UNIT 11 LESSON 2 DEALING WITH CONFLICT（同步练习）-【学而思·PPT课件分层练习】2025-2026学年高二英语选择性必修第四册（北师大版）

Part 3　LESSON 2 DEALING WITH CONFLICT 基础过关练 Ⅰ.单词拼写 1.Welfare payments 　　　　(停止,终止) as soon as an individual starts a job.   2.Under the starry sky, Dad and Mom began to sing, adding 　　　　 (令人愉快的) music to the unforgettable night.   3.(2025八省联考)The participants who exercised four hours after taking the computer test were able to 　　　　(回忆起) what they had learned most accurately.   4.A tough person is strong and determined, and can 　　　　(忍受) difficulty or suffering.  Ⅱ.选词填空(其中有一项多余) put forward;on one's behalf;deal with;come about; respond to 1.(2024北京)All these models are tools to 　　　　　　 the unknown and to make discoveries.  2.Mr Knight cannot be here, so his wife will accept the prize 　　　　　　.  3.Assuming that our plan is rejected, we will 　　　　　　 an alternative one.  4.How will you 　　　　　　 his requirement that everyone should be present at the meeting?  Ⅲ.单句语法填空 1.The two were fighting 　　　　　(violent), ignoring all the others around them.  2.My uncle has earned lots of money, so I 　　　　　(firm) believe that his business is a success.  3.He withdrew 　　　　　 the basketball club because he had to take care of his sick mother and didn't have the time.  4.The National Library of China has launched (推出) 48 documentaries online, and audiences can vote 　　　　　 their favourites.  5.(2025河南省实验中学月考)While cleaning out the garage, I came 　　　　　 a box of old toys from my childhood.  6.(2025河北保定月考)The 　　　　　(annoy) noise from the construction site kept me from concentrating.  7.(2024浙江1月)For a few months after the “library” opened, I didn't bother 　　　　　(take) a look, as I had assumed that it would be stuffed full of cheesy love stories.  8.To be honest, I'm not confident of completing the task 　　　　　(assign) by the manager on time.   9.You should 　　　　　(set) down his telephone number yesterday, but you didn't.   10.　　　　　 is difficult to figure out the global population of polar bears as much of the range has been poorly studied.  Ⅳ.完成句子 1.一天,Catalina正在图书馆读一本书,这时她看到一朵不寻常的白花的照片。 One day in the library, Catalina 　　　　 　　　　 　　　　 　　　　 　　　　she saw a picture of an unusual white flower.(读后续写—情节描写)  2.我刚锁上门,这时我突然想起我把钥匙落在屋里了。 I 　　　　 　　　　 　　　　 　　　　 　　　　 　　　　 it suddenly occurred to me that I had left my key in the room.  3.The workers not only want to reduce working hours but also want to increase their pay. (句式升级;倒装) →　　　　 　　　　 　　　　 　　　　 　　　　 want to reduce working hours, but they also want to increase their pay.  能力提升练 Ⅰ.阅读理解 (2025北京丰台区期末) When considering the members of my social network, I often find myself enveloped in pure feelings of love and warmth, affection and support. A handful, however, arouse quite different emotions—a mixture of eagerness and fear. In the right mood, these individuals can deliver a fun-filled evening, but at the wrong moment, they can exhaust all my goodwill. If this sounds familiar, then you too have frenemies. Psychologists call them “ambivalent relationships”. According to a wealth of research these relationships are often more stressful. They can damage your mental and physical health. Knowing this, the simple solution would seem to be to cut ties with these people. But our relationships with frenemies aren't simple and ditching(摆脱) them isn't always possible or even desirable. To capture interpersonal dynamics, Julianne Holt-Lunstad and her Utah-based Brigham Young University colleagues designed a scale identifying four relationship categories. Try it: