2022屆高考英語高頻閱讀詞組+練習(xí)（十四）一：詞組梳理1．in fear of （=afraid for the safety of） 擔(dān)心2．feed （sb.） on sth. 靠吃…， 用…喂養(yǎng)3．be fed up with（=be unhappy， tired about sth. dull） 厭煩， 膩了4．(bring forth 產(chǎn)生，引起，結(jié)果)5．bring in收獲；獲利；介紹，引進(jìn)；聘請(qǐng)；逮捕6．bring off 從船上救出；成功地做7．bring on促使生長；幫助提高8．feel like （=have a desire for） 想要9．fill in 填寫10．fill out （ =fill in ）填寫11．set the world on fire=set the flames on fire（=do sth. remarkable）有突出成就12．play with fire （=take great risks）干冒險(xiǎn)事13．set sth. on fire（=set fire to sth.）使……著火，放火14．at first sight（=when first seen）乍一看，一見15．break away from  脫離，逃離16．break down破壞，粉碎；瓦解；出故障，拋錨17．break in  闖進(jìn)，打斷；使順服；插嘴(不及物)18．break into  闖入；強(qiáng)行進(jìn)入(及物，后加進(jìn)入的地點(diǎn))；突然開始19．break out  (戰(zhàn)爭，疾病，火災(zāi)等)爆發(fā)，發(fā)生；準(zhǔn)備使用；起錨20．in fashion（=stylish， most modern）時(shí)興，流行21．after the fashion （of） 依照…22．find fault with（=complain about； criticize）找毛病，對(duì)…吹毛求疵23．at fault （=in the wrong， blamable）有錯(cuò)24．in favour of 贊成25．(break the record  破記錄)26．(break one’s promise  失言)27．break through 沖破28．break up  開墾，破碎；解散，分開，分解29．bring about 引起，實(shí)現(xiàn)，導(dǎo)致30．(bring (a)round 使改變觀點(diǎn)或看法；使蘇醒；順便把某人帶來串門)31．be in favour with 受寵， 受偏愛；32．out of favour with 失寵， 不受寵33．in one's favour（=to one's advantage）對(duì)。有利34．（be） favourable to（=advantageous）有利的35．fear for （=be afraid for the safety of sb. or sth.） 為…擔(dān)心36．for fear of （=in case of； because of anxiety about） 以防， 由于怕37．break off 打斷，中斷38．(break the law  違反法律)39．bring back 送還；使想起，使恢復(fù)40．bring down 擊落；打死，打傷；使倒下；降低41．bring out 取出，拿出；顯示出，使出來；出版42．(bring over 說服，使改變(思想等))43．(bring through 使度過(困難，危機(jī)等))44．(bring together 使和解45．bring up 提出，提起；撫養(yǎng)，培養(yǎng)；嘔吐二：習(xí)題訓(xùn)練（A）There are many online and in-person courses that promise to teach a “native accent”. But is it really necessary to sound exactly like a native speaker? Some experts say it is not. Eusebia V. Mont leads the Accent Modification (修正) Program at the University of Maryland’s Department of Hearing & Speech Sciences. Mont talked about it to reporters.Students come to the program for one or two school terms. They meet in a group for 90 minutes a week. Each student meets with one other student and a “doctor” for more individual work. Altogether the program amounts to about 60 hours of learning in class. Mont says the rate of progress absolutely depends on the type of accent it is, how long they’ve been speaking English and how often they speak English.Mont says, “I view accent as the spread of culture; the spread of a person’s individual identity-and I don’t work to remove any part of culture from an individual.”Students will most probably work in English-speaking environments when they leave school. The program teaches them tools for this. For example, they learn how to give an “elevator pitch”—a short description of an idea-and how to discuss their research. They also practice interviewing and giving presentations at work.Mont says that there are a few methods for modifying accent, but most have the same basis. One method is called the Compton Method. Arthur J. Compton developed the method for English learners who know English vocabulary and grammar fairly well. It begins with a test to find out how the student’s native language affects different areas of pronunciation. Then learners use practice materials to record their own voice and compare their pronunciation attempts to recordings of a native speaker.Another method is the Tomatis Method, which uses special headphones and includes listening to electronically modified voices and asks students to find the difference between their pronunciation and the voices they hear. This method is also used to cure children who have mental conditions that can cause difficulty in language learning.Mont’s final advice to English learners is not to expect to sound exactly like a native speaker. And remember: even native English speakers do not all speak alike!1．According to the passage, the Accent Modification ProgramA．is aimed at helping students get rid of their accentB．divides students into different classes according to their abilitiesC．teaches students how to communicate in English-speaking environmentsD．offers students a total of 90 minutes’ study over one or two school terms2．What does the underlined part “elevator pitch” mean in Paragraph 4?A．Discussing one’s research in brief.B．Giving presentations in an effective way.C．Practicing interviewing skills in an elevator.D． Making others understand an idea in a short time.3．