aggressiveness（关于S9总决赛，能否预测一下结果）_主旨_大意_主题

本文目录

• 关于S9总决赛，能否预测一下结果
• 真的有“夫妻相”吗是怎么形成的
• 什么行为算是「校园暴力」
• LOL：全球总决赛冠军会是FPX吗，从哪方面分析
• 英语刷阅读理解能提高阅读做题准确率吗

关于S9总决赛，能否预测一下结果

英雄联盟全球总决赛从入围赛开始到现在已经一个月了，这次全球总决赛也只剩下3场BO5了，本周即将迎来半决赛。

本次半决赛的四只队伍都是顶级队伍，三个世界冠军一个涅槃的凤凰队。

两个半区，两场BO5,是新王登基，还是王朝辟复，这个发表一下自己的看法。

FPX对阵IG，两只队伍都是LPL的战队，但是目前看来，我个人比较倾向IG，IG的队员状态都有明显的回升，对内除了宝蓝还有点拉跨，其他人有明显的回升，ts就不用说了，一个喜欢发育的人，大家都懂，宁王重回比赛的表现有点去年FMVP的意思了，IG有点新的三叉戟的感觉了。

FPX这次主要看中野辅，小天的表现就不用说了，小组赛基本都是小天顶住的，上次打FNC的BO硬币哥和刘青松的表现也很出色，但是上路的贡子哥好像有点拉跨了，下路林伟翔也没发挥出LPL的实力，这个半决赛IG的赢面更大，应该会3-1带走FPX。

G2 和SKT 两只队伍目前的表现都很强势，尤其是G2下路阿P的表现，完全就不像是一个才转下路的选手，操作输出拉满，英雄池还符合这次世界赛版本，感觉有点天命之子的意思，中路caps比去年更猛，操作更细腻，表现贼强，然后是上野，上个BO5就能看出来吧，赛前的被吹成神的牛古力，遭遇上中野的照顾，估计被打出阴影了。

SKT就不用说了吧，李哥虽然现在转打团队了，但是实力还是在那摆着的，上路汉子哥今年的表现出来稳定多了，但是对羊还是有恐惧症，打野clid，这个人感觉回去就变了，之前的表现可不是这样的，回去就表大腿了，然后下路，说实话下路泰迪的表现有点混的感觉，然后辅助也有点混，对上阿p可能会被压制。G2应该会3-2带走SKT。

真的有“夫妻相”吗是怎么形成的

有夫妻相的，不一定和睦。没有夫妻相的也许一辈子没有矛盾。所以，我们没有必要去寻找夫妻相。要找道德如一，志趣相投的人。想的越多，麻烦越多。

什么行为算是「校园暴力」

视频加载中...

当地时间12月13日，有美国媒体报道称，一名14岁男孩疑因戴支持特朗普的帽子，被几名黑人同学在校车上暴打，被打男孩的母亲称早些时候还有人往他头上倒牛奶。目前涉事的5名学生已被起诉。校方称此次争端只是因为同学之间的口角，与政治无关。

LOL：全球总决赛冠军会是FPX吗，从哪方面分析

关于这个问题，fpx很强，中野能力很突出，团队配合也很到位，第一次在世界赛的舞台就打出这样的成绩，实力毋庸置疑，但是相信看了比赛的小伙伴都知道，lpl的战队，都有点偏好于打架，而g2这个队伍比较擅长反打和防守，从比赛上来看，特别是半决赛对阵stk这样的强队，抓失误能力比较强，很稳，很少出现失误，不得不说g2比往年进步太多了，所以接下来的比赛，冠军还真不好说，无论如何，我还是希望fpx拿下冠军，把冠军留在lpl！

