Unit 3 To be a good learner 学习体验（话题阅读精练）英语译林版2024八年级上册

Unit 3 To be a good learner 学习体验 话题阅读精练 模块 语篇 题型 体裁 词数 内容简介 时文阅读 Passage 1 阅读理解 说明文 194 本文介绍了四种不同的学习风格 Passage 2 阅读理解 说明文 195 本文介绍了几种记忆事物的好方法 实战演练 阅读理解 A 说明文 299 本文介绍了番茄工作法：创立的背景、操作和作用 B 说明文 272 本文介绍了不同人有不同的语言学习方法，关键是找到适合自己的并坚持练习 完形填空 记叙文 334 本文介绍了作者在失明失聪的情况下，通过老师沙利文的耐心教导，逐渐学会了通过手指拼写来理解世界的过程 语法填空 应用文 245 本文是作者根据朋友考试没有考好写的一封建议信 时文阅读 Passage 1 A closer look at learning styles深入了解学习风格 There are different ways people like to learn, and not everyone fits just one type. But here are the four most common kinds of learners:​ Visual learners​ These students like seeing things, such as pictures, diagrams, or written instructions. These are the students who draw, make lists, and take notes.​ Auditory learners​ These students learn better when they hear things. They would rather listen to a lesson than read notes. They often use their own voices to remember new ideas, like reading out loud. They are not afraid to speak in class and are good at explaining things with words. They may read more slowly and often repeat what the teacher says.​ Kinesthetic learners​ These learners learn by doing things. They like to take part by acting out events or using their hands to touch things. They may find it hard to sit still and are often good at sports or like dancing. They may need more breaks when studying.​ Reading/writing learners​ These students like to learn through written words. They are a bit like visual learners but love writing, reading articles or books, keeping diaries, looking up words in dictionaries, or searching online.​ 人们有不同的学习偏好，并非每个人只符合一种类型。不过，以下是四种最常见的学习者类型： 视觉型学习者 这类学生喜欢看事物，比如图片、图表或书面说明。他们会画画、列清单和做笔记。 听觉型学习者 这类学生通过听来学习效果更佳。他们宁愿听一节课，也不愿读笔记。他们经常用自己的声音来记住新的概念，比如大声朗读。他们不害怕在课堂上发言，擅长用语言解释事物。他们阅读速度可能较慢，还经常重复老师说的话。 动觉型学习者 这类学习者通过实践来学习。他们喜欢通过表演事件或用手触摸事物来参与学习。他们可能很难长时间坐着不动，通常擅长运动或喜欢跳舞。他们在学习时可能需要更多的休息时间。 读写型学习者 这类学生喜欢通过书面文字来学习。他们有点像视觉型学习者，但热爱写作、阅读文章或书籍、记日记、查字典或上网搜索。 【长难句分析】 1.There are different ways people like to learn, and not everyone fits just one type. 翻译：人们喜欢的学习方式各不相同，而且并非每个人只适合一种类型。 分析：这是一个由 and 连接的并列句。 前半句中 “people like to learn” 是省略了关系代词 that 的定语从句，修饰 “different ways”；后半句 “not everyone fits just one type” 是简单句。 2.These are the students who draw, make lists, and take notes. 翻译：这些学生就是那些画画、列清单和做笔记的人。 分析：句中 “who draw, make lists, and take notes” 是定语从句，修饰先行词 “the students”，who 在从句中作主语。 【重难词汇梳理】 1.style /staɪl/n. 方式，风格 2.visual /'vɪʒuəl/adj. 视觉的 3.diagram /'daɪəɡræm/n. 图表 4.instruction /ɪn'strʌkʃn/n. 指示，说明 5.auditory /'ɔːdətri/adj. 听觉的 6.kinesthetic /ˌkɪnɪs'θetɪk/adj. 动觉的（通过身体活动学习的） 7.act out 把…… 表演出来 8.still /stɪl/adv. 静止地，安静地 9.article /'ɑːtɪkl/n. 文章 Passage 2 Good Ways to Remember Things记忆事物的好方法 Memorizing is important for learning. But many old ways of memorizing don’t work, say learning scientists. A study from Washington University found that when students read their textbooks and notes again and again, it’s not a good way to remember things.​ Much better ways are using flashcards and testing yourself. For example, you can ask yourself possible essay questions or make up math and science problems to solve. Scientists also tell students to use diagrams and flow charts. These help link the new information you’re learning with things you already know. It’s good to connect new and old knowledge, Willis says. That’s because when something feels familiar, it’s easier to remember. How does this work? When your brain recognizes even one word, it starts up and warms up memory patterns in the cerebral cortex (大脑皮层). This makes you feel “I remember this,” and it helps you feel less stressed.​ Willis thinks that in-class practice tests—ones that don’t count for grades—also help with memorization. When you do well on these tests, your brain releases a lot of dopamine. This makes you feel really satisfied, so you’ll want to do it again.​ 记忆对于学习至关重要。但学习领域的科学家表示，许多传统的记忆方法并不奏效。华盛顿大学的一项研究发现，学生反复阅读课本和笔记，并非是记忆的好方法。 更好的方法是使用抽认卡和自我测试。例如，你可以给自己出一些可能出现的论述题，或者编一些数学和科学问题来解答。科学家还建议学生使用图表和流程图。这些能帮助将你正在学习的新信息与已掌握的知识联系起来。威利斯说，将新旧知识相联系很有益处。