldbetaughtinschoolsacrossthecountry. )21.Thispassageismainly A.thelivesofschool B.thecauseofargumentsinC.howtodealwithschool D.howto yzeyouth )22.FromParagraph2wecanlearnthat ismorelikelytooccuratB.theeatinghabitofastudentisoftenthecauseofaC.studentstendtolosetheirtemperD.a canlead )23.WhydostudentsneedtoaskthemselvesthequestionsstatedinParagraphA.TomakeclearwhattherealissueB.TogetreadytotrynewC.TofindoutwhoistoD.Tofigureouthowtostoptheshouting )24.Afterthe resolutionprogramwasstartedinAtlanta,itwasfound A.moreteachersfeltbetteraboutthemselvesinB.therewasadecreaseinC.therewaslessstudentcooperationintheD.theteacher-studentrelationshipgreatly )25.Thewriterspurposeforwritingthispassageis A.complainaboutproblemsinschoolB.teachstudentsdifferentstrategiesforschoolC.advocateteachingmanagementinD.informteachersofthelateststudiesonschoolB 詞數(shù) 難度HecameintotheroomtoshutthewindowswhilewewerestillinbedandIsawhelookedHewasshivering,hisfacewaswhite,andhewalkedslowlyasthoughitachedtomove.“What’sthematter,Schatz?”“I’vegotaheadache.”“You’dbettergobacktobed.”“No.I’m.”“Yougotobed.I’llseeyouwhenI’mButwhenIcamedownstairshewasdressed,sittingbythefire,lookinglikeaverysickandmiserableboyofnineyears.WhenIputmyhandonhisforeheadIknewhehadafever①.“Yougouptobed,”Isaid.“You’resick.”“I’m,”hesaid.Whenthedoctorcamehetooktheboy’stemperature.“What’sit?”Iaskedhim.“OnehundredandDownstairs,thedoctorleftthreedifferentmedicinesindifferentcoloredcapsules1^withinstructionsfivingthem.Onewastobringdown③thefever,anotherapurgative(瀉藥),thethirdto eanacidcondition.Thegermsofinfluenza(流感)canonlyexistinanacidcondition,heexplained.Heseemedtoknowallaboutinfluenzaandsaidtherewasnothingtoworryaboutifthefeverdidnotgoaboveonehundredandfourdegrees.Thiswasalightepidemic(流行病)offluandtherewasnodangerifyouavoidedponia(BackintheroomIwrotetheboy’stemperaturedownandmadeanoteofthetimetogivethevariouscapsules.“Doyouwantmetoreadto“.Ifyouwantto,”saidtheboy.HisfacewasverywhiteandthereweredarkareasunderhiseyesHelaystillinthebedandseemedverydetached超然的；冷漠的fromwhatwasgoingon.IreadaloudfromHowardPyle’sBookofPirates(海盜butIcouldseehewasnotfollowingwhatIwasreading.“Howdoyoufeel,Schatz?”Iaskedhim.“Justthesame,sofar,”hesaid.IsatatthefootofthebedandreadtomyselfwhileIwaitedforittobetimetogiveanothercapsule.Itwouldhavebeennaturalforhimtogotosleep,butwhenIlookeduphewaslookingatthefootofthebed,lookingverystrangely.“Whydon’tyoutrytosleep?I’llwakeyouupforthemedicine.”“I’dratherstayawake.”Afterawhilehesaidtome,“Youdon’thavetostayinherewithme,Papa,ifitbothersyou.”“Itdoesn’tbotherme.”“No,Imeanyoudon’thavetostayifit’sgoingtobotherIthoughtperhapshewasalittlelight-headed④andaftergivinghimtheprescribedcapsulesaeveno’clockIwentoutwithmygunandtheyounghuntingdog...Ikilledtwoquail(鷓鴣)andmissedfive,andstartedbackpleasedtohavefoundacoveyofquailclosetothehouseandhappythereweresomanylefttofindonanotherday.Atthehousetheysaidtheboyhadrefusedtoletanyonecomeintotheroom.“Youcan’tcomein,”hesaid.“YoumusgetwhatIhave.”IwentuptohimandfoundhiminexactlythepositionIhadlefthim,white-faced,butwiththetopsofhischeeksflushed(發(fā)紅)bythefever,staringstill,ashehadstared,atthefootoftheItookhistemperature.“Whatisit?”“Somethinglikeahundred,”Isaid.Itwasonehundredandtwoandfourtenths.“Itwasahundredandtwo,”hesaid.“Thedoctor.”“Yourtemperatureis,”Isaid.“It’snothingtoworryabout.”“Idon’tworry,”hesaid.“ButIcan’tkeepfromthinking.”“Don’tthink,”Isaid.“Justtakeit“I’mtakingiteasy,”hesaidandlookedstraightahead.Hewasevidentlyholdingtightontohimselfaboutsomething.