2019-2020学年高中英语 Unit 16 Stories Section Ⅲ Reading(

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1SectionⅢReading(Ⅱ)(Lesson2&Lesson3)Ⅰ.匹配下列单词的词性及汉语意思()1.specificA.adj.倔强的,固执的()2.abnormalB.adj.直接的;坦率的()3.discourageC.adj.令人钦佩的;极佳的()4.admirableD.adj.逐渐的()5.severeE.v.扩大,扩充()6.restrictionF.adj.详细的;特定的()7.stubbornG.adj.明显的,显而易见的()8.straightforwardH.n.限制,约束()9.preciousI.adj.严重的;严厉的()10.gradualJ.vt.使泄气,使灰心()11.expandK.adj.宝贵的,珍贵的()12.apparentL.adj.反常的,不正常的[答案]1-6FLJCIH7-12ABKDEGⅡ.选择下列句中词组的汉语意思A.特别,尤其B.容忍;忍受C.以……名字给某人/某物命名D.以……结束,以……告终E.偶然遇见F.支撑起G.依靠H.理解;算出;解决()1.ThecollegeisnamedafterGeorgeWashington.()2.Whilecleaningtheatticyesterday,Icameacrossanoldphotographofmymother.()3.Thisoldtreeisheldupbyapost.()4.Theydecidednottocountonforeignaidtorelievethefamine.()5.Ittookthemaboutonemonthtofigureouthowtostarttheequipment.()6.Everytimetheywentdancingtheyendedupinabadmood.()7.Ihavetoputupwithmycat'sfuralloverthehouse.()8.HereIwouldliketofocusononequestioninparticular.[答案]1-5CEFGH6-8DBA2(教师独具)HelenkellerHelenKellerwasaveryspecialgirlwhoneededasuperb(出色的)teacher①.Bythetimeshewassevenyearsold,shestillcouldn'tspeak,readorwrite.ThiswasbecauseHelencouldn'tseeorhear.Withthesesevere(严重的)restrictions(限制)onhercommunication,Helen'sbehaviourwasoftenunbearable(不能忍受的).Shewasstubbornandangry,andoftenbrokethingswhenshewasn'tunderstood.AnneSullivanwasbroughtintohelpHelen.Annewasateacherandformer(以前的)student②ataschoolfortheblindinBoston.ShehadhadeyesightproblemsearlyinlifeaswellsoshecouldrelatetoHelen'sdifficulties.HerfirstgoalwastostopHelen'stroublesomebehaviour③.Helenwouldneedthisvaluablepreparationinordertolearnlanguage.Shewouldalsoneedlotsoflove.WhenAnneandHelenfirstmet,AnnegaveHelenabighug.海伦·凯勒海伦·凯勒是一个很特别的女孩,她需要一个出色的老师。七岁的时候,她仍然不会说话、阅读和写字。这是因为海伦看不见也听不见。因为交流上有这些严重的障碍,海伦的行为举止经常令人不能忍受。她固执,易怒,在别人不明白她的意思时,就常打乱东西。安妮·沙利文来帮助海伦。安妮是波士顿一所盲人学校的老师。她也曾在那里就读。安妮年幼的时候也曾有过视力的问题,所以能够对海伦的困难产生共鸣。她的第一个目标是要停止海伦讨厌的行为。海伦需要这样重要的准备来学习语言,她也需要更多的爱。当安妮和海伦第一次见面时,安妮就紧紧地拥抱了海伦。[助读讲解]①who引导定语从句修饰先行词averyspecialgirl。②teacherandformerstudent共用一个不定冠词a,表示两种身份同时兼有,Anne既是老师,又是以前的学生。③不定式短语在句中作表语。Helenwouldhavetolearntounderstandwordsspelledonherhand.Anne'stechniquewassimpleandstraightforward(直接的).ShewouldputanobjectintooneofHelen'shandsandspellthewordintoherotherhand.Shestartedwithdolls.ShewouldletHelenplaywiththedoll,andthenspelltheletters“D­O­L­L”intoherhand.Helenthoughtthiswasagame.Shehadaprecise(准确的)descriptionofherexcitementinherbook,TheStoryofMyLife:“Runningdownstairstomymother,Iheldupmyhandandmadethelettersfordoll.IdidnotknowthatIwasspellingawordoreventhatwordsexisted;Iwassimplymakingmyfingersgoinmonkey­likeimitation(模仿).”Thenoneday,AnnetookHelenouttothewell.AnneputHelen'shandunderthe3water.Asthewaterflowedoveronehand④,Annespelled“w­a­t­e­r”intotheotherhand.Thensuddenly,Helenhadaburstofunderstanding;themovementofthefingersmeantthecoolwaterflowingoverherhand.Thisprecious(宝贵的)knowledgegaveherhopeandjoy.Finally,theworldofwordswasopeninguptoher.Nowthat(由于)Helenunderstoodthekeytolanguage⑤,shewasveryeager(渴望的)tolearnmoreanduseitasmuchasshecould.ChildrenwhocanseeandhearlearnlanguageeasilybutforHelen,itwasagradual(逐渐的)andsometimespainfulprocess.However,theresultswereamazing.海伦将要学会理解拼写在她手里的单词,安妮的方法很简单直接。她将一件物品放在海伦一只手里,然后在她另一只手里拼写单词。安妮用玩具娃娃开始。她让海伦玩娃娃,然后在她的手里拼写字母“D­O­L­L”。海伦以为这是个游戏。她在她的书《我的生活故事》中准确地描述了自己的兴奋。“我冲下楼跑向妈妈,举起手,拼写玩具娃娃的字母。我不知道自己在拼写一个单词,更不知道单词的存在;我只是简单地像猴子般地模仿着移动手指。”后来有一天,安妮带海伦出来到了水井边。安妮将海伦的手放在水的下方。当水流过一只手时,安妮在另一只手里拼写“w­a­t­e­r”一词。一瞬间,海伦突然明白了:手指的运动表示正在流过她的手的清凉的水。这一宝贵知识给了她希望和欢乐。终于,词语世界向她敞开了。既然海伦理解了语言之谜,她非常渴望学习更多的词语并且尽可能多使用它们。能看和听的孩子学语言很容易,但是对海伦来说,这是一个渐进的,有时是痛苦的过程。然而,结果是令人惊叹的。[助读讲解]④As引导时间状语从句,as表示“在……的时候”。⑤nowthat引导原因状语从句,表示“由于,既然”。AsHelen'sknowledgeandvocabularyexpanded⑥,sheaskedmoreandmorequestions.Thissoonledhertodiscovermorecomplex(复杂的)wordsandchangedherthinkingprocesses.Tryingtolearntheword“love”wasanexperiencethatsherememberedwell.Thisishowshedescribeditinherbook,TheStoryofMyLife:“IrememberthemorningthatIfirstaskedthemeaningoftheword‘love’.ThiswasbeforeIknewmanywords.Ihadfoundafewearlyvioletsinthegardenandbroughtthemtomyteacher...MissSullivanputherarmgentlyroundmeandspelledintomyhand,‘IloveHelen.’‘Whatislove?’Iasked.Shedrewmeclosertoherandsaid,‘Itishere,’pointingtomyheart⑦...HerwordspuzzledmeverymuchbecauseIdidnotthenunderstandanythingunlessItouchedit.”Themeaningoflovewasstillnotapparent(明显的)toHelenbutshekeptontryingtounderstand.“Ismeltthevioletsinherhandandasked,halfinwords,halfin4signs,aquestionwhichmeant,‘Islovethesweetnessofflowers?’‘No,’saidmyteacher.”随着知识和词汇的扩大,海伦问越来越多的问题。这很快就使她发现更复杂的词汇,改变了她的思考过程。学习“爱”(love)这个词的过程是她记忆深刻的一个经历。她在自己的书《我的生活故事》里这样描述的:“我记得第一次问‘爱’这个词的意思的那个早晨。这是我知道很多词之前。我在花园里发现了几枝早开的紫罗兰花,我把花拿给我的老师……沙利文小姐轻柔地将她的手臂环抱着我,在我的手里拼写‘我爱海伦’。‘什么是爱?’我问道。她将我拉近一些,然后指着我的心说,‘它在这里,’……她的话使我感到非常困惑,因为那时我若不用手触摸就什么都不理解。”海伦对爱的意思还是不明白,但是她继续去努力理解。“我闻到她手里的紫罗兰花,一半用单词,一半用手势,我问了这样一个问题,‘爱是花的甜蜜吗’?‘不是,’我的老师说。”[助读讲解]⑥as引导时间状语从句,as表示“随着”。⑦此处是现在分词短语作伴随状语。Helenthenfeltthewarmth(温暖)ofthesunshiningonthem⑧.Shepointedupandaskedifthatwaslove.Whenherteachersaidthatitwasn't,shewasconfusedanddisappointed.“Ithoughtitstrangethatmyteachercouldnotshowmelove.”⑨Theword“think”wasalsoadifficultonef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