Unit 1 Reading and Thinking
基础达标
一、用单词的适当形式完成句子
1 ．I’m not sure whether they will find the (solve) to the problem.
2 ．The survey shows people are (confuse) about what they should eat to stay healthy.
3 ．Local authorities have been responsible the running of schools in their areas.
4 ．I don’t feel ready to take on these new (responsible).
5 ．Natural disasters have (obvious) contributed to the continent’s economic crisis.
6 ．Well do our best to catch up with the (advance) world levels.
7 ．Make full use of every chance you get to speak English so that you can speak (fluent).
8 ．Among the six (graduate), Justin is the most outstanding one.
9 ．All his life, Mandela devoted himself to (improvement) the education of local people.
10 ．My sister graduated Japanese last year.
能力提升
二、阅读理解
A
Unlike many other exchange students, my school focused on arts such as singing, acting, dancing, and many other talents, so there wasn’t much room for sports. Honestly, in the beginning, I was a little sad because I wanted to participate in basketball. However, I did not let that disappoint me. After a while, I took a pause for some self-reflection. I remembered how much I like to sing even though I don’t think I’m good at it. I then thought to
myself, “why not be the one to try acting ”
After my first week, I loved the school! My art classes feel like a break from reality and the scenery at my school makes me feel as though I am in some talent-based American high school movie. Every morning, we are welcomed with the beautiful voices from my teachers. At lunch, we are entertained with musical performances by
any student who wishes to sing.
During my second week of school, I was required to perform my first five-minute play with my class partner. I was a bit nervous, but I gathered courage and did it. By chance, a staff person from the school office saw my performance. After school, on my way to the bus station, she called me and informed me she had recommended me and some other students to participate in an upcoming two-day workshop. I first thought she was teasing me.
When I got home, I found out she’d also sent an email to my host mom.
My host mom is very busy, but she planned her schedule around the activity. My mom picked me up from school and drove me to the workshop which was an hour from my school. After the workshop, we were presented with tickets to watch the play the following day. After the show, I met with the actors, thanked and congratulated them. On our way home, I was smiling so much that my cheeks hurt. I appreciate my host family and school for
giving me this experience.
11 ．How did the author overcome her displeasure
A ．By playing basketball. B ．By taking a rest.
C ．By changing her hobby. D ．By talking with her host mom.
12 ．What can we learn from the text
A ．The school is superior to her former one.
B ．The school’s beautiful scenery and art classes appeal to her.
C ．She does nothing but sing at the new school.
D ．Every day in the school is monotonous for her.
13 ．How does the author feel on hearing the words of a staff person
A ．She was too nervous to speak a word. B ．She couldn’t believe her ears.
C ．She was proud of her performance. D ．She felt kind of sorrowful.
14 ．What kind of person is her host mom
A ．Considerate. B ．Optimistic. C ．Complicated. D ．Indifferent.
B
To know parents’ influence on students’ learning, researchers studied 438 kids and their parents. Before a school year started, the researchers asked parents to write down how anxious they would feel in different situations connected with math like planning their money spending or checking their house’s size. They also
checked their children’s math ability and math anxiety in a school year.
The study found kids whose parents were anxious about math learned less math over the school year. And these kids didn’t perform as well on the tests as those who hadn’t been exposed to math anxiety. Besides, these kids also were more likely to become nervous about math themselves. But these kids only “ caught ” that anxiety if their parents had often tried to help with their homework. This is an example of good intentions having a bad
result.
The study’s result appeared in Psychological Science. Erin Maloney led the study. As someone who has personally experienced math anxiety, she says, “ I was always very nervous about math, not only taking tests but
also learning the new concepts. So I really tried to balk at math, including finding excuses to miss math tests and
not wanting to do math homework. ” It was only after she saw how math could be applied to her passion that she
started to enjoy math.
Parents with math anxiety should still support their kids as the kids work on math homework, though. But they should know helping kids with schoolwork requires more than just going over facts and concepts. Parents should help kids look for ways to have fun with math, like playing math-based games. When kids have difficulty
in learning, encourage them to bravely face it but don’t make them nervous.
