Unit1developing ideas and presenting 测试题 新外研必修一 (含答案与解析)

中小学教育资源及组卷应用平台
book1 unit 1
developing ideas and presenting ideas 测试题
一、用单词的适当形式完成句子
1．Filet mignon (菲力牛排), widely (refer) to as the best meat of all steak cuts, is cut from the very tip of the tenderloin.
2．Walking alone in the dark street made him (frighten).
3．The Nobel Prize in Literature 2016 (award) to Bob Dylan “for having created new poetic expressions within the great American song tradition”.
4．After many failures, he came to this city, (struggle) alone.
5． (frighten) and angry, she says she pulled out of the campaign.
6．It has aroused the public concern that nowadays some teenagers attach too much importance to their (figure).
7．He has made sufficient preparations for the interview and attempts (select) by that company.
8．My sister graduated Japanese last year.
9．Silence may (view) by some cultural groups as (extreme) uncomfortable...
10．Is there anything particular you’d like to say to me
二、阅读理解
Global Essay Competition
The John Locke Institute encourages young people to develop the characteristics that turn good students into great writers. Our Essay Competition invites students to explore a wide range of challenging and interesting questions beyond the limits of the school curriculum (课程).
All of our essay prizes are judged by senior academics from the University of Oxford. The judges will choose their favourite essay from each subject category and an overall “best essay” across six subjects: Philosophy, Politics, Economics, History, Psychology and Law.
Entry Requirements
Entry is open to students from any country. Candidates must be eighteen years old, or younger, on the date of the submission deadline, 30 June. Candidates for the Junior Prize must be fourteen years old, or younger, on the date of the submission deadline. Each essay should address only one of the questions in your chosen subject category, and must not exceed (超过) 2, 000 words.
Key Dates
30 June: Submission deadline
14 July: Short-listed candidates informed
26 August: Awards Dinner for the Junior Prize
2. September: Awards Dinner for the Economics Prize and other prizes
Prizes
There is a prize for the best essay in each category. The prize for each winner of a subject category, and the winner of the Junior category, is a scholarship worth US $2,000 towards the cost of attending any John Locke Institute programme, and the essays will be published on the Institute’s website. The prize-giving ceremony will take place in Oxford.
The candidate who submits the best essay overall will be awarded an honorary John Locke Institute Junior, Fellowship, which comes with a US $10, 000 scholarship to attend one or more of our summer schools.
11．What should the entry be about
A．The limits of school courses. B．The characteristics of great writers.
C．One of the given questions. D．Anything in the chosen fields.
12．What is NOT true about the competition
A．It sets a word limit on essays.
B．It has six subject categories.
C．Its prizes are judged by voting online.
D．It is open to any student regardless of his or her nationality.
13．Those who want to compete for the Junior Prize should not be over _________years old.
A．10 B．14 C．18 D．20
14．When will the Law Prize winner attend the awards dinner
A．On 30 June. B．On 14 July.
C．On 26 August. D．On 2 September.
15．What will the overall best essay candidate receive
A．A fellowship at Oxford University. B．A summer school scholarship.
C．A chance to get published. D．A US $1, 000 award.
三、七选五
One good part about school is field trips. Students can get out of the classroom and into the real world, even if just for a few hours. 16 Whether it’s learning how to feed chickens on the farm or understanding how gravity works at the science museum, these hands-on learning experiences bring children benefits.
Students do better in school. Students who go on field trips generally have better grades. 17 In fact, in a study conducted by some researchers, 89% of adults said educational trips had a positive researchers, 89% of adults said educational trips had a positive, lasting impact on their education and career. It’s because the trips made them more curious and interested in and out of school.
18 When exploring a new place, students have the opportunity to listen and talk to new people. They can learn how to effectively communicate with strangers, get along with them and work with them. For example, they may acquire the skill of using body language to interact (互动) with strangers.
Students learn to be more independent. A field trip includes many things. Although adults are in charge, it’s also up to students to figure out what exhibits they want to learn about, how they can finish certain task, etc. During field trips, students can have many such situations to learn to be independent. During the process, they sometimes may feel unpleasant and stressed. 19
Students develop a stronger connection to the neighborhood. By getting out of the classroom and into the streets, students can become more familiar with their neighborhood. 20 Moreover, they have the chance to communicate with local people, which also improves their connection to the neighborhood.
