Unit 1 Period Three Developing ideas(Word课后习题)-【满分思维】2026-2027学年高中英语必修第一册学生用书（外研版）

Period Three　Developing ideas ●Ⅰ 单词拼写(每小题1分,满分4分) 1.I just shared it with you because I 　　　　(认为,以为) you were the only one who could keep a secret.  2.Our school provides various o　　　　 for us to show our talents and develop our abilities.  3.The cloud lifted, and the tops of the mountains suddenly came into v　　　　.  4.She worked hard for the school play and finally won two important drama a　　　 last month.  ●Ⅱ 单句填空(每小题1.5分,满分12分) 1.The stranger spoke in such a 　　　　　　voice that the 　　　　　　　　　　child began to cry. (frighten)  2.I think highly of the drama , 　　　　　　(particular) the second half.  3.At the 　　　　　　(graduate) ceremony, the former headmaster was invited to give an inspiring speech to the graduates.  4.We can get a discount if we pay for the annual　　　　　　　 (subscribe) to the English learning app.  5.The bookstore offers a wide　　　　 (select) of English novels for high school students.  6.The instructions were not clear enough, so could you please explain 　　　　　　　(specific) which steps I need to follow?   7.We need to　　　　 (sharp) our pencils before the exam to make our writing neat and clear.  8.We can borrow different 　　　　　　　(refer) books from the school library to solve our study problems.  ●Ⅲ 短语填空(每小题2分,满分12分) 1.Once you have set your goals, you will 　　　　　　(全力以赴) to realize them.  2.She has many hobbies, but painting, 　　　　　　　　(尤其), brings her the most joy and relaxation.  3. 　　　　　　　(一看到) the wild deer in the forest, the hikers stopped in their tracks.  4.When doing research tasks, we may 　　　　　　(参考)some books for helpful information.  5.Thank you for considering my application , and I 　　　　　　(期待) hearing from you.  6. 　　　　　　　　　(回顾) this term, I’m filled with happy memories with my classmates and teachers.  ●Ⅳ 句型训练(每小题3分,满分9分) 1. 　　　　　　　　　　　　a big stone was pressing me here. I needed to go out to take a breath .  我觉得这儿好像有一块大石头在压着我。我需要出去喘口气。 2.Suddenly, Allen realized that he 　　　　　　　　　the cage open after cleaning it.  突然,艾伦意识到他一定是打扫完笼子后没关笼子。 3.There are moments in life 　　　　　　　　　　　　in ourselves. But hang in there, and we’ll see hope. (定语从句)   人生中总是会有些我们对自己失望的时刻。但是坚持下去,我们就会看到希望。 ●Ⅴ 阅读理解(每小题2.5分,满分20分) A Every school has students who stand out for their abilities and their eagerness to learn. In Mexico, a school created a programme to work with them. In 2019, both teachers Lotta Andersson and John Rennie got the idea to provide learning opportunities for students with a desire for knowledge. They are English coordinators (协调员) in the school. “We want to have a programme to encourage students who really have the abilities and the interests to learn more and continue accepting challenges,” Andersson said during a recent interview. Students in the programme, which was called Learning Challenges, met with the teachers about once a month. Andersson and Rennie would help them choose research topics. The students then worked with the teachers to find books, interview subjects and Internet sources. When asked what skills students had formed in the programme, Andersson said, “They had learned to ask questions, be more open-minded and see things from different angles (角度). Also, they mastered the skills—reflecting more, acting actively, and learning not to put limits on themselves.” A student, Yihane Abed, carried out research on the sun, the moon, stars, planets, etc, while in Learning Challenges. “The skills I developed were teamwork and the ways to do research and give a good presentation,” she said. 　　