2025屆高考英語(yǔ)二輪專(zhuān)題復(fù)習(xí)與測(cè)試專(zhuān)題強(qiáng)化練九主旨大意題-文章大意題

專(zhuān)題強(qiáng)化練（九）主旨大意題——文章大意題A(2024·廣州越秀區(qū)模擬)TherearedayswhenIfinditnecessarytostepoutsidemyclassroomandchecktobesurethatmynameisstillintheTEACHERspaceovermydoor.SometimesIfeelthatIamastudentinmyclassroomratherthantheteacher.Seatedintheclassroom,mysixthgradestudentseachheldadifferenttoolinthehand.Thestudentsdiscussedhowwordsareliketools—theyhavetheabilitytobuildortodestroy,andtheydiscoveredhowtherighttoolusedattherighttimefortherightjobcanproducegreatresults.Iwatchedandlistenedwithasenseofsatisfaction.Theygotit!Afewdayslater,oneofmystudents,Laura,hadanunexpectedoutburstinclass.Sherefusedtoworkwithhergroup.Iaskedhertoexcuseherselfandtogotoournextdoorteamcenter.Shemarchedfromthebackoftheroomtoourclassroomdoor—shootingmeanangrylook,andthenproceededtoslamthedoorassheleftfortheteammeetingroom.Minuteslater,Istoodoverher.Beingextremelyangryaboutherdisrespectfulbehavior,Iwassharpinmytoneandharshwithmywords.WhenIpausedforherresponse,shestated，“You'reusingyourtoolagainstme.”Iwasspeechless.Therearetimeswhenyouareatacriticalcrossroadswithastudentandtheroadyouchoosewillmakeallthedifference.Iknewatthatmomenttherightthingtodowastokneeldownnexttoherchair,andsoftlysay，“You'reright,Laura.Ihaveusedmywordsunwiselyandunkindly.Willyouforgiveme？”Shelookedmeintheeyeandsimplysaid，“Yes,Iforgiveyou,Mrs.Ekre.I'msorry,too.”Attheendoftheyear,shewrotemeabeautifulletter,attachedtowhichwasasmallkey—atool,shesaid,foralanguageartsteacherwhotaughtherhowimportantwordscanbe.ItservesasmyreminderofalessonItaughtasateacherbutoneIreallylearnedfrommystudent.【語(yǔ)篇解讀】本文是一篇記敘文。文章講述了作者作為老師的一次授課經(jīng)歷，讓自己意識(shí)到老師也可以從學(xué)生那里學(xué)到一些東西的故事，同時(shí)也暗示了言語(yǔ)的力量之大。1．Whydoesthewriterfeelsheisastudent?A．Herstudentsoftenchallengeher.B．HernameisnotintheTEACHERspace.C．Herstudentstransformherideas.D．Sheabusesherpowerasateacher.C推理判斷題。根據(jù)最后一段中的“ItservesasmyreminderofalessonItaughtasateacherbutoneIreallylearnedfrommystudent.”并結(jié)合作者在教學(xué)中與勞拉發(fā)生的不愉快的經(jīng)歷可知，勞拉的行為讓作者意識(shí)到老師也可以從學(xué)生那里學(xué)習(xí)，所以作者覺(jué)得自己是一名學(xué)生。2．WhatmadethewriterspeechlesswhendealingwithLaura?A．Laura'sangrylook.B．Laura'sabruptexplosion.C．Laura'sslammingthedoor.D．Laura'saccusationagainsther.D細(xì)節(jié)理解題。根據(jù)第四段中的“WhenIpausedforherresponse,shestated，‘You'reusingyourtoolagainstme.’”可知，勞拉指控作者用言語(yǔ)對(duì)付她，這讓作者無(wú)言以對(duì)。3．Whichwordscanbestdescribethewriter?A．Caringbutstubborn.B．Tolerantandopen-minded.C．Strictandchangeable.D．Sincereandflexible.B推理判斷題。根據(jù)倒數(shù)第二段中作者和勞拉的對(duì)話可知，作者向?qū)W生勞拉誠(chéng)摯地道歉并征得她的原諒，由此可以看出作者的寬容與豁達(dá)。