A．Students master more social skills.
B．Students can develop lifelong friendships.
C．And they have higher graduation rates from school.
D．These trips, wherever they are, can influence children.
E．But they’ll see their ability to deal with problems alone improve.
F．They will learn more about its culture, environment, population, etc.
G．Teachers’ detailed guidance will help students behave well in public.
四、完形填空
Several years ago, teacher Jennifer Thiessen was writing report cards. Something 21 her. Her third-grade students were judged on 22 such as math and science. But life skills like social responsibility and 23 were missing. “That’s the very thing that I feel is really 24 for them to learn,” Thiessen said. She mentioned her 25 to a colleague.
They created a plan. They gave their students a project that wasn’t 26 to regular school subjects. 27 , it concentrated on spreading kindness in the community. They called it the “Kindness Project.”
Students from two third-grade classes were 28 to take part in the project during the first year. They made cupcakes and 29 them during bake (烤制食品) sales at school. They 30 about $400 and then used the money to buy small gifts, like flowers, dog treats or candies, and handed them out to 31 in the community nearby. “The students felt happy, because they did something 32 ,” Thiessen said.
For the past five years, third-graders have hosted bake sales to raise more money. Each class developed its own 33 . During the pandemic, some students made care packages for hospital workers and gift boxes filled with goodies for teachers. Students learnt to care for others and became more 34 through this project. “This is a 35 we can’t teach in a classroom,” Thiessen said.
21．A．shaped B．upset C．scared D．excited
22．A．marks B．virtues C．subjects D．abilities
23．A．religion B．belief C．communication D．kindness
24．A．important B．easy C．possible D．enjoyable
25．A．concerns B．problems C．wishes D．principles
26．A．suited B．valuable C．beneficial D．related
27．A．Otherwise B．Instead C．Besides D．Therefore
28．A．required B．ordered C．reminded D．advised
29．A．ate B．bought C．sold D．exchanged
30．A．donated B．saved C．collected D．spared
31．A．friends B．classmates C．teachers D．strangers
32．A．interesting B．respectful C．meaningful D．grateful
33．A．project B．plan C．sales D．products
34．A．modest B．energetic C．flexible D．considerate
35．A．game B．lesson C．solution D．talent
五、用单词的适当形式完成短文
The beginning of the new term at Tianjin Foreign Languages School featured a special and meaningful activity—tending the field. The purpose of the activity is to give students who are usually from big cities a chance 36 (experience) farm life and improve their skills. After a long period of online learning, 37 (excite) seized students when they were reunited(重聚) at the school trip field.
