資源簡介

英語試卷B1U1
學(xué)校:___________姓名：___________班級：___________考號：___________
一、閱讀理解
I think the biggest difference between middle and high school is the homework load (工作量) and size of the school. I went from maybe fifteen minutes of homework a night to several hours, so I had to learn how to make full use of time! Our class size is around 550, but joining in clubs, sports, music, and other activities at school makes it easier to get to know people in every grade.
The best advice I can give about the years you spend in high school is to learn things for yourself, not just to get a good grade. There have been so many tests that I’ve prepared for the night before. I have gotten an A, and not remembered anything later. I’ve changed that this year, and I enjoy school so much more. Don’t take easy classes just to have a simple year. If you have a choice between chemistry and sports, the first will prove to be a lot more useful!
While drinking and smoking might be present in some middle schools, they’re also around in high schools. I have a lot of friends who promised they'd never drink or smoke, but are now partying every weekend. If you have “fun” and spend your nights wasted instead of studying, you will regret it when you’re applying for (申請) college. The “friends” who say you’re a loser for not partying are really not your friends at all. It’s hard to see your closest friends grow apart and go in different directions, but don’t follow their footsteps. Create your own path in life and make your own decisions.
1．What does the author think of high school
A．It requires hard work. B．There are very few activities.
C．It's hard to meet new people there. D．There isn’t enough time for homework.
2．The author advises high school students to ________
A．give up sports B．choose useful classes
C．try their best to get good grades D．get ready for tests the night before
3．What does the last paragraph mainly tell us
A．The importance of making friends. B．Not losing ourselves in high school.
C．Not going to any party in high school. D．The trouble caused by drinking and smoking.
4．The text is probably written by ________
A．a(chǎn) sports player B．a(chǎn) college student
C．a(chǎn) chemistry teacher D．a(chǎn) high school student
Starting senior high school is a powerful experience for any teenager, for there are many things about senior high school that are different from your junior high school, and you will experience many changes.
You will be faced with entering a new school, making new friends in an unfamiliar class, and getting to know new teachers. These new teachers will usually have higher academic expectations than your junior high school teachers. They want to help you get into college; in return, they expect you to work hard and improve your skills.
Although these are all big changes, they are nothing you cannot handle. There are many different useful resources that help you deal with any problem. Your teachers, parents, and friends are there to help you’re your transition (過渡)to this great new time in your life. If you feel it uncomfortable to talk to any of these people, there are many helpful hotlines you can call to talk anonymously. Senior high school years may be a time of changes, but these changes should be for the better.
Your senior high school years is a great time in your life. To fully enjoy your senior high school, try to deal with the situations of your life with which you are not happy. If you are feeling pressured to do something, talk to a friend or parent to find a solution. If you don’t succeed academically, find a teacher or someone else to help you improve. If you feel socially isolated, try to join a school club or group to make new friends.
Senior high school life may seem rather difficult at first, but with time, you will come to appreciate everything about your experience.
5．What will the new teachers expect you to do
A．Behave yourself. B．Make new friends.
C．Obey the school rules. D．Gain more knowledge.
6．What does the author think of the big changes at senior high school
A．They can be dealt with. B．They are not interesting at all.
C．They have bad effects on students. D．They are actually not that important.
7．What does the underlined word “isolated” in Paragraph 4 probably mean
A．Free. B．Happy. C．Alone. D．Tired.
8．What does the text mainly tell us
A．We should fully enjoy our senior high school life.
B．The ways to face the changes at senior high school.
C．The methods for making new friends in an unfamiliar class.
D．Life at senior high school is different from that at junior high school.
Students’ social-emotional skills are positively correlated with their reading and math performance, according to a study by Branching Minds, an ed-tech company. It found that 60-70 percent of students who were identified as needing additional social-emotional support were also identified as needing additional academic support.
To understand the links between social-emotional learning (SEL) and academic outcomes, the study analyzed student screening assessments for social-emotional skills and reading and math performance of nearly 4,000 K-8 students in the 2021-22 school year.
The study’s findings are in line with previous research that shows social-emotional learning has a positive impact on students’ academic achievement, but there’s still a gap in understanding how those pieces of data about academic and social-emotional strengths should be integrated and used together to create intervention plans for students.
