Unit 1 Period 3 Discovering Useful Structures（分层作业）英语人教版2019必修第二册

Unit 1 Period 3 Discovering Useful Structures分层练习 1 一、单项选择 1 二、单句语法填空 3 5 一、根据汉语意思完成句子 5 二、语法填空 7 8 一、阅读理解 8 二、完形填空 11 三、七选五 14 16 一、语法小结 16 二、语法检测 18 一、单项选择 1．The reason ________ he didn’t come to the party is that he was ill. A．when B．where C．why D．which 2．AI application is one of the hottest topics _______ people talk about nowadays. A．who B．that C．what D．which 3．There were different stands ______ artists could demonstrate their skills and teach the visitors. A．which B．who C．where D．that 4．The Aerospace Square ________ was completed last year has become a new tourist attraction. A．who B．which C．whom D．where 5．Lots of Chinese young people ________ were born after 1995 use door-to-door cooking to save time. A．/ B．those C．which D．that 6．A true friend is a person ________ reaches for your hand and touches your heart. A．who B．whom C．which D．whose 7．Recent college graduates are facing a most competitive global market ______  just doesn’t seem to have room for their career ambitions. A．as B．which C．where D．what 8．Youth is a period of our life  ______ we see no limit to our hopes and wishes. A．where B．that C．which D．when 9．Happiness and success often come to those _______ are good at recognizing their own strengths. A．whom B．who C．whose D．which 10．Will you please show me the way to the only tall building ___________ stands near the post office? A．what B．in which C．that D．where 【答案】 1．C 【详解】考查定语从句。句意：他没来参加聚会的原因是他病了。设空处引导限制性定语从句修饰先行词“the reason”，关系词指代先行词在定语从句中作原因状语，应用关系副词why引导此定语从句。故选C项。 2．B 【详解】考查定语从句。句意：人工智能的应用是当下人们热议的热门话题之一。定语从句修饰先行词topics，且被最高级“hottest”修饰，定语从句用“that”引导。故选B。 3．C 【详解】考查定语从句。句意：那里有不同的展台，艺术家们可以在那里展示他们的技艺并教授参观者。此处为关系词引导的定语从句，从句中不缺主语和宾语，先行词是“different stands”，指地点，关系词在定语从句中作地点状语，应用关系副词where引导定语从句。故选C项。 4．B 【详解】考查定语从句。句意：去年建成的航天广场已经成为一个新的旅游景点。设空处引导限制性定语从句修饰先行词“The Aerospace Square”，指物，且关系词指代先行词在定语从句中作主语，此定语从句应用关系代词which/that引导。故选B项。 5．D 【详解】考查定语从句关系词。句意：很多1995年后出生的中国年轻人用上门烹饪来节省时间。A. / 不填；B. those 那些；C. which 指物；D. that 指人或物。由句意可知，“were born after 1995”是修饰先行词“Chinese young people”的定语从句，先行词指人，且关系词在从句中作主语，关系词不能省略，that可指人，故选D项。 6．A 【详解】考查定语从句关系词辨析。句意：真正的朋友是一个向你伸出手，触动你心灵的人。A. who谁（关系代词，指代人，在从句中作主语）；B. whom谁（关系代词，指代人，在从句中作宾语）；C. which哪一个（关系代词，指代物，在从句中作主语或宾语）；D. whose谁的（关系代词，指代人或物，在从句中作定语）。由句意可知，先行词“a person”表示人，且从句中缺少主语，需要关系代词作主语，应用who。故选A项。 7．B 【详解】考查定语从句。句意：近年来毕业的大学生正身处一个竞争异常激烈的全球就业市场，而这个市场似乎根本容不下他们的职业抱负。定语从句修饰先行词a most competitive global market，在从句中作主语，指物，故用which。故选B。 8．D 【详解】考查定语从句。句意：青春是我们生命中的一个时期，在这个时期，我们对希望和愿望看不到极限。此处引导限制性定语从句，先行词a period表示时间，因此应使用关系副词when引导定语从句，作时间状语，意为“在那个时候”。故选D。 9．B 【详解】考查定语从句。句意：幸福和成功常常降临到那些善于认识自己优点的人身上。此处引导限制性定语从句，先行词those，指人，意为“那些人”，在从句中作主语，应用who引导。故选B。 10．C 【详解】考查定语从句。句意：您能给我指一下去邮局附近唯一那座高楼的路吗？先行词building在定语从句中作主语，且其前有only修饰，只能用关系代词that。故选C。 二、单句语法填空 1．The young man tends to express negative feelings in the face of frustrations, makes his friends down as well. 2．Teachers should try to create an atmosphere students can enjoy learning. 3．Don’t spend your vacation time in a place everything is too expensive so as to maintain a positive mood. 4．There is Invitation to Wine, Li Bai writes, “Life is but a dream. Why not enjoy it to the full?” 5．While more notes are beneficial, if the notes are taken mindlessly, is often the case on a laptop, the benefit disappears. 6．All is important is that you are doing your best and moving in the right direction 7．Helping others is a habit, you can learn even at a young age. 8．After living in Paris for fifty years he returned to the small town he grew up as a child. 9．This is a book cover is blue. 10．A housing bubble (泡沫) is an economic situation occurs when house prices rise much too fast. 【答案】 1．which 【详解】考查定语从句。句意：这个年轻人在面对挫折时倾向于表达消极情绪，这也使他的朋友们感到沮丧。空处引导非限制性定语从句，先行词是前面整个句子，关系词在从句中作主语，所以用关系代词which引导。故填which。 2．where 【详解】考查定语从句关系词。句意：教师应努力营造一种学生可以享受学习的氛围。分析句子结构可知，“______ students can enjoy learning”是定语从句，修饰先行词“an atmosphere”，先行词atmosphere在此处表示抽象的地点概念，在从句中作地点状语（即“in the atmosphere”），故应用关系副词where引导该定语从句。故填where。 3．where 【详解】考查定语从句。句意：不要把度假时间花在那种物价过高、难以承受的地方，这样可以保持你愉悦的心情。分析句子可知，空格处引导定语从句，先行词为a place，关系副词where引导从句，在从句中作地点状语，符合句意。故填where。 4．where 【详解】考查定语从句。句意：在《将进酒》中，李白写道：“人生得意须尽欢，莫使金樽空对月？”分析句子可知，设空处引导非限制性定语从句，先行词Invitation to Wine在从句中作地点状语成分，所以为关系副词where引导。故填where。 5．as 【详解】考查as引导非限制性定语从句。 句意：虽然更多的笔记是有益的，但如果像通常用笔记本电脑记笔记那样盲目地记笔记，这种益处就消失了。设空处引导非限制性定语从句，是对前文“the notes are taken mindlessly”这一情况的补充说明，关系词在从句中作主语，表示“正如，像”，用关系代词as引导，“as is often the case”是固定表达，意为“情况常常如此”。故填as。 6．that 【详解】考查定语从句。句意：重要的是你正在全力以赴，并且朝着正确的方向前进。分析句子结构可知，“ ______ is important”是定语从句，All是先行词（指事物），在定语从句中作主语，且先行词为All（指物），此时关系代词只能用that（不能用which）。故填that。 7．which 【详解】考查定语从句。句意：帮助他人是一种习惯，这种习惯你甚至在年幼时就能学会。此处非限制性定语从句修饰先行词habit，在从句作宾语，指物。故填which。 8．where 【详解】考查定语从句。句意：在巴黎生活了五十年后，他回到了他小时候长大的小镇。分析句子可知，设空处引导定语从句，先行词the small town表示“小镇”在从句中作地点状语成分，所以为关系副词where引导。故填where。 9．whose 【详解】考查定语从句。句意：这是一本封面是蓝色的书。分析句子结构可知，空处引导限制性定语从句，先行词是book，与后文名词cover构成所属关系，应用关系代词whose引导从句，作定语。故填whose。 10．that/which 【详解】考查定语从句。句意：房地产泡沫是指一种经济现象，即房屋价格上涨过快的情况。定语从句修饰先行词situation，在从句作主语，指物，故填that/which。 一、根据汉语意思完成句子 1．此外，你还可以介绍美国高中生的生活，从中我们可以了解更多关于你的生活。 Besides, you can also introduce the life of American high school students, . 2．专家建议我们采用各种办法来减轻我们生活中遇到的紧张和压力。 Experts advise us to use various methods to reduce tension and stress . 3．首先，我想成为一名消防员，消防员的制服(uniform) 看起来很酷。 First, I wanted to be a fireman, . 4．我开始探索奇妙的珊瑚，那里有各种各样整洁优雅的鱼在游泳。（where引导定语从句） I began to explore the fantastic corals . 5．我在街上碰见了我的一个老朋友，我已经好多年没见他了。 I ran into/across an old friend of mine in the street, . 6．林·马努艾尔·米兰达写了这部关于亚历山大·汉密尔顿的音乐剧。该剧将美国的诞生描绘成一个移民故事。 Lin Manuel Miranda writes this musical about Alexander Hamilton, as an immigrant story. 7．在电视和收音机里，你会听出人们的说话方式是有差别的。 On TV and the radio you will hear differences . 8．首先，我会有一个温暖的家庭，在那里，成员们会彼此相爱，互相关心。 First of all, I will have a warm family   and care about each other. 【答案】 1．from which we can learn more about your life 【详解】考查非限制性定语从句。根据中英文句子可知，空处缺少“从中我们可以了解更多关于你的生活”的英文表达，且需修饰先行词“the life (of American high school students)”，构成非限制性定语从句，从句中需体现“从这种生活中”的语义，故用from which引导该从句，介词from表示“从……中”；表示“我们可以了解更多”用we can learn more，其中固定表达learn more表示“了解更多”；表示“关于你的生活”用about your life。故填from which we can learn more about your life。 2．that we meet in our life 【详解】考查定语从句。表示“我们”应用we；表示“遇到”应用meet；表示“在生活中”应用in our life；表示“我们生活中遇到的”应用定语从句，先行词 tension and stress，指物，在定语从句中作meet的宾语，需用关系代词that引导，陈述客观事实，使用一般现在时，主语为we，谓语动词用原形。