Unit 5 section Ⅲ Grammar-【创新教程】2024-2025学年高中英语选择性必修第二册五维课堂课时作业（北师大版2019）

　　　　　SECTIONⅢ　GRAMMAR [基础性] Ⅰ．单句语法填空 １．IneedanewpassportsoIwilhaveto havemyphotographs　　　　(take)． ２．Iwaswatchingtheclockalthrough themeeting,asIhadatrain　　　　 (catch)． ３．Thebuildinghadbeenoutofcondition foryears,sowedecidedtogetit　　 　　 (rebuild)． ４．Thereissomething wrong withthe brakeofmynewcar,andI􀆳l haveto haveit　　　　 (check)． ５．Theairhasleaked(漏)outofthisfootＧ bal．Could you getit 　 　 　 　 (blow)up? ６．Tom,couldyougetthephoto　　　　 (develop)forme,please? ７．Theyhavealreadyhadsomeeveryday words　　　　 (add)tothenewediＧ tionofthedictionary． ８．Thisisthecelphonehehad　　　　 (repair)lastweek． ９．You􀆳dbetterhaveyourcar　　　　 (run)slowly． １０．Igothim 　　　　(do)hishomework beforedinner． １１．Thefarmershadthetractors　　　　 (work)dayandnightattheharvest time． １２．Ourcargets　　　　 (clean)once everytwomonths． [应用性] Ⅱ．完成句子 １．Hedroppedfromatreeand　　　　 　　　　　　　． 他从树上掉下来,左胳膊骨折了. ２．I　　　　　　　　　　　　 before sixo􀆳clockthisafternoon． 我将在今天下午 ６ 点之 前 完 成 我 的 工作. ３．Ihave　　　　　　　　　　　　for firewood． 我已经把所有的树枝截成段做柴火了. ４．Doyouhave　　　　　　　thecity byme? 你有什么东西需要我带到城里去吗? ５．　　　　　　　　likethatagain． 我不会允许你再那样做了. ６．Hewasdisappointedtoseethecarhe 　　　　　　　　 wentwrongagain． 他看到请人修理的车又坏了很是失望. [综合性] Ⅰ．阅读理解 A 　　GaryKoppelman,ascienceteacher ofBlissfieldCommunitySchool,MichiＧ gan,establishedtheBlissfield EnvironＧ mental Life Lab (BELL),in which studentshaveahandsＧon,mindsＧonexＧ periencethatstimulatestheirlearningand broadenstheirperspectives,andforthis workhehasearnednumerousawards． Heoncerealizedthatdesigninghisown 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀅰４３􀅰 选择性必修第二册􀅰(BSD) labexperimentsandprojectshelpedhim understandhowtheories workedinthe realworld．Hisdiscoveriesabouthisown learningchalengedhimtodesignanalＧ ternative(可替代的)methodtoteachsciＧ enceto al young children,including those whostruggle withthelectures, textbooks,and occasionallab experiＧ mentsofthetraditionalacademicsetting, likehedid． “AllessonsshouldstartwiththeinＧ terestsofyoungchildren”ishowKoppelＧ mansumsupthephilosophybehindwhat hecalshis“handsＧon,mindsＧon”teachＧ ingapproach．Hetriestoprovidedaily opportunitiesforstudentstoengagewith thenaturalworld,askquestions,colect andanalyzedata,and work withtheir partnerstocomeupwithanswers． In Koppelman􀆳sview,childrenare bornwithalthequalitiesofagoodscienＧ tist:Theyarecurious,eagertoinvestiＧ gate(调查)theirsurroundings,andhapＧ pytoexperiment．Buttoomanystudents enterelementaryschoolclassroomsthat extinguishthatpassionwithlessonsthat aredisconnectedfromtheirlivesandthe naturalworldaroundthem． “InquiryＧdriven science classrooms arerareinelementarygrades,”saysJohn L．Rudolph,theauthorofHow WeTeach Science:What􀆳sChanged,and WhyIt Matters．