Ⅰ.閱讀理解
A
(2020·寧波重點(diǎn)中學(xué)教學(xué)質(zhì)量評(píng)估)Being “yung” is assciated with all the gd things in life—beauty, hpe, and energy. But yuth als has negative assciatins—impulsiveness, trublemaking, and irrespnsibility. This negative side seems t be what sciety fcuses n mre, which is why yung peple have mstly been cnsidered as idle and difficult.
But when it cmes t Generatin Z—thse brn between 1995 and 2010—this__steretype desn’t seem t apply anymre.
In Japan, fr example, Gen Zers are less likely t buy n impulse, but take int cnsideratin mre a prduct’s true value.“They’re lking at the cmpanies, nt just the prducts，” Masahik Utani, CEO f Japanese csmetics cmpany Shiseid, tld Blmberg.“They’re asking，‘Are they really delivering value t the sciety? Are they prmting diversity and inclusiveness？’”
Gen Zers are als mre grunded than we’ve expected them t be. Accrding t a recent survey by Bank f America, mre than half f yung adults aged between 18 and 23 said they were planning t buy a huse within five years. And they’re nt just saying it—they are willing t make sacrifices fr it, including getting a secnd jb and saving mney fr a dwn payment instead f spending it n a vacatin.
“Despite their yung age, this grup is pragmatic and actively planning fr their future，” D. Steve Bland, head f Cnsumer Lending at Bank f America, tld USA Tday.“They have a clear visin f hw they are willing t help themselves in rder t make it happen.”
Scial issues are als at the center f cncern f Gen Zers, wh take themselves as a changing frce f the wrld. In India, fr example, yung peple wh have just reached the vting age are eager t vte fr a new leader wh is capable f slving prblems that matter the mst t them, including pllutin, unemplyment and wmen’s safety.
As a Gen Zer yurself, what is yur plan fr the future?
【解題導(dǎo)語(yǔ)】 Z一代是指在1995年和2010年之間出生的人，這一代人在消費(fèi)方面比較理智。他們比我們想象中更理性、務(wù)實(shí)，他們對(duì)未來(lái)有清晰的設(shè)想，這顛覆了人們對(duì)年輕人的傳統(tǒng)看法。
1．What d the underlined wrds “this steretype” in paragraph 2 refer t?
A．Being yung is gd.
B．Gen Zers are brn after 1995.
C．The traditinal pr impressins n the yuth.
D．The assciatins with yung peple.
C 解析：詞義猜測(cè)題。根據(jù)第一段第二、三句可知，社會(huì)更關(guān)注與年輕人相關(guān)的負(fù)面情況，通常，年輕人被認(rèn)為是懶散的和難相處的。結(jié)合畫(huà)線(xiàn)部分所在句可知，此處表述這種刻板印象不再適用于Z一代。故畫(huà)線(xiàn)部分指的是上文提到的人們對(duì)年輕人的傳統(tǒng)的、糟糕的印象，故選C。
2．We can infer frm the third paragraph that ________．
A．Gen Zers in Japan are picky
B．Gen Zers are self-centered
C．Gen Zers care little abut prducts
D．Gen Zers are wise when shpping
D 解析：推理判斷題。根據(jù)第三段的內(nèi)容，尤其是“Gen Zers are less likely t buy n impulse...‘They’re lking at the cmpanies, nt just the prducts’”可知，Z一代不太可能沖動(dòng)購(gòu)物，他們會(huì)更多地考慮產(chǎn)品的真正價(jià)值，由此可推知，Z一代在購(gòu)物時(shí)是明智的，故正確答案為D。A項(xiàng)意為“日本的Z一代很挑剔”，第三段是講述日本的Z一代在消費(fèi)中很理性，并無(wú)信息表明他們挑剔。
3．What’s D．Steve Bland’s attitude t the Gen Zers?
A．Apprving. B．Negative.
C．Indifferent. D．Critical.
A 解析：觀(guān)點(diǎn)態(tài)度題。根據(jù)題干中的關(guān)鍵詞D.Steve Bland定位到文章第五段，根據(jù)該段內(nèi)容可知，D.Steve Bland認(rèn)為盡管Z一代很年輕，但這代人務(wù)實(shí)且積極地規(guī)劃他們的未來(lái)，他們有清晰的設(shè)想并愿意努力去實(shí)現(xiàn)它；由此可推知，D.Steve Bland對(duì)于Z一代是持贊同的態(tài)度的，故正確答案為A。
【難句分析】 Accrding t a recent survey by Bank f America, mre than half f yung adults aged between 18 and 23 said they were planning t buy a huse within five years.
