UNIT4課時檢測(二)“ReadingandThinking”的新知學習環(huán)節(jié)第Ⅰ卷語言基礎(chǔ)訓練(一)單詞拼寫(5分)(1)Shetiedoneendoftheropearoundher________(腰)andtheotherendtoabranchtopreventherselffromfalling.(2)Asyoucansee,thedesignispractically________________(相同的)—exceptforthescale.(3)Thechildwasunabletoofferacleardescriptionofwhatshehad______________(目睹)．help.Inksverymuchforyourhelp.I'llreturnthe__________(恩惠)sometime.(5)Hewouldnotmakeany__________(姿態(tài))thatwouldshowweakness.(二)單句語法填空(12分)(6)Ihavebeenconvincedthattheprintmediaaremoreaccurateandmore____________(rely)thantelevision.(7)Hedecidedtogoabroadforfurtherstudywiththe______________(approve)ofhisparents.(8)______________(vary)offlowersareonshowinthestreetonNationalDay.(9)Thesecretaryworkedforthesame______________(employ)for20years.(10)Londonwas______________(differ)frommostEuropeancapitals.(11)React________________(appropriate),withoutoverreactingbecauseitisn'tasyouhopedorwanted.(三)選詞填空(12分)......byparison，breakdown，figureout，varyfrom...to...，getthrough，lookdown)(12)Weddingtraditionsandcustoms______________onecountry__________another.(13)Ittookthemaboutonemonthto______________________howtostarttheequipment.(14)Ididn'tknowhowpoorpeople______________________thosecoldwinters.(15)Whenheisafraid,healways______________________shyly.(16)ShehadbeenwaitingforSimonto____________________thebarrierbetweenthem.(17)______________________，Britishartistsseemedtolackimaginationandinvention.(四)完成句子(10分)(18)Idon'tlike____________________________________________.(way；定語從句)我不喜歡她和父母說話的方式。(19)______________________________________________________(部分否定)并非所有的學生都按時來這兒。(20)Thelatetwentiethcentury_______________________________________________________________________________________________________________.(witness)二十世紀末見證了中國經(jīng)濟的迅速發(fā)展。(21)Weusehumantranslatorsratherthanmachines____________________________.(as引導原因狀語從句)我們使用人工翻譯而不是機器翻譯，因為我們相信他們更可靠。(22)Howbeautifullyshesings!________________________________________________(否定詞＋比較級)她唱得多么動聽啊！我從沒有聽過(比這)更好聽的歌了。第Ⅱ卷語篇綜合訓練(一)閱讀理解ABodylanguageisanessentialpartofmunicationandcanbejustasimportantasourspokenlanguageexchanges.Bodylanguagecanbebothconsciousorunconsciousactions,soitisimportanttomakesureyourbodyissendingthesamemessagesasyourwordstoensuregoodmunication.Theseactionscanstrengthentheverbal(口頭的)messagesyou'resendingoritcanleadtomistrustorconfusion—signsofpoormunicationandmisunderstanding.Bodylanguagecanmakeinteractingwithothersandexpressingyourselfmucheasier,butitcanalsointroducenewchallenges.Somenonverbalsignsunintentionallymunicatepartsofourselvesthatwedon'twantotherstoknow.Forexample,badpostureorfidgeting(坐立不安)maymunicatelackofconfidence,somethingwemaynotintendforotherstoknowaboutus.Butbodylanguagecanstrengthenourverbalmessagesandsolidifywhatwearetellingothers.Facingsomeonewitheyecontactortakingnoteswhilesomeoneisspeakingcanmunicategenuineinterest.Withoutthesesigns,teachersmaynotbeabletoassessastudent'sunderstanding.Whenyou'respeakingsincerely,it'snaturalforyourbodylanguagetorespondtoyourwordsthroughgesturesorfacialexpressions.Wealsousegesturesinconversationstotellstoriesordescribeobjects,oftenusinghandsignalstoshowhowbigorsmallsomethingis.Thesearelargelyunconscious,naturallyoccurringformsofbodylanguage.Itcanbedifficulttomunicateconfidenceinyouractionswhenyoumaynotfeelitinternally.Whenyoudisplayconfidentbodylanguage,suchasgoodpostureoreye-contact,evenifyou'remakingaconsciouseffort,studieshaveshownthatitcanleadtofeelingmoreconfident.Whenspeakingtoothers,practicecontrollingimpulsestofidgetandplantingyourfeetconfidentlytoincreaseself-esteem.1．