高考英语冲刺导练(29)-人教版高三全册英语试题

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某某市耀华中学2017届高考英语冲刺导练〔29〕【读写应用综合训练】
一、完形填空Cloze III 记叙文精选-7
To celebrate the end of our exams, my friends and I went to a fast food restaurant. We 26 hamburgers and Coca Cola at the counter. When our 27 came, I started walking towards an empty table. By bad luck, my purse strap (带子) got 28 on a chair and the tray (托盘) that I was holding slipped 29 my hands and went flying in the air. The tray, and its contents, 30 on a man who was just about to
31 a bite of his sandwich. I stared, greatly
32 , as the drinks soaked (浸湿) his white shirt.
Then I 33 my eyes and prepared myself for his burst of 34 . Instead, he said “It’s OK〞 to 35 me before he disappeared into the washroom.
Still shaky and unsure 36 to do next, my friends and I went to a table and sat there, trying our best to look 37 . A moment later, the man came out of the washroom and 38 our table. My heart almost stopped 39 . I thought he was going to ask for my father’s 40 and call him.
To my surprise, he merely smiled at us, handed us some cash and said, “ 41 yourself new hamburgers.〞 He then walked 42 without
even finishing his food.
He could have made what was already an uncomfortable situation worse, 43 he chose
a different way and gave us a reason to believe
that there is still 44 in this world. I’ll
never 45 his action.
26. A. ordered B. made C. arranged D. demanded
27. A. food B. turn C. bill D. menu
28. A. fixed B. caught C. cut D.
tied
29. A. by B. in C. from D. out
30. A. knocked B. fell C. stood D. hung
31. A. take B. taste C. swallowD. chew
32. A. discouraged B. disappointed
C. shocked
D. annoyed
33. A. rolled B. rubbed C. narrowed D.
closed
34. A. bitterness B. anxiety C. anger D.
sorrow
35. A. satisfy B. comfort C. encourage D.
praise
36. A. how B. who C. what D. which
37. A. mild B. honest C. calm D.
modest
39. A. beating B. breaking C. sinking trembling
40. A. help B. position C. number D. job
41. A. Prepare B. Buy C. Find D. Cook
42. A. on B. around C. up D. away B. happiness D. brightness
二、阅读理解Reading Comprehension
█阅读微技能 Micro Reading Skills解析与训练系列 15————————————The End 〔完结〕微技能15：评价阅读内容Evaluation：
作者在写作中不仅客观地表示和说明，往往还持有某种态度，如对某观点赞同或反对，肯定或批评。

考查阅读理解中对内容相关的具体的某事件、人物等的评价，是整篇文章的理解根底上的深度考查，是对作者的观点和态度的理解和判断。

作者的评价除了直接表达外，还经常在文章中隐性间接表达出来。

考生可以通过全文的表示，从文章的整体或局部内容去理解作者的观点；有时作者也会在文章中用特殊的词汇表达自己的思想感情。

考生要从文章中的用词、语气或对某个细节的陈述来推断作者的态度、观点等。

作者态度观点题考查目标比拟明确，常见的题干有：1) What is the opinion of the writer in this passage?
2) What’s the author’s attitude towards…?
作者的态度和评价一般分为三大类：支持、赞同、乐观；客观、中立；反对、批评、怀疑、悲观。

考生可以通过在文中寻找带有感情色彩的词来判断作者的态度外，有时还需要综合分析判断，如：根据文章中与问题相关的细节做出判断，根据作者提供的例证推断其暗示的态度、观点，有时需要通读全文并把握文章的主旨，最后做出正确选择。