The study also found that social-emotional skills may act as “a protective factor” for some students performing below academic standards, meaning that students’ social-emotional strengths could be used to boost their academic achievement, said Essie Sutton, the director of learning science at Branching Minds. Therefore, “it would be beneficial for educators to think about more combined support plans for struggling students,” she added.
For example, if a student is struggling with reading, but he is very social, “how can we build that into a support plan, and perhaps make these targeted or individualized reading support groups more social and play to that strength that they have ” Perhaps the student could take on the role of teacher and explain something to their peers in order to help them practice reading comprehension, as well as social skills, Sutton said.
In the study, it is recommended that results from academic, social-emotional, and behavioral screeners should be used when developing intervention plans for students. “It’s really important to look at students’ strengths and needs comprehensively,” Sutton said. To do that, district and school leaders should ensure that their academic, behavioral, and social-emotional support teams work together and that all stakeholders-students, parents, and teachers-are part of the process of creating intervention plans.
9．How did the researchers carry out the study
A．By interviewing students. B．By carrying out experiments.
C．By conducting data analysis. D．By referring to the previous data.
10．Why is the example mentioned in paragraph 5
A．To attach great importance to social skills.
B．To narrow the gap of the previous research.
C．To explain social skills can protect everyone.
D．To advocate the integrated support strategies.
11．What matters when designing intervention strategies according to the passage
A．Cooperation. B．Assessment. C．Flexibility. D．Individuality.
12．What is the passage mainly about
A．The prospect of applying social emotional skills.
B．The effects SEL skills have on academic performance.
C．The methods to develop students’ SEL skills to the full.
D．The useful intervention plans for academic performance.
Some students get so nervous before a test. They do poorly even if they know the material. Sian Beilock, a professor at the University of Chicago in Illinois, has studied these highly anxious test-takers. The students start worrying about the results. And when they worry, it actually uses up attention and memory resources (資源).
Professor Beilock and another researcher, Gerardo Ramirez, have developed a possible solution. Just before an exam, highly anxious test-takers spend ten minutes writing about their worries about the test.
The researchers tested the idea on a group of twenty anxious college students. They gave them two short maths tests. After the first one, they asked the students to either sit quietly or write about their feelings about the upcoming second test.
Professor Beilock says those who sat quietly scored an average of J2% worse on the second test. But the students who had written about their fears improved their performance by an average of 5%. Next, the researchers used younger students in a biology class. They told them before final exams cither to write about their feelings or to think about things unrelated to the test. Professor Beilock says highly anxious students who did the writing got an average grade of B+, compared to a B- for those who did not.
“What we showed is that for students who are highly test-anxious, who’d done our writing intervention (干預(yù)), all of a sudden there was no relationship between test anxiety and performance. They were performing just as well as their classmates who don’t normally get nervous in these tests.”
But what if students do not have a chance to write about their fears immediately before an exam Professor Beilock says students can try it themselves at home or in the library and still improve their performance.
13．What may the students start worrying about before an exam
A．Whether they can pass the exams.
B．What other students do during the test.
C．Whether they have remembered the materials.
D．What kind of problems they will meet on the test paper.
14．What is the solution developed by researchers
A．Asking the students to ignore the test.
B．Asking the students to focus on the test.
C．Asking the students to sit quietly before the test.
D．Asking the students to write about their worries before the test.
15．According to Professor Beilock, those who thought about things unrelated to the test ________.
A．became less nervous before the test
B．were better at controlling their feelings
C．did worse than those who wrote about their feelings
D．did better than those who wrote about their feelings
16．What can be learned from the last paragraph
A．Writing about our worries before an exam can work a bit
B．We can only write about our worries right before an exam.
C．The best place to write about our worries is in the test room.
D．It doesn’t matter where we write about our worries before an exam.
How to deal with your homework As a senior student, you might face the cruel fact that homework is so much that you could not finish them on time. It’s usually unnecessary to do homework because those that you have done might be only papers which are thrown away into a trash bin to add money to class. If you are a student with principles, you must struggle with the way to finish it. 17
Uncover the potential of time.
Time is like water in sponges, if you want to press it, you might find that Lu Xun was cheating you. Zhang Jianyu, a famous educator, suggested that you could spare time when teachers are in class. 18 You could put your homework under the book that the teacher is using to make you finish homework in the classroom safely.