Guided by professional teachers, students took part in the activities which included three parts. First, every eight students prepared their farming tools as a group, 38 played a critical role in developing their ability to cooperate with each other. Second, 39 (follow) a process including lining, turning, stepping and leveling the land, students managed to create an excellent environment for the 40 (grow) of vegetables. Although there were some 41 (difficulty) like the hard soil and heavy tools, these could be seen 42 opportunities to build up both our bodies and willpower. At last, students mastered the skill of planting vegetables. Although it could be tiring, students enjoyed the simple joy of farming. More 43 (amazing), more influences were seen when it comes to students’ daily life. Similar activities 44 (hold) since this term, ranging from experiencing factory work to camping with classmates. To take a break from the fierce(激烈的) competition in school, why don’t we give these outlets of stress 45 try
参考答案：
1．referred
【详解】考查非谓语动词。句意：菲力牛排，被广泛认为是所有牛排中最好的肉，是从里脊的最尖端切下来的。分析句子可知，句子主干成分完整，空处作Filet mignon的后置定语，refer to和Filet mignon逻辑上是被动关系，且结合句意可知，该动作当时已完成，应用refer的过去分词形式referred，表示被广泛称为是所有牛排中最好的肉。故填referred。
2．frightened
【详解】考查形容词。句意：独自一人在黑暗的街道上行走使他感到害怕。分析句子可知，句中涉及“make+宾语+宾语补足语”结构，空格处应用形容词作宾补，说明宾语的状态，“frighten”为动词，“him”代指人，故空格处应用“frightened”，意为“害怕的”，形容词词性，修饰人。故填frightened。
3．was awarded
【详解】考查动词时态和语态。句意：2016年诺贝尔文学奖授予鲍勃·迪伦，以表彰他“在伟大的美国歌曲传统中创造了新的诗歌表达方式”。空处为谓语动词，由句意及The Nobel Prize in Literature 2016可知，动作发生在过去，且主语The Nobel Prize 与award之间为被动关系，应用一般过去式的被动语态，主语单数，谓语单数形式。故填was awarded。
4．struggling
【详解】考查非谓语动词。句意：在多次失败之后，他来到了这座城市，独自奋斗。句中came是谓语动词，此处为非谓语，动词struggle和主语之间是主动关系，故用其现在分词作状语，表示伴随。故填struggling。
5．Frightened
【详解】考查形容词。句意：她既害怕又愤怒，说她退出了竞选。分析句子结构，这里是形容词短语作状语。修饰主语she，意为“害怕的”应用frightened，故填Frightened。
6．figures
【详解】考查名词。句意：现在有些青少年过于重视自己的体形，这引起了公众的关注。figure(体形)为可数名词。 attach importance to(重视)为固定短语，to为介词。由空前的形容词性物主代词their可知，本空应为名词复数figures。their figures做介词to的宾语。故答案为figures。
7．to be selected
【详解】考查非谓语动词。句意：他为面试做了充分的准备，并试图被那家公司选中。attempt to do sth.试图做某事。主语He与select之间为被动关系，所以用不定式的被动语态。根据句意，故填to be selected。
8．in
【详解】考查介词。句意：我的妹妹去年毕业于日语专业。根据句意及所给句子可知，此处意为“毕业于（专业）”，故表达为graduate in。故填in。
9． be viewed extremely
【详解】考查动词和副词。句意：沉默可能被一些文化群体视为极其不舒服……。分析句子结构可知，第一空应为动词原形，与情态动词may构成句子谓语，view与主语之间为被动关系，所以应为be viewed；第二空应为副词作状语，修饰形容词uncomfortable，extreme的副词为extremely意为“极其地”符合句意。故填①be viewed②extremely。
10．in
【详解】考查固定短语。句意：你有什么特别想对我说的吗？短语in particular，意为“特别，尤其”，符合句意，故填in。
11．C 12．C 13．B 14．D 15．B
【导语】本文是篇说明文。文章主要介绍了“全球征文大赛”的相关内容、参加条件、比赛时间和所设奖项。
