Unit 4 Body Language Using Language, Assessing Your Progress & Video Time 同步练习-2025-2026学年高中英语人教版选择性必修第一册

Part 3　Using Language, Assessing Your Progress & Video Time 基础过关练 Ⅰ.一词多义 1.If your car breaks down on the way, it’s probably because you didn’t have it serviced or repaired.词义:　　　　  2.“Oh my goodness,” replied Mr. Booth several times, at first with smiles and then breaking down in tears.词义:　　　　  3.His health broke down under the stress of overwork.词义:　　　　  4.Cows produce much methane (甲烷), the world’s second worst greenhouse gas, as they break down the grass.词义:　　　　  Ⅱ.单句语法填空 1.Does the device you’re using to read affect your 　　　　　(react) to the book?   2.The need to conserve resources often conflicts 　　　　　 other needs.  3.You should learn to say to yourself,“This is 　　　　　(mere) uncomfortable, not intolerable.”   4.For almost a year I struggled on, constantly staring 　　　　　 this wall that faced me.   5.We need not feel 　　　　　(shame) of our failure. We may face it realistically and accept it optimistically.  6.Advertising is distinguished 　　　　　 other forms of communication in that the advertiser pays for the message to be delivered.   7.I felt a wave of 　　　　　(anxious) wash over me as I noticed my students’ disinterest in reading.   8.Some think that a woman’s body cells have a tendency 　　　　　(age) more slowly than a man’s.  9.The activity is aimed at calling on students 　　　　　(take) exercise for an hour every day.  10.Much to my 　　　　　, the question he asked me was too 　　　　　. I felt so 　　　　　 that my face was red.(embarrass)  11.She 　　　　　(weep) softly, her shoulders shaking as she hugged her knees to her chest.  12.Barely had I started speaking 　　　　　 he interrupted me.   Ⅲ.完成句子 1.为了适应在父母不在期间独自生活,我在暑假学会了做灌汤包。 　　　　 　　　　 　　　　 　　　　 　　　　 during my parents’ absence,I have learned how to make soup dumplings during the summer holiday.  2.我们当时正忙着采摘新鲜的红草莓。(employ/occupy) We 　　　　 　　　　 　　　　 　　　　 　　　　 fresh red strawberries then.   3.我注意到萨姆双臂交叉,他的脸气得通红。(have+宾语+宾语补足语) I noticed that Sam 　　　　 　　　　 　　　　 　　　　 and that his face was red with anger.  4.Because the boy led the way, we found his house with no difficulty.(句式升级,with的复合结构) →　　　　 　　　　 　　　　 　　　　 　　　　 　　　　, we found his house with no difficulty.  5.Standing on the platform and forgetting your speech is the most embarrassing.(句式升级,“否定词+比较级”表示最高级) →　　　　 　　　　 　　　　 　　　　 　　　　 standing on the platform and forgetting your speech.  能力提升练 Ⅰ.课文语法填空 It is of great importance for 　1　(educator) to understand what makes each student tick. 　2　(general) speaking, I usually look at their body language. I know when students are really interested in a class, as they will lean forward and look at me. People have a 　3　(tend) to lean towards whatever they are interested 　4　. So if a student has his head 　5　(lower) to look at his watch, it implies he is 　6　(bore) and just counting the minutes for the class to end.  