期末專項練習之閱讀理解-高中英語外研版（2019）必修第一冊

高一英語期末專項練習之閱讀理解（1）A體裁：記敘文題材：人物故事OneMooreElementarySchoolteacherisshowingstudentstheimportanceofcommunicationthrough“shoutouts”．ThethirdgradeteacherLindseyWinderssaidashoutoutisacompliment(稱贊)thatstudentscansayorwritedown.“Like,‘Hey,Inoticedyoudoingareallygreatjobsolvingyourmathsproblemsyesterday.IwantedtomakesureyouknowthatIsawyoudothat,’”Winderssaid.Winderssaidshemakessuresheisgivingshoutoutstoherstudentseveryday.“Imightwritethemastickynote,orwritethemaquicklittlenoteintheirplanner.Imightjustsayittothemontheirwayintotheclassroomorontheirwayoutoftheclassroom.Butmostimportantly,Itrytodoiteveryday，”Winderssaid.Inadditiontothecompliments,Windershasthestudentsgreeteachothereverymorningduringthemorningmeeting.Shewillhavestudentsgiveexamplestotheclassofhowtocommunicateindifferentsettings(場景).AthirdgradestudentNayelliMoranchelsaidshehadgivenatleastsixshoutoutsthisyear.“Itmakesmehappy,becausetheyalwayswritesomethingback,”Moranchelsaid.Recently,Winderstookitonestepfurtherandwroteapersonalisednoteoneachofherstudents’desks.“Inourclassroom,sometimesitcanbechallengingformetogiveacomplimentorashoutouttoeachandeveryoneoftheminawaythatisequalandvaluableatthesametime.SoIthinkthatthereisnobetterwaythanleavinganoteontheirdesksthatcanstayforaslongastheywantitto,”Winderssaid.Winderssaiditisencouragingwhensheseesherstudentscopytheactandgiveeachothercomplimentswithoutherguidance.1．Whatdoestheunderlinedword“that”inParagraph2mean?A．Givingashoutout. B．Solvingmathsproblemswell.C．Teachingimportantlessons. D．Writingdownthenamesofstudents.2．HowdoesWindersshowherstudentstheimportanceofcompliments?A．Byhelpingthemtakenotes. B．Bymakingpracticalplansforthem.C．Byservingasadailyexampleherself. D．Bygreetingthemduringthemorningmeeting.3．WhatisthebestwaythatWindersfindstogiveherstudentscompliments?A．Leavinganoteoneachstudent'sdesk. B．Praisingthemaslongastheywantit.C．Explainingthevalueofcompliments. D．Givingthemshoutoutsatthesametime.4．WhatcanweinferaboutWinders'wayofpraisingstudents?A．Itisverysuccessful. B．Itisfacingchallenges.C．Itneedsproperguidance. D．Itiscopiedbyotherteachers.B體裁：說明文題材：學校生活Youmaynotknowalotofpeoplewhenyoustarthighschool.Evenifyouknowsomefreshmen,youstillfeelnervousthatyoudon’tknowanyupperclassmenorteachers.Howareyougoingtomakefriendsamongthisseaofunknownfaces?Mosthighschoolsholdfreshmanorientationbeforeschoolactuallystarts,whichishelpfulnotonlybecauseyoucanknowyourwayaroundthebuilding,butalsobecauseyougettomeetsomeofyourteachersandfellowfreshmen.Thatway,whenyoushowuponyourfirstdayofschool,youmayalreadyrecogniseafewfamiliarfaces.Whenyoutalktoyournewclassmates,you'llprobablyfindthatalotofthemarefeelingjustlikeyouare.They’reallnewtotheschoolanddon’tknowwhattoexpect.Talkingaboutacommonworrywiththemcanhelpyoudevelopfriendships.Theworkinhighschoolissomethingthatfreshmenarepossiblyworriedabout.Theworkinhighschoolbuildsonwhatyoulearntinmiddleschool,givingyouamoreadvancedknowledgeofmanysubjects.Soyoumayfindyouhavemoreworktodoorthatit’sabitmorechallenging.Ifyoueverfindyourworktoodifficult,teacherscangiveyouextrahelp.Highschoolalsohasmoreextracurricularactivitiesthanmiddleschooldoessuchasclubs,musicandtheatregroupsandsportsteams.Thisisagoodtimetoexploreyourinterestsandtrynewthings.Highschoolgivesyouthechancetolearnhowtomanageyourtime,todevelopyoursocialskillsandinterests,andmoreimportantlytobemoreindependentandresponsible.1．Howdothefreshmenusuallyfeelwhentheystarthighschool?A．Proud.B．Anxious.C．Excited.D．Curious.2．Whatdoestheunderlinedword“orientation”meaninParagraph2?A．Agame.B．Discussion.C．Training.D．Anexamination.3．WhatarefreshmenprobablyworriedaboutaccordingtoParagraph3?A．Thelearningtasks.B．Theabilitytomakefriends.C．Thefriendshipwithteachers.D．Thefreshmanorientation.4．Extracurricularactivitiesmainlyhelpstudents________.A．builduptheirstrengthB．developtheirinterestsC．developfriendshipsD．improvetheirlearningabilityC體裁：記敘文題材：家庭生活Recentlyourfamilycelebratedmygrandmother’s90thbirthday.Familymemberstravelledtoourhometowntovisither.ThiswasthefirsttimeinmanyyearsthatIhadseenmanyofthem.Myauntsaidhowmuchshemissedeveryone.Thoughthiswasanopportunitytoseefamily,manypeopledidnotmakeit.Tobehonest,Iwasusuallytheonewhodidn’tgothere.Livingfarfromhome,Ihadmissedmanyfamilygatherings.ButthisonemademerealisehowmuchIwasreallymissing.Lookingatthefacesandrealisingwhotheyarewhilegreetingthemwithopenarmsisstrange.Afterchattingforawhile,wecaughtuponeachother’snews.Severalrelativessuggestedhavingafamilyreunionsoonifeveryonewasn’tsobusy.Thepeopleofmygrandmother’sgenerationweremuchbusier,yetstillfoundtimetogather.Theyunderstoodtheimportanceofvisitingoneanother.Theyknewtimeisflyingandthatthoseyoucareaboutmostwon'tbehereforever.Today,wefocusonourcareersandraisingourownkids.Ourextendedfamilyisn’tthecentreitoncewas.Besides,wekeepintouchonsocialmedia.Butwhatwereallymissarethepotatosalad,themomentsoflaughterandsuddenburstsofexcitementwhenwehugsomeonewehaven’tseenforover10years.Althoughthenextgettogetherisalwaysayearorsoaway,peoplearen’tgoodsandeveryonehasanexpirydate(到期日)．Ileftmygrandmother’spartywithamuchbettersenseofwhoIamandwhereIcomefrom.IspentvaluabletimewithpeoplewhocontributedtowhoIamtoday.IhadforgottenhowmuchIlovethemandIwasremindedhowmuchIamloved.1．Howdidtheauthorfeelaboutmissingpreviousfamilygatherings?A．Indifferent. B．Sad.C．Regretful. D．Annoyed.2．Whatdoweknowabouttheauthor'sgrandmother'sgeneration?A．Theywerecarefree. B．Theyheldfamilydear.C．Theytooktimeseriously. D．Theyseldomvisitedfamily.3．WhatdoestheauthormeanbythelastsentenceinParagraph3?A．Familyreunionsmeannofun. B．Allgoodsdon’thaveanexpirydate.C．Peoplearealwaystoobusytogettogether.D．Weshouldseelovedonesmorebeforeit'stoolate.4．Whydoestheauthorwritethetext?A．Toconvincereaderstomeetfriends. B．