高中英语人教版 (2019)必修 第二册Unit 4 History and traditions学案设计

这是一份高中英语人教版 (2019)必修 第二册Unit 4 History and traditions学案设计，共22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。
高一英语主题语境+策略运用+素养提升4合1必刷题10
主题语境：师生关系 策略学习：七选五解答策略之关注小标题与主题句
【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__
Some people may think that a garden is no more than plants，flowers，patterns and masses of color.Others are concerned about using gardening methods that require less water and fewer fertilizers (肥料).38.Still__others__may__simply__enjoy being__outdoors and__close__to__plants.However，there are a number of other reasons that might explain why you want to garden.One of them comes from our earliest years.
•Recall (回忆) your childhood memories
...
A. Know why you garden
B. Find a good place for your own garden
【分析】　由该空所在位置可知这是一个小标题。A项(Know why you garden)和B项(Find a good place for your own 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__ Do not follow the people who make you feel not－good－enough.Why do you follow them？Are you hoping that eventually you will feel empowered because your life is better than theirs？Know that your life is your own；you are the only you in this world.
·Forgive yourself for mistakes that you have made.We are often ashamed of our shortcomings，our mistakes and our failures.38.Remember，you__are__only human.You will make mistakes，time and time again.Rather than getting caught up in how you could have done better，why not offer yourself a compassionate(有同情心)response？“That didn’t go as planned.But，I tried my best.”
C. Nothing is too small to celebrate.
D. Remember，you are only human.
E. Set an intention for self－acceptance.
F. Stop comparing yourself with others.
【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“Forgive yourself for mistakes that you have made.”是祈使句，应排除C选项。由空后的两个问句Why do you follow them？...your 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 to be the worst student in my class and my family thought I was hopeless. I had to repeat the sixth grade. At that time a new teacher, Miss Sadia, came to our school.
One day after class? she noticed that I was staying alone during the lunch break. She came to me and began to talk to me. It was just a normal conversation. After that day, she gave me much attention and it made me feel special. I started to work hard because she gave me the feeling that someone believed me, and my grades started to improve in her subject.
Months later, she moved into a house near my home. We would walk home together after school. Her constant support helped me, especially in my studies, as I knew she would check my grades both in her subject and the other subjects. I finally came second in my class.
Then, after the sixth grade, she started to drift apart but still kept a check on me. By the time I was in the seventh grade, she hardly spoke to me, but by then I had become the best in my class. When I left school, I was out of touch with her as she never answered the phone when I called her.
Then I graduated and went to a good university. One fine day, our paths crossed again. I met her at a wedding. I could not help asking her, “Why did you stop talking to me?”
“You are a clever boy. I wanted you to be a tree standing on your own roots, not depending （依赖）on others. Now here you are and I feel proud of you. You are your inspiration and do not need to look for a shoulder," she said. I could not say anything, but I smiled. I'll always thank her.
1. What can we know about the author in his first sixth grade?
A. He did very badly in his studies. B. He found his teacher the worst.
C. He didn't talk with his parents. D. He was hopeful about his future.
2. What does the underlined phrase “drift apart" in Paragraph 4 most probably mean?
A. Be more friendly. B. Get angry.
C. Move away. D. Become less close.
3. What made the author decide to work hard?
A. An unusual conversation. B. His old teacher's support.
C. His parents' encouragement. D. Miss Sadia's special attention.
4. Why did Miss Sadia stop talking to the author?
A. She just disliked talking to him anymore. B. She wanted him to grow independent.
C. She was too busy with her own wedding. D. She had no way to get in touch with him.

【答案】1. A 2. D 3. D 4. B
【解析】这是一篇记叙文，讲述了成绩很差的作者在小学时遇到了一位名叫Miss Sadia的老师，在她的帮助和鼓励下，作者的成绩很快就上来。然而在那之后，Miss Sadia不再和他交谈。作者在毕业后的一次偶遇老师才知道原因，老师告诉他，自己就是让他独立，不要总是依赖别人。作者很感谢Miss Sadia老师。
1.细节理解题。根据第一段中“I was said to be the worst student in my class and my family thought I was hopeless. I had to repeat the sixth grade.”可知，有人说我是班上最差的学生，我的家人认为我没救了。我不得不重读六年级。所以在学习上，作者做的很糟糕。选项A与文意一致，故选A。
2.词句猜测题。根据第四段“but still kept a check on me. By the time I was in the seventh grade, she hardly spoke to me,”可知，但还是留意我。我七年级的时候她几乎不跟我说话。据此可推知，划线词语所在句的意思为：在我六年级后，她开始变得不亲密。选项D与文意一致，故选D。
3.细节理解题。根据第二段中“After that day, she gave me much attention and it made me feel special. I started to work hard”（那天之后，她给了我很多关注，让我觉得自己很特别，我开始努力学习）可知，正是因为Miss Sadia的特别关注，使作者决定努力学习。选项D符合文意。故选D。
4.推理判断题。根据最后一段中“I wanted you to be a tree standing on your own roots, not depending （依赖）on others.”可知，我想让你成为一棵树，凭借自己的深根挺立，而不是依靠别人。据此可推知，Miss Sadia之所以不和作者交谈，其目的是想让作者变得独立起来，不要总是依赖别人。选项B与文意一致。故选B。
2
When I woke up on Aug.4, 2016, there was only one thing on my mind: what to wear. A billion thoughts raced through my brain in the closet. I didn't want to come off as trying too hard, but I also didn't want to be seen as a lazy and untidy person. Not only was it my first day of high school, but it was my first day of school in a new state. First impressions are everything, and it was important for me to impress the people who I would spend the next four years with.
This was my third time being a new kid. But this time was different because my dad promised that I would start and finish high school in the same place. This time mattered, and that made me nervous.
