UNIT 9 Section Ⅱ LESSON 1 ACTIVE LEARNING(课时跟踪检测)(学用Word)-【优学精讲】2025-2026学年高中英语必修第三册（北师大版）

Section Ⅱ　LESSON 1　ACTIVE LEARNING 维度一：品句填词 1.The 　　　　　　（外面的） skin of the orange is called the “zest”. 2.　　　　　　 （数据） collected from the device could be used to recognise different participants. 3.It’s reasonable to 　　　　　　（认为） that the situation will continue to improve. 4.When you go near the 　　　　　　（自动的） door， it opens by itself. 5.We need to p　　　　　　 an open exchange of ideas and information. 6.When they decided to carry out the plan， they i　　　　　　 an important fact. 维度二：词形转换 1.They had an 　　　　　　（argue） with the waiter about the bill. 2.We need to challenge some of the basic 　　　　　　　　（assume） of Western philosophy. 3.Her 　　　　　　（promote） to Sales Manager took everyone by surprise. 4.I was unaware of his 　　　　　　（exist） until today. 5.They fought a long battle against prejudice and 　　　　　　（ignore）. 6.I did not get the 　　　　　　（impress） that they were unhappy about the situation. 7.Our plans need to be 　　　　　　（flexibility） enough to cater for the needs of everyone. 维度三：固定搭配和句式 1.It is important to 　　　　　　　　（反思） our experiences in order to learn and grow. 2.If you don’t study for the exam， you might 　　　　　　　　（最后会失败）. 3.The scientist spent years trying to 　　　　　　　（弄懂） the mysteries of the universe. 4.They will 　　　　　　　　　（尝试攀登） the highest mountain in the region this summer. Ⅰ.阅读理解 A 　　（2025·广东湛江期末）Not all classrooms are in school buildings.As we have learned， classrooms can be created almost anywhere that teachers and learners are able to connect， in person or virtually. 　　For Danielle Zelin， who teaches on the island of Mauritius， the classroom is in her home， and all around it.Danielle Zelin runs her own school the Language Mood English Club and as a result as freedom to take the curriculum （课程） in many directions， and sometimes that means looking right outside.Danielle Zelin’s school started as a club on Saturday mornings， with a focus on storytelling， but she now teaches classes to individuals and groups， mainly in the afternoons and evenings after school. 　　“I always know I want to teach，” she said， but it wasn’t always clear that English would be her area of expertise （专业知识）.As a teenager growing up in Mauritius， she struggled to see the point of reading Shakespeare in her English classes.“That English is old，” she told her mother； “I will not use it in my daily life.” At the time， she much preferred reading French literature. 　　Years later， though， Danielle Zelin saw a performance of The Merchant of Venice， which she had studied in secondary school， and its power became clear to her.She didn’t have to memorize lines， answer questions， or analyze for a test； she just enjoyed the play and the performance. 　　In a sense， that is the spirit that she carries into her current teaching.Her students arrive after a day of school， often tired， “So my place is more like a fun place to do like an English Adventure — I like to call it that.We do so many different things together，” she said.She and the students sometimes brainstorm things they want to study or discuss， and often her students tell her， “We want to connect to the world.” As a result， they frequently study current events and local issues. 1.What is the function of the first paragraph？（　　） A.To lead in the story. B.To arouse reader’s interest. C.To show the author’s attitude. D.To indicate the background of the story. 2.What can be learned about Danielle Zelin from paragraph 2？（　　） A.She once taught students for free. B.She used to have classes on weekdays. C.She set her classroom only at home years ago. D.She focused on storytelling in her class before. 3.What made Danielle Zelin interested in English？（　　） A.Shakespeare’s books. B.Her mother’s influence. C.A show of The Merchant of Venice. D.Her inner eagerness to read literature. 4.Why are current issues concerned in Danielle Zelin’s class？（　　） A.Her students want to brainstorm. B.Her students want to contact the world. C.Danielle Zelin wants to make her class adventurous. D.Danielle Zelin wants to carry out her teaching spirit. B 　　（2025·广西河池检测）People from Britain and Ireland first came to live in Australia in 1788.They brought different dialects （方言） of English with them.These different kinds of English began to mix and change.The newcomers soon began to speak with their own typical accent （口音） and vocabulary.More and more people came to Australia during the Gold Rush in the 19th and 20th centuries.Some came from Britain and Ireland； others came from non-English speaking countries.Australian English continued to grow and change. 　　