高一集中贏5之從句全面突破

【高之TOC\o"1-1"\h\z\u高中語(yǔ)言學(xué)習(xí)的策略、方法和重點(diǎn)難點(diǎn)介 從句的基礎(chǔ)概念以及分 定語(yǔ)從句基礎(chǔ)概念以及考 定語(yǔ)從句檢 名詞性從句基礎(chǔ)概念、考點(diǎn)以及檢 狀語(yǔ)從句基礎(chǔ)概念、考點(diǎn)以及檢 高中語(yǔ)言學(xué)習(xí)的策略、方法和重點(diǎn)難點(diǎn)介紹教學(xué)材料：2012年市高考英語(yǔ)試卷21．---Lookatthose itrains,we’llstillhaveagreatA．even B．As C．In D．IfBythetimeyouhavefinishedthisbook,your B．has C．will D．isOnelearnsalanguagebymakingmistakes C．to Jerrydidnotregretgivingthecommentbutfelt hecouldhaveexpresseditdifferently．A．whyB．how Georgesaidthathewouldcometoschooltoseemethenextday,but Whendeeplyabsorbedinwork, heoftenwas,hewouldforgetallabouteatingorslee．A．that withcare,onetinwilllastforsix Manypeoplehavedonatedthattypeofblood;however,thebloodbank 29．---Haveyouheardaboutthatfireinthemarket?---Yes,fortunayno B．washurt C．hashurt D．hadbeenhurt30．Ourfriendship quicklyovertheweeksthatfollowed．had B．wasdeveloC．would atthedoorbeforeyouentermyroom, Bird’ssingingissometimesawarningtoothers to thedifficultytogether,butwhydidn’tyoulshould B．might C．couldhave D．musthaveDoyouthinkthisshirtistoo the Don’thandlethevaseasif madeof C．has D．had第二節(jié)：完形填空

“Mama,whenIgrowup,I’mgoingtobeoneofthose!”IsaidthisafterseeingtheCapitalDancingCompanyperformwhenIwasthree．Itwasthefirsttimethat tookonavividformandactedassomethingtostartmytraining．AsIgrewolderandwas37tomore,myinterestsintheworldofdance38variedbutthatlittlegirl’sdreamofsomeday inga39inthecompanyneverleftme．Inthesummerof2005whenIwas18,Ireceivedthephonecallwhichmadethatdreama40:Ibecameamemberofthecompany41backto1925．AsIlookbackonthatdaynow,itsurely42anysenseofreality．IbelieveIstayedinastateofpleasantdisbelief43Iwashalfwaythroughrehearsals(排練)onmyfirstday．Ineveractually44togetthejob．Afterbeingofferedtheposition,Iwascompley45．Iremembershakingwithexcitement．ThoughIwasabsoluythrilledwiththechance,itdidnotcomewithoutitsfairshareof46．Throughthestrictrehearsalperiodofdancingsixdaysaweek,Ifounditvitalto47upthematerialfastwitheverylastbitofconcentration．Itistheextreme48todetailsandstressonpracticethatsetus49．Tothenfollowthosehigh-energyrehearsals50abusyshowscheduleofuptofiveperformancesaday,Idiscoveredanew51ofthewords“hardwork．WhatIthoughtweremyphysical52werepushedmuchfurtherthanIthought53．Ilearnedtomakeeachperformancebetterthanthelast．Today,whenIlookattheunbelievablecompanythatIhavethegreat54ofbeingapartof,notonlyasamember,butasadancecaptain,Iseea55thathasinspirednotonlygenerationsoflittlegirlsbutasplendidcompanythatcontributestodevelopandgrow---andinspirespeopleeverydaytofollowtheirdreams． 46．A．challengesB．profitsC．a(chǎn)dvantagesD．a(chǎn)dventures47．A．putB．mixC．buildD．pick48．A．a(chǎn)ttentionB．a(chǎn)ssociationC．a(chǎn)ttractionD．a(chǎn)daption49．A．a(chǎn)partB．a(chǎn)sideC．offD．back50．A．overB．byC．withD．51．A．functionB．meaningC．expressionD．usage52．A．boundariesB．problemsC．barriersD．efforts53．A．necessaryB．perfectC．properD．possible54．A．talentB．honorC．potentialD．responsibility55．A．victoryB．trendC．traditionD．desire

