高中英语人教版 (2019)必修 第一册Unit 1 Teenage life单元测试课堂检测

这是一份高中英语人教版 (2019)必修 第一册Unit 1 Teenage life单元测试课堂检测，共18页。试卷主要包含了 选择题的作答， 非选择题的作答等内容，欢迎下载使用。
注意事项：
1. 答题前，先将自己的姓名、准考证号等填写在试题卷和答题卡上，并将准考证号条形码粘贴在答题卡上的指定位置。
2. 选择题的作答：选出每小题答案后，用2B铅笔把答题卡上对应题目的答案标号涂黑。写在试题卷、草稿纸和答题卡上的非答题区域均无效。
3. 非选择题的作答：用签字笔直接写在答题卡上对应的答题区域内。写在试题卷、草稿纸和答题卡上的非答题区域均无效。
4. 考试结束后，请将本试题卷和答题卡一并上交。
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
Gddingtn Theater
The Gddingtn Theater Ticket Office is pen frm 10a．m．until 4p．m．Mnday t Friday，and fr half an hur in the evening befre the advertised start time f each perfrmance．
Telephne bkings
*Yur tickets are held at the Ticket Office fr yu t cllect r，if yu prefer，a charge（费用） f 35cents is made t pst them t yu if yu pay by cash．We'll pst them t yu fr free if yu bk by credit card．N extra charge．
Pstal bkings
*Yu can write t the Ticket Office requesting tickets，r t cnfirm a reservatin． Where t find Gddingtn Theater
*Gddingtn Theater can be fund within the Gddingtn University site，next t the car park，which is available fr public use after 5p．m．n weekdays and all day n weekends．
If travelling by car
*Cming frm the suth end f Princes Street，yu will see the library n yur right．Next t the library is Gddingtn University．Take the next turning n the right，then first right int the car park gate straight ahead f yu，stpping as clse as pssible t the range machine．Put a $ 1cin in the machine and the gate will rise．
If travelling by train/bus/taxi
*Yu will need t allw 30minutes t walk frm the train statin．Taxis are available frm the frnt f the statin．
*The University is a 5t 10minutes'walk frm the main bus statin．
*When rdering a taxi frm the theater，ask t be picked up at the bttm f Nrth Street．Taxis will nt cme int the car park because f the entrance charge．
1．Yu can bk yur tickets ______ ．
A．at 5 p.m n WednesdayB．at nn n wrkdays
C．at lunch time n weekendsD．at 9 a.m n Mnday
2．Where is the Gddingtn Theater？ ______
A．T the suth f Princes Street
B．On the right f the Ticket Office．
C．At the bttm f Nrth Street．
D．In the Gddingtn university．
3．What can we learn frm the passage？ ______
A．Taxi drivers are unwilling t pick up custmers inside the car park．
B．Tickets paid by cash will be psted t yu at n extra charge．
C．Yu can find a free parking place in the university．
D．Yu have t cllect yur tickets if yu pay by credit card．
B
What a day! I started at my new schl this mrning and had the best time. I made lts f new friends and really liked my teachers. I was nervus (紧张的) the night befre, but I had n reasn t be. Everyne was s friendly and plite. They made me feel at ease. It was like I’d been at the schl fr a hundred years!
The day started very early at 7:00 a.m. I had my breakfast dwnstairs with my mm. She culd tell that I was very nervus. Mm kept asking me what was wrng. She tld me I had nthing t wrry abut and that everyne was ging t lve me. If they didn’t lve me, mm said t send them her way fr a gd talking t. I culdn’t stp laughing.
My mm drpped me ff at the schl gate abut five minutes befre the bell. A little blnde (金黄色的) girl gt drpped ff at the same time and started waving (招手) at me. She ran ver and tld me her name was Abigail. She was very nice and we became clse straight away. We spent all mrning tgether and began t talk t anther girl called Stacey. The three f us sat tgether in class all day and we even made ur way hme tgether! It went s quickly. Our teacher tld us that tmrrw we wuld really start learning and develping new skills.
I cannt wait until tmrrw and feel as thugh I am really ging t enjy my time at my new schl. I nly hpe that my mew friends feel the same way t.
4．Hw did the authr feel the night befre her new schl?
A．Tired.B．Excited.C．Wrried.D．Relaxed.
5．What happened n the authr’s first day f schl?
A．She met many nice peple.B．She had a hurried breakfast.
C．She learned sme new skillsD．She arrived at schl very early.
6．Hw did the authr g t schl accrding t the passage?
A．On ft.B．By bus.
C．In her mther’s car.D．By train.
7．What can we infer (推断) abut Abigail?
A．She disliked Stacey.B．She was shy and quiet.
C．She gt n well with the authr.D．She was an ld friend f the authr.