A good teacher should also have the ability 　7　(distinguish) when students are troubled, and try to inquire 　8　 is going on with them. Anyway, 　9　(react) timely to students’ body language is an important part of being a teacher, 　10　 duty is helping all teenagers learn actively and devotedly.   1.　　　　　　 2.　　　　　　 3.　　　　　　 4.　　　　　　 5.　　　　　　   6.　　　　　　 7.　　　　　　 8.　　　　　　 9.　　　　　　 10.　　　　　　   Ⅱ.语法填空 You probably have ever been warned against using certain hand gestures when 　1　(travel) abroad. The meanings of hand gestures differ so 　2　(great) in different countries. But do you know the relationship between body language 　3　 groups?  Mark Moffett, author of The Human Swarm, describes our need to belong to a certain group. We are 　4　(safe) in groups than on our own. We trust them, they protect us, and they share 　5　 same values and beliefs as us. We will even go to war 　6　(fight) for our groups, so they are reliable.  Humans gravitate to(被吸引到) those people who are 　7　(member) of their own group. This is because we like to be able to predict the actions of others and belonging to a group enables this.  Outsiders to our group 　8　(be) foreign and unknown. Therefore, they could be 　9　(danger), unpredictable or threatening. So it is important to recognize these outsiders to our group.  There are many things that help us identify these strangers or outsiders—the clothes they wear and the way they speak. Now, experts know that their body language is also an indicator. In our ancestors’ times, knowing 　10　 someone is a friend or foe (敌人) could mean the survival of their genes.  1.　　　　　　 2.　　　　　　 3.　　　　　　 4.　　　　　　 5.　　　　　　   6.　　　　　　 7.　　　　　　 8.　　　　　　 9.　　　　　　 10.　　　　　　   Ⅲ.阅读理解 Tie an Italian’s hands behind his back and he’ll be speechless, which is an old joke in the US. However, Susan Goldin-Meadow, author of the book Thinking With Your Hands, has a rather different view. “Almost everyone gestures, not just Italians,” she laughs. “Conference interpreters gesture in their little rooms, though no one is looking at them. Even people born blind gesture when they speak, including to each other. In the TV series, The Crown, Lady Diana is warned that her hands may reveal her real emotions, which could be dangerous and that they have to be tied together so she can learn to speak without gesturing.” The gesture under discussion here is the so-called “co-speech gesture”. It is much more abstract (抽象的) than such symbolic gestures as a finger over the lips for “Silence!” or raising a finger to mean “Great!”. Like words, such symbolic gestures are fixed within cultures (but vary among them). Co-speech gestures that accompany speech are another channel of information and emotion. For example, experimental subjects are asked to watch a film in which a cat runs, but they are told to lie and say it jumps. They may do so in words while their hands will make a running movement. The co-speech gestures are not sign languages, either. They have clearly defined words and grammar and differ from place to place just as spoken ones do. And the co-speech gestures have great potential