2025人教版高中英语必修第三册强化练习题--UNIT 3 Part 1 Listening and Speaking & Reading and Thinking（含答案与解析）
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2025人教版高中英语必修第三册
UNIT 3 DIVERSE CULTURES
Part 1 Listening and Speaking & Reading and Thinking
基础过关练
Ⅰ.单词拼写
1.Our family went out, hanging round in the (市中心的) area.
2.More peppers(辣椒) make it a very s dish.
3.Her (使命) in life was to help those in need in the faraway village.
4.Mary kept a (日记) of her trip to Paris, and she hoped that it would be published someday.
5.(2021浙江1月)He studied it and realized he was looking at a town's central business (区域) from a bird's-eye view.
Ⅱ.单句语法填空
1.I heard you had narrow escape in yesterday's accident.
2.She is said to have gained (admit) to the university of her choice.
3.(2022新高考Ⅰ)We've been (fortune) to have got good advice from some famous athletes on how to improve our skills and build up our body.
4.Teachers want students to express a (diverse) of views on a certain problem.
5.I believe that our team will (definite) win the game as long as we unite.
6.Only a small (minor) of students know how to work out that math problem. It's so difficult.
7.Apart being intelligent, he is also diligent and warm-hearted, which earned him everyone's respect in the team.
8.(2024湖南省长沙市第一中学月考)The (select) of destinations and activities for study tours is frequently designed to meet with the subjects covered in the curriculum(课程).
9.He didn't know what to do with it, so he (seek) advice from his teacher.
10. suddenly occurred to me that I hadn't locked the door.
Ⅲ.选词填空
bring about;seek one's fortune;series of;earn a living
After graduating from college, I made up my mind to 1. in big cities. At the very beginning, things didn't go smoothly, so I had to 2. by doing 3. part-time jobs. Faced with many difficulties, I still kept trying. No matter what results my decision might 4. , I would never give up. Luckily, not only did all my efforts pay off, but my dream came true.
Ⅳ.完成句子
1.他站起身来,转身向起跑线走去。(head)
Rising and , he the starting line.(读后续写—动作描写)
2.去登山之前,你最好做好充分的准备,以免发生意外事故。(it作形式主语)
Before going climbing, well prepared in case of accidents.
3.由我的向导带路,我毫不费力地找到了那位老师住的村子。(独立主格结构;lead)
, I had no difficulty in finding the village where the teacher lived.
能力提升练
Ⅰ.课文语法填空
It definitely feels good to be back in San Francisco again. And the city was able to rebuild 1 (it) after the earthquake occurring in 1906. There are so many beautiful old buildings—many sitting on top of big hills, 2 (offer) great views of the city, the ocean, and the Golden Gate Bridge.
My hotel is in the Mission District, one of the 3 (old) parts of the city. Many of the people 4 live here are from Mexico or Central America. This district used 5 (be) a poor area of town, but is now a centre for art, music, and food. In fact, 6 (influence) by graffiti art and comic art, an art movement called the “Mission School” started here.
In the afternoon, I headed 7 a local museum showing the historical changes in California. The museum did 8 really good job of showing how America 9 (build) by immigrants from different countries and cultures.
Tomorrow evening, I can 10 (hard) wait to go to a jazz bar in the Richmond District.
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.
Ⅱ.语法填空
(2024湖南长沙市长郡中学开学考试)
It is no secret that China has an incredibly rich, complex and ancient history and culture. My first 1 (expose) to Chinese culture occurred totally by chance. At 8, I walked into a bookshop and picked a book from one of the 2 (shelf). Nevertheless, the book turned out to be “Tao Te Ching”, a deeply philosophical book of Taoism. The book's content was 3 (obvious) lost on me, but it provided me with an early connection to a profound philosophical tradition by 4 I am still influenced today. At school I began studying Chinese. My interest in the language developed afterwards, 5 (combine) my love of travelling with my love of meeting new people.
Culture and food are closely connected and perhaps nowhere else can this be seen more clearly 6 in China. In recent years there 7 (be) a rise in restaurants offering a variety of food here. I have introduced many of my friends to Chinese history and culture through a 8 (share) love of food.
9 is safe to say that my journey has only just begun. These first steps are only a drop in the ocean of lifelong learning, but as the Chinese philosopher Lao Tzu said, “A journey of a thousand miles 10 (begin) with a single step.”
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.
Ⅲ.阅读理解
A
(2024福建泉州期末统考)
Weddings are one of life's biggest celebrations, and they are observed in just about every country and culture on the planet. Here are some wedding traditions from around the world.
Scotland
Scottish weddings usually include an ethnic handfasting(绑手礼) ceremony. During the ceremony, the bride(新娘) and bridegroom each hold a piece of cloth. These are carefully wound around the couple's joined hands. When they pull their hands apart, the pieces become tied into a knot(结)—a symbol of the new union.
Germany
Guests at a German wedding get to see an interesting sight: the newly married couple—still dressed in their suit and wedding dress—cutting a length of a tree in half with a two-person saw(锯). In this way, they show their ability to work as a team to face any challenge they will meet in life.
