高考英语语法第27讲：阅读高分突破6：主旨题的秘密

这是一份高考英语语法第27讲：阅读高分突破6：主旨题的秘密，共12页。
In 1974, after filling ut applicatins, ging thrugh fur interviews, and winning ne after , I tk what I culd get — a teaching jb at what I cnsidered a distant wild area : western New jersey. My characteristic ptimism was alive nly when I reminded myself that I wuld be ding what I had wanted t d since I was furteen — teaching English.
Schl started, but I felt mre and mre as if I were in a freign cuntry. Was this rural really New Jersey ? My students tk a week ff when hunting seasn began. I was tld they were als frequently absent in late Octber t help their fathers make hay n the farms. I was yung wman frm New Yrk City, wh thught that “Make hay while the sun shine” just meant t have a gd time.
But, still, I was teaching English. I wrked hard, taking time ff nly t eat and sleep. And then there was my sixth-grade class — seventeen bys and five girls wh were nly six years yunger than me. I had a prblem lng befre I knew it. I was struggling in my wrk as a yung idealistic teacher. I wanted t make literature cme alive and t prmte a lve f the written wrd. The students wanted t thrw spitballs and whisper dirty wrds in the back f the rm..
In cllege I had been taught that a successful educatr shuld ignre had behavir. S I did, cnfident that, as the textbk had said, the behavir wuld disappear as I gave my students psitive attentin. It sunds reasnable, but the text evidently ignred the fact that humans, particularly teenagers, rarely seem reasnable. By the time my bss, wh was als my taskmaster, knwn t be the strictest, mst demanding, mst quick t fire inexperienced teachers, came int the classrm t bserve me, the students exhibited very little gd behavir t praise.
My bss sat in the back f the rm. The bys in the class were making animal nises, hitting each ther while the girls filed their nails r read magazines. I just pretended it all wasn’t happening, and went n lecturing and tried t ask sme inspiring questins. My bss, sitting in the back f the rm, seemed t be grwing bigger and bigger. After twenty minutes he left, silently. Visin f unemplyment marched befre my eyes.
I felt mildly victrius that I gt thrugh the rest f class withut crying, but at my next free perid I had t face him. I wnder if he wuld let me finish ut the day. I walked t his ffice, tk a deep breath, and pened the dr.
He was sitting in his chair, and he lked at me lng and hard. I said nthing. All I culd think f was that I was nt an English teacher; I had been lying t myself, pretending that everything was fine.
When he spke, he said simply, withut accusatin, “Yu had nthing t say t them.”
“Yu had nthing t say t them.” he repeated. “N wnder they’re bred. Why nt get t the meat f the literature and stp talking abut symblism. Talk with them, nt at them. And mre imprtant, why d yu ignre their bad behavir?” We talked. He named my prblems and ffered slutins. We rle-played. He was the bad student, and I was the frceful, yet, warm, teacher.
As the year prgressed, we spent many hurs discussing literature and ideas abut human beings and their behavir. He helped me identify my weaknesses and my strengths. In shrt, he made _____ f me by reading _____ the reality f Emersn’s wrds: “The secret t educatin lies in respecting the pupil.”
Fifteen years later I still drive that same winding rad t the same schl. Thanks t the help I received that difficult first year, the schl is my hme nw.