for practical applications. For example, teachers are encouraged both to use gestures themselves and to observe those their students make. Some students who fail at a tricky mathematics problem may gesture in a way that indicates that they are on the edge of getting it; they should be taught differently from the ones whose gestures suggest that they are entirely at sea. “Children with language delay caused by brain injuries at or around birth are likely to catch up verbally by the age of about 30 months, if they gesture as much as their peers. Those who gesture less are more likely to need early intervention,” Susan Goldin-Meadow adds. “Co-speech gesturing is not about a lack of control. It is about thinking and communication, and is an aid to both.” 1.What does Susan Goldin-Meadow really want to tell us in paragraph 2? A.Lady Diana is probably an emotional woman. B.Italians are very talkative and gesture too much. C.It is unnatural for the blind to gesture to each other. D.Co-speech gestures are used by all of us unknowingly. 2.What can we say about sign languages? A.They are as abstract as co-speech gestures. B.They are usually learned by human beings naturally. C.They have distinctly structured words and grammar. D.They vary from culture to culture and person to person. 3.What does the author suggest teachers do in the passage? A.Put enough trust in students.　　B.Encourage students to tell the truth. C.Observe the co-speech gestures carefully.　　D.Teach as many tricky problems as possible. 4.What is the main idea of this passage? A.Co-speech gestures play a vital part in communication. B.Symbolic gestures differ greatly from co-speech gestures. C.Co-speech gestures are more difficult than sign languages. D.Symbolic gestures have great potential for practical applications. Ⅳ.七选五 Making good eye contact is a surprisingly difficult yet important part of good communication skills. If you want to improve your ability to look people in the eye, you can practice making eye contact on your own to give the right impression in conversations.　1　  Try to relax as much as possible. The more you think about what you’re doing, the more embarrassed you’ll feel. Your nervousness can then be misinterpreted as dishonesty. 　2　 If you’re going into an important meeting or interview, do some breathing exercises. A few big, full, deep breaths can do a lot to calm you down.  　3　 It’s actually physically somewhat difficult to keep your eyes locked on both of another person’s eyes. It’s more common to focus on one, or on a spot on the face, rather than trying to look at both eyes at once. If it helps, try moving back and forth between the two eyes.  Break your gaze(凝视)to make other gestures while listening. 　4　 This looks natural and provides you with a needed break if necessary.  Try to keep your eyes focused while you are talking as well as listening. It’s one thing to look while you’re listening. 　