牛津译林版 (2019)必修 第一册Unit 4 Looking good, feeling good巩固练习

这是一份牛津译林版 (2019)必修 第一册Unit 4 Looking good, feeling good巩固练习，共21页。试卷主要包含了5分,满分37， Typing speed等内容，欢迎下载使用。

第一部分 阅读(共两节,满分50分)
第一节(共15小题;每小题2.5分,满分37.5分)
阅读下列短文,从每题所给的A、B、C、D四个选项中选出最佳选项。
A
City Cllege Unin Inc
Secretary/Typist
The unin is a student-run rganizatin with a permanent staff f 20. Typing speed: at least 60 wpm.
The ability t take shrthand and a wrking knwledge f filling in frms are essential requirements.
The basic salary fr the psitin is $18,500 per year.
Call R. Barbar at 387-5075.
Emu Airline
Secretary
Emu Airline is nw ffering a part-time psitin as a secretary.
The psitin ffers at least 20 hurs' wrk a week, with a view t full-time wrk in the future. Mnthly salary is abut $1,400.
Phne 899-3264 fr an appintment.
Wrd Prcessr
Operatr (full-time)
We need an peratr t wrk in an ffice assciated with the building industry. Only experienced peratrs are expected t apply.
Starting salary: $17,950 yearly.
Apply in writing t:
The Persnnel Officer, Hill Mrgan Pty Ltd, 38 Green Hill Rd. Kensingtn 2033.
Jeans Industry
Sewing Machinist
We are an expanding clthing cmpany lcated in the suth f the city. Our prducts include jeans, skirts, shrts and s n. We are lking fr sewing machine peratrs.
The factry wrks a 38-hur week ver 4—5 days. Wages fr this psitin are $18,050 per year. Wages and cnditins are in line with thse f the current industries.
If yu are interested, cme ver and pick up an applicatin frm frm Ripper Jeans, 23 Nrth Ave, Beaudesert.
1.What d these fur advertisements have in cmmn?
A.Their cmpanies are intrduced in detail.
B.They all want peple in the prper psitin.
C.Each f them is cmmented by their managers.
D.They are lcated in the suth f the same city.
2.The applicants fr the pst f a secretary in the City Cllege Unin Inc shuld have the fllwing qualities except .
A.the typing skill
B.typing rapidly
C.the skill in rganizatin
D.the knwledge abut filling the frm
3.What is the attractiveness f the pst in Emu Airline?
A.Its gd salary.
B.Its nice wrking cnditins.
C.Its prmising future.
D.Its free flying.
B
The ther day, I decided t teach my sn the pwer f small acts f kindness. He had wn sme lllies in a prize machine in the lcal supermarket, s I asked him if he wuld like t share his prize with anther child. He hesitated fr a while because he was a shy little by, but said yes after I encuraged him a bit.
A father and his child passed by us. I went t the father and asked if my sn culd give his daughter sme candies that he had wn. The father lked at me in a strange way and was unsure what t say. I explained that I was teaching my sn the pwer f kindness. At last, he said it was kay.
We went t his daughter, but t my surprise, the little girl wuldn't accept the candies! My sn was rather embarrassed at the fact that she wuldn't accept his candies, and then he said t me, “We g t the same schl, Mum.”And I suddenly remembered I had seen the little girl befre in my sn's schl.
When we left the supermarket, I explained t my sn that sme peple in the wrld were nt pen t kindnesses because their thughts and pinins had been shaped by the past, and I tld him nt t be embarrassed. “They may have been unfriendly, but I'm sure we have left them mved in sme way. And the yung girl will remember yu as the by with a kind heart when she meets yu at schl!” I said and he ndded.
4.When the mther asked the by t share his candies with thers, the by .
A.didn't want t d that at first
B.was sure that the little girl wuldn't take them
C.went t the little girl happily
D.wanted t keep all the candies
5.Hw did the by feel when the little girl refused his candies?

A.Angry.B.Disappinted.
C.Surprised.D.Embarrassed.
6.After reading the passage, what can we learn?
A.The little girl was very shy.
B.The little girl's father was very rude.
C.The little by and the little girl were schlmates.
D.The little girl felt sad because she didn't win any candies.
7.By saying the wrds in the last paragraph, the writer mainly wants t .
A.tell us that it's nt gd t live in the past
B.make the sn understand that his kindness will be remembered
C.tell the sn nt t be afraid t meet the little girl again
D.tell us that peple are nt friendly tday
C
My high schl life has been filled with many scial r academic ups and dwns. Even thugh my current high schl is nt my first chice, I never regret attending Suthside High Schl. “Since yu have chsen it, then it is the best fr yu,” said my parents.
Up until the junir year I did nt realize my capabilities (能力) as a student. Being in the IB Prgram, I was tld that my junir year wuld be the tughest in all the years f high schl. With this “little” piece f infrmatin, I walked int my junir year, scared f my grades. As weeks went by, I started t believe that the junir year was nt as hard as everyne had said, but I was wrng. My grades were rapidly declining(下降) and by the end f the first term I had had five Cs in my seven classes! I culd nt believe it—I did nt want t believe it. I tried my best t get my grades up withut any help frm anyne, but my pride just made my grades wrse. And I had t miss ut n ne f the mst imprtant speech and debate cmpetitins all year: States. I was heartbrken. I realized that I culd nt survive my junir year n my wn, s I had t get help fast.