Andersson and Rennie continue to help students pursue their love of learning. “The programme doesn’t exist formally, but as an important part of the culture at school, it is still needed,” Andersson said. “There is much more difference, not only for students who need extra help, but also for those who are higher achievers.” (　)1.What’s the purpose of creating Learning Challenges? A.To help some students learn more. B.To guide students to work out problems effectively. C.To raise students’ interest in travelling around the country. D.To encourage English students to help others. (　)2.What is Paragraph 3 mainly about? A.Methods that students used in the programme. B.Abilities that students got from the programme. C.Difficulties that students met in the programme. D.Topics that students selected from the programme. (　)3.Which kind of research did Yihane Abed carry out? A.The universe.　　　 B.Teamwork. C.The fashion industry. D.Travelling. (　)4.What does Andersson think of the programme? A.Tough. B.Formal. C.Necessary. D.Passive. B [2026·广东深圳高一期中] When we think about high school’s lasting impact, we often focus on grade point averages, extracurricular activities, and close friendships. But according to a new study, the influence of high school stretches far beyond the teenage years and into our very bodies. The study tracked a nationally representative sample of individuals who were high school sophomores (二年级学生) and seniors in 1980. Researchers followed these participants into their early 50s and found strong links between high school experience and midlife body mass index (BMI). This relationship held even when accounting for college education, academic attainment, and weight during high school itself. This research argues that high schools are more than institutions of learning—they are health shapers. For decades, we’ve known that educational attainment is linked to health outcomes, including weight. But this study pushes the timeline back, suggesting that the process of becoming educated—especially the early stages that happen in high school—is just as crucial. So, what parts of high school matter? It turns out that attending private schools, being in high socioeconomic status (High-SES) environments, and enrolling in advanced curricular tracks were associated with lower midlife BMI, especially for women. These factors weren’t just minor contributors; they maintained their influence even after researchers controlled for a host of variables like college degrees and adult income. Interestingly, popularity during high school also played a role for women. In a society where women and girls face heightened pressure around body image, early social acceptance may help establish healthier long-term habits and body ideals. The gender differences in this study are striking. For women, both family and school SES, along with popularity, were significantly linked to adult weight. For men, the connection existed but was less pronounced. One possible reason? The cultural landscape. Girls and women often deal with more pressure to be thin and face harsher judgement about their weight than boys and men. These pressures likely strengthen how high school experiences—both academic and social—shape long-term behaviours and self-perceptions. (　)5.What does the study mainly reveal about high schools? A.They predict academic success. B.They foster social relationships. C.They determine career achievements. D.They shape long-term physical health. (　)6.Which factor relates to lower adult BMI for women? A.Adult income status. B.High school popularity. C.College degree level. D.High school sports activities. (　)7.Why do gender differences exist in findings? A.Social expectations. B.Economic policies. C.Educational resources. D.Biological distinctions. (　)8.What can be a suitable title for the text? A.Gender differences in educational environments B.The link between school grades and adult success C.High school’s long-term impact on physical health D.The role of social activities in adolescent development 学科网（北京）股份有限公司 $ Period Three　Developing ideas Ⅰ.1.figured　2.opportunities　3.view　4.awards Ⅱ.1.frightening; frightened　2.particularly　3.graduation 4.subscription　5.selection　6.specifically　7.sharpen　8.reference Ⅲ. 1.go all out　2.in particular　3.At the sight of　 4.refer to　5.look forward to　6.Looking back on Ⅳ. 1.I felt as if/though　2.must have left　3.when we are disappointed Ⅴ.A 【文章大意】 本文是一篇说明文。