高中英語北師大版選擇性必修一UNIT 1 Period 2　Lesson 1　Teachers-Reading Comprehension

Period2Lesson1Teachers—ReadingComprehensionⅠ.匹配單詞(請把單詞和其對應(yīng)的英語解釋連線)1．lack

A．rightorsensible；likelytobesuccessful2．drag3．behaviour

C．thestateofnothavingsthornothavingenoughofsth4．pour

D．a(chǎn)formaltalk，ofteninordertotellsthorgetsupportforaproposal5．presentationE．topullsb/sthalongwitheffortanddifficulty6．a(chǎn)ccessF．theopportunityorrighttousesthortoseesb/sth7．practical8．worthwhileH．thewayinwhichsomeonebehaves答案1.C2.E3.H4.B5.D6.F7.A8.GⅡ.選詞填空eq\x(forthefirsttime，lackconfidencein，addupto，usedto，haveaccessto)1．Itcanbeinferredthathelacksconfidenceinthespeechcompetition.2．Wemustensurethatallpatientshaveaccesstohighqualityhealth-care.3．Littlegrainsofsandcanadduptoamountainovertime.4．Iusedtodoallmywritingintheeveningsafterafulldayatwork.5．It’sbestnottotryacompletelynewmethodforthefirsttimeonsuchatightschedule.Activity1Fast-readingformainideas1．Readthefirstpassagequicklyandmatchthemainideawitheachparagraph.Para.1A．MrJenkins’teachingstyle.Para.2B．Graham’schangesandhisgratitudetoMrJenkins.Para.3C．HowGraham’sschoolworkwasbeforehewenttoMrJenkins’class.答案Para.1CPara.2APara.3B2．Readthesecondpassagequicklyandfillintheblankswithoneword.Para.1MrJenkins’impressionofGraham.Para.2MrJenkins’attitudetowardsstudents.Para.3MrJenkins’beliefsinteaching.3．Howarethetwopassagesmainlyorganized?A．Bygivingdefinition.B．Bygivingexamples.C．Bytheorderoftime.D．Bycomparison.答案DActivity2Careful-readingfordetailsⅠ.Readparagraph1ofthefirstpassageandfillintheform.WhatwerethechangesafterGrahammethisteacherMrJenkins?BeforeAfter·Grahamwasn’t1.goodatmostschoolsubjects.·Grahamwas2.abitlazy，especiallyinmaths.Grahambecameinterestedinasubject3.forthefirsttime.Ⅱ.Readparagraph2ofthefirstpassageanddothefollowingexercises.1．WhatdidGrahamthinkofsciencebeforehemetMrJenkins?答案Hefounditveryboringanddifficult.2．WhichwordsinthefollowingsentencescanbechosentodescribeMrJenkins’teaching?·ButMrJenkinsmadeeverythinginteresting.·Heusedtoexplainthingswhichseemeddifficultwithlotsofpracticalexamplesandinsimplelanguage.·Oneday，hetookusoutside，andwebuiltarocket!Irememberthatheletmepoursomefuelintotherocket，andthenanotherstudentlitamatchtosetitoff.Itwasgreatfun.答案interesting；practical；simple；funⅢ.Readparagraph3ofthefirstpassageanddothefollowingexercises.1．Telltrue(T)orfalse(F)．(1)Grahamdidn’tdowellinhisschoolworkbecausehewasnotcleverenough.(F)(2)Grahamdidn’tknowhisstrengthsbeforehemetMrJenkins.(T)(3)Grahamhadaninterestinstarsandplanetsthen.(T)(4)GrahambecameascienceteacherasMrJenkins.(F)2．Whatisthemeaningofthephrase“awillingstudent”？A．Astudentwholikesstudy.B．Astudentwhoworkshard.C．Astudentwhohasastrongwill.D．Astudentwhohasaninterestinstudy.