Once I gt a tutr, my grades went frm Cs, Ds, and even sme Fs, t nthing but As and Bs. I slwly started t gain my cnfidence back in all f my classes and even myself. By the time the third quarter and furth quarter came arund, I had been n the hnr rll twice, and I was receiving awards frm speech and debate cmpetitins.
Suthside has taught me t always keep my head up and never give up n myself n matter what life thrws at me. I am prud t be a Suthside Tiger.
8.What can we learn frm the first paragraph?
A.The writer always thught Suthside High Schl was the best.
B.The writer's parents persuaded her int attending Suthside High Schl.
C.The writer has met many challenges since she attended high schl.
D.Life has becme easier since the writer came t Suthside High Schl.
9.Hw did the writer feel when she walked int her junir year?
A.Excited.B.Wrried.
C.Curius.D.Uninterested.
10.Why was the writer's study wrse and wrse?
A.She didn't wrk hard enugh.
B.She didn't ask thers fr help because f pride.
C.She missed many imprtant speeches.
D.N ne wuld like t help her.
11.What imprtant lessn has the writer learned at Suthside High Schl?
A.Students shuld face challenges bravely.
B.Students shuld be careful abut chsing schls.
C.Students shuld be prud f their schls.
D.Students shuld better learn abut life.
D
Mst parents realize that a diet f sda and candy isn't a healthy chice, but what shuld they d if their children are picky eaters wh refuse fruit and vegetables? There are ways t help kids eat healthily and avid invlving many fights at the dinner table.
Jane E. Brdy wrte an article fr The New Yrk Times in August 2015. The article's title is Anther Apprach t Raising Healthy Eaters. In this article, she shares her experience as a child wh was a picky eater. She prvides sme useful views fr parents wh have children that are very particular abut what fds they will eat.
It turns ut that asking a child t eat smething desn't really wrk well. The rder t “clean yur plate” can end up teaching children that it is nrmal t cntinue eating after the stmach is full. This habit may cntinue int adulthd, and can lead t verweight bdies r fd disrders.
Instead, parents can try ther methds that might actually influence their children t try new fds. One very simple methd is t ffer yur children a small amunt f newly intrduced fd. A large amunt can seem intimidating (令人生畏的).One r tw bites might feel less “scary” t try.
Anther really easy thing parents can d is t read the ingredients f the fd frm the instructins. Yu might be surprised by the kinds f fds that have sme frm f sugar added t them. One way t be a healthier eater is t reduce the amunt f sugar a persn eats. Read the ingredient labels, and pick a prduct that desn't have extra sugar added. Start making yur wn type f yur child's favrite fds at hme instead f buying prcessed nes. Cnsider rganic fds rather than the ppular, well-knwn fds that are full f sugar.
Smetimes, all it takes t get a child t eat healthily is t ffer a fd in a different way. Kids that hate raw cauliflwer (菜花)might eat it after the vegetable is rasted. It is pssible t turn a head f cauliflwer int rice. It lks the same and yur child may nt ntice the difference between it and real rice.
12.What d we knw abut Jane E. Brdy?
A.She wrte a bk t help kids eat healthily.
B.Her article fr The New Yrk Times was written in winter.
C.She shared sme methds with parents having picky children.
D.Her experience as a picky eater nce made her parents annyed.
13.The rder t clean yur plate usually .
A.desn't wrk at all
B.leads t children's stmachache
C.ends up with children's hating eating
D.gets children int a bad eating habit
14.What can parents d if they want their children t try a new fd?
A.Offer a small amunt f it.
B.Give all f the fd t them.
C.Tell them the ingredients in it.
D.Reduce the amunt f sugar in it.
15.Which f the fllwing can help yur kid becme a healthy eater?
A.Making him eat up all the fd.
B.Only eating rganic fds.
C.Buying prcessed fds.
D.Eating less sugar.
第二节(共5小题;每小题2.5分,满分12.5分)
阅读下面短文,从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。
Emtinal eating is when peple use fd as a way t deal with feelings instead f satisfying hunger. 16 Have yu ever finished a whle bag f chips ut f bredm r dwned ckies ne after anther while preparing fr a big test? But when dne a lt—especially withut ur realizing it—emtinal eating can affect weight, health, and verall well-being.
Nt many f us make the cnnectin between eating and ur feelings. 17 One f the biggest myths abut emtinal eating is that it's caused by negative feelings. Yes, peple ften turn t fd when they're stressed ut, lnely, sad, anxius, r bred. But emtinal eating can be linked t psitive feelings and things t, like the rmance f sharing dessert n Valentine's Day r the celebratin f a hliday feast. Smetimes emtinal eating is tied t majr life events, like a death r a divrce. 18
Emtinal eating patterns can be learned: A child wh is given candy after a big achievement may grw up using candy as a reward fr a jb well dne. 19 It's nt easy t unlearn patterns f emtinal eating, but it is pssible. It starts with an awareness f what's ging n.
