人教版 (2019)必修 第二册Unit 4 History and traditions学案

这是一份人教版 (2019)必修 第二册Unit 4 History and traditions学案，共12页。学案主要包含了策略学习，素养提升等内容，欢迎下载使用。
【策略学习】
关注小标题与主题句
在解题过程中，每做一道有把握的题后最好在7个选项中将其画掉缩小范围外，通过观察语言结构也可将选择范围大大缩小，心情变得更加轻松，一般可将7个选项缩小到2～4个选项，因此，也提高模棱两可题的正答率。通过观察篇章结构和设题特点，由外在特征即可预测答案。这些外在线索包括小标题、主题句、首段尾句和标点符号等。
▲关注小标题
在“总——分”结构的文章中，有一些由小标题引领各部分。如设空处恰好处于小标题的位置，则该处应为一个小标题。而小标题的供选项一般为祈使句，相对于其他选项，句子较短，特征较为突出。一个小标题常有两个供选项，其中一个为迷惑选项，通常也是最终多余的两个选项之一，不会是任何题的答案。小标题线索题目较为明显，学生容易发现小标题的特征，题目较为简单，学生可优先做该题。
【典例】 (2016·全国卷Ⅱ片段)
•__37__
Sme peple may think that a garden is n mre than plants，flwers，patterns and masses f clr.Others are cncerned abut using gardening methds that require less water and fewer fertilizers (肥料) being__utdrs and__clse__t__plants.Hwever，there are a number f ther reasns that might explain why yu want t garden.One f them cmes frm ur earliest years.
•Recall (回忆) yur childhd memries
...
A. Knw why yu garden
B. Find a gd place fr yur wn garden
【分析】 由该空所在位置可知这是一个小标题。A项(Knw why yu garden)和B项(Find a gd place fr yur wn garden)都是祈使句，故只能从这两个选项中选择。由其后内容“有些人可能认为花园……，有些人关心……然而，还有很多其他原因……”可知，本段的主题应该是A项“知道你为什么要做园艺工作”，其中的garden为动词，意为“从事园艺工作”。而B项为最终多余选项中的两个选项之一。
▲留意主旨句
在“总——分”结构的文章中，观察每一部分(段落)的结构，如果每一部分(段落)都有主旨句引领，这些主旨句往往句式相同，并且前面往往有实心圆点。如果设空处恰好处于段落主旨句的位置，则该处应为段落主旨句，然后根据本段内容做出选择。此类题目较为简单，学生可优先做该题。
【典例】 (2020·全国卷Ⅰ片段)
·__37__ D nt fllw the peple wh make yu feel nt－gd－enugh.Why d yu fllw them？Are yu hping that eventually yu will feel empwered because yur life is better than theirs？Knw that yur life is yur wn；yu are the nly yu in this wrld.
·Frgive yurself fr mistakes that yu have made.We are ften ashamed f ur shrtcmings，ur mistakes and ur ，yu__are__nly human.Yu will make mistakes，time and time again.Rather than getting caught up in hw yu culd have dne better，why nt ffer yurself a cmpassinate(有同情心)respnse？“That didn’t g as planned.But，I tried my best.”
C. Nthing is t small t celebrate.
D. Remember，yu are nly human.
E. Set an intentin fr self－acceptance.
F. Stp cmparing yurself with thers.
【分析】 由每段前的实心圆点来看，每段首句是主题句。再观察下一段首句“Frgive yurself fr mistakes that yu have made.”是祈使句，应排除C选项。由空后的两个问句Why d yu fllw them？ life is better than theirs？可知，本段主要讲不要和他人对比，故F项(停止与他人作比较)符合语境。
【素养提升】
一、阅读理解
1
I was said t be the wrst student in my class and my family thught I was hpeless. I had t repeat the sixth grade. At that time a new teacher, Miss Sadia, came t ur schl.
One day after class? she nticed that I was staying alne during the lunch break. She came t me and began t talk t me. It was just a nrmal cnversatin. After that day, she gave me much attentin and it made me feel special. I started t wrk hard because she gave me the feeling that smene believed me, and my grades started t imprve in her subject.
Mnths later, she mved int a huse near my hme. We wuld walk hme tgether after schl. Her cnstant supprt helped me, especially in my studies, as I knew she wuld check my grades bth in her subject and the ther subjects. I finally came secnd in my class.