Theapproachrequires “more teachertraining,funding,andcomplex assessments,butthepayoffisworthit,” Rudolphsays．Notonlydostudentslearn critical thinking and communication skils,butalsotheydevelopadeepunderＧ standingofhowscientistscomeupwith evidenceanddevelopconclusionsinthese inquiryＧdrivenscienceclassrooms,which Rudolphviewsasalargelyignoredpartof scienceeducation． TheimpactofKoppelman􀆳sEnvironＧ mentalLifeLabhasbeenhuge．ThedisＧ tricthasconsistentlyoutperformedstate averagesonstandardizedsciencetests, andmoreofthedistrict􀆳sstudentsaregoＧ ingonto majorinscience,technology, engineering,and mathematics (STEM) fieldsincolege． １．WhatistheideaguidingKoppelman􀆳s teachingapproach? A．Interestisthebestteacher． B．Criticalthinkingshouldbeavoided． C．Studentsshouldbeencouragedto studyalone． D．Labexperimentsandprojectsshould bedesignedbyteachers． ２．Whatdoestheunderlinedword“extinＧ guish”inParagraph３probablymean? A．Folow． B．Show． C．Discover． D．Destroy． ３．WhatdoesRudolphsayabouttheinＧ quiryＧdrivenscienceclassroom? A．Itisfairlyeasytocarryout． B．ItisworthwhiletoapplyittopracＧ tice． C．ItinspiresstudentstoassessthemＧ selves． D．IthasgainedpopularityinelementaＧ ryschools． 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀅰５３􀅰 UNIT５　EDUCATION ４．WhichofthefolowingcanbestdeＧ scribeKoppelman? A．Creative． B．Humorous． C．Modest． D．Talkative． B 　 　 Asafirstresponder,you never know whattypeofsituationyou might walkinto,orwhoyou􀆳l meetalongthe way．Ithasdefinitelybeenthecasefor JeffreyLanenberg,aparamedic(急救医 士)since１９８４． Tenyearsintothejob,Lanenberg receivedacalthatreportedthatamanin hisearly３０shadfalendownintheMal of America． When Lanenberg and his partnerarrivedatthescene,theyfound theyoungmalefaceddownontheground． Hehadgoneunconscious,makingweak attemptstobreathe．HiswifestoodbeＧ sidehim,holdingtheirsmalsoninhorＧ ror．Theyquicklyrushedtodefibrilate (除纤颤)andcalmthemantokeephim undercontrol．AfterLanenbergdropped thepatientoffattheneighboringhospiＧ tal,hethoughtaboutthe manandhis familyforalongtime． LanenbergthoughthehadexperiＧ encedeverythingunderthesununtilone random visitto Office Maxthreeyears ago,where he meta man repeatedly walkingbackandforthandstaringat him．Asitturnedout,themanwasthe patienthehadsaved２０yearsearlier． “Yougaveme２０yearsmorethanI everthoughtI􀆳dhave,”themansaid．He thanked Lanenbergrepeatedlyandtold him hehadsomeonehewantedhimto meet．Hesteppedaroundthecornerand reappearedwitha２０ＧsomethingＧyearＧold man．Lanenberginstantlyknewthathe wasthesonhehadseenheldbyhismothＧ eralthoseyearsago． “Thatdaychangedmylife,”LanenＧ bergsaid．“Beforethat,everythingwas aboutwork．．．WhenItalktothebeginＧ nersintrainingclasses,Itelthemthat theyneverknowtheimpacttheycanhave onsomeone􀆳slife．” ５．WhatdidLanenbergdowiththeyoung man? A．Hegavethemanfirstaid． B．