2020屆高考英語二輪復(fù)習(xí) 專題五 短文改錯 題型組合訓(xùn)練4 閱讀理解 短文改錯

題型組合訓(xùn)練4 閱讀理解 短文改錯 (建議用時：25分鐘；實際用時：分鐘)閱讀理解 (福建漳州一中2019年高三模擬考)Encouraging children to use gestures as they think can help them come up with more creative ideas, according to new research.“Our findings show that children naturally gesture when they think of unusual ways to use everyday items，” says psychological scientist Elizabeth Kirk. “When we then asked children to move their hands, they were able to come up with even more creative ideas. ”“Gesturing may allow us to explore the properties(特性)of the itemsfor example, how the item could be held, its size, its shape, etc.and doing so can help us come up with ideas for creative uses，” Kirk explains.In their first study, the researchers compared the creativity of children who spontaneously (自發(fā)地) gestured with those who either did not or could not gesture.A total of 78 children, aged 911, saw a series of images of ordinary items, such as a newspaper, a tin can, and a kettle. The researchers asked the children to look at each image and list as many uses as they could think of. A group of participants completed the task twiceon one version of the task, they wore mittens(連指手套)that limited their ability to gesture.Restricting children's ability to gesture did not affect their ability to come up with creative uses for the objects; Children who were free to gesture produced about the same number of ideas as those who wore the mittens and could not gesture.In a second experiment, 54 children completed the same alternativeuses task. In some cases, children gestured normally; in other cases, the researchers encouraged the children to “use your hands to show me how you could use the object in different ways.”The encouragement worked: Children who were specifically encouraged to gesture produced a greater number of creative uses for the objects than did the children who were not given any special instruction.“Our findings add to the growing body of evidence showing the significant role of gesture in thinking and have applications to the classroom，” Kirk concluded in their paper.()1.What did the researchers intend to find out in the first experiment?AThe number of creative ideas the children could think of.BHow the children would explore the properties of the items.CWhether encouraging gesture would help to produce more new ideas.DThe difference between thinking with gestures and without gestures.()2.Why were mittens used in the experiment?ATo restrict gestures.BTo limit creative thinking.CTo test the ability to gesture.DTo increase creative ideas.()3.When did the children think of the most new ideas?AWhen wearing mittens.BWhen encouraged to gesture.CWhen naturally gesturing.DWhen not using their hands.()4.What would be the best title for the text?ACommunicate with GesturesBThink with Your HandsCUse Everyday Items CreativelyDMake Gestures When Necessary【語篇解讀】這是一篇說明文。文章主要講了一項最新研究表明，鼓勵孩子們按照自己認(rèn)為的方式使用手勢，可以幫助他們想出更具創(chuàng)意的點(diǎn)子。1D細(xì)節(jié)理解題。根據(jù)第四段“In their first study, the researchers compared the creativity of children who spontaneously gestured with those who either did not or could not gesture.”可知，研究人員打算在第一個實驗中發(fā)現(xiàn)用手勢思考和不用手勢思考的區(qū)別，故選D。2A細(xì)節(jié)理解題。根據(jù)第五段“A group of participants completed the task twice on one version of the task, they wore mittens(連指手套)that limited their ability to gesture.”可知，實驗中使用連指手套是為了限制手勢，故選A。3B細(xì)節(jié)理解題。根據(jù)倒數(shù)第二段“The encouragement worked: Children who were specifically encouraged to gesture produced a greater number of creative uses for the objects than did the children who were not given any special instruction(這種鼓勵起了作用：與沒有接受任何特殊指導(dǎo)的孩子相比，特別鼓勵做手勢的孩子對這些物品產(chǎn)生了更多的創(chuàng)造性用途)”可知，當(dāng)孩子們被鼓勵做手勢的時候想出的新點(diǎn)子最多，故選B。4B主旨大意題。第一段中的“Encouraging children to use gestures as they think can help them come up with more creative ideas, according to new research.”是全文的主題句，結(jié)合全文內(nèi)容可知，這篇文章主要講了一項最新研究表明，鼓勵孩子們按照自己認(rèn)為的方式使用手勢，可以幫助他們想出更具創(chuàng)意的點(diǎn)子。這篇文章最好的題目是用手思考，故選B。短文改錯(安徽省六安市毛坦廠中學(xué)2019年高三下學(xué)期四月月考)假定英語課上老師要求同桌之間交換修改作文，請你修改你同桌寫的以下作文。文中共有10處語言錯誤，每句中最多有兩處。每處錯誤僅涉及一個單詞的增加、刪除或修改。增加：在缺詞處加一個漏字符號()，并在其下面寫出該加的詞。刪除：把多余的詞用斜線(劃掉。修改：在錯的詞下畫一橫線，并在該詞下面寫出修改后的詞。注意：1.每處錯誤及其修改均僅限一詞；2.只允許修改10處，多者(從第11處起)不計分。I went to the supermarket yesterday.While walk around，I noticed a credit card on the floor by chances.I picked it up and waited for an owner.No one comes.Suddenly, a lady with an anxiously look rushed in.So I approached her and asked why she had lost something.She did, her credit card.I asked her name but confirmed that it matched the card.Then I returned to her.She said she had prayed to her mother, who had passed away recently, to help her find the card.We talked and I introduced for myself, “My name is Claire.” She responded, “My mother's name is Claire either！”【語篇解讀】本文是一篇記敘文。作者去超市撿到一張信用卡，最后歸還給了一個女孩。其實這個女孩是為她媽媽找卡的，她媽媽最近已經(jīng)去世了。I went to the supermarket yesterday.While around，I noticed a credit card on the floor by .I picked it up and waited for owner.No one .Suddenly, a lady with an look rushed in.So I approached her and asked she had lost something.She did, her credit card.I asked her name confirmed that it matched the card.Then I returned to her.She said she had prayed to her mother, who had passed away recently, to help her find the card.We talked and I introduced for myself, “My name is Claire.” She responded, “My mother's name is Claire ！”- 4 -