UNIT 1 Section Ⅲ Using Language(课时跟踪检测)(学用Word)-【优学精讲】2025-2026学年高中英语选择性必修第四册（人教版）

Section Ⅲ　Using Language Ⅰ.品句填词 1.On seeing the moving scene，my eyes were 　　　　　　（模糊） with tears. 2.The boy took a step 　　　　　　（向后） and knocked over the video camera. 3.His movements were clumsy and he had trouble keeping up with the 　　　　　　（节奏） of the game. 4.　　　　　　 （冲突） and culture shock are common for people living abroad. 5.In that emergency， the frightened wife 　　　　（抓紧） her husband’s arm. Ⅱ.词形转换 1.They were 　　　　　　（random） divided into four groups and exposed to various noise levels in the background. 2.In its early history， Chicago had floods frequently， especially in the spring， making the streets so 　　　　　　（mud） that people， horses， and carts got stuck. 3.There was a sharp 　　　　　　（divide） of opinions among the committee members regarding the new policy. 4.They’ve made an 　　　　　　（urge） request for international aid since the emergency. 5.He performed perfectly in the speech contest and an 　　　　　　（explode） of applause came out of the audience. Ⅲ.固定搭配和句式 1.The elderly are advised to have a medical examination 　　　　　　a regular basis， which is helpful to their health. 2.From my perspective， Chinese medicine is superior 　　　　　　Western medicine in a sense. 3.　　　　　　　　　　　　　　　　　　 （直到她打电话给我） I realised I had forgotten the meeting. 4.　　　　　　　　　　　　 （结果是）all students have benefited from our English programme named “Talk and Talk”. 5.Some people express anger openly in a calm and reasonable way，while others 　　　　　　　　　　　　（勃然大怒）， screaming and yelling. Ⅳ.一词多义/熟词生义 快速阅读下列句子并选出句中加黑词汇对应的意思 1.turn out A.关掉　　B.在场　　C.结果是　　D.制造 ①We all hope things will turn out fine. 　　　　　 ②The factory turns out 900 cars on a weekly basis. 　　　　　 ③Remember to turn out the lights when you go to bed. 　　　　　 ④I really expected him to turn out on time. 　　　　　 快速阅读下列句子并猜测句中加黑词汇的意思 2.He inched his way through the narrow passage. 　　　　　 3.She stood up and began to pace up and down. 　　　　　 4.She was declared as chairwoman of the company’s sales division. 　　　　　 Ⅰ.阅读理解 A 　　（2025·青岛高二下期末）It happened at a bookstore last summer： My son Henry chose reading to his own taste. He was fascinated by the cover of the first novel from Peter Brown’s middle-grade trilogy （三部曲）. He then finished it in just two days. “Dad， why did The Wild Robot have to be so sad？” he tearfully asked me. I picked up the book myself. 　　The story is set on a remote island， where a robot named Roz learns to survive and communicate with the island’s creatures， and becomes part of the community. For my son， it was the first book he discovered on his own； the first to impact him with the mix of sadness and joy. 　　When I finished the book， I knew why Henry loved it. In our book club discussion， he described how Brown’s pictures and words had made the story feel real. When talking about its final scenes， where Roz leaves to find repairs for her injured body， Henry cried again.His previous reading experiences had cheerful， “happily-ever-after” endings， but this book introduced him to the beauty of complex emotions. I tried to explain how sadness can enhance the meaning of happy moments， but failed to fully convince him. 　　Once our discussion ended， Henry requested to buy The Wild Robot Escapes and instantly fell in love with it. He read the first two books repeatedly， so you can imagine his excitement when we finally got a copy of The Wild Robot Protects. 　　We both agree it is worth the wait. Roz leaves the island again to stop an underwater threat for several continents：the poison tide. Brown expertly balances between breathtaking adventure and unsettling ideas — not just happiness and sadness but also hope and disappointment， given the climate-change effect. 　　