After meticulously searching my closet, I proudly came out in a dress from Target. The soft cotton was comfortable, and the ruffled shoulders added a bit of fun. Yes, this outfit was the one. An hour later, I felt powerful as I headed toward Room 1136. But as I entered, my jaw dropped to the floor.
Sitting at her desk was Mrs. Hutfilz, my English teacher, wearing exactly the same dress as me. I kept my head down and tiptoed to my seat. I made it through my minute introduction speech until she stood up, jokingly adding that she liked my style. Although this was the moment I had been afraid of from the moment I walked in, all my anxiety surprisingly melted away, and the students paid attention as I shared my story. My smile grew as I laughed with the students. After class, I stayed behind and talked to Mrs. Hutfilz, relieved to make a humorous and real connection.
Looking back four years later, the ten minutes I spent afraid of giving my speech were really not worth it. My first period of high school certainly made the day unforgettable in the best way and taught me that Mrs. Hutfilz had an awesome sense of style!
5. Why did the author care about her clothes on her first high school day?
A. She was picky about clothes
B. She followed her father's advice.
C. She wanted to leave a good impression.
D. She cared too much about her appearance.
6. The underlined word "meticulously" in Paragraph 3 probably means "
A. Carefully B. gradually C. regularly D. suddenly
7. How did the author feel after noticing her teacher's dress?
A. Calm. B. Uneasy. C. Proud D. Powerful.
8. Why did the author write the article?
A. To explore the tips on dressing.
B. To show her good taste in clothes.
C. To share a memorable experience.
D. To introduce her stylish English teacher

【答案】5. C 6. A 7. B 8. C
【解析】本文是一篇记叙文。作者在高中开学第一天非常重视自己的穿着，想给周围的人留下一个好印象。结果，当作者进入教室的时候，却发现自己穿着和老师同样的衣服。作者又尴尬又紧张。但是老师以开玩笑的口吻化解了作者的紧张。
5. 细节理解题。根据文章第一段“Not only was it my first day of high school, but it was my first day of school in a new state. First impressions are everything, and it was important for me to impress the people who I would spend the next four years with.（这不仅是我上高中的第一天，也是我在一个新州上学的第一天。第一印象很重要，对我来说，给我接下来四年要相处的人留下好印象很重要。）”可知，作者在高中第一天非常重视穿着的原因是她想给周围的人留下好的印象。故选C项。
6. 词句猜测题。根据文章第一段“First impressions are everything, and it was important for me to impress the people who I would spend the next four years with.（第一印象很重要，对我来说，给我接下来四年要相处的人留下好印象很重要。）”以及第三段“I proudly came out in a dress from Target. （我骄傲地穿着Target的裙子走了出来）”可知，作者很想给周围的人留下好的印象。她很重视自己开学第一天的着装。所以，她在找衣服的时候非常仔细，非常认真。“meticulously”意思是认真地。故选A项。
7. 推理判断题。根据文章第三段“But as I entered, my jaw dropped to the floor.（但当我进去时，我的下巴落在了地板上。）”以及第四段 “Sitting at her desk was Mrs. Hutfilz, my English teacher, sporting exactly the same dress as me. I kept my head down and tiptoed to my seat.（坐在她桌前的是我的英语老师Hutfilz夫人，她穿着和我一模一样的衣服。我低着头，踮着脚尖走到座位上。）”可知，作者进入教室的时候，发现英语老师和她穿着同样的衣服。她和老师“撞衫”了。作者低下头，踮着脚尖走到了自己的座位上。由此推知，作者此时应该非常“不安”。故选B项。
8. 推理判断题。结合文章大意，再通过文章最后一段“My first period of high school certainly made the day unforgettable in the best way and taught me that Mrs. Hutfilz has an awesome sense of style！( 我高中的第一节课无疑以最好的方式让这一天难以忘怀，也让我知道了Hutfilz夫人有一种极好的时尚感！)”可推知，作者写这篇文章就是为了和读者分享这个令人难忘的经历。故选C项。
2
One day this January, my classroom was full of nervous atmosphere as 15 teenagers prepared to lock their smart-phones in a cabinet(柜子) and stop all Internet use for the next two weeks. The ceremony kicked off a class I taught called Logging Off. During the rest of the school year, I taught high school chemistry, but this mini-course gave my students and me an opportunity to examine the role of technology in our lives.
When the time came to power down, many students were eager to be free of their phones, while others held onto their phones like a favorite stuffed animal. Their emotions seemed to vary from worry(“How will I talk with my friends?”) to expectation (“I can t wait to read more books.”).
Over the next few days, the students identified a surprising source of anxiety. Without their phones, they weren’t sure what to do when there was nothing to do. That’s when it hit me: I long for the kind of time alone with my thoughts that my students feared. I use these moments to replay a difficult conversation until I know where it went wrong or imagine myself living abroad. I stare at a person sitting nearby and invent the story of her life.
As we closed in on the final days of the course, I noticed a change in the kids’ attitude. Their anxiety faded. They went for walks, composed music, and played board games with younger sisters and brothers. They experienced life in the moment.
On the last day, when I returned their phones, I thought the kids would power up immediately and go straight to social media. Instead, most of them left the classroom with screens still dark, saying they wanted to see how long they could wait.
I know the pull of the digital world is strong, but I’m hoping the brief break from continuous connectivity has shown my students that they have a choice in what to do in their downtime, while they’re waiting in line for coffee or walking home. I hope they catch the valuable chance to daydream.