C
Smartphnes, tablets and smart watches are banned (禁止) at schl fr all children under 15 in France. Under the ban students are nt able t use their phnes at all during schl hurs, including meal breaks.
“I think it’s a gd thing. Schl is nt abut being n yur phne,” Paris mum Marie-Carline Madeleine tld AFP. “It’s hard with kids. Yu can’t cntrl what they see and that’s ne f the things that wrry me as a parent.”
There is n law like this in Australia, but sme Australian schls have banned phnes.
McKinnn Secndary Schl in Victria intrduced a ttal ban in February and Principal Pitsa Binnin said this has been a success.
McKinnn students still have a Chrmebk t use in every class fr day-t-day learning but they’re nt allwed t use scial media. Ms Binnin said at first “teachers cheered and students maned (抱怨) ,” but nw they’re seeing the advantages. “They cme t schl and they’re nt allwed t use phnes at all during the schl day, including lunch breaks,” she said.
“It’s been wnderful in terms f students cmmunicating with each ther at lunchtime and nt lking at their screen,” she said.
Ms Binnin als leads by example and desn’t use her mbile phne in schl. “I think anyne can d it if we’ve dne it.”
Nt everyne agrees with the bans. Western Sydney University technlgy researcher Dr Janne Orland wrte in nline magazine The Cnversatin earlier this year that Australia shuld nt ban phnes in schls because it’s imprtant t educate kids t live in the age they are raised in.
“A gd educatin fr students tday is knwing hw t use technlgy t learn, cmmunicate and wrk with ideas,” she wrte. “Banning students frm using smartphnes is a 1950s respnse t a 2018 state-f-play.”
8．Why did Madeleine welcme the ban?
A．Schl is fr studying.B．Kids behave badly nwadays.
C．Teachers find it hard t cntrl kids.D．Her kids depend t much n phnes.
9．What can we learn abut the ban in McKinnn Secndary Schl?
A．Sme teachers were against it at first.
B．Students can nw see the gd f the ban.
C．Students can use their phnes at lunch beaks.
D．Teachers have stpped using phnes at schl as well.
10．What des the underlined wrd “Chrmebk” in Paragraph 5 prbably refer t?
A．A bk.B．A ntebk.
C．A learning website.D．A kind f cmputer.
11．What des Dr Janne Orland think f banning phnes in schls?
A．It will discnnect parents and kids.B．It will cause kids t cmmunicate less.
C．It will prevent kids being tech-minded.D．It will make educatin g back 60 years.
D
Aesha Ash is a ballet dancer wh began The Swan Dreams Prject in 2011. It is a prgram designed t bring ballet t girls f clr in her cmmunity. Aesha Ash is ne f the few wmen f clr t ever grace the stages f the Schl f American Ballet in New Yrk City. She wants t expse her cmmunity t mre psitive images f wmen f clr thrugh the use f ballet. She wants t shw the wrld that beauty and grace are nt defined by status r race.
Aesha grew up in the inner city f Rchester, New Yrk, where crime, gun vilence and pverty were amng the biggest threats t the cmmunity. Fr her, that’s nrmal. That’s just life in the neighbrhd, but what she remembers mst is the dance studi. She started dancing at the age f five. A teacher mentined t her mther that she had sme prmise in ballet, and that it wuld be difficult fr her, as a wman f clr, t enter the ballet wrld. But the hardship she faced was the very thing that pushed her t pursue a career in ballet.
And there’s s much negative steretypes (刻板印象) and misunderstanding f wh they are in the media. Thrugh the use f imagery and her career as a ballet dancer, she challenges steretypes that exist fr wmen f clr, particularly thse frm inner-city cmmunities.
“It’s imprtant that ur girls see that side f themselves because fr many kids it’s hard t be what yu can’t see. I hadn’t seen a black ballet dancer befre I decided that was what I wanted t be. It was really imprtant fr me t be in my envirnment displaying that because this is where I’m frm. It was always beynd ballet,” Aesha Ash stated.
12．Why did Aesha start The Swan Dreams Prject?
A．T prmte the images f females f clr by ballet.
B．T expse her cmmunity t a wrld f wmen f clr.
C．T grace the stages f the Schl f American Ballet.
D．T shw the wrld that beauty and grace are defined by status.
13．Which f the fllwing best describes the cmmunity she grew up in?
A．Cmfrtable.B．Ancient.C．Peaceful.D．Unsafe.
14．What can’t we knw frm the passage?
A．Aesha had a gift fr ballet accrding t her teacher.
B．The hardship Aesha faced was the clr f her skin.
C．Acsha wanted t be a ballet dancer because f a wman dancer f clr.
D．It is nt easy t change the steretypes that exist fr wmen f clr.
15．What is the main idea f the text?
A teacher prvides chances fr girls f clr.
B．A wman brings ballet t the girls f clr.
