人教版 (2019)选择性必修 第一册Unit 4 Body Language课后练习题

这是一份人教版 (2019)选择性必修 第一册Unit 4 Body Language课后练习题，共19页。试卷主要包含了　　　　　　　 10等内容，欢迎下载使用。
基础过关练
Ⅰ.单词拼写
1.If I hadn't been faced with s many (障碍), I wuldn't be where I am.
2.(2024广东广州执信中学月考)In the recent years, Chinese peple have (见证) the rapid imprvement in the new technlgy.
3.As the train was pulling ut, the by waved his hands at his parents, with tears rlling dwn bth his (脸颊).
4.The majrity are in f f adpting new ways t slve the present prblem.
Ⅱ.单句语法填空
1.(2024湖南长沙南雅中学月考)At this very mment, Sirin culd n lnger resist her (angry).
2.They differ with each ther the meaning f this article(条款) in the cntract.
3.As we all knw, living in the cuntry is cheap in cmparisn that in big cities.
4.That yung man is cperative, always there when yu need his help. In shrt, he's (rely).
5.I knw many essays they wrte are (identical) the same, wrd fr wrd.
6.Sme netizens use “beat a call” as an alternative t “cheering fr smene” t shw their (apprve) r supprt fr thers.
7.(2022新高考Ⅰ)Class activities will vary day t day, but students must be ready t cmplete shrt in-class writings.
8.As an , he made plans and mney fr his , wh him and ffered him gd treatment during the ecnmic crisis.(emply)
Ⅲ.选词填空
get thrugh; apprve f; by cntrast; break dwn; be apprpriate t
Experts 1. the cnclusin that taking exercise regularly is beneficial t peple's health. If a man lacks exercise and desn't have a healthy lifestyle, his bdy may 2. . 3. , if a man takes prper exercise which 4. his age, he will be healthier. Sme students lacking exercise even have difficulty 5. the PE test. Therefre, we shuld pay enugh attentin t exercise.
Ⅳ.完成句子
1.(2022新高考Ⅰ写作)“Talk and Talk”是一个英语节目,它为学生提供各种各样的话题,开阔他们的视野。(variety)
“Talk and Talk” is an English prgram which prvides students with t braden their hrizns.
2.When he saw Jeff's hand get burnt, he went and fetched the first-aid kit and treated it instantly.(句式升级,连词+非谓语动词)
→ Jeff's hand get burnt, he went and fetched the first-aid kit and treated it instantly.(读后续写—动作描写)
3.直到那时我才突然意识到没有人比我更幸福了。(“否定词+比较级”表示最高级)
It was nt until then that I suddenly realized I was.(读后续写—主题升华)
4.最近的一项调查显示,并非我们学校的所有学生都在业余时间进行体育锻炼。(部分否定)
A recent survey shws that in ur schl take physical exercise in their spare time.
能力提升练
Ⅰ.课文语法填空
We use bth wrds and bdy language in daily 1 (cmmunicate). Wrds are imprtant, but bdy language can als give us infrmatin abut peple's feelings. Bdy language is ne f 2 mst pwerful means f cmmunicatin. It is used 3 (cnvey) peple's thughts and pinins and t cmmunicate with each ther. When talking with thers, yu are nt just using wrds, 4 using facial expressins as well as gestures. Bdy language varies frm culture 5 culture just like spken language. The gesture fr “OK” has different meanings in different cultures. The gestures we use fr “yes” and “n” differ all ver the wrld. But sme gestures seem t have the same meaning all ver the wrld. Fr example, putting yur hands tgether and resting them n the side f yur head while yu're clsing yur eyes 6 (mean) “sleep”. Sme bdy language has many different uses. Maybe the best example is smiling. A smile can help 7 (we) get thrugh difficult situatins and find friends, and at the same time it can break 8 barriers. S, experts advise 9 (smile) at yurself in the mirrr t make yurself feel 10 (happy) and strnger.
1. 2. 3. 4. 5. 6. 7. 8.
9. 10.
Ⅱ.语法填空
(2024山西太原五中月考)
Different cultures cmmunicate in very different ways. With regard t nnverbal cmmunicatin, in Asia, peple use 1 (variety) f bdy language, facial expressins, and silence 2 (express) meaning. Fr instance, in Japan, it might be viewed as rude t directly bject t a statement. By cntrast, in the West, speaking directly is nt nly nrmal but valued. Peple place 3 (much) fcus n the actual wrds being used than n nnverbal cues (暗示).