因为当某些内容让你感到熟悉时，就更容易记住。这是如何起作用的呢？当你的大脑哪怕只识别出一个单词，它就会启动并激活大脑皮层中的记忆模式。这会让你产生 “我记得这个” 的感觉，还能减轻你的压力。 威利斯认为，课堂上不计入成绩的练习测试也有助于记忆。当你在这些测试中表现出色时，大脑会释放大量多巴胺。这会让你感到非常满足，于是你会想要再次尝试。 【长难句分析】 1.A study from Washington University found that when students read their textbooks and notes again and again, it’s not a good way to remember things. 翻译：华盛顿大学的一项研究发现，当学生反复阅读课本和笔记时，这并不是记住东西的好方法。 分析：这是一个复合句，主句是 “A study...found that...”，that 引导宾语从句； 宾语从句中包含 “when” 引导的时间状语从句 “when students...again and again”，从句说明主句动作发生的时间背景。 2.These help link the new information you’re learning with things you already know. 翻译：这些（图表和流程图）有助于将你正在学习的新信息与你已经知道的知识联系起来。 分析：句中 “you’re learning” 和 “you already know” 是两个省略了关系代词的定语从句，分别修饰 “new information” 和 “things”，通过定语从句补充说明名词的内容。 3.When you do well on these tests, your brain releases a lot of dopamine. 翻译：当你在这些测试中表现出色时，你的大脑会释放大量多巴胺。 分析：“When” 引导时间状语从句，说明主句 “your brain releases...dopamine” 发生的条件，从句在前、主句在后。 【重难词汇梳理】 1.memorize /'meməraɪz/v. 记忆，记住 2.flashcard /'flæʃkɑːd/n. 闪卡（用于记忆的卡片） 3.diagram /'daɪəɡræm/n. 图表 4.flow chart /'fləʊ tʃɑːt/n. 流程图 5.link /lɪŋk/v. 联系，连接 6.cerebral cortex /ˌserəbrəl ˈkɔːteks/n. 大脑皮层 7.stressed /strest/adj. 感到有压力的 8.memorization /ˌmeməraɪˈzeɪʃn/n. 记忆（过程） 9.count /kaʊnt/v. 有价值，有重要性 10.release /rɪˈliːs/v. 释放 11.dopamine /'dəʊpəmiːn/n. 多巴胺（一种神经递质） 12.satisfied /'sætɪsfaɪd/adj. 感到满意的 实战演练 一、阅读理解 A Have you ever had trouble focusing (专注于) your homework? Or do you lose focus and waste time when you need to study? If so, the Pomodoro Technique might be just what you need. The Pomodoro Technique was created by a college student named Francesco Cirillo in the late 1980s. He had a hard time staying focused while studying. To solve this problem, he used a tomato-shaped kitchen timer to help him manage (管理) his time. He decided to study for 25 minutes and then take a 5-minute break. He found that this way helped him stay focused and study more efficiently (高效地). So, he named it the “Pomodoro Technique” because “pomodoro” means “tomato” in Italian. The Pomodoro Technique is a simple but effective (有效的) ways to help you manage your time and improve your study habits. It breaks tasks into small, manageable pieces. You study for 25 minutes, followed by a short 5-minute break. After finishing four 25-minute study sessions (时段), you take a longer break of 15 to 30 minutes. By using it, students can stay focused on their tasks, manage them more efficiently, and avoid feeling too stressed. To set a Pomodoro timer, the first thing you need to do is set a clear goal for your task. It’s important to stay focused during the 25 minutes and avoid losing focus. After finishing a session, take a short break to “disconnect” from your work. Never involve (加入) yourself in activities that need heavy mental effort (脑力) during breaks. At the end of the day, write down what you achieved and how it went. This helps you review your progress and plan for tomorrow. 1．How does the writer introduce the topic? A．By telling a story. B．By asking questions. C．By explaining the reasons. 2．What is the Pomodoro Technique for? A．Helping students manage time efficiently. B．Making study more enjoyable for students. C．Training students to set their own goals alone. 3．How does the Pomodoro Technique work? A．By controlling the break time strictly. B．By organizing group competitions in class. C．By following a time rule for study and break. 4．What is the purpose of the last paragraph? A．To offer tips on using the Pomodoro Technique. B．To explain the ways of developing good habits. C．