C．Ballet changes the life f a wman f clr.
D．A wman has changed the negative steretypes.
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。
Sants is a psychlgist wh als teaches a class n the science f happiness at Yale University. 16
She had peple write dwn either a few things every day that they were grateful fr r a few things every day that she called “burdens”. 17 She fund that the act f listing what yu’re grateful fr ver time can actually significantly imprve well-being, even in just a cuple f weeks,whereas the act f grabbing the things that yu dn’t like in life desn’t help yur well-being.
If yu express gratitude t the peple yu care abut, yu can end up bsting thse relatinships. Often, researchers have subjects d what’s called a gratitude visit. They ask subjects t scribble (潦草地写) dwn a few things they’re really grateful fr abut a persn they haven’t thanked. 18 Peple wh receive these letters reprt that it’s ne f the mst pleasant mments in their life. But mre amazingly, these gratitude visits als help the persn wh expresses the gratefulness.
19 It wrks if yu can cntrast what yu want with the gritty (活生生的) reality f the situatin. Carey Mrewedge and clleagues have subjects imagine eating a bunch f chclate, and he finds that yu dn’t really want t eat the chclate anymre after yu imagine eating them. 20 When we fantasize abut psitive things in ur lives, we can think we’ve already achieved ur gals r cmpleted ur tasks.
A．Anther tip is psitive thinking.
B．These things shwed different impacts.
C．S they can meet t shw each ther’s burdens.
D．Yu did it enugh in yur brain that yu’re almst full.
E．Then, they have them meet in persn and read the letter.
F．It is cnsidered the mst ppular curse in the university’s histry.
G．Meeting up in persn smetimes isn’t really an ptin fr a lt f peple.
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。
Our schl hunch menu need makever (改进). Many students think schl lunch taste bad, and they either dn’t 21 it, r they thrw it away. With the grwing 22 f verweight kids. the schl needs t make 23 lunch menu with healthier, tastier ptins. One think the schl shuld 24 is a daily pizza ptin.
Almst every kid 25 pizza. If yu ask kids, they’ll tell yu that pizza tastes great. 26 the schl had a pizza ptin, students wuld eat lunch mre, s less fd wuld be 27 . The schl lunch prgram culd make a lt mre mney
Nt nly des pizza taste gd, but it can als be a very healthy fd. In additin t pizza made with whle-wheat dugh (全麦面团), lw-fat cheese pizza r even pizza withut cheese culd be ffered. Tday, with the schl 28 vegetables like brccli (西兰花) r spinach (菠菜), mst fd ges in the garbage. Hwever, kids will eat almst any kind f vegetables and even sme fruits—if they’re n pizza.
Pizza can als be very fast and 29 t make, which wuld be gd fr ur cafeteria (食堂) staff. The staff culd make the dugh ahead f time. They culd als buy frzen dugh. Then, all the staff 30 t d is add tppings, cheese, and bake it. Yu can als eat pizza with yur hands, which 31 the staff wuld have fewer knives and frks t wash.
Sme peple will prbably 32 the idea f a pizza ptin because pizza is ften cnsidered “junk fd ” 33 a regular, healthy meal. Mst take-ut pizza is made with unhealthy ingredients. But pizza can als be made with 34 ingredients, The schl shuld add a daily pizza ptin t the new lunch menu. Nt nly wuld serving pizza be great fr the students, but it wuld als 35 the schl lunch prgram.
21．A．buyB．keepC．seeD．share
22．A．ppularityB．prblemC．difficultyD．pwer
23．A．newB．freeC．mainD．similar
24．A．changeB．getC．cnsiderD．limit
25．A．remembersB．cksC．triesD．lves
26．A．BefreB．ThughC．IfD．Because
27．A．prvidedB．wastedC．paidD．allwed
28．A．mixingB．grwingC．stringD．selling
29．A．easyB．pssibleC．necessaryD．hard
30．A．wantsB．needsC．agreesD．ffers
31．A．hpesB．explainsC．prvesD．means
32．A．testB．welcmeC．be againstD．talk abut
33．A．rather thanB．except frC．as well asD．in place f
34．A．basicB．healthyC．lcalD．delicius
35．A．fllwB．createC．useD．help
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。
阅读下面短文，在空白处填入括号内单词的正确形式。
It is cmmn fr family members t experience heated arguments and cld 36 (silent) under the same rf. The phenmenn results frm 37 (balance) develpment f physical and mental aspects in adlescence. Yur physical changes, 38 (include) height, vice, weight r spts prblems, make yu experience high levels f 39 (anxius). On the ther hand, yu may think it natural 40 (take) mre respnsibilities 41 (depend). Unfrtunately yur parents can’t always allw yu t d whatever yu want, which can give rise t 42 (tensin) family relatinships. There are sme ways t slve the prblems. Abve all, faced with the parent - child tensins, yu had better keep the peace. Of equal 43 (imprtant) are putting yurself in yur parents’ shes and 44 (cmmunicate) with them regularly and hnestly. The gd news is that this strmy perid will nt last. Everything will turn ut all right in the end, and the changes and challenges f yur teenage years are 45 (prepare) yu fr adulthd.
