高中一輪復(fù)習(xí)英語(yǔ)選修七Unit4高考拆組訓(xùn)練

選修七Unit4高考拆組訓(xùn)練練(一)語(yǔ)言運(yùn)用組塊專練——練準(zhǔn)度(限時(shí)：25分鐘)Ⅰ.完形填空Manyyearsago,threesoldiers,hungryandtiredofbattle,arrivedatasmallvillage.Thevillagers,sufferingapoorharvestandyearsofwar,quickly__1__thefoodtheyowned.Theymetthethreeatthevillagesquare,__2__aboutthelackoffood.Thefirstsoldierthenapproachedthevillageelders,“Yourtiredfieldshaveleftyou__3__toshare,soweshallsharewhatwehave:the__4__ofhowtomakesoupfrom__5__.”Naturallythevillagersbecame__6__andsoonafirewasputtothevillage’sgreatestpotasthesoldierscarefully__7__threestones.“Nowthiswillbeafinesoup，”saidthesecondsoldier，“__8__somesaltandparsley(西芹)wouldmakeitmorewonderful！”Awoman__9__，crying“Whatluck!IrememberI’vegotsomeathome！”O(jiān)ffsheran,__10__withahandfulofparsley.Asthepotboiledon,carrots,beefandcreamhadsoon__11__theirwayintothepotbeforeeveryonesetoutto__12__.Thesoldiersateanddancedandsangwellintothenight,__13__bythemealandtheir__14__friends.Thenextmorning,theyawoketo__15__theentirevillagestandingbeforethemwiththeirbestbreadandcheese.“Youhavegivenusthegreatest__16__，”saidanelder，“andweshallneverforgetit.”Thethirdsoldierturnedtothe__17__，andsaid，“Thereisnosecretbutonethingis__18__：itisonlyby__19__thatwemaymakeafeast.”Andoffthe__20__wandered,downtheroadtotheirnextdestination.語(yǔ)篇解讀：本文是一篇記敘文。文章通過(guò)三個(gè)士兵和村民之間的故事告訴我們要學(xué)會(huì)分享。1．A.ateup B．gaveawayC．hid D．sold解析：選C根據(jù)上文中的“Thevillagers,sufferingapoorharvestandyearsofwar”并結(jié)合最后一段內(nèi)容可知，此處指村民們迅速地把他們擁有的食物藏了起來(lái)。C項(xiàng)意為“隱藏”，符合語(yǔ)境。2．A.caring B．thinkingC．joking D．plaining解析：選D根據(jù)空格后的“thelackoffood”可知，此處指村民們抱怨食物的短缺。D項(xiàng)意為“抱怨”，符合語(yǔ)境。3．A.nothing B．a(chǎn)nythingC．a(chǎn)little D．a(chǎn)lot解析：選A根據(jù)下文中的“soweshallsharewhatwehave”可知，此處指你們貧瘠的農(nóng)田讓你們沒有東西可以分享。A項(xiàng)意為“沒有什么”，符合語(yǔ)境。4．A.importance B．secretC．problem D．matter解析：選B根據(jù)最后一段倒數(shù)第二句中的“Thereisnosecretbut...”中的“secret”的提示并結(jié)合語(yǔ)境可知，此處指士兵們要分享做湯的秘密。B項(xiàng)意為“秘密”，符合語(yǔ)境。5．A.pots B．breadC．stones D．cream解析：選C根據(jù)下文中的“asthesoldierscarefully__7__threestones”可知，此處指士兵們要分享用石頭做湯的秘密。故選C項(xiàng)。6．A.curious B．scaredC．worried D．content解析：選A上文提到，士兵們要分享用石頭做湯的秘密；由此可推知，村民自然會(huì)對(duì)這件事感到好奇。A項(xiàng)意為“好奇的”，符合語(yǔ)境。7．A.pickedup B．droppedinC．chose D．collected解析：選B結(jié)合語(yǔ)境可知，此處指士兵們把三塊石頭放進(jìn)鍋里。B項(xiàng)意為“(使)落進(jìn)”，符合語(yǔ)境。8．A.asif B．incaseC．since D．but解析：選D根據(jù)上文中的“Nowthiswillbeafinesoup”與下文中的“somesaltandparsley(西芹)wouldmakeitmorewonderful”可知，此處指但是一些鹽和西芹會(huì)讓這鍋湯更美味。D項(xiàng)意為“但是”，符合語(yǔ)境。9．A.backedoff B．brokedownC．jumpedup D．steppedaway解析：選C根據(jù)下文中的“Whatluck!IrememberI’vegotsomeathome！”并結(jié)合語(yǔ)境可知，此處指一個(gè)女人跳起來(lái)喊道。C項(xiàng)意為“跳起來(lái)”，符合語(yǔ)境。10．A.returning B．leavingC．dealing D．trading解析：選A結(jié)合語(yǔ)境可知，這個(gè)女人跑著離開了，拿了一些西芹回來(lái)。A項(xiàng)意為“返回”，符合語(yǔ)境。11．