Unit4Pygmalioneq\a\vs4\al(Ⅰ)閱讀理解A(2019·安徽百所重點(diǎn)高中模擬)Ihadthehonourofbeingelectedchiefofmytribe(部落)．Withthetitlecamegreatresponsibility.ItwasmyjobtomakepeacewiththeMaoriTamakitribe,whosevillagewevisited.Theirsoldiersjumpedfromacanoeandfacedusdownwithfiercecrying,stickingeyesandmuchnoiseofsticks.Theylaidapalmleafonthegroundand,ashead,Iwasforcedtoacceptthispeaceofferingbypickingitup,thentouchingnoseswiththeirchief.“Kiaora，”hesaid,welcomingusintothewoodlandhomeofhispeople.My“tribe”wasmyNewZealandcoachtourgroup,whohadforcedmeintobeingtheirleader.WehadbeenwarnedthattheceremonywasaseriousoccasionandthattolaughorevensmilewouldbeconsideredrudetotheTamaki.Afterthatitwasnon-stopfunastheydemonstratedtheirancientcustomsandIreceivedinstructioninperformingthehaka,thewardanceimmortalized(使不朽)bytheAllBlacksrugbyteam.Thentheypulledourdinneroflamb,beefandvegetablesoutoftheground.Ithadbeenslow-cookedintheheatjustbelowthesurfaceinthegeothermal(地?zé)岬?areaofNorthIsland,aMaoritraditionknownasahangithatgoesbackanextremelylongperiodoftime.Obviously,thisformofitisputonfortouristsbutitwashugelyenjoyable.Thejourneybacktothehotelwasaloneworththeeffort,ourelderMaoridriverbeingdeservingofhisowntelevisionshow.“Thewheelsonthebusgoroundandround，”hegotussinging,whilehecircuitedaroundaboutthreetimes.Acoupleofdaysfromtheendofourtrip,therewasstillsomethingmissing,aNewZealandiconIwantedtoseetomakemygrandtourcomplete.Ridingoveraridge,thereitwas—Aotearoa.TheMaorinameforNewZealandtranslatesas“thelandofthelongwhitecloud”.CanIsay“Kiaora,Aotearoa？”YoubetIcan.【解題導(dǎo)語(yǔ)】本文是一篇記敘文，作者講述了他去新西蘭旅游時(shí)接觸到的毛利文化。1．Howwerethevisitorsgreetedinthetribe?A．Thesoldiersmadeapalmleafroad.B．Thesoldierstouchedtheirnoses.C．Thesoldiersshooksticksfiercely.D．Thesoldiersmadenoisewithshuteyes.C解析：細(xì)節(jié)理解題。根據(jù)第一段中的“Theirsoldiers...muchnoiseofsticks.Theylaidapalmleafontheground”可知，毛利部落的勇士們從獨(dú)木舟上跳下來(lái)，用狂熱的叫喊、瞪大的眼睛和巨大的棍棒晃動(dòng)聲將作者一行人鎮(zhèn)住了，他們還在地面上放置一片棕櫚葉。這些都是毛利人對(duì)游客表示歡迎的方式。故選C。2．WhichreferstotheMaoricookingcustom?A．Kiaora. B．Haka.C．Hangi. D．Tamaki.C解析：細(xì)節(jié)理解題。根據(jù)第三段可知，在地下土爐中烹制食物是毛利飲食傳統(tǒng)，這被稱(chēng)為hangi。3．Whatdoestheauthorthinkofthedriver?A．Hewasgoodatsinging.B．Hemadethejourneymemorable.C．Hewasnotfamiliarwiththeroad.D．HeperformedwellonaTVshow.B解析：推理判斷題。根據(jù)第四段可知，作者一行人的回賓館之旅讓他們難忘：有表演天賦的毛利老司機(jī)讓作者他們一路歡歌，故選B。4．Whatisthebesttitleforthetext?A．ATasteofMaoriCultureB．Hello,NewZealandC．TheHonourofBeingaTribeChiefD．TheBestofNewZealandA解析：標(biāo)題歸納題。作者作為赴新西蘭的旅游團(tuán)的隊(duì)長(zhǎng)，在旅游中有幸接觸毛利文化，這給作者留下了深刻的印象，故A項(xiàng)“體驗(yàn)毛利文化”作標(biāo)題最佳。