We're all emtinal eaters t a degree, but fr sme peple, emtinal eating can be a real prblem,causing serius weight gain r ther prblems. The truble with emtinal eating is that after the pleasure f eating is gne, the feelings that cause it remain. 20 That's why it helps t knw the difference between physical hunger and emtinal hunger.
Next time yu reach fr a snack, wait and think abut which type f hunger is driving it.
A.Believe it r nt, we've all been there.
B.If a crying by gets sme ckies, he may link ckies with cmfrt.
C.One study fund that peple wh eat fd like pizza becme happy afterwards.
D.And yu may ften feel wrse abut the amunt r type f fd yu like.
E.Understanding what drives emtinal eating can help peple take steps t change it.
F.Bys seem t prefer ht, hmemade meals, while girls g fr chclate and ice cream.
G.Mre ften, thugh, it's the cuntless little daily stresses that cause smene t seek cmfrt in fd.
16. 17. 18. 19. 20.
第二部分 语言运用(共两节,满分30分)
第一节 (共15小题;每小题1分,满分15分)
阅读下面短文,从每题所给的A、B、C、D四个选项中选出可以填入空白处的最佳选项。
After wrking an inhuman 8-hur shift at a factry unlading(卸货) parts fr cheap furniture, I gt n the bus, dirty, tired and ht. I 21 that place every day lking like I wrked in a cal mine. 22 , I still felt a bit prud f myself as I had been ding this tiring jb fr 3 mnths, which was extremely rare. S when I tk my seat n the bus ging hme, I decided my 23 life wuld nt lwer my spirits.
I was dreaming abut a better new life when I was 24 by ur new passenger. She was a middle-aged wman with wrn-ut clthes and messy hair. She gt n the bus, aggressively and 25 pushed her way int a frnt seat, and then turned her glare and anger n whever dared t lk in her directin.
All I culd feel abut this wman was 26 . There was n disgust(反感)—nly pity and the familiar knwledge f being faceless, nameless, and 27 t n ne. Suddenly, she turned her threatening eyes n me and very ludly yelled, “Why are yu s dirty?”
With a smile, I said, “I just left wrk.” She then ludly asked if I wrked in hell and burst int laughter, s I laughed t 28 her and tld her that was funny. Then I asked her her name and I 29 why I was s dirty. Her name was Karen.
In frnt f all f us n the bus that day, the pwer f 30 shwed its beauty. In frnt f all f us this wman transfrmed. Her language, her psture, the tne and lilt f her vice—even the way she tilted her head when I spke t her as a 31 changed.
As Karen was getting ff the bus, she tuched me sftly n the arm. With tear-filled eyes, she asked whether I'd be riding the bus the next day. I prmised I 32 . We waved t each ther and then I gt what my life had needed all alng: recgnitin(认可).
Everyne n the bus had been watching us and then an ld wman spke t me, “Sir, yu just changed that wman with yur heart. She will never frget hw yu 33 her. Yu are great.” Other passengers gave me thumbs-up signs t shw their admiratin.
That day was the first day when I realized I was 34 . Peple said I gave Karen smething that day but actually she 35 me s much mre. I nw wrk in the field f mental health. I ften tell the stry f the pwer f kindness, and I talk abut Karen and unlimited pssibilities.
B.left
C.visitedD.fund
B.Besides
C.TherefreD.Otherwise
B.interesting
C.depressingD.brave
B.interrupted
C.warnedD.fllwed
B.quietly
C.slwlyD.gently
B.sympathy
C.disappintmentD.anxiety
B.cntrlling
C.matteringD.appealing
B.at
C.abutD.ff
B.regretted
C.admittedD.explained
B.determinatin
C.kindnessD.hnesty
B.stranger
C.friendD.teacher
B.culd
C.wuldD.shuld
B.remembered
C.persuadedD.missed
B.needed
C.understdD.respected
B.paid
C.gaveD.lent
第二节(共10小题;每小题1.5分,满分15分)
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。
Students have respnsibility t learn well and pay mre attentin t 36 (learn). If a lng reading assignment (任务) is given, teachers expect students t be familiar 37 the infrmatin in the reading even if they d nt discuss it in class r take an examinatin.
The ideal student 38 (cnsider) t be ne wh learns fr the sake f learning, nt the ne interested nly in getting gd 39 (grade). Smetimes hmewrk is returned with brief 40 (write) cmments but withut a grade. Even if a grade is nt given, the student is respnsible fr learning the material distributed by the teacher.
When research wrk is distributed, the prfessr expects the students t take it 41 (active) and t cmplete it with minimum guidance. It is the students' respnsibility t find bks in the library. Prfessrs d nt have the time 42 (explain) hw a university library wrks. Prfessrs will help students 43 need them, but prefer that their students shuld nt be t dependent n them. In the United States, prfessrs have many ther duties besides 44 (teach), such as management r research wrk. Therefre, the time that a prfessr can spend with students utside f class is limited. If a student has prblems with classrm wrk, the student shuld either apprach the prfessr during ffice hurs 45 make an appintment.