Norway
A Norwegian wedding cake is made up of progressively smaller layers of iced cake rings, which give the cake the shape of a Christmas tree. The inside is empty and has gifts or even a bottle of wine. The bride and bridegroom lift the top ring of the cake, and the number of layers that stick to it is said to represent the number of children they will have!
England
Brides in England typically select “something old, something new, something borrowed, and something blue” to wear for their big day. The modern practice comes from a traditional English song, and the things themselves represent protection, cheerfulness, good luck, and purity, respectively.
Though the customs might be diverse, the feeling remains the same. Across the world, weddings are times to celebrate love, happiness, and family.
1.Why is a two-person saw used in the German wedding
A.To entertain the wedding guests. B.To mark the couple's united efforts.
C.To represent the upcoming challenges. D.To keep the couple from hurting each other.
2.In which wedding do brides wear different things to represent different wishes
A.The Scottish wedding. B.The German wedding.
C.The Norwegian wedding. D.The English wedding.
3.What does the text show about the wedding
A.Rules to follow. B.Ways to treat guests.
C.Special customs. D.Cultural backgrounds.
B
(2024河南南阳一中月考)
One day in elementary school, something occurred to me. A friend asked me “What are you eating ” as she glanced at my lunchbox. “It smells,” she said, her nose crinkling(起皱).
I was eating bhindi roti, my favorite Indian snack, which my mom had packed for me. But feeling embarrassed for having a “smelly” lunch and wanting to escape, I quietly shut my lunchbox. That day, I went hungry.
Most days after that, lunchtime at school felt like a battle. If I wasn't trying to hide my lunch or bite secretly when no one was looking, I'd insist on bringing in the same peanut butter and jelly sandwich as the other kids. My mom, who didn't grow up eating American food like chips, tried her best, but the sandwiches never looked or tasted as good as the food I enjoyed at home.
I didn't know that I wasn't alone. Many kids with immigrant parents encounter(遭遇) what's known as “the lunchbox moment” at school: the experience of being judged for bringing in food considered culturally diverse and so being made to feel like an outsider.
For this article, I talked with kids who could relate. But they also surprised me: They dealt with “the lunchbox moment” differently than I did. For example, Satya Singh, 6, who takes her mom's Indian cooking to lunch most days, told me that one day a classmate said that her aloo, or potatoes, looked like poop. Another time, someone said that the dal, or lentils, looked like puke. The next day, Satya brought enough dal to share with her entire class—and they loved it. “From then on”, she says, “my teacher at school made a rule: Don't yuck someone's yum.”
Looking back, I wish I'd had the wisdom of Satya and offered my friend a bite of my lunch, or just told her it was delicious—especially because now, as an adult, I see that Indian food is universally accepted and loved by my friends. Some even try to cook Indian lentils or chickpeas at home! And when I'm hungry, guess what I miss my mom's bhindi roti and her care in making it for me. Food is an expression of culture, tradition, family and love. And that's something to celebrate, not hide.
4.Why did the writer go hungry one day in elementary school
A.She didn't like her smelly lunch. B.Her classmates ate up her bhindi roti.
C.Her mom didn't prepare lunch for her. D.She skipped her lunch to escape embarrassment.
5.What can we infer about the writer according to the passage
A.She enjoyed the lunchtime at school.
B.Her parents are immigrants from India.
C.She liked peanut butter and jelly sandwiches best.
D.She would bite her bhindi roti quickly when someone was looking.
6.How did Satya deal with “the lunchbox moment”
A.She threw away her lunchbox.
B.She asked her teacher to make a rule.
C.She ate American food instead of her mom's Indian cooking.
D.She brought more Indian cooking to share with her classmates.
7.What does the author want to tell us
A.Food is something to celebrate, not hide.
B.Never should you yuck someone's yum in any case.
C.Indian food is delicious and universally appreciated.
D.The lunchbox moment is when one can taste different kinds of food.