ATheBasicsofMath---MadeBasicMathintroducesstudentstothebasicconceptsofmathematics,aswellasthefundamentalsofmoretrickyareas．These30fantasticlecturesaredesignedtoprovidestudentswithanunderstandingofarithmeticandtopreparethemforAlgebraand．ThelessonsinBasicMathcovereverybasicaspectofarithmetic．Theyalsolookintoexponents,theorderoperations,andsquareroots．Inadditiontolearninghowtoperformvariousmathematicaloperations,studentswhytheseoperationswork,howaparticularmathematicaltopicrelatestootherbranchesofmathematics,andhowtheseoperationscanbeusedpractically．BasicMathstartsfromtherelativelyeasierconceptsandgraduallymovesontothemoretroublesomeones,soastoallowforsteadyandsureunderstandingofthematerialbystudents．Thelecturesofferstudentsthechanceto“makesense”ofmathematicalknowledgethatmayhaveseemedsofrightening．Theyalsohelpstudentsprepareforcollegemathematicsand etheiranxietyaboutthisamazing---andcompleyunderstandable---fieldofstudy．Bytheconclusionofthecourse,studentswillhaveimprovedtheirunderstandingofbasicmathTheywillbeabletoclearawaythemysteryofmathematicsandfacetheirstudieswithmoreconfidencethantheyeverimagined．Inaddition,theywillstrengthentheirabilitytoacceptnewandexcitingmathematicalchallenges．ProfessorH．Siegel,honoredbyKentuckyEducationalevisionas“thebestmathteacherinAmerica,”isadevotedteacherandhasagiftforexplainingmathematicalconceptsinwaysthatmakethemseemclearandobvious．Fromthebasicconcreteideastothemore problems,heisamasterinmakingmathlectureslearner-friendlierandlessscary．WithaPhDinMathematicsEducationfromGeorgiaStateUniversity,Dr．SiegelteachesmathematicsatCentralArizonaCollege．Hiscoursesincludevariousmake-upclassesandanumberoflecturesforfutureprimaryschoolIfthecoursefailstoprovidecompletesatisfactiontoyou,youcaneasilyexchangeitforanyothercoursethatweoffer．Oryoucangetyourmoneyback．WhatdoesthecourseBasicMathmainly B．College WhatbenefitscanstudentsexpectfromBasicStrongerability．B．AdditionalpresentationMoremathematicalGreaterchances ingWhatcanwelearnaboutProfessorHeisaguestlectureratKentuckyEducationalHeistodeliver30lecturesinBasicHeworksinGeorgiaStateHespecializesintrainingWhereisthepassagemostlikelytohavebeentaken B．AbookC．Alesson D．AnBPeanutstoProudlyreadingmywords,Iglancedaroundtheroom,onlytofindmyclassmatesbearingbigsontheirfacesandtearsintheireyes．Confused,Iglancedtowardmystone-facedteacher．Havingnochoice,IslowlyraisedthereportIhadslavedover,hotohidemyself．“Whatcouldbecausingeveryonetoactthisway?”Quickly,IflashedbacktothedayMissLancelotgavemethetask．ThiswasthefirstrealtaskIreceivedinmynewschool．Itseemedsimple:goontheInternetandfindinformationaboutamannamedGeorgeWashington．Sincemyideaofhistorycamefromanancientteacherinmyhomecountry,Ihadneverheardofthatnamebefore．AsIsearchedthenameofthisfellow,itbecameevidentthatthereweretwopeoplebearingthesamenamewholookedcompledifferent!Oneinventedhundredsofusesforpeanuts,whiletheotherledsomesortofarmyacrossAmerica．Istaredthescreen,wonderingwhichonemyteachermeant．Icalledmygrandfatherforagoldenpieceofadvice:flipacoin．Heads---thecommander,andtails---thepeanutguy．Ah!Tails,myreportwouldbeaboutthegreatmanwhoinventedpeanutbutter,GeorgeWashingtonCarver．Weekslater,standingbeforethisunfriendlymass,Iwastotallylost．Ohwell,Iloweredthepaperandsatdownatmydesk,burningtofindoutwhatIhaddonewrong．Asaclassmatebeganhisreport,itallbecameclear,“MyreportisonGeorgeWashington,themanwhostartedtheAmericanRevolution．Thewholeworldbecamequiet!HowcouldIknowthatshemeantthatGeorgeWashington?Obviously,mygradewasawful．Heartbrokenbutfearless,Idecidedtoturnthisaround．ItalkedtoMissLancelot,butsheinsisted:Nore-dos;nonewgrade．Ifeltthatthepunishmentwasnotjustified,andIbelievedIdeservedasecondchance．