2019高考英语 考前30天之备战 专题四 任务型阅读 第一节 任务型阅读解题方法突破 能力摸底学案
2019中考英语任务型阅读(4—1).doc

2019 中考英语任务型阅读(4 —1)注意事项:仔细阅读理解,联合历年的真题,总结经验,查找不足!重在审题,多思虑,多理解!任务型阅读第四种类〔 1〕阅读下边短文,从中为71-72 题中的四种现象找到相应的环保建议,并达成75 题。
答题均写在对应题号的横线上。
ThingsYouCanDotoHelptheEnvironmentCARSCarsaregettingbigger.Biggercarsburnmoregasandincreaseproblemswithair pollution.Sotrytowalk,ride,ortakebusesorsubways.Andifyoudriveacar,ke epitinagoodstate.Thiscansavegasandmakelesspollution.EnergyThebiggestuseofhomeenergyisforheatingandcooling.Soturnupyouraircond itionedand,umdowntheheat,eenergy-savinglights.An dremembertoturnlightsoff.PRODUCTSEachAmericanthrowsaway10kilogramsoflittereveryday.Trytomakelesswaste.Askyourselfbeforeyoubuysomething:DoIneedit?Buyproductsthatyoucanu seoverandoveragain.WATERShowersusealotofwater.Inoneweek,acommonAmericanfamilyusesasmuchwat erasapersondrinksinthreeyears!Takeshortershowersorbuyaspecialsmallsh owerhead.Thiscancutwateruseinhalf.71.Lindaalwaystakeslongshowersinthemorning.__________________________________________________72.Jeffleavesthelightsonathomeallthetime.__________________________________________________73.Nickbuysanewspapereveryday,butneverreadsit.____________________________________________________74.Ginadrivestowork,butherofficeisnearherhome.___________________________________________________75.Thispassageismostprobablytakenfrom_______________答案: 71.Takeshortershowersorbuyaspecialsmallshowerhead.72.Remembertoturnlightsoff.73.Trytomakelesswaste./Askyourselfbeforeyoubuysomething:DoIneedit?74.Trytowalk,rideortakebusesorsubways.75.A******************************************************任务型阅读第四种类〔 2〕阅读下边的短文,按要求达成所给任务。
2019年高考英语任务型阅读理解冲刺模拟试卷及答案

2019年高考英语任务型阅读理解专项练习(名师押题预测+实战训练,建议下载练习)五、Kids and PondsYears ago there was a group of kids who would hang around at some local ponds in the woods near their houses in Warwick, Rhode Island. In summer they caught frogs and fish. When winter arrived th ey couldn’t wait to go skating. Time passed, and the ponds became the only open space for the kids to enjoy themselves in that neighborhood.One day. a thirteen-year-old boy from this group of kids read in the local newspaper that a developer wanted to fill in the ponds and build over a hundred small houses called condominiums. So the boy went door to door and gathered more than two hundred signatures (签名)to stop the development A group of citizens met and decided to support him.At the meeting of the town planning board (委员会),the boy was quite nervous at first and spoke very softly. But when he saw the faces of his friends and neighbors in the crowd and thought about what was happening to their favorite ponds,his voice grew louder. He told the town officials that they should speak for the citizens. He also insisted that they should leave enough space for children.A few days later,the developer stopped his plan.Nine years later, when that teen was a senior in college, he was informed that the developer was back with his proposal to build condominiums. Now twenty-two years old, he was studying wetlands ecology. He again appeared before the town planning board. This time as an expert witness, he used environmental protection laws to explain restrictions on development in and around wetlands and the knowledge of wetlands ecology to help improve the development. Finally some condominiums were built, but less than half the number the developer wanted. The ponds where those kids used to hang around were protected by a strip of natural land,and are still there today.81. What did the kids like to do at the local ponds in winter?