高中英語人教版 (2019)必修第一冊Unit 1 Teenage life單元測試課堂檢測-試卷下載-教習(xí)網(wǎng)

注意事項：
1. 答題前，先將自己的姓名、準考證號等填寫在試題卷和答題卡上，并將準考證號條形碼粘貼在答題卡上的指定位置。
2. 選擇題的作答：選出每小題答案后，用2B鉛筆把答題卡上對應(yīng)題目的答案標號涂黑。寫在試題卷、草稿紙和答題卡上的非答題區(qū)域均無效。
3. 非選擇題的作答：用簽字筆直接寫在答題卡上對應(yīng)的答題區(qū)域內(nèi)。寫在試題卷、草稿紙和答題卡上的非答題區(qū)域均無效。
4. 考試結(jié)束后，請將本試題卷和答題卡一并上交。
第一部分閱讀(共兩節(jié)，滿分50分)
第一節(jié)(共15小題;每小題2.5分，滿分37.5分)
閱讀下列短文，從每題所給的A、B、C、D四個選項中選出最佳選項。
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（費用） 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．a(chǎn)t 5 p.m n WednesdayB．a(chǎn)t nn n wrkdays
C．a(chǎn)t lunch time n weekendsD．a(chǎn)t 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 (緊張的) 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 (金黃色的) 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 (推斷) 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.
第二節(jié)(共5小題;每小題2.5分，滿分12.5分)
閱讀下面短文，從短文后的選項中選出可以填入空白處的最佳選項。選項中有兩項為多余選項。
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 (潦草地寫) 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.
第二部分語言運用(共兩節(jié)，滿分30分)
第一節(jié)(共15小題;每小題1分，滿分15分)
閱讀下面短文，從每題所給的A、B、C、D四個選項中選出可以填入空白處的最佳選項。
Our schl hunch menu need makever (改進). 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 (全麥面團), lw-fat cheese pizza r even pizza withut cheese culd be ffered. Tday, with the schl 28 vegetables like brccli (西蘭花) 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．a(chǎn)llwed
28．A．mixingB．grwingC．stringD．selling
29．A．easyB．pssibleC．necessaryD．hard
30．A．wantsB．needsC．a(chǎn)greesD．ffers
31．A．hpesB．explainsC．prvesD．means
32．A．testB．welcmeC．be againstD．talk abut
33．A．rather thanB．except frC．a(chǎn)s well asD．in place f
34．A．basicB．healthyC．lcalD．delicius
35．A．fllwB．createC．useD．help
第二節(jié)(共10小題;每小題1.5分，滿分15分)
閱讀下面短文，在空白處填入1個適當?shù)膯卧~或括號內(nèi)單詞的正確形式。
閱讀下面短文，在空白處填入括號內(nèi)單詞的正確形式。
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.
