2025版高考英语一轮总复习选择性必修第一册Unit4BodyLanguage提能训练

这是一份2025版高考英语一轮总复习选择性必修第一册Unit4BodyLanguage提能训练，共10页。试卷主要包含了A.regular B，A.affrd B等内容，欢迎下载使用。
A
(2021·1月浙江卷)
Researchers say they have translated the meaning f gestures that wild chimpanzees (黑猩猩) use t cmmunicate. They say wild chimps cmmunicate 19 specific messages t ne anther with a “vcabulary” f 66 gestures. The scientists discvered this by fllwing and filming grups f chimps in Uganda, and examining mre than 5,000 incidents f these meaningful exchanges.
Dr Catherine Hbaiter, wh led the research, said that this was the nly frm f intentinal cmmunicatin t be recrded in the animal kingdm. Only humans and chimps, she said, had a system f cmmunicatin where they deliberately sent a message t anther grup member.
“That's what's s amazing abut chimp gestures，” she said. “They're the nly thing that lks like human language in that respect.”
Althugh previus research has shwn that apes and mnkeys can understand cmplex infrmatin frm anther animal's call, the animals d nt appear t use their vices intentinally t cmmunicate messages.This was a significant difference between calls and gestures, Dr Hbaiter said.
Chimps will check t see if they have the attentin f the animal with which they wish t cmmunicate. In ne case, a mther presents her ft t her crying baby, signaling: “Climb n me.” The yungster immediately jumps n t its mther's back and they travel ff tgether. “The big message frm this study is that there is anther species (物种) ut there that is meaningful in its cmmunicatin, s that's nt unique t humans，” said Dr Hbaiter.
Dr Susanne Shultz, and evlutinary bilgist frm the University f Manchester, said the study was praisewrthy in seeking t enrich ur knwledge f the evlutin f human language. But, she added, the results were “a little disappinting”．
“The vagueness f the gesture meanings suggests either that the chimps have little t cmmunicate, r we are still missing a lt f the infrmatin cntained in their gestures and actins，” she said. “Mrever, the meanings seem t nt g beynd what ther animals cnvey with nn-verbal cmmunicatin. S, it seems the gulf remains.”
语篇导读：本文是一篇说明文。讲述了猩猩如何利用手势进行语言沟通的新发现。
1．What d chimps and humans have in cmmn accrding t Dr Hbaiter？ D
A．Memrizing specific wrds.
B．Understanding cmplex infrmatin.
C．Using vices t cmmunicate.
D．Cmmunicating messages n purpse.
解析：细节理解题。根据题干Dr Hbaiter定位到第二段最后一句“Only humans and a system f cmmunicatin where they deliberately sent a message t anther grup member.”，可知，人类和猩猩的相似之处就是有目的的传递信息进行沟通。故选D。
2．What did Dr Shultz think f the study？ B
A．It was well designed but prly cnducted.
B．It was a gd try but the findings were limited.
C．It was inspiring but the evidence was unreliable.
D．It was a failure but the methds deserved praise.
解析：推理判断题。根据Dr Shultz定位到第六段“... the study was praisewrthy in seeking t enrich ur knwledge f the evlutin f human language. But, she added, the results were ‘a little disappinting'.”可知，她认为这项研究是值得称赞的，它尝试丰富我们对人类语言进化的原有知识，但结果还是有点令人失望。故选B(这是一个很好的尝试，但发现的结果有限。)。
3．What des the underlined wrd “gulf” in the last paragraph mean？ A
A．Difference. B．Cnflict.
C．Balance. D．Cnnectin.