故填that we meet in our life。 3．whose uniform looked so cool 【详解】考查定语从句。表示“消防员的制服看起来很酷”用定语从句修饰先行词fireman，表示“制服”用uniform，此处表示特指，用单数形式；关系词代替先行词在从句中作定语，与uniform构成所属关系，用whose引导定语从句；表示“看起来”用look，本句描述过去发生的事情，句子时态为一般过去时，谓语用过去式looked；表示“很酷”用so cool，作looked的表语。故填whose uniform looked so cool。 4．where all kinds of neat and elegant fish were swimming 【详解】考查定语从句。表示“各种各样整洁优雅的鱼”用all kinds of neat and elegant fish；表示“游泳”用动词swim，结合began可知，“在游泳”表述在过去某个时刻正在发生的动作，使用过去进行时，“各种各样整洁优雅的鱼在游泳”翻译为all kinds of neat and elegant fish were swimming；“在（珊瑚）那里有各种各样整洁优雅的鱼在游泳”表达为定语从句，关系词指代先行词the fantastic corals，在从句中作地点状语，用关系副词where引导。故填where all kinds of neat and elegant fish were swimming。 5．whom I haven’t met for years 【详解】考查非限制性定语从句。根据汉语句子可知，设空处对应“我已经好多年没见他了”，用非限制性定语从句表达，先行词为“an old friend of mine(一个老朋友)”，在从句中作动词“看见”的宾语，因此用whom引导词从句；从句主语“我”用“I”表达，“没见”作谓语动词，结合语境，这里用现在完成时表达，即“haven’t met”；“好多年”用短语“for years”表达。故答案为：whom I haven’t met for years。 6．in which the birth of America is presented 【详解】考查定语从句。“该剧将美国的诞生描绘成一个移民故事”即“在这部剧中，美国的诞生被描绘成一个移民故事”，可以用介词+关系代词引导的定语从句表示，“在……中”用介词in表示，关系代词which作介词宾语，指代“this musical”，in which相当于关系副词where。“美国的诞生”用名词the birth of America作主语，“描绘”用动词present表示，陈述客观事实用一般现在时，“被描绘”应使用被动语态。故填in which the birth of America is presented。 7．in the way people speak 【详解】考查介词短语和定语从句。表示“……方面的差别”使用differences in，“方式”使用名词way，“人们说话的”译为一个定语从句，修饰way，描述一个事实，使用一般现在时，当先行词是way，关系词在从句中作状语时可省略关系词，译为people speak。故填in the way people speak。 8．where the members will love each other 【详解】考查定语从句。根据句意和中文提示可知，这里需要补充一个定语从句修饰先行词family。“在那里”对应关系副词where，在从句中作地点状语；“成员们”译为the members，“彼此相爱” 译为love each other。结合语境，从句与主句时态保持一致用一般将来时。故填where the members will love each other。 二、语法填空 There was a time 1 I was tired of learning English and disliked to speak English. And this was the reason 2 my father forced me to join in a 30­-day training in an English club before I went to senior high school. When I first came to the club 3 I met many strangers, I missed my parents very much. So I packed up my things and wanted to go home. Fortunately, my guide teacher 4 name was Li Yang, communicated with me face to face. He also showed me a good partner, with 5 I got along well. Gradually I adapted to the life there. Every day I would like to talk to other teenagers and set down a series of activities 6 we did. The guide teacher 7 encouraged me to fall in love with English should be appreciated. Now I feel it interesting to learn English, into 8 I put my entire energy. Not only do I read my words and passages aloud but I also join in English discussions. Before I go to sleep, I will recall my passages, through 9 I can memorize a large number of new words. 10 our English teacher says, “As long as we form the habit of learning English every day and have perseverance, we will conquer English sooner or later.” 【答案】 1．when 2．why 3．where 4．whose 5．whom 6．that/which 7．who/that 8．which 9．which 10．As 【导语】本文是一篇记叙文。主要讲述的是作者曾经是一个不喜欢英语的学生，被父亲送去参加一个30天的英语训练项目。在父亲和指导老师的引导以及鼓励下，作者逐渐对英语产生兴趣，并养成良好的英语学习的习惯 。 1．考查定语从句。句意：曾经有一段时间，我厌倦了学习英语，也不喜欢说英语。分析句子结构可知，a time为先行词，从句中缺少状语，所以应用关系副词when。故填when。 2．考查定语从句。句意：这也是我父亲在我上高中之前强迫我参加一个30天的英语俱乐部培训的原因。分析句子结构可知，the reason为先行词，且从句中缺少状语，所以应用关系副词why。故填why。 3．考查定语从句。句意：当我第一次来到俱乐部时，在那里我见到很多陌生人，所以我很想念我的父母。分析句子结构可知，此处考查非限制性定语从句，先行词是the club，在从句中作地点状语，所以空格处应填关系副词where。故填where。 4．考查定语从句。句意：幸运的是，我的导师和我面对面地交流，他的名字是李阳。分析句子结构可知，空格处应填定语从句的引导词，先行词为my guide，且从句中缺少定语，意义为“……的”，所以应该用关系代词whose。故填whose。 5．考查定语从句。句意：他还给我介绍了一个搭档，我跟他相处的很好。分析句子结构可知，本句考查介词+关系代词引导的定语从句，修饰先行词a good partner，指人，且定语从句缺少宾语，所以空格处应该填whom作介词from的宾语。故填whom。 6．考查定语从句。句意：每天我都愿意和其他的青少年交谈，并记下我们所做的一系列的活动。分析句子结构可知，空格处应填定语从句的引导词，先行词为activities，且引导词在定语从句中作宾语，所以应用关系代词that/which。故填that/which。 7．考查定语从句。句意：我应该感激我的导师，他鼓励我爱上英语。分析句子结构可知，格处应填定语从句的引导词，先行词为the guide，指人，且引导词在定语从句中作主语，所以应填that/who。故填that/who。 8．考查定语从句。句意：现在我觉得学习英语非常有趣，我把全部精力都放在了学习英语上。分析句子结构可知，句中介词into与设空处构成介词+关系代词结构引导定语从句，修饰先行词English，指物，且引导词在从句中作宾语，所以应用which。故填which。. 9．考查定语从句。句意：睡觉前，我要回忆我的诗句，通过它我可以记住大量的新单词。分析句子结构可知，句中介词through与设空处构成介词+关系代词结构引导定语从句，空格处指代先行词“Before I go to sleep,I will recall my passages”，所以应填关系代词which。故填which。 10．考查定语从句。句意：正如我们的英语老师所说，“只要你养成了每天学习英语的习惯并且能坚持不懈，我们迟早会征服英语。”分析句子结构可知，空格处指代引号里的内容，在句子中充当宾语，且表示“正如”，所以应填as，放句首时，首字母大写。故填As。 一、阅读理解 Mary Anning was an English fossil (化石) collector, dealer and paleontologist (古生物学家). Her fossil hunting helped change the way people thought about the world. Mary was born into a poor family in England on May 21, 1799. She lived in the seaside town of Lyme Regis, in Dorset. The family had nine children. Only Mary and her brother Joseph grew up. Mary’s father took his children along the beach. They picked up shells and stones to sell to visitors. Mary did not go to school much. Her family was too poor. And schools did not teach children about fossils. Mary could read and write. She taught herself. She learned about rocks and how bodies are made. In 1811 when Mary and Joseph were fossil hunting, Joseph saw a bone sticking out of the rock. Mary had a hammer to chip away at the rock. Very carefully she uncovered it. To her satisfaction, she found the first complete fossil of the ichthyosaur (鱼龙). Since then, Mary was absorbed in fossil hunting. She liked to hunt on the beach after a storm. The wind, rain and waves made the rocks crumble. It was easy to spot fossils. Most days Mary went fossil hunting with her dog, Tray. Rich friends helped Mary by selling fossils for her. They sent her money. Scientists wrote letters and came to see her. One good friend was William Buckland, a professor at Oxford University. In addition, Mary also opened a shop to sell fossils, stones and shells. She chatted with visitors. Mary Anning died in 1847. How evolution (进化) works was explained by Charles Darwin not long after Mary died. Her fossils had helped scientists understand how things began. 1．Why did Mary’s father take his children along the beach? A．To enjoy life. B．To make a living. C．To look for fossils. D．To teach them about fossils. 2．What can we learn about Mary? A．Her father was a paleontologist. B．Her father educated her at home. C．She might be popular at that time. D．She had nine brothers and sisters in all. 3．Who was the first to catch sight of the rock containing the first complete ichthyosaur fossil? A．Charles Darwin. B．Mary’s dog. C．Joseph. D．Mary. 4．