高考英语-非谓语动词＋阅读理解＋书面表达-专题练习（五）(含答案与解析）

这是一份高考英语-非谓语动词＋阅读理解＋书面表达-专题练习（五）(含答案与解析），共1页。
Ⅰ．用所给动词的适当形式填空
1．Laura was away in Paris fr ver a week. When she gt hme, there was a pile f mail ________ (wait) fr her.
2．The rm is empty except fr a bkshelf ________ (stand) in ne crner.
3．I stpped the car ________ (take) a shrt break as I was feeling tired.
4．The sunlight is white and blinding, ________ (thrw) hard-edged shadws n the grund.
5．Let thse in need ________ (understand) that we will g all ut t help them.
6．The witnesses________ (questin) by the plice just nw gave very different descriptins f the fight.
7．Nt________ (knw) which university t attend, the girl asked her teacher fr advice.
8．The airprt ________ (cmplete) next year will help prmte turism in this area.
9．In sme languages, 100 wrds make up half f all wrds________ (use) in daily cnversatins.
10．They might just have a place ________ (leave) n the writing curse — why dn't yu give it a try?
Ⅱ．语法填空(用所给单词的适当形式完成下列短文)
Freud was ne f the first scientists 1．________ (make) serius research f the mind. The mind is the cllectin f activities 2．________ (base) in the brain that invlve hw we act, think, feel and reasn.
He used lng talks with patients and the study f dreams 3．________ (search) fr the causes f mental and emtinal prblems. He als tried hypnsis. He wanted t see if 4．________(put) patients int a sleep­like cnditin wuld help ease 5．________ (truble) minds. In mst cases he fund the effects nly temprary.
Freud wrked hard, althugh what he did might sund easy. His methd invlved 6．________ (sit) with his patients and 7．________ (listen) t them talk. He had them 8．________ (talk) abut whatever they were thinking. All ideas, thughts and anything that entered their mind had t 9．________ (express). There culd be n 10．________ (hld) back because f fear r guilt.
Ⅲ．阅读理解
A
I applied fr cnservatin(保护) wrk in Iceland fr a number f reasns. Firstly, as a keen gegrapher, I wanted t make a psitive difference t the envirnment. Secndly, I was fascinated by the prspect f bserving and interacting(互相影响) with the envirnmental wrk. Thirdly, I was eager t meet new peple with similar values t mine.
The wrk was separated int tw weeks. The first week was spent wrking n a path alngside the waterfall Dettifss. Large amunts f turist ersin had ccurred ff the main path upn the surrunding vegetatin. The gal was t line the riginal path with large rcks t prevent peple frm straying nt the surrunding area.
Teamwrk was essential here; while arund half the vlunteer team prepared the path t be lined, the thers cllected the large rcks in pairs, making a large number f trips t and frm the path. Independent wrk wuld have been ineffective, s it was necessary t use teamwrk skills.
The secnd week invlved the remval f Lupinus, an invasive, freign plant species. Wrking alngside senir members f the Iceland Envirnment Agency, I gained a valuable insight(了解) int the daily rutines f such an rganizatin, and its values f teamwrk, efficiency, and sustainability(可持续性).
Bth weeks required a strict schedule t be met. In bth weeks, the team was camping. On wrkdays, it was necessary t be awake by 8am, t be ut f the tent, t have breakfast, and t have made lunch by 9am, and t set ff fr wrk as sn as pssible thereafter. Optimistic targets were set fr each day with high spirits, gd teamwrk, self-mtivatin and effective schedule. The targets were met withut fail.
Overall, my time in Iceland prved t be a valuable experience, during which I develped a wide range f emplyability skills and acquired a valuable knwledge abut the imprtance f cnservatin and sustainability fr ur natural envirnment.
1．Why did the authr g t Iceland fr tw weeks? ________
A．T take his hliday there.
B．T gain sme wrk experience.
C．T d sme vluntary wrk there.
D．T research the envirnment there.
2．What was the team's task in the secnd week in Iceland? ________
A．T treat a cmmn lcal disease.
B．T meet sme gegraphy experts.
C．T remve a kind f freign plant.
D．T visit the path alng the waterfall.
3．What did the authr think was the mst imprtant thing t their wrk in Iceland? ________
A．High spirits.B．Teamwrk.
C．Optimistic targets.D．Self-mtivatin.
4．We can infer frm this text that the authr ________.
A．is an expert in planting Lupinus
B．is determined t visit Iceland again
C．is praised by the Iceland Envirnment Agency
D．greatly values his experience in Iceland
B
The term “lifelng learning” is ften used t define the attitude f staying in a learning mde. It is a term that is used lsely and lacks structure, imprtance, value and supprt in India.
Many develped cuntries, fr example Canada, have gvernment prgrams based n UNESCO guidelines and even ffer financial supprt under Lifelng Learning Plans(LLPs). In the Indian cntext, learning is ften dne t earn a degree. We are a degree-riented cuntry. A hard fact that these degrees are smetimes mere pieces f paper, which d nt establish any fact f real learning happening, r that sme degrees d nt help get a jb in tday's times, is still nt an accepted reality. The cncept f vluntary and cntinuus learning, whether t enhance prfessinal r persnal skills, is still a lng sht in India.