Whydoestheauthorgivesomeexamplesinparagraph2?A．Toshowbodylanguagecanhelpusallthetime.B．Totellbodylanguagecanshowthetruesideofus.C．Toexplainhowchallengingitistoreadbodylanguage.D．Totellteachershowtoassessastudent'sunderstanding.2．Whatdoestheauthorintendtotellinthelasttwoparagraphs?A．Handsignalsareessentialwaystomakeourselvesunderstood.B．Naturallyoccurringformsofbodylanguagemakesusconfident.C．Properbodylanguagecanhelpusalotingainingconfidence.D．Whenspeakingtoothers,tryyourbesttohideyourbodylanguage.3．Whatcanbeasuitabletitleforthetext?A．KnowingYourFriendswithBodyLanguageB．UnderstandingOthersbyBodyLanguageC．BeingSmartinShowingYourBodyLanguageD．HelpingmunicatewithBodyLanguageeq\a\vs4\al(B)confident.Butconnection.Andbodyposture(姿勢)mayhelppeoplefeelmoreconfident.Butwillitworkonstudents?AnewstudybyresearchersfromtheMartinLutherUniversity(MLU)ofHalle-Wittenbergiscarriedouttofindtheconnection.Anditdoesprovideevidencethatsimplebodyposturescanhelpstudentsfeelbetterinschool.explanation.Whenconfident.Armsfurtherexplanation.Whenamansitswithhisarmscrossedbehindhishead,restinghisfeetonatable,heisprobablyfeelingveryself-confident.Armsfoldedinfrontofone'sbodyandabentback,ontheotherhand,typicallymeananxietyandinsecurity(不安全感)．“Bodylanguageisnotjustaboutexpressingfeelings,itcanalsohaveagreatinfluenceonhowapersonfeels，”explainsRobertK?rnerfromtheInstituteofPsychologyatMLU.confidence.Upadults.Kbodyposturestriestofindouttheextenttowhichacertainbodyposturemightinfluenceaperson'sfeelingsandself-confidence.Uptonow,mostoftheresearchhasbeenaboutstudyingtheeffectsonadults.K?rner'sstudyisthefirsttoexaminechildren.“Childrenfromtheageoffiveareabletorecognizeandunderstandthebodyposturesofothers，”theprofessoradds.graders.Oneeach.Thedown.Thetests.Thegroup.Thewith108fourthgraders.Onegroupwastoassumetwoopenposturesforoneminuteeach.Theothergroupposedwiththeirarmsfoldedinfrontofthemandtheirheadsdown.Thechildrenthenfinishedaseriesofpsychologicaltests.Thechildrenwhohadassumedanopenpostureshowedbettermoodsandreportedhigherself-confidencethanthechildrenintheothergroup.Theeffectswereparticularlymanifestwhenitcametoquestionsconcerningschool.“Here,powerfulbodypostureshadthestrongesteffectonthechildren'sself-confidence，”saysK?d.Theperiod.Seriousdseewhetherthismethodhelpstheirstudents.”However,K?rnerstatesthatexpectationsaboutthistechniqueshouldbemild.Theeffectscouldonlylastashortperiod.Seriousproblemsormentalillnessmustbetreatedbytrainedprofessionals.4．Whichofthefollowingshowsapersonmayfeeluneasyaccordingtoparagraph2?A．Onerestshisheadonthetable.B．Oneseldommoveshisfeetinaconversation.C．Onefoldshisarmsbeforehisbodywithabentback.D．Onecrosseshisarmsbehindhisheadandliesonthesofa.5．Whatisthenewresearchonpowerfulbodyposturesmainlyabout?A．Whatthemostpopularposturesare.B．Howchildren'sposturesdifferfromadults'.C．Whybodylanguagecanexpressaperson'sfeelings.D．Whateffectspostureshaveonstudents'feelings.6．Whatdoestheunderlinedword“manifest”inparagraph4probablymean?A．Strange. B．Obvious.C．Unclear. D．Manageable.7．WhatisK?rner'sattitudetoteachers'applyingthefindingsinteaching?A．Worried. B．Doubtful.C．Objective. D．Supportive.(二)完形填空curriculum.Morey,onestudenthasinspiredabigchangetothecurriculum.Moreyistheschool'sfirst__8student.Thestudent.Theschool__9__theopportunitytoteachallthestudentssomesignlanguagesoastomakeherfeel__10__.Nowthewallsofhallsarelinedwiththelanguageposters,andstudentshavelearnedhowto__11__morethan20wordsrelatedtoschool.