分析：Accrding t a recent survey by Bank f America是介詞短語(yǔ)作狀語(yǔ)；主句主語(yǔ)是mre than half f yung adults，謂語(yǔ)是said; they were planning t buy a huse within five years是省略了that的賓語(yǔ)從句，作said的賓語(yǔ)。
譯文：根據(jù)最近美國(guó)銀行所做的一項(xiàng)調(diào)查，一半以上的18歲到23歲的年輕人說(shuō)他們正計(jì)劃在五年之內(nèi)買(mǎi)房子。
B
Children in rural areas f Cambdia ften suffer frm r even die f preventable illnesses because there is nt any sap available.
In 2014, Samir Lakhani, an American cllege student, saw the issue while vlunteering in a Cambdian village.“I remember quite vividly a mther bathing her newbrn baby with laundry pwder, which is s harmful t the skin，” said Lakhani.“It’s difficult fr rural Cambdians t access sap. First is affrdability. If yu earn nly $1.50 every day, yu wn’t spend $1 n a bar f sap. Then cmes access. The demand is s lw that lcal shps dn’t stck sap. The last reasn, because many Cambdians dn’t really understand where diseases cme frm, they dn’t knw hw t prevent them, including using sap.”
After figuring ut a slutin t the prblem: the barely used sap in htels, Lakhani started asking htels t dnate leftver sap.“They were all eager t help，” he explained.
Lakhani registered Ec-Sap Bank shrtly afterwards. Sn, he received enugh funds t hire disadvantaged Cambdian wmen t cllect and reprduce the used sap.
Tday, the rganizatin has fur recycling centers acrss the cuntry, prviding jbs t 35 lcal wmen. And s far, sme 174，000 bars f sap have been dnated, abut 24，000 punds f sap has been recycled, and hygiene(衛(wèi)生) has been imprved fr abut 661，000 peple.“We are killing__three__birds with ne stne，” Lakhani said.
When it cmes t the future f Ec-Sap Bank, Lakhani said，“We’ve just scratched the surface. Lack f hygiene is nt smething unique t Cambdia. The demand fr imprved hygiene in the develping wrld is huge, and much remains t be dne. We’re lking at seven cuntries t expand t in the near future.”
【解題導(dǎo)語(yǔ)】 柬埔寨農(nóng)村地區(qū)的孩子經(jīng)常遭受甚至死于可預(yù)防的疾病，因?yàn)闆](méi)有任何可用的肥皂；美國(guó)人Samir Lakhani注意到了這個(gè)問(wèn)題，于是他開(kāi)始請(qǐng)求旅館捐贈(zèng)肥皂并成立了Ec-Sap Bank來(lái)解決該地區(qū)的肥皂問(wèn)題。
4．Which f the fllwing is nt mentined as the reasn why rural Cambdians dn’t use sap?
A．Pverty. B．Inaccessibility.
C．Unawareness. D．Traditin.
D 解析：細(xì)節(jié)理解題。根據(jù)第二段中的“affrdability”“access”以及“many Cambdians dn’t really understand where diseases cme frm, they dn’t knw hw t prevent them”可知，貧困、缺少接觸途徑以及缺乏意識(shí)是柬埔寨人很少用肥皂的原因。故選D。
5．What des the underlined part “killing three birds” in paragraph 5 refer t?
A．Saving sap, curing diseases and prviding educatin.
B．Stpping pllutin, prviding jbs and inspiring dnatin.
C．Reducing waste, prviding emplyment and imprving health.
D．Recycling waste, helping charity and imprving cmmunity hygiene.
C 解析：推理判斷題。根據(jù)第五段中的“fur recycling centers”和“prviding jbs”以及“hygiene(衛(wèi)生) has been imprved”可知，“killing three birds”在文章中指的是減少?gòu)U物、提供就業(yè)機(jī)會(huì)以及改進(jìn)健康狀況。故選C。
6．What can we infer abut Ec-Sap Bank?
A．It wn’t be lng befre it expands t the whle wrld.
B．There’s little it can d withut ther cuntries’ assistance.
C．It will make greater cntributins t the develping wrld.
D．It will sn settle the prblem f pr hygiene in Cambdia.