5　 Don’t be afraid if you have to break your gaze occasionally, but try to keep your face and eyes forward and up as you’re talking.  A.Focus on one eye. B.Practice other good listening skills. C.So staying relaxed is of particular importance. D.Try to keep your eyes open as much as possible. E.Doing so can make you a better listener and a more effective speaker. F.It’s good to break eye contact when you’re laughing, or to nod and smile. G.But it’s more difficult to keep eye contact while you’re also trying to say something. 1.　　　 2.　　　 3.　　　 4.　　　 5.　　　  Ⅴ.读后续写 阅读下面材料,根据其内容和所给段落开头语续写两段,使之构成一篇完整的短文。 Rene Compean had hiked the park near his home in southern California numerous times. But after venturing along a new path last April, the 45-year-old mechanic was lost. As the day faded into dusk, following several hours of aimless wandering, his concern turned into fear. With no flashlight, only a liter of water and a power bar in his backpack, and less than ten percent electricity remaining in his cellphone battery, Compean was unprepared for anything more than the two-hour journey he’d planned. Compean climbed to a spot, some 7,000 feet above sea level, where there was a weak signal. “SOS. My phone is going to die. I’m lost,” he texted a friend, attaching a photo showing where he was. The shot showed his legs hanging over rocks. All Compean could do then was wait and hope. The temperature was dropping fast, and the winds were blowing. And he couldn’t sleep. After spotting two mountain lions, he spent the night on high alert, keeping a big stick and some sharp rocks beside him in case an animal came close. Sixty miles away in Ventura County, Ben Kuo was working at home when he read a tweet from the police station, showing a blurry(模糊的) image of a man’s legs. The police search-and-rescue teams had spent the previous night unsuccessfully looking for Compean, so they released the photo to the public, hoping someone might know the location. Kuo has an unusual hobby. “I have always loved looking at where photos were taken,” he says. He frequently tries to identify where movie scenes, television shows, or commercials were filmed. He’s often successful. 注意:续写词数应为150个左右。 Seeing the blurry image,Kuo pulled up a satellite map on his laptop. 　　　　　　　　　　　　　　　　　　　　　　　　　　　　　  　　　　　　　　　　　　　　　　　　　　　　　　　　　　　  　　　　　　　　　　　　　　　　　　　　　　　　　　　　　  　　　　　　　　　　　　　　　　　　　　　　　　　　　　　  　　　　　　　　　　　　　　　　　　　　　　　　　　　　　  The police of Ventura County arrived at the spot immediately. 　　　　　　　　　　　　　　　　　　　　　　　　　　　　　  　　　　　　　　　　　　　　　　　　　　　　　　　　　　　  　　　　　　　　　　　　　　　　　　　　　　　　　　　　　  　　　　　　　　　　　　　　　　　　　　　　　　　　　　　  　　　　　　　　　　　　　　　　　　　　　　　　　　　　　  答案 基础过关练 Ⅰ.1.抛锚　句意:如果你的车在路上抛锚了,这可能是因为你没有保养或修理过。 2.情不自禁地哭起来　句意:“哦,我的天哪,”布斯先生回答了好几次,起初面带微笑,然后情不自禁地泪流满面。 3.垮掉　句意:他的身体在过于繁重的工作压力下垮掉了。 4.使分解　句意:奶牛在分解草时会产生大量的甲烷,这是世界上第二严重的温室气体。 Ⅱ.1.reaction　考查名词。设空处被形容词性物主代词your修饰,且作动词affect的宾语,用名词形式,故填reaction。句意:你用来阅读的设备会影响你对这本书的反应吗? 2.with　考查介词。conflict with...意为“与……冲突”。句意:节约资源的需要往往与其他需要冲突。 3.merely　考查副词。设空处修饰形容词uncomfortable,作状语,故用副词merely,表示“只是;仅仅”。 4.at　考查介词。stare at意为“凝视;盯着……看”。