And， here’s something special about Roz： Her physical clumsiness and confusion about life， conveyed through her expressive eyes and downturned mouth. Her story reflects the challenges of surviving in a strange place， much like a child’s journey. Readers love Roz. They learn from her. Even better， they learn alongside her. Roz gave Henry the power to push through the first book’s sad parts， getting him ready to appreciate that， sometimes， sadness isn’t a bad thing to feel. 1.What drove the author to read The Wild Robot？（　　） A.Its interesting characters and ending.　　　　　B.Henry’s personal recommendation. C.Henry’s emotional reaction to it. D.Its attractive well-designed cover. 2.What is one theme of The Wild Robot Protects？（　　） A.Family and community. B.Man-robot relationship. C.Exploration of the deep sea. D.Worries of global issues. 3.What makes Roz in the trilogy special？（　　） A.Her struggling experiences. B.Her robotic power. C.Her childlike expressions. D.Her adventurous spirit. 4.Which message does this passage seem to convey？（　　） A.Misfortune highlights great art works. B.Reading inspires children’s personal growth. C.Book series interest both adults and kids. D.Robot stories find their own way to children. B 　　（2025·龙岩高二下期中）Forty percent of toddlers （幼儿） have their own tablet by the time they are 2 years old， according to a report released on Wednesday by Common Sense Media， a nonprofit research organisation. 　　It investigates parents about their children’s media use， looking at media habits in kids aged 8 and younger and measuring daily behavior such as time spent looking at screens， what kind of programming kids consumed， and differences in habits depending on gender and socioeconomic status. 　　The most significant changes it has found over the last few years were not in the amount of time kids spend on screens， but in the way they consume media and the type of media they consume. 　　Jim Steyer is CEO of Common Sense Media. Steyer says while there is no cure-all for managing screen time， there are helpful strategies. 　　“Delay， delay， delay，” says Steyer， referring to when parents should start letting their children use various devices. “Whether it’s a cellphone， a tablet or whatever.” 　　“It’s important，” says Steyer， “for parents to know what their kids are doing on screens.” Many shows， apps and games for young children are designed to be especially engaging on handheld devices. “The more autonomy （自主权） children have over these devices， the more danger they present，” he says. 　　He advises parents to direct their children towards healthier content and to watch programs alongside children and discuss the content with them. “If you go on a device with your child and explore the content with the child， it enriches the experience of the child and yourself，” says Steyer. 　　This was the first year the survey asked questions about artificial intelligence （AI）. Nearly one in three young kids now uses AI for learning， which Steyer says presents a unique set of new obstacles since it’s difficult for kids to distinguish what is true or not with information presented to them by AI. 　　Though screen time is a frightening problem， the worst thing parents can do is to throw up their hands and ignore it. 5.How did the researchers gather data on children’s media habits？（　　） A.By interviewing teachers about classroom screen usage. B.By recording children’s routine operations on educational apps. C.By observing children’s screen time in controlled environments. D.By surveying parents about their children’s daily employment of media. 6.What is Jim Steyer’s suggestion for parents？（　　） A.Monitoring their children’s digital behaviors. B.Banning their children’s screen-based activities. C.Allowing their children’s autonomy over devices. D.Focusing on their children’s academic performance. 