4．Whatisthepassagemainlyabout?A．Thepowerofwords.B．Theimportanceofteaching.C．Thevalueofforgiveness.D．Thebeautyofunderstanding.A主旨大意題。根據(jù)最后一段第一句并結(jié)合全文可知，言語(yǔ)是一種工具，可能會(huì)傷人，但也能安慰人，所以勞拉在給老師的信中說(shuō)到言語(yǔ)很重要，由此可推知，本文主要講述的是言語(yǔ)的力量。B(2024·山東省實(shí)驗(yàn)中學(xué)一模)Weallknoweatingultra-processedfoodsthatmakeourliveseasier—suchassauces,andfrozenpizza—isn'tgoodforourhealth.Studieshavefoundtheycanraiseourriskofobesity,heartproblems,diabetesandcancer.Theymayevenshortenourlives.Now,anewstudyhasrevealedeatingmoreultra-processedfoodsmaycontributetooverallcognitivedecline,includingthebrainexecutivefunctioning—theabilitytoprocessinformationandmakedecisions.“Whileinneedoffurtherstudy,thenewresultsarequitecompellingandemphasizethecriticalroleforpropernutritioninpreservingandpromotingbrainhealthandreducingriskforbraindiseases，”saidTanzi,professoratHarvardMedicalSchool.Hewasnotinvolvedinthestudybuthesaidinhisbook，“They,are,veryhighinsugar,saltandfat,promotingsystemicinflammation(發(fā)炎),perhapsthemostmajorthreattohealthyaging.Meanwhile,sincetheyareconvenientandquick,theyalsoreplacefiberfoodsimportantformaintainingthehealthandbalanceofbacteriainyourgut，”headded，“whichisparticularlyimportantforbrainhealthandreducingriskofage-relatedbraindiseaseslikeAlzheimer.”Thestudy,presentedatthe2022Alzheimer'sAssociationInternationalConference,followedover10，000Braziliansfor10years.“InBrazil,ultra-processedfoodsmakeup25%to30%oftotalcalorieintake.ItisnotverydifferentfrommanyotherWesterncountries，”saidcoauthorDr.Suemoto.Ultra-processedfoodsaredefinedasindustrialformulationsoffoodsubstancescontaininglittleornowholefoodsandtypicallyincludeflavorings,coloringsandotherchemicaladditives,accordingtothestudy.“Peopleconsumingover20%ofdailycaloriesfromprocessedfoodshada28%fasterdeclineinglobalcognitionanda25%fasterdeclineinexecutivefunctioningcomparedtopeoplewhonot，”saidstudycoauthorNatalia.Thoseinthestudywhoatethemostultra-processedfoodswere“morelikelytobeyounger,hadhighereducationandincomes,andweremorelikelytohaveneversmoked”．“Peopleneedtoknowtheyshouldcookmore，”Suemotosaid.“Andit'sworthitbecauseyou'regoingtoprotectyourheartandguardyourbrain，”sheadded.【語(yǔ)篇解讀】本文是一篇說(shuō)明文。一項(xiàng)新的研究表明，吃過(guò)多的超加工食品可能會(huì)導(dǎo)致整體認(rèn)知能力下降，包括大腦執(zhí)行功能——處理信息和做出決定的能力。5．Whatdoestheunderlinedword“compelling”meaninparagraph2?A．Convincing. B．Surprising.C．Suspicious. D．Invaluable.A詞義猜測(cè)題。根據(jù)畫(huà)線詞前的“Whileinneedoffurtherstudy”以及下文可知，while引導(dǎo)讓步狀語(yǔ)從句，表示“雖然”，說(shuō)明雖然還需要進(jìn)一步的研究，但新的研究結(jié)果相當(dāng)令人信服。故畫(huà)線詞意思是“令人信服的”。6．Whatdoweknowfromthepassage?A．