(No more than 6 words) (2 marks)——————————————————————————————————————82. How did the boy win the citizens’ support? (No more than 10 words)(2 marks)——————————————————————————————————————83. What did the boy tell the town officials?(No more than 16 words)(3 marks)——————————————————————————————————————84.What helped the boy to protect the ponds successfully nine years later?(No more than 12 words)(3 marks) ——————————————————————————————————————81. 【答案】They liked to skating。
高考英语专题复习 任务型阅读(含答案)

高考英语专题复习任务型阅读(含答案)一、高中英语任务型阅读1.任务型阅读Just as team members today have assigned doing roles, there should also be thinking roles. By knowing how other members of your learn and organization think---and by others knowing how you think—everyone can be more productive. So how should you evaluate how you and your team think? After a lot of trial-and-error, we developed a three-step method that delivers practical and meaningful results.Focus. Do you tend to pay the most attention to ideas, process, action, or relationships? For example, in the morning do you think about the problems you need to solve, the plans you need to make, the actions you need to take, or the people you need to see? This isn't about picking one to the exclusion(排除)of the other. It's about where your focus naturally lands.Orientation(方向). A good way to identify your orientation is thinking about what tends to bother you in meetings. Are you more likely to complain about getting dragged into the weeds or about things being too general and not specific enough? These dimensions are complementary(补充的)to personality, skills, and traditional roles.Combination. By combing these two dimensions you can know about the thinking style at work in whatever context or setting you chose. When you know your thinking style, you know what naturally energizes you, why certain type of problems are challenging or boring, and what you can do to improve in areas that are important to reaching your goals. Once you know your style, it helps to share it with others, and have others share theirs with you. In this way, your thinking style becomes a useful tool---a kind of social currency---for the team. Imaging you put together a team to work on a new initiative(行动). Wouldn't you like to know who is energized by big-picture strategy discussions and who finds them frustrating? Who likes to work on the details of the execution? And who is energized by managing the team dynamics?The landscape of business is changing rapidly, and we have to find new and better ways to connect and communicate. We all want to work better together, the challenge is actually making it happen. Understanding collaboration(合作)through the way of thinking rather than doing is a practical and powerful step forward.【答案】equally;improve/increase;evaluating;thinking;choice;whether;combine;contributes/leads;Conclusion;how【解析】【分析】本文是一篇说明文,正如今天的团队成员分配的角色一样,也应该有思考的角色,两者同样重要。
高考英语 考前30天之备战 专题四 任务型阅读 第一节 任务型阅读解题方法突破 自主学习学案

专题四任务型阅读
第一节任务型阅读解题方法突破
【应试指导】
【考情分析】江苏省英语高考试题自启用任务型阅读题型。
本题型在测试考生阅读理解能力的基础上,侧重考查考生的单词拼写、词性转换、句式转换、段落归纳等综合能力。
在高考说明示例二后特别增加了“补全填空应符合语法和搭配要求”。
这一变化突出了对考生掌握文章大意和分析文章结构框架的能力要求。
高考任务型阅读近三年文章体裁以议论文和说明文为主。
词数在400~550之间。
近3年内江苏高考任务型阅读材料类型一览表
C om munication Princi ples
The M agnetic Se nse ---The Livi ng Compass
When Sh ould a Leader Apologi ze and When
Not?