pick people in your network and answer two questions on a 1-6 scale. When you are feeling in need of advice, understanding or a favour, how helpful is your connection? Likewise, how upsetting is your connection? Connections scoring 1 on both are indifferent relationships. Those that score high on helpfulness and low on upset are supportive ties; those that score low on helpfulness and high on upset are aversive relationships. And both high scores indicate ambivalent connections—frenemies. They may be incredibly generous when you have a problem yet can also lash out(怒斥) with a bitter put-down when they feel envious or threatened. We might hope the good outweighs the bad in such relationships, but research complicates this. Holt-Lunstad's team found that simply knowing that an ambivalent connection was in the next room as participants prepared to give a speech was enough to send their blood pressure rocketing. It also slowed their recovery after the task. In fact, even unintentional reminders of a frenemy can break our peace of mind. Furthermore, ambivalent connections contribute to telomere(端粒) decline. Telomeres, protective caps at chromosome(染色体) ends, prevent DNA damage during cell division. As we age, telomeres wear down, and, when they become too short, cells may start to malfunction or die. Shorter telomeres increase the risk of age-related diseases. The problems of ambivalent connections are hard to solve, especially in work or family. Simply being aware of the ambivalent nature of a relationship might offer some protection, so that we could manage expectations, focus more on the good in these people and feel compassion for their unpleasant streaks, while also attempting to reduce contact when they cause stresses. Just as importantly this has prompted me to consider my own behavior—are there relationships in which I am the frenemy? 1.What does the underlined word “ambivalent” in paragraph 1 mean? A.Giving help or encouragement. B.Continuing or developing gradually. C.Having a mixture of opposing feelings. D.Happening sometimes and not at other times. 2.Why does the author use Julianne Holt-Lunstad's scale? A.To measure the level of generosity in friendships. B.To compare the benefits of different connections. C.To show it's difficult to break up with frenemies. D.To predict the outcome of conflicts with frenemies. 3.What can we learn about frenemies from the passage? A.Frenemies don't need to say a word to cause anxiety. B.High expectations of frenemies improve the relationship. C.Interacting with frenemies hardly results in helpful connections. D.Ambivalent connections can shorten telomeres preventing DNA damage. 4.What can be the best title for the passage? A.Understanding and Managing Frenemies B.The Complexities of Human Relationships C.The Impact of Frenemies on Our Well-being D.The Double-edged Quality of Social Connections Ⅱ.七选五 (2025安徽江淮名校联考) 　　For some young people, the usual challenges of growing up may be compounded by difficult family situations, school and social pressures, mental health problems or exposure to drugs and alcohol or violence and abuse. However, there are no easy answers in parenting. 　1　.  Uncontrollable Causes Parents often feel guilty about things that have happened, which may have caused their child to have problems. Yet there are many things that may contribute to a young person having difficulties. 　2　.  　