55. It can be inferred frm the stry that in 1974 _____.
A. the writer became an ptimistic persn.
B. the writer was very happy abut her new jb.
C. it was rather difficult t get a jb in the USA.
D. it was easy t get a teaching jb in New Jersey.
56. Accrding t the passage, which f the fllwing is mst prbably the writer’s prblem as a new teacher?
A. She had blind trust in what she learnt at cllege.
B. She didn’t ask experienced teachers fr advice.
C. She tk t much time ff t eat and sleep.
D. She didn’t like teaching English literature.
57. What is the writer’s biggest wrry after her taskmaster’s bservatin f her class?
A. She might lse her teaching jb.
B. She might lse her students’ respect.
C. She culdn't teach the same class any mre.
D. She culdn’t ignre her students’ bad behavir any mre.
58. Which f the fllwing gives the writer a sense f mild victry?
A. Her talk abut symblism sunded cnvincing.
B. Her students behaved a little better than usual.
C. She managed t finish the class withut crying.
D. She was invited fr a talk by her bss after class.
59. The students behaved badly in the writer’s classes because______
A. they were eager t embarrass her.
B. she didn’t really understand them.
C. they didn’t regard her as a gd teacher.
D. she didn’t have a gd cmmand f English.
60. The taskmaster’s attitude twards the writer after his bservatin f her class can be best described as ______.
A. cruel but encuraging B. fierce but frgiving
C. sincere and supprtive D. angry and aggressive
第二篇：
Nt all bdies f water are s evidently alive as the Atlantic Ocean, an S-shaped bdy f water cvering 33 millin square miles. The Atlantic has, in a sense, replaced the Mediterranean as the inland sea f Western civilizatin. Unlike real inland seas, which seem strangely still, the Atlantic is rich in ceanic liveliness. It is perhaps nt surprising that its vitality has been much written abut by ancient pets.
“Strm at Sea”, a shrt pem written arund 700, is generally regarded as ne f mankind’s earliest artistic representatins f the Atlantic.
When the wind is frm the west
All the waves that cannt rest
T the east must thunder n
Where the bright tree f the sun
Is rted in the cean’s breast.
As the pem suggests, the Atlantic is never dead and dull. It is an cean that mves, impressively and endlessly. It makes all kinds f nise—it is frever thundering, biling, crashing, and whistling.
It is easy t imagine the Atlantic trying t draw breath—perhaps nt s nticeably ut in mid-cean, but where it meets land, its waters bathing up and dwn a sandy beach. It mimics (模仿) nearly perfectly the steady breathing f a living creature. It is filled with symbitic existences, t: unimaginable quantities f creatures, little and large alike, mix within its depths in a kind f ceanic harmny, giving t the waters a feeling f heartbeat, a kind f sub-cean vitality. And it has a psychlgy. It has persnalities: smetimes peaceful and pleasant, n rare ccasins rugh and wild; always it is strng and striking.
68. Unlike real inland seas, the Atlantic Ocean is _____.
A. always energetic
B. lacking in liveliness
C. shaped like a square
D. favred by ancient pets
69. What is the purpse f using the pem “Strm at Sea” in the passage?
A. T describe the mvement f the waves.
B. T shw the strength f the strm.
C. T represent the pwer f the cean.
D. T prve the vastness f the sea.
70. What des the underlined wrd “symbitic” mean?
A. Living tgether.
B. Grwing fast.
C. Mving harmniusly.
D. Breathing peacefully.
71. In the last paragraph, the Atlantic is cmpared t _____.
A. a beautiful and petic place
B. a flesh and bld persn
C. a wnderful wrld
D. a lvely animal
第三篇：
It is widely knwn that any English cnversatin begins with The Weather. Such a fixatin with the weather finds expressin in Dr. Jhnsn’s famus cmment that “When tw English meet, their first talk is f weather.” Thugh Jhnsn’s bservatin is as accurate nw as it was ver tw hundred years ag, mst cmmentatrs fail t cme up with a cnvincing explanatin fr this English weather-speak.
Bill Brysn, fr example, cncludes that, as the English weather is nt at all exciting, the bsessin with it can hardly be understd. He argues that “T an utsider, the mst striking thing abut the English weather is that there is nt very much f it.” Simply, the reasn is that the unusual and unpredictable weather is almst unknwn in the British Isles.
Jeremy Paxman, hwever, disagrees with Brysn, arguing that the English weather is by nature attractive. Brysn is wrng, he says, because the English preference fr the weather has nthing t d with the natural phenmena. “The interest is less in the phenmena themselves, but in uncertainty.” Accrding t him, the weather in England is very changeable and uncertain and it attracts the English as well as the utsider.
Brysn and Paxman stand fr cmmn miscnceptins abut the weather-speak amng the English. Bth cmmentatrs, smehw, are missing the pint. The English weather cnversatin is nt really abut the weather at all. English weather-speak is a system f signs, which is develped t help the speakers vercme the natural reserve and actually talk t each ther. Everyne knws cnversatins starting with weather-speak are nt requests fr weather data. Rather, they are rutine greetings, cnversatin starters r the blank “fillers”. In ther wrds, English weather-speak is a means f scial bnding.
