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1、 Unit?2?The?United?Kingdom 李仕才 一、閱讀理解。 ， The?Scottish?composer?Evelyn?Glennie?lost?nearly?all?her?hearing?as?a?young?girl， yet?went?on?to?a?very?successful?career?in?music?including?winning?Grammy?awards.When somebody?asks?her，“How?do?you?hear？”?She?responds，“How?do?you?hear？Is?

2、it?only with?your?ears？”?For?Glennie，and?for?us?too，listening?is?not?only?hearing， but?is?understanding.We?need?to?listen?to?what?is?said?and?unsaidand?also?how?it is?said. ， It's?important?to?hear?what?people?say?accurately.As?Mark?Twain?said，“The difference?between?the?right?word?a

3、nd?the?almost?right?word?is?the?difference?between lightning?and?the?lightning?bug(螢火蟲)．”If?you?miss?something?or?you're?not?sure you've?heard?accurately，ask?the?speakers.At?this?point?you're?not?evaluating?what they?say，but?just?looking?for?accuracy?and?understanding.Here?are?some?ways?to?

4、get clear?about?what?they?say?and?don't?say.Why?are?they?saying?this?now?instead?of sooner?or?later??Why?are?they?emphasizing?these?points，instead?of?something?else? Listen?to?how?it?is?said.People?send?signals?about?what?they?mean?with?their voices?and?body?language?that?sometimes?diffe

5、r?from?the?words?they?say.While?going through?the?next?points，think?about?someone?whose?real?meaning?you?might?sometimes miss.and?see?if?any?of?these?signals?might?come?up.First，voices.When?others?speak， notice?changes?in?their?volume,?pace，and?tone.Second，body?language.Notice?gestures，

6、eye?contact，and?facial?expressions.Do?these?sync?what?they?are?saying，or?do?they tell?a?different?story？Third，emotions.What?is?the?person?true?feeling？Now?you might?not?know?for?sure，but?be?considerate，open?to?understanding，and?ask?thoughtful questions. 1．What's?the?writer's?purpose?of?m

7、entioning?Evelyn?Glennie? A．To?give?an?example?of?wise?words. B．To?introduce?a?worldfamous?musician. C．To?help?explain?the?meaning?of?listening. D．To?encourage?us?to?fight?against?disability. 2．What?can?we?learn?from?what?Mark?Twain?said? A．It?is?important?to?have?a?good?knowledge?

8、of?English?words. B．People?should?know?words?can?be?used?in?many?different?ways. C．English?is?a?very?complicated?language?with?a?large?vocabulary. 1 D．The?slight?difference?between?words?may?result?in?misunderstanding. 3．What?does?the?underlined?word?“sync”?probably?mean? A．Mat

9、ch. B．Prove. C．Describe. D．Analyze. 4．Which?is?the?best?title?of?this?passage? A．Speak?While?You?Listen B．Listen?Beyond?Words C．Read?Between?Lines D．Think?as?You?Talk 【解題導語】本文講述了聆聽的內(nèi)涵。我們要聽懂說話人想要表達的言外之意，并且要 注意說話方式。 1．C 考查推理判斷。根據(jù)第一段中的“For?Glennie,?and?for?us?too,?listening?i

10、s not?only?hearing，but?is?understanding”可知，對于Glennie?和“我們”來說，聆聽不 僅是用耳朵聽而且是理解，這里說明了聆聽的內(nèi)涵。所以選項?C?正確。 2．D 考查推理判斷。根據(jù)第二段中的“It's?important?to?hear?what?people?say accurately”和“At?this?point?you're?not?evaluating?what?they?say，but?just?looking for?accuracy?and?understanding”可知，準確聽懂說話者的意思很重要。

11、因此，選項?D“詞 語的細微差異可能導致誤解”與?Mark?Twain?所說的話意思相吻合。 3．A 考查詞義猜測。畫線詞前的修飾詞?these?指代前一句中的“gestures,?eye contact，and?facial?expressions”；再根據(jù)畫線詞后的“what?they?are?saying,?or?do they?tell?a?different?story”可推斷，match?與畫線詞意思相近。故選?A。 4．B 考查標題判斷。本文主要說明通過觀察說話人的說話方式來聽懂說話人想表達的 言外之意。所以選?B。 二、語法填空

12、。 In?Britain?someone?who?helps?children?cross?the?street?__1?(call)“l(fā)ollipop person”，?because?their?sign?looks?like?a?lollipop?(棒棒糖)． The?job?of?alollipop?person?is?to?walk?to?the?middle?ofthe?road?at?a(n)?__2__ (suit)?time,?holding?up?the?sign.?It?is?a?legal?__3__?(require)?for?traffic?