Toshareaninterestingfamilyreunion.C．Tostressthevalueoffamilygatherings. D．Tocomparedifferentgenerations'values.D體裁：說明文題材：閱讀方法Wouldafasterreadingspeedmeanthatwecouldlearnmore?Somepeopleclaimthatit’spossible.InJuly2015,thesixtimeWorldSpeedReadingChampionAnneJonessatdowntoreadHarperLee’sGoSetaWatchman.Just25minutesand31secondslater,shefinishedit—whichequalsareadingrateofaround3,700wordsperminute.Jonesrunstrainingcoursesteachingspeedreading,recallandconcentrationtechniquesandtherearenumerousspeedreadingappsthathaveappearedonthemarketoverthepastfewyears.Butdotheyactuallywork?First,weneedtounderstandhowweread.Thehumaneyemovementsystemiscentraltoourreadingability.Readoverasentenceagain,andthinkabouthowyoureyesscanacrossthewords.Theydon’tmovesmoothlyoverthem.Instead,theymakeaseriesofshort,sharpjumps,skippingoverafewcharactersbeforebrieflylandingonaword.Themovementsareknownassaccades(掃視)andthepausesarecalledfixations.Readingisn’tjustaboutseeingthewords—youneedtocomprehendthemtobuildupapictureaboutwhatthetextmeans.Peopleareabletogetthroughapieceoftextfaster,butatthecostofaccuracyandunderstanding.Inotherwords,ifyouuseaspeedreadingapp,thenyou'llprobablygetthegist(主旨)ofapieceoftext,butyou'llstruggletorecalldetailsaboutwhatyou’vejustread.So,doesspeedreadingwork?Well,yesandno.Itreallydependsonwhatyou’rereadingandwhyyouneedtoreadit.Asyet,thereisn’tatrickthatenablesyoutoreadapieceoftextbothquicklyandaccurately—there’salwaysgoingtobeatradeoff.1．What’sthemainideaofthepassage?A．Speedreadingisbadattimes.B．Speedreadingisawasteoftime.C．Speedreadingcanworksometimes.D．Speedreadingisalwaysenjoyable.2．Whatcanweknowfromthepassage?A．Readingappsensurewereadmuchfaster.B．Fastreadingmakesuslearnmoreknowledge.C．Readingisnomorethanseeingthetext.D．Thereadingabilityisrelatedtotheeyemovementsystem.3．Whatdoestheunderlinedword“tradeoff”mostprobablymeaninthelastparagraph?A．Balance.B．Change.C．Business.D．Bargain.4．Whatmightthewritercontinuetotalkabout?A．Theadvantagesoffasterorslowerreading.B．Thereasonswhytodofasterorslowerreading.C．Thecaseswheretodofasterandslowerreading.D．Themethodsformakinguseoffasterorslowerreading.E體裁：記敘文題材：語言學習Havingmovedtoanewcity,Iwaslookingforthingstodoinmysparetime.Iintendedtomeetnewpeople,forIamasocialperson.HearingthattheBusinessConfuciusInstitute(BCI)wasofferingChineseeveningclassesontheuniversitycampus,IwasdeterminedtosignupforLevel1class.Thisinitial(最初的)decisionwasmadeonawhim.IhadnograndcareergoalsorplanstotraveltoChinainthenearfuture.LearninganewlanguagewasthefactthatitwasnotsomethingIhaddonebefore.MymotherisfromSpainandIwasraisedwithtwolanguages,butthereisahugedifferencebetweenacquiringalanguageinchildhoodandlearningoneinadulthood.IexpectedtofindouthowIwouldgetalongwithChinese.IneachclassourChineseteacherwouldteachuswhatseemedlikethousandsofnewwordsandexpressions,andthengetustoactthemoutinroleplaysreproducingbasicChineseintroductionsandconversations.AftereachlessonIfeltasthoughmybrainhadbeenplacedinadeepoilpotforalongtime.Butthen,Ibegantorealisethatthemoremybrainachedrightafterclass,themoreinformationIhadtakenin.IfoundthattheChinesewordsandexpressionsourclasseshadcoveredwouldrushunexpectedlyintomyheadatanymoment,suchaswhenIwasintheshowerordrivingtowork.IhavenowcompletedtheBusinessConfuciusLevel3classandamabletoholdbasicconversationswithChinesepeopleonavarietyoftopics.Thisexperiencehelpsmealot.RecentlyIlandedanewjobintheSchoolofLawattheUniversityofLeeds,providingjobopportunitiesforChinesestudents.LearningChinesehelpsmeinmycareerandfurtherfuelsmymotivationforcontinuingmystudies.1．Whatwasthewriter'spurposeofsigningupfortheChineseclass?A．Tomakenewfriends.B．Toshowoffhisability.C．ToadapttothecitylifeD．Togetworkingexperience.2．Whatdoestheunderlinedword“whim”inParagraph2probablymean?A．Deeplove.B．Carefulthought.C．Suddenwish.D．Strangedream.3．WhatcanbeknownaboutthewriterfromParagraph3?A．Hewasanexpertinspellingwords.B．HeenjoyedtheChineseclassesalot.C．HewastroubledbythoseChinesewords.D．HemadegreatprogressinlearningChinese.4．WhatdoesthewriterthinkoftheexperienceoflearningChineseintheend?A．Unusual.B．Beneficial.C．Funny.D．Stressful.F體裁：說明文題材：語言文化ForeignvisitorstotheUKmightbedisappointedwhentheylearnthatnoteveryonetherespeakslikeHarryPotterandhisfriends.Usually,there'sanassumptionbymanynonBritsthateveryoneinBritainspeakswithanaccentknownasReceivedPronunciation(RP，標準發(fā)音),alsocalledthe“Queen'sEnglish”．However,whilemanypeopledotalkthisway,mostBritonsspeakwiththeirownregionalaccents.Scouse,GlaswegianandBlackCountrydialect—fromLiverpool,GlasgowandtheWestMidlands—arejustthreeofthecountlessnonRPaccentsthatBritishpeoplespeakwith.Thereareevendifferencesinaccentsbetweentownsorcitiesjust30kilometresapart.WhatisevenmoredisappointingisthatnotspeakingwiththeRPaccentmaymeanaBritishpersonisjudgedandeventreateddifferentlyintheireverydaylife.Ina2015studybytheUniversityofSouthWales,videosofagroupofpeoplereadingapassagewiththreedifferentUKaccentswereshowntoasecondgroupofpeople.Thesecondgroupthenratedhowintelligenttheythoughtthereaderssounded.ThelowestratedaccentwasBrummie,spokenbypeopleinBirmingham,acitywhoseaccentisconsideredworkingclass.However,thereisnoneedtobedisappointedthoughyouarenotspeakingwiththeRPaccent.Infact,doingtheoppositemayevengiveyoustrengths.KongSeongjaeisanInternetcelebrityfromSeoul.AfterstudyingintheUK,hepickedupseveralregionalaccents.He'snowfamousforhisonlinevideos,whereheshowsoffthevariousaccentshe'slearnt.“BritishpeopleusuallygetreallyexcitedwhenIusesomeoftheirlocaldialectwords,andtheybecomemuchfriendlier.Ithinkitmakesabondbetweenlocalpeopleandforeignerstospeakwiththeirlocalaccent,”hesaid.Soifyou'reworkingonperfectingyourBritishaccent,trytospeaklikesomeonefromLiverpool,GlasgoworBirmingham.YoumaynotsoundlikeHarryPotter,butyouarelikelytomakemorefriends.1．