9. What did the author’s 15 students decide to do?
A. Work hard at chemistry.
B. Dis-connect themselves from each other.
C. Put the phones aside for 14 days.
D. Live without the Internet for a school year.
10. What is Paragraph 2 mainly about?
A. Students’ thoughts about technology.
B. Students’ expectations of the mini-course.
C. Students’ emotions at the end of the mini-course.
D. Students’ different reactions at the beginning stage.
11. What does the author like doing in her moments alone?
A. Imagining her future work. B. Making up stories.
C. Preparing for traveling abroad. D. Thinking of a funny conversation.
12. What did most students do when they got their phones back?
A. They went straight back to social media.
B. They made changes to their phone screens.
C. They kept their phones turned off.
D. They had their phones re-charged immediately.

【答案】9. C 10. D 11. B 12. C
【解析】这是一篇记叙文。作者讲述了班里15名学生决定在两周内不玩手机以及他们在不同时期内反应不同的故事。
9. 细节理解题。根据第一段中“One day this January, my classroom was full of nervous atmosphere as 15 teenagers prepared to lock their smart-phones in a cabinet(柜子) and stop all Internet use for the next two weeks. (今年1月的一天，我的教室里充满了紧张的气氛，15个青少年准备把他们的智能手机锁在一个柜子里，在接下来的两周内停止所有的互联网使用。)”可知作者的15个学生决定把他们的手机放在一边14天。故选C项。
10. 主旨大意题。根据第二段中“When the time came to power down, many students were eager to be free of their phones, while others held onto their phones like a favorite stuffed animal. (当到了停止用手机的时候，许多学生都迫不及待地想摆脱手机，而另一些学生则像抓着自己最喜欢的毛绒玩具一样抓着手机不放。)”可知，本段描述了学生的不同反应，因此本段主要讲了学生在开始阶段的不同反应。故选D项。
11. 细节理解题。根据第三段中“I use these moments to replay a difficult conversation until I know where it went wrong or imagine myself living abroad. I stare at a person sitting nearby and invent the story of her life. (我利用这些时刻重放一段艰难的对话，直到我知道哪里出了问题，或者想象自己生活在国外。我盯着坐在旁边的一个人，幻想着她的生活故事。)”可知，作者在独处的时候喜欢编故事。故选B项。
12. 细节理解题。根据倒数第二段中“Instead, most of them left the classroom with screens still dark, saying they wanted to see how long they could wait. (相反，大多数学生离开教室时屏幕仍然是黑的，他们说想看看自己能等多久。)”可知，大多数学生拿回手机后还保持让手机处于关机状态。故选C项。
4
On the first day of fourth grade, my teacher, Mrs. Brown, told my class a story about her husband Rob, who is a brain cancer survivor. After what Mrs. Brown experienced with Robs’ illness, she decided to devote part of her life to an organization called Be head Strong, which works to support families with a member suffering from brain cancer. Along with typical math and science, throughout the year, Mrs. Brown shared stories with us about people in Be Head Strong who had overcome some tough and unfair battles. Mrs. Brown never showed any sadness or confusion toward the disease. She instead spoke only with words of determination to find a cure. Whether news from Be Head Strong was good or bad, she always looked at the situation as an opportunity to improve and do more.
My parents taught me from a very young age that making wise choices with my money is important. I would always set aside most of my $ 2.50-a-week allowance. By the end of the school year, I had saved over one hundred dollars, $ 131.30 to be exact. One day was wondering what to do with it. I did not feel like any game or toy was worth the time I had spent saving. I thought about the stories Mrs. Brown told us, then I decided that was where I wanted my money to go. As the last day of school approached, my mom helped me wrap the heart-shaped box full of dollars and coins. After all the other kids had left on the last day of school, I handed Mrs. Brown the present. As she opened it, I told her that I wanted the money to go to Be Head Strong to help people like Rob. She broke into tears and hugged me tightly.
People may not always realize how big of an influence one kind gesture can make. One teacher encouraged a decision in my life that has changed the way how I live.