What can students do if they’re already nervous about math Maloney says, “ My earlier study showed that students who wrote about their fears of math for 7 to 10 minutes before taking a math test performed better on that
test. After the writing process ，many students said their fears weren’t such a big deal. ”
15 ．The 438 kids’ parents were asked to present .
A ．their attitudes to school education B ．their opinions on kids’ math ability
C ．their ways to solve kids’ math anxiety D ．their math anxiety levels in their daily life
16 ．What result did Maloney’s team report in Psychological Science
A ．Kids are more likely to be afraid of math.
B ．Some parents pay little attention to their kids’ study.
C ．Kids can pick up negative thoughts about math from their parents.
D ．Parents should help with their kids’ homework as little as possible.
17 ．What does the underlined phrase “ balk at ” in Paragraph 3 probably mean
A ．Enjoy. B ．Avoid. C ．Learn. D ．Understand.
18 ．What advice would Maloney probably give to students on their math anxiety
A ．Working closely with their math teachers.
B ．Seeking help during their learning process.
C ．Sparing some time to go over their notes daily.
D ．Removing math anxiety by admitting it to themselves.
三、用单词的适当形式完成短文
To Adam, a freshman at senior high school, 19 (go) from junior high school to senior high school is
20 really big challenge. The first week was a little 21 (confuse) .
First, he had to think very carefully about which courses to take. With the help of the school adviser, he chose the 22 (suit) courses. Though Chinese is very difficult, he hopes to be fluent when he 23 (graduate). His adviser recommended he 24 (sign) up for advanced literature because he likes English
and he’s good at it.
As for extra-curricular 25 (activity), he tried to join the school football team, but was not accepted because he didn’t play well enough. Adam decided not to quit and find a way to improve 26 his own so
that he can make the team next year. He joined a volunteer club to help the homeless in the community.
Adam has to study harder and get used to taking 27 (responsible) for a lot more. He is concerned
about keeping up with the other students, but he’ll be well prepared for university 28 whatever else
comes in the future.
四、读后续写
29 ．阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
It was the day of the big cross-country run. Students from seven different primary schools in and around the
small town were warming up and walking the route(路线)through thick evergreen forest.
I looked around and finally spotted David, who was standing by himself off to the side by a fence. He was small for ten years old. His usual big toothy smile was absent today. I walked over and asked him why he wasn’t
with the other children. He hesitated and then said he had decided not to run.
What was wrong He had worked so hard for this event!
I quickly searched the crowd for the school’s coach and asked him what had happened. “I was afraid that kids from other schools would laugh at him,” he explained uncomfortably. “I gave him the choice to run or not,
and let him decide.”
I bit back my frustration(懊恼). I knew the coach meant well—he thought he was doing the right thing. After making sure that David could run if he wanted, I turned to find him coming towards me, his small body rocking
from side to side as he swung his feet forward.
David had a brain disease which prevented him from walking or running like other children, but at school his classmates thought of him as a regular kid. He always participated to the best of his ability in whatever they were doing. That was why none of the children thought it unusual that David had decided to join the cross-country team. It just took him longer—that’s all. David had not missed a single practice, and although he always finished his run long after the other children, he did always finish. As a special education teacher at the school, I was
familiar with the challenges David faced and was proud of his strong determination.
注意：
1. 续写词数应为 150 左右;
2. 请按如下格式在答题卡的相应位置作答.
We sat down next to each other, but David wouldn’t look at me.
I watched as David moved up to the starting line with the other runners.
___________________________________________________________________________________________
___________________________________________________________________________________________
________Unit 1 Reading and Thinking
基础达标
一、用单词的适当形式完成句子
1 ．I’m not sure whether they will find the (solve) to the problem.
(
【答案】
solution
【详解】考查名词。句意：我不敢肯定他们是否会找到
解决这个问题的办法。根据
“to the problem”
可知，
此处是指解决这个问题的办法，所以应用单数名词
s
olution
表示
“
解决办法
”
作宾语。故填
solution
。
)
2 ．The survey shows people are (confuse) about what they should eat to stay healthy.