Australian English has also been influenced by American English.During the Second World War， there were many American soldiers staying in Australia.American television shows and music have been popular in Australia since the 1950s. 　　Australians use many words that other English speakers do not use.The famous Australian greeting， for example， is G’day！ A native forest is called the bush and central Australia is called the outback.Many words were brought to Australia from Britain and Ireland.For example， mate means “friend”， and it is still used in Britain.Some of these words have changed in meaning.Some words have come from Australian original languages， many of which are names for animals， plants and places， like dingo and kangaroo. 　　Australian spelling comes from British spelling.In words like organise and realise， -ise is the expected and taught spelling method.In words like colour， favourite， -our is the normal， but nouns such as the Labor Party and Victor Harbor are spelled with -or.Program， on the other hand， is more common than programme. 　　There are also differences in the meaning of words Australians use in different parts of the country.For example， football means “rugby” in New South Wales and Queensland， but “Australian rules football” in everywhere else in Australia.In New South Wales， a swimming costume is called a cossie or swimmers， while in Queensland it is called togs and bathers in Victoria. 5.When did American English begin to influence Australian English？（　　） A.During World War Ⅱ. B.In 1788. C.In the 1950s. D.During the Gold Rush. 6.According to the passage， which of the following is spoken only by Australians？（　　） A.Mate. B.Program. C.Rugby. D.Outback. 7.What can we know about Australian English？（　　） A.Most words were created by Australian English. B.There are different expressions about sports in Australia. C.Australian spelling is the same as British spelling. D.The same word might have different meanings in different parts of Australia. 8.What might be the best title for the text？（　　） A.The History of Australia B.The Birth of Australian English C.The Development of Australian English D.Different Kinds of English Across the World Ⅱ.完形填空 　　（2025·山东临沂期中）One year ago， I paid no attention to English idioms （习语）， though my teacher told me about them again and again.But soon， the 　9　 of English idioms was shown in an amusing experience. 　　One day， I 　10　 to meet an Englishman on the road， and soon we began to talk.As I was talking about how I was studying English， the 　11　 seemed to be surprised.Gently shaking his 　12　， shrugging （耸） his shoulders， he said， “You don’t say！” I was 　13　.I thought perhaps this was not a proper 　14　.I had better change it.So I said to him， “Have you ever been to the Great Wall？” “Certainly！ It was amazing.Everyone back home will 　15　 me if I leave China without seeing it.” I continued， “The Great Wall is one of the 　16　 in the world.We are very proud of it.” But soon， “You don’t say！” came to my ears again.I couldn’t 　17　 asking， “Why do you ask me not to talk about it？” “Well， I didn’t ask you to do so，” he answered， 　18　 surprised.I said， “Didn’t you say ‘You don’t say！’？” 　19　 this， the Englishman laughed to tears.He began to 　20　， “‘You don’t say！’ actually means ‘Really’！ It is a（n） 　21　 of surprise.Perhaps you don’t pay attention to English idioms.” Only then did I know I had made a 　22　 of myself.Since then I have been more 　23　 with idiomatic expressions. 9.（　）A.effect　　　　　 B.difference　　 C.importance　　 D.source 10.（　）A.used B.expected C.happened D.refused 11.（　）A.foreigner B.teacher C.student D.partner 12.（　）A.hand B.arm C.head D.body 13.（　）A.worried B.uneasy C.curious D.confused 14.（　）A.style B.topic C.opinion D.task 15.（　）A.laugh at B.ran after C.rely on D.refer to 16.（　）A.works B.wonders C.choices D.examples 17.（　）A.help B.admit C.regret D.allow 18.（　）A.naturally B.purposely C.hardly D.greatly 19.