WhatcanweknowfromParagraph1?A．NonBritsusuallyholdthatallBritonsspeakwithanaccentcalledRP.B．Onlythe“Queen'sEnglish”isacceptedintheUK.C．ForeignvisitorsaredisappointedattheirownspokenEnglish.D．AllBritonsspeakwithregionalaccents.2．WhatdopeoplethinkoftheBrummieaccent?A．ItisfavouredbyforeignvisitorstotheUK.B．ItistheclosesttoRP.C．Itsoundssmartandiseasytounderstand.D．Itisspokenbyworkingclasspeople.3．Whatdoestheunderlinedphrase“doingtheopposite”inParagraph4referto?A．SpeakingwiththeRPaccent.B．Speakingwithregionalaccents.C．SpeakingwithBrummieaccent.D．SpeakinglikeHarryPotter.4．Whatisthepassagemainlyabout?A．AstudyofthemostintelligentaccentinBritain.B．AcomparisonbetweendifferentBritishaccents.C．HowmuchBritishpeoplevaluetheRPaccent.D．TherearemanyregionalaccentsintheUKbesidesRP.G體裁：記敘文題材：人際關系IliveinNewYorkCity,andmyneighboursarepeopleIdon'tknow.Mycity,neighbourhoodandblockarefilledwithpeoplewhodon'tknowme,don'tcaretoknowme,anddon'ttalktome.Ifindthatit'sprettyhardtolovepeopleyoudon'tevenknow.Andsometimes,weall,myselfincluded,usethatasanexcusenottotry.IreadBrendan'sstoryrecentlyandwasmoved.Oneday,Brendan,ayoungmaninNewYork,wasonthewaybacktohisBrooklynapartmentwhenahomelesswomancalledJackieaskedhimformoney.Hesaidthathehadnomoney.Bytheendoftheweek,sheaskedtwomoretimes,andeachtimeheanswered“No”．Thewomanlookedsad,soBrendansaid,“Iamonmywaytoajobinterview.IfIgetthejob,IwilltakeyououtforChinesefood.”Brendangotthejob.HetookJackieoutforlunch.Thatwaswhentheirfriendshipbegan.Theybuiltastrongfriendshipbysupportingeachotherandspendingtheirbirthdays,holidaysanddifficulttimestogether,overaperiodofeightyears.WhenBrendan'sheaterbroke,Jackiemadeablanketforhim.Twodayslaterwhenhetoldherthathehadlosthisjob,sheleftandreturnedminuteslater,bringinghimfoodtoeat.Shecontinuedtodothatduringthewholewinter.Evenwithsolittle,sheoftengaveback.Overtheseyears,Jackiehasmovedfromthestreetsandsubwaystationsintoahalfwayhouse,andisnowmovingintoanapartment.Tocelebrateit,BrendanwantedtodosomethingspecialforJackie.Hewentwithhertoabigdepartmentstore,andhelpedhertopickouteverythingshewouldneedforhernewapartment.MayBrendan'sstoryencouragesustofindanewwaytohonour,serveandlovethepeoplearoundus.1．WhatcanwelearnabouttheauthorfromParagraph1?A．Heoftenstaysindoors. B．Hecaresabouthisneighbours.C．Heisgoodatmakingfriends. D．Hehardlytalkstohisneighbours.2．WhatdidBrendandowhenJackieaskedhimformoney?A．Hewasangrywithher. B．Hedidn'tgiveherany.C．Heofferedhersomefood. D．Hegavehersomesparechange.3．WhathappenedafterBrendanandJackiehadlunchtogether?A．Theydevelopedanewfriendship. B．Theyhelpedeachotherfindwork.C．Theyfellinlovewitheachother. D．Theydiscoveredtheywereclassmates.4．Whatdoestheunderlinedword“it”inParagraph4referto?A．Jackie'sfindingwork. B．Jackie'smovingfromthestreets. C．Jackie'smovingintoanapartment. D．