WhoevernevercooksissuretodevelopAlzheimer.B．Ultra-processedfoodsonlyaffectyourexecutivefunction.C．Tanziisthefirsttofindtheproblemwithultra-processedfoods.D．Brazilians'calorieintakeisnotdifferentfrommostwesterners.D細(xì)節(jié)理解題。根據(jù)第三段中的“InBrazil,ultra-processedfoodsmakeup25%to30%oftotalcalorieintake...notverydifferentfrommanyotherWesterncountries”可知，巴西人的卡路里攝入量與大多數(shù)西方人沒(méi)有什么不同。7．Whoislikelytoeatmoreultra-processedfoods?A．Anoldbeggar. B．Aheavysmoker.C．Ayoungprofessor. D．Alow-incomeman.C推理判斷題。根據(jù)倒數(shù)第二段中的“Thoseinthestudy...‘morelikelytobeyounger,hadhighereducationandincomes...neversmoked’．”可知，一位年輕的教授可能會(huì)吃更多的超加工食品。8．What'sthemainideaofthispassage?A．Ultra-processedfoodscanharmyourhealth.B．FiberfoodscanreducetheriskofAlzheimer.C．Fiberfoodsmaymaintainthebalanceofbacteria.D．Ultra-processedfoodswillleadtocognitivedecline.D主旨大意題。根據(jù)第一段最后一句并結(jié)合全文可知，文章的主旨是超加工食品會(huì)導(dǎo)致認(rèn)知能力下降。C(2024·邯鄲一模)Schoolisimportantforchildrenandparentseverywhere,andtherearealotwhotaketheeducationofyouthveryseriously.Parentswanttheirchildrentosucceed,andalotofchildrenwanttodowellinschool.Anewstudy,whichwasdonebyBrighamYoungUniversity,hasfoundthatstudentsperformbetterinschooliftheygoonmoreculturalfieldtrips.Fieldtripshavealwaysbeenseenasfunforstudents,andtheylookforwardtotheirchancestogetoutoftheclassroomandgosomewherefun.Butfieldtripscanbedifficultforteacherstoplan,becausetheyneedtomakesurethatthereislearningandvalueincluded.Somehavearguedabouttheworthoffieldtrips,andwhethertheyareworthastudentmissingawholedayoutofschool.However,HeidiErickson,oneoftheresearchersinthestudy,statedthatthereisnoharmintakingstudentsoutoftheclassroom,evenformultipledaysthroughouttheyear,aslongastheyarelearningandinanappropriatespace.Thestudyhad4th-and5th-gradestudentsfrom15schoolstakepartinthisstudy.Theywentonthreeculturalfieldtripsduringtheschoolyear:toanartmuseum,alivetheaterperformance,andaclassicalconcert.Thentheresearcherslookedattheirschoolyearcomparedtostudentswhodidnottakepartandthisiswheretheysawthedifference.Thestudyfoundthatstudentswhowentonmultiplefieldtripsayearhadhighertestscores,performedbetterinclassandhadagreaterculturalresponsibilityovertimewhencomparedtostudentswhodidnotgoonasmanyfieldtrips.Althoughtherehasbeenaremarkabledecreaseinthenumberoffieldtripsduetovariousreasons,thisnewstudyisshowingthetruevalueoffieldtrips,especiallywhentheyareconsidered“cultural”．【語(yǔ)篇解讀】本文是一篇說(shuō)明文。文章介紹了戶外教學(xué)，尤其是文化旅游活動(dòng)，能提高學(xué)生的成績(jī)。9．Whyisithardforteacherstoplanfieldtrips?A．Teachersareconcernedabouttheprice.B．Teachersdon'tbelieveintheworth