Additinally, in China, it is cmmn fr peple t smile when they dn't understand smething. This culd be 4 (cnfuse) fr a Westerner wh might think that this means the listener understands and agrees with 5 is being said.
Anther cmmunicative feature, 6 is viewed differently acrss the wrld, is interruptin. In many parts f the West, interrupting ther peple when they are speaking is cnsidered t be rude. Hwever, in sme African and Latin American cuntries, it is viewed as a means t jin and 7 (active) participate in the cnversatin.
Even within 8 same cntinent, manners can vary frm culture t culture. Fr example, in the UK, it is very cmmn t say “please” and “thank yu” t smene 9 (serve) yu in a shp r restaurant, but in Spain, these terms 10 (hear) much less ften in everyday circumstances and are reserved mre fr requesting r receiving a kindness.
1. 2. 3. 4. 5. 6. 7. 8.
9. 10.
Ⅲ.阅读理解
A
(2022福建南平月考)
Lauren sighed. She'd just received an email frm her bss, Gus, saying that the prduct plan she'd been wrking n wasn't ging t be signed ff after all. It didn't make sense. A week ag she was in a meeting with Gus and it seemed that he was really interested in it. Sure, he hadn't made much eye cntact, and he kept lking ut f the windw. But she'd just put that dwn t him being busy.
If Lauren had knwn a little mre abut bdy language, she'd have realized that Gus was trying t tell her he wasn't sld n her idea. He just wasn't using wrds.
Bdy language is the unspken element(要素) f cmmunicatin that peple use t shw their true feelings, fr example, their gestures, facial expressins and pstures. When we are able t read these signs, it wrks t ur advantage. Fr example, it can help us knw abut peple's reactin t what we say s that we can knw what we shuld say t make cmmunicatin easier.
Difficult cnversatins are an uncmfrtable fact f life. Perhaps yu've had t deal with a difficult custmer, r needed t talk t smene abut his/her pr perfrmance. Often these situatins are cmplicated(使复杂化) by feelings f anxiety, stress, r even anger. Peple may try t hide them, but these feelings ften shw thrugh bdy language.
If smene is shwing the behavir, he may be uninterested r unhappy: arms flded in frnt f the bdy; the bdy turned away frm yu; eyes lking dwnwards. Hwever, if smene really wants t hear what yu say...
1.What happened t Lauren?
A.She culdn't understand what her bss said. B.She fell far shrt f her bss's expectatins.
C.She misunderstd Gus's bdy language. D.She culdn't wrk ut a prduct plan.
2.What is the main idea f the third paragraph?
A.The meaning f bdy language.
B.The influence f bdy language.
C.The way t make full use f bdy language.
D.The reasns why peple use bdy language.
3.What des the furth paragraph tell us abut bdy language?
A.It leads t misunderstandings. B.It helps us knw thers' feelings.
C.There are similarities in bdy language. D.It is mre useful than spken language.
4.What will prbably be talked abut in the fllwing paragraph?
A.Bdy language that shws wrry. B.Bdy language that shws relief.
C.Bdy language that shws gratitude. D.Bdy language that shws interest.
B
(2024广东梅州月考)
Wrds are pwerful: they have the ability t lift up the lwest f the lw r tear dwn the highest f the high. But a strng argument culd be made that ur bdy language is even mre influential. The mst effective cmmunicatin ccurs when the imprtance f bdy language in teaching is acknwledged. When these nnverbal signals are wrking tgether with ur wrds, it creates cmmunicatin synergy.
It has been suggested that tw-thirds f ur cmmunicatin is nnverbal. Psitive bdy language in a classrm setting has the ability t mtivate and inspire students and engage their attentin. It can nt nly give yu the cnfidence t teach yu need but als infrm yur students that yu actually knw what yu're talking abut. It can even make yur students feel safe and cnfident enugh t participate in the lessns mre frequently.
Mst leadership psitins encurage bdy language that demnstrates pwer and cnfidence. Signals include standing tall, gesturing nly frm the waist up, keeping the head straight and frward, and talking while pinting t thers, which are bvius ways t exercise cntrl. But when teaching, the nnverbal signals need t shw a different type f leader. These signals cnvey warmth and understanding, reminding yur students that yu are apprachable and there t help them grw. Fr example, fix yur eyes n ne student fr abut 15-30 secnds befre changing t anther student, which is ne f the best ways t keep students' fcus. Nd yur head. Give a thumbs-up—maybe tw! Shw them they are n the right path and they will be mre cnfident in cntinuing dwn it.