Then, after the sixth grade, she started t drift apart but still kept a check n me. By the time I was in the seventh grade, she hardly spke t me, but by then I had becme the best in my class. When I left schl, I was ut f tuch with her as she never answered the phne when I called her.
Then I graduated and went t a gd university. One fine day, ur paths crssed again. I met her at a wedding. I culd nt help asking her, “Why did yu stp talking t me?”
“Yu are a clever by. I wanted yu t be a tree standing n yur wn rts, nt depending （依赖）n thers. Nw here yu are and I feel prud f yu. Yu are yur inspiratin and d nt need t lk fr a shulder," she said. I culd nt say anything, but I smiled. I'll always thank her.
1. What can we knw abut the authr in his first sixth grade?
A. He did very badly in his studies.B. He fund his teacher the wrst.
C. He didn't talk with his parents.D. He was hpeful abut his future.
2. What des the underlined phrase “drift apart" in Paragraph 4 mst prbably mean?
A. Be mre friendly.B. Get angry.
C. Mve away.D. Becme less clse.
3. What made the authr decide t wrk hard?
A. An unusual cnversatin.B. His ld teacher's supprt.
C. His parents' encuragement.D. Miss Sadia's special attentin.
4. Why did Miss Sadia stp talking t the authr?
A. She just disliked talking t him anymre.B. She wanted him t grw independent.
C. She was t busy with her wn wedding.D. She had n way t get in tuch with him.
2
When I wke up n Aug.4, 2016, there was nly ne thing n my mind: what t wear. A billin thughts raced thrugh my brain in the clset. I didn't want t cme ff as trying t hard, but I als didn't want t be seen as a lazy and untidy persn. Nt nly was it my first day f high schl, but it was my first day f schl in a new state. First impressins are everything, and it was imprtant fr me t impress the peple wh I wuld spend the next fur years with.
This was my third time being a new kid. But this time was different because my dad prmised that I wuld start and finish high schl in the same place. This time mattered, and that made me nervus.
After meticulusly searching my clset, I prudly came ut in a dress frm Target. The sft cttn was cmfrtable, and the ruffled shulders added a bit f fun. Yes, this utfit was the ne. An hur later, I felt pwerful as I headed tward Rm 1136. But as I entered, my jaw drpped t the flr.
Sitting at her desk was Mrs. Hutfilz, my English teacher, wearing exactly the same dress as me. I kept my head dwn and tipted t my seat. I made it thrugh my minute intrductin speech until she std up, jkingly adding that she liked my style. Althugh this was the mment I had been afraid f frm the mment I walked in, all my anxiety surprisingly melted away, and the students paid attentin as I shared my stry. My smile grew as I laughed with the students. After class, I stayed behind and talked t Mrs. Hutfilz, relieved t make a humrus and real cnnectin.
Lking back fur years later, the ten minutes I spent afraid f giving my speech were really nt wrth it. My first perid f high schl certainly made the day unfrgettable in the best way and taught me that Mrs. Hutfilz had an awesme sense f style!
5. Why did the authr care abut her clthes n her first high schl day?
A. She was picky abut clthes
B. She fllwed her father's advice.
C. She wanted t leave a gd impressin.
D. She cared t much abut her appearance.
6. The underlined wrd "meticulusly" in Paragraph 3 prbably means "
A. CarefullyB. graduallyC. regularlyD. suddenly
7. Hw did the authr feel after nticing her teacher's dress?
A. Calm.B. Uneasy.C. PrudD. Pwerful.
8. Why did the authr write the article?
A. T explre the tips n dressing.
B. T shw her gd taste in clthes.
C. T share a memrable experience.
D. T intrduce her stylish English teacher
2
One day this January, my classrm was full f nervus atmsphere as 15 teenagers prepared t lck their smart-phnes in a cabinet(柜子) and stp all Internet use fr the next tw weeks. The ceremny kicked ff a class I taught called Lgging Off. During the rest f the schl year, I taught high schl chemistry, but this mini-curse gave my students and me an pprtunity t examine the rle f technlgy in ur lives.
When the time came t pwer dwn, many students were eager t be free f their phnes, while thers held nt their phnes like a favrite stuffed animal. Their emtins seemed t vary frm wrry(“Hw will I talk with my friends?”) t expectatin (“I can t wait t read mre bks.”).
Over the next few days, the students identified a surprising surce f anxiety. Withut their phnes, they weren’t sure what t d when there was nthing t d. That’s when it hit me: I lng fr the kind f time alne with my thughts that my students feared. I use these mments t replay a difficult cnversatin until I knw where it went wrng r imagine myself living abrad. I stare at a persn sitting nearby and invent the stry f her life.