第三部分寫作(共兩節(jié)，滿分40分)
第一節(jié)(滿分15分)
假如你是晨華中學(xué)學(xué)生李華, 你的英國筆友Patrick告訴你Lndn將在明年1月份舉行中國文化周活動，請你給倫敦市長發(fā)一封郵件推薦自己，做文化周活動宣傳員。內(nèi)容要點如下：
1.你的身份；2.應(yīng)聘原因；3.自身優(yōu)勢（1）相關(guān)經(jīng)歷（2）語言能力。
注意：1.詞數(shù)100左右；2.可適當增加細節(jié)，以使行文連貫。
Dear Sir,
Recently I’ve learned
________________________________________________________________________________________________________________________________________________
Yurs sincerely,
Li Hua
第二節(jié)(滿分25分)
閱讀下面材料，根據(jù)其內(nèi)容和所給段落開頭語續(xù)寫兩段，使之構(gòu)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(聳肩). “I dn’t care. But what happened t yur hair, Arizna? It lks like it gt caught in a blender(攪拌機)!” 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. 續(xù)寫詞數(shù)應(yīng)為150左右;
2. 請按如下格式在答題卡的相應(yīng)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.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________參考答案：
閱讀理解
1．B 2．D 3．A
【分析】這是一篇應(yīng)用文。短文介紹了Gddingtn 劇院的售票時間，售票方式和地理位置以及如何乘坐交通工具等。
1．細節(jié)理解題。根據(jù)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，戈丁頓劇院售票處周一至周五上午10點至下午4點開放。所以可以在工作日的中午訂票，故選B。
2．細節(jié)理解題。根據(jù)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 , 戈丁頓劇院就在戈丁頓大學(xué)的停車場旁邊。所以Gddingtn Theater是在Gddingtn 大學(xué)里面。故選D。
3．推理判斷題。根據(jù)最后一句Taxis will nt cme int the car park because f the entrance charge.可知，出租車不會進入停車場，因為入口收費。由此判斷出，出租車不愿意到公園里面去接客人。故選A。
4．C 5．A 6．C 7．C
【導(dǎo)語】這是一篇記敘文。講了作者來到新學(xué)校前一天的緊張心情，以及第二天到學(xué)校交到新朋友的故事。
4．細節(jié)理解題。根據(jù)第一段“I was nervus the night befre, but I had n reasn t be. (前一天晚上我很緊張，但其實沒必要這么緊張)”可知，作者在去新學(xué)校前一天很擔(dān)憂。故選C項。
5．細節(jié)理解題。根據(jù)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. (一個金發(fā)小女孩和我同時下車，她開始向我揮手。她跑過來告訴我她的名字叫Abigail。她人很好，我們很快就成了好朋友)”可知，開學(xué)第一天，作者交到了好朋友。故選A項。
6．細節(jié)理解題。根據(jù)第三段“My mm drpped me ff at the schl gate abut five minutes befre the bell. (我媽媽在上課鈴響五分鐘前把我送到學(xué)校門口?！笨芍?，作者是媽媽開車送到學(xué)校的。故選C項。
7．推理判斷題。根據(jù)第三段“She ran ver and tld me her name was Abigail. She was very nice and we became clse straight away. (她跑過來告訴我她的名字叫Abigail。她人很好，我們很快就成了好朋友)”可知，Abigail和我成為了朋友。。由此推知，Abigail和我相處融洽故選C項。
8．A 9．B 10．D 11．C
【分析】本文為介紹說明文。文章介紹了澳大利亞的一些學(xué)校禁止學(xué)生在學(xué)校使用手機，以及人們對此的不同看法。