第三部分 写作(共两节，满分40分)
第一节(满分15分)
假如你是晨华中学学生李华, 你的英国笔友Patrick告诉你Lndn将在明年1月份举行中国文化周活动，请你给伦敦市长发一封邮件推荐自己，做文化周活动宣传员。内容要点如下：
1.你的身份；2.应聘原因；3.自身优势（1）相关经历 （2）语言能力。
注意：1.词数100左右；2.可适当增加细节，以使行文连贯。
Dear Sir,
Recently I’ve learned
________________________________________________________________________________________________________________________________________________
Yurs sincerely,
Li Hua
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。
I recently had a challenging time wrking n a grup prject. My teacher put me with three peple wh weren’t all that excited abut getting any wrk dne, and the experience was extremely stressful.
Our assignment was t pick ne f the 50 states and make a brchure abut it.
“Let’s pick Hawaii!” said Cupcake. “Hawaii has super cute swimsuits.”
“That is s true!” said Ckie. “Speaking f swimsuits, there are sme get-ready-fr-summer sales happening right nw.”
“Really? Maybe my mm will take me shpping this weekend,” said Cupcake.
I turned t Vlcan. “Which state d yu think we shuld pick?”
Vlcan shrugged(耸肩). “I dn’t care. But what happened t yur hair, Arizna? It lks like it gt caught in a blender(搅拌机)!” The rest f Vlcan’s cmments during the meeting were equally “helpful.”
At ur next grup meeting, n ne seemed very eager t talk abut ur brchure, s I went ahead and shared the interesting facts I’d learned abut Hawaiian fd and culture. When I was dne, n ne said anything, s I pulled ut my ntebk. “Cupcake, yu had ffered t search fr pictures f Hawaiian sea life. Were yu able t find sme?”
“I didn’t have time,” she answered, “but here’s a pht f me at the htel pl in Hawaii.” I lked at the picture she had taped in her ntebk and smiled. “Yu lk great, but yu prbably dn’t cunt as sea life. Ckie, yu were ging t find sme histrical infrmatin. And Vlcan, yu were in charge f Hawaiian gegraphy, right?”
“I’ll d my part sn,” said Ckie. “I’ve been really busy lately.”
“Me, t. I’ve been really busy!” said Vlcan.
I was getting the impressin that n ne but me planned t wrk n the brchure. “What am I ging t d? D I have t d all the wrk fr everyne if I dn’t want a bad grade?”
注意：
1. 续写词数应为150左右;
2. 请按如下格式在答题卡的相应位置作答。
As we set the table fr dinner, my mm culd tell I was stressed ut.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
And at ur next grup meeting, I tried t bring up my cncerns in a friendly way.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________参考答案：
阅读理解
1．B 2．D 3．A
【分析】这是一篇应用文。短文介绍了Gddingtn 剧院的售票时间，售票方式和地理位置以及如何乘坐交通工具等。
1．细节理解题。根据第一段的句子The Gddingtn Theater Ticket Office is pen frm 10 a.m. until 4 p.m. Mnday t Friday 可知，戈丁顿剧院售票处周一至周五上午10点至下午4点开放。所以可以在工作日的中午订票，故选B。
2．细节理解题。根据Where t find Gddingtn Theater部分中的句子Gddingtn Theater can be fund within the Gddingtn University site, next t the car park.可知 , 戈丁顿剧院就在戈丁顿大学的停车场旁边。所以Gddingtn Theater是在Gddingtn 大学里面。故选D。