解析：词义猜测题。根据画线词所在句及前句可知，目前研究所得的猩猩手势的含义还没有超出其他动物的非声音交流所表达的含义，换句话说需要进一步研究，揭示其存在的不同。difference区别；不同；cnflict冲突；balance平衡；cnnectin连接。故选A。
4．Which f the fllwing is the best title fr the text？ D
A．Chimpanzee behaviur study achieved a break-
thrugh
B．Chimpanzees develped specific cmmunicatin
skills
C．Chimpanzees: the smartest species in the animal
kingdm
D．Chimpanzee language: cmmunicatin gestures
translated
解析：标题归纳题。排除A项(猩猩行为研究学有重大突破)、B(猩猩进化出特殊的沟通技巧)和C项(猩猩是动物王国中最聪明的)。全文都是围绕着猩猩如何利用手势进行语言沟通来进行阐述。故选D(黑猩猩交流手势语言)。
B
(2023·辽宁省五校联考)
Suppse yu are ut shpping and cme acrss an acquaintance wh starts telling yu a stry that seems t be dragging n and n.Yu want t seem interested, s yu ffer the ccasinal“Oh” r“I see”．T yur surprise, thugh, this persn angrily stps in their tracks and says, “Srry if I'm bring yu！”
Where did this cme frm？Clearly, yur bdy language must have betrayed yu.The idea that verbal(口头的) and nnverbal messages can cnflict was the inspiratin fr a recently published study frm Yale University's Lucylle Armentan. s part f her study f cmmunicatin in relatinships, Armentan's research als examined cmmunicatin channels in peple's meeting fr the first time.
T test the rle f the verbal-nnverbal mismatch n emtinal cmmunicatin, Armentan and her partner created experimental cnditins t see what wuld happen when smene asked fr help frm strangers.The research team created videtapes f a fellw Yale student expressing his nervusness in his wrds, bdily gestures, r bth.The bdily gestures included running his hands thrugh his hair, grabbing his arm, and facially expressing uneasiness.The key questin was whether the ther participants, anther 82 Yale students, wuld believe the student and prvide the help he was requesting.They needed t give their respnses.
Turning t the findings, thse nnverbal cues(暗示) f nervusness had a greater impact n helping behavir than the verbal cues.Surprisingly, helping behavir was the highest when verbal expressins f nervusness were lw but nnverbal cues were high.
Recgnizing that yur bdy language can utweigh yur wrds means that yu need t be mindful f what yur bdy is ding when yu're interacting with thers.Generally, when smene is speaking t yu, yu want t lk like yu're interested.Nt nly shuld yu maintain eye cntact, but yu shuld keep yur bdy still and face tward the ther persn.If yu're nt trying t lk interested, it may be mre plite t say yu have t be smewhere else.
语篇导读：耶鲁大学的Lucylle Armentan最近发表了一项研究，该研究表明与人互动时，你的肢体语言可以胜过你的口头语言。
5．What is Paragraph 1 mainly abut？ C
A．The bvius advantages f bdy language.
B．A situatin where bdy language is a must.
C．An example f the verbal-nnverbal mismatch.
D．The prper way t interact with ld friends.
解析：主旨大意题。根据文章第一段最后两句可知，这是一个言语和行为不一致的举例，即言语和非言语不匹配的例子。故选C。
6．What were the 82 Yale students asked t d？ D
A．Express nervusness in their wrds.
B．Identify the type f bdily language.
C．Try t win the nervus student's trust.
D．Respnd t the nervus student's request.
解析：细节理解题。根据文章第三段最后两句“The key their respnses.”可知，关键问题是， 其他的参与者，即另外82名耶鲁学生，是否会相信这个学生，并提供他所要求的帮助。他们需要给出自己的反应。由此可知，这82名耶鲁学生被要求对紧张的学生的要求作出回应。故选D。
7．What played the mst imprtant rle in helping the student win kindness？ B
A．His sincere verbal expressins.
B．His bdy gestures f nervusness.
C．His psitive attitude t nervusness.
D．His gd manners in frnt f thers.
解析：细节理解题。根据文章第四段最后一句“Surprisingly, helping were high.”可知，令人惊讶的是，当紧张的言语表达较少而非言语暗示较多时，帮助行为最高。由此可知，非语言暗示，即紧张的肢体动作是赢得善意最重要的因素。故选B。
8．What des the authr intend t d in the last paragraph？ B
A．Make a predictin. B．Offer suggestins.
C．Present sme facts. D．Give sme warnings.