要熟悉各种文体的语言特征，尤其要把握作者的语气，是严肃或轻松，幽默或讽刺，平和或激动，乐观或悲观等等。

其次，靠文章的结构特点来判断，例如文章中一些衔接性的用词however, even though, but 等连接词往往和作者的态度有关。

再比如，文章的结尾局部是并列的疑问，如此作者是一种客观的态度，如果结尾局部是有问有答的形式，如此作者的态度是主观的态度。

如果
文章的结尾局部使用数据明确了一个趋势向不好的方面开展，如此是悲观的态度。

反之，作者是乐观的态度。

此外，还可以靠词汇的色彩来判断。

常见的表示褒义/积极的有：approving〔approve of赞同);自信的confident;赞成的令人信服的convincing favorable;乐观的optimistic赞美的praising;积极的positive;认真的serious;负责的responsible, dutiful 支持 support; for ; in favor for；支持的 supportive ; supporting ;羡慕的admiring 关切的concerned幽默的humorous有帮助的helpful热情的enthusiastic给人印象深刻的impressive引起兴趣的interesting赞扬的praising严肃的serious愉快的pleasant礼貌的polite无偏见的unbiased
表示贬义/消极的有：有偏见的biased痛苦的bitter; 批评的 critical妥协的compromising担心的；忧虑的concerned愤世嫉俗的cynical沮丧的depressed; 失望的disappointed厌恶的disgusted; 令人厌恶的 disgusting敌对的hostile无法忍受的intolerable不负责的irresponsible；讽刺的ironic;否认的/反对的negative; opposed悲观的pessimistic；挖苦的sarcastic怀疑的suspicious;sceptical ;doubtful感伤的sentimental无法预料的unforeseeable不感兴趣的uninterested担心的worried
表示中性的：感谢的grateful中立的neutral；不动感情的impassive不偏袒的 impartial事实的factual 提供信息的informative冷淡的indifferent；同情的sympathetic主观的subjective客观的objective 容忍的、宽恕的 tolerant
注意:1)不要把自己的态度揉入其中,也要区分作者的态度和作者引用别人的态度；
2)当作者的态度没有明确提出时,要学会根据作者使用词语的褒贬性去判断。