3．推理判断题。根据最后一句Taxis will nt cme int the car park because f the entrance charge.可知，出租车不会进入停车场，因为入口收费。由此判断出，出租车不愿意到公园里面去接客人。故选A。
4．C 5．A 6．C 7．C
【导语】这是一篇记叙文。讲了作者来到新学校前一天的紧张心情，以及第二天到学校交到新朋友的故事。
4．细节理解题。根据第一段“I was nervus the night befre, but I had n reasn t be. (前一天晚上我很紧张，但其实没必要这么紧张)”可知，作者在去新学校前一天很担忧。故选C项。
5．细节理解题。根据第三段“A little blnde girl gt drpped ff at the same time and started waving at me. She ran ver and tld me her name was Abigail. She was very nice and we became clse straight away. (一个金发小女孩和我同时下车，她开始向我挥手。她跑过来告诉我她的名字叫Abigail。她人很好，我们很快就成了好朋友)”可知，开学第一天，作者交到了好朋友。故选A项。
6．细节理解题。根据第三段“My mm drpped me ff at the schl gate abut five minutes befre the bell. (我妈妈在上课铃响五分钟前把我送到学校门口。”可知，作者是妈妈开车送到学校的。故选C项。
7．推理判断题。根据第三段“She ran ver and tld me her name was Abigail. She was very nice and we became clse straight away. (她跑过来告诉我她的名字叫Abigail。她人很好，我们很快就成了好朋友)”可知，Abigail和我成为了朋友。。由此推知，Abigail和我相处融洽故选C项。
8．A 9．B 10．D 11．C
【分析】本文为介绍说明文。文章介绍了澳大利亚的一些学校禁止学生在学校使用手机，以及人们对此的不同看法。
8．推理判断题。根据第二段中的“I think it’s a gd thing. Schl is nt abut being n yur phne,”可知，Madeleine认为这是件好事，学校不是玩手机的地方，由此推知她认为学校是学习的地方。故A选项正确。
9．细节理解题。根据第五段中的“Ms Binnin said at first “teachers cheered and students maned (抱怨) ,” but nw they’re seeing the advantages.”可知，开始的时候老师们欢呼、学生们抱怨，但是现在他们看到了好处。故B选项正确。
10．词义猜测题。根据第五段中的“McKinnn students still have a Chrmebk t use in every class fr day-t-day learning but they’re nt allwed t use scial media.”可知，麦金农的学生仍然可以在每堂课上使用Chrmebk进行日常学习，但他们不允许使用社交媒体，再对比选项可推知Chrmebk应该是一种电子设备。故D选项正确。
11．推理判断题。根据倒数第一、二段中Dr Janne Orland说的话可知，她认为澳大利亚不应该禁止学生在学校使用手机，因为教育孩子生活在他们成长的时代里很重要，而且今天对学生的良好教育是知道如何使用技术学习、交流和处理思想。由此推知，禁止学生在学校使用手机会阻断孩子们与技术的联系。故C选项正确。
【点睛】阅读理解所设试题主要考查细节查找，做题关键是找出原文的根据，认真核查选项和原文的异同，常犯错误有：绝对化语言，范围扩大或缩小，以偏概全，张冠李戴等。考生首先要浏览短文后的小题题干，标出关键词（组），带着问题去阅读，能够做到心中有数，目的明确；然后再仔细阅读短文，完整了解信息，准确把握细节信息，并标出能得出答案的有效信息。如第2小题“What can we learn abut the ban in McKinnn Secndary Schl?”，题干要求回答“关于麦金农中学的禁令我们了解到了什么”，题干关键词为the ban in McKinnn Secndary Schl，那么我们在第五段中的“Ms Binnin said at first “teachers cheered and students maned (抱怨), but nw they’re seeing the advantages.”能找到对应点，于是我们知道了，现在他们都看到了好处。在这里提醒同学们，在做阅读理解题时，一定要细心，这样才能准确找到正确答案。
12．A 13．D 14．C 15．B
【导语】本文是一篇记叙文。主要介绍艾莎创办了一个“天鹅之梦”项目，旨在将芭蕾舞带给有色人种女孩。
12．细节理解题。根据首段首句“Aesha Ash is a ballet dancer wh began The Swan Dreams Prject in 2011. (艾莎·阿什是一名芭蕾舞演员，她于2011年创办了“天鹅之梦”项目。)”以及倒数第二句“She wants t expse her cmmunity t mre psitive images f wmen f clr thrugh the use f ballet. (她想通过芭蕾向她的社区展示更多有色人种女性的正面形象。)”可知，艾莎·阿什创办了“天鹅之梦”项目是为了通过芭蕾向她的社区展示更多有色人种女性的正面形象。故选A。
13．细节理解题。根据第二段首句“Aesha grew up in the inner city f Rchester, New Yrk, where crime, gun vilence and pverty were amng the biggest threats t the cmmunity. (艾莎在纽约罗彻斯特的内城长大，在那里，犯罪、枪支暴力和贫困是社区面临的最大威胁。)”可知，艾莎成长的社区很不安全，面临着犯罪、枪支暴力和贫困等问题。故选D。