8．推理判斷題。根據(jù)第二段中的“I think it’s a gd thing. Schl is nt abut being n yur phne,”可知，Madeleine認為這是件好事，學(xué)校不是玩手機的地方，由此推知她認為學(xué)校是學(xué)習(xí)的地方。故A選項正確。
9．細節(jié)理解題。根據(jù)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，開始的時候老師們歡呼、學(xué)生們抱怨，但是現(xiàn)在他們看到了好處。故B選項正確。
10．詞義猜測題。根據(jù)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，麥金農(nóng)的學(xué)生仍然可以在每堂課上使用Chrmebk進行日常學(xué)習(xí)，但他們不允許使用社交媒體，再對比選項可推知Chrmebk應(yīng)該是一種電子設(shè)備。故D選項正確。
11．推理判斷題。根據(jù)倒數(shù)第一、二段中Dr Janne Orland說的話可知，她認為澳大利亞不應(yīng)該禁止學(xué)生在學(xué)校使用手機，因為教育孩子生活在他們成長的時代里很重要，而且今天對學(xué)生的良好教育是知道如何使用技術(shù)學(xué)習(xí)、交流和處理思想。由此推知，禁止學(xué)生在學(xué)校使用手機會阻斷孩子們與技術(shù)的聯(lián)系。故C選項正確。
【點睛】閱讀理解所設(shè)試題主要考查細節(jié)查找，做題關(guān)鍵是找出原文的根據(jù)，認真核查選項和原文的異同，常犯錯誤有：絕對化語言，范圍擴大或縮小，以偏概全，張冠李戴等?？忌紫纫獮g覽短文后的小題題干，標出關(guān)鍵詞（組），帶著問題去閱讀，能夠做到心中有數(shù)，目的明確；然后再仔細閱讀短文，完整了解信息，準確把握細節(jié)信息，并標出能得出答案的有效信息。如第2小題“What can we learn abut the ban in McKinnn Secndary Schl?”，題干要求回答“關(guān)于麥金農(nóng)中學(xué)的禁令我們了解到了什么”，題干關(guān)鍵詞為the ban in McKinnn Secndary Schl，那么我們在第五段中的“Ms Binnin said at first “teachers cheered and students maned (抱怨), but nw they’re seeing the advantages.”能找到對應(yīng)點，于是我們知道了，現(xiàn)在他們都看到了好處。在這里提醒同學(xué)們，在做閱讀理解題時，一定要細心，這樣才能準確找到正確答案。
12．A 13．D 14．C 15．B
【導(dǎo)語】本文是一篇記敘文。主要介紹艾莎創(chuàng)辦了一個“天鵝之夢”項目，旨在將芭蕾舞帶給有色人種女孩。
12．細節(jié)理解題。根據(jù)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員，她于2011年創(chuàng)辦了“天鵝之夢”項目。)”以及倒數(shù)第二句“She wants t expse her cmmunity t mre psitive images f wmen f clr thrugh the use f ballet. (她想通過芭蕾向她的社區(qū)展示更多有色人種女性的正面形象。)”可知，艾莎·阿什創(chuàng)辦了“天鵝之夢”項目是為了通過芭蕾向她的社區(qū)展示更多有色人種女性的正面形象。故選A。
13．細節(jié)理解題。根據(jù)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. (艾莎在紐約羅徹斯特的內(nèi)城長大，在那里，犯罪、槍支暴力和貧困是社區(qū)面臨的最大威脅。)”可知，艾莎成長的社區(qū)很不安全，面臨著犯罪、槍支暴力和貧困等問題。故選D。
14．推理判斷題。根據(jù)第二段倒數(shù)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. (一位老師對她的母親說，她在芭蕾舞方面很有前途，但作為一名有色人種女性，她很難進入芭蕾舞界。)”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. (媒體對他們有很多負面的刻板印象和誤解。)”可知，艾莎的老師說她有芭蕾舞天賦；艾莎面對的困難是她是有色人種；媒體對他們有很多負面的刻板印象和誤解，突破這種刻板印象并不容易。C項的內(nèi)容沒有提到。故選C。