3　  Much of the behavior that causes so much annoyance for parents during their child's teenage years is actually fairly normal and healthy for that developmental stage. Understanding the changes that your child is going through may help reduce some of the anxiety that you may be experiencing and may help you to respond to your child's behavior in a more affirming way. Parenting Adjustment The challenges of parenting an adolescent can be distressing. You may struggle to know how to adjust your parenting to suit this stage of your child's development. Strategies that work for young children will not work for teenagers. Family Dynamics 　4　. Understanding the dynamics of your family may help you identify factors that are influencing the way a young person and others in the family are behaving.  Parenting Styles Every parent and child, without exception, has a way of interacting with each other. Sometimes those interactions are highly positive and affirming. 　5　. How you parent a child—your parenting style—is influenced by your own parents, your personality, what you learn from people around you, the stresses you face in your life, and your child's personality and behavior.  A.Parenting Responses B.Understandable Behavior C.We should have more interactions with our children D.At other times they are volatile and counterproductive E.Each family has its own patterns of relating to each other F.Some of these factors are under parents' control and others are not G.The following aspects may help you understand and support your child a little better 1.　　　 2.　　　 3.　　　 4.　　　 5.　　　   Ⅲ.完形填空 (2024广东鹤山市第一中学阶段考试) As I waited for my university lecture to start, I felt a tap on my shoulder. Looking up, I found a young woman smiling at me, 　1　 a notebook. I detected immediately who she was. The week before we had 　2　 emails, and I'd told her I would be sitting in the front 　3　. I always sat at the front and the reason was that I'm deaf and needed to lip-read the 　4　. “I'm Rosie,” the young woman said. She was the first person I'd ever met who was my 　5　 and wore hearing aids. At my high school, I was the only person who wore hearing aids. So I was 　6　 and fascinated to see Rosie wearing them. She tied her hair back, and didn't try to 　7　 them like I did.  After the lecture, Rosie and I carried on talking. She always remembered to look at me when we talked. I didn't have to worry that she'd 　8　, or that I'd miss a joke or remark. There was an instinctive awareness between us about making communication clear and 　9　. I'd grown up thinking that deafness was some kind of 　10　, but here was Rosie, who was clever, wise, full of fun and deaf. What was the big deal?  I felt like a window had opened on my own experience as a deaf person. Partly it was the joy of being able to talk 　11　. We discussed noisy social events, or group conversations, where we felt on the fringes. The 　12　 that I wasn't the only deaf student at the university made the experience feel less lonely.   We continued to share notes on being deaf. Learning to advocate for myself as a deaf person in the professional world was 　13　. But Rosie was more enlightened, and she was a fierce advocate. She was a(n) 　14　 of my own experience, and also set an example for me, offering an alternative 　15　. Our friendship has become an essential part of who I am as well.  1.A.putting　　　B.rejecting C.throwing　　　D.holding 2.A.exchanged　　　B.received C.sent　　　D.communicated 3.A.section　　　B.part C.row　　　D.profile 4.A.lecturer　　　B.constructor C.composer　　　D.advisor 5.A.stage　　　B.position C.age　　　D.class 