A.fought B．feltC．found D．lost解析：選Cfindone’swayinto為固定搭配，意為“找到到……的路”，此處指胡蘿卜、牛肉、奶油都進(jìn)入到了鍋里。fightone’sway意為“奮力前進(jìn)”；feelone’sway意為“摸索著前進(jìn)”；loseone’sway意為“迷路”，均與語(yǔ)境不符。故選C項(xiàng)。12．A.work B．feastC．talk D．play解析：選B根據(jù)最后一段倒數(shù)第二句中的“wemaymakeafeast”及語(yǔ)境可知，此處指大家準(zhǔn)備享用大餐之前，胡蘿卜、牛肉、奶油都進(jìn)入到了鍋里。feast意為“盛宴，宴會(huì)”，符合語(yǔ)境。13．A.refreshed B．a(chǎn)larmedC．a(chǎn)nnoyed D．a(chǎn)mused解析：選A根據(jù)語(yǔ)境可知，此處指士兵們因?yàn)榇蟛秃团笥讯謴?fù)精力。A項(xiàng)意為“(使)恢復(fù)精力”，符合語(yǔ)境。14．A.well-informed B．newly-madeC．hard-earned D．long-lost解析：選B根據(jù)第一段第一句可知，士兵們之前并不認(rèn)識(shí)這些村民；由此可推知，此處指士兵們新交的朋友。B項(xiàng)意為“新交的”，符合語(yǔ)境。A項(xiàng)意為“消息靈通的”；C項(xiàng)意為“辛苦得到的，來(lái)之不易的”；D項(xiàng)意為“丟失很久的”。15．A.keep B．recognizeC．expect D．discover解析：選D根據(jù)語(yǔ)境可知，此處指第二天早上，士兵們醒來(lái)的時(shí)候發(fā)現(xiàn)所有的村民都帶著他們最好的面包和奶酪站在他們面前。D項(xiàng)意為“發(fā)現(xiàn)”，符合語(yǔ)境。16．A.answer B．hopeC．gift D．a(chǎn)dvice解析：選C根據(jù)下文中的“weshallneverforgetit”及語(yǔ)境可知，此處指一個(gè)老人說(shuō)士兵們給了他們最好的禮物。故選C項(xiàng)。17．A.crowd B．familyC．strangers D．panions解析：選A根據(jù)上文中的“theentirevillagestandingbeforethem”可知，士兵們的面前有一群村民；由此可知，此處指第三個(gè)士兵轉(zhuǎn)向人群說(shuō)。A項(xiàng)意為“人群”，符合語(yǔ)境。18．A.funny B．doubtfulC．different D．certain解析：選D根據(jù)上文中的“Thereisnosecret”可知，此處指沒有什么秘密，但是有一點(diǎn)是肯定的。D項(xiàng)意為“肯定的，確定的”，符合語(yǔ)境。19．A.entertaining B．sharingC．a(chǎn)ppreciating D．donating解析：選B根據(jù)第二段中的“Yourtiredfieldshaveleftyou__3__toshare,soweshallsharewhatwehave...”可知，此處指只有通過(guò)分享大家才能享受到大餐。B項(xiàng)意為“分享”，符合語(yǔ)境。20．A.villagers B．eldersC．locals D．soldiers解析：選D根據(jù)空后的“wandered,downtheroadtotheirnextdestination”可知，此處指士兵們沿著去下一個(gè)目的地的街道漫步離開了。故選D項(xiàng)。Ⅱ.語(yǔ)法填空WhenDadtoldmeIwasgoingtotakeascubadivertrainingcourse,Iwasreallyexcited.IthoughtI’dbelikethosepeopleonTV,__1__(play)withfish.Inthepool,Rob,myinstructor,demandedwedowhathedid.Oneofthedrills__2__(be)totakeourmasksoffatthebottomofthedeepend,replacethem,__3__clearthemofwater.Iwasn’tdoingthatbecauseIcouldn’topenmyeyesunderwaterorkeepwateroutofmynose.I__4__(terrify)andmadeexcuseafterexcuseabout__5__Icouldn’tdoit.Robwalkedoverandsaid,“Alaya,youdon’thavetodothisifyoudon’twantto.Nobodyisforcingyou.”ThoughIsaidIwasn’tgoingtodoit,my__6__(foot)carriedmetowardthepool.Withmyeyestightly__7__(close),Idivedinandmademywayto__8__otherend.Thewaterfeltunnaturalagainstmyface.I__9__(quick)threwonmymaskandstartedclearingitofwater.Robgavemethumbsup.Ilearnedabiglesson:thereisnothingtofearbutfear__10__(it)．語(yǔ)篇解讀：本文是一篇記敘文。作者通過(guò)學(xué)習(xí)潛水的經(jīng)歷告訴我們：沒有什么是可怕的，除了“可怕”本身。1．playing分析句子結(jié)構(gòu)可知，此處是現(xiàn)在分詞短語(yǔ)作狀語(yǔ)，表示伴隨。2．was根據(jù)語(yǔ)境可知，文章描述的是過(guò)去的事情，所以用一般過(guò)去時(shí)。3．a(chǎn)nd分析句子結(jié)構(gòu)可知，空格后的動(dòng)詞“clear”與前面的兩個(gè)動(dòng)詞“take”和“replace”并列。故應(yīng)用and。4．wasterrified根據(jù)語(yǔ)境可知，此處應(yīng)用一般過(guò)去時(shí)，并且主語(yǔ)I與terrify之間是被動(dòng)關(guān)系。