13. What do we know about Mrs. Brown from paragraph 1?
A. She had just survived a brain cancer.
B. She lost her husband to a brain cancer.
C. She founded a non-profit organization for brain cancer.
D. She was devoted to helping people with brain cancer.
14. Which of the following can best describe Mrs. Brown?
A. Outgoing and organized. B. Positive and delightful.
C. Enthusiastic and patient. D. Kind-hearted and strong-willed.
15. What can we infer from the underlined sentence in paragraph 3?
A. The author thought the money was worth something more meaningful.
B. The author’s parents were strict with him in buying games and toys.
C. The author was old enough to get rid of games and toys.
D. The author had no time to pick his favorite games and toys.
16. Which can be the best title for the text?
A. A Teacher—a Role model. B. A Teacher—A Life-long Learner.
C. An Unforgettable Science lesson. D. A Special Teacher and Her Life Story.

【答案】13. D 14. D 15. A 16. A
【解析】这是一篇记叙文。文章主要讲述了作者的老师Brown夫人，因为其丈夫曾是一名脑癌患者，决心终生致力于帮助有脑癌患者的家庭。Brown夫人善良且坚强的个性也影响了作者，作者将自己攒了一年的零用钱作为礼物送给了老师，告诉Brown夫人自己想把钱用在帮助像Robs这样的人身上，老师也为作者的行动感动了。
13. 细节理解题。根据第一段中“After what Mrs. Brown experienced with Robs' illness, she decided to devote part of her life to an organization called Be head Strong, which works to support families with a member suffering from brain cancer.(在经历了Rob的疾病之后，Brown夫人决定把自己生命的一部分奉献给一个叫做“Be head Strong”的组织，该组织致力于帮助有脑癌患者的家庭)”可知，Brown夫人致力于帮助脑癌患者。故选D。
14. 推理判断题。根据第一段中“After what Mrs. Brown experienced with Robs illness, she decided to devote part of her life to an organization called Be head Strong, which works to support families with a member suffering from brain cancer.(在经历了Robs的疾病之后，Brown夫人决定把自己生命的一部分奉献给一个叫做“Be head Strong”的组织，该组织致力于帮助有脑癌患者的家庭)”；第二段中“Mrs. Brown never showed any sadness or confusion toward the disease.( Brown夫人从未对这种疾病表现出任何悲伤或困惑)”以及“Whether news from Be Head Strong was good or bad, she always looked at the situation as an opportunity to improve and do more.(无论来自“Be Head Strong”的消息是好是坏，她总是把这种情况看作是改善和做得更多的机会)”可推知，Brown夫人致力于帮助脑癌患者，说明她善良；且无论消息好坏，她都从未表现出悲伤，说明她意志坚强。故选D。
15. 推理判断题。根据倒数第二段中“As she opened it, I told her that I wanted the money to go to Be Head Strong to help people like Rob. (当她打开的时候，我告诉她我想把钱捐给Be Head Strong，像这样帮助类似Rob这样的人的组织上)”倒数第三段中“My parents taught me from a very young age that making wise choices with my money is important.(我父母在我很小的时候就教导我，用我的钱做明智的选择很重要)”以及后文“I thought about the stories Mrs. Brown told us, then I decided that was where I wanted my money to go.(我想了想布朗太太给我们讲的故事，然后我决定把钱花在这上面)”可推知，作者觉得任何游戏或玩具都不值得自己花那么长时间去攒钱，所以决定把钱投入到帮助他人这样有意义的事情上面，即画线词表明作者认为这些钱应该花在更有意义的事情上。故选A。
16. 主旨大意题。根据最后一段“People may not always realize how big of an influence one kind gesture can make. One teacher encouraged a decision in my life that has changed the way how I live.(人们可能并不总是意识到一个善意的举动能产生多大的影响。一位老师鼓励我做一个决定，这个决定改变了我的生活方式)”结合文章主要讲述了作者的老师Brown夫人，因为其丈夫曾是一名脑癌患者，决心终生致力于帮助有脑癌患者的家庭。Brown夫人善良且坚强的个性也影响了作者，作者将自己攒了一年的零用钱作为礼物送给了老师，告诉Brown夫人自己想把钱用在帮助像Robs这样的人身上，老师也为作者的行动感动了。可知，A选项“一位老师也是一个榜样”最符合文章标题。故选A。
5
The Australian Council for Educational Research (ACER) released a report on Australian students’ sense of belonging in school in May. It described as “disturbing” some of the differences in Australian students’ sense of belonging between male and female students, students from high and low economic backgrounds, and students from different cultural backgrounds.
A sense of belonging in school is the degree to which students feel respected, accepted and supported by teachers and peers. It has been linked to students’ attention and effort in class, their persistence and completion of learning activities. An understanding of belonging is important for educators. It allows them to plan effective practices to support students in the classroom and school-wide.
A study from the US found students’ sense of belonging goes down from year 7 through to year 11.With it. students’ educational expectations also decrease. This fall may be due to a mismatch between students’ need for autonomy (自主) and interaction, and their learning environment. They may experience less supportive and caring teacher-student relationships increased teacher control, and limited opportunities for autonomy. A similar study in Finland also found this might be because secondary students need to adapt to a larger social network and a larger number of teachers, so they may not know their peers or teachers as well.
Importantly, some groups of students may feel lower levels of belonging. This includes students with different cultural or language backgrounds, students with disabilities or students awkward in social interaction.
Teachers and schools play an important role in building up students’ sense of belonging. If a student considers their school and teacher to be caring and accepting, they’re more likely to adopt the academic and social values of their school and teacher. Teachers and schools can take steps to improve students’ sense of belonging in school, which is of great importance for all students.
17. Why is it important for educators to understand students’ sense of belonging?
A. Teachers can recognize students’ effort easily.
B. Teachers can be more supportive to students.
C. Students can plan their learning effectively.
D. Students can understand learning activities better.
18. Students’ sense of belonging decreases partly because __________.
A. they care less about teacher-student relationship
B. they expect less of their academic performance
C. they are given limited opportunities for discussion
D. they are less involved in teacher-student interaction
19. What may be the author’s purpose in writing this article?
A. To explain why students are less motivated in learning.
B. To persuade students to interact more with teachers.
C. To advise teachers to raise students’ level of belonging.
D. To present how schools can benefit both teachers and students.

【答案】17. B 18. D 19. C
【解析】这是一篇议论文。本文论述了学生的归属感下降的原因，并建议学校教师要采取措施提高学生的归属感，以更好地在课堂和学校范围内支持学生。
17. 细节理解题。根据第二段“An understanding of belonging is important for educators. It allows them to plan effective practices to support students in the classroom and school-wide.(了解归属感对教育者很重要，允许他们在课堂和学校范围内，能计划有效的实践活动以支持学生)”可知，了解学生的归属感很重要，是因为可以让老师能够更好地在课堂和学校范围内支持学生。故选B。
18. 细节理解题。根据第三段“This fall may be due to a mismatch between students’need for autonomy (自主) and interaction, and their learning environment. They may experience less supportive and caring teacher-student relationships increased teacher control, and limited opportunities for autonomy. (这个下降可能是由于学生对自主性和互动性的需求与他们的学习环境之间的不匹配造成的。他们可能经历较少的支持和师生关怀、增加的教师控制，自主的机会有限。)”可知，学生对师生互动性的需求得不到满足，学校环境中增加的教师控制使他们的自主性有限。因此，学生的归属感下降的部分原因是他们很少参与师生互动。故选D。
19. 推理判断题。通读全文，尤其是第二段中的“An understanding of belonging is important for educators. It allows them to plan effective practices to support students in the classroom and school-wide.(了解归属感对教育者很重要，允许他们在课堂和学校范围内，能计划有效的实践活动以支持学生)”以及最后一段中“Teachers and schools can take steps to improve students’ sense of belonging in school, which is of great importance for all students.(教师和学校可以采取措施来提高学生的归属感，这对所有学生都非常重要)”可知，作者认为，了解学生的归属感，可以让教育工作者能够更好地支持学生，教师和学校采取措施来提高学生的归属感非常重要。因此，作者写这篇文章的目的是建议教师提高学生的归属感。故选C。

二、七选五
Teachers are human beings with their own things and concerns. They also have some preferences in the classroom. Want to make a good impression on your teacher? Below are some of the best ways to impress your teacher. 20. ·Pay attention to details.
