外研版（2019）选择性必修 第四册Unit 5 Into the unknown Developing ideas课后检测练（含答案）
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| 名称 | 外研版（2019）选择性必修 第四册Unit 5 Into the unknown Developing ideas课后检测练（含答案） |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 外研版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-02-05 12:30:23 | ||
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Unit5 Into the unknown——Developing ideas
一、翻译句子
1. 由于埋头工作, 他没有注意到时间已经很晚了。(过去分词作状语)
2. 他会不会讲法语并不重要。(It doesn’t matter句型)
3. 在老师的帮助下, 他的英语进步很大。(with复合结构)
4. 你听说他在比赛中获得一等奖的消息了吗 (同位语从句)
5. 很可能她已经到达了目的地。(it is likely that从句)
二、完形填空
He has been called the “missing link”．Half man，half beast.He is supposed to live in the highest mountain in the world—Mount Qomolangma.
He is known as the Abominable Snowman.The 1 of the Snowman has been around for 2 ．Climbers in the 1920s reported finding marks like those of human feet high up on the side of Mount Qomolangma.The native people said they 3 this creature and called it the “Yeti”，and they said that they had even caught Yetis on two occasions 4 none has ever been produced as evidence.
Over the years，the story of the Yetis has 5 ．In 1951，Eric Shipton took photographs of a set of tracks in the snow of Qomolangma.Shipton believed that they were not 6 the tracks of a monkey or bear and felt that the Abominable Snowman might really 7 ．
Further efforts have been made to find out about Yetis.But the only things people have ever found were more footprints.Most believe the footprints are nothing more than 8 animal tracks，which had been made 9 as they melted(融化)and refroze in the snow. 10 ，in 1964，a Russian scientist said that the Abominable Snowman was real and was a remaining link with the prehistoric humans.But， 11 ，no evidence has ever 12 been produced.
These days，only a few people continue to take the story of the Abominable Snowman 13 ．But if they ever succeed in catching one，they may face a real 14 ：Would they put it in a 15 or give it a room in a hotel
1．A．event B．story
C．adventure D．description
2．A．over centuries B．too long
C．some time D．many years
3．A．heard from B．cared for
C．knew of D．read about
4．A．as B．though
C．when D．until
5．A．developed B．changed
C．occurred D．continued
6．A．entirely B．naturally
C．clearly D．simply
7．A．exist B．escape
C．disappear D．return
8．A．huge B．recent
C．ordinary D．frightening
9．A．strange B．large
C．deep D．rough
10．A．Otherwise B．Therefore
C．Instead D．However
11．A．so B．besides
C．again D．instead
12．A．rightly B．actually
C．normally D．particularly
13．A．lightly B．jokingly
C．seriously D．properly
14．A．decision B．situation
C．subject D．problem
15．A．zoo B．mountain
C．museum D．laboratory
三、阅读理解
阅读下列短文， 从每题所给的A、B、C、D四个选项中选出最佳选项。
Adding math talk to story time at home is a winning factor for children's math achievement, according to a new research from a university.The study from psychologists Sian Beilock and Susan Levine shows a marked increase in math achievement among children whose families used Bedtime Math, an iPad app that delivers engaging math story problems for parents and children to solve together.
Even children who used the app with their parents as little as once a week saw gains in math achievement by the end of the school year.The app's effect was especially strong for children whose parents tend to be anxious or uncomfortable with math.
Previous research from this group has demonstrated the importance of adults' attitudes to math for children's math success.For example, a recent study found that math anxious parents who help their children with math homework actually weaken their children's math achievement.
The new findings demonstrate that structured, positive interactions around math at home can cut the link between parents' uneasiness about math and children's low math achievement.
“Many people experience high levels of anxiety when they have to solve a math problem, with a majority of adults feeling at least some worries about math，” said Beilock, professor in psychology and author of Choke, a book about stress and performance.“These math anxious parents are probably less likely to talk about math at home, which affects how competent their children are in math.Bedtime Math encourages a dialogue between parents and kids about math and offers a way to engage in high quality math interactions in a low effort, high impact way.”