答案BⅣ.Readthepassage“MyTeacher”againandfillintheblanks.BeforeGrahamwenttoMrJenkins’class·Grahamwasnotverygoodatmostschoolsubjects.·Hewasabit1.lazy.·Hefoundscience2.boringand3.difficult.·Hewasn’ta4.willingstudent.·Helackedconfidenceanddidn’tknowhis5.strengths.HowMrJenkinstaught·Hemadeeverything6.interesting.·Heexplainedthingswithlotsof7.practicalexamplesandinsimplelanguage.·Hetookstudentsoutside，andtheybuilta8.rocket.AfterGrahambecameMrJenkins’student·Hefoundhisstrengthsandbuiltconfidence.·Hewasinterestedinthestudyofthestarsand9.planets.·Hegavea10.presentationtotheclass.Ⅴ.Readthefirstparagraphofthesecondpassageanddothefollowingexercises.1．WhatwasMrJenkins’impressionofGrahambeforeandaftertheymet?BeforeAfter·Hewas(1)difficult.·Hehad(2)badbehaviour.·Hegavefullattention.·Hewas(3)brightandlovedscience.·Hedid(4)verywellinsciencesubjects.2.WhatdidMrJenkinsmeanbysaying“Grahamwasverydifficultbeforehecameintomyclass”？A．Grahamhaddifficultystudyinginschool.B．Grahamwassufferingfromsomedifficultiesinhislife.C．Grahamdidn’tbehavewellinschool.D．Grahamwasnothappy.答案C3．HowdoesMrJenkinsfeelaboutGrahamnow?Findtheevidencefromparagraph1.答案MrJenkinsisproudofGrahambecausehealwayssaystohiswife，“Look，Iusedtoteachhim！”whenheseesGrahamonTV.Ⅵ.Readparagraph2ofthesecondpassagecarefullyandfillintheblanks.WhatwasMrJenkins’attitudetowardshisstudents?MrJenkinsthoughtthatteachersshouldbe1.equaltoeachstudent，becausethereisnosuchthingasagoodorabadstudentandeveryonehashisown2.advantages/strengths；teachersshould3.makefriendswithstudentsandreally4.understandthemsoastohelpthem5.findthepathtosuccess.Ⅶ.Readthelastparagraphofthesecondpassageanddothefollowingexercises.1．WhatdidMrJenkinsthinkofhisjobasateacher?答案Hethoughtteachingwasstressfulbutworthwhile.2．Howdoyouunderstandthequotation“Educationisnotpreparationforlife；educationislifeitself.”？A．Educationshouldbecombinedwithlife.B．Educationisnotanendbutameanstoanend.C．Educationshouldpreparestudentsforlifenotonlyatschoolbutalsoinlaterlife.D．Educationshouldbethroughone’swholelife.答案DActivity1SummaryBeforeGrahamwenttoMrJenkins’class，sciencehadsimplybeenasubject1.that/whichwasboringanddifficult.Hewasevenfamousforbad2.behavio(u)r(behave)．MrJenkinsstillremembersthefirstdayGrahamwentintohisclass，he3.wasdragging(drag)hisschoolbagbehindhimandlooking4.bored(bore)，butassoonasMrJenkinssetup5.anexperiment，Grahamgave6.his(he)fullattention.Grahamwasabrightstudentbuthisproblemwasthathelackedconfidence.ItwasMrJenkinswhomadehimfeelthathehadhisown7.strengths(strength)．Now，Grahamisasuccessfulperson8.explaining(explain)sciencetoanaudience.FromGraham’sexample，MrJenkinsrealizesthatitisimportanttofindout9.whatstrengthsareforeachstudent.Heis10.firmly(firm)convincedthathehaschosenajobwithalotofstressbutheloveswhathedoesandthinkswhatheisdoingisworthwhile.Activity2Analyzethecomplexsentences1．