【备考策略】
任务型阅读首先是一篇阅读理解。
为了确保对文章准确深刻理解,同时提高解题速度,最终能顺利完成该项任务,考生必须做到:
1. 注重平时词汇记忆,熟练掌握考纲词汇中常用词汇的词性转化。
2. 了解文章的结构,把握全篇的文,即句与句、段与段之间的逻辑关系。
3. 加强限时阅读训练,尤其是词数在400~550之间的较长篇幅的阅读训练。
4. 系统训练,循序渐进,最终达到相应的解题能力要求。
第1页共1页。
2019高考英语:阅读理解(任务型)练习题及解析

2019高考英语:阅读理解(任务型)练习题及解析第二节.根据对话情景和内容,从对话后所给的选项中选出能填入每一空白处的最正确选项,并在答题卡上将该选项涂黑。
选项中有两个为多余选项。
W:Hello,thisisBettyspeaking.61M:Yes,Betty.Howareyoudoing?W:Abitbusy.Yousee,I’mbusypreparingforthefinalexamnextweek.62Heisalwaysstrictwithus.Youdon’tseemworriedaboutitatall.M:Oh,Ihavedonealotofexerciseslastweekend.Sotakeiteasy,Betty.I’dliketoinviteyoutoaconcertthisevening.63W:Yes,it’sverykindofyou.ButI’mafraidIwon’tgobecauseI’mreallytoobusy.M:64TheconcertisstillonnextSaturday.Wecangothattimeafterfinishingtheexams.W:65Whattimeexactly?M:Well,itstartsat7:30pm.IwillcallyouagainwhenIgetthetickets.W:Thankyou.Seeyouthen.A.Can’tyouanswerthephone?B.IsthatBrown?C.It’snothing.D.I’mafraidIwillfailinMr.Smith’scourse.E.Thatwillbefine.F.whatashameitis!G.Irememberyoudidsayyoulikecountrymusic.61—65BDGCE**************************************************************结束语法填空(共10小题;每题1,总分值10分)依据以下短文意思,在每题空格处填入适当的英语词语,或用每题括号内所给词的正确形式填空,并把答案填入答题卡标号为76-85的相应空格内。
2019高考英语专题练习-任务型阅读(含解析)

2019高考英语专题练习-任务型阅读(含解析)一、任务型阅读1.阅读理解Meet Thomas Wilson. Thomas is famous all over the world. He holds the world record for sleeping in (睡过头). One weekend, Thomas slept in for two days, three hours and fourteen minutes. It was unbelievable. No one in history had ever slept in for so long before.Thomas was very proud of his world record. His friends were proud of him, too. Whenever Thomas walked down the street, people always came up to him and shook his hand. Thomas was a star.The on]y who wasn't proud of Thomas's world record was his father. Dad didn't like it when Thomas slept in. He complained that whenever Thomas slept in, the lawns didn't get mowed. He was worried about how high the grass was getting. Every weekend, it seemed to get higher and higher. “It's like a jungle there,”Dad moaned (抱怨) to Thomas one day. But Thomas wasn't worried about the grass getting higher. He had more important things on his mind—like sleeping in.One morning, Thomas was woken from a deep sleep by a loud roaring noise. It sounded like a wild animal pacing about under his bedroom window.Thomas rushed over to the window and pulled the curtains back. His eyes bulged like basketballs. “What on Earth…?”He gasped. There, in the middle of the backyard, was a lion! “Awesome!”cried Thomas. Suddenly, a giraffe poked its head through the window. It munched the leaves from a plant sitting by Thomas's bed. Next, an elephant walked past the swimming pool and squirted (喷出) water all over Dad's car! “Cool!”cheered Thomas. “Now I don't have to wash Dad's car today.”(1)What is Thomas famous for?(2)How long did Thomas sleep in one weekend?(3)Was Thomas's father proud of his son's world record?(4)Why did Thomas say he didn't have to wash Dad's car?(5)What do you think of Thomas's world record for sleeping in?2.任务型阅读Tips for Upcoming Senior TwoPeople often describe Senior Two as a year with “much more homework, more frequentexams and more fierce competitions”.________⒈Manage your time carefully and make full use of it.Try to study not hard but efficiently. Make a to-do-list for your time after school. Don't just spend quite a long time on only one subject.________Remember to take breaks when you feel exhausted.⒉Treat Competition in Class in a right way.Don't treat your classmates as potential(潜在的)enemies. Competition cannot be avoided, but everyone wants to study and live in a friendly environment.________By helping others solve problems, you inspire others, enrich your own knowledge and gain lasting friendship.⒊________Don't let your former rankings limit you. What really matters is how you treat exams and ranking. Forget the class ranking or grade rankings, but compete with yourself. In a while, you will see yourself climbing in scores and rankings.All in all, the coming new school year is sure to be full of challenges. Too much worry only adds to your difficulties in your development.________Wish you the best of luck in the new academic year!A. Learn for yourself, not for others.B. Have a right attitude towards your rankings.C. Good time management skills are very important.D. Instead, divide the hours into small periods for different subjectsE. When you prepare for the battle, some advice from me may be of helpF. So when they turned to you for help, just share your wisdom immediatelyG. If you keep my advice in mind, you will achieve a lot and lead a happy life.3.15 .