答案与分层梯度式解析
UNIT 3 DIVERSE CULTURES
Part 1 Listening and Speaking & Reading and Thinking
基础过关练
Ⅰ.1.downtown 2.spicy 3.mission 4.journal 5.district
Ⅱ.1.a 考查冠词。句意:我听说你在昨天的事故中死里逃生。have a narrow escape表示“死里逃生”,为固定搭配。故填a。
2.admission 考查名词。句意:据说,她已经被她选择的大学录取了。设空处作have gained的宾语,应用名词admission,意为“进入权;准许加入”。故填admission。
3.fortunate 考查形容词。句意:我们有幸从一些著名的运动员那里得到了关于如何提高我们的技能和增强我们的身体素质的好建议。设空处应用形容词作表语,结合语境可知,此处表示“幸运的”。故填fortunate。
4.diversity 考查名词。句意:老师想要学生就某一个问题表达各种各样的观点。根据设空处前面的a和设空处后面的of可知,此处应用名词,a diversity of...意为“各种各样的……”。故填diversity。
5.definitely 考查副词。句意:我相信只要我们团结起来,我们队肯定会赢得比赛。设空处作状语,应用副词。故填definitely。
6.minority 考查名词。 句意:只有极少数学生知道如何算出那道数学题。它非常难。a minority of...意为“少数……”。故填minority。
7.from 考查介词。句意:除了聪明之外,他还很勤奋,也很热心,这为他赢得了团队中每个人的尊重。apart from意为“除了……外(还)”,符合语境。故填from。
8.selection 考查名词。句意:游学目的地和活动的选择通常是为了满足课程所涵盖的科目。该空为“the+名词+of”的所有格结构,表示“游学目的地和活动的选择”,在句中作主语,应使用名词形式。故填selection。
9.sought 考查动词的时态。句意:他不知道该怎么办,所以他向老师征求意见。分析句子可知,so为并列连词,连接前后两个分句;设空处为第二个分句的谓语,根据前面的didn't know可知,此处应使用一般过去时。注意seek的过去式和过去分词均为sought。故填sought。
10.It 考查代词。句意:我突然想起我没有锁门。It occurred/occurs to sb. that...意为“某人突然想起某事”。It作形式主语,that从句为真正的主语。故填It。
Ⅲ.1.seek my fortune 2.earn a living 3.series of
4.bring about
Ⅳ.1.turning around;headed to 2.it is better for you to be 3.My guide leading the way
能力提升练
Ⅰ.1.itself 考查反身代词。设空处的提示词it指的是前面的the city,该句中主语和宾语指的是同一事物,故这里用反身代词itself。
2.offering 考查现在分词。动词offer与其逻辑主语many之间是主动关系,所以用现在分词作结果状语,表示自然而然的结果。故填offering。
3.oldest 考查形容词的最高级。根据one of the...parts可知这里应用形容词的最高级,表示“最……的部分之一”。故填oldest。
4.who/that 考查定语从句。设空处无提示词,设空处前面是名词people,“ live here”中缺少主语,故推测设空处引导定语从句,修饰先行词people,所以用关系代词who或that。
5.to be 考查动词不定式。used to do/be sth.为固定结构,意为“过去常常做某事/过去是……”,故填to be。
6.influenced 考查过去分词。句中已有谓语动词started,所以此处应用非谓语动词;an art movement和influence之间是被动关系,所以应用过去分词。故填influenced。
7.to 考查介词。head to...意为 “朝……前进”。故填to。
8.a 考查冠词。do a good job意为“干得不错”,设空处后面是really,其发音以辅音音素开头。故填a。
9.was built 考查动词的时态、语态和主谓一致。分析句子成分可知,设空处在从句中作谓语,根据后面的by immigrants可知这里应用被动语态;根据常识可知“美国被建设”这件事发生在过去,应用一般过去时;从句的主语America为第三人称单数,谓语应用单数。故填was built。
10.hardly 考查副词。设空处后面是动词,应用副词修饰;can hardly wait to do sth.表示“迫不及待想要做某事”,其中hardly意为“几乎不”。故填hardly。
Ⅱ.◎语篇解读 本文是一篇记叙文。文章主要讲述了作者偶然间接触到中国道家思想,并逐渐爱上中国文化的故事。
1.exposure 考查名词。句意:我第一次接触中国文化完全是偶然发生的。设空处被序数词first修饰,且作句子的主语,应使用名词形式。故填exposure。
2.shelves 考查名词复数。句意:在八岁的时候,我走进一家书店,从其中的一个书架上挑了一本书。由空前的“one of the”可知,此处表示“……中的一个”,应使用名词复数。故填shelves。
类比启发
以-f或-fe结尾的名词变复数时,一般把-f、-fe变为-v,再加-es。如:thief→thieves;wife→wives;life→lives;self→selves;leaf→leaves;wolf→wolves;shelf→shelves;knife→knives;half→halves。口诀妙记:妻子(wife)持刀(knife)去宰狼(wolf),小偷(thief )吓得发了慌;躲在架(shelf)后保己(self)命(life),半(half)片树叶(leaf)遮目光。
3.obviously 考查副词。句意:这本书的内容显然未被我理解,但它让我与一个玄奥的哲学传统有了早期的联系,直到今天我仍然受到它的影响。设空处修饰形容词lost,应使用副词。故填obviously。
4.which 考查定语从句。句意见上题。分析句子可知,此处为“介词+关系代词”引导的定语从句,介词by与从句中的influenced构成be influenced by“被……影响”;先行词tradition在从句中作介词by的宾语,指物,故填which。
5.combining 考查现在分词。句意:后来我对这门语言的兴趣增强了,它结合了我对旅行的热爱和我对结识新朋友的热爱。句中developed为谓语,设空处为非谓语动词作状语,与逻辑主语My interest in the language之间为主动关系,所以用现在分词形式。故填combining。