7.Why is AI usage among children mentioned as a challenge？（　　） A.It increases screen time. B.It limits creativity in learning. C.It reduces parental involvement. D.It contains misleading information. 8.What is the author’s purpose in writing the text？（　　） A.To warn parents of toddlers’ early tablet use. B.To show a new study on toddlers’ behavior. C.To provide guidance on screen time management. D.To highlight the growing role of AI in children’s education. Ⅱ.阅读七选五 　　（2025·龙岩高二下期中）Many people aren’t consciously aware of themselves or how they come across to other people. 9. （　　）. Read on to learn how to improve self-awareness. Keep a journal to track your thoughts and feelings 　　Journaling is a great way to better understand your feelings and how they relate to what you do. Writing about things other people said and did can help you better understand how you’re understood and why they reacted to you like they did. 10. （　　）. Finding a way out of self-destructive patterns will encourage you to do even more work on yourself to become a better person. Reflect and practice mindfulness to stay in the moment 　　When you act with mindfulness and intention， you’re fully aware of everything that’s going on around you without being attached. 11. （　　）. But with practice， you can better know your emotions and how they affect your behavior. Start small and work your way up. For example， you might try taking a mindful walk outside. 　　12. （　　） 　　When you’re lacking in self-awareness， the people around you often have a better sense of how you’re coming across than you do. As long as you remind yourself that they have your best interests at heart， you can learn a lot from what they have to say. Remember to be humble and actively listen. Change isn’t easy， but your friends and family really care about you and are there to support you. Spend time alone to better understand yourself 　　If you have a problem with internal self-awareness， some time alone can help. Observe yourself and practice identifying your emotions and think about how something makes you feel and how that feeling drives you to act. When you’re thinking about your feelings， ask yourself “what” rather than “why”. 13. （　　）. A.Ask trusted friends and family for honest feedback B.Relate to friends who have the same interest with you C.This level of self-awareness is really difficult to achieve D.The good news is that self-awareness is an improvable skill E.This kind of analysis helps you unlock core truths about yourself F.People who lack self-awareness don’t understand their own feelings G.Journaling about your day can help you recognise patterns in your behavior Ⅲ.完形填空 　　（2025·宿州高二下期中）When I was in high school， our PE class focused on swimming. I preferred staying in the 　14　 area where I could touch the bottom， though occasionally I dared to try deeper zones. One day， our teacher 　15　 the class： “Those with courage may attempt to swim across the pool. Give it a 　16　！” Inspired， I joined others as the teacher 　17　. 　　Midway through， I was completely 　18　 and began sinking. Kicking wildly against the pool’s 　19　， I barely surfaced to gasp for air. Just as I was sinking again， a classmate 　20　 toward me， firmly 　21　 my arm and guided me to safety. That incident made me avoid swimming for years. 　　Years later， when I was teaching a university speech class， a student 　22　 to have been a former lifeguard， voluntarily demonstrated rescue techniques. Her 　23　 explanation of breathing methods and body relaxation strategies left us 　24　. Motivated， I revisited the pool： Through 　25　 on controlled breathing and gradual skill-building， I built 　26　. Eventually， I could swim different laps using various strokes （游泳姿势）. 　　