(
【答案】
confused
【详解】考查形容词。句意：这项调查显示，人们对于应该吃什么来保持健康感到困惑。
be confused about
为固定搭配，意为
“
对
……
感到困惑
”
，说
明人的感受用
ed
形式形容词作表语。故填
confused
。
)
3 ．Local authorities have been responsible the running of schools in their areas.
(
【答案】
for
【详解】考查固定短语。句意：地方当局一直负责其所在地区的学校运营。根据
“have been responsible”
可
知，此处用固定短语
be responsible for
，意为
“
对
……
负责
”
，空处应用介词
for
构成该短语。故填
for
。
)
4 ．I don’t feel ready to take on these new (responsible).
(
【答案】
responsibilities
【详解】考查名词复数。句意：我觉得还没准备好承担这些新的责任。分析
句子可知，空处作
take on
的
宾语，应用
responsible
的名词形式
responsibility
，意为
“
责任
”
，表示
“
承担责任
”
，结合空前的
t
hese
可知，
responsibility
需用复数形式
responsibilities
。故填
responsibilities
。
)
5 ．Natural disasters have (obvious) contributed to the continent’s economic crisis.
(
【答案】
obviously
【详解】考查副词。句意：自然灾害显然加剧了非洲大陆的经济危机。空处修饰动词短
语
contributed to
，
应用副词形式，故填
obviously
。
)
6 ．Well do our best to catch up with the (advance) world levels.
(
【答案】
advanced
【详解】考查形容词。句意：我们将努力赶上世界先进水平。分析句子结构可知空处应为形容词做定语修
饰名词
world levels
，故填
advanced
。
)
(
7
．
Make full use of
every chance you
get to speak English
so
that
you
can
speak
(fluent).
【答案】
fluently
)
(
【详解】考查副词。句意：充分利用你得到的每一个说英语的机会，这样你就能说得流利。
speak
是动词，
由副词修饰。故答案为
fluently
。
)
8 ．Among the six (graduate), Justin is the most outstanding one.
(
【答案】
graduates
【详解】考查名词复数。句意：在这六个毕业生中，贾斯汀是最优秀的一个。根据空前
si
x
可知，此处用
名词复数
graduates“
毕业生
”
，故填
graduates
。
)
9 ．All his life, Mandela devoted himself to (improvement) the education of local people.
(
【答案】
improving
【详解】考查非谓语动词。句意：曼德拉一生致力于改善当地人民的教育。
devo
te oneself
to doing sth.
致力
于做某事，
improvement
的动词形式是
improve
，此处应填动名词
improving
，作宾语。故填
improving
。
)
10 ．My sister graduated Japanese last year.
(
【答案】
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
。
)
能力提升
二、阅读理解
A
Unlike many other exchange students, my school focused on arts such as singing, acting, dancing, and many other talents, so there wasn’t much room for sports. Honestly, in the beginning, I was a little sad because I wanted to participate in basketball. However, I did not let that disappoint me. After a while, I took a pause for some self-reflection. I remembered how much I like to sing even though I don’t think I’m good at it. I then thought to
myself, “why not be the one to try acting ”
After my first week, I loved the school! My art classes feel like a break from reality and the scenery at my school makes me feel as though I am in some talent-based American high school movie. Every morning, we are welcomed with the beautiful voices from my teachers. At lunch, we are entertained with musical performances by
any student who wishes to sing.
During my second week of school, I was required to perform my first five-minute play with my class partner. I was a bit nervous, but I gathered courage and did it. By chance, a staff person from the school office saw my performance. After school, on my way to the bus station, she called me and informed me she had recommended me and some other students to participate in an upcoming two-day workshop. I first thought she was teasing me.
When I got home, I found out she’d also sent an email to my host mom.
My host mom is very busy, but she planned her schedule around the activity. My mom picked me up from school and drove me to the workshop which was an hour from my school. After the workshop, we were presented with tickets to watch the play the following day. After the show, I met with the actors, thanked and congratulated them. On our way home, I was smiling so much that my cheeks hurt. I appreciate my host family and school for
giving me this experience.
11 ．How did the author overcome her displeasure
A ．By playing basketball. B ．By taking a rest.
C ．By changing her hobby. D ．By talking with her host mom.