任务型阅读Read the following passage and then answer the questions.When thinking back to an experience that has affected me the most, I can't help but recall the first time I performed for a crowd with my band.As I stood in the dark, in front of 300 people, my head began to pound and my eyes began to hurt from straining to see the faces before me. No matter how many times I wiped off my hands,they were covered with sweat, making them fumble across the strings of my guitar. Then, in a flash, the spotlights were turned on and the crowd yelled. My heart raced and I knew that the night of my first concert would be exciting and memorable.The concert was held annually at Frank's school. Being the largest activity for the students in the spring, we were told to expect the whole school to come to see us play. That fact went over and over in my mind. True, I had played in the school band in concerts for many people, but that was with a large group and I had sat in the back. Here it was just the three of us, all up front. I had had different visions of what performing would be like, but what ended up happening was a pleasant surprise.During the first song, the crowd stood in a mixed state of confusion and excitement. I could see nothing but their dark shapes, some swaying to the beat of the bass drum, others standing still, examining our every move. The song ended with hesitant applause.Glancing at Frank, the guitarist and singer, I read a message in his eyes. "I don't think they like us." His look pierced through my heart and I almost left the stage, yet kept going anyway. The second and third songs went the same way with the crowd looking at us like monkeys in a zoo. But then the magic started.Our fourth song we had was written for the occasion and it was as if it were the beginning of a trip that we would take with the crowd of onlookers. The funk bass and driving drums seemed to pick these people up like puppets and do with them what they pleased. The crowd danced and jumped and clapped, in and out of beat. Our music was giving these people a reason to lose their inhibitions and for a short time, enjoy themselves. By the end of the second to last song the crowd was at our mercy. Finally creating a situation that I had only dreamed of, during the last song the crowd began to sing the words. But it was not just any song, it was a song we had written. This sent my heart racing and I couldn't help smiling and even laughing. The song ended and an echoing roar came over the crowd.The concert was to me part of a childhood dream. My friends and I were responsible for giving 300 people a good time for an evening. They sang my words and they hummed my tune, and all helped to make the dream come true. That night back in my room, I sat up all night. I saw the bodies dancing in front of me and heard their screams. Even though I may perform in college and in the future, this feeling is one I may never feel again.(1)Questions ①to ⑤. Judge if the following statements agree with the information given in the passage. Choose A for TRUE if the statements agree with it; choose B for FALSE if the statements don't agree with it; choose C for NOT GIVEN if the information the statements carry is not mentioned anywhere in the passage.①The three of us usually sat up front in the school band.________②In the beginning, the audience was not fully absorbed in the performance.________③The song written for the concert aroused the audience's excitement.________④When the fourth song started, the audience began to sing along.________⑤In the end, the performers played more songs at the request of the audience.________(2)Questions ⑥to ⑨. Match the following words with their meanings in the passage. Note that there are four choices more than you need.A. search carefulyB. shynessC. rumn'ng quiclyD. move awkwardlyE. struggrngF. senseG. stretchingH. beating fast⑥straining ________⑦fumble ________⑧inhibitions ________⑨racing ________(3)Question ⑩. Choose the best answer from A, B, C or D.⑩What is the best title for the passage?A. My Valuable Experience.B. A Special Occasion.C. My Childhood Dream.D. A Memorable Concert.4.选择合适的选项完成短文。
12019年高考英语考试大纲解读专题04阅读理解(含解析)

专题04 阅读理解《2019年普通高等学校招生全国统一考试大纲》(英语)中有关阅读的要求:要求考生能读懂书、报、杂志中关于一般性话题的简短文段以及公告、说明、广告等,并能从中获取相关信息。
考生应能:(1)理解主旨要义;(2)理解文中具体信息;(3)根据上下文推断单词和短语的含义;(4)做出判断和推理;(5)理解文章的基本结构;(6)理解作者的意图、观点和态度。
