Unit 1 Section Ⅳ LESSON 2 HOW DO WE LIKE TEACHERS’ FEEDBACK(Word练习)-【学霸笔记·同步精讲】2026-2027学年高中英语选择性必修第一册（北师大版)

**基本信息** 聚焦语言基础与语篇能力递进培养，通过基础维度训练与能力题型组合，系统提升语言运用与逻辑思维能力。 **专项设计** |模块|题量/典例|题型特征|知识逻辑| |----|-----------|----------|----------| |品句填词|7题|单词拼写与语境应用|从基础词汇积累到语境词义辨析，夯实语言能力基础| |词形转换|5题|词性变化与语法应用|基于词根词缀规则，强化语法知识与词形转换能力| |固定搭配和句式|3题|短语及句型结构|聚焦高频搭配与句式应用，构建规范表达体系| |阅读理解|3篇（12题）|细节理解、推理判断等|涵盖不同体裁语篇，培养信息提取与逻辑分析的思维品质| |阅读七选五|5题|信息补全与语篇衔接|通过篇章结构分析，提升语篇连贯与逻辑组织能力|

Section Ⅳ　LESSON 2　HOW DO WE LIKE TEACHERS’ FEEDBACK？ 维度一：品句填词 1.Compared with his sister， Jerry is even more 　　　　　　 （敏感的） to， and more easily troubled by emotional and relationship problems． 2.She spoke in a calm and respectful 　　　　　　 （方式）， making everyone feel at ease． 3.I 　　　　　　 （标出） the passages in the book that I thought were the most interesting．I wanted to go back and read them later． 4.Finally， the person who required it 　　　　　 （提出） the question during a special ceremony． 5.When Jenny lost her favourite book， she was very u　　　　　　， but her friends helped her search for it． 6.After presenting his project， Tom eagerly awaited f　　　　　　 from his teacher to improve his work． 7.Learning how to h　　　　　　 stress effectively is an important skill for students， especially during exam periods． 维度二：词形转换 1.If you stick to choosing subject according to your 　　　　　　 （prefer）， you should explain to your parents patiently and carefully． 2.Robert and his new friends were 　　　　　　 （shame） at having called Henry a coward． 3.What worried the parents was that their son， though already in his thirties， had not the slightest 　　　　　　 （intend） of marrying． 4.He says that this new sport is 　　　　　　 （demand） and takes years to master． 5.Firstly， as a student， it is necessary for you to build an 　　　　　　 （effect） method in your study． 维度三：固定搭配和句式 1.Mary 　　　　　　　　　　 （对……感到羞愧） what she had done． 2.All in all， I 　　　　　　　　　　　 （更喜欢） city life． 3.He left England 　　　　　　　　　　　　　 （带着……的目的） travelling in Africa． Ⅰ．阅读理解 A 　　（2026•江苏镇江高二月考）In 2020， Kevin Mora， a teacher from Colombia， visited a relative in Virginia．He met a fellow educator who suggested he teach in the United States， which led him to International Teach Alliance， a teacher exchange program based in the US．Now in his second year， Mora now teaches Spanish and social studies to 6th and 7th graders at the Eloise Japhet Academy in San Antonio， Texas． 　　At his new school， students have more tools and accesses to resources than his Colombian pupils but the biggest difference has to do with the way kids think about education．“In Colombia， the kids see it as an opportunity，” he says．“But here， American kids see it as something they don’t like or don’t want．” 　　He’s constantly looking for new ways to get his students engaged．For instance， when his students are learning about history， he tells them what happened “as if I was there”． “Like if I were Abraham Lincoln， I would tell them what was going on in my life and stuff．And they like that because that’s new for them．They’re hearing something firsthand，” he explains． 　　“Even though everything was new to him， Kevin took on the challenge and created a safe and engaging classroom environment，” Esmeralda Alday， SAISD Bilingual and Dual Language executive Director， says． 　　Mora has also received shout－outs from his Japhet Academy students， including Alexandre Torres， a 7th grader from Venezuela．“He explains step by step what we need to do in class and helps us a lot in that topic， so we do not have to make mistakes in the exam，” says Alexandre． 　　