To show the ways of balancing (平衡) work and breaks. B Learning a language is a challenging but rewarding experience. Different people have different ways of learning languages. Some people prefer to learn languages by memorizing grammar rules and vocabulary lists. They think this is a systematic (系统的) way to build a solid foundation (基础). For example, they will spend hours learning verb tenses and new words, This method can be very effective for some people, especially those who are good at logical thinking. It helps them understand the structure of the language better. However, others believe in learning through immersion. They try to be around the language as much as possible. They watch movies and TV shows in the target language, listen to music, and oven try to have conversations with native (母语的) speakers. This way, they can get a feel for the language in real-1ife situations. For instance, a student who wants to learn English might watch a lot of English-language movies. By doing so, they can pick up common expressions and improve their listening skills at the same time. There are also people who like to learn languages by using language-1earning apps. These apps have many different tools such as interactive lessons, games, and tests. They make learning fun and convenient. You can learn at your own step and review the lessons whenever you want. A popular language-learning app might have thousands of users around the world, all learning different languages in an enjoyable way. In conclusion, there is no one-size-fits-all method for learning languages. The key is to find the way that suits you best and keep practicing. 1．What do some people think of memorizing grammar rules and vocabulary lists? A．It’s boring. B．It’s a systematic way. C．It’s useless. D．It’s too difficult. 2．What does the underlined word “immersion” mean in the passage? A．沉浸 B．背诵 C．研究 D．欣赏 3．How can people learn through immersion? A．By reading books in the target language. B．By memorizing grammar rules. C．By watching movies and TV shows in the target language. D．By using language-learning apps. 4．What are the advantages of using language-learning apps? A．They offer interactive lessons, games, and quizzes. B．They are very expensive. C．They are only suitable for beginners. D．They can’t help with language learning. 二、完形填空 I couldn’t see or hear, but I could feel the coming steps. She was coming to teach all things to me, and to love me. I still remember the morning when my teacher Miss Sullivan came. She 1 me into her room and gave me a doll (玩偶) . When I played with it, she slowly 2 into my hand the word “d-o-l-l”. I was very interested in this finger (手指) play and 3 to copy it. When I succeeded in spelling the letters 4 , I was so excited and proud. I did not know I was spelling, even didn’t 5 everything has a name. Once as I was playing with my new doll, Miss Sullivan put my old doll 6 my leg, spelled “d-o-l-l” and tried to make me understand they were 7 dolls. Another time, she tried to tell me that “m-u-g” is mug and that “w-a-t-e-r” is water, but I still 8 them up. She had to teach me from the beginning. I became 9 at her repeated actions, so I threw the new doll upon the floor. I was quite happy when I 10 the pieces of the doll at my feet. I was neither 11 nor regretful. In my still, dark world, there was no warmth or love. I felt my teacher sweep the pieces away, and it seemed that my trouble had 12 away. Later, we walked down the path to a well. She put my 13 under the spout (出水) when someone was taking water. As the cool stream 14 over one band, she spelled the word “w-a-t-e-r” into the other, first slowly, then quickly. I stood still and paid my whole 15 on her fingers. Suddenly I knew “w-a-t-e-r” meant the wonderful thing flowing over my hand. That living word awakened my soul, gave it light, hope, joy, and set it free! That night, I, for the first time, hoped for a new day to come. 1．A．broke B．led C．looked D．ran 2．A．read B．took C．spelled D．sang 3．A．tried B．refused C．continued D．forgot 4．A．beautifully B．deeply C．magically D．correctly 5．A．understand B．agree C．hope D．plan 6．A．into B．onto C．for D．with 7．A．all B．either C．neither D．both 8．A．mixed B．cleaned C．picked D．put 9．A．excited B．silent C．impatient D．impolite 10．A．saw B．felt C．smelt D．heard 11．A．helpful B．free C．sad D．serious 12．A．put B．given C．thrown D．gone 13．A．foot B．leg C．hand D．arm 14．A．looked B．moved C．pulled D．ran 15．A．attention B．ability C．weight D．