2024-2025學(xué)年新教材高中英語(yǔ)Unit9LearningTopicTalk課時(shí)素養(yǎng)評(píng)價(jià)作業(yè)含解析北師大版必修第三冊(cè)

PAGE課時(shí)素養(yǎng)評(píng)價(jià)九Unit9TopicTalkⅠ.單句語(yǔ)法填空1.Theydidn’tgiveanydetails(detail)aboutthegame.2.It’samazing(amaze)whatwecanrememberwithalittleprompting.3.Thereisnowintensecompetition(compete)betweenschoolstoattractstudents.4.Alltheapproaches(approach)tothepalacewereguardedbytroops.5.Theeconomiccrisisreflectsbadly(bad)onthegovernment’spolicies.Ⅱ.選詞填空workout,getinto,brushup(on),comeon,beunwillingto1.Thestreetlightscomeonatduskandgooffatdawn.

2.Thenheadbacktotheprepbookstobrushupontheconceptsyoustilldon’tknoworunderstand.

3.Beforetheplanetakesoff,weshouldevaluatethequalityofatmosphereinordernottogetintopanic.

4.Atthattimethegovernmentwasunwillingtoresisttheforeigninvasion.

5.Itmakessensetoworkouttheproblembeforeitgetsoutofcontrol.

Ⅰ.閱讀理解AJapanesehighschoolstudentseitherwalkorridebicyclesifthedistanceisnottoofar.Inothercases,studentsmusttakepublicbusesandtrains.Afterjuniorhighschool,studentsattendhighschoolsbasedontheirhighschoolentranceexaminationscores.Sosomestudentstravelalongdistancetoattendtheschool.◆AtSchoolTheschooldaybeginsat8:30.Thenstudentsgatherintheirhomeroomsfortheday’sstudies.Eachhomeroomclasshasanaverageof40—45students.Studentsstayintheirhomeroomsformostoftheschoolday.Onlyforphysicaleducation,laboratoryclasses,orothersubjectsrequiringspecialfacilities(設(shè)備)dostudentsmovetodifferentpartsoftheschool.Betweenclassesandatlunchtime,classroomscanbenoisy,livelyplaces.Someschoolsmayhaveacafeteria(自助餐廳),butmostdonot.Inmostschools,studentsbringaboxlunchfromhome,preparedbythemotherintheearlymorninghours.Japanesehighschoolstudentsspend240daysayearatschool,60daysmorethanAmericanstudents.Studentsinhighschoolstakethreeyears’studyingofeachofthefollowingsubjects:maths,socialstudies,Japanese,science,andEnglish.Othersubjectsincludephysicaleducation,music,art,andmoralstudies.Allthestudentsinonegradelevelstudythesamesubjects.Giventhenumberofrequiredsubjects,electives(選修課)arefew.◆AfterschoolActivitiesClubactivitiestakeplaceafterschooleveryday.Studentscanjoinonlyoneclub,andtheyrarelychangeclubsfromyeartoyear,sotheclubsarerelativelystable.Clubsaremadeupofsportsclubs(baseball,soccer,judo,kendo,etc.)andcultureclubs(English,broadcasting,science,etc.).NewstudentsusuallyareencouragedtoselectaclubshortlyaftertheschoolyearbeginsinApril.Clubsmeetfortwohoursafterschooleachdayandmanyclubscontinuetomeetduringschoolvacations.