19
To finish your homework, you could turn to the Internet for help. Some software might help you a lot. 20 Because the answers on these apps are always standard.
Help each other.
The best friend is the people who want to help you do your homework positively. So you could ask your friends for help. And remember that you still need to help them sparing no effort.
Think about the price.
If you couldn’t finish the homework, 21 Once thinking this, you might want to finish them. And if not, just enjoy your holiday and make your day.
All these are my suggestions, which you should consider carefully before putting those into practice. Last but not least, hope you can have a nice holiday!
A．To finish homework quickly, just copy it.
B．But remember don’t copy it completely.
C．Follow those tips may be helpful to deal the different situation.
D．Obtain help from Internet.
E．you might felt depressed when you think the sense of duty as a student.
F．Because using the time to do homework is better than thinking other meaningless things.
G．you might be punished by your teacher like cleaning your class.
二、完形填空
I was a little nervous when I was walking into my first school in America. I had travelled a long way from India to America in order to 22 my mother who had been here for three years. She thought American education would help my 23 .
I was afraid about 24 I would manage. I didn’t know anybody in my class. On the first day, I went to my second class because I had 25 my first. I knocked on the door and opened it 26 . Everyone’s eyes were 27 me as I entered the room. Without paying attention to them, I went 28 to the teacher and asked if this was the right class. And he answered, “Yes.” He gave me a piece of paper called Course Introduction. Then he asked me to choose 29 I wanted to sit. I chose the seat closest to the door. 30 I didn’t want to pick a seat. In India we had assigned (指定的) seats, so I never needed to 31 about that.
I spent the rest of the class taking 32 from the screen at the front of the classroom. In Indian schools teachers didn’t use 33 . We had to take notes as the teacher spoke.
School ended at 2:30 p.m. It was much 34 than in India.
After a day of school life I found the teachers in America had a fun way of 35 difficult things much easier. The teachers in India were 36 in the way they said things. I was thinking that my first day wasn’t so bad.
22．A．join B．share C．take D．care
23．A．feeling B．future C．health D．trouble
24．A．why B．that C．when D．how
25．A．trained B．a(chǎn)llowed C．missed D．started
26．A．a(chǎn)ngrily B．slowly C．closely D．completely
27．A．on B．from C．for D．a(chǎn)gainst
28．A．ready B．direct C．straight D．close
29．A．who B．when C．where D．whether
30．A．Mostly B．Actually C．Luckily D．Certainly
31．A．worry B．know C．search D．copy
32．A．pictures B．notes C．marks D．signs
33．A．pens B．computers C．words D．cameras
34．A．earlier B．quicker C．later D．stronger
35．A．making B．giving C．sending D．driving
36．A．cleverer B．kinder C．stranger D．stricter
三、語法填空
閱讀下面短文，在空白處填入 1 個適當(dāng)?shù)膯卧~或括號內(nèi)單詞的正確形式。
With my high school life 37 (begin), I feel a little anxious right now. I hope to make a good first 38 (impress). But I wonder whether I will make friends or what if no one 39 (talk) to me.
To tell the truth, the maths class was difficult for me, 40 the teacher was kind and friendly. He told 41 (we) a funny story and every student laughed so much! In the afternoon, we had our chemistry class in the science lab. The lab is new and the lesson was 42 (interest), but the guy next to me tried to talk to me the whole time. Therefore, I couldn’t concentrate 43 the experiment. I 44 (real) wanted to tell him to be quiet and leave me alone!
All in all, the first day is 45 wonderful day. Though I was worried in the morning, I didn't feel awkward or frightened at all. I believe I will make new friends in the new school here and there’s a lot 46 (explore) at senior high. I think that tomorrow will be a great day!