“A couple of months ago，” Mora says， “one of my students wrote me a letter saying that he wanted to be like me．His parents came from Venezuela and he wants to have a bright future in this country．I was just crying — This is the real reason why I do this．” 1.Who is Kevin Mora？（　　） A．An immigrant living in Virginia．　 B．An exchange student in Texas． C．A teacher working in Colombia．　 D．A Colombian teaching in the US． 2.Why does Kevin Mora teach history “as if I was there”？（　　） A．To save teaching time．　 B．To appeal to the pupils． C．To test students’ memory．　 D．To honor Abraham Lincoln． 3.What does the underlined phrase “shout－outs” in paragraph 5 mean？（　　） A．Praises．　 B．Excuses． C．Complaints．　 D．Questions． 4.What can we learn from Kevin Mora’s experience？（　　） A．Less is more．　 B．Teaching is learning． C．Passion is fire．　 D．Knowledge is power． B 　　My greatest regret in life is that I failed to tell my superb teachers how much they contributed to my early education． 　　Ruth Hammerman taught English to the eighth－graders．She was the first to show me the rules of what Evelyn Waugh called our “rich and delicate language”．She was a no－nonsense instructor．Unlike common teachers， she diagramed sentences so we could know the grammar rules．She never seemed to be tired of the simple pleasures of sharing her learning． 　　Under her influence， I had the strong belief that language needs to be well－spoken and properly written．Yet over the years I never made the effort to find her and to express my thankfulness for what she did for me．Two years after being in her class， I began the study of Latin and French， and the foundation （基础） she provided in English grammar served me well．Sadly， I never looked back． 　　In high school I took advanced French in a class taught by Richard Miller， the finest teacher I have ever experienced at any level．Mr Miller brought to his subject a surprisingly deep understanding and new analysis．Reading “Phèdre”， Racine’s classic play， he asked us to note there were 1，654 lines in it， and then pointed out the care Racine devoted to structure．Years later I made the same point — giving Mr Miller credit — in a college French class， and my professor was surprised by my understanding of the play． Mr Miller taught us to enjoy literature with particular points of view．Yet I never made the effort in later years to tell him what he meant to me． 　　Mr Miller is certainly long dead．If she is alive， Miss Hammerman would likely be in her 90s．In preparing this article， I tried to find her but was unsuccessful． 　　I am certain my act is common．People often forget to express love and thankfulness to their teachers．I ought to have told Miss Hammerman and Mr Miller how much they did for me．I suppose they knew their work was effective because they believed in what they were doing．Now I appreciate how special they were． 5.What is special about Mr Miller’s French class？（　　） A．He asked students to count lines．　 B．He stressed the importance of play． C．He analyzed literature in a new way．　 D．He showed great devotion to students． 6.What does the underlined phrase “my act” in the last paragraph refer to？（　　） A．Preparing the article．　 B．Looking for the teachers． C．Failing to thank teachers．　 D．Copying teachers’ points． 7.Which word best describes the two teachers according to the text？（　　） A．Creative．　 B．Frank． C．Humorous．　 D．Strict． 8.What is the author’s purpose of writing the text？（　　） A．