TheonlythingIcanrememberfromschoolmathsisthattheanglesofatriangleaddupto180degrees![句式分析]此句是主從復(fù)合句，句中的that引導(dǎo)表語從句。addupto意為“總計達到”；主句的主語是Theonlything，其后是省略that的定語從句。[自主翻譯]我唯一還記得的數(shù)學(xué)課內(nèi)容是三角形的內(nèi)角和是180度！2．SometimesIthink，ifonlyIcouldcallhimandaskforhisopinion![句式分析]此句是主從復(fù)合句。句中ifonly引導(dǎo)條件狀語從句，意為“要是……就好了”，常用虛擬語氣。[自主翻譯]有時我甚至想，如果能打電話征求他的意見就好了！3．Thefirstdayhewalkedintomyclass，hewasdragginghisschoolbagbehindhimandlookingbored，butassoonasIsetupanexperimenttoshowhowthehumanstomachworksusingacidandanonion，hegavemehisfullattention.[句式分析]此句是并列復(fù)合句，由but連接兩個并列分句。第一個分句中Thefirstday引導(dǎo)時間狀語從句；第二個分句中assoonas引導(dǎo)時間狀語從句，其中how引導(dǎo)賓語從句。[自主翻譯]他第一次走進我的班級時，他的書包在身后拖著，一副百無聊賴的樣子。但當(dāng)我用酸和洋蔥做一個展示人類的胃是如何運作的實驗時，他全神貫注。4．Thethingaboutbeingateacheristhatyouhaveaccesstochildren’smindswhentheyareopenandeagertolearn.[句式分析]此句是主從復(fù)合句，that引導(dǎo)表語從句。haveaccessto意為“獲許進入”；when引導(dǎo)時間狀語從句。[自主翻譯]做教師意味著，你有機會在孩子們敞開心扉、渴望學(xué)習(xí)的時候，走進他們的心靈。5．IfwhatIdoasateachercanhelpturnachildlikeGrahamintosuchasuccessfuladult，thenIknowwhatI’mdoingisworthwhile.[句式分析]此句是主從復(fù)合句，If引導(dǎo)條件狀語從句。If從句中的whatIdo是主語從句，what在從句中作do的賓語；主句的謂語動詞是know，其后是省略that的賓語從句，賓語從句是一個what引導(dǎo)的主語從句，what在該從句中作賓語。[自主翻譯]作為老師如果可以幫助像格雷厄姆這樣的孩子成長為如此成功的人，那么我知道我做的是值得的。Ⅰ.閱讀理解AWaybackin1953，highschoollookedlikeabighurdle(障礙)formeandseveralofmyclassmates.Whenwereachedthe9thclass，wegotMrIyer，astrictmathsteacherwhowasalsoourclassteacher.Healwaysstucktohisdiscipline.Wehadtoarriveontime，payundividedattentiontohislectures，anddarednotneglectanyofhishomework.Evenso，asourclassteacher，wegottoknowhimbetter.Noticingsomeofusfidgetingonedayasthemid-termexamsapproached，hestoppedsolvingamathematicalproblemtoaskuswhy.“There’stoomuchtodo，”wesighed.“We’reafraidwe’llnevermanagetofinishourreviewbeforetheexam.”“Nothingisimpossible，”MrIyertoldus.“Thisclassroomisonthesecondfloor.Doyouhaveaproblemreachinghere？”Wereactedwithblankstares.“No，youdon’t！”hesaid，answeringhisownquestion.“Youhaveastaircasetohelpyouclimbuptothislevel.Nooneexpectyoutomakeitintwogiantleaps—Yousimplytakeonestepatatime.Anytaskcanbesolvedifyoufocusontheimmediateactiontobetaken.Therestwilltakecareofitself，ifyoukeepatit.Onestepatatime，that’sthesecret.”Thenhewrotedownanoldmottoontheblackboard：“Thelongestjourneystartswithasinglestep.”Buthavingheardhisstaircaseanalogy(比擬)，wesawhiminanewlight.Mostofmyclassmatesscoreddistinctionsinmaths.AndIwentontobecomeanEnglishteacher.Tothisday，wheneverIpassonMrIyer’sinvaluableadvicetomyownstudents，theybrightenupattheprospectofalighteracademicburden.語篇解讀本文是一篇記敘文，主要講述了作者高中時候的班主任艾耶先生給學(xué)生們提供了寶貴的建議——要一步一步地付諸行動，這樣才可以完成任務(wù)。