14．推理判断题。根据第二段倒数第二句“A teacher mentined t her mther that she had sme prmise in ballet, and that it wuld be difficult fr her, as a wman f clr, t enter the ballet wrld. (一位老师对她的母亲说，她在芭蕾舞方面很有前途，但作为一名有色人种女性，她很难进入芭蕾舞界。)”以及第三段首句“And there’s s much negative steretypes (刻板印象) and misunderstanding f wh they are in the media. (媒体对他们有很多负面的刻板印象和误解。)”可知，艾莎的老师说她有芭蕾舞天赋；艾莎面对的困难是她是有色人种；媒体对他们有很多负面的刻板印象和误解，突破这种刻板印象并不容易。C项的内容没有提到。故选C。
15．主旨大意题。根据首段第一二句“Aesha Ash is a ballet dancer wh began The Swan Dreams Prject in 2011. It is a prgram designed t bring ballet t girls f clr in her cmmunity. (艾莎·阿什是一名芭蕾舞演员，她于2011年创办了“天鹅之梦”项目。这是一个旨在将芭蕾舞带给她所在社区有色人种女孩的项目。)”可知，本文主要介绍艾莎办了一个旨在将芭蕾舞带给有色人种女孩的“天鹅之梦”项目。故选B。
七选五
16．F 17．B 18．E 19．A 20．D
【导语】本文是一篇说明文。文章主要就如何变得更快乐提出了几点建议，旨在关注学生心理健康，提高学生调节自身情绪的能力。
16．设空处位于段尾，应起承接上文或启示下文的作用。根据上文“Sants is a psychlgist wh als teaches a class n the science f happiness at Yale University.(Sants是一名心理学家，在耶鲁大学教授一门关于幸福科学的课程。)”可推知，设空处应与空前提到的心理学家或她的幸福科学的课程有关。F项“它被认为是该大学历史上最受欢迎的课程”能够很好地承接上文，且其中“It”和“University”指的正是空前句中的“a class n the science f happiness”和“Yale University”。故选F。
17．根据上文“She had peple write dwn either a few things every day that they were grateful fr r a few things every day that she called “burdens”.(她让人们要么每天写下一些他们感激的事情，要么每天写下一些她称之为“负担”的事情。)”和下文“She fund that the act f listing what yu’re grateful fr ver time can actually significantly imprve well-being, even in just a cuple f weeks, whereas the act f grabbing the things that yu dn’t like in life desn’t help yur well-being.(她发现，随着时间的推移，列出你感激的事情的行为实际上可以显著提高幸福感，即使只是在几周内，而抓住生活中你不喜欢的事情的行为对你的幸福感没有帮助。)”可知，空前提到Sants让人们每天写下一些他们感激的或者她称之为“负担”的事情；空后则表明写下这些事情给人们带来了不同的效果。由此可推知，设空处也应与人们写下的感激的或者感到负担的事情相关。B项“这些事情显示出不同的影响”能够很好地衔接上下文，且其中的“These things”指的正是空前句提到的令人感激的事情和那些“负担”的事情。故选B。
18．根据上文“They ask subjects t scribble(潦草地写) dwn a few things they’re really grateful fr abut a persn they haven’t thanked.(他们要求受试者写下一些他们没有感谢过的人让他们真正感激的事情。)”和下文“Peple wh receive these letters reprt that it’s ne f the mst pleasant mments in their life.(收到这些信的人报告说这是他们一生中最愉快的时刻之一。)”可知，空前提到研究人员让接受实验者写下一些对于他们从未感谢过的人真正非常感激的事情；空后提到收到这些信件的人表示这是他们一生中最愉快的时刻之一。由此可推知，设空处应包含“letter”一词。E项“然后，他们让他们亲自见面并阅读这封信”中出现了“letter”，且其中的“them”指代的正是空前句中“subjects”和“a persn they haven’t thanked”。故选E。
19．设空处是本段的主题句，应能概括本段内容。根据下文中的“have subjects imagine(让受试者想象)”、“imagine eating them(想象吃掉它们)”和“fantasize(想象)”可知，本段内容与人的大脑想象有关。A项“另一个建议是积极思考”出现了关键词“thinking”,其中的“psitive thinking”正是空后句中“It”指代的内容，且“psitive”与本段最后一句中的“psitive”是同词复现。故选A。
20．根据上文“Carey Mrewedge and clleagues have subjects imagine eating a bunch f chclate, and he finds that yu dn’t really want t eat the chclate anymre after yu imagine eating them.(Carey Mrewedge和他的同事们让实验对象想象吃一堆巧克力，他发现在你想象吃巧克力之后，你真的不想再吃巧克力了。)”和下文“When we fantasize abut psitive things in ur lives, we can think we’ve already achieved ur gals r cmpleted ur tasks.(当我们幻想生活中积极的事情时，我们可以认为我们已经实现了我们的目标或完成了我们的任务。)”可知，设空处也应与脑海中想象有关。D项“(因为)你在脑子里(想象)吃得足够多了，几乎已经吃饱了”放在此处可以很好地承接上文，解释了接受试验者们在想象吃了巧克力之后，不想再吃的原因。故选D。
