牛津译林版 2020 必修一
Unit3 Integrated skills- Extended reading-Project 课后
一、语法填空
【知识点】 副词作状语
【知识点】 名词作宾语 in response to
【知识点】 apologize 情态动词(not)+动词原形
【知识点】 behaviour/behavior 名词作宾语 behavior
【知识点】 名词作宾语
【知识点】 misunderstanding 名词作宾语
二、根据括号内的提示将下面句子翻译成英语。
三、阅读理解
A
Teens who have good, supportive relationships with their teachers enjoy better health as adults, according to research published by an American research center.
“This research suggests that improving students’ relationships with teachers could have positive and long-lasting effects beyond just academic success,” said Jinho Kim, a professor at Korea University and author of the study. “It could also bring about health implications in the long run.” Previous research has suggested that teens’ social relationships might be linked to health outcomes in adulthood. However, it is not clear whether the link between teen relationships and lifetime health is causal (因果的) — it could be that other factors, such as different family backgrounds, might contribute to both relationship problems in adolescence and to poor health in adulthood. Also, most research has focused on teens’ relationships with their peers (同龄人), rather than on their relationships with teachers.
To explore those questions further, Kim analyzed data on nearly 20, 000 participants from the Add Health study, a national study in the U. S. that followed participants from seventh grade into early adulthood. The participant pool included more than 3, 400 pairs of siblings (兄弟姐妹). As teens, participants answered questions, like “How often have you had trouble getting along with other students and your teachers?” As adults, participants were asked about their physical and mental health.
Kim found that participants who had reported better relationships with both their peers and teachers in middle and high school also reported better physical and mental health in their mid-20s. However, when he controlled for family background by looking at pairs of siblings together, only the link between good teacher relationships and adult health remained significant.
The results suggest teacher relationships are more important than previously realized and that schools should invest in training teachers on how to build warm and supportive relationships with their students. “This is not something that most teachers receive much training in,” Kim said, “but it should be.”
1. What does the underlined word “implications” in Paragraph 2 refer to?A.Recipes. | B.Habits. | C.Risks. | D.Benefits. |
A.Poor health in adolescence. | B.Teens’ relationships with their peers. |
C.Limitations of the previous research. | D.Factors affecting health in adulthood. |
A.Positive student-teacher relationship helps students’ adult health. |
B.Good family background promises long-term adult health. |
C.Healthy peer relationships leads to students’ academic success. |
D.Good adult health depends on teens’ good teachers. |
A.A medical report. | B.A health magazine. | C.A term paper. | D.A family survey. |
B
(2023秋·安徽淮北·高一淮北市实验高级中学校考期末)
When it comes to friends, I desire those who will share my happiness with me. When I was in the eighth grade, I had a friend. We were shy and “too serious” about our studies when it was becoming fashionable with our classmates to learn acceptable social behaviors. We said little at school, but she would come to my house and we would sit down with pencils and paper, and one of us would say: “Let’s start with a train whistle today.” We would sit quietly together and write separate poems or stories that grew out of a train whistle. Then we would read them aloud. At the end of that school year, we, too, were changed into social creatures and the stories and poems stopped.
When I lived for a time in London, I had a friend. He was in despair (失望) and I was in despair. But our friendship was based on the idea in each of us that we would be sorry later if we did not explore this great city because we had felt bad at the time. We met every Sunday for five weeks and found many excellent things. We walked until our despairs disappeared and then we parted. We gave London to each other.
For almost four years I have had a remarkable friend. We write long letters in which we often discover our strangest selves. Each of us appears, sometimes in a funny way, in the other’s dreams. She and I agree that, at certain times, we seem to be parts of the same mind. In my most interesting moments, I often think: “Yes, I must tell...” We have never met.
It is such comforting companions I wish to keep. One bright hour with their kind is worth more to me than the lifetime services of a psychologist (心理学家), who will only fill up the healing (愈合的) silence necessary to those darkest moments in which I would rather be my own best friend.
1. In the eighth grade, what the author did before developing proper social behavior was ________.A.become serious about her study | B.go to her friend’s house regularly |
C.learn from her classmates at school | D.share poems and stories with her friend |
A.our exploration of London was a memorable gift to both of us |
B.we were unwilling to tear ourselves away from London |
C.our unpleasant feelings about London disappeared |
D.we parted with each other in London |
A.call each other regularly | B.have similar personalities |
C.enjoy writing to each other | D.dream of meeting each other |
A.ask for professional help | B.be left alone |
C.stay with her best friend | D.break the silence |
四、完形填空
(2022·山东·模拟预测)
It was 80 years ago when I wrote my first letter to Paul and Renee. I was about 13. Paul was the same
It was quite a(n)
I decided to go to France on holiday in 1949 to
Lnever.got to meet Paul. Renee wrote to me and
I’m 93 now and I still write to Renee. She has difficulty writing now, so she phones me to
A.interest | B.dream | C.height | D.age |
A.sad | B.pleased | C.awkward | D.angry |
A.action | B.thing | C.problem | D.debate |
A.looked forward to | B.was attracted to | C.signed up for | D.took control of |
A.Spanish | B.English | C.French | D.German |
A.help | B.praise | C.check | D.meet |
A.treated | B.fitted | C.knew | D.protected |
A.picked | B.called | C.brought | D.held |
A.warned | B.told | C.contacted | D.calmed |
A.calmer | B.deeper | C.flatter | D.shorter |
A.memories | B.kids | C.organizations | D.hobbies |
A.kept | B.stopped | C.avoided | D.finished |
A.explore | B.remember | C.revise | D.reply |
A.request | B.mind | C.time | D.place |
A.interest | B.tradition | C.friendship | D.trip |
五、话题写作
内容包括:
1.该朋友的基本信息;
2.他她. 对你的影响及具体事例;
3. 朋友的言行对我的启示。
注意:1. 词数110词左右;2. 文中不得透露自己的真实姓名及就读学校的名字。
My Good Friend
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