What can we infer from the last 2 paragraphs? A．Unfortunately, Mary passed away in her fifties. B．Mary finally explained the theory about evolution. C．Darwin once worked at Oxford University as a paleontologist. D．It’s Mary’s fossils-hunting that changed the way people thought about the world. 【答案】1．B 2．C 3．C 4．D 【导语】这是一篇记叙文，主要叙述了英国化石收藏家、商人和古生物学家Mary Anning的故事。 1．推理判断题。由第二段“Mary was born into a poor family in England on May 21, 1799. She lived in the seaside town of Lyme Regis, in Dorset. The family had nine children. Only Mary and her brother Joseph grew up. Mary’s father took his children along the beach. They picked up shells and stones to sell to visitors.(1799年5月21日，玛丽出生在英国一个贫穷的家庭。她住在多赛特郡的莱姆里吉斯海滨小镇。这个家庭有九个孩子。只有玛丽和她的弟弟约瑟夫长大了。玛丽的父亲带着他的孩子们沿着海滩。他们捡起贝壳和石头卖给游客)”可知，玛丽的父亲带孩子们去海边是为了谋生。故选B。 2．推理判断题。由倒数第二段“Scientists wrote letters and came to see her. One good friend was William Buckland, a professor at Oxford University.In addition, Mary also opened a shop to sell fossils, stones and shells. She chatted with visitors.(科学家们写信来看她。一位好朋友是牛津大学教授威廉·巴克兰。此外，玛丽还开了一家商店，出售化石、石头和贝壳。她和来访者聊天)”可知，科学家写信要来拜访她。玛丽还开了一家商店出售化石、石头和贝壳且与到访的游客聊一些关于化石的信息，由此可以判断出，在那个时候可能她很有名，很受欢迎。故选C。 3．细节理解题。由第三段“In 1811 when Mary and Joseph were fossil hunting, Joseph saw a bone sticking out of the rock.(1811年，当玛丽和约瑟夫在寻找化石时，约瑟夫看到一块骨头从岩石中伸出来)”可知，约瑟夫是第一个看到含有第一个完整鱼龙化石的人。故选C。 4．推理判断题。根据文章最后一句“Her fossils had helped scientists understand how things began.(她的化石帮助科学家了解了万物的起源)”可知，正是玛丽的化石搜寻改变了人们对世界的看法。故选D。 Dragons, a famous imaginary beast born from fantasy, are often present in stories in the west and east. In both cultures, dragons are generally recognized as massive creatures capable of flight. They have great power and are often associated with magical abilities. However, due to their different cultural roots and images, there exist significant differences in the way dragons are regarded in the west and east, particularly in China. Chinese dragons most resemble snakes, and have four claws and no wings. They often have features of other animals, including carp, tigers, and eagles. In contrast, Western dragons look like huge lizards with big claws and large bat-like wings, and are often shown with spines or rough scales. In traditional Chinese culture, a dragon is a symbol of luck, power and high status. They can cause weather changes and bring rainfall to the fields to ensure rich harvests. They are considered divine creatures, which hold an important position as the head of the four spirits. Therefore, to symbolize their power, ancient Chinese emperors decorated their clothes with dragon patterns. These clothes are known as dragon robes. Many Chinese view the dragon as a national symbol, proudly referring to themselves as “descendants of the dragon”. In the west, however, a dragon symbolizes an evil creature that spreads violence and terror throughout the land. They are believed to be transformed by the devil, with the ability to breathe fire or spit poison. Many western tales show dragons being defeated and killed to protect people from danger. Today, dragons continue to evolve, exceeding traditional boundaries and finding new significance in global culture. They are no longer associated with evil or good, but rather as complex characters with their own unique personalities and motivations. For example, Toothless from How to Train Your Dragon begins as a dangerous dragon but evolves into a misunderstood being with love and compassion. This challenges the idea of dragons as naturally evil, presenting them as complex beings with emotions and motivations. 1．What do western dragons and eastern dragons have in common? A．They have rough skin. B．They are huge and powerful. C．They are in the shape of snakes. D．They have big claws and wings. 2．What do we know from paragraph 3? A．Western dragons are a symbol of authority. B．Dragons in China can protect people from danger. C．Chinese dragons can control rainfall and breathe fire. D．Dragons are believed to cause chaos in western culture. 3．What is new about dragons in today’s global culture? A．They are regarded as adventurous creatures. B．They are closely associated with evil or good. C．They have more diverse emotions and personalities. D．They tend to represent human spirits facing challenges. 4．Which of the following is the best title for the text? A．The Dragon Elements in Global Culture B．The Origin of Dragons in Chinese History C．The Magical Animals in Different Countries D．The Images of Dragons in Western Traditions 【答案】1．B 2．D 3．C 4．A 【导语】这是一篇说明文，文章介绍了在中西方不同的文化背景下，龙的形态与象征意义各不相同。 1．细节理解题。根据第一段“In both cultures, dragons are generally recognized as massive creatures capable of flight. They have great power and are often associated with magical abilities.(在两种文化中，龙都被普遍认为是体型巨大、能够飞行的生物。它们拥有强大的力量，并且常常与神奇的能力联系在一起)”可知，东西方龙的共同点是它们都体型巨大，且拥有强大的力量。故选B项。 2．细节理解题。根据第三段“In the west, however, a dragon symbolizes an evil creature that spreads violence and terror throughout the land. They are believed to be transformed by the devil, with the ability to breathe fire or spit poison. Many western tales show dragons being defeated and killed to protect people from danger.(然而在西方，龙则被视为一种邪恶的生物，它会将暴力和恐怖蔓延至整个大地。人们认为龙是由恶魔所化生的，能够喷吐火焰或吐出毒液。许多西方故事中都描绘了龙被击败并被杀死的情景，以保护人们免受危险的侵害)”可知，在西方文化中，人们认为龙会制造混乱。故选D项。 3．细节理解题。根据最后一段“They are no longer associated with evil or good, but rather as complex characters with their own unique personalities and motivations.(它们不再与邪恶或善良划等号，而是成为了具有复杂性格、各自拥有独特个性和动机的人物形象)”可知，在当今全球文化中，关于龙的新的一面是它们拥有更多样化的情感和个性特征。故选C项。 4．主旨大意题。根据第一段“Dragons, a famous imaginary beast born from fantasy, are often present in stories in the west and east. In both cultures, dragons are generally recognized as massive creatures capable of flight. They have great power and are often associated with magical abilities. However, due to their different cultural roots and images, there exist significant differences in the way dragons are regarded in the west and east, particularly in China.(龙，这一源自幻想的著名虚构生物，在东西方的诸多故事中都有出现。在两种文化中，龙通常都被视为能够飞行的庞然大物。它们拥有强大的力量，并常常与神奇的能力相关联。然而，由于其不同的文化根源和形象，龙在西方和东方被看待的方式存在显著差异，尤其是在中国)”结合本篇文章主要围绕中西方的“龙”文化展开，探讨了中西方文化中龙的形象、象征意义以及文化背景上的显著差异，最后分析了“龙”文化在当前全球文化中的演变。结合选项，A项“全球文化中的龙元素”能够概括文章的主要内容，适合作为文章标题。故选A项。 