2025屆高考英語(yǔ)一輪復(fù)習(xí)課時(shí)作業(yè)一必修①Unit1Schoollife課時(shí)作業(yè)含解析牛津譯林版

PAGE課時(shí)作業(yè)(一)必修①Unit1SchoollifeⅠ.閱讀理解A[2024·日照市高三二模]Tylerattendedmyclassforasemester.Hehadangermanagementissues.Hehadbeensuspendedmanytimesinpreviousyears.Whenheenteredmyclassinhissenioryear,Iassumedtheworst.Inmyclass,ifTylergotananswerwrong,hewouldbecomeangry.Aboutamonthintotheyear,IwasstilltryingtoconnectwithTyler.Icanusuallygetstudentsinvolvedinclassdiscussionsoratleastmotivatethemtositquietlyandattentively.Bycontrast,Tylerwasjustloudandunpleasant.Oneday,TylerwastalkingwhileIwasteaching.Inthemiddleofthelesson,Isaid,“Tyler,whydon'tyoujoinourdiscussioninsteadofhavingoneofyourown？”Withthat,hegotupfromhischair,pusheditover,andyelledsomethingrude.IreferredTylertotheheadmasterandhereceivedaweek'sout-of-schoolsuspension.TheweekTylerwasoutofschoolwaswonderfulbutthesuspensionweeksooncametoanend.OnthedayofTyler'sreturn,Istoodatthedoorwaitingforhim.AssoonasIsawhim,IaskedTylertotalktomeforamoment.Heseemedunhappytodoitbutagreed.ItoldhimthatIwantedtostartoverwithhim.Ialsotoldhimthatifhefeltlikehewasgoingtolosecontrolinclass,hehadmypermissiontostepoutsidethedoorforamomenttocollecthimself.Fromthatpointon,Tylerwasachangedstudent.Helistenedandheparticipated.Hewasasmartstudent,somethingIcouldfinallywitnessinhim.Heevenstoppedafightbetweentwootherstudentsoneday.Attheendoftheyear,Tylerwrotemeathank-younoteabouthowgoodtheyearhadbeenforhim.TodayIstillfindittouchingtorereadwhenIgetstressedaboutteaching.Thisexperiencechangedmeasateacher.Icametounderstandthatstudentsarepeoplewhohavefeelingsandwhodon'twanttofeelcornered.Theywanttolearnbuttheyalsowanttofeelasiftheyhavesomecontroloverthemselves.Inevermadeassumptionsagainaboutstudentsbeforetheycameintomyclass.Everystudentisdifferent;notwostudentsreactinthesameway.1．Whatdidtheauthorassumeatthebeginningoftheschoolyear?A．Hewouldhavetosuspendastudent.B．Hewouldwitnessfightsbetweenstudents.C．Hewouldhavetroubledealingwithastudent.D．Hewouldbeunabletomotivatethestudents.2．WhywasTylerpunished?A．Hedestroyedachair.B．Herefusedtoansweraquestion.C．Hewasunwillingtojoinadiscussion.D．Hebehavedtoorudelytowardtheteacher.3．HowdidtheauthorstartoverwithTyler?A．Byhavinghimtalktotheheadmasterabouthisproblem.B．Byencouraginghimtoparticipateinclassroomactivities.C．Bywritingheartfeltnotestohimwhenfeelingdepressed.D．Byallowinghimtocollecthimselfoutsidetheclassroom.4.Whatisthebesttitleforthetext?A．