必修第一册 Unit 1（Word版）-【创新教程】2027年高考英语艺考生文化课百日冲关课时作业（人教版）

Ⅰ.阅读理解 [话题　危险中的青少年群体] While teenagers who are at risk of depression with risky behaviors — drinking alcohol, smoking cigarettes and cutting classes often alert parents and teachers that serious problems are brewing, a new study finds that there's another group of adolescents who are in nearly as much danger of experiencing the same mental symptoms. These teens use tons of media, get insufficient sleep and have a sedentary(不爱活动的) lifestyle.Of course, that may sound like a description of every teenager on the planet.But the study warns that it is teenagers who engage in all three of these practices in the extreme that are truly in a dangerous position.Because their behaviors are not usually seen as a red flag, these young people have been called the “invisible risk” group by the study's authors. The study's authors surveyed 15,395 students and analyzed nine risk behaviors, including excessive alcohol use, illegal drug use, heavy smoking and high media use.Their aim was to determine the relationship between these risk behaviors and mental health issues in teenagers.The group that scored high on all nine of the risk behaviors was most likely to show symptoms of depression; in all, nearly 15% of this group reported being depressed, compared with just 4% of the low­risk group.But the invisible group wasn't far behind the high­risk set, with more than 13% of them exhibiting depression. The findings caught Carli off guard.“We didn't expect that，” he says.“The high­risk group and low­risk group are obvious, but this third group was not only unexpected.It was so distinct and so larger — nearly one third of our sample — that it became a key finding of the study.” Carli says that one of the most significant things about his study is that it provides new early warning signs for parents, teachers and mental health­care providers.And early identifications, support and treatment for mental health issues, he says, are the best ways to keep them from turning into full­blown disorders. 1．Which teenager probably belongs to the “invisible group”？ A．A teenager who drinks frequently. B．A teenager who exercises regularly. C．A teenager who skips school. D．A teenager who suffers from a lack of sleep. 2．What can we know about the new study? A．It was conducted by analyzing and comparing the previous data. B．It was intended to dig into the reasons for depression. C．It revealed an alarming rate of the invisible group suffering depression. D．Its findings were under expectation of the research team. 3．What is Carli's attitude toward the findings? A．Conservative.　　　　　　 B．Doubtful. C．Positive. D．Indifferent. 4．The author wrote this passage to 　________ 　. A．introduce a new therapy for teens' mental disorder B．warn about the unobserved signals for teens' mental problems C．share a novel psychological experiment with teens D．caution teens against developing unhealthy habits [语篇解读]　本文是一篇说明文。