The imprtance f bdy language can never be ignred. It's desirable that yu shuld advcate using bdy language in teaching and pay attentin t the using rules and using skills. Yu shuld use apprpriate, natural and clear bdy language. It's crucial that yu create a gd classrm atmsphere, inspire students' imaginatin and grasp students' md.
5.Which is similar in meaning t the underlined wrd “synergy” in Paragraph 1?
A.Energy lss. B.Cnfusing result. C.Individual effect. D.Cmbined pwer.
6.What d mst leadership psitins mainly express?
A.Warmth. B.Cntrl. C.Understanding. D.Encuragement.
7.What's the purpse f the last paragraph?
A.T explain a thery. B.T make a descriptin.
C.T give suggestins. D.T summarize a debate.
8.What is the text mainly talking abut?
A.The imprtance f the teacher's bdy language.
B.The effective ways f gd cmmunicatin.
C.The value f teacher-student cmmunicatin.
D.The prspect f students' nnverbal learning.
答案与分层梯度式解析
UNIT 4 BODY LANGUAGE
Part 1 Reading and Thinking
基础过关练
Ⅰ 2.witnessed 3.cheeks 4.fav(u)r
Ⅱ 考查名词。设空处作动词resist的宾语,且被形容词性物主代词her修饰,用名词形式。故填anger。句意:就在此刻,Sirin再也无法抑制她的愤怒。
2.ver/n/abut 考查介词。differ with sb. ver/n/abut sth.表示“关于某事物与某人持不同看法”,故填ver、n或abut。
3.with 考查介词。in cmparisn with和……相比较。故填with。
4.reliable 考查形容词。句意:那个年轻人乐意合作,当你需要他帮忙的时候,他总是在那儿。简言之,他是可以信赖的。结合句意可知此处应用形容词作表语,reliable意为“可信赖的”。
5.identically 考查副词。设空处修饰表语the same,作状语,用副词形式。故填identically。句意:我知道他们写的很多文章都一字不差。
学科思维 英语中有一种同义词/近义词叠用的修辞手法,即意思相同或相近的不同的词或词组重叠使用,以增强语言的表达效果。本题中identically和the same就是这种用法。
6.apprval 考查名词。分析句子可知,设空处与supprt由r连接,被限定词their修饰,作动词shw的宾语,故用名词形式apprval,表示“赞赏”。故填apprval。句意:一些网民用“打call”代替“为某人欢呼”,以示他们对他人的赞赏或支持。
7.frm 考查介词。vary “因……而异”。故填frm。句意:课堂活动每天都会有所不同,但学生必须准备好完成简短的课堂写作。
8.emplyee; emplyer; emplyed 考查emply的用法。句意:作为一名雇员,他为他的雇主制订规划并赚钱,他的雇主在经济危机期间雇用了他并为他提供了不错的待遇。第一空被不定冠词an修饰,表示“雇员”,应用emplyee;第二空被形容词性物主代词his修饰,作介词fr的宾语,表示“雇主”,应用emplyer;第三空是非限制性定语从句中的谓语,表示“雇用”,根据时间状语during the ecnmic crisis和ffered的时态可知,这里应用一般过去时。故填emplyed。
Ⅲ f 2.break dwn 3.By cntrast 4.is apprpriate t 5.getting thrugh
Ⅳ.1.a variety f tpics 2.When seeing 3.nbdy was happier than 4.nt all the students
能力提升练
