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第二节 ( 共 5 小题; 每小题 2. 5 分, 满分 12. 5 分)
阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。
Suppose you are listening to a program in English and hear the word “suspend”. You have heard this word many times and looked up the equivalent( 意思相同的) word in your own language many times, but still forget its meaning. It is easy to blame yourself or think, “I have a terrible memory!” 36
The problem is that translating a word into its equivalent word in your own language is not an effective way to learn vocabulary. It doesn’t create strong connections in the brain, something critical for remembering information. 37 Now, we will discuss how to use images to remember vocabulary.
Danielle Zelin is an English teacher. She has taught for about 25 years, including in South Africa, Latvia and Mauritius, her homeland. 38 ______ “Humans think in images,” she says. Zelin uses pictures or images with her beginning students and some of her mid-level students.
Another teacher suggests learners make visual dictionaries with pictures from the Internet. Before you make the dictionary, think about your goals. If the goal is to strengthen what you’ve already learned about, put the words in alphabetical( 字母表的) order. 39 But if the goal is to write a sentence using each new word, then you probably do not need to put the words into groups.
You can also use word maps. In a word map, you write a central word or idea in the middle and connect it with lines to related words. 40 Zelin gives the example of the word “sharp”. If you center that word, you can connect it to words of things that are sharp, such as knife, needle and scissors.
A. Why do you blame yourself for this?
B. Then organize them into related groups.
C. But your memory is actually not the problem.
D. She thinks visual aids vital for language learners.
E. These are mental tools for you to create information.
F. This builds logic associations between relevant words.
G. To really learn words, connect them with mind pictures.
阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。
Suppose you are listening to a program in English and hear the word “suspend”. You have heard this word many times and looked up the equivalent( 意思相同的) word in your own language many times, but still forget its meaning. It is easy to blame yourself or think, “I have a terrible memory!” 36
The problem is that translating a word into its equivalent word in your own language is not an effective way to learn vocabulary. It doesn’t create strong connections in the brain, something critical for remembering information. 37 Now, we will discuss how to use images to remember vocabulary.
Danielle Zelin is an English teacher. She has taught for about 25 years, including in South Africa, Latvia and Mauritius, her homeland. 38 ______ “Humans think in images,” she says. Zelin uses pictures or images with her beginning students and some of her mid-level students.
Another teacher suggests learners make visual dictionaries with pictures from the Internet. Before you make the dictionary, think about your goals. If the goal is to strengthen what you’ve already learned about, put the words in alphabetical( 字母表的) order. 39 But if the goal is to write a sentence using each new word, then you probably do not need to put the words into groups.
You can also use word maps. In a word map, you write a central word or idea in the middle and connect it with lines to related words. 40 Zelin gives the example of the word “sharp”. If you center that word, you can connect it to words of things that are sharp, such as knife, needle and scissors.
A. Why do you blame yourself for this?
B. Then organize them into related groups.
C. But your memory is actually not the problem.
D. She thinks visual aids vital for language learners.
E. These are mental tools for you to create information.
F. This builds logic associations between relevant words.
G. To really learn words, connect them with mind pictures.
答案：
36.C 空前描述学习者为反复查某个单词却仍记不住它的意思而自责，第二段开头一句指出，问题在于把单词翻译成你的语言中的对应词本身低效。C项“但其实问题不在你的记忆力”直接反驳了“我记性差”的自我归因，并引出下文对记忆方法缺陷的分析。C项中的memory和problem与空前的memory、第二段的problem相呼应。
❌错因分析 A项“你为何要因此自责？”虽呼应自责，但未触及记忆力不是根本原因这一核心转折。