36. 37. 38. 39. 40.
41. 42. 43. 44. 45.
第三部分 写作(共两节,满分40分)
第一节 (满分15分)
假定你是第一中学学生会主席李华,你们学校将举办一场有关运动与健康的英语演讲比赛, 希望你们学校的外教Smith女士来做评委。请参照以下要点给她写一封信。
1.演讲话题:运动与健康;
2.时间:6月15日下午2:00—5:00;
3.地点:501教室;
4.参赛选手:10名学生。
注意:
1.词数80左右;
2.可以适当增加细节,以使行文连贯。









第二节 (满分25分)
阅读下面材料,根据其内容和所给段落开头语续写两段,使之构成一篇完整的短文。
When Lisa was a little girl, she learned an imprtant lessn frm her father. Her father tld her that when facing a prblem, she shuld never give up. Instead she shuld try anther slutin. In the fllwing years, Lisa always remembered her father's wrds.
When Lisa was little, she dreamed f becming a fashin designer. It was always her dream. But it was nt an easy rad. After leaving cllege, Lisa went t Paris with her designs in rder t make her dream cme true. In Paris, she tried t talk t famus designers and shw them sme f her designs, but nne f them shwed any interest.
Thugh Lisa was discuraged, she didn't give up. One day, at a friend's party, she was intrduced t a yung lady wh was dressed in a beautiful knitted(针织的) sweater. It wasn't a fancy clr, but it did have very special stitches(针法). Lisa asked that lady if she knitted it herself. She said it was a wrk f a lady in Paris.
Lisa really lved the special stitches and wanted t include them in her designs. And then Lisa had an even braver idea. “Why nt wn a fashin stre f my wn? That way, I culd design, make and sell my wn clthes,” she thught. S she decided t begin with that kind f sweater.
Lisa's friend intrduced her t Madam Dean wh knitted that sweater. The lady was frm Armenia and she learned t knit that kind f sweater frm peple in her cuntry.
Lisa drew a picture f a sweater and asked Madam Dean t knit the sweater fr her. Madam Dean agreed. One week later, Lisa gt the sweater. The fllwing day after Lisa received it, she wre it t a party in the fashin industry.
Lisa was very nervus but she was lucky. Nt lng after the party began, her sweater drew the attentin f a stre wner frm New Yrk. She wanted t rder 40 such sweaters in tw weeks. Lisa was really happy and accepted the rder.
注意:续写词数应为150左右。
Paragraph 1:
The next day, Lisa tld the gd news t Madam Dean.









Paragraph 2:
Lisa then remembered her father's wrds.









答案全解全析
全书综合测评
第一部分 阅读
第一节
A
◎语篇解读 本文是一篇应用文,介绍了四家公司招聘的岗位的具体要求以及工资待遇等信息。
1.B 细节理解题。本文的四个广告招聘的职员都是有具体的职位的,都是要做具体的某一项工作的,并没有提到经理的评价,也没有提到是在同一个城市的南部,更没有介绍公司的详细信息。所以排除A项、C项和D项。故选B。
2.C 细节理解题。根据City Cllege Unin Inc 部分第一段最后一句Typing speed: at least 60 wpm.和第二段The ability t take shrthand and a wrking knwledge f filling in frms are essential requirements.可知打字技能、快速打字及表格填写的知识都是必要的,所以A项、B项和D项与原文相符。只有C项“组织能力”没有提及。故选C。
3.C 推理判断题。根据Emu Airline部分第一段Emu Airline is nw ffering a part-time psitin as a secretary.和第二段第一句The psitin ffers at least 20 hurs? wrk a week, with a view t full-time wrk in the future.可知这个职位现在只是一个兼职岗位,未来很可能成为全职岗位,由此推知这个职位有很好的未来,A项“它的不错的薪水”、B项“它的好的工作条件”和D项“它的免费乘飞机(的机会)”在Emu Airline部分未提及。
【高频词汇】
1.permanent adj.永久的,永恒的;长久的 2.fill in frms 填表 3.persnnel n.人事部门;全体人员 4.current adj.当前的;现在的;流通的,通用的 5.attractiveness n. 吸引力;诱惑力
B
◎语篇解读 本文是一篇记叙文。作者想让儿子明白小小的善举的力量。于是她让儿子和路过的小朋友分享他手里赢得的棒棒糖。一个小女孩和爸爸走过来,作者说明了情况,让儿子给小女孩棒棒糖,小女孩拒绝了,但是作者告诉儿子,他的善行一定会被记住。
4.A 细节理解题。根据文章第一段最后一句He hesitated fr a while because he was a shy little by, but said yes after I encuraged him a bit.可知,一开始男孩因害羞而犹豫,不想把他的糖果分享给别人。根据第三段第一句中the little girl wuldn?t accept the candies!可知,是小女孩自己不愿意接受糖果,而这个小男孩事先并不知道,排除B;C项和D项信息原文未提及。故选A。
5.D 细节理解题。根据文章第三段第二句中的My sn was rather embarrassed at the fact that she wuldn?t accept his candies可知,小女孩拒绝了小男孩的糖果后,小男孩感到尴尬,故选D。A项“生气的”、B项“失望的”和C项“惊讶的”均不符合语境。
6.C 推理判断题。根据文章第三段最后一句And I suddenly remembered I had seen the little girl befre in my sn?s schl.可推知,小男孩和小女孩是同学。根据第二段第三句The father lked at me in a strange way and was unsure what t say.可知,小女孩的父亲用一种奇怪的眼神看着作者,不知道该说什么,这并不能说明他粗鲁,所以B项与原文不符。A项和D项原文未提及。故选C。
7.B 细节理解题。根据文章最后一段中的“They may have been unfriendly, but I?m sure we have left them mved in sme way. And the yung girl will remember yu as the by with a kind heart when she meets yu at schl!” I said and he ndded.可知,作者想让儿子明白他的善良是会被记住的。故选B。其余三项信息原文未提及。
【高频词汇】
1.hesitate v.犹豫;迟疑不决 2.embarrassed adj.尴尬的;窘迫的
3.be pen t对……思想开明的,不固执己见的
4.pinin n.观点;意见;主张 5.shape v.决定……的形成;形成;塑造
长难句分析
原句 When we left the supermarket, I explained t my sn that sme peple in the wrld were nt pen t kindnesses because their thughts and pinins had been shaped by the past, and I tld him nt t be embarrassed.
