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本文主要講述弗蘭克不顧個(gè)人安危在地鐵救人的故事。 41. D 細(xì)節(jié)理解題。本題是問(wèn)Lisa身體虛弱的原因。因題干中有weakness, 最好用其詞根weak在文中搜尋, 結(jié)合命題的順序性原則, 在第一段找到關(guān)鍵句——倒數(shù)第二句Lisa felt weak and tired—maybe it hadn’t been a good idea to give blood the night before, 對(duì)照選項(xiàng), 選D。選項(xiàng)A只含文中個(gè)別詞, 與文中信息不符, 應(yīng)排除；選項(xiàng)B是文中信息, 但這是虛弱的結(jié)果而不是原因, 應(yīng)排除；選項(xiàng)D, “她做了許多工作”與文中“她有許多工作要做”意思不同, 應(yīng)排除。,42. D 細(xì)節(jié)理解題。由第三段末“No! Not you! ”his girlfriend screamed after him及第四段“She was right to be alarmed…The train was about 20 seconds from the station(她感到擔(dān)心是正確的……火車(chē)離車(chē)站大約只有20秒鐘了)”, 可知“她擔(dān)心火車(chē)壓死他”, 故選D。另外, 根據(jù)本文最后一句I saw the train coming and I was thinking he was going to die, 可進(jìn)一步確認(rèn)D正確。,43. A 細(xì)節(jié)理解題。根據(jù)命題的順序性原則, 在第五段找到關(guān)鍵信息, 第三句But he managed to raise her to the platform so that bystanders could hold her by the arms…就是具體描述他如何救莉莎的, 據(jù)此, 可知選A, 只是選項(xiàng)中用lift替代了raise, 同義代換。選項(xiàng)B是無(wú)中生有；選項(xiàng)C是麗莎蘇醒后對(duì)剛才所發(fā)生的事的感覺(jué), 張冠李戴；選項(xiàng)D是旁觀者(bystanders)的動(dòng)作而非Frank的動(dòng)作, 張冠李戴。,44. B 細(xì)節(jié)理解題。用conscious搜尋, 根據(jù)命題的順序性原則, 在第五段找到關(guān)鍵信息, 即最后兩句“But he managed to raise her to the platform…That was where Lisa briefly regained consciousness, felt herself being pulled…”, 句中that就是指代前句的the platform, 故選B。 45. C 寫(xiě)作目的題。本文只是告訴我們一個(gè)在地鐵救人的一個(gè)事實(shí)。,［難句理解］,結(jié)構(gòu)分析：句中where引導(dǎo)一個(gè)表語(yǔ)從句，表示地點(diǎn)；從句中有三個(gè)并列謂語(yǔ)regained，felt和saw?，F(xiàn)在分詞的被動(dòng)式being pulled along the ground作賓語(yǔ)herself的補(bǔ)足語(yǔ)；現(xiàn)在分詞短語(yǔ)holding her purse作賓語(yǔ)someone else的補(bǔ)足語(yǔ)。That was where… 意為“這就是……的地方”。 漢語(yǔ)大意：在站臺(tái)上莉莎暫時(shí)恢復(fù)了知覺(jué)，感到自己被沿路拉著，還看見(jiàn)有人拿著她的錢(qián)包。,本文作者記敘了五年級(jí)美術(shù)課海報(bào)設(shè)計(jì)比賽獲獎(jiǎng)的經(jīng)歷。 46. D 細(xì)節(jié)理解題。根據(jù)命題的順序性原則, 在第二段末句找到關(guān)鍵信息“You just have to make sure that the words on the blackboard appear somewhere on your poster”, 可知選D。 47. A 詞義猜測(cè)題。從上文的描述, “筆畫(huà)顏色, 擺弄紙張”, 可知我們是在“思考”我們的設(shè)計(jì)；另外, 上下句是Some…Others…句式, “while we conjured up our designs”的對(duì)應(yīng)部分是后面的while deep in thought, 可見(jiàn)conjured up的意思應(yīng)與deep in thought相當(dāng), 是為設(shè)計(jì)“出主意”, 故選A。,48. C 細(xì)節(jié)理解題。由第三段第一句“We studied the board critically”和后面some…others…的具體描述可知。 49. D 細(xì)節(jié)理解題。由第四段倒數(shù)第二句“Some of us would wander past… with a growing sense of hopelessness”可知。 50. C 推理判斷題。由“always—always—rewarding the same old winners”. “I can’t say that with any certainty”和“I probably never…”等可推斷出, 作者對(duì)得獎(jiǎng)還是驚訝的。,［難句理解］,結(jié)構(gòu)分析：they seemed especially fond of是定語(yǔ)從句，前面省略了關(guān)系代詞that；making all of us believe…是現(xiàn)在分詞短語(yǔ)作狀語(yǔ)，相當(dāng)于一個(gè)非限制性定語(yǔ)從句(which made…)，補(bǔ)充說(shuō)明或解釋grown-up trick of the sort(那種成人的把戲)；believe后是一個(gè)省略了連詞that的賓語(yǔ)從句。 漢語(yǔ)大意：還有他們似乎特別喜歡的那種成人的把戲，使我們都相信有一個(gè)公平的機(jī)會(huì)，然后卻總是——總是獎(jiǎng)勵(lì)相同的老贏家。,本文是一篇夾敘夾議的文章, 通過(guò)一時(shí)辨認(rèn)不出一位老同事的字跡及其回顧, 對(duì)在電腦沖擊下, 書(shū)法受忽視感到惋惜, 并認(rèn)為中小學(xué)應(yīng)當(dāng)加強(qiáng)書(shū)法教學(xué), 而且是可行的。 51. A 細(xì)節(jié)理解題。由第二段最后一句I had been working with this colleague for at least a year, maybe two, and yet I did not recognize her handwriting at that point可知。 52. C 細(xì)節(jié)理解題。由第三段最后一句“辨認(rèn)彼此的筆跡就像辨別彼此的面部或聲音一樣”可知。,53. A 細(xì)節(jié)理解題。由第四段中的As a child visiting my father’s office, I was pleased to recognize, in little notes on the desks of his staff, the same handwriting I would see at home可知。 54. D 觀點(diǎn)態(tài)度題。由倒數(shù)第二段, 特別是…expressive, …getting to know their subjects is learning to read their handwriting可推知。 55. B 推理判斷題。由第五段末句與第六段(I don’t buy it)以及最后兩段可推知。,［難句理解］,結(jié)構(gòu)分析：句中cut off from.keyboard does是賓語(yǔ)anyone的補(bǔ)足語(yǔ)，在這個(gè)補(bǔ)足語(yǔ)中，that引導(dǎo)一個(gè)定語(yǔ)從句，并在從句中作promotes的賓語(yǔ)。 漢語(yǔ)大意：我不想看到任何人遠(yuǎn)離富于表達(dá)的有個(gè)性的交往(如letters, notes)，鋼筆依然比數(shù)字鍵盤(pán)能更好地促進(jìn)這些交往方式。,