12 ．What can we learn from the text
A ．The school is superior to her former one.
B ．The school’s beautiful scenery and art classes appeal to her.
C ．She does nothing but sing at the new school.
D ．Every day in the school is monotonous for her.
13 ．How does the author feel on hearing the words of a staff person
A ．She was too nervous to speak a word. B ．She couldn’t believe her ears.
C ．She was proud of her performance. D ．She felt kind of sorrowful.
14 ．What kind of person is her host mom
A ．Considerate. B ．Optimistic. C ．Complicated. D ．Indifferent.
(
【答案】
11
．
C 12
．
B
13
．
B
14
．
A
【导语】这是一篇记叙文。文章主要讲述了作者作为交换生的生活。
11
．推理判断题。根据第一段
“Unlike many other exchange studen
ts, my school
focused on
arts
such
as
singing,
acting, dancing, and many other talents, so there wasn’t much room
fo
r
sports. Honestly,
in the beginning,
I
was
a
little sad because I wanted to participate in basketball. However, I did not let
tha
t
disappoint
me.
After
a
while,
I
took a pause for some self-refle
ction. I remembered how much
I
like to
sing
even
though
I
don’t
think
I’m
good
at
it. I then thought to myself, “why not be the one to try acting ”(
不像其他交换生，
我们学校专注于艺术，比如
唱歌， 表演， 跳舞， 还有其他很多才能，
所以没有太多的体育项目。说实话，
一开始， 我有点伤心， 因为
我想参加篮球比赛。但是，
我没有就此感到失
望。
一段时间以后，
我停下来反省了一下。我记得我有多喜
欢唱歌，尽管我觉得自己不擅长。然后我对自己说
“
为什么不试试演戏呢？
”)”
可推断，作者通过改变自己
的兴趣来克服她的不开心，故选
C
。
12
．细节理解题。根据第二段中
“After my first week, I loved the school! My art
classes
feel
like
a break
from
reality and the scenery at my school
makes me
feel
as though
I
am
in
some
talent-based
American
high
school
)
(
movie. (
第一周后，
我爱上了学校！我的美术课感觉像是从现实中脱离出来， 学校的风景让我觉得
自己好像
在演一部以才华为基础的美国高中电影。
)”
可知，学
校美丽的风景和艺术课吸引了作者，故选
B
。
13
．推理判断题。根据第三段中
“By chance, a staff
pe
rson from the school
office
saw my performance.
After
school, on my way to the bus statio
n, she called me
and
informed me
she
had
recommended
me
and
some
other
students to participate in an upcoming two-day workshop. I first thought sh
e was
teasing
me.
(
偶然的机会，学校
办公室的工作人员看到我的表演。放学后，
在我去汽车站的路上，
她打电话给我，
告诉我她已经推荐我和
其他一些学生参加一个为期两天的研讨会。我一开始以为她在取笑我。
)”
可知，作者在听到
员工的话后，
简直不敢相信自己的耳朵。故选
B
。
14
．推理判断题。根据最后一段中
“My host mom
is very busy, but she planned her schedule around the
activity. My mom picked me up from school and drove me to t
he
workshop
which
was
an
hour
from
my
school.(
我的寄宿妈妈很忙，
但是她根据活动安排了她的日程。我妈妈从学校接我，
开车送我去工作室，
那
里离我的学校有一个小时的路程。
)”
可知，作者的寄宿妈妈虽然很忙，但是抽时
间接作者，并把作者送到
工作室，由此可推知，寄宿妈妈很体贴，故选
A
。
)
B
To know parents’ influence on students’ learning, researchers studied 438 kids and their parents. Before a school year started, the researchers asked parents to write down how anxious they would feel in different situations connected with math like planning their money spending or checking their house’s size. They also
checked their children’s math ability and math anxiety in a school year.
The study found kids whose parents were anxious about math learned less math over the school year. And these kids didn’t perform as well on the tests as those who hadn’t been exposed to math anxiety. Besides, these kids also were more likely to become nervous about math themselves. But these kids only “ caught ” that anxiety if their parents had often tried to help with their homework. This is an example of good intentions having a bad
result.