If your teacher asks you to bring a specific book or workbook to class, bring it. Reminders may help. 21. Take a few minutes each evening to study what you learned in class.
·22. If your teacher asks you to complete homework, do it completely and neatly. Your work will stand out from the others, even if there are errors, as it will be obvious that you did your best. If you find that the homework requires you to do some extra research or seek tutoring help, just do it. Remember that the more effort you put into your work, the more you’ll get from it. 23. ·Be attentive in class
Make an effort to listen carefully each day and be involved in the lesson. Even though there will be boring topics covered in class, realize that it is the teacher’s job to teach and your job to learn the information presented. 24. The questions are concerning the topic and it shows that you are listening. Most teachers love to get the information about your study, so provide it.
A. Do your homework.
B. Raise your hand and ask some questions.
C. And, the teacher will admire your achievement.
D. Your classmates will admire your achievement.
E.Write reminders if you have to, but come prepared.
F.So, pick the tips that work for you and try them today.
G.Stand up bravely to express your own opinions in class.

【答案】20. F 21. E 22. A 23. C 24. B
【解析】这是一篇说明文。文章主要介绍了一些可以给老师留下好印象的建议。
20. 根据上文“Teachers are human beings with their own things and concerns. They also have some preferences in the classroom. Want to make a good impression on your teacher? Below are some of the best ways to impress your teacher.(教师是有自己事情和关心的人。他们在课堂上也有一些偏好。想给老师留下好印象吗？下面是一些让你的老师印象深刻的最好方法)”结合后文提出了一些给老师留下好印象的办法，故F选项“所以，挑出对你有用的建议，今天就来试试吧”符合语境，故选F。
21. 根据上文“If your teacher asks you to bring a specific book or workbook to class, bring it. Reminders may help.(如果你的老师让你带一本特定的书或练习册去上课，你就带着它。提示可能有帮助)”可知，上文提到写带东西的提示会有帮助，可知本句承接上文建议写提示，E选项中reminders对应上文中Reminders。故E选项“如果有必要，写提示，但一定要准备好”符合语境，故选E。
22. 根据后文“If your teacher asks you to complete homework, do it completely and neatly. Your work will stand out from the others, even if there are errors, as it will be obvious that you did your best.(如果你的老师让你完成作业，一定要完整而整洁地完成。即使有错误，你的工作也会从其他人中脱颖而出，因为很明显你已经尽力了)”可知，后文提到了好好完成作业可以使自己脱颖而出，推测本段的建议是好好写作业，A选项中homework对应后文中homework。故A选项“做好功课”符合语境，故选A。
23. 根据上文“Remember that the more effort you put into your work, the more you’ll get from it.(记住，你在学习中付出的努力越多，你得到的就越多)”可知，上文提到付出的努力越多得到越多，本句为本段最后一句，应承接上文继续说明付出努力的好处。故C选项“而且，老师会钦佩你的成就”符合语境，故选C。
24. 根据后文“The questions are concerning the topic and it shows that you are listening.(这些问题是关于这个话题的，这表明你在听)”可知，后文提到了关于话题的问题，可知本句是在建议主动问问题，B选项中some questions对应后文中The questions。故B选项“举手问问题”符合语境，故选B。

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 nervous and shy, 25. she has turned out to be kind and 26. (patience). She explains English grammar clearly and smiles kindly when we make mistakes so we don’t feel stupid. Her classes may be too slow 27. fast students but for me they are wonderful. Mrs. Chen is almost 60 and very strict. Students are quiet in her class and never late. Some students don’t like her but her teaching is very28. (organize) and clear. She explains scientific experiments so well 29. I’m sure I’ll do well 30. the exam. Although Mr. Wu has only been teaching us for two weeks, he is already very popular. He is about 28 and good-looking. He talks loud and fast, 31. (wave) his hands about and tells 32. (joke). He enjoys 33. (teach) Chinese literature very much and even 34. (bore) things are fun in his class.