分析 本句为主从复合句。主句是由第二个and连接的并列复合句。When we left the supermarket为时间状语从句;that sme peple in the wrld by the past为宾语从句,其中because their thughts and pinins had been shaped by the past为原因状语从句。
句意 当我们离开超市的时候,我向我的儿子解释说,世界上的一些人不愿意受善举的影响,因为他们的思想和观点受过去的影响,我告诉他不要感到尴尬。
C
◎语篇解读 这是一篇记叙文。文章主要叙述了作者步入高中后从成绩不好到成绩优秀的过程,感悟到了要勇敢面对挑战的道理。
8.C 细节理解题。根据第一段第一句My high schl life has been filled with many scial r academic ups and dwns.可知,“我”的高中生活充满了社交或学业上的起伏。所以自从上高中以来,作者面临了很多挑战。故选C。排除D。根据第一段的“Even thugh my current high schl is nt my first chice”和“Since yu have chsen it, then it is the best fr yu,” said my parents.可知,作者目前的学校并不是她的第一选择,作者的父母认为既然作者选择了Suthside High Schl,它对作者来说就是最好的,所以A项“作者一直认为Suthside High Schl是最好的”与原文不符;而且作者选择这所学校也不是因为父母劝她,B项不合文意。
9.B 细节理解题。根据第二段中的“With this ‘little’ piece f infrmatin, I walked int my junir year, scared f my grades.”可知,当作者进入高中时,非常担心自己的成绩,所以作者上高中时是担忧的,故选B。A项意为“兴奋的”;C项意为“好奇的”;D项意为“不感兴趣的”,均与原文不符。
10.B 细节理解题。该题问的是作者的学习越来越差的原因。根据第二段中的“I tried my best t get my grades up withut any help frm anyne, but my pride just made my grades wrse.”可知,作者尽全力提高成绩,不寻求任何人的帮助,但是这种骄傲让作者的成绩更差了。故选B。A项“她学习不够努力”排除;根据第二段中And I had t miss ut n ne f the mst imprtant speech...可知,C项“她错过了许多重要的演讲”是作者成绩差的结果而不是原因;D项“没有人愿意帮助她”原文并未提及。
11.A 细节理解题。根据最后一段中的“Suthside has taught me t always keep my head up and never give up n myself n matter what life thrws at me.”可知,作者学到了无论生活里发生了什么,都要抬起头,永远不放弃自己,所以要勇敢地面对挑战,故选A。其余三项信息原文未提及。
【高频词汇】
1.scial adj.社交的,社会的 2.academic adj.学术的;纯理论的
3.cmpetitin n.比赛;竞争 4.survive v.从……中挺过来;生存;存活;幸存;比……活得长 5.tutr n.家庭教师;导师
长难句分析
原句 As weeks went by, I started t believe that the junir year was nt as hard as everyne had said, but I was wrng.