文章主要介绍了墨西哥一所学校创建的项目,该项目激励那些真正有学习能力和兴趣的学生学习更多知识,并继续接受挑战。 1. A　细节理解题。根据文章第一段“‘We want to have a programme to encourage students who really have the abilities and the interests to learn more and continue accepting challenges,’ Andersson said during a recent interview.”可知,该项目是为了激励那些真正有学习能力和兴趣的学生学习更多知识。故选A。 2.B　段落大意题。根据文章第三段“When asked what skills students had formed in the programme, Andersson said, ‘They had learned to ask questions, be more open-minded and see things from different angles (角度). Also, they mastered the skills—reflecting more, acting actively, and learning not to put limits on themselves.’”可知,第三段主要介绍了学生从项目中获得的能力。故选B。 3.A　细节理解题。根据文章倒数第二段“A student, Yihane Abed, carried out research on the sun, the moon, stars, planets, etc, while in Learning Challenges.”可知,Yihane Abed进行的研究和宇宙相关。故选A。 4.C　推理判断题。根据文章最后一段“‘The programme doesn’t exist formally, but as an important part of the culture at school, it is still needed,’ Andersson said.”可推知,Andersson认为这个项目的存在非常有必要。故选C。 B 【文章大意】 本文是一篇说明文。文章主要介绍了一项新的研究,该研究揭示了高中经历对中年身体质量指数(BMI)的长期影响,强调了高中不仅是学习场所,还是健康塑造的重要阶段。 5.D　细节理解题。根据第三段“This research argues that high schools are more than institutions of learning—they are health shapers. For decades, we’ve known that educational attainment is linked to health outcomes, including weight. But this study pushes the timeline back, suggesting that the process of becoming educated—especially the early stages that happen in high school—is just as crucial.” (这项研究认为,高中不仅仅是学习机构,它们还是健康的塑造者。几十年来,我们已经知道教育程度与健康结果有关,包括体重。但这项研究将时间线退回,表明接受教育的过程,尤其是发生在高中的早期阶段,同样至关重要。)可知,这项研究主要揭示了高中对长期身体健康的影响。故选D项。 6.B　细节理解题。根据第四段中“It turns out that attending private schools, being in high socioeconomic status (High-SES) environments, and enrolling in advanced curricular tracks were associated with lower midlife BMI, especially for women.”[结果是就读私立学校、处于高社会经济地位环境以及参加进阶课程,与中年时期较低的体重指数(尤其在女性中)存在关联。]和第五段“Interestingly, popularity during high school also played a role for women. In a society where women and girls face heightened pressure around body image, early social acceptance may help establish healthier long-term habits and body ideals.” (有趣的是,高中时期的受欢迎程度对女性也会产生影响。在一个女性和女孩面临更严苛身材压力的社会里,早期的社会认同或许有助于建立更健康的长期习惯与身体审美观念。)可知,对女性来说,高中时期的受欢迎程度也与成年后较低的BMI有关。故选B项。 7.A　推理判断题。根据最后一段“The gender differences in this study are striking. For women, both family and school SES, along with popularity, were significantly linked to adult weight. For men, the connection existed but was less pronounced. One possible reason? The cultural landscape. Girls and women often deal with more pressure to be thin and face harsher judgement about their weight than boys and men. These pressures likely strengthen how high school experiences—both academic and social—shape long-term behaviours and self-perceptions.” (这项研究揭示的性别差异令人瞩目。对女性而言,家庭与学校的社会经济地位以及受欢迎程度,均与成年体重显著相关;男性虽也存在这种关联,却远不如女性明显。潜在原因何在?文化环境使然。相较于男性,女性往往承受着更严苛的瘦身压力与体重评判,这种社会压力很可能强化了高中阶段学业与社交经历对长期行为模式及自我认知的塑造作用。)可知,研究发现中存在性别差异是因为社会期望,女孩和女性往往面临更大的减肥压力和更严苛的评判。故选A项。 8.C　主旨大意题。通读全文,尤其是由第三段“This research argues that high schools are more than institutions of learning—they are health shapers. For decades, we’ve known that educational attainment is linked to health outcomes, including weight. But this study pushes the timeline back, suggesting that the process of becoming educated—especially the early stages that happen in high school—is just as crucial.”可知,文章主要介绍了一项新的研究,该研究揭示了高中经历对中年身体质量指数(BMI)的长期影响,强调了高中不仅是学习场所,还是健康塑造的重要阶段。故C项“High school’s long-term impact on physical health”(高中对身体健康的长期影响)能够概括文章主旨,适合作为文章标题。故选C项。 学科网（北京）股份有限公司 $