6.A.disappointed　　　B.bewildered C.overwhelmed　　　D.surprised 7.A.occupy　　　B.hide C.absorb　　　D.involve 8.A.put away　　　B.give away C.glance away　　　D.take away 9.A.visible　　　B.useful C.superficial　　　D.silent 10.A.routine　　　B.standard C.flaw　　　D.average 11.A.openly　　　B.supremely C.thoroughly　　　D.vastly 12.A.view　　　B.dialogue C.knowledge　　　D.bargaining 13.A.firm　　　B.rough C.smooth　　　D.tough 14.A.furniture　　　B.mirror C.department　　　D.aid 15.A.solution　　　B.overlook C.perspective　　　D.energy 答案与分层梯度式解析 Part 3　LESSON 2 DEALING WITH CONFLICT 基础过关练 Ⅰ.1.cease　2.pleasant　3.recall　4.tolerate Ⅱ.1.deal with　2.on his behalf　3.put forward　4.respond to Ⅲ.1.violently　考查副词。空格处修饰谓语were fighting,应用副词。故填violently。句意:这两个人正在激烈地打斗,无视周围的其他所有人。 2.firmly　考查副词。空格处修饰动词believe,应用副词。故填firmly。句意:我叔叔赚了很多钱,所以我坚信他的生意是成功的。 3.from　考查介词。句意:他退出了篮球俱乐部,因为他得照顾他生病的母亲,没有时间。withdraw from意为“从……退出”,故填from。 4.for　考查介词。句意:中国国家图书馆在网上推出了48部纪录片,观众可以为自己最喜爱的纪录片投票。vote for...为固定搭配,意为“为……投票”。故填for。 5.across　考查固定短语。句意:在清理车库的时候,我偶然发现了一箱我童年时期的旧玩具。come across表示“偶然发现”,符合句意。故填across。 6.annoying　考查形容词。设空处作定语,修饰表物的名词,表示“讨厌的;烦人的”,应用形容词。故填annoying。句意:建筑工地传来的烦人的噪声让我无法集中注意力。 7.taking/to take　考查动名词/不定式。句意:这个“图书馆”开放后的几个月里,我都懒得去看,因为我曾以为里面肯定塞满了俗气的爱情小说。not bother doing/to do sth.表示“不费心做某事”,故填taking或to take。 8.assigned　考查过去分词。句意:老实说,我对按时完成经理分配的任务没有把握。句中已有谓语,设空处应用非谓语动词;设空处作后置定语修饰the task,所给提示词assign与the task之间为被动关系,应用过去分词。故填assigned。 9.have set　考查情态动词的用法。句意:你昨天本应该记下他的电话号码,但你没有。分析句意可知,本句表达本应该做某事而没做,应用should have done形式。故填have set。 10.It　考查代词。句意:因为对许多区域调查得不够充分,所以很难计算出全球北极熊的数量。分析句子可知,此处是“it+be+adj.+to do sth.”句型,it作形式主语,真正的主语为动词不定式。该空位于句首,单词首字母大写。故填It。 Ⅳ.1.was reading a book when　2.had just locked the door when　3.Not only do the workers 能力提升练 Ⅰ.◎语篇解读　本文是一篇说明文。文章先由作者对社交网络中关系复杂的个体感到既期待又害怕引出“友敌”概念,接着介绍Julianne Holt-Lunstad及其同事识别四种关系类型的研究,指出矛盾关系问题难解决,最后分享了处理这些矛盾关系的方法。 【高频词汇】　1.arouse v.引起,唤起　2.individual n.个人　3.cut ties with...与……断绝关系　4.incredibly adv.极其,难以置信地　5.be aware of意识到 【熟词生义】 　1.deliver 熟义:v.递送;发表　生义:v.提供,实现,产生　2.rocket 熟义:n.火箭　生义:v.迅速上升 【差距词汇】 　1.envelop v.包裹住　2.aversive adj.令人嫌恶的;令人厌恶的 　3.malfunction v.发生故障,运转失常　4.prompt v.促使,导致 长难句 原句　Holt-Lunstad's team found that simply knowing that an ambivalent connection was in the next room as participants prepared to give a speech was enough to send their blood pressure rocketing. 分析　本句为主从复合句。第一个that引导宾语从句,作found的宾语,其中“simply knowing that...give a speech”是动名词短语作主语,第二个that 引导宾语从句,作knowing的宾语,as引导时间状语从句。 译文　霍尔特-伦斯塔德的团队发现,当参与者准备发表演讲时,仅仅知道隔壁房间有一个关系矛盾的人,就足以让他们的血压迅速上升。 1.C　词义猜测题。根据画线词上文“In the right mood, these individuals can deliver a fun-filled evening, but at the wrong moment, they can exhaust all my goodwill. If this sounds familiar, then you too have frenemies.”可知,此处指对朋友的矛盾情感,ambivalent意为“矛盾情绪的”,故选C。 2.C　推理判断题。第二段中的“But our relationships with frenemies aren't simple and ditching them isn't always possible or even desirable.”提到有时候不可能抛弃友敌,甚至这样做不可取,第三段中的“To capture interpersonal dynamics, Julianne Holt-Lunstad and her Utah-based Brigham Young University colleagues designed a scale identifying four relationship categories.”和下文具体介绍了Julianne Holt-Lunstad和同事关于识别四种关系类型的研究,最后一段中的“The problems of ambivalent connections are hard to solve, especially in work or family.”得出结论,所以作者使用Julianne Holt-Lunstad的量表是为了说明很难和友敌绝交,故选C。 3.A　推理判断题。根据第五段中的“simply knowing that an ambivalent connection was in the next room as participants prepared to give a speech was enough to send their blood pressure rocketing.”可知,友敌不需要说一句话就能引起焦虑,故选A。 4.A　主旨大意题。通读全文,尤其是第一段中的“If this sounds familiar, then you too have frenemies.”