Both of the Compton Method and the Tomatis MethodA．use the method of comparisonB．require students to take a test firstC．serve students who have mastered English wellD．require students to record their voices with equipment4．What would be the best title for the passage?A．The Development of the Accent Modification IndustryB．Keep Your Identity While Changing Your AccentC．The Situation of the Accent Modification ProgramD．Ways to Sound like a Native Speaker （B）In any major Indian city, people are seen with an arm outstretched, mobile phone in hand, 1．       (smile) widely and clicking away. Even Prime Minister Narendra Modi is said 2     ． (love) the selfie (自拍), posting pictures online that he has taken with 3   ． (variety) world leaders.But the pursuit of selfie can sometimes have deadly consequences. India is home to 4．       highest number of people who have died while taking photos of 5．     (they), with 19 of the world’s 49 recorded selfie-linked deaths since 2014.6      (early) this month, an 18-year-old college student on a class picnic lost his balance while taking a selfie on top of a rock near a dam. He fell into the water and drowned, along with a classmate 7．        jumped in to save him.Since then, the Indian government 8．     (declare) 16 no-selfie zones across Mumbai, warning people9．      taking unnecessary risks. Police have declared “no selfie” in areas considered to be10．       (risk)—particularly along the coastline in spots with no railings or fences. Anyone coming into “no selfie” areas even if they take no photos, will risk a fine of 1,200 rupees ($17.50).答案及解析A【答案】CDAB【解析】這是一篇新聞報(bào)道。有許多書籍、軟件程序、在線和面對(duì)面式課程，都承諾教授“母語腔”。但是，真有必要像以英語為母語的人那樣說話嗎？一些專家說不用的。專家介紹了幾種矯正口音的方法，但指出改變口音的同時(shí)保持自己原有的身份。1．細(xì)節(jié)理解題，根據(jù)第四段Students will most probably work in English-speaking environments when they leave school. The program teaches them tools for this.參與此項(xiàng)目的學(xué)生正在展望未來，他們畢業(yè)后很可能在講英語的環(huán)境中工作，這個(gè)項(xiàng)目教會(huì)他們不同的方法。由此可知，根據(jù)這篇文章，口音矯正項(xiàng)目教授學(xué)生如何在英語環(huán)境中進(jìn)行交流。故選C項(xiàng)。2．詞句猜測(cè)題。根據(jù)a short description of an idea-and how to discuss their research.可知，即在最短的時(shí)間內(nèi)把觀點(diǎn)表達(dá)清楚，以及討論他們的研究。由此可知，“elevator pitch”的意思是讓別人在短時(shí)間內(nèi)理解一個(gè)想法。故選D項(xiàng)。3．推理判斷題。根據(jù)第五段It begins with a test to find out how the student’s native language affects different areas of pronunciation. Then learners use practice materials to record their own voice and compare their pronunciation attempts to recordings of a native speaker.可知，該種教學(xué)從測(cè)試開始，以便了解學(xué)生的母語對(duì)發(fā)音不同方面的影響。然后，學(xué)習(xí)者運(yùn)用練習(xí)材料錄制自己的聲音，并將發(fā)音與母語者的錄音進(jìn)行比較。根據(jù)第六段Another method is the Tomatis Method, which uses special headphones and includes listening to electronically modified voices and asks students to find the difference between their pronunciation and the voices they hear. 另一種方法是托馬蒂斯方法，它使用特殊的耳機(jī)，包括聽電子修改的聲音，并要求學(xué)生找出他們的發(fā)音和他們聽到的聲音之間的區(qū)別。由此判斷出，康普頓法和托馬蒂斯法均采用比較法。故選A項(xiàng)。4．主旨大意題。通讀全文尤其是根據(jù)第三段Mont says, “I view accent as the spread of culture; the spread of person’s individual identity—and I don’t work to remove any part of culture from an individual. Mont認(rèn)為口音是文化和個(gè)人身份的延伸，我不想從個(gè)人身上消除文化的任何部分。”再結(jié)合短文中專家介紹了幾種矯正口音的方法，但指出改變口音的同時(shí)保持自己原有的身份。所以短文的最佳標(biāo)題為“改變口音的同時(shí)保持自己原有的身份”。故選B項(xiàng)。B【解析】這是一篇說明文。因?yàn)楹芏嘤慰拖矚g在印度自拍，導(dǎo)致印度成為自拍死亡人數(shù)最多的國家。為了阻止這一情況的惡化，印度政府采取了一些相關(guān)措施，例如設(shè)立標(biāo)志牌和罰款。1．考查非謂語動(dòng)詞。分析句子可知，設(shè)空處應(yīng)用非謂語動(dòng)詞作狀語，邏輯主語people和smile之間是主動(dòng)關(guān)系，應(yīng)用現(xiàn)在分詞，故填smiling。2．考查不定式。分析句子可知，此處考查固定用法“主語 + be said/ thought/ believed…to do sth.”，故填to love。3．考查形容詞。分析句子可知，此處應(yīng)用variety的形容詞various“各種各樣的”修飾名詞leaders，故填various。4．考查定冠詞。由highest可知此處應(yīng)填定冠詞，表示最高級(jí)，故填the。5．考查代詞。句意：印度是因自拍照死亡數(shù)字最高的地方。根據(jù)句意可知，此處意為“自拍”即給自己拍照，故應(yīng)用反身代詞指代上文提到的people，故填themselves。6．考查比較級(jí)。句意：本月早些時(shí)候，一個(gè)18歲的大學(xué)生班級(jí)野餐時(shí)，站在一個(gè)大壩附近的巖石上自拍失去了平衡。根據(jù)句意可知，此處意為“本月早些時(shí)候”，應(yīng)用early的比較級(jí)earlier，故填Earlier。7．考查定語從句。分析句子可知，設(shè)空處引導(dǎo)定語從句，修飾先行詞a classmate，關(guān)系詞代替先行詞，在從句中作主語，指人，應(yīng)用關(guān)系代詞that/who，故填that/ who。8．考查時(shí)態(tài)。分析句子可知，設(shè)空處是句子謂語動(dòng)詞，根據(jù)上文的since then判斷為現(xiàn)在完成時(shí)，主語the Indian government是第三人稱單數(shù)，謂語動(dòng)詞用單數(shù)，故填has declared。9．考查短語。此處是短語warn sb. against doing sth.“警告某人不要做某事”，故填against。10．考查形容詞。設(shè)空處應(yīng)填形容詞作為表語，故填risky。 

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