11．细节理解题。根据第三段“Each essay should address only one of the questions in your chosen subject category, and must not exceed (超过) 2, 000 words.”（每篇文章应该只解决你所选主题类别中的一个问题，并且不能超过2000字。）可知，参赛文章应该是关于给出的问题中的一个。故选C。
12．细节理解题。根据第二段“All of our essay prizes are judged by senior academics from the University of Oxford.”（我们所有的文章奖都是由牛津大学的资深学者评判的。）可知，比赛的奖项是由牛津大学的资深学者评判的，不是网上投票选出。故选C。
13．细节理解题。根据第三段“Candidates for the Junior Prize must be fourteen years old, or younger, on the date of the submission deadline.”（青少年奖的参赛者必须在提交在截止日期前不得超过14岁。）可知，想要参加青少年奖的比赛，不能超过14岁。故选B。
14．细节理解题。根据第四段“2. September: Awards Dinner for the Economics Prize and other prizes”（9月2日：经济学奖及其他奖项颁奖晚宴）可知，法学奖的获胜者应该是于9月2日参加颁奖晚宴。故选D。
15．细节理解题。根据最后一段“The candidate who submits the best essay overall will be awarded an honorary John Locke Institute Junior, Fellowship, which comes with a US $10, 000 scholarship to attend one or more of our summer schools.”（提交最佳文章的参赛者将获得荣誉约翰·洛克研究所青年助学金，伴有10,000美元的奖学金，用于参加我们的一个或多个暑期学校。）可知，最佳文章的参赛者会得到一笔上暑期学校的奖学金。故选B。
16．D 17．C 18．A 19．E 20．F
【导语】这是一篇说明文。文章主要说明了实地考察学习对学生的好处和影响。
16．根据上文“One good part about school is field trips. Students can get out of the classroom and into the real world, even if just for a few hours.(学校的一个好处就是实地考察。学生可以走出教室，进入现实世界，即使只有几个小时)”以及后文“Whether it’s learning how to feed chickens on the farm or understanding how gravity works at the science museum, these hands-on learning experiences bring children benefits. (无论是学习如何在农场喂鸡，还是在科学博物馆了解重力是如何工作的，这些实践学习的经历给孩子们带来了好处)”可知，后文提到了不同的实地考察场地，故D选项“这些旅行，无论在哪里，都会影响孩子”符合语境，故选D。
17．根据上文“Students do better in school. Students who go on field trips generally have better grades. (学生在学校表现更好。参加实地考察的学生通常成绩较好)”以及后文“In fact, in a study conducted by some researchers, 89% of adults said educational trips had a positive, lasting impact on their education and career. It’s because the trips made them more curious and interested in and out of school.(事实上，在一些研究人员进行的一项研究中，89%的成年人说教育实践对他们的教育和职业有积极的、持久的影响。这是因为这些实践让他们对学校内外都更加好奇和感兴趣)”可知，上文提到了参加实地考察的学生通常成绩较好，故本句继续说明参加实地考察的影响：他们有更高的毕业率。故C选项“他们有更高的毕业率”符合语境，故选C。
18．根据后文“When exploring a new place, students have the opportunity to listen and talk to new people. They can learn how to effectively communicate with strangers, get along with them and work with them. For example, they may acquire the skill of using body language to interact (互动) with strangers.(当探索一个新的地方时，学生们有机会倾听和与陌生人交谈。他们可以学习如何有效地与陌生人沟通，与他们相处，与他们一起工作。例如，他们可以学会使用肢体语言与陌生人交流的技巧)”可知，本段的主旨是学生学会了与陌生人沟通和相处，即掌握了社交技能。故A选项“学生掌握了更多的社交技能”符合语境，故选A。