“Takethiswith“Doyouthinkitwilldoanygood?”“Ofcourseitwill.”IsatdownandopenedthePiratesbookandbegantoread,butIcouldseehewasnotfollowing,soIstopped“AboutwhattimedoyouthinkImgoingtodie?”heasked.“AbouthowlongwillitbebeforeI“Youaren’tgoingtodie.What’sthematterwithyou?”“Oh,yes,Iam,Iheardhimsayahundredandtwo.”“Peopledon’tdiewithafeverofonehundredandtwo.That’sasillywayto“Iknowtheydo.AtschoolinFrancetheboystoldmeyoucan’tlivewithforty-fourI’vegotahundredandHehadbeenwaitingtodieallday,eversincenineo’clockinthe“YoupoorSchatz,”Isaid“PooroldSchatz.It’slikeandkilometers.Youaren’tgoingtodie.That’sdifferentthermometer⑤.Onthatthermometerthirty-sevenisnormal.Onthiskindit’s“Areyou“Absoluy,”Isaid,“It’slike andkilometers.Youknow,likehowmanykilometerswemakewhenwedoseventy inthecar?”“Oh,”heButhisgazeatthefootofthebedrelaxedslowly.Theholdoverhimselfrelaxedtoo,finally,andthenextdayitwasveryslack(松弛的)andhecriedveryeasilyatlittlethingsthatwereofno )26.Thepronoun“it”in“ifitbothersyou”(Para.23)refersto A.theboy’shigh B.thefathergivingthemedicinetotheC.thefatherstayingwiththe D.theboy’s )27.Itcanbeinferredfromthestorythatitis bythetimethefathergetshomefromhunting.A.earlyinthe B.closetoC.at D.lateinthe )28.Fromthestoryweknowthattheboykepttightcontroloverhimself A.hedidnotwanttobeabothertoB.hewantedtorecoverquicklysothathecouldgohuntingwithhisC.hewasafraidthathewoulddieifhelostcontroloverD.hethoughthewasgoingtodieandhemustshowcourageinthefaceof )29.Thattheboycriedveryeasilyatlittlethingsofnoimportancethenextdaysuggests A.hecouldn’tcontrolhisemotionswhenhefinallyB.hisfatherwouldgoouthuntingwithouthimifhedidn’tC.somethingwentwrongwithhisbrainaftertheD.heoftencomplainedaboutunimportantthingsasaspoiledboy )30.Thethemeofthestoryis A.deathissomethingbeyondachild’sB.tobecalmandcontrolledinthefaceofdeathisamarkofC.misunderstandingcanoccurevenbetweenfatherandD.misunderstandingcansometimesleadtoanunexpected體裁：議詞數(shù) 難度BacktoSchoolWhyGrit毅力IsMoreImportantthanGoodTheback-to-schoolseasonisuponus,andonceagain,parentsalloverthecountryloadedtheirkids’backpacksupwithsnackpacksandschools.It’sagoodmomenttoreflecton①whaseweshouldbegivingourkidsastheyheadoff②toschool.Americanparentsarefeelingparticularlyanxiousabout③thatquestionthisyear.Theeducationalprocessfeelsmorethaneverlikearace,onethatstartsinpre-schoolanddoesn’tenduntilyourchildisadmittedtotheperfectcollege.?Mostparentsaremoreworriedthantheyneedtobeabouttheirchildren’sgrades,testscoresandIQ.Andwhatwedon’tthinkaboutenoughishowtohelpourchildrenbuildtheircharacter—howtohelpthemdevelopskillslikeperseverance④,grit,optimism,conscientiousness⑤,andself-control,whichtogetherdomoretosuccessthanSATL⑥scoresorThereisgrowingevidencethatouranxietyaboutourchildren’sschoolperformancemayactuallybeholdingthembackfromlearningsomeofthesevaluableskills.Ifyou'reconcernedonlywithachild’sGPA⑦,thenyouwilllikelychoosetominimizethechallengesthechildfacesinschool.Withrealchallengecomestheriskofrealfailure.Andinacompetitiveacademicenvironment,theideaoffailurecanbeveryscary,tostudentsandparentsalike.Butexperiencingfailureisacriticalpartofbuildingcharacter.Recentresearchbyateamofpsychologistsfoundthatadultswhohadexperiencedlittleornofailuregrowingupwereactuallylesshappyandconfidentthanthosewhohadexperiencedafewsignificantsetbacks⑧inchildhood.“ ingthoseobstacles,”theresearchersassumed,“couldteacheffectivecoskills,helpengagesocialsupportnetworks,createasenseofmasteryoverpastadversity,andfoster⑨beliefsintheabilitytocopesuccessfullyinthefu