Consequently,Ithrewmyselfheartilyintomyworkfortherestoftheschoolyear．Tenmonthslater,thechanceunfoldedasIfoundmyselfsittingintheheadmaster’sofficewithmygrandfather,nowhavinganentirelydifferentconversation．Isdandflashedbacktotheembarrassingmomentatthebeginningoftheyearastheheadmasterinformedmeofmyoptiontoskipthesixthgrade．Justiceissweet!Whatdidtheauthor’sclassmatesthinkabouthis WhywastheauthorconfusedabouttheHewasunfamiliarwithAmericanHefollowedtheadviceandflippedaHeforgothisteacher’sHewasnewattheTheunderlinedword“burning”inPara．3probably Intheend,theauthorturnedthings byrenghisthroughhisownwiththehelpofhisundertheguidanceofhisCAnewreviewbasedonaresearchshowsthatacutestressaffectsthewaythebrainconsiderstheadvantagesanddisadvantages,causingittofocusonpleasureandignorethepossiblenegativeconsequencesofadecision．Theresearchsuggeststhatstressmaychangethewaypeoplemakechoicesinpredictable“Stressaffectshowpeoplelearn,”saysProfessorMaraMather．“Peoplelearnbetteraboutpositivethannegativeesunderstress．Forexample,tworecentstudieslookedathowpeoplelearnedtoconnectimageswitheitherrewardsorpunishments．Inoneexperiment,someoftheparticipantswerefirststressedbyhavingtogiveaspeechanddodifficultmathproblemsinfrontofanaudience;intheother,somewerestressedbyhavingtokeeptheirhandsinicewater．Inbothcases,thestressedparticipantsrememberedtherewardedmaterialmoreaccurayandthepunishedmateriallessaccuraythanthosewhohadn’tgonethroughthestress．Thisphenomenonislikelynotsurprisingtoanyonewhohastriedtoresisteatingsorsmokingacigarettewhileunderstress---atthosemoments,onlythepleasureassociatedwithsuchactivitiescomestomind．Butthefindingsfurthersuggestthatstressmaybringaboutadoubleeffect．Notonlyarerewardingexperiencesrememberedbetter,butnegativeconsequencesarealsolesseasilyrecalled．Theresearchalsofoundthatstressappearstoaffectdecision-makingdifferentlyinmenandwomen．Whilebothmenandwomentendtofocusonrewardsandlessonconsequencesunderstress,theirresponsestoriskturnouttobeMenwhohadbeenstressedbythecold-watertasktendedtomakemorerisksintheexperimentwhilewomenrespondedintheoppositeway．Instressfulsituationsinwhichrisk-takingcanpayoffbig,menmaytendtodobetter;whencautionweighsmore,however,womenwillwin．Thistendencytoslowdownand emorecautiouswhendecisionsareriskymightalsohelpexplainwhywomenarelesslikelyto eaddictedthanmen:theymaymoreoftenavoidmakingtheriskychoicesthateventuallyhardenintoaddiction．Wecanlearnfromthepassagethatpeopleunderpressuretend keeprewardsbetterintheirrecallconsequencesmoremakeriskydecisionsmorelearnasubjectmoreAccordingtotheresearch,stressaffectspeoplemostprobablyin waysofmaking B．preferenceforC．toleranceof D．responsestoTheresearchhasprovedthatinastressful womenfinditeasiertofallintocertainmenhavegreatertendencytoslowwomenfocusmore menaremorelikelytotakeD“Inwildernessisthepreservationoftheworld．Thisisafamoussayingfromawriterregardedasoneofthefathersofenvironmentalism．Thefrequencywithwhichitisborrowedmirrorsaheateddebateonenvironmentalprotection:whethertoplacewildernessattheheartofwhatistobep．AsJohnSauvenofGreenpeaceUKpointsout,thereisastrongappealinimagesofthewild,theuntouched;morethananythingelse,theyspeakofthenaturethatmanypeoplevaluemostdearly．Theurgetoleavethesubjectofsuchimagesuntouchedisstrong,andthedangerexploitation(開(kāi)發(fā))bringstosuchlandscapes(景觀)isreal．