➢Passage 1
George Gershwin, born in 1898, was one of America’s greatest composers. He published his first song when he was eighteen years old. During the next twenty years he wrote more than five hundred songs.
Many of Gershwin’s songs were first written for musical plays performed in theatres in New York City. These plays were a popular form of entertainment in the 1920s and 1930s. Many of his songs have remained popular as ever. Over the years they have been sung and played in every possible way — from jazz to country.
In the 1920s there was a debate in the United States about jazz music. Could jazz, some people
asked, be considered serious music? In 1924 jazz musician and orchestra leader Paul Whiteman decided to organize a special concert to show that jazz was serious music. Gershwin agreed to compose something for the concert before he realized he had just a few weeks to do it. And in that short time, he composed a piece for piano and orchestra which he called Rhapsody in Blue. Gershwin himself played the piano at the concert. The audience were thrilled when they heard his music. It made him world-famous and showed that jazz music could be both serious and popular.
In 1928, Gershwin went to Paris. He applied to study composition (作曲) with the well-known musician Nadia Boulanger, but she rejected him. She was afraid that classical study would ruin his jazz-influenced style. While there, Gershwin wrote An American in Paris. When it was first performed, critics (评论家) were divided over the music. Some called it happy and full of life, to others it was silly and boring. But it quickly became popular in Europe and the United States. It still remains one of his most famous works.
George Gershwin died in 1937, just days after doctors learned he had brain cancer. He was only thirty-nine years old. Newspapers all over the world reported his death on their front pages. People mourned the loss of the man and all the music he might have still written.
61. Many of Gershwin’s musical works were ______.
A. written about New Yorkers
B. Composed for Paul Whiteman
C. played mainly in the countryside
D. performed in various ways
62. What do we know about the concert organized by Whiteman?
A. It attracted more people to theatres
B. It proved jazz could be serious music
C. It made Gershwin leader of the orchestra
D. It caused a debate among jazz musicians.
63. What did Gershwin do during his stay in Paris?
A. He created one of his best works
B. He studied with Nadia Boulanger
C. He argued with French critics
D. He changed his music style
64. What do we learn from the last paragraph?
A. Many of Gershwin’s works we re lost
B. The death of Gershwin was widely reported
C. A concert was held in memory of Gershwin
D. Brain cancer research started after Gershwin’s death.
65. Which of the following best describes Gershwin?
A. Talented and productive
B. Serious and boring
C. popular and unhappy
D. Friendly and honest
➢Passage 2
In 1974, after filling out fifty applications, going through four interviews, and winning one offer, I look what I could get — a teaching job at what I considered a distant wild area: western New Jersey. My characteristic optimism was alive only when I reminded myself that I would be doing what I had wanted to do since I was fourteen — teaching English.
School started, but I fell more and more as if I were in a foreign country. Was this rural area really New Jersey? My students took a week off when hunting season began. I was told they were also frequently absent in late October to help their fathers make hay on the farms. I was a young woman from New York City, who thought that “Make hay whil e the sun shines〞 just meant to have a good time.
But, still, I was teaching English. I worked hard, taking time off only to eat and sleep. And then there was my sixth-grade class—seventeen boys and five girls who were only six years younger than me. I had a problem long before I knew it. I was struggling in my work as a young idealistic teacher. I wanted to make literature come alive and to promote a love of the written word. The students wanted to throw spitballs and whisper dirty words in the back of the room.
In college I had been taught that a successful educator should ignore bad behavior. So I did, confident that, as the textbook had said, the bad behavior would disappear as I gave my students positive attention. It sounds reasonable, but the text evidently ignored the fact that humans, particularly teenagers, rarely seem reasonable. By the time my boss, who was also my taskmaster known to be the strictest, most demanding, most quick to fire inexperienced teachers, came into the classroom to observe me, the students exhibited very little good behavior to praise.
My boss sat in the back of the room. The boys in the class were making animal noises, hitting each other while the girls filed their nails or read magazines. I just pretended it all wasn’t happening, and went on lecturing and tried to ask some inspiring questions. My boss, sitting in the back of the room, seemed to be growing bigger and bigger. After twenty minutes he left, silently.
Visions of unemployment marched before my eyes.
I felt mildly victorious that I got through the rest of class without crying, but at my next free period I had to face him. I wondered if he would let me finish out the day. I walked to his office, took a deep breath, and opened the door.
He was sitting in his chair, and he looked at me long and hard. I said nothing. All I could think of was that I was not an English teacher; I had been lying to myself, pretending that everything was fine.
When he spoke, he said simply, without accusation, “You had nothing to say to them.〞“You had nothing to say to them，" he repeated. “No wonder they’re bored. Why not get to the meal of the literature and stop talking about symbolism. Talk with them, not at them. And more important, why do you ignore their bad behavior?〞 We talked. He named my problems and offered solutions. We role-played. He was the bad student, and I was the forceful, yet, warm, teacher.
As the year progressed, we spent many hours discussing literature and ideas about human beings and their motivations. He helped me identify my weaknesses and my strengths. In short, he made a teacher of me by teaching me the reality of Emerson's words: “The secret to education lies in respecting the pupil.〞
Fifteen years later I still drive that same winding road to the same school. Thanks to the help I received that difficult first year, the school is my home now.
55. It can be inferred from the story that in 1974 ______.
A. the writer became an optimistic person
B. the writer was very happy about her new job
C. it was rather difficult to get a job in the USA
D. it was easy to get a teaching job in New Jersey
56. According to the passage, which of the following is most probably the writer’s problem as
a new teacher?
A. She had blind trust in what she learnt at college.
B. She didn’t as k experienced teachers for advice.
C. She took too much time off to eat and sleep.
D. She didn’t like teaching English
literature.
57. What is the writer’s biggest worry after her taskmaster's observation of her class?
A. She might lose her teaching job.
B. She might lose her students’ respect.
C. She couldn’t teach the same class any more.
D. She couldn’t ignore her students’ bad behavior any more.
58. Which of the following gives the writer a sense of mild victory?
A. Her talk about symbolism sounded convincing.
B. Her students behaved a little better than usual.
C. She managed to finish the class without crying.
D. She was invited for a talk by her boss after class.
59. The students behaved badly in the writer's classes because ______.
A. they were eager to embarrass her
B. she didn't really understand them
C. they didn't regard her as a good teacher
D. she didn’t have a good command of English
60. The taskmaster’s attitude towards the writer after his observation of her class can be best
described as ______.
A. cruel but encouraging
B. fierce but forgiving
C. sincere and supportive
D. angry and aggressive
■Test 训练5
Some people think that success is only for those with talent or those who grow up in the right family, and others believe that su ccess mostly comes down to luck. I’m not going to say luck, talent, and circumstances don’t come into play because they do. Some people are born into the right family while others are born with great intelligence, and that’s just the reality of how life is.
However, to succeed in life, one first needs to set a goal and then gradually make it more practical. And, in addition to that, in order to get really good at something, one needs to spend at least 10,000 hours studying and practising. To become great at certain things, it’ll require
even more time, time that most people won’t put in.
This is a big reason why many successful people advise you to do something you love. If you don’t enjoy what you do, it is going to feel like unbearable pain and will likel y make you quit well before you ever become good at it.
When you see people exhibiting some great skills or having achieved great success, you know that they have put in a huge part of their life to get there at a huge cost. It’s sometimes easy to think they got lucky or they were born with some rare talent, but thinking that way does you no good, and there’s a huge chance that you’re wrong anyway.
Whatever you do, if you want to become great at it, you need to work day in and day out, almost to the point o f addiction, and over a long period of time. If you’re not willing to put in the time and work, don’t expect to receive any rewards. Consistent, hard work won’t guarantee you the level of success you may want, but it will guarantee that you will become really good at whatever it is you put all that work into.
31. Paragraph 1 mainly talks about ______.
A. the reasons for success
B. the meaning of success
C. the standards of success
D. the importance of success
32. In Paragraph 2, the underlined word " that " refers to ______.
A. being good at something
B. setting a practical goal
C. putting in more time
D. succeeding in life
33. Successful people suggest doing what one loves because ______.
A. work makes one feel pain
B. one tends to enjoy his work
C. one gives up his work easily
D. it takes a lot of time to succeed
34. What can we infer from Paragraph4?
A. Successful people like to show their great skills
B. People sometimes succeed without luck or talent.
C. People need to achieve success at the cost of life.
D. It helps to think that luck or talent leads to success.
35. What is the main theme of the passage?
A. Having a goal is vital to success.
B. Being good is different from being great.
C. One cannot succeed without time and practice.
D. Luck, talent and family help to achieve success.
C
One day, when I was working as a psychologist in England, an adolescent boy showed up in my office. It was David. He kept walking up and down restlessly, his face pale, and his hands shaking slightly. His he ad teacher had referred him to me. “This boy has lost his family,〞 he wrote. “He is understandably very sad and refuses to talk to others, and I'm very worried about him. Can you help?〞
I looked at David and showed him to a chair. How could I help him? There are problems psychology doesn’t have the answer to, and which no words can describe. Sometimes the best thing one can do is to listen openly and sympathetically.
The first two times we met, David didn't say a word. He sat there, only looking up to look at the children’s drawings on the wall behind me. I suggested we play a game of chess. He nodded. After that he played chess with me every Wednesday afternoon—in complete silence and without looking at me. It's not easy to cheat in chess, but I admit I made sure David won once or twice.
Usually, he arrived earlier than agreed, took the chess board and pieces from the shelf and began setting them up before I even got a chance to sit down. It seemed as if he enjoyed my company. But why did he never look at me?
“Perhaps he simply needs someone to share his pain with,〞I thought. “Perhaps he senses that I respect his suffering.〞 Some months later, when we were playing chess, he looked up at me suddenly.
“It’s your turn,〞 he said.
After that day, David started talking. He got friends in school and joined a bicycle club. He wrote to me a few times, about his biking with some friends, and about his plan to get into university. Now he had really started to live his own life.
Maybe I gave David something. But I also learned that one—without any words—can reach out to another person. All it takes is a hug, a shoulder to cry on, a friendly touch, and an ear that
listens.
36. When he first met the author, David______.
A. felt a little excited
B. walked energetically
C. looked a little nervous
D. showed up with his teacher
37. As a psychologist, the author______.
A. was ready to listen to David
B. was skeptical about psychology
C. was able to describe David's problem
D. was sure of handling David's problem
38. David enjoyed being with the author because he______.
A. wanted to ask the author for advice
B. need to share sorrow with the author
C. liked the children’s drawings in the office
D. bear the author many times in the chess game
39. What can be inferred about David?
A. He recovered after months of treatment.
B. He liked biking before he lost his family.
C. He went into university soon after starting to talk.
D. He got friends in school before he met the author.
40. What made David change?
A. His tea cher’s help.
B. The author’s friendship.
C. His exchange of letters with the author.
D. The author’s silent communication with him.
三、阅读表达 @
阅读短文，并按照题目要求用英语回答如下问题。