The study’s result appeared in Psychological Science. Erin Maloney led the study. As someone who has personally experienced math anxiety, she says, “ I was always very nervous about math, not only taking tests but also learning the new concepts. So I really tried to balk at math, including finding excuses to miss math tests and not wanting to do math homework. ” It was only after she saw how math could be applied to her passion that she
started to enjoy math.
Parents with math anxiety should still support their kids as the kids work on math homework, though. But they should know helping kids with schoolwork requires more than just going over facts and concepts. Parents
should help kids look for ways to have fun with math, like playing math-based games. When kids have difficulty
in learning, encourage them to bravely face it but don’t make them nervous.
What can students do if they’re already nervous about math Maloney says, “ My earlier study showed that students who wrote about their fears of math for 7 to 10 minutes before taking a math test performed better on that
test. After the writing process ，many students said their fears weren’t such a big deal. ”
15 ．The 438 kids’ parents were asked to present .
A ．their attitudes to school education B ．their opinions on kids’ math ability
C ．their ways to solve kids’ math anxiety D ．their math anxiety levels in their daily life
16 ．What result did Maloney’s team report in Psychological Science
A ．Kids are more likely to be afraid of math.
B ．Some parents pay little attention to their kids’ study.
C ．Kids can pick up negative thoughts about math from their parents.
D ．Parents should help with their kids’ homework as little as possible.
17 ．What does the underlined phrase “ balk at ” in Paragraph 3 probably mean
A ．Enjoy. B ．Avoid. C ．Learn. D ．Understand.
18 ．What advice would Maloney probably give to students on their math anxiety
A ．Working closely with their math teachers.
B ．Seeking help during their learning process.
C ．Sparing some time to go over their notes daily.
D ．Removing math anxiety by admitting it to themselves.
(
【答案】
15
．
D 16
．
C
17
．
B
18
．
D
【导语】本文是一篇说明文。研究发现父母对数学的焦虑可能传导给孩子，影响孩子的数学学习。
15
．细节理解题。根据第一段
“ Before a sc
hool year started, the researchers asked parents to
write
down
how
anxious they would feel in different situations connected with math
like p
lanning their money
spending
or
checking their house’s size. ”
（在新学年开始之前，研究人员要求家长们写下他们对数学感到焦虑的不同情
况。比如计划他们的金钱支出或查看他们的房子大小。）可知，这些家长被要求提供他们日常生活中数学
焦虑症的情况。故选
D
。
16
．推理判断题。根据第二段
“The study found kids whose parents were anxious
about math
learned
less
math
over
the school year. And these kids didn’t perform as well on the tests
as those
wh
o
hadn’t been
exposed
to
math
anxiety. ”
（研究发现，父母对数学感到焦虑的孩子在一学年中学习数学的次数较少。这些孩
子在测试中的
表现不如那些没有接触到数学焦虑的孩子。）可推断，父母对数学的焦虑可能传导给孩子，影响孩子的数
学学习。故选
C
。
)
(
17
．词义猜测题。根据第三段
“ I was always very nervous about math, not only taking tests but
also
learning the
new concepts.”
（我对数学总是很紧张，
不仅要考试，
还要学习新概念。
），
以及下文的
“including finding
excuses
to miss math tests and not wanting to do math homework”
（包括找借口缺席数学考
试和不想做数学作业）可
知
，，
Maloney
因为焦虑尽力避免学习数学。划线词与
“
避免
”
意思接近，故选
B
。
18
．推理判断题。根据最后一段
“My earlier stud
y showed that students who wrote
about
their
fears
of
math
for
7
to
10 minutes before taking a math test performed better on that test. After the writing process
，
many students
said
their fears weren’t such a big deal. ”
（我之前的研
究表明，那些在数学测试前将他们对数学的恐惧写
7
到
10
分钟的学生在测试中表现得更好。在写作过程结束后，许多学生表示，他们的担忧并不是什么大问题。）
可知，
Maloney
很可能会建议这些孩子通过承认内心对数学的焦虑来消除它。故选
D
。
)
三、用单词的适当形式完成短文
To Adam, a freshman at senior high school, 19 (go) from junior high school to senior high school is
20 really big challenge. The first week was a little 21 (confuse) .