1．Whatcanwelearnfromthefirstparagraph?A．Mathswasdifficulttomostoftheauthor’sclassmates.B．ThestudentsthoughtMrIyerwasnotagoodteacher.C．MrIyerwasseriousabouthisjobandstrictwiththestudents.D．MrIyerwouldpunishthestudentsneglectinghisdiscipline.答案C解析細(xì)節(jié)理解題。根據(jù)第一段第二、三、四句可知，艾耶先生對自己的工作認(rèn)真，對學(xué)生要求嚴(yán)格。故選C項。2．Whatdoestheunderlinedword“fidgeting”inparagraph2probablymean?A．Excited. B．Nervous.C．Hardworking. D．Calm.答案B解析詞義猜測題。根據(jù)第二段中“hestoppedsolvingamathematicalproblemtoaskuswhy.‘There’stoomuchtodo，’wesighed.‘We’reafraidwe’llnevermanagetofinishourreviewbeforetheexam.’”可推知，老師注意到學(xué)生們在考試臨近的時候緊張焦慮，詢問學(xué)生為什么，可推測畫線單詞表示“緊張焦慮的”，與nervous同義。故選B項。3．Thestaircaseanalogytellsus.A．onecanreachhisgoalsinagiantleapB．goalscanbereachedstepbystepC．thereisonlyonestepbetweensuccessandfailureD．taskscanbesolvedundertheguidanceoftheteacher答案B解析推理判斷題。根據(jù)第五段中“Youhaveastaircasetohelp...Yousimplytakeonestepatatime.”以及“Onestepatatime，that’sthesecret.”可知，樓梯的類比告訴我們，目標(biāo)需要一步一步地實現(xiàn)。故選B項。4．What’sthemainideaofthetext?A．MrIyerisastrictandcoolteacher.B．MrIyerleavesaninvaluableadvicetous.C．It’svitaltomasterthemethodoflearning.D．It’snecessarytoworkhardtopreparefortheexam.答案B解析主旨大意題。根據(jù)最后一段“Tothisday，wheneverIpassonMrIyer’sinvaluableadvicetomyownstudents，theybrightenupattheprospectofalighteracademicburden.”以及文章內(nèi)容可知，本文主要講述了作者高中時候的班主任艾耶先生給學(xué)生們提供了寶貴的建議——要一步一步地付諸行動，這樣才可以完成任務(wù)。故選B項。BTeenswhohavegood，supportiverelationshipswiththeirteachersenjoybetterhealthasadults，accordingtoresearchpublishedbyanAmericanresearchcenter.“Thisresearchsuggeststhatimprovingstudents’relationshipswithteacherscouldhavepositiveandlong-lastingeffectsbeyondjustacademicsuccess，”saidJinhoKim，aprofessoratKoreaUniversityandauthorofthestudy.“Itcouldalsobringabouthealthimplicationsinthelongrun.”Previousresearchhassuggestedthatteens’socialrelationshipsmightbelinkedtohealthoutcomesinadulthood.However，itisnotclearwhetherthelinkbetweenteenrelationshipsandlifetimehealthiscausal(因果的)—itcouldbethatotherfactors，suchasdifferentfamilybackgrounds，mightcontributetobothrelationshipproblemsinadolescenceandpoorhealthinadulthood.Also，mostresearchhasfocusedonteens’relationshipswiththeirpeers(同齡人)，ratherthanontheirrelationshipswithteachers.Toexplorethosequestionsfurther，Kimanalyzeddataonnearly20,000participantsfromtheAddHealthstudy，anationalstudyintheU．S.thatfollowedparticipantsfromseventhgradeintoearlyadulthood.Theparticipantpoolincludedmorethan3,400pairsofsiblings(兄弟姐妹)．Asteens，participantsansweredquestions，like“Howoftenhaveyouhadtroublegettingalongwithotherstudentsandyourteachers？”