专题1 专题强化训练12 词句猜测题——词义猜测题、句意猜测题-【备考最优解】2026版高考二轮专题复习·英语（教用word）

专题强化训练 专题强化训练12　词句猜测题——词义猜测题、句意猜测题 A (2025·临沂一模)Four-year-old Camila loves to dress up and rarely leaves the house without lipstick. Camila's mother Annette Vea Lopez didn't always know how to respond to Camila's self-expression, but since participating in the Casa de los Ninos Parents as Teachers program, she now accepts her daughter's fashion choices happily. “Camila's been very independent since she was very young，” Vea Lopez said. “Adults would always comment on her makeup and how she dressed. She was always very girly. She's 4 now and still that way. That's just her personality. We love her just as she is. And we love that Parents as Teachers always encouraged us to let Camila be herself.” Vea Lopez heard about the Parents as Teachers home visitation program from a friend who suggested that she take part with then 1-year-old Camila. The FTFPSRP Council funds this program to help parents become their child's first and best teachers. Parents as Teachers gives families personalized, in-home support through a trained parent educator. During home visits, the parent educator introduced the family to activities that support social-emotional development, such as being able to recognize and label emotions. Vea Lopez notices the impact these activities have had on her daughter. “I see that Camila's confidence and self-esteem have grown. She began to open up to me more and talk about when she was feeling anxious or what she needed support with.” said Vea Lopez. Camila recently graduated from the program and is ready for kindergarten. Vea Lopez feels indebted to Parents as Teachers for helping get her there. 【解题导语】　本文是一篇记叙文。文章讲述了女孩卡米拉和她的母亲安妮特·维娅·洛佩兹参与“家长即教师”项目后，母亲学会了如何更好地支持女儿的自我表达的故事，并介绍了该项目对家庭产生的积极影响。 1．How did Annette Vea Lopez feel about Camila's self-expression at first? A．Helpless.　　　　 B．Favorable. C．Unclear. D．Indifferent. A　解析：推理判断题。根据第一段中的“Camila's mother Annette Vea Lopez didn't always know how to respond to Camila's self-expression”可推知，一开始安妮特·维娅·洛佩兹对于卡米拉的自我表达感到无助。 2．What can we know from Vea Lopez's words in paragraph 2? A．Camila has changed her personality as she grows older. B．Parents as Teachers supports Camila to be true to herself. C．Camila's independence started when she was 4 years old. D．Adults' comments on Camila had a negative impact on her. B　解析：推理判断题。根据第二段中的“That's just her personality...let Camila be herself.”可推知，“家长即教师”项目支持卡米拉保持自我。 3．What is the purpose of the Parents as Teachers project? A．To raise more money for needy families. B．To ensure great harmony in every family. C．To train children to be more personalized. D．To help parents bring up their children well. D　解析：推理判断题。根据第三段中的“The FTFPSRP Council funds this program...through a trained parent educator.”可推知，该项目的目的是帮助父母更好地抚养和教育孩子。 4．What do the underlined words “feels indebted to” mean in the last paragraph? A．Sponsors. B．Boosts. C．Credits. D．Assesses. C　解析：词义猜测题。根据最后一段内容可知，卡米拉顺利毕业，维娅·洛佩兹认为是 “家长即教师” 项目帮助卡米拉成长，所以她应该是感激这个项目。 B (2025·南通二模)In my last recent job, I taught academic writing to doctoral students at a technical college. My graduate students, many of whom were computer scientists, understood the mechanisms of generative AI better than I do. They recognized large language models (LLMs) as unreliable research tools. They knew that models are trained on existing data and therefore cannot produce novel research. However, that knowledge did not stop my students from relying heavily on generative AI. Several students admitted to drafting their research in note form and asking AI to write their articles. As an experienced teacher, I reminded students that AI may change the meaning of a text when asked to revise, that it can produce biased and inaccurate information, that it does not generate stylistically strong writing and, for those grade-oriented students, that it does not result in A-level work. It did not matter. The students still used it. Students who outsource their writing