FREE高考英语冲刺班 Practice 2

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冲刺班2

语法填空

1 非谓语 目的 to do

2无提示 冠词 a/an the

3 动词变形容词 create-creative

4 非谓语 主动 doing

5 主句完整 从句完整 抽象地点 where

7 一般现在 被动 am/is,are donesth is expected to do sth 某物有望

8 sb suffer from sth谓语-现在进行时-主动 am/is/are

。。。。。。。，连词，。。。。。。。。。

............主.......,.....从......

9从句 XV –

when / where / why / how / whether / that介词 keep pets for companionship 目的/结果

keep pets as a companion 身份/性质

11 形容词 long-longer/longest/lengthWide-width high -height weigh-weight(measure)Long for sth/long to do sth 渴望做某事

12 非谓语 主动 to do

13动词 非谓语 主动 doing Die -death early/death/die early

14 谓语 一般现在 am/is/are

15无提示 比较级 than

17cause and effect 因果关系

Cause sb to do sth 使得某人做某事

18名词变动词 非谓语 目的 to do 两步变化

strong-strength-strengthenWeak-weakness-weaken名词变动词

19名词变形容词 energy-energetic-energeticallyenergy-energetic-energetically

20 the same as  /different from

比较 while /than/er/est/more/most/same/different

完形填空

11lay – laid – laid – laying 放置laid-off workers 下岗工人 lay off – unemployed 失业

12. A. annoy 生气 B. bother 烦躁C. embarrass 尴尬D. discourage 气馁

15. A. serious 认真 严肃 B. careful 不犯错C. hesitant 不确定 D. nervous 第一次

形容词：正负态度、事物性质、人物感受

Are you kidding? No, I am serious.

16strike – struck – struck – striking 打动 触动I was struck by the striking charm of Chinese traditional culture.