6.than 考查介词。句意:文化和食物是紧密相连的,也许没有其他地方能比在中国更清楚地看到这一点。根据语境和more clearly可知,此处在进行对比,用介词than引出比较的对象。故填than。
7.has been 考查动词的时态和主谓一致。句意:近年来,这里提供各种食物的餐馆越来越多。该句为there be句型,根据时间状语In recent years可知,设空处应用现在完成时;主语a rise是单数,助动词应用has。故填has been。
8.shared 考查形容词。句意:通过对美食的共同热爱,我已经向许多朋友介绍了中国的历史和文化。由空前的a可知,空后的love为名词,设空处需使用形容词,表示“共有的”。故填shared。
9.It 考查代词。句意:可以肯定地说,我的旅程才刚刚开始。分析句子可知,此处为固定句型“It is+形容词+to do sth.”,其中代词It为形式主语,动词不定式to do为真正的主语。设空处位于句首,首字母应大写,故填It。
10.begins 考查动词的时态和主谓一致。引号内的句子表示“千里之行,始于足下。”引号内为简单句,设空处作谓语,名人名言应使用一般现在时;主语A journey为单数,所以谓语动词用第三人称单数形式。故填begins。
【高频词汇】 1.incredibly adv.极端地;极其 2.by chance偶然地 3.turn out结果是 4.content n.内容 5.be lost on sb.未被某人理解
Ⅲ. A
◎语篇解读 本文是一篇说明文。文章主要介绍了不同国家的一些婚礼传统。
1.B 细节理解题。根据“Germany”部分的最后一句“In this way, they show their ability to work as a team to face any challenge they will meet in life.”可知,通过这种方式,他们展示了他们作为一个团队来面对生活中将会遇到的任何挑战的能力。所以,在德国婚礼上使用双人锯是为了表明这对新人的共同努力。故选B。
2.D 细节理解题。根据“England”部分的介绍可知,在英格兰,新娘通常会在婚礼上挑选“旧的、新的、借来的和蓝色的东西”去穿戴,这种现代习俗来自一首传统的英文歌曲,这些东西本身分别代表着保护、快乐、好运和纯洁。所以,在英格兰婚礼上,新娘穿戴不同的东西来代表不同的祝愿。故选D。
3.C 细节理解题。根据第一段的最后一句“Here are some wedding traditions from around the world.”可知,本文主要介绍了一些来自世界各地的婚礼传统。故选C。
【高频词汇】 1.celebration n.庆祝 2.pull sb./sth. apart分开;拉开 3.union n.联合;合并 4.be made up of由……组成 5.represent v.代表 6.typically adv.通常;一般 7.purity n.纯洁;纯净
【熟词生义】 1.observe v.庆祝(节日) 2.wind(wound,
wound) v.缠绕
【差距词汇】 1.progressively adv.逐步地;愈益
2.respectively adv.分别地;各自地
B
◎语篇解读 本文是一篇记叙文。文章从作者小时候的亲身经历讲到移民家庭的孩子在学校吃自带午餐(印度菜)的困境,然后讲到6岁女孩Satya Singh怎么积极应对午餐时刻,最后指出食物是用来庆祝的,不是用来隐藏的。
4.D 细节理解题。根据第二段中的“But feeling embarrassed for having a ‘smelly’ lunch and wanting to escape, I quietly shut my lunchbox. That day, I went hungry.”可知,作者在小学时挨饿是由于为了逃避尴尬而未吃“有臭味的”午饭。故选D。
5.B 推理判断题。根据第四段中的“I didn't know that I wasn't alone. Many kids with immigrant parents encounter what's known as ‘the lunchbox moment’ at school”可知,作者也是移民家庭的孩子;再根据第二段中的“I was eating bhindi roti, my favorite Indian snack, which my mom had packed for me.”可推断,作者的父母是来自印度的移民。故选B。
6.D 细节理解题。根据倒数第二段中的“The next day, Satya brought enough dal to share with her entire class...”可知,第二天,Satya带了足够的印度扁豆和全班同学分享。这就是Satya处理“午餐盒时刻”的方式。故选D。
7.A 推理判断题。
通读全文并结合文章结构可知,作者想告诉我们:食物是用来庆祝的,不是用来隐藏的。故选A。
【高频词汇】 1.elementary school小学 2.glance v.瞥一眼;扫视 3.smelly adj.有难闻气味的;有臭味的
4.wisdom n.智慧 5.bite n.咬;(咬下的)一口 v.咬
6.universally adv.普遍地 7.expression n.表达;表示
【熟词生义】 relate v.认同;理解
长难句
原句 Many kids with immigrant parents encounter what's known as “the lunchbox moment” at school: the experience of being judged for bringing in food considered culturally diverse and so being made to feel like an outsider.
分析 本句为主从复合句。“what's known as ‘the lunchbox moment’ at school”为what引导的宾语从句,作动词encounter的宾语;过去分词短语“considered culturally diverse”作后置定语,修饰food;and连接“being judged...”和“being made...” 。
译文 许多有着移民父母的孩子在学校遇到所谓的“午餐盒时刻”:因为带来了从文化上被认为是不同的食物而被评判并因此感觉自己像个局外人的经历。
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2025人教版高中英语必修第三册
UNIT 3 DIVERSE CULTURES
Part 1 Listening and Speaking & Reading and Thinking
基础过关练
Ⅰ.单词拼写
1.Our family went out, hanging round in the (市中心的) area.