force 三、语法填空 Dear David, I'm glad to hear from you. Thank you for 1 (trust) me and sharing your problem with me. I'm sorry to hear that you didn't do well in your math exam last term 2 you made many careless mistakes. As a result, your parents got very 3 (anger) and scolded (训斥) you. You must have been upset and maybe even felt that they didn't love you any more. In fact, I had 4 same experience as you when I was in my in primary school. I once did very 5 (bad) in my English exam and my parents scolded me, too. They even warned (警告) me that they wouldn't let me go out to play 6 (unless) I could do well in the next exam. At that time, I really didn't know what to do, so I went to ask my English teacher 7 advice. She asked me to have a talk with my parents and promise that I would work hard and be 8 (care) in the next exam. I did as my English teacher told me. To my surprise, my parents were 9 (understand). Why don't you try and do as I did? I'm sure your parents will be thankful that you talk with them and the three of you will be happier for it. I hope this advice will help you 10 (solve) your problem as soon as possible. I'm looking forward to your good news. Yours, Mike 2 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 1._______________ 2._______________ 3._______________ 4._______________ 5._______________ 6._______________ 7._______________ 8._______________ 9._______________ 10._______________ $$ Unit 3 To be a good learner 学习体验 话题阅读精练 模块 语篇 题型 体裁 词数 内容简介 时文阅读 Passage 1 阅读理解 说明文 194 本文介绍了四种不同的学习风格 Passage 2 阅读理解 说明文 195 本文介绍了几种记忆事物的好方法 实战演练 阅读理解 A 说明文 299 本文介绍了番茄工作法：创立的背景、操作和作用 B 说明文 272 本文介绍了不同人有不同的语言学习方法，关键是找到适合自己的并坚持练习 完形填空 记叙文 334 本文介绍了作者在失明失聪的情况下，通过老师沙利文的耐心教导，逐渐学会了通过手指拼写来理解世界的过程 语法填空 应用文 245 本文是作者根据朋友考试没有考好写的一封建议信 时文阅读 Passage 1 A closer look at learning styles深入了解学习风格 There are different ways people like to learn, and not everyone fits just one type. But here are the four most common kinds of learners:​ Visual learners​ These students like seeing things, such as pictures, diagrams, or written instructions. These are the students who draw, make lists, and take notes.​ Auditory learners​ These students learn better when they hear things. They would rather listen to a lesson than read notes. They often use their own voices to remember new ideas, like reading out loud. They are not afraid to speak in class and are good at explaining things with words. They may read more slowly and often repeat what the teacher says.​ Kinesthetic learners​ These learners learn by doing things. They like to take part by acting out events or using their hands to touch things. They may find it hard to sit still and are often good at sports or like dancing. They may need more breaks when studying.​ Reading/writing learners​ These students like to learn through written words. They are a bit like visual learners but love writing, reading articles or books, keeping diaries, looking up words in dictionaries, or searching online.​ 人们有不同的学习偏好，并非每个人只符合一种类型。不过，以下是四种最常见的学习者类型： 视觉型学习者 这类学生喜欢看事物，比如图片、图表或书面说明。他们会画画、列清单和做笔记。 听觉型学习者 这类学生通过听来学习效果更佳。他们宁愿听一节课，也不愿读笔记。他们经常用自己的声音来记住新的概念，比如大声朗读。他们不害怕在课堂上发言，擅长用语言解释事物。他们阅读速度可能较慢，还经常重复老师说的话。 动觉型学习者 这类学习者通过实践来学习。他们喜欢通过表演事件或用手触摸事物来参与学习。他们可能很难长时间坐着不动，通常擅长运动或喜欢跳舞。他们在学习时可能需要更多的休息时间。 读写型学习者 这类学生喜欢通过书面文字来学习。他们有点像视觉型学习者，但热爱写作、阅读文章或书籍、记日记、查字典或上网搜索。 【长难句分析】 1.There are different ways people like to learn, and not everyone fits just one type. 翻译：人们喜欢的学习方式各不相同，而且并非每个人只适合一种类型。 分析：这是一个由 and 连接的并列句。 前半句中 “people like to learn” 是省略了关系代词 that 的定语从句，修饰 “different ways”；后半句 “not everyone fits just one type” 是简单句。 2.These are the students who draw, make lists, and take notes. 翻译：这些学生就是那些画画、列清单和做笔记的人。 分析：句中 “who draw, make lists, and take notes” 是定语从句，修饰先行词 “the students”，who 在从句中作主语。 【重难词汇梳理】 1.style /staɪl/n. 方式，风格 2.visual /'vɪʒuəl/adj. 视觉的 3.diagram /'daɪəɡræm/n. 图表 4.instruction /ɪn'strʌkʃn/n. 指示，说明 5.auditory /'ɔːdətri/adj. 听觉的 6.kinesthetic /ˌkɪnɪs'θetɪk/adj. 动觉的（通过身体活动学习的） 7.act out 把…… 表演出来 8.still /stɪl/adv. 静止地，安静地 9.article /'ɑːtɪkl/n. 