19．根据上文“Students learn to be more independent. A field trip includes many things. Although adults are in charge, it’s also up to students to figure out what exhibits they want to learn about, how they can finish certain task, etc. During field trips, students can have many such situations to learn to be independent. During the process, they sometimes may feel unpleasant and stressed.(学生学会更加独立。实地考察包括很多东西。虽然是由成年人负责，但学生们也可以自己决定想要了解哪些展品，如何完成某些任务等。在实地考察中，学生可以有很多这样的情况来学习独立。在这个过程中，他们有时会感到不愉快和压力)”可知，本段讲述学生学会了更加独立，但是有时会感到不愉快和压力，E选项“但是他们会发现自己单独处理问题的能力提高了”符合本段主题，学会了独立，且与上文构成转折，指出尽管有压力，单数学生能力提高的表现，故选E。
20．根据上文“Students develop a stronger connection to the neighborhood. By getting out of the classroom and into the streets, students can become more familiar with their neighborhood.(学生与社区建立了更强的联系。走出教室，走上街头，学生们可以更加熟悉他们的社区)”以及后文“Moreover, they have the chance to communicate with local people, which also improves their connection to the neighborhood.(此外，他们有机会与当地人交流，这也提高了他们与社区的联系)”可知，上文提到了学生可以熟悉社区，故本句具体说明了解社区的哪些方面。F选项中its与上下文的neighborhood相对应。故F选项“他们将更多地了解它的文化、环境、人口等”符合语境，故选F。
21．B 22．C 23．D 24．A 25．A 26．D 27．B 28．A 29．C 30．C 31．D 32．C 33．A 34．D 35．B
【导语】这是一篇记叙文。文章讲述了一位老师希望学生们学会承担社会责任和表达善意，于是和同事们开展了一个项目，让学生们通过卖纸杯蛋糕赚钱，用赚到的钱买礼物送给社区的人，这让学生们学会的传播善意。
21．考查动词词义辨析。句意：某件事使她烦恼。A. shaped塑造；B. upset使烦恼；C. scared使害怕；D. excited使兴奋。根据下文“But life skills like social responsibility and _____ were missing.”可知，她发现她的学生缺少社会责任和善良等生活技能，由此可知，这一发现使她烦恼。故选B项。
22．考查名词词义辨析。句意：她三年级的学生根据数学和科学等科目被评价。A. marks标记；B. virtues美德；C. subjects科目；D. abilities能力。根据句中“such as math and science”可知，数学和科学是对科目的列举，由此可知，句中指学生根据数学和科学等科目被评价。故选C项。
23．考查名词词义辨析。句意：但社会责任和善良等生活技能却缺失了。A. religion宗教；B. belief信仰；C. communication交流；D. kindness善良。根据下文“it concentrated on spreading kindness in the community”中的“kindness”可知，她想要培养学生们的善良品质，由此可知，她发现善良这一品质缺失了。故选D项。
24．考查形容词词义辨析。句意：蒂森说：“我觉得这对他们来说非常重要。”A. important重要的；B. easy容易的；C. possible可能的；D. enjoyable愉快的。根据下文“it concentrated on spreading kindness in the community”可知，她让学生在社区中传播善意，由此可知，她认为学会表达善意很重要，所以才会这样做。故选A项。
25．考查名词词义辨析。句意：她向一位同事提到了自己的担忧。A. concerns担忧；B. problems问题；C. wishes愿望；D. principles原则。根据上文“Something _____ her.”可知，上文介绍的是使她烦恼的事，由此可知，这件事是她担忧的事，她向一位同事提到了她的担忧。故选A项。
26．考查形容词词义辨析。句意：他们给学生做了一个与普通学校科目无关的项目。A. suited合适的；B. valuable有价值的；C. beneficial有益的；D. related相关的。根据下文“it concentrated on spreading kindness in the community”可知，他们让学生在社区中传播善意，由此可知，这件事与学校科目无关。故选D项。
27．考查副词词义辨析。句意：相反，它专注于在社区中传播善意。A. Otherwise否则；B. Instead相反；C. Besides此外；D. Therefore因此。根据上文“They gave their students a project that wasn’t ______ to regular school subjects.”和下文“it concentrated on spreading kindness in the community”可知，上下文为转折关系，这个项目与学校科目无关，相反，它专注于在社区中传播善意。故选B项。
28．考查动词词义辨析。句意：来自两个三年级班级的学生被要求在第一年参加该项目。A. required要求；B. ordered命令；C. reminded提醒；D. advised建议。根据上文“They created a plan.”可知，这个项目是专门为学生设计的，由此可知，学生被要求参加该项目。故选A项。
29．考查动词词义辨析。句意：他们制作纸杯蛋糕，并在学校的烘焙销售中出售。A. ate吃；B. bought买；C. sold出售；D. exchanged交换。根据下文“They _____ about $400”可知，他们赚到了大约400美元，由此可知，他们出售了纸杯蛋糕，才赚到了钱。故选C项。