句意:我挣扎了将近一年,一直盯着我面前的这堵墙。 5.ashamed　考查形容词。feel ashamed of...意为“为……感到羞耻”,主语指人。句意:我们不必为我们的失败感到羞耻。我们可以如实地面对它,乐观地接受它。 6.from　考查介词。句意:广告有别于其他传播形式,因为广告商要付费发布信息。distinguish A from B意为“使A有别于B”。本句使用了被动语态 A is distinguished from B。 7.anxiety　考查名词。句意:当我注意到我的学生对阅读不感兴趣时,我感到一阵焦虑。a wave of表示“一阵……”,根据句意,这里需要填入名词来表示情感,形容词anxious的名词形式为anxiety,意为“焦虑”。 8.to age　考查不定式。have a tendency to do sth.意为“有做某事的倾向”。故填to age。句意:有些人认为,女性的身体细胞往往比男性的衰老得更慢。 9.to take　考查不定式。call on sb. to do sth.意为“号召某人做某事”。句意:该活动旨在号召学生每天锻炼一小时。 10.embarrassment;embarrassing;embarrassed　考查embarrass的用法。第一空是“to one’s embarrassment”结构,表示“令某人尴尬的是”;第二空作表语,主语指物(question),所以用-ing形式的形容词,表示“令人尴尬的”;第三空作表语,主语是人,所以用-ed形式的形容词,表示“感到尴尬的”。 11.wept　考查动词的时态。根据句中从句谓语hugged可知本句时态为一般过去时,故填入weep的过去式wept。句意:她轻声哭泣着,肩膀一颤一颤的,双膝紧紧抱在胸前。 12.when　考查连词。句意:我刚开始说话,他就打断了我。barely...when...意为“刚……就……”,为固定句式,barely所在的主句常用过去完成时,barely置于句首时主句用部分倒装。 Ⅲ.1.To adjust to living alone　2.were employed/occupied in picking up　3.had his arms crossed　4.With the boy leading the way　5.Nothing is more embarrassing than 能力提升练 Ⅰ.1.educators　考查名词复数。句意:对教育工作者来说,了解每个学生为什么这么做是很重要的。educator为可数名词,意为“教育工作者”,空前无限定词,所以应该用复数形式,故填educators。 2.Generally　考查副词。句意:一般来说,我通常会观察他们的肢体语言。generally speaking表示“一般来说”,设空处位于句首,故填Generally。 3.tendency　考查名词。句意:人们倾向于向任何他们感兴趣的东西倾斜。设空处被冠词a修饰,作动词have的宾语,应用其名词形式,故填tendency。 4.in　考查介词。设空处所在部分为whatever引导的宾语从句,根据空前的are interested 可知设空处应填介词in,构成固定搭配be interested in,连接词在从句中作in的宾语。 5.lowered　考查过去分词。分析句子结构可知,此处为“have+宾语+宾补”结构,lower和his head之间为被动关系,故填lowered。 6.bored　考查形容词。此处指“这表明他感到很无聊”,修饰人应用以-ed结尾的形容词,故填bored。 7.to distinguish　考查动词不定式。分析句子成分可知,设空处作前面名词ability的后置定语。ability后面常用动词不定式作定语,故填to distinguish。 8.what　考查名词性从句。分析句子结构可知,设空处引导宾语从句,且在从句中作主语,意为“……的事”,故填连接代词what。 9.reacting　考查动名词。分析句子可知设空处在句中作主语,此处表示抽象的动作,所以应用动名词形式,故填reacting。 10.whose　考查非限制性定语从句。句意:无论如何,及时对学生的肢体语言作出反应是作为一名教师的重要部分,教师的职责是帮助所有青少年积极和投入地学习。设空处无提示词且前面有逗号,逗号前面是一个完整的句子,逗号后缺主语的定语,故推测设空处引导非限制性定语从句,先行词为teacher,关系词在从句中作定语,故填whose。 Ⅱ.语篇解读　本文是一篇说明文,文章介绍了肢体语言和群体之间的关系。 1.travel(l)ing　考查省略句。句意:你可能曾经被警告过在国外旅行时不要使用某些手势。设空处前的连词when引导时间状语从句,完整的从句是when you are travel(l)ing abroad,此处时间状语从句的主语与主句的主语一致,且从句含有be动词,可以省略从句的主语和be动词(you are)。故填travel(l)ing。 2.greatly　考查副词。设空处作状语,修饰动词differ,需用副词形式。故填greatly。 3.and　考查连词。此处是固定搭配between...and...,表示“在……和……之间”。故填and。 4.safer　考查形容词比较级。设空处作表语,需用形容词,结合句中的than可知,此处使用比较级。故填safer。句意:我们在群体中比一个人更安全。 5.the　考查冠词。same前常加定冠词the,表特指。故填the。 6.to fight　考查不定式。句意:我们甚至会为我们的群体而战,所以它们是可依靠的。设空处表示目的,作状语,用动词不定式形式。故填to fight。 7.members　考查名词复数。member为可数名词,且空前没有任何限定词,需用名词复数形式。故填members。句意:人会被那些属于自己群体的人吸引。 8.are　考查动词的时态和主谓一致。句意:我们群体的外人是外来的、不为人知的。本句陈述一般性事实,应用一般现在时,主语Outsiders是复数,故谓语动词使用复数形式。故填are。 9.dangerous　考查形容词。设空处作表语,需用形容词形式。故填dangerous。 10.whether　考查宾语从句。句意:在我们祖先的时代,知道一个人是朋友还是敌人可能意味着他们的基因得以幸存。根据后面的谓语could mean可知“knowing 　10　 someone is a friend or foe”为主语部分,所以动名词knowing和其宾语构成了句子的主语部分,结合句意和空后的or可知设空处应填whether。   Ⅲ.语篇解读　本文是一篇说明文,文章主要介绍了一种肢体语言——共话手势(co-speech gesture,即人们在讲话时伴随的手势动作)及其用途。 1.D　推理判断题。从第二段的内容来看,Susan Goldin-Meadow通过列举多个例子(如会议翻译员在没有人看的小房间里也会做手势、天生失明的人在说话时也会做手势)来强调“几乎每个人都会做手势,不仅仅是意大利人”。