文章 Passage 2 Good Ways to Remember Things记忆事物的好方法 Memorizing is important for learning. But many old ways of memorizing don’t work, say learning scientists. A study from Washington University found that when students read their textbooks and notes again and again, it’s not a good way to remember things.​ Much better ways are using flashcards and testing yourself. For example, you can ask yourself possible essay questions or make up math and science problems to solve. Scientists also tell students to use diagrams and flow charts. These help link the new information you’re learning with things you already know. It’s good to connect new and old knowledge, Willis says. That’s because when something feels familiar, it’s easier to remember. How does this work? When your brain recognizes even one word, it starts up and warms up memory patterns in the cerebral cortex (大脑皮层). This makes you feel “I remember this,” and it helps you feel less stressed.​ Willis thinks that in-class practice tests—ones that don’t count for grades—also help with memorization. When you do well on these tests, your brain releases a lot of dopamine. This makes you feel really satisfied, so you’ll want to do it again.​ 记忆对于学习至关重要。但学习领域的科学家表示，许多传统的记忆方法并不奏效。华盛顿大学的一项研究发现，学生反复阅读课本和笔记，并非是记忆的好方法。 更好的方法是使用抽认卡和自我测试。例如，你可以给自己出一些可能出现的论述题，或者编一些数学和科学问题来解答。科学家还建议学生使用图表和流程图。这些能帮助将你正在学习的新信息与已掌握的知识联系起来。威利斯说，将新旧知识相联系很有益处。因为当某些内容让你感到熟悉时，就更容易记住。这是如何起作用的呢？当你的大脑哪怕只识别出一个单词，它就会启动并激活大脑皮层中的记忆模式。这会让你产生 “我记得这个” 的感觉，还能减轻你的压力。 威利斯认为，课堂上不计入成绩的练习测试也有助于记忆。当你在这些测试中表现出色时，大脑会释放大量多巴胺。这会让你感到非常满足，于是你会想要再次尝试。 【长难句分析】 1.A study from Washington University found that when students read their textbooks and notes again and again, it’s not a good way to remember things. 翻译：华盛顿大学的一项研究发现，当学生反复阅读课本和笔记时，这并不是记住东西的好方法。 分析：这是一个复合句，主句是 “A study...found that...”，that 引导宾语从句； 宾语从句中包含 “when” 引导的时间状语从句 “when students...again and again”，从句说明主句动作发生的时间背景。 2.These help link the new information you’re learning with things you already know. 翻译：这些（图表和流程图）有助于将你正在学习的新信息与你已经知道的知识联系起来。 分析：句中 “you’re learning” 和 “you already know” 是两个省略了关系代词的定语从句，分别修饰 “new information” 和 “things”，通过定语从句补充说明名词的内容。 3.When you do well on these tests, your brain releases a lot of dopamine. 翻译：当你在这些测试中表现出色时，你的大脑会释放大量多巴胺。 分析：“When” 引导时间状语从句，说明主句 “your brain releases...dopamine” 发生的条件，从句在前、主句在后。 【重难词汇梳理】 1.memorize /'meməraɪz/v. 记忆，记住 2.flashcard /'flæʃkɑːd/n. 闪卡（用于记忆的卡片） 3.diagram /'daɪəɡræm/n. 图表 4.flow chart /'fləʊ tʃɑːt/n. 流程图 5.link /lɪŋk/v. 联系，连接 6.cerebral cortex /ˌserəbrəl ˈkɔːteks/n. 大脑皮层 7.stressed /strest/adj. 感到有压力的 8.memorization /ˌmeməraɪˈzeɪʃn/n. 记忆（过程） 9.count /kaʊnt/v. 有价值，有重要性 10.release /rɪˈliːs/v. 释放 11.dopamine /'dəʊpəmiːn/n. 多巴胺（一种神经递质） 12.satisfied /'sætɪsfaɪd/adj. 感到满意的 实战演练 一、阅读理解 A Have you ever had trouble focusing (专注于) your homework? Or do you lose focus and waste time when you need to study? If so, the Pomodoro Technique might be just what you need. The Pomodoro Technique was created by a college student named Francesco Cirillo in the late 1980s. He had a hard time staying focused while studying. To solve this problem, he used a tomato-shaped kitchen timer to help him manage (管理) his time. He decided to study for 25 minutes and then take a 5-minute break. He found that this way helped him stay focused and study more efficiently (高效地). So, he named it the “Pomodoro Technique” because “pomodoro” means “tomato” in Italian. The Pomodoro Technique is a simple but effective (有效的) ways to help you manage your time and improve your study habits. It breaks tasks into small, manageable pieces. You study for 25 minutes, followed by a short 5-minute break. After finishing four 25-minute study sessions (时段), you take a longer break of 15 to 30 minutes. By using it, students can stay focused on their tasks, manage them more efficiently, and avoid feeling too stressed. To set a Pomodoro timer, the first thing you need to do is set a clear goal for your task. It’s important to stay focused during the 25 minutes and avoid losing focus. After finishing a session, take a short break to “disconnect” from your work. Never involve (加入) yourself in activities that need heavy mental effort (脑力) during breaks. At the end of the day, write down what you achieved and how it went. This helps you review your progress and plan for tomorrow. 