Hecuredthemanatthescene． C．Heonlysentthemantohospital． D．Hetookcareoftheman􀆳swifeandson． ６．WhatdidLanenbergthinkoftheenＧ counterwiththeman? A．Itwasamatterofcourse． B．Itwasacommonroutine． C．Itwasanunbelievablething． D．Itwasadangeroussituation． ７．WhywasthemangratefultoLanenＧ berg? A．Lanenberglookedafterhissmalson． B．Lanenberggavehimthepresentlife． C．Lanenbergfoundhimlyingonthe 　ground． D．LanenbergtreatedhimattheneighＧ boringhospital． ８．HowdidthemeetingchangeLanenberg􀆳s life? A．Hechangedhisattitudetohisjob． B．Heknewthesituationoftheparamedic． C．Hegotapromotiontobeateam leader． D．Hetookupteachingworktotrain newcomers． 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀅰６３􀅰 选择性必修第二册􀅰(BSD) Ⅱ．完形填空 　　JacquelineMeansstartedhostingsciＧ enceeventstwoyearsagotoencourage moreyoung girls ofcolorto embrace STEM (Science,Technology,EngineerＧ ing,and Mathematics)．Andthenshe knewthatnotalofthem weregoingto 　　１　　 warmly． Sheremembersone　　２　　little girlwhocametohersecondeventbut didn􀆳tseem 　　３　　 tobethere．As theday wenton,　 　４　 　,Means helpedthegirlsmakelavalampsandeleＧ phanttoothpaste,andthegirl􀆳s　　５　　 changed．“ShecameuptomeaftertheeＧ ventandsaid,‘MissJackie,youwereright, 　　６　　isprettycool．I􀆳ldefinitelybeat thenextone,’”Means　　７　　． Andthat􀆳sexactlywhyMeans,who calsherselfDelaware􀆳sSTEM Queen, createdtheinitiative:ToshowlowＧinＧ comegirlsof　　８　　inhercommunity thattheycansucceedinscience,technolＧ ogy,engineeringandmath,no　　９　　 whattheirgenderorhomeaddress． “Beingabletoseetheirfaces　　１０ 　 　 andseeinghow muchfunthey􀆳re havingarerealyamazing,”shesaid． Twoyearslater,the１６ＧyearＧold􀆳s program caled the Wilmington Urban STEMInitiativehasgainedbothlocaland national　 　１１　 　 andsupport．She was　　１２　　 tothe“Today”showa coupleofweeksago,andSubarugaveher ＄１０,０００　　１３　　ofsuppliesforher events．In May,shewentontheSteve Harvey Morning Show and wasgiven ＄５,０００to 　 　１４　 　 herprogram． Shealsorecentlygot＄１０,０００fromCheＧ mourstohelpwithherprogram． “ItjustfeelsamazingbecauseIjust wanttomakemy 　 　１５　 　 abetter place,”shesaid． １．A．respond B．reply C．think D．assume ２．A．beautiful B．single C．lonely D．particular ３．A．bored B．excited C．disappointed D．worried ４．A．besides B．therefore C．however D．otherwise ５．A．quality B．character C．subject D．attitude ６．A．science B．music C．English D．lava ７．A．remembered B．commented C．recaled D．answered ８．A．choice B．height C．weight D．color ９．A．wonder B．matter C．problem D．need １０．A．lightup B．makeup C．showup D．turnup １１．A．laughter B．admission C．attention D．criticism １２．A．praised B．invited C．limited D．exposed １３．A．variety B．price C．cost D．worth １４．A．support B．recognize C．manage D．change １５．A．school B．community C．lab D．library 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀅰７３􀅰 UNIT５　EDUCATION SECTIONⅢ 基础性 Ⅰ．