First, he had to think very carefully about which courses to take. With the help of the school adviser, he chose the 22 (suit) courses. Though Chinese is very difficult, he hopes to be fluent when he 23 (graduate). His adviser recommended he 24 (sign) up for advanced literature because he likes English
and he’s good at it.
As for extra-curricular 25 (activity), he tried to join the school football team, but was not accepted because he didn’t play well enough. Adam decided not to quit and find a way to improve 26 his own so
that he can make the team next year. He joined a volunteer club to help the homeless in the community.
Adam has to study harder and get used to taking 27 (responsible) for a lot more. He is concerned about keeping up with the other students, but he’ll be well prepared for university 28 whatever else
comes in the future.
(
【答案】
19
．
going 20
．
a 21
．
c
onfusing 22
．
suitable 23
．
graduates 24
．
(should) sign
25
．
activities 26
．
on
27
．
responsibility 28
．
or
【导语】这是一篇说明文。文章主要介绍了亚当从初中到高中要面对一个很大的挑战，
文章阐述了他为应
对这一挑战所做出的努力和打算。
19
．考查非谓语动词。句意：对亚当来说
，从初中到高中是一个很大的挑战。此处作句子的主语，应用动
名词形式。故填
going
。
20
．考查冠词。句意：对亚当来说，从初中到高中是一个很大的挑战。
challenge
为可数名词，此处为泛指
且
really
是发音以辅音音素开头的单词。故填
a
。
21
．考查形容词。句意：第一周有点困惑。作表语，主语为
The first week
，应用
-ing
结尾形容词
)
(
confusing
，说明事物的特征。故填
confusing
。
22
．考查形容词。句意：在导师的帮助下，他选择了合适的课程。修饰名词
courses
应用形容词
suitable
，
作定语。故填
suitable
。
23
．考查时态。句意：虽然中文很难，但他希望毕业时能说一口流利的中文。
when
引导条件状语从句，
结合句意以及上文
is
可知为一般现在时表示一般将来时，主语为
he
，谓语用第三人称单数形式。故填
graduates
。
24
．考查虚拟语气。句意：他的导师建议他报一个高级文学班，因为他喜欢英语并且擅
长英语。此处为省
略
that
的宾语从句， 且
recommend
表示
“
建议
”
后跟宾语从句应用虚拟语气， 谓语用
should+
动词原形，
should
可以省略。故填
(should) sign
。
25
．考查名词的数。句意：在课外活动方面，他试图加入校足球队，但没有被录取，因为他踢得不够好。
activity
为可数名词，前文没有冠词应用复数形式。故填
activities
。
26
．考查介词。句意：亚当决定不放弃，他自己想办法提高自己，这样他明年就能进球队了。短语
on
one’s own
表示
“
独自
”
。故填
on
。
27
．考查名词。句意：亚当必须更加努力学
习，习惯承担更多的责任。作宾语，应用名词
responsibility
，
不可数。故填
responsibility
。
28
．考查连词。句意：他很关心如何赶上其他学生，但他会为上大学或将来的任何事情
做好充分准备。结
合语境可知为选择关系，应用连词
or
。故填
or
。
)
四、读后续写
29 ．阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。
It was the day of the big cross-country run. Students from seven different primary schools in and around the
small town were warming up and walking the route(路线)through thick evergreen forest.
I looked around and finally spotted David, who was standing by himself off to the side by a fence. He was small for ten years old. His usual big toothy smile was absent today. I walked over and asked him why he wasn’t
with the other children. He hesitated and then said he had decided not to run.
What was wrong He had worked so hard for this event!
I quickly searched the crowd for the school’s coach and asked him what had happened. “I was afraid that kids from other schools would laugh at him,” he explained uncomfortably. “I gave him the choice to run or not,
and let him decide.”
I bit back my frustration(懊恼). I knew the coach meant well—he thought he was doing the right thing. After making sure that David could run if he wanted, I turned to find him coming towards me, his small body rocking
from side to side as he swung his feet forward.