13、to?stop at?this?command.?The?lollipop?person?will?signal?that?it?is?all?right?to?cross?the road?__4__?(safe).?Traffic?may?only?move?once?the?sign?has?been?lowered. Generally?speaking,?school?crossings?are?manned?for?approximately?3?hours?a?day or?less.?As?a?result,?the?work?has?always?ap

14、pealed?more?__5__?people?seeking?to supplement?their?income?such?as?__6__?retired. 2 Lollipop?people?were?introduced?to?enable?policemen,?__7__?had?previously?run crossing?patrols?(巡邏),?to?perform?other?duties.?The?earliest?lollipops?were?red and?black?rectangles?__8__?(say)“Sto

15、p,?children?crossing.” In?2001?in?Europe?patrollers?were?given?extra?powers?allowing?them?__9__?(assist) adults?with?crossing,?too.?The?most?recent?change?in?the?history?of?the?School Crossing?Patrol?saw?the?word?“children”?10__?(replace)?with?a?symbol?to?bring the?UK?in?line?with?the?re

16、st?of?the?EU?(歐盟)． 1．________ 2.________ 3.________ 4.________ 5.________ 6.________ 7.________ 8.________ 9.________ 10.________ 篇章導讀：本文是一篇說明文，介紹了英國協(xié)助交通的交通安全員的情況。 1．is?called 考查動詞的時態(tài)和語態(tài)以及主謂一致。此處描述的是客觀事實，應用一 般現(xiàn)在時；call?意為“把……叫作”，與主語?someone?之間是動賓關系，應用被動語態(tài)； 因主語?someone?是單數(shù)概念，所以謂語動詞應用

17、單數(shù)形式。故填?is?called。 2．suitable 考查詞性轉換。此處表示“一個合適的時間”，應用形容詞作定語修飾 名詞?time。故填?suitable。 3．requirement 考查詞性轉換。此處表示“一個合法的要求”。形容詞?legal?用來修 飾名詞，其前有冠詞?a，故用?require?的名詞形式?requirement。 4．safely 考查詞性轉換。此處表示“安全地過馬路”，應用副詞修飾動詞短語?cross the?road，故用?safe?的副詞形式?safely。 5．to 考查介詞。appeal?to?意為“吸引”，為

18、固定短語。故填?to。 6．the 考查冠詞?！皌he＋形容詞”表示一類人。the?retired?意為“退休的人”， 符合語境。故填?the。 7．who 考查定語從句的引導詞?？崭裉幰龑Х窍拗菩远ㄕZ從句，在從句“__7__?had previously?run?crossing?patrols?(巡邏)”中作主語，指人，應用關系代詞?who?引導從句。 8．saying 考查非謂語動詞。空格處作后置定語，say?與被修飾的名詞“red?and?black rectangles”之間為主動關系，意為“寫著”。故填?say?的現(xiàn)在分詞形式?saying。

19、 9．to?assist 考查非謂語動詞。allow?sb.?to?do?sth.?意為“允許某人做某事”， 是固定結構。故填?to?assist。 10．replaced 考查非謂語動詞。此處表示“看見單詞‘children’被一個符號代替”， replace?與?saw?的賓語“the?word”之間為被動關系，故用?replace?的過去分詞形式，作?saw 的賓語補足語。故填?replaced。 三、完形填空。 When?your?child?is?supposed?to?be?doing?homework,?are?they?chatti

20、ng?with?their 3 friends?on??or?playing?games??Many?studies?have?shown?that?multitasking doesn't?__1__，?__2__?you?child?is?probably?proudly?claiming?they?can?do?ten?things __3__！?Many?people?believe?that?they?can?__4__?two?or?more?tasks?at?the?same?time, but?Dr.?Edward?Hallowell?