ADemandingProfessionB．ASuccessfulLearnerC．PreassumptionsaboutTroubledStudentsD．MendingClassroomMisbehaviorB[2024·德州高三模擬]Havinghundredsoffriendsonlineisnosubstituteforahandfulofclosefriendsinreallife.Researchersdiscoveredthatpeoplewithonlyafewfriendswereatleastashappyasthosewithfarmoreifmanyoftheirswereonline.Thenumberof“peripheralothers”，someoneconnectedwithonline—formerclassmatesandco-workers,forexample—hadnoconnectionwithhowsatisfiedtheyfelt.Scientistsdidtheirstudyusingdatafromtwoonlinesurveysconductedon1,496peoplebyanon-profitresearchorganization.Peopletakingpartinthestudyrevealedtheirages,themake-upoftheirsocialnetworks,howoftentheyhaddifferenttypesofsocialinteractionsandtheirownfeelingsofwell-being.Theyincludeddetailsofhowoftenandhowtheyinteractedwithfamilyorneighbors,andwhethertheyincludedpeoplewhoprovidedservicesforthemintheirnetworks.Thenumberofclosefriendssomeonehadwastheonlythingthatinfluencedhowsatisfiedtheywerewiththeirsociallife.“Lonelinesshaslesstodowiththenumberoffriendsyouhave,andmoretodowithhowyoufeelaboutyourfriends，”saidDr.Bruine,anexpertofthestudy.“Ifyoufeellonely,itmaybemorehelpfultomakeapositiveconnectionwithafriendthantotryandseekoutnewpeopletomeet.”Inthestudy,theyfoundolderpeopletendedtohavesmallersocialnetworks.Youngerpeople'swerelargerbuttheyweremostlymadeupof“peripheralothers”—nottruefriends,justpeopletheyknew—anddidnotcontributetotheirhappiness.Evenvariationsinthenumberoffamilymembersorneighborssomebodyspenttimewithdidnotaffecthowhappytheywerewiththeirsociallife.Dr.Bruinesaidherresearchechoedotherfindingsshowingpeoplewouldbehappierifalargerproportionoftheironlinefriendswereactuallytheirfriendsinreality.Sheadded,“Stereotypesofagingtendtopaintolderadultsinmanyculturesassadandlonely.Buttheresearchshowsthatolderadults'smallernetworksdidn'tweakensocialsatisfactionandwell-being.Infact,olderadultstendtoreportbetterwell-beingthanyoungeradults.”5．Whathasagoodinfluenceonone'shappinessaccordingtothestudy?A．Havingimpersonalnetworksoffriends.B．Meetingclosefriendsfacetoface.C．Helpingfamiliarco-workers.D．Keepingintouchwithfamilymembersonline.6．Whatdidthe1,496peopletakingpartinthestudyhavetodo?A．KeepoffusingtheInternet.B．Showtheirattitudestohappiness.C．Revealtheirsociallifethoroughly.D．Find“peripheralothers”fromtheirfriends.7．Whoismorelikelytobeattackedbylonelinessaccordingtothestudy?A．Parentslivingwiththeirchildren.B．