37.G 空前提到翻译无法在大脑中建立强联结，空后马上进入“如何用图像记词汇”。G项“要真正记住单词，就把它们与心理图像联结”给出具体解决方案，既承接“建立强联结”话题，又引出下文实例。G项中的mind pictures与空后images呼应。
❌错因分析 E项“这些是你产生信息的心智工具”概念模糊，且“create information”与语境不符。
38.D 本段介绍教师Danielle Zelin的观点。空前已交代其丰富的教学经历，空后引用她的话“人类以图像思考”。D项“她认为直观教具对语言学习者很重要”既承接其身份，又能引出她使用图片教学的做法。D项中的visual aids与本段的images、pictures呼应。
39.B 空前提到“若目标是巩固你已学的内容，就按字母表的顺序将单词排列”，空后的“但若目标是用每个新词造句，那你大概不必将单词分组”提示空处应承接空前动作，且与“分组”有关。B项“然后将它们按相关类别分组”提示空处应承接上文，且与“不必分组”形成对比。B项中的them指代上文的words。
40.F 空前描述词图“用线条把中心词与相关词连接”。
空后举例:由单词sharp可联想到knife、scissors等词汇。
F项“这能在相关词汇之间建立有逻辑性的联想”准确总结了词图的功能。F项中的This指代前一句的行为，This后的内容就是这样做的好处。
❌错因分析 A项“你为何要因此自责？”虽呼应自责，但未触及记忆力不是根本原因这一核心转折。
37.G 空前提到翻译无法在大脑中建立强联结，空后马上进入“如何用图像记词汇”。G项“要真正记住单词，就把它们与心理图像联结”给出具体解决方案，既承接“建立强联结”话题，又引出下文实例。G项中的mind pictures与空后images呼应。
❌错因分析 E项“这些是你产生信息的心智工具”概念模糊，且“create information”与语境不符。
38.D 本段介绍教师Danielle Zelin的观点。空前已交代其丰富的教学经历，空后引用她的话“人类以图像思考”。D项“她认为直观教具对语言学习者很重要”既承接其身份，又能引出她使用图片教学的做法。D项中的visual aids与本段的images、pictures呼应。
39.B 空前提到“若目标是巩固你已学的内容，就按字母表的顺序将单词排列”，空后的“但若目标是用每个新词造句，那你大概不必将单词分组”提示空处应承接空前动作，且与“分组”有关。B项“然后将它们按相关类别分组”提示空处应承接上文，且与“不必分组”形成对比。B项中的them指代上文的words。
40.F 空前描述词图“用线条把中心词与相关词连接”。
空后举例:由单词sharp可联想到knife、scissors等词汇。
F项“这能在相关词汇之间建立有逻辑性的联想”准确总结了词图的功能。F项中的This指代前一句的行为，This后的内容就是这样做的好处。
第一节 ( 共 15 小题; 每小题 1 分, 满分 15 分)
阅读下面短文，从每题所给的 A、B、C、D 四个选项中选出最佳选项。
Margaret and seven other writers sat around a table; they had created many stories but none was well received. They were in varying degrees of 41 when Professor Henley, their teacher, asked, “Who wants to share first?” The room was silent. Finally, David 42 . He read his story about a detective. His words were fancy, but Margaret felt something was 43 — like the heart of it was gone.
When David finished, Margaret 44 before realizing it, “Why does it matter? It’s like many other detective stories!” The room fell 45 again. “It’s about identity and...” David explained nervously. “No,” Margaret said 46 . “There’s no real meaning behind it.”
Margaret had joined different workshops to learn techniques that supposedly made writing better. Her stories were perfectly 47 — good dialogue, proper pacing... but they were 48 . Now she had had enough of them. “I’ve never written about what 49 me. This story I bring today is about a woman who’s written stories for many years. And it’s the first true thing I’ve ever written.”
The other writers could 51 , as they were frightened to write about their real life too. Then the other writers began to speak their 52 , one by one. “Let’s stop trying to impress and 53 people who aren’t reading anyway. We write the 54 ,” Margaret said.
Professor Henley smiled, “Then, anyone else wants to write something you’re afraid of down?” This time, the silence was full of 55 .
41. A. excitement B. discomfort C. expectation D. discontent
42. A. hesitated B. protested C. volunteered D. continued
43. A. hidden B. missing C. decent D. complicated
44. A. went on B. broke down C. stepped in D. cried out
45. A. noisy B. bright C. quiet D. crowded
46. A. firmly B. eagerly C. shyly D. jokingly
47. A. received B. constructed C. translated D. promoted
48. A. accessible B. powerful C. endless D. meaningless
49. A. scares B. attracts C. annoys D. inspires
50. A. benefit B. support C. recognition D. opportunity
51. A. relate B. argue C. explain D. help
52. A. emotions B. promises C. secrets D. fears
53. A. please B. follow C. respect D. welcome
54. A. rule B. truth C. answer D. dream
55. A. responsibility B. flexibility C. possibility D. sensibility
阅读下面短文，从每题所给的 A、B、C、D 四个选项中选出最佳选项。
Margaret and seven other writers sat around a table; they had created many stories but none was well received. They were in varying degrees of 41 when Professor Henley, their teacher, asked, “Who wants to share first?” The room was silent. Finally, David 42 . He read his story about a detective. His words were fancy, but Margaret felt something was 43 — like the heart of it was gone.
When David finished, Margaret 44 before realizing it, “Why does it matter? It’s like many other detective stories!” The room fell 45 again. “It’s about identity and...” David explained nervously. “No,” Margaret said 46 . “There’s no real meaning behind it.”