二、完形填空 “Makan already?” Do you understand what I am saying? I exist at a 1 between two worlds, one distinctly American shaped by my upbringing here, the other an echo of my Malaysian heritage from somewhere remote. A three-week stay in Malaysia every few years was often the 2 of my summers — what more can you ask from a food paradise? But besides the family, food, and escape that Malaysia offered, I got a taste of a(n) 3 in my own culture. I became a girl lost in translation, passively absorbing various 4 shouted between the stands in the wet markets, quietly 5 along at my grandparents’ huge family dinners. In America though, I am a 6 person. As a native English speaker, I don’t think twice about my grammar when speaking. I don’t 7 with the words and fear that my messages and stories won’t 8 . In Malaysia, everything about the way I 9 gives me away. Maybe my face could pass for a Malaysian local, but once I open my mouth I am so clearly not. In the place where I’m 10 to call home, my privilege and power are 11 , skinned off layer by layer each time I naturally 12 out “have you eaten?” instead of recalling the Malaysian 13 “Makan already?”. It is 14 , but it doesn’t bother me, for I know Malaysia, where my family roots lie, contributes to my 15 . 1．A．backstreet B．crossroad C．playground D．landmark 2．A．disaster B．regret C．secret D．highlight 3．A．outsider B．hunter C．professional D．translator 4．A．clues B．tongues C．proposals D．practices 5．A．playing B．wandering C．nodding D．singing 6．A．unique B．different C．frank D．modest 7．A．argue B．beg C．struggle D．share 8．A．make sense B．draw attention C．got around D．broke through 9．A．behave B．live C．speak D．think 10．A．advised B．supposed C．forced D．ordered 11．A．moved B．kept C．changed D．removed 12．A．find B．throw C．figure D．leave 13．A．variety B．custom C．context D．expression 14．A．awkward B．attractive C．scary D．effective 15．A．language B．habit C．identity D．courage 【答案】1．B 2．D 3．A 4．B 5．C 6．B 7．C 8．A 9．C 10．B 11．D 12．B 13．D 14．A 15．C 【导语】这是一篇记叙文。文章主要讲述了作者在美国长大，故乡在马来西亚，文化的差异让作者对于在马来西亚生活感到困难，但是作者知道自己的家庭根源在这里。 1．考查名词词义辨析。句意：我生活在两个世界的交叉口，一个是由我在这里长大形成的明显的美国人，另一个是来自遥远地方的马来西亚传统的回响。A. backstreet后街小巷；B. crossroad十字路口；C. playground操场；D. landmark地标。根据后文“one distinctly American shaped by my upbringing here, the other an echo of my Malaysian heritage from somewhere remote(一个是由我在这里长大形成的明显的美国人，另一个是来自遥远地方的马来西亚传统的回响)”可知，作者生活在两个世界的十字路口，故选B。 2．考查名词词义辨析。句意：每隔几年在马来西亚呆三个星期常常是我夏天的“亮点”——你还能从一个美食天堂要求什么呢？A. disaster灾难；B. regret后悔；C. secret秘密；D. highlight亮点。根据后文“what more can you ask from a food paradise?”可知，马来西亚是美食天堂，因此推测是作者的夏日亮点，故选D。 3．考查名词词义辨析。句意：但除了马来西亚提供的家庭、食物和逃避之外，我还在自己的文化中尝到了外来者的滋味。A. outsider局外人，外来者；B. hunter猎人；C. professional专业人士；D. translator翻译员。根据后文“I became a girl lost in translation, passively absorbing”提到作者被动听着叫卖声，推测在马来西亚成了外来者，故选A。 4．考查名词词义辨析。句意：我变成了一个迷失在翻译中的女孩，被动地听着菜市场里摊位间的各种叫卖声，在祖父母的家庭聚餐上安静地点头。A. clues线索；B. tongues语气，语言；C. proposals建议；D. practices实践。根据后文“shouted between the stands in the wet markets”指被动地听着菜市场里摊位间的各种叫卖声，故选B。 5．考查动词词义辨析。句意：我变成了一个迷失在翻译中的女孩，被动地听着菜市场里摊位间的各种叫卖声，在祖父母的家庭聚餐上安静地点头。A. playing玩耍；B. wandering漫游；C. nodding点头；D. singing唱歌。根据上文“passively absorbing”可知，作者被动地听着，说明插不上话，也只能在祖父母的家庭聚餐上安静地点头。故选C。 6．考查形容词词义辨析。句意：然而在美国，我是一个不同的人。A. unique独特的；B. different不同的；C. frank坦白的；D. modest谦虚的。根据后文“As a native English speaker, I don’t think twice about my grammar when speaking.(作为一个以英语为母语的人，我说话的时候不会考虑语法问题)”可知，作者在美国表现不同，故选B。 7．考查动词词义辨析。句意：我不会在语言上挣扎，也不会担心我的信息和故事没有意义。A. argue争论；B. beg恳求；C. struggle努力、挣扎；D. share分享。根据上文“As a native English speaker, I don’t think twice about my grammar when speaking.(作为一个以英语为母语的人，我说话的时候不会考虑语法问题)”可知，作者在美国不会在语言上挣扎，故选C。 8．考查动词短语辨析。句意：我不会在语言上挣扎，也不会担心我的信息和故事没有意义。A. make sense有意义，说得通；B. draw attention吸引注意力；C. got around规避、四处走动；D. broke through突破。根据上文“my messages and stories won’t”可知，作者在美国不会担心自己的信息和故事没有意义。故选A。 9．考查动词词义辨析。句意：在马来西亚，我说话的所有方式都暴露了我的身份。A. behave行为；B. live居住；C. speak说话；D. think思考。根据上文“everything about the way I”以及后文“Maybe my face could pass for a Malaysian local, but once I open my mouth I am so clearly not.(也许我的脸看起来像马来西亚本地人，但一旦我开口，我就很明显不是)”可知，作者说话的所有方式都暴露了作者不是本地人的事实。故选C。 10．考查动词词义辨析。句意：在这个我应该称之为家的地方，我的特权和权力被剥夺了，每次我自然而然地抛出“have you eaten?”，而不是想起马来西亚人说的“Makan already?”A. advised建议；B. supposed认为；C. forced迫使；D. ordered命令。根据后文“to call home”可知，作者本来应该把马来西亚称之为家，应用be supposed to表示“应该”。故选B。 11．考查动词词义辨析。句意：在这个我应该称之为家的地方，我的特权和权力被一层一层地剥夺了，每次我自然而然地抛出“have you eaten?”，而不是想起马来西亚人说的“Makan already?”A. moved移动；B. kept保持；C. changed改变；D. removed去除。根据后文“skinned off layer by layer”指作者在马来西亚的特权和权力被剥夺了，故选D。 12．考查动词词义辨析。句意：在这个我应该称之为家的地方，我的特权和权力被一层一层地剥夺了，每次我自然而然地抛出“have you eaten?”，而不是想起马来西亚人说的“Makan already?”A. find找到；B. throw抛出、随口说出；C. figure认为；D. leave离开。根据后文“out “have you eaten?””指抛出这句日常表达，应用throw out。故选B。 13．考查名词词义辨析。句意：在这个我应该称之为家的地方，我的特权和权力被一层一层地剥夺了，每次我自然而然地抛出“have you eaten?”，而不是想起马来西亚人说的“Makan already?”A. variety多样性；B. custom习俗；C. context语境；D. expression表达。后文“Makan already?”是马来西亚人的日常表达。故选D。 14．考查形容词词义辨析。句意：这很尴尬，但这并不困扰我，因为我知道马来西亚，我的家庭根源所在，有助于我的身份认同。A. awkward尴尬的；B. attractive吸引人的；C. scary可怕的；D. effective有效的。上文“out “have you eaten?” instead of recalling the Malaysian”提到作者用错了日常表达，所以是感到尴尬，故选A。 15．考查名词词义辨析。句意：这很尴尬，但这并不困扰我，因为我知道马来西亚，我的家庭根源所在，有助于我的身份认同。A. language语言；B. habit习惯；C. identity身份；D. courage勇气。根据上文“I know Malaysia, where my family roots lie, contributes to my”指作者的家庭根源在马来西亚，有助于作者的身份认同。故选C。 三、七选五 Daniel Shore, chair of the Department of English at Georgetown University, says that his students have trouble staying focused on even a sonnet (十四行诗). A decade ago, Daniel’s classes had no problem taking part in complex discussions of Pride and Prejudice one week and Crime and Punishment the next. 1 2 But a majority of professors express similar experiences. Anthony, a historian, says his students arrive on campus with a narrower vocabulary and less understanding of language than they used to have. Jack Chen, a Chinese literature professor at the University of Virginia, finds his students less able to stick to a challenging text than they used to be. Failing to complete a 14-line poem without giving in to distraction suggests one familiar explanation for the decline in reading ability: smartphones. Teenagers are constantly addicted to their devices. 