1、2021届高考英语高频阅读词组+练习（十四）一：词组梳理1 in fear of （=afraid for the safety of） 担心2 feed （sb.） on sth. 靠吃， 用喂养3 be fed up with（=be unhappy， tired about sth. dull） 厌烦， 腻了4 (bring forth 产生，引起，结果)5 bring in收获；获利；介绍，引进；聘请；逮捕6 bring off 从船上救出；成功地做7 bring on促使生长；帮助提高8 feel like （=have a desire for） 想要9 fill in 填写10
2、fill out （ =fill in ）填写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）干冒险事13 set sth. on fire（=set fire to sth.）使着火，放火14 at first sight（=when first seen）乍一看，一见15 break away from 脱离，逃离16 break down破坏，粉碎；瓦解；出故障，抛锚17 break in 闯进，打断；使顺服；插嘴(不
3、及物)18 break into 闯入；强行进入(及物，后加进入的地点)；突然开始19 break out (战争，疾病，火灾等)爆发，发生；准备使用；起锚20 in fashion（=stylish， most modern）时兴，流行21 after the fashion （of） 依照22 find fault with（=complain about； criticize）找毛病，对吹毛求疵23 at fault （=in the wrong， blamable）有错24 in favour of 赞成25 (break the record 破记录)26 (break ones p
4、romise 失言)27 break through 冲破28 break up 开垦，破碎；解散，分开，分解29 bring about 引起，实现，导致30 (bring (a)round 使改变观点或看法；使苏醒；顺便把某人带来串门)31 be in favour with 受宠， 受偏爱；32 out of favour with 失宠， 不受宠33 in ones favour（=to ones advantage）对。有利34 （be） favourable to（=advantageous）有利的35 fear for （=be afraid for the safety of
5、sb. or sth.） 为担心36 for fear of （=in case of； because of anxiety about） 以防， 由于怕37 break off 打断，中断38 (break the law 违反法律)39 bring back 送还；使想起，使恢复40 bring down 击落；打死，打伤；使倒下；降低41 bring out 取出，拿出；显示出，使出来；出版42 (bring over 说服，使改变(思想等)43 (bring through 使度过(困难，危机等)44 (bring together 使和解45 bring up 提出，提起；抚养，培
6、养；呕吐二：习题训练（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 Marylands Department of Hea
7、ring & 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 learn
8、ing in class. Mont says the rate of progress absolutely depends on the type of accent it is, how long theyve been speaking English and how often they speak English.Mont says, “I view accent as the spread of culture; the spread of a persons individual identity-and I dont work to remove any part of cu
9、lture 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 int
10、erviewing 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 wi
11、th a test to find out how the students 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 headphon
12、es 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.Monts final advice to English
13、 learners is not to expect to sound exactly like a native speaker. And remember: even native English speakers do not all speak alike!1According to the passage, the Accent Modification ProgramAis aimed at helping students get rid of their accentBdivides students into different classes according to th
14、eir abilitiesCteaches students how to communicate in English-speaking environmentsDoffers students a total of 90 minutes study over one or two school terms2What does the underlined part “elevator pitch” mean in Paragraph 4?ADiscussing ones research in brief.BGiving presentations in an effective way.
15、CPracticing interviewing skills in an elevator.D Making others understand an idea in a short time.3Both of the Compton Method and the Tomatis MethodAuse the method of comparisonBrequire students to take a test firstCserve students who have mastered English wellDrequire students to record their voice
16、s with equipment4What would be the best title for the passage?AThe Development of the Accent Modification IndustryBKeep Your Identity While Changing Your AccentCThe Situation of the Accent Modification ProgramDWays to Sound like a Native Speaker （B）In any major Indian city, people are seen with an a
17、rm 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
18、 highest number of people who have died while taking photos of 5 (they), with 19 of the worlds 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
19、 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
20、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】这是一篇新闻报道。有许多书籍、软件程序、在线和面对面式课程，都承诺教授“母语腔”。但是，真有必要像以英语为母语的人那样说话吗？一些专家说不用的。专家介绍了几种矫正口音的方法，但指出改变口音的同时保持自己原有的身份。1细节理解题，根据第四段Students will most probably work in
21、 English-speaking environments when they leave school. The program teaches them tools for this.参与此项目的学生正在展望未来，他们毕业后很可能在讲英语的环境中工作，这个项目教会他们不同的方法。由此可知，根据这篇文章，口音矫正项目教授学生如何在英语环境中进行交流。故选C项。2词句猜测题。根据a short description of an idea-and how to discuss their research.可知，即在最短的时间内把观点表达清楚，以及讨论他们的研究。由此可知，“elevator
22、 pitch”的意思是让别人在短时间内理解一个想法。故选D项。3推理判断题。根据第五段It begins with a test to find out how the students 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，该种教学从测试
23、开始，以便了解学生的母语对发音不同方面的影响。然后，学习者运用练习材料录制自己的声音，并将发音与母语者的录音进行比较。根据第六段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. 另一种方法是托马蒂斯方法，它使用
24、特殊的耳机，包括听电子修改的声音，并要求学生找出他们的发音和他们听到的声音之间的区别。由此判断出，康普顿法和托马蒂斯法均采用比较法。故选A项。4主旨大意题。通读全文尤其是根据第三段Mont says, “I view accent as the spread of culture; the spread of persons individual identityand I dont work to remove any part of culture from an individual. Mont认为口音是文化和个人身份的延伸，我不想从个人身上消除文化的任何部分。”再结合短文中专家介绍了几
25、种矫正口音的方法，但指出改变口音的同时保持自己原有的身份。所以短文的最佳标题为“改变口音的同时保持自己原有的身份”。故选B项。B【解析】这是一篇说明文。因为很多游客喜欢在印度自拍，导致印度成为自拍死亡人数最多的国家。为了阻止这一情况的恶化，印度政府采取了一些相关措施，例如设立标志牌和罚款。1考查非谓语动词。分析句子可知，设空处应用非谓语动词作状语，逻辑主语people和smile之间是主动关系，应用现在分词，故填smiling。2考查不定式。分析句子可知，此处考查固定用法“主语 + be said/ thought/ believedto do sth.”，故填to love。3考查形容词。分
26、析句子可知，此处应用variety的形容词various“各种各样的”修饰名词leaders，故填various。4考查定冠词。由highest可知此处应填定冠词，表示最高级，故填the。5考查代词。句意：印度是因自拍照死亡数字最高的地方。根据句意可知，此处意为“自拍”即给自己拍照，故应用反身代词指代上文提到的people，故填themselves。6考查比较级。句意：本月早些时候，一个18岁的大学生班级野餐时，站在一个大坝附近的岩石上自拍失去了平衡。根据句意可知，此处意为“本月早些时候”，应用early的比较级earlier，故填Earlier。7考查定语从句。分析句子可知，设空处引导定语从句，修饰先行词a classmate，关系词代替先行词，在从句中作主语，指人，应用关系代词that/who，故填that/ who。8考查时态。分析句子可知，设空处是句子谓语动词，根据上文的since then判断为现在完成时，主语the Indian government是第三人称单数，谓语动词用单数，故填has declared。9考查短语。此处是短语warn sb. against doing sth.“警告某人不要做某事”，故填against。10考查形容词。设空处应填形容词作为表语，故填risky。