分析 这是一个并列复合句。As引导时间状语从句,意为“随着”;that引导宾语从句,作动词believe的宾语。表示同级比较,第二个as引导比较状语从句,but连接两个并列分句。
句意 几个星期过去了,我开始相信高三并不像大家说的那么难,但是我错了。
D
◎语篇解读 本文是一篇说明文。文章为父母提供了一些方法,可以帮助挑食的孩子们吃得健康,并且避免在餐桌上发生争吵。
12.C 细节理解题。根据第二段中的“In this article, she shares her experience as a child wh was a picky eater. She prvides sme useful views fr parents wh have children that are very particular abut what fds they will eat.”可知,她在这篇文章中向有挑食的孩子的父母分享了一些方法。故选C。选项A“为帮助孩子们吃得健康她写了一本书”与文章内容不符;选项B“她给《纽约时报》写的文章是在冬天写的”与第二段第一句中的wrte an August 2015信息相悖;选项D“她挑食的经历曾经使她的父母很恼火”文中没有提到。
13.D 细节理解题。根据第三段中的“The rder t ‘clean yur plate’ can end up teaching children that it is nrmal t cntinue eating after the stmach is full. This habit may cntinue int adulthd, and can lead t verweight bdies r fd disrders.”可知,“清空盘子”的指令最终可能会教导孩子们在他们的肚子饱了之后继续吃东西,这种习惯或许会延续到成年,并可能导致身体超重或饮食失调,这是一种坏的饮食习惯,故选D。选项A“根本不起作用”;选项B“导致孩子胃疼”;选项C“以孩子们厌恶吃东西而结束”。
14.A 细节理解题。根据第四段中的“One very simple methd is t ffer yur children a small amunt f newly intrduced fd. A large amunt can seem intimidating. One r tw bites might feel less ‘scary’ t try.”可知,父母想让孩子尝试一种新食物时,应该给他们一次提供较少的量。故选A。选项B“给他们所有的食物”;选项C“告诉他们这里面的成分”;选项D“减少这里面糖的含量”。
15.D 细节理解题。根据第五段中的“One way t be a healthier eater is t reduce the amunt f sugar a persn eats.” 可知,成为一个更健康的饮食者的一个方法是减少一个人吃的糖的量。故选D。选项A“让他吃光所有的食物”;选项B“只吃有机食品”;选项C“购买加工过的食品”。
【高频词汇】
1.invlve v.卷入 2.apprach n.方法
3.experience n.经历;经验;体验 4.turn ut证明是;结果是
5.end up ding sth.最终做了某事 6.lead t导致;引起
7.ffer v.提供 8.instructins n.用法说明;操作指南
长难句分析
原句 Mst parents realize that a diet f sda and candy isn?t a healthy chice, but what shuld they d if their children are picky eaters wh refuse fruit and vegetables?
分析 句中的连词but连接两个并列分句。第一个分句中that引导宾语从句;第二个分句是一个特殊疑问句,其中if引导条件状语从句,该从句中又含有wh引导的定语从句。
句意 大多数父母都意识到苏打和糖果构成的饮食不是一个健康的选择,但是如果他们的孩子是拒绝水果和蔬菜的挑食的人,他们该怎么办呢?
第二节
◎语篇解读 本文是一篇说明文。情绪化进食是一种人们用食物来处理情绪的方式。但过多的情绪化进食对健康有危害,所以要注意控制。
16.A 根据上句Emtinal eating is when peple use fd as a way t deal with feelings instead f satisfying hunger.可知情绪化进食在人们用食物来处理情绪而不是满足饥饿时发生。A项“Believe it r nt,we?ve all been there.”(信不信由你,我们都亲身经历过。)符合文意,故选A。
17.E 根据上句Nt many f us make the cnnectin between eating and ur feelings.可知我们当中没有多少人把饮食和情绪联系在一起;根据后句One f the biggest myths abut emtinal eating is that it?s caused by negative feelings.可知关于情绪化进食最大的一个谬见是它是由负面情绪引起的。E项“Understanding what drives emtinal eating can help peple take steps t change it.”(了解驱使情绪化进食的因素可以帮助人们采取措施来改变它。)符合文意,故选E。
18.G 根据上句Smetimes emtinal eating is tied t majr life events,like a death r a divrce.可知有时情绪化进食与重大的生活事件有关,比如死亡或离婚。G项“Mre ften,thugh,it?s the cuntless little daily stresses that cause smene t seek cmfrt in fd.”(然而,更多的时候是每天无数的小压力促使人们去从食物中寻求安慰。)符合文意,故选G。
19.B 根据上文A child wh is given candy after a big achievement may grw up using candy as a reward fr a jb well dne.可知取得一项巨大的成就后得到糖果的孩子,等他长大后可能会用糖果来奖励自己工作做得好。B项(如果一个哭着的男孩得到一些曲奇饼,他可能会把曲奇饼和安慰联系起来。)符合文意,故选B。
20.D 根据后句That?s why it helps t knw the difference between physical hunger and emtinal hunger.可知那就是为什么它有助于了解生理饥饿和情绪化饥饿之间的区别。设空处上一句讲了情绪化进食的一个问题。D项“And yu may ften feel wrse abut the amunt r type f fd yu like.”(你可能经常会对你喜欢的食物的数量或种类感到更糟糕。)承上启下,故选D。
【高频词汇】
1.emtinal adj.情绪的;激动人心的 2.dwn vt.(一下子)喝下,吃下,咽下 3.rmance n.浪漫气氛 4.tie v.使有关联;连接;系牢,打结;约束 5.cuntless adj.无数的;数不尽的
长难句分析
原句 The truble with emtinal eating is that after the pleasure f eating is gne, the feelings that cause it remain.