故填wasterrified。5．why句意：關(guān)于我為什么不能做到，我找了一個(gè)又一個(gè)借口。根據(jù)句意可知，此處應(yīng)用why引導(dǎo)賓語(yǔ)從句。6．feet根據(jù)常識(shí)可知，此處應(yīng)是指兩只腳，用復(fù)數(shù)形式。7．closed分析句子結(jié)構(gòu)可知，此處是“with＋n.＋過(guò)去分詞”復(fù)合結(jié)構(gòu)，因?yàn)閏lose與eyes之間是被動(dòng)關(guān)系，因此用過(guò)去分詞。8．the根據(jù)語(yǔ)境可知，此處表示到游泳池的另一端，應(yīng)用定冠詞。9．quickly修飾動(dòng)詞應(yīng)用副詞形式。故填quickly。10．itself句意：我學(xué)到了重要的一課：沒有什么是可怕的，除了“可怕”本身。根據(jù)句意可知，應(yīng)填itself。練(二)第四部分寫作增分專練——練規(guī)范(限時(shí)：40分鐘)Ⅰ.應(yīng)用文寫作據(jù)報(bào)道，在我國(guó)仍有很多山區(qū)的孩子因?yàn)榧彝ヘ毟F而上不起學(xué)，你們班就如何幫助這些孩子上學(xué)進(jìn)行了討論。假如你是李華，請(qǐng)你把你們的建議寫成一封信寄給EnglishWeekly，希望他們能夠呼吁更多的人參與這項(xiàng)活動(dòng)。建議要點(diǎn)：1．收集舊課本和衣服；2．呼吁更多人幫助他們；3．你的建議：至少一條。要求：1．80詞左右，開頭和結(jié)尾已經(jīng)給出，不計(jì)入總詞數(shù)；2．可以適當(dāng)增加細(xì)節(jié)，以使行文連貫。DearEditor，I’maseniorhighschoolstudent.We’llreallyappreciateitifyoucan,throughtheEnglishWeekly,increasepublicawarenessofimprovingthepoorchildren’slivingconditionsandcallonmorepeopletohelpthem.Yourssincerely，LiHua參考范文：DearEditor,I’maseniorhighschoolstudent.It’sreportedthatinChinamanychildreninmountainousareasstillcan’tgotoschoolbecauseofpoverty.Lastweek,ourclassheldadiscussionabouthowtohelpthemtogotoschoolandliveahappychildhood.Hereareoursuggestions.First,someoldtextbooksandclothescanbecollectedandsenttothosechildrensothattheycanbereusedbythem.Second,it’salsoveryimportanttoappealtomorepeopleandsocialorganizationstohelpandcareforthosepoorchildren.AsfarasI’mconcerned,weshouldsavesomeofourpocketmoneyandgiveittothosechildreninneed.Aboveall,weshouldgivethemrespect,neverlookingdownuponthem.We’llreallyappreciateitifyoucan,throughtheEnglishWeekly,increasepublicawarenessofimprovingthepoorchildren’slivingconditionsandcallonmorepeopletohelpthem.Yourssincerely,LiHuaⅡ.概要寫作閱讀下面短文，根據(jù)其內(nèi)容寫一篇60詞左右的內(nèi)容概要。ManyChinesestudentshavestudiedEnglishforapproximatelytenyears,butmostofthemcannotevenspeakEnglishcorrectlyorfluently.Inmyopinion,thereareseveralobstaclesthathavecausedthistohappen.Themainobstacleisfear!AnotheristhehabitofmentallytranslatingfromChinesetoEnglishandthenchangingthesethoughtsintospokenwordsandsentences.ManyofthesedifficultiesarecausedbythewayChinesepeoplestudyandlearnthelanguage.Wemustlearntospeakasachilddoes.Whenwearelearningasecondlanguageweneedtorememberhowwelearnedournativelanguage.Learningtounderstandandspeakalanguageisoneofthefirstskillsachilddevelops.Howdoesachildlearnthelanguage?Helistensforatimeandthenhetriestorepeatthewords.Parentsgivegreatpraiseforthesmallesteffortandtheslightestimprovement.Therefore,thechilddevelopscourageandisexcitedaboutlearning.Ittakesalongtimebeforeheknowssomethingaboutgrammar,spellingorformalsentencestructures.Asforlanguageteachers,theyshouldavoidcriticismandbegenerouswithpraise.Criticismorpointingoutfaultstoooftencausesstudentstoloseself-confid