Ⅰ 考查名词。设空处作介词in的宾语,空前有形容词,需要用名词,故填cmmunicatin。
2.the 考查冠词。分析句子可知,此处为“ne f+the+形容词最高级+可数名词复数”结构,故填the。
3.t cnvey 考查动词不定式。be used t d sth.被用来做某事,故填t cnvey。
4.but 考查固定搭配。此处是“nt (als)... ”结构,是一个并列连词,表示“不仅……而且……”,故填 but。
5.t 考查介词。由空前的varies frm和上下文语境可知此处考查短语vary ,表示“因……而异”,故填t。
6.means 考查时态和主谓一致。分析句子成分可知,此处叙述客观事实,应使用一般现在时,主语为动名词短语“putting yur hands eyes”,表示单数意义,所以设空处用谓语动词的第三人称单数形式,故填means。
7.us 考查人称代词。分析句子成分可知,设空处作动词help的宾语,应用we的宾格形式,故填us。
8.dwn 考查固定搭配。break dwn意为“消除”,符合语境,故填dwn。
9.smiling 考查动名词。advise ding sth.意为“建议做某事”,故填smiling。
10.happier 考查形容词的比较级。由语境及and后的strnger可知,此处含有比较的意思,应用形容词的比较级,故填happier。
Ⅱ.◎语篇解读 本文是一篇说明文,介绍了来自不同的文化背景的人以不同的方式交流。在非语言交流方面,人们使用各种肢体语言、面部表情和沉默来表达意思。
1.varieties 考查名词复数。句意:在非语言交流方面,在亚洲,人们使用各种肢体语言、面部表情和沉默来表达意思。表示“各种各样的”用短语varieties f。故填varieties。
2.t express 考查不定式。根据句意可知,设空处表示目的,在句中作状语,应用不定式形式。故填t express。
3.mre 考查比较级。根据空后的“than n nnverbal cues”可知,设空处应用比较级,表示“更多的……”。故填mre。句意:比起非语言暗示,人们更关注实际使用的话语。
4.cnfusing 考查形容词。设空处作表语,主语为This,表示“令人困惑的”,应用-ing结尾的形容词cnfusing。句意:这可能会让西方人感到困惑,他们可能会认为这意味着听者理解并同意所说的话。
易错归因 设空处容易错填cnfused,其原因是没有正确把握-ed形容词和-ing形容词的区别。cnfusing的主语或被修饰成分一般指物,表示“令人困惑的”;cnfused的主语或被修饰成分一般指人,表示“感到困惑的”。
5.what 考查宾语从句。设空处前面为介词with,后面内容缺少主语,所以设空处引导介词后的宾语从句,且在从句中作主语,表示“……的事物”。故填what。
6.which 考查定语从句。本句主干是“Anther cmmunicative feature is interruptin.”,设空处前面有逗号,后面为谓语部分(is viewed),所以设空处引导非限制性定语从句,且在从句中作主语,指代先行词feature。故填which。
7.actively 考查副词。设空处修饰动词短语participate in,作状语,应用副词形式。故填actively。
8.the 考查冠词。the same表示“同一的”,故填the。句意:即使在同一大洲,礼仪也会因文化而异。
学科思维 英语中same表示“相同的,同一的”,常与定冠词the搭配,所以见到same前的设空,首先要想到定冠词the。
9.serving 考查现在分词。句意:例如,在英国,在商店或餐馆里,对为你服务的人说“请”和“谢谢”是很常见的,但在西班牙,这些词语在日常环境中听到的频率要低得多,它们更多的是用于请求或接受善意。根据句意可知,设空处修饰smene作后置定语,两者有主动关系,应用现在分词形式。故填serving。
10.are heard 考查时态、语态和主谓一致。设空处为谓语,根据句意可知这里阐述的是一般性情况,所以应用一般现在时;terms与提示词hear之间为被动关系,应用被动语态;主语these terms表示复数,谓语用复数形式。故填are heard。
【高频词汇】 1.with regard t关于 2.be viewed as被视为…… 3.bject t反对 4.additinally adv.此外,另外 5.participate in参加;参与 6.circumstance n.环境,情况,条件 7.request vt.(正式或礼貌地)要求,请求
长难句
原句 This culd be cnfusing fr a Westerner wh might think that this means the listener understands and agrees with what is being said.
