2 必修第一册 Unit 2 Let's talk teens（配套练习Word版）-【创新教程】2027年高考英语总复习大一轮课时作业（译林版）

课时冲关2　Unit 2　Let's talk teens 　学生课时P283

For thousands of years, people have known that the best way to understand a concept is to explain it to someone else. “While we teach, we learn.” said Roman philosopher Seneca. Now scientists are bringing this ancient wisdom uptodate. They are documenting why teaching is such a fruitful way to learn, and designing innovative ways for young people to engage in instruction.

Researchers have found that students who sign up to tutor others work harder to understand the material, recall it more accurately and apply it more effectively. Student teachers score higher on tests than pupils who are learning only for their own sake. But how children, still learning themselves, teach others? One answer: They can tutor younger kids. Some studies have found that firstborn children are more intelligent than their laterborn siblings. This suggests their higher IQs result from the time they spend teaching their siblings. Now educators are experimenting with ways to apply this model to academic subjects. They engage college undergraduates to teach computer science to high school students, who in turn instruct middle school students on the topic.

But the most cuttingedge tool under development is the “teachable agent” －a computerized character who learns, tries, makes mistakes and asks questions just like a realworld pupil. Computer scientists have created an animated figure called Betty's Brain, who has been “taught” about environmental science by hundreds of middle school students. Student teachers are motivated to help Betty master certain materials. While preparing to teach, they organize their knowledge and improve their own understanding. And as they explain the information to it, they identify problems in their own thinking.

Feedback from the teachable agents further enhances the tutors' learning. The agents' questions compel student tutors to think and explain the materials in different ways, and watching the agent solve problems allows them to see their knowledge put into action.

Above all, it's emotions one experiences in teaching that facilitate learning. Student tutors feel upset when their teachable agents fail, but happy when these virtual pupils succeed as they derive pride and satisfaction from someone else's accomplishment.

1．What are researchers rediscovering through their studies?

A．Seneca's thinking is still applicable today.

B．Better learners will become better teachers.

C．Human intelligence tends to grow with age.

D．Philosophical thinking improves instruction.

2．What do we learn about Betty's Brain?

A．It is a character in a popular animation.

B．It is a teaching tool under development.

C．It is a cuttingedge app in digital games.

D．It is a tutor for computer science students.

3．What is the key factor that benefits student tutors' learning?

A．Their sense of responsibility.

B．The learning strategy acquired.

C．Their emotional involvement.

D．The teaching experience gained.

4．What's the author's attitude towards student tutors' learning?

A．Opposed.　　　　 B．Indifferent.

C．Ambiguous. D．Favorable.

[语篇解读]　本文是一篇说明文。主要讲述了通过教来学作为一种高效学习方式的重要性，以及现代科学家和教育工作者如何通过创新的方法和工具来强化和推广这种学习方式。

1．A　[细节理解题。根据第一段“Now scientists are bringing this ancient wisdom uptodate.(现在，科学家们正在将这一古老的智慧与时俱进。)”可知，研究人员通过他们的研究重新发现Seneca的思想今天仍然适用。]

2．B　[细节理解题。根据第三段“But the most cuttingedge tool under development is the ‘teachable agent’ —a computerized character who learns, tries, makes mistakes and asks questions just like a realworld pupil. Computer scientists have created an animated figure called Betty's Brain, who has been ‘taught’ about environmental science by hundreds of middle school students.(但正在开发的最尖端的工具是‘可教代理’——一种像现实世界的学生一样学习、尝试、犯错误和提问的计算机角色。计算机科学家创造了一个名为Betty's Brain的动画人物，数百名中学生向她‘教授’了环境科学知识。)”可知，Betty's Brain是一种正在开发中的教学工具。]

3．C　[细节理解题。根据最后一段“Above all, it's emotions one experiences in teaching that facilitate learning.(最重要的是，人们在教学中体验到的情感有助于学习。)”可知，情感参与是有利于学生导师学习的关键因素。]

4．D　[推理判断题。根据第二段“Researchers have found that students who sign up to tutor others work harder to understand the material, recall it more accurately and apply it more effectively. Student teachers score higher on tests than pupils who are learning only for their own sake.(研究人员发现，报名辅导别人的学生更努力地理解材料，更准确地回忆，更有效地应用。实习教师在考试中比那些只为自己学习的学生得分更高。)”可知，作者对学生导师的学习的态度是赞许的。]

In Georgia students will be required to build “background knowledge” by reciting all or part of significant poems and speeches. The Arkanses plan calls for students to recite a passage from a well­known poem, play or speech. That's it: an old­fashioned demand that students memorize the Gettysburg Address or Hamlet's “To be or not to be” or Gwendolyn Brooks's We Real Cool and recite it to an audience.

Most parents would probably call this a worthy exercise once abandoned for long, gathering the courage to speak in public and firing the adolescent imagination. Who could object to store memorable words in teenage heads otherwise packed with short videos?

English teachers, that's who. Modern educators view memorization as empty repetition, mechanical and prescriptive (规定的) rather than creative or thoughtful. Reciting texts from memory, they say, merely drops information into students' minds. It's repetitive learning instead of critical analysis.

That's wrong. Recitation allows students to experience a text as a living thing, ready to be taken up by a new generation. Committing a poem or speech to memory means stepping into the author's shoes and pondering what he meant. Deciding which words to stress when reciting means thinking about what those words mean.

In our age of social media and artificial intelligence, the practice of recitation has never been more needed. Memorizing classic words reminds us that they are alive.

Watch the faces of parents as they listen to their children urging us all toward what Martin Luther King called “a dream deeply rooted in the American dream，” or saying with Robert Frost, “I have been one acquainted with the night，” or with Shakespeare, “Tomorrow and tomorrow and tomorrow...”

When young reciters return to their seats, they know they have made ageless words their own. What parents and students feel at that moment transcends (超越) a good grade. For a few minutes, hardworking teens become King, Frost or Shakespeare.

5．Why are educators against storing memorable words in teenage heads?

A．Memorization is nothing but thoughtful learning.

B．Memorization is anything but repetitive learning.

C．Memorization does injure teenagers' heads.

D．Memorization does no good to critical analysis.

6．What is the author's attitude toward recitation?

A．Supportive.　　　 B．Objective.

C．Opposed.  D．Unclear.

7. What does the underlined word “pondering” in Paragraph 4 mean?