C 解析：推理判斷題。根據(jù)最后一段的內(nèi)容尤其是最后一句“We’re lking at seven cuntries t expand t in the near future.”可知，Ec-Sap Bank將會(huì)把自己的服務(wù)擴(kuò)展到其他七個(gè)發(fā)展中國(guó)家。由此可推知，Ec-Sap Bank將對(duì)發(fā)展中國(guó)家作出更大貢獻(xiàn)。故選C。根據(jù)最后一段中的“The demand fr imprved hygiene in the develping wrld is huge, and much remains t be dne.”可知，該組織主要是改進(jìn)發(fā)展中國(guó)家的衛(wèi)生狀況，并沒(méi)有擴(kuò)展到全世界，故A項(xiàng)錯(cuò)誤；文章沒(méi)有提到B、D兩項(xiàng)所表述的內(nèi)容。
7．What d we knw abut the text?
A．Ec-Sap Bank helps imprve hygiene.
B．Cambdian wmen have a bright future.
C．A US yung man calls fr helping pr cuntries.
D．Lack f hygiene remains a serius prblem in the wrld.
A 解析：推理判斷題。通讀全文可知，文章講述了Ec-Sap Bank能為柬埔寨鄉(xiāng)村地區(qū)的人提供肥皂，從而改善那里的衛(wèi)生狀況，故A項(xiàng)正確。文章第五段只提到了35位當(dāng)?shù)貗D女獲得工作，故B項(xiàng)以偏概全；本文主要講述美國(guó)人Samir Lakhani成立了Ec-Sap Bank來(lái)幫助解決柬埔寨的肥皂問(wèn)題，未提到他呼吁幫助一些貧困國(guó)家，故C項(xiàng)不符合題意；文章只提到了柬埔寨以及其他發(fā)展中國(guó)家的衛(wèi)生問(wèn)題，故D項(xiàng)不符合題意。
Ⅱ.完形填空
(2020·紹興診斷性考試)It was 1972, and I was in secnd grade. In the classrm the teacher, Ms.Byette was __1__ alud t us frm Island f the Blue Dlphins. And we had just cme t a part f the bk where the main __2__ was training a wild dg. I was listening, fascinated by the __3__ f all.
Nt far away frm me, there seated a by wh always frightened r __4__ thers, s I was __5__ f this by. While Ms.Byette was reading, I lked ver at him, fr he was smene I was in the __6__ f keeping an eye n. I __7__ that he was listening t, that he was engaged by the __8__， that he was leaning frward in his seat and listening with all his heart. I __9__ at him, pen-muthed. I was __10__ that this by was in fact just __11__ me. He was a kid wh liked a stry. The by must __12__ my eyes n him, because he turned. Then smething __13__ happened. He smiled at me. __14__， I smiled back, unafraid. We were tw __15__ smiling at each ther.
Why have I never frgtten this __16__ mment? Why d I still __17__ every detail f it? I think it’s because that mment illustrates s beautifully the __18__ f reading ut lud. It shws us int a safe rm, where everyne invlved, the reader and the listener, can have that chance t __19__ each ther. We humans lng nt just fr the stry, nt just fr the flw f language, but fr the __20__ that cmes when wrds are read alud.
【解題導(dǎo)語(yǔ)】 本文是一篇記敘文。作者通過(guò)回憶兒時(shí)的故事闡明了大聲朗讀的力量所在。
1．A.shuting B．singing
C．talking D．reading
D 解析：根據(jù)下文中的“cme t a part f the bk”和“I was listening”可推知，當(dāng)時(shí)老師在給學(xué)生們朗讀小說(shuō)，與下文中的“While Ms. Byette was reading”呼應(yīng)。
2．A.authr B．character
C．reader D．listener
B 解析：根據(jù)上文可知，老師在給學(xué)生們讀小說(shuō)的一個(gè)章節(jié)，并結(jié)合空后的“was training a wild dg”可推知，此處表示小說(shuō)中的主人公正在訓(xùn)練一只野狗。character“人物，角色”。