David had a brain disease which prevented him from walking or running like other children, but at school his classmates thought of him as a regular kid. He always participated to the best of his ability in whatever they were doing. That was why none of the children thought it unusual that David had decided to join the cross-country team. It just took him longer—that’s all. David had not missed a single practice, and although he always finished his run long after the other children, he did always finish. As a special education teacher at the school, I was
familiar with the challenges David faced and was proud of his strong determination.
注意：
1. 续写词数应为 150 左右;
2. 请按如下格式在答题卡的相应位置作答.
We sat down next to each other, but David wouldn’t look at me.
___________________________________________________________________________________________
I watched as David moved up to the starting line with the other runners.
___________________________________________________________________________________________
___________________________________________________________________________________________
________
(
【答案】
We sat down next to each other,
but
David
wouldn’t
look
at
me
.
I
said
gently
and
quietly,
“No
one
can
change
your
mind
,
except
yourself
.
If
you
desire
to
challenge
yourself
,
there
is
nothing
to
do
with
others
’
thoughts.” He sat still with a deep breath. “You
have
a
full p
reparation before
this
event,
which
is
the
most
important reason why you show up here”, I added with a sincere
tone.
Hearin
g
my
words,
David
turned
to
me
tremblingly with tears spilling out of
his eyes and
expressed he had made
a
fir
m
determination
to
finish
the
cross-country run. His coach heard what David said and gave me
a
look—t
he kind that
was
more
determined
than
anyone else’s.
I watched as David moved up to the starting line with the o
ther runners.
The
race
started.
It
seemed
that
the
runway was extremely long for young children, not to mention a
chi
ld with
a brain
disease.
David
insisted
on
running as if
he had forgotten all his weaknesses, though he was tripped over within
the
a
few
kilome
ters.
It
didn’t
take long before he picked himself
up again and continued his mission. Classmates all
appeared
on
the
racing
track, cheering for him. “Come on! You can make it!
We
are proud
of
you!”
they
sh
outed
enthusiastically.
To
everyone’s
joy, he reached the final line and ranked the 20th. It was no more
important whether he won th
e
first
)
(
place or not. It was his brave heart and strong faith that
could make
som
ething unusual
happen
finally.
【导语】本文以人物为线索展开，
讲述了作者是一名特殊教育教师，
在大型越野赛跑那天，
发现患有大脑
疾病的大卫独自站在一旁。作者问其原因，
他说准备放弃比赛。从教练口中得知，
因为担心同学们会嘲笑
大卫， 所以教练想让大卫自己去决定是否参
加赛跑。作者让大卫追寻自己的内心，
不理会别人的看法，
大
卫最终参赛，尽管遇到困难，他战胜了自己，这已经无关名次，而是他的勇敢和坚定让这一切成为可能。
【详解】
1.
段落续写：
①
由第一段首句内容
“
我们挨着坐着，
但大卫不愿看我一眼。
”
可知， 第一段可描写作者鼓励大卫继续完成
比赛，大卫经过强烈的心理斗争，最终决定参加比赛。
②
由第二段首句内容
“
我看着大卫和其他选手一起走到起跑线上。
”
可知， 第二段可描写大卫开
始参赛，
虽
然中途遇到困难，仍然坚持到最后，完成比赛。
2.
续写线索：鼓励大卫
——
心理变化
——
决定参赛
——
克服困难
—
—
加油助威
——
完成比赛
——
感悟
3.
词汇激活：
行动类：
①
深呼吸：
with a deep
breath/br
eathe
deeply
②
坚持做：
insisted on
doing/be
stick to
doing
情绪类：
①
热情：
enthusiastically /with great passion
②
骄傲：
be proud of/take pride in
【点睛】
[
高分句型
1]You have a full preparation before this event, which is the mos
t important reason why
you
show up here. (
由
which
引导的非限制性定语从句
和
why
引导的限制性定语从句
)
[
高分句型
2]Hearing my words, David turned to me tremblingly with tears spilling
out of
his
eyes
and
expressed
he had made a firm determination to finish the
cross-country run.
(
现在分词作状语和省略
that
的宾语从句
)
[
高分句型
3]It was his brave heart and strong
faith that could make
something unusual happen
finally.
(
由
It
was...that
结构引导的强调句型
)
)