【文章大意】本文是一篇說(shuō)明文。文章介紹了日本中學(xué)學(xué)生的在校生活以及課外活動(dòng)。1.WheredomostJapanesehighschoolstudentsoftenhavelunch?A.Inrestaurants. B.Inschoolcafeterias.C.Athome. D.Inhomerooms.【解析】選D。細(xì)微環(huán)節(jié)理解題。依據(jù)文章其次段“Studentsstayintheirhomeroomsformostoftheschoolday.”和“Betweenclassesandatlunchtime,classroomscanbenoisy,livelyplaces.Someschoolsmayhaveacafeteria,butmostdonot.Inmostschools,studentsbringaboxlunchfromhome,preparedbythemotherintheearlymorninghours.”可知,大多數(shù)日本中學(xué)生常常在教室里吃午飯。2.HowmanydaysdohighschoolstudentsintheUSAgotoschoolayear?A.180.B.200.C.240.D.300.【解析】選A。數(shù)字計(jì)算題。依據(jù)文章第三段“Japanesehighschoolstudentsspend240daysayearatschool,60daysmorethanAmericanstudents.”可以計(jì)算出,240-60=180,所以美國(guó)學(xué)生一年在學(xué)校的時(shí)間為180天。3.Whatcanweknowfromthepassage?A.Therearefewerthan40studentsineachhomeroominJapanesehighschools.B.Studentsmuststayinhomeroomsforphysicaleducation.C.Therearefewsubjectsforstudentstochooseexcepttherequiredones.D.Therewillnotbeanyclubactivitiesduringschoolvacations.【解析】選C。細(xì)微環(huán)節(jié)理解題。依據(jù)文章第三段“Allthestudentsinonegradelevelstudythesamesubjects.Giventhenumberofrequiredsubjects,electivesarefew.”可知,日本學(xué)生除了學(xué)習(xí)必修課,很少有選修課。BAtthirteen,Iwasdiagnosed(診斷)withakindofattentiondisorder.Itmadeschooldifficultforme.Wheneveryoneelseintheclasswasfocusingontasks,Icouldnot.Inmyfirstliteratureclass,MrsSmithaskedustoreadastoryandthenwriteonit,allwithin45minutes.Iraisedmyhandrightawayandsaid,“MrsSmith,yousee,thedoctorsaidIhaveattentionproblems.Imightnotbeabletodoit.”Sheglanceddownatmethroughherglasses,“Youarenotdifferentfromyourclassmates,youngman.”Itried,butIdidn’tfinishthereadingwhenthebellrang.Ihadtotakeithome.Inthequietnessofmybedroom,thestorysuddenlyallbecamecleartome.Itwasaboutablindperson,LouisBraille.Helivedinatimewhentheblindcouldn’tgetmucheducation.ButLouisdidn’tgiveup.Instead,heinventedareadingsystemofraiseddots(點(diǎn)),whichopenedupawholenewworldofknowledgetotheblind.Wasn’tIthe“blind”inmyclass,beingmadetolearnlikethe“sighted”students?Mythoughtsspilledoutandmypenstartedtodance.Icompletedthetaskwithin40minutes.Indeed,Iwasnotdifferentfromothers;Ijustneededaquieterplace.IfLouiscouldfindhiswayoutofhisproblem,whyshouldIevergiveup?Ididn’texpectanythingwhenIhandedinmypapertoMrsSmith,soitwasquiteasurprisewhenitcamebacktomethenextday—withan“A”onit.Atthebottomofthepaperwerethesewords,“Seewhatyoucandowhenyoukeeptrying?”