參考答案：
題號 1 2 3 4 5 6 7 8 9 10
答案 A B B D D A C B C D
題號 11 12 13 14 15 16 17 18 19 20
答案 A B A D C D C F D B
題號 21 22 23 24 25 26 27 28 29 30
答案 G A B D C B A C C B
題號 31 32 33 34 35 36
答案 A B B A A D
1．A 2．B 3．B 4．D
【導(dǎo)語】本文是一篇說明文。主要介紹了高中階段要注意的事項，并給出了相應(yīng)的一些建議。
1．推理判斷題。根據(jù)第一段“I went from maybe fifteen minutes of homework a night to several hours, so I had to learn how to make full use of time! (我從一個晚上十五分鐘的作業(yè)時間變成了一個晚上作幾個小時的作業(yè),所以我必須學(xué)會如何充分利用時間!)”可知，作者認(rèn)為高中階段需要努力學(xué)習(xí)。故選A。
2．細(xì)節(jié)理解題。根據(jù)第二段“If you have a choice between chemistry and sports, the first will prove to be a lot more useful! (如果你要在化學(xué)和運動之間做出選擇，前者將被證明更有用!)”可知，作者建議高中學(xué)生選擇有用的課程。故選B。
3．推理判斷題。根據(jù)最后一段“If you have “fun” and spend your nights wasted instead of studying, you will regret it when you’re applying for (申請) college. The “friends” who say you’re a loser for not partying are really not your friends at all. It’s hard to see your closest friends grow apart and go in different directions, but don’t follow their footsteps. (如果你享受“樂趣”,浪費夜晚卻沒有用在學(xué)習(xí)上,你會在申請大學(xué)時后悔的。那些說你不參加派對就是失敗者的“朋友”,其實根本不是你的朋友。看到你最親密的朋友分道揚鑣,走向不同的方向是困難的,但不要跟隨他們的腳步。)”可知,最后一段主要告訴我們在高中幾年的學(xué)習(xí)生活中,不要迷失了自我。故選B。
4．推理判斷題。根據(jù)第一段中“I think the biggest difference between middle and high school is the homework load (工作量) and size of the school. I went from maybe fifteen minutes of homework a night to several hours, so I had to learn how to make full use of time! Our class size is around 550, but joining in clubs, sports, music, and other activities at school makes it easier to get to know people in every grade.(我認(rèn)為初中和高中最大的不同是作業(yè)量和學(xué)校的規(guī)模。我從一個晚上大概15分鐘的作業(yè)變成了幾個小時，所以我必須學(xué)會如何充分利用時間!我們的班級規(guī)模約為550人，但在學(xué)校參加俱樂部，體育，音樂和其他活動使我們更容易了解每個年級的人。)”可知，這篇文章可能是一個高中生寫的。故選D。
5．D 6．A 7．C 8．B
【導(dǎo)語】本文是一篇說明文。主要講述了青少年進(jìn)入高中后會面臨很多變化，同時也給出了應(yīng)對這些變化的方法和建議。
5．細(xì)節(jié)理解題。根據(jù)原文第二段“These new teachers will usually have higher academic expectations than your junior high school teachers. They want to help you get into college; in return, they expect you to work hard and improve your skills. (這些新老師通常比你初中的老師有更高的學(xué)業(yè)期望。他們想幫助你進(jìn)入大學(xué)；作為回報，他們希望你努力學(xué)習(xí)，提高技能)”可知，新老師希望學(xué)生獲得更多知識。故選D項。
6．細(xì)節(jié)理解題。根據(jù)原文第三段“Although these are all big changes, they are nothing you cannot handle. (雖然這些都是很大的變化，但沒有什么是你無法處理的)”可知，作者認(rèn)為高中的這些大變化是可以應(yīng)對的。故選A項。
7．詞義猜測題。根據(jù)原文第四段“If you feel socially …, try to join a school club or group to make new friends. (如果你感到在社交上……，試著加入一個學(xué)校俱樂部或團(tuán)體來結(jié)交新朋友)”可知，此處提到了通過試著加入一個學(xué)校俱樂部或團(tuán)體來結(jié)交新朋友的方式來解決你的社交方面的問題，可推理出isolated的意思是“孤立的、單獨的”，與 Alone 意思相近。故選C項。