Jackie'smovingintoahalfwayhouse.H體裁：說明文題材：科學研究Werecogniseourfriends'faces.Andwe'renotalone.Manysocialanimalscanidentifyindividualsoftheirownspeciesbyfeaturesoftheirfaces.That'simportant,becausetheyneedtobeabletochangetheirbehaviourdependingonwhotheymeet.Andrecentresearchhasshownthatsomespeciesofmonkeys,birds,anddomesticated(馴養(yǎng)的)animalscaneventelldifferentfacesapartbylookingatphotographsalone.EthologistLéaLansadeoftheFrenchNationalResearchInstituteforAgriculture,FoodandEnvironmentdidanexperimenttofindouthowwellhorsescanrecogniseindividualsfromphotographs.Sheandherteamfirsttaughtthehorseshowto“choose”betweentwosidebysidepicturesbytouchingtheirnosestoacomputerscreen.Thehorseswerethenshownphotosoftheirpresentkeeperalongsidefacesofunfamiliarhumans.Theyhadneverseenphotosofanyofthepeoplebefore.Thehorsescorrectlyidentifiedtheircurrentkeeperandignored(忽視)thestrangers'facesabout75%ofthetime.Infact,eventhoughthehorsesdidn'tgetitrighteverysingletime,theywereatleastascorrectinpickingouttheirearlierkeeperastheywereinidentifyingtheirpresentone.Theresultssuggestthatnotonlycanhorsesdifferentiatebetweenfamiliarandunfamiliarhumanfaces,theyalsonaturallyunderstandthatphotographsaretwodimensionalrepresentations(二維呈現(xiàn))ofreallife,withoutanyotherintimationssuchassmellorsound.Andthey'reevenbetteratthisthanouroldestanimalpartner,thedomesticdog.Inaddition,horsesseemtohaveastronglongtermmemoryforhumanfaces,liketheirlonglifespanandhistoryofdomestication.Infutureexperiments,theresearcherswouldliketotestwhetherlookingatphotosofpeoplethattheyhavehadbadexperienceswithinthepastmightcausehorsestoactanxiously.Somaybethinktwicebeforedoinganythingthatmightgiveahorsealongface.1．Whydidresearchersshowthehorsesboththekeeper'sphotosandthestrangers'?A．Tofindoutwhathorseswoulddointheexperiment.B．Toseewhyhorsescouldrecognisethekeeperinthepictures.C．Totestwhetherhorsescouldrecognisethestrangersinthepictures.D．Tostudytowhatdegreehorsescanmakeoutdifferentpeopleinpictures.2．Whatdoestheunderlinedword“intimations”inParagraph4referto?A．Clues.B．Differences.C．Photographs.D．Senses.3．Whatareresearchersstilluncertainabout?A．Whetherhorsescanlivelongerthanotheranimals.B．Whetherhorsescanrememberhumans'facesforalongtime.C．Whetherhorsescanshowtheiremotionsatthesightofphotos.D．Whetherhorsesarebetteratrecognisingphotosthanotheranimals.4．Whatisthepurposeofthetext?A．Totalkaboutanimals'species.B．Toexplainanimals'facialfeatures.C．Toshowanimals'behaviourforadaptation.D．Tointroduceanimals'abilitytoidentifyfaces.答案與解析一、【語篇導讀】本文是一篇記敘文，講述了一名三年級老師用自己的日常言行引導學生通過稱贊他人來互相鼓勵、共同進步的故事。1．B詞義猜測題。畫線詞所在句子表示“我想確保你知道我看到你做了那件事”，that指代上文學生所做的事，即doingareallygreatjobsolvingyourmathsproblemsyesterday，所以that指代數(shù)學題做得很好。故選B項。2．C細節(jié)理解題。根據(jù)第一段OneMooreElementarySchoolteacherisshowingstudentstheimportanceofcommunicationthrough“shoutouts”．及第三段內容可知，老師通過自己的日常行為為孩子們樹立榜樣，告訴學生稱贊的重要性。故選C項。3．A細節(jié)理解題。根據(jù)第五段中的Recently,Winderstookitonestepfurtherandwroteapersonalisednoteoneachofherstudents'desks.