１．taken　２．tocatch　３．rebuilt　４．checked ５．blown　６．developed　７．added　８．repaired　９．runＧ ning　１０．todo　１１．working　１２．cleaned 应用性 Ⅱ．１．hadhisleftarmbroken　２．wilhave/getmyjob finished　３．had/gotalthebranchescutup　４．anyＧ thingtobetakento　５．Iwon􀆳thaveyoudoing　６．had had/gotrepaired 综合性 Ⅰ．A．[语篇解读]　本文主要介绍了一位科学老师设计 创造的一种教学方法. １．A　[考查细节理解.根据第二段中的“‘Allessons shouldstartwiththeinterestsofyoungchildren’is howKoppelmansumsupthephilosophybehindwhat hecalshis‘handsＧon,mindsＧon’teachingapproach．” 可知,Koppelman的教学理念是课堂要能激发学生的 兴趣,A项符合题意,故选 A.] ２．D 　 [考 查 词 义 猜 测. 根 据 第 三 段 中 的 “In Koppelman􀆳sview,childrenareborn withal the qualitiesofagoodscientist:Theyarecurious,eagerto investigate(调查)theirsurroundings,andhappytoexＧ periment”可知,在 Koppelman看来,孩子们生来就具 有优秀科学家的所有品质:他们有好奇心,渴望调查 周围环境,乐于进行实验.由 But表示转折可知,这 种热情在上了小学后消失了,因此extinguish在此应 表示“使破灭”,故选 D.] ３．B　[考查细节理解.根据第四段中的“Theapproach requires‘moreteachertraining,funding,andcomplex assessments,butthepayoffis worthit,’Rudolph says．”可知,Rudolph认为这种以探究为导向的科学 课堂虽 不 容 易 实 施,但 却 大 有 裨 益,故 B 项 符 合 文意.] ４．A　[考查推理判断.通读全文,尤其是根据第一段内 容可知,Koppelman自创了一种教学方法,由此可推 知他是具有创造力的人,故选 A.] B．[语篇解读]　急救医士 Lanenberg与其２０年前求助 的病人偶然重逢,病人的感激使他对自己的工作有了新 的认识. ５．A　[考查细节理解.根据第二段中的“Theyquickly rushedtodefibrilate(除 纤 颤)andcalmthemanto keephimundercontrol．”可知,Lanenberg和搭档迅 速给那个年轻人做了心脏除颤并使他镇静下来,即他 们给那个年轻人做了急救.故 A项符合题意.] ６．C　[考 查 推 理 判 断.根 据 第 三 段 的 内 容 可 知,在 Lanenberg偶遇２０年前救助过的这个病人之前,他认 为自己经历了世间的一切,即他对遇到以前救助过的 病人这件事情感到难以置信.故C项正确.] ７．B　[考查细节理解.根据第四段中的“Yougaveme ２０yearsmorethanIeverthoughtI􀆳dhave”可 知, Lanenberg使他多活了２０年,也就是说他认为他现在 的生活是Lanenberg给的.故选B.] ８．A　[考查细节理解.根据全文尤其是最后一段中的 “Beforethat,everythingwasaboutwork．．．theimＧ pacttheycanhaveonsomeone􀆳slife”可知,Lanenberg 认为在与救助过的病人偶遇之前一切都是关于工作 的,偶遇之后,他告诉新手们他们永远不会知道他们 对别人的生活会产生什么影响,由此可推知这件事改 变了Lanenberg对工作的态度.故选 A.] Ⅱ．[语篇解读]　本文主要讲述了１６岁少女Jacqueline Means举办科学活动鼓励更多年轻的有色人种女孩去 接受科学、技术、工程和数学教育的故事. １．A　[她鼓励有色人种女孩学习科学、技术、工程和数 学.后来 她 知 道 并 不 是 所 有 女 孩 都 反 应 热 烈.故 选 A.] ２．D　[根据下文所讲的事情可知,此处在讲一个特别的 小女孩,故选 D.] ３．B　[由上文中的“notalofthemweregoingto　　１ 　　 warmly”可知,这个女孩似乎不兴奋.] ４．C　[由下文中的“Shecameuptomeaftertheevent andsaid,‘MissJackie,youwereright．．．atthenext one’”可知,她的态度发生了改变.因此上下文之间 是转折关系,故用however.] ５．D　[参见上题解析.故选 D.] ６．A　[由第一段中的“encouragemoreyounggirlsof colortoembraceSTEM (Science,Technology,EngiＧ neering,andMathematics)”并结合上文中的“makelaＧ valampsandelephanttoothpaste”可知,此处表示科 学很酷.] ７．C　[由上文中的“Shecameuptomeaftertheevent andsaid”可知,这是 Means的回忆,故用recaled.] ８．D　[结合语境可知,此处指有色人种女孩,第一段中 的“younggirlsofcolor”是信息提示,故选 D.] ９．B　[此处表示向她的社区中这些处于低收入家庭的 有色人种女孩表明她们能够成功,不管她们的性别或 住址是什么.故选B.] １０．A　[根据下文 中 的“seeinghow muchfunthey􀆳re having”可知,此处指的是看到她们脸上露出高兴的 表情,因此用lightup,意为“(脸上或眼中)流露出喜 悦/兴奋”.] １１．C　[由空后的support和下文中的“tothe‘Today’ show”等可知,她的这一计划获得了关注以及支持, 故选C.] 