8．主旨大意題。根據(jù)第一段“Starting senior high school is a powerful experience for any teenager, for there are many things about senior high school that are different from your junior high school, and you will experience many changes (開始高中生活對任何青少年來說都是一次強(qiáng)大的經(jīng)歷，因為高中與初中有很多不同之處，你將經(jīng)歷許多變化)”、第三段“Although these are all big changes, they are nothing you cannot handle. ( 雖然這些都是大變化，但你完全可以應(yīng)對)”、倒數(shù)第二段“To fully enjoy your senior high school, try to deal with the situations of your life with which you are not happy. (為了充分享受高中生活，嘗試處理那些讓你不開心的生活狀況)”以及最后一段“Senior high school life may seem rather difficult at first, but with time, you will come to appreciate everything about your experience (高中生活起初可能有些困難，但隨著時間的推移，你會開始欣賞你的經(jīng)歷)”可知，文章首先講述了高中會面臨很多變化，然后分別從學(xué)習(xí)壓力、學(xué)業(yè)不成功、社交孤立等方面給出了應(yīng)對這些變化的方法，所以文本主要告訴我們面對高中變化的方法。故選B項。
9．C 10．D 11．A 12．B
【導(dǎo)語】本文是一篇說明文。一項研究表明，學(xué)生的社會情感能力與他們在學(xué)業(yè)上的表現(xiàn)是正相關(guān)的，教育人士或可利用這一點對學(xué)生給予支持。
9．細(xì)節(jié)理解題。根據(jù)第二段“To understand the links between social-emotional learning (SEL) and academic outcomes, the study analyzed student screening assessments for social-emotional skills and reading and math performance of nearly 4,000 K-8 students in the 2021-22 school year.（為了了解社會情感學(xué)習(xí)（SEL）與學(xué)業(yè)成績之間的聯(lián)系，該研究分析了2021-22學(xué)年涵蓋幼兒園到八年級共近4000名學(xué)生的社會情感技能、閱讀和數(shù)學(xué)成績的篩查評估情況。）”可知，該項研究主要是通過進(jìn)行數(shù)據(jù)分析來完成的。故選C項。
10．推理判斷題。先分析第五段所給例子“For example, if a student is struggling with reading, but he is very social（例如，如果一個學(xué)生閱讀比較吃力，但他是社交達(dá)人）”及研究機(jī)構(gòu)的負(fù)責(zé)人Sutton給出的建議“Perhaps the student could take on the role of teacher and explain something to their peers in order to help them practice reading comprehension, as well as social skills（也許這名學(xué)生可以扮演老師的角色，向其他同學(xué)闡述說明，從而幫助他們練習(xí)閱讀理解和社交技能）”可知，這顯然是承接上文末尾的“Therefore, “it would be beneficial for educators to think about more combined support plans for struggling students,” she added.（因此，她補(bǔ)充道：“教育工作者為陷入困境的學(xué)生想出更多的綜合支持計劃，這將是十分有益的。”）”即通過例子來倡導(dǎo)、鼓勵教育人士結(jié)合社會情感和學(xué)業(yè)兩方面為學(xué)生提供一些幫助和支持。故選D項。
11．推理判斷題。根據(jù)最后一段最后一句“To do that, district and school leaders should ensure that their academic, behavioral, and social-emotional support teams work together and that all stakeholders-students, parents, and teachers-are part of the process of creating intervention plans.（為此，學(xué)區(qū)和學(xué)校領(lǐng)導(dǎo)應(yīng)確保他們的學(xué)術(shù)、行為和社會情感支持團(tuán)隊協(xié)同工作，并確保所有利益相關(guān)者——學(xué)生、家長和教師——都參與到制定干預(yù)計劃的過程中。）”可知，在設(shè)計干預(yù)策略的過程中，最重要的就是各方的協(xié)調(diào)與合作，共同努力。故選A項。