Olderadultswithfewerfriendsonline.C．Thosehavingfewerrelativesorneighbors.D．Youngpeoplewithoutfriendsinreality.8．Whatdoestheunderlinedword“paint”meaninthelastparagraph?A．Treat. B．Draw.C．Describe. D．Criticize.Ⅱ.完形填空[2024·山東省部分重點(diǎn)中學(xué)高三第一次考試]Hansenandhis10-year-oldsonChasesearchthestreetsofSaltLakeCityeveryweekendforthehomelesstotaketolunch.TheystartedProjectEmpathy(共情)fouryearsagoto__1__ameal,listentotheirstoriesandfiguredouthowtheycould__2__help.“Juststartwithasmile,ahello.Itreallyjuststartswiththat.Ifyoudoit,youcanmakeaconnection.Asmallgesturecanhavea__3__impactonotherslessfortunate，”Hansen__4__inaninterview.Someofthesesharedmealshaveturnedintostronger__5__.Ward,ahomeless,was__6__inaflat.HecreditedtheHansenswithhelpinghim__7__thedifficultprocessofmovingoffthestreets.“Itisgreattohavefriendswhomakeusfeel__8__andI'mimpressedwiththepair，”Wardsaid.Fatherandson's__9__havedevelopedintoapassionprojectthat__10__faithandcommunity,whichemphasizesthe__11__communitymemberscanhaveinupliftingthehomeless.Theyknowtheycan'tsettlethehomeless__12__alone.They'rehopingempathywill__13__.“Myhopeforthefutureisto__14__moreconnectionacrossourcountry.Wecouldandwewillsucceed__15__wehaveotherpeoplejoininandhelpthehomeless，”Chasesaid.1．A.buy B．cookC．shareD．eat2．A.oftenB．furtherC．a(chǎn)lsoD．even3．A.dramaticB．differentC．minimumD．decisive4．A.remarkedB．praisedC．jokedD．quoted5．A.desiresB．connectionsC．motivationsD．opinions6．A.providedB．permittedC．a(chǎn)bandonedD．housed7．A.throughB．forC．despiteD．to8．A.surprisedB．relaxedC．a(chǎn)wesomeD．calm9．A.dreamsB．influencesC．experiencesD．efforts10．A.assessesB．comparesC．highlightsD．respects11．A.importanceB．taskC．chanceD．role12．A.argumentB．problemC．debtD．conflict13．A.goawayB．catchonC．fadeoutD．giveoff14．A.spreadB．missC．exchangeD．maintain15．A.beforeB．ifC．untilD．soⅢ.應(yīng)用文寫(xiě)作[2024·浙江省臺(tái)州市質(zhì)量評(píng)估]假定你是李華，你校交換生David有意加入學(xué)校陽(yáng)光志愿者組織(SunshineVolunteerClub)，向你詢(xún)問(wèn)相關(guān)狀況，請(qǐng)你給他寫(xiě)一封回信，內(nèi)容包括：1．表示支持；2．主要志愿活動(dòng)；3．申請(qǐng)方式。留意：1．詞數(shù)80左右；2．可適當(dāng)增加細(xì)微環(huán)節(jié)，以使行文連貫。________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________課時(shí)作業(yè)(一)Ⅰ.閱讀理解A語(yǔ)篇類(lèi)型：記敘文主題語(yǔ)境：人與社會(huì)——人際關(guān)系——如何管理學(xué)生的不當(dāng)行為【語(yǔ)篇解讀】Tyler是一個(gè)不會(huì)管理自己生氣心情的學(xué)生。有一天Tyler因?yàn)樵谡n堂上發(fā)脾氣，對(duì)自己舉止粗魯而被停課一周。當(dāng)他回到學(xué)校后，作為老師，作者和他進(jìn)行了一次談話(huà)，并允許他在心情不好的時(shí)候去門(mén)外面一會(huì)兒使自己冷靜。