Study participants included 587 first grade students and their parents.Families were given an iPad installed with a version of the Bedtime Math app, with which parents and their children read stories and answer questions involving math, including topics like counting, shapes and problem solving.A control group received a reading app that had similar stories without the math content and questions related to reading comprehension instead.Children's math achievement was assessed at the beginning and end of the school year.Parents completed a questionnaire about their nervousness with math.
The more times parents and children in the math group used the app, the higher children's achievement on a math assessment at the end of the school year.Indeed, children who frequently used the math app with their parents outperformed similar students in the reading group by almost three months in math achievement at year's end.
1．The previous study found that ________．
A．help from math anxious parents improves children's math achievement
B．interactions around math at home will cut off the family relationship
C．children's math achievement is related to parents' attitude to math
D．children can achieve more success if they see the importance of math
2．We can infer from the passage that ________．
A．it is the math problems related to the stories that make a great difference
B．children whose parents are uneasy about math are superior to other students
C．parents using the app for three months can see gains in math achievement
D．the frequency of using the app has nothing to do with children's achievement
3．What does the author want to tell us
A．High anxiety parents influence children's attitude to math.
B．Frequent use of the app can develop problem solving ability.
C．Low effort activities create good parent child relationship.
D．High quality math interactions improve children's performance.
一、翻译句子
1.Buried in working, he didn’t notice it was too late.
2.It doesn’t matter whether he can speak French or not.
3.His English has improved a lot with his teacher helping him.
4.Have you heard the news that he got the first prize in the competition
5.It is likely that she has reached the destination.
二、完形填空
1.B 后文叙述的是关于“Yeti”的传说故事，故选story。
2.D 从20世纪20年代开始被发现，至今应有许多年了。
3.C 当地人称这种生物为“Yeti”，肯定是知道它以及关于它的事。故选knew of。
4.B “曾经抓到”与“没有证据”之间为转折关系，故选though。
5.D 第二段讲述了关于“Yeti”的一些事，后文中将有新的介绍。故可知“故事在继续”。
6.D 席普顿相信这些“脚印”不会简单地是猴子或熊的脚印，故选simply。
7.A 席普顿感觉这种动物可能真的存在。
8.C 许多人相信这些脚印只不过是那些普通动物(比如猴子或熊)留下的。
9.B “普通的脚印”看起来不“普通”，是因为其在雪里融化而变“大”了。
10.D 前文介绍了一些人认为脚印是“普通动物的”，而后文是一位俄国科学家相反的观点，故两部分之间应用however表示转折。
11.C 前面提到过，当地人的发现和传说没有证据可依，这一次“又”是如此。
12.B 没有证据被实际记载。故选actually。
13.C take...seriously意为“把……当回事(严肃认真地对待)”。
14.D face a problem“面临问题”，为固定搭配。而该空后就给出了一个问题。
15.A 前文提到这种生物“半人半兽”，那么如果人们真抓住一个，他们将面临的问题是：把它放到动物园(当它是动物)还是在旅馆里给它一个房间(当它是人)呢？
三、阅读理解
1.C 细节理解题。根据第三段的第一句“Previous research from this group has demonstrated the importance of adults' attitudes to math for children's math success.”可知，先前的研究发现，孩子数学成绩的好坏同父母对数学的态度有关，故C项正确。
2.A 推理判断题。根据倒数第二段的第二句“Families were given an iPad installed with a version of the Bedtime Math app, with which parents and their children read stories and answer questions involving math, including topics like counting, shapes and problem solving.”可知，Bedtime Math的关键是里面含有与数学相关的故事。据此可以判断，父母和孩子一起讨论与数学有关的故事是保证孩子数学成功的关键，故A项正确。
3.D 写作意图题。通读全文可知，文章通过介绍一个软件来说明高质量的数学交流会提高孩子的数学成绩。故D项正确。
第1页（共3页）
一、翻译句子
1. 由于埋头工作, 他没有注意到时间已经很晚了。(过去分词作状语)
2. 他会不会讲法语并不重要。(It doesn’t matter句型)
3. 在老师的帮助下, 他的英语进步很大。(with复合结构)
4. 你听说他在比赛中获得一等奖的消息了吗 (同位语从句)
5. 很可能她已经到达了目的地。(it is likely that从句)
二、完形填空
He has been called the “missing link”．Half man，half beast.He is supposed to live in the highest mountain in the world—Mount Qomolangma.