（　）A.Finding B.Feeling C.Hearing D.Noticing 20.（　）A.request B.explain C.complain D.determine 21.（　）A.problem B.expression C.goal D.recognition 22.（　）A.sense B.sign C.mess D.fool 23.（　）A.satisfied B.annoyed C.anxious D.careful Ⅲ.语法填空 　　（2025·广东实验中学检测）My first Chinese class took place two years ago， when I started working at the University of Leeds.Having moved to a new city， I was looking for things to do which would enable me 24.　　　　　　 （meet） new people in my spare time.Together with a friend who had also recently moved to the city， I decided to sign up for a beginner class 25.　　　　　　 （offer） by the Business Confucius Institute （BCI）. 　　Over a period of two months， I attended one lesson 26.　　　　　　 week， each lasting one and a half hours.Between classes I regularly practiced everything I had learned with my Chinese language 27.　　　　　　 （partner）.My new Chinese friends helped to strengthen what I had been taught 28.　　　　　　 expand my vocabulary through regular conversation practice.They also taught me all about their 29.　　　　　　 （interest） culture and the more unusual aspects of their cuisine. 　　Up to now， I 30.　　　　　　　 （complete） the Business Confucius Level 3 course.I am now able to hold basic conversations with Chinese people on 31.　　　　　　　 （variety） topics.I went to China through the BCI China Camp this year， 32.　　　　　　　 was an exciting opportunity to test my language skills and to expand my knowledge of Chinese culture.I’m hoping to take another trip there next year — this time to Taiwan.I look forward to 33.　　　　　　　 （visit） a friend who I met in Leeds through language exchange. 5 / 5 学科网（北京）股份有限公司 $ Section Ⅱ　LESSON 1　ACTIVE LEARNING 基础知识自测 维度一 1.outer　2.Data　3.assume　4.automatic　5.promote　6.ignored 维度二 1.argument　2.assumptions　3.promotion　4.existence　5.ignorance　6.impression　7.flexible 维度三 1.reflect on/upon 2.end up failing 3.work out 4.attempt to climb 素养能力提升 Ⅰ. 语篇解读：本文是一篇记叙文。文章讲述了在毛里求斯岛上的一位教师Danielle Zelin，她在家中创办了自己的学校Language Mood English Club。 1.A　推理判断题。根据第一段第二句以及第二段第一句可知，第一段引出文章的主题。由此推断，其作用是引起下文。 2.D　细节理解题。根据第二段最后一句可知，Danielle Zelin的学校最初是以讲故事为主的。 3.C　细节理解题。根据第四段可知，一场《威尼斯商人》的演出使Danielle Zelin对英语产生了兴趣。 4.B　细节理解题。根据最后一段最后一句以及Danielle Zelin说的We want to connect to the world.可知，因为她和学生们想和世界建立联系，所以他们经常在一起学习和研究时事和当地问题。 语篇解读：本文是一篇说明文。文章主要介绍了澳大利亚英语的形成、发展及其特点。 5.A　细节理解题。根据第二段前两句可知，美国英语在二战期间开始影响澳大利亚英语。 6.D　细节理解题。根据第三段前三句可知，Outback是只有澳大利亚人使用的词汇。 7.D　细节理解题。根据最后一段第一句可知，在澳大利亚的不同地区，同一个单词可能有不同的意思。 8.C　标题归纳题。根据第一段前两句及下文对澳大利亚英语的形成、发展及特点的介绍可知，文章主要介绍澳大利亚英语的发展。因此，C项适合作为本文标题。 Ⅱ. 语篇解读：本文是一篇记叙文。文章讲述了作者因为不明白“You don’t say！”习语的确切含义而发生的一场笑话。 9.C　根据上句和空前的But soon可知，作者之前不重视英语习语，但后来开始重视，认识到了它的重要性。 10.C　根据空后的an Englishman on the road可推知，作者之前不认识这个英国人，他们只是碰巧遇到。 11.A　根据上句可知，作者是与外国人交谈，故外国人感觉很惊讶。 12.C　根据上句中的be surprised和空后的shaking可知，外国人感到惊讶，摇头表示不赞同作者的做法。 13.D　根据下文But soon， “You don’t say！” came to ... “Why do you ask me not to talk about it？”可知，作者不理解“You don’t say！”的意思，感觉很困惑。 14.B　根据下句I had better change it.可知，作者认为自己选择的谈话话题不合适，决定换一个。 15.A　根据空后的if I leave China without seeing it并结合常识可知，如果外国人来中国没去长城，则会被家里人笑话。 16.B　根据句中的The Great Wall并结合常识可知，长城是世界上的奇迹之一。 17.A　根据上句和空后的Why do you ask me not to talk about it？可知，作者对于外国友人一直说“You don’t say！”不理解，故忍不住地问原因。couldn’t help doing sth意为“禁不住做某事”。 18.D　根据上句和本句中的Well， I didn’t ask you to do so可知，作者问外国人为什么不让自己谈论这个话题，外国人非常惊讶地回答他没有不让作者说这个话题。 19.C　根据上句和空后的the Englishman laughed to tears可知，英国人听了作者的回答，然后笑哭了。 20.B　根据下文“You don’t say！” actually means ... of surprise.可知，英国人给作者解释了什么是“You don’t say！”。 21.B　根据上文“You don’t say！”可知，这是英语的俗语表达。 22.D　根据上文“You don’t say！” actually means ... pay attention to English idioms.可知，作者不知道英语俗语的真正含义，出了洋相。make fool of oneself意为“出洋相；出丑”。 23.D　根据上句可知，作者在知道自己出洋相后，会对英语俗语的使用更加小心。 Ⅲ. 语篇解读：本文是一篇记叙文。文章讲述了作者参加孔子商学院中文课程学习中文的经历与收获。 24.to meet　考查非谓语动词。enable sb to do sth为固定搭配，意为“使某人能够做某事”。 25.offered　考查非谓语动词。句中decided为谓语动词，空处应用非谓语动词。class和offer之间是被动关系，应用过去分词作后置定语。 26.a　考查冠词。one lesson a week意为“每周一节课”。 27.partners　考查名词复数。空处应用名词作宾语，partner为可数名词，此处表示复数意义。 28.and　考查连词。句中动词strengthen与expand构成并列关系，应用并列连词and连接。 29.interesting　考查形容词。空处应用interest的形容词形式interesting修饰名词culture作定语。 30.have completed　考查时态和主谓一致。句中Up to now为现在完成时的时间标志词，主语I为第一人称，助动词用have。 31.various　考查形容词。空处应用variety的形容词形式various作定语修饰名词topics。 32.which　考查关系代词。空处引导非限制性定语从句，引导词在从句中作主语，指代上文的事实用which。 33.visiting　考查非谓语动词。空处置于介词to之后，应用动词-ing形式作宾语。 5 / 5 学科网（北京）股份有限公司 $