21、says?this?is?__5__.?The?reality?is?that?multitasking?__6__ poor?job?performance. ( New?handhelp?__?7__?such?as?smartphones,?iPads,?games?and?social?networking sites?make?it?very?easy?to?multitask?and?__8__?attention?leading?to?difficulty focusing?on?the?task?__9__，?such?as?listening?in?

22、the?classroom?or?doing?homework. “__10__，?the?brain?actually?__11__?kids?for?multitasking?even?though?your?child's performance?on?every?task?gets?worse?and?worse.?Kids?don't?know?that?they?are?doing __12__?because?they?feel?better?when?they?multitask，”?says?Dr.?Edward?Hallowell. __13__?t

23、he?appearance?of?handheld?devices?and?social?networking?sites,?teachers have?noticed?a?difference?in?__14__?performance,?critical?thinking?skills?and?how information?is?__15__.?“Multitasking?prevents?people?from?gaining?a?deep understanding?of?the?information?they?are?trying?to?learn，”?says

24、?Dr.?Edward Hallowell.?Kids?have?a?difficult?time?sticking?with?a?“difficult?to?understand” topic?and?__16__?to?allow?themselves?to?be?distracted?注意力分散的),?to?tune?out and?switch?__17__?to??or?using?their?cell?phones?__18__?working?harder?at understanding?a?difficult?subject?or?problem.?I

25、n?the?long?__19__，?multitasking affects?grades.?One?study?shows?that?kids?that?use?the?Internet?while?in?class?do __20__?on?tests,?resulting?in?lower?grades. 1．A.play B．understand C．use D．work 2．A.only?if B．even?though C．so?that D．no?wonder 3．A.at?once B．right?away C．in?no?ti

26、me D．a(chǎn)t?random 4．A.advocate B．deal C．perform D．prefer 5．A.impossible B．important C．impatient D．impolite 6．A.results?in B．results?from C．exists?in D．exists?from 7．A.designs B．discoveries 4 C．equipment D．evidence 8．A.attract B．draw C．pay D．share 9．A.at?hand B．

27、on?time C．on?schedule D．a(chǎn)t?times 10．A.Uncertainly B．Unfortunately C．Universally D．Undoubtedly 11．A.remains B．rewards C．regards D．reflects 12．A.better B．well C．bad D．worse 13．A.Since B．Before C．When D．While 14．A.accidental B．a(chǎn)ccurate C．a(chǎn)ccessible D．a(chǎn)cademic 15．A.pr

28、oduced B．processed C．possessed D．promoted 16．A.tend B．a(chǎn)ttend C．intend D．pretend 17．A.out B．on C．off D．over 18．A.except?for B．rather?than C．more?than D．a(chǎn)part?from 19．A.run B．walk C．journey D．distance 20．A.hardly B．successfully C．poorly D．mildly 【解題導語】本文主要講述了孩子們同時做多

29、項任務對學業(yè)所造成的負面影響。 1．D 根據(jù)下文中的“The?reality?is?that?multitasking?_?_6__?poor?job performance”可推知，一次做很多事情并沒有什么效果，work“奏效，起作用”。 2．B 根據(jù)語境可知，空處上下句之間存在邏輯上的轉折關系，even?though“即使， 盡管”，符合語境。 3．A 根據(jù)下文中的“Many?people?believe?that?they?can?4__?two?or?more?tasks at?the?same?time”可知，孩子們會聲稱能同時做十件事情。at?o

30、nce“一起，同時”。 5 4．C 根據(jù)語境可知，許多人相信他們可以同時做兩件或是更多事情。perform“做， 執(zhí)行，履行”。 5．A 根據(jù)下文中的“poor?job?performance”可知，Dr.?Edward?Hallowell?認為同 時做多個任務是不可能的。故?A?項正確。 6．A 根據(jù)語境尤其是“poor?job?performance”可推知，同時做多項任務的結果很不 好。result?in“導致，造成”。 7．C 根據(jù)空后的“smartphones,?iPads”可知，此處表示新的便攜式裝備，故C?項正 確