He is known as the Abominable Snowman.The 1 of the Snowman has been around for 2 ．Climbers in the 1920s reported finding marks like those of human feet high up on the side of Mount Qomolangma.The native people said they 3 this creature and called it the “Yeti”，and they said that they had even caught Yetis on two occasions 4 none has ever been produced as evidence.
Over the years，the story of the Yetis has 5 ．In 1951，Eric Shipton took photographs of a set of tracks in the snow of Qomolangma.Shipton believed that they were not 6 the tracks of a monkey or bear and felt that the Abominable Snowman might really 7 ．
Further efforts have been made to find out about Yetis.But the only things people have ever found were more footprints.Most believe the footprints are nothing more than 8 animal tracks，which had been made 9 as they melted(融化)and refroze in the snow. 10 ，in 1964，a Russian scientist said that the Abominable Snowman was real and was a remaining link with the prehistoric humans.But， 11 ，no evidence has ever 12 been produced.
These days，only a few people continue to take the story of the Abominable Snowman 13 ．But if they ever succeed in catching one，they may face a real 14 ：Would they put it in a 15 or give it a room in a hotel
1．A．event B．story
C．adventure D．description
2．A．over centuries B．too long
C．some time D．many years
3．A．heard from B．cared for
C．knew of D．read about
4．A．as B．though
C．when D．until
5．A．developed B．changed
C．occurred D．continued
6．A．entirely B．naturally
C．clearly D．simply
7．A．exist B．escape
C．disappear D．return
8．A．huge B．recent
C．ordinary D．frightening
9．A．strange B．large
C．deep D．rough
10．A．Otherwise B．Therefore
C．Instead D．However
11．A．so B．besides
C．again D．instead
12．A．rightly B．actually
C．normally D．particularly
13．A．lightly B．jokingly
C．seriously D．properly
14．A．decision B．situation
C．subject D．problem
15．A．zoo B．mountain
C．museum D．laboratory
三、阅读理解
阅读下列短文， 从每题所给的A、B、C、D四个选项中选出最佳选项。
Adding math talk to story time at home is a winning factor for children's math achievement, according to a new research from a university.The study from psychologists Sian Beilock and Susan Levine shows a marked increase in math achievement among children whose families used Bedtime Math, an iPad app that delivers engaging math story problems for parents and children to solve together.
Even children who used the app with their parents as little as once a week saw gains in math achievement by the end of the school year.The app's effect was especially strong for children whose parents tend to be anxious or uncomfortable with math.
Previous research from this group has demonstrated the importance of adults' attitudes to math for children's math success.For example, a recent study found that math anxious parents who help their children with math homework actually weaken their children's math achievement.
The new findings demonstrate that structured, positive interactions around math at home can cut the link between parents' uneasiness about math and children's low math achievement.
“Many people experience high levels of anxiety when they have to solve a math problem, with a majority of adults feeling at least some worries about math，” said Beilock, professor in psychology and author of Choke, a book about stress and performance.“These math anxious parents are probably less likely to talk about math at home, which affects how competent their children are in math.Bedtime Math encourages a dialogue between parents and kids about math and offers a way to engage in high quality math interactions in a low effort, high impact way.”