12．主旨大意題。總覽全文可知，文章從一項研究結(jié)果引入，指出學(xué)生的社會情感能力對其學(xué)業(yè)表現(xiàn)的正向影響，B選項“社會情感學(xué)習(xí)能力對于學(xué)術(shù)表現(xiàn)的影響”符合文章的主要內(nèi)容。故選B項。
13．A 14．D 15．C 16．D
【導(dǎo)語】本文是一篇說明文。研究人員發(fā)現(xiàn)考前寫出擔(dān)憂有助于緩解壓力，從而獲得良好的表現(xiàn)。
13．細(xì)節(jié)理解題。根據(jù)第一段的句子“The students start worrying about the results.(學(xué)生們開始擔(dān)心考試結(jié)果。)”可知，考試前學(xué)生們可能會開始擔(dān)心考試結(jié)果，即他們是否會通過考試。故選A項。
14．細(xì)節(jié)理解題。根據(jù)第二段“Professor Beilock and another researcher, Gerardo Ramirez, have developed a possible solution. Just before an exam, highly anxious test-takers spend ten minutes writing about their worries about the test.(貝洛克教授和另一位研究員赫拉爾多·拉米雷斯提出了一種可能的解決方案。考試前，高度焦慮的考生花十分鐘寫下他們對考試的擔(dān)憂。)”可知，研究人員研究的解決方案是讓學(xué)生在考試前寫下他們的擔(dān)憂。故選D項。
15．細(xì)節(jié)理解題。根據(jù)第三段的句子“They told them before final exams cither to write about their feelings or to think about things unrelated to the test. Professor Beilock says highly anxious students who did the writing got an average grade of B+, compared to a B- for those who did not.(他們讓學(xué)生在期末考試前寫下自己的感受，或者想想與考試無關(guān)的事情。貝洛克教授說，寫感受的高度焦慮的學(xué)生平均成績?yōu)锽+，而沒有寫感受的學(xué)生平均成績?yōu)锽-。 )”可知，那些思考與測試無關(guān)的事情的人比那些寫下自己感受的人表現(xiàn)的糟糕。故選C項。
16．推理判斷題。根據(jù)最后一段“But what if students do not have a chance to write about their fears immediately before an exam Professor Beilock says students can try it themselves at home or in the library and still improve their performance.(但是，如果學(xué)生沒有機(jī)會在考試前立即寫下他們的恐懼呢 貝洛克教授說，學(xué)生們可以在家里或圖書館自己嘗試，仍然可以提高他們的成績。)”可知，考試前我們在哪里把憂慮寫出來并不重要。故選D項。
17．C 18．F 19．D 20．B 21．G
【導(dǎo)語】本文為一篇說明文，介紹了高年級同學(xué)完成作業(yè)的幾種方法。
17．前文“How to deal with your homework As a senior student, you might face the cruel fact that homework is so much that you could not finish them on time.(如何處理你的家庭作業(yè)？作為一名高年級學(xué)生，你可能會面臨這樣一個殘酷的事實：作業(yè)太多了，你不能按時完成)”可知，前文講到如何處理家庭作業(yè)，下面寫出了幾種方法，C選項“遵循這些建議可能有助于處理不同的情況”，引出下文方法，承上啟下，符合語境。故選C。
18．前文“Zhang Jianyu, a famous educator, suggested that you could spare time when teachers are in class.(著名教育家張建宇建議，你可以在老師上課的時候騰出時間)”及后文“You could put your homework under the book that the teacher is using to make you finish homework in the classroom safely.(你可以把你的作業(yè)放在老師用的書下面，讓你在教室里安全地完成作業(yè))”都在表示利用上課時間做作業(yè)，F(xiàn)選項“因為用時間做作業(yè)比思考其他無意義的事情更好”說明前文上課時間騰出時間做作業(yè)的原因，符合語境。故選F。
19．空處為小標(biāo)題，根據(jù)“To finish your homework, you could turn to the Internet for help.(為了完成你的作業(yè)，你可以向互聯(lián)網(wǎng)求助)”可知，為了完成作業(yè)，可以求助互聯(lián)網(wǎng)，D選項“從互聯(lián)網(wǎng)獲取幫助”符合主旨大意。故選D。