3．A.wnder B．silence
C．warmth D．cmfrt
A 解析：根據(jù)空前的“fascinated by the”并結(jié)合語(yǔ)境可推知，作者被小說(shuō)中的奇妙之處迷住了。wnder“奇妙之處”。
4．A.greeted B．tuched
C．hurt D．refused
C 解析：根據(jù)該句中的“frightened r ______ thers”，并結(jié)合選項(xiàng)可推知，那個(gè)男孩總是嚇唬或傷害他人。
5．A.aware B．terrified
C．bred D．guilty
B 解析：根據(jù)下文中的“I smiled back, unafraid”，并結(jié)合語(yǔ)境可推知，作者害怕這個(gè)男孩。
6．A.habit B．frm
C．effrt D．hpe
A 解析：根據(jù)下文中的“The by must ______ my eyes n him, because he turned.”并結(jié)合語(yǔ)境可推知，當(dāng)老師讀小說(shuō)時(shí)，作者習(xí)慣盯著那個(gè)男孩。
7．A.predicted B．imagined
C．prmised D．nticed
D 解析：根據(jù)上文中的“keeping an eye n”可推知，作者當(dāng)時(shí)一直盯著那個(gè)男孩，注意到了一些細(xì)節(jié)，與下文的具體描述呼應(yīng)。
8．A.speech B．stry
C．jurney D．diary
B 解析：根據(jù)下文中的“He was a kid wh liked a stry.”可知，男孩被老師朗讀的故事吸引了。
9．A.pinted B．ndded
C．stared D．waved
C 解析：根據(jù)上文中的“keeping an eye n”可推知，作者當(dāng)時(shí)盯著那個(gè)男孩看。
10．A.struck B．mixed
C．cheated D．cnfused
A 解析：根據(jù)上文的“pen-muthed”并結(jié)合語(yǔ)境可推知，作者當(dāng)時(shí)很吃驚，突然意識(shí)到了什么。strike“突然想到，猛地意識(shí)到”。
11．A.behind B．beynd
C．a(chǎn)rund D．like
D 解析：根據(jù)上文中的“I was listening, fascinated by the ______ f all.”可推知，作者喜歡聽(tīng)故事，根據(jù)下文中的“He was a kid wh liked a stry.”可推知，這個(gè)男孩也喜歡聽(tīng)故事，作者意識(shí)到這個(gè)男孩和自己很像。
12．A.ignre B．feel
C．meet D．bserve
B 解析：根據(jù)空后的“because he turned”可推知，男孩感覺(jué)到作者在盯著他，所以轉(zhuǎn)過(guò)頭來(lái)。
13．A.useful B．natural
C．serius D．a(chǎn)mazing
D 解析：根據(jù)下文的“He smiled at me.”，并結(jié)合上文介紹的這個(gè)男孩經(jīng)常嚇唬或傷害他人可推知，男孩對(duì)作者微笑是一件令人驚奇的事。
14．A.Then B．Again
C．Instead D．Besides
A 解析：根據(jù)語(yǔ)境可知，作者給對(duì)方以微笑回應(yīng)，由此可知前后句表示邏輯上的順承關(guān)系。then“然后”。
15．A.strangers B．kids
C．teachers D．enemies
B 解析：根據(jù)上文中的“I was in secnd grade”可知，作者和那個(gè)男孩當(dāng)時(shí)都還是孩子。
16．A.funny B．busy
C．lucky D．small
D 解析：根據(jù)上文的描述可知，作者陳述的只是上課時(shí)的一個(gè)短暫的時(shí)刻而已。
17．A.seek B．rganize
C．recall D．trust
C 解析：根據(jù)上文的描述和語(yǔ)境可推知，作者現(xiàn)在是在回憶兒時(shí)所發(fā)生的事情。recall“回憶起”。
18．A.pwer B．curage
C．a(chǎn)musement D．a(chǎn)bility
A 解析：根據(jù)語(yǔ)境可推知，此處表示那個(gè)時(shí)刻美妙地闡明了大聲朗讀的力量所在。pwer“力量”；curage“勇氣”；amusement“娛樂(lè)”；ability“能力”。
19．A.cheer B．see
C．miss D．mentin
B 解析：根據(jù)上文中的“We were tw ______ smiling at each ther.”可推知，大聲朗讀讓朗讀者和聽(tīng)眾有機(jī)會(huì)看到彼此。
20．A.challenge B．knwledge
C．chice D．cnnectin
D 解析：根據(jù)上文所表述的大聲朗讀讓朗讀者和聽(tīng)眾有機(jī)會(huì)看到彼此可推知，大聲朗讀將朗讀者和聽(tīng)眾聯(lián)系起來(lái)。

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2022版高考英語(yǔ)（外研版）一輪復(fù)習(xí)學(xué)案：選修6 Module 1 Small Talk

2022版高考英語(yǔ)（外研版）一輪復(fù)習(xí)學(xué)案：選修6 Module 1 Small Talk
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