和SoIthinkthatthereisnobetterwaythanleavinganoteontheirdesksthatcanstayforaslongastheywantitto可知，溫德斯在每名學生的書桌上都留了一張為該學生特制的便條，她認為這個方法最好。故選A項。4．A推理判斷題。根據(jù)最后一段中的itisencouragingwhensheseesherstudentscopytheactandgiveeachothercomplimentswithoutherguidance可知，學生也效仿溫德斯的行為，稱贊他人，這讓她覺得備受鼓舞，由此可知，這位老師稱贊學生的這一方法很成功。二、【語篇導讀】本文是一篇說明文。文章主要從新生如何結交朋友、高中學業(yè)和課外活動等方面向新生介紹了高中生活。1．B細節(jié)理解題。根據(jù)第一段中的Evenifyouknowsomefreshmen,youstillfeelnervousthatyoudon’tknowanyupperclassmenorteachers.可知，初入高中的同學即使認識一些新生，也還是會感到焦慮，因為對學校高年級的同學、老師都不熟悉。故選B項。2．C詞義猜測題。根據(jù)第二段畫線詞后的whichishelpfulnotonlybecauseyoucanknowyourwayaroundthebuilding,butalsobecauseyougettomeetsomeofyourteachersandfellowfreshmen可知，freshmanorientation可以幫助你了解校園，認識老師和同學，類似于新生培訓大會。故orientation指的是培訓。故選C項。3．A細節(jié)理解題。根據(jù)第三段第一句可知，高中的學業(yè)是新生們很可能會擔心的一方面。故選A項。4．B細節(jié)理解題。根據(jù)倒數(shù)第二段中的Thisisagoodtimetoexploreyourinterestsandtrynewthings.可知，高中的課外活動是讓你探索自己的興趣愛好和嘗試新事物的好機會。故選B項。三、【語篇導讀】本文是一篇記敘文。作者在參加了自己祖母的生日聚會后，對家庭聚會的意義有了更好的理解，也通過自身經(jīng)歷告訴人們要重視家庭聚會。1．C推理判斷題。根據(jù)第一段最后兩句Livingfarfromhome,Ihadmissedmanyfamilygatherings.ButthisonemademerealisehowmuchIwasreallymissing.可知，作者遠離家鄉(xiāng)，過去錯過了許多家庭聚會，而現(xiàn)在作者才意識到自己究竟錯過了多少東西。由此可推知，作者對錯過家庭聚會感到遺憾。故選C項。2．B細節(jié)理解題。根據(jù)第二段最后三句可知，作者祖母這一代人即使很忙，也會找時間和家人聚在一起，他們知道看望家人的重要性。由此可知，作者祖母這一代人極為珍視家人。故選B項。3．D推理判斷題。第三段最后一句Althoughthenextgettogetherisalwaysayearorsoaway,peoplearen'tgoodsandeveryonehasanexpirydate.表明，聚會每年都有，但每個人的生命都有盡頭，所以作者是想告訴我們應該趁早多看望自己愛的人。D項(我們應該趁早多看望自己愛的人)符合題意。4．C推理判斷題。根據(jù)最后一段內容可知，作者在參加了自己祖母的生日聚會后，對家庭聚會的意義有了更好的理解，希望人們能重視家庭聚會，所以文章意在強調家庭聚會的重要性。故選C項。四、【語篇導讀】本文是一篇說明文，主要介紹了快速閱讀的作用及其局限性。1．C主旨大意題。第一段最后一句Butdotheyactuallywork？對快速閱讀是否有用提出疑問，接著第二段介紹了閱讀能力與人眼運動系統(tǒng)有關，再結合第四段中的So,doesspeedreadingwork?Well,yesandno.Itreallydependsonwhatyou'rereadingandwhyyouneedtoreadit.可知，本文的主旨是：速讀在有些時候是有效的。故選C項。2．D細節(jié)理解題。根據(jù)第二段第二句Thehumaneyemovementsystemiscentraltoourreadingability.可知，人眼運動系統(tǒng)對我們的閱讀能力很重要，因此閱讀能力與人眼運動系統(tǒng)有關。故選D項。3．A詞義猜測題。根據(jù)最后一段破折號前面的內容Asyet,thereisn'tatrickthatenablesyoutoreadapieceoftextbothquicklyandaccurately可知，到目前為止，還沒有一個技巧能讓你快速而準確地閱讀一段文字，破折號后的內容為進一步說明，即閱讀總是要在快速和準確之間建立平衡，由此猜測出畫線詞意為“平衡”，故選A項。4．C推理判斷題。最后一段最后的部分there’salwaysgoingtobeatradeoff說明了閱讀總是要在快速和準確之間建立平衡，由此可推知，文章接下來可能闡述在什么情況下要速讀以及在什么情況下要慢讀，故選C項。五、【語篇導讀】本文是一篇記敘文。文章講述了作者學習中文的經(jīng)歷、感受和收獲。1．A細節(jié)理解題。根據(jù)文章第一段中的Iintendedtomeetnewpeople,forIamasocialperson.可知，作者報名參加中文課是為了結識朋友。故選A項。2．C詞義猜測題。根據(jù)文章第一段最后兩句和第二段中的IhadnograndcareergoalsorplanstotraveltoChinainthenearfuture.LearninganewlanguagewasthefactthatitwasnotsomethingIhaddonebefore.可知，最初作者學中文的決定是一時的念頭，只是為了結交新朋友。由此可知，畫線詞意為“突然的想法”，與C項意思相近。故選C項。3．D細節(jié)理解題。根據(jù)文章第三段中的IhavenowcompletedtheBusinessConfuciusLevel3classandamabletoholdbasicconversationswithChinesepeopleonavarietyoftopics.可知，作者在中文學習上取得了很大的進步。故選D項。4．B推理判斷題。根據(jù)文章最后一段中Thisexperiencehelpsme