1、高考高考真題素材改編語法填空訓(xùn)練（含答案）第一篇【2021年全國卷】Popularization has in some cases changed the 1. (origin) meaning of emotional intelligence. Many people now misunderstand emotional intelligence as almost everything desirable in a persons makeup that cannot be measured by an IQ test, such as character, 2. (motivate

2、), confidence, mental stability, optimism and “people skills.” Research has shown that emotional skills may contribute to some of these qualities, but most of them move far beyond skill-based emotional intelligence. We prefer to describe emotional intelligence as a specific set of skills that can be

3、 used for either good or bad purposes. The ability to 3. (accurate) understand how others are feeling may be used by a doctor to find how best to help her patients, while a cheater might use it to control potential victims. Being emotionally intelligence does not 4. (necessary) make one a moral pers

4、on. Although popular beliefs regarding emotional intelligence run far ahead of what research can 5. (reasonable) support, the overall effects of the publicity have been more (benefit)than harmful. The most positive aspect of this popularization is a new and much needed 7. (emphasize) on emotion by e

5、mployers, educators and others interested in promoting social well-being. The popularization of emotional intelligence has helped both the public and researchers re-evaluate the functionality of emotions and how they serve people 8. (adaptive) in everyday life. Although the continuing popular appeal

6、 of emotional intelligence is desirable, we hope that such attention will excite a greater interest in the 9. (science) and scholarly study of emotion. It is our hope that in coming decades, advances in science will offer new perspectives（視角）from which to study how people manage their lives. Emotion

7、al intelligence, with its focus on both head and heart, may serve to point us in the right 10. (direct). Key 1. original 2. motivation 3. accurately 4. necessarily 5. reasonably 6. beneficial 7. emphasis 8. adaptively 9. scientific 10. direction第二篇【2021年新高考卷】The twins were filled with 1. (excite) as

8、 they thought of the surprise they were planning for Mothers Day. How pleased and proud Mother would be when they 2. (bring) her breakfast in bed. They planned to make French toast and chicken porridge. They had watched their mother in the kitchen. There was nothing to it. Jenna and Jeff knew 3. (ex

9、act) what to do. The big day came at last. The alarm 4. (ring) at 6 am. The pair went down the stars quietly to the kitchen. They decided to boil the porridge first. They put some rice into a pot of water and left it to boil while they made the French toast. Jeff broke two eggs into a plate and adde

10、d in some milk. Jenna found the bread and put two slices into the egg 5. (mix). Next, Jeff turned on the second stove burner to heat up the frying pan. Everything was going 6. (smooth) until Jeff started frying the bread. The pan was too hot and the bread turned black within seconds. Jenna threw the

11、 burnt piece into the sink and put in the other slice of bread. This time, she turned down the fire so it cooked 7. (nice). Then Jeff noticed steam shooting out of the pot and the lid starting to shake. The next minute, the porridge boiled over and put out the fire. Jenna panicked. 8. (thankful), Je

12、ff stayed calm and turned off the gas 9. (rapid). But the stove was 10. (mess) now. Jenna told Jeff to clean it up so they could continue to cook the rest of the porridge. But Jeffs hand touched the hot burner and he gave a cry of pain. Jenna made him put his hand in cold water. Then she caught the

13、smell of burning. Oh dear! The piece of bread in the pan had turned black as well. Key 1. excitement 2. brought 3. exactly 4. rang 5. mixture 6. smoothlynicely 8. Thankfully 9. rapidly 10. messy第三篇【2020年上海卷】Todays students see themselves as digital natives, the first generation to grow up surrounded

14、 by technology like smartphones, tablets and e-readers. Weve seen students now equipped with school-issued iPads and access to e-textbooks. Given this trend, it might be assumed that students5 familiarity and 1. (prefer) for technology translates into better learning outcomes. But more and more stud

15、ies show that its not always the case. So, there are some lessons that can be conveyed to us about prints place in an 2. (increasing) digital world.We all read for many reasons. Sometimes were looking for an answer to a very specific question. Other times, we want to browse a newspaper for todays he

16、adlines. As were about to pick up an article or text in a 3. (print) or digital format, we should keep in mind why were reading. Theres 4. (like) to be a difference in which medium works best for which purpose.One of the most consistent findings of the studies is that, for some tasks, medium doesnt

17、seem to matter. If all students are being asked to do is to understand and remember the big idea or gist of what theyre reading, theres no benefit in selecting one medium over another. But when the reading 5. (assign) demands more engagement or deeper 6. (comprehend) , students may be better off rea

18、ding print. Teachers could make students aware that their ability to comprehend it may be influenced by the medium they choose. This 7. (aware) could lessen the difference in students judgments of their 8. (perform) compared with how they actually performed.In another experiment, researchers were able to create 9. (mean