英语刷阅读理解能提高阅读做题准确率吗

快速把握主旨大意

突破阅读理解瓶颈

阅读理解是国内几乎所有英语考试中必考的题型。其实，从英语试卷的演变趋势看，一张试卷完全可以看作听力、阅读和写作三部分组成，如2019年高考英语I卷，除去听力30分，写作35分，其余85分均为阅读理解类题，占据全卷分值的75.5%，所以素有“得阅读者得天下”之说。那么，如何提高阅读理解能力？一般来说，阅读理解能力主要取决于两个方面，即阅读基础和阅读技能。阅读基础是指贮备的词汇量、语法分析能力和必要的背景知识。阅读技能指通过系统训练获得的阅读方法和技巧。如何获得娴熟的阅读技能，光靠盲目刷题肯定事倍功半，结果人吃了亏但戏不好看。俗话说，牵牛要牵牛鼻子。抓住阅读理解的关键和核心就是要快速把握文章的主旨大意。且看下文分解:

一、高考阅读理解的基本题型：

1、主旨大意题

2、细节理解题(含事实、细节)

3、猜测意义题(含词义、指代)

4、推理判断题(含计算题)

5、作者意图态度题(含意图、态度、目的)

6、篇章结构题

二、主旨大意在阅读理解中地位：

1、主旨大意题旨在考查考生把握全文主题和理解中心思想的能力，即考查考生的归纳概括能力：能否分辨主题和细节；能否具备提纲挈领的能力。常见主旨大意题的设问方式主要有：

(1)The subject of the passage/paragraph is ______.

(2)The main idea of the passage/paragraph is ______.

(3)The text is mainly about ______.

(4)The passage mainly centers on ______.

(5)The passage mainly tells about ______.

(6)What is the subject discussed in the text?

2、另一方面，在阅读中抓主旨大意并不只是单纯去应对阅读理解中的主旨大意题，换言之，即使文章后没有设计主旨大意题，同样要首先抓住文章的主旨大意；也就是说，抓主旨大意是解答阅读理解所有题型的基础和前提。只有首先把握文章的主旨大意，抓住了文章的灵魂与中心，阅读理解这个难关才能迎刃而解。

三、从文章的逻辑结构入手，通过快速阅读抓主旨大意，谓之SKIMMING:

1、文章的主旨大意或称主题在文章中要么直接显示即主题句，要么间接隐含在文章的字里行间。实际上，多数英语文章都有主题句。弄清文章逻辑结构，找到文章主题句出现的准确位置，主旨大意定矣。因此，找准文章的主题句（TOPIC SENTENCE）是关键。

2、常见的文章逻辑结构：借助图例最容易理解记忆(此处无法展示图例)

A. 正三角形结构：即中心主题句出现在首段，如图 ，开门见山，提出主题，随之用具体事实细节来支撑或发展主题句所表达的主题思想。也即：一般→具体。

B. 倒三角形结构：即主题句出现在末段，如图 ，在表述细节后，归纳要点、印象、结论、建议或结果，以概括主题。也即：具体→一般。

C. 圆形结构：即首尾呼应的写作方法，如图 ，突出主题，作者先提出主题，结尾时再次点出主题。通常，前后表述主题的句子不是简单的重复，后面的表述往往有进一步的引申或发展的意味。也即：一般→具体→ 一般。

D. 菱形结构：即主题句出现在文章的中间，如图 ，通常前面只提出问题，文中的主题由随之陈述的细节或合乎逻辑的引申在文中导出，而后又作进一步的解释、支撑或发展。具体→一般→具体。

E. 正方形结构：即中心主题句隐含在全文之中，没有明确的主题句，如图 。在这种情况下，读者要把各段落的段落大意概括出来或者找出各段的段落主题句，再进行逻辑推理，概括归纳出主题句。还有一种方法即根据文章论述详略确定，通常与主题直接有关的部分有较详尽的论述。

F. 时间顺序结构：按时间先后说明某一理论的发展，或某一研究成果由过去至现在的情况，如图 。属于这种结构的主题句通常在首段或末段。

G. 对比：进行对比的各事物之间的基本共同点或差异为主题，如图 。

H.分类：分类说明的各个大项的大意相加为文章主题，如图①+②+③ 。

四、主旨题除了直接考察短文或段落的主题(subject)或中心思想(main idea)等形式之外，还有如下变体：要求考生选出短文的标题(title, headline)、作者的写作意图或态度(purpose或为传递信息、或为愉悦读者、或为阐述某一道理)等。