【答案】
25. but
26. patient
27. for
28. organis/zed
29. that
30. in
31. waves
32. jokes
33. teaching
34. boring
【解析】这是一篇记叙文。作者在文章讲述了他的几位新老师各自的性格特点以及他们上课时的有趣之处。
25. 考查连词。句意：李老师似乎既紧张又害羞，但事实证明她很和善又有耐心。据句意可知，句意前后为转折关系，“but”及“however”都可表转折，但空格处位于句中且其后无逗号，故只能选择“but”。故填but。
26. 考查形容词。句意：但事实证明她很和善又有耐心。分析句子结构及句意可知，空格处为形容词，和“and”前的“kind”一起作表语。“patience”的形容词形式为“patient”。故填patient。
27. 考查介词。句意：她的课对学得快的学生来说可能太慢了，但对我来说，这些课太棒了。根据后文中“but for me”可知空格处意为“对学得快的学生而言”，故填介词“for…”“对……而言”。故填for。
28. 考查形容词。句意：有些学生不喜欢她，但她的教学条理清晰。分析句子结构及句意可知，空格处为形容词，和“and”后的“clear”一起作表语。“organize”的形容词形式为“organised/organized”“有条理的”。故填organised/ organized。
29. 考查状语从句。句意：她把科学实验解释得如此好，以至于我相信我会考得很好。根据“so well ____ I’m sure I’ll do…”及句意可知，句中涉及到了“so…that…”这一结果状语从句，表“如此……以至于……”。故填that。
30. 考查固定搭配。句意：我相信我会考得很好。根据句意及空格前的“do well”可知，此处用到了固定搭配“do well in…”“擅长……，在……方面做得好”。故填in。
31. 考查动词。句意：他说话又大声又快，挥舞着双手。分析句子结构可知，空格处为动词和前面的“talks ”以及后面的“tells”一起作谓语，故时态也为一般现在时，且形式为三单。故填waves。
32. 考查名词。句意：挥舞着双手，讲着笑话。据句子结构分析及句意可知，空格处为名词“笑话”即“joke”且为可数名词，故用其复数形式。tell jokes “讲笑话”故填jokes。
33. 考查非谓语动词。句意：他非常喜欢教中国文学。enjoy doing sth “喜欢做某事”。故填teaching。
34. 考查形容词。句意：甚至无聊的事情在他的课堂上也变得很有趣。据句子结构分析及句意可知，空格处为形容词修饰名词“things ”。“bore”的形容词形式为“bored”及“boring”，前者常用于表达人无聊，后者常形容某个事物或某种体验令人感到无聊，故本题使用boring。故填boring。

四、完形填空
1
“You're going to be keeping a journal in this class," I said with the kind of firm authority (权威). "And I want you to tell your 35 as they matter. "
“Why do they 36 ?” a boy named Michael asked. He was pretty handsome with a hard-set jaw and beautiful 37 eyes. "I mean, who cares about our stories?" 38 out at the roomful of students, I realized I didn't have a(n) 39 . “Why do your stories matter?” I repeated the question, 40 myself some time for a proper answer. No one said a word.
41 , I looked at Michael. "They matter because they do," I 42 . "Because you're here and you can tell them. Because it's what you have. Stories allow us to make what we've been through 43 . When you 44 your experience into a story, it becomes yours and not just something that 45 to you. " Michael kept staring. He didn't seem to 46 what I had said, but he didn't challenge me either.
In his first essay, Michael wrote about 47 he grew up on the streets of one of the worst 48 in Boston. He wrote how his high school English teacher, an elderly woman who saw his potential (潜力)，helped him 49 a college application. Together, they got him into this 50
I had Michael read his essay out 51 . After he finished, the class went so still we could hear the 52 of each other's breath. I looked at Michael and saw a small softening in his dark eyes. When he finally 53 back in his chair, it was like a coil (线圈)unwinding. After a moment, I said, "That's why I need you to 54 your stories.”
35. A. dreams B. stories C. novels D. requires
36. A. form B. function C. count D. differ
37. A. black B. cold C. strange D. blue
38. A. Spreading B. Looking C. Going D. Giving
39. A. answer B. problem C. solution D. question
40. A. giving B. wasting C. killing D. treating
41. A. Fortunately B. Obviously C. Finally D. Exactly
42. A. argued B. said C. struggled D. shouted
43. A. creative B. specific C. classic D. meaningful
44. A. send B. talk C. trap D. turn
45. A. belonged B. waved C. happened D. ran
46. A. quote B. forgive C. admire D. believe
47. A. what B. how C. where D. when
48. A. neighborhoods B. roads C. castles D. hotels
49. A. set out B. fill out C. take off D. make up
50. A. block B. club C. team D. school
51. A. loud B. quietly C. fast D. slowly
52. A. rate B. noise C. sound D. speed
53. A. stood B. lay C. walked D. sat
54. A. keep B. experience C. tell D. forget

【答案】35. B 36. C 37. A 38. B 39. A 40. A 41. C 42. B 43. D 44. D 45. C
46. D 47. B 48. A 49. B 50. D 51. A 52. C 53. D 54. C
【解析】本文是一篇记叙文。文章主要讲述了作者通过迈克尔的故事，告诉学生为什么把自己的故事讲出来很重要。
35. 考查名词词义辨析。句意：我想让你把你的故事讲出来，因为它们很重要。A. dreams梦想；B. stories故事；C. novels小说；D. requires要求。根据“I mean, who cares about our stories?”及下文多处提示可知，作者让学生把自己的故事讲出来。故选B。