As we clsed in n the final days f the curse, I nticed a change in the kids’ attitude. Their anxiety faded. They went fr walks, cmpsed music, and played bard games with yunger sisters and brthers. They experienced life in the mment.
On the last day, when I returned their phnes, I thught the kids wuld pwer up immediately and g straight t scial media. Instead, mst f them left the classrm with screens still dark, saying they wanted t see hw lng they culd wait.
I knw the pull f the digital wrld is strng, but I’m hping the brief break frm cntinuus cnnectivity has shwn my students that they have a chice in what t d in their dwntime, while they’re waiting in line fr cffee r walking hme. I hpe they catch the valuable chance t daydream.
9. What did the authr’s 15 students decide t d?
A. Wrk hard at chemistry.
B. Dis-cnnect themselves frm each ther.
C. Put the phnes aside fr 14 days.
D. Live withut the Internet fr a schl year.
10. What is Paragraph 2 mainly abut?
A. Students’ thughts abut technlgy.
B. Students’ expectatins f the mini-curse.
C. Students’ emtins at the end f the mini-curse.
D. Students’ different reactins at the beginning stage.
11. What des the authr like ding in her mments alne?
A. Imagining her future wrk.B. Making up stries.
C. Preparing fr traveling abrad.D. Thinking f a funny cnversatin.
12. What did mst students d when they gt their phnes back?
A. They went straight back t scial media.
B. They made changes t their phne screens.
C. They kept their phnes turned ff.
D. They had their phnes re-charged immediately.
4
On the first day f furth grade, my teacher, Mrs. Brwn, tld my class a stry abut her husband Rb, wh is a brain cancer survivr. After what Mrs. Brwn experienced with Rbs’ illness, she decided t devte part f her life t an rganizatin called Be head Strng, which wrks t supprt families with a member suffering frm brain cancer. Alng with typical math and science, thrughut the year, Mrs. Brwn shared stries with us abut peple in Be Head Strng wh had vercme sme tugh and unfair battles. Mrs. Brwn never shwed any sadness r cnfusin tward the disease. She instead spke nly with wrds f determinatin t find a cure. Whether news frm Be Head Strng was gd r bad, she always lked at the situatin as an pprtunity t imprve and d mre.
My parents taught me frm a very yung age that making wise chices with my mney is imprtant. I wuld always set aside mst f my $ 2.50-a-week allwance. By the end f the schl year, I had saved ver ne hundred dllars, $ 131.30 t be exact. One day was wndering what t d with it. I did nt feel like any game r ty was wrth the time I had spent saving. I thught abut the stries Mrs. Brwn tld us, then I decided that was where I wanted my mney t g. As the last day f schl apprached, my mm helped me wrap the heart-shaped bx full f dllars and cins. After all the ther kids had left n the last day f schl, I handed Mrs. Brwn the present. As she pened it, I tld her that I wanted the mney t g t Be Head Strng t help peple like Rb. She brke int tears and hugged me tightly.
Peple may nt always realize hw big f an influence ne kind gesture can make. One teacher encuraged a decisin in my life that has changed the way hw I live.
13. What d we knw abut Mrs. Brwn frm paragraph 1?
A. She had just survived a brain cancer.
B. She lst her husband t a brain cancer.
C. She funded a nn-prfit rganizatin fr brain cancer.
D. She was devted t helping peple with brain cancer.
14. Which f the fllwing can best describe Mrs. Brwn?
A. Outging and rganized.B. Psitive and delightful.
C. Enthusiastic and patient.D. Kind-hearted and strng-willed.
15. What can we infer frm the underlined sentence in paragraph 3?
A. The authr thught the mney was wrth smething mre meaningful.
B. The authr’s parents were strict with him in buying games and tys.
C. The authr was ld enugh t get rid f games and tys.
D. The authr had n time t pick his favrite games and tys.
16. Which can be the best title fr the text?
A. A Teacher—a Rle mdel.B. A Teacher—A Life-lng Learner.
C. An Unfrgettable Science lessn.D. A Special Teacher and Her Life Stry.
5
The Australian Cuncil fr Educatinal Research (ACER) released a reprt n Australian students’ sense f belnging in schl in May. It described as “disturbing” sme f the differences in Australian students’ sense f belnging between male and female students, students frm high and lw ecnmic backgrunds, and students frm different cultural backgrunds.