Margaret had joined different workshops to learn techniques that supposedly made writing better. Her stories were perfectly 47 — good dialogue, proper pacing... but they were 48 . Now she had had enough of them. “I’ve never written about what 49 me. This story I bring today is about a woman who’s written stories for many years. And it’s the first true thing I’ve ever written.”
The other writers could 51 , as they were frightened to write about their real life too. Then the other writers began to speak their 52 , one by one. “Let’s stop trying to impress and 53 people who aren’t reading anyway. We write the 54 ,” Margaret said.
Professor Henley smiled, “Then, anyone else wants to write something you’re afraid of down?” This time, the silence was full of 55 .
41. A. excitement B. discomfort C. expectation D. discontent
42. A. hesitated B. protested C. volunteered D. continued
43. A. hidden B. missing C. decent D. complicated
44. A. went on B. broke down C. stepped in D. cried out
45. A. noisy B. bright C. quiet D. crowded
46. A. firmly B. eagerly C. shyly D. jokingly
47. A. received B. constructed C. translated D. promoted
48. A. accessible B. powerful C. endless D. meaningless
49. A. scares B. attracts C. annoys D. inspires
50. A. benefit B. support C. recognition D. opportunity
51. A. relate B. argue C. explain D. help
52. A. emotions B. promises C. secrets D. fears
53. A. please B. follow C. respect D. welcome
54. A. rule B. truth C. answer D. dream
55. A. responsibility B. flexibility C. possibility D. sensibility
答案：
41.B 上文“故事不受认可”与下文“沉默”暗示心理压力和不安。excitement“兴奋”;discomfort“不安，不适”;expectation“期待”;discontent“不满”。
42.C 主线关联:“主动”打破沉默，推进情节发展。
Finally与silent形成转折，表示David自告奋勇来分享自己创作的故事。hesitate“犹豫”;protest“抗议”;volunteer“自告奋勇，自愿”;continue“继续”。
43.B 根据下文的“like the heart of it was gone”可知，她觉得有什么东西缺失了。hidden“隐藏的”;missing“缺失的”;decent“得体的”;complicated“难懂的”。
44.D 主线关联:“大声说”体现Margaret的觉醒和情绪爆发。根据她说的话“Why does it matter? It’s like many other detective stories!”可判断，她应是大声说出她的质疑。
45.C 主线关联:“寂静”凸显真话的冲击力，为下文其他作家的转变埋下伏笔。结合空后的again和第一段中的“The room was silent”可知，此处表示房间再次陷入一片沉默。noisy“嘈杂的”;bright“明亮的”;quiet“寂静的”;crowded“拥挤的”。
46.A 否定词“No”和“There’s no real meaning behind it”暗示了Margaret语气的坚定。firmly“坚定地”;eagerly“急切地”;shyly“害羞地”;jokingly“开玩笑地”。
47.B 根据上文的“learn techniques that supposedly made writing better”和下文的“good dialogue，proper pacing”可知，她的故事构思很完美。receive“对……作出反应”;construct“组成，创建”;translate“翻译”;promote“推广”。
48.D 主线关联:“无意义”与构思完美形成对比。根据上文说的故事构思完美，有好的对话和合适的节奏以及but可知，尽管Margaret的作品在技术上无懈可击，但这些故事无意义。accessible“易懂的”;powerful“有力的”;endless“无尽的”;meaningless“无意义的”。
49.A 主线关联:“恐惧”揭示回避真实的原因，是冲突的核心。根据下文中的“as they were frightened to write about their real life too”和“afraid of”可知，Margaret意识到自己从未写过真正让自己害怕的东西。scare“使恐惧”;attract“吸引”;annoy“使恼怒”;inspire“启发”。
❌错因分析 C项易误选，原因是脱离上下文关于“害怕”的语境，只立足本句。
50.C 主线关联:从未受到过“赞誉”呼应上文的不受认可。根据第一段中的“had created many stories but none was well received”可知，许多年来，她写的故事从未受到过赞誉和肯定。benefit“益处，成效”;support“支持”;recognition“赞誉，赏识”;opportunity“机会，时机”。