Learning to swim has become a（n） 　27　 hobby as swimming skills have afforded me opportunities for fun and adventures. It is 　28　 simply “playing” in water. 14.（　）A.shallow　　　　　　B.deep　　　　　　　　 C.distant　　　　　　　D.visible 15.（　）A.instructed B.challenged C.reminded D.commanded 16.（　）A.thought B.test C.shot D.start 17.（　）A.cheered B.gestured C.nodded D.smiled 18.（　）A.exhausted B.excited C.annoyed D.surprised 19.（　）A.surface B.bottom C.ceiling D.edge 20.（　）A.waved B.dashed C.floated D.slipped 21.（　）A.pressed B.folded C.pushed D.grabbed 22.（　）A.promising B.claiming C.pretending D.remembering 23.（　）A.unclear B.casual C.precise D.complex 24.（　）A.impressed B.puzzled C.bored D.moved 25.（　）A.debates B.guesses C.theories D.drills 26.（　）A.curiosity B.confidence C.patience D.strength 27.（　）A.amusing B.demanding C.rewarding D.convincing 28.（　）A.other than B.less than C.more than D.rather than 4 / 5 学科网（北京）股份有限公司 $ Section Ⅲ　Using Language A级基础练 Ⅰ.1.blurred　2.backward　3.pace　4.Conflict　5.gripped Ⅱ.1.randomly　2.muddy　3.division　4.urgent 5.explosion Ⅲ.1.on　2.to　3.It was not until she called me that 4.It turns out that　5.explode with anger Ⅳ.1.①C　②D　③A　④B　2.v.（朝……）缓慢移动 3.vi.走来走去　4.n.部门 B级能力练 Ⅰ. 语篇解读：本文是一篇记叙文。文章讲述了作者的儿子阅读了《荒岛机器人》后，被其内容所打动。于是作者也阅读了这本书，并领悟到悲伤也可以让人成长的故事。 1.C　细节理解题。根据第一段最后两句可知，亨利对《荒岛机器人》的情绪反应促使作者阅读这本书。 2.D　推理判断题。根据倒数第二段末句可推知，其主题是对全球问题的关注。 3.A　细节理解题。根据最后一段前两句可知，三部曲中的罗兹的特别之处在于她的奋斗经历。 4.B　推理判断题。根据最后一段末句可推知，这篇文章想表达的是阅读能激励孩子们的个人成长。 语篇解读：本文是一篇说明文。研究显示幼儿媒体使用有变化，Jim Steyer为家长提供屏幕时间管理策略，还提及AI使用带来的挑战。 5.D　细节理解题。根据第二段内容可知，这一报告对家长们进行调查，了解他们孩子使用媒体的情况，研究8岁及以下儿童的媒体使用习惯，并衡量他们的日常行为，比如看屏幕的时间、孩子们观看的节目类型，以及因性别和社会经济地位不同而产生的习惯差异。由此可知，研究人员是通过调查家长关于他们孩子日常使用媒体的情况来收集数据的。 6.A　细节理解题。根据第六段第一句以及他后面提到的孩子对设备的自主权越大，危险越大可知，Jim Steyer建议家长监控孩子的数字行为。 7.D　细节理解题。根据倒数第二段第二句可知，现在，近三分之一的幼儿使用人工智能进行学习，这带来了一系列独特的新障碍，因为孩子们很难区分人工智能提供给他们的信息是真是假。由此可知，提到孩子使用人工智能是一个挑战是因为它包含有误导性的信息。 8.C　写作意图题。文章开头指出幼儿使用平板电脑的情况，接着介绍了研究发现的孩子使用媒体的变化，然后重点阐述了Jim Steyer对于管理孩子屏幕时间的建议，包括延迟让孩子使用设备、了解孩子在屏幕上的行为、引导孩子接触健康内容并一起观看讨论等，最后还提到了人工智能带来的新问题。由此推知，作者写这篇文章的目的是为屏幕时间管理提供指导。 Ⅱ. 语篇解读：本文是一篇说明文。许多人缺乏自我意识，文章从写日记、正念练习、获取反馈、独处等方面介绍提高自我意识的方法。 9.D　根据上下文可知，空处需要一个过渡句，既承接上文提到的很多人缺乏自我意识的情况，又引出下文关于提高自我意识的内容。D项（好消息是自我意识是一种可提高的技能）符合语境。 10.G　根据上文可知，写日记是一种更好地理解你的感受以及它们与你所做之事之间关系的好方法。写下别人说过的话和做过的事可以帮助你更好地理解别人是如何理解你的，以及他们为什么会那样对你做出反应。由此可知，本段围绕写日记的好处展开，重点讲述了写日记能帮助理解自身感受和他人反应。G项符合语境，G项中的Journaling about your day与上文提到的写日记相关内容相呼应，recognise patterns in your behavior是对写日记好处的进一步说明。 11.C　根据上下文可知，空处需要一个句子来体现这种高度自我意识实现的难度，与下文的But形成转折关系。C项中的This level of self-awareness指代上文提到的带着正念和意图行动时的自我意识状态，符合语境。 12.A　根据下文可知，当你缺乏自我意识时，你周围的人往往比你更清楚你给别人留下的印象。只要你提醒自己他们是为你好，你就能从他们说的话中学到很多东西。由此可知，本段主要讲的是从周围人那里获取反馈来提高自我意识。A项（向信任的朋友和家人寻求诚实的反馈）可概括本段内容。 13.E　上文描述了通过独处观察自己、思考情感和行为的方法。E项中的This kind of analysis指代空前两句话内容，进一步说明了这种分析的作用是帮助了解关于自己的核心真相。 Ⅲ. 语篇解读：本文是一篇记叙文。文章主要讲述了作者学习游泳的经历。 14.A　根据where I could touch the bottom可知，作者喜欢待在浅水区。 15.B　根据Those with courage may attempt to swim across the pool.可知，老师向全班发出挑战。 16.C　根据上文attempt to swim across the pool可知，老师让学生们尝试游过游泳池。 17.B　根据语境可知，作者在老师做出手势时加入了其他同学。 18.A　根据began sinking可知，作者筋疲力尽了，所以开始下沉。 19.B　根据下文I barely surfaced to gasp for air可知，作者要蹬池底才能浮出水面。 20.B　根据Just as I was sinking again可知，一个同学冲向了作者。 21.D　根据guided me to safety可知，那个同学抓住作者的胳膊，把作者带到了安全的地方。 22.B　根据to have been a former lifeguard可知，那个人声称自己曾经是救生员。 23.C　根据上文have been a former lifeguard ...breathing methods and body relaxation strategies可知，那个人曾经是救生员，所以对呼吸方法和身体放松策略的解释是精确的。 24.A　根据下文Motivated， I revisited the pool可知，作者受到了鼓舞。由此可见是对救生员的讲解印象深刻。 25.D　根据on controlled breathing and gradual skill-building可知，作者练习控制呼吸。 26.B　根据gradual skill-building可知，作者的游泳技能得到了培养，所以作者的信心增强了。 27.C　根据下文swimming skills have afforded me opportunities for fun and adventures可知，游泳是有益的。 28.C　根据上文swimming skills have afforded me opportunities for fun and adventures可知，游泳不仅仅是在水里玩。more than不仅仅。 4 / 5 学科网（北京）股份有限公司 $