從那以后，Tyler的表現(xiàn)有了很大的變更。1．答案與解析：C考查推理推斷。依據(jù)第一段中的“Hehadangermanagementissues.Hehadbeensuspendedmanytimesinpreviousyears.Whenheenteredmyclassinhissenioryear,Iassumedtheworst”可以推斷，作者在學(xué)年起先時(shí)認(rèn)為，他在與Tyler打交道的時(shí)候會(huì)有麻煩，故選C。2．答案與解析：D考查細(xì)微環(huán)節(jié)理解。依據(jù)第三段中的“Withthat,hegotupfromhischair,pusheditover,andyelledsomethingrude”可知，Tyler之所以受到懲處是因?yàn)樗麑?duì)老師舉止粗魯，故D項(xiàng)正確。3．答案與解析：D考查細(xì)微環(huán)節(jié)理解。依據(jù)第四段中的“Ialsotoldhimthatifhefeltlikehewasgoingtolosecontrolinclass,hehadmypermissiontostepoutsidethedoorforamomenttocollecthimself”可知，作者允許Tyler在課堂上感覺(jué)要失去限制的時(shí)候去門(mén)外面一會(huì)兒來(lái)使自己冷靜，故選D。4．答案與解析：D考查標(biāo)題推斷。結(jié)合文章大意可知，本文主要講解并描述了學(xué)年之初，作者的班里來(lái)了一名問(wèn)題學(xué)生，有一天該學(xué)生因?yàn)樵谡n堂上發(fā)脾氣，對(duì)自己舉止粗魯而被停課一周，但之后作者與該學(xué)生進(jìn)行溝通并允許學(xué)生在快要失控時(shí)去門(mén)外一會(huì)兒使他自己冷靜后，該學(xué)生的行為有了很大的變更，故D項(xiàng)適合作本篇文章的標(biāo)題。B語(yǔ)篇類(lèi)型：說(shuō)明文主題語(yǔ)境：人與社會(huì)——人際交往——在現(xiàn)實(shí)生活中擁有摯友更能增加華蜜感【語(yǔ)篇解讀】本文介紹了一項(xiàng)探討，該探討發(fā)覺(jué)在現(xiàn)實(shí)生活中擁有摯友比在網(wǎng)上擁有虛擬摯友能擁有更多的華蜜感。而且與人們以往的成見(jiàn)不同的是，擁有少數(shù)真實(shí)摯友的老年人比擁有大量網(wǎng)上虛擬摯友的年輕人更有華蜜感。5．答案與解析：B推理推斷題。依據(jù)第一段其次、三句可知，有的人雖然摯友少，但比起那些摯友多但大多數(shù)通過(guò)網(wǎng)絡(luò)來(lái)聯(lián)系(如他們的前同學(xué)和前同事)的人而言，前者至少和后者一樣歡樂(lè)。由此可知，和密切摯友在現(xiàn)實(shí)中接觸會(huì)讓人更華蜜。故選B項(xiàng)。6．答案與解析：C細(xì)微環(huán)節(jié)理解題。依據(jù)題干中的1,496peopletakingpartinthestudy可以定位到文章其次段。依據(jù)其次段其次、三句可知，參與這項(xiàng)探討的人透露了他們的年齡、社交網(wǎng)絡(luò)的構(gòu)成、進(jìn)行不同類(lèi)型社交互動(dòng)的頻率以及他們自己的華蜜感。其中包括他們與家人或鄰居互動(dòng)的頻率和方式，以及他們的社交網(wǎng)絡(luò)中是否包括為他們供應(yīng)服務(wù)的人。由此可知，參與探討的1496個(gè)人須要詳盡地供應(yīng)關(guān)于他們社交生活的信息。故選C項(xiàng)。7．答案與解析：D推理推斷題。依據(jù)文章最終三段的內(nèi)容可知，探討發(fā)覺(jué)老年人社交范圍小，但大都是現(xiàn)實(shí)中的摯友；年輕人社交對(duì)象多，但虛擬世界中的摯友并沒(méi)有為他們帶來(lái)更多的華蜜感。因此現(xiàn)實(shí)中沒(méi)有摯友的年輕人更簡(jiǎn)單遭到孤獨(dú)感的侵襲。故選D項(xiàng)。8．答案與解析：C詞義揣測(cè)題。依據(jù)畫(huà)線詞所在句中的assadandlonely可推知，畫(huà)線詞所在句表示，在很多文化中，對(duì)變老的刻板印象往往會(huì)把老年人描述為哀痛和孤獨(dú)的人。故選C項(xiàng)。describe...as...意為“把……描述為……”?！鹃L(zhǎng)難句分析】Researchersdiscoveredthatpeoplewithonlyafewfriendswereatleastashappyasthosewithfarmoreifmanyoftheirswereonline.,分析：本句主干為Researchersdiscovered；that引導(dǎo)賓語(yǔ)從句作discovered的賓語(yǔ)；在賓語(yǔ)從句中，people是主語(yǔ)，從句的主干是peoplewereashappyasthose；其中，withonlyafewfriends和withfarmore是介詞短語(yǔ)作后置定語(yǔ)，分別修飾people和those；ifmanyoftheirswereonline為if引導(dǎo)的條件狀語(yǔ)從句。