20．后文“Because the answers on these apps are always standard.(因為這些應(yīng)用程序上的答案都是標(biāo)準(zhǔn)的)”可知，利用網(wǎng)絡(luò)做作業(yè)時不能直接照抄，B選項“但記住，不要完全復(fù)制”符合語境。故選B。
21．空前“If you couldn’t finish the homework(如果你不能完成作業(yè))”可知，空處應(yīng)寫明如果不能完成作業(yè)的后果，G選項“你可能會像打掃教室一樣被老師懲罰”符合不完成作業(yè)的代價或后果，符合題意。故選G。
22．A 23．B 24．D 25．C 26．B 27．A 28．C 29．C 30．B 31．A 32．B 33．B 34．A 35．A 36．D
【導(dǎo)語】本文的體裁為記敘文。文章通過敘述作者在美國上學(xué)的第一天的經(jīng)歷和感受，展現(xiàn)了作者對新環(huán)境的適應(yīng)過程和對不同教育方式的觀察與比較。
22．考查動詞詞義辨析。句意：我從印度長途跋涉來到美國，以便與在這里已經(jīng)三年的母親匯合。A. join匯合，成為……的一員；B. share分享；C. take拿；D. visit拜訪，看望。根據(jù)后文“my mother who had been here for three years. She thought American education would help my 2 .”可知，媽媽認(rèn)為美國的教育能幫助作者，作者來到美國是為了與在這里已經(jīng)三年的母親匯合。故選A。
23．考查名詞詞義辨析。句意：她認(rèn)為美國的教育會對我的未來有幫助。A. feeling感覺；B. future未來；C. health健康；D. trouble麻煩。根據(jù)前文“I had travelled a long way from India to America in order to 1 my mother who had been here for three years. She thought American education would help my”可知，作者從印度長途跋涉來到美國，以便與母親匯合，這是因為母親認(rèn)為美國的教育會對作者的未來有幫助。故選B。
24．考查賓語從句。句意：我擔(dān)心我如何應(yīng)付。A. why為什么；B. that引導(dǎo)賓語從句無實意；C. when當(dāng)……什么時候；D. how如何。根據(jù)后文的“I would manage. I didn’t know anybody in my class.”可知，作者在班上誰也不認(rèn)識，所以擔(dān)心如何應(yīng)付。故選D。
25．考查動詞詞義辨析。句意：第一天，我去了第二節(jié)課，因為我錯過了第一節(jié)。A. trained訓(xùn)練；B. allowed允許；C. missed錯過；D. started開始。根據(jù)前文的“On the first day, I went to my second class because I had”和后文的“my first”可知，作者因為錯過了第一節(jié)課，所以去上第二節(jié)課。故選C。
26．考查副詞詞義辨析。句意：我敲了敲門，然后慢慢地打開了它。A. angrily生氣地；B. slowly慢慢地；C. closely緊密地；D. completely完全地。根據(jù)前文的“On the first day, I went to my second class because I had 4 my first. I knocked on the door and opened it”可知，第一天去上學(xué)，作者因為不熟悉環(huán)境，所以開門時動作應(yīng)該是慢慢的。故選B。
27．考查介詞詞義辨析。句意：當(dāng)我進(jìn)入房間時，所有人的目光都集中在我身上。A. on在……上；B. from來自；C. for為了；D. against反對。根據(jù)前文的“Everyone’s eyes were”和后文的“as I entered the room”可知，所有的目光都集中在作者身上。故選A。
28．考查形容詞和副詞詞義辨析。句意：我沒有理會他們，徑直走到老師面前，問這是否是正確的班級。A. ready準(zhǔn)備好的；B. direct直接的；C. straight徑直地；D. close近的。根據(jù)后文的“to the teacher and asked if this was the right class.”可知，作者直接走到老師面前，以便知道自己是否來到正確的班級。故選C。
29．考查連接詞詞義辨析。句意：然后他讓我選擇我想坐在哪里。A. who誰；B. when什么時候；C. where哪里；D. whether是否。根據(jù)后文的“I wanted to sit”可知，老師讓作者選擇想坐在哪里。故選C。
30．考查副詞詞義辨析。句意：實際上，我不想選座位。A. Mostly主要地；B. Actually實際上；C. Luckily幸運地；D. Certainly當(dāng)然。根據(jù)后文“I didn’t want to pick a seat. In India we had assigned (指定的) seats, so I never needed to 10 about that.”可知，在印度學(xué)生有指定的座位，所以作者實際上并不想選座位。故選B。