to AI lose an opportunity to think more deeply about their research.Using AI to complete assignments is bringing a forklift (叉车) into the weight room. Generative AI is, in some ways, a democratizing (民主化的) tool. Many of my students were non-native speakers of English. Their writing frequently contained grammatical errors. Generative AI is effective at correcting grammar. However, the technology often changes vocabulary and changes meaning even when the only prompt is “fix the grammar”. As a result, I found myself spending many hours grading writing that I knew was generated by AI. That is, I found myself spending more time giving feedback to AI than to my students. So I quit. The best educators will adapt to AI. Teachers will find ways to encourage students to think critically and know what is writing. However, those lessons require that students be willing to leave their comfort zone. Students must learn to move forward with faith in their own cognitive abilities as they write and revise their way into clarity. With few exceptions, my students were not willing to enter those uncomfortable spaces or remain there long enough to discover the power of writing. 【解题导语】　本文是一篇议论文。文章围绕作者在教学过程中观察到的学生使用生成式人工智能进行学术写作的现象展开，表达了作者对这一现象的担忧和批评。 5．What's the problem with the author's students? A．Unfamiliarity with LLMs. B．Heavy dependence on generative AI. C．Failure to use existing novel research. D．Unawareness of the technology drawbacks. B　解析：细节理解题。根据第一段中的“However, that knowledge...write their articles.”可知，学生们严重依赖生成式人工智能。 6．What does the underlined sentence in paragraph 3 mean? A．The students should refuse to use AI. B．The students can use a forklift to improve their writing. C．The students balance the development of body and mind. D．The students will never improve their cognitive fitness that way. D　解析：句意猜测题。根据画线句上文以及所在句可推知，学生不能通过使用人工智能完成作业的方式提升自己的能力，因为他们没有真正地去思考和锻炼自己的思维，就像在举重房里用叉车一样，达不到提升的目的。 7．What do we know about the author's experience with grading AI-generated writing? A．The author enjoyed it as it was error-free. B．The author found it a quick and easy task. C．The author spent more time responding to AI. D．The author preferred it over students' original work. C　解析：推理判断题。根据第四段中的“As a result...than to my students.”可推知，作者发现自己花了更多的时间对人工智能进行反馈。 8．What is a best solution according to the author? A．Students learn to push through the discomfort. B．Educators find ways to adapt to the technology. C．Teachers move away from mechanical activities. D．Students regain their faith in the technology change. A　解析：推理判断题。根据最后一段中的“However, those lessons require that...revise their way into clarity.”可推知，对于学生来说，最好的解决办法是学会克服这种不适，走出舒适区，提升自己。 C (2025·合肥二模)Among world languages, English places perhaps the highest value on the expressions of thanks, especially in formal and business settings. So it's logical that English speakers tend to conflate the expression of thankfulness with the feeling of thankfulness. If somebody didn't say “thanks”， we often think, they must not have been very grateful. And yet, in English, “thank you” gets used so frequently that it can easily start to feel habitual. But do we say it as much as we think in our casual interactions with family and friends? A new research paper titled Universals and Cultural Diversity in the Expression of Thankfulness suggests that no, we do not. The research team behind the paper looked for expressions of thankfulness in daily informal interactions across eight languages: English, Italian, Polish, Russian, Lao, Cha'palaa, Murrinhpatha, and Siwu. The findings suggest the universal way in which thankfulness is expressed is not through giving thanks, but rather through participation in a social agreement in which mutual (相互的) assistance and working together are the norm. In fact, the practice of giving thanks seems to have little impact on the practice of mutual exchange. The practice of giving thanks also varies culturally. In India, for example, people—especially when they are your