1、文章标题

问标题的题也是一种主旨题，与主旨题的解题方法和技巧完全一样。二者的差别主要体现于选项的形式：主旨题的答案通常以一句话表示，而问标题的答案大多为一个名词词组。最重要的是，标题在内容上必须而且只能反映文章的中心大意。这就要求选项的归纳范围要恰如其分，既不能只提及文中的一个细节，也不能将本文以外的内容概括于其中，要善于识别本末倒置、主次不分、以点代面、以偏概全或者过度概括的干扰项。另外，标题在形式上要新颖、醒目，能吸引读者注意力，能唤起读者对文章阅读的兴趣。

2、作者意图态度

a,作者意图即写作目的，与文章主题不同，但与它关系密切，所以也可以算作主旨题的一种变体。二者的异同可以从下面的对比中看出：文章主旨问中心思想、文章大意，而写作目的则阐述文章为何表达这个中心思想，等于文章大意＋论述方法(或＋作者口吻)。文章大意可以根据前面所述的方法找到。至于论述方法，可以根据阅读理解的主体文章的体裁确定一些，注意利用以下关键词判断文体: advice…(建议，劝告)，introduce(介绍)，recommend(推荐) (这几种答案常适用于说明文体裁)；argue for(论证)，argue against(驳斥)，reason(说理), comment(评论) (这几种答案仅适用于议论文体裁)；convince…(说服)，present…(阐述)，propose…(建议)，warn…(警告)。

b.既然全文的写作目的与文章的主旨密切相关，那么段落的写作目的也与段落的大意密切相关，只有反映了段落大意的答案才是段落的写作目的。

c.解作者态度(attitude)或语气(tone)题，关键在于把握作者对全文主体事物(与主题有关)或某一具体事物的态度。表达作者态度——褒义、中性和贬义的手段主要有1)加入形容词定语；2)加入副词状语；3)特殊动词。英语中有些动词也表明说话者的正负态度，如：fail(未能)、ignore(忽视)、overestimate(高估)等动词表示一种负态度。由上可知，确定作者态度，可以有两种思路：问全文主体事物的(包括主题)，可以根据阐述主题或有关主体事物的相关句中的形容词、副词或动词确定作者的态度；如果问的是对某一具体事物的态度，则可以定位到具体相关句，然后确定答案。

五、操练实践：

例一： (20119年全国高考题D篇)

During the rosy years of elementary school（小学）, I enjoyed sharing my dolls and jokes, which allowed me to keep my high social status. I was the queen of the playground. Then came my tweens and teens, and mean girls and cool kids. They rose in the ranks not by being friendly but by smoking cigarettes, breaking rules and playing jokes on others, among whom I soon found myself.

Popularity is a well-explored subject in social psychology. Mitch Prinstein, a professor of clinical psychology sorts the popular into two categories: the likable and the status seekers. The likables’ plays-well-with-others qualities strengthen schoolyard friendships, jump-start interpersonal skills and, when tapped early, are employed ever after in life and work. Then there’s the kind of popularity that appears in adolescence: status born of power and even dishonorable behavior.

Enviable as the cool kids may have seemed, Dr. Prinstein’s studies show unpleasant consequences. Those who were highest in status in high school, as well as those least liked in elementary school, are ＂most likely to engage（从事）in dangerous and risky behavior.＂

In one study, Dr. Prinstein examined the two types of popularity in 235 adolescents, scoring the least liked, the most liked and the highest in status based on student surveys（调查研究）. ＂We found that the least well-liked teens had become more aggressive over time toward their classmates. But so had those who were high in status. It clearly showed that while likability can lead to healthy adjustment, high status has just the opposite effect on us.“

Dr. Prinstein has also found that the qualities that made the neighbors want you on a play date-sharing, kindness, openness — carry over to later years and make you better able to relate and connect with others.

