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高考十选九阅读巩固提升练习 '十选九'解题思路 三、后缀的学习与记忆 大部分的后缀能改变一个词的词性，也有小部分的后缀改变了词的意思。 后缀及其意义 对应单词 (1) -able (-ible)＝that can be ~ed; able to be ~ed exchangeable能相互交换的；movable可移动的； 能被……的，可……的 （形容词后缀） permissible可允许的；avoidable可避免的；believable可相信的； understandable能理解的；adaptable可适应的；breakable易破碎的； readable 可读的；lovable可爱的，讨人喜欢的； reliable可信赖的；durable耐用的；respectable被尊敬的 (2) age - =the act or result of ~ing; the condition of一状态，集合（名词后缀） marriage婚姻；shortage缺少； leakage泄露；wastage浪费 (3) -al (-ial, -ical, -ual) ①=of一；like一；having the nature of 像……，有…性质的 形容词后缀 ②the act of ~ing…，的行为（名词后缀） national民族的；、 industrial工业的；mental内心的； personal个人的；practical实践的；logital逻辑的；casual偈然的； historical有关历史的；continual连续的；arrival到达；denial否认； refusal拒绝；approval赞同；betrayal背叛；removal移动 (4) –an= person人 （名词后缀） American美国人；Italian意大利人；意大利籍； African非洲人 (5) -ance (-ence, - ency)＝the act or fact of ~ing; appearance出现； annoyance使烦恼；disturbance（情绪等）失调； the state or quality of being ~ed endurance忍耐；reliance依赖；assurance确信； ……的性质，—，…|的状态（抽象名词后缀 ）performance表现，表演；attendance出席，到场； dependence依靠；difference区别；urgency紧急； tendency趋向；preference更喜欢；frequency频繁； influence影响；fluency流利；excellence优秀，杰出 (6) -ant (-ent)- brilliant光芒四射的；resistant抵抗的；abundant丰富的； ① ……的 形容词后缀 absorbent能吸收的；indulgent纵容的，宽容的；orient东方的； ②-a person or thing that-s人或物（名词后缀） distant远离的；vacant没人占据的；arrogant骄傲自大的 assistant助手，帮手；merchant商人；servant仆人； occupant占有者；accountant会计师；defendant被告； patient耐心的；diligent勤奋的；patient病人；opponent对手； agent代理人；correspondent通讯者 注：以-ance为后缀的名词通常对应-ant为后缀的形容词；以-ence或者-ency为后缀的名词通常也对应-ent为后缀的形容词。 (7) -ar (-ular, -icular)＝of一；like一； popular流行的；lunar月亮的；familiar熟悉的；peculiar古惺的 having the nature of有……性质的（形容词后缀） (8) –ary ①= a place for一，有关的 library图书馆；dictionary词典；boundary边界； 人或者物 名词后缀 secretary秘书（参与秘密的人）；statuary雕像； salary薪水； ②形容词后缀 secondary第二的；military军人的，军队的； contrary相反的；ordinary普通的； temporary暂时的 (9) –ate ①- of一（ 形容词后缀） fortunate幸运的；liberate自由的；fascinate迷人的；private私人的； ②＝to become-or cause to be affectionate亲爱的；terminate使终止；dictate听写；activate使活跃； 成为……，使成为……（动词后缀） accumulate使积累；evaporate便蒸发 (10)--ation (-ition)＝the state of一； determination决心；industrialization工业化；preparation准备； ……的动作；……的状态 (名词后缀) competition竞争；repetition重复；creation创造；imagination想像 (11) –dom = the rank of一；……的职位、 queendom女王的地位；chiefdom首领的地位 领域；状态、事实 (名词后缀) freedom自由；kingdom王国；wisdom智慧； (12) -ee = a person who is ~ed; 被……者 employee雇员；refugee难民；interviewee被面试／采访者 (名词后缀) 指人 (13) –en=①- to cause to be一；to cause to have一使变的…… (动词后缀) weaken变弱；wooden木头的；waxen蜡制的；golden金子的 ②＝made of一由……制成的 (形容词后缀) sharpen削尖；soften使变软；strengthen使坚强；lengthen使变长； (14) -er (-eer) ＝ 一人，动作者(名词后缀) fighter战士；worker工人；writer作家；thinker思想家； harvester收割机；admirer饮佩者；philosopher哲学家； Londoner伦敦人； engineer工程师；volunteer志愿者 (15) -ese = 的人，语言 （名词后缀） Chinese中国人，中文；Japanese日本人，日文 一般改变国家或者地方的词义 (16) -ess - female女性 名词后缀 actress女演员；princess公主；goddess女神 (17) -ful＝full'； having the qualities of ；充满……的；具有……性质的；易于……的；可……的 （形容词后缀） cheerful高兴的；harmful有害的；fruitful富有成果的；powerful强大的； doubtful疑惑的；awful可怕的；respectful恭敬的；thankful感谢的； faithful忠实的；regretful遗憾的；plentiful大量的 (18) -fy (-ify, -efy)＝to make一，to cause to be一；to become一使…… 动词后缀 beautify使美丽；classify招……分类；identify认出；purify使纯净； horrify使恐怖；notify 使…注意，通知 (19) –hood ＝the state of quality of一；the character of一；a group of body of --'s身份，境遇，状态 (名词后缀) childhood童年；womanhood女性；neighborhood四邻，街坊； likelihood 可能性；knighthood骑士身份 (20) -ian=the person of一人 名词后缀 musician音乐家；guardian卫护者；Christian基督教徒 (21) --ic①＝of一；having the nature of; made or caused by；like有……性质的；由……组成的 (形容词后缀) ②- an art or system of