2025届高考英语二轮专题复习与测试专题强化练九主旨大意题__文章大意题

这是一份2025届高考英语二轮专题复习与测试专题强化练九主旨大意题__文章大意题，共6页。
(2024·广州越秀区模拟)There are days when I find it necessary t step utside my classrm and check t be sure that my name is still in the TEACHER space ver my dr. Smetimes I feel that I am a student in my classrm rather than the teacher.
Seated in the classrm, my sixth grade students each held a different tl in the hand. The students discussed hw wrds are like tls—they have the ability t build r t destry, and they discvered hw the right tl used at the right time fr the right jb can prduce great results. I watched and listened with a sense f satisfactin. They gt it!
A few days later, ne f my students, Laura, had an unexpected utburst in class. She refused t wrk with her grup. I asked her t excuse herself and t g t ur next dr team center. She marched frm the back f the rm t ur classrm dr—shting me an angry lk, and then prceeded t slam the dr as she left fr the team meeting rm.
Minutes later, I std ver her. Being extremely angry abut her disrespectful behavir, I was sharp in my tne and harsh with my wrds. When I paused fr her respnse, she stated，“Yu're using yur tl against me.”I was speechless.
There are times when yu are at a critical crssrads with a student and the rad yu chse will make all the difference. I knew at that mment the right thing t d was t kneel dwn next t her chair, and sftly say，“Yu're right, Laura. I have used my wrds unwisely and unkindly. Will yu frgive me？”She lked me in the eye and simply said，“Yes, I frgive yu, Mrs. Ekre. I'm srry, t.”
At the end f the year, she wrte me a beautiful letter, attached t which was a small key—a tl, she said, fr a language arts teacher wh taught her hw imprtant wrds can be. It serves as my reminder f a lessn I taught as a teacher but ne I really learned frm my student.
【语篇解读】 本文是一篇记叙文。文章讲述了作者作为老师的一次授课经历，让自己意识到老师也可以从学生那里学到一些东西的故事，同时也暗示了言语的力量之大。
1．Why des the writer feel she is a student?
A．Her students ften challenge her.
B．Her name is nt in the TEACHER space.
C．Her students transfrm her ideas.
D．She abuses her pwer as a teacher.
C 推理判断题。根据最后一段中的“It serves as my reminder f a lessn I taught as a teacher but ne I really learned frm my student.”并结合作者在教学中与劳拉发生的不愉快的经历可知，劳拉的行为让作者意识到老师也可以从学生那里学习，所以作者觉得自己是一名学生。
2．What made the writer speechless when dealing with Laura?
A．Laura's angry lk.
B．Laura's abrupt explsin.
C．Laura's slamming the dr.
D．Laura's accusatin against her.
D 细节理解题。根据第四段中的“When I paused fr her respnse, she stated，‘Yu're using yur tl against me.’”可知，劳拉指控作者用言语对付她，这让作者无言以对。
3．Which wrds can best describe the writer?
A．Caring but stubbrn.
B．Tlerant and pen-minded.
C．Strict and changeable.
D．Sincere and flexible.
B 推理判断题。根据倒数第二段中作者和劳拉的对话可知，作者向学生劳拉诚挚地道歉并征得她的原谅，由此可以看出作者的宽容与豁达。
4．What is the passage mainly abut?
A．The pwer f wrds.
B．The imprtance f teaching.
C．The value f frgiveness.
D．The beauty f understanding.
A 主旨大意题。根据最后一段第一句并结合全文可知，言语是一种工具，可能会伤人，但也能安慰人，所以劳拉在给老师的信中说到言语很重要，由此可推知，本文主要讲述的是言语的力量。
B
(2024·山东省实验中学一模)We all knw eating ultra-prcessed fds that make ur lives easier—such as sauces, and frzen pizza—isn't gd fr ur health. Studies have fund they can raise ur risk f besity, heart prblems, diabetes and cancer. They may even shrten ur lives. Nw, a new study has revealed eating mre ultra-prcessed fds may cntribute t verall cgnitive decline, including the brain executive functining—the ability t prcess infrmatin and make decisins.
“While in need f further study, the new results are quite cmpelling and emphasize the critical rle fr prper nutritin in preserving and prmting brain health and reducing risk fr brain diseases，”said Tanzi, prfessr at Harvard Medical Schl. He was nt invlved in the study but he said in his bk，“They, are, very high in sugar, salt and fat, prmting systemic inflammatin (发炎), perhaps the mst majr threat t healthy aging. Meanwhile, since they are cnvenient and quick, they als replace fiber fds imprtant fr maintaining the health and balance f bacteria in yur gut，” he added，“which is particularly imprtant fr brain health and reducing risk f age-related brain diseases like Alzheimer.”
The study, presented at the 2022 Alzheimer's Assciatin Internatinal Cnference, fllwed ver 10，000 Brazilians fr 10 years.“In Brazil, ultra-prcessed fds make up 25% t 30% f ttal calrie intake. It is nt very different frm many ther Western cuntries，”said cauthr Dr. Suemt. Ultra-prcessed fds are defined as industrial frmulatins f fd substances cntaining little r n whle fds and typically include flavrings, clrings and ther chemical additives, accrding t the study.