分析 本句是主从复合句。在第一个that引导的表语从句中,after the pleasure f eating is gne为时间状语从句; that cause it 为定语从句,修饰the feelings。
句意 情绪化进食的问题在于,吃东西的乐趣消失之后,导致它的那些情绪保留了下来。
第二部分 语言运用
第一节
◎语篇解读 本文是一篇记叙文。作者在回家的巴士上,决定不让令人沮丧的生活影响他的情绪。后来,一个叫卡伦的女乘客上了车,气势汹汹地、粗鲁地挤到前排座位上,然后把她的愤怒转向任何朝她这边看的人。作者用心改变了那个女人,她永远不会忘记作者是如何对待她的。车上的其他乘客对作者竖起大拇指表示钦佩。作者认为那天在车上卡伦反而教会了他更多。
21.B 考查动词。reach到达;leave离开;visit访问;find发现。根据I gt n the bus,dirty,tired and ht可知,“我”坐上巴士的时候很脏,所以此处指“我”每天离开那个地方的时候看起来就像在煤矿里工作过一样。故选B。
22.A 考查副词。hwever然而;besides另外,此外;therefre因此;therwise否则。根据空格后的 I still felt a bit prud f myself as I had been ding this tiring jb fr 3 mnths, which was extremely rare(我仍然为自己感到一点自豪,因为我做这份累人的工作已经3个月了,这是非常罕见的)及上文中的dirty, tired and ht可知,此处是转折关系,故选A。
23.C 考查形容词。strange奇怪的;interesting有趣的;depressing令人沮丧的;brave勇敢的。结合上文可知,这里指当“我”在回家的巴士上坐下来的时候,“我”决定不让令人沮丧的生活影响“我”的情绪。C项符合文意。
24.B 考查动词。blame责备;interrupt打断;warn警告;fllw跟随。结合下文描述可知“我”正梦想着更好的新生活,突然被新来的乘客打断了,故选B。
25.A 考查副词。rudely粗鲁地;quietly安静地;slwly缓慢地;gently温柔地。她上了车,气势汹汹地、粗鲁地挤到前排座位上,然后把她的怒视和愤怒转向任何胆敢朝她这边看的人。故选A。
26.B 考查名词。satisfactin满意;sympathy同情;disappintment失望;anxiety焦虑。根据There was n disgust可知,“我”对这个女人感到的只有同情,没有反感。故选B。
27.C 考查动词。demand要求;cntrl控制;matter要紧;appeal有吸引力。根据nly pity and the familiar knwledge f being faceless, nameless, and 27 t n ne可知,此处指“对任何人都无关紧要”。故选C。
28.A 考查介词。她大声问“我”是不是在地狱里工作,然后大笑起来,所以“我”也和她一起笑了,告诉她那很有趣。with sb.和某人一起,故选A。
29.D 考查动词。check核查;regret后悔,遗憾;admit承认;explain解释。根据Then I asked her her name and I 29 why I was s dirty.可知,然后“我”问她她的名字,并解释为什么“我”身上这么脏。故选D。
30.C 考查名词。teamwrk团队合作;determinatin决心;kindness善良;hnesty诚实。面对中年妇女粗鲁的行为,作者不但没有生气,反而和她交谈起来,这体现了作者的善良和宽容,所以这里指那天在公共汽车上,在“我”们所有人面前,善良的力量展现了它的美丽。故选C。
31.C 考查名词。family家庭;stranger陌生人;friend朋友;teacher教师。根据上文可知,她的语言,她的姿势,她的语气和语调,甚至让头倾斜的方式都改变了。由此可知,他们已经成了朋友,只有C项符合语境。故选C。
32.C 考查情态动词。might可能;culd能,可以;wuld将会;shuld应该。她眼泪汪汪地问“我”第二天是否要坐巴士,“我”答应“我”会的。故选C。
33.A 考查动词。treat对待;remember记得;persuade劝说;miss错过,想念。由上文可知,作者用自己的善良改变了那个女人,她永远不会忘记作者对她的友好。故选A。
34.B 考查动词。help帮助;need需要;understand明白,理解;respect尊重。那天是“我”第一天意识到“我”是被需要的。故选B。
35.C 考查动词。we欠;pay支付;give给;lend借出。人们说那天“我”给了卡伦点什么,但实际上她给了“我”更多,故选C。
【高频词汇】
1.rare adj.难得的;稀少的 2.messy adj.凌乱的;不整洁的
3.aggressively adv.气势汹汹地;侵略地 4.threatening adj.威胁的 5.burst int...突然……起来 6.transfrm v.改变,使改变
长难句分析
原句 She gt n the bus, aggressively and rudely pushed her way int a frnt seat, and then turned her glare and anger n whever dared t lk in her directin.