和最后一段可知,文章讲述了作者对社交网络中一些关系复杂的个体感到既期待又害怕,引出“友敌”的概念,接着介绍了Julianne Holt-Lunstad和同事关于识别四种关系类型的研究,表明矛盾关系的问题很难解决,最后分享了自己如何处理这些矛盾关系,所以A项“理解和管理友敌”为最佳标题,故选A。 Ⅱ.◎语篇解读　本文是一篇说明文。文章介绍了家长应如何面对和理解孩子在成长期间的变化。 【高频词汇】　1.challenge n.挑战　2.contribute to促成;有助于　3.fairly adv.相当地;公平地　4.normal adj.正常的;一般的　5.adjustment n.调整;调节;适应 【差距词汇】　1.compound v.使加重;使恶化;使混合　2.affirm v.肯定;坚定,强化　3.dynamics n.动态;相互作用的方式 1.G　根据上文“However, there are no easy answers in parenting.”可知,在育儿方面没有简单的答案,且下文介绍了帮助家长理解和教育孩子的不同方面,G项“以下几个方面可以帮助你更好地理解和支持你的孩子”符合语境,故选G。 2.F　根据上文内容可知,有许多事情可能会导致一个年轻人有困难,设空处为本段最后一句,F项“这些因素有些在父母的控制范围内,有些则不然”承接上文,符合语境,F项中的these factors与前文的many things呼应。故选F。 3.B　设空处为本段小标题,格式应和其他段落小标题保持一致。根据本段内容可知,在孩子的青少年时期,许多让父母感到烦恼的行为实际上在那个成长阶段是相当正常和健康的,了解孩子正在经历的变化或许有助于减轻一些焦虑,或许还能帮助父母以更肯定的方式回应孩子的行为。B项“可理解的行为”符合语境,behavior是复现词,故选B。 4.E　根据后文“Understanding the dynamics of your family may help you identify factors that are influencing the way a young person and others in the family are behaving.”可知,E项“每个家庭都有自己的关系模式”符合语境,E项中的patterns与后文的dynamics of your family呼应。故选E。 5.D　根据上文“Sometimes those interactions are highly positive and affirming.”可知,前文介绍了一种情况,结合选项可知,D项“在其他时候,它们是不稳定的和适得其反的”符合语境,内容上与前文形成对比,D项中的At other times和前文中的Sometimes呼应,故选D。 Ⅲ.◎语篇解读　本文是一篇记叙文。“我”是一个失聪的学生,在大学里认识了另一个和“我”一样佩戴助听器的学生罗茜,她聪慧、风趣,让“我”意识到失聪并不是一种缺陷,为“我”的人生提供了另一种视角。 【高频词汇】　1.immediately adv.立即,马上　2.fascinated adj.极感兴趣的　3.carry on 继续做　4.awareness n.知道,意识　5.set an example for...为……树立榜样 【差距词汇】　1.instinctive adj.本能的,直觉的,天生的 2.fringe n.边缘 长难句 原句　I'd grown up thinking that deafness was some kind of flaw, but here was Rosie, who was clever, wise, full of fun and deaf. 分析　本句为并列复合句。that引导宾语从句;who引导定语从句,修饰先行词Rosie。 译文　我从小到大都认为失聪是某种缺陷,但罗茜出现了,她聪明、智慧、充满乐趣且失聪。 1.D　根据下文“a notebook”可知,此处指拿着笔记本。put放置;reject拒绝;throw扔;hold拿着。故选D。 2.A　此处指“我们”互发邮件,应用“exchange emails”。exchange交流,交换;receive接收;send发送;communicate沟通。故选A。 3.C　根据下文“I always sat at the front”可知,此处指坐在前排。section部分;part部件;row一排;profile轮廓。故选C。 4.A　根据上文“As I waited for my university lecture to start”可知,此处指需要唇读讲师说的话。lecturer讲师;constructor建造者;composer作曲家;advisor顾问。故选A。 5.C　根据下文“At my high school, I was the only person who wore hearing aids.”可知,此处指和“我”同龄。stage舞台;position位置;age年龄;class班级。故选C。 6.D　根据上文“At my high school, I was the only person who wore hearing aids.”可知,看到还有别人戴助听器,“我”很惊讶。disappointed失望的;bewildered困惑的;overwhelmed不知所措的;surprised惊讶的。故选D。 7.B　根据上文“She tied her hair back”可知,她不是像“我”一样用头发遮住助听器,而是把头发绑在后面。occupy占据;hide遮住;absorb吸收;involve涉及。故选B。 8.C　根据上文“She always remembered to look at me when we talked.”可知,此处指“我”不必担心她会把目光移开。put away把……收拾起来;give away赠送;glance away移开目光;take away拿走。故选C。 9.A　根据上文“She always remembered to look at me when we talked.”可知,此处指让沟通可见。visible可见的;useful有用的;superficial肤浅的;silent沉默的。故选A。 10.C　上文提到“我”会用头发把助听器遮住,由此可知,“我”一直认为失聪是一种缺陷。routine惯例;standard标准;flaw缺陷;average平均数。故选C。 11.A　根据下文“We discussed noisy social events, or group conversations, where we felt on the fringes.”可知,“我”和罗茜畅所欲言。openly公开地;supremely极其;thoroughly完全;vastly非常。故选A。 12.C　根据空后“that I wasn't the only deaf student at the university”可知,“我”知道自己不是大学里唯一的失聪的学生。view观点;dialogue对话;knowledge知晓;bargaining讨价还价。故选C。 13.D　根据空前“Learning to advocate for myself as a deaf person in the professional world”可知,作为失聪者,在专业领域中学会支持自己是很困难的。firm坚定的;rough粗糙的;smooth光滑的;tough困难的。故选D。 14.B　根据下文“and also set an example for me”可知,罗茜反映了“我”自己的经历。furniture家具;mirror镜子,真实反映;department部门;aid帮助。故选B。 15.C　根据上文“set an example for me”可知,罗茜为“我”树立了榜样,提供了另一种视角,让“我”不再羞于自己的失聪。solution解决办法;overlook从高处能看到的景色;perspective视角;energy力量。故选C。 7 学科网（北京）股份有限公司 $