解析：推理判断题。文章最后一段第一句讲了意识到你的肢体语言可以胜过你说的话意味着当你与他人互动时，你需要注意你的身体在做什么，再结合下文内容可推知，作者在本段主要是给出一些建议。故选B。
Ⅱ.完形填空
(2023·济南市学情检测)
A schl in Sarajev is making headlines.The 1.D began in September last year.Mirzana Cralic requested the primary schl in her neighbrhd t 2.A her six-year-ld sn, Zejd, wh has a 3.C disability.The teacher, Sanela Ljumanvic, accepted almst 4.D , but n the first day f schl, she nticed Zejd sitting all by himself, unable t 5.B with anyne.
Sanela, determined t find a(n) 6.A , tried develping a few tricks and signs.But a parent f anther child 7.C a better idea—getting the whle class t 8.D sign language alng with Zejd.They gt a sign language teacher, and three mnths later, Zejd was happily able t cmmunicate with all his classmates abut 9.A things like hmewrk and games.
The ther kids in the class are quite happy as well.“I 10.B t learn sign language s I can talk t Zejd and ther deaf peple, ”said ne f his classmates.Nw, sign language is getting quite 11.A at the primary schl, with kids frm ther classes 12.C t learn as well.It is hped that it can be 13.D as a part f the fficial curse.
“Sign language is great because it 14.A cmmunicatin and als helps children becme mre 15.C t peple with disabilities，” said Sanela.
语篇导读：本文是一篇记叙文。文章讲述了萨拉热窝一所学校的一个班级里的学生为了更好地与听障学生泽达沟通，全部学会了手语的故事。
1．A.reprt B．message
C．article D．stry
解析：考查语境推断。根据文章第一句“A schl in Sarajev is making headlines.”和后文所述内容可知，此处表示故事始于去年九月。stry意为“故事”，符合语境。reprt意为“报告”；message意为“信息”；article意为“文章”。故选D。
2．A.admit B．adpt
C．invite D．defend
解析：考查语境推断。根据后文“her six-year-ld sn, Zejd, wh has a 3 disability”和“n the first day f schl”可知，这位母亲是在请求她所在社区的小学接收她的儿子入学。admit意为“接收(入学)”，符合语境。adpt意为“收养”；invite意为“邀请”；defend意为“保卫”。故选A。
3．A.learning B．speech
C．hearing D．sight
解析：考查语境&常识推断。根据后文“learn sign language s I can talk t Zejd and ther deaf peple”和常识可知，泽达有听力障碍，此处为同义复现。hearing意为“听力”，符合语境。learning意为“学习”；speech意为“说话的能力；发言”；sight意为“视力”。故选C。
4．A.cnditinally B．passively
C．persnally D．immediately
解析：考查语境推断。根据后文“n the first day f schl”可知，泽达被学校接收了，故此处表示老师几乎立刻就接受了这位母亲的请求。immediately意为“立即”，符合语境。cnditinally意为“有条件地”；passively意为“被动地”； persnally意为“个人地”。故选D。
5．A.cperate B．interact
C．cmpete D．stay
解析：考查语境推断。根据前文提到泽达有听力障碍，以及后文“three mnths later, Zejd was happily able t cmmunicate with all his classmates”可知，此处指泽达刚入学的时候无法和别人交流。interact意为“交流；互动”，符合语境。cperate意为“合作”；cmpete意为“竞争；参加比赛”；stay意为“停留”。故选B。
6．A.slutin B．explanatin
C．thery D．alternative
解析：考查语境推断。根据前文泽达不能和别人交流和空后的“tried develping...”可知，此处指老师决心找到一个解决办法。slutin意为“解决办法”，符合语境。explanatin意为“解释”；thery意为“理论”；alternative意为“可供选择的事物”。故选A。
7．A.selected B．imagined
C．presented D．favred
解析：考查语境推断。根据前文“tried develping a few tricks and signs”以及后文“a better idea—getting the whle class t 8 sign language alng with Zejd”可知，另一位孩子的家长提出了一个更好的主意来帮助泽达。present意为“提出”，符合语境。select意为“选择”；imagine意为“想象”；favr意为“支持”。故选C。
8．A.enjy B．create
C．design D．learn
解析：考查语境推断。根据后文“They gt a sign language teacher, and three mnths later, Zejd was happily able t cmmunicate with all his classmates”可知，这位家长提议让全班学生一起学习手语。learn意为“学习”，符合语境。enjy意为“喜欢”；create意为“创造”；design意为“设计”。故选D。