【文章大意】本文是一篇記敘文。作者在13歲時(shí)被診斷患有留意力障礙,它讓作者的學(xué)習(xí)變得困難,但是在老師的激勵(lì)下作者最終完成了那天的任務(wù),這讓作者明白了只要努力就會(huì)勝利。4.Whydidn’ttheauthorfinishthereadinginclass?A.Becausehedidn’tliketheteacher.B.Becausehewasnotfondofliterature.C.Becausetheclassroomwastoonoisy.D.Becausehegotakindofattentiondisorder.【解析】選D。細(xì)微環(huán)節(jié)理解題。依據(jù)文章第一段的Atthirteen,Iwasdiagnosedwithakindofattentiondisorder.和其次段的Iraisedmyhandrightawayandsaid,“MrsSmith,yousee,thedoctorsaidIhaveattentionproblems.Imightnotbeabletodoit.”可知,作者因?yàn)橛辛粢饬φ系K所以沒(méi)能在課堂上完成閱讀。5.WhatcanwelearnaboutLouisBraillefromthepassage?A.Hecouldn’tseeandreadforthewholelife.B.Hegotagoodeducationatschool.C.Hemadeaninventionwhichhelpstheblind.D.Hemanagedtocurehisblindness.【解析】選C。細(xì)微環(huán)節(jié)理解題。依據(jù)文章第四段的Instead,heinventedareadingsystemofraiseddots,whichopenedupawholenewworldofknowledgetotheblind.可知Louis獨(dú)創(chuàng)了一種可以幫助盲人的閱讀系統(tǒng)。6.What’sMrsSmith’sattitudetotheauthorintheclassroom?A.Sheencouragedhim.B.Shelookeddownonhim.C.Shesympathized(憐憫)him.D.Shewasangrywithhim.【解析】選A。推理推斷題。依據(jù)文章第三段的Sheglanceddownatmethroughherglasses,“Youarenotdifferentfromyourclassmates,youngman.”和最終一段的Ididn’texpectanythingwhenIhandedinmypapertoMrsSmith,soitwasquiteasurprisewhenitcamebacktomethenextday—withan“A”onit.可推想出史密斯老師始終在激勵(lì)作者。7.Whatcanwelearnfromthepassage?A.Keeptrying,andyoucandoit.B.Waystoovercomeattentiondisorder.C.Howtobeagreatteacher.D.Whatshouldyoudoasablindperson.【解析】選A。主旨大意題。依據(jù)文章的主要內(nèi)容,尤其是最終一段的Atthebottomofthepaperwerethesewords,“Seewhatyoucandowhenyoukeeptrying?”可知本文通過(guò)敘述作者的故事向我們證明只要努力、不放棄,就可以勝利。故選A項(xiàng)。Ⅱ.語(yǔ)法填空(2024·南京高一檢測(cè))Communication:NoProblem?Yesterday,I,1.__________(represent)ouruniversity’sstudentassociation,wenttomeetthisyear’sinternationalstudents.Iwouldtakethemtotheirdormitories2.__________thestudentcanteen.Whentheirflightarrived,severalyoungpeopleentered3.__________waitingarealookingaround4.__________(curious).ThefirstpersonwasTonyfromColombia,closely5.__________(follow)byJuliafromBritain.AfterIintroducedthem,TonyapproachedJulia,touchedhershoulderandkissed6.__________(she)onthecheek!Shesteppedback7.__________(appear)surprisedandputupherhands,asif8.__________defence.Therewasprobablyamajormisunderstanding.Later,Ilearnedaboutthiscultural“bodylanguage”.Peoplefrom9.__________(place)likeSpain,ItalyorSouthAmericancountriesapproachotherscloselyandarelikely10._______(touch)themwhengreetingothers.