1．How does the writer introduce the topic? A．By telling a story. B．By asking questions. C．By explaining the reasons. 2．What is the Pomodoro Technique for? A．Helping students manage time efficiently. B．Making study more enjoyable for students. C．Training students to set their own goals alone. 3．How does the Pomodoro Technique work? A．By controlling the break time strictly. B．By organizing group competitions in class. C．By following a time rule for study and break. 4．What is the purpose of the last paragraph? A．To offer tips on using the Pomodoro Technique. B．To explain the ways of developing good habits. C．To show the ways of balancing (平衡) work and breaks. 【答案】1．B 2．A 3．C 4．A 【导语】本文是一篇说明文。介绍了番茄工作法（Pomodoro Technique），包括其由大学生Francesco Cirillo在20世纪80年代末创立的背景，该方法通过将学习任务按25分钟学习、5分钟休息的模式划分，帮助人们管理时间、提升学习习惯。 1．推理判断题。文章开头用“Have you ever had trouble focusing (专注于) your homework? Or do you lose focus and waste time when you need to study?”两个问题引出话题，所以是通过提问引入。故选B。 2．细节理解题。根据“The Pomodoro Technique is a simple but effective (有效的) ways to help you manage your time and improve your study habits.”可知，番茄工作法是帮助人们高效管理时间、改善学习习惯。故选A。 3．细节理解题。由“It breaks tasks into small, manageable pieces. You study for 25 minutes...you take a longer break of 15 to 30 minutes.”可知，它是遵循学习25 分钟、休息5 分钟，四个学习时段后长休息的时间规则来运作。故选C。 4．推理判断题。最后一段“To set a Pomodoro timer, the first thing you need to do is...It’s important to...After finishing a session...Never involve (加入) yourself in...At the end of the day, write down...”是在给使用番茄工作法提供设置定时器、保持专注、休息、复盘等方面的建议。故选A。 B Learning a language is a challenging but rewarding experience. Different people have different ways of learning languages. Some people prefer to learn languages by memorizing grammar rules and vocabulary lists. They think this is a systematic (系统的) way to build a solid foundation (基础). For example, they will spend hours learning verb tenses and new words, This method can be very effective for some people, especially those who are good at logical thinking. It helps them understand the structure of the language better. However, others believe in learning through immersion. They try to be around the language as much as possible. They watch movies and TV shows in the target language, listen to music, and oven try to have conversations with native (母语的) speakers. This way, they can get a feel for the language in real-1ife situations. For instance, a student who wants to learn English might watch a lot of English-language movies. By doing so, they can pick up common expressions and improve their listening skills at the same time. There are also people who like to learn languages by using language-1earning apps. These apps have many different tools such as interactive lessons, games, and tests. They make learning fun and convenient. You can learn at your own step and review the lessons whenever you want. A popular language-learning app might have thousands of users around the world, all learning different languages in an enjoyable way. In conclusion, there is no one-size-fits-all method for learning languages. The key is to find the way that suits you best and keep practicing. 1．What do some people think of memorizing grammar rules and vocabulary lists? A．It’s boring. B．It’s a systematic way. C．It’s useless. D．It’s too difficult. 2．What does the underlined word “immersion” mean in the passage? A．沉浸 B．背诵 C．研究 D．欣赏 3．How can people learn through immersion? A．By reading books in the target language. B．By memorizing grammar rules. C．By watching movies and TV shows in the target language. D．By using language-learning apps. 4．What are the advantages of using language-learning apps? A．They offer interactive lessons, games, and quizzes. B．They are very expensive. C．They are only suitable for beginners. D．They can’t help with language learning. 【答案】1．B 2．A 3．C 4．A 【导语】本文是一篇说明文，讲了不同人有不同的语言学习方法，关键是找到适合自己的并坚持练习。 1．细节理解题。