9．A.regular B．frmal
C．cmplex D．prfessinal
解析：考查常识&语境推断。根据常识及后文的“like hmewrk and games”可知，做家庭作业和玩游戏是经常发生的事情。regular意为“经常做的”，符合语境。frmal意为“正式的”；cmplex意为“复杂的”；prfessinal意为“职业的”。故选A。
10．A.affrd B．like
C．prepare D．wait
解析：考查语境推断。根据前文“The ther kids in the class are quite happy as well.”可知，孩子们对学习手语感到很开心，所以此处指一位同学表示他很喜欢学习手语。like意为“喜欢”，符合语境。affrd意为“承担得起”；prepare意为“准备”；wait意为“等待”。故选B。
11．A.ppular B．cnfusing
C．challenging D．impractical
解析：考查语境推断。根据后文“with kids frm ther classes 12 t learn as well”可知，其他班的孩子也想学习手语，由此可知，手语在这所小学里变得很受欢迎。ppular意为“受欢迎的”，符合语境。cnfusing意为“令人困惑的”；challenging意为“挑战性的”；impractical意为“不切实际的”。故选A。
12．A.failing B．hesitating
C．trying D．helping
解析：考查语境推断。根据前文学生们都乐于学习手语和空后的“learn as well”可知，此处指其他班级的孩子们也在努力学习手语。try意为“努力；尝试”，符合语境。fail意为“失败”；hesitate意为“犹豫”；help意为“帮助”。故选C。
13．A.described B．knwn
C．defined D．included
解析：考查语境推断。根据前文手语在这所小学里很受欢迎和后文“as a part f the fficial curse”可知，此处表示人们希望能把手语作为正式课程的一部分。include意为“使成为……的一部分”，符合语境。describe意为“描述”；knw意为“知道”；define意为“给……下定义”。故选D。
14．A.enables B．shws
C．stresses D．repeats
解析：考查语境推断。根据前文描述孩子们通过学习手语得以与泽达交流可知，此处表示手语很棒，因为它使(与听障人士)沟通成为可能。enable意为“使成为可能”，符合语境。shw意为“展示”；stress意为“强调”；repeat意为“重复”。故选A。
15．A.implite B．sensitive
C．adaptable D．thankful
解析：考查常识&语境推断。根据常识以及本文所讲述的故事可知，学会手语能帮助孩子们更好地适应残障人士。adaptable意为“能适应的”，符合语境。implite意为“无礼的”；sensitive意为“敏感的”；thankful意为“感谢的”。故选C。
Ⅲ.七选五
(2023·广西联盟校第一次统检)
Making eye cntact isn't always easy.It can feel uncmfrtable at times, especially when yu haven't yet built a relatinship with the ther persn. 1.C
Eye cntact helps thers remember what yu said.When yu share eye cntact during a cnversatin, yu'll remember mre f what the ther persn said.The reverse(相反的情况) is true as well. 2.D Research fund that during a vide call, participants remembered mre f the infrmatin frm the call when there was mre eye cntact included. 3.G The researchers fund that a direct gaze fr 30% f the cnversatin is all it takes fr participants t significantly increase what they remembered frm the call.
4.B Being self-aware means that yu are aware f what's currently happening with yur bdy.And eye cntact can help with that, accrding t research frm the University f Paris.Researchers fund that we're mre fcused n ur wn bdies and behavir when ther peple lk at us.
Eye cntact creates attractin.Eye cntact attractin is a real thing.Research shwed that humans find ther peple mre attractive when they make eye cntact.Smiling can als help create attractin. 5.F Wrkmates and leaders will be mre inclined(想) t build relatinships with yu when yu lk them in the eye.On the ther hand, n eye cntact can shw a lack f cnfidence.
A．S hw t make eye cntact naturally?
B．Eye cntact can help with self-awareness.
C．But why is eye cntact imprtant in the first place?
D．Other peple will als remember mre f what yu said.
E．This is why eye cntact plays a huge rle in learning and discussing.
F．While this is imprtant fr persnal relatinships, it als matters at wrk.
G．And, peple dn't even need a huge amunt f eye cntact t get this benefit.