15．主旨大意題。根據(jù)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員，她于2011年創(chuàng)辦了“天鵝之夢”項目。這是一個旨在將芭蕾舞帶給她所在社區(qū)有色人種女孩的項目。)”可知，本文主要介紹艾莎辦了一個旨在將芭蕾舞帶給有色人種女孩的“天鵝之夢”項目。故選B。
七選五
16．F 17．B 18．E 19．A 20．D
【導(dǎo)語】本文是一篇說明文。文章主要就如何變得更快樂提出了幾點建議，旨在關(guān)注學(xué)生心理健康，提高學(xué)生調(diào)節(jié)自身情緒的能力。
16．設(shè)空處位于段尾，應(yīng)起承接上文或啟示下文的作用。根據(jù)上文“Sants is a psychlgist wh als teaches a class n the science f happiness at Yale University.(Sants是一名心理學(xué)家，在耶魯大學(xué)教授一門關(guān)于幸福科學(xué)的課程。)”可推知，設(shè)空處應(yīng)與空前提到的心理學(xué)家或她的幸?？茖W(xué)的課程有關(guān)。F項“它被認為是該大學(xué)歷史上最受歡迎的課程”能夠很好地承接上文，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”。故選F。
17．根據(jù)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”.(她讓人們要么每天寫下一些他們感激的事情，要么每天寫下一些她稱之為“負擔(dān)”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.(她發(fā)現(xiàn)，隨著時間的推移，列出你感激的事情的行為實際上可以顯著提高幸福感，即使只是在幾周內(nèi)，而抓住生活中你不喜歡的事情的行為對你的幸福感沒有幫助。)”可知，空前提到Sants讓人們每天寫下一些他們感激的或者她稱之為“負擔(dān)”的事情；空后則表明寫下這些事情給人們帶來了不同的效果。由此可推知，設(shè)空處也應(yīng)與人們寫下的感激的或者感到負擔(dān)的事情相關(guān)。B項“這些事情顯示出不同的影響”能夠很好地銜接上下文，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“負擔(dān)”的事情。故選B。
18．根據(jù)上文“They ask subjects t scribble(潦草地寫) dwn a few things they’re really grateful fr abut a persn they haven’t thanked.(他們要求受試者寫下一些他們沒有感謝過的人讓他們真正感激的事情。)”和下文“Peple wh receive these letters reprt that it’s ne f the mst pleasant mments in their life.(收到這些信的人報告說這是他們一生中最愉快的時刻之一。)”可知，空前提到研究人員讓接受實驗者寫下一些對于他們從未感謝過的人真正非常感激的事情；空后提到收到這些信件的人表示這是他們一生中最愉快的時刻之一。由此可推知，設(shè)空處應(yīng)包含“l(fā)etter”一詞。E項“然后，他們讓他們親自見面并閱讀這封信”中出現(xiàn)了“l(fā)etter”，且其中的“them”指代的正是空前句中“subjects”和“a persn they haven’t thanked”。故選E。
19．設(shè)空處是本段的主題句，應(yīng)能概括本段內(nèi)容。根據(jù)下文中的“have subjects imagine(讓受試者想象)”、“imagine eating them(想象吃掉它們)”和“fantasize(想象)”可知，本段內(nèi)容與人的大腦想象有關(guān)。A項“另一個建議是積極思考”出現(xiàn)了關(guān)鍵詞“thinking”,其中的“psitive thinking”正是空后句中“It”指代的內(nèi)容，且“psitive”與本段最后一句中的“psitive”是同詞復(fù)現(xiàn)。故選A。
20．根據(jù)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和他的同事們讓實驗對象想象吃一堆巧克力，他發(fā)現(xiàn)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.(當我們幻想生活中積極的事情時，我們可以認為我們已經(jīng)實現(xiàn)了我們的目標或完成了我們的任務(wù)。)”可知，設(shè)空處也應(yīng)與腦海中想象有關(guān)。D項“(因為)你在腦子里(想象)吃得足夠多了，幾乎已經(jīng)吃飽了”放在此處可以很好地承接上文，解釋了接受試驗者們在想象吃了巧克力之后，不想再吃的原因。故選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