31．考查動詞詞義辨析。句意：在印度我們有指定的座位，所以我從來不需要擔(dān)心這個。A. worry擔(dān)心；B. know知道；C. search搜索；D. copy復(fù)制。根據(jù)前文的“In India we had assigned (指定的) seats, so I never needed to”可知，印度的學(xué)生有指定的座位，作者不需要擔(dān)心座位的問題。故選A。
32．考查名詞詞義辨析。句意：我用這節(jié)課剩下的時間記錄了班級前面多媒體上的內(nèi)容。A. pictures圖片；B. notes筆記；C. marks分?jǐn)?shù)；D. signs標(biāo)志。根據(jù)后文的“from the screen”可知，作者在課堂上做筆記。故選B。
33．考查名詞詞義辨析。句意：在印度，老師們不使用電腦。A. pens鋼筆；B. computers電腦；C. words單詞；D. cameras相機(jī)。根據(jù)后文“We had to take notes as the teacher spoke”可知，在印度學(xué)生根據(jù)老師說的話做筆記，印度老師不使用電腦。故選B。
34．考查形容詞詞義辨析。句意：這比印度早得多。A. earlier更早的；B. quicker更快的；C. later更晚的；D. stronger更強(qiáng)的。根據(jù)前文的“School ended at 2:30 p.m”和后文的“than in India”可知，美國學(xué)校的放學(xué)時間很早，要遠(yuǎn)早于印度。故選A。
35．考查動詞詞義辨析。句意：經(jīng)過一天的學(xué)校生活，我發(fā)現(xiàn)美國的老師有一種有趣的方式來使困難的事情變得更容易。A. making使得；B. giving給；C. sending發(fā)送；D. driving駕駛。根據(jù)前文的“the teachers in America had a fun way of ”和后文“difficult things much easier”可知，老師有一種方式使困難的事情變得更容易。故選A。
36．考查形容詞詞義辨析。句意：印度的老師在說話的方式上更嚴(yán)格。A. cleverer更聰明的；B. kinder更和藹的；C. stranger更奇怪的；D. stricter更嚴(yán)格的。根據(jù)前文的“I found the teachers in America had a fun way of 14 difficult things much easier.”和后文的“in the way they said things”可知，作者認(rèn)為美國的老師比印度的老師更有趣，所以推斷出印度的老師更嚴(yán)格。故選D。
37．beginning 38．impression 39．talks 40．but 41．us 42．interesting 43．on 44．really 45．a(chǎn) 46．to explore
【導(dǎo)語】這是一篇記敘文。文章是一篇關(guān)于高中生活開始時的個人感受和經(jīng)歷的敘述。
37．考查非謂語動詞。句意：隨著我的高中生活的開始，我現(xiàn)在感到有點焦慮。with的復(fù)合結(jié)構(gòu)中，my high school life與begin之間是邏輯上的主謂關(guān)系，因此使用現(xiàn)在分詞形式，故填beginning。
38．考查名詞。句意：我希望給人留下一個良好的第一印象。空處需填名詞impression，作賓語，不定冠詞a修飾單數(shù)可數(shù)名詞。故填impression。
39．考查動詞時態(tài)和主謂一致。句意：但我想知道我是否能交到朋友，或者如果沒有人和我說話怎么辦。句子表示的是一個客觀情況，謂語動詞使用一般現(xiàn)在時。主語no one是單數(shù)，因此謂語動詞也應(yīng)使用第三人稱單數(shù)形式，故填talks。
40．考查連詞。句意：說實話，數(shù)學(xué)課對我來說很難，但老師很友好。根據(jù)上文“the maths class was difficult for me(數(shù)學(xué)課對我來說很難)”以及下文“the teacher was kind and friendly(老師很友好)”可知前后兩個分句之間存在轉(zhuǎn)折關(guān)系，因此使用連詞but，故填but。
41．考查代詞。句意：他給我們講了一個有趣的故事，每個學(xué)生都笑得很開心！tell是及物動詞，后接賓格代詞us作為賓語，故填us。
42．考查形容詞。句意：實驗室是新的，課程也很有趣，但坐在我旁邊的那個家伙一直試圖和我說話。此處應(yīng)用形容詞interesting作表語，描述lesson的特點，故填interesting。
43．考查介詞。句意：因此，我無法集中精力做實驗。concentrate on是固定短語，意為“集中精力于”，故填on。
44．考查副詞。句意：我真的想告訴他安靜點，讓我一個人待會兒！此處應(yīng)用副詞really來修飾動詞wanted，表示程度，故填really。
45．考查冠詞。句意：總的來說，第一天是一個美好的日子。day是可數(shù)名詞，此處表示泛指，且wonderful的發(fā)音以輔音音素開頭，因此使用不定冠詞a，故填a。
46．考查非謂語動詞。句意：我相信我會在這個新學(xué)校結(jié)交新朋友，而且在高中有很多可以探索的東西。此處應(yīng)用不定式to explore作后置定語，修飾前面的a lot，表示“有很多可以探索的東西”，故填to explore。

展開更多......

收起↑