2.More peppers(辣椒) make it a very s dish.
3.Her (使命) in life was to help those in need in the faraway village.
4.Mary kept a (日记) of her trip to Paris, and she hoped that it would be published someday.
5.(2021浙江1月)He studied it and realized he was looking at a town's central business (区域) from a bird's-eye view.
Ⅱ.单句语法填空
1.I heard you had narrow escape in yesterday's accident.
2.She is said to have gained (admit) to the university of her choice.
3.(2022新高考Ⅰ)We've been (fortune) to have got good advice from some famous athletes on how to improve our skills and build up our body.
4.Teachers want students to express a (diverse) of views on a certain problem.
5.I believe that our team will (definite) win the game as long as we unite.
6.Only a small (minor) of students know how to work out that math problem. It's so difficult.
7.Apart being intelligent, he is also diligent and warm-hearted, which earned him everyone's respect in the team.
8.(2024湖南省长沙市第一中学月考)The (select) of destinations and activities for study tours is frequently designed to meet with the subjects covered in the curriculum(课程).
9.He didn't know what to do with it, so he (seek) advice from his teacher.
10. suddenly occurred to me that I hadn't locked the door.
Ⅲ.选词填空
bring about;seek one's fortune;series of;earn a living
After graduating from college, I made up my mind to 1. in big cities. At the very beginning, things didn't go smoothly, so I had to 2. by doing 3. part-time jobs. Faced with many difficulties, I still kept trying. No matter what results my decision might 4. , I would never give up. Luckily, not only did all my efforts pay off, but my dream came true.
Ⅳ.完成句子
1.他站起身来,转身向起跑线走去。(head)
Rising and , he the starting line.(读后续写—动作描写)
2.去登山之前,你最好做好充分的准备,以免发生意外事故。(it作形式主语)
Before going climbing, well prepared in case of accidents.
3.由我的向导带路,我毫不费力地找到了那位老师住的村子。(独立主格结构;lead)
, I had no difficulty in finding the village where the teacher lived.
能力提升练
Ⅰ.课文语法填空
It definitely feels good to be back in San Francisco again. And the city was able to rebuild 1 (it) after the earthquake occurring in 1906. There are so many beautiful old buildings—many sitting on top of big hills, 2 (offer) great views of the city, the ocean, and the Golden Gate Bridge.
My hotel is in the Mission District, one of the 3 (old) parts of the city. Many of the people 4 live here are from Mexico or Central America. This district used 5 (be) a poor area of town, but is now a centre for art, music, and food. In fact, 6 (influence) by graffiti art and comic art, an art movement called the “Mission School” started here.
In the afternoon, I headed 7 a local museum showing the historical changes in California. The museum did 8 really good job of showing how America 9 (build) by immigrants from different countries and cultures.
Tomorrow evening, I can 10 (hard) wait to go to a jazz bar in the Richmond District.
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.
Ⅱ.语法填空
(2024湖南长沙市长郡中学开学考试)
It is no secret that China has an incredibly rich, complex and ancient history and culture. My first 1 (expose) to Chinese culture occurred totally by chance. At 8, I walked into a bookshop and picked a book from one of the 2 (shelf). Nevertheless, the book turned out to be “Tao Te Ching”, a deeply philosophical book of Taoism. The book's content was 3 (obvious) lost on me, but it provided me with an early connection to a profound philosophical tradition by 4 I am still influenced today. At school I began studying Chinese. My interest in the language developed afterwards, 5 (combine) my love of travelling with my love of meeting new people.
Culture and food are closely connected and perhaps nowhere else can this be seen more clearly 6 in China. In recent years there 7 (be) a rise in restaurants offering a variety of food here. I have introduced many of my friends to Chinese history and culture through a 8 (share) love of food.
9 is safe to say that my journey has only just begun. These first steps are only a drop in the ocean of lifelong learning, but as the Chinese philosopher Lao Tzu said, “A journey of a thousand miles 10 (begin) with a single step.”
1. 2. 3. 4. 5.
6. 7. 8. 9. 10.
Ⅲ.阅读理解
A
(2024福建泉州期末统考)
Weddings are one of life's biggest celebrations, and they are observed in just about every country and culture on the planet. Here are some wedding traditions from around the world.
Scotland
Scottish weddings usually include an ethnic handfasting(绑手礼) ceremony. During the ceremony, the bride(新娘) and bridegroom each hold a piece of cloth. These are carefully wound around the couple's joined hands. When they pull their hands apart, the pieces become tied into a knot(结)—a symbol of the new union.
Germany
Guests at a German wedding get to see an interesting sight: the newly married couple—still dressed in their suit and wedding dress—cutting a length of a tree in half with a two-person saw(锯). In this way, they show their ability to work as a team to face any challenge they will meet in life.