36. 考查动词词义辨析。句意：一个名叫迈克尔的男孩问：“它们为什么重要?”A. form形成；B. function起作用；C. count重要；D. differ与……不同。根据“And I want you to tell your ___1___ as they matter.”可知，男孩问老师自己的故事为什么重要。故选C。
37. 考查形容词词义辨析。句意：他长得相当英俊，下巴硬朗，一双漂亮的黑眼睛。A. black黑色的；B. cold冷的；C. strange奇怪的；D. blue蓝色的。根据“I looked at Michael and saw a small softening in his dark eyes.”可知，迈克尔有着一双漂亮的黑眼睛。故选A。
38. 考查动词词义辨析。句意：看着满屋子的学生，我意识到我没有答案。A. Spreading传播；B. Looking看；C. Going去；D. Giving给予。这里指作者向所有的学生看。故选B。
39. 考查名词词义辨析。句意：看着满屋子的学生，我意识到我没有答案。A. answer回答；B. problem问题；C. solution解决方法；D. question问题。根据“I mean, who cares about our stories?”可知，作者思考如何回答学生的问题。故选A。
40. 考查动词词义辨析。句意：我把这个问题又问了一遍，给自己一些时间来寻求一个恰当的答案。A. giving给予；B. wasting浪费；C. killing消磨；D. treating对待。根据“ “Why do your stories matter?” I repeated the question,”可知，作者重复问题的目的是给自己时间来寻找答案。故选A。
41. 考查副词词义辨析。句意：最后，我看着迈克尔。A. Fortunately幸运地；B. Obviously显然；C. Finally最终；D. Exactly确切地。最后，作者看着问问题的迈克尔。故选C。
42. 考查动词词义辨析。句意：“它们之所以重要，是因为它们确实很重要，”我说。A. argued争论；B. said说；C. struggled努力；D. shouted大喊。根据“ "They matter because they do," ”可知，这是作者说的话。故选B。
43. 考查形容词词义辨析。句意：故事让我们把经历过的事情变得有意义。A. creative创造的；B. specific明确的；C. classic古典的；D. meaningful有意义的。根据“When you ___10___ your experience into a story, it becomes yours and not just something that ___11___ to you.”可知，故选D。
44. 考查动词词义辨析。句意：当你把你的经历变成一个故事，它就会变成你的，而不仅仅是发生在你身上的事情。A. send送；B. talk交谈；C. trap陷入；D. turn转向。turn … into把……变成。根据“it becomes yours”可知，将经历变为故事。故选D。
45. 考查动词词义辨析。句意：当你把你的经历变成一个故事，它就会变成你的，而不仅仅是发生在你身上的事情。A. belonged属于；B. waved挥手；C. happened发生；D. ran跑。发生。happen to发生。根据“When you ___10___ your experience into a story, it becomes yours”可知，将经历变为故事，而不是只是发生在你身上的事。故选C。
46. 考查动词词义辨析。句意：他似乎不相信我说的话，但他也没有挑战我。A. quote引述；B. forgive原谅；C. admire羡慕；D. believe相信。根据“ but he didn't challenge me either.”可知，迈克尔看起来并不相信作者的话。故选D。
47. 考查名词性从句。句意：在他的第一篇文章中，迈克尔写了他是如何在波士顿最糟糕的社区之一的街道上长大的。A. what什么；B. how怎么；C. where哪里；D. when什么时候。本句为宾语从句，句中缺少方式状语，所以用连接副词how。故选B。
48. 考查名词词义辨析。句意：在他的第一篇文章中，迈克尔写了他是如何在波士顿最糟糕的社区之一的街道上长大的。A. neighborhoods生活社区；B. roads路；C. castles城堡；D. hotels旅馆。根据“he grew up on the streets”可知，这里指街道的社区。故选A。
49. 考查动词短语词义辨析。句意：他在信中写道，他的高中英语老师——一位看到了他潜力的老妇人——是如何帮助他填写大学申请的。A. set out出发；B. fill out填写；C. take off脱掉；D. make up组成。根据“an elderly woman who saw his potential (潜力)，”和“a college application.”可知，是帮助迈克尔填写大学申请。故选B。
50. 考查名词词义辨析。句意：他们把他送进了这所学校。 A. block街区；B. club俱乐部；C. team队；D. school学校。这里指迈克尔现在所上的这所学校。故选D。
51. 考查副词词义辨析。句意：我让迈克尔大声朗读了他的文章。A. loud大声地；B. quietly安静地；C. fast迅速地；D. slowly缓慢地。根据“After he finished, the class went so still we could hear the ___18___ of each other's breath.”可知，作者让迈克尔大声朗读了他的文章。故选A。
52. 考查名词词义辨析。句意：他读完后，课上得很安静，我们都能听到彼此的呼吸声。 A. rate比率；B. noise噪音；C. sound声音；D. speed速度。根据“each other's breath”可知，这里指呼吸声。故选C。
53. 考查动词词义辨析。句意：当他最后坐回椅子上时，感觉就像一个线圈松开了。A. stood站；B. lay躺；C. walked行走；D. sat坐。根据常识可知，迈克尔应该是站起来读的，所以这里是坐回座位。故选D。
54. 考查动词词义辨析。句意：过了一会儿，我说：“这就是为什么我需要你讲你的故事。”A. keep保存；B. experience经历；C. tell告诉；D. forget忘记。tell stories讲故事。根据“read his essay out ”得知，这里指作者告诉迈克尔为什么要他讲他的故事。故选C。
2
I suffered a serious head injury (损伤) as a kid. It led to a constant 55 even in a special reading class. When I met my teacher, Jill Kinmont, for the first time, I felt 56 because I’d never known anyone who was 57 . She was young but was in a wheelchair (轮椅). She 58 during a race as a skier and injured her spinal cord (脊椎). She never acted like she felt 59 for herself. Instead, she 60 at us at the beginning of every class.
She taught us 61 through reading cards, spelling lessons and writing practices. I was a slow reader, but she showed me it was okay to take my 62 . I remember the day when I was ready to 63 . To other teachers, spelling the word “furniture” might be a 64 thing, but my teacher treated it as a great 65 . “You did it, Sandy!” she smiled. “You spelled a difficult word and 66 the tests. Now you can return to a regular classroom!”
She 67 a ten-year-old girl who was hardly able to read and write and changed her world forever. Looking back, I wish I’d thanked her for making such a big 68 in my life. I’ll always remember what she 69 me: With patience and love, no mountain is too high to climb.