The habit of reading is one of the greatest resources known to mankind, and I enjoy reading books that belong to me much more than if they are borrowed. A borrowed book is like a guest in the house and it should be treated with care. You cannot leave it carelessly, you cannot mark it, and you cannot use it as you like. And then, someday, you really ought to return it. If it is a distinguished guest, it really makes you feel empty when he or she leaves. It’s the same with a good book.
However, your own books belong to you. Books are for use, not for show; you should own no books that you are afraid to mark up, or afraid to place on the table, wide open and face down.
A good reason for marking favorite passages in books is that this practice enables you to remember more easily the significant passages and to refer to them quickly.
One sh ould have one’s own bookshelves, which should not have doors, glass windows or keys; they should be free and easy to use.
My devotion to reading has never made me a person who lives alone. How could it be? Books are of the people, by the people and for the people. Literature is an immortal part of history; it is the best and most lasting part of personality. The truth of our life is that the great dead are beyond our reach, and the great living are usually almost as unreachable; as for our personal friends, we cannot always see them. Perhaps they are asleep, or away on a journey. Book friends have an advantage over living friends; you can enjoy the most truly noble society in the world whenever you want. And you can at any moment talk with Shakespeare or Dumas, or other great men in books.
56. Why does the author say he likes his own books much more than borrowed ones? (no more than 20 words)
____________________________________________________________________________________________ ____________________________________________________________________________________________ 57. Please explain the underlined "immortal" in English. (no more than 1 words)
____________________________________________________________________________________________ 58. What does the author tell us in the last paragraph? (no more than 10 words)
____________________________________________________________________________________________ 59. What is the main idea of the passage? (no more than 10 words)
____________________________________________________________________________________________ 60. What is your opinion about reading books? (no more than 20 words)
____________________________________________________________________________________________ ____________________________________________________________________________________________ 【语法重点运用导练】语法知能运用导练：词性与成分4—谓语动词与句型 6特殊句-1 There be句型
六〕There be 句型判断时态和动词句型的运用
1. 今晚没有会。

