2025届高考英语阅读理解高频词汇记忆5学案

阅读理解高频词汇记忆学案5 一、重点词汇 快速浏览下表词汇，对照音标发声拼读，不必追求马上记住、记牢。 1. bend 美[bɛnd] 2. reveal 美[rɪˈviːl] v. 弯曲;屈服 v. 揭露，显示;透露 3. clarify 美[ˈklærəˌfaɪ] 4. tick 美[tɪk] v. 澄清，阐明 n.v. 滴答声;打勾;滴答作响 5. tendency 美[ˈtɛndənsi] 6. imply 美[ɪmˈplaɪ] n. 趋势，倾向 v. 暗示，意味着 7. barely 美[ˈbɛrli] 8. chin 美[tʃɪn] adv. 仅仅，几乎不 n. 下巴，颏 9. occupy 美[ˈɑkjəˌpaɪ] 10. ceiling 美[ˈsiːlɪŋ] v. 占据，占领;从事 n. 天花板;上限 11. distract 美[dɪˈstrækt] 12. perceive 美[pərˈsiv] v. 分心，使分散注意力 v. 察觉，感知 13. distinguish 美[dɪˈstɪŋɡwɪʃ] 14. anxiety 美[æŋˈzaɪəti] v. 区分，辨别 n. 焦虑，担心 15. chest 美[tʃɛst] 16. ashamed 美[əˈʃeɪmd] n. 胸部，胸腔;箱子 adj. 感到羞耻，害臊 17. merely 美[ˈmɪrli] 18. bother 美[ˈbɑðər] adv. 仅仅，只不过 v. 打扰，麻烦 19. weep 美[wip] 20. conflict 美[ˈkɑnflɪkt] v. 哭泣，流泪 n.v. 冲突，矛盾;发生冲突 21. inquire 美[ɪnˈkwaɪər] 22. ultimately 美[ˈʌltɪmətli] v. 询问，调查 adv. 最终，终究 23. adjust 美[əˈdʒʌst] 24. intervene 美[ˌɪntərˈviːn] v. 调整，适应 v. 干预，介入 25. react 美[rɪˈækt] 26. component 美[kəmˈpoʊnənt] v. 反应，回应 n. 组成部分，零件 27. tone 美[toʊn] 28. stare 美[stɛr] n. 音调，语气;风格 v. 凝视，盯着看 29. embarrassed 美[ɪmˈbærəst] adj. 尴尬的，窘迫的 二、单词抄写 对照词义，按顺序抄写单词，抄写时应出声拼读单词以增加语感。本练习是抄写而非默写，遇到障碍应及时查阅重点词汇表，以免浪费时间。 1. 反应，回应 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 2. 占据，占领;从事 ＿＿＿＿＿＿＿＿＿＿ 3. 尴尬的，窘迫的 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 4. 暗示，意味着 ＿＿＿＿＿＿＿＿＿＿＿＿ 5. 焦虑，担心 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 6. 趋势，倾向 ＿＿＿＿＿＿＿＿＿＿＿＿＿ 7. 最终，终究 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 8. 天花板;上限 ＿＿＿＿＿＿＿＿＿＿＿＿＿ 9. 区分，辨别 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 10. 胸部，胸腔;箱子 ＿＿＿＿＿＿＿＿＿11. 冲突，矛盾;发生冲突 ＿＿＿＿＿＿＿＿＿＿＿＿ 12. 哭泣，流泪 ＿＿＿＿＿＿＿＿＿＿＿＿ 13. 弯曲;屈服 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 14. 打扰，麻烦 ＿＿＿＿＿＿＿＿＿＿＿＿＿ 15. 凝视，盯着看 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 16. 感到羞耻，害臊 ＿＿＿＿＿＿＿＿＿＿ 17. 揭露，显示;透露 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 18. 音调，语气;风格 ＿＿＿＿＿＿＿＿＿ 19. 澄清，阐明 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 20. 调整，适应 ＿＿＿＿＿＿＿＿＿＿＿＿＿ 21. 分心，使分散注意力 ＿＿＿＿＿＿＿＿＿＿＿＿＿ 22. 下巴，颏 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 23. 干预，介入 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 24. 组成部分，零件 ＿＿＿＿＿＿＿＿＿＿ 25. 仅仅，几乎不 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 26. 询问，调查 ＿＿＿＿＿＿＿＿＿＿＿＿＿ 27. 仅仅，只不过 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 28. 察觉，感知 ＿＿＿＿＿＿＿＿＿＿＿＿＿ 29. 滴答声;打勾;滴答作响 ＿＿＿＿＿＿＿＿＿＿＿ 30. 反应，回应 ＿＿＿＿＿＿＿＿＿＿＿＿＿ 31. 占据，占领;从事 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 32. 尴尬的，窘迫的 ＿＿＿＿＿＿＿＿＿＿33. 暗示，意味着 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 34. 焦虑，担心 ＿＿＿＿＿＿＿＿＿＿＿＿＿ 35. 趋势，倾向 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 36. 最终，终究 ＿＿＿＿＿＿＿＿＿＿＿＿＿ 37. 天花板;上限 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 38. 区分，辨别 ＿＿＿＿＿＿＿＿＿＿＿＿＿ 39. 胸部，胸腔;箱子 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 40. 冲突，矛盾;发生冲突 ＿＿＿＿＿＿ 41. 哭泣，流泪 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 42. 弯曲;屈服 ＿＿＿＿＿＿＿＿＿＿＿＿＿ 43. 打扰，麻烦 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 44. 凝视，盯着看 ＿＿＿＿＿＿＿＿＿＿＿ 45. 感到羞耻，害臊 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 46. 揭露，显示;透露 ＿＿＿＿＿＿＿＿＿ 47. 音调，语气;风格 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 48. 