The whle idea f lifelng learning recgnized the fact that nt all learning need be frmal, r restricted t student life until the age f twenty-eight years. It can be a prcess that is cntinuus thrughut life, based n situatins and varied needs. Take the case f a retired prfessinal. She may be interested in fine arts, but wasn't able t d s in her career. Can't she then enrll(登记) in a degree prgram f fine arts after retirement? Our current system desn't quite supprt such needs f learning, fr it desn't admit anybdy beynd the age f 45．
Anther aspect f lifelng learning is “life-deep learning”. It is anther wrd fr value educatin r value-based teaching. In earlier times, there used t be perid in classrm learning called mral science that taught the imprtance f right versus wrng.
Further, “life-wide learning” is a term that refers t lateral(横向的)learning — frm experiences and situatins different frm frmal, structured educatin.
These three cncepts — lifelng learning, life-deep learning and life-wide learning — cnstitute the framewrk f UNESCO's recmmendatin t take educatin t the next level.
5．The term “lifelng learning” is used t ________.
A．shw the attitude f studying hard
B．describe the status f keeping a psitive learning
C．define the imprtance f knwing the utside wrld
D．explain the cncept f staying infrmed n all trends
6．Which f the fllwing cannt be used t describe “lifelng learning”? ________.
A．Vluntary.B．Cntinuus.
C．Imprtant.D．Frmal.
7．What can we infer frm the example f the wman in Paragraph 3? ________.
A．She didn't d well in her career befre retirement.
B．She didn't becme an artist until the age f 45．
C．She gained a chance t study fine arts after retirement.
D．The elderly lse the right f study in the current system.
8．Which f the fllwing has the same effect f “life-deep learning”? ________.
A．Value-based teaching.
B．Life-wide teaching.
C．Lifelng teaching.
D．Frmal educatin.
Ⅳ．书面表达
假如你是校英语报记者.请你就学校最近进行的一次地震安全知识讲座写一篇新闻报道,要点如下:
注意:
1．词数100左右;
2．可以适当增加细节,以使行文连贯;
3．标题已给出,但不计入总词数.
Lecture n earthquake safety tips时间
2月21日下午四点
地点
教学楼会议大厅
参加者
全体师生
演讲者
两位地震专家
目的
减少地震危害, 增强自救(self-help)能力
内容
介绍重大地震及如何自救
参加者的感受
……
高考英语专题练习（五）
非谓语动词＋阅读理解＋书面表达
答 案
Ⅰ．
1．waiting
2．standing
3．t take
4．thrwing
5．understand
6．questined
7．knwing
8．t be cmpleted
9．used
1．left
Ⅱ．
1．t make
2．based
3．t search
4．putting
5．trubled
6．sitting
7．listening
8．talk
9．be expressed
1．hlding
Ⅲ．阅读理解
1~5．CCBDB6~8．DDA
Ⅳ．略
高考英语专题练习（五）
非谓语动词＋阅读理解＋书面表达
解 析
Ⅲ．
1．推理判断题.从作者两周中所做的事情及第三段中的“vlunteer team”可以看出,他是去冰岛做志愿者的.
2．细节理解题.根据第四段的第一句话可知,第二周的任务是清除一种名叫Lupinus的外来植物.
3．细节理解题.根据第三段和第五段的内容可知,作者在评述两周的活动时,都强调了团队精神,故．
4．推理判断题.根据最后一段的内容可知,作者十分珍惜在冰岛的这段经历.
5．细节理解题.由第一段中的“The term’lifelng learning’ is ften used t define the attitude f staying in a learning mde.”可知,终身学习常用来定义一种保持学习的状态,故．
6．细节理解题.由第三段中的“The whle idea f lifelng learning recgnized the fact that nt all learning need be frmal”可知,并不是所有的学习都是正式的,终身学习不同于正规学习.
7．推理判断题.由第三段中这个例子可知,这位女士对美术感兴趣,但她在退休之后却因为年龄问题,不能进学校学习美术,故推知老年人在当前的教育体制中失去了学习的权利.
8．细节理解题.由第四段中的“Anther aspect f lifelng learning is’life­deep learning’. It is anther wrd fr value educatin r value­based teaching.”可知,深度学习实际是指“价值教育”或“道德教育”。
Ⅳ．书面表达
参考范文:
Lecture n earthquake safety tips
In rder t reduce the destructin caused by earthquakes and t prmte the students' self­help skills, a lecture was given by tw earthquake experts in the Cnference Hall f the Teaching Building at 4pm n February 21st. All students and teachers attended the lecture.
Shwing the pictures f sme majr earthquakes wrldwide, the experts talked abut the great damage caused by earthquakes. And then they gave sme practical self­help tips n hw t survive after earthquakes.
When asked hw they felt abut the lecture, sme students said that they knew mre abut earthquakes and the safety tips were very helpful.