Norway
A Norwegian wedding cake is made up of progressively smaller layers of iced cake rings, which give the cake the shape of a Christmas tree. The inside is empty and has gifts or even a bottle of wine. The bride and bridegroom lift the top ring of the cake, and the number of layers that stick to it is said to represent the number of children they will have!
England
Brides in England typically select “something old, something new, something borrowed, and something blue” to wear for their big day. The modern practice comes from a traditional English song, and the things themselves represent protection, cheerfulness, good luck, and purity, respectively.
Though the customs might be diverse, the feeling remains the same. Across the world, weddings are times to celebrate love, happiness, and family.
1.Why is a two-person saw used in the German wedding
A.To entertain the wedding guests. B.To mark the couple's united efforts.
C.To represent the upcoming challenges. D.To keep the couple from hurting each other.
2.In which wedding do brides wear different things to represent different wishes
A.The Scottish wedding. B.The German wedding.
C.The Norwegian wedding. D.The English wedding.
3.What does the text show about the wedding
A.Rules to follow. B.Ways to treat guests.
C.Special customs. D.Cultural backgrounds.
B
(2024河南南阳一中月考)
One day in elementary school, something occurred to me. A friend asked me “What are you eating ” as she glanced at my lunchbox. “It smells,” she said, her nose crinkling(起皱).
I was eating bhindi roti, my favorite Indian snack, which my mom had packed for me. But feeling embarrassed for having a “smelly” lunch and wanting to escape, I quietly shut my lunchbox. That day, I went hungry.
Most days after that, lunchtime at school felt like a battle. If I wasn't trying to hide my lunch or bite secretly when no one was looking, I'd insist on bringing in the same peanut butter and jelly sandwich as the other kids. My mom, who didn't grow up eating American food like chips, tried her best, but the sandwiches never looked or tasted as good as the food I enjoyed at home.
I didn't know that I wasn't alone. Many kids with immigrant parents encounter(遭遇) what's known as “the lunchbox moment” at school: the experience of being judged for bringing in food considered culturally diverse and so being made to feel like an outsider.
For this article, I talked with kids who could relate. But they also surprised me: They dealt with “the lunchbox moment” differently than I did. For example, Satya Singh, 6, who takes her mom's Indian cooking to lunch most days, told me that one day a classmate said that her aloo, or potatoes, looked like poop. Another time, someone said that the dal, or lentils, looked like puke. The next day, Satya brought enough dal to share with her entire class—and they loved it. “From then on”, she says, “my teacher at school made a rule: Don't yuck someone's yum.”
Looking back, I wish I'd had the wisdom of Satya and offered my friend a bite of my lunch, or just told her it was delicious—especially because now, as an adult, I see that Indian food is universally accepted and loved by my friends. Some even try to cook Indian lentils or chickpeas at home! And when I'm hungry, guess what I miss my mom's bhindi roti and her care in making it for me. Food is an expression of culture, tradition, family and love. And that's something to celebrate, not hide.
4.Why did the writer go hungry one day in elementary school
A.She didn't like her smelly lunch. B.Her classmates ate up her bhindi roti.
C.Her mom didn't prepare lunch for her. D.She skipped her lunch to escape embarrassment.
5.What can we infer about the writer according to the passage
A.She enjoyed the lunchtime at school.
B.Her parents are immigrants from India.
C.She liked peanut butter and jelly sandwiches best.
D.She would bite her bhindi roti quickly when someone was looking.
6.How did Satya deal with “the lunchbox moment”
A.She threw away her lunchbox.
B.She asked her teacher to make a rule.
C.She ate American food instead of her mom's Indian cooking.
D.She brought more Indian cooking to share with her classmates.
7.What does the author want to tell us
A.Food is something to celebrate, not hide.
B.Never should you yuck someone's yum in any case.
C.Indian food is delicious and universally appreciated.
D.The lunchbox moment is when one can taste different kinds of food.