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀅰１９􀅰 参考答案 １２．B　[根据空后的“tothe‘Today’show”可知,她被邀 请参加节目,故选B.] １３．D　[此处表示她获得了价值一万美元的供应物品. ．．．worthofsth．“价值􀆺􀆺的东西”,符合题意,故 选 D.] １４．A　[据下文中的“helpwithherprogram”可知,这里 应用support表示支持她的计划.] １５．B　[根据上文中出现的 hercommunity可知,应选 B.此处是讲 Means只是想对她的社区作出贡献.] SECTIONⅣ 基础性 Ⅰ．１．objective　２．pursue　３．critical　４．surrounding ５．responsibility　６．significance　７．judgement ８．gain Ⅱ．１．to　２．for　３．contributions　４．assessment ５．from　６．financial 应用性 Ⅲ．１．insistedthat we (should)makeful use of everyminute ２．shouldertheresponsibilityof ３．reachedthesameconclusion ４．behavewel/ourselves ５．sothattheycanfindthebestsolution 综合性 Ⅰ．A．[语篇解读]　本文是一篇说明文.分类对我们的 日常生活至关重要.然而在分类技术机器学习过程中, 分类既要积极的数据,也需要消极的数据,而消极的数 据在很多情况下是很难获得的.现在科学家能用分类 技术使机器学习如何只识别积极的数据. １．A　[细节理解题.根据第一段最后一句可知,计算 机 是 通 过 学 习 分 类 边 界 来 区 分 积 极 数 据 和 消 极 数 据的.] ２．D　[细节理解题.根据第二段第一句可知,在学习过 程中,这项技术既需要积极的数据,也需要消极的数 据,而消极的数据在很多情况下是很难获得的,进而 后面举例说明了为什么消极的数据很难获得.] ３．B　[词义猜测题.根据画线词组前一句中 “butwe havemadeitpossibleforcomputerstolearnwithonly positivedata,aslongaswehaveaconfidencescore forourpositivedata,constructedfrominformation suchasbuyingintentionortheactiverateofappusＧ ers”可推知,使用这种建立信心指数的新方法,我们 就可以让电脑只用积极的数据来学习,故画线词组是 指建立信心指数.] ４．B　[标题归纳题.通读全文可知,分类对我们的日 常生活至关重要.然而在分类技术机器学习过程中, 分类既要积极的数据,也需要消极的数据,而消极的 数据在很多情况下是很难获得的.现在科学家能用 分类技术使机器学习只识别积极的数据.] B．[语篇解读]　这是一篇说明文.主要介绍了开放式 教育的特点,解释了一些学生喜欢它的原因.但是开放 式的教育也许不如在传统的课堂上能够让学生有约束, 学到更多的东西. ５．C　[细节理解题.根据第一段中 ThiswayofteachＧ ingalowsthestudentstogrowaspeople,andtodeＧ veloptheirowninterestsinmanysubjects．可知,开放 式教育可以让学生们发展自己的兴趣爱好.] ６．A　[细节理解题.根据第二段中Forsomestudents, therearetoofewrules．Thesestudentswildolittlein school．可知,开放式教育几乎没有约束.] ７．D　[细节理解题.根据第二段中Thelastpointabout openeducationisthatsometraditionalteachersdonot likeit．ManyteachersdonotbelieveinopeneducaＧ tion．Teacherswhowanttohaveanopenclassroom mayhavemanyproblemsattheirschools．可知,D选 项在文中没有提及.] ８．A　[主旨大意题.本文主要阐述我们对于开放式教 育不应该满盘接受,开放式教育的理念在执行上是有 一定困难的.] Ⅱ．[语篇解读]　文章主要从几个方面讲述了教育的重 要性. １．A　[根据空后的“youcertainlyneedtogeteducated． Educationisamustforapromisingandsecurefuture andastablelife”可知,空处应说明为什么要获得教 育,再结合选项可知,A项“为了享有幸福以及社会提 供的其他美好事物”承接下文,符合语境,故选 A.] ２．C　[根据空前的“Generaly,anuneducatedmanwil findithardertoexpresshisviewsandopinionsowing tolackofconfidence．”可知,此处举例说明教育能赋 予人表达自己观点的自信.C 项与空前内容形成对 比,符合语境.故选C.] ３．D　[根据空后的“Youcanguarantee(确保)stability infinancebecauseoflandingagoodjob．”可知,此处 在论述受教育和找工作的关系.D项“受过教育的人 会在有更多选择的基础上获得高薪的工作”承上启 下,符合文意,故选 D.] ４．E　[空处所在句为本段主旨句.根据空后的“ItconＧ tributestodoingawaywiththeexistingdifferences between differentsocialclasses．Itopensa whole worldofopportunitiesforthepoorsothattheymay haveanequalshotatwelＧpaidjobs．Educationalso hasamajorroleinwomen􀆳semployment．”可知,本段 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀪋 􀅰２９􀅰 选择性必修第二册􀅰(BSD)