Asadults，participantswereaskedabouttheirphysicalandmentalhealth.Kimfoundthatparticipantswhohadreportedbetterrelationshipswithboththeirpeersandteachersinmiddleandhighschoolalsoreportedbetterphysicalandmentalhealthintheirmid-20s.However，whenhecontrolledforfamilybackgroundbylookingatpairsofsiblingstogether，onlythelinkbetweengoodteacherrelationshipsandadulthealthremainedsignificant.Theresultssuggestteacherrelationshipsaremoreimportantthanpreviouslyrealizedandthatschoolsshouldinvestintrainingteachersonhowtobuildwarmandsupportiverelationshipswiththeirstudents.“Thisisnotsomethingthatmostteachersreceivemuchtrainingin，”Kimsaid，“butitshouldbe.”語篇解讀本文是一篇說明文。文章介紹了根據(jù)美國研究中心發(fā)表的一項研究發(fā)現(xiàn)，與老師有良好的支持型關(guān)系的青少年成年后健康狀況更好。5．Whatdoestheunderlinedword“implications”inparagraph2referto?A．Recipes. B．Habits.C．Benefits. D．Risks.答案C解析詞義猜測題。畫線詞上文提到改善師生關(guān)系在除了學(xué)業(yè)成就以外的其他方面也有積極長久的影響。根據(jù)畫線詞前的also一詞可知，此處說的是改善師生關(guān)系對學(xué)生健康有益，由此可知畫線詞詞義為“益處”。故選C。6．Whatisparagraph3mainlyabout?A．Poorhealthinadolescence.B．Limitationsofthepreviousresearch.C．Teens’relationshipswiththeirpeers.D．Factorsaffectinghealthinadulthood.答案B解析段落大意題。根據(jù)第三段中的“However，itisnotclearwhetherthelinkbetweenteenrelationshipsandlifetimehealthiscausal(因果的)—itcouldbethatotherfactors，suchasdifferentfamilybackgrounds，mightcontributetobothrelationshipproblemsinadolescenceandpoorhealthinadulthood.”可知，第三段主要在說先前研究的局限性。故選B。7．WhatdoesKim’sresearchshow?A．Goodadulthealthdependsonteens’goodteachers.B．Goodfamilybackgroundpromiseslong-termadulthealth.C．Healthypeerrelationshipsleadtostudents’academicsuccess.D．Positivestudent-teacherrelationshipshelpstudents’adulthealth.答案D解析細(xì)節(jié)理解題。根據(jù)第五段可知，Kim發(fā)現(xiàn)，那些在初中和高中與同齡人和老師關(guān)系都較好的參與者，在他們25歲左右的時候，身體和心理健康狀況也較好。由此得知，積極的師生關(guān)系有助于學(xué)生成年時的健康。故選D。8．Wheredoesthistextprobablycomefrom?A．Ahealthmagazine.B．Amedicalreport.C．Atermpaper.D．Afamilysurvey.答案A解析文章出處題。根據(jù)第一段內(nèi)容可知，關(guān)于學(xué)生身心健康的研究可能來自健康雜志。故選A。Ⅱ.完形填空(2023·黑龍江雙鴨山高二上期中)Earlyinmyteachingcareer，Iheardcountlessexcusesfrommystudentsfornothavingtheirhomework.Manyofthemweremadeupand1.And，yes，“thedogateit”wasoneofthem.Astimepassed，Iwas2ofhearing“Idon’thavemyhomeworkbecause...”．“Noexcuses.No3！”I，outofanger，4myeighthgraders.Then，oneafternoon，Anthony5meandsaidshyly，nottakinghiseyesoffthefloor，“Iknowyousaiditdoesn’t6whywedon’thaveourhomeworkdone，butmydadmovedoutandmymomwaitstablesatnight，soIhaveto7mylittlebrothers.”Feelingshockedand8forhim，IputmyhandonAnthony’sthinshoulder.“Whyareyoujustnowtellingme...？”Istoppedinmid-sentence.Iknewwhy.SoI9thequestion，“Wouldit10ifyoustayinmyclassroomafterschoolandworkonitbeforeyougohome？”Henodded.Thenextday，I11toallmystudentsthatI’dofferanafter-schoolstudyhall.Anthonywasthefirststudentto12.Beforelong，Ihadaroomfullofeighthgraderswhostayedtoworkontheirhomework.Isoonhadalargecollectionof“Idon’thavemyhomeworkbecause...”13likeAnthony.Allwerevery14.Mostimportantly，Ilearnedthat“I’ll15”worksalotbetterthan“Noexcuses”．