Unit 2 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 Period Three　Developing ideas ●Ⅰ 单词拼写(每小题1分,满分5分) 1.I discovered something rather odd , so I rushed 　　　　　　　　(在楼下) to tell my mum.  2.Clean water is one of our most valuable 　　　　　　(资源), so we should take measures to protect it.  3.Based on the evidence presented, she made some reasonable 　　　　　　(评论)during the discussion.  4.We should always remind ourselves to find the 　　　　　　(错误) on our life road and reflect on it.  5.The fire alarm in the flat building went off, and all the residents quickly made their way to the nearest e　　　　　　.  ●Ⅱ 单句填空(每小题1.5分,满分9分) 1.We waited in line at the 　　　　　　(enter) of the museum, excited to see the valuable exhibits inside.   2.It’s quite an 　　　　　　(formal) occasion, so you needn’t dress up for it.   3.　　　　　　 (actual), negative emotion is unavoidable, but don’t let it stay with you for too long.   4.This experience served as a 　　　　(remind) to me that nothing is more than a willing heart with effort and love.   5.We should　　　　　　 (positive) face all kinds of difficulties in our study and never give up easily.  6.The government announced its 　　　　(intend) to collect opposing ideas on this issue.   ●Ⅲ 短语填空(每小题2分,满分10分) 1.I 　　　　　　　　　　　　(说话困难), and I had to clear my throat several times before I could answer.  2.The photos often 　　　　　　me 　  (使……想起……)the beautiful schooldays in my senior high . 3.Some people tend to lose heart when they 　　　　　　(遇到)failures while others rise to the challenges .  4.Never was I so much more 　　　　　　(意识到) the power of nature.  5.During the event, we were first presented with varieties of literary classics and then given the freedom to select one　　　　 (基于) interest.  ●Ⅳ 句型训练(每小题3分,满分9分) 1.By taking part in school activities, you can make friends with those 　　　　　　　　　　　　　　　　　　　　.(定语从句)   通过参加学校活动,你可以和那些跟你有共同兴趣的人成为朋友。 2.Not only 　　　　　　　　　　　the history and traditions of our city, but also I have a strong affection for them. (部分倒装)  我不仅熟悉我们城市的历史和传统,而且对它们有着强烈的感情。 3.I wonder　　　　　　　　　　　　　 about how to apply to be part of this festival.   我想知道, 关于如何申请参加这个节日, 你是否可以给我更多的信息。 ●Ⅴ 阅读理解(每小题2.5分,满分20分) A [2026·湖北黄冈高一期中] David Edgren and his family from the US have had a close connection with Taiyuan, a city in Shanxi Province, China, for forty years. Their story is a beautiful example of how cultural exchanges can build lasting friendships. It all began in 1984 when David, then a 42-year-old educator, made a big decision. He announced to his three children that they would move to China, where he had a job teaching English at Shanxi University. This came as a great surprise to the family. At that time, it was very unusual for an American family to make such a move. The news even appeared in their local newspaper, which wrote about David leaving his job to teach in a Chinese city that few Americans knew. Life in Taiyuan presented challenges at first. “The weather was cold, and we sometimes had no power or water,” David recalled. “However, there were no difficulties as important as the kindness and warmth of the local people.” The family had only planned to stay for one year, but the experience left a deep mark on them. After returning to the US, David missed Taiyuan so much that he decided to go back. In 1989, with the support of all his children, he returned to Shanxi University to teach again with his wife. 　　The Edgrens became true pioneers of people-to-people exchange. David has since visited China over 40 times. More importantly, he has helped more than 50 other Americans including students, teachers, and professionals, to travel, study and teach in China. His son Andy, who was a teenager when they first moved, recently revisited Taiyuan. He wore a T-shirt with Chinese characters that read, “I am a Shanxi person,” showing their deep personal connection to the place. The family’s long-lasting friendship with China continues to inspire those who hear their story. (　)1.Why did David Edgren’s decision surprise his family? A.Because the story was reported by a local newspaper. B.Because they did not want to leave their friends in the US. C.Because they thought China was too far away from home. D.Because it wasn’t a very common thing to do at that time. (　)2.What caused David Edgren to return to Taiyuan? A.An offer for a more important job there. B.The attraction of modern city life. C.His children’s need to finish their studies. D.His memory of the kind people there. (　)3.Which of the following best describes David Edgren? A.Brave and helpful. B.Kind and strict. C.Curious and funny. D.Humorous and positive. (　)4.What is the best title for this article? A.The story of a Chinese city and its economic growth B.An American family’s long connection with China C.The life and work of an American teacher in China D.A personal story about cross-cultural understanding B [2026·广东深圳高一期中] When learning a foreign language, most people fall back on traditional ways: reading, writing, listening and repeating. But Brian Mathias’ research team found out that if you gesture(做手势) with your arms while studying, you can remember the vocabulary better, even months later. As Mathias describes, they had 22 German-speaking adults learn a total of 90 invented words over four days. While the test subjects first heard the new vocabulary, they were shown a video of a person making a gesture