澄清，阐明 ＿＿＿＿＿＿＿＿＿＿＿＿＿ 49. 调整，适应 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 50. 分心，使分散注意力 ＿＿＿＿＿＿＿ 51. 下巴，颏 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 52. 干预，介入 ＿＿＿＿＿＿＿＿＿＿＿＿＿ 53. 组成部分，零件 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 54. 仅仅，几乎不 ＿＿＿＿＿＿＿＿＿＿＿ 55. 询问，调查 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 56. 仅仅，只不过 ＿＿＿＿＿＿＿＿＿＿＿ 57. 察觉，感知 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 58. 滴答声;打勾;滴答作响 ＿＿＿＿＿＿ 59. 反应，回应 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 60. 占据，占领;从事 ＿＿＿＿＿＿＿＿＿ 61. 尴尬的，窘迫的 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 62. 暗示，意味着 ＿＿＿＿＿＿＿＿＿＿＿ 63. 焦虑，担心 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 64. 趋势，倾向 ＿＿＿＿＿＿＿＿＿＿＿＿＿ 65. 最终，终究 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 66. 天花板;上限 ＿＿＿＿＿＿＿＿＿＿＿＿ 67. 区分，辨别 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 68. 胸部，胸腔;箱子 ＿＿＿＿＿＿＿＿＿ 69. 冲突，矛盾;发生冲突 ＿＿＿＿＿＿＿＿＿＿＿＿ 70. 哭泣，流泪 ＿＿＿＿＿＿＿＿＿＿＿＿＿ 71. 弯曲;屈服 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 72. 打扰，麻烦 ＿＿＿＿＿＿＿＿＿＿＿＿＿ 73. 凝视，盯着看 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 74. 感到羞耻，害臊 ＿＿＿＿＿＿＿＿＿＿ 75. 揭露，显示;透露 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 76. 音调，语气;风格 ＿＿＿＿＿＿＿＿＿ 77. 澄清，阐明 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 78. 调整，适应 ＿＿＿＿＿＿＿＿＿＿＿＿＿ 79. 分心，使分散注意力 ＿＿＿＿＿＿＿＿＿＿＿＿＿ 80. 下巴，颏 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 81. 干预，介入 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 82. 组成部分，零件 ＿＿＿＿＿＿＿＿＿＿ 83. 仅仅，几乎不 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 84. 询问，调查 ＿＿＿＿＿＿＿＿＿＿＿＿＿ 85. 仅仅，只不过 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 86. 察觉，感知 ＿＿＿＿＿＿＿＿＿＿＿＿＿ 87. 滴答声;打勾;滴答作响 ＿＿＿＿＿＿＿＿＿＿＿ 88. 反应，回应 ＿＿＿＿＿＿＿＿＿＿＿＿＿ 89. 占据，占领;从事 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 90. 尴尬的，窘迫的 ＿＿＿＿＿＿＿＿＿＿ 91. 暗示，意味着 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 92. 焦虑，担心 ＿＿＿＿＿＿＿＿＿＿＿＿＿ 93. 趋势，倾向 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 94. 最终，终究 ＿＿＿＿＿＿＿＿＿＿＿＿＿ 95. 天花板;上限 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 96. 区分，辨别 ＿＿＿＿＿＿＿＿＿＿＿＿＿ 97. 胸部，胸腔;箱子 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 98. 冲突，矛盾;发生冲突 ＿＿＿＿＿＿ 99. 哭泣，流泪 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 100. 弯曲;屈服 ＿＿＿＿＿＿＿＿＿＿＿＿＿ 101. 打扰，麻烦 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 102. 凝视，盯着看 ＿＿____________ 103. 感到羞耻，害臊 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 104. 揭露，显示;透露___________ 105. 音调，语气;风格 ＿＿＿＿＿＿＿＿＿＿＿＿＿ 106. 澄清，阐明 ＿＿＿______________ 107. 调整，适应 ＿＿＿＿＿＿＿＿＿ 108. 分心，使分散注意力 ＿_____________ 109. 下巴，颏 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 110. 干预，介入 ＿＿＿______________ 111. 组成部分，零件 ＿＿＿＿＿＿＿ 112. 仅仅，几乎不 ＿＿＿＿_______________＿ 113. 询问，调查 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 114. 仅仅，只不过 ＿＿＿＿＿＿＿＿＿＿＿ 115. 察觉，感知 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿ 116. 滴答声;打勾;滴答作响 ＿＿＿＿＿ 三、文本敏感性训练 以下文章围绕本次重点词汇编写，目的在于提升语境中对这些词的敏感性。请在认真阅读文本的同时，尽量提升阅读速度。阅读时切忌采用跳读、略读等“技巧”，更不要先看问题再找答案。做题的目的是检验和保持阅读质量，而不要将阅读视作做题的负担。 Passage 1：全题共 439 词，建议用时 526 秒，实际用时________秒。 