A sense f belnging in schl is the degree t which students feel respected, accepted and supprted by teachers and peers. It has been linked t students’ attentin and effrt in class, their persistence and cmpletin f learning activities. An understanding f belnging is imprtant fr educatrs. It allws them t plan effective practices t supprt students in the classrm and schl-wide.
A study frm the US fund students’ sense f belnging ges dwn frm year 7 thrugh t year 11.With it. students’ educatinal expectatins als decrease. This fall may be due t a mismatch between students’ need fr autnmy (自主) and interactin, and their learning envirnment. They may experience less supprtive and caring teacher-student relatinships increased teacher cntrl, and limited pprtunities fr autnmy. A similar study in Finland als fund this might be because secndary students need t adapt t a larger scial netwrk and a larger number f teachers, s they may nt knw their peers r teachers as well.
Imprtantly, sme grups f students may feel lwer levels f belnging. This includes students with different cultural r language backgrunds, students with disabilities r students awkward in scial interactin.
Teachers and schls play an imprtant rle in building up students’ sense f belnging. If a student cnsiders their schl and teacher t be caring and accepting, they’re mre likely t adpt the academic and scial values f their schl and teacher. Teachers and schls can take steps t imprve students’ sense f belnging in schl, which is f great imprtance fr all students.
17. Why is it imprtant fr educatrs t understand students’ sense f belnging?
A. Teachers can recgnize students’ effrt easily.
B. Teachers can be mre supprtive t students.
C. Students can plan their learning effectively.
D. Students can understand learning activities better.
18. Students’ sense f belnging decreases partly because __________.
A. they care less abut teacher-student relatinship
B. they expect less f their academic perfrmance
C. they are given limited pprtunities fr discussin
D. they are less invlved in teacher-student interactin
19. What may be the authr’s purpse in writing this article?
A. T explain why students are less mtivated in learning.
B. T persuade students t interact mre with teachers.
C. T advise teachers t raise students’ level f belnging.
D. T present hw schls can benefit bth teachers and students.
二、七选五
Teachers are human beings with their wn things and cncerns. They als have sme preferences in the classrm. Want t make a gd impressin n yur teacher? Belw are sme f the best ways t impress yur teacher. 20. ·Pay attentin t details.
If yur teacher asks yu t bring a specific bk r wrkbk t class, bring it. Reminders may help. 21. Take a few minutes each evening t study what yu learned in class.
·22. If yur teacher asks yu t cmplete hmewrk, d it cmpletely and neatly. Yur wrk will stand ut frm the thers, even if there are errrs, as it will be bvius that yu did yur best. If yu find that the hmewrk requires yu t d sme extra research r seek tutring help, just d it. Remember that the mre effrt yu put int yur wrk, the mre yu’ll get frm it. 23. ·Be attentive in class
Make an effrt t listen carefully each day and be invlved in the lessn. Even thugh there will be bring tpics cvered in class, realize that it is the teacher’s jb t teach and yur jb t learn the infrmatin presented. 24. The questins are cncerning the tpic and it shws that yu are listening. Mst teachers lve t get the infrmatin abut yur study, s prvide it.
A. D yur hmewrk.
B. Raise yur hand and ask sme questins.
C. And, the teacher will admire yur achievement.
D. Yur classmates will admire yur achievement.
E.Write reminders if yu have t, but cme prepared.
F.S, pick the tips that wrk fr yu and try them tday.
G.Stand up bravely t express yur wn pinins in class.
三、语法填空
阅读下面短文，在空白处填入 1 个适当的单词或括号内单词的正确形式。
My New Teachers
At her first class, Mrs. Li seemed nervus and shy, 25. she has turned ut t be kind and 26. (patience). She explains English grammar clearly and smiles kindly when we make mistakes s we dn’t feel stupid. Her classes may be t slw 27. fast students but fr me they are wnderful. Mrs. Chen is almst 60 and very strict. Students are quiet in her class and never late. Sme students dn’t like her but her teaching is very28. (rganize) and clear. She explains scientific experiments s well 29. I’m sure I’ll d well 30. the exam. Althugh Mr. Wu has nly been teaching us fr tw weeks, he is already very ppular. He is abut 28 and gd-lking. He talks lud and fast, 31. (wave) his hands abut and tells 32. (jke). He enjys 33. (teach) Chinese literature very much and even 34. (bre) things are fun in his class.