“Peple cnsuming ver 20% f daily calries frm prcessed fds had a 28% faster decline in glbal cgnitin and a 25% faster decline in executive functining cmpared t peple wh nt，”said study cauthr Natalia. Thse in the study wh ate the mst ultra-prcessed fds were “mre likely t be yunger, had higher educatin and incmes, and were mre likely t have never smked”．
“Peple need t knw they shuld ck mre，”Suemt said.“And it's wrth it because yu're ging t prtect yur heart and guard yur brain，”she added.
【语篇解读】 本文是一篇说明文。一项新的研究表明，吃过多的超加工食品可能会导致整体认知能力下降，包括大脑执行功能——处理信息和做出决定的能力。
5．What des the underlined wrd “cmpelling” mean in paragraph 2?
A．Cnvincing.B．Surprising.
C．Suspicius.D．Invaluable.
A 词义猜测题。根据画线词前的“While in need f further study”以及下文可知， while引导让步状语从句，表示“虽然”，说明虽然还需要进一步的研究，但新的研究结果相当令人信服。故画线词意思是“令人信服的”。
6．What d we knw frm the passage?
A．Whever never cks is sure t develp Alzheimer.
B．Ultra-prcessed fds nly affect yur executive functin.
C．Tanzi is the first t find the prblem with ultra-prcessed fds.
D．Brazilians' calrie intake is nt different frm mst westerners.
D 细节理解题。根据第三段中的“In Brazil, ultra-prcessed fds make up 25% t 30% f ttal calrie very different frm many ther Western cuntries”可知，巴西人的卡路里摄入量与大多数西方人没有什么不同。
7．Wh is likely t eat mre ultra-prcessed fds?
A．An ld beggar.B．A heavy smker.
C．A yung prfessr.D．A lw-incme man.
C 推理判断题。根据倒数第二段中的“Thse in the study...‘mre likely t be yunger, had higher educatin and smked’．”可知，一位年轻的教授可能会吃更多的超加工食品。
8．What's the main idea f this passage?
A．Ultra-prcessed fds can harm yur health.
B．Fiber fds can reduce the risk f Alzheimer.
C．Fiber fds may maintain the balance f bacteria.
D．Ultra-prcessed fds will lead t cgnitive decline.
D 主旨大意题。根据第一段最后一句并结合全文可知，文章的主旨是超加工食品会导致认知能力下降。
C
(2024·邯郸一模)Schl is imprtant fr children and parents everywhere, and there are a lt wh take the educatin f yuth very seriusly. Parents want their children t succeed, and a lt f children want t d well in schl. A new study, which was dne by Brigham Yung University, has fund that students perfrm better in schl if they g n mre cultural field trips.
Field trips have always been seen as fun fr students, and they lk frward t their chances t get ut f the classrm and g smewhere fun. But field trips can be difficult fr teachers t plan, because they need t make sure that there is learning and value included. Sme have argued abut the wrth f field trips, and whether they are wrth a student missing a whle day ut f schl.
Hwever, Heidi Ericksn, ne f the researchers in the study, stated that there is n harm in taking students ut f the classrm, even fr multiple days thrughut the year, as lng as they are learning and in an apprpriate space. The study had 4th- and 5th-grade students frm 15 schls take part in this study. They went n three cultural field trips during the schl year: t an art museum, a live theater perfrmance, and a classical cncert. Then the researchers lked at their schl year cmpared t students wh did nt take part and this is where they saw the difference.
The study fund that students wh went n multiple field trips a year had higher test scres, perfrmed better in class and had a greater cultural respnsibility ver time when cmpared t students wh did nt g n as many field trips.
Althugh there has been a remarkable decrease in the number f field trips due t varius reasns, this new study is shwing the true value f field trips, especially when they are cnsidered “cultural”．
【语篇解读】 本文是一篇说明文。文章介绍了户外教学，尤其是文化旅游活动，能提高学生的成绩。
9．Why is it hard fr teachers t plan field trips?
A．Teachers are cncerned abut the price.
B．Teachers dn't believe in the wrth f field trips.
C．Students have t miss a whle day ut f schl.
D．Teachers have t ensure students' meaningful experiences.
D 细节理解题。根据第二段中的“But field trips can be and value included.”可知，户外教学对教师来说很难计划，因为他们需要确保其中包含了知识和价值并确保这是有意义的经历。
10．What is Heidi Ericksn's attitude t cultural field trips?
A．Skeptical.B．Favrable.
C．Cncerned.D．Tlerant.
B 观点态度题。根据第三段第一句可知，海蒂·埃里克森对文化旅游活动持肯定态度。
11．Hw did the researchers draw the cnclusin?
A．By asking students questins.
B．By taking field trips themselves.
C．By ding surveys amng teachers.
D．By cmparing different grups f students.
D 推理判断题。根据第三段和第四段内容可知，研究者通过对比经常参与文化旅游活动和不参加文化旅游活动的学生得出了结论。
12．What is the main idea f the passage?
A．Cultural field trips imprve students' grades.
B．Students perfrm better in an apprpriate space.
C．Why cultural field trips are ppular with students.
D．Why the number f students' field trips is drpping.
A 主旨大意题。通读全文尤其是第一段最后一句可知，本文主要讲述的是文化旅游活动对提高学生的学习成绩有帮助。