B(2019·遼寧大連雙基測(cè)試)Wheneverweseeabutton,wewanttopressitbecauseweknowthatsomethingwillhappen.Thisistrueinmostcases,forexample,onadoorbell.Butsomebuttonsareactuallyfake(假的),likethe“close”buttononalift.Manypeopleareinthehabitofpressingthe“close”buttonbecausetheydon’thavethepatiencetowait.Butlifts’“close”buttonsareacompletetrick,atleastintheU．S.—thedoorswillnotcloseanyfasternomatterhowhardyoupress.Itstartedinthe1990swhentheAmericanswithDisabilitiesActwaspassedintheU．S.,makingsurethatallliftsstayedopenlongenoughsothatpeoplewithdisabilitiescouldentersafely.Onlyrepairworkerscanusethebuttonstospeedupthedoorclosingprocessiftheyhavespecialkeys.Buttonormalliftriders,thebuttonsaren’tcompletelyuseless.Accordingtopsychologists,fakebuttonscanactuallymakeyoufeelbetterbyofferingyouasenseofcontrol.“Asenseofcontrolisveryimportant.Itreducesstressandincreaseswell-being，”saidEllenJ．Langer,apsychologyprofessoratHarvardUniversity.Expertsalsoaddedthatalotofbuttonsthatdon’tdoanythingexistinourlivesforthissamepurpose.Forexample,pedestriancrosswalkbuttonsdon’tliveuptotheirnameseither.Pressingthemusedtohelpmakethetrafficsignalschangefaster,butthatwasbeforecomputer-controlledtrafficsignalswereintroduced.Butpsychologistsfounditinterestingthatevenwhenpeopleareawareoftheselittle“whitelies”，theystillcontinuetopushfakebuttonsbecauseaslongasthedoorseventuallyclose,itisconsideredtobeworththeeffort.【解題導(dǎo)語(yǔ)】本文是一篇說(shuō)明文，主要介紹了我們平時(shí)生活中所見(jiàn)到的按鈕可能是不起作用的。5．Whatistheauthor’spurposeinwritingthetext?A．Todescribedifferentfakebuttons.B．Toexplorethefunctionsoffakebuttons.C．Toanalyzevarioushabitsofpushingbuttons.D．Toexplainthedisadvantagesoffakebuttons.B解析：寫(xiě)作意圖題。通讀整篇文章可知，作者通過(guò)舉例子介紹了不同地點(diǎn)的虛假按鈕，其目的是探求這些虛假按鈕的功能。故選B。6．Whatcanwelearnaboutthe“close”buttonsonaliftinAmerica?A．Theyworkwhenpeoplepressthemhard.B．Theyweredesignedforasenseofcontrol.C．Theyneverspeedupthedoor-closingprocess.D．Theytakethesafetyofthedisabledintoaccount.D解析：細(xì)節(jié)理解題。根據(jù)第三段中的第一句可知，美國(guó)電梯里的“關(guān)閉”按鈕是為了確保殘疾人能安全地通過(guò)。故選D。7．Whatcanweinferaboutpedestriancrosswalkbuttons?A．Theycanmakepeoplefeelbetter.B．Theyhelpcomputersworkfaster.C．Theycancontrolthetrafficsignals.D．Theyhelppedestrianscrosssafely.A解析：推理判斷題。根據(jù)第四段中的“fakebuttonscanactuallymakeyoufeelbetterbyofferingyouasenseofcontrol”和第六段中的“Forexample,pedestriancrosswalkbuttonsdon’tliveuptotheirnameseither.”可知，人行橫道按鈕也沒(méi)有實(shí)現(xiàn)其功能，但可以讓人們感覺(jué)好一點(diǎn)，故選A。8．Whichmaybethebesttitleforthepassage?A．ButtonsintheU．S.A.B．ButtonsAlwaysLieC．ButtonsMayNotWorkD．“Close”ButtonsonLiftsC解析：標(biāo)題歸納題。通讀全文內(nèi)容可知，本文主要講述了有些按鈕只是形式上的，而不具備真正的實(shí)際功能。故C項(xiàng)“按鈕可能不起作用”最符合文章主旨。故選C。