文章主要介绍了一项研究发现，除了传统上被认为具有高风险的青少年(如酗酒、吸烟、逃学等)外，还存在另一类几乎同样处于危险中的青少年群体，即那些过度使用媒体、睡眠不足且不爱活动的青少年。 1．D　[细节理解题。根据文章第二段“These teens use tons of media，get insufficient sleep and have a sedentary (不爱活动的) lifestyle.Of course，...called the ‘invisible risk’ group by the study's authors.”可知，“隐形风险”组是指那些过度使用媒体、睡眠不足且生活方式不爱活动的青少年。] 2．C　[推理判断题。根据文章第三段“The group that scored high on all nine of the risk behaviors was most likely to show...more than 13% of them exhibiting depression.”可知，研究揭示了“隐形风险”组青少年患抑郁症的惊人比例，即超过13%的该组青少年表现出抑郁症状，这与高风险组的比例相近。] 3．B　[推理判断题。根据文章第四段“The findings caught Carli off guard.‘We didn't expect that，’ he says.‘The high­risk group and...became a key finding of the study.’(这些发现让Carli措手不及。‘我们没有预料到这一点，’他说。‘高风险组和低风险组是显而易见的，但第三组不仅出乎意料。它是如此独特，如此之大——几乎占我们样本的三分之一——这成为了这项研究的一个关键发现。’)”可知，Carli对研究结果感到意外，没有预料到会有这样的发现，因此他对研究结果的态度是怀疑的。] 4．B　[推理判断题。根据文章最后一段“Carli says that one of the most significant things about his study is that...into full­blown disorders.”以及全文内容可知，文章主要介绍了除了传统的高风险行为外，还存在一类“隐形风险”的青少年，他们的行为通常不被视为危险信号，但实际上他们同样处于心理健康问题的危险之中。文章通过这项研究的结果，旨在提醒人们注意这些未被注意到的信号，因此作者写这篇文章的目的是为了警告人们关注青少年的心理健康问题中这些不易被察觉的方面。] Ⅱ.完形填空 [话题　自我成长 ] I started taking theater classes at the age of 7.I 　__1__ 　 to act in plays, television shows and movies throughout my teens. Acting gave me experiences I didn't have the 　__2__ 　 to have in my own life. When I was acting, I always knew what 　__3__ 　 were coming next and was ready with a smart 　__4__ 　. But in real life, my brain would 　__5__ 　 or words would get caught in my mouth. When I was me, I was 　__6__ 　 and afraid to do anything dangerous or wrong. But I could do or say 　__7__ 　 things in character because I was 　__8__ 　 following the script's direction. Acting also allowed me to be 　__9__ 　 to other times and places like I'd dreamed. I dressed up and lived in 1930s Newfoundland, 1950s Kansas and a magical world run by children. I was an alien, a ringmaster, a superhero and a spy — each 　__10__ 　 opened a door to a life I could never have known otherwise. Performing was a wonderful 　__11__ 　 from my youthful shyness. In real life, I was 　__12__ 　 the most popular girl in school, but I played one on TV. By 　__13__ 　 the other people, I gained confidence in myself. If directors thought an audience would believe that I was bold or funny or attractive, maybe I might 　__14__ 　 that image a little more in real life too. Acting had cast its spell on me. But ultimately, I left it because it was time to stop living inside someone else's story. I was 　__15__ 　 to be me. 1．A.promised　　　　　　　 B．longed C．hesitated D．proceeded 2．A.energy　　　　　　　 B．patience C．motivation D．opportunity 3．A.lines B．solutions C．rewards D．consequences 4．A.conclusion B．comment C．response D．instruction 5．A.freeze B．race C．wander D．focus 6．A.desperate B．cautious C．lonely D．ashamed 7．A.wild B．secure C．private D．complicated 8．A.frequently B．simply C．gradually D．fortunately 9．A.abandoned B．restricted C．addicted D．transported 10．A.struggle B．identity C．job D．