In the small town of Willow Creek, there was a little school where students were always eager to learn. One day, the teacher announced, "This Thursday, we will have a special visitor. Mr. Brown, a renowned scientist, will come to reveal the secrets of the stars above us." The children's eyes widened with excitement, barely able to contain their joy. As the day approached, the students prepared questions to inquire about the universe. They were mainly interested in how to distinguish between different stars and the importance of each component in our galaxy. On the day of Mr. Brown's visit, the school hall was packed. The ceiling was decorated with models of planets and stars, making it look like the inside of a giant telescope. Mr. Brown began his talk by explaining the basics of astronomy. He clarified how to perceive the night sky and the tendency of some stars to appear brighter than others. However, during the presentation, a conflict arose. A small group of students started to distract others by making paper airplanes. Mr. Brown, noticing the disturbance, paused and stared at the group. Feeling embarrassed, the students quickly adjusted their behavior and paid attention. After the talk, Mr. Brown invited the students to ask questions. Many were curious but felt too shy or anxious to speak up. One girl, in particular, was merely staring at her shoes, too embarrassed to raise her hand. Mr. Brown noticed her and gently encouraged her to express her thoughts. With a soft tone, she finally asked her question about the relationship between the moon and the tides, which Mr. Brown answered with enthusiasm. The day ended with applause and a newfound ambition among he students to learn moreabout the universe. Questions: 1. What was the main purpose of Mr. Brown's visit to the school? A. To play a game with the students B. To teach the students about astronomy C. To reveal a new planet D. To build a model of the galaxy 2. How did the students feel about Mr. Brown's upcoming visit? A. Anxious and embarrassed B. Distracted and uninterested C. Excited and eager to learn D. Confused and conflicted 3. What caused a conflict during Mr. Brown's presentation? A. The ceiling decorations falling down B. Mr. Brown's inability to answer questions C. Students making paper airplanes D. The lights in the hall turning off 4. How did the girl in the audience finally participate? A. By weeping and running away B. By writing a letter to Mr. Brown C. By being encouraged to speak up D. By making a paper airplane with a question on it Passage 2：全题共 396 词，建议用时 475 秒，实际用时________秒。 Once in a small town, there was a boy named Tim. Tim was known for his tendency to be easily distracted, especially during his studies. One Thursday afternoon, as Tim was trying to focus on his homework, he found himself staring at the ceiling, barely able to concentrate. His mother, noticing his struggle, decided to intervene. She suggested that they go to the seaside for a change of scenery, hoping it would help Tim adjust his focus. At the seaside, Tim's mother encouraged him to clarify his thoughts and express his feelings. Tim revealed that he felt embarrassed by his inability to concentrate and was ashamed of his grades. His mother reassured