“__12__Moreycametoourschool，”saidschoolPrincipalSampietro,“ourstudentsknewlittleaboutthecultureofsignlanguage.”Theschoolinstalled(安裝)ahearingsystemand__13__anextrateachertoreceivespecialtraininginputtingsignlanguageintoeveryclass.Meanwhile,manyteachersbeganusingtheirfreetimeto__14__signlanguagevideosandreadbooksonspecial__15__soastohelpotherpossibledisabledstudentsinthefuture.Theclassarealsogettingsome__16__fromMorey：“Moreyhelpedallofthemto__17__thealphabet，”Sampietrosaid.Torewardthestudents'hard__18__，theschoolinvitedCinderellawhoknowssignlanguagetoetosingforthestudentsand__19__herstoriesaboutfriendshipstartingfromsignlanguage.“Moststudentsintheschoolhadnot__20__otherpeoplewithahearingdisability，”saidPrincipalSampietro.“Wewantedourstudentsto__21__thisisn'tsomethingtheycan__22__speakwithMorey.”8．A.female B．blindC．deaf D．foreign9．A.refused B．missedC．ignored D．took10．A.wele B．excitedC．a(chǎn)nxious D．puzzled11．A.hug B．kissC．shake D．sign12．A.After B．BeforeC．While D．Since13．A.forced B．expectedC．forbade D．a(chǎn)sked14．A.produce B．watchC．sell D．release15．A.treatment B．eventsC．education D．tips16．A.information B．a(chǎn)ssistanceC．letters D．presents17．A.obtain B．buyC．study D．invent18．A.work B．timeC．task D．blow19．A.write B．shareC．publish D．a(chǎn)dapt20．A.recognized B．troubledC．sympathized D．met21．A.understand B．forgetC．report D．promise22．A.never B．onlyC．seldom D．still(三)主題微寫作(15分)(建議教師批閱)請用以下本課所學的詞匯和短語寫一個英語片段，向你的外國朋友介紹一下中國人的肢體語言。詞數(shù)60左右。interaction，vary，appropriate，demonstrate，gesture，witness，identical，differfrom，byparison，cheek，favour，bowUNIT4課時檢測(二)第Ⅰ卷語言基礎(chǔ)訓練(一)(1)waist(2)identical(3)witnessed(4)favour(5)gesture(二)(6)reliable(7)approval(8)Varieties(9)employer(10)different(11)appropriately(三)(12)varyfrom;to(13)figureout(14)gotthrough(15)looksdown(16)breakdown(17)Byparison(四)(18)thewayshespeakstoherparents(19)Allthestudentsarenothereontime./Notallthestudentsarehereontime.(20)witnessedtherapiddevelopmentofChina'seconomy(21)aswebelievetheyaremorereliable(22)Ihaveneverheardabettersong.第Ⅱ卷語篇綜合訓練(一)閱讀理解[A]語篇解讀：本文是一篇說明文。文章主要說明了肢體語言在溝通中的重要性以及如何通過肢體語言建立自信。1．選B推理判斷題。根據(jù)第二段“Somenonverbalsigns...forotherstoknowaboutus.”可推知，作者在第二段中給出例子是為了說明肢體語言可以展示我們真實的一面。2．選C推理判斷題。根據(jù)最后兩段可推知，作者在最后兩段想表達的是正確的肢體語言可以幫助我們獲得自信。3．選D標題歸納題。根據(jù)第一段并結(jié)合文章主旨大意(肢體語言在溝通中的重要性以及如何通過肢體語言建立自信)可知，D選項“用肢體語言幫助溝通”最適合作文章標題。[B]語篇解讀：本文是一篇說明文。文章主要介紹了一項研究——有些身體姿勢有助于學生在學校感覺更好。4．選C細節(jié)理解題。根據(jù)第二段的“Armsfoldedinfrontofone'sbodyandabentback,ontheotherhand,typicallymeananxietyandinsecurity(不安全感)．”可知，一個人彎著腰，雙臂交叉在身前表明這個人心神不安。5．選D細節(jié)理解題。根據(jù)第三段的“Researchonpowerfulbodypostures...aperson'sfeelingsandself-confidence.”和第四段的“Theresearcherscarriedouttheirexperimentwith108fourthgraders.”可知，對強有力的身體姿勢的新研究主要關(guān)于身體姿勢如何影響學生的情感。6．選B詞義猜測題。根據(jù)畫線詞上下文可知，相比之下，采取開放姿態(tài)的孩子表現(xiàn)出更好的心情和更高的自信，在學校中這種影響特別大。因此可推斷，這一結(jié)果當涉及學習問題時是顯而易見的。7．選C觀點態(tài)度題。根據(jù)最后一段“Teacherscouldtryandsee...mustbetreatedbytrainedprofessionals.”可知，雖然K?rner推薦老師們嘗試該方法，但也提醒不能期望過高，嚴重的問題仍需交給專業(yè)人員處理。由此可推斷，K?rner處在一個中立的立場上。(二)完形填空語篇解讀：本文是一篇記敘文。Dayton學校一個特殊的學生Morey給這個學校的課程帶來了巨大的改變。因為Morey聽不見，全校師生開始學習手語，老師們也開始學習針對有殘疾的孩子的特殊教育。大家讓Morey感到受歡迎，她也讓大家有機會學會一種新的語言。8．選C根據(jù)最后一段倒數(shù)第二句中的“withahearingdisability”可知，Morey是這所學校第一個有聽力障礙的學生。9．選D根據(jù)“toteachallthestudentssomesignlanguage”可知，學校想要借此機會教學生手語。taketheopportunity意為“抓住機會”，是固定短語。10．選A根據(jù)語境可知，學校教學生手語，使Morey能適應學校的生活，從而使她感到受歡迎。11．選D根據(jù)語境可知，學校開了手語課，所以學生們應該是學會怎樣做手勢。12．選B根據(jù)第一段內(nèi)容可知，Morey的到來讓學校設(shè)置了這門課程，所以在Morey來這所學校之前，學生們幾乎不了解手語文化。13．選D根據(jù)“anextrateachertoreceivespecialtraininginputtingsignlanguagein