eq\a\vs4\al(Ⅱ)七選五(2019·鄭州一中高三入學(xué)測(cè)試)Intheageofthekeyboard，somepeopleseemtothinkhandwritinglessonsareonthewayout.SteveGraham，aliteracyprofessoratVanderbiltUniversityinNashville，Tennessee，hasbeenhearingaboutthedeathofhandwritingforthepastfifteenyears.1.________Hesaid，“Iftheresultsofasurveywehavepublishedthisyearareaccurate，itisbeingtaughtbyaboutninetypercentofteachersingradesonetothree.”Ninetypercentofteachersalsosaytheyarerequiredtoteachhandwriting.2.________ProfessorGrahamsaysonestudypublishedthisyearfoundthataboutthreeoutofeveryfourteacherssaytheyarenotpreparedtoteachhandwriting.3.________Othersteachitforsixtytoseventyminutesaday.Manyadultsrememberlearningthatway—bycopyinglettersoverandoveragain.4.________Manyexpertsalsothinkhandwritingshouldnotbetaughtonlywithitself.Instead，theysayitshouldbeusedasawaytogetstudentstoexpressideas.5.________Teacherscommonlyreportthataboutone-fourthoftheirstudentshaspoorhandwriting.Somepeoplemightthinkhandwritingisnotimportantanymorebecauseofcomputersandvoicerecognition(識(shí)別)programs.A．Afterall，thatiswhywewrite.B．Nowadaysteacherspaymoreandmoreattentiontotheirstudents’writing.C．Soisitstillbeingtaught?D．Butwhocaresifpeopleknowhowtowritewell?E．Butstudieshaveyettoanswerthequestionofhowwelltheyareteachingit.F．Today’sthinkingisthatshortperiodsofpracticesarebetter.G．Hesayssometeachersteachhandwritingfortentofifteenminutesaday.【解題導(dǎo)語(yǔ)】本文主要介紹了在電腦時(shí)代，學(xué)校教授書(shū)法的現(xiàn)狀研究。1．C解析：根據(jù)下文中的“itisbeingtaughtbyaboutninetypercentofteachersingradesonetothree”可知，空處應(yīng)表示對(duì)是否要教學(xué)生書(shū)法的疑問(wèn)，故C項(xiàng)符合語(yǔ)境。2．E解析：根據(jù)上文中的“Iftheresultsofasurveywehavepublishedthisyearareaccurate，itisbeingtaughtbyaboutninetypercentofteachersingradesonetothree.”及空前一句可知，此處表示對(duì)研究結(jié)果的進(jìn)一步分析，故E項(xiàng)符合語(yǔ)境。3．G解析：根據(jù)下文中的“Othersteachitforsixtytoseventyminutesaday.”可知，此處表示一些老師教授書(shū)法的時(shí)間，所以G項(xiàng)符合語(yǔ)境。4．F解析：根據(jù)語(yǔ)境可知，空處與上文的“Manyadultsrememberlearningthatway—bycopyinglettersoverandoveragain.”形成對(duì)比，并與下文的“Manyexpertsalsothinkhandwritingshouldnotbetaughtonlywithitself.”呼應(yīng)，此處講述的是學(xué)書(shū)法的方法的今昔差異，故F項(xiàng)符合語(yǔ)境。5．A解析：根據(jù)語(yǔ)境可知，空處承接上文中的“Instead，theysayitshouldbeusedasawaytogetstudentstoexpressideas.”，此處表示表達(dá)想法正是我們練習(xí)書(shū)法的原因，所以A項(xiàng)符合語(yǔ)境。eq\a\vs4\al(Ⅲ)短文改錯(cuò)(2019·青島模擬)Lastweek，ItakepartintheCulturalExchangeWeek.IenjoyedmyselfinEngland.Ivisitedthecitymuseumandseveralplaceofinterest，whichmademehavebetterunderstandingoftheEnglishsociety，cultureandhistory.What’smore，IwasluckilyenoughtomeetmypenfriendTomthere.Istayedathishome.AndI’llneverforgetthedayswhenwespen