thought; a person connected with一学术，艺术；有关的人 (名词后缀) atmospheric大气的heroic英雄的；alcoholic酒精的；volcanic火山的；poetic富有诗意的；symphonic交响乐的；music音乐； logic逻辑；arithmetic算术；magic魔术； medic医生 (22) -ion = the result of ~ing; the condition of being ~ed; a thing or process that中……的动作、结果和状态 (名词后缀) attraction吸引；calculation计算；fascination迷恋；admission允许进入；derivation衍生，派生；competition竞争；resolution决心； observation观察; repetition重复；deduction扣除；omission省略；revelation揭露 (23) -ism = the doctrine, theory or system of ……主义；教 (名词后缀 ) communism共产主义；socialism社会主义；revisionism修正主义；humanism人道主义；heroism英雄主义； industrialism产业主义； realism现实主义 (24) -ist = the person who follows the doctrine of……主义者，人 （名词后缀） communist共产主义者；artist艺术家． (25) -ity (-ty, -ety)＝the condition, quality or fact of 'being……的性质、状态 （名词后缀） possibility可能性；ability能力；equality平等；royalty王权； quality质量；poverty贫穷；minority少数；certainty必然； curiosity好奇心；sensibility敏感性；timidity胆怯，羞怯； activity活动；generosity慷慨大方 (26) -ive -= ing; having the quality of-ing; tending to一与……有关的；具有……性质的（ 形容词后缀） attractive有吸引力的；imitative模仿的；decisive,决定的； talkative健谈的； competitive竞争的；definitive确定的，限定的； progressive进步的；extensive广阔的；respective各自的，分别的 (27) -less = without；lacking；free from； 无……的；缺乏……的从不……的；不可……的 （形容词后缀） homeless无家可归的；rainless无雨的；painless不痛酌； tireless不疲劳的；countless不计其数的；aimless没有目的的； shameless无耻的；boundless无限的；nameless不知其名的； speechless说不出话来的；senseless无知觉的 (28) -logy ＝ the doctrine, study or science of一； the speech or of…… 论；……学；……科 （名词后缀） biology生物学家；zoologist，动物学家；technology技术； philosophy哲学；geology地质学 注：相应的词缀还有-logical表示'……学的'，是形容词后缀；-logist表示'……者'，是名词后缀。 (29) –ly = like a……；characteristic……； of or being a……像……的；有……性质的；适于……的；每……发生一次的；是……的 形容词后缀 orderly 有次序的；manly男人的； monthly每月的；heavenly天堂的； costly昂贵的；lovely可爱的mannerly有礼貌的；lonely痕寞的 注：-ly在大多数的情况是附着在形容词后追加其为副词，不影响词义，是最常用的后缀。 (30) -ment = the condition of being～ed; the result of～ing; the cause or means of～ing……的结果；……的状况(名词后缀) movement 运动；development发展；judgement判断；enjoyment享受；amazement惊奇，诧异；measurement 测量；government统治； arrangement安排；advertisement广告；punishment惩罚； supplement增补；embodiment体现，具体化 (31) –ness = the ……action or behavior；……的状态，……的性质 (名词后缀) kindness和善；carefulness小心；correctness正确；tiredness疲倦； willingness乐意；madness瘋狂； forgetfulness健忘，疏忽； weightlessness失重；1aziness懒惰；1ikeness相似，相像； kind-heartedness好心肠 (32)—or= 人，动作者 （名词后缀） actor男演员；visitor访问者；conductor指导者；tutor导师； traitor，叛徒；translator翻译者；vibrator振动器 (33)—our(—or)＝the act，state，quality or characteristic ……的行为，状态，性质或特点，一般指抽象名词(名词后缀) favor善意的行为；labor劳动，努力；horror恐怖； odor气味，味道； vigor 活力 (34)—ous＝ full of……；characterized by……，having the nature of …… ； with……；of……；like……； 具有……的；充满……的；有……特性的：……的；像……的； 从事……的 (形容词后缀) advantageous有利的；anxious充满焦虑的；obvious明显的； courageous勇敢的；precious宝贵的；cautious谨慎的；ambitious有野心的 注：-ous构成的形容词常常与-osity, -ion所构成的名词存在对应关系。 (35) -ship＝the position or occupation of……；the quality or condition of being……；the act or skill of……；the relation between……；the number of ……行业；……状态；……身份；……关系 (名词后缀) friendship友谊；comradeship同志之友谊；sportsmanship体育道德；hardship 苦难；governorship地方长官的职位或任期； partnership合伙关系；leadership领导 (36) -some = causing……；tending to……；……to a considerable degree产生的……；易于……的；（形容词后缀） fearsome吓人的；troublesome令人烦恼的；lonesome寂寞孤单的； tiresome使人疲劳 (37) -ure (-ature, -ture, -iture)＝the act or fact of ~ing; the result of being ~ed;…的结果；……的事物 （名词后缀） failure失败；pleasure快乐；exposure暴露；culture文化；pressure压力； temperature温度；mixture混合；gesture手势；architecture建筑学 (38) -ward(s)＝tending to……；in the direction……；……方向的 （形容词和副词后缀） afterwards后来；backward向后；homeward向家的；downward向下的 (39) –wise = in a ~manner; like a……；in the direction of……；以……方式；朝……方向；在……方面 （副词后缀） likewise同样的；otherwise否则；clockwise顺时针方向； sunwise顺着太阳；edgewise沿旁边的 (40)—y ①= containing……；resembling……；somewhat……有…特征的；像……；有点……的 （形容词后缀） ②＝the act ……ing; a group of -s； condition or quality……的行 为；……的状况或性质 （名词后缀） bumpy颠簸的；cloudy多云的；funny玩笑的；sleepy想睡的； stormy风暴的；sticky粘的；mighty强大的；speedy迅速的； delivery交付；discovery发现； victory战胜；jealousy嫉妒； memory记忆；modesty谦虚；inquiry询问；injury伤害 实战演练 Passage 1 You are what you eat. This saying has provided scientists with clues about the diet of hominids(玉米粥)—our early 1 of 3 million years ago. Studying carbon atoms locked up in tooth enamel(珐琅), two researchers argue against the widely held 2 that hominids ate little more than fruits and leaves. Sponheimer and Julia Lee-Thorp of the University of Cape Town, South Africa, report their findings in Friday's Science. There aren't many clues for us to know the life of early hominids. The 3 of hominids' teeth offered the first clues. Large and flat-edged with thick enamel, they looked 4 for eating nuts and fruits, different from the sharp teeth one would want to tear into meat with. The first stone tools, which would help in eating meat, didn't appear until about half a million years later. Scientists have also found marks on hominids' teeth with patterns very 5 to those on the teeth of modern-day fruit eaters. Sponheimer and Lee-Thorp tried a new 6 , looking at the chemical composition of the tooth enamel. They studied the enamel for the carbon-13. Animals that eat grasses have higher carbon-13 levels than those eating fruits and other plants. What they found was that the teeth of the hominids had an in-between amount of carbon-13, which meant not only they were eating fruits, they were eating a lot of grasses, or animals eating grasses. The lower carbon-13 levels could also come from eating certain types of insects. But there are people who understand 7 . Prof. Ungar of the University of Arkansas agrees the study 8 new suggestions of hominid diet, but disagrees about the suggestion that meat could explain the lower carbon-13 levels. One suggestion might be true though— take good care of your teeth. In 3 million years, a scientist might be using them to 9 out what you ate for dinner. Passage 2 I'm seventeen. I had worked as a 'box boy' at a supermarket in Los Angeles. People came to the 1 and you put things in their bags for them. And carried things to their cars. It was hard work. While working, you wear a plate with your name on it. I once met someone I knew years ago. I remembered his name and said, 'Mr. Castle, how are you?' We talked about this and that. As he left, he said, 'It was nice talking to you, Brett.' I felt great, he remembered me. Then I looked down at my name plate. Oh no. He didn't remember me 2 ; he just read the name plate. I wish I had put 'Irving' down on my name plate. If he'd have said, 'Oh yes, Irving, how could I forget you?' I'd have been ready for him. There's nothing 3 here. The manager and everyone else who were a step above the box boys often shouted orders. One of these was: You couldn't 4 tips. Okay, I'm outside and I put the bags in the car. For a lot of people, the natural reaction is to take a quarter and give it me. I'd say, 'I'm sorry, I can't. 'They'd get angry. When you give someone a tip, you're sort of being polite. You take a quarter and you put it in their hand and you expect them to say, 'Oh, thanks a lot.' When you say, 'I'm sorry, I can't. 