完形填空
21．A 22．B 23．A 24．C 25．D 26．C 27．B 28．D 29．A 30．B 31．D 32．C 33．A 34．B 35．D
【导语】这是一篇议论文。作者提出学校应该为学生提供披萨作为午餐并分析了原因。
21．考查动词词义辨析。句意：许多学生认为学校午餐味道不好，他们要么不买，要么把它扔掉。A. buy购买；B. keep保持；C. see看见；D. share分享。结合上文“Many students think schl lunch tastes bad”可知学生认为学校午餐的味道不好，因此不购买学校的午餐。故选A。
22．考查名词词义辨析。句意：随着超重儿童问题的日益严重，学校需要制定一个新的午餐菜单，提供更健康、更美味的选择。A. ppularity流行；B. prblem问题；C. difficulty困难；D. pwer力量。结合后文“f verweight kids”可知儿童超重是一个社会问题。故选B。
23．考查形容词词义辨析。句意：随着超重儿童问题的日益严重，学校需要制定一个新的午餐菜单，提供更健康、更美味的选择。A. new新的；B. free自由的；C. main主要的；D. similar相似的。结合上文和“with healthier, tastier ptins”可知儿童超重问题日益严重，因此学校需要制定新的健康的午餐菜单。故选A。
24．考查动词词义辨析。句意：其中一个建议是学校应该考虑每天提供披萨。A. change改变；B. get得到；C. cnsider考虑；D. limit限制。根据上文“One think the schl shuld”可知，对了作者是在提出自己的看法，结合“a daily pizza ptin”可知，这是作者认为学校应该考虑的选项。故选C。
25．考查动词词义辨析。句意：几乎每个孩子都喜欢披萨。A. remembers记住；B. cks烹饪；C. tries尝试；D. lves爱；喜欢。结合下文“If yu ask kids, they’ll tell yu that pizza tastes great.”可知几乎每个孩子都喜欢吃披萨。故选D。
26．考查连词词义辨析。句意：如果学校有披萨选项，学生们会吃更多的午餐，这样就会减少食物浪费。A. Befre在……之前；B. Thugh尽管；C. If如果；D. Because因为。根据下文“students wuld eat lunch mre”可知，本句为条件状语从句，表示“如果”。故选C。
27．考查动词词义辨析。句意：如果学校有披萨选项，学生们会吃更多的午餐，这样就会减少食物浪费。A. prvided提供；B. wasted浪费；C. paid支付；D. allwed允许。结合上文“students wuld eat lunch mre”可知，学生们会吃得更多，所以浪费就会减少。故选B。
28．考查动词词义辨析。句意：今天，学校卖像花椰菜或菠菜之类的蔬菜，大多数食物都被扔进了垃圾箱。A. mixing混合；B. grwing生长；C. string储存；D. selling出售。结合上文学校出售午餐可知，学校学校卖像花椰菜或菠菜之类的蔬菜。故选D。
29．考查形容词词义辨析。句意：披萨制作起来很快很容易，这对我们餐厅的员工来说是很好的。A. easy容易的；B. pssible可能的；C. necessary必要的；D. hard困难的。根据下文“be gd fr ur cafeteria staff”可知上文是在列举披萨的优点，制作起来又快又容易。故选A。
30．考查动词词义辨析。句意：然后，所有的工作人员需要做的是添加配料，奶酪，并烘烤它。A. wants想要；B. needs需要；C. agrees同意；D. ffers提供。结合后文“t d is add tppings, cheese, and bake it”可知是说明工作人员需要进行的制作披萨步骤。短语need t d sth.“需要做某事”，故选B。
31．考查动词词义辨析。句意：你还可以用手吃披萨，这意味着员工需要清洗的刀叉会更少。A. hpes希望；B. explains解释；C. prves证明；D. means意味着。结合上下文，用手吃披萨也就意味着不需要使用刀叉，意味着员工需要清洗的刀叉会更少。故选D。
32．考查动词和动词短语辨析。句意：有些人可能会反对选择披萨，因为披萨经常被认为是“垃圾食品”，而不是一顿正常的、健康的餐食。A. test测试；B. welcme欢迎；C. be against反对；D. talk abut谈论。结合下文“because pizza is ften cnsidered ‘junk fd’”可知有些人认为披萨是“垃圾食品”，因此反对选择披萨。故选C。
33．考查介词短语辨析。句意：有些人可能会反对选择披萨，因为披萨经常被认为是“垃圾食品”，而不是一顿正常的、健康的餐食。A. rather than而不是；B. except fr除了……以外；C. as well as也；D. in place f代替。结合上文“because pizza is ften cnsidered ‘junk fd’”可知披萨经常被认为是“垃圾食品”，而不是一顿正常的、健康的饭。故选A。
34．考查形容词词义辨析。句意：但是披萨也可以用健康的原料制作。A. basic基本的；B. healthy健康的；C. lcal当地的；D. delicius美味的。上文提出有人认为披萨是“垃圾食品”，根据连词“But”可知，作者不赞同这一说法，指出披萨也可以用健康的原料来制作成健康的食物。故选B。
35．考查动词词义辨析。句意：提供披萨不仅对学生有好处，而且对学校的午餐计划也有帮助。A. fllw跟随；B. create创造；C. use使用；D. help帮助。根据句中“als”可知，提供披萨不仅对学生有好处，也对学校的午餐计划也有帮助。故选D。
语法填空
36．silence 37．imbalanced 38．including 39．anxiety 40．t take 41．independently 42．tensive 43．imprtance 44．cmmunicating 45．preparing