To show love for French literature．　 B．To explore the meaning of education． C．To explain why teachers are important．　 D．To share memories of the two teachers． C 　　（2026•广东实验中学高二月考）The complexities of human relations are difficult enough for adults to handle and they have at least some idea of the rules．Children have yet to learn those rules．Infants are， nevertheless， able quickly to identify close relationships between other people．How do they manage to do this？ In a paper just published in Science， Ashley Thomas of the Massachusetts Institute of Technology proposes a partial answer： saliva （唾液）． 　　Two groups of children were recruited to test whether children interpret saliva sharing as indicating a “thick” relationship， one consisting of babies aged between eight and ten months， and the other comprising toddlers aged between 16 and 18 months．The tests were conducted over video link． 　　Each child was shown a clip （片段） of an adult interacting with a puppet （木偶）， followed by a clip of that puppet in sadness while the same adult， and also a stranger looked on．When the interaction in the first clip appeared to involve the sharing of saliva with puppet and adult taking successive bites from an orange — both groups of children looked mainly at that same adult in the second clip， and not the stranger．This indicated their belief that the adult would offer comfort to the puppet．However， when the interaction in the first clip was friendly but less thick， such as passing a ball back and forth， the children had equal expectations of both adults when shown the second clip． Saliva sharing seems， then， indicative of closeness． 　　That conclusion was reinforced by subsequently replacing the puppet with a different one and repeating the second test．In this case the children showed no consistent expectation about which adult would intervene to relieve the puppet’s sadness．It thus seems to have been the act of sharing an orange with a specific puppet that generated an expectation of future behavior， rather than any inborn characteristics of the adults involved． 　　The research was conducted in the United States．It is hoped that future runs will reach beyond that country’s borders．The ethnographic （人种志的） literature suggests saliva sharing is a widespread phenomenon．But seeing how practice varies from place to place might reveal some fascinating details． 9.What is the purpose of studying saliva sharing in the research？（　　） A．To analyze its effects on adult－infant relationships． B．To explore how children perceive relationship closeness． C．To understand its significance in social interactions． D．To demonstrate how the rules of human relations work． 10.What did the children expect when the first clip involved saliva sharing？（　　） A．The puppet would seek comfort from the adult． B．The stranger would relieve the puppet’s sadness． C．The same adult would show care to the puppet． D．The puppet would interact more with the adult． 11.What does the underlined word “reinforced” in paragraph 4 mean？（　　） A．Strengthened．　 B．Changed． C．Affected．　 D．Challenged． 12.What is the last paragraph mainly about？（　　） A．A major limitation of the study．　 B．An explanation of the research method． C．A possible reason for the study findings．　 D．An expectation for future studies． Ⅱ．阅读七选五 　　Misinformation and other attempts at misleading the public are common on social media．13.　　 　　• Never share a post without fact checking． 　　This is especially true if it comes from a source you trust．