stranger 11．A.benefit B．message C．escape D．protection 12．A.in a sense B．by no means C．for no reason D．at one time 13．A.volunteering B．determining C．pretending D．declining 14．A.live up to B．put up with C．break away from D．look out for 15．A.born B．regretful C．relieved D．ready [语篇解读]　文章主要讲述了作者从7岁开始学习戏剧表演，在表演中获得了现实生活中无法拥有的经历和自信，最终选择离开表演、勇敢做自己的成长故事。 1．D　[考查动词。句意：我继续在戏剧、电视节目和电影中表演，贯穿了我的整个青少年时期。A.promised承诺；B.longed渴望；C.hesitated犹豫；D.proceeded继续进行。根据上文“I started taking theater classes at the age of 7”可知，作者从7岁开始学习戏剧后，继续进行表演活动。] 2．D　[考查名词。句意：表演给了我一些在自己生活中没有机会拥有的经历。A.energy精力；B.patience耐心；C.motivation动力；D.opportunity机会。根据下文“When I was acting, I always knew what 　_______ 　 were coming next”可知，表演让作者体验了现实生活中没有机会经历的事情。] 3．A　[考查名词。句意：当我表演时，我总是知道接下来会说什么台词，并准备好一个机智的回应。A.lines台词；B.solutions解决方案；C.rewards奖励；D.consequences后果。根据下文“following the script's direction”可知，表演时作者知道接下来要说的台词。] 4．C　[考查名词。句意：同上。A.conclusion结论；B.comment评论；C.response回应；D.instruction指示。根据上文“I always knew what lines were coming next”可知，作者知道台词后就能准备好相应的回应。] 5．A　[考查动词。句意：但在现实生活中，我的大脑会僵住，或者话语会卡在嘴边。A.freeze僵住；B.race快速运转；C.wander漫游；D.focus集中。根据上文“When I was acting, I always knew what lines were coming next(表演时我总是知道接下来会说什么)”以及转折词“But”可知，现实生活中作者的大脑会僵住，与表演时的从容形成对比。] 6．B　[考查形容词。句意：当我做我自己时，我小心谨慎，害怕做任何危险或错误的事情。A.desperate绝望的；B.cautious小心谨慎的；C.lonely孤独的；D.ashamed羞愧的。根据下文“afraid to do anything dangerous or wrong”可知，作者在现实生活中小心谨慎。] 7．A　[考查形容词。句意：但我可以在角色中做或说疯狂的事情，因为我只是按照剧本的指示行事。A.wild疯狂的；B.secure安全的；C.private私人的；D.complicated复杂的。根据上文“When I was me, I was cautious and afraid to do anything dangerous or wrong”以及转折词But可知，在角色中作者可以做疯狂的事情。] 8．B　[考查副词。句意：同上。A.frequently频繁地；B.simply仅仅，只是；C.gradually逐渐地；D.fortunately幸运地。根据上文“But I could do or say wild things in character”可知，作者只是按照剧本指示行事，所以可以放心大胆地表演。] 9．D　[考查动词。句意：表演还让我被带到其他时代和地方，就像我梦想的那样。A.abandoned抛弃；B.restricted限制；C.addicted使上瘾；D.transported运送，使身临其境。根据下文“I dressed up and lived in 1930s Newfoundland, 1950s Kansas and a magical world run by children”可知，表演让作者被带到不同的时空。] 10．B　[考查名词。句意：我是一个外星人、一个马戏团领班、一个超级英雄和一个间谍——每一个身份都为我打开了一扇通往原本永远无法知晓的生活的大门。A.struggle挣扎；B.identity身份；C.job工作；D.stranger陌生人。根据上文“an alien, a ringmaster, a superhero and a spy”可知，这些都是不同的身份。] 11．C　[考查名词。句意：表演是我摆脱年少羞怯的一个美妙的解脱。A.benefit益处；B.message信息；C.escape逃避，解脱；D.protection保护。根据下文“from my youthful shyness”可知，表演让作者从羞怯中解脱出来。] 12．B　[考查介词短语。句意：在现实生活中，我绝不是学校里最受欢迎的女孩，但我在电视上扮演了一个。A.in a sense在某种意义上；B.by no means绝不；C.for no reason无缘无故；D.at one time曾经。根据下文“but I played one on TV”可知，作者在现实生活中绝不是最受欢迎的女孩。] 13．C　[考查动词。句意：通过扮演其他人，我获得了自信。A.volunteering自愿做；B.determining决定；C.pretending假装，扮演；D.declining拒绝。根据上文“in character(在角色中)”以及“I played one on TV”可知，作者通过扮演其他人获得自信。] 14．A　[考查动词短语。句意：如果导演们认为观众会相信我是大胆、有趣或有魅力的，也许我在现实生活中也能更符合那个形象一点。A.live up to符合，不辜负；B.put up with忍受；C.break away from脱离；D.look out for留意。根据上文“If directors thought an audience would believe that I was bold or funny or attractive”可知，作者希望能符合那个形象。] 15．D　[考查形容词。句意：我准备好做我自己了。A.born天生的；B.regretful后悔的；C.relieved宽慰的；D.ready准备好的。