_______________________________________________________________________________
2. 这个村子过去只有一口井。

__________________________________________________________________
3. 这个学校有一名音乐教师和一名美术教师。

_____________________________________________________
4. 客人当中有两名美国人和两名法国人。

_______________________________________________________
5. 天气预报说下午有大风。

___________________________________________________________________
6. 灯亮着，办公室里肯定有人。

_______________________________________________________________
7. 战前这儿一直有家电影院的。

________________________________________________________________
8. 恰好那时房里没人。

_______________________________________________________________________
9. 从前，在海边的一个村子里住着一位老渔夫。

10. 公共汽车来了。

___________________________ 11. 铃响了。

__________________________________ 12. 就只剩下二十八美元了。

____________________________________________________________________
13. 在这个山洞前面长着一棵高大的松树。

______________________________________________________
14. 二月份有二十八天。

_______________________________________________________________________
15. 最近几年,这个村庄发生了巨大的变化。

_______________________________________________________
16. 恰好河上有座桥。

_______________________________________________________________________
17. 过去这条河上有座桥。

_____________________________________________________________________
18. 他的回答应该没有什么可怀疑的。

____________________________________________________________
19. 山顶上有一个塔。

_______________________________________________________________________
20. 十字路口处站着一个警察。

_________________________________________________________________ ■ There be存现句句型归纳
1. There be 句型中的be 应和其后出现的主语在数上一致，即“就近原如此〞
2. There be 中的be之外，可以根据意义使用arise, come, enter, go, arrive, live, exist, appear, lie, flow, follow, occur, rise, remain, stand等表示存在某种状态、发生某种事或某事、某人到达等动词，意义比there be 结构格更为生动贴切，但不适用于表示一般具体行动的动词。