【導(dǎo)語】這是一篇議論文。作者提出學(xué)校應(yīng)該為學(xué)生提供披薩作為午餐并分析了原因。
21．考查動詞詞義辨析。句意：許多學(xué)生認為學(xué)校午餐味道不好，他們要么不買，要么把它扔掉。A. buy購買；B. keep保持；C. see看見；D. share分享。結(jié)合上文“Many students think schl lunch tastes bad”可知學(xué)生認為學(xué)校午餐的味道不好，因此不購買學(xué)校的午餐。故選A。
22．考查名詞詞義辨析。句意：隨著超重兒童問題的日益嚴重，學(xué)校需要制定一個新的午餐菜單，提供更健康、更美味的選擇。A. ppularity流行；B. prblem問題；C. difficulty困難；D. pwer力量。結(jié)合后文“f verweight kids”可知兒童超重是一個社會問題。故選B。
23．考查形容詞詞義辨析。句意：隨著超重兒童問題的日益嚴重，學(xué)校需要制定一個新的午餐菜單，提供更健康、更美味的選擇。A. new新的；B. free自由的；C. main主要的；D. similar相似的。結(jié)合上文和“with healthier, tastier ptins”可知兒童超重問題日益嚴重，因此學(xué)校需要制定新的健康的午餐菜單。故選A。
24．考查動詞詞義辨析。句意：其中一個建議是學(xué)校應(yīng)該考慮每天提供披薩。A. change改變；B. get得到；C. cnsider考慮；D. limit限制。根據(jù)上文“One think the schl shuld”可知，對了作者是在提出自己的看法，結(jié)合“a daily pizza ptin”可知，這是作者認為學(xué)校應(yīng)該考慮的選項。故選C。
25．考查動詞詞義辨析。句意：幾乎每個孩子都喜歡披薩。A. remembers記??；B. cks烹飪；C. tries嘗試；D. lves愛；喜歡。結(jié)合下文“If yu ask kids, they’ll tell yu that pizza tastes great.”可知幾乎每個孩子都喜歡吃披薩。故選D。
26．考查連詞詞義辨析。句意：如果學(xué)校有披薩選項，學(xué)生們會吃更多的午餐，這樣就會減少食物浪費。A. Befre在……之前；B. Thugh盡管；C. If如果；D. Because因為。根據(jù)下文“students wuld eat lunch mre”可知，本句為條件狀語從句，表示“如果”。故選C。
27．考查動詞詞義辨析。句意：如果學(xué)校有披薩選項，學(xué)生們會吃更多的午餐，這樣就會減少食物浪費。A. prvided提供；B. wasted浪費；C. paid支付；D. allwed允許。結(jié)合上文“students wuld eat lunch mre”可知，學(xué)生們會吃得更多，所以浪費就會減少。故選B。
28．考查動詞詞義辨析。句意：今天，學(xué)校賣像花椰菜或菠菜之類的蔬菜，大多數(shù)食物都被扔進了垃圾箱。A. mixing混合；B. grwing生長；C. string儲存；D. selling出售。結(jié)合上文學(xué)校出售午餐可知，學(xué)校學(xué)校賣像花椰菜或菠菜之類的蔬菜。故選D。
29．考查形容詞詞義辨析。句意：披薩制作起來很快很容易，這對我們餐廳的員工來說是很好的。A. easy容易的；B. pssible可能的；C. necessary必要的；D. hard困難的。根據(jù)下文“be gd fr ur cafeteria staff”可知上文是在列舉披薩的優(yōu)點，制作起來又快又容易。故選A。
30．考查動詞詞義辨析。句意：然后，所有的工作人員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。結(jié)合后文“t d is add tppings, cheese, and bake it”可知是說明工作人員需要進行的制作披薩步驟。短語need t d sth.“需要做某事”，故選B。
31．考查動詞詞義辨析。句意：你還可以用手吃披薩，這意味著員工需要清洗的刀叉會更少。A. hpes希望；B. explains解釋；C. prves證明；D. means意味著。結(jié)合上下文，用手吃披薩也就意味著不需要使用刀叉，意味著員工需要清洗的刀叉會更少。故選D。
32．考查動詞和動詞短語辨析。句意：有些人可能會反對選擇披薩，因為披薩經(jīng)常被認為是“垃圾食品”，而不是一頓正常的、健康的餐食。A. test測試；B. welcme歡迎；C. be against反對；D. talk abut談?wù)?。結(jié)合下文“because pizza is ften cnsidered ‘junk fd’”可知有些人認為披薩是“垃圾食品”，因此反對選擇披薩。故選C。