Someofthesewildernessalsoperformfunctionsthathumansneed---therainforests,forexample,storecarboninvastties．ToMr.Sauven,these“ecosystemservices”faroutweighthegainsfromexploitation．LeeLane,avisitingfellowattheHudsonInstitute,takestheopposingview．Heacknowledgesthatwildernessdoprovideusefulservices,suchaswaterconservation．Butthatisnot,heargues,areasontoavoidallhumanpresence,orindeed,commercialandindustrialexploitation．ThereareevermorepeopleontheEarth,andtheyreasonablyandrightfullywanttohavebetterlives,ratherthanmerelystruggleforsurvival．Whilethewaysofusingresourceshaveimproved,thereisstillagrowingneedforrawmaterial,andsomewildernessescontaintheminabundance．Iftheycanbetappedwithoutreducingtheservicesthosewildernessesprovide,theargumentgoes,thereisnofurtherreasonnottodoso．Beinguntouchedisnot,initself,acharacteristicworthvaluingaboveallothers．Ilookforwardtoseeingtheseviewstakenfurther,andtotheirbeingchallengedbytheotherparticipants．Onechallengethatsuggestsitselftomeisthatbothcasesneedtotakeonthequestionofspiritualvaluealittlemoredirectly．Andthereisapracticalquestionastowhetherwildernessescanbeexploitedwithoutharm．Thisisatopicthatcallsfornotonlyfreeexpressionoffeelings,butalsotheguidanceofreason．Whatpositionwildernessshouldenjoyinthepreservationoftheworldobviouslydeservesmuchmoreseriousthinking．JohnSauvenholds．A．manypeoplevaluenaturetoomuch．B．exploitationofwildernessesisharmfulC．wildernessesprovidehumanswithnecessitiesD．theurgetodeveloptheecosystemservicesisstrongWhatisthemainideaofTheexploitationisnecessaryforthepeople．B．WildernessescannotguaranteebetteruseofrawUsefulservicesofwildernessesarenotthereasonfornoAllthecharacteristicsconcerningtheexploitationshouldbetreatedWhatistheauthor’sattitudetowardsthis 70．Whichofthefollowingshowsthestructureofthepassage?

Lastyear,researchersfromtheUniversityofMichiganreportedthatempathy,theabilitytounderstandotherpeople,amongcollegestudentshaddroppedsharplyoverthepast10years．71Today,peoplespendmoretimealoneandarelesslikelytojoingroupsandclubs．JenniferFreed,aco-directorofateenprogram,hasanotherexplanation．TurnontheTV,andyou’reshoweredwithnewsandrealityshowsfullofpeoplefighting,competing,andgenerallytreatingoneanotherwithnorespect．Therearegoodreasonsnottofollowthosebadexamples．Humansaresociallyrelatedbynature．73Researchershavealsofoundthatempatheticteenagersaremorelikelytohavehighself-respectBesides,empathycanbeacureforloneliness,sadness,anxiety,andfear．Empathyisalsoanindicationofagoodleader．Infact,Freedsays,manytopcompaniesreportthatempathyisoneofthemostimportantthingstheylookforinnewmanagers．74“Academicsareimportant．Butifyoudon’thaveemotionalinligence,youwon’tbeassuccessfulinworkorinyourlovelife,”shesays．What’sthebestwaytoupyourEQ?Forstarters,letdownyourguardandreallylistentoothers．Toreallydevelopempathy,you’dbettervolunteeratanursinghomeorahospital,joinacluborateamthathasadiversemembership,havea“sharingcircle”withyourfamily,orspendtimecaringforpetsatananimalshelter．Everyoneisdifferent,andlevelsofempathydiffer toThatcouldbebecausesomanypeoplehavereplacedfacetimewithscreentime,theresearchers“Onedoesn’tdevelopempathybyhavingalotofopinionsandngalotoftalking,”FreedHumanslearnbyexample---andmostoftheexamplesonitareanythingbutEmpathyisamatteroflearninghowtounderstandsomeoneelse---bothwhattheythinkandhowtheyGoodsocialskills---includingempathy---areakindof“emotionalinligence”thatwillhelpyousucceedinmanyareasoflife．