55. A. joy B. advance C. struggle D. danger
56. A. shocked B. excited C. worried D. stressed
57. A. flexible B. selfless C. determined D. disabled
58. A. fell B. won C. quit D. escaped
59. A. responsible B. secure C. sorry D. confident
60. A. smiled B. looked C. shouted D. laughed
61. A. generously B. eagerly C. anxiously D. patiently
62. A. advice B. time C. place D. course
63. A. begin B. change C. leave D. stay
64. A. small B. tough C. serious D. personal
65. A. reflection B. judgment C. shadow D. achievement
66. A. respected B. passed C. missed D. valued
67. A. saved B. met C. reminded D. harmed
68. A. decision B. choice C. difference D. treatment
69. A. bought B. taught C. warned D. tricked

【答案】55. C 56. A 57. D 58. A 59. C 60. A 61. D62. B 63. C 64. A 65. D 66. B 67. A 68. C
69. B
【解析】这是一篇记叙文。作者因小时候经常受到头伤带来的煎熬而很消极，后来遇到了残疾老师吉尔，不仅教会他知识，而且他面对残疾、积极乐观的态度也深深的影响了作者，改变了作者的一生。
55. 考查名词词义辨析。句意：这导致了我持续的煎熬，即使是在一个重要的阅读课上。A. joy快乐；B. advance发展；C. struggle斗争；D. danger危险。根据前文“I suffered a serious head injury as a kid“”可知，作者小时候头部受了伤，即便上课过程中也要挣扎在头部受伤带来的煎熬中。故选C项。
56. 考查形容词词义辨析。句意：当我第一次见到吉尔老师时，我感到很震惊。因为我从来没有认识过一个残疾人。A. shocked震惊的；B. excited激动的；C. worried担心的；D. stressed紧张的。根据下文“She was young but was in a wheelchair”她很年轻，但是坐轮椅，可知作者第一次遇到老师吉尔，就发现她是一个残疾人，因此很震惊。故选A项。
57. 考查形容词词义辨析。句意：我第一次见到吉尔老师时，我感到很震惊。因为我从来没有认识过一个残疾人。A. flexible灵活的；B. selfless自私的；C. determined下定决心的; D. disabled无能力的。根据下文的“She was young but was in a wheelchair”吉尔老师很年轻，坐在轮椅上，可知她是一个残疾人。故选D项。
58. 考查动词词义辨析。句意：她在一次比赛中摔倒了并且伤到了脊椎。A. fell摔倒；B. won赢得；C. quit放弃；D. escaped逃跑。根据“injured her spinal cord (脊椎)”可知，吉尔老师是因为参加奥运会前的比赛而受伤导致残疾的，因此推知，吉尔老师在比赛过程中摔倒了。故选A项。
59. 考查形容词词义辨析。句意：她从来没有表现得好像她为自己感到遗憾。A. responsible有责任的；B. secure安全的；C. sorry抱歉的；遗憾的；D. confident自信的。根据“She never acted”可知吉尔老师虽然残疾，但是并不对自己的状况感到遗憾。故选C项。
60. 考查动词词义辨析。句意：相反，她在每节课开始都对我们微笑。A. smiled微笑；B. looked看；C. shouted大叫；D. laughed微笑。根据Instead，可知吉尔老师很乐观，所以是对我们微笑。故选A项。
61. 考查副词词义辨析。句意：她耐心地教我们读卡片、拼写课和写作练习。A. generously慷慨地；B. eagerly渴望地；C. anxiously焦虑地；D. patiently有耐心地。由后文“I was a slow reader, but she showed me it was okay to take my ___8___。”可知作者的阅读速度很慢，但是吉尔老师鼓励他，让他慢慢来，所以老师是有耐心地教我们。故选D项。
62. 考查名词词义辨析。句意: 我的阅读速度很慢，但是她告诉我可以慢慢来。A. advice建议；B. time时间；C. place地方；D. course课程。take one’s time意为“别着急，慢慢来”，是固定短语，结合“I was a slow reader”老师安慰我慢慢来。故选B项。
63. 考查动词词义辨析。句意：我记得我那天准备离开。A. begin开始；B. change改变；C. leave离开；D. stay停留。根据下文可知，作者在描述自己放学后准备离开学校的时候，吉尔老师因为他能够拼写“furniture”这个单词而鼓励他。故选C项。
64. 考查形容词词义辨析。句意：对于其他老师来说，拼写“furniture”这个单词可能是件小事，但我的老师把它当作一项重要的成就。 A. small小的；B. tough艰难的；C. serious严肃的；D. personal个人的。从下一句的转折but my teacher treated it as a great _____。但是吉尔老师把这件事当作一项重要的成就。可知空处应该填great的反义词，即小的。故选A项。
65. 考查名词词义辨析。句意：对于其他老师来说，拼写“furniture”这个单词可能是件小事，但我的老师把它当作一项重要的成就。A. reflection反射；B. judgment评断；C. shadow阴影；D. achievement成就。从下文吉尔老师因为我会做到拼写“furniture”这个单词,而对作者的鼓励可知，吉尔老师把这件事认为是重大的成就。故选D项。
66. 考查动词词义辨析。句意：你拼写了这么难的词，而且你通过了考试。A. respected尊重；B. passed通过；C. missed想念；D. valued珍惜。结合下文“Now you can return to a regular classroom”你现在可以回到普通教室，可推知，作者通过了考试。故选B项。
67. 考查动词词义辨析。句意：她救了一个几乎不会读写的十岁女孩，永远地改变了她的世界。A. saved拯救；B. met遇见；C. reminded提醒；D. harmed危害。作者遇到吉尔老师后，是吉尔老师乐观的态度影响着他，吉尔老师对他的耐心指导也对他身心的影响变化很大，作者改变了自己面对疾病的态度，可以说是吉尔老师拯救了他。故选A项。
68. 考查名词词义辨析。句意：回首往事，我真希望我能感谢她给我的生活带来了如此大的改变。A. decision决定；B. choice选择；C. difference不同；D. treatment治疗。根据“ changed her world forever. ”可知，作者真希望自己能感谢她给我的生活带来了如此大的改变。故选C项。
69. 考查动词词义辨析。句意：我仍然记得她教过我的东西：有了耐心和爱，没有山是不能攀登的。A. bought买；B. taught教；C. warned警告；D. tricked捉弄。根据“With patience and love, no mountain is too high to climb.”作者仍然记得老师教过自己的东西。故选B项。