四、完形填空
1
“Yu're ging t be keeping a jurnal in this class," I said with the kind f firm authrity (权威). "And I want yu t tell yur 35 as they matter. "
“Why d they 36 ?” a by named Michael asked. He was pretty handsme with a hard-set jaw and beautiful 37 eyes. "I mean, wh cares abut ur stries?" 38 ut at the rmful f students, I realized I didn't have a(n) 39 . “Why d yur stries matter?” I repeated the questin, 40 myself sme time fr a prper answer. N ne said a wrd.
41 , I lked at Michael. "They matter because they d," I 42 . "Because yu're here and yu can tell them. Because it's what yu have. Stries allw us t make what we've been thrugh 43 . When yu 44 yur experience int a stry, it becmes yurs and nt just smething that 45 t yu. " Michael kept staring. He didn't seem t 46 what I had said, but he didn't challenge me either.
In his first essay, Michael wrte abut 47 he grew up n the streets f ne f the wrst 48 in Bstn. He wrte hw his high schl English teacher, an elderly wman wh saw his ptential (潜力)，helped him 49 a cllege applicatin. Tgether, they gt him int this 50
I had Michael read his essay ut 51 . After he finished, the class went s still we culd hear the 52 f each ther's breath. I lked at Michael and saw a small sftening in his dark eyes. When he finally 53 back in his chair, it was like a cil (线圈)unwinding. After a mment, I said, "That's why I need yu t 54 yur stries.”
35. A. dreamsB. striesC. nvelsD. requires
36. A. frmB. functinC. cuntD. differ
37. A. blackB. cldC. strangeD. blue
38. A. SpreadingB. LkingC. GingD. Giving
39. A. answerB. prblemC. slutinD. questin
40. A. givingB. wastingC. killingD. treating
41. A. FrtunatelyB. ObviuslyC. FinallyD. Exactly
42. A. arguedB. saidC. struggledD. shuted
43. A. creativeB. specificC. classicD. meaningful
44. A. sendB. talkC. trapD. turn
45. A. belngedB. wavedC. happenedD. ran
46. A. quteB. frgiveC. admireD. believe
47. A. whatB. hwC. whereD. when
48. A. neighbrhdsB. radsC. castlesD. htels
49. A. set utB. fill utC. take ffD. make up
50. A. blckB. clubC. teamD. schl
51. A. ludB. quietlyC. fastD. slwly
52. A. rateB. niseC. sundD. speed
53. A. stdB. layC. walkedD. sat
54. A. keepB. experienceC. tellD. frget
2
I suffered a serius head injury (损伤) as a kid. It led t a cnstant 55 even in a special reading class. When I met my teacher, Jill Kinmnt, fr the first time, I felt 56 because I’d never knwn anyne wh was 57 . She was yung but was in a wheelchair (轮椅). She 58 during a race as a skier and injured her spinal crd (脊椎). She never acted like she felt 59 fr herself. Instead, she 60 at us at the beginning f every class.
She taught us 61 thrugh reading cards, spelling lessns and writing practices. I was a slw reader, but she shwed me it was kay t take my 62 . I remember the day when I was ready t 63 . T ther teachers, spelling the wrd “furniture” might be a 64 thing, but my teacher treated it as a great 65 . “Yu did it, Sandy!” she smiled. “Yu spelled a difficult wrd and 66 the tests. Nw yu can return t a regular classrm!”
She 67 a ten-year-ld girl wh was hardly able t read and write and changed her wrld frever. Lking back, I wish I’d thanked her fr making such a big 68 in my life. I’ll always remember what she 69 me: With patience and lve, n muntain is t high t climb.
55. A. jyB. advanceC. struggleD. danger
56. A. shckedB. excitedC. wrriedD. stressed
57. A. flexibleB. selflessC. determinedD. disabled
58. A. fellB. wnC. quitD. escaped
59. A. respnsibleB. secureC. srryD. cnfident
60. A. smiledB. lkedC. shutedD. laughed
61. A. generuslyB. eagerlyC. anxiuslyD. patiently
62. A. adviceB. timeC. placeD. curse
63. A. beginB. changeC. leaveD. stay
64. A. smallB. tughC. seriusD. persnal
65. A. reflectinB. judgmentC. shadwD. achievement
66. A. respectedB. passedC. missedD. valued
67. A. savedB. metC. remindedD. harmed
68. A. decisinB. chiceC. differenceD. treatment
69. A. bughtB. taughtC. warnedD. tricked