,譯文：探討人員發(fā)覺(jué)，只有幾個(gè)摯友的人和那些有更多摯友假如很多都是網(wǎng)友的人相比，前者至少和后者一樣歡樂(lè)。Ⅱ.完形填空語(yǔ)篇類(lèi)型：記敘文主題語(yǔ)境：人與社會(huì)——共創(chuàng)共情項(xiàng)目——希望他人也加入【文章大意】文章主要敘述了Hansen父子創(chuàng)辦共情項(xiàng)目幫助無(wú)家可歸的人的故事。他們希望更多的人加入到他們的安排中來(lái)。1．答案與解析：C考查動(dòng)詞辨析。A項(xiàng)意為“買(mǎi)”；B項(xiàng)意為“烹飪”；C項(xiàng)意為“共享”；D項(xiàng)意為“吃”。依據(jù)空格前一句“Hansenandhis10yearoldsonChasesearchthestreetsofSaltLakeCityeveryweekendforthehomelesstotaketolunch.”和第三段第一句中的“Someofthesesharedmeals”可推知，他們創(chuàng)辦這個(gè)項(xiàng)目是為了共享食物。故選C。2．答案與解析：B考查副詞辨析。A項(xiàng)意為“常?！?；B項(xiàng)意為“進(jìn)一步”；C項(xiàng)意為“也，而且”；D項(xiàng)意為“甚至”。依據(jù)語(yǔ)境可知，他們給無(wú)家可歸的人帶午飯，除了帶午飯，他們還在其他方面賜予幫助。因此，此處指他們還弄清如何能進(jìn)一步幫助這些無(wú)家可歸的人。故選B。3．答案與解析：A考查形容詞辨析。A項(xiàng)意為“巨大的，給人印象深刻的”；B項(xiàng)意為“不同的”；C項(xiàng)意為“最低的，最小的”；D項(xiàng)意為“確定性的”。依據(jù)空格前的“Asmallgesture”并結(jié)合常識(shí)可知，一個(gè)小小的舉動(dòng)可以對(duì)其他不幸的人產(chǎn)生巨大的影響。故選A。4．答案與解析：A考查動(dòng)詞辨析。A項(xiàng)意為“評(píng)論，說(shuō)起”；B項(xiàng)意為“表?yè)P(yáng)”；C項(xiàng)意為“開(kāi)玩笑”；D項(xiàng)意為“引用”。依據(jù)上文Hansen所說(shuō)的話(huà)可知，他在一次采訪中說(shuō)了這些話(huà)。故選A。5．答案與解析：B考查名詞辨析。A項(xiàng)意為“欲望，愿望”；B項(xiàng)意為“聯(lián)系，關(guān)聯(lián)”；C項(xiàng)意為“動(dòng)機(jī)”；D項(xiàng)意為“看法”。依據(jù)其次段第三句“Ifyoudoit,youcanmakeaconnection.”和第三段最終一句中的“‘Itisgreattohavefriendswhomakeusfeel__8__’”可知，其中一些共享的食物已經(jīng)變成了更強(qiáng)的聯(lián)系。故選B。6．答案與解析：D考查動(dòng)詞辨析。A項(xiàng)意為“供應(yīng)”；B項(xiàng)意為“允許”；C項(xiàng)意為“放棄”；D項(xiàng)意為“給(某人)供應(yīng)住處”。依據(jù)空格后一句“HecreditedtheHansenswithhelpinghim__7__thedifficultprocessofmovingoffthestreets.”可知，Ward無(wú)家可歸，Hansen父子給他在一個(gè)公寓里供應(yīng)了居處。故選D。7．答案與解析：A考查介詞辨析。A項(xiàng)意為“經(jīng)驗(yàn)，度過(guò)”；B項(xiàng)意為“為了”；C項(xiàng)意為“盡管”；D項(xiàng)意為“給”。依據(jù)語(yǔ)境可知，Ward感謝Hansen父子幫助他度過(guò)了離開(kāi)街道的艱難受程。故選A。8．答案與解析：C考查形容詞辨析。A項(xiàng)意為“驚異的”；B項(xiàng)意為“放松的”；C項(xiàng)意為“很好的”；D項(xiàng)意為“鎮(zhèn)靜的”。依據(jù)空格前的“Itisgreattohavefriends”并結(jié)合語(yǔ)境可知，有Hansen父子這樣的摯友讓W(xué)ard感覺(jué)很棒，他們給Ward留下了深刻的印象。故選C。9．答案與解析：D考查名詞辨析。A意為“幻想”；B項(xiàng)意為“影響”；C項(xiàng)意為“經(jīng)驗(yàn)”；D項(xiàng)意為“努力”。依據(jù)上文可知，Hansen父子幫助無(wú)家可歸的人。由此可推知，此處指父子倆經(jīng)過(guò)努力已經(jīng)將共情項(xiàng)目發(fā)展成為一個(gè)充溢激情的項(xiàng)目。故選D。10．答案與解析：C考查動(dòng)詞辨析。A項(xiàng)意為“評(píng)估”；B項(xiàng)意為“比較”；C項(xiàng)意為“強(qiáng)調(diào)，突出”；D項(xiàng)意為“敬重”。依據(jù)空格后的“emphasizesthe__11__communitymemberscanhaveinupliftingthehomeless”并結(jié)合語(yǔ)境可知，這個(gè)充溢激情的項(xiàng)目強(qiáng)調(diào)信任和社區(qū)的理念。故選C。11．答案與解析：D考查名詞辨析。A項(xiàng)意為“重要性”；B項(xiàng)意為“任務(wù)”；C項(xiàng)意