【文章大意】本文是一篇記敘文,主要講解并描述作者代表學(xué)生會(huì)去接國(guó)際學(xué)生遇到的溝通問(wèn)題。不同國(guó)家的肢體語(yǔ)言表達(dá)的含義是不同的。1.【解析】representing。考查現(xiàn)在分詞。句意:昨天,我代表我們高校的學(xué)生會(huì)去會(huì)見(jiàn)今年的國(guó)際學(xué)生。分析句子可知,設(shè)空的詞在本句中作狀語(yǔ),并且和主語(yǔ)I之間為主動(dòng)關(guān)系,應(yīng)用現(xiàn)在分詞,故填representing。2.【解析】and?？疾椴⒘羞B詞。句意:我會(huì)帶他們?nèi)ニ奚岷蛯W(xué)生食堂。分析句子可知,dormitories和thestudentcanteen并列作to的賓語(yǔ),因此要用表示并列的連詞連接,故填and。3.【解析】the?？疾楣谠~。句意:當(dāng)他們的飛機(jī)到達(dá)時(shí),幾個(gè)年輕人進(jìn)入候機(jī)區(qū),新奇地四處張望。分析句子可知,設(shè)空的詞修飾waitingarea,表特指,故填the。4.【解析】curiously?？疾樵~性轉(zhuǎn)換。分析句子可知,設(shè)空的詞修飾動(dòng)詞詞組lookingaround,應(yīng)用副詞,故填curiously。5.【解析】followed?？疾檫^(guò)去分詞。句意:第一個(gè)人是來(lái)自哥倫比亞的托尼,緊隨其后的是來(lái)自英國(guó)的朱莉婭。分析句子可知,設(shè)空的詞作狀語(yǔ),和主語(yǔ)之間為被動(dòng)關(guān)系,應(yīng)用過(guò)去分詞,故填followed。6.【解析】her?？疾榇~。句意:在我介紹完他們之后,托尼走近朱莉婭,摸了摸她的肩膀,親了親她的臉頰!分析句子可知,設(shè)空的詞作kissed的賓語(yǔ),應(yīng)用賓格,故填her。7.【解析】appearing?？疾楝F(xiàn)在分詞。句意:她往后退了一步,顯出驚訝的樣子,舉起雙手,似乎在防守。分析句子可知,設(shè)空的詞作狀語(yǔ),和主語(yǔ)之間是主動(dòng)關(guān)系,應(yīng)用現(xiàn)在分詞,故填appearing。8.【解析】in。考查介詞和固定搭配。短語(yǔ)indefence意為“防守”,故填in。9.【解析】places?？疾槊~。句意:來(lái)自西班牙、意大利或南美國(guó)家的人會(huì)與他人密切接觸,在問(wèn)候他人時(shí)很可能會(huì)觸碰對(duì)方。分析句子可知,設(shè)空的詞指的是多個(gè)地方,place是可數(shù)名詞,應(yīng)加s,故填places。10.【解析】totouch?？疾楣潭ù钆?。短語(yǔ)belikelytodosth.意為“可能做某事”,故填totouch。閱讀理解(2024·鹽城高一檢測(cè))Asteachersweallhavethosememoriesofstudents—wewonderifwewereabletoteachorreachthosestudentswhohadaneedtogetoutoftheirseatseveryfiveminutesorso.Irecentlyreceivedane-mailfromonesuchstudent,Paco,Paco’se-mailbroughtbackmemoriesofoneparticularclass:Itwasourhighschool’sfirstyearofblockscheduling—ourclasseswere80minuteslonginsteadofthetraditional40minutes.Onthisparticularday,Iwasbeingobservedbytwocollegeprofessors.Ofcourse,IwasproudofthefactthattheclasswasconductedentirelyinSpanishandthestudentsfeltcomfortableexpressingthemselvesinSpanish.Onthatday,Pacocamerunningthroughthedoorwithatoastedcheesesandwichinhand.“SenoraMike,I’mhungryandIhopeyoudon’tmindifIjustquicklyeatthisgreattoastedcheesesandwich.”Isaid,“Goahead,Paco.”P(pán)acosatdownandfinishedhissandwich.Pacohadnownoticedourtwovisitors.Ofcourse,ourtwovisitorsnoticedPacotheminuteheranthroughthedoor.Thelessonwasgoingalongquitewell,andallthestudentswereworkingintheirgroups.Suddenly,Pacoraisedhishandandsaid,“Senora,estalloviendoenmispantalones.”(“MrsMike,itisraininginmypants.”)Now,beingPaco’sSpanishteacher,Iunderstoodwhathewanted.Iknewthatitwashiswayofrequestingtogotothebathroom.Youcouldjustimaginethelaughterfromtheotherstudents.IalwayswonderjusthowmuchSpanishPacolearnedinthatclass,butIknowhelearnedmorethanjustSpanishbasedonane-mailherecentlywrotetome:IknowIwasahandfulbutyouactuallycared.YouknewIhadpotential.SoeventhoughImessedupalot,younevergaveup...I’mdeeplygratefultoyouSenora,everythingyoutaughtmeaboutSpanish.Myattitudeandlifewillstickwithmetherestofmyday...Yousee,Pacowasmystudenttenyearsago.【文章大意】本文是一篇記敘文。作者通過(guò)親身經(jīng)驗(yàn)告知我們老師對(duì)學(xué)生的影響。1.WhatdowelearnaboutPaco?A.Hedidwellinhislessons.B.Hedidn’tbehavewellenough.C.Hedidn’tseethe