51.A 主线关联:“理解”引发后面集体的转变。根据下文的原因“as they were frightened to write about their real life too”可知，其他作家因相同困境而感同身受。relate“理解，认同”，在此是一词多义的用法;argue“争论”;explain“解释”;help“帮助”。
52.D 根据上文的“they were frightened to write about their real life too”和下文的“afraid of”可知，其他作家一个接一个地说出自己的恐惧。emotion“情感”;promise“承诺”;secret“秘密”;fear“恐惧”。
53.A 根据空前的“Let’s stop trying to impress and”可知，空处应与impress并列，都是Margaret批判的做法，表示取悦。please“(使)满意，讨好”;follow“跟随”;respect“尊重”;welcome“欢迎”。
54.B 主线关联:写“真相”代表新的创作观，升华文章主题。truth与上文的“real meaning”“true thing”呼应。rule“规则”;truth“真相”;answer“答案”;dream“梦想”。
55.C 根据前面提到的大家都敢于面对自己的恐惧可知，针对教授最后提出的“还有人愿意写下你害怕的内容吗”，房间的沉默应和之前的不同，不再是压抑，而是充满新的可能性的创作思考。responsibility“责任”;flexibility“灵活”;possibility“可能性”;sensibility“敏感”。
❌错因分析 B项易误选，原因是没有理解文章“质疑→自省→共鸣→行动(尝试新的可能的创作)”的主线，以为这里是充满了灵活性。
42.C 主线关联:“主动”打破沉默，推进情节发展。
Finally与silent形成转折，表示David自告奋勇来分享自己创作的故事。hesitate“犹豫”;protest“抗议”;volunteer“自告奋勇，自愿”;continue“继续”。
43.B 根据下文的“like the heart of it was gone”可知，她觉得有什么东西缺失了。hidden“隐藏的”;missing“缺失的”;decent“得体的”;complicated“难懂的”。
44.D 主线关联:“大声说”体现Margaret的觉醒和情绪爆发。根据她说的话“Why does it matter? It’s like many other detective stories!”可判断，她应是大声说出她的质疑。
45.C 主线关联:“寂静”凸显真话的冲击力，为下文其他作家的转变埋下伏笔。结合空后的again和第一段中的“The room was silent”可知，此处表示房间再次陷入一片沉默。noisy“嘈杂的”;bright“明亮的”;quiet“寂静的”;crowded“拥挤的”。
46.A 否定词“No”和“There’s no real meaning behind it”暗示了Margaret语气的坚定。firmly“坚定地”;eagerly“急切地”;shyly“害羞地”;jokingly“开玩笑地”。
47.B 根据上文的“learn techniques that supposedly made writing better”和下文的“good dialogue，proper pacing”可知，她的故事构思很完美。receive“对……作出反应”;construct“组成，创建”;translate“翻译”;promote“推广”。
48.D 主线关联:“无意义”与构思完美形成对比。根据上文说的故事构思完美，有好的对话和合适的节奏以及but可知，尽管Margaret的作品在技术上无懈可击，但这些故事无意义。accessible“易懂的”;powerful“有力的”;endless“无尽的”;meaningless“无意义的”。
49.A 主线关联:“恐惧”揭示回避真实的原因，是冲突的核心。根据下文中的“as they were frightened to write about their real life too”和“afraid of”可知，Margaret意识到自己从未写过真正让自己害怕的东西。scare“使恐惧”;attract“吸引”;annoy“使恼怒”;inspire“启发”。
❌错因分析 C项易误选，原因是脱离上下文关于“害怕”的语境，只立足本句。
50.C 主线关联:从未受到过“赞誉”呼应上文的不受认可。根据第一段中的“had created many stories but none was well received”可知，许多年来，她写的故事从未受到过赞誉和肯定。benefit“益处，成效”;support“支持”;recognition“赞誉，赏识”;opportunity“机会，时机”。
51.A 主线关联:“理解”引发后面集体的转变。根据下文的原因“as they were frightened to write about their real life too”可知，其他作家因相同困境而感同身受。relate“理解，认同”，在此是一词多义的用法;argue“争论”;explain“解释”;help“帮助”。
52.D 根据上文的“they were frightened to write about their real life too”和下文的“afraid of”可知，其他作家一个接一个地说出自己的恐惧。emotion“情感”;promise“承诺”;secret“秘密”;fear“恐惧”。
53.A 根据空前的“Let’s stop trying to impress and”可知，空处应与impress并列，都是Margaret批判的做法，表示取悦。please“(使)满意，讨好”;follow“跟随”;respect“尊重”;welcome“欢迎”。
54.B 主线关联:写“真相”代表新的创作观，升华文章主题。truth与上文的“real meaning”“true thing”呼应。rule“规则”;truth“真相”;answer“答案”;dream“梦想”。
55.C 根据前面提到的大家都敢于面对自己的恐惧可知，针对教授最后提出的“还有人愿意写下你害怕的内容吗”，房间的沉默应和之前的不同，不再是压抑，而是充满新的可能性的创作思考。responsibility“责任”;flexibility“灵活”;possibility“可能性”;sensibility“敏感”。
❌错因分析 B项易误选，原因是没有理解文章“质疑→自省→共鸣→行动(尝试新的可能的创作)”的主线，以为这里是充满了灵活性。
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