elders, relatives, or close friends—tend to feel that by thanking them, you're weakening your closeness with them and creating formality and distance that shouldn't exist! In contrast, in England, expressing thankfulness through words is seen as a positive strengthening of relationships, promoting goodwill and connection. Nick Enfield, lead researcher of the study, suggests that most of the 6，000 to 7，000 world languages don't have a word for “thank you”. “When we consider the negative effects of thanking close relations alongside the fact that many languages are spoken in very small communities where speakers are likely to know each other, that claim starts to feel quite reasonable.” 【解题导语】　本文是一篇说明文。研究发现，不同文化表达感激的方式有差异，很多语言甚至无“谢谢”一词，且普遍表达感激的方式通过互助合作。 9．What does the underlined word “conflate” in paragraph 1 mean? A．Compare.　　　　　 B．Replace. C．Figure out. D．Mix up. D　解析：词义猜测题。根据第一段中的“So it's logical that English speakers...they must not have been very grateful.”可知，说英语的人常把说“谢谢”这种表达感激的方式和内心真正的感激之情弄混了。conflate意为“混淆，混为一谈”，与mix up意思相符。 10．How do people express thankfulness universally according to the study? A．By saying thanks directly. B．By making social agreements. C．By using body language. D．By helping and cooperating. D　解析：细节理解题。根据第三段中的“The findings suggest the universal way...working together are the norm.”可知，普遍表达感激的方式是通过相互帮助和合作。 11．How do Indians view the practice of giving thanks to relatives? A．It weakens their bond. B．It reduces their social distance. C．It enhances their connection. D．It promotes their mutual trust. A　解析：细节理解题。根据第四段中的“In India, for example...that shouldn't exist！”可知，印度人认为向亲戚表达感谢会削弱他们之间的联系。 12．What does Nick Enfield imply in the last paragraph? A.Many cultures do not emphasize thankfulness. B．Thankfulness might not be expressed in words. C．Small communities prefer to thank close friends. D．The negative effects of thanking should be avoided. B　解析：推理判断题。根据最后一段中的“suggests that most of the 6，000 to 7，000 world languages don't have a word for ‘thank you’”可推知，感激之情可能不是通过语言来表达的。 题源：https：//www.times. co.nz/ An organisation dedicated to supporting people who have cancer is bringing its popular community class to east Auckland for the first time. General manager Clare O'Higgins says the class will be the organisation's 42nd class nationwide. “It's really important for us to know that anyone who's going through cancer treatment can have a class in their local area. We've always aimed that no one should have to travel no more than 20 minutes from home to come to a class. In Auckland we know it's increasingly challenging and we want to make sure those people who are living in this region can connect with others who are going through similar diagnoses.” O'Higgins says women who go along to the Howick class will learn helpful tricks, tips and techniques relating to skincare and make-up. It's also an opportunity for them to connect with others and get a sense of community, she says. “We encourage participants to perhaps book a support person in as well so they've got someone with them there，” O'Higgins says. “We don't want to overwhelm anyone and we're very cognisant of the fact that going through treatment, if you're immune compromised, you want to make sure you're in a safe space. We have a pack of skincare and make-up that's delivered, so all the products are donated by cosmetic brands within New Zealand. And it's particularly gentle moisturisers and things like that to ensure they've got the best possible care whilst going through treatment that nobody ever wants someone to have to go through.” O'Higgins says once people have booked, the facilitator (美容师) will take them through a full skincare procedure. “They'll talk about things that might have changed during treatment, like the ways they might want to know how to redraw their eyebrows, or cover up some of the things that are happening. Often people are still working whilst going through treatment. They don't want to look like they have cancer and they want to be able to continue to work, or sometimes not discuss their treatment at that time. They can come and have their day away from treatment and then be within the community as they wish.” To register for the class, go online to https：//lgfb.co.nz/patients/community-classes/. 