that matched the meaning of the word. When the word was repeated, the subjects performed the gesture themselves. Five months later, they were asked to translate the vocabulary they had learned into German. At the same time, they had equipment attached to their heads that sent weak distracting signals to their primary motor cortex(运动皮层)—the brain area that controls voluntary arm movements. Those who performed better on the task showed a higher level of activity in their motor cortex. The researchers concluded that the motor cortex contributed to the translation of the vocabulary learned with gestures. The effect did not occur when the subjects were only presented with matching pictures instead of gestures. Another research group led by Leipzig had young adults and eight-year-old children listen to new vocabulary for five days, paired with matching pictures or videos of gestures. After two months, the two methods were still equally effective. But after six months, the adults benefited more from the gestures than the pictures, while the children were helped equally by both. But it is not only the motor cortex itself that promotes learning. The meaning expressed by the gesture also figures. “I think we underuse gesture in our classrooms,” Goldin-Meadow says. “Good teachers and good listeners use it, but not always in a systematic way. Others don’t necessarily bring it into the class—and it could be used more often and more effectively.” (　)5.What do we know according to Brian Mathias’ research? A.Those only presented with matching pictures performed better. B.The motor cortex had nothing to do with the vocabulary learning. C.The research concluded that gestures benefited vocabulary learning. D.22 German-speaking adults and children were chosen as the test subjects. (　)6.Why was equipment attached to the subjects’ heads during Mathias’ test? A.To count words. B.To record emotion. C.To influence brain activity. D.To give clues to questions. (　)7.What does Leipzig’s research tell us about language learning? A.Adults and children are equally good learners. B.Pictures have little influence on language learning. C.Pictures are found more helpful than videos for children. D.Benefits of gestures are more obvious in adults in the long run. (　)8.What does the author suggest teachers do in the classroom? A.Make better use of gestures. B.Teach listening in a systematic way. C.Avoid traditional teaching approaches. D.Do some scientific researches on teaching. 学科网（北京）股份有限公司 $ Period Three　Developing ideas Period Three　Developing ideas Ⅰ. 1.downstairs　2.resources　3.comments　 4.error　5.exit Ⅱ.1.entrance　2.informal　3.Actually　4.reminder 5.positively　6.intention Ⅲ. 1.had a frog in my throat　2.remind; of　3.come across 4.aware of　5.based on Ⅳ. 1.who share the same interest with you　2.am I familiar with　3.if/whether you can give me more information Ⅴ.A 【文章大意】 这是一篇记叙文。文章讲述了美国家庭埃德格伦一家与中国太原结缘四十年:1984年大卫赴山西大学教英语,受当地人善意打动,多次往返中国并助力中美民间交流,其故事彰显文化交流的持久友谊。 1.D　细节理解题。根据第二段“This came as a great surprise to the family. At that time, it was very unusual for an American family to make such a move.”可知,大卫·埃德格伦的这一决定让他的家人感到惊讶是因为在当时这并不是一件常见的事情。故选D。 2.D　细节理解题。根据第三段“However, there were no difficulties as important as the kindness and warmth of the local people.”可知,对善良人们的记忆促使大卫·埃德格伦回到太原。故选D。 3.A　推理判断题。根据第二段“This came as a great surprise to the family. At that time, it was very unusual for an American family to make such a move. The news even appeared in their local newspaper, which wrote about David leaving his job to teach in a Chinese city that few Americans knew.”可知,他决定举家迁往中国,展现了勇敢;第四段“More importantly, he has helped more than 50 other Americans including students, teachers, and professionals, to travel, study and teach in China.”体现了他乐于助人。故选A。 4.B　主旨大意题。根据第一段“David Edgren and his family from the US have had a close connection with Taiyuan, a city in Shanxi Province, China, for forty years.”并结合文章主要内容可知,文章讲述了美国家庭埃德格伦一家与中国太原结缘四十年:1984年大卫赴山西大学教英语,受当地人善意打动,多次往返中国并助力中美民间交流,其故事彰显文化交流的持久友谊。故B选项“一个美国家庭与中国长久的联系”最符合文章标题。故选B。 B 【文章大意】 本文是一篇说明文,主要讲述了研究发现利用手势学习英语更有利于记忆词汇。 5.C　细节理解题。根据第一段中的“But Brian Mathias’ research team found out that if you gesture(做手势) with your arms while studying, you can remember the vocabulary better, even months later.” (但Brian Mathias的研究团队发现,如果你在学习时用手臂做手势,即使几个月后,你也能更好地记住词汇。)可知,Brian Mathias的研究总结出运用手势有利于词汇学习。故选C。 6.C　细节理解题。根据第二段中的“At the same time, they had equipment attached to their heads that sent weak distracting signals to their primary motor cortex(运动皮层)—the brain area that controls voluntary arm movements.”(与此同时,他们的头上还戴了设备,向他们的初级运动皮层——控制自主手臂运动的大脑区域——发送微弱的分散注意力的信号。)可知,这种设备会影响大脑活动。故选C。 7.D　细节理解题。根据第三段中的“After two months, the two methods were still equally effective. But after six months, the adults benefited more from the gestures than the pictures, while the children were helped equally by both.”(两个月后,这两种方法仍然同样有效。但六个月后,成年人从手势中受益比图片更多,而孩子们则从两者中得到了同等的帮助。)可知,从长远来看,手势学习的好处对成年人更明显。故选D。 8.A　推理判断题。根据最后一段中的“‘I think we underuse gesture in our classrooms,’ Goldin-Meadow says. ‘Good teachers and good listeners use it, but not always in a systematic way. Others don’t necessarily bring it into the class—and it could be used more often and more effectively.’”(戈尔丁-梅多说:“我认为我们在课堂上没有充分利用手势。好的老师和好的听众会使用它,但并不总是系统地使用。其他人不一定会把它带到课堂上,但它可以更经常、更有效地被使用。”)可推测出,作者建议老师更充分地使用手势。故选A。 学科网（北京）股份有限公司 $