3 After all, reading books, even for fun, can’t compete with the social media platforms where appealing videos and pictures draw viewers in. Young adults appear to read fewer books in the classrooms as well. Educational measures emphasise informational text and standardised tests. There is no testing skill that can be related to reading ability. Can you sit down and read Tolstoy’s works? If a skill is not easily measured, instructors are not always pushed to teach it. 4 Some top private schools seem to be slower to shift away from reading complete volumes. Deep reading stimulates valuable mental habits, including critical thinking and self-reflection, in ways that reading short passages does not. 5 They transport readers into the mind of someone who lived hundreds of years ago or a person who lived in a different culture. A．No complete data exist on this trend. B．These devices are fully functional with many advantages. C．Besides, books can train the ability to understand people. D．Now his students tell him that the reading load feels impossible. E．But there is a comforting practice for this upsetting phenomenon. F．This poses a big challenge to their picking up a book and diving in. G．Therefore, it makes sense to encourage book reading among teenagers. 【答案】 1．D 2．A 3．F 4．E 5．C 【导语】本文是一篇说明文。文章通过大学教授的观察，揭示学生阅读能力下降与智能手机成瘾及教育量化评估问题相关，强调书籍对培养思维和理解他人等能力的不可替代性。 1．前文“Daniel Shore, chair of the Department of English at Georgetown University, says that his students have trouble staying focused on even a sonnet (十四行诗). A decade ago, Daniel’s classes had no problem taking part in complex discussions of Pride and Prejudice one week and Crime and Punishment the next. (乔治城大学英语系主任Daniel Shore表示，他的学生们如今连一首十四行诗都难以集中注意力完成。十年前，他的学生们可以轻松地在一周内参与《傲慢与偏见》的深入讨论，紧接着下一周又能投入到《罪与罚》的复杂探讨中)”前文提到十年前的学生能轻松参与长篇小说的复杂讨论，而现在情况变化，因此需要引出转折对比，D项“Now his students tell him that the reading load feels impossible. (现在他的学生告诉他，阅读任务似乎不可能完成)”符合语境，指出现在的学生难以完成阅读任务，和前一句形成对比。故选D。 2．前一段提到一名教授反映学生阅读能力下降，后文“But a majority of professors express similar experiences. Anthony, a historian, says his students arrive on campus with a narrower vocabulary and less understanding of language than they used to have. Jack Chen, a Chinese literature professor at the University of Virginia, finds his students less able to stick to a challenging text than they used to be. (但多数教授都表示有类似的经历。历史学家Anthony指出，如今入学学生的词汇量较过去更为贫乏，对语言的理解也大不如前。弗吉尼亚大学中国文学教授Jack Chen发现，与往届相比，现在的学生更难坚持阅读有挑战性的文本)”包含转折，列举几位教授的具体观察，因此需要一个过渡句，说明这一现象尚未有全貌，A项“No complete data exist on this trend. (关于这一趋势尚无完整数据)”符合语境，和后文类似的观察构成转折。故选A。 3．前文“Failing to complete a 14-line poem without giving in to distraction suggests one familiar explanation for the decline in reading ability: smartphones. Teenagers are constantly addicted to their devices. (连一首14行的诗都无法专注读完——这一现象为阅读能力下降提供了一个常见解释：智能手机。青少年们对这些设备已经形成了持续性的依赖)”提到智能手机成瘾影响阅读能力，后文“After all, reading books, even for fun, can’t compete with the social media platforms where appealing videos and pictures draw viewers in. (说到底，即便是出于兴趣的阅读，也难以与那些充斥着诱人视频和图片的社交媒体平台相抗衡)”说明书籍无法与吸引人的社交媒体内容竞争，因此需要一个承上启下的过渡句，F项“This poses a big challenge to their picking up a book and diving in. (这使他们很难拿起一本书并沉浸其中)”符合语境，指出依赖智能手机的负面影响，承接前文，后文是对其进一步解释，其中的This指代前一句内容。故选F。 4．前文“If a skill is not easily measured, instructors are not always pushed to teach it. (当一项能力难以量化评估时，教育者往往就会弱化其教学力度)”提到教育体系忽视深度阅读，后文“Some top private schools seem to be slower to shift away from reading complete volumes. (一些顶尖私立学校似乎在转向放弃完整阅读方面步伐较缓)”提到私立学校仍坚持阅读完整书籍，因此需要引出转折对比，E项“But there is a comforting practice for this upsetting phenomenon. (但这一令人沮丧的现象有一个令人欣慰的做法)”符合语境，指出仍有令人欣慰的阅读做法，和前文构成转折，后文对其进行具体说明，其中的this upsetting phenomenon指代前一句内容。故选E。 5．前文“Deep reading stimulates valuable mental habits, including critical thinking and self-reflection, in ways that reading short passages does not. (深度阅读能够激发批判性思维和自我反思等宝贵的心智习惯，这是碎片化阅读所无法企及的)”提到深度阅读培养宝贵的心智习惯，后文“They transport readers into the mind of someone who lived hundreds of years ago or a person who lived in a different culture. (这些文字能够带领读者穿越时空，走进数百年前古人的思想世界，或是沉浸于异域文化的独特视角之中)”提到书籍能带读者进入不同时空的思想世界，感受不同的文化，因此需要补充书籍额外价值，C项“Besides, books can train the ability to understand people. (此外，书籍能训练理解他人的能力)”符合语境，点明书籍在理解他人上的价值，和前文是递进关系，后文是对其进行具体说明。故选C。 一、语法小结 限制性与非限制性定语从句区别 1. 限制性定语从句 (1) 作用：对先行词起限定、修饰作用，是先行词不可缺少的部分，若去掉，主句意思不完整、不明确 。 (2) 形式：与先行词紧密相连，不用逗号隔开 。 2. 非限制性定语从句 (1) 作用：对先行词进行补充说明，去掉后主句意思依然完整、清晰 。 (2) 形式：用逗号与主句隔开 。 3. 两者区别 限制性定语从句用法 1. 关系代词用 that 不用which 的情况 (1) 当先行词是不定代词（如 all、everything、nothing、something、anything等）或被不定代词修饰时 (2) 当先行词被 the only、thevery 等修饰时 (3) 当先行词是形容词最高级或被形容词最高级修饰时 (4) 当先行词是序数词或被序数词修饰时 (5) 当先行词中既有表示人又有表示物的名词时 (6) 当先行词是特殊疑问词（如 who、which等）或主句为特殊疑问句时 (7) 当关系代词在从句中做表语时 2. 关系词可以省略的情况 (1) 当先行词在定语从句中作宾语时（指物时，关系代词可用 that/which；指人时，可用who/whom ） (2) 当关系代词 that 在定语从句中用作表语时 (3) 当先行词是 way（表方式）、time（表次数等）、reason（表原因）等且它们在定语从句中分别作方式状语、时间状语、原因状语时 (4) 当由并列连词（如 and、but等）连接的两个或两个以上的定语从句修饰同一个先行词时，第一个关系代词可以省略 3. “介词 + 关系代词”引导的定语从句 (1) 五种构成形式 a. “名词 (代词)＋介词＋关系代词”在从句中充当主语，用于描述先行词的所属关系或特征，该结构可灵活转化为“whose＋名词”结构。 b. “数词(形容词最高级)＋of＋关系代词”在从句中担任主语，用于对先行词进行数量限定或特征比较 ，数词还可以用some、many、most、each等不定代词替换。 c. “介词 (短语)＋关系代词”在从句中充当状语，用于表示时间、地点、方式等逻辑关系 ，关系代词只能用 which（指物）或whom（指人），且不可省略。该结构常与关系副词（when、where、why）互换。 d. “介词＋关系代词＋名词”，介词与关系代词（常用 which 和whose）后接名词，如“for which reason” “in whose house” 。 e. “介词＋关系副词”，在关系副词where、when前添加介词from 或 to，如“from where” “to when”。该结构通常在普通关系副词表意模糊时使用，通过介词增强语境的准确性，但需避免过度使用，以免造成句子结构复杂难懂。 (2) 介词选用四个依据 a. 根据谓语动词的搭配习惯 b. 根据先行词的搭配习惯 c. 根据句意 d. 表 “所有”或“整体的部分”时，用of 二、语法检测 1．There are many English expressions in Chinese, and some of them are used widely. (用定语从句改写句子) 2．A school year is divided into two terms in China, and the first of it is from September to January of the next year. (用定语从句改写句子) 3．I helped her pick up the scattered books and walked to school with her. On the way, we talked a lot about interesting things in our respective classes.(用定语从句合并句子) 4．She blushed and kept apologizing. Her words told me she would be late soon. (用定语从句合并句子) 5．She told us such an exciting adventure. The exciting adventure took place in the deep forest. （用定语从句合并句子） 6．The novel introduces a brave character. The character’s whose courage and wisdom help the team overcome all difficulties. (用定语从句合并句子) 7．We met an athlete. We had seen the athlete in the sports news before. (用定语从句合并句子) → 8．Now his works have been adapted for films.  His works have gained wide approval and congratulations. (用限制性定语从句合并两句) 【答案】 1．There are many English expressions in Chinese, some of which are used widely. 【详解】考查定语从句。句意：汉语中有许多英语表达，其中一些使用广泛。