【解题导语】　本文是一篇新闻报道。新西兰一个癌症支持组织首次在奥克兰东区开设社区课程，提供护肤指导与心理支持，帮助患者重拾自信与社交联系。 1．What is the main reason for bringing the community class to east Auckland? A．To offer skincare and makeup classes only. B．To ensure cancer patients don't have to travel more than 20 minutes. C．To increase awareness about cancer treatments. D．To promote cosmetic brands in New Zealand. B　解析：细节理解题。根据第二段中的“We've always aimed that no one should have to travel no more than 20 minutes from home to come to a class.”可知，该组织想要确保癌症患者不需要长途旅行就能参加课程。 2．What does the underlined word “compromised” in paragraph 4 mean? A．Strengthened.　　　　 B．Weakened. C．Protected. D．Improved. B　解析：词义猜测题。根据第四段中的“We don't want to overwhelm anyone...make sure you're in a safe space.”可知，通常在治疗过程中，免疫系统会受到损伤，会变虚弱，所以才会需要处于安全空间。 3．What can we infer from the passage about the participants? A．They are all women. B．They all have serious immune problems. C．They want to keep their treatment private. D．They are too busy to take care of their skin. C　解析：推理判断题。根据第五段中的“They don't want...at that time.”可推知，参与者希望在治疗期间保密，不想让别人知道自己正在接受癌症治疗。 4．What is the main purpose of the passage? A．To introduce a new cosmetic brand. B．To advertise a skincare product. C.To inform about a cancer-support community class. D．To encourage people to donate to cancer research. C　解析：写作意图题。通读全文可知，文章主要围绕一个致力于支持癌症患者的组织将受欢迎的社区课程带到东奥克兰展开，并介绍了课程的相关信息，所以其主要目的是告知关于一个癌症支持组织开展的社区课程的信息。 A篇 [高频词]dress up盛装，打扮　comment on对……评论　self-esteem n．自尊(心)　[障碍词]lipstick n．口红　makeup n．化妆品 visitation n．访问；探视　[熟词生义]label (常用义) n．标签 (文章义) v．识别并说出(或标明)情绪 B篇 [高频词]academic adj.学业的，学术的　admit to承认　as a result结果　exception n．例外　cognitive adj.认知的　[障碍词]doctoral adj.博士的　mechanism n．机制　generative adj.有生产力的，能生产的　biased adj.有偏见的　outsource v．外包　prompt n．指令；要求　clarity n. 清晰，明了 C篇 [高频词]place value on重视　casual adj.随意的，非正式的　title v．加标题　weaken v．减弱　goodwill n．友善，友好 [障碍词]habitual adj.惯常的；典型的　norm n．常态；规范，标准　formality n．正式性；拘谨　[熟词生义]paper (常用义) n. 纸 (文章义) n. 论文 practice (常用义) n．练习，实践 (文章义) n. 惯例 外刊 [高频词](be) dedicated to 致力于　go through经历　trick n. 技巧　[障碍词]diagnosis n．诊断　overwhelm v．使不知所措；使应接不暇　be cognisant of 认识到，知道　cosmetic adj.美容的　[熟词生义]book (常用义) n．书 (文章义) v. 预约 长难句 分析 [A篇]Vea Lopez heard about the Parents as Teachers home visitation program from a friend who suggested that she take part with then 1-year-old Camila. [分析]　本句是复合句。who引导定语从句，修饰先行词 a friend，其中that引导宾语从句。 [译文]　维娅·洛佩兹从一位朋友那里听说了 “家长即教师”的家庭探访计划，这位朋友建议她带着当时 1 岁的卡米拉一起参加。 [B篇]As an experienced teacher, I reminded students that AI may change the meaning of a text when asked to revise, that it can produce biased and inaccurate information, that it does not generate stylistically strong writing and, for those grade-oriented students, that it does not result in A-level work. [分析]　本句是复合句。句中含有四个that 引导的宾语从句。第一个that引导的宾语从句中含有when引导的时间状语从句的省略形式。 [译文]　作为一名经验丰富的教师，我提醒学生，人工智能在被要求修改文本时可能会改变原意，可能生成有偏见和不准确的信息，无法产出风格鲜明的写作，而且对于那些注重成绩的学生来说，它无法带来A等级的作业。 [C篇]When we consider the negative effects of thanking close relations alongside the fact that many languages are spoken in very small communities where speakers are likely to know each other, that claim starts to feel quite reasonable. [分析]　本句是复合句。when引导时间状语从句，其中that引导同位语从句，解释说明the fact，在该同位语从句中含有where引导的定语从句，修饰先行词communities。 [译文]　当我们考虑到向亲密关系致谢可能产生的负面影响，再结合许多语言仅在极小的社群中使用且社群内成员很可能彼此相识这一事实，上述观点就开始显得相当合理了。 [外刊]In Auckland we know it's increasingly challenging and we want to make sure those people who are living in this region can connect with others who are going through similar diagnoses. [分析]　本句是and 连接的并列句。第一个分句中，“it's increasingly challenging”为省略连接词that的宾语从句；第二个分句中“those people...”为省略连接词that的宾语从句，其中两个who引导定语从句，分别修饰先行词those people和others。 [译文]　在奥克兰，我们知道情况越来越具有挑战性，我们希望确保生活在这个地区的人们能够与其他正在经历相似诊断的人建立联系。 学科网（北京）股份有限公司 $