语篇导读：本文主要讲述了眼神交流的好处——帮助别人记住你说的话、有助于自我意识、吸引关注。
解析：
1．空处承上启下，结合下文中每段首句可知，下文主要讲到了眼神接触的好处。C项“但是为什么眼神交流在一开始就如此重要？”能引出下文，且与上文中的“It can feel uncmfrtable at times”形成转折。故选C。
2．结合空前的“The reverse(相反的情况) is true as well.”可知，空处讲到的情况与上文中的“yu'll remember mre f what the ther persn said”反向对应。故选D。
3．结合本段的结构和空后的“The researchers fund that”可知，空处与前文密切相关，紧跟前一句“participants remembered there was mre eye cntact included”，G项“而且，人们不需要太多的眼神交流就能获得这种好处。”符合语境，且“this benefit”指的正是空前一句。故选G。
4．分析文章结构可知，空处应该会讲到眼神交流的好处，且最好以“Eye cntact”引出句子，故B项适合作本段的主旨句。另外，根据本段中的“Being self-aware means that yu are aware... And eye cntact can help with”也可以判断，B项适合作本段的主旨句。故选B。
5．根据空前讲到的“humans find ther peple mre attractive”可知，空前讲到了眼神交流对个人人际关系的益处，而空后“Wrkmates and leaders will be mre inclined(想) t build relatinships with yu”则讲到了工作场合，空处承上启下，F项符合语境。故选F。
Ⅳ.语法填空
In many Asian, African and Latin American cultures, 1.extended (extend) eye cntact is implite and it is thught f 2.as ffensiveness r challenge f authrity. It 3.is cnsidered (cnsider) pliter t have brief eye cntact, especially between peple f different 4.scial (sciety) status (like a student and a teacher, r a child and his elder relatives). Fr example, if a Japanese wman avids 5.lking (lk) smene in the eye, she is nt shwing a lack f interest nr is she shwing a lack f cnfidence. Instead, she is plite, respectful and apprpriate accrding t her culture.S in many f these cultures, yu shuld take care f what kind f eye cntact yu initiate with thse wh are yur 6.superirs(superir) r in authrity ver yu, s that yu are nt thught t be disrespectful r rude. As yu can see, it is vital fr yu 7.t knw (knw) what eye cntact cmmunicates befre yu visit a new culture.
Befre yu travel, yu can either lk up relevant infrmatin in yur lcal public library 8.r check ut a bk abut the culture f the cuntry yu plan t visit in a bkstre. Learn hw t make use f eye cntact and ther bdy language 9.flexibly (flexible) s that yu are perceived t be plite, and s that yu can better cnnect with peple 10.wh/that are freign t yu!
语篇导读：本文是一篇说明文。主要介绍了在不同的文化背景下目光交流的意义不同。
解析：
1．考查形容词。分析句子成分可知，设空处作名词词组eye cntact的定语，应用形容词。extended意为“较长时间的；延长了的”。故填extended。
2．考查介词。此处考查词组“think ”，意思是“认为……是……”。故填as。
3．考查动词的时态和语态及主谓一致。分析句子成分可知，it为形式主语，真正的主语是t have brief eye cntact, 此处形式主语it和cnsider之间构成被动关系，文章整体时间基点为现在，因此应用一般现在时的被动语态。故填is cnsidered。
4．考查形容词。分析句子结构可知，设空处在句中作定语，修饰名词status, 应用形容词。故填scial。
5．考查非谓语动词。avid ding sth.为固定搭配，意为“避免做某事”，此处a Japanese wman与lk之间为逻辑上的主动关系。故填lking。
6．考查名词复数。分析句意和空前的are可知，此处应用名词复数形式。故填superirs。
7．考查非谓语动词。“It is ＋adj.＋ fr sb.＋t d sth.”为固定句型，意为“做某事对某人来说是……的。”，it是形式主语，不定式作真正的主语。故填t knw。
8．考查连词。either... r...为固定短语，意为“要么……要么……”。故填r。
9．考查副词。设空处修饰动词短语make use f, 应用副词。故填flexibly。
10．考查定语从句。分析句子结构可知，设空处引导定语从句，先行词为peple, 指人，关系词在从句中作主语。故填wh/that。