72. The authr mentins Dr. Jhnsn’s cmment t shw that _____.
A. mst cmmentatrs agree with Dr. Jhnsn
B. Dr. Jhnsn is famus fr his weather bservatin
C. the cmment was accurate tw hundred years ag
D. English cnversatins usually start with the weather
73. What des the underlined wrd “bsessin” mst prbably refer t?
A. A scial trend.
B. An emtinal state.
C. A histrical cncept.
D. An unknwn phenmenn.
74. Accrding t the passage, Jeremy Paxman believes that _____.
A. Bill Brysn has little knwledge f the weather
B. there is nthing special abut the English weather
C. the English weather attracts peple t the British Isles
D. English peple talk abut the weather fr its uncertainty
75. What is the authr’s main purpse f writing the passage?
A. T explain what English weather-speak is abut.
B. T analyze miscnceptins abut the English weather.
C. T find fault with bth Bill Brysn and Jeremy Paxman.
D. T cnvince peple that the English weather is changeable.
第四篇：
Yet sme peple wnder if the revlutin in travel has gne t far. A price has been paid, they say, fr the cnquest (征服) f time and distance. Travel is smething t be enjyed, nt endured（忍受）. The bat ffers leisure and time enugh t appreciate the ever-changing sights and sunds f a jurney. A jurney by train als has a special charm abut it. Lakes and frests and wild, pen plains sweeping past yur carriage windw create a grand view in which time and distance mean nthing. On bard a plane, hwever, there is just the blank blue f the sky filling the narrw windws f the airplane. The sft lighting, in-flight films and gentle music make up the nly wrld yu knw, and the hurs prgress slwly.
Then there is the time spent being“prcessed” at a mdem airprt. Peple are cnveyed like rbts alng walkways; baggage is weighed, tickets prduced, examined and prduced yet again befre the passengers mve t anther waiting area. Jurneys by rail and sea take lnger, yes, but the hurs devted t being “ prcessed” at departure and arrival in airprts are luckily absent. N wnder, then, that the mdern high-speed trains are winning back passengers frm the airlines.
Man, hwever, is nw a wrld traveler and cannt turn his back n the airplane. The wrking lives f t many peple depend upn it; whle new industries have been built arund its design and peratin. The hliday-maker, t, with limited time t spend, patiently endures the busy airprts and the limited space f the flight t gain thse extra hurs and even days, relaxing in the sun. Speed cntrls peple's lives; time saved, in wrk r play, is the imprtant thing — r s we are tld. Perhaps thse first hrsemen, riding free acrss the wild, pen plains, were enjying a better wrld than the ne we knw tday. They culd travel at will, and the clck was nt their master.
71. What des the writer try t express in Paragraph 1?
A. Travel by plane has speeded up the grwth f villages.
B. The speed f mdern travel has made distances relatively shrt,
C. The freedm f mvement has helped peple realize their dreams.
D. Man has been fnd f traveling rather than staying in ne place.
72. Hw des the writer supprt the underlined statement in Paragraph 2?
A. By giving instructins.
B. By analyzing cause and effect.
C. By fllwing the rder f time.
D. By giving examples.
73. Accrding t Paragraph 3, passengers are turning back t mdem high-speed trains because_______.
A. they pay less fr the tickets
B. they feel safer during the travel
C. they ran enjy higher speed f travel
D. they dn’t have t waste time being “prcessed”
74., What des the last sentence f the passage mean?