答案与分层梯度式解析
UNIT 3 DIVERSE CULTURES
Part 1 Listening and Speaking & Reading and Thinking
基础过关练
Ⅰ.1.downtown 2.spicy 3.mission 4.journal 5.district
Ⅱ.1.a 考查冠词。句意:我听说你在昨天的事故中死里逃生。have a narrow escape表示“死里逃生”,为固定搭配。故填a。
2.admission 考查名词。句意:据说,她已经被她选择的大学录取了。设空处作have gained的宾语,应用名词admission,意为“进入权;准许加入”。故填admission。
3.fortunate 考查形容词。句意:我们有幸从一些著名的运动员那里得到了关于如何提高我们的技能和增强我们的身体素质的好建议。设空处应用形容词作表语,结合语境可知,此处表示“幸运的”。故填fortunate。
4.diversity 考查名词。句意:老师想要学生就某一个问题表达各种各样的观点。根据设空处前面的a和设空处后面的of可知,此处应用名词,a diversity of...意为“各种各样的……”。故填diversity。
5.definitely 考查副词。句意:我相信只要我们团结起来,我们队肯定会赢得比赛。设空处作状语,应用副词。故填definitely。
6.minority 考查名词。 句意:只有极少数学生知道如何算出那道数学题。它非常难。a minority of...意为“少数……”。故填minority。
7.from 考查介词。句意:除了聪明之外,他还很勤奋,也很热心,这为他赢得了团队中每个人的尊重。apart from意为“除了……外(还)”,符合语境。故填from。
8.selection 考查名词。句意:游学目的地和活动的选择通常是为了满足课程所涵盖的科目。该空为“the+名词+of”的所有格结构,表示“游学目的地和活动的选择”,在句中作主语,应使用名词形式。故填selection。
9.sought 考查动词的时态。句意:他不知道该怎么办,所以他向老师征求意见。分析句子可知,so为并列连词,连接前后两个分句;设空处为第二个分句的谓语,根据前面的didn't know可知,此处应使用一般过去时。注意seek的过去式和过去分词均为sought。故填sought。
10.It 考查代词。句意:我突然想起我没有锁门。It occurred/occurs to sb. that...意为“某人突然想起某事”。It作形式主语,that从句为真正的主语。故填It。
Ⅲ.1.seek my fortune 2.earn a living 3.series of
4.bring about
Ⅳ.1.turning around;headed to 2.it is better for you to be 3.My guide leading the way
能力提升练
Ⅰ.1.itself 考查反身代词。设空处的提示词it指的是前面的the city,该句中主语和宾语指的是同一事物,故这里用反身代词itself。
2.offering 考查现在分词。动词offer与其逻辑主语many之间是主动关系,所以用现在分词作结果状语,表示自然而然的结果。故填offering。
3.oldest 考查形容词的最高级。根据one of the...parts可知这里应用形容词的最高级,表示“最……的部分之一”。故填oldest。
4.who/that 考查定语从句。设空处无提示词,设空处前面是名词people,“ live here”中缺少主语,故推测设空处引导定语从句,修饰先行词people,所以用关系代词who或that。
5.to be 考查动词不定式。used to do/be sth.为固定结构,意为“过去常常做某事/过去是……”,故填to be。
6.influenced 考查过去分词。句中已有谓语动词started,所以此处应用非谓语动词;an art movement和influence之间是被动关系,所以应用过去分词。故填influenced。
7.to 考查介词。head to...意为 “朝……前进”。故填to。
8.a 考查冠词。do a good job意为“干得不错”,设空处后面是really,其发音以辅音音素开头。故填a。
9.was built 考查动词的时态、语态和主谓一致。分析句子成分可知,设空处在从句中作谓语,根据后面的by immigrants可知这里应用被动语态;根据常识可知“美国被建设”这件事发生在过去,应用一般过去时;从句的主语America为第三人称单数,谓语应用单数。故填was built。
10.hardly 考查副词。设空处后面是动词,应用副词修饰;can hardly wait to do sth.表示“迫不及待想要做某事”,其中hardly意为“几乎不”。故填hardly。
Ⅱ.◎语篇解读 本文是一篇记叙文。文章主要讲述了作者偶然间接触到中国道家思想,并逐渐爱上中国文化的故事。
1.exposure 考查名词。句意:我第一次接触中国文化完全是偶然发生的。设空处被序数词first修饰,且作句子的主语,应使用名词形式。故填exposure。
2.shelves 考查名词复数。句意:在八岁的时候,我走进一家书店,从其中的一个书架上挑了一本书。由空前的“one of the”可知,此处表示“……中的一个”,应使用名词复数。故填shelves。
类比启发
以-f或-fe结尾的名词变复数时,一般把-f、-fe变为-v,再加-es。如:thief→thieves;wife→wives;life→lives;self→selves;leaf→leaves;wolf→wolves;shelf→shelves;knife→knives;half→halves。口诀妙记:妻子(wife)持刀(knife)去宰狼(wolf),小偷(thief )吓得发了慌;躲在架(shelf)后保己(self)命(life),半(half)片树叶(leaf)遮目光。
3.obviously 考查副词。句意:这本书的内容显然未被我理解,但它让我与一个玄奥的哲学传统有了早期的联系,直到今天我仍然受到它的影响。设空处修饰形容词lost,应使用副词。故填obviously。
4.which 考查定语从句。句意见上题。分析句子可知,此处为“介词+关系代词”引导的定语从句,介词by与从句中的influenced构成be influenced by“被……影响”;先行词tradition在从句中作介词by的宾语,指物,故填which。
5.combining 考查现在分词。句意:后来我对这门语言的兴趣增强了,它结合了我对旅行的热爱和我对结识新朋友的热爱。句中developed为谓语,设空处为非谓语动词作状语,与逻辑主语My interest in the language之间为主动关系,所以用现在分词形式。故填combining。