例如：
There remains one question to be discussed. 还剩一个问题要讨论。

There seems to be something wrong about it. 这事好似有点儿不大对头。

There appears to be no one who can answer this question. 看来没人能够回答这个问题。

There will follow an interval of five minutes. 随后将有五分钟的休息。

3. There be 句型动词也可以用be going to, used to be,seem to be,appear to be,be likely to, happen
to …以与各种情态动词
4. There be 句型中动词be可以有一般现在时、一般过去时、将来时和完成时。

5. There is (was)+ no +v-ing结构相当于It is (was) impossible to +动词原形，如：
There is no going home. =It is impossible to go home.
There is no living with him. =It is impossible to live with him.
There is no knowing what may happen. =It is impossible to know what may happen.
1) 可能有一场暴雨。

____________________________________________________________________
2) 碰巧附近有辆公交车。

____________________________________________________________________
3) 似乎发生了一起严重事故。

________________________________________________________________
4) 飘来一阵菩提树的花香。

__________________________________________________________________
5) 从前中国有一个国王。

____________________________________________________________________
6. There be句型的非限定动词形式：
There be 结构的非谓语动词形式是there to be 和there being 两种形式。

在句中作主语、宾语和状语。

1) there being 结构起名词的作用，直接位于句首作主语，通常用it 作形式主语，并且用for引导。

There being a bus stop near my house is a great advantage.我家旁边有个公共汽车站，很是方便。

It is impossible for there to be any more.不可能再有了。

2) there be 结构作宾语时，通常用there to be ，常作这样一些词的宾语：expect，like, mean, intend,
want, prefer, hate等。

I expect there to be no argument about this.我期望关于这件事不要再争吵了。

I should prefer there to be no discussion of my private affairs.我宁愿不要讨论我的私事。

People don't want there to be another war.人们不希望再有战争了。

另外，作介词宾语时，如果是介词for，只能用“there to be〞其它介词用“there being〞
The teacher was waiting for there to be complete silence.教师在等着大家都安静下来。

I never dreamed of there being any good chance for me.我做梦也没想到我会有好机会。

3) 作状语，there be 形式通常用“there being〞结构表示原因。

There being nothing else to do ,we went home.因为没有其他事可做，我们就回家了。

They closed the door ,there being no customers.因为没有顾客，他们的店关门了。

7. 其他常用句型：
1〕There is no good /use (in) doing sth.做某事没有好处/用处;
There is no use+动名词可与"It is no use+动名词"互换,意为"……无用(无济于事)"例如：There is no use waiting any longer.(=It is no use waiting any longer.) 再等下去是没有用的。

There is no use(in) offering the olive branch now. 现在想和解也无济于事了。

There is no good making friends with him. 和他交朋友没有什么好处。

There is no(not any) point in+doing意为:"……是没有意义(思)的。

"例如:
There is no point in doing so. 这样做是没有意义的。

There is not any point in harping on the same old tune. 没有必要再重复这一套。

2) There is (no) need for+名词该句式意为"(不)需要……"。

例如:There is no need for anxiety.
There is a great need for a book on this subject. 非常需要有一本关于这个题目的书。

There is no need+ to do不定式例如: There is no need for him to come.不需要他来了。

There is no need (for you) to start yet.(你)现在还没有必要动身。

There is not a moment to lose. 一刻也不能耽误。

3) There is nothing / not anything like…该句型中“nothing/ not anything like…〞相当于“nothing / not anything better / more suitable tha n…〞，意为“没有什么比……更好/更适宜/更有效了〞。