分析 本句是主从复合句。主句含有三个并列的谓语动词gt、pushed、turned。whever dared t lk in her directin为宾语从句。
句意 她上了车,气势汹汹地、粗鲁无礼地挤到前排座位上,然后把她的怒视和愤怒对准任何胆敢朝她这边看的人。
第二节
◎语篇解读 本文是一篇说明文,介绍了理想学生的样子以及应该如何学习。
36.learning 考查非谓语动词。句意:学生有责任学好,更关注学习。pay attentin t后接名词或动名词作宾语,故填learning。
37.with 考查介词。句意:如果(给学生)布置了一个长时间的阅读任务,老师希望学生熟悉阅读材料中的信息,即使他们不在课堂上讨论或参加考试。此处构成固定结构“be familiar with”,意为“熟悉”,故填with。
38.is cnsidered 考查时态、语态和主谓一致。句意:理想的学生被认为是一个为了学习而学习的人,而不是一个只对得到好成绩感兴趣的人。空后有定语从句,结合句式可知这里应为谓语动词,根据句意,主语The ideal student 与cnsider之间是被动关系,且陈述的是客观事实,所以用一般现在时的被动语态,主语是单数,故填is cnsidered。
39.grades 考查名词的数。grade表示“分数”,是可数名词,get gd grades取得好成绩,故填grades。
40.written 考查形容词。句意:有时,返回的作业只有简短的书面评论,但没有分数。此处用形容词修饰名词cmments,根据句意可知,此处表示“书面的”,故填written。
41.actively 考查副词。句意:当分配了研究工作,教授希望学生积极对待,并在最少的指导下完成。此处用副词修饰动词take(对待),故填actively。
42.t explain 考查非谓语动词。句意:教授们没有时间解释大学图书馆是如何运作的。此处构成结构have the time t d sth.“有时间做某事”,故填t explain。
43.wh/that 考查定语从句。句意:教授们会帮助需要他们的学生,但他们希望他们的学生们不要过于依赖他们。分析句子结构可知,此处为定语从句,关系词指代先行词students在从句中作主语,故填wh/that。
44.teaching 考查名词。句意:在美国,教授除了教学之外还有许多其他的职责,例如管理或研究工作。介词besides后接名词或动名词作宾语,故填teaching。
45.r 考查固定搭配。句意:如果学生在课堂作业上有问题,学生应该在办公时间去找教授或者预约。此处构成“”,意为“或者……,或者……”,故填r。
【高频词汇】
1.respnsibility n.责任,职责 2.be familiar with...熟悉……
3.cmment n.评论;意见 4.distribute v.分配;分发 5.apprach v.向……接洽;走近;处理;临近,接近
第三部分 写作
第一节
One pssible versin:
Dear Ms. Smith,
I?m Li Hua, president f the student unin f N.1 Middle Schl. I?m writing t invite yu t be a judge at ur English speech cntest.
The cntest will be held in ur schl n June 15. It will start at 2:00 p.m. in Rm 501 and last fr three hurs. Ten students will deliver their speeches n the given tpic “Sprts and Fitness”. We hpe that yu will accept ur invitatin if it is cnvenient fr yu.
I am lking frward t yur early reply. Best wishes!
Yurs,
Li Hua
第二节
One pssible versin:
Paragraph 1:
The next day, Lisa tld the gd news t Madam Dean. Madam Dean almst shuted when she heard abut that. “What? 40 such sweaters in just tw weeks? That?s impssible! D yu knw hw lng it tk me t make the sweater fr yu? It tk me ne week,” cried Madam Dean. Lisa was very sad t hear that. But she didn?t want t lse such a great pprtunity. It was really imprtant t her.
Paragraph 2:
Lisa then remembered her father?s wrds. She decided t find anther slutin. She thught that Madam Dean might nt be the nly ne in Paris wh knew hw t knit that kind f sweater. She asked Madam Dean if she knew anyne else wh culd help her. Madam Dean then started t make sme phne calls. Finally, she fund 20 wmen wh agreed t help her. At last, all the sweaters were finished in tw weeks. The sweaters were all delivered t New Yrk n time. Lisa was clser t her dream.
1.B
2.C
3.C
4.A
5.D
6.C
7.B
8.C
9.B
10.B
11.A
12.C
13.D
14.A
15.D
16.A
17.E
18.G
19.B
20.D
21.B
22.A
23.C
24.B
25.A
26.B
27.C
28.A
29.D
30.C
31.C
32.C
33.A
34.B
35.C
写作指导
故事
要素
Time
when Lisa was a little girl
Place
in Paris
Character
Lisa, her father, a yung lady wh wre a beautiful knitted sweater, Lisa?s friend, Madam Dean
情节
Perid 1
从小Lisa的父亲就鼓励她不要轻易放弃。
Perid 2
Lisa想成为一个服装设计师,大学毕业后她去了巴黎,事实证明这条路并不好走。
Perid 3
Lisa并没有灰心,在一次派对上受到一位女士衣服上特别针法的启发,决定创立自己的时装店。
Perid 4
Lisa将这种针法用在自己设计的衣服上并让Madam Dean按她的设计织了一件毛衣,在一次派对上她的衣服引起了一个纽约店老板的注意,她因此得到了一笔订单。
续写
方向
Para.1
The next day, Lisa tld the gd news t Madam Dean.
①Madam Dean对Lisa的消息作何反应?她能不能完成这个任务?
②Lisa是如何想的?
Para.2
Lisa then remembered her father?s wrds.
①父亲的话对Lisa起到了怎样的帮助?
②Lisa是如何做的?在这期间她有没有寻求Madam Dean的帮助?
③Lisa完成了她的订单吗?