小样法2021届高考英语高频阅读词组 练习(二十)

2021年1月20日发(作者：britain)

2021
届高考英语高频阅读词组
+
练习（二十）

一：词组梳理

1
．
bear
（
or keep
）…
in mind
（
=remember
）牢记

2
．
bring
（
or call
）
to mind
（
=remember
）使回想起

3
．
by mistake
（由于粗心，健忘原因而）错误地

4
．
at the moment
（
=now
）

此刻，
现在

for the moment
（
=for the time being
）
暂时


5
．
Keep on (doing sth.)
继续
(
反复
)
做某事

6
．
look for

寻找；期待，期望

7
．
look over

从上面看过去；检查

8
．
look through

透过
~~
看去；看穿；浏览

9
．
keep
…
out of
…

使……不进入，挡住

10
．
keep up
坚持，不使
(
斗志
)
低落，保持，维持，继续

11
．
keep up with
跟上

12
．
(keep in touch with
与……联系
)
13
．
(keep fit
保持健康
)
14
．
look about

四下环顾；查看

15
．
look after

照顾，看管

16
．
look around

东张西望

17
．
just a moment
稍等片刻

at the last moment
在最后一刻

18
．
in the mood for
有情绪去做……，有心境做。

19
．
no more
…
than
和…一样都不…

20
．
for the most part
多半，大多数，一般来说

21
．
at
（
the
）
most
最多，

至多

22
．
make the most of
充分利用

23
．
be not much of
（
=not a good
）不是很好的…

be something of
有点…，
像…

24
．
name after
用…的名字命名

25
．
native to
所产的



26
．
by nature
天生的，

生来

27
．
in mature
本质上

28
．（
be
）
in the nature of
属…性质

29
．
none other that
不是别人，正是…

30
．
above normal
高于正常（温度）

31
．
look down on

俯视；轻视

32
．
look forward to

盼望，期待

33
．
look into

窥视；调查；浏览

34
．
look like

看起来象

35
．
look on

旁观；面向

36
．
look out
向外看；注意；当心，堤防

37
．
for nothing
（
=free
，

without payment
）免费

38
．
nothing but
只有，

不过…而已

39
．
hold
…
back
阻止
(
经常是眼泪
)
40
．
hold on
等一等
(
电话用语
)
41
．
hold out
伸出

42
．
hold up
举起，阻挡，停顿

43
．
Keep away from
避开，不接近

44
．
(keep a record
作记录
)
45
．
keep back
阻止，隐瞒不讲，留下

46
．
keep off
使……不接近

47
．
look at

注视，着眼于

48
．
look back

回顾

49
．
look up to
仰望，尊敬

二：习题训练

（
A
）


We
talk
continuously
about
how
to
make
children
more”resilient(
有恢复力的
)”
，
but
whatever were doing, it's not working. Rates of anxiety disorders and depression are rising rapidly
among teenagers. What are we doing wrong?


Nassim Taleb invented the word “antifragile” and used it to describe a small but very important
class of systems that gain from shocks, challenges, and disorder. The immune system is one of them:
it requires exposure to certain kinds of bacteria and potential allergens(
过敏源
)in childhood in order
to develop to its full ability.
Children’s
social
and
emotional
abilities
are
as
antifragile
as
their
immune
systems.
If
we
overprotect kids and keep them “safe” from unpleasant social situations and negative emotions we
deprive(
剥夺
)them of the challenges and opportunities for skill-building they need to grow strong.
Such children are likely to suffer more when exposed later to other unpleasant but ordinary life
events, such as teasing and social rejection
It's not the kids fault. In the UK, as in the US, parents became much more fearful in the 1980s
and
1990s
as
cable
TV
and
later
the
Internet
exposed
everyone,
more
and
more,
to
those
rare
occurrences of crimes and accidents that now occur less and less, Outdoor play and independent
mobility went down; screen time and adult- monitored activities went up.
Yet free play in which kids work out their own rules of engagement, take small risks, and learn
to master small dangers turns out to be vital for the development of adult social and even physical
competence, Depriving them of free play prevents their social- emotional growth. Norwegian play
researchers Ellen Sandseter and Leif Kennair warned: “We may observe an increased anxiety or
mental disorders in society if children are forbidden from participating in age adequate risky play.”

They wrote those words in 2011. Over the following few years, their prediction came true. Kids
born after 1994 are suffering from much higher rates of anxiety disorders and depression than the
previous generation did. Besides, there is also a rise in the rate at which teenage girls are admitted to
hospital for deliberately harming themselves.
What can we do to change these trends? How can we raise kids strong enough to handle the
ordinary
and
extraordinary
challenges
of
life?
We
can’t
guarantee
that
giving
primary
school
children more independence today will bring down the rate of teenage suicide tomorrow. The links
between childhood overprotection and teenage mental illness are suggestive but not clear-cut. Yet
there are good reasons to suspect that by depriving our naturally antifragile kids of the wide range of
experiences they need to become strong, we are systematically preventing their growth. We should
let go-and let them grow.
1
．
Why does the author mention the immune system in Paragraph 2?