語篇解讀這是一篇記敘文。作者講述了自己在早年教學(xué)生涯中，聽多了孩子不交作業(yè)的各種借口，后來決定不給學(xué)生解釋的機會。偶爾一次有個小男孩的情況讓作者開始給學(xué)生提供課后輔導(dǎo)，同時作者也慢慢學(xué)到了在學(xué)校里學(xué)不到的東西：學(xué)會傾聽比不讓孩子找借口更有效。1．A.confusing B．frighteningC．touching D．a(chǎn)musing答案D解析confusing令人困惑的；frightening令人害怕的；touching令人感動的；amusing逗人發(fā)笑的，有趣的。根據(jù)后文“‘thedogateit’wasoneofthem”可知，學(xué)生所說的理由是“引人發(fā)笑的”。故選D。2．A.afraid B．gladC．proud D．sick答案D解析afraid害怕的；glad高興的；proud驕傲的；sick厭倦的。根據(jù)空后“I，outofanger”可知，作者厭倦了各種借口，故選D。3．A.explanations B．signsC．jokes D．worries答案A解析explanation解釋；sign標(biāo)志，符號；joke玩笑；worry擔(dān)憂。由前文“Noexcuses.”可知，此處表示“不要找借口！不需要解釋！”，故選A。4．A.encouraged B．warnedC．ordered D．persuaded答案B解析encourage鼓勵；warn警告；order命令；persuade勸說。根據(jù)前文“Noexcuses.”及“outofanger”可知，作者“警告”學(xué)生不準(zhǔn)再找借口。故選B。5．A.disturbed B．invitedC．a(chǎn)pproached D．rejected答案C解析disturb打擾；invite邀請；approach接近，靠近；reject拒絕。根據(jù)下文“andsaidshyly”可知，Anthony先走近作者，然后再說話，故選C。6．A.mind B．matterC．exist D．blame答案B解析mind介意；matter重要，有關(guān)系；exist存在；blame責(zé)備。根據(jù)上文“Noexcuses.No！”可知，此處表示“我知道你說過我們不寫作業(yè)的原因并不重要”，故選B。7．A.visit B．replaceC．a(chǎn)ttend D．raise答案C解析visit參觀，拜訪；replace代替；attend出席，照顧；raise撫養(yǎng)。根據(jù)空后“mylittlebrothers”可知，應(yīng)該是要照顧弟弟們，故選C。8．A.happy B．sorryC．fit D．a(chǎn)nxious答案B解析happy高興的；sorry難過的；fit合適的；anxious焦急的。由上文“mydadmovedoutandmymomwaitstablesatnight，soIhavetomylittlebrothers”可知，作者為Anthony感到難過，故選B。9．A.answered B．continuedC．changed D．repeated答案C解析answer回答；continue繼續(xù)；change改變；repeat重復(fù)。根據(jù)上文“‘Whyareyoujustnowtellingme...？’Istoppedinmid-sentence.Iknewwhy.”可知，作者本來想問Anthony為什么現(xiàn)在才告訴她這個理由，她說到一半停下來了，知道為什么了，所以她改變了問題。故選C。10．A.help B．makeC．get D．entertain答案A解析help幫助；make制造；get得到；entertain娛樂。根據(jù)下文“ifyoustayinmyclassroomafterschoolandworkonitbeforeyougohome”可知，這里是作者問學(xué)生這樣做會對他有幫助嗎？故選A。11．A.announced B．a(chǎn)pologizedC．replied D．a(chǎn)dmitted答案A解析announce宣布；apologize道歉；reply答復(fù)；admit承認(rèn)。根據(jù)下文“I’dofferanafter-schoolstudyhall”可知，作者宣布將提供一個課后自習(xí)室，故選A。12．A.turndown B．standoutC．showup D．dropout答案C解析turndown拒絕；standout站出來；showup露面，出現(xiàn)，揭露；dropout退學(xué)。根據(jù)下文“Ihadaroomfullofeighthgraders”可知，此處是說Anthony是第一個來的學(xué)生，空格處意為“出現(xiàn)”，故選C。13．A.letters B．directionsC．choices D．stories答案D解析letter信件；direction方向；choice選擇；story故事。根據(jù)上文“Isoonhadalargecollectionof‘Idon’thavemyhomeworkbecause...’”可知，有了Anthony的故事，其他孩子也敢告訴老師他們沒有寫作業(yè)的真正原因了，所以是作者收集了很多的故事。故選D。14．A.interesting B．realC．crazy D．boring答案B解析interesting有趣的；real真的；crazy瘋狂的；boring無聊的。根據(jù)上文“Isoonhadalargecollectionof‘Idon’thavemyhomeworkbecause...’likeAnthony.”可知，孩子們不是故意不寫作業(yè)的，所以他們的理由都是真的。故選B。15．A.listen B．believeC．wait D．r