A. They enjy tree and relaxing travel.
B. They needed the clck t tell the time.
C. They preferred traveling n hrseback.
D. They culd travel with their master.
75. What is the main idea f the passage?
A. Air travel benefits peple and industries.
B. Train travel has sme advantages ver air travel.
C. Great changes have taken place in mdern travel.
D. The high speed f air travel is gained at a cst.
参考答案：
第一篇：
55. 答案：C。推断题。由第一段第一句话In 1974, after filling ut applicatins, ging thrugh fur interviews, and winning ne after ,可知作者获得这份工作并不容易，因此答案是C。
56. 答案：A。推断题。由第四段第一、第二句话In cllege I had been taught that a successful educatr shuld ignre had behavir. S I did, cnfident that, as the textbk had said, the behavir wuld disappear as I gave my students psitive attentin.可知。
57. 答案：A。细节题。由第五段最后一句话Visin f unemplyment marched befre my eyes可知作者担心会被开除。
58. 答案：C。细节题，由第六段第一句话I felt mildly victrius that I gt thrugh the rest f class withut crying可知
59. 答案：B。推断题。排除法做，老师没有真正去了解去尊重学生，所以学生在课堂上不认真听课。
60. 答案：C-真诚并支持。态度推断题。A-残酷但鼓励，B-凶猛但原谅，D生气并咄咄逼人的，根据文章只能选A。
第二篇：
68.答案:A
解析:根据文章第一段的第三句话Unlike real inland seas, which seem strangely still, the Atlantic is rich in ceanic liveliness.可知，大西洋不像内陆湖那样平静，它总是活力十足，故选A。
69.答案:C
解析:文章在第一段说道大西洋能量巨大，接着用一首诗来说明，As the pem suggests, the Atlantic is never dead and dull. It is an cean that mves, impressively and endlessly. It makes all kinds f nise—it is frever thundering, biling, crashing, and whistling.大西洋总是运动着，咆哮着，无休无止的，通过诗说明大西洋的巨大能量。
70.答案:A
解析:本句冒号后面的unimaginable quantities f creatures, little and large alike, mix within its depths in a kind f ceanic harmny…是对该词的描述：难以想象的很多的生物，大小各异，以一种海洋般的和谐混合在大洋的深处，可见这里说的是大洋中的生物共同存在，故选A。
71.答案:B
解析:文章最后一段提到的it has a psychlgy. It has persnalities:这些都是人所特有的性质，由此可以推断作者在最后一段采用了拟人的写法。故选B。
第三篇：
72.答案:D
解析:从文章开头It is widely knwn that any English cnversatin begins with The Weather. Such a fixatin with the weather finds expressin in Dr. Jhnsn’s famus cmment that “When tw English meet, their first talk is f weather.”可知Jhnsn 的评说的作用是表明人们之间谈话的以天气开头，进而来分析这种现象，故选D。
73.答案:B
解析:文章在第一段结尾提及在英语会话中人们常以天气做开场白没有给出令人信服的理由，此处又说英国的天气一点也没意思，因此划线单词所在句的意思是说人们以天气开始谈话的困惑难以理解，所以划线词的意思是困惑，即表示 “一种情绪 ”，故选B。
74.答案:D
解析:根据文章第三段可知，Paxman认为Brysn的观点不对，根据该段The interest is less in the phenmena themselves, but in uncertainty. 故选D。
75.答案:A
解析:本文首先提及人们对谈论天气作为会话开头的原因不令人信服，接着有介绍了两个不同人物的观点，最后自己提出了对于这一现象的看法，故选A.
第四篇：
71题：答案：B
解析：推理判断题。第一段中心句“Jet planes fly peple frm ne end f the earth t the ther, allwing them a freedm f mvement undreamt f a hundred years ag.”。
72题：答案:D
解析:文章段落结构。第二段是总分结构，主旨句在段首段尾。本句后面就是对于这个观点的具体解释，用火车轮船飞机的例子来说明论点。
73题：答案:D
解析:细节题。本段主要介绍乘飞机前的一系列手续，这些被认为是浪费时间的，而后文介绍“Jurneys by rail and sea take lnger, yes, but the hurs devted t being “prcessed” at departure and arrival in airprts are luckily absent.”这也是火车优于飞机的点。
74题：答案:A
解析:推理判断题。推断题直接翻译的BD排除，根据倒数第二句前面的“were enjying a better wrld than the ne we knw tday”可知他们比现在我们更能享受到自由的美景。
75题：答案:D
解析:本文出现的关键词airplane，排除BC，文章并不是侧重于乘飞机的优点，而是人们为了追求速度乘飞机所付出的代价。