根据“Some people prefer to learn languages by memorizing grammar rules and vocabulary lists. They think this is a systematic (系统的) way to build a solid foundation (基础).”可知，一些人认为记忆语法规则和词汇表是一种系统的方法。故选B。 2．词句猜测题。根据“They try to be around the language as much as possible. They watch movies and TV shows in the target language, listen to music, and even try to have conversations with native (母语的) speakers.”可知，这种学习方式是尽可能多地接触目标语言，由此可推测“immersion”意为“沉浸”。故选A。 3．细节理解题。根据“However, others believe in learning through immersion. They try to be around the language as much as possible. They watch movies and TV shows in the target language, listen to music, and even try to have conversations with native (母语的) speakers.”可知，通过沉浸法学习的人会看目标语言的电影和电视节目。故选C。 4． 细节理解题。根据“There are also people who like to learn languages by using language-1earning apps. These apps have many different tools such as interactive lessons, games, and tests.”可知，语言学习应用程序的优势是提供互动课程、游戏和测试。故选A。 二、完形填空 I couldn’t see or hear, but I could feel the coming steps. She was coming to teach all things to me, and to love me. I still remember the morning when my teacher Miss Sullivan came. She 1 me into her room and gave me a doll (玩偶) . When I played with it, she slowly 2 into my hand the word “d-o-l-l”. I was very interested in this finger (手指) play and 3 to copy it. When I succeeded in spelling the letters 4 , I was so excited and proud. I did not know I was spelling, even didn’t 5 everything has a name. Once as I was playing with my new doll, Miss Sullivan put my old doll 6 my leg, spelled “d-o-l-l” and tried to make me understand they were 7 dolls. Another time, she tried to tell me that “m-u-g” is mug and that “w-a-t-e-r” is water, but I still 8 them up. She had to teach me from the beginning. I became 9 at her repeated actions, so I threw the new doll upon the floor. I was quite happy when I 10 the pieces of the doll at my feet. I was neither 11 nor regretful. In my still, dark world, there was no warmth or love. I felt my teacher sweep the pieces away, and it seemed that my trouble had 12 away. Later, we walked down the path to a well. She put my 13 under the spout (出水) when someone was taking water. As the cool stream 14 over one band, she spelled the word “w-a-t-e-r” into the other, first slowly, then quickly. I stood still and paid my whole 15 on her fingers. Suddenly I knew “w-a-t-e-r” meant the wonderful thing flowing over my hand. That living word awakened my soul, gave it light, hope, joy, and set it free! That night, I, for the first time, hoped for a new day to come. 1．A．broke B．led C．looked D．ran 2．A．read B．took C．spelled D．sang 3．A．tried B．refused C．continued D．forgot 4．A．beautifully B．deeply C．magically D．correctly 5．A．understand B．agree C．hope D．plan 6．A．into B．onto C．for D．with 7．A．all B．either C．neither D．both 8．A．mixed B．cleaned C．picked D．put 9．A．excited B．silent C．impatient D．impolite 10．A．saw B．felt C．smelt D．heard 11．A．helpful B．free C．sad D．serious 12．A．put B．given C．thrown D．gone 13．A．foot B．leg C．hand D．arm 14．A．looked B．moved C．pulled D．ran 15．A．attention B．ability C．weight D．force 【答案】 1．B 2．C 3．A 4．D 5．A 6．B 7．D 8．A 9．C 10．B 11．C 12．D 13．C 14．D 15．A 【导语】本文讲述了作者在失明失聪的情况下，通过老师沙利文的耐心教导，逐渐学会了通过手指拼写来理解世界的过程。 1．句意：她带我进入她的房间并给了我一个玩偶。 broke打破；led带领；looked看；ran跑。根据“me into her room”可知，作者失明失聪，故此处指老师带领我。故选B。 2．句意：当我玩娃娃的时候，她慢慢地在我手上拼写“d-o-l-l”这个单词。 read读；took拿；spelled拼写；sang唱。根据“d-o-l-l”可知，此处是老师在拼写这个单词。故选C。 3．句意：我对这种手指游戏非常感兴趣，并尝试模仿。 tried尝试；refused拒绝；continued继续；forgot忘记。根据“When I succeeded in spelling…”可知，此处指作者尝试模仿老师用手指拼写单词。故选A。 4．句意：当我正确地拼写出字母时，我非常兴奋和自豪。 beautifully美丽地；deeply深深地；magically神奇地；correctly正确地。根据“I was so excited and proud”可知，作者感觉兴奋和自豪，可推知此处是“正确地”拼写。故选D。 5．句意：我甚至不知道我是在拼写，也不明白每样东西都有名字。 2 / 11 学科网（北京）股份有限公司 学科网（北京）股份有限公司 understand理解；agree同意；hope希望；plan计划。根据“everything has a name”可知，此处指作者不明白每样事物都有名字。故选A。 6．句意：有一次，当我正在玩我的新洋娃娃时，沙利文小姐把我的旧洋娃娃放在我的腿上，拼写了 “d-o-l-l” 这个单词，并且试图让我明白它们都是洋娃娃。 into进入；onto在……上；for为了；with和。根据“my leg”可知，此处指把玩偶放在作者腿上。故选B。 7．句意：有一次，当我正在玩我的新洋娃娃时，沙利文小姐把我的旧洋娃娃放在我的腿上，拼写了 “d-o-l-l” 这个单词，并且试图让我明白它们都是洋娃娃。 