【导语】本文为一篇说明文。文章主要针对青少年经常与家长之间发生争吵和沉默这一现象进行了分析，指出了导致这种现象的原因，并提出了解决这一问题的建议。
36．考查名词。句意：家庭成员在同一屋檐下经历激烈的争论和冷漠的沉默是很常见的。分析句子成分可知，空处为名词形式，其前为形容词。故填silence。
37．考查形容词。句意：这种现象是青少年身心发育不平衡的结果。分析句子成分可知，修饰名词develpment，用形容词形式；再根据句意可知，空处指的是“不平衡的”，故填imbalanced。
38．考查介词。句意：你的身体变化，包括身高、声音、体重或青春痘问题，都会让你感到高度焦虑。根据句意可知，空前所指的变化“包括”空后提到的这些问题，用介词“including”。故填including。
39．考查名词。句意：你的身体变化，包括身高、声音、体重或青春痘问题，都会让你感到高度焦虑。根据空前的介词可知，空处为名词形式担当宾语。故填anxiety。
40．考查非谓语动词。句意：另一方面，你可能认为独立承担更多的责任是很自然的。句中it作形式宾语，真正的宾语为不定式。故填t take。
41．考查副词。句意：另一方面，你可能认为独立承担更多的责任是很自然的。修饰动词短语用副词形式。故填independently。
42．考查形容词。句意：不幸的是，你的父母不能总是允许你做任何你想做的事，这可能会导致紧张的家庭关系。分析句子成分可知，修饰名词family relatinships，用形容词形式。故填tensive。
43．考查名词。句意：同样重要的是，设身处地地为父母着想，定期和他们坦诚地交流。分析句子成分可知，空前为形容词，空处为名词形式。故填imprtance。
44．考查非谓语动词。句意：同样重要的是，设身处地地为父母着想，定期和他们坦诚地交流。非谓语动词担当并列主语，和“putting yurself in yur parents’ shes”保持一致，故填cmmunicating。
45．考查时态。句意：最后一切都会好起来的，青少年时期的变化和挑战正在为你的成年做准备。主语为“the changes and challenges f yur teenage years”，和动词“prepare”之间为主动关系，所以时态为现在进行时。故填preparing。
书面表达
Dear Sir,
Recently I’ve learned that Lndn plans t rganize Chinese Culture Week, which will be held in January next year.I'm writing t apply fr the jb as a vlunteer.
I’m a 16-year-ld girl frm Changchun, Jilin, China, a student in Senir One frm Chenhua High Schl. I want t becme ne f the vlunteers because it is a jb that helps imprve the understanding between the tw natins. I believe I am qualified fr the jb. Firstly, as Chairman f the Student Unin, I have successfully rganized a number f activities, in which I have develped excellent rganizatinal skills. Secndly, I have a gd cmmand f English, s I have n difficulty cmmunicating with native speakers f English.
I wuld appreciate it if I culd be ffered this jb and I’ll try my best nce emplyed.
I am lking frward t yur reply.
Yurs sincerely,
Li Hua
As we set the table fr dinner, my mm culd tell I was stressed ut. “What’s ging n?” she asked. “N ne else in my grup is ding any wrk,” I tld her. “S I thught that the nly way t get the brchure dne is t d it myself.” “Well,” my mm said with a smile. “First f all, I think yu shuld talk with yur grup abut yur cncerns in a friendly way. Secndly, yu shuld d the best jb yu can n yur part f the assignment.” After hearing my mther’s wrds, I was lst in thught.
And at ur next grup meeting, I tried t bring up my cncerns in a friendly way. “Since we’re wrking as a team, we’re all relying n each ther t d the best we can,” I tld them. “If anyne is having truble, maybe we can talk abut slutins tgether.” Surprisingly, Cupcake, Ckie, and Vlcan all ended up ding their share. They didn’t necessarily d things the way I wuld have, but I guess that’s the deal with grup prjects.
【导语】文章以时间发展为线索，讲述了我在团队项目中遇到的一个挑战。老师分配我和其它三人一起，从50个州中选出一个州，然后对这个州做一个宣传册。在和小组其它三人的沟通中，我发现其它三人对于我分配的任务都不愿配合去完成，我进退两难，不知该如何做。