如：
There is nothing like a book for taking you out of yourself. 没有什么比书更能使你解脱自己了。

There is nothing like walking as a means of keeping fit. 作为保持健康的方法,没有什么比散步更好的了。

There is nothing more...than 意为"再……不过了"。

例如:
There is nothing more dangerous than an illusion of security. 太平无事的想法是再危险不过的了。

【高考词汇分类记练】《某某卷·高考词汇手册》词性分类记练三〕VERB 7 F 检测
A. force, follow, focus, fix, flash, flee
1. All of a sudden, an idea _________ into his mind.
2. Many companies have begun to _________ on serving the needs of middle-class people with their products.
3. I will be on my way to my destination in a ___________.
4. We should _______ the principle of seeking truth.
5. Why does she always __________ any kind of responsibility?
6. It’s not too late to__________ the problem, although time is clearly getting short.
into a scientific career.
__________ herthoughtson anything.
9. Although he was in great pain, he
a smile.
B. flow, float, fear, fancy, fade, face
10. Their houses ________ each other across street.
12. He was forced to ________ up to situation.
(He had to be confident in the ________ of tough situation.)
caught her ________ immediately.
14. The strong sunlight _________ the
15. Do you ________ going out for tonight?
corner.
away from her mind.
spread to other countries.
(It is ________ that the disease will
to other countries.)
(They take all possible actions for
the disease will spread to other
. That’s a very _________ pair of shoes.
Through the open windows, the melody My thoughts _________ more easily if I work fog, file, fit, figure, fault, faith, . I’m a bit _______ by these instructions.
(I am in a _______ about the instruction.) . I’m sure we’ll have something to _______
. It isn’t difficult to _______ out what most software-enabled products take.
He paints landscapes with great _________.
D. favour, feature, fever, fail
31. When I looked down and saw jump, my courage ________ me.
32. He waited for her arrival in a ________impatience.
33. The system tends to _________ those who good at English.
regain the world title.
__________ only the prepared mind.
An important _________ of Van Gogh's It's an Australian company whose logo I talked to Susie about the travel plan, and in ________ of going.
【高考词汇分类记练】《某某卷·高考词汇手册》词性分类记练 三〕VERB 7 G-H 15+26
《英语词汇手册》名词词表：■ 词频和符号标注说明：每个单词右上角的数字代表口语(Spoken English)、右下角的数字代表书面英语(Written English)中使用频率最高的1~1000词、2~2000词和3~3000词。

G VERB 15: 1. gain v. 3
2& n.
2. gather* v. 3
2
3. generate v. 3
2 4. get (got, got) v. 1
1 5. give (gave, given) v. 1
1
6. glance* n.&v.
3 7. go (went, gone) v. 1
1
8. govern* v.
3
9. grab v. 2
3 10. graduate v. 11. grasp v. 12. greet* vt.
13. grow (grew, grown) v. 1
1
14. guarantee* vt. 2
3
15. guard v. & n. 3
3
16. guess v. 1
3 17. guide n. & v. 3
H VERB 26: 18. hand n.&vt . 1
1
19. handle n.&v. 2
2
20. hang 1
(hung, hung) v. 1 2
21. hang 2
(~ed, ~ed) v. 1 2
22. happen v. 1
1
23. harm n.&vt . 3
24. hatch* v. 25. hate v.&n. 1
3
26. have (has, had, had) v. 1
1
& aux.
27. head n.&v. 1
1
28. hear (heard, heard) v. 1
1
29. heat n.& vt . 2
2
30. help n.&v. 1
1 31. hesitate v.
32. hide (hid, hidden) v. 2
2
33. highlight n.&vt.
3
34. hire v.& n. 3
35. hit (hit, hit) n.&v. 1
2
36. hold (held, held) v. 1
1 37. honour (Am
honor)
n.&vt . 3
38. hope n.&v. 1
1
39. host n.&v.
3 40. hug v. 41. hunt v. 3 & n.
42. hurry v.& n. 3。