【解读】阅读是我国考生学习和使用外语的最主要途径,因此,阅读理解在试卷中占权重较大。
该部分要求考生读懂熟悉的有关日常生活话题的简短文字材料,例如公告、说明、广告以及书、报、杂志中关于一般性话题的简短文章。
考生应能:2. 理解文中具体信息文章主题和中心思想的阐述往往需要大量细节信息的支持,这些细节信息对于理解全文内容至关重要,同时也是归纳和概括文章中心思想的基础。
具体信息有时可以直接从文章中获取,有时则需要进行归纳、概括和推断后才能得到。
3. 根据上下文推断单词和短语的含义阅读文章时,常常会遇到一些过去未见过的单词和短语,但许多这类词语的含义可以通过上下文推断出来。
这种不使用词典而通过阅读上下文来推断词语含义的能力,是一个合格的读者必须具备的能力,因此也是阅读理解部分经常考查的一种能力。
4.根据所读内容作出判断和推理在实际的阅读活动中,常常需要根据文章提供的事实和线索,进行逻辑推理,推测作者未明确提到的事实或某事件发展的趋势等。
这种判断和推理的能力是阅读理解能力的重要构成部分,因而也是阅读理解部分重点考查的能力之一。
6. 理解作者的意图、观点和态度每篇文章都有一个特定的写作目的,或是向读者传递某个信息,或是愉悦读者,或是讲授某个道理。
而这些信息通常并不是明确表达出来,而是隐含在文章之中。
因此,读者需要在理解文章总体内容的基础上,去领会作者的言外之意。
【说明文】【样题】(2018·全国新课标I,D)We may think we’re a culture that gets rid of our worn technology at the first sight of something shiny and new, but a new study shows that we keep using our old devices (装置) well after they go out of style. That’s bad news for the environment– and our wallets – as these outdated devices consume much more energy than the newer ones that do the same things.To figure out how much power these devices are using, Callie Babbitt and her colleagues at the Rochester Institute of Technology in New York tracked the environmental costs for each product throughout its life –from when its minerals are mined to when we stop using the device. This method provided a readout for how home energy use has evolved since the early 1990s. Devices were grouped by generation. Desktop computers, basic mobile phones, and box-set TVs defined 1992. Digital cameras arrived on the scene in 1997. And MP3 players, smart phones, and LCD TVs entered homes in 2002, before tablets and e-readers showed up in 2007.As we accumulated more devices, however, we didn’t throw out our old ones.“The living-room television is replaced and gets planted in the kids’ room, and suddenly one day, you have a TV in every room of the house,” said one researcher. The average number of electronic devices rose from four per household in 1992 to 13 in 2007. We’re not just keeping these old devices– we continue to use them. According to the analysis of Babbitt’s team, old desktop monitors and boxTVs with cathode ray tubes are the worst devices with their energy consumption and contribution to greenhouse gas emissions (排放) more than doubling during the 1992 to 2007 window.So what’s the solution(解决方案)? The team’s data only went up to 2007, but the researchers also explored what would happen if consumers replaced old products with new electronics that serve more than one function, such as a tablet for word processing and TV viewing. They found that more on-demand entertainment viewing on tablets instead of TVs and desktop computers could cut energy consumption by 44%.32. What does the author think of new devices?A. They are environment-friendly.B. They are no better than the old.C. They cost more to use at home.D. They go out of style quickly.33. Why did Babbitt’s team conduct the research?A. To reduce the cost of minerals.B. To test the life cycle of a product.C. To update consumers on new technology.D. To find out electricity consumption of the devices.34. Which of the following uses the least energy?A. The box-set TV.B. The tablet.C. The LCD TV.D. The desktop computer.35. What does the text suggest people do about old electronic devices?A. Stop using them.B. Take them apart.C. Upgrade them.D. Recycle them.【文章大意】本文是一篇科普说明文。
2019高考英语二轮培优江苏专用文档:专题四 任务型阅读 第一讲 Word版含答案

第一讲│信息查找题这类题目要求考生能快速在文章中查找相关细节,锁定信息来源,并用文章中的词来填空。
解题时可采用下列步骤:[典例](2016·江苏高考)Other people can help us compensate for our mental and emotional deficiencies(欠缺),much as a wooden leg can compensate for a physical deficiency.To be exact,other people can extend our intelligence and help us understand and adjust our emotions.When another person helps us in such ways,he or she is participating in what I’ve called a “social prosthetic (义肢的) system.” Such systems do not need to operate face-to-face,and it’s cl ear to me that the Internet is expanding the range of my own social prosthetic systems.It’s already a big bank of many minds.Even in its current state,the Internet has extended my memory and judgment.●The (71)________ can help make up for our mental and emotional deficiencies as a wooden leg can compensate for a bodily deficiency.分析第一步:根据题干中的“can help make up for our mental and emotional deficiencies”可以确定命题区间为第一段。
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专题四任务型阅读
第一节任务型阅读解题方法突破
(2019·江苏卷)
When Should a Leader Apologize and When Not?