all全部；either两者之一；neither两者都不；both两者都。根据“my new doll…my old dolls”可知，此处有两个玩偶。故选D。 8．句意：还有一次，她试图告诉我 “m-u-g”是杯子，“w-a-t-e-r”是水，但我还是把它们弄混了。 mixed混淆；cleaned清洁；picked挑选；put放。根据“She had to teach me from the beginning.”可知，沙利文小姐从头教作者，故此处指作者混淆了单词。故选A。 9．句意：我对她重复的动作感到不耐烦，所以我把新娃娃扔到地板上。 excited兴奋；silent沉默；impatient不耐烦；impolite不礼貌。根据“so I threw the new doll upon the floor.”可知，作者把新娃娃扔到地板上，故此处指不耐烦。故选C。 10．句意：当我感觉到脚边的玩偶碎片时，我非常高兴。 saw看见；felt感觉；smelt闻到；heard听到。根据“the pieces of the doll”可知，作者失明失聪，故此处是感觉到碎片。故选B。 11．句意：我既不悲伤也不后悔。 helpful有帮助的；free自由的；sad悲伤的；serious严肃的。根据“In my still, dark world, there was no warmth or love.”可知，作者的世界没有温暖和爱，故此处作者对于娃娃被弄坏了不感觉悲伤。故选C。 12．句意：我感觉到我的老师把那些碎片扫走了，而且似乎我的烦恼也一并被扫走了。 put放；given给；thrown扔；gone消失。根据“I felt my teacher sweep the pieces away”可知，此处指老师把那些碎片扫走了，我的烦恼也消失了。故选D。 13．句意：当有人打水的时候，她将我的手放在出水口下。 foot脚；leg腿；hand手；arm手臂。根据“over one band”可知，此处指把作者的手放在出水口。故选C。 14．句意：当凉水流过我的一只手时，她把 “w-a-t-e-r” 这个单词拼写在我的另一只手上，一开始拼写得很慢，然后加快了速度。 looked看；moved移动；pulled拉；ran跑。run over表示“流过”，固定搭配。故选D。 15．句意：我一动不动地站着，全神贯注地看着她的手指。 attention注意力；ability能力；weight重量；force力量。pay attention to意为“注意”，固定搭配。故选A。 三、语法填空 Dear David, I'm glad to hear from you. Thank you for 1 (trust) me and sharing your problem with me. I'm sorry to hear that you didn't do well in your math exam last term 2 you made many careless mistakes. As a result, your parents got very 3 (anger) and scolded (训斥) you. You must have been upset and maybe even felt that they didn't love you any more. In fact, I had 4 same experience as you when I was in my in primary school. I once did very 5 (bad) in my English exam and my parents scolded me, too. They even warned (警告) me that they wouldn't let me go out to play 6 (unless) I could do well in the next exam. At that time, I really didn't know what to do, so I went to ask my English teacher 7 advice. She asked me to have a talk with my parents and promise that I would work hard and be 8 (care) in the next exam. I did as my English teacher told me. To my surprise, my parents were 9 (understand). Why don't you try and do as I did? I'm sure your parents will be thankful that you talk with them and the three of you will be happier for it. I hope this advice will help you 10 (solve) your problem as soon as possible. I'm looking forward to your good news. Yours, Mike 1._______________ 2._______________ 3._______________ 4._______________ 5._______________ 6._______________ 7._______________ 8._______________ 9._______________ 10._______________ 【答案】 1.trusting 2.because 3.angry 4.the 5.badly 6.unless 7.for 8.careful 9.understanding 10.solve/to solve 【解析】 本文是 Mike 写给 David 的一封信，他听说 David 上次数学考试没考好，因为他犯了许多粗心的错误，结果他的父母很生气并责骂了他，他为此感到很难过，于是写信向 Mike 寻求建议，Mike 结合自己的经历给了他一些建议，告诉他与父母交流并承诺下次考试会努力、细心，父母会理解的，Mike 希望这些建议能帮助 David 尽快解决问题。 1. 句意：感谢你信任我，并与我分享你的问题。thank you for doing sth.“感谢你做某事” ，for 是介词，后接动名词作宾语，trust 的动名词是 trusting。故填 trusting。 2. 句意：很遗憾听到你上学期数学考试没考好是因为你犯了很多粗心的错误。根据 “you didn’t do well in your math exam last term” 以及 “you made many careless mistakes.” 可知，上次数学考试没考好是因为犯了许多粗心的错误，两者是因果关系，所以用 because 引导原因状语从句。故填 because。 3. 句意：结果，你的父母非常生气，并且训斥了你。根据 “your parents got very ... (anger)” 可知，句中 angry 表示 “生气的” ，形容词作表语，get angry “变得生气” 。故填 angry。 4. 句意：事实上，我在小学时也有过和你一样的经历。根据 “I had ... same experience as you” 可知，句中 same 表示 “相同的” ，常与定冠词 the 连用。故填 the。 5. 句意：我曾经在英语考试中考得非常差，我的父母也责骂了我。根据 “I once did very ... (bad) in my English exam” 可知，此处应填 bad 的副词形式 badly “差地” 修饰动词短语 did，在句中作状语。故填 badly。 6. 句意：他们甚至警告我，如果我下次考试考不好，就不让我出去玩。根据 “they wouldn’t let me go out to play ... (unless) I could do well in the next exam.” 可知，此处用 unless 引导条件状语从句。故填 unless。 7. 句意：当时，我真的不知道该怎么办，所以我去请我的英语老师给我一些建议。根据 “so I went to ask my English teacher... advice.” 可知，固定短语 ask sb. for sth. 表示 “向某人寻求某物” 。故填 for。 8. 句意：她让我和父母谈谈，并承诺我会努力学习，下次考试会细心。根据 “be ... (care) in the next exam.” 可知，此处应填 care 的形容词形式 careful “细心的” ，形容词作表语。故填 careful。 9. 句意：令我惊讶的是，我的父母很理解。根据 “my parents were ... (understand).” 可知，此处应填 understanding “能够理解的” ，形容词作表语。故填 understanding。 10. 句意：我希望这些建议能帮助你尽快解决问题。help sb. (to) do sth.“帮助某人做某事” ，固定短语。故填 solve/to solve。 $$