31、。下文?13?空后的“handheld?devices”也是信息提示。 8．D 根據(jù)下文中的“l(fā)eading?to?difficulty?focusing?on?the?task”可推知，多任 務容易分散注意力。share“共享，共用”。 9．A 根據(jù)空后的“such?as?listening?in?theclassroom?or?doing?homework”可知， 這些都是手頭要做的事。at?hand“在手邊”。 10．B 根據(jù)第一段最后兩句可知，Dr.?Edward?Hallowell并不贊成多任務行為，因此 當大腦給這種行為以肯定或鼓勵時，他認為是不

32、幸的。 11．B 根據(jù)空后的“even?though”可知，空處與?worse?形成對比，由此可推知大腦反 而鼓勵這種多任務行為。reward“獎賞，報答”。 12．D 根據(jù)上文中的“gets?worse?and?worse”和空后的“because?they?feel?better when?they?multitask”可知，孩子們并不知道自己變得更糟糕。 13．A 結合空后現(xiàn)在完成時的運用可知，此處應用連詞?since“自從……之后”引導 狀語從句。 14．D 根據(jù)上文的“teachers”可推知，老師們注意到學生們在學業(yè)上的差異。 aca

33、demic“學術的”。 15．B 根據(jù)下文中的“Multitasking?prevents?people?from?gaining?a?deep understanding?of?the?information?they?are?trying?to?learn”可知，這些便攜式工具 的出現(xiàn)改變了學生處理信息的方式。process“處理”。 16．A 根據(jù)空前的“Kids?have?a?difficult?time?sticking?with?a?‘difficult?to understand’?topic”可知，孩子們很難堅持一個理解起來有困難的話題，他們的注意

34、力往 往會分散。tend?to?do?sth.“往往會做某事”。 17．D 根據(jù)語境可知，既然注意力分散了，孩子們就有可能轉而關注學習之外的東西。 switch?over?to“轉向”。 18．B 根據(jù)語境可知，孩子們?nèi)ネ媸謾C或?，而不是更努力地學習。rather than“而不是”。 19．A in?the?long?run?為固定短語，意為“從長遠來看”，符合語境。 20．C 根據(jù)空后的“resulting?in?lower?grades”可知，在課堂上上網(wǎng)的孩子考試成 6 績差。 四、短文改錯。 L

35、ast?month,?I,?as?well?as?my?parents,?were?invited?to?my?uncle's?home?in?the United?States.?My?uncle,?moved?to?America?when?I?was?five,?has?been?living?there for?nearly?ten?years.?She?met?us?at?the?airport.?I?was?exciting?when?I?set?my?foot on?the?land?of?America.?In?the?followed?days,?we?vi

36、sited?some?places?of?interest and?took?photos?in?the?front?of?the?Statue?of?Liberty.?We?all?enjoyed?visiting?the Museum?of?Natural?History?so?it?enriched?our?knowledge?great.?For?me,?this?is?one of?the?most?rewarding?trips?which?I?have?ever?made?in?my?life?and?I?am?looking?forward to?go?

37、there?again. 答案： Last?month,?I,?as?well?as?my?parents,?wereinvited?to?my?uncle's?home?in?the ①was United?States.?My?uncle,?∧?moved?to?America?when?I?was?five,?has?been?living?there ②who for?nearly?ten?years.?She?met?us?at?the?airport.?I?was?exciting?when?I?set?my?foot ③He ④excit

38、ed on?the?land?of?America.?In?the?followed?days,?we?visited?some?places?of?interest ⑤following ＼ and?took?photos?in?the?front?of?the?Statue?of?Liberty.?We?all?enjoyed?visiting?the ⑥ Museum?of?Natural?History so it?enriched?our?knowledge?great.?For?me,?this?is ⑦because ⑧greatly

39、one?of?the?most?rewarding?trips?whichI?have?ever?made?in?my?life?and?I?am?looking ⑨t(yī)hat forward?to?go?there?again. ⑩going 難項分析： 第一處：were→was 考查主謂一致。主語后接?as?well?as?引導的短語時，謂語動詞的 數(shù)由前面的主語來決定。故?were?改為?was。 第四處：exciting→excited 考查形容詞。此處指人內(nèi)心的感受，所以用ed?結尾的 形容詞。故?exciting?改為?excited。 第九處：which→that 考查定語從句的引導詞。先行詞前由形容詞最高級修飾，關系 詞只能用?that?不能用?which。 7 五、七選五 8