If you want to spread truth， you need to assume that other people aren’t perfect and may make mistakes．14.　　 　　• Look for the sources． Mainstream news is as good as the sources it relies on．Anonymous （匿名的） sources， or stories coming from only a single source are more suspect than stories with multiple sources of confirmation．15.　　 Many important leaks and stories have come from single anonymous sources． 　　• Consider the story’s agenda． 　　Stories are colored by the agendas of their writers．News organizations typically operate for money， and part of their brand （and thus their profits） lies in their accuracy．However， many news groups tailor their content to particular sections of customers， and thus are more likely to cover stories with a particular perspective．16.　　 Consequently， the stories are turned into preference with the preconceptions of their target audience． 　　•17.　　 　　Injustices are things that make any ethical person upset or angry．A story that promotes emotion is not automatically false just because it arouses strong feelings．Unfortunately， cheaters know the power of emotion and use that tool in their work．Therefore， fact－check before you share． A．Don’t view stories with caution． B．This can weaken their accuracy． C．It doesn’t mean that they are false． D．In this way you will be more cautious． E．Don’t discount stories that play to emotions． F．The following tips may help you surf the Internet safely． G．Here are some steps to take to separate yourself from misinformation． 答案 Section Ⅳ　LESSON 2　HOW DO WE LIKE TEACHERS’ FEEDBACK？ 层级一　基础练 维度一 1.sensitive　2.manner　3.highlighted　4.raised　5.upset　6.feedback　7.handle 维度二 1.preference　2.ashamed　3.intention　4.demanding 5.effective 维度三 1.was ashamed of　2.have a preference for 3.with the intention of 层级二　能力练 Ⅰ． 语篇解读：本文是一篇记叙文。文章主要讲述了哥伦比亚教师Kevin Mora在美国的教学经历及他如何激发学生对学习的热情。 1.D　细节理解题。根据第一段内容可知，Kevin Mora是哥伦比亚籍，目前在美国教书。 2.B　细节理解题。根据第三段内容可知，Kevin Mora以第一人称讲述历史故事是为了吸引学生的注意力，让他们对学习内容产生兴趣。 3.A　词义猜测题。根据第五段内容可知，Alexandre的正面评价表明shout－outs意为“赞扬”，与praises意义相近。 4.C　推理判断题。根据最后一段内容可知，Kevin Mora的教学热情感染了学生，甚至影响了学生的人生目标，这体现了“热情如火”的道理。 语篇解读：本文是一篇夹叙夹议文。文章讲述了作者对两位非常优秀教师的回忆，并表达了对他们的感激之情。 5.C　细节理解题。根据第四段中的Mr Miller brought to his subject a surprisingly deep understanding and new analysis．可知，米勒先生的法语课的特别之处是他以一种新的方式分析文学。 6.C　词义猜测题。根据最后一段中的People often forget to express love and thankfulness to their teachers．可推断，画线词组my act指“没有去感谢老师”。 7.A　推理判断题。根据第二段中的Unlike common teachers ．．．the grammar rules．以及第四段中的Mr Miller brought to ．．．and new analysis．可知，两位老师的教学都有创新性。 8.D　写作意图题。根据第一段以及最后一段中的I ought to have told ．．．how special they were．可知，作者写本文是为了分享对两位老师的回忆。 语篇解读：本文是一篇说明文。文章通过一项研究探讨了婴儿如何通过观察唾液分享来判断人际关系的亲近程度，揭示了儿童对关系亲密度的感知机制，并提出了对未来研究的展望。 9.B　细节理解题。根据第一段中的Children ．．．a partial answer： saliva （唾液）．可知，研究唾液分享的目的是探索婴儿如何感知人际关系中的亲近程度。 10.C　细节理解题。根据第三段中的When the interaction ．．．comfort to the puppet．可知，当第一个片段涉及唾液分享时，儿童期望相同的成年人会安慰木偶。 11.A　词义猜测题。根据第四段内容可知，通过替换木偶并重复测试，孩子们依旧期待与特定木偶分享橙子的成年人来安慰和缓解木偶的悲伤，即之前的结论得以加强。故画线词与选项A意思一致。 12.D　段落大意题。最后一段主要讨论了对未来研究的期望。 Ⅱ． 语篇解读：本文是一篇说明文。文章主要介绍了如何在社交媒体上避免被误导性信息和虚假新闻所欺骗，并给出了一些实用的建议。 13.G　空前一句提到社交媒体上充斥着误导性信息和企图误导公众的行为，下文给出了一些应对这些问题的措施或建议。G项承上启下，符合语境。 14.D　空前一句强调在转发或分享信息之前需要核实，以防传播错误信息。D项指出核实信息会使人们变得更加谨慎，从而避免传播错误信息。D项承接上文，符合语境。 15.C　空前一句提到单一来源的信息较为可疑。C项指出尽管单一来源信息可能更可疑，但并不意味着一定是假的，而是需要更加谨慎对待，承接上文，符合语境。 16.B　空前一句提到新闻团体可能会因迎合特定客户群体而牺牲报道的准确性。B项指出这种做法会削弱新闻的准确性，承接上文，符合语境。 17.E　设空处为段落小标题。段中第二句提到情感驱动的故事不一定是虚假的。E项指出即使故事诉诸情感，也不应轻易将其视为虚假，适合作段落小标题。 6 / 6 学科网（北京）股份有限公司 $