'They feel a little put 5 . They say, 'No one will know.' And they put it in your pocket. You say, 'I really can't.' It gets to a point where you almost have to hurt a person physically to 6 him from tipping you. It was not in 7 with the customer's belief in being friendly. Accepting tips was a friendly thing and made the customer feel good. I just couldn't understand the strangeness of some people's ideas. One lady 8 put it in my pocket, got in the car, and drove away. I would have had to throw the quarter at her or eaten it or something. I had decided that one year was enough. Some people needed the job to stay 9 and fed. I guess I had the means and could afford to hate it and give it up. Passage 3 The fiddler crab is a living clock. It indicates the time of day by the colour of its skin, which is dark by day and pale by night. The crab's changing colour follows a 1 twenty-four-hour plan that exactly matches the daily rhythm of the sun. Does the crab 2 keep time, or does its skin simply answer to the sun's rays, changing colour 3 to the amount of light strikes it? To find out, 4 kept crabs in a dark room for two months. Even without daylight the crab's skin colour 5 to change exactly on time. This 6 probably developed gradually in answer to the daily rising and setting of the sun, to help protect the crab from sunlight and enemies. After millions of years it has become 7 regulated inside the living body of the crab. The biologists noticed that once each day the colour of the fiddler crab is especially dark, and that each day this happens fifty minutes later than on the day before. From this they 8 that each crab follows not only the rhythm of the sun but also that of the tides. The crab's period of greatest 9 is exactly the time of low tide on the beach where it was caught! Passage 4 Engineering ethics(道德) is attracting increasing interest in engineering universities throughout the nation. At Texas A&M University, 1 of this interest in professional ethics culminated（到达高峰) in the creation of a new course in engineering ethics, as well as a project funded by the National Science Foundation to develop material for introducing ethical issues in required undergraduate engineering courses. A small group of faculty and 2 actively supported the growing effort at Texas A&M, yet this group must now expand to meet the needs of 3 numbers of students wishing to learn more about the value implications of their actions as professional engineers. The increasing 4 for the value dimension of engineering is, at least in part, a result of the attention that the media has given to cases such as the Challenger Disaster, the Kansas City Hyatt-Regency Hotel walkways 5 , and the? Exxon oil spill. As a response to this concern, a new discipline, engineering ethics, is 6 . This discipline will doubtless take its place alongside such well-established fields as medical ethics, business ethics, and legal ethics. The problem 7 by this development is that most engineering professors are not prepared to introduce literature in engineering ethics into their classrooms. They are most comfortable with quantitative concepts and often do not believe they are 8 to lead class discussions on ethics. Many engineering faculty members do not think that they have the time in an already overcrowded syllabus to introduce discussions on 9 ethics, or the time in their own schedules to prepare the necessary material. Hopefully, the resources presented herein will be of assistance. Passage5 How does it happen that children learn their mother tongue so well? When we compare them with adults learning a foreign language, we often find this interesting fact. A little child without knowledge or 1 often succeeds in a