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1、2019-2020年高考英语一轮复习考点通关练专题二语法运用考点十二语法填空两年考情分析考点考频名词 2年7考代词 2年4考冠词 2年5考介词 2年7考形容词和副词 2年11考非谓语动词 2年15考连词及复合句 2年12考动词的时态和语态 2年14考预测说明从考点考频来看，预计xx年将保持近两年的难度，以考查非谓语动词及动词的时态和语态为主，其中以非谓语动词为重点，动词的时态和语态及连词与复合句为难点解题流程通读全文，了解主旨大意尝试填空，解决较易空格分析结构，各个击破重读全文，修正错误限时6分Tim：Hi, Susan. Ive been wondering when Id run into
2、 you. What are you busy with?Susan: Nice to meet you here, Tim. Im buying some Christmas gifts for those _1_ work with me, but its really _2_ headache.Tim：Maybe I can give you some advice. Firstly, you should consider _3_ (divide) them into different groupswho are the people that are your friends as
3、 well as your workmates and who are the people you dont know well _4_ see pretty much daily.Susan：OK. Then _5_ should I do?Tim：For the friends, you can buy _6_ some personal gifts. Chocolate, for example.Susan：This is what I always give, but I know one of my friends, Mary, who is _7_ a diet.Tim：Does
4、 she like fruit or coffee? Anyway, think of a gift that you know your friend likes.Susan：Well, I think fruit is helpful to keep _8_ (health). What about others?Tim：You can send them cards.Susan：Christmas cards?Tim：Yes, you can afford them. More _9_ (important), it reminds them that youre thinking of
5、 them.Susan：Thank you for your suggestion, Tim. You _10_ (help) me out.1_2._3._4._5_6._7._8._9_10._篇章导读：本文是一篇对话。苏珊正为给同事买圣诞节礼物而不知该买些什么时，这时蒂姆给了她一些建议。1who考查定语从句引导词。“_1_ work with me”为定语从句，先行词为those，关系词在定语从句中作主语，且指人，故用who引导。2a考查不定冠词。headache为抽象名词，此处与不定冠词a连用，抽象概念具体化，可理解为“一件令人头疼的事情”。3dividing考查非谓语动词。设空处作c
6、onsider的宾语，consider意为“考虑”，后接动名词作宾语，故设空处用dividing。4but考查转折连词。句意：哪些是你不是很熟悉但每天见面很多的人。由此可见，前后两部分为转折关系，故用but连接。5what考查疑问代词。句意：好的。然后我该做什么呢？根据上下文逻辑可知，设空处用what(什么)。6them考查人称代词。buy后常接双宾语，故此处用them指代前面提到的friends。7on考查固定短语。on a diet为固定短语，意为“在节食”。8healthy考查词性转换。keep healthy“保持健康”。形容词healthy作系动词keep的表语。9important
7、ly考查常用搭配。more importantly常用于句首修饰整个句子，意为“更重要的是”。10have helped考查动词的时态。既然蒂姆给了苏珊很好的建议，因此可推断出蒂姆已经帮助苏珊摆脱了困境，故设空处用现在完成时。Passage 2限时7分Mary went to a boarding school. Here is one of the letters she wrote to _1_ parents from the school. Dear Mom and Dad，Im afraid I have some very bad news for you. I have been
8、 very naughty and the principal is very angry _2_ me. She is going to write to you. You must e and take me away from here. She does not want me in the school _3_ longer.The trouble _4_ (start) last night when I was smoking a cigarette in bed. This is against the rules, of course. We are not supposed
9、 to smoke at all.As I was smoking, I heard footsteps ing towards the room. I did not want a teacher _5_ (catch) me smoking, so I threw the cigarette away. Unfortunately, the cigarette fell into the wastepaper basket, _6_ caught fire. There was a curtain near the wastepaper basket which caught fire,
10、too. Soon the whole room was _7_ (burn). The principal phoned the fire department. It is a long way from the town and by the time the fire department arrived, the whole school was in _8_ (flame). Many of the girls are in the hospital.The principal said that the fire was all my _9_ and you must pay _
11、10_ the damage. She will send you a bill about a million dollars.I am very sorry about this. Much love，Mary1_2._3._4._5_6._7._8._9_10._篇章导读：本文是一封书信。玛丽因在寄宿学校上学时闯了祸，所以给自己的父母写了封信，解释自己在学校闯祸的过程及学校的处理结果。1her考查人称代词。根据空格前的she可知，本空应填形容词性物主代词her。2with考查固定搭配。be angry with sb.为固定搭配，意为“生某人的气”。3any考查固定搭配。not.any
12、longer为固定搭配，意为“不再”。4started考查动词的时态。从本句开始，玛丽开始介绍她昨天晚上闯祸的过程，故设空处用一般过去时。5to catch考查固定搭配。此处表示“我”不想让老师抓住我在吸烟。want sb.to do sth.为固定搭配，意为“想让某人做某事”。6which考查定语从句。根据句子结构可判断，“_6_caught fire”为定语从句。先行词为the wastepaper basket，关系词在定语从句中作主语，且该定语从句为非限制性定语从句，故用which引导。7burning考查非谓语动词。句意：很快，整个房间都着火了。was burning为过去进行时，表
13、示状态，故burning为本题答案。8flames考查固定搭配。in flames为固定搭配，等同于burning(熊熊燃烧)。9fault考查固定用法。句意：校长说这场火灾全是我的过错。fault n过错，.be ones fault为固定用法，意为“是某人的过错”。10for考查固定短语。pay for为固定短语，意为“为付款”。Passage 3限时8分Alfred Alder, a famous psychiatrist, had _1_ interesting experience. When he was a small boy he got off to a poor start
14、 in arithmetic (算术). His teacher got the idea that he had no ability in arithmetic, and told his parents _2_ she thought in order that they would not expect too much of him. In this way, they also developed the idea, “Isnt _3_ too bad that Alfred cant do arithmetic？” He accepted their mistaken estimate of his ability, _4_ (feel) that it was useless to try, and that he was very poor at arithmetic, just as they expected.One day he became very angry at the teacher and the other students because they laughed when he said he knew how to solve a problem which none of the other students had be