根据上文“But ultimately, I left it because it was time to stop living inside someone else's story”可知，作者准备好做自己了。] Ⅲ.语法填空 [话题　中国将建立多层次人工智能教育体系 ] China will establish a multi­level artificial intelligence (AI) education system 1.　________ 　 (cover) primary, junior high and senior high schools to guide students from foundational cognitive awareness to 2.　________ 　 (practice) technological innovation. At the primary school level, the Ministry of Education (MOE) prioritizes AI literacy through exposure to basic technologies, such as voice 3.　________ 　 (recognize) and image classification. Building on this foundation, junior high school students will 4.　________ 　 (deep) their understanding of AI logic, examine machine learning processes 5.　________ 　 (develop) critical thinking and identify misinformation in generative AI outputs. To achieve the goals, the MOE will integrate AI­enabled teaching competencies into the teacher training framework. 6.　________ 　 (addition), it requires schools to develop age­appropriate curricula with multi­level instructional practices 7.　________ 　 correspond to cognitive development stages. The official also called for strengthening students' logical, critical 8.　________ 　 innovative thinking through generative AI­powered interactive learning ecosystems. Meanwhile, the MOE prohibits students from submitting AI­generated content as academic work or examination responses. This practice 9.　________ 　 (ban) by many schools since last semester, and it demands that teachers cultivate learners' capacity for critical thinking of AI outputs 10.　_________ 　 an effort to encourage authentic engagement. [语篇解读]　本文主要讲述中国将建立多层次人工智能教育体系，涵盖小学、初中和高中，以引导学生从基础认知到实践技术创新。 1．covering　[考查非谓语动词。句意：中国将建立一个多层次的人工智能(AI)教育体系，涵盖小学、初中和高中，以引导学生从基础认知意识到实践技术创新。分析句子结构可知，句中已有谓语动词will establish，所以此处应用非谓语动词。system与cover之间是主动关系，所以用现在分词covering作后置定语，修饰system，表示“涵盖……的教育体系”。] 2．practical　[考查形容词。句意：同上。此处修饰名词technological innovation，应用形容词practical，意为“实践的，实际的”。] 3．recognition　[考查名词。句意：在小学阶段，教育部通过让学生接触诸如语音识别和图像分类等基础技术，优先培养人工智能素养。根据and后的image classification可知，此处应用名词recognition，voice recognition意为“语音识别”，与image classification并列作宾语。] 4．deepen　[考查动词。句意：在此基础上，初中生将加深对人工智能逻辑的理解，研究机器学习过程，培养批判性思维，并识别生成式人工智能输出中的错误信息。此空位于will后，应用动词原形deepen，意为“加深”，作谓语，表示“加深对……的理解”。] 5．to develop　[考查非谓语动词。句意：同上。此处应用动词不定式作目的状语，表示研究机器学习过程的目的是培养批判性思维，所以用to develop。] 6．Additionally　[考查副词。句意：此外，教育部要求学校根据认知发展阶段，制定适合不同年龄段的课程，并采用多层次的教学方法。此处作状语，修饰整个句子，应用副词Additionally，意为“此外”，句首单词首字母大写。] 7．that/which　[考查定语从句。句意：同上。此处为定语从句，先行词是curricula，指物，在从句中作主语，所以用关系代词that或which引导。] 8．and　[考查连词。句意：官方还呼吁通过生成式人工智能驱动的互动学习生态系统，加强学生的逻辑思维、批判性思维和创新思维。logical、critical和innovative都用于修饰thinking，是并列关系，所以用连词and连接。] 9．has been banned　[考查动词时态和语态。句意：自上学期以来，许多学校已经禁止这种做法，并且要求教师培养学生对人工智能输出内容的批判性思维能力，以鼓励学生真正参与学习。根据时间状语since last semester可知，此处强调过去的动作对现在造成的影响，应用现在完成时，其结构为“have/has ＋过去分词”，主语This practice与ban之间是被动关系，应用被动语态，所以用现在完成时的被动语态，主语是单数，所以用has been banned。] 10．in　[考查介词。句意：同上。in an effort to do sth.为固定短语，意为“为了做某事”，所以填in。] 学科网（北京）股份有限公司 $