complete mastery of the language. A grown-up person with 2 developed mental powers, in most cases, may end up with a faulty and inexact command. What 3 for this difference? Despite other explanations, the real answer in my opinion lies partly in the child himself, partly in the 4 of the people around him. In the first place, the time of learning the mother tongue is the most 5 of all, namely, the first years of life. A child hears it spoken from morning till night and, what is more important, always in its genuine form, with the right pronunciation, right intonation, right use of words and right structure. Then the child has, as it were, private lessons all the year round, while an adult language-student had each week a limited number of hours which he generally shares with others. The child has another advantage: he hears the language in all possible situations, always 6 by the tight kind of gestures and facial expressions. Here there is nothing unnatural, such as is often found in language lessons in schools, when one talks about ice and snow in June or scorching heat in January. And what a child hears is 7 what immediately interests him. Again and again, when his attempts at speech are successful, his desires are understood and 8 . Finally, though a child's 'teachers' may not have been trained in language teaching, their relations with him are always close and 9 . They take great pains to make their lessons easy. Passage 6 Attitude is an internal(内在的) state that influences the choices of personal action made by the 1 .Some researchers consider that attitudes come from differences between beliefs and ideas; others believe that attitudes come from 2 states. Here, we focus on the effects of attitudes upon behavior, that is, upon the choices of action made by the individual. The kinds of actions taken by human beings are 3 influenced greatly by attitudes. Whether one listens to classical music or rock, whether one obeys the speed limit while driving, whether one encourages one's husband or wife to express his or her own ideas—all are influenced by attitudes. These internal states are acquired 4 life from situations one is faced with in the home, in the streets, and in the school. Of course, the course of action chosen by an individual in any situation will be largely 5 by the particulars of that situation. An individual who has a strong attitude of obeying laws may drive too fast when he is in a hurry and no police cars in sight. A child who has a strong attitude of honesty may steal a penny when he thinks no one will notice. But the internal state which remains 6 over a period of time-, and which makes the individual behave regularly in a variety of situations, is what is meant by an attitude. Attitudes are learned in a 7 of ways. They can result from single incidents, as when an attitude toward snakes is acquired by an experience in childhood at the sudden movement of a snake. They can result 8 the individual's experiences of success and pleasure, as when someone acquires a positive attitude toward doing crossword puzzles by being able to complete some of them, and frequently, they are learned by copying other people's 9 , as when a child learns how to behave toward foreigners by observing the actions of his parents. Regardless of these differences, there is something in common in the learning and modification(修正)of attitudes.  Keys: Passage 1． EDCIF HBAJ Passage 2． HBJDC IGFE Passage 3． FCGEA JIBH Passage 4． EIJDH GACB Passage 5． JADGF BCIH Passage 6． FJIAC DHBG |
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