Study participants included 587 first grade students and their parents.Families were given an iPad installed with a version of the Bedtime Math app, with which parents and their children read stories and answer questions involving math, including topics like counting, shapes and problem solving.A control group received a reading app that had similar stories without the math content and questions related to reading comprehension instead.Children's math achievement was assessed at the beginning and end of the school year.Parents completed a questionnaire about their nervousness with math.
The more times parents and children in the math group used the app, the higher children's achievement on a math assessment at the end of the school year.Indeed, children who frequently used the math app with their parents outperformed similar students in the reading group by almost three months in math achievement at year's end.
1．The previous study found that ________．
A．help from math anxious parents improves children's math achievement
B．interactions around math at home will cut off the family relationship
C．children's math achievement is related to parents' attitude to math
D．children can achieve more success if they see the importance of math
2．We can infer from the passage that ________．
A．it is the math problems related to the stories that make a great difference
B．children whose parents are uneasy about math are superior to other students
C．parents using the app for three months can see gains in math achievement
D．the frequency of using the app has nothing to do with children's achievement
3．What does the author want to tell us
A．High anxiety parents influence children's attitude to math.
B．Frequent use of the app can develop problem solving ability.
C．Low effort activities create good parent child relationship.
D．High quality math interactions improve children's performance.
一、翻译句子
1.Buried in working, he didn’t notice it was too late.
2.It doesn’t matter whether he can speak French or not.
3.His English has improved a lot with his teacher helping him.
4.Have you heard the news that he got the first prize in the competition
5.It is likely that she has reached the destination.
二、完形填空
1.B 后文叙述的是关于“Yeti”的传说故事，故选story。
2.D 从20世纪20年代开始被发现，至今应有许多年了。
3.C 当地人称这种生物为“Yeti”，肯定是知道它以及关于它的事。故选knew of。
4.B “曾经抓到”与“没有证据”之间为转折关系，故选though。
5.D 第二段讲述了关于“Yeti”的一些事，后文中将有新的介绍。故可知“故事在继续”。
6.D 席普顿相信这些“脚印”不会简单地是猴子或熊的脚印，故选simply。
7.A 席普顿感觉这种动物可能真的存在。
8.C 许多人相信这些脚印只不过是那些普通动物(比如猴子或熊)留下的。
9.B “普通的脚印”看起来不“普通”，是因为其在雪里融化而变“大”了。
10.D 前文介绍了一些人认为脚印是“普通动物的”，而后文是一位俄国科学家相反的观点，故两部分之间应用however表示转折。
11.C 前面提到过，当地人的发现和传说没有证据可依，这一次“又”是如此。
12.B 没有证据被实际记载。故选actually。
13.C take...seriously意为“把……当回事(严肃认真地对待)”。
14.D face a problem“面临问题”，为固定搭配。而该空后就给出了一个问题。
15.A 前文提到这种生物“半人半兽”，那么如果人们真抓住一个，他们将面临的问题是：把它放到动物园(当它是动物)还是在旅馆里给它一个房间(当它是人)呢？
三、阅读理解
1.C 细节理解题。根据第三段的第一句“Previous research from this group has demonstrated the importance of adults' attitudes to math for children's math success.”可知，先前的研究发现，孩子数学成绩的好坏同父母对数学的态度有关，故C项正确。
2.A 推理判断题。根据倒数第二段的第二句“Families were given an iPad installed with a version of the Bedtime Math app, with which parents and their children read stories and answer questions involving math, including topics like counting, shapes and problem solving.”可知，Bedtime Math的关键是里面含有与数学相关的故事。据此可以判断，父母和孩子一起讨论与数学有关的故事是保证孩子数学成功的关键，故A项正确。
3.D 写作意图题。通读全文可知，文章通过介绍一个软件来说明高质量的数学交流会提高孩子的数学成绩。故D项正确。
第1页（共3页）