原句是两个并列句，改写后用“some of which”引导非限制性定语从句，先行词为“English expressions”，“which”指代先行词在从句中作“of”的宾语。故改写为There are many English expressions in Chinese, some of which are used widely. 2．A school year is divided into two terms in China, the first of which is from September to January of the next year. 【详解】考查定语从句。句意：在中国，一学年分为两个学期，第一学期从9月到次年1月。 原句由两个并列分句组成，目要求使用定语从句改写，因此需要将第二个分句转化为定语从句，修饰主句中的名词 “two terms”（因为 “the first of it” 指代的是 “two terms” 中的第一个学期），由于two terms是物，关系代词使用which作介词宾语。改写后，定语从句 “the first of which is from September to January of the next year”非限制性地修饰two terms，故答案为A school year is divided into two terms in China, the first of which is from September to January of the next year. 3．I helped her pick up the scattered books and walked to school with her, on the way to which we talked a lot about interesting things in our respective classes. 【详解】考查定语从句。句意：我帮她捡起散落的书，和她一起步行去学校。在路上，我们聊了很多在各自的课堂上有趣的事情。原句表达在和她一起上学路上聊班级趣事，“on the way to + 地点”是固定结构，在合并句子时，把后句改为定语从句，将school作为先行词，指物，关系代词使用which，构成“on the way to which”结构引导定语从句，从而把两个句子合并成一个含有定语从句的复合句。故答案为I helped her pick up the scattered books and walked to school with her, on the way to which we talked a lot about interesting things in our respective classes. 4．She blushed and kept apologizing, whose words told me she would be late soon. 【详解】考查定语从句。句意：她脸红了并不断道歉，她的话告诉我她很快就会迟到。第一个句子中的She是第二个句子中Her的指代对象，故可将第二个句子转化为第一个句子的定语从句，先行词是She，在从句中words与She构成所属关系，即“她的话”，所以用关系代词whose引导定语从句。故填She blushed and kept apologizing, whose words told me she would be late soon. 5．She told us such an exciting adventure as took place in the deep forest. 【详解】考查定语从句。句意：她给我们讲了发生在森林深处的一次激动人心的冒险。题干中两个句子的共同部分是“exciting adventure”，可将第二个句子改写为定语从句，先行词是exciting adventure，前面有such修饰，关系词在从句中作主语，应用关系代词as引导。故填She told us such an exciting adventure as took place in the deep forest. 6．The novel introduces a brave character whose courage and wisdom help the team overcome all difficulties. 【详解】考查定语从句的合并。原句中两个句子的共同部分是“character”，可以将第二个句子作为定语从句修饰先行词“a brave character”，先行词指人，且在定语从句中作定语，修饰“courage and wisdom”，所以用关系代词whose引导定语从句，合并后，去掉重复的主语“The character”。故填The novel introduces a brave character whose courage and wisdom help the team overcome all difficulties. 7．We met an athlete whom we had seen in the sports news before./We met an athlete who we had seen in the sports news before./We met an athlete that we had seen in the sports news before./ We met an athlete we had seen in the sports news before. 【详解】考查定语从句。句意：我们遇到了一位运动员，我们之前在体育新闻上见过这位运动员。分析所给的两个句子可知，它们的共同部分是“athlete”，可将其作为先行词，后句作为定语从句，因其在定语从句中作宾语且指代人，所以可用关系代词whom、who或that引导定语从句，也可将关系词省略，说明“之前在体育新闻上见过”的对象是“这位运动员”。故改写为：We met an athlete (whom/who/that) we had seen in the sports news before. 8．Now his works have been adapted for films which have gained wide approval and congratulations. 【详解】考查定语从句。句意：现在他的作品已被改编成电影。他的作品获得了广泛的认可和祝贺。分析所给的两个句子，两个句子都讲述“his works”，因此将第一句中his works设为先行词，应用关系代词which引导从句，替换第二句中His works，在从句中作主语，定语从句为which have gained wide approval and congratulations，修饰his works。句首字母大写，故答案为Now his works have been adapted for films which have gained wide approval and congratulations。 1 / 9 学科网（北京）股份有限公司 $ Unit 1 Period 3 Discovering Useful Structures分层练习 1 一、单项选择 1 二、单句语法填空 2 2 一、根据汉语意思完成句子 2 二、语法填空 3 3 一、阅读理解 3 二、完形填空 6 三、七选五 6 7 一、语法小结 7 二、语法检测 9 一、单项选择 1．The reason ________ he didn’t come to the party is that he was ill. A．when B．where C．why D．which 2．AI application is one of the hottest topics _______ people talk about nowadays. A．who B．that C．what D．which 3．There were different stands ______ artists could demonstrate their skills and teach the visitors. A．which B．who C．where D．that 4．The Aerospace Square ________ was completed last year has become a new tourist attraction. A．who B．which C．whom D．where 5．Lots of Chinese young people ________ were born after 1995 use door-to-door cooking to save time. A．/ B．those C．which D．that 6．A true friend is a person ________ reaches for your hand and touches your heart. A．who B．whom C．which D．whose 7．Recent college graduates are facing a most competitive global market ______  just doesn’t seem to have room for their career ambitions. A．as B．which C．where D．what 8．Youth is a period of our life  ______ we see no limit to our hopes and wishes. A．where B．that C．which D．when 9．Happiness and success often come to those _______ are good at recognizing their own strengths. A．whom B．who C．whose D．which 10．Will you please show me the way to the only tall building ___________ stands near the post office? A．what B．in which C．that D．where 二、单句语法填空 1．The young man tends to express negative feelings in the face of frustrations, makes his friends down as well. 2．Teachers should try to create an atmosphere students can enjoy learning. 3．Don’t spend your vacation time in a place everything is too expensive so as to maintain a positive mood. 4．There is Invitation to Wine, Li Bai writes, “Life is but a dream. Why not enjoy it to the full?” 5．While more notes are beneficial, if the notes are taken mindlessly, is often the case on a laptop, the benefit disappears. 6．All is important is that you are doing your best and moving in the right direction 7．Helping others is a habit, you can learn even at a young age. 8．After living in Paris for fifty years he returned to the small town he grew up as a child. 9．This is a book cover is blue. 10．A housing bubble (泡沫) is an economic situation occurs when house prices rise much too fast. 一、根据汉语意思完成句子 1．此外，你还可以介绍美国高中生的生活，从中我们可以了解更多关于你的生活。 Besides, you can also introduce the life of American high school students, . 2．专家建议我们采用各种办法来减轻我们生活中遇到的紧张和压力。 Experts advise us to use various methods to reduce tension and stress . 3．首先，我想成为一名消防员，消防员的制服(uniform) 看起来很酷。 First, I wanted to be a fireman, . 4．我开始探索奇妙的珊瑚，那里有各种各样整洁优雅的鱼在游泳。（where引导定语从句） I began to explore the fantastic corals . 5．我在街上碰见了我的一个老朋友，我已经好多年没见他了。 I ran into/across an old friend of mine in the street, . 6．林·马努艾尔·米兰达写了这部关于亚历山大·汉密尔顿的音乐剧。该剧将美国的诞生描绘成一个移民故事。 Lin Manuel Miranda writes this musical about Alexander Hamilton, as an immigrant story. 7．在电视和收音机里，你会听出人们的说话方式是有差别的。 On TV and the radio you will hear differences . 8．首先，我会有一个温暖的家庭，在那里，成员们会彼此相爱，互相关心。 First of all, I will have a warm family   and care about each other. 