17Artificial Intelligence – AI 人工智能A. sat B. joined 个体—群体

22 D. skip 跳过 略过

27 A. proud 自豪 B. lucky 偶然28  unlocks 解锁 – 接触到

30 A. prediction 将来 B. memory 记忆 过去curiosity 求知欲 D. imagination 虚构

Passage2（story译文）

Early February, I was flying up to Ohio. Well prepared, I had everything in my favour – fuel for five hours, charts in order, my flight plan on my lap, and a beautiful clear sky.二月初，我正飞往俄亥俄州。我准备充分，一切都很顺利——5个小时的燃料，海图井然有序，我的飞行计划放在腿上，还有一个美丽的晴空。I was wrong. 然而我错了。I had heard about Alberta Clippers coming out of Canada. I knew all about them – how an entire air mass was streaming along at over sixty miles an hour.我听说了阿尔伯塔风剪从加拿大出来了。我知道这个东西——整个云团以超过每小时60英里的速度前进。That morning, the Weather Briefer informed me that an Alberta Clipper was going over Chicago about the time I got to the airport. Chicago was some 400 miles from my destination – not a factor, or so I thought. That was the first hint I missed.那天早上天气预报说，在我到机场的时候，阿尔伯塔风剪将会经过芝加哥上空。芝加哥离我的目的地有四百多英里——这不是什么问题，我是这么想的。这是我错过的第一个提示。The controller called and asked if I wanted to adjust my flight plan. I did check and everything was in the green. So I told him no. Twenty minutes later the controller called again asking whether I wanted to adjust my flight plan. I checked everything. All was fine. I ignored that hint. I was fooled by the smooth air and limited experience with a rapidly moving air mass that was not changing violently. The Alberta Clipper was clipping along.空管员打来电话，问我是否要调整我的飞行计划。我做了检查，一切都很正常。于是我告诉他不用了。20分钟后，空管员又打来电话，问我是否要调整飞行计划。我检查了一切。一切正常。我没有理会这个提示。我被平稳的气流和有限的经验愚弄了，因为快速移动的云团并没有什么剧烈的变化。阿尔伯塔风剪在正常的移动。The first blast of turbulence (气流) struck my plane. I got slammed into the roof, and then slammed sideways hitting the window with such force up my nose that I started bleeding.第一股湍流击中了我的飞机。我被撞到了机顶，然后侧身撞到了窗户上，我的鼻子被狠狠地撞到，并且开始流血。After a 2-hour flight of 100 miles, I realized fuel was now an issue. So was landing. I called Flight Following. We figured out the airport I could land.经过2小时100英里的飞行，我意识到燃料是个问题。着陆也是个问题。我打电话给Flight Following。我们找出了我可以降落的机场。The engine stopped. So did my heart. There is no quiet as quietly stunning as this one at such an altitude. I had run out of fuel in the left tank, and only a little in my right tank. The engine quit for a second time. I declared an emergency. I was told that I might get another few minutes of fuel if I gently banked the airplane. Luckily, it worked. Then, the engine quit for the last time. I was a glider now. I made a long lazy spiral descent. Down I went. I stopped at the very end of the runway. 引擎停止了。我的心也停止了。在这样的高度上，没有任何一种死寂如这般令人心悸。我的左油箱里的油已经用完了，右油箱里也只剩下一点了。发动机第二次熄火了。我发出了紧急信号。有人告诉我，如果我轻轻地将飞机倾斜，我可能会得到另外几分钟的燃料。幸运的是，这招起作用了。然后，发动机最后一次熄火。我现在变成滑翔机了。我做了一个漫长的螺旋式慢速下降。我落地了。我停在了跑道的尽头。I made so many mistakes, missed so many clues, and showed my ignorance so much that I beat myself up over and over again in my mind. I learned textbook descriptions of Alberta Clippers and real-life experience with one are totally different. I will never forget the sound of that silence.我犯了太多的错误，错过了太多的线索，而且表现得非常无知，以至于我在心里一遍遍地自责。我知道了教科书上对阿尔伯塔风剪的描述和现实中的体验是完全不同的。我永远不会忘记那死寂的声音。I flew home the next day. Older. Wiser. Humbler. Lucky.第二天我就飞回了家。更成熟了。更聪明了。更谦虚了。真是侥幸。