33．考查介詞短語辨析。句意：有些人可能會反對選擇披薩，因為披薩經(jīng)常被認為是“垃圾食品”，而不是一頓正常的、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。結(jié)合上文“because pizza is ften cnsidered ‘junk fd’”可知披薩經(jīng)常被認為是“垃圾食品”，而不是一頓正常的、健康的飯。故選A。
34．考查形容詞詞義辨析。句意：但是披薩也可以用健康的原料制作。A. basic基本的；B. healthy健康的；C. lcal當?shù)氐模籇. delicius美味的。上文提出有人認為披薩是“垃圾食品”，根據(jù)連詞“But”可知，作者不贊同這一說法，指出披薩也可以用健康的原料來制作成健康的食物。故選B。
35．考查動詞詞義辨析。句意：提供披薩不僅對學(xué)生有好處，而且對學(xué)校的午餐計劃也有幫助。A. fllw跟隨；B. create創(chuàng)造；C. use使用；D. help幫助。根據(jù)句中“als”可知，提供披薩不僅對學(xué)生有好處，也對學(xué)校的午餐計劃也有幫助。故選D。
語法填空
36．silence 37．imbalanced 38．including 39．a(chǎn)nxiety 40．t take 41．independently 42．tensive 43．imprtance 44．cmmunicating 45．preparing
【導(dǎo)語】本文為一篇說明文。文章主要針對青少年經(jīng)常與家長之間發(fā)生爭吵和沉默這一現(xiàn)象進行了分析，指出了導(dǎo)致這種現(xiàn)象的原因，并提出了解決這一問題的建議。
36．考查名詞。句意：家庭成員在同一屋檐下經(jīng)歷激烈的爭論和冷漠的沉默是很常見的。分析句子成分可知，空處為名詞形式，其前為形容詞。故填silence。
37．考查形容詞。句意：這種現(xiàn)象是青少年身心發(fā)育不平衡的結(jié)果。分析句子成分可知，修飾名詞develpment，用形容詞形式；再根據(jù)句意可知，空處指的是“不平衡的”，故填imbalanced。
38．考查介詞。句意：你的身體變化，包括身高、聲音、體重或青春痘問題，都會讓你感到高度焦慮。根據(jù)句意可知，空前所指的變化“包括”空后提到的這些問題，用介詞“including”。故填including。
39．考查名詞。句意：你的身體變化，包括身高、聲音、體重或青春痘問題，都會讓你感到高度焦慮。根據(jù)空前的介詞可知，空處為名詞形式擔(dān)當賓語。故填anxiety。
40．考查非謂語動詞。句意：另一方面，你可能認為獨立承擔(dān)更多的責(zé)任是很自然的。句中it作形式賓語，真正的賓語為不定式。故填t take。
41．考查副詞。句意：另一方面，你可能認為獨立承擔(dān)更多的責(zé)任是很自然的。修飾動詞短語用副詞形式。故填independently。
42．考查形容詞。句意：不幸的是，你的父母不能總是允許你做任何你想做的事，這可能會導(dǎo)致緊張的家庭關(guān)系。分析句子成分可知，修飾名詞family relatinships，用形容詞形式。故填tensive。
43．考查名詞。句意：同樣重要的是，設(shè)身處地地為父母著想，定期和他們坦誠地交流。分析句子成分可知，空前為形容詞，空處為名詞形式。故填imprtance。
44．考查非謂語動詞。句意：同樣重要的是，設(shè)身處地地為父母著想，定期和他們坦誠地交流。非謂語動詞擔(dān)當并列主語，和“putting yurself in yur parents’ shes”保持一致，故填cmmunicating。
45．考查時態(tài)。句意：最后一切都會好起來的，青少年時期的變化和挑戰(zhàn)正在為你的成年做準備。主語為“the changes and challenges f yur teenage years”，和動詞“prepare”之間為主動關(guān)系，所以時態(tài)為現(xiàn)在進行時。故填preparing。
書面表達
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.
【導(dǎo)語】文章以時間發(fā)展為線索，講述了我在團隊項目中遇到的一個挑戰(zhàn)。老師分配我和其它三人一起，從50個州中選出一個州，然后對這個州做一個宣傳冊。在和小組其它三人的溝通中，我發(fā)現(xiàn)其它三人對于我分配的任務(wù)都不愿配合去完成，我進退兩難，不知該如何做。

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