him that everyone has unique components that make them special, and his was a creative mind that tended to wander. She explained that this was not a flaw but merely a different way to perceive the world. To help Tim, his mother proposed a game. She would point to different objects, and Tim had to invent a story about them. This exercise aimed to help Tim distinguish between when it was time to let his imagination roam and when to concentrate on the task at hand. As they played, Tim began to weep, touched by his mother's understanding and support. Ultimately, their day at the seaside proved to be a turning point for Tim. He learned to better manage his distractions and even found that his tendency to daydream could be a strength when applied correctly. With his mother's help, Tim was able to adjust his study habits and improve his grades. Questions: 1. What was Tim's main issue at the beginning of the story? A. He was always late for school. B. He couldn't concentrate on his homework. C. He didn't understand his homework. D. He was too busy playing games. 2. Why did Tim's mother take him to the seaside? A. To enjoy the sunny weather. B. To meet some friends. C. To help him focus. D. To teach him how to swim. 3. What did Tim's mother believe was special about him? A. His high grades. B. His creative mind. C. His ability to play sports. D. His tidiness. 4. How did Tim feel after the day at the seaside? A. More distracted than before. B. Angry at his mother. C. Grateful and more focused. D. Tired and unable to study. 四、参考答案 Passage 1： 1. B 选择题答案理由 Mr. Brown 来到学校的主要目的是教学生们关于天文学的知识，这从他的讲话内容可见一斑。 2. C 理由 文章一开始就提到学生们对 Mr. Brown 的到来感到兴奋并急切地想要学习，这表明了他们对此次访问的态度是兴奋和渴望学习的。 3. C 理由 在 Mr. Brown 的演讲期间，一小部分学生通过制作纸飞机来分散其他人的注意力，这成为了冲突的源头。 4. C 理由 文章最后提到，一个女孩最终在 Mr. Brown 的鼓励下提出了问题，这表明了她是通过被鼓励来参与的。 参考译文 1 在小镇威洛溪有一所学校，那里的学生总是渴望学习。一天，老师宣布：“这个星期四，我们将迎来一位特别的访客。著名科学家布朗先生将来揭示我们头顶星空的秘密。”孩子们的眼睛为之一亮，几乎无法抑制他们的喜悦。 随着日子的临近，学生们准备了一些问题，想要询问关于宇宙的知识。他们主要对如何区分不同的星星以及我们银河系中每个组成部分的重要性感兴趣。 在布朗先生来访的那天，学校的大厅里挤满了人。天花板上装饰着行星和星星的模型，看起来就像巨型望远镜的内部。布朗先生开始他的讲话，解释了天文学的基础知识。他澄清了如何观察夜空以及一些星星为何看起来比其他的更亮。 然而，在演讲期间，发生了一个冲突。一小部分学生开始通过制作纸飞机来分散其他人的注意力。布朗先生注意到了这一干扰，停下来盯着那群学生。感到尴尬的学生们迅速调整了他们的行为，开始专心听讲。 演讲结束后，布朗先生邀请学生们提问。许多学生好奇，但感到太害羞或焦虑而不敢发言。特别是一个女孩，只是盯着她的鞋子，太尴尬而不敢举手。布朗先生注意到了她，温柔地鼓励她表达自己的想法。用柔和的语调，她最终提出了关于月亮和潮汐关系的问题，布朗先生热情地回答了她的问题。那天以掌声和学生们学习宇宙知识的新发现的雄心结束了。 Passage 2： 1. B 答案理由：文章开头提到 Tim 很容易分心，特别是在做作业的时候，说明他的主要问题是无法集中注意力在作业上。 2. C 理由：Tim 的妈妈带他去海边是为了换个环境，希望这能帮助 Tim 调整他的注意力，从而更好地集中精神。 3. B 理由：Tim 的妈妈向他保证，每个人都有使他们特别的独特成分，而 Tim 的特别之处在于他那容易游走的创造性思维。 4. C 理由：经过海边一天的经历，Tim 学会了更好地管理他的分心问题，而且发现他爱幻想的倾向在正确应用时可以是一种优势，因此他感到感激并且更加专注。 参考译文 2 在一个小镇上，有一个名叫 Tim 的男孩。Tim 因为很容易分心而闻名，特别是在学习时。一个星期四的下午，当 Tim 试图集中精神做作业时，他发现自己在盯着天花板，几乎无法集中注意力。他的妈妈注意到了他的挣扎，决定介入。她建议他们去海边换换环境，希望这能帮助 Tim 调整他的注意力。 在海边，Tim 的妈妈鼓励他澄清思想并表达感受。Tim 透露他因为无法集中注意力而感到尴尬，并且对自己的成绩感到羞愧。他的妈妈向他保证，每个人都有使他们特别的独特成分，而 Tim 的特别之处在于他那容易游走的创造性思维。她解释说这不是一个缺陷，而只是一种不同的方式来感知世界。 为了帮助 Tim，他的妈妈提出了一个游戏。她会指向不同的对象，而 Tim 必须发明关于它们的故事。这个练习旨在帮助 Tim 区分何时让他的想象力自由漫游和何时集中精神于手头的任务。当他们玩游戏时，Tim 开始哭泣，被他妈妈的理解和支持所感动。 最终，他们在海边的一天证明是 Tim 的一个转折点。他学会了更好地管理他的分心，甚至发现他爱幻想的倾向在正确应用时可以是一种优势。在他妈妈的帮助下，Tim 能够调整他的学习习惯并提高了他的成绩。 1 学科网（北京）股份有限公司 $$