30．考查动词词义辨析。句意：他们汇集了大约400美元，然后用这些钱买了一些小礼物，比如鲜花、狗粮或糖果，然后分发给附近社区的陌生人。A. donated捐赠；B. saved节约；C. collected汇集；D. spared抽出。根据句中“then used the money to buy small gifts”可知，他们用钱去买小礼物，由此可知，通过卖纸杯蛋糕，他们汇集了大约400美元。故选C项。
31．考查名词词义辨析。句意：他们汇集了大约400美元，然后用这些钱买了一些小礼物，比如鲜花、狗粮或糖果，然后分发给附近社区的陌生人。A. friends朋友；B. classmates同班同学；C. teachers教师；D. strangers陌生人。根据上文“it concentrated on spreading kindness in the community”可知，他们要在社区中传播善意，由此可知，社区中的人他们并不认识，是陌生人。故选D项。
32．考查形容词词义辨析。句意：蒂森说：“学生们感到很高兴，因为他们做了一些有意义的事情。”A. interesting有趣的；B. respectful尊敬的；C. meaningful有意义的；D. grateful感激的。根据上文“used the money to buy small gifts, like flowers, dog treats or candies, and handed them out to _____ in the community nearby”可知，他们用赚到的钱买了一些小礼物分发给附近社区的陌生人，这是有意义的事，由此可知，他们做了一些有意义的事情。故选C项。
33．考查名词词义辨析。句意：每个班都开发了自己的项目。A. project项目；B. plan计划；C. sales销售；D. products产品。根据上文“They gave their students a project”中的“project”可知，用卖纸杯蛋糕筹集的钱去买礼物送给社区的人是一个项目，其他班级有不同的项目，由此可知，每个班都开发了自己的项目。故选A项。
34．考查形容词词义辨析。句意：通过这个项目，学生们学会了关心他人，变得更加体贴。A. modest谦虚的；B. energetic精力充沛的；C. flexible灵活的；D. considerate体贴的。根据上文“During the pandemic, some students made care packages for hospital workers and gift boxes filled with goodies for teachers.”可知，在疫情期间，学生会为医院工作人员制作护理包，会为老师制作装满糖果的礼盒，由此可知，他们变得更加体贴了，知道关心他人。故选D项。
35．考查名词词义辨析。句意：蒂森说：“这是我们在课堂上无法教授的课程。”A. game游戏；B. lesson课程；C. solution解决方案；D. talent天赋。根据句中“in a classroom”和文章内容可知，蒂森希望学生不止学习学校的常规科目，还要学会表达善意，这也是学生需要学习的一课，但这一课无法在课堂上教授，需要在生活中学习，由此可知，这是我们在课堂上无法教授的课程。故选B项。
36．to experience 37．excitement 38．which 39．following 40．growth 41．difficulties 42．as 43．amazingly 44．have been held 45．a
【导语】本文是说明文。文章主要介绍了天津外国语学校新学期的开学活动是一项特殊而有意义的活动——照料田地。
36．考查非谓语动词。句意：这项活动的目的是让通常来自大城市的学生有机会体验农村生活，提高他们的技能。give sb. a chance to do固定搭配，意为“给某人一个机会做某事”，名词chance后用不定式作定语。故填to experience。
37．考查名词。句意：经过长时间的在线学习，当学生们在学校的郊游地团聚时，兴奋不已。此处应用名词excitement作主语，为不可数名词，表示情绪的名词+seize sb.，意为“某人突然……”。故填excitement。
38．考查定语从句。句意：首先，每八个学生组成一个小组准备他们的农具，这对培养他们相互合作的能力起到了关键作用。空处引导非限制性定语从句，先行词指前面这句话，应用关系代词which引导定语从句，故填which。
39．考查介词。句意：其次，经过衬砌、转弯、踏步、平整土地的过程，学生们成功地为蔬菜的生长创造了良好的环境。根据句意和所给单词follow可知，空格处应该填入介词following“在（某事）以后”。故填following。
40．考查名词。句意：其次，经过衬砌、转弯、踏步、平整土地的过程，学生们成功地为蔬菜的生长创造了良好的环境。此处应用名词growth作宾语，为不可数名词，the growth of意为“……的成长”，故填growth。
41．考查名词的数。句意：虽然有一些困难，如坚硬的土壤和沉重的工具，但这些可以被视为机会，以锻炼我们的身体和意志力。由some可知，此处应用名词difficulty的复数difficulties作主语，故填difficulties。
42．考查介词。句意：虽然有一些困难，如坚硬的土壤和沉重的工具，但这些可以被视为机会，以锻炼我们的身体和意志力。be seen as固定搭配，意为“被当作”，故填as。
43．考查副词。句意：更令人惊讶的是，当涉及到学生的日常生活时，看到更多的影响。此处应用副词amazingly，构成more amazingly，作状语，修饰整个句子，表示“更惊讶的是”，故填amazingly。
44．考查时态和语态。句意：从这个学期开始，类似的活动就开始了，从体验工厂工作到和同学们一起露营。此处在句中作谓语，由since可知，应用现在完成时，且主语activities 和动词hold是被动关系，应用现在完成时的被动，主语是复数，助动词应用have，故填have been held。
45．考查冠词。句意：为了从学校的激烈竞争中喘口气，我们为什么不试试这些释放压力的方法呢？give...a try固定搭配，意为“尝试……”，故填a。
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