Passage C

There is certainly evidence that actors experience a blending of their real self with their assumed characters. For instance, Benedict Cumberbatch said, “My mum says I’m much more impatient with her when I’m filming Sherlock.” 演员经历真实自我和角色的混合Mark Seton, a researcher at the University of Sydney, has even coined the term “post-dramatic stress disorder” to describe the lasting effects experienced by actors who lose themselves in a role. “Actors may often prolong habits of the characters they have embodied,” he writes.A recent finding doesn’t involve acting, and it indicates that merely spending some time thinking about another person seemed to rub off on the volunteers’ sense of self, led by Meghan Meyer at Princeton University. Across several studies, these researchers asked volunteers to first rate their own personalities, memories or physical attributes, and then to perform the same task from the perspective of another person. For instance, they might score the emotionality of various personal memories, and then rate how a friend or relative would have experienced those same events.After taking the perspective of another, the volunteers scored themselves once again: the consistent finding was that their self-knowledge was now changed – their self-scores had shifted to become more similar to those they’d given for someone else. For instance, if they had initially said the trait term “confident” was only moderately related to themselves and then rated the term as being strongly related to a friend’s personality, when they came to rescore themselves, they now tended to see themselves as more confident. Remarkably, this morphing of the self with another was still apparent even if a 24-hour gap was left between taking someone else’s perspective and re-rating oneself.“By simply thinking about another person, we may adapt our self to take the shape of that person,” said Meyer and her colleagues. That our sense of self should have this quality might be a little discouraging, especially for anyone who has struggled to establish a firm sense of identity. Yet there is an optimistic message here, too. The challenge of improving ourselves – or at least seeing ourselves in a more positive light – might be a little easier than we thought. By roleplaying or acting out the kind of person we would like to become, or merely by thinking about and spending time with people who embody the kind of attributes we would like to see in ourselves, we can find that our sense of self changes in desirable ways.“As each of us chooses who to befriend, who to model, and who to ignore,” write Meyer and her colleagues, “we must make these decisions aware of how they shape not only the fabric of our social networks, but even our sense of who we are. “Passage DIn college, I was taught an elegant theory of chemical combination based on excess electrons going into holes in the orbital shell of a neighbouring atom. But what about diatomic compounds like oxygen gas? Don’t ask; students aren’t ready to know. In physics, in biology, in any other science classes, students frequently get that answer too. 例子引入It’s time to trust students to handle doubt and diversity in science. Actually, students are starting to act. They have shamed their seniors into including more diverse contributors as faculty members and role models. Young scholars rudely ask their superiors why they fail to address the extinction crises clarified by their research. The inherited authoritarian political structures of science education are becoming lame – but still remain largely unchanged from the old school days.A narrow, rigid education does not prepare anyone for the complexities of scientific research, applications and policy. If we discourage students from inquiring into the real nature of scientific truths, or exploring how society shapes the questions that researchers ask, how can we prepare them to maintain public trust in science in our “post-truth” world? Diversity and doubt produce creativity; we must make room for them, and stop guiding future scientists into narrow specialties that value technique over thought.In science, even foundational building blocks can be questioned. The unifying patterns of the periodic table are now questioned under closer examination. Some scientists now wonder whether the concept of biological “species” contributes more confusion than insight, and whether it should therefore be abandoned. However, such a decision would affect conservation policy, in which identification of endangered species is crucial – so it is not just an issue for basic science.Science students generally remain unaware that concepts such as elements and species are contested or are even contestable. In school, college and beyond, curricula highlight the technical and hide the reflective. Public arguments among scientists often presume that every problem has just one solution.Nonetheless, uncertain advice on complex issues should be a warning that, from a future perspective, today’s total scientific consensus on some policy issue might have been the result of stubbornness, a conflict of interest or worse. Just as a healthy democracy accommodates dissent and dissonance, the collective consciousness of science would do well to embrace doubt and diversity. This could start with teaching science as a great, flawed, ongoing human achievement, rather than as a collection of cut-and-dried eternal (永久的) truths.I recall a legendary chemistry professor who was not skillful at getting classroom demonstrations to work – but discussing what went wrong helped his students to thrive. A mathematician friend let pupils discuss every statement in the textbook until all were satisfied. They did very well in exams, and taught themselves when he was absent. Treating people at all levels as committed thinkers, whose asking teaches us all, is the key to tackling the challenges to science in the post-trust age.

Completion

Is there a link between social media and depression? Do social media have a negative impact on your mental health? It’s complicated.In a recent study, the investigators compared social media use and depression between teens. _____D过去时_____ (46) Specifically, for every hour per day that one teen spent on social media more than her peers, she likely had a 0.64-point higher depression score.A different study published in 2018 identified five distinct types of social media users. The finding was that “problematic social media use” was one of the main themes for people whose mental health was affected by social media. You can have alcohol in your life without it being a problem, or your alcohol use may become problematic. _____A_____ (47) 例子—主题There’s one important thing to remember about survey research – just because two things happen together, it’s not necessarily true that one causes the other. _____G_____ (48) For all we know, it could be that people who are already more depressed choose to spend more time on social media. 句式相同_____B_____ (49) If you think that we shouldn’t paint social media with one broad brush, you’re on the right track. 一概而论On the one hand, participants often described social media as a valuable way to cope with stress. On the other hand, cyberbullying via social media was also a common experience for participants. Some also said that constantly checking their own social media profile was stressful.It’s certainly possible that experiences like cyberbullying, comparing yourself to idealized images, and constantly monitoring your profile, are bad for your mood. It’s also true for many that social media offer community support and positive messages. Given the inconclusive research, it’s safe to say that at least we shouldn’t write off social media altogether. _____F建议_____ (50) Anyway, you cannot use it as a crutch for coping with other stressors and mental health problems. 

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