Why Difficult?
When we wrong someone we know, even not intentionally, we are generally expected to apologize so as to improve the situation. But when we re acting as leaders, the circumstances are different. The act of apology is carried out not merely at the level of the individual but also at the level of the institution. It is a performa nce in whic h every expression matters and every word becomes part of the public record. Refusing to apolo gize can be smart, or it can be stupid. So, readiness to apologize can be seen as a sign of strong character or as a sign of weakness. A successful apology can turn hate into personal and organizational harmony—while an apology that is too little, too late, or to o obviously strategic can bring on individual and institutional ruin. What, then, is to be done? How can leaders decide if and when to apologize publicly?
Why Now?
The que stion of whether leaders should apologize publicly has never been more urgent. During the last decade or so, the Unite d States in particular has developed an apology culture—apologies of all kinds and for all sorts of wrongdoings are made far more frequently than before. More newspaper writers have written about the growing importance of public apologies. More articles, cartoons, advice columns, and radio and television programs have similarly dealt with the subject of private apologies.
Why Bother?
Why do we apologize? Why do we ever put ourselves in situations likely to be difficult, embarrassing, and even risky? Leaders who apologize publicly could be an easy target. They ar e expected to appear strong and capable. And whenever they make public statements of any kind, their individual and institutional reputations are in danger. Clearly, then, leaders should not ap ologize often or lightly. For a leader to express apology, there nee ds to be a good, strong reason. Leaders will publicly apologize if and when they thi nk the costs of doing so are lower than the costs of not doing so.
Why Refuse?
Why is it that leaders so often refuse to apologize, even when a public apology seems to be in order? Their reasons can be individual or institutional. Because leaders are public figures, their apologies are likely to be personally uncomfortable and even professionally risky. Leaders may also be afraid that the admission of a mistake will damage or destroy the o rganization for which they are responsible. There can be good reasons for hanging tough in tough situations, as we shall see, but i t is a high risk strategy.
详解详析
1. performance/act/activity信息查找题。
根据第一段中It is a performance in which every expression matters and every word becomes part of the public record.可直接找到。
2. easy信息归纳题。
根据第一段中Refusing to apologize can be smart, or it can be stupid.可归纳出。
3. properly/appropriately/successfully/rightly信息归纳题。
根据第一段倒数第三句…while an apology that is too little, too late, or too obviously strategic can bring on individual and institutional ruin.可知。
4. urgent信息查找题。
根据第二段第一句The question of whether leaders should apologize pub licly has never been more urgent.
可直接找到。
5. culture信息查找题。
根据第二段第二句…the United States in particular has developed an apology culture—apologies of all kinds and for all sorts of wrongdoings are made far more frequently than before.可直接找到。
6. growing/increasing/rising信息查找题。
根据第二段倒数第二句More newspaper writers have written about the growi ng importance of public apologies.可直接找到。
7. expected/supposed/required信息查找题。
根据第三段第四句They are expected to appear strong and
c apable.可直接找到。
8. public信息转换题。
根据第三段最后两句可知。
9. likely信息查找题。
根据最后一段第三句Because leaders are public figures, their apologies are likely to be personally uncomfortable and even professionally risky.可直接找到。
10. harm/damage信息转换题。
根据最后一段倒数第二句Leaders may also be afraid that the admission of
a mistake will damage or destroy the organization for which they are responsi
b le.可知。
由动词damage/destroy得出名词harm/damage。
Neglect of health is doctor s wealth. 忽视健康成就了医生的财富。