Havingrelationshipswithotherpeopleisanimportantpartofbeinghuman---andhavingempathyisdecisivetothoserelationships．寫(xiě)作部分：第一節(jié)：情景作文1．發(fā)現(xiàn)2．詢問(wèn)3．告訴線路4 Thismorning,whenIwaswalkingonthestreet,Isawtwotravelerswerereadingamap,lookingpuzzled．Itseemedtheywerelost．IwentuptothemandaskedhowIcouldhelp．TheytoldmetheywerelookingfortheTempleofHeaven．IledthemtothenearbybusstopandadvisedthemtotakeBusNo．20,whichcouldtakethemthereonthebus,Ifeltakindofsatisfaction．第二節(jié)：開(kāi)放作文Ithinkthewhitepencil,lookingproudanddelighted,islaughingattheblackpencilbysaying“You’renearingtheend!”Theblackpencil,ontheotherhand,remainscalm．Thewhitepencil’swordslethimfallintodeepthoughts．Heclearlyremembershehasbeenusedinwritinganddrawing．It’struethathe’sapproachingtheendbuthehasbeenlivingamemorablelifeandtherehasrarelybeenadullmoment．Inreality,weshouldlearnfromtheblackpencil:nottomindwhatotherssaysolongasweareconfidentinwhatwehavedone．從句的基礎(chǔ)概念以及分2011年高考題組BarbaraJonesofferstoherfansishonestyand MarywasmuchkindertoJackthanshewastotheothers, ,ofcourse,madealltheothersupset．A．who Theshockingnewsmademe terribleproblemsweface． Theprizewillgotothe storyshowsthemost 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theylendyouanumbrellainfairweatherandaskforitbackwhenitbeginstorain．A．when Betweenthetwopartsoftheconcertisaninterval, theaudiencecanbuyice-cream．A．when Itwasnever themanhadn’treportedtheaccident Whateverisleftovermaybeputintotherefrigerator, itwillkeepfortwoorthreeweeks．A．when Hiswritingissoconfusingthatit’sdifficulttomakeout itisheistryingtoexpress．A．that JuliewasgoodatGerman,FrenchandRussian,all shefluently． Beforeaproblemcanbesolved,itmustbe theproblemis． Twentystudentswanttoattendtheclassthataimsto tofast． Itisstillunderdiscussion theoldbusstationshouldbereplacedwithamodernho not．A．whether Itisnotalwayseasyforthepublictosee useanewinventioncanbeoftohumanlife．A．whose Theschool customersaremainlystudents,isclosedforholidays．A．which Childrenwhoarenotactiveor dietishighinfatwillgainweightquickly．A．what Iwanttobelikedandloved Iam PartofthereasonCharlesDickenslovedhisownnovel,DavidCopperfield,was itwasrathercloselymodeledonhisownlife． somepeopleregardasadrawbackisseenasaplusbymanyothers．A．Whether Asachild,Jackstudiedinavillageschool, isnamedafterhisgrandfather．A．which Wehaven’tdiscussed wearegoingtoplaceournew Haveyoufinishedthe----No．I’vereadup thechildrendiscoverthesecret Irefusetoaccepttheblamefor wassomeonefault． That’sthenew partsaretoosmalltobe 10．Beforethesalesstart,Imakealistof mykidswillneedforthecomingseason． Asanewgraduate,hedoesn’t ittakestostartahere． Onereasonforherpreferenceforcitylifeis shecanhaveeasyaccesstoplaceslikeshopsandrestaurants．A．that Whenchanginglanes,adrivershouldusehisturningsignaltoletotherdrivers heisenteringwhich B．whichlaneheisC．isheenteringwhich D．whichlaneisheWindpowerisanancientsourceof wemayreturninthefuture．A．onwhichB．by C．to Iprefershuttingmyselfinandlisteningtomusicalldayon--- Idon’tagree．Youshouldhaveamoreactive Theold roofwasdamagedinastormisnowrepair． Itneveroccurredtome youcouldsucceedinpersuadinghimtochangehismind．A．which 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