这些例子都是为了说明一个观点,即共话手势(co-speech gesture)是普遍存在的,甚至在我们没有意识到的情况下也在被使用。因此,选项D“共话手势不知不觉地被我们所有人使用”是她想告诉读者的信息。故选D项。 2.C　细节理解题。根据第三段最后两句可知,共话手势不是手势语。它们(手势语)有界定清晰的词汇和语法,就像口语一样,也会因地域的不同而有所差异。所以手势语有清晰的词汇和语法体系。原文的“clearly defined words and grammar”与选项中的“distinctly structured words and grammar”呼应,故选C项。 3.C　细节理解题。根据第四段中的“teachers are encouraged both to use gestures themselves and to observe those their students make(老师们被鼓励自己使用手势,并观察学生们做出的那些手势)”可知,选项C“仔细观察共话手势”是正确的。 4.A　主旨大意题。 分析文章结构可知,文章主要介绍了共话手势(co-speech gesture)在沟通中的重要性。故选项A“共话手势在沟通中起着至关重要的作用”最能概括文章的主旨。故选A项。 Ⅳ.语篇解读　本文是一篇说明文。文章主要介绍了如何在交流中进行目光接触,包括放松自己、专注于一只眼睛、在倾听时移开视线以及说话和倾听时都要尽量保持眼神专注。 1.E　细节句。该空位于段尾,需要承接上文。上文讲到,如果你想提高直视人的能力,你可以独自练习目光接触,以便在对话中给人留下正确的印象,这里强调了练习目光接触的重要性。E项(这样做可以让你成为一个更好的倾听者和更有效的说话者)承接上文,继续讲目光接触的重要性,其中的Doing so指的是上文提到的“练习目光接触”,故选E。 2.C　细节句。本段主旨句为“尽量多地放松”。设空处上文讲到,你的紧张可能会被误解为不诚实,C项(所以保持放松尤为重要)是上文的结论,同时与该段主旨句意思一致。故选C。 3.A　主旨句。根据第二、四、五段结构可知,设空处为第三段主旨句。该段讲到,实际上,很难同时盯着另一个人的两只眼睛。更常见的是专注于一只眼睛或脸上的一个点,而不是试图同时看两只眼睛。如果这样有帮助的话,试着在两只眼睛之间来回移动。A项(专注于一只眼睛)能够概括本段内容。故选A。 4.F　细节句。F项中的break eye contact与上文的Break your gaze呼应。故F项(当你笑的时候,或者要点头微笑的时候,中断目光接触是好的)符合语境。 5.G　细节句。由该段第一句可知,在说话和倾听时都要尽量保持眼神专注。设空处上文讲了在听的时候看(即保持目光接触)是一回事,G项(但是在你也试图说一些话时,保持目光接触就更困难了)与上文形成对比,同时呼应下文的“as you’re talking”,符合语境。 故选G。 Ⅴ. 写作指导 情节线 情感线 故事要素 Time last April 担忧的 害怕的 期望的 兴奋的 感激的 Place a park in southern California Character Rene Compean, Ben Kuo, the police 情节 Background Rene Compean在徒步旅行时迷路了。 Beginning 在他发出求救信号和所在位置的照片后,警察也不能确定他的位置。所以他们向公众公布了照片,希望有人知道地点。 Development Ben Kuo看到了警察的推文,他一直喜欢寻找拍摄照片的地方。 续写方向 Para. 1 Seeing the blurry image,Kuo pulled up a satellite map on his laptop. ①Kuo是如何通过对比卫星地图和Compean的照片找到线索?(由于情境的复杂性,至少分两个步骤比较合适,先初步缩小搜寻范围,再最终确定具体位置) ②Kuo随后做了什么?(与警方取得联系) Para. 2 The police of Ventura County arrived at the spot immediately. ①警察是如何救助Compean的? ②Compean发现救援后有何反应? ③Compean如何感谢Kuo? One possible version: Seeing the blurry image,Kuo pulled up a satellite map on his laptop. The first thing that he noticed in Compean’s photo was patches of greenery. After comparing it to the satellite map, Kuo realized something: He must be on the south side because there are not really any green valleys on the north side. That finding narrowed his search, leading him to an area that resembled the terrain in the image. The final step was comparing the original photo with 3-D images of the area from the satellite map. The locations matched! Kuo soon called the police of Ventura County and told them the location. The police of Ventura County arrived at the spot immediately. Soon, a search-and-rescue helicopter was in the air, hovering above Compean. After spending 27 hours alone in the wilderness, Compean cried with excitement, “I’m safe!” The police told Compean that his story probably would have ended very differently had a total stranger with strong satellite skills and a sharp eye for detail not taken action. Days later, Compean paid a visit to Kuo, expressing his gratitude to him. He told Kuo, “I owe you my life.” 学科网（北京）股份有限公司 $