6.than 考查介词。句意:文化和食物是紧密相连的,也许没有其他地方能比在中国更清楚地看到这一点。根据语境和more clearly可知,此处在进行对比,用介词than引出比较的对象。故填than。
7.has been 考查动词的时态和主谓一致。句意:近年来,这里提供各种食物的餐馆越来越多。该句为there be句型,根据时间状语In recent years可知,设空处应用现在完成时;主语a rise是单数,助动词应用has。故填has been。
8.shared 考查形容词。句意:通过对美食的共同热爱,我已经向许多朋友介绍了中国的历史和文化。由空前的a可知,空后的love为名词,设空处需使用形容词,表示“共有的”。故填shared。
9.It 考查代词。句意:可以肯定地说,我的旅程才刚刚开始。分析句子可知,此处为固定句型“It is+形容词+to do sth.”,其中代词It为形式主语,动词不定式to do为真正的主语。设空处位于句首,首字母应大写,故填It。
10.begins 考查动词的时态和主谓一致。引号内的句子表示“千里之行,始于足下。”引号内为简单句,设空处作谓语,名人名言应使用一般现在时;主语A journey为单数,所以谓语动词用第三人称单数形式。故填begins。
【高频词汇】 1.incredibly adv.极端地;极其 2.by chance偶然地 3.turn out结果是 4.content n.内容 5.be lost on sb.未被某人理解
Ⅲ. A
◎语篇解读 本文是一篇说明文。文章主要介绍了不同国家的一些婚礼传统。
1.B 细节理解题。根据“Germany”部分的最后一句“In this way, they show their ability to work as a team to face any challenge they will meet in life.”可知,通过这种方式,他们展示了他们作为一个团队来面对生活中将会遇到的任何挑战的能力。所以,在德国婚礼上使用双人锯是为了表明这对新人的共同努力。故选B。
2.D 细节理解题。根据“England”部分的介绍可知,在英格兰,新娘通常会在婚礼上挑选“旧的、新的、借来的和蓝色的东西”去穿戴,这种现代习俗来自一首传统的英文歌曲,这些东西本身分别代表着保护、快乐、好运和纯洁。所以,在英格兰婚礼上,新娘穿戴不同的东西来代表不同的祝愿。故选D。
3.C 细节理解题。根据第一段的最后一句“Here are some wedding traditions from around the world.”可知,本文主要介绍了一些来自世界各地的婚礼传统。故选C。
【高频词汇】 1.celebration n.庆祝 2.pull sb./sth. apart分开;拉开 3.union n.联合;合并 4.be made up of由……组成 5.represent v.代表 6.typically adv.通常;一般 7.purity n.纯洁;纯净
【熟词生义】 1.observe v.庆祝(节日) 2.wind(wound,
wound) v.缠绕
【差距词汇】 1.progressively adv.逐步地;愈益
2.respectively adv.分别地;各自地
B
◎语篇解读 本文是一篇记叙文。文章从作者小时候的亲身经历讲到移民家庭的孩子在学校吃自带午餐(印度菜)的困境,然后讲到6岁女孩Satya Singh怎么积极应对午餐时刻,最后指出食物是用来庆祝的,不是用来隐藏的。
4.D 细节理解题。根据第二段中的“But feeling embarrassed for having a ‘smelly’ lunch and wanting to escape, I quietly shut my lunchbox. That day, I went hungry.”可知,作者在小学时挨饿是由于为了逃避尴尬而未吃“有臭味的”午饭。故选D。
5.B 推理判断题。根据第四段中的“I didn't know that I wasn't alone. Many kids with immigrant parents encounter what's known as ‘the lunchbox moment’ at school”可知,作者也是移民家庭的孩子;再根据第二段中的“I was eating bhindi roti, my favorite Indian snack, which my mom had packed for me.”可推断,作者的父母是来自印度的移民。故选B。
6.D 细节理解题。根据倒数第二段中的“The next day, Satya brought enough dal to share with her entire class...”可知,第二天,Satya带了足够的印度扁豆和全班同学分享。这就是Satya处理“午餐盒时刻”的方式。故选D。
7.A 推理判断题。
通读全文并结合文章结构可知,作者想告诉我们:食物是用来庆祝的,不是用来隐藏的。故选A。
【高频词汇】 1.elementary school小学 2.glance v.瞥一眼;扫视 3.smelly adj.有难闻气味的;有臭味的
4.wisdom n.智慧 5.bite n.咬;(咬下的)一口 v.咬
6.universally adv.普遍地 7.expression n.表达;表示
【熟词生义】 relate v.认同;理解
长难句
原句 Many kids with immigrant parents encounter what's known as “the lunchbox moment” at school: the experience of being judged for bringing in food considered culturally diverse and so being made to feel like an outsider.
分析 本句为主从复合句。“what's known as ‘the lunchbox moment’ at school”为what引导的宾语从句,作动词encounter的宾语;过去分词短语“considered culturally diverse”作后置定语,修饰food;and连接“being judged...”和“being made...” 。
译文 许多有着移民父母的孩子在学校遇到所谓的“午餐盒时刻”:因为带来了从文化上被认为是不同的食物而被评判并因此感觉自己像个局外人的经历。
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