二、语法填空 There was a time 1 I was tired of learning English and disliked to speak English. And this was the reason 2 my father forced me to join in a 30­-day training in an English club before I went to senior high school. When I first came to the club 3 I met many strangers, I missed my parents very much. So I packed up my things and wanted to go home. Fortunately, my guide teacher 4 name was Li Yang, communicated with me face to face. He also showed me a good partner, with 5 I got along well. Gradually I adapted to the life there. Every day I would like to talk to other teenagers and set down a series of activities 6 we did. The guide teacher 7 encouraged me to fall in love with English should be appreciated. Now I feel it interesting to learn English, into 8 I put my entire energy. Not only do I read my words and passages aloud but I also join in English discussions. Before I go to sleep, I will recall my passages, through 9 I can memorize a large number of new words. 10 our English teacher says, “As long as we form the habit of learning English every day and have perseverance, we will conquer English sooner or later.” 一、阅读理解 Mary Anning was an English fossil (化石) collector, dealer and paleontologist (古生物学家). Her fossil hunting helped change the way people thought about the world. Mary was born into a poor family in England on May 21, 1799. She lived in the seaside town of Lyme Regis, in Dorset. The family had nine children. Only Mary and her brother Joseph grew up. Mary’s father took his children along the beach. They picked up shells and stones to sell to visitors. Mary did not go to school much. Her family was too poor. And schools did not teach children about fossils. Mary could read and write. She taught herself. She learned about rocks and how bodies are made. In 1811 when Mary and Joseph were fossil hunting, Joseph saw a bone sticking out of the rock. Mary had a hammer to chip away at the rock. Very carefully she uncovered it. To her satisfaction, she found the first complete fossil of the ichthyosaur (鱼龙). Since then, Mary was absorbed in fossil hunting. She liked to hunt on the beach after a storm. The wind, rain and waves made the rocks crumble. It was easy to spot fossils. Most days Mary went fossil hunting with her dog, Tray. Rich friends helped Mary by selling fossils for her. They sent her money. Scientists wrote letters and came to see her. One good friend was William Buckland, a professor at Oxford University. In addition, Mary also opened a shop to sell fossils, stones and shells. She chatted with visitors. Mary Anning died in 1847. How evolution (进化) works was explained by Charles Darwin not long after Mary died. Her fossils had helped scientists understand how things began. 1．Why did Mary’s father take his children along the beach? A．To enjoy life. B．To make a living. C．To look for fossils. D．To teach them about fossils. 2．What can we learn about Mary? A．Her father was a paleontologist. B．Her father educated her at home. C．She might be popular at that time. D．She had nine brothers and sisters in all. 3．Who was the first to catch sight of the rock containing the first complete ichthyosaur fossil? A．Charles Darwin. B．Mary’s dog. C．Joseph. D．Mary. 4．What can we infer from the last 2 paragraphs? A．Unfortunately, Mary passed away in her fifties. B．Mary finally explained the theory about evolution. C．Darwin once worked at Oxford University as a paleontologist. D．It’s Mary’s fossils-hunting that changed the way people thought about the world. Dragons, a famous imaginary beast born from fantasy, are often present in stories in the west and east. In both cultures, dragons are generally recognized as massive creatures capable of flight. They have great power and are often associated with magical abilities. However, due to their different cultural roots and images, there exist significant differences in the way dragons are regarded in the west and east, particularly in China. Chinese dragons most resemble snakes, and have four claws and no wings. They often have features of other animals, including carp, tigers, and eagles. In contrast, Western dragons look like huge lizards with big claws and large bat-like wings, and are often shown with spines or rough scales. In traditional Chinese culture, a dragon is a symbol of luck, power and high status. They can cause weather changes and bring rainfall to the fields to ensure rich harvests. They are considered divine creatures, which hold an important position as the head of the four spirits. Therefore, to symbolize their power, ancient Chinese emperors decorated their clothes with dragon patterns. These clothes are known as dragon robes. Many Chinese view the dragon as a national symbol, proudly referring to themselves as “descendants of the dragon”. In the west, however, a dragon symbolizes an evil creature that spreads violence and terror throughout the land. They are believed to be transformed by the devil, with the ability to breathe fire or spit poison. Many western tales show dragons being defeated and killed to protect people from danger. Today, dragons continue to evolve, exceeding traditional boundaries and finding new significance in global culture. They are no longer associated with evil or good, but rather as complex characters with their own unique personalities and motivations. For example, Toothless from How to Train Your Dragon begins as a dangerous dragon but evolves into a misunderstood being with love and compassion. This challenges the idea of dragons as naturally evil, presenting them as complex beings with emotions and motivations. 1．What do western dragons and eastern dragons have in common? A．They have rough skin. B．They are huge and powerful. C．They are in the shape of snakes. D．They have big claws and wings. 2．What do we know from paragraph 3? A．Western dragons are a symbol of authority. B．Dragons in China can protect people from danger. C．Chinese dragons can control rainfall and breathe fire. D．Dragons are believed to cause chaos in western culture. 3．What is new about dragons in today’s global culture? A．They are regarded as adventurous creatures. B．They are closely associated with evil or good. C．They have more diverse emotions and personalities. D．They tend to represent human spirits facing challenges. 4．Which of the following is the best title for the text? A．The Dragon Elements in Global Culture B．The Origin of Dragons in Chinese History C．The Magical Animals in Different Countries D．