分析 本句是一个主从复合句。关系代词wh引导一个限制性定语从句,修饰先行词Westerner,定语从句中的动词think后是一个宾语从句,宾语从句中的动词means后是一个宾语从句,该宾语从句的谓语部分由并列连词and连接的并列谓语构成,with后的what引导宾语从句且在从句中作主语。
译文 这可能会让西方人感到困惑,他们可能认为这意味着听者理解并同意所说的话。
Ⅲ.A
◎语篇解读 这是一篇说明文。文章主要通过劳伦的故事告诉我们肢体语言的重要性,并介绍了一些表明人们可能不感兴趣或不高兴的肢体行为。
1.C 细节理解题。根据第二段可知,如果劳伦对肢体语言了解更多一点,她就会意识到格斯是想告诉她,他对她的想法不感兴趣,他只是没有用言语。由此可知,劳伦以为格斯对她的方案感兴趣,但事实上并非如此,即劳伦误解了格斯的肢体语言,故选C。
2.A 主旨大意题。根据第三段中的“When we are able t read these signs, it wrks t ur advantage. Fr example, it can help cmmunicatin easier.”可知,当我们能够读懂这些示意的动作时,这就会对我们有利,例如,它可以帮助我们了解人们对我们所说的话的反应,这样我们就可以知道我们应该说些什么,从而使交流更容易。由此可知,第三段主要讲述的是肢体语言的积极意义,故选A。
3.B 推理判断题。根据第四段中的“Often these situatins are cmplicated(使复杂化)by feelings f anxiety, stress, r even these feelings ften shw thrugh bdy language.”可知,有些情况往往因焦虑、压力甚至愤怒的感觉而变得复杂,但这些感觉往往通过肢体语言表现出来。由此可知,第四段告诉我们肢体语言可以帮助我们了解别人的感受,故选B。
4.D 推理判断题。根据最后一段第一句“If smene is shwing the behavir, he may be uninterested r unhappy: arms flded in frnt f the bdy; the bdy turned away frm yu; eyes lking dwnwards.”可知,最后一段首先介绍了一些表明人们可能不感兴趣或不高兴的肢体行为,再结合“Hwever, if smene really wants t hear what yu say...”可知,下文介绍的应该是表示感兴趣的肢体语言,故选D。
【高频词汇】 1.make sense讲得通;合乎情理 2.facial expressin面部表情 3.wrk t ne's advantage对……有利 4.reactin n.反应 5.deal with应对 6.stress n.紧张,压力
【熟词生义】 t...把……归因于……
2.be sld n...热衷于……;对……极感兴趣
长难句
原句 If Lauren had knwn a little mre abut bdy language, she'd have realized that Gus was trying t tell her he wasn't sld n her idea.
分析 该句为主从复合句。If引导的条件状语从句与过去事实相反,所以此处使用了虚拟语气,从句谓语使用“had dne”形式,主句使用“wuld have dne”形式。that引导的是宾语从句。
译文 如果劳伦对肢体语言了解更多一点,她就会意识到格斯在试图告诉她,他对她的想法不感兴趣。
B
◎语篇解读 这是一篇说明文。文章介绍了教师肢体语言的重要性,在教学中应提倡使用肢体语言,并注意使用规则和使用技巧。
5.D 词义猜测题。根据画线词前的“When these nnverbal signals are wrking tgether with ur wrds, it creates cmmunicatin”以及上文提到的肢体语言的重要性可知,肢体语言和语言一起使用时,会产生沟通协同作用。由此推知,画线词synergy表示“协同作用”之意,与D选项的cmbined pwer意思相近。故选D。
6.B 细节理解题。根据题干中的leadership psitins定位到第三段。根据第三段第二句“Signals include standing are bvius ways t exercise cntrl.”可知,大多数领导职位的肢体语言表现的就是“控制”。故选B。
7.C 推理判断题。作者在最后一段中提到“你应该提倡在教学中使用肢体语言,并注意使用规则和使用技巧。你应该使用恰当、自然且清晰的肢体语言。营造良好的课堂氛围,激发学生的想象力,把握学生的情绪至关重要”,这些都是作者给出的建议。故推知,本段的目的就是给出建议。故选C。
8.A 主旨大意题。文中各段大意如下:
综合以上信息可推知,作者在本文中阐述了“在教学中肢体语言的重要性”。故选A。
【高频词汇】 1.argument n.论点;争论;争吵
2.influential adj.有很大影响的;有支配力的
3.acknwledge vt.承认(属实、权威等);(公开)感谢
4.setting n.环境;背景;(小说等的)情节背景
5.mtivate v.激发;激励;成为……的动机 6.engage v.吸引(注意力/兴趣);参加,参与(活动) 7.remind vt.提醒;使想起 8.ignre vt.忽视;对……不予理会
9.advcate v.提倡;支持;拥护 n.提倡者;支持者;拥护者
10.crucial adj.至关重要的;关键性的
【熟词生义】 exercise v.行使;使用;运用
【差距词汇】 the lwest f the lw无足轻重的人;道德败坏的人
长难句
原句 It can nt nly give yu the cnfidence t teach yu need but als infrm yur students that yu actually knw what yu're talking abut.
分析 本句是一个主从复合句。句中nt als...连接两个并列谓语动词,yu need是一个限制性定语从句,修饰名词cnfidence;students 后的that引导宾语从句,作动词infrm的宾语;what引导宾语从句,作动词knw的宾语。
译文 它不仅能给你教学所需的信心,还能让你的学生知道你实际上知道自己在说什么。