In analyzing his and other research，Dr. Prinstein came to another conclusion: Not only is likability related to positive life outcomes, but it is also responsible for those outcomes, too. “Being liked creates opportunities for learning and for new kinds of life experiences that help somebody gain an advantage, ＂ he said.

33.What is the second paragraph mainly about？

A. The classification of the popular.

B. The characteristics of adolescents.

C. The importance of interpersonal skills.

D. The causes of dishonorable behavior.

35. What is the best title for the text?

A. Be Nice—You Won’t Finish Last

B. The Higher the Status, the Better

C. Be the Best—You Can Make It

D. More Self-Control, Less Aggressiveness

例二： (2018年全国高考题B篇)

Good Morning Britain’s Susanna Reid is used to grilling guests on the sofa every morning, but she is cooking up a storm in her latest role – showing families how to prepare delicious and nutritious meals on a tight budget.

In Save Money: Good Food, she visits a different home each week and with the help of chef Matt Tebbutt offers top tips on how to reduce food waste, while preparing recipes for under £5 per family a day. And the Good Morning Britain presenter says she’s been able to put a lot of what she’s learnt into practice in her own home, preparing meals for sons, Sam, 14, Finn, 13, and Jack, 11.

“We love Mexican churros, so I buy them on my phone from my local Mexican takeaway restaurant,” she explains. “I pay £5 for a portion (一份), but Matt makes them for 26p a portion, because they are flour, water, sugar and oil. Everybody can buy takeaway food, but sometimes we’re not aware how cheaply we can make this food ourselves.”

The eight-part series (系列节目), Save Money: Good Food, follows in the footsteps of ITV’s Save Money: Good Health, which gave viewers advice on how to get value from the vast range of health products on the market.

With food our biggest weekly household expense, Susanna and Matt spend time with a different family each week. In tonight’s Easter special they come to the aid of a family in need of some delicious inspiration on a budget. The team transforms the family’s long weekend of celebration with less expensive but still tasty recipes.

26. What does the author intend to do in paragraph 4?

A. Summarize the previous paragraphs. B. Provide some advice for the readers.

C. Add some background information. D. Introduce a new topic for discussion.

27. What can be a suitable title for the text?

A. Keeping Fit by Eating Smart B. Balancing Our Daily Diet

C. Making Yourself a Perfect Chef D. Cooking Well for Less

例三： (2018年全国高考题C篇)

Languages have been coming and going for thousands of years, but in recent times there has been less coming and a lot more going. When the world was still populated by hunter-gatherers, small, tightly knit (联系) groups developed their own patterns of speech independent of each other. Some language experts believe that 10,000 years ago, when the world had just five to ten million people, they spoke perhaps 12,000 languages between them.

Soon afterwards, many of those people started settling down to become farmers, and their languages too became more settled and fewer in number. In recent centuries, trade, industrialisation, the development of the nation-state and the spread of universal compulsory education, especially globalisation and better communications in the past few decades, all have caused many languages to disappear, and dominant languages such as English, Spanish and Chinese are increasingly taking over.

At present, the world has about 6,800 languages. The distribution of these languages is hugely uneven. The general rule is that mild zones have relatively few languages, often spoken by many people, while hot, wet zones have lots, often spoken by small numbers. Europe has only around 200 languages; the Americas about 1,000; Africa 2,400; and Asia and the Pacific perhaps 3,200, of which Papua New Guinea alone accounts for well over 800. The median number (中位数) of speakers is a mere 6,000, which means that half the world’s languages are spoken by fewer people than that.

Already well over 400 of the total of 6,800 languages are close to extinction (消亡), with only a few elderly speakers left. Pick, at random, Busuu in Cameroon (eight remaining speakers), Chiapaneco in Mexico (150), Lipan Apache in the United States (two or three) or Wadjigu in Australia (one, with a question-mark): none of these seems to have much chance of survival.

31. What is the main idea of the text?

A. New languages will be created.

B. People’s lifestyles are reflected in languages.

C. Human development results in fewer languages.

D. Geography determines language evolution.