The Images of Dragons in Western Traditions 二、完形填空 “Makan already?” Do you understand what I am saying? I exist at a 1 between two worlds, one distinctly American shaped by my upbringing here, the other an echo of my Malaysian heritage from somewhere remote. A three-week stay in Malaysia every few years was often the 2 of my summers — what more can you ask from a food paradise? But besides the family, food, and escape that Malaysia offered, I got a taste of a(n) 3 in my own culture. I became a girl lost in translation, passively absorbing various 4 shouted between the stands in the wet markets, quietly 5 along at my grandparents’ huge family dinners. In America though, I am a 6 person. As a native English speaker, I don’t think twice about my grammar when speaking. I don’t 7 with the words and fear that my messages and stories won’t 8 . In Malaysia, everything about the way I 9 gives me away. Maybe my face could pass for a Malaysian local, but once I open my mouth I am so clearly not. In the place where I’m 10 to call home, my privilege and power are 11 , skinned off layer by layer each time I naturally 12 out “have you eaten?” instead of recalling the Malaysian 13 “Makan already?”. It is 14 , but it doesn’t bother me, for I know Malaysia, where my family roots lie, contributes to my 15 . 1．A．backstreet B．crossroad C．playground D．landmark 2．A．disaster B．regret C．secret D．highlight 3．A．outsider B．hunter C．professional D．translator 4．A．clues B．tongues C．proposals D．practices 5．A．playing B．wandering C．nodding D．singing 6．A．unique B．different C．frank D．modest 7．A．argue B．beg C．struggle D．share 8．A．make sense B．draw attention C．got around D．broke through 9．A．behave B．live C．speak D．think 10．A．advised B．supposed C．forced D．ordered 11．A．moved B．kept C．changed D．removed 12．A．find B．throw C．figure D．leave 13．A．variety B．custom C．context D．expression 14．A．awkward B．attractive C．scary D．effective 15．A．language B．habit C．identity D．courage 三、七选五 Daniel Shore, chair of the Department of English at Georgetown University, says that his students have trouble staying focused on even a sonnet (十四行诗). A decade ago, Daniel’s classes had no problem taking part in complex discussions of Pride and Prejudice one week and Crime and Punishment the next. 1 2 But a majority of professors express similar experiences. Anthony, a historian, says his students arrive on campus with a narrower vocabulary and less understanding of language than they used to have. Jack Chen, a Chinese literature professor at the University of Virginia, finds his students less able to stick to a challenging text than they used to be. Failing to complete a 14-line poem without giving in to distraction suggests one familiar explanation for the decline in reading ability: smartphones. Teenagers are constantly addicted to their devices. 3 After all, reading books, even for fun, can’t compete with the social media platforms where appealing videos and pictures draw viewers in. Young adults appear to read fewer books in the classrooms as well. Educational measures emphasise informational text and standardised tests. There is no testing skill that can be related to reading ability. Can you sit down and read Tolstoy’s works? If a skill is not easily measured, instructors are not always pushed to teach it. 4 Some top private schools seem to be slower to shift away from reading complete volumes. Deep reading stimulates valuable mental habits, including critical thinking and self-reflection, in ways that reading short passages does not. 5 They transport readers into the mind of someone who lived hundreds of years ago or a person who lived in a different culture. A．No complete data exist on this trend. B．These devices are fully functional with many advantages. C．Besides, books can train the ability to understand people. D．Now his students tell him that the reading load feels impossible. E．But there is a comforting practice for this upsetting phenomenon. F．This poses a big challenge to their picking up a book and diving in. G．Therefore, it makes sense to encourage book reading among teenagers. 一、语法小结 限制性与非限制性定语从句区别 1. 限制性定语从句 (1) 作用：对先行词起限定、修饰作用，是先行词不可缺少的部分，若去掉，主句意思不完整、不明确 。 (2) 形式：与先行词紧密相连，不用逗号隔开 。 2. 非限制性定语从句 (1) 作用：对先行词进行补充说明，去掉后主句意思依然完整、清晰 。 (2) 形式：用逗号与主句隔开 。 3. 两者区别 限制性定语从句用法 1. 关系代词用 that 不用which 的情况 (1) 当先行词是不定代词（如 all、everything、nothing、something、anything等）或被不定代词修饰时 (2) 当先行词被 the only、thevery 等修饰时 (3) 当先行词是形容词最高级或被形容词最高级修饰时 (4) 当先行词是序数词或被序数词修饰时 (5) 当先行词中既有表示人又有表示物的名词时 (6) 当先行词是特殊疑问词（如 who、which等）或主句为特殊疑问句时 (7) 当关系代词在从句中做表语时 2. 关系词可以省略的情况 (1) 当先行词在定语从句中作宾语时（指物时，关系代词可用 that/which；指人时，可用who/whom ） (2) 当关系代词 that 在定语从句中用作表语时 (3) 当先行词是 way（表方式）、time（表次数等）、reason（表原因）等且它们在定语从句中分别作方式状语、时间状语、原因状语时 (4) 当由并列连词（如 and、but等）连接的两个或两个以上的定语从句修饰同一个先行词时，第一个关系代词可以省略 3. “介词 + 关系代词”引导的定语从句 (1) 五种构成形式 a. “名词 (代词)＋介词＋关系代词”在从句中充当主语，用于描述先行词的所属关系或特征，该结构可灵活转化为“whose＋名词”结构。 b. “数词(形容词最高级)＋of＋关系代词”在从句中担任主语，用于对先行词进行数量限定或特征比较 ，数词还可以用some、many、most、each等不定代词替换。 c. “介词 (短语)＋关系代词”在从句中充当状语，用于表示时间、地点、方式等逻辑关系 ，关系代词只能用 which（指物）或whom（指人），且不可省略。该结构常与关系副词（when、where、why）互换。 d. “介词＋关系代词＋名词”，介词与关系代词（常用 which 和whose）后接名词，如“for which reason” “in whose house” 。 e. “介词＋关系副词”，在关系副词where、when前添加介词from 或 to，如“from where” “to when”。该结构通常在普通关系副词表意模糊时使用，通过介词增强语境的准确性，但需避免过度使用，以免造成句子结构复杂难懂。 (2) 介词选用四个依据 a. 根据谓语动词的搭配习惯 b. 根据先行词的搭配习惯 c. 根据句意 d. 表 “所有”或“整体的部分”时，用of 二、语法检测 1．There are many English expressions in Chinese, and some of them are used widely. (用定语从句改写句子) 2．A school year is divided into two terms in China, and the first of it is from September to January of the next year. (用定语从句改写句子) 3．I helped her pick up the scattered books and walked to school with her. On the way, we talked a lot about interesting things in our respective classes.(用定语从句合并句子) 4．She blushed and kept apologizing. Her words told me she would be late soon. (用定语从句合并句子) 5．She told us such an exciting adventure. The exciting adventure took place in the deep forest. （用定语从句合并句子） 6．The novel introduces a brave character. The character’s whose courage and wisdom help the team overcome all difficulties. (用定语从句合并句子) 7．We met an athlete. We had seen the athlete in the sports news before. (用定语从句合并句子) → 8．Now his works have been adapted for films.  His works have gained wide approval and congratulations. (用限制性定语从句合并两句) 1 / 9 学科网（北京）股份有限公司 $